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M&F Chapter 1- What is a Family?
Summary
The meaning of marriage and family.
The effect of media on families.
Functions of marriage and family.
Main Core Tie
Adult Roles And Responsibilities
Strand 4 Standard 4
Time Frame
2 class periods of 90 minutes each
Group Size
Large Groups
Life Skills
Thinking & Reasoning, Communication, Social & Civic Responsibility
Materials
PowerPoint Projector.
Background for Teachers
From the book, be able to show students how to draw their own family genograms.
Student Prior Knowledge
Knowing the pros and cons of media in their own lives.
Intended Learning Outcomes
Students will understand the huge impact of media on family life today. Students will be able to create their own definition of the meaning of family.
Instructional Procedures
A PowerPoint presentation on the chapter.
Sharing of family rituals and traditions.
A discussion of birth order.
Print all lesson plans and handouts from the FHS 2400 CD.
Assessment Plan
Students will have completed the reading tests before coming to class. A final Exam will be given on the chapter.
Contact [REDACTED_EMAIL] using your education email address if you would like copies of the test / exam for this lesson plan. Be sure to include the Lesson Plan title in your email request.
Educators:
Bibliography
The Marriage & Family Experience (8th edition) by Strong
Authors
WENDY CRAPO | web | https://www.uen.org/lessonplan/print/13314.pdf | 0.502452 | {
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The Virtual Learning Environment for Computer Programming
Rows and columns
P28318 en
Write a program that reads a matrix, and afterwards prints the rows, the columns and the elements that are asked for.
Input
Input consists of a matrix followed by a sequence of questions about the matrix. The matrix is described with two natural numbers n > 0 and m > 0, followed by n lines with m integer numbers each one. Every question begins with the word "row", "column" or "element". If the word is "row", it is followed by the number of a row. If the word is "column", it is followed by the number of a column. If the word is "element", it is followed by the number of a row and the number of a column. All the given numbers of row and of column are correct, and start with 1.
Output
For every question, print the row, the column, or the element asked for.
Sample input
Sample output
Problem information
Author : Salvador Roura
Translator : Carlos Molina
Generation : [REDACTED_PHONE]:52:06
©Jutge.org, 2006–2023.
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Western Native Trout Initiative Project Update for:
San Clara Creek Habitat Restoration for Rio Grande cutthroat trout
Instream habitat improvement structure in Santa Clara Creek
Background
The Pueblo of Santa Clara (Pueblo) was awarded a WNTI grant in 2009 to construct a barrier and habitat improvement structures for conservation of Rio Grande cutthroat trout. This project also requires the removal of nonnative trout.
Purpose
Construct a barrier to prevent upstream migration of nonnative trout and re-establish Rio Grande cutthroat trout.
Cooperators
- Pueblo of Santa Clara
- New Mexico Department of Game and Fish
- Trout Unlimited
- USFWS, NM Fish and Wildlife Conservation Office
Project Status
- Partners met to discuss the development of Memorandum of Agreement (MOA) between NMDGF and Pueblo regarding a donor stream for fish reintroduction on the Pueblo.
- In July 2009, the Tribal Council passed a resolution designating the entire headwaters of the Santa Clara Creek Drainage, including pond #4 as Rio Grande cutthroat trout (RGCT) waters.
- A cooperative agreement and sole source justification were completed to allow direct contracting with Santa Clara Pueblo for spillway reconstruction activities.
- The Pueblo and NMFWCO removed 700 to 800 nonnative trout and transplanted to nonproject area waters.
- The Pueblo and NMFWCO constructed 20 habitat improvement structures within the designated RGCT waters. The habitat improvement structures were designed increase the amount of available pool habitat. These structures consisted of "W" rock weir, log-vane bank feature, random boulder placement (riffle), Cross-vane structure, "J" hook vane, step pool log structure, and rock channel constrictors.
- In October 2009, the Pueblo drained pond 4 in order to renovate the spillway structure, scheduled for Spring 2010.
- Mechanical removal effort will continue in Spring and Summer of 2010. Chemical renovation via rotenone is scheduled for August/September 2010.
Funding Status
- Original budget $90,000
- Contract to Santa Clara Pueblo for $45,000 for barrier construction
- Remaining funds administered by NMFWCO for habitat structure construction and nonnative trout removal | web | http://www.westernnativetrout.org/media/2009-funded-projects/santa-clara-creek-rg-cutthroat-trout-wnti-update.pdf | 0.422464 | {
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By David Velez
The Deming High School robotics club has been around since 2000 and has offered the students of DHS an academic activity in the STEM field since. Each year the robotics team competes in two competitions, BEST robotics in the fall and FIRST robotics in the Winter. The two competitions are very different, as the BEST competition revolves around a more business type scenario, requiring a marketing and business plan as well as a hands-on building competition. The BEST competition is held in Las Cruses each year at NMSU and the winner has the chance to attend a regional competition in Dallas, TX. The winter challenge is a much larger worldwide competition. It is held in multiple locations each year; these competitions are called hubs and teams can attend multiple hub competitions. The FIRST robotics challenge is more complicated and complex. There is no major marketing or business aspect to the competition.
During the 2017-2018 school year DHS robotics has done well, placing first overall in the robotic design and competition portion of the 2017 BEST competition. The robotics team earned a trip to Dallas, TX in late November to compete regionally. There the DHS placed 12 th of 72 teams, they were the only New Mexico team to make the semi-final rounds. Ending their fall season in November the robotics team is set to jump start the FIRST challenge on January 6 th with the release of this years challenge.
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Input
Council
Missions—Are You Educated?
Education is a key component to involvement and giving! So, how do you educate your local congregation about the mission efforts of the Church of the Nazarene around the world?
Here are some ideas that have been successfully used:
* Listen to Mission Leaders—Bring in a missionary to speak at your church, or combine together with other congregations in your area—this makes missions "real."
* Feed Your People—Have an "International Dinner" that features food from each region. Enlist the help of several people in your church to prepare the food. Have recent information at each serving area about that region, including types of work (churches/hospitals/child development centers, etc.); a list of world areas in the region, number of missionaries, etc. (Be sure to include the USA/Canada Region as a world area.)
* Feed Your People Comparatively—Have a dinner that features food from a particular area. To "make it real," serve the average portion of food that a person in that area would eat at a meal.
* Involve Youth and Children—Have the teens prepare a video for the Children's Department that tells the story/gives the information about a children's missions book.
* Watch and Learn—Using video downloads from the Nazarene Missions Media Library (www.nazarenemedia.org)! Many of these are short enough to use during pre-service announcements or to embed or have a link for on your church's Web site and/or Facebook page.
* Learn About an Offering—During Vacation Bible School (VBS), receive an offering for missions. To "make it real," use Skype (www.skype.com)—or a similar computer program—to call and talk to a missionary on the field who has children the same age as those at VBS. (Keep in mind time differences when contacting people in other world areas, and be sure to ask in advance if this is something they are equipped to do.)
These are only a few ideas to get your "creative juices" flowing. Please be sure to share YOUR ideas with US by sending them to [REDACTED_EMAIL]!
Cheryl Adams South Central U.S.A. Region Global Council Representative
Mission Connection
May 2013 | web | http://nmi.nazarene.org/Stories/docs/Educating/MissionEducation/MissEd-Missions-Are_You_Educated.pdf | 0.421543 | {
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GREG PAUL
Greg Paul is a Pastor, founder of Sanctuary, and author in Toronto. He is a husband, father of seven, and grandfather. Sanctuary, is a community in which people who are wealthy and people who are poor live, work and share their experiences and resources on a daily basis. Greg Paul is the author of four award-winning books: Close Enough to Hear God Breathe; The
Twenty-Piece Shuffle; God In The Alley, and Simply Open.
Selected Quotations
"We remember stories more easily and more completely than we do facts. We assimilate stories differently, bringing to them the shades of understanding made possible by our own experiences, finding something new each time we approach even one that has long been familiar. A story is like a multifaceted jewel, giving off a different light each time it is turned."
"Sometimes they speak words that cut or bruise my soul, telling me I am unlovely and unlovable —a message I am unaccountably ready to believe. They may be the voices of people close to me, the culture around me, the advertising I can't escape, religion, education, or of my own innate pride or insecurities."
"My children and I inhabited those stories together. A good story allows you to admit your fears, and hope that you might be a hero in the face of them. I'm not sure why adults so often lose the art of "entering" a story in written form."
"I still love novels and would rather read them than philosophy, theology, "real" history, psychology, or any other form of fact-based writing. I think I've learned more about the human condition—and the scope of the human spirit—from novels than from any other form of writing."
Online Materials:
Greg Paul – 'Resurrecting Religion'
Greg Paul's Story of Resurrecting Religion | Your Story with Melinda
Greg Paul - Why the Poor and the Rich Need Each Other
Further reading
Queer Prophets (2020)
Close Enough to Hear God Breathe: The Great Story of Divine (2011)
Simply Open: A Guide to Experiencing God in the Everyday (2015) | web | https://awakeningproject.ca/wp-content/uploads/2021/08/Greg-Paul.pdf | 0.429416 | {
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What is an ingrown toenail?
When a toenail is ingrown, the sides or corners of the nail curl down and dig into the skin, causing swelling, pain and redness.
What causes an ingrown toenail?
While many things can cause ingrown toenails, the major causes are shoes that don't fit well and improperly trimmed nails. Shoes that are too tight press the sides of the nail and make it curl into the skin. Nails that are peeled off at the edge or trimmed down at the corners are also more likely to become ingrown.
To avoid ingrown toenails, you should cut your nails straight across. The top of the nail should make a straight line.
What is the best treatment for a painful ingrown toenail?
When the problem is mild, you may only need to soak your foot in warm water for 15 to 20 minutes and place dry cotton, such as part of a cotton ball, under the corner of the nail. Signs that the problem is getting worse include increasing pain, swelling and drainage of the area. Sometimes minor surgery is needed to remove the part of the nail that is poking into the skin.
What kind of surgery is performed to fix the toenail?
Your doctor will first numb your toe by injecting it with an anesthetic. Then he or she will cut your toenail along the edge that is growing into the skin and pull out the piece of nail. Finally, your doctor may apply a small electrical charge or a liquid solution to the exposed part of the nail bed. This keeps the toenail from growing into the skin again. This part of the surgery is called ablation, and your doctor will decide whether it needs to be done. Not all patients need ablation.
What should I do to care for my toe after surgery?
* Soak your foot daily in warm water.
* Apply antibiotic ointment (some brand names: Bacitracin, Neosporin) to the site at least twice a day.
* Keep a bandage over the site until it heals.
* Take acetaminophen (one brand name: Tylenol) or ibuprofen (one brand name: Motrin) as needed for pain.
* Keep the wound clean and dry. It is okay to shower the day after surgery.
* Wear loosely fitting shoes or sneakers for the first 2 weeks.
* Avoid running or strenuous activity for the first 2 weeks.
* Call your doctor if you have problems with the area, such as increasing pain, swelling, redness or drainage.
* Avoid high heels and tight-fitting shoes now and in the future.
* Trim nails straight across. Don't pick at your nails or tear them at the corners.
(Created 9/00) (Updated 3/02) | web | http://www.tequestafamilypractice.com/articles/Ingrown_Nail.pdf | 0.439986 | {
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Difficult Latch-on During Breastfeeding
Trouble latching onto the breast may be due to incorrect positioning, too full or too hard breast, or flat and inverted nipples.
Use correct breastfeeding positioning
❒ Quickly pull the baby to the breast and onto the nipple.
❒ Get comfortable and put a book or a box under the feet so the lap is flat.
❒ Hold the baby "tummy to tummy".
❒ Line up the baby's body so that the ear, shoulder, and hip are in a straight line.
❒ Hold the baby behind the neck and shoulder to guide to the breast.
❒ Support the baby's bottom in the crook of the arm.
Help the baby to get a wide open mouth to latch
❒ Line-up the baby's nose with the nipple.
❒ Allow the head to tilt slightly backwards as it meets the breast.
❒ Express a drop of milk.
❒ Bring the baby's mouth to the nipple and allow licking.
Soften the breasts if too full or hard
❒ Cover both breasts with an ice pack for 3-4 minutes.
❒ Massage the breast to help get the milk flowing.
❒ Hand express or pump the milk to soften the breast.
❒ Repeat the ice packs every 2-3 hours until the breast is softer.
Help draw out flat or inverted nipples for a better latch
❒ Sit up in a chair with a pillow supporting the back so that the nipples are more erect.
❒ Use a breast pump to draw out the nipple for a few minutes just before putting the baby to the breast.
❒ Wait for a wide open mouth.
❒ Quickly bring the baby to the breast with a wide open mouth.
If no success with latch-on, contact a breastfeeding counselor in the community, the county health department, or call the Arkansas WIC Breastfeeding Help-line at [REDACTED_PHONE]. | web | https://www.healthy.arkansas.gov/images/uploads/pdf/Difficult_Latch_English.pdf | 0.426268 | {
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Hops (Humulus lupulus L.)
French: Houblon; Spanish: Lupolo; Italian: Luppolo; German: Hopfen
Crop data
Harvested part: umbels (cones) which develop from unpollinated flowers.
Rhizome cuttings, or young plants cultivated in the greenhouse, are used as planting material. Rootstocks develop during the first year, when little or no yield is produced.
Flowers July in northern hemisphere, December-January in southern hemisphere.
Harvested late August - early September (northern hemisphere), March - April (southern hemisphere). Whole plants are removed and then processed in a stationary picking machine; wastes (leaves, petioles, vines) are chopped and, in part, brought back to the field. Because the cones are immediately dried to 12 % moisture, yields are expressed in terms of dried hops.
Rootstocks sprout anew each year, life expectancy: 10-20 years.
Plant density: 1 800-2 200 plants/ha, with two vertical wires to each plant (variations depending on variety and site).
Preferably grown on medium soils (Sandy Brown Soil or Loess Brown Soil) with pH 5-7.
Without irrigation, in temperate climates with adequate precipitation during the vegetation period (Europe); or, with irrigation, in arid climates (USA, etc.).
Nutrient demand/uptake/removal
Plant analysis
Fertilizer use
Germany (example of temperate climate, without irrigation):
Planting year (baby hops):
- first N application when growth begins (late June), at 5-7 kg N/1 000 plants;
- second N application when plants are well developed (end of July), 5-7 kg N/1 000 plants.
- P and K fertilizer needed only on soils of low to medium content
Subsequent years - strung for harvest (for expected yield of 2 t/ha):
N at 180-200 kg/ha, which may be reduced if Nmin test in early March indicates more than 80 kg/ha (nitrate + ammonium) in top 90 cm of soil. For early-maturing varieties this is applied one-third in March, one-third in April, one-third late May; and for late-maturing varieties one-third in March, one-third late May, one-third early July. Usually given in ammonium nitrate form (e.g.CAN). Occasionally as 1-2 spray applications of urea ammonium nitrate solution (15-30 % concentration) from late May to mid-June to the soil and to the plants up to a height of 1 m, thereby simultaneously destroying excessive shoots.
P, K, Mg:
*Rates may be increased by up to 100 % on soils lower in these nutrients or may be progressively reduced to zero at hi
gher nutrient levels.
Basal fertilization is generally applied in one operation (March).
- lime (where required, liming is done in the autumn):
Micronutrients: hops are sensitive to Zn deficiency, which is generally associated with high soil pH and excessive soil P; it may be controlled by foliar sprays of 0.1-0.2 % zinc sulphate or chelate (3-5 sprays from tying to flowering), or Zn-containing fertilizers may be applied to the soil.
USA (example of arid climate, with irrigation):
N:
where soil N = 10 ppm, 160 kg/ha N where soil N = 20 ppm, 110 kg/ha N
P2O5:
where soil P2O5 = 46 ppm, 126 kg/ha P2O5
K2O:
where soil K2O = 72 ppm, 216 kg/ha K2O
These rates may be increased by up to 50 % on soils where nutrient contents are lower, or reduced where they are higher than the amounts stated.
N is applied in three split dressings; P and K in a single application.
Zn: applied, where necessary, as foliar sprays of 0.15-0.18 % zinc sulphate or chelate.
Further reading
ROBERTS, S.; NELSON; C.E.: Hop Nutrient Uptake and the Relationship between Quality and Nutrient Content of Hop Cones. Washington Agricultural Experiment Stations, Institute of Agricultural Sciences, Washington State University, Bulletin 630, USA (1961)
ROSSBAUER, G.; ZWACK, F.: Versuche zur Stickstoffduengung im Hopfen. Hopfen Rundschau No. 5/85, Germany (1985)
ROSSBAUER, G. et al.: Hopfen: Anbau, Duengung, Pflanzenschutz - Hinweise fuer das Jahr 1991. Hopfen Rundschau No.3/91, Germany (1991)
Author: G. Rossbauer, Bayerische Landesanstalt fuer Bodenkultur und Pflanzenbau, Hopfenforschung und Hopfenberatung, Wolnzach, Germany
Contributor: G. K. Lewis, Hopunion USA Inc., USA | web | http://willingham-nurseries.co.uk/hops/hops.pdf | 0.506728 | {
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THE PARABLE OF THE
WEDDING BANQUET
MATTHEW 22 1-14
This parable is very hard to interpret, but there are three simple aspects to this story which are important to its interpretation.
First, this isn't just any banquet. It's the royal wedding banquet of the king's son. Who in their right mind would refuse such an imperial invitation. Well, many in this story did refuse.
Second, Matthew combines a second story about a badly dressed guest, so you get two stories for the price of one.
Third, both parables end badly.
So to paraphrase this parable - 'There was once a king who prepared a royal banquet for his son's wedding. After the preparations were made, he sent out the invitations. Some people refused to come. Others paid no attention. Another group even killed the king's messengers.
So the king sent out a second round of messengers, and a B-list of guests accept the
kings invitation. So at long last the guest hall was full.
But one guest stood out like a sore thumb. He was a party crasher who dressed like a slob - to the wedding party of the king's son! In the royal palace! What was he thinking?
I was once invited to Downing Street, I know I would not have dared to turn up in a dirty tee shirt.
The people who refused the king's invitation didn't deserve to come and the guest who turned up dressed inappropriately didn't deserve to stay.
In the story there were bad endings - those who refused the invitation the king sent his army and burned the city in which they lived. The one who
dressed inappropriately was tied hand and foot, and thrown outside into the darkness.
This story is meant shock us into our spiritual senses.
Everyone, without exception, has received a free invitation to the kingdom of God. But some refuse God's generosity. Other people try to enter the kingdom of God on their own terms and conditions. They want to write their own rule book and you cannot bend reality to your own wishes.
God's generosity is free for all, but it doesn't come cheap. It asks for everything. "A merchant sold everything to buy the pearl of great price. The rich young ruler refused Jesus' invitation and went away sad."
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Lesson 12
VOCATION: KNOWING ONE'S CALLING
The Puritan doctrine of vocation integrated life in the world with the spiritual life. The spiritual life was no longer limited to some "sacred" space, nor was it reserved for monks and nuns who had retired from the world. Instead, it is "in your shops where you may most confidently expect the presence and blessing of God" (Richard Steele). This view of work as vocation offers more than simply the possibility of serving God in one's daily work. It offers the possibility of serving God through or by means of that work. To work is to serve God… "The main end of our lives is to serve God in the serving of men in the works of our callings" (William Perkins). —Leland Ryken (Christian History, 2006)
God created us as physical beings in a physical world. Thus, loving Him and loving others is not just a spiritual or mystical thing. We are to present our bodies as living sacrifices to God and to use our bodies as instruments of righteousness to do His will (Rom. 6:13, 12:1). And as God's workmanship, we are designed and called by God for good works, using our abilities and resources to bless others (Eph. 2:10).
THE PRINCIPLE OF WORK
- God is a _________________ (John 5:17; Psalm 145:4-6).
- We are designed to be ________________, created in God’s image to display His glory on the earth (Gen. 1:26-28; 2:15).
THE PROBLEM OF WORK
- Sin has brought _____________ and ____________ to our work (Genesis 3:17-19).
- Our work now has a sense of _______________ (Eccl. 2:18-23).
Work. Hebrew, avad, "to serve, work, worship." Used 290x in OT. Greek, ergon, "anything accomplished by hand, art, industry, or mind." Used 215x in NT.
Every creature is God's servant and each has his work to do in which to glorify God, some in one calling, some in another.
—Thomas Manton (1620-77)
Be laborious and diligent in your callings…and if you cheerfully serve God in the labor of your hands…it will be as acceptable to Him as if you had spent all that time in more spiritual exercises.
—Richard Baxter (1615-91)
We miss part of our humanity when we do nothing. We were made to find fulfillment in our calling, whatever that might be.
—Greg Johnson
At the core, our identity as humans is now frustrated. Our work is now futile. Our relationships with God, our own selves, others, and our environment are now disrupted and even destructive. Created to live in a garden, we now are forced to live in a ghetto. This world that we now inhabit is not our natural habitat.
—Dennis Bakke
THE PURPOSE OF WORK
For my own benefit.
Greek Dualism
- ________________ (2 Thessalonians 3:10)
- ______________________ (Ecclesiastes 5:18-20)
- ___________________ (Proverbs 10:4; 13:4; 28:19)
For the benefit of others.
- Provide for ____________________ (1 Timothy 5:8).
- Provide for _________________ (Ephesians 4:28).
- Provide for _________________ (1 Corinthians 9:11-12).
- Improve _____________ on earth (Genesis 1:28).
For the glory of God! (1 Corinthians 10:31)
Greek Dualism
Biblical Worldview
THE PRACTICE OF WORK
- Work ________________________ (Colossians 3:22).
- Work ________________________ (Colossians 3:23).
- Work ________________________ (Colossians 3:25).
- Work ________________________ (Col. 3:24; Eccl. 5:18-20).
Biblical Worldview
Walking the God-Centered Path This Week
- Evaluate your work ethic based on Colossians 3:22-25. In what area(s) do you need to change or improve?
- Write out a vision statement for your life. How has God gifted you? What do you want to accomplish for His glory?
Make all you can, save all you can, give all you can.
—John Wesley
Opportunity is missed by most because it is dressed in overalls and looks like work.
—Thomas Edison
Business for the Christian is a form of neighbor-love, a way to fulfill the Great Commandment.
—David Neff
The works of monks and priests, however holy and arduous they may be, do not differ one whit in the sight of God from the works of the rustic laborer in the field or the woman going about her household tasks, but that all works are measured before God by faith alone. —Martin Luther
If thou compare deed to deed, there is difference betwixt washing of dishes and preaching of the word of God; but as touching to please God, none at all.
—William Tyndale (1494-1536)
Wherever man may stand, whatever he may do, to wherever he may apply his hand…he is constantly standing before the face of God (coram deo), he is employed in the service of God. —Abraham Kuyper
I long to accomplish great and noble tasks, but it is my chief duty to accomplish humble tasks as though they were great and noble. The world is moved along not only by the mighty shoves of its heroes, but also by the aggregate of the tiny pushes of each honest worker. —Helen Keller
Take pleasure in your work and then you will not be slothful in it. —Richard Baxter (1615-91) | web | https://www.516church.org/_files/ugd/29a55d_27939dcf508e4b188e1bf21f1d48382e.pdf | 0.487019 | {
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Reference code: GB165-0452
Title: Victor Emery Collection
Name of creator: Emery, Victor (b. 1924)
Dates of creation of material: 1945-1946, 2009
Level of description: Fonds
Extent: 1 file (24 sheets)
Biographical history: Emery, Victor (b.1924)
Born 1924. Educated Marksbury Road Senior Boys School. Joined Army in 1942 and after training joined 112 Light Anti Aircraft (LAA) Regiment, Royal Artillery. In 1945 the
regiment joined the 3
rd
Division (The Ironsides) to be shipped to America for training for the invasion of Japan with the Empire Corps. As this was cancelled the 112 Light Anti
Aircraft Regiment, as part of the strategic forces, were flown to the Middle East in
Sept/Oct 1945 and stationed first at Quassassin and then El Ballah on the Suez Canal. In
Nov 1945 the Regiment was moved to Palestine and stationed near Hadera in Camp 71.
After 6 months the Regiment was then moved back to the Canal Bases in Egypt.
Scope and content:
Letter from Victor Emery describing his Army service in Palestine with photocopies of 5 photographs showing Emery in Egypt and Camp 71 as well as the
Hadera Coastguard station after it had been blown up on 20 Jan 1946 and a photocopy of a newspaper clipping showing the Hadera Coastguard station prior to its destruction. Also
includes a second more detailed account of Victor Emery's life and service in Egypt and
Palestine including descriptions of leisure activities, contact with Jews and Arabs, relations with the Palestine Police and the level of news received in the Camp of events happening
elsewhere in Palestine as well as a photocopy of a photograph of Victor Emery in 1943.
Access conditions: Open
Language of material: English
Conditions governing reproduction:
No restrictions on copying or quotation other than statutory regulations and preservation concerns
1
©Middle East Centre, St Antony's College, Oxford. OX2 6JF
VICTOR EMERY
GB165-0452
Immediate source of acquisition: Received as a gift from Victor Emery as part of the Palestine Veterans Association and Palestine Command Collections on 12 Jan 2009 and 3 Feb 2009
Finding aids: In Guide; Handlist
Archivist's note: Fonds level description created by D. Usher 14 Jan 2009 and revised 18 Feb 2009. Biographical information compiled from Victor Emery's letter. | web | https://www.sant.ox.ac.uk/sites/default/files/gb165-0452-victor-emery-collection.pdf | 0.497634 | {
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Discover...
Francis Howe SEymour KNowles
They also serve who volunteer
Not all the staff who have worked at the Pitt Rivers Museum since 1884 have been paid for their services. The Museum has been fortunate enough to benefit from the hard work of many volunteers over the years, including Francis Howe Seymour Knowles, one of the longest serving, and perhaps the hardest working.
Knowles was born in 1886, studied law at Oriel College, Oxford, and was one of the first students to be awarded the Diploma in Anthropology at the same university. In 1909 he was appointed to be Assistant to Professor Arthur Thomson, specifically to carry out teaching and research in physical anthropology, the first post of its kind in the University. In 1912 Knowles began fieldwork on the Iroquois Reserve, Ontario, and from 1914 to 1919 he held the post of physical anthropologist to the Canadian Government. Typhoid forced him to give up his career as a physical anthropologist so he took up the study of the methods used to make stone tools and weapons. He used the collections at the Pitt Rivers Museum to further his studies and so began his long career of volunteering at the Museum.
Knowles' first interest was always in working stone. By experiment, using only the materials and tools known to have been available to prehistoric man, he perfected his own technique. His discovery of the secret by which the best stone tools could be made was published in his paper 'The Manufacture of a Flint Arrowhead by Quartzite Hammer-stone.' He carried forward these practical interests in other areas of the collections and became expert in throwing the boomerang and using a spear-thrower, and in carving ivory. He arranged a number of exhibition cases www.prm.ox.ac.uk/introductoryguides
for the Pitt Rivers Museum, showing the techniques employed in stone-working from the earliest times to the gun-flint-makers of Brandon.
In addition Knowles performed a variety of jobs as unofficial and unpaid assistant to Henry Balfour, the Curator of the Museum. In 1932 he prepared a card index ' of more than a thousand specimens illustrating primitive methods of illumination' [Annual Report, 1932] which took him many months. Once he had finished this he started on cataloguing the 'primitive Surgical and Medical appliances' [Annual Report, 1933]. He continued work on these card catalogues until at least 1940.
Perhaps the catalogue which most fired Knowles' imagination was that for the pipes which he prepared at the end of the 1930s. From reading these cards it seems likely that he smoked tobacco himself and had a great interest in the pipes. He described the work he carried out as:
Aim.
(1) Ready identification of the specimen from the catalogue card.
(2) Concise description of specimen.
(3) Salient measurements.
(4) All information available and all references to literature concerning the specimen.
Method.
(1) A drawing of the specimen to aid in speedy identification.
(2) Concise description of shape, material, colour and ornamentation.
(3) Measurements of length of pipe, height of bowl, and outer width of rim (on the reverse of this card there is a diagram of a pipe showing exactly how and where these measurements were taken).
(4) Identifying marks, chips, breakages, parts missing etc.
(5) Tribe, locality, native name, collector and how acquired noted.
(6) References to literature and notes and extracts referring to the particular
specimen written on card, together with any other information available'. On the reverse of this card is a 'Diagram of composite tobacco pipe to illustrate descriptive terms and measurements used in making the catalogue of the Pitt Rivers smoking collection F.H.S. Knowles Feby 27th 1939'. This seems to be an exemplary methodology for a documentation and cataloguing project in the late 1930s.
In addition to volunteering Knowles gave over a thousand artefacts to the Museum including many stone tools he had collected during visits around the United Kingdom. Later on during his volunteering career at the Museum Knowles undertook some teaching, especially about the Museum's stone tool collections.
www.prm.ox.ac.uk/introductoryguides
Knowles lived and worked in Oxford until his death in 1953. His hobbies were fishing and croquet, and, presumably, volunteering in the Museum. In his obituary Blackwood and Penniman described him as 'a scholar of rare quality who contributed to the advancement of more than one branch of our subject.' In the Annual Report for the year of his death Penniman wrote: 'Here we will do no more than say that he and Lady Knowles have been closely associated with the Museum as long as the oldest of us can remember, and have shown the kindest interest in all of us even to the most lately joined apprentice. A large section of the Museum will always testify to the importance of his work here, and those whom he taught here will remember how generous he was in the gift of his time and knowledge, and his character which developed in his pupils affection, respect, and a desire for hard work. His work will continue.'
Further reading
Blackwood, B. and T.K. Penniman, ‘Obituary : Sir Francis Knowles: 1886- 1953’ , Man, June 1953, n. 127, pp. 88-89.
Petch, A. 2003 'Documentation in the Pitt Rivers Museum' Journal of Museum Ethnography, No. 15 pp 109-114
Compiled by: Alison Petch, Museum Registrar, August 2005
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Open Table Nashville is a non-profit, interfaith community that:
* disrupts cycles of poverty,
* journeys with the marginalized and
* provides education about issues of homelessness.
Open Table Nashville was conceived by a handful of outreach workers, ministers and volunteers connected with Tent City, Nashville's largest homeless encampment located on the banks of the Cumberland River. When the flood of 2010 hit, about 140 people were displaced. That began the work of what became in 2011—Open Table Nashville—an interfaith 501 c 3 non-profit community.
Open Table means a place where everyone is welcome. And that is what we strive for every day at Open Table Nashville…..to find a place of welcome for all people in Nashville.
We focus on education and advocacy. This past year, we served over 2000 individuals and families who were chronically homeless and medically vulnerable---600 were moved into permanent affordable housing.
More than 23,000 people in Nashville experience homelessness every year; about 1700 are served nightly by traditional shelters and transitional housing facilities. The remainder cycle from the streets, doubling up with friends or family, in cars or staying in run-down motels.
Rev. Ingrid McIntyre is Executive Director and co-founder of Open Table Nashville.
opentablenashville.org
PO Box 110266 Nashville, TN 37222 [REDACTED_PHONE]
The Village at Glencliff is:
* a development comprised of 22 micro homes (Phase One includes 10 homes)
* located at Glencliff United Methodist Church
* designed for people at highest risk of death if they remain homeless
The goal of the Village at Glencliff is to create a loving, hospitable, compassionate and rehabilitative community for our friends who are transitioning from the streets to move toward permanent supportive housing.
* The Village at Glencliff will be constructed on Glencliff United Methodist Church land.
* The micro homes average 220 square feet and incorporate three different architectural designs.
* Each home has a kitchen and bathroom facilities.
The Village at Glencliff is supported by:
* Cal Turner Family Foundation
* The Tennessee Conference and local congregations of the United Methodist Church
* Centric Architects
* Farmer & Morgan LLC
* Wamble and Associates – Surveyors
* and many benevolent individuals and companies | web | http://opentablenashville.org/wp-content/uploads/2017/03/Village-At-Glencliff-Fact-Sheet.pdf | 0.488491 | {
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For Immediate Release:
June 7, 2013
Mosquito Control Management Program in Newnan
The Public Works Department will begin a mosquito management program in June and continue through September, fogging twice weekly, from 7pm to 9m, weather conditions permitting. We use a truck mounted ULV (ultra low volume) aerosol fogger for spraying a synergized Permethrin formulation, Omego Mist, to help control adult mosquito populations within the City. Omego Mist is approved by the US Environmental Protection Agency for municipal use. The equipment is calibrated to a vehicle speed of 10 M.P.H., but the rate of application automatically adjusts for speeds faster or slower. At that speed, the operator can generally fog 20 miles of right‐of‐way per evening. At this time, the Public Works Department does not have a program for larval monitoring or surveillance, nor does the Department use any larval control products.
Because of ideal weather conditions, the mosquito population this spring and summer are predicted to be a bumper crop.
Mosquitoes are an all‐too familiar summer nuisance, but much worse, they can carry West Nile virus or Eastern Equestrian Encephalitis for humans and heartworms for pets. West Nile virus can result in serious illness and sometimes death. The virus can infect humans, birds, mosquitoes, horses and other mammals and is transmitted through the bite of a mosquito that has bitten an infected bird.
People over the age of 50 and anyone living in areas where the virus has been detected are most at risk. Standing water in your yard means you could be raising dangerous mosquitoes. Some mosquitoes lay their eggs in standing water where they hatch in just a day or two. Other mosquitoes lay their eggs in old tires, tin cans or other potential water‐holding containers where the eggs remain un‐hatched for weeks, months or even years until they are covered by water.
Mosquitoes do have natural predators that will feed on them through all stages of their development. However these predators alone are neither prevalent enough nor physically able to control the vast population of mosquitoes in addition to the other insects that comprise their diet.
Residents and property owners can help abate existing mosquito breeding sources by clearing property of any potential breeding sites and preventing them from recurring. Here are some suggestions for what you can do help eliminate potential breeding grounds and increase your enjoyment of the outdoors:
* Get rid of old tires, tin cans, buckets, bottles or any water‐holding containers
* Fill in or drain low places in your yard
* Keep gutters, drains, ditches and culverts clean of weeds and trash to help drainage
* Cover trash containers to keep water out
* Repair leaky outside pipes and faucets
* Empty plastic wading pools regularly and store them indoors when not in use
* Fill in tree rot holes and hollow stumps
* Change the water in bird baths and tray for plant pots at least once a week
* Keep your grass cut short and shrubbery trimmed
Together we can eliminate potential breeding grounds and increase our enjoyment of the outdoors.
For more information please contact Michael Klahr, Public Works Director at [REDACTED_EMAIL] | web | http://www.cityofnewnan.org/docs/mosquitomgmtprogram.pdf | 0.422153 | {
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PLAINVIEWOLDBETHPAGEHERALD.COM
PLAINVIEW-OLD BETHPAGE HERALD AN ANTON MEDIA GROUP PUBLICATION $1.00 VOL. 68, NO. 52 Special Sections: Anton Auto Guide Go Green
J
UNE
20 - 26, 2018
Water District Urges Drain Safety
BY
HERALD
STAFF
[REDACTED_EMAIL]
As part of its Preserve Plainview campaign, the Plainview Water District reminds residents about the dangers posed by improperly storing or disposing of household products.
treatment plants are not designed to filter out every one of these substances. Disposing of hazardous wastes in trashcans is prohibited as most landfills are not equipped to accept hazardous waste material. Burying and pouring the materials out in the yard are just as detrimental, if not more so, than disposing the materials down the drain.
The Environmental Protection Agency considers a substance hazardous if it can catch fire, react or explode when mixed with other substances; if it is corrosive; or if it is toxic. Examples of hazardous substances include drain cleaners, oven cleaners, pesticides, paints, anti-freeze, aerosol sprays and furniture polish.
"Many people don't realize how environmentally hazardous many common household items can be," said chairman Marc Laykind.
"Our water comes from beneath our feet, so we must be conscious that whatever we pour into our drains and onto our lawns can make its way into our water supply," said commissioner Amanda Field. "We hope that with some additional awareness of these potential dangers, our residents can make better choices when purchasing certain products."
Pouring solutions down the drain is one of the worst ways to dispose of hazardous materials, as wastewater
"Before our residents buy these products, they should read the labels and learn more about how to handle proper disposal," said commissioner Andrew Bader. The district recommends residents be proactive and bring hazardous materials to the Town of Oyster Bay's S.T.O.P (Stop Throwing Out Pollutants) collection days. For 2018, the collection days are as follows: Saturday, July 14; Saturday, Aug. 11; Saturday, Sept. 8; and Saturday, Oct. 28. The Town of Oyster Bay Solid Waste Disposal Complex, located at 101 Bethpage-Sweet Hollow Rd., Old Bethpage, is open 8:30 a.m. to 4 p.m. on these specified days.
For more information, call the district at [REDACTED_PHONE] or visit www. plainviewwater.org. Residents can also sign up to receive information to stay up-to-date with district activities by following the link on the district's homepage. | web | http://plainviewwater.org/wp-content/uploads/2018/06/Disposing-Hazardous-Material.pdf | 0.432722 | {
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WE EXIST TO PROVIDE
Belonging for those who need to belong.
Care for those who need to be cared for.
Incentive for those who need incentives.
Achievement for those who need to achieve.
Donate
Shalom Education Centre
Bank Windhoek
Savings account: [REDACTED_PHONE]
Branch code: 481772
Swift code: BWLINANX
IBAN Code: 481772
Thank you to our generous sponsors
Waltons
Coca-Cola
We Care Trust
MTSS
NAOT
PO Box 316
Okahandja
Learn – facebook.com/ShalomEducation
Call – [REDACTED_PHONE]
Visit – Farm Agagia 307,
Okahandja District, Namibia
Shalom Education Centre
Kindergarten & Educator Training
Shalom Kindergarten
Role of Project:
This Early Childhood Development project will actively work with the community to achieve the highest possible level of mental health for all by:
• Enabling people to participate in identifying community needs and responding appropriately specially for the rural child.
• Developing equal, educational and caring services for children having difficulty coping with everyday situations.
• Creating public awareness of the education needs and upbringing of children.
• Striving for the recognition and protection of rural children.
Role of Target Group:
A democratic approach is followed to ensure that ownership of the process belongs to the consumers, the parents of the children. We want to create an active self-care community which accept and influence their own destiny. It is in the first place that the parents have the responsibility to care and educate their children. So the following is the acts of the parents:
• To give security/ love to their children
• To give position to their children
• To give worthiness to their children
• To build the character of their children with moral and value standard.
Educator Training
Courses for Teachers
NAOT
Play Ready School (Namibian Ass. of Occupational Therapist)
Gross Motor skills, Fine Motor skills, Visual Perceptual development and Sensory integration.
First Aid
Basic first aid for Baby and Toddler’s EMTSS (Emergency Management Training & Specialist Services)
Early Literacy & Numeracy Development
Educational Psychologist: Ronel Bosch
Pre-school Character Transformation Training
Adonai Trust
Financial Literacy
Adonai Trust | web | https://www.agagia.com/sites/default/files/2017-11/9063%20Shalom%20Brochure.pdf | 0.439043 | {
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This resource is designed to allow your family to have time in God's Word BEFORE your children attend church. Because God's plan is for parents to be the primary spiritual nurturers of their children's faith, we want YOU to be the one to introduce this part of The Big God Story to them.
For additional support in spiritual parenting and to learn more about creating transforming environments in your home, be sure to pick up HomeFront: A Spiritual Parenting Resource from your church or download at HomeFrontMag.com. You can also access the HomeFront app for your iPhone, iPad, or Android device.
**Did You Know?**
- In Jewish society, rabbis were held in high regard. The education of children was entrusted to this prestigious group of men.
- By the time a child was 10 years old, it was expected that rabbinical students would have Genesis through Deuteronomy memorized verbatim.
- A rabbi would accept a student as his disciple by saying, "Come, follow me."
**Jesus Is Worth Following**
Part of The Big God Story
Luke 5:1–11
Apostles Called to Serve
**JUST FOR FUN**
Play a game of reverse hide-and-seek with your kids. Have them find a hiding spot and then tell them to listen for your voice. When they hear you calling them, have them run and see who can get to you first. Repeat, finding different hiding places each time. After playing, gather and read Luke 5:1–11, where Jesus called His disciples. Ask what it was about Jesus that made the apostles want to follow Him. Then discuss what it is about Jesus that makes your family want to follow Him today.
**Remember Verse**
**YOUNGER:**
Show me your ways, Lord; teach me your paths.
Psalm 25:4
**OLDER:**
Show me your ways, Lord; teach me your paths. Guide me in your truth and teach me, for you are God my Savior, and my hope is in you all day long.
Psalm 25:5
**Teachable Moments**
After reading Luke 5:1–11, discuss the following together:
- What do you think it was like to sit in the boat with Jesus?
- Why did Peter decide to follow Jesus?
- How can we follow Jesus?
**Blessing**
A blessing to pray over your child:
(Child's name), may you always see how good and faithful God is. May you trust that He knows the paths for you to follow all the days of your life.
For more information about blessing your child, see the Blessing section in HomeFront: A Spiritual Parenting Resource. | web | http://rhccc.ca/wp-content/uploads/2015/01/TW_2015_01_18.pdf | 0.496577 | {
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Year 3/4
2017 - 2018
Newsletter - Term 5
Hello from the Year 3/4 team!
This term our topic is the Nature of Life. Our focus will be on growth and we will be focusing on plants, animals and humans.
Diary Dates
Rock Stars
Skipping Workshop – Wed/Thur 18 th /19 th April Lydiard Park – Thursday 19 th April Book Fair – 24 th – 27 th April Safer Internet Day – 26 th April Royal Wedding Day – Friday 18 th May Disco – Thursday 24 th May Sports Day – Friday 25 th May Last day of term 5 – Friday 25 th May
PE Kit We still have some children that do not have the correct PE kit.
Please check that all kit has names clearly labelled.
Also, please can girls not wear earrings and have their hair tied back on days when they do PE.
Spellings
Spelling remains a key focus. The classes did well in the house competition last term, but we are hoping that by the end of this year they will be excellent. Attached is a list of words that the year 3 and 4 children should know.
- The human skeleton.
Thank you
Mr Adams, Mr Brown, Mrs Gurupatham and Mrs Tucker.
The weekly class competition has seen Otters winning the trophy consistently out of the three classes. Maybe this term Foxes or Badgers will be holding the trophy!
The Nature of Life
Some of the areas of focus this term are:
- Life requirements of a plant.
- Names of parts of a plant.
- Various plant types.
- Names of flower parts.
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English
Non-fiction: Letters and description
Non-fiction: Writing instructions
Fiction: Fantasy stories and fairy stories
Non-fiction: Information texts
Poetry: Poems about the moon and nature
Poetry: Traditional poems
History
Ordering the main events of the 1960s Comparing fashion changes over time Understanding popular culture of the 1960s Understanding the main events of the 1960s Comparing similarities and differences of the past (1960s) with the present (2018)
Personal, Social & Health Education
Knowing myself Relationships Caring for our bodies — hygiene Going for goals — perseverance, motivation Setting personal challenges for the next academic year
Design & Technology
Designing and making a Kipper tie Planning and creating 1960s glasses Designing and making a ini Cooper Evaluating products and their purpose
Fractions — recognise, find and name a half as one of two equal parts of an object, shape or quantity Place Value — count to and across 100, forwards and backwards; use the language of: equal to, more than, less than, most, least Money — know the value of coins and notes Multiplication and division– in multiples of 2,5 and 10. Time– days, months years, ordering times, reading and drawing times on an analogue clock and using time vocabulary. Position and direction– use the language: behind, next to,
left, right, on top of etc.
Mathematics
Year: 1
Term: 5
Topic: Flower Power
Music
Comparing 1960s music with today's music
Performing practised pieces to others in the classroom
Using vocals in a range of ways through changing the pitch and tempo
Religious Education
Understanding the importance of Shabbat to Jewish
Curriculum Enrichment
A yellow submarine — role play area in class
A space rocket — role play area in class Sports Day
Science
Matching animals to their offspring Ordering lifecycles of animals Observing day length Comparing the weather of the seasons Understanding and investigating rainbows Using and exploring a range of materials and their properties
Computing
Learning to open, copy, paste and save images (animals and plants)
Planning, creating an audio book using software Exploring sound through the use of microphone input and outputs
Art Exploring and applying patterns of the 1960s
Dying a t-shirt in a tie-dye design
Applying and combining a range of materials to create a product (linked to Design and Technology activities)
P.E.
Fundamentals – developing agility Developing our running, sprinting and jumping skills Using sporting activities to support team work Creating a 1960s inspired dance using key motifs from the time period | web | https://www.fynamore.org.uk/app/download/31666783/Topic+Web+-+Year+1+Flower+Power+.pdf | 0.458643 | {
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I've been drawing since I was 7, but I kinda lacked a little artistic creativity, though I had a creative imagination. I used to watch my mom draw these creative, wacky characters, and think to myself: "Wow, she's amazing." It was flawless, and I wanted to reach that level of skill some day. I even remember as a young toddler, she drew the alphabet—complete with animals, fruits, and vegetables—to teach my older brother and I our ABC's. I always caught on first. 😂
Growing up an artist, as I got older, I've received many tips and pointers from my betters on how to hone my craft. I take them under strict advisement. At the risk of sounding biased, I haven't still seen an artist better than my mother. Though I'm a great artist, I'm not naive enough to think I'm the best. I do, however, aspire to be as great an artist as my mom. My art is an—albeit a little cliché—extension of me. An extension of my light, dark moods, my thoughts on certain subjects, my imagination, and feelings. I'm hoping that my art resonates with its viewers and give them a peek into the fun, wacky, weird world that is Gunner's mind. Thank you. | web | https://dcc.carceralstateproject.lsa.umich.edu/files/original/195502641c288e834d4e7160d06642fcc4cfeb7e.pdf | 0.428182 | {
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The Story of Zacchaeus
People would come from small villages nestled in the hills when they heard that Jesus was passing by. Sometimes they would bring relatives and friends who were sick, so that He could heal them. Sometimes they just came to hear the words of truth that He spoke.
So why did Jesus pick Zacchaeus out? Well, Jesus was often doing surprising things. And because he was always listening to God, they were always the right things. Jesus knew who needed healing most and who would really listen to what he said. What mattered to Jesus wasn’t what people looked like, whether they were tall or short, whether they were poor or rich. What mattered was what they cared about, what was in their hearts. What people were willing to do was more important than what they said.
We know from the way Zacchaeus acted that he wasn’t the sort of person to just sit around and think about doing something right. He wanted to see Jesus so badly he was willing to make himself look silly by climbing a tree. And when people talked about his being a sinner, Zacchaeus didn’t even deny it. Instead he promised to do good.
So who was Zacchaeus? We can’t just say that he was a short man—there have been lots of short men. Or that he was a wealthy man—there have been lots of wealthy men too. The important thing is that he had a good heart. He loved Jesus and what he stood for so much that he was willing to admit his faults and change—right then. And he didn’t care about what other people thought, only about what was right. | web | https://ecpubs.com/wp-content/uploads/2021/01/week08-17JAN-Zacchaeus.pdf | 0.429471 | {
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ELEMENTARY STRATEGIES
VOLUME 1, ISSUE 6
Classroom/Time Management Strategies
Behavior Goal Setting - The purpose of setting a behavior goal is to have students choose one behavior in which they need improvement and then focus on that goal for the day. Ask each student to write the goal on a sticky note and place at the top of their desk. Throughout the day, reference the students' behavior goals and have them rate themselves on their progress. At the end of the day, students could write a short explanation of their goal and positive comments about their progress.
Shake it Out - In order to help students stay engaged and focused, take a Shake it Out break. Students get tired of sitting all day, so help them be active! Take 10-15 seconds to have students stand, jump, touch their toes, reach for the sky, run in place, practice arm circles -- really anything to get them moving. Then have everyone sit down and refocus on the task at hand. Frequent short breaks will encourage focus during the lesson.
Walk Around the Room - This strategy is simple but extremely effective. Don't sit/stand at your desk or in any one location for too long! Walk around the entire classroom, pausing at strategic locations to help students stay engaged or get engaged in the lesson! A simple tap on a student's desk as you walk past will nudge the student to pay attention. The subtlety of roaming the room is invaluable as a management strategy.
Instructional Strategies
Assessment Strategies
Think-Pair-Share- This strategy was developed by Frank Lyman, a professor at the University of Maryland, in 1981. After presenting a lesson, pause for a moment and ask students to turn to a partner. Students should discuss the material or concept they just learned. To help initiate conversation, you can prepare questions or prompts for the students. After a specified amount of discussion time, have the pairs share with another pair of students and then share with the entire class. It is best if you model the technique with a volunteer so the students understand the expectations. Emphasize the rules of the strategy as you model the procedure. This strategy promotes enthusiasm and lets the students know that they are not alone in their learning!
Spaced Repetition- The spaced repetition strategy builds on simple repetition. It consists of gradually increasing the time between when you repeat a concept. The idea is to repeat a concept just before the students forget it. This allows the students to re-engage and gradually push the information into long-term memory.
How is spaced repetition effective? (The Learning Centres at KPU) Repeatedly encountering material at a spaced interval is more effective than reviewing the material multiple times in the same study session.
supports learning.
Spaced repetition reduces the forgetting that occurs when material is not encountered for a significant time period. Spaced repetition involves actively recalling learned material, which
The resources listed are provided as options and examples. Pennsylvania does not require, recommend, or endorse any specific program or product. All curricular
and instructional decisions are made at the local level.
Ticket Out the Door- This strategy provides an opportunity for students to write about the lesson. Ticket Out the Door is a formative assessment technique to determine student learning.
Below are some ideas that add a twist to the ticket out the door (provided by [REDACTED_EMAIL]).
During the last few minutes of class, provide students with a specific prompt about the lesson. Ask them to jot down two to three sentences. As they exit the room, each student will hand you their ticket out the door. You can use the responses to you evaluate your teaching and inform future planning.
If you were to fill a grocery cart with key concepts from today's lesson, what would it contain?
Write a text message summary of what you learned today. How does this information relate to money (the economy, jobs, etc.)?
If this lesson were a pizza, what would the toppings be? Write a news headline based on what you learned today. What new learning will you walk away with today? Write a recipe for ______________________________.
Write a postcard to a friend or family member explaining what you did in class today.
pennsylvania
DEPARTMENT
OF
EDUCATION
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Living Out the Greatest Commandments
By Heath Morris
Have you ever asked a question that you regretted?
* How much money do you make?
* Why aren't you married yet?
* How much do you weigh?
* Are you pregnant?
* Why do you look so tired?
* How old are you?
* Is that your real hair?
* How did you afford that?
Context of Matthew 22
* In verse 15 Jesus is asked about paying taxes to Caesar
* In verse 23 the Sadducees ask him about the resurrection
* In our passage, Jesus is asked by a Pharisee about the greatest commandment in the Law.
Purpose of the Sermon
* What does it mean to love God?
* What does it mean to love your neighbor?
* How can we practice this?
Loving God with All Your Heart, Soul, and Mind
What Does it Mean to Love God?
Verse 37: Loving God with All Your Heart, Soul, and Mind
Heart – Emotional
Soul – Spiritual
Mind – Intellectual
Loving God with All Your Heart, Soul, and Mind
Biblical Examples of Loving God:
```
King David – Psalms 63 "My soul thirsts for You" "My lips shall praise You"
```
```
"I meditate on you in the night watches." Mary of Bethany – Luke 10:38-42 Both loved Jesus but worries distracted Martha
```
Practical Ways to Love God:
- Daily Devotion: The importance of personal prayer, Bible study, and worship.
- Obedience: Following God's commands and seeking His will in all areas of life (John 14:15).
- "If you love Me, keep my commandments."
- Prioritizing God: Making God the central focus of our decisions, relationships, and goals.
Loving Your Neighbor as Yourself
Understanding Who Is Your Neighbor:
- Jesus' parable of the Good Samaritan (Luke 10:25-37)
- Good Guys
- Priest and Levite
- Bad Guy
- Samaritan – compromised religious beliefs
- The neighbor was…
- Not someone he knew
- Not someone of the same race
- Just someone in need
Loving Your Neighbor as Yourself
Biblical Examples of Loving Neighbors:
Early Church – Acts 2:42-47
Sharing Possessions
Gathering in Fellowship
Sharing food in gladness and simplicity of heart
Barnabas – Acts 4:32-37
Made sure no one among them lacked
Sold their excess and laid at the apostles' feet
Practical Ways to Love Your Neighbor:
- Acts of Kindness: Helping those in need, offering encouragement, and showing hospitality (Hebrews 13:1-3).
- Forgiveness: Extending grace and forgiveness, even when it's difficult (Colossians 3:12-17).
- Building Relationships: Investing time and effort in developing meaningful relationships with those around us.
Interconnection of Loving God and Our Neighbors
The commandments are inseparable:
1 John 4:17-21
- There is no fear in love.
- We love him because he first love us.
- He who loves God must love his brother.
Overcoming Challenges in Loving God and Neighbor
Common Obstacles:
* Busyness
* Distractions
* Selfishness
* Past hurts
Conclusion
Encouragement and Empowerment:
Romans 5:3-5
Our hope will be fulfilled by God's love.
Our love to others is God working through us.
Galatians 5:22-26
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Week 17
Lesson 4
Complete the following addition (+) and subtraction (-) calculations on the worksheet or in your home learning book. You could use counters or a number line to help you. If you are at home, you could use any small moveable objects or a ruler | web | https://www.willingham.cambs.sch.uk/attachments/download.asp?file=2889&type=pdf | 0.463849 | {
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NERVE TUMOURS UK MEDIA GUIDELINES
The Media Standard supports responsible media organisations and professionals to show respect and care for individuals who live with Neurofibromatosis Type 1, Type 2 and Schwannomatosis.
Vocabulary
TUMOURS UK The media should avoid words or descriptions which could further stigmatisation and stereotyping. It should always: Create a world where everyone is treated fairly whatever the person looks like.
Editing
Use sensitive, non-stigmatising vocabulary. Name the condition and give an objective explanation of it. As Neurofibromatosis might take forms of physical and visible difference use a generic phrase, 'a person with a disfigurement' or 'facial difference' tend to be preferred.
It is common to see editing that involves dramatic music, black and white or grey filters and other dramatic devices. Unless the subject matter justifies this, i.e. hate crime or abuse, then the device creates sympathy without reason and further ostracises the person with a disfigurement. It's important to prioritise empathy over sympathy.
Sensationalism
Refrain from over-dramatizing the condition or injury, and avoid parallels with non-human objects or characters from fiction or non-fiction who are defined adversely by their condition (i.e.: Elephant Man, Sandpaper Skin).
Personality
Avoid portraying the person as passive, helpless, a victim, to be pitied or inept. Avoid words or phrases that suggest the person's appearance indicates anything to do with their personality (i.e.: that they may be a villain). Avoid asking readers or viewers to express an opinion on someone's face or attribute qualities to a person based on their appearance.
Sympathy
Avoid evoking sympathy purely because someone has a facial difference or disfigurement; any sympathy should be warranted by the context — for example, if someone has been mistreated.
More on language
Nerve Tumours UK uses disfigurement as a collective term for the visual effect that a congenital, skin or eye condition, a paralysis, a scar or the treatment of cancer or another condition can have on the appearance of a person's face, hands or body. Nerve Tumours UK also respects the fact that some people dislike the term 'disfigurement' and so 'facial or physical difference' may be more widely accepted. In some instances, 'visible difference' may be used when relating to a disfigurement that affects a person's face and body.
Interviewing
If conducting a live broadcast interview ask the individual to self-identify and provide you with their preferred term, i.e. 'I have a tumour and I prefer for it to be called a skin condition'. Speak to your interviewee first and have researchers/producers get to know them before the interview in order to figure out their preferred language, whilst ensuring everyone involved has read this Standard and understands the subject matter. Take the person's lead on how comfortable they are about their experience and how much they would like to share. If they would rather not share medical details or that of any form of a trauma as a result of the condition, then try not to probe for details. Consider whether it's relevant to the feature to discuss anything that may create drama or sympathy without reason.
Facts
When in doubt contact the charity on medical facts, statistics, etc. We are here to advise and can provide accurate and relevant information through our direct access to medics and other relevant specialists and institutions.
Nerve Tumours UK has produced this Standard to prevent poor media coverage given the success of standards from NGOs such as the Samaritans. Responsible media organisations should consult and accept the guidance of Nerve Tumours UK.
Never Tumours UK is the trading name of The Neurofibromatosis Association. Registered Charity Number: 1078790 and SC045051
/NerveTumoursUK
@NerveTumoursUK
@NerveTumoursUK | web | https://nervetumours.org.uk/images/downloads/NTUK_0047_Media_Pack_2019_v3.pdf | 0.503972 | {
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Affective Domain Activity #3: When to Let Learners Struggle
Please read the following article "If You're Not Failing, You're Not Learning" by Manu Kapur and respond to following questions using complete sentences. Please be sure to address each question thoroughly and honestly.
Article:
https://www.edutopia.org/article/if-youre-not-failing-youre-not-learning/
Answer the following questions:
1) What were the results of the study mentioned in this article?
3) Explain why Kapur says "we do not want students to flounder".
2) Define "productive failure". Why is it important in a good learning environment?
4) Briefly state (in one sentence) the conclusion of this article.
6) Do you agree or disagree with the article's conclusion? Why?
5) Describe an example in your own life that supports this article's conclusion.
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Modify the following statements below as necessary:
We recently collected drinking water samples to find the amount of lead in our water. The result of this test was within limits.
Our water is safe to drink!
Lead result from your test:
However, there are steps to reduce exposure to lead in drinking water, including:
- Run your water before use. If water hasn't been used for several hours, allow the water to run at the tap for 30 seconds to 2 minutes or until it becomes cold or reaches a steady temperature before using it for drinking or cooking.
- Use cold water for cooking and preparing baby formula. Do not cook with or drink water from the hot water tap as lead dissolves more easily into hot water. Do not use water from the hot water tap to make baby formula.
- Clean your aerator. Regularly clean your faucet's screen (also known as an aerator). Sediment, debris, and lead particles can collect in your aerator. If lead particles are caught in the aerator, lead can get into your water.
Heath Effects for Lead
Exposure to lead in drinking water can cause serious health effects in all age groups. Infants and children can have decreases in IQ and attention span. Lead exposure can lead to new learning and behavior problems or exacerbate existing learning and behavior problems. The children of women who are exposed to lead before or during pregnancy can have increased risk of these adverse health effects. Adults can have increased risks of heart disease, high blood pressure, kidney or nervous system problems.
Definitions
The Action Level for lead in drinking water is 15 ppb, or 0.015 mg/L. The Action Level means the concentration of lead or copper in water which determines, in some cases, the treatment requirements that an owner is required to complete. The Maximum Contaminant Level Goal (MCLG) for lead is zero. The MCLG means the maximum level of a contaminant in drinking water at which no known or anticipated adverse effect on the health of persons would occur and that allows an adequate margin of safety. Maximum contaminant level goals are nonenforceable health goals.
For More Information
For more information on reducing lead exposure and the health effects of lead, visit EPA's web site at www.epa.gov/lead, call the National Lead Information Center at 800-424-LEAD, or contact your health care provider.
Thank you for your cooperation with this sampling,
[Point of Contact] [Phone number] | web | https://www.vdh.virginia.gov/content/uploads/sites/14/2023/03/D.1a.-Simplified-Consumer-Notification.pdf | 0.425736 | {
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News Column for Use Week of 9/14/2020
Sonia Cooper, Extension Agent: Nutrition, Food Safety, and Health
River Valley Extension District
9/10/2020
Commit to Food Safety
September is designated as Food Safety Education Month. In reality, food safety is important every day of every month. What are you doing to keep the food you eat safe? When thinking food safety remember the four core principles of food safety: Clean, Separate, Cook, Chill.
Clean: Keep your hands clean. Remember to wash those hands like you have never washed them before. People tend to rush thru the steps of handwashing. You should wash your hands with clean, running water, use soap and lather for at least 20 seconds, and dry your hands with a clean cloth or towel. Hand wipes and 60 percent alcohol-based hand sanitizers can be used to clean hands and surfaces if water and soap are not available. Keep countertops and food preparation areas clean and disinfected. Wash cutting boards, countertops, dishes, and utensils with soap and hot water after preparing each food item and before proceeding to the next item. A bleach-based solution can be used to sanitize surfaces and utensils.
Separate: Keep raw foods away from cooked and ready to eat foods. Keep foods separate when grocery shopping, when storing food in the refrigerator, and when preparing food. I try to have two different colored cutting boards as a good reminder to keep produce away from raw meat and poultry.
Cook: A food thermometer is the only way to know that foods are safely cooked to a high enough internal temperature to kill any harmful bacteria that is present. Have a food thermometer easily accessible. It is easier to remember the cooking step if the food thermometer is within reach.
Chill: Keep hot foods hot and cold foods cold. Avoid the temperature danger zone between 40degrees and 140-degrees Fahrenheit where bacteria can multiply quickly and cause illness. Put leftovers in the refrigerator promptly. This is a good time to decide if you want to freeze some leftovers to serve again at a later date. I encourage you to do your part, not only for yourself but for the health of your family and friends to prevent foodborne illness.
For more food safety information contact Sonia Cooper, Nutrition, Food Safety, and Health Agent in the River Valley Extension District by calling [REDACTED_PHONE] or email [REDACTED_EMAIL].
Kansas State University Agricultural Experiment Station and Cooperative Extension Service
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First Year B.C.A. (Sem. II) Examination
October / November - 2002
Programming Language : Paper - I
Time: 3 Hours] [Total Marks: 70
Instructions:
(1) The question paper contains 5 questions, 14 marks each.
(2) The marks to the right indicates full marks of the question.
(3) Attempt each new question on a different sheet.
(4) Q. 1 is compulsory.
1 Answer the following (Any Seven):
1. What role is played by default label in the switch statement?
2. What is indirection? How do you achieve it in C?
3. Distinguish between printf and fprintf function.
4. What is conversion specification? Give Example.
5. What is meant by the term coercion?
6. Distinguish w+ and a+ modes of file operations.
7. How can comment be included within a C program? Where can comments be placed?
8. What is the purpose of scanf function? Compare with getchar function.
9. Distinguish between a user-defined function and one supplied in the library.
10. If an array is declared as, char str[10][100]; what is referred to by str[5]?
2 A. Explain various looping constraints in C.
B. Differentiate break; and continue statements with example.
C. Write a C program to reverse an inputted positive integer number.
OR
2 A. Explain bitwise operators with example.
B. Write the output or error, if any, of the following:
1.
```c
#include <stdio.h>
main()
{
int i=10;
count(i);
}
count( int n)
{
if(n == 0)
return;
else
count(n-1);
printf("\n%d", n);
}
```
2.
```c
#include <stdio.h>
main()
{
int i = 1;
while (i <= 10);
{
printf("%d", i);
i++;
}
}
```
C. Explain while loop and do...while loop with example.
3 A. Explain multidimensional arrays in C.
B. Which are the mathematical functions available in C? Explain
C. Write a program in C to input an array of integers and display the second highest number.
OR
3 A. Explain various string functions in C.
B. Write a program in C to count and display all the vowels in a given line of text.
C. Explain getchar, getche and getch function. How are they different from printf and scanf function.
4 (A) Explain structures with example. Also explain how its members accessed.
(B) What do you mean by pointer? How it is used in a program?
Also explain address operator and pointer to an array.
(C) Give the similarities and differences between structure and union.
OR
00494] 2 [Contd...
4 (A) What is meant by the following terms?
i. Nested Structure
ii. Array of Structures
(B) Explain recursion in C. Write a recursive function to display binary value of inputted integer number.
(C) Explain call by value and call by reference with example
5 (A) Explain text mode and binary modes of file.
(B) Explain fgetc(), fputc(), fgets() and fputs().
(C) Write a C command line program to count the number of words in a Text file.
OR
5 (A) Explain different file open modes of File operations in C.
(B) Write a C command line program to copy the contents of a text file.
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Foundation Stage Parents Information-Autumn Term (second half)
Welcome to the second half of the Autumn term in Foundation. This is your curriculum information sheet and you will receive one of these at the beginning of each half term. For this half term we will be thinking about the topic 'Transport' their learning will include
- Looking closely at, and writing about the stories, The Naughty Bus and Duck in a Truck.
- Reading and writing about transport using non-fiction books.
- Creating individual work and whole class displays to show different forms of transport, and representations from the books we are studying.
- Developing a bus role play area.
- Asking questions and finding out about a range of transport using a range of non-fiction texts.
- Developing our computing skills through the theme of transport.
- Learning different songs and poems about transport.
- Look out for the Naughty Bus class helper bag!
And much more!
In our maths sessions we will be working on lots of maths skills with a focus on counting, recognising numbers and addition. We will be continuing to introduce the children to the Numicon maths resources to support their maths concepts.
In PE we will be introducing the children to their first dance unit and continuing developing physical skills via Meaningful Movement and Dough Disco.
We will also be learning about Bonfire Night, Winter and Christmas
Arrangements for PE/Homework/Reading
We will be sending homework on a Friday this will be to extend their learning from one of the seven areas of learning and will be something for you to enjoy as a family. Please return homework on a Monday.
PE sessions are normally held on a Tuesday and Friday. If your child has long hair please ensure it is fastened back. If your child has pierced ears and you cannot take the earrings out, please send them to school, on PE days with their earrings covered by micropore tape. This tape is available from a chemist.
We will be hearing your child read and changing their books on a Wednesday. If you have not signed your child's reading diary we will assume you have not shared these books at home and they may not be changed.
We will be changing library books on a Thursday
Please try to hear them read and practice their phonics as often as possible. Please keep all reading books, phonics cards/activities in the packets provided and keep them all in their school book bag.
Please ensure that book bags are in school every day. PTO
Other information
Please keep sending in the 'I am special notes'.
Children will misplace items so PLEASE ensure all your child's items are labelled with their name. Named items are much easier to track down and return.
Please make sure your child brings a named water bottle each day (water only)
As the weather gets colder please ensure the children have a coat and hat and gloves. If your child cannot already put on and do up their coat themselves please help them to learn as soon as possible.
Staffing
Mrs Sime, Mrs Swinfield
Class Teacher: Mrs JohnsonNursery Nurses:
Learning Support Assistants: Mrs Fisher, Mrs Foote
Mrs Sime and Mrs Swinfield will be leading the class when Mrs Johnson is out for PPA and Deputy Headteacher time.
If you have any questions or concerns, please speak to Mrs Johnson
Date for your diary
Foundation Stage Christmas Nativity Concert Friday 8 th December 2pm Letter to follow | web | https://s3-eu-west-1.amazonaws.com/jotter2.files/7850678?response-content-type=application%2Fpdf&response-content-disposition=inline%3Bfilename%3Dfoundation-stage-parents-information-autumn-2-2017.pdf&X-Amz-Content-Sha256=UNSIGNED-PAYLOAD&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Credential=AKIAIH4MJHC24RK4EHAA%2F20180719%2Feu-west-1%2Fs3%2Faws4_request&X-Amz-Date=20180719T231530Z&X-Amz-SignedHeaders=host&X-Amz-Expires=3000&X-Amz-Signature=7941d579e942341f4837c1d99fbff8ad5afbb53eda3528b316743adaca0c4c79 | 0.510893 | {
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Complete the challenge in any order. Return this completed sheet by December 31, 2022 to enter a drawing for a chance for some fun literary-themed prizes. Happy Reading!
☐ a book about a fresh start
Title:_______________________Date:______
☐ an award-winning book
Title:_______________________Date:______
☐ a book set in New York
☐ a book by or about a person you admire
☐ a book written by a person of color
☐ a book told from multiple points of view
☐ a book featuring a library or bookstore
☐ a historical fiction
☐ a book that has been frequently banned or challenged
☐ a book adapted to a movie or TV series
☐ a book about mental illness
☐ a book about or featuring music
☐ a book about the immigrant experience
☐ a thriller
☐ a classic novel
☐ a book you’ve been meaning to read for a long time
☐ a book published in 2022
☐ a book featuring friends
☐ a feel good book
☐ a book by an author whose identity is important to you
☐ a book you meant to read in 2021
☐ a Goodreads winner in 2021
☐ a book you wish you read as a child
☐ a book published in 2012
Name: ______________________________
Telephone #: _________________________
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Tips for Teachers
Looking for resources?
Find resources on the TC 2 website that will help you bring critical thinking to your classroom
The TC 2 website has a treasure trove of resources, but when you're new to the site, how do you find what you're looking for? We'd like to help you get started.
Are you looking for ...
Check out
A quick summary of the online teaching resources that you can access because your district is a Partner with TC 2
Lessons to teach thinking tools that can be used across the curriculum
Simple ways to tweak questions and activities you're already doing so they are more engaging and require your students to think more critically
Ideas for primary students
Pictures to teach social studies and science
Primary documents to teach Canadian history
Critical thinking lessons for a specific grade range and subject area
e.g., critical thinking and literacy thinking critically in mathematics improving writing through critical thinking
Ideas to help you as an educational leader introduce other teachers to the resources
- Overview of our resources
- Slide show - Online resources from TC 2
- Eight great tools lists lessons useful across the curriculum and will give you a good idea of the quality and helpfulness of the materials available.
- Ten tweaks for your questions
- Critical thinking with early primary students
- Critical challenges: Choose the "Primary" tab for each subject area
- Thoughtful Books
- Picture Sets
- History Docs
- Click on "Refine search" under "Search our resources" in the box in the right column of any page. Select the grade level and subjects you're interested in, click submit and you'll get a list of lessons with descriptions to choose from.
- Browse the Critical Challenges collection
- Taking advantage of your Partner benefits
- Library of professional resources
- Ongoing support for teachers
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Varieties
There are many varieties of carrots, all having different shapes, sizes and odors. Colonial Gardens recommends Mokum, Tendersweet, and Danvers Half Long.
Planting
Carrots should be planted in mid-to late April before the last frost. Carrots are difficult to transplant, they should be seeded directily into the garden.
Your soil should be well tilled or loosened to an 8-9 inch depth. Ammend with compost to increase organic matter.
For fall carrots the best time to plant is in late July to early August.
Plant seeds 1/4-1/2 inch deep in moist soil. Rows can be 8 inches apart with plants every 1-2 inches in a row.
Carrots germinate slowly. This allows weeds to get a jump start in the garden. Mark your rows dearly and cultivate lightly inbetween.
Carrots are a hardy cool-season crop that can be grown in the spring or fall in the midwest. Carrots come in a variety of flavors and colors and provides a great source of vitamin A. Bring together your next meal with a fresh carrot side dish.
Fertilizing
Carrots benefit from frequent watering until germination. Seeds have a difficult time breaking through the soil if there is a crust on the surface. Once they are up, decrease waterings so they recieve approximatly 1" per week.
Harvesting
Harvest carrots when they reach a mature sign for each variety.
Don't leave mature carrots in the ground too long because the root will eventually become woody and fibrous.
Most carrot varieties require 55-60 days from seeding to mature. After harvesting, cut the tops to within 1/2 inch of the root top.
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The Eva B. Dykes Library Newsletter March 2016 Vol. I, No. 5
Meet Your Librarian: Kieren Bailey
Is your major listed to the left? If so, Ms. Bailey is your librarian. Originally from Medicine Hat, Alberta, Ms. Bailey earned a degree in graphic design from Walla Walla College and worked in her field for several years before switching to librarianship. After earning her Masters in Library & Information Science degree from the University of Western Ontario in 2009, she worked as the technical services and systems librarian at Canadian University College (now Burman University). She has been at Oakwood since 2012. When asked if there was one thing she wished students knew, Ms. Bailey said, "I wish they knew how many sources were available, other than Google." Are you curious what those other sources are? Contact Ms. Bailey at [REDACTED_EMAIL] or ([REDACTED_PHONE] to discuss your research needs.
Can't Focus on Your Work? Try This Study Hack
The StayFocusd extension lets you block access to distracting sites. Once you've added a site to your "blocked sites" list, the extension will let you browse that site for 10 minutes, then block it for the rest of the day. (Worried that you might break down and remove a site from your blocked list? Don't worry --- the extension won't let you. You'll have to wait until the following day to edit your blocked sites.)
Easy Hot Cross Buns
"Hot cross buns, hot cross buns. One a penny, two a penny, hot cross buns …"
You probably remember the song from your first piano lessons, but when was the last time you ate a hot cross bun? First baked by a 12 th -century English monk to commemorate Christ's death on Good Friday, hot cross buns took on high status in the intervening centuries. Housewives hung them in their kitchens to prevent fire; captains took them on long sea voyages to prevent shipwreck. In 1592, Queen Elizabeth I decreed that hot cross buns could only be sold for Good Friday, Christmas, and burials. If the police raided a home and found illegally baked buns, they would confiscate them and give them to the poor.
Fortunately, Oakwood does not have this policy, so you can bake these buns anytime.
Ingredients:
Directions:
- 1 can of crescent rolls
- 1 snack box of raisins (about 1/3 c.)
- Grated peel of 1 lemon (optional)
- ¼ c. powdered sugar
- 1 tsp. milk
1. Heat oven to 375°F. Spray muffin tin with cooking spray.
2. Combine raisins and lemon peel. Separate crescent rolls, spoon a little raisin/lemon peel mixture onto each, and roll into balls. Place seam down in muffin tin.
3. Bake 11–12 minutes, or until golden brown. Place on rack until cool.
4. Mix milk and powdered sugar into a thick icing. Spoon or pipe icing onto buns in a cross shape. (BONUS: For an even easier recipe, use the ready-made frosting that comes with Pop-Tarts, toaster strudels, or canned cinnamon rolls.) | web | https://evabdykeslibrary.files.wordpress.com/2017/03/newsletter-march-2016.pdf | 0.449937 | {
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Arizona Department of Agriculture
1110 W Washington St, Suite 450, Phoenix, Arizona 85007 ([REDACTED_PHONE] FAX ([REDACTED_PHONE]
This year, Highly Pathogenic Avian Influenza (HPAI) has been spreading across the United States. The first detection in domestic poultry occurred in February 2022 in Indiana. To date, 37.94M birds have been depopulated due to HPAI. As this virus sweeps the country, the Arizona Department of Agriculture (AZDA) and Arizona Game and Fish Department (AZGFD) want to remind poultry owners to take precautions to avoid disease entering their flocks.
Currently, there have been no confirmed cases of HPAI in domestic poultry in Arizona. However, recent wildlife surveillance has confirmed HPAI in wild birds. Three resident Neotropical Cormorants in Scottsdale, Arizona tested positive for HPAI H5N1. Surveillance, sampling and testing efforts were conducted through AZGFD and the US Geological Survey (USGS) National Wildlife Health Center (NWHC). Results were confirmed by the United States Department of Agriculture (USDA) National Veterinary Services Laboratory (NVSL) on 6/7/2022. Due to this detection and the continued spread of HPAI in the United States, here are some guidelines to protect your flock:
* Practice strict biosecurity
o Biosecurity is an important part of flock management and can prevent the spread of disease. Backyard flock owners should adopt biosecurity practices, including preventing domestic birds from exposure to wild birds and other types of poultry, including game birds or waterfowl.
o If you obtain any new birds, please ensure that you are quarantining these birds away from your main flock for 30 days prior to commingling. Separate sick animals from healthy animals.
o Limit traffic of people, vehicles, and equipment in and out of your farm.
o Have a "line of separation" between your farm and the outside world.
o Wear PPE, wash hands, and disinfect clothing, equipment, and vehicles as needed to help prevent the spread of disease.
o Please AVOID attending organized bird swaps, enthusiast meet-ups, or social media 'For Sale' listings and/or purchasing birds from these sources. Purchasing birds through NPIP certified producers is a much safer practice.
o Check out the following biosecurity resource "Defend the Flock" provided by the USDA: https://www.aphis.usda.gov/aphis/ourfocus/animalhealth/animal-disease-information/avian/defend-the-flock-program.
This information can help poultry owners like you to develop healthy habits in safe poultry keeping.
* Report sick and/or dead birds
o If you notice a significant number of your domestic flock, or feral poultry in your neighborhood, suddenly develop sneezing, coughing, eye/nose discharge, lethargy, paralysis, or rapid decline and sudden death, please contact the State Veterinarian's Office at [REDACTED_PHONE] or please reach out via email to: [REDACTED_EMAIL] and [REDACTED_EMAIL].
o If you become aware of wild birds or wild birds in a rehabilitation facility with similar symptoms, please contact the Arizona Game and Fish Commission at [REDACTED_PHONE] OPTION 5 in order to report suspected disease.
o For your health, please follow CDC guidelines. Visit https://www.cdc.gov/flu/avianflu/index.htm for more information. While the human health risk is exceedingly low, still wear gloves and masks if handling domestic or wild deceased birds and double bag birds prior to calling AZDA or AZGFD as applicable.
* Remove bird feeders from your yard
o For flock owners: please AVOID intentionally feeding wild birds or putting out feed for your flock that wild birds can readily access. These practices attract congregation of wild birds, which increases the risk of spreading HPAI to other wild birds and to domestic poultry. Many times these birds will not appear outwardly sick, but can still spread the disease.
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AWARENESS SELFIE
2-MINUTE ACTION
WHAT
* Send a selfie to Dow Chemical on twitter
WHY
* Put pressure on Dow to clean up Bhopal
* Act in Solidarity with Bhopalis
HOW
1) Write any message of solidarity on a piece of paper. Be as creative as you like!
2) Take your selfie holding up your message. You can include your face in the photo if you like.
3) Tweet your selfie to @DowChemical & @ICJBhopal
4) Write any tweet of solidarity. Some examples include:
DOW Clean Up Bhopal NOW! We all live in Bhopal! I stand in solidarity with Bhopalis!
5) Use the hashtag #Bhopal30, #walib & #DowChemical *If you do not have twitter, please email the photo to [REDACTED_EMAIL] and we will tweet it for you! | web | https://www.bhopal.net/wp-content/uploads/Events/30th%20Anniversary%20-%20ACTIONS/AWARENESS-SELFIE-INFO.pdf | 0.437454 | {
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Easter is approaching. Find out about an Easter tradition from a different part of the world and share your learning in a creative way. You could make a powerpoint, a poster or use an app like Pic Collage.
Colinton Counts Our theme this time is Number Bonds. Encourage your child to experiment
with calculating which two numbers can make 100. Mild: eg 60 + ? = 100 ? + 80 = 100 Spicy: eg 45 + ? = 100 ? + 27 = 100 etc. Hot: work with numbers to 1000 eg 230+?= 1000
French
Make a poster or game to help someone learn the French months of the year – janvier, février, mars, avril, mai, juin, juillet, août, septembre, octobre, novembre, décembre. Be prepared to share.
Have fun practising the 7x table! https://cdn.oxfordowl.co.uk/ 2013/08/13/10/07/08/ 177/7_x_Table_Multiplication _Bingo.pdf
Use this link to find a set of cards and game boards to help you make a bingo game to practise the 7x table. (if you don't want to print you can copy idea.)
Use the internet or books to help you to find out about another inspirational Scot. (Some of the people we've learned about are Andrew Carnegie, Flora MacDonald, William Wallace, Andy Murray). Produce an A4 size fact sheet about your chosen person. You should include pictures and text. Can you find a quote from this person?
MUST DO TASK - Read every single day…share what you're reading with
someone in your family. You should aim to read for at least 10/15 minutes daily.
*How did you feel about your homework? (colour in)
Read and follow instructions for doing something new – it could be making a model, following a recipe, playing a new game…
Discuss with someone in your family what you found easy or difficult.
1 st April is also called April Fool's Day. Find out what French children do on 1 st April by researching poisson d'avril.
*Write down any 2 facts you learn about poisson d'avril.
* Write down a joke which you think will make your teacher laugh!
Can you illustrate your work?
Are you an animal lover?
Investigate this site www.switchzoo.com.
You will find lots of information, activities, games and things to do.
*Parent signature (and comment, if needed):
Sticks and stones may make your bones!
Go outside and collect sticks and stones to make a model human skeleton. Tell your family the names of any bones you already know. If you can, take a photo of your model skeleton.
www.sumdog.com
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BEEF SKELETAL PARTS
Locate these Beef Skeletal Parts
A. Scapula
B. Lumbar Vertebrae
C. Thoracic Vertebrae
D. Femur
E. Tibia
F. Cervical Vertebrae
G. Cranial Bones
H. Sacral Vertebrae
I. Ribs
J. Radius
1. Beef carcass evaluation is accomplished through two grading systems: _____________ grading and ________________ grading.
2. The average dressing percentage for steers and heifers is ________%, but can vary greatly with changes in the type of cattle.
3. Marbling is the small flecks of fat that are in meat. In cattle, marbling degrees (the amount of fat) help to determine the Carcass Quality Grade (i.e. prime, choice, etc.). List the degrees of marbling found on the Quality Grade Chart.
highest
Abundant
Modest
lowest
Practically Devoid
4. Match these Retail Beef Cuts with the Wholesale Cut (where they come from). Word Bank (can use these more than once) (See Retail Meat Chart in Book.)
| Retail Cut | Wholesale Cut |
|-----------------------------|---------------|
| Beef Rib Roast | Rib |
| Beef Brisket Roast | |
| Beef Top Round Steak | |
| Beef Sirloin Steak | |
| Beef Rib Eye Steak | |
| Beef Porterhouse Steak | |
| Beef Boneless Shoulder Pot Roast | |
| Beef Flank Steak | |
| Beef T-Bone Steak | |
| Beef 7-Bone Pot Roast | |
| Beef Blade Roast | |
Horses, cats, and dogs are not required to complete numbers 2 and 3.
### Animals Owned
1. **Expenses for the Animal(s)**
- Animal(s) *if purchased* $_____
- Feed $_____
- Bedding $_____
- Vet $_____
Total Expenses $_____
2. **Income from Animal(s) *market animals sold***
- $_____
- Estimated value of animal to be sold in 4-H Auction $_____
Total Income $_____
3. **Value of breeding animals**
- Value of your cat or dog $_____
Asset Value $_____
Net Profit / Loss $_____
Member Signature: ____________________________
Parent Signature: _____________________________
Leader Signature: _____________________________ | web | https://extension.purdue.edu/county/union/_docs/Feeder-Calf-Record-Sheets/Feeder-Calf-Grade-11-RS.pdf | 0.479555 | {
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Falling Back: Seasonal Affective Disorder
BY THE NUMBERS This November most of us will turn back the clocks as daylight savings time ends, a sign that winter, cooler temperatures, and shorter days are approaching.
Seasonal affective disorder, or SAD, is a type of depression that comes and goes with the seasons. Usually SAD affects people during the fall and winter months, when it gets colder and darker. But some people also get it during the spring and summer.
Despite the holidays and celebrations that take place during this time of year, winter can often take a toll on our mental health.
Treatment for SAD can include light therapy, medication, and psychotherapy.
If you think you are experiencing SAD-related depression or any other type of depression, be sure to see a health care provider.
Seasonal affective disorder affects an estimated 10 million Americans.
SAD is diagnosed four times more often in women than men.
30 minutes of light therapy each day is often prescribed to patients with SAD.
SOURCES: MedlinePlus: Seasonal Affective Disorder; National Institute of Mental Health: Seasonal Affective Disorder | web | https://magazine.medlineplus.gov/images/uploads/multimedia/Infographicfall18sad.pdf | 0.431807 | {
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SHULAMITH WITTEMBERG MILLER - ARTIST
Born in Jerusalem. Graduated from the Bezalel Art School where she studied under Prof. Boris Schatz, Abel Pann and other internationally known masters. She also spent some time in Paris studying under the direction on Andre Lhote.
Returning to Jerusalem, she taught art in several Government Schools. She had solo exhibits of her work in Jerusalem and in Tel Aviv, and also participated in several group shows.
Shulamith arrived in New York in 1933 and is the first Israeli-born Artist to exhibit in the United States. Her exhibit was held at the Rochrich Museum on Riverside Drive.
From 1933 to 1950 she resided in Greenwich, Connecticut. During these years she participated in several Group Shows as well as having Solo exhibits in a number of Galleries in several cities in the U.S.
From 1950 to 1970 Shulamith and her family resided in Durban, South Africa. Solo exhibits of her work were held in Durban, Johannesburg, Cape Town and Port Elizabeth. During this period, she visited Israel a number of times and solo showings of her work were held in Jerusalem and Tel Aviv.
After returning to the U.S. in 1970, exhibits of her work were held at Adelphi University, Garden City Public Library, Art Gallery of the Unitarian Church, Herzl Institute, Yeshiva University, Rutgers University Hillel, Art Gallery, Women's Art Gallery, Skirball Museum as well as group shows.
Dr. Alfred Werner, Art Critic and Writer, wrote of her work: "Mrs. Miller's art is one of delicate simplicity, of unobtrusive, yet interesting patterns, and of graceful rhythms, and also of spirituality. With purely artistic means, she sets out to transmit her dreams of gentleness to whoever can be reached by the magic of color, shape and line."
Many of her works are found in private collections in many parts of the world, including the New York Public Library Print Room, Brooklyn Museum, Skirball Museum (Los Angeles), the Israel National Museum (Jerusalem), the City Museum (Durban, South Africa), and the Hebrew Union College (Cincinnati).
The Art Institute of Chicago selected her work for inclusion in their Fifth International Exhibition of etchings and engravings.
Shulamith Miller's work consists of oils, watercolors, drawings and copper etchings. | web | https://art-archives-southafrica.ch/PDFs/Shulamith_Wittenberg_Miller_NYPL.pdf | 0.483122 | {
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Mother Nature
Center of Topography, Cartography and Planning of the Wallon Region, in the former maternity ward of the Province of Namur.
In a building which was being rehabilitated for a new purpose, I explored the vocabulary of my work in the plastic arts. I was also very aware that this place had seen the birth our three children. The installation has three parts, each in direct relation to the purpose of the new centre.
Staircase and measuring stick: The building's circulation tool, which is the staircase, was confined for a long time to a restricted space, to finally take up a more considerable part of the building. When I first saw the plan of the building, I was attracted to the staircase in the atrium. The straight shutters placed around an empty space, in a huge, well-lit cage, whose ascension is fully visible, creates a monumental effect which emphasises the vertical dimension.
Like a spiral, it is deployed at each level around daylight along an imaginary axis. It symbolises the rising to an elevated high position, while evolving. Naturally, it reminds us the human movement, a baby whose mother teaches it bit by bit how to stand. It symbolises man facing his future, facing the horizon. The staircase is like a gradated measuring stick, with levels, multiple landings, perspectives, stops and breaks, horizontal lines and vertical path.
In a sense it is the strongest link to the building's topography. In my reading of the project, it corresponds clearly with the unevenness of ground. The staircase has four levels, four landings… like the four stages of life:
the playing days, the carefree days, maturity and wisdom.
Four perspectives on the world before one's eyes; four separate horizons. The 12 metre measuring stick, linked closely to the staircase, marks its different levels and landings.
Olivier Duquenne, 2012
Extracted from the monograph Traits d'union, Pierre Courtois, Published(Edited) Luc Pire, on 2012 | web | https://www.pierrecourtois.be/wp-content/uploads/2018/08/mother-nature-2.pdf | 0.434254 | {
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Scenario Battery Escape Room
University of Bonn, Biology Education
The lesson starts with an introduction by the teacher:
e. g.
"Today I would like to play a very special game with you. Imagine it's your Birthday and you've invited all of your classmates to your party in the (party room in the) cellar. You are listening to music, drinking and dancing. Suddenly, you hear the door bang and someone locking the door from outside. The next thing you hear is your brother's voice from the other side of the door."
After this introduction, the teacher starts the play back of the audio recording (next slide)
German versionas an example
Recording of brother
"Let's get this party started. Because I love you so much, I have an extra present for you and your friends, and prepared your very own escape room: you've been raving of wanting to become an electro chemist since your industrial placement. You want to develop tomorrow's electric cars? Now you have the chance to show what you can do. For this task, it's extremely important to work as a team and agree with each other. Further, you will need creativity and take delight in tinkering. Having paid attention in chemistry and physics classes, won't do any harm either. In order for me to let you out, I want to know from you, which two groups belong together. You will recognize your group based on the colour of your lamp. It will only flash if you put together the battery properly, before you run out of time. Now if that isn't the perfect challenge for a future electro chemist (diabolical laugh). If you complete the task, I promise that from now on, I will take your career aspirations more serious! Now, go to the batteries and ready, steady, go! All the materials needed, are in the box" (end of recording)
Inquiry (Science learning) & Consolidation:
Chemistry (Physics):
Learning content: Batteries, electrochemistry
- Methods:
e.g.:
The Teacher then writes timing on the black board (you have … minutes) and gives start signal. The students are now asked to build batteries using everyday material in small groups (3 to max. 5 students). The material is in boxes on their table. Each group get slightly different materials for their batteries. The Escape Room challenge is solved when each group finds out about their light's colour. It is possible that the groups help each other after finishing their own battery. The students can also use prepared clue cards to solve the problem.
Material:
* 6 small LED lights in 2 or three colours (transparent, approx. 1V)
* electrolyte media as salt bridge for 6 groups (already cut into suitable size, e.g. cucumbers, apples,…)
* 5 cent coins
* galvanized screws
* control wires in different colours (0,14mm, already uninsulated at their ends)
The teacher can also use 3 more audio recordings with clues for the remaining time, that can be used flexible by the teacher
"You have 15 minutes left!"/"The last 5 minutes have begun!"/"The last minute, time's running!" When the task has been solved, the teacher can start a dialog with the students: Which materials did you need to build the electric circuit? What do the different parts in each group have in common? | web | http://multico.ut.ee/sites/default/files/multico/files/battery_escape_room.pdf | 0.434565 | {
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Action Points:
1) Du'a & Istighfar - Turn to Allah with a broken heart. Re-assess your life & stop sinning.
2) Learn - Educate yourself & your loved ones about the history of the conflict & importance of al-Masjid al-Aqsa. There are lots of resources and books online with activities for children: https://smallstepstoallah.com/al-aqsa-activity-pack/
https://masjidalaqsa.net/2022/02/16/masjid-al-aqsa-childrens-resources/
https://www.foa.org.uk/resources/categories/children https://www.anafiya.com/search?q=Palestine+&options%5Bprefix%5D=last
3) Spread the truth & be media-savvy:
* Call up the BBC and other media channels to complain about any bias in their reporting.
* Like, follow, retweet & repost videos/images to show the reality of what is happening in Palestine. These are some suggested Instagram Accounts to follow: eyeonpalestine, sbeih.jpg, friendsofalaqsa, ajplus, khaledbeydoun, middleeasteye, ahmedhijazee, motaz_azaiza
* Be up to date on how social media works: use hashtags & keywords (words like Gaza usually lead to accounts being shadow banned - be creative and write G*z* etc).
4) Speak to everyone – speak to colleagues at work & neighbours and convey the reality to them
5) Use your political power
* Attend demonstrations & lobby your MP:
* Write to your MP: https://www.islamic-relief.org.uk/giving/appeals/palestine/write-to-yourmp/?utm_medium=email&_hsmi=77556595&_hsenc=p2ANqtz-_D8OP-XgUYKYnK1M80pObrRnVWsSl0z5-oixqqsHZWqOogXCQ0IVA5aTMHot4pJPbLAzRG5UQw7bQjnm7lRTo91APXQ&utm_content=77556595&utm_source=hs_email
* Fill in this census: https://muslimcensus.co.uk/voting-sentiment - The leaders of both the Conservative and Labour Parties have voiced their support for Israel's indiscriminate bombing of Gaza. Your responses will be used to create an interactive heatmap to show the Labour/Conservative parties that their words will lose them the next election.
6) Use your financial power - Boycott Israeli goods and businesses including HP, Coca Cola, Israel Produce, Starbucks, McDonalds & Puma
7) Donate generously
8) Make a firm intention to visit al-Masjid al-Aqsa
9) Help the din - Allah will help the Ummah if you help the din of Allah. Think: how are YOU helping the din of Allah in your life/on a daily basis?
10) Strengthen your connection with the Qur'an. Strengthen your imān and develop a Qur'ānic-worldview. Read the explanation and reflect on pertinent Surahs (e.g. Surah al-Aḥzāb, Aal ʿImrān, al-Anfāl, at-Tawbah, al-Fatḥ).
Further Resources: | web | https://static.lifewithallah.com/file/LifeWithAllah/resources/palestine/Action+Points.pdf | 0.447485 | {
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Department: Drama
Plan Of Learning For The Year (Unit/Topic/Project Context)
Half Term 1
Half Term 4
* Presenting and Performing Texts- two extracts – plays issued before Summer – rehearsal techniques, exploration of texts / themes / characters, blocking process. Homework tasks: preparation for Concept Pro Forma – weekly. Theory: Section B revision and re-write from Mock – Formal Assessment. Practice Questions set weekly.
Half Term 2
* Practical: Presenting and Performing Texts – blocking, rehearsing, Vision / Aims and intentions. Both extracts treated equally. Concept Pro Forma draft – feedback given – final to be completed using feedback. Theory – mock preparation and analysis.
Half Term 3
* Practical: Presenting and Performing Texts (date tbc – aiming for before half term). Rehearsal, technical aspects, peer / teacher / self assessment. Final Concept Pro Forma. Theory – Mock analysis; addressing areas of development; Revision of both sections. Mock preparation for after half term.
* Mock exam preparation and further analysis / revision – practice questions in class and in own time.
* Practical: Find Me Directing – practical undertaking of text to use in written exam.
| Feedback, Retrieval & Assessment | Super curriculum opportunities / extra-curricular |
|---|---|
| | activities |
| • Verbal feedback issued throughout rotation. • Questioning • Formal Assessment – Section B before first half term. • Practice Questions (Exam) • Mock exams | • Drama Club – Tuesday 3pm • School Show – September – December 2022 • Sheffield Theatres Response Project (some); September – October 2022 |
| Common misconceptions | Connecting New Knowledge |
|---|---|
| • Addressing questions in class • Careers information throughout rotation • Question in every lesson: Why are we doing this? • Continual self / peer evaluation. | • Curriculum maps show development of skills through the year. • Routine warm up – leads to tasks. • Visible consistencies – tasks always on the screen to refer to throughout the independent work. • Key words / focus area of each lesson |
Half Term 5
* Final examination preparation and practice.
* Find Me Directing – practical undertaking of text to use in written exam
* Final exam: approx. mid May.
Half Term 6
* N/A | web | https://www.allsaints.sheffield.sch.uk/wp-content/uploads/2022/10/Year-11-Drama.pdf | 0.486703 | {
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Pick up totes from Gilman Feed Co., Medford Coop Feed Mill, Rib Lake Recycling Center, or the UW-Extension office.
Preparing your totes:
- Each of these three types of plastics should be placed in its own tote:
1. White and black: bunker covers and silage bags
2. White/green/brown (bale wrap)
3. All others: plastic sacks (no paper), plastic twine, bale mesh
- Place tote near generation source for convenience.
- Cut opening in top of tote to size you need.
Handling the plastic:
- Do not run equipment over plastics, if possible.
- Cut plastic film before removing silage/haylage.
- Cut into pieces of size and weight that one person can handle.
- Shake or brush off forage, soil, stones, etc. Extra care should be given to the bottom piece to clean it off. If it is too dirty, that section should be landfilled.
- Fully empty plastic fertilizer and feed sacks. Shake or brush as needed.
Filling the tote:
- Put plastic film in appropriate tote.
- Compress frequently.
- When full, store in clean, dry location until drop-off day.
Next Ag Plastics drop-off days:
- Medford County Highway Shop – Wednesday, April 17, 2013
- Gilman County Highway Shop – Thursday, April 18, 2013
- Collection hours are 11 a.m. to 1 p.m.
Replacement totes will be available at the drop-off sites on the collection dates, in addition to the regular pick-up sites.
Bulk plastic cannot be accepted! All plastic must be in a tote.
For more information, contact Sandy Stuttgen or Arlen Albrecht at [REDACTED_PHONE].
Make your tote accessible. Here are two ideas:
Separate your plastics:
1. White and black: bunker covers and silage bags
2. White/green/brown (bale wrap)
3. All others: plastic sacks (no paper), plastic twine, bale mesh
Handling totes at drop-off site:
Step-by-step instructions and drop-off information on other side. | web | https://counties.uwex.edu/marathon/files/2013/02/ag-plastic-03192013153553.pdf | 0.439581 | {
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House Centipede
Mephitis mephitis
Help!!!!!!! I saw a giant bug with a thousand legs in my bathroom. What is it? And when can you get here? We receive calls of this nature on a regular basis caused by this culprit, the House Centipede. despite its creepy appearance the House Centipede is actually considered to be beneficial. It is predacious, feeding on insects and spiders and uses the first pair of legs which are modified into poison pinchers (toxignaths) to catch its prey.
They are 1" 1 -1/2" long grayish yellow in color with 3 dark stripes located down the back. Contrary to popular belief they only posses 15 pairs of legs not one thousand. These speed demons have been clocked traveling 420 mm/sec 33mm stride. The lifespan of most species is about 1 year however some may live 5 to 6 years.
A moist environment is required for these fierce looking arthropods to survive. Indoors they can be found in basements, crawlspaces and bathrooms. Outdoors they can be found in firewood, trash, leaf litter, compost and mulch. It is the only species of centipede that will live its entire life inside. A dehumidifier can be used to dry out damp basements and crawlspaces. Stored items and clutter should also be reduced. At EHS we believe the keys to a successful House Centipede management program are low impact applications in conjunction with moisture reduction and harborage removal.
Please contact us with questions or to schedule an inspection.
Environmental Health Services, Inc. 823 Pleasant Street, Norwood, MA 02062 781. 769. 9111 | web | http://ehspest.com/FSheets/House-Centipede.pdf | 0.430604 | {
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West Kirby Grammar School
KS3 Learning Overview
Subject: Physical Education
Head of Department:
Mrs A Goodall
Curriculum organisation
Students are taught in form groups of 28-30 students for one lesson per week.
If you have any questions about this Learning Overview, please contact the named Head of Department above.
Year: Eight | web | http://wkgs.org/force_download.cfm?id=2981 | 0.465953 | {
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The following guide to emotional debriefing in class has been previously adapted from a similar guide written for the faculty at Texas A&M University following a fatal bonfire tragedy in November 1999.
* Faculty might consider providing time during class to discuss the incident and the students' feelings about it. The students should be encouraged to express feelings in a supportive atmosphere as soon as possible. The professor might say: "I'm still (sad, shaken, upset) by the tragedy that happened at Virginia Tech on Monday. I'm glad to be with all of you again. How are each of you (feeling, doing, coping) with this?" Give the students 30 seconds to a minute to say something. They may need a little time to get the courage to speak. If students do not speak, remind them of your office hours, your e-mail address, and/or your willingness to meet one-on-one. Emphasize that talking about the trauma is a good and healing thing to do. If you share some of your feelings, it will encourage them to talk. A small loss of instructional time may be insignificant if students' learning is being impacted by strong emotional concerns. It is also important to let them know that when events like this occur; our Counseling Center makes special arrangements to provide support to students who are affected by the situation. If they would like help or support, they should contact the Counseling Center directly ([REDACTED_PHONE]), SSB 2010.
* Remember that everyone's story is valid. Not every student has to speak. The discussion is best focused on expression of thoughts, feelings, and reactions and not on establishment of facts. Whatever students say can be answered with: "It must be terrible to think about that." Or "It must hurt a lot to remember it that way." Or "This has certainly been difficult".
* When the students finish talking, you can offer them a moment of silence. Suggest that they close their eyes and breathe slowly and deeply three or four times. If you are worried about a particular student, approach her/him privately. If you are able to identify students who are most upset, a referral to the Counseling Center would be helpful. If you are concerned about your own reactions to the situation, consider seeking help. Give us a call and we can chat with you about whether you should think about seeking help and offer you a referral.
* Some students who have had close involvement with the recent or a past catastrophic tragedy may have very vivid perceptions or recollections regarding the sights, sounds, smells, and tastes of the event. It's not uncommon for them to feel something is wrong with them
because the memories of these sensory perceptions are so strong. You can reassure them that such feelings are not uncommon after a tragedy. You might ask: "Others have reported similar perceptions and thoughts after such a tragedy." Or, "It must have been so upsetting to (see, hear, feel, smell, taste) that." Some students feel very guilty. They may have been close enough to the situation or victims that they believe there is something they should have done to prevent the tragedy or harm to some of the victims. They may believe that they should have been there to help some of the victims. To address this, you might say: "After a tragedy, people often second guess themselves, and they are not sure they did everything they could. That's a natural feeling of wanting to help others. It does not reflect what was really possible."
* A future orientation is helpful. You might ask: "What are you worried about right now?" When they speak about future concerns, you might be able to alleviate some of their worries with facts or other ideas and thoughts. Giving students a chance to share their worries reduces anxiety. You can say, "It's really too early to know all the facts about what is going to happen. But you help yourself to deal with this tragedy. Many people find that talking with others, spending time with family, connecting with ministers, rabbis, or priests can hasten the healing process."
* After class, if students come to your office to speak in private, remember they are looking for someone who will validate their grief, not talk them out of it. Sitting quietly with them and letting them talk may be all that is needed. Share your own feelings about the tragedy. You might even tell them about other losses you've experienced if you're comfortable with that. If you do talk about past losses, it is helpful to end by saying that for you there was a gradual improvement in hopefulness and mood as time passed. You can simply say that you hope they have the same experience of healing. | web | http://counseling.uic.edu/docs/Classroom%20Discussions%20Following%20a%20Crisis.pdf | 0.505541 | {
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Ancient Maya – Autumn 2019
Mayan Commoner – Typically, commoners were farmers. The wife would light a fire early each morning for cooking and the husband would work all day in the fields. After work, the farmer would bathe – bathing was an important part of daily life. In the evenings they would do crafts or weave cloth for making clothes.
Mayan Clothes – This depended on where they lived and how rich they were. Wealthy Mayans wore bright colours with feathers and fancy jewellery. Poorer people wore simple clothes like loin cloths or long skirts. Everyone kept their hair long.
Mayan Food – The most common food was maize. They used it to make lots of different things like tortillas and porridge. They farmed crops like beans, squash and chilies. They also ate fish, deer and duck.
Mayan Homes – Nobles and kings lived in large palaces made from stone. Commoners lived in huts near their farms. The huts were usually made from mud or sometimes stone. They were one room with thatched roofs. Sometimes they were built on platforms to keep them dry.
Mayan Entertainment – A lot of their entertainment was around religious ceremonies. They played music, danced and played games such as the Mayan ball game. Sometimes the game was part of a religious ceremony with the losers being sacrificed to the gods.
Learning Objectives:
I can identify the key points in the history of the Maya.
I can identify the key locations in the Mayan empire.
I can identify the main Mayan Gods.
I understand aspects of the Mayan calendar.
I can explain the basic systems of government, crime and punishment used by the Ancient Mayans.
I understand and can use the Mayan number system.
I can investigate an aspect of daily life for Ancient Mayans.
I understand the purpose of cenotes.
I have read and understood the significance of the story of the Hero Twins. | web | http://www.foxton.leics.sch.uk/perch/resources/AncientMaya.pdf | 0.478245 | {
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Healthy Recipe of the Week.
Use Organic ingredients whenever possible
Chocolate Almond Butter Cups
From www.paleomg.com
1 cup smooth almond butter ½ cup unsweetened shredded coconut 1 tablespoon coconut oil, plus more for oiling the pan 1 tablespoon honey pinch of salt 1 cup Enjoy Life Chocolate Chips, melted
1. Place almond butter, coconut, coconut oil, honey and salt in a food processor and puree until smooth and well combined.
2. Rub a tiny amount of coconut oil in each cup of a mini muffin tin. Add a spoonful of the mixture into 10-12 of the cups, and then pour melted chocolate on top of each spoonful.
3. Place in freezer for 30+ minutes until set.
4. Use a sharp knife to pop out each almond butter cup. Store in freezer and remove 5 minutes before eating to help soften the chocolate. | web | https://www.coryawebbdc.com/storage/app/media/client_files/chocolate_almond_butter_cups.pdf | 0.426138 | {
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BENICIA TREE FOUNDATION ANNUAL REPORT FOR 2022
About Us
The Benicia Tree Foundation (BTF) is an all-volunteer non-profit organization with the mission to strengthen community by promoting and supporting tree planting, maintenance, and education. We were established in 2009, the same year the City of Benicia unanimously adopted its first comprehensive tree program. Since that time BTF has planted over 1,000 trees in Benicia.
Accomplishments for 2022
BTF sponsored five events that planted 45 trees and numerous acorns, and sponsored 18 Tree Care Days that maintained 557 trees. Cumulatively, we attracted 205 volunteers, with 47% being under 18 years of age. These volunteers generated 887 hours of labor for tree planting and maintenance, and for educating residents about our urban forest.
Cooperative projects between the City of Benicia and BTF included a 2022 Arbor Day event that planted 10 trees at Duncan Graham Park and planting acorns at Lake Herman Open Space. BTF commented on the update to the Parks Trails & Open Space Master Plan, requesting that the plan support planting more trees in city-owned parks and open spaces, require timely replacement of any tree removed from a park or open space, and work with non-profit organizations to plant and maintain trees on city property.
.
Volunteers celebrate Arbor Day 2022 by planting trees at Duncan Graham Park on October 10 th
Tree Care Days in 2020 were sponsored at the following locations:
o Benicia State Park
o Francesca Terrace Park
o Benicia Unified School District campuses
o I-780/Military West westbound offramp
o Lake Herman Open Space
o I-780/Columbus Parkway eastbound offramp
Benicia High formed a club at the beginning of the school year to recruit student volunteers for Tree
Care Days, and BTF trained 12 Benicia youth in urban forestry as part of Sustainable Solano's Youth Environmental Leadership Fellowship Program.
Challenges included attracting volunteers to serve the Board of Directors. Three Board members moved out of the area in 2022 and the remaining board members have individually served 10+ years. New leadership is needed on the Board of Directors to plant the next 1,000 trees in Benicia.
BTF is funded entirely by donations and grants, and in 2022, received over $2,700 in donations from nine different individuals and organizations. .
Goals for 2023
* Establish new cooperative relationships with other organizations to support Benicia's urban forest.
* Attract more volunteers to our tree care days on second Saturdays and third Thursdays of the month where we meet at one of our project sites to perform routine tree maintenance tasks.
* Install interpretive signs at the Lake Herman Open Space project site.
* Support the City's Tree Program by co-sponsoring an annual Arbor Day tree planting, participating on the Tree Subcommittee of the Parks Recreation & Cemetery Commission, and supporting the update of the Park Trails & Open Space Master Plan and development of a Citywide Landscaping and Lighting Assessment District.
Any questions on this report can be directed to the Board of Directors which can be reached by phone at 745-4546 or by email at [REDACTED_EMAIL].
Respectfully submitted,
Alison Fleck, Steven Goetz, and Barbara Wood
Benicia Tree Foundation
Board of Directors | web | https://beniciatrees.org/wp-content/uploads/2023/04/2022_annual_report.pdf | 0.478415 | {
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After the Channel Isabel II was built it was necessary to increase the water distribution because of the droughts and the growing population . Nowdays there are 20 reservoirs and 14 dams.
El Villar Reservoir. The first damming of the Isabell Channel. It was opened in 1879.
Puentes Viejas Reservoir. It was built in 1925.
Riosequillo Damming. Built in 1958.
Pinilla Reservoir. Opened in 1967
Atazar Dam. This is the biggest reservoir of the Isabel II Channel.
Manzanares El Real and his dam with a negothic tower.
Atazar
Riosequillo
Canal Isabel II manages the integral water cycle in the region of Madrid.
It operates 14 reservoirs, 70 groundwater catchments, 24 large regulating reservoirs, 149 impulsion plants, 13 drinking water treatment plants, a 16,200-kilometre water transport and distribution network. It also provides same electric energy to Madrid. | web | http://comenius-well2.wikispaces.com/file/view/2_Twentieth+Century+2.pdf | 0.456517 | {
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Those of you with Internet access might enjoy checking out the pair of bald eagles that have returned to their nest at the National Arboretum in Washington, DC. The eagles began nesting there in 2015 and have fledged eaglets each year since then. The pair are back at the nest, bringing in sticks and making preparations for another successful nesting season. Check out www.dceaglecam.org There are live streaming solar powered cameras designed and built by staff and students from Alfred State College and SUNY College of Technology.
Microphones have been installed. It's interesting to read the narratives from naturalists monitoring the nest. It won't be long before the eagles in our area return to their nests. Carcasses of deer might be laying in fields along our area's roadsides and perhaps you'll be fortunate to spot eagles and other birds of prey feeding on them!
It's the first time I've ever heard the weather term "bomb cyclone" used when predicting a winter storm moving up the East Coast. Thank God we were on the cusp of that storm although the winds that were produced from it did find there way to the Route 20 Corridor. The freezing temperatures have the winter songbirds visiting neighborhood feeding stations. Hanging a hunk of beef suet or a suet cake will attract woodpeckers, white breasted nuthatches, and chickadees. Emma Hershberger's Bird Suet Recipe: 1 cup lard, shortening, or melted suet; 1 cup crunchy peanut butter, 2 cups quick oatmeal, 2 cups cornmeal, 1 cup wheat flour. Melt the lard and peanut butter. Take off the heat and mix in the rest of the ingredients. Place the warm mixture in a loaf pan or muffin cups. Cool. Cut in the various sizes you'll need and freeze. (This mixture is far better than those seeded suet cakes sold in stores. Most ingredients can be found at your local bulk food store. Making these cakes is a great supervised activity to do with your children.) The
birds will thank you many times as they go back and forth to this source of energy that they need for the wintertime.
The many days of temperatures hovering at or below zero brought warnings to dress in layers and warnings of hypothermia. Under normal heathy conditions the human body maintains a relatively stable temperature of around 98.6 degrees Fahrenheit. If the environment gets too cold or the body's heat production decreases, the body's temperature can drop and hypothermia can develop. Signs and symptoms of hypothermia are shivering, slurred speech, weak pulse, clumsiness, drowsiness or low energy, confusion or memory loss and slow shallow breathing. Infants lose body heat more easily. Treatment for hypothermia can range from rewarming a person by moving them to a dry heated environment. Using warming devices externally such as hot water bottles or warm forced air will help a person with the beginning signs of hypothermia. People who have extreme hypothermia need to be seen immediately at a hospital where warmed intravenous fluids to rewarm the body.
Betty was sitting on a lawn sunning and reading, when she was startled by a car crashing through a hedge and coming to rest on her lawn. She helped the elderly driver out and sat him on a lawn chair. "My goodness," she exclaimed, "you are quite old to be driving!" "Yes", he replied, "I am old enough that I don't need a license."
"What....NO LICENSE?" "Nope! The last time I went to my doctor he examined me, and asked if I had a driving license. I told him I did have one and handed it to him. He took scissors out of a drawer, cut the license into pieces, threw them in the wastebasket and said, 'You won't be need this anymore.' So, I thanked him and left."
I bet you've read this popular short story about life: A popular speaker started off a seminar by holding up a $20 bill. A crowd of 200 had gathered to hear him speak. He asked, "Who would like this $20 bill?" 200 hands went up. He said, "I am going to give this $20 to one of you but first, let me do this." He crumpled the bill up. He then asked, "Who still wants it?"All 200 hands were still raised. "Well," he replied, "What if I do this?" Then he dropped the bill on the ground and stomped on it with his shoes. He picked it up, and showed it to the crowd. The bill was all crumpled and dirty. "Now who still wants it?" All the hands still went up. "My friends, I have just showed you a very important lesson. No matter what I did to the money, you still wanted it because it did not decrease in value. It was still worth $20. Many times in our lives, life crumples us and grinds us into the dirt. We make bad decisions or deal with poor circumstances. We feel worthless. But no matter what has happened or what will happen, you will never lose your value. You are
special – Don't ever forget it!
Oh boy! In Janurary we can look forward to football playoffs prior to Super Bowl Sunday on Feb. 4. Start planning your Super Bowl party and join with others watching the television coverage of a football game and clever commercials! Watch for details on the 2018 Richfield Springs Lions Club's winter carnival events. No doubt there will be January clearance sales, garden and seed catalogs will arrive in the mail and hopefully January thaw! Wouldn't it be something if the sap in the maple trees started to "run" if we have some cold nights and warm days? This month a 'super moon" occurred on January 1 and another will occur on January 31. When there are two full moons in the same month the second is called a blue moon. The average distance between the Earth and the moon is 238,000 miles. When the moon tracks less than 223,000 miles from the Earth during its full phase, it's considered a "super moon" because it appears to be larger and brighter in the sky particularly when it rises on the horizon. A lunar eclipse will be occurring on the morning of Jan. 31. Although it is considered a full lunar eclipse, experts say people in most parts of the eastern United States will not be able to enjoy the full effect because the moon will be so low in the sky during the full phase of the eclipse. A lunar eclipse occurs when the moon passes through the earth's shadow, blocking the light that the sun normally reflects off the moon's surface — the light that makes the moon appear to glow. I sound like I know all about astronomy...but I gleaned all that information off the Internet. My junior hight science teacher would be so pleased.
Have you driven along Main Street at night and seen the classroom on the west end of RSCS with the purple, blue, and pink colored lights? Mr. Gee, our technology teacher and Mrs. Davis, high school science teacher, co- teach a class entitled "Agriculture Technology". The course is designed to provide an introduction to the fundamental principals of scientific agriculture. The students are growing plants with an emphasis on hydroponics and aquaponics. Food production, national and local agriculture and learning how food production and consumption relates to population growth are learned. There are even live fish that are a part of the process in that classroom. I'll have to write about that undertaking and the exciting things going on in that class in a future article.
January's a month when hearty stews, soups and chili make for yummy lunches and suppers. Mr. Food's recipe for Hearty Chicken Stew makes a fabulous meal in the wintertime. This is a one-pot meal that thickens up as it sits, so you might want to add additional water if you reheat any leftovers. It's a stickto-your-ribs supper that's quick and ready for a hungry gang and you don't want to resort to ordering fastfood for dinner. You will need: 10 cups of chicken broth, 4 potatoespeeled and cut into chunks, 1 small onion cut into 1-inch pieces, 2 celery stalks cut into half inch chunks, 1 carrot-peeled and sliced thin, 2 teaspoons salt, one half teaspoon black pepper, 12-ounce box of bowtie pasta, 3 cups of cooked, skinned, boned and shredded chicken.
Directions: In a soup pot over medium-high heat combine broth, potatoes, onion, celery, carrot, salt and pepper. Bring to boil and cook 10 minutes. Stir in pasta and cook for 8 minutes. Add chicken and cook an additional 4-5 minutes or until chicken is heated through. Spoon into bowls and serve immediately. This recipes serves 6 and serving it with crusty bread, biscuits or crackers will get your guests asking you to making it again and again!
That's What's On. Thanks for reading. Email: [REDACTED_EMAIL] | web | http://pennysaveronline.com/pdfs/ads/947661.pdf | 0.496234 | {
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Johnson Indian Cemetery
Imogene Barger
Follow this and additional works at: https://dc.swosu.edu/westview
Recommended Citation
Barger, Imogene (1989) "Johnson Indian Cemetery," Westview: Vol. 9: Iss. 1, Article 14. Available at: https://dc.swosu.edu/westview/vol9/iss1/14
This Nonfiction is brought to you for free and open access by the Journals at SWOSU Digital Commons. It has been accepted for inclusion in Westview by an authorized administrator of SWOSU Digital Commons. For more information, please contact [REDACTED_EMAIL].
One of the best-kept Indian cemeteries in this area is the Johnson Indian Cemetery located 1¼ miles east of Lookeba in the SW ¼ of 2-10-11. It is on the farm of the late Joe Johnson, grandson of the last hereditary chief of the Caddo tribe, Amos Longhat. Joe Johnson was reared by Charley Adams, who was appointed chief after Longhat. The Caddo Indians then approved a tribal constitution, and the chiefs became elective.
Those buried in the cemetery are: Joseph Johnson (Caddo, 1916-1984); Charles Adams (Caddo, 1944, age 64); Martha Johnson Adams (Charley’s wife, Caddo, 1951, age 81); Hubert Franklin Cook (Part Pima, 1932-1972); Sarah Longhat Johnson (Caddo, 1896-1943); Francis Johnson (Caddo, 1886-1944); Annie Johnson Cook (Hubert’s mother, Caddo, 1944, age 55), Vincent Johnson (Joe’s uncle, Caddo, 1947, age 52); Robert Adams (Charley’s son, Caddo, 1918, age 14); Mary Bentley Johnson (1933, age 37); Sadie Dunlap (Francis Johnson’s first wife, 1913, age 26); Henry Johnson (7-month-old son of Francis Johnson, 1913); Babes (two daughters of Ester Coffee, Delawares, about 1905 — not twins but exact ages unknown); Jumper Williams (grandfather of Buntin Williams, longtime Binger sheriff, Caddo, 1848-1908).
The Johnson Indian Cemetery is a mixture of the old and the new. There are tumbled-down remains of the old grave houses once used as markers. There is a board-and-shingle house still in very good condition. In contrast, there are granite stones added as permanent markers by Joe and his wife, Bertha, before Joe’s death in 1984. There’s even a cement vault. The Johnsons have planted iris all through and along the banks of the creek behind the cemetery. They have even planted them throughout the timber on the surrounding hills. There are cedars, redbuds, maples, and various kinds of oak trees to provide shade and a peaceful site for the graves. The cemetery is on the site of an old Indian campground where any tribe was welcome to camp and where the Caddo tribe camped and sometimes held its religious ceremonies. If visitors to the cemetery drop down over the hill into the timbered valley at dusky dark and walk through the burial site and across the nearby creek, their imaginations seem to soar. They can see the flickering campfires of old reflected on the bronze-skinned Indians with their braided hair and eyes that seem to hold the wisdom of the ages in their dark depths. If visitors listen hard enough, the beat of the tomtoms and the chants of the singers can be heard in the still night air. They can see the dancers in full regalia as they whirl and leap around the fire. They can see the sweat lodge that was used for purification rights and the old gray-haired men as they spoke of past glories.
The valley is a fitting place to bury the Indian dead. They are nestled in the arms of long-ago and not-so-long-ago ancestors. Memories and a heritage live on. | web | https://dc.swosu.edu/cgi/viewcontent.cgi?article=2956&context=westview | 0.437345 | {
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Main Idea:
Jesus Created All Things
Key Verse: Colossians 1:16, NIV
For in Him all things were created: things in heaven and on earth, visible and invisible, whether thrones or powers or rulers or authorities; all things have been created through him and for him.
Say:
We are surrounded by the cool things God made. But sometimes we get so used to seeing God's creation around us that we don't really pay attention to it. In the movie clip from Honey, I Shrunk the Kids, a group of kids suddenly sees creation in a whole new way. Check out the video clip.
Watch: Week 3 Video
This week's video is on the Playlist of the CBC YouTube channel or go to cbcfamily.net and click on 4G Guides for the video link.
Family Time
Ask:
* How do you think those kids felt when they realized how little they were?
* How did their perspective of God's creation change?
* What do you think surprised them the most about their new situation?
Say:
The familiar back yard suddenly seemed new and amazing to these kids because they were seeing it from a different viewpoint.
Grab a piece of paper and draw a part of creation. But there is a catch. You must draw it from a different viewpoint. You could be a bird in the sky, an ant on the ground, or have some other view. (Give everyone five minutes to complete their pictures.)
How can seeing God's creation in a new way help us to praise Him for what He has made?
What can you do this week to view God's creation as fresh and exciting? | web | https://www.cbcfamily.net/_files/ugd/fb457a_5bee1be1b04f420caa45b9f5662bd632.pdf | 0.426872 | {
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Doing the Best for Your Child
[This handout may be helpful in directing parents—particularly those who may be going through a stressful period in their own lives—toward informational resources]
Emotional Interaction with Children
- Barlow, Jane, and P.O. Svanberg, eds. (2009). Keeping The Baby In Mind: Infant Mental Health in Practice.
- Burke, Ray, et al. (2006). Common Sense Parenting: Using Your Head as Well as Your Heart to Raise School-Aged Children (3rd edition).
Reading Literacy
- Engelmann, Siegfried, et al. (1986). Teach Your Child to Read in 100 Easy Lessons.
- Beaty, Janice. (2008). 50 Early Childhood Literacy Strategies (2nd Edition).
- National Institute for Literacy. "A Child Becomes a Reader: Proven Ideas from Research for Parents."(http://lincs.ed.gov/publications/pdf/reading_pre.pdf)
Doing Well in School
- Hirsch, E.D., Jr., ed. (2010). What Your Preschooler Needs to Know: Get Ready for Kindergarten.
- Office of Communications and Outreach. "Helping Your Child Succeed in School." Washington, DC, 2005.
(http://www2.ed.gov/parents/academic/help/succeed/succeed.pdf)
Socializing
- Jones, Alanna. (1998). 104 Activities That Build: Self-Esteem, Teamwork, Communication, Anger Management, Self-Discovery, Coping Skills.
- Shapiro, Lawrence. (2010). The ADHD Workbook for Kids: Helping Children Gain SelfConfidence, Social Skills, and Self-Control (Instant Help Book for Parents & Kids).
Health Care for Your Child
- Sears, William, et al. (2011). The Portable Pediatrician: Everything You Need to Know About Your Child's Health.
- Schmitt, Bartone. (2005). Your Child's Health: The Parents' One-Stop Reference Guide to: Symptoms, Emergencies, Common Illnesses, Behavior Problems, and Healthy Development.
- Kids.gov: Health and Safety Issues (http://www.kids.gov/k_5/k_5_health_issues.shtml) Stress Management for Parents
- Johnson, Jeff. (2007). Finding Your Smile Again: A Child Care Professional's Guide to Reducing Stress and Avoiding Burnout.
- Leman, Kevin. (2011). Stopping Stress before It Stops You: A Game Plan for Every Mom.
- TalkLine Family Support Center. 415-444-KIDS (http://www.talklineforparents.org/)
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CLEANING AND COOKING YOUR FISH
- Remove all skin.
PCBs and most other organic contaminants usually build up in a fish's fat deposits and just underneath the skin. By removing the skin and fat before cooking, you can reduce the levels of these chemicals. Mercury, however, collects in the fish's muscle and cannot be reduced by cleaning and cooking methods. To reduce PCBs and other organics:
- Slice off fat belly meat along the bottom of the fish.
- Cut away any fat above the fish's backbone.
- Cut away the V-shaped wedge of fat along the lateral line on each side of the fish.
- Bake or broil trimmed fish on a rack or grill so some of the remaining fat drips away.
- Discard any drippings. Do not eat them or use them for cooking other foods.
Important: You must follow these cleaning and cooking directions. The meal advice is for eating skinned and trimmed fish.
Also remember that larger and older fish tend to collect more contaminants, and fatty fish (such as channel catfish, carp, and eels) tend to collect PCBs and other organic chemicals. Eating smaller, younger fish and avoiding fatty species can help limit your exposure. Your exposure depends not only on levels in the fish, but also the amount of fish you eat. The consumption of any fish from contaminated waters is a matter of personal choice.
Trout stocked from Fish & Boat Commission state fish hatcheries are subject to the blanket one-meal-per-week consumption advisory that applies to recreationally caught sport fish in Pennsylvania. If additional consumption advisories for state hatchery trout are appropriate for 2020, they will be announced in February or March 2020. | web | https://files.dep.state.pa.us/Water/Drinking%20Water%20and%20Facility%20Regulation/WaterQualityPortalFiles/FishConsumption/FishAdvisory/Cleaning%20and%20Cooking%20Your%20Fish.pdf | 0.426457 | {
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St Paul's Dorking Small Groups: Sun 12 th June 2016 Intentional Discipleship: Our Assets.
Introduction: Today we are thinking about what 'Intentional Discipleship' means in relation to our assets: how we are to think about them and how we are to use them. The last few chapters of 1 Chronicles have an elderly King David making preparations for handing over the Kingship of Israel to his son Solomon, whose main task was to build a magnificent temple to house the Ark of the Covenant and provide a permanent place of worship for God's people. Chapter 29 begins with David himself being extraordinarily generous in providing resources for the building of the temple and then asking the leaders of the people to follow his example: they responded incredibly willingly and David rejoiced and praised the Lord: Read 1 Chronicles 29: 10-14.
1. David praises God's generosity.
- Verses 11-13 are a list of God's assets: explore some of them by turning David's nouns in verse 11 into adjectives, eg: God is great …..
- See what he does with His assets in verse 12. We should come to the conclusion that God shares His assets with us!
- And, verse 11, His assets include 'Everything in heaven and earth …..' God has Kingdom Authority.
- Verse 14: How had the Israelites been able to give so generously towards the temple building? ……..
'Everything comes from You and we have given You only what comes from Your hand.'
2. Our assets.
- What do we value most? It might be our home, our car, our private space, our health, our strength, our wealth, a musical instrument, a boat, a second home, our holidays, our relationship with someone special.
- Whatever the answer(s), they all come from God and ultimately belong to Him. They are on loan to us and meant to be for sharing generously with the help of God's grace at work within us. If we ignore God's hospitable heart and become possessive of our blessings, they become burdens. Martyn Percy
- And we often find that really generous giving is generously rewarded. 2 Corinthians 9:6; 8:9, 13-15.
3. Our attitudes.
- Keeping verse 14b in mind should help us to develop generous attitudes towards our possessions:
a) "I shall possess my material possessions – they shall not possess me." E Stanley Jones 1884-1973
b) God doesn't bless us to raise our standard of living, but to raise our standard of giving.
c) The greatest blessing of a gift or blessing is the ability to bless others because of it.
- We need to be thinking about what we can do with our assets, like God does. His love is biased towards the poor: Isaiah 58: 6-7. Luke 1: 46 (or 52) – 55.
- Jesus tells us not to worry about our assets as long as we live according to His values: Luke 12: 22-31
'..Do not worry about your life ……… your Father knows your needs …… seek His Kingdom and these things will be given to you as well.'
4. David prays for Godly integrity 1 Chronicles 29: 17-18
- Going back to our reading and on a bit further: David prays that the Israelites' desire to give willingly and generously would always be in their hearts and that God would keep them loyal to Him for ever.
- Giving should always happen with 'honest intent.' Cf, Malachi 3:10.
………………………………………………………………………………………………………………………………………………………………………………………..
Questions for discussion
1. What do we think of as our assets? Is there anything we find difficult to share, or would really hate to lose?
2. Is my Bank Statement really a 'Theological Statement' of who I am?
3. Has anyone any examples from their experience of the joy of generosity either as a giver or as a receiver?
4. Do we find it easy to rely on God and not worry about material possessions in 21 st century Britain?
5. The Church Centre and the manner of its funding is often a source of amazement to visitors: has the experience of being willingly generous stayed in our hearts?
6. When asked how we should respond to such a demanding gospel, Brother Roger of Taizé said, "Il ne demande pas trop – mais il demande tout." 'He doesn't ask too much – but he asks for everything.' What did he mean? | web | https://stpaulsdorking.org.uk/Publisher/File.aspx?id=173145 | 0.487203 | {
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DUNDEE HIGHLANDS NEWSLETTER OCTOBER 2015
3
10
17
24
31
OCTOBER IS BULLYING AWARENESS MONTH
Dundee Highlands students and staff will be showing our support to "Stomp Out Bullying" by participating in a fun filled week of events!
Monday, October 5 th -- schools across the country are participating in the "Blue Shirt Day World Day of Bullying Prevention". All students and staff are encouraged to wear a blue shirt to show they're taking a stand against bullying.
Tuesday, October 6 th -- students are encouraged to wear two different shoes and/or crazy socks to show we are committed to "stomping out bullying".
Wednesday, October 7 th -- students are encouraged to wear their favorite sports team's jersey or T-shirt to show at Dundee Highlands, we're "teaming up to stop bullying".
Thursday, October 8 th -- students are encouraged to come to school with crazy hair or a crazy hat to show that "bullying is just plain crazy".
Friday, October 9 th -- students are encouraged to wear Pajamas to school to show that they are "tired of bullying"!
Early Release Dates for October 12:30pm
Friday, October 9th Friday October 23rd
Lunch Times for Early Release
4th & 5th Grade – 10:45-11:05 Kdg. & 2nd Grade – 11:15 – 11:35 1st & 3rd Grade – 11:45-12:05
Halloween Parties Friday, October 31st 1:30-2:30
We ask that costumes represent positive, fun themes. Please no violent or scary costumes or accessories.
First Grade News
First graders will be busy during the month of October! We will complete our science unit of patterns all around us. The class will conduct shared research on the moon and create an informational piece of writing. We will begin the third unit with a social studies focus of communities, specifically Native Americans, and how they work together towards a common goal. In math we will conclude unit 2 on addition and subtraction strategies, and move into learning about unknown numbers in both addition and subtraction situations. Our Second Step lessons will give students the tools to use self-talk for learning, be assertive and identify feelings. | web | http://dhes.d300.org/sites/dhes.d300.org/files/documents/october-2015-newsletter.pdf | 0.437377 | {
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This content is from the eCFR and is authoritative but unofficial.
Title 33 - Navigation and Navigable Waters
Chapter I - Coast Guard, Department of Homeland Security
Subchapter O - Pollution
Part 151 - Vessels Carrying Oil, Noxious Liquid Substances, Garbage, Municipal or Commercial Waste, and Ballast Water
Subpart D - Ballast Water Management for Control of Nonindigenous Species in Waters of the
United States
Authority: 16 U.S.C. 4711; Department of Homeland Security Delegation No. 0170.1(II)(57).
Source: USCG-[REDACTED_PHONE], 77 FR 17306, Mar. 23, 2012, unless otherwise noted.
Authority: 33 U.S.C. 1902, 1903, 1908; 46 U.S.C. 6101; 46 U.S.C. 70034; Pub. L. 104-227, 110 Stat. 3034; sec. 623, Pub. L. 108-293, 118 Stat. 1063; E.O. 12777, 56 FR 54757, 3 CFR, 1991 Comp., p. 351; DHS Delegation 00170.1, Revision No. 01.2, paragraph (II)(77).
§ 151.2050 Additional requirements - nonindigenous species reduction practices.
The master, owner, operator, agent, or person in charge of any vessel equipped with ballast water tanks that operates in the waters of the United States must follow these practices:
(a) Avoid the discharge or uptake of ballast water in areas within, or that may directly affect, marine sanctuaries, marine preserves, marine parks, or coral reefs.
(b) Minimize or avoid uptake of ballast water in the following areas and situations:
(1) Areas known to have infestations or populations of harmful organisms and pathogens (e.g., toxic algal blooms).
(2) Areas near sewage outfalls.
(3) Areas near dredging operations.
(4) Areas where tidal flushing is known to be poor or times when a tidal stream is known to be turbid.
(5) In darkness, when bottom-dwelling organisms may rise up in the water column.
(6) Where propellers may stir up the sediment.
(7) Areas with pods of whales, convergence zones, and boundaries of major currents.
(c) Clean the ballast tanks regularly to remove sediments. Sediments must be disposed of in accordance with local, State, and Federal regulations.
(d) Discharge only the minimal amount of ballast water essential for vessel operations while in the waters of the United States.
(e) Rinse anchors and anchor chains when the anchor is retrieved to remove organisms and sediments at their places of origin.
(f) Remove fouling organisms from the vessel's hull, piping, and tanks on a regular basis and dispose of any
removed substances in accordance with local, State and Federal regulations.
(g) Maintain a ballast water management (BWM) plan that has been developed specifically for the vessel and that will allow those responsible for the plan's implementation to understand and follow the vessel's BWM strategy and comply with the requirements of this subpart. The plan must include -
(1) Detailed safety procedures;
(2) Actions for implementing the mandatory BWM requirements and practices;
(3) Detailed fouling maintenance and sediment removal procedures;
(4) Procedures for coordinating the shipboard BWM strategy with Coast Guard authorities;
(5) Identification of the designated officer(s) in charge of ensuring that the plan is properly implemented;
(6) Detailed reporting requirements and procedures for ports and places in the United States where the vessel may visit; and
(7) A translation of the plan into English, French, or Spanish if the vessel's working language is another language.
(h) Train the master, operator, person in charge, and crew on the application of ballast water and sediment management and treatment procedures.
(i) When discharging ballast water to a reception facility in the United States, discharge only to reception facilities that have an NPDES permit to discharge ballast water. | web | http://www.krs.co.kr/TECHNICAL_FILE/33%20CFR%20151.2050%20(up%20to%20date%20as%20of%2011-04-2022).pdf | 0.475143 | {
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Stephen John Piggott,
I live in Belgrave and people think it must be lovely to live with all the trees and animals. The thing is most of the plants are pests / weeds and most of the animals are pests / feral, I reckon the majority of plant and animal life is problematic.
Cats (domestic and feral) Dogs (domestic and feral) Rabbits, Indian Miners, Dear, Foxes and probably my most hated, European Wasps.
The creeks are polluted by septic tanks, roads and gardens, the bush habitats and food sauces are not there because of European style gardens, clearing, development etc and total lack of education and encouragement to weed pests and plant local species.
We must act now for the future.
Weeding, cleaning and planting crews. Leadership and vision to effectively manage our environment.
Regards
Stephen John Piggott
1 | web | https://www.parliament.vic.gov.au/images/stories/committees/SCEP/Ecosystem_Decline/submissions/S378_-_Stephen_Piggott_Redacted.pdf | 0.429769 | {
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"THE EARTH-VEIL": RUSKIN AND ENVIRONMENT
Sara Atwood
John Ruskin's understanding of the natural world, and of man's place in it, is at the heart of his thinking about the arts. "There is nothing that I tell you with more eager desire that you should believe," he told his Oxford students in 1872, "nothing with wider ground in my experience for requiring you to believe, than this, that you never will love art well, til you love what she mirrors better" (22:153). What she mirrored, for Ruskin, was the world – the virtues of its people and the beauty of nature. Ruskin believed that good architecture in particular – the physical expression of our dwelling on the earth – can only be produced by a culture that reverences and respects the natural world. Without right feeling for nature, architecture will be correspondingly bad, brutal, poorly designed, and poorly built. "Therefore," he urges, "when we build, let us think that we build forever. Let it not be for present delight, nor for present use alone. Let it be such work as our descendants will thank us for, and let us think, as we lay stone on stone, that a time is to come when those stones will be held sacred because our hands have touched them" (8:233). The Poetry of Architecture; Or, The Architecture of the Nations of Europe Considered in its Association with Natural Scenery and National Character is Ruskin's earliest work of criticism, published when he was just eighteen. Using the pseudonym Kata Phusin ["According to Nature"], the young author began by declaring that the Science of Architecture, followed out to its full extent, is one of the noblest of those which have reference only to the creations of human minds. It is not merely a science of the rule and compass, it does not consist only in the observation of just rule, or of fair proportion: it is, or ought to be, a science of feeling more than of rule, a ministry to the mind, more than to the eye. If we consider how much less the beauty and majesty of a building depend upon its pleasing certain prejudices of the eye, than upon its rousing certain trains of meditation in the mind, it will show in a moment how many intricate questions of feeling are involved in the raising of an edifice; it will convince us of the truth of a proposition, which might at first have appeared startling, that no man pleasing certain prejudices of the eye, than upon its rousing certain trains of meditation in the mind, it will show in a moment how many intricate questions
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United States Department of Agriculture National Agricultural Statistics Service
Georgia Crop Progress and Condition Report
Cooperating with the Georgia Department of Agriculture and the Cooperative Extension Service
Southern Regional Field Office · 355 East Hancock Avenue, Suite 100 · Athens, GA 30601 · ([REDACTED_PHONE]
www.nass.usda.gov
November 20, 2017
General
According to the National Agricultural Statistics Service in Georgia, there were 6.2 days suitable for fieldwork for the week ending Sunday, November 19, 2017. Precipitation estimates for the state ranged from no rain to 0.9 inches. Average high temperatures ranged from the mid 50s to the low 70s. Average low temperatures ranged from the low 30s to the low 50s.
County Comments
Warm, somewhat dry conditions have allowed most winter annuals and fall fescue to germinate, but they are lagging behind because of a lack of sufficient moisture.
Steven Patrick, Habersham County
Clayton County has not yet had its first freeze. We are several weeks past the usual first freeze date.
Winston Eason, Clayton County
Everything is looking pretty good going into winter. All the winter cover crops are planted, emerged, and looking really good. We started transplanting onions in a few more fields, and the transplants are looking really strong. Pecans have been picked up for the most part, but a few farmers are going to shake and pick up again.
Chris Earls, Candler County
The weather has been favorable for harvest this week. Pecans continue to look good for the most part. Cotton harvest is still in full swing. Peanut harvest is complete except for a couple of fields. Many farmers are prepping for winter cover crops or have just planted small grains. Most small grain acres are not for harvest. Pastures look very rough. It has been dry for a few weeks, and we had a hard frost in all the low areas a few weeks ago. Hay is being fed pretty much across the board.
Seth McAllister, Terrell County
Conditions are becoming very dry. While this is good for cotton and pecan harvest, it is delaying winter grazing and cover crop planting.
Ty Torrance, Grady County
Media Contact: Jim Ewing
Crop Progress for Week Ending 11/19/17
Conditions for Week Ending 11/19/17
Soil Moisture for Week Ending 11/19/17 | web | https://www.nass.usda.gov/Statistics_by_State/Georgia/Publications/Crop_Progress_and_Condition/2017/cw112017.pdf | 0.436945 | {
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Ebchester C of E Primary School
KS1 - Long Term Plan - History
Focus: Thinking about historical significance, using primary sources.
Suggestion: Special places in the area visit and enquiry– local key buildings, church etc. cathedral etc.
Focus: Chronology over longer timeframe, comparing events, writing about significance.
Suggestion: inventions, special events – moon landing, electricity, first train etc.
Focus: Identifying and writing about change and its causes. Forming an interpretation, use of primary sources
Suggestion: Compare holidays now and 1950s and Victorian. Use of historic environment e.g. Saltburn | web | https://www.ebchesterprimary.co.uk/_files/ugd/03dcf3_a30b9dbafa2d4ac886dceb8f0776d9ae.pdf | 0.433861 | {
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ACADEMICS
Drake Taylor 4th grade Scenic Heights Elementary Drake Taylor Scenic Heights Elementary 4th grade
Academics
Teacher for the day!
I can‛t wait until tomorrow! My teacher told me that I was so well behaved, I could be teacher for a day. I have the day all planned out: math time from 7:45 to lunch, social time from 8:45 to 10:00, lunch from 10:00 to 10:25, recess from 10:25AM to 12:25PM, and dismissal at 12:30 PM. During math, everybody will do mind boggling word problems, even me. Everyone will take turns working on Sucessmaker Math (our computer math program), either in the program "Math Investigations" or "Math Concepts and Skills 2". Converting fractions to mixed numbers is the section I enjoy teaching the most. The boys and girls compete to win prizes for making the highest scores. At recess, we will have a blast playing tag on the playground. Some people will probably prefer swinging high in the sky on the swing set, or maybe just chatting away under a tall, shady tree. That would be OK with me. At 12:30, I will dismiss the class. They will have NO HOMEWORK!! And I do mean NO homework. I‛m on my way to school in my Chevy Tahoe, sitting in the back seat and looking forward to my exciting day of school … as a teacher!
Claude Schaller 4th grade Scenic Heights Elementary Claude Schaller Scenic Heights Elementary 4th grade
Teacher for the day!
Have you ever imagined what it would be like if you were teacher for a day? I have, and that‛s what I‛m writing a story about! If I were in charge of the class for a day, we would have no work, recess all day, and we wouldn‛t even be in school! So pull up a chair and I‛ll tell you a tale about the day I was in charge of the class. At the beginning of the day, there‛s usually morning work, right? WRONG! "Yippeee!" shouted Josh. Since I‛m in charge, there is no morning work, nor is there any work at all! We can all just sit back and relax. Now normally, teachers don‛t say, "Okay, everyone go on the internet!" But not any more … I let my students go on the internet any time! Playing games … not researching topics like life cycles. Yep, no work whatsoever! After lunch, most teachers let their classes have recess for, let‛s say 5 minutes. Not today!! We had recess for 2HOURS! Now you‛d think that we would be all exhausted, but noooo … you thought wrong. We were just getting warmed up! I wondered if I would get fired, but I took the class out of school on an unusual field trip… not to the Environmental Center, but to the amusement park! Roller coasters, food stands; we ate a sample of every variety of snacks for sale. The most amazing part was the admission was free! An exhilarating ride was the Skydiving Center. A Cessna plane flew us 50,000 feet in the air. The view of the earth was electrifying, but SCARY! Our breath was literally taken away as we parachuted safely to earth. WHEW! New experiences are terrific. Well, that‛s all I can tell you. If I were teacher for the day again, we‛d have a total blast—no work, recess all day, and get out of school for an exciting field trip. Now … if only I was principal for a day … HMMMMM.
Morgan Barber 4th grade Scenic Heights Elementary Morgan Barber Scenic Heights Elementary 4th grade
TINNNG! I sleepily slapped my alarm clock. It turned off with a CLICK! It was a sunny day in California, and I had a job as a substitute teacher. Mrs. Penelope Perkins, a fourth grade teacher, had dislocated her hip and asked me to fill in. Glad to help, I jumped at the chance. Now I feel as happy as a bird with a fat worm! Pouring coffee and hopping into my ruby red Honda, I sped off wondering about the children of room 4103… Spearman Sparks Elementary … Cool orange halls, blue doors, and every room could ever need. The halls were dead silent. I walked slowly, admiring the school. Stopping at room 4103, I opened the door and walked in. "Good Morning!" I smiled at the children‛s merry greeting. The room had lockers of turquoise in the back. The walls were like the halls … orange. "Open your Math workbooks and begin working in Chapter 21," I directed the children. Over the day, I got to know their names, all girls. "Thank you, girls," I said as they closed their workbooks. Each child wore a blue and yellow crossed-striped blouse with a green and white crossed skirt. Uniforms were their only choice for clothing. "Girls, form a circle so I may read you a story," I said. The young ladies slowly formed a well-made circle. I read Crazy for Crickets, Defining Dulcie, and 101 Ways to Bug Your Teacher. After discussing the stories, we performed a Shakespearean play, "A Midsummer Night‛s Dream". I was amazed at the talents of these girls. Playing so many parts perfectly was easy for them. Gradually | web | http://childrensview.net/february2010/Feb_10_pg2.pdf | 0.483192 | {
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http://barclayphoto.com
Key Concepts
- Do not worry about what others are seeing and or doing. TRUST in your own vision.
- AVOID feeling inadequate. What others are feeling, doing or seeing is about THEM not about you. Be well with where you are in your journey, learning from others along the way.
- Recognize we bring to the act of photography F.U.D. Fears uncertainty and doubt.
- Think beyond the handshake.
- Do not let anyone tell you what you can or can't do. Break the rules is you must!
- Be careful of expectations
- When you arrive at a location ask yourself questions that might help you understand what it is you are being drawn to.
- Be still and let the images come to you.
- Be open to the gifts offered to you.
- Pick subjects outside of your comfort zone and assign projects.
- Spend time and be patient with what you are drawn to. You'll find more.
- Think in terms of a Folio
- There is almost always more than one right answer.
- Add to your visual memory bank
- Develop your vision.
- Work on your technique
- Know your equipment
John Barclay
Discovery & The Creative Choice Lecture Notes
Quotes from Discovery & The Creative Choice
"You bring to the act of photography all the pictures you have see, the books you have read, the music you have heard, and the people you have loved" - Ansel Adams "Do just once what others say you can't do and you will never pay attention to their limitations again." James Cook
"I believe we should photograph what makes our hearts sing!" John Barclay
"Gear is good, vision is better". David DuChemin
"The best camera is the one you have with you!" Chase Jarvis
"The next best image is right where you are." Unknown
"What if no one has ever seen this before? How can I share its beauty?" Bill Strom "With Color we look at the photograph. With black & white we look into the photograph." Unknown
"A photograph is neither taken nor seized by force. It offers itself up." Henry Cartier-
Bresson
"Photography is more than a medium for factual communication of ideas. It is a creative art". Ansel Adams
"The limitations of photography are in yourself, for what we see is only what we are."
Ernst Haas
"Do not go where the path may lead, go instead where there is no path and leave a trail." Ralph Waldo Emmerson
"It's not what you look at that matters, it's what you see." Henry David Thoreau "You have experiences and talents exclusive to you, trust (BELIEVE) them". Stephen R. Covey
"Great dancers are not great because of their technique; they are great because of their passion" Martha Graham
"To take a photography is to align the head, the eye and the heart. Its a way of life" Henri Cartier-Bresson
"Develop your vision; master the technical aspects; but above all, engage your heart.
Connecting with your emotions will allow your images to sing!" John Barclay
"Be Still and let the images come to you" John Barclay
"Be open to the gifts offered to you" John Barclay
"The miracle is not to walk on water. The Miracle is to walk on the earth in the present moment and appreciate the peace and beauty that are available now." Thich Nhat Hanh
"I just walk around, observing the subject from various angles until the picture elements arrange themselves into a composition that pleases my eye." Andre Kertesz
"Cameras don't create images, you do!" John Barclay
"There is not necessarily one right answer, however, there is almost always another right answer." John Barclay
"Your best image is our next image" Dan Sniffin
"The Voyage of discovery is not in seeking new landscapes but in having new eyes" Marcel Proust
"What is vision? It is the sum total of my life experiences that makes me see the world in a particular way. Because my experiences are different than yours, my vision will be different than yours. And since my vision is based on my experiences, it will change ith time. Vision is what makes me see an image that others may not see, or see it differently. Have you viewed a great image that was created where you had photographerd before? I used to wonder why someone else could see thatimage and I could not, I believe its because we have different visions. The good news is that it works both ways and sometimes you'll see an image where others do not. The important point is that you should pursue your vision and not try to see what others see." Cole Thompson
"We need to understand technique so well, that we are freed from its constraints and liberated to pursue our vision." John Barclay
Dewitt Jones - Celebrate What is Right With the World - Click on this link to view the amazing video. Then join in the celebration on Dewitt's site and Facebook page.
Discount codes - Discount codes for things I use, can always be found on my blog DISCOUNT PAGE
VIDEO TUTORIAL ON IMAGE PROCESSING - Video Tutorials | web | https://www.doylestownphotoclub.org/wp-content/uploads/2014/04/John-Barclay-Discovery-Lecture.pdf | 0.488976 | {
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AH PHYSICS TUTORIAL SOLUTIONS
page 1 / 3
AH PHYSICS TUTORIAL SOLUTIONS
mitfive.org page 2 / 3
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ah physics tutorial solutions pdf
Physics Part 1 Tutorial in PDF - Learn Physics in simple and easy steps starting from basic to advanced concepts with examples including Force and Pressure, Friction, Some Natural Phenomena, Motion, Force and Laws of Motion, Gravitation, Mass and Weight, Work and Energy, Light, Reflection and Refraction, Images Formed by Spherical Mirrors, Refraction of Light, Spherical Lenses, The Human Eye ...
Physics Part 1 Tutorial in PDF - tutorialspoint.com
Ah Physics Tutorial Solutions. [REDACTED_PHONE]/2 Ah Physics Tutorial Solutions. Other Files Available to Download [PDF] Long Term Substitute Teacher Letter To Parents
ah physics tutorial solutions - Bing - Free PDF Links Blog
AH Physics: Rotational Motion Problems Solutions Page 4 2013. TUTORIAL 2.0 Angular motion. 1. 360o = 2? radians, hence to convert from degrees to radians multiply by. 180 ?. ?/6 (0.52), ?/4(0.78), ?/2(1.57), ???????, 1.5 x ???????, 2?????????????????? [Notice that 360o is 6.28 radians, it is useful to get a feel for the size of a radian] 2.
Advanced Higher Physics Rotational Motion Solutions
Physics (AH): 48Mechanics - Student Materials. TUTORIAL 5 Gravitation. 1 Show that the force of attraction between two large ships of mass 50000 tonnes and separated by a distance of 20 m is 417 N. (1 tonne = 1000 kg) 2 Calculate the gravitational force of attraction between the proton and the electron in a hydrogen atom.
Physics
AH Physics: Astrophysics Problems Solutions Page 3 2013 10 (a) The minimum velocity a mass must have that would allow it to escape from the gravitational field of the planet or star. (Moon) = 2.4 x 103 m s-1 (ii) Escape velocity on the Moon is very small so there will be no atmosphere. 11. -2 13.
Advanced Higher Physics Astrophysics Solutions
22 CHAPTER 1. UNITS AND VECTORS: TOOLS FOR PHYSICS. 1.2.5 Multiplying Vectors. 25. Vector A extends from the origin to a point having polar coordinates (7,70?) and vector B extends from the origin to a point having polar coordinates (4,130?).
Worked Examples from Introductory Physics Vol. I: Basic
This physics textbook is designed to support my personal teaching activi- ties at Duke University, in particular teaching its Physics 141/142, 151/152, or 161/162 series (Introductory Physics for life science majors, engineers, or po- tential physics majors, respectively).
Introductory Physics I - Duke University
Tutorials in Introductory Physics Indicates a research-demonstrated benefit Overview Guided-inquiry worksheets for small groups in recitation section of intro calculus-based physics. Instructors engage groups in Socratic dialogue. Type of Method Curriculum supplement, Tutorials Level Designed for: Intro College Calculus-based
Tutorials in Introductory Physics - PER User's Guide
Workshop Tutorials for Introductory Physics Solutions to MI8: Momentum A. Review of Basic Ideas: Momentum Momentum is one of those words that is used in different contexts. In politics you may hear about a political movement gaining momentum when it becomes more popular and powerful, while in physics it has a similar, but very specific meaning.
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The material should be simple, good quality.
All materials must be brought in at the beginning of the year and will be kept in the classroom, then worn or broken tools must be renewed at the end of each period.
On the first day of school, please make sure that your child can present, labeled with his/her name, all of the following materials
Supply list
For your information, we will provide notebooks, agendas, slates and dictionaries.
- 1 large binder (can hold a large folder)
- 1 folder with 40 views/20 pages, translucent cover (=possibility to see through)
- 1 flat, transparent, plastic, rigid (not foldable) ruler, graduated in cm (20 cm)
- 2 pencil cases
- Erasable pens (Frixion): 3 blue, 2 green, 1 red
- 4 pencils (HB)
- 1 pencil sharpener with reservoir
- 1 box of markers
- 1 box of colored pencils
- 2 erasers
- 6 tubes of glue stick
- 3 fluorescent highlighters (yellow-orange-green)
- 1 transparent square (starting at zero), rigid
- 1 pair of scissors with rounded tips
- 50 transparent A4 plastic pockets (for QLM binder)
- 1 snack box and 1 water bottle marked with the child's name
- 1 cap marked with the child's name
- 1 brush / 1 cloth to erase the slate
- 6 blue or black markers for Velléda slate
- 1 old t-shirt or smock for visual arts
Thai
- 1 folder with 40 views/20 pages
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Miller, Michael H. "An Artist Who Leaves His Work Up to Nature — and Chance." www.nytimes.com (T The New York Times Style Magazine), 30 April 2018.
The artist Jitish Kallat in front of works from his "Sightings" series, which are detailed pictures of fruit printed using lenticular lenses. Credit Robert Vinas Jr. Courtesy of the artist and Sperone Westwater, New York.
Jitish Kallat, the Mumbai-based artist whose first show at New York's Sperone Westwater gallery opened last week, frequently uses unorthodox methods: He labors away in the rain at night, or douses drawings with inflammable liquids and sets them on fire.
For the series he calls "Rain Studies," Kallat uses watercolor pencil to mark paper with a dark circle, then takes the drawing outside in the rain during monsoon season, which usually lasts for three to four months in Mumbai, leaving the work exposed to the elements, the splotches of rain making starlike dots on the dark circle. The drawings end up looking like astronomical charts, and the final product is mostly out of Kallat's hands. "It's almost like me not making the work," he says on a recent visit to the gallery, where his show is being installed. "It's nature making it."
Kallat studied as a painter at the Sir Jamsetjee Jeejeebhoy School of Art — the oldest art institution of Mumbai and the birthplace of Rudyard Kipling, whose father, Lockwood, was the school's first dean — but his work has since branched out into other mediums, including sculpture and photography. He took a
SPERONE WESTWATER
T + [REDACTED_PHONE] F + [REDACTED_PHONE]
257 Bowery New York 10002
www.speronewestwater.com break from making art to curate the second edition of the Kochi-Muziris Biennale, the largest art exhibition in India, in 2014. It was in the months following this hiatus (he had 11 months to curate the show, which included 94 artists from 30 countries) that Kallat developed many of the ideas in his current exhibition.
Eating breakfast alone at his hotel in Kochi — "when it's off-season, no one comes to Kochi except the curator of the biennale," he says — he studied the fruit plate he ate each morning, and started to think that "the sliced apples lovingly placed by the chef would suddenly look like star fields." When he returned to his studio in 2015 he began a series called "Sightings," extraordinarily detailed photographs of fruit that are printed using lenticular lenses, so they seem to distort and change color as a viewer moves around them. The images are befuddling to begin with — the top of a blueberry looks like aerial photography of some harsh and unfamiliar landscape — but the lenticular lens makes for a kind of hallucinogenic experience, as if breakfast has been reimagined via Stanley Kubrick's experiments with light and color at the end of "2001: A Space Odyssey."
Most intriguing of all are Kallat's so-called "Wind Studies," which begin as line drawings based on a pattern by the German mathematician David Hilbert. Kallat then places them outside and intermittently lights parts of the drawing on fire. What results is a burned section of the line and a dramatic shadow from where the wind directed the flame. Kallat will continue on like this, setting a portion of his drawing on fire and waiting to see what the wind will do. The works are a kind of transcript of the wind's movement, and the culmination of his games of chance with nature.
"All I'm doing in the work," Kallat says, "is letting the paper intervene into what is otherwise a minor turbulence on the minor surface of a minor planet in a sort of minor constellation of stars in a minor galaxy. And to me, that little shift that happens on the paper is almost an alchemy that happens beyond me." | web | https://www.speronewestwater.com/images/Miller_T_Magazine_30_April_20180.pdf | 0.496129 | {
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ESTANCIA LAGUNA BLANCA – PARAGUAY'S FORGOTTEN TREASURE
Paul Smith A , Hemme Batjes B , Hugo del Castillo C & Bryan Wainwright D
A Carmen de Lara Castro 422, Barrio San Roque, Encarnación, Paraguay [REDACTED_EMAIL]
B
C Guyra Paraguay, Coronel Rafael Franco 381, Asunción, Paraguay [REDACTED_EMAIL] [REDACTED_EMAIL]
D Tomas Romero Perreira 22a, Barrio Centro, Encarnación, Paraguay [REDACTED_EMAIL]
Whilst the rest of South America has been swept away by the tide of the birdwatching revolution, Paraguay has been somewhat left behind. It is not that there are no birds, in fact the birdwatching here is spectacular, it is just that people seem to forget that the country even exists!. Despite our location in the heart of this great continent, the eyes of the travelling birdwatcher seem to be almost magnetically drawn to our bigger, more "fashionable" neighbours – Brazil, Argentina and Bolivia. Of course this lack of foreign interest makes the job of Paraguayan conservationists that much harder, and despite the tireless efforts of groups such as Guyra Paraguay (www.guyra.org.py) the destruction of the natural wonders of this beautiful country gathers pace with every passing year.
generally one of indifference. Snappy government slogans such as " producción es progreso" have led to the commonly held belief that land not being used for something is somehow "wasted", and that conservationists are therefore hellbent on keeping the country in the "dark ages". The fact that large tracts of Paraguayan land are actually farmed by foreigners who promptly take the proceeds abroad is something that the government does not seem too keen to invent a slogan about!
Sadly the attitude of the Paraguayan public to conservation is
In an effort to drum up some local interest in the stunning but underappreciated birdlife of this country an idea was hatched with Guyra Paraguay to produce a series of bilingual "minifieldguides" (Spanish/English) to the best birding destinations in Paraguay. To generate interest abroad and to finance costs of fieldwork a "not-forprofit" volunteer scheme was developed whereby volunteers pay to take part in
month-long species inventories of a prime birding site, and then assist in the writing and production of the miniguide resulting from it (Fig. 1). The first project at the Tirol Atlantic forest
(Departamento Itapua) proved to be a huge success, and so a second project in the cerrado of Estancia Laguna Blanca, Departamento San Pedro (Fig. 2) was scheduled for November 2005.
While everybody from Tijuana to Timbuktu knows about the destruction of the rainforest, the disappearance of the South American cerrado has happened rather more quietly. The tragedy is that this unique scrubbysavanna, while not much to look at, is home to a greater biodiversity than the famous African savannas. Destruction of the cerrado in Brazil has been particularly alarming, but the situation in Paraguay isn't too bad yet, partly because the sandy soils on which cerrado grows makes for poor farming and at best mediocre grazing. However as demand for land increases, the pressure on the cerrado will intensify and it is imperative that the Paraguayan public learn of its importance sooner rather than later.
Previous Guyra Paraguay fieldwork at Laguna Blanca had recorded a total of 8 threatened and 4 near threatened bird species – equivalent to or better than some of the best birding areas on the continent. The addition of two further threatened species recorded during our November fieldwork – the vulnerable Helmeted Woodpecker Dryocopus galeatus and the endangered Marsh Seedeater Sporophila palustris – surely make the site one of critical international conservation importance.
We recorded all of the threatened and non-threatened species during our fieldwork with the exception of the Crowned Eagle Harpyhaliaetus coronatus, and most seemed to have healthy, stable populations – at least for now! Prince amongst these rare birds was the much sought after White-winged Nightjar Eleothreptus candicans (recorded regularly at only 3 sites on earth, 2 of which are in Paraguay) an endangered, but extremely approachable species that was easy to locate on night drives (Fig. 3). The sight of a glorious male floating ghost-like through the cerrado is unforgettable. Better still was our discovery of a pair of small chicks of this species, perched on a termite mound and looking distinctly confused by our presence - just beating the field full of displaying Cock-tailed Tyrants Alectrurus tricolour and singing male Bare-necked Bellbirds Procnias nudicollis (Fig. 4) as the most special moment of the project. Another "big tick" is the Lesser Nothura Nothura minor a tiny tinamou discovered here by a Guyra Paraguay team in 2003 and the only known location for the species outside of Brazil. We found it with relative ease once the voice was learned and with care it could be approached to within a few metres, confident that its cryptic colouration would afford it protection.
With such a wealth of ornithological gems it is a mystery why Estancia Laguna Blanca isn't more well known outside of Paraguay. There is a glorious crystal clear lake for swimming (the water is so pure it is drinkable) and a stunning white sand beach for relaxing away the hottest hours of the day, waiting for the birding activity to pick up again (Fig. 5). Tragically though, costs of upkeep of the estancia have forced the owner to look for tenants (with soya farmers and cattle-ranchers the most likely takers) and if more ecologically-minded visitors cannot be attracted to the site then the cerrado here could easily be altered beyond all recognition, with catastrophic consequences for its birds. Guyra Paraguay's recognition of the site as an IBA (Important Bird Area) is the first step towards the long-term conservation of the Estancia, but more work needs to be done. Thanks to the hard work of our volunteers it is to be hoped that the Field Guide to the Birds of Laguna Blanca (Guía de Campo de las Aves de Laguna Blanca) will play some small part in guaranteeing the continued protection of this very special place.
Laguna Blanca, Paraguay (No. 01) - Jul. 2006
THREATENED BIRDS OF LAGUNA BLANCA
Lesser Nothura Nothura minor VUL Crowned Eagle Harpyhaliaetus coronatus END White-winged Nightjar Eleothreptus candicans END Helmeted Woodpecker Dryocopus galeatus VUL Sharp-tailed Grass-tyrant Culicivora caudacuta VUL Cock-tailed Tyrant Alectrurus tricolor VUL Bare-necked Bellbird Procnias nudicollis VUL Black-masked Finch Coryphaspiza melanotis VUL Marsh Seedeater Sporophila palustris END Chestnut Seedeater Sporophila cinnamomea VUL
NEAR THREATENED BIRDS OF LAGUNA BLANCA
Greater Rhea Rhea americana Bearded Tachuri Polystictus pectoralis White-banded Tanager Neothraupis fasciatus Dark-throated Seedeater Sporophila ruficollis
For more information about the Mini Field Guide project or to become a volunteer please contact Paul Smith at [REDACTED_EMAIL]. | web | http://www.sao.org.co/publicaciones/boletinsao/13SmithLagunaBlanca.pdf | 0.486686 | {
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Grissom Elementary
6646 South 37th East Avenue Tulsa, OK 74133
Principal: Dr. Brent Rowland
Grades: PreK-6 Phone: ([REDACTED_PHONE]
Built in 1969, Grissom Elementary was named for Virgil "Gus" Grissom, command pilot of the first three-man Apollo flight. Following in his footsteps as an explorer, Grissom students explore the world around them through the lenses of academics, art, and physical activity. Grissom celebrates its commitment to arts education and the multiple intelligences by participating as an Oklahoma A+ demonstration school.
Colors: Blue & Gold
Website: http://grissom.tulsaschools.org
Curriculum
Safety Patrol
Robotics
Scouts
Full day Kindergarten
Full day 4 year old program
Visual Art program
Junior Achievement
A+ Arts Integration
Gifted and Talented Program
Health and Nutrition Program
Physical Education program
Strings and Orff instruments
Activities
Student Council
Athletic Teams
101 Mile Running Club
After school tutoring
Breakfast program
After School Care
Arts and Literacy Laboratories
Music Program
Vocal
Drums
Computer Lab
Percent of Students Scoring Satisfactory or Above on 2012-2016 OCCT Test
EQUITY CHARACTER EXCELLENCE TEAM JOY | web | http://www.tulsaschools.org/4_About_District/_documents/pdf/_school_profiles/grissom.pdf | 0.442659 | {
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Friendship Deeds, From A-Z
onsider others as kings and queens!
Philippians 2:3
"Don't be selfish; don't try to impress others.
Be humble, thinking of others as better than yourselves."
Did you know that kings and queens throughout history have had some magnificent ceremonies? A king might be raised up on a shield above the crowd, given an expensive crown and scepter with a robe that would set them apart from everyone else. Oh, and what about in 1838 when Queen Victoria was given the Imperial state crown which included 2,783 diamonds, 277 pearls, 17 sapphires, 11 emeralds and 5 rubies at her coronation? Imagine wearing that!
It's fascinating that Jesus Christ is the King of all kings (Rev. 19:16), and yet never once did He accept this kind of glory when He lived on earth. He showed that He was building a different kind of kingdom—not one based on diamonds, money, attention or earthly success. Instead, a kingdom built on humility and serving others.
If you have become a Christian, you are His son or daughter…that makes you royalty! And it's your responsibility to carry out your assignment on this earth in the same way He did—serving others. Last week, you learned that God gave you gifts to do good things. Look at this verse:
"Each of you has received a gift in order to serve others. You should use it faithfully." 1 Peter 4:10b
Get the picture? You can use what God has given you to serve others instead of using it to draw attention to yourself. It is so tempting to try to impress your friends with your gifts and talents---in other words, to show off your crown—but after awhile, the crown will get heavy on your head, and you will want others to share it with you. The only way to do that will be to take it off of your head and pass it around. After all, that's what Jesus did!
Discuss the following questions with your parent/s:
1. What are some ways that Jesus served others in the Bible?
2. How can we serve our family and friends in the same way He did?
3. What do I do when I serve others and they aren't nice back?
How could letter "D" compare? Tune in next week, if you DARE! | web | http://lovinthearts.com/files/Letter_C.pdf | 0.426616 | {
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Staying hydrated at work
If you are thirsty, you are already dehydrated. Sip water throughout the day when it is hot to make sure you drink enough water.
Every 1/2 hour, drink 1/2 liter of water
1/2 liter = 16 oz.
Urine Color
GOOD
BAD
4 paper cones
30 min
Manteniéndose hidratado en el trabajo
No espere a tener sed. Tome agua durante todo el día cuando haga calor para asegurarse que se mantenga hidratado.
Cada 1/2 hora, bebe 1/2 litro de agua
1/2 litro ≈ 16 oz.
Color de la orina
BUENO
MALO
4 conos de papel
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Jacob-Desmalter
A Fine Mahogany And Gilt-Bronze Seven Piece Second Empire Salon Suite
Circa: Circa 1880
Mahogany Gilt-Bronze
France
1880
A Fine Mahogany And Gilt-Bronze Seven Piece Second Empire Salon Suite in the Manner of JacobDesmalter.
Consisting of One Canapé, Two Bergères and Four Chairs. The Canapé and Bergères each having armrests headed by finely cast caryatid herms.
Approximate Dimensions:
Canapé
Height:109 cm
Width: 165 cm
Depth: 74 cm
Bergères
Height:110 cm
Width: 78 cm
Depth: 70 cm
Chairs
Height: 102 cm
Width: 50 cm
Depth: 45 cm
Artist description:
One of the most important and influential families of cabinet-makers who led fashion and standards from 1765 to 1847. Their work encompasses three generations of the family, from George Jacob (the founder, 1739-1814), to his two sons Georges II (1768-1803) and François-Honoré-Georges (17701841), and finally his grandson Georges-Alphonse (1799-1870). They ran one of the most successful and influential furniture workshops in Paris
George Jacob (Senior) was one of the most prominent Parisian master menuisiers, producing carved, painted and gilded beds and seat furniture and upholstery work for the French royal châteaux, in the early Neoclassical style that is usually associated with Louis XVI. He retired in 1796, leaving his workshop in the hands of his sons, but when George II died, Jacob returned from retirement to oversee the constant supply of furnishings for Napoleon's residences.
François-Honoré-Georges Jacob-Desmalter was the principal supplier of furniture to the Emperor and also received commissions from Pauline Borghese, Napoleon's sister in Rome, and the Empresses Joséphine and Marie Louise, for whom he supplied numerous pieces for the Château de Malmaison, the Château de Compiègne, the Tuileries Palace, and other imperial residences. Important commissions included a magnificent cradle built for the infant King of Rome, and the most expensive single item, the jewel cabinet for the Empress, delivered in 1809 for the Empress Joséphine's state bedroom in the Tuileries
Georges-Alphonse Jacob Desmalter was to see the business flourish from 1830 to 1847. He exhibited at all the most important exhibitions, selling furniture to the Royal Family and receiving many royal commissions. His style was an up-to-date version of the Empire style typified under Charles X and Louis-Philippe period using indigenous woods and 'bois clairs'.
Stamp: 'A. Jacob', marque au fer 'A.Jacob FS & Cie. B. de Bondy 30', 'A-Jacob Desmalter A Paris' and from 1830-1847 'Jacob'. Lockplates were often signed 'A. Jacob-Desmalter' or, more simply 'A. Jacob'.
Bibliography Ledoux-Lebard, Denise 'Les Ebenistes du XIX Siecle', (Paris) 1984, pps. 267-372. | web | https://www.adrianalan.com/PrintObjectPdf/index?objectID=822080 | 0.430738 | {
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folk songs from the pdf
FOLK MUSIC OF THE UNITED STATES . Music Division Recording Laboratory AFS L62 . American . Tunes . From the Archive of Folk Song . Edited by Alan Jabbour . LIBRARY OF CONGRESS WASHINGTON . INTRODUCTION . Traditional fiddling in America has its reperÂ- ...
Folk Music of the United States: American Fiddle Tunes AFS L62
Back to the Songbook Index. This page's content is copyrighted ©1977-2008 by Kristin C. Hall. Please drop me a line (via "dink (at) media (dot) mit (dot) edu") if you wish to use it or link to it or correct it! Please send comments, suggestions, fixes and general mischievious mayhem to the web diva via the above email address.
the fabulous songbook - u.s. folk songs - kristinhall.org
Traditional Music in the Philippines is like the traditional music of other countries, reflects the life of common folk, mainly living in rural areas rather than urban ones. Like its counterparts in Asia, a lot of traditional songs from the Philippines have a strong connection with nature.
Folk Songs PDF - scribd.com
These songs represent just a small part of the wide-ranging repertoire used in the MEP, which includes music from all periods but with a particular focus on popular song from the ‘Tin Pan Alley’ era (1900-1950). The songs and games in this set have been chosen, like all the MEP repertoire, by the children themselves, researched over many years.
Folk Songs & Games - Music Engagement Program
invasions of the 13th century, influenced both folk ano court music, bringÂ- ing many new insturments and styles. the last musical invasion of china was, of course, the western. four of the hodern'songs in this book were composed !y one han, in an attempt to combine chinese and western music.
CHINESE FOLK SONGS - City Lore
The Non-Narrative Song This type of folk song may be classified into: life-cycle songs. occupational and activity songs. wiyawi or wig-usi by the Kalinga. sandaw by the Cuyunon. and the tiny dilis (anchovy) is a police officer. and bisukolâ€"and describes their swimming habits.
FOLKSONG (Paper).pdf | Folk Music | Prayer
In 1942 the Arehive of Folk Song in tbe Library of Congress issued its first albums of reeorded folk musie, thereby maki,'g some of its rieh collection of field recordings available to the public. The recordings were issued under the editorship of Alan Lomax, then head of the Archive.
Folk Music of the United States: Anglo American - loc.gov
Find album reviews, stream songs, credits and award information for 40 Most Popular American Folk Songs Paul & Margie on AllMusic - 1998. Find album reviews, stream songs, credits and award information for 40 Most Popular American Folk Songs - Paul & Margie on AllMusic - 1998
40 Most Popular American Folk Songs - Paul & Margie
Folk Rock as a genre has very blurred and overlapping edges into pure folk, rock, and 'singer-songwriter' styles. Criteria: This list highlights the best examples of songs that exemplify the original Folk Rock sound, emphasizing influence, impact, plus intitial & lasting popularity.
100 Greatest Folk Rock Songs - DigitalDreamDoor.com
Folk songs are simple songs that generations have sung. They express many different emotions and recall many different aspects of the common person’s lifeâ€"work, play, love, sorrow,
US and World Folk Songs - Adventist CIRCLE
Free American folk music Welcome to the page with free sheet music from the American continent . On this page you can find: national anthems, children's songs,and other folk songs from various countries.
Free sheet music for American folk songs - Jan Wolters
The term "folk song" covers a vast array of musical styles, from traditional country and western to Cajun and Zydeco and Appalachian music to the songs of the urban diaspora. Academically and within the tradition of American folk music, a folk song is one that uses traditional melodies and/or ...
The Story of the American Folk Song - ThoughtCo
3 About Irish Music Irish traditional music is part of the genre labelled “Celtic― â€" the folk music of Ireland, Scotland, Brittany (France), Galicia (Spain) and the Maritime provinces of Canada.
A Field Guide to Irish Music - Massachusetts Institute of
4 How to Play the Songs The chords for each song are shown on the same page as the song. The vertical (up and down) lines stand for the strings and the horizontal
Beginning Guitar - Welcome Teachers and Homeschoolers!
Nueva canción (Spanish for 'new song') is a movement and genre within Latin American and Iberian music of folk music, folk-inspired music and socially committed music. It some respects its development and role is similar to the second folk music revival.
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2023
08_15_23
The New York Initiative for Children of Incarcerated Parents
SEE and SUPPORT Children of Incarcerated Parents this October
SEE US, SUPPORT US (SUSU) creates a community for and raises awareness about children of incarcerated parents, centering their strengths, voices, and needs. This year we focus on a parent's reentry, which can be joyous and challenging for children.
Follow SUSU month on social media during October to:
If you've experienced parental incarceration, follow SUSU to:
- Learn how to support children from the point of a parent's arrest through reentry.
- Hear from young people about how best to support and collaborate with them.
- Find resources and support to help you navigate your parent's incarceration and reentry.
- Listen to podcasts, see art, and find advice from youth with incarcerated parents.
- Learn tips for creating judgementfree, nurturing environments for children.
- Enter the SUSU Art contest! bit.ly/SUSU_Art
Join the SUSU Network to receive updates throughout the year. Visit www.susu-osborne.org to access resources, celebrate young people, and engage in calls to action year-round.
www.susu-osborne.org @OsborneNY OsborneAssociation /NYCIP SeeUsSupportUs
SEE US, SUPPORT US is a national partnership coordinated by Osborne Association and informed by the SUSU Youth Team.
To get involved, please contact Allison Hollihan at [REDACTED_EMAIL]
Amachi Pittsburgh
Arizona State University, Center for Child Well-Being
Bay Area Children of Incarcerated Parents Partnership (BAYCIPP)
Breaking Chains Make Amends
Connecticut Children with Incarcerated Parents Initiative
DC Project Connect
Dr. Muhammad Experience
Family-Based Justice Center
Forever Family
Hour Children
KidsMates
National Resource Center on Children and Families of the Incarcerated
Our Children’s Place of Coastal Horizons
Project WHAT!, Community Works West
ScholarCHIPS
U.S. Dream Academy
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WHOSE BAPTISM HAVE YOU RECEIVED?
Acts 19
While Apollos was at Corinth, Paul took the road through the interior and arrived at Ephesus. There he found some disciples and asked them, "Did you receive the Holy Spirit when you believed?"
They answered, "No, we have not even heard that there is a Holy Spirit."
So Paul asked, "Then what baptism did you receive "John's baptism," they replied.
?"
Paul said, "John's baptism was a baptism of repentance. He told the people to believe in the one coming after him, that is, in Jesus." On hearing this, they were baptized in the name of the Lord Jesus. When Paul placed his hands on them, the Holy Spirit came on them, and they spoke in tongues and prophesied.
COMPARISON OF BAPTISMS
John's Baptism
Jesus' Baptism
* Repentance (change of heart; returning to oneself)
* Signifies a decision to become a follower
* Is about forgiveness and starting a new life
* Into the 'name' of Father Son and Holy Spirit (or the 'name of Jesus')
* Signifies permanent, full immersion into the life and relationship of the Trinity
* Includes forgiveness, but is about resurrection and transformation (caterpillar -> butterfly)
* In Acts 19, Paul checked what baptism they received by asking 'Did you receive the Holy Spirit when you believed?'
* The fact they hadn't suggested that John's baptism was as far as their understanding had gone
* Paul expected 'receiving the Holy Spirit' to be the direct consequence that they had received Jesus' baptism
* Everyone in the book of Acts who receives the Holy Spirit has some experience and some evidence associated with it, usually speaking in tongues and/or prophesying
WHAT DOES LIFE LOOK LIKE UNDER TWO DIFFERENT BAPTISMS?
John's Baptism
Jesus' Baptism
* Without Holy Spirit
* Life (and discipleship) is self-powered
* It's possible to lose your way because your own power is limited
* Creates servants who work for the Father's glory
* Is about receiving Holy Spirit
* Life (and discipleship) is fully powered by the life of God
* You cannot get lost because you are surrounded on all sides by the Trinity (although you can forget!)
* Creates sons and daughters who share in the Father's glory
'FILLED' WITH THE SPIRIT
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English Literature SIL- Year 12 into 13
Part 1- Compulsory Content
1) NEA/Coursework:
Start to write a first draft of your essay using the plan I have given you. Your aim is to have written 1,000 words by September. This should include:
-The introduction (approx. 300 words)
- The first developed comparative point (approx. 700 words)
2) Othello Preparation and Research:
You need to buy THIS version of the play (this is the copy specified for use in exams by Edexcel);
https://www.amazon.co.uk/Othello-Wordsworth-Classics-WilliamShakespeare/dp/[REDACTED_PHONE]/ref=pd_sbs_74_1/261-[REDACTED_PHONE]?_encoding=UTF8&pd_rd_i=[REDACTED_PHONE]&pd_rd_r=95c9cc7b-16e3-4c04-9875347cbc503ccd&pd_rd_w=wvymf&pd_rd_wg=G1Aaa&pf_rd_p=2773aa8e-42c5-4dbe-bda85cdf226aa078&pf_rd_r=MKPPDYN1EHZBJ4A1ZW33&psc=1&refRID=MKPPDYN1EHZBJ4A1ZW33
I would also advise you to get this study guide and DVD as well:
https://www.amazon.co.uk/Othello-York-Notes-levelAdvanced/dp/[REDACTED_PHONE]/ref=pd_bxgy_img_2/261-[REDACTED_PHONE]?_encoding=UTF8&pd_rd_i=[REDACTED_PHONE]&pd_rd_r=95c9cc7b-16e3-4c04-9875347cbc503ccd&pd_rd_w=TJX6J&pd_rd_wg=G1Aaa&pf_rd_p=106f838b-b7d1-46e9-83e0f70facc857bf&pf_rd_r=MKPPDYN1EHZBJ4A1ZW33&psc=1&refRID=MKPPDYN1EHZBJ4A1ZW33
https://www.amazon.co.uk/Othello-Laurence-Fishburne/dp/B000CCRCFM
Remember, Shakespeare wrote his plays to be watched in a theatre, so watching a version of the play is the best way to start!
Then: research and define these following character types (also make cross references as to where you might have seen these characters before…)
* Protagonist
* Antagonist
* Tragic Hero
* Villain
* Machiavellian Villain/Machiavel
* Rake
* Archetypal Victim
* Gull
* Scapegoat
* Duped/betrayed father
* Flat and Round characters (google E M Forster's definition)
* Foil/Mirror
* Shrew
* Virgin/Whore roles and Dichotomy
* Idealised Female
* fool/clown
Now, research and define the following terms, making cross references as to where you have seen them before:
* Rhymed Verse
* Blank Verse
* Prose (used by Shakespeare)
* Iambic Pentameter
* Heroic Couplets
* Soliloquy
* Parenthesis
* Paralinguistics
* Prosodic Features
Part 2- Additional Content
Begin to make revision folders using the following plan:
* Themes: War, Gender, Religion, Plight of Refugees, Hope, Motherhood, Beauty of Afghanistan, Power of Love, Sacrifice, Inequality
* Context/Verisimilitude: Afghanistan History, Bloody Coup, Russian Invasion, Civil War, Taliban takeover, American invasion to defeat Taliban after 9/11
* Intertextuality- Poems by Afghan poets used throughout
TESS OF THE D'URBERVILLES
* Genre: Social Realism, Domestic Fiction, Pastoral Tragedy
* Narrative devices and structure: Omniscient Heterodiagetic, interweaving perspectives, female protagonists
* Themes: Gender, Inequality, Modernity, Nature, Religion, Hypocrisy, Society, Fate, Love, Redemption, Family and Motherhood, Plight of the Working Class
* Context/Verisimilitude: Victorian Religious Morality, Angel of the House/Fallen Woman, Industrial Revolution, Farming, Class roles, Poverty, Rise of New Money
Aiming for A/A*? Wider Reading for ALL Topics: Study guides, JStor, Critical Interpretations/Essays
WHAT?
HOW? WHEN?
PAPER 3
SECTION A
The Anthology poems that we have studied from this list:
*
* How to analyse an unseen poem (SMILE analysis)
* Forms of poetry
* Structural decisions
*
Stanza types
* Types of repetition
* Lineation
* Meter and rhyme
* Language methods:
* Imagery
* Simile/metaphor
* Semantic field connotations
* Sound imagery
* AO1 advanced terms
* How to compare (PEALEAL)
Unseen poetry practice- look through the poems here to help practice the skills you need https://www.theguardian.com/books/series/poemoftheweek
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SPEAKING TRUTH TO POWER
Standing Up For Your Beliefs Promotes Peace!
We have all faced difficult choices. Unfortunately, a violent response seems to be more common than we would like. Every day we are challenged by a new set of problems and opportunities. How do we face difficult moments?
The not so simple questions are: How do we solve these problems? How do we respond to violence? How do we rise to meet these challenges? How do we, as a society, make better choices?
Traditional fairy tales are filled with unlikely heroes and excellent examples of teamwork, and creative problem solving. You will find folk tales from around the world under 398.2 in the Dewey Decimal System in your library. When you find a story you like
Throughout history there have always been individuals who dared to confront violence with the truth of their lives. From American Abolitionists to the Dutch Resistance against Hitler there are role models who can teach us the skills we need to confront crises peacefully. Research the life stories of people like Martin Luther King Jr., Harriet Tubman, Henry David
Thoreau and Mother Theresa. Read their biographies in order to meet these courageous souls. Learn and tell one story that models their strengths. Focus on the pivotal moment, the difficult dilemma, the critical crisis; focus on the stories that you could tell to inspire others.
There have also been monumental struggles for human rights that rarely get the attention they deserve in history books. Rather than dwell on the wars and massacres, take a closer look at The Underground Railroad, The Suffragettes who won Women's Right to Vote, and The Civil Rights Movement. On the international front: Mahatma Gandhi and India's struggle for independence, Oscar Schindler and the Jewish Resistance, or Desmond Tutu and South African Apartheid all make for exciting case studies in human rights and non-violence. Choose one of these events and research the facts. Use the facts to write a story. Imagine you were there to better tell the tale. What would you have done? What setbacks did they face? How did they achieve success? How did the outcome affect the average person? What can history learn from these efforts?
read the story out loud several times. How might you change your VOICE for different characters? How might you use your BODY to act it out? Close y o u r e y e s a n d s e e t h e s t o r y i n y o u r IMAGINATION. Use your voice, body, and imagination together to TELL, not read, your story. Practice, Practice, PRACTICE. When you feel confident, ask your teacher if you could tell your story to the class. Within the context of these stories you can learn problem-solving strategies as you participate with the main character in conflict resolution.
You could also write your own fairy tale or fable that models good problem solving. Think of a problem you have had or one that society faces today. Use animals or imaginary creatures as characters. Use the following outline to map out your plot, plugging in the details of your problem: First define the problem; then brainstorm possibilities; then evaluate your options and decide on a plan (usually two or three choices blended together is your best choice); then act! Often, as one attempts to solve a problem, a new hurdle causes the character to think on their feet; change plans mid-stream. How do your characters handle a setback? Finally, success is achieved. In your story, (and in your life!), work towards a win-win solution in which "the enemy" becomes a friend who shares in the celebration! Dr. Suess was a master of this type of fable for modern times; see The Lorax for a wonderful example.
These same strategies can be used to solve real life problems. With a small group of friends choose a problem to discuss using. Working together, there is no problem we cannot solve! | web | http://foxtalesint.com/images/LessonPlanpdf/Speaking_Truth_to_Power.pdf | 0.441482 | {
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MTD111e Creative Design Fundamentals
Level: 1
Credit Units: 5 Credit Units
Language: ENGLISH
Presentation Pattern: EVERY JULY
E-Learning: BLENDED - Learning is done MAINLY online using interactive study materials in Canvas. Students receive guidance and support from online instructors via discussion forums and emails. This is supplemented with SOME face-to-face sessions. If the course has an exam component, this will be administered on-campus.
Synopsis:
MTD111 Creative Design Fundamentals aims to provide students with the knowledge of fundamental design components and skills to create designs for the commercial market. Students will learn all essential design concepts and basic graphical treatments which will lead them to the exciting and dynamic world of design.
Topics:
- Chiaroscuro
- Unity
- Line qualities
- Shading
- Geometric shape
- Colour theory
- Perspective
- Abstraction
- Tonal values
- Dominance
- Balance
- Space
Textbooks:
Christian Boucharenc: Design for a Contemporary World: A textbook on Fundamental NUS Press Singapore
ISBN-13: [REDACTED_PHONE]
Christian Boucharenc: Design for a Contemporary World: A textbook on Fundamental NUS Press Singapore
ISBN-13: [REDACTED_PHONE]-AA
Learning Outcome:
- Develop a critical viewpoint and awareness of design
- Discuss the design elements and the role of a ‘designer’ in the creative and commercial industry
- Analyse works of design and explain how their strengths and weaknesses are based on the principles of design
- Express eye and hand coordination by representing forms from observation
- Show creative ideas by way of visualization and illustration
- Apply design elements and basic principles in art and design for creative outcomes
Assessment Strategies:
| Continuous Assessment Component | Weightage (%) |
|--------------------------------------------------|---------------|
| TUTOR-MARKED ASSIGNMENT | 15 |
| QUIZ | 9 |
| PRE-CLASS QUIZ | 2 |
| PRE-CLASS QUIZ | 2 |
| **Sub-Total** | **30** |
| Examinable Component | Weightage (%) |
|--------------------------------------------------|---------------|
| ECA | 70 |
| **Sub-Total** | **70** |
Weightage Total: 100 | web | https://www.suss.edu.sg/eservice/Public/ViewCourse/ViewCourse.aspx?crsecd=MTD111&viewtype=pdf&isft=0 | 0.470896 | {
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Decorated CDs
Introduction
This is a simple craft idea using everyday objects that are easy to source.
You Will Need
• Old CDs (scratched ones and ones you no longer listen to are perfect). You can also use old 45 singles and old gramophone records which can often be picked up for pennies in charity shops and sales.
• PVA glue
• Any or all of these: buttons, beads, old coins, dried peas and lentils, washers, stickers.
Risk Assess
Take care with all the small objects as potential choking hazards – ensure adequate supervision.
What To Do
You may want to practise your design first before gluing.
Allow people to be creative. Suggest going round and round with different colours or in rows across the CD.
If you use old coins it can be a great sorting activity, especially for those with dementia who enjoy this sort of activity.
Use the finished article as a light catcher in a window by hanging it on garden wire or cord. This is a valuable sensory stimulation for people with more advanced dementia in their own rooms.
Seal the finished discs with varnish to protect and preserve them. | web | https://mk0dailysparkle6m1dw.kinstacdn.com/wp-content/uploads/2020/08/20.10-October-craft-activity.pdf | 0.444612 | {
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Preface
The exploration of our "universe within" is in full swing. From designer drugs such as Prozac and Zoloft to catchy terms such as EQ and MRIs, the media is abuzz with the almost daily discoveries of how the brain functions and how that functioning can be monitored, improved, and even re-created. Popular magazines publish weekly articles on brain-related stories and feature editions that devote whole issues to the mysteries of the human brain.
In fact, the nation and the world are fascinated by the findings in brain research, including discoveries about sleep cycles, gender differences in physiology and processing, windows of opportunity and critical periods, and how the brain remembers, reads, and regenerates. Brain references pop up everywhere. People are aware of the dendrites in their brains, the myelination of the axons, the effects of nutrition and exercise on brain functioning, and the balance of the nature/nurture puzzle. The medical world taps into the research and discovers groundbreaking revelations connecting brain chemistry and disease. Many educators are tuning in to brain-friendly strategies for learning.
With all this interest in the brain and the vast amount of information about the brain inundating the media, the need for an informative and practical book for teachers seems imminent. Thus, it is the purpose of Brain-Compatible Classrooms (3rd edition) to bring the message of brain research and its implications for the classroom to educators in a user-friendly format.
Yet a word of caution is needed. The landscape of brain research changes almost daily. Be aware that information presented in this book is open to debate and alteration as new insights emerge. Take responsibility to read more on your own, concentrating on the resources cited within the past three years. Be a brain-wise consumer.
Robin Fogarty Chicago, IL | web | https://us.sagepub.com/sites/default/files/upm-assets/28136_book_item_28136.pdf | 0.43031 | {
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Media Advisory – Sacramento County Installs "Little Libraries" Across Community to Encourage Literacy
Sacramento, CA- September 26, 2018
WHAT: Residents in the Sacramento County Youth Detention Facility (YDF), with the assistance from the Northern California Construction Training program (NCCT), built "Little Libraries" to be placed throughout the Sacramento community as part of the YDF Gives Back program to encourage literacy. There will be a public event for community members to witness a Little Library installation at the Boys & Girls Club in the Raley's Teen Center.
WHEN: September 27, 2018, at 4:00 p.m. – 5:00 p.m.
WHERE: Raley’s Teen Center Boys & Girls Club, 1117 G Street, Sacramento, CA 95814
VISUALS: A brief introduction from YDF's Supervising Probation Officer Lynsey Semon and Boys & Girls Club CEO Kimberly Key, followed by a ribbon cutting ceremony and installation of the Little Library. Two Little Libraries will be featured at the event.
RESOURCES: Little Libraries are a "take a book, return a book" free book exchange typically made in the shape of a small house.
The Little Libraries will be installed at various locations throughout Sacramento, including the Boys and Girls Clubs, Fruitridge Elementary School, the Adult Court office, and the Sacramento Asian-Pacific Chamber of Commerce on Alhambra Boulevard. Two have already been installed at the Black Child Legacy locations in Sacramento.
"I enjoy the NCCT program and giving back to the community. It allows me to use new tools and expand my knowledge. It feels good that the Little Libraries went to a good cause." Nathaniel- YDF Resident
"Little Libraries allow everyone the ability to embrace the joys of reading." – Lynsey Semon, Supervising Probation Officer
CONTACT: Lynsey Semon, Supervising Probation Officer at [REDACTED_EMAIL], ([REDACTED_PHONE]. | web | https://saccoprobation.saccounty.gov/Documents/About/Media%20Releases/Media%20Advisory%20Little%20Libraries%209.26.18.pdf | 0.479813 | {
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Fire Safety - Personal Emergency Evacuation Plans
Introduction
This course is designed to assist staff to arrange a Personal Emergency Evacuation Plan (PEEP) for those that require one on your premises.
Under current fire safety legislation it is the obligation of the person(s) having responsibility for the building to provide a fire safety risk assessment that includes an emergency evacuation plan for all people likely to be in the premises, including disabled people, and how that plan will be implemented (HM Government, 2007).
As the responsible person for the building you must:
• Carry out a fire risk assessment of the premises and review it regularly
• Tell staff or their representatives about the risks you’ve identified
• Put in place, and maintain, appropriate fire safety measures
• Plan for an emergency
• Provide staff information, fire safety instruction and training
https://www.gov.uk/workplace-fire-safety-your-responsibilities
Managing those with disabilities, be it permanent or temporary (broken leg or ankle!), is essential in the first few minutes of an evacuation. Where time is critical practitioners must not rely on their best instincts, but instead follow the clear practices each organisation or setting has. To assist practitioners this course will look at setting up and delivering a personal evacuation plan, as well as looking at the various methods of implementing a Personal Emergency Evacuation Plan (PEEP).
Please note the online course and joining instructions will be sent to you prior to the course start time. We recommend that all delegates log in to the session in plenty of time to avoid any technical delays.
Learning Outcomes
At the end of the course the participants will be able to:
• Analyse where a PEEP is required in their workplaces
• Undertake and complete a PEEP
• Identify suitable equipment to assist individuals with mobility problems
• Explain how they intend to introduce a ‘buddy system’ where appropriate
• Explore the importance of completing PEEPs
• Recognise the significance for primary and secondary school environments
• Describe the importance for workplaces such as offices, libraries, youth centres, nurseries, etc
| Audience | Youth, Sports and Culture, Social, Family and Voluntary Support, Justice and Crime Prevention, Health, Education, Early Years and Childcare, Business Support |
|----------|-------------------------------------------------------------------------------------------------------------------------------------|
| Age Ranges | 19+ yrs |
| Trainer | Mat Walters |
This training is part of the Children's Workforce Development training offer. If you have any queries please contact: [REDACTED_EMAIL] 20 Jan 2022 | web | https://www.afccpdonline.co.uk/health/courses/flyers/flyer_download_single.asp?cid=10612 | 0.419988 | {
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Have you ever seen a wind-up toy or doll? They’re kind of fun, right? They may have a knob on the side which you have to twist for a long time or a string which you have to pull. Then, you set the toy down, or let the string go, and something cool happens…the doll talks or the car goes or the merry-go-round turns in circles.
Did you know that all of these toys work because of springs?
Music boxes, kitchen timers, wind-up watches, and baby swings: each of these works when a spring is wound tightly and then released. As the spring unwinds, the mechanism moves, using the stored energy contained in the spring.
Today’s activity features a wind-up boat which uses the stored energy of a rubberband to motor around a bathtub (or any other body of water you choose to use!)
What you’ll need:
- a styrofoam tray
- rubberbands of various sizes
- a paperclip
- scissors
- pencil
- ruler
Try it!
- Using this picture as a model, draw your boat design on the styrofoam tray.
- Cut out your boat, being sure to cut out the hull area where the paddle will go. Save the piece from the hull area to make the paddle.
- Put a paperclip on the bow of your boat (the front) for added weight and a streamlined journey.
- To create the paddle wheel—the part that will actually make your boat go—cut the saved hull piece to a slightly smaller size by removing about 1/4” on each side.
- Slip the rubberband over the hull of the boat, and place the paddle in between the loop of the rubberband.
- Wind the paddle around to twist the rubberband. Hold onto it and keep twisting for quite a while.
- Set your boat in some water, let go of the paddle, and watch it go! What seems to be powering your boat?
- What happens if you wind the paddle in the other direction? What do you think might happen if you use a different sized rubberband? What other boat designs can you dream up? Could you create other vehicles powered by rubberband spring power?
Spring into *The San Jose Mercury News*
1. People who invest in stocks sometimes get all wound up about the stock market. Turn to the “Business” section to find out whether the stock market is bouncing back or falling. Choose a company that you have heard of, and find out the cost of one share if you were to buy it today.
2. Turn to the “Sports” section of *The San Jose Mercury News*. Cut out all of the pictures you find where something or someone is bouncing. Make a bouncing BOING! collage.
**Find out more....**
Check out these books and Internet sites:
*Science Crafts for Kids* by Gwen Diehn and Terry Krautworst. Sterling Publishing, 1994.
[http://www.easttexas.com/pd/g/theball.html](http://www.easttexas.com/pd/g/theball.html) This site features the World’s Biggest Rubberband Ball. Now that’s a lot of potential energy! | web | https://www.cdm.org/wp-content/uploads/2014/04/Boing-WindMeUp1.pdf | 0.501663 | {
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Unit 1: The Global Tapestry
C. 1200 - c. 1450
AP Exam Weighting: 8-10%
Topic 1.1 Developments in East Asia from c. 1200 to c. 1450
Thematic Focus - Governance (GOV)
A variety of internal and external factors contribute to state formation, expansion, and decline. Governments maintain order through a variety of administrative institutions, policies, and procedures, and governments obtain, retain, and exercise power in different ways and for different purposes.
Learning Objective
Historical Developments
Explain the systems of government employed by Chinese dynasties and how they developed over time.
Empires and states in Afro-Eurasia and the Americas demonstrated continuity, innovation, and diversity in the 13th century. This included the Song Dynasty of China, which utilized traditional methods of Confucianism and imperial bureaucracy to maintain and justify its rule.
Thematic Focus - Cultural Developments and Interactions (CDI)
The development of ideas, beliefs, and religions illustrates how groups in society view themselves, and the interactions of societies and their beliefs often have political, social, and cultural implications.
Learning Objective
Historical Developments
Explain the effects of Chinese cultural traditions on East Asia over time.
Chinese cultural traditions continued, and they influenced neighboring regions.
Cultural traditions:
* Filial piety in East Asia
* Influence of Neo-Confucianism and Buddhism in East Asia
* Confucian traditions of both respect for and expected deference from women
* Chinese literary and scholarly traditions and their spread to Heian Japan and Korea
Buddhism and its core beliefs continued to shape societies in Asia and included a variety of branches, schools, and practices.
Branches of Buddhism:
* Theravada
* Mahayana
* Tibetan
Thematic Focus - Economics Systems (ECN)
As societies develop, they affect and are affected by the ways that they produce, exchange, and consume goods and services.
Explain the effects of innovation on the Chinese economy over time.
The economy of Song China became increasingly commercialized while continuing to depend on free peasant and artisanal labor.
The economy of Song China flourished as a result of increased productive capacity, expanding trade networks, and innovations in agriculture and manufacturing.
Technological innovations:
* Champa rice
* Transportation innovations like the Grand Canal expansion
* Steel and iron production
* Textiles and porcelains for export | web | http://mrwaddell.com/world/apwu1t1.1.pdf | 0.424635 | {
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Library
Constructing a Search Strategy
Use this Guide to help you plan your database search
Step 1: Define your topic
Write your search question below:
Remember not to choose a topic that is too broad or one that is too narrow.
Step 2: Choose your Keywords
Look at your search question – what are the keywords? Write your keywords below:
Step 3: Identify alternative terminology
Write a list of your keywords below, and then think of alternative terms for them.
Think about synonyms, American terminology, acronyms and alternative spellings.
Step 4: Combining your keywords
Use BOOLEAN Operators to combine your keywords. Write your Boolean search strategy below.
Remember – OR makes your search broader, AND makes your search narrower
Step 5: Limiting
How will you limit your search if you get too many results. Write the ways you might limit below.
Think about:
How far back you wish to search (Publication year)?
Do you only want articles written in English?
Can you select a specific subject area within the database eg Sport Science, Cell Biology?
Do you only want primary research articles or review papers?
What else can you think of?
Step 6: Choose your databases
Write a list of all the databases you want to use to obtain your results:
Once you have followed all these steps you are now ready to go and try out your search.
For more advice or help, please contact Richard Persaud or Helen Whittaker, Science Librarians: [REDACTED_EMAIL], Tel: 01865 483137/9
With thanks to Katherine Staples, Deborah Lepley and Pauline Hockley for their help in the creation of this sheet. | web | https://radar.brookes.ac.uk/radar/file/9b9bf84b-414a-40db-adeb-90b647d8c309/1/SEARCHSTRAT.2011.pdf | 0.479271 | {
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Self driving cars
Artem Bochkarev
Moscow Institute of Physics and Technology
November 2, 2017
Problem
Create a system that can drive a car automatically.
Challenges
- Different environments and type of roads;
- Other cars, pedestrians, road markings;
- Different weather conditions and lighting.
Solution
Convolutional neural net which will analyze external conditions in real time and control the car accordingly.
Properties
Model will train end to end i.e. no feature engineering is needed.
Data collection
Original data
Data is being collected as a video from the windshield camera. Label is the steering angle applied by the human driver.
Issue
The network must learn how to recover from mistakes. Otherwise the car will slowly drift off the road.
Data augmentation
- Images for two specific off-center shifts are obtained from the left and the right camera;
- Additional shifts between the cameras and all rotations are simulated by viewpoint transformation of the image from the nearest camera.
Data collection
Steering wheel angle (via CAN bus)
Left camera
Center camera
Right camera
External solid-state drive for data storage
NVIDIA DRIVE™ PX
Architecture
We train CNN which has conv layers as a feature extractor and fully connected layers as a controller.
Loss function
The objective is a mean squared error between the steering command output by the network and the command of the human driver.
Simulation
Library of recorded test routes: videos and time-synchronized steering commands
Shift and rotate
Synthesized image of road as would be seen from simulated vehicle
CNN
Network computed steering command
Update car position and orientation
Real driving
Evaluation metric
\[ \text{autonomy} = \left( 1 - \frac{\text{(number of interventions} \cdot 6)}{\text{elapsed time}} \right) \cdot 100 \]
Bojarski, M., Del Testa, D., Dworakowski, D., Firner, B., Flepp, B., Goyal, P., Jackel, L. D., Monfort, M., Muller, U., Zhang, J., et al. (2016).
End to end learning for self-driving cars.
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LSF ACADEMY - DANCE
Dance is the foundation of an active lifestyle! Give your child an oppor tunity to build social strength, improve posture and range of motion and stimulate creativity. Dance is a great alternative to team sports and most importantly, dance is FUN!
Session Dates:
TINY DANCERS (3-5 YEARS)
This is an introductory class to the foundation and discipline of ballet and tap. Students will be guided through the basic arm and feet positions, alignment, and body placement of these two dance styles to gain strength, coordination,technique, musicality, and rhythm. Students will again self-confidence in a positive and supportive classroom environment. No previous experience needed. Ballet slippers, tights, leotard, & tap shoes are strongly encouraged. Wednesdays from 4:45-5:30pm www.
LakeshoreSF
.com
n
1320 W Fullerton Ave
SUMMER: Jun 24 - Aug 31
FALL: Sep 3 - Nov 10
WINTER I: Nov 11-Feb 2
(No classes Nov 28, Dec 21-Jan 3)
WINTER II: Feb 3- Apr 12
Pricing:
$200 member $270 non-members
Registration: Please enroll online at www.MyLSF.net
Please note: Guests may only participate for 10 weeks or 1 session term
For additional information contact:
JUNIOR BALLET & TAP (6-10 YEARS)
This is a creative movement class that promotes selfesteem and self-discipline in an environment where children learn through games, storytelling and imagination. Through exploration children experience concepts of rhythm, shapes, levels and different qualities of movement. Children are highly encouraged to wear leotards, tights, and ballet slippers. Wednesdays from 4:004:45PM
[REDACTED_EMAIL]
[REDACTED_PHONE]
n
Chicago, Illinois 60614
n
773.FITNESS | web | https://www.lakeshoresf.com/wp-content/uploads/2019/06/LSF_LP-LSF_Academy_Dance-6-5-19.pdf | 0.480125 | {
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Third Grade
Title: "Tridem K"
Artist: Victor Vasarely, French Hungarian (1908-1997)
1.1.1- Understands art concepts and vocabulary, line, texture, color, value, shapes- geometric shapes (triangle, diamond, square….) and organic shapes, (curvy, natural look, flowing).
EALR'S:
Arts
1.2-Understands art concepts and vocabulary, principals of organization. (Balance, proportion, movement…..).
1.3-Understands and applies art styles from various artists' cultures and times.
1.4-Applies audience skills in a variety of art settings and performances.
2.1-Applies a creative process in the arts.
2.3-Applies a responding process to an arts presentation.
3.1-Uses the arts to express and present ideas and feeling.
3.2-Uses the arts to communicate for a specific purpose.
3.3-Develops personal aesthetic criteria to communicate artistic choices.
4.2-Demonstrates and analyzes the connections between the arts and other content areas
4.3-Understands how the arts impact lifelong choices.
4.4-Understand that the arts shape and reflect culture and history.
Text: This is a geometric design in which square shapes formed by color planes become three-dimensional forms called cubes right before the viewer's eyes. Its's amazing to see that because of Vasarely's choice of colors (pure, intense to varying shades and tints) and their specific relationships to each other, that the cubes formed appear in constant fluctuation. First one group of squares become a cube, and then another. Find the squares with the purest, brightest colors.
Questions:
1. Can you see the two-dimensional shapes? (squares)
2. Can you see the three-dimensional cubes they form? Do the cubes appear to move or change? Does the composition seem to change?
3. Did the artist have to plan which colors he would put in which squares?
4. What is the "positive space"? (the subject) What is the "negative space", (the background).
5. Which squares are tints, or shades, or pure color?
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DRUG FACTS
Active ingredient(s)
Use(s)
* helps prevent sunburn
Uses
Warnings
For external use only
Warnings
Do not use
Do not use on damaged or broken skin
Ask a doctor before use if you have
Ask a doctor or pharmacist before use if you are
When using this product
When using this product keep out of eyes. Rinse with water to remove.
Stop use and ask a doctor if
Stop use and ask a doctor if rash occurs
If pregnant or breast-feeding
Keep out of reach of children
Keep out of reach of children. If swallowed, get medical help or contact a Poison Control Center right away.
Directions
* apply liberally 15 minutes before sun exposure
Directions
* children under 6 months of age: ask a doctor
* use a water resistant sunscreen if swimming or sweating
* reapply at least every 2 hours
* Sun Protection Measures. Spending time in the sun increases your risk of skin cancer and early skin aging. To decrease this risk, regularly use a sunscreen with a Broad Spectrum SPF value of 15 or higher and other sun protection measures including:
* wear long-sleeved shirts, pants, hats, and sunglasses
* limit time in the sun, especially from 10 a.m. – 2 p.m.
Other information
* protect the product in this container from excessive heat and direct sun
Other information
Inactive ingredients
Cyclopentasiloxane, Dimethicone, Water/Eau, Glycerin, Alumina, Dimethicone Crosspolymer, PEG-10 Dimethicone, SD Alcohol 40-B, Dimethicone/PEG-10/15 Crosspolymer, Tocopherol, Petrolatum, Polysilicone-11, Boron Nitride, Cetearyl Dimethicone Crosspolymer, Phenoxyethanol, Sodium Chloride, Aluminum Hydroxide, Caprylyl Methicone, Stearic Acid, Disodium EDTA, Talc, PEG/PPG-20/23 Dimethicone, Triethoxycaprylylsilane, Aluminum Dimyristate, Disodium Stearoyl Glutamate, Silica, Dipropylene Glycol, Methicone, Laureth-12, Parfum/Fragrance, Methylparaben. May Contain: Titanium Dioxide/CI 77891, Iron Oxides, Mica/CI 77019, Bismuth Oxychloride/CI 77163.
Inactive/Non-Medicinal Ingredients: | web | http://dailymed.nlm.nih.gov/dailymed/getFile.cfm?id=88464&type=pdf&name=15a1f031-ea85-49d1-8787-5aaa68bbb5ce | 0.463875 | {
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Super-Efficient Self Automated Irrigation System
Our innovation S.E.S.A.I.S is an irrigation system based on the principle of drip irrigation. It was thought for people fond of planting/gardening but don't get time because of their busy schedule and also for those who gives the reason of shortage of space in their homes. Even if you go out you don't have to worry about your plants as they will water themselves. So plant lovers it's your time to do what you love.
BASIC STRUCTURE
The basic structure is a simple PVC structure i.e. a PVC pipe turned into the channel that will carry water. The shape will depend on the space where the system will be kept. The pipe's one end will act as inlet and the other as outlet and both of them will be connected to a tank or container (2 liters atleast)
through rubber pipes. The other components required are as given below:-
- Cotton thread
- A submersible motor
- Air pump
- A programmable timer
- Connecting circuit
WORKING
The water which will enter the pipe from inlet will be directed towards the roots of the plants through cotton thread and rest of the water will be sent back to the container via outlet. The working of the other components is given below:-
- AIR PUMP:-keeps water in container fresh for longer time.
- TIMER:-will start or stop motor and will make system automatic.
- CONNECTING CIRCUIT:-will help you water your plants from anywhere in the world using your cellphone.
DETAILED WORKING OF COMPONENTS
The detailed working of important components is given..
- TIMER:-the timer is programmable i.e. it has got all the seasons and month so that you can control the watering cycle as per requirement. For instance, plants need less water in monsoon season as they get sufficient water from rain, so you can reduce the cycle in the timer. You only have to program the timer once which in turn saves electricity.
- CONNECTING CIRCUIT: - this circuit will facilitate you with the control of your system. In other words you can switch on/off your system by your cellphone no matter where you are. You just have to call. EASY!!!!
ADVANTAGES
Our system is efficient and has the following merits:-
- Takes up little space.
- Easy to handle.
- Saves water, electricity and your love for plants.
- Uses 1 liter water for 30 days.
- Can be used to decorate your home with ornamental plants.
- Is automatic in nature etc.
THE CHEAP, RELIABLE AND SMART WAY TO FULLFILL YOUR LOVE FOR PLANTS.
HELP US MAKING THE PLANET GREEN AGAIN | web | https://odisha.data.gov.in/sites/default/files/general-files/sesais_2_1.pdf | 0.482995 | {
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8 November 1923
When Hitler stormed the meeting in the 'Bürgerbräukeller' beer hall on 8 November 1923, apart from his own political goals he also faced a concrete financial dilemma: the stream of cash needed for the SA was threatening to dry up. Hitler's reputation was at stake and so he quickly turned the rumours of a putsch into reality.
The much hated Treaty of Versailles stipulated the disarmament of Germany in precise terms. In order to circumvent this, countless paramilitary groups were formed such as the 'Sturmabteilung' (SA), the 'Reichsflagge,' the 'Bund Oberland' and the 'Schützenbrigade 21", often with former military officers at their head. The associations rivalled each other for prestige, money and weapons. They were, however, united in their hatred of Jews, Marxists and democracy, and in their hostility towards the government in Berlin and 'the disgrace of Versailles'.
"To all German radio stations:
State Commissioner General von Kahr, General von Lossow and Colonel von Seißer oppose the Hitler putsch. The statement extorted by force at gunpoint in the 'Bürgerbräuhaus' has no validity."
Radio telegram, in the night of 8 to 9 November 1923
Success amid thunderous applause
The most powerful men in Bavaria were in the 'Bürgerbräukeller': Ritter von Kahr, endowed with dictatorial powers, Hans Ritter von Seißer, the head of the Bavarian police and Otto von Lossow, the commander of the Reichswehr in Bavaria.
After Hitler's shot in the ceiling and his proclamation of a revolution, the three men were led into an adjoining room. Kahr, Lossow and Seißer were forced at gunpoint to become members of a new government.
In the west of Munich people gathered in the 'Löwenbräukeller'. When news of Hitler's supposed success reached those who supported him, cheers broke out. 'Aged men and women were in tears, young people were dancing on the tables, everyone was bursting with enthusiasm!' Heinrich Himmler's brother Gebhard recalled later.
"I forbid you to doubt the word of a German officer."
General Erich Ludendorff on his decision to let Kahr, Lossow and Seißer go.
The first cracks
In the meantime, the former General Erich Ludendorff had arrived at the 'Bürgerbräukeller'. He was to lead the 'March on Berlin' if the putsch in Munich had been successful. In Hitler's absence, he gave the order to release the alleged defectors Kahr, Seißer and Lossow against a pledge of honour.
The three distanced themselves from Hitler's plans that very night. Behind his back, they alerted the Reichswehr and other official bodies. Neither the police nor the Reichswehr defected to Hitler but moved out to suppress the putsch. | web | https://schulterschluss-initiative.de/wp-content/uploads/2023/11/8-November-1923.pdf | 0.435538 | {
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Be Mindful
Ask people for help when you are in need or you feel unhappy online.
Connect
When you are on a digital device remember to message and talk to only the people you know.
Be Active
Take some time off the internet and be active!
Get Creative
Don’t just be on the internet, get creative on the internet.
Give to others
When you are on the internet remember to share positive messages with your friends and family.
Woden Primary School Digital 5-a-day guide
Connect
Phones and social media can make staying connected to our friends and family really easy and fun.
It’s important to be able to laugh, share our feelings and know that others understand us.
It’s also important to spend time together offline as well.
Be active
Chatting with friends is a lot of fun but science has also proven that there is a strong link between feeling happy and being active. Spending too much times online can make us feel grumpy, tired and stressed but switching off and getting active can help a lot.
You don’t have to be an athlete or a football start to be active - find the thing that you enjoy the most.
Be Mindful
Being mindful means paying attention to how something makes us feel.
If keeping up with the notifications is making you feel stressed you need to take a break.
Learn to know what worries you and speak to people you can trust and ask for help if you need it.
Get Creative
Endless scrolling, shooting or selfies can get dull and can make us bored and unhappy which is why it is important to have a varied digital diet.
The web is an amazing place to discover new things, learn new skills and get creative.
Whether it is following YouTube tutorials, building Minecraft masterpieces or writing the ultimate fan fiction - getting out of your comfort zone to create and learn something new will help you get much more from your digital day!
Give to others
Giving to others not only boosts other peoples wellbeing but it also makes us feel happy too.
This isn’t about giving to charity - although that’s good too - it’s about having a positive attitude throughout the digital day. | web | https://wodenprimary.org/wp-content/uploads/2019/06/Digital-5-a-day-Woden-Primary.pdf | 0.427214 | {
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My Word: Must save Niles Canyon from Caltrans project
By Jeff Miller Guest Commentary
4/07/2011
IT IS time for legislators representing Alameda County to step up and stop the environmental destruction along Alameda Creek in Niles Canyon.
Caltrans has begun a damaging and unnecessary project to widen Highway 84 through Niles Canyon, under the guise of safety. This controversial project will actually make the canyon more dangerous for drivers and cyclists, waste $76 million in public funds, degrade important trout habitat in Alameda Creek and jeopardize a decade of restoration efforts, blight a designated scenic highway, and ruin the natural beauty of Niles Canyon.
Caltrans has already destroyed more than 100 mature native trees and damaged trout habitat as part of phase one of this project. Caltrans refused to conduct a transparent and thorough environmental review and has not been forthcoming in disseminating information to the public about the project.
Despite assurances there would be no more tree cutting until another public meeting is held, Caltrans continues to destroy trees alongside the creek.
Caltrans plans further destruction this summer through filling portions of the creek channel and floodplain with concrete retaining walls and riprap boulders. Then, phase two in the middle of the canyon would take out nearly 500 more trees and damage more irreplaceable trout habitat by adding nearly two additional miles of retaining walls and armoring along the creek.
The Alameda Creek Alliance, Save Niles Canyon, Save Our Sunol, Friends of Coyote Hills, Southern Alameda County Sierra Club, East Bay Chapter of the California Native Plant Society, Tri-City Ecology Center, and Local Ecology and Agriculture Fremont are all opposing the project.
More than 170 local residents attended a hearing last month to oppose the project, with only one day's notice. After being inundated with letters against the project and being excoriated by an angry crowd at the hearing, Caltrans claimed it would hold another public meeting in the evening so that more of the community can attend and stated that no more trees would be cut before this hearing.
Yet Caltrans continues to cut trees along Alameda Creek and after a month has not yet scheduled the hearing.
Despite severe inadequacies in the environmental review process and failure to adequately notify or inform the public of the project, Caltrans has yet to answer the public comments and questions posed to it and refuses to put the project on hold.
There are major discrepancies between state safety data and Caltrans' rationale for the project. Questions remain about the purported safety benefits, severe environmental impacts, flagrant waste of $75.9 million in public funds and potential economic and aesthetic impacts on the communities of Niles and Sunol. These issues were not evaluated in the environmental review.
Where are our elected officials? We have asked State Sen. Ellen Corbett and Congressman Pete Stark to intervene. Hundreds of their constituents have requested legislative support in convincing Caltrans to put this project on hold.
The community is waiting for assistance to force Caltrans to stop the phase one project immediately until the areas of controversy are resolved, and to reopen the environmental review and public comment period for phase two.
This project stinks and it is time for our elected officials to step up and represent the public interest.
Jeff Miller is the founder of the Alameda Creek Alliance and has been its director since 1997, when the nonprofit began working to protect and restore Alameda Creek. | web | http://alamedacreek.org/newsroom/pdf/media%20articles/2011/Argus%20editorial%204-8-11.pdf | 0.487301 | {
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National Institute of Open Schooling
Secondary Course : Accountancy
Lesson 5 : Double Entry System
Worksheet - 5
1. Every debit has a credit and every credit has a debit. Elaborate.
2. Discuss with an accountant in your neighbourhood and list out the advantages and
limitations of a double entry system.
3. You often hear Account of Raj, Account of Discount, Account of Rent etc. Describe what do you mean by an Account.
4. There is a quiz in the class and you are told to describe the modern classification of Accounts. Write your answer in about 50 words.
5. All accounts are divided into five categories for the purpose of recording business transactions. List the five categories and explain the two fundamental rules that are followed to record the changes in these accounts.
6. Analyse the rule applied to Capital Accounts when cash of Rs.50,000 is introduced in business as Capital by Saurabh.
7. There are source documents on the basis of which transactions are recorded in books of accounts. With reference to this statement, explain accounting vouchers. Also mention their features.
8. Explain with the help of examples, the different types of accounting vouchers mentioning the information they provide. Also draw a format for them.
9. Prepare the following-
i. Debit voucher
Paid cash to Mahendra & Sons A/c vide Cash Receipt No. 50
ii. Credit voucher
Commission received vide Cash Receipt No.64
iii.
Transfer voucher
Purchased goods from M/s Neelam Sarees vide Receipt No.44
National Institute of Open Schooling
Secondary Course : Accountancy
Lesson 5 : Double Entry System
Worksheet - 5
10. Note down the monetary transactions whenever your mother sends you out for purchasing and prepare vouchers from those transactions. (any 5) | web | https://nios.ac.in/media/documents/Seccour224New/Accountacy_worksheet_224/ws_224_L5_E.pdf | 0.481747 | {
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Combining Hives
General notes:
- Don't combine two weak hives to make a larger weak hive. There's likely a reason they're both weak. If you have the option, add the weaker hive to a strong hive.
- I like to, when possible, put the weak atop the strong hive. Fewer bees to figure out where they are now that they've been relocated.
- The beekeeping sages say it is better to combine two hives in the winter so it has a better chance of survival and split into two come spring. I don't like playing God, but we do tend to combine about a third of ours going into winter.
- Bees love to mock us. I've had weak hives that I never thought would survive until December come out in the spring, and strong hives that didn't overwinter.
1. Make sure your strong hive is queenright!!
2. Remove the queen from the weak hive. If you leave her they will likely fight to the death, and you don't want the "wrong" queen to win.
3. Reduce the weak hive to as few boxes as possible. For example, if it has only about 8 frames of brood and stores spread across two boxes, get it all in one box, resources in the middle.
4. Take a couple sheets of newspaper and lay across the strong hive. Spritz with sugar solution, and cut 3-4 2-inch slits in the paper. Or 4-6 1-inch slits. No precision needed here, you just want to allow the queen scent to waft through as they begin to chew their way toward each other.
5. Put the weak hive on the top. True, they can't get out until they chew through the newspaper, but hopefully they have some stores in their box for the day or two it'll take to get to the lower boxes.
6. In about a week (assuming it isn't chilly) the newspaper will magically be gone. It is amazing. Open up to check that it is gone, and remove any remnants so it doesn't wick in moisture. Hopefully you'll find all the bees happily working together, with a larger cluster now to help get through winter. | web | http://hubbardhive.com/wp-content/uploads/2014/11/Combining.pdf | 0.493248 | {
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How Can we be inspired by John Mark?
1) Relationships
John Mark was the son of Mary who hosted early Christian meetings in her house. Acts 12:12
There is no indicator of his father in the Bible
He is cousin with Barnabas Col 4:10
Possibly a convert of Peter. 1 Peter 5:13
Surrounded by people dedicated to God in his youth Probably familiar with Jesus and the apostles since his young age.
Walk with the wise and become wise, for a companion of fools suffers harm. Prov 13:20
Who you associate with has significant implication for your life.
Challenge: Who influences you?
Application: Surround yourself with people who hold qualities you value. Choose your surrounding wisely.
2) Roles in missions
John Mark's first appearance was during the relief mission by Paul and Barnabas Acts 11:27-10; 12:25
Then he went to assist Paul and Barnabas into mission in Asia: Minor Acts 13:2-5.
It appears that John Mark did not wish to continue into mission with Paul and Barnabas so he left them. Acts 13:13. We are not told why.
John Mark's decision to leave caused dispute between Paul and Barnabas that led to separation. Acts 15:36-41
But that hurting relationship was healed as we see in Paul's later reference to Jean Mark. Col: 4:10; Phlm 24; 2 Ti 4:11
Paul and Barnabas are set apart by the Holy Spirit for their ministry. John Mark seems to be called to be a support for others.
Application: Each one serves according to the grace giving by God; our service should be done not in our own strength but empowered by the Holy Spirit.
Some qualities observable in the life of John Mark:
Forgiveness – Restoration – Maturity.
John Mark became Peter's interpreter
He wrote the gospel that bears his name, presenting Jesus as the son of God becoming human (the son of man) to serve others. The gospel is believed to be based on Peter's preaching.
The influence of others on John Mark made him to become who he is; in turn, he matured to influence others.
Challenge: Who do you influence? What is your circle of influence?
Example of how our influence can impact others.
Elijah said to Elisha, "Stay here; the LORD has sent me to Bethel." But Elisha said, "As surely as the LORD lives and as you live, I will not leave you." So, they went down to Bethel. 2Kings 2: 2
Application: each of us have much to offer. We must be alert as to how God wants us to reach out to other; doing small or big things. Share what you know, give your time, resources…. for being the daughter or the son of your heavenly father. | web | https://www.nuneatonchristianfellowship.org.uk/app/download/21933872/NCF+Talk+Jean+250218.pdf | 0.42812 | {
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Red Carpet Onion
Allium cepa 'Red Carpet'
Height: 18 inches
Spread: 6 inches
Spacing: 6 inches
Sunlight:
Hardiness Zone: (annual)
Group/Class: Long Day Onion
Description:
A wonderful sun loving variety perfect for large patio containers or gardens; produces 4" globe onions with dark red papery skin and magenta and white fine grained flesh; delicious and slightly sharp, perfect for salads, salsa and burgers
Red Carpet Onion fruit Photo courtesy of NetPS Plant Finder
Edible Qualities
Red Carpet Onion is an annual vegetable plant that is commonly grown for its edible qualities. The entire above-ground parts of the plant are edible, and are typically harvested when mature. The edible parts have a sharp taste and a firm texture.
The plant is most often used in the following ways:
- Fresh Eating
- Eating When Cooked/Prepared
- Cooking
- Baking
- Sauces
Planting & Growing
Red Carpet Onion will grow to be about 18 inches tall at maturity, with a spread of 6 inches. When planted in rows, individual plants should be spaced approximately 6 inches apart. This vegetable plant is an annual, which means that it will grow for one season in your garden and then die after producing a crop.
This plant is typically grown in a designated vegetable garden. It should only be grown in full sunlight. It does best in average to evenly moist conditions, but will not tolerate standing water. It is not particular as to soil type or pH. It is highly tolerant of urban pollution and will even thrive in inner city environments. This is a selected variety of a species not originally from North America. It can be propagated by multiplication of the underground bulbs; however, as a cultivated variety, be aware that it may be subject to certain restrictions or prohibitions on propagation.
Red Carpet Onion is a good choice for the vegetable garden, but it is also well-suited for use in outdoor pots and containers. It is often used as a 'filler' in the 'spiller-thriller-filler' container combination, providing the canvas against which the larger thriller plants stand out. Note that when growing plants in outdoor containers and baskets, they may require more frequent waterings than they would in the yard or garden. | web | https://plants.rogersgardens.com/12290002/Plant/Print/30093 | 0.423544 | {
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