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The Unfinished Garden
by Barbara Claypole White
Reader and Discussion Questions
1. Do you believe in the healing power of gardening?
2. James is an unlikely hero. What do you think draws Tilly to him?
3. Do you have a favorite moment, scene, or line in the book?
4. What roles do trust and mistrust play in the characters' relationships?
5. Why do you think issues of control appear repeatedly throughout the novel?
6. Is it reasonable for Tilly to cling to guilt after carrying out her husband's final wishes?
7. What role does Isaac play in helping her navigate her feelings?
8. What are the parallels between Tilly's guilt and James's fear?
9. How does the parent/child relationship impact other relationships in the novel?
10. In what ways do you think Sebastian and David have played important but different roles in Tilly's life?
11. Finding the balance between closing yourself off and opening your life to others is an important theme of the novel. How do you think the characters achieve this?
12. In the final chapter, Tilly says that she needs James. In what ways do you think Tilly and James need each other?
13. How do you think Tilly's relationship with James will differ from her marriage to David?
14. How has Tilly changed from the beginning of the book to the ending? What events have caused her to change?
15. What obstacles, if any, do you see for James and Tilly in the future?
barbaraclaypolewhite.com • [REDACTED_EMAIL] • Twitter @bclaypolewhite | web | http://barbaraclaypolewhite.com/documents/BCW-forreaders-TUG.pdf | 0.423059 | {
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Economics 302 Homework #9 Due 04/16
The Last One!
Do not put your name anywhere on the assignment, other than on the back of this sheet of paper. Staple your answers on the front of this sheet of paper. Failure to follow these directions will cost you 1 point. Your assignment will be typed, except graphs can be drawn by hand and mathematical equations can be done by hand. Failure to type it will cost you 10 points. If you do double-sided printing or print on the back of scrap paper, I will give you one additional point.
Y because everything else is a parameter.
2) (20 points each) Illustrate the following events on separate IS/LM/FE diagrams. Explain why the curve(s) moved as drawn. If the IS curve moves, you can use either the explanation in the book or our explanation as to why the curve moves. What happens to the GDP and the interest rates?
A) The Federal Reserve buys bonds.
B) The marginal propensity to consume increases.
C) Technology improves.
3) (25 points) Draw an IS/LM/FE diagram for an economy in a recession. Explain how you know that it is in a recession. Show how the economy will correct itself if left alone. Explain why the curve(s) moved as drawn. | web | http://wcsaplarjr.info/s07/302HW9.pdf | 0.456652 | {
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Kansas Patriot Guard
The Kansas Patriot Guard protects when tragedy strikes U.S. servicemembers.
They call themselves the Kansas Patriot Guard. Others call them angels, heroes, champions and a blessing. This noble group is comprised of motorcycle club members — veterans and supporters — who ride on missions to protect the most vulnerable — families who have lost loved ones in Iraq and Afghanistan.
It seems unconscionable that bereaved family and friends should need protection at a funeral. As patriotic citizens, we rally around and offer support to those suffering because we, too, grieve the loss of their loved ones who made the supreme sacrifice. Compassion is part of our humanity.
Yet we are acutely aware of a handful of protesters who disrupt military funerals with their jeers and signs. We watch tearfully, in disbelief, as their many protests — defaming our country, our flag and our fallen heroes — extend across the nation. Paradoxically, the fallen hero helped ensure these protesters’ constitutional rights to free speech and assembly — in effect, the right to protest at his funeral. Legally, there is no way to stop the protests.
(Continued on page 28)
“Soldier down...kickstands up.”
In The Beginning
A shimmering light appeared on the horizon of Mulvane, Kansas, in July 2005 when American Legion Rider Terry Houck’s wife, Carol, heard about an Oklahoma soldier’s funeral being disrupted by protesters. Determined to find a way to shield families from harassment, Houck and other riders soon conceived a plan. It was ingenious and compassionate.
Close To Home
According to Kansas Patriot Guard, the following heroes were honored by the Leavenworth community. The people rallied and the Patriot Guard stood in respect for their brothers:
- Specialist Lucas Frantz
- Private First Class Brian J. Bradbury
- Specialist Jeremiah Scott Cole
- PO2C Christopher Walsh
- Private First Class Shane R. Austin
- Corporal David M. Unger
- Colonel James W. Harrison, Jr.
The plan was to ride their motorcycles to funerals and show respect to fallen heroes, their families and their communities. It was not a counter protest; they would stand together as a human shield. The plan included the permission of the family and coordinating with local law enforcement in escorting the body from the airport to the funeral home, and standing watch at visitations and at the cemetery. Beginning with the Kansas American Legion Riders from Legion Post 136 in Mulvane, the grassroots effort had the momentum of a Kansas grassfire, spreading throughout Kansas and to other states.
“American Legion Riders had the idea, but it wasn’t just one motorcycle organization. There were many other veteran and motorcycle groups involved,” said Kelly Brown, a Kansas Patriot Guard and American Legion Riders assistant director from Leavenworth’s American Legion Post 23.
The Mission
October 11, 2005 marked the first mission at the funeral of Sergeant John Doles in Chelsea, Oklahoma. It was a successful mission. Motorcycles with American flags on the back lined up along the avenue providing a buffer so the family could not hear or witness any protesters. In essence, they gave the funeral back to the family.
A second mission, for fallen Specialist Lucas Frantz, was held in Tonganoxie with more than 100 volunteer riders in attendance. The American Legion Riders wanted all volunteers to be recognized, so on October 27 in Tonganoxie the group became known as the Patriot Guard. Gold embroidered lettering of that name appears on patches to identify members.
“In addition to Kansas missions, riders have traveled to Iowa, Nebraska, Colorado, Oklahoma and Missouri to stand for our family,” Brown said.
It’s Not About Us
From a dozen veterans to thousands of volunteers from all walks of life, the ranks swelled in just a matter of weeks. The Patriot Guard drew national attention as CNN and major newspapers picked up their story.
However, the Patriot Guard makes it clear that it’s not about them.
“It’s an outpouring of support for our nation’s military,” said Jim Timmons, Kansas Patriot Guard and first district vice commander of American Legion Post 23. “We want everyone from every branch of service to know everyone in this country is behind them and we are thankful for what they are doing.”
The Patriot Guard collaborates with other veteran groups and ROTC at this event. This service has an honor guard, rifle squad with a 21-gun salute and ends with taps.
“Welcome home” events may be for a single service member or an entire unit. Deems “Doc” Peterson, ride captain for the Kansas Patriot Guard, recently coordinated with law enforcement to escort an entire unit from Kansas City International Airport to Richards-Gebauer Air Force Base in Belton, Missouri, for their homecoming celebration. A dozen police cars led 200 bikes on a deserted interstate.
These and other missions are sponsored by the American Legion and the Kansas Patriot Guard is not exclusive to the American Legion Riders.
However, they started it, maintain it, and continue to keep it open to anyone who wants to participate in honoring our past and present servicemembers.
The Kansas Patriot Guard exemplifies the best in America. God Bless You All.
For a complete listing of all current missions for the fallen in Kansas go to www.kspatriotguard.org/currentmissions.htm or visit www.kspatriotguard.org/missions.htm for past missions. Everyone is welcome to join this group. The only requirement is to show respect. If you’d like to join or learn more about the KPG go to www.kspatriotguard.org. | web | http://www.patriotguardks.org/Patriot%20pages%20county.pdf | 0.49261 | {
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Naomi Leremore
Location:
Nairobi, KENYA
Mission:
Christian education
Captain Overload
It's not an uncommon sight to see a vehicle heavily laden with goods on the busy city roads. However, this motorbike slowed us down to a crawl as it struggled carrying its load uphill. The crates were packed two rows deep and piled five high, with extra luggage dangling from the sides and back.
I wondered how this delivery man was going to make it safely to his destination. I thought of the many potential dangers that lay ahead of him – bumps and potholes, speeding drivers, oblivious pedestrians and really big lorries. I prayed while wondering how he'd stop without the cabbages, carrots, potatoes and other produce tumbling out and spilling everywhere. Could he do it on his own?
As we continued travelling in his wake, I noticed written on the mud flap the word – "Captain". Perhaps this captain chose to carry the maximum number of items he could get on his bike. Or maybe he was following orders as the rider and not the owner of the business. I stayed behind him until our turn off. Then I noticed the long line of cars and realised his massive cargo had an impact on many other road users as well.
When life's burdens overwhelm you like the cargo on this motorbike, the best way of dealing with it is to release each burden to God. Imagine yourself promptly delivering the fragile packages along with the heaviest items and the slippery-shaped ones that are difficult to grasp, to the only one who can handle it all with care. This is the journey of faith in God and not in our own abilities!
JULY / AUGUST 2021
Captain Overload reminds me to live in full dependence on God's power and strength each day and not on my own.
Thank you for your continued prayers that support us through times of labour and times of rest.
Prayer points
* Matthew 11:28 "Come to me, all you that labour and are heavy laden, and I will give you rest." Pray for us as a family, that we will obey Jesus' command to rest and set aside the normal routines so that we can be refreshed. Also remember our children, Aaron and Silas, as they change schools.
* Ask for progress to continue being made in the development of the various writing projects – the VBS peace lessons for children, the TEE mentorship guide book for teens and The Chosen worksheets for youth.
* Especially pray for the delivery of vaccines eagerly awaited in Kenya. Pray against the threat of another deadly variant anticipated to arrive soon in Nairobi and Mombasa. | web | https://www.firstlarne.org.uk/sites/default/files/Leremore_bulletin_Jul_Aug_21.pdf | 0.428039 | {
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enliven your quizzing
GENERAL TRIVIA QUIZ
Test Your Knowledge Across Various Topics
1. What is the chemical symbol for the element with the highest atomic number that occurs naturally?
Pu
Th
Ra
U
2. Which country produces the most coffee in the world?
Vietnam
Brazil
Colombia
Ethiopia
3. What is the smallest bone in the human body?
Femur
Humerus
Stapes
Tibia
4. Which sea creature has three hearts?
5. Which explorer is credited with circumnavigating the globe first?
Ferdinand Magellan
Christopher Columbus
James Cook
Vasco da Gama
6. Which ancient civilization built the Machu Picchu?
Aztec
Inca
Maya
Olmec
7. In what year did the United States land the first human on the moon?
8. Which scientist won the Nobel Prize in Chemistry twice?
Mother Teresa
Albert Einstein
Jean-Paul Sartre
Marie Curie
9. In Norse mythology, what is the name of the hammer wielded by Thor?
10. Which country has the most UNESCO World Heritage Sites?
China
Italy
Spain
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India says Africa too is bright spot of economic opportunity
NEW DELHI, India, October 29, 2015 (AP) — Prime Minister Narendra Modi described India and Africa as bright spots of hope and economic opportunity and offered technology and credit to match rival China at a summit with more than 40 African leaders.
As Modi opened the meeting in the Indian capital, he said Africa was now more settled and stable and "its initiatives are replacing old fault lines with new bridges of reforms and economic integration."
Modi said in less than a decade India's trade with Africa has topped $70 billion and that the continent was a major destination for Indian business investment.
India has committed $7.4 billion in concessional credit and $1.2 billion in grants since the first India-Africa Summit in 2008. It is developing infrastructure, public transport, clean energy, irrigation, agriculture and manufacturing capacity across Africa, he said.
1 / 3
African energy helps fuel the Indian economy and and African prosperity offered a growing market for Indian products, he said.
In exchange, India hopes for a share of Africa's vast natural resources to power its own growth. It also wants to ensure it is not completely overshadowed on the continent by China, which has plowed billions of dollars into Africa, building roads, bridges and power installations in return for access to markets and resources.
"It's not just China. Others are there as well in the scramble for resources. Japan, the United States, and several emerging markets, such as Malaysia, Brazil, Turkey, are all looking at Africa in their quest for resources," said Ruchita Beri, an Africa specialist at New Delhi's Institute for Defense Studies and Analyses.
India's major imports from Africa are resources and minerals, including crude oil, coal, gemstones and gold. African countries are a big market for Indian-made pharmaceuticals, motor vehicles and processed petroleum products, with trade growing fast.
Modi shared Africa's concern of security and stability, especially from terrorism and extremism, and said he had confidence in African leadership and people to rise to those challenges.
Several countries, including Cameroon, Nigeria, Niger, Chad and Benin, sought Indian assistance in dealing with Islamic extremism.
They wanted India to help build their defense capacity so the combined military forces that are now fighting Boko Haram can be strengthened, said Sanjiv Kohli, an Indian External Affairs Ministry official.
India has promised to help train soldiers in counterterrorism and counterinsurgency tactics, Kohli said.
2 / 3
Modi regretted that India had not done as well as African nations wanted at times. "There are commitments we have not fulfilled as quickly as we should have."
"We will raise the level of our support for your vision of a prosperous, integrated and united Africa that is a major partner for the world," he said.
(*This story was originally published by the Associated Press)
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Palaima: History as a raw onion sandwich
By Tom Palaima
Posted Feb 2, 2013 at 12:01 AM
Updated Sep 27, 2018 at 7:21 AM
Austin American-Statesman https://www.statesman.com/article/20130202/NEWS/[REDACTED_PHONE]
The saying goes that youth is wasted on the young. That is how many of us feel when we look back on our own lives with the experience of several decades of adulthood.
The same might be said about our collective lives. History is a stern teacher. But we are bad students. Is it any wonder that History repeats herself, when we find it hard to learn her lessons?
In Julian Barnes' recent novel "A Sense of an Ending," Old Joe Hunt, a secondary school history teacher five years short of retirement, poses a simple question to his senior-year students, "What is History?"
The narrator Tony Webster answers with a cliché, "History is the lies of the victors." Hunt, who has dealt with years of glib schoolboys, responds, "Well, as long as you remember it is also the self-delusions of the defeated."
Tony's friend Colin proposes that history is a raw onion sandwich, because it "just repeats, sir. It burps. We've seen it again and again this year. Same old story, same old oscillation between tyranny and rebellion, war and peace, prosperity and impoverishment."
In its origins, history had two purposes. Herodotus saw it as a means of preserving in our social memory past doers and deeds that were worth remembering. Thucydides changed the focus. He explained the features and causes of events and assigned responsibility for them. He believed that human beings, without the guidance of sober analysis of what happened in history, would respond to similar conditions in the future as they had in the past. We boil this down to "history repeats itself."
The brightest of Hunt's students Adrian Finn has a peculiar view of this second purpose of history: "Indeed, isn't the whole business of ascribing responsibility a kind of cop-out? We want to blame an individual so that everyone is exculpated. Or we blame a historical process as a way of exonerating individuals. Or it's all anarchic chaos, with the same consequence. It seems to me that there is — was — a chain of individual responsibilities, all of which were necessary, but not so long a chain that everyone can simply blame everyone else."
These three takes on history, glib, humorous and highly serious, can all be true at one and the same time.
Several matters of recent history should have us thinking of why history does repeat itself and how to trace links in the chains of causation and assign responsibility for actions and their outcomes.
Nick Turse's book "Kill Anything That Moves" about officially documented widespread "atrocities" committed by American soldiers during the Vietnam War has stirred controversy about what the public should be told during wartime and how our soldiers should be trained and guided during wars waged under the conditions in Vietnam and now in Iraq and Afghanistan.
Hundreds of workers and young people were killed senselessly in a nightclub fire in Santa Maria, Brazil and a cloth factory fire in Karachi, Pakistan. Both tragedies have clear precedents and could have been avoided by paying attention to history.
The wrist-slapping of our major banks for the harm they have done to millions of Americans through their mortgages and foreclosures is another case of déjà vu.
Ten banks are paying $8.5 billion for improperly foreclosing on homeowners in 2009-2010. Around $3 billion will go in direct payments to borrowers who were foreclosed on. $5 billion will assist homeowners who are still struggling. Bank of America is paying $10 billion for selling risky mortgages to Fannie Mae.
The numbers seem impressive, but consider the scale of the devastation and the sums of the individual settlements. Bank officers, mortgage brokers, real estate agents and home appraisers who profited from peddling subprime mortgages are accepting no responsibility. Nor are the former members of the U.S. Congress who voted in 1999 for the legislation that removed the safeguards that had protected Americans against rapacity like the subprime mortgage gimmickry. One of the sponsors of this bill, James Leach, is now sitting pretty as chairman of the National Endowment for the Humanities.
Four million families lost their homes between 2007 and 2012. How many fathers, mothers and children had their lives torn apart? In this settlement, 750,000 people who lost their homes between September 2008 and the end of 2011 will receive $2,000.
That is not a typo. There is no missing zero. What is missing is a way to keep history from exonerating individuals by blaming processes like the subprime crisis and mildly penalizing powerful institutions. | web | http://sites.utexas.edu/tpalaima/files/2021/05/20130202-TGP-Historyasarawonionsandwich-bd.pdf | 0.487205 | {
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PRESS RELEASE
Contact: Tisha Tyler
Phone: ([REDACTED_PHONE] tel
Fax: ([REDACTED_PHONE] fax
E-mail: [REDACTED_EMAIL]
FOR IMMEDIATE RELEASE
Bayview Community Development Corporation Ensures Families, Kids Get a Great Start!
San Diego, May 2011: According to the USDA, 15.5 million or approximately 20.7 percent of children in the U.S. live in poverty. Research indicates that even mild under nutrition experienced by young children during critical periods of growth impacts their behavior, their school performance, and their overall cognitive development.
Every day across America, teachers see the unfortunate effects of childhood hunger. 65% of America's teachers say they regularly see kids who come to school hungry because they aren't getting enough to eat at home. In an effort to address the needs of low-income residents in apartment homes owned/managed by the Bayview Community Development Corporation (BCDC), Pastor Timothy Winters, the board of directors and the staff of BCDC in conjunction with Meals4Hunger will launch the Great Start! Breakfast Box outreach program for residents of the Island Gardens apartment complex located at 3545 Island Avenue, San Diego, CA 92102.
On June 18, 2011 from 10 -11 a.m. the Bayview Community Development Corporation, Meals4Hunger and community volunteers will distribute 125 Great Start! Breakfast Boxes filled with healthy breakfast foods. Each participating family will receive one box of nutritious and easy to prepare foods suitable for breakfast. In addition to receiving the breakfast items Meals4Hunger will conduct regular nutrition, and healthy food shopping and preparation classes free of charge for residents. Donations of food items and/or money are needed and welcome.
For more information, please contact Meals4Hunger at ([REDACTED_PHONE] or Bayview Community Development Corporation at ([REDACTED_PHONE] or e-mail [REDACTED_EMAIL].
Meals4Hunger is a 501(c) (3), public charity whose focus is on eradicating hunger in San Diego County and nation-wide. Bayview Community Development Corporation (BCDC) is a California 501 (c) (3) non-profit corporation in Southeast San Diego. Bayview CDC's focus is on energy efficient low income housing and recycling of capital within communities considered underserved. | web | http://meals4hunger.org/wp-content/uploads/2011/04/Bayview-Launch-PR-5-11.pdf | 0.489809 | {
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Appleton Historical Society
Appleton's Oldest House – The L.B. Leach House 515 W. Fifth St., Appleton, WI
The L.B. Leach House, "Appleton's Oldest House," was built in 1851 at 720 E. John Street. The home was built by Elisha Morrow for local merchant Lucien B. Leach and his wife, Harriet. Emma McPherson owned the house for the later part of the 1800s and boarded many Lawrence students. Mrs. E. Louisa Ellis lived there from 1903 until 1935. Gifted to Lawrence University, their intention was to tear it down to make room for the fraternity house quadrangle. Karl and Pearl Schuetter purchased the home for $50 and had it moved to 515 W. Fifth Street in 1935. Pearl's brother Les Balliet lived in the home from 1966 until 1992, after which it remained a rental property for the next thirty years. Tom and Laureen
Miller purchased the home in 2021 with intent to do a period-sympathetic restoration.
Tour Information:
* Friday, Oct. 18 – 1:00 P.M.
Tour of the Vulcan Hydroelectric Central Station 530 S. Vulcan St., Appleton, WI
Tour the Vulcan Hydroelectric Central Station with the Appleton Historical Society. Built in 1932 to commemorate the 50th anniversary of lighting the valley through hydroelectricity, this replica sits on the banks of the Fox River next to the Lawe Street bridge. Inside the replica, you'll see the Edison K dynamo and replica water wheel in action. The Edison K dynamo is one of only three in the world. There will be stairs to get into the replica with railings, and staff can run the generator if the temperature is above 40 degrees.
Tour Information:
* Friday, Oct. 18 – 1:00 P.M.
Free admission for both tours. Goodwill donations will benefit the Appleton Historical Society's new museum and research center. Stop by the Appleton Historical Society table in the Resource Center to sign up for tours. | web | https://www.wisconsinhistory.org/pdfs/lhhp-conference-2024-branded-EventsTours-AHS.pdf | 0.420927 | {
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Chebeague Pre-K and K News- February 11, 2011
As if Chinese New Year and upcoming Valentine's Day are not enough we managed to squeeze in celebrating the K's 100 th day of school and Lincoln's birthday.
Math
For 100 day each child brought in a baggie containing 100 items and I had a few bags myself. Using a balance scale they found which one was the heaviest (a set of 100 Bakugan cards) and the lightest (100 cheerios). At circle we made predictions comparing other 100 collections and weighed them. The K's made 100 tally mark headbands that they wore proudly the rest of the morning.
Friday was all Lincoln with pictures, pennies, a 5-dollar bill, and stories consuming both circles and some works.
We had readers/listeners for the children on both Monday and Friday- thanks to Sally Ballard and Meredith Beaupre.
On Monday the children will take turns delivering their valentines to their friends bags. Pre-K will take theirs home to "read". K-5 will have the opportunity to look in their bags at school during the valentine gathering at 2:45 in the multi-purpose room. The Pre-K and K children made valentines for each other last week. They are welcome to but not obligated to do them for other children or teachers at school.
Following are the new works:
Practical Life/Art
o Chinese New Year- Red envelope makingcolor, cut, fold exercise
o Flag of China
o Valentine making for classmates – color, cut, printing with cookie cutter, and potatoes.
o Decorating our valentine bags for Monday's valentine exchange.
Language
o Visual discrimination – matching lace hearts
o Chinese New Year word book
o The K's have begun working with function machines. This is just another way of introducing addition. They use discs on a 100 board to mark their starting and ending points. After vacation they will practice with subtraction functions.
o We revisited the penny, noting what was on the heads and tails and the coin flip heads/tails sort is back out as an activity.
Science
o Our K-2's discussed how a bicycle is a system and then partnered with grades 35 to think about systems with other nonliving household objects (egg beater, flashlight, caulk gun, etc). This is in preparation to thinking about the relationships of living systems on Earth.
History
o Abraham Lincoln – log cabin construction work with popsicle sticks
Music
o Our music circle on Thursday included a song called Counting Up to Twenty (they thought it was going to go to 100….); a puppet dance song, which involves following directions and keeping a steady beat; and, they were introduced to mirroring a partner, which is something we will do next week.
Peace
o Our peace circle was a second story about a neighbor who looked like and did many things just like Abraham Lincoln.
K popcorn word this week: you K spelling: you, your
Calendar updates
Feb. 14: Valentine's Day, Island Commons residents will be joining us for lunch
Feb. 14: In the afternoon K-5 will have a presentation about Climate Change by Heather from the Island Institute.
Feb. 14: 2:45 K-5 Valentine Party
Feb. 17: Dragon Dance celebrating the end
of Chinese New Year
Feb 21-25: No school, Winter break
Making the traditional red envelopes for Chinese New Year. Of course they liked having pretend Chinese bills to put inside.
I wish I had space to share all of their 100 collections but you will eventually get a photo of your child with their photo portfolio.
I enjoyed eating my collection of cheerios down to zero.
Thank you for sharing your children
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Welcome back, Year 6!
This term our classrooms will become centres of ground-breaking research and discovery as we re-brand ourselves The Christ Church Museum. We will dig into school archives and explore historical contexts in order to learn more about the rich history of the buildings that we can see from our classroom windows that tell the story of our school from its foundations in the Victorian era, through two world wars up until the present day.
In **English**, we will explore setting formal and informal tones by writing letters from a range of historical perspectives and writing tabloid and broadsheet-style newspaper articles. Our **artwork** will also focus on our local area, using observational drawing to develop unique pieces about what we see around us, whilst in **Computing** we will create eBooks about our school's history. We will build on previous learning in **Science** to explore, through a range of investigations, how light helps us to see and how shadows are cast.
As Christmas approaches, our **RE** work will lead us to discuss who Jesus was and what Christians can learn from his example. In **PSHEE** we will explore perceptions of normality and difference, and our work in **Maths** will cover algebra, division and mental calculations.
**Can you help?**
As we dig deep into our local history this term, we would like to explore as many sources as possible. If you have anything at home that may be of interest please feel free to bring it in! We would also love to speak to anyone who attended Christ Church School in the past.
**Dates for the diary:**
15th December – Christmas lunch
**Reminders:**
This term our PE days are **Tuesdays** (children should come to school in kit) and **Mondays** (children should bring kit with them to school).
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"Earth, Water, Air, Fire" - Young Scientist at work at the Newport Beach Sea Base
Following in the footsteps of famous scientist, German School campus' STEM Summer Camp is exploring the elements - Earth, Water, Air, Fire.
Newport Beach (April 20, 2017) – Finding a meaningful camp that enriches our children as much as it provides fun, is hard work. German School campus offers the Orange County community just that with its STEM summer camp right at the beautiful Sea Base in Newport Beach, from July 3-8, 2017. Children ages 6-17 get immersed into hands-on scientific experiments while playfully being introduced to a new culture and language (German) as they have fun with water activities and make new friends.
Games and art activities are just some of the ways how the children will explore the different elements Earth, Water, Air and Fire. From exciting excursions on a pontoon boat to a local sea bass hatchery in the Newport Bay to building a solar powered hydro car, campers will learn about the various environments, and become familiar with sustainability, recycling, clean air solutions, wind power and much more.
All along, while experimenting and learning, German language terms and vocabulary will subtly be introduced at the beginner level while more advanced groups will try to incorporate German as a "working" language throughout their camp explorations. (Find a complete schedule of events here.)
As a trained Assistant Scoutmaster for the Boy Scouts of America, German School campus founder and principal Ursula Schoeneich brings a wealth of experience to the table. She participated at many Boy Scout camps with her 16-year old son, an Eagle Scout, and she experienced first hand what captivates the minds of young camp-goers and keeps them engaged.
"When I designed this summer science camp I also drew a lot of inspiration from my 25 years of working as an Executive in the sustainable recycling industry." Ms. Schoeneich adds. "But most importantly I want to engage and captivate the minds of my young campers with topics and projects that they can relate to. Their having fun is as important to me as their learning experience."
STEM Summer Day Camp 2017 - "Earth, Water, Air, Fire"
Dates: July 3rd-8th (July 4th is off),
Hours: 8:30am - 4:30pm
Location: Newport Sea Base -
1931 West Coast Highway, Newport Beach CA 92663
Cost: $ 465.00
About German School campus:
German School campus serves the Orange County community since 2015. The school offers German language classes, preparation classes for the high school AP German exam and High School German language tutoring. Ursula Schoeneich has put together other German camps in the SoCal area for German schools, where she was a lead language instructor. She is a trained Assistant Scoutmaster for the Boy Scouts of America and a certified DaF German Language Teacher.
XXX
Contact:
Ursula Schoeneich (school principal & founder)
cell: ([REDACTED_PHONE]
email: [REDACTED_EMAIL]
Website: germanschoolcampus.com
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Kingsweston Centre @ Shirehampton
Maths
Money – shopping role play, identifying and sorting coins, adding coins, giving change.
Number – counting, addition, subtraction, word problems.
Using and Applying - sorting, matching, grouping. Creating/identifying patterns.
Art and DT
Design and make a minibeast garden.
PE
Swimming
Outdoor games with a specialist sport coach.
Music
Drumming sessions with specialist musician. Copying and creating patterns.
Extended school visits
Visiting B&Q to purchase plants to grow at school.
PSHE
Literacy
Focus on The Cautious Caterpillar story Reading for meaning:
Comprehension skills.
Handwriting:
Overwriting, copy writing, improving handwriting skills (based on pupils' needs/strengths).
Phonics:
Segmenting, blending, tricky words (pupils will follow different phonic phases based on needs/strengths).
Listening and Responding:
Speaking and listening, following instructions, turn taking, social activities.
Sentence Structure:
Sequencing, adding captions, writing, developing simple punctuation.
ICT
Understanding the photo and video functions of the iPad – using iPad to photograph planting.
Homework
Identifying minibeasts in the garden, using money in shops.
Jigsaw topic – Changing Me.
My body, respecting my body, growing up, growth and change, fun and fears.
Topaz Class Term 6 – Plants and Bugs
Science
Identifying parts and functions of a plant.
Sequencing the life cycle of a flowering plant.
Following instructions to plant bean plants and sequencing steps.
Minibeast fact files and life cycles.
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Clapham Manor Anti-Bullying Code – Key Stage Two
This Anti-Bullying Code has been written by Clapham Manor School Council to help and support pupils at Clapham Manor to understand what bullying is and what to do if you are experiencing or witnessing bullying.
What is bullying?
What to do if you feel you are being bullied?
- Bullying is when someone does something bad that hurts you emotionally/ physically and they do it over and over again.
- Bullying is when you hurt someone very often.
- Bullying is when someone continuously is doing something rude to you.
- When someone hurts your feelings.
- Bullying is when you're repeatedly being mean – it can be verbal or non-verbal.
What will Clapham Manor do to deal with bullying?
- All teachers work collaboratively to help to stop it.
- Teachers to work with parents to support pupils.
- Listen to pupils concerns.
- Display Childline number and posters around school for support.
- Use worry boxes to give pupils a place to express their concerns.
- Don't hide your feelings – tell an adult.
- Take a positive step.
- Tell a trustworthy adult.
- Stand up for yourself.
- Talk to Childline/ NSPCC.
- Tell a parent/ carer at home.
- Tell them to stop and walk away.
What to do if you see bullying/ if you are a bystander?
- Be kind to the victim.
- Face up to the bully.
- Tell a teacher.
- Help them even if they are not your friend.
- Don't feel scared to report the bullying to someone.
- Tell a friend you trust to help you.
- Use our school anti-bullying policy to support pupils and parents.
- Write it down and put it in the worry box.
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為高空添上綠色姿彩
Paving Hong Kong’s Roofs in Green
勿忘一瞥，五育中學的天台花園繁花似錦，與一般的商業設計的天台花園無異，但仔細一看便不難發現每一處角落的設計都別具心思。隱藏在環保底層葉子下的花盆，原來是用倒轉的膠樽和棄置的電腦顯示器所化身而成，而在早生植物花園中央的噴泉池其實是來自實驗室的廢池盆。天台花園充分體現出五育中學生的創意，並一直深受他們愛戴。不少畢業生每年都會重臨她重遊，回味他們努力的成果，甚至在此拍攝婚紗照。
天台花園是一班修畢生物科學的鄉生陳才源老師與陳嘉雲技術員丁詠明先生共同努力下的心血結晶。五年間，天台只曾滴落過一滴，但透過學生們利用在學校找到的廢材料，親手一磚一瓦拼砌出花壇、花架和池塘，從零開始逐步建成今天的天台花園。每年，新的班級都會繼續薪火相傳，把學校的天台延續成一個美麗而生生不息的天台花園。這個創新的設計使五育中學的天台花園在發展局綠化、園境及木管理組主辦的「高空綠化大獎2012」中脫穎而出，榮獲銀獎。
有別於大部分商業化的天台花園，五育中學擁有成本較高的草皮，給予學生一個親手解決問題的機會，讓他們直接利用種子種出草地，並以扦插的方法培育出大部分植物。經過多番嘗試和失敗，學生終於解決了天台花園泥土難種，並長期受烈日暴曬及雨水浸漬的問題，讓植物在如此惡劣的生存條件下，仍茁壯成長。他們還善用從燈塔「清新能源基金」和「創新能源項目設計比賽」中獲得的獎金，以實驗性在天台花園安裝了利用再生能源發電的風力渦輪機和太陽能光伏板的LED燈置重。
天台花園對五育中學生來說來是想不到的選擇。這降低了建築的溫度，並減輕學校空調系統在炎夏的負荷。天台花園搖身一變成魚兒、烏龜和候鳥的家園。學生們還在樹枝間掛起現鳥巢，印上了生動動人的微型生態系統正有效運作，以人雀兩贏分。陳老師亦正考慮建立觀鳥站，讓學生學習不同鳥類的遷徙模式。
在學校周邊生活的朋友，都對學校的天台花園印象深刻，並讚不絕口。同樣被選為五育中學持續推廣環保活動，在香港的環保路上踏出了第一步，並為居住在石屎森林的居民增添了一份生活的色彩。不單是這樣，這類環保教育喚起了新一代對綠色生活的關心，讓他們把環保為必要的一環，帶領香港邁向實踐綠色生活的目的。
At a glance, the rooftop gardens of Ng Yuk Secondary School resemble many other professional rooftop gardens blossoming across the city, but a closer look will uncover delightful quirks around every corner. Hidden under the leaves of the Eco Garden are planters made of upcycled plastic stools and discarded monitors. While the fountain in the Xerophyte Garden is in fact made of old laboratory sinks. These details reveal the creativity and loving attention lavished by Ng Yuk students over the years – students who have returned year after year to revisit their hard work, to celebrate their graduation and even take wedding photos.
The gardens are the work of the school's biology and science students, their teacher, Mr Chan Chai Yuen, and the laboratory technician, Mr Ting Siu Ming. Five years ago, the roof was no more than an empty canvas. Brick by brick, the students constructed flowerbeds, trellises and rispondos by hand, creating a garden from the ground up using whatever disused equipment they could haul up from the school – materials that would otherwise have wound up in landfills. Every year, new classes added their own contributions, transforming the school's rooftops into beautiful and virtually self-sustaining gardens. These innovations have earned the Ng Yuk Secondary School rooftop gardens a silver medal in the Skyrise Greenery Awards 2012, presented by the Greening, Landscape and Tree Management Section of the Development Bureau.
Unlike most commercial rooftop gardens, Ng Yuk's gardens were planted with seeds rather than strips of turf. After overcoming the vast majority of its plants were nurtured from cuttings. This has provided students with invaluable opportunities for hands-on problem-solving. Years of trial and error were involved in ascertaining the plant configurations that would thrive under the harsh conditions on the rooftop, where the thin soil layer was alternately baked by the sun or flooded by the rain. The students also experimented with renewable energy sources to power the garden's LED lights, installing wind turbines and solar panels using grants received from the HK Electric Clean Energy Fund and the Energy Innovation Competition.
The rooftop gardens offer the added bonus of lowering the temperatures in the underlying classrooms by several degrees, relieving the pressure on the school's air conditioning system during the scorching days of summer. They have also become home to a variety of animals including several generations of fish, two stray turtles and flocks of migratory birds, who like to stop by to drink from the pond and snack on the fish. Students were delighted to discover bird nests hidden deep within the bushes, evidence of a thriving bird ecosystem at work. In fact, Mr Chan is contemplating a bird-watching station that would enable students to study the migratory patterns of the various species that pass through.
Residents from the surrounding high-rise buildings have been quick to compliment the school on the pretty garden that has been added to their view. Thanks to innovative eco-education programmes like Ng Yuk's, patches such as these are beginning to appear all over Hong Kong, adding the city's view in flashes of living colour. More than that however, these educational programmes foster a love of greening among the new generation, training young leaders to view it not as a necessity rather than an option, and helping them to fulfil the promise of a greener Hong Kong.
中文名：長葉鹿（七姐果）
學名：Sterculia lanceolata
原產地：緬甸、東南亞
香港觀賞地點：郊野公園
Common name: Lance-leaved Sterculia
Scientific name: Sterculia lanceolata
Origin: Southern China, Southeast Asia
Viewing in Hong Kong: Countryside
It is a fast growing evergreen native tree species commonly found on hillside, particularly in ravines and stream banks. It prefers sunny sheltered positions in company with other trees.
Fruiting in early Summer, starts as a radiating cluster of five follicles in green, gradually turning yellow and finally glowing red in August and September, making it very attractive and attractive. The follicle will then split and exposing the 3 seeds which are favourite of many birds in the forests.
Its fruits appear around the Weaver Maid Festival in China thus it is also named as the "Fruit of Weaver Maid" in Chinese, which is also used, together with the fruits of Sterculia nobilis as offerings at the Weaver Maid Festival.
緬懷胡秀英教授
In Memory of Professor Shiu-Ying HU
2012年5月22日，國際著名植物學家胡秀英教授在美國華盛頓辭世，享年102歲。胡教授1933年畢業於南開女子大學，1937年在廣州中山大學獲碩士學位，1946年獲獎學金到哈佛大學深造，專研中國古樹植物，並於1949年取得博士學位。由於成績優異，獲聘任哈佛大學安樹根木樹，從事植物分類、種子地理及植物資源採集等方面的研究。胡教授一生共收集約18萬份標本多達100多種，發表了100多篇研究論文，胡教授可說是活字典中植物學百科全書，特別是冬青科、菊科、蘭科、金縷梅科等植物的權威學者。2008年獲美國植物學家協會頒授「終身成就獎」。
胡教授對香港植物的研究、應用、保育及人才培訓等方面都作出了巨大的貢獻。在1986年應邀到香港中文大學農業學院生物系擔任客座講師，教授普通植物學、植物分類學及本地植物學等課程和進行野外採集。胡教授研究工作，並於1971年建立了中大植物標本館。在香港採集及製成的植物標本共兩千多份，當中不乏科學界的發現，如南方帶葉藤 Tainia nuybarrettoi (S.Y. Hu & Barretto) Averyanov。1970年代末亦成為了中大科研研究中心的開拓，開拓中藥研究，為中心於1988年成立中藥研究所，並負有重託。多年來，胡教授積極推動香港及中國大陸的植物學、綠化、植物保育與環境保護工作，歷任香港花卉展覽大會顧問，香港植物學會名譽顧問，長春會顧問及香港植物學會第四任中山植物園顧問。胡教授榮譽勳章，香港大學榮譽教授，及深圳仙湖植物園顧問等。
On 22nd of May, 2012, the internationally renowned botanist Professor Shui-Ying Hu departed and rested in peace at 102 years of age. Professor Hu graduated from Jingling Women’s University in Nanjing in 1933 and gained a master degree in Lingnan University, Guangzhou in 1937. In 1946, she was granted a scholarship to continue her study in Harvard University specialising in Chinese Holly (Ilex spp.) and subsequently received her doctorate degree in 1949. Due to her outstanding academic achievements, she was appointed by Arnold Arboretum of Harvard University on plant taxonomy, plant geography and plant conservation utilisation researches. Throughout her life time, Professor Hu has collected and identified over 185,000 sets of herbarium specimens and published over 160 research articles. Professor Hu is a living encyclopedia of Chinese plants, as well as the authority on Aquifoliaceae (Holly Family). Asteraceae, Rosaceae, Fabaceae, orchids, palms and Paulownia. Professor Hu was awarded the “Lifetime Achievement Award” by the American Botanical Council in 2008.
Professor Hu has made tremendous contribution in almost all aspects of plants in Hong Kong including research, utilisation, conservation and capacity building. In 1986, she was invited to serve as senior lecturer at Biology Department of Chung Chi College, the Chinese University of Hong Kong (CUHK) teaching general botany, plant taxonomy and local flora. She also researched on the local flora by field investigation and making field collections and established a herbarium for the CUHK in 1971. Among the twenty thousand plant specimens Professor Hu collected in Hong Kong, some are the scientific names of the new species (S.Y. Hu & Barretto) Averyanov. In the early 1970s, Professor Hu also contributed to the establishment of The Chinese Medicinal Material Research Centre, which pioneered in the research of Chinese medicinal herbs and laid a robust foundation for setting up the School of Chinese Medicine of the CUHK in 2000. Throughout these years, Professor Hu has actively promoted plant and environmental conservation, greening and gardening in Hong Kong and Mainland China by serving as advisor of the annual Hong Kong Power Shows, the Institute of Horticulture (Hong Kong), the Conservation Association (Hong Kong Island), the Nanjing Zhongshan Botanical Garden, Shenzhen Fairy Lake Botanical Garden and honorary professor of the Southern China Agricultural University (Guangzhou) and so forth.
Professor Hu once wrote “…my life is much more enriched because I serve” in an article that she wrote to commemorate her alma mater, Jingling Women’s University’s 80th anniversary. Professor Hu also shared with four primary 6 students in 2006 about her motto: “When pursuing your goal, you should Keep on! Keep on! Keep on! Never, Never, Never Give Up! In this way, difficulties will be overcome and you will succeed.” Inspired by Professor Hu, we hope you would join us and contribute to tree conservation and greening endeavour in Hong Kong, surpassing any challenges and realising our vision of “People, Trees, Harmony.”
A herbarium is analogous to a reference library. However, its collections are dry-pressed plant specimens carefully arranged, catalogued and labelled with information about the scientific names of the plants, when and where they were collected, and names of the field collectors. These plant specimens are maintained and arranged in cabinets in the sequences of an accessible system of classification. Most important, their botanical identities were determined by experienced personnel. These specimens serve as definitive references for plant identification. They also serve as important and permanent references for plant taxonomy and other related scientific studies.
The Hong Kong Herbarium began with about 2,000 specimens at the time of its establishment. By the efforts of numerous botanists and plant collectors over the years, specimens collected in the Herbarium have been increased to more than 42,000 with more than 290 type specimens (a herbarium specimen which was described and used for the designation of the scientific name of a new species, in accordance with international requirements). This makes the Herbarium regionally important.
The Hong Kong Herbarium also produces botanical publications, | web | https://www.greening.gov.hk/filemanager/greening/en/content_92/Greening_2012_07_Summer_Final.pdf | 0.479779 | {
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Mars Section
Mars 2011−'12: first interim report
Mars probes: the latest news
The Curiosity rover and NASA's Mars Science Laboratory mission will be featured in a forthcoming Section Note about the proposed landing site in Gale crater. The probe was launched successfully on 2011 Nov 26, and further details are to be found in the popular press. (See for example E. Lakdawalla, Sky & Telesc., 122(6) 22−30 (2011).) Touchdown − and its landing will certainly be both novel and daring − will be between 2012 Aug 6 and 20, and the nominal mission life will be 687 Sols.
The Russians had intended to recommence their unmanned planetary programme with their Phobos-Grunt craft. This probe, launched on 2011 Nov 8, was intended to land on Phobos and return a soil sample to Earth. It carried Yinghou-1 (Firefly), a small Chinese Mars orbiter, which would have been released into martian orbit. However, the Russian probe failed to leave Earth orbit. Our contributor from the Netherlands, Ralf Vandeberg, is experienced in imaging the International Space Station and other orbiting objects, and was able to catch PhobosGrunt on several occasions (see Figure 1). He writes: 'This picture was taken on November 29, when I first had a chance to observe the stranded Russian probe on the second day of the visible observing window over the Netherlands... Phobos-Grunt was passing close to Altair... Phobos-Grunt roared across the sky as bright as a star. It had an obvious reddish colour visible in the tracking scope, or at least that was my impression in the few seconds of the pass, while I was concentrated on aligning the crosshairs of my viewfinder with an object passing by with an angular velocity of 1.68 degrees per second.'
Observations of Mars in 2011− '12 before opposition
Prospects for this apparition were reviewed by the Director in the 2011 October Journal. 1 By 2012 mid-February observational work was to hand from 42 contributors: see Figure 2.
The craft re-entered the atmosphere and burnt up on 2012 Jan 15.
The usual seasonal phenomena have been witnessed, including the transition from north polar hood to polar cap. The large cap was very promi-
nent in late 2011, and it showed a rather prominent annular rift as well as some bright patches. The usual separation of Olympia from the cap has been witnessed very recently, while the best images of Feb 11 and 12 were the first clearly to reveal a small dust storm around longitudes 160– 170° above the fragmenting cap, and close to its edge. The dust appeared darker than the NPC, but was lighter than the cap's surroundings, over which the dust propagated. The activity can be traced further back for several days; the data to hand will permit a complete account of the event to be written later.
We intend to produce another Interim Report later in the apparition.
Meteorology has been recorded by many observers, including the usual orographic clouds over the Tharsis Montes and Olympus Mons. The surface features look to be nearly identical to the 2010 opposition, but there are a few small changes to be caught if one looks very carefully. In particular, there is a slight fading and shrinking of the long-enduring dark patch in Aetheria, which is located at the NW corner of the Elysium shield. (This marking is sometimes called the Hyblaeus development.) Compare these images with those from 2010 in the issue of the Journal cited above.
Richard McKim, Director
1 R. J. McKim, J. Brit. Astron. Assoc., 121(5), 258−259 (2011) | web | https://britastro.org/sites/default/files/2012%201st%20Interim%20Report_0.pdf | 0.506521 | {
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Religion Column for The Morning Sun (April 6 deadline)
Fr. David Jenuwine
(St. Mary Catholic Church, Alma + Mt. St. Joseph Catholic Church, St. Louis)
As a child, I often wondered how we got from Christmas to Easter in three or four months. To a child, it seemed like an old science fiction movie where aging is accelerated by some mysterious process. Of course, as an adult, I realize that thirtythree years transpired between the birth of Our Lord Jesus Christ, and his Passion, Death, and Resurrection.
In our own day-to-day events, we miss out on large portions of life with distant friends and relatives. When we donʼt see people for months or years, we always seemed surprised that infant children become toddlers, toddlers eventually go to school, children become young adults, get driverʼs licenses, and are soon off to college. School or family reunions give us opportunities to ʻcatch upʼ and realize how much others have changed.
Reflection will also show us how much we have changed.
Somehow when we step away from people or places, they become frozen in time. We watch as our familiar surroundings shift and change; yet by being detached from more distant places and individuals - we lose track of what should be obvious changes.
The same holds true with our relationship with God.
When we step away from a church community, we lose track of who we are in relationship to God. Certainly we can maintain a prayer life; but detached from a community of believers, we will often become frozen in time.
On returning after a time to the church of prior years, we seem surprised that the senior members are now experiencing limited mobility or are perhaps deceased. That young lady with a beautiful singing voice is the toddler who sat near the back. The new pastor has been in place for a dozen years, and is considering retirement.
God relates to us as individuals, but more importantly - God calls us to live within communities. St. Paul speaks of the Christian community as ʻthe body of Christ.ʼ The members of a body are meant to work in a connected way to sustain the life of the body. If one part breaks off, or goes away - the body continues. Iʼve never known anyone to stare longingly out the front window anxiously expecting the imminent return of their long-lost appendix or gall bladder. Yet the ʻremovalʼ is often a tense and dramatic hospital visit.
If you are part of a church community, ask yourself what your role is in ʻthe body of Christ,ʼ and pray about how you may need to intensify that role to better serve your community. If you are detached from a church community, think about going back.
People change; situations change; we change. Our relationship to God and others needs a community; and it needs every person to step into and grow in their roles within the community. Consider a reunion with God, with Jesus Christ, and with the church. | web | http://jenuwine.tripod.com/Morning%20Sun%20-%20April%206.pdf | 0.503717 | {
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The results are in from the Johns Hopkins School Culture survey we all participated in back in February are in, and it's time to share the buzz! Your voices have shone a bright light on what makes our school extraordinary.
Here's the inside scoop on what we cherish the most as a community:
- A welcoming and inclusive environment
- Dedicated teachers and staff
- Commitment to faith formation
But that's not all! When it comes to our student-level goals, our community is on the same page
- Developing critical thinking and problem-solving
- Academic excellence
- Building character
We are also humbled by the overwhelming support expressed by parents. The majority indicated they are extremely likely to recommend our school to others, a testament to the positive experiences shared within our community. See page 3 for Registration 2024-2025 info.
Big thanks for your awesome feedback and for helping create an incredible educational vibe here at West Coast!
Mrs Sutherland
HAPPENINGS
MARCH 6
K-12 Reading Buddies, 8:40 am
MARCH 10
Daylight Savings Time: time “springs forward” (we lose one hour of sleep)
MARCH 18-28
Spring Break
(WCAS closed March 25-28)
MARCH 19
First day of Spring
MARCH 29
Good Friday
APRIL 1
Easter Monday
APRIL 2
School Reopens
APRIL 3
K-12 Spring Assembly
APRIL 17
HS Term 3 Ends
CHECK OUT THE STUDENT HUB
SPRING INTO LEARNING
Spring is upon us and we can’t wait for to watch the wonders of the season blossom alongside our vibrant community of K-12 students! As the flowers burst into colour and the sun begins to shine a little brighter, let’s renew our joy of learning together. Join us as we embark on a journey filled with growth, creativity, and the excitement of discovering new horizons this spring!
SEEK & FIND
Search the WCAS virtual school for a special Easter surprise!
“See! The winter is past; the rains are over and gone. Flowers appear on the earth; the season of singing has come…”
- Song of Solomon 2:11-12 (NIV)
2024/2025 Registration NOW OPEN
We're excited to extend an invitation for you to reserve a spot for your child in the upcoming 2024-2025 school year. Your child's place will be reserved until April 15, 2024.
How to Re-Register:
• Complete the re-registration form linked above.
• Pay the $200 registration fee per child. (see re-registration email from office for details)
Feel free to share this information with friends who are interested in trying out online learning with West Coast!
COMING SOON!
THE PRINCIPAL’S LIST!
WILL YOU MAKE THE LIST OF HONOREES?
STAY TUNED FOR THE BIG REVEAL!
We want to extend a warm and heartfelt welcome back to Mrs. De Zwaan, who has returned from maternity leave since February 2023. We are overjoyed to have you back with us at WCAS. Thank you to Ryan, Jude and Remi for sharing you with us - your presence adds an abundance of warmth and joy to our school community.
Welcome back, Mrs. De Zwaan!
6 Effective Ways TO STUDY BETTER
1. EFFECTIVE PLANNING
Create a study schedule that breaks down your tasks into manageable sessions, ensuring a balance between subjects and topics.
2. ACTIVE LEARNING
Engage actively with the material through methods like summarizing information, teaching concepts to others, and participating in discussions.
3. VARIED STUDY METHODS
Utilize different study techniques, such as reading, note-taking, flashcards, and practice questions, to reinforce learning through various approaches.
4. HEALTHY ENVIRONMENT
Choose a comfortable and well-lit study environment, minimizing distractions to enhance focus and concentration.
5. REGULAR BREAKS
Take short breaks during study sessions to prevent mental fatigue and maintain overall productivity.
6. SELF-ASSESSMENT
Regularly evaluate your understanding of the material through self-assessment tools, quizzes, or practice exams to identify areas that need further review.
All about MR. STEVEN BROCK
My Favourites:
• Colour: red
• Food: Italian
• Hobby: computer games
• Movies: adventure/sci-fi
• Bible Verse: Jeremiah 29:11
ABOUT ME
I was born on the east coast (Halifax) as the 3rd of 4 children and moved west as I grew up living in Nova Scotia, Ontario, Manitoba, Alberta, and, finally, BC by the time I was in grade 12. Then I reversed direction and headed to CUC (now Burman) and then southeast to Southern Adventist University (Tennessee) to finish my B.S. in Chemistry with emphasis in biochemistry (yep, it’s a long title!). I then worked in Banff at a hotel (The Rimrock Resort Hotel) for two years before heading to grad school in New Mexico where I earned my M.S. in Chemistry. It was there I decided I liked helping students more than research. I moved to Abbotsford and started teaching at FWAZ as a sub a few weeks later. I worked there for one year as a full-time teacher. Over the next several years, I did a whirlwind tour of BC/AB high schools as a replacement teacher (OKA, DLS, CWAA) and got my B.Ed through the post-baccalaureate program at UBC O’ in Kelowna. During a year of unemployment in Alberta, I started doing some marking for WCAS (back when it was at CAA) and then got hired (and moved) the following summer when WCAS went Abbotsford-based. I’ve been in Abbotsford and at WCAS ever since!
MY FAMILY
In regards to my family, my parents live a few blocks away here in Abbotsford, my older sister is a doctor in Nanaimo with her husband and 3 kids, my older brother works for the State of Illinois and lives in Springfield (the state capital) with his wife and 2 kids and my younger sister is married to a carpenter in Fort St. John, BC.
WHAT EXCITES ME MOST ABOUT WCAS?
I would say getting to help students with problems and meeting people from all over BC and Canada (both staff and students!)
Find the words listed below and mark them.
- DAISY
- LADYBUG
- TULIP
- SUNNY
- KITE
- BEE
- RAINBOW
- BUTTERFLY
- RAINY
- WORM
- NEST
- GRASS
Malaika & Mihrayah baking valentine’s day cookies - yummy!
Science
Experiment Of The Electromagnetic Spectrum (Visible Spectrum)
By: Jonathan Djakov
Conclusion
Light disperse into different colors when white light passes through the refracting surface of the prism. Its components bend into different angles, causing the single beam of light to separate into different colors. This experiment has been a learning curve and a just cool experience overall.
Josh Lopez (Gr8) created an infographic for social studies class
Feudal System in the Middle Ages
- Nobles provide money and Knights to the King.
- King has power.
- King provides lands to nobles.
- Knights provides protection and military services to the Nobles.
- Nobles grant land to tenants (fief), but first, he has to make the tenant a vassal, at a formal ceremony.
- Peasants provide food and services to Knight's and vassals.
- Knights and vassals let peasants do the farm work and give them protection.
- Peasants can also farm and raise livestock for their own.
Jonathan Djakov (Gr8) wrote a report on the electromagnetic spectrum for science
Amy Pontes (Gr4) drew pictures for last Quest’s imagination drawing activity!
Cedar (Gr3) creating a Coastal First Peoples diorama for Social Studies class
A good friend is someone who has similar interests as you, they are kind and listen to you. They share some of the things they are interested in with you.
Hadley (Gr5) made a presentation about what makes a good friend!
MORE ABOUT A FRIEND
A friend is someone you trust and are kind to. You are honest and kind to them. That is a friend.
Hey West Coasters!
If you have pictures of school work you’ve completed, a family trip you’ve taken, a place you’ve visited, or something you’ve done in your community, send it to the email below to be featured here! We’d love to see!
[REDACTED_EMAIL] | web | https://wcasdl.ca/wp-content/uploads/2024/04/Quest-Volume-5-Issue-7-Mar-2024-Issue-1.pdf | 0.4914 | {
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Captain Albert Poland of the Royal Navy recorded his Second World War service in daily notebooks from mid-April 1941 until January 1943.
During this critical time he saw action during the whole dramatic eight-month Siege of Tobruk by Rommel's Afrika Korps, from April to November 1941. As an Officer Inshore Squadron, Albert was responsible for all ships supplying the besieged garrison, including units of the 9 th Australian Division, with food, ammunition, fuel etc. Afterwards he continued to support the army in opening up ports along the Mediterranean coast as they advanced.
In March 1942 he was appointed a Captain of the 14th Destroyer Flotilla, commanding HMS Jervis and escorting convoys to Malta, confronting the Italian Navy at the Battle of Sirte, and rescuing crew of flotilla vessels sunk by the Luftwaffe outside Alexandria.
Albert's notebooks were transcribed by his son Peter and, along with other primary source material, were published as a book. Peter will talk about his father's action-packed wartime experiences.
Time & Venue: Saturday, 7 September 2019, 2:00pm – 3:00pm, Goulburn Room, Level 4, City of Sydney RSL, 561-567 George Street, Sydney CBD. Admission is free of charge but a gold coin donation would be appreciated. For further information call 0419 698 783 or email [REDACTED_EMAIL]
Peter Poland – Biography
Peter Poland comes from a naval family. In addition to his father, grandfather and brother there were 18 Polands in the Royal Navy between 1846 and 1976. Peter went to Dartmouth at age 13 and served until
1971. He spent 1954 to 1957 with the Royal Australian Navy in HMAS Warramunga, HMAS Gladstone and HMAS Platypus. In late 1956 he married June, a Sydney girl, and took her back to England. In 1968 he brought the Type 15 Frigate HMS Zest into Sydney Harbour. June came out to the ship and was on the bridge as he brought the ship alongside in Garden Island. He resigned from the Royal Navy in 1971 and brought June and his three children to Sydney. Peter then joined a major retailer as an executive trainee. By 1987 he was the General Manager Personnel and Industrial Relations until the company was sold. Since then he has become very involved in history and heritage and is a founding member of the Woollahra History and Heritage Society. In addition to editing his father's book Tobruk and Beyond: War Notes from the Mediterranean Station 1941-43, he has written three others. | web | http://militaryhistorynsw.com.au/wp-content/uploads/2019/08/Flyer_Sept2019.pdf | 0.437363 | {
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COWAN CENTER for the ARTS & TRAINING CENTER
P O Box 84
301 Montgomery Street
Cowan, TN 37318
[REDACTED_PHONE]
www.cowancenterforthearts.org www.Smithsonian.CowanRailroadMuseum.org
Contact: Pat Underwood FOR IMMEDIATE RELEASE
Telephone: [REDACTED_PHONE]
Email: [REDACTED_EMAIL]
January 17, 2012
SMITHSONIAN COMING TO COWAN March 10 through April 21, 2012
Cowan Railroad Museum will explore the professions and the people that sustain American society when it hosts "The Way We Worked," a Smithsonian Institution traveling exhibition on display March 10 through April 21, 2012 at the Cowan Center for the Arts Theater.
How have jobs changed over the past 150 years? What careers were available to people in 1880? What companies have come and gone? We invite you to stroll through Franklin County history with some bullets gathered by Sally Hubbard from issues of the Franklin County Historical Review (FCHR).
***
Work was begun in 1911 by Ross and Henry Hawkins to bring electricity and water to Cowan. A spring was purchased from their Aunt Kate Cowan, and a light plant built. Within a year the town was supplied with light poles, wires, indoor hot and cold water, bathrooms and a sewer system. The two enterprising brothers were also working on the railroad, so were relieved to sell their power and water interests to Southern City Power Company of Atlanta in 1915. (FCHR Vol. 21, No. 1, 1990)
Sinking Cove, 11 miles SW of Sherwood did not receive electricity until 1951, and telephones in 1955. Gravel roads were paved in 1968. (FCHR, Vol. 13, No. 2, 1982)
***
The Hawkins House, a remarkable carpenter-gothic cottage, was the first house in Cowan to receive electricity and indoor plumbing.
***
Yankee Private Charles D. Sherwood (1832-1895) was enchanted by south-central Tennessee and the Crow Creek Valley when he discovered them during the Civil War.
The forests, potential for coal mining, the railway and tunnel brought him back after the War, and he founded the town of Sherwood in 1875. C.D. Sherwood for whom the town was named, was born in 1832 in Connecticut, was Lieutenant-Governor of Minnesota, and moved with a colony of settlers to Crow Creek Valley in 1875.
An elegant hotel was built for customers who came to "take the waters." A newspaper was established, and trails cleared for connection with the young university on Sewanee Mountain. However, it seems that the noise and pollution of the lime plant and railroad caused the young resort to flounder, and there are fewer inhabitants in the valley now than there were in the 19 th century. (FCHR, Vol. 15, No. 2, 1984)
***
A study of "how we worked" would be incomplete without mentioning coverlets and blankets made in Franklin County in the 19 th century. Sheep were raised and sheared locally, and the wool combined with cotton and spun into thread. A few cherished copies of John Hargrove's Weaver's Draft Book of 1792 and similar books preserved patterns inherited from England and Ireland. Dyes were made from trees, berries, and plants of the area. (FCHR Vol. 14, No. 2, 1983)
***
"The Way We Worked" has been made possible to Cowan Railroad Museum by Humanities Tennessee.
"The Way We Worked," an exhibition created by the National Archives, is part of Museum on Main Street, a collaboration between the Smithsonian Institution and State Humanities Councils nationwide. Support for Museum on Main Street has been provided by the United States Congress.
For more information call Pat Underwood at [REDACTED_PHONE] or check the website at www.Smithsonian.CowanRailroadMuseum.org
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Designing Accessible Course Content
Session presented by:
AMAC Accessibility Solutions and Research Center
College of Architecture
Georgia Institute of Technology
www.amacusg.org
Session Objectives
Participants will be able to identify and explain:
- Why create accessible content?
- What makes multimedia accessible?
- How to create accessible content?
- How to do the transcription process
- How to caption for free (YouTube)
- What are other options for captioned media
- Bonus material - Described media
Sheryl Ballenger is the Manager of Deaf and Hard of Hearing Services, managing the Captioning and Described Media unit with AMAC Accessibility Solutions and Research Center at the Georgia Institute of Technology.
Accessible content laws
Federal law
1998 Rehabilitation Act added Section 508 - Federal agencies must make their electronic and information technology accessible to people with disabilities.
Section 508 Refresh
2010 21st Century Communications & Video Accessibility Act. Currently applies to broadcast multimedia.
Why create accessible content?
Right thing to do
Accessible multimedia enables users in a variety of situations to access content. Adding captions to represent the audio content of multimedia, and audio description to describe the visual content, allow access for everyone.
Regardless of accessibility laws, it is possible to reach a larger market if multimedia is accessible to users of all abilities and in all settings.
You benefit from access
Using multimedia on websites is a growing trend.
Noise sensitive environments.
A technical benefit for adding captioning to videos or audio recordings is that captions act as metadata, allowing search capabilities.
Employees gain access – meet Joy Norman.
What makes multimedia accessible?
Audio recording or podcast - Transcript
Radio broadcast – Transcript
President’s welcome (Talking head video) – Transcript
Recorded lecture or meeting – Transcript
Ethics training video – Captions & maybe descriptions*
Student/employee created videos – Captions
Demonstration videos – Captions & descriptions*
Historical video or clip – Captions & descriptions*
Silent movie – Descriptions
Foreign film with English subtitles - Descriptions
How to create accessible content?
Businesses and individuals may produce accurate self-captions, greatly reducing the cost of software, training, and outsourcing.
Commitment is all that is needed.
DECIDE.
COMMIT.
SUCCEED.
How to do the transcription process
Accuracy most important
Express Scribe, USB foot pedal, and/or YouTube’s timestamp/sync
DCMP.org – guidelines and standards
• Learning Center
Transcription - best practices
Begin with speaker’s name if not in introductory information.
Example: Sheryl Ballenger: Accurate transcription is the most important part of captioning.
When speaker changes, begin a new paragraph with speaker’s name. If speaker is consistent, continue in same paragraph.
Transcription – more best practices
• Use correct punctuation:
Questions?
Exclamations!
Statements.
“Quotations”
• Use correct spelling:
Places, locations, towns, events, etc., verify spelling of word (Example: Massachusetts).
• Capitalize all acronyms, unless the convention is different: Ph.D.
Disfluencies (uh, um, er, like): If used for emphasis or to denote a difficult term is coming – leave it in. (Conversation manager)
http://abcnews.go.com/Technology/story?id=97983&page=1#.Tw70GYHlqRE
If um is like, every er other, uh word, um consider um removing.
Purpose of the transcript – captioning is usually for people with hearing loss – will the disfluencies contribute to or hinder understanding?
Transcription – more problem areas
Stay true to message.
If speaker uses an acronym without explaining what it is, do not add what the acronym means.
If a word is impossible to understand (and you have really tried) you may need to add a comment [inaudible] – Don’t make it up.
Contractions (we’re, can’t, didn’t, etc.) keep the contraction. If the speaker says “can not” or “did not” – keep full words in transcript.
Transcription – confusing terms
This term?
- flesh (flesh out, give substance, expand)
- incident (occurrence or episode)
- effect (noun - result, something produced)
- edition (# of copies)
- secede (withdraw)
- counsel (noun - advise)
- ludicrous (absurd)
Or this term?
- flush (rosy glow or rushing flow)
- incidence (rate or range of occurrence)
- affect (verb - to act on, change)
- addition (mathematical oper.)
- succeed (verb - thrive, next)
- council (noun - assembly)
- Ludicris (rapper)
How to caption for free (You Tube)
- You Tube progress (2005).
- 2010 released the ability to view closed captions on any video using Google's speech recognition technologies.
- Correct captions are everyone’s responsibility.
You Tube
Need a Google account and link it to your YouTube account.
Upload your video to You Tube
Easy to follow brief video tutorials (captioned)
FREE!!
Transcripts may be uploaded and edited on YouTube.
If not your YouTube video, contact the owner and request for it to be captioned.
If it’s not protected by copyright, you can download the video and caption it yourself, then re-upload it to your own YouTube channel.
YouTube Resources
YouTube Creating Subtitles and Closed Captions:
YouTube Help Center > Edit Videos and Settings > Captions
Several topics to select.
Other options for captioned media
DIY Captioning
- Software cost range $0 - $$$
- Ease of use
- Multiple languages
- Additional software
- Platform and formats
- Technical skills and training
- Work-flow processes
Professional Captioning Services
Transcript cost & time
Turnaround time
Audio quality of your recording
Accuracy – not an option
Flexibility of formats
Complete or partial process
Closed or open (depends on use)
Google “Captioning”
Described media
*Good narration from the beginning (vivid).
Information presented visually must be presented aurally.
Describe graphs, diagrams, maps, charts, telephone numbers, addresses, links, email addresses, etc.
Describe through narration what action is occurring.
Tip: Listen to your video without watching the screen. Can you comprehend all of the information being presented?
After video is produced, caption it!
Questions??
i before e
except after c
weird? | web | https://accessit.gatech.edu/wiki/images/8/8a/Designing_Accessible_Content_AccessGA.pdf | 0.449509 | {
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LENGTH OF STAY RECORD FOR A WHOOPING CRANE IN NEBRASKA — The Platte River is an important migration stopover area for whooping cranes (*Grus americana*) in Nebraska (U.S. Fish and Wildlife Service, 1981, *The Platte River Ecology Study*, Northern Prairie Wildlife Research Center, Jamestown, ND). The Whooping Crane Recovery Plan (U.S. Fish and Wildlife Service, 1986, Washington, DC) lists 106 confirmed whooping crane observations in Nebraska during 1942 through April 1986. Among the confirmed sightings, the record for the longest stay is a single bird which roosted in a shallow wetland near Bertrand, Phelps County, for 30 days during 20 May to 18 June 1950.
The bulk of spring migration among whooping cranes in Nebraska occurs during 29 March to 9 May. A review of the list of confirmed sightings reveals that most whooping cranes occurring on and near the Platte River are found in Buffalo and Kearney counties (USFWS, 1986, loc. cit.). Most spring migrant whooping cranes spend 1-7 days in Nebraska.
On 17 March 1987, an individually color-marked immature whooping crane, which had migrated from Saskatchewan with sandhill cranes (*Grus canadensis*) the previous fall and wintered with that species in western Oklahoma, was observed near Lowell, Kearney County, NE. Subsequent observations revealed that this individual remained in the same area near Lowell until it was last observed on 19 April 1987, a total of at least 34 days.
The whooping crane spent much of the diurnal period foraging with sandhill cranes within 3 km of the Platte River. Various reaches of the Platte River within the National Audubon Society's Rowe Sanctuary were used most frequently as night roosts. Agonistic interactions suggested that the whooping crane may have been dominant over sandhill cranes.
After departing Nebraska, this whooping crane was not reported again until Canadian Wildlife Service biologists located it in late May 1987 near where it hatched the year previous in Wood Buffalo National Park in the Northwest Territories. Returning to the natal area after initial nomadism has been reported previously among whooping cranes in the Aransas-Wood Buffalo flock, and in the experimental flock at Grays Lake National Wildlife Refuge, Idaho (R. C. Drewein, pers. commun.).
We thank P. Currier, M. DeCapita, K. Dinan, W. Jobman, J. Sidle, and K. Strom for assistance in gathering movement and behavior data. D. Bowman and J. Sidle commented on earlier drafts of the manuscript. We especially thank W. Lange for first reporting the whooping crane observation and for his daily diligence in locating the bird and reducing nearby disturbance during its entire stay in Nebraska. — Craig A. Faanes, U.S. Fish and Wildlife Service, 2604 St. Patrick Avenue, Grand Island, NE 68803 and Gary R. Lingle, Platte River Whooping Crane Trust, Suite H, 2550 North Diers Avenue, Grand Island, NE 68803.
Received 21 July 1987. Accepted 30 November 1987. | web | https://cranetrust.org/file_download/dd3d870a-9956-4746-aad5-4e99bc0dca00 | 0.479597 | {
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Coping with Cold Weather
Winter weather
Scientists agree that our winters are getting warmer and milder. But we're still prone to periods of extreme cold and severe weather. When it is cold, it becomes harder to heat our homes and we may struggle to move around safely. Household power demands increase and we may need to adapt our lifestyle to cope.
The elderly, the very young and those with serious medical conditions are at risk in cold weather. People with breathing problems may find it more difficult to catch their breath and people with mental health needs may find their symptoms are worse.
Out and about
* Choose waterproof shoes or boots with good support and strong grips. You can also get clip on overshoes to help deal with ice and snow.
* When cycling, beware of poor visibility and icy roads. Wear bright clothing, use lights and always wear a helmet.
* Use public transport to avoid the risk of your car skidding in ice.
* If you’re reluctant to make a journey, make sure you stay in contact with friends and relatives by phone or email so they know you are safe.
* Keep a check on vulnerable neighbours and make sure they have all they need.
Tick when complete
At home
* Keep your living areas at around 70°F/21°C and bedrooms around 64°F/18°C. Check your heating system is working and your home insulated before winter starts.
* Close the curtains at dusk and make sure they don't block radiators or heaters.
* Seal draughts with excluders around doors and windows, particularly where doors meet the floor. Do not block air vents as heating systems need ventilation.
* Lag pipes with insulation, especially those in exposed places and protect outdoor taps. Make sure you know where your stopcock is in the event of a burst water pipe so you can turn the water off quickly.
* Make sure you have a good supply of food and drink and prescription medicines in case you are unable to get out. Make sure your ‘flu jab is up to date.
* You may be able to get help with the costs of insulating and heating your home, and have a ‘priority service’ from your energy supplier, which can check your boiler and make sure it’s safe and efficient. Call 01642 243183 if you need advice.
Keeping yourself warm
* Eat well. Hot drinks and meals will help. Eat a good range of foods regularly. If you find your appetite increases, eat slightly larger portions.
* Keep moving. Exercise generates heat and will keep you warm, and getting out and about will make you feel happier. Spread any activity across the day to avoid sitting or standing for too long.
* Wear plenty of layers. Thermal underwear will help and cover your hands, feet and head where possible. Put on an extra jumper if you’re feeling chilled.
* Make sure that you receive any winter fuel and cold weather benefits that you may be entitled to.
For further advice please contact us on 01642 243183 or email [REDACTED_EMAIL]
Find out how sustainable you are at www.surveymonkey.com/s/one_planet_middlesbrough
Printed on recycled paper using vegetable based inks | web | http://www.menvcity.org.uk/wp-content/uploads/documents/OPM-Cold.pdf | 0.503266 | {
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Research and Presentation Objectives
1. Research and analyze the novel's historical context
2. Develop authorial context about Moshin Hamid as an author
3. Use historical context to compare and contrast how different groups receive this text
What does OPCVL stand for? Why do you 'OPCVL' in the library?
O-Origin
P-Purpose
C-Content
V-Values
L-Limitations
Historical Context Jigsaw: Topic Selection—one per person
1. Outline the background and point of view of Moshin Hamid, our author. Explain how have his texts been critically received.
2. Analyze the relationship between India and Pakistan prior to 2001.
3. Analyze the relationship between Pakistan and the US in 2001.
4. Outline the background of the 9/11 hijackers and the events of that day on the East Coast.
5. To what extent was 9/11 a catalyst for the US invasion of Iraq in 2003?
6. To what extent was 9/11 used as political justification for US's 2003 Iraq invasion?
Historical Context Jigsaw: Your Tasks
After researching using valid sources, prepare a five-minute presentation (PowerPoint) on your assigned topic. Students will present their research to their table group and take questions.
You will need to hand in an already printed, single-page of notes for your presentation to Matheny.
Scoring Criterion: Total: ____________(20)
Prepared and ready to present on time ____________(3)
Accurate information: Criterion C (next slide) _________(5)
Relevance and quantity of information __________(4)
MLA formatted "Works Cited" slide _________(3)
Poised and audible: Criterion D below (next slide) _________(5)
Historical Context Jigsaw: Small-Group Presentation Rubric | web | http://www.lauramatheny.com/uploads/5/7/1/5/57157975/moshin_hamid_context_research_directions_and_rubric.pdf | 0.418536 | {
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Bellevue School District Middle School Lunch Menu MARCH, 2019
Harvest of the Month GRAINS
Meal Prices: Lunch: $3.50, Reduced Price: $0.40, Milk ONLY: $0.50, Adults: $4.50
Alternative lunch choices & breakfast menu on the back page.
Try "Ancient Grain Salad" on the Salad Bar, March 25-29
Daily Lunch Options: March, 2019
Nutrition News:
Harvest of the Month – Featuring Barley and Quinoa in the Ancient Grain Salad!
Quinoa (keen-wah) is originated in the Andes, where it has long been cultivated by the Inca. It is one of the few plant foods that contain all nine essential amino acids. Sources: The Whole Grain Council
Barley and Quinoa (keen-wah) are one of the oldest cultivated grains. They are an excellent source of manganese, a mineral that is essential to the formation of bones and cartilages.
The My School Menus™ mobile app allows you to access menus and nutrition information directly from their smart phones and tablets.
The digital menus allow you to:
- Filter food choices for the top 8 allergens.
- View nutritional information and ingredients for menu items.
- Determine the overall nutritional value of a meal (calories, carbohydrates, etc.), using "Build a Meal" feature, to meet personal dietary needs.
How to Pay for Meals: Nutrition Services uses PayPAMS for online payments. Go to https://paypams.com for more information There is a $1.95 fee for each online transaction. You may also pay for meals by check or cash at your child's school.
Nutrition Services is Hiring! We are looking for dedicated individuals interested in part time work in one of our school kitchens. Please apply online at: https://bsd405.org/departments/hr/jobs/. | web | https://bsd405.org/wp-content/uploads/2019/02/middle-school-menu-march-2019.pdf | 0.486539 | {
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Dear Parents,
COMMUNITY SERVICE VISIT TO LIGA
On Tuesday 16th June the Form 4 pupils will spend their final morning working at Liga Solidaria followed by an afternoon's talk entitled Capacitaçao de Voluntariados from one the employees at Liga Solidaria. The pupils will leave from school at 8.30.
BIOLOGY FIELD TRIP TO SÃO PAULO YACHT CLUB (SPYC)
On Thursday 18th June Form 4 pupils will go to the SPYC to do some ecology work that is an important part of the IGCSE Biology course. It will give them the opportunity to work in the environment and gain first-hand experience of the techniques required by the syllabus. The day trip has been designed to cover many sampling techniques and theory. Pupils will be using specialised equipment to collect data that they can then analyse, draw conclusions from and evaluate in an assessed coursework. The group will be leaving from school on 8.30 and returning for 2.45.
The four biology teachers accompanying the trip will Dr Hartmann, Miss de Lima, Miss Knowles and Mr Ford. Mr Green will also be going on the trip.
What to wear for the biology field trip
For both outings, pupils can come to school wearing casual clothes. The weather at this time of year is variable and so once we know the forecast then Dr Hartmann will write to you next week with a list of items they should wear.
The venue is:
Yacht club de São Paulo – SPYC (http://www.spyc.com.br/)
Rua Francisco de Seixas, 225, Santo Amaro, São Paulo. SP, 04770-060
Contact number: (11) 5523-8366
Please sign the attached consent slip. The slip is required for all pupils to visit. Please feel free to contact me on [REDACTED_EMAIL] should you have any questions. Pupils must return the consent form to the form tutors by the end of this week.
Yours sincerely,
Paul Morgan Deputy Headmaster
Tel.: (5511) 3087-3399 – Fax: (5511) 3087-3398
8th June 2015
EXCURSÃO DE ESTUDO DE MEIO DE BIOLOGIA PARA ALUNOS DO FORM 4 PARA O YACHT CLUBE DE SÃO PAULO SPYC QUINTA-FEIRA, 18 DE JUNHO DE 2015
FORM 4 BIOLOGY FIELD TRIP TO YACHT BRITISH SÃO PAULO CLUB SPYC, THURSDAY 18TH JUNE2015
CANHOTO DE PERMISSÃO
CONSENT FORM (To be returned by Friday 12th June to your child's form tutor)
Autorizo meu filho(a) a participar da viagem acima. Estou ciente de que meu filho(a) participará da excursão e de que um membro da St. Paul's School poderá permitir que ele(a) receba tratamento médico. Concordo com esses termos. Confirmo que as informações médicas contidas no SchoolBase Online a respeito de meu filho estão corretas (parents.stpauls.br).
I give my permission for my son/daughter to take part in the above trip. I understand that whilst my son or daughter is taking part on this expedition, that any member of St. Paul's School staff may need to give permission for them to receive Medical Treatment, and agree to this. I can confirm that my child's medical information that the School holds on SchoolBase Online is accurate (parents.stpauls.br)
Nome do aluno | Pupil's name
Assinatura | Signed
Data | Date
It must be emphasised that, as well as being an exciting experience for your son or daughter they will be representing St. Paul's School. It is imperative that the pupils understand the need to abide by instructions to ensure their own safety and the smooth running of this Field Course. Should pupils decide not to abide by these expectations then the possibility exists that they may be returned home at the parents' expense. We would be grateful if you could reinforce this message at home.
Pupil's Signature | web | http://bulletin.stpauls.br/bulletin/S/2015.06.18.Form.4.to.SPYC.pdf | 0.495999 | {
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Brooklyn Center Community Schools Data Analysis Protocol
STEP 1: OBSERVATIONS
What parts of this data catch your attention? Just the facts.
STEP 2: INFERENCES
What does the data tell us? What does the data NOT tell us?
STEP 3: GOOD NEWS
What good news is there to celebrate?
STEP 4: PROBLEMS OF PRACTICE
What are the problems of practice suggested by the data? (5 Why's for Root Cause)
STEP 5: CONCLUSIONS
What are our key conclusions? What recommendations does the team have for addressing the problems of practice? | web | https://mn.gov/mdhr/assets/Brooklyn%20Center_DataExaminationProtocols2018_2019_tcm1061-370854.pdf | 0.522958 | {
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Imagine climbing an isolated mountain with breathtaking views, or a jewel-like alpine lake to swim in. When winter blankets the mountains in snow, you still can enjoy nature's beauty. The Everett Mountaineers Alpine Scrambling Course teaches you the way to safely enjoy and explore all the wonder of the mountains - in a supportive atmosphere that builds confidence.
Alpine Scrambling Course Everett Mountaineers
Most mountain summits are accessible by scramble routes. Scrambling is non-technical, off-trail travel over rock, snow, or brush. The Everett Mountaineers Scramble course is a 3 month program that covers proper equipment and how to use it, navigation, wilderness ethics, weather awareness, and safe snow travel. The course goal is to teach the skills necessary to scramble enjoyably and safely, without the use of ropes and technical gear.
Alpine Scrambling Course Prerequisites Scrambling requires good physical condition, and a positive mental attitude. Scrambles are often challenging.
This 3 month course involves 6 lectures and 3 weekend field trips, so it also requires a significant committment of time.
Enroll by visiting www.everettmountaineers.org Or call ([REDACTED_PHONE]
For those who want to learn about technical or roped climbing techniques, glacier travel, or the use of crampons, please enroll for the Basic Climbing Course at www.mountaineers.org.
Equipment and Clothing
It is not necessary to buy anything yet. There will be a lecture dedicated to proper equipment and clothing early in the course. However, proper clothing and equipment will be required to complete the course. This can be a substantial expense, depending on whether it is used or new, bought or rented, etc.
Freedom of the Hills
Course reading assignments are from Mountaineering: The Freedom of the Hills, published by The Mountaineers. The latest edition of this textbook is a comprehensive resource and is available at libraries, bookstores, gear stores, and at www.mountaineersbooks.org
Benefits of Graduating
Graduates of the Everett Alpine Scrambling Course have the confidence to navigate properly in the wilderness, to administer wilderness first aid, and are properly prepared for safe outdoor adventures in the mountains in any season.
Graduates are also introduced into a community of hikers, scramblers, and climbers with a mutual love of nature, and who practice stewardship for the outdoors. Mountaineer members can sign up for many scrambles listed on our website. There's also informative talks and presentations, volunteering opportunities, and other events as well - there's always something fun going on! Check out: www.everettmountaineers.org
Graduating the Alpine Scrambling Course Course graduation requires:
-Attendance of all scheduled lectures and field trips.
-Completion of Navigation Course.
-Completion of Wilderness First Aid Course.
-Participation in trail or lookout maintenance.
-Completion of 3 scrambles.
Wilderness First Aid and Navigation Courses are required for graduation, but have separate enrollments and tuition. Alpine Scramble Course tuition excludes Mountaineers membership.
Students have 2 years to complete requirements. Make-up field trips at other branches is possible, however, not guaranteed.
Classes start in February and run through May. Class meetings are held weekly in the Everett area.
Refunds for dropping will be granted up to the evening of the second lecture.
Check our website for details: www.everettmountaineers.org
For further information contact us at: [REDACTED_EMAIL] or call ([REDACTED_PHONE]
The Mountaineers 7700 Sand Point Way NE Seattle, WA 98115 att: Everett Mountaineers
Photo credits: Steph Abegg, Karen Crowe, Don Swanson, Geoff Morgan, Steve Fox | web | https://www.mountaineers.org/locations-lodges/everett-branch/committees/everett-alpine-scrambling-committee/web-pages/scramble-brochure/at_download/file | 0.490911 | {
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Full-day Tour
Netley
Wednesday, May 5
H
Rockhampton
Showgrounds
Your Hosts, Dale and Alicia Retschlag welcome you to "Netley" for a full day tour with a focus on biology, soil health, regenerative agriculture, high density grazing and livestock handling.
'Netley', is a 485-hectare property located near Goovigen, 121 kilometres south west of the Beef Capital of Australia, Rockhampton.
Dale grew up on a dairy in the South East Queensland region and realised the importance of livestock integration in a cropping system. The Retschlags purchased Netley four-years-ago and are improving soil health by using a multifaceted approach which includes irrigated multi-species fodder crops and livestock integration to stimulate root growth, biology and soil carbon. This system has helped reduce water usage as well as synthetic inputs and tillage.
relationship between the different plants which enhances microbial activity in the soil therefore creating a stronger more resilient plant population.
Wagyus are intensely grazed under five centre pivots - three are producing multi-species crops while two are irrigated leucaena. Livestock production and performance has increased. The multi-species crop is beneficial as it provides a symbiotic
The full day program will include an overview of the operation prior to morning tea, followed by paddock walks to look at crops, livestock and grazing management, prior to a soil health discussion during lunch. After lunch, Neil McDonald - who conducts Livestock Handling and Working Dog schools - will provide a cattle handling demonstration. By having co-operative livestock you are able to successfully incorporate livestock into a cropping rotation program which is essential to good regenerative practices.
At the conclusion of the program, guests will depart Netley, arriving at the Rockhampton Showgrounds at 4.30pm.
Itinerary
beefaustralia.com.au/propertytours | web | https://beefaustralia.com.au/wp-content/uploads/Netley.pdf | 0.429252 | {
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CHARITY CAMPAIGN AWAKENS TEENS TO THE VALUE OF SLEEP
Award-winning voluntary organisation, The Sleep Charity, launches its brand-new online Teen Sleep Hub today (1st October) at the heart of its campaign 'Teen Sleep Matters' to promote the importance of sleep for young people's mental health.
Over the past three months, The Sleep Charity has been developing the project thanks to funding it received from the National Lottery Community Fund and Coronavirus Mental Health Response Fund (administered by the charity, Mind, in partnership with the Mental Health Consortia).
Ahead of World Mental Health Day (10th October), the launch of the Teen Sleep Hub – aimed at teenagers, not parents – addresses the link between poor sleep and mental health as well as the triggers for sleep deprivation and the practical strategies that can be put into place.
The online provision means young people can now access sleep support no matter where they are. It features sound knowledge and helpful advice to get a good quality night's sleep and for those who want to know a little bit more, the eBook 'You and Your Sleep' can be freely downloaded from any device.
Vicki Dawson, CEO of The Sleep Charity, said: "We have been supported on this project by our amazing Youth Advisory Panel, made up of young people aged between 13 and 19, across the country. They have been an invaluable asset in guiding us with the kind of online tools they would find useful, where they currently look for advice and what the barriers are for getting a good night's sleep.
"Teens don't always prioritise sleep. Instead they will often sacrifice their sleep to cram in revision, tackle schoolwork, watch YouTube or spend time chatting with friends on social media. The aim of this Teen Sleep Matters campaign is to ensure young people value the importance of sleep for their physical and mental wellbeing, empower them with knowledge around sleep and feel confident to take the first steps towards making a positive change."
Mark Rowland, Chief Executive of the Mental Health Foundation, said: "We know that good sleep is a fundamental building block for young people's mental and physical health. But our research has shown that many young people are struggling with their sleep and that it is having a negative effect on their mental health. We know that significant numbers of teenagers are not getting the sleep they need in a typical week and are too tired to do schoolwork or study or concentrate in class. That is why a resource like this is so important."
Added Vicki: "This is an ongoing project so we will continue to add more assets and functions to the website so that young people can get the most up to date useful advice and help they need regarding their sleep.
"COVID-19 has seen an increase in sleep issues. However, we know that teen sleep is an issue full stop with many not getting the amount they need to function and perform at their best. This is down to several factors including biological changes, school, relationships and technology. We hope our new Teen Sleep Hub will educate young people about the importance of a good night's sleep."
To find out more please visit www.teensleephub.org.uk
ENDS
PRESS CONTACT
For more information contact Lisa Artis at The Sleep Charity [REDACTED_EMAIL] | 07889 541837
Established in 2012, The Sleep Charity's mission is to empower the nation to sleep better. It supports 30,000 families a year – through its team of trained practitioners and volunteers – with its behavioural approach to sleep issues. It has contracts with local NHS clinical commissioning groups and has also won a host of accolades including the Queen's Award for Voluntary Service, FSI Small Charity, Big Impact Award and the GSK Impact Award and Third Sector Award. | web | https://www.stgcc.co.uk/attachments/download.asp?file=728&type=pdf | 0.477497 | {
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The basic set of rules for beginning bicyclist
1. No playing in the road.
2. No riding on busy streets.
3. Stop and look before entering a roadway to cross or for any other reason.
4. Bicycle ride with traffic regardless of whether it is on the road, on the shoulder or on the sidewalk.
5. Stop for all stop signs and obey all other traffic signs and signals.
6. Make your own decisions (don't do something just because a friend did it).
7. Keep at least one hand on the handlebars at all times -- two is better.
8. No riding at night -- even in broad daylight bright clothes are good.
9. Even if you are doing everything else right, it is a good idea, and sometime the law, to wear a helmet.
10. Inspect your bike for proper working condition.
Provided by:
Biker's Choice Bicycle Shop Hendersonville (beside Publix)
[REDACTED_PHONE]
For More Educational Info visit:
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Question A: Kãa, Kai, and Khai
A1. Match up the words 1-20 with their translations A-S, remembering that one of A-S will appear twice.
1. at
compress
R. to compress
2. chiiãng mai
city-new
B. Chiang Mai (='New City')
3. dòm
boil
Q. to boil
4. kãã dòm
kettle-boil
I. a kettle (for boiling water)
5. kãã kããfããe
kettle-coffee
D. coffee pot
6. kãã nâm
kettle-water
I. a kettle (for boiling water)
7. khàào mãn kai
rice-grease-chicken
F. Hainan chicken rice
8. khai
egg
E. egg
9. khai dòm kháeng
egg-boil-hard
G. hard-boiled egg
10. khai kai
egg-chicken
C. chicken egg
11.mââi at
wood-compress
O. plywood
12.mai
new
L. new
13. mãn
grease
N. fat, grease
14. nâm
water
S. water
15. nâm at lõm
water-compress-air
A. carbonated drink
16. nâm kháeng
water-hard
H. ice
17. nãaeo
line
J. line
18. nãaeo mâai
line-wood
K. a line of trees
19.rãakhãa mai
price-new
M. new price
20.rãakhãa nâm mãn
price-water-grease
P. the price of gasoline
A2. (a) khàaorice.............. (b) kãã kettle/pot...... (c) chiãngcity...................
A3. 'beautiful line' nãaeo ngãam.....................................................................
Note that the word for "beautiful" is in the blurb
Question B: Focus on Paiwan
WORD ORDER IS SIGNIFICANT
Paiwan has 4 types of focus in a sentence: Agent Focus (AF), Patient Focus (PF), Referent Focus (RF) and Instrument Focus (IF). Depending on which element of a sentence is focused, the verb conjugates differently.
Agent – subject of transitive verb
Patient – object of transitive verb
Referent – location/time/beneficiary of action
Instrument – instrument/cause/motivation of action
The affixes are:
AF: -m- after initial consonant
PF: -en
RF: -an
IF: si-
The article of the noun phrase changes depending on whether it is focused or not:
a
= focused element/equational construction marker (CM=)
tua
= unfocused non-agent nua
= unfocused agent/genitive construction marker (CMgen)
CM= means that two elements are equal to each other or describe each other.
Another way that you could look at these constructions is that the verbal affixes are derivational morphemes that change the verb into a noun, i.e. kan = eat, k-m-an = the one who eats, si-kan = the thing with which one eats. In this instance, the agent becomes the 'possessor' of the new noun and so goes into the genitive case (nua).
Both these explanations describe the same data and either would lead to a correct interpretation.
Question C: Iñapari
C1 (a) You (s) heard us
(b) They (m) do not want to love them (m) again
(c) We did not make you (p) kill
C2 (a) rynohapiramanahâî isa
(b) nojamachajimari
(c) aapihunuamarona
C3. Explain the grammar of the Iñapari verb
```
Morph order is: NEG – SUBJ- stem – VOL/CAUS – ma – REPET – OBJ – 3pSUBJ aa pira / chaji naha na Suffix –ma appears in allcases except when pira is by itself
```
Subject affixes are:
The object affixes are:
* a-î > âî
Question D: Arapaho word forms
D1. Fill in the missing cells (a)-(v). If you think the form does not exist, write N/A. If you think there are multiple possible forms, write them all. (Use the space below if necessary.)
D2. Explain your solution (Use an extra sheet if necessary)
Nouns have two "stems", S1 and S2. Rules for going from S1 → S2 and v.v (except (a)
e.
-x
-3
f.
-c
-k
Finally, ne- → hi- in possessed nouns in obv. sing. ("person" changes)
Question E: Mo le ka
E1. Write the following Yoruba numbers in figures
E2. Write out the following in Yoruba
(a) 12 èjilá
(b) 53 ẹ̀tàdàádota
(c) 57 ẹẹ́tàdilogóta
(d) 64 ẹ̀rindogóta
(e) 99 òkándilogórun
E3. Explain how the Yoruba counting system works.
Yoruba's counting system is based on 20s, with counting back. Exact scores (40,60,80,100) are expressed as 20 (ogó) times 2,3,4,5).
Tens 30,50,70,90 are expressed as 10 before (àádo) the next score.
For units <6 the pattern is unit plus (
d
) tens.
Units 6,7,8,9 are expressed as 4,3,2,1 before (dil) the next ten.
In addition, the basic numbers undergo some tone pattern changes.
Teens are expressed by adding lá to the base number. | web | https://ailo.adaptcentre.ie/wp-content/uploads/2021/01/AILO-2020-Round-2-Solutions.pdf | 0.490461 | {
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CHURCH OF ENGLAND - SELECTED PRACTICES
[common during the reign of ER I]
Church attendance is compulsory on Sundays and Holy Days. Each parish has 3-4 men who enforce this, and report slackers directly to the bishop.
At Service, men are required to uncover and to bow the head at the name of Jesus. "Swiss reformers" [radical Protestants] call this superstitious and generally refuse to do so.
Holy Days are for hearing God's Word and doing godly works [such as visiting the sick/poor]; not to be spent in entertainments. Work, however, is allowed and even encouraged during harvest time.
"Puritan" is a term of abuse for the "hotter sort of Protestant"; reformers refer to themselves as "the godly".
Parishioners are exhorted to remove religious images/shrines from their homes.
No inns or alehouses shall sell meat or drink during the times of Services.
No shops open on Sundays; no showing of wares at market faires falling on Sundays until services are ended.
Clergy are bound to exhort the people to learn the Lord's Prayer, the Creed, and the Ten Commandments by heart; parents and house holders are bound to teach their children and servants the same. Schoolchildren are to learn the Grammar set forth by Henry VIII, and to memorize certain Scripture passages.
All printed material must be licensed by the Queen; or a committee made up of both Archbishops, both university chancellors, the bishop and archdeacon of the locale.
Each parish is to have a large volume of the Bible in English and a "Paraphrases of Erasmus also in English upon the Gospel", kept in a convenient place in the church, so that anyone can come and read of them during times outside of common Services.
No one may preach without a license from either: the Queen or her visitors; the Archbishop or the Bishop of the diocese. Fourpence charged for paper and wax.
Cathedrals and university churches had elaborate music; some parishes had none at all, except for psalm singing.
At Communion time [during Services on the 1st or 2d Sunday of the month, at least 4 times a year], a procession forward to the Communion Table to receive while kneeling was mandated. Radical congregations used a portable table, set in their midst at Communion time, and passed the elements around for reception while sitting or standing.
Every cleric shall provide himself with his own copy of the New Testament in both Latin and English; and shall daily read one chapter each of the Old and New Testament.
No processions around churchyards, except for the annual "perambulation of the circuits" of the parish ["beating the bounds"] by the curate and landowners, prior to attending Service.
Each parish shall have 2 strongboxes: one requiring 2 keys [curate and lay warden] to store the book recording weddings/christenings/burials; another, permanently fastened down and with a hole in the top, as a poor box, needing 3 keys [curate and 2 honest laymen].
Sources:
Dornan, Susan, Elizabeth I and Religion, 1558-1603, Lancaster Pamphlets (Routledge, London, New
York) 1994.
The Injunctions of 1559, Hanover Historical Texts Project (Hanover College) 2001.
The Advertisements of 1559 [1566], Hanover Historical Texts Project (Hanover College) 2001. | web | http://stgeorgenorth.org/yahoo_site_admin/assets/docs/W03-C_of_E_Practice_under_ERI.100125939.pdf | 0.42159 | {
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Awareness Practice: Doing Love Translations and Practicing Self-Love
Practicing with self-love means being able to feel that love flowing for yourself. If you typically feel less than loving toward yourself, you won't be able to feel love for others. Experiment with the following:
Write or contemplate the statement, "I am lovable, I deserve to have love in my life." See if any memories opposite of being loved come up. If so, write down a list of what you're thinking.
Now take two or three of these memories and write down how you would like to have been treated in those situations. Make this as realistic as possible. This will be the model for how you want to be treated from now on.
If those memories included someone being less than nice to you, see if you can make a Love Translation. Also, see if you can imagine a Joyful Solution that might work if a similar situation comes up in the future.
In order to practice Love Translations instead of fear translations, you'll want to practice EATing more often: evaluate and translate (see page 136). It can be like a fun game.
For example, if someone on the phone seems rude, you can realize that it probably has nothing to do with you, and you can say something like, "We seem to have gotten off to a bad start here — let's start over. I appreciate your help and knowledge with ."
If someone close to you seems to be acting in an annoying or upsetting way, you can remove yourself briefly and remind yourself to EAT before you act. Maybe their blood sugar is low, or work was hard, or you know they're feeling scared. You don't need to say these things out loud to them in order to do your Love Translation.
As you go about your day, notice when you feel loved or appreciated. Notice when you're able to evaluate and translate to make your experience more loving.
Then savor those experiences. Review and bask in what felt good. You can do this by thinking about what pleased you, telling friends about it, or writing it down. This will expand your abilities to feel more love for yourself — and others — more often.
To receive more scrumptious information about Love Translations, go to: SucculentWildLove.com/Translations | web | https://planetsark.com/wp-content/uploads/2015/11/translations.pdf | 0.46775 | {
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poland & prague you're invited on a pilgrimage to to experience divine mercy, saints, and shrines in the heart of europe
A pilgrimage to Poland and Eastern Europe is a step into rich Catholic history and tradition. Travel to the heart of Europe and witness the miracle of Our Lady of Czestochowa, the beauty of the Wieliczka Salt Mines, the tragedy of Auschwitz, and the richness of the Lord's Mercy. Come see the birthplace and hometown of St. John Paul II, and venerate the original statue of the Infant Jesus of Prague.
Wieliczka Salt Mine
poland
czech republic
sokolka
bialystock
niepokalanow warsaw
czstochowa
krakow
wieliczka
wadowice
prague
brno
Itinerary includes:
warsaw
* Pray at the tomb of the martyred priest Fr. Jerzy Popieluszko
* Enjoy a full day tour of this historic city
* Follow the Royal Route to Lazienki Park and see the Palace on the Water
niepokalanow
* Visit the Shrine of Our Mary Immaculate and St. Maximilian Kolbe
* Learn about St. Maximilan Kolbe's apostolate and the Militia Immaculata
czestochowa
* Venerate the icon of the Black Madonna in the Jasna Gora Monastery
krakow
*
Celebrate Mass at the Cathedral of St. Stanislaw, Poland's second most important pilgrimage shrine
* Explore areas of the city frequented by St. John Paul II and see where he studied for the priesthood in secret during World War II
* Enjoy a guided tour of the shrine of Divine Mercy and venerate the image of Divine Mercy and St. Faustina's tomb
wadowice / kalwaria zebrzydowska
* Visit the birthplace of Pope St. John Paul II and the museum in his childhood home
* Travel to a favorite pilgrimage site of the young Karol Wojtyla and pray at the many chapels and shrines
auschwitz-birkenau
* Pay your respects to the victims of the Holocaust, including St. Edith Stein ans St. Maximilian Kolbe
* View St. Maximilian's cell and the Martyrdom Museum
wieliczka salt mine
* Stand in awe in one of Europe's oldest salt mines
* Explore the underground chambers and decorated chapels carved out of salt
prague
* See the Loreto Shine, one of the most important pilgrimage shrines in the Czech Republic
* Venerate the original statue of the Infant Jesus of Prague
* View the famous Astronomical Clock which comes alive when the hour strikes and the twelve disciples appear to bless the crowd
* Journey to the Kutna Hora to see the Sedlec Ossuary, popularly referred to as the "Bone Church" which contains the exhumed remains of up to 40,000 people
Loreto Shrine
Estimated Base Price: $3,500.00
Includes base airfare, double occupancy, accommodations, transportation, breakfast daily, dinner per itinerary and entrance fees. Not included: air taxes/fuel surcharges (est. $500), gratuities (est. $120)
Pilgrimage Coordinator: Jeannie Presley
Register at TektonMinistries.org
317- 574-4191 | [REDACTED_EMAIL]
Tekton Ministries has been leading Catholic pilgrimages to the Holy Land for more than 20 years. Working closely with your priest to create thoughtfully planned itineraries, we help make the Catholic faith more tangible to your daily life by taking you where the seeds of Catholicism were first planted to be spread across the world. Although we visit numerous sites in this holy and historic region, daily Mass and time for prayerful reflection are important parts of each day's experience. | web | https://www.tektonministries.org/wp-content/uploads/2019/07/200908-PO-WER-flyer_web.pdf | 0.426629 | {
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Benefits:
• Saving up to 70% air consumption
• Maintenance free – no moving parts
• Simple and easy to operate
Air Amplifier
Series ZH-X185
Air Amplifier
What is an Air Amplifier?
It is a simple, light, cost effective tool that takes energy from a small volume of compressed air to produce high velocity, high volume, low pressure output airflow.
How does it work?
In simple terms: it multiplies the flow. For one unit of air you feed into the device, it creates output flow 4 times greater.
Blowing is possible at a flow rate quadruple that of the supplied air.
Suctioning is possible at a flow rate triple the supplied air.
The Air Amplifier uses the Coanda effect, the phenomena in which a jet flow attaches itself to a nearby surface and remains attached when the surfaces curves away from the initial jet direction. Using a small amount of compressed air as their power source, Air Amplifiers pull in large volumes of surrounding air to produce high volume, high velocity outlet flow.
Features
- Energy efficiency – 1:4
- Instant on-off control
- Air driven – no electrical supply required
- It is a flow amplifier not a pressure booster
- It can replace a fan/s
Benefits
- Air consumption saving – reduces air consumption for air blows by 70%
- Maintenance free – no moving parts
- Simple and easy to operate
- Quiet
- Safe
Application examples
**Blow**
Dispersal of water droplets
Blowing off cutting chips
**Vacuum**
Extraction of solder fumes
**Transportation**
Transportation of materials such as pellets and powders
Air Amplifier – technical details at a glance
ZH20BX185
Passage diameter
- Bracket
- No bracket
- With bracket
10 13 mm
20 21.6 mm
30 30 mm
40 42 mm
Warning
1) Objects that have been sucked in may be discharged with the exhaust air, so make sure the exhaust port is not facing towards people or equipment.
2) Do not use in an environment containing corrosive gases, chemicals, organic solvents, sea water or steam, or where it will come into contact with these fluids.
For safety precautions and common precautions for vacuum equipment, refer to “SMC Product Handling Precautions” (M-E09-3B).
Specifications
Flow rate characteristics
ZH10-X185
- Vacuum pressure [kPa]
- Discharge flow rate [l/min(AIR)]
- Suction flow rate [l/min(AIR)]
- Air consumption [l/min(AIR)]
ZH20-X185
- Vacuum pressure [kPa]
- Discharge flow rate [l/min(AIR)]
- Suction flow rate [l/min(AIR)]
- Air consumption [l/min(AIR)]
ZH30-X185
ZH40-X185
Note 1) Suction flow rate is a theoretical value.
Note 2) The characteristics above show the values when the discharge pressure is atmospheric pressure.
Note 3) If the filter is installed to collect dust in the outlet side piping, make sure it does not cause back pressure.
### External Dimensions Drawing
#### ZH10~20-□X185
#### ZH30~40-□X185
---
**Note 1)** Do not use this threaded part for mounting.
---
**We love energy-saving products that save money and help the environment!**
---
**SMC CORPORATION (Europe)**
---
*Specifications are subject to change without prior notice and any obligation on the part of the manufacturer.* | web | https://static.smc.eu/pdf/ZH-X185_EU.pdf | 0.471932 | {
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Can you explain the concept behind cold conditioning of strawberries? It seems complicated and I don't understand why it would be so important to pay so much attention to it.
The cold conditioning to which you refer is an essential part of growing and producing strawberries in California. This cold conditioning is defined as being the cumulative period, measured in number of hours or days below a certain temperature that is needed to produce the internal changes in the strawberry plant that result in the normal sequence of growth following winter dormancy. In strawberries, the time accumulated at temperatures between 28 and 45 degrees Fahrenheit are considered to be effective and are counted as towards chill requirement.
Chill requirement in California strawberry is actually made up of two stages. One stage is what the plant accumulates in the field before being harvested, and the other is accumulation of chill after harvest and the plant is in storage. There is a difference between the two. In-field chill takes place when the plant is still in the soil, out in the open and still has all its leaves. Supplemental chill takes place after harvest of the plant and occurs in a constant near freezing temperature, in the dark and the plant has none to very few leaves left.
So what strawberry growers need to do is strike the right balance between vigor and vegetative growth and fruiting. If there is too little vigor the plant is of reduced fitness and does not have a capacity to produce a large amount number of fruit, whereas a plant with large amounts of vegetative growth will have its fruiting ability compromised, since it is dedicating too many resources in the production of leaves, crowns and runners.
Additionally, accumulation of chill in the strawberry transplant makes it stronger and better able to survive the stress of harvest and subsequent transplant. Harvest of transplants means their leaves are cut off, they are ripped from the ground, tumbled in a drum and exposed to drying out in the open air. So, while in theory it is possible to grow good productive plants from transplants that are short of the recommended chill requirement, in practice, namely a commercial operation, plants lacking in supplemental chill requirement will not do well and some will probably not survive transplanting. | web | https://ucanr.edu/sites/uccesc/files/219254.pdf | 0.421142 | {
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CHECK_IN QUESTIONS
What is the story behind your name?
If you got a tattoo, what kind would you get and where would you put it?
What would be on the menu for your ultimate birthday dinner?
What view would you love to have from your room?
What celebrity would you choose to have dinner with?
What would you like to be famous for someday?
Would you do anything differently if you didn't care what people thought?
What would you like to learn to do someday?
What new name would you choose for yourself?
If you could attend school in another country, which would you choose?
Would you accept the opportunity to live forever?
Who would you like to trade places with for a month?
Where would you most like to travel?
What event in the past or future would you like to witness in person?
Which famous athlete would you love to meet?
Will you discipline your children in the same way as you are disciplined?
What is one fear would you like to conquer?
What is the perfect age?
What makes you laugh the hardest?
What would you like to be doing in ten years?
Which of your teachers has had the greatest impact on you?
What kind of party would you throw if you had an unlimited budget?
Do you have any habits you would like to give up?
Would you rather be a great musician, athlete, scientist, artist, politician, or writer?
How would your plans for the future change, if you knew you would inherit a fortune?
What one question would you love to ask a psychic about the future?
What should be the role of parents during the teen years?
What special talent would you like to have?
What superpower/skill would you like to have?
How would you solve the problem of drunk driving?
How would you solve the problem of homelessness?
What are the reasons you believe, or don't believe, in God?
Is hunting animals for sport right or wrong?
What personal trait has gotten you in the most trouble?
Is there a difference between who you think you are and how others perceive you?
What will be the best and scariest parts about leaving home?
How would a woman president be different from a man?
What would you save first if your house caught fire?
What will be the best and worst things about being an adult?
What one thing would you like to learn how to cook?
Who are your role models?
What is the most significant problem facing the world?
Mailing Address: 5320 Hemlock St, Sacramento, CA 95841
916.979.8673ph -[REDACTED_PHONE]
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Destroy the 'Mona Lisa' for an NFT? Beatrice Harvey
Is there something valuable lost in moving away from experiencing physical works of art (such as paintings or sculptures) and instead experiencing these works only virtually? Do the benefits of art's transition to the digital space outweigh these costs? If, for example, the Mona Lisa was destroyed but there was a perfect virtual representation of it available, would anything really be lost?
Would you enter the "experience machine" the author discusses? What reasons might we have to prefer our present reality to a life lived in a simulation?
Do you think that the public's experience of art is what makes it valuable or does it's importance come from somewhere else? If no one besides the artist ever saw a particular piece of art, could it still be valuable to us?
As the author points out, some people argue that art should be more widely accessible in many cases, only those who have the resources necessary to travel or purchase art can experience famous pieces. Do you think that experiencing art should be more equitable? That is, do you think there are reasons people ought to be able to see famous works of art, regardless of their resources? Are people really being deprived of an important good if they never get the opportunity to go to a museum, for example?
If you think all people ought to be able to experience important pieces of art, does this also mean that artists should potentially be prevented from destroying their art (thus preventing people from seeing it)? Or should artists have complete control over their work? | web | https://www.prindlepost.org/wp-content/uploads/2021/08/Destroy-the-Mona-Lisa-for-an-NFT-.docx.pdf | 0.523705 | {
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NORTH-EX PUBLIC SCHOOL
(Senior Secondary Affiliated To CBSE)
School block, Jain nagar,Sector -38,Delhi-81
Clas : Pre -Primary (Worksheet 3 of EVS) (2020-2021)
Note- Before attempting the worksheet you must check the links given below which will help you in doing the same correctly.
Link :- https://youtu.be/IsJM-GB89X8
You can download the worksheets or if you do not have facility to get printout then you can ask your ward to copy the worksheet in a simple note book and must do exercise and question answers in the note book.
See the given pictures of our sense organs.
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Add a new dimension to play
An interactive sound device for swings.
The Son-X Octavia is an interactive sound device that brings traditional swings into the digital age – encouraging children to spend more time playing outdoors. It can be fastened on any swing chain and offers staff at kindergartens and schools as well as community planners the possibility to upgrade play equipment to a new, exiting level.
Audio games.
The product includes three interactive audio games that can be played by children from a young age. After a certain time on the swing and/or when the child reaches a certain height he or she is rewarded, i.e. with a sound experience. This motivates the child to stay on the swing in order to reach the next level, which may trigger more sounds.
Awakens curiosity.
The Son-X Octavia combines modern, interactive technology with traditional outdoor recreation. It awakens the child's curiosity to explore new possibilities through physical activity.
APPLAUSE
CONCERT
BEAT
Can be attached to any swing.
The Son-X Octavia runs on solar power, which means there is no need for cables on the playground. The solar cell panels are placed on top of the product and work even in cloudy conditions. There are speakers placed internally and positioned downwards so that the sounds can only be heard in the proximity of the user, which enhances the experience.
Technical information:
Assembly:
Can easily be fastened on any swing chain.
Inspection/Maintenance: Each week/every season.
Power:
No cable needed – self sustainable solution.
Battery capacity: play for 20 hours on a fully charged battery.
Solar panel recharging 20-30 hours.
Battery lifetime estimated to at least 2 years. Solar panels work even in cloudy conditions.
Components:
Durable, waterproof plastic cover. Solar cells covered with hardened glass. Built-in loudspeakers. USB connection for
installation of new games. Batteries. PCB board.
Construction:
Tested and approved in accordance with the European standards EN 1176.
The Son-X Octavia is sold through HAGS. | web | http://son-xplay.com/media/Son_x_octavia_folder.pdf | 0.424293 | {
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6270
Civil War. Portrait of Edwin M. Stanton seated
Edwin M. Stanton. Stanton was first President Abraham Lincoln's Attorney General, and then his Secretary of War during the Civil War. From negative from life in Brady collection, Army War College, Washington, D.C.
Identifier
NYSA_A3045-78_6270
Alternate Identifier
Negative Numbers:
DMS ID Number: 1318
Date
January 1 1912
Contributor
Matthew Brady (photographer)
Repository
New York State Archives
Source
New York State Archives. New York (State). Department of Education. Division of Visual Instruction. Instructional lantern slides, ca. 1856-1939. Series A3045-78, No. 6270.
Rights
This image is provided for education and research purposes. Rights may be reserved. Responsibility for securing permissions to distribute, publish, reproduce or other use rest with the user. For additional information see our Copyright and Use Statement
More From This Series
Division of Visual Instruction instructional lantern slides
Geographic Locations
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Cats and Hairballs St. Michael Veterinary Clinic
Cats spend as much as one third of their waking hours cleaning and grooming. This natural instinct makes them ideal house pets, but it can lead to "HAIRBALLS."
THE PROBLEM:
During the cleaning process, cats often swallow their own hair. Hair cannot be dissolved by the cat's digestive system and accumulates in the gastrointestinal tract where it can interfere with normal digestion and elimination.
WHAT CAN BE DONE:
Daily brushing of the cat's coat to remove loose hair is good preventive medicine. Besides brushing the coat, several medications are available to eliminate hairballs and help prevent their recurrence.
Laxatone contains a gentle, non-irritating, effective intestinal lubricant to aid in the elimination of swallowed hair and prevention of hairballs. Cats usually like the fish flavor of these preparations and take them easily. Other cats will take it by licking it from a paw or nose.
LAXATONE DOSAGE:
The average cat should get one inch of hairball remedy 2-3 times weekly as preventative. During periods of heavy shedding, or if signs of problems with a hairball are seen, cat lax can be given up to two or three times a day for five days. If too much cat lax is given, the stools will become loose. If hairballs continue to be a problem despite regular use of cat lax, your veterinarian may recommend increasing the amount of fiber in the diet with a supplement or new food. If the vomiting becomes more frequent, it would be best to consult with your veterinarian on next best steps/diagnostics. | web | http://www.stmichaelvet.com/uploads/6/5/2/6/65267507/cats_and_hairballs.pdf | 0.517295 | {
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給家長和老師們的信（2021/2022-1）
親愛的家長和老師們：
在疫情仍未完全平靜下來的時候，新的一個學年又開始了，幸好可以回校開學，第一天的早上孩子們喜氣洋溢的給校園注滿了生氣。
特別一些一年級的家長和孩子們匆匆忙忙的在校園裏留下倩影，是的，這是人生的一個重要日子，孩子們展開了簇新的一頁，加入了一個快樂且充實的學習樂園。
今年是學校的第 20 年，一個完整的數字，回首創校的情景，歷歷在目，感恩一直以來老師團隊的努力，家長們的支持，把教育理念實現出來，使我們的夢想成真，感謝大家！
2020-21 年度的學業成績可以說是大豐收，IBDP, IGCSE 兩個校外的考試都創佳績，IB 有 8 位滿分狀元，更使我感動的是有 70% 的同學考獲 40 分以上，IGCSE 更有 91% 的孩子取得六科 A 或 A* 以上的成績，看到大部份的同學能攜手取得佳績，不是更值得驕傲嗎？看着他們長大，見證着他們主動積極的學習，是何等大的福氣！
學校今年的主題是：Succeeding Together，標誌着學校的成功主要在於大家的團結合作，共同努力為孩子們營造一個和諧且愉快的學習環境，沒有對立，沒有比較，只有互相信任和支持，祝願新的一年，繼續傳承合作共融的文化，學效奧運精神，以和平、忠誠，友愛的態度攜手邁進！
祝身體健康，生活愉快！
劉筱玲博士
創校校長及顧問
二零二一年八月廿三日
Dear Parents and Teachers,
While the epidemic has not yet cleared away completely, a new school year has begun. Fortunately, we can return to school to start our new term. The children filled the campus with joy on their first morning back.
Our Year 1 children and parents made their first footprints on the campus and were especially welcomed. This is indeed an important day in life. A new chapter and page has opened. Welcome to our happy and fulfilling learning paradise.
This year marks the 20th year since the establishment of CKY School, a well-rounded number. When recalling the scene of the school’s founding, which I still remember vividly, I am grateful for the efforts of our close team of teachers and the loyal support of parents for realising our educational ideals and turning our vision into reality. Thank you, everyone!
The academic results of the graduates of 2021 can be said to be a bumper harvest. Our students have achieved exceptional results in both public examinations. Eight IB students achieved a perfect score of 45-points. What makes me even more delighted is that 70% of students scored more than 40-points in the Diploma Programme. IGCSE results were even more impressive, where 91% of students achieved six A or A* grades or higher, and most of the students achieved very good results. As educators, what else can we feel but the deepest pride and joy in our students’ success? What a blessing it is to watch the children grow up and witness their active learning journey!
Our school theme this year is ‘Succeeding Together’, which reflects the main factor leading to the school’s success: the unity and cooperation of everyone, working together to create a harmonious and pleasant learning environment for the children. There is no confrontation nor comparison, only mutual trust and support. Our collective wish is for students to continue being guided by deep-rooted values of cooperation and inclusiveness; the Olympic spirit! And then, to see them march forward hand-in-hand in a bond of peace, loyalty and friendship!
I wish you all good health and a happy life!
Dr LAU, Siu-Ling
Founding Principal
School Consultant | web | http://cky.edu.hk/wp-content/uploads/2021/08/Letter-to-Parents-and-Teachers-2022-1.pdf | 0.497228 | {
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EPISODE NO. 209
Neh. 4:1-18
The Wall Was Guarded
1 Sanballat heard that we were rebuilding the wall of Jerusalem. He was very angry. In fact, he was furious! He made fun of the Jews. 2 He said to his friends and the army of Samaria: "What are these wimpy Jews doing!? They actually believe that they can rebuild the wall {of Jerusalem}! They think they will offer sacrifices again! Perhaps they think they can finish it in only one day!? They cannot bring stones back to life. Those are only piles of trash and ashes!"
3 Tobiah the Ammonite was next to Sanballat. Tobiah said, "Yes, if a fox were to climb up on what they are building, it would knock down their stone wall!"
4 I (Nehemiah) prayed: "Listen to us, O our God! We are despised. Turn the curses of Sanballat and Tobiah back on their own heads! Let them be captured and taken away like valuables that are stolen. 5 Do not cover up their guilt. Don't blot out their sins from Your sight. Why? Because they have made You angry in front of the builders!"
6 So, we rebuilt the wall all the way around, half-way up. The people were willing to work hard.
7 But Sanballat, Tobiah, the Arabs, the Ammonites, and the men from Ashdod were very angry. They heard that the repairs to the walls of Jerusalem were going forward. They also heard that the gaps in the wall were being closed up. 8 So, all of them made plans to go and fight against Jerusalem. They wanted to stir up trouble. 9 Nevertheless, we prayed to our God. And, we posted guards to watch out for them day and night.
10 The people of Judah said, "The haulers are getting too tired! There is so much rubble! We CANNOT rebuild this wall!"
11 Our enemies have said: 'Let's go among them and kill those Jews! They won't even suspect us or see us. We're going to stop that work!' "
12 Then the Jews who lived near our enemies came. They informed us again and again: "The enemy is about to attack us from every direction!" 13 So, I stationed some of the armed men behind the lowest places of the wall, on the inside. And, I positioned some at the open spaces. I put families together with their swords, their spears, and their
bows. 14 Then I looked around. I got up and spoke to the important men, to the leaders, and to the rest of the people. I said, "Don't be afraid of your enemies! Remember our Lord! He is great and awesome. Fight for your Jewish brothers, your sons and daughters, your wives, and your homes!"
15 Then our enemies heard that we knew about their plot. The one true God had ruined their plans. So, we all went back to the wall. Each individual went back to his own job.
16 From that day on, half of my servants worked on construction. And, the other half were holding the spears, the shields, the bows, and the armor. The officers positioned themselves behind all the people of Judah, 17 all those who were building the wall. Those who carried building materials did their work with one hand, and they carried a weapon in the other hand. 18 Each of the builders tied his sword to his waist, while he was working. The man who would blow the warning trumpet was right beside me. | web | http://bibleresources.org/wp-content/uploads/2015/12/209-Building-the-Wall-and-Defending-It.pdf | 0.427157 | {
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Tech Guide No. 10
What is silicosis?
* Silicosis is a lung disease caused by workers' breathing dust containing silica particles.
* Scar tissue forms in the lungs, reducing the body's ability to get oxygen.
Silica It's not just dust!
2008
* Acute silicosis develops after short periods of high exposure.
* Chronic silicosis occurs after 10 or more years' exposure at lower levels.
* Nearly 2 million workers are exposed to silica every year.
* 100,000 workers are at high risk.
* 250 workers die per year from silicosis.
* There is no cure.
* Prevention is the only answer.
How are workers exposed?
* Sandblasting
* Jackhammering
* Rock or concrete drilling
* Concrete manufacturing and mixing
* Brick and concrete cutting and sawing
* Asphalt pavement manufacturing
* Foundry work
* Demolition
What should be provided for workers exposed to silica?
* Annual chest x-rays and medical monitoring
* Respirators
* Periodic measurement of air quality
* Training programs
PREVENTING SILICOSIS
What are the symptoms of silicosis?
Early stages
* Without medical exam may go unnoticed
Continued exposure
* Shortness of breath upon exercising
* Possible fever
* Bluish skin at ear lobes or lips
* Susceptibility to infectious lung diseases, such as tuberculosis
Progression of the disease
* Fatigue
* Extreme shortness of breath
* Loss of appetite
* Pain in the chest
* Respiratory failure
How can exposure to silica be limited?
Control work processes by
* Using water when cutting concrete, brick, or rock
* Substituting other abrasives (such as aluminum oxide or steel grit) for silica sand
* Using type CE positivepressure abrasive blasting respirators for sandblasting
* Wearing a HEPA or dustmist respirator when silica dust is present.
CONCRETE CORE DRILL | web | http://bldrs.com/media/safety/Jobsite%20Safety/GA%20Tech%20Silica%20handout.pdf | 0.422242 | {
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Industrial Oleochemical Products
Material Safety Data Sheet
Hazard
ratings
2. Hazard identification:
This substance is not classified according to South African National Standard SANS 10234:2007, Globally Harmonized System of classification and labelling of chemicals (GHS).
This substance is not classified in the Annex I of Directive 67/548/EEC according to ESIS (European Chemical Substances Information System).
3. Composition/information on ingredients:
| Personal precautions: | For small spills, good working practice suggests that safety goggles, and impervious gloves should be worn to protect eyes and skin. Respiratory protection should not be necessary if adequate ventilation is maintained where hot vapours of this substance are present. For large spills, no special personal protective equipment above that required for small spills is required. |
|---|---|
| Environmental precautions: | Avoid dispersal of spilt liquid and run-off and contact with soil, waterways, drains and sewers. Material is virtually insoluble in water and floats on water. No data is available for this substance to define it as an environmental hazard. |
| Clean up methods: | For small spills, add absorbent (soil may be used in the absence of any other materials). Scoop up material and place in a sealable container for disposal. For large spills, dike spilled material or otherwise contain material to ensure runoff does not reach a waterway. Add absorbent (soil may be used in the absence of any other materials). Scoop up material and place in a sealable container for disposal. Do not absorb on to sawdust or other combustible materials. Wash the spillage area with water and detergent. The appropriate regulatory body must be alerted to spillages of uncontrolled discharges into watercourses. |
5
14. Transport information:
Special precautions for user:
This product is not classified as hazardous goods according to SANAS 10228:2003
| | 15. Regulatory information: |
|---|---|
| EU regulations: | |
| International regulations: United States (TSCA): Canada (DSL): Australia AICS): | |
| WGK: | |
16. Other information:
This data sheet was prepared in accordance with the Globally Harmonized System of classification and labeling of chemicals (SANS 10234:2007)
| Date of preparation: | 5 July 2012 |
| Date of previous issue: | 2/7/2010 |
| Version: | 01 (redesign and up-date) |
| Compiled by: | J. Crawley (Technical Services Manager) |
Notice to reader:
To the best of our knowledge of this substance and on current EC and international regulations, the information contained herein is accurate. However, neither the above-named supplier nor any of its subsidiaries or agents assumes liability whatsoever for the accuracy or completeness of the information contained herein.
References:
European Chemical Substances Information System (ESIS) | web | http://oleo.co.za/MSDS%20Oleoamide%20130.pdf | 0.430414 | {
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Images
Photography
Images play a vital role in shaping the NAEYC Affiliate brand. Photos can be a mix of meaningful objects, portraiture, and classroom interactions. Choose photos that have a clear focal point and are bright and crisp.
Pay close attention to the content of the image. It's important that photos accurately portray early childhood education classrooms and scenes that demonstrate developmentally appropriate practices.
When selecting a photo,
* Avoid distracting or cluttered backgrounds
* Don't use photos that have logos, cartoon characters, inappropriate sayings, or elements that date the photo
* Watch for overexposed images or shadows caused by camera flash
* Remember that great photos are sharp, balanced, and naturally lit
* Stay away from dark, low-contrast images
* Make sure your image isn't blurry
For more help in selecting photographs, visit NAEYC.org/photos.
Illustration
For most applications, photography is the preferred method of imagery.
There may be times when photos are not appropriate—for example, for
* Infographics
* Digital and website elements such as banners, buttons and badges
* Diagrams, maps, or other technical pieces
* Animation
Choose illustrations that are:
* Bright, simple, and bold
* In the NAEYC colors, when possible
* Flat, with sharp, crisp lines
Avoid illustrations that are
* Overly ornate, too detailed, cluttered, or busy
* Soft, muted, or pastel in color
* Embellished or use unnecessary design effects such as drop shadow, feathering, gradients, or
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K-8 STUDENT Tip CarD
DiD You Know?
. Seventy-five percent of children are willing to share personal information online about themselves and their family in exchange for goods and services. 1
. in 2012, 26% of identity theft victims were between the ages of six and 10, and identity theft has doubled in the past year for children age five and younger. 2
. Child identity thieves use their victims' Social Security Numbers to open credit cards and secure auto loans, student loans, mortgages and business lines of credit. 3
. Seventeen percent of children between the ages of 10 and 13 surveyed reported receiving an email or online message with photos or words that made them feel uncomfortable. 4
Simple TipS
1. Trust your feelings. if something doesn't feel right when you are online, stop what you're doing.
2. Think before you click. Don't open emails or download attachments from strangers.
3. Talk to a parent, teacher or trusted adult if something makes you feel uncomfortable.
4. Keep your personal information private; avoid sharing your name, address, telephone number and the name of your school when using the internet.
5. Just like in real life, treat others like you want to be treated online.
ReSouRCeS AvAilAble To You
NetSmartzKids.org
Clicky, a yellow robot, along with brother-and-sister team nettie and webster teach kids what to watch out for online in this interactive website with videos and games.
iKeepSafe.org
Faux paw, the websurfing Techno Cat, is always on an adventure. Read about her trip to beijing or her experiences with the dangerous download.
1 SentrypC, "Children and Teen Statistics", emarketer, www.sentrypc.com/home/statistics.htm
2 Child identity Theft Report, 2012
3 ibid.
4 www.guardchild.com/statistics/, 2013
NSTeens.org
Real-life stories, games and comics that explore potential online dangers and how to avoid them.
iSafe.org
become an imentor and promote cyber safety awareness in your home, school and community.
iF SomeThing hAppenS online
* Turn off the computer monitor.
* Tell a parent, guardian, teacher or adult you trust.
Stop.Think.Connect. Tm is a national public awareness campaign aimed at empowering the American public to be safer and more secure online. The Campaign's main objective is to help you become more aware of growing cyber threats and arm you with the tools to protect yourself, your family and your community. For more information visit www.dhs.gov/stopthinkconnect. Logo for the Department of Homeland Security.
www.dhs.gov/stopthinkconnect Logo for Stop Think Connect. | web | https://www.montpelier-vt.org/DocumentCenter/View/146/K-8-Safety-for-Kids-PDF | 0.489849 | {
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St Martin's C of E Primary and
Nursery School Learning Narrative
Year Group: 3
The Big Idea
Discovery
Key Question/Mystery
(To start with and return to)
How have discoveries taught us about the past?
Hooks for Learning
(experiences which excite, motivate and hook the children into the learning to come)
- Children receive a letter from Bernie Sparkles saying that he thinks he has found a way to turn his son back but needs to go on a quest to find ingredients to do this
- Viking day- school visit
- Viking boat race
- Fossil dig in trays of sand with brushes and clay tools
- Performance of Viking battle poem with drumming
- Trip to Lyme Regis- Fossil hunting
- Children get sent objects from Bernie Sparkles- Viking Shield, fossil
Playing and Active Learning Creating and
Exploring
Engagement
Motivation
Thinking Critically
Thinking/learning
Process
Key Skills
Reading
Writing
Number
Speaking
and
Listening
Opportunities for Outdoor Learning
Make Viking longhouses in forest
Fossil and rock hunting (Lyme Regis?)
Opportunities to Promote British Values
Reflection on Learning
Cross-Curricular Links (referencing Primary Curriculum/EYFS)
English
Babcock sequences
Arthur and the Golden Rope
Fantastic Women who Changed the World
Most Wonderful GIft
Maths
Hamilton Trust Planning
Number Talks
Science
●
Rocks
●
- compare and group together different kinds of
rocks on the basis of their appearance and simple
physical properties
●
- describe in simple terms how fossils are formed
when things that have lived are trapped within rock - recognise that soils are made from rocks and
Identify 8-10 writing outcomes for the term:
Write a diary/letter from a Viking child
Write an information report/ biography on Mary Anning
Write own saga
Invent: Write quest based on Authur and the Golden Rope
Invent: Fantastic Women Who Changed the World
Invent: The Most Wonderful Gift
Fact file on a chosen Viking God
Non-chronological report on Viking life- clothing, food, houses, etc…
Recount of trip to Lyme Regis
Guide/ leaflet on fossils- How are fossils the key to the past?
Newspaper report- Mary Anning finds sea monster fossil!
If you have a history focus for a term you need to include a geography day (key skills) and ensure that the next term has a geography focus and a history day (key skills). There must be a balance across the year and across curriculum areas; you need to refer to national curriculum and work as a phase to ensure breadth and balance.
Opportunities for Home Learning for the term:
(Daily reading, phonics/spelling games and on-going access to My Maths)
Musical/Auditory
Interpersonal
Naturalistic
Bodily/Kinaesthetic
Linguistic.
Spatial
Intrapersonal
Logical
Spiritual
Every class will use 'Buzz Boards' or a class scrap book to encourage questioning and reflection and to give children opportunities to use the language of learning to describe the process of learning. Every class will annotate the learning flowers in an age/stage appropriate way.
Every class to spend time at the beginning of the year engaging with Being the Best You Can Be and the Principles and Practicalities documents and returning to these throughout the year. | web | http://www.stmartinscranbrook.devon.sch.uk/wp-content/uploads/2018/07/Oak-and-Birch-Learning-Narrative.pdf | 0.460832 | {
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The Great Migration Readers Theatre Script
Based on the book by Jacob Lawrence
Developed by Dr. Rosalind M. Flynn with Ms. VanGelder's Class
Milton Somers Middle School
LaPlata, Maryland
2 Housing was better, but overcrowded and unhealthy.
12 But even up North there was segregation.
All Still?
13 Still.
14 Northerners were mad because they were losing their jobs.
1 African Americans were not welcomed by everyone.
2 So they had to rely on each other.
3 And they did—in their churches and their communities.
4 And even though their new lives were not as ideal as promised
All They kept on coming and coming.
5 Why?
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Seventeenth International Linguistics Olympiad
Yongin (Republic of Korea), 29 July – 2 August 2019
Team Contest Problem
Exercises of rhythmic gymnasts are evaluated by two Judges' Panels: D-Panel (Difficulty) and E-Panel (Execution). The D-Panel is concerned with what movements a gymnast chose to perform, while the E-Panel evaluates how well she succeeded in doing them. The D-panel judges use a special notation system to write down gymnasts' exercises.
Study the entries 1–48. Work out the rules of the notation system and the principles of scoring. Some entries come with videos. You may watch the videos on the designated computer under the invigilator's surveillance. You are not allowed to use the internet.
12
0.2
holds the ball in an unstable balance: while on the floor, during
Fill in the gaps:
If more than one symbolic notation, mark and/or description could be used, write down two of them that differ as much as possible.
English text:
Anna Danilova. | web | https://ioling.org/booklets/iol-2019-team-prob.en.pdf | 0.426756 | {
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Unexplained Infertility Treatment – Why Can't I Get Pregnant?
by Iva Keene MRMed. ND. - Thursday, October 15, 2009
https://natural-fertility-prescription.com/unexplained-infertility-treatment/
'It's hard when it doesn't come easy' – A heartfelt song by Dixie Chicks sums up in one sentence what infertility feels like.
Is there an unexplained infertility treatment? That's a hard question to answer because there are many possible causes.
If you've been trying to conceive for a few months now and are wondering why your period keeps showing up you may be suffering from unexplained infertility. We'll look at the areas you could be overlooking.
Reasons for unexplained infertility
Mind – Body Connection
Growing up we were led to believe that even a tiny bit of foreplay can lead to pregnancy. Many women spend their late teens and early twenties worrying about unwanted pregnancies, switching from one type of oral contraceptive to the next and even resorting to the morning-after pill in emergency cases.
The constant worry and suppression of the creative process may have left your reproductive system out of sync with the rest of your body. Let me explain.
Suppression of the creative process
Although most of us grow up viewing our body and ourselves as purely physical beings – 'what you see is what you get' – there is a growing body of evidence which shows that the age-old eastern healing traditions (Ayurveda, Acupuncture and Chinese medicine) were right all along – we are beings of energy which infuses and makes up the body and the mind.
Our minds are very powerful. Sayings such as 'Mind over Matter' were coined for a reason.
Indian Ayurvedic practitioners are baffled by the severity and number of women in the west who are out of touch with their menstrual cycle, present with cysts, PMS, fibroids, endometriosis and other hormonal complications.
Isolation and Separation
We also have a tendency to view each body system as a separate entity from the rest of the body. We hear people say things like 'oh she has a heart problem' or 'he suffers from migraines'. However what we tend to forget is that the same blood circulates through all of your organs and systems, the same nervous
1 / 3
system enervates your whole body. We can not isolate one organ or system from the rest and say the problem is there therefore we must only treat that area.
You are what you eat - Literally
The food that you eat gets broken down into individual macro and micro-nutrients – protein, carbohydrates, fats, vitamins and minerals. These are the building blocks of your body – the bricks and mortar for cell and tissue growth and repair which takes place every day. If you eat food that's processed, microwaved, laden with trans fats, saturated fats, artificial flavorings, colorings and sweeteners you can't expect to build a durable and healthy body. These substances are so far removed from food's natural state that not only is it useless to the body but it's also very harmful, leaving you prone to chronic diseases, cancer and infertility. A thorough unexplained infertility treatment will address these nutritional imbalances to help your body create an internal environment conducive to pregnancy.
Chemical overload
Chemicals with unpronounceable names (dis)grace the packaging of majority of cleaning and body care products in the supermarkets and chemists. These substances have been shown to be disruptive to your hormones and damaging to your fertility. Yet people are fully unaware of this as they slip and slop body lotions, face creams, body scrubs, or inhale copious amounts of dangerous vapors emitted from the cleaning solutions. These chemical nasties can be added to your list of potential reasons for unexplained infertility if you are exposed to them on a regular basis.
Radiation
Laptops, mobile phones, TV, microwaves, air travel, power stations, mobile phone towers, power lines all emit radiation shown to have negative effects of the rapidly dividing egg and sperm cells and the embryo. How many hours a day do you spend in front of your pc? Or on the phone? Do you use a microwave? Do you live near a power station? Limiting your exposure to electro magnetic radiation is an integral part of a successful unexplained infertility treatment.
Artificial light
This is probably one of the least suspected reasons for unexplained infertility. Did you know that the word 'menses' comes from the Greek word for moon? Women's menstrual cycles coincide with the lunar cycles – new moon, first quarter, full, last quarter, no moon – corresponds to the journey of the follicle. First, the follicle is developing (new moon – not fertile) and growing (first quarter - fertility increases) until it reaches maturity and is ready to be released with ovulation (full – most fertile), if not fertilized the egg is reabsorbed after 12-24 hours and the lining of the uterus begins to shed (last quarter), two weeks after ovulation menstruation starts (no moon).
The amount of light we get exposed to orchestrates the levels of hormones in our body, including estrogen and progesterone. In the past women's cycles used to be in-sync with the moon, these days they are all but in-sync with the natural cycles for most women.
2 / 3
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What do I need to do to get pregnant? Unexplained infertility treatment:
1. Detox your diet and environment from fertility robbing substances and foods and replace them with fertility boosting and environmentally friendly ones.
2. Eat nutrient dense and calorie poor food – fruit, vegetables, grains, nuts, seeds, and legumes.
3. Learn how to time your most fertile time – your egg only lives for 12-24 hours. If you don't know exactly when that window of opportunity is you are very likely to miss it.
4. Get involved in a some form of creative expression. Pregnancy is a creative process. What were your hobbies or aspirations as a child? Do you like to sing, write, paint, cook or dance? Find out what it is and awaken your creativity again.
5. Go to bed early and wake up early. Limit your exposure to TV, PC and artificial light at night. Try to get more in touch with nature.
6. Eat microalgae and medicinal mushrooms such as Shitake and Reishi. They have been shown to absorb some of the radiation we get exposed to on daily basis. Limit your mobile phone use and stop using microwaves.
7. Start a mind-body practice such as yoga or Thai-chi or meditation. This will put you back in touch with your true nature. We feel strong and empowered when we are in touch with ourselves. Picture a hurricane; on the inside the eye of the hurricane is still and silent while the body is powerful, traveling at a great speed. You too can learn to find that inner core which will provide you peace and clam while faced with the storms of life.
This article introduced some of the strategies for treatment of unexplained infertility. Reasons for unexplained infertility are many but there are natural ways to address this common condition. If you know of an effective unexplained infertility treatment do share your knowledge with our readers. I'd be very interested to hear your thoughts.
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Manjila practices early separation and creep feeding of chicks.
"I never thought local poultry could give me so much if reared through improved practices."
MAY 2015
HATCHING MANJILA'S DREAM
By SPRING/Bangladesh Staff
Manjila Khatun lives in Padmapukur village in Abhaynagar upazila of Khulna division with her two youngest sons. Her husband, Ashraful, died two years ago and her eldest son is staying at an orphanage. Manjila is the only earning member in her family, working as a maid, and has faced significant hardships to support her family. She was determined to make a better life for her family.
In November 2013, the SPRING project called a meeting in her village, and Manjila attended it in the hope of receiving some sort of financial benefit. While there was no monetary support or offer, she returned home with an improved knowledge on nutrition and diet.
"They talked to us about nutrition and the health of children and mothers, and also why babies and pregnant or lactating women often suffer from malnutrition. They told us most nutritious foods are not expensive and poor people like me can also produce nutritious food at our homesteads with simple techniques and minimum production inputs and labor. I was in a dilemma at the beginning since I didn't have much land or a pond but after completion of all FNS sessions, I become hopeful and confident," she said.
The facilitator explained to the participants they would learn new skills on homestead gardening, native chicken rearing, and pond fish culture, as well as get some vegetable seeds to start with if they joined the Farmer Nutrition School (FNS).
Inspired by the motivational descriptions given by the facilitator, Manjila decided to attend all of the FNS sessions. During the FNS sessions, she started putting her learning into practice, notably on native poultry rearing practices. "I never thought local poultry could give me so much if reared through improved practices ," Manjila said. "I learned about early separation of chicks from the mother, the improved brooding nest ("hajol"), providing formulated feed for the chicks, as well as about hygienic poultry sheds, vaccinations, and treatment, if required. I also learned about increasing production of local poultry two- or three- fold by adopting these improved rearing practices."
SPRING
JSI Research & Training Institute, Inc. 1616 Fort Myer Drive, 16th Floor Arlington, VA 22209 USA
T: [REDACTED_PHONE]
F: [REDACTED_PHONE]
[REDACTED_EMAIL] www.spring-nutrition.org
Manjila was also attracted to the idea of poultry rearing as a way to increase her household income. She reshaped her poultry shed with more space (three storied), proper ventilation, enough light, and facilities to clean the shed every day. Before participating in the FNS, each of her chickens had two or three production cycles per year. Now, after adopt ing improved methods, notably the early separation technique, she has doubled the number of egg-laying cycles to five to six per year and thus increased egg production.
Manjila spends a very small amount every month for extra feed and vaccinations. The profit returned exceeds her expectations. These im proved methods help her to be able to frequently feed her growing toddler chicken and eggs to help him grow healthy and strong.
Manjila's full dream is still 'hatching'. She is now hoping to increase the number of laying hens from three to around 10 to further increase the egg production, which can ensure family consumption of animal source food, notably for the children as well as giving extra income to the family. "The SPRING project has opened my eyes; hopefully my dream will become a reality soon," said Manjila.
The Strengthening Partnerships, Results, and Innovations in Nutrition Globally (SPRING) project is a five-year USAID-funded Cooperative Agreement to strengthen global and country efforts to scale up high-impact nutrition practices and policies and improve ma ternal and child nutrition outcomes. The project is managed by the JSI Research & Training Institute, Inc. in partnership with Helen Keller International, the Manoff Group, Save the Children, and the International Food Policy Research Institute. | web | https://spring-nutrition.org/sites/default/files/publications/success-stories/spring_hatching_manjilas_dream.pdf | 0.447581 | {
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Supplement of Ann. Geophys., 38, 1139–1147, 2020 https://doi.org/10.5194/angeo-[REDACTED_PHONE]-supplement © Author(s) 2020. This work is distributed under the Creative Commons Attribution 4.0 License.
Supplement of
An early mid-latitude aurora observed by Rozier (Béziers, 1780)
Chiara Bertolin et al.
Correspondence to: Chiara Bertolin ([REDACTED_EMAIL])
The copyright of individual parts of the supplement might differ from the CC BY 4.0 License.
1
Link to the Source Image preserved at Bibliotheque nationale de France with sign: Bibliotheque de Meto- 2
France, [REDACTED_PHONE]. 3
https://gallica.bnf.fr/ark:/12148/bpt6k96043313/f2.image (Last URL access: February 13 th 2020) 4
https://gallica.bnf.fr/ark:/12148/cb399860128/date.item (Last URL access: February 13 th 2020) 5
6
7
8
9
10
11
Link to the original translated document:
https://gallica.bnf.fr/ark:/12148/bpt6k9609788t.r=phosphoriqueobservations%20phosphorique%20observations
?rk=278971;2 (Last URL access: February 13
th
2020)
English Translation of the Rozier`s Observation 12
About a dense cloud made phosphoric by an overabundance of electricity, observed from Beausejour near 13
Bezier, August 15: 14
The temperature of this day was 25.5 °C; the barometer foresaw a storm: white big clouds moved (travelled) in 15
the upper area of the atmosphere during the whole day and the sun hides behind a mass of these clouds that 16
intertwine each other. 17
At 7 pm, the atmosphere changed more and more; the clouds seemed to leave the upper region to lower towards 18
the earth, and a heavy and intense weathera took away the possibility to breathe easily. The closer the night 19
approached, the more the clouds were pushed (or swelled) and accumulated towards the great chain of mountains 20
of the third order that cross the low-Languedoc from east to west. 21
At 7.45 am the uncertain light of some flash (lightning?) started from the west coast, suggesting that the thunder 22
roared too far (long) to be heard. Little by little the flashes multiplied, it happened with surprising speed, and the 23
sound of the thunders began to be audible. 24
At 8 pm, the winds opposed each other and gave different directions to the clouds; however, the winds from the 25
west were always the dominant. At this time the tones were doubled on the side of the mountain, and the sky was 26
all of fire. Night has come; it was no longer possible to distinguish the direction of the clouds because the vivacity 27
of the light of the flashes made the obscurity following (which came later) them deeper and deeper; finally, the 28
orange darted rapidly from west to east, and it was terrible toward the mountain. 29
At 8.05 am it was completely night. It was at this moment that, examining the direction and the effects of the 30
flashes, I noticed behind the slope of the hill, which on one side blocks the view from my house, a bright spot. 31
This light did not look like that of a candle seen from afar, nor that which spreads from a forest or grass when 32
they are set on fire. It seemed to me to have the whitish color of phosphorus burning in the open air, or rather of 33
that of mercury stirred in a tube without air. 34
This bright spot gradually acquired volume and space (but perhaps intensity). It imperceptibly formed an area, a 35
phosphoric band that appeared to my eyes at a height of 3 feets: and starting from the top of the hill almost to 36
37
Beziers, this area seemed to form the base of a 60 ° angle, whose summit corresponded to my eye (from whose
top it responded to my eye). 38
On this first luminous area, a second one of the same height formed and it had only 30 ° of extension (width), or 39
half of that of the lower area. Between them remained a void whose height equaled that of one of the two areas 40
considered separately. 41
Even if these two zones followed a horizontal direction, it is not to believed that their line of demarcation followed 42
exactly a straight line. We noticed on both some irregularities, roughly as on the edges of that big white cloud, 43
before it was orange-colored, and these edges were not all equally luminous (they were not all bright at the same 44
way) even if the center of the zones showed a uniform light. 45
During the period of time when these areas were moving eastward, the lightning and thunder noise were more 46
rapid; finally, at three different times, the (a) flash started from the end of the lower area. But an object worthy of 47
note is that the noise following these flashes, if there was one, was weak and I would dare to say almost null 48
because I could not distinguish it from the noise of the thunder that was starting from the upper region and from 49 | web | https://angeo.copernicus.org/articles/38/1139/2020/angeo-38-1139-2020-supplement.pdf | 0.444177 | {
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ND Children are on the Move to Better Health
The situation
Childhood obesity has more than tripled in the past 30 years. Some researchers consider children to be "overfed" but "undernourished." Obese children are at higher risk for cardiovascular disease, with 70 percent showing at least one risk factor for cardiovascular disease. Obesity also increases the risk for diabetes, stroke, cancer and osteoarthritis.
Response
On the Move to Better Health is a five-week school-based curriculum for fifth-graders. It is based on MyPlate, the current icon for good nutrition. The curriculum aims to increase fruits, vegetables and calcium-rich foods in the diets of children and improve fitness habits. Parents receive newsletters and participate in goal setting and other familybased activities.
Impacts
From 2007 to 2013, 10,482 children and their families participated in On the Move to Better Health. Post-surveys with 2,100 children in 2012-13 showed the following:
* 62 percent drank less soda pop
* 59 percent chose more healthful snacks
* 59 percent consumed more milk and other dairy foods
* 58 percent increased their daily amount of physical activity
* 53 percent consumed more fruits and vegetables
Surveys with 837 parents in 2012-13 showed the following:
* 85 percent of families read the newsletters and 40 percent set a weekly goal
* 42 percent indicated their family's fruit consumption had increased
* 34 percent reported their family's vegetable consumption had increased
* 20 percent reported their family's whole-grain consumption had increased
Feedback
Children said:
* "It was very fun and interesting. I hope they do it again."
* "I liked the part when we eat more dairy, fruits and veggies."
Parents said:
* "She has talked a lot more about healthy eating and lets us know what is healthy."
* "He reminds us we need to exercise as a family."
Julie Garden-Robinson Food and Nutrition Specialist NDSU Extension Service EML 351, Dept. 7270, P.O. Box 6050 Fargo, ND [REDACTED_PHONE] ([REDACTED_PHONE] [REDACTED_EMAIL] | web | https://www.ag.ndsu.edu/impactstatements/impact-statements/2014-statements/nd-children-are-on-the-move-to-better-health/at_download/file | 0.42318 | {
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Power Speakers Word Master "How To"
Word Master/Grammarian Duties:
1. Select a "Word of the day" prior to the meeting related to the theme. Try to make it something uncommon so that we have to try a bit to incorporate it when we are speaking
2. At the meeting write the word down on the dry erase board (some people also bring it printed out and tape it up)
3. When introduced near the beginning of the meeting, stand and explain your role ("I am responsible for recording ums, ahs and other filler words. I will also record unique and effective phrases and the word of the day" - then state and define the word of the day. Then say: "we will rap on our tables when someone says the word of the day. Mister/Madam Toastmaster")
4. Listen carefully (it's really hard!) and write down the filler words, effective or unique words or phrases and who used the word of the day in the binder for each person
5. When introduced near the end of the meeting, stand and give your report (Joe had 3 ums and used the word of the day twice, Jill used the unique phrase "a hootin' and a hollerin'"...)
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Slug: Ask the Master Gardener
Date: February 13, 2005
Contact: WSU/Skagit County Extension: 428-4270
The snow has hardly melted from the ground and a chill is still in the air but the days are getting longer and the seed catalogs are piling up. The urge to get out there and start planting is overwhelming.
The container can be made of many materials. Clay or terra-cotta pots are fragile, heavy to move and they are porous. Soil moisture evaporates from them rapidly. You will need to water more often. Plastic containers are unbreakable and nonporous. They are ideal for container gardening but many find plastic is not aesthetically to their liking. Wood containers are often beautiful to look at but can be as heavy as clay and will rot out in time. Paper pulp pots are light weight but short lived. Metal, concrete and wire containers have not proved practical. Grow bags, which is an idea introduced from Europe that is gaining some acceptance here in America, are large bags of commercial potting soil. Slits are cut in them and plants are planted in the slits and grown directly in the bag. This works well for smaller shallow rooted plants. The bags lay flat on the ground and root space is limited.
If tending a big vegetable garden is not practical at this time in your life, why not grow a few vegetables in containers? If your space is cramped, your time limited, or you are just not physically up to tending a huge vegetable plot, container gardening is a simple way to enjoy some fresh vegetables grown right outside your door. The best choices are ones that grow quickly like lettuces, mesclun, radishes, spinach, onions or chard. Even slower developing vegetables such as peas, and beets do well in containers.
The planting medium should be rich and fine textured for good drainage. Bagged soilless potting mix from the garden center is your best choice for container gardening. A top quality potting mix does not need amending, although you may want to mix in granular organic fertilizer or a timerelease fertilizer before planting. The soilless mix should contain either dark brown peat moss or ground bark, perlite, vermiculite or pumice and smaller amounts of various other ingredients like earthworm castings, compost and sand. Read the ingredients listed on the bag. The mix should not contain big chunks of bark or other material.
Once you have the containers and have filled them with potting mix it is time to think about what to plant. Lettuce and other leafy greens can be seeded directly into the soil or started in flats and transplanted. They are considered a "cool weather" crop and do much better in early spring or the cooler fall season. Mesclun is a popular mix of salad greens with differing flavors, textures, and colors. It makes a very appealing salad. In the market these mixes are put in little plastic bags and sold for very high prices. Think how nice it would be to step outside your door and clip a few leaves for your evening salad! Other vegetables you can start from seed are beets and carrots or you can purchase starts of onions, peas, peppers, and tomatoes and plant them in your containers. Tomatoes need room for deep roots, five gallon buckets work well. Some vegetables need partial shade and cooler temperatures. Containers can be placed according to the requirement of the plants they hold. Lettuces, radishes, spinach and chard all need to be cooler. When the extreme hot weather sets in, the cool season vegetables will bolt or go to seed. You can try these again the fall. In fact you can keep some of the cool weather greens growing well into the winter months. A round container works well for this. Sow seeds or set out transplants in late August. Make rings of plants in a bulls-eye pattern, alternating leaf colors and textures. Harvest the oldest or outer leaves first by clipping them with scissors. The plants will continue to grow new leaves. Start small with one or two containers to see how your garden grows!
3/19/2014
The information provided in this news release is for education purposes only. Reference to commercial products or trade names is made with the understanding that no discrimination is intended and no endorsement by Cooperative Extension is implied. Cooperative Extension programs and employment are available to all without discrimination.
This column is written by Washington State University/Skagit County certified Master Gardeners. Questions may be submitted to WSU/Skagit County Cooperative Extension, 306 S. First Street, Mount Vernon, WA [REDACTED_PHONE].
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Get into a larger tank
There is a species of fish - the Japanese carp, known as the Koi - that will grow in size only in proportion to the size of the body of water it is in. When placed in a small aquarium the fish will only grow to be two or three inches long. If placed in a larger body of water, it will grow to six to ten inches. When placed in a large lake, it can reach its full size of two or three feet in length.
In like manner, your environment can inhibit and limit your personal growth and development. It may be the job you're in—although you feel secure and the work is tolerable, you're stuck in a mind-numbing environment and your head is hitting the proverbial glass ceiling. It may be the town you live in—the provincial mentality is stifling. The friends you associate with may be stymying—you may need a more intellectually invigorating group.
But the right environment can stimulate your growth and help you reach your potential. Fortunately, you have control over this dimension of life; you can choose where you work, you can move to a city that inspires you, and you can choose friends that will stretch you.
do
After graduating from college, my daughter, Lauren, made some bold moves that placed her in a "large pond." First, she moved from a small college town in Texas to New York City. She got a nice and adequate job, but after working there for a few years, she realized she needed a greater challenge, so she went to work at American Express. Soon, AMEX moved her to Singapore for a year, then back to NYC. In the meantime, she completed a master's degree from Columbia. Can you sense the mix of challenges, thrills, fear, insecurities and joys involved in making these moves? And yet, she did it, and it helped her grow into a large carp. (Sorry, Lauren, I couldn't resist.)
Don't underestimate the courage it takes to change environments and the effort it takes to adjust to and flourish in a new one. It can be intimidating and challenging. You may even fail. But it's worth the risk and effort. Life is too short to waste; it's not a dress rehearsal, and it's the only one you get.
You don't want this written on your tombstone: Died, 55 years old; buried, 70 years old.
Summary
What? - Our personal growth and development can be enhanced or stymied by our environment.
1 / 2
Think With Me - Reflections on life and leadership from Don McMinn
Now what? - Analyze where you are in life. Does your environment provide the room and stimulus for personal growth? If not, what will you do?
Thinking carefully about significant thoughts will change your life Don McMinn can help facilitate that process So what? - Beware of the times in life when you are too comfortable and unchallenged. You may need to "get into a larger tank."
Leaders - Do you create environments and opportunities in your organization in which people can grow and develop? Consider each member of your team and customize a plan that will optimize their personal development.
Powered by TCPDF (www.tcpdf.org)
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An introduction to active rest
Active rest (also known as semi-supine or constructive rest) is a great way of recharging your batteries, especially if you do it once a day (or even more than once a day!) for between 5 and 20 minutes. Choose a time of day that suits you.
Lie down on an exercise mat or rug (see photo). Put some paperback books under the back of your head, not touching the neck. Allow your back its natural curve. Feet are hip-width apart. Don't clasp your hands or close your eyes. Keep your mouth closed and breathe through your nose.
Ask your neck muscles to release. Ask for length all along your spine, as if the crown of your head is moving away from your toes. Allow your shoulders to widen and your knees to go up. Don't make any muscular effort; don't think of it as either relaxation or stretching.
Send messages from your mind to ask for the release of excess muscular tension. You are wishing for appropriate muscular tone throughout the body so that your movement in everyday life is easier and more fluid.
Notice that your body is supported by head, shoulders, back, pelvis, and feet. Notice the space all around you and what you can hear, see, and smell. Enjoy this time when you can be calm, quiet, but self-aware.
[REDACTED_EMAIL] 0777 477 0884 www.alexandertechniquelewes.co.uk | web | https://static1.squarespace.com/static/59ff262ee9bfdfda23ee3806/t/5b1658c7575d1f3054dae523/1528191177109/active_rest_leaflet.pdf | 0.436212 | {
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Choose One
Law, wisdom, or virtue. Choose one. Today’s first reading talks about wisdom. Throughout life, options are placed before us. Which should we pick? Life or death? Good or evil? How do we know which one to choose? Actually, we learn to choose through experience, either our own or the experience of those who have gone before us and left us their insights within our traditions—whether social, political, or religious. Some of these traditions come to us as advice, others as law. One might say that law is really the expression or codification of social, political, or religious traditions. So, to follow law is really to obey a certain kind of common wisdom.
When St. Paul speaks about wisdom, he is referring to wisdom that comes from following the directives of God, not merely the insights gained through experience. He calls that a mature wisdom as opposed to the wisdom of this age. It is the kind of wisdom we find in Jesus, who lived his life for others, a kind of wisdom that some might consider foolish.
In the Gospel, Jesus insists that he is not abolishing law but fulfilling it. He urges us to go deeper into law and find wisdom, to go even deeper into human wisdom, and there to find virtue. Law deals with exterior; virtue addresses the inner heart. Law forbids murder; virtue forbids hatred. Where do you live? In law? In wisdom? Or in virtue? Choose one.
—Sr. Dianne Bergant, CSA
FOR Reflection
* To think that obeying law fulfills our obligations is to live a rather shallow life.
* What virtues really shape your life?
The Announcements for February 16, 2020
------- We are always delighted to welcome each and everyone who has come to worship with us here at Assumption parish. If you’re a new member, please take time to introduce yourself to the pastor and fill out a registration form found at the bulletin board at the entrance of the church.
-----Our parish is holding a fundraising for our roof this February 29, in our hall. It will be a Filipino dinner with entertainments. We will need the involvement of our parishioners as the profit will be used to replace our roof. There is a sign up sheet in the foyer for different committees. We will start selling ticket and it’s limited so make sure you have yours before it’s sold out! Please contact Shirley Gutierrez@876-0857 For tickets-contact any of the parish council officers. We are hoping our roof will be replaced this summer. Thank you for your Support!!! TICKETS ARE ON SALE NOW!!!
-------YOUTH CLUB 2020! For youth ages 7-12, from 6:30pm-8pm, every second Friday in the church basement. It is a faith based program with crafts, games, music and friendship. It’s starting up this month and here are the dates, mark them in your calendar! For more information contact Brigitte @ [REDACTED_PHONE] or Diana @ [REDACTED_PHONE]. January 17, 31; February 14, 28; March 6, 13; April 3, 24; May 8, 22.
---Our parish has a new printer, courtesy of Gerry & Grace. We’re grateful to them for replacing our old and outdated printer with a brand new one. Thank you Gerry & Grace!!!
---CWL NEWS: Unplanned video showing for CWL members- February 18, @7pm church hall. Bring some munchies to share. On behalf of the CWL, we would like to congratulate the couples who participated on the “Renewal of Vows” May God blesses you and strengthen more the bond that you share with each other!
---
----Communion to the sick and home bound: Do you know of anyone who is sick and/or home bound and would like to be visited and given communion by the church, please let us know.
---
Rachel’s Corner
“My tears are of joy and healing and not of sadness anymore. I am free and I am not alone.” - Testimonial
Have you forgotten how to laugh and enjoy life? Can you even begin to imagine what that would be like? Did the abortion decision change everything? Come on a Rachel’s Vineyard™ Retreat and see what joy-filled tears feel like and be reminded that you are His – always have been and always will be.
[REDACTED_EMAIL] -[REDACTED_PHONE]
| : Weekly Revenue | |
|------------------|---|
| $2,208.85 | |
| $2,208.85 | Revenue Total |
| $1,831.00 | Expenses Total |
| $377.85 | |
Expenses are based on 2018 Q1
---
Dear Padre,
Are the readings at the beginning of Mass more, less, or equal to the celebration of the Eucharist?
The Novus Ordo, or the ordinary form of the Roman rite, is celebrated in two major parts: the Liturgy of the Word and the Liturgy of the Eucharist. These parts complement each other in a balance of word and sacrament. In his 2004 apostolic letter Mane Nobiscum Domine, St. John Paul II described the complementary elements. Using the story of the two disciples on the road to Emmaus on the night of Easter Sunday, St. John Paul likens the two parts of the revised liturgy to their journey. First, Christ breaks open the word for them, preparing their hearts with an interpretation of the Scriptures. Then they recognize Christ as they break bread. The Liturgy of the Word, proclaimed and preached well, allows time for silence and reflection on the wisdom offered. It becomes the necessary overture for the celebration of thanksgiving and praise and the gift of the sign and sacraments follow.
Parishes are called to take the Liturgy of the Word most seriously and to bring it to a new level of proclamation. Saint John Paul admonished all involved, but especially preachers, to cherish the word and preach it so the depths of the mysteries celebrated may be recognized and received into the burning hearts of Christians. In this context, the Scripture readings are given a prominence they didn’t have in the older Roman rite.
From The Eucharist: 50 Questions from the Pews, © 2009 Liguori Publications [REDACTED_EMAIL]
---
A WORD FROM Pope Francis
We must ensure that in the usual activities of every Christian community, in parishes, in associations and movements, there actually be at heart the personal encounter with Christ who communicates himself to us in his word, because, as St. Jerome teaches us, “Ignorance of the Scriptures is ignorance of Christ.”
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AR-401(ap)
Studio MA1 (Piovene et Fabi)
Fabi Ambra, Piovene Porto Godi Giovanni Alessandro
Remark
Inscription faite par la section
Summary
The semester will focus on how architecture can become today a civic tool empowering the public city. We will look into the possibilities of a public architecture where openness and free appropriation can be explored and enhanced, where the experience of belonging opens up to the multitude.
Content
The studio will explore the case study of Milan through the architectural production of major actors like Gae Aulenti, Franco Albini, Franca Helg, Arrigo Arrighetti, who radically changed the city, through the design of key civic figures: the covered piazza, the shared network and the collective archive. Students will then develop their own contributions, as new public frames referring to the collective research developed in the first part of the semester.
Learning Outcomes
By the end of the course, the student must be able to:
* Argue
* Compose
* Coordinate
* Design
* Negotiate
* Theorize
* Compare
Transversal skills
* Use a work methodology appropriate to the task.
* Make an oral presentation.
* Evaluate one's own performance in the team, receive and respond appropriately to feedback.
Language of teaching
English
Credits
12
Withdrawal
Unauthorized
Session
Winter
Semester
Fall
Exam
During the
semester
Workload
360h
Weeks
14
Hours
6 weekly
Lecture
2 weekly
Project
4 weekly
Number of
positions
It is not allowed to withdraw from this subject after the registration deadline.
* Collect data.
* Demonstrate the capacity for critical thinking
* Communicate effectively, being understood, including across different languages and cultures.
* Resolve conflicts in ways that are productive for the task and the people concerned.
* Assess one's own level of skill acquisition, and plan their on-going learning goals.
Teaching methods
Teaching will progress throughout the semester, alternating between desk critiques, collective pin-ups, discussions with teachers and assistants, and periods of independent work. A field trip to Milan is planned for the first part of the semester. Over the course of four days, we will: take the time to visit the public and private archives of three architectural practices, allowing us to deepen our understanding of key reference projects; study other relevant projects contributing to the complexity of Milan's urban space; visit the ongoing Gae Aulenti exhibition at the Triennale di Milano; attend lectures by Milanese experts and practitioners; and search for project sites.
The estimated expenses are divided into the following items:
*
Milano: Train + Metro 180 CHF
*
Milano: Accommodation 120 CHF
*
Milano: Visits 50 CHF
*
Models and Prints 250 CHF
Assessment methods
The studio is organized as a space for collective research, where discussion and experimentation take the first place. The ability to engage with the group through unexpected means will be highly encouraged. Evaluation will be based on the quality of the individual and collective processes throughout the semester and the quality of the final results according to the following criteria: presence, curiosity, interest; capacity for dialogue, speaking out, taking a position; ability to take part in a collaborative project and to contribute to the wider topic; ability to develop a project from an idea and assimilate the themes acquired at various scales; evolution and progress of the work throughout the semester; quality of documents, production and display; oral ability to communicate about the project. The final evaluation will combine the work of the whole semester, following the proportion: Civic Figures 30%, Public Frames 70%
Resources
Moodle Link
* https://go.epfl.ch/AR-401_ap | web | https://isa.epfl.ch/imoniteur_ISAP/!GEDPUBLICREPORTS.pdf?ww_i_reportModel=1696552884&ww_i_reportModelXsl=1696552963&ww_i_itemplan=3867116739&ww_c_langue=en | 0.493829 | {
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CROWN Act- HB 1444
Discrimination - Definition of Race - Hair Texture and Hairstyles
Hello Madame Chair Shane Pendergrass, Vice Chair, Joseline A. PenaMelnyk and members of the House Health and Government Operations Committee. Thank you for giving me the opportunity to speak in support of HB 1444.
My name is Kristie Patton Foster, Executive Director, The Links, Inc. and I am here to represent one of the founding organizations of the CROWN Coalition. The Links, Inc. is an organization of The Links, Incorporated is an international, not-for-profit corporation, established in 1946. The membership consists of more than 16,000 professional women of color in 288 chapters located in 41 states, the District of Columbia, the Commonwealth of the Bahamas, and the United Kingdom. It is one of the nation's oldest and largest volunteer service organizations of extraordinary women who are committed to enriching, sustaining and ensuring the culture and economic survival of African Americans and other persons of African ancestry.
Because of our founding principles in advancing women of color, we are glad to support this very important legislation that defines and addresses the discrimination that people of color face because of their natural hair.
Our hair represents our strength…our hair represents our boldness…our hair represents our power. And it is no ones right to take that away! And this is why The Links Inc., stand in support of HB 1444!
The CROWN Act (Creating a Respectful and Open World for Natural Hair) expands the definition of race to include traits historically associated with it, such as hair texture and hairstyle.
It provides protection against hair discrimination in both the workplace and in K-12 public and public charter schools.
And the CROWN Coalition is a national alliance dedicated to outlawing hair discrimination! It was cofounded by National Urban League, Dove, Color of Change, and a Western Center for Law and Poverty. Which The Links, Inc. is a founding member. This coalition is made up of more than 10 other organizations dedicated to women of color. Adjoa B. Asamoah leads the legislative advocacy efforts for the CROWN Coalition.
Other organizations that belong to the coalition are Delta Sigma Theta Sorority, Inc., The Links, Inc., Alpha Kappa Alpha Sorority, Inc., LDF, NAACP, NCNW, National Action Network, Association of Black Psychologists, US Black Chambers of Commerce, NOBEL Women, AAMA, NBCSL, Black Women's Roundtable, etc."
The CROWN Act was first introduced in California in February 2019 BUT was "passed" first by Assemblywoman Tremaine Wright in New York! The bill essentially tackles unjust grooming policies that have a disparate impact on Black women, men and children, despite them being seemingly neutral on their face.
The Links, Inc. is proud to stand with us, and be the part of the national movement.
Collectively, we're changing things.
Three (4) states have signed it into law! NY, Cali, NJ, VA.
Additionally, Colorado has passed it, and the bill await the governor's signature.
It's now Maryland's time to take action. To date the Black population in Maryland is 1,738,618 (29.2%) of the total population of Maryland. It is time to protect their human rights and prevent discrimination in the workplace.
I urge your support and to stand with the CROWN coalition in protecting the rights of its constituents! | web | https://mgaleg.maryland.gov/cmte_testimony/2020/hgo/4091_03062020_114123-492.pdf | 0.431588 | {
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Level 3 Cambridge Technical Extended Diploma in Sport and Physical Activity
Examination Board: OCR
Who should take the course?
Students should have a real interest in sport and also in science relating to sport. Students should be willing to explore new theories and form their own ideas and opinions from these. Ideally when studying this course, students should be looking at a pathway into a Sport or a related degree at University.
What is the course about?
Level 3 Sport Aims to:
- Give all students the opportunity to gain a new, nationally recognised qualification that can be used when applying either for future education or employment.
- Provide a wide-ranging, intellectually demanding vocational learning experience
- Use the motivating interest in sport to promote academic learning
- Give the students opportunities to acquire a scientific understanding of how the body responds to Sport and Exercise in different scenarios.
- It will extend the students knowledge in the organisation of sport in the UK and abroad, as well as the main psychological, social and physiological factors that affect the performance of a practical skill.
How is it assessed?
The Cambridge Technical Level 3 Sport has both exam and coursework elements. There are 4 externally assessed Units that comprise of 4 exams over the 2-year course. You learn by completing projects and assignments that are based on realistic workplace situations, activities and demands.
Mandatory units range from exams, controlled assessments to written coursework. These cover topics such as the Body systems and the effects of physical activity, Sport Coaching and activity leadership, Performance analysis in Sport and Exercise, Sports Leadership, Sports event organisation, Nutrition and diet for sport and exercise and Health and fitness testing for sport and exercise.
Level 3 Sport is equivalent to three 'A' Level grades A – E and must be studied over the two years.
As well as the above, students will also be expected to take part in regular lesson support or assist with lower school and primary school activities.
Grading
The level of attainment will be marked individually for each unit of the course, in line with Cambridge Technical guidelines. The grades will be:
- Distinction
- Merit
- Pass
An overall grade is awarded for the qualification based on the performance in each unit. As this is a double award, two grades will be awarded at the end of the two years.
Where will it take me?
With further training or study, students can go into careers in:
- Sports Centres
- Sports Clubs
- Leisure Centres
- Outdoor Activities Centres
- University Courses
For further information please contact [REDACTED_EMAIL]
Achievement Through Partnership
Bishop's Hatfield Girls' School, Monk's Walk School, Onslow St Audrey's School,
St
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d
i O b
S h
l | web | http://www.welwynhatfieldconsortium.org.uk/images/SubjectLeaflets2018/Sport-and-Exercise-Science-BTEC-Level-3-Extended-Diploma.pdf | 0.478146 | {
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Family Unit's
Summer 2
When you wish upon a star....?
Our learning this half term: We will continue to follow the children's interests this half term as well as our topic, which is 'When you wish upon a star...?
We will be taking inspiration from stories 'Whatever Next?' and 'Aliens love Underpants', and we hope the children will delight in building rockets and imagining they are zooming off to land on the moon and possibly meet some space creatures. Children can role play in our Space Centre, make 3d shape models, put numbered underpants in order plus lots more.
Help at Home
A few more reminders
- Children always need to be reading at home. Even if it is just a page a night this is fine, it keeps them practising every night.
- Maths is a big focus in the Family Unit. By the end of Reception, children need to know their numbers to 20; this is counting to 20, but also recognising their numbers.
A few reminders.
o Please could you make sure that the children have appropriate outdoor wear, including sensible foot wear. Please put sun cream on your child before school if it is a sunny day.
o We would be really grateful if you could send in any uniform your child may have grown out of, we have younger children starting and need more changes of clothes.
Week beginning 16 th June – Themed Week.
Friday 20 th June – Mini Fair.
Friday 27 th June – Parents Themed Week Assembly 2.15pm.
Monday 30 th June – Miss Gillatt returns to The Family Unit.
Friday 11 th July – Musical celebration.
Thursday 17 th July – Leavers Night.
Friday 18 th July – Leavers' service & Child of Achievement
Monday 21 st July – Summer Show & School closes for the summer.
Tuesday 22 nd July – Training day
The Family Unit Staff.
o As always, please send your child with spare changes of clothes because we have had to make more and more phone calls home and this leaves your child feeling very uncomfortable. Please ensure all items of clothing is labelled with your child's name.
o As you may already be aware, our Year 1 children have now moved onto year 2 – we wish them all the best. This means our old reception children are now our Year 1 children. Please can the children use the door at the south end of the Family Unit near the Key Stage 2 doors when arriving and leaving school.
o Finally, can we remind parents that only water is allowed in water bottles, but juice can be brought as part of their packed lunch. | web | http://micklefieldprimary.org.uk/newsletters/Family%20Unit%20Newsletter%20summer%202.pdf | 0.440404 | {
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Running Tip: Footwear
The foot is one of the most important structures when it comes to keeping runners healthy. What happens at the ankle and below can influence many factors higher up, including the knees, hips and lower back. A common mistake that many runners make is in choosing a shoe based on its looks rather than whether it works for their foot type. Additionally, shoes are often used long after they are worn out.
Shoes generally fall into 3 categories, with neutral/cushioned shoes
working best for those with very inflexible and stiff feet, stability shoes designed for those with flatter and more mobile feet, and motion control shoes for only the flattest of feet. The supportive material in the shoe is designed to last between 300 to 500 miles and can lead to subtle overuse injuries once it no longer does its job.
Custom orthotics can be very beneficial to those with chronic running related injuries as they are built specifically around a runner's individual foot type and movement style to provide support and cushion during the running stride. While minimalist running has seen a lot of attention, with barefoot and other lower profiled shoes becoming very popular, it is more important to have a shoe that works specifically for you and with your body.
McLeod Sports Medicine 2439 Willwood Dr. Florence SC, 29501 ([REDACTED_PHONE]
Visit us at www.McLeodSportsMedicine.org
And
Follow us on Facebook
The information presented is offered only as something to consider in your quest for health and wellbeing. Always consult your healthcare provider before making any lifestyle changes. | web | https://www.mcleodhealth.org/wp-content/uploads/2016/11/RunningTipFootwear.pdf | 0.421802 | {
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MEC E 200: Writing Persuasively
Roger Graves
Professor, English and Film Studies Director, Writing Across the Curriculum Acting Director, Centre for Writers
http://www.ualberta.ca/~graves1/index.html
Centre for Writers
http://www.c4w.arts.ualberta.ca/
Genres
As you move through your career at U of A you will need to learn new genres
Engineering genres: presentations, abstracts, reports
Genres in course electives: essays, reflections, summaries, annotated bibliographies
Earnings and English
A study reported in Fortune magazine showed that the top quartile in university studies earned three times what the bottom quartile earned in their lifetimes.
The best communicators among you will earn millions more over your lifetimes than the least effective communicators.
No matter how many technical skills you have, you still need to deal with people at a level they can understand, so communication skills are just as important as technical skills. —Paula Anthony, Tech support team leader
Genres for engineering students
Technical engineering documents
Email to peers, professors, staff
Job application materials
Essays for non-engineering courses
Lab reports for science courses
Audiences
You will need to learn to write for distinctly different audiences:
Co-workers in co-op placements
Engineering professors
Professors in elective courses
Job search documents
Purposes
Writing that focuses on instrumental discourse (discourse that aims to do something)
E.g. computer manuals (print and help screens)
Assembly instructions for toys, appliances, games
Research articles
instrumental
scientific
poetic
rhetorical
Informative
rhetoric
Deliberative
rhetoric
Reflective/
exploratory
rhetoric
Performative
rhetoric
From Walter Beale,
A
Pragmatic Theory of
Rhetoric.
(Carbondale:
Southern Illinois UP,
1987), 114.
The circular model
Highlights the dual aims of discourse
A piece of writing can both persuade and inform (e.g. newspaper report on school lunches)
Any piece of writing has at least two aims
E.g Your resume
Informative and persuasive
5 Factors affecting success
1. Flexibility of your writing processes
2. Ability to get feedback on drafts
3. Familiarity with the genre, complexity of the genre
4. Complexity of the task (purpose): description is less complex than analysis/ synthesis
5. Number of audiences/readers, diversity within these groups
1. writing processes—worksheets (planned for)
2. feedback on drafts—Abstract feedback template, C4W (available, planned for)
3. Familiarity with the genre—how many of these have you written this term? (unknown)
4. Complexity of the task (purpose): analysis/synthesis is at top end of reasoning skills (difficult)
5. audiences/readers—instructor (relatively easy)
Audience and Purpose
Understand your audience for a piece of writing
Understand your purpose for a piece of writing
The better you understand your audience and purpose, the better your document will accomplish your goals
Purposes in this paper
Outline the issue at hand
Propose a solution based on one ethical principle
convince the reader that the application of this ethical theory would prevent future occurrences of this kind
Drafting the paper
Launch:
Utilitarian argument suggests that the greater good for society would be served by launching
Abort launch:
Overall safety of the astronaut is more important that meeting deadlines—Kant argues that the acts that lead to results are just as important to creating a moral society
Informal Argument and Academic Writing
Challenges/rebuttal
If you are in favor of launching, how can you anticipate arguments against your position? As you rebut those arguments, you make your own position stronger.
Arguments against:
Arguments for launch:
Best evidence in engineering
What is the strongest evidence in an engineering context like this?
Statistics?
Downside risk?
Credibility/past record of success?
Logic?
Emotion?
Part 1: Explication of philosophical principle
1. Utilitarianism - John Stuart Mill
2. Virtue Ethics – Aristotle
3. Formalism – Immanuel Kant
4. Contractarianism - John Rawls.
Part 2: Ethical dilemma explained and "solved"
Data suggesting the launch will not succeed
Some knew it, but they didn't get their message through
Management ended up hitting the impending deadline with efficiency—a practical decision, but not a good ethical decision
NASA management—made decision with info on hand; engineers were ignored and their perspective not passed on
Solved—ethical position
Evidence doesn't support a no launch position, so there is no evidence to support a no launch decision
Contractarianism holds that if the process is fair, then the outcome must be just/fair— original, new. Decisions must be based on evidence rather than on emotion.
In the case of the launch of the Challenger, the decision process was flawed. . . .
Looking ahead
Use the C4W as a resource to get feedback before handing in final drafts
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Go Wild garden photography Activity sheet - Europe
Fancy yourself as a bit of a wildlife photographer? There's loads of amazing animals and plants you can take pictures of, right in your back garden! Greg Armfield, a film and photography expert at WWF-UK shows you how.
Greg has over 12 years experience in photography. He really knows his stuff – he has a real 'eye' for a great picture, as it's his job to choose amazing images and to create videos that show the work that WWF does. His job has taken him all over the world, up the Himalayas, and into the Amazon jungle to direct photo shoots.
Tip 1 It's all in the timing
The best light for garden photos is in the early morning and late afternoon, on sunny days. The light is too bright in the middle of a sunny day and will make colours faded. If you want to take photos in the middle of the day, it's best if it's cloudy.
Tip 2 Plan your perfect shot
If you're are taking a picture of a plant or an animal close-up, check that there are no distracting things like plant labels, or broken petals, creeping into the picture, particularly in the background. It might mean you have to give a flower bed a spring clean to get the picture you want.
Tip 3 Clever composition
The world is full of things that make perfect natural picture frames, like trees, archways and holes. By placing these round the outside of your image, your eye is naturally drawn to your subject. If you frame your picture in an unusual way, it can make your image really interesting and unusual! Try it out.
For answers go to wwf.org.uk/answers
Go Wild garden photography Activity sheet - Europe
Tip 4 Try some different angles
Get down low by lying on the ground on your tummy, or climb a tree to get up high (always be careful though). It will give you a really different kind of photo.
Tip 7 Be patient
If you want to take pictures of animals, you will have to be patient. You might have to wait a long time before garden birds, squirrels and other animals appear, and when they do, you have to be careful not to scare them away with any sudden movements! I sometimes have to wait for days for an animal to show up, and even then I might not get the right shot.
Tip 5 Experiment
Digital cameras mean that you can take lots and lots of photos and only print the ones you want. This means you can experiment without worrying about it. You never know if an idea will work unless you try it.
Tip 6 Follow your emotions
Do you find that rose very beautiful? Do you think that squirrel is really cute? Then take a picture of it. The more beautiful or interesting you find something, the better the picture you will take.
ENTER YOUR SNAPS
INTO OUR GO WILD PHOTOGRAPHY COMPETITION
Why not enter your snaps into our Go Wild photography competition? Simply send your photo to us at: Go Wild, Panda House, Weyside Park, Godalming, Surrey GU7 1XR*. Professional wildlife photographer, Roger Hooper, is judging the competition and we have some great prizes to give away. The competition closes on the 31st July 2012.
A British Wildlife photography Awards book and a Roger Hooper print of a baby elephant. First prize
3 Runners up
A Roger Hooper print of a baby elephant.
* We can't reply to every letter, or return stuff you send us, so please make a copy of everything.
Don't forget to put your name, age and address on the back and your parents' signature for permission. For full terms and conditions, visit wwf.org.uk/compterms
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Shapiro Uses Beeswax to Create Green Art
Have you heard of encaustic painting? Me neither, until today when I had the opportunity to meet encaustic artist, Rebecca Shapiro, at her studio in Portland, OR. Unlike entering the studio of an artist who works with oil paints, the studio of an artist who works with beeswax smells refreshing and delightful. The melted wax is a form of artistic aromatherapy.
Here's what Rebecca has to say about her art:
Influenced by a childhood in the Pacific Northwest, I strive for sustainable practices in my studio and earth friendly materials in my mediums. I have always embraced a green heart and am currently exploring what it means to be a sustainable artist seeking kinship between art, nature and the human experience. I hope my art will help us all remember the interconnectedness of life.
A few years ago, I switched to encaustic because it is a more earth friendly choice for me. There is very little waste and I don't have to wash anything down the sink when I rinse my brushes. There is also a satisfying unity between the plants that inspire me, the bees that pollinate them and the beeswax. Each layer of wax allows me to be innovative, building my subject with glorious textures and ethereal depth. Sometimes, forty to fifty layers of wax are fused in a piece to abstract the essence of a plant. This sensuous medium gives me the freedom to express my love for the wild braid of colors, lines and forms in plants.
As being green and sustainable practices are being implemented in business, I would like to see businesses take their commitment a step further by purchasing/leasing art from artists who share the similar philosophies about being green. I would like to see a new breed of art patron emerge, that of the eco-art collector. These are people and organizations who use their dollars and support artists and their art who are considering their materials, studio practices and personal philosophy and in some cases, even their subject matter.
So, just what is sustainable fine art? In a nutshell, sustainable means to be made from renewable resources without depleting future resources, something that can continue indefinitely. If you look back through time, art certainly does that. Look at the paintings of Lascaux, DaVinci or Picasso. These works can be defined as sustainable because so far, they have continued indefinitely and we want to do everything to conserve them.
But now, things have changed. Sustainable fine art can't just mean
that you've created an image worthy of preservation. Sustainable fine art means that you, as an artist, must consider your materials, your studio practices and your personal philosophy. It means that you, as an art collector, use your dollars to support sustainable art and create a new breed known as the eco-art collector.
No, what I'm talking about is digging deeper into what sustainability means and apply art to the cradle to cradle concept. Cradle to cradle asks us to transform the way we make things – the way we make art. When a product returns to its industry at the end of a useful life and its materials are used to make valuable new products that do not return to the landfill, this is sustainable.
Why not design products so safe they don't need regulation? Imagine a relationship between artist and eco-art collector where the artwork is returned, reworked and reinvented at the end of its life. Imagine a painting that has served its purpose, tossed on your garden for composting which feeds plants that are used to create pigments for future use.
There is amazing fine art out there made from recycled and reclaimed materials. But what about the fine artist like me that uses paints, pencils, inks, charcoals, pastels, paper, adhesives, varnishes, photography, etc? I might be green in my beliefs, studio practices and imagery but what if my medium isn't sustainable? How can I create art but make choices that leave little or no impact? I don't have all the answers but it's worth having a conversation and exploring.
If you're looking for beautiful botanical art, check out Shapiro's work. Her pieces are ideal conversation-starters in locations such as:
flower shops
natural food stores
aromatherapy shops
green spas
anyplace that sells honey or bee products
green art galleries
businesses located near bee farms
organic or healthful restaurants
botanical garden shops
natural museum stores
If you have more ideas about where encaustic art might be featured, or you have something else you'd like to say, please leave a comment and add to the buzz about encaustic art! It's safe art without the sting of toxins. | web | http://drlorraine.net/shapiro-uses-beeswax-to-create-green-art/?print=pdf | 0.494809 | {
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Today marks the anniversary of the passing of the previous Lubavitcher Rebbe, Rabbi Yosef Yitzchak Schneersohn. The Rebbe would often say about his predecessor, the Friediker (Previous) Rebbe, that he made a special effort to improve women’s education. He published many of his teachings in Yiddish (instead of the customary Hebrew) because he wanted these teachings to be accessible to women. Furthermore, he ordered that a series of discourses, beginning with the 10th of Shvat, be published in memory of his grandmother. By Divine providence, the Friediker Rebbe passed away on that day.
The day of a person’s passing represents the culmination of his or her life. The Friediker Rebbe’s life was completed by educating women in general and by teaching them Chassidus in particular. He emphasized women’s education because the closer we come to Moshiach, the more important their education becomes. Furthermore, the Friediker Rebbe knew that it would certainly hasten Moshiach’s coming.
Sichos Kodesh 19 Kislev 5717 Seif 13
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Neurotrauma Program PSA Video Transcript
Hi, I'm Mark Matheson.
I became a spinal cord injury survivor after a fall.
Did you know most injuries are preventable?
[Music]
[The #1 cause of traumatic brain injuries is falls.]
[#2 is motor vehicle involved injuries.]
[On average, 580 people experience a spinal cord injury (SCI) in HawaiʻI each year.] [The #1 cause of SCI's is falls, #2 involves injuries from ocean-related activities.]
Make good choices before you engage in an activity.
Know and respect the power of nature and the ocean.
Don't play or drive under the influence of drugs or alcohol.
Minimize distractions. Use protective gear such as a helmet.
These preventive measures can reduce harm to your brain and spine.
If you think you may be injured, seek emergency assistance right away.
Injury does not mean you are no longer active.
You will need time to heal and may need to find new ways to do the activities you love.
The doctor will determine when it is safe to return to your normal activities.
[Music]
[Hawaii State Department of Health Logo]
For more information contact:
Neurotrauma Supports
([REDACTED_PHONE]
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Savvy Meetings: A Pop Quiz
Here's a true-false quiz to see how savvy your group leaders and/or meeting partcipants are regarding basic parliamentary meeting knowledge.
Divide your group into teams of three. Make a copy of the following statements on this page (without the correct answers found on page 2) for each group. Give each small group five minutes to identify which statements are correct. Then share and discuss the correct answers with the whole group.
1. Bylaws are a permanent document and should not be changed.
2. The secretary may enter into the discussion and vote at meetings.
3. One of the primary purposes of the president is to preside at all meetings of the organization and its executive committee.
4. It is unnecessary for the president to prepare an agenda if she knows the procedure well.
5. The quorum is the minimum number of voting members who must be present in order to transact business legally. A society's bylaws should establish the quorum. If not, the quorum is a majority of the membership.
6. The president should begin meetings at the announced time, even if only a few are present. Doing otherwise punishes the prompt and rewards the latecomers.
7. The recording of any discussion regarding motions should be in full detail.
8. The main motion introduces a subject to the assembly and there can be only one main motion under consideration at one time.
9. Some of the ways to amend a motion include: insertion, addition, or striking out.
10. Committee records are property of the organization, not the property of the committee chairman.
1
Answer Key:
1-F
2-T
3-T
4-F
5-T
6-T
7-F
8-T
9-T
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Molecular nanoglue with great potential
In recent years, researchers have been working on the production of different types of nano-adhesives that can bond two different materials and, in principle, turn them into one. They will now develop one that can be dissolved again. In both cases, these are laboratory inventions that can be very important for industry.
Super valves for food companies
A new chemical substance can help industry with super valves in which rubber coatings remain intact and thereby prevent the gathering of dirt and bacteria. A new chemical compound that can bond rubber to metal can be the solution to problems for the food and water industries with process plants that collect dirt and bacteria in their valves.
In any case, researchers have come up with different types of adhesives or nanoglue, and the chemistry appears to be very promising if it can be implemented in an industrial context, according to Associate Professor Mogens Hinge.
"Valves in large production plants for water and food supplies are hard to clean and maintain, and they therefore need to be replaced very frequently. This happens when the rubber coating in the valve becomes loose so that it gradually loses its function and provides access to bacterial growth. Our concept is to use our knowledge about nanomaterials to develop new and more sterile valves with very long durability," he says.
The idea is to use a chemical nano-adhesive on the metal surface of the valve, which bonds to the rubber coating when it hardens. From a chemical point of view, the valve becomes one single piece, which means bacteria are unable to penetrate.
Associate Professor Hinge and his colleagues have already taken out a patent on a similar chemical binder that can join materials such as plexiglass and steel.
A superglue that bonds rubber to metal can solve problems in the food industry where leaky valves in the process plants gather bacteria. Professor Mogens Hinge is the main architect behind the new nanomaterial and co-founder of the spin-off company Radisurf. | web | https://ingenioer.au.dk/fileadmin/DJF/ENG/PDF-filer/smart_industry/advanced_materials/Molecular_nanoglue_with_great_potential.pdf | 0.492805 | {
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9. Explain the soil horizon layers and what is found in each layer.
10. What is plucking?
11. What is soil?
12. Explain the differences between intrusive and extrusive igneous rocks.
13. What steps would you use to determine a mineral’s hardness?
14. Describe characteristics of metamorphic rocks and how they are formed.
15. What are the properties that are used to identify a mineral. Which is the least helpful and which is the most helpful in identifying the mineral?
16. Describe the 3 rock types and how each are formed. Give 2 specific examples of each type.
17. List and describe each step of the Scientific Method.
1. Describe mass movement and give 4 examples and the evidence that shows that they have occurred.
2. What is erosion and describe the main agents that cause it?
3. Describe what abrasion is and give an example of where / when it might occur.
4. Describe how climate may affect the speed that chemical weathering occurs in an area.
5. Describe deposition and give an example of where / when it might occur.
6. Describe how people can increase erosion in an area.
7. What is a glacier? Describe the effects that glaciers have on the land.
8. Explain the differences between mechanical and chemical weathering and provide examples/agents that can cause each. | web | http://claytonscienceyms.weebly.com/uploads/1/6/7/9/16795186/study_guide_quarter_1.pdf | 0.425945 | {
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Lead without Title: Sway your Colleagues
Overview
The words "Manager" and "Leader" are often used interchangeably -- but there's a big difference. In the hierarchy of the workplace, managers typically have responsibility for other people and have titles like "Manager," "Supervisor," and "Director." But anyone can be a leader, regardless of title -- and some people with impressive titles like "president" and "CEO" may not be very effective at leadership. But how exactly do you lead without a title and the official stamp of authority the title implies? And as a relatively young or junior employee, can you act as a leader and still keep your job?
The answer is absolutely yes, if you are thoughtful about your approach.
Directions
You work for SkillaMaze, which designs applications that teach teens how to develop video games. The latest app is specifically designed to attract kids who aren't hardcore gamers. You love the concept but some of graphics just seem wrong to you, even objectionable. In fact, you're sure they could turn off the very users the software is designed to reach. You briefly raised your concerns at a meeting but no one seemed to hear you. Everyone on the team is older than you and has worked together for years. You're tempted to let the issue go but you know that changing the graphics will make the product stronger, more inclusive, and ultimately, more successful.
It's time to step up and demonstrate leadership -- but you need a plan. Explain the steps you will take to persuade your colleagues to revisit the graphics. Be sure to include a rationale for each step.
Once you have the plan, record yourself:
1) Enlisting the help of someone more senior at the company
2) Clearly articulating the issue to your teammates and persuading them to act
Each recording should be under 1 minute and can be audio alone or video.
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Grab and Go Emergency Supply Kit
Prepare an emergency kit you can easily take with you if your household is evacuated.
❏ ❏ Make sure your kit is easy to transport. Keep it in a backpack, duffle bag or wheeled suitcase.
❏ ❏ Keep your kit in an easy-to-reach, accessible place (such as your front hall closet) and make sure everyone in the household knows where it is located.
❏ ❏ If your kit is heavy, separate the supplies into separate backpacks. That way, your kit will be more portable and each person can personalize his or her own kit.
BASIC SUPPLIES
❏ ❏ Two additional litres of water per person per day for cooking and cleaning
❏ ❏ Change of clothing and footwear
❏ ❏ Sleeping bag, warm blanket or survival bag
❏ ❏ Emergency blanket and poncho
❏ ❏ Toiletries (toothbrush/paste, facecloth, deodorant, mirror, comb, soap, shampoo etc.)
❏ ❏ Feminine hygiene supplies
❏ ❏ Quick-dry towel or cloth
❏ ❏ Hand sanitizer or sterile towelettes
❏ ❏ Household bleach or water purifying tablets
❏ ❏ Candles or tealights and matches or lighter (place lit candles in deep, sturdy containers)
❏ ❏ 12-hour light sticks
❏ ❏ Utensils, plate and cup
❏ ❏ Pad and pencil
❏ ❏ Large garbage bags
❏ ❏ Ziplock bags (various sizes)
❏ ❏ Toilet paper
❏ ❏ Basic tools (hammer, pliers, wrench, screwdrivers) or multi-tool
❏ ❏ Multi-purpose knife
❏ ❏ Sportsman's saw
❏ ❏ Work gloves
❏ ❏ Dust mask and goggles
❏ ❏ Emergency whistle
❏ ❏ Duct tape
❏ ❏ String
❏ ❏ Toys, books, games or cards
❏ ❏ Favourite picture of loved ones
❏ ❏ Water – at last two litres per person per day. Include small bottles that can be carried easily in case of evacuation
❏ ❏ Food that won't spoil, such as canned food, energy bars and dried foods (replace water and food once a year)
❏ ❏ Manual can opener
❏ ❏ Crank or battery-powered flashlight
❏ ❏ Crank or battery-powered radio
❏ ❏ Batteries (replace batteries once a year and store in separate bag)
❏ ❏ Cell phone plug-in and battery chargers, and spare batteries
❏ ❏ First aid kit
❏ ❏ Extra keys to your car and house
❏ ❏ Cash in small bills and coins (e.g. $2, $10)
❏ ❏ Copy of your emergency plan and contact information
❏ ❏ Copies of identification and pictures of each family member to help locate those who are missing/lost
❏ ❏ If applicable:
❍ ❍ Prescription medication and glasses
❍ ❍ Infant formula and supplies
❍ ❍ Equipment for people with disabilities
❍ ❍ Pet food, water and medication
ADDITIONAL RECOMMENDED ITEMS
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SPECIAL TOPICS IN CS: TEACHING WITH MOBILE DEVICES
NCSU Tapestry Workshop
Friday, July 19 10:45 am - Noon
THE SET UP
Apex High School
Academy of Information Technology
Sponsors & Partnerships
* National Academy Foundation and Lenovo
* National Pilot of five Academy of Information Technology schools to compete in creating Android applications
* Received:
* 30 Android ThinkPad Tablets
* 6 Touch Screen Computers
* Projector with Cart
* Business Alliances/Mentors
* Leveraged industry contacts
Mobile App Development Project
* Student Volunteers
* Self-Guided Learning Project
* 12 Weeks
* Groups of 4
* Include at least one programming track student, preferably upper level, to serve as technical advisor
* Teacher Advisor
Mobile App Development Project
* Online, Self-Guided Curriculum
* Industry Volunteers
* Extracurricular!
* Final Product
* Marketing Plan, 3 pages
* Presentation
* Video of Abbreviated Presentation (3 min)
* Functioning or Wireframe App
* Projects
* Student Choice
* Industry Requests
* HVAC Calculator
* Jimmy V Golf Tournament
* Shop Local Raleigh
The Students
* Committed
* Motivated
* Team Work
* Time
* Student Attrition
* Extra-Curricular
* Time
* Other Commitments
CURRICULUM
App Development Project
Using Java
* Carnegie Mellon University
* Open Learning Initiative
* Free course
* Introduction to Programming
* https://oli.cmu.edu/courses/free-open/media-programming-course-details/
* DrJava
* IDE for Java
* 12 Modules
* Key Concepts
* Basics – Variables, Casting…
* Loops
* Arrays
* Classes
* And much more.
Using Eclipse (Java)
* For Android development, you will need the plug-in for the SDK and Eclipse.
* Eclipse
* The Java IDE that supports the plug-in for Android
* Eclipse Classic – recommended
* http://www.eclipse.org/downloads/
* Android SDK
* SDK Link
* http://developer.android.com/sdk/index.html
* Installing the SDK
* http://developer.android.com/sdk/installing.html
MIT App Inventor
* Use a web browser and connected phone or emulator to develop a Droid app.
* Tools
* App Inventor Designer
* App Inventor Blocks Editor
* Android Emulator
MIT App Inventor
* Sample Resources
* http://beta.appinventor.mit.edu/learn/
* http://www.youtube.com/playlist?p=PL2D27126F35E50A1B
Android Developer
* Site for Android developers
* http://developer.android.com/training/index.html
* Resources
* Set Up
* Lessons
* Basic
* Advanced
* Technical Resources
* More
Top Projects
* Shop Local Raleigh
* Worked with local non-profit organization that promotes and supports locally-owned, independent business.
* Wanted an app to provide a mobile directory.
Top Projects
* Lab App
* App developed for students to use when doing science labs.
LAB APP
Sifron Benjamin, Amanda Bizune, Chris Miller, Logan Brown
CONCLUSION
Special Topics in CS: Teaching with Mobile Devices
Conclusion
* Many Resources
* Android Developer
* MIT App Inventor
* CMU Introduction to Programming
* Our Experience
Sponsor Conclusion
"It was truly inspiring to see the enthusiasm for the application development program. We definitely picked the right partners in NAF, MIT and the five academy sites. The students' work was amazing! I think the success of this program highlights this fundamental belief: if projects are relevant, interdisciplinary and promote collaboration, students will be more engaged and learning outcomes will be increased."
Michael J. Schmedlen Director, Worldwide Education Lenovo
THANK YOU
Leslie Keller [REDACTED_EMAIL] | web | https://www.csc2.ncsu.edu/workshops/tag/docs/LeslieKeller.pdf | 0.447349 | {
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Forest Ecosystem Carbon Pools
- **Living Biomass**: Leaves, twigs, stems, coarse roots and fine roots of trees, shrubs and herbaceous plants
- **Dead Biomass**: Standing dead trees, downed trees, leaf litter (forest floor), dead roots
- **Soil Carbon or Soil Organic Matter (SOM)**: Humus, microbial biomass
Forest Types
1. **Boreal**: large accumulations of moss and undecomposed organic matter on the forest floor that are characteristic of these ecosystems
2. **Tropical**: multiple layers of vertical structure in aboveground biomass
3. **Temperate**: biomass pools associated with standing living trees, dead trees, and downed woody debris
4. **Savannah**: some aboveground carbon storage with a larger accumulation of belowground carbon storage
Residence Times of Organic Matter
| Plant Residues | Residence Time |
|----------------------|------------------|
| Leaf litter | Months to years |
| Root litter | Years |
| Bark | Decades to centuries |
| Wood | Decades to centuries |
| Soil organic matter (SOM) | Years to millennia |
*Source: Lorenz, K., & Lal, R. (2009). *Carbon sequestration in forest ecosystems*. Springer Science & Business Media*
Forest Stands – Composition and Structure
Composition
- Cover type: Classified by the dominant tree species present in a stand
- Species richness: number of species present in a given area
- Relative abundance of different species
- Genetic diversity
Structure
- Vertical structure: size of trees, canopy layers
- Horizontal structure: tree spacing, clumping
- Amount and distribution of dead wood
- Amount and distribution of leaf litter
- Root amounts and distribution
Vertical Structure of a Forest
Images: http://mff.dsisd.net/Environment/PICS/Tortical; Steven Katovich, USDA Forest Service, Bugwood.org jpeg; Howard F. Schwartz, Colorado State University, Bugwood.org | web | http://cambriaforestcommittee.org/wp-content/uploads/2022/03/Forest-Ecosystems-and-Carbon-Storage.pdf | 0.425361 | {
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# Explore, Learn, & Discover in 2023
## January
- **School holidays**
- NSW: Jan 1–26
- Vic: Jan 1–29
- **24 Jan** International Day of Education
## February
- **2 Feb** World Wetlands Day
## March
- **5 Mar** Clean Up Australia Day
- Join in with your local council and lend a hand to clean up parks, beaches and trails!
- **21 Mar** International Day of Forests
- **25 Mar** Earth Hour
- Switch off for climate change!
## April
- **22 Apr** Earth Day
- **25 Apr** ANZAC Day
## May
- **14 May** Mother’s Day
## June
- **5 Jun** World Environment Day
## July
- **24 Jun** Fairy Day
- **28 Mar** World Conservation Day
- **21 Jul** Plastic Free July
## August
- **6 Aug** National Tree Day
- **12–20 Aug** National Science Week
- Theme – Innovation: Powering Future Industries
## September
- **3 Sep** Father’s Day
- **7 Sep** National Threatened Species Day
- On this day in 1936 the Tasmania Tiger became Extinct
- **All Sep** National Biodiversity Month
## October
- **2 Oct** World Habitat Day
- **5 Oct** International Teachers Day
## November
- **6–12 Nov** National Recycling Week
## December
- **11 Dec** International Mountain Day | web | https://www.illawarrafly.com.au/media/g2elsbnp/2023edu_calendar_a3_illawarrafly.pdf | 0.444379 | {
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When you enter your child in a Montessori class and become a part of the Montessori family, it is of the utmost importance that the home and the school work in harmony toward the development of the child. Below are some things that can be provided in the home.
Bathroom:
1. Step-up stool for the toilet and the sink.
2. Small bar of soap within reach of the child.
3. Low mirror- child should be able to see when he brushes teeth/washes face.
4. Small washcloth and towel.
5. Toothbrush within reach of child.
6. Small night light so child is able to see light switch.
7. Low shelf for child's materials; towel rack with shelf.
8. Tub toys (measuring spoons, cups, funnel, etc.)
Bedroom:
1. Closet- low pole with hangers.
2. Bed close to the floor for very young children .
3. Low shelf to display toys and treasures within reach (only a few at a time).
4. Drawers- drawer for socks, underwear, etc., or use shoeboxes to separate items if only one drawer is available.
5. Nice picture- hung low (only one), change once a month. Talk about the art- picture and artist.
6. Book shelf- only 3 or 4 books at a time.
7. If windows are high, a stool so the child can look outside.
8. Plant in room- watering can and sponge on tray so child can care for plant.
Living Room:
1. Small, comfortable chair and table with books and a good reading light.
2. Beautiful interesting objects child can look at and handle.
Kitchen:
1. Child's own chair and table at proper height.
2. Step stool to reach water.
3. Sponge, towel, and bowl on tray to clean up spills.
4. Have children pack their own lunch. It's easier if they do this at night. Good nutrition is important, NO JUNK FOODS!
5. Child can be helpful buying and putting away groceries.
Your child needs to be a contributor in the family and feel his contribution is important! Useful chores your child can do at home:
1. Car washing.
2. Scrubbing the sink in the bathroom or kitchen. Baking soda is a great non-toxic cleaner for children to use.
3. Dusting with a cloth or a brush.
4. Setting the table.
5. Loading and unloading the dishwasher.
6. Stacking dishes.
7. Folding the laundry- napkins, washcloths, and towels.
8. Wiping down table and countertops.
9. Sweeping- provide a child-sized broom, dustpan, and whisk brush.
10. Rolling and pairing socks.
11. Weeding.
12. Plant care- watering. Give names of plants.
13. Feeding pets.
14. Sorting recycling.
Other notes:
The correct name of every item should be given. Nicknames or slang terms should be avoided.
Use adult vocabulary in conversation with your child. New words are fascinating, and eventually he will use them in his speech and writing.
Your child should be exposed to very few toys. A shelf for neat storage should be available, not a toy box.
Television:
Decide what programs you think are worthwhile. Documentaries and nature shows are preferable over fantasy characters. LIMIT TELEVISION- BE VERY SELECTIVE.
DURING MEALTIME, DO NOT HAVE THE TV ON. It's a nice time for the family to have conversation.
Research shows that too much television inhibits a child's ability to write or read effectively. Your child's intellect is developed through ACTIVITY, not passive listening. | web | http://discoverymontessoriacademy.com/wp-content/uploads/Montessori-in-the-Home.pdf | 0.431622 | {
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KEEPING KIDS SAFE ONLINE
Our children are actively using mobile technology that was unheard of 20 to 30 years ago and it's fantastic that all the answers can be at our fingertips within moments. But, there is that darker side, the side that gives answers to questions our children didn't know they had, which of course, violates the "adult conspiracy".
Adult Conspiracy: The act of humanoid societies keeping interesting things from children before they understand the consequences of those things. These things may include summoning the stork, foul language or other activities that may cause illness [like overeating treats and candy]... Okay, onward.
There are many steps that can be taken to outright control this behavior like the filtering that is included on most wireless routers [content filtering and parental controls differ based on the products you use] This may be great and all, but trust still should be built between your child and you to retain a relationship where they feel confident to come to you when there is a problem.
Knowing when and where to draw the line according to your own personal comfort levels and ethics is a constant struggle for human beings, especially adolescents. Peer pressure is often the stressor that influences teens to overstep their boundaries to engage in regretful behavior. As parents, we need to give children the intellectual and emotional tools to make the right decisions.
So rather than viewing the problem as something that has to be blocked, parents can view the 'oversharing' by children as something that needs to be acknowledged. The first step is to identify boundaries that should be set.
Create hypothetical situations and ask them to set their own boundaries and tolerance levels. They can better learn to defend these boundaries by already knowing where they stand. I. E. "A contact asks you to send an inappropriate image of yourself. What would you do? What would you say? What are your boundaries?" In doing this type of activity, you get them to think of why they would or would not perform such an action while also giving you the opportunity to point out additional outcomes of making a wrong choice.
Be sure you and your children know the acceptable use and consequences for unacceptable behavior. If they choose to ignore these policies and access inappropriate content, don't overreact but be ready to follow up with appropriate behavioral redirection.
Many children and adolescents believe that search history is only stored on the computer they are using. If you delete the browsing history, the information is gone. In fact, everything we do on the internet, every search, every image we view, is tracked and stored forever on servers worldwide. It can never be deleted and could be accessed. We may not need to be fearful of this fact; however, we do need to be aware.
Responsible use of the internet should be a combined effort for parents, caregivers, teachers and the child. | web | http://www.techplusmn.com/files/KEEPING-KIDS-SAFE-ONLINE.pdf | 0.500892 | {
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Radiation symbol
This symbol is used to warn people about radiation hazards. It is often found on equipment that produces or uses radiation, such as X-ray machines and nuclear power plants. The symbol consists of a circle with four curved lines radiating outward from the center. The lines are typically black on a white background, but can also be red or yellow on a black background.
The symbol was first introduced in 1946 by the United States Atomic Energy Commission (now known as the Nuclear Regulatory Commission) to standardize the warning signs for radioactive materials. Since then, it has become widely recognized and used internationally to indicate the presence of radiation.
It is important to note that while the symbol may look like a flower, it should not be confused with a flower symbol. The radiation symbol is a specific warning sign and should be treated with caution. | web | https://lousgunwork.com/Images/Gallery/PDF/Target-Scope-001.pdf | 0.447081 | {
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Ryarsh Primary School
RYARSH AWARD FOR EXCELLENCE
Arika
Penguin Class
It is a real delight to have Arika in our class. She is a quiet but confident member in our class who is always cheerful, helpful and a joy to have around. She will always help other people, whether that be another child or an adult. She is extremely kind and really cares for others.
Arika listens carefully in lessons and always tries her absolute best. In Maths, she listens carefully to new things being taught and tries hard to work through things never giving up. She recently wowed us all with her work on division, which can be quite tricky in Year 2. She practises her times tables and has passed her 10s, 2s, 5s and mega mix in just four weeks!
Her writing has continued to improve and she is now writing at greater length and recently started to write in pen which she was VERY happy about. I must also mention her wonderful role in our nativity. Her speaking was extremely clear and well-rehearsed.
Arika always has a 'growth mindset', never giving up when things get tough and always giving new things a try.
We are very proud of Arika's achievements and know that she will continue to do really well. What an amazing term you've had and continue to keep our classroom full of smiles and sparkle!
Arika, you are an absolute pleasure to have in Penguin Class and we are very lucky to have you. Have a wonderful Christmas break and we look forward to more fantastic work in the New Year.
Signed - Class teacher | web | http://www.ryarsh.kent.sch.uk/wp-content/uploads/2019/01/Arika-Y2.pub_.pdf | 0.426648 | {
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香港管弦樂團社區音樂會 2020
The HK Phil Community Concert 2020
抱抱月亮音樂會
HANG OUT WITH THE MOON
3 OCT 2020
SAT 8PM
香港文化中心音樂廳
Hong Kong Cultural Centre
Concert Hall
hkpil.org
香港管弦樂團由香港特別行政區政府資助，亦為香港文化中心場地伙伴。
The Hong Kong Philharmonic Orchestra is financially supported by the Government of the Hong Kong Special Administrative Region and is a Venue Partner of the Hong Kong Cultural Centre.
首席贊助 Principal Patron
Sponsored by
The Tung Foundation
香港董氏慈善基金會
Jaap van Zweden Music Director
歡迎蒞臨香港管弦樂團《抱抱月亮音樂會》。
香港董氏慈善基金會十分有幸贊助是次社區音樂會，為市民提供欣賞管弦樂音樂會的寶貴機會，並在這月滿佳節同慶中秋。藉著這次音樂會，希望讓大眾保持連繫，共享樂韻悠揚的時刻，尤其在此艱難的時刻，為生活增添色彩。
香港董氏慈善基金會於1979年由已故董浩雲先生創立，他生平高度關注青少年及社會公益事業。基金會作爲慈善機構，主要目標是對香港、內地及國外在社會、文化、教育和醫療方面作出貢獻。基金會十分高興能與社區分享音樂，惠及各階層的家庭。我們深信教育及文化活動是社會的基石，將繼續不遺餘力地推動這方面的工作。
希望各位享受今天的音樂會，度過一個愉快的晚上。
香港董氏慈善基金會
MESSAGE FROM THE TUNG FOUNDATION
Welcome to the Hong Kong Philharmonic Orchestra’s “Hang Out with the Moon”!
The Tung Foundation is delighted to sponsor this community concert and to provide a valuable opportunity for everyone to enjoy orchestral music, as well as to join with us in celebrating the Mid-Autumn Festival. We hope the concert will keep us all connected and brighten all our lives with the power of music, especially during these difficult times.
The Tung Foundation is a charitable organisation established in 1979 by the late Mr. C. Y. Tung, who was very enthusiastic about youth and community activities. Our objective is to support social, cultural, educational, and health care activities and programmes in Hong Kong, mainland, and overseas. We are glad to share music with an audience from all walks of life, and we believe that concerts such as this sow the seeds of music in the community’s heart. The Foundation considers cultural and educational activities as the bedrock of society, and hopes to continue playing its part in the community.
We hope that you enjoy today’s wonderful concert.
The Tung Foundation
香港管弦樂團（港樂）獲譽為亞洲最前列的管弦樂團之一。每年節目以交響曲目為主，並邀請世界各地的傑出指揮和演奏家同台演出。港樂不但舉辦豐富的教育活動，更會委約新作，以及致力培育本地新秀。灌錄專輯包括：為孩子而設 - 以廣東話敘述的唱片；由鍾盾和盛宗亮親自指揮各自作品的專輯；以及在本港首度上演的華格納全套《指環》歌劇四部曲。音樂總監梵志登自2012年上任後，曾先後帶領港樂到歐洲、亞洲、澳洲，以及中國各地巡演。余隆由2015/16樂季開始擔任為首席客席指揮。
2019年港樂贏得《留聲機》年度管弦樂團大獎，成為亞洲首個獲此殊榮的樂團。
The Hong Kong Philharmonic Orchestra (HK Phil) is regarded as one of the leading orchestras in Asia. The annual schedule focuses on symphonic repertoire, with distinguished conductors and soloists from all over the world. The HK Phil runs an extensive education programme, commissions new works and nurtures local talent. Recording projects have included a CD for children narrated in Cantonese, works by Tan Dun and Bright Sheng conducted by the composers, and Wagner’s Ring Cycle following the first-ever performances in Hong Kong of these four operas. With Music Director Jaap van Zweden since 2012, the HK Phil has toured to Europe, Asia, Australia, and on numerous occasions to Mainland China. Yu Long has been Principal Guest Conductor since the 2015/16 season.
The HK Phil won the prestigious Gramophone’s 2019 Orchestra of the Year Award – the first orchestra in Asia to receive this accolade.
《狂歡節》序曲
Carnival Overture
德伏札克 Dvořák
捷克作曲家德伏札克（1841-1904）《狂歡節》序曲（1894）描繪一個在鄉村市集肆意狂歡的人；長號為這市集添上一點市井氣息，在一片俗艷的氣氛中，主人翁突然領悟出大自然之美才是生命中的真正喜悅；可是霎眼間，他又繼續尋歡作樂去了。
The Czech composer Antonín Dvořák (1841-1904) wrote his Carnival Overture in 1894. It depicts a man swept up in a hectic round of merry-making at a country fair, with the trombones in particular giving it a fairground feel. But suddenly the man realises that, despite all the fun of the fair, the real joy of life comes from the beauty of nature itself. Very soon, though, he is flung back into the hustle and bustle of the fairground.
《露莎卡》：月之頌
Rusalka: Song to the Moon
德伏札克 Dvořák
德伏札克動筆創作第 9 部歌劇《水仙女》時已接近 60 高齡，雖然他多年前已打算退休，卻在半年內完成此劇。年事已高的德伏札克被這個傳說深深吸引，而這故事其後改編成迪士尼動畫《小魚仙》。他大顯身手去刻劃故事主人翁露莎卡——一個變了啞巴的水仙女，卻能夠和人類以外的東西溝通。其中以迷人的〈月之頌〉最令人難忘。
Almost 60 years old and well past the age at which he had intended to retire, Antonín Dvořák wrote his 9th opera Rusalka in six months. The fairy tale on which the opera is based has subsequently been adapted into the Disney animated film Little Mermaid. The story’s heroine, Rusalka, is a water-nymph who has lost the ability to speak, but she is still able to communicate with supernatural objects. One of her most memorable arias is the magical “Song to the Moon”.
《月亮代表我的心》
The Moon Represents My Heart
李哲藝改編 arr. Che-Yi LEE
《月亮代表我的心》是台灣作曲家翁清溪（1936–2012）於70年代所創作，及後由已故女歌手鄧麗君使之聞名於世。樂曲帶出中國傳統中藉月亮代表思念的意思，亦表達了一種不能言喻的愛意；月亮常與純潔及長久的愛情聯繫。今晚的管弦樂版由台灣作曲家李哲藝改編。
*The Moon Represents My Heart* was composed by Taiwanese composer Weng Ching-hsi (1936–2012) in the early 70s and it was made famous by the late female singer Teresa Teng. The song uses the moon as a symbol of yearning (as in Chinese culture), to express a love message which cannot be said in words. The moon is always associated with pure and long lasting love. Tonight we hear a symphonic version arranged by Taiwanese composer Lee Che-Yi.
《黃河》鋼琴協奏曲：黃河頌及黃河憤
Yellow River Piano Concerto: Ode to the Yellow River & Wrath of the Yellow River
殷承宗、傅望華、盛裡洪、劉莊改編
arr. YIN Chengzong, CHU Wanghua, SHENG Lihong & LIU Zhuang
《黃河》鋼琴協奏曲改編自冼星海（1905–45）的《黃河大合唱》（1939），由四位來自中央樂團交響樂隊的中國作曲家集體改編。革命主題貫串著氣宇軒昂及淋漓盡致的獨奏旋律，令此曲聞名於世。
*The Yellow River Piano Concerto* was arranged from Xian Xing-hai’s (1905–1945) *Yellow River Cantata* (1939) by four Chinese composers associated with the Central Philharmonic Orchestra. The piano concerto is famous for its revolutionary theme and is permeated with passion and virtuosic solo phases.
《魔術師的弟子》
The Sorcerer’s Apprentice
杜卡 DUKAS
法國作曲家杜卡（1865–1935）以音樂演繹德國名作家歌德的作品。聽到歌德的名字，便自然聯想到一位嚴肅的大文豪，但他也有創作一些較輕鬆的作品，如《魔術師的弟子》。因為迪士尼《幻想曲》動畫，讓《魔術師的弟子》聲名大噪。故事講述年輕卻懶惰的魔法學徒不想動手打掃，就偷用師傅的咒語命掃把到河中挑水，事情不久就弄得一團糟，甚至被水圍困。
*The Sorcerer’s Apprentice* is French composer Paul Dukas’ (1865–1935) interpretation of a work by the celebrated German writer Johann Wolfgang von Goethe. Although most of his works are serious and intense, Goethe also wrote some light-hearted stories, including *The Sorcerer’s Apprentice*. Popularised in Walt Disney’s *Fantasia*, the music tells the story of a lazy young sorcerer’s apprentice who attempts one of his master’s spells to order a broom to fetch water from the river. Quickly everything turns chaotic and there is water everywhere.
《西班牙隨想曲》
Capriccio Espagnol
林姆斯基－高沙可夫 RIMSKY-KORSAKOV
林姆斯基－高沙可夫（1844–1908）原是俄羅斯海軍，後來決意投身音樂。他的作品大多反映了他在外地的所見所聞，《西班牙隨想曲》刻劃的就是西班牙風情與活力。激動人心的滾奏鼓聲和銅管號曲預示「吉卜賽之歌」（由小提琴獨奏）的來臨；一段誘人的舞曲過後，全團奏起精力充沛的佛蘭明哥舞曲；佛蘭明哥舞曲到達高潮後，華麗的方丹戈舞曲隨即展開，大家還可聽到咔嗒咔嗒的響板聲。
Nikolai Rimsky-Korsakov (1844–1908) served in the Russian navy before deciding to devote himself to music. Much of his music reflects the exotic and exciting things he had seen on foreign shores, and *Capriccio Espagnol* portrays the colour and vivacity of Spain. A brass fanfare heralds a “gypsy song” (featuring a solo violin), followed by a seductive dance. The entire orchestra breaks into an energetic Flamenco dance which, as it reaches its climax, leads into an exuberant Fandango complete with clicking castanets.
梁建樞
Leung Kin-fung
指揮 CONDUCTOR
- 港樂第一副首席
First Associate Concertmaster of the HK Phil
- 2002 年獲選「十大傑出青年」
Recipient of the Ten Outstanding Young Persons Award in Hong Kong in 2002
- 香港理工大學樂團藝術總監
Artistic Director and Conductor, PolyU Orchestra
- 香港拔萃女書院表演藝術總監
Performing Arts Director, Diocesan Girls’ School
- 深圳－台灣－香港－澳門青年文化交流藝術季節目總策劃
Programme Director of the Shenzhen-Hong Kong-Macau-Taiwan Youth Cultural Exchange Festival
- 2014 年香港藝術發展局藝術家年獎（音樂）得主
"Artist of the Year (Music) 2014" by the Hong Kong Arts Development Council
- www.leungkinfung.com
李偉安
Warren Lee
鋼琴 PIANO
- 六歲時首度與港樂同台演出
Debut with the HK Phil at the age of six
- 1995 年勇奪史特拉汶斯基大獎國際鋼琴比賽及普爾利殊大獎
First-prize winner of the 1995 Stravinsky Awards International Piano Competition and Grand Prix Ivo Pogorelich
- 史坦威藝術家、拿索斯旗下藝人、教育家及得獎作曲家
A Steinway Artist, Naxos Recording Artist, an educator and an award-winning composer
- 《Piano Talks》Podcast網上節目主持
Host of the podcast, Piano Talks
- 2012 年獲選「十大傑出青年」；2017 年獲耶魯大學音樂學院頒伊恩·明尼伯格傑出校友獎
Recipient of the Ten Outstanding Young Persons Award in Hong Kong in 2012, and the Ian Mininberg Distinguished Alumni Award by the Yale School of Music in 2017
- www.warren-lee.com
葉蓓菁
Yuki Ip
女高音 SOPRANO
- 於北京國家大劇院啟用樂季中，與著名男高音卡拉斯合唱
Soloist with José Carreras for the inaugural season of the National Centre of the Performing Arts, Beijing
- 在香港「非凡美樂」製作的《蝴蝶夫人》中飾女主角 Cio-Cio-san in Puccini's Madam Butterfly with MusicaViva, Hong Kong
- 與港樂合作，擔任孟德爾遜《仲夏夜之夢》獨唱家，由麥克基根指揮
Soloist in Mendelssohn’s A Midsummer Night’s Dream with the HK Phil conducted by Nicholas McGegan
- 2014 年擔任香港電台第四台「駐台演唱家」
RTHK Radio 4 “Artist-in-Residence” 2014
- www.hkphil.org/artist/yuki-ip
Harry 哥哥
Harry Gor Gor
主持 PRESENTER
- 以幽默和音樂著稱，深受大小觀眾歡迎
Well known among children and adults for his humourous personality and amazing music
- 本港著名兒童音樂教育專家，曾編著音樂教科書《今日音樂》
A leading specialist in the local music education field, and editor of a series of music textbooks, Music Today
- 本地藝團如香港舞蹈團、香港中樂團的表演嘉賓
Performing guest artist for local arts organisations such as the Hong Kong Dance Company and Hong Kong Chinese Orchestra
- 自 2016 年起親自創作電視節目《Harry哥哥好鄰居》，並擔任節目主持
Host and creator of his television programme Harry Good Neighbour on air since 2016
- www.hkphil.org/artist/harry-wong
## 香港管弦樂團 HONG KONG PHILHARMONIC ORCHESTRA
### 音樂總監 MUSIC DIRECTOR
梵志登 Jaap van Zweden
### 首席客席指揮 PRINCIPAL GUEST CONDUCTOR
余隆 Yu Long
### 第一小提琴 FIRST VIOLINS
王 敏 Jing Wang
南薈首席 Concertmaster
梁建楨 Leung Kin-fung
東薈第一副首席 First Associate Concertmaster
許致雨 Anders Hui
南薈第二副首席 Second Associate Concertmaster
王 梁 Wang Liang
東薈第二副首席 Second Associate Concertmaster
朱 菲 Bell de Gaulle
東薈第三副首席 Third Associate Concertmaster
艾 瑾 Ai Jin
把文晶 Ba Wenjing
程 立 Cheng Li
桂 麗 Gui Li
李智勝 Li Zhi Sheng
劉芳玲 Liu Fang Ling
毛 華 Mao Hua
梅麗莎 Rachael Mellado
倪 澤 Ni Lan
徐 恒 Xu Heng
張 希 Zhang Xi
### 第二小提琴 SECOND VIOLINS
趙 澄 Domas Juskytis ■
梁文方 Fang An
陳淑敏 Ho Ka-leung
無宏達 Russell Kan Wang-to
劉博軒 Liu Boxuan
馬 華 Mao Yiguo
華慕華 Katrina Rafferty
蟲鈴木美矢 Miyaka Suzuki Wilson
晉中知子 Tomoko Tanaka Mao
黃嘉怡 Christine Wong
周勝飛 Zhou Tengfei
### 中提琴 VIOLAS
凌顯祐 Andrew Ling ■
李嘉黎 Li Jiali ■
熊谷佳織 Kaori Wilson ▲
蔡書娟 Chris Choi
霍宏偉 Cui Hongwei
付水淼 Fu Shuiqiao
洪依凡 Ethan Heath
黎 亮 Li Ming
林德瑪尔 Hartmut Lomdardize
羅詩婷 Alice Rosen
孫 翩 Sun Bin
張姝影 Zhang Shuying
### 大提琴 CELLOS
鮑 桂華 Richard Bamping ■
方晴牧 Fang Xiaomu ■
林 領 Dora Lam ▲
陳屹洲 Chen Ngat-chau
陳俊倫 Chen Yichun
郝 澄 Timothy Frank
關銘安 Anna Kwan Ton-an
李敏惠 Li Ming-lu
宋未央 Tae-mi Song
宋亞林 Song Yalin
### 短笛 PICCOLO
虞家達 Linda Stuckey
### 雙簧管 OBOES
尋瑞連 Michael Wilson ■
全努恩 Marrie Rose Kim
### 英國管 COR ANGLAIS
關尚峰 Kwan Sheung-fung
### 草黃管 CLARINETS
史安祖 Andrew Simon ■
史家翰 John Schertfle ■
劉 前 Lau Wai
### 低音單簧管 BASS CLARINET
艾爾高 Lorenzo Iosco
### 長笛 FLUTES
史德琳 Megan Sterling ■
陳勁桐 Toby Chan ■
李浩山 Vance Lee ◆
### 巴松管 BASSOONS
吳美文 Benjamin Moerman ■
柯布魯 Ander Erburu
### 低音巴松管 CONTRABASSOON
崔祖斯 Adam Treverton Jones
### 短號 HORNS
江 寬 Lin Jiang ■
柏如恩 Russell Bonifede ■
周錦華 Chow Chi-chung ■
托多普 Toddor Popstoyanov
李少霖 Homer Lee
麥迪拿 Jorge Medina
### 小號 TRUMPETS
莫思卓 Christopher Moyse ■
華達德 Douglas Waterston
施樂百 Robert Smith
### 長號 TROMBONES
韋雅樂 Jarod Vermette ■
高基信 Christian Goldsmith
湯奇雲 Kevin Thompson
### 低音長號 BASS TROMBONE
區雅隆 Aaron Albert
### 大號 TUBA
雷科斯 Paul Luxenberg ■
(休假 On Sabbatical)
### 定音鼓 TIMPANI
龐果思 James Boznoz ■
### 鼓擊樂器 PERCUSSION
白亞斯 Aziz D. Barnard Luce ■
榮偉華 Raymond Leung Wal-wa
胡淑微 Sophia Woo Shuk-fai
### 簽琴 HARP
(空缺 Vacant)
### 特約樂手 FREELANCE PLAYERS
小號：馮嘉興
Trumpet: Fung Ka-hing
大號：黎得聰
Tuba: Lai Tak-chun
敲擊樂器：陳梓浩、鄭敏蔚
Percussion: Samuel Chan, Eugene Kwong
豎琴：謝燕燕
Harp: Yany Tee
---
■ 首席 Principal
▲ 副合首席 Co-Principal
◆ 副首席 Associate Principal
▲ 助理首席 Assistant Principal
樂季揭幕
廖國敏|貝多芬三重協奏曲
SEASON OPENING
LIO KUOKMAN
BEETHOVEN TRIPLE CONCERTO
9 & 10 OCT 2020
FRI & SAT 8PM
香港文化中心音樂廳
Hong Kong Cultural Centre Concert Hall
廖國敏 指揮及鋼琴
王敬 小提琴
鮑力卓 大提琴
Lio Kuokman conductor & piano
Jing Wang violin
Richard Bamping cello
BEETHOVEN Triple Concerto
Doming LAM Thanksgiving to Joe-Kwan, the Kitchen God
STRAUSS Der Rosenkavalier Suite and more
ALL SEATS ONLY
門票現於城市售票網公開發售
Tickets at URBTIX www.urbtix.hk
教育及社區活動
HK PHIL EDUCATION AND COMMUNITY ENGAGEMENT PROGRAMMES
MUSIC ROUND THE CORNER
港樂致力以多元的音樂表演和活動培育香港下一代的音樂家和觀眾，每年為超過40,000名學童、老師和大眾送上精彩多姿的教育及外展活動，豐富其音樂體驗。
The HK Phil places great importance on nurturing local musicians, developing audiences and enriching their musical experiences through a wide range of activities. Each season, more than 40,000 students, teachers and citizens benefit from our education and outreach concerts and activities.
1. 復活節音樂會（共融音樂會）Happy Easter Concert (Inclusive Concert)
2. 何鴻燊家族基金委作曲家計劃公開工作坊及演出
The Robert H. N. Ho Family Foundation Composers Scheme Public Working Session & Showcase
3. 賽馬會音樂密鑰教育計劃—到校指導音樂小組 Jockey Club Keys to Music Education Programme – Focused Ensemble Visit to schools
4. 百合「愛樂·星夜」交響曲 Swire Symphony Under The Stars
[REDACTED_EMAIL]
同心抗疫
音樂會禮儀
NEW START
Guidelines for your concert visit under COVID-19
在場地及音樂廳內必須全程戴上口罩
Masks must be worn throughout the venue and the concert hall
入場前必須量度體溫
Temperature checks are arranged at designated entrances
請使用消毒洗手液
Use the disinfectant dispensers
時常保持社交距離
Always maintain social distancing
為配合防疫，閣下之座位或需作出調動
Your seat may have been adjusted to meet the requirements of preventive measures
若有感冒病徵者，及於過去14天內與新冠病毒病人接觸者，請勿出席音樂會
Persons with symptoms of flu and people who have been in contact with COVID-19 patients within the last 14 days may not attend the performance | web | https://www.hkphil.org/f/event/22155/cc2020oct_hp_7.pdf | 0.482053 | {
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Course Description
MGT-343 Disaster Management for Water and Wastewater Utilities
Description:
Length: 16 Hours
The Disaster Management for Water and Wastewater Utilities course provides students with information about the Environmental Protection Agencies (EPA) Response Protocol Toolbox covering necessary steps to be taking during the response and recovery Water and Wastewater Utilities facilities. Participants will be guided through the various issues concerning preparing for, responding to, and recovering from incidents affecting water and/or wastewater facilities. The course introduces the various natural and man-made (accidental or intentional) hazards to which water and wastewater systems may be vulnerable and the potential effects the hazards may induce. Planning for and managing incidents are discussed, as well as disaster mitigation, response and recovery specific to drinking water and wastewater systems.
Course Objectives:
At the end of this course, participants will be able to:
* Identify all-hazard threats that might affect water or wastewater systems.
* Practice disaster planning and management for water and wastewater incidents.
* Identify methods to mitigate disasters that threaten water and wastewater facilities and systems.
* Determine appropriate response actions to an actual or threatened incident.
* Demonstrate developing a disaster recovery plan.
Prerequisites:
You must be a US Citizen to take this course. If you are not please let us know by email for further instruction at [REDACTED_EMAIL]
All participants must have a FEMA Student Identification (FEMA SID) number. Students can search for their existing/create a new FEMA SID at: https://cdp.dhs.gov/femasid/.
Target Audience:
* Emergency Management
* Fire Service
* EMS
* Governmental Administrative
* Law Enforcement
* Hazardous Material
* Health Care
* Public Safety Communications
* Public Health
* Public Works
* Security and Safety
* Information Technology
* Transportation
Cost:
There is no fee for the course. Other cost considerations are detailed in each LMS course offering.
Signup Details:
Register through the New York State DHSES Learning Management System. Access the LMS through the | web | https://www.dhses.ny.gov/training/courses/MGT-343.pdf | 0.492472 | {
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My Black Dots
Here is a Writing extension for the Count-up book *Ten Black Dots* by Donald Crews. (You don’t have to have this book to do this activity but almost every school or public library has it.)
Read the book aloud to your students. It offers many ideas on how black dots can be used to create part of an illustration. After reading it several times, brainstorm with your students (recording on chart paper) all of their ideas. You might have them close their eyes and visualize their bedroom or family room. One of our students said, “Oh, Micky Mouse uses 2 dots for his big ears!” (Look at the photographs of student work and a Class Book Cover for additional examples located on our Writing page.)
The book is NOT written with the sentence frame format we used for this writing extension. We chose this frame (*My ___(number word) black dots can make______________.* ) but you could select another sentence frame if you want. We have provided BOTH a blank template with handwriting lines AND two that have the sentence frame already printed on them. (One is singular and the other is plural) Ex. My 3 black dots can make an ant.
The BLANK one can be used in the following ways:
*Create a different sentence frame before reproducing for your students Ex. I used my __ dots to draw a ______.
*The students write the complete sentence frame provided by you or use ours.
*The students CREATE their own complete sentence to go with their illustration using both number and BLACK dot(s)
We used black sticky dots from the store
(Office supply stores have many choices of sizes and colors)
We limited our students to no more than 5 dots because we found that TOO MANY dots caused the details of their pictures to be lost as they overlapped the dots.
© JK Curriculum Connection ♫
My Black Dots
Name_________________________
www.jkcurriculumconnection.com
My ____ black dots can make
______________________________
______________________________
Name_______________________
www.jkcurriculumconnection.com
Thank you for visiting our website. We LOVE creating resources for teachers!
If you enjoyed this product, be sure to visit our store at http://www.teacherspayteachers.com/Store/JK-Curriculum-Connection for additional FREE downloads and an opportunity to purchase any of the products shown on our website!
Jackie & Kylene
© JK Curriculum Connection | web | http://www.mathematicshed.com/uploads/1/2/5/7/12572836/my_black_dots.pdf | 0.495898 | {
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Learnings from Applying Human-Centered Design in a WIOA System
2023 IL WIOA Summit
Developing 'How Might We' Questions
May 12, 2023
Example:
Problem Statement: Customers often don’t return after their first visit.
How might we make a customer’s first visit impactful so that they are motivated to return and meet their goals?
Your turn!
Think of a challenge you are currently face in your WIOA programming (potential areas: recruitment, intake, career coaching, placement, retention, referrals/partnerships, physical space).
Problem Statement: __________________________________________________
Generate 3 'How Might We' questions you could ask to address it.
1. How might we
: __________________________________________________________?
2. How might we
: __________________________________________________________?
3. How might we
Checklist for a good 'How Might We' Question:
Problem is human, subjective
Framing doesn’t embed a solution
Framing doesn’t assume user’s needs
Goal is clear without dictating a specific outcome
You care about solving this problem
Question is broad enough for creative freedom
Question is narrow enough to be manageable
With your partner, discuss your ideas and choose the best one. Circle it above. | web | https://ilworkforceacademy.com/wp-content/uploads/2024/10/handout.pdf | 0.519588 | {
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PHL 304 1
Reading response assignment #3 (summary)
In "Doing Good and Doing the Best," McMahan introduces a number of thought experiments in order to investigate the ethics of charitable giving. One of them—which he discusses on pp. 84– 87—is drawn from Shelly Kagan. Another—which he discusses on pp. 87–88—is a modified version of Kagan's original example. Complete at least the first three of the following tasks in your submission:
1. Summarize the question (or questions) concerning the ethics of charitable giving that McMahan uses these various thought experiments to investigate.
2. Summarize the two thought experiments mentioned above.
3. Summarize the conclusions that McMahan draws from these two thought experiments up until p. 88.
4. If you still have space, what do you think we should conclude from these thought experiments about the ethics of charitable giving?
For the first three tasks, your job is to clearly and concisely summarize the two thought experiments and explain their potential implications (e.g., for the ethics of charitable giving). The fourth task is a critical thinking exercise, and if you have the space to address it, your job is to persuade your reader of your answer by providing at least one reason to accept it. (It is possible to write a full-credit response both by engaging all four tasks or by engaging only the first three; it depends on how concisely you're able to complete the first three tasks without a loss of clarity.) Don't forget to follow Jim Pryor's advice by assuming that your reader is "lazy, stupid, and mean" (5).
Your response should be 500–700 words. Please attach it as a PDF (not .pages, .doc, etc.) through Canvas. | web | http://zachblaesi.com/Files/Teaching/Fall2018/PHL304/Reading_response_assignment_3.pdf | 0.460152 | {
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Matthew Lalanne by Jonah Lehrer
In Imagine: How Creativity Works
, Lehrer reveals that creativity is not a specific ability possessed by just the fortunate few, but rather an array of distinguishable thought processes
that anyone can acquire. Throughout a few stories of history's most creative innovations, he explains how those "eureka" moments occurred. Exploring these creative individuals,
organizations, cities and cultures, Lehrer introduces us with an interesting theory of how creativity works.
In the first part of his book, Lehrer suggests that the act of being stumped is a crucial part of the creative process. Before we can find the solution, one must be convinced that it is
beyond our capabilities. We must have struggled and lost, and it is most often at this time, when we have given up all hope, that the “Aha” moment arrives. Lehrer relates this idea from
successful individuals such as Bob Dylan writing "Like a Rolling Stone," after stepping down from his singing career, to companies like 3M (not Google), starting an “attention shifting”
system for their employees to dedicate a proportion of their work hours relaxing.
After this breakthrough stage of creativity comes a stage of persistence and hard work.
Lehrer mentions the use amphetamines to help increase our attention, also can shift our internal focus away from the right hemisphere, limiting the creation of greater ideas.
Another way Lehrer suggests to embrace more creativity is by shutting down one's prefrontal cortex. The prefrontal cortex is the last part of the brain to develop, which is
probably why children are often referred as the most creative.
In the second part of his book, Lehrer discusses how creativity works together. He proposes research that can explain how to enhance the pre-inspiration (“perspiration”) stage
of creativity within companies. The simple answer is to increase information sharing between the employees. The more information is shared, the more creative the employees will be.
Sharing information with one another will allow ideas to combine and transform, offering building blocks for solutions.
According to Lehrer, context is key; creativity is most expected when there is a high density and high diversity of individuals that share information. He proposes this idea by
UNIV 391
referring to Silicon Valley, where most people continue to meet face to face (instead of electronically) and 52% of the companies have been co-founded by immigrants.
After doing more research, I found Lehrer lost his job and his publisher pulled this book after being exposed of fabricating quotes. Although Lehrer may have fabricated a few parts of the book, it is disappointing to read that so many people are unwilling to give it a chance because it is one of the most unique pop-science books about creativity. | web | http://appropriatetechnology.peteschwartz.net/files/Imagine%20-%20Jonah%20Lehrer.pdf | 0.495518 | {
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INVASIVE OF THE MONTH
Invasive wineberry is spread by birds, animals, humans
From Brodhead Watershed Association
Wineberry is a shrubby member of the raspberry family. Like so many plants that escape to become pests in the wild, wineberry was brought here intentionally, arriving from eastern Asia in 1890. It is still used by berry breeders today.
Formerly found in Pennsylvania mostly along the Appalachian ridge, it has spread, and now it is common along our local trails, roads, and creeks.
HOW TO IDENTIFY WINEBERRY
In spring, wineberry canes shoot up to six feet and more. The canes look a lot like other raspberries and blackberries, except that they are covered with fine, red hairs. The leaves are similar, too — green above and silvery white below, but the flowers, which bloom in May, are very hairy. Clusters of the edible berries appear from June through August.
Birds and animals eat the berries, spreading the seeds in their droppings. Humans can spread the seeds, too. Dropping a few of the berries you've collected to take home for your cereal can easily create a new patch.
WHY WINEBERRY IS A PEST
The shrub prefers moist, open areas, but tolerates a wide range of growing conditions — soil type, light and moisture levels — and is hardy down to -20 degrees F. Because Wineberry is so adaptable, its dense, prickly thickets can form even in deep woods. It crowds out native plants, prevents light from reaching lower-growing plants, and can make natural areas impossible to use for hunting, fishing, hiking, and wildlife.
CONTROLLING WINEBERRY
If you have a small infestation, wear thick gloves and hand-pull them. Be sure to get all the roots and branches, or it will resprout. You can also use herbicides like glyphosate or triclopyr. Spray the leaves, or cut the plant at the base and paint the herbicide on the wound.
You'll find fact sheets on wineberry and many other Pennsylvania invasives at https://www.dcnr.pa.gov/Conservation/WildPlants/InvasivePlants/InvasivePlantFactSheets/Pa ges/default.aspx and at www.brodheadhwatershed.org | web | https://brodheadwatershed.org/wp-content/uploads/Wineberry_BWA-InvasiveofMonth.pdf | 0.437554 | {
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Fossilized dinosaur caudal vertebrae: deciphering Earth's geological past
Fossils prove the existence of ancient life and their study allows us to decipher what the organisms and ecosystems from the Earth's geological past looked like.
Paleontologists who study dinosaur fossils discover
Trunks, branches and pine cones, shells, teeth and bones are examples of hard and resistant parts of organisms that best withstand the geological processes that lead to fossilization. Sometimes the soft, delicate, and fragile parts of past organisms are preserved. However, the fossils reveal only a tiny part of the palaeobiodiversity of the area in which they were collected.
information that help us to comprehend what they looked like, how they moved, fed and reproduced. These fossilized caudal vertebra, attributed to dinosaurs of the genus Edmontosaurus, along with other elements of several skeletons found in North America in rocks with 70 to 66 Ma, allowed to describe these animals and to perceive their abundance at the end of the Mesozoic Era. Edmontosaurus belongs to the Hadrosauridae family, which is important for understanding the diversity of dinosaurs and the event that extinguished non-avian dinosaurs 66 Ma ago.
Illustration: adapted from doi:10.1371/journal.pone.0025186
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Region: Greater London
Landscape: urban
Location:
The Guildhall, High Street, Kingston-upon-Thames, Surrey KT1 1EU
Grid reference:
TQ [REDACTED_PHONE]
Keep an eye out for:
Fish in the Hogsmill, the small river next to the stone that feeds into the Thames
Scenic Kingston-upon-Thames is England's oldest royal borough. This status was officially awarded in 1927 but can be traced back to the 10th century when accounts say seven Saxon kings were crowned here.
They span from Edward the Elder (who ruled from 899 AD) to Ethelred the Unready (crowned c.975). Local lore says that to become king of England, each man sat on this large stone.
Yet in the 'king's town' not everything is as it seems...
To begin, notice how the stone is presented. The elaborate plinth and ornate railings date from 1850 when it was ceremonially placed in the nearby Market Square. Take time to read the small information board that records the stone's movements since.
The oldest account of it comes from map maker John Speed. In 1627 he wrote "At Kingston likewise stood the chair of Majesty". Historians debate whether this stone is it and how many kings were crowned here.
Different records suggest anywhere between two and nine monarchs took the throne in Kingston. Some of these ceremonies were in the Saxon chapel of nearby St Mary's Church. At least one king - Athelstan - sat on a wooden platform rather than a stone.
In 1730 the chapel collapsed and this stone was recovered. For many years people used it as a mounting block to climb onto their horses.
The seven kings who are said to have been crowned at Kingston (clockwise from top left): Edward the Elder; Athelstan; Edmund; Eadred; Eadwig; Edward the Martyr; Ethelred the Unready
So is this "the chair of Majesty" or a royal pretender? The Victorians were convinced but nobody knows for sure. Yet this mysterious object also tells another tale...
Rock of ages
Look at the stone itself. This is a Sarsen or 'grey weather' sandstone. Sandstone forms over millions of years, when layers of sand and mud are gradually compressed. This piece is between 66 and 40 million years old!
Sarsens are common in Britain's southern counties, including Wiltshire, Hampshire and Oxfordshire. Some were used to build ancient sites like Stonehenge and Avebury. Sarsens are rare though in Greater London. So how did this one end up here?
One theory is melting ice. Starting 2.5 million years ago, the Earth went through a series of Ice Ages. The planet's temperature dropped and vast areas were covered in huge ice sheets. In Britain the ice spanned from Scotland to the northern edge of London. In places it was nearly a mile thick.
From around 12,000 years ago the planet slowly warmed up again and the ice began to melt. Some broke into large sections, called glaciers, while the rest became sludgy 'meltwater'.
Rocks in the meltwater's path were swept along to new locations, sometimes across hundreds of miles. Such rocks are known as 'glacial erratics' - and the Coronation Stone could be an example.
This monument may be Victorian but its stone heart unveils a story much more dramatic than the rule of kings.
Every landscape has a story to tell – Find out more at www.discoveringbritain.org | web | https://www.discoveringbritain.org/content/discoveringbritain/viewpoint%20pdfs/Kingston%20viewpoint%202017.pdf | 0.479738 | {
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Calaveras County
TREE MORTALITY
PRESS RELEASE
FOR IMMEDIATE RELEASE
December 5, 2016CONTACT: Sharon Torrence
([REDACTED_PHONE]
([REDACTED_PHONE]
Frequently Asked Questions About Our Dead and Dying Trees
A dying tree is a normal occurrence in the natural ecosystem. The difference now however is that the extended drought has caused an abnormally high number—102 million trees and counting in California's forests and wildland-urban interface areas to weaken and become susceptible to native bark beetle infestation. Once a tree is successfully invaded by bark beetles, there is no recovery for the tree and to date there is no known cure.
Healthy trees typically produce enough resinous pitch to repel bark beetles, but beetle populations can flourish among stands of trees stressed by lack of rain and ground water. The beetles and their larvae feed on the tree's living tissue. Beetle damaged trees that fall can take down powerlines, damage homes and fuel wildfire.
Should you have trees on your property that are starting to show signs of dying or have already died, these trees need to be removed as soon as possible. The following are answers to a few commonly asked questions:
How dangerous are these trees if they're left standing? Standing dead trees will quickly begin to deteriorate, becoming unstable, and will eventually fall. Dead trees and branches can fall on people, homes, buildings and infrastructure, such as power lines. The sooner a tree is removed the better. The more it deteriorates, the more unstable it becomes.
Is it safe for me to take the dead trees down myself? For larger trees located near houses and other infrastructure, foresters and arborists prefer to remove them in pieces. However, if the tree is too decayed, it becomes unsafe to climb and difficult to predict where it will fall.
What if I don't take them down? How long before the trees become unstable and fall in the winter storms, (snow, rain, wind). The dead trees should be removed as soon as it is practicable to take them down. The longer the dead tree stands the higher the likelihood it could fall and hit your home, vehicle, or a neighbor's property when it. Contact your homeowner's insurance carrier to determine if your property is covered for this type of event, or if your tree lands on someone else's property.
Whose responsibility is it to remove a dead tree? On private property, it is the responsibility of the property owner to remove dead and dying trees. It is recommended that landowners consult with a licensed professional forester or arborist if they are unfamiliar with tree harvesting practices.
For more information, visit the Tree Mortality website at www.butte.calaverasgov.us | web | http://butte.calaverasgov.us/Portals/Butte/Docs/Tree%20Mortality%20information%205.pdf | 0.508218 | {
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Gevlekte Ooruil
Spotted Eagle Owl
Bubo africanus
The Spotted Eagle Owl is the most widespread owl in southern Africa, having been recorded virtually throughout the region. It is also abundant and widely distributed elsewhere in Africa, with the range encompassing all of subSaharan Africa except lowland forest in western and central Africa and parts of Somalia and Ethiopia (Fry et al. 1988). Reporting rates were highest in the northeastern areas of southern Africa, and lowest in northwestern areas. Compared with other species, however, variation in reporting rates was relatively small, c. 5–15% in the eight Zones. This suggests that populations are fairly evenly spread throughout the region. On a more local basis, the atlas data suggest pockets of relatively high and low abundance. It appears to be absent from most of Lesotho and the Namib Desert sand sea, while it may be comparatively more abundant in the southwestern Cape Province, KwaZulu-Natal midlands, northeastern Transvaal, and in northeastern Zimbabwe.
It is large and often perches alongside and on roads; it also calls loudly, making it a conspicuous and well-recorded species.
Few population or density estimates are available. Three pairs were found in 5.8 km 2 in Zimbabwe (Fry et al. 1988), an estimated four pairs in 69 km 2 in the central Transvaal (Mendelsohn 1989a), and an estimated 10 pairs in 620 km 2 in the Matobo National Park (2028C,D) (Macdonald & Gargett 1984).
Habitat: Its broad range of habitats is confirmed by the atlas data which came from all vegetation types in the region. Reporting rates were above 5% in all vegetation types, except the Okavango and Afromontane Forest; the highest reporting rate came from Miombo. It also readily occupies man-made habitats, roosting and nesting in gardens, quarries and buildings. The occupation of different habitats is associated with a similarly wide range of prey types, varying in size from the smallest insects to large birds. Rodents are the predominant prey in most areas. A great variety of nest sites is used, including scrapes on the ground, cavities and stick nests in trees, and cavities and ledges on cliffs and buildings.
Breeding: Clutches are typically laid in early summer, the peak egglaying months being July–October (Steyn 1982b; Fry et al. 1988; Mendelsohn 1989a). Most atlas breeding data span August–January and appear remarkably uniform throughout the region, although perhaps about one month later in the western Zones on average.
Movements: Regular movements are not known in southern Africa and the models show little seasonal variation in reporting rates. However, nomadic movements occur into areas where prey is abundant, resulting in dense aggregations; these movements are usually associated with rodent plagues. A remarkable record, showing that this species can wander long distances, is of an immature bird ringed near Postmasburg (2722CC) and recovered almost 700 km away at Saldanha (3317BB), and presumably reflects juvenile dispersal (Oatley 1996).
Interspecific relationships: Because of its broad distribution and abundance, it is sympatric with other owls, including Cape Eagle B. capensis and Giant Eagle B. lacteus Owls. Competitive or other relationships between these species are not known to affect their distribution or abundance.
Historical distribution and conservation: Thousands of Spotted Eagle Owls, mainly juveniles (R.K. Brooke pers. comm.), are killed each year on southern African roads, 26 dead birds being found along 200 km of road in Namibia (Steyn 1982b). Despite such heavy mortality, its broad diet, abundance and use of a wide range of habitats, including manmade ones, are features contributing to a secure status. No evidence is available to suggest recent changes in distribution.
J.M. Mendelsohn
14˚
Occurrence: 92, 201, 479, 549, 1357, 611, 1043, 221; Breeding: 15, 21, 49, 165, 90, 66, 193, 63. | web | https://sabap2.birdmap.africa/docs/sabap1/401.pdf | 0.479355 | {
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Costa Rica
Jaguar Mountain Natural Anaerobic
Beneficio San Diego Mill
Beneficio San Diego is the most modern mill in Costa Rica. It was established in 1888 and has been innovating ever since. Today Beneficio San Diego specializes in coffees from Tarrazú and Tres Ríos regions. The mill takes pride in striving for ever increasing efficiency and quality standards. At the same time it has taken a leading role in working with producers to ensure good community relations and sustainable production.
About the Natural Anaerobic Process
The natural anaerobic process starts with selection of handpicked super mature coffee cherries that have a Brix degree (a measurement of sugar content) near 26. Selecting the cherries when they are at their ripest allows them to have a high sugar content and thus feed the anaerobic process. For this artisanal process, the coffee cherry and mucilage is left on the bean (natural processing) and placed in a sealed tank for the fermentation process. The tanks are airtight, and the absence of oxygen stimulates an anaerobic fermentation process. The process develops in a unique series of acids such as lactic and malic, resulting in a very complex flavor. Once ready the coffee is 100% sun dried.
About the Jaguar FUNDAZOO Program
Furthermore, as part of an agreement between Volcafe & Fundación Pro Zoológicos, a donation of $1 is made for every quintal sold to finance the organization’s efforts in preserving Jaguars (Panthera onca), an endangered feline species in Costa Rica. The Jaguar is the third largest feline species whose natural habitat ranges from the Southwestern United States to Argentina.
Producer: Beneficio San Diego Mill
Varietals: Catuai, Caturra
Process: Natural Anaerobic
Region: Tarrazú and Tres Ríos
Altitude: 1200 - 1750 masl
Harvest Period: January - March
Quality Control Evaluation
Flavor: Cherry, Citrus, Grapefruit, Lemongrass
Body: Light
Acidity: Bright
Moisture: 12.60% | web | https://www.genuineorigin.com/site/images/factsheets/factsheet-GEN20CRD.pdf | 0.428963 | {
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Genetic Drift
Populations experience unique, random mutations, becoming less alike over time.
Environment divides the population
Not all variations are present in divided populations
New & unique mutations appear
After many generations, each population evolves genetic differences
After the river dries up, genetic differences prevent interbreeding
Genetic Drift
Northern Spotted Owl (Strix occidentalis caurina)
Mexican Spotted Owl (Strix occidentalis lucida)
The Bottleneck Effect
Original population → Bottlenecking event → Surviving population
Population size
Bottleneck event
Recovery
Extinction
Time
• 1775 typhoon ~ twenty islanders survive
• Founders + geographic + cultural isolation
• 10% of the population on Pingelap have rod monochromatism.
\[
\frac{1}{30,000+} \text{ in the rest of the world}
\]
• All can be traced back to one survivor (the ruler at that time)
Founders Effect
A few individuals are the founders of a new population; this group lacks all the variations of the original population.
Amish - closed population stemming from about 200 individuals
Amish carry high concentrations of gene mutations that are rare in the general population, including Ellis-van Creveld syndrome.
*general population 1/60,000 live births*
*Old Order Amish 5/1000 live births*
EVC in the Amish traced to one couple immigrated in 1744.
*The frequency of carriers today ~13%*
Polydactyly, dwarfism, dermal abnormalities (hair, palate, nails, teeth) Are symptoms of Ellis-van Creveld
Gene Flow
Genes are exchanged between two populations; genetic variety is reduced.
Gene Flow
- Genetic engineering plasmid exchange
- seeds, pollen
- hitch-hikers
- hybridization
Inbreeding
A = Dominant allele a = Recessive deleterious allele
Inbreeding
Outbreeding | web | http://apbiologyfenton.weebly.com/uploads/8/7/9/1/8791372/ppt_-_beyond_selectionpdf.pdf | 0.416887 | {
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HANDOUT: CLARIFYING AND PROBING QUESTIONS
Name: _____________________
"Asking a good question can be valuable in and of itself, irrespective of the answer. It communicates your respect for the other person."
- Adapted from the Iowa Peace Institute Message
Clarifying Questions are simple questions of fact. They clarify the dilemma and provide the nuts and bolts so that the participants can ask good probing questions and provide useful feedback.
Examples of Clarifying Questions:
- Is this what you said…?
- What resources were used for the project?
- Did I hear you say…?
- Did I understand you when you said…?
- What criteria did you use to…?
- What's another way you might…?
- Did I hear you correctly when you said…?
- Did I paraphrase what you said correctly?
Probing Questions are intended to help the presenter think more deeply about the issue at hand.
Examples of Probing Questions:
- Why do you think this is the case?
- What do you think would happen if…?
- What sort of impact do you think…?
- How did you decide…?
- How did you determine…?
- How did you conclude…?
- What is the connection between… and…?
- What if the opposite were true? Then what?
Using both clarifying and probing questions facilitates effective deliberation. It is helpful for the teacher to model using these types of questions since students may not have experience with them.
Optional Practice Activity: Form two lines (A and B) of students facing each other so that everyone has another person standing directly across from her/him to partner with. Make a statement such as: Cell phones are better than land phones. Allow a short amount of time for the student pairs to "huddle" and come up with one related clarifying question and one related probing question. Pick one of the pairs to share their questions. If their questions were truly clarifying and probing in nature, congratulate them and allow them to return to their seats. If they were not, recognize that more practice is needed and have them remain in the line. Proceed in this way, offering additional statements to which clarifying and probing questions can be formed, until all (pairs of) students are successfully returned to their seats. | web | https://global.indiana.edu/documents/global-perspectives/clarifying-and-probing-questions-handout-step-2-define.pdf | 0.511954 | {
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NATIONAL LOCKDOWN PERIOD ENGLISH HOME LANGUAGE GRADE 6
PLANNING WEEK 3: 4-8 May 2020
Please take note:
- We shall start with language exercises and finish all the term 2 work that is going to be examined later in the year (no specific date at this stage).
- Do all the language exercises in your classwork book, as usual. (If your book is at school, use another book or folios that you staple together or keep in a file.)
- Write proper headings with page references and dates.
- Attempt all the questions, do not leave blank spaces. All this work will have memorandums that will be sent to you the next week.
- All page references refer to your text book, Platinum.
- Continue speaking five minutes English every day. Get a specific time at which you do this, for example before or after doing your English, at dinner time, etc.
- Read English for 3 minutes before you start your English work every day, as you do in class. This must be from a book of your own choice. Then tell your mother/brother/sister/cat/dog what you have just read.
Also follow the detailed instructions on PowerPoint Week 3. | web | https://eportal.blob.core.windows.net/grade6/week3/english_hl/gr_6_eng_home_lang_week_3_4_to_8_may.pdf | 0.440678 | {
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• Just before going to bed is a good time . . . but not in front of the TV!
• Be enthusiastic about the story . . . or choose another.
• Allow your child to choose whenever possible.
• Yes, they will choose their favourite over and over again … this is quite natural.
• Sharing a book establishes the importance of reading.
• Listening to stories helps your child develop concentration.
• Ask questions – but don't spoil the story line.
• Demonstrate that books are important.
• Give a feeling of security and sit together.
• Give praise when your child joins in and supplies the missing word.
• Enjoying the story together is the most important part.
• Invite your child to share the book or part of it with you.
• Talk about the book first. Look at some of the pictures. Predict the setting or story line.
• Be enthusiastic and listen. (Don't just pretend to while doing something else.)
• If the book is too difficult read it with your child.
• Independent in selecting books.
• Independent in working out difficult words.
• Independent in correcting mistakes.
• Independent at finding information.
• Independent at using their study skills.
• Use the picture to make a good guess.
• Suggest looking at the initial sound of the word.
• Break the word into smaller pieces.
• Read the sentence to him/her omitting the difficult word and see if he/she can guess it.
• Supply the word yourself in order to maintain the flow of the story.
• Supply the word if necessary and get on with the story.
• PRAISE any good attempts that focus on meaning. | web | https://s3.eu-west-1.amazonaws.com/jotter2.files/9266074?response-content-type=application%2Fpdf&response-content-disposition=attachment%3Bfilename%3Dhelping-your-child-to-read-.pdf&X-Amz-Content-Sha256=UNSIGNED-PAYLOAD&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Credential=AKIAIH4MJHC24RK4EHAA%2F20190222%2Feu-west-1%2Fs3%2Faws4_request&X-Amz-Date=20190222T205228Z&X-Amz-SignedHeaders=host&X-Amz-Expires=3000&X-Amz-Signature=61b92eda6f3f99f2183dae93a35c891b1e2b0a4cf51052525e4db9d08f7d3a25 | 0.443329 | {
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Grandparents Have a Special Job
Grandparents provide needed support for new parents. They play a crucial role as they help the "new family."
Being a new parent is overwhelming. Grandparents should spend their time and energy in helping the parents with specific tasks and needs. Ask them what you can do. This gives the new mom and dad time to:
* Bond with their baby,
* Create their new lifestyle.
* Adjust to meeting their baby's needs and
Help with Routine Household Chores
* Cook meals. Bring in "take-out" meals. Freeze meals for use at a later date.
* Do laundry and ironing.
* Clean – if it is what "mom" wants. Do not make critical remarks. Everyone has their own style of housekeeping.
* Answer the phone and door while you are with the family.
* Let mom feed the baby at night. Visiting grandparents can offer to rock the baby to sleep after the feeding.
* Run errands if needed.
Offer to Babysit the New Baby or Siblings
* Mom may need extra sleep as she recovers from the rigors of childbirth.
* Mom may want to get out and run errands.
* It allows mom and dad to ease into their daily task of spending needed time with each child.
Respect the New Parents' Privacy
Some parents want help the first week after their baby's birth. Other parents want time alone at first, and then have help. Ask what works best for them.
Build Self-Confidence
* Praise mom and dad as they care for their baby.
* Tell them their baby is lucky to have them as parents.
* Reassure them that they are doing a good job.
* Respect their opinions and decisions — even if they differ from yours.
* Do not criticize.
* Offer advice only when mom or dad asks.
Update Your Parenting Skills
Parenting has changed.
* Read books, magazines and the Internet to keep up on current trends.
* Know how to keep your grandchild safe while asleep, in a moving vehicle and in your care.
Provide Support
* Listen to mom and dad's troubles.
* The new parents may want time alone together.
* Do not be offended when they express anger and frustration. Stay calm. Offer kind words.
* Let them know you will help when needed. They just need to ask.
Brought to you by Parent Help Line at HSHS St. John's Children's Hospital to help keep kids safe, healthy and happy.
Call the Parent Help Line. Help is just a phone call away.
[REDACTED_PHONE] or [REDACTED_PHONE]
www.parenthelpline.org
10 a.m. to 10 p.m., 7 days a week
Revised 2017 | web | http://parenthelpline.org/Global-PDFs/Grandparents-Have-a-Special-Job | 0.43862 | {
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