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COMMUNITIES
Case Study
Boost for upcycling charity that provides skills to vulnerable people
Horizon has supported a Cinderford-based charity in providing vulnerable people with employment and volunteering opportunities while also promoting recycling.
Forest Upcycling Project, which collects and repairs unwanted furniture and electrical goods, has used the donation to purchase equipment for use in the upcycling of furniture and in transforming salvaged wood into sellable items.
"Horizon's contribution to our project has allowed us to purchase sanders to upcycle more goods and offer a broader range to those who buy from our two shops in the Forest of Dean and Monmouthshire. The funds also helped us to expand our two gardening teams, which now employ 10 people and 30 regular volunteers, over half of which are considered vulnerable.
The charity works with young people, disabled adults and recovering addicts to restore donated items, equipping them with the skills they need to find employment. These upcycled items are then made available to low-income families in the local area.
The charity's promotion of waste-reduction, re-use, reclamation and recycling also protects the environment for future generations, with 142 tonnes of landfill already saved in the form of furniture and household items diverted through the project and into new homes.
Nadine Jones, deputy manager of the Forest Upcycling Project, said: "We provide opportunities for people to learn valuable transferable skills and, by giving unwanted goods a new lease of life, we are also tackling the impact of greenhouse gases associated with landfill.
"We're now working on new uses for the wood we have salvaged from items that could not be resold due to missing or broken parts – inspired by one of our full-time autistic workers, who transformed some of the wood into planters and toy boxes."
EDUCATION AND SKILLS
ENVIRONMENT
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Healthy Snacks
SCHOOL HEALTH INITIATIVE PROGRAM WILLIAMSBURG-JAMES CITY COUNTY PUBLIC SCHOOLS
Healthy Schools for a Healthy Community
Balance, variety and moderation are the keys to healthy eating. A healthy snack includes at least 2 food groups—choose a balanced snack with variety by choosing foods or drinks from at least 2 food groups in portion sizes that remember moderation.
2 Food Group Snack Ideas
Visit choosemyplate.gov, print out a Choose My Plate placemat, and write in healthy snacks for your family in each food group. Post it on the fridge so you are ready when hunger hits!
What is a snack sized portion? Read your Nutrition Facts label to check the calories you are choosing. 100-300 calories is a general snack guideline, depending on your age, size, activity level & meal pattern.
Buy your healthy veggie snacks at the store and come home and wash them and cut them and bag them-you will be more likely to snack on
It's okay to play with your food! Snack time can be fun when you let your child make kabobs, silly faces with food items, or help you in the kitchen.
Parents: Role model wellness and choose healthy snacks and drinks for yourself!
Looking at snack bars? Granola, and cereal bars should have some protein, some fiber, and less than 10g of sugar per serving to make the grade.
Water is always a great between meal pick me up. Sometimes when you are tired, or feel hungry, you are just thirsty.
Have a snack box in the pantry and fridge where you keep healthy snacks. Let kids choose but keep the choices healthy!
Sources: Healthy Kids Challenge www.nutritionexplorations.com www.mealsmatter.org www.chkd.org Action For Healthy Kids | web | https://wjccschools.org/wp-content/uploads/2018/12/SHIP-Healthy-Snacks.pdf | 0.478519 | {
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Researchers suggest living in 'eternal summer' may be adversely impacting our health
October 14 2015, by Bob Yirka
(Phys.org)—A team of researchers at the University of Aberdeen in the U.K. has had a paper published in the journal Proceedings of the Royal Society B, outlining what they describe as the dangers of living in an "eternal summer." By artificially changing the environment we live in, they argue, we may be working against health related bodily systems that
1/4
have evolved over many years to protect us from dangers unique to each season.
Scientists have known for some time that we humans are sensitive to seasonal variations—it is in our genes, roughly a quarter of them by recent estimates. Yet we continue to live our lives in heated homes filled with light, long into short winter days that simulate summer conditions. What impact does this have on our bodies? No one really knows, but the researchers with this new effort believe that there is an impact, and it is not good.
As the researchers point out, our bodies have been programmed to adapt regularly to seasonal changes—important genes have evolved to the nudge the production of proteins, for example, that normally would be responsible for helping ward off ailments such as the flu. Instead, we fool our bodies into thinking it is summer all the time, and thus leave ourselves vulnerable. They also point out that we are also artificially protecting ourselves against global warming—as it grows warmer outside, all we have to do is keep the thermostat at the level we like. But, doing so could be dangerous, they suggest, because it is leading to a disconnect with the reality of what is going on outside of our homes and places of business.
In their paper, the researchers offer a variety of scenarios surrounding seasonal disruption, highlighting what they believe are key areas of concern—all from a variety of viewpoints which include an overall environmental perspective, one focused on agricultural and others focused on anthropological, veterinary or biomedical standpoints—with each circling around the de-synchronization of our internal biology and the real environment outside of our virtual existences. They point out that each topic should be an area of study and that taken together they could all form the basis of a framework for trans-disciplinary research that could ultimately reveal the true impact of us humans living in
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artificial environments.
More information: Disrupted seasonal biology impacts health, food security and ecosystems Published 14 October 2015.DOI: 10.1098/rspb.2015.1453
Abstract
The rhythm of life on earth is shaped by seasonal changes in the environment. Plants and animals show profound annual cycles in physiology, health, morphology, behaviour and demography in response to environmental cues. Seasonal biology impacts ecosystems and agriculture, with consequences for humans and biodiversity. Human populations show robust annual rhythms in health and well-being, and the birth month can have lasting effects that persist throughout life. This review emphasizes the need for a better understanding of seasonal biology against the backdrop of its rapidly progressing disruption through climate change, human lifestyles and other anthropogenic impact. Climate change is modifying annual rhythms to which numerous organisms have adapted, with potential consequences for industries relating to health, ecosystems and food security. Disconcertingly, human lifestyles under artificial conditions of eternal summer provide the most extreme example for disconnect from natural seasons, making humans vulnerable to increased morbidity and mortality. In this review, we introduce scenarios of seasonal disruption, highlight key aspects of seasonal biology and summarize from biomedical, anthropological, veterinary, agricultural and environmental perspectives the recent evidence for seasonal desynchronization between environmental factors and internal rhythms. Because annual rhythms are pervasive across biological systems, they provide a common framework for transdisciplinary research.
Press release
3/4
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Citation: Researchers suggest living in 'eternal summer' may be adversely impacting our health (2015, October 14) retrieved 21 March 2023 from https://phys.org/news/2015-10-eternalsummer-adversely-impacting-health.html
This document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no part may be reproduced without the written permission. The content is provided for information purposes only.
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GCSE History
* Key exam information
* Exam content information
* Revision resources
* Subject specific revision and exam technique
* Top tips for parents
Key Exam Dates
* Paper 1: Medicine and the Historic Environment
[x] 3 rd June 2019 AM 1h 15 min
* Paper 2:Period study
[x] Thursday 6 th June PM 1h 45 min
* Paper 3:Russia
[x] Tuesday 11 th June PM 1hr 20min
Exam board
Edexcel GCSE History
https://qualifications.pearson.com/en/qualific ations/edexcel-gcses/history-2016.html
Easter Revision Sessions
Friday 12th April (S22) Thursday 18 th April (S1) 9am-1pm
Revision resources
History specific revision and exam technique
* Key terminology and definitions are VITAL
* CASE STUDIES in Medicine- Name, location, date, causes, effects, responses
* 12 and 16 MARK questions - Read & answer the actual question! To what extent/How far/Explain…
* Timing is CRUCIAL- try to do the big mark questions first.
* Resource-based questions- ALWAYS use the resource in your answer.
History specific revision and exam technique
* Always PLAN longer answers
* 16 mark questions need a judgment which runs through the answer from beginning to end. All answers must be supported by evidence.
* Mind maps, cue cards, timelines, living graphs, revision guides
As a parent how can I help?
* Test key word/date/name/event knowledge.
* Allow them to put up timelines around their room.
* Get them to explain events to you.
* Watch relevant documentaries with them. | web | http://fortpitt.medway.sch.uk/new/wp-content/communications/gcse2019/History.pdf | 0.440268 | {
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A model of a metallic lattice
We are going to build on your understanding of the bonding and structure in a metal. You will build a model of a metallic lattice using bubbles and then evaluate how well this model helps explain the properties of metals. (This is based on a practical taken from Chemistry For You)
Method:
1. Half fill a Petri dish with a solution of water and fairy liquid
2. Using a syringe or plastic pipette, blow air into the solution to produce some small, regular shaped bubbles that completely cover the surface
3. Now use your model to answer the questions below
Questions:
1. In your book summarise the main parts of the model by drawing the apparatus and label the parts that represent the
(i) metal cations
(ii) sea of delocalised electrons
(iii) the metallic bond
2. Use this model to explain the physical properties of metals:
(i) good thermal conductors
(ii) have high melting points
3. Take your finger and move it through the water. Did the bubbles lose contact with the water? Can you use this model to explain why metals are malleable?
4. Metallic bonds are non-directional. Can you use this model to explain that metallic bonds are non-directional?
5. What are the limitations of this model? Did it help you understand metallic bonding?
6. Make a list of all the factors that affect the strength of metallic bonds.
Progress: further resources on bonding are available here: http://www.thescienceteacher.co.uk/bonding/ | web | https://thescienceteacher.co.uk/wp-content/uploads/2014/09/a-model-of-a-metallic-lattice.pdf | 0.433734 | {
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Griffon vultures are second largest vultures in Europe with 8.3 ft wide wingspan. They have a poor sense of smell and to locate food they rely exclusively on excellent eyesight, a soaring vulture is able to spot a 3-foot carcass from a distance of 4 miles. They have poorly developed taste buds.
‘Urohydrodrosis’ is a process in which an animal urinates on itself in order to cool down when temperatures reach blistering highs. However, vultures also use this technique as a means to disinfect their legs of bacteria following a feed on a rotten carcass as their urine possesses high levels of acid. | web | https://virtuafil.org/images/expos/parts/exhibits/12856.pdf | 0.440927 | {
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Famous Artists
"PAINTING & SCULPTURE"
Art Class
If you like to paint and sculpt using your hands, this camp is for you!! The students will learn about famous artists. This weeks' artists will be Alexander Calder, Wassily Kandinsky, and Alberto Giacometti. We will make works of art influenced by these great artists such as, a clay Kandinsky vase, Calder mobile hanging art, and Giacometti sculpture, plus more by these artist. Students will have the opportunity to experience a variety of materials as they create works of art! Camp fee includes all art materials needed. A snack and drink will also be provided each day.
Ages: 6 – 12 years old
Time: 12:30 – 3:00pm
Dates: July 17 th – 21 st (Week #5)
Cost: $95
Taught by – Mrs. LeRoy
*Class Size Limited | web | https://www.stthomaskids.com/uploads/8/8/4/2/88426084/summer_camp_2017-famous_artists__painting___sculpture_mixed_media_class.pdf | 0.43822 | {
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Week 2 – Discovering God's Word
"God's Word" – the Bible
Christians believe that God reveals himself to us in a special way through the Bible – the written record of people's real experiences of God, handed down through the generations, in a way which still speaks to us today. This is why Christians describe the Bible as God's Word, or The Word of the Lord.
WHAT is the Bible? "Bible" comes from a Greek word meaning "books". The Bible is a collection of 66 books, written at different times by different people, containing many different kinds of writing – history, poetry, law, letters, stories, legends, visions, prophecy, biography, theology – each revealing God to us in their own unique way, and each with their own truth to tell.
It is the all time world bestseller, translated into more languages than any other book, and read by millions of people.
The Old Testament (39 books) contains the Jewish scriptures, and tells the story of God's involvement with the Jewish people (Israel).
The New Testament (27 books) describes the birth, life, teaching, death, and resurrection of Jesus Christ, and all that it means for us.
WHO is the Bible about? God. The whole Bible is about people's real experience of God in their lives.
WHY was it written? To share that experience with other people, so that they will come to know and trust God too. For example:
"Now Jesus did many other signs in the presence of his disciples, which are not written in this book. But these are written so that you may come to believe that Jesus is the Christ, the Son of God, and that through believing you may have life in his name." (John 20:30-31)
HOW was it written? It began with collections of stories, and teachings of great religious leaders, often passed on by word of mouth. In time they were written down and made into precious books. For such ancient texts, the quality and reliability of the Bible manuscripts is exceptionally good.
WHERE did it all happen? Mostly in the area east of the Mediterranean, covered by modern Israel, Egypt, Jordan, Syria and Lebanon. Paul later went on missionary journeys to Turkey, Greece, Crete, Cyprus, Malta and Rome. Archaeology has found evidence of many places and events described in the Bible.
WHEN did it happen? The story of the Jewish people really begins with Abraham, around 2000 B.C. King David lived about 1000 B.C. Jesus was born about 6 B.C., and lived until his crucifixion and resurrection in 30 A.D.
Most of the New Testament books were written between 20 and 70 years after Jesus' death and resurrection, though some were probably based on earlier sources.
God in the Old Testament
Some of the ideas people had about God in the Old Testament can be misleading – when they thought God cared more about the Israelites than other people, or condoned the loss of innocent lives. But the Old Testament shows us that –
- God is the source of all life, our Creator. He is all-powerful, and has the last word on all things.
- God is actively involved in the world, actively working through history.
- He is the God of ordinary people, caring especially for the weak and vulnerable.
- He wants a world full of honesty, justice, equality, freedom, and peace.
- If people put their trust in God, he will guide and care for them always.
- Even when people turn away from God, and do wrong time and again, he always wants them back, and is always ready to forgive.
God in the New Testament
The New Testament tells us about Jesus. Jesus himself is God. He says, "The Father and I are one." To discover what God is like, we need only to look at Jesus. What do we see?
- He mixed with ordinary people, from every walk of life, including those who were rejected by society.
- He spent all his time helping, supporting and encouraging people.
- He brought healing and comfort to people who were ill or sad or vulnerable.
- He urged people to turn to God, and promised that God would forgive them.
- He went through terrible pain and suffering, for our sake, on the Cross.
- He overcame death with his resurrection. He overcame evil and hatred with love.
- He promised he would always be with us, through the Holy Spirit.
Reading the Bible
The secret of reading the Bible is to ask, what can I learn from this passage? What does it say about God? What is God trying to say to me?
Here are a few suggestions which may help ...
- Use a modern translation, such as the New Revised Standard Version, in an edition which is comfortable to read and to hold.
- It's best to get to know the New Testament first. Perhaps start with Luke's gospel, and then move on to read Acts.
- Reading a little each day is a good habit to get into. Some people find it helpful to follow daily Bible reading notes which you can get regularly through All Saints'.
- Listen carefully when the Bible is read in church, and perhaps re-read the passages when you get home.
- "The Bible Guide" by Andrew Knowles provides a great commentary on the whole Bible. It's easy to read, and it also helps to explain any difficult passages. | web | http://www.allsaintsspringfield.org.uk/downloads/2-DiscoverGodsWord.pdf | 0.478913 | {
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RESEARCH NEWS
X-Ray Laser Probes Ionization in Water
Edwin Cartlidge
X-rays from a free-electron laser at the SLAC laboratory, USA, have captured details of the chemical reaction that creates the hydroxyl radical OH and hydronium (H O ). [Image: Argonne National Laboratory] 3 +
Ultrashort pulses of X-rays have allowed scientists to observe the extremely fleeting chemical processes that take place immediately after liquid water has been ionized (Science, doi: 10.1126/science.aaz4740).
According to the researchers involved, the new results could potentially improve a number of applications involving ionizing radiation, such as cancer treatment or nuclear-power production.
Chemistry of ionizing radiation
Water molecules exposed to ionizing radiation—be that X-rays, gamma rays or energetic charged particles—lose an electron from the oxygen atom, which leaves a hole in that atom's valence band. The resulting freed electron and ion (H O ) react readily, and within a very brief time span the ion transfers a proton to another water molecule. This means that the initially neutral molecule becomes H O , while the ion is transformed into the neutral but extremely reactive hydroxyl radical OH. 2 + 3 +
By better understanding how OH is formed, scientists might be able to reduce hydroxyl's corrosion of cooling pipes within light-water reactors. They might also reduce the damaging effects of the compound on DNA and RNA within the human body, and therefore limit the spread of cancer. Such research could also eventually lead to better protection for astronauts from ionizing radiation during space flights.
Researchers first detected the electron given off in water's ionization at the Argonne National Laboratory, IL, USA, in the 1960s, and have since gone on to study it extensively using laser spectroscopy. However, attempts to directly probe the H O that is created in the process, using pulses of visible or ultraviolet light, have not borne fruit (given the exceptionally short timescales involved and the fact that ordinary water absorbs much of the radiation). That has left a number of basic issues unresolved, such as how long H O exists for and what the absorption spectra of it and OH look like. 2 + 2 +
Observing ultrafast chemical reactions
In the latest work, a team of researchers led by Zhi-Heng Loh of Nanyang Technological University in Singapore, Linda Young of Argonne National Laboratory and Robin Santra of the DESY research center in Hamburg, Germany, studied the ionization of liquid water using the Linac Coherent Light Source (LCLS), a free-electron laser at the SLAC National Accelerator Laboratory in Menlo Park, CA, USA. The researchers used intense light pulses from a titaniumsapphire laser to ionize molecules within a thin jet of water, and probed the ensuing reactions with 30-femtosecond-long X-ray pulses from the LCLS.
By scanning the X-ray energy across a range of values, the team confirmed that before exposing the target to optical pulses its absorption spectrum was that of normal liquid water. But once they turned the ionizing radiation on, the researchers found a previously unobserved absorption resonance at 526 electronvolts. They say that such a feature would be expected if a hole had been created in the outermost valence level of liquid water.
The researchers were then able to identify a sequence of three distinct processes that occur in the water once it has been ionized, which they did by plotting the temporal variation in water's X-ray absorption at different energies. The first process, occurring about 50 femtoseconds after ionization, they attributed to the decay of the H O molecule via proton transfer. The other two —taking place some 150 and 14,000 femtoseconds later—they reckoned were due to the OH radical undergoing vibrational cooling and then recombining with the liberated electron to form negatively-charged hydroxide. 2 +
For Young, the research "demonstrates an incisive probe of ultrafast chemical reactions in water"—particularly, she says, those involving the "chemically aggressive" hydroxyl radical. But she adds that pushing the experiment's temporal resolution even higher could lead to new insights, such as when exactly the hole localizes in oxygen's orbital or how the energy of the free electron evolves in time as the surrounding water molecules reorganize. | web | https://www3.ntu.edu.sg/CorpComms2/Documents/2020/01_Jan/OPN_200117_X-Ray%20Laser%20Probes%20Ionization%20in%20Water.pdf | 0.429396 | {
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Fr Kenneth Flood, S.J.
(1930-1962. In Zambia 1956-1958)
19 April 1962
Fr Ken was only 32 years of age when he died, so young for a Jesuit, just at the beginning of his priestly life. He was born in
Dublin on 17 August 1930. After being at O'Connell's School, he entered the Society at Emo on 7 September 1948.
After studies at Rathfarnham and Tullabeg, he volunteered for work in the Chikuni Mission, Zambia, where he was sent in August 1956. He went to Chivuna to learn the language in 1957. The following tribute was paid to him by Fr Dominic Nchete, the vicar general and first Tonga priest of Monze diocese, "Fr Flood was a first rate missionary. During his language studies he had prepared and instructed many children for baptism. Those whom he had prepared for baptism burst into tears when they heard of his death".
He went to Chikuni, to Canisius Secondary School to teach for his second year. This work he tackled with characteristic devotion although he found teaching hard. He was not blessed with any great reserves of energy. Already perhaps, at Canisius, the disease, from which he was to die less than four years later, was slowly undermining his health and sapping his strength.
Cancer was diagnosed on the ear in August 1958 so he was sent back early in September to Ireland to pursue theology at Milltown Park where he was ordained priest on 31 July 1961. An X-ray check revealed lung trouble. On 15 February 1962, he was operated on and went to Galway to convalesce. While saying his last Mass on the feast of St Joseph, 19 March, Ken felt the beginning of his collapse. He returned to the hospital where the doctors diagnosed serious internal complications and gave him less than a month to live.
Fr Ken showed a courageous acceptance of the news which was all the more striking in one whose outward life was that of an ordinary but devoted Jesuit. During his last illness, he bore his suffering with great resignation. No word of complaint or self-pity was heard from him. He died on 19th April 1962.
What was perhaps most characteristic about Fr Ken, that which impressed both those with whom he lived and externs who had dealings with him, was his great sincerity, completely devoid of any affectation or artificiality. He was a man of prayer and a zealous priest. His life and death in the Society was an inspiration. | web | https://ordo.jesuitssouthern.africa/obit/04-19-1962%20%E2%80%93%20Kenneth%20Flood.pdf | 0.494063 | {
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RESTAURATION D’UN MUR EN PIERRE SECHE
DONZY LE PERTUIS
Région : Bourgogne Franche Comté
Commune : Donzy le Pertuis
Code postal : 21220
Site : Mur
Département : Saône-et-Loire
Canton : Cluny
Intercommunalité :
Communauté de communes du clunisois
Etat des lieux :
La mur de soutènement a été fragilisé par les travaux de voirie et par les racines des arbres implantés à sa base.
La végétation envahissante et le manque d’entretien régulier a accéléré les dégradations.
Par ailleurs, une grande partie des pierres gélives a conduit à des tassements et des effondrement.
Enfin le ravinement de l’eau en bordure du chemin goudronné a sapé les fondations devenues instables.
The restoration of the dry stone wall in the village of Sainte-Croix-de-Mareuil, France, is an ongoing project that involves the careful placement of stones to ensure stability and aesthetic appeal. The process begins with the removal of excess soil and debris to create a level base for the wall. Workers then carefully select and place each stone, ensuring proper alignment and stability. The use of traditional techniques and materials helps to preserve the historical character of the wall while making it safe and functional for future generations.
The stone wall is being built using traditional techniques, with each stone carefully placed to ensure stability and strength. The process involves selecting stones of appropriate size and shape, fitting them together without the use of mortar, and ensuring that the wall remains level and straight. The work is being done by skilled craftsmen who have a deep understanding of the art of dry stone walling.
The stone wall is not only a functional structure but also a beautiful addition to the landscape. It provides a natural barrier that helps to control erosion and maintain the integrity of the land. The wall also serves as a visual landmark, adding character and charm to the area.
As the stone wall takes shape, it becomes a testament to the skill and dedication of those involved in its construction. The process is slow and meticulous, requiring patience and attention to detail. However, the end result is a stunning piece of architecture that will stand the test of time.
In conclusion, the stone wall is a remarkable achievement that showcases the beauty and functionality of traditional building techniques. It is a reminder of the importance of preserving our heritage and the value of working with nature rather than against it. As the wall continues to be built, it will become an integral part of the landscape, providing both practical benefits and aesthetic appeal.
Opération réalisée par :
TREMPLIN Homme et Patrimoine et avec le concours de :
Aurélien ROUX, Georges SEBAS, Florian MOREAU, Roman LEWANDOWSKY,
Kevin COURTOIS, Jérôme PERRAUDIN, Rachid DIAFAT
sous la conduite de Loïc FLAGUEL
Avec le soutien de la DIRECCTE 71
Contact:
TREMPLIN Homme et Patrimoine – Hameau médiéval de Brancion – 71700 MARTAILLY-LES-BRANCION
Tél./ Fax : 03 85 32 90 30 – [REDACTED_EMAIL]
http://www.tremplinhp.com – http://www.tourdubost.com – https://fr-fr.facebook.com/tremplinhp | web | http://www.tremplinhp.com/IMG/pdf/COMPTE-RENDU.pdf | 0.442548 | {
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Ecumenical Learning
Preamble
The group acknowledges that a lot of good work has already been done in the development of the UEM Partnership Guidelines. We realize that the partnership work changed into a South-South or Triangle partnership and in our partnership work we noted lacks of ecumenical learning.
The result of our discussions and based on the real conditions of our partnership work we found following issues as challenges of ecumenical learning as follows:
Issues identified:
- Ecological destructions and climate change
- Cultural differences in regard of South-South and Triangle Partnerships
- Interfaith
- Spirituality
- Conflicts/Injustice
- Poverty
The issues had been discussed during partnership visits however the group agree that they are to be addressed further in the suggested action plan.
Action Plan
In Addition
1. We propose that experts be involved into the visitation program.
2. After finishing each ecumenical learning process the participants should multiply the topics.
3. After each visitation and finally after three years the groups can evaluate all the programs.
4. After each program we have to report to the UEM and regional churches.
5. UEM and partners should support this program financially.
6. Advocacy
adopted July 14 th
International Partnership Conference, Parapat, 7-15 July, 2012 Group Members: Imke Buchholz, Rev. Yohana Abraham Mmaka, Rev. Rudy Sewoyo, Rev.Humala Lumbantobing | web | https://www.vemission.org/fileadmin/redakteure/Bilder/Newsbilder/Ecumenical_learning.pdf | 0.427407 | {
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English
Children will be looking at Greek Myths and will be studying the characters and plot lines. They will then be creating their own version.
Geography
Children will be looking at the human and physical geography of the country. They will also be learning about modern day Greece and comparing it to Britain.
Science
Children will be investigating the topics of magnets & forces and light.
Spanish
We will continue to extend the children's vocabulary.
Music
Children will be exploring the sounds and instruments from Ancient Greece.
Maths
Children will be reinforcing their knowledge of place value. They will also learn about measures, using mm, cm, m and km and converting lengths. Children will also be solving problems and using their written methods for all four operations.
Year 3 Summer Term Greece
Key Dates
Ancient Greek Day - 25th May
Homework
Children should continue to use Bugclub. We are also trialling a new scheme called Mathletics. We will also be setting weekly tasks based on our class work.
Computing
The children will be making an animation of their Greek Myth.
History
This term, we will be examining the religion, warfare, daily life, democracy and culture of Ancient Greece.
Art
The children will be creating and decorating their own papier mache vases.
PE
Children will be playing basketball and learning the tactics and rules of different athletic events leading up to Sports Day.
RE
Children will be exploring environmental issues in our topic of Caring for Our World.
Design and Technology
Children will be creating puppets to act out their Greek myth. They will also be creating their own moving monster, based on mythical monsters. | web | http://worsleybridge.bromley.sch.uk/wp-content/uploads/2017/06/Year-3-Topic-Planner-Summer-1-2017.pdf | 0.483345 | {
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KONKURS PRZEDMIOTOWY Z JĘZYKA ANGIELSKIEGO
dla uczniów szkół podstawowych w roku szkolnym 2020/2021
Etap rejonowy
11.03.2021 r.
Na wykonanie wszystkich zadań przeznacza się 90 minut.
I. Przeczytaj uważnie poniższy tekst, a następnie wybierz, zakreślając kółkiem, jedną z czterech propozycji (a, b, c, d) uzupełnienia luk (od 1. do 15.) w poniższych zdaniach. Punkt (0) stanowi przykład. (0-15 pkt)
II. Przeczytaj uważnie poniższy tekst. W punktach 1-7 wybierz, zakreślając kółkiem, jedną z czterech propozycji (a, b, c, d) zakończenia zdań bądź odpowiedzi na pytanie odnoszące się do treści tekstu. (0-7 pkt)
Wearing fashionable clothes can be bad for you! This may surprise you, but it is (0) __________ that some clothes can cause a (1) _________ of problems. Do you find this (2) _________ to believe? Well, researchers have discovered that following the latest fashion (3) _________ can be unhealthy. For example, if you (4) _________ a scarf or tie too tightly, it increases your blood pressure. Tight jeans and trousers, short skirts and even sensible (5) _________ shoes may all cause (6) _________ .
Experts say that things we wear can also (7) _________ to stomach problems, rashes, backache and painful feet. Yet how can we explain this? Very tight clothes can (8) _________ people moving naturally, and this is not good for you. If you wear trousers or skirts that are too tight around the waist, then your stomach does not have (9) _________ to expand after you have eaten, and this can cause stomachache. Rashes can be caused by an allergic (10) _________ to synthetic material. And last, but not (11) _________ – wearing shoes with high (12) _________ can lead to foot and back problems. Even practical shoes can cause backache if they don't (13) _________ you properly. So is it worth being at the (14) _________ of fashion? I think that we will all continue to
(15) _________ that risk!
0. said
B spoken
C talked
D explained
1. A variety
B group
C bundle
D collection
2. A puzzling
B complicated
C complex
D difficult
3. A directions
B trends
C changes
D cultures
4. A fasten
B fix
C tie
D install
5. A flat
B level
C smooth
D even
6. A complaints
B conditions
C illnesses
D sickness
7. A move
B lead
C go
D grow
8. A prevent
B avoid
C block
D check
9. A extent
B area
C place
D room
10. A reply
B response
C reaction
D return
11. A final
B least
C end
D terminal
12. A heels
B toes
C soles
D laces
13. A shape
B match
C suit
D fit
14. A top
B height
C peak
D summit
15. A have
B get
C take
D catch
In 1997, a group of twenty British women made history. Working in five teams with four women in each team, they walked to the North Pole. Apart from one experienced female guide, the other women were all ordinary people who had never done anything like this in their lives before. They managed to survive in an environment which had defeated several very experienced men during the same few spring months of that year. Who were these women and how did they succeed where others failed?
In the summer of 1995, an advertisement was put in several British newspapers: 'Adventurers are being sought for the formation of an all-woman team to walk to the North Pole. Applications are invited from women of any age, background and occupation who are willing to put up with real pain and discomfort to achieve an important goal.'
Nearly one hundred women took part in the first selection weekend and then, after several training expeditions designed to weed out unsuitable applicants, twenty women were chosen. The youngest of these was twenty-one and the oldest fifty-one. In the group there was a mother of triplets, a teacher, a flight attendant, a policewoman and even a film producer.
They were a very mixed bunch but they all really wanted to take part in the venture and make it a success. Each of the women agreed to raise the £ 2500 needed for expenses and the airfare to Canada, where the expedition began. They also committed themselves to following an intensive physical training programme before leaving the UK so that they were fit enough to take part in the expedition without endangering their own or others' lives.
The women set off as soon as they were ready. Once on the ice, each woman had to ski along while dragging a sledge weighing over 50 kilos. This would not have been too bad on a smooth surface, but for long stretches, the Arctic ice is pushed up into huge mounds two or three metres high and the sledges had to be hauled up one side and carefully let down the other so that they didn't smash. The temperature was always below freezing point and sometimes strong winds made walking while pulling so much weight almost impossible. It was also very difficult to put up their tents when they stopped each night.
In such conditions the women were making good progress if they covered fourteen or fifteen kilometers a day. But there was another problem. Part of the journey was across a frozen sea with moving water underneath the ice and at some points the team would drift back more than five kilometres during the night. That meant that after walking in these very harsh conditions for ten hours on one day, they had to spend part of the next day covering the same ground again. Furthermore, each day it would take three hours from waking up to setting off and another three hours every evening to set up the camp and prepare the evening meal.
So, how did they manage to succeed? They realised that they were part of a team. If any one of them didn't pull her sledge or get her job done, she would be jeopardising the success of the whole expedition. Any form of selfishness could result in the efforts of everyone else being completely wasted, so personal feelings had to be put to one side. At the end of their journey, the women agreed that it was mental effort far more than physical fitness that got them to the North Pole.
1. What was so extraordinary about the expedition?
A There was no one to lead it.
B The women did not have any men with them.
C It was a new experience for most of the women.
D The women had not met one another before.
2. What did the women who answered the advertisement have in common?
A They were about the same age.
B They had all suffered pain and discomfort.
C They all had plenty of money.
D They all wanted to achieve a goal.
3. What does 'these' refer to in paragraph 3?
A all the applicants
B the training expeditions
C the women who went on the trip
D the unsuitable applicants
4. What did each woman have to do before the start of the expedition?
A visit Canada
B get fit
C learn to ski
D meet the other women
5. On the expedition, the women had to be careful to avoid
A falling over on the ice.
B being left behind.
C damaging the sledges.
D getting too cold at night.
6. It was difficult for the women to cover 15 kilometres a day because
A they got too tired.
B the ice was moving.
C they kept getting lost.
D the temperatures were too low.
7. What is the main message of the text?
A Motivation and teamwork achieve goals.
B Women can do anything they want.
C It is sometimes good to experience difficult conditions.
D Arctic conditions are very harsh.
III. Uzupełnij poniższe zdania. Liczba kresek jest równa liczbie liter brakującego wyrazu. Nie wolno zmieniać żadnej z podanych liter. Obowiązuje pełna poprawność zapisu.
(0-12 pkt)
1. There is no j _ _ t _ _ _c _ t_ _n for treating people so badly.
2. A special locking system means the door cannot be opened a_ _ _d_ _ t _ _ _ y.
3. We apologize for any _ nc _ _v_n_ _ _ce this problem may cause our customers.
4. He took a step b_ _ k _ _ r _ s to allow her to pass.
5. Children's television not only e_ t _ _ _ _ ins but also teaches.
6. I've got a big purple b_ _ i _e where I hit my leg against the corner of the table.
7. Could you do me a _ a _ _ _ r - would you feed my cat this weekend?
8. She h_ _ _ t _ _ ed a long time and then she said 'Yes'.
9. Forecasters say the gales may not be as bad as they i_ _ t_ a_ _ y predicted.
10. We took time to stop and _d_ i _ e the view.
11. These are _ a_ c_ y songs that are easy to sing along to.
12. It can be difficult to d_ _t_ _ g _ _ _ h between poisonous and edible mushrooms.
IV. Przeczytaj poniższy tekst. W niektórych linijkach (1-9) występuje błąd – jedno zbędne słowo. Wpisz je w odpowiednim miejscu w kolumnie po prawej stronie (przykład 00). Jeśli dana linijka nie zawiera zbędnego wyrazu, wpisz symbol √ (przykład 0). (0-15 pkt)
V. Wybierz, zakreślając kółkiem, jedną z czterech propozycji (a, b, c, d) uzupełnienia luk w poniższych zdaniach. (0-11 pkt)
1. No offence intended _______ I think you haven't understood the problem correctly.
a) when
d) hadn't won
b) as
c) if
d) but
2. I'm sure he only said those things _______.
a) to my annoyance
b) for annoying me
c) to annoy me
d) for annoy me
3. I benefited a great deal _______ taking that online training course.
a) from
b) for
c) with
d) off
4. The more I get to know him, the _______ I like him.
a) less
b) most
c) much
d) lesser
5. They live about _______ from here.
a) an hour of drive
b) a drive hour
c) an hour's drive
d) a drive of an hour
6. This time next year I won't be in Poland, _______ on a beach in Portugal.
a)
I'll have lain
b) I'll be lying
c) I'll lie
d) I'm lying
7. Please come and see me _______ day you like.
a) every
b) some
c) all
d) any
8. Bob couldn't ______ a moustache to the photo of his Headmaster in the newspaper.
a) resist to add
b) resist from adding
c) resist adding
d) resist for adding
9. When I was young, I _______ interested in travelling abroad, but now that I am older I dream of exploring the four corners of the world.
a) didn't use to be
b) would be not
c) use not to be
d) wasn't being
10. Alison is sure that she saw a strange man _______ in her neighbour's garden on the night of the burglary.
a) be hidden
b) to hide
c) having hidden
d) hiding
11. I _______ first prize but for my parents' suport and encouragement.
a) would win
b) wouldn't have won
c) won't win | web | https://angielskininja.pl/wp-content/uploads/2023/07/KONKURS-KURATORYJNY-ANGIELSKI-2021-REJONOWY-LUBUSKIE.pdf | 0.483528 | {
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Poverty and Migration in Tanivet
I photographed for several years in the village of San Francisco de Tanivet, Oaxaca, Mexico. The village of Tanivet is situated on a former hacienda, where the grandparents of my subjects worked as landless peasants until the land reform measures of 1934-40. Tanivet's major source of income is subsistence farming of chickpeas, maize, and numerous smaller crops of squash and peppers. A few families raise small herds of cattle and goats.
At an early age, the youth of Tanivet dream of migrating illegally to the United States to earn money, as did their fathers, uncles, and older brothers and sisters. In the past, these elders were able to cross the border with coyotes and return to the village often to visit their families. Strict U.S. policies now make it too risky for the migrants in the U.S. to return home. They fear losing a reliable source of income, and are certain they that if they left, they would never be able to return. Such policies rupture families and the social fabric of the village, where houses in many family compounds are empty and the youngest residents are over 60 years old.
My subjects have experienced the many sides of migration⎯
* The desperate poverty that drives the young to leave;
* the fear for their safety;
* the loneliness and suffering of those left behind;
* the loss of children and unmet grandchildren, often forever;
* the infusion of hope that comes from remittances sent back from abroad;
* the occasional investment of remittances in homes and businesses;
* the reunions, often belated;
* the readjustments of relationships, often difficult.
Each of the families shown here has experienced some aspect of migration.
Generously, they shared their stories and their feelings with me.
Cynthia Roderick | web | https://iwpa.fr/wp-content/uploads/2020/01/WorkStatement.pdf | 0.4899 | {
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D is for Dandelion Assignment 12
* Reading. Students will be reading "I Have No Friends" and "Sand Babies" and answer questions on the second story. A. A. Milne is pictured on the right.
* Handwriting. Complete Lesson 11 of the D is for Dandelion handwriting book.
* Poetics. Memorize stanzas 1–4 of Alice May Douglas's "Who Loves the Trees Best?"
* Writing. Write out Exercise 1 of Composition 1 of Lesson 12.
* Dictation.
This week students will have dictation exercises that review what has been learned in the previous lessons regarding
punctuation with quotations.
EXERCISE A
1. "It's settled," John said, "you're coming with us."
2. He said, "Tomorrow I will buy more candles."
3. The cheerful man with sample balloons was whistling.
4. "Mom will bring all except the rattle and cradle," she said.
5. "I noticed that the whole field appeared muddy," she said.
EXERCISE B
1. He said, "Either it was my fault or yours that he got tackled."
2. The child was coddled, and the mother never got ruffled.
3. "His message was very muddled," Sam said.
4. "I think," she said, "there is powder in the pestle."
5. "I imagined it would be a much bigger hurdle," he said. | web | https://www.homeschoolomnibus.com/_files/ugd/f601bd_96351590327249a18d66d45317804b73.pdf | 0.429497 | {
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Stories of the Great War
Harry Victor Young 1890 - 1916
"My dearest Jennie,
It is with deepest sympathy from us all that I am writing in answer to Eva's card of last night with the sad news of poor Harry's death. She said you had not heard officially, but if this news came from a Hampton man who knew him, I am afraid it is only too true."
This extract, from a letter written on Saturday 15 th July 1916, sums up the difficulties in receiving information on the fate of relatives during the Battle of the Somme. Many men who joined up together tried to ensure that news was sent home and in this case it seems probable that one of the Hampton recruits to Kitchener's Army, photographed in 1914 in the High Street, had sent back the sad tidings. Harry joined the 8th Battalion, Gloucestershire Regiment and by July 1916 had already served for almost a year on the Western Front. His obituary states "he was closely identified with the life of the Parish – a communicant, a member of the choir from boyhood days and of late years the caretaker of the Church Club"
Harry was the youngest surviving son of Edwin Young, a blacksmith, of Park Terrace. He and his wife Jane (nee Blick) had eleven children, but only six survived childhood. Eva was the sister nearest to him in age, and was a servant with the Beale family. By 1911 Harry (21) was living with his mother at Windmill Lodge, working as a gardener; his cousin Clara, an uncertificated teacher from London, was also living there. (It was her mother who wrote the letter from Chiswick quoted above). His other surviving brother, Frank, had emigrated, moving to Canada, but enlisted with the Canadian Overseas Expeditionary Force in 1915 and served as a medical orderly in the Middle East.
Harry Young died on 3 rd July 1916 in the successful attack and capture of La Boisselle. Moving along the trenches 8 th Battalion went "over the top" at 3.15 a.m. and remained in control all day and the following night, before holding the support line – named Ryecroft Street after a road in Gloucester. The objective was gained although casualties were high.
The action at La Boisselle was characterised by the bravery of the troops and Adrian Carton de Wiart, the acting C.O. of 8 th Battalion, was awarded the Victoria Cross "For most conspicuous bravery, coolness and determination during severe operations of a prolonged nature. It was owing in a great measure to his dauntless courage and inspiring example that a serious reverse was averted. He displayed the utmost energy and courage in forcing our attack home. After three other battalion Commanders had become casualties, he controlled their commands, and ensured that the ground won was maintained at all costs. He frequently exposed himself in the organisation of positions and of supplies, passing unflinchingly through fire barrage of the most intense nature. His gallantry was inspiring to all." Shortly after Colonel Carton de Wiart received his Victoria Cross he told a friend that it had been won by the 8th Gloucesters, "for every man in the battalion has done as much as I have."
Postscript: The letter above, together with postcards relating to Frank Young and other World War I documents, were saved from destruction by Jeff Dyer, who generously lent them for copying by Minchinhampton Local History Group. | web | http://www.minchinhamptonlocalhistorygroup.org.uk/wp-content/uploads/2018/01/Harry-Young.pdf | 0.422964 | {
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Simulating Supercoiling in Prokaryotic DNA
CAMPBELL HEWETTMIT PRIMESMAY 21, 2011
Prokaryotic DNA
Single, circular segment of DNA.
Freely floating in the cell.
Not packaged into a chromosome.
Genome is much smaller than in Eukaryotes.
E.g., E. coli have about 5 Mbp.
Image retrieved from http://www.vedicsciences.net/articles/dawkinsevolution-challenge.html
Supercoiling
Image retrieved from http://web.virginia.edu/Heidi/ chapter12/chp12.htm
DNA normally has one rotation every ~10.4 bp.
Certain enzymes (e.g. DNA gyrase) twist or untwist DNA.
DNA contorts its shape in response to supercoiling.
Purposes:
DNA packing, DNA replication.
Linking Number
Quantitatively describes how objects are intertwined.
L = T + W
Simulation using spatial coordinates
Simulated Supercoiling
The Simulation
Problem:
1. Algorithm to construct the strands of DNA.
2. Model the behavior of the constructed polymer using molecular dynamics.
1. DNA Structure Algorithm
DNA Structure Algorithm (cont.)
2. Molecular Dynamics
Simulate behavior using polymer physics.
Consecutive points on the polymer held together with harmonic (spring) bonds.
Example Simulation
Results
General model for DNA structure.
Evident realistic supercoiling effects.
Polymer maintains twist throughout simulation.
Calculated linking number at each stage in a simulation.
Future Research and Applications
It has been proposed that supercoiling aids in DNA segregation during DNA replication.
We will test this hypothesis and compare to experimental data.
Acknowledgements
I would like to thank everyone at MIT PRIMES who has made this experience possible:
Geoffrey Fudenberg and Maxim Imakaev for mentoring and guiding me in my project.
Professor Leonid Mirny for providing the project itself along with access to his laboratory. | web | https://math.mit.edu/research/highschool/primes/materials/2011/5-Simulating%20Supercoiling%20in%20Prokaryotic%20DNA_Campbell_Hewett.pdf | 0.450253 | {
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Abstract: After 47 years of immersion in space physics, I have many stories to tell, some of which are not suitable for all audiences and will remain untold today. But after a few such tales, I will recount the most satisfying research I have done and then outline a new book I am working on entitled “The Earth’s Electric Field”. I also will outline five sources of electric fields: thunderstorms, motions of the atmosphere, the solar wind, the magnetosphere, and wave phenomena.
The most satisfying work I have published involves proof that the Earth was hit by a comet in 1908, studies of the long-lasting meteor trail during Leonids 1998/9, and results of barium/TMA releases. On the human side, the most satisfying work has been with Cornell students, both undergraduate and graduate. Although many books have been written on the Earth’s magnetic field, to my knowledge, none have been written on the electric field. This is not surprising since Gauss first noted that the Earth is a giant magnet hundreds of years ago. The first evidence of an electric field in the atmosphere was provided by Ben Franklin with his kite/thunderstorm experiments. We began considering the possibility of an electric field in space about 50 years ago, using the motion of auroral patches. Then, in the 1960s, Forrest Mozer and Ulf Fahleson showed that the electric field could be measured using rockets and, eventually, satellites. Luckily, I was Forrest’s second student and Ulf was in Berkeley for a year, so I was in the perfect place for a graduate student. Thus began the quest for knowledge of the Earth’s electric field, which continues today. | web | https://blogs.mtu.edu/physics/files/2012/07/Kelley_12-12-11.pdf | 0.479534 | {
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I will praise the name of God with a song; I will magnify him with thanksgiving. Psalm 69:30
Praising God is not an uncommon theme in the Bible, and in fact, the King James version contains 259 uses of the word praise. Praise is a word that encompasses the many facets of joy, victory, power and magnificence. It is uttered in those marvelous moments of blessing and awe that occur in our life.
I found my keys! Praise the Lord! I have food to eat! Praise the Lord! I am forgiven! Praise the Lord!
This is how we should live, searching for God in all things and giving praise in all things. Of all the good behaviors that Christians seek to perfect, praise is possibly the easiest one to implement, yet so frequently overlooked.
Paul wrote in Hebrews 13:15 " Through Him then let us continually offer up a sacrifice of praise to God, that is, the fruit of lips that acknowledge His name.
This single verse makes several important points. First, the praise is offered through Jesus. Our power and propensity to praise God is yet another gift of God. Second, praise is a sacrifice, it is something we bring to God, and third, praise is a fruit that can be seen and heard acknowledging our Creator and Lord.
Jesus said "By their fruits, you shall know them," Matthew 7:16. I always associated this verse with acts of Christian service, and it certainly does not exclude such acts. But what could be more easily heard and understood than someone's vocal praise and acknowledgement of God? That is a "fruit of lips" that will lift Jesus to a world in need. "And I, if I be lifted up from the earth, will draw all men unto me." John 12:32.
Making praise a central part of your life, however, does more than just give God the credit He deserves. It transforms the life of the person offering the praise, and opens pathways of joy in the mind to fully experience a happy life. Therapists have long recognized that changing the way one looks at a situation changes the way one feels. By reframing circumstances in a context of praise to God, one exercises the concept known as cognitive reappraisal. Praising God unleashes the power of positive thinking in our lives, because it is connected with the proper Source: Our Creator and Lord, who knows how we are made, and what we need, to know true joy.
Not to us, O LORD, not to us, but to your name give glory, for the sake of your steadfast love and your faithfulness! Psalm 115:1
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BETTER SLEEP
By Dr. Geo Espinosa
OVERVIEW
A good amount of sleep along with good quality sleep is important for health and longevity.
Still, many people consider sleep a waste or unproductive time. Nothing is further from the truth.
Poor sleep is linked to poor memory, weaker immune system, and a slower metabolism (associated with weight gain and heart disease.)
Bad sleep is can lead to dementia, including Alzheimer's disease, as well as mood disorders like depression, posttraumatic stress disorder (PTSD), and anxiety. During sleep, the brain "washes out bad cells and keeps it's them clean."
Good sleep seems to help lower the risk of strokes and heart attacks by about 20%.
There are four phases to sleep from phase 1, which is very light sleep to phase 4 which is Rapid Eye Movement (REM). REM is the phase where you dream.
Phase 3 (known as N3 sleep), also referred to as deep sleep or delta wave sleep, is the phase where your body heals, repairs, and regenerates. About 20% of your sleep or roughly 90 minutes a night should be stages 3 and 4 combined.
How much sleep do you need?
In general, you should aim for 6.5 to 7.5 hours a night. It is good to average 7 hours of sleep a night.
Sleeping less than four hours a night or longer than 8.5 hours a night maybe harmful for your health.
What About Sleep Aides?
In general, most pharmaceutical sleep aids, including hypnotics and alcohol helps with getting you to sleep but your sleep quality is poor.
Hypnotics are chemicals used to help with sleep by inducing drowsiness. Hypnotic pharmaceutical drugs include Zolpidem (Ambien), Zaleplon (Sonata), and Eszopiclone (Lunesta).
Tranquilizers like benzodiazepines also interfere with sleep quality and have dependence.
Lastly, up to 30% of people drink alcohol as a sleep aid. Alcohol is also not great for sleep, though it is a sedative. In other words, alcohol consumption may help you fall asleep but you may not get to REM.
Remember, to get the restful sleep you need to reach deep sleep and REM.
If you are going to have a drink, have it two to three hours before bedtime.
How to Get better Sleep
* Make your bedroom a sanctuary. Keep it clean, uncluttered, and at a temperature of about 68℉ (20℃).
* Keep the room as dark as possible. Have a night light in the room only if absolutely necessary to avoid a fall from going to the bathroom at night.
* Sound. A quiet space is key for good sleep. If peace and quiet are hard to come by, try controlling the bedroom noise by creating "white noise" with a fan. Or, use earplugs
* Refrain from watching the news or reading from any electronic devices at night. The blue light from electronic devices depletes your body from the nighttime hormone melatonin. Get blue light blocking glasses if you must use electronic devices at night.
* Eat protein in the daytime but carbs at night. Don't eat much protein at night, like big steak dinners, for example. Choose good, gluten-free carbs like sweet potato, gluten-free pasta, etc. Carbs help with increasing serotonin at night which is important for sleep.
* Keep the right temperature in your bedroom at about 70 degrees Fahrenheit. Usually, fresh air promotes sleep so crack the windows open if weather and noise permits.
* Journal. Write your thoughts in a notebook; a few lines on what you accomplished in the day, three main goals, any top priority, or " to do" for the next day. The idea is to rest your brain in a notebook so you can sleep better.
* Invest in a good mattress. It can cost you $2000 to $2500. Dr. Michael Breus, a sleep expert recommends the Simmons Beautyrest Black or Platinum Hybrid as a general good mattress. It is best to get one that fits your own personal needs which would mean shopping around for different brands and models.
NUTRACEUTICAL SUPPORT
In general, dietary supplements complement a healthy lifestyle for optimal T support, and it does not replace it.
RECOMMENDED NUTRIENTS
Alpha-Theta Ultra PM - 60 capsules
Instructions: Take two pills at night, or as directed by your healthcare practitioner.
Triple Mag
Instructions: Take 1 pill at night, or as directed by your healthcare practitioner.
SUMMARY OF NUTRACEUTICAL INTAKE
AWAY FROM FOOD = 30 minutes before a meal or two hours after a meal.
Number of pills per day: 4
PM – 4
30-day supply
THE PRODUCTS DESCRIBED HERE ARE NOT INTENDED FOR USE BY CONSUMERS AS A MEANS TO CURE, TREAT, PREVENT, DIAGNOSE, OR MITIGATE ANY DISEASE OR MEDICAL CONDITION. THESE STATEMENTS HAS NO BEEN EVALUATED BY THE FOOD AND DRUG ADMINISTRATION.
References:
Hublin et al., Sleep and Mortality: A Population-Based 22-Year Follow-Up Study; Sleep. 2007 Oct 1; 30(10): 1245–1253.
Stutz, Jan, Remo Eiholzer, and Christina M. Spengler. "Effects of evening exercise on sleep in healthy participants: A systematic review and meta-analysis." Sports Medicine 49, no. 2 (2019): 269-287.
Cappuccio F. P., D'Elia L., Strazzullo P. & Miller M. A. Sleep duration and all-cause mortality: a systematic review and meta-analysis of prospective studies. Sleep 33, 585–592 (2010).
Sateia M, Buysse D, Krystal A, et al. Clinical practice guideline for the pharmacologic treatment of chronic insomnia in adults: an American Academy of Sleep Medicine Clinical Practice Guideline. J Clin Sleep Med. 2017;13(2):307–349.
Kripke et al., Mortality Associated With Sleep Duration and Insomnia; Arch Gen Psychiatry;2002 Feb;59(2):131-6
Adamson J, Burdick JA. Sleep of dry alcoholics. Arch Gen Psychiatry. 1973;28:146-149.
Riemann D, Perlis ML. The treatments of chronic insomnia: a review of benzodiazepine receptor agonists and psychological and behavioral therapies. Sleep Med Rev. 2009;13:205–14. | web | https://drgeo.com/wp-content/uploads/2020/07/BETTER-SLEEP-SUPPORT-Dr.Geo-vs-7-3-2.pdf | 0.495205 | {
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How can you practise being a geographer whilst at home?
Wildlife Count and Pictogram
(Duration: 1 Week)
Knowledge:
- Wildlife in Brighton and Hove Skills
- Collecting data
- Drawing a pictogram.
Equipment
- Pen and paper
This week we are going to be observing the wildlife in our surrounding environments. We are including any birds, mammals or insects that you can either see from the window or whilst in our gardens. It's important that we use our local environment rather than going far so that we can collect accurate and relevant data!
Task 1:
First we must make a list of all the wildlife we are likely to see.
I have used this website: http://www.britishnatureguide.com/ and have made a list of 10 types of wildlife I would expect to see outside my window or near my doorstep. You could use the same if you want or slightly adapt yours if you know there is different wildlife.
(There is example of this table ready to print at the end of the document, if you need it).
Task 2:
You will now need to dedicate 5 minutes a day to either observing from your window or spending time in your garden. In this time, you will need to tally what you have seen. I have done this today and provided an example below.
Task 3: (On Friday)
Once you have done all of your wildlife counting, now you will need to add up a total in order to produce your pictogram: Do this by adding together all the animals of a certain type that you saw in the week.
Please see the example below as a guide.
Task 4:
Now you will need to design a key for your pictogram. It's always best to choose something simple that you can draw many times.
Here are some examples of some very simple symbols you could use.
If, like me, you have more than one bird, you could add a letter in the wing to show the different types.
Task 5:
Now that you have your key, you must decide on how many of each animal one image represents. If you have only counted a small amount of wildlife you could decide to have 1 image to representing 1 animal, so if you saw 3 worms you would draw 3 worm images.
If, however, you spotted lots of wildlife, you may decide that it would be better if 1 image represented 4 animals (so if you saw 12 worms, you would draw 3 worm images). Make sure that you write at the bottom of your pictogram how many of each animal each symbol represents.
Please see the example below as a guide.
This pictogram uses one symbol to represent two animals seen.
Draw your pictogram on a piece of paper with the title: 'Wildlife Around My Home'. Don't forget to add your key as well!
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Kosher 101
(Disclaimer: Jeremy and Whitney are by no means experts in kashrut laws, Judaism and/or cooking. The majority of our research comes from experience and expertise of family and friends but also from websites such as: www.myjewishlearning.com; www.chabad.org; www.aish.com; http://blogs.forward.com/the-jew-and-the-carrot/).
The basic laws of kashrut (a Hebrew word referring to kosher and its application) are of Biblical origin (Leviticus 11 and
Deuteronomy 17).
The Nitty Gritty:
Meat + Dairy = TREIF (a.k.a. non-kosher) Meat equals anything that used to be living so we're talking beef, turkey, chicken, lamb. According to the Torah cloven hoofed, cud-chewing mammals are kosher. Deer, sheep and goats, for example are all kosher, while pig and rabbit, for example, are not. Only certain birds are considered kosher in the United States. This includes chicken, duck, goose, and turkey.
Schecht It To Me: Poultry and meat must be slaughtered under strict guidelines called "shechita." This means the animals are slaughtered without pain. Only those who
are trained and qualified are allowed to slaughter kosher animals. Once the animal is no longer alive, another team of folks will examine the animal to be sure the animal is without illness, abnormalities or anything else that can be considered unsanitary. The lungs in particular must be pure. In addition, all blood, nerves, and most fat must be removed.
Fish can be a little tricky. You can eat it at the beginning of a meat meal but also can be eaten
Fish oh Fish: with dairy.
Oh Those Bottom Dwellers: Lobster lovers might be dismayed to find that for seafood or fish to be kosher, it must have fins and easily removable scales. Shellfish generally, and lobsters, shrimp, and clams, specifically are not kosher. Fish, on the other hand, such as tuna, carp, and herring, are kosher, but only if they are prepared by a kosher fish monger with kosher cutting implements and machines. There's more. In most cases, scales must be present on the fish in order to be purchased by the consumer.
The Kitsch'n: Kosher kitchens must maintain separate sets of utensils, pots, pans, dishes, and anything else that comes in contact with food. In addition, dishes and utensils in a kosher kitchen can't be washed together (though, this is not technically true. Once soap touches a sponge and then a dish, whatever food particles were on either are not considered food anymore). If a kitchen has two sinks, it is an ideal setup for a kosher family. If not, separate wash buckets are often used. Dishes and utensils must be dried using separate racks or dish towels as well.
HEAT!: Heat is really the determinant between what is or is no longer considered kosher (or as they say in Whitney's house, 'treifed-up'). So, what's considered hot? Well, fire of course but also garlic, hot peppers and onions. So that means that if you cut up an onion on your dairy knife, that onion is now dairy. But this
also means that you do not have to have separate refrigerators or even separate shelves for your kosher food. A package of cheese can be placed on the same shelf as half a pound of salami and nothing's going to be 'treifed-up' because there was no transfer of heat. Oy, did you catch that!?
Eating Your Vegatables: In Jewish law, the prohibition against eating bugs is quite stringent, so before you prepare vegetables, you must always check for bugs. Leafy vegetables (including broccoli and cauliflower), with their crevices and curled ends, provide a significant challenge for those who want to maintain a bug-free, kosher kitchen. With proper checking, leafy vegetables can be eaten in full confidence that they are kosher and free of insects. | web | http://jewhungrytheblog.com/kosher-101/?print=pdf | 0.445754 | {
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BERACLAY 20861
Old Rose Clay
BERACA presents a wide portfolio composed of fixed oils, butters, scrubs, clays and actives sustainably sourced from the Brazilian biodiversity. The ingredients come from extractive communities throughout Brazil and are manufactured to connect our biodiversity with thousands of consumers around the world. Through a relationship marked by transparency, traceability and innovation, Beraca contributes directly to regional development and environmental preservation.
Clay is a natural mineral composed of extremely fine particles of silicates and several trace elements. The clays may exhibit different types and concentrations of metals such as titanium, magnesium, copper, zinc, aluminum, calcium, potassium, nickel, manganese, lithium, sodium and iron.
Clays are derived from sedimentary rocks (feldspar) that have undergone the process of erosion and exposure to climate processes for thousands of years. During this process, these fragments of rock break off and absorb characteristic metals and components of the land. The fragments can also be weathered by water from nearby rivers and organic compounds in each micro-region, thus forming the mineral product that is known as clay.
Thus it is possible to understand that each clay is unique, the result of a specific composition of soil, water and climate processes that occurred in a particular place and time.
Clays have been used for aesthetic purposes for centuries, and their expressive properties make it a raw material ideal for cosmetic products for skin care, hair and scalp. Many properties of clay have been highlighted by the cosmetic market in recent years, such as their water and oil absorption properties and firming effects.
The BeraMinerals line is comprised of different Brazilian clays and quartz crystals having various granulometric profiles. BeraMinerals can be used for many different cosmetic applications, such as creams/lotions, exfoliating products and cleansers, hair care products and color cosmetics, and can be used pure or in formulations.
**PROPERTIES**
- Natural and highly stable colors;
- Natural color promotion for cosmetic products;
- Improvement in sensory properties in emulsions;
- Help to promote cell ionic exchange;
- Remove waste (impurities, oiliness and dead skin cells);
- Detoxifying effect.
**COSMETIC USE**
Because of its many properties, especially cosmetic, the Old Rose Clay is suitable for pure application or as an active in formulations, such as:
- Shampoos, conditioners and masks for all hair types;
- Natural and organic formulations;
- Products in general for all kinds of skin.
PHYSICAL AND CHEMICAL PROPERTIES
CHEMICAL COMPOSITION
MICROBIOLOGICAL ANALYSIS
STORAGE INFORMATION
This product is stable until 48 months when stored in dry, well ventilated and light protected surroundings. Once open it should be used immediately. As it is a raw material of natural origin, there may be variations in color and composition between batches.
REGULATORY INFORMATION
| INCI name (PCPC / COSING) | CAS Number |
|---------------------------|------------|
| KAOLIN | 1332-58-7 |
BERACA INGREDIENTES NATURAIS S.A.
Rodovia BR 316, Km 08, Quadra 03, Lote 03
Levilândia - Ananindeua
Pará - Brasil
Phone: +55 (91) 3215-5200 | web | https://www.rossorg.com/wp-content/uploads/2019/05/Beraclay-20861-Old-Rose-Clay-AB20861B.-TDS-Rev.-2.-Recd-03.28.18.pdf | 0.430647 | {
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Put the Brakes on Fatalities Day
About 37,000 people die in traffic crashes each year across the United States.
Put the Brakes on Fatalities Day (PBFD) is a national
That's nearly 101 fatalities every day. Let's encourage everyone – drivers, passengers, pedestrians and cyclists – to exercise caution every day and Put the Brakes on Fatalities.
In Kansas, children are more likely to be buckled up if the driver is also belted.
If the driver is wearing a seat belt, statistics show 95% of children in the vehicle also are belted.
If the driver is not wearing a seat belt, statistics revealed only 25% of the observed children were belted.
safety awareness campaign that focuses on all types of traffic safety. Whether you are in a vehicle, on a motorcycle or bicycle or even walking, the goal is for you to arrive safely.
Eyes off the road? Hands off the wheel? Mind off of driving? You're driving distracted
Put the Brakes on Fatalities Day
Sponsored by local, state and national organizations to improve transportation safety
Drive as if your life depends on it.
The truth is it does.
Five seconds is the average time your eyes are off the road while texting. When traveling at 55 mph, that's enough time to cover the length of a football field.
NOTE: This information is available in alternative accessible formats. To obtain an alternative format, contact KDOT Communications, ESOB, 700 SW Harrison, Topeka, KS, [REDACTED_PHONE], or ([REDACTED_PHONE] (Voice)/Hearing Impaired - 711.
PBFD focuses on safety habits wearing seat belts, using child safety seats, wearing helmets and watching for traffic.
It emphasizes safety behavior such as not driving impaired or drowsy, avoiding distractions, not speeding and obeying traffic regulations.
No matter your age, the aim of Put the Brakes on Fatalities Day is to greatly reduce traffic fatalities on our nation's roadways. | web | https://www.ksdot.gov/Assets/wwwksdotorg/events/brakesonfatalities/2022/2022_PBFD_Brochure.pdf | 0.445675 | {
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Keep Tabs on Your Child's Spinal Stress
We all know healthy teeth and gums are important. Good oral hygiene and regular dental checkups begin at a very early age. But how well do we look after our children's spinal health?
Many spinal problems begin in childhood and develop gradually. While your child is growing their spine is normally subjected to a variety of stresses: bumps, twists, falls and jolts. These seemingly harmless childhood incidents may subtly affect delicate spinal structures, causing misalignment and abnormal movement patterns. As your child's activity level increases, these subtle spinal problems can lead to injury.
With the beginning of another school year, children become involved in more strenuous and demanding activities, like sports and gym. Ensuring your child has a healthy, optimally-functioning spine together with good muscle balance is an important first step in preventing injury. It can also help the body perform at its best, enhancing efficiency, coordination, response speed, as well as strength and flexibility.
As part of your child's routine spinal check-up, your chiropractor will assess postural alignment and symmetry, structural normality, muscle balance as well as specific joint function. Subtle spinal problems are then able to be corrected while still in their early stages. Early detection and treatment of such problems may not only guard against shortterm injury and prevent more difficult problems later in life, but may also improve athletic performance.
Regular dental check-ups are important for the oral health of your child. Similarly, chiropractic check-ups can help ensure that your child's spine is aligned and functioning normally, a key component of staying healthy.
So let's look after your children's spinal health! An ounce of prevention...
Dr. Sharon Wagener DeWolf is the owner of Redmond Back & Neck Pain Clinic. For more information, contact ([REDACTED_PHONE]. | web | http://drsharon.com/docs/keeptabs.pdf | 0.441994 | {
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Today's Devotional is provided by Rose Herring
Hearing About Jesus
Sunday morning radio in Philadelphia in the 1950s, '60s, and '70s featured Mary Mason on WHAT and Louise Williams on WDAS. It was a sure bet almost every radio in the African American neighborhoods was tuned to either A.M. station from dawn till noon, crackling out the tunes of worship and the latest news and religious happenings that were of interest to the Black community.
As coffee brewed in old-fashioned percolator pots, over-easy eggs simmered in iron frying pans and slices of white bread sat toasting under the gas oven in bottom broilers. Rows of crisp bacon drained on paper towels, and hot combs rested on the stove's front burners, ready to touch up "them kitchens" as mothers hummed and swayed to the tunes and dads read the "Sunday Bulletin."
For years, the Gospel Queens kept on spinning their vinyl—with songs by the Five Blind Boys of Alabama, Rev. C.L. Franklin, Sam Cooke, Mahalia Jackson, and the Caravans, launching the careers of Inez Andrews, Shirley Caesar, Dorothy Norwood and James Cleveland. And let's not forget the Clark Sisters, who told us how "Jeezus brought the sunshine."
The broadcasting of Gospel music throughout the U.S. in the 1950s and
'60s heated up the air and the airwaves, and whole cities, as well as little country music towns hearing the Oak Ridge Boys, Hank Williams and Dolly Parton rocked with praise every Sunday morning.
Music, since the beginning of time, has been an integral, if not essential, part of the wor- ship experience—from the beating of primitive drums to the Gregorian chants of the 6th Century, to the cantorial prayers and liturgical sounds of the early Jewish synagogues, to the chiming of church bells and Handel's Messiah in
1741. African Christians brought their beats and tunes with them into slavery, thus laying the foundation for Gospel music.
Sounds of worship have moved hand-in-hand with the spoken word, mixing and melding and forever tied and shaping each other.
Given how much Christian praise and worship is centered on Jesus, I find it odd that there's no biblical reference or direct link between Jesus and music. He does not play an instrument, nor direct someone to sing a hymn and then go pray, nor does Jesus even hum a tune as he walked the land.
Yet music, behind prayer, is the fundamental way in which many of us offer up our praises and petitions to God. Some of the first songs many of us learn as children are Jesus-centered—Jesus loves me, Jesus loves the little children, Jesus in the morning, Jesus in the noontime, Jesus when the sun goes down. At Easter, there are so many—"Now behold the Lamb", the "Old Rugged Cross", and "He Arose." Also, "Jesus Christ is Risen Today", "Jesus Paid It All" and "Were You There?" So many others remind us of his beauty, tenderness, faithfulness, love, life, birth and death on the cross.
For more than 2,000 years, tens of thousands of songs and millions of voices and instruments have celebrated, mourned, praised, worshipped and awaited the the return of our Savior.
Some of the final chapters of the Book of Psalms command us to "sing to the Lord a new song (and) make a joyful noise unto the Lord… Let the sea roar and all that is in it (and) let the floods clap their hands (and) the hills sing together" (Psalm 98). And let's not forget the last thing King David tells us in Psalm 150: "Let everything that has breath praise the Lord!"
When it came to music, and growing up "gospel," the sounds of the church were one of the first things I turned to when afraid, lonely, confused, joyful or sad. I am still moved and comforted today by our own MCCDC music ministers Deidre and Daniel, the choir, Eclectic Praise, and Rev. Cathy's singing.
And despite all that's going on in our world today, I sing because I'm happy, lest the rocks cry out in my place! | web | https://mccdc.com/wp-content/uploads/Lent-2020-Hearing-about-Jesus-Rose-Herring-FINAL-for-real-.pdf | 0.505784 | {
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READING CHECK
Who were the "Big Three"?
VOCABULARY STRATEGY
Find the word incessant in the underlined sentence. Notice that the phrase "around-the-clock" follows incessant. They have similar meanings. Use this context clue to help you figure out the meaning of incessant.
READING SKILL
Recognize Sequence List the sequence of events in 1942–1943 that gave the Allies control of North Africa.
Name
Class
Date
Section Summary
THE ALLIES TURN THE TIDE
To defeat the Axis powers in World War II, the Allies devoted all their resources to the war effort. Governments took a greater role in the economy. For example, governments ordered factories to make tanks instead of cars. Consumer goods were rationed, and wages and prices were regulated. A positive result was that the increase in production ended the Great Depression. However, governments also limited citizens' rights, censored the press, and resorted to propaganda. At the same time, women, symbolized by "Rosie the Riveter," replaced men in factories. Women also played a more direct role in some military operations.
The years 1942 and 1943 marked the turning point of the war. In the Pacific, Allied forces won the battles of the Coral Sea and Midway. In both battles, attacks were launched from enormous aircraft carriers. In North Africa, British and American forces, led by General Dwight Eisenhower, soon trapped Rommel's army, and he surrendered in May 1943. With North Africa under their control, the Allies crossed the Mediterranean and landed in Sicily. Allied victories in Italy led to the overthrow of Mussolini, but fighting continued in Italy for another 18 months. On the Eastern front, a key turning point was the Battle of Stalingrad. After a German advance on the city and brutal house-to-house fighting, the Soviet army encircled the German troops. Without food or ammunition, the Germans surrendered.
On June 6, 1944, the Allies launched the D-Day invasion of France. Allied troops faced many obstacles, but the Germans finally retreated. As the Allies advanced, Germany reeled from incessant, around-the-clock bombing. A German counterattack, the Battle of the Bulge, resulted in terrible losses on both sides. However, with Germany's defeat seeming inevitable, the "Big Three"—Roosevelt, Churchill, and Stalin—met to plan for the end of the war. Key features of this Yalta Conference were the Soviet agreement to enter the war against Japan and the division of Germany into four zones of occupation. However, growing mistrust at Yalta foreshadowed a split among the Allies.
Review Questions
1. Name three ways in which Allied governments took a greater role in the economy during World War II.
2. During the battles of the Coral Sea and Midway, from where were attacks launched?
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MONTH: FEBRUARY 2018
MES Spirit Week Events (Feb. 26– Mar 2)
Monday
- Hat Day
Tuesday
Wednesday
- Wacky Hair Day
- Pink/Blue Shirt
Day and
Positive Learning Initiatives
- Sliding Day or Snowshoeing (done during Phys. Ed. Time) If your child requires a helmet for sliding, please send it in for them to wear.
Thursday – Inside Out/Mismatch or Backwards Day
Friday - Pajama Day
We will be selling popsicles/ice cream sandwiches To support IWK / School Activities
USING THE FORM THAT WAS SENT HOME: (FORM WILL BE SENT WEEK PRIOR TO SPIRIT WEEK)
PLEASE submit your money for ice cream sandwiches the DAY BEFORE OR FOR THE ENTIRE WEEK.
Cost is $1.00 and all profits go to extracurricular activities or IWK.
NOTE: Popsicles will be available only for students WHO ARE NOT ABLE to have ice cream sandwiches
Address:
29 Rose Street McAdam, NB, E6J 1Z1
Staying Warm and Safe in Cold Weather
Winter time can be really fun for children of all ages! It's a great time to build snowmen or forts, go skating or sliding. But while everyone is out enjoying the snow, they need to know how to keep warm and be safe.
Here are some cool and easy tips for children:
- Dressing in layers is the best way to stay warm and toasty in the cold. Depending on the temperature, more or less layers may be needed . But if you're in doubt, go for more layers as
,they can always come off later. (Whatever you do, always keep your coat on, that's one layer
that should stay!)
- Avoid jeans or light cotton pants (like khakis), because they won't keep you warm. They will actually make your legs colder if you fall down and get wet. Waterproof pants (like ski pants) are best. Finish up with heavy socks and waterproof boots. If you're going to be doing lots of exploring, wear boots that have good treads for keeping steady on snowy and icy areas.
- After getting all bundled up and ready to go, you might think you are forgetting something? Don't forget to put a hat onto your head! A lot of body heat escapes right from your head. Scarves, facemasks, and earmuffs are also great at covering you up so you'll stay comfortable longer. Be sure not to forget mittens or gloves, the waterproof kind are best if you know you'll be playing around a lot in the snow. Keeping your hands warm and dry is important because fingers are very sensitive to the cold.
Office Phone
[REDACTED_PHONE] http://mcadames.nbed.nb.ca/
MONTH: FEBRUARY 2018
4
UPCOMING EVENTS:
March is Nutrition Month! MES Spirit Week Continues Feb 26-Mar 2d March 5-9: March Break
March 23-April 6
th
QSP ORGANIC EDIBLE & GIFT
CAMPAIGN!
Address:
29 Rose Street McAdam, NB, E6J 1Z1
. FEBRUARY 27TH FAMILY 2 BALL NIGHT!
With Mrs. Glaspy!
5pm – 6PM @MES GYM
GRADE 3-5 only
Office Phone
[REDACTED_PHONE]
Website:
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Unit 6 Probability
Geometry
Building upon content studied in prior grade levels, students will expand their understanding of probability and its application in real-world settings. Students will study conditional probabilities and the meaning of independence. Additionally, students will use Venn diagrams and tree diagrams to model situations involving probability and analyze probable results.
Standards for Mathematical Practice
MP.1 Make sense of problems and persevere in solving them.
MP.2 Reason abstractly and quantitatively.
MP.3 Construct viable arguments and critique the reasoning of others.
MP.5 Use appropriate tools strategically.
MP.4 Model with mathematics.
MP.6 Attend to precision.
MP.7 Look for and make use of structure.
Louisiana Student Standards for Mathematics (LSSM)
S-CP.B.8 (+) Apply the general Multiplication Rule in a uniform probability model, 𝑃(𝐴 𝑎𝑛𝑑 𝐵) = 𝑃(𝐴)𝑃(𝐵|𝐴) = 𝑃(𝐵)𝑃(𝐴|𝐵), and interpret the answer in terms of the model.
Additional Standards for Enrichment
S-CP.B.9 (+) Use permutations and combinations to compute probabilities of compound events and solve problems.
Students should be able to recognize answer choices given in terms of factorials.
For ACT include problems in this format:
2!2!
How many 4 letter words can you make from "Louisiana"? Answer format: 9!
MD – Using Probability to Make Decisions
S-MD.B.6 (+) Use probabilities to make fair decisions (e.g., drawing by lots, using a random number generator).
S-MD.B.7 (+) Analyze decisions and strategies using probability concepts (e.g., product testing, medical testing, pulling a hockey goalie at the end of a game).
★As defined by LSSM, the basic modeling cycle involves:
1. identifying variables in the situation and selecting those that represent essential features,
2. formulating a model by creating and selecting geometric, graphical, tabular, algebraic, or statistical representations that describe relationships between the variables,
3. analyzing and performing operations on these relationships to draw conclusions,
4. interpreting the results of the mathematics in terms of the original situation,
5. validating the conclusions by comparing them with the situation, and then either improving the model or, if it is acceptable,
6. reporting on the conclusions and the reasoning behind them.
Choices, assumptions, and approximations are present throughout this cycle.
Enduring Understandings:
Essential Questions:
*The way the data is collected, organized, and displayed influences interpretation.
*Statistics can be used to make and evaluate inferences and predictions about our world.
*The probability of an event's occurrence can be predicted with varying degrees of confidence.
*How do people use data to influence others?
*To what extent can statistics help us to make inferences and predictions about our world?
*How can we determine if statistics are valid and reliable?
*How can you determine whether two events are independent or not?
*How can you use an experiment to test a conjecture?
*What are some considerations when undertaking a statistical study?
*How can you use a sample survey to infer a conclusion about a population?
*How can you test a hypothesis about an experiment? | web | https://resources.finalsite.net/images/v1646823767/stpsborg/hoevlhg6ff6eqbpumlps/geo_u6a.pdf | 0.430904 | {
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Hawker Brownlow Education
Cooperative Learning and Wee Science (P–3)
Author: Laura Candler
Date Available: 12 October 2007
ISBN:
1 [REDACTED_PHONE]
Code:
KA1805
RRP:
$47.95
Format:
A4, 230 pp
Age Range: Prep–Year 3
Category:
Cooperative Learning
Subject:
Science
Key Selling Points:
* Easy-to use activity sheets
* Introduce science topics to primary students
* Engage primary students in investigation and discovery, through hands on, studentcentred activities
Summary:
Your students will classify, communicate, experiment, identify, infer, measure, make models, observe, organise data and make predictions with these excellent cooperative learning science lessons. Lessons cover popular primary science topics such as: rainbows, magnets, senses, leaves, electricity, rainforests, seeds, sounds, fi sh, helicopters, rocks and temperature. Includes proven step-by-step cooperative lessons for primary science with activity sheets.
Supporting Resources:
Lessons for Little Ones: English – KA1740
Lessons for little Ones: Mathematics – KA1708
Mix-N-Match Book: Primary – KA1783
PO Box 8580 Heatherton VIC 3202
Tel: +[REDACTED_PHONE]
Fax: +[REDACTED_PHONE]
Web: www.hbe.com.au | web | http://files.hbe.com.au/infosheets/KA1805.pdf | 0.445729 | {
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Hardware Components
ZTag requires 2 types of components, ZTag badges (worn by each player) and ZStations (installed in the ZTag Arena).
* ZTag Badges: All players wear badges over their hearts as a "health indicator." 4 different color patterns are shown below:
- Solid White (Doctor): Doctors are the heroes of the game, they can heal sick humans and are immune to zombies. When a human player finds all of the required checkpoints, they become a Doctor.
- Slow Green Heartbeat (Human): This is a healthy player, and he will remain healthy as long as he doesn't get too close to a zombie.
- Fast Yellow Heartbeat (Sick): If a healthy human is "bit" by a zombie, he is now sick. He must find a checkpoint or health kit immediately (before his incubation time runs out) to avoid turning into a zombie. If a sick player gets bit again by a zombie, he automatically becomes a zombie.
- Solid Red (Zombie): Zombies who are infectious within 3ft face-to-face of a human.
* ZStations: ZStations enhance the ZTag gameplay by allowing you to adjust certain game rules. Configure the ZStations by downloading the "ZTag Config" app from the Android or Apple App Store. During gameplay, ZStations activate when a player places their palm over the front of the casing (a strobe pattern will indicate successful activation). The various functions are listed below:
- Initializer (white): ZTag games have several parameters that can be configured such as game length, the number of required checkpoints to find, and incubation period of a sick human; The ZTag Game Host
determines these variables before the game. The ZTag Game Host initializes each player to begin the game.
- Health kit (green): If a human player is sick (fast yellow heartbeat), he can activate a health kit to heal himself back to a slow green heartbeat. Players may use health kits multiple times.
- Checkpoint (rainbow): Humans must find all required checkpoints in the arena to become doctors. Additionally, checkpoints heal each human player once per game. A player activating the same checkpoint will not get another check mark and will not get healed again.
- Hazard (red): Hazards send the same infection signal as zombies; Therefore humans should avoid hazard areas.
- Pause (blue): Pause a game in certain locations where ZTag may be disruptive to operations.
- Resume (magenta): A player can resume their game by visiting this resume ZStation. | web | http://www.ztag.com/wp-content/uploads/2016/10/ztag-hosting-hardware-components.pdf | 0.497425 | {
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1. (a) Show that
\[ \sim(A \cap B) = \sim A \cup \sim B \]
(b) In how many ways can three examinations be scheduled within a five-day period so that no two examinations are scheduled on the same day.
(c) Using principle of Mathematical Induction or otherwise, prove that
\[ 1^2 + 3^2 + 5^2 + \cdots + (2n - 1)^2 = \frac{n(2n - 1)(2n + 1)}{3} \]
(d) Construct the truth table for following:
\[ (p \rightarrow q) \leftrightarrow (\bar{p} \lor q) \]
(e) Consider a set $X = \{2, 3, 4\}$ and the Relation defined on $X$ by.
$$R = \{(2, 2), (2, 3), (3, 3), (3, 4), (2, 4), (4, 4)\}.$$
Find whether $R$ is:
(i) Reflexive
(ii) Symmetric
(iii) Transitive
Justify your answer
(f) Construct the logic circuit for expression $(y_1 \lor y_2) \land (y_3 \land y_4)'$.
2. (a) (i) Calculate $S_3^2 + S_2^2$.
where ‘$S$’ Denotes Stirling Number of the second kind.
(ii) Verify that $\[(p \land q) \land \neg p\]$ is contradiction.
(b) If $A = \{1, 2, 3, 4, 5\}$ $B = \{3, 5, 6, 7\}$ Then Find $A \Delta B$.
3. (a) A survey among the students of college. 65 Study Hindi, 45 study Spanish, and 42 study Japanese, Further 20 study Hindi and Spanish, 25 study Hindi and Japanese, 15 study Spanish and Japanese and 8 study all the languages.
(i) How many students are studying at least, one language?
(ii) How many students are studying only Hindi.
(b) If \( f = \begin{bmatrix} 1 & 2 & 3 & 4 \\ 1 & 3 & 4 & 2 \end{bmatrix} \), \( g = \begin{bmatrix} 1 & 2 & 3 & 4 \\ 2 & 3 & 4 & 1 \end{bmatrix} \), and \( h = \begin{bmatrix} 1 & 2 & 3 & 4 \\ 4 & 2 & 1 & 3 \end{bmatrix} \) be permutation on \( A = \{1, 2, 3, 4, 5\} \). Then find \((f \circ g) \circ h\).
4. (a) Show that \( n^3 + 2n \) is divisible by 3 for all \( n \geq 1 \) by induction.
(b) If \( A = \mathbb{R} - \{3\} \) and \( B = \mathbb{R} - \{1\} \) and function \( f : A \to B \) is defined by \( f(x) = \frac{x-2}{x-3} \). Show that ‘\( f \)’ is Invertible and find its Inverse.
(c) Look at following figure. Is it a function? Why/why not?
5. (a) In the Binomial Expansion \((3x - \frac{1}{3x})^8\)
Find the Term Independent of ‘\(x\)’.
(b) Suppose we have seven rooms and want to assign four of them to four programmers as offices and use the remaining three rooms for computer terminals. In how many ways this can be done.
(c) Define relation mathematically. | web | https://webservices.ignou.ac.in/Pre-Question/Question%20papers%20June%202010/SOCIS/MCA/MCS-013.pdf | 0.499038 | {
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Darfur Athlete Profiles
Hear the stories of those left behind Bring the Dream to Darfur
Shephadine Camp Oure Cassoni Sudanese
Shephadine came wheeling around the corner when we spotted him. He plays the preferred sport in refugee camps – wheel frames that can be turned with sticks, plastic bottles, or whatever they can find. Like all kids, refugees love to play games. They want to laugh and sing, and jump around as free spirits. Children don't need much as their imagination is still larger than life, but Shephadine and his friends hardly have anything.
They play with rags bunched together like balls. And bags filled with sand are thrown back and forth like baseballs. A few lucky ones have a bicycle or a futbol that they are able to hold on to before it gets stolen. Many times Shephadine and his friends will race with their metal wheels down the sandy paths between their homes. For them, this is their only way to retain their childhood innocence.
have to rebuild their entire lives.
Home in Darfur
Shephadine's parent's were farmer's like many of the Darfur people living in his refugee camp. Since he is so young, he has spent most of his life in a refugee camp, struggling to survive. Their village was surrounded by mud walls and the people lived in beautiful mud huts with grass roofs. Many of his fellow villagers had herds of animals, such as goats, cattle or sheep. When peace returns to Darfur, Shephadine and his family will most certainly want to return. But they will not be returning to all that they left. They will | web | http://2gbbq12f1mpw3iflhs39sky8-wpengine.netdna-ssl.com/wp-content/uploads/2008/08/darfur_athlete_profile_-_shephandine.pdf | 0.423139 | {
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Lifeboat Germany
A Guide to Positive Motherhood
* Manuela Maiguashca, Amsterdam, and Harriet Langanke, Köln
Why Lifeboats?
* Anasha (named altered) is a woman from Nigeria. When she learned a few ago during her pregnancy that she was HIVpositive, she was urged by her gynaecologist to have an abortion. She would have loved to have the child. Today, she is full of hate: »The Germans are killing babies.«
* Jasmina (name altered) already had two children, when she was diagnosed with HIV. Fearing she would pass on the virus, she stopped kissing them and even kept them emotionally at a distance. She cleaned and disinfected excessively.
Two out of numerous cases, these cited from the AIDS-Hilfe Düsseldorf newsletter
Still, not everybody who should understand does so!
An international Project
* International Director: Manuela Maiguashca, NL
* German Producer: GSSG - Harriet Langanke; Carasana, Cologne
* German bodies:
– Network Women and AIDS
– AAWS / DAIG
– Bundesarbeitsgemeinschaft Kinder im Umfeld von HIV
Who needs more information?
* Women with HIV
– pregnant women
– women with a migratory background
– their family and friends
* Health professionals
– physicians: medical practice, gynaecologists …
– midwives; nurses …
* A wider community
– public, media, multipliers …
Addressing the public
* The Mainstream Media and HIV/Aids
* "gatekeepers" of information about HIV/Aids
* Multipliers
* NGOs, NPOs, CBOs, that deal with reproductive health and HIV are trying to redress some of these imbalances
How we inform
* A Collection of Short Films
– Shown at conferences, film festivals, as interstitials for television, social spots in cinematic programming, in gallery exhibitions, online, educational programming, etc…
* Websites
– Offer films available for download as well as educational resources and links
* Multimedia DVD
– Collates a selection of films with informational resources for use in workshops, training, counselling, etc…
Lifeboats Films
* Break Stereotypes
* Resist Reductive Narratives
* Face Taboos
* Create safe spaces in which to be heard and in which to listen
* Use a Participatory Model of Filmmaking
* Disclosure is not a prerequisite for participating
* Women and children drive the content
* Filmmakers and media educators, working with families, help to conceptualise and record the imagery
* Use Documentary and Art to Create Expressive Portraits
* Simple films - Complex portraits
* Wider concept of documentary
Public Health Issues
1. Authentic and reliable first hand information
2. Empowerment for women/families living with HIV and AIDS and their children
3. Making the issues of the DVD adaptable for mass media as well as for experts
Where are the films screened and how are they used?
* Use multi platform distribution model
* Films as social action tools
* Repurposing media for different audiences
» Women and children
» Health professionals
» Media and wider public
What have we done so far?
* "Lullaby", The Dream, The Game and The Oral History Project
* Lifeboat Germany Dock 1
* Work in progress:
– Built trust with communities of women and children joining the Lifeboat project
– www.Lifeboatfilms.org
– Lifeboat Germany Dock 2: The Young Perspective
Our first trust building meeting German Lifeboat Group
●Lifeboat Germany ●
Manuela Maiguashca ●Harriet Langanke
Bad Honnef March 2007
Fund raising issues
* German Federal Ministry of Health
* Deutsche AIDS-Stiftung
* Deutsche AIDS-Hilfe
* Commercial partners
* We still need money...
More to know?
Websites:
* www.projekt-lifeboat.de
* www.lifeboatfilms.org
* Order DVDs at:
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Last week was a very busy week!
In P.E. we are doing our last dance and gymnastics unit this term. In dance the children are learning how to dance to the beat of music and how to sequence movements together. By the end of the unit the children will have created their own dance in little groups. In gymnastics we are learning different balances and rolls.
The children are doing an incredible job for writing their own versions of the gingerbread man! This week we are completing them before the children become free writers to write their own story focusing on the features taught- new sentence openers, using conjunctions and the use of exclamation marks.
This week we have Pip and Kate visiting us to teach us how animals can use their senses. This links in well with our science topic this term of ‘animals’ and the question ‘Are all mammals the same?’.
On Tuesday 23rd January I am holding a phonics workshop for all parents. It is optional to attend. It will be based on ensuring we are using consistent language at home for the new alternative graphemes and phonemes and how the children are learning the new spelling rules for these Phase 5 sounds so that these can also be incorporated at home for consistency. I will also talk about the Year 1 Phonics screening that takes place in June. It will take place from 3:20 for roughly half an hour.
Have a lovely week!
Georgie and the Cherry Class Team
Dates:-
Tuesday 11:00- Visit from Kate and Pip for science lesson
Wednesday 9:45-12- Sian teaching Cherry and Georgie is taking Elm class swimming. Cherry might go to Mike’s Meadow depending on weather so please bring warm coats.
Friday am- P.E.
Phonemes we will be focusing on this week in school –
We will be reading and writing words. Can you see this week’s focus phonemes?
silly goes feather boulder
whisper hairy woe ready
white breakfast smelly whimper
We will be reading and writing sentences. Can you spot any tricky words? Can you see this week’s focus phonemes? Can you read these sentences fluently?
Look at the happy children being silly on the beach.
Is there any bread for breakfast?
I feel happy when the whale is near me in the water.
I was sitting on the boulder with my toes in the water.
We will be practising tricky words. Can you spot the tricky part of the word?
want water any many again
We will be spelling words. Can you write these words? Can you use the correct phonemes?
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In harmony with Chile’s environment
Companies that have discovered how to capitalize on the country’s natural beauty without damaging it are reaping rich rewards.
Still off the beaten tourist track, Chile preserves some of the planet’s most beautiful native forests, cleanest desert air, and untouched coastlines. Despite encroaching urban developments and controversial business proposals, the sheer size of the country and its small population have kept most harm at bay, and Chile remains an ecologist’s delight.
Many developers and businesspeople choose to adopt environmental sustainability as a pillar of their activities, knowing fully well that it is precisely Chile’s greenness that lures in so many foreigners. Two examples are Empresas Transoceánica and Crystal Lagoon. Empresas Transoceánica is a highly diversified family holding, established in 1954 by a German immigrant. Today his son, Christoph Schiess leads the business, which has grown over the decades from its original focus on foreign commerce to include tourism, real estate, bottled water, malt and barley, a port, and investments and finance.
Mr. Schiess has left his mark on the company by broadening its business lines, always with a view to innovation and originality. “I’m attracted by everything different and unexpected,” he says. “I’m not interested in doing something that 30 people have already done.”
He adds that in the tourism area, “people today have moved on from seeking out the Hiltons, Sheratons and Marriotts around the world. Instead, they want ‘a unique experience that cannot be copied’ – something nobody else offers. That’s why I concentrate on looking for this type of business. I’m concerned with entrepreneurialism,” says Mr. Schiess.
One of Empresas Transoceánica’s flagship properties and its first foray into the tourism sector, is a hotel at the Puyehue thermal springs. Located in Chile’s beautiful Lake District and nestled in the surrounding forests, the New Termas Puyehue Wellness & SPA Resort is the first 5-star all-inclusive resort in Chile.
Other noteworthy properties Mr. Schiess points out are Teatro del Lago – a wooden theater in Frutillar built over the clear blue waters of Llanquihue lake, boasting views of the Osorno, Puntagüe, and Tronador Calbuco volcanoes – and also the company’s brand new headquarters in Santiago.
The building that Empresas Transoceánica now calls home father purchased 30 years ago, and is the first of a series of office buildings to be built. This one is notable for its curved walls and energy efficient air conditioning system. “While the system required 40% more investment than a normal building would, we estimate that energy consumption will be 75% lower,” he explains.
The building has received the Green Gold Construction certificate, the highest certification of any ecological building in Chile.
Another one of Chile’s other most remarkable real estate developments is San Alfonso del Mar in Algarrobo, northwest of Santiago. Built by the Crystal Lagoons Corporation, San Alfonso del Mar is a residential complex of pyramid-shaped towers overlooking the Pacific Ocean and features the largest swimming pool in the world. This Guinness World Record holding pool employs the most advanced and environmentally friendly technology to draw in and purify salt water without causing damage to the surrounding aquatic life. Crystal Lagoons’ CEO Fernando Fischmann developed a low-energy system of sensors and pulse-based injectors to use 100 times fewer chemicals than a normal | web | https://www.crystal-lagoons.com/wp-content/uploads/2017/03/Crystal-Lagoons-USA-Today.pdf | 0.431535 | {
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Fridays, 10:30 - 12:00 (6 Classes 2/2 thru 3/8) in Room 30Tuition $45
This class will start with the very basics of the Android Operating System and introduce you to the uses of Smartphones and Tablets. You will learn how to connect to the internet and use your device to do things, such as: download Apps to your device; check your email and calendar; take pictures and share them with your friends; review your collection of photos; read a book; watch a video; listen to music; and play games like Solitaire and Word Cookies. Apps determine what the device can do, so the class will concentrate on basic Apps such as Google Playstore, Email, Photos, Camera, and Settings. Apps that expand the use of the device, such as OneDrive, Pandora, and Facebook, will also be downloaded and discussed. Each class will consist of presentation, demonstration, and practice using these Apps in your own device.
Bring your fully charged devices to class and learn on your own equipment.
Phil Sorrentino is the secretary of the Sun City Center Computer Club and a past president of the Sarasota Computer Users Group. He has taught a variety of beginner and advanced computer classes and writes a monthly computer article for both organizations' newsletters. Phil is an electrical engineer and has worked at developing computer hardware and software for his entire career.
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Albert Wass 100 th Birthday Celebration January 8, 2008
Dear Family and Friends:
People all over the world are remembering Albert Wass' life and works, and commemorating what would have been, on January 8, 2008, his 100 th birthday. On January 4, one hundred red roses and a beautiful wreath made of red cedar branches, the dominant trees around Papi's Astor family home, were placed in the Astor Park cemetery by our brother Geza, his wife Zsuzsa, her mother Margit Kutasi, and their sons Albert and Daniel. In addition, below the wreath, lit by a candle, were placed two fallen deer antlers that were found in the forest in which Papi enjoyed hunting. As we, the five sons of the writer, think of him on his birthday and throughout this year's celebration of his life, we remember him as a loving father and grandfather, and he will live in our hearts forever. We also know that Papi, throughout his long life, made many sacrifices because he felt driven to tell the truth about his nation, his homeland, and all the families that were left behind the "iron curtain" to suffer for more than 50 years.
We are especially saddened that our father did not live long enough to see his literary heritage remembered. He would be pleased, honored but also humbled to know how his works are widely read, enjoyed and often even revered today in Hungary, Transylvania, and throughout the world. His books are filling the shelves of bookstores and libraries. New statues, busts and monuments have been erected in numerous towns and villages of Hungary and Transylvania; literary programs, poetry contests, theater performances and movies about him or of his works, are taking place almost daily.
This tribute is due largely to the "word of mouth" endorsements of readers who found a world filled with
beauty, honesty and nobility in his writings. It is also due to a number of diligent literary historians who appreciated the quality of his work, researched it in depth and reported their findings. They say he was a dedicated patriot who wrote beautifully, richly, lovingly and with much wisdom from exile in Germany and America, about the people, forests and mountains of his homeland, exploring sensitive historical issues that resonate with meaning today. Some say that anyone who reads Papi's works will become a better person, with a better understanding of who Hungarians are.
As we hear and read of events that are scheduled all over the world to remembering his life and his works, we are saddened for not being able to attend all the commemorations that are being held throughout this centennial year. But our hearts will be with each of the events, and we will continue to participate in as many commemorating events as possible. Unfortunately, the geographic distances and our professional duties keep us from participating in all the many commemorations. However, if a family member is not able to attend an event, then our appearance will be embodied through members of our family's Foundation, the Czegei Wass Foundation, which has a branch in Hungary and Transylvania. Therefore, through the attendances of Joseph Simo and Rev. Joseph Bartha, the Presidents of our two branch organizations, or any other board members, we will share our feelings. In addition, we are represented by our approved book publishers; Mentor and Szabad Ter, as well as through the emails and articles written by our friend and confidant, Rev. Eva Lukacsi. But beyond these, there are many more that have worked with us, have contributed inestimable time and effort, that also share our thoughts.
But our hearts will be at each of the events, and we will attend those events we can. We gratefully thank all dedicated individuals involved in all the activities, which are committed to spreading the positive literary message and recognizing his important cultural role. We thank all the civic and church organizations, the local institutions, libraries and schools for their contributions in helping bring to the foreground his message.
Albert Wass' sons: Vid, Huba, Miklós, Géza, Endre and Family
How We Remember Papi | web | http://wassalbert.eu/wasalbert/rola/20080108e.pdf | 0.424185 | {
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The Undying Lamp of Zen: The Testament of Zen Master Torei, translated by Thomas Cleary, is a pre-modern Japanese guidebook to Zen practice from the Rinzai perspective. The author, Zen Master Torei Enji (1721–1792) was a direct successor of Hakuin Ekaku. Hakuin was responsible for the reformation of Rinzai Zen and for the creation of the kong-an (Japanese: koan) system that is still used in Japan today. Torei helped systematize Hakuin’s teachings.
The tone of the teaching in this book is energetic to say the least. It has the spirit of “rousing the troops to battle”, that is, being extremely serious, sincere and diligent in one’s efforts to practice the Zen way. There is a particular teaching style in the Zen tradition that makes use of admonishing the student and railing against what is considered as misguided or inauthentic teaching approaches. This approach goes back at least as far as the Tang-Dynasty Chinese Zen Master Huang Po, addressing his monks as “You are all eaters of dregs.” Zen Master Duhui frequently made reference to what he considered the misguided approach of “silent illumination” among the Chinese Soto practitioners of his time, and Hakuin frequently admonished students for what he considered lukewarm efforts. He railed against a particular Chinese master who had attempted to integrate Pure Land practice and Zen. We find some of the same in this book and, relevant as it might have been in its time, it can be redundant as you read through the teaching.
Torei begins his preface with these remarks “If you want to read this treatise, do so from start to finish thoroughly penetrating each point. Don’t just pick out a saying or a chapter that conforms to your own liking and consider that right.” He then lays out a tenfold schema of practice, which he elaborates on in each chapter. The chapters include teachings on faith and practice, true realization, progressive transcendence, and working application, to name a few.
Here is an example of Torei’s approach to having a big question, what he calls “congealing a mass of wonder.”
Right now, what is this? What is it that sees? What is it that hears? What is it that moves? What is it that sits? At all times, in all places, focus your mind and see how it is. Without conceiving of being or non being, without thinking of affirmation or negation, without discriminating, without rationalizing, just observe in this way. When the time comes, it will appear of itself.
One of the points emphasized by Torei is that after the realization of one’s true nature, one must continue to practice in order to refine one’s perception and application to the various situations of one’s life. Torei sees this as being the purpose of working through the many kong-ans that facilitate the expression of compassion and clarity.
In Japan the book is considered an indispensable aid to the practice of Rinzai Zen. As the remarks on the back cover say, “Torei is a compelling guide; his tone is energetic, no-nonsense, and full of personality.” | web | https://joanmascaro.uib.cat/greenstone/sites/bdeo/collect/primaryPoint/index/assoc/PP_2011_/Vol_028_/Num_001_/p23.dir/PP_2011_Vol_028_Num_001_p23.pdf;jsessionid=D474E4873027D85DEB1EEF7A7BD9729E | 0.427216 | {
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The City of Garden Grove is developing a 15-year Parks, Recreation, and Facilities plan that will help guide the planning, maintenance, and development and/or rehabilitation of Garden Grove parks and recreation facilities.
Garden Grove residents and park users are invited to evaluate the evolving needs of the community by filling out a short online survey at ggcity.org/parksurvey
Upcoming Community Meetings:
Saturday, February 9, 2019
Bell Intermediate School Multipurpose Room
12345 Springdale Street
11:00 a.m.
Thursday, February 21, 2019
Community Meeting Center B Room
11300 Stanford Avenue
6:00 p.m.
All 21 shipping containers forming the future SteelCraft Garden Grove, a hip, urban, outdoor eatery in the heart of downtown, have been set into place. The City of Garden Grove is excited to celebrate the grand opening early this year with tenants that include Penalty Box, Renegade Taco, Dark Horse Coffee, and Beachwood Brewing, along with the newest addition to the tenant lineup, Barrio.
Follow the progress of SteelCraft Garden Grove by liking the Garden Grove City Hall Facebook Page at facebook.com/GardenGroveCityHall or search for *steelcraftgg.
Recycling Simplified
The City of Garden Grove is partnering with Republic Services to educate residents about the importance of recycling and how easy it can be done. Learn how you can become a better recycler and help minimize the environmental impact of waste now and for future generations by following three simple steps:
1) Know what can be recycled -
Cardboard, paper, metal cans, plastic bottles and jugs
2) Empty, clean, and dry:
Keep all recyclables free of food and liquid
3) Keep it loose:
Never put recyclables in containers or bags
To learn more about recycling, including what not to add to your recycling container, visit recyclingsimplified.com.
Class of 2019: We Want to Recognize You!
Celebrate your academic accomplishment with the City of Garden Grove.
If you’re graduating from any college, university, or higher-learning institution in 2019, contact the Office of Community Relations at [REDACTED_EMAIL] or call ([REDACTED_PHONE].
Visit ggcity.org/grads #gardengrovegrads
Join the BEST IN BLUE
GGPD NOW HIRING
ggpd.org/join
This year, watch for the City's revamped shop local program, Buy in Garden Grove. New additions include a dynamic webpage with geo-locations to local businesses and discounts; staycation packages for Garden Grove residents; year-round, seasonal buy-local campaigns; and more!
For more information, call the Office of Community Relations at ([REDACTED_PHONE] or visit ggcity.org/bigg. | web | https://ggcity.org/sites/default/files/cityworks-january-february-2019.pdf | 0.486449 | {
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May 7, 2012 10:30 a.m.
Media Contact: Kevin Hall ([REDACTED_PHONE] [REDACTED_EMAIL]
LFCHD investigating pertussis cases
The Lexington-Fayette County Health Department is investigating reports of pertussis, or whooping cough, in Fayette County. To date, there have been two confirmed cases, with seven cases showing symptoms with lab results pending.
Pertussis is a highly contagious respiratory illness spread by coughing and sneezing. It affects people of all ages but is most serious in infants.
The early symptoms are similar to a common cold: runny nose, sneezing, low-grade fever and coughing. After 1-2 weeks, the cough gets worse, changing from a dry, hacking cough to bursts of uncontrollable, often violent, coughing. During a coughing episode, it might be temporarily impossible to take a breath because of the intensity and repetition of the coughs. When finally able to breathe, the person might take a sudden gasp of air, which can cause a "whooping" sound. Vomiting and exhaustion can often follow a coughing spell.
Anyone with these symptoms should visit a physician for diagnosis and treatment. Pertussis, which is spread through coughing and sneezing, is treated with antibiotics. If given during the very early stage of the illness, antibiotics may help shorten the illness. For more information about pertussis, call 231-9791.
The vaccine is routine and required for school-age kids. One dose of the Tdap vaccine is recommended in adulthood for protection. New parents are targeted as they are most likely to transmit disease to young children who can experience very serious illness or death. The vaccine not only protects the person receiving the vaccine, but it helps prevent pertussis from being spread to kids they come into contact with.
The CDC recommends adults 19 and older to get the Tdap booster shot every 10 years. Pregnant women who have never had a dose of Tdap should get one. The vaccine is $55 at the Lexington-Fayette County Health Department, and some insurances are accepted. Call 288-2483 for more information about the vaccine.
For additional information, find the Lexington-Fayette County Health Department on Facebook, or follow us on Twitter at twitter.com/LFCHD.
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Each spring, follow these sump pump maintenance tips to ensure yours works properly.
1. **REMOVE THE COVER**
Check the tank for debris, such as mud, rocks or gravel.
2. **FLUSH THE SYSTEM**
Ensure proper pump operation by flushing out the system with water from a hose or bucket of water. When the pump turns on, listen for strange sounds. The pump should run smooth. If it doesn’t that could signal worn or damaged parts. Contact a local plumber immediately for service.
3. **INSPECT THE FLOAT**
As water fills the tank, make sure the float travels freely on the float rod.
4. **INSPECT THE DISCHARGE PIPE**
Before major rain, make sure the discharge hose is free from debris, such as mulch, mud, stones, or rodent nests. Ensure that the discharged water runs away from your foundation.
5. **INSPECT THE CHECK VALVE**
Make sure your sump pump has a 3/16 relief hole in the pipe between the pump and the check valve. This prevents check valve vapor locks and greatly extends the life of your pump. | web | https://cdn2.hubspot.net/hubfs/121786/Sump%20Pump%20Infographic.pdf?t=1521132135982 | 0.424159 | {
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South Dakota School of Mines and Technology Department of Metallurgical Engineering
Met 422
Final Exam- open book
Dec 17, 2002
1. A baseball (7 cm diameter) is moving at 50 m/sec on an 86 ºF day at sea level.
a) Estimate the drag force.
b) Discuss all effects a temperature change would have on the drag force.
2. How much heat flux would be lost through a small door into a large furnace at 1500ºC? The emissivity inside the furnace is 0.3 and the outside temperature is 20ºC.
3. Estimate at what rate a 2 cm diameter sphere of ice would sublime in dry air at 0 ºC in a wind of 5m/sec. The vapor pressure of ice at its melting point is 0.006 atm.
4. Radiation heat loss is occurring between two expansive parallel plates. What percentage REDUCTION in heat loss would be realized if 5 heat shields were interjected between the two surfaces? All surfaces have an emissivity of 1/3.
5. Draw and describe how to obtain the numerical value of each component in the electric analog of the following radiation heat transfer problem. Assume 2 is a no net heat flux and that the top is open (i.e. like a black surface at 0 K)
3
6. What water velocity is required to just fluidize a bed of 1 cm diameter steel shot with a void fraction of 0.35?
7. How hot is the center of a steel sphere 1 meter in diameter after cooling in air for 10 hours if it was initially at 1000 ºC and the air is at 0 ºC? The sphere is outside in still air. | web | http://stanleyhoward.sdsmt.edu/MET422/exams/2002/2002_Final.pdf | 0.433987 | {
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Zayn and Zoey visited Grandma Grey when she was getting a rainwater harvesting system set up at her farm. The twins learned all about rainwater harvesting, its benefits, and how it can be used in daily life. They also saw how all the equipment was set up on the roof and under the ground.
Let’s Chat!
After reading the book, let’s discuss the story together and see how much of the book you remember!
- What is rainwater harvesting?
- What is installed on roofs to collect the rainwater?
- What are leaf screens? What are they used for?
- Which machine purifies the water?
- Where is the clean water stored?
- What can the collected rainwater be used for?
- What is irrigation?
- How can we practice rainwater harvesting in the city?
DIY Water Filter
Let's build a device that can clean dirty water using materials from around your home!
Things you need:
- 1 Litre plastic bottle
- 1 cup gravel
- 1 handful of cotton
- 2 cup pebbles
- 1 cup sand
- Muddy water
- 1/2 cup charcoal
- Cutter
Steps to follow:
1. Cut an empty bottle into half with a cutter. Turn the mouth upside down into the other half.
2. Stuff the mouth with cotton.
3. Add sand, charcoal, and gravel in the order over cotton.
4. Top it with pebbles to complete the filling activity.
5. Now pour the muddy water from the top.
6. Viola! The water that comes out of the mouth of the bottle will be cleaner!
Save Water Chart
Let’s conserve water starting with our homes. Colour the pictures and talk to your friends and family about the importance of saving water and show them ways to practice it with your chart.
SAVE WATER
Take shorter showers.
Fix leaky taps.
Do the dishes mindfully.
Turn off the tap while brushing.
Use the washing machine on full load.
Rain to Tanks
Label the boxes in the correct order from 1 to 6 to show the rainwater harvesting process through different equipment.
Collected water goes through a filter machine.
Gutters collect rainwater.
Clean water reaches the underground tanks for storage.
Leaf screens stop leaves and dirt from going in the pipes.
Pumps are installed so that the collected water can be sent back for use.
First flush diverter flushes out the water from the first rain.
Rainwater Maze
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NEWS RELEASE
Language Teachers' Association Encourages Teachers and Students to Participate in National French Language Week Activities
Ottawa, March 3, 2010 – The Canadian Association of Second Language Teachers (CASLT) once again joins its partners to celebrate National French Language Week as part of Les Rendez-vous de la francophonie (5-21 March), organized by Fondation Dialogue and now in it's 12 th year. Les Rendez-vous de la francophonie are two weeks of cultural events and activities, which take place across the nation and highlight the importance of French in our lives. One of the main events will be the International Day of La francophonie on March 20 th .
Each year, CASLT encourages French as a second language (FSL) teachers and students to participate in French Language Week activities in their schools and communities by developing and distributing a FSL teacher support document. This year, the teaching suggestions are tied to politics and sports; two themes that affect us as Canadians, as we celebrate the 40 th anniversary of the Official Languages Act and because we have athletes participating in the Olympic Games. CASLT members can access French Language Week activities online: http://www.caslt.org/what-wedo/publications-french-week_en.php.
This year's edition of French Language Week is especially important as 2010 is designated as the International Year for the Rapprochement of Cultures by the United Nations. The goal is for local, national, regional, and international level policy-makers to aim to bring cultures together when making decisions. CASLT President Valerie Pike invites all to reflect on the role that cultures, especially the French culture, play in promoting a greater understanding and respect for diversity during French Language Week and throughout the year. "UNESCO's Culture Counts poster competition is also taking place this month and goes hand in hand with celebrating French culture in Canada. Understanding different cultures is an important factor if we wish to grow as a multicultural society."
Established in 1970, the Canadian Association of Second Language Teachers (CASLT) increases awareness, appreciation, and understanding of the importance of second language learning and teaching throughout Canada and promotes the advancement of professional excellence among language educators. See www.caslt.org for more information.
– 30 –
For more information, please contact:
Sarah Du Broy CASLT Communications Officer (bilingual) CASLT Head Office − Ottawa, Ontario [REDACTED_PHONE] x2 (office) [REDACTED_EMAIL] | web | https://www.caslt.org/files/mem-services/news-releases/NR-en-2010-03-CASLT_Encour_L2_Teach_Particip_Natio_Activ.pdf | 0.463984 | {
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Scouting & Schools Building Brighter Futures Together
Scouting's inclusive programs are designed to instill lasting values in young people about faith and family, community and country. Scouting promotes leadership, problem-solving skills, citizenship and fitness. As an educator, we know you value the growth of your students in each of these areas.
Don't just take our word for it. According to a recent study*, Scouts and former Scouts are more likely to:
The programs of the Boy Scouts of America complement the goals of every educator in America. We look forward to continuing our work together throughout the Great Rivers Council to build strong citizens and help future generations stand on the shoulders of their predecessors.
*Jang, Sung Joon, Byron R. Johnson and Young-Il Kim. Eagle Scouts: Merit Beyond the Badge. Waco, TX: Baylor University Press. 2011.
School Start Date: ____________________
School Open House (meet the teacher) Date: ____________________
Promotional & Partnership Opportunities:
Principal/Superintendent: ___________________________ Scouting Representative: ___________________________
□ Sign-up night at school
□ Regular meetings at school
□ Booth at Open House
□ Flyers & Handouts
□ Yard signs
□ Posters
□ School Displays
□ School Marquee Announcement
□ School Calendar / Newsletter
□ School email blast (peachjar)
□ PTA/PTO Presentation
□ Phone/Voicemail Messaging System
□ School Website
□ Live Talks @ School
□ Assembly
□ Classroom
□ Lunchroom
□ Other (PA…)
□ Live Talk via web
□ Unit Service Project at the School | web | http://www.bsa-grc.org/document/schoolmeetingpiece/200550 | 0.432451 | {
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CATHOLIC SCHOOLS OFFICE, LISMORE DIOCESE 7054
THE INFORMATION PROVIDED IS CORRECT AT 6 APRIL 2017
CONSTRUCTION
This VET course is nationally recognised entry-level qualification for employment in the Construction industry. This course would suit students who are interested in a career in the building and construction industry, building certification or project management in that industry. The knowledge, skills and attitudes acquired by students in this course will also be of value in future study and daily life.
COURSE DETAILS
UNITS OF COMPETENCY
ASSESSMENT
This course is competency based and the student's performance is assessed against prescribed industry standards. Assessment methods may include:
- Observation
- Student Demonstration
- Questioning
- Written tasks
- Tests
PERSONAL REQUIREMENTS
This course would suit students who…
- Enjoy practical work
- Able to cope with the physical demands of the job
- Able to work with your hands
- Good sense of balance and ability to work at heights
- Good at mathematics
- Good health and eyesight
- Able to work as part of a team.
CAREER PATHWAYS
This qualification provides a pathway to the primary trades in the construction industry with the exception of plumbing. It is designed to introduce learners to the trade callings in the construction industry and provide credit towards a construction apprenticeship.
JOB ROLES
Trades' assistants work with carpentry tradespeople by handling construction materials, using tools and equipment, erecting and dismantle formwork for footings and slabs on ground.
DUTIES & TASKS OF A CARPENTER
Carpenters may perform the following tasks:
- Construct formwork into which concrete is poured
- Set out an outline of the building on the ground of the site, using string and pegs to allow for excavations
- Build floors, wall frameworks (timber or metal) and roofs, and lay timber floors
- Read plans and specifications to determine the dimensions, materials required and installation processes to be followed
- Install metal and timber windows, sashes and doors
- Construct and erect prefabricated units, such as cottages and houses
- Cut materials with hand and power tools, and assemble, nail, cut or shape parts
- Install door handles, locks, hardware, flooring underlay, insulating material and other fixtures
- Maintain and sharpen tools
FURTHER STUDY
- Carpentry
- Bricklaying
- Wall and Floor Tiling
- Solid Plastering
- Builder
For further information: http://www.myskills.gov.au/
Type the qualification code into the search bar, then click on the qualification title.
Explore Career Pathways and Student Outcomes including Employment, Salary, Occupations | web | https://www.newman.nsw.edu.au/wp-content/uploads/2018/05/CONSTRUCTION-2018.pdf | 0.422795 | {
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What's Not Happening In The North End School System?
In an age when education is the single largest factor in determining the direction of our society, it is necessary to re-evaluate the current educational modes. Upon close examination, it is found that the elements of our society are receiving less than a second rate educational program.
With this in mind a Town Meeting has been set up to attempt to make the members of this deprived group aware of the problems that they face and some of the alternatives which are at their disposal. Thru speakers and discussions the possibilities for improving and increasing the now inadequate public educational facilities in Hartford will be aired to the public.
Town Meeting Program
Tonight
Monday Evening At 7:30
Free And Open To The Public
Auerbach Auditorium
University Of Hartford
TOWN MEETING PROGRAM
7:30 — Dr. Plante—Presentation of Awards to Children
8:00 — Introduction of Dr. Harry Golden (Mayor Anne Ucello)
8:10 — Harry Golden speaks on Education and Opportunity
8:40 — Mr. Glenn Turner awarding Mr. Model American Award.
9:00 — Mr. Archie Moore to receive award
9:15 — Discussion topics (to be led by panel)
Panel:
Professor Umunna — University of Hartford
Dr. and Mrs. Arthur Banks — President of Hartford Community College
The Reverend and Mrs. Alfred White, Greater Hartford Council of Churches
Mr. and Mrs. Ralph Williams
Mr. Jay Edwards of WINF
Mr. Jay Johnson of WILI
The panel discussions will include many topics which are directed toward the improvement of the educational facilities and atmosphere in the Hartford area. Some of the topics are — Kibbutzim for 'Ghetto' Children; Do Genes Play a Part in Community Unrest, Crime?, Are the Labels 'Blacks' and 'Neuros' Racist?.
GLENN TURNER, Chairman of KOSCOT INTERPLANETARY of Florida is perhaps America's youngest and youngest tycoon. Son of a North Carolina sharecropper, born with the physical handicap of a harelip, Mr. Turner parlayed a loan of $5000 into a multi-million corporation with over twenty-odd subsidiaries. A long time friend of Archie Moore he readily agreed to come to Hartford to make the presentation of the Mr. Model American Award 1976 which the Society is giving to Mr. Moore.
Deeply involved with the problems of the racially and physically handicapped Mr. Turner hires in his company various types of handicapped persons. A typical example is a woman who is unable to sit and must rigidly stand at all times; Mr. Turner has taken her on flights in the company owned jets; one blind girl is a top sales worker of his.
ARCHIE MOORE, the 'ole mongoose' of boxing circles of yesteryear, now fights in another arena. Founder and Director of the ABC boys clubs, Archie is doing much to bring to former street urchins activities and boyish joys formerly reserved for the prestigious Boy Scouts of America.
HARRY GOLDEN, Author of all seasons, writes out of Charlotte, North Carolina. His column 'Only In America' appears in the Hartford Courant every Sunday. Harry Golden can easily be accepted as an Ombudsman at large, writing with a broad sweep his columns tackle problems of race, economy, justice as it affects the silent, hidden majority. | web | http://uhartnews.com/TownMeeting.pdf | 0.423345 | {
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Year 4 reading list
Joan Aiken The Winter Sleepwalker
Interest age: 8+
Reading age:9+
This beautiful volume brings together a selection of unusual and whimsical fairy-tales by classic children's author Joan Aiken, perfectly illustrated by Quentin Blake. Featuring everything from princesses and witches to sea kings, giant pink snakes and celestial football players, these are truly magical tales: sometimes funny, sometimes dark and frightening, but always thought-provoking and told in Aiken's distinctive storytelling voice. Witty and original, this is an enjoyable short story collection that would make a great Christmas gift, and is perfect for reading aloud on cold winter nights.
Tony Bradman Young Merlin
Interest age: 8+
Reading age:7+
Merlin has always felt different from other boys. Firstly, he has dreadful nightmares full of fighting and death. Secondly, he and his mother are treated as outcasts because Merlin has no father.One day some of king Vortigern's soldiers fetch Merlin from his village and take him to the king. He discovers that the king is building a fortress that keeps falling down, so he wants to make a human sacrifice of a fatherless boy to appease his pagan gods. Luckily, Merlin escapes - and then meets a dragon who shows him the meaning of his nightmares and the important destiny that awaits him.
The first of a trilogy, this action-packed story is ideal for reluctant and dyslexic readers who enjoy magic and fantasy.
Neil Gaiman Fortunately The Milk
Interest age: 6+
Reading age:7+
Mum's gone away on business, leaving Dad is charge. She's left him a long list of what he's got to do, but the most important is DON'T FORGET THE MILK. Unfortunately Dad forgets and the next morning he has to go to the corner shop and get some. This is the story of why it takes him a very long time to get back again - a story which features a time-travelling stegosaurus, aliens, vampires, dinosaur police and the Queen of the Pirates, as well as a whole host of other completely unexpected adventures.
There's a hint of Dr Who about this wacky and inventive 'shaggy dog' story from bestselling author Neil Gaiman, Although the story itself is slight.
Sibéal Pounder Bad Mermaids
Interest age: 7-11
Reading age: 9-11
Mermaids Beattie, Mimi and Zelda are making the most of visiting land for the first time when a mysterious message urges them to get back to Swirlyshell at once. With their leader Arabella Cod mysteriously missing, evil piranhas acting as spies and new queen The Swan's sidekick Ommy Pike up to no good, can our three unlikely heroines - and a talking seahorse called Steve who lives in some false teeth - save the day?
Ted Hughes The Iron Man
Interest age: 7+
Reading age:8+
The Iron Man is a fearsome figure, wreaking terrible destruction wherever he goes. He cannot be stopped - but it takes a child to realise that he is not simply a hostile monster, but could even be a friend. Then, when a monster from outer space threatens to lay waste to the planet and its people, it is the Iron Man who finds a way to save them.
Subtitled 'a children's story in five nights' this powerful, moving and beautifully-written fable from poet Ted Hughes is a true modern classic.
Clive King Stig of the Dump
Interest age:
Reading age:8+
8+
Barney is a solitary little boy who often wanders off by himself in the countryside. Exploring an old chalk pit, he finds himself in a cave where he meets a strange boy who wears a rabbit skin and speaks in grunts. His grandparents don't believe Barney when he tells them about his new cave boy friend - but nevertheless, the two enjoy plenty of fun together.
This lovely story about the unlikely friendship between Barney and stone-age Stig has stood the test of time. Although it is now over 50 years old, contemporary children will love reading about the pair's lively adventures.
C S Lewis
The Lion, The Witch and The Wardrobe
Interest age: 9+
Reading age:9+
When the Pevensie children - Peter, Susan, Edmund and Lucy - step through a wardrobe door in the strange country house where they are staying, they find themselves in the land of Narnia. Frozen in eternal winter, Narnia is a land of snow and pine forests, and its creatures are enslaved by the terrible White Witch.
Tempted by the promise of endless Turkish Delight, Edmund becomes the White Witch's servant - and its up to his brother and sisters to release him from his enchantment and to rid Narnia of the witch. But just when it seems that all hope is lost, the Great Lion Aslan returns to help the children to save Narnia.
Noel Streatfield Ballet Shoes
Pauline, Petrova and Posy are orphans adopted by eccentric fossil collector and explorer Gum ('Great Uncle Matthew'). Leaving them in the care of his niece Sylvia, and Nana, her old nurse, at his London home on the Cromwell Road, Gum goes off to continue his exploring, saying he'll be back in five years time. But after five years come and go, and there is no sign of Gum, Sylvia's money begins to run out.When the family take in an engaging collection of lodgers to help make ends meet, one of them suggests that the three girls should attend Madame Fidolia's Children's Academy of Dancing and Stage Training, so that they can learn to support themselves and earn money on the stage. After some excitement, intense competition, occasional disappointments and some hard lessons, Posy proves herself a gifted ballet dancer and Pauline discovers a talent for acting, but Petrova - who loathes dancing and acting - remains true to her passion for mechanics and her dream to become a pilot.
Philip Pullman The Firework Maker's Daughter
Interest age: 7+
What Lila wants to be more than anything else in the world is . . . a Firework-Maker!
But firework-making is not just about being able to make Crackle-Dragons and Golden Sneezes. There is also one special secret: every Firework-Maker must make a perilous journey to face the terrifying Fire-Fiend!
Not knowing that she needs special protection to survive the Fire-Fiend's flames, Lila sets off alone. Her friends, Chulak and Hamlet - the King's white elephant - race after her. But can they possibly reach her in time
Sibéal Pounder Bad Mermaids
Interest age: 7-11
Reading age: 9-11
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Arthur Ransome Swallows and Amazons
Reading age: 9+
It's the summer holidays, and the Walker children - otherwise known as Captain John, Mate Susan, Able-Seaman Titty and Ship's Boy Roger - are excited to set sail on their boat Swallow and camp on Wild Cat Island. Exploring their new territory, camping in the open skies, swimming in the lake and fishing for their dinner would be adventure enough - but then they meet two fierce Amazon pirates who challenge them to a war.
Arthur Ransome's classic Swallows and Amazons stories begin with this first book, a delightful evocation of a wonderful summer of adventure, discovery and friendship. Inspired by the author's own real-life sailing adventures in the Lake District as a child, this enchanting story is accompanied by Ransome's simple but characterful black and white illustrations. | web | http://www.themeadows.lincs.sch.uk/_documents/%5B302535%5DYear_4_reading_list.pdf | 0.485109 | {
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Before watching:
1) Men are from Mars, Women are from Venus is a bestseller book by Dr. John Gray. What do you think it's about?
2) On the Amazon website, the book's description says the book isThe most well-‐know, long-‐ lived, and tried-‐and-‐tested relationships guide ever (...) In this classic guide to understanding the opposite sex, Dr. John Gray provides a practical and proven way for men and women to improve their communication by acknowledging the differences between their needs, desires, and behaviors. What are some of these differences, in your opinion?
While watching:
1) You'll now see the friends discussing the importance men and women give to kissing. Before watching the passage, try and match the sentences to who said them, then watch and check.
a)Kissing is as important as any part of it.
b)Everything you need to know is in that first kiss.
c)Kissing is an opening act. It's like the stand-‐up comedian you have to sit through before Pink Floyd comes out.
d)It's not that we don't like the comedian. It's just that that's not why we bought the ticket!
e)After the concert is over, no matter how great the show was, you girls are always looking for the comedian again! (…) We're just trying to stay awake!
f)Word of advice: Bring back the comedian, otherwise next time you're gonna find yourself sitting at home listening to that album alone.
g)Are we still talking about sex?
1. Ross
2. Joey
After Watching:
Discuss:
a) Are men and women really different like that or is it a stereotypical view?
b) How have the 'expected' roles of men and women been changing – if at all – recently?
4. Rachel
Teacher's notes
Main Aims:this activity aims at developing students' speaking skills in the topic of the differences between men and women specifically and relationships in general. It can be used as a lead-‐in to reading/listening activities and course book units on relationships.
DVD information: disc 1, episode 2 (The One with the Sonogram at the End), the introduction.
Level:at least Pre-‐Intermediate.
Alternative activities:
Ø After watching: If you think students will not feel offended by the discussions, you can have them try and discuss the metaphorical references in the dialogue. E.g.:What does Chandler mean byPink Floyd? What does Rachel mean when she advises Chandler and the boys tobring back the comedian?etc.
Ø After watching: Alternatively you can have students find the metaphors themselves, and perhaps come up with more literal versions for the dialogues. It is, again, a question of whether or not your students – and you! – will feel comfortable having such a discussion in class. It might generate a lot of interesting and fun discussion!
Ø Discourse focus: You can have students discuss metaphor use in their first language, come up with examples and why speakers resort to its use. You can also ask them to definemetaphor.
Cambridge dictionary:metaphor (n) -‐an expression, often found in literature, that describes a person or object by referring to something that is considered to have similar characteristics to that person or object.
Please send your questions and suggestions [REDACTED_EMAIL], and thank you very much for having downloaded this activity.J | web | https://friendsintheclassroom.files.wordpress.com/2013/04/friends-002-men-are-from-mars-women-are-from-venus-s01e021.pdf | 0.432852 | {
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aos T A va lle y s p e l e o l o g i c a l
Aosta Valley's mountains consists mainly in crystalline rocks, not suitable for the cave formation. However we can find a lot of small areas with gypsum, limestone and marble with few small caves inside. There are also a lot of interesting anthropized shelters and tectonic caves.
CAVE CADASTRE
the "TROU DES ROMAINS"
Trou des romaines is a cavity known since ancient times. The Salassi, the first inhabitants of the Valley, were mineral hunters and had skills on the metals processing, in fact they
Geological openings of Truc de Saint Hélène
discovered and first started to exploit the "treasure" inside the "Borgne de la Fée" (the ancient name for this cave). But little is known about which minerals could be found in there. Cited minerals are: galena, gold, copper, sulphur, lead, pyrite, baryte, green idocrase, sphalerite, and quartz.When the Romans attacked the Salassi to get control of alpine passes, a fundamental action for the war with the Gauls, the cavity was already well known and the minerals extraction could have already modified the original appearance of the cave, in fact in the following times, the name of the cavity was changed into Laberinto. The cavity is currently a maze of natural and artificial galleries strongly intersected and overlapped, in fact the name Laberinto literally meant "Maze".
GROUPS ACTIVE ( CONTINUOUSLY) IN THE AOSTA VALLEY'S AREA
Gruppo Speleologico Biellese C.A.I. Gruppo Speleologico Piemontese C.A.I. UGET Speleo Club C.A.I. Sanremo Speleo C.A.I. Valle d'Aosta
karts waters
The Aosta Valley is surrounded north and west by massive glaciers, so it has plentiful of water. Thousands of streams flow downwards to the main river of the Vallée, the Dora Baltea.
These strems are often diverted to hydroelectric facilities and water pipes, used both as drinking water and for irrigation. Very rare are instead the active karst systems. Hydrogeological data: Biological data: Archaeological data: Other data:
Among them, the most important is that of the Truc de Sainte Helene (high Rhêmes Valley)
supplying water to a series of a dozen sources with an overall flow of about 1 mc/s.
Also interesting is the "Petosan – Mont du Parc/ Pré San Didier" system, whose vadose system is well known, but there
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Name:
Configuration Station
Write the words from the word bank in the correct boxes.
What's Missing?
Fill in the blanks with words from the word bank.
1. I told to away from the spider.
2. can put the books ?
3. Can we go out to play?
who her then get away
Sentence Sense
Write a 5-7 word sentence for each of the words below
away then who get.
Where Are the Words?
Find and circle all of the words from the word bank. Each word appears twice!
Rhyme Time
Read each word and listen for the ending chunk. Find and paste three words that rhyme with each word and have the same ending chunk.
then
get
bet
hen
when
wet
met
den
Order in the Court
Place the words below in alphabetical order.
1
2
3
4
5
who her then get away
Clever Connector
Draw a line to connect the words that have the opposite meaning.
her now
get then
him take
Awesome Artist
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Shipwrecked – written and spoken language
Shipwrecked – written and spoken language - Engelska, Årskurs 7-9
Syfte och beskrivning av projektet
Shipwrecked är ett temaprojekt i engelska som går att individanpassa utifrån varje elevs kunskapsnivå. Man kan använda det för yngre elever men då får man förmodligen använda enklare webbsidor. Eleverna tränar många olika förmågor. Projektet finns i sin helhet som bifogad PDF-fil.
Läraren reflekterar
Eleverna uppskattade arbetsområdet och vi täckte in läsa, tala, skriva och lyssna. Jag jobbar hellre med ett långt projekt och får med många olika delar då vi hinner fördjupa oss i språket. Jag har gjort det här på olika sätt, antingen att dela in eleverna i grupper utifrån kunskapsnivå så att de hamnar med kompisar som ligger ungefär på samma nivå, men jag har också blandat. Dock tycker jag att det har fungerat bäst då eleverna ligger ungefär på samma kunskapsnivå, vilket eleverna också tycker då vi utvärderat projektet. Är det för stort gap mellan elevernas kunskaper så är det svårt att få bra flyt i de uppgifter de gör tillsammans.
Metod
Alla elever blev indelade i grupper om 2-3 stycken som de gjorde resan med under hela projektet. Många texter är svåra för en åk 7 med vokabulär som de inte känner igen och vi går igenom dessa ordentligt innan vi börjar jobba. Alla uppgifter presenterades en och en för att eleverna inte skulle veta i förväg vad som skulle hända. Det var många vilda spekulationer efter varje del om hur vi skulle gå vidare.
Projektets delar
Slide 1: A short letter
Slide 2: Video diary
Slide 3: A postcard
Slide 4: To argue
Slide 5: Voicemail message
Slide 6: Radio
Slide 7: Facts about pirates
Slide 8-9: Listening
Slide 10: Video Documentary
Example Slide 3 – A postcard
You meet a lot of people on the way, but there is one boy/girl that you found extra special. This person went back to Canada where he/she is from. You keep writing to him/her.
The assignment
Write a postcard (100 words) that you send to your new friend from one of the places you visit on your way. Add an address and stamps and a front page to make it look genuine.
Amount of time: one lesson
Sida 1 av 2
Powered by TCPDF (www.tcpdf.org)
How do you create a postcard?
1. Open up Keynote.
3. Add a text element and write your letter.
2. Choose a white background.
4. Add an image of yourself, taken in Photo Booth.
6. Can you find a stamp on the Internet from that country?
5. Add an image of the place you have visited.
7. Take a screenshot of the image in Keynote and add it in your presentation.
Sida 2 av 2 | web | https://lektionsbanken.se/planeringar/shipwrecked-written-and-spoken-language/?grade=746&subject=749§ion=0&pdf | 0.479015 | {
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No motorized vehicles
How does town of Tunbridge define legal trails...? Do the 4 defined legal trails need to operate under the same criteria? What exactly are the boundaries of the legal trails?
Who maintains town’s legal trails?
Who manages town’s legal trails? Who takes care of damage done by 100’s of bicycles from events?
PRIVACY CONCERNS overall
Seeing increased numbers using trail(s) mostly bike riding.
How to stop usage of private land beside the legal trails? Unintended consequences of illegal trails on landowners’ private property.
Preference for hikers, horses, snowshoeing, skiing, hunting…not wheeled vehicles
Consider each legal trail as unique
What about the fragility of the land on the legal trails? Worries about environmental deprivation….
Is the town of Tunbridge interested in the total Tunbridge community, not just small groups?
What will VAST do with land closures?
Okay to think in terms of ordinances and development of town ordinances for recreational organizations and limiting legal trail use for specific recreational uses.
Fear of being invaded, overrun, changing the rural, agricultural nature of town into a mini Stowe etc.
Limits of some kind…types?, volume?, number of events? etc.
See increased disrespect for land and landowners…entitlement to use all land regardless. Worries about increased volume of non-resident usage leading to degradation of trails, trash etc.
What do you want your town to become?
Don’t see economic benefit from bikes for Tunbridge…bike groups coming through disruptive, create problems.
What are the long term implications for Tunbridge of unlimited legal trail use?
Is it worth it to Tunbridge to give up the privilege of privately owned lands continuing to be open for multiple recreational uses (open land concept) in exchange for mixed use (bikes, horses, walking) of town’s legal trails?
All want land to be open for walking, hunting... and don't want to post land...
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Study Notes – Colossians & James
The first passage in this month's Season of Fruitfulness study is from Paul's letter to the church at Colossae. Here are some background notes to aid further study.
Colossae was situated in SW Turkey (biblical Asia Minor) about 150 miles due East of Ephesus on a tributary to the Meander River. There were three biblical cities in close proximity: Hierapolis, Laodicea and Colossae. There was a major East-West trade route along the Meander which favoured Hierapolis and Laodicea, but bypassed Colossae leading to its decline. The area is quite volcanic and Colossae was decimated by an earthquake in the 60's AD, presumably soon after the letter was written. The population was a mixture of Jews and Greeks.
As far as we know, Paul never visited Colossae bypassing it on his third missionary journey (Acts 18:23) en route to Ephesus (which was a major metropolis and port). The church in Colossae was started by Epaphras (1:7), who was a co-worker and fellow prisoner (Phm 23) of Paul. It was headed by Archippus who was probably the son of Philemon who lived there.
The letter (or epistle) was written by Paul from prison in Rome about 62AD, at the same time as the letters to the Ephesians and Philemon. There was also a letter to the church in Laodicea, but that has been lost. The letters to Colossae and Laodicea were to be exchanged (4:16). The four letters were delivered by Paul's co-worker, Tychicus (4:7, Eph 6:21) and the returning converted slave Onesimus (Phm 10-12).
The main theme of the letter is to ensure their (and our) focus remains on Christ, not being side-tracked. Paul starts in chapter 1 by proclaiming who Jesus is and what He has done – that He must be pre-eminent (1:18). The Greeks loved wisdom and philosophy; the Jews loved legalism and lived by rules; others loved to indulge their fleshly lusts. Paul deals with each of these in chapters 2 and 3. The final part in chapters 3 and 4 deals with practical outworking of faith in Christ. I think of a compass whose needle always points north unless a magnet gets too close and pulls it out of line, resulting in the navigator getting side-tracked or lost.
It was important for the Colossians to avoid distractions and to remain focussed on Christ because of what was to happen in the near future. In 64AD Nero blamed the Christians for the fire in Rome and widespread persecution followed. Along with the earthquake, the Colossian Christians' lives were turned upside-down. We don't know what is ahead for us, so let us echo Paul's prayers in our study passage (1:9-12) for ourselves and each other, that we may be constantly focussed on Jesus and not easily get side-tracked.
The second passage of scripture is from James 5. James, a brother of Jesus, is a trusted leader of the early church in Jerusalem writing to the dispersed Jewish Christians of the first century, many of whom were facing pressure and persecution from both Jews and Romans. James simply speaks what he sees with no airs and graces – straight talking – he addresses the issues head on. These are his closing words to his readers – often the most important. If you're in any kind of trouble then pray about it. A message that is as relevant today as it was thousands of years ago. Do you consider your prayers to be "powerful and effective" (v16) – how do we get there? Ask God for revelation. | web | https://lifechurchpetersfield.org.uk/wp-content/uploads/2021/06/Study-notes-Colossians-James-1.pdf | 0.437987 | {
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Bible Truth
Jesus showed his power over death by bringing the widow's son back to life.
Scripture
Luke 7:11–17
Lesson Focus
Jesus has power over death.
Goals for the Children
* Understand that Jesus did miracles to show people he is God.
* Understand that Jesus did miracles so that people would trust him as God, their Savior.
* Thank Jesus for his power over death.
Memory Minute
[The people said] "God has come to help his people." Luke 7:16b
Lesson Ten
Jesus Raises a Widow's Son
Heart Preparation & Bible Background
When we lose a loved one to death, we are grateful for the com passion of others. Even then, the sympathy and care we are given cannot take away the pain or loss we experience. Human comfort takes the edge off our grief but it is unable to change the situation.
However, with the Lord Jesus, it is very different. He not only understands and sympathizes with our sorrow; he can bear it for us and ultimately take it away. The miracle at Nain illustrates this beautifully.
When Jesus saw the suffering of the widow who had just lost her only son, his heart went out to her. "He knew much better than any of us the consequences of sin and He was able to take that burden fully upon himself. . . . He could bear the cross of our grief because He had taken upon Himself the cause of our grief, namely, our sin, and would make atonement for it." (S. G. De Graaf, Promise and Deliverance, Vol. III, p. 361)
Jesus could console the widow by saying, "Don't cry," because he was about to turn her mourning into great rejoicing. He was about to demonstrate that he has authority over death itself, revealing the power of his resurrection.
Jesus commanded the dead man to get up, and the young man— restored to life—sat up and began to speak. Jesus gave the son back to his mother, and showed the widow, her son and those present a glimpse of the glory of God's grace.
No wonder, then, that those who witnessed this were both amazed and fearful. "God has come to help his people," they declared when they saw what Jesus did.
What great hope we have in Jesus, the One who died so that we might have life that lasts forever. In our need, temptation and suffering, we can go to him with hope and confidence, "so that we may receive mercy and find grace to help us in our time of need." (Hebrews 4:16)
He is truly the only One who can help us. He is the only One who can do for us what we cannot do for ourselves.
Spring Quarter•Lesson Ten
Jesus raised a widow's son to life.
Luke 7:11–17
Let's Talk and Wonder
SAY When Jesus and his disciples came near the town of Nain, they saw a funeral. A widow's only son had died.
ASK What do you think Jesus did?
SAY Jesus comforted the widow. Then he raised her son back to life!
ASK What do you see in the picture?
SAY The young son sat up and began to talk. The mother was very glad to have her son alive again! All the people who saw what Jesus did were amazed. "God has come to help his people," they said and began praising him. Soon the good news about Jesus and his power over death spread throughout all the towns and cities!
Let's Sing and Move
Lead the children in singing the following active song to the tune London Bridge Is Falling Down.
Aren't you glad to be alive? Shake your fingers in the sky. Aren't you glad to be alive? Stretch your arms. Reach up high!
Aren't you glad to be alive? Make your feet go in the air. Aren't you glad to be alive? Shake your head. Pull your ear!
2
Aren't you glad to be alive? Hug a friend and neighbor, too. Aren't you glad to be alive? Thank you, God; we praise you! 3
Let's Spread the Good News
Play Telephone. Sit in a circle. Whisper "Jesus came to save his people" to the first child. He whispers what he heard to the next child. Continue in this way until the message reaches the last child, who calls out what she heard. Repeat the activity more than once, whispering a different sentence about Jesus each time.
OK to photocopy for church and home use
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____________________________________________________________________________
Bibliothèque et archives Jean-Léon-Allie Library and Archives Service d'archives – Archival Services
FONDS 217 – ROMEO MAIONE COLLECTION
[Mise à jour : 2017-11-16] [REDACTED_EMAIL]
train young working people by means of the "observe, judge and act" method of reflecting on their everyday life experiences in the light of Christian Scripture and to change for good the realities of the world of work, school, and family through daily actions. In 1950 at 25 years of age he took a six-week training course with the young Christian Workers in London, England, and spent four years organizing the movement in Canada, particularly in Toronto and Montreal. In 1954 he became the Canadian president of the YCW.
The Canadian Catholic bishops in 1956 asked Maione to go to Rome to help organize an International Congress of the Catholic laity. While in Rome in 1957, he was one of the chief organizers of a YCW rally that brought 32,000 young workers to that city. His continued activity in the YCW resulted in his election in 1958 as the first international president of the YCW, stationed at the world headquarters in Brussels, Belgium.
Returning to Canada Maione was appointed in 1962 to become assistant director of the Social Action Department of the Catholic Bishops Conference in Ottawa. Two years later he joined the Canadian Labour Congress as assistant director of international affairs which resulted in extensive worldwide travel. During his time at the CLC he was elected president of the World Assembly of Youth (WAY), an international youth association linked to several United Nations agencies.
The next challenge in his life in 1965 was an appointment by Prime Minister Lester Pearson to become a union representative and working member of the Royal Commission to investigate working conditions in the Post Office of Canada. This study, The Montpetit Report, was part of the agreement that ended Canada's first postal strike.
In 1967 Maione became an executive of the United Steelworkers of Canada in Toronto and in 1968 was named by the Catholic bishops of Canada to become the first president of the new Canadian Catholic Organization for Development and Peace (CCODP) aimed at giving economic assistance to Third World countries. He decided to locate the headquarters in Montreal, assuring the bilingual and bicultural nature of this new Catholic lay organization.
And in 1971 he was given an honorary doctor of social sciences degree by the University of Ottawa, under the patronage of the wife of the Governor General, Pauline Vanier, a close friend of the Maiones. That same year he was asked to be a Canadian
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Which of the following statements on Halloween do you agree with?
Additional Information:
1 of 5
The most and least appreciated Halloween candy in every state
Leah Collie
With just a few days leı unı l Halloween, you'll need to stock up on the right candy if you want to be the best house on the block.
But before you shop, it's important to know that not all candy is created equal. How would we know? Just ask the experts at Halloween Express. They surveyed 2,000 Americans on their tastes in sweets, determining which candies are most loved and which are most hated.
According to Halloween Express, each state held a focus group made up of 11 people who ranked different pieces of candies from most to least appreciated. Here's what they found:
10/21/2019, 12:44 PM
2 of 5
Image: halloween express
States across the country gave candy corn and licorice a big thumbs down. The survey found that 21 states including California, Georgia, and Maryland, are candy corn haters, while 14 states including Alabama, New York, and Nevada and really dislike licorice.
Other candies that Americans aren't into include Almond Joys (agree), Raisinets (double agree), jawbreakers, Pixy Sı x, Tootsie Rolls, Hot Tamales, and Necco Wafers.
10/21/2019, 12:44 PM
3 of 5
Image: halloween express
On the other end of the candy spectrum, Halloween Express' survey found that chocolate candies of all kind reign supreme.
According to the survey, 38 states ranked Reese's Peanut Buı er Cups number one. And in second place, the beloved Snickers bar. Honorable menı ons go to Almond Joy, Kit Kat, Twix, Nerds, Sour Patch Kids, and Buı erfinger.
4 of 5
5 of 5
As if we needed another reason to divide generaı ons, Halloween Express broke down the most and least favored candies amongst Baby Boomers, Generaı on X, and Millennials.
Once again, according to Halloween Express, the Reese's Peanut Buı ercup conı nues its reign as the most popular Halloween candy.
The worst, however, took an interesı ng turn. Per the survey results, Baby Boomers really hate jawbreakers, while Generaı on X and Millennials agree that candy corn is a no-go.
Words of advice ahead of Halloween: Steer clear of candy corn, watch out for licorice, and eat all the chocolate you can get your hands on.
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Children in the United States are heavier and less active than ever. First Lady Michelle Obama has even initiated a campaign against childhood obesity called “Let’s Move” (www.letsmove.gov). They report that children between the ages of 8 and 18 spend an average of seven hours per day using television, computers, cell phones, video games and other entertainment media. As school budgets become tighter, the first things to be eliminated are the arts programs, physical education and athletic programs.
The immediate, as well as life long, health consequences of obesity include heart disease, high blood pressure, elevated cholesterol, Type II diabetes and asthma, to name a few. Parents, physicians, and communities must work together to provide regular physical activity for our children, that can begin in early childhood, can be done by any child, and has enough action and variety to be fun. Gymnastics is the answer!
Gymnastics education can begin at an early age. Once your child is walking, a parent/toddler class is an excellent place
to start. Your child can comfortably learn skills that improve balance and coordination with you right next to him or her. Your child can enjoy being around other children, but with the one-on-one attention they need. Parents also learn skills they can use in developmental play at home.
As your child matures, brain growth is very rapid and new skills can be readily learned. In the preschool years, children continue to improve their gross motor skills and also begin to develop some strength and flexibility. They are now able to participate cooperatively in a group setting and follow directions from a coach/teacher.
Gymnastics for older children is available in a variety of formats including recreational classes and competitive team participation. This allows all children to participate in the sport regardless of their size and/or ability. Each child can advance at his/her own speed as he/she learns new skills. Gymnastics not only increases strength, grace and flexibility, but also encourages hard work, discipline and determination. Gymnasts learn to tackle challenges and overcome their fears as they advance in the sport. The action, variety of skills and events, and the reward of accomplishment keep the sport of gymnastics fun and exciting for young athletes.
The skills learned in early gymnastics training will allow your child to be successful not only in gymnastics, but also in any other sports he/she may choose. Kids need to develop healthy habits early — to eat healthy foods and be active every day. Give gymnastics a try! Find a club near you at www.usagymclub.com. You and your child will be glad you did. | web | https://www.boundlessgym.com/uploads/2/8/8/8/28888379/gymnasticsistheanswer.pdf | 0.489183 | {
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HISTORY OF THE ORDER OF THE SECRET MONITOR
by Glenson T. Jones - Capital City Council No. 154 & Council of Nine Muses Published in The Architect 1994
The beautiful ceremonies of the Order of the Secret Monitor appear to have been derived from an earlier Brotherhood of David and Jonathan. The earliest records state that such an organized brotherhood was founded in Holland around 1770. The Brotherhood then spread to other countries and especially to the United States by settlers to New Amsterdam.
William Peacher (Ref. 1, p. 4) states that the rituals of the first 3 degrees of this early order were printed in Holland in 1773 and that they resembled an early and developmental form of the present British Order of the Secret Monitor.
Many references (Ref. 1 p. 16-20) have been found to the existence of the Order of the Secret Monitor in the USA from 1820. Several simple rituals have been published (Refs. 3 & 4).
The degree in the USA was very simple, consisting of a single degree. In its earliest form, it was a true side degree which was conferred from one Master Mason on another by the acceptance of an obligation and the communication of the secrets of the degree. The degree was one of those taken into the Sovereign College of Allied Masonic and Christian Degrees for America which was founded in 1892. This Sovereign College united with the Grand Council of the Allied Masonic Degrees of the USA in 1933.
The first Grand Conclave of the Order of the Secret Monitor was formed in England in 1887 and it is now over 105 years. It is this three degree system which was introduced into the USA at Washington, D.C. in Feb. 1992 and is being introduced into Canada in September 1994.
References
Ref. 1 Order of the Secret Monitor by William G. Peacher, Collectanea.Vol. 13 part 1, 1988
Ref. 2 Order of the Secret Monitor, or Brotherhood of David & Jonathan, in the British Isles and in Territories Overseas by William G. Peacher, Collectanea Vol. 13 part 2 1989
Ref. 3 Allyn's Ritual of Freemasonry (1830)
Ref. 4 Richardson's Monitor of Free-Masonry | web | https://amdcanada.ca/wp-content/uploads/2022/09/Order-of-the-Secret-Monitor.pdf | 0.43149 | {
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Volunteering impact
Have you ever thought about analysing the difference your volunteers make?
As volunteer managers we spend a lot of time improving the volunteering experience in our organisations, but often fail to analyse the impact of our volunteering programme.
A volunteer impact assessment is the process of evaluating your organisation's volunteering programme as well as identifying and measuring the differences that have come about as a result of volunteering.
The value of volunteering
Volunteering could make a difference to your volunteers, the organisation, your service users and the wider community. It can be considered as five different types of capital:
Physical capital: The goods and services received or what the volunteers have produced. For example, an allotment project or school reading service.
Human capital: The knowledge, skills and health benefits brought about by volunteering. For example, learning skills to improve job prospects, improved mental health or increased confidence.
Economic capital: The financial benefits of volunteering. For example, the value of work done by volunteers, cost savings to the organisation, increased employment prospects for volunteers.
Social capital: Better relationships, networks and co-operation among individuals and groups. For example, self-help groups, people working together for a particular cause.
Cultural capital: Understanding of one's own identity as well as a recognition and appreciation of others. This could be assessed by levels of community participation and cohesion.
This article is based on NCVO's Volunteering Impact Assesment Toolkit. www.ncvo.org.uk/component/redshop/1-publications/P78 | web | https://mvda.info/sites/default/files/field/resources/Volunteering%20impact.pdf | 0.424624 | {
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Homework 2
Math 262
Write your solutions to the following problems and turn them in to the homework mailbox (RMS level 3, near the fireplace) by 4:00pm on Monday, February 19.
Book Problems
* Section 1.2 #17, 24 (pages 18–20)
* Section 1.3 #31, 32, 33, 34, 39 (pages 31–33)
Additional Problems
1. There are n socks (3 of which are red) in a drawer. What is the value of n such that when 2 of the socks are chosen, the probability that both are red is 1 2 ? What assumptions are being made?
2. A poker hand consists of 5 cards dealt from a standard 52-card deck. ∗ If it is assumed that all poker hands are equally likely, what is the probability of being dealt:
(a) a flush? (A hand is said to be a flush if all 5 cards are of the same suit.)
(b) one pair? (This occurs when the cards have ranks a, a, b, c, d, where a, b, c, and d are all distinct.)
(c) two pairs? (This occurs when the cards have ranks a, a, b, b, c, where a, b, and c are all distinct.)
(d) three of a kind? (This occurs when the cards have ranks a, a, a, b, c, where a, b, and c are all distinct.)
(e) four of a kind? (This occurs when the cards have ranks a, a, a, a, b, where a and b are distinct.)
∗ A standard 52-card deck consists of 13 cards of each of the four suits: clubs (♣), diamonds (♦), hearts (♥), and spades (♠). Within each suit, each of the 13 cards has a different rank: ace, king, queen, jack, 10, 9, . . . , 2. | web | http://mlwright.org/teaching/math262s18/hw/hw_2.pdf | 0.48028 | {
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Turkey Story Map
By Love Teaching Kids
Directions
Turkey Story Map- After reading a Thanksgiving story have the students fill out the story map labeling the feathers. Fill in the title of the book, setting, characters, problem, solution, and author's purpose.
Thanksgiving books to read:
*A Turkey for Thanksgiving by Eve Bunting
*Thanksgiving at the Tappletons by Eileen Spinelli
*Turk and Runt by Lisa Wheeler
*'Twas the Night Before Thanksgiving by Dav Pilkey
*Turkey Trouble by Wendi Silvano
__________________
Thanks so much!
I hope you enjoy this turkey story map. If you have any questions or problems please contact me at [REDACTED_EMAIL].
You can find the rest of this unit in my Thanksgiving Turkey Unit.
http://www.teacherspayteachers.com/Product/ThanksgivingTurkey-Language-Arts-Unit-958297
For more activities be sure to visit my store at http://www.teacherspayteachers.com/Store/Jennifer-Dowell http://loveteachingkids.com
https://www.facebook.com/LoveTeachingKids
Credits
© Jennifer Dowell 2013 | web | http://loveteachingkids.com/wp-content/uploads/2013/11/turkey-map.pdf | 0.443547 | {
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You are invited! Do you know that thousands of hawks, eagles, and owls migrate north through Michigan, funneling through the Straits of Mackinac? Each spring, people gather in awe of them in Mackinaw City. Coming from a dozen states and Ontario, they watch and enjoy these impressive birds.
FRIDAY, SATURDAY, SUNDAY: Free outdoor public viewing of hawks and waterbirds
SATURDAY, 4–7 PM: Live Raptor Presentation and Art Showing by renowned Petoskey wildlife artist and falconer Glen McCune (pictured right).
2018
April 6–8
2018
April 6–8
Mackinaw Raptor Fest brought to you by
Banquet at St. Anthony's Church catered by Audie's • Silent Auction • Wind Under Wings Award
Fest Sessions
Meet and Greet Reception
FRIDAY NIGHT:
SATURDAY: KEYNOTE PRESENTATION:
"Snowy Owl Winter Habitat Use" by Eugene Jacobs
SATURDAY: PLENARY PRESENTATION:
"Raptor Migration and Conquering ID: Using Video to Make Raptor ID a Snap!" by Josh Haas
SATURDAY: YOUR CHOICE OF THESE SESSIONS OR OUTDOOR BIRD WATCHING:
Fest Field Trips (limited space; full conference attendees)
* Owl Banding and Star Gazing
* U.P. Birding
* Sharp-tailed Grouse Courtship
Post-fest Field Trips
APRIL 13 & 14 • 7 PM
Locals may come to the next weekend instead for Owl Banding and Star Gazing II at the Headlands Dark Sky Park. Register at Fest website.
American Kestrels
Merlins & Red-shouldered Hawks
Raptor Photography
Northern Saw-whet Owls Boreal Owls
Waterbirds of Lake Superior
DONATION SUGGESTED: $15 PER PERSON / $25 PER FAMILY
Thank you to
SATURDAY EVENING ONLY $40 · FULL FEST $65 · FEST FIELD TRIPS $15 | web | http://mackinawraptorfest.org/ewExternalFiles/Flier%201.26.18%20Final.pdf | 0.484222 | {
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Nineth Generation:
沛超公, the third son of 政文公.
Born (康熙五十六年) - 1717 AD. He had two wives.
He died in (乾隆四十年) - 1775 AD at the age of 58 (listed as 59).
He was a scholar, and was ranked number five in County examinations when he was 29.
There were three sons and three daughters. The second son was adopted by his brother’s descendants. (See Family Tree)
First Daughter married to 唐家 Village to 唐章開.
Second Daughter married to East Coast area to 黃陶詩.
Third Daughter married to 古鶴 Village to 鄭建屏. | web | http://www.mokancestry.com/wp-content/uploads/2015/10/G9h.pdf | 0.479226 | {
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Media Release
For Immediate Release 08/20/2020 Rowan County Case Information: https://bit.ly/rowan-covid19-hub
COVID-19 information contacts
Website: www.rowancountync.gov/covid-19
Email: [REDACTED_EMAIL]
Phone: [REDACTED_PHONE]
Governor Cooper Declares August as Preparedness Month Amidst COVID-19
As of last Friday, Governor Roy Cooper has declared August as North Carolina Preparedness Month, encouraging individuals, families, schools and businesses to review their emergency plans and update their emergency supply kits.
"Facing a hurricane, a deadly tornado and an earthquake in the same week reminds us that North Carolinians need to be prepared for all kinds of emergencies, especially as we continue fighting COVID-19," Governor Cooper said, "Be sure to go over your family's emergency plan and include cloth face masks for each member of your family in your emergency supply kit."
"Ensuring your family, including the elderly and pets, are prepared to survive for at least three days for any emergency is important," said North Carolina Public Safety Secretary Erik A. Hooks. "Planning ahead and preparing a kit could save your life and lessen the chances you will need to be rescued or shelter during a storm."
"It's critical that everyone knows what to do and where to go when danger threatens," North Carolina Emergency Management Director Mike Sprayberry said. "Having an emergency plan and a basic supply kit in place, increases the likelihood you will survive and rec over faster."
This is the time to be sure your family's emergency plan and emergency kits are updated for COVID-19. Be sure to follow these tips:
- If you are ordered to evacuate, plan to stay either with family or friends, or at a hotel if you can afford it. A public shelter should be a last resort during the COVID-19 pandemic.
- Check online to be sure you "Know Your Zone" in case of evacuation orders in any of the twenty participating North Carolina coastal counties
- Include items in your emergency kit to help lower your risk during the pandemic including:
o Cloth face masks
o Hand sanitizer
o Disinfecting wipes
Remember the 3 Ws: WEAR (cloth face covering), WAIT (6 feet apart) & WASH (your hands often)!
For more information on how to ensure your family is disaster ready, go toReadyNC.org, which features preparedness, evacuation, power outage and shelter information. Also, check to see if your localcommunity offers an emergency alert service for its residents.
Know Your Zone is a tiered evacuation system for coastal residents and visitors that highlights areas most vulnerable to impacts from hurricanes, tropical storms, and other hazards. These predetermined evacuation zones in twenty North Carolina coastal counties simplify and improve evacuations in the event of an approaching tropical system. The website is available in Spanish atConozcaSuZona.nc.gov.
Follow North Carolina Emergency Management onTwitter andFacebook for daily tips on how you can be better prepared for emergencies and disasters.
###
Contact:
TJ Brown
[REDACTED_PHONE]
[REDACTED_EMAIL]
Remember the 3 Ws: WEAR (cloth face covering), WAIT (6 feet apart) & WASH (your hands often)! | web | https://www.rowancountync.gov/DocumentCenter/View/22888/Media-Release-COVID-19---August-20-2020-PDF?bidId= | 0.489918 | {
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GRADE TEN
SELF-GUIDED WORKSHEET
Identify this animal. How does it regulate its buoyancy?
Lobsters age in a unique way. Explain.
Lobsters will not slow down, weaken, or lose fertility with age. While they are not immortal lobsters do not 'age' the way humans do,
Identify three parts of the Kelp anatomy
Holdfasts, stype, blades, gas bladders
Kelp is not considered a plant. What is it?
European cuttlefish, buoyancy is regulated via the cuttlebone which has small cavities that can be filled with air or water
It is a type of brown algae
What body part is the narwhal's tusk? What purpose does it serve?
The tusk is a modified canine tooth in the upper left side of the jaw. Recent research suggests the tusk has some remarkable sensory capabilities, with up to 10 million nerve endings inside. The ivory tusk tooth grows right through the narwhal's upper lip. Scientists are not certain of the tusk's purpose, but some believe it is prominent in mating rituals, perhaps used to impress females or to battle rival suitors.
Identify two creatures at the aquarium whose cells are chromatophores. These light reflecting cells allow these species to rapidly change colour.
The octopus, cuttlefish, seahorse
Compare the breathing process of humans to Bonnethead sharks & stingrays
Humans breathe using their respiratory system, circulating O2 and CO2 through their body using the lungs and nasal passage ways, obtaining O2 directly from the air. Bonnethead sharks need to swim continuously in order to breathe efficiently, allowing O2 intake from pushing the water against their gills. Stingrays however can breathe without moving using their spiracles, the small holes located close to their eyes, which act like a pump/vent system allowing the O2 to be pushed over their gills continuously without having to swim constantly.
GRADE TEN
Label the anatomical features of the Moon Jellyfish.
How do Jellyfish breathe without any gills or lungs?
Instead of lungs or gills they absorb oxygen and nutrients through their bell.
Where is the Jellyfish heart and brain located?
Moon Jellies have no bones, muscles, blood or heart. They have no brain and they cannot think. A complex network of nerves sense and react to the world around them. | web | https://www.ripleyaquariums.com/canada/files/2021/08/WORKSHEET-Gr10-2021-answers-NEW.pdf | 0.481659 | {
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Curriculum Map – This document sets out what we will focus on over the next few weeks of Summer Term. It includes the key knowledge, skills and understanding that we will cover. Where possible we aim for our curriculum to be brought to life through visits, visitors and other educational experiences that make learning memorable. Some subjects lend themselves to cross-curricular work whereas others require a more discreet approach and will be taught separately.
Words/language to discuss with your child:
Omnivore, herbivore, carnivore - animals belong to different groups depending on what they eat. Discuss your family diet. Are you vegetarian?
Can you name the parts of a plant? petals, stem, leaves, roots, buds
Do you know where these parts are inside your body?
ribs, bones, lungs, heart, brain, muscles, blood.
Things you can do at home to help with this topic.
Finding common wild flowers/plants-dandelion, daisy, buttercup, nettle, clover
Spotting common garden plantsroses, tulips, daffodils, pansies, sunflowers, etc.
Look at trees and plants as they grow all around. What changes can you see?
How have explorers changed the world?
What is it like to live in Sh h i?
English Reading
Read graphemes for taught phonemes
Read accurately by blending sounds
Read words with very common suffixes
Read contractions and understand their purpose Read phonics books aloud Link reading to own experiences Join in with predictable phrases Discuss significance of title and events
Make simple predictions
English Writing
Through the theme of plant /garden based stories
Using adjectives
Name letters of the alphabet
Form lower case letters correctly
Form capital letters and digits
Specific focused tasks
* labels
* lists
* captions
* recount
* message/letter
* instructions
Information writing/story writing
Science
Identify and name a variety of common plants and trees in our school environment and local area Plant and grow flowers and herbs Find out about the human body and the senses Compare and study different animals including pets
Continue studying the weather and seasonal changes
Art and Design
Look at the flower art of Orla Kiely-produce some prints after experimenting with drawing flowers trough different media. Portrait drawing and self- portraits based on portraits by Modigliani. Experiment with different art materials to create portraits.
Geography
Using a world map, children start recognising continents, oceans and countries outside the UK with a focus on China. They identify physical features of Shanghai using aerial photographs and maps before identifying human features, through exploring land-use. Pupils then compare these features to those in the local area and make a simple map using data they have collected through fieldwork.
Year One Summer Term Curriculum Map
English Grammar
Maths Number
Using and to join sentences Leave spaces between words. Use basic punctuation e.g.. ?! Use capital letters for proper nouns and start of sentences Using adjectives and plurals Speaking and Listening Listen and respond appropriately Ask relevant questions Maintain attention
Science
Develop scientific knowledge and skills by investigating the human body and the five senses.
Find out about the main parts of the human body and their function.
Link the need for healthy food and regular exercise to keeping our bodies in good working order.
Perform some simple experiments to find out about how we use our senses to give us information. Omnivores, herbivores and carnivores.
Design Technology
What is healthy eating? Design and make recipes for fruit smoothies and fruit salad.
Taste and evaluate.
History
Finding out about events and people beyond living memory, children focus on explorers and what makes them significant. They create a timeline and investigate which parts of the world were explored, before comparing exploration in the past with exploration today. Finally, they discuss ways in which these significant people could be remembered.
*Reading and writing numbers as words e.g. ten, four
*Count in multiples of 10, 2 and 5
*Count forwards and backwards to/from 100
*Know doubles of numbers to 9+9
*Understand and use greater and less than signs < >
*Identify one more/less than a given number
PSHE & C
Who Helps To Keep Us Safe?
People have different roles in the community to help us (and others) keep safe. How to attract someone's attention or ask for help; what to say. How to respond safely to adults we don't know. What to do if we feel unsafe or worried for ourselves or others. How to get help if there is an accident and someone is hurt, including how to dial 999 in an emergency and what to say.
How can we look after each other and the world?
The importance of being polite and working co-operatively. Caring for people and animals. How people's needs change. How to help care for the local and global environment. Transition to a new year group.
Computing
Music
Create and debug simple programs using Purple Mash.
Applying skills to sort items online using a range of criteria.
Creating a simple e-book, adding text, images, sounds and backgrounds.
Games
PE
Throwing and Catching – aiming games Bat and Ball Skills Skipping Dance – Perform simple rhythmic patterns. Understand the structure of their dance. Gymnastics – Rocking and Rolling Sports Day preparation
Instruments and Symbols
Exploring timbre (quality of a sound), tempo (speed) and dynamics (loud and quiet)
RE
What does it mean to belong to a faith community?
Maths Calculations
Multiplication & Division – recognise and add equal groups, make arrays, make doubles. Make equal groups by grouping or sharing.
Fractions – Recognise and find half of a shape, object or quantity.
Recognise and find a quarter of a shape, object or quantity.
Maths
Shape, Space & Measures
Position & Direction – describe turns, describe position including left, right, above, below.
Money – Unitising, recognising coins & notes, count amount using coins.
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The first Catholic church built in the city of Saskatoon, St. Paul's was constructed in 1910. It was designated the diocesan cathedral when the Roman Catholic Diocese of Saskatoon was created in 1933. St. Paul's was given the designation of Co-Cathedral after the opening of the new diocesan Cathedral of the Holy Family in 2012. | web | http://www.iubilaeummisericordiae.va/content/gdm/crosslang/eventi/porte-della-misericordia/st--paul-co-cathedral--saskatoon-roman-catholic-diocese-of-saska.pdf | 0.437766 | {
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LOCUST SITUATION: During the routine and special survey, it has been observed that India is free from gregarious as well as solitary desert locust activities during the 1st fortnight of March, 2020. Total 63 nos. of spots were observed during the surveys which are plotted on the map.
Swarm movement: No Swarm movement was observed
Breeding: No breeding was seen
Hoppers: No hoppers were seen during the period
Scattered / Isolated adult/Adult Groups: No scattered / Isolated adults were seen.
Situation is alarming in the Horn of Africa. Swarms laying eggs in the southwest of Iran, Mature adult groups laying eggs at Khyber Pakhtunkhwa and Baluchistan of Pakistan. India is calm.
WEATHER AND ECOLOGY: Rainfall estimates (01-10 March) shows light to moderate rainfall in the Scheduled Desert Area. Soil moisture observed dry at the surveyed areas. Vegetation observed drying in the SDA.
२०२३ मौसम एवं परिस्थितिकी : अनुमानित वर्षा मानचित्र (01-10 मार्च), प्रायः समस्त रेगिस्तानी क्षेत्र में निम्न से मध्यम वर्षा को दर्शाता है। सर्वे किए गए स्थानों पर भूमि नमी रहित पाई गई। रेगिस्तानी क्षेत्र में सतही वनस्पति सूखते हुए देखा गया।
Low to moderate rainfall was occurred in the SDA. Soil moisture found almost dry.
FAO Update (10 March): The situation remains extremely alarming in the Horn of Africa, specifically Kenya, Ethiopia and Somalia where widespread breeding is in progress and new swarms are starting to form, representing an unprecedented threat to food security and livelihoods at the beginning of the upcoming cropping season.
SWAC: Swarms laying eggs in the southwest of Iran, Mature adult groups laying eggs in Khyber Pakhtunkhwa and Baluchistan that will hatch during the second half of March and form hopper groups and small bands
FORECAST (India): No desert locust were observed in the SDA. However, keeping in view of global situation, strict vigilance will be continued.
एफ. ए. ओ. अपडेट (10 मार्च) : हॉर्न आफ अफ्रीका में स्थिति अत्यंत भयावह हैं। मुख्यतया ईथोपिया, सोमालिया एवं केन्या जहाँ वृहद स्तर पर रेगिस्तानी टिड्डी का प्रजनन जारी हैं। नए दलों का बनना प्रारंभ हो चूका हैं जो आगामी फसली ऋतुओं के प्रारंभ में आजीविका एवं खाद्य सुरक्षा के लिए अभूतपूर्व खतरे का संकेत हैं।
दक्षिण पश्चिम एशिया आयोग : ईरान के दक्षिण पश्चिम तट पर प्रजनन जारी हैं। वयस्क टिड्डियों के समूह खेबर पख्तुनख्वा एवं बलुचिस्तान में अंडे दे रहे हैं, जिसमें मार्च के द्वितीय पखवाड़े में फ़ाफ़े निकल आएँगे जिससे फ़ाक़ों के समूह एवं बेड बनेंगे।
पूर्वाधान : अनुसूचित रेगिस्तानी क्षेत्र में कहीं पर भी रेगिस्तानी टिड्डी को नहीं देखा गया है। फिर भी टिड्डी की वैश्विक स्थिति को देखते हुए संघन निरीक्षण कार्य जारी रहेंगे।
Awareness training programme on Desert Locust
Prepared by Locust Warning Organisation, Jodhpur (email : [REDACTED_EMAIL]) & Issued by Plant Protection Adviser, Directorate of Plant Protection, Quarantine and Storage, N.H.IV, Faridabad. Phone : +91-[REDACTED_PHONE], Fax : +91-[REDACTED_PHONE] email : [REDACTED_EMAIL],
Twitter : @LocustIndia | web | https://www.im4change.org/upload/files/Locust%20Bulletin%2C%201st%20to%2015th%20March%202020%281%29.pdf | 0.471899 | {
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Parental Engagement
Lessons from Community Schools, New York.
Dr Suzanne Sarjeant & Julie Jenkins
Lessons from Community Schools, New York
Parent Engagement Coordinator
Parental programmes
Leadership opportunities
Support matched to need
Reflect the values, cultures and needs of parents
Genuine Partnership
Action and involvement sits with the parents
Staff role
Professional Development
Parental Engagement at the heart of the Community School model
Parents are fundamental to children’s learning
Between birth and eighteen only 11% of a child’s time is spent in formal education in school.
When parents support children’s learning it can make a positive difference.
**OECD 2017**
The engagement of parents in the education process and organisation of the school needs to be improved.
**Estyn 2018**
Schools that are the most successful at raising standards for all their pupils and are closing the poverty gap encourage greater engagement with parents.
FEO Role
• Place value on PE
• Bridge the gap between home and school
• Consistent whole school approach
• Flexible approach
• Create an equitable partnership
Parent Forum
• Understanding views and needs of parents
• Developing leadership opportunities for parents
Sunshine Club
• Parents taking ownership
• Helps develop a meaningful partnership
Cwtch Cupboard
- Link to Bridgend Foodbank
- Immediate response
During lockdown.....
- Phone call: 29.2%
- Home visit: 14.1%
- Food delivery: 28.6%
- Video/face to face meeting: 21.1%
- Sunshine Club: 7%
Parental Engagement: Covid 19
- Highlighted the importance of engaging parents
- Practice has moved forward quickly
- Role FEO invaluable
- Maintaining meaningful link with parents
[REDACTED_EMAIL] | web | https://wales.britishcouncil.org/sites/default/files/3_community_schools_-_dr_suzanne_sarjeant_-_pencoed_ps.pdf | 0.420337 | {
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Walter Martial Arts Tae Kwon Do: School Rules and Vocabulary
Tae Kwon Do: A Korean martial art, which requires the use of only the hands and feet, without weapons. The main goal of Tae Kwon Do is to achieve total mind and body control.
| Aims to Achieve | Theory of Power |
|---|---|
| * Courtesy | * Speed |
| * Perseverance | * Concentration |
| * Self-Control | * Reaction Force |
| * Integrity | * Equilibrium |
School Rules:
1. Students must bow to the flags, when entering or leaving the Do-chang.
2. Students must always respect and obey all instructors.
3. Students must use the word "sir" or "ma'am" when speaking to instructors.
4. When the head instructor enters the Do-chang, the highest-ranking belt must call the class to attention and have the class bow.
5. There should be no unnecessary conversation in the Do-chang.
6. When a student must leave the Do-chang during training, he or she must first receive permission from an instructor.
7. Students must keep the Do-chang clean.
Basic School Language:
| Head Instructor- Sah-bum-nim |
|---|
| Attention- Cha-ryot |
| Bow- Kyung-nae |
| Ready- Jhoon-bee |
| Begin- Shi-jak |
| Stop- Ko-man |
| At ease- Shee-ut |
| Form- Hyung |
| Tae kwon do school- Do-chang |
| Uniform- Do-bok | | web | https://www.waltermartialarts.com/_files/ugd/6022c3_8f9134790bab41658644dfbb4d0d03a2.pdf | 0.481987 | {
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Name: ________________________________________Date: _____________________ Class: ________________
Soil Contamination Pre-/Post-Evaluation Answer Key
For the following questions, write answers in complete sentences.
1. What are the three phases of soil?
Soil consists of three phases: water, solid and air.
2. What are the types of soil?
3. Why is soil contamination a problem for people and engineers?
The four types of soil are: clay, silt, sand and gravel.
Soil contamination can leak into groundwater and surface water. U.S. citizens get 50% of their drinking water from groundwater. Soil contamination can also harm plants and animals.
4. How can soil become contaminated?
Soil can be contaminated from any of the following reasons: unregulated industrial waste disposal; agricultural forms of soil pollution such as livestock, fertilizers and pesticides; leaking underground gasoline storage tanks; septic systems; landfills; and mining activities.
5. What is a calibration? Describe one example.
A calibration is a way to find a known reference point, or set of points. For example, a smart board needs to be calibrated so your writing appears at the correct location. As another example, a scale needs to be calibrated to zero before weighing something. Also, most sensors need to be calibrated.
For the following questions, circle the best choice from the possible answers.
6. What do you call an underground location where waste is stored?
Landfill
b. Waste fill
c. Dump site
7. What is pollution?
a. Contamination is always pollution.
b. Contamination that is not hazardous to human health.
Contamination that is hazardous to human health.
8. What is a well?
a.
A pretty place for flowers to grow.
A large, deep hole in the ground that can be used to pump water out, or observe the soil and groundwater below.
c. A location where soil contamination always exists. | web | https://www.teachengineering.org/content/nyu_/activities/nyu_soil/nyu_soil_activity1_prepost-evalas_v2_tedl_dwc.pdf | 0.475239 | {
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First Maccabees
A SHORT GUIDE BY JERRY L. SUMNEY
THE CONTEXT
First Maccabees tells the story of the rise of a relatively obscure priestly family to the throne in Jerusalem. It first recounts the deeds of the Seleucid king Antiochus IV Epiphanes (175-164 BCE) that led to the Maccabean revolt. The Seleucids, descended from one of Alexander the Great's successors, ruled the Hellenistic kingdom of Syria, which included Jerusalem.
SUMMARY
In 167 BCE, Antiochus outlawed the practice of Judaism in Judea and defiled the temple by erecting a statue of Olympian Zeus in it and sacrificing a pig to it. Then he sent troops to the surrounding villages and forced the people to offer incense to other gods, thinking this would quell any revolt. When the soldiers got to Modein, they tried to convince the old priest Mattathias to sacrifice to other gods. He refused; and when another person of the town was about to comply, Mattathias killed that man and the soldier before disappearing into the crowd. The rest of the book tells of how Mattathias and his sons, including Judas "called Maccabeus," defeated their Seleucid (Syrian) overlords and established an independent nation of Israel. It ends with Mattathias' grandson, John Hyrcanus (134-104 BCE), on the throne.
DIGGING DEEPER
While this book chronicles the events of about a 60-year span, it is a thoroughly theological book. It cares more about the meaning of the events than about the accuracy of their description. As it tells the story of the success of this revolution, there are echoes of the descriptions of the original conquest of the land in the biblical book Joshua. This book also shares the perspective of the
Deuteronomistic historians that when Israel is faithful, God will save them from their enemies, but when the people are unfaithful, God will give them over to defeat.
This book is also a vigorous defense of the reign of the Hasmonean family (also known as the Maccabeans, after Judas Maccabeus). One of the reasons for the unrest in Judea that led to the crackdown by Antiochus IV was that Antiochus appointed people as high priest in Jerusalem who were not from the high priestly family. According to the story in Numbers 3:1-4 and 1 Kings 2:35, all high priests were to come from just one family of the descendants of Aaron (Moses' brother and first high priest). The Hasmonean family was not in that group, but when Mattathias's son Jonathan took over as the civil ruler (152 BCE), he also assumed the post of high priest. There was significant opposition to this move among Jews. It is probably the reason that a group of priests withdrew and established a monastic community at Qumran, near the Dead Sea. It is that group that eventually wrote the Dead Sea Scrolls.
This book takes a different viewpoint. By attributing the success of the Maccabeans to the will of God, 1 Maccabees tries to assure its readers that the taking of the office of high priest by Jonathan was legitimate. The military and political success of the Maccabeans is given as evidence that God allows this family to hold the high priesthood.
We can date this book fairly precisely. Since it knows of the reign of John Hyrcanus, it must be written near the end of it or just after it. It was written before 63 BCE because it has a favorable view of the Romans. That is not possible after 63 because in that year, the Roman general Pompey defiled the temple and brought an end to independent rule in Judea. The most likely date for the book is between 104 and 90 BCE, since one of its main purposes is to legitimate the Hasmonean (Maccabean) dynasty.
Similar to the Deuteronomistic history, 1 Maccabees approves of the killing of whole towns when they oppose the Maccabeans. It seems to agree with those earlier books that the only way for God's people to be faithful is remove the temptation to worship other gods. While such massacres are clearly unacceptable to us today, we can consider that the chief point they want to make is that faithfulness to God is more important than even life. | web | http://store.fortresspress.com/media/downloads/9781451469240_1_Macc_FINAL.pdf | 0.435861 | {
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Meeting a Tree
"Like all creatures in the natural world, trees offer an opportunity for relationship, inspiration, and information." From Keepers of the Trees by Ann Linnea
§ Relating to a tree is simple: approach it thoughtfully and stop at its drip line—the outer reach of its branches.
§ Pause and notice the particularities of this tree: admire its size, structure, and unique appearance.
§ Allow questions to rise in your mind: What birds rest in its branches? How old is it? How did it get here? How healthy is it? What gifts has it offered to the world?
§ Questioning helps you shift attention to Nature. When you have brought your mind into respectful awareness, move closer to the trunk.
§ Inside the drip line, you may begin to experience the tree's energetic field in much the same way that you register the energy of another person.
The tree creates this energetic field because it is a living, dynamic system just as we are. The tree is breathing: we are breathing. Fluids are flowing within the tree: fluids are flowing within us. We and the tree are both fully alive.
Writing with trees… lean your back against the trunk, or sit at the edge and admire. Rest. Let your mind drift. Notice what part of the tree attracts your attention—the needles or leaves, the limbs or smaller branches, the roots or trunk or canopy. Start there. Write in reverie (flow writing) or dialogue (one voice you/one voice tree as teacher or guide).
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MASTER COURSE OUTLINE
A. BIOL 2050 Pathophysiology
B. COURSE DESCRIPTION:
This course provides an in-depth study into the chemical, biological and physiological processes occurring when human homeostasis is disrupted. This course will use systemic and non-systemic approaches to study alterations in health. Assessments highlighting the cause, diagnosis and treatment of common disease conditions will be utilized. Prerequisite: BIOL 2022
(3 Cr – 3 lect, 0 lab)
C. **Core Theme: Critical Thinking
D. RIVERLAND INSTITUTIONAL LEARNING OUTCOMES:
This course addresses the following Riverland Institutional Learning Outcome(s):
☒ ILO 1: critical thinking (Core Theme Goal 2)
☐ ILO 2: awareness of the larger global community (Core Theme Goal 7 or 8)
☐ ILO 3: ethical, engaged citizenship (Core Theme Goal 9 or Goal 10)
☐ ILO 4: communication and collaboration involving communication or collaboration)
(Discipline Goal 1 and by any learning outcome(s)
E. MAJOR CONTENT AREAS:
Topics will include but may not be limited to:
* Immunity, immune-deficiencies and disorders of immunity
* Cellular Function: Cancer, genetic disorders
* Hematopoietic Function
* Respiratory Function
* Cardiovascular Function
* Fluid, Electrolyte, and Acid-Base Homeostasis
*
* Urinary Function
* Gastrointestinal Function
Reproductive Function
* Endocrine Function
* Musculoskeletal Function
* Neural Function
* Integumentary Function
* Sensory Function
F. GOALS/GENERAL COMPETENCIES AND OUTCOMES:
G. SPECIAL INFORMATION:
This course may require use of the Internet, the submission of electronically prepared documents and the use of a course management software program. Students who have a disability and need accommodations should contact Accessibility Services at the beginning of the semester. This information will be made available in alternative format, such as Braille, large print, or current media, upon request.
H. COURSE CODING INFORMATION: Course Code C/Class Maximum 48; Letter Grade
Revision date: 09/28/10; 03/22/22
AASC Approval date: 05/15/08; 03/22/22
*These five MnTC Goals have been identified as Riverland Community College Disciplines.
** These five MnTC Goals have been identified as Riverland Community College Core Themes. NOTE: The Minnesota Transfer Curriculum "10 Goal Areas of Emphasis" are reflected in the five required discipline areas and five core themes noted in the Riverland Community College program of study guide and/or college catalog. | web | https://www.riverland.edu/index.cfm/_api/render/file/?method=inline&fileID=C9762DD4-F0D7-9365-83B9BF58B65AF208 | 0.42346 | {
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Owen needs cheering up. Who will help him feel better? Find out where this Christmas Maze leads him. That will be your first clue.
Start
Santa Claus
Elf Emmy
Reindeer
Bo Bunny | web | https://bookrclass.com/wp-content/uploads/2022/11/the_christmas_maze_worksheet.pdf | 0.473364 | {
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Vom Montag, den 15. Mai, bis Mittwoch, den 17. Mai 2023, fanden im Hinterbüel und in der näheren Umgebung verschiedene Workshops zum Thema "ma passion – meine Lieblingsbeschäftigung" für die Schülerinnen und Schüler des Hinterbüel I statt.
Die Lehrpersonen boten eine vielfältige Auswahl an Workshops an, aus denen die Kinder ihre Favoriten auswählen konnten. Anschliessend wurden die Kinder den entsprechenden Kursen zugeteilt. Dadurch entstanden alters- und klassenübergreifende Gruppen, die jeweils einen Vormittag lang gemeinsam einen Workshop besuchten. Es wurden Workshops zu Sport, Spiel, Kunst und Kochen angeboten – für jeden Geschmack war etwas dabei! Sowohl den Kindern als auch den Lehrpersonen hat diese etwas andere Unterrichtsform sehr gut gefallen und viel Spass gemacht. Das Arbeiten in den altersgemischten Gruppen wurde von allen als äusserst positiv und bereichernd empfunden.
In der 5. Klasse haben wir ein Backprojekt durchgeführt. Wir haben Kekse gebacken und die Rezepte in Mathe angewendet.
The children had a great time at the forest school. They enjoyed making bread, cooking sausages and building dens.
Tagesziele:
- Ich kenne Methoden zur Herstellung von Blütenwasser (Wasserdampf-Destillation, Kondensation).
- Ich forsche zu den Heilpflanzen Lavendel, Melisse und Kamille.
- Ich stelle ein Blütenwasser, einen SOS-Balsam und einen Kissenspray her.
- Ich beschrifte meine Produkte und weiß, worauf ich dabei achten muss.
- Ich erstelle ein Booklet mit dem Inhalt: Wasserdampf-Destillation, den 3 Heilkräutern und mit 3 Rezepten.
Blütenzauber
SOS Balsam
17.5.2023 - 17.5.2025
Blütenwasser
17.5.2023 - 17.5.2025
Kissenspray
The students enjoyed making bracelets and necklaces with beads.
The students had the opportunity to learn about handball and play some games with the help of the local handball team.
The workshop was divided into two parts: a creative session and a discussion session.
In the first part, the students were invited to create their own drawings on large sheets of paper. They were encouraged to use different materials and techniques to express their ideas and emotions. The walls were covered with colorful drawings, creating a vibrant and dynamic atmosphere.
In the second part, the students were invited to discuss their drawings and share their thoughts and experiences. They were encouraged to listen to each other and to ask questions. The discussion was lively and engaging, with students sharing their perspectives and insights.
Overall, the workshop was a success, providing a valuable opportunity for the students to explore their creativity and to engage in meaningful discussions.
The students were very engaged in their work and enjoyed the opportunity to learn about circuits and coding through hands-on activities. They were able to see how the concepts they learned in class could be applied in real-world situations, which helped to deepen their understanding of the material.
The students also had the opportunity to collaborate with their peers and share their ideas and insights. This helped to foster a sense of community and teamwork among the group, which is an important skill for success in any field.
Overall, the students had a great time at the workshop and left with a newfound appreciation for the power of technology and the importance of critical thinking and problem-solving skills.
Les élèves ont réalisé des cartes de vœux pour les personnes âgées de la maison de retraite. | web | https://schulewangen.ch/images/pdf/projekttage_23.pdf | 0.431483 | {
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Practical Woodworking
The course will allow you to develop manual skills through the use of a wide range of tools, machines and materials. Also you will develop safe working practices and knowledge of sustainability issues. So if you have enjoyed working in the workshop and would like to learn more about manufacturing with wood in a completely practical course producing models then this is the course for you.
Note – Although the majority of the course is workshop based there are elements that will be completed within the classroom
Course is split into 4 Sections
Unit 1 – Carcase Construction
Unit 2 – Flat Frame Construction
Unit 3 – Machining & Finishing
Added Value Unit or Assessment
Practical Woodworking has 2 levels National 4 & National 5
Examples of Work include
Lidded Box
Toolbox
Blackboard with Easel
There are completed models for you to look at including the final project | web | http://stjohnshigh.ea.dundeecity.sch.uk/copy_of_dept-template/copy6_of_dept-template/subject-choice-information/practical-woodworking-course-info | 0.437824 | {
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VISWABHARATI - GUDIVADA RAPID FIRE ROUND TEST
WORK SHEET - 3
Syllabus: Ch – 17,19,20,21,22
Class: X
Subject: Social
Time: 1Hr
Marks: 25
Name__________________________________ Class/Sec: ______________________ Roll No: ________
I. Answer the following Questions.
5 × 4 = 20
1. Describe the Unitary and Federal principles of Indian government as discussed in the CA debates.
2. What do you think on the eligible criteria for free legal services and nature of cases under this act?
3. Observe the following graph and answer the questions.
a) Expand and USSR.
b) In 1985 which country has highest number of war heads?
c) How many war heads USA had by 1985?
d) Name the cause behind increase in nuclear stockpiles after world war – II.
4. Read the following information and answer :
a) Who implemented mandal commission report? What was it?
b) Expand NDA and UPA.
c) Name the Prime Minister introduced economic liberalization in India.
d) Write the names of two regional parties. In which states they belong?
5. Observe the map and answer the following:
a) What does the map show?
b) What do you mean by multipurpose project?
c) Which movement was started against dams on Narmada river?
d) Who was the leader of this movement?
II. Locate the following :
6. A) 1) Germany
(OR)
B) 1) Pacific Ocean
2) Egypt
2) Japan
3) USA
3) Nigeria
4) Portugal
4) Italy
15 = 5
5) Atlantic Ocean
5) India | web | https://www.viswabharati.org/images/social-work-sheet-03-june.pdf | 0.42187 | {
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Smarter Balanced Assessment Item Illustrating 4.G.A.3
© ITEM RETRIEVED WITH PERMISSION FROM THE SMARTER BALANCED CLAIM 1 ITEM SPECIFICATIONS AVAILABLE FROM HTTP://WWW.SMARTERBALANCED.ORG/ASSESSMENTS/DEVELOPMENT; ACCESSED NOVEMBER 2017. PLEASE CONTACT SMARTER BALANCED DIRECTLY FOR ADDITIONAL INFORMATION ON TERMS OF USE.
Answer Key
Student creates correct line of symmetry for the figure.
Elaboration on Alignment
This item targets the part of standard 4.G.A.3 that calls for students to recognize line symmetric figures and draw lines of symmetry. By including the option for the student to choose "none" to show when there are no lines of symmetry, the item is able to target both requirements for students to first recognize a figure as line symmetric and then to create lines of symmetry for figures that have one or more.
Learn More
Learn more with the MATH Assessment Item Alignment Modules at www.achievethecore.org. | web | https://achievethecore.org/content/upload/SBAC_4.G.A.3.pdf | 0.446881 | {
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Cat Deterrents
Tips to discourage community cats from making your home their home!
Cats communicate with scent. Using smells to control cats can be very effective at keeping them away.
- Citrus scents such as fruit peels, juice, oils, or sprays can deter cats from your yard.
- Spray white vinegar in problem areas.
- Scatter Shake-Away (natural predator scent), cayenne pepper, or coffee grounds in the areas you’ve seen cats.
- Outdoor odor eliminators can be mixed in spray bottles or attached to garden hoses and sprayed in your flower beds to rid those areas of familiar animal scents that attract cats.
- Use positive reinforcement and plant catnip away from the problem areas, which will attract cats to locations outside of your gardens and flower beds.
Natural deterrents work! Beautify your garden as well as discourage cats from living there.
- Plant rue, lavender, lemon thyme, pennyroyal, or Coleus caninus (also called “Scaredy Cat Plant”) which are known to naturally deter cats.
- To prevent digging, use forks, chopsticks, or small river rocks in the areas you’ve found holes, or even as a border to your flower beds.
- Lay chicken wire, plastic carpet runners, or cat scat mats in flower beds where you’ve seen cats. As with weed barriers, openings can be cut in these so plants and flowers can still thrive and be enjoyed around your house.
- Motion sensors that spray water, emit sound, or release short bursts of air can also be placed around your home.
Any questions or comments? Contact our Community Cat Officer for more information:
- Officer M. Hansen, Community Cat Officer | [REDACTED_EMAIL]
- Animal Care of Davis County | 1422 E 600 N | Fruit Heights, UT 84037 | [REDACTED_PHONE] | web | https://www.co.davis.ut.us/docs/librariesprovider14/default-document-library/cat-deterrents.pdf?sfvrsn=eb4fe053_3/ | 0.480844 | {
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Culture thinking – 90 min
Host: Company name. Presenter: Steliana Economu
What is Culture?
• How would you define “culture”?
Culture is:
- Shared set of values and beliefs.
- Values and beliefs that are clear if you belong to that culture and unclear if you do not.
Watch: Avoid Stereotypes While Communicating
Generalisation and Stereotypes: The Bell Curve
“Most people from this culture are…”
“All people from this culture are…”
• Stereotypes do not allow for individual differences and generalisations as cultural profiles do.
• Thinking in stereotypes can inhibit your understanding. Being more flexible and open about differences is important to improve the understanding about others.
Why Two Cultures Collide...
**Behaviour**: What is said and done
**Values**: Beliefs about what is the right thing to say and/or do
Values drive our behaviour and how we interpret others’ behaviour. Others’ behaviours may come across strange or wrong to us. However, values are always positive. So… **Always assume positive intent!**
## Introduction of the GlobeSmart Dimensions | web | https://mothersasleaders.com/wp-content/uploads/2020/11/culture.pdf | 0.448987 | {
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Name:
Teacher:
Grade:
Water Fun:
- Bring a full water bottle with you wherever you go- this way you will never be thirsty.
- See who can drink the most water in your family in one week. Hang up a chart on the refrigerator and have everyone track what they drink!
- If you don't have them, you won't drink them! Try your best to not buy sugary drinks at the store. This can help the whole family!
- Keep a pitcher of water in your fridge at all times! Drinking cold water tastes better. Try adding fruit to your water to make it more fun. See the recipe below.
60 Minute Give-Away:
Take 60 minutes and help a neighbor with chores. Help with yard work, painting, cleaning, etc.
Recipe: VERY BERRY WATER
Ingredients:
- ¼ Cup blueberries
- ¼ Cup raspberries
- 8 oz. water
- Ice
- Fork or potato masher
Recipe:
- Add the fruit to your cup
- Gently mash the fruit down with your fork or potato masher until some juice has leaked out
- Add water and ice to fill up your cup
- Enjoy!
All about Water
Everyone needs to drink water to be healthy and stay strong!
Draw a line between the items below to match the item on the left to how much water they need a day.
Ounces of water
Gallons of water | web | http://www.fitnessforkidschallenge.com/documents/2018-19/2018-19%20May%20Family%20Newsletter%20K-2-%20DUAL.pdf | 0.425836 | {
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Konverzační témata AJ 2022
Kategorie G III.A
1. Mass Media of Communication, Advertising, Internet, Virtual Reality
2. Culture Bite, Places of Entertainment, the Arts, Leisure Time Activities
3. Travelling, Going on Holidays, Transport, Benefits and Drawbacks of Tourism
4. Health Issues, Medical Care, Tomorrow´s World of Medicine, Smoking and Addictions, Healthy Lifestyle
5. How We Live, Culture Shock, Housing, Architecture, At Home
6. Food and Eating Out, Going „Green" with Food, Eating Habits, Traditional Food Linked to Holidays
7. Seasons of the Year, Weather and Climate Change
8. Problems in Society, How to Be Environment-Friendly, Wildlife and Nature, Animal Rights, Global Problems of Today´s World, Charity
9. Sports and Games, Keeping Fit, The Olympic Idea, Health Hazards, Extreme Sports, Stimulant Drugs in Sports, Sport and Money
10. Shopping and Services, Consumer Society
11. Clothes and Fashion Trends, Image, Character Description, My Look in the Mirror
12. The Course of Life, Generation Gap, Love, Friendship, Identity, Marriage
13. Holidays, Festivals, Traditions, Stereotypes, Characters
14. My Hometown, Village and Its Surrounding Area, Country and City Life
15. Our School, My Comment on Our Educational System, Traditional Schools in English Speaking Countries, The Importance of Learning Languages, Career Paths
16. Moral and Ethical Questions of These Days, Taboos: Euthanasia, Teenage Rebellion, Gay
Families, Rich and Poor, Abortion, Death Penalty, …..
17. Prospects of Future, My Crazy Vision of Future, Steps Ahead in Science and Technology, New Frontiers in Space Exploration
18. Survey of Current National and International Affairs, the News | web | https://www.gjszlin.cz/gztgm/dokumenty/predmety/anj/konverzacni-temata-giiia-2022.pdf | 0.424104 | {
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Day 23 Aug. 16 – At Sea – on to Torshavn Faroe Islands – Cruise Critic Meeting – Michael Millwood – David Smith
The day started with the Maasdam cruising north in the Atlantic Ocean towards Torshavn in the Faroe Islands where we will arrive tomorrow morning. There was a light rain and continuation of the bumpy ride that we had all night. As the day wore on the weather and sea improved and by noon we had calm sea and sunshine.
Cruise Critic Meeting: At 10am Louise (happyglobetrotter) opened our last Cruise Critic meeting of the Voyage of the Vikings. About 30 people attended in the meeting in the Crow's Nest. Louise introduced Bill and Betsy (amicus). They are two new Cruise Critic members who had boarded the Maasdam in Rotterdam. Larry (webecruisnnow) said the private tour he had put together in Reykjavik was fully booked and the agent preferred to be paid in Euros. We then all expressed our appreciation to Louise for serving as the coordinator of Cruise Critic meetings and the luncheon during the 2009 Voyage of the Vikings. Here are some photos taken of a few of the people attending the gathering.
A few more general comments were made and then the meeting broke up into small groups as we all got more acquainted with fellow Cruise Critic fans.
During the meeting a good omen in the form of a rainbow appeared on the port side. We all wondered how far under the surface we would have to look to find the pot of gold.
Michael Millwood: There were two sessions of Exploration Speakers today in the
Rembrandt Lounge. These are part of a series presented by experts to provide background information about the geology and history of the part of the world explored in the Voyages of the Vikings. First was Michael Millwood, shown on the right, who discussed the causes and results of voyages by Norwegians in the years around 870 AD. He said that most of these people were not the Vikings who raided and
plundered Europe but were settlers who established farming communities primarily in Iceland.
He described one explorer named Flock whose adventures were described in Nordic sagas. Flock depended on a capability of ravens to detect when land was near and to fly in the direction of the land. He would take ravens on his exploration voyages and periodically turn one of them loose. If he was far from land the raven would return to the ship. However, if the raven detected land in the distance it would fly in the direction of the land and Flock would then sail a course in that direction. The sagas say that is how he discovered Iceland. The ability of ravens to perform in this manner is another item to be added to the list of research topics when we return home.
David Smith: The second speaker was David Smith, shown on the left, who discussed the geology of the Atlantic Ocean basin. Specifically he discussed the forces active along the rift that exists on the floor of the Atlantic Ocean and extends across Iceland. The volcanoes of the rift as well as the glaciers have had a major role in shaping the geology of Iceland.
These activities as well as attention to the blog took up most of the day. The dress for dinner was formal so as a special touch there was an ice sculpture of a dolphin to greet us in the upper Rotterdam Dining Room.
The steward who keeps us all germ free gave Barbara a squirt of Purell as we entered the dining room.
It was a quiet day at sea. Tomorrow we will be touring the village of Torshavn on the Faroe Islands. We expect to be docked in Torshavn about 8am tomorrow. | web | http://2009voyageofthevikings.thestansfields.com/124-Day%2023%20Aug.%2016,%20At%20Sea%20-%20Cruise%20Critic%20Meeting%20-%20Michael%20Millwood%20-%20David%20Smith.pdf | 0.501933 | {
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DESCRIPTION
This course is an introduction to foreign language classroom teaching for instructors who wish to teach exclusively in the target language; want a student-centered rather than teacher-centered classroom; believe that purposeful and meaningful interaction is essential for learning/acquisition to occur; want their students to cognitively engage with the material; and want to create a learning environment in which students feel comfortable interacting with the instructor and their peers.
OBJECTIVES
The first half of the course focuses on background knowledge:
- Fundamental theories, concepts and frameworks in SLA
- A brief overview of a selection of FL teaching methodologies.
- Profiles of learners and instructors.
- Lesson planning.
- Classroom management (Common problems and sound advice).
- Instructional guidelines (ACTFL and The Common European Framework).
The second half of the course focuses on practical skills:
- How to plan and deliver lessons
- How to assess students’ progress
- How to use technology in the classroom
- How to work with parents and colleagues
- How to deal with difficult situations | web | http://usspeaksitalian.org/sites/default/files/articoli_presentazioni/flyer_course_ohio_university.pdf | 0.44248 | {
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Rainbow in a Jar
What is density?
Density is mass per unit volume, but what does that mean? All matter is made up of tiny things called molecules. The more molecules and the closer together the molecules are, the higher the density. Think about marbles in a cup, 10 marbles in a cup will be closer together and heavier than 3 marbles in the same size cup. Now imagine this... If you were to drop a bowling ball into a pool, the ball would sink quickly to the very bottom. The ball is more dense than the water. If you were to drop a piece of paper into a pool, the paper would float on top of the water. This is because the paper is less dense (has less molecules) than the water.
The Experiment
Create a rainbow in a jar experimenting with different densities of liquids. Tip the clear jar slightly and pour the liquids so that they run down the side of that jar. This will help keep the liquids from combining. It also may help waiting for 1-2 minutes between pouring the liquids to allow time for them to set.
Directions
Dinner Talk
Extra Enrichment
* Which liquid stayed at the very bottom of the jar? What does this mean?
* List the colors from most dense to the least dense.
* Which liquid remained at the very top? What does this mean?
* After observing the rainbow liquids, shake the jar. What happens? Wait a couple hours and observe the jar again.
* Try this: Pour water in a clear cup so that it is ¾ of the way full. Then pour in cooking oil to the top of the cup. Which liquid is more dense? The water or the oil? Next, drop some food coloring into the cup. What happens to the food coloring in the oil? What about when it sinks to the water? What does this say about the food coloring's density? | web | https://nc4hcurriculum.org/wp-content/uploads/2020/10/Rainbow-in-a-Jar-v4.pdf | 0.434993 | {
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Dragon Home Quick Start Guide
Choose your microphone
If applicable, connect your microphone (if you're simply using your PC's built-in microphone, Dragon will detect it).
Dragon will list the microphones that are available to your PC, indicating which one is active.
Choose the microphone to use.
Install Dragon
1. Exit any open program. If an antivirus program is running, turn it off until after the installation ends.
2. Put the Dragon DVD into your PC or open your download file.
3. Enter the serial number found on the DVD sleeve or, for a download, in the email you received.
4. Click Next, accepting all the recommended options.
Once installation ends, start Dragon (double-click its icon on the Desktop).
Create a user profile
Complete the Interactive Tutorial
The first time you start it, Dragon guides you to create the best possible user profile for you.
A profile is a set of files that store information Dragon uses to transcribe what you say, such as how you sound. Your profile will become more and more precise the more you use Dragon.
For details, click the Help icon on each screen.
These short progressive simulations develop essential skills including:
l modifying text
l
saying commands
l changing a hotkey or other setting
l adding a personal word
At any time, you can exit the Tutorial then return through the Help menu.
Open the Help
Make Dragon listen... or not
On: Dragon is listening
One can control Dragon's microphone by:
Off: Dragon can't hear anything
l Clicking its icon on the DragonBar or System Tray.
l Pressing its hotkey (by default, the + on the numeric keypad).
l Saying commands such as "Wake up" and "Microphone off."
Ensuring Dragon listens when desired is an important habit!
Your first dictation
Open Microsoft Word, Notepad, or DragonPad. Make sure the cursor is in the document, turn on the microphone and dictate a few sentences. Say punctuation (comma, question mark, etc.) and the command "New paragraph".
The Help includes tips and instructions, including use on the Web and troubleshooting.
Click the DragonBar's question mark icon ( ) then select Help Topics.
As you speak, a small icon indicates that Dragon is processing. No need to wait for Dragon to "catch up." Use a natural pace and tone. Speaking in longer phrases gives much better results than halting speech.
Correcting errors
Though you can boost accuracy by personalizing the vocabulary, some errors will occur. Dragon will learn from them if you correct them, which it lets you do several ways.
When Dragon misrecognizes what you just dictated, you can say "Correct that".
This displays the Correction Menu, which lists alternatives.
If the correct alternative is on the list, choose it.
If not, say "Spell that" to open the Spelling window, where you spell or type what Dragon should have written, or modify an almost-correct alternative.
Punctuation
Numbers, dates, times, units, prices
1 Wayside Dr.
For details on numbers, hyphenation, or automatic formatting, see Dragon's Help.
Sample commands
Pause before and after commands but not within them.
Note: To click a button, menu or other item, simply say its name preceded by "Click" (see the Options dialog).
Control the microphone
Get help
Go to sleep | Stop listening
Wake up
Microphone off
Select text
Select all
Select <xyz>
Select next <n> words
Select previous paragraph
Unselect that
Correct Dragon's errors
Correct <xyz>
Correct that
Move the insertion point
Insert before | after <xyz>
Go to top | bottom
Go to end of line
Go back
Move left <n> characters
Page up | down
Move in a list
Move down <n>
Press Enter
Press right arrow
Work with windows
Give me help
What can I say
Show formatting commands
Edit text
Resume with <xyz>
Delete line
Delete last <n> words
Scratch that <n> times
Backspace <n>
Undo that
Cut that, Paste that
Show Dictation Box
Spell out
Spell that
Spell <cap b a hyphen 5>
Spell <space Charlie alpha papa>
Add lines and spaces
New line | paragraph
Press Enter, Tab key
Tab <n> times
Format
Bullet selection, Unbullet that
Bold the previous line
ALL CAPS ON
Switch to <window name>
Show Desktop
List all windows
Minimize window
Restore windows
Move the mouse
Move mouse up
Move mouse right
Move mouse down slower
Stop
Start and close items
Click the mouse
Click Start
Start <item name>
Start Mail | DragonPad | Microsoft Word |
Internet Explorer
Open Control Panel
Close window, Press alt F4
Mouse click
Mouse double click
Mouse right click
Learning more
At first, focus on getting used to dictating fluidly and personalizing the vocabulary to include the unusual words you need.
Progressively, you'll use more capabilities. Explore tools and settings as needed.
You can always:
l say "What can I say"
l search the Help with a direct command such as "Search Help for hotkey options."
l click the ? and return to the Tutorial.
Resources on the Web include the latest hardware, support and notes. See www.nuance.com/dragon.
Copyright © 2018 Nuance Communications, Inc. All rights reserved. Nuance, Dragon, the Dragon logo, the DragonBar and NaturallySpeaking are trademarks or registered trademarks of Nuance Communications, Inc. or its affiliates in the United States and/or other countries. All other names and trademarks referenced herein are the trademarks or registered trademarks of their respective owners. | web | https://cdn.cnetcontent.com/86/05/86050378-13f2-4e59-9375-703254d95add.pdf | 0.484289 | {
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Name: ______________________________
Date: ___________________
Pythagorean Theorem Review Sheet
1.)
2.)
3. For each question below, determine the length of the unknown side. Show all of your work.
5. Use the Pythagorean Theorem to prove whether the three sides given represent a right triangle.
a.) 1, 2, 3
b.) 15, 36, 39
For each word problem below, draw a diagram to help solve. Round your answer to the nearest hundredth where necessary.
6. A ladder is leaning up against a house. The foot of the ladder is 2.5 feet from the house. The ladder is 8 feet long. How far up the side of the house does it reach?
7. A rectangle is 6 feet long and 11 feet wide. What is the length of the diagonal of the rectangle?
8. John walks 10km north and then 15 km east. How far is he from his starting point? | web | https://www.prealgebra.org/uploads/2/3/6/8/23681988/pythagorean_theorem_review.pdf | 0.505631 | {
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In Science we are learning about animals including humans. We are learning about life-cycles of different animals and that some offspring look like their adults and others donÕt. We are also learning about the 3 basic needs for survival and the importance of exercise and healthy eating.
In P.E we are practising and refining our athletics skills as well as improving our aim for field throwing events.
In PSHE we will be thinking about money, where it comes from and what it is used for. We will also be thinking about transition and times of change in our lives, focussing on things we have enjoyed and things we are looking forward to.
In Geography we will be applying the geographical knowledge and skills we have learned over the last 2 years to answer a geographical enquiry question – Is Windlesham a good place to live?
Summer 2 Fireflies and Ladybirds
In DT we are learning about a balanced diet. We will identify the different food groups and describe the taste, texture and smell of certain foods. We will consider different taste combinations when designing and making a wrap which we will then evaluate.
In Computing, we are developing our coding skills. We are learning to use technical vocabulary to explain what we are doing and that if code does not execute properly then we need to debug it.
In Music we will be learning to create rhythms, identify the structure of a piece of music and describe whether a musical texture is thick or thin. We will explore ways of writing down different textual layers and compose music with several layers. | web | https://www.windlesham.surrey.sch.uk/_site/data/files/documents/curriculum/topic-webs/AC82B59DD8789D5C9C05F7DD4D8A8544.pdf | 0.508983 | {
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Primary Education in Pupil’s Imagination
Mathematics
Reading
Augmented Reality
Wonderful Fantasy Worlds
Writing
School by Play
Unique Teaching Platform
An excellent solution how to increase and keep the children’s focus up by involving and taking advantage of children’s imagination and thus making use of intrinsic motivation
Intrinsic Motivation
Created by Anton Benčič & Mário Šajgalík | web | https://www.fiit.stuba.sk/buxus/docs/IIT.SRC/2011/10-bencic-sajgalik.pdf | 0.426996 | {
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Edition 29
Make sure you are counted! Moore County Census will begin March 1st.
The census is more than just a head count—it can shape many different aspects of Moore County. Results are used to help determine:
How more than $400 billion in federal funding is distributed to states and communities. These funds are spent on schools, hospitals, roads, public works and other vital programs.
The number of seats each state gets in Congress.
How state and local officials draw boundaries for congressional districts, state legislative districts and school districts.
In preparation for the March mailing, community meetings have been scheduled in the next few weeks for the public to learn more about the census, including job opportunities:
Wed, Feb. 5, 10-11 a.m., Moore County Ag Center, 707 Pinehurst Ave. in Carthage;
Thu, Feb. 6, 12-7 p.m., Northern Moore Family Resource Center, 116 Horner St. in Robbins
Tue, Feb. 11, 6-7 p.m., Pinebluff Town Hall, 325 E. Baltimore Ave. in Pinebluff; and
Thu, Feb. 13, 6-7 p.m., Crains Creek Fire Dept., 4525 Lobelia Rd. in Vass.
It's critical that you're counted. By April 2020, households will receive an invitation to participate in the census. You'll then have three options to respond:
1. Online (for the first time!)
2. By phone
3. By mail
If you are filling out the census for your household, you should count anyone who is living there as of April 1, 2020. This includes anyone who is living and sleeping there most of the time. Get details on how to count young children and how to handle special circumstances here.
The Moore County Planning Department has been tasked with working with the US Census Bureau to increase awareness of the 2020 Census and increase census participation. Please visit Moore County Planning & Transportation's Facebook page or go to Census Partners for more information. Click here for information on employment opportunities. Click here for a list of the Complete Count Committee members.
Do you hav e a lov e for historic buildings & structures? We hav e a v olunteer opportunity for you!
If interested in serving on the Historic Preservation Commission, please fill out an Advisory Board Application and return the completed application to Town Clerk Regina Rosy. Applications can be mailed to PO Box 785, Aberdeen, NC 28315; emailed to [REDACTED_EMAIL]; or brought to Town Hall located at 115 N. Poplar Street, Aberdeen.
Street Resurfacing Project
The Town Board awarded the bid for the 2019-2020 Street Resurfacing Project at the January 27th Board Meeting. The streets to be resurfaced include:
Page Street - from Saunders Ave. to Keith St.
Pine Street - from Main St. to Maple St.
Sun Road - from US Hwy 1 to Robinwood Rd.
Guybo Road - from Jones St. to the dead end
Magnolia Avenue - starting at Johnson St. and the entire length of the roadway.
The work on the roads has begun and will continue until the second week of February (weather permitting). If you travel in these areas, please be cautious of workers and plan your trip accordingly.
If you have any questions about the Street Resurfacing Project, contact Public Works at [REDACTED_PHONE].
Spring Break Camp Registration is Open
The Parks & Recreation Department is currently taking registration for Spring Break Camp. Camp will run during Moore County's spring break week. Campers will take field trips around the county and enjoy several fun activities. Campers will need to bring their own lunch, snack, & water each day. Camp is for children ages 5 - 12.
Camp Dates: April 6th - 9th
Hours: 7:45 a.m. - 5:30 p.m.
Location: Recreation Center
Cost: $85 - residents and $130 - non-residents
More details and a registration form can be found here.
*Summer Camp registration will open February 17th.
Want to Work for the Town or Know Someone Who
Does? | web | https://www.townofaberdeen.net/files/documents/Edition29135124541013020PM.pdf | 0.476462 | {
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schuylerbailar harvard2019
the first transgender NCAA D1 men's athlete
Speaker Introduction – Middle School
Pronunciation: Sky'-ler Bāy'-lär
Schuyler Bailar graduated from high school as a straight-A student and an award-winning swimmer. He was recruited by many top colleges in the country and eventually committed to swim for Harvard University.
Schuyler swam by the time he was 1 and competed in his first meet at 7. By 15, Schuyler was ranked one of the top breast stroke swimmers in his age group. In high school, Schuyler's Relay Team broke a national record as the fastest relay team of its kind – ever.
In 2015, Schuyler realized he was transgender and had to choose between giving up the success he had swimming as female or start over swimming as himself – as a man. He chose to be himself and became the first transgender athlete to compete in any sport on a Division 1 college men's team.
His story has been in the news and on TV, in The Washington Post, 60 Minutes and The Ellen Show.
He is here today to share his journey with you.
He will start by telling us his story, but he really wants to have a conversation with you – so get your questions ready.
Please join me in welcoming Schuyler Bailar.
@pinkmantaray
*
www.pinkmantaray.com photo by gail farris
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Greely Gardeners Group
Newsletter
November 2006
GREELY GARDENERS CALENDAR:
Wednesday, December 6, 7:00 p.m. Greely Community Centre. GGG's Christmas Supper...
Plans are well in hand for the annual Christmas pot-luck supper. So far almost 40 members and guests have indicated they will be coming, so it should be a great night. There's going to be lots of food. Dishes and cutlery will be provided. Christmas music, great company and door prizes. Remember the event starts at 7:00, and it wouldn't hurt to be there a few minutes early.
Reminder! If by any chance you are planning to attend but you forgot to sign up, it's not too late. Give Shelagh a call right away at [REDACTED_PHONE] and she can let you know what she'd like you to bring.
Thursday, January 4, 7:00 p.m.Greely Community Centre. GARDENING Q&A WITH PETER AND JOAN KNIPPEL, of Peter Knippel Nursery on Bank Street. If you have gardening questions (and who doesn't?) now is your chance to get answers from the knowledgeable Knippels, so come prepared.
Thursday, February 8, 7:00 p.m. Greely Community Centre. USING SHRUBS IN GARDEN DESIGN. Most of us have at least a few shrubs in our gardens. But making full use of them to enhance the design of your garden requires both art and science. Our own Alison Whitlock, of Flower Buds Nursery, will give tips on how to choose and position shrubs for maximum effect, and how to maintain them so that they don't take over your beds.
Thursday, March 8, 7:00. Greely Community Centre. Spring is coming and soon it will be time to do something about those overgrown trees and shrubs that you meant to tackle last Fall. Help is at hand as the ever-popular Lee Boltwood, Master Gardener, returns to give us a hands-on demonstration of pruning techniques.
NOTE: Our first three meetings of 2007 are on Thursday nights, not the usual first Wednesday. This is to avoid having to compete with the joyful sounds of The Greely Players, who rehearse in the hall next to ours on Wednesday nights.
Wednesday, April 4, 7:00 p.m. Greely Community Centre. ORNAMENTAL GRASSES. Guest speaker: Phil Reilly, from Reilly's Country Gardens. Phil is an expert on this topic, and his illustrated talk is one you won't want to miss.
Wednesday, May 2, 7:00 p.m. Greely Community Centre. THE FLETCHER WILDLIFE GARDEN. Guest speaker: Sandra Garland. An introduction to this unique Ottawa attraction right next door to the Arboretum. Sandy will take us on a virtual tour of the garden and give some tips on how to attract wildlife to your own garden. She's also offered us a live tour of the garden in June. More about that later.
OTHER UPCOMING EVENTS
Osgoode Garden Club meets on the third Wednesday of the month, 7:00 p.m. at the Osgoode Library on Main Street. For information call Louise Boudreau 826-0385.
Russell and District Horticultural Society meets on the third Monday of the month, 7:00 p.m. at the Legion Hall, corner of First Street and Legion Lane.
Manotick Horticultural Society meets on the second Monday of the month in the RCMP Club House off Nicholl's Island Road. For information contact Mary Kealey at 823-1658.
TIP OF THE MONTH .
HOUSEPLANTS ARE GOOD FOR YOUR INDOOR SPACES .... AND OUTER SPACE TOO!
In the late 1980s, a study by the American space agency NASA and the Associated Landscape Contractors of America (ALCA) concluded that common houseplants such as bamboo palms and spider plants not only make indoor spaces more attractive, they also help to purify the air by removing polluting chemicals!
While it was originally intended to find ways to purify the air for extended stays in orbiting space stations, the study proved to have implications for us down here on Earth as well.
Newer homes and buildings, designed for energy efficiency, are often tightly sealed to avoid energy loss from heating and air conditioning systems. While it's a well known fact that plants convert carbon dioxide into oxygen through photosynthesis, the NASA/ALCA study showed that many houseplants also remove harmful elements from the air. NASA and ALCA spent two years testing 19 common houseplants for their ability to remove common pollutants from the air.
Most houseplants are adapted to tropical areas, where they grow beneath dense leafy canopies. So they are ultra-efficient at capturing light and in processing the gases necessary for photosynthesis. They can also absorb other gases, including potentially harmful ones. The NASA study tested primarily for three chemicals: Formaldehyde is used in many building materials including particle board and foam insulations. Additionally, many cleaning products contain this chemical. Benzene is a common solvent found in oils and paints. Trichloroethylene is used in paints, adhesives, inks, and varnishes.
While NASA found that some of the plants were better than others for absorbing these common pollutants, all of the plants had properties that were useful in improving overall indoor air quality. NASA also noted that some plants are better than others in treating certain chemicals. For example, peace lily and bamboo palm were effective at treating all three chemicals, as was gerbera daisy, although it is not a true houseplant. Mother-in-law's tongue, the dracaenas warneckei and marginata, golden pathos and green spider plant worked well for filtering formaldehyde. Here is NASA's list of the most effective plants for treating indoor air pollution:
Peace lily (spathiphyllum 'Mauna Loa'). Bamboo or reed palm (chamaedorea sefritzii). Gerbera daisy (gerbera jamesonii). Heartleaf philodendron (philodendron scandens 'oxycardium'). Elephant ear philodendron (philodendron domesticum). Cornstalk dracaena (dracaena fragrans 'Massangeana'). English ivy (hedera helix). Spider plant (chlorophytum comosum). Janet Craig dracaena (dracaena deremensis Janet Craig). Warneck dracaena (dracaena deremensis Warneckii). Weeping fig (ficus benjamina). Golden pathos (epipiremnum aureum). Selloum philodendron (philodendron selloum). Chinese evergreen (aglaonema modestum). Snake plant (sansevieria trifasciata). Red-edged dracaena (dracaena marginata).
For an average home of under 2,000 square feet, the NASA study recommends using at least 15 samples of a good variety of these common houseplants to help improve air quality. They also recommend that the plants be grown in six-inch containers or larger. | web | http://greelygardeners.ca/nwsltr200611.pdf | 0.486007 | {
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Start now. Learn how.
All students must complete 40 hours of community involvement to graduate with a diploma. You can start accumulating hours in the summer before grade 9. Try to complete your 40 hours by the end of grade 10.
Think of volunteering as an opportunity to learn more about yourself and possible career opportunities. Gain self-confidence and work experience that will help you get jobs in the future.
It’s up to you
You are responsible for finding and completing the 40 hours. Your school will provide some support, but it’s up to you to find the activity that best suits you. Ask your family for help!
Getting started
1. Find an activity that matches your interests—if you like sports, volunteer to coach a local kids’ team.
2. Visit the Peel board website—www.peelschools.org, under Students—for specific information about 40 hour community service. Check to see which activities count toward your volunteer service.
3. Involve your parents—they have a responsibility to look into the potential placement and to know who will supervise you, and under what conditions.
Keeping track of your hours
After choosing a volunteer activity, you and your parents will complete an Activity Record Form. You can get one from Student Services at your school or www.peelschools.org under Students.
You will need to:
• Complete the first section of the form called Notification of planned community involvement activities and list the volunteer work you are planning to do.
• Photocopy your form in case you lose the original.
• Fill out the second section of the form called Completion of community involvement activities. This is your “work diary”—list the activities you’ve completed. And remember to include signatures from your supervisor, and make extra copies in case you lose the original.
• Have your parent/guardian sign the form and hand it in at school so it can be recorded for completion once you’ve completed your 40 hours.
Want to know more?
• Talk to your guidance counsellor.
• Visit the “Student Stuff” section of www.peelschools.org or www.makingmyway.ca.
• Contact Volunteer MBC, a centre that fosters and encourages volunteerism in Peel region—call [REDACTED_PHONE], email [REDACTED_EMAIL], visit www.volunteermbc.org.
Find out:
• how to get started
• what activities count
• how to track your hours
Visit www.peelschools.org or www.makingmyway.ca. | web | http://schools.peelschools.org/sec/centralpeel/SiteCollectionImages/40%20hours%20flyer.pdf | 0.425426 | {
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Found Poem Instructions
Instructions adapted from "Found and Headline Poems" from Getting the Knack: 20 Poetry Writing Exercises by Stephen Dunning and William Stafford.
1. Carefully re-read the text and look for 50–100 words that stand out in the prose passage. Highlight or underline details, words, and phrases that you find powerful, moving, or interesting.
2. On another sheet of paper, make a list of the details, words and phrases you underlined, keeping them in the order that you found them. Skip a line between the words so that they are easy to work with.
3. Look back over your list and cut out everything that is dull, or unnecessary, or that just doesn't seem right for the poem. Try to cut your original list in half, so that you have 25–50 words. As you look over this shortened list, think about the tone that the details and diction convey. The words should all relate to the event. Make sure that the words communicate the emotion of the person in the prose text.
4. Make any minor changes necessary to create your poem. You can change punctuation and make little changes to the words to make them fit together (such as change the tenses, possessives, plurals, and capitalizations). You can repeat phrases that have particular meaning or resonance.
5. When you're close to an edited-down version, if you absolutely need to add a word or two to make the poem flow more smoothly, to make sense, or to make a point, you may add up to two words of your own. That's two (2) and only two!
6. Read back over your edited draft one more time and make any deletions or minor changes.
7. Check your words, and choose a title—is there a better title than "Found Poem"?
8. Type the words in a word processor or handwrite them in some special way (dare I say calligraphy?). Space or arrange the words so that they're poem-like. Pay attention to line breaks, layout, and other elements that will emphasize important words or significant ideas in the poem.
* Read aloud as you arrange the words! Test the possible line breaks by pausing slightly. If it sounds good, it's probably right.
* Arrange the words so that they make a rhythm you like. You can space
words out
so that
they are or allruntogether.
* You can also put
key words
on lines by themselves.
* You can shape the entire poem so that it's wide or tall or shaped like an object (a guillotine, perhaps).
* Emphasize words by playing with boldface and italics, different sizes of letters, and so forth.
9. At the bottom of the poem, tell where the words in the poem came from. For example, From "Procession to Eternity" in English Witnesses of the French Revolution, memoirs of Henry Edgeworth, 1815.
10. Consider decorating the page in some way to show off your lovely Found Poem!
all alone | web | http://www.clarkhumanities.org/assignments2013/found_poem.pdf | 0.482477 | {
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BBC Learning English – Q & A of the Week
About this script
Please note that this is not a word for word transcript of the programme as broadcast. In the recording and editing process changes may have been made which may not be reflected here.
关于台词的备注：
请注意这不是广播节目的逐字稿件。本文稿可能没有体现录制、编辑过程中对节目做 出的改变。
Neither Nor 两者都不
Yang Li:
Hello and welcome to Question and Answer of the Week from BBC Learning English. 大家好我是杨莉。 For today's programme I have picked up this question from Huang Ding.
Insert
Could you please explain the differences between "neither" and "nor" and how to use them? Thank you.
Yang Li: First of all I'd like to point out that in British English the word N.E.I.T.H.E.R. can be pronounced both neither (with an ai sound ) or neither (with an i: sound). In American English the usual pronunciation is neither.
Now let's look at the first language point about neither…nor. This structure is used to join two negative ideas. 第一点 neither… nor 作并列连词，意思是即不…也 不…。请听例句。
Insert
He is neither tall nor short. He's medium height.
Yang Li: 他既不高，也不矮，中等个儿头。
Insert
He is neither tall nor short. He is medium height.
Insert
It's neither hot nor cold. It's warm.
Yang Li: 天气温和，不冷也不热。
Insert
It's neither hot nor cold. It's warm.
Yang Li:
Now, the second point. We use neither before a singular noun to mean not one or the other of the two. 下一个语言点。 Neither 做主语，表示两者都不…谓语 动词用单数。
Insert
Neither candidate is suitable for the job.
Yang Li: 两个候选人都不适合这项工作。
Insert
Neither candidate is suitable for the job.
Yang Li:
另外 neither of 加复数名词或代词。规则用法要求谓语动词使用单数，但口语中也可以 用复数。
Insert
Neither of my sisters is married. Neither of my sisters are married.
Yang Li: 下面是语法第三点， neither 可以用于下列句型，避免重复。
Insert
I have never been to New York, neither has my sister.
Yang Li: 我从来没有去过纽约，我妹妹也没去过。 I have never been to New York, neither has my sister. 请注意后半句省略了 been to New York.
Insert
I have never been to New York, neither has my sister.
Yang Li: 请听另一组对话，注意听 neither 的用法。 A gig 就是演唱会。
Insert
Diarmuid: There is a gig in the pub tonight, are you all going?
Helen. No, I'm not.
Finn: Neither am I.
Diarmuid: How about you Will?
William: I'm afraid I can't as I have my Spanish class today.
Yang Li:
您现在收听的是由杨莉主持的语法学习栏目《你问我答》下面我将继续解释 neither 和 nor 的主要区别和用法。
The fourth and final point. When do you have to use neither and when do you have to use nor? 下面是我要讲的第四点，什么时候必须用 neither? 什么时候必须用 nor? 请看例句。
Insert
If you don't do it, neither should I.
Yang Li:
这句话的意思是，如果你不干，我也不干。 If you don't do it, 这是从句，否定式，那 么主句，我也不干就是 neither should I. 不能用 nor. 那么有一种情况下是正好相反 的，就是连续否定几件事，比如，我即不会唱歌也不会跳舞，也不会滑冰。这时就只能用 nor 而不能用 neither.
Insert
I can't sing， nor dance， nor skate, but I'm a good swimmer.
Yang Li: 这句话里有三个否定，既不会唱歌。
Insert
I can't sing.
Yang Li: 也不会跳舞。
Insert
Nor dance.
Yang Li: 也不会滑冰。
Insert
Nor skate, but I'm a good swimmer.
Yang Li: 也就是说在并列或连续否定的时候必须用 nor, 而不能用 neither.
Well so far I've explained the difference between neither and nor and we have looked at the main usage of neither nor in different contexts. For more examples you could consult any good dictionaries or grammar books. Do feel free to drop us an email at [REDACTED_EMAIL] if you have any questions or comments. 好谢谢大家收听，下次节目再会！ | web | https://bbc.enfamily.cn/qa_of_the_week/assets_1507508/090904162836_qanda_44_neither_nor.pdf | 0.49092 | {
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Focus on the retina
The eyes are our window on the world: the retina forms a projection surface for what we see. With advancing age, however, there is a risk that the vision cells in this layer may die off. One of the most common causes of this is dry or wet age-related macular degeneration. The eyes may also be damaged by diabetes. Bayer researchers are working on new treatments for these disorders.
"Our aim is to develop innovative, highly effective and safe treatments for people with eye diseases."
Dr. Georges von Degenfeld, Bayer HealthCare
When light stimuli hit the retina, they are absorbed and processed by light-sensitive cells, the vision cells or photoreceptors 1 . The area of sharpest vision is the "macula lutea," also known as the macula or the yellow spot. The retinal pigment epithelium 2 serves as a light filter. In addition, like Bruch's membrane 3 , it transports nutrients away from the choroid 4 .
All three disease manifestations lead to deteriorating vision in patients:
Dry macular degeneration …
Wet macular degeneration …
Diabetes-related macular degeneration …
… is the most common form of age-related macular degeneration. In the early phase, fatty deposits 5 , also called drusen, form under the retina. At the advanced stage, these cause the photoreceptors to function poorly or even to die off 6 .
Source: The Angiogenesis Foundation
… involves the growth of blood vessels 7 into the retina. As a result, blood and fluid 8 collect under the macula. Vision cells may be destroyed. Patients see a dark spot in the center of their vision. Bayer HealthCare has developed an active substance that stops the growth of blood vessels and consequently preserves vision.
… may develop in people who have had diabetes for over 20 years or whose blood sugar is not optimally managed. A change takes place in the retinal blood vessels: they become porous and permeable to fluid 9 . This collection of fluid may cause destruction of vision.
Bayer research 25
47 | web | https://www.research.bayer.com/en/25-eye.pdfx?forced=true | 0.476089 | {
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