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Early Learning
30-Month Visit
Language
Children love hearing about themselves.
That makes naptime or bedtime a chance to describe the events from the day. For example, "When you got up, we made breakfast. Do you remember what we made? Eggs! We ate all our eggs. Then we walked to the park and visited the ducks." If your child was with a caregiver, talk through the regular routines they'd have with them.
Science and Math Children love to cook. Preparing food builds science skills such as prediction, observation, and description. Learning to add two eggs or one cup of milk also builds math skills. Pick a simple recipe and don't rush. Toddlers like to take their time. Talk about each ingredient. Talk about the steps and let them help with each one. While stirring ask, "What is happening to the batter right now?" Once it's in the oven ask, "Is it getting hotter or colder?" When it's done they'll be excited to have something yummy to eat.
Managing Feelings
Have you noticed that it's hard for your child to stop one activity and go to another? That's why it's helpful to give some notice before ending an activity. During bath time, tell them there's only two minutes left. Set a timer and say, "When it rings it will be time to get out of the tub." You can point out how the water isn't as warm anymore or talk about the next cozy step in your routine. When the timer goes off, say, "All done! Time to get your PJs on so we can read books."
Problem-Solving
Help your child figure out where various household items go. Hold up a book and ask, "Where does this book go?" You may also say, "Here are your
shoes. Where do they go?" Do this with whatever items need to be put away. If your child doesn't know where they go, then say, "Hmm, let's see if I can figure out where they go." Then take each item to where it belongs.
Physical Skills
Blow bubbles and have your toddler chase them. They can use their big body muscles to jump and pop bubbles as they float up high. Keep track of how many ways they can pop them. They can try poking them with their finger, popping them in a clap, or stomping them when they fall to the ground. Make funny sounds or count the bubbles as they pop. Let them try blowing bubbles by themselves. This uses their facial and mouth muscles and helps with self-control and patience because they must exhale slowly to form bubbles.
Art and Music
Have fun with chalk outdoors drawing big circles and squares on the sidewalk. Make patterns and talk about shapes, colors, and pictures as you draw. Turn the shapes into faces or other objects. Because it rinses off easily, you can also draw with chalk on fences and other outdoor surfaces.
Good books to read at this age:
* Whose Toes Are Those? by Jabari Asim
* If You Give a Mouse a Cookie by Laura Numeroff
* Corduroy by Don Freeman
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Information
Céline Arseneault Botanist (Librarian) [REDACTED_EMAIL] [REDACTED_PHONE]
Follow us on
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PRESS RELEASE
For immediate release
Photo: Jardin botanique de Montréal (Archives).
Explore 80 Years of History and Archives on the Botanical Garden Website
Montréal, July 14, 2011 – To mark its 80 th birthday, the Montréal Botanical Garden, a Space for Life, invites everyone to visit the all-new virtual exhibition on its website, 80 Years of History and Archives at the Montréal Botanical Garden (ville.montreal.qc.ca/jardin/archives).
For Gilles Vincent, Director of the Botanical Garden, the exhibition "takes us back in time to discover the soul of the Botanical Garden and meet the people who created it, in particular Brother Marie-Victorin and landscape architect Henry Teuscher."
The virtual exhibition is organized into three sections. The History of the Botanical Garden section takes visitors on a 24-stop historical path, through more than 300 archival images and documents. The Archives and photo albums section presents various historical collections: 723 black and white photographs of the construction and early days of the Garden, 67 plans and sketches of the gardens, 39 posters for floral exhibitions, 9 souvenir albums from the floral exhibitions, 37 letters drawn from the correspondence between Brother Marie-Victorin and Henry Teuscher, 14 excerpts from the guest book, 351 photos of the floral exhibitions, 68 newspaper clippings and 3 films. Lastly, the Publications section includes the first twenty issues of Mémoires du Jardin botanique.
The Montréal Botanical Garden, founded 80 years ago, in 1931, is a museum, scientific and educational institution recognized as a member institution of the Canadian Heritage Information Network (Canadian Heritage) and as a National Historic Site of Canada by Environment Canada.
This virtual exhibition was made possible by financial support from the Government of Canada, through Library and Archives Canada.
The Montréal Biodôme, Insectarium, Botanical Garden and Planetarium are launching a daring, creative urban movement, urging everyone to rethink the bonds between humankind and nature. The Space for Life is also a place where people come together to create, one that cultivates a new way of living, shaped by Montrealers and people from around the world.
- 30 -
montrealspaceforlife.ca
Space for Life, a place, a movement, a commitment | web | http://www2.ville.montreal.qc.ca/jardin/archives/histoire/presse/expo_JBM_historyandarchives_pressjuly2011.pdf | 0.481939 | {
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Tacolneston and Morley Federation
Year 3 PSHE- Living in the wider world Celebrating Difference
Vocabulary
Key Knowledge
Children will learn:
Valuing the similarities and differences between themselves and others
- Know that differences and similarities between people arise from a number of factors including family, culture, age, gender, personal interests, belief
- Recognise they have shared interests and experiences with others in their class as well as with people in the wider world
- Understand that peers might be similar or different to each other but can play or work together
What is meant by community
- What being part of a community means
- Recognise some of the different groups or communities they belong to and their role within them
- Value and appreciate the diverse communities that exist and how they connect
Belonging to groups
- Identify positive and negative aspects of being a member of a group
- Can acknowledge that there may be times when they don't agree with others in the group
-
Can stand up for their own point of view against opposition
Similarities– a sameness or a likeness
Differences– ways in which people are dissimilar
Culture– the total way of life of a particular group of people
Gender-either of the two sexes (male and female)
Interests– special attention to something
Experience– an event which leaves an impression on someone
Peers– someone at your own level, eg. In the same year group
Community– a group of people living in the same place or having a particular
characteristic in common
Contribute– give something in order to help achieve or provide something
Group– a number of people that are located, gathered or classed together
Positive–good, looking forward to the good side of things
Negative– not desirable or optimistic
Decision– the act or process of deciding
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September 3, 2017, North Korea Explosion
03:30:01 UTC / 12:00:01 at epicenter
University of Kentucky
Kentucky Seismic and Strong Motion Network
USGS Shake Map
USGS Felt Reports
North Korea Explosion
2017/09/03 Mag 6.3
Historical Earthquakes: 1900-2015
(1900 - 2015)
Depth (km)
- < 70
- 70 - 300
- > 300
KSSMN Seismograms
(~10,500 km away)
Legend
- Weak Motion Station (velocity sensor)
- Strong Motion Station (acceleration sensor)
- Weak & Strong Motion Station (velocity & acceleration sensors)
- Vertical Seismic Array (multiple down-hole sensors)
- Temporary weak-motion station
Label “P” marks the arrival time of the first seismic waves from the explosion at MOKY. Other traces showing P-wave arrivals are unmarked.
KSSMN Seismic Stations
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Hurricane Ida has knocked out power across New Orleans
By Sarah Al-Arshani. August 30, 2021
All of New Orleans is without power, the city’s emergency-preparedness campaign said on Sunday night.
“The only power in the city is coming from generators,” it said in a tweet.
Hurricane Ida hit New Orleans 16 years to the day after Hurricane Katrina.
Visit Insider’s homepage for more stories
All of New Orleans was without power as of Sunday night because of Hurricane Ida, NOLA Ready, the city’s emergency-preparedness campaign, said.
“The only power in the city is coming from generators,” NOLA Ready tweeted.
Entergy New Orleans, the city’s energy company, said Ida “made landfall as a destructive and extremely dangerous Category 4 hurricane” on Sunday. It said people in the hardest-hit areas could be without power for weeks.
The Sewerage & Water Board of New Orleans said it lost power but was running generators to drain stormwater and pump drinking water into the city.
“In order to prevent sewage backups, we have asked residents to limit water usage at home, thus decreasing the amount of wastewater we must remove,” the board tweeted.
The National Hurricane Center reported at about 8 p.m. that the hurricane’s eye was passing just west of New Orleans.
A camera from EarthCam, a livestreaming webcam network, showed an empty Bourbon Street in heavy rain.
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Possible Math Fair Topics
History of Numbers
Rubick's Cube
Abacus
Metric System
Topology
Math & Music
Kepler's Laws
Conic Sections
Flow Charts
Slide Rule
Binomial Theorem
Sine, Cosine, Tangent
Fibonacci Sequences
Magic Square
Logic
Statistics
Sets
Graph & Graphing
Optical Illusions
Integers
Fingermath
Logarithms
Pascal's Triangle
Venn Diagrams
Pi
Mobius Strip
Fractions
Infinity
Trachtenberg Speed System
Pythagorean Theorem
Binary System
Golden Rectangle
Trigonometry
Catalan Numbers
Matrix Algebra
Probability in Genetics
Codes & Ciphers
Famous Mathematicians
Relativity
Squares & Square Roots
Fibonacci Numbers
Boolean Algebra Computer Simulation
Mastermind
Probability with Dice
Complex & Imaginary Numbers
Prime Numbers
Platonic Solids
Area Under a Curve
Non-Euclidean Geometry
Game Theory
Polynomials
Polygons
Differential Calculus
Tessellations
Matrices
Logic & Truth Tables
Permutations
4 th Dimension
Spirals
Lenses
Golden Ratio
Four Color Map Problem
Polyhedral
Modular Numbers
Mendel's Law
Chinese Remainder Theorem
Astronomy & Mathematics
Determinants
Rotation of Axis
Pyramids
Trisecting the Angle
Rational Number Bases
Diophantine Equations
Linear Equations
Integral Calculus
Zeno's Paradox
Computer Football
Checkbook
Pictures
Number Madness
Adventure Game
Computer Graphics
Computer Abacus
Battleship
Business Management
Curved Lines
Attendance Program
Telephone Book
Computer Simulation
Fractal Geometry
The Simplex Method
Lissajous Curves
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SMART SURVEILLANCE SYSTEM FOR RESCUING PEOPLE USING IoT
1B. Manoj Kumar & 2N. Ragupathi Assistant Professor/ ECE Karpagam Institute of Technology [REDACTED_EMAIL]
Abstract— The crash when a motorcyclist face during a high speed accident without wearing a helmet is extremely deadly. Wearing a helmet can lower shock from the impact and can save a life. There are a number of countries enforcing a regulation that needs the motorcycle rider to wear a helmet when riding on their motorcycle and so the motorcycle engine will start. Arduino Uno may be a microcontroller to regulate the whole component within.
Keywords – Arduino Uno, RFID Tag, Alcohol Sensor, Arduino IDE, Motor Drive.
I. INTRODUCTION
A motorcycle helmet may be a sort of protective head gear employed by the motorcyclist. The main purpose is for safety, which is to guard the rider's head from the impact during an accident. It safeguards the rider's head because the helmet provides ventilation. Speed and not wearing a helmet are the major reasons of fatalities and injuries .The objective of this project is to create a security system and speed alert for a better safety of motorcyclists. The security helmet created is embedded with sensors act as detectors for rider head and therefore the life belt itself. The engine of the motorcycle can start as long as the rider has buckle up its helmet life belt. When the motorcycle speed exceeds 100km/h the indicator placed flares to alert the rider about the regulation.
II. TECHNICAL BACKGROUND
Almost all basic household electronic circuits need an unregulated AC to be converted to constant DC, so as to work the device. That is, all the active and passive electronic devices will have a particular DC operating point (Q-point or Quiescent point) achieved by the source of DC power. Thus a standard requirement for all this phases is the DC power supply. But while operating devices, batteries could be costly and sophisticated. The simplest method used is with the sort of an unregulated power supply with a combination of a transformer, rectifier and a filter. The diagram is shown below Figure 2: Power Supply Unit
A step down transformer is employed to scale back the voltage level to the devices. In India, a 1 phase supply is out there at 230 volts. The output of the transformer may be a pulsating sinusoidal AC voltage which is converted to pulsating DC with the assistance of a rectifier. This output is accustomed to a filter circuit which diminishes the AC ripples and leaves the DC components.
III. THE PROPOSED MECHANISM
IR Sensor fixed inside the helmet act as a tactile sensor to detect whether the rider is wearing their helmet. With the assistance of RFID reader motor speed automatically goes slow in school zone and hospital zone. The Analog gas sensor- MQ3 is available for alcohol detection, often utilized as a breath analyzer. It's used for detecting driver has drunk or not while driving. Vehicle doesn't start when driver was drunk. Here motor act as vehicle and that we use L293D motor.
IV. PERFORMANCE EVALUATION
The baseline system has lower latency because the system does not waste time on network communication. The baseline uses one GPU machine, but the number of applications that can be run on it depends on the GPU memory of the machine. The client-server method has higher latency because the system has communication overhead between server and client. One GPU machine is needed to run the server, and another machine (no need for a GPU) runs the client. The clients' main constraint is CPU capacity. If we want to scale with minimal resources, this method is best.
V. CONCLUSION
We have provided a very effective solution to develop an intelligent system for vehicles for alcohol detection and helmet detection whose core is Arduino. As the sensor has fine sensitivity range around 2 meters, it can suit to any vehicle and may easily be hidden from the suspects. The whole system also has an advantage of a small volume and more reliability. As the growing public perception is that vehicle safety is more important, advances in public safety is gaining acceptance than in the past. Future scope of this system is to control the accidents causes due to alcohol consumption thus improving the safety of human being.
REFERENCES
[1]. Mohamad Nizam Mustafa , "OVERVIEW OF CURRENT ROAD SAFETY SITUATION IN MALAYSIA," Highway Planning Unit Road Safety Section Ministry of Works, 2010
[2]. Thum Chia Chieh; Mustafa, M.M.; Hussain, A.; Zahedi, E.; Majlis, B.Y.; , "Driver fatigue detection using steering grip force," Research and Development, 2003. SCORED 2003. Proceedings. Student
[3]. Kagami, S.; Takahashi, Y.; Nishiwaki, K.; Mochimaru, M.; Mizoguchi, H.; , "High-speed matrix pressure sensor for humanoid robot by using thin force sensing resistance rubber sheet," Sensors, 2004. Proceedings of IEEE, vol., no., pp. 1534- 1537 vol.3, 24-27 Oct. 2004
[4]. Chun-Lung Chiu; Chen, Y.-T.; You-Len Liang; Ruey-Hsun Liang; , "Optimal Driving Efficiency Design for the SinglePhase Brushless DC Fan Motor," Magnetics, IEEE Transactions on , vol.46, no.4, pp.1123-1130, April 2010 | web | https://www.ijaesit.com/wp-content/uploads/2023/05/SMART-SURVEILLANCE-SYSTEM-FOR-RESCUING-PEOPLE-USING-IoT.pdf | 0.500217 | {
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God, Life, and Everything "Scout Sunday"
Last Sunday was Scout Sunday.
Except it wasn't.
Next Sunday is really Scout Sunday.
But not for us.
Got that?
Let me make it clearer. Last Sunday, we had about 20 (giver or take) Boy Scouts and their leaders from Troop 80 join us for church because our church sponsors the troop. Technically speaking, next Sunday, February 8, is the official Scout Sunday, but they all wanted to be in their home churches that day. So the troop decided to come as a group this past Sunday.
Cool, huh?
Now, you may not be familiar with Scout Sunday. I'm here to fill you in.
Since the middle of the 1940s, Scout Sunday has been an official celebration for the Boy Scouts of America. It celebrates the founding of BSA on February 8, 1910. Scout Sunday was started in houses of worship in part because Scouts have in their oath a promise to do their "duty to God." This is an active reminder. It's also a great PR move, making churches, synagogues, and other houses of worship more aware of the Scouts.
I mean think about it, where do many, if not most Boy Scout Troops meet? Yes! In church parish halls. My son, who was not a member of Troop 80 (He wouldn't be in a troop at the church where his dad was the pastor because that was just too weird!) nevertheless met at a church - Troop 37 at the Hyde Park United Methodist Church.
So, Scout Sunday has a little bit of old fashioned sucking up involved in it. But so what? It's nice.
And I have to tell you, it really was nice seeing those boys and their leaders sitting up at the front of the church (where nobody really wants to sit). I decided in my sermon that I'd talk directly to them, and it was kind of fun. It also forced me to keep my preaching to a level that would not totally bore an 11-year-old boy to death. They all seem to have survived.
In some churches, they have special liturgies for Scout Sunday - prayers, statements, interpretive dance - I don't know. For us, we just greeted them and let them know we were glad they were there.
After the service, the boys hosted our coffee hour. This is an important time in the life of the church because we get to spend casual time together, chatting, catching up, and greeting new folks. We actually had some other visitors that day from churches in New Rochelle and Harlem, so there were plenty new faces to go around that day!
Let me say that I have had - and to a degree still have - some issues with the Boy Scouts. They are slow in coming around to accept gays. They are even slower in opening their doors to those who have no religious faith - even though Boy Scout camping trips are one of the biggest things to keep boys out of church!
On the other hand, there is so much good that can come from the scouts that I don't want kids to lose out on it. I just want it to be open to more. I've heard it called a para-military organization, but that's not really my experience of it. The whole salute, pledge, patriotic part is not for everyone (and my oaths are to God alone), but what a child can learn is tremendous.
So, I really liked seeing all those boys at the church last Sunday. There's good stuff happening in that group. Maybe this Sunday, if you see some kid in a scout uniform, you can say, "I'm glad you're here."
There's respect for the environment. Respect for each other. There are leadership skills taught, not to mention a slew of skills from fire building to website design. I like that kids do get out in the woods, do camp, do learn how to tie knots, and do learn how to discuss a planned project with an adult one minute and teach younger kids a new skill the next. One of my proudest moments as a scout parent wasn't when our son earned his Eagle rank. It was when parents of a few younger boys told me how patient our son had with theirs, how he had not given up on them when they were ready to give up, and how he taught them well. | web | http://stjameshydepark.org/index_files/ScoutSunday.pdf | 0.49012 | {
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Thanks for the Memory
Try to imagine what your life would be like if you could not remember anything from one day to the next, or from one minute to another.
Our ability to remember plays a crucial part in our existence.
There are 3 different types of memory:
Sensory memory takes the information provided by our senses and stores it very briefly (less than 2 seconds). It acts as a 'buffer', quickly sorting information before it passes to the short-term memory.
Short-term memory records a limited amount of information for periods of less than one minute. The time can be extended by repetition, e.g. repeating a new telephone number until it's been dialled. People can usually store 7 (+/-2) items in their short-term memory. Information can then pass to the long- term memory.
Long-term memory stores information about significant facts, events and skills we learn. It can store information for many years but can often become unreliable with time.
SENSORY
MEMORY
SHORT-TERM
MEMORY
LONG- TERM
MEMORY
Information is passed on between 3 main types of memory.
Task A
Try to remember your last birthday. Can you remember your first day at school? What is you earliest memory?
Which kind of memory are you using here?
Task B
Look at the following set of letters below for 10 seconds.
Cover them up and try to write them down.
G C S E B T E C G N V Q A S
Which kind of memory are you using here? Now try doing the same but this time with letters 'chunked up'.
GCSE BTEC GNVQ AS Why do you think this is easier?
Andi Bell, the 2002 world memory champion can memorise the order of every playing card from ten shuffled packs in 20 minutes - all 520 of them! Find out how he does it from the BBC website www.news.bbc.co.uk/1/hi/hea lth/3152502.stm
This resource is from the ExperimentsAtSchool project at www.experimentsatschool.org.uk
The Memory Test
This experiment tests short-term memory by timing how quickly people can find matching pairs in grids of different sizes.
Think of a hypothesis you would like to test.
E.g. Do girls have better short-term memories than boys? Are people better at remembering colours or patterns?
Experiment Design
What are the variables in your experiment? How many people are you going to test? How many times are you going to test them?
Results
Retrieve your results and put them in a suitable table. What do your results show?
Conclusion
What do your results mean?
Task C
What other factors can you think of that may affect a person's short-term or long-term memory?
Task D
List some ways people try to improve their memories. Which of these do you use and can you think why it works for you.
Task E
Find out about some diseases that cause memory loss, e.g. Alzheimer's. | web | http://censusatschool.com/resources/science/thanks_for_the_memory_worksheet.pdf | 0.423675 | {
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Bilingual Schools Strengthening Ecuador's Plurinational State
Quito, April 03 (teleSUR-RHC) Nearly two thousands schools are now teaching languages of Ecuador's 14 distinct indigenous nationalities, with the number set to grow further in 2015.
At these "inter-cultural bilingual" schools both Spanish and the language pertinent to the specific region where the school is based are incorporated into the curriculum. The inclusive curricula seeks to keep alive indigenous languages and cultures, which are at the risk of disappearing in certain parts of Ecuador.
Carmen Tene, a coordinator of inter-cultural bilingual education of the Ministry of Education said, "There are students who learn indigenous languages at home, as the first teachers of children are their parents," and in such cases "they continue learning here in the institution.
They hone their skill instead of losing it." Schools have shown favorable results, with the 89 percent of indigenous students earning their high school degrees in 2006. Results have increased 96 percent in 2014.
As a continuation of this, indigenous students earning bachelors degrees have increased from 24 percent in 2006 to 55 percent in 2014.
Gisela Nauqui an indigenous student at the Mushuc Pacari school in Quito who speaks Kichwa, said that she feels like the school is an inclusive environment. "I like it, because other students learn what I already know. And they don't say that I am the only one that speaks Kichwa," said Nauqui. Beginning with 95,000 students in 2006, the inter-cultural bilingual schools today count on some 149,000 students.
The success of these schools is thanks to an investment of $217,000 and the training of some 8,700 indigenous and non-indigenous teachers in inter-cultural pedagogy.
https://www.radiohc.cu/index.php/en/noticias/internacionales/51388-bilingual-schools-strengtheningecuadors-plurinational-state
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Paper Flower Frame
Supplies
- 1 Unfinished Frame
- Patterned Scrapbooking Paper
- Acrylic Paint
- Alcohol Ink
- Hot Glue Gun
- Deckle Edge Scissors
- Scissors
Directions
1. Using a paintbrush, paint the frame in a desired color.
2. Set aside to let dry.
There are two types of flowers you can create for this. Here are the instructions for the rose:
3. Cut paper into 6," 4," and 3," squares.
4. Use deckle edge scissors (or tear by hand) and cut each square into a circle.
4. Mist each piece with water using a mini mister.
5. Crumple the paper, then flatten it out to let dry.
6. Use the deckle edge scissors to cut each circle into a coil. Repeat this step until all your circles are coils.
7. Wind the paper (like rolling it) to create your flower shape.
8. Using a strong adhesive, glue the bottom center of the flower to glue it on the frame.
Paper Flower Frame
The second flower has petals similar to a mum.
10. Cut a few 1.5" x 12" strips of paper and fold in half lengthwise.
11. Using scissors, make small cuts up to the edge but not all the way through.
12. Wind up and secure the flower with glue (to prevent from unraveling).
13. Set aside to let the glue dry.
14. Once dry, open up (bend) the small strips to form the flower.
If you have any open spaces in the frame that is too small to fill with a flower, you cut small leaves from the same paper to glue into those areas.
Insert a saying, quote or even photo inside the frame and it's ready to display! | web | http://www.bfranklincrafts.com/CraftIdeas/CraftIdea-PaperFlowerFrame.pdf | 0.439251 | {
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DUNWOODY PEDIATRICS
INFANT CARE FROM AGE 15 TO 18 MONTHS
Date: ________
Weight: _____ Percentile: ______Head circumference: ____ Percentile: ___
Height: ______ Percentile: _____
Immunizations received today: Dtap _____ Polio _____ MMR _____ Prevnar _____
Hepatitis A _____ Hepatitis B _____ Hib _____ Varicella _____
NUTRITION
Milk: 2-3 servings whole milk (6-8 oz.) a day. Yogurt, cottage cheese, pudding, ice cream and frozen yogurt are other alternatives.
Meats: 2 servings a day (1 oz/ 2 Tbsp = a serving). Equal protein is found in 1 oz meat, 2 Tbsp peanut butter, 1 oz cheese, or ½ cup cooked beans or peas.
Fruits/Vegetables: 4 servings a day (1/4 cup = a serving).
Breads/Cereals: 4 servings a day, a serving size = to ½ slice, ½ cup cereal or ¼ cup pasta.
Children this age are often picky eaters, but at this time their nutritional requirements are not great. Keep servings sizes small but varied.
Encourage your child to feed themselves with fingers, forks and spoons.
SLEEPING
Bedtime should be consistent and follow a particular routine, ending with the toddler quiet, but awake, in their crib and ready to fall asleep on their own. Changing routines, teething, and active dreaming often contribute to nighttime awakenings. If they awaken check on safety and comfort, have as little interaction as possible, and quickly leave the room to encourage them to put themselves back to sleep.
ELIMINATION
Your child may begin showing an interest in toilet training by becoming interested in a potty chair, telling you when they are wet, bringing you a clean diaper or waking up dry. Typical toilet training is closer to age 2.
DEVELOPMENT/PLAY
Children this age will begin walking well alone, stoop and recover objects, scribble, say 4-6 words, point to body parts, and indicate wants with points. Try to avoid responding to the 'point and grunt', to encourage future success with speech. Appropriate toys at this age should encourage gross motor skills and dexterity, (i.e. cardboard boxes, space to run and jump, household tools that allow imitation, drawing, puzzles and reading).
DISIPLINE
Children this age are learning to be independent, but cannot judge safety. Be consistent with the word 'no', recognizing it may not always get a desired response. Focus on redirection of activities and praise for good behavior. Temper tantrums are a common reaction for children this age. Once you have determined they cannot hurt themselves, ignore them and walk away. This will prevent you from becoming angry and will not give your toddler an audience. For safety reasons you can also place them in their crib, or room for a time out. Use few words in a calm voice to address the problem.
SAFETY
Safety measures around your toddler cannot be emphasized enough. Continue using an approved carseat in the recommended manner. Other common accidents of this age include burns, falls, drowning, and poisonings.
Your child's next well visit should be at 18 months.
Additional Resources for Parents
Your One Year Old, Ames and Ilg (1983)
Caring For Your Baby and Young Child: Birth to Age 5 (4 th ed.), AAP (2004)
9/6/05 10/31/05 | web | http://dunwoodypediatrics.server1.remedyconnect.com/getattachment/Policies/Well-Child-Visits/Well-Child-Visit/15_mo_checkup.pdf.aspx?lang=en-US | 0.436607 | {
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Top 12 Ways To Be Simply the Best College Candidate...
BY JILL GREENBAUM, COACH TO TEENS AND PARENTS, MAJOR IN YOU!
Where are you in becoming your best? What’s your vision of a stellar college candidate? Do specific ideas, descriptions, and practices fill your mind when I ask the question?
When envisioning the superior candidate, I imagine a constellation of knowledge, skills, and attitudes. The list below cites distinct abilities and yet, you are a whole person. What knowledge and which of these skills and attitudes do you already possess, which need a bit of “buffing up,” and which are new to you (giving you an opportunity to grow into them)?
**Self awareness expert:** Knowing yourself (getting clear about your strengths, challenges, how you learn and work best/the most beneficial academic and social environments for you); conscious of what you know and what you have yet to learn, your own limitations, able to ask for, and receive, support from others (family, school counselor, teachers, friends, a coach); and how to take good care of yourself during the lengthy college search and selection process.
**Curious student:** Ready to learn about all aspects of the process—timelines, testing, applications, essay writing, visiting campuses, sharpening your interviewing skills, thinking about and talking through finances/aid/scholarships.
**Discriminating detective:** Sifting through the marketing hype that the colleges, your friends, and family send in your direction; discerning the core values of each institution; and determining which settings are the right fit for you—academically, personally, and socially.
**Flexible thinker:** Able to shift from seeing the big picture/the entire timeline and all the pieces that need to fall into place along the way to the actual nitty gritty details.
**Determined, deft, and persevering project manager:** Planning, organizing, and managing all the aspects of the process and your school work, social life, family, and additional commitments.
**Bloodhound/voracious networker and Compassionate peer:** Discovering who knows what you need to know and how they can help you move forward in achieving the tasks at hand, and sharing what you have learned.
**Deadline queen/king:** Ensuring the timely completion of applications for standardized tests, financial aid, and college applications (early action, early decision).
**Thorough (yet not perfectionistic) worker:** Figuring out how much work is necessary for each task and knowing when each task is done.
**Keen and perceptive observer-zeroing in on-when visiting in person-what the colleges/universities look and feel like, and who they attract:**
Thinking through, “Can I see myself being comfortable here—academically, socially, emotionally? Will I be challenged to do my best?”
**Open and affable interviewee:**
Learning to speak with ease about your accomplishments, areas where you might have had difficulty, and conveying who you really are—being your authentic self.
**Prepared and focused interviewer:**
Asking great questions, showing that you have done your “homework” and are curious to learn more about all aspects of the college’s environment.
**Thoughtful decision maker:**
Using your head and your heart to determine which schools fit the multiple criteria (financial, academic and social) for making your final choice.
**Calm as a clam (usually):**
Adept at managing your emotions, so that they do not control you, learning to create harmony among:
• The many steps of the search and selection process (completing each and every one of them)
• The highs and lows of studying for, taking, and learning the results of standardized tests
• Your coursework, projects, papers, and tests
• The demands of school personnel (teachers, guidance counselors)
• Your extracurricular activities
• Your family and friends
• Your need to have fun
Wow! Being a college applicant is a huge task and you can do it! You already have many of these skills. When you start feeling overwhelmed, use your habits of finding harmony between your “work” and “fun” selves to support you. It is your show—be sure to surround yourself with a great supporting cast. | web | http://www.majorinyou.com/wp-content/uploads/2009/06/Top-12-Ways.pdf | 0.471799 | {
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St. Michael's C of E Primary School
June 2024
Be Safe, Be Healthy
Trusted Adults
Bullying isn't welcome here!
What is bullying?
It is the repeated, intentional hurting of one person or group by another person or group, where the relationship involves a n imbalance of power. Bullying can be physical, verbal or psychological. It can happen face to face or online.
Trusted adults are the grown ups who make us feel safe, who we ca n turn to when we need help, w ho we can share problems and worries with.
Who are your trusted adults at home? Who are your trusted adults at school?
Online Safety
Keep your personal
information private – Thin k carefully before shari ng information like where you li ve, your email address or w here you go to school on your profile or when chatting o nline. You might be shari ng your personal details w ith more people than you think.
Kindness, acceptance, and inclusion are all important actions to think about—they have the power to make a difference in ou r school and community. These qualities can help others fe el respected, valued for who they are, and included in the gro up. Whether it's holding the door for someone, inviting som eone new to sit with you, or saying thanks, you can help create a world without bullying one action at a time!
When children stand together against bullying, they can make their classroom, their school, where they live, and even th e world a better place!
The Daily Mile
The aim of The Daily Mile is to improve your physical, emotional, social and mental healt h and wellbeing – regardless of age, ability or personal circumstances. Every one can join in. | web | https://files.schudio.com/stmichaelscarlisle/files/safeguarding/Be_Safe_Be_Healthy_-_June_2024.pdf | 0.481858 | {
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Structured Language Experience Story "ol" #1
The bolt of lightning delivered a jolt of voltage to the police car. This colossal problem needed a quick solution. The doleful policemen realized that the jolt had turned their police car into molten metal. Even the guns in their holsters began to feel warm. Policeman Goldberg insisted that Officer Soldfry go first, as they bolted from the car which was rolling downhill.
Polite policeman Goldberg had a case of the doldrums as he looked at the golden molten metal that used to be his car. But, back at the police station the others bolstered their spirits. Their fellow police officers used this golden opportunity to give Soldfry and Goldberg a vacation to the polar region. This was a perfect solution to chase away the doleful policemen's doldrums. | web | https://uthinkedu.com/files/pdf/ol_sle1.pdf | 0.431589 | {
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Constructive Conflict Resolution
Playing with fire without getting burned
Gina Likins University Outreach May 2, 2017
ouch?
Conflict isn't bad.
Dealing with conflict productively
A step-by-step guide
Dealing with conflict productively
A step-by-step guide
Spot the
Conflict
ACK that it
needs fixing
Root Cause
Analysis
Come to
Resolution
Negotiate to
Compromise
Agree to
Disagree
Personal
System Reboot
Step 1: Spot the conflict
Step 2: All parties ACK it needs fixing
Otherwise...
Step 3: Personal system reboot
Step 4: Root Cause Analysis
Unmet needs
Unmet needs
...consider state checks; "I statements"
Clashing values
Clashing values
Tastes great. Less filling.
Tastes great. Less filling.
...consider negotiation & compromise
Underlying assumptions
Underlying assumptions
...consider building common fact base
Different perspectives
Different perspectives
...consider standing in the other party's shoes
Step 5: Resolve, compromise, agree to disagree
Resolve
* Discover there wasn't really a problem, or
* Find a new win-win solution
Compromise
Everyone shifts towards the middle a little
Agree to disagree
*Not a great first response
*Can be a good endpoint if process was effective
*Need parameters to avoid accumulation of baggage
Conflict…
"the root of personal and social change; it is the medium through which problems can be aired and solutions arrived at."
- Morton Deutsch
THANK YOU
plus.google.com/+RedHat
linkedin.com/company/red-hat
youtube.com/user/RedHatVideos
facebook.com/redhatinc
twitter.com/RedHatNews | web | https://www.redhat.com/files/summit/session-assets/2017/LT122002-likins-3.pdf | 0.516427 | {
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Art Conservation and unusual art materials
ARTC Spotlight—April 2014
The University of Delaware's Art Conservation Department educates and trains professional conservators in the treatment, analysis, documentation, and preventive conservation of individual artifacts and entire collections. Our students are powerful public spokespersons for cultural heritage and its preservation. For more news about our students and other department activities visit our web site at www.artcons.udel.edu.
Top: WUDPAC Fellow Claire Curran re-assembling egg with extant fragments. Above: Claire mist consolidating the surface of the cuttlefish bone with a dilute adhesive. Before treatment insets: The remaining egg fragment still intact and attached to the piece of wicker; Greek Beach V in its Plexiglas case with loose egg fragments. Far right: Claire readjusting already adhered egg fragments for better alignment using a hot air gun. Right: The egg after re-assembly, filling, and inpainting. (Photos: Nick Pedemonti, Emily Brown, Kelly McCauley, and Claire Curran.)
Cuttlefish bones, an egg, and wicker can be used to make an interesting piece of contemporary art, but they can also deteriorate quickly. When a collector experienced this with a threedimensional piece of construction art called Greek Beach V that artist Ilse Getz (1917-1992) had created from found materials in 1965, he donated it to the Winterthur/University of Delaware Program in Art Conservation for use as a teaching tool.
This year, Greek Beach V became a treatment project for second-year Fellow Claire Curran. It has proved to be an ideal project, as it has given Claire the opportunity to work with non-traditional materials and gain additional experience with the unique approaches necessary in the conservation of contemporary art.
In Greek Beach V, cuttlefish bones that Getz picked up off a beach in Greece and a store-bought egg rest atop a piece of wicker that sits on plywood inside a Plexiglas case. When Claire received it, the cuttlefish bones were completely unstable with active flaking, and only one-third of the egg remained attached to the wicker. The remaining fragments, including the dried egg yolk and white, were at the bottom of the display case. The plywood support posed a special concern since it can off-gas formaldehyde, which produces formic acid as a by-product. The limited ventilation within the case had created an acidic micro-environment and caused the cuttlefish bones to deteriorate rapidly.
After carefully opening the case, Claire first strengthened the fragile outermost surfaces of the cuttlefish bones by spraying them with three finely misted coats of an adhesive. She then stabilized the rest using a micropipette and very gently allowing another adhesive to wick within the porous structure without distorting it.
She then carefully re-assembled the egg by fitting the fragments into place like a jigsaw puzzle. The shell was so thin that Claire had to entirely line the inside of the egg with Japanese paper saturated in adhesive so that it would stay in one piece. Before returning the artwork to its case, Claire will place a piece
of Microchamber board underneath the plywood. This board contains
absorbents that will prevent acids from deteriorating the bones again.
Claire's treatment allows this work to safely return to display and be enjoyed by those interested in the artist and the artistic movements of the 1960s. She hopes that Greek Beach V will find a home at an institution with a modern and contemporary art collection. | web | https://www.artcons.udel.edu/Documents/artc-eblast-april-2014.original.pdf | 0.494717 | {
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A Toolkit for Planning an Inclusive Car March
This guide will help you plan a caravan roll through local communities as a safe and accessible way to organize a protest for everyone, including people who aren't able to or don't feel safe joining marches or protests on foot.
Goals
1. To have an age-inclusive, accessible, safe, and COVIDconscious way to support the movement for equality and justice
2. To spread awareness with a caravan of cars decorated to show solidarity with protestors around the country
Planning
Plan your route carefully.
Who are you trying to reach with your message? What kind of emotional reaction are you wanting them to have when they see your march? Depending on your answers, you may find yourself wanting to drive by parks, brunch spots, and other areas where folks gather outside. And your answers will help inform the kind of messages on your signs and what kind of literal noise you want to make (ie If your goal is to "wake up" a sleepy City Council or Mayor you may want to go by their offices, places of business or residence and play clock alarm sounds and have signs that read, "Time to Wake Up to What's Happening!"
* In advance of the Car March, decide where you want to honk/ not honk, play music, roll windows down to wave/raise fists. (Here's a sample playlist.)
* Prepare a turn sheet with step-by-step driving directions and notes for where to honk, play music, stay silent. (Here's an example of what this might look like)
* Pick a safe & large enough initial meet-up spot.
* Identify areas where you can pull over to regroup if you get separated along the route.
* Pick driver for a lead, a middle, and end car to help keep everyone together. Share the cell numbers of those main contacts just in case folks need help or get separated.
* Have 1 or 2 back up plans that the "driver leads" all know about just in case.
Plan how you will center the voices of underrepresented people
Determine what barriers may prevent people from participating and try to eliminate them. I.e. If someone isn't able to or doesn't feel comfortable driving, encourage a companion or assign a volunteer to drive. If someone is non-verbal, prominently display their own words visually.
Decide if you want the event to be public or private
Share the details accordingly. Regardless of which one you pick, make sure ALL participants are willing and committed to following the leadership of the event
Meet at a designated time and place to get organized and line up.
You can also gather, while socially distancing, to decorate cars together. Give yourselves at least 30-45 minutes for this.
Decorate your car with signs to show solidarity with protestors
You can also use window markers to write on your car windows to expand your message. Try not to put posters on vehicle windows, as that can be cause for a moving violation.
Invite participants
Invite friends and community members of all ages, including people with disabilities others who may be hesitant to participate in solidarity actions because of COVID-19, accessibility issues, or because they have children or grandchildren
Encourage particpants to come prepared
Make sure everyone arrives with a full tank of gas, water, snacks, and a face mask.
DO's and DON'Ts of a Car March
DO arrive at the meetup spot on time
DO bring materials to decorate cars
DO bring water and snacks
DO print posters
DO play music
DO turn your lights on
DO honk at designated intersections, but only once or twice, depending on the goals of the event
DO encourage viewers to honk, shout, show support as you drive by
DON'T cover windows – write on windows and put posters and poster paper on the sides of doors
DON'T honk excessively
DON'T worry if your group gets split up with other cars on the road. They will move along eventually.
DO center the voices of people who aren't heard in traditional protests
DO follow all traffic laws (stop for pedestrians and at red/yellow lights, etc.)
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THE ECONOMIC LANDSCAPE
Trends and Indicators in the Economy Thurston County Region
WOBA, January 19, 2017
How was the local economy in 2016?
* Diversifying, growing steadily
* Government still the biggest industry
* Private sector doing well
Jobs by sector, October 2016
Gross Regional Product, 2015
* Total GRP was $9,603,774,770 – top 20 sectors
* Biggest industries are: Government, Health Care, Wholesale Trade, Retail Trade, Finance & Insurance and Construction
Median Wage in Thurston County, 2014
Median Wages, 1990-2014
[REDACTED_PHONE] [REDACTED_PHONE] [REDACTED_PHONE] [REDACTED_PHONE] [REDACTED_PHONE] [REDACTED_PHONE] 2014
Components of Population Change
Thurston's population experienced growth spurts in the late 1970s and early 1990s, sometimes growing by nearly 10% per year. Since 2000, county population growth has averaged 1.73% per year.
Real Property Value
Real property value provides a quick snapshot of overall prosperity. The higher the value, the more desirable the location – is an attractor for increased investment. The county has the 6 th highest average parcel value among counties in the state. The county total real value is $25.6M – about 3% of statewide real property value. The mean value for all counties is $162,390 per parcel, while the mean is $271,863
Target Industry Employment
Employment trends provide insight into the overall health of Thurston County's target industries. Over the 3-year period between 2012 and 2014, employment remained stable or grew in most of the county's industry clusters, with the most significant growth in "health sciences."
Industry Sales Leakages
Goods and supplies purchased outside of Thurston represent lost income and tax revenue. This graph establishes baseline data for "in-region" purchases vs "imports" for all major industry codes. The goal is to meet more of our local industry demand in region as time moves forward.
Taxable Retail Sales
Taxable sales are an indicator for overall economic activity. As the graphs below indicate, taxable retail sales have been trending upward in Thurston County the past several years, exceeding the growth rate of population by a significant margin.
Household Income
Thurston County household incomes are consistently lower than the statewide averages, due in part to King and Snohomish County (where cost of living is also higher), but have not lost significant ground over the past 15 years. As noted prior, Thurston is home to fewer "high wage" earners, and fewer "low wage" earners.
Consumer Confidence
Friendly Reminder: Pop +23%/Jobs +13%
300,000
0
[REDACTED_PHONE] [REDACTED_PHONE] [REDACTED_PHONE] [REDACTED_PHONE]
WHAT ARE THE INDUSTRIES?
* Food production
* Wood product and paper manufacturing
* Life sciences
* Chemical product and plastics manufacturing
* IT/telecommunications
REGIONAL IMPACTING INDUSTRIES
* Accommodations
* Retail trade
* Manufacturing and Aerospace
* Life Sciences
* Public Administration
* Professional Services
* Information Technology
* Military
THURSTON COMMUNITY ECONOMIC ALLIANCE
THANK YOU!
Questions? Contact:
Michael Cade
Executive Director, Thurston EDC
[REDACTED_EMAIL] | [REDACTED_PHONE] | web | http://www.westolybusiness.com/wp-content/uploads/2014/04/WOBA-01-19-17.pdf | 0.476929 | {
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Recommended Practices for Construction Jobsites
Don't go to work if you are feeling sick.
Practice Social Distancing.
o Work in occupied areas should be limited to only those tasks that are strictly necessary.
o Limit physical contact with others.
o Increase personal space (to at least 6 feet,).
o Limit out-of-office meetings and replace them with phone or online meetings.
o Do not congregate in groups for meetings breaks or lunch.
Wash your hands with soap and water for at least 20 seconds or clean your hands often with an alcohol-based hand sanitizer that contains at least 60-95% alcohol. Soap and water should be used preferentially if hands are visibly dirty.
Cover your mouth and nose with tissues if you cough or sneeze or do so into your elbow.
Do not share tools.
Do not share personal protection equipment (PPE).
Sanitize reusable PPE per manufacturer's recommendation prior to each use.
Ensure used PPE is disposed of properly.
Utilize disposable gloves where appropriate.
Wash your hands after removing gloves.
Disinfect reusable supplies and equipment.
Throw away trash in proper receptacles.
Do not use a common water cooler.
Change your work clothes prior to arriving home; and wash clothes in hot water with laundry sanitizer. | web | http://robex.com/wp-content/uploads/2020/03/recommended-practices-for-construction-jobsites.pdf | 0.445676 | {
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"African American Artists – Passion for a Lifetime – 2015"
The Riverside Gallery is pleased to announce its 4rd annual juried fall show:
"African American Artists – Passion for a Lifetime." The exhibit runs form October 2015 to Jan 2016.
We are delighted with the trio of jurors who came together to select this year's exhibit:
Ø Lynne Cooney, a PhD candidate in African Art, is the Artistic Director and curator for Boston University's Stone and 808 Galleries, and the Exhibitions Director of Visual Arts, also at Boston University. As a Fulbright Scholar, Cooney researched Contemporary Art in Johannesburg, South Africa.
Ø Carmen María Fernández-Salvador is a professor of Art History at the Universidad San Francisco de Quito in Ecuador, where she has also served as Dean of the College of Social Sciences and Humanities.
Fernández-Salvador is teaching at Harvard this semester as the Robert F. Kennedy Visiting Professor.
Ø Jamal Thorne is an artist and teacher, and pioneered the cooperative MFA Program between Northeastern and SMFA. Thorne teaches at Northeastern, at the Eliot School in Boston, and in his Dorchester studio. Thorne has a strong background in drawing, and did undergraduate work in photography.
Some of the artists in this exhibits are returning favorites, with exciting new material, and others are artists new to the gallery. The works include: photography, both abstracted landscapes and puffins in situ; two compelling examples of contemporary fabric artwork; painting, mixed media, and sculptural work. The exhibitors this year count artists across the spectrums of age and gender, two who were born abroad and others born within blocks of the gallery – all bringing complex perspectives that inform their works. Come and see! Meet the artists; enjoy the work:
v Linda Alila – circle painting in acrylic and metal leaf, influenced by illuminated manuscripts and medieval art
v Maurice Costa – imagination-based figurative oil painting with both realistic and modern influences
v Arlette Doherty – energizing bead with mixed media pieces on wood
v Darrell Ann Gane-McCalla – paintings and sculptural mixed-media collage with surrealist juxtapositions
v Cedric Harper – stunning painted sculptures built on materials originally disregarded, rejected, or trashed
v Naomi Henry – fabulous quilted fabric work of original design
v Derrick Jackson – images from Project Puffin: The Improbable Quest to Bring a Beloved Seabird Back to Egg Rock
v Camille Musser – acrylic painting centered on the rich beauty and history of the Caribbean
v Jeffrey Nowlin – large sewn pictorial fabric works of landscape, abstraction, and bas relief
v Cynthia Staples – across the seasons, a trio of photographs taken through an aged rippled glass window
The Riverside Gallery is in its 6th year of producing fine arts exhibitions hosted at the Cambridge Community Center. We are very excited about this show of work by artists of African descent, as the black community is the historic constituency of the Center. The Center itself was founded by a group of black ministers in the 1920's as a community meeting house, to promote the health and welfare of the Riverside children.
Through the years, the Center has been a place to be with friends, to make music, to play basketball, to try arts and crafts, to learn leadership skills and to discuss community issues, and has provided services to 3rd, 4th and 5th family generations of the neighborhood and beyond.
The Riverside Gallery hosts shows of fine art year-round, providing opportunities for local and regional artists to exhibit their work. We welcome all art-lovers and those with the desire to learn more about the arts to attend our receptions and enjoy live music, refreshments, amazing art work, and an opportunity to spend time with your friends, meet new friends, and talk to the artists about their work.
We are always charmed by the lovely and lively music at our gallery's receptions. On November 8th, please enjoy hearing Liz Ehrman, cello, and Robert Knight, banjo, perform an eclectic mix of American composers in Blues, Songbook, Jazz and Pop styles.
To quote one of our artists, "..aspire to take art off its pedestal, and use creativity to celebrate life, transgress boundaries, and consider new possibilities." [Gane-McCalla] Bring your friends, connect with the vibrant African American artist community of Cambridge and beyond, meet new friends, enjoy some tasty snacks and good music, celebrate and generate connections with our artists in the Riverside Gallery. Please join us Sunday, November 8, 3-5 PM!
Carol E. Moses, Adriana Prat, Directors
contact: [REDACTED_EMAIL] | web | https://www.cambridgecc.org/uploads/8/1/3/8/8138300/newsreleaseaaapl2015.pdf | 0.474577 | {
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Doesn't Religion Cause Violence?
Matthew 5:38-48
Series: Confronting Christianity – Summer 2021
Preaching Date: June 20, 2021
Worship: Prince of Peace
Chapter in Confronting Christianity: 5
Key Sentence: True Christian faith does not glorify violence. It humiliates it.
Outline:
I. Jesus' rejection of violence (Matthew 5:38-48)
II. Christianity's rejection of violence (Ephesians 2:13–18, Romans 12:17-21)
III. Christianity's record of violence
IV. Non-Christianity's record of violence
V. The violence at the heart of Christianity (Matthew 20:17–19)
Matthew 5:38–48 "You have heard that it was said, 'An eye for an eye and a tooth for a tooth.' 39 But I say to you, Do not resist the one who is evil. But if anyone slaps you on the right cheek, turn to him the other also. 40 And if anyone would sue you and take your tunic, let him have your cloak as well. 41 And if anyone forces you to go one mile, go with him two miles. 42 Give to the one who begs from you, and do not refuse the one who would borrow from you. 43 "You have heard that it was said, 'You shall love your neighbor and hate your enemy.' 44 But I say to you, Love your enemies and pray for those who persecute you, 45 so that you may be sons of your Father who is in heaven. For he makes his sun rise on the evil and on the good, and sends rain on the just and on the unjust. 46 For if you love those who love you, what reward do you have? Do not even the tax collectors do the same? 47And if you greet only your brothers, what more are you doing than others? Do not even the Gentiles do the same? 48 You therefore must be perfect, as your heavenly Father is perfect.
Matthew 20:17–19 And as Jesus was going up to Jerusalem, he took the twelve disciples aside, and on the way he said to them, 18 "See, we are going up to Jerusalem. And the Son of Man will be delivered over to the chief priests and scribes, and they will condemn him to death 19 and deliver him over to the Gentiles to be mocked and flogged and crucified, and he will be raised on the third day."
Ephesians 2:13–18 But now in Christ Jesus you who once were far off have been brought near by the blood of Christ. 14 For he himself is our peace, who has made us both one and has broken down in his flesh the dividing wall of hostility 15 by abolishing the law of commandments expressed in ordinances, that he might create in himself one new man in place of the two, so making peace, 16 and might reconcile us both to God in one body through the cross, thereby killing the hostility. 17 And he came and preached peace to you who were far off and peace to those who were near. 18 For through him we both have access in one Spirit to the Father.
Romans 12:17–21 Repay no one evil for evil, but give thought to do what is honorable in the sight of all. 18 If possible, so far as it depends on you, live peaceably with all. 19 Beloved, never avenge yourselves, but leave it to the wrath of God, for it is written, "Vengeance is mine, I will repay, says the Lord." 20 To the contrary, "if your enemy is hungry, feed him; if he is thirsty, give him something to drink; for by so doing you will heap burning coals on his head." 21 Do not be overcome by evil, but overcome evil with good.
All religions have violence. Violence has been done in the name of Christianity, but Christianity is the opposite of a religion of violence:
Staked at the heart of Christianity is a symbol of extreme violence—the brutal, torturous, state-sponsored execution of an innocent man. Christians believe that this execution was orchestrated by God himself. Some argue from this that Christianity glorifies violence. But the meaning of the cross is precisely the opposite. Violence is the use of power by the strong to hurt the weak. At the cross, the most powerful man who ever lived submitted to the most brutal death ever died, to save the powerless. Christianity does not glorify violence. It humiliates it.
McLaughlin, Rebecca. Confronting Christianity (pp. 97-98). Crossway. Kindle Edition.
Doesn't Religion Cause Violence? Matthew 5:38-48
But are there real consequences to disagreements about religious truth, or does religious truth simply boil down to cultural preference? If I say, "Christianity is true, and Hinduism, Islam, and Buddhism are not," is that like saying, "Stop smoking; it could kill you," or is it more like saying, "My grandmother's cooking is better than yours"?
McLaughlin, Rebecca. Confronting Christianity (p. 54)
Notes
(1) The worship theme is "Prince of Peace," focusing on Jesus as the source of peace and us as it's recipients and practicers. "For Today," "Great is Thy Faithfulness," "In Christ Alone," "O For a Thousand Tongues," "Lead On, O King Eternal." "Justice Shall Roll Down," I'm sure there are a lot more I'mnot thinking of. There can almost be a Christmassy feel to this: "Welcome to Our World," "Light of the World," "Hark the Herald Angels Sing," "I Heard the Bells" (Casting Crowns)."
I have a Ron Block / Rebecca Reynolds video "Lord, I Lay My Armor Down," that might make a good transition to communion.
(2) This is a communion week. We will do a transition song.
(3) The Scripture at the start of worship will be chosen to go along with the songs.
(4) The Children's Corner will be "Telemachus"
(5) The sign will be "Is Christianity a religion of violence?" Matthew 5:44
(6) The visual theme will be "river sunrise" or "misty river sunrise," just cause these are peaceful images. | web | https://trinityfellowship.net/wp-content/uploads/2021/06/mat05v38-Confronting-Christianity-notes-Copy.pdf | 0.43113 | {
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SECTION I : IDENTIFICATION
1. Name
Present: Champakesvara Siva Temple, Old Town,
Bhubaneswar, Dist. – Khurda
Past: ---
Other Name (if any): ---
2. Location
LONGITUDE 85°51'28"E LATITUDE 20°14'48"N ELEVATION 70 ft
Address: Village (village code) Ambika Sahi
Post: Old Town Via: Bhubaneswar
Tehsil: Bhubaneswar District: Khurda
State: Orissa PIN: 751002
Approach: It can be approached from the right side of Kotitirthesvara lane leading to Bindusagar & it is 157 mtrs west of Parasuramesvar temple.
3. Property Type
Buildings
- [ ] Palace
- [ ] Fort
- [ ] Citadel
- [ ] Govt. building
- [ ] Railway station
- [ ] Defence building
- [ ] Industrial building
- [ ] Other public buildings
- [ ] Residential building
Religious structures
- [x] Temple
- [ ] Mosque
- [ ] Minar
- [ ] Church
- [ ] Monastery
- [ ] Stupa
- [ ] Tomb, Mausoleum
Other Structures
- [ ] Wall
- [ ] Gateway
- [ ] Pillar
- [ ] Others (specify)
Engineering structure
- [ ] Bridge
- [ ] Tunnel
- [ ] Other engineering structure
Open space and related structures
- [ ] Public square
- [ ] Park or garden
- [ ] Graveyard
- [ ] Baolis, Well
- [ ] Tank
- [ ] Cave
Note:
The temple has a rekha vimana and a pidha jagamohana of the mature phase of Kalingan order.
4. Property Use
ABANDONED / IN USE: In use
Present: Living temple, the presiding deity is a Sivalinga within a circular yonipitha.
Past: Worshipped
5. Age (Source)
PERIOD: Ganga period
YEARS: 13th century A.D.
Precise date of Construction: ---
Completion: ---
Subsequent changes: Orissa state Archaeology repaired this temple during X & XI Finance Commission Award. Recently (2007) the floor of the temple has been renovated by the local people.
Destruction / Demolition: ---
6. Ownership / Level of Protection
SINGLE /MULTIPLE: Multiple
Public: Archaeological Survey of India / State Archaeology Department / Any Other (Please specify)
Private: Maintained by the people of Ambika Sahi under the guidance of Sri Prabir Kumar Panda.
Any other (Please specify): ---
Name: ---
Address: Ambika Sahi, Old Town, Bhubaneswar.
Phone: ---
7. Association
• WITH EVENTS
In History: ---
In Rituals: Sivaratri, Jalasayi, Rudrabhiseka, Sankranti is observed.
In Building Construction: ---
Any other (specify): Thread ceremony, birth day & marriage, engagements are observed.
• WITH PERSONS
Patron: People of Ambika Sahi
Architect / Engineer: ---
Any other (specify): -
8. Statement of Significance
- [ ] Architectural
- [ ] Archaeological
- [ ] Historical
- [ ] Religious
- [ ] Any other (specify): On the basis of architectural style and use of laterite as the building material, the temple may be assigned to late Ganga period.
SECTION II: DESCRIPTION
9. Physical Description and Decorative Features
- **Context**
- Urban / Rural Setting: Urban setting
- Stand in Isolation: Street
- Integral part of a Landscape / Street / Complex:
- **Quantification**
- Area Dimension (L x B x H): 11.05 mtrs x 6.00 mtrs x 11.92 mtrs
- Number of Blocks: Two
- Number of Storys: ---
- **Spatial Organization**
- Orientation: Facing towards east.
- Plan: The vimana & jagamohana are square on plan.
- Allocation of Spaces: Compound wall measures 30.50 mtrs x 15.80 mtrs in length & breadth respectively.
**ARCHITECTURAL STYLE**
- **Ornamentation**
- Exteriors: Decorated with architectural motifs like – rekhamundi, pidhamundi & flat pilaster designs.
- Interiors: Plain
- Movable Collections: ---
- *Any Other (specify)*: Originally the temple was a panchayatana as evident from the ruins of shrines in the north-east corners.
10. Construction Technology
- **Structural System**: Rekha vimana & pidha jagamohana of Kalingan order.
- **Building Techniques**: Ashlar masonry
- **Material of Construction**: The whole temple including the compound wall is made of Laterite.
11. Condition Assessment
- **In General**: Good / Fair: Fair
- Sign of Deterioration
- Serious Deterioration
- Danger of Disappearance
**In Brief (Attach extra sheet if necessary)**:
Cracks in the ceiling leading to the seepage of rain water into the sanctum.
12. Threats to the Property
- Natural
- Negligence
- Vandalism
- Urban Pressures
SECTION III: REFERENCES
13. Reference Sources (published and unpublished textual details)
1.
14. Photographs: 15 nos
(attach list as in page 6, in case of multiple photographs)
Photo Reference:
CAPTION:
15. Audio / Video
(related to rituals / performance / festivals etc.)
Reference:
DESCRIPTION:
16. Maps/Plans/Drawings
17. Listers
NAME: Jaya Shankar Naik
18. Reviewers
NAME: Dr. S. Pradhan
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Representing the Submarine Cable Industry:
The ICPC was formed in 1958 and its primary goal is to promote the safeguarding of international submarine cables against human-made and natural hazards. The organisation provides a forum for the exchange of technical, legal and environmental information about submarine cables and, with more than 215 MEMBERS from over 70 NATIONS, including cable operators, owners, manufacturers, industry service providers, and governments, it is the world’s premier submarine cable organisation.
Prime Activities of the ICPC:
- Promote awareness of submarine cables as critical infrastructure to governments and other users of the seabed
- Establish internationally agreed recommendations for cable installation, protection and maintenance
- Monitor the evolution of international treaties and national legislation and help to ensure that submarine cable interests are fully protected
- Liaison with UN Bodies
ICPC: Recommending Best Practice
- Providing information to new cable owners to foster use of recommendations
- Facilitating access to new cable technologies
- Defining minimum recommendations for cable route planning, installation, operation, maintenance and protection
ICPC: Advancing Legal Protection
- Promoting UNCLOS compliance
- Championing uniform and practical local legislation and permitting
- Protecting cable systems and ships
- Aiding in education of government regulators and diplomats
ICPC: Working with Science
- Supporting independent research into cables
- Publishing reviews for governments and policymakers
- Working with environmental organisations
- Effective public education via various media
For further information, please send an e-mail to: [REDACTED_EMAIL]. | web | https://iscpc.org/documents/?id=3190 | 0.456738 | {
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DUBUQUE
Community Snapshot
Dubuque, located along the Mississippi River, is Iowa's oldest and seventh-largest city and a regional center for commerce, industry, education, medical services, culture and tourism. Dubuque is known as the "Masterpiece on the Mississippi," but this wasn't always the case. In the 1980s, Dubuque endured 23 percent unemployment, an exodus of residents, struggling downtown businesses, disconnected neighborhoods and little hope. A billboard proclaimed: "Last one to leave Dubuque, turn off the lights." In these difficult times, leaders from the private, nonprofit and public sectors facilitated community visioning that helped change Dubuque, focusing on grassroots efforts to address community rebirth. From this, Dubuque has gone from good to great in many areas: job growth and retention, sustainability, partnerships, community development, civic engagement and education.
Community Solutions Action Plan
The 3 rd Grade Reading Coalition will implement the following strategies:
* Expand or scale programs and implement innovative new approaches
* Integrate national programs into the community network
* Braid learning strategies into the abundance of summer programming and work to incorporate summer learning into the year-round curriculum
* Adapt promising practices from outside the community and scale best practices within the district to target the last 5 percent of students with chronic absence
Partnerships
The 3 rd Grade Reading Coalition is led by a group of leaders and experts from area schools, colleges, universities, nonprofits, businesses, city government and philanthropies and is facilitated by Every Child/Every Promise (ECEP). Founding members of the 3rd Grade Reading Coalition include Carnegie-Stout Public Library, Clarke University, Community Foundation of Greater Dubuque, Crescent Community Health Center, Dubuque Community School District, Dubuque Community School District Foundation, Dubuque County Early Childhood, Four Oaks: Parents as Teachers, Greater Dubuque Development Corporation, Holy Family Schools, Iowa State University Extension and Outreach, Leisure Services, Loras College, Multicultural Family Center, Northeast Iowa Community College, Operation New View: Head Start, and St. Mark Community Center. Support comes from the City of Dubuque, Community Foundation of Greater Dubuque and Dubuque Area Chamber of Commerce.
D EM OGR A PH IC S
* 58,000 residents
* Approximately 12,000 students
* 38 percent of students qualify for free or reduced-price meals
* Approximately 86 percent of thirdgraders read at grade level (Basic Reading Inventory)
* 2 percent of K-3 students are English language learners
* 87.5 percent graduation rate
* 93 percent are ready for kindergarten
* 95 percent of students attend school daily
* Summer learning programs are available but aren't coordinated with school curricula
GOALS
* At least 90 percent of third-grade students reading at grade level
* No student will miss more than 10 percent of school in a year
* 100 percent of students prepared for school
* Summer programming is data-driven and coordinated with student needs and curricula
"The biggest challenge facing our community is the dispropor-tionate achievement rates of minority students and students in poverty." | web | http://gradelevelreading.net/wp-content/uploads/2012/08/Dubuque.pdf | 0.468622 | {
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The National Climate Assessment and Development Advisory Committee has issued a draft of its next report on U.S. climate impacts. The draft will no doubt change as a result of the public comment period, but the broad outlines are likely to stay the same.
Here are some of the key predictions:
Projected Temps With Different Emissions Levels (from WaPo).
Higher temperatures. "U.S. temperatures will continue to rise, with the next few decades projected to see another 2°F to 4°F of warming in most areas. The amount of warming by the end of the century is projected to correspond closely to the cumulative global emissions of greenhouse gases up to that time: roughly 3°F to 5°F under a lower emissions scenario[and]involving substantial reductions in emissions after 2050 … and 5°F to 10°F for a higher emissions scenario assuming continued increases in emissions."
More extremes. "There is strong evidence to indicate that human influence on the climate has already roughly doubled the probability of extreme heat events like the record-breaking summer of 2011 in Texas and Oklahoma."
Higher seas. "Sea level is projected to rise by another 1 to 4 feet in this century….The stakes are high, as nearly five million Americans live within four feet of the local high-tide level." | web | https://legal-planet.org/2013/01/14/the-shape-of-things-to-come-2/?pdf=18882 | 0.478668 | {
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ADVANCED POLYMERS USED IN PLAIN BEARINGS
Sorin-Alexandru BURDUCEA 1 , Miron ZAPCIU 2
Rezumat. Odată cu dezvoltarea fără precedent a industriei, bazată pe sisteme automate, numărul elementelor în mișcare a crescut exponențial. Asigurând rularea fără lubrefiere chiar și la viteze mari, fără zgomot, cu randament ridicat, în game largi de temperaturi, aducând cu sine și avantaje de preț semnificative, fiind insensibile la contaminanți externi și vibrații, materialele compozite pe baza de polimeri asigură avansul tehnologic cerut de Industria 4.0.
Abstract. With the unprecedented development of the automated industry, the number of moving elements has grown exponentially. Ensuring the smooth running, even at high speeds, without noise, with high efficiency, in wide temperature ranges, bringing with them significant cost advantages, being insensitive to external contaminants and vibrations, the composite materials based on polymers ensure the technological advance required by Industry 4.0.
Keywords: Polymer, bearing, UHMWPE, Nylon, PTFE, POM
1. Introduction
Plastics are synthetic products of an organic, inorganic or mixed nature, which can be easily processed into various forms, hot or cold, with or without pressure.
The first plastics were produced from the transformation of natural materials. In 1859 vulcanized fibers appeared, in 1869 celluloid appeared and in 1897 galite. The first synthetic material to appear (1908) was the phenolformaldehyde resin called Bakelite. There are numerous processes for the manufacture of plastics. A bucket, a bottle, a motorcyclist's helmet, a windsurfing board are all made of different types of plastic. For each object, you must choose the plastic material that has the most suitable qualities: suppleness, rigidity, shock resistance, elasticity, transparency, light weight. In general, the product that starts in the manufacture of plastics is oil, a product obtained in oil refineries. Petroleum is a mixture of different hydrocarbon molecules. This mixture is brought to high temperatures in the presence of water vapor, which causes the breaking of hydrocarbon molecules and obtaining smaller molecules, ethylene molecules. Ethylene is the molecule on which the entire plastics industry is based [1], [2].
1 Eng., PhD student, Siemens Romania SRL, University POLITEHNICA of Bucharest, Spl.
Independentei 313, Bucharest, Romania, E-mail: [REDACTED_EMAIL]
2 Prof., corresponding member of Academy of Romanian Scientists, SC INCERTRANS SA Bucharest, University Politehnica of Bucharest, Romania, E-mail: [REDACTED_EMAIL] | web | https://aos.ro/wp-content/proceedings/PVol12Nr1Art.9.Abs.pdf | 0.444201 | {
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An important time for a person with Asperger Syndrome (Autism Spectrum) to disclose the fact that they have AS is when interacting with a “first responder,” i.e., a police officer, fire fighter, or emergency medical technician. This kind of disclosure may be especially hard, because the situation may be an emergency, or one in which you feel threatened or unsafe. If you are an adult or teen with AS, we suggest that you carry a copy of the card below in your wallet at all times, to use in such difficult situations. Be sure to write on the back of the card the names and telephone numbers of two people who know you, and who explicitly agree to serve as emergency contacts for you if you ever find yourself in a difficult situation with a police officer or other first responder.
Some parents take their children to meet local police and disclose their AS in advance of any possible emergency. Teens and adults could also make it a point to introduce themselves to local police, perhaps taking along a family member or trusted friend to facilitate the meeting. It is far easier to establish a mutually respectful relationship at a time when everyone is calm, than in the midst of an emergency or active law enforcement incident.
The expert on these issues is Dennis DeBbaudt, who has kindly spoken at AANE conferences and trained law enforcement personnel and other first responders in New England on behalf of our community. You can receive his e-mailed “Autism Risk and Safety” newsletter by contacting him at <[REDACTED_EMAIL]>. AANE staff members have developed this card based on models created by Dennis, and on his insights and teaching.
It is very important to ask a police officer permission to reach into your pocket to get your wallet and the card yourself, or tell the officer exactly where you are carrying your wallet—purse, left side coat pocket, etc.—and ask the officer to please take out the wallet and look for the card himself or herself. For example, you could say, “Officer, I have a card in my wallet that explains my disability. May I please show it to you, or would you prefer to reach into my back pocket yourself?” If you reach into your pocket suddenly, the police officer may think you are reaching for a weapon, and react in a way that could endanger you.
Directions
1. Cut out both the front and back sides of the card.
2. Fill out the front with your name, date of birth, and phone numbers of your two emergency contact people.
3. Cut a piece of card stock to the same size. Put it between the two sides of the card.
4. Laminate with contact paper or a clear lamination kit from a pharmacy, hardware, or stationery store.
5. Put the card into your wallet; carry it with you whenever you leave home.
---
To: A Law Enforcement Officer or other First Responder
I have a diagnosis of Asperger Syndrome
a social/communication disability related to autism.
My Name: ____________________________________________________________
Home phone: _________________________ D.O.B. _______/______/_______
In case of emergency, or to assist both you and me in communicating and in resolving this situation, please contact one of the following people:
1 Name _______________________________ Phone: _______________________
2 Name _______________________________ Phone: _______________________
Asperger/Autism Network
[REDACTED_PHONE] www.aane.org
---
I have a diagnosis of Asperger Syndrome (Autism Spectrum)
a social/communication disability related to autism.
Because of my Asperger’s Syndrome, I may
- Panic if yelled at, and lash out if touched or physically restrained.
- Misinterpret things you tell me or ask me to do.
- Not be able to answer your questions.
- Appear not to be listening or paying attention.
- Tend to interpret statements literally.
- Appear to be rude when I am just sound tactless, especially when anxious or confused.
- Have difficulty making eye contact.
- Speak too loud, too soft, or with unusual intonation.
I would like to cooperate. To help me cooperate, PLEASE!
- Clearly identify yourself as a law enforcement officer/first responder.
- Call one of my emergency contacts. (Please see reverse side of this card.)
- Do not assume that my Asperger’s traits constitute suspicious behavior.
- Avoid touching me or restraining me.
- Speak to me in normal, calm, non-confrontational tones.
- Tell me exactly what I need to do politely, clearly, simply, literally, and step by step. | web | https://www.speed802.org/assets/1/7/Autism_Wallet_Card.pdf | 0.515571 | {
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Launch date for Endeavour pushed back
April 6 2011 at 09:22pm By Irene Klotz
Cape Canaveral - Nasa on Monday delayed the launch of space shuttle Endeavour to April 29 from April 19 because of a scheduling conflict at the International Space Station.
Endeavour's mission will be the second-to-last for Nasa's shuttle program and will deliver a $2 billion particle detector called the Alpha Magnetic Spectrometer to the orbital outpost.
Nasa pushed back the launch date to avoid having Endeavour's mission overlap with the arrival of a Russian cargo ship at the station - a $100 billion project of 16 nations which orbits about 220 miles (354km) above Earth.
Nasa officials had hoped the unmanned Progress, which is carrying cargo and science experiments, could loiter in orbit until Endeavour's scheduled May 1 departure from the space station.
But the Progress is carrying a biological experiment that cannot linger in orbit, Nasa spokesman Allard Beutel said.
"We saw this coming and have been working (the issue) for a while," he said.
In a meeting on Sunday, space station managers agreed to postpone Endeavour's 14-day mission to resolve the conflict.
The particle detector travelling aboard Endeavour will be mounted outside the space station to look for new forms of matter - and possibly antimatter.
The shuttle crew is led by Mark Kelly, husband of Arizona Congresswoman Gabrielle Giffords, who is recovering from a Jan. 8 gunshot wound to the head. Kelly has said that his wife is planning to attend the launch.
Giffords is undergoing rehabilitation at a Houston hospital. She has not been seen in public since the shooting outside a Tucson grocery store that left six dead and 12 others injured. - Reuters
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http://www.iol.co.za/scitech/science/space/launch-date-for-endeavour-pushed-back-1.1053217?ot=inmsa....
Print this page
4/13/2011 | web | https://ams.nasa.gov/Documents/AMS%20in%20The%20News/Launch%20date%20for%20Endeavour%20pushed%20back.pdf | 0.504711 | {
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COMMUNITY...
Sharing our hearts and lives with each other so we become good friends.
ROOMS! What room in your home do you like best? Why? Like the least? Why? PARENTS! In what one way are you most like your mom? Dad?
DISCIPLESHIP...
Becoming more like Jesus in our character and skilled at doing life as He did. Helping others come to Jesus, follow Jesus and lead others to follow Jesus also.
Disciple-Maker's Character (Christ-likeness)
SPIRIT-FILLED: choosing to let Jesus live His LIFE in/through me by His Spirit.
-Read John 14-16 & note what Jesus says about the person of the Holy Spirit.
-How does Jesus refer to the Holy Spirit? What does this say about Him (Spirit)?
-In Jn. 16:7, Jesus said it was to the disciples' advantage that He go away. Explain this.
-What is the Spirit's relationship to Jesus (16:14-15)? What's His relationship to you?
Disciple-Maker's Competencies (Life Skills)
DISCIPLING: Helping a new Christ-follower grow in Christ & disciple others.
Organizational: Gathering to the church to make disciples through church's ministries & programs. Group discipleship led by ministry leaders, driven by events and classes.
Organic: Scattering from the church to make disciple makers through relational, intentional huddling of groups of 3-4 people. Life on life discipleship led by a discipler and is driven by relationships of encouragement, accountability and challenge/action.
Accountability & Prayer Break into smaller groups (men & women)
Creating a safe environment to be vulnerable, honest & accountable to each other.
-Share one thing you want the group to pray for you this week. Pray for each other.
MISSIONAL LIVING...
Encouraging each other to serve people inside and outside the walls of Rockpoint.
Living as Fishers of Men: Share who you are praying for where you live, work & play that our Father would bring to personally trust Jesus to save and change their lives.
Rockpoint Missionary: Pray for your Rockpoint missionary.
Sermon Discussion Use the following application questions from the sermon.
Big Idea: The giving of the poor Macedonian believers provides an illustration of what it means to boldly give, which again illustrates that our message of transformation and hope in Christ is true.
BOLD — Giving from a Heart of Grace
1. Give graciously (8:1, 2)
Read 2 Cor. 9:8-11
-What do you think it means to give graciously? Give an example.
2. Give joyfully (8:2)
Read 2 Cor. 9:6-7
-How do you think the Macedonians were able to give so joyfully the little they had? -Why does our Father want us to give joyfully not dutifully? What's the difference?
3. Give generously (8:2)
Read 2 Cor. 9:10,11; 1 Tim. 6:17-19
-How do you know if you are giving generously?
-Is generous giving more easily done if giving a 'percentage' or a 'proportion'?
4. Give Sacrificially (8:2-3)
Luke 21:1 – 4 "Jesus looked up and saw the rich putting their gifts into the offering box, and he saw a poor widow put in two small copper coins. And he said, 'Truly, I tell you, this poor widow has put in more than all of them. For they all contributed out of their abundance, but she out of her poverty put in all she had to live on.'"
-What is sacrificial giving to you? How do you know if you're giving sacrificially?
5. Give willingly (8:3,4)
Read 2 Cor. 8:12; 9:7
-What are evidences of giving willingly? What are the evidences of giving unwillingly?
6. Give eagerly (8:4)
Read 2 Cor. 9:7; Malachi 3:10
-Why is eager giving important? What does it say about your relationship to money?
7. Give unexpectedly (8:5a)
Read Pr. 11:24-25
-When was a time you saw someone give unexpectedly? Why was it unexpected?
8. Give submissively (8:5)
Read 1 Cor. 16:2
-Who are you to submit to in your giving? Why? Why is this hard?
TAKE AWAYS...
-Which of these Giving Principles is most needed in you life right now? Explain.
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Shiawassee County Vision Statement:
Shiawassee County should be a County where everyone is dedicated to enhancing public safety by improving our ability to prevent, prepare for, respond to, and recover from emergencies, disasters, and threats to our homeland.
This pamphlet contains information on how you can protect your friends, neighbors and loved ones from the chemicals used and stored on your property, during a chemical release or fire.
Shiawassee County Emergency Management
Local Emergency Planning Committee
Protect those who protect us!
Fire Fighter Right to Know…
Most of us know at least one member within the community that is a first responder.
These men and women put their lives on the line in order to protect life and property within the community. You can do your part to provide these heroic individuals with the means to do their jobs to the best of their ability.
It could happen here!
"Many people may not realize that what happened on April 17, 2013 in the town of West, Texas—a fertilizer plant with an unreported large stockpile of explosive ammonium nitrate blew up, killing 14 and rendering hundreds of others injured and homeless—could happen almost anywhere."
(Scientific American)
"The West, Texas tragedy was one of many preventable disasters that have happened in the decade since the EPA first proposed using the Clean Air Act to enforce common sense rules for chemical plants." (Huffington Post)
…" significant quantities of ammonium nitrate, a potentially explosive solid fertilizer, but Harris was primarily concerned about fumes from anhydrous ammonia, a liquefied gas fertilizer…" (BloomburgBusinessweek)
Action Steps:
* Notify your local Fire Department of the presence of Chemicals on your property.
* Contact Shiawassee County Emergency Management to schedule a walk-thru.
* Use the links provided to obtain further information on Fire Fighter Right to Know.
* Be a steward of your community and share this information.
Additional Information Resources:
On the Internet: www.michigan.gov/deqemergencyplan
The Environmental Assistance Center at [REDACTED_PHONE] or Email: [REDACTED_EMAIL]
The Michigan SARA Title III Program at [REDACTED_PHONE] or Email: [REDACTED_EMAIL]
Do your part to Safeguard:
[x] Friends
[x] Family
[x] Neighbors
[x] Your Community
Neighbors helping Neighbors!
Fire Chiefs are required to identify any site that uses or produces a hazardous material regardless of quantities.
Fire Chiefs are required to document that information and prepare a plan.
Fire Chiefs are required to prepare a specific plan if a site has certain quantities of a hazardous material.
Fire Chiefs are required to disseminate this information to their Fire Fighters.
Contact Us
Shiawassee County Emergency Management 149 E. Corunna Ave. Lower Level Corunna, MI 48817
Phone: ([REDACTED_PHONE] Email: [REDACTED_EMAIL]
Visit us on the Web: http://www.shiawassee.net/Departmen ts/Emergency-Management-HomelandSecurity/Local-Emergency-PlanningCommittee-(LEPC) | web | http://www.shiawassee.net/LinkClick.aspx?fileticket=CFHdBvCNjsA%3D&tabid=305 | 0.49598 | {
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Let's Talk Food Literacy
Braised Beef
Makes 8-10 servings
Ingredients
Protein foods:
* 3.5lbs pot roast (e.g. blade, cross rib, rump)
(steak cuts work too: blade, round, chuck or shank)
Vegetables:
* 2 onions, peeled, chopped
* 2 ribs of celery, chopped
* 2 carrots, peeled, chopped
* 3 Tbsp tomato paste
* 3 potatoes, chopped
Other:
* 1 L beef stock
* 3 Tbsp vegetable oil
* Sprigs of thyme or bay leaves (optional)
* Salt and pepper
Directions
1. Turn oven on to 325°F.
2. Season beef with salt and pepper.
3.
Tips and Tricks:
Wash hands with soap and water before, during and after preparing food.
Adapt this recipe to your family's taste.
Use a calibrated thermometer to see if beef is cooked. How do I calibrate? Fill cup with ice and water. Insert thermometer. Adjust the dial to read 0° (32°F).
Using a slow cooker? Use a frying pan for steps 3-5; switch to a slow cooker for step 6. Cook in the slow cooker for 10 hours on low.
Heat oil in Dutch Oven or oven safe pot with lid on stove using medium-high heat. Brown the meat on all sides. Remove meat.
4. Wash vegetables. Add onions, carrots and celery to pot and cook for 3 minutes. Add 2 Tbsp tomato paste. Stir and cook for 5 minutes.
5. Add ½ cup beef stock to pot, and use a spoon to lift the brown bits off the bottom (deglaze).
6. Put meat into pot. Add remaining beef stock and simmer on medium heat. Add thyme and bay leaves.
7. Cover pot and put in oven for 1.5 hour. Then, turn over beef, add potatoes, and cook for another hour.
8. Place meat on a plate and poke with a fork. If fork comes out easily AND if the thermometer reads 88°C or 190°F, it is ready. Cover meat with tinfoil and let rest for 10 minutes.
9. Remove vegetables and potatoes; keep warm.
10. To make a gravy, skim off the fat from remaining liquid. Strain liquid into a small bowl and add 1 Tbsp tomato paste. Return liquid to the pot. Let simmer until slightly thickened.
11. Slice beef and serve with the cooked vegetables and potatoes.
Watch the how-to video! https://www.youtube.com/watch?v=W5FckIXd8wU
Page
1
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FEATHERS:
SEE HOW THEY ARE BUILT
Teacher Resource Guide
southernsciencesupply.com
Teaching Tips
These lesson ideas are developed with you in mind. We understand that you are the creative force within your classroom. You may choose to use the hand-held microscope in an inquiry center or you may have multiple scopes and teach in pairs, groups of four, or even groups of six. However you manage your classroom, these ideas will assist you in guiding your students as they observe, question, research, and experiment. These inquiry skills are invaluable life skills.
Making connections, being creative, problem solving, and questioning will engage your students as they discover the microscopic world. You can extend these lesson ideas and integrate the study of the specimens into your content areas to make them even more relevant. Be creative. There is no limit to what can be discovered!
Lesson Ideas
• Observe and discover how the outer covering of an animal helps it to live in its environment.
• Observe the zipper effect of feathers. Locate the quill, vanes, and barbs. Draw the details of a feather. At higher magnifications you should be able to locate the barbules, the zipper part of the feather that aids in repelling water and holding in warmth.
• Study the three different types of feathers. Determine where each feather might be located on the bird and what its purpose might be.
• Discuss why the anatomy of a feather is so intricate. How would a thin, interlocking design be beneficial to the bird?
• The coloration of feathers ranges from the brilliant to the dull and drab. Why would birds have bright, colorful feathers? Why would a bird have drab coloration?
Feather Structure: Feathers are dead structures that appear to have evolved from scales and are composed of b-keratin. Scales and feathers develop in a similar fashion. In actuality, birds have both feathers and scales. You can find scales on the legs and feet of most birds. There is an opening at the very tip of the base where the blood supply entered the feather when it was growing. Once a feather is fully grown, the supply of blood is sealed off and the feather itself becomes “dead,” similar to the ends of human nails.
Feathers grow from a follicle similar to mammal hair follicles and are replaced regularly by molting. Feathers are incredibly strong and yet are incredibly flexible. To allow both lift and forward movement, feathers can bend at almost a right angle.
Feathers are made of a shaft, called the rachis and the vanes are on either side. Vanes are made of barbs that are arranged side by side up the shaft of the feather. Barbules grow from the barbs, which have tiny hooks that interlock in a similar way to hook-and-loop fasteners.
Feathers have a basic form of a hollow, central shaft called a rachis and a number of smaller side branches. The side branches are called barbs and are linked together by a set of barbules and their “hooklets” sometimes called ‘Hamuli’ (this is perhaps best understood by seeing the diagram). The base of the feather, where there are no side branches, is called the calamus or quill.
### Types of Feathers
| Feather Type | Description |
|-----------------------|-----------------------------------------------------------------------------|
| **Contour feathers** | Give the bird its characteristic smooth round shape. They also give the bird its visual coloring and provide a first level of defense against physical objects, sunlight, wind and rain. They are very important. |
| **Down feathers** | Are smaller and lack the barbules and their accompanying hooklets so they are not zipped together and do not look as neat. In fact they are soft and fluffy. They provide most of the insulation and are so good at this that mankind for many years collected down feathers from various birds to put into sleeping bags and jackets to help keep us warm. |
| **Semiplumes** | Are half-way between a contour feather and a down feather. These occur between the contour feathers and help to supply insulation and a certain amount of form as well. |
| **Filoplumes** | Are very small and have only a very few barbs at their tips. They are believed to have a sensory function, helping birds keep their feathers in order. |
feather information from www.fernbank.edu/Birding/feathers.htm
### Feather Literature Connections
- **Feathers and Fools Paperback**
- Mem Fox (Author), Nicholas Wilton (Author)
- **Feathers: Poems About Birds**
- Eileen Spinelli and Lisa McCue (Apr 1, 2004)
- **Bird Feathers: A Guide to North American Species (Birds Ornithology)**
- S. David Scott and Casey McFarland (Sep 1, 2010)
Have a question or comment?
CALL TOLL FREE:
877-YOURLAB ([REDACTED_PHONE])
9am – 6pm CST, Monday-Saturday
WRITE:
SOUTHERN SCIENCE SUPPLY
1248 AUSTIN HIGHWAY
#106-118
SAN ANTONIO, TX 78209
EMAIL:
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Technical Questions: [REDACTED_EMAIL]
SCOPE US OUT!
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Weather
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You are here:Home»Supplements»Science & Technology» Sourcing energy from space
Sourcing energy from space
Jaymin Gajjar & Saptak Ghosh, March 7, 2017,
Renewable energy sources have been championed as the future of energy in the past decade owing to serious threats posed to the planet's sustenance by climate change and contributing factors such as fossil fuels. In efforts to make the transition from conventional fossil fuels to renewable energy, innovative applications such as tandem solar cells, twobladed wind turbines, hydrogenbased fuel cells etc are being developed. Spacebased solar power (SBSP) is another such application that has been gaining traction now.
SBSP uses solar panels deployed in space to collect energy from sunlight, which is then transmitted wirelessly to Earth. This technology has the potential to solve our energy and greenhouse gas emission problems. The reason is the quantum of solar energy available in space is billion times more than that received on Earth.
Earthbased solar panels convert sunlight into energy during daytime. However, they cannot do so at night or under overcast conditions. Also, much of the Sun's radiation is reflected back into space by Earth's atmosphere. If the same solar panels are stationed in space, they will receive suitable solar radiation everyday.
Estimates show that one GW of Photovoltaics (PV) panels that generate 1,700 million units of electricity annually on Earth can generate more than five times when deployed in space. This is because lightto energy conversion efficiency increases due to more wavelengths being captured, which also increases the Capacity Utilisation Factor (CUF) by about five times. For deployment in space, the PV panels can be installed on geosynchronous satellites and the power generated can be transmitted back to Earth in a safe, efficient and reliable manner using Wireless Power Transmission (WPT) technology. WPT consists of:
DC to microwave converter: To convert the DC power to microwave beams for transmission through antennas towards Earthbound receiving station. Typically, DC to microwave conversion efficiency is 85 86%.
Transmitting antenna array to beam the microwave to Earth: The conversion efficiency of this process is
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95%.
A mean to receive power on Earth: SBSP requires a receiving facility with a rectenna array and suitable power networks connected to the existing groundbased power grids. A rectenna converts the microwaves into electricity with conversion efficiencies of more than 95%.
Presently, China and Japan have aggressive R&D programmes to make SBSP viable. Members of the Chinese Academy of Sciences and Chinese Academy of Engineering, for instance, wrote a report in 2010, suggesting that China should build an experimental space solar power station by 2030, and construct a commercially viable space power station by 2050. In 2008, Japan passed its Basic Space Law which established Space Solar Power as a national goal and Japan Aerospace Exploration Agency (JAXA) is also actively conducting research for deploying massive solar panels in space in the near future and also has a roadmap to commercialise SBSP. As of now, the researchers at JAXA are the first to successfully deliver a power output of 1.8 kW using microwave beams to a receiver 55 m away with 'pinpoint accuracy'.
Challenges ahead
In spite of the panoply of motivations to execute SBSP, there are some major challenges. At first, the launching cost with the Heavy Lift Launch Vehicle (HLLV) and the building cost of the SBSP system are exorbitantly high. JAXA has predicted total costs to be around one trillion Chinese Yuan. Furthermore, space is a hostile environment which causes approximately eight times more degradation of solar panels than on Earth. In addition, the receiving station on Earth will require several hectares of land. NASA estimates that a transmitting antenna of one km diameter and a receiving rectenna of 10 km diameter on ground for microwave beams at 2.45 GHz are required.
For a successful implementation, the space programmes of various leading countries need to collaborate and share resources. This, as a result, can bring down the costs immensely. In the meantime, the research community needs to delve deeper into the physics of SBSP to make such systems a reality for sustainable communities. Achievements like the recent deployment of 104 satellites by ISRO show India's space prowess and potential to contribute to SBSP programmes in the near future.
(The authors are with Center for Study of Science, Technology and Policy, Bengaluru)
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India won by 75 runs | web | http://cstep.in/uploads/default/files/pressroom/stuff/CSTEP_Exploring_the_space_based_solar_power_2017_NA2.pdf | 0.437505 | {
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WHEREAS Read In recognizes that reading is important for the development of the intellectual, emotional, and social facets of the individual;
WHEREAS reading opens doors to discovery and provides unlimited opportunities for adventure, enjoyment and learning for people of all ages;
WHEREAS literacy is crucial for community development and economic progress;
WHEREAS Strathcona County is proud to be known as a municipality that promotes learning and continuing education;
NOW THEREFORE, I, Mayor Rod Frank, do hereby proclaim October 7 - 11, 2019 as “Read In Week” in Strathcona County.
Dated this 1 day of October, 2019.
Signed by
Rod Frank, Mayor | web | https://strathconacablob.blob.core.windows.net/files/files/mayor-proclamation-read-in-week-october-2019.pdf | 0.426815 | {
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Tips for Writing your Volunteer Cover Letter
The cover letter for any job, paid or voluntary, gives the main points of your application, your background, and your reason for applying in a shortened way. Follow a clear format for each paragraph, and aim to keep your cover letter to one page only.
NOTE: Make sure your letter is all in the same font, and the same size. Choose a font size of 10, 11 or 12, depending on the font you prefer. Clear and easy to read fonts include: Times New Roman, Tahoma and Arial. You can format the page to 1.5 line spacing to make it easy to read. It should also always be in black.
The paragraph outline below shows what pieces of information you can include, and where they should go in the letter:
Title:
Write what the letter is about – applying for a voluntary position in a named school.
Paragraph 1:
Write why you are applying to the school, both generally and specifically. In general, you may want to apply for teacher training, but have no UK experience yet. You can mention the exact place you want to apply to. More specifically, the school may be close to you, or might be a specific type of school e.g. a focus on science. Mention something specific about the school in this paragraph. This will show you have done some research before approaching them.
Paragraph 2:
Write about yourself and your experiences. This should be based on your overseas and UK experience. Write for how long, when and where you taught. Also include any specialist activities you have done or particular skills you have, such as abilities in languages, sports, dance or other activities. In this section you should also stress your level of English, with proof where possible. This could include noting that the language of instruction in schools in your home country was English, or mentioning your highest English
2
language qualification. Even if English is your first language, the school may not know much about your home country, so still include this.
Paragraph 3:
Write in what position, for how long and how often you would like to volunteer. If you are flexible on which days you can volunteer, say so.
Paragraph 4:
Indicate that you are able to meet the contact person when they are available, and if you are happy to be contacted by phone as well.
Ending the letter:
You should sign the letter yourself, but also type your name below so it is easy to read.
As you are also giving the school your CV, write below your name the word "enclosed". This tells them the letter came with an accompanying document.
After you have written the letter, it is a good idea to get someone else to check it for grammar and spelling mistakes. Schools often receive a lot of applications, and they may not take time to read letters that have spelling mistakes or obvious grammatical errors. | web | https://www.refugeecouncil.org.uk/assets/0003/0182/Tips_for_Writing_your_Volunteer_Cover_Letter.pdf | 0.443217 | {
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} | 9d7c404ce2efad104b5bca63d7bb73de31e1f4264f987947cf973b9ef87b6083 | ||
Crimping Instructions
CRIMPING INSTRUCTIONS
Feed one Crimp Bead onto the Beadalon wire, then loop it through a Clasp and back though the Crimp. Be sure wires are side by side, not crossed.
Place the Crimp into the tool's semicircle groove (outer jaw), turn it 90° and make another compression until the Crimp Bead is nicely rounded.
Place the crimp in the OUTER jaw of the Crimp Tool, make one firm compression. This will shape the Crimp into an oval, keep the wires parallel.
PAGE 1 | web | https://www.beadalon.com/images/CRIMPING_INSTRUCTIONS.pdf | 0.435877 | {
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To: Rains County Leader
From: Stephen Gowin CEA-Ag, Rains County
Tomato Problems
Many home and commercial gardeners have been calling here lately about problems with tomato plants. Tomatoes are a very popular garden plant in this area and in most cases grow very well. Listed below are some question that I have been receiving and the answers that follow.
Q. What are the brown rotten spots on the bottom of my tomatoes?
A. Blossom end rot is a physiological disorder of tomato that can appear on fruits at any time in their development, but most commonly appears when fruits are one-third to onehalf grown. The initial symptoms are water-soaked spots on the blossom end of the fruit. These spots later enlarge and become black. Secondary infection by other decay causing organisms usually follows. The cause of this disorder is considered to be calcium deficiency in the developing fruit. Extreme fluctuations in moisture, root pruning and excessive nitrogen fertilization can also result in blossom end rot.
Best means of control is to maintain a uniform supply of moisture through irrigation and soil mulches. Calcium chloride can be used as a spray for control under some conditions. Application of lime, calcium or gypsum prior to planting may help. Liquid fertilization using calcium nitrate can be used for small plots.
Q. What causes the yellow specks/spots on my tomatoes?
A. This problem is called cloudy spot. It is caused by stink bugs attacking the fruit. Fruit are covered with white or yellow flecks and patches that occur in the tissue just beneath the skin. Peeling fruit in the affected areas reveals white corky (not red) tissue.
P.O. Box 278 Emory, TX 75440 ([REDACTED_PHONE]
7/2/14
Control: Stink bugs often attack tomatoes from surrounding weeds. Feeding on young fruit is barely noticeable, but improper ripening and blemishes develop as fruit matures. Use a recommended insecticidal program to control stink bugs.
Q. What causes my tomato plant to start dying on one side of the plant but not the others?
A. Fusarium Wilt (fungus - Fusarium oxysporum f. sp. lycopersici): The first indication of disease in small plants is a drooping and wilting of lower leaves with a loss of green color followed by wilting and death of the plant. Often leaves on only one side of the stem turn yellow at first; yellowed leaves gradually wilt and die. The stem of wilted plants shows no soft decay, but when cut lengthwise, the woody part next to the green outer cortex shows a dark brown discoloration of the water conducting vessels. The fungus is soil borne, passes upward into the xylem of the stem. Blocking of the waterconducting vessels is the main reason for wilting. The fungus is most active at temperatures between 80 and 90 degrees F., seldom being a serious problem where soil and air temperatures remain low during most of the growing season. Control can be obtained by growing plants in disease-free soil, using disease-free transplants, and growing only resistant varieties.
Q. What causes my tomato plant to start wilting from the bottom up and then all the sudden the entire plant wilts and dies.
A. Rapid wilting of lower leaves followed by wilting and decline of the entire plant signals bacterial wilt. The leaves do not change color. A slimy, gray substance oozes from cut stems. Bacteria may infect plants from the soil or from insect vectors. Proper field sanitation and crop rotation are effective control measures. Use of disease-free transplants is important.
If you are having problems with you tomatoes feel free to give me a call. You can also go to the following website which is an excellent resource http://aggiehorticulture.tamu.edu/tomatoproblemsolver/index.html. | web | https://rains.agrilife.org/files/2011/11/7-2-14-tomato-problems.pdf | 0.491374 | {
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Commercial space flight takes big step up
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Artificial exoskeleton takes the strain
18:27 05 March 04
NewScientist.com news service
A human exoskeleton, which could help soldiers and firefighters carry heavy loads, is about to take its first public steps.
Called the Berkeley Lower Extremity Exoskeleton, or BLEEX, it is part of a Defense Advanced Research Projects Agency venture designed to help foot soldiers carry heavier loads over even longer distances, by connecting robotic supports to their legs to reduce the load.
Besides helping soldiers, it could also assist medical personnel carrying wounded people from disaster areas, or fire fighters in hauling heavy equipment up countless flights of stairs.
A human "pilot" straps the exoskeleton's legs to their own and dons a large rucksack that contains the engine, control system and a space for the payload, says project leader Homayoon Kazerooni.
Centre of gravity
The Berkeley Lower Extremity Exoskeleton can be used to carry an extra 32 kilograms (Image: US Berkeley)
Although the device itself weighs a hefty 50 kilograms, the pilot should not notice this because the machine takes its own weight, with the control system ensuring that the centre of gravity is always within the pilot's footprint.
In addition to its own weight, it will carry a 32 kilogram payload within the backpack. To the pilot this would feel like they were carrying just 2 kilograms, says Kazerooni.
http://www.newscientist.com/news/news.jsp?id=ns99994750 (1 of 3)4/8/2004 4:35:03 AM
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Later this year they will begin trying a new more compact engine that is more than twice as powerful and should make it possible to carry loads of nearly 60 kilograms. "If the payload goes even higher then the pilot takes the extra weight," he says.
Hands free
"The key element is that the pilot needs no joystick, keyboard or buttons to operate it," says Kazerooni, leaving your hands free for other tasks.
This is because the entire control system is designed to ensure it moves in concert with the person wearing the exoskeleton. "You just push your leg and it moves," he says.
To drive the powerful hydraulics necessary for heavy lifting BLEEX has a small purpose built combustion engine built into it. On a full tank the system should be able to run for as long as two hours.
Subscribe to New Scientist for more news and features
Related Stories
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21 July 2001
But there are plans to try a quieter, cleaner type of engine. This kind of motor would run on hydrogen peroxide, which expands rapidly without combusting when it comes into contact with a catalyst.
For more related stories search the print edition Archive
Weblinks
DARPA Technical Symposium
The system will be demonstrated at the DARPA Technical Symposium in Anaheim, California, between 9 and 11 March.
Duncan Graham-Rowe http://www.newscientist.com/news/news.jsp?id=ns99994750 (2 of 3)4/8/2004 4:35:03 AM
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http://www.newscientist.com/news/news.jsp?id=ns99994750 (3 of 3)4/8/2004 4:35:03 AM
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May 2018
Vol. 18 No. 3
SUSTAINABLE TOURISM
Summer is right around the corner in Cambria. The days are becoming a little longer, the weather a little warmer, the poppies and lupine are in full bloom, and people from all over the country flock to Highway 1 as part of their summer getaway. Perhaps observing this pilgrimage inspires you to take a trip of your own this season.
And if you do find yourself bit by the travel bug, we urge you to ensure your good memories aren't at the expense of the natural resources and local community you are visiting. Whether it be a day trip to McWay falls up the coast or a two week sojourn to Southeast Asia, it is important to practice sustainable tourism when possible.
animal abuse is rampant throughout the industry. However, there are many ethical elephant sanctuaries throughout the country where tourists can instead feed, bathe, and play with rescued elephants. It's about making the concerted effort to do your research before you travel. Research travel agencies and brush up on local customs before you book your flights. If you find yourself hiking in Yosemite, don't throw your banana peel just off trail when no one is looking. Pack out what you pack in. Little efforts like these make a huge difference in the long run.
Sustainable tourism is often referred to as ''ecotourism', 'nature-based tourism' or even 'cultural tourism', but they all are based on the same principles. The United Nations Educational, Scientific and Cultural Organization (UNESCO) defines sustainable tourism as "tourism that respects both local people and the traveler, cultural heritage and the environment."
At home, we are often familiar with our natural resources and are motivated to protect them. It's hard not to roll your eyes when tourists get too close to the elephant seals, blindly ignoring the posted signs. However, when we travel, sometimes we too are blind to the effect of our actions. And they aren't always obvious.
For example, elephant rides in Thailand are widely advertised and hundreds, if not thousands, of tourists partake every year. However, illegal capture and
At Greenspace, we believe in the principle of sustainable tourism and encourage everyone to travel, explore, and practice sustainable tourism wherever they go. It's one of the many reasons we are so excited to auction off a trip to the Galapagos Islands with Lindblad Expeditions and National Geographic at our Art and Adventure Auction on July 14th. Not only do they offer authentic expedition experiences in the most remarkable places, they are also committed to global stewardship and positively impacting the places they explore. In fact, they have donated more than $14 million to projects in the regions they travel.
FURTHER READING
"Global Stewardship" Lindblad Expeditions, www.expeditions.com/why-us/global-stewardship/
Marshall, Claire. "Elephant Tourism is Fuelling Cruelty" BBC News. 6 July 1017. www.bbc.com/news/scienceenvironment-40501667
"Teaching and Learning for a Sustainable Future." UNESCO, Discovery Channel, Producer.
WIN A GALAPAGOS ADVENTURE
In cooperation with Lindblad Expeditions, Greenspace will auction an amazing Galapagos adventure for two aboard the National Geographic Endeavor II which carries just 96 guests. Retail Value is $13,920.The Galapagos Islands straddle the equator 600 miles west of South America. They are the original UNESCO World Heritage locale and are known for their vast number of endemic species, including marine iguanas, giant tortoises, flightless cormorants, and a variety of finches.
Charles Darwin's observations there on his second voyage on HMS Beagle contributed to the inception of his theory of evolution by means of natural selection. Lindblad Expeditions is the gold standard for adventure travel and began offering expeditions in Galapagos 50 years ago. Because of their intimate size its ships are able to get up close to wildlife with kayaks and Zodiac landing craft. The atmosphere on board is casual and down to earth, with an emphasis on comfort and practicality. The expeditions are led by Lindblad's renowned team of naturalists; LindbladNational Geographic certified photo instructors and an undersea specialist, whose knowledge and passion for the islands will amplify the once-in-alifetime experience. Your 10 day/9 night expedition begins and ends in Guayaquil, Ecuador, which is accessible from the U.S. by major airlines. A popular extension of the Galapagos experience is to Machu Picchu and Cuzco, Peru for an additional cost. Trips are offered throughout the year and are subject to availability.
Travel can be booked only within 60 days of travel. A category 1 cabin is offered for this adventure, but the winner can upgrade based on availability. Airfare between Guayaquil and the U.S. is not included. Airfare between Guayaquil and Galapagos is separately charged by Lindblad.
GREENSPACE PRESENTS THE 30 YEAR ANNIVERSARY ART & ADVENTURE DINNER and AUCTION
SAVE THE DATE - JULY 14TH!
In addition to the Galapagos Adventure, amazing artwork and exciting additional adventures will be offered by:
LANA COCHRUN
WALT GLASER
AMPHORA STUDIOS –EARTH SEA POTTERY TRACEY SYLVESTER-HARRIS
CLUB DONATELLO IN SAN FRANCISCO JULIE COOGAN
4 MEALS BY "MEN OF CAMBRIA COOK" CHEFS MELANEE SYLVESTER
ISLAND PACKERSCHANNEL ISLANDSEXCURSION
& HOTEL STAY
ART VAN RHYN CAROL JEAN ATTOE
GOURMET PIZZA PARTY FOR 20 AT PRIVATE HOME
JUDY LYON
CARRIZO PLAIN ARCHEOLOGY TRIP
TURTLEHEAD FARMSTAY
12 MEALS AT CENTRAL COAST RESTAURANTS
To purchase a ticket to the 30 th Anniversary Art and Adventure auction, contact the Greenspace office at [REDACTED_EMAIL] or ([REDACTED_PHONE]
The North Coast area of San Luis Obispo County is a national treasure. Greenspace will protect and enhance its ecological systems, cultural resources and marine habitats through land acquisition, education and advocacy. | web | https://img1.wsimg.com/blobby/go/150659eb-035a-44f6-8264-ba16acbf6362/downloads/1cemhm3u2_746767.pdf?ver=1623468103505 | 0.491212 | {
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The Bookland Bridge
Do you think that you can make a strong bridge with a halfsheet of paper? Take this bridge building challenge and find out!
Walled Bridge
Materials
* Two stacks of books of equal height
* Sheet of paper (cut in half lengthwise)
* Metric ruler
* Scissors
* Pennies
The Rules:
1. The bridge can be made from only ½ sheet of plain notebook paper.
2. You may not use glue, tape, or any other materials.
3. You may bend, fold, or cut the paper in any way you like.
4. The two stacks of books must be at least 10 centimeters (cm) high and at least 12 cm apart.
The Test:
After making your bridge, test its strength by gently stacking pennies, one at a time, in the middle of the bridge. See how many pennies your bridge can support without caving in! Here are two possible designs for bridges. See if you can create others that are even stronger!
Arched Bridge
Think about this...
There are three main types of bridges: The beam bridge, the arch bridge, and the suspension bridge. The beam bridge is the simplest, using a beam along each side of the roadway. The arch bridge uses one or more arches on which the roadway is built. But one of the most amazing bridge designs is the suspension bridge. In a suspension bridge, the roadway is actually hung from very strong cables. The cables are somewhat different depending on the bridge but they are normally made from thousands of steel wires bound tightly together. These cables can handle an incredible amount of weight since a single steel wire, only 1/10 of an inch thick, can support a weight of about ½ ton without breaking!
Where's the Chemistry?
A flat piece of paper is very easy to bend. In fact, if you hold one end, the other end just flops down on its own. But if you bend the sides up, like the walled bridge, or give it any vertical fold at all, it doesn't bend nearly as easily. That's because the vertical walls act like beams that give the bridge extra strength. A beam is helpful because it has a lot of material along its surface to resist bending.
©2008 American Chemical Society www.acs.org/kids
The American Chemical Society develops materials for elementary school age children to spark their interest in science and teach developmentally appropriate chemistry concepts. The Activities for Children collection includes hands-on activities, articles, puzzles, and games on topics related to children's everyday experiences.
The collection can be used to supplement the science curriculum, celebrate National Chemistry Week, develop Chemists Celebrate Earth Day events, invite children to give science a try at a large event, or to explore just for fun at home.
Find more activities, articles, puzzles and games at www.acs.org/kids.
Safety Tips
This activity is intended for elementary school children under the direct supervision of an adult. The American Chemical Society cannot be responsible for any accidents or injuries that may result from conducting the activities without proper supervision, from not specifically following directions, or from ignoring the cautions contained in the text.
Always:
* Work with an adult.
* Read all warning labels on all materials being used.
* Read and follow all directions for the activity.
* Wear eye protection.
* Use all materials carefully, following the directions given.
* Follow safety warnings or precautions, such as wearing gloves or tying back long hair.
* Be sure to clean up and dispose of materials properly when you are finished with an activity.
* Wash your hands well after every activity.
Never eat or drink while conducting an experiment, and be careful to keep all of the materials used away from your mouth, nose, and eyes!
Never experiment on your own!
For more detailed information on safety go to www.acs.org/education and click on "Safety Guidelines". | web | https://www.acs.org/content/dam/acsorg/education/resources/k-8/science-activities/characteristicsofmaterials/building/bookland-bridge-science-for-kids.pdf | 0.428835 | {
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Steering a Western-Trained Horse
Q I’m having trouble steering my Western-trained, 6-year-old Quarter Horse. I’m a Training Level, middle-aged dressage rider. I have trouble doing circles and other school figures. How can I learn to communicate better so she goes where I want her to go?
Name withheld by request
FRAN DEARING
A To achieve success at steering, you must understand a fundamental principle: A horse goes in the direction his shoulders go, not necessarily in the direction he is looking. From what you describe in your question, you’re experiencing a major glitch in communication.
Typically, a Western horse is taught to steer using the principle of indirect reining, commonly called “neck reining.” When a rider uses this system to turn her horse, she uses the rein opposite to the direction she wants the horse to turn. This indicates to the horse the direction in which his shoulders are to move. For example, your mare has been trained to turn right with a slight counter flexion of her neck (e.g., she’s looking left), | web | https://nebula.wsimg.com/c931e664febc3979da176fd5b48a975b?AccessKeyId=C6AE8EF7ED456256A97F&disposition=0&alloworigin=1 | 0.47996 | {
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Iwerne Minster Community Emergency Response Plan
Why have a Community Emergency Plan?
* A National and County wide initiative.
* Encourages communities to be better prepared to deal with possible risks and build resilience.
* The Iwerne Minster Community Emergency Plan is linked to the Iwerne Minster Parish Council Resilience guide.
What is Community Resilience?
The need to build on these strong foundations and strengthen our resilience in order to better prevent, mitigate, respond to and recover from the risks facing the nation. GOV.UK
PREPARE
RESPOND
How the Plan has been developed?
* Initial discussions at Parish Council meeting with public presentation from Dorset Resilience Forum.
* Steering group of councillors and volunteers established.
* Village questionnaire.
* Guidance from Dorset and other community examples used to form draft plan.
* Core group of coordinators and key volunteers established to deliver the Plan.
Personal Safety
* Before instigating any Plan of this nature, it is paramount that everyone concerned is made aware that the first priority is personal safety. Everybody should ensure that their own safety and that of others is the overriding thought at all times.
* Your priority is to stay safe. If you are in immediate danger, call 999
Household Emergency Plan
* A Home Emergency Action Plan can be found within the plan.
* Copies will be made available.
* Emergency Grab Bag recommended.
Risks that Iwerne Minster might encounter
| Power Failure | Severe Weather - Snow |
|---|---|
| Pandemic | Disruption to Water Supply |
| Major Road Traffic Accident | Major Fire |
| Active Shooter | Terrorist Incident |
Plan Activation
PLAN MAY BE
ACTIVATED BY THE
EMERGENCY SERVICES,
DC OR HEALTH.
NORMALLY TRIGGERED
BY THE COMMUNITY
COORDINATORS
COMMUNITY
EMERGENCY
COORDINATION TEAM
WILL COORDINATE THE
RESPONSE
KEY VOLUNTEERS
CONTACTED
PLACES OF SAFETY IF
NEEDED
Role of Community Emergency Coordination Team
* Share any information received in the event of prolonged outages e.g. power/water.
* Mobilising community volunteer support, e.g. snow patrol.
* Liaison with utility providers.
* Work with emergency services providing voluntary support.
* Support for vulnerable residents.
* Providing information updates - WhatsApp, notice boards, etc.
Methods of Communication
Iwerne Minster WhatsApp Community
Next Door Online Community
Village Email Network
Village Noticeboards
Neighbourhood Watch
Place of Safety/Hub
* In this case a place of safety/hub is where village residents can go to stay safe and receive information if you feel you are in need of help.
* Safe places/hubs
* Abingdon Memorial Parish Hall
* St Mary's Church
* Village Club
Vulnerable People
* People have made us aware of any vulnerabilities.
* Plan has provision for support if needed, e.g. in severe weather.
* Confidential list held.
* Contact us to be included.
Emergency Equipment
* Defibrillators (Talbot, Church, Leopard Dairy).
* Hi Vis Jackets.
* Emergency equipment, e.g. walkie talkies, torches etc.
* Information pack for coordinators.
* Local resources.
Key Volunteers
Emergency Plan Coordinators
Email: [REDACTED_EMAIL]
Paul Le Prevost Mobile Tel: 07879 377565
Susan Trim Mobile Tel: 07811 314694
Heather Overton Mobile Tel: 07747 620996
Jeff Overton Mobile Tel: 07949 147878
Richard Andrews Mobile Tel: 07748 181588
http://www.iwerneminsterparishcouncil. gov.uk/Emergency_plan_47306.aspx
Questions | web | http://www.iwerneminsterparishcouncil.gov.uk/_UserFiles/Files/Emergency%20Plan/Iwerne%20Minster%20Community%20Emergency%20Response%20Plan%20V5.pdf | 0.499084 | {
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FACULTY/STAFF SUMMER 2017 READING OPTIONS
Catching Fireflies by Patsy Clairmont
Popular author and speaker Patsy Clairmont weaves stories and scripture between lasers, lighthouses, and lamps to illuminate the heart and enliven the spirit. Whether you're bored with the routine, struggling through a crisis, or just ready for a good word, Patsy meets you there with vulnerability, inspiration, and an infectious grin. As a daily devotional or weekend read, Catching Fireflies will light up your day even as it brightens your smile.
The Book of Joy by His Holiness Dalai Lama and Archbishop Desmond Tutu
Cultivating joy was the subject of a five-day conversation between the Dalai Lama and Tutu, Archbishop Emeritus of South Africa, held in 2015 at the former's residence in exile in Dharamsala, India. The two Nobel Peace Prize recipients argued for a "true joy that was not dependent on the vicissitudes of circumstance," writes Abrams, who moderated the rare meeting between the two friends on the occasion of the Dalai Lama's 80th birthday. Highlighting the men's playful joking and delight in each other's company, Abrams carefully balances their strong voices during intense discussions on the many obstacles to joy (including fear, anger, and adversity) and ways to cultivate greater well-being, using as a framework the "eight pillars of joy" (perspective, humility, humor, acceptance, forgiveness, gratitude, compassion, and generosity).
The Faith Club by Ranya Idliby, Suzanne Oliver, and Priscilla Warner
In the wake of 9/11, Idliby, an American Muslim of Palestinian descent, sought out fellow mothers of the Jewish and Christian faiths to write a children's book on the commonalities among their respective traditions. In their first meeting, however, the women realized they would have to address their differences first. Oliver, an Episcopalian who was raised Catholic, irked Warner, a Jewish woman and children's author, with her description of the Crucifixion story, which sounded too much like "Jews killed Jesus" for Warner's taste. Idliby's efforts to join in on the usual "Judeo-Christian" debate tap into a sense of alienation she already feels in the larger Muslim community, where she is unable to find a progressive mosque that reflects her non–veil-wearing, spiritual Islam. The ladies come to call their group a "faith club" and, over time, midwife each other into stronger belief in their own respective religions.
Sacred Ground: Pluralism, Prejudice, and the Promise of America by Eboo Patel
In the decade following the attacks of 9/11, suspicion and animosity toward American Muslims has increased rather than subsided. Alarmist, hateful rhetoric once relegated to the fringes of political discourse has now become frighteningly mainstream, with pundits and politicians routinely invoking the specter of Islam as a menacing, deeply anti-American force. In Sacred Ground, author and renowned interfaith leader Eboo Patel says this prejudice is not just a problem for Muslims but a challenge to the very idea of America. Patel shows us that Americans from George Washington to Martin Luther King Jr. have been "interfaith leaders," illustrating how the forces of pluralism in America have time and again defeated the forces of prejudice. And now a new generation needs to rise up and confront the antiMuslim prejudice of our era.
Acts of Faith by Eboo Patel
A memoir recommended for those who are interested in religions working together on such common practices as love, compassion, service, and justice. This American Muslim of Indian descent has written a fascinating and timely memoir about his calling to educate a new generation to the values of religious tolerance and service to all humanity. | web | https://www.fxw.org/wp-content/uploads/2017/09/Summer-Reading-2017.pdf | 0.481726 | {
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Size Matters
Using the information below, create a bar graph that compares the sizes of different frogs. Then practice drawing the frogs to scale.
You may want to color the frogs using A Place for Frogs as a guide.
Doing More
- A frog's tongue is about one-third the length of its body. If your tongue was that long, you could use it to clean out your belly button! Using the sizes listed above, calculate the length of each frog's tongue.
- Most frogs can jump about twenty times their body length. Using the sizes listed above, calculate how far each species can jump. | web | https://melissa-stewart.com/wp-content/uploads/2023/12/Frog_Size_Matters.pdf | 0.450012 | {
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In Search of Eternity
Painting on and with Stone in Rome. Itinerary
Edited by Francesca Cappelletti, Patrizia Cavazzini
Canvas as a pictorial support was only reluctantly adopted in Rome and even in the 17th century it was not universally employed. From 1530 until the first decade of the 17th century, many altarpieces in Rome were instead painted on stone, especially on slate. The invention of the technique is due to Sebastiano del Piombo (1485–1547) who employed it in his monumental Nativity of the Virgin for the Chigi Chapel in Santa Maria del Popolo. The itinerary presents a selection of the most significant stone altarpieces in Rome: San Marcello al Corso (Federico Zuccari), S. Maria della Vallicella (Rubens) S. Caterina dei Funari (Girolamo Muziano), San Silvestro al Quirinale (Scipione Pulzone), Santa Maria della Pace (Lavinia Fontana), Santa Maria Maggiore (Girolamo Siciolante) are among the churches a included in this guide.
TAGS: Altarpieces, painting on stone, slate, coloured marble, churches in Rome, polychrome marble altars, Taddeo and Federico Zuccari, Rubens, Sebastiano del Piombo, Girolamo Muziano, Marcello Venusti, Lavinia Fontana, Girolamo Siciolante, Scipione Pulzone
Francesca Cappelletti is the director of the Galleria Borghese in Rome and Professor of Modern Art History at the University of Ferrara.
Patrizia Cavazzini is an art historian, research fellow at the British School at Rome, an advisor to the American Academy in Rome and a member of the Borghese Galleryʼs scientific committee.
Via dei Villini 10, Roma www.officinalibraria.net
Alla ricerca
dell’eternità
DIPINGERE SULLA PIETRA
E CON LA PIETRA A ROMA
ITINERARI
2022, 88 pp., 47 ill. a colori paperback, 20x25 cm € 15,00 ISBN: [REDACTED_PHONE] | web | https://www.officinalibraria.net/download/1261/e59d4ad6a9d8/scheda-itinerari-eng.pdf | 0.428638 | {
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Quick Facts
Region: Region V (Bicol)
Province: Sorsogon
Component City: 1
Municipality: 14
Barangay: 541
Population: 792,949
Income Classification: 2nd Class Province
Major economic activities: Farming, fishing, mining, industrial, commercial and service centers
Economic Contribution
Php3.7 B or 2.0%
Estimated Gross Regional Domestic Product of Region V under Mining and Quarrying.
Mining Investment
No Data.
Gross Output
No Data.
Exports
No Data.
Employment
No Data
Revenues
No Data.
Mineral Resources Development Projects
No Data.
Land Area
211,901 has
Total land area of Sorsogon in hectares
Community Development
No Data.
Environmental Protection
No Data.
Reforestation
No Data.
Mineral Resources in the Province
(Estimated Reserves in MT)
| Mineral | Reserve (MT) |
|------------------|--------------|
| Iron | 69,250 |
| Manganese | 3,300 |
| Magnetite Sand | 217,123,425 |
| Limestone | 27,800,000 |
| Marble | 3,750,000 |
| Guano | 583 |
| Phosphate rock | 614 |
| Red Clay | 5,886,250 |
| Pumice | 19,329,200 |
| White Clay | 1,050 |
| Sulfur | 775 |
all data are derived from submitted production report of MGB-V Mineral Economics section CY 2019 | web | https://region5.mgb.gov.ph/attachments/category/27/SORSOGON_Mineral_Profile_2019.pdf | 0.475526 | {
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The Bradford Challenge
Saturday, 8 June 2024, 13:00 – 16:00
Bradford Model Engineering Society invites you to join us in:
An Afternoon of Speed & Fun
Every year, our members build locomotives that are designed to compete in a time trial around our miniature raised track in Northcliffe Woods, Shipley. This has evolved into "The Bradford Challenge" for which, as a local model engineering society/college/school, you are cordially invited to join.
We believe that this challenge offers an excellent opportunity for your students/members to design and build a bespoke high-speed locomotive that will compete to see who can circumnavigate the track twice, in the shortest time, whilst staying firmly on the rails!
Each locomotive is an excellent project in mechanical, electrical and electronic engineering, which could be part of a student's curriculum or just a fun model to make.
To give as much opportunity as possible and to cater for all levels of expertise and pockets, we will split them into three classes of locomotive:
- "Ducted fan(s) or Propellers"
- "All-comers", a class for the innovative or just plain fun locomotive, such as "Shaun the Sheep" on the right:
- "Wheel-driven"
We would also like to attract young engineers to the modelling world. We plan, therefore, to run a 'Junior Section' for anyone 16 years or younger. To help them get started, we will provide a basic kit of parts, including wheels and an electric motor.
For further details and guidelines, please see over the page. For a locomotive's eye view of our track, please see the video at https://www.youtube.com/watch?v=GHcult62ZPY
If you are interested in participating or would like further details, please contact:
- Adrian Shuttleworth
07767 375 648
[REDACTED_EMAIL] or:
[REDACTED_EMAIL]
For more information on the society as a whole, please visit our website or Facebook pages:
https://www.bradfordmes.uk/
@ bmesTrains
Facebook:
BradfordMES
The Bradford Challenge
Saturday, 8 June 2024, 13:00 – 16:00
Guidelines & Rules
The guidelines and rules are simple, thereby ensuring that the vehicles are relatively low cost to build. They are:
- The locomotive must have at least 2 flanged wheels at a gauge of 5" (127 mm)
* The video mentioned above gives a good appreciation of the track environment
and the track itself, which has a 3½" inch rails inside the 5" ones.
- Have radio-controlled speed control
- Have an effective braking system to bring the locomotive to a complete stop within a reasonable distance of 30 metres – about a quarter of the track length
- Engines using combustible fuels are not permitted!
- The time trial starts from standing, which can be held by the loco's brakes but not by the contestant, at the timing gate
- To aid timing and identification, each entry should have a suitable, unique name
* The timing system is expected to use a light beam across the track at about 40 mm above the rail height. Therefore, to ensure correct detection of the high-speed locos, a vertical flag of 50-60 mm height and >20 mm length should be firmly fitted to the front of the locomotive.
- The loco must complete 2 laps of the track, then come to a complete stop after passing the timing gate for the second time
- Competitors will be allowed one practice run and two timed runs. Should any locomotive fail to complete a timed run, then that run will still count as one of the two allowed timed runs
- In the "All-Comers" class, the judging will be purely on the amusement value of the entry, be that the loco's construction, propulsion method or message(s) that it portrays
The raised track at Northcliffe Woods is configured in such a way that passers-by or spectators are protected from any locomotive that derails and/or leaves the track. However, to ensure the safety of the members and public, the Bradford MES organisers can, with due consideration, prohibit the running of a locomotive if it is deemed to be dangerous or unsafe.
If anyone would like to check that their loco will be acceptable, or simply to do test runs, then they are very welcome to bring it to the track prior to the event. If you'd like to do so, please do not hesitate to get in touch.
If you have any queries on the competition, track or rules, please do not hesitate to contact myself or any member on the BMES Committee.
Bradford Model Engineering Society
Adrian Shuttleworth – President January 2024 | web | https://www.bradfordmes.uk/wp-content/uploads/2024/01/The-Bradford-Challenge-Invitation-Jan2024.pdf | 0.511687 | {
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A touch of Paradise
FROM THE Laurel View Country Club’s main building, the view is tremendous. There’s New Haven to the south and rolling hills in every other direction.
The location used to be the home of A.C. Gilbert, the famous toy-maker, athlete and hunter who lived in Hamden most of his adult life.
Alfred Carlton Gilbert is one of the most fascinating people of the early 20th century. Born in 1884 in Salem, Ore., Gilbert was infatuated with physical fitness and magic as a child growing up in rural Idaho.
He worked his way through Yale medical school by being a professional magician, then founded a toy company. As a pole-vaulter, he set world records and won an Olympic gold medal.
Gilbert is perhaps best known for his company’s Erector Sets. Few boys who grew up in the early 1900s went without the toy Gilbert invented after he observed some construction cranes from a train window.
Introduced in 1913, Gilbert eventually sold 45 million Erector sets over the next half-century. He was the pitchman, beginning his magazine advertisements with his famous “Hello Boys!” tagline.
Gilbert was hailed as “the man who saved Christmas” during World War I, when he convinced government officials not to ban the sale and manufacture of toys to aid the war effort.
The A.C. Gilbert company also sold toy microscopes, chemistry sets and other scientific do-it-yourself-kits.
Toys made Gilbert a very wealthy man, but his focus always was on having fun. For him, life was an adventure.
Perhaps Gilbert’s favorite recreational pastime was game hunting. He traveled to Alaska and throughout the world to hunt big-time game.
He displayed with pride his trophy heads — from grizzly bears to moose — at his Hamden hunting lodge. That showed his eccentric side.
MORE IMPORTANTLY, Gilbert was a man who connected with the common man and woman.
He didn’t call himself the boss, but a “co-worker.” He would arrive early at his New Haven toy factory every day, punching a time clock like everyone else.
Gilbert met with employees individually on their birthdays to mark the occasion. He paid more than the prevailing wages and offered generous benefits.
Every Friday at his factory, he would entertain workers by performing magic tricks. He would show movies, bring in bands and encourage dancing.
FOR HAMDEN residents, Gilbert’s greatest contribution may have been the preservation much of western Hamden’s rural ambiance.
He purchased a lot of land from farmers in the Paradise Avenue-Dunbar Hill area in 1930s, naming his property the Paradise Game Preserve. The name came from the existing road.
Gilbert liked being in the country, and would spend hours walking his laurel-covered land. Paradise eventually included 600 acres and had 31 miles of hiking trails.
He built a hunting lodge and raised many kinds of animals, from pheasants to cows, and stocked the fenced-in property with deer.
Later, he built a country club for his company employees. The Paradise Park Country Club, which included all sorts of recreational facilities, opened in 1947.
The country club was soon (See “Paradise” page 5)
Paradise was found in Hamden for A.C. Gilbert—
(Continued from page 4)
closed due to zoning problems, but he continued to hold the A.C. Gilbert Co.’s annual picnic on the property.
Gilbert and his wife Mary, who had three children, primarily lived in an estate called Maraldene on Ridge Road in North Haven.
They later moved to a home where the Laurel View clubhouse now sits, called Mountain View or Hilltop.
He built the new home at the property’s highest point. “No home near New Haven has a more beautiful setting,” he wrote in his 1954 autobiography, “The Man Who Lives in Paradise.”
He also began to develop some of Paradise’s outlying areas, often helping to construct the houses himself.
A.C.’S NEPHEW, 81-year-old Charlton Gilbert of Hamden, remembers his uncle well.
He spent time at Paradise, enjoying the parties and observing the deer. He said his uncle gave him tips on how to pole-vault.
Charlton’s wife, Joyce, said Paradise was simple but special. “It was a retreat, very comfortable,” she said. “Nothing fancy. It had a large dining room with English furniture.”
Gilbert died in 1961 at age 76, but his mark on the world will never end. Ask any man over age 50 about the Erector Set, and watch him become a young boy again.
Gilbert helped inspire many young men to science-related fields. And Erector Sets are now hot collectibles, with some selling for $15,000 each.
HAMDEN DOESN’T DO enough to recognize Gilbert. Salem, Ore., has an A.C. Gilbert Museum. New Haven is home to the A.C. Gilbert Heritage Society. A collectors’ club is based in California.
While the Eli Whitney Museum has exhibits on Gilbert, Hamden should do more to honor the man’s legacy.
Gilbert is in the same class as writer Thornton Wilder and inventor Eli Whitney, and deserves more local recognition.
This column represents the opinion of Brad Durrell and does not necessarily reflect the views of Hometown Publications. | web | https://www.americanflyerdisplays.org/images/gilbert_history_images/Paradise%20pdf/Brad%20Durrell-1999_opt.pdf | 0.476127 | {
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A. Course Identification
1. Credit hours:
3
2. Course type
a.
University
College
X Department
Others
b.
Required
X
Elective
3. Level/year at which this course is offered:
level 1- First Year
4. Pre-requisites for this course (if any):
No
5. Co-requisites for this course (if any): No
6. Mode of Instruction (mark all that apply)
7. Actual Learning Hours (based on academic semester)
* The length of time that a learner takes to complete learning activities that lead to achievement of course learning outcomes, such as study time, homework assignments, projects, preparing presentations, library times
B. Course Objectives and Learning Outcomes
1. Course Description
It is a goals-based English language course which prepares first year students to interact successfully in real-life situations. It aims to provide them with rich, high-frequency vocabulary and explicit grammar syllabus to achieve such goals. It also builds cultural awareness and develops A1 and A2 level of proficiency across the four skills via explicit presentation of grammar, vocabulary, reading texts and social exchange in conversations and listening activities related to general topics.
2. Course Main Objective
This course is taught as part of the first year program for students majoring in business administration related fields. It is designed to provide students with a strong foundation in general English. Its main goal is to develop and to improve students' English language proficiency level A1 and A2: listening, reading, speaking and writing, vocabulary and grammar.
3. Course Learning Outcomes
C. Course Content
D. Teaching and Assessment
1. Alignment of Course Learning Outcomes with Teaching Strategies and Assessment Methods
2. Assessment Tasks for Students
*Assessment task (i.e., written test, oral test, oral presentation, group project, essay, etc.)
E. Student Academic Counseling and Support
Arrangements for availability of faculty and teaching staff for individual student consultations and academic advice :
Six office hours per week.
F. Learning Resources and Facilities
1.Learning Resources
| Required Textbooks | List Required Textbooks 1- Doff, A. (2017). English Unlimited Series, Special Edition, Book (1). Cambridge: Cambridge University Press. 2- Tilbury, A, Clementson, T, Hendra, L. A, & Rea, D. (2017). English Unlimited Series, Special Edition, Book (2). Cambridge: Cambridge University Press. |
|---|---|
| Essential References Materials | English Unlimited E-Portfolio DVDs. |
2. Facilities Required
| Item | Resources |
|---|---|
| Accommodation (Classrooms, laboratories, demonstration rooms/labs, etc.) Technology Resources (AV, data show, Smart Board, software, etc.) Other Resources (Specify, e.g. if specific laboratory equipment is required, list requirements or attach a list) | |
G. Course Quality Evaluation
Evaluation areas (e.g., Effectiveness of teaching and assessment, Extent of achievement of course learning outcomes, Quality of learning resources, etc.)
Evaluators (Students, Faculty, Program Leaders, Peer Reviewer, Others (specify) Assessment Methods (Direct, Indirect)
H. Specification Approval Data | web | https://portal.bu.edu.sa/documents/943830/0/English1+Business+Administration.pdf/4f8991fa-e58e-acda-e832-4f917934128b?t=1588330950253 | 0.438254 | {
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Producer Profiles
Mamoun Derra Jordan Valley, Palestine
In Palestine's fertile Jordan Valley, Mamoun Derra works hard to provide a secure income for his family. Mamoun is a date farmer, and a member of the Palm Farmers' Co-operative. Founded in 2008, co-operative members own 40% of all Palestinian date palm groves in the Jordan Valley and work together to agree a fair price for their produce.
Date farmers in Palestine grow the delicious Medjoul date variety, the so-called 'King of Dates'. So named because of its plump flesh and caramelly flavour, these dates are a means of income for many families, yet face intense competition from dates grown in the illegal Israeli settlements that are expanding in the Jordan Valley.
Israeli dates are cheaper because the costs and scale of production are different. While Israeli settlers enjoy enough water to keep sprinklers on their lawns, Palestinian farmers have to pay for water to be brought in by tankers. Settlement agriculture is a modernized and subsidised industry but most Palestinian farmers are smallholders battling severe restrictions on investment, movement and access even to domestic markets.
Palestine's date farmers are working together to increase sales of their product, particularly to fair trade buyers who are committed to long-term relationships and support of their work. Mamoun's co-operative is campaigning to eliminate the trade of illegally grown Israeli dates in Palestinian markets, and to attract investment which will enable them to build more cool storage facilities for their crop and sell their produce all year round.
This in turn would provide a livelihood with dignity not only for family farmers like Mamoun, but for many Palestinian farm labourers who at present have no alternative to finding work in illegal settlements where they often face discrimination and violations of their rights.
The Facts
Village Co-operative Member of the Palm Farmers Co-operative since 2010
Location: Jordan Valley | web | http://zaytoun.org/downloads/producer_profiles/Zaytoun_Mamoun_profile.pdf | 0.489976 | {
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UNICORN TOURS
Historic Philadelphia Home of Independence Hall and the Liberty Bell Plus
Longwood Gardens Fountains Light Show & Fire Works!
August 6-9, 2019 Tuesday-Friday
Notable for its rich colonial history, Philadelphia is home to Independence Hall where the Declaration of Independence and Constitution were signed. Nearby is the Liberty Bell that rang out from the tower of Independence Hall on July 8, 1776 summoning the citizens of Philadelphia to hear the first public reading of the Declaration of Independence. Our visit will explore the past and present day "City of Brotherly Love".
Day 1 – Tuesday, Aug 6
Home for 3-nights will be the Hampton Inn located in the heart of the city. We'll arrive at the hotel late afternoon to freshen-up before a Welcome Dinner at a popular Philly restaurant. D, 3Nights Hampton Inn, Downtown Philadelphia
Day 2 – Wednesday, Aug 7
There is a busy day planned for you beginning with a Driving Tour of the City with our Local Guide to learn the important role Philadelphia played in the founding of our country and to see all the historic sites. We'll see the long flight of 72 stone steps leading to the entrance of the Philadelphia Museum of Art affectionately known as the "Rocky Steps" after a scene from the 1976 Sylvester Stallone film "Rocky". The morning tour will end at Independence Mall for lunch (on own).
Before our visit to Independence Hall to stand in the room where the Declaration of Independence was authored and signed, you'll have free time to visit the original Liberty Bell displayed nearby and take-in the video outlining its historic story including how it came to be cracked!
We'll return to the hotel to refresh before our evening aboard The Spirit of Philadelphia for a delicious buffet dinner and cruise on the Delaware River. B, Dinner Cruise
Day 3 – Thursday, Aug 8
This morning we start with a fascinating guided tour at the National Constitution Center. Our visit begins with the stirring, 360-degree theatrical production that takes you on a journey from America's founding to the present day. Retired Supreme Court Justice Sandra Day O'Connor calls it "the best 17-minute civics lesson in the country." Explore over 100 multimedia elements and discover for yourself why the U.S. Constitution is as important today as it was over 200 years ago. Then walk among 42 life-sized bronze statues of the Founding Fathers and stand at the Grand Hall Overlook that features an American flag that has flown over every state capitol, encircled by all of the state and territory flags in order of the date they entered the Union.
After lunch we'll change gears from history to medicine during our guided tour of the Mutter Museum of the College of Physicians of Philadelphia. You can't escape history in this city, even here, since the college was established by Dr. Benjamin Rush, a signer of our Declaration of Independence!
This unique museum features real medical history that borders on the bizarre from Albert Einstein's preserved brain to the jaw tumor of President Grover Cleveland. A visit to this museum promises to educate AND entertain!
You'll have a chance to rest back at the hotel before departing for the highlight of our tour, a visit to Longwood Gardens for the Spectacular Fountain Light Show accompanied by music followed by Fire Works tonight! We'll arrive in time for dinner (voucher included to be used in any of the Gardens' eateries), stroll the grounds and greenhouses before the evening show. B, Longwood Gardens Dining Voucher
Day 4 – Friday, Aug 9
We depart for home with fond memories of time spent in one of our nation's most historic cities. B
Included in your Unicorn Tour: Travel by Luxury Motorcoach
- Fully Escorted by Professional Tour Director
- 3-Nights Deluxe Accommodations:- 3-Star Hampton Inn, Downtown Philadelphia
- Baggage Handling & All Taxes
- 6 Meals: 3 Deluxe Continental Breakfasts – 3 Dinners (including Dinner Cruise)
- Spirit of Philadelphia Dinner Cruise on the Delaware River
- Philadelphia City Tour with Local Guide
- Admissions and Guided Tours:
o Independence Hall
o National Constitution Center
o Mutter Museum
o Admission Longwood Gardens for Fountain Light Show & Fire Works
- Visit National Liberty Bell
NOT Included in your tour package: Gratuities for Tour Director, Driver, Local Guide, and Hotel Housekeeping
Cost per person: $889 Double - $839 Triple - $789 Quad - $1089 Single
Optional Trip Cancellation Insurance due with deposit:
Per person: $88.90 Double - $83.90 Triple - $78.90 Quad - $108.90 Single
$100 Deposit holds your seat and is refundable up until June 6, 2019
Final Payment Due: July 6, 2019
Make checks payable: Unicorn Tours, Inc
Your canceled check is your confirmation
Departure
Return
A minimum of 30 passengers required for trip to be guaranteed A detailed itinerary will be e-mailed or mailed 10 days prior to trip | web | http://unicorntours.com/Tours/Multi_day_trips/PDFs/Flyer%20Philadelphia%20-%20Aug%206-9-2019.pdf | 0.477641 | {
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Summer Camp at Villa Joseph Marie
August 5-8, 2019, 9AM-12PM
Rising 2nd through 6th Graders
In our camp, girls utilize critical thinking skills and project based learning to focus on characteristics of STEM innovation: courage, conscientiousness, long-term goals and endurance, resilience and excellence. This summer focuses on three modules: CSL - Coding is a Second Language; Drones and Obstacle Courses; Designing Mini Smart Homes.
1. **CSL**
- Coding is a Second Language - a module to teach SCRATCH programming
2. **Drones**
- Tello EDU drones - teams program and race drones through obstacle courses
3. **Mini Smart Homes**
- Girls think big as they build mini smart homes with tech gadgets and green solutions
End to End View of Education
We begin with the end in mind for high level learning.
Highlight of the Summer
We love seeing girls happy and excited and engaged.
Teamwork and Success
We teach girls how to think, lead and achieve.
Book Today!
Register at www.stem-stars.com
STEM Stars, LLC in partnership with Villa Joseph Marie High School will host a STEM summer program that turns curious girls into innovative thinkers.
Every child can invent. Our summer program is a place where STEM concepts come to life. Led by certified high school and elementary STEM teachers, STEM Stars, LLC has tapped into kids' curiosity since 2016, giving them the opportunity to become inventors through immersive teamwork and hands-on creative problem-solving.
"Learning is not attained by chance, it must be sought for with ardor and diligence," Abigail Adams.
Register online at www.stem-stars.com
If you have any questions, please contact Christine Marsden at [REDACTED_EMAIL] or Stephanie Gahagan at [REDACTED_EMAIL].
JOURNEY INTO IMAGINATION
STEM education is essential to our country's economic renewal as a world leader in scientific discovery and technological innovation. To convince students to make STEM disciplines their life's work, they must feel a fascination for science and engineering.
As chemists we know that to transform a substance you need a reaction. It's the same way with education: to inspire students, we have to fuel their imagination. We do experiments and investigate the science behind how it all works.
The drive we know as scientific curiosity, that fire, that inspiration, has always been ignited by teachers sharing their excitement for discovery and investigation. We believe that it is our responsibility to inspire our next generation of scientists.
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Official competition word list by rounds, as provided by the Spelling Bee. Do not share this list with students; doing so will cause school to be disqualified.
A copy of the Spelling Bee rules to be read (left section only) aloud before competition begins.
English/Bulgarian dictionary, for reference only, competition words will be provided, but if students know all provided words, select additional words from the dictionary.
Audio/video recorder/laptop - to be reviewed during competition if a student's spelling or pronunciation is contested.
Numbers for each participant to wear - randomly assign a number to each student and document, students should be called by number instead of by name
Designated area/seats for participants
Designated area/seats for disqualified participants - you may ask them to return to the same seat, just remove their number when they misspell a word so there is no confusion
Designated area/seats for audience
Designated area for judge and Bulgarian host
Camera and/or video camera to document event so we can post on website
Designated person in audience to take photos/video
Location in front of the judges table marked with tape so contestants know where to stand when spelling a word facing the judges and away from the audience
Certificates filled out for participants before competition to be presented to each participant during the awards ceremony
Award certificates for the top speller and the runner-up, to be completed at end of competition
Provide some refreshments/snacks, if possible
Decorations - Hang the official Spelling Bee wall banner behind the participating spellers. We strongly encourage you to decorate the competition area to make it festive and to celebrate with the students their participation at the end of the bee.
Please note the following during competition:
- the number of rounds that are completed
- the duration of your competition
- the winning word
Before beginning your bee, please view the "How to conduct your local spelling bee" and review closely all the bee rules
Submit winner and complete the post-competition form that will be sent out in a separate email by March 15, 2017 | web | http://spellingbee.bg/wp-content/uploads/2017/01/LocalCompetitionChecklist2017.pdf | 0.481311 | {
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Title:
Intermediate and Advanced Czech Through Večerníček
Author:
Christian Hilchey, University of Chicago
A frequent challenge in the development of foreign language curricula is finding appropriate authentic source materials. This presentation will focus on the use of the Czech animated series Večerníček for use in intermediate and advanced Czech language courses.
The format of Večerníček provides several advantages over other authentic source materials such as feature films and literature. The films (~7 minutes each) are short enough to be used over the span of 1–2 class meetings. They function as discrete units, requiring minimal context for students viewing them. Additionally, the language used in the films is often clear and enunciated. The films provide opportunities for traditional fill-in-the-blanks activities, guided readings and translation. They also often provide opportunities to focus on particular grammar points, which are often repeated within the context of single episodes. Finally, the extralingual elements of such animated films are also particularly well-suited for pedagogical purposes, given the repetition of various actions in the films. These elements provide significant opportunities to practice more difficult concepts in Czech such as verbs of motion, aspect, etc.
As part of this panel I will present several types of pedagogical materials and strategies currently under development to use with the Czech program Večerníček. I will demonstrate several ways these films can be utilized both in and outside the classroom for intermediate and advanced students of Czech. | web | https://www.aatseel.org/100111/pdf/4c13_4_hilchey.pdf | 0.488621 | {
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___________________________________________________________________________________________________________________________________________
March 22, 2020
Jesus in the Wilderness
Matthew 4:1-11
America lost one of its heroes on February 24, 2020. NASA mathematician Katherine Johnson was one of the African American women who helped put astronauts into space. She was so valued at NASA that astronaut John Glenn "requested that Johnson personally recheck the calculations" for his orbit around the earth. In 2015, President Barack Obama said Johnson "broke the barriers of race and gender, showing generations of young people that everyone can excel in math and science and reach for the stars." 1
Regarding Jesus' temptation, the student book author wrote, "He had faith in God's power and provision." 2 We learn in today's lesson that Jesus had many tools in his toolbelt when it came to battling temptation, faith being one of his tools. Placing our faith in Jesus Christ includes placing our faith in God's power and provision. Throughout our life of faith, we come to understand, and sometimes are reminded of, God's loving care for us. God provides what we need, and we trust in God's power to provide what we need.
Katherine Johnson faced many injustices, including sexism and racism. She faced people who did not believe she had the talent or the intelligence God gave her. She proved them wrong and proved her place in the space race. I wonder if, at times, Johnson was tempted to quit, to give up, in the face of others' prejudices. She trusted in God's power and provision in her life and made a difference in this world that will continue to last long after her passing.
1. What obstacles have you faced in the past when living into your God-given talents?
2. In what ways do you experience God's provision in your daily life?
3. How do you put your faith in God's power and provision?
Katie Shockley is a licensed local pastor in The United Methodist Church. She currently resides near Dallas, Texas.
1From "Katherine Johnson, Mathematician and Real-life Subject of 'Hidden Figures,' Dies at 101," by Emily Shapiro, ABC News (abcnews.go.com/US/katherine-johnson-mathematician-real-lifesubject-hidden-figures/story?id=69176001&fbclid=IwAR2wxkjoXpE5KjvTCXD6cZlZzRvnJmrO2r29-4Y_jTn0fwp1M_ulk_fPTRM). 2From Adult Bible Studies, Spring 2020, by Randy Cross (Cokesbury, 2019); page 34. | web | https://www.adultbiblestudies.com/files/950/ABS%20CES%203.22.pdf | 0.432787 | {
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Geographical range
Supported by the IUCN-Toyota Red List Partnership and Red List Partnership
Scaly-foot Snail
The Scaly-foot Snail (Chrysomallon squamiferum) is the first species endemic to deep-sea hydrothermal vents to have entered the IUCN Red List of Threatened Species TM .
It is the first animal to be listed as Endangered due to deep-sea mining. Some of the remarkable features allowing it to thrive in its extreme environment include the largest heart relative to its size in the animal kingdom, and an iron-infused armour.
This species is only known from three locations on deep-ocean ridges in the Indian Ocean, between 2,400 to 2,800 metres below sea level. Living in exceptionally hot active black smokers and diffuse flow sites, the Scaly-foot Snail has been found to occupy an area of less than 0.02 km 2 . Due to its highly specific habitat, the maximum area it is estimated to potentially inhabit does not exceed 300 km 2 .
There is ongoing investigation into the development of deep-sea mining in two of the three locations the Scaly-foot Snail has been found. There are rising concerns that if mining is permitted, the habitat could be severely reduced or destroyed.
While the conservation significance of this addition to the Red List has been widely reported in the media, there are no conservation actions currently in place at any of the vent fields in the Indian Ocean. Further research into the Scaly-foot Snail would be beneficial to improve understanding of the species, its threats and conservation. | web | https://nc.iucnredlist.org/redlist/resources/files/1591026714-Amazing_Species_-_Scaly-foot_Snail__Chrysomallon_squamiferum_.pdf | 0.440051 | {
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Aboriginal Education Advisory Council
School District No. 53 (Okanagan Similkameen)
Mission Statement:
sysyuselx iʔ scm̓ amayaʔ. maʔɬspuʔusəlx aɬiʔ iʔ sqilxʷ cawtət kʷu_px̌am. ixiʔ x̌spiwt.
'Enhancing students' pride and success through traditional Okanagan and Similkameen people`s ways of learning.'
November 22, 2016
1) Welcome and opening prayer: Marty Marchand-Ring
2) Introductions:
Present: Bev Young – Superintendent, Frances Bens – Okanagan Jr. Rep, Marion Louie – LSIB Education, Peyton Gabriel – Okanagan Sr. rep, Theresa Gabriel – OIB Education Coordinator, Tracy Harrington – Sec Admin rep, Jason McAllister – Elem Admin rep, Shendah Benoit – district principal, Helen Gallagher – district Aboriginal teacher, Asia Terbasket – Similkameen Sr. Rep
Guests: Will Eaton – TEN Admin, Scott Tremblay – SESS Admin, Natasha Schroeder, ASWs - Taylor Baptiste– OSS & OSES, Les Louis – SESS, Lynn Couch-Alaric – TEN, Marty Marchand-Ring – CPS, Naomi Etty – OKF, Mike Reid – SESS, Jeremy Crow – SOSS, Alanna Waunch – SOSS Regrets – Myrna Coates – School Trustee, Charlotte Mitchell – USIB, Karlie Clarke – Metis Rep.,
3) Bev reviewed Shendah and Natasha's role in Aboriginal Education
4) Aboriginal Teacher Report –see attached
5) Aboriginal Support Workers Report: 2 completed and 2 planned activities:
Jeremy and Alanna (SOSS)
1. Parent Club - connect with parents and school
2. Dream Catcher workshop led by student
1. Drumming and singing at lunch
2. Blanket exercise
Lynn (TEN)
1. Broodstock Tour with 4 classes and primary aboriginal students
2. Story and craft with Pre-school
1. Corn husk wreaths with students
2. Rawhide Xmas ornaments
Naomi (OK Falls)
1. Hides and technology grade 6/7 class
2. Talking sticks/ drum
1. Constellation legend
2. Salmon Cycle
Marty – (CPS)
1. Visit to band school and attended Deer Feast
2. Remembrance with band school
1. Talking sticks
2. Herman Edward in for storytelling
1. Salmon Cycle
2. Finger paint
1. Talking sticks
2. Clarence Louie – governance
Mike – (SESS- Sec. Side)
1. Sue Harper –violence/crimes and choices
2. Career Fair with Don Burnstick as Keynote
1. Band activities - Language on the Land
2. Girls group starting in February
1. Teepee project
2. LSIB Veterans Poster
1. Okanagan Homes
2. Double Ball with language
Sam (OES)
1. Grade 3 class visit Sen Pok Chin
2. Grade 4 reading- Neekna and Chemai (moon cycles)
1. Salmon eggs are going to be in school for the first time this year!!
**Suggestion from Bev – student reps bring something to table ie: how they feel about the program, what they would like to see / what they like about program.
6) AIMS – Tracking system that Kelowna district has developed and a team from our district went up to view it and determine if our district could use it in order to make easier for ASWs to track their students. The program was satisfactory to all and it has been determined that we will purchase it. It is a one-time cost of $5000.00 and $1000.00 if we feel we need to have someone from SD #23 to do a workshop for our ASWs.
Asia (Similkameen Sr. Rep.)
– Liked the Career Fair in Penticton
– Agrees that the Girl Group will be helpful
Peyton (Okanagan Sr. Rep.)
– Girls Group is beneficial to the group
– The Parent Club has started and thinks it would be good for all participants.
Frances (Okanagan Jr. Rep) – Likes the idea of Elders in the Classroom
Asia's response- It would be good to see Elders in office helping with curriculum ie: sharing ideas with art, SS and do presentations in classrooms.
Taylor - (OSES)
Les – (SESS Elem. Side)
7) Elders in Residence – Helen and Shendah have been working on a plan to have an Elders in Residence program started in our district. Helen will work with education coordinators and bands to get elders names that may be interested in working 3 times a week in schools. Shendah will set the schedules. We are looking at starting it in February (2 nd semester).
8) NITEP - Shendah is looking into getting a Native Indian Teacher Education Program field school started in the South Okanagan. She needs 20 students in order for the program to be implemented in our district. They must be 18 or older.
Meeting adjourned.
Next meeting: February 21, 2017
@ Tuc-el-Nuit Elementary School | web | http://www.sd53.bc.ca/aboriginal/pdfs/AEAC_Meeting_Summary_Nov_22_2016.pdf | 0.482968 | {
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Math Investigation
Sometimes in life, you just need a little extra practice to truly understand a concept. There are also times when something you learn in school really sparks an interest and you're just dying to dig in and learn more.
What I May Need…
What I Loved…
DIRECTIONS:
Think about today's learning. Is there something you still need so you can really understand it? Do you have questions about something? Are you unsure of how a friend solved something today? Do you just want to practice and make sure you're in tip-top math shape? If one of those answers is yes, you might want to invest time in one of the options below:
OPTIONS:
Choose a clip to watch on the topic from the video packet. Fill out a reflection form. 1.
Do you have a question from class today? Dive into your notes or search the internet and find some clarity. Share your journey and questions. 2.
Ask family and friends to help. Share the experience. Show work, draw a pic, and write about it. 3.
Choose some practice problems that might help you improve. Show all your work. Share how and when it all started to make sense. 4.
Look at your work. Where are your strengths? Where are your growth opportunities? How can you use your strengths to help you learn? Show evidence using your work. 5.
Find your own way to clarify and share with your teachers and peers tomorrow. 6.
DIRECTIONS:
Think about today's learning. Did something you learned about spark an interest? If so, you may want to choose an option from the list below.
When we use what interests us to discover more, we are becoming more independent in our learning journey. That leads to success. Go for it!
OPTIONS:
Relate what you're learning in class to something at home or in the news. 1.
Defend another student's method for solving a problem or share why it is the best strategy. 2.
Connect today's learning to something learned in the past. 3.
Use time to expand your knowledge on a topic you love. Show off what you learned. 4.
Make an argument why your method for solving something works best. 5.
Find evidence of what your learned today while walking and/or in the car. Make a list. 6.
Take a photo(s) of something that relates to what you are learning. Share how it connects. 7.
Find your own way to show what you learned and loved about math today. 8. | web | https://www.edutopia.org/sites/default/files/math_investigation.pdf | 0.478195 | {
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Dear Parents/Carers,
In our very first letter to you, we would like to explain our commitment to a local charity.
On Monday we had a visitor, who came to see us in an assembly, her name was Susan Dimmock. As well as being a local resident, she works at the Food Bank in Madeley, which is held at All Saint's Church. She told us a little about the charity and how it relies upon donations from families and supermarkets. She also explained how lots of families find themselves in difficult circumstances and need help to provide their children with food.
Mrs Procter told us that she is able to provide our families with a voucher if they need help.
At The Meadows we would like to help at this time of year, when we think about Harvest celebrations. As we remember how fortunate we are to enjoy so much diverse food and look forward to take- away treats, we need to reflect on how even within Madeley, there are people who do not have enough food.
Therefore we are holding a collection. Just think if each family donated one item how much we could collect and how many families we could help.
Items Needed
- Cereal
- Soup
- Pasta
- Rice
- Pasta sauce
-
Beans
- UHT Milk
- Bottles of juice
- Chocolate
- Multipacks of crisps
- Tinned vegetables
- Tinned meat
- Tea/coffee
- Tinned fruit
- Biscuits
- Soap
- Hand wash
- Deodorant
- Shampoo/conditioner
- Toilet roll
- Hand wash
- Toothpaste
- Toothbrushes
All food must be in date and non-perishable.
Your items should be placed in the collection bin in school by this Friday.
Thank you for your support.
Yours sincerely,
Eddie and Molly
School Ambassadors | web | https://www.meadowsprimary.co.uk/sites/default/files/Foodbank%20letter.pdf | 0.451934 | {
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Name(s)
Matthew S. Mekari
Project Title
The Power of Color
Objectives/Goals
Abstract
The goal of this experiment was to find out which color makes a visual search the easiest and most difficult for each gender.
11 sheets of computer paper, 1 package of 10 Crayola Classic Color markers, stopwatch, writing supplies 6 spreadsheets.
Methods/Materials
Results
Conclusions/Discussion
In terms of difficultly, the men and women had similar results. Both genders showed to struggle when the color of the search is yellow. When testing which color made the search the least difficult, the men and women varied. Men were shown to find the target of the search the fastest when the search was colored brown and women had the easiest time when the search was black.
The results of this experiment showed that the color yellow dominated as the hardest to find for each gender. The color that made the search the easiest for the males was brown and for the females was black. The reason why the results showed these colors in specific is because each color has a specific effect on our minds. The reason yellow made the search the most difficult was because it overwhelms the human mind. On the other hand, brown and black made the test easy because these colors are found to have a correlation with relaxation and simplicity. These results can be used to expand knowledge on what affects certain colors have on the human brain to be used by scientists in real world applications such as deciding what colors should be used in a company's advertisements or to figure out what color to paint your relaxation room.
Summary Statement
In this experiment, I showed that different colors can have different affects on the human mind through the form of completing a simple visual search.
Help Received
I had no help in this experiment. I made, finalized and administered the test by myself.
CALIFORNIA STATE SCIENCE FAIR 2017 PROJECT SUMMARY
Project Number
J0414 | web | http://csef.usc.edu/CSSF/History/2017/Projects/J0414.pdf | 0.435164 | {
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21-day fix basics
FOR THOSE WHO CAN'T GET THE PROGRAM
The Basics
When you start your 21 Day Fix Program you first come across a formula to calculate you calorie bracket (calories you should be taking in order to lose weight)
Current bodyweight in lbs x 11 = your baseline Your baseline + 400 = your daily caloric needs to maintain that weight
Your daily caloric needs – 750 = your caloric target to lose weight
For those of you who use kilograms for measure, 1 kg = 2.20462lbs
Based on your result you will be able to see the number of containers you get to have during the day
1 cup = 2,5 dcl veggies
1/2 cup = 1,2 dcl carbs
Containers in Short
1 cup = 2,5 dcl fruit
3/4 cup = 1,7 dcl protein
1/3 cup = 0,7 dcl healthy fats
2 Tbsp seeds and dressings
1Tsp Oils and butters
Food List Examples
Veggies: • Kale • Watercress, • Collard greens, • Spinach • Brussels sprouts, • Broccoli, • Asparagus• Beets, 2 medium • Tomatoes • Pumpkin • Squash• String beans • Peppers • Carrots • Cauliflower, • Artichokes, ½ large• Eggplant, ½ medium • Snow peas • Cabbage, • Cucumbers • Celery• Lettuce (NOT iceberg) • Mushrooms • Radishes •Onions• Sprouts Fruit: • Raspberries • Blueberries • Blackberries• Strawberries • Pomegranate • Passionfruit • Watermelon • Cantaloupe • Orange • Bitter orange • Tangerine • Apple • Apricots• Grapefruit • Cherries • Grapes • Kiwifruit • Mango • Peach • Nectarine• Pear • Pineapple • Banana • Green banana • Papaya • Figs• Honeydew melon
Protein: •Boneless, skinless chicken or turkey breast •Duck breast • Lean ground chicken or turkey • Fish• Game: buffalo (bison, ostrich, venison, rabbit), • Eggs, 2 large or egg whites, 8 large • Greek yogurt, plain, 1% • Yogurt, plain, 2% • Shellfish • Red meat, • Shakeology®, 1 scoop• Tempeh • Tofu, firm • Pork tenderloin • Tuna, canned light in water, drained • Turkey slices, 6 slices • Ham slices, 6 slices • Ricotta cheese • Cottage cheese, 2% • Protein powder (whey, hemp, rice, pea), 1½ scoops • Veggie burger, 1 medium patty
Carbs: • Sweet potato• Yams [batata]) • Quinoa, cooked • Beans, cooked, drained • Lentils, cooked, drained •Peas• Brown rice, cooked • Wild rice, cooked • Potato, mashed or ½ medium • Amaranth, cooked • Millet, cooked • Buckwheat, cooked • Barley, cooked • Bulgur, cooked •Oatmeal • Pasta, whole grain, cooked • Couscous, cooked • Crackers, whole-grain, 8 small crackers • Cereal, whole-grain, low sugar • Bread, whole-grain, 1 slice • Pita bread, whole wheat, 1 small (10cm) • Waffles, whole-grain, 1 waffle • Pancakes, whole-grain, 1 small (10cm) • English muffin, whole-grain, ½ muffin • Bagel, whole-grain, ½ small • Tortilla, whole wheat, 1 small • Tortilla, corn, 2 small
Healthy fats: • Avocado, mashed or ¼ medium • 12 almonds, whole, raw • 8 cashews, whole, raw • 14 peanuts, whole, raw • 20 pistachios, whole, raw • 10 pecan halves, raw • 8 walnut halves, raw • Hummus • Coconut milk, canned •Feta cheese, crumbled •Goat cheese, crumbled • Mozzarella (low-moisture), shredded • Cheddar, shredded • Parmesan, shredded Seeds and Dressings: • Pumpkin seeds, raw • Sunflower seeds, raw • Sesame seeds, raw • Flaxseed, ground • Olives, 10 medium • Peanuts • Coconut, shredded • 21 Day Fix® DRESSINGS
Tsp: • Extra-virgin olive oil • Extra-virgin coconut oil • Flaxseed oil • Walnut oil • Pumpkin seed oil • Nut butter (peanut, almond, cashew, etc.) • Seed butter (pumpkin, sunflower, sesame [tahini])
Some little tips
You could follow the program to a tee, and along with the regular exercise, you will definitely see results. However, also be kind to yourself.
Don't beat yourself up if you occasionally have more of something. Just keep track of the amount of food you eat. You can find 21-day fix apps for both iPhone and Android and keep track of how you are doing.
I didn't put in here very bit and piece of the program. There are also free foods and even how to calculate in a glass of wine or a piece of cake.
As a diabetic, I occasionally add carbs because of low sugar, but I try to keep track of the food I eat most of the time.
Go ahead, give it a try!
Additional Info
You can find plenty of information and recipes regarding this program on Pinterest and Beachbody site.
About programs and nutrition:
https://www.beachbody.com/beachbodyblog/
21 day fix original link:
https://www.beachbody.com/product/fitness_programs/21day-fix-simple-fitness-eating.do | web | http://befithappy.com/wp-content/uploads/2017/04/Befithappy_21dayfix_basics.pdf | 0.423171 | {
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Want to find out more about what makes people 'tick' and how to support people's wellbeing? Then studying Psychology (the scientific study of the mind and behaviour) is for you!
Summer External Assessments Paper 1, 2 and 3
KS5 A Level Psychology Learning Journey
Post 18 Options:
Post 18
Revision and April Internal Assessments Paper 1, 2 and 3
Issues and DebatesFilm:
Crash; Save the Last Dance.
SchizophreniaFilm: A
Beautiful Mind
RelationshipsFilm: The
Notebook
Forensic PsychologyFilms:
Identity; One Flew Over the
Cuckoo's Nest
Summer Internal Assessments Paper 1 and 2
Research methods and issues and debates are referred to throughout the course. Here we recap previous learning and introduce new and more difficult concepts.
Social Influence
Books:
The Lucifer Effect; The
Invisible Gorilla
Memory
Films:
Memento; Twelve Angry
Men
Attachment
Genie documentary
Psychopathology
Film:
Shutter Island. Book:
Langer Mindfulness
Paper 1
Podcasts student shared area
January Internal Assessment Paper 1
University courses in Psychology can lead to a range of careers such as Psychologist, Teacher, Child Care Practitioner, NHS worker, Police Officer and Marketing and Law based work.
Apprenticeship options are available such as a Clinical Associate in Psychology.
Eysenck
Forensic psychology What causes criminal behaviour? How can offenders be rehabilitated?
Tutor2u Revision Booster Conference
Sperry
Y13
Duck
Relationships Why do we form different types of relationship?
Nov Internal Assessments Paper 1, 2 and 3
Moghaddam
Bateson
Issues & Debates in Psychology How can we critically analyse psychological arguments?
Biopsychology How does our brain influence our behaviour?
Research methods How do psychologists analyse behaviour?
Bowlby
Attachment How does the bond with our primary caregiver affect our life?
Loftus
Memory
What are the types of memory? How valid is the memory of a crime?
Approaches in Psychology What is the cause of human behaviour?
Jahoda
Psychopathology Why do people have phobias, OCD and depression? How can we treat mental illness?
Zimbardo
Social Influence Why do we conform and obey?
Y12
Schizophrenia What might cause schizophrenia? How can schizophrenia be treated?
Real World Links:
Specific work experience Careers information delivered Class talks with psychologist Role-play being a psychologist
Approaches
Three Identical
Strangers documentary
Research Methods
Biopsychology
Film:
Regarding Henry. Biorhythms podcast student shared area
Chester Zoo Trip; Rome trip available
Research Methods: This is taught throughout the course by linking the methods to the topic!
Prior transferable skills: GCSE Level 5 or above in English Language (Essay writing) and Maths (Data analysis). Biology GCSE (Brain research). Bridging the gap activities after
Social influence is taught first because it is very relatable to life. Essay skills are then developed further in memory.
Y11.
Extra support:
AQA A Level Psychology (7182) content to be delivered:
Paper 1 Introductory Topics in Psychology Exam 33.3% of A Level Paper 2 Psychology in Context Exam 33.3% of A Level Paper 3 Issues and Options in Psychology Exam 33.3% of A Level Skills Assessed: Knowledge & Understanding, Application, Analysis & Evaluation
Enrichments; Student shared area; Tutor2U; psychboost online.
"The mind is like an iceberg, it floats with one-seventh of its bulk above water." (Freud) | web | https://www.ormistonbolingbrokeacademy.co.uk/attachments/download.asp?file=1490&type=pdf | 0.438984 | {
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扶輪基金會主委文告
我敢打賭大多數的扶輪社員都記得輔導他們加入扶輪社的人。那是一個我們永難忘記、永遠感激的人,因為他跟我們分享一個改變生命的機會。話雖如此,但我真的不確定大多數人能否明確指出基金會對我們變得很重要的時刻。那不像你邀請某人參加例會一樣簡單,可是我認為有某個影響深遠的活動、計畫,或事件——無論是否在你的扶輪社或地區,或是在國外——成為啟發你的契機。
自 1905 年起,扶輪社提供扶輪社員管道成為社區採取行動的人。我們在地的扶輪社就是我們生活、工作、結交終生友人的地方,也是我們對於我們稱之為家的地方發揮最直接、最易見之影響的地方及方式。我堅信當大多數的扶輪社員聽到「國際扶輪」,他們會想到他們自己的扶輪社。
就另外一方面來說,當扶輪社員聽到「扶輪基金會」,他們會想到讓我們基金會成為今日世界一流基金會的無數人道及教育計畫。那真正是讓扶輪活生生呈現、讓他們的社區與世界接軌、讓他們成為在國際採取行動的人。
展開新的一年之際,我們會思考我們想要完成的許多事情,許多人會許下新年新希望。我希望你的新希望之一是更深入廣泛參與我們的扶輪基金會。讓我們每個人都讓我們的基金會成為我們所選擇的慈善機構。如果我們這麼做,我們可以讓這個扶輪年度成為我們有史以來最棒的年度。請跟我一起,讓扶輪傳承成為我們共同的承諾!
Ron D. Burton 朗伯騰
基金會保管委員會主委
A Message from The Foundation Chair
I would be willing to bet that most Rotarians remember the person who sponsored them into their Rotary club. It’s a person we will never forget and to whom we will always be grateful for sharing with us such a life-changing opportunity. Having said that, I’m not really sure most of us can pinpoint exactly when our Foundation became so important to us. It’s not quite as simple as someone inviting you to a meeting. But I have to think there was some seminal event, project, or happening — whether in your club or district, or internationally — that turned on that light for you.
Since 1905, Rotary clubs have provided the outlet that allows Rotarians to be people of action in their communities. Our local clubs are where we live, work, and make lifelong friends, and where and how we have the most direct, visible impact on the place we call home. I firmly believe that when most Rotarians hear “Rotary International,” they think of their Rotary club.
On the other hand, when Rotarians hear “The Rotary Foundation,” they think of the myriad humanitarian and educational projects and programs that have made the Foundation the premier foundation in our world today. It is truly the magic that brings Rotary to life for them, makes their community the world, and allows them to be global people of action.
As we begin the new calendar year and think about the many things we would like to get done, many of us make New Year’s resolutions. I hope one of yours is greater involvement and participation in our Rotary Foundation. Let’s each make our Foundation our charity of choice. If we do that, we can make this Rotary year the very best in our incredible history. Please join me and make Rotary’s legacy your promise!
Ron D. Burton
FOUNDATION TRUSTEE CHAIR | web | https://taiwan-rotary.org/upload/monthly/20220715110101.pdf | 0.485111 | {
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Solution for 3.4 Empty Spaces (Answer = HYMNLESS)
The title suggests to play the notes backwards, which then give the following christmas carols:
* Angels We Have Heard On High
* The Little Drummer Boy
* O Little Town Of Bethlehem
* God Rest Ye Merry, Gentlemen
* The First Noel
* O Christmas Tree
* Good King Wenceslas
* Jingle Bells
Playing these title backwards (i.e. just taking last letters) spells out HYMNLESS. | web | https://www.melbunimathsstats.org/_files/ugd/28c6de_a81ab88407f34927b9777bf65e8fbf03.pdf | 0.487772 | {
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Why is it so special?
NATIVE
GRASSLANDS
AND OUR
ROADSIDES
NATIVE
GRASSLANDS
AND OUR
ROADSIDES
PROUDLY SUPPORTED BY
REFERENCE MATERIAL
Crosthwaite, J. 1997. The Economic Benefits of Native Grassland on Farms. Environment Australia – Biodiversity Group. Grassland Ecology Program Project Number GEP 017.
Williams, N. S. G. 2007. Environmental, landscape and social predictors of native grassland loss in western Victoria, Australia. Biological Conservation 137, 308–318.
FOR MORE INFORMATION
CFA, Community Safety, SW Area Tel: 03 5551 1500
www.cfa.vic.gov.au
Printed on recycled paper FRANK LANE 13733_GRASS_19
Frequently asked questions about native grasslands and roadside management
®
Q. What is native grassland?
Q. What else are native grasslands good for?
A. Agriculture on the Victorian Volcanic Plain has relied on native grasslands for many decades. Native grasslands may:
* require lower inputs (e.g. no fertilisers)
* respond better to summer rain
* improve animal health
* reduce the need for supplementary feeding
* produce finer wool
* reduce drought risk
* reduce fire risk
* enhance land and water protection
* improve human health through reduced use of chemicals
* provide opportunities for new farming enterprises such as seed collection and native plant harvesting
* enhance opportunities for recreation, tourism and personal satisfaction.
Q. What can I do to help?
A. If you have native grassland on roadsides adjacent to your property, check the brochure 'Fire and our Roadsides' and talk to your local CFA brigade before doing any works.
If you have native grassland on your property you may be eligible for funding to help preserve or restore it. Contact your local DELWP office.
NATIVE
AND OUR
GRASSLANDS AND OUR ROADSIDES A. Native grasslands include local indigenous grass species, as well as mosses, lichens, fungi native lilies, orchids, daisies and other plants. They are habitat for many species of native animals, including threatened species. Q. Why all the fuss about native grasslands? They've been there all my life. A. Less than 0.1% of the native grasslands at European settlement are left. Natural Temperate Grassland of the Victorian Volcanic Plain is now listed as a threatened community under State and Federal Legislation. Q. How does the fire hazard of native grasses compare to introduced grasses? A. Under similar weather conditions, well managed native grasslands have: • lower flame heights • lower radiant heat • slower flame speed • fewer embers • slower rate of spread Q. Why are roadsides important for native grasslands? A. In Western Victoria about 30% of known native grasslands are on roadsides. Native grasslands survive on roadsides because of past management including burning by the CFA. A. For many years, communities in south-west Victoria have burned native grasslands on roadsides and railway lines. Local volunteer CFA brigades burn over 2,600 km of roadsides each year for land managers in accordance with the Integrated Fire Management Plan. Q. Why is burning native grasslands at particular times important? A. Regular burning can reduce invasion of trees and weeds. It reduces biomass (and fuel load) and makes 'spaces' for a diversity of plants to seed and grow. Q. Native grasslands are tough aren't they? What can hurt them? A. Although native grasslands are well-adapted to the local climate and conditions, they are vulnerable to soil disturbance, herbicide spraying, trampling, wheel marks, inappropriate grazing or mowing and fertiliser. Over one third of native grasslands surviving on roadsides in the 1980s were destroyed by 2004.
NATIVE Q. What do CFA brigades do for native grasslands in their area?
® | web | https://ccma.vic.gov.au/wp-content/uploads/2022/07/13733-cfa-native-grass-dl.pdf | 0.421657 | {
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3-23 強震記録を用いた平成 23 年(2011 年)東北地方太平洋沖地震の震源過程
Rupture process of the 2011 off the Pacific coast of Tohoku earthquake estimated from strong-motion records
防災科学技術研究所
National Research Institute for Earth Science and Disaster Prevention
2011 年 3 月 11 日 14 時 46 分に発生した平成 23 年東北地方太平洋沖地震(M9.0)について、強震波形記録を用いた震源インバージョン解析を行った。
◎データ
第 1 図に示す防災科研の K-NET 地表観測点 10 点、KiK-net 地中観測点 26 点、合計 36 観測点の強震記録を解析に用いた。観測された加速度波形記録に 0.01 ~ 0.125Hz のバンドパスフィルタをかけ積分して速度波形を得た。この速度波形を 1Hz にリサンプリングして、S 波到達 10 秒前から観測点ごとのデータ記録長と S/N 比に基づき 230 ~ 275 秒間を切り出し解析データとした。
◎断層面の設定と断層破壊過程のモデル化
プレート形状を参考に、走向 195 度、傾斜 13 度の断層面を設定し、走向方向の長さは 510km、傾斜方向の幅は 210km とした。破壊開始点は Hi-net および気象庁震源に基づき北緯 38.10 度、東経 142.85 度、深さ 24km においた。
本解析ではマルチタイムウィンドウ線型波形インバージョン法に基づき、断層破壊過程を時空間的に離散化した。空間的には、断層面を長さ 30km、幅 30km の小断層で、走向方向 17 個、傾斜方向 7 個に分割した。時間的には、各小断層でのすべり時間関数を、破壊開始点から一定速度 Vr で広がる同心円が到達した時刻から、6 秒幅のスムーズドランプ関数を 3 秒ずらして 25 個並べることにより表現した。
グリーン関数は、一次元地下構造モデルを仮定し、離散化波数積分法と反射・透過係数行列法により点震源の波形を計算し、小断層内部の破壊伝播の効果を付加して求めた。地下構造モデルは、三次元地下構造モデルの各観測点直下の情報を用いて観測点ごとに構築した。KiK-net 観測点については速度検層の情報も利用した。
◎波形インバージョン解析
各小断層の各タイムウィンドウでのすべり量を、観測波形と合成波形の差を最小とするように、最小二乗法を用いて求めた。不等式拘束条件をつけた最小二乗法を用いて、各小断層でのすべり方向の変化を、90 度の ±45 度に収めた。また時空間的に近接するすべりを平滑化する拘束条件を付加した。
◎結果
第 1 図に推定されたすべり分布を、第 2 図に観測波形と合成波形の比較を、第 3 図に断層破壊の時間進展過程を示す。Vr は 3.2km/s、最大すべり量は 48m、断層面全体での地震モーメントは \(4.42 \times 10^{22} \text{Nm (Mw9.0)}\) である。
すべりの大きい領域は破壊開始点付近から海溝軸近くの浅い領域にかけて広がり、最大すべりは破壊開始点の東北東約60kmの宮城県はるか沖に推定された。破壊開始後60秒間のすべりは宮城県沖で生じ、60-100秒後に岩手県南部から福島県北部にかけての沖合、断層面浅部で大規模なすべりに発展し、100秒以降は福島、茨城県沖へと進展した。陸に近い断層面深部でのすべり量は比較的小さいが、宮城県沖では深部でも5m以上のすべりが推定された。この領域の破壊は破壊開始後40-50秒後と80-100秒後に見られる。
(鈴木亘・青井真(防災科研)・関口春子(京大防災研・防災科研))
参考文献
1) Hasegawa, A. S. Horiuchi, and N. Umino (1994), Seismic structure of the northeastern Japan convergent margin: A synthesis, J. Geophys. Res., 99, [REDACTED_PHONE].
2) Olson, A. H. and R. J. Apsel (1982), Finite faults and inverse theory with applications to the 1979 Imperial Valley earthquake, Bull. Seismol. Soc. Am., 72, 1969-2001.
3) Hartzell, S. H. and T. H. Heaton (1983), Inversion of strong ground motion and teleseismic waveform data for the fault rupture history of the 1979 Imperial Valley, California, earthquake, Bull. Seismol. Soc. Am., 73, 1553-1583.
4) Bouchon, M. (1981), A simple method to calculate Green's function for elastic layered media, Bull. Seismol. Soc. Am., 71, 959-971.
5) Kennett, B. L. N. and N. J. Kerry (1979), Seismic waves in a stratified half space, Geophys. J. R. Astr. Soc., 57, 557-583.
6) Sekiguchi, H., K. Irikura, and T. Iwata. (2002). Source inversion for estimating the continuous slip distribution on a fault—introduction of Green's functions convolved with a correction function to give moving dislocation effects in subfaults—, Geophys. J. Int., 150, 377-391, 2002.
7) 藤原広行・河合伸一・青井真・森川信之・先名重樹・工藤暢章・大井昌弘・はお憲生・早川譲・遠山信彦・松山尚典・岩本鋼司・鈴木晴彦・劉瑛 (2009), 強震動評価のための全国深部地盤構造モデル作成手法の検討, 防災科学技術研究所研究資料, No.337.
8) Lawson, C. L. and R. J. Hanson (1974), Solving Least Squares Problems, Prentice-Hall, Inc., New Jersey, 340 pp.
9) Sekiguchi, H., K. Irikura, and T. Iwata (2000), Fault geometry at the rupture termination of the 1995 Hyogo-ken Nanbu earthquake, Bull. Seismol. Soc. Am., 90, 117-133.
第1図:解析に用いた観測点(赤:K-NET,青:KiK-net)と推定されたすべり分布。すべり量のコンターは5m間隔。
Figure 1: Distribution of the strong-motion stations used in the inversion analysis and the derived slip distribution. Contour interval is 5 m.
第 2 図:観測波形(黒)と合成波形(赤)の比較。各波形右上に最大値を示す。
Figure 2: Comparison between the observed (black) and synthetic (red) waveforms. Upper right values denote the maximum value of each trace.
第3図:10秒ごとのすべり分布で表した破壊の時間進展過程。
Figure 3: Slip progression in terms of the slip distribution during 10 second time window. | web | https://cais.gsi.go.jp/YOCHIREN/report/kaihou86/03_23.pdf | 0.491454 | {
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Gleaning new skills
Camp helps teach youths to assist others
By Alicia Doyle
Special to The Star
Wearing gardening gloves and with a clipper in hand, Alyssa Nicholls, 9, gathered tangerines Thursday in a Moorpark-area orchard, knowing the fruit soon would be headed to food pantries that feed people in need.
“They’re going to go to people who don’t have enough money to buy food or don’t have the privileges to buy food,” the Thousand Oaks girl said of Thursday’s “gleaning” effort to gather fruit that won’t be going to the market and instead provide it to the hungry. “It makes me feel really good because we know we’re helping people.”
Tara Wykert, a camper at Camp Helping Hands in Thousand Oaks, gleans a tangerine from an orchard near Moorpark. It will be donated to Food Forward and distributed to those in need.
Alyssa was among 27 children ages 6 to 10 who are participating in Camp Helping Hands, a Thousand Oaks group that has spent the week learning how local organizations get food to people in need.
The gleaning event was organized by Food Forward, which rescues fresh local produce that otherwise would go to waste, said Ally Gialketsis, Ventura County branch coordinator for Food Forward.
"The ones that are on the trees, they're not selling at the grocery stores because maybe they're a little bit too small, or a little bit too big, or they have an extra little lump, but the fruit is perfectly good," Gialketsis, of Ventura, told the children. "So because of our grocery stores and the way we want things to look exactly perfect, there's a lot of food that goes to waste. So today we're going to save that waste and give it to people who are hungry."
Camp Director Marie Orechoff said the goal is to teach youngsters how to create an environment that's more beneficial and sustainable.
"We talk a lot about food waste and helping others," she said. "It's a really important skill to know, especially in this affluent area."
Camp counselor Gage Peterson said some of the children in Camp Helping Hands are growing up in "fancy environments" and "haven't really gotten the exposure that is required to understand that there's more to life than just having money."
They're learning, he said, that by helping people, "there's a greater accomplishment."
"It's exposing these kids to these new ideals and opening their eyes," she said.
Because of their age, the children are learning skills that are intended to stick for a lifetime, said Nicolas Ebert, of Thousand Oaks, a junior counselor with Camp Helping Hands.
"If you instill this now, it's more of a foundation, and they'll remember it for a while because their brain is still in the learning process," said Nicholas, 14. "Once you get this as a habit, they'll help the community later on in life."
The fruit picked Thursday was delivered to food pantries operated by Moorpark Catholic Charities, Ruben Castro Charities in Moorpark, United Methodist Church in Thousand Oaks, Calvary Community Church in Westlake Village and the Santa Clara Neighborhood for Learning, which serves Santa Paula and Fillmore.
"Hopefully, the children are going to retain the idea that there's food waste," said Jill Santos, Ventura branch manager of Food Forward. "More and more people are waking up to the realization that our agricultural system, just by nature, has a lot of waste.
"The great thing about Food Forward is they've figured out a way to get fresh produce to people who need it. Some of these people don't get to eat fresh produce because they're on a food program from a pantry, and fresh produce is the hot commodity ... so this is a great program because we're getting fresh produce to people." | web | http://camphelpinghands.com/wp-content/uploads/2016/11/GNS.pdf | 0.435565 | {
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MONOGRAPH OF CLOVE
Syzygium aromaticum Linn
INTRODUCTION
Botanical Name : Syzygium aromaticum (Eugenia caryophyllus)
Family : Myrtaceaea
Synonym : Clove
Part used : Flower Buds
HISTORY
Cloves were used in China as early as 266 BC, and by the 4 th century, they were known in Europe, although very expensive. Same as with nutmeg, the Dutch also destroyed all trees from surrounding native islands to secure a monopoly, and cultivated them only in a small group of islands. In 1770, the French managed to introduce clove trees to Mauritius, and started cultivating them there, as well as in Zanzibar, Penang and Sumatra
GEOGRAPHICAL SOURCES
Molucca or Clove Islands, Zanzibar, Pemba, Madagascar, Indonesia & Brazil.
COLLECTION AND PREPARATION
- The flower buds are collected when the lower part turns green-crimson. The cloves are dried in the open air on mats & separated from their peduncles (forming clove stalks which are also sold commercially). If left on the tree for too long, the buds open & the petals fall, leaving "brown cloves". Later the fruits ("mother cloves") are produced.
- Dried clove buds are harvested at the time when the buds have reached their fullsize before the corolla open, and the hypanthium have turned reddish.
- Harvesting clove buds should be undertaken at the right stage. Early picking, fallen and over-ripe buds will produce buds of a lower quality
- The harvested buds are separated from the stems by hand or thresher machine. After separation, the buds are dried by the sun or an artificial dryer.
- The colour and oil content of sun and artificially dried clove buds are not significantly different
Fig : Drying of Clove buds
CLOVE OIL :
- The essential oil content and the ratio between eugenol and eugenol acetate influences the aroma. Higher content of essential oil is preferred. Higher content of eugenol will produce a harsher aroma, on the other hand, higher content of eugenol acetate produces a smoother aroma.
- Clove oil can be obtained from distillation of buds, leaf or stem, each resulting in an oil having different characteristics of oil . The yield and quality of the oil are influenced by origin, variety, post-harvest processing, pre-treatment before distillation, distillation method and post-distillation treatment.
- Clove buds and stem are comminuted before distillation to break the oil cells and widen the surface so that the oil can be released more easily from the cells. The highest yield derived from high-quality clove bud is 20 %. In the UK, the fi nest oil containing 85–89 % eugenol, is obtained by water distillation
DESCRIPTION MORPHOLOGY :
- Clove has a upper crown region and hypanthium.
- The crown region consists of calyx, corolla, style and stamens. Calyx has four thick sepals. Corolla is also known as head, crown or cap, it is dome shaped and has four pale yellow coloured petals which are imbricate, immature and membranous.
- The hypanthium is subcylindrical and tapering at the end. It is 10-13 mm long, 4mm thick and 2mm thick. It has schizolysigenous glands and bilocular ovary consisting of abundant ovules.
MICROSCOPY:
The transverse section through the hypanthium shows the following:
- Epidermis: Single layer , straight walled with anomocytic stomata and with thick cuticle.
- Cortex: The cortex has three distinct region. Peripheral region: Two or three schizolysigenous oil glands embedded in parenchymatous cells
Middle layer: Consists of ring of bicollateral vascular bundles. Isolated lignified Inner region: Zone of parenchyma, composed of airspaces.
- Columella: Consists of parenchymatous cells rich in calcium oxalate clusters and a ring of vascular bundles towards the periphery
- The transverse section through ovary shows presence of ovary with numerous ovules in it.
Fig : Transverse section of Clove buds
Oil cells
Aerenchyma
Vascular Bundles
Columella
Epidermis
POWDER CHARACTERISTICS
Oil cells Pollen Grains (45X) Fibres (45X) Anther
CHEMICAL COMPOSITION
- Eugenol composes 72–90% of the essential oil extracted from cloves and is the compound most responsible for clove aroma 100% extraction occurs at 80 minutes in pressurized water of 125 °C. Ultrasound-assisted and microwave-assisted extraction methods provide more rapid extraction rates with lower energy costs.
- Other constituents of clove oil include acetyl eugenol, beta-caryophyllene and vanillin, crategolic acid,
- Tannins- bicornin, gallotanniacid, methyl salicylate(painkiller),
- Flavonoids eugenin, kaempferol, rhamnetin.
- Triterpenoids -oleanolic acid, stigmasterol and campesterol
- Eugenol is toxic in relatively small quantities; for example, a dose of 5–10 ml has been reported as being a near fatal dose for a two-year-old child.
- Clove oleoresin is extracted from the stems or the buds. Clove oleoresin prepared by solvent extraction of clove bud yielded about 18–22 % oleoresin (90–92 % volatile components) using benzene and 22–31 % using alcohol.
Eugenol
Caryophyllene
CLOVE OIL
Fig : Clove oil
- Oil of cloves is yellow or colourless, is slightly heavier than water.
- Oil distilled in Europe and the US normally does not need purification, while oil distilled in other areas (e.g. Madagascar) does
- Contains mainly eugenol & acetyleugenol , Sesquiterpenes (α and β caryophyllenes)
THERAPEUTIC USES
- Dental analgesic - The effect is due to its ability to suppress prostaglandins and other inflammatory mediators
- Carminative, antiseptic, aromatic, stimulant.
- anaesthetic.
- It is used as a stimulating expectorant in bronchial problems.
ADULTARANTS
- Clove stalks are slender stems of the inflorescence axis that show opposite decussate branching. Externally, they are brownish, rough, and irregularly wrinkled longitudinally with short fracture and dry, woody texture.
- Mother cloves (anthophylli) are the ripe fruits of cloves that are ovoid, brown berries, unilocular and one-seeded. This can be detected by the presence of much starch in the seeds.
- Blown cloves are expanded flowers from which both corollae and stamens have been detached.
- Exhausted cloves have most or all the oil removed by distillation. They yield no oil and are darker in color
Clove stalks
Blown Clove
Exhausted Clove
Mother Clove
COMMERCIAL APPLICATION
From eugenol to vanillin:
The large-scale industrial synthises of vanillin is a classic early method , it starts from eugenol, which occurs naturally in cloves, nutmeg and cinnamon. This isomerizes to isoeugenol in alkaline solution, and this in turn can be oxidized (by nitrobenzene) to vanillin .
Other oxidizing agents like acidified potassium dichromate can be used, but then the OH group has to be protected by acetylation prior to oxidation. The double bond was isomerizes, and then oxidized and cleaved to form vanillin
REFERENCES
- Kaufman T. S., "The Multiple Faces Of Eugenol. A Versatile Starting Material And Building Block For Organic And Bio-Organic Synthesis And A Convenient Precursor Toward Bio-Based Fine Chemicals" J. Braz. Chem. Soc., 2015, 26( 6), 1055-1085,.
- Nowak K, ogonowskiJ, jaworska M, grzesik k," Clove Oil - Properties And Applications" CHEMIK 2012, 66, 2, 145-152
- Bendre R S , Rajput,J D Bagul S D , Karandikar Pravin S " Outlooks On Medicinal Properties Of Eugenol And Its Synthetic Derivatives ", Nat Prod Chem Res 2016, 4:3 ,1-6. | web | https://svbpharmacy.org/wp-content/uploads/2021/05/monograph-clove.pdf | 0.430244 | {
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Fact Sheet
Seat Belts on Motor Coaches
There has recently been a lot interest in motor coach safety and seat belts on motor coaches. These concerns are understandable considering some of the media reporting on this issue, however, is important to keep the issue of belts in perspective and understand all the facts.
- The industry supports the use of seat belts and have been moving forward as quickly as possible to put belts on all coaches. We have a way to go, but for the past decade, despite the lack of government regulation, all new coaches have belts as standard equipment.
- Coach operators take safety seriously and the safety of their passengers is their first priority.
- We do our best to encourage usage on coaches that are equipped with belts, but people need to put them on for them to be of use.
- Coaches remain the safest vehicles on the road. The lack of belts does not automatically make a coach unsafe, nor does the presence of belts guarantee safety. There are many factors that go into safety, belts are just one.
- Only the airline industry has fewer fatalities per km of travel. A Northwestern University study found that compared to other road transportation modes bus travel is by far the safest:
- According to Ontario's Ministry of Transportation's annual Road Safety Annual Report, out of 775 fatal collisions in 2016, Buses (including transit) were only involved in 6.
- The chances of being killed in a coach collision are therefore very small, much smaller than the chances in being in a car crash.
- Despite the current attention on belts, they are not a cure all for all accidents. They are helpful in certain circumstances and in certain kinds of accidents, but simply having belts does not automatically guarantee passenger safety. Therefore, not having belts does not really endanger passenger safety. | web | https://www.omca.com/wp-content/uploads/2018/11/Fact-Sheet-On-Seat-Belts-in-Motor-Coaches-27-11-18.pdf | 0.441475 | {
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1. Select the odd one out –
a) VUXY
b) HGIL
c) JILM
d) FEHI
2. The difference between the smallest and the greatest four digit number formed by given digits, using each digit only once is ________.
\[9\] \[7\] \[8\] \[5\]
a) 4098
b) 4198
c) 4086
d) 4886
3. Find the missing character in the below figure-
\[286\] \[16\] \[7\]
\[142\] \[34\] \[?\]
a) 70
b) 72
c) 68
d) 66
4. Bunny sells 4 oranges on Monday and 5 oranges on Tuesday. Nidhi sells 12 oranges on Monday and 5 oranges on Tuesday. How many oranges do they sell altogether on Monday?
a) 16
b) 26
c) 17
d) 25
5. What is the difference in the place value of the digits 8 and 6 in the numeral 8962321?
a) 7994000
b) 7904000
c) 7960000
d) 7940000
6. If wall is called window, window is called door, door is called floor and floor is called ventilator, than what will a person stand on?
a) Window
b) Wall
c) Floor
d) Ventilator
Application Based:
7. The sum of 5932 and 6485 is:
a) 10558
b) 12417
c) 20022
d) 34012
8. Successor of 419 is:
a) 364
b) 360
c) 420
d) 110
9. 1,18,000 is 1 more than-
a) 1,17,999
b) 1,17,998
c) 1,17,997
d) 1,18,001
10. If we add or subtract ‘0’ to any number, then answer is
a) 0
b) Number itself
c) None of these
d) 0
11. Which of the following option is correct?
a) 14-3=1
b) 9-0=0
c) 12-12=0
d) 7-1=8
12. 4000+200+3 Is written as:
a) 4203
b) 4204
c) 4256
d) 3144
Value Based:
13. Fill in the blanks.
6 , 11 , 21 ,________
a) 52
b) 35
c) 41
d) 76
14. Take away 599 from 6000 :
a) 5402
b) 5401
c) 5667
d) 5042
15. Choose the numeral: Two thousand nine hundred and nine
a) 2652
b) 3545
c) 2487
d) 2909
16. Sita buy a doll for ₹ 30 and toy car for ₹ 40. What is the total cost?
a) ₹ 30
b) ₹ 70
c) ₹ 19
d) ₹ 60
17. 1 Thousand means:
a) 10 Hundred
b) 1 Hundred
c) 2 Hundred
d) 1 Hundred
18. Aruna ranks 12\textsuperscript{th} in the class of 46 students. What will be her rank from last.
a) 45
b) 35
c) 39
d) 64
HOTS Based:
19. A fruit seller sells 220 eggs on Monday and 100 eggs on Tuesday . How many eggs did he sell in two days altogether ?
a) 450
b) 320
c) 540
d) 420
20. Read the following statements and identify the number.
I. I am a 2-digit even number.
II. I am a common multiple of both 6 and 7.
III. I have a total of 8 factors.
a) 43
b) 35
c) 42
d) 84 | web | http://ramagyaschool.com/wp-content/uploads/2017/06/class-3-Maths-Olympiad-WS-June.pdf | 0.485638 | {
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What can I control? Stick these inside the circle
What is out of my control? Stick these outside the circle
Draw the pictures or cut them out of the next sheet and stick them in the right place. When you’ve had a go, chat about where you have put the pictures with an adult at home. Then look again at the things you can control - choose one and think “what changes can I make that would improve my mental health and emotional wellbeing this week?”
All of these things can affect how we feel - it is important to recognise which of these we can control - cut around the pictures and stick them in the right place on the previous sheet.
In order to feel calmer about the things you can’t control, **TAKE NOTICE** - Sometimes it can help to practice mindfulness. Here are some good activities to help us take notice of what’s around us and calm our emotions and worries.
In our sessions we enjoy using these mindfulness activities by Whitney Stewart and Mina Braun - why not try them out? They can help us focus when our mind is stressed and needing to relax. If you like them they can be purchased from various sites online.
- Practice mindful breathing
- Take a break
- Listen to music
- Enjoy your surroundings
- Have a bath
- Take a noticing walk
- Make a mind jar
- Use your touch sense to play “what’s in the box”
- Practice mindful eating
- Describe the moment’s five senses
- Share a hug with someone you live with
- Try a blindfolded taste test


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Year 6 Mrs McClellan and Mr Porter Welcome
Reading
Every morning we expect all children to be in school for 8:40am with their reading book and reading log signed by an adult.
We expect your child's reading log to be signed once over the weekend and three times during the week (minimum). Reading logs are checked every morning and where children have missed this opportunity to develop their fluency, they will be given the chance to sit with an adult during Friday break time.
Children's reading is developed through a new scheme introduced last year called'Cracking Comprehension'. This involves daily reading and answering comprehension questions.
Classroom routines
Homework (Maths/Reading) given out every Friday to be returned the following Friday as homework is marked together in class. If your child does not understand the homework, please bring it back in early in the week where an adult can explain it further. If a child loses their homework, spare copies are kept in the classroom.
P.E. is on Thursday – Please make sure your child has the correct kit.
Spelling logs to be brought to school on Tuesday and Thursday (6M) or Monday and Thursday (6P)
Your child has his/her own user name and password in their Reading log which will allow them access to Rock Star Timestable, Abacus Maths and Read Theory. Please ensure your children log on to these sites to help them consolidate their learning.
Year 6 Standards
At the end of this presentation, please spend some time looking through the range of SATs material that will show you the standards that we are expecting your child to achieve by the end of Year 6.
SATs tests this year will be on the week beginning Monday 14 th May 2018. Please ensure your child will be present throughout this week.
Please try not to book any holidays during this week.
Handwriting
We are now using Nelson Handwriting Scheme throughout the school
Curriculum Overview
Autumn 1
Topic - Wonders of the World
Reading – Wonder by R J Palacio
Science – Electricity
October 23rd and October 24 th – D&T Day and Art Day
Visit to Vue Cinema in December to watch the movie 'Wonder'
Autumn 2
Topic – Blood Heart
Reading – Pig Heart Boy by Malorie Blackman
Science – Dissecting a pig heart (small donation £1)
Visit to Vue Cinema in December to watch the movie 'Wonder'
Spring
Topic – Beast Creator
Reading – Beetle Boy by M G Leonard
Science – Classifying Living Things
Children will be making a 'Bird feeder' with an outside visitor
Summer
Topic – Darwin's Delight
Reading – Skellig by David Almond
Science – Evolution and Inheritance
Trip to Doncaster Museum
Residential to North Yorkshire (PGL)
Fun session of swimming at Rossington Baths
Any questions? | web | https://s3-eu-west-1.amazonaws.com/jotter2.files/7702708?response-content-type=application%2Fpdf&response-content-disposition=inline%3Bfilename%3Dyear-6-parents-meeting-sept.pdf&X-Amz-Content-Sha256=UNSIGNED-PAYLOAD&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Credential=AKIAIH4MJHC24RK4EHAA%2F20180520%2Feu-west-1%2Fs3%2Faws4_request&X-Amz-Date=20180520T113133Z&X-Amz-SignedHeaders=host&X-Amz-Expires=3000&X-Amz-Signature=efd5fca3966c4aedee761e3df4149c26d810eefe4b9cbdccf304e00b275106ad | 0.425575 | {
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THE REVOLUTION #68 – OCTOBER 2013
Trick-or-Treaters
Parents
Homeowners
- Walk, don't run and stay on Sidewalks
- Have your child eat dinner before setting out
- Carry a flashlight, and wear a watch
- If no sidewalks stay on left side of road
- Make sure your yard is clear of such things as ladders, hoses, and flower pots that can trip the young ones
- Obey traffic signals
- Don't cut across yards or driveways
- Stay in familiar neighbourhoods
- Make sure costumes and shoes fit
- Carry only flexible knives, swords or other props
- Ideally, young children of any age should be accompanied by an adult
- If you buy a costume, look for one made of flame-retardant material
- If your children go on their own, be sure they wear a watch, preferable one that can be read in the dark
- Older children should know where to reach you and when to be home
- Know where they are going and who they are with
- Approach only houses that are lit
- Avoid wearing masks while walking from house to house
- Wear clothing with reflective markings or tape
- Although tampering is rare, always check the candy before they eat any
- Pets get frightened on Halloween. Put them in to protect them from cars or inadvertently biting someone
- If you do use candles, place the pumpkin well away from where trick-or-treaters will be walking or standing
- Stay away from and don't pet animals you don't know
- Non-food treats: plastic rings, pencils, stickers, erasers, coins
EMA Closed
Friday October 11 th – Monday October 14 th Happy Thanksgiving!
Belt Testing Sept. 30 th - Oct. 5 th
EMA Holiday Banquet & Graduation!
Tuesday December 3 rd , 6:00-9:00pm Marquis Gardens Banquet Centre
- 6 course meal, Martial arts demos -Door prizes
-See the new EMA movieS.M.A.S.H 3!
- Gifts, Belts and Awards
Tickets $35 each
Space is limited
Friday Oct. 25
th
, 6:00-9:00pm
-Costume contest
- Goodies
- Haunted house
-Pizza
-Cool Movie!
Cost $24.99 per person (Sorry no family price or coupons)
- Battery powered jack o'lantern candles are preferable to a real flame
Team Evolution Kick-A-Thon!
Sat. October 26 th – During your own class!
100% goes to the kids on Team Canada to help raise the funds needed to compete.
The student from each class to raise the most wins a cool prize!
Team Evolution!
Our next tournament will be on October 5 th in Orangeville.
Tournament of Martial Arts Champions will be Fri. Nov. 22 nd -Sat. Nov. 23 rd
EMA Teen/Adult Golf Challenge
Saturday Oct. 19 th , 2:00pm Best Ball!
At Old Knollwood 1276 Shaver Road, Ancaster
Please sign up by Oct. 5 th
FREE BJJ Seminar!
Wednesday October 9 th With Professor Danny!
Kids: 7:00-7:45
Adults:7:00-8:30
(No kids BJJ at 5:30-6:15 &
No adult karate this night)
Students of the Month
Dragons: Alexia Kynych- Way to go Lexi, keep up the hard work!
Kids : Cooper St. Martin- Cooper works hard every class! We are so proud of you!
Adults: Todd McQuay - Todd is a very dedicated student! Keep up the awesome work! | web | http://evolutionmartialarts.ca/newsletters/EMA_Revolution68.pdf | 0.495297 | {
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1
King Jesus seen by over 500 people
Christ died for our sins according to the Scriptures… He was buried, and that He rose again the third day …… He was seen by Cephas, then by the twelve. After that He was seen by over five hundred… 1 Cor 15 : 3 - 7
King Jesus encounters people
* 12 personal encounters including Paul's
* 500 people saw Jesus in a joint gathering
* Heard Him teach in His resurrection body
* Many have testified of a personal encounter
2
3
1
5
6
King Jesus encounters people
Mary Magdalene went to the tomb early, while it was still dark, and saw
that the stone had been taken
away… (healedof 7 evil spirits and infirmities)
John 20, Luke 8:2, Mark 16:9 King Jesus will reveal himself
Past Gone - New Future
4
Jesus miraculously appears to two men while they are walking to Emmaus Luke 24:13 - 33. He chides them for not believing what the prophets foretold regarding the Messiah then explains to them all the Biblical verses …
"He opens the Scriptures!!!"
Jesus enters miraculously while the disciples are behind closed doors in fear of the Jews. Saying: "Peace to you." He breathed on them and said to them: "Receive the Holy Spirit". John 20:19 "Jesus will help you to conquer fears"
2
7
9
Thomas answered and said to Him, "My Lord and my
God! "Jesus said to him, "Thomas, because you ha v e s e en Me , you have believed.
Blessed are those who have not
seen and yet have believed." John 20:26 - 29
* He calls us by name
* His love is very personal
* He opens the Scriptures
* He will help you to conquer fears
* He brings Peace & the Holy Spirit
* Jesus helps doubters to believe
8
* Love your King
* Surender to your King
* Yield to your King
* Live for your King
* Obey your King
3 | web | https://thegatechurch.org.uk/wp-content/uploads/2023/07/Sunday-16-April-2023.pdf | 0.421935 | {
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RETELL #2
BONUS POINTS
Read the extracts and answer the questions as fully as possible.
UNUSUAL TRY
Questions:
1. Give three reasons why George Nepia was seen as a great player. (You may need to do some research.)
2. What does "ovation" mean?
3. Name five other things that could be seen as unique. (They don't have to be related to Rugby.)
UNREASONABLE REQUEST
Questions:
1. What other sort of things can you be sent off for?
2. What does "remonstrated" mean?
NEVER SATISFIED
1. What message is this piece trying to give?
2. Where is Twickenham?
3. What do they mean, "would-be tacklers"?
WHAT THE EYE DOESN'T SEE
1. What is the secretary really saying?
2. What does "hectic" mean?
3. What does "rivalry" mean?
EIGHTY-MINUTE PLAYER
1. What does "epitome" mean?
2. What does "trudged in his wake" mean? Come up with three of your own descriptive sentences.
3. What does this story tell you about Bill Cunningham?
ALL BLACK QUICKIES
"The New Zealanders wear black because they are in mourning for their opponents".
"The team that would conquer these 1967 All Blacks must be prepared to die. And even that probably isn't enough".
"Whenever a touring team goes to visit New Zealand a posse is sent up into the mountains with a lasso to bring Colin Meads down".
These are just some quotes taken from the book and they are trying to explain why playing the All Blacks is an awesome task.
Obviously these quotes aren't correct. But they do explain things rather well.
Come up with your own quotes to explain a team's overwhelming successes or defeats. Use a team that you know something about. | web | https://www.ruggerland.co.nz/app/uploads/2014/08/1338866655-Language-2012-60.pdf | 0.483917 | {
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Wizyta Łowczego Krajowego w WKŁ „Sokół” w Babimoście
Milą niespodzianką dla członków naszego Koła była wizyta Łowczego Krajowego Pawła Lisiaka i Łowczego Okręgowego Jacka Banaszka w dniu 30 kwietnia 2022 roku. Łowczy Krajowy w obecności Artura Dalekiego - członka Komisji Rewizyjnej Koła oraz kolegi Grzegorza Maciąga przekazał oficjalnie Prezesowi Koła Andrzejowi Skibie chłodnię wraz z dokumentacją. Zapoznaliśmy Łowczego Krajowego z gospodarką łowiecką prowadzoną przez Koło w nowym obwodzie łowieckim nr 121 - zmniejszonym o 2780 hektarów z powodu zamknięcia się granic obwodów w granicach województw. Szacowny Gość zwiedził stanicę Koła wraz z obiektami znajdującymi się na jej terenie. Kolega Łowczy Krajowy wyraził uznanie za wkład pracy wniesiony przez członków Koła w jej zagospodarowanie, a szczególną uwagę zwrócił na obelisk upamiętniający 50-lecie Koła oraz sztandar Koła. Przy kawie rozmawialiśmy o przyszłości polskiego łowieictwa. Czasy są trudne i w szybkim tempie rosną koszty prowadzenia gospodarki łowieckiej, szczególnie w kontekście coraz droższej produkcji rolnej. Będzie to skutkować wzrostem wypłacanych odszkodowań rolnikom za szkody wyrządzane w uprawach przez zwierzynę lowną. Dyskutowaliśmy również o niedostrzeganiu 120-tysięcznej grupy myśliwych, którzy znają zasady posługiwania się bronią i mają kontakt z najnowszym sprzętem używanym w łowieictwie. Po obejrzeniu Kroniki Koła, którą prowadzimy od 1968 roku, Kolega Przewodniczący Zarządu Głównego PZŁ uroczyście wpisał się do niej i zakończył wizytę w Wojskowym Kole Łowieckim „Sokół” w Babimoście.
Darz Bór
Andrzej Skiba
The meeting was held in the premises of the Forest Museum in Nowy Targ. The participants discussed the current state of the forest and hunting management, as well as the challenges and opportunities for the future. They also exchanged ideas on how to improve the education and training programs for hunters and foresters.
The meeting was attended by representatives from various organizations involved in forest and hunting management, including the Ministry of Agriculture and Rural Development, the Polish Hunting Association, and the Polish Forest Society. The participants agreed to continue working together to ensure the sustainable use of forest resources and the protection of wildlife.
The photo shows two men shaking hands in front of a door. One man is wearing a green uniform with a sash, and the other is dressed in casual clothing. The man in the uniform appears to be presenting a document to the other man. | web | https://zielonagora.pzlow.pl/wp-content/uploads/2022/05/Wizyta_Lowczego_Krajowego_w_KL_Sokol_Babimost.pdf | 0.423096 | {
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Paper Assignment
Below are some topics for your short paper. A paper is different from an answer to an exam question. You set the problem and specific thesis of your paper and address it. The question you address may depart from the ones posed belong as long as the paper ends up with a good thesis. If you have a question as to whether the argument you choose to defend might drift too far from the questions posed below, ask me. Your paper should have a thesis that you articulate and defend throughout the paper. Don't assume your reader will figure out what you are doing and how the things you say fit together— make it clear. And remember that a title is your first opportunity to direct your reader's attention to what you are doing in the paper.
The overall evaluation of your paper will reflect both how well you do what you set out to do and how ambitious your project is. But be aware of the page limit—this is to be a short paper, 3-5 pages doublespaced (900 to 1500 words). Do not get so ambitious that you need 10-20 pages to do what you set out to do. Typically, you will be better off narrowing your focus and developing the discussion in detail rather than pursuing a very broad issue superficially.
Write your paper for an intelligent audience, but do not assume that they have been in this class or read what you have read. That is, you need to explain the relevant material to your audience, not just make an allusion and assume they will understand. You may ask others to read your paper and give feedback, but the writing is to be your own.
If possible, please submit your paper electronically to the following email address ([REDACTED_EMAIL]) in MS Word or .rtf format. Please be sure that you do not have any computer viruses before submitting (I hope you don't have any other kind either). Otherwise, you may submit hardcopy to my mailbox. It is due by Noon on Friday, 2 March (note, this is not a class day).
1. Evaluate the competing claims of Crick and Koch and Prinz regarding the neural correlate of visual consciousness. Identify what you take to be the strongest argument for each of their views, considere how each would respond to the other, and explain why you think one or the other has the more compelling position.
2. Mandik proposes to apply his account of the subjectivity of experience to the case of thermoreception, which Akins uses in her critique of representational accounts of sensory processing. Present what you take to be the strongest argument for each of their views and consider how each would respond to the other. Identify who you think makes the more compelling case, and explain why.
3. Grush develops his account of representations (which he distinguishes from presentations) in terms of motor control. Does this entail that sensory processing does not involve representations? If so, is this a limitation of his view? If not, under what conditions would information processed in sensory systems count as representations for Grush?
4. Akins uses the example of thermoreception to press her case that sensory systems are narcissistic. Is this a special feature of thermoreception, or are other sensory modalities narcissistic? Focus on one, such as visual perception. What hinges, for understanding representations in that system, on whether it is narcissistic? | web | http://mechanism.ucsd.edu/teaching/w12/philneuro/paper.winter.2012.pdf | 0.507768 | {
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Couple who hid Jewish baby honored by Yad Vashem in New Zealand
SYDNEY (JTA) – A Dutch couple who hid a Jewish baby during the Holocaust posthumously received Yad Vashem's Righteous Among the Nations honor in New Zealand.
At an emotional ceremony Wednesday at Parliament House in Wellington, the children of Johanna and Godefridus (Frits) Hakkens accepted the official certificate and the medal from Israel's ambassador, Shemi Tzur.
The Hakkens — the first Kiwi citizens to receive the honor — hid 2-year-old Elli Mantegari (nee Szanowski) in their Amsterdam house in 1942 for two years after her father was killed in Mathausen and her mother fled to Switzerland.
Tzur told the more than dignitaries, lawmakers, ambassadors and Jewish leaders that the Hakkens were worthy of recognition.
"They will be part of us and their memory will last forever in our capital city Jerusalem," he said.
Elli Mantegari, who could not make the trip from Brazil, wrote a speech honoring their "bravery, altruism and kindness."
"Fritz and Jo saved my life," she wrote. Of their descendants, she wrote, "We are not linked through blood, but we are linked by the love and memory of this brave couple."
After years of fruitless searching for Elli, a great-grandchild of the Hakkens saw a movie in New Zealand in 2010 about the Kindertransport and urged his grandmother Gloria — the daughter-in-law of Johanna and Frits — to try one last time.
Through Yad Vashem, the Internet and Skype she finally tracked down Elli in Sao Paulo and, months later in an emotional reunion, they wept at the gravesite of Jo and Frits near Wellington.
Gloria Hakkens said in her speech, "It may seem the end of a long journey, but for my children and grandchildren I see it as a new beginning as they take hold of the legacy, the challenge that their grandparents and great-grandparents have given them."
Four others have received the award in New Zealand, though the Hakkens are the first citizens of New Zealand to be so honored. | web | https://www.holocaustcentre.org.nz/uploads/1/2/2/4/122437058/couple_who_hid_jewish_baby_honored_by_yad_vashem_in_new_zealand_1.pdf | 0.430799 | {
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COMMON COURSE OUTLINE
Course discipline/number/title: ENGR 1101: Introduction to Engineering
A. CATALOG DESCRIPTION
1. Credits: 2
2. Hours/Week: 2
3. Prerequisites (Course discipline/number): None
4. MnTC Goals (if any): NA
This course helps students gain an understanding of the profession of engineering, the pathway to an engineering career, and knowledge of the different fields of engineering. Hands-on projects and invited speakers will be included. Knowledge gained will be applied by students to guide their engineering education and to help in determining their career choice.
B. DATE LAST REVISED (Month, year): March, 2014
C. OUTLINE OF MAJOR CONTENT AREAS:
1. Overview of areas of engineering
a) Mechanical
b) Civil
c) Electrical
d) Computer
e) Other
2. Engineering Design
a) Research
b) Project Planning
c) Building and Testing
d) Communication of Results orally and in writing
D. LEARNING OUTCOMES (GENERAL): The student will be able to:
1. Communicate visually, orally, and in writing using engineering graphics, presentations, and written reports.
2. Gather information using the internet, the library, and patent research.
3. Understand the design process from concept generation and selection, through brainstorming and working in teams, project planning, and the building and testing phases.
4. Describe in detail the different fields of engineering.
E. LEARNING OUTCOMES (MNTC): NA
F. METHODS FOR EVALUATION OF STUDENT LEARNING:
Evaluation methods may include any or all of the following:
1. Objective exams
2. Projects
3. Research papers
4. Quizzes
5. Presentations
6. Or any other as deemed appropriate by the instructor and so indicated by his/her syllabus (original or revised)
G. RCTC CORE OUTCOME(S) ADDRESSED:
Critical Thinking. Students will think systematically and explore information thoroughly before accepting or formulating a position or conclusion.
H. SPECIAL INFORMATION (if any): None | web | https://www.rctc.edu/files/ccos/ENGR_1101_CCO.pdf | 0.426762 | {
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WHAT ROLE ARE YOU PLAYING?
THE ADDICT
CONSUMED BY DRUGS AND ALCOHOL
THE ENABLER
ALLOWS THE ADDICT TO USE WITH NO CONSEQUENCES
THE LOST CHILD
SUFFERING THE CONSEQUENCES OF THEIR PARENT'S ADDICTION
THE MASCOT
ATTEMPTS TO MAKE LIGHT OF THE SITUATION TO COPE WITH THEIR LOVED ONE'S ADDICTION
THE HERO
ATTEMPTS TO HELP THE ADDICT OVERCOME THEIR ADDICTION
Families often form into roles when they are dysfunctional.
**The Enabler**
Close to addict, allow them to continue destructive behavior and provide them support as they spiral downward.
**The Hero**
Often the oldest in the family, seen as a success and ‘having it together’. May be involved in many activities but struggle internally.
**The Scapegoat**
The Scapegoat is the focus of attention in the family for trouble. They don’t seem to care about consequences.
**The Lost Child**
This role of often occupied by the quiet child. They refrain from talking to stay out of trouble. “Out of sight, out of mind”.
**The Mascot**
Often taken by the youngest child. The family tries to protect this member from the reality of issues within group.
Family Addiction And The Roles We Play.
The Addict: “I’m the one with the problems and using makes them seem to go away.”
The Hero: “I’ll make everything on the outsides look perfect because that’s easier than looking at my insides”
The Mascot: “If I make people laugh I can distract us all from hard feelings.”
The Enabler: “I’m concerned about what will happen if things change around here… so I’m going to keep things going the same way.”
The Lost Child: “If I stay quiet and emotionally distant, I won’t get hurt or have to look at feelings.”
The Rebel: “If I act out, maybe someone will help me with my emotions.”
The Caretaker: “If I take care of someone (everyone) else, then I don’t have to think about my feelings”
www.OliverDrakeford.com
Oliver Drakeford MA, LMFT. #104987 | web | https://www.thrivewithin.org/wp-content/uploads/2024/09/Addiction-Family-Roles-Infographics.pdf | 0.458057 | {
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Good afternoon, everyone. How did I begin doing Spanish translation for the Buddhist Text Translation Society (BTTS)? Back in the year 2000, I went to the City of Ten Thousand Buddhas for the first time to attend a Guan Yin Session. I was not expecting to do any translation, but the first afternoon after I arrived, I was introduced to a Dharma Master who gave me several books published by BTTS and told me to translate them into Spanish. I was awed. My eyes were wide open in surprise. At that time, I was honestly not familiar with the Venerable Master’s talks so I had to study all these books before I started to do the translation. I spent almost a year studying the books. After I finished, I was filled with joy when I realized that the Venerable Master used simple words to explain all these complicated principles in depth. I was like a child who had entered a
各位午安。我來談談自己參予佛經翻譯委員會西文翻譯組的因緣。這要追溯到2000年的時候,當時是我第一次到萬佛城打觀音七,並沒有預期要做任何翻譯。結果當天下午,有位法師給我幾本佛經翻譯委員會出版的書,要我翻譯成西文。我瞠目結舌,非常吃驚!當時,我對上人的開示一無所知,必須先研讀這些書籍才能進行翻譯。我花了大約一年的時間讀完這幾本上人的開示,看完之後真是充滿法喜。上人能用淺顯又富有深意的字句解釋艱深的道理。我像走進玩具店的孩子一般,想把玩所有看到的玩具。我想閱讀所有的經典和大乘經典,對佛法生起了好樂心。我聽上人說,「佛法如大海一般的深廣,我們必須一點一點地吸收,切莫心急。」我把上人的話牢記在心,專注在翻譯工作上。
翻譯必須深入經藏。對一些譯經群組的成員來說,翻譯就像推開一扇門,走進一個奇妙的
toy store, who was so amazed and wanted to play with all of the toys. I wanted to read all the Sutras before me. I also wanted to study the Tripitaka at that time. I was very excited by the Dharma. I heard a message from the Venerable Master in one of his explanations, “The Buddhadharma is as vast and deep as the ocean, we have to take the water little by little, don’t rush.” I got the message and concentrated on translation.
Translation work is a deep study of the Buddhadharma. Some of the members of the translation team have said that it is like a gate, where you enter a wonderland and can find all the treasures of the Dharma. The team has also been very delighted doing translation work. Of course, we have a lot of work to and much to study. By working on translation, we have develop a clearer understanding of life issues, a deeper understanding of human behaviour, gain more patience, and have less controversial discussion about differences. The most important thing is that through this work, you develop inner peace and happiness.
I would like to invite people who are interested in working on Spanish translation to contact me. We have an online translation team which was established five years ago. Mr Gracia, who will speak next, has been on the team since the beginning till now. We meet four afternoons a week, for eight to ten hours. Now, we are working on the Vajra Sutra and the Shurangama Sutra, a new translation. For the Vajra Sutra, we meet on Tuesdays. For the Shurangama Sutra translation, we meet on Thursdays, Fridays and Saturdays. You can find the meeting schedule for Spanish and English translations, as well as Chinese translation, on the BTTS website. On that note, we also have a Spanish website which is being prepared, and we would be delighted if anyone would be interested to volunteer as a web master.
To celebrate the centennial birthday of the Venerable Master, we have published four books this year. The first one is the first volume of a collection of Venerable Master’s talks (El Camino a la Verdad vol.1), the second is the third edition of the Chan handbook (Un Manual de Chan), the third is a children’s book presented previously by Dharma Master Jin Rou called The Buddha’s Helper(Guan Yin, La Virgen de Esperanza), and the fourth one is a small meditation handbook, for free distribution(Meditación).
Next year, continuing the work begun in honor of the centennial birthday of the Venerable Master, we expect to publish four more books. The first one is the second volume of a collection of Dharma talks by
世界,你可以發掘到所有的法藏。大家都非常喜歡做從事翻譯的工作。當然,翻譯的工作量很大,要學的也很多。從翻譯的工作中,對我們自己的人生課題、人性會更了解,同時會變得更有耐心,減少具有爭議性的討論。最重要的是能夠給自己帶來平靜和快樂。
我想邀請對西班牙語翻譯有興趣的人與我聯繫。我們在五年前成立了一個線上翻譯群組。格拉西亞居士是其中一位成員,他從開始一直持續到現在。我們每週有四個下午會議,目前正在研究《金剛經》和《楞嚴經》的新譯本。週二討論《金剛經》,週四、週五、週六研究《楞嚴經》。每周進行大約有八小時的討論,有時甚至長達十小時以上。您可以在佛經翻譯委員會網站上找到西語、英語和中文翻譯的群組討論時間。在那個網頁,我們有一個西文分頁texto buddhista,目前正在架設中,因此我們需要一位網站管理員。
為了慶祝上人百年誕辰,我們今年出版了四本西班牙文書:第一本是《宣化上人開示錄》第一集、第二本是第三版的《禪修手冊》、第三本是《佛陀的助手》,如果看過近柔師做的封面,應該知道這是一本童書。第四本是《打坐手冊》,這是一本結緣
the Venerable Master (El Camino a la Verdad vol.2). The second one is a new edition of the *Amitabha Sutra* (*El Sutra en que el Buda habla de Amitabha*); (The first translation was published forty years ago, so we worked on a new edition.) These first two books are already complete and in a few weeks, will be sent to the printer. The third one will be the *Earth Store Sutra* (*Sutra Ksitigarbha*): We couldn’t find the best name for the Sutra yet so we have kept the name in Sanskrit for now, and are still discussing the Spanish translation for the title, so you may see a different title when it’s published in the future. The last one is the new translation of the *Shurangama Sutra*. We are revising the last chapter, and next year, it will be ready for publishing.
Besides these four books, we also have completed the Spanish translation of *The Hundred Dharmas* and *The Universal Door Chapter* of Guan Yin Bodhisattva; both are waiting to be published. So as you can tell, there is much to be done, and we need people to help with Spanish translation. Please, if you can help or if you have friends who want to help, everyone is most welcome.
The Dharma Master asked me to share some words, because the Venerable Master said that Chinese speakers should learn English, and English speakers should learn Chinese. We are the Spanish translation team so we will share some Spanish words.
Three poisons: greed—avaricia; anger—enojo; ignorance—ignorancia.
Samadhi and sila (precepts) they are in Sanskrit so there’s no translation. But wisdom is sabiduría. We have to make vows every day, vow is *voto*.
We have to accumulate blessings by working in the monastery—bendición.
Giving dharma is foremost, and this is a good opportunity for Spanish speakers to practice giving. As conditions mature, we will soon have more books on the market.
**Mr. Juan Gracia**
Hello, everyone. I help in the Spanish translation group. We always call Dharma Master, Maestro Jin Deng. She is very modest, but I can tell you that in the Spanish group, we have mastered the art of group translation. The secret is to keep each member of the group in a different country. So we have people in Mexico, here in the US, in Venezuela, in Argentina, and so forth.
We get online and the discussion is really reduced to the essentials. We hear each other and to me it’s wonderful to hear Spanish from different countries—especially from South America, because every country has taken layers from the indigenous languages there so they express things in different ways. It is always a very good experience to
書,書本小小的,西文翻譯已經完成。
我們預計明年再出版四本書,以慶祝上人百歲誕辰。第一本是《宣化上人開示錄第二冊》,第二本是新版的《阿彌陀經》,距離上一版已有四十年,因此我們決定推出新譯本。這兩本書均已完成,再過幾週即將付梓。第三本是《地藏經》,我們尚未發現更好的經名,所以仍然保留原名,目前仍在討論書名的西班牙語翻譯,因此您可能會看到出版用的是不同的標題。最後,是新的《楞嚴經》譯本,我們正在修訂最後一章,預計明年出版。
除了這四本書,我們完成《百法明門論》,並準備出版。我們也修訂了《普門品》,所以我們需要有更多人來參予西班牙語翻譯。如果您或者您的朋友想加入我們,我們非常歡迎。
法師要我跟大家談談我的心得,因為上人說過,說中文的也應該學英文,說英文的也應該學中文。因此我們西文語翻譯群組要跟大家分享幾個西文字。
三毒:貪avaricia,瞋enojo,癡ignorancia。
三昧跟戒律是梵文,所以不翻成西文。智慧是sabiduría。
我們每天都要發願,願的西文是*voto*。
我們發心在寺院裡服務,積功累德。功德的西文是*bendición*。
法佈施為最,我相信此時正是給西班牙文者練習法佈施的最佳時機。當因緣更具足時,我們將會有更多的書籍問世。
格拉西亞居士
大家好。我是西文翻譯小組的成員,我們常常請教近燈師。法師非常謙虛,我可以告訴各位,西文翻譯小組已經掌握群組翻譯的藝術,秘訣就是讓群組裡的每一位翻譯成員分佈在不同的國家。我們有來自墨西哥、美國、委內瑞拉和
see how they phrase things or say the same thing in different ways and to be able to come to a mutual understanding. For me, that’s very special.
From a very personal point of view, I enjoy being able to add something. It feels at times like we are putting a drop of water into the ocean, but we keep trying. Living at the City of Ten Thousand Buddhas, most of us have some form of cultivation, some people like meditation, some people like recitation. We recite mantras, *The Universal Door Chapter*, and other things. When you are doing translation, you kind of reverse the process, instead of reciting quickly in a constant flow, you stop and focus on a single character, or three or four characters, or a sentence. When reciting, you have to really pay attention to the text in a different way to follow the recitation. I enjoy that part too.
Another thing that I really enjoy is something that many people experience at the City of Ten Thousand Buddhas when they’re listening to a lecture from the Master. Sometimes out of the blue in the commentary, he directly points to something you have been thinking about or is in your head. It happens many times in translation that the Master, who had spoken in the hall 30 years ago, that out of the blue he makes a commentary that is completely related to the Sutra, but also directly affects you in some way, connecting to something that you were thinking of or something that you were pondering in your head. When that happens, I always feel that it is something special. Sometimes it feels that a single comment like that made the afternoon worthwhile and I enjoy that. I hope that people can, as Dharma Master Jin Deng said, come and join to take part. ◎
阿根廷的成員。
我們在線上開會,將討論精簡到最基本的要素,聆聽彼此的看法。對我而言,聽到不同國家的西班牙語是很棒的。在南美洲的幾個國家,西文已經和當地的方言相互融合,所以每個地區表達的方式都有所不同。藉由討論,我們可以學到不同地區的西文表達方式,對我來說是很特別。
我喜歡在翻譯的過程中,貢獻自己的看法,雖然那就像是把一滴水放入大海,但是我們會繼續努力。在萬佛城,每個人都有自己的修行法門,有些喜歡打坐,有些喜歡誦經持咒,我們誦咒和〈普門品〉等等。進行翻譯的時候,你要反其道而行,不是快速流利讀譯,而是專注在一個字、三四個字或者是一句話上;讀譯的時候則是以不同的方式注意文字,我非常喜歡這個過程。
另一件我非常喜歡的事,很多在聖城的人也都有相同的經驗,有時上人講法的時候會給你當頭棒喝,正在思考的事情也會得到解答。這在翻譯時經常發生,上人30年前在佛殿講法,講法內容不但跟經文有關,卻能不著痕跡的對聽者進行開示。當這種情況發生的時候,我總覺得很特別。有時上人一句簡短的開示,讓我覺得一整個下午的辛勞都值得,我很享受這種感覺。最後,如同近燈師說的,希望有更多人加入我們。◎ | web | http://www.drbachinese.org/vbs/publish/584/vbs584p030.pdf | 0.493821 | {
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Today, White Sands continues to test the most advanced technologies. Many missiles like the THAAD don't have explosive warheads anymore -- they must actually strike the target to destroy it. Also, powerful lasers are being used to bring down jets and missiles.
At the same time the military shares the range with a huge assortment of plants and animals in almost pristine natural conditions. Recently wildlife biologists studied mountain lions found in the White Sands mountains. Other scientists are currently conducting research on one of the world's largest herds of African Oryx, which freely roams the missile range.
Museum Offers Easy Access
The White Sands Museum includes an outdoor display of more than 50 rockets and missiles once tested on the missile range. We call it the "Missile Park." It includes the huge Redstone, the Nike family of missiles and several Navy sounding rockets. The park is open everyday during daylight hours.
Although the Museum is located on an Army installation, it is open to the public. We are 22 miles east of Las Cruces and 44 miles west of Alamogordo, N.M. To visit you can expect to be required to show your driver's license, vehicle registration and proof of insurance for the vehicle. There is plenty of parking for RVs and trailers beside the building.
Location: Turn off Highway 70 between markers 169 & 170. There are signs on the highway.
Phone: [REDACTED_PHONE]
Hours: Mon-Fri 8 - 4 Sat-Sun. 10 - 3
Website: www.wsmr-history.org
Museum & Missile Park
Prehistoric Farmers to Hard Rock Miners to Rocket Scientists
Established in 1945, White Sands Missile Range is America's largest overland military test range. At White Sands the world entered the Atomic Age when the first atomic bomb was tested at Trinity Site on July 16, 1945. In 1949, the world entered the Space Age from White Sands Missile Range, when Bumper, an early two-stage rocket (V-2/WAC Corporal) roared beyond the earth's atmosphere. In 1950, Bumper went on to become the first missile launched from Cape Canaveral.
Century. Their "Royal Road," the Camino Real, ran along the Rio Grande just to the west of White Sands.
The Museum tells these stories and many more. In fact, the Museum's coverage of the missile range's 3,200 square miles looks back to prehistoric times, when, for centuries, h u n t e r g a t h e r e r s c o l l e c t e d mesquite pods and killed now extinct camels, mammoths and horses for food. Their
campsites, bedrock grinding stones, pottery and rock art are found all over the missile range. During wet cycles these people were able to
establish more s e d e n t a r y lifestyles. They built permanent pueblo structures, farmed the edges of the Tularosa Basin and traded goods with groups in Mexico and Central America.
Europeans arrived in the form of Spanish explorers and missionaries at the end of the 16th
Friction between the local Apache tribes and European settlers erupted into violence many times on what is now White Sands. In 1880, Buffalo Soldiers
Victorio
Once Victorio was defeated, pioneering ranchers and miners flooded into the area. On these dry, marginal lands, ranchers managed to make a living raising cattle, goats and sheep. Miners found from the 9th Cavalry clashed with Chief Victorio's Apache followers in the missile range's Hembrillo Basin.
9th Cavalry Bugler
Cowboys discuss strategy for a roundup
a vast variety of minerals in the mountains but never the bonanza strike.
42,000 missile and rocket firings. In addition to
At the close of WWII, White Sands P r o v i n g Ground was established to test the e m e r g i n g r o c k e t technology. Since 1945 the missile range has conducted more than e x a m i n i n g new weapon systems for the Army, Navy and Air Force, the range also c o n d u c t s p u r e l y s c i e n t i f i c r e s e a r c h . R o c k e t payloads from NASA are
regularly launched to collect information about the sun and stars or conduct microgravity experiments. | web | http://wsmr-history.org/MuseumBrochure.pdf | 0.436879 | {
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Prince Baskettail
Flight Record:
(5/30-9/01) Peaks July thru mid-August
Common
Habitat: Ponds, lakes, bays and slow, sunny rivers
First Glance:
Large, thin, dark. Wing markings rarely visible in flight. Glowing green eyes. Long, fast, repeated patrols low over water. Also hunts high over fields and meadows.
Prince Baskettail (Epitheca princeps) – 2.9", 58-78 mm
Our only large, darner-sized dragonfly with patterned wings
M
Compare: None
M
Flies almost constantly, rarely perches
Huge, brilliant bluegreen eyes, visible even in flight
Notes from the field – Prince Baskettail:
This sleek, elegant dragonfly could in fact be called King Baskettail, as it is the largest member of the Emerald family. There are seven families of dragonflies in the US –Emeralds are known for their glowing green eyes (hence the family name), and their endless, acrobatic flight. Like other members of this family, Prince Baskettails rarely land and can spend many hours in ceaseless flight. Look for this powerful flier making long, repeated, low patrols over open water habitats such as lakes, ponds, canals, and sluggish river sections. This is territorial behavior, and usually performed by males, or occasionally by a female looking for a spot to lay eggs. Males maintain relatively large, linear territories, so you don't usually see more than one or two on the water at once.
You can also see Princes by walking onto a soccer field, or into a forest clearing, and looking straight up! This is feeding behavior (lots of tasty insects up there), and you may see several feeding together. Try doing this on a hot, sunny afternoon or early evening in July or August. From underneath you can actually see those wing markings, which are difficult to spot during their low patrols over water. This is our only darner-sized dragonfly with pattered wings. Coupled with those glowing, blue-green
eyes, long low patrols, and sky-high flights over summer fields, Princes are relatively easy to ID.
The only time I've seen a naturally perched Prince, is captured in the title page photo (the above photo was posed). It was a cloudy day, and I was wandering through a meadow along the Potomac River. Perched at chest height along the meadow-edge was a spectacularly posed Prince Baskettail. Without the sun's heat, flying was difficult, so he hung there, waiting for sunlight, and allowed me to take photos from just inches away. Cloudy days are often the best time to find and photograph perched dragonflies. | web | http://dragonfliesnva.com/My%20Documents/KevinPDF/pdf/identify/species/PrinceBaskettail-FINAL.pdf | 0.426668 | {
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Trip to the Heart of the Ocean
One scorching day in the vast jungle, Savannah the elephant got stung by a poisonous serpent and was lying in the middle of the jungle unconsciously. While roaming around the jungle Leo the friendly lion saw Savannah lying down on the ground and hurried to the jungle doctor for help. When the doctor, Orio, the wise owl, of the jungle heard the news, he rushed to Savannah with Leo.
Orio had a good examination of Savannah and told Leo, "Your friend has been stung by a very venomous serpent."
Leo replied," Is there any cure for the venom?"
The doctor's answer was," There is! The water crystal located in the heart of the ocean is the only cure for the venom. Somebody has to travel to the heart of the ocean and bring back the water crystal."
Courageously, Leo said, "I will travel to the heart of the ocean and bring back the sacred water crystal to save my friend!"
Saying that, Leo began his journey.
He reached the end of the jungle, and he came to a monstrously wide canyon. When he looked down far below, he saw two ferocious crocodiles. With all his strength Leo pushed a huge log over the gap and he walked across it. The crocs were depressed because Leo didn't fall down; that meant no lunch for them.
Leo walked straight ahead.
Next, he approached a large herd of hippos. When they saw Leo, they were outraged and kept knocking him down. With all his courage, he used his sharp teeth to bite the hippos on the thick skin. They were exhausted and fell down to the ground.
Leo quietly sneaked past them. He was badly injured now and decided to rest for the night to replenish his energy to save his best friend.
The next morning Leo arrived at a small but an engrossed pond.
He was really thirsty and had a sip of water from the diamond clear pond. Suddenly, he heard someone saying, "So finally you have arrived."
Leo was so shocked that he screamed at the tops of his lungs.
A chameleon was standing in front of him. Leo said," Miss Chameleon, can you guide me to the heart of the ocean?"
The chameleon replied, "Sure, son, it's right through that cave."
Leo saw the cave for the first time. it was so deep and narrow with lots of seaweed.
He knew what he had to do. Taking a deep breath, jumped right into the pond and swam towards the cave.
Through the other side of the cave, he saw a beautiful twilight sky. He saw trees everywhere and he could see the ocean sparkling as a ruby standing below him.
The water crystal he desperately needed to save Savannah was standing on a fountain. Leo knew he had found the heart of the ocean. He felt so calm and happy there.
But suddenly he remembered his mission. So he quickly grabbed the water crystal and pounced away through the underwater cave, past the chameleon, skirted around the group of hippos across the canyon and finally to the jungle to see Savannah.
Leo put the water crystal into Orio's hand. The doctor quickly smashed the crystal, tossed palm leaves over the crushed pieces and then stirred them. She wiped the mixture over Savanah's poisoned area.
In a spur of a moment Savannah woke up in tears. She was very grateful to Leo and the Orio. All thanks to Leo!
Savannah now lives in peace. | web | https://www.cclc.vic.gov.au/wp-content/uploads/2020/10/Ehas-Kalyanapriya-Age-8-11-Short-story-Trip-to-the-Heart-of-the-Ocean-3rd-Place.pdf | 0.49037 | {
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WEEKLY BULLETIN
National Pie Week
MONDAY 6TH MARCH
9.30am – Fire Alarm Test
11.15am – Alive & Active Exercises
Afternoon – Trip to the Scilly Isles
TUESDAY 7TH MARCH
Morning – Manicures
Afternoon – Bingo
WEDNESDAY 8TH MARCH
11.15am – Alive & Active Exercises
Afternoon – Quiztime
THURSDAY 9TH MARCH
Morning – Manicures
Afternoon – Yoga & Meditation
FRIDAY 10TH MARCH
Afternoon – Word Game Competition
SATURDAY 11TH MARCH
Afternoon – Activity of Residents Choice
SUNDAY 12TH MARCH
Afternoon – Cornish Quiz
BROOKFIELDS
Private Nursing Home
As we celebrate National Pie Week see if you can name that pie!
Pork Pie, Mince Pie, Banoffee Pie, Steak Pie, Cottage Pie, 4 and 20 blackbird Pie
A few cheeky pie jokes
Where do you go to weigh a pie?
Somewhere over the rainbow, weigh a pie!
Why did the apple pie cry? Someone hurt its peelings!
How do you get a pie to sleep? Sing it a lulla-pie!
HAPPY BIRTHDAY TO YOU!
BEKI 12-03
DON’T FORGET IT’S SHERRY TIME AT 3.00 O’CLOCK EVERY DAY! | web | https://wearebrookfields.com/storage/app/media/12th%20March%202023%20MERGED.pdf | 0.492238 | {
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Career Day
Episode #1122
Copyright: Entertainment Studios, Inc.
Top 10 Summer Jobs!
Featuring: Guidance Counselor - Mandy Breuer
General Synopsis for Episode #1122
In this Top 10 Summer Jobs special episode of Career Day, young viewers are introduced to 10 best summer jobs to earn money and/or gain knowledge and experience in various careers. In the show, Mandy Breuer, guidance counselor at Environmental Charter High School shares what each job entails, the needed skills for the job and how to go about getting or applying for the position. Salary information and age requirements are also shared. Jobs where there is an age requirement, 15 years old or older and an application to be filled out are lifeguarding, movie theater employee, camp counselor, food service, internship, tutor and sports instructor. Young adults can start their own business as young as 13 years old like walking dogs, landscaping and lawn care and babysitting. Summer job tips are shared between each segment of the show to provide information, advice and encouragement when pursuing a job.
Observation and Conclusion
In episode #1122, young adults will learn about potential jobs that they may want to explore and would be interesting to them. Advice is given on how to search to find jobs or how to start your own business. This show will empower the audience to investigate career opportunities. Each segment of Career Day delivers an educational and informational message that supports current social, intellectual and emotional aspects of children ages 13 and up. Attributes and advice emphasized by guests instill a grounded balance of priorities, dedication, and perseverance children can apply to their lives.
Sincerely,
Barbara J. Pierce, MA Ed. Educational Consultant | web | https://allenmedia.tv/wp-content/uploads/2021/06/1122CareerDay.pdf | 0.423534 | {
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DERMATOLOGY PEARLS
Dermatology Clinic for Animals
www.dermvettacoma.com www.dermvetolympia.com
FDA Study of Raw Food Risks
Some pet owners I talk to about starting a hypoallergenic diet trial are interested in providing raw diets to their pets. In a recent two-year study, the FDA Center for Veterinary Medicine (CVM) screened over 1,000 samples of pet food for bacteria that can cause foodborne illnesses. The study showed that, compared to other types of pet food tested, raw pet food was more likely to be contaminated with disease-causing bacteria.
Raw pet food was not included in the first year of the study. In the second year spanning from October 2011 through July 2012, CVM expanded the study to include 196 samples of commercially available raw dog and cat food. The center bought a variety of raw pet food online from different manufacturers and had the products shipped directly to six participating laboratories. The raw pet food products were usually frozen in tube-like packages and made from ground meat or sausage.
The participating laboratories analyzed the raw pet food for harmful bacteria, including Salmonella and Listeria monocytogenes. Of the 196 raw pet food samples analyzed, 15 were positive for Salmonella and 32 were positive for L. monocytogenes (see Table 1).
Table 1: Number and type of pet food samples that tested positive for Salmonella and Listeria monocytogenes (Years 1 & 2)
a Non-cat and non-dog food, such as dry pellets for hamsters, gerbils, rabbits, amphibians, and birds.
c Typically packaged in pouches for retail sale, such as (1) pouched dog and cat food; and
b Included chicken jerky and pig ear-type products.
(2) food treats shaped like bacon, fish, pork chops, and burgers.
d Included pellet- or kibble-type food typically packaged in bags for retail sale.
Note: CVM did not collect or test canned and wet pet food samples in this study.
Due to risk of food borne illnesses with raw diets, I encourage owners who are interested in home preparing their pets' foods to cook the food, and to use a balanced recipe formulated by a veterinary nutritionist (such as Balanceit.com; recipes are free when clients purchase the vitamin/mineral supplement to mix with the diet).
More information can be found on the FDA website:
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1. Amy Hart, Director at Goats.Africa (Pvt) Ltd
There is no doubt that goats are a productive asset with essential community benefits as they give diverse products. They give milk and meat to feed families and to sell for extra money, as well as manure to fertilise crops and improve pastures.
We at Goats.Africa see women as major contributors to agriculture production and marketing, we believe that when women have broader opportunities to participate in agriculture, the benefits are expanded to their families, communities and the economy. Goat production is a positive path towards enhancing opportunities for women and a sustainable choice for a richer environment in the future (see ZiMunda Farming issue 19).
2. Eunah Makoni, Promoting Dairy Farming Technologies at ABS TCM (Pvt) Ltd
It is quite unfortunate that traditionally, women’s role in dairying has been peripheral and not at the decision-making level - I advocate for change. Rewards of dairy farming business increase with vertical integration and I encourage women to go the full distance by becoming dairy processors; subsequently creating jobs and supply of affordable dairy products at a local level.
Dairy farming challenges include low milk producer prices and high feed costs. Women dairy farmers should appreciate the importance of economies of scale, technology to fast-track growth and grow and conserve fodder to minimise use of bought in feed (see ZiMunda Farming issue 5).
3. Wendy Matashu Madzura, Head of Agronomy Services at Seed Co Zimbabwe
The agriculture sector has a vast number of opportunities especially for women across the value chain. I want to encourage women of all age groups to consider agriculture as a good career choice and sustainable business option. In any business venture one should research around the best practices to be employed and apply themselves whole heartedly to get the best outcome. The secret to success is working hard, passionately and consistently. I encourage women to invest time in understand the different sectors of agriculture and select their best fit and above ALL women need to move away from the bounds of society that hold them back and lower their self-esteem. I believe that women are hardworking and committed to anything they set out to achieve as such the possibilities are endless (see ZiMunda Farming issue 23). So, I say, Women CAN… It is time to jump onto the band wagon, because TOGETHER WE CAN.
4. Venensia Mukarati, An Accountant by Profession and a seasoned hydroponic farmer.
With no academic background in farming, a few years ago I started with 144 plant system and have increased to 8000 plants per cycle in my hydroponic system. Because I had to learn on the job, I owe my success in farming to the amount of work I put in and persevering with my vision. I encourage all woman beginner farmers to be patient as no one succeeds immediately - everyone was once a beginner. As a beginner you need to be ready to fail and pick yourself up. I attempted to grow produce for months and failed then when I figured out how to operate the system correctly my produce did not have a market, I had to give away my vegetables and make a loss (see ZiMunda Farming issue 7).
Start small while you grasp the farming practices and never give up you - invest more time on learning whatever you want to do. | web | https://zimunda.co.zw/wp-content/uploads/2022/04/Women-in-Agric.pdf | 0.491201 | {
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Poorer families use more water to keep cool: Study
And higher-income households tend to use more air-conditioning to beat the heat, NUS research finds
Felicia Choo
When the weather is hot, lower-income households tend to use more water, while higher-income households consume more electricity, a local study has found.
The National University of Singapore (NUS) study tracked the water and electricity bills of about 130,000 households living in apartments from September 2012 to December 2015.
It found that when the temperature went up by 1 deg C, the average household living in a two-room apartment used nine litres more water a day. At the time of the study, less than a fifth of the two-room apartments had air-conditioning.
Among higher-income households, higher electricity consumption was evident, but there was no significant change in water use.
These households were those living in five- or six-room apartments (including executive flats and condominiums) where air-conditioning is prevalent.
The average increase in electricity demand was 2kwh a day for every 1 deg C rise, which is equivalent to operating an air-conditioning unit for an additional two hours daily.
The study, conducted by Associate Professor Alberto Salvo from the NUS Department of Economics, was published in the journal Nature Communications yesterday.
“As we face shifting temperature extremes and rainfall variability, the study can contribute towards improving demand forecasting for water and electricity in water-stressed cities in tropical Asia, where incomes are rising,” said Prof Salvo.
“This can facilitate better design and allocation of water and electricity grids.”
“Air-conditioners powered by electricity generated from burning fossil fuels come at an environmental cost, but one added benefit is that they may reduce a household’s water demand when seeking relief from heat,” he added.
Previous research found that residents in one- or two-room apartments have a mean annual household income per person of US$9,300 ($S12,700), and air-con adoption is only 14 per cent.
At the other end of the socioeconomic distribution scale, condominium apartments are characterised by a mean household income per person of US$68,900, and air-con penetration is 99 per cent.
To complement the observational evidence from the study, 300 people living in apartments were also surveyed in September this year on heat relief behaviour.
According to the survey, 39 per cent of respondents said they took more and longer showers on a very hot day, and 36 per cent indicated they would turn on the air-conditioner.
Prof Salvo will conduct further studies to see if the findings for Singapore can be extended to urban populations in other cities in tropical Asia, such as Mumbai and Jakarta, with different climates or levels of economic development.
ASSOCIATE PROFESSOR ALBERTO SALVO, from the NUS Department of Economics.
[REDACTED_EMAIL] | web | https://www.nus.edu.sg/newshub/news/2018/2018-12/2018-12-21/FAMILIES-st-21dec-pB2.pdf | 0.480693 | {
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Nudge Book Summary (PDF) by Richard H. Thaler & Cass R. Sunstein
Ready to learn the most important takeaways from Nudge in less than two minutes? Keep reading!
Why This Book Matters:
Nudge assesses why we make the wrong choices regularly and how just a little nudge can give us the push we need to do better.
The Big Takeaways:
The choices we make may not be the right ones for us. 1.
If Even if we know what is good for us, we often 1. do not take the actions necessary to do good for ourselves.
The amount of knowledge we possess can cause us to make 2. bad choices.
Having too much insight can cause us to make the 1. wrong choice. Not having enough insight can also cause us to make a bad choice.
We are known to follow our instinct. 3.
It is impossible to think about every little thing you do before you do it, leaving a majority of our
1. actions up to our Automatic System.
Outside influences can cause us to make bad choices. 4.
1.
We are prone to mindlessly acting per what others are doing around us.
Nudges are small changes we can make to steer us in the
5. right direction unconsciously.
Since so many of our actions are automatic, making 1. conscious decisions ahead of time can keep our future selves from making bad decisions. For example, putting the chips away in the cupboard while leaving an apple on the kitchen counter.
Want To Keep Reading?
Read A Longer Form Summary on Blinkist 1.
Buy The Book on Amazon 2.
Listen To The Audiobook 3.
Watch A Video Summary:
Additional Video From The Author: | web | https://twominutebooks.com/nudge-summary/?print=pdf | 0.4271 | {
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Spring 2 – Animal World
Scientific and technological understanding
E2.
I can identify and name a variety of common animals, including fish, birds etc.
I can identify and name a variety of animals that are carnivores, herbivores, etc.
I can describe and compare the structure of a variety of common animals, for example pets.
Seasonal walk - Spring
E8. to explore simple mechanisms and structures to investigate how they work
I know that levers can be used to lift and move objects.
I can follow instructions/plans to create a moving puppet and toy.
ICT
E9. to give instructions to make things happen using programmable devices
I can use sound recording equipment to record sounds.
I can save and store sounds on the computer.
I can develop collaboration skills.
I can share recordings with an audience.
E13. to investigate their local environment and use their findings to inform actions to care for and improve it.
I can identify ways to improve my environment.
I can identify hazards to my local area and suggest improvements. eg. zebra crossing
Historical, geographical and social understanding
E5. to investigate issues, express views and take part in decision making activities to improve their immediate environment or community.
I can identify ways to improve my
school environment eg. rubbish signs.
I can express my views about what is good and bad in the local environment.
I can discuss ways to make my local area safer.
Understanding the arts
I can observe and replicate artwork from the French artist Rousseau.
Understanding physical development, health and wellbei
ng
E4. how to keep safe and know how and where to get help.
I know how to keep myself safe when using the internet.
I know about stranger danger.
I know what to do when I am lost and who to ask for help.
I can demonstrate what to do if I am lost and who to ask for help
E21. about the different types of work people do and about different places of work.
I can talk about the different people who work in the local area.
I know who to contact in different emergencies.
Speaking and Listening Opportunites
5R's: Reflective, Relationships, Resiliant, Resourceful, Risk Taking
PSHE
E1. to work and play independently and in groups
E2. to listen to and show consideration for other people's views
E3. to identify and talk about their own and others' strengths and how to improve
E4. how to keep safe and how and where to get help
E5. to use strategies to stay safe when using ICT and the internet
E6. to recognise right and wrong, what is fair and unfair and explain why.
E7. to recognise how attitude and behaviour , including bullying, may affect others
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RINGKASAN
Kegiatan berdoa dianjurkan ketika seseorang akan memulai atau mengakhiri suatu aktivitas agar aktivitas yang dilakukannya selalu dilindungi dan diberkahi oleh Allah SWT. Pembelajaran doa harian sangat perlu diterapkan terutama pada anak usia dini agar menjadi suatu kebiasaan baik, namun walaupun Anak-anak sudah belajar di TPQ, tetapi masih saja ada yang tidak bisa menghafalkan doa harian. Beberapa faktornya yaitu karena media pembelajaran yang terbatas serta materi belajar doa harian tidak setiap hari diajarkan. Maka dari itu perlu adanya aplikasi sebagai media pembelajaran yang bertujuan agar memudahkan Anak-anak dalam menghafal doa harian serta memperbaiki lafalan doanya, baik dalam proses pembelajaran maupun di luar proses pembelajaran. Metode pengumpulan data yang digunakan adalah observasi, wawancara, dan studi pustaka. Metode pengembangan sistem yang digunakan adalah Multimedia Development Life Cycle (MDLC) dengan hasil penelitian Aplikasi Hafalan Doa Harian Sebagai Media Pembelajaran telah berhasil dibuat dan telah sesuai dengan kebutuhan pengguna.
Kata Kunci: Aplikasi, Doa Harian, Android, Multimedia Development Life
Cycle.
ABSTRACT
Praying activities are recommended when someone will start or end an activity so that the activity he does is always protected and blessed by Allah SWT. Daily prayer learning really needs to be applied especially in early childhood so that it becomes a good habit, but even though children have learned at TPQ, there are still some who cannot memorize daily prayer. Some of its factors are due to limited learning media and prayer learning material daily not every day taught. Therefore it is necessary to have an application as a learning medium that aims to facilitate children in memorizing daily prayers and improve their prayer recitation, both in the learning process and outside the learning process. Data collection methods used is observation, interviews, and literature study. The system development method used is Multimedia Development Life Cycle (MDLC) with the results of research on the Daily Prayer Memorandum Application as Learning Media has been successfully created and is in accordance with user needs.
Keywords: Application, Daily Prayer, Android, Multimedia Development Life Cycle. | web | https://eprints.amikompurwokerto.ac.id/id/eprint/224/3/ABSTRAK.pdf | 0.427796 | {
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Unit 1 Part 1
Learning Goals:
Introduce yourself
Introduce a classmate
Give personal information
Grammar:
Present tense of be: Affirmative and negative statements, Yes/No questions.
Subject pronouns (I, you, he, she, we, it, they).
Possessive adjectives (my, your, his, her, our, their).
Warm-up
MEETING FOR THE FIRST TIME:
A:HI! MY NAME IS JULIA.
B:HELLO, JULIA. I'M JACK.
A:WHERE ARE YOU FROM, JACK?
B:I'M FROM IRELAND. AND YOU?
A:I AM FROM MEXICO.
B:NICE TO MEET YOU, JULIA
A:NICE TO MEET YOU TOO, JACK.
Vocabulary
Greetings & Introductions
How do you greet people? Greet your friends.
Where are you from?
Greetings & Introductions
INTRODUCE YOURSELF
Grammar
The verb BE
YOU / SINGLE?
BRAD PITT AND ANGELINA JOLIE / MARRIED?
XUXA / RICH?
LUAN SANTANA / A GOOD SINGER?
YOU AND YOUR BEST FRIEND / SLEEPY?
THE TEACHER / AT SCHOOL NOW?
Subject pronouns
ENGLISH STUDENT
BOYFRIEND AND GIRLFRIEND
FRIENDS
YELLOW
TENNIS PLAYER
BOOKS
GOOD STUDENT
WEARING JEANS
Possessives adjectives and Subject Pronoun
It's MY car.
It is YOUR house.
This is HIS bike.
He is HER father.
It is ITS bone.
It's OUR pizza.
Recap
Do you remember the goals for this lesson? Let's check them again.
Let's quickly recap what we have studied today:
We learn how to introduce ourselves;
How to introduce others;
Different ways to say "hello";
Present of be: statements and questions;
Possessives adjectives;
Subject pronouns;
Practice in My Time English platform
Now you've finished this lesson you're able to do the following activities on the My Time English platform - Level 2, Unit 1:
Lesson 1: Vocabulary
Lesson 2: Grammar A
Lesson 3: Grammar B
Lesson 4: Grammar C
Lesson 5: Grammar D
Remember to practice and write down any questions you might have;
Use IPA's channels to get the necessary help;
References
Keeping your progress in mind we have selected some activities and extras materials;
As extras we have the following videos:
https://www.alunosipa.com/revisao-go-aula-1 (alphabet; verb "BE"; wh-questions)
https://www.youtube.com/watch?v=dOlCQrRraMA (self introduction)
https://www.youtube.com/watch?v=6V_3HbfFcSc (everyday greetings)
Remember to practice your English as much as possible! If you need any further help, please let us know!
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HERRINGBONE STITCH
Step 1 Bring threaded needle up thru fabric at 1 and go up diagonally to the right and bring needle down thru the fabric at 2.
Step 2 Needle goes straight under the fabric to the left, coming up at 3. then goes down diagonally to 4.
Step 3 Needle goes straight to the left under the fabric with needle coming up at 5.
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SWANBOURNE CE SCHOOL TRANSITION MEETING
The School Day
The school gates open at 8.40am
Morning break is at 11.00 – 11.15am.
Lunchtime is at 12.15 – 1pm.
School finishes at 3.15pm.
Wrap around care at Drayton Parslow is available.
Timetable
Communication
Each class has its own e- schools page where information is displayed for both children and parents.
All letters are sent to parents via email.
Please speak to staff member on gate duty to pass on any messages.
Contact main office to make an appointment.
Please report absence to the office
Uniform
Uniform information outlined in 'Information for new parents'.
Children need a suitable indoor and outdoor kit. They bring in on a Monday and take home on a Friday, or leave in school for the whole half term.
Please ensure all PE kit is clearly labelled.
What will you need?
Please ensure your child brings a named water bottle to school each day.
We encourage the children to bring a book bag to school.
Please ensure their reading books are in school daily and the spelling folders and homework are in school on the set days. These will be explained to the children and displayed on the class e-schools page.
Children don't need to bring in a pencil case.
Reading
All children will be reading from our KS2 reading scheme at a level appropriate to them.
Please ensure you listen to your child read, share a book together or read to your child at least 4 times a week. Please record this in their reading record book.
The children will have the opportunity to choose a library book to bring home each week.
Homework
Homework is set weekly and a homework timetable is displayed on each class e-schools page.
Maths - The children will receive a piece of maths homework, either a written piece or a computer based piece found on Mymaths. They will also be expected to practice their multiplication and related division facts.
English - The children will bring home weekly English homework. This might be a talk homework, grammar or a preparation task for writing. They will also bring home a set of individualised spellings to learn each week. These will then be tested in school.
Additional Information
Class Rules
Fab Friday
House Points & badges
Celebration Assembly
Volunteers
What can you do?
Talk about school when you walk or drive past, showing them where they will be coming in September.
Helping children to organise themselves, learning the independence that comes with moving up in the school.
Reading regularly at home.
Regularly practising times tables at home.
Helping to complete homework tasks and talk homework.
Parking
Please use the drop off zone outside the school.
Please don't park on the corner at the beginning of Station Road.
You could park at the Betsey Wynne and walk to school.
What you can look forward to
New topics as part of our creative curriculum.
Autumn term topic – Rainforests
Whole class instrumental lessons – strings.
Individual music lessons – application form in the parents handbook.
Caldecotte Experience.
Caldecotte
During the summer term we organise for the children to spend the day at Caldecotte for an outdoor adventure day. Some of the activities the children enjoyed this year included: Sailing, canoeing, scaling the climbing wall and high ropes. | web | http://threeschools.org/attachments/article/259/Year%203%20transfer%20meeting%20parent%20presentation.pdf | 0.477739 | {
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Paper Rose
30 Minutes Difficulty 3
Directions
1. Trace the templates individually and mark a dot on the center of the largest layer, this will be the bottom layer. Cut all templates.
2. On the bottom layer, cut a slit from the edge of the petal to the middle spot marked with a dot.
3. You may curl the outside edges of your petals by rolling them over a pencil.
4. Wrap each piece into a cone shape, overlap the first and last petal and glue into place.
5. Place a dot of glue on each of the cone tips, layer each cone shape inside each other from smallest to largest.
Tools/Materials
- Pencil
- Flower Template
- Scissors
- Glue
- Recycled Paper
TRACE AND CUT OUT EACH TEMPLATE
MARK THE MIDDLE AND CUT A SLIT | web | https://www.discoveryworld.org/wp-content/uploads/2022/09/KDI-Paper-Rose.pdf | 0.424534 | {
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我們的異象:建立充滿真愛與能力的門徒教會,完成 1503 植堂宣教的使命 Our Vision: Building Churches with Disciples Full of God's Love and Power to Fulfill The Great Commission through 1503 Mission Network.
2024年教會目標: 合一前行、讓家偉大
歡迎回家! Welcome home!
在這裡,我們一同敬拜這位將獨生愛子耶穌基督賜給我們的神。祂是滿有慈愛及 良善的天父。
Here, we worship together the God who gave us our only beloved Son, Jesus Christ. He is a heavenly Father full of love and kindness.
如果今天是您第一次來到我們的當中,邀請您於聚會結束後參加我們的認識耶穌 班。您在那裡可以享用精心預備的茶點,並向您介紹如何透過小組及服事團隊成 為這個家的一份子。
If today is the first time you have come to us, we invite you to join our class to know Jesus after the meeting. There you can enjoy carefully prepared refreshments and show you how to become a part of this family through the team and ministry team.
最後,這個家之所以這麼棒,是因為每一位像您一樣的人。我們愛的大家庭,一 次歡迎,永遠歡迎。
In the end, the reason why this home is so good is because everyone like you. The big family we love, welcome once and always welcome.
教會動態
Upcoming Events
6月16日下週日特別講員
基督生平四班2.8
下週日鄭智斌牧師上午於中雪梨靈糧堂, 下午於恩典靈糧堂證道,願神親自紀念他 的辛勞
中西區經歷神禱告會
日期:6月16日 | 地點:中西區分堂
時間:中區 1:30pm,西區 4:30pm
禱告中心誠邀兄姐們預備心參加主日後經歷 神禱告會,一同敬拜神,經歷聖靈充滿、醫
治釋放,經歷神生命得更新
埃及麥子事工- 每月$50宣教家 庭支持
鼓勵大家積極參與神的大使命,通過財務 奉獻支持埃及麥子國度宣教事工。愛心支 持宣教士們的服事,擴張神的國度,讓更 多的難民蒙恩得救。奉獻詳情見
https://bit.ly/3V9cY01或掃二維碼
日期:本週四 | 時間:8-9:30pm
地點:ZOOM
教會/國度RPG代禱
a. 懇求主賜Sunny宣教士恩慈、智慧、
愛,帶領正處有爭戰的亞裔基督徒學生。
懇求神為他們預備教會屬靈的家,讓他們
在教會中找到關懷和禱告的力量,在各種
挑戰中學會依靠神
b. 求神保守阿塞拜疆宣教士的身體檢查有從 神而來的平安,並醫治其孩子的視力
本週讀經計劃 Bible Study
生活守則 Life Rules
本週背誦經文 Bible Verse
中區: 凡為我的名接待一個像這小孩子的,就是接待我。(太 18:5)
And whoever welcomes one such child in my name welcomes me. (Matthew 18:5) 西北區: 並且他們所做的,不但照我們所想望的,更照神的旨意,先把自己獻給主,又歸附了我 們。(林後 8:5)
And they exceeded our expectations: They gave themselves first of all to the Lord, and then by the will of God also to us. (2 Corinthians 8:5)
奉獻 Offering
教會奉獻帳號
教會建堂基金
BSB: 062140
北區A/C No.: 10446544 中區A/C No.: 10467126 西區A/C No.: 10966785
1503 Youth No.: 11831444
支票抬頭: 1503 MISSION NETWORK
BSB: 032090
帳號A/C No.: 727911
支票抬頭:
BLCCNS BUILDING FUND
宣教奉獻賬號
BSB: 062140 帳號A/C No.: 1132 4856
Ref: Mission(一般宣教),Joshua,Derek(宣教士人名),英文註明(宣教機構或項目)
主日崇拜程序 Sunday Program
統計摘要 Statistics
多加永青
以馬內利
雅歌
耶利米
伯大尼
豐盛
喜樂
KD
家庭
13
和散那
學職青
8
家庭
2
信望愛
家庭
10
家庭
12
生命樹
家庭
9
職青
5
恩寵
家庭
7
家庭
--
比撒列
職青
7
家庭
12
路加
學職青
--
家庭
7
Young
Adult
8
家庭
6
High
School
5
亞伯拉罕
職青
--
在這裏, 您可以被成全為 HERE YOU CAN BECOME
A LOVING AND INFLUENTIAL DISCIPLE FOR CHRIST!
一位充滿真愛與能力的門徒 !
本地與跨國的宣教
Local and International Missionary
Outreach
多元化的節日慶典
Diversified Festive Celebrations
青春感人的詩歌敬拜 Lively and Inspiring Praise and Worship 深入淺出的心靈鷄湯 In-depth and Comprehensive Bible Preaching
各式訓練課程
Various Training Courses
温馨扶持的小組生活
Supportive and Caring Cell Groups
生動活潑的兒童主日學
Energetic and Vibrant Sunday School
小組總覽
Cellgroups
各堂聚會地址
Service Locations
北雪梨靈糧堂
Chatswood Dougherty Centre
7 Victor St, Chatswood
10.00am - 10.30am 禱告會
10.30am - 12.00pm 主日崇拜
雪梨恩典靈糧堂
West Ryde Community Hall
3 Anthony Rd,
West Ryde
2.00pm - 2.30pm 禱告會
2.30am - 4.00pm 主日崇拜
聯絡我們 Contact Us
A: 217 Parramatta Rd, North Strathfield, NSW 2137
T: (02)9439-5115
E: [REDACTED_EMAIL]
W: 1503.org.au
Join us on Facebook
1503 Mission Network
中雪梨靈糧堂
1503 Building, 217 Parramatta Rd, North Strathfield
10.00am - 10.30am 禱告會
10.30am - 12.00pm 主日崇拜
小組感恩代禱 Thanksgiving & Prayers | web | https://www.1503.org.au/download_files/newsletters/SN_2024_06_09.pdf | 0.438174 | {
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CHAPTER 28
DIRECTING ATTENTION AND RESTRUCTURING SENSES
Overview:
Self sensing is the key to finding one's place in this worldly existence. Sharpening our sensory perceptions allows better feedback to occur from our unconscious mind to feed our subconscious mind and direct our intellect. Being grounded in the body and feeling directly connected to the world is a primary step in working towards liberation.
DIRECTING ATTENTION AND RESTRUCTURING SENESES INDUCTION
Have you ever noticed how you can be in a place where there are lots of people talking and you can (easily focus) on the voice of one person (easily ignoring) all the other distraction? Perhaps there have been times where you were (concentrating) on a video game ad, TV show (or a beautiful object) of intense interest (or attraction) while barely noticing anyone else in your surroundings and I would not be the least surprised if at times you've gotten so involved in a game you've been playing - you felt so focused on it you tuned out everything else. | web | https://www.briansheenpublications.com/uploads/product_img/89YPTK9Y8O-20151224-071647.pdf | 0.501612 | {
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BPW NZ I I Inv vol l lv ve eme ent t i in BPW Ne epa al l l Pr roj je ec ct ts s
1. LITERACY PROGRAMME FOR ILLITERATE WOMEN
Many thanks to Franklin, Hibiscus Coast, Milton, Taupo and Warkworth Clubs for their monetary donations that will help BPW Chapters in Nepal continue with their literacy programme.
From the proceeds of the 2003 Conference raffles and the Club donations $1555-13 was raised. This converted to US$986-00. Of this I gave US$886-00 to BPW Nepal and US$100-00 to BPW Pokhara as some of the money had been raised specifically for that Chapter.
Thanks to Joan Bielby for the 47 exercise books and to Warkworth for their stationery contributions. As it is becoming more difficult to obtain a free excess baggage allowance to transport goods to Nepal, in the future cash donations for the literacy programme would be the most helpful.
This is such a worthwhile project I would urge more Clubs to make an effort to support this fund.
2. CLOTHING FOR CHILDREN IN DAY CARE CENTRES
As last year only two of us travelled to Nepal we had 20 kilo of free excess allowed. This meant I was left with a considerable amount of clothing I was unable to transport to Nepal in 2003.
Since then I have received contributions from Mary Moreton, Katikati (26 hooded jackets), Jocelyn Williams, Wellington (38 jerseys) and 14 jerseys from Greymouth.
On our recent visit to Nepal, Thai Airways International allocated us a total of 45 kilos free excess, so we were able to transport the stationery that had been received and all garments except for 9 jerseys. The garments included 26 hooded jackets, 135 jerseys and a few hats, slippers and babies blankets.
Pauline Gapper
18 th April, 2004
BPW NEPAL PROJECTS AND ACTIVITIES
BPW Nepal comprises 7 chapters, including Young BPW and has over 700 members.
Projects and activities include:
1. DAY CARE CENTRE SERVICES Set up in 5 centres for children of factory working women. Four of these are now the responsibility of the industrialists in the areas with BPW Chapters involved in a supervisory capacity and providing technical assistance. Birgunj Day Care Centre is still run by local BPW members. A sixth Centre at Biratnagar is having difficulties because of lack of finance.
2. POLYTECHNIC TRAINING CENTRE Courses for young women university graduates who seek professional skills to enter the work force.
a. Secretarial and Office Management Course;
b. Secretarial Course designed for girls with a physical disability or who are blind; and
c. Three Marketing Courses – professional, short term and intensive.
3. SCHOLARSHIPS Chapters, including yBPW are involved. For orphans/girls from deprived families studying at Government schools. The girls are provided with tuition fees, books, stationery and uniform costs.
4. MICRO CREDIT PROGRAMME FOR WOMEN (MCPW) All Chapters run MCPW programmes.
Sometimes women work as individuals, but more often in teams and operate co- operatives, perfecting a commodity and marketing it.
5. LITERACY AND NON FORMAL EDUCATION PROGRAMMES Targeted at housewives and schoolgirl dropouts. All Chapters are involved in this project and annually about 2,000 women become literate.
6. FIVE-0 PROJECTS – NON FORMAL EDUCATION AND SKILL TRAINING Joint venture with Nepal University Women's Association, to empower women economically, through basic education and skill development training. This has included training in literacy, numeracy, food processing, preserving, food hygiene, sanitation, cutting and sewing, and a 6 month dress designing course.
Women have been trained in mushroom cultivation and organic composting.
7. NEPAL WATER PARTNERSHIP PROGRAMME This programme has been coordinated by BPW Nepal, supported by Nepal Water Supply Corporation and hosed by the Department of Water Supply and Sewerage. Since 1999, Masters Degree students of Environmental Sciences from a USA Institute of Technology have been researching, testing studying the quality of water from different parts of the country. The students have been involved in devising different types of filters for different water conditions, and training local people how to purify water at home and at community level.
8. EXPOSURE/PROMOTIONAL PROGRAMMES, INFORMATION DISSEMINATION Participation in festivals and competitions.
Holding seminars and conferences.
Websites for BPW Nepal (www.bpwnepal.org.np) and Chapters.
Publication of brochures, news bulletins and releases to the media.
9. TRAINING PROGRAMMES For members and non-members at Chapter level:
Leadership, micro enterprise development, co-operative development, marketing, community development, gender and development, self-esteem, institutional management, human rights education.
10. POVERTY REDUCTION THROUGH SOCIO-ECONOMIC ACTIVITIES Targeted at rural women in 3 districts in Kathmandu Valley. Training in agriculture and literacy for women farmers to improve agricultural products and also the living standards of village women and their families.
11. AWARENESS PROGRAMMES ON: Cross border trafficking of girls, sexually transmitted disease, education of the deficiency of Vitamin A, and parental education programmes.
12. CELEBRATION ANNUALLY OF: International Women's day, World Consumer Rights Day, World Water Day and World Environmental Day by activities including seminars, talks and demonstrations, and participating in mass rallies.
Pauline Gapper
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"formatting_artifacts": 0,
"formatting_integrity": 1,
"information_density": 0.7276066350710901,
"instructionality": 0,
"math_rigor": 0,
"policy_boilerplate": 0,
"reading_level_fit": 0.8903225806451613,
"reasoning_depth": 0.02132701421800948,
"safety": 1,
"sourced_claims": 0,
"technical_density": 0,
"well_formedness": 0.9596164484602618
} | propella_like_v2 | {
"_empty": ""
} | en | prose | 1,035 | {
"cqf": 0.4220118163959203,
"heuristic": 0.6315316671871251,
"lid": 1,
"toxicity": 0
} | {
"cheap_prefilter": "{\"alpha_ratio\":0.9791477787851315,\"word_count\":844}",
"cqf_diagnostics": "{\"backend\":\"heuristic+embed\"}",
"domain": "prose",
"features": "{\"alpha_ratio\":0.7966070440715471,\"avg_word_len\":5.416040100250626,\"char_repeat_5gram_ratio\":0.31889983274484296,\"line_punct_ratio\":0.0,\"stopword_hits\":275.0,\"word_count\":798.0,\"word_repeat_3gram_ratio\":0.010050251256281407}",
"heuristic_reasons": "{\"items\":[]}",
"language_profile": "{\"language\":\"en\",\"thresholds\":{\"max_avg_word_len\":6.0,\"max_char_repeat_5gram_ratio\":0.35,\"max_line_punct_ratio\":0.10838961038961101,\"max_word_repeat_3gram_ratio\":0.19476069102237326,\"max_words\":2000,\"min_alpha_ratio\":0.6542321503584156,\"min_avg_word_len\":4.098954647914038,\"min_stopwords\":2,\"min_words\":18},\"variant\":\"conversational\"}",
"line_cleaner": "{\"drop\":false,\"duplicate_line_ratio\":0.0,\"duplicate_removed\":0,\"htmlish_removed\":0,\"removed_lines\":0,\"removed_ratio\":0.0,\"tableish_removed\":0}",
"safety": "{\"pii_redactions\":0,\"pii_report\":{\"entity_counts\":{},\"redactions\":0,\"residual_risk\":\"low\",\"verifier_passed\":true},\"status\":\"ok\",\"toxicity_axes\":{\"harassment\":0.0,\"hate\":0.0,\"illegal\":0.0,\"self_harm\":0.0,\"sexual\":0.0,\"violence\":0.0}}",
"semantic_dedup_mode": "hybrid"
} | {
"build_id": "72ccfff5fbdc4ff1e42b092dc1912b4c8e8baebf77498fabb993ceb1dad96aae",
"crawler_snapshot_id": "",
"dedup_config_id": "0be91f6160e0da2127ccfae2c62b4e30fa0e1030b1624e32611b43ed614ed48e",
"model_hashes": "{\"cqf_fasttext_sha256\":\"\",\"cqf_regressor_sha256\":\"\",\"lid_model_sha256\":\"\"}",
"model_ids": "{\"cqf_embedding\":\"sentence-transformers/all-MiniLM-L6-v2\",\"cqf_fasttext\":\"\",\"cqf_regressor_artifact\":\"\",\"cqf_transformer\":\"\",\"lid_model\":\"heuristic\",\"perplexity_model\":\"HuggingFaceTB/SmolLM2-135M\",\"synthetic_reward_model\":\"\",\"teacher_model\":\"qwen2.5-72b-instruct\",\"toxicity_model\":\"\"}",
"pipeline_version": "2026.03",
"record": "{\"doc_id\":\"<urn:uuid:6b89c3e9-50a2-42f8-aa7c-19696e0e75da>\",\"minhash_cluster\":\"\",\"synthetic\":false}",
"run_id": "run-1772735111",
"source_snapshot_id": "",
"stage_versions": "{\"cqf\":\"multi_property_v2\",\"dedup_exact\":\"bloom+memory\",\"dedup_semantic\":\"hybrid+hnsw\",\"heuristics\":\"refinedweb_gopher+line_cleaner_v1\",\"lid\":\"glotlid_like_v2\",\"proxy_eval\":\"tiny_transformer\",\"synthetic\":\"cot_self_instruct+verifier_v2\"}"
} | ee4fa1e7e8aeec0d056dac2183b1d860cdc61df57173d938cd4eedff80ea581d |
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