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Spiderweb Quilt
* Although these diagrams are shown in two colors, my blocks are scrappy and use a variety of light and dark strips.
* I used leftover strips from another project that were cut 1.75 inches so my A & B blocks were 6.5 inches. You can use any size strips but you'll need to do the math!
* I suggest you make a test block first which will take 2 of Block A and 2 of Block B.
* Press seams to the dark strip.
Block A
Make 24 blocks and cut in half on the diagonal from top left to bottom right
Block B Make 24 blocks and cut in half on the diagonal from bottom left to top right
Sew Block A half to Block B half
Assemble 4 sections as shown below and square up (my blocks squared up to 11.5 inches)
Set blocks 3 x 4 Cut sashing 3 inches (I plan on using pinwheel cornerstones) Cut inner border 3 inches Cut outer border 6 inches Finished quilt is 55x68 | web | http://www.maryquilts.com/wp-content/uploads/2009/08/Spiderweb-instructions.pdf | 0.427324 | {
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Geometry Unit 4: Topic 4
Updated Nov. 2021
Example Tasks:
Task 1:
Task 2:
Grade: 9 - 12
Task 3:
Dev. Date: 2021
Interdisciplinary Connections:
Topic 4 Project, enVision STEM: Design a Bridge. Textbook page 148 and online
Career Readiness, Life Literacies and Key Skills Content: Engineering. NJSLS#: G.MG.A.1, G.MG.A.3
(Next Generation Science Standards ETS1-2, ETS1-4)
Spot Light On:
Daniel Tamment - English essayist, novelist, poet, translator, and savant. Tamment can speak 11 languages, perform a multitude of mathematics calculations in his head, and can recite the number pi to 22,514 places.
Mathematics Practices
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reason of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
Social and Emotional Learning: Competencies
Social and Emotional Learning: Sub-Competencies
* Desmos
* IXL
NJSLS CAREER READINESS,
Grade: 9 - 12
language.
Supplemental Resources
Technology:
* Chromebooks, Graphing Calculators, Online math manipulatives Other:
* Zoom and Google Meets, Google Classroom, Interactive Textbooks, Private Tutoring
Differentiated Student Access to Content:
Recommended Strategies & Techniques
Disciplinary Concept: Creativity and Innovation
Core Ideas:
With a growth mindset, failure is an important part of success | web | https://www.bboed.org/site/handlers/filedownload.ashx?moduleinstanceid=4526&dataid=15699&FileName=Geometry%20Unit%204%20Triangle%20Congruence%202022-23.pdf | 0.418992 | {
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Successful measures initiated and executed in Hamburg
Counselling in general schools
The preparation for the world of work starts in general education, when in grade 8 teachers from vocational schools give the young students career advice about ways into the world of work.
Then, in grade 9, the experiences gained in internships are evaluated, and in grade 10 the young people are prepared for the transition management or given advice what else can be in store for them.
Transition management
Vocational education must offer something for everybody, according to their interests, skills and capabilities. In order to find these out, teachers from vocational schools operate in general schools from 7 th to 8 th grade and give information about potential careers etc. It seems relatively simple for school-leavers with good marks and social skills to find employment as trainees. Quite often, their employer is the company they spent their internship at during 8 th or 9 th grade. However, there are some young people who do not seem to be employable – maybe due to the lack of social skills, bad marks, insufficient language skills and so on. They all must fulfill their obligation of going to school for at least 11 years. This includes one or two years of vocational education. If they cannot get a contract for whatever reason, the attendance of a preparatory vocational school is
In Hamburg, we are currently testing a new way of bringing young people to the labour market, if they acquired training maturity but could not find an employer: They attend vocational classes together with others who obtained a contract with a company. Sometimes they find an employer after a while, and as they were educated like their class-mates of the Dual System, their time is not wasted and can be acknowledged – as if it were spent in the Dual System.
obligatory.
Youth employment advisory services
One of the successful measures initiated and executed in Hamburg include the establishment of Youth Employment Advisory Services (Jugendberufsagentur) in 2012.
The Youth Employment Advisory Services consist of five partners:
In the past, they all worked independently, but since 2012 they have worked in close cooperation. So the school-leavers are looked after individually by means of common efforts by all five partners to find the best way into the labour market for young people.
The „Jobcenter team.work" is the institution in charge of people who live on social benefits (or welfare).
In 2013 all potential school leavers documented their careers planned. This graph shows the whereabouts of these 46.9 %.
Since we are having district schools in Hamburg (which are similar to comprehensive schools), many potential school-leavers decided to continue their school career. Their percentage was 53.1 % in 2013. | web | https://hibb.hamburg.de/wp-content/uploads/sites/33/2015/09/Successful-Measures.pdf | 0.436557 | {
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MESSAGE OF HIS HOLINESS BENEDICT XVI FOR THE 96th WORLD DAY OF MIGRANTS AND REFUGEES (2010)
Theme: Minor migrants and refugees
Dear Brothers and Sisters,
The celebration of the World Day of Migrants and Refugees once again gives me the opportunity to express the Church's constant concern for those who, in different ways, experience a life of emigration. This is a phenomenon which, as I wrote in the Encyclical Caritas in Veritate , upsets us due to the number of people involved and the social, economic, political, cultural and religious problems it raises on account of the dramatic challenges it poses to both national and international communities. The migrant is a human person who possesses fundamental, inalienable rights that must be respected by everyone and in every circumstance (cf. n. 62).
This year's theme – "Minor migrants and refugees" – touches an aspect that Christians view with great attention, remembering the warning of Christ who at the Last Judgement will consider as directed to himself everything that has been done or denied "to one of the least of these" (cf. Mt 25:40, 45). And how can one fail to consider migrant and refugee minors as also being among the "least"? As a child, Jesus himself experienced migration for, as the Gospel recounts, in order to flee the threats of Herod, he had to seek refuge in Egypt together with Joseph and Mary (cf. Mt 2:14).
While the Convention on the Rights of the Child clearly states that the best interests of the minor shall always be safeguarded (cf. Art. 3, 1), recognizing his or her fundamental human rights as equal to the rights of adults, unfortunately this does not always happen in practice.
Although there is increasing public awareness of the need for immediate and incisive action to protect minors, nevertheless, many are left to themselves and, in various ways, face the risk of exploitation. My venerable Predecessor, John Paul II, voiced the dramatic situation in which they
live in the Message he addressed to the Secretary General of the United Nations on 22 September 1990, on the occasion of the World Summit for Children.
"I am a witness of the heart-breaking plight of millions of children on every continent. They are most vulnerable, because they are least able to make their voice heard" (L'Osservatore Romano, English edition, 1 October 1990, p. 13). I warmly hope that proper attention will be given to minor migrants who need a social environment that permits and fosters their physical, cultural, spiritual and moral development. Living in a foreign land without effective points of reference generates countless and sometimes serious hardships and difficulties for them, especially those deprived of the support of their family.
A typical aspect of the migration of minors is the situation of children born in the host country or of those who do not live with their parents, who emigrated after their birth, but join them later. These adolescents belong to two cultures with all the advantages and problems attached to their dual background, a condition that can nevertheless offer them the opportunity to experience the wealth of an encounter between different cultural traditions. It is important that these young people be given the possibility of attending school and subsequently of being integrated into the world of work, and that their social integration be facilitated by appropriate educational and social structures. It should never be forgotten that adolescence constitutes a fundamental phase for the formation of human beings.
A particular category of minors is that of refugees seeking asylum, who, for various reasons, are fleeing their own country, where they are not given adequate protection. Statistics show that their numbers are increasing. This is therefore a phenomenon that calls for careful evaluation and coordinated action by implementing appropriate measures of prevention, protection and welcome, as set forth in the Convention on the Rights of the Child (cf. Art. 22).
I now turn in particular to parishes and to the many Catholic associations which, imbued with a spirit of faith and charity, take pains to meet the needs of these brothers and sisters of ours. While I express gratitude for all that is being done with great generosity, I would like to invite all Christians to become aware of the social and pastoral challenges posed by migrant and refugee minors.
Jesus' words resound in our hearts: "I was a stranger and you welcomed me" (Mt 25:35), as, likewise, the central commandment he left us: to love God with all our heart, with all our soul and with all our mind, but together with love of neighbour (cf. Mt 22:37-39).
This leads us to consider that any of our concrete interventions must first be nurtured by faith in the action of grace and divine Providence. In this way also hospitality and solidarity to strangers, especially if they are children, become a proclamation of the Gospel of solidarity. The Church proclaims this when she opens her arms and strives to have the rights of migrants and refugees
respected, moving the leaders of Nations, and those in charge of international organizations and institutions to promote opportune initiatives for their support.
May the Blessed Virgin Mary watch over us all and help us to understand the difficulties faced by those who are far from their homeland. I assure all those who are involved in the vast world of migrants and refugees of my prayers and cordially impart to them the Apostolic Blessing.
From the Vatican, 16 October 2009.
BENEDICTUS PP. XVI
© Copyright 2009 - Libreria Editrice Vaticana
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Baby, It’s Cold Outside!
These tips can help you in the coldest weather:
- Carry some kitty litter or birdseed in your car. If your tires start spinning in a pile of snow or slush, sprinkle the kitty litter or birdseed under them to gain traction.
- When the sun is out, open your curtains/blinds by utilizing natural heat.
- Cover your windshield wipers with old socks so snow won’t stick to them. Park facing east so the sun will help melt ice.
Keep Warm Safely
- Keep space heaters at least three feet away from any other object and place on level, flat surfaces – never on cabinets, tables, furniture or carpet. Plug directly into a wall outlet – do not use an extension cord or power strip.
- Do not leave a fire to heat your home. It can emit carbon monoxide.
- Never leave candles unattended.
- Rolled-up blankets or towels placed at the base of any exterior door can help keep cold drafts from entering.
- During extremely cold days and nights, allow your faucets to drip slowly.
Valentine Traditions
The symbols you see on cards and gifts during this time of the year have been around for centuries. Red hearts are used most often and have stood for love since ancient times. Ribbons are taken from the days when ladies gave a ribbon to their favorite knight in shining armor before he went into battle. Lace decorates cards and boxes of candy and is a Latin word meaning “to catch,” so lace was supposed to catch the heart of a loved one. Cupid, the Roman god of love, uses his bow and arrows to shoot love into people’s hearts.
Be Healthier This Year
- Take a five-minute walk for every hour you sit.
- Focus on gratitude. You’ll build a healthier immune system and be more positive and thankful.
- Watch one less TV show a day. Too much “sift” screen time is linked with type 2 diabetes and heart disease.
- Make your bed – you’ll probably get a better night’s sleep.
- Unplug from technology an hour before bed.
- Eat from a smaller plate and bowl.
- Drink a glass of water with every meal.
- Walk during work breaks. Take the stairs. Park farther away. Use a stand-up desk.
February 2022
Feb. 7 – Nashville Predators vs. Vancouver Canucks
Feb. 8 – Immersive Van Gogh: Lighthouse Art Space
Feb. 9 – Dust Storm Ryman Auditorium
Feb. 10 – Black Pumas Ryman Auditorium
Feb. 11 – The Beach Boys Ryman Auditorium
Feb. 12 – The Marshall Tucker Band Ryman Auditorium
Feb. 13 – “Mean Girls” 19RC
Feb. 14 – The Marshall Tucker Band Ryman Auditorium
Feb. 15 – Zach Bryan Ryman Auditorium
Feb. 17 – Dancing with the Stars Live Grand Ole Opry House
Feb. 18-21-19 – Antiques & Garden Show Music City Center
Feb. 19 – “School Girls; Or The African Mean Girls Plan” Nashville Repertory Theatre 19RC
Feb. 19 – Sleepy Gypsies Bridgestone Arena
Feb. 12 – Three Dog Night Ryman Auditorium
Feb. 14 – Deade Clark Ryman Auditorium
Feb. 15 – The Beach Boys Ryman Auditorium
Feb. 15 – Lettershine Live 19RC
Feb. 15 – Punch Brothers Ryman Auditorium
Feb. 16 – The Beach Boys Ryman Auditorium
Feb. 16 – Hasan Minhaj 19RC
Feb. 16 – Beth Hart Ryman Auditorium
Feb. 18 – The Beach Boys Ryman Auditorium
Feb. 19 – “Peter Pan: Wendy’s Adventure to Neverland” Nashville Children’s Theatre
Feb. 18 – New Edition Bridgestone Arena
Feb. 18 – The Beach Boys Ryman Auditorium
Feb. 18 – Robert Earl Keen Ryman Auditorium
Feb. 19 – Winter Jam Bridgestone Arena
Feb. 19 – The Beach Boys Ryman Auditorium
Feb. 20 – Gabriel “Thuffy” Iglesias Bridgestone Arena
Feb. 20 – The Temptations & Four Tops Ryman Auditorium
Feb. 21 – Tedeschi Trucks Band Ryman Auditorium
Feb. 22 – “The Prom” 19RC
Feb. 24 – Nashville Predators vs. Dallas Stars
Feb. 25 – Darius Bentley Bridgestone Arena
Feb. 25 – Cobie Calliet: MMA Theater
Feb. 26 – “The Little Mermaid & Remodeling Show” Music City Center
Feb. 27 – “Viva Market” The Longboards Nashville
Feb. 26 – Nashville Predators vs. Tampa Bay Lightning 19RC
Feb. 26 – Henry Ford’s Innovation Nation 19RC
Feb. 28 – Elle King Ryman Auditorium
*All dates subject to change without notice*
Staff
Deena Beattie
Property Manager
Lex Brabson
Assistant Manager
Alexandria Slaton
Leasing Agent
Randy Hollis
Maintenance Supervisor
Jacob Silver
Maintenance Tech
Andrew Lott
Maintenance Tech
Michael Huffman
Groundskeeper
Audrean Manquero
Courtesy Officer
We Appreciate You!
February is the perfect time to let you know how much you are appreciated! We try our best to make this community one people want to call home, and you are a special reason why. Thank you for making Royal Arms one of the best places to live.
You Made Us Love You
You, our residents, give us countless reasons to appreciate you, and here are just a few:
• Paying your rent on time and obeying community policies.
• Keeping the volume on music and televisions at a level only you will hear them.
• Picking up litter around your home, even if you didn’t put it there.
• Promptly removing your laundry from the machines.
• Offering a friendly greeting and smile to your neighbors each time you see them.
• Keeping trash in its proper place, not outside your door.
• Driving through the community slowly and carefully.
• Taking time to get to know your neighbors.
At Your Service
When something breaks in your home, you might see it as a problem. But when you notify the management office about the needed repair, we see it as a way to prove how important you are to us. In order for you to receive the reliable service you deserve, please report maintenance requests through the office and not to a maintenance team member on the property. Please do not delay in reporting your requests in order to avoid even worse damage that will take more time to repair. Besides, we want to send one of our experienced maintenance team members to save the day!
Pet Care
Please make sure your pets are leashed at all times for their and our community’s safety. Be respectful of others and make sure you clean up after your pets.
February
FEB. 2 Groundhog Day
FEB. 4 National Wear Red Day
FEB. 9 National Pizza Day
FEB. 14 Valentine's Day
FEB. 17 Random Acts of Kindness Day
FEB. 20 National Love Your Pet Day
FEB. 21 Presidents Day
Let the Games Begin
Are you ready? The 2020 Winter Olympics are February 4-20 in Beijing, China. Taking advantage of facilities built for the 2008 Summer Olympics, they have repurposed many of these for “winter” use. Three zones will be used, located in Beijing, Yanqing, and Zhangjiakou.
Check out Olympics.com to keep up with schedules, locations, and much more!
Love is in the Air
To be awakened by a kiss on Valentine’s Day is considered to be lucky.
Teachers receive the most Valentines, followed by kids, mothers, wives, sweethearts and pets.
The first Valentine’s Day box of chocolates was introduced by Richard Cadbury in 1868.
This month over 1 billion Valentine’s Day cards will be exchanged / 35 million heart-shaped boxes of chocolate bought / 189 million stems of roses sold / 220,000 wedding proposals received.
1,000 letters are received each year on Valentine’s Day in the Italian city of Verona, where Shakespeare’s lovers Romeo and Juliet lived.
Hallmark has more than 1,330 different cards specifically for Valentine’s Day.
During the late 1800s, Chicago’s post office rejected more than 25,000 Valentine’s Day cards on the grounds that they were so indecent, they were not fit to be carried through the U.S. mail.
Go Red for Women
Heart disease is the silent killer of women. Show your commitment and passion for fighting this cause by wearing red on Friday, February 4. Better yet, know the signs of heart disease and get informed on making the right choices to keep your heart healthy.
GOREDFORWOMEN.ORG
Chocolate Covered Strawberry Brownies
1 box of your favorite brownie mix
Large fresh strawberries, rinsed
1 container of your favorite chocolate frosting
Prepare brownies according to directions on box – let cool. Half and quarter strawberries and place on the cooled brownies.
Heat container of prepared frosting in 10-second increments until slightly melted. Pour over the strawberries and brownies until the chocolate is set, about 30-60 minutes. Cut, serve and enjoy!
Presidential Quotes
99% of failures come from people who make excuses. GEORGE WASHINGTON
Do what you can, with what you have, where you are. THEODORE ROOSEVELT
It is easier to do a job right than to explain why you didn’t. MARTIN VAN BUREN
Leave nothing for tomorrow which can be done today. ABRAHAM LINCOLN
It’s amazing what you can accomplish if you do not care who gets the credit. HARRY S. TRUMAN
What makes us Americans is our shared commitment to an ideal - that all of us are created equal, and all of us have the chance to make of our lives what we will. BARACK OBAMA
Black History Month
Officially recognized in 1976, President Gerald R. Ford called upon the public to “seize the opportunity to honor the too-often neglected accomplishments of black Americans in every area of endeavor throughout our history.” Check out our Pinterest page for great stories and photos. | web | https://royalarms.schattenproperties.com/properties/royalarms/pdfs/Royal_Arms_FEB_final_2022.pdf | 0.481475 | {
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Reconsideration of Sons and Daughters Dividing the Property in the Southern Sung
Takahasi, Yoshiro
Abstract
In the Southern Sung, Liu Ke-zhuang 劉克莊 in his legal precedent cited, "According to the law, when the mother and father have died the sons and daughters divide the property, and a daughter gets half as much as a son." So far as we have known by analyzing legal precedents of the Southern Sung which ever cited or applied to this article, I think this law required the following conditions: when the mother and father have died the sons and daughters divided the property, a daughter inherited half as much as a son only if the sons were all nonages.
The purpose of this law is: leaving a portion of property to the sisters (even they were married) could protect the lives and property of underage sons from being harmed by others ("others" including the sisters). On the other hand, if the adult sisters were unmarried or sisters were also underage, this law not only guaranteed the sons' property but also the sisters' expenses and dowries.
No matter under what situation, this article was primarily established to protect the lives and property of nonage sons; after the needs of sons were fulfilled, the law sought financial supports for sisters. In my opinion, instead of ensuring a certain scale of inheritance for sisters, demanding a property for sisters was only a strategy to realize the design of dynastic society. If the guardian or legal proxy were parents or adult men who could control and conduct family property, then this law wouldn't be effective. In
other words, this law was exactly set for family constituted by underage sons and sisters.
Keywords: Liu Ke-zhuang 劉克莊 , the rule of daughters inheriting portions (nüzi fenfa 女子分法), the sons and daughters divide the property (ernü fenchan 兒女 分產), social policy | web | https://www11.ihp.sinica.edu.tw/storage/w2_file/5432ydmWBvC.pdf | 0.452809 | {
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Testimony
Shin-Do Song Born in Korea, 1922–2017
A fellow Korean Japanese person saved her.
"My case may have been broken in court. But my heart is not broken yet."
Shin-Do Song was born in Nonsan, a farming village in South Chungcheong province of South Korea. Her first marriage was at fifteen. Her second ended in abandonment. Shin-Do was hurt many times, but her spirit remained intact. When she was forced to marry a man eleven years her senior, Shin-Do fled her husband's home only to be turned away by her mother.
Then, tricked by a false job offer to work in a factory, she was forced into a life of Japanese military sexual slavery. 1 She was sent to several "comfort stations" in China and lost hearing in one ear due to frequent slapping by Japanese soldiers. 2
These "comfort stations" were established and operated by the Japanese military in their occupied territories from the 1930s through the end of WWII in 1945. Hundreds of thousands of women and girls from across Asia were forced into Japanese military sexual slavery during these years.
After the war, Shin-Do married a Japanese soldier and followed him to Japan. Upon arrival, he abandoned her, telling her to earn a living as a prostitute servicing American soldiers. Shin-Do found other work, but as a Korean, she faced severe ethnic discrimination in Japan. In despair, she tried to take her own life by jumping in front of a train.
Shin-Do broke her silence in 1992 and devoted the rest of her life to fighting back. In 1993, she filed a lawsuit against the Japanese government. Although the Tokyo District Court recognized misconduct by the state, they dismissed her claim based on the ground that Shin-Do's suffering could not be covered by the State Redress Law because the law took effect in 1947, meaning that events prior to that date cannot be applied. The Japanese military sexual slavery system that destroyed Shin-Do's life ended in 1945. Despite this ruling, she appealed all the way to Japan's Supreme Court, which dismissed her case in 2003, holding that Japan had no legal obligation to pay Shin-Do for her suffering because the twenty-year statute of limitations for such a claim had expired. 3 When she heard the final decision, she said, "My case may have been broken in court. But my heart is not broken yet."
Photo credit: Woo Jong Ryu
Sources: See footnotes
1 Myungsuk Yun, Korean Military Comfort Women and Japanese Comfort Women System, 『조선인 군위안부와 일본군 위안소제도』, (South Korea, Ehaksa, 2015), 317–322.
3 Available from https://kls.law.columbia.edu/content/lawsuits-brought-against-japan-former-korean-comfort-women.
2 Seoul Metropolitan Government and Seoul National University Human Rights Center, Taken, Abandoned, Now Standing Before Us, 『끌려가다, 버려지다, 우리 앞에 서다 I』, (South Korea, 2018), 1:224–231. | web | https://www.e4sjf.org/uploads/1/2/3/7/123740241/shin-do_song_testimony.pdf | 0.441425 | {
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If You PLAY Something, SAY Something!
Brian Balmages
Director of Instrumental Publications, The FJH Music Company Inc. Assistant Director of Bands and Orchestras, Towson University www.fjhmusic.com • www.brianbalmages.com
Music as a Language
"It's rare that I ever meet a musician who doesn't agree that music is a language.
But it's very rare to meet a musician that really treats it like one."
–Victor Wooten – Bela Fleck and the Flecktones
Elements of Music
* Communication / Delivery
* Understanding
* Expression / Emotion
* Body Language
* Phrasing
STAGES OF MUSICIANSHIP (in performance AND rehearsal)
Stage 1: Hollow Musicianship
Lack of attention to basic musical markings
*
o dynamics
o tempo changes (ritardando, accelerando, morendo, subito, sans)
o articulation
o understanding of style and its role in the music
o phrase markings
* Often the first stage of rehearsal with the excuse that "we will focus on notes and rhythms first, THEN get into the music"
o Important to realize we can still rehearse a group technically, but important to provide musical justification while fixing technical issues.
o Inherent problem with this approach is that students get good at what they practice (in this case, get good at playing without musicality)
o Ensembles often not aware of the program notes / reason behind the composition of a piece. Makes them unable to identify with the music. If students "practice music" without contextual understanding, they get good at what they practice!
Stage 2: Choreographed Musicianship
* Observation and basic execution of musical markings / terms
* While musical intent is there, performance seems hollow because the reason for the musical markings is not being understood nor conveyed
* Often accompanied by a lack of facial expression and body language from the podium
Stage 3: Engaged Musicianship
* When the reason for a marking is understood through score study, communicated to the ensemble, and conveyed through performance
o All musical terms have corresponding emotional / "action" terms that are understood by the ensemble
o Ensemble has been aware of the inspiration behind a piece and has been rehearsing with this in mind throughout the process.
o Facial expressions / body language of conductor reflects the music
General thoughts on phrasing
* Repeated notes need to have direction
* Everything should have musical "line" (melody, supporting harmony, rhythm, sustained notes)
* Repeated phrases need to have direction (can move upward or downward)
* Decisions need to be made on ensemble phrasing / breathing, not just individual
* Students play what they hear in their heads
* Musical breath = musical entrance
Relating Phrasing to Speech
* Letters –> Notes
* Breath (always musical and in tempo)
* Syllables –> Intervals
* Sentences –> Phrases
* Words –> Measures
* Combination of sentences –> Complete work
Musical graphs
* Add musical terminology that appears throughout the music
* Helpful to create a graph of the emotional arc of an entire work
* Include emotional / "action" terms that correspond with musical terminology
* Consider adding a second line that graphs dynamics
"Action Terms"
* Provides the "why" of a musical decision (no longer getting louder just because the word "crescendo" means "get louder")
* Attaches an emotional / physical response to a musical term
Select Musical terms
Examples of Emotional / "Action" terms
Ritardando
Accelerando
Crescendo
Diminuendo
piano
forte sustain
Tension (or release) / relax / ponder
Energy / intensity / momentum
Push / energy transfer / engage
Pull back / relax / calm down / (intensify)
Gentle / calm / thoughtful
Strong / confident / intention
Commitment / constant / engage
Musical Example | web | https://www.scsboa.org/wp-content/uploads/Brian-Balmages.pdf | 0.505398 | {
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TH GRADE LANGUAGE ARTS
RISING 10 2020 SUMMER READING AND DIALECTICAL JOURNAL
Dear Student:
Welcome to 10 th Grade Honors World Literature. Please be advised that this is a reading-intensive course. As such, you will read two texts over the summer and complete a Dialectical Journal assignment.
One of the themes we will explore this year is the way education shapes one's identity, especially when those identities are forged from multiple cultures. With these things in mind, you are required to acquire and read the following texts.
* Chimamanda Ngozi Adichie's Purple Hibiscus
* Saroo Brierley's A Long Way Home
Prior to reading, I encourage you to research a bit about each of the authors, as their upbringings have influenced their work tremendously. I have found that it is beneficial for students to have their own copies of the texts to highlight important passages and write notes in the margins. While you are not required to purchase the books, you will need copies of them for the first few days of class—plan accordingly.
ASSIGNMENT ONE: As you read through these texts, you will keep a Dialectical Journal. The term "Dialectic" means "the art or practice of arriving at the truth by using conversation involving question and answer." Think of your dialectical journal as a series of conversations with your book as you read it.
This assignment is due on the first day of school. Each journal should contain a minimum of one passage per chapter for each text. You should format your journal as follows. When you are finished writing each response, please include one of the following codes. Please type your work and bring a hard copy to class on the first day of school!
* (Q) Question – ask about something in the passage that is unclear
* (P) Predict – anticipate what will occur based on what's in the passage
* (C) Connect – make a connection to your life, the world, or another text
* (CL) Clarify – answer earlier questions or confirm/disaffirm a prediction
* (R) Reflect – think deeply about what the passage means in a broad sense – not just to the characters in the story. What conclusions can you draw about the world, about human nature, or just the way things work?
* (E) Evaluate - make a judgment about the character(s), their actions, or what the author is trying to say
ASSIGNMENT TWO:
Please choose one of the following prompts. Please write a minimum of two page response in MLA format (double spaced, Times New Roman, 12 point font). This should be a formal essay, formatted in paragraphs, with a strong thesis statement. You should also use text evidence (properly cited with page numbers) to support your response. Remember that this may be the first time your teacher is seeing your writing, so you want to make a great impression!
1. Please put A Long Way Home in conversation with Purple Hibiscus*. Evaluate the effect of hearing the stories from a young person's perspective. Consider how a story told through young eyes differs from a story told from the perspective of adults. Discuss the strengths and weaknesses of a child narrator.
2. Please put A Long Way Home in conversation with Purple Hibiscus*. Explore the theme of family and how it is developed in each of the texts. Consider whether relationships are portrayed as healthy and positive, negative and fraught, or some nuanced inbetween.
*Your responses should discuss each of the texts roughly equally. | web | https://secureservercdn.net/45.40.149.34/3c6.4a9.myftpupload.com/wp-content/uploads/2020/05/Rising-10th-Grade-Summer-Assignment-2020.pdf | 0.492991 | {
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Homemade production of bleach disinfectant
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... otherwise known chlorine, bleach is today one of the best know disinfectants and is commonly used to treat drinking water in european water main.
The proposed method makes use of basic materials that can be found easily, anywhere.
Properties
Kills off effectively, in just a few minutes, the bacillus of:
tetanus, cholera, typhus, carbuncle, hepatitis, entero virus, streptococcus, staphylococcus, etc.
Uses:
to disinfect drinking water
to disinfect vegetables and kitchen ware (plates, pots and pans, cutlery)
to sterilize feeding bottle
to sterilize clothes, sheets, walls, floors (homes and hospitals)
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to disinfect cuts, sores, etc.
to disinfect surgical instruments
to disinfect animals, stable walls, etc
to disinfect excrements
How to produce bleach at home
Materials:
a tall plastic, 1.5 bottle with screw top
a cylindrical charcoal stick taken from a large electrical torch (N.B. batteries with a plastic ring contain a carbon electrode while other batteries have a metal ring, and so being alkaline, they
have a metal electrode)
a wax candle
a container
kitchen salt or for animal feed
water (preferably rain water or filtered water)
a container in which to mix salt and water
an electric current of 12 to 24 Volts (such as a car, jeep, lorry battery or even photovoltaic sun panels)
Procedure
Step one: preparing the materials open in browser PRO version
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cut off the bottom of the plastic bottle
picture 1
A- where cut off
take the charcoal out the torch with tweezers. With a candle flame, melt away any wax residues. Clean the charcoal with a piece of paper.
make a hole in the bottle's screw top, big enough in order for the charcoal stick to be inserted; if necessary, seal the charcoal stick with a few drops of candle wax;
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Take 1.5 litres of water and add a handful of salt (about 100 gr.)
Mix well until the salt is entirely dissolved into the water.
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Rosalind and Richard Weintraub
Rich and I have known each other since we were 10 years old. Born in Detroit and raised in Brooklyn, Rich had been a city kid-- taking a bus and subway to attend Yeshiva and heading to Jewish camps every summer at the encouragement of his grandparents.
We met when he moved to my hometown of Glen Cove, a multi-ethnic community in Long Island with a small Jewish population. Both of our families kept kosher homes, and we belonged to the same conservative synagogue. Rich had his Bar Mitzvah there, and I participated along with a group of girls in the congregation's first Bat Mitzvah ceremony. When it came time to build a new synagogue, our parents were very involved; and they were always role models for us in their determination to make our Jewish community stronger and more vibrant.
During Rich's medical training, we lived in a number of places; but we never found our Jewish home until we moved to Greensboro in 1976. Rich found a good practice opportunity in cardiology and we were heartily welcomed by both the Jewish and medical communities. The majority of our new friends were Jewish, and we began to share holidays with those who had also moved away from family. Those friends became our new family.
We knew we wanted to live in an active Jewish community and we certainly found that in Greensboro. In those early years, I served on the Board of Directors of Beth David Synagogue and participated in the building of our beautiful new facility. With a background in teaching, I focused my efforts on its education committee. I was also involved in the monumental work of Jewish Family Services during the resettlement of Jewish refugees from the former Soviet Union. Rich has been involved in the Maimonides Society of the Greensboro Jewish Federation and together we traveled to Israel on a Federation mission. Within the greater community, Rich served as President of the Greensboro Heart Association; and for 10 years I was a member of the Guilford County Board of the Drug Action Council. Our children, Laurie, Joanna and Eric, celebrated their Bar and Bat Mitzvahs, as well as confirmations, at Beth David and participated in many Jewish community activities.
We were very fortunate to return to Israel in 2014 with all 17 of our immediate family members. We had our own mission, traveling throughout the country with a wonderful guide. A nine-day trip with nine grandchildren was the perfect opportunity for each one individually to have a special evening time with us to chronicle the day's highlights.
We have always felt that you have to take care of family first and then the things you are passionate about—always keeping the Jewish community in your heart. Don't wait for the rain--make your own rainbow! | web | https://cdn.fedweb.org/fed-62/2660/Weintraub%2520book%2520of%2520Life%2520Story.%2520print.pdf | 0.490939 | {
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If you're on the look-out for green pet ideas and in need of some inspiration, check out our guide to upcycling for your animal companion. Every day tons of garbage accumulates in our landfills. Most of it is composed of plastic, metal, and wood. Think of all of the missed opportunities represented by this waste! With a little creativity, many of the items we throw away every day can be turned into useful things to enhance the lives of our animal companions.
You know our Hearts family gets excited about upcycled fashion. Stephanie (our creative director) said, "We see beauty in everything and have a passion for turning what most people see as nothing into something". Our quick guide to upcycling for a greener pet lifestyle will give you the inspiration you need to see beauty in the waste collecting in your own life!
Quick Guide: Pet Spending
- $4.1 billion monthly spending on American pets: Pet spending in the US has gone up to $50 billion a year or $4.1 billion per month. A big chunk of this goes to purchasing food and veterinary expenses, but a portion of it also went to luxuries like beds, pet fashion, and toys. [i]
- 54% of American trash landfilled = Lost upcycling opportunities: Americans generate 20.8 million tons of municipal solid waste per month. Out of this, 54% or 1.5 million tons are discarded. Plastics account for 12% of municipal solid waste, wood accounts for 6.4%, and metals account for 9%. [ii]
- 1.1 million tons of textiles tossed every month: Textile waste accounts for 5.3% of US municipal solid waste, equivalent to 1.1 million tons per month. Only 15% of these are being recovered for reprocessing or for exporting. [iii] All are lost opportunities.
- 18 million newspapers wasted daily: Every single day more than 65 million newspapers are published in the US, 72% gets recycled, leaving 18 million to be sent to landfills. [iv]
- 800,000 tons of pet waste monthly: Cats and dogs in the US produce a combined 800,000 tons of waste per month. [v] That's a lot of clay and landfill space used up by our pets' daily business!
Take Action! Reduce Waste with Upcycled Crafts for Animal Companions
1. Upcycle newspaper for eco cat litter: Instead of throwing out those old newspapers, you can use them to pick up after your cat (or puppy). This is simple to do using materials like warm water and a bit of baking soda. The entire do-it-yourself upcycled newspaper litter procedure can be found on thegreenists.com. Keep in mind: Upcycling newspaper for your cat's litter box is good for our landfills and it can save you between $24 and $60 every month.
2. Upcycle wood shavings for green cat litter: If you can find a source for discarded wood chips (like a local contractor or a carpenter's garage), the natural wood makes a great litter, especially since cats love the texture of sawdust. Wood shavings litter can also be composted as long as you are using a hot compost with temperatures over 130 degrees F to kill the bacteria in it.
3. Upcycle old suitcases and other items into pet beds: You do not have to say goodbye to your old suitcases when they no longer serve their purpose. These suitcases can provide a luxurious and stylish home for your pet. Just add a pillow or a bit of natural foam and then use the lid as a pocket for your pet's toys. Just make sure you create a way to prevent it from slamming shut (removing the lid can work)! Check out AttomicAttic for inspiration.
4. Upcycle kids clothes for pet sweaters:
You may choose to donate your kids' clothes to charity or better yet, upcycle clothing by using it as an eco pet fashion alternative to buying new pet clothes. Rather than spending at least $10 for a
dog sweater, repurposing children's old clothes can be a more creative and more economic alternative. If you wish to add embellishments on your pet’s clothes, avoid anything that he or she can choke on such as buttons, feathers, sequins, and
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Search hearts glitter. For complete do-it-yourself instructions on this, check out this
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5. Upcycle reclaimed wood or plastic for a dog house: Refashion old wood to create the base of the dog house with. The rest of the structure can be made from recycled wood or plastic materials. Add the finishing touches with recycled paint that's collecting dust in your basement. Check out Doityourself.com's easy-to-follow tutorial to get started.
6. Upcycle a shower cap into a portable dog water bowl: While outdoors with your dog, it's important to always be prepared by having a drink for your thirsty pup. Keep an old shower cap in your bag to be safe. Then when in need, fill up the cap with some water from a fountain or your water bottle let him slurp it up!
7. Upcycle a water bottle into dog toys: Rather than throwing out water bottles and polluting our landfills more, why not use them to make fun toys for your dog? Place a plastic water bottle inside an old cotton sock and allow your pet to chew on it. Alternatively, use an old peanut butter jar to create a treat dispenser for your doggie using these YouTube instructions. Just be sure to recycle the bottle or jar once your pooch is finished with it.
Dig Deeper: Upcycled Living for Your Pets and More
- Upcycle Magazine is a great resource for more upcycling project ideas to try.
- If you can't find materials to upcycle in your own bin, check out Yiuco, an online marketplace that lists upcyclable materials for sale.
Images By: Hey Paul Studios and Now That's Crafty
References
References
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Surprisingly Compostable Textiles
Green Promotional Products
Eco-friendly Parenting & Reusable Baby Wipes
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More Wild Wednesday Activities! Mosquito Range Heritage Initiative
✦ If there's still some snow outside, like the snowdrift in the photo above, you can measure how deep it is using a yardstick. Feel the ground around the edges – where does it still feel wet? Where does it feel dry? Any green leaves or insects? Use a measuring cup and scoop up one cup of packed snow. Take the cup inside and predict how much liquid water will melt.
✦ Research cloud types and make a cloud chart, mobile, or some other form of cloud 'art.' Start simple with these cloud types: cirrus, cumulus, stratus, nimbus, cumulonimbus, and lenticular.
✦ Make a simple wind vane and include wind direction on your weather watch calendar. What direction does the wind mostly come from in your area? | web | https://www.mrhi.org/uploads/8/7/8/6/87862106/more_wild_wednesday_activities__.pdf | 0.49381 | {
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Your children are adjusting well to their new school, teachers, friends and routines. The children have been exploring our room and making friends. It can be challenging for children who have never been to school to adjust and socialize, so we have been trying to teach our friends how to ask for toys from each other.
Ask! Ask! Ask! Ask your child questions about the parts of their day or the activities they do while they are at school.
Our Halloween celebration will be on October 25th. The party will start at 10:30. Parents are encouraged to participate with your child in doing the activities at each station. Once you complete the stations you may sign your child out and you are free to leave. We are asking that no siblings join so that you can have special one on one time with your child. No costumes please.
We have been working on prewriting and fine motor skills. I’m sending home a flyer with several ideas of fine motor activities to do at home. There are some great ideas to help get our pinching fingers strong for our tripod grasp for holding pencils.
October is Fire safety month and we have arranged for the Davison Fire Department to come to our school and talk to the classes about fire safety. Sometimes the children get frightened when firefighters get dressed in all their gear. I will be preparing the children for the upcoming visit, in hopes to calm any anxiety they may be feeling. This visit will take place on October 16th.
**If you could please send in a family picture for our family board.**
Could you please help us by making sure your child's coat is out of the backpack and hang it on the hook? Please also make sure your child's backpack is unzipped. This helps us get their papers into their backpack. Please call us if your child is unable to attend. St. John Preschool phone number is ([REDACTED_PHONE] ext. 277. If you need to contact me, my email address is [REDACTED_EMAIL]
Dates to remember
October 17th Fire department visiting
October 25th Class party @10:30
October 27th Trick or Treat Festival 6-8
October 26th-November 2nd Intersession
November 7th -8th Parent –Teacher conferences
November 8th No School | web | http://www.stjohnpreschools.com/uploads/1/3/2/2/13225294/oct_2018.pdf | 0.493541 | {
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Beretning for 2014
Naturplanteskolen
Det hele startede i foråret 2013...
Åbningen
• Aiah Noack åbnede Naturplanteskolen, fordi hun fornemmede behovet og potentialet. Og det viste sig hun havde ret – behovet og efterspørgslen efter bæredygtig havedyrkning med giftfri og naturvenlig selvforsyning som omdrejningspunkt var allerede da større, end hvad hun selv kunne leve.
• Derfor trak hun på sit netværk og fandt flere indsjæle, som ville være med til at gøre Naturplanteskolen til en forening.
Foreningen blev stiftet i januar 2014
• Og i april åbnede vi dørene til en forrygende sæson.
• Masser af interesserede kunder, og stort besøg på markeder.
• Flere velbsøgte workshops
• Fler-dobling af omsætningen ift. 2013
• Enkelte store ordrer, bl.a. festivalkasser – og også nogle ordrer som smuttede pga. for dårlig organisering. 😞
Kursus i fermentering med Søren Holt
Boysenbær marmelade
Sur Rød
DEN GAMLE FABRIK
Grundlagt 1834
Den ægte
Spiselige blomsterbede ved Sundholm byhaver
The project is based on the idea that people can learn from each other and that they can learn by doing. The project is also based on the idea that people can learn from each other and that they can learn by doing.
The group at the community garden in Berlin, Germany.
Planteboder på fx Farmers Marked i Taastrup
Herb Market
The Herb Market is held on the first Saturday of every month from 10am to 2pm at the Market Hall, Market Square, Bridgwater. The market is open to all and is free to attend.
We have a wide range of herbs for sale including culinary, medicinal, fragrant and ornamental plants. We also sell seeds, books, essential oils, incense, candles, soap, bath products, and other herbal related items.
We welcome all visitors to our market and encourage you to come along and see what we have to offer. We hope you will enjoy your visit and leave with some new herbs to add to your collection.
Stand på Ledreborg Livsstilsmesse i 4 dage
The garden festival at Sanderumgaard is a wonderful event, with beautiful gardens and a great atmosphere. The festival takes place in the beautiful grounds of Sanderumgaard, a historic estate in Denmark. The festival features a variety of activities, including guided tours of the gardens, workshops on gardening techniques, and demonstrations by expert gardeners. There are also plenty of opportunities to buy plants and other gardening supplies.
The festival is held annually in June, and attracts visitors from all over Denmark and beyond. It is a great way to learn about gardening and enjoy the beauty of nature. If you're interested in learning more about gardening or simply want to enjoy a day out in the countryside, then the garden festival at Sanderumgaard is definitely worth a visit.
15 kasser med spiselige blomster til Roskilde Festivalen 2014
The garden is a vibrant mix of colors and textures, with a variety of plants and flowers. The garden is well-maintained and looks like it has been carefully planned. The plants are healthy and appear to be thriving in their environment. The garden is a beautiful sight to behold and would be a great addition to any home or community space.
Også 12 kasser til Strøm Festivalen på Vesterbro
The garden is a place where we can grow and learn about plants, and where we can meet other people who share our interest in gardening. We have a wide range of plants available for purchase, including herbs, vegetables, flowers, and shrubs. Our garden is open to the public on weekends, and we offer guided tours and workshops throughout the year. We also have a small shop where you can buy seeds, tools, and other gardening supplies.
The garden is a vibrant mix of vegetables and flowers, all grown in repurposed Heineken crates. The plants are thriving, with a variety of colors and textures adding to the visual appeal. The use of recycled materials not only reduces waste but also creates an aesthetically pleasing and sustainable garden space.
Netværk og samarbejde
Vi udviklede et stærkt netværk blandt dem, der interesseret sig for økologi, selvforsyning og permakultur:
- Praktisk Økologi
- Frøsamlerne
- Byhaver og fælleshaver
- Permakulturforeningen
- Grennesmindes økologiske gartneri
Eat Your City Festival i København
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The London transport maps designed by MacDonald (Max) Gill can be regarded as sitting in the opposite corner to Harry Beck’s Underground diagram of 1931. Gill’s maps, full of a distinctly English fascination for technology and ceremony, communicate through illustration and humour as much as form and function. His meticulous artwork always includes a mass of illustrative detail and well researched information.
‘Max Gill: Wonderground Man’ (20 October to 28 April 2019) is a major new show at the Ditchling Museum of Art and Craft, near Hassocks in East Sussex, UK. It includes many artefacts discovered after the death, in 1984, of Gill’s second wife, Priscilla Johnston.
The exhibition, guest curated by family members Caroline Walker and Angela and Andrew Johnston, includes *Wonderground Map* (1914), the *Peter Pan Map of Kensington Gardens* (1923) and the *Cable & Wireless Great Circle Map* (1945).
Born in Brighton, a younger brother of Eric Gill (see *Eye* 84), MacDonald Gill (1884–1947) initially trained as an architect, but his work also embraced book covers, advertising and public art.
In 1918, he was appointed by the Imperial War Graves Commission to design the lettering for military headstones; every war grave made since then, including the London Cenotaph, incorporates Gill’s letters. Gill also designed the GPO (General Post Office) logotype, in use from 1935–53. In 1935 Gill painted a huge mural map (right) for the ocean liner RMS *Queen Mary*.
*Eye’s next Type Tuesday at St Bride Library on 4 December 2018 will focus upon ‘Max Gill and maps’, followed by a similar event in Ditchling in 2019.*
*John L. Walters, editor of Eye, London*
First published in *Eye* no. 97 vol. 25, 2018
*Eye* is the world’s most beautiful and collectable graphic design journal, published quarterly for professional designers, students and anyone interested in critical, informed writing about graphic design and visual culture. It is available from all good design bookshops and online at the [Eye shop](#), where you can buy subscriptions and single issues. You can see what *Eye* 97 looks like at [Eye Before You Buy](#) on Vimeo. | web | http://www.ditchlingmuseumartcraft.org.uk/wp-content/uploads/2018/11/Eye_Online_Autumn-2018.pdf | 0.511017 | {
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Climate change is projected to have far-reaching implications on how California and the Sacramento region manage water supplies for both people and the environment. To address these challenges, local water managers have identified a comprehensive Water Resilience Portfolio called WaterFuture, which encompasses our entire supershed—from the mountain tops of the American River watershed to the groundwater basin below the valley floor. WaterFuture includes a suite of projects all focused on addressing increasing threats of flood, fire, and drought.
Learn more at SacWaterBank.com/Water-Future
Sacramento Regional Water Bank
The Water Bank is an innovative groundwater storage and recovery program that, by 2030, will allow local water providers to store over 90,000 acre-feet of water during wet years using existing and planned facilities. During a dry year, much of that stored groundwater could be recovered, allowing more lake and river water to be available for the environment of the lower American River or other beneficial uses elsewhere in the state.
RiverArc
The RiverArc project would provide a low-impact diversion from the Sacramento River, preserving water in Folsom Reservoir and the lower American River for the environment, and would expand the years when groundwater could be banked. Utilizing an existing water supply diversion on the Sacramento River, RiverArc will provide flexibility for the region to meet water supply needs in the most environmentally friendly manner.
Stewardship
The Water Forum Agreement is a regional commitment among water providers, environmentalists, business groups, and local agencies and is the Sacramento region’s enduring North Star for meeting the co-equal goals of providing a reliable, long-term water supply and protecting and preserving the environment of the lower American River. The Water Forum’s works helps preserve water storage in Folsom Reservoir to guard against drought and climate change, and improve water temperature and habitat in the lower American River for salmon and steelhead.
Water Efficiency Program
Local water providers are committed to water efficiency through ongoing efforts and the Water Forum. The Sacramento region’s overall water use per capita has decreased significantly over the past 20 years. During the drought, our region reached some of the highest conservation levels in the state, saving 12 percent of the state’s total water savings with only 5 percent of the population.
Forestry Management
A healthy headwaters is critical to healthy water supplies. Currently, California faces the overwhelming challenge of overstocked and unhealthy forests, where the consequences are unnecessary evapotranspiration, ecosystems that are out of balance, and catastrophic fire. Our resilience portfolio builds and expands on successful projects that include multi-stakeholder collaboration to implement selective thinning, burn treatments, and targeted reforestation of climate-resilient trees.
Upstream Storage Enhancements
SAFCA is using advances in weather and runoff forecasting to maximize storage for flood waters in reservoirs upstream from Folsom, a strategy that will become ever-more critical with climate change as precipitation falls as rain rather than snow and snowmelt runoff peaks earlier in season. Enhancing storage upstream can reduce pressure on Folsom Reservoir and downstream levees for flood control, increase river flows for the environment, and redirect flood flows for groundwater recharge.
Flood Improvements
The region is continually looking at ways to improve reservoir management and move as much excess flood waters into the ground as possible. Spreading grounds and high-capacity recharge channels are being evaluated in agricultural land between Rancho Cordova and Elk Grove. Additionally, forecast-informed reservoir operation (FIRO) is being expanded on Folsom Reservoir operations. | web | https://sacwaterbank.com/wp-content/uploads/2024/01/WF_Supershed_Factsheet_3-UPDATED-011624.pdf | 0.473794 | {
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COVID-19 Action Plan
Name:
Placement dates:
Placement location:
The COVID-19 Action Plan is to be used as guide to help you prepare for your upcoming rural placement. Consistent with the relaxing of the restrictions announced by the Prime Minister and the Premier of South Australia, non essential travel can now be undertaken again. Given this, students staying in accommodation in their placement region are reminded to engage in and maintain social distancing practices when travelling in and around rural South Australia.
Actions to consider in the lead up to going on your placement
Preparation is important to ensure that you get the most enjoyment, learning and development from your placement. The following includes things to consider before you leave for placement.
Keeping in contact
Staying connected and maintaining important relationships with family and friends is critical when away from home for any period of time.
Student wellbeing
Maintaining your physical and emotional wellbeing whilst on placement is important.
| Are you aware of any other helplines for additional support if needed? | Check out your host university website for resources and helplines. |
|---|---|
| What types of activities can you undertake to maintain physical and mental ftness? | Light exercise, reading a book, doing puzzles (jigsaws, crosswords etc). |
| | This may mean that you will need to bring additional food with you. |
Student health
Should you become unwell whilst on placement it is imperative that you know what to do and who to contact.
Who should I advise if I am required to self isolate?
Do not leave your accommodation or placement before notifying key contacts.
Returning home
In the event of a confrmed case or where a student is required to self-isolate, students may need to end their placement early and return home*.
*Depending on availability, students may be able to continue to reside in supported accommodation, alternatively they will need to relocate to a hotel for the period of self-isolation.
#agreatruralexperience
Putting together your COVID-19 Kit
Before heading out on your placement, it is a good idea to put together some items to take with you.
Hand Sanitiser
Antibacterial wipes
Gloves/Masks *optional
Toilet paper
Dry food Panadol
Water for travelling
Full tank of fuel
Where to fnd more information and updates
Share your COVID-19 Action Plan
It is important that you share your COVID-19 Action Plan with others, here are some important contacts.
UniSA DRH
Family/Friends copy
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Part III: What Can Be Done?
Conexiones Community Outreach Program
Description of a program, currently operating in Arizona, designed to teach technology and communications skills to children of migrant workers.
Source: http://conexiones.asu.edu/about.htm
Conexiones, an ambitious and innovative community-outreach program, is helping the children in underserved communities gain a high-quality education. Conexiones is the product of work undertaken by the Applied Learning Technologies Institute at Arizona State University. Its primary aim is creating technology-infused educational spaces for young learners. With its implementation, students can master the technology in order to become proficient media content users and developers. In turn, its beneficiaries are able to incorporate this knowledge into their personal and academic lives. Conexiones offers these disadvantaged young people the opportunity to use their creativity in ways that make learning relevant and exciting. With state-of-the-art, yet readily accessible, technology at hand, students can master a variety of media skills. All of these are connected to their education and future professional lives. This entails creating works that require analysis, verbal skills and the ability to differentiate fact from opinion; finally, they have the opportunity to use their projects to educate a wider audience about pertinent topics, i.e., peer pressure, educational perseverance, smoking and underrepresented cultural perspectives.
Founded in 1992, Conexiones originally sought to reach its goals within the migrant community; presently, it now strives to benefit other frequently underserved groups in both rural and urban districts. These include the homeless, Native Americans and people from low-income sectors. In addition to helping students unlock their imaginations, Conexiones assists them in becoming adept at primary research. This is vital as research is one of the key components of a well-rounded education, and it can be applied to problem solving within their own communities.
The New Conexiones
Conexiones is in the process of re-organizing to meet the needs of a wider population of students. The program will be moving from a summer ASU based program to a school site based afterschool program. There will still be opportunities to interact with ASU staff and visit the Tempe campus, but the majority of the instruction will take place in schools across the state. Conexiones will provide:
1. Guidance in setting up a program;
2. Recruiting and marketing materials;
3. On-site, ASU based and online Professional development for the instructor;
4. An in-depth curriculum;
5. A collaborative environment for students and instructors;
6. A gallery to publish student work;
7. Information and assistance for entering film festivals and contests; and
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MUCH PROGRESS HAS BEEN MADE SINCE OPENING
Pioneer Voice Of W.N.C. Serves Mountain Area
"The Pioneer Voice of Western North Carolina," Radio Station WWNC, is 15 years old today.
Asheville's chamber of commerce established the station here in 1927, following nearly four years of experimental development of another station in Asheville operating with the call letters, WABC, now the key station of the CBS network in New York.
The original WWNC transmitter was purchased in 1927 from station WSM, Nashville, Tenn. At this time broadcasting had more or less graduated from the "cat-whisker" era into the full grown whistles and heterodynes of vacuum tube transmission and reception. The inaugural program in 1927 makes an interesting commentary today, as evidenced by reference to The Asheville Citizen of February 22, 1927:
Opening Program Recalled
"The voice of WWNC, hurtling down out of the Land of the Sky in its inaugural program Monday night, paid Western North Carolina's respects to North America."
WWNC's christening program began at 7 o'clock when a dinner program and concert by Spencer's orchestra was broadcast from the ballroom of the George Vanderbilt hotel.
The Asheville Times of February 23 reported: "Promptly at 8 o'clock the new station stepped forward shyly and began its career amid the kilocycles."
At the time of the station's inauguration here, it broadcast four nights a week, full programs being given on Mondays, Tuesdays and Thursdays, with a slightly different program on Sunday nights. The first remote control broadcasts were from the George Vanderbilt hotel and Kenilworth inn, with the Langren hotel joining the group early in the station's existence. J. Dale Stentz was director of the station for the chamber of commerce.
Local Artists Assisted
Artists on the air during this first year of the station were:
Dr. and Mrs. Crosby Adams, Charles E. Burnham, C. H. Crawford, Arnold Dann, Joseph DeNardo, Mrs. William Ray Griffin, Dorothy Hancock Josephson, Frank Jackson, Martin Perry Jones, Maude Kilgore, Alvah H. Lowe, Bascom Lamar Lunsford, Mrs. Frank LaBar, Mrs. Lucille McInturff, Horace I. Seeley, Marguerite Smathers Jones and Harry Snodgrass, pianist.
When WWNC opened, four telephones and one telegraph wire were kept busy most all night. More than 500 persons visited the studio on top of the Flatiron building during the evening, and more than studios in 1939 simultaneously with 1,000 messages and telephone calls the building of the new Citizen Times headquarters. Coincident from more than 100 cities and at least 25 states. Three telegrams came from provinces of Canada. Wires came in from as far south as Brownsville, Texas, on the Mexican border, and as far north as Quebec, Canada. They came from Orlando, Florida, and Denver, Colorado.
During those early years, WWNC was operated as a local unit, only giving out weather reports, road information, and a limited number of local programs.
Leased To Shepherd
In August, 1928, WWNC was leased by the chamber of commerce to G. O. Shepherd, Asheville advertising man, and in December of the same year, the facilities were purchased by the Citizen Broadcasting company, Mr. Shepherd remaining as director. During this administration the first network program was carried—the Majestic hour, between 9 and 10 o'clock on Sunday evenings, beginning on January 6th, 1929. In March 4th, 1929, WWNC carried the inauguration of President Herbert Hoover from the CBS network.
On October 10th, 1931, WWNC joined the NBC network at the end of four and a half years of growth and development.
Late in 1933, Don S. Elias, vice-president of the Asheville Citizen-Times company, became general manager of the station. Through his foresight and vision, the station made rapid progress in the art of salesmanship, program production and operation in what is best known in the trade as "serving the public interest, convenience and necessity." Mr. Elias remains today more active than ever in the administration of the station's affairs, and he now serves as a member of the Board of the National Association of Broadcasters, and a member of that body's executive committee. He has been active for the industry in numerous other agencies organized for the betterment of broadcasting.
The two latest forward steps left to report in this brief sketch include the construction of new studios in 1939 simultaneously with the building of the new Citizen Times headquarters. Coincident with this forward step came affiliation with the Columbia Broadcasting System.
So, WWNC has grown from a few hours on the air a few times a week, to a full-time business and entertainment medium, not alone for Asheville, but for all of Western North Carolina.
Though the transmitter remains on the roof of the Flatiron building, WWNC has a construction permit from the Federal Communications Commission for increase in power to 5,000 watts and the erection of a new transmitter and antennae outside the city limits. However, the war effort has forced the priorities and allocations board in Washington to forego granting construction ratings to broadcast stations until after the war.
WWNC still enjoys by federal grant a choice spot on the dial, 570 kilocycles, comparatively free from interference. | web | https://www.avlradiomuseum.org/_files/ugd/8ae045_735e9578254343ef822c45eb561c9986.pdf | 0.487811 | {
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Should You Consider Electroconvulsive Therapy for Depression?
by BRENDA VANTA
ECT and Depression
When you think about treatments for depression, antidepressant and anti-anxiety medications are probably the first ones that come to mind. While these drugs are often the first line of therapy, you could also consider electroconvulsive therapy (or ECT). Although it may sound scary, ECT can be quite safe and effective.
About ECT
ECT involves electric currents being run though the brain in order to create a brief seizure that "re-wires" the way your brain works, a process which alters the brain's chemistry and so can quickly and efficiently reverse the symptoms of depression. Many decades ago, ECT was performed without anesthesia and resulted in a multitude of adverse side effects such as bone fractures or severe memory loss. Nowadays though ECT is always done under anesthesia, the intensity of electric currents is strictly controlled, and so the adverse reactions are minimal.
When is ECT Recommended?
A doctor may recommend ECT in the following situations: when depression is associated with suicidal thoughts (because the symptoms are relieved quickly), when the depression is severe and does not respond to medications or other treatments, or during a manic episode of bipolar disorder (to treat the characteristic symptoms of mania: intense euphoria, agitation, substance abuse, psychosis). ECT may also be valuable during catatonia, which is characterized by a lack of movement or abnormal movements, lack of speech, loss of interest in everything, and agitation or aggressive behavior (associated with dementia or other psychiatric problems).
ECT can also be used during pregnancy as it's safer for the fetus than most anti-depressant drugs; in older adults who can't tolerate conventional drugs; if a patient has had successful ECT before; and for everyone who chooses this treatment over other anti-depression therapies.
Safety Concerns
ECT has an excellent safety profile, which is why it's considered during pregnancy. However some side effects may occur, and in most cases are temporary.
Confusion is the most reported symptom; it is usually experienced right after the procedure, especially by older adults, and lasts from a few minutes to several hours. Some people may notice memory loss, which may last a few months, and have troubles experiencing events that happened before the treatment (retrograde amnesia).
Digestive symptoms such as nausea and vomiting, as well as mild headaches, jaw pain and muscles spasms can also develop after ECT. If you have previous health concerns such as high blood pressure or heart disease you should be aware that ECT can aggravate them and can lead to potentially serious complications.
Powered by TCPDF (www.tcpdf.org)
How to Prepare for ECT
Your doctor will perform a complete physical exam, review your medical history (including psychiatric exam), and then order blood tests and an electrocardiogram. After you've received the intravenous anaesthetic, the doctor will perform another brief physical exam and a nurse will place the electrodes on the head on either one or both sides of the head. The doctor will then activate the ECT machine and an electrical current will pass through the electrodes to the brain, inducing a seizure for about one minute. The vital signs—heart rate, blood pressure, and oxygen—are monitored during the entire procedure.
The entire procedure lasts about 10 minutes, but you will have to stay in the hospital before (for anesthesia) and after (for recovery). | web | https://media-depression.newlifeoutlook.com/pdf/367/download.pdf?time=1660765440 | 0.440218 | {
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Goblin Facts:
1. Goblins hate horses.
2. Goblins hate dogs.
3. Goblins raid junkyards or wherever there is garbage. The also like to eat small animals.
4. Goblins love to sing.
5. Goblins are sneaky and can hide in many places like stacks of wood, rain barrels, under logs, under chicken coops, or in ovens.
6. Goblins are easily distracted by shiny things. They like fire.
7. Goblins eat a lot. They can eat 12 meals a day.
8. Goblins live in tangled thistle patches and sleep on beds of dried leaves.
9. Goblins get stuck easily. They have big heads with little bodies.
10. Goblins draw pictures but never write words.
Gnome Facts:
1. Gnomes can stand very still and look like statues.
2. Gnomes are about 6 inches tall but their hats make them look taller.
3. Gnome males wear red pointy hats. Gnome females wear green hats until they get married.
4. Gnomes are pigeon-toed which helps them run faster. They can run 35 miles per hour.
5. Gnomes are afraid of cats but take care of all other animals.
6. Gnomes live inside trees.
7. Gnomes eat vegetables and roots.
8. Gnomes have better eyesight than hawks.
9. Gnomes love to play practical jokes.
10. Gnomes love jewels.
Fairy Facts:
1. Fairies love fresh flowers, honey, milk and nectar.
2. Fairies live on islands, hollow trees, under toad stools, where streams divide or border hedges.
3. Fairies are around when you see ripple on the water or a sudden chill in the air.
4. Fairies love bells and music.
5. Fairies love laughter and dancing.
6. Fairies like to leave tangles in a human's hair.
7. Fairies often take small objects from houses or anywhere they visit.
8. Fairies can turn invisible and change their shapes.
9. Children (especially young girls) are most likely to find fairies.
10. Fairies can live to be several hundred years old.
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State of North Carolina
ROY COOPER
GOVERNOR
AFRICAN DIASPORA HERITAGE MONTH
2024
BY THE GOVERNOR OF THE STATE OF NORTH CAROLINA
A PROCLAMATION
WHEREAS, communities across North Carolina annually celebrate African Diaspora Heritage Month and Respect Day each September, with programs, ceremonies, and cultural activities, including panel discussions with distinguished guests; and
WHEREAS, the African diaspora in the U.S. has grown by nearly 246 percent from 2000 to 2019 and is projected to exceed 2.6 million people by 2035; it is one of the most diverse communities, with members who hail from across the African continent, speak multiple languages, and practice various faiths; and
WHEREAS, members of the African diaspora contribute significantly to the economic growth and innovation of North Carolina and the U.S.; they are deeply committed to family, community, and hard work and are valued members of our society; and
WHEREAS, members of the African diaspora possess valuable insights into U.S.-Africa relations and networks, supporting efforts to strengthen ties between the two regions; The African Think Tank, including its presence in Charlotte, fosters belonging and helps to drive professional, entrepreneurial, and economic growth, uniting the African diaspora and strengthening U.S.-Africa government relations; and
WHEREAS, African diaspora organizations foster collaborations among cultural alliances, celebrating a community known for its high educational achievements; and
WHEREAS, North Carolina remains committed to celebrating the achievements of the African diaspora and fostering partnerships between U.S. and African companies to drive technology and innovation in agriculture, industry, healthcare and entrepreneurship;
NOW, THEREFORE, I, ROY COOPER, Governor of the State of North Carolina, do hereby proclaim September, 2024, as “AFRICAN DIASPORA HERITAGE MONTH” in North Carolina, and commend its observance to all citizens.
IN WITNESS WHEREOF, I have hereunto set my hand and affixed the Great Seal of the State of North Carolina at the Capitol in Raleigh this thirty-first day of September in the year of our Lord two thousand and twenty-four and of the Independence of the United States of America the two hundred and forty-ninth. | web | https://governor.nc.gov/governor-proclaims-african-diaspora-heritage-month/open | 0.424519 | {
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Head, shoulders, knees, and toes
Learning objectives
- Unblocking
- Connecting language to music and to physical actions
- Learning the names of the different parts of the body thanks to a song
Number of participants
No specific number
Duration
20 minutes
Material
Flip chart
Description
Prepare a poster showing a human being, with the body parts mentioned in each version of the song. It is important to write the words matching the song's lyrics, i.e. with or without articles. Another option is to write the articles even if they aren't song, but to put them in brackets.
The group starts in one language, they repeat the words read by a native speaker, using different tones. Afterwards, the song and the choreography are shown. The participants follow what the team is doing and sing at the same time. The choreography is simple: you touch the respective body part at the same time that it is mentioned in the song.
Head, shoulders, knees, and toes
The process in then repeated in the other repeating the words, then singing.
languages: first
After the game, the posters are hung up around the seminar room in order to support participants in their learning process.
Observations
The melody and the text must be adapted to each language. | web | http://languageanimation.org/wp-content/uploads/2019/06/07-head-shoulders-knees-and-toes.pdf | 0.4574 | {
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Job Shadow Lesson 2: Sophomores
Mar. 13, 2018
Materials: Job Shadow Documents (SHS AG Job Shadow Website), Phone Script (Attached, SHS AG Job Shadow Website)
Procedure:
1. Begin advisory according to personal preference.
2. Take attendance.
3. Read Announcements.
4. The objective of this lesson is for students to be able to state all the expectations of the job shadow requirement.
5. Students should understand that their on-site Job Shadow must be chosen by this Friday and their background Check forms should be submitted to Melissa King by this Friday, March 16 th as well. If this is not completed by Friday, please mark the assignment as missing in the AG gradebook and give a call home to a parent/guardian to inform them of the missing requirement. If students do not have this complete by Friday, March 23 rd , they will forfeit the on-site option and be required to complete the Virtual Job-Shadow. For the Virtual Job shadow, remind students they must have their three careers chosen and submitted in writing by Friday, March 16 th as well.
7. Do another review of the options for on-site vs. virtual and ensure each of them has chosen an option and is moving forward with the background check as needed. Remember, not all job shadows require a background check and many local professionals already have a background check in our system. Check with Melissa King to find out if the person you are shadowing is already clear. Background check exemptions: Silver Falls School District Staff Members (Job Shadows at other schools – can't be done at SHS), Silverton Hospital Staff, Silverton Police Department Staff, Silverton Fire Department, Marion County Sheriff's Department with a background check on file
6. Please tell students that they may pre-arrange ONE, 4 hour time slot to be at the job shadow. They can only do this once and the form must be completed in advance. The form is located on the website as well.
8. Next, explain that one skill that every person needs is the ability to communicate effectively in person, through email and on the phone. As a result we will be practicing phone calls with the help of a script. Open up the attached script. This script is also on the SHS AG Job Shadow Website. Teacher: please model the phone conversation in front of the class, make sure students know to use the guide and have any notes or questions before making the call.
9. Next, have students practice the conversation in pairs.
10. Please let students know that emailing a contact would be acceptable too. Review with them basic email etiquette and have them type up an example if they are unsure of what to say.
11. Answer any questions and ensure all students are moving forward with their project and have a plan.
12. Next week: Step 3 in the timeline, shaking hands, proper attire, and cell phone etiquette
13. End advisory according to personal preference. | web | http://silvertonhigh.silverfallsschools.org/wp-content/uploads/sites/2/2018/03/10th-Job-Shadow-Lesson-2.pdf | 0.440866 | {
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The British School of Lanzarote S.L.
To offer quality teaching aimed at preparing pupils for insertion into further education or for the actual and foreseeable requirements of a possible change of school or educational system.
To aid in the personal development of each pupil through education and conscientious collaboration.
To integrate pupils into a happy and healthy school environment while providing the fundamental requirements for a quality education.
During Infant and Primary stages, pupils participate in an intense learning programme of disciplinary content, during which children acquire the necessary habits to become effective learners.
Homework is essential in the Spanish education system, it helps pupils to consolidate knowledge received in class as well as teaching them to be organised, self disciplined and how to better manage their time.
Homework helps to instil important attitudes and habits including the ability to work alone (autonomy and Independence) and a sense of responsibility towards learning and self discipline.
Not doing homework puts pupils at a disadvantage (not keeping up with their classmates and falling behind in their learning). Punishment for not doing homework is considered an educational technique. Both rewards and punishments are closely linked to discipline and teachers will make use of both of these resources with the aim of teaching children to adopt appropriate behaviour.
Parents and guardians who chose to matriculate their children at the British School of Lanzarote knowingly agree to abide by Spanish department policies. | web | http://thebritishschoollanzarote.com/Spanish%20Education%20Policy.pdf | 0.42805 | {
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Native Rituals: Futuristic Retro Ritual
James Luna with Arthur Renwick
"Come little one…the ceremony is about to begin!"
Now available for booking and touring, Internationally renowned performance artist and storyteller James Luna presents his newest work Native Rituals: Futuristic Retro Ritual. Who is he? Why is he here? Is he a gifted spiritual emissary? A shameless conman? Or a burned out and disillusioned lost angel? Join James on a cosmic trip of almost rituals, stories and spoken word exploring the past to understand the future in this his music journey joined by the outstanding talent of Arthur "Captain Tripps" Renwick for a paisley musical interlude and moment of sanity with colorful, erotic behavior and flashbacks galore.
James Luna has radically transformed our understanding of contemporary Indigenous art and its possibilities. Through irony, humour, and strong sense narrative, his internationally recognized installation and performance art have challenged us to be more critically aware of the commonly held stereotypes of Aboriginal people. - Stephen Foster, Associate Professor, Creative Studies UBC Kelowna.
CULTURE STORM
1277 Bloor Street West Toronto, ON M6H1N7 [REDACTED_PHONE]
[REDACTED_EMAIL] www.culturestorm.ca
JAMES LUNA: Luna is a Pooyukitchchum/Ipai native who presents his stories to share his political and social commentary through performance art. He uses monologues, visual examples, and antics to tell stories that delve deep into the strife and misconceptions of ethnicity in America. His powerful work transforms gallery spaces into battlefields, where the audience is confronted with the nature of cultural identity, the tensions generated by cultural isolation, and the dangers of cultural misinterpretations, all from an Indigenous perspective. Luna deals with the realities of race from an insider point of view. For 30 years, Luna has produced a variety of works of art that illustrate his artistic, social, and political commentary. He is a powerful force in performance art today and has received numerous grants and awards throughout his career. A resident on the La Jolla Indian Reservation in North County San Diego, in 2012 Luna was awarded an Honorary Doctorate of Humanities from the Institute of American Indian Arts, in Santa Fe, New Mexico.
ARTHUR RENWICK: Accomplished artist and singer/songwriter Arthur Renwick is a storyteller who plays bottleneck slide on a Dobro and Cigar Box guitar. He has been performing his music for many years in festivals and venues across Canada and Europe. His debut album, The Cigar Box Chronicles captures the experience of love, loss, liquor, hope, faith, birth and death while living in a small fishing village of Kitamaat B.C. where he was born and raised within the Haisla Nation. Many of Renwick's songs offer a bluesy swagger that beckons the swampy south, while others beckon the old country ghost of Hank Williams.; his music not only crosses roads with genres but, also with community. Outside of touring the world with his art and music, Arthur spends time co-parenting his daughter in Toronto, Ontario. | web | http://www.culturestorm.ca/uploads/1/8/7/7/18779762/jamesluna_futuristic_retro_description_bios.pdf | 0.483294 | {
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**SAMPLE**
---
**Instructions:**
1. Mark only with a writing instrument provided by the board of elections.
2. To vote for a candidate whose name is printed on this ballot, fill in the oval next to the name of the candidate.
3. To vote for a person whose name is not printed on this ballot, write or stamp his or her name in the space labelled "Write-In" that appears at the bottom of the candidate names for such office.
4. Any other mark or writing or pressure made on this ballot outside the voting square or blank spaces provided for votes will void this entire ballot.
5. Do not overvote. You may vote only for the maximum number of candidates for each office. The maximum number of candidates you may vote for in each office is listed at the top of the column for that office. Casting more votes than the maximum number allowed in any contest, will void your votes for that contest only.
6. If you tear, deface or wrongly mark this ballot, return it to a poll worker and obtain another. Do not attempt to correct mistakes on the ballot by making erasures or cross-outs. Erasures or cross-outs may invalidate all or part of your ballot. Prior to submitting your ballot, if you make a mistake in completing the ballot or wish to change your ballot choices, you may obtain and complete a new ballot. You have a right to a replacement ballot upon request of the original ballot.
7. After completing your ballot, insert it into the ballot scanner and wait for the notice that your ballot has been successfully scanned. If no such notice appears, seek the assistance of an election inspector. | web | https://www.tiogacountyny.com/media/7083/ge19-sample-ballot_town-of-barton.pdf | 0.434412 | {
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Factors driving national building process after 1918 and their implications
The end of the First World War brought about fundamental metamorphosis of geopolitical order in Central‐East European region. Following the peace treaties, Poland regained its independence once again, after being torn between Russia, Germany and Austro‐Hungarian Empire for over a century. Czechoslovakia, a country no one had heard of before, came to existence. But not everyone was so lucky – Hungary lost over a half of its area thanks to the Treaty of Trianon in 1920, that would, up to these days, be regarded as a cultural 1 and historical trauma (as described e.g. in Miklós Mészöly's essays). 2
The transformation of multinational frame of Austro‐Hungarian Empire into several autonomous national states posed new questions and begged for new, both theoretical and institutional, solutions. It became necessary to rethink the conceptions of citizenship, nation, identity – as well as their mutual relatedness and their connection to current conditions. Each of these new states had to engage not only in stabilization of its institutional and administrative structures but also in search for historical narratives that would legitimize its existence and provide citizenry with means to attain at least some degree of social coherence. And each of them had to cope with different situation after the dissolution of the Habsburg Empire – like the constitution of the "Czechoslovak culture" 3 at the moment when number of German‐speaking inhabitants of the new state surpassed those who would become Slovaks. It became a necessary task to provide people with symbolic constructions that would incite will and loyalty, and motivate them to contribute. Nationalism and national mythologies established themselves among the prime forces that facilitated the development of post‐1918 states.
But what to do with "the others", those who did not fit the national frame? What was to be the position of Romanians in Hungary or Ukrainians in Poland, where one should have put the relatively
1 On cultural trauma see e.g. Alexander, J. C. 2012.Trauma: A Social Theory. Cambridge: Polity Press.
2 Mészöly, M. 1995. Domov a svet. Bratislava: Kalligram.
3 See Leff, C. S. 1999 „Czech and Slovak Nationalism in the Twentieth Century." p. 113 in Sugar, P. F.Eastern European Nationalism in the Twentieth Century. Washintgton: The American University Press.
autonomous communities such as Ruthenians or Roma people, and what to do with the Jews, the "liberal pariahs" of the Empire, as Ernest Gellner 4 once called them? It was unclear what role, if any at all, should minorities play in both internal structures and public spheres of the newly established states. 5 Would they pose a threat to national security, or is heterogeneity of cultures and cultural identities a sign of a healthy society?
Answers and solutions that had, or sometimes had not, been found, profoundly influenced both internal and foreign policies of states and later to a certain degree determined positions that their representatives and citizens would take at times of crisis, such as the Second World War. They lie at the roots of such processes as the short‐lived Slovak war state's treatment of its Jewish inhabitants or formation of Poland's vast underground movement.
It would be unreasonable to regard the symbols and attitudes that drove the processes of nation building during the first half of 20 th century as irrelevant to current political and social situation. Residues of metaphors, frames and classification systems that came to existence during this era are still being called on and to this day inform our thinking and perception. They are present not only explicitly and vulgarly during meetings of nationalist initiatives like the Hungarian Guard, 6 but also in phenomena like the nostalgic collective memory of "the golden times" – both of the first Czechoslovak Republic and Slovak war state. What is the finest achievement of nationalism, though, is the naturalization of national state that still tacitly permeates public discourses.
4 Gellner, E. 1998. Language and solitude: Wittgenstein, Malinowski and the Habsburg Dilemma. Cambridge: Cambridge University press.
5 See e.g. Egry, G. 2014. „National Interactions: Hungarians as Minorities and Changes in the Definition of Who Is Hungarian in the 1930s" in Ripp, Z.Influences, Pressures Pro and Con, and Opportunities. Studies on Political Interactions in and Involving Hungary in the Twentieth Century. Budapest: Napvilag Kiado.
6 See e.g. „János Volner: Hungarian Guard will flourish if Jobbik comes to power" inThe Budapest Beacon[online] [Retrieved on 1. 6. 2015] Approachable from: http://budapestbeacon.com/public‐policy/janos‐volner‐hungarian‐guard‐will‐ flourish‐if‐jobbik‐comes‐to‐power | web | http://myhero.ceeidentity.eu/sites/default/files/reader/1_Panel_1.pdf | 0.449323 | {
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Visiting Artist Lecture Series Jeff Rich
7 pm Thursday, November 20, 2014 Louise E. Addicott and Yatish J. Joshi Performance Hall
Artist Statement
This presentation traces the evolution of the watershed project over the last 10 years. With this project, I intend to highlight this relationship between land, water, and man within the Mississippi River watershed, the largest watershed in North America. Every watershed is made up of smaller watersheds or basins, and the southern portion of the Mississippi Watershed is made up of three major river basins, the French Broad, the Tennessee, and the Mississippi. Each of these basins form a chapter in the project.
BIOGRAPHY
Jeff Rich's work focuses on water issues ranging from recreation and sustainability to exploitation and abuse. Jeff explores these subjects by using long-term photographic documentations of very specific regions of the United States. Jeff received his M.F.A. in photography at the Savannah College of Art and Design in Savannah, Ga. His watershed project has toured nationally since 2012, with shows in New York City; Portland, Ore.; Asheville, N.C.; Bloomington, Ind.; Akron, Ohio, and Atlanta, Ga. His book, Watershed: A Survey of The French Broad River Basin was awarded the 2010 Critical Mass Book Award. His work has been featured on FlakPhoto, Prism Photography Magazine, and Daylight Magazine. In 2011 Jeff was named one of the winners of the Magenta Flash Forward Emerging Photographers Competition. Jeff Rich is an assistant professor at the University of Iowa, in the Department of Art and Art History. He also curates the weekly series "Eyes on the South" for Oxford American Magazine.
This program is also supported by the MidWest region of the Society for Photographic Education.
Join Us for These Upcoming Events
Consider these events or visit arts.iusb.edu for our complete schedule.
Toradze Piano Studio
7 pm Friday, November 21, Performance Hall The studio performs a concert displaying their dedication to the most challenging piano repertoire of all time.
Euclid Quartet
7 pm Saturday, November 22, Performance Hall Performing the Indiana premier of Robert Paterson's "Love Boat Quartet" with works by Schubert, Gershwin, Marsalis, and more.
IUSB Philharmonic
7 pm Tuesday, November 25, Campus Auditorium Presenting Brahms' Symphony No. 2 and Mozart's Concerto No. 10 for two pianos featuring Ketevan Badridze and Geoffrey Duce.
A Christmas Carol
8 pm Tuesday, December 2-Thursday, December 4 // 2 & 8 pm Saturday, December 6 & 2 pm Sunday, December 7, Upstage Celebrate the spirit of Christmas with this classic tale told in a new way. Get your tickets early, seating is limited.
"Teddy Bear Concert"
7 pm Friday, December 5, Campus Auditorium Give a teddy bear to get your ticket to this annual charity event including the South Bend Symphonic Choir, university choruses, IUSB Jazz Combo and IU South Bend Kick Line.
Tickets FREE to students and children [REDACTED_PHONE] // arts.iusb.edu | web | https://institutionalmemory.iu.edu/aim/bitstream/handle/10333/9338/VisitingArtistLectureSeries2014Nov20.pdf?sequence=1&isAllowed=y | 0.419208 | {
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On February 5, 1955, a Japan Airlines DC-6B propeller plane touched down at Hong Kong’s Kai Tak Airport carrying passengers on Japan’s first commercial flight to Asia after World War II. For the past 60 years, JAL has been connecting Hong Kong and Japan both by air and through the opportunities it offers our students.
Japan Airlines not only connects us to Japan by air, it also presents Hong Kongers with carefully selected images of Japan through its advertising. “JAL’s Early International Advertising” features research by Dr. Yoshiko Nakano of the Department of Japanese Studies, School of Modern Languages and Cultures. In the first part of the exhibition, Dr Nakano looks at the images of “Japan” portrayed in the advertisements JAL devised to promote its first international services to San Francisco and Hong Kong. The ads, which span the 1950s to the 1970s, reveal a gradual shift away from the use of American cultural stereotypes of Japan to images that are designed to appeal to a local, Hong Kong customer base.
The second part of the exhibition shares the stories of HKU students and graduates who have participated in the various opportunities – scholarships, internships, graduate employment – JAL has offered our university over the last four decades.
The Department of Japanese Studies was established in 1985 and is celebrating its 30th anniversary in 2015. (http://www.japanese.hku.hk/) | web | https://japanese.hku.hk/news/images/20150324a.pdf | 0.461916 | {
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Construction Alternatives
Building materials are frequently transported from thousands of miles away.
Therefore:
Consider alternative building materials that may be readily available in your neighborhood or even from your own property.
• Cordwood construction uses building materials available from the site: hard woods, soft woods, and stone. The value is generally equivalent to modern, stick-built walls.
• Strawbales are a readily available renewable resource.
The Conway School of Landscape Design is the only institution of its kind in North America. Its focus is sustainable landscape planning and design and each year through its accredited, ten-month graduate program, up to twenty students are immersed in a range of applied landscape studies, ranging in scale from residences to regions. Graduates have gone on to diverse professional roles in many aspects of landscape planning and design with an eye to sustainability.
www.csld.edu
[REDACTED_PHONE]
Conway School of Landscape Design
Graduate Program in Sustainable Landscape Planning & Design
332 South Deerfield Road Conway, MA 01341
[REDACTED_PHONE]
www.csl.edu
CONWAY | Making a difference by design. | web | http://wildonesniagara.org/images/sustainability_handbook_mar07.pdf | 0.429267 | {
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Macquarie ICT Innovations Centre presents
Using digital media technologies to enhance learning and teaching
Coding in the Classroom
BOSTES Registered Teacher Professional Learning Course
Coding is becoming an increasingly important skill for 21st century learners. By learning to code, students are also learning mathematical and computational thinking, strategies for problem solving, systematic reasoning, project design and how to effectively communicate their ideas.
Researchers at MIT, including Mitch Resnick and Karen Brennan from the Lifelong Kindergarten Group, believe coding is an important skill for all primary students. In addition to its application within the Science and Technology syllabus, coding is increasingly being applied in a crosscurricular capacity, connecting to learning areas such as Mathematics, HSIE and Creative Arts.
This introductory level course is comprised of two parts - a workshop day (5.5hrs) and a follow-on component (4.5hrs).
Teachers will be shown how to incorporate coding in cross-curricular activities, and be introduced to a variety of visual programming languages using tablet apps and other software. During the workshop, participants will:
> > gain experience with a range of coding platforms to use in classrooms, including software for tablets and desktop computers
> > discover coding as means to develop computational thinking, strategies for problem solving, systematic reasoning, project design and the communication of ideas
> > explore ways to incorporate coding into cross-curricular activities.
The follow-on component for this course is an opportunity for you to take what you learned during the workshop and apply it to your own context. For the follow-on, participants will :
> > create and document a lesson that integrates coding into a unit of work currently being taught in the classroom
> > share their lesson to an online community & interact with other teachers
> > complete a personal reflection piece and a course survey.
ENROL NOW!
Register online through MyPL@EDU
https://www.det.nsw.edu.au/docprs/welcome.do
MyPL Course Code: RG00233
NSW DoE teachers: Log into MyPL@Edu with your DoE credentials & search for the course using the above code or course title. Government schools will be charged internally by the NSW Department of Education. This will be reflected on your sundry tax invoice statement.
Non-DoE teachers: You will need to sign up for a username and password to access MyPL. Just click "Don't have a username" on the MyPL website and follow the instructions. Private schools and other institutions will be invoiced by the NSW Department of Education.
Please note: Any cancellations made within 5 days of the course, or no-shows, will be charged to your school.
Completing this course will contribute 10 hours of QTC Registered PD addressing 2.1.2, 2.6.2, 3.4.2, 6.3.2, 7.4.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW.
COURSE FACILITATOR Evan Bonser
Evan is a MacICT developer and facilitator who also works part-time as an ICT Integrator in Sydney. He began his university training in Mechatronics (robotics) before changing to complete a Bachelor of Education degree. Evan has taught in a variety of educational
environments ranging from mainstream settings across public and private sectors including Special Needs and Hospital Schools where he taught K-12 across the curriculum. He has developed and implemented several apps and games in his teaching to meet the needs of his students.
WHO All teachers K-6
WHEN Please see our website for upcoming dates:
www.macict.edu.au
TIME 9am-3:30pm
LOCATION North Ryde, NSW
COST $285 (incl GST)
CONTACT [REDACTED_EMAIL]
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PE at Calverley Parkside Planned Expenditure 2019 - 2020
At Calverley Parkside we want to inspire all children to follow a healthy and active lifestyle as well as engaging in physical activity and sport, becoming physically literate and developing lifelong participation. An active lifestyle helps support a child's physical development, movement skills and body confidence, whilst also contributing to their physical, mental and emotional health and well-being. We aim to promote the enjoyment of PE for all children whatever their level of ability. The government provides funding to improve the provision of physical education (PE) and sport in primary schools. This funding is ring-fenced and therefore can only be spent on the provision of PE and sport in schools.
Our total grant for 2019 / 2020 will be approximately £17,800
How will we invest this at Calverley Parkside Primary School?
At Calverley Parkside, we have developed a provision plan to ensure this funding is invested to maximise the long term impact of our PE provision for pupils and staff. The funding is invested in various ways and the impact of these initiatives is closely monitored through assessment of children's skills, staff and pupil feedback, uptake of clubs etc.
Partnership
Leeds Rhinos
Foundation
Continue to support
Support with the implementation of Real PE activities.
teachers in delivering
Running club
Football playground
safety through
Raise standards new team kits
To increase the levels of activity within
pupils
Supply cover for leader | web | https://www.calverleyparkside.leeds.sch.uk/attachments/download.asp?file=21&type=pdf | 0.427131 | {
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THE SAGA OF LOUIS BRIGGS — 2
"My little son became 'aboriginal'"
Mr. Briggs talked of the day he became accepted as a real Australian. He and his wife attended a country funeral a few weeks after their arrival.
"We were passengers in a Model 'T' Ford just behind a lady who was riding a young, flighty horse," he said. "The horse didn't like going so slowly and reared and tried to get rid of its rider. I got out of the car and grabbed the reins and asked the lady to dismount and take my seat in the car.
"My friends were rather terrified when they saw me prepare to mount the young half-broken horse. They thought of me as a raw 'pommy'. No one knew that I, as a boyish 'Red Indian', had learned to ride bareback over logs and fences away in the forests of America. I spoke to the horse in horse language and he settled down and behaved very well indeed for me.
"I always think of this as the day upon which I became an Australian, because it was then I was accepted as an equal among the community of expert Australian horsemen."
Mr. Briggs had been in Australia three years when he met a man he had known in Ceylon.
"He told me about the dark people of this country and of a station at a place called Carowra Tank, away out west, between Ivanhoe and Cobar.
Louis Briggs relaxing in the garden at his home
The End of an Era
This is the final instalment in the life-story of the late Mr. Louis Briggs, one of the Aborigines Welfare Board's best loved welfare officers.
Mr. Briggs died at his Padstow, Sydney, home on July 30 at the age of 59.
Born on a farm in Pennsylvania, U.S.A., the late Mr. Briggs left his home as a Salvation Army cadet officer at 19 for India.
While in charge of the Colombo Prison Gate Home for boys in Ceylon he met and married Captain Vera Redman, a Salvation Army officer from Hannan Vale, near Taree.
They came to New South Wales from Ceylon in 1924 after a near fatal attack of malaria forced Mr. Briggs to forsake work in that tropic zone.
Together Mr. and Mrs. Briggs worked for 35 years in the service of some of the least favoured of our aboriginal people.
Shortly before his untimely death Mr. Briggs told the story of his life to Dawn. | web | http://ntru.aiatsis.gov.au/sites/default/files/docs/digitised_collections/dawn_index/v11/s10/10.pdf | 0.426615 | {
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The 2022 Mayor's Strategic Partnerships Initiative Award
DMAB Community Art Center
DON'T MISS A BEAT (DMAB)
QUALITY EDUCATION
OVERVIEW
Founded by Ulysses Owens, Jr., a multi-Grammy award winning artist, and his family, Don't Miss A Beat (DMAB) cultivates the minds of underserved BIPOC children through arts education and initiatives that foster character and leadership development, academic excellence, and community involvement. Their programs blend music, art, academic achievement, and civic engagement to inspire and enlighten socioeconomically disadvantaged children and teens in the Riverside, Brooklyn, and Woodstock communities who otherwise would not have access to opportunities to pursue arts education, advancement in academics, and quality social-emotional learning initiatives.
COMMUNITY GOALS
Goal 7: Quality Education
Goal 5: Equitable and Shared Prosperity
CHALLENGE
To enlighten and activate kids through musical theater production and community engagement and to serve as a bridge to a better life for underserved families.
INNOVATION
Exposure to the arts improves a child's lifelong outcomes. Arts education increases the likelihood of graduating from high school, attending and finishing college, and makes students more likely to register to vote. DMAB's experiential education programs immerse poverty-level youth in learning experiences with high caliber artists, cultivating key artistic skills and developing confidence. In October 2010, DMAB was selected by the City of Jacksonville to be "in residence" and provide programming for underserved youth yearround at the J.S. Johnson Community Center in Jacksonville. Since then, they've served over 5,000 youth and adults in the Jacksonville area and have expanded their services to the E.B. Ford Center at Woodstock Park. They have fully transformed this location into a community art campus that is composed of the DMAB Community Art Center and The Movement House, which serves as the first dance studio in our community.
PARTNERS
* Bank of America
* Cultural Council of Greater Jacksonville
* City of Jacksonville Parks, Recreation & Community Services Department
* Douglas Anderson School of the Arts
* FL State College at Jacksonville (FSCJ)
* FL Department of Cultural Affairs
* Florida Blue
* LaVilla School of the Arts
* Kids Hope Alliance
* National Endowment for the Arts
* Sulzbacher Center
* Players by the Sea
* University of North Florida (UNF)
* VyStar Credit Union | web | https://nonprofits.coj.net/DontMissABeatAwardeeHighlightFlyer.aspx | 0.430072 | {
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ABSTRACT
As long as people use language, it will undergo transition and development to fulfill and cater to their user's need. It is a fact that language does change. This is also due to the globalization effect to the world. As one of the language of the world, German language is also affected by this globalization. Denglisch – a hybrid language of English and German has made it presence into the world of language due to the influence of globalization. Data has been collected for three months from the German's electronic tabloid – Bild-Zeitung. Process inspection took place after collecting data. Therefore the data is totally pure English's lexis only for further analysis. Results have been presented in table form and explanation has been given. The results from the research has opened my eyes as a researcher, learner and teacher of the German language, whereas the assumption made on the lexis is finally confirmed of its accuracy. With the results of the research, the doubts and confusion of the user/ learner of the German language will be minimized. From the data – a total of 496 Denglisch's lexis, which consists of nouns, verbs and adjectives, was found. It is clear that German language dominates Denglisch's lexis and the majority of the Denglisch's lexis are nouns . The Germanization process occur to English's lexis when they become the Denglisch's lexis. Besides that, the results from the research can be used by both native and non-native teachers of the German language. This will benefit them and I am glad to share my knowledge with the user/ learner of German language. | web | http://studentsrepo.um.edu.my/1666/3/Yap_Leng_Lee.Abstract.BI.pdf | 0.433889 | {
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24.05.2024
SAFETY PROTECTION SHEET
TMC AEON TH
Harmful to aquatic life with long lasting effects. (H412)
Hazard statements
General
Article no.
Use of the substance / mixture
305885
Marine compressors, Lubricant
Restricted to professional users.
First aid procedures
Protective equipment
Symbols
Fire fighting measures
| Suitable extinguishing media | |
|---|---|
| Fire and explosion hazards | Fire will result in dense smoke. Exposure to combustion products may harm your health. Closed containers, which are exposed to fire, should be cooled with water. Do not allow fire-extinguishing water to enter the sewage system and nearby surface waters. |
Preventitive Measures to contain emissions
Contaminated areas may be slippery.
Avoid discharge to lakes, streams, sewers, etc. In the event of leakage to the surroundings, contact
Personal protection measures
Environmental precautionary measures | web | https://www.tmc.com/hubfs/TMC%20AEON%20TH.pdf | 0.434734 | {
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"Beekeepers and Scientists hand by hand to Conserve Honeybees and Biodiversity. Examples from Jordan."
Dr. Nizar Haddad
Director of the Bee Research Department,
National Center for Agriculture Research and Extension, Baqa – Jordan.
President of the Jordanian Beekeepers Union
www.jordanbru.info, www.jordanbeekeeper.org
[REDACTED_EMAIL]
Talk Plan
1. *Apis mellifera syriaca* conservation in Jordan.
2. Beekeepers Union Efforts
3. Examples of Cross Boarder Researches
Apis mellifera syriaca
• **Apis mellifera syriaca** (Jordan, and most of the Levant):
- Nervous bee.
- Low honey production
- Swarming
Why we are working on the conservation of the *Apis mellifera syriaca*?
Harsh climatic conditions
Defensive against predators
-Haddad N, Fuchs S., Batainha A., 2006. Decrease of flight activity by *Vespa orientalis* at the flight entrance of *Apis mellifera syriaca* in Jordan. Proceedings of The Second European Conference of Apidology 2006.p77. Czech Republic
–Haddad.N.J, Fuchs S. March 2005. Presence of *Vespa orientalis* at the flight entrance of *Apis mellifera syriaca* in Jordan decreases flight activity. 53. Jahrestagung der Arbeitsgemeinschaft der Institute für Bienenforschung. Germany.
Genetic Structure of Varroa Mite Populations in *A. Mellifera syriaca*
1Nizar Haddad N, Hussein Migdadi, 2Jay Evans J, Jeff Pettis J
Hygienic behavior
“Apis m.syriaca had the strongest hygienic behavior and the lowest Varroa infestation levels in comparisons with Apis m. anatoliaca, Apis m. carnica, and Apis m. caucasica”
Andreas Wallberg, Fan Han, Gustaf Wellhagen, Bjørn Dahle, Masakado Kawata, Nizar Haddad, Zilá Luz Paulino Simões, Mike H Allsopp, Irfan Kandemir, Pilar De la Rúa, Christian W Pirk, Matthew T Webster. 2014. *A worldwide survey of genome sequence variation provides insight into the evolutionary history of the honeybee Apis mellifera*. Nature Genetics. doi:10.1038/ng.3077.
Evaluation of *Apis m syriaca* among other bee lineages
Wallberg et al., (2014) Found that *A. m.syriaca* bee has a gene flow between honey bees from Africa and Asia, estimated to be about 18%.
Sampling – 2002
Egypt
Israel
Palestine
Syria
Jordan
Iraq
latitude
longitude
Albagyra
Abu Zeid Valley
Kufur Awan
Huwara
Almazar
Aen Alsaeed
Aen Trab
Maro
Alramtha
Baqa ‘
Madaba
Wadi Benhammad
Morphometric Analyses
photo Marcel Jacquet
Hierarchical clustering based on group centroid positions of colony means in factor analysis
Anatoliaca
Ligustica
Syriaca
JORDAN
Meda
Yemenitica
Lamarckii
We conclude that the indigenous *A. m. syriaca* populations of Jordan can be characterized by mitochondrial haplotypes of the O lineage.
*Journal of Apicultural Research and Bee World* 48(1): 19-22 (2009)
DOI 10.3896/IBRA.[REDACTED_IP]
© IBRA 2009
ORIGINAL RESEARCH ARTICLE
Mitochondrial DNA support for genetic reserves of *Apis mellifera syriaca* in Jordan.
Nizar Haddad¹, Marina D. Meixner²,⁵*, Stefan Fuchs⁴, Hussein Migdadi¹, Lionel Garnery⁴, Walter S. Sheppard².
Conservation program 2003
Conservation apiaries
Methods of conservation
1- Artificial insemination
2- Mating in non-isolated area
3- Mating in an isolated area
Conservation apiaries / Maru
Conservation apiaries / Khanasri
Conservation apiaries / Jordan Valley
Queen Rearing program / Beekeepers participatory approach
Mitochondrial genome of the Levant Region honeybee, *Apis mellifera syriaca* (Hymenoptera: Apidae)
Next generation sequencing of *Apis mellifera syriaca* identifies genes for Varroa resistance and beneficial bee keeping traits
Nizar Haddad¹, Ahmed Mahmud Batainh¹, Osama Suleiman Migdadi², Deepti Saini³, Venkatesh Krishnamurthy³, Sriram Parameswaran³ and Zaid Alhamuri²
**Varroa hygiene**
**Varroa resistance**
**Immune related embryonic development**
**Functional variations in genes between *A. mellifera* and *A. m. syriaca***
Comparative Genome Hybridization
1- Instrumental insemination
2 +3 - Un-isolated Maru research apiary where (1200 - 2000) queen bees
4+5 - Isolated areas
CRS – Reference Sample 2002.
Beekeepers Union Efforts
Planting of native and imported bee forest plants
Related Society’s Awareness in Jordan
الاتحاد النوعي للنحالين الأردنيين
مواقعات انتخاب الملكة ٥٠١
الغذاء الملكي
الغذاء الملكي يحتوي على مكونات غذائية و營养ية تساعد الملكات على النمو والتطور بشكل صحي. يحتوي الغذاء الملكي على مكونات غذائية و營养ية تساعد الملكات على النمو والتطور بشكل صحي. يحتوي الغذاء الملكي على مكونات غذائية و營养ية تساعد الملكات على النمو والتطور بشكل صحي.
ملاحظات:
- لانتخاب خلايا مميزة لإنتاج الملكات يفضل:
- اختيار خلايا التي تصلح على أكثر من ٢٠ مادة من أصل ٢٥ مادة.
- اختيار خلايا عالية من الأراضي.
- اختيار خلايا مكونة للآفات.
- اختيار خلايا مكونة للآفات.
- الحفاظ على صحة الخلايا يساعد على نمو وتطور الملكات بشكل صحي.
- عدد الإثارات مع كفاءة العمل يساعد على نمو وتطور الملكات بشكل صحي.
- الإثارات السمية التي تفوق عمرها ثلاث سنوات يساعد على نمو وتطور الملكات بشكل صحي.
Pollination Impact on Agricultural Ecosystems and Farmers Livelihoods in Jordan.
Honeybees, Bumble bees
Managed pollinators
Increasing crop quantity and quality
Ecosystem maintenance and conservation
Improving farmers' livelihoods
Insects, animals, wind, etc.
Non-managed and abiotic pollinators
Pollination
Haddad, N. 2016.
Training workshops
Related Society’s Awareness in Jordan
Over 20,000 students where approached during the last 3 years
يعلن الاتحاد النوعي للنحالين الأردنيين عن تنظيم جائزته الثانية بعنوان:
النحل والنظم البيئي 2016
وتشمل الجائزة الفئات التالية:
- التصوير الفوتوغرافي
- النص الصحفي/الادي
- الفلم
للاطلاع على شروط المسابقة يرجى زيارة الموقع www.jordanbeekeeper.org | www.jordanbeekeeper.info
Examples of Cross Boarder Researches
Total number of sampled apiaries per country
| Country | Number |
|-------------|--------|
| Jordan | 26 |
| Syria | 19 |
| Iraq | 18 |
| Egypt | 10 |
| Libya | 3 |
| Tunisia | 5 |
| Lebanon | 9 |
| Algeria | 21 |
| Morocco | 9 |
| Yemen | 9 |
| Palestine | 10 |
| Sudan | 4 |
- DWV-positive locations from MENA region
- DWV sequences from Europe
- Water bodies
- DWV prevalence/total samples
Presence of *S. tricuspis* in the Mediterranean Region
**Legend**
- **Area of Interest**
- **Sampled areas**
- **Positive**
**Figure 1:** Presence of *S. tricuspis* in the Mediterranean Region
Thank you for your attention | web | http://www.fedapimed.com/pdf/convegno_bologna/Sessione%201%20-%20intervento%201%20Bologna.pdf | 0.479555 | {
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9. CHERISH EACH OTHER
All the previous skills concern getting, but cherishing means cultivating the skill of having. Cherishing is the deliberate cultivation of your capacity to take pleasure in and celebrate what is going right. Cherishing your partner’s progress by giving her/him positive feedback is the best way to engender more of the behaviours you’d like.
You cherish your relationship by making time for it, putting energy into it, by giving your partner gifts in word or deed that demonstrate you care. You cherish yourself through active self-care. You cherish your commitment to continued growth and relationship practice by becoming partners-in-health, sharing information and inspiration.
YOUR PRACTICES
APPRECIATE
❖ Appreciate each other at least once a day. At the end of the day, tell your partner three things you appreciate, either about something current or about something more long-standing. “I really appreciate your listening to me earlier this evening” is one example. So is “You have always had the most beautiful eyes”.
❖ Develop an “attitude of gratitude”. Throughout the day, notice and shift all victim thinking. If you don’t like something, change it, embrace it, or leave it. If you choose neither change or leave, then own your choice and appreciate the good qualities of the situation.
CULTIVATE A SENSE OF ABUNDANCE
• In both ordinary moments and especially in moments of upset, stop, look down or close your eyes for a few seconds, and breathe. Feel the sweetness of a good, deep, breath. Feel the warmth or coolness of the air on your skin. Become aware of your surroundings, your home, the trees outside your window, your children or pets. Remember that your life is abundant, and that a particular disruption in your relationship or your circumstances will not take that abundance away.
THE FIVE LOVE LANGUAGES by Gary Chapman
Take the free quiz to find out what your love language and your partner’s love language is http://www.5lovelanguages.com/profile/
• Words of affirmation – Uses words to affirm your partner
• Quality time – Is all about giving your partner your undivided attention
• Receiving Gifts – What makes you feel most loved, is receiving a gift. It’s the thought that counts.
• Acts of Service – For you, actions speak louder than words
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6:30pm Bible Study: Pastor Chip Luter
Authentic Spiritual Maturity (Part I) Romans 12:1-8
Opening Discussion
Ø When children grow up, what are the signs or marks we look for to see if they are maturing?
Ø How does this relate to spiritual growth? Are these signs or marks the same? Or are they different?
Key Marks of Authentic Spiritual Maturity
I. Being a living Sacrifice
II. Progressing in Sanctification
o My life is not my own.
o Phil. 3:20; Col. 3:2; Gal. 1:4
o John 17:14-16
o Matt. 5:13-14
III. Being Sober-Minded
o 1 Pet. 5:8
o Key characteristic: Humility
o Gal. 6:3-5
o Paul also speaks of spiritual gifts in 1 Cor. 12 and Eph. 4
IV. Exercising your Spiritual Gifts
o The purpose for these gifts - 1 Cor. 12:7; Eph. 4:11-16
Application – How Do We Pursue This?
1.) Daily sacrifice your self to the Lord.
2.) Daily seek and obey to the will of the Lord.
o Gal. 2:20
o Luke 9:23
3.) Daily remind yourself of who you are in Christ.
4.) Constantly seek opportunities to understand and use your spiritual gifts.
o "Do I see myself as God sees me?"
o Spiritual gifts are not for our enjoyment, they are for our employment.
Bottom Line
Authentic spiritual maturity happens from the inside-out.
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Harry – gefangen in der Zeit Begleitmaterialien
Episode 023 – Grammar
1. The modal verb "dürfen"
You're already familiar with several modal verbs: "möchten", "können", "müssen" and "sollen". They describe the subject in relation to the action expressed by the main verb. "dürfen" is also a modal verb that provides more information about the nature of an action.
"dürfen" means to be allowed or have the permission to do something.
Example:
Darf ich mich setzen? (Habe ich die Erlaubnis, mich zu setzen?)
Conjugation
The conjugation of "dürfen" is irregular. Pay particular attention to the 1st, 2nd and 3rd person singular in this chart:
Harry – gefangen in der Zeit
Begleitmaterialien
2. Location preposition "in"
Prepositions connect words and groups of words together. They express the relation between living beings, things or contexts. Prepositions that describe spatial relations, like placement, or directional relations, are called location prepositions or prepositions of location.
"in" is one of the most common location prepositions. It is used in the context of movement within a closed space, building or a region.
Example:
Ich gehe in das Kino.
It usually answers the question "Wohin?" (to where/where to).
Example:
Wohin gehst du? - In das Kino.
In such cases, the accusative case always follows.
If "in" is followed by the neuter definite article "das", then it can often be contracted to form the article "ins":
Preposition + article
Contraction
Example
in + das (accusative)
ins
Ich gehe ins Kino. Ich gehe ins Fitness-Studio.
Harry – gefangen in der Zeit Begleitmaterialien
"in", "zu" or "nach"?
It's not always easy to decide when to use which preposition, so you're better off learning them in context. But for a loose general rule, you can follow these pointers:
Wohin? (where to?)
Destination of the movement enclosed spaces/buildings geographical locations with an article
Ich gehe ins Kino. Ich fliege in die USA.
Ich fahre nach Berlin. Ich fliege nach Brasilien.
cities geographical locations without an article
Das Taxi fährt zum Bahnhof. Ich fliege zu meiner Familie.
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LESSON PLAN EXAMPLE: Method/Chapter: 38. Interactive Writing
Name: Elizaveta Podlesnova
Email Address: [REDACTED_EMAIL]
Background:
Context:
Class profile: Group of 10 Russian-speaking children from Saransk
Age: from 15 to 18
Level: A1-C1
Learner Needs: These children are seeking to improve the general culture of communication and social behavior in general and to have practical foreign language skills. Also, they have to prepare to their final state exam in the end of the school.
Language Standards: Russia: Federal State Educational Standard, TESOL: "1.Students will use English to interact in the classroom; 2. Students will use English to obtain, process, construct and provide subject matter information in spoken and written form; 3. Students will use appropriate learning strategies to construct and apply academic knowledge" (Herrell & Jordan, 2003).
Overall Project Plan: The general plan for the project is to help students to get practical foreign skills of listening, writing, reading and speaking in English. To teach students over the semester write an informal letter.
Overall Project Plan Objectives/Aims: The general objective of the plan is to form speaking, writing and reading skills, to develop the skill of writing a personal letter.
Individual Lesson inside Plan: Objectives/Aims: The general objective of the lesson is development of thinking, formation of grammatical skills of reading, speaking and writing, coordination with partners. Students repeat the structure of writing an informal letter, learn the vocabulary, train interrogative sentences, practice in reading, speaking and writing, form the ability to communicate and work in groups.
Assumptions: Their level (A1-C1) allows them to get acquainted with culture and writing style of British, but further studying will help them to use English in communication. Also, direct preparation for their final state exam can make the process of learning English more motivated.
Language Analysis: speaking and question formats; relevant vocabulary; relevant tenses
Anticipated Problems and Solutions: Some students may be very shy to participate in group work and to share their ideas with others, so teacher can proposes them to write an individual letter and compare it with the group letter in the end of the lesson.
Materials: letter from English-speaking pen-friend, computer, screen.
Timing: 45 minutes
class about date, season, weather.
Phonetic
Children listen a song
A song "The letter" of
S—S
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How does reading begin?
Reading begins early on. Even young children are capable of reading such environmental print as McDonald's, Coke and Cheerios. Young children begin to recognize print as a form of communication through their every day interactions with print in the world around them. The more a child is exposed to the printed language, the easier his transition to an independent reader will be.
At Roosevelt we know that many kindergarteners start school already knowing how to recognize certain printed words. We attempt to build on this knowledge by including environmental print in our lessons and activities. Further, we build on a child's natural tendency to "read" his environment by labeling the room.
We give names for objects throughout the classroom. Children who are capable of naming an object verbally now have the opportunity to see its name in print.
To help build your child's print vocabulary and to help him become more aware of words try
labeling things around your house. Label appliances in your kitchen, furniture, toys, walls and so on. Point out words on cans, food boxes, directions in recipes and words or phrases on the television programs he watches. When out of the house, point out billboards,
marquees, and signs. Grocery and department stores contain a wealth of environmental print. The point is to show
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So You Think You Know Young Adult Literature
James M. Brewbaker
Our literature is rich in memorable first sentences.
"Dusk-of a summer night." (Dreiser, An American Tragedy)
"Through the fence, between the curling flower spaces, I could see them hitting." (Faulkner, The Sound and the Fury)
As it is with literature in general, so it goes with adolescent literature in particular, which now offers its own quotable first sentences.
The following quiz, then, is for those who think they know adolescent literature fairly well, well enough to match some significant works from the genre with their famous or not-so-famous first sentences. Indicate your choice by writing the letter of the novel listed below in the space beside the first sentence in the left-hand column. The works are listed in chronological order, and the sentences are alphabetized. Check your answers with the key at the end of the article.
First Sentences
1. The black-haired sergeant, in the gray- green uniform of the army of Adolph Hitler's Third Reich, sat smoking his pipe on the stone steps of the house.
2. Bud Crayne rounded a curve at fifty and faced into the setting sun.
3. "Daddy, I think I'm going crazy."
4. "Don't tell people we've moved to Brooklyn," Tucker Woolf's father al- ways told him.
5. During the summer of 1941, every weekday morning at the top of the tide, McCall Purnell and I would board my skiff and go progging for crab.
6. Ever since I can remember, I had wanted to know about the Land of the
"Call me Ishmael." "It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness.... " And so on. Dickens' muchquoted first sentence, by the way, goes on and on for better than a hundred words and fifteen independent clauses-enough, on the one hand, to make purists turn somersaults in their graves and, on the other, to make me smile subversively.
"If you really want to hear about it, the first thing you'll probably want to know is where I was born, and what my lousy childhood was like, and how my parents were occupied and all before they had me, and all that David Copperfield kind of crap, but I don't feel like going into it, if you want to know the truth."
Some memorable openings are more contemporary.
Other major works feature first sentences that reverberate in a reader's mind but that don't quite ring bells either. These sentences, once their sources are revealed, may cause a reader to mutter, "Oh, sure. That figures. I could've guessed it if I'd had a little time to think about it." Take the following, for example.
"1801-I have just returned from a visit to my landlord-the solitary neighbour that I shall be troubled with." (Bronte, Wuthering Heights)
"Buck Mulligan came from the stairhead, bearing a bowl of lather on which a mirror and a razor lay crossed." (Joyce, Ulysses)
Yet other first sentences just sit there. They're all right as sentences go, mind you, but they don't do much to link title to character, theme, or anything else.
58 English Journal
Copyright © 1984 by the National Council of Teachers of English. All rights reserved.
The English Journal
®
www.jstor.org
Golden Mountain, but my mother had never wanted to talk about it.
7. He rode into our valley in the summer of '89.
8. He waited on the stoop until twilight, pretending to watch the sun melt into the dirty gray Harlem sky.
9. I don't know just why I'm telling you all of this.
10. If I hear a person say "Man! That's a blue sky-for sure," I know exact how the sky looks.
11. I should of been in school that day.
12. It was a dark and stormy night. [Author's note: There may be hope for Snoopy after all.]
14. I went back to the Devon School not long ago, and found it looking oddly newer than when I was a student there fifteen years before.
13. "It was Marie Kazinski who asked how to stop a boy if he wants to go all the way," Maggie whispered.
15. "Little Man, would you come on?"
17. Now I am thirteen, but when I was a chile, it was hard to be a chile because my block is a tough block and my school is a tough school.
16. Newt Winger lay belly-flat at the edge of the cornfield, his brown chin close to the ground, his eyes glued to a hill of busy ants.
18. On a morning in mid-April, 1687, the Brigantine Dolphin left the open sea, sailed briskly across the Sound to the wide mouth of the Connecticut River and into Saybrook harbor.
20. "Sorry Pop," Joe said, "I got something to do."
19. The Opportunity Class. That's where the bean picker got put.
21. Sybil Davis has a genius I.Q. and has been laid by at least six different guys.
23. To have a reason to get up in the morning, it is necessary to possess a guiding principle.
22. They murdered him.
24. When I saw the crowd gathering at the train station, I wondered what President Roosevelt would think.
25. When I stepped out into the bright sunlight from the darkness of the movie house, I had only two things on my mind: Paul Newman and a ride home.
26. Yesterday I remember thinking I was the happiest person in the whole earth, in the whole galaxy, in all of God's creation.
Titles and Authors
A. Seventeenth Summer, by Maureen Daley, 1942.
C. Hot Rod, by Henry Gregor Felson, 1950.
B. Shane, by Jack Schaefer, 1949.
D. The Witch of Blackbird Pond, by Elizabeth George Speare, 1958.
F. A Patch of Blue, by Elizabeth Kata, 1961.
E. A Separate Peace, by John Knowles, 1960.
G. Roosevelt Grady, by Louise Shotwell, 1963.
I. The Learning Tree, by Gordon Parks, 1963.
H. A Wrinkle in Time, by Madeline L'Engle, 1963.
J. The Outsiders, by S. E. Hinton, 1967.
L. His Enemy, His Friend, by John R. Tunis, 1967.
K. The Contender, by Robert M. Lipsyte, 1967.
M. Lisa, Bright and Dark, by John Neufeld, 1969.
N. My Darling, My Hamburger, by Paul Zindel, 1969.
O. Go Ask Alice, author anonymous, 1971.
P. Teacup Full of Roses, by Sharon Bell Mathis, 1972.
Q. Dinky Hocker Shoots Smack!, by M. E. Kerr, 1972.
R. A Hero Ain't Nothin' But a Sandwich, by Alice Childress, 1973.
S. A Day No Pigs Would Die, by Robert Newton Peck, 1973.
T. Summer of My German Soldier, by Bette Greene, 1973.
U. The Chocolate War, by Robert Cormier, 1974.
W. Dragonwings, by Laurence Yep, 1975.
V. Forever ... , by Judy Blume, 1975.
X. Ordinary People, by Judith Guest, 1976.
Z. Jacob Have I Loved, by Katherine Paterson, 1980.
Y. Roll of Thunder, Hear My Cry, by Mildred D. Taylor, 1976.
Key: 1. L, 2. C, 3. M, 4. Q, 5. Z, 6. W, 7. B, 8. K, 9. A, 10. F, 11. S, 12. H, 13. N, 14. E, 15. Y, 16. I, 17. R, 18. D, 19. G, 20. P, 21. V, 22. U, 23. X, 24. T, 25. J, 26. O
James M. Brewbaker teaches at Columbus College, Georgia. | web | https://csuepress.columbusstate.edu/cgi/viewcontent.cgi?article=2084&context=bibliography_faculty | 0.477806 | {
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How to Shift Stories Toward Growth Mindsets
If you uncover stories that seem to be cultivating a fixed mindset or impeding educators' ability to believe they truly can help all students you may want to intentionally shift these stories. What follows are a few ways to move towards collective stories that support growth mindsets.
* Start meetings with a few minutes of student strength "shout outs." Put a piece of student work up and use an asset lens to name what this student CAN do and has learned to do. It shifts the tone of meetings to begin focusing on strengths.
* Run a workshop on how to give feedback that reinforces a growth mindset rather than a fixed one. Give teachers and administrators time to practice their feedback with one another and come up with ways that feel authentic to them. In my book, Mindsets and Moves, I suggest these four qualities when offering feedback that supports a growth mindset.
* Stop labeling. Easier said than done to break habits like this, but talk to colleagues about the negative effects of labeling students. Help one another by committing to talk about students without labels. No more "low students" or "high students." Instead, shift to talking about each student as an individual person with her own strengths and needs.
o Be specific.
o Make sure it can transfer to other learning experiences.
o Name what the learner IS doing.
o Take yourself out of it. Avoid language such as "I like…" and make it about the student's work, not your opinion.
* Watch the film: This suggestion might seem silly, but a good underdog with a growth mindset film can go a long way. If Rocky is not your thing, choose any number of others that fit this description—The Mighty Ducks, Hoosiers, Rudy, Hidden Figures… But don't just watch them for the plot; pay attention to the mindset and how the characters actively believe they can succeed. Watch with the question in mind, "What can I learn and take with me into my classroom and my internal story that will help me be like Rocky?" I know more than one educator who starts their day with Eye of the Tiger as their theme song. What theme song will help you shift your story?
Gravity Goldberg is author of Mindsets and Moves and What Do I Teach Readers Tomorrow? Fiction and Nonfiction. She holds a doctorate in education from Teachers College, Columbia University. She is a former staff developer at Teachers College Reading and Writing Project and an assistant professor at Iona College's graduate education program. She leads a team of literacy consultants in the New York/New Jersey region.
Source: Corwin Connect: What Schools Can Learn From Rocky Balboa About Growth Mindset [Free Download]: | web | http://corwin-connect.com/wp-content/uploads/2017/11/How-to-Shift-Stories-Toward-Growth-Mindsets.pdf | 0.42779 | {
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TERM 4 FINAL REVIEW
Vietnam War
* Ho Chi Minh
* Gulf of Tonkin Incident & Resolution (#fakenews)
* Vietminh
* Guerilla Warfare
* Agent Orange
* My Lai Massacre
* Vietnamization
* Domino Theory
* War Powers Act
o What happened?
* Kent State Shooting
o How did Americans react?
o What did it show about trusting the Govt?
Counter Culture
* Who were the Beatniks?
* Who are the Hippies?
Cuban Missile Crisis
* What was the US responsible for doing?
* Bay of Pigs
* What was the result of the Cuban Missile Crisis?
1970's
* Watergate
* War Powers Act of 1973
o Increased American's distrust of govt. & elected officials
o Limits the authority of president as commander in chief
* OPEC – definition
* Iran Hostage Crisis
o Used oil as a political weapon against countries
o Great Society – tried to help the disadvantaged of society
* Lyndon B. Johnson
o Did a lot to help civil rights
1980's
o Tax cuts for businesses and the wealthy (Trickle-down)
* Reaganomics
* Reagan's military objectives
o Cut spending on domestic programs while increased defense spending
o Extensive anti-missile satellite system (Star Wars Initiative)
* "New Right" movement
o fiscal conservatives
o Definition of Perestroika and Glasnost
* Berlin Wall
o Political groups seek more freedom of speech and movement after fall of wall
* Iran/Contra Scandal
o Who were the contras?
o What the scandal was about
* Afghan/Soviet War
o We did not help Afghanistan rebuild following the war
o Gave aid, money, and supplies to fight the communists
Civil Rights
* Rosa Parks
* Martin Luther King Jr. tactics
* Type of protesting: sit-ins/Freedom Rides/Marches/Boycotts/ect
* Malcolm X approach to civil rights protests (violence against white society)
* Pres. Eisenhower sending federal troops to enforce integration (Little Rock 9)
* March on Washington 1963 organized support for passage of Civil Rights legislation
o 14 th = equal protection under the law
* Reconstruction Amendments (13,14,15)
Modern History
o Automation led to increased number of unemployed of unskilled workers
* 1990's
o Technology makes it much easier to influence legislators
§ Liberation of Kuwait – Iraq invaded behind Hussein
o Operation Desert Storm
o Clinton
* 2000's
§ impeached but not removed from office for perjury
o US War with Afghanistan – result from 9/11
§ Responsible for:
o Osama Bin Laden
* World Trade Center bombing in parking garage
* Attacks on US embassies in Kenya & Tanzania
* Sept 11 th attacks | web | http://www.kingherrud.com/uploads/3/7/5/9/37597419/term_4_final_review.pdf | 0.426447 | {
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Sometimes everything is depthless.
by Michael Seidel
Twins on separate sides of America are each eating lox on bagels. One has onions, the other doesn't. The one without onions is missing the one with onions, but the one with onions is not missing the one without. They don't know that they're each doing this, eating nearly the same thing at the same time, a kind of thing they weren't raised on, a thing their parents, both bedridden in the same quarrelsome bed by a deficit of the same hard-won vitamin, would to this day call "gaggy" and make that face.
There is some debate about what kind of twins they are. It's a fissure between aesthetics and science. In daylight they look identical, at night paternal. At dusk and dawn they appear as ghosts—they have that much in common. But they enjoy variations of flavor, depths of feeling. One will eat the entire bagel, then press the crumbs into an index finger and eat its traces. The other will wrap up half and save it for later.
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Resources for Online Learners
Stress Management
As working adults, we are constantly bombarded with demands on our attention, our time, our energy, and our resources. Some of these demands are in the form of ongoing background stimuli that barely register in our conscious minds, while others require decisions that affect our very health and well-being.
If you are a working adult returning to school after a long absence, you may already be painfully aware of the impact of adding a new role in y life--the role of student--to your roles as family member, employee, provider, etc. What you may not know is that there are some steps that you can take now to ensure that the demands of the student's role do not overwhelm you--physically or mentally. our
Taking a Closer Look at Stress
Stress is not the result of circumstances, but rather the way we perceive circumstances. We can experience stress when:
* we feel overloaded or that things are out of control
* we experience life-changing events--either positive or negative.
* we are asked to change our attitudes and beliefs.
* we are uncertain about our roles or our future.
* we adopt certain behaviors that are encouraged in our culture, such as aggressiveness, competitiveness, time urgency, etc.
* we are fighting our "life rhythm"
Some circumstances are so stressful they create an immediate and noticeable physical response, as when you walk into a roomful of strangers to give a speech. The body, unable to distinguish between real and imagined danger, reacts with a primitive "flight-or-fight" response. If the body experiences enough of these stress reactions, chronic problems such as headaches, backaches, and stomachaches may result.
Techniques for Managing Stress
There are basically three choices for dealing with stress:
* Remove the stressor from your environment
* Remove yourself from the stressful conditions
* Learn techniques to counter the effects of stress
Some techniques that have proven to be effective in dealing with stress are outlined below:
1. Practice Attitude Adjustment. You must stretch your-self to see things differently when your current perspectives and attitudes limit your ability to cope.
2. Set realistic expectations. Setting personal targets too high is an invitation for ongoing stress.
3. Exercise regularly. Yes, running, walking, aerobics, and other kinds of vigorous exercise can revitalize you mentally and physically.
4. Find Time for Leisure Pursuits. Even sedentary hobbies such as reading, gardening or fishing can be helpful in coping with stress. Enjoyment is the key.
5. Learn relaxation techniques. They can make you feel less vulnerable to stress and more in control of your life. Deep, slow abdominal breathing as de-scribed for test preparation is highly effective.
6. Draw on your support system. Without regular face-to-face contact with classmates, the distance learner is even more dependent on the support of family and friends. However, with the communications options available today, this support system can be extended to include other distance learners.
7. Don't overlook your instructor as a resource. Your instructor should be the first person you contact if you have any questions on course requirements, need help, or want feedback on your progress.
The more flexible and varied your repertoire of coping skills, the more likely it is that you will be a successful stress manager.
Additional Resources
Butler, K. (1998). Stress busters. Tips to feel healthy, alive, and energized New York: John Wiley.
Carlson, R. (1997). Don't sweat the small stuff-and it's all small stuff. Hyperion.
Girdano, D. A.. & Everly, G. S. (2000). Controlling stress and tension : A holistic approach, (6 th ed.). Needham Heights, MA: Allyn & Bacon.
Peisner, P. (2000). Finding time: Breathing space for women who do too much (2nd ed). Sourcebooks Trade
Sieveking, A. & Eshref, H. (1999). Easy exercises to relieve stress. Holbrook, MA: Adams Media Corp.
Spera, S. & Lanto, S. (1997). Beat stress with strength: A survival guide for work and life. Indianapolis, IN: Jist Works
Tubesing, D. (1981). Kicking your stress habits: A do-it-yourself guide for coping with stress. Duluth, MN: Whole Person Associates.
Williams, C. & Soccolich, R. (Eds.). (1998). 100 steps necessary for survival in a stressful environment. Long Island City, NY: Seaburn Books
Stress Management Tips and Resources (http://www.stresstips.com/index.htm)
Ten Commandments for Managing Stress (http://www.unc.edu/depts/ucc/MStress.html)
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Seventh Grade: Early World History
Student Handout #2
Historical Overview of the Gupta Empire and Summarization Exercise:
Read the entire article first. Then go back and summarize each paragraph in the spaces provided. Each paragraph should be summarized in 20 words or less. Finally, combine your four section summaries into one paragraph of no more than 30 words.
1) The Gupta Empire was one of the largest, most prosperous societies in the history of India. From 320 CE to around 550 CE, they ruled over much of what is India today, and some areas that border modern India. Before the Gupta Empire, India was controlled by several smaller kingdoms that divided this large territory up. Many of these kingdoms were becoming wealthy as a result of trade with Han China and the Roman Empire. Cotton and spices that were grown in India were valued in Rome and China, so trade was very profitable.
3) Chandragupta and other Gupta rulers were different from the rulers of China and Rome. They allowed some of the kingdoms they brought into the empire to remain somewhat independent, allowing their leaders to still control much of what happened in their land. This meant that they spent less time on military conquest and could put their energy into supporting religious, artistic, and scientific advances. Villages were protected from bandits by small military squads, but there was no large scale focus on war once peace was established. During the rule of the Guptas, great works of literature were produced along with important art and architecture and many advances in science and math. Hinduism also gained strength and influence in India with the support of the Gupta. As Hinduism grew, Buddhism lost some support there even as it expanded eastward. The caste system of social hierarchy was further developed under the Gupta as well and Indian law was shaped in this time. This was a time of peace and prosperity in India.
2) The Gupta family came into power in one region of India, Magadha, and from there they expanded their reach through both military conquests and also by family alliances and marriages with the children of rulers from other areas. Over time, they gained control of more and more of what is now India. Chandragupta I, who was the third Gupta to hold power, is known for finally gaining control over the whole area in 320 CE and established the complete Gupta Empire.
Paragraph 1 Summary:
Paragraph 2 Summary:
Seventh Grade: Early World History
Lesson 5
4) In approximately 450 CE, the Hepthalites – a nomadic group from central Asia – began to clash frequently with the Gupta and moved into the northwest part of the empire. Having been at peace for so long, the Gupta were not prepared to defend their empire, and the Hepthalites began an invasion around 480. Within 40 years, the Hepthalites had pushed back the Gupta and taken over most of their territory. By the middle of the next century, the Gupta Empire was completely gone, and no Gupta leader was in place anywhere in India by 720 CE.
Paragraph 3 Summary:
Paragraph 4 Summary:
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CHRISTMAS IS FOR THOSE WHO ARE HURTING
Standing in the checkout line, I overheard the young cashier say she was going home soon, which would thrill her young son. Earlier that morning, he had begged her not to leave. She said, "I asked him, 'Do you want Christmas to come or not?' He said 'yes'. So I told him, 'Then, I have to go to work.'"
Later I wondered, "Did she really think Christmas wouldn't come for her son if she didn't go to work?" In the sense of having presents under the tree, perhaps it wouldn't. But don't we understand that Christmas is more than presents?
Winter 2014-2015
www.pcccares.org
Even the Grinch learned that Christmas still comes without presents. "It came without ribbons! It came without tags! It came without packages, boxes, or bags!"
Some of us stumble when trying to celebrate Christmas without making it about the presents, decorations, cards, or cookies. It's not the parties or stress of trying to keep up with others' expectations.
For others, it's hard to find joy in Christmas because of pain and heartache. Depression, grief, and loneliness intensify during December. Some are hurting because a loved one is not home but serving in a war. Some parents cannot afford many, if any, presents for their children but instead worry about food and heat. Others are grieving for those who have died.
There are people who think they can't experience Christmas joy because of their pain. But that's not right. Christians celebrate Christmas to remember that Jesus came to save a world in need. God sent His Son to heal those who are hurting. We sing wonderful counselor, prince of peace, and joy to the world. These are promises of healing and comfort. Christmas is for those who are hurting.
So who dressed up Christmas as a holiday only for those who can afford it? Christmas is not on layaway waiting for people to pay off the bill. The price has been paid.
Who decided that some people do not belong on the guest list? Too often, those who are hurting get this message: "There's no room for you."
We steal the joy of Christmas from others when we put the emphasis on material things and outward appearances. Christmas is not about those who can buy the biggest presents. It's not about the most decorated house or the tastiest cookies.
Christmas is knowing God's peace that comes when we accept Jesus now on this Earth. It's sharing what you have with those who have less, reaching out to others who are hurting, and knowing that someone cares about you.
How do you include those who hurt? Ask people if they'd like to talk about their loss or struggles. Then make an effort to listen without trying to fix everything or take the pain away. Be present with people where they are hurting and let them know they are wanted, even if grief or pain comes along.
Many people already find joy outside the box. But if you need ideas, consider these: Ring the bell for the Salvation Army; give warm coats and mittens to shelters; donate to charities in honor of a loved one; send a care package to someone in the military; teach children the joy of giving homemade presents or gifts of service; sing carols at a nursing home; spend time with someone who is grieving; seek out those who are alone and invite them to your family gatherings Don't mistake me for the Grinch. There's room for festive parties, and even gifts with ribbons and bows. But if those who are suffering don't feel comfortable at our gatherings, or aren't even invited, then we fall short. This Christmas, make room for those who are hurting.
Posted on December 14, 2011 by Nancy Berns. This article first appeared in the Des Moines Register on December 14, 2011
PCCF's MISSION: To provide counseling services by integrating psychotherapeutic techniques with biblical principles
One of our beloved supporters and a former Board member of PCCF went home to be with the Lord on October 16, 2014. Vinetta Schweitzer was a powerful and supportive prayer warrior who we could depend on to take us before the throne of God. Vinetta was a humble servant of God who was gifted in various ways. She was an
accomplished flautist. She played in the Phil. Spitainy All Girls Orchestra, and received the honor of playing Second Flute in the Pittsburgh Symphony Orchestra, and the National Orchestra!
In addition to being a full time, single mother after the death of her husband in 1962, she served God by leading a group of Pioneer Girls, providing shelter, financial support, and prayer support to various people who were in need, and chauffeuring many people to doctor appointments, the hospital, shopping, and church. Vinetta showed love to many by listening attentively, offering words of encouragement, and praying with those who shared their needs with her. She lived by the promptings of the Holy Spirit. We will miss her, but she is now enjoying her much deserved reward of being in the presence of the Lord she loved.
FELLOWSHIP DINNER PICTURES
PCC Counselors Patricio, Carlos, Sarah, Eva, Ellen, and Eliana (not pictured Careen)
Staff and Spouses
We want to thank Katherine McEwen for her many years of counseling service with PCCF. Kathie She will be focusing on her private practice, located at 315 East 86 th Street, Suite 1G East, New York, NY 10028.
You may contact Kathie at [REDACTED_PHONE].
The Pastoral Counseling Center participated in the Missions Conference at First Baptist Church of Flushing. Our Director, Ellen Van Etten spoke, giving an overall snapshot of our work. She also gave a brief history of the Pastoral Counseling Center. PCCF wishes to thank FBCF for including us in their Missions budget. You have been a blessing to us.
The New York Christian Mission Church, where Board Member Abraham Koo is pastor, hosted a PCCF Recognition Sunday. Former PCCF counselor, Tom Hui, preached at both services, including some useful information regarding PCCF. Several Board Members and their spouses attended.
PCCF welcomes our newest Counselor Patricio Penaherrera.
Did you know PCCF will be turning 30 next year? Keep an eye out for more information on our celebration coming in 2015.
Patricio Penaherrera has earned a Masters Degree in Mental Health Counseling, and a Masters Degree in Theological Studies. He will counsel in English and Spanish. He has experience as a youth development counselor, an athletic director, director of student ministries, as well as a variety of other positions. He will continue his employment at The New York Psychotherapy Counseling Center. He and his wife, Skalry, expect their first child in April 2015.
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Hello everyone!
During the #artiststudio project with the Nu Gen and Art Factory groups we've been looking at creating exhibitions at home and in particular making edible art from the food in our kitchens. We've taken inspiration from Haneefa Adam and Manami Sasaki - check them out!
Here are some things to try (if you are very young an adult will need to help you!):
* What do you have in your cupboards? You could just use dry ingredients like we have here: cloves, ground gloves, herbs, baking powder, rice, lentils, barley, dried noodles or pasta... use a little paint brush to form shapes with them
* Can you make a special piece of toast like Manami Sasaki? Take a look at her work to get inspiration!
* Take photos of your creations as they won't last long! It's quite fun to take a 'before' and 'after' picture :)
* Experiment with cake and biscuit decoration - icing tubes, sprinkles, edible paint...there's lots to explore!
We would love to see what you make, share your work on social media and tag @platformglasgow and use the hashtags #satartclub #artistsudio if you can!
Or email photos to [REDACTED_EMAIL] with a note of your name, age and if you are happy for us to share with our followers.
HOME SCHOOL ART CLUB
Saturday Art Club activities are perfect to add to art tasks as part of the school day or maybe for something extra to do. All our past activities since last spring are up on our website for you to use any time of the week - check out the links to see what activity you might do next! : )
Art Club at home #1
Art Club at home #2
Follow us on Twitter, Facebook and Instagram @platformglasgow or visit the Platform website here. | web | https://www.platform-online.co.uk/images/uploads/Saturday_Art_Club_-_EDIBLE_ART.pdf | 0.440906 | {
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The word autism when mentioned in connection with your child can send an emotional torrent through the most steadfast parent. In the past few years the word has taken on new meanings and has been brought forth into the public interest with the recognition of an increasing rate of both identification and prevalence of autism and autism spectrum disorders. As rate of identification rises, services for those diagnosed with autism should rise correspondingly.
Who can make that diagnosis? According to the National Academy of Sciences, “the diagnosis of autism can be made reliably in two-year-olds by professionals experienced in the diagnostic assessment of young children”. Early diagnosis is crucial because the earlier treatment starts, the better.
What exactly does autism mean? In the diagnostic manual used to classify disabilities, the DSM-IV (American Psychiatric Association, 1994), “autistic disorder” is listed as a category under the heading of “Pervasive Developmental Disorders”. Autism and PDD-NOS are neurological disorders that affect a child’s ability to communicate, understand language, play, and relate to others and adversely affects a child’s educational performance. Characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences.”
A diagnosis of autistic disorder is made when an individual displays six or more symptoms listed across three major areas: social interaction, communication, and behavior. When children display similar behaviors but do not meet the criteria for autistic disorder they may receive a diagnosis of PDD-NOS (Pervasive Developmental Disorder-not otherwise specified). Currently, researchers are investigating areas such as neurological damage and biochemical imbalance in the brain. Emotional neglect or psychological factors do not cause these disorders.
What specialists are involved with treatment for this disorder? Speech-language/learning Pathologists, Occupational therapists, and physicians create the ideal team to support the child with autism. | web | https://www.coastsidepediatrics.com/_files/ugd/8b8cc1_1fafbb891e8245ff9d37f8c0623405c7.pdf | 0.433315 | {
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The Informer
Newsletter of the Dundee Township Historical Society
March 2018
2018 SEASON OPENING PROGRAM Wings of War
WWI ace Eddie Rickenbacker. Photo from the National Museum of the United States Air Force
EXHIBITS
The Saga of a Haeger Vase
In 1914 David Haeger decided to change the focus of the business he had purchased in 1871. For those first 43 years the brick yards produced bricks and drainage tiles.
The new focus led to the production of simple flower pots and vases. This first vase was designated "Adam" and was soon followed by "Eve". To come upon an original now of either would be a real find.
To celebrate the 125 th anniversary of the founding of the business, the Haeger Pottery produced a reproduction of "Adam" and "Eve".
The museum will kick off the 2018 season on Sunday, March 11th at 2:00 pm with a special program, titled "WINGS OF WAR", presented by Don Alesi, local WWI historian.
Don will relate the story of aviation and the American pilots who risked their lives in the skies over Europe during the "Great War". America was not well prepared for war at the time. There were no trained pilots and an Airforce was not in operation in the American military. WWI would see the end of trench warfare on the ground and the beginning of a new kind of warfare in the clouds.
There is no admission charge but donations graciously accepted.
This "Adam" on exhibit at our museum will travel to Springfield, Illinois, sometime this Spring. At the Governor's Mansion an exhibit will be mounted to display examples of Illinois arts and crafts as a part of the celebration of the 200 th anniversary of our statehood. Along with "Adam" will be the iconic Black Panther and other Haeger Pottery pieces from the Haeger-Estes family.
Meanwhile our Haeger Exhibit continues through December 2018. We have another "Adam" to replace the one going to Springfield.
If you haven't visited the Museum to see the Haeger Exhibit, please do so on Wednesdays or Sundays, 2:00 – 4:00 pm.
HAPPY BIRTHDAY ILLINOIS
Illinois celebrates its 200th anniversary of statehood this year. Illinois became a state on December 3, 1818.
Fur trappers had travelled up and down the Rivers of Illinois for decades before Illinois became a territory in 1809.
Ninian Edwards was appointed by President James Madison to be governor of the territory and would serve until October, 1818.
Once the fertile soil and the access to water became known, pioneers began to settle the territory. By 1817 the population had grown to over 50,000 people. It would achieve full statehood in December of the following year.
Today the population of Illinois has reached over twelve and one half million.
Ninan Edwards Governor of Illinois Territory March 1, 1809 -October 6, 1818 Governor of State of Illinois December 6, 1826-December 6, 1830
A PERSONAL NOTE FROM THE PRESIDENT (Marge)
WWI has always been an important part of history to me. It is not just because American forces played such a major role in the struggle in Europe one hundred years ago, and not just because so many local men went "over there" and took part in the fight for liberty.
It is because my dad was one of those men. He was a member of the Illinois National Guard, 3rd Regiment, 129th United States Infantry. He was sent to France in 1918, along with so many other young men from Elgin, Dundee, Carpentersville, Algonquin and the surrounding area. They joined with other members of Company E and marched into battle. Together they fought the enemy, they fought the fear, the "cooties, the mud, the mustard gas, the attacks from ground and sky, and they witnessed their friends die in front of them on the field of battle. It is understandable that he did not talk about it much.
The stories I have in my mind and heart come from my seven brothers and from the little green book, "Hard Tack and Bullets". I have read the book more than once and have shed tears over the realization that my dad, that quiet, proud little man, suffered the horrors of war, side by side, with the men who would become his friends for life.
They are all gone now. Hopefully, they are all remembered with pride, as my dad, my hero, Corporal Willam. J. Kleiser, is remembered.
HELP FILL IN THE GAPS
On July 12, 1973, a fire at the National Personnel Records Center (NPRC) in St. Louis, Missouri destroyed approximately 16-18 million Official Military Personnel Files.
The records affected:
Branch
Personnel and Period Affected
Estimated Loss
Army Personnel discharged November 1, 1912 to January 1, 1960 80%
Personnel discharged September 25, 1947 to January 1, 1964
(with names alphabetically after Hubbard, James E.)
Air Force
75%
There were no duplicate copies nor were there microfilm copies. A complete list of the lost records is not available. Since the fire, the NPRC has collected numerous records (referred to as Auxiliary Records) to reconstruct basic service information. However there are still many gaps and missing records. There is a concerted effort to help fill in those gaps.
The Dundee Township Historical Society is committed to join in the effort and is working to collect copies of any records our residents may wish to share about their family member or ancestor.
Perhaps you have a photo of Grandpa or Great Grandpa in his military uniform, or maybe Grandma was a WWI or WWII nurse, discharge records, letters to home, family history stories – no record is too small.
THANK YOU
Thank you to all of those who remembered the historical society in their end of the calendar year and memorial donations.
Thank you to the VFW Post 2298 Ladies Auxiliary for their donation to assist in our continued military history research.
Thanks to our many volunteers whose kindness and dedication is most appreciated for their hours serving as museum curators, museum and library docents, program writers, coordinators, historical portrayers, guides and more
SAVE THE DATE.
Annual Meeting and Program 2:00 p.m. on Sunday May 7 th . Program to be announced.
Recent new members to our historical society
Julie & Gary Edwards Family
Life Member JoLynn Siefert
Dundee Township Historical Society 426 Highland Ave West Dundee IL 60118
IMPORTANT DATES
March
11 Museum Opens for 2018 Sundays & Wednesdays 2-4pm Opening Day Program 2pm
May
6 Annual Meeting and Program 2pm
August
TBA Garage Sale
Dundee Township Historical Society
Marge Edwards President Open Position President Elect Colette McDonough Secretary Sue Roeser Treasurer Marge Edwards Past President
Faye Williams, Greg Ryant, Connie Kaschub, Jim Prow, Jack Wendt, Dave Culligan, Kristie Benedik Board of Directors
Committees: | web | http://www.wdundee.org/apps/vwide/WDWeb.nsf/A3836D9A377B430A86257F68005B728C/$file/DTHSNewsletter-March2018.pdf | 0.426366 | {
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Better Living for Texans
Winter, 2014
FEBRUARY…NATIONAL HEART MONTH
One of the best ways to lower your risk of heart disease and stroke, no matter if you are male or female, is to eat less fat and cholesterol, control your weight and walk or do another physical activity for at least 30 minutes each day. Here are some suggestions to help you accomplish this:
- Be physically active. Move around as much as possible.
- Eat a variety of nutrient-rich foods: fruits, vegetables, grains, dairy products, lean meats.
- Eat several servings of fruits and vegetables daily.
- Choose whole-grain, high fiber foods. Read the label to make
Be a good role model for your children. They are watching what you eat.
sure you are eating whole grain foods.
- Eat fish at least twice a week.
- Limit how much fat, trans fat and cholesterol you eat.
- Choose lean meats and poultry without skin and prepare them without added fat.
- Select fat-free, 1% fat and low-fat dairy products.
- Cut back on foods and beverages with added sugars.
- Trim all visible fat from the outside of red meats. Remove the skin from chicken before cooking. Choose tuna packed in water instead of oil.
- Read the label and ingredient list on foods.
What Can You Do?
Start your day with breakfast.
Try to eat more whole grains.
Go easy on the salt.
Use healthy shopping strategies.
Move more!
Other:________________________________
Johanna Hicks
County Extension Agent Family & Consumer Sciences P. O. Box 518 1200-B W. Houston St. Sulphur Springs, TX 75482 [REDACTED_PHONE]—phone [REDACTED_PHONE]—fax
Upcoming Events
- Visit the Extension exhibit at the Sulphur Springs Public Library during the Emergency Management Seminar— Thursday, January 16, 7:00 p.m.
- Master Wellness Volunteer Training, February 3, 10, 17, 24, March 3, County Extension Office, 9:00 a.m. Call for more information.
- "Do Well, Be Well with Diabetes" series, March 18, 20, 25, 27, April 1, County Extension Office, 6:00 p.m. - call [REDACTED_PHONE] to sign up.
Contact our office if you have questions on any of these!
Page 2
Better Living for Texans
Lowering Sodium
Do you have high blood pressure? Having high blood pressure is a risk factor for heart disease, kidney disease and stroke. Even if you don't have high blood pressure, controlling the amount of sodium you eat may reduce your blood pressure. Here are some suggestions for reducing the amount of sodium in your diet:
For recipes, use only half the salt recommended. If your recipe calls for 1 teaspoon salt, use only ½ teaspoon. Gradually reduce the amount of salt each time you make a recipe so that, over time, you get used to a less salty flavor.
When cooking pasta, noodles or rice, do not add salt to the water.
Use the salt shaker sparingly. Do not use it until you have tasted your food.
Use citrus (lemon, lime or orange) juice or vinegar to give the flavor of salt without all the sodium.
Give yourself a little time to get adjusted to a diet lower in sodium.
Most people make the adjustment and enjoy it.
Plan to serve breakfast, lunch and dinner each day. Have 2 to 3 planned snacks. Planned meals and snacks help your child feel safe and secure.
Ground Beef Stew
- ½ pound ground beef
- Salt and pepper to taste
- 1 can tomato soup
- 1 soup can full of water
- 6 medium carrots, sliced thin
- 2 medium potatoes, peeled and sliced thin
- 1 cup shopped onion
Brown meat in fry pan; season with salt and pepper. In large pot, add meat, soup, water and vegetables. Bring to a boil, stirring frequently. Simmer, covered about 25 minutes or until vegetables are tender. Remove from heat. Cover with lid for about 10 minutes to thicken. Serve hot.
Serves 4.
Per serving: 250 calories 8 grams fat 540 milligrams sodium 27 grams carbohydrate
Healthy Shopping Tips
Healthy eating begins with healthy shopping.
Plan ahead. Ask children for dinner suggestions, then write it down.
Take your kids grocery shopping. Let them select produce. Steer clean of the candy and soda aisles. Discuss healthy choices.
Leave bowls of fresh fruit for snacking (apples, bananas, oranges)
Select whole-grain, low-sugar cereals.
Select healthy snacks—nuts, low-fat granola bars, baked crackers, applesauce, etc.
Keep low-fat string cheese and milk on hand.
Let your child see you eating healthy foods! He will want to do the same.
References: Nutrition Matters, Inc. Cooking Well with Diabetes Texas A&M AgriLife Extension Resources for Educators
Soup Time!
The hot days of summer are still a few months away. Take time to relax and enjoy warm soups made with lots of vegetables, beans, and a small amount of meat. Soup is a great family meal that stretches your food dollar! | web | http://counties.agrilife.org/hopkins/files/2014/01/BLT-newsletter-winter-2014.pdf | 0.48601 | {
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Growth Group Discovery Questions Yes and Amen Series Ten Prayers God Says Yes
Show me you exist.
1. What is it about creation that points to the existence of God?
2. What is the most compelling argument that God exists?
3. Romans 1:20-23 Why do humans make God into what they want him to be?
If one is going to pray, God do you exist, is it possible to experience a false
God?
How does one recognize the one true God?
Is this even possible?
4. John 3:16-18 What did God do that no other religion offers?
5. How did God draw you to him? John 6:44
Go deeper
God is all about relationship Describe the relationships we see in John 10:11-15
Why would God call us sheep? Psalm 103:3
What is unique about the relationship between the sheep and shepherd?
Who would be the "hired hand" of John 10 in todays context?
What application does this have for our lives today? | web | http://kootenaychristianfellowship.com/dat/images/2019-01/does-god-exsist-questions.pdf | 0.425292 | {
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Town of Farmington Fire Department 1 Monteith Drive Farmington, CT 06032
Phone: ([REDACTED_PHONE] Fax: ([REDACTED_PHONE]
www.Farmington-CT.org
Town of Farmington Profile
The Town of Farmington is located 10 miles west of Hartford. It is bordered by West Hartford, New Britain and Newington to the East, Plainville to the South, Bristol and Burlington to the West and Avon to the North. The Town encompasses 28.7 square miles, spanning 12 road miles North to South and 11 road miles East to West. Farmington is divided by two rivers and bridged five times.
Farmington is unique as a suburb to Hartford in that it has an increased daytime population as a result of more than 32,000 jobs within its borders.
The Town of Farmington operates seven public schools, including four public elementary schools (Kindergarten through 4 th grade), one upper elementary school (Grades 5 & 6), one public middle school (Grades 7 & 8) and one public high school (Grades 9 through 12). The Town is also home of a number of other educational institutions, including Miss Porter's School ( a private girl's school), Tunxis Community College, the University of Connecticut Healthcare Center, Carrier Academy of Learning and the Farmington Montessori School.
The Town boasts many other features within its boards that make it unique
- 2 post offices
- 148,000 volume public library
- 7 parks and public squares
- 8 churches and synagogues
- 4 museums
- Several private country and field clubs
- 2 public golf courses
- Interstate 84
- U.S. Highway 6
- State Routes 4, 9, 10, 167, 177
- 116 miles of Town roads
- 29 miles of state roads
- Financial and insurance companies including Orion Capital, Bank of America, Hartford Fire Insurance Company and Connecticare, Farmington Bank
- Manufacturing companies including New England Airfoil Products, Mallory Industries, Fletcher Terry Company, Connecticut Spring and Stamping Company, Trumpf America Incorporated, Stanley Access Technologies, Otis Elevator, EBM-Pabst Industries and Carrier Corporation
- Shopping malls including West Farms Mall and Southeast Plaza
- University of Connecticut Health Center
- UCONN TIP Program
- The Landing Assisted Living
The Town Charter is Farmington's primary organizational document. The Charter was first adopted in 1947 and was last revised on December 4, 2003.
The Town is administered under the Council-Manager form of government. A seven-member council is elected biannually for a term of two years and services without compensation. The Town Manager serves as the full-time Chief Executive.
The vision for the Town of Farmington, as determined by the Town Council, states "Farmington will be recognized as a historic and progressive town with an engaged citizenry committed to the betterment of the entire community. To that end, high quality services will be provided to a diverse population living and working in a balanced blend of open space, residential housing and commercial properties supported by stable and equitable revenues."
Town of Farmington Fire Department
Vision Statement
Our goal is to provide exceptional service to the community through dedication, professionalism and continued training. The department is dedicated in continuing to develop and improve current strategies for the deployment of fire services to the Town of Farmington.
Mission Statement
The Town of Farmington Fire Department is dedicated to providing for the safety and welfare of the community through the preservation of life, property, and the environment by maintaining a constant state of readiness through fire fighter training and public education.
Core Values
Professionalism – Maintaining an attitude and appearance that represents the quality of service provided
Dedication – Striving for continued improvement to better service the community and department
Integrity – Ensuring the highest standards of ethical conduct through mutual respect and trust
Respect- Acknowledging other's qualities and achievements toward continued commitment to reaching our goals
Teamwork – We recognize the unique skills and experiences of every Individual and understand the importance of working together in meeting our goals and providing quality service | web | http://www.publicsafetyrecruitment.com/apps/forms/2018/FarmingtonFD_Profile.pdf | 0.475964 | {
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Living Frugally
For some people, the word frugal conjures up images of deprivation and penny-pinching. But being frugal isn't about being tight-fisted. Instead, it's about prioritising your spending, so you have the money to enjoy what's important to you.
Frugality is making a comeback, thanks to the younger generations. Millennials, who were born between 1981 and 1996, grew up amid the Global Financial Crisis and skyrocketing house prices. As a result, they appear to be more savings-conscious than previous generations. About 30% of Millennials are more likely to save regularly than their parents, and more than 80% of them use a budget.
Having grown up with technology, the younger generations are quick to embrace online apps that help them manage their money. Many are ethically and environmentally aware, so they're happy to buy second-hand clothing, bring their own coffee cup and avoid the throwaway lifestyle of previous generations.
Research shows that Generation Z's, the group born after Millennials, are also keen to take control of their finances early on in life. More than one in two say they have discussed saving money with their parents in the last six months, and 23% believe that personal debt should be avoided at all costs.
Common habits of frugal people
Regardless of what generation you're in, you can take a more frugal approach to life by embracing frugal habits. Here are some ideas to get you started:
- Bring your own lunch to work and find creative ways to use up leftovers in the fridge, rather than throwing away food.
- Hold potluck dinners at home rather than going out with friends to an expensive restaurant.
- Buy food in bulk as it's generally cheaper.
- Buy second-hand clothing, furniture and cars.
- Grow your own food - even if it's just a few herbs in a window box.
- Put value before price-tag by spending more on quality goods if it means these purchases will last longer or do the job better than a cheaper version that you will need to replace.
- Put style and quality before trend - and try to repair or mend something before replacing it.
- Share rides, bikes and community resources such as library books and toys.
- If you can, choose to live in a smaller house. They're generally cheaper to heat and cool, which may help you save on energy bills.
- Buy a smaller car, as it could be more economical to run.
- Use a fuel map app to find the cheapest petrol.
Conscious spending
One of the most important habits that frugal people share is being conscious of where their money is going. Thanks to technology, it's never been easier to keep track of your spending - and then analyse it so you can root out any bad habits.
Using a budgeting tool like the one available at colonialfirststate.com.au, or a spending app on your phone, means you can see exactly where your money is going and work out if you're spending more than you need to. You can set limits on your spending and learn how to separate your wants and needs. You can also identify areas where you can spend less, so you can boost your savings or pay off debts faster.
Source: Colonial First State
If you need help budgeting, or want to find out more about how we can help please, contact Shaun or Vicky a call at Evans Edwards Financial Advisors | Wealth Creators on 4927 4588.
We will guide you with a tailored approach that works for your circumstances. Give us a call on 4927 4588 (Rockhampton) or 4939 1766 (Yeppoon) to see how we can help.
452 Advice Pty Ltd (trading as Evans Edwards Financial Advisors Wealth Creators) is a Corporate Authorised Representative (No. 1261614)
of Capstone Financial Planning Pty Ltd. ABN [REDACTED_PHONE]. AFSL No. 223135 | web | https://docs.wixstatic.com/ugd/aa48ee_43668bed98274faf8f9574b61a5035eb.pdf | 0.445402 | {
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Advanced age often marks a time when an individual will require some degree of assistance with everyday life, increasing their dependency on others. Most senior citizens who require help with daily needs are able to obtain this help through family, friends, community programs (like C.A.R.E.), or elder care facilities. Unfortunately, this loss of independence can also increase a person's odds of becoming a victim of elder abuse. One in ten Americans aged 60 or older have experienced some form of elder abuse. Statistics show 400 cases of elder abuse are reported each week in Minnesota alone. One case of elder abuse is too many. We all must be aware of the issue and alert for signs of victimization in those we know. Victims of this crime may be suffering from abuse that is physical, emotional, or sexual. Or, victims may be suffering from neglect or financial exploitation. Signs of victimization include:
- Physical injuries. For example: large bruises on the face, neck, forearms or back; broken bones, cuts or burns.
- Drastic shifts in the person's financial situation. For example: there's not enough food or the electricity has been turned off.
- A drop in daily upkeep. For example: poor personal hygiene, bed sores or over-sedation.
- Unusual weight loss or weight gain.
- A new unwillingness to talk to friends or loved ones or an avoidance of certain topics.
- A withdrawal from the person's normal activities not explained by age alone.
Victims may be reluctant, unable, or afraid to report abuse. Victims may be threatened with physical or psychological harm if they report the abuse. Victims may feel a sense of shame for having allowed someone to take advantage of them. Victims may also have a misguided sense of loyalty to the person who is abusing them. Regardless of these things, the best course of action you can take when you suspect someone is a victim of elder abuse is to report what you've seen. Minnesota has established the Minnesota Adult Abuse Reporting Center (MAARC) to accept reports of elder abuse. MAARC may be contacted 24 hours a day, seven days a week by telephone at [REDACTED_PHONE]. Reports made to MAARC are evaluated and forwarded to the appropriate human services agency and law enforcement agency for investigation.
Elder abuse can and does happen in every county of the state and frequently is perpetrated on those who are most vulnerable. Our elders deserve our respect and require our diligence to ensure Benton County is kept safe for them as well. It is up to each of us to watch for signs of abuse and speak up when we suspect someone is being abused. You can learn more about preventing elder abuse by visiting the following websites:
https://www.cdc.gov/features/elderabuse/index.html
https://www.seniorliving.org/research/preventing-elder-abuse/
For more crime prevention and safety information visit the Benton County Sheriff's Office website at: https://www.co.benton.mn.us/211/Crime-Prevention. You can also like and follow us on Facebook and Twitter at @BentonMNSheriff for regular updates and crime prevention messages. | web | https://www.co.benton.mn.us/DocumentCenter/View/5726/Crime-prevention-message---Elder-abuse | 0.429009 | {
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Yoga Travel Checklist
7 tips for maintaining your yoga practice when you travel
Go with what you know.
Being in a new, less predictable environment can present a challenge. Remove one of the challenges by picking a sequence of poses (e.g., a sun salutation) that you are very familiar and comfortable with.
Time of Day.
Identify a time of day that will make it easiest for you to follow through with keeping up with your practice. For most people, it is the morning, especially if you are traveling with others!
Equipment.
Less is more. Bring yoga clothes that you can wear more than once. Don't overpack the number of yoga outfits! There are several convenient travel yoga mats, but I personally recommend a yoga towel, which provides some traction on one side AND takes up even less space than a travel yoga mat.
Other Aspects of Yoga.
Remember that the practice of yoga also includes breath work, meditation, studying yoga philosophy, and cultivating healthy relationships with other people, yourself, and nature. Broaden your idea of "practicing yoga" to include some of those things while you travel.
Communicate.
If you are traveling with others, whether they are yogis or not, COMMUNICATE about your intention to practice. You might be surprised to receive some social support to help you stick to it. At minimum, most people will try to accommodate you, if they can.
Research and Plan.
Plan AHEAD. Look up any possible yoga classes at your travel destination. Check to see if your hotel has a fitness room. A little extra research ahead of time will help you set goals that are in line with your environmental circumstances.
Be Kind to Yourself.
Be kind to yourself as you attempt to maintain your yoga discipline on the road. Missing a day, or only having time for a brief practice should not be reason for punishment or unkind words to yourself. | web | https://www.groundedwellnessllc.com/_files/ugd/f53500_039d6e273a2a4a03a144916e807cdbc1.pdf | 0.440825 | {
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SECTION - A
1. Describe the salient features of counselling and the importance of counselling in organisations.
2. What is Perceptual selectivity? Describe the external and internal factors influencing perception.
3. Describe different sources of power and the role of power dynamics in organisations.
4. Describe briefly different types of conflicts and their consequences on organizational functions.
5. Write short notes on any three of the following:
(a) Cross-Cultural Training
(b) Vroom’s model
(c) Organisational learning
(d) Team building
(e) Corporate Governance and work ethics
SECTION - B
6. Read the case given below and answer the questions given at the end.
Mr. Subash works at the headquarters of a multinational Motorbike company. His task was to process warranty claims and advice service engineers working in the field with distributors throughout the world. Then Mr. Subash heard of an opening for a field engineer in this company itself. As a first step, Mr. Subash approached his immediate superior Mr. Manohar and asked to be considered for the post. He was told to mind his present job sincerely with an assurance that his request would be considered later on. After sometime while Mr. Manohar was on a business trip, Subash approached Ms. Sarala, the Service Manager for international operations, who was of course the boss of Mr. Manohar. During the discussion, Ms. Sarala, who favoured promoting young talents from within the company realised that Mr. Subash was well qualified for the position of a field engineer. Ms. Sarala promised to talk to Mr. Manohar after his return from the trip.
One week later, Mr. Manohar called Subash to his room and said, “I learnt you have talked to Ms. Sarala while I was away about the position of field engineer. I would not like you to be shifted
at this moment, as very recently we have switched over to a computerised claim-processing system and I need your services because you have the broadest experience among all the seven persons working under me on this project”. Subash was shocked to see the logic as to why he should not seek for promotion and why should he not be considered for the same, as he fulfils all the eligibility criteria for being appointed as a field engineer. He was not able to justify the stand taken by his superior as he should be punished for being the most experienced person in the group.
Two weeks later, a field engineer was appointed from outside the organisation with almost identical qualifications but with a little more experience. Subash was wondering what he should do next.
**Questions:**
(a) Identify the problem in the case. What would be your next step, if you were Subash?
(b) How would you react to this development, if you were the CEO of the organisation and it was done with/without your consent/knowledge?
(c) How do you perceive the role of Mr. Manohar and other superiors as Managers? Do you think it may lead to any organisational problem? If yes, why?
(d) Do you see this development as a solitary case or a happening which may have its bearing on the overall work culture of the organisation? | web | https://www.ignoucourses.co.in/question-paper/mba/ms-21/MS-21-dec-2014.pdf | 0.506174 | {
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Union Peak and Union Creek
Union Peak, rising to an elevation of 7,709 feet, dominates the southwest corner of Crater Lake National Park. It is situated about six miles from the nearest portion of Mt. Mazama's caldera, which holds Crater Lake. From places within the Rogue River Valley, Union Peak's unmistakable steep-sided, pyramid profile is visible along the skyline of the Cascade Range some sixty miles to the northeast, projecting well above Llao Rock and other high points that form the rim of the lake.
Union Creek originates from the snow that accumulates on the mountain's northwestern flank. Its frigid, crystal-clear waters, which drain westward about a dozen miles to join the main fork of the upper-most Rogue River, vary little in volume and temperature over the course of a year. Union Creek forms an important contributor to the superb water quality of the Upper Rogue River, a congressionally designated Wild and Scenic River.
Union Peak is an inner-core remnant of a volcano that developed between about seven and two million years ago, making it substantially older than nearby Mt. Mazama. Over about two million years during the Pleistocene (Ice Age), the mountain was shaped by repeated glacial erosion, leaving the rugged, somewhat Matterhorn-like point that exists today. Herds of elk reside seasonally at the base of the mountain, and tiny pikas make their home in its scree slopes.
Union Peak was within the seasonal hunting-gathering territory of the Klamath Indians, with the Southern Molalla and Upland Takelma making occasional forays there. The top of the mountain provides a dramatic viewpoint of the jagged rim of the caldera that holds Crater Lake, a place that was sacred to the Klamath people.
Although American settlers knew about Crater Lake by the mid-1850s, the first known ascent of Union Peak occurred in 1862 by U.S. Army soldiers from Fort Klamath. With the American Civil War of concern to Oregonians, the climbers christened the mountain Union Peak; the creek was named soon thereafter.
On the upper slopes of Union Peak, climbers during the 1880s noticed stacked-rock features that were likely created by Klamaths making solitary vision-quest visits to the mountain. Unfortunately, the climbers tore the structures apart searching for nonexistent treasures.
During the early twentieth century, the National Park Service erected a fire lookout on the top of Union Peak. The current trail to the summit was used to supply the lookout-man with food and water during the summer.
Beginning in the 1860s, a wagon road connecting Jacksonville to Fort Klamath and other points east of the Cascades crossed Union Creek a short distance above its confluence with the Rogue River. After passing the site of present-day Prospect, wagons followed a dry, dusty route for ten miles north to Union Creek along the heavily forested pumice flat, paralleling and staying about a mile east of the Rogue's lava-bordered banks. Union Creek provided the first water for travelers' thirsty horses.
The crossing point at Union Creek was a favored spot to rest overnight before ascending the crest of the Cascades. By the late nineteenth century, the creek had become an important way-stop for tourists headed to Crater Lake.
In 1905, the U.S. Forest Service assumed control of the area where Union Creek flows into the Rogue River, and by 1925 the Union Creek crossing included a ranger station, store, tourist cabins, gas station, and Beckie's Café, which served huckleberry pie and other "good things to eat."
In the decades before World War II, the Forest Service permitted building of privately owned summer homes at Union Creek. During the Depression, Civilian Conservation Corps crews constructed a large campground, a rustic picnic shelter, and other facilities. In 1945, the Union Creek Lodge, built a few years before across the Crater Lake Highway from Beckie's, included among its guests Hollywood stars Dana Andrews, Susan Hayward, and Brian Donlevy, who were filming Canyon Passage nearby.
In 1980, the resort buildings, summer homes, and CCC-era Forest Service structures were listed on the National Register of Historic Places as the Union Creek Historic District.
Written by Jeff LaLande page 1 / 2
Oregon Encyclopedia
http://www.oregonencyclopedia.org/entry/view/union_peak_and_union_creek/ - 03/11/2014
Further Reading:
LaLande, Jeffrey M. Prehistory and History of the Rogue River National Forest: A Cultural Resource Overview. Medford, Ore.: U.S. Dept. of Agriculture, U.S. Forest Service, 1980.
Copyright © 2008-2014 Portland State University page 2 / 2 | web | http://www.oregonencyclopedia.org/entry/pdf_convert/1083 | 0.48646 | {
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Answer – A compass is usually a small box with a glass cover on it. A magnetized needle is pivoted inside the box , which can rotate freely with direction marked on it.
2. What are the magnetic materials? Give examples.
Answer- Materials attracted towards the magnet are called magnetic material. Examples are iron , nickel, cobalt.
3. Where are the most iron filings attracted by magnet?
Answer – Most of iron fillings gets attracted towards the two ends of the magnet i.e the poles of the magnet north and south pole.
4. What precaution should one take while dealing with magnets?
Answer – Following precaution should one take while dealing with magnets-
A) Magnet loose their property if they heated, hammered or dropped from some height repeadetly.
B) Magnet become weak if they are not stored properly.
C)To keep them safe bar magnets should be kept in pairs with their unlike poles on the same side.
D) They must be seperated by a piece of wood while two piece of soft iron sholud be placed across their ends.
E) Keep magnets away fron cassettes. Mobile, television music system,CD's and computer.
5. How can you make the your own compass?
Answer - Firstly, take a cork, a magnetised needle and a sticker which shows all the directions. Now , press the needle thruogh the cork. Float the cork in the jar filled with water. When cork comes to rest mark the position of north and south. Now stick the sticker exactly at the place where north-south is marked on the cork. This is the home made magnetic compass which is now ready to be used.
CHAPTER -14
WATER
(To be written in science note copy)
Q1 What do you mean by rain water harvesting?
Answer - The process of collecting and storing rain water in conatainers for future use is called rain water harvesting.It is done by two ways-
A) It is done by roof top rainwater harvesting system.
B) By making drains along the road side to flow rain water.
Q2 Draw the diagram of roof top rain water harvesting systems.
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Bank and Finance
In three days, what the salesperson must know about Bank and Finance.
O
bjectives and Goals
This intensive and dense Workshop begins with the most basic concepts to achieve, through a progressive teaching method to a concrete description of all concepts and methods essential to know in banking tools.
The appresentation rid of all theoretical considerations, each point is illustrated by practical examples to facilitate the gradual acquisition of concepts.
Written materials will be provided for each participant, these documents contain, among other things, a glossary of key words encountered that will track the progress of the workshop and which can refer during a real-use conditions. Also, a bibliography will be provided for each topic.
Program
- Banking System: What organization?
- Retail banking Retail
- The bank BFI case
- The equity Pivate
- Other compartments (Leasing, Structuring, Council)
- Chart (BNP, CA or SG)
- Financial Instruments
- Basic Products
- Derivatives
- Structured products
- Financial markets
- The scholarship Decks / alternatives
- OTC / futures markets
- The currency markets Forrex
- Portfolio management
- Indices (ETF Tracker)
- Funds (UCITS SICAV, FCP ...)
- Technical management (Active, Passive, ALM)
- Banking standards
- IFRS accounting standards
- Basel II / Solvency II
- Risk Management
- The various risks (market, credit, Operational, interest rate risk ...)
- The importance of risk management
- From Basel II to Basel III
- Mergers / Acquisitions
- Processes, constraints and needs
- Examples (BNP-Fortis)
- Alternative finance
- ISR / Finance Ethics (Islamic finance)
- Venture Capital
- The Financial Crisis: What conclusions?
- Debate on the causes and consequences of the crisis
Progress
First day
```
9H-9-30: Breakfast 9 :30-12h30: The banking system: What organization? 12h: 30 - 13h: 30: Lunch break 13h: 30 - 17h: Financial Instruments
```
Second day
```
9H-9h-30: Breakfast 9h :30-12h30: - The financial markets - Portfolio Management 12h:30- 13h :30: Lunch break 13h:30- 17h: - The banking standards - Risk management
```
Third day
9H-9h-30: Breakfast
9h :30-12h30: - Merger and its problems
- The alternative finance
12h:30- 13h :30: Lunch break
13h:30- 17h: - Debate the turn of the financial crisis
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HEALTH RISKS
Risks of exposure to biological contaminants include:
- unpleasant sensory experience (e.g. foul smell) can cause dizziness and fainting;
- immunological reactions (e.g. asthma, hives, anaphylactic shock);
- gastrointestinal reactions (e.g. nausea, vomiting, pain, diarrhea);
- systemic infections (e.g. HIV, tuberculosis).
Protect yourself today - don't leave it for tomorrow!
Protect others - others are your colleagues, family, friends and loved ones, too!
Protect the evidence - help ensure the delivery of justice!
Get vaccinated!
Recommendations:
- Always wear appropriate personal protective equipment*.
- In case of exposure (e.g. accidental cut), report the incident and seek prophylactic treatment – ask your doctor!
- To prevent infectious diseases, follow the appropriate immunization schedule for age and occupation (e.g. hepatitis B, tuberculosis, tetanus, etc.).
*Not wearing protective equipment at work is violation of paragraph 1, article 21 of Law 04/L-161 on Occupational Security and Health.
An initiative by the:
INSTITUTE OF FORENSIC MEDICINE
+38 (0)[REDACTED_PHONE]
[REDACTED_EMAIL]
Supported by:
EULEX Kosovo
WHAT IS BIOLOGICAL CONTAMINATION?
*Biological contamination is the exposure to biological contaminants present in the environment, the human body or human remains, or associated objects or surfaces.*
**Biological contaminants** pose a health hazard and can include:
- bacteria, viruses, fungi/mold, parasites, insects or any type of living organism or agents derived from these.
Contamination can occur through **direct contact** of the hands or other parts or the body with contaminants, or through **breathing** of airborne particles.
---
BIOLOGICAL CONTAMINATION AND CROSS CONTAMINATION CAN HAPPEN AT A CRIME SCENE, WHEN ATTENDING TO A VICTIM, CONDUCTING AN EXHUMATION OR WORKING IN THE AUTOPSY ROOM.
---
POLICE OFFICERS, CRIME SCENE INVESTIGATORS, FORENSIC EXPERTS, MORGUE ASSISTANTS AND OTHER PERSONNEL FACE HEALTH RISKS DUE TO BIOLOGICAL CONTAMINATION.
THEY ALSO RISK THE LOSS OF EVIDENCE INTEGRITY DUE TO CROSS CONTAMINATION.
---
WHAT IS CROSS CONTAMINATION?
*The transfer of biological material between two or more body parts, surfaces or objects.*
**Cross contamination** can compromise the integrity of biological evidence (e.g. hair, blood, semen), which is a fundamental component of the criminal investigation process. This can occur during:
- the handling, transport and examination of the victim, dead body or human remains;
- the collection, packaging and analysis of biological evidence;
- the disposal of hazardous waste.
---
HOW TO PREVENT CROSS CONTAMINATION?
- Wear gloves and change them regularly.
- Avoid talking, sneezing, and coughing over evidence.
- Protective equipment must be removed within the scene’s cordoned off area.
- Protective equipment must be considered contaminated and must not be thrown on the ground or into open environment.
- Always dispose of protective equipment in a plastic bag and, if possible, take it to a hazardous waste collection point.
- Further circulation from the scene with the same clothing spreads contamination everywhere – for example in the car, local bar/restaurant, home. | web | https://eulex-kosovo.eu/eul/repository/docs/157912-ENG_IFM_Brochure_Biological_Contamination_and_Cross_Contamination_of_Evidence__ENG_FINAL.pdf | 0.476932 | {
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Directions: Find examples of advertisements (from TV, the internet, YouTube, or magazines/newspapers) that exemplify the following: 1 ad for pathos, 1 ad for logos, and 1 ad for ethos. You may find that the same ad works for different categories, but still, you should find three unique ads. For each ad, explain in 3+ sentences which rhetorical strategy (pathos, logos, or ethos) is used, provide direct evidence (like a quotation or vivid detail) and explanation of how the strategy is used, and then make an inference as to why you think the strategy is used.
For your examples, find a picture exemplifying the product. Then, if this is an image taken directly from the internet, copy and paste the image. If it is from T.V., explain when it was aired (unless from Netflix, Hulu, etc.), and for what program. If it is from YouTube, provide the YouTube link.
Color code as I have modeled for you—one color explaining the ad and which strategy, one color for providing direct evidence and an explanation, and one color for your inference/guess.
Remember to use complete sentences in your explanation.
Example #1, Ethos:
In the above advertisement, an iconic sign luring hungry eaters into the Golden Arches of McDonalds, the McDonald’s corporation attempts to convince the general public to eat at McDonalds primarily through ethos, or an appeal to credibility. Claiming that “billions and billions [have been] served” seems to imply that such credibility has been established by a positive track record through the numerous amount of satisfied customers. Perhaps McDonalds continues to use ethos in advertising because the corporation recognizes that, in recent years, it has been criticized for its unhealthiness through such media publications as Food Inc. and Supersize Me. McDonalds is simply trying to prove that it is still a desirable restaurant.
Example #2, Pathos:
In the above advertisement, an adorable picture of a baby next to a Michelin brand tire, the Michelin company uses pathos to convince drivers to purchase their brand of tires. Michelin uses the slogan, “because so much is riding on your tires” as an implication that babies are valuable and must be protected, when riding in cars, with the strongest, safest, and most reliable tires possibly—namely theirs. Michelin likely uses pathos to convince the audience to purchase its tires because those who can afford the luxuries of more expensive tires for their cars are generally those who are raising families and may have little ones of their own to protect.
Example #3, Logos:
YouTube link: https://www.youtube.com/watch?v=y9aILkMQyM0
In this television commercial convincing drivers to buy the Nissan Leaf, the Nissan company primarily uses logos to convince the audience that this car is one of the best cars out there. In a very structured, straight-forward way, Nissan cites such facts as the car getting an average of 29 miles per gallon, to the car going 2.5 times faster than other cars, to the fact that it seats five (despite its compact size), to the fact that it has a 5-star overall rating, and more. The company likely used ethos to appeal to its audience because individuals who are eco-friendly and desirous of such entities as electrical cars like to have all the facts laid out for them in a systematic way. | web | http://deweysenglish.weebly.com/uploads/1/2/8/4/12840242/identifying_pathos_logos_and_ethos_models.pdf | 0.52856 | {
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CS420 Assignment 3 Hints
Ray Tracing
Example
SIGGRAPH Example
Step 1: send rays
Camera
Image
Scene Object
Light Source
View Ray
Shadow Ray
• Send out rays from camera position (0,0,0) pointing to $-z$
• Image size 640x480
• For debugging, use smaller size
• Send out rays from camera position (0,0,0) pointing to $-z$
• Image size 640x480
• For debugging, use smaller size
Step 2: Intersect with scene
• Sphere & triangle
• Analytical solution
Debugging
- Do step by step
- Intersect with sphere, test code
- Intersect with triangle, test code
- Compute sphere color, test code
- Compute triangle color, test code
Tips
- Ensure $B \neq 0$ when dividing $A / B$
- Before calling $\sqrt{x}$, make sure $x \geq 0$
- Remember to normalize the direction vector
- Remember to check $\text{len(dir)} \neq 0$ before dividing by the length
Tips
• Distinguish between normals:
• normal of a triangle
• vertex normal
• normal interpolated from vertex normals
Tips
- Floating-point operations are not accurate:
A shadow ray is "blocked" only if
\[ \text{dist}(P, Q) > \text{smallValue} \]
(as opposed to: \[ \text{dist}(P, Q) > 0 \])
- Otherwise, artifacts appear... (see next image)
Ray Tracer
Extra Credits
• Super-sampling
• anti-aliasing
• can do adaptively: if some region is smooth, no need to super sampling
• Ray tracing
\[(1 - ks) \cdot \text{localPhongColor} + ks \cdot \text{colorOfReflectedRay}\]
• You can also add refraction
Extra Credit (Cont’d)
• Animation
• Soft shadows
• Parallel computing for faster rendering
• OpenMP: utilize multi-core CPUs
• Cuda: use GPU to do parallel computing | web | http://viterbi-web.usc.edu/~jbarbic/cs420-s20/assign3/hw3Hints.pdf | 0.437436 | {
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Gravitational Waves
Gravitation and Astrophysics Group, Prof. Philippe Jetzer
A.Boitier, M.Ebersold, E.Hamilton, M.Haney, D.Lopez, S.Tiwari, Y.Xu
What are gravitational waves?
Gravitational waves are ripples in spacetime, travelling at the speed of light. They will disturb the spacetime thus any object in the path will get squeezed and stretched as the waves pass by.
How to detect them?
When gravitational waves reach us from distant events that caused them, they distort spacetime by an almost negligible amount. This distortion is many times smaller than the size of a proton nucleus. However, with Michelson interferometers with arms of 4 km length, they can still be measured.
Where do they come from?
Strong gravitational waves can be produced by catastrophic events, such as colliding black holes and neutron stars, supernovae, or gravitational radiation left over from the Big Bang.
Why are they important?
Gravitational waves will help us understand processes that occur in outer space, such as the collisions of pairs of black holes. The knowledge gain from that could also improve our understanding of space, time, matter, energy, and their interactions. We could revolutionize humanity's understanding of the nature of existence itself.
Detectors
1000 Hz - 10 Hz
Ground Based Detector
Current and future ground based observatories such as LIGO and Einstein Telescope can detect shorter wave lengths than their detectors' lengths (a few kilometres), corresponding to periods of a few hundredths to a few thousandths of a second.
100 mHz - 0.1 mHz
Space Detector
LISA, the trio of probes scheduled to launch in 2034, will have virtual arms millions of kilometres long, making it sensitive to waves with periods of a few seconds up to several hours. That will allow us to detect gravitational waves from supermassive black holes.
320 nanoHz - 1 nanoHz
Pulsar Timing Array
Gravitational waves from distant galaxies perturb the distance between Earth and stars in the Milky Way. The goal is to detect waves of periods lasting years by examining delays in the radio signals from spinning neutron stars known as pulsars.
10^{-13} Hz - 10^{-16} Hz
Microwave Background
The Universe's oldest measurable radiation could carry evidence of gravitational waves from the Big Bang. These waves cannot be detectable directly. However, their stretch across a significant fraction of the observable Universe could be detectable.
"Sounds" from space
First ever detection
Complex factors that affect the waveform
Precession
When the black hole spins are not parallel to the orbital angular momentum, their orientation changes over time, causing the orbital plane to precess. The precession of the spins and the orbital plane induce modulations in the GW amplitudes, oscillations in the GW frequency, and variations in the distribution of signal power throughout the waveform, all of which lead to multiple complications.
Memory
The gravitational-wave memory effect predicts a persistent change in the relative positions of two points in space due to the passing of a gravitational wave. This effect is a direct consequence of the non-linear nature of general relativity. The memory has not only been suggested to validate general relativity, but also to increase the parameter space of gravitational wave searches and infer the nature of compact objects.
Eccentricity
In general, the orbit of a binary system can be eccentric. While it evolves for a long time in isolation, eccentricity is lost as the orbit shrinks due to the emission of gravitational radiation thereby becoming circular and more circular. However, in dense stellar environments, the binary can form dynamically and merge in a short amount of time with residual eccentricity even close to the merger. Thus measuring eccentricity would provide hints about the formation scenario of binary black holes.
Tidal Effects
Other than black holes, neutron stars experience tidal effects visible in the waveform. Measuring these can yield information about their extreme matter and still unknown equation of state. | web | https://www.uzh.ch/cmsssl/physik/dam/jcr:84d3f718-336e-48ea-9353-228323feb861/Poster_18.pdf | 0.492922 | {
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Our Class Newsletter
Our Classroom
We are developing lots of skills and knowledge through different types of play.
Main outcomes to be covered this term…
Maths
This term we will be learning about numbers to 10, numbers to 20 and numbers to 1000. We will be learning how to write the numbers and what the numbers mean. We will also be able to count in order and find the number before and after.
Literacy
We will be looking at our phonic sounds. We have been learning sounds and actions to go along with them. We are developing our fine motor skills to help us write these letters correctly. We are also looking at words that begin with the sound and how to spell it accurately. Within the class tricky words are displayed and we are trying to read and write these. We are discussing ideas for writing and then sharing our ideas in different forms.
Health and Well being
We will be discussing what makes us a good friend and how to be ready, respectful and safe at school.
This term in PE we will be joined by Mrs Sutherland who will work with us on a Friday. We will also be taking part in the daily mile.
* Can we please remind all children to take in Homework Packets and diaries daily please. | web | https://luthermuir.aberdeenshire.sch.uk/wp-content/uploads/2019/09/Newsletter-term-1-P1-3.pdf | 0.432577 | {
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CLASS XI, IP ASSIGNMENT
1. Differentiate between RAM and ROM.
2. If we have primary memory why do we need secondary memory?
3. What are the types of Software?
4. What is the need of Operating System?
5. Explain the types and functions of Operating System.
6. Differentiate between Compiler and Interpreter.
7. How is trojan horse different from worm?
8. Explain firewall.
9. What are digital certificates and digital signatures?
10. Write a short note on Cybercrime.
11. What is the difference between DDL and DML commands?
12. Define: primary key and alternate key.
13. What do you understand by the terms: Cardinality and Degree?
14. Write one similarity and one difference between CHAR and VARCHAR data type.
15. Distinguish between single row functions and multiple row functions.
16. Explain the use of UPDATE command in SQL.
17. What is the difference between '_' and '%' metacharacters in SQL?
18. Explain the components of Netbeans GUI Interface.
19. What is the difference between jtextField and jTextArea?
20. What is the significance of IDE?
21. Differentiate between binary and unary operators in java.
22. What is the difference between '=' and '==' in java?
23. What is the difference between 'a' and "a" in java?
24. What is fall through in case of switch statement?
25. How is if statement more versatile than switch statement?
26. What is dangling else problem?
27. Differentiate between while and do-while loop?
28. What is the purpose of break statement in java?
29. How is continue statement different from break statement in java?
30. Write java code to find factorial of a given number. | web | https://freehomedelivery.net/wp-content/uploads/2017/02/CLASS-XI.pdf | 0.497242 | {
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project 3
The purpose of this lab was to use the scale to create scenes. The scale is useful because it makes it easier to put shapes in the right places and the right proportion in relation to other objects.
The first task was update an outdoor scene from lab 2 and make a scene with three of the outdoor scene all different sizes. By adding the parameters (x, y, scale) it was easy to change the scene so that it can be scaled.
The second task was to make an indoor scene using different shapes and then scaling down an outdoor scene to put into the indoor scene. I put my scene into a picture frame. The scale makes this possible.
In this lab I learned how to use scales, and to add new parameters to objects to make them more functional. I learned more about how to make shapes and to organize code by using loops so that there isn't duplicate code. | web | http://wiki.colby.edu/download/temp/pdfexport-20200805-050820-0705-735/CS151-project3-050820-0705-736.pdf?contentType=application/pdf | 0.463506 | {
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7 Steps to Safe Clean-up of Mouse Droppings, Nests, or Dead Mice
Hantavirus
Hantavirus is a severe, potentially fatal, illness. Humans can be exposed to Hantavirus when the urine or feces of an infected rodent become airborne.
This means that anyone who disturbs areas of mice or mice droppings, such as when cleaning, can be at risk. Reduce your risk of illness by following these seven simple – but essential – steps, when dealing with rodent clean-up.
Open doors and windows and allow the area to ventilate for at least 30 minutes prior to starting your clean-up. Keep out of the area while you let it ventilate. 1
Wearing rubber gloves, thoroughly soak droppings, nests and dead mice with a bleach/ water solution (one part bleach to nine parts water) or a household disinfectant. 2
Let the bleach water solution sit on the droppings/nests/mice, for five minutes. Do NOT disturb any droppings, nests or dead mice, prior to soaking with this bleach solution (for the full five minutes). 3
Mop up bleach-soaked droppings, nests and/or dead mice, or pick up with paper towels, placing immediately into a plastic bag. 4
Seal the plastic bag completely. 5
Put sealed plastic bag directly into a garbage container with a tight fitting lid. 6
Wash your gloves before removing, and then wash your hands thoroughly (with warm soap and water). 7
NOTE: never vacuum or sweep droppings, nests or dead mice. This can create dust that can be inhaled. The dust may contain Hantavirus.
Albertans dealing with significant mouse infestations, and/or mouse infestations in enclosed, poorly ventilated, spaces, should contact Health Link Alberta ([REDACTED_PHONE]), to discuss necessary special precautions.
Individuals infected with Hantavirus generally show symptoms one or two weeks after exposure, however symptoms have been known to appear up to five weeks after exposure. Symptoms resemble severe influenza, including fever, body aches, chills, and severe breathing problems.
If you have recently been in an area contaminated by mice, and have developed severe influenzalike symptoms (including difficulty breathing), it is important that you see a doctor immediately. | web | https://www.albertahealthservices.ca/Advisories/ne-pha-hantavirus-protection.pdf | 0.430876 | {
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My wife and I settled in Foresthill in July, 1978. That fall we joined the local historical society and I was appointed immediately to the position of Historian. This was a job I enjoyed for the next 20 years.
That same fall in 1978 I joined Gene Markley's Gold Camps Class in Auburn. This was an excellent move. For the next 10 years I accompanied him on Saturday hikes deep into nearly every canyon on the Foresthill Divide, plus some on other divides. Markley was a gold mine of information on the Gold Rush and with my notebook in hand I prospered.
Here are some of the notes I made while following Gene into another era:
Boullion Creek. Sunny South and Boullion townsites. Sunny South, home of the Hidden Treasure Mine, one of the richest mines on the divide.
Bullion townsite. Population 1,000. Fire in the 1930s destroyed the town. A large concrete vault - into which we all entered - is all that remains of the town. It was part of a two-story office building.
French House was a way station that stood on top of a hill, near Red Star Mine. We walked down to the Middle Fork River on old miners' trail to Crater Pool. Virgin forest.
Green Valley, south of Gold Run....old hotel ruins on the North Fork of the American.
Miller's Defeat...just below Duncan's Peak, where an Irish rich placer diggings was taken over by a group of Italians in hand-to-hand fighting.
Maine Bar on the Middle Fork. In 1857 there were 30 buildings in the vicinity, including the St. Nicholas Hotel and a Fandango house. It was located nine miles from the confluence with the North Fork. The river here was sluiced for 13 miles to divert the river. Miners at Cranville's claim worked 14-hour shifts. Every spring the huge flume would wash out and float to Sacramento.
Quartz is silicon dioxide. Quartz is nature's scab. It filled cracks in the earth during a geologic upheaval.
Trinidad Mine....on Sailor Flat trail. IT ONCE WAS OWNED AND OPERATED BY THE Salvation Army..Some buildings still standing. Strenuous hike but scenic.
Bogus Thunder...old mining town on North Fork of the Middle Fork. Access from Deadwood on old foot trail. Deep in canyon...no ruins. It was named after several loud river falls.
The so-called Mother Lode ended from the south at Placerville.
Azure Lake...most beautiful lake in northern California. Access from Emerald Bay, Lake Tahoe into edge of Desolation Wilderness.
Ford's Bar...site of first crossing of Middle Fork of the American on original trail, Coloma to Yankee Jim's. Located below Todd Valley.
In 1929 there was one house still standing in Damascus. Today...nothing.
In 1928 Bartlett Finning died in Foresthill, leaving an estate producing an annual income of $10,000.
Phillip Liedesheimer took $300,000 from his Foresthill claim then left for Washoe in Nevada where his invention for timbering the silver mines saved the Comstock and made him a multi-millionaire.
Gold was first discovered in California in 1842 in Placerita Canyon near Newhall, southern California.
In Foresthill in 1857 was William H. Hardy, a partner of the General Store, who went to Arizona in 1865 and founded Hardysville there, six miles north of Fort Mohave. He became a member of the Arizona territorial legislature.
John W. Mackay of Comstock fame, first mined on the Middle Fork underneath Michigan Bluff.
The Stanford home in Michigan Bluff was purchased from the Stanfords in 1855 by A. C. Bowen, a 49-er from Vermont. He added three rooms, forming the ell that we see today. Later, he married Jennie Boque of Vermont, who was a school teacher. The young miners in town implored her to teach them. At first she refused but after much persuasion she consented to teach them in her home. Consequently, the Stanford Home became the first schoolhouse in Michigan Bluff.
In 1853 John Studebaker came west in wagon train and settled in Placerville, where he built wagons for free meals. He built 16 wagons. When he returned to the states he had 50¢ in his pocket. Later he manufactured automobiles.
Bake Oven was a mining settlement on the Middle Fork, seven miles from Michigan Bluff into a deep canyon. This strenuous hike of 14 miles was one of the most difficult I made with Markley. On this trip was a pretty young office girl. It was her first hike with Markley. She almost didn't make it back. | web | http://foresthillhistory.net/index_htm_files/Markley%20Hikes,%20Draft.pdf | 0.492759 | {
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Exercise 5
Download the files from http://www.Peter-Lo.com/Teaching/SPEED-EXCEL/Source5.zip, you will use these files to finish the following exercises.
1. Open the Excel file "Question 5-1.xlsx".
A) Create a pivot table to show that Channel 4's best performing teatime show made number 36 on the weekly chart with 3.58 million viewers
B) Create a pivot table to show that Two BBC1 dramas shown on Saturday in the peak evening timeslot made the weekly chart with an average of 8.45 million viewers
C) Create a pivot table showing the highest chart positions by channel and timeslot
D) Create a Pivot Chart showing, in 3D column chart format, the average viewing figures by genre for each channel on Monday
2. You are required to create a project plan in this exercise.
A) Open the Excel file "Question 5-2.xlsx", and apply the following rules:
i. Calculate the Duration for each task between End Date and Start Date.
ii. Create a drop-down list for user to select the Priority: High, Medium, and Low.
iii. Create a drop-down list for the Responsible based on the worksheet Staff.
iv. By using VLOOKUP, obtain the Department for each Responsible
v. Create a drop-down list for the user to select the Status: Open, In Progress, and Closed.
B) By using the conditional formatting, apply the following rules to the worksheet
i. Set the row to Green color if the Status is Closed.
ii. Set the row to Red color if the Status is not Closed and End Date is overdue.
C) Create a Gantt chart for the project schedule as follow:
D) Create a Pivot Table and Pivot Chart for the overall summary | web | http://peter-lo.com/Teaching/SPEED-EXCEL/Exercise5.pdf | 0.49353 | {
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BIBLE BOOK: EXODUS
1. The key word for Exodus is ____.
2. The book of Exodus is divided into 3 parts. Fill in the sections below:
Themes:
Chapters: 1-18 | 19-24 | 25-40
3. The main thought of Exodus is: God frees us from whatever causes us to be a slave and forms a special relationship with Him in which we are to obey God and worship Him.
4. ABOUT THE BOOK OF EXODUS: The first person the book of Genesis begins with is ____. Genesis ends with the death of _____ in the country of _____. Exodus begins where Genesis left off.
When the people become slaves, God raises up a leader whose name is _____. He is the main person in the book. We read about 10 plagues, which showed that there is only one true God and we should worship Him. After they leave Egypt, they wander in the wilderness ___ years. Some of the people want to return to Egypt so while Moses is on the mountain, they choose his brother ____ to build a _____. God punishes them for that. On the mountain God gives the people a very important gift called _____________, found in Exodus ___. | web | https://0n.b5z.net/i/u/10100471/f/9-1.pdf | 0.485221 | {
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Genesis Plans Events To Encourage Sun Sense
Written by Craig Cooper Tuesday, 17 April 2012 15:25
DAVENPORT, Iowa -- April 17, 2012 -- Three Genesis Health System events in May to recognize National Skin Cancer Awareness Month will reach both kids and adults with a sun-sensible message.
On Monday, May 7, Genesis will be handing out kid-friendly skin cancer prevention information and packets of sunscreen to young fans attending the Quad City River Bandits game at 11 a.m. against Peoria at Modern Woodmen Park. Several thousand school kids from the area are expected to attend the game.
Moline Dispatch and Rock Island Argus sports reporter Daniel Makarewicz, a cancer survivor, is sponsoring the sunscreen packets for the River Bandits game. Makarewicz, who covers the River Bandits for the Dispatch and Argus, raised money for cancer awareness at a raffle he organized.
Makarewicz will help distribute sunscreen packets at the game on May 7.
"As a survivor of cancer, I understand that there is a lot all of us can do to avoid many cancers, including skin cancer,'' Makarewicz said. "One of the lifestyle changes we can make is to limit our exposure to ultraviolet rays from the sun and from tanning beds.
"Being sun sensible is a great message for kids to learn early because damage to our skin from the sun is cumulative over time."
On Saturday, May 19, Genesis will host its annual free skin cancer screening from 8-10 a.m. at the Genesis Cancer Care Institute, located at Genesis Medical Center, 1401 West Central Park Ave.
The screening is for people who have not previously had a screening for skin cancer. Appointments are required and should be made by going to www.genesishealth.com/classes and events/screenings/skin cancer screening. Select the preferred time slot, then click on the blue "Sign In & Register'' button, or you may "Continue As A Guest."
On Sunday, May 20, Genesis will provide sun screen and information to fans attending the Clinton LumberKings game against the Quad City River Bandits at 2 p.m. at Ashford University Field in Clinton.
"With many cancers, the number of new diagnoses are falling and survival rates are rising but melanoma, the most serious form of skin cancer, continues to rise in numbers and it is a cancer that is often preventable by our personal behavior,''
explained Kim Turner, research nurse, Genesis Cancer Care Institute. "That is why it is so important to practice sun sense not only in May, but throughout the year.
"The primary risk for developing skin cancer is overexposure to the sun's ultraviolet rays."
It is estimated that there will be 76,250 new cases of melanoma this year U.S. and melanoma will cause 9,200 deaths. Melanoma accounts for about five percent of skin cancer cases, but is
1 / 2
Genesis Plans Events To Encourage Sun Sense
Written by Craig Cooper Tuesday, 17 April 2012 15:25
the cause of the majority of skin cancer deaths.
Skin cancers are highly curable if detected and treated in the earliest stages. It is important for patients to recognize changes on their skin and to have their skin assessed on a regular basis by their health care provider.
Risk factors for non-melanoma and melanoma skin cancers include:
* Unprotected and/or excessive exposure to ultraviolet (UV) radiation
* Occupational exposures to coal tar, pitch, creosote, arsenic compounds, or radium
* Fair complexion
* Family history
* Severe sunburns as a child
* Multiple or atypical moles
For more information about all cancers go to www.genesishealth.com/cancer. ###
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Directions: Duration: 4 hours. One crib sheet is allowed. Each question is worth 10 points. Credit will be awarded mainly based on the level of work and explanation (no explanation = no credit).
1. Sketch the graphs the following functions (show your analysis):
\[(a) \ y(x) = \frac{x}{\sqrt{1 - x^2}}, \quad (b) \ y(x) = \ln \frac{x + 1}{x - 1}.\]
2. Find each limit if it exists. Otherwise, explain why it does not exist.
\[(a) \ \lim_{x \to 0} \sin \frac{1}{x}, \quad (b) \ \lim_{x \to 0+} e^{\frac{1}{x}} \ln x, \quad (c) \ \lim_{b \to a} \frac{b^5 - a^5}{b - a}, \quad (d) \ \lim_{x \to 0} \left( \frac{2}{\pi} \tan^{-1} x \right)^{\frac{1}{x}}.\]
3. Let \(y(x)\) be defined implicitly by \((1 + y)^3 = \ln(x + y)\). Evaluate \(\frac{dy}{dx}\) when \(y = 0\).
4. Find the following indefinite integrals:
\[(a) \ \int \frac{e^x}{\sqrt{1 + e^{2x}}} \, dx, \quad (b) \ \int \frac{dx}{\sqrt{2 - x}}, \quad (c) \ \int e^x \cos 2x \, dx.\]
5. Determine whether the definite integrals exist. You do not need to find their values, but you must justify your answer.
\[(a) \ \int_1^\infty \frac{1}{x} \, dx, \quad (b) \ \int_0^1 \frac{dx}{\cos(x - 1)}, \quad (c) \ \int_0^\infty \tanh^{-1} x \, dx.\]
6. Let \(f(x)\) be a continuous function from the interval \([0, 1]\) to itself, i.e., \(f : [0, 1] \to [0, 1]\). Prove that there is a point \(x_0 \in [0, 1]\) such that \(f(x_0) = x_0\).
7. Find the second-order Taylor polynomials for:
\[(a) \ f(x) = \cos \sqrt{x - 1} \text{ around } x_0 = 1.\]
\[(b) \ f(x) = \frac{1}{1 + x + y} \text{ around } (x_0, y_0) = (0, 0).\]
8. Find all the critical points of the function \(u(x, y) = x^2 - 3xy + y^2\) and classify these points as maxima, minima or saddle.
9. Use Gauss’s Divergence Theorem to evaluate the integral \(\int_S \vec{u} \cdot d\vec{S}\), where \(S\) is a sphere of radius \(R\) around the origin, \(\vec{u}(x, y, z) = (x - y)\vec{i} + (y - z)\vec{j} + (z - x)\vec{k}\), and \((\vec{i}, \vec{j}, \vec{k})\) are the unit vectors along the \((x, y, z)\) directions.
10. Suppose the Sun’s surface is a sphere of radius \(R\) and consider the half-sphere that is facing Earth, whose perimeter contour is denoted by \(C\). Use Stokes’ Theorem to evaluate the contour integral \(\oint_C \vec{u} \cdot d\vec{r}\), where \(\vec{u}(x, y, z) = xyz(\vec{i} + \vec{j} + \vec{k})\) and \((x, y, z)\) is measured from the Sun’s center. | web | http://appliedmath.ucmerced.edu/files/page/documents/calc_jan2008.pdf | 0.490021 | {
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Kiwanis Honors Longden Students Jessica Marrero and Alex Arceo
Kiwanis Club of Temple City was pleased to have honored two students from Longden school at their meeting, May 27, 2003. Pictured with the proud students is 6 th grade teacher, Mr. Bruce Bremer.
Jessica is 12 years old and is in Mr. Bremer's 6 th grade class. Jessica loves to play basketball, baseball, and art. The best things about school are: spelling, math, and science. Jessica said, "the best thing that ever happened to me was when I went on a bowling field trip". If Jessica could change one thing, it would be to stop dogs from barking. If she could build one thing, it would be a house for her dog. Three personal goals Jessica is striving for are "to be a better reader, be able to sing, and to go to Oak next year".
Alex is 11 years old and is in Mr. Bremer's 6 th grade class. Alex's hobbies and interest are art, football, and building clubhouses in the backyard. The three best things about school are: the nice teachers, computer lab, and the clean campus. If Alex could change one thing in this world, it would be to have cleaner streets. Three personal goals Alex is striving for are "to do better in reading and math, getting promoted to 7 th grade, and to be a better speller".
An added treat was having the Pasadena Kiwanis Club visiting with us to witness the students receiving their awards. Also in attendance were past Kiwanis Governor for California, Nevada, and Hawaii, Mr. Reed Allen. Past Lt. Governor Mel Smith. Incoming Lt. Governor Craig Wallace.
Temple City Kiwanis Club is pleased each week to recognize outstanding students and their teachers from Cloverly, Emperor, Longden, and the Community Learning Center. Each student and their teacher is our guest for lunch. Students receive a certificate, a letter for their parents, a bumper sticker, a gift certificate from The Hat restaurant, and a photograph of them receiving the award.
Temple City Kiwanis has been serving our community since 1939. Our members are dedicated men and women who desire to make a difference in the quality of life for the Youth of Temple City. We meet 12:00 noon each Tuesday at Sir George's Restaurant. To find out more about Kiwanis please call Bob Tyler at ([REDACTED_PHONE]. | web | http://www.templecitykiwanis.com/Students%20of%20the%20Month%202003/05_27_03_longden.pdf | 0.43039 | {
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International Feng Shui Federation
國際風水專業學會 國際風水專業學會
Application of Feng Shui (Chinese Geomancy) Wisdom
In an Era Ancient China
Feng Shui is a very ancient knowledge. The archeologists in China has discovered that in some ancient graves as early as 6,000 years ago, there were some symbols of the "Green Dragon (青龍)" on the left and "White Tiger (白虎) on the right, these pictures signified that the practice of Feng Shui already existed as far back as 6,000 years ago.
Feng Shui is an ancient Chinese knowledge about the environment. It studies how the environment will affect human well being in terms of prosperity and harmony. The knowledge originated at least 6,000 years ago as accumulated experience and observation of
primitive people in finding a good dwelling location where it is safe from
severe weather, fierce animals, as well as convenient in finding source of food and water. This developed into a body of knowledge about the configuration of landscape, mountain and water contributing to a safe and prosperous site to live.
As such Feng Shui is considered the main criteria in deciding whether the landscape is auspicious for burying Chinese ancestors or building a house or even a city.
The body of Feng Shui knowledge was first called "Kan Yu (堪輿)"meaning observing the heaven and earth. Such "Kan Yu (堪輿)"knowledge and practice have been commonly adopted by the Chinese community, from Emperors, noble man to common people, in building their house and palaces as well as selecting a good site for burying their ancestors. | web | https://www.ifsf-fengshui.com/files/fongshuiArticles/IFSF-ApplicationFengShui-English-25-09-2007.pdf | 0.482356 | {
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'The Secret Language of Influence'
Here are some key language patterns on the tapes for your study. Practicing with these patterns can begin to almost effortlessly improve your effectiveness as a communicator.
**Tonal Marking**
In any communication, over 90% of the meaning in your communication consists of voice tonality and body language. Only a small proportion of the meaning is derived from the actual words used. What we say is, remarkably, not as important as how we say it. Powerful communicators of all kinds do something that hypnotists refer to as ‘tonal marking’.
The great hypnotist Milton Erickson would mark out sections of his spoken communication by changing his voice pitch or through hesitations.
For example ‘I don’t want you to go into a trance until you want to.’ Although it seems as though he’s offering a choice, it’s a disguised instruction. The words ‘go into a trance’ and ‘you want to’ go straight into the unconscious mind. So the rest of the communications from then on are sorted through that particular meaning. In sales this technique is called embedded command. Here are some examples.
**Negation**
You can’t negate something unless it first exists. For example try not to think of blue elephants. You have to make some representation of ‘blue elephants’ in your mind to know what you ‘aren’t’ thinking about. This can be particularly helpful in persuasion. For example:
‘Don’t think about whether it’s better value, more reliable or looks best, but decide if it’s the one you really want.’
‘You shouldn’t spend too much time thinking how much you are enjoying this.’
**Tag Questions**
Tag questions can reduce resistance because they appear to give a choice but they lead the listener to a desired response, in fact they’re actually statements, but said in the tone of a question.
‘I’m sure you’d like to go to the movies, wouldn’t you?’
‘You can make it on Monday, can’t you?’
‘You were there on the night of the 8th, were you not?’
Presuppositions
Presuppositions are one of the most powerful linguistic tools in persuasion.
One of the most important components of verbal communication is what is taken for granted or assumed within a statement. Everything you say has certain elements which are presupposed within the statement. For example, a simple statement like ‘the cat sat on the mat’, presupposes that there is an object of entity called a cat, it can either place itself or be placed somewhere and there is an object on which it can sit.
‘After a few minutes rest, you will feel much better’
Another important pattern of presupposition uses commentary words, usually ending in “ly,” implying a value for a statement. Words like importantly, fortunately, curiously, etc. This pattern tells someone how they should feel about what is communicated.
‘More importantly you need to think about security. Without it you are like a leaf in the wind’.
‘Fortunately, you are just in time for our early bird 15% discount’.
Here is an example from a participant on one of our business seminars:
‘As I am sure you are all aware, the process of change requires commitment, persistence and the goodwill to keep giving your best and highest even when you can’t see an end to all your efforts. Fortunately, everyone in this room demonstrates the necessary qualities to successfully go ahead and make the changes that we need to make. I don’t know yet if you realize that, because of the changes you are going to implement, that in three years time we can all look forward to a more pleasant working environment, and a healthier, more fulfilling experience at work’.
Re-read that paragraph several times and list out the presuppositions. | web | https://mytrustworth.b-cdn.net/wp-content/uploads/2020/03/Paul-Mckenna-The-Secret-Language-Of-Influence-Manual-www.mytrustworth.com_.pdf | 0.499519 | {
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10
10 tips for making healthy foods more fun for children
kid-friendly veggies and fruits
tips
Nutrition
Education Series
Encourage children to eat vegetables and fruits by making it fun. Provide healthy ingredients and let kids help with preparation, based on their age and skills. Kids may try foods they avoided in the past if they helped make them.
smoothie creations Blend fat-free or low-fat yogurt or milk with fruit pieces and crushed ice. Use fresh, frozen, canned, and even overripe fruits. Try bananas, berries, peaches, and/or pineapple. If you freeze the fruit first, you can even skip the ice! 1
frosty fruits months. Just put fresh fruits such as melon chunks in the freezer (rinse first). Make "popsicles" by inserting sticks 6
Frozen treats are bound to be popular in the warm into peeled bananas and freezing.
delicious dippers Kids love to dip their foods. Whip up a quick dip for veggies with yogurt and seasonings such as herbs or garlic. Serve with raw vegetables like broccoli, carrots, or cauliflower. Fruit chunks go great with a yogurt and cinnamon or vanilla dip. 2
3 caterpillar kabobs Assemble chunks of melon, apple, orange, and pear on skewers for a fruity kabob. For a raw veggie version, use vegetables like zucchini, cucumber, squash, sweet peppers, or tomatoes.
4 personalized pizzas Set up a pizza-making station in the kitchen. Use whole-wheat English muffins, bagels, or pita bread as the crust. Have tomato sauce, low-fat cheese, and cut-up vegetables or fruits for toppings. Let kids choose their own favorites. Then pop the pizzas into the oven to warm.
Start with carrot sticks or celery for the body. Attach wings made of thinly sliced apples with peanut butter
and decorate with halved grapes or dried fruit.
5 fruity peanut butterfly
Center for Nutrition Policy and Promotion
bugs on a log Use celery, cucumber, or carrot sticks as the log and add peanut butter. Top with dried fruit such as raisins, cranberries, or cherries, depending on what bugs you want! 7
8 homemade trail mix Skip the pre-made trail mix and make your own. Use your favorite nuts and dried fruits, such as unsalted peanuts, cashews, walnuts, or sunflower seeds mixed with dried apples, pineapple, cherries, apricots, or raisins. Add whole-grain cereals to the mix, too.
9 potato person Decorate half a baked potato. Use sliced cherry tomatoes, peas, and low-fat cheese on the potato to make a funny face.
10 put kids in charge Ask your child to name new veggie or fruit creations. Let them arrange raw veggies or fruits into a fun shape or design. | web | http://sumter.ifas.ufl.edu/FCS-FNP/documents/DGTipsheet11KidFriendlyVeggiesAndFruits.pdf | 0.44806 | {
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Roman numerals timeline
Here are some famous events in history and the years they happened in Roman numerals.
Can you cut them out and match them up, then place them all on a timeline? Can you add some years and events that you know to the timeline?
Family comments:
Child comments:
Curriculum Link
Read Roman numerals and recognise years written in Roman numerals. | web | https://www.branfil.com/docs/Y5%20Autumn%20Family%20Maths%20Toolkit_Roman%20Numerals%20Timeline_v2.pdf | 0.441299 | {
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Public-Private Partnership Model Private Partnership Model
HPCL Rasoi Ghar
Challenges in LPG Marketing
* Rural penetration is only 15%, mainly among rich households
* MART research conducted in 8 states showed that nonusers (primarily the poor) are quite aware about benefits of LPG,
* 57% of them believed that it's convenient to cook on LPG
* 63% felt that there is no smoke while cooking,
* 69% were of the opinion that food cooks faster
* 50% said that making tea for unscheduled guests on LPG is very handy.
Process Followed by MART
Research
Research
Strategy
Strategy
Scale Up
Scale Up
Pilots
Pilots
Qualitative and
Quantitative in 8 States
Awareness, Availability and
Acceptance
One district each In 3
Representative States
Using Village Youth to
Setup Large Numbers of
Rasoi Ghars
Marketing Issues
* Research Identified the following problems among non users of LPG
* Affordability
* High connection cost of Rs 1600 (73%)
* High recurring cost for refill @ Rs. 270 (51%)
* Options for cooking at low cost/zero cost e.g., firewood (93%), dung cake (27%)
* Availability
* Nearest place where LPG is available is town located 10 kms away or more (61%)
Marketing Issues
* Awareness
* Extremely low awareness about actual cost of connection (20%), most believed wrongly it cost Rs 2,000 or more
* Acceptance barriers (myths)
* Fear of cylinder burst
* Gas leakage fire hazard
* Cooking on gas results in gas in stomach.
Solution Suggested - Affordability Affordability
* Introduction of 5 Kg cylinder
* Initial connection cost Rs 800 (against Rs 1600 for 14.2 kg)
* Refill Rs 95 (against Rs 270 for 14.2 kg cylinder)
Solution Suggested - Availability Availability
* Town dealers to open extension counters in larger villages (with population of 5, 000 to 10,000)
* Use HPCL's Petrol Pump outlet network in semi urban locations, highways/arterial roads for distributing LPG
Solution Suggested - Awareness Awareness
* Participate in Haats
* communicate and demonstrate safe usage instructions
* Communicate price structure of 5kg LPG cylinder (initial & recurring)
* Reminder message through wall paintings at haat boundary walls, bus stands
Solution Suggested - Awareness Awareness
* Conduct safety clinics during SHG meetings.
* Demonstrate procedure to use LPG gas and safety precautions
* Finance
* Chit-fund concept where interested SHG members contribute Rs 100 each and draw lottery every month, money collected buys connection for one woman
Objective of Pilot
* How to influence poor women to move away from traditional cooking methods.
* Dispel myths associated with LPG
* Clean, convenient and safe
* To make women experience the benefits of LPG
Thus was conceived the concept of RASOI GHAR
Rasoi Ghar: The Model
* Rasoi Ghar is a community Kitchen set up in smaller villages where women come and cook
* Concept is shared among potential user community through visit to the village
* Local Panchayat contributes a room (10 x 10 or bigger) for the kitchen
Rasoi Ghar: The Model
* HPCL contributes cook stoves, LPG cylinders, utensils, cooking counter and water connection
* One SHG member is appointed as caretaker
* Women bring raw materials and take away cooked food home. They pay Rs 2 per half hour for gas usage
* Caretaker woman collects money which is used to order refill cylinders, keeps premises clean. Her monthly stipend also paid out of this collection.
* The model is self sustaining and scalable
Outcome
* Non users (BOP segment) experience the advantages of clean, convenient, safe and healthy LPG without having to buy a connection
* Once they are satisfied, many decide to buy individual connections
* It is a win-win model for all. Poor women cook food under clean, convenient and safe conditions, HPCL gets new consumers as these women decide to buy their own connections and the panchayat gets a good name in the community.
Evaluation
* NCAER evaluated the Rasoi Ghar initiative in UP
* Acceptance of Rasoi Ghar by the people is quite high (82 %)
* 82% users use Rasoi Ghar twice a day
* 6 % of the drop outs have opted for individual connections
* Those who continue to use, 20% are intending to take individual LPG connection in near future
Evaluation
* Marginal increase in expenditure on fuel (Rs 0.52 / day), but 1 ½ hours time saved per day on account of fuel collection and cooking with traditional fuels
* Saved time is utilized in productive activities, better child care, domestic chores and increased leisure time
* Rasoi Ghar established by SHG members are generally more successful and sustainable
Status
* 1500 Rasoi Ghars opened in 3 states– U P, M P & Orissa
* Another 10,000 planned
This model won the RMAAI Gold Medal and Special Jury Award, 2005 for best long term rural initiative in India
Thank You
Successful Mantra in Rural
Successful Mantra in Rural
Business Mind, Social Heart | web | http://martrural.com/docs/kn-series/Rasoi%20Ghar%20Model.pdf | 0.461616 | {
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Making My Classroom Dyslexia Friendly: 10 Top Tips
Leicester City Council
1. Celebrate strengths and success across a wide range of endeavours (deliberately and frequently); create opportunities for dyslexic pupils to succeed, using specific praise to help them build an accurate picture of their strengths.
2. Have visual aids available for every lesson, or ask pupils to create some, as part of the lesson. Make good use of multi-sensory sources of information.
3. Actively teach study/note taking skills e.g. key ward notes, spider plans and encourage pupils to use them. Provide notes for a focus on meaning and annotation rather than copying.
4. Vary input and outcomes, such as through the use of small groups, discussion and audiotapes to maintain interest and provide memorable experiences!
5. Avoid long lists of instructions given verbally and provide a clear lesson structure – use the board to provide information visually, where appropriate.
6. Make sure that high frequency work lists and subject-specific key work lists are available on each table for any writing task (and letter sounds sheets for key Stage 1).
7. Always have a ready supply of parallel reading books and other suitable reading material.
8. Encourage alternative ways of recording: always have a range of materials available e.g. individual white/black boards (be aware of glare off the boards) and coloured pens, tape recorders; large sheets of paper and felt pens; writing frames.
9. Label classroom resources clearly and keep clutter to a minimum, to create an orderly, structured yet attractive environment.
10. Do not draw attention to their difficulties; avoid: copying from the board; reciting times tables; reading aloud; undifferentiated spelling tests.
"All of the above draw attention to a dyslexic' pupil's difficulties. Many dyslexic adults claim that if only these four activities had been avoided, they would have been much happier and more confident at school"
And finally … always be prepared to explain a learning point again, in a different way, if the dyslexic pupil has not understood the first time.
Extract from: Dyslexia Friendly Schools Good Practice Guide BDA
£19.99 from www.bdastore.org.uk | web | http://justdyslexic.org.uk/HO17.pdf | 0.509631 | {
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A.D. German Warehouse, 300 South Church Street, 1917-1921.
The A.D. German Warehouse, Designed by Frank Lloyd Wright, 300 South Church Street, NRHP 1974. Frank Lloyd Wright was born on June 8, 1867 to William Cary Wright and Anna Lloyd Jones Wright somewhere in Richland County. His exact birthplace remains a matter of dispute with seven locations being in contention. During, 1917 through 1921, some of the most tumultuous years of his life, Wright designed the German Warehouse in his home town for Albert Dell German. A.D. German was in the wholesale grocery business. Legend has it that Wright's work on the warehouse was initiated as possible pay back for money owed.
The warehouse follows the design mode of this time frame exhibited in other Wright buildings such as the Imperial Hotel in Tokyo, Japan, the Larkin Building in Buffalo, New York, Midway Gardens in Chicago and the Frederick C. Bogk House in Milwaukee. The warehouse features plain brick surfaces broken by vertical slits extending from the base to the frieze. The German Warehouse is dominated by a broad corbeled concrete frieze ornamented by cast concrete ornament and narrow window slits. The building has four floors, approximately 4,000 sq. ft. each and has an open floor plan on each level. Significant as an example of early poured concrete construction, the building rests on a pad of cork for stability and shock absorption. Wright used concrete slabs for the
floors supported by concrete columns that grow smaller in size proceeding upward to the fourth floor. Construction was stopped with the building unfinished in 1921, after spending $125,000. The building has been altered over the years with modifications of the interior to accommodate the various occupants. It is the only remaining commercial structure designed by Wright that still exists from this time period. As time passes, its architectural and historic significance continues to grow, reaching far from its location on the corner of Church and Haseltine Streets in Richland Center. A group of local citizens have formed the A.D. German Warehouse Conservancy, Inc. (ADGWC) and are developing a plan to refurbish the building. Follow the ADGWC on Facebook to view the progress, become involved or donate. The A.D. German Warehouse Conservancy, Inc. P.O. Box 436 Richland Center, WI 53581, Phone: [REDACTED_PHONE], email: [REDACTED_EMAIL], Facebook: www.facebook.com/germanwarehouse. | web | http://ci.richland-center.wi.us/wp-content/uploads/2014/03/german-warehouse-revised1.pdf | 0.476417 | {
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CO2 Footprint of Spanish Households:
Enhancing Measurement through Economic Analysis and Big Data
24
into the atmosphere are direct emissions from Households, due to the use of private vehicles, heating and cooking at home.
However, their total carbon footprint should also include embodied emissions from (e.g.) the food that they eat or the clothes they wear.
BBVA Research estimates
that all households’ emissions
account for
%
52
of the CO2 emissions produced and imported by the Spanish economy.
Regardingindirect emissions, food, mobility
andshelterare the components with
the largest weights.
2
SPAIN. CO EMISSIONS BY ACTIVITY.
ORIGIN & DESTINATION (MILL. TM. 2016)
Source: BBVA Research calculations with INE data.
INDIRECT EMISSIONS IN HOUSEHOLDS FINAL CONSUMPTION (%)
Source: BBVA Research.
Big Data analysis shore up the measurement of the carbon footprint enhancing both update and granularity.
See the complete analysis on our website www.bbvaresearch.com | web | https://www.bbvaresearch.com/wp-content/uploads/2022/05/Infografia-CO2-Footprint-of-Spanish-Households-_-ENG.pdf | 0.475723 | {
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The holy season of Lent begins in just a few short days! Are you ready?
How does your family prepare to commemorate these 40 days that help us to remember the 40 days that Jesus spent in the desert, preparing himself before his passion, death, and resurrection? The Church tells us that it is important that we use 3 easy to remember ways to mark this holy season:
**Fast** – not only by denying ourselves food on days of fast and abstinence, but also by fasting from unkind behaviors and actions, from all of the things in our daily lives that draws us further away from Jesus, not to him.
**Pray** – not only for our wants and needs, but to remember those most in need of our prayers: the poor, the sick, those who have no one to pray for them. If we’ve fallen out of the habit of daily prayer, pick up that practice again. Pray on the way to work or school, as a family when gathered for a meal. If you’ve fallen away from weekly Mass attendance, start to make the effort to follow the Third Commandment – Keep Sunday Holy. We start our day and our week with the Eucharistic Liturgy – both the source of our strength and the summit of our life in faith.
**Give** – not only our financial offering to the poor, but give of our time and talents in order to serve others and make their lives easier, more bearable. Do one good deed a day – every day – for someone who needs it; it’s that simple!
**Need some help getting started?** Here are some suggestions that will all be listed in the bulletin:
**Ash Wednesday Services** – 8:30am Mass/Ashes; 12:15 Prayer Svc/Ashes; 7:00pm Mass/Ashes. Ash Wednesday is Feb. 14
**Attend Mass whenever possible**: weekends or Monday, Wednesday, Friday mornings at 8:30 am.
**Pray the Stations of the Cross**: Friday evenings during Lent in church at 7 pm. Watch for special times when we offer family versions.
**Attend Adult Ed** on Monday mornings after Mass or evenings at 6:30. (contact Mrs. Romano)
**Lectio Divina** will be offered on Wednesday mornings after Mass. (contact Sr. Catherine)
**Want to keep Lent on the Go?** Visit these websites for daily Lenten reflections: wordonfire.org; bestlentever.com; bustedhalo.com; sacredspace.ie. Have a good reflection website to share? Please let me know and I’ll post!
---
**RE Lenten Service Project - SOCIAL JUSTICE**
St. Margaret of Scotland Roman Catholic Church
Our RE classes will be helping our parish Social Justice committee this year by collecting medical and hygiene supplies for Guatemala. Each grade is assigned a specific product. Please bring to RE class before March 11:
- **Kindergarten & Grade 1**: Gauze bandages – all sizes
- **Grade 2**: Gauze tape – paper or micropore
- **Grade 3 & 4**: Children’s chewable vitamins
- **Grade 5**: Children’s Tylenol tablets (generic is okay)
- **Grade 6**: Adult Tylenol, Extra Strength (generic is okay)
- **Grade 7**: Toothbrushes
- **Grade 8**: Toothpaste
*Expiration dates on all products should be at least one year in the future*
PLEASE CHECK THE REVERSE OF THIS NEWSLETTER FOR IMPORTANT RE NEWS!
What we learn at class: Accountability and Understanding
Parents, I spoke with our students about this last week. As we enter the season of Lent, I’ve asked that the students begin to prepare for a very basic, easy quiz that will be given at the end of the month. I’m trying to garner how well things are going, what is retained from year to year, what we live and learn once we leave class. Here is what you can review at home to help your student at each grade level to be ready:
**ALL GRADES:** Name of our Parish; our Pastor, our Deacons (Msgr. Hopkins, Deacon Tommy Watts, Deacon Austin Lobo) The Sign of the Cross, the Our Father, Hail Mary, Glory Be – all common prayers of our faith, and prayers of the Rosary. Grade 2 & up should know Act of Contrition, as well.
**GRADES 3 & UP:** name the 7 sacraments. How many of the 10 commandments can you name? (Catholic version, please). Which pertain to our relationship with God? (1 to 3) Relationship with others? (4 through 10). What is the Great Command? What is the name of our diocese? Our Bishop?
**Grade 4 & UP** should know the Apostles Creed (NOT the one we say at Mass) and all 10 Commandments in order (Catholic version).
**Grades 5 & UP:** 7 sacraments grouped: 3 of Initiation: Baptism, Confirmation, Eucharist; 2 of Service: Marriage, Holy Orders; 2 of Healing: Penance, Anointing of the Sick. How many of the Beatitudes can you name? Can you name the Corporal & Spiritual Works of Mercy? Should know the Nicene Creed (the one we DO say at Mass)
As I told all students – they do know all of this; they’ve been taught it. These are the basics that we live each day. I’m just looking for them to be able to share it back with us.
**For the Parents**
In August, I found an article to share. I hung onto it until now because I wanted to send it during a liturgical time when we are preparing, working on our relationships with God. It isn’t meant to chide or to judge. It’s meant to reflect and act on during Lent. Lent is 6 weeks long – not a horribly long time, but time enough to change habits, change hearts. Please read this article in the light it is meant. I am then asking that you answer the questions attached and return them over the course of February. These questions will help me to begin a conversation here at the parish, a conversation that will perhaps help us to look at what we do and how we do it, who we serve and how we serve them. Please take the time to read with an open mind and share. No names necessary. Anything that you might want to say can be said as long as it’s said with respect. Thank you in advance for your time, attention, and participation in this exercise.
**IMPORTANT DATES & ACTIVITIES – Please Read Carefully!**
If you will note on your RE calendars, February 20 & March 20 are dates where first lower, then upper grades will report to class, but then go over to church to pray the Stations of the Cross with Msgr. John. Even though these are Tuesday RE dates, **ALL** parish families with children in these grades are invited to join us. Parents, please bring your children, walk over to church with them after attendance and the week’s work is distributed, and help us to pray this important Lenten devotional that walks us through the 14 steps of Jesus’ journey from his trial to his crucifixion. Yes, this is a very traditional practice of Catholics, but it is also a most important one. Please mark your calendars and join us, and feel free to bring other family members with you. RE families who are with their K – grade 4 students on February 20: Report to the cafeteria and go to church with your students for a 5:30 start in church. Those families of Grade 5 – 8 students on March 20, you will do the same that evening. Students whose families are with them will be dismissed directly from church and do not have to return to class on those evenings, but attendance will be taken. *This is considered a class day.* | web | http://margaretofscotland.org/wp-content/uploads/2018/02/LENT-2018.pdf | 0.482279 | {
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THE PROBLEM
There is no such thing as a safe poison. Rodenticides are no exception as they are not only deadly to the targeted animals, mice and rats, but also to the many predatory animals we cherish in Connecticut. This often includes hawks, falcons, eagles, owls, vultures, coyotes, foxes, bobcats, raccoons and more. The non-targeted victims succumb to secondary poisoning after consuming poisoned rodents, which are their natural prey. They may also even ingest bait directly, as witnessed in household pets and even small children. Rodenticides are counterproductive to rodent control as they cannot be specific to their targets and are unsafe for the environment. Harming and killing the natural predators that regulate rodent populations will never be the solution.
First and Second Generation Anticoagulant Rodenticide Poisons (FGARS, SGARS) work by preventing blood from clotting. Victims die from internal bleeding within a few days. FGARS lost their effectiveness over time, so SGAR took their place. SGARS were created to be more toxic and last longer in a victim’s body. Ultimately this poses a greater threat to non-target wildlife, pets and children, as well as the environment.
What’s unique about SGARs is that rodents frequently eat more than a single dose at one feeding, and since the effects are delayed the rodent doesn’t die instantly. This allows the rodent to continue consuming the toxins, which results in a super lethal build-up in their tissues. These rodents are then consumed by predators who do not have a chance against the potent ingredients that make up SGARS.
A COMPREHENSIVE SOLUTION
To address these unnecessary consequences of anticoagulant rodenticides, lawmakers must ban SGARs (brodifacoum, bromadiolone, difenacoum and difethialone) and the FGAR diphacinone statewide with the same verbiage used in California’s moratorium. That moratorium includes these exceptions: warehouses used to store foods for human or animal consumption; agricultural food production sites; factories, breweries, or wineries; medical facilities, and drug and medical equipment manufacturing facilities.
The following are not exempt: places where people eat, shop, live and work—such as restaurants, grocery stores, homes, housing facilities, schools and office buildings.
NON-TOXIC PREVENTION STRATEGIES
These toxic rodenticides are unnecessary to effectively manage rodent populations. The best line of defense is exclusion and sanitation:
- Remove food sources.
- Store trash, indoors and out, in a metal container with a tight cover or fastener for the lid.
- Remove potential rodenticides.
- Remove clutter.
- Stuff holes in and around the house with steel wool or copper mesh, or fill them with caulk or plaster and cover with sheet metal, paying particular attention to the foundation and holes between the house and garage.
- Seal gaps around the doors by replacing worn thresholds and weather stripping, and installing door sweeps.
- Caulk openings around water pipes, electric wires, cables, and vents.
Prevention Strategies—Continued
❖ Use hardware cloth to screen vents, floor drains, and any other openings.
❖ Raise wood piles at least 12 inches from the ground (and pet cages, if mice find them interesting), and wrap the legs in galvanized sheet metal to prevent the mice from climbing them.
❖ Cut tall grass, weeds, and brush from around the foundation of a house or shed and dispose of the clippings.
❖ Discard or recycle unused clutter around the house that may be providing a home for mice. Pick up fallen fruit and rotting vegetables from the garden, and don’t place food scraps at the top of the compost pile.
❖ Store birdseed in a sealed container, use a birdfeeder with a catch tray and clean up around it regularly.
❖ Don’t leave food on counters or dirty dishes in the sink overnight.
❖ Keep the stovetop, oven, broiler, and kitchen floor clean (especially under the stove and refrigerator).
❖ Store grains, cereals, nuts, and pet foods in sealed plastic, metal or glass containers, or keep them in the refrigerator. Pick up any uneaten pet food before going to bed.
❖ Owl boxes encourage native species to take up residence and manage rodents naturally.
FAST FACTS
❖ In 2020, California became the first state in the country to impose a moratorium on SGARs with a few exceptions. British Columbia’s temporary ban of second-generation anticoagulant rodenticides was made permanent in January 2023.
❖ A 2020 study by Dr. Maureen Murray, director of TUFTS Wildlife Clinic in Mass., revealed that 100% of the 43 red-tailed hawks tested positive for both FGAR and SGAR poisons, with SGARs being the most prevalent.
❖ CT’s own A Place Called Hope has submitted 70 birds of prey for testing since 2021 and 59 resulted positive for one or more SGAR ingredients.
❖ A 2021 study revealed that 82 percent of 133 eagles collected had anticoagulant rodenticides in their bodies.
❖ Antidotes for SGARS include Vitamin K therapy, but CT wildlife typically does not receive help in time to reverse the ill effects of these poisons.
❖ Other studies have proven that sublethal levels of anticoagulant rodenticides have affected the immune systems of many mammals, resulting in the inability to fight off infections and increasing the chance of mange.
❖ A full-grown mouse can enter your house through a hole the size of a dime. They are talented climbers and able to swim.
❖ An Upper Queen Anne, Seattle, mixed-use business district demonstration pilot study managed by Raptors Are The Solution illustrates effective rat population management using a non-toxic, rat birth control solution called ContraPest®. They were able to reduce the rat population by 91 percent on this site in just a few months.
❖ Non-toxic, no-kill, multi-catch live rodent traps can be used to catch any mice that do manage to get inside; single-catch live traps work well for rats.
MORE INFORMATION
A Place Called Hope
[REDACTED_EMAIL]
Nicole Rivard
Friends of Animals
[REDACTED_PHONE]
[REDACTED_EMAIL] | web | https://www.conservationeducation.org/uploads/6/2/0/1/6201942/2024_final_rodenticides__1___1_.pdf?emci=c6ab6b91-16c5-ee11-b660-002248223197&emdi=ea000000-0000-0000-0000-000000000001&ceid=%7B%7BContactsEmailID%7D%7D | 0.492785 | {
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Play it Safe!™
Sixth Grade Script Preview
So if your best friend wanted to copy off your test, but you knew it was wrong and you both could get a failing grade for cheating, how could you be assertive? (Tell them no, cover your answers) That's right! Then you should get out of that situation, and if it's ever a situation that's not right or safe, you may need to tell an adult. That's the personal safety rule for anything that is not right or safe, or makes you feel uncomfortable: Say No, Get Away, and Tell a Trusted Adult. That's being assertive. | web | https://www.playitsafe.org/pis_images/script_preview8.pdf | 0.472096 | {
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Cockle-shell construction: designing a geological laboratory for The Gambia
Gambia is the smallest country in mainland Africa where it is situated on the west coast surrounded by Senegal. It is a developing country where three quarters of the population live on less than one US dollar a day and depend on subsistence farming for their livelihoods. International assistance focuses on supporting the national poverty reduction strategy which includes economic growth and enhancing the capacity and output of the productive sector.
The top priority of the Geological Department of The Gambia is the provision of information on mineral resources suitable for infrastructure development.
The main demand for construction material is in the Greater Banjul Area (GBA) especially in and around the communities of Bakau, Brikama, Brufut, Serrekunda
BGS industrial minerals specialist, Clive Mitchell, has been working with the Geological Department in Banjul on a laboratory development plan. The and Sukuta. The Geological Department intends, with the assistance of the BGS, to establish a geological laboratory (GeoLab) that will provide technical information on the indigenous mineral resources. The most significant of these are silica sand, heavy mineral sand, kaolin, brick clay, laterite and cockle shells, which are limited to the Upper Tertiary and Quaternary sedimentary sequences.
proposed GeoLab will have the capacity for the testing of brick and ceramic clay, building sand, cockle shells, construction aggregate, heavy mineral sand and imported mineral products. This laboratory will enable the use of indigenous mineral resources within The Gambia and will help to reduce the reliance on imported materials. This will conserve the foreign exchange reserves and in the longer term may even help to strengthen The Gambian export market for mineral products.
For further information please see http://nora.nerc. ac.uk/view/author/2827.html
Contact Clive Mitchell Email [REDACTED_EMAIL]
Soil mineralogy training for Bhutan
A team from the BGS Mineralogy and Petrology Facility led by Simon Kemp recently played host to Jamyang, Chief Chemist at the Soil and Plant Analytical Laboratory, Ministry of Agriculture, Bhutan. Jamyang attended the Keyworth laboratories for an intensive three-week BGS GeoSchool training programme entitled 'X-ray diffraction analysis of clay minerals'. The training was requested ahead of a proposed, large-scale investment in new X-ray diffraction and scanning electron microscope systems at the Soil and Plant Analytical Laboratory, the first such installations anywhere in Bhutan.
Although the course was principally based around sample preparation, X-ray diffraction analysis and interpretation of derived data, Jamyang was also introduced to the full range of mineralogical techniques available in the facility including optical and scanning electron microscopy, surface area, thermal analysis, heavymineral and particle-size analyses. Analysis of two Bhutanese soil samples carried out during the training course immediately
offered explanations for their problematic behaviour and illustrated the benefit of mineralogical analysis to Bhutanese agriculture. Following discussions with BGS soil scientists, possible soil treatment scenarios were devised.
BGS has offered continued support and assistance to the Ministry of Agriculture and hopes to extend cooperation between the two organisations.
Contact Simon Kemp Email [REDACTED_EMAIL] | web | https://nora.nerc.ac.uk/id/eprint/501804/1/Cockle-shell_construction_Clive_Mitchell_BGS.pdf | 0.488783 | {
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Commemorate and Remembering Yekatit 12, 1929 G.C. (Ye-Sematet day) in New York City on March 1, 2014 By: Berhane Tadese
Ethiopians residing in the tri-state area of New York, New Jersey and Connecticut held a town hall meeting on March 1, 2014 in New York City as Remembrance Day for Yekatit 12, 1929 G.C. Fascist General Graziane's massacre act. This observance event was organized by a committee composed of Ad hoc committee for Global Alliance for Justice and the Ethiopian Community Mutual Assistance Association of NY, NJ and CT.
Commemorative ceremony started with a minute of silence for those who died in Yekatit 12 as well as for those who died during the Italian invasion between 1935 and 1941. That was followed with inspiring panel discussion spearheaded by the well-respected guest speakers, Dr. Girma Abebe, Dr. Syoum Gebre Egziaber and Mr. Nicola DeMarco. A special film entitled "Fascist Invasion and Resistance " film was shown. Following the film A poem entitled Hager Malet Yene Lij "ሀገር ማለት የኔ ልጅ" "by- Asrat Abraham , and a testimonial letter written by former Ethiopian Ambassador Ato Getachew Zeleke was read. In addition the Awen film Director and producers Mr.
Valerio Ciriaci & Isaak Liptzin made a brief presentation of the documentary film they are working on .The film is entitled "If only I were that Warrior." It is a documentary about the Italian occupation of Ethiopia in 1935. Following the protests against a recently constructed monument to fascist General R. Graziani, the film brings to light the war crimes he committed in Ethiopia and their legacy today.
The two Ethiopian guest speakers shared their eye witness experience about the unforgettable massacre conducted by the Graziani when the fascist army went on a rampage of murder and arson through Addis Ababa, slaughtering thousands of innocent people in February 19 1937 (Yekatit 12, 1929GC). As a kids growing in war time, they had also heard from an eye witness accounts how the Italian war machine rolled into the Ethiopian hills and used mustard gas on our patriots and civilians. The short film that was presented after their speech showed how the effect of the powdered chemicals blinded, choked and caused skin burns on the patriots and non-combatant Ethiopians civilians. It is evident in the film that the Ethiopian had no defense against these air attacks or a means to treat the victims. Even the Swedish Red Cross facilities were not spared during the indiscriminate bombardment.
Mr. DeMarco who is an Attorney by profession and human rights activities told the audience that his grandfather was among the new settlers brought to Ethiopia by the fascist regime during the Italian occupation .During his presentation he said the story he heard about Italian war in Ethiopia from his grandparents created an interest on him to learn more about the war. He then travelled to Ethiopia and met well known historians and people who were eye witness of the war. Since then he also actively worked with other Ethiopian citizen who were campaigning to return the Axum Obelisk back to Ethiopia. Currently he is an active participant in the campaign to demolish the Graziani monuments built at Affile south of Rome.
The Speakers stressed that Ethiopian communities in diaspora must make every effort to get involved in organizing this type of annual public events and pass this important history to the next young generation of Ethiopians. These forums keep the dialogue within the communities to ensure that similar war crimes never happen again. During the discussion it was noted that on Yekatit of 1929 G.C. within only in three-day the Fascist army massacred 30,000 Ethiopians in Addis Ababa. During the five year Italian occupation over one millions Ethiopians were killed, 2000 churches and 525,000 homes were destroyed.
At the end of the presentation the forum's participants asked questions and shared many ideas with the speakers. All of us should assume the responsibility to spread awareness, promote a culture of peace, and advance democratic rules so that the sacrifice made by our forefathers would not have been in vain. | web | http://ethiolion.com/Pdf/0303201412Yekatit2014.pdf | 0.493665 | {
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4. READ 1 Corinthians 1:21-24 and 30. What is Paul talking about when he calls Christ "the wisdom of God?"
What is wisdom and what is foolishness about the cross?
5. Since God "possessed" Wisdom (in Himself) or "brought forth" Wisdom (out of Himself), then His creation is an expression of His own being, orderly not random, and purposeful not absurd.
Give examples from your own experience where you see Wisdom in God's creation. Beauty? Order? Design?
6. GOOGLE the "Nicene Creed" to learn when it was written and why is it still significant today? Here's one paragraph on Christ.
And in one Lord Jesus Christ, the only-begotten Son of God, begotten of the Father before all worlds; God of God, Light of Light, very God of very God; begotten, not made, being of one substance with the Father, by whom all things were made.
Wisdom: A Lady of Ultimate Worth Proverbs 8 March 11, 2018
Literary insights—poetry frequently uses figures of speech
Simile—comparing two things using the word 'like' or 'as'
"Like cold water to a weary soul is good news from a distant land." (Proverbs 25:25)
Metaphor—a word picture using vivid descriptions
"Without wood a fire goes out; without gossip a quarrel dies down." (Proverbs 26:20)
Personification—gives human qualities to non-living objects or abstract ideas
"Love and faithfulness meet together; righteousness and peace kiss each other." (Psalm 85:10)
[Lady Wisdom speaking] "To you, O men, I call out; I raise my voice to all mankind." (Proverbs 8:4)
Lady Wisdom—a personification of Solomon's teachings (1:1-2)
Wisdom always is referred to with feminine pronouns
o She calls out and makes speeches (1:20 and 8:1-3)
o She can be rejected and ignored (1:24)
o She laughs when judgment comes (1:26)
o She keeps quiet and hides (1:28)
o She can be embraced ; never let her go (3:18; 4:8-9)
o She is called "sister" (7:4)
o She builds a house and prepares a banquet (9:1-6)
Proverbs 8 is a long poem in praise of Lady Wisdom 1 Corinthians 13 is written in praise of Christ-like love Hebrews 11 is written in praise of God-honoring faith
Theological insights
If we begin by saying that Proverbs 8 is talking about Christ, then we will draw several wrong conclusions.
In Proverbs 8:22, Lady Wisdom says about herself . . .
The LORD brought me forth (NIV)
The LORD possessed me (KJV, NKJV, NASB, ESV)
The LORD created me (RSV, NET)
Also "acquired" (CSB) "made" (HCSB) "formed" (NLT)
Lady Wisdom has a beginning, an ancient beginning from before all things, but still a beginning (see also 8:24). God is the divine architect of creation and Lady Wisdom the blueprint.
"Wisdom is ancient. We cannot make reality up, according to our own likes and dislikes. Wisdom was here first and is deeply embedded in the way reality is designed."
(from the Gospel Transformation Bible, ESV-Proverbs)
Jehovah Witnesses, follow a form of Arianism that denies the deity of Jesus Christ. They say Jesus is not eternal God.
[JW] Jesus is called the "wisdom of God" (1 Cor. 1:24 and 30). Lady Wisdom had a beginning (Proverbs 8:22 and 24). Therefore, Jesus had a beginning.
The Bible says Jesus is God . "In the beginning was the Word, and the Word was with God, and the Word was God" (John 1:1). Jesus always was, He is, and He will be forever (see Heb. 13:8).
Jesus has some similarity to Lady Wisdom (Proverbs 8)
Both existed with God before anything else Both played a role in creation
Jesus is superior to Lady Wisdom
Jesus is the Eternal Son of God; Wisdom is an attribute of God Jesus is the Creator ; Wisdom witnessed the creation
LifeGroup Homework
What insight, observation, or principle did you find eye-opening, troubling, or helpful?
1. Where are the following metaphors found in the Bible?
You are the salt of the earth
I am the vine, you are the branches
The name of the LORD is a strong tower
The LORD is my shepherd
The tongue also is a fire
2. Psalm 119 a long poem in praise of _____________ .
3. Wisdom is one of God's communicable attributes, reflected in humans made in His image and redeemed. (Other attributes of God are "non-communicable" and unique to Him.) From the list below, circle the communicable attributes of God. Discuss. | web | http://silvertonfirstbaptist.org/wp/wp-content/uploads/2018/03/Who-is-Wisdom.pdf | 0.488139 | {
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Famine and Feast
Central idea: We who have life-saving news must share it with others.
2 Kings 6:24-25a; 7:3-11
Look up.
Read the passage thoughtfully.
What did you like about the passage?
What did you find difficult about the passage?
What does this passage teach about people?
What does this passage teach about God?
Alternative questions to help you think through this passage:
* What are some of your thoughts and feelings as you consider the horrific famine within the besieged capital city of Samaria (see 2 Kings 6:25-29)?
* What does Leviticus 26:25-29 give as the underlying cause for the nation's devastation?
* How would you describe King Joram's response to the crisis (see verses 30-31)?
* Have you ever seen God reverse--unexpectedly or dramatically--the circumstances in your life? How so?
* If four men with leprosy are used by God to bring news of deliverance to the people, what does that suggest about the kinds of people God uses (see 1 Corinthians 1:27-29)?
* One theme in this section is the trustworthiness of God's prophetic word. Where are you with regard to God's word:
1. Still depending on my own reason and thoughts.
2. Leaning in the direction of God's authority, but not risking too much.
3. Placing my full weight on it, and letting it control my actions.
* Who in your life needs to hear the good news of Jesus Christ?
Look forward.
* Before leaving pray for the person in the final question above to hear the gospel--and for your courage and an opening to share the message. | web | https://www.speakcdn.com/assets/2421/cg_questions_11-11.pdf | 0.423422 | {
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ST. ELIJAH SERBIAN ORTHODOX CHURCH
2200 Irwin Street Aliquippa, PA 15001
Parish Office: 724-375-4074Email:[REDACTED_EMAIL] Office: [REDACTED_PHONE]
Parish Priest: Rev. Branislav Golic July 23, 2017
Webpage: stelijahaliquippa.com
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
45 Holy Martyrs at Nicopolis in Armenia
The Forty-five Martyrs of the Armenian City of Nicopolis suffered during the reign of the emperor Licinius (311-324), then a co-regent with Constantine the Great. Licinius, the ruler of the Eastern Empire, fiercely persecuted Christians and issued an edict to put to death any Christian who would not return to paganism. When the persecutions began at Nicopolis, more than forty of the persecuted of Christ decided to appear voluntarily before their persecutors, to confess openly their faith in the Son of God and accept martyrdom. The holy confessors were headed by Leontius, Mauricius, Daniel, Anthony and Alexander, and were distinguished by their virtuous life. The procurator of the Armenian district, Licius, before whom the holy confessors presented themselves, was amazed at the directness and bravery of those who voluntarily doomed themselves to torture and death. He tried to persuade them to renounce Christ and offer sacrifice to the pagan gods, but the saints remained steadfast The procurator gave orders to beat the confessors about the face with stones, and then shackle and imprison them.
In prison the saints rejoiced and sang the Psalms of David. When the holy martyrs sang Psalms at midnight, an angel of the Lord suddenly appeared to them, and the prison blazed with light. The angel declared to the martyrs that their contest was near its end, and their names already were inscribed in Heaven. Two of the prison guards, Meneus and Virilad, saw what was happening and believed in Christ. On the following morning, the governor decided to put the martyrs of Christ to death. After beastly tortures they burned them in a fire, and threw their bones in a river. Pious people found the relics, gathered them up and saved them. Later on, when freedom had been bestowed to the Church of Christ, a church was built on this spot in the name of the holy 45 Martyrs.
SCRIPTURE READINGS: Epistle-ROMANS 15:1-7 Gospel-MATTHEW 9:27-35
++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
VISITS THIS WEEK: Nikola Cokic, Joseph Mrkonja, Bob Sparcie, Simmy Milosh, Mary 'Cookie" Loverich
++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
NEXT SATURDAY, JULY 29 TH is the MEN'S CLUB PICNIC and the 40 th Anniversary of Church Day Camp
This will be an ALUMNI GET TOGETHER OF PAST CAMPERS All former Campers will receive a STONE COASTER See Georgette Osman or Julie Taylor the day of the Picnic PROGRAM 5:30 P.M.
*DIOCESE DAY- Saturday, August 5 th IN SHADLAND
*SUNDAY, AUGUST 6 TH OUR 103 RD ANNUAL ST. ELIJAH CHURCH SLAVA CELEBRATION
His Grace the Right Reverend Irinej (Dobrijevic) will be joining us this year for our celebration
HONORED KUMOVI… GEORGE and MARLENE VOLITICH
We will also recognize our 2017 Church School Graduates at the Slava Banquet Nick Kosanovich III and Eli Loncar
Since this will be a catered affair by BEYOND PARSLEY
the last day to purchase your tickets will be Sunday, July 30 TICKETS WILL BE ON SALE EVERY SUNDAY IN JULY or YOU MAY CALL THE CHURCH CENTER OFFICE at th
[REDACTED_PHONE] to make your reservations OR you may mail in your check to the church and we will mail your tickets back to you. Adults: $30 Students$15 Hors d'oeuvres, beverages Menu: Beef tips/Chicken Marsala/Pasta Alfredo/ Roasted Potatoes Mixed Vegetables/Salad/Rolls /Dessert/Coffee
++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
It's that time of year again THE ST. ELIJAH CHOIR will be selling our annual CHRISTMAS ORNAMENT. This year's design (once again created by our very own Kristen Milanovich) shares our love for our Musical Heritage. Please pick up a flyer and submit it to Diane Knapp following Divine Liturgy today! If you placed a second order from last year please see Kathy Loverich for payment and your ornament! HVALA!
++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++ | web | http://stelijahaliquippa.com/wp-content/uploads/2017/07/St-Elijah-Bulletin-7.23.17.pdf | 0.485357 | {
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Principal’s Message
Dear Parent and Carers,
Welcome back and Happy New Year to you all.
I wanted to say a huge thank you to all the parents that came into school this week for the KS2 Science workshop and thank you for your feedback. This Science workshop was about curriculum coverage for your child and what skills and knowledge they would acquire throughout KS2. Please do check the key dates section on the newsletter as there will be a workshop for every subject throughout this academic year.
On Tuesday our Nursery, Reception and Year 1 Children went to see the Gruffalo at the town hall in the city centre. On their return, I heard some amazing things about the show and our children were chosen to stay behind after the production to meet the cast and have photos with the characters. This was amazing as it helps us develop cultural capital for our children in an exciting way.
We have many exciting opportunities for children coming up over the next few terms.
The Local Authority has given us a household grant to support some of our families during this financial crisis – we do have a pot of money available to support you so if this is something you would be interested in to help with fuel, food, electric, gas etc please do come and see me and we can discuss what we can do to help you. The deadline for anyone wanting to tap into this grant is the middle of February.
Have a wonderful, happy weekend with your families all 😊
Mrs Rathore
Key Dates:
- 24th January 2023 - Year 5 and 6 Young Voices at the Symphony Hall
Breakfast Club:
Each morning Breakfast club runs from: 8.15 to 8.35am. Emma the caretaker will open the Victoria gate A from 8.15am to 8.20am, please do not come through the office entrance unless a special arrangement has been made. Parents will need to pay on the MCAS app £1.00 per day.
Class Attendance
| Class | Percentage |
|-----------|------------|
| Nursery (AM) | 85% |
| Nursery (PM) | 81% |
| Reception | 83% |
| Year 1 | 93% |
| Year 2 | 93% |
| Year 3 | 91% |
| Year 4 | 92% |
| Year 5 | 93% |
| Year 6 | 94% |
Year 2 book review:
Book title – The Owl and the pussycat
Edward Lear and Chalotte Voake
I rate this book 5 out of 5 stars.
I like how the book had lots of Rhyming words.
This book made me feel joyful.
By Nabila
Children who read the longest this week:
| Year | Name |
|--------|---------|
| Year 3 | Jannath |
| Year 4 | Harneet |
| Year 5 | Amayah |
| Year 6 | Stefan |
Accelerated Reader Class Winner:
Year 5 with 1048 points.
Sumdog Champion of the week:
| Year | Name |
|--------|---------|
| Year 1 | Jasmine |
| Year 2 | Esa |
| Year 3 | Jannath |
| Year 4 | Sehajpartap |
| Year 5 | TBC |
| Year 6 | Anushka |
Nursery:
This week we have started the topic of ‘People who help us’. Children have been learning about the different people who help us such as doctors, police, paramedics etc and have enjoyed dressing up. We learnt what the job roles of these people were and wrote thank you cards to show our appreciation. We have also been working on our fine motor skills and have been completing people who help us puzzles.
Year 3:
This week the children looked at the work of Andy Goldsworthy during their Art lesson. They focussed on the artist’s ‘collaboration with nature’ and collaboratively created this piece after developing skills in arranging materials for a sticking effect. They collected natural materials and worked together to organise them in a striking manner to create radial focus.
House points for the week
Coming soon!
Reception’s star speller
Emma
Roots to fruits
Year 2 Science - Materials.
The children considered the difference between naturally occurring materials and those that are man-made. They also learned about how often those two overlaps! As human beings harvest naturally occurring materials to manufacture everyday items.
Gruffalo Trip – Nursery, Reception and Year 1
This week we went on our school trip to watch ‘The Gruffalo’ which was a wonderful experience and the children all enjoyed singing and dancing during the production. | web | https://www.oasisacademyboulton.org/uploaded/Boulton/News_and_Events/Newsletters/2022-2023_Newsletters/Newsletter_-_13-01-23.pdf?1677421553796 | 0.478161 | {
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News Bulletin 253 March 11, 2014
First Reburial of War Victims in Somaliland Makes a Case for "Posthumous Rights"
Hargeisa, Somaliland: Helped by a team of Peruvian experts, the government of Somaliland has reburied 45 victims from Somalia's vicious ethnic conflict of the 1980s, setting a precedent for other African nations and affirming the right to a dignified burial.
The reburial - the first of its kind since Somalia emerged from civil war - took place on Sunday in an isolated corner of the Hargeisa cemetery, in the capital of the autonomous state of Somaliland. Muslim sheikhs wrapped the 45 sets of remains in shrouds and watched as they were buried in individual graves. Abdul Rahman, a local sheikh, observed:
"Islam does not allow people to be buried without dignity."
The 45 victims were exhumed from three mass graves by the Peruvian Forensic Anthropology Team (EPAF). Jose Pablo Baraybar, the director of EPAF, helped to manage Sunday's ceremony and predicted that it will strengthen Somaliland's efforts at nation-building.
Equally important, said Mr Baraybar, the reburials will have an "illustrative impact" far beyond Somaliland and
Preparing for the reburial in Hargeisa
give credence to the idea that the dead deserve a dignified burial - something that Mr Baraybar has argued for during many years of forensic activity in conflict areas. "Everyone has a right to be buried like a human, and not an animal," he said in a telephone interview from Hargeisa.
The 45 Somali victims, all men, are assumed to have been members of the Isaaq clan, which opposed the rule of former Somali dictator Mohammed Siad Barre. The men were among many who were taken in for questioning by police in 1984 and never reappeared. According to estimates, over 60,000 people were killed during the repression in northern Somalia and buried in anonymous graves. Mr Baraybar described Hargeisa as "one mass grave."
After Siad Barre fell in 1991, Somalia plunged into chaos and split into three regions Somaliland in the north, Puntland, and Somalia (with the capital of Mogadishu). Somaliland has functioned as a democratic state since 1991, and established a War Crimes Commission, but has not been recognized by the international community.
EPAF, a partner of The Advocacy Project (AP), has led efforts by Peru's civil society to identify victims of Peru's own dirty war (1980 to 2000) and is best known for exhuming almost 100 bodies from a mass grave at Putis in the province of Ayacucho (2008). AP covered the Putis exhumation and will send a Peace Fellow to EPAF this summer to help survivors of violence tell their story through an advocacy quilt.
Muslim sheikhs prepare the remains for reburial
Since Putis, EPAF has taken its expertise to other countries and conducted exhumations in Nepal, the DRC, Mexico and the Philippines. EPAF was invited to work in Somaliland after Mr Baraybar received an award in 2010 from the Center for Justice and Accountability (CJA), the San Francisco-based organization which takes legal action against human rights abusers. The CJA has pursued a case against Mohamed Ali Samantar, a former general in Barre's army who led the repression in the north of Somalia and now resides in Virginia. A US court levelled a fine of $21 million on Mr Samantar in 2012.
While the Somaliland project represents an important expansion in EPAF's model, it is not without challenges. EPAF is finding it hard to train Somalis to take over the work, because the War Crimes Commission is not providing funds and is not supported by foreign donors. Part of EPAF's own costs are covered by the Sigrid Rausing Trust in London.
But the shortage of funding has also led to innovations. EPAF has set up a field school in Hargeisa where foreign students can receive human rights training and assist in exhumations. Thirteen students - from Austria, Canada, China, Sweden, the UK and US have spent a month at the school before returning home to embark on what Mr Baraybar hopes will be a life of advocacy.
- For coverage of the Hargeisa exhumations, visit the Washington Post/Associated Press and BBC slide-shows. Please be advised that some of the photos may be unsettling.
- Watch AP's film on 2008 EPAF's exhumation of the Putis mass grave in Peru - "If I don't come back, look for me in Putis."
- Read the CJA's case against former General Mohammed Samantar and consult the transcript. | web | https://www.advocacynet.org/wp-content/uploads/2012/12/PR-253-Somaliland-reburials.pdf | 0.489778 | {
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Our Goals and Aspirations Strategy is structured around six broad Outcome Areas;
* Inclusive and accessible communities—the physical environment including public transport, parks, buildings and housing, digital information and communications technologies, and civic life including social, sporting, recreational and cultural life
* Rights protection, justice and legislation—statutory protections such as anti-discrimination measures, complaints mechanisms, advocacy, and the electoral and justice systems
* Economic security—jobs, business opportunities, financial independence, adequate income support for those not able to work, and housing
* Personal and community support—inclusion and participation in the community, person-centred care and support provided by specialist disability services and mainstream services, and informal care and support
* Learning and skills—early childhood education and care, schools, further education, vocational education, transitions from education to employment, and lifelong learning
* Health and wellbeing—health services, health promotion and the interaction between health and disability systems, wellbeing and enjoyment of life. | web | https://www.additionalneedseducation.com/_files/ugd/2cce7d_857f810559a54d6f8fb8adf66c97a0fc.pdf | 0.453679 | {
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This sporty loop takes you up to the summit of Méale, where the view of Lake Serre-Ponçon and the surrounding peaks will reward your efforts.
This demanding loop takes you to the pyramid-shaped summit of Méale (2426m), above the county town of Les Orres. The 360° view takes in the Serre-Ponçon valley, the resort of Les Orres, the Parpaillon massif and the surrounding peaks.
**Useful information**
- Practice: Trail
- Duration: 2 h 45
- Length: 15.3 km
- Trek ascent: 989 m
- Difficulty: Medium
- Type: Loop
- Themes: Flora, Panorama, Pastoralism, Top
1. Take Rue du Commun, which turns into a dirt track. A single track leads up to the Méale road. Follow the discovery trail on the right.
2. Turn left just before the hamlet of Haut-Forest for a demanding climb. Follow the hairpins until you reach La Platrière, with its panoramic view over Serre-Ponçon. The view becomes clearer and clearer as the climb continues.
3. Take a right to reach the summit via one of the two paths. Retrace your steps to the last junction, where you need to turn right. A series of hairpins leads to a track that you need to follow briefly.
4. Watch out for the single track on the left that leads to the Forêt car park. Take the track back to the starting point.
On your path...
The pastre (A)
Grazing (B)
The Common Blue (C)
Herd protection dogs
In mountain pastures, protection dogs are there to protect the herds from predators (wolves, etc.).
When I hike I adapt my behavior by going around the herd and pausing for the dog to identify me.
Find out more about the actions to adopt with the article "Protection dogs: a context and actions to adopt".
Tell us about your meeting by answering this survey.
⚠️ Advices
- Consulter les conditions météo
- Prendre à boire et à manger
- S'engage sur des itinéraires adaptés à son niveau
🎒 Gear
- Use appropriate equipment
- Take clothing suited to the terrain and weather conditions (sunglasses, cap/hat, windbreaker...)
How to come?
Transports
Public transport: www.pacamobilite.fr
Advised parking
Church car park, county town, les Orres
Information desks
Office de Tourisme des Orres
1 place des étoiles, 05200 Les Orres
[REDACTED_EMAIL]
Tel : [REDACTED_PHONE]
https://www.lesorres.com/
Source
Serre-Ponçon
https://www.serreponcon.com
The pastre (A)
This is the Provençal word for shepherd. The trail got its name because of its many traces of pastoral activity along the way. Among other things, you can see the remains of ancient shelters known as muandes. These were used as stopovers between the farm and the mountain pastures during the transhumance up to the summer pastures at the start of the summer and during the transhumance to lower pastures in the autumn.
Grazing (B)
Pastoralism is an extensive management technique. Known as the "Vachaïre", it emerged alongside cattle rearing and milk production. It entailed setting up a community-based herd management system, with the animals grazing every day. And it was the shepherd, "Lou Pastre" in Provençal, who was entrusted with managing the flocks.
Attribution: Joël Faure - PNE
The Common Blue (C)
In this small butterfly, the male's upper wings are dark grey, somewhat bluer at the base of the wings, while the female is brown. It is most often seen at higher altitudes, in July and August, in grasslands and meadows. The Arctic blue is a species of northern regions (Scandinavia, Greenland, Siberia, North America) which, in more temperate parts, lives only in the mountains.
Attribution: Amélie Vallier | web | https://geotrek-admin.ecrins-parcnational.fr/api/en/treks/995604/le-meale.pdf?portal=5 | 0.483745 | {
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Waiting for the Ruler
when you are unsupervised?
* What happens in school when the teacher is not around...
or at work, when the boss is away for the day?
or what would happen if someone didn't turn up to lead a church service?
or, like "The Cat in the Hat", when mum or dad are out?
* Then what happens when someone shouts: "He's coming!"
An Ideal Leader
show leaders, getting people to identify them and why I might have chosen them as an example of a leader
* I've got some leaders in different fields - lets see how good you are at identifying them!
* Which of those folk would you want as your leader?
why?
vote!!
* Micah 5 speaks of a promised leader who would not merely be good, but would be the best!
from the passage!!
what characteristics?
flick back to it in presentation?
Only Jesus matches that description!
ideal man...
proved through the rest of his life...
Bible describes his death as pioneering, opening a way for us to be God's friends! | web | http://fintry-church.org.uk/SermonsPDF/Micah5b.pdf | 0.43931 | {
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Adapting to Climate Change
ECONOMIC DEVELOPMENT AND CLIMATE ADAPTATION PLANNING
CHESTER, PENNSYLVANIA, EPA REGION 3
Chester, Pennsylvania, is no stranger to damage caused by inadequate protection from coastal hazards. On September 5, 1971, more than 11 inches of rain fell on Montgomery and Delaware counties, leading to at least 12 deaths. In Chester, flooding swept across Eyre Park destroying nearly a hundred homes and forcing 300 residents to relocate at an estimated cost of $17.6 million (1978 dollars). Eventually, the city built a levee to protect parts of the city, but in 1999, flooding from Hurricane Floyd breached the levee causing over $1 million of damage to the nearby school.
Numerous vacant, abandoned and/or contaminated properties along the Delaware River remain vulnerable to flooding, especially as climate change presents new threats. The Chester waterfront area presents an opportunity to explore options other than traditional industrial or commercial development. Opportunities could include redevelopment or non-development that may increase the city's resiliency to sea-level rise and increased precipitation events.
EPA's Land Revitalization Team is providing technical assistance to Chester to evaluate real estate market conditions and collect examples of land use strategies that can promote economic development, increase green infrastructure and reduce vulnerability to climate change. The project was initiated in December 2013 and was completed in September 2014.
In May 2014, EPA conducted a site visit to meet with local stakeholders and planning staff and to tour the areas that may be vulnerable to climate change and where redevelopment could improve climate resilience. EPA's technical assistance team has developed a report that provides national examples of (a) relevant regulatory standards, incentives and guidelines that Chester may consider as it updates its zoning and subdivision regulations, and (b) national examples of non-regulatory projects, programs and approaches that may be helpful to the city.
The report focuses on examples drawn from areas outside the Pennsylvania, New Jersey and Delaware region, as the approaches used here are already familiar to local stakeholders. However, it also includes some very recent examples from the New York region based on intensive research on improving climate resilience following Super Storm Sandy. The report includes examples: from distressed cities with significant inventories of public lands; that are relevant to the types of redevelopment opportunities available in Chester; of different levels of flood risk mitigation required by new construction; that allow for a climate sensitive use of the lower floors of buildings on vulnerable lands (e.g., parking); that are related to repurposing land for flood absorption; and that can be graphically illustrated to improve public understanding.
For more information, please contact Dave Campbell, EPA Region 3, [REDACTED_EMAIL].
LESSONS LEARNED
- Regulatory approaches to improve resilience to increased creek and coastal flooding often involve tax rebates, storm water fee reductions or grant funding to offset added development costs related to installation of site or building-based resiliency features, including porous pavers and asphalt, bioretention and vegetated swales.
- Significant opportunities may exist to reduce stream flooding risk through redesign of upstream parks, similar to projects implemented in Fargo, Tulsa, New York, and New Orleans.
PLANNED POST-TECHNICAL ASSISTANCE ACTIVITIES
- Revision of flood plain regulations to better align with the Federal Emergency Management Agency (FEMA) Community Rating System (CRS) criteria.
- Evaluation of best practices in home and land swaps to remove population from flood risk areas. | web | http://epadatadump.com/pdf-files-2015/economic_development_and_climate_adaptation_planning.pdf | 0.476699 | {
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