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|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
B.M."X" spike in Ash 75'
N. of landing and 30' from shore.
Assumed Elev. 100.00'
Water Elev. 95.50'
FLAMBEAU RIVER STATE FOREST
TOPOGRAPHIC SYMBOLS
- Brush
- Partially wooded
- Wooded
- Cleared
- Pastured
- Agricultural
- Bench Mark
- Dwelling
- Resort
- Steep slope
- Indefinite shoreline
- Marsh
- Spring
- Intermittent stream
- Permanent inlet
- Permanent outlet
- Dam
- Submerged vegetation
- Emergent vegetation
- Floating vegetation
LAKE BOTTOM SYMBOLS
- Peat
- Gr. Gravel
- Muck
- Rubble
- Clay
- Br. Bedrock
- Marl
- Sand
- Silt
SPECIES OF FISH
- Muskie
- N. Pike
- Walleye
- L. M. Bass
- Smallmouth
- Panfish
- Trout
AREA 273 ACRES
UNDER 3FT. 7% %
OVER 20FT. 36% %
VOLUME 4636.29 ACRE FT.
TOTAL ALK. 51 P.P.M
SHORELINE 4.89 MILES
MAX. DEPTH 39 FEET
Field work by: Hopke Perkins Sother
Drawn by: C. Holt
Source: Wisconsin Department of Natural Resources [REDACTED_PHONE]
Lake of the Pines Lake – Sawyer County, Wisconsin DNR Lake Map
Date – Feb 1975 - Historical Lake Map - Not for Navigation
A Public Document - Please Identify the Source when using it. | web | https://dnr.wi.gov/lakes/maps/DNR/2275300a.pdf | 0.478226 | {
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Figure 12-3.
Ten States with the Highest Percentage of Population Foreign Born for the United States: 1850 to 2010
(Data for 1850 and 1860 assume that the entire slave population was born in the United States)
North
South
West
See
www.demographicchartbpook.com, References.
Copyright © 2013 by Campbell Gibson. Graphics may be copied for personal use or for educational purposes, but may not be sold.
March 6, 2013 | web | http://demographicchartbook.com/wp-content/uploads/2015/09/fig12-3.pdf | 0.438189 | {
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BISHOP'S HULL GAUGING WEIR
Bishop's Hull is a village and civil parish in Somerset. The Hull Gauging Station is situated on Nether clay near the Old Mill and was originally constructed along with a concrete weir between 1967 and 1968.
Land & Water were contracted to improve the low flow measuring accuracy of the weir, upgrade the remote monitoring infrastructure, increase biodiversity at the site, improve fish migration and create a safe passage for the endangered European eel to travel up and over the weir.
The use of Land & Water's long reach excavator meant that we could reach all areas of the channel whilst maintaining a safe set back from the retaining wall of the weir. Works began with the demolition of the existing building structure and equipment whilst protecting the stilling entry.
A temporary dam was then installed to the right-hand channel to enable us to remove the existing weir crest and slopes. A section of the concrete base was also removed to tie in to the new dividing wall which was formed along with the new slopes and crest. The new crest was installed completing the in-channel works. A new set of access steps were also created.
With the majority of the in-channel works taking place over the winter months, water levels, weather conditions and temperatures at times dictated the pace of the project. However, continued monitoring and long-range forecasting helped mitigate the challenges of working instream.
Restricted access also meant that not all deliveries could be made directly to site. Some plant and materials needed to be delivered to our Southwest yard and broken down and redelivered in smaller vehicles.
Ground conditions also made it difficult to bring larger items of plant on to site. Good traffic management and the use of banksmen made it possible to fit even the largest of cement wagons, concrete pumps and even long reach excavators into an area with such a modest footprint.
Find us on the internet at www.land-water.co.uk
Contact us on 0844 225 1958 | web | https://www.land-water.co.uk/files/projects/latest/Bishops%20Hull%20Gauging%20weir.pdf | 0.427917 | {
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1. Given a signal the signal $x(t)$ shown below in (a), plot or sketch (b-e):
(a) $x(t - 4)$
(b) $x(4t)$
(c) $x(-t)$
(d) $x(2 - 2t)$
Solution: The following MATLAB program solves:
```matlab
function hw1prob1sol()
dur=10;
t=linspace(-dur,dur,5000);
subplot(411);
plot(t,rect(t-4));
axis([[-dur dur 0 1.2]]);
title('x(t-4)');
ylabel('x(t)');
subplot(412);
plot(t,rect(4*t));
axis([[-dur dur 0 1.2]]);
title('x(4t)');
ylabel('x(t)');
subplot(413);
plot(t,rect(-t));
title('x(-t)');
subplot(414);
plot(t,rect(4-2*t));
title('x(2-2t)');
xlabel('t');
```
and the plots look like:
Note that students were not required to solve via MATLAB, this code is so you will have some idea how pulses, etc might be plotted in MATLAB. How would you plot that weird little ramp/block thing that we used in class to explain this material? Also NOTE: this can of course be solved via either method use in class: 1. Shift-Then-Scale or 2. Solve the argument for zero for key points! Keep in mind that if you solved this with MATLAB you should be sure that you can do it one or both of the other ways for exams. (That should be read as a huge hint.)
2. Answer the following
(a) What is the primary advantage of digital communications over analog?
Solution: That by thresholding $m(t)$ can be exactly recovered.
(b) What two properties of channels prevent error free communication at an unlimited data rate?
Solution: Limited bandwidth and limited SNR
3. Draw a labeled block diagram for two people communicating over a tin can telephone system. Show communication going in one direction only. If you don’t know what that is look it up in Wikipedia, but don’t tell me because you’ll make me feel old.
(a) Be sure to label the transmitter, receiver, source, destination, and channel.
Solution: Should depict a person as source, a tin can as transmitter, a string as the channel, a tin can as receiver, and a second person as the destination.
(b) What kinds of noise or interference might impede communication using this system?
Solution: Anything reasonable is OK, birds landing on the string, a truck driving by, thunder, or an earthquake, enemy agents jamming the string by pulling on it, etc.
(c) By what physical mechanism is communication accomplished using this system (i.e. what physical phenomenon)?
Solution: Mechanical Vibration, bonus for mentioning longitudinal waves.
4. Assume that you have now purchased a modem for your tin can telephone. If the system has 20kHz of available bandwidth what is the channel capacity in Mbps if the SNR is:
(a) 1dB
(b) 3dB
(c) 100dB
(d) 1000dB
(e) If you continue to increase the SNR by increasing transmit power what physical system failure will eventually come into play?
Solution: the following MATLAB code solves:
```matlab
SNR=[1 3 100 1000];
SNRlin=10.^-(SNR/20);
B=20e3;
C=B.*log2(1+SNRlin);
C/1e6
```
with the result:
\[
[0.0217 \quad 0.0254 \quad 0.3322 \quad 3.3219] \text{ Mbps}
\]
The string will eventually break because you are putting too much power into it. If you used power dB instead of amplitude dB that is OK, and you will get full credit. I didn’t specify.
5. Given three signals \(x(t), y_1(t),\) and \(y_2(t)\) defined as:
\[
x(t) = \begin{cases}
t & \text{abs}(t) \leq \pi \\
0 & \text{abs}(t) > \pi
\end{cases}
\]
\[
y_1(t) = \begin{cases}
\cos(t) & |t| \leq \pi \\
0 & |t| > \pi
\end{cases}
\]
\[
y_2(t) = \begin{cases}
\sin(t) & |t| \leq \pi \\
0 & |t| > \pi
\]
Solution:
\[
< x, y_1 > = \frac{1}{2\pi} \int_{-\pi}^{\pi} t \cos(t) = t \sin(t) + \cos(t)|_{-\pi}^{\pi} = 0
\]
and
\[
< x, y_2 > = \frac{1}{2\pi} \int_{-\pi}^{\pi} t \sin(t) = \sin(t) - t \cos(t)|_{-\pi}^{\pi} = 1
\]
6. Show that $e^{jk\omega_0 t}$ and $e^{jm\omega_0 t}$ are orthogonal for $k \neq m$ for an inner product defined as:
$$<f, g> = \frac{1}{T} \int_0^T f(t)g^*(t)$$
where $\omega_0 = \frac{2\pi}{T}$. Recall that $e^{j2\pi k} = 1$. A hint, this is a trivial integration so don’t make this harder than it needs to be!
**Solution:**
$$\frac{1}{T} \int_0^T e^{jk\omega_0 t} e^{-jm\omega_0 t} dt = \frac{e^{j2\pi (k-m)} - 1}{j2\pi (k-m)} = 0$$
because $e^{j2\pi n} = 1 \forall n$ and $\omega_0 T = 2\pi$.
7. For the signal $x(t)$ shown below in (a) complete (b-d), graphically indicate that the areas work out:
(b) Sketch a best friend (signal with $\rho=1$)
(c) Sketch a complete stranger (signal with $\rho=0$)
(d) Sketch a worst enemy (signal with $\rho=-1$)
**Solution:** b should be either a repeat or scaled version, c should be orthogonal, d should be the inverted signal.
8. In example 2.12 we showed that the Fourier series coefficients for a pulse train $g(t) = \sum_{n=-\infty}^{\infty} \delta(t-nT_0)$ are $D_n = \frac{1}{T_0}$. That means that we can express $g(t)$ as $g(t) = \frac{1}{T_0} \sum_{n=-\infty}^{\infty} e^{j2\pi f_0 t}$ with $f_0 = \frac{1}{T_0}$. Use Euler’s identity to write this function as a sum of real functions $\{y_0(t) + y_1(t) + y_2(t) + ... + y_N(t), ...\}$ of time. Plot this expression for $N = \{3, 10, 15\}$ with $f_0 = 1Hz$ in MATLAB over the time period -10 to 10 seconds. Include your MATLAB code with your homework.
**Solution:** the required expression is $\{1 + 2\cos(2\pi t) + 2\cos(2\pi 2t) + ... 2\cos(2\pi nt) + ...$ code to solve is something like:
t=linspace(-10,10,1000);
subplot(311);
x=ones(1,length(t));
for m=1:3
x=x+2*cos(2*pi*m*t);
end
plot(t,x);
title('N=3')
ylabel('Amplitude');
subplot(312);
x=ones(1,length(t));
for m=1:10
x=x+2*cos(2*pi*m*t);
end
```
and the plots look something like:
 | web | http://w3.uwyo.edu/~jdavis7/ee4440/hw1solution.pdf | 0.482568 | {
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Why I love Telling Stories
When I was in 6th grade, I won a Creative Writing award (I still have it) for a story I wrote about a magical whale. I can't remember every detail of that story, but what I remember vividly is the way that writing made me feel. Excitement bubbled up in my stomach, and while at first, I thought it could be the cafeteria pizza I ate for lunch makin' moves, I quickly realized that it was because I had a story to tell.
My imagination ran wild that day with preposterous details like fins that were rainbow colored and waves made of diamonds. I fell in love with storytelling because there are no rules. Elephants can fly. We can believe in fairies. A beauty really can learn to love a beast. Worlds that only exist in your mind are brought to life with just a pen and a sheet a paper (or these days, a laptop and nimble fingers). To me, that's always felt rather miraculous.
Stories also bring people together in a way that nothing else does. Millions of us have lived at Hogwarts, or begged Juliet not to drink the poison, or trekked along the Misty Mountains...as strangers, we've traveled entire universes together and when the story is over, there we are, bonded through time and space without even leaving the couch. It's actually kind of incredible when you think about it.
Most people think it's weird that I enjoy writing resumes. Is it my favorite thing to write? No. However, I do enjoy it because through the resume I not only get to know the person, but I become a small part of their story. A piece of me lives in that resume. For me, writing is a natural extension of my heart and I'll string whatever words I need, in any way that I can, to keep it beating. | web | https://www.leorisingcomms.com/_files/ugd/faa681_d69b9bd0237f46b3ab8b9fab2cead14e.pdf | 0.445672 | {
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Tansy ragwort (Senecio jacobaea)
Currently in Montana, noxious weed infest about 8.2 million acres. Many of these state listed noxious weeds were brought to America as ornamentals for gardens, medicinal purposes, by accident in discarded soil from a ship's ballast, or unintentionally in bags of seed brought from other parts of the world. Whatever the cause of introduction non-native plant species have found their way onto Montana's state listed noxious weed list.
Tansy ragwort (Senecio jacobaea) is native to Eurasia. Places you are likely to find tansy ragwort include road sides, pastures, fields, cleared forested lands, and other disturbed areas. Stems are 8 to 36" in height. Leaves are 2 to 8" long, alternated and deeply cut giving the leaf a ragged appearance. Flowers generally have 13 petals and are bright yellow in color. Flowers bloom from June to November and are about 1" wide; blooming in dense flat-topped clusters of 20 to 60 flowers. During a single season on tansy ragwort plant can yield 2,000 to 2,500 flowers that produce 75,000 to 200,000 seeds, which are capable of remaining viable in the soil for up to 15 years! Tansy ragwort reproduces primarily through seeds. Seeds can be distributed and spread to new areas by wind and water and by transportation from animals and humans. Tansy ragwort can be controlled by various integrated weed management techniques such as hand pulling, biological control, and herbicides. Hand pulling needs to be done before the plant has gone to seed. Mowing is not a management option for tansy ragwort because new plants can re-sprout if the entire plant is not removed. In Montana, there are three biological control bugs that are being used on tansy ragwort infestations. The tansy ragwort flea beetle, ragwort seed head fly, and the cinnabar moth. These bio bugs have been very helpful in the management of tansy ragwort in both Lincoln and Flathead counties in northwestern Montana.
Please take a few moments to learn about noxious weeds. If noxious weeds are not currently a problem in your area, they may be in the near future. For more information about Montana's state listed noxious weeds, regulated plants, or weed species listed on your county weed list, please contact your local county weed district (can list weed district name here… ex: Lewis & Clark County Weed District) at _(406)_(Phone number)_. Or you can contact the Montana Department of Agriculture at ([REDACTED_PHONE]. | web | https://weedawareness.org/assets/documents/Newsprint%20readyTANSYRAGWORT.pdf | 0.434502 | {
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PALM [REDACTED_ID] OF THE LORD’S [REDACTED_ID]
Parish Creates Passport to the Holy Land 2010
[REDACTED_ID] VIEW — Over 175 children stayed close to home; yet they journeyed to another time to retrace the footsteps of Jesus with their families at St. Athanasius Parish. On Palm Sunday morning, the classes in the Catechetical Ministry program reconstructed on the Parish Green a miniature Holy Land. There were bilingual displays for the areas of Nazareth, Bethlehem, Galilee, Jericho and Jerusalem.
Upon arrival each family member received a passport that included a pilgrim’s map and prayer along with New Testament references.
After checking-in, each family shared a food item that Jesus’ family may have eaten 2,000 years ago such as flat bread, olives, nuts and dried fruit. Different juices were also on hand including pomegranate, apple and grape.
Attentive to the directions of road signs, everyone visited the different sites to learn more about the life of Jesus. The displays included actual travel brochures brought back by Catechetical Director Victor Valdez from a previous pilgrimage to the Holy Land.
The final days of Jesus were recounted by Catechist Francisco Godoy at the Jerusalem display with actual photos.
Just like in real life, palm trees lined the way for Jericho, known as “the city of palms”.
Besides sacramental liturgy and sacramentals, catechesis must take into account the forms of piety and popular devotions among the faithful, such as pilgrimages. Catechism of the Catholic Church, 1438
THE HOLY LAND AT THE TIME OF JESUS
All the places we read about in the Bible are as real as the street in front of your house. Over the centuries since Jesus walked the earth, Catholic Christians have worked to preserve sacred sites of his life. Through an intergenerational event, the place we now call the Holy Land was made accessible for families to step back in time where Jesus was born, died and rose in glory.
+Nazareth Jesus’ birth is good news. An angel tells Mary about God’s plan (Luke 1:26-38).
Catechist Jose Luis Rodriguez encouraged his class to where white, the color of their display. Below the back of his shirt read in Spanish “Nazareth, the place where Jesus learned to read and write”.
Instead of paying taxes as in Jesus’ time, everyone stepped up to have their passport stamped beneath the map.
+Jerusalem We can praise God for His Son, Jesus. The people praise Jesus as He enters Jerusalem (Luke 19:28-40).
The Gospels are central to the catechetical message. They express the teaching which transmits the life of Jesus, his message and his saving actions.
[REDACTED_ID] [REDACTED_ID] FOR CATECHESIS, 98
Galilee Jesus wants us to follow him. He calls the fishermen Peter, Andrew, James, and John to be his disciples (Mark 1:14-20). Jesus brings peace. Jesus calms a storm (Mark 4:35-41).
Scripture pictures by the same artist made experiencing the life of Jesus visually interactive. The back side of the picture stands included scripture points and questions at each display. Catechist Jose Amador recounts the story of the tax collector Zacchaeus below in Jericho.
Jericho Jesus will help us change our lives if we ask Him to help us. Jesus forgives Zacchaeus (Luke 19:1-10).
To describe Tradition and Scripture as sources for catechesis means that catechesis must imbibe and permeate itself with biblical and evangelical though, spirit and attitudes by constant contact with them. [REDACTED_ID] [REDACTED_ID] FOR CATECHESIS, 127
Bethlehem’s story can be told anytime of the year.
Bethlehem Jesus wants us to seek him. The wise men find Jesus (Matthew 2:1-12).
Holy Traveler Jesus,
you who were acquainted with the processes of uprooting and journeying;
and who came from a people whose songs were of removal and pilgrimage;
From earliest childhood, you moved quickly (and abruptly, with little notice; circuitously) from Bethlehem to Egypt and back again to Nazareth; and later, in the company of your parents, you regularly walked the long, uphill road to Jerusalem.
Was it from such experiences that you took your picture of your Father’s house as having within it many resting places, and urged your followers to travel unencumbered?
Holy Traveler Jesus,
be with us in all our removing. (cf. John 14:1-4 and Luke 10:4)
Sources
Carden, John, *A Procession of Prayers* (Harrisburg, PA: Morehouse Publishing, 1998).
*Scripture Pictures* (Cook Communications Ministries, 2003). | web | https://catechistsjourney.loyolapress.com/wp-content/uploads/2010/05/Passport-to-the-Holy-Land-2010.pdf | 0.483372 | {
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Imaginative Learning Journey Dinosaur Planet
TOPIC OVERVIEW
Stomp, crash, RRRAGH! Watch out everyone - the dinosaurs are on the prowl!
They're rampaging across the dusty earth, swishing their enormous tails and baring their fearsome teeth...
Let's explore the Dinosaur Planet! Imagine you are a palaeontologist (that's a scientist who studies bones and fossils). Dig deep and discover dazzling dinosaur facts.
Doyouthinkhesawus? Yes he did… RUN!
Which is your favourite dinosaur? The Tyrannosaurus rex, the Brachiosaurus or the Micropachycephalosaurus?
SUBJECT OVERVIEWS
[x] ENGLISH: Traditional tales, nonchronological reports and poems on a theme
[x] SCIENCE: Working scientifically, conducting simple investigations, using observations and ideas to suggest answers to questions. We will be revising the terms carnivore, herbivore and omnivore.
[x] MATHS: Place value, subtraction, shape, measurement, length, height, weight and volume
Let's Investigate: Why do we have teeth? What's in a bud?
[x] COMPUTING: Programming a floor robot and Online Safety
[x] ART and DESIGN: 3D models and created an ultimate dinosaur
[x] DESIGN and TECHNOLOGY: Making fossils using clay
[x] HISTORY: Events beyond living memory; lives of significant individuals – Mary Anning
[x] GEOGRAPHY: Weather patterns, fieldwork skills
[x] PHYSICAL EDUCATION:
Balance and Co-ordination
[x] PSHE: Stranger Danger
[x] R.E: Christianity – What do Christians believe and Easter
[x] MUSIC: Pitch
HOW TO HELP YOUR CHILD
[x] Reading Books: Please read with your child at least 3 times a week so that they complete the reading challenge. Please make sure your child's reading book is in their bag every day.
[x] Learning logs: Will be sent home at the beginning of every topic. Please complete 2 activities.
[x] Homework :
Maths and English will alternate each week.
Spellings - weekly
[x] Water bottles/snack: Your child may bring a healthy snack e.g. fruit and a drink. No fizzy drinks please. You may send in a water bottle for lesson time. | web | http://mabscross.co.uk/wp-content/uploads/2018/03/Dinosaur-Planet.pdf | 0.422335 | {
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A Prayer and Reflection for those who perish in the Desert
Prepare: Find a comfortable, quiet place to sit, and take a few deep breaths to settle yourself. Hold the individuals whose belongings the KBI immersion group encountered in your prayer.
Consider: You will be reflecting on a poem written by a woman exiled from Guatemala. What does the word "exile" mean to you? Consider what you would lose if you were suddenly forced away from your home, from your family and friends and all that is familiar to you.
Pray With Julia Esquivel's poem below. Read through it twice slowly, allowing yourself to stay with certain words or phrases that catch your attention.
Imagine with God what the New Nation would be like, how people like those deported from the US would be treated there.
Ask God for the courage to overcome the "thousand excuses" that keep you from acting boldly in solidarity with migrants and others facing injustice.
"When the Hour Comes," by Julia Esquivel
When the Hour Comes, You shall change my desert into a waterfall, You shall anoint my head with fresh oil And your strength shall overcome my weakness.
You shall guide my feet into your footsteps And I will walk the narrow path That leads to your House.
You shall tell me when And where I will walk your path Totally bathed in joy. In the meantime, I ask you, Lord, you who awaken In the most intimate place in my soul The Feast of Life!! That of the Empty Tomb! That of the Victorious Cross!
Let your voice mistaken as the Gardener's awaken my hearing every morning With news that's always fresh: "Go and tell my siblings
There, where all my little children Sit as princes and princesses At THE TABLE OF MY FATHER." Keep reminding me loudly every night, That you have overcome Him who confuses this world.
Tell me it does not matter How bitter the cup of affliction is So that the heart can cease trembling; And this desert of indifferent development Does not impede our hope, Nor prevent us from holding Your Hands Round the Fire Which burns brighter in the Mountain, Your People are the Mountain!
Be strong Within me, So that the thousand excuses With which the heart Seeks to escape From the essential thing Don't let me forget That in Your House There is always WINE and BREAD
That I have overcome death, That there is a place for everyone There where the New Nation is built.
There, Where neither earth, love or joy Can be bought or sold, Where wine and milk Are shared without money and without price.
And that Your House, Lord, Is where The humble search for the Justice That will shine in the New Society That already provides us With glimpses Of your Kingdom! | web | https://www.kinoborderinitiative.org/wp-content/uploads/2022/08/A-Prayer-and-Reflection-for-those-who-perish-in-the-Desert.pdf | 0.480719 | {
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LIGHT AND MOMENTARY TROUBLES
“For our light and momentary troubles are achieving for us an eternal glory that far outweighs them all” (2 Cor. 4:17).
The following represent about 3 to 4 years of troubles in the life of Paul. These, however, may have been among his most productive years of his life in advancing the cause of Christ.
- Around A.D. 58 Paul was returning to Jerusalem with offerings for the poor saints in Judea. He wasn’t sure, however, that the Jews would accept this offering (Rom. 15:30,31).
- Because the Jews plotted to kill him he didn’t sail to Syria but went by land instead (Acts 20:3).
- The bad news continued as the Holy Spirit warned him in every city that prison and hardship were waiting on him in Jerusalem (Acts 20:22-24).
- Then at Caesarea the prophet Agabus bound Paul with his own belt and predicted that the Jews in Jerusalem would bind Paul and hand him over to the Gentiles (Acts 21:10,11).
- To show the believing Jews in Jerusalem that he was living in obedience to the Law, Paul joined in the purification rites of four men who had taken a vow (Acts 21:20-26).
- When Jews from Asia, however, saw Paul in the Temple they falsely accused him of taking Trophimus the Ephesian into the Temple area (Acts 21:27-29). See also Acts 19:31-34.
- When the Jews tried to kill Paul he was arrested by the Romans (Acts 21:30–36).
- After appearing before the Sanhedrin the Lord stood near Paul and said: “Take courage! As you have testified about me in Jerusalem, so you must also testify in Rome” (Acts 23:11).
- The next morning more than 40 Jews took a vow to not eat or drink until they killed Paul (Acts 23:12,13). They even sought the help of the chief priests and elders to kill Paul.
- Paul’s sister’s son, however, overheard this plot, advised a centurion, and 470 soldiers were assigned to escort Paul at night to safety in Caesarea (Acts 23:23,24).
- Paul preached to the Governor Felix, and his wife Drusilla, about righteousness, self control, and judgement to come. Felix kept Paul in prison hoping to receive a bribe (Acts 24:24-26)
- When the new governor, Festus, threatened to send Paul back to Jerusalem, he appealed as a Roman citizen to stand before Caesar’s court (Acts 25:1-12).
- Later Paul learned that if he had not appealed to Rome he would have been set free (Acts 26:32)
- On his journey to Rome as a prisoner their ship was beset by a storm and everyone went without eating for 14 days (Acts 27:13-44).
- Their ship wrecked on the Island of Malta and Paul was bitten by a poisonous snake (Acts 28:3)
- When he finally arrived in Rome “For two years Paul stayed there in his own rented house and welcomed all who came to see him. Boldly and without hindrance he preached the kingdom of God and taught about the Lord Jesus Christ” (Acts 28:30,31).
- During this time it became clear to the whole palace guard that Paul was in chains for Christ (Phil. 1:13). He also made converts in Caesar’s household (Phil. 4:22).
- The fact that Paul could preach while chained emboldened most of the brethren (Phil. 1:14).
- During this time Paul led many to Christ, included Onesimus, a runaway slave (Phile. 8-11).
- During this time he was also surrounded by fellow workers like Tychicus, Onesimus, Aristarchus, Mark, Justus, Epaphras, Luke, Demas, and others (Col. 4:7-15).
- It was also during this time that Paul wrote 4 inspired letters that are now a part of our Bible (Ephesians, Philippians, Colossians, and Philemon).
- Instead of being a tragedy, the things that happened to Paul actually served to advance the Gospel (Phil. 1:12).
- Perhaps someone reading these words is going through a time of testing as did Paul. Please consider that your “light and momentary troubles” might also be used by God to advance the Gospel. | web | https://boycemouton.com/resources/2019articles/files/LIGHT-AND-MOMENTARY-TROUBLES.pdf | 0.426445 | {
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Revisiting Footnotes
Tulkojot atsauces
Footprints of the Recent Past in the Post-Socialist Region
Nesenās pagātnes nospiedumi postsociālisma reģionā
Pirimze
Sophia Tabatadze
Built in 1971 in the centre of Tbilisi – the capital of Soviet Georgia – Pirimze, a six-floor building, was specifically designed to house numerous forms of manufacturing, maintenance and services. Shortly after the independence of Georgia, in 1995, the status and ownership of the building changed from state ownership to a shareholding enterprise. By 2003, the enterprise declared bankruptcy and consequently was put up for auction and sold by the state. In 2007, following the eviction of all employees, the building was reconstructed. Built to house a new commercial centre, the new Pirimze Plaza now stands empty where the old building stood, claiming the same name, as well as the fame the Pirimze had formerly enjoyed.
Old Pirimze
Vecā Pirimze
Pirimze Plaza
Shoes, watches, glasses, jewellery, bags, zippers, suitcases, belts, hairdryers, kitchen appliances – it was possible to repair almost anything in Pirimze. Knives and scissors could be sharpened, hair could be cut and shoes polished. Furriers and tailors could fashion clothing from fur, leather or fabric for individual customers. People in the entire city knew Pirimze, customers would come from all over, even the villages outside the city, to use its services.
My father and his friends were of a generation that despised the Soviets. They thought that if the regime ended things would automatically get better. My father also thought that everyone possessed a natural talent for commerce and business, and the main problem was that it was forbidden in the Soviet Union. So after the collapse of the Soviet Union, he stopped being an architect and started a business. Several businesses, to be precise. One was more unsuccessful than the other, up to the point where he had to ask his mother to sell her own apartment in order to rescue him from financial collapse. He never succeeded. He never could catch up to the new system – let alone get ahead.
On the ground floor of Pirimze there was a semi-dark corridor with private-like booths on both sides where craftsmen worked. Glimpsing inside these booths one could discover personalized interiors, covered with cut-outs from glossy foreign magazines and photos of men working there had to find their way through the dark corridors of it, and one could surely get lost in there, in the labyrinth that all looked the same. The same about commerce did not ever did, even after the fall of the wall.
At the age of 12 I unexpectedly, I suddenly, computer killed, I got up, switched on my armchair with my feet. He was taking
magazines and photos of naked girls. It was a man's world. The men working there had their own rules. One could get lost in the dark corridors of it, and one's foreign watch batteries would surely get lost in there, in the hands of anonymous men, who all looked the same. They often cheated and understood much more about commerce during the Soviet period than my father ever did, even after the fall of the Soviet Union.
At the age of 54, my father died unexpectedly. I suspect that fear of the computer killed him. One morning he got up, switched on his computer, sat in his armchair with a cup of coffee and died. He was taking computer lessons, but was
extremely scared of it, he never crossed the point when the computer became a tool. It was a monster, without which it seemed that nothing could function in this present time.
Scattered Pirimzes
Izkīdušās Pirimzes
Just as the Soviet Union broke up into different countries after it collapsed, Pirimze exploded and smaller workshops with identical names sprung up where the debris fell. These workshops are scattered in a circumference around the old Pirimze. They all use the same name in order to claim their identity and prove their authenticity as former workers of
Pirimze. Some have even kept the old signs displaying them outside their shops.
Kakha Poskishvili, son of the head architect of Pirimze, was a good friend of my father. Having found this information in archives, I rang Kakha's apartment doorbell looking for the first architectural sketches. This link made me suddenly aware of the sombre anonymity of Soviet architects. No one thought of telling me Kakha's father was the architect of Pirimze because no one knew.
The memory and the visual fascination of Pirimze made me decide to re-construct the place while still alive in my own mind and the minds of people connected to it. I met former workers and asked them to draw me a map of the ground floor of Pirimze, to remember what the workspaces looked like, who sat where, who was specialized in what, and what the workers' ethnic backgrounds were.
Reconstructed Pirimze
Pirimze rekonstrukcija
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Save now spend later
π + HONEY = ?
Money Matters
Co-funded by the European Union
Foxy's Budget
Work out Foxy's total savings knowing that:
- Foxy receives 8€ for each month
- Foxy donates 1€ each month to a charity
- Foxy will buy 2 apple jars for 20€
| Income | |
|--------|---|
| Expenses | |
| TOTAL SAVINGS | |
INCOME - EXPENSES = SAVINGS
I've heard about ways to plan your spending called budgeting.
And what did you hear?
Remember how I used to eat all the jam as soon as I got it? Well now I think about how many jars I eat every week, and make sure I only buy that number - no splurging!
Making a budget helps you plan your spending. Budgeting means knowing how much money you have and how much you can spend.
Yes, that sounds easy! But not that easy...
Want to see how I did it? Have a look here.
Ask parents or a teacher: "Please can you help me plan my budget?"
Is that a budget plan?
Budgeting helps you plan your money coming in and going out to see how much you can spend in a week, month or year.
YES, I get 80p every 4 weeks pocket money. So, I can only spend 20p a week on jam.
Apple jam costs 10p a jar, so I can buy 2 jars a week for 4 weeks, or 1 jar a week and then I have money left for something else.
With a budget you can work out how much you can spend and then you are in control of your money.
But, make no mistake! Everyone knows apple jam is more delicious during the autumn and winter...
This needs much longer-term planning.
If I only buy 1 jar a week in spring and summer, I can save spare money into jam jars so I can buy more jam in the winter; saving now to spend later is important!
It's also making sure you have extra money if you need it for an emergency. This is called a 'safety net' or 'cushion'.
I see you've made great progress! I'm very proud of you! So, how about going to the park today?
Yes, let's go to the park. I think Fox's budgeting idea sounds good. I will think about planning too when I get money from my jobs.
Budget Planner
Income
Money Earned
Allowance
Gifts
Savings Account
Other
TOTAL INCOME
Write the amount of money you earn or spend in each box.
Expenses
Games, Books & Entertainment
Clothing
Food
School/Sports Expenses
Donating to Charity
Other
TOTAL EXPENSES
Now subtract the difference between income and expenses.
TOTAL SAVINGS
INCOME - EXPENSES = SAVINGS
Well done! Start saving regularly and you'll be a money specialist in no time!
"The European Commission's support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein."
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MP 1: Make sense of problems and persevere in solving them Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.
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ACADEMICS - 6TH GRADE CURRICULUM Del Mar Middle School
THERE ARE FIVE REQUIRED COURSES IN SIXTH GRADE
HISTORY
How does a group of people progress from surviving to thriving?
How does the environment influence a developing civilization?
How do religion and government impact society?
What is the relationship between individual behavior and the greater good of a society?
How did societies influence each other over space and time?
MATH
For more detailed unit information, see RUSDMATH: rusdmath.weebly.com/grad e-6.html and Illustrative Mathematics: im.openupresources.org/6/ families/index.html
To review the Common Core Standards for 6th Grade Math, see Common Core State Standards: www.corestandards.org/Ma th/Content/6/introduction/
CIVILIZATIONS
* Early Humans
* Near East
* Hebrews-Israelites
* Egypt
* India
* China
* Greece
WRITING APPLICATIONS
* Autobiographical narrative: Early Humans story
* Near East: Presentation
*
Compare & Contrast: Past and present Hebrews-Israelites and Israel
* Research Paper: King Tut thesis
* Hero Analysis: Rama
* Historical Narrative: Ming Dynasty
* Monologues: Historical Dilemma
READING
* The Secret Cave
* Gilgamesh
* Exodus
* Howard Carter's Journal
* The Ramayana
* Story of a Fa Mulan
* The Odyssey
PROJECTS
* Cave Hunt, MinecraftEDU Civilization
* New East Presentation, trade fair
* King Solomon's Temple, walkthrough
* Hieroglyphic Cartouche, tomb brochure
* Hindu webpage
* Chinese poetry poster
* City State Debates, Minecraftopolis, Greek Symposium
UNITS OF STUDY
* Area and Surface Area
* Introducing Ratios
* Unit Rates and Percentages
* Dividing Fractions
* Arithmetic in Base Ten
* Expressions and Equations
* Rational Numbers
* Data Sets and Distributions
8 Mathematical Practices taught throughout all units:
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning 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
SCIENCE
What skills do scientists use and how will I use them? All scientists observe, infer, and predict.
What are the physical processes that change the Earth and what are their effects?
What is the interdependence between abiotic and biotic factors?
What characteristics are necessary for organisms to survive and thrive?
PHYSICAL EDUCATION
How do you take care of yourself and others?
What techniques can you use to reduce stress and be your best self?
How has your L.I.F.E. improved because of your participation in sixth grade PE?
UNITS OF STUDY
* Matter and Its Interactions
* Ecosystems: Interactions, Energy, and Dynamics
* Earth's Systems
* Earth and Human Activity
* Engineering and Crosscutting Concepts
SCIENTIFIC AND ENGINEERING PRACTICES
* Scientific Literacy
* Scientific Reasoning
* Explaining Phenomena Using Evidence
* Analyzing and Interpreting Quantitative and Qualitative Data
* Questioning and Inquiry
* Modeling
* Designing and Engineering Solutions to Problems
SKILLS
* Observing nature and its relationships to infer and predict
* Measurement of scientific properties using a variety of tools and units
* Recording, manipulating, plotting, and analyzing data
* Asking questions and forming conclusions
* Analyzing visuals including figures, maps, charts, and graphs
* Problem solving and collaboration
TRIMESTER 1: SPORTSMANSHIP THEME
* Indoor Games and Activities (Building Community and Learning Procedures)
* Hockey
* Football or Frisbee
* Table Tennis
TRIMESTER 2: STRESS-REDUCTION THEME
* Basketball
* Jump Rope/Juggle (Rhythms)
* Dance
TRIMESTER 3: FITNESS THEME
* Track and Field
* Fitness Testing
* Team Handball
* Bicycle Safety | web | https://www.reedschools.org/cms/lib/CA01001640/Centricity/Domain/548/Sixth%20Grade%20Curriculum%208.21.18.pdf | 0.470332 | {
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Dear AP Capstone student,
Summer 2017
Over the summer, you will be required to read George Orwell's 1984 and one additional book of your choosing. You are encouraged to annotate both books with postits. These books will serve as a springboard for our initial discussions, and you will want to have interacted with both texts thoughtfully.
We are thrilled to be undertaking the AP Capstone program with you! In order to start the year off on the right foot, you will have to enter class in September prepared and ready to learn.
You will also be doing a writing assignment the first week of class, on both of the two texts, to be determined by your teachers on the first day.
Ms. Stritzl and Ms. Thompson
The year ahead should prove to be stimulating, rewarding, and certainly an educational journey. Remember the importance of first impressions and please come armed ready to learn! Sincerely,
Choose a work from this list for your additional summer reading book. These books are available at the public library or for purchase through such book sellers as Book Revue in Huntington and Barnes and Noble, or online stores.
A Confederacy of Dunces by John Kennedy Toole
Mating by Norman Rush
A Gesture Life by Chang Rae Lee
Middlemarch by George Eliot
A Passage to India by E.M. Forster
A Thousand Acres by Jane Smiley
A Visit from the Goon Squad by Jennifer Egan
Absalom, Absalom by William Faulkner
Americanah by Chimimanda Ngozie Adichi
As I Lay Dying by William Faulkner
After Dark Haruki Murakami
Alias Grace by Margaret Atwood
All the King's Men by Robert Penn Warren
Aloft by Chang Rae Lee
The American by Martin Booth
American Pastoral by Philip Roth
Anna Karenina by Leo Tolstoy
Bel Canto by Ann Patchett
Beloved by Toni Morrison
Bleak House by Charles Dickens
The Blind Assassin by Margaret Atwood
The Bone Setter's Daughter by Amy Tan
Caramelo by Sandra Cisneros
City of God by E.L. Doctorow
Crime and Punishment by Fydor Dostoyevsky
Cry, The Beloved Country by Alan Paton
The Diviners by Rick Moody
Everything is Illuminated by Jonathon Safron
Foer
Freedom by Jonathan Franzen
Fifth Business by Robertson Davies
The Fixer by Bernard Malamud
A Gathering of Old Men by Ernest J. Gaines
Go Tell It On the Mountain by James Baldwin
The Good Soldier by Ford Madox Ford
The Handmaid's Tale by Margaret Atwood
Hard Times by Charles Dickens
The House of Mirth by Edith Wharton
Housekeeping by Marilynne Robinson
In the Lake of the Woods by Tim O'Brien
Independence Day by Richard Ford
Invisible Man by Ralph Ellison
Jesus' Son by Denis Johnson
The Keeper of the World by Bharati Mukherjee
The Known World by Edward P. Jones
Light in August by William Faulkner
Lord Jim by Joseph Conrad
Moby Dick by Herman Melville
Monkey Bridge by Lan Cao
The Moor's Last Sigh by Salman Rushdie
Mrs. Dalloway by Virginia Woolf
Native Speaker by Chang Rae Lee
No Country for Old Men by Cormac McCarthy
Obasan by Joy Kogawa
On Such a Full Sea by Chang Rae Lee
Persuasion by Jane Austin
The Portrait of a Lady by Henry James
The Plot Against America by Phillip Roth
Possession by A.S. Byatt
Rabbit Angstrom: The Four Novels by John
Updike (choose one)
Ragtime by E.L. Doctorow
The Remains of the Day by Kasuo Ishiguro
Return of the Native by Thomas Hardy
Saturday by Ian McEwan
Set This House on Fire by William Styron
The Shipping News by E. Annie Proulx
The Story of Edgar Sawtelle by David
Wroblewski
The Surrendered by Chang Rae Lee
Swamplandia! by Karen Russell
Tom Jones by Henry Fielding
Transatlantic by Colum McCann
The Road by Cormac McCarthy
To the Lighthouse by Virginia Woolf
Underworld by Don DeLillo
War and Peace by Leo Tolstoy
Where I'm Calling From by Raymond Carver
White Noise by Don DeLillo
Wide Sargasso Sea by Jean Rhys
Winter's Tale by Mark Helprin
Summer 2017
Choose a work from this list for your additional summer reading book. These books are available at the public library or for purchase through such book sellers as Book Revue in Huntington and Barnes and Noble, or online stores. | web | http://www.levittownschools.com/summer_reading/DAHS%20AP%20Capstone%20Seminar%20Letter%20and%20Additional%20Assignment.pdf?v=2017101202 | 0.489269 | {
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Warm Up
Read about the important decisions these people are facing. Write the missing words.
1. Pamela is pregnant with her first child. She has to decide whether she wants to be a working mom or a **stay-at-home** mom.
2. The Yamamotos are planning a vacation. They have to ________ out which airline offers the cheapest rates.
3. Stan is unhappy at work, but he makes a good salary. He’s going to ________ the pros and cons of getting a lower-paying job that he likes better.
4. Kelsey is ________ing toward going to Harvard because she has family near Boston, but she also really likes Yale.
5. Ben just ______ed to propose to his girlfriend, Laura. He’s going to have an airplane write “Will you marry me?” in the sky.
6. Mrs. Lai’s company wants to transfer her to another country. She’s going to have a ________ conversation with her husband about it tonight.
7. Katherine isn’t sure whether she wants to ________ in anthropology or linguistics.
8. Jeremy and Priscilla didn’t ________ until they got engaged how difficult it is to plan a wedding.
9. For Roland, the ________ of buying a new car is that he has to do lots of research to make the best decision.
**USEFUL EXPRESSIONS**
- I’m seriously considering it.
- I’m not sure I’m ready to take that step.
- I’ve been thinking about it.
- I’m still undecided.
- I don’t want to rush you.
Now listen and check.
Have you made decisions about any of these topics? What did you decide to do?
Listening Task
Look at the pictures. What kind of decisions do you think they will discuss?
First Listening: What is the speaker thinking about doing?
CD 1, Tracks 36–40
1. Getting a job
- [ ] looking for a job in another state
- [ ] quitting her job
- [ ] becoming a stay-at-home mom
- [ ] accepting a new job and moving
- [ ] finding a new career
2. Choosing a major
- [ ] getting a bigger apartment
- [ ] majoring in more than one subject
- [ ] dropping out of college
- [ ] getting a puppy
- [ ] getting another pet
Second Listening: What does the other person say?
(There may be more than one answer.)
CD 1, Tracks 36–40
1. No one will take care of things at home.
- [ ] Working is too stressful.
- [ ] It might be difficult to find a job.
2. The job is a great opportunity.
- [ ] Texas is far away.
- [ ] Six weeks from now is too soon to move.
3. She should major in psychology.
- [ ] She could do great things in any subject.
- [ ] She shouldn’t keep changing her mind.
4. A puppy is messy.
- [ ] A big dog wouldn’t like their little apartment.
- [ ] A cat might be a better choice for them.
PREPARE
You are going to hear a presentation on decision making. There are four dimensions, or measurements, in decision making. Match the dimensions with the definitions.
1. approach _______ a. how fast you make a decision and how fast you act on your decision
2. information _______ b. what kinds of facts and values you need to consider before deciding
3. risk _______ c. how you deal with struggles and challenges when you face a tough decision
4. decisiveness _______ d. the way that you view the process of reaching a decision
Now listen and check.
CD 1, Tracks 41–42
GET THE MAIN IDEAS
Match each dimension with the two types of decision makers.
CD 1, Tracks 41–42
1. approach ________________ ________________
2. information ________________ ________________
3. risk ________________ ________________
4. decisiveness ________________ ________________
Abstract
Originators
Challengers
Organized
Concrete
Flexible
Conciliators
Adapters
RESPOND TO THE IDEAS
1. What do you think of this style of decision making? Does it make sense?
2. Tell a partner about a big decision that you had to make in your life. What were the pros and cons? What did you decide to do? What kind of “decision maker” were you when you made this decision: Originator? Challenger? Other?
GET A LIFE
1. Life is full of choices. What is important to you? Check the things in the chart that you would prefer to have in your life.
2. Now talk to two classmates. Find out what is important to them. Discuss the things you think are important. Give reasons for your opinions and preferences. | web | https://www.pearson.com/content/dam/one-dot-com/one-dot-com/english/TeacherResources/Product/adult/ImpactIssues/impact-listening-3-sample-pages.pdf | 0.420913 | {
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Embracing Arts – School Workshops
Learn, Create, Explore...
We all learn in different ways! At Embracing Arts, we make our workshops accessible to all, encouraging creativity and communication through sensory performance.
www.embracingarts.org.uk/workshops Charity No. 1162812
Who are Embracing Arts?
Embracing Arts was founded by West End performers and experienced facilitators Claire Sundin and Sue Appleby. The company was born out of a shared passion for delivering the highest quality theatrical experiences, shows and workshops to children with a range of care, educational and access needs. Embracing Arts Workshops originated from the positive response to our annual festive project Christmas for Kids, which, since 2009, has brought interactive and sensory shows to children with complex care and educational needs and life-limiting illness, and currently serves over 140 children’s hospices and SEND schools UK-wide.
About our workshops
Embracing Arts Workshops are unique in their quality and design, with our creative and facilitation teams bringing specialised expertise to each and every session. When you book a workshop with us, you can choose a topic from our menu of sensory adventures, or our Creative Director can design a new workshop specially crafted around your chosen topic. Our workshops are created around a basic framework which can be adapted to the needs of the pupils. We take an organic approach to our delivery, guided by the participants and their responses. We aim to engage and improve communication and self-expression through sensory exploration and we incorporate puppetry, music, singing, sensory activities and storytelling to bring each subject to life.
Why choose us?
The team which creates and delivers Embracing Arts workshops has over 20 years of experience of working with children of all ages and abilities in a theatrical context. Our Workshops team, led by experienced actor-facilitator Claire Sundin, brings a range of skills encompassing the theatrical, musical and educational. The whole team understands the importance of communication, interaction and engagement for every child, taking into account the specific needs of each class and individual.
Workshop themes
Learn, Create, Explore
All our workshops are set around a framework that can be adapted to the needs of the children in your class. Please let us know if there is a specific element of the session you would like us to focus on.
Here is a selection of the workshops we offer:
- SEASIDE
- JUNGLE
- UNDER THE SEA
- AFRICA STORY: HOW ANANSI BECAME A SPIDER
- KINGS & QUEENS
- A MIDSUMMER NIGHTS DREAM
- LUNA AND THE STARS: ENCHANTED FOREST
- HALLOWEEN
- JACK & THE BEANSTALK
- BONFIRE NIGHT
- SEASONS
- PIRATES
- SUPERHEROES
- MUSICALS
- FAIRYTALES
- SPACE
- WINTER WONDERLAND
- and many more...
Costs
Delivered In Person
Duration: approx. 45 minutes
One-off session: £135
Consecutive sessions: £125
If your booking requires planning for bespoke sessions, we may need to make a small extra charge. This will be quoted to you at the time of booking.
For more information or to make a booking, please contact:
[REDACTED_EMAIL]
"The workshops are beneficial as it is a chance for the children in my class to work with new people who are experienced at engaging them, which develops their social and communication skills. If this was provided on a regular basis the quality of the content of these workshops would develop the children’s interaction skills, their understanding of the world around them, and their ability to communicate their preferences and dislikes which is essential for their wellbeing and self-esteem".
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Sysstem-VT™
Science-Driven Nutrition SM
Sysstem-VT™ is a foliar fertilizer containing potassium, calcium and magnesium phosphite and boron. SysstemVT™ is designed for corn and other row crops and is particularly suited for application immediately pre-tassel on corn and pre and early bloom on other crops to meet peak nutrient demand timing and to encourage maximum seed set. Proper nutrient balance is critical to maintaining overall plant health, proper physiologically development and maximizing yield.
Sysstem-VT™, due to its unique ability to enhance uptake and mobility within the plant makes it a good tank mix partner with other crop management tools. In addition to applying key nutrients at an important physiological time, the transition from the vegetative to reproductive phase, Sysstem-VT™ encourages "root flushing", which improves nutrient uptake from the soil to help enhance the efficiency of a growers soil fertility program and maximize yield.
Guaranteed Analysis
Soluble Potash (K20) 10% Calcium (Ca) 1.0% Magnesium (Mg) 0.7% Boron (B) 0.15%
Derived From
Potassium Hydroxide, Calcium Carbonate, Magnesium Carbonate and Boric Acid
Availability
2.5 gallon
Directions For Use
Sysstem-VT is designed to supply key to nutrients to a variety of row crops as they transition from the vegetative to reproductive phase – such as tasseling in corn – to improve seed set and maximize yield. Sysstem-VT™ is intended for foliar use. Apply 2 to 8 pints per acre with sufficient water for thorough coverage. Sysstem-VT™ can be applied via ground sprayer, air application or chemigated through pivots (minimizing the amount of water applied).
Suggested Uses
Corn
Apply 2 to 6 pints per acre per application. Apply from V-10 to green silk. Sysstem-VT can be applied with most common foliar products, nutrients and pesticides, applied during this time.
Soybeans, Dry Beans, String Beans and Peas
Apply 2 to 6 pints per application. First application should be made pre-bloom to 5% bloom. A second application can be made in 14 days if desired.
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SEND Parenting Survival Guide
Relax, you got this! Life's a minefield of moments where we feel we are winning or failing at parenthood, our SEND Early Childhood Director, Natalie explains and sets out her survival guide.
My home life
Let me take you back a few days. It's 10.30am in the morning, I have spent the last 45 minutes trying to get my eldest son out of bed. He's 12 years old, acts like a teenager and is diagnosed with Autism. Essentially, he has his own agenda and routine in his head and no matter what I say he won't budge until he's ready. I have a 10year-old curled up in a onesie who is so engrossed in Minecraft that a bomb could drop in the room and he wouldn't notice.
My 7-year-old is running around having what can only be describe as some kind of out-of-this-world meltdown as he can't find the one toy he desperately needs to make his life complete. Obviously without this one toy, the world has already ended so there is no point trying to find it or so he says.
Then there is my 4-year-old, a lovely little ballerina who is kind and always well-mannered but recently seems to have discovered a new favourite phrase "dumb head". She takes great delight in calling her brothers this at least once every 10 minutes. Combine all this together and we have a semi-functioning household until…
Wam bam! My eldest can no longer cope with the noise, the stimuli and all the rushing round. He generally reacts in one of two ways: he shuts down stops communicating and freezes, or he goes into meltdown and runs down or screams uncontrollably. We have a moment of calm after the storm and we all just want to curl up and go to sleep but we don't, we carry on!
SEND Parenting – The Basics
As a parent of a child with special educational needs or disability, you have to be your child's advocate and career. At times it can feel like a constant battle, meeting after meeting trying to coordinate services, requesting services or provision and having to appeal those decisions.
It's a story I hear time and time again. For those new to the world of SEND it can be a daunting and overwhelming experience. I remember when the Educational Psychologist called me to say they thought my son need a referral for an Autism assessment. I found it so difficult to process and even when we got to diagnosis, hearing the words your child has Autism struck a chord deep inside and realised a load of emotions I hadn't expected: grief for the child I felt I was losing, the plans we would never complete and fear of the life we would lead.
Over time, I realised we hadn't changed; our little boy was still the same little boy. The only thing is our experiences and plans for the future might change. It's a long journey and there is beautiful poem called 'Going to Holland', that I have on my fridge to remind me of the beautiful and wonderfully unique journey we are on.
Essentially, I have found myself in a blind panic at times, the parent guilt starts to set in, I take a deep breath and remember I am human, I am only one person and I'm doing my best! Feeling like you're failing as a parent is a common feeling most parents at some point experience it. I tell myself you are not failing you are adapting! We need to prioritise what's most important. I can tell you, it's your wellbeing - you will be no good to your family or your children if you're burnt out……
My SEND Parents Survival Guide
1. Take 10 – 20 mins to yourself everyday a quick bath, a walk in the woods, a trashy magazine, sometime in the workshop or whatever calms you down and is just for you. To be the best version of you, we have to look after ourselves.
2. Make plans but be prepared to change and adapt, our children will have good days and bad days. We do, so why can't they? We have to be adaptable and accept it's OK to leave early if it is too much for our child.
3. You're a parent not a qualified psychologist or paediatrician. Any questions you have you should email a professional. Remember they want to support you to support your child.
4. Connect with other SEND families. Your local authority will be able to signpost you to groups and support networks. It's great for families with similar experiences to relate and offer a community of support. Young carers' groups are wonderful for sibling support.
5. Prepare meals in advance to make your life easier. Each day there's a long journey ahead and we need to fuel our bodies to be able to offer the high levels of care needed, not to mention stay focussed in those endless meetings.
6. Seek and accept support. People often want to help but we feel too embarrassed to accept it. Build a community of people that you can call on at times of need.
7. Research, equip yourself with the knowledge of your child's condition. Latest research and pioneering developments. Become your child's defender and voice.
8. Keep friendships going. Make an effort to reach out to one person once a week, we need a life away from our children even if it's just a quick chat or text messages.
9. Explain to your work place the pressure on your family, good employers will make adaptions to support you.
10. Forgive yourself – you will make mistakes and that's ok. | web | https://www.brighthorizons.com/-/media/BH-New/WorldatHome/blogs-and-articles/Parenting-Survival-Guide.ashx | 0.483562 | {
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As processed foods dominate most Americans’ plates — and diabetes, heart disease and obesity rates soar — a Richmond free clinic is starting to treat food as medicine.
Health Brigade, formerly Fan Free Clinic, is launching its Food Farmacy on June 1, a program designed to provide patients with fresh produce, along with classes on cooking and nutrition, in an effort to improve their health.
“We’ve always had a food pantry,” said Dr. Wendy Klein, Health Brigade’s medical director. “However, in providing food, we did not pay much attention to nutrient content and caloric content. We all worked on the assumption that some food is better than no food. But there is a growing national awareness that food matters and nutrition matters in health.”
Nearly 50 percent of Health Brigade’s patients struggle with diabetes and hypertension. According to the American Diabetes Association, one in three Americans has high blood pressure, and 9.3 percent of the entire population had diabetes in 2012.
Fighting and preventing chronic disease through nutrition is rising in importance. The American Cancer Society and the American Heart Association have dietary guidelines on their websites, advising of the best ways to prevent heart disease or cancer through nutrition.
“We really want to move away from the calorie-rich, nutrient-poor food, which we all know will worsen diabetes over time,” Klein said. “And (patients are) going to be bringing this food home to their families, and so it is our hope we’re impacting more people.”
The Food Farmacy will start with 15 patients who will receive fresh produce for 12 weeks, along with cooking and nutrition classes and one-on-one health coaching.
“You can’t just give a person a bag of kale and expect them to know what to do with it,” Klein said.
During the 12 weeks, Klein said Health Brigade will measure a blood marker for diabetes control, as well as the participants’ body mass index and blood pressure to mark any changes.
Shalom Farms, an area organization focused on ending food insecurity, will provide 300 servings of produce per week for the program. The patients will learn how to cook the produce, along with lean meats and grains to help them move away from processed foods.
Access is an issue for many Health Brigade patients, Klein pointed out. The free clinic serves patients without health insurance who are at or below 200 percent of the federal poverty level.
Numerous studies have found that low-income patients deal with higher instances of obesity and cardiovascular disease, likely because they have a harder time accessing the foods that can slow or reverse disease. A 2011 study by the University of California, Davis found that people with a lower socioeconomic status are more likely to develop heart disease.
Health Brigade received a $48,000 grant from the SUPervalu Foundation to launch the program, and the free clinic was able to renovate its demonstration kitchen and food pantry.
Klein said the free clinic will also be holding focused healthy food drives, in which it asks specifically for certain foods to be donated.
“Diabetes, obesity and hypertension are so prevalent and, if we can change behaviors so that people benefit from healthier foods, then that trickles down to the families who usually have the same risk factors,” Klein said. “The impact can be huge.” | web | http://www.healthbrigade.org/wp-content/uploads/2017/06/HBFoodFarmacyRTD.pdf | 0.430067 | {
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Messages
Welcome!
We hope you had a lovely summer and made lots of special memories with your family and friends.
The Nursery day
8:.40am- Gates open. Morning session begins 11:40am-11:45am - Gates open. Morning session ends 12:30pm - Gates open. Afternoon session begins 3:20-3:30pm – Gates open. End of the day. Pupils can be picked up between these times.
Children can be picked up early on a Thursday between 1:35-1:45pm if you wish.
Contact Details
Mrs Frost
[REDACTED_EMAIL] Mrs Craven [REDACTED_EMAIL] Mrs Walker [REDACTED_EMAIL]
Please include all three Nursery Teachers in your emails to ensure you have the quickest response. Thank you!
Tapestry
Tapestry will be updated regularly for you to see what your child is enjoying and learning at Nursery. Please inform staff if you are unable to access Tapestry; we are happy to help.
Phonics Stay and Play
Monday 16th October 2:30pm
Wednesday 18th October 11:00am
More information to follow
Important
Please ensure ALL belongings are clearly labelled with your child's name including shoes and wellies where possible.
Nursery
Autumn 1 Newsletter
Upcoming events
We are excited to be welcoming lots of new friends to Griffin Nursery in the coming weeks. We know our current Nursery children will be very friendly and make their new friends feel welcome!
This half term, we will be learning about lots of different themes including people, homes, vehicles, food and drink and pets. We are excited to do some food tasting! We will also be welcoming Pet Respect into our Nursery with their dogs so we can learn about caring for animals. We're so excited!
Autumn 1 Your World, My World
Literacy- We will be looking at the 'pre-writing' skills your child needs by using shallow sand, buckets, water and large chalks on the floor. We will be talking and mark making about ourselves, our likes and dislikes and our families.
Maths- In maths we will identify, name and sort different colours. We will focus on the number 1; finding out 'what is one?' and ask 'what is how many?' We will look for the simple 2d shape, circle, in our environment.
Expressive Arts- Your child will be able to paint, draw, mix colours, create models, sing nursery rhymes and songs and explore different musical instruments.
Understanding the World- We will be concentrating on your child's family and their family routines. We will talk about who is included in their family and the times they spend with them.
Physical Development- Children will develop both gross and fine motor skills such as climbing, balancing, large mark making, manipulating play dough, drawing, writing and snipping.
PSED- Your child will be making new friends and learning our classroom routines and expectations. They will where everything goes in their new environment. | web | https://griffinprimaryschool.org.uk/wp-content/uploads/2023/11/Nursery-Newsletter-Autumn-1-2023-2024-update.pdf | 0.425304 | {
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Robe Verse
Dai sai ge da pu ku musō fuku den e hi bu nyo rai kyo kō do shoshu jo (x2)
Great robe of liberation Field far beyond form and emptiness Wearing the Tathagata's teaching Saving all beings.
Enmei Jukku Kannon Gyo
Kanzeon namu butsu yo butsu u in yo butsu u en buppo so en jo raku ga jo cho nen kanzeon bo nen kanzeon nen nen ju shin ki nen nen fu ri shin
After Service
All buddhas, ten directions, three times, All honoured ones, bodhisattva-mahasattvas Wisdom beyond wisdom, Maha Prajña Paramita
Refuges
Buddham saranam gacchami Dhammam saranam gacchami Sangham saranam gacchami Dutiyampi buddham saranam gacchami Dutiyampi dhammam saranam gacchami Dutiyampi sangham saranam gacchami Tatiyampi buddham saranam gacchami Tatiyampi dhammam saranam gacchami Tatiyampi sangham saranam gacchami
Metta Sutta
This is what should be accomplished by the one who is wise, Who seeks the good, and has obtained peace.
Let one be strenuous, upright, and sincere, Without pride, easily contented, and joyous. Let one not be submerged by the things of the world. Let one not take upon oneself the burden of riches. Let one's senses be controlled. Let one be wise but not puffed up and Let one not desire great possessions even for one's family. Let one do nothing that is mean or that the wise would reprove.
May all beings be happy. May they be joyous and live in safety. All living beings, whether weak or strong, In high or middle or low realms of existence, Small or great, visible or invisible, Near or far, born or to be born, May all beings be happy.
Let no one deceive another nor despise any being in any state. Let none by anger or hatred wish harm to another. Even as a mother at the risk of her life Watches over and protects her only child, So with a boundless mind should one cherish all living things, Suffusing love over the entire world, Above, below, and all around, without limit.
So let one cultivate an infinite goodwill toward the whole world. Standing or walking, sitting or lying down, During all one's waking hours, Let one practice the way with gratitude.
Not holding to fixed views, Endowed with insight, freed from sense appetites, One who achieves the way Will be freed from the duality of birth and death.
Heart of Great Perfect Wisdom Sutra
Avalokiteshvara Bodhisattva, when deeply practising prajña paramita, clearly saw that all five aggregates are empty and thus relieved all suffering. Shariputra, form does not differ from emptiness, emptiness does not differ from form. Form itself is emptiness, emptiness itself form. Sensations, perceptions, formations, and consciousness are also like this. Shariputra, all dharmas are marked by emptiness; they neither arise nor cease, are neither defiled nor pure, neither increase nor decrease. Therefore, given emptiness, there is no form, no sensation, no perception, no formation, no consciousness; no eyes, no ears, no nose, no tongue, no body, no mind; no sight, no sound, no smell, no taste, no touch, no object of mind; no realm of sight ... no realm of mind consciousness. There is neither ignorance nor extinction of ignorance... neither old age and death, nor extinction of old age and death; no suffering, no cause, no cessation, no path; no knowledge and no attainment. With nothing to attain, a bodhisattva relies on prajña paramita, and thus the mind is without hindrance. Without hindrance, there is no fear. Far beyond all inverted views, one realizes nirvana. All buddhas of past, present, and future rely on prajña paramita and thereby attain unsurpassed, complete, perfect enlightenment. Therefore, know the prajña paramita as the great miraculous mantra, the great bright mantra, the supreme mantra, the incomparable mantra, which removes all suffering and is true, not false. Therefore we proclaim the prajña paramita mantra, the mantra that says: "Gate Gate Paragate Parasamgate Bodhi Svaha."
Harmony of Difference and Equality
The mind of the great sage of India
Is intimately transmitted from west to east.
While human faculties are sharp or dull,
The way has no northern or southern ancestors.
The spiritual source shines clear in the light;
The branching streams flow on in the dark.
Grasping at things is surely delusion;
According with sameness is still not enlightenment.
All the objects of the senses interact and yet do not.
Interacting brings involvement. Otherwise, each keeps its place.
Sights vary in quality and form, sounds differ as pleasing or harsh.
Refined and common speech come together in the dark,
Clear and murky phrases are distinguished in the light.
The four elements return to their natures just as a child turns to its mother;
Fire heats, wind moves,
Water wets, earth is solid.
Eye and sights, ear and sounds,
Nose and smells, tongue and tastes;
Thus with each and every thing,
Depending on these roots, the leaves spread forth.
Trunk and branches share the essence;
Revered and common, each has its speech.
In the light there is darkness, but don't take it as darkness;
In the dark there is light, but don't see it as light.
Light and dark oppose one another
Like the front and back foot in walking.
Each of the myriad things has its merit,
Expressed according to function and place.
Phenomena exist; box and lid fit;
Principle responds; arrow points meet.
Hearing the words, understand the meaning;
Don't set up standards of your own.
If you don't understand the way right before you,
How will you know the path as you walk?
Progress is not a matter of far or near,
But if you are confused, mountains and rivers block your way.
I respectfully urge you who study the mystery,
Do not pass your days and nights in vain. | web | https://bmzcbelfast.org/wp-content/uploads/2022/10/bmzc-chant-sheet.pdf | 0.496449 | {
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The Pittsburgh Area Slovak Folk Ensemble Performs at New Jersey Slovak Festival
The PNC Bank Arts Center + Holmdel, N.J. + Sunday, September 23
by Angela Lipchick
The Pittsburgh Area Slovak Folk ensemble(PAS) once again was invited to share some music and dance of "the old country" with audiences at this year's New Jersey Slovak Heritage Festival at the PNC Arts Center in Holmdel, N.J. This year's invitation was made even more special because of the opportunity to perform for the President of the Slovak Republic, Ivan Gasparovic. President Gasparovic visited the festival to celebrate its 35th anniversary.
Highlighted by Horehronsky Dupak, in which young men and women compete to impress each other with unique dancing, and stamping "calls" to attract their romantic partner. President Gasparovic told the members of PAS that the program was "Just beautiful."
The program opened with members of PAS's Junior Ensemble creating the atmosphere of the region by pretending to be sheep in the fi elds while women worked nearby. Soon, the celebration of spring and the fl irting that begins after a long winter warmed up the stage as the Adult Ensemble began the lively program.
PAS is proud to add this honor to its ever-lengthening list, which also included performances at venues ranging from annual performances at Slovak Day at Kennywood Park in Pittsburgh to repeat invitations to participate in Disney World's Performing Arts Onstage Program in Florida. PAS was also invited to represent all Americans of Slovak ancestry in Detva, Slovakia at the 44th Annual Folklorne Slavnosti Pod Polanou v Detve(folklore celebration below Polana Mountain) and has performed in concert with the Pittsburgh Philharmonic Orchestra for its "Going Abroad" series.
PAS, a group of fi rst-through fi fth generation American Slovaks, presented a program of songs and dances from the Horehronie region of central Slovakia, featuring the beauty and precision of their stamping and rhythmic movement.
For more information about the Pittsburgh Area Slovak Folk Ensemble(PAS), visit http://www. pasfolkensemble.com/index.html. | web | http://www.pasfolkensemble.com/uploads/1/0/2/8/1028241/www.slovakcatholicsokol.org_efalcon_20121031falcon.pdf | 0.431237 | {
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Meningitis
and Clinical Research
* Meningitis is an uncommon but serious disease caused by different types of germs
* The disease can cause serious health problems in people, including an infection in the brain and spinal cord, hearing loss, loss of a limb, and skin scarring. In some cases, meningitis can cause death
* Meningitis germs spread through close personal contact, such as kissing, coughing, and sneezing
* Although anyone can become infected with meningitis, it is most commonly diagnosed in infants, young children, teens, and young adults
* Research studies are important for helping doctors learn about possible new ways of treating and helping to prevent disease in people, including potential new vaccines
You may be eligible to join a new investigational vaccine research study.
See the reverse side for more information.
Now Enrolling
In the QUINTET Research Study, doctors and researchers want to learn how well a study combination ABCWY vaccine works in helping to protect against the different kinds of meningitis germs and how safe this investigational vaccine is when compared with the 2 types of vaccines currently used to help protect against meningitis.
About 3,650 children and young adults will take part in this study at sites all around the world.
You may be eligible
to join the study if you*
* are between the ages of 10 and 25 years old
* have never received a vaccine for meningitis A, B, C, W, and Y
*Additional eligibility criteria apply. Speak with the study team to learn more.
Speak with your doctor and contact the study team to learn more.
Phone: | web | https://tribeclinicalresearch.com/wp-content/uploads/2021/06/GSK-v72.pdf | 0.422077 | {
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Lamaze Healthy Birth Practices
Lamaze healthy birth practices are based on the best medical evidence available, and are designed to promote a safe and healthy pregnancy and birth
* Let labor begin on its own Letting the body go into labor on its own is almost always the best way to know that the baby is ready to be born and the body is ready for labor.
* Walk, move around and change positions throughout labor Moving in labor (not confined to a bed) helps women cope with strong and painful contractions, while gently moving the baby into the pelvis and through the birth canal.
* Bring a loved one, friend or doula for continuous support
In childbirth, a woman feels better when supported by people she trusts and those who use encouragement.
When interventions (e.g., induction, epidural, continuous monitoring) are used in a routine manner, women and babies are exposed to unnecessary
* Avoid interventions that are not medically necessary risks.
* Avoid giving birth on the back and follow the body's urges to push Upright positions are safe during pushing and can make it easier to push the baby out. This could mean squatting, sitting or lying on the side
* Keep mother and baby together – it's best for mother, baby and breastfeeding
Mother and baby share a natural instinct to be close after birth, and experts recommend that a healthy newborn be placed and cared for skinto-skin on the mother's abdomen or chest.
For more information about Lamaze healthy birth practices, please contact Tatiana Koontz, LCCE by visiting www.mamababyandbeyond.com or by email [REDACTED_EMAIL]. | web | https://www.mamababyandbeyond.com/_files/ugd/a3f569_9f2d97e24d6d0ba6475a94e2dcd37556.pdf | 0.418714 | {
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The most important thing to realise is that no one chooses to be an addict. There are factors surrounding a person that influence whether or not they experiment with chemical substances potentially leading to abuse of those substances, but people don’t wake up in the morning and decide that being an addict is the way they want to live their lives. What starts off as something small, however, can lead to dependency which may have severe implications for the addict, their families and their colleagues.
The next thing to realise is that addiction is a family disease; EVERYONE suffers as a result of the addiction.
**The World Health Organisation defines dependency as follows:**
A person has a dependency problem when his **total functioning** is affected negatively because of the substance he is using, or the activity he is doing.
Total functioning includes physical, emotional, social and spiritual. All of these elements make up who we are and how we are able to function in society.
**Who becomes addicted?**
There are four factors that influence who becomes addicted.
- Genetic factors can play a role in addiction
- Psychological vulnerability
- Availability
- Attitude of society
**Substance classification**
Substances are classified according to their effect on the central nervous system (CNS):
**CNS Depressants – slow down body’s functions; slows thoughts, blood circulation, heart rate, breathing and reaction times**
- Alcohol
- Narcotics
- Sedatives
- Tranquilisers
- Analgesics
- NON MEDICAL USES:
- Relieves pain and tension
- Eliminates Worry
- Creates an unusual elated feeling
**CNS Stimulants – Speeds up everything in the body; speeds up involuntary movements, increases heart rate, blood circulation and thought processes**
Amphetamines
Appetite suppressants
Cocaine
Caffeine
NON MEDICAL USES:
- Creates a false sense of elation and confidence
- Helps to escape from reality
- Gives strange soul and mind experiences
Hallucinogens – These affect depth perception, and you hear colours and see sounds
Dagga
LSD
NON MEDICAL USES:
- To escape reality
A person does not know when to go for help unless they are dealing with the consequences of their behaviour. While addiction is not curable, it is treatable and enabling the person’s addiction prevents them from receiving treatment.
Enabling the addict:
- Admission: “Be honest with me about your drinking …”
- Reasoning: “You must try to control your drinking so it doesn’t affect your work ………..”
- Condemnation: “I can’t rely on you anymore …..”
- Idle Threats: “I’ll give you one more chance …..”
- Lecturing: “You should only be drinking over the weekends …..”
- Bending the rules: “I’ll cover for you again because I do not want you to lose your job …..”
- Denial: “John? No he just knows how to have a good time …..”
5 Steps to assisting the addict:
- Recognition: Recognise that a problem exists
- Documentation: Document all positive and negative information and experiences
- Action: Get assistance from professionals and community resources for yourself and your family (Tough Love; Nar-Anon; Al-Anon)
- Referral: Refer the Addict to resources and treatment facilities. (Use of Intervention)
- Reintegration: Assist the Addict when appropriate to reintegrate into normal life, social and workplace situations.
CONTACT YOUR EAP FOR FURTHER ASSISTANCE | web | https://employeewellness.co.za/chemical-substance-abuse-introduction-cape-town.pdf | 0.486703 | {
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Name:______________________________
CCSS 2.RIT.1 Reading: Informational Text...
Blue Whales
Blue Whales
(Why so Sad?)
Do you know what the largest mammal ever to inhabit our planet is? If you said an elephant, you are wrong. Look up at the top of the page. That's right! Blue whales are the largest mammals to ever be on earth. Want to know more? Keep on reading below.
A baleen plate or "whalebone" is like a giant comb covered with hair. As ocean water is pushed through it, krill and plankton are caught on the hairs.
Blue whales are big. They can get between 70 to 80 feet in length (the longest one ever recorded was 106 feet long.) Get a ruler out and measure that. Blue whales can weigh as
much as 90 to 150 tons. With a body that big, you might think that whales eat other big animals. Actually, these enormous mammals eat tiny organisms, like plankton and krill, which they filter through baleen plates. Baleen plates are filters that are in place of their teeth. A blue whale can eat up to 7,715 pounds of krill (small shrimp-like creatures) per day!
Blue whales are found throughout the world's oceans. These gentle giants have grayish-blue skin with light spots. They live in small groups called "pods." The number of blue whales in the world's oceans has dropped greatly. Blue whales are dying in fishing nets and being hunted illegally. Most scientist believe there are only around 2000 to 5000 blue whales left in the oceans. | web | http://www.2ndgradeworksheets.net/readingcomp/info/bluewhale.pdf | 0.42459 | {
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amount of developed land per lot was a little less than two acres. In 2008, the number of housing units (6550) confirms this estimate. 4 Current land use patterns suggest that the natural re‐ source base of Lebanon is shrinking. Commercial and residential subdivisions are converting forestland at an alarming rate of approximately 100 acres per year 5 Pressure on the remaining undeveloped land has brought with it increased sedimentation in rivers and streams, higher nutrient inputs to lakes and ponds, and fragmented wildlife habitat. Fish con‐ sumption advisories have previously been posted for "In the City of Lebanon we are consuming land and habitat resources at a steadily increasing rate…" Lebanon's Landscape , City Planning Office, September 2008, early 1800's settlements reached into the northern up‐ lands of Mt. Support, Signal Hill, and Mt. Tug. Al‐ though somewhat less hospitable, the sides of East‐ man and Methodist Hills also saw homesteads by the time Payne's Mill was fully operational in East Leba‐ non in the 1820's. By the time of the great fire that de‐ stroyed this mill in 1840, nearly 80% of the forested highlands of Lebanon were converted to open pasture or cropland. It was the combination of good growing soils, ample water, and wildlife that allowed the early settlers of Lebanon to make great gains. Blessed with deep allu‐ vial soils along the Connecticut and Mascoma Rivers, as well as the productive loams of the valley sides, farmers were rewarded quickly for their efforts. Doz‐ ens of miles of perennial streams provided grist for in the early 20 th
companied by a shift in population centers from the shores of the Connecticut River to "Lebanon City" in East Lebanon, and then back into Lebanon Center during the height of mill operations along the Mas‐ coma River. The concentration on mill trade aided in the demise of hilltop agriculture and allowed for the gradual return of forests to the highlands. Wildlife species such as deer, bear, and beaver slowly returned century, but it wasn't until the 1950's and 1960's that species associated with older wood‐ lands began to return. With help of scattered re‐ introductions in the state, fisher, turkey, and brook trout re‐established themselves in the backlands of the town. The discontinuance of the use of DDT in the 1960's also aided in the return of aerial predators such as hawks and owls, and the continued lack of high‐density development of the highlands in the in Lebanon. From p. 6.
Chapter I—Page 1 U.S. Census Bureau data for the year 2000 was 12,568 resi‐ Lebanon's Landscape , City Planning Office, September 2008, p. 6. Based on statistics on land conversion 1999‐2005 supplied by the Lebanon Planning Office. | web | https://www.lebanonnh.gov/DocumentCenter/View/889/General-Description-of-Lebanon-Natural-Resources-PDF?bidId= | 0.425992 | {
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Chapter VI
THE FOREST OUTSIDE
To enter the Forest
The relationship between people and the forest is structurally and operationally analogous to that prevailing between two exogamous units, and is, therefore, the source and focus of strong emotions. It is a matter of give-and-take, a relationship based upon principles of reciprocity according to which concessions must be made in exchange for benefits. This form of interaction is satisfying because it is not based upon an artificial nature/culture dichotomy, but integrates the environment and social organisation into a common model, ruled by common mental processes. The approach between the two partners is similar in its anxieties and expectancies, in its courtship behaviour and metaphorical language. The partners speak different but mutually intelligible languages; they communicate through sensorial codes and shared semantic domains, codes pervaded with botanical, zoological and otherwise biological analogues applied to mate selection, sexuality, and family life, as seen within the context of exogamous exchange patterns.
Cultural norms establish the limits of what can be obtained from the forest—alliance and what must be given in exchange. At the simplest level, the forest provides food, and the allies provide women. The forest offers protection, and so do the allies. On a more complex level, the forest is a dimension replete with stimulations (and stimulants) just like women and sexuality, and at the same time it harbours perils, poisons, uncertainties. The forest smells of woman (ona sereri mabso). To obtain its benefits—game, fruits, medicines, narcotics—men have to observe a multitude of prescriptive rules which aim at conserving this bountiful environment. The prohibitions of overhunting and overharvesting—whatever it be—are clearly formulated by shamans, elders, and most adult people. The many sexual restrictions are to be understood as mechanisms of population control which, together with the use of effective contraceptive plants constitute adaptive norms of importance. With these premises in mind we now can approach our stated field of research.
Cosmic energy, as conceived by the Indians in the form of bogá, is imagined as acting vertically upon the earth, the forest, the river, and the entire biosphere. It is said that these energies ‘descend and make things come alive’. Shamanistic wisdom and everyday knowledge of this impact, this energy flow, is said to be essential for leading a satisfactory life, free of disease, with a close-knit family, and trustworthy allies. To acquire this knowledge from one’s elders is a person’s fundamental responsibility.
This cosmic influence upon the Tukanoan world is conceptualised as an interaction, as a vertical impregnation in the sense that the bogá energy complex interconnects nature and man, being then diffused horizontally through the physical environment. While the vertical energies consist mainly of undifferentiated logs, the horizontal diffusion consists of derived energies conceived as colours, odours, flavours and temperatures. Many of these horizontally diffused energies are said to be transmitted by pollen; as a matter of fact, the forest is described as a pollen-charged environment.
Cosmic energies constitute man’s vital force and man expends these energies in the course of his lifespan. The forest, however, is a depository, a vast storage place of vital forces upon which man can draw according to certain, culturally determined, rules. It follows that to destroy the forest or to misuse it would be equivalent to the destruction of a vital source of energy; even to ignore the forest would be man’s loss.
The principal energies man has in common with the forest are formulated in amoral terms, but there are others which deeply influence his states of mind. They all are essential to man’s well-being as soon as they diminish in the individual, they can be retrieved from the forest, in order to revitalize the person. This can be done by establishing a personal contact with the forest environment and its different components, or with the help of a shaman who pronounces spells or performs a curing ritual. For example, in some cases where energy loss in a person is believed to lead to a state of illness, the shaman will first pass a crystal over the patient’s body and determine the precise kind of energy his organism has lost. He then will drink a hallucinogenic potion and visit in his trance a number of power-spots the patient has recently gone to, in order to discover at which particular spot lies the cause of the dysfunction. Once the shaman has finished this repeated scanning process, he will pronounce the necessary curing spells, accompanied by admonitions referring to operational ecological rules.
In Tukanoan theories of disease, the underlying idea is that the patient must be reborn into a state of good health. This implies the patient’s symbolic return to the womb where he passes through a sequence of embryonic-fetal evolution, followed by his rebirth. In all these phases, shamans pronounce spells in which they invoke a sequence of phenomena observable in plant-growth, that is, dehiscence, pollination, germination, seed leaves, axillary buds, stems, flowers and | web | http://www.mariellevideler.nl/seeds/wp-content/uploads/2016/10/The_Forest_within.pdf | 0.490164 | {
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Scoop the Poop, Protect the Water
1.4M Dogs in Colorado
Each dog generates about 12 oz. of waste per day
That’s 274 lbs. of waste per year
Equalling a Colorado total of 390M lbs. pounds per year...
...equivalent to 4,126 dumptrucks’ worth!
If dog owners don’t clean up after their pooches, that 390 million pounds of poop can wash into your waterways every year!
Why Does It Matter?
Dog waste contains 10% phosphates and 2% nitrates.
Just in Colorado, that’s 39 million pounds of phosphates and 8 million pounds of nitrogen generated by dog poop every year.
These nutrients contribute to algae growth, causing low oxygen in the water that can kill fish and other aquatic life.
Rain and snowmelt washes dog waste into our storm drains that connect to rivers and lakes without treatment where it decomposes, releasing nutrients that cause excessive growth of algae and weeds...
...making the water murky, green, smelly and even unusable for swimming, boating or fishing.
Plus
Dog waste can spread pathogens that can be transmitted from pets to humans, including salmonella, giardia, parvovirus among others.
And...
Parasite eggs dispersed by poop can survive for years in outdoor areas.
What Yoo Can Doo
Pick it Up
Carry extra pet waste bags on every walk
Pitch It
Make sure to put the bags in a garbage can
Pay a Scooper
There are several local and affordable pooper scooper businesses available online
Splash Stormwater Permits for Local Businesses of Stream Health
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Having a conversation about vaccinations
Team activity
Staff meetings may be a good opportunity to raise vaccination as a point for discussion if you have many staff members who are unsure about being vaccinated against coronavirus. Here are some ideas of how you could run a group activity using the support of the conversation tool and resources on the website. Use the 'having a conversation about vaccinations tool' as your foundation for the activity, guiding you to explore the groups concerns or issues regarding vaccination.
The activity should take 15 minutes to complete.
1
Set room agreement – 2 minutes
The topic of vaccination is sensitive for some so it's good to set an agreement at the start. This can be as simple as asking the group 'what kind of environment do you want this meeting to be?' or 'how can we make sure that this is a safe environment to talk about our concerns around vaccination?'
2
Introduce discussion point – Video – 2 minutes
Introduce that The St Philips Centre in Leicester has recently produced a video to highlight the importance of the coronavirus vaccine in reducing our risk from COVID-19. Outline that you are going to play the video, then there will be a discussion afterwards.
The video is available various languages. Link to the video:
https://www.youtube.com/channel/UCemQRE4M62cDHTKBVm7v6QQ?reload
3
Discuss – 10-15 minutes
Once the video has played there are 2 options:
1. Ask the group to get into pairs for the discussion.
2. Have a group discussion.
Then use the below questions and the tool to guide the discussion and conversation.
- What are your initial thoughts about the video?
- How do you feel about the content?
- What stood out for you?
At the end of the discussion you may be able to identify who you need to have further conversations with.
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Showing Gratitude This Valentine’s Day
Perhaps more than any other popular holiday, the actual origins of St. Valentine’s Day seem to be lost to history. There are several different options for both the Saints as well as the story, but today it is really an opportunity for those in love to express their feelings for each other.
While it is often seen as more of a special day for adults, there is absolutely nothing wrong with getting your children, even young children, in the Valentine’s Day mood and sharing their love and appreciation for the people in their lives.
Homemade Valentine’s Day Cards
Teaching children about love and gratitude is not a one day program, but this is a great day to get creative about showing how important people are in your child’s life.
You can start by providing your kids with construction paper, sparkles, scissors, glue and crayons and letting them create their own Valentine’s Day cards. You can even buy an assortment of pre-cut hearts, cupids, arrows and flowers that they glue onto their card designs.
Mom and Dad, or the children, can then print a special personal message of gratitude and appreciation in the card. Parents can talk to children about why they are appreciative of the individual that that card is designed for to help develop the concept.
Writing Thank-You Notes
You may also want to have your children write or draw thank-you notes to people that they appreciate in their life. These notes can be written or drawn on red, white or pink paper and they can be decorated around the edges with anything that the child wants to add.
These are a great gift to teachers, neighbors and professionals that the child interacts with or those adults and older children that spend time with your child.
If your kids enjoy helping you in the kitchen you can also prepare some sugar cookies, cut in the shape of hearts, and covered with Valentine’s Day sprinkles. These can be taken to anyone that the child wants to show their appreciation to for their kindness or just to say, “Happy Valentine’s Day”.
Monthly Joke
The Big Swindle
One evening back when newsboys were a common sight on the streets of every city, one enterprising young lad dropped his stack of papers on the corner and started yelling:
“Fifty businessmen swindled! Read all about it! Fifty businessmen swindled!”
A businessman promptly handed the boy a nickel and scanned the front page.
Perplexed, he quickly skimmed the rest of the paper.
“Hey,” he demanded, “there’s nothing in here about a big swindle!”
“Read all about it!” the newsboy cried. “Fifty-one businessmen swindled!”
Monthly Quote
“At the height of laughter, the universe is flung into a kaleidoscope of new possibilities.”
— Jean Houston
What's In a Name? A Lot To Like, According To This Poll
Your name is a big part of who you are, and how other people see you. Just ask the title character of the famous Johnny Cash song, "A Boy Named Sue." So do you like your first name?
A poll conducted on behalf of the advertising firm BOHAN found that 87 percent of Americans do like their first names, and a third of participants actually love theirs. Uniqueness is a plus to some: Twenty-three percent say they like their first name because it’s unusual.
Men are a little more likely to like their names than women—90 percent versus 84 percent. Only about 13 percent in the survey don’t appreciate their first names, and 3 percent actively hate them. The most common reason: names that are difficult to spell or pronounce.
Throwing Sleepovers
If you have children, sooner or later they are likely to want to have a sleepover with a few of their friends. Sleepovers help kids and young teens to create lifelong bonds and memories. The first thing to know is when your child is actually ready to have a sleepover, then you will need to work out how to plan a successful event.
Parental planning is essential to making slumber parties and sleepovers work as they should. Ten is generally the age where children are thought to be old enough to have friends over or to be away from home, although this can vary depending on the individual.
Strong rules should generally be avoided, so long as the children behave and are nice to each other, as the whole point of a sleepover is for them to have fun together. It is a good idea to keep them within earshot however, as some supervision is still recommended while still ensuring that they have enough of their own space.
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Home / Equine Soundness / Foal Hoof Care
Foal Hoof Care
Apr 11, 2019 / by Pete Butler / Category: equine soundness, foal soundness / 0 comments
Foaling season is upon us. If you have a young foal or are expecting one so a good foundation for hoof care. Crooked legs on young horses can be a big it.
Assess the foal's limbs soon after birth. Most mild limb deformities can be h lack of cartilage and bone maturity and will improve with time if the affecte the limb, or concerns about the straightness of the legs, your veterinarian sh The hooves should not be trimmed until the foal is at least two weeks old, a
Horses' bones are very malleable when they are young. In fact, most long b each of the long bones there are plates (known as epiphyseal growth plates) important to treat limb deviations before the epiphyseal growth plates of the months (long pastern), and nine months (distal cannon bone). After these pl trimming or shoeing. It is questionable how much change can actually be m be eliminated by corrective trimming or shoeing. Serious problems may req the horse should be considered in making this decision as its athletic career
A foal's feet should be checked by a competent farrier by the time it is two m by (1) teaching the foal to stand and lead, (2) picking up and holding the foa the foal's hooves, (4) having an experienced person hold the foal for the far hand.
Imprint training should be started as soon after birth as possible in order to b this, rub down the legs and pat the bottom of the hoof with your hand 40 or weekly and finally monthly. It is also important to clean out a foal's feet eac
Regular foot balancing will allow the foal to grow as straight as possible. Th evenly distributed over the limbs. The foal's hoof may be trimmed more oft wall is trimmed down to the level of the sole at the toe.
Keeping the hoof length the same on the inner and outer sides of the leg (m foal frequently wears one side or the other unevenly. The animal will learn to compensate for minor struct protection from the coffin bone. Trimming one side lower in an effort to straighten legs produces sheared
Medial or lateral extension shoes made from aluminum or plastic may be glued or nailed to the feet of cro bone column. Shoeing the foot may protect it from wearing away faster than it grows and sometimes it is growing months, shoes should be reset frequently (every 3 to 4 weeks) and progressively larger shoes app
Having the hoof trimmed out of medial/lateral balance in an effort to straighten bones is not a good practi noticeable effect will be the creation of a sheared heel. This may cause circulatory disturbance and lamene avoid chipping.
When a young horse begins serious training, regular trimming and hoof care should include shoes that pro type of horse.
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Apr 11, 2019 / 0 comments
Essential Anatomy Kit
In the mid 70s, Dr. Doug Butler went to Cornell University t...
Jan 30, 2015 / 0 comments
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URL | web | https://professionalfarriers.com/docs/2019_04_11_Butler_FoalHoofCare.pdf | 0.426501 | {
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WHAT IS ACCELERATED READER?
Accelerated Reader is a reading scheme that encourages reading and rewards progress.
WHY ACCELERATED READER?
This makes the whole school curriculum more accessible to students with literacy difficulties by improving reading age.
Acknowledging the existing research which shows that reading is essential for progress in all subjects…
HOW DOES IT WORK?
Take a Star Test to determine your reading age.
Read a book selected by the student, which is the correct level for them.
Take an electronic Quiz on the book that they have read.
Receive Rewards for high pass rates.
Improvements in reading and understanding of texts
Accelerated Reader can make the most reluctant readers appreciate books, which will help to increase their reading ages and vocabulary. This in turn will also have a positive affect on the students learning and understanding across many subjects.
Below is a year 9 students thoughts and feeling on Accelerated Reader. She made such massive progress and because of this, she is now one of our "Reading Ambassadors".
"I love reading. Doing Accelerated Reader has really helped. In year 7 I started to do Accelerated Reader because my reading age was very low, I wasn't putting in that much effort and by the end of year 7, It had improved a little, but not much, I was still under average.
when I started year 8 I decided that I wanted to achieve something great. I put my mobile phone away and started reading books outside of school. Eventually it became fun. Reading is like going on a journey – it can take you anywhere, different places and lands.
By the end of year 8, my reading age was above my actual age and has left me with a passion to help other people increase their reading age and confidence in themselves, that they too can do well."
YEAR 9 STUDENT | web | https://bluecoatschool.com/wp-content/uploads/2019/12/Accelerated-Reader.pdf | 0.430665 | {
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Eq u ity in Wa te rsh e d Ma n a g e m e n t Wo rksh o p Ag e n d a
Ap ril 25, 2022 ~ 6 :00 – 8:00 p .m .
Crystal Community Center
Welcome and Introductions
Hennepin County Commissioner Irene Fernando
Vulnerable Communities and Environmental Justice: Locations and Definitions
Karen Galles, Land & Water Supervisor Hennepin County Environment and Energy
Reflecting on Personal and Professional Experiences with Environmental Injustice
Kristel Porter, Executive Director Minnesota Renewable Now
Small Group Discussion (15 minutes)
Environmental Healing in Relationship with Community
Laura Scholl, Associate Director and Director of Development at Metro Blooms Erika Schlaeger dos Santos, Director of Community Relations at Metro Blooms
Small Group Discussion (15 minutes)
Moving Toward Equity in Watershed Management
Abby Moore, Training and Community Learning Specialist Mississippi River Watershed Management Organization
Discussions by Watershed
Adjourn – 8:00 p.m.
Equity in Watershed Management Workshop
Definitions* and Resources
April 25, 2022
Diversity encompasses the varying experiences, strengths, skills, perspectives, personal characteristics, cultures, and backgrounds represented by and within a community.
Equity is the fair and just treatment of all members of a community. Equity requires commitment to strategic priorities, resources, respect, and civility, as well as ongoing action and assessment of progress toward achieving specified goals.
Inclusion embraces and celebrates the perspectives, voices, values, and needs of each individual to generate a culture where all feel heard, respected, valued, and represented.
Accessibility is giving equitable access to everyone along the continuum of human ability and experience. Accessibility encompasses the broader meanings including access to spaces, processes, and decisions.
DEIA Resources
* Harvard's Implicit Bias and Association tests: implicit.harvard.edu/implicit/index.jsp
* MN Renewable Now Environmental justice movement for an equitable clean energy transition: www.mnrenewablenow.org/
* Hennepin County's Disparity Reduction Programs: www.hennepin.us/disparity-reduction/
* Blue Thumb's Environmental Justice Hub: bluethumb.org/ej-hub/
* CREATE Initiative Toolkit to address grand challenges at the intersection of environment and equity: create.umn.edu/toolkit/
* Mississippi WMO Watershed Management Plan: www.mwmo.org/about/watershed-managementplan/
* Restorative Development Partnership for a model of urban redevelopment that equitably optimizes environmental, social and economic outcomes: restorativedevelopmentpartnership.org/
* Capitol Region Watershed District's Diversity & Inclusion Plan: www.capitolregionwd.org/aboutcrwd/diversity/
*There are many nuanced ways to define the terms diversity, equity, inclusion, and accessibility. The statements above could be used as a starting place in your own work and were adapted from Water Environment Federation and American Alliance of Museums. | web | https://bassettcreekwmo.org/application/files/1216/5240/4861/Item_5E_Equity_Workshop_Items.pdf | 0.481158 | {
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Registered dietitian nutritionists, or RDNs, are the food and nutrition experts, translating the science of nutrition into practical solutions for healthy living. The expertise, training and credentials that back a registered dietitian nutritionist are vital for promoting positive lifestyle choices.
When you need food and nutrition information based on fact, or need to know how a healthy diet improves health and fights disease, registered dietitian nutritionists are your go-to source.
This is because individuals with the RDN credential have fulfilled specific requirements, including having earned at least a bachelor's degree (about half of RDNs hold advanced degrees), completed a supervised practice program and passed a registration examination — in addition to maintaining continuing education requirements for recertification.
RDNs can put you on a path to lowering weight, eating healthfully and reducing your risk of chronic disease. Make an appointment with an RDN today! | web | http://swlacenterforhealthservices.townsquareinteractive.com/files/2016/02/Registered-Dietitian-Expertise-to-the-Table.pdf | 0.43306 | {
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Unit II: Soil Management
Lesson 1: Soil Tests
Objective: Take a soil sample.
Materials and Equipment:
Soil probe, soil auger, or spade Clean plastic bucket
Procedure:
1. Scrape away any surface mat of grass or litter.
2. Using a soil probe, soil auger, or spade, take 15 to 20 separate samples in a random zigzag pattern across a relatively uniform area. The sample should not represent more than 20 acres. Each sample should contain 6 to 7 inches of soil.
3. Place each sample in the bucket.
4. Mix the soil samples well to make a composite sample.
5. If samples are wet, the composite must be air-dried before it can be submitted for testing. One pint should be kept for analysis.
Name
Taking a Soil Sample | web | https://www.missouricareereducation.org/doc/grassland/U2L1AS2.pdf | 0.433276 | {
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Steps to Issue Resolution 5
When concerns arise for parents, students, and staff of the Wauwatosa School District, the following steps identify the order of who you should contact to encourage positive resolution of the concern or conflict.
1
Appropriate Staff Member
The first step is to discuss your concern with the staff member involved; the teacher, educational assistant, coach, etc.
More than 95 % of all concerns are resolved at this level.
If Step 1 does not resolve the concern, discuss it with the building principal.
Principals can explain policies and procedures that may not have been covered by the staff member in addressing your concern.
2
Principal
3
Central Office Director
If you feel your concern was not adequately resolved at the building level, contact the appropriate director at Central Office; Business Services, Human Resources, Teaching & Learning - Elementary and Secondary.
4
Superintendent
If the Central Office Director was not able to determine a resolution, then discuss with the superintendent.
5
School Board
The School Board hears concerns that have not been resolved after being addressed first at a previous level. The Board can be contacted in writing, by phone, or e-mail. | web | https://wi02216059.schoolwires.net/cms/lib/WI02216059/Centricity/Domain/4/Human%20Resources/Issue%20Resolution%20Flyer.pdf | 0.491414 | {
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@CHARITYNOPANIC
END A PANIC ATTACK in 3 minutes with these 4 easy steps
FOCUS
BREATHE
Feel your feet flat on the floor. Recognise and name 3 things you see around you.
You are doing fine, this is just a bunch of feelings caused by Adrenaline. The adrenaline will soon start to decrease.
Check you are breathing through your nose, slowly in and out to the count of 4.
Concentrate on dropping your shoulders. As you breathe out, let them drop a notch, then repeat 5 times. | web | https://nopanic.org.uk/wp-content/uploads/2021/07/End-a-panic-attack.pdf | 0.439432 | {
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Keys to a working entrepreneurial environment
Cooperative learning & building positive interdependence between groups Identification of competencies between professions
* Making the mentors work as a group
* Everyone on the same line
* Starting the week at Petrozavodsk
* Dividing the groups based on students interests
* We made the themes for the groups based on earlier interviews (travelling, health, festivals, climate..)
Coopreative learning and the birth of a safe group
* Positive interdependency
* Students create the information together with the lecturer / mentor
* Face to face interaction
* Tasks that participated students to speak aloud
* Individual accountability
* Everyone is ready to report on the group's progress
*
Social skills
* Everyone presented one by one to each other and were encouraged to give feedback
* Group processing
* Each day ended with reflecting, what happened today, why it happened and how can we progress? Mentors were doing their own reflection at the same time with same questions
A safe groupStudents start to work in a self directed manner
A story about basketball and volleyball
Doing Business with Cultural and Business Actors: Identifying Competence
* Starting point for cooperation:
* Identify a topic where for example, both cultural and business expertise is needed
* Some concrete problem to be answered together
* Identify each others competencies and how the other views the problem
* The technical person might think about the platform
* The graphic designer might think about the visual parts
* Both think through their own framework
* When the professional framework is familar
* People can start teaching each other
* The challenges from both sides are understood
* The graphic designer doesn't need to understand coding, but he needs to be able to discuss about the topic
* Trust is born
* "You need to know, what you need from your colleague" (c) Silja Suntola
Let's get to work!
Someone needs to take responsibility and bring together experts from different fields. Our experience in Petrozavodsk proved that there is a lot of potential in the cooperation of students between our countries.
Be in contact with us and let's start planning something similar and new for our students!
[REDACTED_EMAIL] [REDACTED_EMAIL] | web | https://www.kultforum.org/sites/default/files/leppilampi_kultforum_eng.pdf | 0.460853 | {
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Plumbago White - Plant
Plumbago auriculata
Rating: Not Rated Yet
Price
Sales price R 272
Discount
Ask a question about this product
Description
Description for Plumbago White
Plumbago auriculata, syn. P. capensis, is a species of flowering plant in the family Plumbaginaceae, native to South Africa.
Common name Plumbago auriculata
Bloom time Long Bloom Season
Difficulty easy to grow
White
Fast growing to 4 ft. tall, 4 to
Flower colours
Height
6 ft. wide.
Planting and care
Both can survive in temperate climates if they are planted in a sheltered area. Arabian is a small bush with evergreen leaves. There are many other varieties of plant, of which are best suited for sub-tropical climates. Learning how to grow will add a striking visual and olfactory touch to the garden.
Sunlight Full sun to part shade
Soil
Water Medium
Temperature 5°C
Fertilizer
well-drained soil
Apply any organic fertilizer
Caring for Plumbago White
Fertilize the plant in spring just before new growth appears.Pinch off the tips of the vines in the second year to promote branching which will fill the trellis with bushy growth. The vining plant is prone to spider mites, which can be combated with horticultural oil or neem oil.
Typical uses of Plumbago White
1 / 2
Powered by TCPDF (www.tcpdf.org)
Special features: Commonly grown in the tropics or subtropics as a low hedge, ground cover or on fences. In St. Louis, grow in pots/containers for patios, decks or other sunny areas around the home or sink to the rim in garden areas. Houseplant.
Ornamental use: The plant is used for ornamental purpose. Its generally kep indoor in living room and in terrac area.
References
http://www.missouribotanicalgarden.org/ http://www.flowersofindia.net/
2 / 2 | web | https://nurserylive.com/shop/plumbago-white-plants-in-india?tmpl=component&format=pdf | 0.443236 | {
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Robbing Our Children's Future
By Dr. Alan K. Betts
Northwest. The result was widespread forest fires, which filled the cities with smoky, polluted air. In the south, Hurricane Harvey gave near-record summer precipitation and extreme flooding. Across the warm waters of the Caribbean, two powerful hurricanes, Irma and Maria, did immense damage to a dozen islands including Puerto Rico. Their recovery will be very long. Some islands such as Barbuda have simply been evacuated. Much of Puerto Rico still has no power. Without power, modern society crumbles, and basic survival depends on cooperation and the sharing of resources.
The weather this past summer was a wakeup call. It was exceptionally warm across the western United States, and there was little rainfall across the
Our society has not put aside the money to rebuild after these disasters, which will only increase as the Earth gets warmer and extreme weather increases. The increase in the greenhouse gases, triggered by the burning of fossil fuels, reduces the cooling of the Earth to space. So, vast amounts of heat are now being stored in the oceans, and, inevitably, stronger storms develop when conditions are favorable, as they were this summer.
In October, I discussed the paradox that although we as individuals are deeply concerned for the lives of our children and grandchildren, we support an economic system that places little value on their lives, because it discounts the future.
What we need is economics where we really value the future of the Earth, and the future of our children and our grandchildren.
Investments in an energy efficient society powered by renewable energy are often rejected as "not cost-effective." A closer look shows that this means not cost-effective for the present bottom line. If we ask whether billion dollars now on this transition will save 50 billion dollars in damages later this century. Since national governments have conflicting interests, it has been proposed recently that the global insurance industry could manage a global levy on carbon emissions to fund adaptation costs and the low-carbon transition. This would lower their insurance risks.
The 2015 Encyclical by Pope Frances mapped out the corruption and immorality of our present economic system, where the exploitation of the Earth and the poor have become inseparable. The Catholic church, and some Protestant churches, are now giv-
ing this more careful attention. Not surprisingly, our economic system is still avoiding this issue, so it is up to us all to speak up!
Evacuees wade down a flooded section of Interstate 610 in Houston as floodwaters from tropical storm Harvey rise Aug. 27, 2017, in Houston. Credit: AP Photo/David J. Phillip
this energy transition is cost effective for the future of our children, the answer is absolutely yes. Staying with an inefficient fossil fuel energy system is a catastrophe for both our children and the Earth.
Yet, I often see articles claiming that renewable energy is a bad investment: that we are wasting money on the transition away from fossil fuels. This is phony economics where we ignore the present and future costs of accelerating climate change.
easy, but there is almost no limit to what we can do for the sake of each other and the Earth..
Economists estimate that spending a
I am indebted to Joanna Macy for another insight. We are encouraged to become happy isolated individuals addicted to consumerism, escapism and the media. The mass media as a rule will not show us, as isolated individuals, that runaway corporate capitalism is on a path to destroy much of life on Earth. But as communities with courage, determination, caring and creativity, whether secular or communities of faith, we can face this reality, and together search for a sustainable alternative. I know this will not be
Dr. Alan Betts of Atmospheric Research in Pittsford, Vermont is a leading climate scientist. Browse alanbetts.com. | web | http://alanbetts.com/workspace/uploads/betts-get-dec-2017-5a3a7d09e7f23.pdf | 0.486219 | {
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Introduction to Rock Climbing – Indoor and Outdoor – 1 day
Description
9.00am Pick up from your hotel, 10 minute drive to climbing centre
This is a great opportunity for anyone who would like to give rock climbing a try. Learn the basics at a purpose built indoor climbing centre close to the city of Kota Kinabalu. Qualified and friendly staff will get you used to the equipment and help you to learn how to use a variety of techniques to get to the top of the wall. The climbs are graded from very easy to very hard. You will then be taken to the outskirts of Kota Kinabalu for lunch before we drive to the small village of Kironngu where there is a cliff beside a waterfall in the jungle. It's a 5 – 10 minute trek into the jungle. Expertly bolted to make it safe, this cliff is the perfect place to try climbing on real rock in the Borneo jungle. Itinerary (Timings to be used as guidelines only)
9.10am
Introduction and morning introductory session
11.45am 12.45pm 13.00
Drive to Inanam for lunch
Drive to Kironngu
Outdoor Rock Climbing
15.45
Return to your hotel
Pre-requisites
*
Included:
An adventurous spirit
*
*
*
*
*
Lunch
*
Transportation
All climbing equipment (harness, helmet, shoes, ropes etc…)
Snacks
Qualified, English speaking guide
First aid kit
Packing list
*
*
*
*
Suncream
*
Small backpack for your belongings
Personal medication
Trainers for the walk into the jungle
Snacks | web | http://fieldskills.com.my/PDFs/Fieldskills%20Introduction%20to%20Rock%20Climbing%20%20Indoor%20and%20Outdoor%20%201%20day.pdf | 0.488843 | {
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Building Character Through Soccer
Enthusiasm:
Definition: a strong feeling of active interest and enjoyment Synonyms: passion, fervor, positive attitude
Enthusiasm Story
Jason McElwain was born on October 1, 1987 and was diagnosed with autism by his second birthday. As he grew older, he struggled with learning and developing social skills. His parents placed him in special education classes to develop those lacking skills. However, his greatest enjoyment was playing basketball that his older brother introduced to him. He became a highly functioning autistic and his friends affectionately nicknamed him "J-Mac."
The Greece Athena High School basketball coach, Jim Johnson, appointed him as team manager, because he did not make the basketball team. However, he was always available, enthusiastic and J-Mac only missed one game in three years as the team manager.
Because of J-Mac's dedicated service, Coach Johnson decided to add J-Mac to the final regular season roster so he could be given a jersey and sit on the team bench for the last home game of the year. With the team in a comfortable lead, coach put J-Mac in with 4:19 left in the game. JMac missed his first two shot attempts and then got "hotter than a pistol" shooting six threepointers and one two-point shot. His twenty points in just over three minutes made him the high point scorer of the game. As the final buzzer sounded, the audience stormed the court in a wild celebration. See Youtube below.
The story made the national media and projected this young man's enthusiasm and accomplishment internationally. On March 14, 2006, President Bush stopped by a nearby airport to see J-Mac. President Bush said, "Our country was captivated by an amazing story on the basketball court, which, in turn, touched the hearts of citizens all around the country."
J-Mac won the 2006 ESPY award for the Best Moments in Sports, beating out Kobe Bryant's 81 point game. J-Mac, currently holds several jobs and in his free time travels across the US to raise funds for autism research. He has become an accomplished marathon runner, completing the 2014 Boston Marathon in 2:57.05. His passionate story has inspired a book, "The Game of My Life," and there have been over twenty five inquiries from film companies for a movie on his life story.
Video Link: Jason McElwain's game http://youtu.be/l2IU1h9sG7U
PRACTICE
Building Character Through Soccer
Follow Up Questions:
PRACTICE
Describe someone whose enthusiasm and positive attitude has impacted you in a positive way.
How can you help teammates by being enthusiastic on the field? | web | https://dallas-mp7static.mlsdigital.net/elfinderimages/Youth/Enthusiasm%20lesson%20Player%2014.pdf | 0.44832 | {
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If you're delayed
If you are on an elevator that stops between floors, remember the 3 C's:
Communicate
Let people know you are stopped by › › pushing or pulling the alarm button.
Use the elevator phone or intercom, if › › it is available, to call to report the stop. Be sure to give the appropriate information, what building you are in, the elevator number, and what floors you are in-between.
Use your cell phone to let others know you › › are stopped between floors.
Calm down
It's best to be patient in these types of › › situations. An elevator is like a "safe room" plenty of air and safety mechanisms in place. It is best if you sit on the floor or situate yourself for when the elevator starts up again.
Relax and wait for help. › ›
Counsel
Assure everyone in the elevator, including › › yourself, that help will come. Do not attempt to leave the elevator. Many injuries occur when people try to escape from an elevator stopped between floors.
Tell everyone not to force open the elevator › › doors. It is much safer in the elevator car if the doors are closed.
For more information on elevator and escalator safety go to the Elevator Escalator Safety Foundation's Web site: www.eesf.org
Building Codes Division
P.O. Box 14470 Salem, OR [REDACTED_PHONE] [REDACTED_PHONE] www.BCD.oregon.gov
440-4830 (9/08/COM)
Ride safely
elevator and escalator
safety tips
Ride safely — elevator and escalator safety tips
Each year, Americans ride elevators and escalators approximately 120 billion times.*
Of these 120 billion rides, a small percent result in serious accidents. About 20,000 accidents require emergency room treatment each year.*
Most of these accidents could have been prevented by the use of basic safety precautions. This brochure outlines some basic safety precautions that you can use to protect yourself when riding an elevator or escalator.
* Data from the U.S. Consumer Product Safety Commission
Escalator tips:
Elevator tips:
Avoid riding escalators if you are wearing › › soft-sided flexible clogs or slides. Never ride barefoot.
Make sure your shoes are tied › › before riding.
Check the direction that the escalator › › stairs are moving.
Don't ride the escalator if you are using › › crutches or a cane.
Never take a walker, stroller, wheelchair, › › or cart on an escalator (take the elevator).
Don't carry large packages, bags, or › › rolling luggage onto an escalator.
Stand in the middle of the escalator step; › › do not lean against the side.
Face forward and hold the handrail; keep › › loose clothing clear of steps and sides.
Children should always ride with an adult. › ›
If you wear bifocals, take extra care › › stepping on and off the escalator (or use an elevator).
Locate escalator emergency shut-off › › buttons in case you need to stop the escalator.
Don't ride the escalator if you are feeling › › dizzy or have problems keeping your balance; take the elevator instead.
Don't try to stop the elevator doors from › › closing. Never stick your hands, feet, or a cane between closing doors; wait for the next elevator or push the "Door Open" button if you are inside the elevator.
Watch your step as you enter or exit the › › elevator; step carefully over the threshold.
When riding the elevator, stand away › › from the doors and hold the handrail.
Keep track of the floor indications so that › › you aren't taken by surprise when you reach your destination.
Take the stairs if there is a fire in › › the building.
Exit immediately at your floor; do not wait › › for others behind you.
Do not exit an elevator that has not › › stopped normally; wait for help to arrive. | web | https://www.oregon.gov/bcd/Documents/brochures/4830.pdf | 0.456814 | {
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Malika Bhatia, reiki healer and therapist introduces you to different techniques that therapists now follow to help you heal emotionally and mentally. If you are facing personal problems in life, which a doctor cannot solve, perhaps it is time to turn to a different kind of therapy. Therapists are increasingly using counseling and psychotherapy, hypnotherapy, life analysis and tarot cards to solve your predicaments.
Counseling, a key part of psychotherapy, is a remedial tool for psychological, emotional and behavioral issues. The psychotherapist helps you find remedial solutions. Counseling helps a person understand stress triggers in any aspect of life, relationships, professional life, work life stress, fears, phobias, and even the relationship with yourself. A counselor helps you view situations from different angles and brings forward aspects that you have overlooked so far. By seeing the whole picture, rather than a tunneled negative view, you can resolve situations.
Hypnotherapy is simple and safe and helps you understand, accept and heal issues; it uses hypnosis to deal with emotional and psychosomatic problems. It is a natural and comfortable state that we experience from time to time. Have you observed children when they watch television? Most of them do not respond when you talk to them -- that's because they are in a hypnotic state.
Hypnotherapy is based on the fact that our behavior and reactions originate from the subconscious mind; working on the subconscious directly through hypnosis helps resolve personal issues.
In Life Analysis, a life coach does a life analysis for you. The focus is on patterns that your life follows, your unconscious feelings and needs, and the multi-layered beliefs that hinder your professional, financial, spiritual, emotional and personal growth. It is an effective tool to understand yourself and help you move on in life if you are stagnating.
Tarot is a pack of 78 cards. Each card has a symbolic picture reflecting different aspects of life and the universe. A tarot reader uses the cards as a medium to help you understand your present and future probabilities. A reading session can guide you about your future, help you change it, and provides you with a better understanding of your current actions affecting your present and future.
It can also help you evolve into a better person. So choose a therapy and find answers to whatever is bothering you. | web | https://www.mallikabhatia.com/pdf/media08.pdf | 0.436725 | {
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テニスにおけるハードコートでのスライドフットワークが
切り返し時間に及ぼす影響
柏木涼吾 1) ，髙橋仁大 2) ，村上俊祐 2) ，岡村修平 1) ，野村慧介 1) ，前田明 2) 1)鹿屋体育大学大学院 2)鹿屋体育大学
キーワード：テニス，スライドフットワーク，切り返し
【要 旨】
テニスは急停止と急加速，つまり，切り返し動作を行う競技である（Ferrauti et al., 2001）．通常，切り 返しを行う際，ステップを数回行うことで減速し，打球して切り返しを行う．しかし，コート上を滑ることで 減速し，打球して切り返しを行う，スライドフットワーク（以下SF）という技術がある（長尾ほか，2013）．こ のSF とは主にクレーコートで用いられる技術であるが，近年，世界のトップ選手がこのSF をハードコー トでも用いるようになってきている．そこで本研究の目的は,テニスにおけるハードコートでのSF が切り返 し時間に及ぼす影響を明らかにすることとした．その結果，切り返し時間を減速局面と切り返し局面に 分類し比較したところ，フォアハンド及びバックハンドどちらにおいても減速局面の時間が短縮した （p<0.01）．しかしフォアハンドにおいて切り返し局面の時間が延長した．これらの結果から，フォアハン ドにおいては，減速局面における時間が短縮するため，通常のフットワークでは追いつけないボールに 追いつくことが可能になるが，その後の戻りが遅くなる可能性があるということが示唆された．
スポーツパフォーマンス研究, 12, 46-56，2020 年，受付日: 2019 年1 月7 日，受理日: 2020 年2 月15 日 責任著者： 柏木涼吾 891-2311 鹿屋市白水町1 番地 鹿屋体育大学大学院 [REDACTED_EMAIL]
* * * *
Effects of sliding footwork on switching time in hard court tennis
Ryogo Kashiwagi 1) ，Hiroo Takahashi 2) , Shunsuke Murakami 2) , Shuhei Okamura 1) , Keisuke Nomura 1) , Akira Maeda 2) 1) Graduate School, National Institute of Fitness and Sports in Kanoya 2) National Institute of Fitness and Sports in Kanoya
Key words: tennis, sliding footwork, switching
【Abstract】
In tennis, players repeatedly stop abruptly and then accelerate, i.e., they perform a
46
switching action (Ferrauti et al., 2001). Normally, a switching action is done after a few steps in order to slow down and hit the ball. However, in the technique called sliding footwork (SF), the player slows down by sliding on the court, hits the ball, and then switches (Nagao et al., 2013; in Japanese). This technique has mainly been used on clay courts, but recently, world top-ranked players have often used sliding footwork on hard courts. The present study examined effects of using sliding footwork on hard courts on the time taken for switching action. The results showed that the slowing down time was significantly shorter (p<0.01) for both forehand and backhand hits. In contrast, the switching time was prolonged in forehand hitting. These results suggest that sliding footwork can shorten the time for the slow-down in the forehand, making it possible to catch up with balls that cannot be caught up with using ordinary footwork, but that hitting the ball using that technique may result in a delay in the subsequent return. | web | http://sports-performance.jp/paper/1901/abs1901.pdf | 0.4269 | {
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Our parents began bringing my sister and I to Cotuit for the summer in 1942. Over a three-year period we stayed at a cottage-studded resort, long since closed, called The Pines.
Then in 1945 we bought a house that, among other things, provided a convenient base from which to explore the Cape.
In New York City, where we lived in the winter, my mother was involved with the artistic community. It was logical, therefore, for us to end up in Provincetown as the destination of many trips. Since my mother didn't drive she had to cajole a friend into acting as chauffeur, and she frequently brought me along. Dragged might be a more appropriate word, because I usually wasn't a willing passenger.
By the late 1940s we had made a number of journeys to Provincetown, smaller and less touristy (at least of the day trip variety) than it is today. A favorite stop of ours became the studio of Jackson Pollock. He and my mother got along well. A shared fondness for alcoholic beverages might have had something to do with that, but the dialogue was always crisp and lively.
At the time Pollock was into drip and spatter painting. He would have a large canvas spread out on the floor while he walked around on it in his stocking feet. As he wandered about the canvas Pollock held a paint brush in each hand. (My memory may be faulty, but my image of the brushes is that they were of a size commonly used for painting houses.)
He would periodically knock the brushes together spattering or dripping paint in patterns (no doubt artistically conceived) upon the canvas below. As he meandered, Pollock would converse with bystanders. My mother being a frequent bystander was eventually urged to try her hand at spattering (undoubtedly not on anything slated for eventual sale). She seemed uncharacteristically reluctant to accept these invitations. One evening, that changed. The doorbell of our Cotuit house rang, and when I opened the door there was Pollock. I'm not certain whether his wife accompanied him, but I do have a picture of him holding several buckets of paint.
We had a large room in our house from which we could look out upon the harbor. We called it the sun porch, although it was neither a porch nor particularly sunny. In short order there were bustling sounds bubbling from the sun porch. Chairs and tables were cleared away. Music began playing. Beer was trundled out. Peals of laughter rolled down the connecting hallway.
When I woke up the next morning, noise was still echoing from the sun porch area. I cautiously peered inside and could see beer cans littering the floor. But I noticed something else as well. Pollock and my mother had spatter-painted the entire floor. Multi-hued streaks and dots were everywhere. After my initial shock I grew to like the effect, but after we sold the house a few years later thoughts of the floor slipped out of my mind.
About 20 years ago I thought it would be interesting to show my own family one the places where I had grown up. The owners kindly welcomed us and together we searched for evidence of our previous occupation. We found a cast iron that my mother had decorated with roses. We saw the table on which she had painted an illustrated map of Cape Cod, along with a quote from Thoreau. Suddenly I remembered the sun porch floor. The owners informed me that they had replaced it shortly before our visit.
The story I then related was enhanced by the fact that a toilet seat Jackson Pollock had painted (not decorated, but painted a single color) for his home in Long Island had recently sold for $50,000. Of course, nobody would have been able to tell which spatters had been my mother's and which had been Pollock's, even the two principals had they been alive.
Still, It would have been fun to have preserved a physical or photographic memento of that remarkable evening. | web | http://www.barnstablepatriot.com/home2/index2.php?option=com_content&do_pdf=1&id=17631 | 0.491118 | {
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Diaphragmatic Breathing
Diaphragmatic Breathing is a breathing technique involving your diaphragm. It provides more support for your voice, allowing you to speak more loudly with less effort and no strain on the vocal cords.
How do we speak?
Speech and voice production begin with respiration (breathing). As we inhale air (breathe in), the diaphragm (the large muscle below the lungs) lowers and the rib cages rises to create space for incoming air. The lungs expand as air rushes in to fill this space. As we exhale (breathe out), the rib cage lowers and the diaphragm rises to push air out.
Exhaled air then passes up through the windpipe (trachea), and eventually through the vocal cords. The vocal cord starts to vibrate as air passes between them, producing sound (voice). This sound/voice travels through the throat and into the mouth where it is shaped into specific speech sounds by movements of the lips, tongue, palate, and jaw.
Diaphragmatic Breathing:
1. Place the palm of your hand gently just above your 'belly button'.
* As you breathe in, feel your hand move out.
* As you breathe out, feel your hand move in.
* Gradually try to increase the range of these movements.
2. When you are able to feel this movement pattern, add voice to the strategy above. Breathe in, feel your belly expand, and start saying "AHH" as soon as your belly is filled with air.
3. Once you have mastered Step 1 and Step 2, you can incorporate this strategy in your day-to-day conversation by taking a deep breath before speaking.
STOP if you feel pain in your throat or significant shortness of breath
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September 2019 Newsletter
Activity to try at home
Learning how to recognize and create a pattern is an important preschool milestone. Help your child develop this skill by pointing out patterns that you see. An example, your daughter's tights are striped red and blue, ask your preschooler questions about the pattern. Have fun pointing out different patterns together. Challenge your preschooler to find patterns when you are out and about.
Here are a few reminders that you might find helpful.
* Please put your child's name in their jacket or sweatshirts.
* Kiddos need to use the restroom and wash hands before coming to class.
* If your daughter likes to wear dresses and skirts, please have her wear leggings or shorts underneath.
* If your child brings a lunch to Little Lambs please include a drink. We have some thirsty kiddos. We do serve water at snack.
Thanks for letting us enjoy your kiddos! They are wonderful! Blessings, [REDACTED_EMAIL]
September is flying by and we are having so much fun! We've gone on a scavenger hunt to learn where things are in the classroom, we've painted, we LOVED recess, and we've had some tasty snacks.
October will be a busy month as well, chocked full of fun activities for the whole family. Make sure to check your child's calendar and your Remind app so your child doesn't miss any of
the fun!
Upcoming Dates
September 22nd– Little Lamb Sunday September 27th– Shirt Orders Due October 2nd– Fundraiser begins October 14th– No school, PSD closure October 16th & 17th– Fall Footprints October 22nd– Field trip for 3's & Pre-K Pumpkin Carving Night for 2's & 3's October 23rd– Field trip for 2's & 4/5's Pumpkin Carving Night for 4/5's & Pre-K October 30th– Trunk or Treat 2's & 4/5's October 31st– Trunk or Treat 3's & Pre-K | web | http://www.little-lambspreschool.org/uploads/4/7/2/4/47240173/sept_19.pdf | 0.435586 | {
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Classroom Risk Management In the COVID-19 World
Communities continue to weigh how and when to safely reopen school buildings in response to COVID-19. For school divisions planning to reopen, teachers and students will be entering a new environment. Virginia Risk Sharing Association offers the following risk management recommendations to address concerns and challenges of teaching in this new environment and reducing disruptions to allow more time for education.
1) Communicate physical distancing boundaries with tape on the floor, signs on walls and placement of desks.
2) Store cleaning supplies properly and out of reach of children. All staff required to use cleaning supplies must be trained and use appropriate personal protective equipment.
3) Eating lunch in the classroom will be a new experience for many teachers and students. The addition of drink and food will increase the potential for hazards. School divisions may look to increase the size of trash cans with scheduled removal of trash throughout the day.
4) With increased usage of electronics, outlets become a necessity. Place power strips outside of walking areas, cover if possible and follow manufacturer recommendations for use.
5) For school divisions limiting or eliminating the use of lockers, storage may be a challenge to keep belongings separated. Consider providing additional individual hooks for backpacks and garments.
6) Shared materials may be limited to those that are easy to clean and disinfect between use. Adequate supplies should be considered when developing lesson plans.
7) Remove or greatly limit the use of rugs and carpets and personal furnishings in classrooms. Porous materials are harder to keep sanitized. Removal of rugs and carpets may create additional slip/trip/fall hazards by exposing cords and reducing traction.
8) Clean and disinfect upholstered chairs. Remove chairs with damaged upholstery.
9) Plexiglass may be used around each desk to provide additional physical barriers. Inform teachers of procedures in the event a physical barrier is damaged or becomes a hazard.
10)Teachers may find masks, shields or physical barriers restrict their ability to assist and communicate with students. Designate a place in the classroom where students can receive the needed assistance while maintaining physical distancing guidance. | web | https://www.vrsa.us/wp-content/uploads/2020/08/VRSA_COVID-19_ClassroomRiskManagementInTheCOVIDWorld.pdf | 0.427887 | {
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Light Science
Thomas D. Rossing • Christopher J. Chiaverina
Light Science
Physics and the Visual Arts
Second Edition
Thomas D. Rossing Department of Music, Center for Computer Research in Music and Acoustics (CCRMA) Stanford University Stanford, CA, USA
Christopher J. Chiaverina
New Trier Township High School Winnetka, IL, USA
ISBN [REDACTED_PHONE]
ISBN [REDACTED_PHONE] (eBook)
https://doi.org/10.1007/[REDACTED_PHONE]
1 st edition: © Springer Science+Business Media New York 1999
2
nd edition:
©Springer Nature Switzerland AG 2019, corrected publication 2020
This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed.
The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use.
The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made.
Cover image credit: Manos.dag [CC BY-SA 4.0 (https://creativecommons.org/licenses/by-sa/4.0)]
This Springer imprint is published by the registered company Springer Nature Switzerland AG The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland
The title of this book, Light Science, can take on several meanings. First, it is intended to be an introduction to the science of light, especially intended for students in the visual arts and for readers with an interest in art. Second, it means that the book emphasizes the phenomena of light rather than the mathematical theories of light. Third, it suggests an approach that makes science accessible to a wide audience.
The close relationship between science and the arts has always been a special interest of both authors. Visual art depends on light to communicate with its intended audience, and an understanding of light and color by both the artist and the viewer will (hopefully) enhance this communication. We would like to hope that this is a book that Monet and Renoir would have enjoyed, just as we enjoy their exquisite paintings.
The material in this book was originally designed for an introductory course in physics for students having an interest in the visual arts. We have used it in both high school and university classes. It demands no previous training or experience in physics or mathematics beyond that of high school algebra. When used in its entirety, it is appropriate for a one-semester college course. Many chapters are "stand-alone" chapters and can be used as supplemental material for courses in physics, art, or psychology.
We are great believers in hands-on learning. In each chapter, we suggest simple experiments for the reader to do with common materials at home or that can be demonstrated in class. Laboratory experiments are in Appendix J.
Each chapter includes the following: summary, references, glossary, review questions, questions for thought and discussion, exercises, and experiments for home, laboratory, and classroom demonstration.
The authors wish to thank graphic artist Jennifer Geanakos for her indispensable contribution to Light Science. A thank you also goes out to Pam Aycock for her meticulous proofreading of the manuscript. Any mistakes that remain are our responsibility.
There are so many others who generously shared their art, knowledge, and wisdom with us and, ultimately, the readers of Light Science. Thank you to Alan Brix, Austine Wood Comarow, Hans Bjelkhagen, Linda Burkhart (Sanford Museum), Caltech/MIT/LIGO Lab, Mike Chiaverina, Paul Christie (Liti Holographics), Andrew Davidhazy, Brittany Illana Fader, Antoine Ferguson, Stephanie
v
Fitzpatrick, Benjamin Freeberg, Gordon Gore, Thomas B. Greenslade, Jr., Jim Hamel Photography, James Hicks, Susan Illingworth, Lauri Kangas, Akiyoshi Kitaoka, Kodansha, Ltd., Sanjay Kothari, Yayoi Kusama, Darius Kuzmickas, Robert Mark, Rebecca Newman, John Pugh, Bernard Richardson, Roscoe Laboratories, Jonathan Ross Hologram Collection, Veronica Savu (Morphotonix), Stephanie Schueppert, David Seagraves, Raymond Simonson, Smithsonian Institution, Carly Sobecki, stpmj Architecture P.C., Surrey Nanosystems Ltd., Joan Truckenbrod, Mark Welter, Sandra Whipple, C.J. Wilson, and Loren Winters.
Stanford, USA Winnetka, USA
Thomas D. Rossing Christopher J. Chiaverina
The original version of the book was revised: Belated corrections have been incorporated throughout the book. The correction to the book is available at https://doi.org/10.1007/[REDACTED_PHONE]-9_15
Subject Index. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 477 | web | https://rd.springer.com/content/pdf/bfm%3A978-3-030-27103-9%2F1.pdf | 0.440627 | {
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### Feast of Christ the King 2021
#### Mass times: Week beginning 20th November 2021
| Days | Times |
|-----------------------|------------------------------|
| Saturday (Rosary and confessions) | 10am |
| Saturday | 4:30pm Int: Christopher Rakestraw (sick) |
| Sunday | 9:30am Int: Parish |
| Tuesday | 12pm Int: Blessed William Davies staff and pupils |
| Wednesday | 12pm Int: Lynsey Mary Healey (sick) |
| Friday | 12pm Int: Father Anthony Jones Int |
#### Continuation of Mark’s Gospel-12:1-12
He went on to speak to them in parables, ‘A man planted a vineyard; he fenced it round, dug out a trough for the winepress and built a tower; then he leased it to tenants and went abroad. When the time came, he sent a servant to the tenants to collect from them his share of the produce of the vineyard. But they seized the man, thrashed him and sent him away empty handed. Next he sent another servant to them; they beat about the head and treated shamefully. And he sent yet another, but they killed him. Then he said, “What shall I do? I will send my beloved son; they will respect my son.” But those tenants said to each other, “This is the heir. Come on, let us kill him, and the inheritance will be ours.” So they seized him and killed him and threw him out of the vineyard. Now what will the owner of the vineyard do? He will come and make an end of the tenants and give the vineyard to others. Have you not read this text of scripture: The stone which the builders rejected has become the cornerstone; this is the Lord’s doing, and we can never it! And they would have liked to arrest him, because they realised that the parable was aimed at them, but they were afraid of the crowds. So they left him alone and went away.
#### Readings for this Sunday
**First reading:** Daniel 7:13-14
**Responsorial Psalm** 92(93):1-2,5
**Second reading:** Apocalypsis 1:5-8
**Gospel acclamation:** Alleluia, alleluia! Blessings on him who comes in the name of the Lord! Blessings on the coming kingdom of our father David! Alleluia!
**Gospel:** John 18:33-37
#### Parish Advent reconciliation service Saturday 4th December, 2021 at 10am
---
### Parish contact persons
**Parish Priest:** Fr Innocent Abonyi, MSP: 01492 860546
**Parish Sister:** Sr Jennifer: 01492 877778 (M) 07710416876
**Sacristan:** Catherine Stones
**Secretary:** Kelly Williams, http://www.llandudno-catholic-church.org.uk
Email: [REDACTED_EMAIL]@example.org
**Stella Maris:** Bernadette & Ryan 07856119132 [REDACTED_EMAIL]
**Safeguarding:** Mike Hendry 01492549973
**SVP Representative:** Jane Miller
**Parish gathering**
Calling all parishioners: There will be a meeting 30th November at 6:30pm, all are welcome to join, new committee representatives will be elected so please come along and support the continued formation of your Catholic family community.
**Easy fundraising**
Christmas is fast approaching—if you are able to shop online then please do so via the Easy fundraising page where your Parish will receive a payment at no extra cost to you.
**Housebound**
We are in the process of updating our housebound list. If you know of anyone who is housebound and would like to receive a visit or the Eucharist from our Parish Priest then please contact us on 014928680546 or [REDACTED_EMAIL]@example.org, and a visit will be organised.
---
### Sunday reflections : Feast of Christ the King
Today, as the Church crowns the Liturgical year with the Feast of Christ the King, the Readings present us with a challenge.
Whereas Daniel’s vision of the Son of Man ‘coming on the clouds of heaven’ in the First Reading is beyond anything that we are capable of imagining, the Gospel’s account of Jesus standing trial before Pilate, hours before his Crucifixion, most certainly does not conform with the image that most of us have of kingship.
Kingship to the world is manifested in power, dominion over others, and glory derived from conquest, but Our Lord’s kingship is expressed in gentleness, service, and love.
The image of Christ, bleeding on the throne of the Cross, demonstrates that ‘God’s foolishness is wiser than human wisdom, and God’s weakness is stronger than human strength’: but it most certainly did not match the Jews’ expectation of a conquering Messiah.
Yet conquer he did: and not just the might of the transient Roman Empire, but the power of Hell itself. By hurling all it’s hatred and scorn on Our Lord as he lay helpless on the Cross, Hell deployed all that was within its armour to will Our Lord to hate in return, but in his obedience to the will of His Father he proved that ‘love is strong as death’, and so he bleeds slowly until the last drop of his blood had earned eternal redemption and forgiveness for the world that he loved so much.
It is so easy for us to return hate with hate, to withhold forgiveness and allow injustices to fester, but it is only by choosing to love that we can truly serve our servant King, recognizing that true strength lies in the service of others, and true freedom in forgiveness.
---
### November dead list
November is the month where we remember the dead, envelopes will be available at the back of the Church for your use.
---
### The Synod on Synodality 2021-2023: Diocesan Consultation
There will be an area meeting in Saint Augustine’s House of Prayer, Old Colwyn at 7.00pm on **Tuesday 23rd November** for all parishioners who are interested in participating in the Diocesan Consultation, in preparation for The Synod of Bishops in 2023 called by Pope Francis. Bishop Brignall has asked Fr Ian Dalgleish to organise the Wrexham Diocese response to the Synod, and at this meeting Fr Ian will lay out some of the main themes of Synodality, under the official title for the Synod: “For a Synodal Church: Communion, Participation, and Mission”. Please consider playing a part in the consultation that Pope Francis has asked the Catholic community to undertake worldwide. Thank you!
***Teas and coffees resume this weekend after 09:30am Mass***
**Newsletter**
If you have something to add to our newsletter then feel free to email to priest@[REDACTED_EMAIL] by Wednesdays mornings.
**Website**
Check out our Parish website for any events, printable newsletters and much more. Just type Llandudno Catholic Church into search engine.
**Calling all potential volunteers:** We are calling volunteers: From cleaning, maintenance, to flower arranging to hospitality, you can join our already amazing teams who do so much! There will be a sign up sheet at the back of the church at the Parish gathering for you to put your name down and the area (s) you are interested in, even if it is a role that we don’t currently have listed, we are always looking for new ideas. Don’t worry no experience is necessary, volunteering looks great on a CV and it encourages new friendships, and team–building skills. Most importantly it is a way to serve God in His Church.
---
**Blessed William Davies Catholic Primary School, Llandudno**
**Ysgol Catholig Bendigaid William Davies, Llandudno**
‘As God’s family, we live, love and learn happily together, trying our best in all we do.’
The governors and staff of Blessed William Davies Catholic Primary School serve the parishes of Our Lady Star of the Sea, Llandudno and Most Holy Family, Llandudno Junction. We would like to share our school’s details with you and hope that you will share them with your friends and families. We are a Catholic school welcoming children from Nursery to Year 6. If you are seeking a school place for your child, please contact us on 01492 57930 or email us using [REDACTED_EMAIL]. Visits to school can be arranged or you may request a copy of the school prospectus. Blessed William Davies Play Club on our site also provides childcare and opportunities to learn through play for children aged 2 and over. Our school is situated in Bodnant Crescent, LL30 1LL.
*We look forward to hearing from you and welcoming you to our school family.* | web | http://www.llandudno-catholic-church.org.uk/wp-content/uploads/feast-of-Christ-the-King.pdf | 0.489967 | {
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Press from:
The New Providence School District 356 Elkwood Avenue New Providence, NJ 07974
Phone: ([REDACTED_PHONE]
Date: December 21, 2018
For Release: Upon Receipt
Subject: New Providence High School STEM students achieve high honors at Bridge Building Competition.
New Providence High School attended the Union County College Bridge Building competition, sponsored by Union County Community College in Cranford, NJ, on Thursday, December 5, 2018. This is the 11th year that NPHS participated in this competition.
There were 6 teams from New Providence, consisting of thirty-five students in grades 9-12. Students from the STEM Club and Technology and Design classes combined to form two novice and four advanced teams.
Each team was tasked to build a bridge using many skills learned in the classroom such as the design process, principles of construction, and computerized research and resources to predict loads and weaknesses. The goal of the competition was to build the bridge which would carry the maximum load with the lightest, most efficient construction.
Out of twenty participating schools overall in Union County, New Providence High School had a first and second place finish in the advanced category. Additional NPHS advanced teams received sixth and thirteenth place as well.
The two NPHS Novice teams also received high honors with a second place finish and a seventh place finish.
Mr. John Russo, Technology and Construction Teacher and Club Advisor, states "I have been the bridge competition advisor for over ten years and am always amazed at how much fun the students have and how well they perform. The students begin planning and designing in early October and start building in November and are busy after school up until the competition day. The students follow the Engineering Design Process and use the computer programs to test their designs.
The teams work hard to get the bridges completed on time and they are anxious to see what the other schools have designed and if they will be able to outperform them.
This competition has always been one of my favorites. I get to see so many of my past and present students working together as a team and applying so many of the structural design principles and construction techniques they had learned in class."
Denise Moser, Engineering and Design Teacher and Club Advisor, adds "I am always so proud of how well our students compete at this event. They have great attitude and wonderful sportsmanship. I also enjoy witnessing their enthusiasm in the hours they spend preparing after school in the wood shop or on the computers, applying CAD programs to help design their structures. John Russo inspires the students to strive for their best and, consequently, our school always ranks in the top three places in the novice and the advanced level, every year." | web | https://www.npsd.k12.nj.us/cms/lib/NJ01001216/Centricity/Domain/729/Bridge%20Building%20Competition%20Press%20Release.pdf | 0.434116 | {
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17 November 2020
Dear Parents/Carers,
IMPORTANT REMINDER
I am writing to remind all Parents/Carers about the rules regarding self-isolation should anyone in the household have suspected symptoms of coronavirus.
The common symptoms of COVID-19 are:
* a high temperature, and/or
* a new continuous cough
* loss of sense of taste or smell
If you, or anyone in your family, has these symptoms now or in the future, you must ALL self -isolate until the family member has been tested. If they test positive, then they need to isolate for 10 days from the day they first started getting symptoms. The rest of the household must isolate for 14 days from the first day the person started getting symptoms. This is to protect others in your community.
Testing for people with symptoms is available via:
https://www.nhs.uk/conditions/coronavirus-covid-19/what-to-do-if-you-or-someone-you-live-withhas-coronavirus-symptoms/
Precautions
There are things you can do to avoid catching or spreading coronavirus:
* wash your hands with soap and water often – do this for at least 20 seconds
* when you leave your home, always wash your hands when you return
* use hand sanitiser gel if soap and water are not available
* cover your mouth and nose with a tissue or your sleeve (not your hands) when you cough or sneeze
* put used tissues in the bin immediately and wash your hands afterwards
* try to avoid close contact with people who are unwell
Please can we remind you that all adults are required to wear a face covering to drop off and collect their child. Please also keep a 2-metre distance from others.
Thank you for your support in helping to keep everyone at our school safe.
Yours sincerely,
Joanne Andrews Headteacher
Email: [REDACTED_EMAIL]
Website: www.parklandprimary.co.uk
Registered in England No. 8104111
Headteacher:
Mrs Joanne Andrews | web | https://www.parklandprimary.co.uk/documents/school_news/current_letters/Reminder%20to%20ALL%20parents%20regarding%20isolating.pdf | 0.466099 | {
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Create Your Own Nativity Scene Calendar
You will need:
3 SHEETS OF CARDSTOCK
CLEAR PLASTIC OR LAMINATE SHEETS (IF LAMINATING, ENOUGH TO COVER 3 A4 PAGES)
SCISSORS
SCOTCH TAPE AND/OR STICKY TACK
4 THUMBTACKS
Instructions:
PRINT ALL PAGES ON CARDSTOCK AND COVER WITH CLEAR PLASTIC (OR LAMINATE). ATTACH PAGES 1 AND 2 ON THE BACK SIDE WITH TAPE. CUT OUT ALL THE PIECES ON PAGE 4, THEN MATCH THE NUMBER ON EACH PICTURE WITH THE NUMBER ON THE CALENDAR DAYS AND KEEP THEM IN PLACE WITH STICKY TACK OR TAPE. (THESE WILL BE REMOVED AND REATTACHED ELSEWHERE.)
ON DECEMBER 1ST TAKE THE PICTURE ON THE FIRST SQUARE AND PLACE IT SOMEWHERE ON THE TOP PART OF THE CALENDAR. EACH DAY ADD THE NEXT PICTURE TO CREATE YOUR OWN NATIVITY SCENE AS YOU REMEMBER AND CELEBRATE JESUS’ BIRTH!
Contributed by Devon T. Sommers. Illustrations by Alvi. Design by Stefan Merour. Published by My Wonder Studio. Copyright © 2016 by The Family International
1. Star
2. Angel
3. Sheep
4. Donkey
5. Mary
6. Joseph
7. Shepherd
8. Shepherd
9. Sheep
10. Camel
11. Ox
12. King
13. Camel
14. King
15. Hay
16. King
17. Camel
18. Lantern
19. Shepherd
20. Gifts
21. Angel
22. Incense
23. Palm Tree
24. Palm Tree
25. Baby Jesus | web | https://www.mywonderstudio.com/documents/1605/401_Create_Your_Own_Nativity_Scene_Calendar.pdf | 0.440909 | {
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Public Speaking Event New Mexico DECA
Purpose:
To provide the student the opportunity to orally demonstrate communication skills in securing and organizing information.
Eligibility:
Any DECA member. This does not count as one of the competitive events a student may enter for state competition. Each chapter may enter one (1) participant in this event.
Specifications:
Each contestant is to speak on the assigned topic. The assigned topic for 2018-19 is:
In business, why is it important to pay attention to a customer's perception of the social responsibility of the company?
Facts and working data may be secured from any source. This event emphasizes a scholarly approach to securing information and places emphasis on content and research. Each contestant's speech, however, must be the result of his/her own efforts.
The contestant may use notes on 5" x 8" note cards.
The contestant will speak before a panel of judges. No audience will be allowed. No time warnings will be given.
The contestant must provide two (2) copies of the speech outline. The student will give these outlines to the judges just prior to the speech. The outlines will not be returned. The only identifier on the outline will be the student name (NO SCHOOL NAME OR CITY).
Method of Evaluation:
Judge's rating sheet
Length of
Event:
3-5 minute speech. An additional two (2) minutes will be allotted at the end of the speech for judge's questions.
Contestant must supply:
Notes on 5" x 8" note cards and 2 (two) copies of the speech outline
Contestant Label
Contestant Total Points _________
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Chester County Juvenile Probation
Crossroads Youth Anger Management Program
Crossroads Youth Anger Management curriculum:
- Evidence-Based curriculum
- Each youth works to develop a plan for safety, coping skills, and a general understand of their anger.
- Uses role plays and scenarios to assist individuals in learning what they must do to avoid confrontational situations
- Assists participants in learning ways to manage their emotions and develop alternative behavioral responses.
- Uses Real Colors® workbook to help youth identify their own personal communication style and understand the communication styles of others
Program Objectives:
* Understand the influence that strong emotions have on behavior.
* Improve interpersonal communication skills.
* Gain better self-control.
* Make a commitment to avoid the use of anger or violence to solve personal problems.
Group Requirements:
- Sessions are held once a week for 8-10 weeks. Sessions are 2 hours in length.
- There will be a maximum of 10 youth per session.
- Facilitators are mandated reporters and will follow all mandated reporting laws. Group participants will be informed of these responsibilities under the law.
- Participation does not have to be court ordered but must be added to supervision plans/conditions of probation.
- Snacks will be provided.
- Participation stipends can be earned - $10 per session, maximum $100 for successful completion. | web | https://www.chesco.org/DocumentCenter/View/60912/Crossroads-Youth-Anger-Management-curriculum?bidId= | 0.42055 | {
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Weeds from a Different Perspective
By Susan Camp
"What is this stuff?" My friend, John, held out a handful of dainty green leaves attached to a slender vine and bearing lovely, lavender flowers. "It's vetch," I responded, "and it will cover everything." I should know; clouds of the delicate, light green vines cover whole sections of our daylily beds. Pulling vetch out by hand isn't a difficult task, but it is a thankless one. Vetch seems to spread overnight.
Later in the summer, 1 to 1 ½ inch pods, each containing one or two round, light-brown pea-like seeds, will replace the flowers. This is American, or purple, vetch (Vicia americana), a native wildflower. According to the USDA Natural Resources Conservation Service (NRCS) Plant Fact Sheet "Vetch", it sprouts from seed and spreads through rhizomes that grow from the parent plant to form new plants. American vetch thrives in USDA Cold Hardiness Zones 4 through 7, ranging naturally over much of North America. There are at least 140 species of annual and perennial vetch, native to North America, Asia, and Europe.
Is vetch a weed or a wildflower? It depends on your perspective. Virginia Cooperative Extension (VCE) Publication 426-364 "Weeds in the Home Vegetable Garden" defines a weed as "a plant out of place." In its native habitat of meadow, mixed forest, roadside, or swampy woodland, American vetch is a lovely wildflower. In a garden bed, it is a weed. American vetch and related species, such as common vetch (Vicia sativa) and hairy vetch (Vicia villosa) are examples of beneficial plants that become problematic when they grow in the wrong locations.
Is vetch beneficial to the environment? Vetch is a leguminous plant, meaning it has the ability to produce its own nitrogen through a symbiotic relationship with specific bacteria that colonize the plant roots and convert gaseous nitrogen into a form that plants can use. Besides being an excellent, nitrogen-fixing cover crop, vetch provides food for horses, cattle, sheep, deer, small mammals, and birds. It is effective in wildflower meadows and wildlife habitats, attracting butterflies, bees, and many beneficial insects. American vetch is planted along roadsides and near abandoned mines and railroad sidings to help restore disturbed land.
Numerous wildflowers and naturalized ornamentals that have escaped from gardens during the past four centuries fall into the category of weeds with benefits. The University of Maryland Extension Home and Garden Information online publication "Lawn Weed Identification" provides excellent color photographs of common weeds, including basic information on each one. The photo gallery is extensive. Weeds are classified as broadleaf or grassy winter or summer annual weeds and broadleaf or grassy perennial weeds. A separate section is devoted to woody and vining weeds. Control options for each weed are included.
Most gardeners probably think of weeds only in the early morning hours after awakening from a nightmare about endless acres of dandelions and wild onions, but I have to admit to affection for certain weeds, as long as they stay out of the flowerbeds. I look forward to the little chickenbeaked henbit (Lamium amplexicaule) and the nodding heads of purple dead-nettle (Lamium purpureum) in late winter and early spring, reminding me that warmer days are coming. I love my wild violets (Viola odorata), although even they can become taxing when they invade the beds and borders. I try to look at them as free groundcover. Who doesn't enjoy a bargain?
It seems that most, if not all, plants have a place in the order of the universe, even common weeds. Whether they provide food or habitat, have medical properties, or can do something amazing, like adding nitrogen to the soil, there seems to be a reason for their existence. Except for crabgrass. And nutsedge. And chickweed. They are the stuff of my nightmares.
May 12, 2016 | web | https://gloucesterva.info/ArchiveCenter/ViewFile/Item/383 | 0.424037 | {
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Teak
Occurrence
The teak tree is native to South and Southeast Asia. Today its occurrence extends over the entire tropical area in Africa, Central and South America. Water-rich and well-ventilated soils offer ideal growing conditions. Since it is a light-demanding species, the tree grows particularly quickly in open spaces.
Significance
The teak tree is one of the few tropical woods that can be cultivated on plantations. The rotation period is 18-25 years on plantations and 60-100 years on natural stands.
Threats
The tree is not endangered despite its popularity. However, due to the demand and the good prices that can be achieved, the tree is often cut down illegally.
At ForestFinance
The teak tree grows on our fincas in Panama and can be found in the regions of Chiriquí, Veraguas, Panama and Darién.
Characteristics
Leaves
The green, elliptic leaves grow up to 60 cm long and 35 cm wide. The tree sheds its leaves for three to five months a year.
Bark
The 1.5 cm thick bark of the teak tree is fire-resistant, longitudinally cracked and grey-brown in colour.
Fruits
The bright green ovaries ripen two to three months after flowering, turn brown and become dry. The spherical fruits then have a diameter of approx. 1.5 cm.
Flowers
In the tropical rainy season between July and September the cream-coloured flowers bloom.
Teak
Description of wood
What is typical for teak wood is the unusual colouring of the sapwood and heartwood. The sapwood is yellowish and encloses the golden, brownish shimmering heartwood, which is very resistant to pests. In addition to its great colouring, teak is often used because of its good processing options and high weather resistance.
Use
Teak wood can be used for many purposes. For hardwood flooring, sliced veneers, furniture, panelling and shipbuilding. The latter due to its particular quality that a teak wooden deck does not become slippery when wet.
Processing
Also, with the right processing, teak wood retains its shiny surface and is therefore quite an eye-catcher. For extra protection, furniture can be treated with teak oil.
Growth
Teak trees grow quite quickly in open spaces as light-demanding trees, which is why they are often planted at the beginning of afforestation projects. In addition, teak trees provide plenty of shade for other plants due to their wide crown.
In Spanish-speaking countries teak is called teca. In India it is known under the name sagwan and in Laos and Thailand under may-sak. | web | https://www.forestfinance.de/fileadmin/ForestFinanceContent/Baumlexikon/Teak_EN.pdf | 0.430887 | {
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Be Curious, Not Furious Exercise
Spend some time completing this exercise and review it with your Licensed Brain Trainer in one of your meetings.
Be Curious, Not Furious. Turn Bad Days into Good Data.
Everyone messes up at some point, and so will you. Be curious about your behavior, not furious at your slip-ups or mistakes. Investigating setbacks can be extremely instructive if you take the time to really analyze them. It is the down times, the slip-ups, the setbacks, that teach you most of what you need to know if you embrace them and take time to learn from them.
You have to turn bad days into useful information.
Exercise: Write about a mistake you made and what you learned from it.
Example:
CLIENT GUIDEBOOK
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Beat the Heat
Get outside and take advantage of sunny summer days—and evenings too. Trust us, with a few fun moves, you can stay cool outdoors even when the thermometer is in the 90s—and by giving the air conditioner a break while you're out, you can save energy too. Try these three ideas for keeping cool:
t's hot, hot, hot. Perfect for sitting in the house and savoring the cold emanating from the airconditioning vents, right? Wrong. I
Hang the laundry outside. Running the clothes dryer heats up the house and hogs energy. Instead, head outside and hang just-washed clothes on a clothesline. Your clothes will smell summer-fresh—and you can soak up some rays at the same time your t-shirts do.
Get wet. Sure, running through the sprinkler or setting up the Slip 'n Slide are great ways to cool off. But remember that one hour of running through the sprinkler uses about 220 gallons of water. So if you set one up, pick an area of the lawn that could use the moisture so all that water goes to good use.
Find a shady spot. Just because you spend the day outside doesn't mean you have to be in the direct sun. Fully grown trees naturally cool your home and reduce cooling costs (by up to 40 percent!), produce oxygen, and add value to your property—and when you're outside, they also provide the perfect, shady spot for reading a book, playing a game, or taking a snooze.
Eat frozen treats. Life doesn't get much better than sitting on the front step with a dish of homemade ice cream or a frozen fruit pop. Making tasty freezer treats is fun, easy, and a great way to provide instant relief from soaring temps.
In addition to taking the strain off your air conditioner, you can cut down on other forms of energy use while you're outside too:
Go solar. Bring your MP3 player, cell phone, or whatever other small electronics might need charged outside with you. With a solar-powered charger such as the Solio (www.solio.com), you can recharge them with the sun's rays at the same rate you would if you plugged them in indoors.
Ride your bike. Instead of hopping in the car to head to the store or visit a friend, ride your bike. You'll save gas and get a workout while you're at it.
Dine outside. Take dinnertime outdoors— and keep the house cool—by grilling rather than using your stove or oven. Then be sure to enjoy your grilled meal at a picnic or patio table rather than inside.
What ways do you stay cool all summer long? Share your favorite ideas with us by emailing [REDACTED_EMAIL] with "My Ideas" in the subject line. | web | http://www.juliecollinswrites.com/imgs/clips/EcoJuly08_BeatHeat.pdf | 0.438662 | {
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OENOTHERA SPECIOSA
Mexican Evening Primrose
Low to moderate water
Full sun to part shade
Native to N.
Mexico and Texas
Why we love it…
Mexican Evening Primrose is a wild and vigorous little groundcover with a whole lot of flower power. Though it's true that this perennial is sometimes frowned upon for its invasive tendencies elsewhere in the U.S., controlling its spread in Arizona is as simple as controlling the amount of water it receives. It grows quickly and easily in moist, amended soils, but is much less enthusiastic about spreading into native, rocky soils with no water source. If you do want it to spread over banks or large areas, give it some water to get established and watch it grow! Once established, Mexican evening primrose can survive on annual rainfall alone, but it will give you more fragrant pink flowers and lush green growth with occasional irrigation.
Lydia says: Mexican evening primrose is very tolerant of cold temperatures, but may lose leaves in the heat of the summer. Flea beetles like to eat tiny buckshot-like holes in the leaves, but the damage is only cosmetic and won't affect the plant's vigor.
Perennial: Oenothera speciosa
Size (H x W): 6-12 inches feet x 2-3 feet
Blooms: Pink, spring through fall
Exposure: Full sun to part shade
Hardiness Zone: -20° F, USDA Zone 5
Water: Low to moderate
Pruning: Early spring and after spring bloom
Growth Rate: Moderate to fast
This shrub is part of our American Beauties Native Plants ® collection. Purchasing American Beauties Native Plants ® helps to support the National Wildlife Federation ® and their mission to protect wildlife! | web | https://civanonursery.com/wp-content/uploads/2016/11/4098.pdf | 0.429125 | {
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Opportunities & Study Abroad
Emmanuel Angoda
Study Abroad…
* For many in Uganda and Africa in general, studying abroad (Europe and U.S) are a dream come true.
* Most who study abroad do so through scholarships, and have extremely wealthy parents.
* But going abroad means you have to stand out, in order to win the scholarship.
* It's easier to get Masters, and PhD scholarship than Undergraduate degree (Bachelor)
Preparation Starts Early…
* Get a job degree, although high marks are not the only criteria for selection.
* Get good referees (academic & work) that can help you from time to time.
* Engage in social / community issues that result in positive impact. Scholarships support people who have potential to come back and change their communities.
* Have your documents in order- Passport, Certified copies, Recommendations etc.
Widen your Search…
* Don't bet only on one scholarship. Widen your search.
* Check foreign missions/embassies websites, notice boards, newspapers etc.
* When you start the application, avoid procrastination. Make sure you finish what you started.
* Create a good motivation. How will the course/programme help your career & country? Your plan when you return home.
Scholarship countries…
* Most scholarships come from English-speaking countries.
* U.K. and U.S
* Ireland
* Sweden, Norway
* Australia & New Zealand
* China, Japan, Qatar
Foreign Scholarships…
* Chevening (UK)
* Commonwealth (UK)
* DAAD Scholarships (Germany)
* [REDACTED_ID] (Norway)
* Ireland-Africa Fellowship (Ireland)
* Orange Knowledge Programme (Netherlands)
Other Opportunities…
* Life is not about studying only. There are opportunities abroad that help fast-track your career and life.
* Conferences, Workshops, Trainings, and Fellowships.
* Travel outside the country builds one's resilience, because of exposure to different cultures, curriculum, people, language and foods. | web | https://centreforskills.org/storage/2021/10/Opportunities-Study-Abroad.pdf | 0.485607 | {
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**All Routes Are Subject to Change**
**All Times Are Approximate, Arrive a Minimum of 5 min. Early**
HORSE BUS MORNING ROUTE
HORSE BUS AFTERNOON ROUTE
BEAR BUS MORNING ROUTE
7:11
21681-A Flores
7:15
7:17
Flores/Ruiz
23328 Campo
**All Routes Are Subject to Change**
**All Times Are Approximate, Arrive a Minimum of 5 min. Early**
BEAR BUS AFTERNOON ROUTE
3:09
23670 E Chard Ave
3:09
3:10
3:14
3:20
23555 E Chard Ave
E Chard & Tyler
9830 San Benito
10100 99W
**All Times Are Approximate, Arrive a Minimum of 5 min. Early*
DOLPHIN BUS ROUTE
FIRST MORNING RUN
FIRST AFTERNOON RUN
BUS SCHEDULE
GERBER UNION ELEMENTARY SCHOOL DISTRICT
General bus rules include:
1. Be at the assigned stop in the morning at least five minutes before pick up time and wait in an orderly manner.
2. Go straight home upon exiting the bus.
3. Remain seated and facing the front of the bus until the bus comes to a complete stop.
4. Remain in your assigned seat and do not play, throw objects, eat or drink on the bus.
5. Bring a note from home when your parents want you to change bus stops or buses.
6. Be orderly and respectful while riding.
7. Follow the directions of the driver.
8. Live animals and glass containers are not allowed.
Las reglas generales del autobús incluyen:
1. Esté en la parada asignada por la mañana por lo menos cinco minutos antes de tiempo y esperar en una manera ordenada.
2. Vaya directamente a casa a salir del autobús.
3. Quedarse sentados y mirando hacia delante del autobús hasta que el autobús haga una parada completa.
4. Quédese en su asiento asignado y no juegue, tire objetos, coma o beba en el autobús.
5. Traiga una nota de casa cuando sus padres desean que usted cambie paradas de autobús o autobuses.
6. Sea ordenado y respetuoso mientras en el autobús.
7. Siga las direcciones del conductor.
8. Los animales vivos y contenedores de vidrio no son permitidos. | web | http://www.gerberschool.org/sites/default/files/2017-18%20Bus%20Routes%20for%20website.pdf | 0.426586 | {
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The New Modern Teacher
Technology Tools that Transform Education
"If we teach today as we taught yesterday, we rob the children of tomorrow"
John Dewey
Do you know what these are?
Do you know what these are?
Teaching Information - Old School
• "Sage on the Stage"
• Teacher gives information - lecture format
• Students receive information one time
• Traditional textbooks used
Modern Teaching of Information
• "Guide on the Side" - cooperative learning
• "Flipped Classroom format" - What is your leave behind??
What is your "leave behind"?
• Tools to provide educational content for review later: YouTube Channels/screencasting, ShowMe, Educreations, iTunes U
• Automatic filming - upload to server - Swivl
• Online Bulletin boards - Popplet, Padlet
Textbooks - a thing of the past?
• Digital material is immediately accessible for students
• Includes audio, video support
• Future of digital textbooks - still evolving...
In the Clouds
• All reference material, homework in one place
• Google classroom - Keep it all in the clouds
• COLLABORATE!
Notetaking - Old School
• Teacher lectures
• Every student expected to take their own notes
• Paper and pencil
• Notebooks
• Turn in notes for grade
• Student responsible for learning based on their notes
Modern Notetaking
- Collaborative notetaking - www.todaysmeet.com
- Cloud Based Notetaking - www.evernote.com, Notes (iOS)
- Google Classroom - calendar, notes, resources
- Use of pictures, video, audio - Evernote, Notes, Noteability
Worksheets - Old School
• Getting classroom work/curriculum from the "manila folder"
• Problem - have to use traditional methods to input text
• Only way to enlarge - photocopy
• No way to read text without adult assistance
Modern Worksheets
- Mandate? "No material allowed in classrooms without a direct digital source"
- PDFs - Kami, DocHub, Claro
- Take a picture with a mobile device
- Accessibility features: Snap and Read, Read and Write, free extensions
Teaching Materials - Old School
• Textbooks
• Videos - Movies
• Science Materials/Experiments
• Materials available IN THE CLASSROOM
Modern Tools
- Virtual Reality - Lifeliqe
- 3D Tools - ZSpace
- Augmentative Reality
- STEM tools
- Robotics
Welcome!
The Technology Resource Center of Marin is a program of the Marin County Office of Education. Since 2001 we have served special education students in Marin, and have become an internationally acclaimed model for delivering the AT/AAC services our students need for living and learning. The TRC was created by Dedication to Special Education, a group of volunteer parents who raised the money and provided operating funds for our first five years. DSE continues to provide essential support, and we urge all parents to get involved!
Our Mission
Our mission is to inform, evaluate, provide, and maintain appropriate Assistive Technology and Augmentative Alternative Communication (AT/AAAC) tools, services, and opportunities for all students and their families in Marin County. We serve students with any type of disability throughout their educational experience.
Come and see us!
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2018-2019 Enosburg Elementary & Middle School Bodies in Motion Instructions:
Enosburgh Community Recreation, RiseVT, and ACTIONS are working together to support students in being healthy—each and every day.
Students can earn points for their activities during this two-week period. Any activity that gets kids moving around and breathing harder counts. Try walking, running, snowshoeing, skating, skiing, basketball, walking/biking to school, dancing, playing tag,...even sledding. For every 1 minute of activity, earn 1 point—but there must be a minimum of 10 minutes to count it. Even in 10 minute intervals throughout the day, there is great benefit!
Each week's logs will each have a "bonus" activity. Students will also be able to earn 30 points for each day they walk/bike to school—with Walking Wednesday or on their own. The highest point earners from each classroom will be recognized at ACTIONS quarterly recognition events.
Return the logs (even if you only completed 1 of the 2 weeks!) in the box near the front door on Monday, February 18th (and no later than Friday, February 22nd). We'll run 1 more challenge in the spring.
Questions? Contact Enosburgh Recreation Director at 933-4447 or recdirector@enosburgh vt.org
Drop off both weeks' logs together on Monday, Feb. 18th! (no later than Friday, Feb. 22nd)
Watch ACTIONS' and/ or Enosburgh Community Recreation's Facebook pages for updates and more information.
Bodies in Motion—WINTER
Bonus Activity: I snowshoed this week. (The Enosburgh Public Library has snowshoes to borrow) Yes or No (30 points if "Yes")
Student Name: ________________________ Date:____________________________
Teacher Name:___________________________________________________________
Bodies in Motion—WINTER
Week 2 Bonus Activity (30 points) : I ate a fruit or a vegetable from every color of the rainbow.
Student Name: ________________________ Date:____________________________
Teacher Name:___________________________________________________________
RED
ORANGE
YELLOW
GREEN
BLUE
PURPLE | web | http://enosburghvermont.org/notesofinterest/EES%20EFMS%20Log%20challenge%20WINTER2019.pdf | 0.491696 | {
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Biographical Description for The HistoryMakers® Video Oral History with Harry Belafonte
PERSON
Belafonte, Harry, 1927-
Alternative Names: Harry Belafonte;
Life Dates: March 1, 1927-
Place of Birth: New York, New York, USA
Residence: New York, NY
Occupations: Civil Rights Activist; ; Singer
Biographical Note
Born to immigrant parents in Harlem on March 1, 1927, Harry Belafonte spent much of his youth in his mother's home country of Jamaica. Though difficult, life in Jamaica was full of rich cultural experiences that influenced Belafonte's art.
At the beginning of World War II, Belafonte returned to Harlem with his mother and brother. He had trouble integrating into the new environment and later dropped out of high school to join the U.S. Navy. After
Belafonte was honorably discharged, he went back to New York, where he worked odd jobs until two free tickets to the American Negro Theatre (A.N.T.) changed his life.
Belafonte auditioned for the A.N.T. and earned his first leading role in Juno and the Paycock. In 1953, he made his film debut opposite Dorothy Dandridge in Bright Road. He won a Tony in 1954 for his performance in Almanac. At the same time, Belafonte developed his singing talents, having parlayed a series of nightclub performances into a record contract. His third album, Calypso, topped the charts for thirty-one consecutive weeks and was the first record to sell more than 1 million copies. Belafonte also secured a television outlet with his hour-long special, Tonight with Belafonte, which won him an Emmy. He became the first African American TV producer and his company, HarBel, went on to produce one Emmy nominee after another.
In the early 1950s, Belafonte developed a strong relationship with Dr. Martin Luther King, Jr. Belafonte worked tirelessly to mobilize artists in support of the civil rights movement. In 1985, he again rallied the global artistic community to raise awareness of the famines, wars and droughts plaguing many African nations. USA for Africa raised more than $60 million for this cause with "We Are the World" and Hands Across America. A longtime anti-apartheid activist, Belafonte hosted former South African President Nelson Mandela on his triumphant visit to the United States. Belafonte has maintained his commitment to service as a UNICEF goodwill ambassador.
Related Entries | web | https://www.thehistorymakers.org/sites/default/files/A2000_077_EAC.pdf | 0.42047 | {
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How farmers make 'sense' from sensor data
Lisanne de Jong, Age Hempenius, Arjen van der Kamp Lely International Farm Management Support
Introduction
* Van der Tol, 2010
* "It reached an SN and SP of 84.62% and 99.43%, respectively. It indicated a practical feasible and accurate CM detecting model for using in AMS"
* Buma, 2012
* "74% of the clinical mastitis cases was not detected by the farmer"
* So what goes 'wrong'?
* What triggers a farmer to start treatment on a cow?
Farmers interpretation
* Cow in heat
* Voluntary waiting period
* Expected culling of the cow
* Recent disease
Approach
* Worldwide data collected
* Filtered on treated for mastitis
* Information on:
* Conductivity
* Milk yield
* Lactation
* Attentions
* 79230 treatments left
* 2504 farms
* Seven countries
Explanation
* Conductivity
* Measured in ms but displayed as normalized value
* Attention when increase fo 20%
* Interval
* Days difference between first attention and treatment
* Negative means attention occured before treatment
Statistics
* Survival analysis
* Cox Hazard test
Severity on treatment day
* Linear model
* r = 0.46
Survival time to treatment
* Cow 2 has 88% chance to have an extra day between first attention and treatment
Effect of lactation
* p = 1.11 e -15
* High lactation cows are longer on list before treatment
* Fact: older cows have longer interval between first attention and moment of treatment.
Effect of expected milk yield
* High yielding cows and cows with low yield are treated faster
* high potential (expected > 30)
* severe cases (expected < 10)
Effect of days in milk
* Linear regression showed effect of -0.007 day/day
* Cows further in lactation are longer on the attention list before treatment
Conclusion
* Farmers make an economic decision to treat
* Farmers are triggered to treat by low and high yielding cows
* Lactation stage affects the treatment trigger
* First lactation cows a treated faster compared to older cows
Thank you for your attention
Contact: [REDACTED_EMAIL] | web | http://old.eaap.org/Previous_Annual_Meetings/2014Copenhagen/Papers/Published/S56_06.pdf | 0.448118 | {
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Adaptive teaching at Holbrook
At Holbrook we believe that high quality teaching is crucial to the progress of all children including those with additional needs. Adaptive teaching is a key part of this which includes planning prior to the lesson as well as adjusting practice during the lesson.
Having a full understanding of every child is extremely important in adaptive teaching. As such at Holbrook, childrens' physical, social, and emotional well-being, including their relationships with peers and trusted adults, are considered as fundamental.
Adaptive teaching makes it as easy as possible for any child to move both forwards and backwards in their learning. It can be strategic and tactical. Strategic adaptations such as ready to use support and extension mechanisms, multiple ways of demonstrating the learning and mutli-pronged aproaches to presenting and accessing material to be learned can all support tactical adaptations ('decided' in the moment') as and when it becomes nessary.
The Graduated Approach
Within the classroom the cycle starts with 'noticing' and gathering information about the learner. The teacher uses this deepening knowledge of the child's successes and challenges which they experience to adapt planning and teaching. The assess-plan-do review cycle repeats and repeats deepening the teacher's knowledge to adapt teaching and test out new approaches and strategies.
Using the information, the teacher has gained about the child they can make small changes which can support better curriculum access and engagement.
Scaffolding is the support given to a pupil during the learning process.
Teacher
Pupil
Response
Scaffolding
Fading teacher
support
Transfer of
responsibility to
the pupil
Time
Support Activities
Self-scaffolding represents the highest level of pupil independence. Staff observe, giving pupils time for processing and thinking. Selfscaffolders can: plan how to approach a task; problem-solve as they go; and review how they approached a task.
Prompting is provided when pupils are unable to self-scaffold. Prompts encourage pupils to draw on their own knowledge, but are not given a specific strategy. The aim is to nudge pupils into deploying a self-scaffolding technique.
Clueing can be supportive as often pupils know the strategies or knowledge required to solve a problem, but find it difficult to call them to mind. Clues worded as questions provide a hint in the right direction. The answer must contain a key piece of information to help pupils work out how to move forward.
Modelling is used when pupils encounter a task that requires a new skill or strategy.
Correcting involves providing answers and requires no independent thinking. Occasionally it is appropriate to do this, however, the aim is to model and encourage pupils to apply new skills or knowledge first. | web | https://www.holbrookschool.co.uk/attachments/download.asp?file=187&type=pdf | 0.425843 | {
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SECTION 4.5 - PROVISION FOR NON-NATIVE SPEAKERS OF ENGLISH
The School has a long tradition of welcoming international students and recognises the huge contribution they make to increasing students' understanding of the wider world and enriching the lives of all in our school community.
The School accepts students from abroad for a minimum of one year, subject to satisfactory school reports and, where possible, an interview with the Headmaster and the successful completion of a written test in English for international students set by the School. It expects students to have a reasonable grasp of the English language to enable them to understand the teaching required to study GCSE and A Level courses. Students hoping to study Mathematics or a Science subject in the sixth form are required to take additional entry tests in the appropriate subjects.
The first year at the School is regarded as a trial year. If, after one year, the School considers that the student does not have the ability or the English skills to complete these courses, then it reserves the right to inform parents and make recommendations about whether the student should repeat the year or transfer to another school.
Some students joining the sixth form may three years to complete the full A Level.
For those students who are not totally fluent in English, there is an additional charge for specialist lessons in English as an Additional Language (EAL). Details on charging are provided on the School fees sheet. These additional lessons are provided until the student is able to fully access the curriculum to their own potential. Students are entered for an English Language examination appropriate to their level of proficiency, such as IGCSE, GCSE or the International English Language Testing System (IELTS).
All staff should be sensitive to and understanding of the cultural differences that sometimes exist when working with international students and be aware that these students may need particular support and guidance in order to be comfortable, happy and thrive in the school environment.
In the EYFS non-native speakers are supported by the School providing opportunities for children to develop and use their home language in play and learning. The school provides, where possible, resources to support the home language such as story books, story CDs etc. The School also ensures that they have sufficient opportunities to learn and reach a good standard in English. The EYFS will liaise with the schools EAL teacher for further advice. | web | https://mk0frenshamheig6dwil.kinstacdn.com/wp-content/uploads/2018/03/Section204.520-20Provision20for20Non-native20speakers20of20English.pdf | 0.491293 | {
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ORANGE
Nutrition Facts
Serving Size 1 medium orange (154g)
Calories 80g % Daily Value
Total Fat 0g 0%
Sodium 0mg 0%
Total Carbohydrate 19g 6%
Dietary Fiber 3g 12%
Protein 1g
Health Benefits
- Gain strong teeth and bones from the calcium.
- Oranges provide the vitamin B6 which helps the brain function.
- They also have riboflavin which aids in turning that B6 into a form the body can use.
Different Uses
- Fresh squeezed orange juice—so refreshing!
- Tuck them into a chicken wrap with warm vegetables.
- Add to a spinach salad with ripe strawberries and walnuts.
- Toss sliced oranges into creamy chicken or tuna salad.
- Brighten up your lunch with a colorful fruit salad.
Fun Fact
- Navel oranges are named because of the belly-button formation opposite the stem. The bigger the navel, the sweeter it is.
- The tree can grow to reach 30 ft and live for over a 100 years.
- When growing in hot countries, oranges will not turn orange but will stay green; however the taste will be the same.
- After chocolate and vanilla, orange is the world’s favorite flavor. | web | https://www.bridgeportedu.net/cms/lib/CT02210097/Centricity/Domain/2966/Orange.pdf | 0.434747 | {
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Biography
TEXAS GOVERNOR MARK WHITE
Mark Wells White, Jr. was elected to be Governor of Texas on November 2, 1982. He was sworn into office on January 18, 1983.
White previously served as Attorney General of Texas from January 1, 1979 to December 31, 1982.
While serving as the state's chief enforcement officer, White co-chaired the Federal-State Law Enforcement Coordinating Committee and was a member of the Governor's Organized Crime Prevention Council.
On the national level, White gained recognition as Attorney General. He was elected Chairman of the Southern Conference of Attorneys General in May 1981.
Before his election as Attorney General, White served for four years and nine months as Secretary of State under Governor Dolph Briscoe, beginning in January 1973.
White was elected President of the National Association of Secretaries of State in 1977. He was the youngest Secretary of State ever to be elected to the association's highest office.
Before he became Secretary of State, White practiced law for four years with the Houston law firm of Reynolds, Allen and Cook.
White's public service career, however, began in 1966 as an Assistant Attorney General in the Insurance, Banking and Securities Division where he spent three years handling some of the first consumer protection investigations and representing state agencies in both trial and appellate cases. He also served in the 36th Division of the Texas Army National Guard.
The governor was born in Henderson, (Rusk County) Texas on March 17, 1940. His family moved to Houston where he attended public schools and graduated from Lamar High School in 1958. He worked his way through Baylor University where he received a degree in Business Administration in 1962, and a law degree from Baylor Law School in 1965.
White and his wife, Linda Gale, live in Austin with their three children: Wells, 13, born Sept. 11, 1970; Andy, 11, born June 14, 1972; and Elizabeth, 9, born Nov. 5, 1974. The Whites are active members of Hyde Park Baptist Church. He serves on the Southwestern Baptist Theological Seminary Advisory Council and the Christian Education Coordinating Board.
January, 1984 | web | https://tamucc-ir.tdl.org/server/api/core/bitstreams/14cded7b-dc6d-4d71-97ee-0d66b2d768ac/content | 0.485752 | {
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Kia ora! This is your guide to playing in our city centre. Follow the map, take your time, skip some spots, find new ones, make up new games along the way...
**Play Trail Activities**
1. Mirror, mirror on the ball... Do a silly dance with your reflection.
2. Pākaitore is our tūrangawaewae – a place for us to stand together and stand tall. Can you work together to make yourself even taller? How about a piggyback ride, or a human pyramid? Please be considerate of others, and use Pākaitore in a safe and appropriate way.
3. Check out the mural across the road. Is that a... whale on a train? What else is going on in that picture? Make up a ridiculous story about it.
4. Have you ever seen musical instruments like these? Figure out how to play them and have a jam.
5. Pick up the phone and try calling a number. See who answers.
6. The gardens here are for eating and sharing! Taste test the herbs to find your favourite.
7. First to get their marble from mountains to sea wins! (You can get marbles for 20¢ from Brown and Co.)
8. Do you see Edith Collier painting up a storm? Make your own masterpiece on the chalkboard.
9. Check out these old pictures of Whanganui... If you were a time traveller, which one would you travel into? Why?
10. Ride the magic carpet while you sneak through the secret alleyway between buildings. (The end of the alleyway is very narrow and not wheelchair accessible. Take a shortcut down Victoria Ave instead.)
11. Find a lead to be your waka and race it down the awa fountain. What type of leaves are fastest?
12. You are now entering the Silly Walk Zone. No normal walking allowed until you see the carillon (it’s a musical instrument with a LOT of bells).
13. Count all the fingers! Just kidding. You’d be here all day. Find a handprint the same size as yours.
14. Head upstairs in the museum (admission is free), find the native birds and see if you can copy their calls (just not TOO loudly).
15. It’s showtime! Hop up on the stage and give a show, sing a waiata or play charades.
16. You’ve found the largest pool table in all New Zealand! If the food trucks are open, you can borrow some equipment from the shed.
17. There’s a great view of the city from up here! Play a game of I-Spy.
18. The Ladies Rest was built as a place to chill. Recharge your mind by imagining the peaceful flow of the awa while you hop along the stones.
**Art Animals Bingo**
Keep an eye out for these animals along the way. When you spot one, cross it off the list.
*Hint:* Look in murals, sculptures, photographs...
- Kuri - Dog
- Ngeru - Cat
- Whio - Blue Duck
- Ika - Fish
- Kererū - Wood Pigeon
- Tohorā - Whale
- Hāiho - Yellow-eyed Penguin
- Arewhana - Elephant
- Raiona - Lion
- Kārearea - Falcon
Can you spot any other animals?
How did it go?
We'd love to hear about it!
You can scan the QR code here or visit our website to tell us more (we promise it'll be fun!)
discoverwhanganui.nz/play-trail | web | https://discoverwhanganui.nz/wp-content/uploads/2022/04/Play-Trail-Map.pdf | 0.427746 | {
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When is a Mammal not a Mammal?
Primary: (ages 7 – 11)
Science
Students will use their scientific knowledge and creative and critical thinking skills to reimagine the way we classify the world and communicate alternative ways of seeing and thinking. Students will be required to disrupt the way they order the animal kingdom, to ask novel questions and reposition data, and to justify and communicate their new ways of thinking. As a possible extension, students can also be asked to consider different ways to order their school.
Products and processes to access
Students produce, present, and discuss different ways of classifying animals, as well as creating mythical creatures that combine different features of existing animals. At the highest level of achievement, their classification systems are imaginative and novel. Students demonstrate a willingness to explore, challenge, and play with conventional systems of classification as well as the ability to make connections between classification in different domains (e.g. for animals and in schools). There is a good awareness of the advantages and disadvantages of different systems, and of classification as a whole.
Teaching and Learning plan
This plan suggests potential steps for implementing the activity. Teachers can introduce as many modifications as they see fit to adapt the activity to their teaching context.
Resources and examples for inspiration
Web and print
Collection of photos of animals
Not essential but a graphic which might help explain the classification of animals, such as: https://www.sheppardsoftware.com/content/animals/kidscorner/classification/kc_class_again.htm
On imaginary beings/animals, two possible references are Jorge Luis Borges' "Book of Imaginary Beings", which has been illustrated by many artists including Peter Sis, Natascha Schwarz or Silvio Baldessari (Many of these illustrations can be found on the web) and Laurence King's "Myth Match: A Fantastical Flipbook of Extraordinary beasts"
Other
Paper and pens for recording data from school
Art materials for the presenting of the data
Creativity and critical thinking rubric for science
*Mapping of the different steps of the lesson plan against the OECD rubric to identify the creative and/or critical thinking skills the different parts of the lesson aim to develop | web | https://www.oecd.org/education/When-is-a-mammal-not-a-mammal.pdf | 0.425123 | {
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Ultraviolet Induced Fluorescence Digital Photography as a diagnostic tool for discovery, digital documentation, analysis and curation of paleontological specimens
René Lauer\textsuperscript{1}, Bruce Lauer\textsuperscript{1}, David J. Ward\textsuperscript{2}, Alison E. M. Ward\textsuperscript{2} and Christopher J. Duffin\textsuperscript{2}
\textsuperscript{1}Lauer Foundation for Paleontology, Science and Education, Wheaton, Illinois, USA. \textsuperscript{2}Department of Earth Sciences, The Natural History Museum, London, SW7 5BD, U.K.
The use of ultraviolet light to stimulate fluorescence in fossils, referred to as Ultraviolet Induced Fluorescence (UVIF), is well known, but has not been widely used by paleontologists. Our poster presents compelling examples of its many benefits.
WHAT DOES UVIF DIGITAL PHOTOGRAPHY PROVIDE?
It provides the ability to detect soft tissue preservation and fine structures of teeth and bones which are invisible in normal light.
- Simple to use, cost effective and can be used by anyone.
- Provides immediate photographic images.
- It can be used as a diagnostic research tool.
It also helps to identify repairs, restoration or embellishment.
HOW IS UVIF DIGITAL PHOTOGRAPHY PERFORMED?
- Ultraviolet lights are directed onto a fossil, to stimulate fluorescent minerals.
- The energy is released as visible light.
- Digital cameras can use long exposures.
- Results are available immediately.
**LF2809 Pterosaur. Visible Light vs. UVABC + filters.** These two images demonstrate the increased clarity and definition of teeth and jaw structures that can be obtained with the use of UVIF.
**LF3139 Bird egg with exposed embryo**
This specimen demonstrates why we document UVABC wavelength responses together and individually. The UVABC showed an impressive fluorescent response; UVA had no internal fluorescence; UVB had a minimal response but UVC alone showed the strongest response.
**LF2437 Aeger Shrimp**
We use filters to increase clarity and definition, to reduce glare and excessive purple from the UV lights. The final image was achieved by using UVABC + linear polarizing and orange filters.
**Visible vs. UVIF Reveals Soft Tissue Preservation:**
**LF2314 Pterodactylus leg and foot.** UVIF revealed skin and the webbing of the foot. **LF1657N Juvenile Shark.** UVIF images of this tiny fish revealed clearly defined gills, dermal denticles and increased resolution of positive/negative elements of the vertebrae.
Finally, UVIF images reveal detailed skeletal anatomy as well as repairs, artistic restorations and embellishments. **LF1182 Rhamphorhynchus** demonstrates good preparation and bone detail, which facilitates accurate measurement and analysis. **LF283** The sad coelacanth shows why it is important to know how and to what extent fossil “restoration” has been made.
---
**EQUIPMENT**
- Standard digital or mirrorless camera.
- High-performance lamp. 95-watt UV A, B and C bulbs.
- Tripod or camera stand.
- Optional: Motorized lift table; 4K monitor.
**Recommended:** Linear Polarizing and Orange Color Filters, scale bar, color card, 1cm tiles and cube.
**Required:** UV Safety goggles, protective clothing/suntan lotion. | web | https://www.lauerfoundationpse.org/_files/ugd/5b6ac0_0651968279d944b2b92aac09b1ed6b80.pdf | 0.422096 | {
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Grade 9 & 10 Health Promotion
Unit 7 SOLs:
9.3.o Develop a long-term plan for self and/or family to positively impact the environment.
10.3.m Identify health promotion opportunities, and share talents and expand personal knowledge through community service-learning experiences.
10.3.n Identify and create a plan to address a community health-related social issue such as organ donation, homelessness, underage drinking, or substance abuse.
10.3.y Establish goals for improving environmental health.
Title: Service Learning
Objectives/ Goals:
- To enhance students' learning by enabling them to practice skills and test classroom knowledge through related service experiences in the local community
- To enable students to provide needed assistance to community agencies and to the people served by the agencies
Materials:
Interest Survey
Needs Assessment
Reflection Sheet
Service Learning Plan of Action
SMART Goals
Action Plan Timeline
Social Media Plan
Reflection
Service Learning Logs
Weekly Reflection Log
Final Reflection
Rubric
Procedure:
| Step 1 | Take Interest Survey |
|---|---|
| Step 2 | Investigation (10%): a. Complete the Needs Assessment b. Identify the “community” to serve (world, nation, state, local or school). c. Assess community needs (e.g., based on media reports, interviews, presentations, etc.) d. Select a community need using criteria (e.g. relevance to learning, urgency, |
| | importance, student interest and efficacy. e. Engage in reflection activities f. Develop a plan to reflect on learning. |
|---|---|
| Step 3 | Planning and Preparation (20%): a. Complete your Service Learning Plan of Action. b. Determine the nature of the service to be provided. c. Learn about SMART Goals d. Identify goals of project. e. Develop an action plan with timeline. f. Develop a social media plan g. Need to find a liaison from a charity of your choice h. Engage in reflection. |
| Step 4 | Action (40%) a. Complete the project b. Fill out service learning logs and weekly reflection log |
| Step 5 | Reflection (20%) |
References:
Melanie Lynch, M.Ed. State College Area High School
RMC Research Corporation for Learn and Serve America's National Service-Learning Clearinghouse | web | https://healthsmartva.org/uploads/rteditor/file/gr9-hp-7-service-learning(1).pdf | 0.501376 | {
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Children's After School Center Summer Program 2017 Over 30 years caring for school-aged children!
Our summer program blends fun, adventure, and learning for your child's best summer yet.
Delight your child with our unique summer program activities while making lifelong friends
We offer a state-certified, affordable summer program for children that provides hours of organized weekly activities to enhance your child's summer experience. The Children's Center goes far beyond just summer camp fun. Our summer program combines songs, stories, exploration, physical activities, and learning adventures in a safe, nurturing environment. Science and Nature, Arts and Crafts, Manners, Literature and Language, Music and Movement, Sports and Games, Cooking and Drama are brought to life.
Earth's Amazing Adventures: March into summer with an animal parade, an arctic adventure, design a petting zoo, enjoy waterfalls, farm, and forest visits. Ages 5-8
Passport Around the World: World travels include making passports and seeking adventure to far off lands and sample a bit of culture by experiencing the food, games, history, and dance.
Hooray for the USA: Your child's imagination will travel across the great United States. Experience the 4th of July and all its glory and glitz.
Spa Day: This fun day consists of relaxation and peaceful activities to enlighten and heal. Attaining beauty is no longer a mystery–it lies within the healthy body, mind, and spirit.
Halloween in August! Campers enjoy the magic and fun of a good, old-fashioned Halloween. We incorporate collecting money for U.N.I.C.E.F.
Western Ho-Down: Traditional country music, games, stories, dance, and chow are on the menu for this theme day.
Traveling Kids: Children aged 11–15 travel to different spots in New Jersey. Some of the trips are educational and others are recreational. Check the calendar for these special trips.
Zany Science: Our adventures in science take your child through an exploration of the planets, to zany kitchen experiments; all with a twist of fun.
The Great Outdoors: We provide an authentic "summer camp" experience. Tennis, baseball, relay races, capture the flag, wild horses off the mountain, kickball, wall ball, scavenger hunts, and more!
Cup Cake Wars: Campers plan and design theme cupcakes through a dash of cooperation, a pinch of teamwork, and cups of fun!
Carnival Corner: Campers organize, run, and participate in the 30th annual Carnival Corner. Experience the wonder and excitement of a private, safe carnival at camp. Kids love to set up and participate in the day. It will make lasting memories for years to come.
2017 Summer Olympics: Come cheer your Olympians and their representative country to win the GOLD! Many traditional and exciting games are planned and played–campers score it a perfect 10!
Leap Into Literature: Bi-weekly local library trips are scheduled to maintain your child's summer reading log. Daily reading keeps their minds sharp through the summer.
Garden Gate: Gardening at any level fosters communication; helps build strong relationships where the children and counselors work towards a common goal. Come watch our garden grow!
One of the keys to our campers' success is our personalization of each camper's experience. The Children's Center Summer Camp Program has developed age appropriate programs that ensure each child has a healthy, safe and fun experience. Campers thrive in our dynamic program, which continues to grow with them each summer as they get older. Our activities and equipment are specifically designed to fit the needs of school-aged campers. Back by popular demand: look for "Traveling Kids" programs for campers entering 6 th grade and above. Selected trips to enhance the tweens interest, while maintaining a safe and nurturing atmosphere.
Weekly Summer trips may include: Local town parks, theaters, museums, Water Parks, Lake Hiawatha Swim Club, PV Park, public libraries, bowling, hiking at local mountains, indoor entertainment, and more…
The Children's Afterschool Center Summer Camp Program offers two nutritious daily snacks, splash time, D.E.A.R. program, ice cream Wednesdays, camp canteen, yoga, relaxation, guest speakers, and community service projects. We also offer special hot lunch days for you to purchase for your camper.
Everyone who enters our program will be treated with dignity, respect, and kindness.
Summer Staff/Counselors: We go through great lengths to find the right adults to help care for your child. Our staff members have background checks and personal references. We feel confident each staff member has special interests to share with your child. | web | http://childrensafterschoolcenter.com/documents/ChildrensAfterSchoolCenter_SummerBrochure2017.pdf | 0.477254 | {
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COMPANION PIECE TO
“EVENING CHIMES”
Signal Bells
Reverie
Composed by
A.F. MARZIAN
Composer of “Evening Chimes”, etc.
Published by
A.F. MARZIAN, MUSIC PUBLISHER.
LOUISVILLE, KY.
PRICE .60
Signal Bells Reverie
Companion to "Evening Chimes"
A.F. Marzian Op. 9 No. 2
Very Slow
Right hand two octaves higher.
Chimes
loud pedal throughout the imitation
Andante
p sempre arpeggiando
Alla Campalla
Copyright MCMXIV, by A.F. Marzian, Louisville, Ky.
International Copyright Secured.
Tempo I
rit.
arpeggiando
cresc.
rit.
p a tempo
Signal B.R. 4
Andante cantabile
L.H.
R.H.
Slowly
Slowly
Signal B.R. 4
"TONAWANDA"
THE NEW INDIAN NUMBER THAT IS INDIAN
The number opens with the following Indian motive:
Allegro moderato
which is followed by another Indian melody:
Then follows a catchy $\frac{2}{4}$ movement in keeping with the character of the piece.
The last strain is another beautiful melody in $\frac{2}{4}$ time.
After this the first Indian motive is again introduced with a suitable ending.
TWO SPLENDID INSTRUMENTAL NUMBERS
"The Stop Rag"
A Favorite March Two Step
"Lion Tamer"
A Ragtime Classic Fantasie
AT ALL DEALERS
Published by
A. F. MARZIAN
LOUISVILLE, KY. | web | https://sfsma.org/wp-content/uploads/2022/07/Signal-Bells.pdf | 0.438587 | {
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CSL Toolkit: Project Planning Workshop Participant Packet
CSL Toolkit: Project Planning—Exercise 1
Identify Issue/Problem:
Select one Healthy People 2020 topic from the options below.
Topic: Access to Health Services
Goal: Improve access to comprehensive, quality health care services.
Objective: By December 31st, 80% of individuals who are unable to obtain or delay in obtaining necessary medical care will have applied for Medicare as measured by number of applications completed.
Baseline: 10 percent of all persons were unable to obtain or delayed in obtaining necessary medical care in 2008.
Topic: Adolescent Health
Goal: Improve the healthy development, health, safety, and well-being of adolescents and young adults.
Objective: By June 30 th , 80% of adolescents will have had a wellness checkup in the past 12 months as measured by tracked by medical records.
Baseline: 68.7 percent of adolescents aged 10 to 17 years had a wellness checkup in the past 12 months, as reported in 2008.
Topic: Tobacco Use
Goal: Reduce illness, disability, and death related to tobacco use and secondhand smoke exposure.
Objective: By October 1 st , 30% of clients participating in the clinics "Smoke No More" program will have quit for 3 months or more, as measured by surveys.
Baseline: 20.6 percent of adults aged 18 years and older were current cigarette smokers in 2008.
State Problem to be addressed:
Set Goal & Objectives:
State the goal and objectives for the identified issue/problem.
Goal--
Objective 1--
Objective 2--
CSL Toolkit: Project Planning—Exercise 2
The Logic Model:
Develop the impact, outcomes, outputs, activities, and inputs components of the logic model.
Impact--
Outcome(s)--
Outputs--
Activities--
Inputs--
Logic Model Template | web | http://www.texashumanities.org/sites/texashumanities/files/pdf/2014-UPDATED%20CSL%20Toolkit%20Project%20Planning%20Presentation%20Packet%20JH.pdf | 0.480097 | {
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Barnstorming:
A form of entertainment developed in the 1920s wherein pilots perform stunts in airplanes either individually or in groups. It was the first form of aviation developed that was not military in nature.
Beech Tree:
A deciduous tree related to oak trees native to many temperate environments. Used in brewing Budweiser beer.
Bluefish:
A popular game fish native to most climates with a seasonal migration pattern.
Buick:
The oldest still active automotive make in America. Buick produced its first 8-cylinder engine in 1931.
Carp:
A common freshwater, oily game fish in America.
Cream Oil: see Wildroot Cream Oil.
DeSoto:
Brand of American automobile produced by Chrysler between 1928 and 1961.
Divination:
“1: the art or practice that seeks to foresee or foretell future events or discover hidden knowledge usually by the interpretation of omens or by the aid of supernatural powers. 2: unusual insight: intuitive perception” (Merriam-Webster).
The divination of water (also known as dowsing or water witching) is the process by which an individual ascertains the location of water by using a forked twig or pendulum. The diviner holds the device (usually a willow, peach or hazel twig) parallel to the ground. The device moves in response to the water. The quality of the movement differs between individual diviners. It is thought that this process is the result of unconscious muscle movements possibly in response to change in electrical forces caused by the water. Divination can refer to any process by which a particular material is sought after in this manner.
Doodle Bug:
A common nickname for certain types of pill bugs and flies, especially antlions. Also a term for the divining rod used in dowsing.
Dowsing: see Divination.
Drill Rig:
A machine which makes holes or shafts in the ground. Made in a variety of ways depending on the size and difficulty of the project.
Dry-Goods:
Products such as textiles, toiletries, ready-to-wear clothing, and cosmetics. A dry goods retail shop sells these items and others that are distinct from a hardware or grocery store.
Dry-Laws:
Refers to Prohibition in America, which included bans on the consumption, sale and transportation of liquor (with some very limited exceptions for wine) from 1920-1933 under the 18th amendment to the constitution. During this time, homemade liquors referred to as “bathtub gin” or “moonshine” were produced and illegally.
Fancy Dance:
A style of Native American dance. In the 1920s and 1930s, Native American styles of religious dance were outlawed. This forced the affected tribes to hide such ceremonies and to develop new forms of dance to comply with the laws. Fancy Dance was officially developed after 1928 by the Ponca tribe in White Eagle, Oklahoma.
Farmall:
A model and brand name for a general purpose tractor produced by International Harvester.
Farm Bureau News:
Can refer to any publication associated with the American Farm Bureau. The Indiana branch was established in 1919, originally called the Indiana Federation of Farmers’ Associations. The organization is further divided into separate bureaus for separate districts (infarmbureau.org).
Fever Weed:
Any plant believed to reduce fever, especially particular plants from the parsley family originating from the West Indies.
Flathead:
An engine where the engine block valves are placed beside the pistons instead of the cylinder head. This application is especially prevalent in 4- and 6-cylinder overhead valve engines in cars, tractors, and other vehicles. This engine out of favor for heavy machinery after World War I but remained prevalent in lighter vehicles, especially during the early 20th century. This is the engine for the 1932 Ford V8 truck.
Ford:
An American motor company incorporated in 1903, producing automobiles and tractors. The company produced tractors in Detroit until 1928 and abroad thereafter. The Fordson Model N would have been the newest model in 1932, but the company’s success in the tractor market suffered severely due to high import costs.
Foursquare:
“1: square. 2: marked by boldness and conviction : forthright <a foursquare hero>” (Merriam-Webster).
Hazard, Kentucky:
The county seat of Perry County became the largest southeastern coal mining city in the 1920s. The city is home to churches of many denominations including Presbyterian, Baptist, and United Methodist.
Healing Salts:
Unrefined sea salts or Epsom salt usually combined with other ingredients believed to heal or soothe.
Highland:
Any plateau, mountainous or elevated region.
Hootch:
A slang term for liquor, especially when inferior, illegally made or obtained. Short for *hoochinoo*, a distilled liquor made by the Tlingit tribe of Hoochinoo Indians (Merriam-Webster).
Hoover, Herbert:
The 31st president of the United States, in office from 1928 to 1932, previously served as the Secretary of Commerce and a mining engineer by trade. His governmental philosophy centered around his belief in the cooperation between the public and private economic sectors rather than the force of governmental coercion, a philosophy termed voluntarism. In 1930, Hoover signed the Smoot-Hawley Tariff Act which raised the tariffs on a large number of imported items. The revenue act of 1932 raised taxes across the board, taxing the highest income level 62% in income taxes. The end of his term saw an almost 25% unemployment rate and the failure of over five thousand banks. Hoover overwhelmingly lost the 1932 election.
John Deere:
Based in Illinois, the leading manufacturer of agricultural machinery in the world based, established in the 1837.
Lindbergh, Charles:
An American aviator who became famous after winning the Orteig Prize for his solo flight over the Atlantic Ocean. He used his fame to advocate the spread of commercial aviation in the United States. On March 1st, 1932, Lindbergh’s son was abducted and led to a kidnapping investigation that would later be termed the “Crime of the Century.”
Nash:
A Wisconsin-based automotive company in operation from 1916-1938 and subsequently as the American Motors Corporation.
Ringworm:
A skin infection caused by a fungus, not a parasitic worm. The name comes from the ring-shaped lesions the infection inflicts on affected areas of the skin of humans and animals. It is caused by the same fungus that causes athlete’s foot. Symptoms include those similar to eczema or psoriasis.
Salts: see Healing Salts.
Scarlett O’Hara:
The female protagonist of Margaret Mitchell’s 1936 novel *Gone With the Wind*, played by Vivien Leigh in the 1939 film of the same name. Scarlett is a Southern, headstrong, intelligent, affluent, seductive character.
Schwinn:
An American bicycle company established in 1891. In 1928, Schwinn introduced the “motorbike” bicycle design. By 1930, Schwinn was regarded as the industry standard for design and performance.
Shine-ola:
Shinola is a brand of wax shoe polish first filing for trademark in 1929 by the Shinola-Bixby Corporation in New Jersey. Because of the texture of the shoe polish, the colloquialism “to know shit from shinola” developed to indicate a basic level of intelligence or common sense.
Singer:
Manufacturer of sewing machines established in 1851. Isaac Merritt Singer participated in the Sewing Machine Combination of 1856, wherein he and the other members of the combination secured the rights to sewing machine patents. Since its establishment, Singer has been on the forefront of sewing technology. Interest in sewing among women grew considerably in the 1930s and most of these women owned a Singer.
Sunfish:
Can refer to a number of freshwater and saltwater fish. The family of freshwater sunfish include largemouth bass, bluegill, rock bass, crappies and pumpkinseed. Most species are valued for sports fishing and they can occasionally become an invasive species.
Wildroot Cream Oil:
A popular men’s hair tonic after World War I including comic icon Fearless Fosdick in advertising campaigns.
Witching: see Divination.
Image Sources:
Barnstormers: www.math.ksu.edu/events/KSU-REU/
Beech tree: www.2020site.org/trees/beech.html
Bluefish: www.classicnatureprints.com
Buick 50 Series, 1931: www.gmphotostore.com
Common carp: www.tpwd.state.tx.us
DeSoto Six, SC, 1932: www.allpar.com/cars/desoto/desoto-cars.html
Dowsing rod 1: www.tomgraves.org
Dowsing rod 2: www.appalachianhistory.net
Doodle bug antlion: www.etc.usf.edu
Drill rig 1: www.digitalhorizonsonline.org
Dry goods shop: www.utopiageneralstore.com
Fancy Dance lithograph: www.libinfo.uark.edu
Farmall Tractor: www.hemmings.com
Flathead engine, 1932 Ford V8: www.speeddoctor.net
Fordson Model N Tractor: www.ssbtractor.com/features/Ford_tractors.html
Hazard, Kentucky: www.1939blog.blogspot.com/2009_04_01_archive.html
Hoover images: www.hoover.archives.gov
John Deere GP, 1931: www.tractorhouse.com
Lindbergh, Charles: www.aviation-history.com
Nash Ambassador 897 Club Sedan, 1931: www.daleadamsenterprises.com
Scarlett O’Hara, portrayed by Vivien Leigh: www.fanpop.com
Schwinn World Motorbike, 1932: www.oldbike.wordpress.com
Shinola: www.valetboy.wordpress.com
Singer sewing machine, 1930s: www.barbara-goldsraw.wordpress.com
Sunfish, pumpkinseed: www.fish.dnr.cornell.edu
Wildroot Cream Oil & Fearless Fosdick: www.james-vance.com | web | https://brennanicely.files.wordpress.com/2011/10/diviners-glossary.pdf | 0.4769 | {
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March 6, 2021
To Whom It May Concern:
I am writing as a parent, a community leader and a citizen of the state of Minnesota to voice my opposition to HF 874.
"All children have a fundamental right to a quality public education that fully prepares them with the skills necessary for participation in the economy, our democracy, and society, as measured against uniform achievement standards set forth by the state. It is a paramount duty of the state to ensure quality public schools that fulfill this fundamental right."
I am not opposed to the state making its public schools the best that they can be. My concern lies in wording such as "uniform achievement standards set forth by the state," and "fundamental right to a quality public education."
As a parent of just two children entering kindergarten in the fall, I am already fast learning that they are so different in personalities, strengths and weaknesses and learning styles, a "one size fits all" approach to education is not the answer to fully preparing them to be productive citizens. If that holds true for the children living under my own roof, how much more true is it for all of the children residing in Minnesota?
I have lived in this state for the majority of my life and was educated at different points (depending on my need) in private schools, public schools and home education. Each method was beneficial to my social, emotional and educational needs at any given year, and I am thankful that this state's laws and constitution protected my parents by allowing them, as the ones who knew me best, to make those decisions for me.
I am concerned that the wording in the above mentioned bill has the potential to usurp the rights of parents to make decisions that are best for their children by forcing them to adhere to an arbitrary set of standards created by a committee who has never even met said children. Annual testing is already required for all students in this state, include those in private schools or those who are home educated. The majority of parents do care and are paying attention to what and how their children are learning, and laws should be made with those who do comply with laws and standards in mind – not those who do not.
I implore you to protect the rights of all Minnesotans to choose a quality education of any kind for their children based on their own needs.
Respectfully,
Leanne Weber Duluth, MN | web | https://www.house.leg.state.mn.us/comm/docs/svtpSHEY40SIToSrEDjgMw.pdf | 0.474308 | {
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WellBeingMD’s Mindful Kitchen
Watermelon Pudding
Adapted from watermelon.org
Here is a summertime dessert that will surprise your family and guests! Once the pudding is made, get creative and add your own toppings for a special flare! Makes 4-6 servings depending on serving size.
Ingredients:
1/4 cup brown sugar
1/4 cup sugar
3 tablespoons organic cornstarch
1/8 teaspoon salt
1/2 cup organic whole milk
1 1/2 cups watermelon juice, unstrained (blend chunks on high until liquefied)
2 organic egg yolks
2 tablespoons unsalted organic butter
1 teaspoon vanilla extract
Directions:
1. Whisk together the sugars, cornstarch and salt in a saucepan.
2. Pour ¼ cup of the milk into the sugar mixture, stirring to form a smooth paste.
3. Whisk in the remaining milk, watermelon and egg yolks. Cook the pudding mixture over low heat, stirring continuously with a wood spoon until thickened, about 15 minutes. Do not allow it to boil.
4. Remove from heat and stir in the butter and vanilla.
Scrape the pudding into a bowl or individual serving cups.
5. Cover with plastic wrap, pressing the surface to make an airtight seal and prevent a skin from forming. Refrigerate until well chilled, about 1 hour.
6. Add whip cream, blueberries and slivered almonds for a festive dessert.
Watermelons are about 92% water, but this refreshing fruit is soaked with nutrients. Each juicy bite has significant levels of vitamins A, B6 and C, lots of lycopene, antioxidants and amino acids. There's even a modest amount of potassium. Plus, this quintessential summer snack is fat-free, very low in sodium and has only 40 calories per cup . Lycopene has been linked with heart health, bone health and prostate cancer prevention. It's also a powerful antioxidant thought to have antiinflammatory properties. To really maximize your lycopene intake, let your watermelon fully ripen. The redder your watermelon gets, the higher the concentration of lycopene becomes. Beta-carotene and phenolic antioxidant content also increase as the watermelon ripens . Another phytonutrient found in the watermelon is the amino acid citrulline, which converts to the amino acid arginine. These amino acids promote blood flow, leading to cardiovascular health, and improved circulation.
WellBeingMD
®
- Center for Life
Home of "The Mindful Kitchen"
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Activity: Safe Bird Feeders
You can prevent disease problems at your feeder.
- Give them space.
Avoid crowding by providing ample feeder space.
- Clean up wastes.
Keep the feeder area clean of waste food and droppings.
- Keep feeders clean.
Clean and disinfect feeders regularly. Use one part liquid chlorine household bleach in nine parts tepid water to disinfect. Make enough solution to immerse an empty, cleaned feeder completely for two to three minutes. Allow to air dry. Once or twice a month should do, but weekly cleaning could help more if you notice sick birds at your feeders.
- Use good food.
Discard food that smells musty, is wet, looks moldy or has fungus growing on it. Disinfect any storage container that holds spoiled food and the contaminated scoop used to fill feeders. | web | https://www.eealliance.org/uploads/1/2/9/7/129730705/safebirdfeeders_linda_may.pdf | 0.434037 | {
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Communication & Language
* Listen to, and talk about, topic fiction and non-fiction texts
* Talk with extended vocabulary
* Respond to two-part instructions
* Learn topic songs & rhymes
* Answer 'how' and 'why' questions about their experiences
* Describe different plants; compare & contrast; describe changes observed with growth
Literacy
* To read words and simple sentences
* Growth themed blending and segmenting games
* Writing with meaning and independently in play
* Create Reading Garden
* Explore rhyming strings
* Know information can be retrieved from books and computers
* Write magic plant stories & instructions to help plant growth
Maths
* To make topic themed addition number stories to 10 (with aids)
* Know number bonds to 5
* Recognise numbers to at least 15 – counting forwards and backwards
* Know positional language using the sun, seeds and flowers
* Use simple language to describe time
Stimuli
* Designing and making a Sensory Plant Garden and Peter Rabbit Vegetable Garden in our class outdoor provision area
* Planting seeds and helping them grow
* Local Area: Explore first-hand the plant life growing in the local area of our homes and schools
* National Events: Easter, Lent, Shrove Tuesday, and Ash Wednesday
Personal Social & Emotional Development "Special Books" & "Easter Beginnings"
* To find out which books are special for different religions
* To explore how Christians throughout the prepare for Easter
* Explore differences between winter & spring, and think about why some people celebrate new beginnings at Easter
Physical Development
* Put on coat and fasten independently • Hold pencil with pincer grip and use with good control
* The Magic Garden Centre: Experiment with different dances (characterised by plant growth): travelling & negotiating space successfully; responding to music & rhythms
* Begins to form recognisable letters
* Letter formation – most are correctly formed
Understanding the World
* Investigate plant life cycles
* Ask questions about and develop an understanding of growth, decay and change over time
* Know about light and dark; day and night; shadows
* Using technology to record our experiences: iPads, camera, video
* Design and make sensory garden
Creative Development
* Make up rhythms
* Explore different sound patterns
* Build Magic Garden Centre using junk modelling & construction materials
* Make plant/flower potions
* Create growth dances
* Make observational drawing of plants
* Design & make plant containers | web | https://www.irebycofeschool.co.uk/_files/ugd/9c7b87_64394e58a9d347ba9b75a25efc1e9195.pdf | 0.462341 | {
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Last Saturday at 1 o'clock, this cathedral joined cathedrals around the world and pealed our bells. At that very moment the archbishop of Paris heard bells ringing from the towers over his head, and then he reopened the doors of his cathedral, Notre Dame. The fire that gutted its rafters five years ago horrified people around the world. A building that welcomed visitors since the twelfth century was closed for extensive repairs in the twenty-first century. This generation of Parisians could have been mortified that they witnessed the destruction of their beloved, historic landmark, but instead they provided the workers and skills to restore the building's glory. The fire revealed to many people around the world how dear Notre Dame is to them. It's more than a building; it's a presence. For believers, any house of worship represents the presence of God in the midst of the world from one generation to the next. Nonbelievers must have questioned why they felt so affected by that fire.
It sometimes takes a loss before we realize how important something is to us. I occasionally drive by my childhood home a few miles from here. Even though our family moved away decades ago, that building still retains a certain mystique for me. When a friend of mine took ill last year, the prospect of going on without him revealed how much he meant to me. It's better to realize the importance of a friend without discovering it when things go wrong.
In response to today's first reading, we sang verses from the prophet Isaiah. Usually we sing from one of the psalms, but occasionally the lectionary gives us words that looks like a psalm but appear elsewhere in the bible. The Church invites us to sing this particular canticle on different occasions. Those who pray the Liturgy of the Hours say them on Thursday morning of the second week of the cycle. At the Easter Vigil these same verses serve as the responsorial for the fifth reading, though with a different refrain: "You will draw water joyfully from the springs of salvation"—to prepare for the baptisms of that Mass. But today, the Third Sunday of Advent of Year C, we use the same canticle with this refrain: "Cry out with joy and gladness: for among you is the great and Holy One of Israel." In these days before we celebrate the birth of Christ, we can imagine his mother singing these words to the people around her before the arrival of her Son: "Be glad, the great and Holy One of Israel is among you. He is in your midst." Indeed, he was in her womb.
Like the cathedral of Notre Dame, other historical monuments around the world declare that the great and Holy One of Israel is among us. But we also discern God's presence in simpler structures that carry meaning to us, colorful sunsets, and certain people who bear witness to God's love.
On this Gaudete Sunday, the Church invites us to rejoice that our celebration of the nativity of Christ is near. But it also invites us to help others rejoice. Sometimes we walk into a room fired up to criticize and complain. But we could walk into a room with a different purpose: to share joy, to build up, to reassure. This Christmas, blessed are we when people rejoice to see us, like visitors to the interior of Notre Dame. Because of the message we bring, others will cry out with joy and gladness for they can tell in our words and deeds that within us and among them is the great and Holy One of Israel. | web | https://paulturner.org/wp-content/uploads/2024/12/Paul-Homily-121524.pdf | 0.494635 | {
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SCDF dispatchers to get help from AI
Speech recognition system can transcribe and log emergency calls in real time
ISABELLE LIEW
With Singapore’s emergency dispatch phone operators receiving almost 200,000 calls for assistance a year, every minute is vital.
In an effort to ease their workload, the Singapore Civil Defence Force (SCDF) and four other government agencies are turning to artificial intelligence (AI), using a speech recognition system developed to transcribe and log each call received in real time – even if it is in Singlish.
For now the system is programmed to recognise English and Mandarin with some Hokkien and Malay, though it could be customised to incorporate others.
AI Singapore, a programme under the National Research Foundation, is investing $1.25 million to set up the AI Speech Lab, which developed the system. The lab says it has created the first code-switch, or mixed-lingual, speech recognition engine, developed using artificial intelligence, such as deep learning technology.
“This will improve how SCDF’s emergency medical resources are dispatched and enhance the overall health outcomes of those in need,” said the SCDF’s director of operations, Assistant Commissioner Daniel Seet.
It would do so by reducing the time it takes the SCDF’s 995 operations centre dispatchers to log in information.
The AI Speech Lab is led by Professor Li Huizhou, an expert in speech, text and natural language processing from the National University of Singapore, and Associate Professor Chng Eng Siong from the Nanyang Technological University.
He said: “This technology performs better than commercial engines as it can accurately recognise conversations comprising words from different languages. It solves a unique Singapore problem.”
Researchers collected over 1,000 hours of combined recordings of English and Mandarin speech from Singapore and Penang – a state that mixes languages in speech similar to that in Singapore – and recordings of Singaporeans from radio stations, YouTube and SoundCloud.
The recordings are manually transcribed to text. The system then “learns” the association between the text and the collected samples. It knows about 40,000 English and Mandarin words each, and has an accuracy rate of about 90 per cent.
Details of when, where and how the system will be trialled have yet to be announced.
[REDACTED_EMAIL] | web | https://www.nus.edu.sg/newshub/news/2018/2018-07/2018-07-10/AI-tnp-10jul-p14.pdf | 0.496347 | {
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BICYCLE SAFETY
Wear a helmet-‐ Head injuries are the cause of most bicycle-‐related deaths. If a biking accident occurs, the forehead is usually hits the ground first, which can cause major head injuries. Bicycle helmets help to prevent head injuries. When choosing a helmet, consider the following:
* Have a trained salesperson help you pick out an appropriate helmet
* Try on several helmets and choose the one that is the best fit. The straps should fit snuggly and comfortably, and the helmet should sit one inch above your eyebrows
* Make sure there are no cracks or impressions on the helmet
Make sure your bike is a good fit and the appropriate size-‐Do not ride bikes that are too big or too small for you. Tighten and adjust your bike seat as needed.
Avoid riding directly on the streetBike paths are designed for bikers! If no bike paths are available, use sidewalks. If you must ride on the street, keep to the far right of the street and ride in the same direction as the traffic, obeying all traffic laws.
Ensure you are always visibleMake sure your bike has proper reflectors and always wear bright colors so vehicle operators can see you.
Set and follow rulesThis is especially important when children are involved! Examples of some general rules include:
* Do not ride on busy streets
* Do not ride before sunrise or after sunset
* When riding in the street, obey traffic laws and ride with the traffic
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carved meeting houses pdf
coast of the North Island, are most meeting-houses carved, whereas in the Waikato area where I did my fieldwork, for example, carved meeting-houses are extremely rare.
Chapter 8. Maori Meeting-Houses in and Over Time
The Carved Meeting House Previous Section | Table of Contents | Up | Next Section The whare whakairo formed the peak of Maori architectural development and, as every tribe had its expert builders, many differences occurred in technical details and in the terms applied to the various parts.
The Carved Meeting House | NZETC
the carved Meeting House and the world’s largest ceremonial war canoe. Learn about the history, discover the stories, personalities and events that shaped New Zealand. The guided tour takes you through the artefacts gallery, past the world’s largest ceremonial war canoe to the Flagpole, the Treaty House and the carved Meeting House.
New Zealand - amrtvl
The impressive carved meeting house, Te Whare RÅ«nanga, stands facing the Treaty House. The two buildings together symbolise the partnership between MÄ•ori and the British Crown. The meeting house was opened on 6 February 1940 â€" the centenary of the signing of the Treaty of Waitangi.
TREATY HOUSE Waitangi Treaty Grounds
The principal medium in which Maori artistry finds expression to-day is the totara-wood in which carvings are made, and interior painting in red, black and white, for the communal meeting-houseâ€"the whare-whakairo (carved house), whare-hui (assembly-house), or whare-runanga (council-house), as it is variously called. In former days the war-canoe figureheads and stern posts were beautifully carved, but this branch of the olden artcrafts has still to be revived.
The Carved House | NZETC
The Maori meeting house increased in size and height during the nineteenth century, due partly to European influence. Consequently poutokomanawa figures increased in size until the largest were around two meters high.
Maori meeting house (article) | Polynesia | Khan Academy
Two recent carved Maori meeting houses, one in a museum and the other on a polytech campus, manage to break down the boundaries between “contemporary― and “traditional― Maori art. Both houses also attempt to represent the whole of the institutions of which they are a part rather than only the Maori members of those institutions.
Art and Biculturalism: Innovative Maori Meeting Houses and
8. Known for their monumental carved heads, the _____ were the earliest known culture to develop in the Gulf Coast of Mexico. (a) Olmec (b) Hopi (c) Zuni (d) Toltec Answer: (a) Page Ref: 319 9. The Hopis and Zunis call the invisible life force spirits _____. (a) mana (b) false-faces (c) souls (d) kachinas Answer: (d) Page Ref: 316 10.
PART THREE: ART AS CULTURAL HERITAGE Chapter 19: Africa
Topic: Colosseum versus Whare Whakairo [Mĕori meeting house] (2008) by Debbie McCauley Topic type:
Topic; This discussion of the Colosseum (Flavian Amphitheatre) versus the Whare Whakairo (Mĕori meeting house) was written by Debbie McCauley on 27 September 2008 as part of a BA in Humanities and Information & Library Studies.
Colosseum versus Whare Whakairo [Mĕori meeting house
The Carved Meeting House. Te Whare Rūnanga (the House of Assembly) is a carved meeting house in traditional form but is a unique expression of its purpose. It stands facing the Treaty House, the two buildings together symbolising the partnership agreed between Mĕori and the British Crown, on which today’s Aotearoa New Zealand is founded.
Waitangi Treaty Grounds, Bay of Islands - New Zealand's
Warrior, prophet, leader, promoter of the arts, Crucial to Maori Survival & continuation of art forms -- Whare built in 1887 (Rongopai) but he never saw it -- carved Tokaanganui a Noho at Te Kuiti
Maori Flashcards | Quizlet
This is a short list of the traditional designs they have used. Koru From the tree fern, spiral representing New Life and Growth. Tiki First Child or Ancestor. Usually in feotal position. Strong Good Luck charm. Heru Ceremonial headdress for Maori man, nowadays, a unisex hair adornment. Hei Matau Fish hook originally carved from Maui's ...
Traditional Maori Carving Designs
Symbolic Carving on Maori Meeting Houses The large carved meeting house ( whare runanga) was usually named after an important ancestor and, in most parts of the country, was a symbol of that ancestor.
Maori art - artifacts and carvings of the Maori of New Zealand
Media in category "Maori meeting houses" The following 48 files are in this category, out of 48 total.
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o Clean baby's gums and teeth everyday
o Do not put baby to bed with a bottle
o Give your child water to drink every day
o Lift the lip to check your baby's teeth
o Take your child to the dentist by their first tooth
Wipe
Before teeth come in, wipe baby's mouth with a moist cloth or special baby "gum" brush.
Smear
When teeth start to come in, around 4-8 months, start using a small "Smear" of toothpaste.
This is easy if you wipe toothpaste across the brush. Use this amount until your child's second birthday.
Brush
After your child reaches age 3, use a "Pea Size Dab" of toothpaste. Use fluoride toothpaste every morning and night.
Steps for cleaning your child's teeth as they grow. | web | https://www.ihs.gov/doh/documents/centers/abq/WipeSmearBrush_PORTAL.pdf | 0.463614 | {
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From Butterflies to Battleships:
Selections from the Bruce Museum Photography Collection
Bruce Museum, Greenwich, Connecticut June 22 – September 1, 2019
GREENWICH, CT, May 23, 2019 – On view beginning Saturday, June 22, 2019, From Butterflies to Battleships draws from the Bruce Museum Photography Collection to present a selection of work by four singular American photographers: Margaret Bourke-White, Carl Mydans, Patrick Nagatani, and Brett Weston. The exhibition will showcase the diversity of artistic and documentary approaches taken by photographers in the twentieth century and demonstrate how they expanded on earlier experiments in portraiture, scientific record, and photomontage.
Although renowned for her breathtaking photo essays for Fortune and LIFE magazines, in which she captured the glories of the industrial age, Margaret Bourke-White (1904-1971) had a lifelong interest in the natural world. Selected for this exhibition is a collection of small insect portraits
made in the 1930s in which butterflies, moths, and praying mantises are hazily depicted in various stages of metamorphosis. A far cry from the epic scale of her images like that of the construction of Montana's Fort Peck Dam, these photographs show a surprisingly intimate and experimental side of Bourke-White's oeuvre.
First trained as a reporter, acclaimed photojournalist Carl Mydans (1906-2004) captured landmark events in the United States, Europe, and Asia over the course of 36 years as a staff photographer for LIFE magazine. There he skillfully honed what would become his trademark, the ability to capture the enormous gravity of an event with a single image. The exhibition includes two iconic photographs taken in 1945 while on assignment during World War II with General Douglas MacArthur and his regiment.
By the time photographer Patrick Nagatani (1945-2017) moved from California to New Mexico in 1987, he had already demonstrated a remarkable talent for a clever layering of imagery to construct surreal photographic satires. He found an ideal subject for his particular brand of politicized artistic intervention in the discordant Southwest landscape, where Native American ancestral grounds rest alongside nuclear weapons test sites. On view in the exhibition are a number of works from the resulting series, Nuclear Enchantment (1989-1993), in which Nagatani makes a powerful statement about the environmental and spiritual consequences of nuclear technology.
The son of the pioneering photographer Edward Weston, Brett Weston (1911-1993) began taking pictures as a teenager while living in Mexico with his father. The young Weston displayed an extraordinary eye for subject and form from the start. Over time, Brett would reach beyond the modernist aesthetic championed by his father, to the brink of abstraction, as shown in a series of stunning photographs taken around 1970, in which natural elements such as sand, trees, and water are transformed into expressionistic compositions.
According to the show's curator, Stephanie Guyet, Zvi Grunberg Resident Fellow 2018-19: "It's been fascinating to spend the past nine months working at a Museum that functions as a space for both scientific and aesthetic inquiry. This is a first for me, having worked previously at museums and galleries that are exclusively dedicated to fine art. I wanted therefore to develop an exhibition that would reflect the multifaceted, idiosyncratic, and extremely generative space of the Museum itself. Given that the Bruce has a wide and varied photography collection, and that photography lies at the intersection of art and science, this seemed like the perfect subject to explore. I hope that Museum visitors will be as excited and inspired as I am by the beautiful and provocative work on view."
From Butterflies to Battleships: Selections from the Bruce Museum Photography Collection will be on view in the Museum's Arcade Gallery through September 1, 2019. The Museum is grateful for exhibition support from The Charles M. and Deborah G. Royce Exhibition Fund and the Connecticut Office of the Arts.
From Butterflies to Battleships: Selections from the Bruce Museum Photography Collection
Bruce Museum, Greenwich, Connecticut, June 22 – September 1, 2019
Carl Mydans (American, 1907-2004), Lindberg, Germany (Woman Planting Potatoes in Field), 1954. Gelatin silver print, 20 x 24 in. Gift of the Estate of Carl Mydans. Bruce Museum Collection 2005.03.03. © Estate of Carl Mydans. Photo by Paul Mutino.
To review a selection of additional images, please contact Scott Smith, Director of Marketing and Communications, [REDACTED_EMAIL] or [REDACTED_PHONE].
About the Bruce Museum
The Bruce Museum is located in a park setting just off I-95, exit 3, at 1 Museum Drive in Greenwich, Connecticut. The Museum is also a 5-minute walk from the Metro-North Greenwich Station. The Museum is open Tuesday through Sunday from 10 am to 5 pm; closed Mondays and major holidays. Admission is $10 for adults, $8 for seniors and students with ID, and free for members and children less than five years. Individual admission is free on Tuesday. Free onsite parking is available and the Museum is accessible to individuals with disabilities. For additional information, call the Bruce Museum at [REDACTED_PHONE] or visit brucemuseum.org. | web | https://brucemuseum.org/images/news/Bruce_Museum_Opens_From_Butterflies_to_Battleships_Photography_Exhibition_June_22_2019.pdf | 0.486882 | {
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**AT A GLANCE**
'Forgotten war' delays city's industrial decline
The negotiators at Panmunjom finally reached agreement ending the war between North and South Korea just about where it had been three years earlier when the Korean War began. The armistice came after among the first American prisoners released.
All told, 33,629 Americans were killed in the war and 104,855 wounded. The U.S. also sent 44,000 of its sons and daughters to war, 1,140 of them from Cleveland.
In "The Encyclopedia of Cleveland History," David Van Tassel writes, "There was no public celebration when the final cease-fire was signed at Panmunjom July 27, 1953, just a general sigh of relief and an easing of tension."
"For the first time since the end of the high tide of its industrial growth, with steel production down by 20 percent and employment having doubled after a long strike in the spring of 1953, and all apparent signs presaged a bright future for the seventh-largest city in the nation."
"The impact of the 'forgotten war,' by thrusting it into the headlines, had delayed the city's decline as an industrial and population center by a few years."
---
Mayor Thomas Burke's announcement in May that he would seek a fifth term meant there would be a wide-open race. Democratic Chairman Ray T. Miller put up County Engineer Albert S. Porter, who was endorsed by The Plain Dealer and Cleveland Press. McDermott, who had come within 22,000 votes of beating Burke in 1951, was supported by the Republicans and the Cleveland Journal.
The Press, in front-page editorials denouncing the "one-man, one-vote" case for the election of diminutive state Sen. Anthony Celebrezze, an independent Democrat who had been elected in 1952. In their view, Celebrezze and Porter were expected to battle for the spot before McDermott could be nominated for his first, sweeping ethnic neighborhoods and winning 21 of the city's 33 wards.
In the campaign, McDermott focused his attack on Ward 16 Councilman Jack P. Russell, who had been found in a Parma bar with another man and was accused of sleeping with Sherrill Birns.
As a Rep. T. Martin lieutenant, Russell had been a strong supporter of Burke, but he endorsed Celebrezze in the general election.
McDermott called on Celebrezze to repudiate Russell's support. "I say there is no place in Cleveland for a man who is a man who consorts with Sherrill Birns," he said.
Though the Democratic Party refused to nominate McDermott, he won the nomination in November by 56,000 votes to become Cleveland's first foreign-born mayor. Press Editor Louis B. Seltzer emerged as the city's kingmaker.
---
It was Al Rosen's turn. The Indians' third baseman hit a league-leading 43 home runs, breaking Hal Trosky's record of 42, and drove in a league-leading 145 runs. He missed the triple crown by a hair, hitting .340 to Mickey Vernon's .357, and became the first player since Ted Williams to win the American League's Most Valuable Player by unanimous vote.
The Big Three" had another good year — 21 wins for Bob Lemon, 18 for Mike Garcia and 17 for Early Wynn, but Bob Feller's broken arm cost him 10 games and left him 10 wins short of 200. But Casey Stengel's New York Yankees won the pennant by 10 games over the third-place Tigers, Mickey Vernon's .357, and became the first player since Ted Williams to win the American League's Most Valuable Player by unanimous vote.
The team's first 10 games en route to its 100 straight were all no-hitters. Against San Francisco, Otto Graham was knocked out of the game by an elbow from the glove. Art Marner, Jr. took over and saw off the cut, but Brown told trainer Morris Kondis that a shoulder injury was allowing him to continue. Graham came back in the second half to complete nine of 10 passes, en route to a 21-10 victory.
But for the third straight year, the Browns lost the NFL title game — the second in a row to the Giants. This time, the game was a breaker, with Bobby Layne throwing a touchdown pass to Ozzie Duran with two minutes left for a 17-14 loss.
---
March 8: Russian dictator Josef Stalin, 73, dies of a massive brain hemorrhage suffered four days earlier.
March 26: Dr. John Salk's vaccine against polio works successfully in both adults and children.
May 4: Ernest Hemingway was the Pulitzer Prize winner for novel "The Old Man and the Sea."
June 2: New Zealand mountaineer Edmund Hillary and his guide become the first people to scale Mount Everest.
June 18: Spies Julius and Ethel Rosenberg are executed for revealing America's atomic bomb secrets to the Soviet Union.
July 28: A cease-fire in Korea brings an end to that nation's 3-year-old war.
Sept. 12: Sen. John F. Kennedy marries Jacqueline Lee Bouvier.
Nov. 30: CIA director Gen. Earl Warren is chosen chief justice of the United States.
Dec. 8: Winston Churchill wins the Nobel Prize for literature.
Born: Tim Allen, Michael Bolton, March Clark, Mary Matlin.
Died: Ohio Sen. Robert A. Taft, American playwright Eugene O'Neill, with poet and astronomer Edmond Hubble, American astronaut Jim Thorne, U.S. Chief Justice Earl Warren, country music star Hank Williams.
---
**LOOKING AT A YEAR**
---
**OUR CENTURY 1953**
Tornado, blasts rock West Side
Death and destruction come from above and below
By Fred McGunagle
Louis Balint was watching "Love Lucy" when he heard the terrible shrieks near, getting closer and closer. He yelled to his wife to pull down the blinds so the glass wouldn't fly away.
"I rushed to Danny's crib — I had my hands on it and was touching it," he said. "I felt it hit the wall there and baby fell out of my arms. Next thing I knew I was under timbers in the back yard."
Five hours later — early on the morning of June 9 — that his W. 117th St. neighbor, former 3-month-old Danny, had smashed through the wall of a garage five houses away, where the tornado had hurled him. By then, eight other West Siders were dead.
Three hundred people were injured. More than 200 were homeless. Hundreds of cars were damaged by flying debris and trees. Many of the area toll roads have been much worse. The Weather Bureau's new tornado warning system alerted radio and television stations, which put out the word at 8:55 p.m., 50 minutes before the storm hit. It was coming from the northwest corner of Cleveland Hopkins Airport.
The station — all but WWSR in Cleveland Heights — were knocked off the air when the storm hit. Callers jammed the phone lines to police, newsrooms and the fire department.
The twister had touched down along a route from the airport to the lake shore, 400 yards. The worst-hit areas were between W. 117th and 130th Sts. south of Lorain Ave., and around Franklin Circle. Downed power made streets impassable to fire engines and ambulances.
Emergency rooms were jammed at Lakeside, St. John's, St. Francis and Park hospitals (the last still on Franklin Blvd.). With no power, doctors and nurses worked by flashlight and candlelight.
Mayor Thomas Burke called for the National Guard and summoned his Cabinet and an emergency session. Cleveland Police Chief Frank Stanley called out extra patrols and toured the area, directing traffic. Firefighters searched the rubble for missing persons.
Streetcars and buses were trapped by fallen trees and utility poles. Other vehicles were stranded on the lower level of the Detroit-Superior High Level Bridge when power went off.
On Vincent Ave. downtown, thousands scattered when the Fur for Funds Parade was caught in a downpour of water from the skies and from backed-up sewers; some fair-goers had to be rescued from collapsed tents.
The Red Cross set up an emergency shelter at Sts. Philip and James Catholic Church on Berea Rd. and sent ambulances crisscrossing through the area with food for rescue workers and the homeless. Its volunteers were strained; in one of the worst tornado periods in history, 115 had been killed in Flint, Mich., in 1953, and 90 died in Worcester, Mass., the same year.
In the morning, traffic in the area was hopelessly snarled. Buses were detoured on the Cleveland Transit System and Lakewood Rapid Transit buses. Thirteen schools were closed because of damage. Church steeples were toppled and stained-glass windows shattered. St. John's Episcopal Church sustained an estimated $200,000 to $500,000 damage. Services were held in the basement.
It took a week to clear all of the streets and months to repair structural damage, estimated at $50 million. Louis Balint said he and his wife didn't even have pictures of his son. "They were in the dresser in our bedroom," he said. "There isn't any dresser or bedroom anymore."
Three months after death and destruction from above, the West Side was still reeling from the June 10, at the peak of the evening rush hour, an underground explosion hurled pavement and cars into the air along W. 117th St. from Lake Ave. to Berea Rd. on the Lakewood-Cleveland border.
"Autos were crushed under chunks of concrete and manhole covers. Sidewalks disappeared. Water from broken mains flooded the area," The Plain Dealer reported.
A Parma woman was killed when her car was crushed by falling debris. Fifty-three others were admitted to St. John's, Lakewood, Lutheran, Fairview Park, City and Berea Community hospitals. A woman was pinned in her car when another car landed on it; a priest was thrown 10 feet while firemen worked to free her.
"W. 117th looked like the aftermath of a bombing," The Plain Dealer said. The pavement was alternatively lifted and sunken 5 or 6 feet. A deep trench was blasted out from a point 100 yards south of Berea Rd. to Madison Ave. Here, concrete chunks 20 feet long and 10 feet wide were tossed about like matchsticks.
A resident of an apartment building at W. 117th and Detroit Ave. narrowly escaped injury when a manhole cover fell on his head and more than four floor flat. Another cover sailed through the air, landed inside the house and landed in the kitchen, just missing a woman who was preparing dinner.
A second explosion an hour later sent manhole covers flying at W. 104th St. and Clifton Rd., but no one was injured. And more than 200 West Side caught in a gigantic snarl as homebound motorists were stopped by the blast. So did trains on the Nickel Plate Railroad.
The Red Cross came to the aid of West Side victims, sending a tank truck to a gas station at W. 117th and Franklin. Neighbors came with pails, buckets and cooking pots to carry water home.
Investigators ruled sewer gas as a cause of the explosion. Suspects were centered on industries that could have dumped chemicals into the sewer system.
McClanagie is a Cleveland freelance writer. | web | https://teachingcleveland.org/wp-content/uploads/2010/05/1953.pdf | 0.486353 | {
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#14
Welcome parents, grandparents, aunts and uncles.
Watch this place weekly to find out inexpensive ideas that you can use to make sure your child becomes a successful adult. Let's face it- there isn't a parent in the world who doesn't wish the best for their child. So join us each week to learn something new. It will only take five minutes of your time to review this information, but it will lead to a lifetime of success for your child.
Things to consider
- Good talkers make good readers. Vocabulary building is important for future success. Chidren learn new words fom being read to and when they talk with others. As they talk they are practicing what they hear. Even if you are not an avid reader it is a good practice to help grow your child's vocabulary.
What you can do
- Pretend phone calls can help build vocabulary. "Dial someone and tell when all about what the child has accomplished. Then give the phone to the toddler and let them tell their story.
- Take some colorful pictures out of a magazine and show to the toddler. Label the items and tell a story about what is happening. Have the toddler share what he thinks is happening or going to happen.
- Think of simple objects that rhyme to help build vocabulary. For example you can say "I'm thinking about something you sit on that rhynes with hair" (chair) "Can you figure out what it is?" or "When you get sleepy you go to something that rhymes with red, (bed) can you figure out what it is?" Make a fuss over the child everytime he gets a word right. This helps him learn to love words.
Sponsored by the Potter County Commissioners, Potter County Education Council and the Potter County Early Learning Team. (for additional information or questions contact Helene Nawrocki [REDACTED_EMAIL]) | web | http://www.pottercountyedcouncil.org/sites/default/files/styles/slide/public/page%20content/Play-learn-grow%20%2314%20docx.pdf | 0.428688 | {
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11+ BOOK LIST
COTSWOLD EDUCATION
Your local 11plus experts
## Printed Resources
### Magazines
- First News
- The Week Junior
- National Geographic Kids
- Aquila
- Eco Kids Planet
- Britannica Magazine
### Books
#### Classics
- *What Happened in the World* by DK.
ISBN-13: 978-[REDACTED_PHONE]
- *Infopedia 2023* by National Geographic Kids.
ISBN-13: 978-[REDACTED_PHONE]
- *100 Best Poems for Children* by Roger McGough, Sheila Moxley.
ISBN-13: 978-[REDACTED_PHONE]
- *Tiger, Tiger Burning Bright Poetry Collection* by Fiona Waters.
ISBN-13: 978-[REDACTED_PHONE]
- *Poem for Every Day of the Year Allie* by Esiri.
ISBN-13: 978-[REDACTED_PHONE]
- *Lonely Planet Kids Myths and Legends of the World* by Alli Brydon, Julia Iredale.
ISBN-13: 978-[REDACTED_PHONE]
- *The Mysterious Benedict Society* by Trenton Lee Stewart.
ISBN-13: 978-[REDACTED_PHONE]
- *The Phoenix and the Carpet* by E Nesbit.
ISBN-13: 978-[REDACTED_PHONE]
- *Black Beauty* by Anna Sewell.
ISBN-13: 978-[REDACTED_PHONE]
- *White Fang* by Jack London.
ISBN-13: 978-[REDACTED_PHONE]
- *Ballet Shoes* by Noel Streatfield.
ISBN-13: 978-[REDACTED_PHONE]
- *The Wolves of Willoughby Chase* by Joan Aiken.
ISBN: [REDACTED_PHONE]
- *The Hobbit* by JRR Tolkien.
ISBN-13: 978-[REDACTED_PHONE]
- *The Invisible Man’s Sock* by Alex Shearer.
ISBN-13: 978-[REDACTED_PHONE]
- *Holes* by Louis Sachar.
ISBN-13: 978-[REDACTED_PHONE]
- *The Last Bear* by Hannah Gold.
ISBN-13: 978-[REDACTED_PHONE]
- *The Secret Lake* by Karen Inglis.
ISBN-13: 978-[REDACTED_PHONE]
- *The Man who Made the World Disappear* by Ben Miller.
ISBN-13: 978-[REDACTED_PHONE]
- *The Butterfly Lion* by Michael Morpurgo.
ISBN-13: 978-[REDACTED_PHONE]
Kensuke’s Kingdom by Michael Morpurgo. ISBN-13: [REDACTED_PHONE]
Anne of Green Gables by Lucy Montgomery. ISBN-13: 978-[REDACTED_PHONE]
The Odessey - Barbara Leonie Picard (translator). ISBN-13: [REDACTED_PHONE]
Stig of the Dump by Clive King. ISBN-13: 978-[REDACTED_PHONE]
The Water Babies by Charles Kingsley. ISBN-13: 978-[REDACTED_PHONE]
The Lost World by Sir Arthur Conan Doyle. ISBN: [REDACTED_PHONE]
What Katy Did by Susan Coolidge. ISBN: [REDACTED_PHONE]
The Witches by Roald Dahl. ISBN-13: 978-[REDACTED_PHONE]
Carrie’s War by Nina Bawden. ISBN-13: 978-[REDACTED_PHONE]
Stormbreaker by Anthony Horowitz. ISBN-13: 978-[REDACTED_PHONE]
The Dragonfly Pool by Eva Ibbotson. ISBN-13: 978-[REDACTED_PHONE]
Alice in wonderland by Lewis Carroll. ISBN-13: 979-[REDACTED_PHONE]
The Miracle on Ebenezer Street by Catheryn Doyle. ISBN-13: 978-[REDACTED_PHONE]
The Boy at the Back of the Class by Onjali Rauf. ISBN-13: 978-[REDACTED_PHONE]
The Day I fell into a Fairytale by Ben Miller. ISBN-13: 978-[REDACTED_PHONE]
The Girl of Ink and Stars by Kiran Millwood Hargrave. ISBN-13: 978-[REDACTED_PHONE]
Shadow Jumper by J M Forster. ISBN-13: 978-[REDACTED_PHONE]
Song of the Dolphin Boy by Elizabeth Laird. ISBN-13: 978-[REDACTED_PHONE]
The Railway Children by E Nesbit. ISBN-13: 978-[REDACTED_PHONE]
The Wind in the Willows by Kenneth Graham. ISBN-13: 978-[REDACTED_PHONE]
The Week at World’s End by Emma Carroll. ISBN-13: [REDACTED_PHONE]
Cameron Battle and the Hidden Kingdoms by JJ Perry. ISBN-13: 978-[REDACTED_PHONE]
The Nowhere Thief by Alice Ross. ISBN-13: 978-[REDACTED_PHONE]
Good News by Rashmi Sirdeshpande. ISBN-13: 978-[REDACTED_PHONE]
Julia and the Shark by Kiran Millwood Hargrave. ISBN-13: 978-[REDACTED_PHONE]
My Story: Princess Sophia Duleep Singh by Sufiya Ahmed. ISBN-13: 978-[REDACTED_PHONE]
The Amazing Edie Eckhart by Rosie Jones. ISBN-13: 978-[REDACTED_PHONE]
Lark by Anthony McGowan. ISBN-13: 978-[REDACTED_PHONE]
A Pocket Full of Stars by Aisha Bushby. ISBN-13: 978-[REDACTED_PHONE]
The Travelling Cat Chronicles by Hiro Arikawa. ISBN-13: 978-[REDACTED_PHONE]
The Girl who stole an Elephant by Nizrana Farook. ISBN-13: 978-[REDACTED_PHONE]
The Penguin Lessons by Tom Michell. ISBN-13: 978-[REDACTED_PHONE]
FBridge to Terabithia by Katherine Paterson. ISBN-13: 978-[REDACTED_PHONE]
The Secret Key by Agatha Oddly. ISBN-13: 978-[REDACTED_PHONE]
River Boy by Tim Bowley. ISBN-13: 978-[REDACTED_PHONE]
The Explorer by Katherine Rundell. ISBN-13: 978-[REDACTED_PHONE]
The Secret Garden by Francis Hodgson Burnett. ISBN-13: 978-[REDACTED_PHONE]
Modern Series
Artemis Fowl (series) by Eoin Colfer, Adrian Dunbar
Harry Potter by JK Rowling
Terry Pratchett series
Charlie Bone by Jenny Nimmo
Jacqueline Wilson Series
The Bartimaeus Trilogy by Jonathan Stroud
The Edge Chronicles Series by Paul Stewart and Chris Riddell
A Series of Unfortunate Events by Lemony Snicket
Septimus Heap by Angie Sage
Percy Jackson by Rick Riordan
Infernal Devices by Philip Reeve
Skulduggery Pleasant by Derek Landy
Roman Mystery Series – Caroline Lawrence
The Incredible Adventures of Professor Branestawm
The Spiderwick Chronicles by Holly Black
Inkheart Trilogy by Cornelia Funke
Murder Most Unladylike by Robin Stevens
The Railway children by Edith Nesbit
Classic Series
The Chronicles of Narnia by CS Lewis
Tom Sawyer and Huckleberry Finn by Mark Twain
The Indian in the Cupboard by Lynn Reid Banks
Swallows and Amazons by Arthur Ransome
Little Women by Louisa May Alcott
Note: With some of these titles being classical literature, it may be that certain themes and attitudes would be considered out-dated today. We suggest you have conversations with your child when/if such themes appear.
Cotswold Education
www.cotswoldeducation.co.uk
[REDACTED_EMAIL]
07976 218062
Find us on social media
facebook, instagram, youtube | web | https://www.cotswoldeducation.co.uk/_files/ugd/5e1d6d_ddf6af0c969a4919924756ba3712c21b.pdf | 0.473651 | {
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PENNY SAVER NEWS
July 1, 2005
BY:
Mary A. Keith, Ph.D., L.D.
HILLSBOROUGH COUNTY
5339 S. County Road 579
Seffner, FL [REDACTED_PHONE]
PH:([REDACTED_PHONE] x 136, FAX:744-5776
Food, Nutrition and Health Agent e-mail:[REDACTED_EMAIL]
What's a Litesse, and Is It Really Lite?
Isn't it awful the way you have to walk through the bakery in some groceries to get to the fresh produce section? That's deliberate planning by the store, you can be sure, to entice us to buy more sweet, gooey things than we need! Last week, heading though the bakery, I noticed a stack of chocolate cakes, with a big sign "Sugar Free"! Hmmm, let's see what's really in these, and how do they compare to the 'regular' chocolate cream cakes on the next table?
In the first place, the sugar-free cake was only about half as tall as the regular cake. That's normal. When you take several cups of sugar out of the recipe, there will be less batter. Reading the ingredient label was only partly enlightening. There was flour and oil, the normal kind. There was concentrated fruit puree, which has plenty of sugar but doesn't have to be labeled as 'sugar'. It's fruit, and the sugar is put there naturally by the plant. So while no sugar was added as pure sugar, there is still sugar in there. Then there was 'litesse'.
What is litesse? What does it do? Litesse is the brand name for a type of purified fiber. It's made of bunches of glucose, stuck together in long, tangled chains. Because of the way the glucose is linked together, and because the chains are tangled together, our bodies can't digest most of it. It provides very few calories, and lots of dietary fiber. Some bacteria can digest it, so it can actually help promote the growth of good bacteria in our intestines. Since we don't digest it, it only gives us 1 calorie per gram, instead of the 4 calories in a gram of sugar or 9 to a gram of fat. It also does not raise blood sugar.
Besides all that, it has no flavor of it's own, so it works very well in foods made with non-caloric sweeteners. It fills up the space left when cupfuls of real sugar are taken out of a recipe. Litesse also provides some creamy feeling to foods that are made with reduced fat. All of that made these cakes sound positively healthful.
But then I looked at the calorie count and portion size of the 'sugar free' cake and compared it to the regular cakes. Of course the first thing the label says for serving size is 'one-sixth of cake' or 'one piece'. That doesn't help at all. Behind that is the real truth - (47 g) or (58 g) whatever the weight of the piece actually is. It's the weight of the piece that they use to measure the calories, so that's what you want to read.
Here's where the shock hit! The serving size for the regular cake was larger AND it had fewer calories than the sugar free cake! Even with the litesse special fiber and fruit puree, you get to eat less of the sugar free cake, and get more calories out of it anyway! The flour and oil provide calories, the fruit puree adds concentrated sugar calories. There were almost 100 more calories in the piece of sugar free cake, and more of them came from fat.
The moral of the story? Don't believe the big-letter advertising signs. If you want to protect your heart, your health, and your weight, read the nutrition facts label. Just because the word 'sugar' doesn't appear in the ingredient list does not mean it's not there. And just because something as potentially healthful as litesse fiber is added does not mean that there are no calories. As is usually the case, the most healthful thing to do is keep walking straight through the bakery to the fresh produce section and fill up on fresh fruits and veggies.
This week's recipe is a little longer than usual, but it's good. It's low in fat, and has a secret ingredient no one will ever guess to add fiber. Take it to your next picnic! Secret Zucchini Brownies
2 C all purpose flour
1 C whole wheat flour
3/4 C brown sugar
3/4 C Splenda® sugar substitute
1/3 C vegetable oil
1/4 C baking cocoa
½ C plain, fat free yogurt
4 egg whites
1 tsp baking soda
1 tsp cinnamon
1 tsp vanilla extract
½ C mini semi-sweet chocolate chips
2 C grated zucchini, about 3/4 pound
Grease a 9 x 13 inch baking pan with non-stick spray, unless you have non-stick pan.
Preheat oven to 350º F.
Wash, trim and grate zucchini. Squeeze gently, and measure. Stir cocoa into zucchini and mix to break up lumps. Combine flour, cinnamon and baking soda in large bowl. Stir zucchini into flour. Beat sugar and Splenda, oil, egg whites, yogurt and vanilla together, then stir into zucchini mixture. Stir 2 minutes. Pour into prepared pan and spread. Sprinkle chocolate chips evenly across batter. Bake for 35 min, or until tests done in center. Cool, cut into 32 pieces (4 by 8).
Each piece has about 97 calories, less than 3 grams of fat, and only 17 g of carbohydrate.
Hillsborough County Extension is a cooperative service of the Hillsborough County Board of County Commissioners and the University of Florida.
The Institute of Food and Agricultural Sciences is an Equal Employment Opportunity - Affirmative Action Employer authorized to provide research, educational information and other services only to individuals and institutions that function without regard to race, color, sex, age, handicap or national origin. COOPERATIVE EXTENSION IN AGRICULTURE, HOME ECONOMICS, STATE OF FLORIDA, IFAS, UNIVERSITY OF FLORIDA, U.S. DEPARTMENT OF AGRICULTURE, AND BOARDS OF COUNTY COMMISSIONERS COOPERATING | web | http://hillsborough.ifas.ufl.edu/documents/pdf/nutrition/general-nutrition/a-z-food-pubs/2005-07-05-Litesse.pdf | 0.493119 | {
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MARY ANN MURPHY 7-12 Principal
PAUL SCHIENER
7-12 Assistant Principal
May 8, 2018
TULLY CENTRAL SCHOOLS
20 State Street, Tully, New York 13159
Telephone: [REDACTED_PHONE] Fax: [REDACTED_PHONE]
http: //tullyschools.org
ROBERT J. HUGHES Superintendent of Schools
BRADLEY R. CORBIN
School Business Administrator
EDWARD KUPIEC Pre-K-6 Principal
CRISTY BOBBETT
Dir.Special Ed./Asst. Pre-K-6 Principal
Dear Parents & Guardians,
With the Jr./Sr. Prom and Graduation right around the corner, we are writing today to share an upcoming event aimed at keeping our teens safe. Throughout the day on Friday, May 11th, members of Teen Institute will host Grim Reaper/White Out Day, an interactive program for students in grades 11-12 that demonstrates the dangers of impaired and distracted driving.
Based on recent statistics provided by the National Highway Traffic Safety Administration we have learned that, in the United States, one person is killed in an alcohol-impaired or distracted driving crash about once every 39 minutes.
To help our high school students visualize those numbers, the character of Grim Reaper will travel through the halls and in and out of classrooms. About once every 39 minutes the Grim Reaper will tap one high school student on the shoulder to indicate a life lost. Students who are tapped will leave their classes for a short time and return, in costume, with a ghost-like presence. Their altered appearances will further demonstrate the statistic of lives lost needlessly.
Grim Reaper/White Out Day is a common program used in schools throughout the nation. It is intended to be serious, not scary. Led by students of with the help of extra student leaders, the message is most powerful when delivered peer-to-peer.
Though this is a high school program, it is possible that younger students throughout the building may see some of the dark characters. We encourage you to speak with your children about this event so they understand, in advance, that the unusual characters are in costumes and behind the dark hood or white face paint are the friendly faces of student leaders who are focused on safety. Teachers will do the same.
Our counselors will be available that day for any student that is directly or indirectly involved in our initiative. For students in grades 7-12, we are planning a special announcement in the morning so students are aware of the event and why we are doing it. At the end of the day there will be a pre prom assembly for grades 11-12 to continue our message of making safe decisions during this prom and graduation season.
We thank you in advance for your support. If you have any questions please contact us directly: Aleisha Pforter ([REDACTED_EMAIL]) or Ashley Brunelle ([REDACTED_EMAIL]).
Sincerely,
Aleisha Pforter Ashley Brunelle Teen Institute Co-Advisors | web | http://www.tullyschools.org/tfiles/folder828/Grim%20Reaper%20Day%20May%202018.pdf | 0.423817 | {
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Stage 6 Investigating Science
Session Type: Research–
Fact or Fallacy
Number of students actively involved: Up to 20 (4 x groups)
Time: 90 -120 minutes + 70 minutes set-up: Total time half day
Space needed: large area where up to 4 x groups of 5 students
can work without distraction.
Time: 90 – 120 minutes
Group size: Maximum 25
Number of students using EEGs: 20
Our set-up time: 70 minutes
Total: Half a day: Cost $520 + gst
Equipment required: Data projector or large monitor, 1 x laptop per group.
What we provide: We provide 2 x EEG headsets (to use), 2 x laptops, software, A2 answer sheet templates for school printing.
What happens during a session?
1. Introduction. A 30-minute overview of the workings of the brain including the role of neurons and the different brainwaves (electrical states) created from levels of neuronal activity.
2. Technology. EEG headset explained demonstrated with one student. Group divided into 'Research groups' of 3 - 5 students. Their investigation task and terms explained.
3. Reference/Control Task: Taking measurements of a particular brainwave from group in controlled manner. This involves observers, timekeepers, recorders and subjects where all students are involved. The results of this form a 'control' for the group.
4. Fact or Fallacy. Group then repeats the task outlined in 3 but with certain stimuli added that represent commonly held beliefs about brainwaves. The teacher usually chooses one or several of these beliefs to test. The results are recorded for each student. We provide the stimuli. Some examples could include:
* That a physically horizontal position increases Theta waves.
* That chocolate relaxes people and produces increased Theta brain states.
* That heavy metal music decreases Theta waves and increases Gamma waves.
* That peppermint essential oil does NOT relax people and create increased Theta brain activity.
5. Results / conclusion: Students discuss the results with reference to fact or fallacy. They then make a conclusion about their research and complete the worksheets.
6. Science and Society. Students create a 3-sentence summary of how the findings, technology or both can be used to make a difference in society.
Facilitator: Phil Dye
Phil is a trained teacher and award-winning science communicator.
Email: [REDACTED_EMAIL] or phone Phil on 0412 678 179 | web | https://mindz.com.au/wp-content/uploads/2019/11/Fact-or-fallacy.pdf | 0.487587 | {
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Nursery Curriculum Overview Term 1.1
Teaching Team:
Mrs Malek, Mrs Parmar, Mrs Wilson SLT: Miss Fox
Homework will be given to children every two weeks. Homework to be returned the following Monday.
Please see below an overview of the main themes, knowledge and skills we will be covering this half term.
Home Learning
Reading books with your child
Encouraging your child to join in with songs and rhymes (The wheels on the bus, If you're happy and you know it) Using cutlery during mealtimes
Encouraging your children to put on their coat independently
Useful links
https://www.oxfordowl.co.uk/ - E books to support children's learning at home. Phonics books linked to phonics https://www.topmarks.co.uk/maths-games/5-7-
years/counting-
A range of number games https://ictgames.com/phonicsPop/Phoneme recognition game
https://www.storyberries.com/bedtime-stories-sleepsweetly-little-light-lullabies-for-children/- Online stories | web | https://birchfld.bham.sch.uk/images/foryou/curriculum/2023-2024/Nursery_curriculum_overview_-_1.1_New.pdf | 0.445969 | {
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Christina Ellis is a 17 year old African-Caribbean American highschool senior and activist. She is the Vice-President of a club called the Panther Anti-Racist Union, better known as PARU. Christina and others worked together to reverse a book ban that the Central York School District in York, Pennsylvania placed upon books/resources that promoted diversity and inclusion. At Christina's high school, Central York High School, she helped to organize a peaceful protest that advocated to reverse the ban. Christina and others now work to continue to educate others on the importance of diversity education and inclusion within her community. Upon graduating high school, Christina plans to attend Penn State to receive a degree in science, to then go onto medical school. She hopes to dual specialize and become an Emergency Medicine Physician and OB/GYN. When she is a doctor she hopes to also advocate for human rights within the medical field. | web | https://docs.house.gov/meetings/GO/GO02/20220407/114616/HHRG-117-GO02-Bio-EllisC-20220407.pdf | 0.432539 | {
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OUR BULLETIN UN-BORED
DAY 24
GRATITUDE, LOVE, AND CONNECTION
Decades of scientific research shows that gratitude, love, and connection can reduce stress levels and even lessen physical pain.
The next time you are feeling down, try calling a friend to tell them how much they mean to you and how grateful you are to have them in your life.
Feeling pain? Scientific research has show that altruistic acts to friends, family, neighbors, or even strangers can actually reduce the physical sensations of pain.
Scientist found that both the act of smiling and seeing smiles can actually make people happier. Try smiling right now for 60 seconds and sense in to see if you feel any different.
Character Development: Caring
Y Chat:
Who is someone that cares about you and how do they show it? Do you show that you care about people in the same way?
Caring Activity:
Draw a picture of someone you care about. Include yourself and how you both show caring towards each other.
YMCA Youth Services
40 N. Merrimon, Suite 301, Asheville, NC 28804
YBC Phone: [REDACTED_PHONE]
Email: [REDACTED_EMAIL]
DAILY SCHEDULE
***Adapted sample schedule***
Before 8 a.m. Wake Up
Activity Eat breakfast, make your bed, get dressed, tidy up
8-9 a.m. Morning Walk
Activity Get moving outside or do a
GoNoodle.com exercise
9-10 a.m. STEM
Activity Egg Drop
10-11 a.m. Academic Time
Activity Work on school packets, sudoku, flash cards, journal
11 a.m.-12 p.m. Arts & Crafts
Activity Optical Illusion Art
12-12:30 p.m. Lunch!
12:30-1 p.m. Chores Activity Wipe down tables and chairs
1-2 p.m. Quiet Time
Activity Reading, Puzzles or Nap
2-3 p.m. Movement Activity Sticky Note Number Match
3-4 p.m. Cooking Project Activity Chicken Pot Popovers
4-5 p.m. Outside Play
Activity Go outside and practice what makes you incredible
5-6 p.m. Academic Time Activity iPad Games, Educational Show
6-7 p.m. Dinner
7-8 p.m. Free Time Activity Kid's Choice
1
Art Project: Optical Illusion Art Materials:
- Ruler
- Paper
- Pencil
- Coloring tools
Directions:
- Use a ruler to draw straight, horizontal lines on the page, skipping the inside of the hand.
- On a blank sheet of paper, trace your hand and wrist.
- Once the entire page is covered in horizontal lines, connect the lines on the inside of the hand but instead of straight lines, make them curve up.
- Now you are ready for color! Color between the line however you'd like., but a pattern always looks nice.
STEM: Egg Drop
Materials: An egg and house hold items like : straws, tape, carboard tubes, paper, egg carton, cotton balls, plastic bag, disposable cup, etc.
Directions:
1. You are challenged to build a structure to protect your egg. First, write down what materials you need and what your plan is for your structure.
2. Gather your materials and make the protective structure with your egg in it.
3. Have an adult test your structure by dropping your structure with the egg in it from a high place such as the roof or a ladder.
4. Check on your egg. If it is still intact, then your structure was successful. If your egg is cracked, go back to the drawing board to make a revised plan.
Extension: Make it more challenging by only using 2 materials to build your structure.
Movement: Sticky Note Number Match
Activity Prep:
On sticky notes, write a number and on another sticky note, draw the corresponding amount of dots or for more advanced students, write an equation that equals the number. Stick the sticky notes with the dots or equations spread out on the wall. Give the sticky notes with the numbers on it to the student.
Activity:
- Once they know the answer, they can put the sticky note with the correct number on it on top of the sticky note on the wall.
- Ask the student to find an equation or dot sticky note on the wall to work out.
Extension: Time the student to see how fast they can find and solve each equation on the wall.
Chicken Pot Popovers
Ingredients:
1 can Pillsbury crescent dough sheet
1 cup frozen mixed vegetables, thawed
1 cup chopped rotisserie chicken 1can condensed cream of chicken soup
- Preheat the oven to 375 degrees F. Spray a muffin pan with baking spray.
- In a medium bowl, mix vegetables, chicken, and soup.
- On large cutting board, unroll dough sheet; cut into 8 squares with sharp knife or pizza cutter. Line each muffin cup by pressing 1 dough square in bottom and up side of cup. Divide vegetable and chicken mixture evenly among dough-lined cups (about 1/4 cup each).
- Bake 14 to 18 minutes or until dough is deep golden brown and mixture is heated through. Cool 5 minutes in pan; remove from pan with metal spatula.
Resiliency Tip of the Day
WEMAP: If someone is going through a tough situation try using this strategy to guide your conversation.
W What's going on?
E What especially bothers you about this?
M Mirror and match their words and expressions.
A Ask: Are you amped up or shut down?
P Propose a tool to help them get back in their resiliency zone.
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} | en | prose | 1,083 | {
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