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For the global cruise industry, sustainable seas and thriving destinations are not only an important environmental goal but a business imperative. As environmental technology has advanced, our industry has adopted new innovations to improve sustainability. Following are examples of important technologies that CLIA Cruise Lines deploy to protect the oceans, air, and destinations that millions of passengers enjoy.
**Exhaust Gas Cleaning Systems (EGCS)**
**WHAT ARE THEY?**
- EGCS are designed to remove 99% of sulphur and well over 50% of particulate matter, including elemental and organic carbon, from ship emissions. Catalytic filters and other systems further reduce particulate matter by over 30% and nitrogen oxides by 10%. EGCS are part of the cruise and shipping industry’s strategy to meet or exceed the IMO sulphur cap going into effect in 2020. From 1 January 2020 all vessels will be required to use low sulphur fuel or an EGCS to reduce emissions.
**WHAT IS CRUISE DOING?**
- The cruise industry was an early adopter of EGCS technology. As a result, the EGCS industry has matured to help reduce sulphur and particulate matter in shipping overall.
- 111 cruise ships, with a capacity of more than 305,000 passengers, have been fitted with EGCS.
- 12 additional ships are being retrofitted with EGCS, 30 more are scheduled to be retrofitted, and 27 new ships, with a capacity of nearly 100,000 passengers, will have EGCS.
- This includes different types of EGCS technologies:
- Open Loop EGCS
- Hybrid EGCS
- Beyond this, several technologies help clean the wash-water stream, including fine-mesh filtration, water purification, centrifugal separation and the use of a clarifying agent that combines particles to ensure more effective filtration.
- Wash-water filter residuals and process tank residuals are disposed of in designated port facilities – never in the ocean.
**Cleaner Fossil Fuels**
**WHAT ARE THEY?**
- Some types of oil are specially formulated to reduce emissions significantly over traditional fuels. Cruise is increasingly using these fuels in all parts of the world, and exclusively in sensitive waters designated as Emissions Control Areas (ECAs) by the International Maritime Organization.
**WHAT IS CRUISE DOING?**
- Ships use Marine Gas Oil in many regions to comply with ECAs and elsewhere required by regulation.
- Ships may also use Very Low Sulphur Fuel Oil or Ultra Low Sulphur Fuel Oil in these regions, further reducing emissions.
Liquefied Natural Gas (and Alternative Fuels)
WHAT ARE THEY?
• Greater use of liquefied natural gas (LNG) and alternative propulsion energy such as fuel cells hold the promise of lower, and even zero, emissions. LNG-fueled ships emit no dust, soot or particles, and LNG is expected to reduce sulphur emissions by more than 99% and nitrogen oxide emissions by up to 85%, compared to conventional fuels.
WHAT IS CRUISE DOING?
• More than one-third of all new ships being built, 25 ships total, will use LNG as their primary propulsion fuel.
• 2 ships are able to use LNG while in port, reducing emissions in port cities.
• Over 70% of the cruise fleet – 152 ships – are already “dual fuel” ships, able to use alternative fuels such as methanol and biodiesel as well as traditional fossil fuels.
• Fuel cell technologies are another promising technology currently under study.
• Ship lifecycles, suitable infrastructure and the availability of alternative fuels all play a role in determining whether CLIA Cruise Lines can take advantage of new propulsion methods.
Shore Power/Cold Ironing
WHAT IS IT?
• Shore power provides electricity to the ship by connecting to a port’s electric grid. Greater use of shore power reduces ship emissions and, depending on the ultimate source of the shore power, can reduce total emissions.
WHAT IS CRUISE DOING?
• Fifty-five ships, over 27% of total capacity, are fitted with shore-side electricity systems and thus able to use shore power where available. An additional 11 ships are planned to be retrofitted with these systems. Seventeen new ships will be fitted with them as well.
• Thirteen ports that CLIA Member Line ships visit have at least some capacity for use of shore side electricity: Brooklyn, Halifax, Hamburg Altona, Montreal, San Diego, San Francisco Berth 27, Kristiansand, Los Angeles, Long Beach, San Pedro Berths 92 & 93, Seattle, Shanghai, Vancouver Canada Place, and Juneau. Keep in mind that in order to effectively cut emissions, shoreside power must come from clean, efficient sources.
Other Energy Efficiency Technologies
WHAT ARE THEY?
• CLIA Cruise Lines are also deploying a variety of other technologies designed to increase fuel efficiency and reduce emissions, and the use of these technologies is expected to grow in the future.
WHAT IS CRUISE DOING?
• Ships representing more than 92% of total cruise industry capacity use low friction hull coatings which reduce emissions by increasing efficiency and lowering fuel consumption.
• Air lubrication systems, an advanced technology that reduces friction between a ship’s hull and the surrounding seawater, help increase efficiency and lower overall fuel consumption.
Waste Water Reduction Technologies
WHAT ARE THEY?
• An important part of environmental protection for ocean health is reducing and treating waste water. New technologies, designed to comply with environmental regulations for especially sensitive waters, represent significant advances in this effort.
WHAT IS CRUISE DOING?
• CLIA’s Waste Management Policy prohibits the discharge of untreated sewage at sea, anytime, anywhere, around the globe.
• CLIA Cruise Lines must process all sewage through treatment systems that meet or exceed international requirements prior to discharge.
• All new ships are fitted with Advanced Wastewater Treatment Systems that are more advanced than most, if not all, of the wastewater treatment plants used by coastal municipalities in the U.S. Ships that sail the Baltic Sea and Alaskan waters meet an even higher waste water standard. In fact, CLIA Cruise Lines already comply with IMO Baltic waste water regulations set to come into force in 2021. | <urn:uuid:5e3b1e55-d315-4346-a59c-d05faed7d415> | CC-MAIN-2019-39 | https://www.cruising.org.au/Tenant/C0000003/The%20Global%20Cruise%20Industry.pdf | 2019-09-16T10:17:44Z | crawl-data/CC-MAIN-2019-39/segments/1568514572517.50/warc/CC-MAIN-20190916100041-20190916122041-00520.warc.gz | 805,117,733 | 1,273 | eng_Latn | eng_Latn | 0.995512 | eng_Latn | 0.995527 | [
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The Dauglaukis burial ground where 127 graves of men, women and children were excavated is a remnant of the people of the Lower Nemunas Culture. Three successive chronological groups have been distinguished, covering the period from 70 to 260 A.D. The first, or the earliest group, comprises 6 graves (70-150 A.D.), the second, the principal group, consists of 39 graves (150-220 A.D.). The third group is the latest and consists of 89 graves (220-260 A.D.). There are relatively few (25) graves which have not been dated. Bronze coins of the period of Roman emperors found in ten graves in Dauglaukis help to securely date the graves. What was the structure of the Dauglaukis burial grounds? On the south side of the burial ground it is not difficult to distinguish the central, i.e. the earliest ring of the burial grounds. Graves of later epochs comprise independent groups, i.e. elliptical circles or their parts. This structure of the burial ground gives an idea about the structure of the Dauglaukis community. It is quite probable that individual burials were graves of individual families or relatives. That is, that men, women and children are buried next to each other proves that these rings are graveyards of individual families.
Based on the evidence of the graves, we have divided males and females into three groups, according to them as the "ordinary" members of the community (men found with 1-4 burial items, women buried with 1-6 grave goods), the "well-off" members of the community (men with 5-8, women with 7-13 burial items) and the "rich" members of the community (men with 9-12, women with 14-20 burial items). The grouping of the graves shows that the "ordinary" members comprised the most numerous section of the Dauglaukis community, since 41 graves (or 49 percent) are attributable to this group. Thirty two graves (38 percent) belong to the "well-off", and only 11 graves (13 percent) are those of the "rich". The topography of the graves and the distribution of the graves indicate the fact that abundance of burial items varies greatly between individual groups, there was no tradition to bury the rich in special places in the necropolis.
The composition of the male groups attests to their social differentiation. This is convincingly demonstrated by the quantitative ratios of those groups to the burial items. Within the male population, the ratios are as follows: 0.4530.39:0.16 (the quantitative ratio) and 0.27:0.44:0.29 (the ratio of the burial items of the "ordinary" : "well-off" : * rich"). Therefore, more than a quarter of all the burial items have been classified as belonging to the "ordinary" men who comprised almost half of all the males. The "well-off" group "own" the bulk of the grave goods, with 6 rich members of the community having more burial items than all the "ordinary" males put together. There is another ratio which makes the obvious wealth differentiation even more evident. This is the ratio of the burial items which belong to every individual male from every individual group and is as follows: 2.8:5.1:8.5 (2.8, 5.1 and 8.5 burial items per "ordinary" "well-off" "rich" man, respectively).
The study of the burial items of the female groups indicates the same trend in wealth differentiation. We will compare the quantitative ratios of the groups of the female community to the burial goods attributable to them. The ratio among the entire female population is as follows: 0.52:0.37:0.11 (the "ordinary", "well-off" and "rich" women, respectively) and the ratio of the female burial items is 0.25:0.48:0.27. In other words, only a quarter of all the burial items belong to the "ordinary" who comprised more than half of the female population. The bulk of the grave goods is attributable to the "well-off", with 5 "rich" women having more burial goods than the majority of the women. The ratio of the burial goods per woman from each individual group is as follows: 2.7:7.5:14.4.
During 70-260 A.D. the Dauglaukis community was not homogeneous, i.e. the communal product was not evenly divided and individuals differed in terms of the goods they owned. It was a patriarchal society with apparent wealth differentiation manifested by the contrasting amounts of burial items of the burial goods and, indirectly, by the phenomenon of the spatial orientation of the buried individuals, i.e. the males were buried with their heads directed to the north. While the heads of the females were turned to the south. In terms of wealth, there are three distinct groups within the community. The best equipped "worker" in the community is from the stratum of the "well-off". He possesses different tools intended for specific functions. The stratum of the "rich" represents the nobility of the community. The distinction features of their graves are as follows: males' graves typically contain numerous weapons, as well as ornaments and belts of original forms, whereas female graves contain special head-dresses, bracelets and rings of original shapes.
Most researchers no longer question the close resemblance between social relationships and the general cultural level of the Germans and Balts during the period prior to 450 A.D. This resemblance becomes obvious when we compare their weapons, ornaments, and analyse trade (as well as trade routes). The role of Roman coins among the Aistian tribes has been thoroughly studied and researched by M. Michelibertas. He has convincingly demonstrated the narrowness of the old concept ("Coins of the Roman Empire were used as raw material for bronze") and substantiated a new interpretation: coins of the Roman Empire were used as a monetary equivalent. Twelve coins were found in ten graves in Dauglaukis. Their composition is amazing; they all are sestertes (bronze coins) dating back to the emperors of the Antoninian dynasty (from Antoninus Pius to Commodus). This attests to regular contacts that existed at the time between the Dauglaukis community and the Roman merchants through intermediary Prussians and Germans via "the Amber Road". The Aistians were aware of monetary transactions and made use of them. P. K. Tarnovskis noted that "...we taught them to accept money as well".
"Germania" tells us about the custom of cremation, and indicates that the Germans did not throw clothes into the funeral pyre, as they did weapons. The Dauglaukis community did not cremate their dead before burying them and, like the Germans, did not bury them in a pyre. The clothing was considered an important part of the things meant for the afterlife. The dead were seen off to the next world with their clothes on and with numerous ornaments. Caps made of cloth, with their surface covered with thin ornamented brass plates and the forehead, temple and skull areas decorated with pendants or intricate combinations, have been found in very few sites in northern Europe dating back to the first centuries A.D. Z. Blumbergs indicates 5 areas where such caps were found: Bliedum (Germany), Kompolje (former Yugoslavia), Juve (Sweden), the Volga-Kama district (Russia) and Sernai (Lithuania). The cap from female grave 66 in Dauglaukis has many similar features, too. The caps undoubtedly, "witness" the unity of the tribal mobility and both German and Baltic wealthy women wore them to stand out from other members of their communities. The abundance of ornaments made of brass is another interesting feature. Since copper, tin, zinc, silver and gold are not found in the lands of the Balts, it is obvious that the Dauglaukis community was short of the raw materials needed for crafting and jewellery. This indicates that the Balts were nomads and steady. On the other hand, Lithuanian archaeologists investigated the origins of this raw material and concluded that at least part of it had been brought from the Alps area. This suggests steady contacts between the Balts and Germans. Social differences were not great. The Dauglaukis community lived under the conditions of military democracy, which manifested itself in common meetings, pagan beliefs, customary law, punishment line of inheritance, election of dukes as the tribes' war chiefs, and the family as the major unit of the community. Therefore, M. Gimbutas's idea of the structure of the Baltic society at the beginning of historical times appears to be somewhat too categorical (say, it is quite improbable that the institution of ducal dynasties was established at that time). | 8e0ebc7d-fda0-40d9-ad90-d3723eec6524 | CC-MAIN-2024-46 | https://lad.lt/data/com_ladlibrary/1473/13-14.pdf | 2024-11-13T02:04:06+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477028303.91/warc/CC-MAIN-20241113004258-20241113034258-00782.warc.gz | 331,541,923 | 1,869 | eng_Latn | eng_Latn | 0.997707 | eng_Latn | 0.997707 | [
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Volunteer with BECWA this spring!
By Jill Leary
Looking for a way to get involved with the Black Earth Creek Watershed Association (BECWA)? BECWA is sponsoring two spring events that will help you learn more about this amazing water resource while improving its health.
On Saturday, April 24th, BECWA, along with the Black Earth Creek Citizens Organization, the SW Wisconsin Chapter of Trout Unlimited and local school groups, will sponsor the annual Black Earth Creek Spring Cleanup. Volunteers will remove refuse from stream banks along various stretches of the creek from 9:00 am to 11:00 am. For reach assignments and meeting locations, please contact Jill Leary.
The following weekend on Saturday, May 1st, join BECWA for the second annual Passport to Your Watershed, as part of the Trout Days celebration in downtown Cross Plains.
BECWA will be hosting different environmental education booths demonstrating everything from creek flow and invertebrate populations to fly fishing casting and fly tying. For school age
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The Ice Industry in the Black Earth Creek Watershed
By Mindy Habecker, Dane County UW-Extension
The industry of selling natural ice began in America in 1807 in Boston when a merchant sent a brig-load of ice to the West Indies to help relieve a yellow fever outbreak. The industry rapidly expanded to ship cut ice to many of America’s southern ports for food preservation. By 1880 about eight million tons of ice were harvested nationally according to the Census Office. In many locations people were spending as much for ice as for fuel.
Breweries were the single largest group of consumers followed by the meat packing industry. Lager beers, highly popular in Wisconsin needed low temperatures to age the beer and for storage. Americans, unlike the Europeans, also preferred to drink their beer icy cold. Wisconsin’s lakes
(Continued on page 2)
were an ice-cutter’s dream in that many of them were dammed impoundments to provide waterpower. This invariably raised the natural water levels that eliminated much of the marshy shore and weedy waters. Most of these lakes also had sufficient water movement to provide solid, clear ice without the inclusion of air bubbles and the ice was almost always twelve to fourteen inches thick, which is what the industry wanted.
I spoke with Norbert Kerl in Black Earth about his father, Robert’s ice industry along Lake Marion. Norbert was very familiar with it having worked with his father in the business since he was thirteen. Robert Kerl bought the ice industry from his past employer, William Craney in 1932. This was a year after a motorized saw had cut off his leg mid-calf while cutting ice on Lake Marion. He was driven to Saint Mary’s Hospital where he demanded that it be reattached against his doctor’s opinion. The doctors followed his guidance and the reattachment was successful.
Kerl’s icehouse of cabled together pole logs and board was situated on the bank of Lake Marion and his delivery territory included Spring Green, Arena, Marxville, Mazomanie, Black Earth and many rural areas. The main markets for his ice were home iceboxes, taverns, meat markets, ice refrigerated railroad cars and filling station pop coolers. The creameries and meat markets had substantial icehouses Kerl would fill in the winter so that they had convenient ice available to them for extended periods of time. The ice cutting from Lake Marion and the actual filling of the icehouse occurred over a few week’s time and required the labor of about ten employees. Once the ice was about twelve inches thick, the men would initially make a shallow crack in the ice with the motorized saw to set the cutting dimensions.
Then they would hand push the motorized saw cutting through all but the bottom inch thickness of ice. A splitting tool was used to slit off the individual blocks and long-handled pike poles employed to push the 200 plus pound blocks of ice down a channel. The floating blocks were prodded onto a ramp that had a motorized elevator to haul them into the icehouse.
Tongs were used in the icehouse to move the blocks in place where they were stacked about ten feet high. The icehouse had an earthen bottom and after the ice was all loaded, it was insulated on the sides and top by a layer of sawdust gotten from a Spring Green sawmill.
Once the main icehouse and his customers’ icehouses were full, business was slow until the weather began to warm and people needed ice delivered. The large ice blocks were taken from the icehouse onto a platform where they were washed free of sawdust and dirt, then loaded onto a delivery truck with ice tongs. Customers purchased ice tickets for 10, 25 or 50 pounds amounts. Norbert Kerl remembers the preparation for ice delivery would begin about 4 am with the delivery run beginning at 6 am and lasting until the route was done. At each house the large ice blocks were cut to the size the icebox needed, weighed and then carried in by tongs. The ice ticket that hung by the icebox was punched with the amount delivered and people paid once their ticket was completely punched for the allotted amount.
During cooler weather the deliveries were made 2-3 times a week and in the hot summer months, deliveries occurred every other day. Robert coupled his work with delivering coal that had a seasonal complement for labor needs. One of Norbert’s favorite memories of his years assisting his father in the ice trade was of the children who would run after the delivery truck hankering for a cool chip of ice to suck on during a hot day.
In 1945 Robert Kerl built another ice house still standing in the village of Mazomanie using portions of the old ice house to construct it. He moved and also changed to providing artificial ice and ice cubes purchased primarily from Oscar Meyer because of the labor shortage to cut natural ice during World War II. Finally in 1948 he quit the business and returned to his former career of being a mason. With the advent of household refrigerators and the increasing public health and sanitation concerns, the natural ice industry melted away.
BECWA Events
Mark Your Calendars
Spring Events
April 21st, 2004: Wednesday Evening Watershed Walks with Dane County Land Conservation at the St. Francis Subdivision in Cross Plains. Meet Pete Jopke, Watershed Project Management Coordinator, at the USGS Gaging Station on Brewery Road just past Thimes Street at 6:30 pm.
April 24th, 2004: Join volunteers from Trout Unlimited and BECCO for the Annual Earth Day Spring Clean Up of Black Earth Creek. Meet at 9:00 am at Salmo Pond to receive garbage bags and creek cleanup assignments.
May 1st, 2004: Come learn about the Black Earth Creek Watershed at Passport to Your Watershed as part of the city of Cross Plains’ Trout Days celebration. Join BECWA between 11:00 am and 3:00 pm in downtown Cross Plains across from the Mobil Station on Hwy 14.
Message from the President
By Barbara Borns
Since our fall newsletter, BECWA has been involved in a number of activities that will protect the Black Earth Creek and its surrounding watershed.
Land Stewardship
In October, we cosponsored a very successful workshop titled “Stewardship for the Land: Protecting Our Resources for the Future.” Mindy Habecker of the University of Wisconsin Extension Service organized this event, and we had a beautiful day to learn about many impressive conservation practices Greg Herrling has implemented on his land in the town of Cross Plains.
North Mendota Parkway
Exploration for an expanded route around the north and west end of Lake Mendota has been investigated for several years. BECWA supported a plan that would widen the route to 4 lanes but not reach the level of a freeway. The plan pays special attention to access for travelers other than automobiles, and also attempts to protect natural areas such as wetlands and the headwaters of important natural resources such as the Pheasant Branch Conservancy.
Phosphate Ban
BECWA expressed its support for a ban that was introduced this fall by County Executive, Kathleen Falk on phosphates in fertilizers. Farmers in our watershed have been reducing their use of phosphates for several years and now those living in urban areas should also be responsible for making this change. Levels of phosphate in fertilizers have added to the problems of our Madison lakes and other waters. While we know it won’t happen overnight, this ban will help to clean up our waters.
Smart Growth Efforts
As Smart Growth planning moves forward in many communities, BECWA joined with other Dane County watershed groups to form an alliance to help influence the process. We signed a letter urging the planning committees to keep water quality and protection in mind as the Smart Growth plans are made.
New BECWA Watershed Coordinator
With a River Planning grant from the Wisconsin DNR, BECWA was again able to secure a coordinator to assist us with our activities. After reviewing over 14 outstanding applications, Jill Leary was selected for the position. As we move forward this spring with plans for both the Stream Clean-up on April 24 and the Passport to Your Watershed on May 1, we are happy to have Jill on board.
We encourage you to participate in these upcoming events that BECWA is sponsoring. Enjoy Spring.
Bold Land use Planning for Dane County: Attain Dane
By Dane County Executive Kathleen Falk
Dane County is an extraordinary county, in so many ways. Our combination of natural and cultural assets, productive farmland and communities is seldom equaled anywhere.
But in an incredibly short time, our impact has been dramatic. Our county added more people in the past 10 years than any county in the state. We’re adding 60,000 people a decade; that’s adding a Mount Horeb every year, a Sun Prairie every three years.
Each year we lose about 5,000 acres of farmland, about half to scattered rural development and half at the growing edges of urban areas. In our county, the average price of a new home in the unincorporated areas is over $250,000.
The most common concerns I hear from Dane County citizens are the issues of sprawl -- increasing traffic congestion, loss of farmland and special natural areas, one community growing into another, and intergovernmental conflict arising. If we continue on our current path, we will lose forever much of what makes Dane County so special, and we will have substantially lessened the quality of life for our children and future generations.
This will happen because the system we have in place now rewards this type of development behavior. Thousands of incremental decisions, most with small individual impact, cumulatively have profound and virtually irreversible impacts.
During my nearly two terms as County Executive, I released two major reports addressing land use and growth issues: “Design Dane!” and “Farms and Neighborhoods”. From these reports have come many positive initiatives. One, the 1999 Conservation Fund referendum, supported by more than 75% of Dane County voters, provided the consensus for acquiring parks and open space land.
There is a huge amount of work being done by citizens, local governments, the development community, and others across Dane County, but it is insufficient to address the underlying ills in the basic system. I’ve come to believe that a bold initiative is needed, or we will simply sprawl to death.
I see three choices: We can try to stop Dane County from growing, but that has not worked anyplace. Or, we can watch the current trends continue and we will slowly but surely lose the quality of life we treasure. Or, we can take an approach to have efficient, attractive growth in the right places, while preserving farmland and precious natural areas.
My proposal to meet these challenges is called “Attain Dane!”. While still a work in progress, it is a bold plan that addresses the kinds of basic system flaws that seem certain to destroy much of what we love about Dane County.
Here are the major points:
**Shared vision.** County citizens and units of government would create a “build out plan” approach to identify the best long-term pattern of development, including integration of land use, infrastructure, environmental protection and community character. This plan will take the form of a map, to be incorporated into the county’s comprehensive plan.
**Fair, new land use tools.** The areas designated for preservation (for example, farmland and natural areas) would be protected through a transfer of development rights (TDR) and/or purchase of development rights (PDR) program. A system of tax base sharing could be implemented to share the benefits of development and to reduce competition for development among municipalities that often results in poor planning. Or, the plan could operate through intergovernmental agreements.
The advantages of this approach are many.
**For taxpayers:** A more efficient development pattern that will reduce costs of providing public services.
**For rural landowners:** A fair way to preserve rural land that provides payments much sooner than waiting for the approach of urban development.
**For agriculture:** Protection for large, intact agricultural areas.
Bold Land use Planning for Dane County: Attain Dane
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For environmentalists: Permanent protection of sensitive natural features, endangered habitats, and large-scale eco-systems.
For developers: Improved predictability where development can occur and shouldn’t occur.
For commuters: Less traffic congestion, and improved prospects for a rail transit system. For affordable housing advocates: incentives for diverse housing opportunities in all new neighborhoods.
For economic development interests: Protecting the county’s high quality of life, so vital to attracting new business and keeping our young people here.
Not a day goes by, as I walk to work, stand in line at the grocery store, and meet citizens at a range of events, without someone telling me that we’ve got to stop sprawl in this county.
Madison is exploding on every boundary. Subdivisions are multiplying like rabbits around most of our cities and villages. More landowners are cashing in their residential splits and scattered rural residential construction is proceeding apace. Sadly, most of this is occurring as planned; this development is almost always in accord with some municipal or town plan.
We must change these plans or they will change us by hurting our quality of life. Working together, we can save what we love about Dane County for ourselves and our children’s children.
For more information about Attain Dane, please visit:
http://www.countyofdane.com/exec
Volunteer with BECWA this spring!
(Continued from page 1)
children, have your passport stamped at each station and receive a prize. For adults, this series of fun and educational activities provides watershed information for people of all ages. Also at the event, you can design your own BECWA T-Shirt by using painted fish prints. Visit Student project displays from around the watershed to learn more about creek monitoring. Also, local organizations working in the watershed like the Natural Heritage Land Trust will be on hand to explain their conservation work in the basin. Finally, music and ice cream will be on site, along with a Lions Club food stand, so come and have lunch, while learning about Black Earth Creek!
Our booths will be located in the park, across from the Mobil station on Hwy 14 in downtown Cross Plains from 11:00 to 3:00 pm.
Welcome from new watershed coordinator
By Jill Leary
Hello BECWA members and supporters! I am the new watershed coordinator and I am so happy to be working for the Black Earth Creek Watershed Association. As many of you know, Juniper Garver-Hume is graduating this semester, so late last fall I was hired to replace her.
Currently, I am in the Water Resources Management Program at the University of Wisconsin. The position with BECWA is a perfect fit of my educational and professional goals. I moved to Wisconsin from Portland, Oregon where I worked as a volunteer coordinator for The Nature Conservancy. Before that, I worked as an AmeriCorps member for the Tualatin Riverkeepers, so I am familiar with working for environmental non-profits.
Hopefully I can meet you at one of our spring events, or while I am tabling at a summer event in the watershed. I would love to get to know the BECWA members so please come up and introduce yourself! I look forward to working with you in the future and thank you in advance for continued support of the Black Earth Creek Watershed Association.
Groundwater Protection Act becomes law
By Denny Caneff, Executive Director, River Alliance of Wisconsin
Eat a french fry, flush your toilet, top off your radiator, grill your tofu, watch the hockey Badgers skate. None of these acts would be possible without groundwater. It is so plentiful, so readily available, so automatically there, that we never think about it. Farmers joke about kids who think that milk comes from a store. Most of us may be no wiser than those kids in thinking that water comes from a faucet.
Most of the water that flows out of taps in Wisconsin comes from vast underground sources. But if there’s so much groundwater, why should we worry about how much we’re using? And why are people working hard, right now, to make a law that would control the amount of water drawn out of the ground?
There are two big, and urgent, reasons. One is the steady, inexorable “chronic” drawing down of groundwater from heavy (mostly urban) use. The urgency of this problem is illustrated in Waukesha County, where communities are drawing water out of the ground faster than it can be recharged. Not only that, the wells are drawing water from so deep underground that they’re pulling up water tainted with radium. Radium is not uncommon in water from deep wells.
Waukesha (and many Chicago suburbs) are looking to the east for the answer – the liquid (and radium-free) vastnesses of Lake Michigan. But tapping Lake Michigan does not solve the groundwater problem. It runs afoul of water use treaties with Canada, puts a new strain an already compromised water body, and leaves us off the hook for meeting the groundwater challenge.
The other urgent reason for addressing groundwater use can be summed up in three words: “Polar Ice,” and “Perrier.” Both companies want to draw hundreds of thousands of gallons of water from underground, bottle it, and ship it out of state. Perrier was virtually run out of Wisconsin, and Polar Ice wants permission to put up a controversial plant in Langlade County.
These “acute” uses of groundwater may seem benign, given the quadrillions of gallons of water underneath the state. But drawing water from underground directly affects water on the surface. As large amounts of water are pulled from the ground, the springs and rivers that groundwater feeds will dry up. It works not unlike drinking a milkshake with a straw: the straw may be drawing from the bottom the glass, but the “top” of the milkshake is dropping as you suck.
Two years ago, the River Alliance of Wisconsin began discussions with the Wisconsin Potato and Vegetable Growers Association to draw up broad principles for groundwater protection legislation. The potato and vegetable growers need groundwater to irrigate their crops. Our interest was to keep the rivers and streams, whose very origins are groundwater, flowing and healthy, and for the pure sake of wise use and conservation of water.
In the past month, industrial, agricultural, municipal and conservation interests, joined by regulators and working with the valuable guidance of Rep. Dwayne Johnsrud and Senator Neal Kedzie, worked out details of groundwater protection legislation. In our view, a good groundwater law has to:
Place a bright line around high quality surface waters and headwaters. Inside that line, regulators will have the authority to strictly regulate groundwater use.
Give communities with acute groundwater challenges the authority and tools to regulate groundwater use, and impose conservation measures if they see fit.
Provide enough resources to improve data-gathering on groundwater use and to run an effective groundwater management program.
Create a “relocation fund” for a landowner or industry whose groundwater use threatens surface water.
Many of these important principles were lost or watered down in the inevitable give-and-take and compromise that is law-making. Still, we believe the bill that passed both houses of the Legislature on March 11 is an important first step to monitoring groundwater use in Wisconsin, and ultimately managing that use.
We will all have to stay vigilant. Watch the springs, and watch your taps, because we all depend on this resource.
Jeff Postle—a BECWA Board Member Profile
Jeff Postle is the Black Earth Creek Watershed Association’s newest board member. He has lived in the Town of Berry for 17 years and joined the BECWA board in September 2003.
After serving a term on the Town of Berry Board and working on the town’s land use plan, Jeff was looking for another opportunity to be involved in the community and natural resource issues. When he was invited to be on the BECWA board, it seemed like a perfect fit for his interests.
Jeff has worked as a hydrologist for 17 years and recognizes the importance of Black Earth Creek as an amazing water resource. He sees this watershed as a great place to pursue his interests in land use and its impacts on surface water and groundwater.
As a BECWA board member, Jeff hopes to see an increased awareness that land use activities in the watershed have a direct impact on the quality and quantity of the water in Black Earth Creek. He also wants to help residents recognize what a great resource they have in their backyard so they will participate in protecting it.
Jeff views unplanned residential growth and poor agricultural practices as the two top two threats to Black Earth Creek’s land and water resources. He believes these threats can be reduced through education, planning and good conservation practices.
Jeff urges residents of Black Earth Creek to remember that in the final analysis preserving our natural resources will make a better community in which to live.
“Lets remember that in the final analysis preserving our natural resources will make a better community in which to live.”
Yahara Lakes Week 2004
By Marcia Hartwig
It’s become a tradition in June: a week long celebration of Dane County’s water resources and a time to reflect on their importance to our quality of life and what each of us can do to protect them and use them responsibly.
The 10th annual Yahara Lakes Week, sponsored by the Dane County Lakes and Watershed Commission, will highlight events happening in and around Dane County’s lakes, streams and rivers. Over the years, dozens of organizations and thousands of individuals have taken part in Yahara Lakes Week. A full schedule for the week’s events will be available sometime in May on the Commission’s website www.countydane.com/commissions/lakes.
Highlights of this year’s Yahara Lakes Week include the annual Paddle to Work Day June 17; Dane County Waters Champion Awards Friday, June 18; and the Better Lawns and Gutters Tour Sunday, June 20. In addition to the recreational and educational activities highlighted during the annual weeklong celebration, there is also an emphasis on what citizens can do to protect our lakes and streams.
Volunteers are needed to hang posters in late May and early June. Contact Marcia Hartwig at 224-3746 or email@example.com to volunteer or visit www.countydane.com/commissions/lakes/yaharalakes.htm for more information.
2003-04 BECWA Donor List
Major Donors:
David Breunig
Badger Fly Fishers
JoAn and Buz Brock
Black Earth State Bank
Ann Cabezas
Dane County Conservation League
Gerry Campbell
Linda Cory
Gaylord Nelson IES
Michael Best and Friedrich LLP
Natural Heritage Land Trust
Southern WI Trout Unlimited
Trails Media Group, Inc.
Wisconsin DNR
BECWA Annual Supporters:
Steve and Deb Backer
Paul and Kathleen Beckett
Jennifer Benneisch
Blaine Biedermann
John and Susan Bleimehl
Steve Borns
Barbara Borns
Roz Boutwell
Otto and Evelyn Festge
William Fleder
Dennis and Hanna Franke
Timothy Griswold
Richard Grum
Honorable Gene Hahn
Donald Hammes
Brett Hulsey
John Hutchinson
Carl Jones Jr
Pete and Angie Jopke
Roxanne Jordan
Dave Dybdahl
Tom Ehrlert
Jim Ellerson
Bill Endres
Del and Phyllis Esser
Michael Esch
Kathleen Falk
David Lucey
George Lucey
Mark Maffit
Norm Meinholz
Paul Merline
Mike Miller
James and Cynthia Mueller
Jim Mueller*
Mark Nash
Joe Oermann
Barbara Parrell
Harry Peterson
William Pieilsticker
Jeff Postle
Mark Rhinerson
Thomas and Nancy Rhude
Laura and Steve Richter
Rob and Vera Riley
Michael Rock
Mike Roessler
Barry and Kelly Roth
Arvid and Margaret Sather
Steve Schmidt
Bret Schultz
Justin Shell
Paul Skalet
Jeff Smith
Wendy Sterne
Pat Sutter
Marian Swoboda
Adrienne Tandberg
Jim Troupin*
Chris and Karen Upper
James Van Deurzen
Ann Walden
Vern Wendt
Bennett West
Dave Westlake
Kate Wipperman
Dr. & Mrs. S.W. Wirth
Daniel Wisniewski
Thomas and Ann Yuill
Joe Zaiman
David Ziegahn
Join BECWA Today!
For the wise management of the land and water resources in the Black Earth Creek Watershed
By joining BECWA today you become part of a dedicated community of people who recognize this gem we have in our midst.
Your membership will support BECWA’s:
- Educational Forums
- Annual Earth Day Creek Clean-Up
- Thinking Like a Watershed, our twice annual newsletter
Please lend your support to protecting this outstanding creek which runs through the heart of our community!
Note: If you are already a member, check your address label on this newsletter for your membership expiration date.
Membership:
☐ Watershed Patron $25.00
☐ Household $15.00
☐ Basic $10.00
*All donations are tax deductible.
Name __________________________________________ Date ________________
Address __________________________________________
Phone ______________________ Email ______________________
☐ Yes I’m interested in volunteering my time to BECWA.
Fill out this form and mail it with your check to:
BECWA - Treasurer
David Lucy
7952 County Hwy K
Cross Plains, WI 53528
Phone: 608-265-6712
Fax: 608-260-2273
Email: firstname.lastname@example.org
Website: www.madison.com/communities/becwa/
Nonprofit Org.
U.S. Postage
Paid
Permit No. 658
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CHEST PHYSICAL THERAPY (CPT): INFANTS AND TODDLERS
Chest Physical Therapy (CPT), also called postural drainage, is a way for you to help your child get rid of extra mucus in his lungs. This is important because too much mucus can block the air passages in the lungs. Giving your child CPT treatments helps keep extra mucus from building up.
HOW THE LUNGS WORK
We breathe in air (inhale) through the nose and mouth. The air goes through the windpipe into the large airways in the lungs (Picture 1). Then the air goes into the small airways and into the tiny air sacs.
The air sacs in the lungs do important work. The oxygen from the air, which we need to live, goes into the blood through the air sacs. The used oxygen is changed into carbon dioxide in the blood. The carbon dioxide goes from the blood into the air sacs and into the air we breathe out (exhale).
MUCUS
All parts of the lungs have a protective mucous lining. The mucus that covers the lining catches tiny pieces of dirt, dust, and other particles in the air w
HOW MUCUS GETS OUT OF THE LUNGS
All parts of the air passages are lined with tiny hairs called cilia. The cilia act like an escalator that carries the mucus and particles up to the windpipe to be coughed out or swallowed.
WHAT HAPPENS IF THERE IS TOO MUCH MUCUS?
Normally, there is just the right amount of mucus in the lungs. But when the lungs become irritated or infected, a lot of thick mucus is produced. This happens because the lungs are working extra hard to get rid of the infection or irritation.
Extra mucus can slow down or stop the cilia from working. If the cilia don’t work well, we have to help the lungs get the mucus out. This is why CPT is done.
This extra mucus can block the air passages. If air passages are blocked, the air can’t move in and out of the air sacs. Then the child doesn’t get enough oxygen into his blood and doesn’t get enough carbon dioxide out of his blood.
DOCTOR'S ORDERS
- The CPT chart on pages 4 and 5 is marked for your child. This chart shows the positions you should use.
- The length of time spent giving CPT is different for each child. The doctor or nurse will tell you how long to spend on each area.
- Give your child CPT at these times: ________________________________.
- Spend _________ minutes on each area.
- Give this treatment before the child eats. (The head-down positions may cause vomiting or stomach discomfort if there is food in the stomach.)
HOW IS CPT DONE?
CPT helps to move the extra mucus into the windpipe where it can be coughed up more easily. There are 4 steps in CPT: 1. Positioning, 2. Clapping, 3. Vibrating, and 4. Coughing.
1. Position
- Position your child so that the part of the lung to be drained is higher than any other part of the lung.
- It's important for you to be in a comfortable position because this makes the treatment more effective and easier for both you and your child. You may use a pillow to make your child more comfortable.
- Place your child on your lap for the head-down positions. (Or you can fold over a pillow or thick blanket and place your toddler in a head-down position in the crib or bed, so that the base of the lungs is higher than the head and upper body.)
- Always have your child's knees and hips bent to help him relax and to make coughing easier.
2. Clapping
If your child is old enough to understand, explain that the clapping will make a noise like a galloping horse, or like drums in a parade.
- Place a lightweight towel or blanket over the child's chest or back.
- Cup your hands by bending them at the knuckles. Hold your thumb against your index finger. Keep your fingers together to form a cup (Picture 2).
- Clap your hands, first one and then the other, on the area of the child's chest or back.
- The clapping should be done just firmly enough so that your child's head bobs.
- Do the clapping in a regular rhythm.
- The rate of clapping should be comfortable, and not so fast that you get too tired.
- Clapping, when done properly, doesn't hurt. If your child cries, it may be because he doesn't like being held in the position. **It is very important that your child doesn't think of it as a punishment.**
Picture 2 Hold your hand like this to form a cup for clapping.
Picture 3 Hold your hand like this to vibrate.
HOW IS CPT DONE? (Continued)
3. Vibrating
After the clapping, vibrating is done over the same area of the lung.
- To do the vibrating, hold your hand in the position shown in Picture 3 (page 2). Place your hand flat on the area to be vibrated. Stiffen your shoulder and arm so that your whole shoulder, arm, and hand vibrate (like shivering). Make sure not to use fingertips.
- The vibrating should be done with gentle, downward pressure on the area.
- Start each vibration at the outside edge of the chest or back and move slowly towards the center.
- Have your child take a regular breath and then vibrate as he exhales (breathes out).
- Repeat vibration for 5 breaths out.
- If the child can, have him say "SSS" when he breathes out.
4. Coughing
- After the mucus has been loosened by clapping and vibrating, encourage your child to cough and spit out as much mucus as possible.
- If you see any blood or blood streaks in your child's mucus, tell your physical therapist, doctor or nurse.
PUTTING IT ALL TOGETHER
1. Refer to the pictures on pages 4 and 5.
2. Place the child in the correct position.
3. Clap for 1 minute and vibrate for 5 breaths out
4. Then clap for another minute in this same position.
5. Vibrate 5 times again.
6. Encourage coughing.
7. Go on to the next position and do the same thing.
HELPFUL HINTS
- Try to make this as enjoyable as possible for you and your child. Many children like to watch a favorite TV show or movie, or listen to a favorite tape during chest therapy.
- Many times, with infants and younger children, chest therapy can be done just before naps and bedtime because it puts them to sleep.
- It’s best to do chest therapy any time before your child eats, or at least 1 to 2 hours after a meal or snack.
- Remember: It’s very important that your child does not think of chest therapy as punishment!
If you have any questions, please call _______________________________________.
CHEST PHYSICAL THERAPY (CPT):
INFANTS AND TODDLERS
HH-II-21
Copyright 1977-2004, Children’s Hospital, Inc., Columbus, Ohio.
1. Upper lobes – apical and posterior segments
Lean your child forward over a pillow. Clap on the shoulders on both sides.
2. Upper lobes – apical and anterior segments
Lean your child back against a pillow. Clap over the collarbone.
3. Right upper lobe – posterior segment
Cradle your child in your left arm, with his chest elevated 45°. Lean the child slightly forward. Clap over the right shoulder blade.
4. Left upper lobe – posterior segment
Cradle your child in your right arm, with chest raised 45°. Lean the child slightly forward. Clap over the left shoulder blade.
5. Lower lobes – apical segments
Lay your child flat on his stomach. Clap over the lower ribs.
6. Left lower lobe – lateral basal segment
Lay your child on his right side with head and chest down 45° and knees bent. Clap over the lower ribs.
7. Left upper lobe – lingular segment
Lay your child on his right side. Clap over the left nipple.
8. Lower lobes – anterior basal segments.
Lay your child on his back with head and chest down 45°. Place pillow under the child’s knees. Clap over the lower ribs.
9. Right middle lobe –
Lay your child on his left side with head and chest down 45°. Clap over the right nipple.
10. Right lower lobe – lateral basal segments
Lay your child on his left side with head and chest down 45° and knees bent. Clap over the lower ribs.
11. Lower lobes – posterior basal segments
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Empathy
- Seek first to understand,
- Then to let your child know that you understand,
- Then...
- Reflect back the feeling
Keep Calm
- “A soft answer turneth away wrath: but grievous words stir up anger.”
(Proverbs 15:1)
- Respond to anger and strong emotions with empathy.
- “Pleasant, positive interactions between parents (and grandparents) and children always, in the long run, produce the best results.” (Dr. Glenn I. Latham)
Avoid Coercion
- Coercion causes a child to escape, avoid and countercoerce.
- “When parents are calm and understanding, and noncoercive, they are safe, and children want to be close to them and with them.” (Dr. Glenn I. Latham)
Avoid Coercion
- Coercion is what we do to force a child to do or not do something.
- Questioning
- Logic
- Criticism
- Sarcasm
- Yelling
- Physical force (including spanking)
- Threats
- Guilt trips
- Nagging
- Shaming
- Arguing
Stay close to your children.
- Remain verbally close to your children.
- Unless what you are about to say or do has a high probability of making things better, don’t say it and don’t do it.
- The use of “don’t say it” is worth a pound of “I didn’t mean it.”
- Practice “safe” talk. Don’t judge, sermonize, moralize, instruct, reason, or advise – just talk!
- Smiling and Laughter
- Attention to your child
- NO SARCASM!!!! (about the child)
- Have appropriate physical interactions
- Hugging, kissing, appropriate touching, tapping, patting, scratching, jabbing, arm wrestling, back/shoulder rubs, wrestling
Typical Decline in Parent-Child Physical and Verbal Contact
Work to increase physical and verbal interactions.
Positive Communication
- Avoid criticism
- Focus on “it” instead of “you”.
- “Putting concern for good behavior first and the relationship second is a common and tempting pitfall. Good parent-child relationships will lead to good behaviors.” (Roger McIntire, “Parents and Teenagers”)
- Use reflective and sympathetic statements.
- Ask open ended positive questions
- “Be satisfied that most conversations with your teen, like those with your neighbor, will have little immediate result.” (Roger McIntire, “Parents and Teenagers”)
- Avoid suggesting solutions, and especially giving directives.
Avoid “you” judgments
“Teenagers and Parents”, Roger McIntire
Use “it”, “what”, or “how”
“Teenagers and Parents”, Roger McIntire
Rather than saying Say
You should. You might want to think about…
This is the way to do it. Consider this.
You can’t possibly be serious about that. That’s an interesting way to think about that.
Do it that way and you’ll be sorry. Have you thought about…? Give it a try.
Take my word for it, there’s only one way to go. All things considered, if it was my decision, I’d…
General Level of Positive Reinforcement vs. the Incidence of Inappropriate Behavior
“It is not unreasonable for parents to aim at having twenty or more brief, intermittent positive interactions per hour with their children, particularly young children four or five years old and below. The result will be high rates of appropriate behavior and few if any inappropriate behaviors.”
Dr. Glenn I. Latham,
Parenting with Love
Create a Positive Home Environment
• “If your child isn’t doing something to irritate you, then she must be doing something right. Figure out what it is, and say something positive about it.”
• “Children need sunlight. They need happiness. They need love and nurture. They need kindness and refreshment and affection. Every home, regardless of the cost of the house, can provide an environment of love which will be an environment of salvation.”
Dr. Glenn I. Latham,
Christlike Parenting
“The key is for parents to establish the quality of the environment and refuse to allow the annoying, disruptive behavior of unhappy children to dictate the mood or course of their behavior”
Let your children delight you...
- "Anything worth doing is worth doing poorly, until you can learn to do it well."
??????
- Look for the good, and ignore the bad or inadequate actions.
- "You will never beat goodness and good sense into your children." (Latham)
- "You will never be successful at shouting and screaming happiness and compliance into their lives." (Latham)
"It is our responsibility to create a [positive] 'world' in our homes, a safe place where children behave well because they enjoy the pleasant consequences of doing so, rather than to avoid the unpleasant consequences of behaving badly. It is a world in which the child thinks, 'I know my parents will acknowledge and appreciate me' rather than thinking 'I am only doing this because I don't want to be beat on' (verbally or physically)."
Dr. Glenn I. Latham
Christlike Parenting, p62
Parents teach through modeling
- Whether you like it or not, this is the case. (Sorry about that. 😊)
- Calm behavior teaches children to be calm.
- Kind behavior teaches children to be kind.
- Polite behavior teaches children to be polite.
- Harsh and demanding behavior teaches children to be non-cooperative, harsh, and demanding.
So what are the skills?
Proactive vs. Reactive Responding
| Appropriate Behaviors | Junk Behaviors | Consequential Behaviors |
|-----------------------|---------------|-------------------------|
| | | |
| Junk Behavior | Consequential Behavior |
|---------------|------------------------|
| Annoys, “bugs,” and frustrates. | Hurts, damages, and destroys. |
| - Whining | - Hitting to hurt |
| - Tantrums | - Purposely breaking things |
| - Mild forms of sibling rivalry | - Mild forms of sibling rivalry |
| - Complaining | - Saying mean or hurtful things |
| - Jousting | - Damaging to the normal development of other children |
| | - Exploiting others |
| | - Too disruptive to others |
**Be Prepared**
| Anticipated Behavior | Noncoercive Response |
|----------------------|----------------------|
**#A: Avoid Coercion**
- Do not address junk behavior directly.
- If you must, then stay calm and keep your responses short, directed to the behavior, and unemotional.
- Avoid the common coercives
- Questioning, Criticism, Sarcasm/Teasing, Logic
- Arguing, Threats, Force, Despair
- Nagging, Guilt/Shame
**#B: Stay Close**
1. Get physically close
2. Touch appropriately
3. Show appropriate facial expressions
4. Use an appropriate tone of voice
5. Show appropriate body language
6. Ask open-ended, positive questions
7. Listen while the child speaks
8. Make caring, empathy statements
9. Ignore junk behavior
10. Avoid coercives and punishment
**#C: Positive Home Environment**
- High General Level of Positive Reinforcement
- Have empathy for your children
- Stay calm
- High level of positive physical interactions
- Lots of smiling and laughter
- Have fun with your children
- High ratio of positive to negative interactions
- Try to have 8:1 (positive to negative)
- Let your children please you
- Minimize correction and criticism
**#1: Use Positive Reinforcement**
- Acknowledge appropriate behavior in some way.
- Acknowledge appropriate behavior casually and briefly.
- 8-12 words, 3-5 seconds
- Acknowledge appropriate behavior intermittently.
Acknowledge Positive Behavior
- Select specific positive behaviors
- Decide how to give praise/reward
- Limit your comments to 12 words or 5 seconds.
- DO IT (often)
- Increase good behavior
- “There are many things I like about you.”
- “Anything worth doing, is worth doing poorly, until you can learn to do it well.”
Avoid general criticism. Be specific about what you want!
Look for specific positive behavior
Praise Effort or Result, Not Ability
#1: Use Positive Reinforcement
Verbal praise:
1. Deserved
2. Given Sincerely
3. Given with Variety
A. Sometimes descriptively
B. Sometimes generally
C. Sometimes embellished with values
Values
Children’s behavior is coupled with a common enduring value.
Compliance
Children are acknowledged for doing what they are supposed to do.
“You are so dependable.”
“Thank you feeding the dog.”
#2: Use Your Attention
- Any behavior that you give your attention to is a behavior that you will get more of.
- time
- close proximity (distance to child)
- touch
- words
- emotion
#3: Purposeful or Planned Ignoring
- Ignore with purpose.
- Leave behind no messages which indicate that the kid(s) “got to you.”
- Time the behavior that is being ignored. (Most behaviors will go away within 1 min. and 45 sec.)
- A short time later, look for opportunities to acknowledge appropriate behavior.
#3: Purposeful or Planned Ignoring
- If the child comes to you
- Respond with empathy and understanding
- Prompt them to leave
- Move on to other activities
- Acknowledge appropriate behavior when it occurs
#3: Purposeful or Planned Ignoring
- With several children, turn your attention to the appropriate behavior of another child.
- Give attention only to the appropriate behavior.
- Brief empathy an understanding may be used for child’s feeling.
- Acknowledge appropriate behavior when it occurs.
#4: Stop, Redirect, Reinforce
- Use this skill on consequential behaviors
- Use this skill when you feel you MUST do something
- With young children, simply turn them to another activity
- Reinforce the appropriate behavior
#4: Stop, Redirect, Reinforce
- STAY CALM!!!
- Stop the behavior
- Redirect
- Ask child to state how he should behave
- Or, tell the child what to do
- Respond to complaints with empathy
- Reinforce appropriate behavior
- Keep it short and sweet!
- Remember, STAY CALM, Stay Firm!!!
When Emotions Are High:
1. Never tell a child something he/she already knows.
2. Never ask or answer questions.
Rather:
1. Use empathy and understanding.
2. Focus on expectations.
Keep the communication moving in the right direction.
"Behavioral Noise"
(e.g., "but...")
Redirect by focusing on the expectation. Do this using empathy and understanding: "I see you are upset with yourself, but what do I expect of YOU, even when you're upset?"
"High levels of self-instruction correspond with high levels of correct responding... [and] produce desired behavior change."
#5: Questions
- Ask child to choose to participate in an appropriate activity.
- Would you like to help me set the table? Or, Would you please help me set the table?
- Would you like to see if Daddy is home?
- Do you want to play with the squirt gun?
- Give your child choices.
- Would you like to wear the blue or the green outfit?
- Would you like macaroni & cheese or a peanut butter & jelly sandwich for lunch?
- You must be willing to accept either answer.
#6: Requests
- Set the stage
- Give a warning
- Use good timing
- Get the child's attention
- Don't make requests too often (10-15 per day)
- Effective requests
- Be pleasant
- Use statements
- It's time to get out of the bathtub now.
- Make requests one at a time
- Say something positive about your child's efforts
- Be specific
- Make realistic requests.
#7: Use Expectations
- Tell your children what you expect them to do rather than what you expect them not to do.
| Instead of saying | Say |
|------------------|-----|
| Don’t slam the door. | Please shut the door quietly. |
| Don’t talk with your mouth full. | Please chew with your mouth closed. |
| Don’t leave crumbs on the counter. | Please keep the counter clean. |
| Don’t lie. | Tell the truth. |
| Instead of saying | Say |
|------------------|-----|
| Don’t hit your sister. | Play nicely with your sister. Play nice, Be nice, Lets keep our hands to our self, etc. |
| Don’t be rude and disrespectful. | Talk politely and nicely. |
#7: Use Expectations
- State your expectation clearly.
- A 3rd party should understand
- Minimize number of words
- Avoid emotions
- Avoid reason, logic and good sense.
(unless the child is calm, logical and wanting to understand)
- Have the child re-state the expectation.
- Move on if the child protests the 4th time.
Keep the communication moving in the right direction.
“Behavioral Noise” (e.g., “but…”)
The Expectation
Redirect by focusing on the expectation. Do this using empathy and understanding: “I know you may be tired after school nevertheless, what do I expect you to do each day after school?”
Emphasize the benefits that are earned by being compliant.
#7: Use Expectations
- Never tell children something they already know. Let them tell you.
- Engage them in conversation
- Use role-playing to teach
- Let them be part of the solution
- Help them self-instruct
- It is not important what you say. Your child won’t remember.
- It is important what your child says, because that is what your child will remember (and do).
“It isn’t the amount of time parents talk to the child that produces the desired results. It is the amount of time and number of opportunities the child has to respond and to be actively engaged in the conversations, and exploring the solutions that are reinforced that produce the best results.”
Glenn I. Latham
“The Power of Positive Parenting,” p. 65
#7: Expectations
If At All Possible, Give Expectations a Chance
The Parent states the expectation.
The Child repeats the expectation.
The Parent introduces the possibility of an aversive consequence.
A coercive environment in which the child behaves well only to avoid the negative consequence of behaving badly.
The Parent states the expectation.
The Child repeats the expectation.
The Parent waits for an opportunity to acknowledge compliance, then does so.
A reinforcing environment in which the child learns that by behaving well he/she enjoys the positive consequences of behaving well.
#7: Use Expectations
- Allow consequences to teach.
- “Once our expectations have been taught and understood, we must allow our children to choose for themselves, then let the consequences of those choices deliver their messages.” (Glenn I. Latham)
#8: Use Routines and Structure
- Establish a schedule and routine for
- Meal time
- Nap time (or quiet time)
- Bath time
- Bed time
- Go potty
- Put on pajamas
- Say prayers
- Give hugs and kisses
- Read a book
- Lights out, stay in room
- Daily activities (play, work, learn, etc.)
- Calmly enforce your schedule (for young child)
- Motivation is better than force, even calm force
Age Appropriate Control:
- Age 0 to 2: Almost 100% direct control.
- Age 2 or 3: to 6: Some expectations and consequences, but mostly direct control.
- Age 6 to 10: Children will assert themselves. Parents should use empathy, but be directive.
- Age 10-13: Heavy use of expectations, but parents should use “No” if necessary. No yelling about it. Apply learned, negative consequences if necessary.
- Age 14 and up: Expectations and earned consequences. Parents control access to things, not personal freedom.
Dr. Gina I. Latham
#9: Understand Behavior Science
- All repeating behaviors serve a purpose
- Child gets something
- Child avoids (delays) something
- Which rewards are the most powerful?
- Positive vs. negative?
- Immediate vs. delayed?
- Certain vs. uncertain?
- Preferred vs. non-preferred?
- Large (more) vs. small (less)?
- Deprived of vs. satiated with?
Dr. Sidney W. Bijou
Positive vs. Negative Consequences
| Negative Consequences (child is avoiding something) | Positive Consequences (rewards) (child is getting something he wants) |
|-----------------------------------------------------|-----------------------------------------------------------------------|
| Reduce child’s ability and desire to behave | Increase child’s ability and desire to behave |
| Reduce parent’s positive influence | Increase parent’s positive influence |
| Produce only enough behavior to avoid the consequence.| Produce behavior to earn the consequence plus extra, reinforcing effects and more positive consequences. |
| The behavior can take on the feelings of the consequence | The behavior takes on the feelings of the consequence |
Everyone is happier with positive consequences!
#10: Grandma’s Law
- Eat your vegetables, and then you can have pie and ice cream.”
- Doing what is needed gives the child access to a preferred activity.
- Application of Grandma’s Law
- When you finish your homework, you can watch TV
- “Can I go outside and play?” “Sure, just as soon as your toys are picked up.”
- Clear off the dining table, and then we can play with your truck.
- When you complete your chores, you earn the privileges you enjoy here.
- As adults, we think of this as motivation.
Examples of Incentives for Teens:
- Use of car
- Gasoline for car
- Use of cell phone
- Text messaging on cell phone
- Activity with friends
- Clothes, or money for clothes
- Playing video games
- Going out for dinner
- Choosing desert
- Ask child what they really want to do
Examples of Incentives for Children:
- 10 minute game with mom
- Picnic in back yard (or den) for lunch
- Watch a cartoon
- “Horseback” ride
- Pay with special toy
- Make a tent (blanket put over chairs)
- 10 minutes activity with dad
- Go to park
- Ride bikes together
- Any food item
- Go to 7-11 for a Slurpee
#11: Ask, Don’t Tell
1. STAY CALM!!!
2. Have the child tell you what you expect them to do (or tell them if they do not know).
3. Respond to the child’s protests with empathy and understanding, then return to the expectation.
- “What do I expect you to do right now?”
- “What do I expect you to do when…”
4. If the child repeats the time, end the conversation (you just repeat on).
5. When the child repeats the expectation, be positive.
- “Right! It’s pajama time,” or “Terrific,” or “Exactly right,” or …
#11: Ask, Don’t Tell Example
1. Empathy – “I see you are enjoying TV”
2. Expectation – “But, what do I expect you to do right now?”
3. Empathy – “I can tell you don’t like homework. That’s pretty normal.”
4. Expectation – “But, what do I expect you do do right now?”
5. 97% of the time, the child will tell you what is expected after 2 or 3 protests.
6. “That’s right, your homework. Thanks.”
7. Even if child doesn’t say it, respond with, “I am glad you understand I expect you to start your homework.”
#12: The Way Things Are
1. State how the child feels (empathy)
- You had a lot of fun playing, and you would like to play some more.
2. Statement – the way things are!
- Right now we need to go home and eat lunch
3. Empathy
- I know you are not hungry yet.
4. Statement – the way things are!
- Right now you need to put your shoes on
5. For a young child, use gentle force.
For older children, DO NOT USE FORCE!
Using Punishment – WARNING!!!
1. Punishment is risky, decreases motivation, and decreases cooperation.
2. Using punishment is more difficult than using incentives. Requires consistency.
3. To be effective, punishment
- Must be established in advance
- Must be contingent on the child’s behavior
- Must be consistent
- Must be reasonable
- Must be enforceable
4. Spankings
- Ages 18m through 6yrs
- Limited use
Punishment Example
- Should you choose to hit your sister, there will be a cost. You will lose the privilege of (riding your bicycle) for 2 days.
- Avoid using words: “I’ll take away” or “I won’t let you.”
- Punishment should be as short as possible
- Remember, a privilege can not be “lost” during the punishment period. Extending the time has limited effect.
- Punishment should be based on the things you control (or the child lets you control).
- REMEMBER: Set up the punishment in advance.
- Let the consequence do the nagging for you.
Time-Out from Positive Reinforcement:
1. Effective for children 7 and under.
2. Used on severe behaviors only.
3. Used when other strategies don’t work.
4. Used effectively, the need for Time-Out will quickly decrease.
Establish a Time-Out Area:
1. Make sure it really is “Time-Out”
- Devoid of anything the child would find enjoyable or gratifying.
- No toys
- No one to speak to
- No music or pleasant sounds
- Nothing to eat
2. Area must be appropriately secure
- No contact with child from start to end of Time-Out
Examples of Behaviors Earn Time-Out:
1. Children are playing nicely together, and one child becomes so disruptive that he interferes with the play of the other children so they can not continue.
2. Tantruming, whining, incessant crying, being overly demanding, being overly possessive, being physically and /or verbally abusive.
3. Refusing to follow a parent’s request
Role Play Time-Out with your Child
1. Children ages 2-3 and older should understand what behaviors earn Time-Out
- Role play the behaviors with the child.
2. Role play taking the child to Time-Out.
3. Tell the child that they will stay in Time-Out until they are quiet plus 2-3 minutes.
4. If the child is quiet, then you can give them a timer and say, “When the timer goes off, if you are ready to behave nicely, come see me.” (still 2-3 minutes)
- Child comes to you afterward and you say, “I’m so happy you have decided to play nicely. Thank you so much.”
- Give them a hug and a pat, and send them off to play.
Giving a Time-Out:
1. Remain calm
2. Taking the child to Time-Out
- Gently take the child by the hand and lead him.
- Carry the child, or partially support him by holding him under the armpits
- Lead the child directly to the Time-Out area
- No jerking or dragging him (no show of frustration).
3. Say, “When you behave this way, you may not be with us.”
- Don’t apologize or express personal anguish
Surprise or First Time Problems
1. STAY CALM!!!
2. Stay positive (don’t grumble or complain)
3. Ask child to state how he should behave (What did you expect him to do?)
4. Respond to complaints with empathy
5. Appreciate the child’s correct reply
6. Keep it short and sweet!
7. Remember, STAY CALM, Stay Firm!!!
8. No threats or punishment!
9. For repeating problems, MAKE A PLAN!
!! CAUTION !!
- “Do not suppose that short-term compliance achieved using coercive means leads to long-term gains.”
- “Coercion produces only short-term compliance followed by long-term losses.”
Dr. Glenn I. Latham
The Long-Term Effects of Coercion
Age: 16-17 years
14-15 years
13-12 years
11-10 years
9-8 years
7-6 years
5-4 years
3-2 years
1 year
0 months
Even escape, resistance, and counterresistance
A U.S. Canadian study of 1 school shooting at school showed that of the 15 shooters, none was 14 years old.
Dr. Glenn I. Latham
This is Benjamin.
This is Benjamin’s motivation.
Parent Helps:
- Tokens
- Compliance games (Simon Says, I Spy, Mother May I)
- Practice or simulate behavior
- Mystery Motivator
- Increase positive interactions/praise
- Coin-in shoe
- Rubber band on wrist
- Motivaider
- Timer
Troubleshooting
1. Are you generally coercive in other areas?
2. Are you coercive with this behavior when child does not comply?
3. Are rewards earned at least 80% of time?
4. Is behavior improving?
5. Are there environmental factors?
6. Are there skill deficits?
7. Are more immediate rewards needed?
8. Are the rewards appropriate?
9. Will practice help?
10. Can you shape the behavior or vary the reward.
“The most effective way to strengthen desirable behavior is through positive reinforcement…”
Dr. Sidney Bijou
International Encyclopedia of Education 1986
Published Works by Dr. Glenn Latham
- The Power of Positive Parenting
- Parenting With Love
- Christlike Parenting
- What’s a Parent To Do (for LDS families)
- The Making of a Stable Family (video)
- Parenting Prescriptions (audio tapes)
- An Angel Out of Tune (CD/audio tapes)
- The Teenage Years (video)
Tom Dozier
Guaranteed Parent Training
5801 Arlene Way, Livermore, CA 94550
(925) 371-1576 firstname.lastname@example.org
www.guaranteedpt.com
Guarantee:
• Your child will behave well, without the use of punishment or its free.
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What is Mumps?
Mumps is a reportable contagious disease caused by a virus. It can have serious complications in young adults. It can be prevented by vaccination.
What are the symptoms?
Fever, headache, muscle aches and pains, tiredness, loss of appetite; followed by painful swelling of one or both salivary glands (located within your cheek, near your jaw line, below your ears). Swelling may be noticed on one side or both sides of the jaw and usually occurs within the first 2 days. It may appear as an earache or tenderness when touching along the angle of the jaw. These symptoms usually last ten days.
What are the possible complications?
Mumps can cause inflammation of the brain and spinal cord with headache or a stiff neck, swelling of one or both testicles, swelling of the ovaries, swelling of the breasts, inflammation of the pancreas, and deafness (may be permanent). Spontaneous abortion can occur if infection happens in the first three months of pregnancy.
How is mumps spread?
Mumps is highly contagious. After diagnosis, the individual should be isolated from others for 9 days. Mumps spreads through direct contact with saliva from an infected person. Droplets from coughs or sneezes can enter the nose or mouth. Infection can also result from kissing, or by sharing food or beverages. The virus can also survive on surfaces. Touching a surface contaminated by the mumps virus and then touching your nose or mouth can cause infection.
How can mumps be prevented?
Mumps can be prevented with a vaccine called MMR (a three-in-one vaccine that provides protection against measles, mumps, and rubella). To be fully protected from contracting mumps, two immunizations are required.
Other Questions?
Talk to your health care provider or call our Communicable Disease Program at 613-966-5500 x349. Toll Free 1-800-267-2803 | TTY Dial 711 (1-800-267-6511) | www.hpepublichealth.ca
References
• Centers for Disease Control & Prevention, Mumps & Mumps Vaccine, November 2009.
• Heymann, D. L., (2008). *Control of Communicable Diseases Manual*. (19th Ed.). Washington, DC: American Public Health Association | <urn:uuid:68e57032-76e1-4526-823f-55c223c3a9c6> | CC-MAIN-2017-43 | http://www.hpepublichealth.ca/sites/default/files/CD-193%20Mumps%20FS%20AODA_New%20Branding.pdf | 2017-10-22T06:21:28Z | crawl-data/CC-MAIN-2017-43/segments/1508187825147.83/warc/CC-MAIN-20171022060353-20171022080353-00581.warc.gz | 472,139,807 | 478 | eng_Latn | eng_Latn | 0.99701 | eng_Latn | 0.99701 | [
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Yr1 Curriculum Update -01/11/19
Working together to achieve success for every child
Welcome to Year One
How We Organize Ourselves
Systems are designed to meet needs and solve problems.
Systems we use and need (form/function)
The different parts of designed systems (connection)
How and why systems change (change)
This is the second unit for Year 1 and will run into the new year. They will be making connections between our first unit of ‘Who We Are’ by identifying how we have used classroom systems help us. The students will investigate this unit through the lenses of interconnection, the structure and function of systems and how we participate in social decision making.
During this inquiry they will explore the concept of what a system is by investigating systems we use, and how and why we use them. They will look at the connections between systems and people by exploring the people and parts involved in designed systems. They will use this knowledge to make systems to solve problems and adapt and change systems to improve them. They will begin to explore the interconnected relationships between systems, their parts and the role of people in designing and using them.
They will unpack the skill of analysis to help them identify elements of systems that work or don’t work, allowing them to redesign systems. They will collaborate to generate new ideas of how to make systems and make group decisions to plan and make their designed systems. The skills they will develop and practise to help them do this are observation, questioning and planning.
‘Transdisciplinary learning-it’s all connected’
We have had an amazing start to our new unit with a visit to the ‘Space Dome’. We explored the solar system and began to make connections with the system of time being connected to the sun, earth and moon. Children have been looking at pictures of familiar systems and discussing complex ideas such as, ‘What makes it a system?’, ‘What do systems need to have?’ and ‘What are systems
for?”. Over the course of this unit children will be exploring these complex ideas in systems of their choosing.
At KJS we are exploring ways to help children be agentic learners and support agency. In Year 1 one of our main building blocks for agentic learning is through their play. A big thank you for those of you that were able to attend the workshop and play session with your child. We hope you saw the power of voice and choice for your child to pursue their learning through different media and contexts. The central idea and lines of inquiry in this unit have been carefully planned so that children can explore the same concepts and skills but apply their learning in different ways. This will include researching systems of their choice, making systems of their choice and choosing the resources they want to make it with. Research shows that when children explore themes they are interested in their motivation and perseverance levels are greatly increased.
This unit will be about valuing problems and making mistakes so help improve systems. This theme of mistakes being powerful will be explored in aspects of their learning and embraced and celebrated in the class. It is important that children have choice in the nature of their learning as they are often more willing to accept mistakes and think and work in new ways if they are highly motivated with the topic. Please see below for some great books that you can read or watch with your child to help reinforce these ideas.
In literacy we have been using our reading and writing targets to give us a focus during our literacy activities. Each class has chosen skills that we have developed over the first half of the term and children have then self selected which targets they want to work on. They will be using some of these targets to help guide conversations during the 3 way meetings. These targets are flexible and children move between them when they feel accomplished or seek a different challenge.
Inquiring into letter shape and formation with open ended resources.
In mathematics we are becoming more secure with the concepts of place value. That is we know what the value of a number is, we can use different tools to show the value, we can put these values in order of amount and we can record these values in different ways. We are making connections that there are systems for counting, such as counting up or down number lines to find numbers less than or more than a given number. We will begin to look at other systems of counting that link to our work on subitizing, such as counting in groups of 5’s in tallies or 10’s on our hands.
How you can help at home:
Story links for the power of mistakes:
The Most Magnificent Thing
The Thing That Lou Couldn’t Do
The Girl Who Never Makes Mistakes
Links for perseverance
Sesame Street Explains the Power of Yet
Sesame Street The Power of Yet Song
Sesame Street Persistent
Song Don’t Give Up
Dates to note:
Thursday 31st October: 3 Way Learning Conferences
Thursday 7th November: 3 Way Learning Conferences
Friday 8th November: Year 1 Assembly 2pm start.
Friday 15th November: Bingo Night
12th - 15th November: School Photos
Friday 15th December: Last Day of Term (half day) | <urn:uuid:eb82661d-4dea-445c-9adf-0aa0a132015d> | CC-MAIN-2020-40 | https://www.kjs.edu.hk/yr1-curriculum-update-01-11-19/?upm_export=pdf | 2020-09-30T00:29:47+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600402093104.90/warc/CC-MAIN-20200929221433-20200930011433-00361.warc.gz | 908,332,851 | 1,053 | eng_Latn | eng_Latn | 0.98376 | eng_Latn | 0.998876 | [
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Weil’s disease (Leptospirosis)
Weil’s disease is a form of a bacterial infection also known as Leptospirosis that is carried by animals, most commonly in rats and cattle. It can be caught by humans through contact with rat or cattle urine, most commonly occurring through contaminated fresh water. Although human infection in the UK is minimal it is still worth taking some preventative measures to decrease the possibility of contracting it.
What is it?
Weil’s disease is a secondary phase of a form of a bacterial infection also known as Leptospirosis. Leptospirosis can infect almost any animal where it is harboured in the kidneys, but most commonly it is found in rats and cattle, and is spread by their urine. It is not known to cause any noticeable illness in rats, so populations are unaffected by high levels of infection. It is one of the most widespread zoonosis (disease spread from animals to humans) in the world, where it is most common in tropical and subtropical environments. Those who participate in water sports, come into contact with untreated water, and work in or near water are at a higher risk than others as it is most commonly passed to humans through water contaminated by rat urine.
Statistics
According to the Health Protection Agency there are usually less than 40 cases of leptospirosis throughout England and Wales per year reported in humans. In 2006 there were 44 laboratory confirmed cases of leptospirosis in England and Wales. It is more common in countries where the climate is more tropical or subtropical, reported cases for 2005 in Australia were 141, and France, 212. This is worth being aware of if illness occurs after travel.
| | 1996 | 1997 | 1998 | 1999 | 2000 | 2001 | 2002 | 2003 | 2004 | 2005 | 2006 |
|----------------|------|------|------|------|------|------|------|------|------|------|------|
| Scotland | 0 | 1 | 1 | 0 | 0 | 0 | 3 | 0 | 2 | 4 | 3 |
| England & Wales| 22 | 39 | 29 | 41 | 54 | 48 | 54 | 28 | 29 | 41 | 44 |
| N. Ireland | 2 | 3 | 4 | 1 | 0 | 0 | 1 | 0 | 1 | 1 | 3 |
| UK Total | 24 | 43 | 34 | 42 | 54 | 48 | 58 | 28 | 32 | 46 | 50 |
(Source: Leptospirosis Reference Laboratory, as shown on Health Protection Agency website)
Infection
Infection of humans usually occurs where open wounds are immersed in relatively stagnant water contaminated with rat or cattle urine. It can be contracted from contact with any fresh or untreated water including ponds, canals, lakes and rivers, as well as flood waters that are contaminated.
- Those most at risk of infection are open water swimmers who expose their whole body to possible infection.
- Activities that occur in or near fresh water such as fishing, water skiing, sailing and kayaking also present a risk.
Activities that can cause open wounds or that take place near the water’s edge where rat urine is more likely to be found increase the risk of contracting the disease.
People who have previously had leptospirosis develop immunity to the particular strain that they were infected with and others closely related for up to ten years. They are not immune to other strains and may become infected again if continuing in activities where it is a risk.
It does not usually result from swallowing water or rat bites.
The bacteria are unable to survive in salt water, so there is no risk of infection of Weil’s disease from swimming in the sea.
The risk of contracting the disease varies according to the size of the local rat population, which unfortunately is very hard to assess. Landowners, local authority environmental health departments, and in agricultural areas, DEFRA, may be able to provide assistance for operators who may need to assess the risk.
**Symptoms**
Symptoms can occur between 3 and 21 days from the time of infection. There can be two distinct phases of leptospirosis.
**The first phase**
- Symptoms are similar to those of the flu, including high fever, severe headache, chills, muscle aches, and vomiting, and may also include a rash.
- May last between 3 to 5 days before recovery.
- In mild cases the patient will recover after just the first phase but they can suffer fatigue and depression for some time afterwards.
**The second phase**
- Initial symptoms will reoccur.
- Further symptoms can vary according to severity and may include jaundice (yellow skin and eyes), red eyes, abdominal pain, and diarrhoea.
- Symptoms can be similar to those of meningitis.
- Severe cases can also cause the failure of kidneys or liver.
- Death can occur due to heart, liver or respiratory failure.
**Preventative Measures**
The best prevention is to understand where and how Weil’s disease can be caught and taking precautions based on this knowledge. If you know you may come into contact with untreated water such as flood waters, canals, ponds and rivers you can reduce the risk of infection by taking the following precautions:
- Cover any open wounds such as cuts and scratches with waterproof plasters.
- Wear protective clothing such as gloves.
- Wash thoroughly and as soon as possible if you have entered the water.
- Assess the risk of the likelihood of contamination if contemplating entering fresh water, particularly be aware of stagnant water.
- Carefully clean any open wounds obtained during time at fresh water.
**Working near water**
- Employers have a duty to employees to inform them about the risks of their work environment and to decrease the risk as far as is reasonably practicable. This includes PPE provision and policy implementation based on risk assessment.
- Employees that work near water should be provided with a workers card that can be presented to their doctor if symptoms appear. This means they can be diagnosed and treated quickly, reducing the likelihood of severity of infection.
If symptoms occur
Seek medical treatment and explain to the practitioner that you have been in contact with open water. If you are an employee, show them your workers card. Early diagnosis and treatment of Leptospirosis can prevent more severe cases of infection.
Further Information
HSE Leptospirosis Leaflet http://www.hse.gov.uk/pubns/indg84.pdf
Health Protection Agency http://www.hpa.nhs.uk/infections/topics_az/zoonoses/leptospirosis/gen_info.htm
DEFRA http://www.defra.gov.uk/animalh/diseases/vetsurveillance/az_index.htm#
Patient.co.uk http://www.patient.co.uk/showdoc/40000444/
Leptospirosis Information Centre http://www.leptospirosis.org
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Science 8
General Curriculum Outcomes
STSE
1. Students will develop an understanding of the nature of science and technology, of the relationships between science and technology, and of the social and environmental contexts of science and technology.
SKILLS
2. Students will develop the skills required for scientific and technological inquiry, for solving problems, for communicating scientific ideas and results, for working collaboratively, and for making informed decisions.
KNOWLEDGE
3. Students will construct knowledge and understandings of concepts in life science, physical science, and Earth and space science, and apply these understandings to interpret, integrate, and extend their knowledge.
ATTITUDES
4. Students will be encouraged to develop attitudes that support the responsible acquisition and application of scientific and technological knowledge to the mutual benefit of self, society, and the environment.
Specific Curriculum Outcomes
Students will be expected to
Earth and Space Science: Water Systems on Earth (25%)
WAVES, TIDES, AND SHORELINES
- explain how waves and tides are generated and how they interact with shorelines (311-10)
- investigate water currents using experimental data, procedures, and conclusions to formulate operational definitions (208-6, 209-5)
- describe processes of erosion and deposition that result from wave action and water flow (311-11)
- summarize and respond to shoreline’s science and technology uses to handle damage due to waves and tides (113-2, 211-2)
OCEANS: SYSTEMS, DISTRIBUTION, SPECIES
- investigate and describe, with technological examples from various sources, processes that lead to the development of ocean basins and continental drainage systems (311-7)
- survey and generalize strengths and weaknesses of science and technologies, including Canadian, that have improved and that support research and development (110-8, 112-5, 210-3, 113-10)
- using data, including graphical, analyze and predict factors that affect productivity and species distribution in marine and fresh water environments (311-8, 210-4, 210-6)
- apply the concept of systems to describe the interactions of ocean currents, winds, and regional climates (111-6, 311-9)
GLACIERS AND POLAR ICECAPS
- describe factors that affect glaciers and polar icecaps, and describe their consequent effects on the environment (311-12)
- identify and examine new questions and problems that arise from all water being connected (210-16)
Physical Science: Fluids (25%)
FORCES IN FLUIDS
- describe qualitatively the difference between mass and weight (309-1)
- explore and compare objects that describe movement in terms of balanced and unbalanced forces (210-13, 210-14, 309-2)
- describe and explain qualitatively the relationships among pressure, volume, and temperature of fluids when compressed or heated and quantitatively the relationships of force, area, and pressure (309-3, 309-4)
- provide examples and a course of action of how science and technology affect personal and community needs (111-1, 113-2)
DENSITY: FLOATING AND SINKING
- question, investigate, and analyze qualitatively and quantitatively in a laboratory, the relationships among mass, volume, and density of solids, liquids, and gases using the particle model of matter (208-2, 211-3, 307-8)
- explain and describe situations where the density of substances are affected by changes in temperature, natural, or intentional (307-9, 307-10)
- perform and analyze quantitatively the density of various substances, demonstrating a knowledge of WHMIS standards by using proper techniques and instruments for collecting data in the laboratory (307-11, 209-7, 209-3)
VISCOITY OF LIQUIDS
- design and perform an experiment to test the viscosity of various fluids and identify major variables (208-6)
- compare the viscosity of various liquids and describe factors that can modify the viscosity (307-6, 307-7)
- relate personal activities and potential applications to fluids (109-10, 112-7, 210-12)
Physical Science: Optics (25%)
**Properties of Light**
- identify and describe properties of visible light, using tools and apparatus safely (308-8, 209-6)
**Reflection and Refraction**
- estimate measurements and use tools and apparatus safely in the laboratory (209-2, 209-6)
- describe the laws of reflection of visible light and their applications in everyday life (308-9)
- state a conclusion, based on experimental data and evidence, of light and describe qualitatively how visible light is refracted (210-11, 308-10)
- describe how optical technologies have developed through systematic trial-and-error processes constrained by the optical properties of the materials and the laws of nature (109-5)
- provide examples of optical technologies that enable scientific research and relate personal activities associated with such technologies (109-10, 111-3)
**Electromagnetic Radiation**
- describe different types of electromagnetic radiation, including infrared, ultraviolet, x-rays, microwaves, and radio waves (308-11)
- explain the importance of choosing words that are scientifically or technologically appropriate (109-13)
- compare properties of visible light to the properties of other types of electromagnetic radiation, including infrared, ultraviolet, x-rays, microwaves, and radio waves (308-12)
- describe, with examples, possible effects of science and technology associated with optics (112-8, 113-2)
Life Science: Cells, Tissues, Organs, and Systems (25%)
**Cells**
- illustrate and explain that the cell is a living system that exhibits the following characteristics of life (304-4)
- distinguish between plant and animal cells and use microscopes or microviewers to produce a clear image of cells (304-5, 209-3)
- using an operational question, explain that growth and reproduction depend on cell division (208-1, 304-6)
**Relationship among Cells, Tissues, Organs, and Systems**
- distinguish and evaluate between ideas used in the past and theories used today to explain how cells and organs work (110-2, 211-4)
- relate the needs and functions of various cells and organs to the needs and functions of the human organism as a whole (304-8)
- explain structural and functional relationships between and among cells, tissues, organs, and systems in the human body (304-7)
BODY SYSTEMS
- describe the basic factors that affect the functions and efficiency of the human respiratory, circulatory, digestive, excretory, and nervous systems (304-9)
- estimate measurements and organize data for an experiment and explain the results (209-2, 209-4, 210-7)
- describe examples of the interdependence of various systems of the human body (304-10)
- provide examples of careers and applications for informed decisions about science and technology associated with body systems (112-10, 113-8) | <urn:uuid:5e8a7989-fe37-402c-a1f8-ebe420722273> | CC-MAIN-2017-43 | http://kingsviewacademy.com/docs/outcomes/Science8.pdf | 2017-10-22T06:21:40Z | crawl-data/CC-MAIN-2017-43/segments/1508187825147.83/warc/CC-MAIN-20171022060353-20171022080353-00582.warc.gz | 187,991,734 | 1,475 | eng_Latn | eng_Latn | 0.965674 | eng_Latn | 0.974183 | [
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Cracking-up in Winter
With winter on its way out, most of us might have experienced dry, flaky and chapped skin. Continuous exposure to cold windy weather steals the skin of its moisture resulting in dryness. Even covered skin is affected by the friction caused by warm clothing and low humidity.
It is commonly identified by the skin feeling tight, stretched or dull, slightly red and rough. As tempting as the winter sun is, if you plan to spend a lot of time outdoors, watch out for windburn and snow burn in snowy regions.
Keep Dryness at Bay
It’s usually the lips, nose, cheeks, hands, arms, lower legs and thighs that get neglected during winter. The skin on your face is the most delicate and thinnest; it needs extra protection. Lips produce very little or no oil; prone to cracking and chapping.
Here are some precautionary tips:
- **Use oil-based moisturisers frequently**: Oil stays on the skin longer and retains the skin’s moisture.
- **Step-out with protection**: Use sunscreens and gloves to protect hands.
- **Wear skin-friendly fabrics**: Wear clothes made of natural fibres like cotton and silk so your skin breathes easily.
- **Layer clothes**: It facilitates ease of removing and adding clothes according to the temperature.
- **Use a humidifier**: It increases the moisture content and combats the dry air that worsens skin itching and flaking.
Daily care
- **Take shorter baths** with warm and not hot water as it strips the skin from natural hydrating oils.
- **Bathe with milder, gentler soaps** with additional oils, fats, and moisturiser content.
- **Pat the skin dry** after bathing as rubbing could irritate the skin.
- **Moisturise while still damp** to help the skin absorb the moisturiser better.
- Keep deodorants, anti-bacterial soaps and fragrances for warmer weather when they are less likely to irritate the skin.
Be it a thick winter coat or a light cardigan, with an extra coat of moisturiser and a hot cup of tea you can win over winter!
Greetings!
With winter spreading its cold waves all around and thick blankets being brought out of the closet, little or no care is given to the natural covering of the body. The article ‘Cracking-up in Winter’ highlights the importance of skin care during this season.
Cold air, one of the triggering factors of asthma, frightens you of winter, making you breathe harder and faster. You would be glad to ‘Breathe a Sigh of Relief’ with some common breathing exercises.
Is the winter sunlight making you SAD? Don’t be! Try some useful tips to cheer up your mood ‘When Season’s the Reason for your Woes’.
‘Blood Donation’ is the noblest deed of humanity. We hope the information on the need, eligibility and common myths of blood donation will encourage you to indulge in this charity.
We value your continued patronage. Please send your feedback and suggestions to firstname.lastname@example.org.
What’s the big deal about breathing? This seemingly insignificant act can be the most difficult part of one’s life. A WHO survey in 2011 showed that 235 million people suffer from asthma worldwide and the number continues to rise.
Marked by bouts of breathlessness and wheezing, this chronic breathing disorder can debilitate and make life miserable. Yet, asthma need not literally take one’s breath away. Holding out hope against what is often termed a silent killer, many experts feel doing breathing exercises is the best way to cope with the problem, minimize medicine-dependency and lead a better life.
Help at Hand
People who are prone to asthma are often seen carrying inhalers as a precautionary measure against attacks. These saviour puffs open up constricted airways and assist in breathing. But experts believe that patients would be better equipped to handle contingencies if they practised breathing exercises even while on medication.
Breathing techniques help patients gain control and also check for dysfunctionality caused by deep or quick breaths that lead to fatigue and hyperventilation. These techniques involve relaxing and reducing stress on lungs.
With little or no control over external triggers such as dust, smoke, cold air or pollen, proper breathing techniques, can be the key to induce strength in a patient to fight back their ill-effects. Some of these methods are:
- Taking fewer and slower breaths instead of hyperventilating
- Breathing through the nose rather than the mouth
- Using abdominal muscles to take deep belly breaths
Beating the Blues with Buteyko
The Buteyko breathing technique is all about developing the habit of breathing less.
Focusing on breathing through the nose rather than the mouth brings down asthma symptoms by lowering hyperventilation. It also:
- Encourages breath-holding known as control and extended pauses
- Emphasises on self-monitoring using pulse rate and pauses as the objective measures of outcome (longer pauses means better breathing control)
The practise is based on the Buteyko theory that many modern chronic health conditions are a result of the body’s physiological response to dysfunctional breathing. It asserts that many symptoms and disorders can be managed by primarily addressing hyperventilation and factors that trigger it.
Papworth Poise
Papworth technique, developed at the Papworth Hospital in Cambridgeshire during the 1960s, involves deep belly (diaphragmatic) and nose breathing. The approach is a blend of relaxation and breathing techniques, and helps you deal with emotional triggers such as depression and anxiety.
Papworth controls over-breathing or rapid shallow breaths taken at the top of the chest, mainly associated with people who are stressed. Though not entirely divorced from the Buteyko method, it does not include breath-holding or hypoventilation that are integral to the latter. The Papworth method focuses on using the abdomen and diaphragm rather than the chest. A random controlled trial has shown that it can bring down symptoms in patients with mild asthma by a third.
Pranayama
Pranayama or yoga breathing teaches one to take deep, slow and steady breaths. This form of exercise increases fitness and reduces stress. The objectives of Pranayama are as follows:
- Reduce breathing frequency
- Attain 1:2 ratio duration of inspiration and expiration
- Make breath-holding at the end of inspiration twice the length of expiration
- Increase mental concentration on breathing
Look Before You Leap
The jury is still out on the use of breathing exercises to combat asthma attacks, yet researchers are upbeat about the indirect impact that brings about relaxation. With stress considered to be a major trigger of the disorder, methods to soothe the body, mind and soul are positive steps in the right direction. As a word of caution from practitioners of the above mentioned techniques, it is always advisable to consult one’s doctor before embarking on such a regime and to also practise the same under the guidance of a trained personnel.
WHEN SEASON’S THE REASON FOR YOUR WOES
It’s that time of the year when festivities peak and the world appears to be steeped in fun and frolic. Though this might be the norm in most cases it may not be everybody’s story. Tagging along with winter is the Seasonal Affective Disorder, a form of depression that visits individuals year after year. Interestingly acronym-ed SAD, this psychological phenomenon, however, need not make one sad as there reportedly are ways to recognize and treat it before cure goes out of season.
As SAD as can be
SAD is a kind of depression that occurs around the same time every year. More often than not, it shows up in winter and lasts throughout the season, getting the name Winter SAD. However, in rare cases, the disease blooms in spring or early summer and is then referred to as Summer SAD. It makes one lethargic and moody, to say the least.
SAD is caused by a biochemical imbalance resulting from the lack of sunlight. Unlike many ailments that plague the human body without rhyme or reason, SAD has a fixed time-frame. By taking precautionary measures, following consultations with the doctor well in advance, one can hopefully tame this seasonal menace.
Though SAD has been reported more among women than in men, symptoms in the latter are known to be more severe. Psychologists and counselors suggest keeping tabs on children as they too can fall prey to this seasonal wrath.
Signs and Sighs
As the baneful seasons mature, the symptoms of SAD also begin to bloom in full before they decline only to re-emerge a year later.
Some Overt Signs of Winter SAD:
- Tiredness
- Oversleeping
- Craving for sugary food
- Feelings of sadness, guilt and loss of self-esteem
- Irritability
- Avoiding social and physical contact
Some Symptoms of Summer SAD:
- Anxiety
- Insomnia
- Irritability
- Poor appetite
Know the Triggers
Psychiatrists have reportedly failed to put a finger on the specific causes of SAD, but existing mental health conditions, genetics, age and the individual’s body chemical makeup are believed to play a role in setting it off.
Biological Clock: Reduced levels of sunlight during fall and winter may disrupt the body clock that lets you know when to sleep or wake up. This breakdown of the biological clock or Circadian Rhythm could lead to depression.
Serotonin: Scanty sunlight can cause a drop in Serotonin — a brain chemical that affects mood and whose low levels could trigger depression.
Melatonin Hormone: Seasonal changes can cause an imbalance of Melatonin that plays a role in sleep patterns and mood.
Managing SAD
Timely intervention can help treat the condition and prevent complications.
Anti-depressant Medication: It is to be taken strictly under medical supervision. Though reportedly used for treating SAD, it is said to be effective only as long as it is taken. Once stopped, the symptoms could return. Therefore, experts recommend psycho-social approaches for long-term results.
Phototherapy: Along with psychotherapy and medications, phototherapy or light therapy using a special lamp to simulate sunrays is effective. Psychiatrists say the treatment should start during early winter to check SAD before it hits.
Catch Life’s Brighter Side:
Involvement in group activities and talking to people who are caring and positive has a calming effect. Opening windows to let the sun in also gets one to soak in a lot of the golden glow that helps keep many SAD side-effects at bay.
Here are some more ways to cope with SAD at home:
1. Sleep well
2. Eat healthy
3. Take medicines, on time and in correct doses
4. Exercise
5. Keep away from substance abuse
If winter comes, can spring be far behind? Just as seasons come and go, SAD too, thankfully, isn’t here to stay.
Blood donation is a process in which a person, referred to as a donor, voluntarily agrees for blood to be drawn with the intention of donating it. It is a noble gift of life as the donated blood is used for transfusions, saving many lives without costing the donor even a single penny.
**The Need for Blood**
People need blood in case of:
- Severe injuries due to accidents, natural calamities, etc.
- Surgeries with major blood loss
- Organ transplants
- Medical conditions like anaemia, cancer, bleeding disorders
- Serious illnesses, liver failure and severe burns
**THE ELIGIBILITY FOR BLOOD DONATION**
| Can Donate | Cannot Donate |
|------------|---------------|
| ≥ 16 years (no upper age limit) | Symptoms of cold, flu or any active infections |
| ≥ 50 kg | HIV, Hepatitis and other sexually transmitted diseases |
| Good health (includes keeping chronic diseases like diabetes under control) | Anaemia, uncontrolled diabetes, heart diseases, cancer |
| | Organ failure (liver, kidney or lung) |
**PRECAUTIONS**
**Before donating blood:**
- Drink adequate amount of non-alcoholic fluids
- Eat a healthy meal, avoid foods high in fat
- Maintain a healthy iron level in your diet
**After donating blood:**
- Drink adequate amount of non-alcoholic fluids
- If bleeding restarts, raise your arm up and press needle site till bleeding stops
- Do not perform heavy exercises like lifting
- In case of dizziness or weakness; avoid driving – it could put others at risk, lie down, raise your feet till the feeling passes
- Eat nutritious food rich in iron and proteins to quickly replace the lost blood
**MYTHS OF BLOOD DONATION**
**Myth:** Blood donation will make me feel weak
**Fact:** No. Blood drawn during one visit (350-450 ml) is less than 1/10th of storage. However, some may feel dizzy for a few hours following donation, but it can be taken care of by adequate rest.
**Myth:** I cannot donate blood frequently
**Fact:** No. You can donate blood once every 56 days. The body requires around 4-6 weeks to replenish the lost blood completely.
**Myth:** An entire day is lost in the process of blood donation
**Fact:** No. Blood collection requires around 10-15 minutes. The entire donation process requires 1-1.5 hrs. You can resume work after donation, but follow the precautions mentioned earlier.
**Myth:** Blood donation increases the risk of HIV and other infections
**Fact:** No. Blood donation is absolutely safe due to the sterile procedures. You cannot get HIV or any other infectious diseases.
**Quiz Bowl**
Answer the questions based on the newsletter you just read
1) Which cream or lotion is applied on the skin to prevent dryness?
- I - R - E
2) What is the rapid and deep breathing, usually seen in asthma patients, called?
- Y - R - V - T - A - N
3) Name the brain chemical whose low levels could trigger depression.
- S - T - I
4) Name the condition that requires blood transfusion because of uncontrolled growth of abnormal cells in the body.
- N - E
E-mail your answers to: email@example.com
Disclaimer: Content is sourced from public domain and is provided by TTK HTPA for educational and informational purposes. It should not be considered as a substitute to medical advice. TTK HTPA has made an effort to ensure accuracy or completeness of editorial content, however we do not take responsibility for any errors or omissions and also do not take responsibility to ensure that data, information or material is kept up-to-date. The views expressed in these articles are not necessarily those of TTK HTPA. Reproduction, modification, storage in a retrieval system or retransmission, in any form or by any means, electronic, mechanical or otherwise, for reasons other than educational and/or informational purposes are strictly prohibited without prior written permission of TTK HTPA. | <urn:uuid:67b5ed4d-96e5-4c6d-b18f-e57fbceddaea> | CC-MAIN-2023-40 | https://vidalhealthtpa.com/home/Medical-Corner/Health/myNewCollection1/011/textBlock_files/file/Health%20Matters%20Jan%202013_TTK.PDF | 2023-10-04T14:11:08+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233511369.62/warc/CC-MAIN-20231004120203-20231004150203-00461.warc.gz | 638,356,749 | 3,112 | eng_Latn | eng_Latn | 0.997925 | eng_Latn | 0.998239 | [
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Art Studio embraces the selection and combination of a broad spectrum of materials, technologies, and processes for artistic expression.
The visual arts reflect the interconnectedness of the individual, community, history, and society.
Growth as an artist is dependent on perseverance, resilience, and reflection.
Meaningful artistic expression requires the engagement of the mind and body.
Visual arts provide a unique way to represent self, identity, and cultural expression.
**Curricular Competencies**
Students will be able to use creative processes to:
**Exploring and creating**
- Create artistic works collaboratively and as an individual using imagination, observation, and inquiry
- Demonstrate creative thinking by using ideas inspired by exploration
- Intentionally select and combine materials, processes, and technologies to convey an idea
- Engage in appropriate risk taking to express thoughts and emotions
- Experiment with a wide range of materials, processes, and technologies to create works of art
- Apply skills that engage the body and mind
- Develop skills and techniques in a wide range of styles and movements and a variety of technologies and processes
- Investigate and identify ways that visual arts reflect concern for, or respond to, social and environmental issues
- Demonstrate active and disciplined engagement in creating works of art and resolving creative challenges
**Reasoning and reflecting**
- Understand the purpose of a critique and choose when to apply suggestions
- Describe and analyze, using the language of visual arts, how artists use materials, technologies, processes, and environments in art making
- Apply knowledge and skills from other contexts in the planning, creating, interpreting, and analyzing of artistic creations
- Develop personal answers to aesthetic questions
**Content**
Students are expected to know the following:
- visual arts elements, principles of design, and image development strategies, including but not limited to:
- elements: colour, form, line, shape, space, texture, tone, value
- principles of design: balance, contrast, emphasis, harmony, movement, pattern, repetition, rhythm, unity
- image development strategies: abstraction, compression, distortion, elaboration, exaggeration, gesture, figurative, fragmentation, free association, juxtaposition, magnification, metamorphosis, minification, multiplication, point of view, reversal, rotation, simplification, stylization, thumbnail sketch
- a variety of materials, strategies, techniques, and technologies that support creative processes
- symbols and metaphors to represent ideas and perspectives in visual art
- the role of the artist and audience in a variety of contexts
- the influence of visual culture in social and other media
## Curricular Competencies
### Communicating and documenting
- Share, **document**, and appreciate artworks in a variety of ways and contexts
- Create works of art with a specific audience in mind
- Communicate ideas and express emotions through art making
- Demonstrate respect for self, others, and **place** through image making
- Use visual art to communicate and respond to social and environmental issues occurring locally, regionally, and globally as they connect to personal values
### Connecting and expanding
- Create artistic works to reflect **personal voice**, story, and values in connection with a specific place, time, and context
- Explore Aboriginal perspectives and knowledge, other **ways of knowing**, and local cultural knowledge to gain understanding through artistic works
- Create personally meaningful artistic works that demonstrate an understanding of, and appreciation for, personal, social, cultural, environmental, and historical contexts
- Expand skills, processes, inquiries, and works of art in connection with family, community, and the world
- Explore and engage in the reciprocal relationship between the visual arts, cultures, and society
- Explore the practice habits of professional artists and other people in related careers
- Adapt learned arts skills or processes for use in new contexts
- Apply problem-solving skills to facilitate innovation
- Make connections through the visual arts among individuals in a learning community on a local, regional, and global scale
- Demonstrate increasingly sophisticated application of the elements and principles of design, image development strategies, processes, and technologies
- Demonstrate safe use, care, and maintenance of tools, equipment, materials, and work space
## Content
- the impact of time and place on the emergence of artistic movements
- contributions of innovative visual artists from a variety of movements, contexts, time periods, and cultures
- the influence of social, cultural, historical, political, and personal context on artistic works
- a range of local, national, global, and **intercultural** artists and movements
- traditional and contemporary Aboriginal worldviews, stories, and history as expressed through the visual arts
- cross-cultural perspectives as communicated through visual arts
- personal and social responsibility associated with creating, perceiving, and responding in visual arts
- the ethics of **cultural appropriation** and plagiarism
- the role of the artist in presenting social justice issues to an audience | <urn:uuid:51e5b19a-e20f-4030-ada9-1f12bc8aaaaf> | CC-MAIN-2017-43 | https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/10-12/arts-education/en_ae_11_art-studio.pdf | 2017-10-22T06:38:59Z | crawl-data/CC-MAIN-2017-43/segments/1508187825147.83/warc/CC-MAIN-20171022060353-20171022080353-00584.warc.gz | 684,992,000 | 1,000 | eng_Latn | eng_Latn | 0.989106 | eng_Latn | 0.989318 | [
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1. 本試題分文法結構、閱讀（字彙與文意）、作文三大題。第一及第二大題為單選題，每題兩分，請依題序將所有答案代表字母（A, B, C, D, 或 E）寫在答案卡上。第三大題為作文，總分30分，請在答案紙上作答。
2. 請依題序將所有答案寫在答案卡或答案紙上，否則不予計分。
I. Structure. 30%
A. Identifying sentence errors. (16%)
Directions: The following sentences test your knowledge of grammar, usage, and idioms. Some sentences are correct, and no sentence contains more than one error. You will find some elements are underlined and given a letter. Elements of the sentence that are not underlined are correct and cannot be changed. If the underlined portion is an error, select the letter of that underlined part. If there is no error, select answer E.
Example: The other members of the team and her suddenly appealed to the jury formed to handle the negotiation. No error.
Answer: B
1. Even when having a dream, you must have a basic understanding of reality if one hopes to survive successfully. No error
2. Although science offers the hope of reducing the use of pesticides and prevent plants from being eaten by insects, there are difficult environmental questions raised by the genetically modified plants. No error
3. The man was claiming to have seen the flying saucer arrived at the press conference last night to describe what he had seen. No error
4. Even a careful listener could scarcely distinguish facts from opinions, for the issue had become a highly emotional one. No error
5. To learn more about Hakka culture, the department invited a speaker who had researched regard to the custom of Hakka people in early times. No error
6. Each academic discipline has its own practices, or conventions, that people writing in the discipline follow when engaged in a scholar dialogue. No error
7. The maintain of peace and stability in the Taiwan Strait and the welfare of the people of Taiwan remain of profound importance to the United States. No error
8. To fight and conquer in all your battles are not supreme excellence; supreme excellence consists in breaking the enemy’s resistance without fighting. No error
B. Cloze: Read the following text and choose the best answer to fill in the blank. (14%)
Just as a language may develop varieties in the form of dialects, languages as a whole may change. Sometimes rapid language change occurs as a result of contact between people who each speak a different language. In such circumstances a pidgin language may arise. Pidgins are grammatically based on one language but are also influenced, especially in vocabulary, from others; they have relatively small sound systems, reduced vocabularies and simplified and altered grammars, and they rely heavily on context in order to be understood.
Pidgins are often the result of traders meeting island and coastal peoples. A pidgin has no native speakers: when speakers of a pidgin have children who learn the pidgin as their first language, that language is then called a creole. Once the creole has enough native speakers to form a speech community, it may expand into a fuller language.
9. A. link B. acquaintance C. contact D. connection
10. A. stem B. spring C. arise D. rise
11. A. based B. built C. derived D. hinged
12. A. to B. from C. in D. by
13. A. closely B. thoroughly C. heavily D. decisively
14. A. Whereas B. Promptly C. Presently D. Once
15. A. enlarge B. expand C. swell D. increase
II. Reading (Vocabulary and Comprehension). (40%)
Passages 1 and 2
For each blank in passages 1 and 2, choose among the four possible vocabulary items the most appropriate one and mark its corresponding letter on your answer card.
Passage 1
We naturally choose to write about subjects that _16_ us. Historians should not, however, let their own concerns and _17_ direct the way they interpret the _18_. A student of early modern Europe, for example, might be _19_ by the legal, social, and economic limitations placed on women in that period. _20_ sixteenth-century men for being “selfish and chauvinistic” might forcefully express such a student’s sense of _21_ about what appears to modern eyes as unjust, but it is not a useful approach for the historian, who tries to understand the viewpoints of people in earlier times in the social _22_ of the period under study.
16. A. appeal
B. bestow
C. dismiss
D. interest
17. A. biases
B. fears
C. problems
D. quests
18. A. pass
B. passed
C. past
D. pastime
19. A. assured
B. dismayed
C. encouraged
D. satisfied
20. A. Approaching
B. Assuming
C. Requiring
D. Reproaching
21. A. independence
B. indifference
C. indignation
D. individuality
22. A. context
B. content
C. conference
D. confederation
Passage 2
The red wolf is _23_ species. Its numbers have declined _24_, both because of willful slaughter _25_ by government bounties and because of the wolf’s _26_ to the deadly destruction of intestinal _27_. And now the species may face total _28_ because of its ability to breed with a closely related but far more numerous cousin, the coyote. Thus, having survived the worst that humans and worms can do, the red wolf is now endangered by the loss of its own _29_ genes.
23. A. a dangerous
B. an endangered
C. a depreciated
D. an enchanting
24. A. perfectly
B. permanently
C. precisely
D. perilously
25. A. subsidized
B. substantiated
C. subscribed
D. succeeded
26. A. suspension
B. suspicion
C. susceptibility
D. sustaining
27. A. projects
B. pressure
C. poisons
D. parasites
28. A. extinction
B. exception
C. exemption
D. exhaustion
29. A. disinherit
B. distinguishing
C. distorting
D. dislocated
Passage 3
This passage is followed by questions based on its content. After reading the passage, choose the best answer to each question. Answer all questions on the basis of what is stated or implied in that passage.
Globalization is not a benign force. It creates a world of winners and losers. Indeed the statistics are daunting. The share of the poorest fifth of the world’s population in global income has dropped from 2.3 percent to 1.4 percent over the past 10 years. The proportion taken by the richest fifth, on the other hand, has risen. In many less developed countries, safety and environmental regulations are low or virtually non-existent. Some transnational companies sell goods there that are controlled or banned in the industrial countries—poor quality medical drugs, destructive pesticides or high tar-and-nicotine content cigarettes.
Along with ecological risk, expanding inequality is the most serious problem facing world society. It will not do merely to blame it on the wealthy. Globalization today is only partly Westernization. Globalization is becoming increasingly de-centered. Its effects are felt as much in Western countries as elsewhere.
This is true of the global financial system and of changes affecting the nature of government itself. What one could call ‘reverse colonization’ is becoming more and more common. Reverse colonization means that non-Western countries influence developments in the West. Examples abound, such as the Latinizing of Los Angeles, the emergence of a globally oriented hi-tech sector in India, or the selling of Brazilian TV programs to Portugal.
30. What evidence does the speaker have for the negative effect of globalization?
A. Rich countries are controlling statistics.
B. Many goods produced in the Third World are unsafe.
C. Underdeveloped countries are a dumping ground for certain goods.
D. We blame the rich countries for all the problems facing society.
31. One effect of globalization mentioned in the text is that
A. Only Western culture is beginning to dominate the world.
B. Former colonies are beginning to play a greater international role.
C. The West is at greater risk of pollution.
D. Less developed countries have almost no environmental regulations.
32. What does ‘there’ in line 6 refer to in the text?
A. industrial countries
B. the less developed countries
C. the richest fifth
D. high-tech sectors
33. Which of the following best describes the term ‘de-centered’?
A. not under the control of any group
B. in the center of Western countries
C. not in the hands of a central government
D. in the management of a large corporation
34. Which of the following best describes the relationship of sentence 1 to the rest of the paragraph?
A. It establishes the organization for the paragraph as a whole.
B. It establishes the basis for comparison between the poorest fifth and the richest fifth.
C. It shows the writer's authority on the subject.
D. It presents the idea that is to be further demonstrated later.
35. In the second paragraph, the function of using the expression 'along with ecological risk' is to
A. summarize what has been discussed
B. prepare the reader for other dangers globalization might bring
C. suggest globalization is not a benign force
D. emphasize the selling of goods mentioned previously
III. Essay Writing. (30%)
Studies have shown that despite competitive job market, diplomas do pay off. Write an essay of around 500 words discussing whether it pays off to receive higher education and diplomas. Be sure to give reasons for your opinion and to support those reasons with specific examples from your reading (information in the following tables are for you to cite from) or your own experiences.
Median wages for full-time workers:
| Education level | Men | Women |
|-----------------------|---------|---------|
| High-school graduate | $26,218 | $18,042 |
| College graduate | $39,894 | $27,654 |
| Master’s degree | $47,002 | $33,122 |
Source: The National Committee on Pay Equity, based on US Census Bureau.
Average cost of education (tuition, books and room and board) for four years:
| Education cost | Private university | Public university |
|----------------|--------------------|-------------------|
| 1990 | $22,200 | $19,880 |
| 2000 | $27,400 | $23,000 |
Source: Survey by the College Board
Average monthly salary for college graduates with degrees:
| Degree | Wages |
|-------------------------|----------|
| Engineer | $2,953 |
| Social sciences | $1,841 |
| Humanities | $1,592 |
| Law and medicine | $4,961 |
Source: US Census Bureau | <urn:uuid:d118bf3c-32d9-486c-a7c9-1072c96543dd> | CC-MAIN-2022-27 | https://ah.lib.nccu.edu.tw/bitstream/140.119/106149/1/eng93.pdf | 2022-07-02T18:22:55+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656104189587.61/warc/CC-MAIN-20220702162147-20220702192147-00404.warc.gz | 143,209,990 | 2,462 | eng_Latn | eng_Latn | 0.993063 | eng_Latn | 0.996668 | [
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Managing Epilepsy & Seizures
Facts to Help Keep You Safe
Communication is key for others to help you
Work with your doctor to understand your risks and make a plan
Get answers to these questions:
- What type of seizures (or epilepsy) do I have?
- How can I prevent future seizures?
- What should I do if I forget to take my medicine?
- What is my risk of Sudden Unexpected Death in Epilepsy (SUDEP)?
- What should I do if I have another seizure?
- What are common side effects of my medicines?
- If my medicines aren’t working, what other treatment options do I have?
Each year SUDEP happens to about 1 in every 1,000 people diagnosed with epilepsy. Some people are at more risk than others. To lower your risk, work with your doctor to create a seizure management plan that leads to as few seizures as possible.
Connect with others who live with epilepsy and seizures
- You aren’t alone—your local Epilepsy Foundation can connect you with supportive people and services
Depression affects up to 5 in 10 people with epilepsy and seizures at some time. If you think you may be depressed, talk with your doctor.
Talk about it with family, friends, co-workers and teachers
- The best way to keep yourself safe is to let other people know how to help if you have a seizure
- So, be brave and start a conversation!
If you’re depressed, talk to your doctor
You may have depression if:
- Life feels like a struggle
- You feel as if nothing you do is right
- Things you used to enjoy are no longer enjoyable
Make a Seizure Response Plan with your family, friends, co-workers & teachers
Talk about the areas or activities that could be dangerous for you
Tell them to call 911 if:
- You don’t start breathing normally after a seizure
- You get hurt in some way
- You have a seizure in water
- Your seizure lasts more than 5 minutes
- You have another seizure right after the first one
- You’re pregnant
- You have diabetes or a serious illness
Make your HOME SAFER
✓ In the kitchen:
- Cook with a partner
- Use the microwave for most cooking
- Use non-breakable dishes
- Use caution with hot foods and liquids
SUDEP happens most often while the person is sleeping
✓ In the bathroom:
- Take a shower instead of a bath
- Install a rubber mat or non-skid strips on the tub or shower floor
Bathtub drowning is the most common cause of accidental death for people with epilepsy and seizures
✓ In the bedroom:
- Consider using a seizure alert monitor or sharing a room so others can hear if a seizure happens
- Move your bed away from walls, night tables and other sharp or hard objects
- Pad hard edges of tables and other furniture
✓ Around the house:
- Keep walkways and floors clear of cords, tools and toys
- Don’t use kitchen appliances or power tools when you’re alone
Travel SAFELY
- Don’t drive if you’ve been having seizures
- Travel with someone who is aware and can help you if needed
- Always pack medicines in your carry-on luggage
- Wear a medic alert bracelet
- Ask your doctor how to schedule your medicines in different time zones
- Pack extra medicines in case of delays
TAKE ACTION
You’ll Feel More In Control
1. TAKE YOUR MEDICINE on time, every day—exactly as prescribed
People whose seizures aren’t controlled have an almost 40 times higher risk of death than those whose epilepsy is under control
2. KEEP A HEALTH DIARY of seizures, test results and questions for your doctor
3. CREATE AND SHARE YOUR OWN SEIZURE RESPONSE PLAN
Get your doctor’s input and share it with your family, friends, co-workers and teachers
4. KNOW YOUR SEIZURE TRIGGERS
For many people not getting enough sleep, drinking too much alcohol or feeling stressed can cause seizures
SUDEP INSTITUTE
Visit www.epilepsy.com or call 800.332.1000 to learn more about support and services in your area
Source: Information and statistics are based on data from The Centers for Disease Control and Prevention | www.cdc.gov/epilepsy | <urn:uuid:90c201bd-b84e-4a10-b1c1-cfaad572c674> | CC-MAIN-2017-22 | http://www.efof.org/wp-content/uploads/2016/06/TallPoster_Flat_030214.pdf | 2017-05-26T14:50:08Z | crawl-data/CC-MAIN-2017-22/segments/1495463608668.51/warc/CC-MAIN-20170526144316-20170526164316-00120.warc.gz | 585,256,677 | 897 | eng_Latn | eng_Latn | 0.996768 | eng_Latn | 0.996768 | [
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ancient cedars: bear dens or toilet paper?
The Great Bear Rainforest
It is the world's largest remaining intact temperate rainforest and a world wonder. Situated south of Alaska, along the coast of British Columbia, the Great Bear Rainforest is more biodiverse than any European forest and many times larger than the California redwood forest.
It is home to the rare Kermode Bear — the world's only white-coated variation of the black bear — grizzly bears, black bears, mountain goats, eagles, grey wolves, one thousand-year-old red cedars and trees as high as 30-stories.
This ancient forest is a world unlike any other. But, much like the Amazon, the future of Canada's only coastal rainforest is far from certain.
10,000 years in the making
Mass outrage would surely occur if Egypt’s pyramids or England’s Stonehenge were torn down. However, a natural wonder like the Great Bear Rainforest continues to be logged and depleted to produce wood pulp and rayon, toilet paper and disposable diapers. The heavy logging by local and international forest companies has left large, bald patches in the ancient forest that resemble battle scenes, with haul roads slashed across watersheds and through valleys.
The coastal logging companies, including Weyerhaeuser, International Forests Products (Interfor) and Western Forest Products, together log 50 per cent of all the trees cut on the coast of British Columbia each year and export most of the wood to the United States, Europe and Japan.
If logging continues at the same rate, the Great Bear Rainforest and much of the biodiversity it supports will be gone within ten years. To ensure this never happens, Greenpeace took the lead in mounting an international public campaign targeting customers of lumber companies. These customers, including IKEA, Mitsubishi and Home Depot, have committed to phasing out the selling of products that come from endangered forests and have sent a clear message to industry and government — unless destructive industrial logging stops in the Great Bear Rainforest, they will take their business elsewhere.
The provincial government responded to this ongoing pressure by announcing a commitment in 2001 to protect 1.5 million acres of the Great Bear Rainforest. It remains to be seen whether the government will implement the agreement and protect the ancient forest, even though the Queen Charlotte goshawk tailed frog and coastal grizzly bears face extinction because their habitat continues to be destroyed.
Already, logging and development have destroyed over 60 per cent of the world’s temperate rainforests, and in North America, over half of the coastal rainforest has disappeared. The Great Bear Rainforest is unique. What we have left, it must be protected. With the right direction and enough imagination, this magnificent coastal forest can evolve into a truly sustainable region that embraces an ecosystem-based approach to economic and land-use planning. With enough commitment and international pressure, the Great Bear Rainforest could become a model for forest conservation for the rest of the world.
10,000 years...
forgotten coast | <urn:uuid:5f38a395-4264-4d91-bb6d-eb0dbf64fa7c> | CC-MAIN-2017-22 | http://www.savethegreatbear.org/images/uploads/Forgotten_Coast_-_Brochure.pdf | 2017-05-26T14:55:03Z | crawl-data/CC-MAIN-2017-22/segments/1495463608668.51/warc/CC-MAIN-20170526144316-20170526164316-00120.warc.gz | 784,152,104 | 618 | eng_Latn | eng_Latn | 0.996922 | eng_Latn | 0.997301 | [
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In July 2015, eighty-five years after the discovery of Pluto, NASA’s New Horizons spacecraft flew through the Pluto system and sent back the first high-resolution pictures of the planet and its five moons. The stunning images and spectroscopic data revealed that Pluto and its large moon Charon have diverse geological terrains and surface compositions. Pluto’s atmosphere also held surprises: hazes more extensive than expected were illuminated by sunlight during departing observations (Fig. 1D). Thus far, only a tiny fraction of the New Horizons data has been returned thus far, but our understanding of the Pluto system is already being revolutionized.
New Horizons’ encounter with Pluto and its moons began in January 2015, with the closest approach to Pluto occurring at 11:50 UTC on July 14. New Horizons dove through the Pluto system well inside the orbit of Charon. New Horizons is equipped with a visible imager, a four-color imager (380–400, 470–550 nm, red 540–650 nm, and near-IR at 780–975 nm), and a narrow methane absorption band at 860–910 nm; a high spectral resolution camera (1.25–2.5 μm range), an ultraviolet instrument for atmospheric airglow and occultation observations; a radio science experiment for more atmospheric studies; and instruments for detecting energetic particles, plasma, and dust (Stern 2008 and references therein).
Before New Horizons arrived at Pluto, the best images of the planet had been taken by the Hubble Space Telescope and were only 11 pixels across. These images had been combined to produce the best maps of Pluto, which revealed a surface of featured highly contrasting dark and bright splotches (Buie et al. 2010). New Horizons imaged all of the illuminated parts of Pluto and Charon in the weeks and months before closest approach. And, as it sped past, even better resolution was achieved for one hemisphere than for the other (shown in Figs. 1 and 2). The highest resolution images (~80 m per pixel [px$^{-1}$] for Pluto; ~160 m px$^{-1}$ for Charon) were taken over a narrow strip and have not yet arrived back on Earth, but images already a thousand times better than those from the amazing Hubble have come back—at 400 m px$^{-1}$. New Horizons data has shed light on a number of unknowns but also raised some new, and very interesting, questions.
**PLUTO**
The brightest spot (~1,187 km in radius) seen in the Hubble maps of Pluto turned out to be an expanse of nearly-flat ice the size of Texas (USA) (Fig. 1A) without any obvious craters visible at the available image resolution (Figs. 1B, 1C). This terrain displays polygonal subareas, often bordered by darker material, suggesting a possible pattern of material flow. Water ice (H$_2$O) would be completely rigid and stiff at Pluto’s surface temperatures (~35 K), but N$_2$ ice could exhibit glacier-like flow. Indeed, spectroscopic measurements from New Horizons detected carbon monoxide (CO), methane (CH$_4$), and molecular nitrogen (N$_2$) in the region, all of which are volatile ices at Pluto’s temperatures. From its density, we know H$_2$O makes up about one-third of Pluto, but this water-ice bedrock is overlain by at least a veneer of more volatile ices. New Horizons also discovered the more complex hydrocarbons of ethylene and acetylene in Pluto’s atmosphere. As these, and other heavy hydrocarbons, settle to cooler parts of the atmosphere they condense into the icy haze seen in Figure 1D.
Pluto also has cratered terrains and terrains of intermediate and dark albedos. However, much of the surface seems to have been modified because we see few fresh-looking craters. It was predicted that surface modification could occur through atmospheric interaction over Pluto’s complex seasonal cycles and, potentially, through relatively recent
---
**Figure 1** (A) Base map of Pluto at 2.2 km per pixel (px$^{-1}$) resolution, color-enhanced, showing the compositional diversity of Pluto’s surface. (B) Close-up of the upper rectangular inset from 1A showing the contact of the bright, smooth region informally known as Sputnik Planum, with degraded cratered terrains to the north (400 m px$^{-1}$). (C) Close-up of the lower rectangular inset from 1A showing the two sets of mountain ranges found near the southwestern edge of Sputnik Planum (400 m px$^{-1}$). (D) Pluto’s hazes backlit by the sun in a departing image (1.8 km px$^{-1}$). These hazes extend up to 80 km above the surface, several times higher than predicted. **Image Credits:** NASA/JHUAPL/SWRI.
geologic activity (Moore et al. 2015, and references therein). We see hints of both surface modification agents with the current data. As more data is returned from New Horizons, we will have better constraints on the atmospheric structure, the escape rate of molecules into space, and the style and timing of geologic activity.
**CHARON: PLUTO’S LARGEST MOON**
At ~606 km in radius, Charon is Pluto’s biggest moon. And as befits such a moon, it displays its own set of unique and varied terrains, including smooth expanses, a swath of subparallel cliffs stretching ~1,000 km, and various cratered landforms (Fig. 2). It has two unusually striking features: a dark, flat region called Sputnik and sharp mountain peaks that appear to be jutting out of moats (Fig. 2 inset). Large-scale topography can be seen on the limb of Charon, with the most prominent feature being a deep canyon (upper right in Fig. 2 main image). The craters on Charon are more obvious than those on Pluto; nevertheless, the evidence of widespread tectonic activity and a number of younger-looking surfaces indicate that Charon has also seen a fair amount of internally driven geologic activity.
**NIX AND HYDRA: TWO OF PLUTO’S SMALL MOONS**
In addition to the large round moon of Charon, Pluto also has four irregularly shaped moons: Nix, Hydra, Kerberos, and Styx. The larger two irregular moons are Nix and Hydra (~30–45 km in diameter) and were discovered from Hubble data in 2005 (Stern et al. 2006, Weaver et al. 2006, and references therein); this was shortly before New Horizons was launched in January 2006. The two smaller moons, Kerberos and Styx, were discovered in 2011 and 2012, respectively, from additional Hubble observations (Showalter et al. 2011, 2012). New Horizons imaged all four moons at variable resolutions, but only Nix and Hydra images have been returned to date (Fig. 3). These moons show their own interesting features, such as bright and dark surfaces and color splotches that might be associated with impact features.
**SUMMARY**
The unique features of Pluto and its five moons are expanding our knowledge of how the Solar System formed and how the Pluto system formed and evolved. The young-looking surfaces of Pluto and Charon are also forcing us to reconsider how small-sized bodies retain and expend internal heat, and so allow for geologic activity into relatively recent times. Stay tuned as New Horizons returns more data over the coming months. For all the latest news, videos, and updates from New Horizons, please visit www.nasa.gov/newhorizons and pluto.jhuapl.edu.
**REFERENCES**
Bain MW, Grundy WM, Young EF, Young LA, Stern SA (2010) Pluto and Charon with the Hubble Space Telescope. II. Resolving changes on Pluto’s surface and a map for Charon. Astronomical Journal 139: 1128-1143, doi: 10.1088/0004-6256/139/3/1128
Moore JM and 18 coauthors (2015) Geology before Pluto: pre-encounter considerations. Icarus 246: 65-81, doi: 10.1016/j.icarus.2014.04.028
Showalter MR and 5 coauthors (2011) New satellite of (134340) Pluto: S/2011 (134340) 1. International Astronomical Union Circular 9221, 1
Showalter MR and 8 coauthors (2012) New Satellite of (134340) Pluto: S/2012 (134340) 1. International Astronomical Union Circular 9253, 1
Stern SA (2008) The New Horizons: Pluto Kuiper belt mission: An overview with historical context. Space Science Reviews 140: 3-21
Stern SA and 8 coauthors (2006) A giant impact origin for Pluto’s small moons and satellite multiplicity in the Kuiper belt. Nature 439: 946-948
Weaver HA and 8 coauthors (2006) Discovery of two new satellites of Pluto. Nature 439: 943-945
ANALYZE DIFFRACTION DATA COLLECTED FROM ANYWHERE, EVEN MARS
Whether examining Martian rock or rock from Earth, the PDF-4/Minerals is the most comprehensive collection of mineral data in the galaxy for phase identification! Trusted by the Mars Science Laboratory... “All XRD data were first evaluated by comparisons and searches of the International Centre for Diffraction Data (ICDD) Powder Diffraction File”.¹ ICDD’s Minerals subfile contains 42,852 entries, which represents 97% of all known mineral types, as defined by the International Mineralogical Association, as well as hundreds of unnamed minerals and thousands of mineral polytypes.
You can trust your analyses with the only crystallographic databases with quality marks and quality review processes that are ISO certified.
¹D. L. Bish, D. F. Blake, D. T. Vaniman, S. J. Chipera, R. V. Morris, D. W. Ming, A. H. Treiman, P. Sarrazin, S. M. Morrison, R. T. Downs, C. N. Achilles, A. S. Yen, T. F. Bristow, J. A. Crisp, J. M. Morookian, J. D. Farmer, E. B. Rampe, E. M. Stolper, N. Spanovich, MSL Science Team (2013), “X-ray Diffraction Results from Mars Science Laboratory: Mineralogy of Rocknest at Gale Crater,” Science 341, 27 September 2013, 1238932-1 —1238932-5.
COMPREHENSIVE • STANDARDIZED • QUALITY REVIEWED
Visit us at GSA Booth #930
www.icdd.com | firstname.lastname@example.org
ICDD, the ICDD logo and PDF are registered in the U.S. Patent and Trademark Office. Powder Diffraction File is a trademark of ICDD—International Centre for Diffraction Data. ©2013 ICDD—International Centre for Diffraction Data. | <urn:uuid:c7478445-e180-44da-9e94-1df7cdf1934d> | CC-MAIN-2017-22 | http://elementsmagazine.org/archives/e11_5/e11_5_dep_cosmoelements.pdf | 2017-05-26T14:50:05Z | crawl-data/CC-MAIN-2017-22/segments/1495463608668.51/warc/CC-MAIN-20170526144316-20170526164316-00123.warc.gz | 141,199,641 | 2,398 | eng_Latn | eng_Latn | 0.926513 | eng_Latn | 0.989177 | [
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Look at each picture below. Can you put down blocks that will make the reflection shown? | <urn:uuid:0e9ba01a-f4a8-444e-9f1e-e64380fbba47> | CC-MAIN-2022-05 | https://nrich.maths.org/content/id/6862/Reflector%20images.pdf | 2022-01-25T15:10:14+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320304835.96/warc/CC-MAIN-20220125130117-20220125160117-00436.warc.gz | 467,049,554 | 18 | eng_Latn | eng_Latn | 0.999905 | eng_Latn | 0.999905 | [
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The image shows a close-up of rice grains with three highlighted areas using different colored circles:
- A red circle highlights a specific part of the grain.
- Two yellow circles highlight other parts of the grains.
These markings seem to indicate areas of interest or concern, possibly for quality control or research purposes. | <urn:uuid:f60305f9-3506-439a-b355-3244eb1c4f7c> | CC-MAIN-2019-39 | http://louisianacrops.com/wp-content/uploads/2012/07/pan-blt.pdf | 2019-09-16T10:07:39Z | crawl-data/CC-MAIN-2019-39/segments/1568514572517.50/warc/CC-MAIN-20190916100041-20190916122041-00494.warc.gz | 117,974,338 | 60 | eng_Latn | eng_Latn | 0.99591 | eng_Latn | 0.99591 | [
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Coronado National Forest
Dragoon Mountains
Butterfield Stage Coach Stop
Only ruins and a few rock walls remain of the old stage stop at the mouth of Jordan Canyon on the northwest corner of the Dragoon Mountains. The 45' by 55' structure, with a corral at one end and two 9' by 10' rooms at the other, was constructed on this spot in spite of the fact that it presented a clear danger of Indian ambush. A nearby spring that provided precious water in an arid land was considered sufficient reason to live with the danger.
The station at Dragoon Springs was used by two mail companies. The San Antonio to San Diego "Jackass Mail," which used mules to pull its coaches and pack its passengers, began service across southern Arizona in July of 1857 and discontinued it just 40 runs later. The John Butterfield Overland Mail Company, which ran between St. Louis and San Francisco, started twice weekly service in October of 1858, taking "twenty-five days or less" to make the 2,700 mile run. Over 200 way stations were utilized along the way. In March of 1861, the Butterfield Line abandoned its route across Arizona and moved operations north to Utah. Reasons given for the closure were increased hostilities with the Apaches, the onset of the Civil War, and stiff competition from the Pony Express. In 1887, even the old spring deserted the site after an earthquake disrupted its flow.
During the short history of the Butterfield Stage Station, and even after it was abandoned, it was the scene of a number of altercations. Three men were killed in a fight among construction workers here in 1857. Four Confederate soldiers died in a battle with Apaches at the stage stop in 1862, and two U.S. Army regulars were killed in a second altercation later the same year. In 1967, the graves of several of those unfortunates were vandalized.
In 1979, the ruins of the old stage stop were listed in the National Register of Historic Places. Hopefully, that will inspire those who wander this way to exercise more respect toward this window on our past.
Attractions:
Wild west history
Ruins
Good views of the northern Dragoons
Scenic drive
Facilities:
None
Location: 68 miles east of Tucson.
Access: From Tucson, drive east on I-10 for about 65 miles to Dragoon Road. Turn right on Dragoon Road and continue for 3 miles to the town of Dragoon. Turn south on Fourr Canyon Road (FR 687) for 4 miles, then follow the signs to Jordan Canyon.
Road Conditions: I-10 and Dragoon Road are paved. FR 687 is dirt but suitable for passenger vehicles.
Season: Year-round
FOR FURTHER INFORMATION CONTACT: Douglas Ranger District,
3081 N. Leslie Canyon Rd., Douglas, AZ 85607, (520)364-3468 | <urn:uuid:ea4769cd-ba05-4866-b99f-ec00c56ea381> | CC-MAIN-2019-43 | https://www.bensonvisitorcenter.com/vrack_broc/dragoonbutterfieldstage.pdf | 2019-10-15T23:35:43Z | crawl-data/CC-MAIN-2019-43/segments/1570986660829.5/warc/CC-MAIN-20191015231925-20191016015425-00352.warc.gz | 792,685,927 | 624 | eng_Latn | eng_Latn | 0.998263 | eng_Latn | 0.998263 | [
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Washington City Public Safety Department
“Serve with Honor and Respect”
Mission Statement
To Protect and Serve those who reside in, or visit Washington City. Provide Professional and Ethical Fire Protection and Prevention, Emergency Medical Services, Law Enforcement, Traffic Services, Code Enforcement, and Animal Welfare Services. We are committed to Engage the Community and Function as a “Team”, to achieve our Mission through Integrity, Honesty, and Enthusiasm while Encouraging Innovation and Productivity.
SAFETY TIPS
1. Be sure your children know their full name, as well as yours, their phone number, including area code, and address, including the state.
2. Tell your children to never talk to strangers; a stranger is someone they don’t know well.
3. Teach your children to always walk in groups when possible. Make sure you know your child’s walking route to and from school.
4. Teach children how to use pagers and cell phones in case of an emergency.
5. Keep this document and current photos in a safe place.
6. Develop two (2) code words or phrases, known only by you and your children.
Washington City Police Department
95 North Main, Washington, UT 84780
(435) 986-1515
National Center for Missing and Exploited Children
(800) 843-5678
Attach Child’s Photo Here
This photo should be updated every six months if your child is under six years old, and annually if your child is older.
Child’s Information
Last Name: ________________________________
First Name: ________________________________
Middle Name: ______________________________
Date of Birth: ________________ Phone Number (_____) __________
Home Address: _______________________________________________________
_______________________________________________________________
*Height ___________ *Weight ___________ Sex ___________
Race ___________ Eye Color _________ Hair Color ___________
Blood Type _________________ *Allergies _________________
*Medical Information _______________________________________________
_________________________________________________________________
_________________________________________________________________
*Update this information annually.
Identifiable Marks
Indicate any unique scars, moles, birthmarks, and their location.
Front: ____________________________________________________________
_________________________________________________________________
Back: ____________________________________________________________
_________________________________________________________________
☑ In the event your child is missing, contact your local police department immediately.
☑ Contact friends and family who may know the child’s whereabouts.
☑ Present this ID card to the police when they arrive.
R. Thumb R. Index R. Middle R. Ring R. Little
L. Thumb L. Index L. Middle L. Ring L. Little | <urn:uuid:61de8b02-a252-46a1-9858-43ddc099311b> | CC-MAIN-2019-43 | https://washingtoncity.org/police/WCPD_ChildIDKit.pdf | 2019-10-16T00:34:13Z | crawl-data/CC-MAIN-2019-43/segments/1570986660829.5/warc/CC-MAIN-20191015231925-20191016015425-00351.warc.gz | 730,178,902 | 532 | eng_Latn | eng_Latn | 0.861141 | eng_Latn | 0.98652 | [
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Sitting behind a desk, commuting or relaxing on the couch for extended periods of time can be harmful to your health. According to the World Health Organisation (WHO), 60 to 85% of the world’s population does not engage in enough activity, therefore leading a sedentary lifestyle.
Numerous research studies have shown that the rates of heart disease, diabetes and obesity are doubled in people who are physically inactive and that living a sedentary lifestyle also increases your risk of other health problems including high blood pressure, osteoporosis, certain cancers, depression and anxiety.
Most health professionals agree that 30 minutes or more of moderate-intensity physical activity each day is the ideal goal for improving health and wellbeing.
**Did You Know?**
- Six out of ten Australians are not getting enough exercise.
- On average, office workers sit for 76% of the day.
- For employers, promoting a healthy workplace and reducing sedentary work practices leads to improved productivity, reduced absenteeism, reduced injury rates and is a factor in attracting and retaining employees.
*Source: Australian Bureau of Statistics / ComCare*
**Increase Your Activity Levels**
Reduce the health risks caused by inactivity by moving more throughout your day.
**At Work:**
- Stand during phone calls
- Eat lunch away from your desk
- Use stairs where possible
- Walk to a colleague’s desk instead of calling or emailing them
- Stand at the back of the room during presentations
- Take breaks during long meetings
- Initiate standing or walking meetings
**While Commuting:**
- Stand up on public transport and offer your seat to someone else
- Get on and off public transport at earlier stops and walk part of the way
*Source: Heart Foundation of Australia*
**Swap Sedentary Activity and Burn More Calories Per Hour**
| Instead of This: | Do This: |
|------------------|----------|
| Sitting at your desk – 83 calories | Stand at your desk – 115 calories |
| Riding the elevator – 128 calories | Take the stairs – 509 calories |
| Shopping online – 96 calories | Shop at the mall – 147 calories |
| Talking on the phone seated – 102 calories | Pace while chatting – 147 calories |
| Email a co-worker – 96 calories | Walk to their office – 128 calories |
**Physical Activity at Work**
How the employed population spend the majority of their work day
- Sitting 45%
- Standing 23%
- Walking 19%
- Physically Demanding 13%
*Source: Australian Bureau of Statistics*
**Interesting Facts**
- An extra hour of standing burns 143 calories, that’s a cinnamon donut
- Adults who watch less than two hours of television a day have a lower risk of early death
- Standing burns 50 calories per hour
- Standing for 3–4 hours per day, five days per week is 750 calories burnt – that’s the equivalent of running 10 marathons a year
*Source: Heart Foundation of Australia / University of Chester, UK* | <urn:uuid:77a899c0-5fc5-4a83-ba55-829f9771adad> | CC-MAIN-2017-17 | http://corporateliving.net.au/images/pdfs/140910_non-industrial%20-%20sedentary%20lifestyles.pdf | 2017-04-25T04:46:20Z | crawl-data/CC-MAIN-2017-17/segments/1492917120101.11/warc/CC-MAIN-20170423031200-00344-ip-10-145-167-34.ec2.internal.warc.gz | 88,198,996 | 624 | eng_Latn | eng_Latn | 0.996892 | eng_Latn | 0.996892 | [
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Stress management strategy #2: Alter the situation
If you can’t avoid a stressful situation, try to alter it. Figure out what you can do to change things so the problem doesn’t present itself in the future. Often, this involves changing the way you communicate and operate in your daily life.
- **Express your feelings instead of bottling them up** - If someone or something is bothering you, communicate your concerns in an open and respectful way. If you don’t voice your feelings, resentment will build and the situation will likely remain the same.
- **Be willing to compromise** - When you ask someone to change their behavior, be willing to do the same. If you are both willing to bend at least a little, you’ll have a good chance of finding a happy middle ground.
- **Be more assertive** - Don’t take a backseat in your own life. Deal with problems head on, doing your best to anticipate and prevent them. If you’ve got an exam to study for and your chatty roommate just got home, say up front that you only have five minutes to talk.
- **Manage your time better** - Poor time management can cause a lot of stress. When you’re stretched too thin and running behind, it’s hard to stay calm and focused. But if you plan ahead and make sure you don’t overextend yourself, you can alter the amount of stress you’re under.
What can I do to better manage stress?
- In general, stress is related to both external and internal factors. External factors include your physical environment, your job, relationships with others, your home, and all the situations, challenges, difficulties, and expectations you’re confronted with on a daily basis. Internal factors determine your body’s ability to respond to, and deal with, the external stress-inducing factors. Internal factors which influence your ability to handle stress include your nutritional status, overall health and fitness levels, emotional well-being, your ability to control stress through relaxation techniques or other strategies, and the amount of sleep and rest you get.
- Managing stress, therefore, can involve learning tips to change the external factors which confront you or the internal factors which strengthen your ability to deal with what comes your way. | <urn:uuid:31dc3122-f7c8-4c06-84a7-e639724ffb68> | CC-MAIN-2019-43 | https://www.rcstn.net/UserFiles/Servers/Server_7522/File/Robertson%20County%20Schools/Coordinated%20School%20Health/Stress%20Management/stress_management_newsletter_4.pdf | 2019-10-16T00:40:37Z | crawl-data/CC-MAIN-2019-43/segments/1570986660829.5/warc/CC-MAIN-20191015231925-20191016015425-00352.warc.gz | 1,020,346,181 | 450 | eng_Latn | eng_Latn | 0.998769 | eng_Latn | 0.998769 | [
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Breastmilk is the best and safest food for young babies. Older babies need extra foods as well as breastmilk. It is important that babies are given extra foods as well as breastmilk at the right age, and in sufficient amounts, to enable them to grow and stay healthy. Too little food, given too late, or inadequate food with too few nutrients may lead to poor growth and malnutrition. The malnourished child will get sick more often and will be less able to fight off illnesses such as diarrhoea.
Weaning foods can, however, be very dangerous for babies. If they are not hygienically prepared they can be a major source of infection. This Health Basics insert describes good weaning practices to help families prevent diarrhoea in their children.
**What is weaning?**
Weaning means giving family foods in addition to breastmilk. Weaning is a gradual process by which the infant becomes accustomed to the adult diet.
It is not good for babies to stop giving breastmilk when new foods are first being given — weaning foods do not replace breastmilk, they complement it. As the baby gets older it needs more food to grow and stay healthy. The number of breastfeeds can be reduced slowly as the baby starts to eat more and more family foods. However, it is important to remember that until the age of about two years babies can still receive an important amount of nourishment from breastmilk.
**When to start giving extra foods?**
Weaning foods should be given to the baby at about the age of four to six months. At four months most babies start to need extra food in addition to breastmilk because they are growing fast and breastmilk is no longer enough.
**How should weaning foods be given, and how often?**
Start by giving one or two teaspoons a day of carefully mashed food in addition to regular breastfeeds. Do not use a feeding bottle. Slowly increase the number of meals and the amount of food given. By the age of eight months most babies need four ‘meals’ a day including a variety of foods, in addition to regular breastfeeding. At one year old a child should be able to be given all types of family foods, although the food may still need to be softened or mashed. At this age a child needs to eat about half the daily amount of food its mother eats.
Feed babies using a clean cup and spoon. Do not add water to the weaning food. Watered down weaning food does not have enough nutritional value, and if the water is dirty or contaminated the baby will probably get diarrhoea. Patience is needed when babies are first starting to eat family foods — while they are learning to eat this way they may often spit out the food — this does not mean that they are...
not hungry. Let the baby get used to one food for a few days before introducing another.
Weaning foods should ideally be:
- high in energy;
- easy to digest;
- low in bulk and viscosity (not too thick);
- fresh and clean;
- inexpensive and easy to prepare;
- not too highly seasoned.
What are good weaning foods?
A thick creamy porridge made from the basic food of the community is a good weaning food for babies. The basic food or staple is cheaper than most other foods and is usually eaten by the family at most meals. Examples of basic foods include:
- **cereals**
- maize
- wheat
- sorghum
- oats
- barley
- bread (soaked in gravy, milk, or tea)
- rice
- **roots**
- cassava
- yam
- cocoyam
- potato
- sweet potato
- **starchy fruits**
- plantain
- breadfruit
- banana
On their own, especially when cooked in water, most cereals, grains and roots are too low in energy. Some oil or fat (or sugar) should be added to the porridge to make it richer and easier to swallow and digest. Adding oil increases the energy value of the weaning porridge.
Give this porridge in addition to breastmilk for about two weeks — after this time babies need other foods as well as breastmilk and porridge to provide enough energy and a balanced diet. It is important that weaning foods contain oils, fats or sugars; fruits; dark green vegetables or orange or yellow fruits; and food from animals or fish or from legumes (for example lentils). These different types of food provide energy; vitamins; and proteins. The best type of weaning meals should contain something from all of these groups. Continue to give breastfeeds regularly between meals.
Examples of types of foods from these groups are:
- **peas and beans**
These are as good as food from animals for providing protein but are cheaper. They need to be cooked thoroughly and mashed to make them easily digestible for babies. Examples include chickpeas, cowpeas, groundnuts, soya beans, split peas, lentils, blackeye beans, peanuts, red beans, navy beans.
- **food from animals and fish**
These are good for babies but are usually more expensive than peas and beans. Examples include meat, fish, offal, eggs, milk, and food made from milk such as cheese and yoghurt, curd, cottage cheese.
- **dark green leafy vegetables, and orange and yellow vegetables and fruits**
Babies need these foods to prevent eye damage and possibly blindness from shortage of Vitamin A. Examples include: spinach, kale, tomatoes, carrots, amaranth, sweet cassava, pumpkin leaves, calalu, pumpkin and pawpaw.
- **oils, fats or sugars**
These add extra energy to the weaning porridge or cereal dishes. Sugars are not as good as oils or fats and will also damage teeth. Examples include: corn, palm, groundnut, coconut and sunflower oils, ghee, butter, margarine, lard, any animal fat.
- **fruits**
Before giving these to babies they should be peeled carefully or washed in clean water, then mashed or the juice squeezed out. If water is added to the juice it must be clean; otherwise babies may get diarrhoea. Examples include: oranges, pumpkin, tomato, banana, papaya, mango, pineapple.
WEANING
Food from the family pot
Family foods, that is foods that the rest of the family normally eat can give babies all the nourishment they need without any additional cost. There is no need to buy expensive commercially manufactured weaning foods. Talk to mothers about what the family usually eats and help them to decide which foods would be suitable to give a young baby. Family pot feeding — giving the family food in a mashed form, without or before adding hot spices or extra salt, and adding something extra like oil, an egg, and extra dark leafy vegetables — is best. Put the child's food in a separate dish or bowl so that it is possible to see how much he or she eats. Also make sure that the bowl or plate and utensils used by the child are clean. This also encourages the child, as it gets older to learn to feed itself. Make sure that the child's hands are clean.
Cooking weaning foods
Cooking equipment, particularly stoves, plays a vital role in the health of the family or community. Safe, economical stoves are essential to provide heat and light and to cook safe and nutritious meals.
A good cooking stove helps to ensure that weaning foods are well cooked and properly reheated. A stove should be:
- safe (so that children do not burn or scald themselves);
- easy to use and suitable for frequent use;
- fuel efficient, i.e. should not waste or use too much fuel, or produce too much smoke;
- be capable of cooking and reheating food thoroughly and boiling water using minimal fuel and time.
Food that has not been cooked or reheated thoroughly may contain diarrhoea-causing germs (pathogens). Cooking food thoroughly so that it boils can make it safe by destroying these pathogens (e.g. bacteria and parasitic eggs). Cooking food can also improve its flavour, making it more palatable for children, and the addition of other ingredients can increase the nutritional value of the food. (Badly or over-cooked food on the other hand can cause loss of nutrients and contribute to malnutrition). Cooking food also makes it easier to chew and digest and helps the body to absorb nutrients from it.
Use the cleanest water available for weaning foods and for washing uncooked food.
Preparing weaning foods
Contaminated weaning foods give babies diarrhoea. Careful preparation and storage of weaning foods keeps them safe. Follow these rules for safe preparation of weaning foods:
- wash hands before preparing food;
- if possible prepare weaning foods immediately before they will be eaten;
- wash all utensils before preparing food, and scrub chopping boards and tables;
- cook or boil food well;
- reheat food thoroughly if it has been kept for more than two hours, until it boils. Boiling food will kill any germs that may have contaminated the food while it has been stored. Let it cool before giving it to the baby;
- mash foods up with a clean pestle, fork or spoon. Never use a sieve as these are difficult to keep clean;
- use the cleanest water available for making weaning foods and for washing uncooked foods. If possible boil
the water if it has not come from a clean source such as a tap or water pump. Boiling water will kill the germs that cause diarrhoea.
**Storing weaning foods**
- Do not store weaning foods for more than two hours if possible. Keep them stored in clean covered containers that keep out flies and other insects.
- Keep in a cool shady place out of direct sunlight if possible.
- If food has been kept for more than two hours reheat it thoroughly so that it boils.
**Why do weaning age babies get malnourished?**
This is usually because:
- they are not given the right sort of weaning foods or enough food;
- they grow very fast and need plenty of energy rich foods — more for their size than older children or adults;
- they may be taken off the breast too early, or suddenly, i.e. as soon as extra foods are given;
- they have small stomachs and do not get food often enough. Two or three meals a day like the rest of the family is not enough for the weaning age baby;
- they do not have enough teeth to chew, and need food that is soft and easy to swallow.
**The weanling with diarrhoea**
As at any other age, the weanling with diarrhoea must be given plenty of appropriate fluids and continue to eat plenty of nourishing food to help recovery and ensure that there is no growth retardation.
**Weaning education**
Before talking to mothers about which weaning foods to give, you will need to be aware of the family’s socio-economic status, and availability of different types of foods, particularly those which are seasonal. Some existing beliefs about foods and feeding are beneficial, others may be more harmful, but make suggestions tactfully and explain how a weaning diet can be made more nutritious using local foods. In many places you may also need to win over the support of the grandmother if you
---
**Personal hygiene and weaning foods**
Hands should be washed before preparing weaning foods and before feeding them to the baby, particularly after using the latrine. Unwashed hands can pass on diarrhoea germs via food to the baby. Mothers should be especially careful to wash their hands, with soap if available, after cleaning their baby’s bottom.
**Remember:** *cool, covered, clean cooked food is safe food but faeces, flies, filth, fingers can mean dirty unsafe food.*
---
*Keep food in a cool shady place.*
*Hands should be washed before preparing weaning foods.*
are to change what mothers feed to their young children.
For example, there are, in India, beliefs about the digestibility of certain foods and their consistency. Far too often watery gruels or lentil water or thin vegetable soups are given in the belief that the baby will not be able to digest anything else. But these have no or very little energy value. Beliefs in 'hot' and 'cold' foods or, for example, that cereals are bad for the liver, should not be condemned, but can be overcome with patience and alternatives suggested. Many mothers believe that their baby needs expensive or special foods, which they cannot afford. They may also ask how the child can eat proper food before it has any teeth. Emphasise that this is not a problem if the food is properly mashed and soft.
Feeding the weaning child
Points to remember
- Feeding is a matter of using good sense. Like adults, babies may like a particular food more than another, and may be more hungry on some days than others. No two babies are the same in which foods they like more than others. Some babies prefer sweet things while others prefer salty things. Make allowances for this.
- Mealtimes should be pleasant and 'force' must not be used in feeding. Remember that learning to swallow semi-solid food may be difficult for a baby who only knows how to suck the breast.
- If a particular food is refused, do not offer it again for a few days. Try something different.
Home and community weaning food production
This can be done:
- at home using a cereal staple plus legume/seed/nut mixture. The mixture should be easily reconstituted and should have a shelf life of at least one week (simple grinding devices to reduce the time and work involved are recommended); or
- at community level through community groups. Women's groups can initiate and operate communal production/income generating activities which may or may not be subsidised. The use of oils, pineapple juice, papaya juice and fermentation methods as well as germination can decrease the viscosity of weaning foods. Community level activities should have an educational and health component and should be integrated into, for example, children's supplementary feeding programmes.
There are several approaches to decreasing the viscosity and bulk of weaning food. Fermenting sorghum produces enzymes which decrease viscosity, as used in Tanzania. In South India, fermentation of rice and legumes is used to decrease viscosity. With bulky staple foods common in Asia and Africa, a small child would have to consume about 1 kilogramme of cooked rice or cooked banana to obtain only 1,000 calories. Small children cannot cope with such enormous quantities of staple foods to meet their energy needs. More energy dense, less bulky, low viscosity foods for young children should be promoted.
Acknowledgements
This DD insert is based on an article by Dr Shanti Ghosh and material from:
- Learn More About Breastfeeding and Weaning. League of Red Cross and Red Crescent Societies 1987.
- Primary Health Care Technologies at Family and Community Levels. Aga Khan Foundation. UNICEF. WHO. 1986.
- Feeding Mother and Child. The Caribbean Food and Nutrition Institute.
- Prevention of Diarrhoea. Supervisory Skills. WHO. 1987.
Addresses for organisations supplying books/manuals, audiovisuals, and newsletters, are listed under sources of information and materials.
**SOURCES OF INFORMATION AND MATERIALS**
- **American Public Health Association**, International Health Programmes, 1015 Fifteenth Street, N.W., Washington, D.C. 20005, USA.
- **Caribbean Food & Nutrition Institute**, PO Box 140, Kingston 7, Jamaica.
- **Child-to-child Programme**, Rm 833, Institute of Education, 20 Bedford Way, London WC1 0AL, UK.
- **Clearinghouse on Infant Feeding & Maternal Nutrition**, American Public Health Association, 1015 Fifteenth Street, N.W. Washington, DC 20005, USA.
- **Find Your Feet**, 13-15 Frogmal, London NW3, UK.
- **Intermediate Technology Publications Ltd.**, 103-105 Southampton Row, London WC1B 4HH, UK.
- **International Nutrition Communication Service (INCS)**, Education Development Centre, 55 Chapel Street, Newton, MA. 02160, USA.
- **Institute of Nutrition & Food Sciences**, University of Dhaka, Dhaka 2, Bangladesh.
- **International Children's Centre**, Chateau de Longchamp, Bois de Boulogne, F75016, Paris, France.
- **League of Red Cross & Red Crescent Societies**, 17 Chemin des Crêts, P.O. Box 372, 1211 Geneva 19, Switzerland.
- **London School of Hygiene & Tropical Medicine**, Department of Human Nutrition, Keppel Street, London WC1 7HT, UK.
- **Macmillan Press Ltd.**, Houndmills, Basingstoke, Hampshire RG21 2XS, UK.
- **National Food & Nutrition Committee**, PO Box 2223, Government Buildings, Suva, Fiji.
- **Nutrition Foundation of India**, B 37 Gulmoher Park, New Delhi, India.
- **Nutrition Foundation of the Philippines, Inc.**, 107 E. Rodriguez Sr., Boulevard, Quezon City, PO Box 3, Philippines.
- **National Institute of Nutrition**, Indian Council of Medical Research, Hyderabad 500 007, India.
- **Ministry of Health, Nutrition Section**, Box 2084, Konedobu, Papua New Guinea.
- **Oxford University Press**, Walton Street, Oxford OX2 6DP.
- **Teaching Aids at Low Cost (TALC)**, PO Box 49, St. Albans, Herts. AL1 4AX.
- **Tanzania Food & Nutrition Centre**, Box 977, Dar es Salaam, Tanzania.
- **UNESCO, Nutrition Education Programme**, 7 Place de Fontenoy, 75700, Paris, France.
- **UNICEF**, UN Plaza, 4/1234C, New York 10017, USA.
- **Urban Resource Systems**, 783 Beuna Vista West, San Francisco, CA 94117, USA.
- **Voluntary Health Association of India (VHAI)**, 40 Institutional Area, South of IIT, New Delhi — 110 016, India.
- **World Health Organisation (WHO)**, Nutrition Unit, 1211 Geneva 27, Switzerland.
- **World Federation of Public Health Associations** (c/o American Public Health Association, USA)
- **World Neighbors**, 5116 North Portland Ave, Oklahoma City, OK 73112, USA.
**BOOKS/MANUALS**
Cameron M & Hofvander Y. *Manual on Feeding Infants and Young Children*. Oxford University Press. 1983
Child-to-child Programme. *Child-to-child Reader: Good Food*. Caribbean Food & Nutrition Institute (CFNI). *A Guide to Feeding the Weaning Age Group in the Caribbean*. 1982 and *Improving Weaning Practices in the Caribbean. Self Learning Modules for Community Workers*. 1986.
Ebrahim G.J. *Nutrition in Mother and Child Health*. Macmillan. 1983.
Ghosh S. *The Feeding and Care of Infants and Young Children*. Voluntary Health Association of India (VHAI). 1985.
Hollis C. *Using Communications To Solve Nutrition Problems*. International Nutrition Communication Service. (INCS) 1986.
Israel R., & Lamprey P. *Nutrition Training Manual Catalogue for Health Professionals, Trainers and Field Workers in Developing Countries*. (INCS).
Joint WHO/UNICEF Nutrition Support Programme. JNSP Nutrition Learning Packages, Package 4: Young Child Feeding.
League of Red Cross & Red Crescent Societies. *Learn More About Breast Feeding & Weaning*. 1987.
*Nutrition Handbook for Community Workers in the Tropics*. Macmillan/CFNI. TALC, UK. 1986.
Pacey A. *Gardening for Better Nutrition*. Intermediate Technology Publications. 1978.
*Proceedings First Asian Household Nutrition Appropriate Technology Conference*. Colombo, Sri Lanka. UNICEF 1981.
Ritchie J.A.S. *Nutrition & Families*. Macmillan. 1983.
Royal Tropical Institute, Mauritskade 63, 1092 AD Amsterdam, The Netherlands.
*Ready-made Weaning Food Mixtures in Developing Countries*. 1983.
De Sweemer C., *et al* *Manual for Child Nutrition in Rural India*. VHAI.
Tregonning M.A., & Bova G.S. *Better Child Care*. TALC, UK.
UNESCO, Nutrition Education Series. Issue 10. *Easy to Make Teaching Aids for Nutrition Teaching Learning*. 1984.
UNICEF. *The UNICEF Home Gardens Handbook — For People Promoting Mixed Gardening in the Humid Tropics*.
Wade I. *City Food Crop Selection in Third World Cities*. Urban Resource Systems. 1986.
**World Federation of Public Health Associations. Programmes Activities for Improving Weaning Practices. Information for Action Issue Paper. 1984.**
WHO. *Guidelines for Training Community Health Workers in Nutrition*. WHO Offset Publication. 2nd Edition, 1986.
*Nutrition Educational Materials Listing*. WHO. 1984.
*Show and Tell*. Nutritional Educational Programme. UNESCO. 1985.
**AUDIOVISUALS**
*Videos*
*How to Wean Your Baby*. A 20 minute video cassette & slide/audio cassette. 1986. CFNI.
*Lucky Gary*. A 10 minute video on weaning aimed at eastern Caribbean audiences. CFNI.
*Slides*
*Weaning Foods & Energy*. TALC, UK.
*Filmstrips*
Filmstrips available on feeding babies suitable for audiences in Guatemala, Nepal, Philippines. World Neighbors, USA.
*Flipchart*
*Infant Care & Feeding*. World Neighbors, USA.
*Flannelgraph*
Series includes: *Feed Your Children Often, Give Your Child Plenty of Soup*. TALC, UK.
**NEWSLETTERS**
*Bulletin of the Nutrition Foundation of the Philippines*. Nutrition Foundation of the Philippines. *Bi-monthly, English & Tagalog, Subscription*.
*Cajanus Magazine*, Caribbean Food & Nutrition Institute. *Quarterly, English, Subscription*.
*The Fiji Food & Nutrition Newsletter*, The National Food & Nutrition Committee. *Fiji, English, Subscription*.
*Nutrition*, Division of Nutritional Sciences, Cornell University, USA. *English, Free*.
*Nutrition & Development*, Ministry of Health, Papua New Guinea. *Quarterly, English, Subscription*.
*Nutrition News*, National Institute of Nutrition, India. *English, Free*.
*Nutrition News*, Institute of Nutrition and food sciences, Bangladesh. *Quarterly, English, Subscription*.
*Mothers & Children*, American Public Health Association. *English, French, Spanish, Free*.
*Tanzanian Food & Nutrition Journal*. Tanzanian Food & Nutrition Centre, Tanzania. *English, Subscription*.
*Vitamin A + Sieve*, Rodale Press Information Services, 33E, Minor Street, Emmaus, PA 18098, U.S.A. *English, Free*.
*Xerophthalmia Club Bulletin*. 31 Observatory Street, Oxford, U.K. *English, Free*. | <urn:uuid:01502960-9944-4e1b-9e70-ca11e7964c2c> | CC-MAIN-2017-17 | http://www.rehydrate.org/dd/pdf/su32.pdf | 2017-04-25T04:44:02Z | crawl-data/CC-MAIN-2017-17/segments/1492917120101.11/warc/CC-MAIN-20170423031200-00344-ip-10-145-167-34.ec2.internal.warc.gz | 666,565,817 | 4,914 | eng_Latn | eng_Latn | 0.896472 | eng_Latn | 0.991548 | [
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Preface
The foundation for Circles of Care is rooted in our faith as Catholic Christians: we are created in God’s image and likeness, we share a common dignity as human persons, God’s declaration that all creation is “good,” and that, created in God’s image and likeness, we are called to relationship, to community, and to care for one another, especially those most in need.
Circles of Care also addresses topics presented in *The Catechism of the Catholic Church*; in particular, Section Three: Life in Christ (pp 421-611) which addresses The Dignity of the Human Person, The Human Community, God’s Salvation: Law and Grace, and The Ten Commandments. It reflects, too, dimensions of our life as the Church in New Hampshire expressed by Bishop John B. McCormack in his letter of December 2003 introducing the *Promise to Protect, Pledge to Heal, The Protection of Children and Young People: Policy and Procedures*:
“All persons in the Church must strive to conform to Christ Jesus, the Good Shepherd (John 10:11-16) who knows His sheep, cares for them, nurtures and protects them. It is Jesus the Christ who, gathering the children to Himself (Luke 18:15-17), lives the law of love, risking and laying His life down for the sake of God’s people.”
The name of the program is rooted in the universal symbol for wholeness, the circle. Throughout the history of humankind the circle has signified completeness, infinity, and the sphere within which communication and dialogue happen best. A variety of cultures have expressed these understandings by gathering physically in circles for decision-making and/or prayer and using rings to symbolize commitment and interrelationship. The following quote from a Catholic theologian illustrates this well:
“We all need companions on the way. We thrive best in concentric and ever-widening circles of care. This has always been the assertion of the church: that we need one another to know and grow into God. That is what Christian community ideally is about.” (Wendy Wright, *The Vigil*. Wendy Wright is a Professor of Theology at Creighton University.)
The lessons in *Circles of Care* are intended to strengthen and complement the care that is already part of the catechetical ministry in our Catholic schools and parish religious education programs. Throughout the lessons students will be introduced to foundational principles of living our faith, especially personal safety, making good decisions, developing wholesome relationships, and self-esteem. This is done within the context of the religion curriculum for each grade. Prayer experiences that conclude each lesson are also linked with the religion curriculum.
As in all curricula, there will be a need for adjustments based on the students who are in the group, the events happening in our communities and in our world, the comfort level of the instructor, and any other factors influencing the participants. Make these adjustments using your best judgment. Adapt the prayer experiences and the activities as needed. Just be sure to set aside time to teach the appropriate lesson. The goal is to achieve the outcomes that are outlined for each lesson. Consult with other instructors who are teaching in your school or parish program as well as your principal or catechetical leader.
Also included in this manual is a letter to parents, an opt-out form for parents to sign if they do not want their child/children to participate, class activity sheets, take-home pages for pre-k through grade 6, and forms for reporting attendance to the Diocese of Manchester.
In preparing this curriculum, the intention and hope has been that all of the materials will assist you in continuing the ministry we share with you, that of caring for and forming in faith the young members of the church. | <urn:uuid:81e9975d-9e80-4ab0-9bec-ceaa79b70e0b> | CC-MAIN-2019-39 | https://catholichawaii.org/media/646191/coc-preface.pdf | 2019-09-16T11:03:35Z | crawl-data/CC-MAIN-2019-39/segments/1568514572517.50/warc/CC-MAIN-20190916100041-20190916122041-00488.warc.gz | 417,328,296 | 765 | eng_Latn | eng_Latn | 0.995368 | eng_Latn | 0.996445 | [
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BRADFORD COUNTY - 6th Class
Formed on February 21, 1810 from parts of Lycoming and Luzerne Counties. Called Ontario County until March 24, 1812
### Boroughs
| Name of Borough | Incorporated | Town Laid Out or Settled | Incorporated From |
|-----------------|--------------|--------------------------|-------------------|
| Alba | Feb. 4, 1864 | S May 1803 | Canton Township |
| Athens | Mar. 29, 1831| S 1783 | Athens Township |
| Burlington | Feb. 14, 1854<sup>1</sup> | 1853<sup>2</sup> | Burlington Township |
| Canton | May 10, 1864<sup>1</sup> | May 23, 1864<sup>2</sup> | 1796 | Canton Township |
| LeRaysville | May 16, 1863 | Pike Township |
| Monroe | May 19, 1855 | 1828 | Monroe Township |
| New Albany | Dec. 6, 1879 | S About 1819 | Albany Township |
| Rome | Feb. 7, 1861<sup>1</sup> | Feb. 1860<sup>2</sup> | Rome Township |
| Sayre | Jan. 27, 1891| 1871 | Athens Township |
| South Waverly | Jan. 28, 1878| Athens Township |
| Sylvania | May 5, 1853 | Columbia Township |
| Towanda | Mar. 5, 1828 | S 1784 | Troy Township |
| Troy | Apr. 11, 1845| Wyalusing Township |
| Wyalusing | Feb. 16, 1887<sup>1</sup> | Mar. 16, 1887<sup>2</sup> | 1871 |
### Second Class Townships
| Name of Township | Incorporated | Settled | Incorporated From |
|------------------|--------------|---------|-------------------|
| Albany | Feb. 1824 | 1800 | Asylum and Monroe Twps. |
| Armenia | Feb. 1843 | 1808 | Canton and Troy Twps. |
| Asylum | Nov. 1814 | 1793 | Wyalusing Township |
| Athens | Jan. 1797 | 1783 | Incorporated while part of Luzerne County |
| Barclay | May 1867 | 1856 | Franklin Township |
| Burlington | Aug. 1804 | 1796 | Burlington Township |
| Canton | Aug. 1813 | 1795 | Smithfield Township |
| Columbia | Sept. 1819 | 1795 | Canton, Troy and Burlington Townships |
| Granville | Feb. 1831 | 1799 | Canton, Troy, Burlington and Franklin Townships |
| Name of Township | Incorporated | Settled | Incorporated From |
|------------------|--------------|---------|-------------------|
| Herrick | Feb. 1838 | 1808 | Pike, Wysox and Orwell Townships |
| Le Roy | Dec. 1835 | 1795 | Canton and Franklin Twps. |
| Litchfield | Dec. 1821 | 1788 | Athens Township |
| Monroe | Sept. 1821 | 1775 | Burlington and Towanda Twps. |
| North Towanda | Dec. 1851 | 1785 | Towanda Township |
| Orwell | 1801 | 1796 | Incorporated while part of Luzerne County |
| Overton | Feb. 1853 | 1806 | Albany, Franklin and Monroe Townships |
| Pike | Apr. 1813 | 1790 | Pike Township |
| Ridgebury | Feb. 1818 | 1805 | Athens and Wells Twps. |
| Rome | Dec. 1831 | 1796 | Orwell and Sheshequin Twps. |
| Sheshequin | May 1820 | 1783 | Ulster Township |
| Smithfield | 1809 | 1792 | Ulster Township |
| South Creek | May 1835 | 1804 | Wells and Ridgebury Twps. |
| Springfield | Aug. 1813 | 1803 | Smithfield Township |
| Standing Stone | Sept. 1841 | 1774 | Herrick and Wysox Twps. |
| Stevens | June 3, 1926 | | Pike Township |
| Terry | May 1859 | 1787 | Asylum Township |
| Towanda | Mar. 1790¹ | 1774 | Incorporated while part of Luzerne County |
| Troy | Dec. 1815 | 1793 | Burlington Township |
| Tuscarora | Feb. 1830 | 1775 | Wyalusing Township. Called "Spring Hill" until 1856 |
| Ulster | Jan. 1797 | 1785 | |
| Warren | Apr. 1813 | 1798 | Orwell and Pike Townships |
| Wells | Apr. 1813 | 1792 | Smithfield Township |
| West Burlington | Feb. 1855 | 1790 | Burlington Township |
| Wilmot | May 1849 | 1784 | Asylum Township |
| Windham | Apr. 1813 | 1800 | Orwell Township |
| Wyalusing | Mar. 1790 | 1773 | Incorporated while part of Luzerne County |
| Wysox | Apr. 1795 | 1785 | |
¹ Godcharles
² Clement F. Heverly, *History and Geography of Bradford County, 1615–1924* (Towanda Pa.: Bradford County Historical Society, 1926). | <urn:uuid:cb1cd7b8-40b5-4241-8b06-4f2df3a2b771> | CC-MAIN-2022-05 | http://www.phmc.state.pa.us/bah/dam/counties/pdfs/Bradford.pdf | 2022-01-25T15:09:07+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320304835.96/warc/CC-MAIN-20220125130117-20220125160117-00439.warc.gz | 110,504,969 | 1,385 | eng_Latn | eng_Latn | 0.628001 | eng_Latn | 0.882538 | [
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Hooking the public on science
Dickinson, Janis L., and Rick Bonney, editors. 2012. *Citizen science: public participation in environmental research*. Comstock Publishing, Ithaca, New York. xiv + 279 p. $49.95, ISBN: 978-0-8014-4911-6 (alk. paper).
*Key words:* bird surveys; citizen science; eBird; informal science education; PPSR.
I vividly recall, as a teenager, the thrill of a breeding bird survey led by ornithologist Chan Robbins in Coopers Cover, West Virginia, during the summer of 1970. As geeky sixteen-year olds, a group of us thrilled to the discovery of goldfinch and red-eyed vireo nests with their exquisite architecture, in contrast to the rough twig contraption of a mourning dove. And later in the same year, our butts literally froze perched on the open window sill of an old Rambler station wagon, binoculars held by mittens resting on the icy rooftop, as keen teenagers participating in a Christmas bird count through the same snow-clad hills of West Virginia. We did not want to miss one hoot of a barred owl along the roadside for our checklist. Although the term “citizen science” was not widely used forty-odd years ago, such devoted amateur activities may have unknowingly inspired our careers as scientists. Of my childhood birding team, almost all of them pursued careers in field biology. And the protocols developed for these activities by the birding community have since burgeoned into a major force for the collection of large-scale data sets aiding scientific research.
Dickinson and Bonney’s volume, *Citizen science*, represents an important foundation text to launch the burgeoning arena of citizen science. Although the chapters focus predominantly on bird case studies, ornithology is arguably a predominant hotbed of citizen science (but with other scientific fields creatively beginning to harness the enthusiasm of devoted amateurs). The book editors define citizen science as “public participation in organized research efforts,” which represents an ideal platform for a diverse array of projects to engage the public in both data collection and an understanding of how science works. This volume takes stock of the historical chronology of some of the diverse birding programs and also serves as a “how-to” volume explaining the tools and protocols developed to harness public participation in data collection. In a technical sense, the book acknowledges that citizen science has expanded due to the merging of ecology and information technology.
The book defines the technical definitions of public participation in scientific research (PPSR, as defined by the Center for Advancement of Informal Science Education, otherwise known as CAISE): (1) Contributory (where citizen scientists collect data); (2) Collaborative (where citizen scientists get involved in analyzing data); and (3) Co-created (where citizen scientists help design the project at the outset). Dickinson and Bonney restrict their chapters to “contributory” case studies, which range from simple snapshot data collection, to adjusting protocols depending on a volunteer’s ability, to answering questions carefully structured by the researchers leading the project. The book is nicely organized into three sections: practice of citizen science, impacts on conservation research, and educational/social/behavioral aspects of citizen science. These are all important “must-reads” for any scientist aspiring to include citizen science in his/her research program.
Section I discusses project development (Chapter 1 by Bonney and Dickinson), specific case studies in Chapter 2 (great review of 22 years of Cornell’s Project Feederwatch by Bonter), creation of adequate cyber-infrastructure to insure successful outcomes (Chapter 3 by Kelling), insights about sustainability of projects, including the creation of “hooks” to cultivate long-term volunteers (Chapter 4 by Chu et al.), and the all-important Chapter 5 on evaluation (Phillips et al.). A sample matrix for program development and evaluation is provided and comprises an elegant visual summary of the process. Inclusion of Project BudBurst and Monarch Larva Monitoring Project offers researchers outside of the ornithological field a better sense of how to create programs for different aspects of field biology.
Section II provides an important review of the impacts of citizen science on conservation research. The Breeding Bird Survey alone boasts over 500 publications, testimony to the prudent use of thousands of citizen efforts to survey birds throughout the breeding season over many decades. This section moves from bird lists to landscape ecology to citizen science and links changes in bird populations to land-use changes over time. Although the book is biased toward bird case studies of citizen science, eBird and other Cornell programs undoubtedly offer some of the most long-term and robust citizen-science data sets in existence. Of growing
importance is the requirement for adequate hardware and new statistical tools to analyze both large and long-term data sets for maximum outcomes to any citizen science program (Chapter 8). This section finishes with a “so what?” discussion based on some conservation outcomes in Chapters 9 and 10, including partnership with the Nature Conservancy and the history of some British Trust for Ornithology projects that span 1.5 million person-hours of field observations since the early 1900s.
And finally, Section III provides the justification for all the efforts involved—how citizen science can inspire the next generation of scientists, including applications for K–12 teachers and providing a useful integration of virtual and real nature by getting kids outdoors.
Important questions overlooked in this volume, that remain to be addressed in a subsequent volume include: (1) how can citizen science more effectively engage underserved communities (in the case of eBird, for example, how can researchers facilitate participation by youth who do not own binoculars or bird-feeders)?; (2) how can researchers better control for accuracy of their volunteers?; (3) how can citizen scientists be evaluated to effectively drive outcomes of their efforts?; and (4) perhaps most significantly, how can the success of citizen science programs in developed countries like American and England be expanded to include those 6.5 plus billion people who do not currently participate? In other words, is there a creative way to expand citizen science globally, which in turn could raise environmental awareness of limited resources, especially biodiversity? During the last decade, citizen science programs in astronomy, insects, human health, urban centers, and energy have also burgeoned. There is a critical need for a second volume to illustrate and explain some of the newer citizen science programs that go beyond ornithology. For example, the wildlife-in-your-homes project at the Nature Research Center in North Carolina (www.yourwildlife.org) is not only collecting insect biodiversity data but also changing public perception about the value of arthropods that dwell inside their residences. One of the most creative and fast-growing citizen science projects, geared for K–12 school classrooms, is arguably the School-of-Ants program that originated in the laboratory of Rob Dunn at North Carolina State University (www.schoolofants.org) that not only educates children about the importance of ants but also is creating a national data base on ant distribution. And who can pass up a session with citizen science astronomy (www.galaxyzoo.org) that is almost addictive in garnering citizens to search for new objects in space! All of these newer programs build on the history of eBird and other successful bird projects described in this book, but deserve a subsequent volume reviewing the emerging diversity of citizen science programs. Citizen science is a growing force in data collection, and has the potential to simultaneously raise the level of science literacy among participants. This book provides the “recipes” for all scientists to undertake an aspect of citizen science as part of their research portfolio. My overall reaction is “Awesome!”
Meg Lowman
North Carolina State University
NC Museum of Natural Sciences
Raleigh, North Carolina 27603 USA
E-mail: www.canopymeg.com | <urn:uuid:c5a61e25-016a-47d9-abe8-0d8b11651979> | CC-MAIN-2017-17 | http://canopymeg.com/PDFs/Citizen-Science-book-review-2013.pdf | 2017-04-25T04:42:11Z | crawl-data/CC-MAIN-2017-17/segments/1492917120101.11/warc/CC-MAIN-20170423031200-00343-ip-10-145-167-34.ec2.internal.warc.gz | 59,545,153 | 1,609 | eng_Latn | eng_Latn | 0.996203 | eng_Latn | 0.996266 | [
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Patterns
Definition: A group of items that are arranged in a specific way. A pattern repeats.
A B
A B C
A A B
A B B
Patterns
Definition: A group of items that are arranged in a specific way. A pattern repeats.
A B
A B C
A A B
A B B
Patterns
Definition: A group of items that are arranged in a specific way. A pattern repeats.
A B
A B C
A A B
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Horace G. Stone, Lieutenant, RNVR (Royal Naval Voluntary Reserve) is commemorated in the bold, stained-glass window in the main foyer of the West Vancouver Memorial Public Library, 1950 Marine Drive West Vancouver. This magnificent stained glass window titled "Harmony" was created by John Henry Dearle in 1931.
It is a reproduction of Sir Frank Dicksee's painting of the same name currently housed at the Tate Gallery in London. Dearle, a master craftsman for Morris & Co. in England, designed the nine feet tall window as a commission piece for Henry Athelstan Stone as a memorial to his son. "Harmony" was presented to the West Vancouver Memorial Library in 1950 by the officer’s sister. The inscription reads "To the Memory of Lieut. Horace Gordon Stone, only son of Henry A. and Beatrice H. Stone of the city, who died in Active Service December 15, 1918."
Horace was born in Toronto in 1891 to Henry and Beatrice Stone (nee Hetty) and had two sisters, Francis (Mathews) and Elsie (Gentles). In 1899 Horace moved with his family to Vancouver when his father became the Managing Director of Gault Bros. Ltd., a Canadian cloth wholesale and distribution company based in Toronto.
He was a bright and active youth. At the age of 17 he built an 18 foot sailboat, the *Adanac*, and successfully raced his boat in many of the Royal Vancouver Yacht Club events. In 1912, when he was 21, he won the keenly contested Graveley Cup for yachts under twenty feet. Horace won this cup for three consecutive years and it has never been challenged since.
Horace Stone attended McGill University Vancouver campus in 1911 and 1912 before moving to Montreal to complete his degree in Applied in Science. He is listed as a member of the McGill 1915 graduating class.
Lt. H.G. Stone RNVR
(Photo courtesy: Lafayette Ltd London, July 1916).
Prepared by Carl Hunter
February, 2019
Horace Stones’ Naval Career
Many young English/Canadian men had a strong sense of obligation to serve in the Great War and Horace Stone was likely no exception. After leaving McGill Horace joined the Royal Naval Volunteer (RNVR) in Canada. This organization had established operating divisions in several cities across Canada to recruit for its own needs as well as assist in training enlistees in the Royal Canadian Naval Volunteer reserve (RCNVR). While in still Canada, Horace began his naval officer training. Undoubtedly Horace Stone’s prowess in sailing and a degree in Applied Science made him excellent officer material.
Lt. Stone’s Service Records, in the Admiralty Ledger, (available from the Kew Archives in London)\(^1\) record that he enlisted in the Royal Navy Voluntary Reserve in Canada and was appointed Temporary Sub-Lieutenant on May 22, 1916 before arriving by boat in Liverpool on June 5, 1916. Prior to being posted to *HMS Hermione*, Stone was sent a short-course at the Royal Naval College at Greenwich.
Shortly after joining the *Hermione* from Greenwich, Lt. Stone was assigned as second-officer to Motor Launch (M.L.) 328 effective September 1916, and in November to M.L. 427. He was appointed Temporary Lieutenant on June 22, 1917 and moved August 20, 1917 to the Patrol vessel *Osiris II*, an old P&O ship pressed into wartime service as a depot ship for motor launches in support of the *Hermione*. While serving on the *Osiris II*, Lt. Stone was assigned to M.L. 222. He would have been the second or first officer on these boats as the crew complement was two officers\(^2\).
The *HMS Hermione* was an Astraea-class cruiser. In August 1914 she became a guard ship off Southampton from December 1916 until the war’s end in November/December 1919\(^1\). She served as the head-quarters ship, or mother ship, for motor launches (M.L.s) and coastal motor boats protecting the English Channel.
The M.L.s\(^2\) served several tasks including patrols for enemy shipping, mine sweeping and mine destruction. Anti-submarine search and destroy was the primary task especially after 1917 when the German navy strategy became unrestricted submarine warfare.
---
\(^1\) *The Hermione* was a twin-screw cruiser of 4360 tons, 9,000 horsepower (6,700 kW) launched at Devonport in 1893. She was coal-fired and powered with two triple-expansion steam engines and capable of 19 knots (35 km/h; 22 mph). The *Hermione* had 2 x 6 inch guns, 8 x 4.5 inch guns, 1 x 3 inch gun as well as three 18 inch torpedo tubes. She had a crew 328.
\(^2\) Most of the Royal Navy’s motor launches were partially built in the USA by Elco and came in 75 and 80 foot versions. They were well regarded as reliable, sturdy and tough. The British Navy’s ordered some 500 anti-submarine motor launches from Elco in 1915; all were delivered by July 1916. As the US was not in the war, the
The M.L.’s were wood-hulled and powered by two 440 hp gasoline engines enabling a top speed of 19 knots. Armament was a 13 pounder gun (soon replaced with a 3 pounder) forward and stern-mounted two depth charges. The M.L.’s, located off Southampton, would have covered wide sections of the English Channel as they had a range of up to 500, to 1,000 miles depending upon the speed and hence fuel consumption. The patrol areas could extend from the entrance to the Channel off Land’s End, Cornwall, to past Dover-Calais as far east the North Sea.
Elco manufactured motor launch (M.L. 123)
There are many stories of adventures and listings of these small boats accomplishments\textsuperscript{iii,iv,v}. The most famous of these and the finest hour for M.L.’s came when 62 motor launches accompanied the block ships under Admiral Sir Roger Keyes’ famous Zeebrugge and Ostend raids.\textsuperscript{3,4}
vessels could not be sent directly to England but were shipped to Canada for final assembly by Canadian Vickers\textsuperscript{2}; they were sometimes referred to “Canadian motor launches”.
\textsuperscript{3} The Zeebrugge and Ostend raids. In this action of April, 1918, several obsolete cruisers attempted to block, by scuttling, the canal entrances at the two Belgian ports that served as major outlets for German subs and destroyers. The M.L.s were responsible for diverting enemy attention and most important to remove the skeleton-crews from the scuttled cruisers. The commando-style raids were a tremendous morale booster in England and resulted in the award of eight Victoria Crosses.
\textsuperscript{4} Additional historical records of life aboard M.L.’s can be found in the memoir, “The Motor Launch Patrol”, by Gordon Maxwell, Lieut., RNVR. The author recounts his life in the Motor Launch Patrol during the First World War (commanding ML 314). He includes numerous humorous and horrifying anecdotes, provides insights into the details of life aboard these small vessels. The book provides a vivid portrait of the life of an RNVR officer during the Great War. There are additional accounts of; \textit{The “Movies” – The Ship and Men of the Royal Navy Motor Launch Patrol 1914 – 1919}. Note that the term “Movies” referred to the motor launches.
Lt. Horace Stone’s Death
Following the armistice on November 11, 1918, Lt Stone travelled to Paris where he contracted Spanish influenza that was rampant at this time.
The casualty lists of the Royal Navy and Dominion Navies reported that: “MS *Hermione*, Officer, STONE, Horace G, Temporary/Lieutenant, RNVR; telephone message from officer 13.12.18. Seriously ill at Station Hospital, Paris. Influenza”.
He died 15 December 1918. Lt. Stone’s death is reported in his Service Record referenced in the appendix of this summary. Lt. Stone was buried at Pantin Cimeterie, Departement de Seine de St. Denis, Isle de France.
**Lt. H.G. Stone RNVR, Pantin Cimeterie, Paris**
**BIBLIOGRAPHY**
---
i See attached Service Record, Sub. Lt. H.G. Stone
ii www.motorlaunchpatrol.net/construction/design_and_construction.php
iii www.elcomotoryachts.com/history-of-elco.shtml
iv www.elcomotoryachts.com/history-of-elco.shtml
v www.motorlaunchpatrol.net/written_accounts
SERVICE RECORD – Horace Gordon Stone, RNVR
THE NATIONAL ARCHIVES
IMAGE REFERENCE #338
KEW, ENGLAND
(Canadian Entry) Horace Gordon Stone
Trinity "Hermione" add for course of instruction R.N. College, Greenwich 10.6.16
Saltfleet 9.16 - Stone launch M.L. 328 = 11.16 M.L. 427 = Reappointed on promotion
22.5.16 20.8.16 Owing II addl. for M.L. 222 $1/VA = Confirmed by Admiralty 19.10.17 = 6.11.16 26.6.17 addressed 9.7.18 Office telegram informing officer's name noted for leave to Canada when
relief is available = 18.11.19. Transfer for further training = 17.4.18 "Hermione" addl. for M.L. 222
to Lord = 11.10.19 "Hermione" addl. on relief. Sickness. Headache from Ven. Offic.
12.12.18 Sickness at Station Hospital. Suffered with Influenza.
1st 15th December 1918
Sea aban (2589)
Prepared by Carl Hunter
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Use each pair of pictures to write a compound word.
Case + Book = Casebook
Straw + Berry = Strawberry
Butter + fly = Butterfly
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Apricot Almond Bites
These easy to make snack bites are the perfect sweet treat with fiber to help keep you feeling full between meals!
YIELD 9 SERVINGS
PREP TIME 5 MIN
TOTAL TIME 15 MIN
INGREDIENTS
- 1 ½ cup Almonds, sliced
- ¾ cup Coconut Flakes, unsweetened
- 1 ¼ cup Apricots, dried, no sugar added
- 1 Tbsp Water
- 2 tsp Vanilla Extract
CHEF’S NOTES
Store leftover bites in an air-tight container in the refrigerator for up to a week.
DIRECTIONS
1. Gather all necessary equipment and ingredients.
2. In a food processor or blender, pulse the almonds until a rough meal. Then add in ½ cup of the coconut flakes and pulse for a smaller sand-like texture.
3. Add the apricots, water, and vanilla extract to the mixture. Blend the mixture until it forms a consistent paste.
4. Take ¾ Tablespoon of the mixture (about the size of a quarter) and form it into a ball. Roll the balls in the remaining ¼ cup of the coconut flakes and shake off any excess. Serve at room temperature or chilled.
Nutrition Facts Found on the Reverse Side
Nutrition Facts
9 servings per container
Serving Size 2 bites (48 g)
Amount per serving
Calories 200
% Daily Value *
Total Fat 13g 16%
Saturated Fat 2.5g 13%
Trans Fat 0g
Cholesterol 0mg 0%
Sodium 10mg 0%
Total Carbohydrate 19g 7%
Dietary Fiber 5g 19%
Total Sugars 13g
Includes 0g Added Sugars 0%
Protein 5g 10%
Vitamin D 0mcg 0%
Calcium 0mg 0%
Iron 0mg 0%
Potassium 300mg 5%
*The % Daily Value (DV) tells you how much a nutrient in a serving of food contributes to a daily diet. 2,000 calories a day is used for general nutrition advice.
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# Ocean Animals Flashcards
Printable flashcards for learning about ocean animals.
1. Dolphin
2. Shark
3. Swordfish
4. Stingray
5. Lobster
6. Orca Whale
# Free Ocean Animal Flashcards
These adorable flashcards are perfect for teaching your little ones about sea creatures! Print, cut out, and laminate them for durability.
**Printable Ocean Animal Flashcards**
1. Whale
2. Fish
3. Crab
4. Turtle
5. Starfish
6. Jellyfish
Enjoy learning with these fun flashcards!
# Ocean Animal Flashcards
Printable flashcards for learning about ocean animals.
1. **Clam**
2. **Seahorse**
3. **Crab**
4. **Octopus**
5. **Clownfish**
6. **Nautilus** | <urn:uuid:b150847d-7195-414d-ab35-aeb5ecd9c6d2> | CC-MAIN-2023-50 | https://www.homemademamma.com/wp-content/uploads/2022/08/contrassegni-mare-1.pdf | 2023-12-02T08:34:46+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100381.14/warc/CC-MAIN-20231202073445-20231202103445-00171.warc.gz | 920,802,920 | 181 | eng_Latn | eng_Latn | 0.714144 | eng_Latn | 0.848538 | [
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Choose and write down the characteristics of water mammals.
1. Four stomachs Muscles for storing oxygen Striped horse
Good swimmers Covered tiptoe Can transfer blood to important organs
1. Muscles for storing oxygen
2. Good swimmers
3. Can transfer blood to important organs
2. Breathe air Varied heads Streamlined bodies
Layer of fat Thin bodies Sharp teeth
1. Breathe air
2. Streamlined bodies
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Civics-Government Standard: The student uses a working knowledge and understanding of governmental systems of Kansas and the United States and other nations with an emphasis on the United States Constitution, the necessity for the rule of law, the civic values of the American people, and the rights, privileges, and responsibilities of becoming active participants in our representative democracy.
Benchmark 1: The student understands the rule of law as it applies to individuals; family; school; local, state and national governments.
| Fourth Grade Knowledge and/or Application Indicators | Fourth Grade Instructional Suggestions |
|-----------------------------------------------------|---------------------------------------|
| The student: | • Discuss why some schools and or family rules are easy to follow and others are hard. (1)
| 1. (A) evaluates rules and laws using two basic criteria: the law or rule serves the common good, the law or rule must be possible to follow. | • Make up a new class rule to evaluate with the basic criteria: “Starting today, everyone must eat peanut butter and jelly sandwiches for lunch.” Then ask students, “If this were a rule, would it serve the common good?” Hold discussion on the positive effects of the rule: everyone would be getting to eat lunch, no one would be left out, fairness—everyone would be eating the same thing. Then ask, “Could everyone follow this rule?” Hold discussion on the negative effects: what if someone was allergic to peanut butter? What if not everyone liked jelly? After discussion, ask, “Would this be a good rule then?” Students should see that it would not be a good rule, since it would be impossible for those with allergies to follow. Compare this rule to a real law: wearing seatbelts and evaluate using the basic criteria. (1) |
Teacher Notes:
Common good - for the benefit or interest of a politically organized society as a whole.
Civics-Government Standard: The student uses a working knowledge and understanding of governmental systems of Kansas and the United States and other nations with an emphasis on the United States Constitution, the necessity for the rule of law, the civic values of the American people, and the rights, privileges, and responsibilities of becoming active participants in our representative democracy.
Benchmark 2: The student understands the shared ideals and diversity of American society and political culture.
| Fourth Grade Knowledge and/or Application Indicators | Fourth Grade Instructional Suggestions |
|-----------------------------------------------------|---------------------------------------|
| The student: | Look at a map of the United States. Brainstorm and list activities that people might do in other states or regions that might differ from activities people choose to do in Kansas or the Midwest. (i.e. surfing on the coast vs. rodeo in the Midwest). Then stress that although Americans have regional differences, there are common national ideals that everyone shares. Brainstorm and create a Venn diagram of shared ideals across the United States. (1) |
| 1. (A) defines shared ideals across regions in the United States (e.g., the right to vote, freedom of religion and speech, concern for general welfare, consent of the governed). | |
Teacher Notes:
General welfare - good of society as a whole; common or public good.
Region - an area with one or more common characteristics or features which make it different from surrounding areas.
Religion - a system of beliefs for satisfying a peoples' spiritual wants/needs.
Civics-Government Standard: The student uses a working knowledge and understanding of governmental systems of Kansas and the United States and other nations with an emphasis on the United States Constitution, the necessity for the rule of law, the civic values of the American people, and the rights, privileges, and responsibilities of becoming active participants in our representative democracy.
Benchmark 3: The student understands how the United States Constitution allocates power and responsibility in the government.
| Fourth Grade Knowledge and/or Application Indicators | Fourth Grade Instructional Suggestions |
|-----------------------------------------------------|---------------------------------------|
| The student: | • Look at a replica of the Constitution and explain how that it is a primary source. Divide class into two groups: rights and responsibilities. Have each group read segments of the primary source and find evidence of rights and responsibilities within the Constitution. (1) |
| 1. (K) recognizes the United States Constitution as the document that defines the rights and responsibilities of citizens in the United States. |
Teacher Notes:
Citizen - a native or naturalized member of a political community.
Constitution - a document containing the system of fundamental laws of a nation, state, or society.
Primary source - a first-hand account of an event, person, or place (official document, diary, letter, historical photograph, oral testimony).
Responsibility - that for which anyone is responsible or accountable; as, the responsibilities of power.
Rights - those individual liberties granted to all persons through the U. S. Constitution.
Civics-Government Standard: The student uses a working knowledge and understanding of governmental systems of Kansas and the United States and other nations with an emphasis on the United States Constitution, the necessity for the rule of law, the civic values of the American people, and the rights, privileges, and responsibilities of becoming active participants in our representative democracy.
Benchmark 4: The student identifies and examines the rights, privileges, and responsibilities in becoming an active civic participant.
| Fourth Grade Knowledge and/or Application Indicators | Fourth Grade Instructional Suggestions |
|-----------------------------------------------------|---------------------------------------|
| The student: | |
| 1. ★(K) determines how people can participate in government and why it is important (e.g., jury duty, voting, running for office, community service). | • Take a survey of 10 people and ask them ways they have participated in the government within the last year. (1) |
| 2. (K) recognizes how individuals have a civic responsibility for meeting the needs of communities (e.g., responding to disasters with donations and volunteering, recycling). | • Invite a volunteer from a community organization to speak to the class. (2) |
| | • Organize a volunteer effort for the class by vote: recycling, library book donation. (2) |
Teacher Notes:
1. ★ C6B411
Community - any group living in the same area or having interests, work, etc. in common.
Government - institutions and procedures through which a territory and its people are ruled.
Responsibility - that for which anyone is responsible or accountable; as, the responsibilities of power.
Civics-Government Standard: The student uses a working knowledge and understanding of governmental systems of Kansas and the United States and other nations with an emphasis on the United States Constitution, the necessity for the rule of law, the civic values of the American people, and the rights, privileges, and responsibilities of becoming active participants in our representative democracy.
Benchmark 5: The student understands various systems of governments and how nations and international organizations interact.
| Fourth Grade Knowledge and Application Indicators | Fourth Grade Instructional Suggestions |
|--------------------------------------------------|----------------------------------------|
| The student: | • List a state service which directly helps students: schools, health department, roads, police. (1)
| 1. (K) describes the function of state governments (e.g., establish law for the state, provide public service, provide public safety). | • Have students locate the state and national capitals on a map and draw a picture of the capitols. (2, 3) |
| 2. ★(K) defines capital as the location of state and national government. | |
| 3. (K) defines capitol as the building in which government is located. | |
Teacher Notes:
2. ★ G5B112
Government - institutions and procedures through which a territory and its people are ruled.
Economics Standard: The student uses a working knowledge and understanding of major economic concepts, issues, and systems, applying decision-making skills as a consumer, producer, saver, investor, and citizen of Kansas and the United States living in an interdependent world.
Benchmark 1: The student understands how limited resources require choices.
| Fourth Grade Knowledge and/or Application Indicators | Fourth Grade Instructional Suggestions |
|-----------------------------------------------------|---------------------------------------|
| The student: | |
| 1. ★ (K) - ($) knows that every spending and saving decision has an opportunity cost. | • Plan a trip out West. From a given list of eight supplies, with their prices, select only four being only allowed $10.00. Ask students what their opportunity cost was in selecting the four items. (1) |
| 2. (A) identifies examples of how natural, capital, and human resources are used in production of goods and services (e.g., land resources [natural] are used to produce wheat [goods] that is harvested by skilled farmers [human] using combines [capital]). | • Use a graphic organizer to list resources under their correct heading (i.e., natural, capital, human). Create a web of Factors of Production: natural resources, capital resources, human resource. (2) |
| 3. ★ (A) traces the production, distribution, and consumption of a particular good in the state or region. | • Create a comic strip that traces a product from Kansas or the region from its beginnings to the consumer: wheat, aircraft. (2, 3) |
| 4. (A) gives an example of economic specialization that leads to trade between regions of the United States (e.g., Kansas produces wheat and beef and trades with other regions, Michigan produces automobiles, the Southeast produces rice, the Northwest produces paper). | • Have students work as a group to dramatize trade of two products: fruit, wheat; lumber, coal; fish, beef. (4) See also: HB414 |
Teacher Notes:
1. ★ E5B511
3. ★ E5B212
Capital goods, capital resources - special goods such as tools, equipment, machines, and buildings which are used to produce other goods and services.
Consumer - a person who buys goods or services to satisfy wants.
Consumption - the using up of goods and services by consumer purchasing or in the production of other goods.
Distribution - the arrangement of items over a specified area.
Goods - something that you can touch or hold.
Human resource - people who work in jobs to produce goods and services.
Natural resource - resources (fields, forests, the sea, and other gifts of nature) used to produce goods and services.
Opportunity cost - in making a decision, the most valuable alternative not chosen.
Production - the creation of value or wealth by producing goods or services.
Region - an area with one or more common characteristics or features which make it different from surrounding areas.
Services - something that one person does for someone else.
Specialization - people who work in jobs where they produce a few special goods and services.
Spending - the use of money to buy goods and services.
Trade - the exchange of goods or services for other goods and services or money.
Economics Standard: The student uses a working knowledge and understanding of major economic concepts, issues, and systems, applying decision-making skills as a consumer, producer, saver, investor, and citizen of Kansas and the United States living in an interdependent world.
Benchmark 2: The student understands how the market economy works in the United States.
| Fourth Grade Knowledge and/or Application Indicators | Fourth Grade Instructional Suggestions |
|-----------------------------------------------------|----------------------------------------|
| The student: | • Start a class business such as a cookie factory, a class store with supplies, or a student newspaper. (1) |
| 1. (K) - ($) defines the characteristics of an entrepreneur and gives an example of someone who shows those characteristics (e.g., risk taker, innovator, gets together all resources needed to produce a product). | • Bring in a guest speaker who is an entrepreneur. (1) See also: HB211, HB311&2 |
| | • Entrepreneur puzzle: Give each a prepared sheet of paper with the characteristics of an entrepreneur written on one side (the teacher may make puzzle lines around each characteristic or allow the students to make their own). On the backside of the characteristic list, illustrate an entrepreneur utilizing or showing one of the characteristics (example: a shop owner opening his new store, a new product being made, etc). When the illustration is completed, cut the picture to make a puzzle. Exchange puzzles to put together. (1) See also: HB211, HB312, HB415 |
Teacher Notes:
Entrepreneur – a person who organizes productive resources to take the risk to start a business.
Resource - an aspect of the physical environment that people value and use.
Economics Standard: The student uses a working knowledge and understanding of major economic concepts, issues, and systems, applying decision-making skills as a consumer, producer, saver, investor, and citizen of Kansas and the United States living in an interdependent world.
Benchmark 3: The student analyzes how different incentives, economic systems and their institutions, and local, national, and international interdependence affect people.
| Fourth Grade Knowledge and/or Application Indicators | Fourth Grade Instructional Suggestions |
|-----------------------------------------------------|----------------------------------------|
| The student: | • List natural resources found abundant in Kansas (wheat). What new business can be started based on the supply of wheat? What wheat-based product should the business produce (bread, cookies, tortillas)? Who would buy these products? Are there many other businesses already making these products? Could the company create a new and unique wheat product that could spark a high demand (cookie with school’s logo)? (1) |
| 1. ★(K) defines market economy as an economic system in which buyers and sellers make major decisions about production and distribution, based on supply and demand. | |
Teacher Notes:
1. ★ E5B2I2
Demand - the number of consumers willing and able to purchase a good or service at a given price.
Distribution - the arrangement of items over a specified area.
Economic system - establishes how a country produces and distributes goods and services.
Market economy - a system in which buyers and sellers make major decisions about production and distribution, based on supply and demand.
Production - the creation of value or wealth by producing goods or services.
Supply - the quantity of resources, goods, or services that sellers offer at various prices at a particular time.
Economics Standard: The student uses a working knowledge and understanding of major economic concepts, issues, and systems, applying decision-making skills as a consumer, producer, saver, investor, and citizen of Kansas and the United States living in an interdependent world.
Benchmark 4: The student analyzes the role of the government in the economy.
| Fourth Grade Knowledge and/or Application Indicators | Fourth Grade Instructional Suggestions |
|-----------------------------------------------------|---------------------------------------|
| This benchmark will be taught at another grade level.| |
Teacher Notes:
Economics Standard: The student uses a working knowledge and understanding of major economic concepts, issues, and systems, applying decision-making skills as a consumer, producer, saver, investor, and citizen of Kansas and the United States living in an interdependent world.
Benchmark 5: The student makes effective decisions as a consumer, producer, saver, investor, and citizen.
| Fourth Grade Knowledge and/or Application Indicators | Fourth Grade Instructional Suggestions |
|-----------------------------------------------------|---------------------------------------|
| The student: | • Hold a career fair or invite members of the community to speak to the class about the skills and education required for their occupations. (1)
2. *(A) analyzes the costs and benefits of making a choice. | • Pose scenario for the weekend: Doing a chore to earn allowance or going to a movie. What would be the cost for going to the movie (not earning the money for the chore)? What would be the benefit of going to the movie (having fun, seeing a favorite movie star)? Pose same questions for doing the chore. (2) |
Teacher Notes:
1. * E5B5i1
2. * E5B5i1
Benefit - something that satisfies one's wants.
Community - any group living in the same area or having interests, work, etc. in common.
Cost - something that is given up to satisfy your wants.
Income - financial gain received as wages/salaries, rent, interest, and/or profit.
Geography: The student uses a working knowledge and understanding of the spatial organization of Earth’s surface and relationships between peoples and places and physical and human environments in order to explain the interactions that occur in Kansas, the United States, and in our world.
**Benchmark 1: Geographic Tools and Location:** The student uses maps, graphic representations, tools, and technologies to locate, use, and present information about people, places, and environments.
| Fourth Grade Knowledge and/or Application Indicators | Fourth Grade Instructional Suggestions |
|-----------------------------------------------------|---------------------------------------|
| The student: | |
| 1. ★(A) applies geographic tools, including grid systems, symbols, legends, scales, and a compass rose to construct and interpret maps. | • Read a narrative and then create a sketch map to illustrate the setting of the narrative. The sketch map can be drawn on a grid for practice with grids. (1) |
| 2. (A) uses a data source as a tool (e.g., graphs, charts, tables). | • Use a map grid to determine the absolute location of places chosen by the teacher and students. (1) |
| 3. ★(A) identifies and give examples of the difference between political and physical features within a region. | • Construct maps, diagrams, or charts to display spatial information (e.g., construct a bar graph that compares populations of the five largest cities in the state or the United States). (2) |
| 4. ★(K) identifies major landforms and bodies of water in regions of the United States (e.g., mountains, plains, islands, peninsulas, rivers, oceans). | • Design a map that displays information selected by the students, using symbols explained in a key. (1, 4) |
| 5. ★(K) locates major physical and political features of regions from memory (e.g., Appalachian Mountains, the Great Lakes, 50 States, Kansas River, Arkansas River, Atlanta, Grand Canyon, Gulf of California, Mt. McKinley, Puerto Rico, Prime Meridian, International Dateline, Arctic Circle, Antarctic Circle, San Francisco, Dallas, Phoenix, Seattle, Everglades, Yellowstone National Park, Niagara Falls, Mississippi River). | • Survey where various items in the classroom were manufactured in the United States. Generate a graph or map of survey results. Write a brief account suggesting reasons for the patterns observed. |
| | • Mark major landforms on a map. (1, 4) See also EB113, EB114 |
| | • Locate places studied through classroom magazines, current events and/or literature on maps. Develop a thematic map showing the location of literature read throughout the year. (1) |
**Teacher Notes:**
1. ★ G6B111
3. ★ G5B112
4. ★ G5B112
5. ★ G5B112
**Absolute location** - the location of a point expressed by a grid reference (latitude and longitude).
**Compass rose** - a drawing that shows the orientation of north, south, east, and west on a map.
**Geographic tools** - reference resources such as almanacs, gazetteers, geographic dictionaries, statistical abstracts and other data compilations used to provide information about the earth's surface.
**Legend** - an explanatory description or key to features on a map or chart.
Location - the position of a point on the Earth's surface, expressed by means of a grid (absolute location) or in relation to the position of other places (relative location).
Places - locations having distinctive characteristics, which give them meaning and character, and distinguish them from other locations.
Physical feature - a natural characteristic of a place (elevation, landforms, vegetation).
Region - an area with one or more common characteristics or features which make it different from surrounding areas.
Spatial - pertaining to space on the earth's surface.
Scale - relative size as shown on a map (1 inch = 100 miles).
Thematic map - a map representing a specific theme, topic, or spatial distribution (cattle production, climates).
Geography: The student uses a working knowledge and understanding of the spatial organization of Earth’s surface and relationships between peoples and places and physical and human environments in order to explain the interactions that occur in Kansas, the United States, and in our world.
Benchmark 2: Places and Regions: The student analyzes the human and physical features that give places and regions their distinctive character.
| Fourth Grade Knowledge and/or Application Indicators | Fourth Grade Instructional Suggestions |
|-----------------------------------------------------|---------------------------------------|
| The student: | |
| 1. (A) identifies and compares the physical | • Use rainfall maps of Kansas to |
| characteristics of eastern to western Kansas and | compare rainfall amounts in Eastern |
| regions of the United States (e.g., rainfall, | Kansas and Western Kansas. Discuss |
| location, land and water features, climate, | why these rainfall amounts vary. (1) |
| vegetation, natural resources). | |
| 2. (K) identifies the human characteristics of | • Label land and water features on |
| Kansas and regions of the United States (e.g., | Kansas maps. (1) |
| people, religions, languages, customs, economic | • Make ongoing charts related to |
| activities, housing, foods). | human characteristics as Kansas and |
| | the regions of the United States are |
| | studied. (2) |
| | • Use maps to identify and compare |
| | vegetation and resources with what |
| | is produced in Kansas and the United |
| | States. (1, 2) |
Teacher Notes:
Location - the position of a point on the Earth's surface, expressed by means of a grid (absolute location) or in relation to the position of other places (relative location).
Natural resource - resources (fields, forests, the sea, and other gifts of nature) used to produce goods and services.
Region - an area with one or more common characteristics or features which make it different from surrounding areas.
Religion - a system of beliefs for satisfying a peoples' spiritual wants/needs.
Resource - an aspect of the physical environment that people value and use.
Geography: The student uses a working knowledge and understanding of the spatial organization of Earth’s surface and relationships between peoples and places and physical and human environments in order to explain the interactions that occur in Kansas, the United States, and in our world.
These indicators represent an overlap between the disciplines of geography and science. Therefore students may learn these indicators in either science and/or social studies depending upon local curricular decisions.
Benchmark 3: Physical Systems: The student understands Earth’s physical systems and how physical processes shape Earth’s surface.
| Fourth Grade Knowledge and/or Application Indicators | Fourth Grade Instructional Suggestions |
|-----------------------------------------------------|---------------------------------------|
| The student: | • Use pictures from instructional materials and hand-drawn sketches to distinguish between different landforms. (1)
| 1. (K) identifies and describes the physical components of Earth’s atmosphere, land, water, **biomes** (e.g., temperature, precipitation, wind, climate, mountains, plains, islands, oceans, lakes, rivers, aquifers, plants, animals, habitats). | • Construct and analyze climate graphs for selected **places** and suggest reasons for similarities and differences in climates. (1)
| 2. (A) explains features and patterns of Earth’s surface in terms of **physical processes** (e.g., weathering, erosion, water cycle, soil formation, mountain building). | • Describe the physical environment of the students’ own **region** and the **physical processes** that act on it (e.g., weather, freezing and thawing, soil building processes). (2)
| 3. (A) explains the functions and relationships of ecosystems in Kansas and across the United States (e.g., food chains, water, link between **flora** and **fauna** and the environment). | • Compare and interpret maps and photographs to explain how physical processes affect Earth’s surface (e.g., the effects of climate and weather on vegetation, erosion and deposition on landforms, mudslides on hills). (2)
| | • Use simple diagrams and/or models and conduct simple experiments to demonstrate the role of precipitation, evaporation, and condensation in the water cycle. (2) See also HB413
| | • Illustrate food chains of animals living in Kansas and across the U.S. through the creation of sequentially ordered paper chains or accordion books. (3)
| | • Create a **diorama model** of a local ecosystem. (3) |
Teacher Notes:
**Biome** - a major regional or global biotic community, such as a grassland or desert, characterized chiefly by the dominant forms of plant life and climate.
**Fauna** - animal life.
**Flora** - plant life.
**Physical process** - a course or method of operation that produces, maintains, or alters Earth’s physical systems (e.g., glaciation, erosion, deposition).
**Places** - locations having distinctive characteristics, which give them meaning and character, and distinguish them from other locations.
Region - an area with one or more common characteristics or features which make it different from surrounding areas.
Geography: The student uses a working knowledge and understanding of the spatial organization of Earth’s surface and relationships between peoples and places and physical and human environments in order to explain the interactions that occur in Kansas, the United States, and in our world.
**Benchmark 4: Human Systems:** The student understands how economic, political, cultural, and social processes interact to shape patterns of human populations, interdependence, cooperation, and conflict.
| Fourth Grade Knowledge and/or Application Indicators | Fourth Grade Instructional Suggestions |
|-----------------------------------------------------|---------------------------------------|
| The student: | • Use layers of transparencies to identify political units at different scales: city, county, state, country. (1)
| 1. ★(K) describes the types and characteristics of political units (e.g., city, county, state, country). | • Make a **flip book** identifying the student’s city, county, state, and country. (1)
| 2. (K) identifies conditions that determine the *location* of human activities (e.g., *resources*, population, transportation, and *technology*). | • Study a map of the United States showing *population distributions* and densities, and then write an account suggesting differences in *distribution* and density related to location. (2)
| | • Discuss local or *regional* examples of conflicts related to resources or boundaries (e.g., issues related to school district boundaries, city limit changes, water issues in Western Kansas). (2) See also: HB414, HB415
| | • Use the yellow pages and local maps to determine the locations of human activity. (2) |
**Teacher Notes:**
1. ★ H6B211, H6B214
*Distribution* - the arrangement of items over a specified area.
*Location* - the position of a point on the Earth’s surface, expressed by means of a grid (absolute location) or in relation to the position of other places (relative location).
*Population distribution* - location patterns of various populations.
*Resource* - an aspect of the physical environment that people value and use.
*Technology* - science applied to achieve practical purposes.
Geography: The student uses a working knowledge and understanding of the spatial organization of Earth’s surface and relationships between peoples and places and physical and human environments in order to explain the interactions that occur in Kansas, the United States, and in our world.
Benchmark 5: Human-Environment Interactions: The student understands the effects of interaction between human and physical systems.
| Fourth Grade Knowledge and/or Application Indicators | Fourth Grade Instructional Suggestions |
|-----------------------------------------------------|---------------------------------------|
| The student: | |
| 1. ★ (A) examines natural resource challenges and ways people have developed solutions as they use renewable and nonrenewable resources (e.g., lack of water, eroding soil, lack of land, limitations of fossil fuels). | • Prepare an illustrated booklet that shows how and why people alter the physical environment: creating irrigation projects, clearing the land to make room for shopping centers, planting crops and building roads. (1)
• Make a chart categorizing resources as renewable or nonrenewable. Justify the categories chosen. (1)
• Use photographs to explain how cities develop around natural resources. (1) |
Teacher Notes:
1. ★ G6B412
Natural resource - resources (fields, forests, the sea, and other gifts of nature) used to produce goods and services.
Renewable resource - a resource that can be regenerated.
History Standard: The student uses a working knowledge and understanding of significant individuals, groups, ideas, events, eras, and developments in the history of Kansas, the United States, and the world, utilizing essential analytical and research skills.
Benchmark 1: The student understands the significance of important individuals and major developments in history.
| Fourth Grade Knowledge and/or Application Indicators | Fourth Grade Instructional Suggestions |
|-----------------------------------------------------|---------------------------------------|
| The student: | |
| 1. ★ (A) researches the contributions made by notable Kansans in history (e.g., Dwight David Eisenhower, Alf Landon, Amelia Earhart, George Washington Carver, Robert Dole, William Allen White, Langston Hughes, Carry A. Nation, Black Bear Bosin, Gordon Parks, Clyde Cessna, Charles Curtis, Walter Chrysler, Wyatt Earp). | • Develop trading cards by drawing a picture of a notable Kansan on one side and writing a list of his/her accomplishments on the other. (1) |
| 2. (K) uses traditional stories from regions of the United States to help define the region. | • Read traditional regional stories, about such characters as Pecos Bill, Paul Bunyan, etc., to show how these folktales describe the region in which the characters lived. (2) |
| 3. ★ (K) describes the observations of the explorers who came to what was to become Kansas (e.g., Francisco Coronado, Meriwether Lewis and William Clark, Zebulon Pike, Stephen H. Long). | • Describe experiences of explorers who came to Kansas before statehood through role playing, drawing maps with journal entries, etc. (3) |
| 4. (K) describes how communication and transportation systems connect Kansas to other regions, past and present (e.g., trails, Pony Express, telegraph, steamboats, railroad lines, highway systems, air transportation, Internet). | • Compare and contrast ways people have communicated with one another and traveled to, from and within Kansas. (4) |
| 5. (A) compares and contrasts the purposes of the Santa Fe and Oregon-California Trails (e.g., commercial vs. migration). | • Draw a Venn diagram showing similarities and differences between the Santa Fe and Oregon-California Trails. (5) |
| 6. (K) describes life on the Santa Fe and Oregon-California Trails (e.g., interactions between different cultural groups, hardships such as lack of water, mountains and rivers to cross, weather, need for medical care, size of wagon). | • Make a list of major hardships encountered by travelers on one of the historic trails; make a list of items a wagon would need for a successful journey, explaining choice. (6) |
Teacher Notes:
1. ★ C5B214
3. ★ H5B113
Migration - the movement of people or other organisms from one region to another.
Region - an area with one or more common characteristics or features which make it different from surrounding areas.
History Standard: The student uses a working knowledge and understanding of significant individuals, groups, ideas, events, eras, and developments in the history of Kansas, the United States, and the world, utilizing essential analytical and research skills.
Benchmark 2: The student understands the importance of experiences of groups of people who have contributed to the richness of heritage.
| Fourth Grade Knowledge and/or Application Indicators | Fourth Grade Instructional Suggestions |
|-----------------------------------------------------|---------------------------------------|
| The student: | |
| 1. ★(A) compares the various reasons several immigrant groups settled in Kansas (e.g., English, German, German-Russian, French, Swedish, Czechoslovakian, Croatian, Serbian, Mexican, African American, Vietnamese, Cambodian, Laotian). | • Use text or other secondary sources to construct a table that summarizes geographic, political, economic, and religious reasons that brought immigrant groups to Kansas. (1) |
| 2. ★(K) explains the economic and cultural contributions made by immigrant groups in Kansas (e.g., jobs, agriculture, mining, arts, customs, celebrations). | • Research the immigrant groups who settled in Kansas emphasizing their economic and cultural contributions. (2) |
Teacher Notes:
1. ★ G6B412
2. ★ H5B213
Secondary source - an account of an event, person, or place that is not first-hand (textbook information, historically based movies, biographies).
History Standard: The student uses a working knowledge and understanding of significant individuals, groups, ideas, events, eras, and developments in the history of Kansas, the United States, and the world, utilizing essential analytical and research skills.
Benchmark 3: The student understands the significance of events, holidays, documents, and symbols that are important to Kansas, United States and World history.
| Fourth Grade Knowledge and/or Application Indicators | Fourth Grade Instructional Suggestions |
|-----------------------------------------------------|---------------------------------------|
| The student: | • Explain the origin of the name “Kansas” from the Kansa Indians. (1)
| 1. (K) explains the origin of the name “Kansas.” | • Make a book describing the history of Kansas using the state song “Home on the Range.” (2)
| 2. (K) describes the history of the Kansas state song, “Home on the Range.” | |
Teacher Notes:
Kansas, United States, and World History
History Standard: The student uses a working knowledge and understanding of significant individuals, groups, ideas, events, eras, and developments in the history of Kansas, the United States, and the world, utilizing essential analytical and research skills.
Benchmark 4: The student engages in historical thinking skills.
| Fourth Grade Knowledge and/or Application Indicators | Fourth Grade Instructional Suggestions |
|-----------------------------------------------------|---------------------------------------|
| The student: | • Create and use personal and historical timelines. Make a human timeline – study a historical topic, and write an important fact about the topic on a sheet of paper (total of 5-7 facts). Give the facts to a small group of students and have them arrange themselves in order along a timeline. (1)
• Question example: “Which trail (Santa Fe or Oregon-California) achieved better goals for the people at the end of travel?” Thesis statement examples: “The Santa Fe Trail achieved better goals for the people at the end of travel.” or “The Oregon-California Trail achieved better goals for the people at the end of travel.” (2)
• Explain why a source is either primary or secondary; find information from different sources and judge whether the information is the same or different. (4)
• Develop an interpretive research project on an historical person or event in history students have been studying; develop a question about the topic using a variety of sources, and locate, evaluate, organize, and record details (in their own words) that will answer the question. (5) |
| 1. ★ (A) creates and uses historical timelines (e.g., time periods, eras, decades, centuries).
2. ★ (A) develops a thesis statement around a historical question.
3. ★ (K) understands the difference between inferred information and observed information.
4. ★ (A) identifies and compares information from primary and secondary sources (e.g., photographs, diaries/journals, newspapers, historical maps).
5. ★ (A) uses research skills to interpret an historical person or event in history and notes the source(s) of information (e.g., discusses ideas; formulates broad and specific questions; determines a variety of sources; locates, evaluates, organizes, records and shares relevant information in both oral and written form). |
Teacher Notes:
1. ★ H6B4I1
2. ★ H6B4I1
3. ★ H6B4I1
4. ★ H6B4I1
5. ★ H6B4I1
Era - a period of history marked by some distinctive characteristic.
Inferred information - ability to analyze and interpret different historical perspectives to see how the events influenced people’s behavior.
Observed information - ability to understand historical narratives and describe historical experiences
Primary source - a first-hand account of an event, person, or place (official document, diary, letter, historical photograph, oral testimony).
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World Environment Day is observed on 5th June every year to focus on the need for environmental management & sustainable development to keep mother Earth habitable for all species including ourselves. The Day was established by the United Nations General Assembly in 1972. This year’s theme is “Think.Eat.Save”. The theme focusses on food waste and food loss. UN statistics suggest that about 1.3 billion tonnes of food is wasted in the world every year, wherein 1 out of 7 people go to bed hungry and more than 20,000 children under the age of 5 die daily from hunger. In the world of plenty, where food production outstrips demand, yet 870 million people are undernourished. While the planet Earth is struggling to provide resources for sustaining its fast growing population which currently is 7 billion, huge wastage of food is draining our resources & damaging the environment.
About 1000 litres of water is required to produce 1 litre of cow milk. 16,000 litres of water go into cow’s food to make a hamburger. Global food production requires 25% of all habitable land and about 70% fresh water. 80% of deforestation and 30% greenhouse gas emissions. Thus food production becomes the single largest driver of bio-diversity loss and land-use change. Hence, reduction in wastage of food will reduce usage of environmental resources and abuse of environment. We need to reduce our food print.
Presently only about 15% of country’s agricultural produce is transported by the Indian rail network. The critical factor in carrying perishable food products is ensuring efficient movement under conditions that maximise the potential life of the product and maintain its quality, suitability and safety. The creation of the Dedicated Freight Corridors, will provide safe and fast bulk movement of food grains, farm products, perishable food items, farm equipment etc. among others and directly contribute in their quicker transportation and distribution. This will help in reduction of wastage of food products.
I solicit your cooperation for timely completion of dedicated freight corridors and achieving desired goals of environment protection and sustainable development. I request all of you to imbibe the theme of ‘Think.Eat.Save’ in your personal lives for benefit of the nation.
Jai Hind
(R.K.Gupta)
Managing Director | <urn:uuid:0690ed92-770e-48b5-90ed-f35e652fd15a> | CC-MAIN-2018-51 | http://dfccil.gov.in/dfccil_app/docs/WED_MD_Message_2013.pdf | 2018-12-16T00:23:43Z | crawl-data/CC-MAIN-2018-51/segments/1544376827137.61/warc/CC-MAIN-20181215222234-20181216004234-00477.warc.gz | 71,629,879 | 472 | eng_Latn | eng_Latn | 0.997419 | eng_Latn | 0.997419 | [
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Review: Blue Note Walking Bass
Electric Blues
The Blue Note Walking Bass adds a bright light to playing the Blues. Warm up by first playing measures 1–4 with the LH alone. Make it a Jam Session by adding the Acoustic* and Electronic Jamming** parts.
Moderato
*ACOUSTIC JAMMING: To be played by your teacher or another keyboard player as a duet part. Play the written left hand of ELECTRIC BLUES an octave lower.
**ELECTRONIC JAMMING: Use the suggested settings below when playing on an electronic keyboard or as a rhythm background when playing on an acoustic piano. When there is a choice of Rock or Jazz, student should select which style of eighth-note rhythm to play.
REGISTER: Synth Ensemble RHYTHM: Rock or Jazz
IMPROV IDEA #3: Creating New Melodies with Blue Notes
BLUE NOTES (*) are flatted tones on the 3rd and 5th steps of the major scale that always return to the neighboring tone one half step higher.
Play this example which does not use Blue Notes.
Now play this same example and hear the difference that Blue Notes (*) make.
PLAYER’S CHOICE
There are places in this piece where you can make the choice of using a Blue Note or not. If you decide to flat the tones marked with an asterisk, then you are improvising with Blue Notes.
ACOUSTIC JAMMING: Play an octave lower.
ELECTRONIC JAMMING: REGISTER: Brass RHYTHM: Rock or Jazz | <urn:uuid:97701efc-5c9e-44c0-9686-4ab59f17eec7> | CC-MAIN-2021-21 | https://content.alfred.com/catpages/00-3142.pdf | 2021-05-15T00:14:31+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243991829.45/warc/CC-MAIN-20210514214157-20210515004157-00525.warc.gz | 198,452,004 | 320 | eng_Latn | eng_Latn | 0.996368 | eng_Latn | 0.996718 | [
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Water Well Disinfection or Chlorination
For many of us, a water supply well represents the sole source of water for our home. Disinfecting your water supply well and piping system is an effective way to ensure that your water is sanitary and safe to drink. Disinfection of a water supply well is necessary if test results indicate bacterial contamination. Chlorination of your well, piping system, and water heater is also necessary if your well is contaminated by flood water. Disinfection may be used to control iron and sulfur bacteria to a limited degree. You may also wish to chlorinate your well as part of an annual well maintenance practice. In addition, all water wells are required to be disinfected upon completion of construction, maintenance, repairs or pump installation and testing.
The standard method of disinfection produces a 100 parts per million (or 100 milligrams per liter) chlorine concentration in your water. Another type of chlorination termed “shock chlorination” uses the same methods to introduce chlorine but achieves at least a 200 parts per million residual chlorine or more. Shock chlorination is typically recommended when test results indicate the presence of bacteria.
REMEMBER! The only people allowed to break a well seal are the well owner, plumbers installing or repairing well pumps, and certified well contractors.
How to Chlorinate Your Water Supply Well
To safely chlorinate your well, you should use safety goggles, gloves and appropriate clothing. Follow chlorine product manufacturer’s instructions. Concentrated chlorine can produce holes in clothing and skin burns. You can use household bleach or a solution made from high test calcium hypochlorite containing 65% - 75% available chlorine. High-test calcium hypochlorite, including trade names HTH and Chlor-Tabs, is available from home improvement stores, swimming pool product suppliers, and driller supply stores. Do not use stabilized chlorine tablets or any chlorine product that contains fungicides, algaecides or other disinfectants; read the product label carefully. You may wish to ask the well contractor that installed your well if they have these products available.
To determine the amount of chlorine or calcium hypochlorite needed to produce a 100 parts per million residual chlorine solution, you must follow these steps:
1) Determine the thickness of the water column in your well. To accomplish this, you must determine the depth to water from the ground surface and subtract this number from the total depth of the well. These numbers should be recorded by the well contractor on the well tag located on the well casing. If not, you can contact the well contractor that drilled the well. Example: The total well depth is 150 ft. and the water level is 20 ft. below ground surface. Therefore, the thickness of the water column is 130 ft.
2) Use the following table to determine how much chlorine compound is needed to dose 100 feet of a water-filled well to at least 100mg/l:
| Borehole or Casing Diameter (inches) | Gallons of Water per 100 ft of Water Filled Well | Amount of Calcium Hypochlorite (65%-70% available chlorine) |
|--------------------------------------|-------------------------------------------------|-------------------------------------------------------------|
| 2 | 16.3 | 0.5 oz. |
| 4 | 65.3 | 2 oz. |
| 6 | 146.9 | 4.4 oz. |
| 8 | 261.1 | 7.8 oz. |
| 10 | 408 | 12.2 oz. |
| 12 | 587 | 1 lb. 2 oz. |
| 18 | 1321 | 2 lb. 8 oz. |
| 20 | 1632 | 3 lbs. 1 oz. |
| 24 | 2350 | 4 lbs. 7 oz. |
| 30 | 3672 | 6 lbs. 14 oz. |
| 36 | 5287 | 9 lbs. 15 oz. |
3) Begin by attaching a garden hose to the well’s hose bibb or an outside faucet closest to your well. Fill a five gallon bucket about 3/4 full with water. Loosen the well seal at the top of your well. This is typically accomplished with a wrench and it may be necessary to bump the seal with a rubber mallet to loosen it. If you are unable to remove the well seal, you can introduce the chlorine solution through the vent hole using a funnel. The vent pipe is easily unscrewed. However, it is better to pour the chlorine solution directly into the well in order to wash down the sides of the casing with the chlorine solution.
4) Add the calculated amount of calcium hypochlorite to the five gallon bucket of water and mix to dissolve. Pour the chlorine solution into the vent opening using a funnel or in through the top of the well casing after removing the well seal. Special provisions will be required for introducing the chlorine solution into artesian wells (flowing well). Contact the appropriate regional office for more information. Place the end of the garden hose so the discharging water will flow into the well either through the top of the well casing or slowly through the funnel positioned in the vent hole. Turn the hose on and allow the water to run until a strong chlorine odor is noticed coming from the hose. Allow the hose to run water into the well for about an hour or enough time to thoroughly circulate the chlorinated water.
5) Once the chlorine has been placed in the well, turn on each discharge point of the system (faucet etc.) until a strong chlorine odor is noted then turn off the faucet. Let the chlorine solution sit in the system for at least 24 hours. Use chlorine test strips to determine the amount of residual chlorine in the system. Do not use the system during this time as chlorine will be flushed to your septic system. Before resuming use of your water system, you must rid the system of the chlorinated water. To flush the system, run water from an outside faucet until the chlorine odor no longer remains. When flushing the system, drain the chlorine water away from plants and animals.
**Do not allow the chlorine rich water to enter any surface water body or storm sewer!**
---
**After Disinfection**
If your well tested positive for bacteria before, it is important to get the water retested after disinfection. You can retest the well for bacteria about seven-to-ten days after disinfection. Remember that you must identify and remedy the source of the bacteria to keep the problem from recurring. The presence or absence of “indicator” bacteria such as total coliform determines if your water supply well is sanitary. Usually a properly constructed well can be effectively disinfected. However, if tests indicate that bacteria remain, you may need to have the well inspected. Foreign matter in the well such as animals, insects or bits of wood will have to be manually removed and the well disinfected again.
If you have questions about disinfection or other well issues, please contact your Department of Environment and Natural Resource (DENR) Aquifer Protection Section regional office.
For more information or a copy of the 15A NCAC 02C .0100 Well Construction Standards Criteria and Standards Applicable to Water Supply and Certain Other Wells, you can visit our webpage
http://portal.ncdenr.org/web/wq/aps/gwpro
or contact us at:
DENR
Aquifer Protection Section
1636 Mail Service Center
Raleigh, North Carolina 27699-1636
Phone: (919) 733-3221
Fax: (919) 715-0588 | <urn:uuid:21cd4ea8-8145-4b56-961d-f391627271a1> | CC-MAIN-2022-49 | https://www.orangecountync.gov/DocumentCenter/View/1922/Disinfection-of-Wells-Chlorination-Procedure-PDF | 2022-12-02T23:49:55+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446710916.70/warc/CC-MAIN-20221202215443-20221203005443-00024.warc.gz | 979,238,518 | 1,608 | eng_Latn | eng_Latn | 0.995191 | eng_Latn | 0.995407 | [
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Welcoming Refugee Students
Strategies for School Administrators
Bureau of Refugee and Immigrant Assistance (BRIA)
New York State Office of Temporary and Disability Assistance
Refugees
A refugee is someone who flees their native country because of fear of persecution based on race, religion, nationality, social group, or political opinion.
Some refugee children have witnessed terrible violence, and have lost friends and family.
They may have been living in the middle of
- war
- political oppression
- constant violence
- torture
- famine
- religious persecution.
Refugees have managed to escape, but often without family members and personal belongings. They have gone through several levels of approval before gaining permission to resettle in the United States.
“An immigrant leaves his homeland to find greener grass. A refugee leaves his homeland because the grass is burning under his feet.”
School leaders are in a key position to create an environment that welcomes refugee students from countries such as Burma, Nepal, Somalia, Iraq, and Sudan. As students resettle in their new communities they will need assistance in learning English and adapting to school procedures.
Teachers and other staff will need professional development and support as they strive to meet the needs of refugee students.
Partnerships with parents, refugee centers, and community groups will be essential in helping refugee students acclimate to their new schools.
This brochure suggests strategies for school administrators as they respond to the challenge of educating refugee students.
Previous schooling for refugee students can range from no education at all to disruption of a rigorous education. Even if refugee students have attended school, it may have been in a refugee camp, where resources can be extremely limited.
Although there may be some information about the background of the refugee students, it may be difficult to determine their academic knowledge and abilities.
Teachers of English language learners (ESL or ELL), with assistance from Refugee Resettlement Case Managers and school counselors, assess the capabilities of students, determine grade placement, and do their best to meet social and academic needs of refugee students. They also have to follow school policies and state regulations to ensure that the students can complete testing and graduation requirements. This can be very challenging and requires administrative support.
Refugee students are often scared and confused when they first attend school. Until they can adjust to the demands of their new school environment (even if they have interpreters and help from ESL/ELL teachers), they will have difficulty absorbing academic information.
But their adaptation is often surprisingly swift. As refugee students become comfortable, they have a better chance of learning. Keep in mind that some refugee students are experiencing for the first time:
- freedom to express opinions in public
- access to textbooks, literature and art supplies
- teachers, counselors, and administrators who are engaging and supportive
- in-depth presentation of subject matter
- access to a wide range of activities.
“Many of our refugee students come from countries where education is a scarce commodity, and where they receive truncated or no formal education.”
“I want the refugee students in my building to know that they are contributing to our school, not just adapting to it.”
Refugee children have left behind:
- all of their belongings
- family members
- friends and neighbors
- familiar weather, foods, and traditions.
They are torn between maintaining family cultural traditions and “fitting in” to the new culture. Give them time and encouragement as they find their way. Consult frequently with the ESL/ELL teachers, Refugee Resettlement Case Managers, and school counselors, to monitor adjustment.
“The biggest concerns we have observed with refugee students in our school are: personal hygiene, purchasing lunch, appropriate clothing that fits, use of restrooms, and finding classrooms. Tackle these issues immediately and you will see refugee children relax and begin to enjoy themselves in school.”
It may take a while for some refugee students to grasp the concept of time. Many have never experienced schedules, clocks, and required school attendance. Review expectations with parents and students, but understand that it will take a few weeks for routines to be established.
It is not advisable to ask refugee students about their past history. They may be grieving, or experiencing post-traumatic stress disorder. Help them concentrate on their new school activities and making friends.
“Every newcomer should immediately have a buddy or peer mentor for the first few weeks. Everybody wins.”
“We made a point of greeting each refugee student every day by name, making it clear that we wanted them to join us.”
Communication
- Before they learn English, many refugee students will remain silent or nod “yes” to any question. Draw pictures or demonstrate to make sure they understand.
- Post signs in many languages around the school. This is a great way for every student to learn about another language!
“Locate ‘allies’ who recognize the needs of refugee children.”
(Refugee Children in U.S. Schools: A Toolkit for Teachers and School Personnel (http://www.brycs.org)
Find out immediately how you can engage interpreters at your school. Begin with the school district administration office and ask if they have a list of qualified interpreters. Then consult community groups that have refugees who are bilingual. Interpreters can also be located through refugee resettlement centers, social service and community-based organizations that serve refugees, health care agencies such as hospitals, and organizations that provide interpreters on-site or telephonically. (It is not recommended that children interpret for their peers under any circumstances.)
Refugee students may not trust adults, particularly law enforcement officials, who attempt to speak to them in the hallways. Explain school rules to the refugee students and demonstrate appropriate responses.
School calendars are very confusing. Half days? Holidays? Vacation breaks? Make sure teachers remind refugee students about changes in the routine. Too many refugee students have shown up for school on a snow day! (Alert parents, the school nurse, or the refugee resettlement center if a student is not appropriately dressed for the weather.)
“We added pictures to our multilingual signs, since some refugee students are not literate in their own language.”
Tips from Administrators
School Building
- What might frighten refugee students?
- Fire and lockdown drills
- Health examinations
- Changing clothes for physical education
- Police officers in schools
- School transportation
- Crowded cafeterias
Prepare refugee students for these school activities and make sure that they are assisted by peer mentors and faculty as they become familiar with them.
- Restrooms should be clearly marked with pictures. Go into them during school tours. Refugee students identify this problem as their biggest concern about navigating a new school. Explain when students are allowed to have access to restrooms.
- Analyze your school policies and programs, the environment and culture, professional development, and how you partner with parents and other agencies. Do you have a culturally competent school?
A culturally competent school is one that values diversity in philosophy and practice, where teaching and learning are made relevant and meaningful to students of various cultures, and student cultural contributions are recognized.
DO YOU HAVE:
- a welcoming front office?
- signs in many languages?
- personal outreach to refugee families?
- a friendly, familiar face?
“Our building is old and worn out. But we try to make it cheerful and welcoming, and make sure that adults are available. Refugee students don’t always know that adults are there to help them.”
“Loud noises, alarms, and yelling may mean danger to a refugee student.”
**Traditions**
- Research the native countries of refugee students, as well as religious traditions. Find out about climate, terrain, food, and history. But avoid personal questions about family and friends, political issues, and personal experiences during resettlement. And remember that every child is unique.
Although it is important for American students to learn about different cultures, do not assume that refugee students are familiar with the traditions of their native countries. Many have grown up in a refugee camp outside their country. Or they may have experienced life in the middle of war or famine.
“We celebrate multiculturalism with school events and classroom activities, but focus on the cultural traditions of everyone without stressing specific countries or ethnic groups. We have asked: What is your family’s favorite food? What dances do you know? How do you celebrate holidays?”
**Safety**
- Introduce refugee students to school personnel who will be in the hallways, the cafeteria, and on the playground. Keep repeating that adults in schools are there to help students.
- Refugee students can be targets for bullies. All students should be informed about where to go for help if they are afraid or bullied in school. Refugee students need to know who they can trust. See *Welcome to Our Schools, Module 15 – Staying Safe* for resources on refugees and bullying ([http://otda.ny.gov/programs/bria/wtos.asp](http://otda.ny.gov/programs/bria/wtos.asp))
- Be very clear about what Zero Tolerance means. Review what is allowed in school.
- Invite health care personnel and counselors to explain to older students that in the United States there are laws pertaining to sexual assault, domestic violence, and hate crime. Refer to *Welcome to Our Schools – Module 6 – Hate Crime*. Provide copies of the brochure *Domestic Abuse and Refugees: Strategies for Building Healthy Relationships* to counselors. ([http://otda.ny.gov/programs/bria/wtos.asp](http://otda.ny.gov/programs/bria/wtos.asp))
**Parents**
- Take parents on tours of the school and introduce them to *all* staff so that the parents can feel comfortable in the school. Keep in mind that many refugee parents have never been in *any* kind of school before, but they are anxious for their children to have an education.
- Refugee parents may not understand that they are *allowed* to talk to teachers. Reach out to the parents and members of the community who can explain that teachers want to connect with parents and work together to ensure a successful educational experience.
- Set the expectation, especially in middle school, that every student must participate in at least one extracurricular activity. Most refugee parents have no idea that there are school clubs, sports, after-school activities, and school-wide events such as assemblies and theater productions. Invite parents personally to attend school events. Talk to them about options for their children. Explain that one of the best ways for students to make friends and stay safe is to join a school-based activity.
**Classroom**
- Refugee students who have been in the United States for a while are a wonderful source of information and support for newcomers and teachers.
Invite older refugee students to meet with new refugee students and speak at professional development programs. This has been a huge success in helping the entire school to welcome refugee students.
- Many teachers are not prepared for students who do not speak English. They may have refugee students in their classes who are older than their classmates. A free PowerPoint presentation (with script) is available in the *Welcome to Our Schools curriculum – Professional Development* ([http://otda.ny.gov/programs/bria/wtos.asp](http://otda.ny.gov/programs/bria/wtos.asp)).
“Reassure teachers that refugee students with a low level of English literacy can use other forms of expression in the classroom such as drawing and flash cards. The children *want* to learn English, so just give them time.”
“Our refugee students tell us that when they were learning English they were also observing, practicing, translating, copying, and learning – all at the same time.”
As the school administrator, I have to make sure that my teachers know that I understand the challenges of teaching refugee students.
- Provide all faculty with a copy of the *Welcoming Refugee Students: Strategies for Classroom Teachers* brochure on the website of the New York State Bureau of Refugee and Immigrant Assistance. Additional brochures are available on the site for school counselors, school nurses, Peer Mentors, and ESL/ELL teachers. ([http://otda.ny.gov/programs/bria/wtos.asp](http://otda.ny.gov/programs/bria/wtos.asp))
- Provide teachers with information about the cultural background of refugee students. Inform them about Bridging Refugee Youth and Children’s Services ([www.brycs.org](http://www.brycs.org)), a valuable source of instructional materials.
- Support alternative instructional strategies for refugee students, including the use of cultural frames of reference, differentiated instruction, and social immersion.
- Explain to teachers that a non-English-speaking student who is sitting in the classroom and not participating is still learning a great deal. Refugee students are observing student-teacher interactions, the use of textbooks and school supplies, social interactions, and routines.
- Recognize that teachers may be frustrated and occasionally uncomfortable when responsible for teaching refugee students, especially in subject areas that require considerable amounts of reading and writing. Make sure instructional support, ESL assistance, tutors, and other arrangements are not only available to the students, but providing support to faculty.
- Watch attendance records closely. Fear can cause refugee students to stay home. They may be afraid of being teased or looking foolish, or something basic like confusion about using the restroom or buying lunch.
Peer mentors provide assistance to new refugee students for as long as necessary. Select students who can be trusted to provide information and support, and serve as a positive role model. The Peer Mentor brochure explains what students can do to help refugee students feel welcome and comfortable in their new school. [http://otda.ny.gov/programs/bria/wtos.asp](http://otda.ny.gov/programs/bria/wtos.asp)
“Some refugee students arrive at a time when we are taking State exams or standardized tests. Get a qualified interpreter to help the students complete any required tests. Keep stressing that the tests are for determining the best educational program for the student.”
Testing
- In general, testing requirements are challenging for school districts. Consult with colleagues and other districts about the testing process for newly arrived refugee students, use of interpreters during testing, and expectations for completion of tests. Keep up to date on any changes in testing requirements for students with special needs.
- Know the school district policy on the placement and grading of refugee students. Consult with ESL/ELL teachers to develop procedures based on the cultural context and experiences of refugee students. View each child as unique. Do not make decisions based on assumptions about the cultural or educational background of refugee newcomers.
- Assess skills that may not be readily apparent because of language deficits. Conduct interim assessments as the children learn English, to determine if original placements should be reconsidered.
- Keep in mind that some refugee students are not literate in their own languages and some may have undiagnosed learning disabilities. Engage ESL/ELL and Special Education teachers in planning for students, but don’t make final decisions about educational programming until the students have had the chance to learn basic English. The picture changes completely when the students can communicate in English.
- Students can be confused about the many varieties of tests (e.g., exams, quizzes, multiple-choice questions, midterms, finals). Make sure that teachers demonstrate how tests are completed, especially assessments with bubble answer sheets.
- It is also important to inform students and parents about the importance of tests, but not by stressing achievement. Explain that teachers administer tests to determine what the students have learned, and what else needs to be taught. The tests will help teachers plan for the student’s education.
“Refugee students will need to be informed about test-taking protocols, such as: no talking; never copy answers; come prepared with supplies that might be needed; and tests may be timed.”
Tips from Administrators
Technology
- Refugee students quickly become aware of the use of technology by American students and teachers. Many refugee students are highly motivated to learn about technology (e.g., cell phones, internet, iPads) not only because they can participate in social media, but because they can also explore websites that inform them about their native countries.
- Translation sites are especially useful in school as refugee students are learning English. Make sure they are guided toward accessible computers and receive instruction about basic computer skills. They catch on very quickly!
- Cyberbullying is an issue that requires vigilance on the part of parents and educators. Refugee parents need information about the safe use of computers and how to monitor their child’s activity on the internet. Refer to the Welcome to Our Schools curriculum - Module 15 Staying Safe for specific anti-bullying strategies for refugees. http://otda.ny.gov/programs/bria/documents/WtOS-Curriculum.pdf
“Refugee students often can’t afford cell phones when they first arrive. Once they do own a phone, make sure they understand the rules about cell phones in school, and safe texting.”
Resources for School Administrators
Helping Immigrant and Refugee Students Succeed: It’s Not Just What Happens in the Classroom: Welcoming and Orienting Newcomer Students to U.S. Schools www.brycs.org
New York State Education Department: Educating the Whole Child – Engaging the Whole School: Guidelines and Resources for Social and Emotional Development and Learning (SEDL) in New York State, 2011. www.p12.nysed.gov/ss/sedl/SEDLguidelines.pdf
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Today in History
5 January
1977 Occupation of Bastion Point begins
Joe Hawke leads an occupation of Takaparawhā (Bastion Point reserve), Auckland, to protest against the Crown's decision to sell land that Ngāti Whātua maintained had been wrongly taken from them.
The occupation began after the government announced plans for a housing development on former Ngāti Whātua reserve land. The land had been gradually reduced in size by compulsory acquisition, leaving the Ngāti Whātua ki Orākei tribal group holding less than 1 ha. Police evicted the occupiers after 506 days. Following a Waitangi Tribunal inquiry and recommendations, much of the land was returned to or vested with Ngāti Whātua.
Read more about the eviction of protestors and the return of the Bastion Point land.
Image: Bastion Point protest
Internal links
- The Treaty debated – the Treaty in practice
- Treaty events since 1950 – Treaty timeline
External links
- Orakei (Waitangi Tribunal)
- TV film of Bastion Point eviction (Te Ara)
- Ngāti Whatua (Te Ara)
This Week in History
| Date | Event |
|------------|--------------------------------------------|
| 4 April 2001 | Silvia Cartwright becomes Governor General |
| 5 April 1932 | Death of Phar Lap |
| 6 April 1864 | Pai Marire ambush in Taranaki |
| 7 April 1856 | First state secondary school opens in Nelson |
| 8 April 1873 | Julius Vogel becomes Premier |
| 9 April 1922 | Unemployed disturbances in Dunedin |
| 10 April 1968 | Sinking of the Wahine |
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Contact Us/Site Feedback | Copyright, Disclaimer and Privacy | newzealand.govt.nz
Sign up for our free email newsletter | <urn:uuid:7bbe1f16-9267-4d18-a912-1936c18f7b48> | CC-MAIN-2018-51 | http://nationdatesnz.org/wp-content/uploads/2017/10/MCH-n.d.-bb.pdf | 2018-12-15T22:37:23Z | crawl-data/CC-MAIN-2018-51/segments/1544376827137.61/warc/CC-MAIN-20181215222234-20181216004234-00480.warc.gz | 191,946,147 | 750 | eng_Latn | eng_Latn | 0.954554 | eng_Latn | 0.954554 | [
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How to obtain land for European settlement was always a key issue in New Zealand. The Treaty of Waitangi gave the Crown the exclusive right to buy Māori land, but things changed from the 1860s. As the conflict of the 1860s drew to a close, the government backed up its conquest through the law and a new court system. Māori lost thousands of acres of land, and the effects would be felt for decades to come.
The Native Land Court
The Native Land Court was created in 1865. This centralised, Pākehā-controlled court was based largely on the settlers’ legal system and converted customary title to land to individual title, effectively making it easier for Māori land to be sold to settlers.
The court replaced a system that had been set up in 1862. Under the Native Lands Act of that year, settlers could directly buy Māori land – for the first time since the mid-1840s. Māori had a large role in deciding land ownership. Eleven Māori became judges of the localised court system, which was trialled with some success in the north. All this changed after 1865. The Māori judges were demoted to the position of assessors and no longer had a decisive role in matters of Māori custom.
The Native Land Court was required to name no more than 10 owners, no matter the size of the block of land. The newly named owners then held their lands individually, not communally as part of (or as trustees for) a tribal group. The new owners could deal with the land as they saw fit, including selling it. Some sold willingly, while others were picked off by shady dealers who got the sellers into a debt that could only be paid by selling land.
The courts often sat far from the lands under investigation. Hearings could stretch on for months, making it very expensive for Māori to attend. Any individual, whether a rightful owner or not, could apply for investigation of title. This forced whole communities into court because it only considered evidence presented to it on the day. If customary owners boycotted proceedings or were simply unaware their lands were under investigation, the land could be awarded to others.
Even successful claimants found that it was so expensive to secure title (including court fees and payments to lawyers, interpreters, surveyors, hoteliers and the like) that they had to sell some of the interest in the land they had been awarded. Debt entrapment became a standard technique of unscrupulous land speculators, and there were many fraudulent dealings.
The court ignored complex Māori customs relating to land ownership and succession in favour of a simplified set of rules. There was little recognition of tribal variations in custom or of the way in which resource rights to the same lands could be spread among several different groups. This often increased tensions among tribes appearing in court, forcing them to compete for exclusive rights to lands they might once have shared.
Undermining tribal ownership
The court was doing more than just converting customary Māori title into lands held under grant from the Crown. It was also removing communalism and encouraging the sale of Māori lands to the settlers. All of these were factors that would also undermine tribal authority.
The means of issuing land titles reflected this. Parliament attempted to ensure that the 10 named owners of a parcel of land were trustees for the rest of their tribe. The first chief judge, Francis Dart Fenton, simply ignored this. He believed this kind of communal ownership was not the aim of the 1865 act. As a result, large numbers of Māori were dispossessed of their lands. Māori communities set up their own tribal komiti (committees) as an alternative to the Native Land Court. The Crown recognised these only as advisory bodies to the court.
The Native Land Act 1873 took individual ownership even further. It stipulated that every owner was to be listed on the title but that title could no longer be awarded.
to hapu or iwi, as was theoretically possible under the 1865 act. Each named owner was free to sell his or her interests without reference to other owners. There was no legal basis for multiple Māori owners to act as a group until 1894. Many communities found that their land was now a series of paper titles owned by unaccountable individuals. The only thing they could effectively do with their land was to sell it.
**Land purchasing from the 1870s**
The government's ambitious immigration and public works policies sparked another round of aggressive land purchasing from the early 1870s. By the early 1910s nearly three-quarters of the North Island had passed out of Māori ownership. In the South Island, where most land had been acquired by the Crown before 1865, Māori retained less than 1%.
Not all of this land had been sold. Under the Public Works Lands Act 1864 and subsequent laws, Māori (and European) lands could be acquired for roads, railways and other public works, sometimes without compensation. Some Māori land was targeted for compulsory acquisition in preference to nearby Pākehā land. Roads were sometimes circuitously routed through Māori reserves. Māori also complained that land taken for schools was neither used for such purposes nor returned to them if it was not used. They also claimed that later they had to pay rates to local bodies, on which they were not represented, for services they did not receive.
**HOW TO CITE THIS PAGE**
'Obtaining land', URL: https://nzhistory.govt.nz/politics/treaty/the-treaty-in-practice/obtaining-land, [Ministry for Culture and Heritage], updated 13-Jan-2016 | <urn:uuid:d707e4e6-d4a7-451f-a48f-a39e4eca6cfb> | CC-MAIN-2018-51 | http://nationdatesnz.org/wp-content/uploads/2017/10/MCH-2016f.pdf | 2018-12-15T23:12:03Z | crawl-data/CC-MAIN-2018-51/segments/1544376827137.61/warc/CC-MAIN-20181215222234-20181216004234-00480.warc.gz | 191,102,870 | 1,187 | eng_Latn | eng_Latn | 0.998895 | eng_Latn | 0.998885 | [
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The circle of fifths is a visual representation of the relationships between different keys in Western music. Each key is represented by a circle, and the keys are arranged in a circular pattern, with each key being a fifth away from its neighbors.
In the circle of fifths, the keys are divided into two groups: major keys (in blue) and minor keys (in orange). The major keys are arranged in a clockwise direction, starting with C major and ending with B major. The minor keys are arranged in a counterclockwise direction, starting with A minor and ending with G minor.
The circle of fifths is a useful tool for understanding the relationships between keys and for composing and arranging music. It can also be used to identify the key signature of a piece of music, which is the number of sharps or flats in the key. | <urn:uuid:40b43c94-34ee-4588-9da7-f88775a7fc45> | CC-MAIN-2019-39 | http://michael-burman.de/music/Quintenzirkel_040103_MB.pdf | 2019-09-16T11:18:02Z | crawl-data/CC-MAIN-2019-39/segments/1568514572517.50/warc/CC-MAIN-20190916100041-20190916122041-00520.warc.gz | 125,976,693 | 170 | eng_Latn | eng_Latn | 0.999467 | eng_Latn | 0.999467 | [
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NANKING CHERRY (Prunus tomentosa)
Growth Habit/Form
Height: 6’ to 10’; Spread: 4’ to 6’; moderately fast growing; can be short lived, although shrubs in Elizabethtown, NY have thrived for over 16 years with no special care.
Small whitish-pink flowers cover the shrub in early spring. Dark green leaves change to yellow in fall. Dark reddish brown bark is attractive in the winter.
Cultivation: Easy to grow and hardy to Zone 2, plants prefer full sun and need at least 6 hours of full sun to fruit. Plants prefer loamy soils with a pH of 5.0 to 7.5. Plant 6 to 30 ft. apart depending on how you will use in the landscape. [Plants require cross pollination]
Roots grow to a medium depth and medium spread. Dig a hole larger and deeper than the roots so roots can spread.
Tolerant of dry and/or windy conditions.
Pruning: Prune damaged/diseased stems and crossing branches in late winter. Plants may be shaped after they fruit in June.
Fruit:
Fruit is small (1/2-5/8” diameter) and dark red with a large pit. Fruit is attractive to some birds and delicious made into pie, jelly, syrup and wine or liqueur. Search Google for a variety of recipes. A standard size cherry pitter will not work, so choose recipes that do not require the fruit be pitted prior to cooking.
Landscape Uses:
Plants can be used as hedges, windbreaks, or specimen plantings.
Pollinators:
Flowers are attractive to bees and other pollinators.
Pests/Diseases:
Generally considered pest resistant; in the Elizabethtown, NY area, Japanese beetles are attracted to leaves of some plants, but do little damage and keep beetles away from other plants.
Deer seem uninterested in the plants, once plants are established. It is a good idea to protect young plants with fencing.
CAH
2/2017 | <urn:uuid:6463d210-aabe-4919-a259-9e119c31f5c5> | CC-MAIN-2018-51 | http://www.essexcountyswcd.org/uploads/1/0/9/3/10935374/nanking_cherry.pdf | 2018-12-15T23:54:17Z | crawl-data/CC-MAIN-2018-51/segments/1544376827137.61/warc/CC-MAIN-20181215222234-20181216004234-00479.warc.gz | 352,889,894 | 444 | eng_Latn | eng_Latn | 0.997016 | eng_Latn | 0.997016 | [
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NAISH, JOHN (JACK) (1923 - 1963), author and playwright
Names: John Naish
Date of birth: 1923
Date of death: 1963
Spouse: Rosemary Ruth Naish (née West)
Child: Guy West
Child: Leo Naish
Parent: William John Frederick Naish
Parent: Sarah Ann Naish (née Griffiths)
Gender: Male
Occupation: Author, and playwright
Area of activity: Literature and Writing; Performing Arts
Author: Bianka Vidorja Balanžategui
John Naish was born on 20 April 1923 in Port Talbot, Glamorganshire, the third of four children of William John Frederick Naish, a carpenter, and his wife Sarah Ann (née Griffiths), a teacher. His siblings were older brothers William and Edward, and younger sister Lilian (Lily).
He was educated at Eastern Primary School and Port Talbot Secondary School. He was keen on sport throughout his life, and represented his school at both rugby and cricket. His most outstanding achievement was in cricket where his talents were nurtured at school by Philip Henry Burton, a teacher who inspired some of his pupils to pursue a career in the dramatic arts - most notably Richard Burton - and others to study literature at university level as John's sister Lily did at Aberystwyth University.
Most of Naish's writings feature a recognisable alter-ego. These characters always seem to be trying to escape a situation or a person. In his first book *The Clean Braces*, styled as a memoir, he portrayed industrial Port Talbot as a Dartmoor landscape, one he clearly sought to escape. It is to the 'glomy valleys' and tortured heritage' of Wales that one critic attributed the fateful air of John's last novel *That Men Should Fear*. Meanwhile, his ability to replicate local idiom was attributed to his Welshman's musical ear. Naish took pride in his Welsh heritage and allusion to the landscape and culture of Wales are scattered throughout his fictional works.
On leaving school Naish enrolled as an articled student with a chartered accountant. In May 1942 he enlisted in the British Army and joined the Training Wing. He was sent to Norway with a supply company with the Royal Artillery and was wounded there four times. On discharge from active service in March 1947, he worked in Swaziland as assistant to the secretary of a company selling cars and agricultural machinery. He then moved to London in October 1948 where he worked as a clerk for a company managing theatres.
He then applied for an assisted passage to Australia. On 4 May 1950 he boarded the *Otranto* bound for Queensland. Once there, he began working in labour intensive jobs while writing. Primarily he was employed in the brutal job of sugar cane cutting in tropical north Queensland, an experience which inspired his first novel *The Cruel Field* and related short stories.
In late February 1950, having fulfilled the residential obligations of his assisted passage, he set sail for home. He broke the journey with a stopover in Fiji where he was employed as a shipping clerk with the Burris Philip Company. There, in Suva, the first of his plays was performed and subsequently published in Australia. Further plays dated 1957 suggest he was experimenting with both social realism (predominantly sugar country plays and novels) and non-realistic modes simultaneously.
He met Australian-born doctor Rosemary Ruth West in December 1956. On completion of her medical studies she had travelled to Fiji to work with the Methodist Mission. John was driven by an insistent creative urge and Rosemary fell immediately into the whirl of his intense focus on writing plays, play readings, directing, producing and acting. They married in 1958 and had two children, John and Lee.
Engaged and expecting their first child they decided to return to Australia in 1958 to Rosemary's hometown of Adelaide to be married. They then travelled north to Queensland where John resumed cane cutting, all the time writing. There their first child Guy was born.
Rosemary was pregnant with their second child when, in 1959, they travelled back to Port Talbot where baby Lee was born. During this time Naish secured a publishing contract with the Sydney-based publisher, Caxton Press. After the birth of Lee he returned to cane cutting and worked further in the sugar industry in Queensland. He hitchhiked and so continued writing at a furious pace. Three books and a play would be published in three years. In the same period there were two Little Theatre productions of his plays, he won a north Queensland playwright competition and a play and novel both received special commendations in national literary competitions.
Aside from the published works he is known to have written 14 other plays and one short story.
The family settled in the isolated community of Cooktown in north Queensland where Rosemary was medical superintendent of the hospital and John wrote full-time. Rosemary encouraged an existential devotion to the best she could, while also actively facilitating his creativity both physically and emotionally. She was his handmaiden, his muse and his equal as he channelled his existential questioning into coherent fictional reimaginings. John himself admitted that without her encouragement, belief and nurturing of his talent, he would not have achieved what he did. Naish's plays and novels survive as the only comprehensive and authentic fictional accounts of labour and society in the northern sugar regions during the 1950s and 1960s.
John Naish died on 19 July 1963 from a self-administered lethal dose of barbiturates. He was buried in Cairns Martyn Street Cemetery.
**Author**
Bianka Vidorja Balanžategui
**Sources**
Archival material: Queensland State Archives, Brisbane; National Archives of Australia Canberra; West Glamorgan Archive; Army Personnel Centre, Support Division, Historical Disclosures, Glasgow
John Naish, letters to William and Sarah Naish
Rosemary West (Naish), diaries 1955-1960
Family information by email correspondence
'The Author', in John Naish, *Deuteronomy* 24-1 (Tasmanian Adult Education Board 1957)
Eunice Hanger, 'Queensland Drama', *Southerty*, vol. 20 no. 4 (1959): 223
Olaf Ruhem, 'The Canvass', *The Bulletin*, 16 February 1963, 41
Cheryl Taylor and Elizabeth Perkins, 'Warm Words: North Queensland Writing', in Patrick Buckridge and Belinda McKay (eds), *By the Book: A Literary History of Queensland* (St Lucia 2007)
Angela V. John, 'The actors' crucible: Port Talbot and the making of Burton, Hopkins, Sheen and all the others' (Parthian Cardigan 2015)
William H. Wilde, Joy Wendy Hooton, Barry G. Andrews, *The Oxford companion to Australian literature* (Melbourne 1994); entry on John Naish
Original playscripts are held by Fryer Library, University of Queensland and Special Collections, James Cook University, Townsville, Queensland
A record of performances of his plays is in the online [Australian Live Performance Database](http://www.austlit.edu.au) and a catalogue of his published works and criticisms of his work is in the online Austlit database
**Additional Links**
Wikidata: Q118399238
**Published date:** 2023-05-12
**Article Copyright:** [http://rightsstatements.org/page/InC/1.0/](http://rightsstatements.org/page/InC/1.0/)
---
The Dictionary of Welsh Biography is provided by The National Library of Wales and the University of Wales Centre for Advanced Welsh and Celtic Studies. It is free to use and does not receive grant support. A donation would help us maintain and improve the site so that we can continue to acknowledge Welsh men and women who have made notable contributions to life in Wales and beyond.
Find out more on our sponsorship page.
---
**APA Citation**
Balanzategui, B. V., (2023). NAISH, JOHN (JACK) (1923 - 1963), author and playwright. *Dictionary of Welsh Biography*. Retrieved 12 Nov 2024, from https://biography.wales/article/s14-NAIS-JOH-1923 | <urn:uuid:ce866a93-e508-409c-9cbb-bc305e4563be> | CC-MAIN-2024-51 | https://www.bywgraffiadur.cymru/pdf/s14-NAIS-JOH-1923.pdf | 2024-12-11T03:10:21+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066072935.5/warc/CC-MAIN-20241211020256-20241211050256-00124.warc.gz | 606,688,706 | 1,748 | eng_Latn | eng_Latn | 0.985367 | eng_Latn | 0.996607 | [
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| 12th February | Make a the subject |
|---------------|--------------------|
| $\frac{1}{a} - \frac{1}{b} = \frac{1}{c}$ |
Solve $x^2 - 4x - 11 = 0$ using completing the square.
Here are the first 5 terms of a quadratic sequence
9 17 29 45 65
Find an expression in terms of $n$, for the $n$th term of this quadratic sequence.
The minimum point of a quadratic graph in the form $y = x^2 + ax + b$ is (6, 3).
Find $a$ and $b$.
| 12th February | Make a the subject |
|---------------|--------------------|
| $\frac{1}{a} - \frac{1}{b} = \frac{1}{c}$ |
Solve $x^2 - 4x - 11 = 0$ using completing the square.
Here are the first 5 terms of a quadratic sequence
9 17 29 45 65
Find an expression in terms of $n$, for the $n$th term of this quadratic sequence.
Prove that the angle at the centre is twice the angle at the circumference.
The minimum point of a quadratic graph in the form $y = x^2 + ax + b$ is (6, 3).
Find $a$ and $b$. | <urn:uuid:7f279e97-942a-4033-bfb4-87febf87f6cf> | CC-MAIN-2021-43 | https://corbettmaths.com/wp-content/uploads/2019/12/February-Higher-Plus-2_Part12.pdf | 2021-10-21T20:35:03+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585441.99/warc/CC-MAIN-20211021195527-20211021225527-00035.warc.gz | 285,532,815 | 302 | eng_Latn | eng_Latn | 0.980641 | eng_Latn | 0.980641 | [
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Answer all questions.
Part I - Structured Questions
01.
a. Define cubital fossa
(01 Mark)
b. Name boundaries of the cubital fossa
(03 Marks)
c. Name contents of the cubital fossa from medial to lateral
(02 Marks)
d. Briefly describe clinical importance of the cubital fossa
(04 Marks)
02.
a. Define femoral triangle
(01 Mark)
b. Draw a diagram of the femoral triangle
(03 Marks)
c. Name the contents of the femoral triangle
(02 Marks)
d. Add notes on clinical importants of the femoral triangle
(04 Marks)
Part II - Essay Questions
01.
a. Draw a labeled diagram of mid thigh (02 Marks)
b. Name the nerves of each compartments of the thigh (03 Marks)
c. Describe sciatic nerve (08 Marks)
d. Briefly describe the clinical features of sciatic nerve injury (07 Marks)
02. Describe the anatomy of the knee joint (20 Marks)
03.
a. Draw a labeled diagram of brachial plexus (06 Marks)
b. Discuss the common nerve injuries of the upper limb (14 Marks) | <urn:uuid:8905ce5b-cae5-490f-981a-44cd013cf152> | CC-MAIN-2021-43 | https://lib.iim.cmb.ac.lk/wp-content/uploads/2021/03/BUMS-I-AS-1101-2015.pdf | 2021-10-21T21:14:24+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585441.99/warc/CC-MAIN-20211021195527-20211021225527-00034.warc.gz | 486,806,188 | 263 | eng_Latn | eng_Latn | 0.73778 | eng_Latn | 0.786088 | [
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Edible vascular plants of the Line Islands
ANNE SHOVIC WHISTLER PH.D, R.D. *
Introduction
The purpose of this article is to identify and provide the nutrient content (if available) of edible vascular plants currently growing in the Line Islands. With increased population pressures in the Pacific region, it is important to have an understanding of the plant life that exists.
The Line Islands
The Line Islands, lie approximately 1,000 miles south of Hawaii and are comprised of a chain of 10 atolls and coral islands spreading 1,200 miles across the equator in the Central Pacific. Two of the islands, Palmyra and Jarvis, are uninhabited dependencies of the United States. The rest of the islands belong to Kiribati, of which, only three, Christmas, Fanning and Washington, are inhabited. The people live on a subsistence level, making copra and fishing.
Information and nutrient analysis of the edible plants of the Line Islands is given when available. Certain varieties of coconut, breadfruit and swamp taro can survive after being initially cultivated and can provide a significant source of calories for the people. Pandanus fruit appears to be a good source of Vitamin A, and guava, a good source of Vitamin C. The other plants may also be good nutrient sources, but analysis has yet to be done and/or made available.
Artocarpus altilis – Breadfruit: This large tree with large, glossy leaves is commonly found throughout Polynesia. The durable wood is used for building houses and canoes and the inner bark was at one time to make a kind of tapa cloth. The fruit, considered the staff of life on many of the islands, can grow up to 50 pounds in weight. It can be baked, steamed, fried, or fermented into breadfruit poi. Table 2 shows the nutrient content of breadfruit.
Asplenium nidus – Bird’s Nest Fern: The bird’s nest fern is a small fern with glossy fronds. It is commonly found at near sea level as well as in the rain forests. The frond tips can be eaten raw in salads, or eaten cooked in coconut cream. No nutrient analysis was found.
Boerhavia: The Boerhavia species are vine-like plants that grow close to the ground. There are three species and one, Boerhavia repens, is frequently seen as a weed in coastal areas. The thickened, fibrous, starchy tap roots are reported to be a famine food. No nutrient analysis was found.
Methodology
The M.V. World Discoverer, sponsored by Society Expedition Cruises, voyaged to eight of the ten Line Islands—Palmyra, Fanning, Christmas, Malden, Starbuck, Vostok, Caroline and Flint—from June 18–30, 1995. The author was accompanied on the expedition by two naturalists who identified the plant species existing on the islands. Special effort was made to identify and list pre-European (Polynesian introduced) and native plants. More recently introduced plants able to survive without special cultivation were also included. An extensive literature search was then undertaken to determine whether nutrient analysis has ever been done on any of these plant species.
Findings
A total of eighteen edible plants were identified, with the number of species varying from island to island (see Table 1). Vostok Island, for example, only had two edible plants while Fanning Island had fifteen.
"A total of eighteen edible plants were identified, with the number of species varying from island to island..."
Cocos nucifera – Coconut: The coconut is a palm tree dispersed by seawater and is found on sandy shores throughout the tropics. It is the most valued tree of the Pacific region with every part having some use. The husk is made into rope and cords, the shell into dishes and fuel, the leaves into weaving and plaiting material, and the trunk for timber.
The meat of the coconut is used for food. The immature meat, called spoonmeat, is gelatinous in nature and commonly used for baby food. The dry, shredded mature meat (copra) is the most recognized form of coconut available in the global market today and is often used in pastry products. Sprouting coconut contains the edible spongy meat of the embryo (called uto in many Polynesian languages). It is said to be easily digested and is commonly fed to infants. Coconut cream, coconut milk and coconut water can all be obtained from the coconut palm.
Coconut nutrient content varies depending on its maturity. During the very immature gelatinous stage and again during the embryo stage the fat content (mostly saturated fat) drops dramatically. Also interesting to note is that coconut water contains no fat. Tables 3a to 3d show the nutrient contents.
Cordia subcordata: This tree is found on sandy shores from tropical Asia eastward to Hawaii. Its wood is highly prized, and the bark is used for making mats, baskets, and skirts. The small edible seed has been used as food in times of famine. No nutrient analysis was found.
Cyrtosperma chamissonis – Swamp Taro: Swamp taro is the largest and most commonly grown aroid (taro-like plant). It has big leaves and a large, coarse, edible tuber-like corn. The many common methods of cooking swamp taro include roasting it on hot stones, baking it in an underground oven, boiling or frying. Cooking destroys the plants’ calcium oxalate crystals that cause uncomfortable itching in the mouth. Table 4 shows the nutrient content.
Ficus tinctoria – Dryer’s fig: The Dryer’s fig is a small tree common in lowlands and forest areas. The red-orange fruit is edible. No nutrient analysis was found.
**Table 2. Breadfruit - the nutrient content of fresh breadfruit**
| Nutrient | Amount* | Unit |
|-------------------|---------|--------|
| Calories | 29.2 | Kcal |
| Fat Total | 0.0652 | g |
| Saturated Fat | - | g |
| Cholesterol | 0.0 | mg |
| Sodium | 0.567 | mg |
| Carbohydrates | 7.683 | g |
| Dietary Fiber | 1.389 | g |
| Sugars | 0.9072 | g |
| Protein | 0.3062 | g |
| Vitamin A IU | 11.34 | IU |
| Vitamin C | 8.222 | mg |
| Calcium | 4.82 | mg |
| Iron | 0.1531 | mg |
| Water | 20.04 | g |
| Ash | 0.2637 | g |
| Potassium | 138.9 | mg |
* Serving: 28.35 g (1 oz). Water content: 70.7%
Source: Genesis 1995
---
**Lepidium bidentatum – Scurvy Grass:** This plant is a low-lying, somewhat succulent-leaved plant that grows on limestone, basaltic rock or coral sand close to the sea. The leaves are edible raw or cooked. During the early European period in Polynesia, the leaves were collected and fed to sailors to prevent scurvy. No nutrient analysis was found.
**Morinda citrifolia – Indian Mulberry:** The Indian mulberry is a small tree found typically on high islands. In ancient times it was used as a valuable red (from the bark) or yellow (from the roots) dye. The fruit, although unpleasant tasting, has been used as food, especially during times of famine. It is also the most widely used traditional medicine plant in Polynesia. No nutrient analysis was found.
**Neisosperma oppositifolium:** This tree is found on sandy shores, high islands, and atolls. Its soft wood is used for light construction, tool handles, and firewood. The wafer-like seed is edible, but is eaten only in times of famine. No nutrient analysis was found.
**Pandanus tectorius – Pandanus or Screwpine:** Pandanus is an extremely useful tree, second only to the coconut palm. It is most commonly found on rocky and sandy shores of atolls and high islands. Its leaves are woven and plaited for mats, thatch, sails, baskets, hats and many other items. The fragrant male flowers are used to scent coconut oil, and the wood of the trunk is used in making native houses.
The fruit of the numerous cultivated varieties is a major source of food on atolls. The roots can also be eaten although nutrient analysis is unavailable. It is interesting to note that the pandanus fruit is high in vitamin A, and also a significant source of fat. Table 5 shows the nutrient content.
**Pisonia grandis – Puka Tree:** This tree is most commonly seen on sandy shores of high islands and atolls. It has soft...
### Table 3c. Coconut - the nutrient content of fresh coconut cream
| Nutrient | Amount* | Unit |
|-------------------|---------|--------|
| Calories | 93.56 | Kcal |
| Fat Total | 9.837 | g |
| Saturated Fat | 8.732 | g |
| Cholesterol | 0.0 | mg |
| Sodium | 1.134 | mg |
| Carbohydrates | 1.888 | g |
| Dietary Fiber | 0.6237 | g |
| Sugars | 1.264 | g |
| Protein | 1.032 | g |
| Vitamin A IU | 0.0 | IU |
| Vitamin C | 0.7966 | mg |
| Calcium | 3.118 | mg |
| Iron | 0.6492 | mg |
| Water | 15.28 | g |
| Ash | 0.3289 | g |
| 18: 0- Stearic | 0.5103 | g |
| Mono Fat | 0.4196 | g |
| Poly Fat | 0.1074 | g |
| Nutrient | Amount* | Unit |
|-------------------|---------|--------|
| Potassium | 92.14 | mg |
| Vitamin D IU | 0.0 | IU |
| Vit E-Alpha Eq | 0.3188 | mg |
| Thiamin-B1 | 0.0085 | mg |
| Riboflavin-B2 | 0.0 | mg |
| Niacin-B3 | 0.2523 | mg |
| Vitamin B6 | 0.0133 | mg |
| Folate | 6.52 | mcg |
| Vitamin B12 | 0.0 | mcg |
| Biotin | - | mcg |
| Pantothenic | 0.074 | mg |
| Phosphorus | 34.59 | mg |
| Iodine | 0.567 | mcg |
| Magnesium | 7.938 | mg |
| Zinc | 0.2722 | mg |
| Copper | 0.1072 | mg |
* Values are for 28.35 g (1 oz). Water content: 53.9%
Source: Genesis 1995
### Table 3d. Coconut - the nutrient content of fresh coconut milk
| Nutrient | Amount* | Unit |
|-------------------|---------|--------|
| Calories | 68.94 | Kcal |
| Fat Total | 7.134 | g |
| Saturated Fat | 6.325 | g |
| Cholesterol | 0.0 | mg |
| Sodium | 4.496 | mg |
| Carbohydrates | 1.664 | g |
| Dietary Fiber | 0.6625 | g |
| Sugars | 1.001 | g |
| Protein | 0.6894 | g |
| Vitamin A IU | 0.0 | IU |
| Vitamin C | 0.8423 | mg |
| Calcium | 4.796 | mg |
| Iron | 0.4946 | mg |
| Water | 20.26 | g |
| Ash | 0.2158 | g |
| 18: 0- Stearic | 0.3687 | g |
| Mono Fat | 0.3028 | g |
| Poly Fat | 0.0782 | g |
| Potassium | 78.84 | mg |
| Nutrient | Amount* | Unit |
|-------------------|---------|--------|
| Soluble Fiber | - | |
| InSol. Fiber | - | |
| Sugar Alcohol | - | |
| Vitamin D IU | 0.0 | IU |
| Vit E-Alpha Eq | 0.2188 | mg |
| Thiamin-B1 | 0.0078 | mg |
| Riboflavin-B2 | 0.0 | mg |
| Niacin-B3 | 0.2188 | mg |
| Vitamin B6 | 0.0099 | mg |
| Folate | 4.826 | mcg |
| Vitamin B12 | 0.0 | mcg |
| Biotin | - | mcg |
| Pantothenic | 0.0549 | mg |
| Phosphorus | 29.98 | mg |
| Iodine | - | mcg |
| Magnesium | 11.09 | mg |
| Zinc | 0.2008 | mg |
| Copper | 0.0797 | mg |
* Values are for 29.98 g (1.057 oz). Water content: 95.0%
Source: Genesis 1995
### Table 4. Taro root - the nutrient content of fresh swamp taro root
| Nutrient | Amount* | Unit |
|-------------------|---------|--------|
| Calories | 25 | Kcal |
| Cholesterol | 6 | g |
| Na | 24 | mg |
| Mg | 7 | mg |
| Zn | 0.7 | mg |
| Folate | unavailable | |
| Vitamin C | 5.23 | mg |
| Iron | 0.2 | mg |
| Nutrient | Amount* | Unit |
|-------------------|---------|--------|
| Protein | 0.17 | g |
| Fat | 0.07 | g |
| Saturated Fat | unavailable | |
| Potassium | 22.33 | mg |
| Calcium | 60.67 | mg |
| Phosphorus | unavailable | |
| Vitamin A | 1.67 | ug |
* Values are for 28.35 g (1 oz).
All the rest of the nutrients are below 0.2 mg or data is unavailable.
Source: South Pacific Commission, 1994
### Table 5. Pandanus - the nutrient content of fresh pandanus fruit
| Nutrient | Amount* | Unit |
|-------------------|---------|--------|
| Calories | 41.0 | Kcal |
| Carbohydrates | 3.4 | gm |
| Iron | 1.0 | mg |
| Vit. C | 2.3 | mg |
| Nutrient | Amount* | Unit |
|-------------------|---------|--------|
| Protein | 1.4 | gm |
| Fat | 2.4 | gm |
| Calcium | 3.7 | mg |
| Vit. A (beta carotene) | 202.4 | mg |
* Values are for 28.35 g (1 oz).
All the rest of the nutrients are zero or data is unavailable.
Source: Nutritionist IV 1994
The leaves are edible, fresh or boiled. No nutrient analysis was found.
**Tacca leontopetaloides – Polynesian Arrowroot:** The Polynesian arrowroot is found throughout the tropical Pacific islands. Starch can be extracted from the grated root and used as a thickener for other foods. The starch has also been used to stiffen fabrics and as an ingredient in some native medicines. It can be mixed with uto (the spongy meat of a germinating coconut) and sugar to make a pie filling. No nutrient analysis was found.
**Terminalia catappa – Tropical Almond Tree:** The Tropical almond is a large tree originally from tropical Asia and is now commonly found on high islands of Polynesia. The highly prized wood is used in making houses and canoes, and the bark has commonly been used for treating mouth infections.
The edible kernel of the fruit is eaten mostly by children because it is so laborious to extract. During times of famine, however, it is a source of food for all age levels. No nutrient analysis was found.
---
**Table 3e. Coconut - the nutrient content of fresh coconut water**
| Nutrient | Amount* | Unit |
|-------------------|---------|--------|
| Calories | 5.695 | Kcal |
| Fat Total | 0.06 | g |
| Saturated Fat | 0.0528 | g |
| Cholesterol | 0.0 | mg |
| Sodium | 31.47 | mg |
| Carbohydrates | 1.115 | g |
| Dietary Fiber | 0.3327 | g |
| Sugars | 0.7824 | g |
| Protein | 0.2158 | g |
| Vitamin A IU | 0.0 | IU |
| Vitamin C | 0.7224 | mg |
| Calcium | 7.194 | mg |
| Iron | 0.0869 | mg |
| Water | 28.48 | g |
| Ash | 0.1169 | g |
| 18: 0- Stearic | 0.003 | g |
| Mono Fat | 0.0024 | g |
| Poly Fat | 0.0006 | g |
* Values are for 29.98 g (1.057 oz). Water content: 95.0%
Source: Genesis 1995
---
**Table 6. Guava - the nutrient content of fresh guava**
| Nutrient | Amount* | Unit |
|-------------------|---------|--------|
| Calories | 14.46 | Kcal |
| Fat Total | 0.1701 | g |
| Saturated Fat | 0.0488 | g |
| Cholesterol | 0.0 | mg |
| Sodium | 0.8505 | mg |
| Carbohydrates | 3.374 | g |
| Dietary Fiber | 1.531 | g |
| Sugars | 1.701 | g |
| Protein | 0.2325 | g |
| Vitamin A IU | 224.5 | IU |
| Vitamin C | 52.16 | mg |
| Calcium | 5.67 | mg |
| Iron | 0.0879 | mg |
| Water | 24.41 | g |
| Ash | 0.1701 | g |
| 18: 0- Stearic | 0.0045 | g |
| Mono Fat | 0.0156 | g |
| Poly Fat | 0.0717 | g |
| Potassium | 80.51 | mg |
| Nutrient | Amount* | Unit |
|-------------------|---------|--------|
| Potassium | 74.94 | mg |
| Vitamin D IU | 0.0 | IU |
| Vit E-Alpha Eq | 0.0 | mg |
| Thiamin-B1 | 0.009 | mg |
| Riboflavin-B2 | 0.0171 | mg |
| Niacin-B3 | 0.024 | mg |
| Vitamin B6 | 0.0096 | mg |
| Folate | 0.7524 | mcg |
| Vitamin B12 | 0.0 | mcg |
| Biotin | - | mcg |
| Pantothenic | 0.0129 | mg |
| Phosphorus | 5.995 | mg |
| Iodine | - | mcg |
| Magnesium | 7.494 | mg |
| Zinc | 0.03 | mg |
| Copper | 0.012 | mg |
| Soluble Fiber | 0.7654 | g |
| Insol. Fiber | 0.7654 | g |
| Sugar Alcohol | 0 | g |
| Other Carbs | 0.1418 | g |
| Vitamin D IU | 0.0 | IU |
| Vit E-Alpha Eq | 0.3175 | mg |
| Thiamin-B1 | 0.0142 | mg |
| Riboflavin-B2 | 0.0142 | mg |
| Niacin-B3 | 0.3402 | mg |
| Vitamin B6 | 0.0405 | mg |
| Folate | 3.969 | mcg |
| Vitamin B12 | 0.0 | mcg |
| Biotin | - | mcg |
| Pantothenic | 0.0425 | mg |
| Phosphorus | 7.088 | mg |
| Iodine | - | mcg |
| Magnesium | 2.835 | mg |
| Zinc | 0.0652 | mg |
| Copper | 0.0292 | mg |
* Values are for 28.35 g (1 oz). Water content: 86.1%
Source: Genesis 1995
Conclusion
A number of edible vascular plant species exists on the Line Islands but nutrient analysis data is sparse. Few of the plants have been previously analyzed for nutrient content. It is important to identify these plants and have the nutrient analysis available especially for those who intend to settle or visit the area (planned or unplanned) for an extended period of time.
Acknowledgments
The author wishes to gratefully acknowledge Doctors W. Arthur Whistler and Angela Kay Kepler for their generous and inspirational sharing of their time and expertise.
Bibliography
- Dignan, C.A. The Pacific Islands Food Composition Tables. South Pacific Commission. New Caledonia, 1994.
- Garnett, M.C. A management plan for nature conservation in the Line and Phoenix Islands. Pt. I.: Description, 318 pp; Pts II, III: Policy and Recommendations. 131 pp. Unpublished reports, 1983.
- Kepler, A.K. Flint Island, South-Central Pacific Ocean: Its History and Biota. Atoll Research Bulletin 1995.
- Kepler, A.K. and Kepler, C. B. The Natural History of Caroline Atoll, Southern Line Islands. Atoll Research Bulletin #397–398. National Museum of Natural History, Smithsonian Institution, Washington, D.C., p. 36–37, Feb. 1994, p. 1–291.
- Laila Malgaokor (ed.) The South Pacific, 1995; p.299–309. Society Expeditions.
- N2 Computing Company. Nutritionist IV Software. 1994.
- Wester, L. Checklist of the Vascular Plants of the Northern Line Islands. Atoll Research Bulletin, 1985; 287: 1–38.
- Whistler, W.A. Botanical Inventory of the Proposed Tutuila and Ofu Units of the National Park of American Samoa, Cooperative National Park Resources Study Unit, Hawaii. Technical Report 87., pp. 1–142, 1994.
- Whistler, W.A. Flowers of the Pacific Island Seashore. Isle Botanica. p. 1–154, 1992.
- Whistler, W.A. Polynesian Herbal Medicine. National Tropical Botanical Gardens, p. 173, 1992.
- Whistler, W.A. Weed Handbook of Western Polynesia. Deutsche Gesellschaft für Technische Zusammenarbeit (GTZ) GmbH, 1983: 1–151.
---
“... the current average population growth of Pacific countries is around 2.2% and projections suggest that the population will grow at 2.7% a year ... and the population will double in the next 25 years. ... there is a very close correlation between population and poverty ... and health-related concerns. ... I believe we face a very challenging task in our health problems in the next quarter century.”
The Honorable Mr. Berenado Vunibobo
Address to Meeting on Postgraduate Medical Education in the Pacific, Dec. 1995 | <urn:uuid:1dd8b8cc-63cc-4574-90c4-170acdde50a3> | CC-MAIN-2017-43 | http://pacifichealthdialog.org.fj/Volume203/No220Communicable20diseases20and20Environmental20Health20in20the20Pacific/Original20Papers/Edible20vascular20plants20of20the20Line20Islands.pdf | 2017-10-22T06:32:23Z | crawl-data/CC-MAIN-2017-43/segments/1508187825147.83/warc/CC-MAIN-20171022060353-20171022080353-00576.warc.gz | 252,700,670 | 5,696 | eng_Latn | eng_Latn | 0.977239 | eng_Latn | 0.996303 | [
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FUNCTION D: TALKING ABOUT PERIODS OF TIME
CONJUGATION--VERB "TO BECOME" The hollow verb صار (become) is used to ask "how long have you ........?" for example
A قاددوس صار لك بالشام؟
qaddoos saar-lak b-esh-shaam?
B صار لي ستة شهور هون.
saar-li sette shhuur hoon.
The verb always remains in the masculine third person singular ("he") because the subject of the sentence is "time" and literally means "it has been six months for me to be here". The pronoun attached to the preposition لـ after the verb specifies who you are talking about.
| صار + ل + ه = صار له | saar + l + o = saarlo |
|---------------------|----------------------|
| صار لها | saarla |
| صار لهن | saarlon |
| صاري | saarli |
| صار لك | saarlak |
| صارلك | saarlek |
| صار لكن | saarlikon |
| صار لنا | saarlna |
Note the helping vowel in the last two is used to separate three consonants in a row.
PERIODS OF TIME Remember you use the plural noun ONLY between 3 and 10.
| yoom | day | يوم |
|------------|--------------|-------------|
| yoomeen | two days | يومين |
| tlett ayaam| three days | ٣ أيام |
| 14 yoom | 14 days | ١٤ يوم |
| ésbuuع | one week | أسبوع |
| ésbuuعeen | two weeks | أسابيع |
| arbaع ascabiiع | four weeks | ٤ أسابيع |
| 12 ésbuuع | 12 weeks | ١٢ أسبوع |
| shahعr | month | شهر |
| shahreen | two months | شهرين |
| khanع s shhuur | five months | ٥ شهور |
| 18shahعr | 18 months | ١٨ شهر |
| séne | one year | سنة |
| sénteen | two years | سنتين |
| sette sniin| six years | ٦ سنين |
| 20 séne | 20 years | ٢٠ سنة |
Fractions such as نصّ (a half) are said at the very end, for example
| sénteen w nêss | two and a half years | سنتين و نصّ |
| tlett sniin w nêss | three and a half years | ٣ سنين و نصّ |
1. Listen to the conversation and fill in the missing words.
A qaddeesh saar-lak b-Dimashq?
قدیش صارلک بدمشق؟
B saarli __________________________
صارلی __________________________
w énti qaddeesh saar-lek hoon?
و انتی قدیش صارلک هون؟
A bass __________________________
بس __________________________
2. Look at these pictures write how long each of these people have been in these places, for example
séenteen
ستین
eg John saarlo séenteen b-Bariis.
جون صارلک ستین بباریس.
séne w nés
سنة و نص
a. __________________________
séne
سنة
b. __________________________
4 shhuur
4 شهر
c. __________________________
9 shhuur
9 شهر
d. __________________________
3 snii
3 سنین
e. __________________________
f. __________________________
Now work with a teacher or classmate and ask each other about these people, for example
A qaddeesh saar-lo b-Bariis?
قدیش صارلک بباریس؟
B saar-lo séenteen hunniik.
صارلک ستین هونیک.
HOW LONG DID YOU STAY? ➔ If you have gone somewhere but then returned, however, you must use a different verb: the regular type I verb قعد (to stay, to sit), for example
A قاددش قاعدت بفرنسا؟
B قاعدت هونيك سنة شهور.
SEASONS ➔ To say “it is summer (now)”, the word دنيا (world) is used, for example
الدنيا...
صيف...
ربيع...
خريف...
شتاء...
3. Listen to the conversation and fill in the missing words.
A وين رحتي بالصيف؟
B رحت على _________
A وقديش قعديتي هونيك؟
B قاعدت _________
A شو علمتي هونيك؟
B _________
A وانت وين رحت؟
B أنا رحت على _________
A كيف؟ والدنيا صيف؟
B _________
Now work with a teacher or classmate. Imagine you have spent the holidays in the following places. Discuss where you went, how long you stayed and what you did.
a.  
b. 
c.  
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AGRICULTURAL EXTENSION SERVICE • UNIVERSITY OF MINNESOTA
EXHIBITING VEGETABLES
Showing the results of your gardening at county fairs or other events can be fun. Quality and showmanship are two important parts of an exhibit.
* * * *
Good quality means freedom from damage by insects and disease. Select produce at its best stage of edible maturity. Don't show overmature and immature vegetables, and avoid entering lettuce, spinach and other leafy vegetables--they'll often wilt if not conditioned properly.
* * * *
Good showmanship means selecting uniform specimens in size, shape, color and maturity. Wash vegetables carefully, but don't scrub them. Trim specimens properly so root crops have 1 to 1½ inches of stem attached and the same amount of tap root. Let two or three wrapper leaves remain on cabbage, but trim the stem neatly.
* * * *
Don't skin onions, and show sweet corn in the husk. Do not remove the stems from cucumbers or squash, but always show tomatoes without stems.
* * * *
Check the premium list to be sure you have the exact number of premiums. If the exhibit is to be educational, the specimens should be labeled according to variety. Attach neatly made cards to the container, not to the specimen.
* * * *
Issued in furtherance of cooperative extension work in agriculture and home economics, acts of May 8 and June 30, 1914, in cooperation with the U.S. Department of Agriculture. Roland H. Abraham, Acting Director of Agricultural Extension Service, University of Minnesota, St. Paul, Minnesota 55101. | <urn:uuid:2051ae07-8f95-4e4d-891b-0609e616b0af> | CC-MAIN-2021-43 | https://conservancy.umn.edu/bitstream/handle/11299/187811/mn2000_yg_1968-08-05.pdf?sequence=1&isAllowed=y | 2021-10-21T21:26:00+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585441.99/warc/CC-MAIN-20211021195527-20211021225527-00035.warc.gz | 281,918,769 | 335 | eng_Latn | eng_Latn | 0.996939 | eng_Latn | 0.996939 | [
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Reading
We will be reading *Secrets of a Sun King* by Emma Carroll as our main topic book this half term. We will be investigating instructions, as well as newspaper articles and diary entries from the 1922 discovery of Tutankhamun’s tomb by Howard Carter.
Writing
Our writing this term will be around our Ancient Egypt Topic. This will include instruction writing, setting descriptions and writing full stories. We will look into using effective describing language and have an emphasis on speech.
Science
We will be looking into Animals. Including Humans as our Science topic. We will begin with learning about the different nutrients humans need to survive and designing healthy, nutritious meals.
Later we will focus on the three different types of skeletons, as well as identify bones using scientific names and understanding the roles muscles play in helping our bodies move.
History/ Geography
We will look into all aspects of life and culture in Ancient Egypt. This will include looking at their advancements in writing, farming, their gods and their kinds. We will learn how land was used in Ancient Egyptian times, how people lived and the true importance of the River Nile.
Computing
In Computing we will be using iPads to create an animation using Scratch.
PHSE
- Choices, emotion and difference
MFL (Spanish)
- Spanish will continue to be delivered by Mrs Folkes.
Music
- Rotherham Music Service will continue to teach Year 3 how to play the Ukulele.
PE
- Gymnastics and Indoor Athletics
Learning Journey
Spring Term
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Remarkable effort rebuilt St. Mary's School
In 1990, Rose Dunham, 84, a staunch and proud Irish-American, recounted her Willimantic youth and the rivalry between the Irish and French-Canadian communities.
A small fence separated St. Mary's and St. Joseph's schools, and at recess St. Mary's students chanted "corn beef and cabbage make the Irish savage."
St. Joseph's students responded; "pea soup and Johnny cake make a Frenchman's belly ache."
Rose was a student at St. Joseph's recently built (1907) brick school. Beyond the fence Rose's French-Canadian rivals studied at a school with a short but interesting history.
On Feb. 20, 1903, St. Mary's French-Canadian Roman Catholic parish and parochial school came into being. Students transferred from other schools, and in 1904 Philippe LaPalme, Arthur LaBarge, Henry Martin, Carrie Dion, Olivia Bacon, and Hilda Trudeau were the parochial schools first graduates. Their schoolhouse dated back to the early years of the 19th century. It was originally built by the Baptists in the 1820s.
In 1857, the Irish-born members of St. Joseph's parish purchased the Baptists' wood-frame church and removed it from Main to Jackson Street. In 1872, just before construction began on St. Joseph's current edifice, the old church was moved again, to Valley Street to be utilized as St. Mary's, a parish hall of St. Joseph's to accommodate the growing French-Canadian population.
An extension was added to the rear of the hall around 1876, and became the home of St. Joseph's elementary school.
The building and adjacent land on Valley Street was left in the will of Florimond Demers, a French-Canadian-born pastor from 1863 until 1902—to be developed as a French-Canadian parish. St. Mary's Hall served as the place of worship until the new church was ready. In 1905 a two-story ell with bell tower was added, and the ancient Baptist Church, the 1876 addition and new ell served as St. Mary's parochial school and hall.
In 1910, St. Mary's pastor, Monsignor Joseph Papillon (1866-1965), inaugurated French language classes, and the foundations of the school's high reputation were laid.
A small fire in 1925 led to some remodeling, but on the night of Jan. 31, 1953, the school was destroyed by fire, leaving the community in a state of shock.
Over 200 firemen fought the fierce blaze, which began in the boiler room beneath the 1876 extension. Embers and sparks threatened houses on Maple Avenue and Jackson Street, and the Sisters of Charity in St. Joseph's Convent had to be evacuated. St. Mary's 540 pupils were relocated to Natchaug School and the Teacher's College.
The community responded with a remarkable effort which led to the complete rebuilding of the school within two years.
A building fund campaign was launched. Within 48 hours, school principal Father Roland Guilmette announced a $10,000 contribution from Electromotive's Phillip Lauter Foundation, and $5,000 from American Thread. The Franco-American Civic Society, in the old state armory building on the junction of Center Street and Temple Place, was the headquarters for fund-raising.
The city's major industries, businesses and individuals gave generously. Scrap metal drives and bottle collections helped boost the fund to $101,738.75, just three weeks after the fire.
On Oct. 11, 1953, the architectural firm of Dirienzo and Holmes were hired to design the school building. The J.S. Nasin construction company began work in late 1953, and the school was completed by early 1955. The dedication ceremony was a grand affair.
The local political community were led by Mayor Florimond Bergeron, Donald Kramer, the chairman of the board of education, and first selectman Ralph Crossthwaite. Spiritual matters were attended to by Monsignor W. Arthur Routhier, pastor of St. James in Hartford, a missionary priest, and the Rev. Bernard Flanagan, bishop of the Norwich diocese, and 50 area priests. The ceremony took place on Feb. 13, 1955, exactly 50 years to the day that St. Mary's new church was dedicated.
Tom Beardsley, a free-lance public historian, was the scholar-in-residence and co-director of the Windham Textile and History Museum from 1990 to 1995. | <urn:uuid:7991d667-1380-48f9-a71c-6766adfb02b1> | CC-MAIN-2024-10 | https://threadcity.us/Tom/Tom%20-%20Articles/Tom-1996-PDF/1996-8-22.pdf | 2024-03-01T07:18:30+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947475203.41/warc/CC-MAIN-20240301062009-20240301092009-00213.warc.gz | 580,735,705 | 969 | eng_Latn | eng_Latn | 0.997199 | eng_Latn | 0.997199 | [
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What is labyrinthitis?
Labyrinthitis is an infection or inflammation of the hearing and balance portion of your inner ear called the labyrinth. It occurs when the labyrinth or nerve that goes to your inner ear gets infected by a virus or bacteria. Symptoms of labyrinthitis are sudden hearing loss in one ear, vertigo (a sensation of spinning) and poor balance. Symptoms from damage to the inner ear can range from mild to severe. Typically, after the first few days the constant vertigo changes into dizziness and imbalance with head movements or position changes. It is important to see a physician as soon as possible if you have a sudden hearing loss. Treatment with steroids may help improve the hearing loss if started within the first two weeks.
What can I do about my labyrinthitis?
Recovery is gradual over several weeks, and physical therapy can help you get better faster. To use the information from your inner ears for balance, your brain needs both ears to work well with each other. If one side is not working well from an infection or damage to the nerve, your brain will need to learn how to interpret the information. Your physical therapist can give you exercises to help adjust for the changes to your inner ear. The exercises are very effective and it is normal to have dizziness while you are doing your exercises. Your physical therapist will create a special balance and exercise program specifically for you.
It is common to see your physical therapist one time a week at first to determine which exercises are appropriate, how well you tolerate them, and how to change them over time. Performing the exercises at home three to five times per day is very important to allow the brain to readjust and the symptoms to improve and eventually go away. It is normal to have an increase in symptoms when you first begin your exercises. Soon, your brain will accommodate to the movement and your symptoms will improve. Research suggests that it can take six to eight weeks for the brain to readjust to a damaged vestibular nerve. Once your body has adjusted to the damaged nerve, many people do not feel symptoms anymore, and can discontinue the exercises. In some cases, it may take longer for symptoms to improve or minor symptoms may remain. Each individual responds differently, and your recovery will depend upon the amount of nerve damage, the length of time you have been living with your symptoms, your age, and your activity level among other factors. | <urn:uuid:31eeb67e-3465-457e-a0b4-3e1e55162f83> | CC-MAIN-2018-47 | http://neuropt.org/docs/default-source/vsig-english-pt-fact-sheets/labyrinthitis.pdf?sfvrsn=20625743_2 | 2018-11-19T07:46:26Z | crawl-data/CC-MAIN-2018-47/segments/1542039745486.91/warc/CC-MAIN-20181119064334-20181119090334-00535.warc.gz | 241,781,674 | 480 | eng_Latn | eng_Latn | 0.999542 | eng_Latn | 0.999542 | [
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The map shows the distribution of green spaces in a city, with different shades of green representing varying levels of greenery. The darker green areas indicate higher concentrations of green spaces, while lighter green areas show lower concentrations. Blue areas represent water bodies, and the gray area indicates a built-up urban zone.
Trails
There are about 1.5 miles of paved trails and 3.5 miles of soft-surface trails.
Distance one-way from the Nature Center to...
• Merlo Rd MAX station: 0.8 mile
• SW 170th Ave at the Vine Maple Trail: 0.75 mile
• SW 170th Ave at the Big Fir Trail: 0.8 mile (via the Elliot Path and Big Fir Trail)
Nature Park Guidelines
Trails are open daily sunrise to sunset.
Because the Tualatin Hills and Cooper Mountain Nature Parks are managed as wildlife preserves, dogs are not allowed. Dogs on leash are welcome on the Westside Trail and in all other THPRD parks.
Please...
• Ride bikes on paved trails only. Limit speed to a walking pace.
• Keep wildlife wild. Observe animals in their natural habitat and avoid feeding wildlife.
• Leave plants, mushrooms, and animals where you find them.
• Minimize your impact on sensitive habitat by staying on established trails.
Be safe: Report suspicious behavior to Park Patrol: (971) 246-0169
Continue your exploration of nature year-round!
We offer nature programs for all ages: preschool, camps, guided hikes, scout programs, school field trips, volunteer opportunities, and much more!
For more information, contact:
Tualatin Hills Nature Center
(503) 629-6350
www.thprd.org
THPRD Natural Resources
@THPRDNature | <urn:uuid:195a047f-1ef5-4e19-b4bb-bf9f957401b6> | CC-MAIN-2017-22 | http://thprd.org/pdfs2/maps/thnp.pdf | 2017-05-26T14:51:13Z | crawl-data/CC-MAIN-2017-22/segments/1495463608668.51/warc/CC-MAIN-20170526144316-20170526164316-00120.warc.gz | 428,395,134 | 362 | eng_Latn | eng_Latn | 0.993111 | eng_Latn | 0.994151 | [
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PROJECT UPDATES
Indigenous Knowledge Provides Jobs for Tanzanian Youth
For years, Terrawatu has been training young people from the Maasai tribe in Tanzania to rediscover and build upon the traditional knowledge of their ancestors. The work has now paid off for several young men who have moved on to create their own successful businesses. Two traditional medicine clinics, run by Dr. Kimani Mollel, are thriving in the Tanzanian capital of Dodoma, and one has recently opened in Karatu, Tanzania, run by Dr. Labiki Mollel. Supported by Gibb’s Farm in Karatu, Dr. Labiki also works full-time at Gibb’s at their African Living Spa.
More Traditional Medicine Trails Blazed
Terrawatu is working with HATARI! Lodge - located inside Arusha National Park, Tanzania – to identify the medicinal plants found in the park and their uses.
Visitors to the lodge and its surrounding premises will now have the chance to witness the “bush come alive” with the knowledge of how so many plants found on a simple walking tour can be used to prevent and cure diseases from the common flu to the treatment of malaria.
Co-Director Pergola documenting the medicinal plants found at Arusha National Park with Mt. Kilimanjaro and local giraffe resident in background.
Computer Labs in Village Schools Pioneer New Educational Opportunities
A group of twenty-six (26) students and teachers from the Global Technology Academy (GTA) in Seattle, Washington departed Tanzania in April after maintaining two computer centers and outfitting six new ones in Arusha region:
- Ilkiding’a and Ngateu Secondary School Computer Labs were inspected and fixed up;
- St. Thomas Primary School received 30 new desktop computers and 10 laptops;
- Kinyak Secondary School received 10 desktops;
- Mukulat Secondary School received 5 desktops;
- Lake Manyara Secondary School received 10 desktops;
- Einoti Secondary School received 10 desktops;
- St. Patrick Primary/Secondary received 10 laptops.
The GTA team provided training to Tanzanian students and teachers in computer maintenance and lab sustainability. This visit was part of Terrawatu’s continuing “Linking Lands” program. The focus is on improving education in Tanzania through the use of Information and Communications Technology (ICT). Co-Director Ole Sululu and supporting staff managed the successful visit.
Thank you very much GTA for this wonderful partnership.
In May, two volunteers – Christina Corodimas from the Clinton School of Public Service and Ziemowit Bednarek from the Haas School of Business at University of California at Berkeley – began a 3-month internship with Terrawatu to assist the development of the computer centers at St. Thomas and Ilkiding’a Schools. Read about their eye-opening experiences regarding the introduction of computer technology into Tanzanian schools in the feature article of this newsletter.
Experience Tanzania with Terrawatu’s People-to-People Safaris
The People-to-People Safari company, sponsored by Terrawatu, is looking forward to hosting several groups on eco-educational tours of Tanzania in the coming months. Customized itineraries for several Universities and private clients have been created to give visitors a truly unique perspective of Africa. Students obtain global service learning credit during the experience.
Working closely with Terrawatu, visitors choose the projects they wish to visit, according to their own interests, and the style of accommodation and travel they prefer while in-country.
The itinerary can include visits to Tanzania’s world famous national parks for wildlife viewing and a visit to the Swahili Coast to explore Islamic culture in Africa and experience the exotic spice island of Zanzibar.
People-to-People Safaris (PPS) was created to help support Terrawatu’s projects and those developed by other community service organizations that excel in sustainable project creation.
To find out more about People-to-People Safaris with Terrawatu, read testimonials, and view a slideshow visit www.terrawatu.org and click on Journeys.
To begin the process of creating your own customized tour of Tanzania, contact us at email@example.com.
Exploring Tanzania with Terrawatu leads you into People-to-People interactions in villages. Here Terrawatu staff and visitors discuss progress with re-forestation project.
Organizational News
Co-Director Dr. Tanya Pergola was the featured speaker at the Rotary Club of Miami on 24 May 2007. She spoke about Terrawatu’s projects in Tanzania and their placement within the bigger picture of foreign aid to Africa. Pergola is the Head of the African Affairs Committee of the Rotary Club of Miami.
Terrawatu is in the process of receiving 501(c)(3) status in the United States of America. Individuals and corporations interested in supporting Terrawatu’s projects can now donate directly to Terrawatu Inc. and receive the associated tax deduction.
Co-Director Pergola participated in the TED Global Conference from 4-7 June. This invitation-only event entitled “Africa: The Next Chapter” took place in Arusha, Tanzania and brought together inventors, business-leaders, entrepreneurs, scientists, designers, artists, writers, activists, and visionaries from around the world. Conference highlights and Blog can be found at www.ted.com.
Terrawatu has been invited to participate in the opening activities of the Nyerere Center for Peace Research in Arusha, Tanzania from 12-14 July 2007. A project of Arcadia University in Glenside, Pennsylvania, the Center seeks to be a leader in identifying cross-cultural symbols of peace and early warning indicators that could help prevent global conflicts in the future.
How You Can Help
There are several ways to contribute to Terrawatu’s work:
- **Make a donation directly to Terrawatu.** The mission of Terrawatu is to empower communities to improve education and health, protect the environment, and promote cultures of peace. Wouldn’t it be nice to have the personal satisfaction of knowing you have directly contributed to this effort? As compared to larger aid organizations that retain 75% or more of financial contributions for administrative costs, Terrawatu uses only 35% for administrative costs. All of the remaining goes directly for on-the-ground project implementation in Tanzania.
Donations can be made ONLINE, by MAIL or through a CORPORATE MATCHING GIFT PROGRAM. You can direct your donation to a specific area or program or make a gift for general support. Go to www.terrawatu.org and click on “Contribute”. Checks can be mailed to: Terrawatu Inc., 3225 Franklin Ave. Suite #407, Miami, Florida, 33133.
- **Keep Terrawatu in mind when you hear about grant opportunities and/or partnering** possibilities with foundations and organizations with a similar mission. Many of you have already provided Terrawatu with excellent connections that have helped us prosper. Thank you!
- **Tell your colleagues and friends about our work.** Forward this newsletter and Web address – www.terrawatu.org – to those you think may be interested in learning about Terrawatu.
---
Recipe
**Potato Salad with Zanzibar Spice**
Lovely for a summer barbeque. A healthy, low-fat (no mayo) potato salad…spiced up with the flavors of Zanzibar. Serves 6.
**What you need:**
- 25 tiny new potatoes (1kg/2.2lbs)
- 1 teaspoon black mustard seeds
- 1 teaspoon ground cumin
- 1 teaspoon cumin seeds
- 1 clove crushed garlic
- 2 tablespoons lemon juice
- ¼ cup chopped fresh coriander (cilantro)
**What you do:**
- You can leave the skin on the potatoes, or partially peel. Leave them whole if really tiny, or halve them. Boil or steam until just tender, rinse under cold water; drain, cool.
- Heat dry frying pan. Add mustard seeds, ground cumin and cumin seeds. Cook gently, stirring, until fragrant. Combine potatoes, spices, crushed garlic, lemon juice and fresh coriander in a bowl. Mix well.
“Finding a Bridge across Cultures...Helping to Boost Education in Tanzania”
by Christina Corodimas, Clinton School of Public Service, Little Rock, Arkansas
As part of my graduate schooling at the Clinton School of Public Service I must complete an International Public Service Project. I knew that the experience had to be something that would build on what I had learned at school, while giving me the opportunity to work alongside an NGO to implement a project. I was excited to learn about Terrawatu and its work in Tanzania and eager to help. I recruited my boyfriend Ziemowit Bednarek, a Ph.D. candidate at UC Berkeley’s Haas School of Business to help too and we are now in Arusha for three months, working on Terrawatu’s Linking Lands project.
The computer labs that we are working with are located in schools. These labs have been equipped with computers by Terrawatu and are impressive. The schools take much pride in having these labs on their campuses as it is a privilege to even have one computer in a school -- so having an entire lab of thirty or more computers is a big deal for Tanzania. For some perspective -- a principal’s office for example -- is sparsely equipped with a desk, plastic garden chair, a wall-mounted bookshelf and perhaps a ceiling light--no telephone, no typewriter, definitely no computer. The schools have provided the desks, chairs and teachers for the computer labs. Our job is to assess what is working well; what could be improved upon; and ultimately help to make these computer labs sustainable.
Tanzanians for the most part do not quite grasp how awesome computer technology is and how beneficial it can be to their lives. The government of Tanzania does not include computers in its national school curriculum although they have recently announced they will purchase 130 computers, one for each school district in the country, for record keeping purposes. So as they say here, “pole pole” (meaning slowly, slowly) the government is realizing the importance of computers in the business of running their schools, but not yet the importance of computers to their students. One school we visited had five computers the government had given them a few years ago that were no less than 20 years old. Much work has to be done to educate Tanzanians at every level about computers and their many applications.
If Internet access were available in the computer labs, they would truly be brought to life. Internet access here is slower than I have experienced in my life, including my memories of dial-up service in the US more than 14 years ago. Because of the lack of undersea fiber optic cable, East Africa is one of the only places in the world that relies on satellites for Internet access. Service is not only slow, but expensive too. Schools have a difficult time paying their Internet provider fees, as computer labs are not supported with government dollars. We are working with the schools to educate students and teachers, and ultimately the community about the many ways a computer lab can be integrated into the full school experience, as well as providing a service to the community. These labs will only be sustainable in the long term if the community realizes the immense benefits to their daily lives of having access to such technology. Once the benefits are realized by the community, individuals may begin to use the labs and fees can be collected, much like Internet cafes. Only then will student fee increases be justified for access to computer technology and the Internet.
We are learning so much about Tanzanians and from the Tanzanians we are working with. Life here is vastly different from our lives in the States and from Poland where Ziemowit spent most of his life. We appreciate so much the uncomplicated nature of life here and have quickly adjusted to a nice routine. The Linking Lands project seeks to blend the traditional Tanzanian way of life with technology; enhancing opportunities and life for locals; and ultimately creating a global opportunity for understanding. We hope that our work this summer is a step towards this goal.
Staff and Board of Directors
Dr. Tanya Pergola, PhD – Co-Director
Lekoko Ole Sululu – Co-Director
Angel Kirway Marcel – Project Assistant
Dr. Kivuyo – Traditional doctor
Dr. Abraham Mollel – Traditional doctor
Labiki Mollel – Traditional doctor
Gloria Ngowi – Office Assistant
Adam Richard – Translator/Cultural Liaison
Onesmo Ole Kishapuy – Board member
Abraham Sirikwa – Board member
Abraham Lengai – Board member
Zawadi David – Board member
Dorice Cleopa – Board member
Contact Information
Postal address:
Terrawatu
P.O. Box 2652
Arusha, Tanzania
3225 Franklin Ave. Suite #407
Miami, Florida, 33133 USA
In Tanzania: +255 (0)78 469 3826
In USA: +1 305 213 7106
Email: firstname.lastname@example.org
Website: www.terrawatu.org
Terrawatu is registered as a charitable, non-governmental organization (NGO)
with the Registrar of Societies in The United Republic of Tanzania (So. No. 11220)
NOTE: If you received this newsletter through a friend and want to be added to our circulation list, sign-up on our Website by clicking on “News”.
“When the power of love overcomes the love of power the world will know peace.”
- Jimmy Hendrix | <urn:uuid:27b4a7af-7ea7-4e52-b59d-35378c431e0d> | CC-MAIN-2018-47 | https://www.terrawatu.org/assets/raw/archivednewsletters/terrat_XXIII.pdf | 2018-11-19T07:36:38Z | crawl-data/CC-MAIN-2018-47/segments/1542039745486.91/warc/CC-MAIN-20181119064334-20181119090334-00535.warc.gz | 1,020,151,866 | 2,806 | eng_Latn | eng_Latn | 0.954029 | eng_Latn | 0.996436 | [
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Smokeless Tobacco Fact Sheet
Julie Wathen
What is smokeless tobacco?
There are two forms of smokeless tobacco: moist snuff and chew. Snuff is the most popular form of smokeless tobacco in the United States. Snuff also known as dipping, is finely ground tobacco usually placed between the bottom lip and gum. Chew, which is shredded tobacco leaves placed between the cheek and gum, comes in either leaf or plug forms.
Who uses smokeless tobacco?
Although a lot more people smoke cigarettes than use smokeless tobacco, it is estimated that over 8.9 million people, 12 years and older, use smokeless tobacco regularly. Smokeless tobacco is usually used by men; only around 1% of women are known to use it. In the military, 19% of Marines use smokeless tobacco, and 9% of Sailors chew and dip.
What are the ingredients of smokeless tobacco?
- Nicotine—a highly addictive drug
- Formaldehyde—embalming fluid
- Sweeteners—are added to improve taste, sugars promote tooth decay
- Abrasives—gritty materials that wear down the surfaces of teeth
- Salt—which can contribute to high blood pressure and kidney disease
- Carcinogens—cancer causing chemicals
- Polonium 210—a nuclear waste
- Arsenic—a metallic element that can form poisonous compounds
Which is more addictive – cigarettes or smokeless tobacco?
Some researchers say that because smokeless tobacco is absorbed into the bloodstream more rapidly, it can be even more addictive than cigarettes. Nicotine is as addictive as other powerful drugs such as cocaine and heroin according to experts. A tin of snuff has the same amount of nicotine as 60 cigarettes. An average amount of dip or chew, held in the mouth for 30 minutes, has as much nicotine as smoking four cigarettes!
What are the health risks associated with smokeless tobacco?
Those who use smokeless tobacco increase their risk of:
- Tooth abrasion—the grit in smokeless tobacco wear down the surfaces of teeth.
- Tooth decay—is caused by the sugars that are added to smokeless tobacco.
- Tooth Discoloration and Bad Breath—long term use of smokeless tobacco stains teeth and can give a person bad breath.
- Mouth cancer—those who use smokeless tobacco are 50% more likely to develop cancer of the cheeks, gums, lips, and tongue.
- Throat cancer—cancer of the esophagus and larynx.
- Heart disease—heart attacks, strokes, and high blood pressure.
- Stomach problems—ulcers, stomach cancer, and nausea.
- Loss of taste and smell—causes loss of appetite which causes poor nutrition and health.
- Physical changes—fatigue, muscle weakness, dizziness, and decreased physical performance.
What are the signs of oral cancer?
A Dentist or Physician should be consulted if any of the following trouble signs occur:
- A sore that does not heal
- A lump or thickening anywhere in your mouth or neck
- A prolonged sore throat
- Trouble swallowing, chewing, or moving your tongue or jaw
- A feeling of something in the throat
Reasons to Quit!
There are plenty of good reasons to quit smokeless tobacco! Successful people who have said goodbye have found personal and meaningful reasons to quit.
How to successfully quit using smokeless tobacco
- Pick a quit date.
- Develop a plan.
- Decide the best way for you to quit—going cold turkey, cutting down, using a non-nicotine replacement.
- Chew sugarless gum, use hard candy, toothpicks or sunflower seeds.
- Devise some strategies to deal with cravings, urges, temptations and risky situations.
• Remember all the positive reasons for quitting!
• Avoid situations and people that may encourage tobacco use.
• Ask your shipmates, friends and family for support and understanding!
• Call 1-800-QUIT-NOW to be routed to your state’s Quitline | <urn:uuid:5e1a0577-3800-4520-afe0-d2eb7060a045> | CC-MAIN-2024-22 | https://www.med.navy.mil/Portals/62/Documents/NMFA/NMCPHC/root/Health%20Promotion%20and%20Wellness/HP_Downloads/Smokeless-Tobacco-Fact-Sheet.pdf?ver=CSyNTubqdYyxzUEQsV3ATg%3D%3D | 2024-05-19T11:11:26+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971057786.92/warc/CC-MAIN-20240519101339-20240519131339-00636.warc.gz | 797,135,515 | 812 | eng_Latn | eng_Latn | 0.9946 | eng_Latn | 0.997461 | [
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PROTECTING YOURSELF FROM THEFT IN PUBLIC
Victoria is a vibrant and safe place, but everyone can take sensible precautions to protect their personal belongings from theft when out and about.
Most thefts in public occur when your valuables are clearly visible and if you are distracted or leave your possessions unattended. Money, wallets, handbags and valuable electronics such as phones and computers are attractive to thieves. Follow this simple advice to help protect yourself and prevent thefts.
| When You’re Out | Key Crime Prevention Tips |
|-----------------|--------------------------|
| **Stay Alert** | • Stay Alert when out in public |
| Be assertive and walk with confidence | • Keep valuables Light, Held Tight and Out of Sight |
| Always keep one ear free if using headphones | • Be aware of your personal security when using ATMs. |
| Be alert and aware of people who appear suspicious | |
| **Keep it Light** | |
| Take only what valuables you need for the occasion | |
| **Hold it Tight** | |
| Keep hold of your valuables at all times and never leave them unattended | |
| Keep bags facing away from passing traffic | |
| Never leave bags or valuables on adjacent seats. Keep bags on your lap or with a foot on the strap when sitting | |
| Secure valuables in your car before placing your shopping inside | |
| **Keep it Out of Sight** | |
| Keep bags zipped up so valuables cannot be seen | |
| Place money and purse/wallet away immediately after a transaction | |
| Keep valuables hidden away when not in use (phones, music players, laptops) | |
**ATM Security**
Using an ATM is generally a safe and convenient way to withdraw money, but there are some important steps you can take to protect yourself.
• Use ATMs located inside buildings, supermarkets or other busy, well-lit locations
• Be aware of any suspicious people and do not use the ATM if you feel unsafe
• Check the card slot for any signs of tampering – such as an attached object
• Cover the keypad with your other hand when entering your PIN
• Never write your PIN down or store it in your phone – remember it
• Only withdraw as much cash as you need at the time – immediately place it in your purse/wallet
• If your card is not returned by the machine, alert the bank immediately
• Visit the website of your financial institution for more information about ATM security.
**In The Event of Theft**
• Do not attempt to retrieve your valuables from a thief. Your safety is the most important consideration
• If you have been a victim of theft, report it immediately to your local police
• Give police the details of your stolen items.
If you require immediate police attendance, call police on Triple Zero (000)
If you have any information regarding a crime, call Crime Stoppers on 1800 333 000
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Health & Physical Education Department
Department Policy Regarding Medically Excused Students from Physical Education Class.
Background: Health and physical education is a mandated graduation requirement and there is specific requirements for both time and content. At RHS, our program follows the NJ Core Curriculum Content Standards and the law 18A:35 that all students in grades 1-12 must participate in at least two and one-half hours of health, safety, and physical education in each school week. There is no exemption for any student due to a medical condition.
1. In the event that a student is unable to participate in physical education class as a result of a medical condition the following procedures need to be followed:
a. In order for a student to be excused from a physical education class, as a result of a medical condition, the student must provide the assigned physical education teacher and school nurse with a copy of the doctor’s note.
b. Students not participating in physical education class without a doctor’s note will be marked down on their grade and will be required to make-up any lost points.
c. Those students excused for only one (1) day will remain with their physical education class.
d. A student requiring an excuse that will exceed one (1) day will be required to complete a written physical education assignment for each day he/she is excused from physical education class.
e. These assignments are expected to be completed daily and submitted to a student’s physical education teacher regularly.
f. Failure to complete the assignment will adversely affect an individual’s physical education grade for the marking period and the year.
2. Student missing physical education class will be required to do the following assignment:
a. Read one (1) article pertaining to health, physical fitness, nutrition, or other topics related to physical education and type a ½ page summary. The typed summary must include why the student chose this article, how it pertains to physical education class and outline the key points mentioned throughout the article.
b. The student will submit this typed assignment with a copy (or hyperlink) of each article to the physical education teacher.
c. Assignments may be altered to meet an individual’s need but this must be discussed with the assigned teacher and assignments will be still be completed on a daily basis.
3. Grading
a. Each assignment will be graded by the physical education teacher and represent participation in class for the given day.
b. Late or not received assignments may represent no participation for the day and credit for the day may be lost (-6 No Participation).
4. Selecting a research topic:
a. Topic must be relevant to health, fitness or physical education.
b. The physical education teacher has the final decision on all proposed research assignments.
5. Any student found to have plagiarized or downloaded or copied a pre-existing research materials from the internet or any other source will automatically receive a failing grade for the marking period.
6. The following are broad topics that students can use to formulate an idea for a research assignment.
a. Power of positive thinking
b. Sleep
c. Domestic Violence
d. Bullying
e. Obesity
f. Dieting
g. Eating Disorders
h. Fast food and Lawsuits
i. Benefits of Physical Fitness
j. Insect borne diseases
k. Diabetes
l. Steroids
m. Alzheimer’s
n. Vaccinations
o. Skin cancer
p. Cancer
q. Heart Disease
r. Lifestyle Diseases
s. High cost of prescription drugs
t. Medicare/Medicaid
u. Stem Cell research
v. Cloning
w. Cryogenics
x. Birth Defects
y. Bio-feedback
z. Public Safety: Red Alert Bioterrorism
aa. HIV/AIDS
bb. Mental Illness cc. Medical Ethics
cc. Flu of the season
dd. Addiction
ee. Alcohol and the Brain
ff. Depression
gg. Weight training
hh. Benefits of extracurricular sports
ii. Club Drugs
jj. Date Rape
kk. The value of athletics in education
ll. All others need to be approved by your physical education teacher | <urn:uuid:8dffa55e-5cba-4bc4-af3c-e6e156defab8> | CC-MAIN-2021-43 | https://resources.finalsite.net/images/v1622912300/rtnjorg/c1uvdzttez0a9ddaz8es/PE_Policy_on_Medically_Excused_Students.pdf | 2021-10-21T07:35:46+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585382.32/warc/CC-MAIN-20211021071407-20211021101407-00187.warc.gz | 606,348,386 | 888 | eng_Latn | eng_Latn | 0.988222 | eng_Latn | 0.996197 | [
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Starters 5 - 10 mins
Announcements.............................................. 1 min
STEM events/competitions (check OtotheB), share achievements and welcome new members.
Snack, Cackle & Pop................................. 2 mins
Snack: Percy pigs. Yummy
Cackle:
Why did the robot cross the road?
Because he was programmed to do it.
Pop: ‘Kiss & Make Up’ Dua Lipa & BLACKPINK
Meet Her....................................................... 5 mins
Dr Tessa Lau is the Chief Robot Whisperer at Savioke, Inc. where she is creating new generation of user-friendly robots that work safely, securely and reliably in human environments. Her goal is to revolutionise service robots. Dr. Lau holds a PhD in Computer Science.
Watch: Meet Tessa in this video
Discuss:
★ If you could make a robot, what would it do?
★ What do you think was the best bit about Tessa’s job?
★ Before you watched Dr. Tessa’s video, what did you think a Robot Whisperer did?
Mains 20 mins - choose ONE only
MAKE.......................................................... 20 mins
Humanoids, like Sophia, are robots that look and behave like humans. In this activity you will make a robotic hand. Firstly draw round your hand onto a piece of cardboard and cut it out. Now mark all the joints on your hands and score these with scissors or fold neatly. Cut straws into small pieces and tape one piece between each joint leaving small gaps and tape one straw at the wrist. Cut 5 long pieces of string, and thread one piece through each finger and then thread through the wrist straw. You should now be able to control your hand. How easy is it to control your hand? If you created an arm with a tube of paper is it easier or harder?
Post photos of your creations on MightyNetworks or Twitter and tag @Stemettes.
EXPLORE..................................................... 20 mins
Robots and computers process images using electrical signals. To encode an image, a computer uses binary to turn an image into a series of 1’s or 0’s. Take a simple shape/image and place a piece of 1cmx1cm gridded tracing paper over the top. If the square has more than half of the image in it, code it as a 1, if the square contains less than half of the image, code it as a 0. Once you’ve coded the entire image, write down the series of numbers on each line and pass the code onto another person. The next person should get a new piece of paper and colour in any square with a 1, and leave any with a 0, what image have you got?
Desserts 5 mins
Share with us ........................................... 2 mins
Upload photos to MightyNetworks or Twitter
Ask Her....................................................... 1 min
Post any questions to the Agony Aunt Topic Digest.................................................... 2 mins
Do #054 Digest on MightyNetworks or bit.ly/digest054
Visit stemillions.club to connect with other CSO’s.
Any queries? Email email@example.com or post in Mighty Networks. | <urn:uuid:45721302-f713-4e36-bb12-b42236587c89> | CC-MAIN-2022-05 | https://stemettes.org/wp-content/uploads/2021/11/Tessa-Lau-054-1.pdf | 2022-01-25T11:15:00+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320304810.95/warc/CC-MAIN-20220125100035-20220125130035-00616.warc.gz | 579,983,755 | 657 | eng_Latn | eng_Latn | 0.995904 | eng_Latn | 0.995904 | [
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1. Consider the torus, $\Sigma$, which is the circle in the $xz$-plane centered at $x = 5$ and $z = 0$ with radius 3 rotated about the $z$-axis to form a donut-like shape. $\Sigma$ has the parametrization $f(t, u) = ((5 + 3 \cos t) \cos u, (5 + 3 \cos t) \sin u, 3 \sin t)$.
(a) Find the surface area of $\Sigma$.
(b) Set up an integral to find $\int_{\Sigma} z^2 \, d\sigma$.
2. Let $\Sigma$ be the surface defined by the equations $x^2 + y^2 = 9$, $0 \leq z \leq 4$. Evaluate $\int_{\Sigma} (x + y + z) \, d\sigma$.
3. Compute $\int_{\Sigma} z \, d\sigma$ where $\Sigma$ is the disk $x^2 + y^2 \leq 4$ on the plane $z = 3$.
4. Compute the following surface integrals:
(a) $\int_{\Sigma} x^2 yz \, d\sigma$, where $\Sigma$ is the part of the plane $z = 1 + 2x + 3y$ that lies above the rectangle $0 \leq x \leq 3$, $0 \leq y \leq 2$.
(b) $\int_{\Sigma} yz \, d\sigma$, where $\Sigma$ is the part of the plane $x + y + z = 1$ that lies in the first octant.
(c) $\int_{\Sigma} yz \, d\sigma$, where $\Sigma$ is the part of the plane $z = y + 3$ that lies inside the cylinder $x^2 + y^2 = 1$.
(d) $\int_{\Sigma} z \, d\sigma$, where $\Sigma$ is the hemisphere $x^2 + y^2 + z^2 = 4$, $z \geq 0$.
5. Find the mass of the $x^2 + y^2 + z^2 = 4$, $z \geq 0$ if it has constant density $\rho = a$. | <urn:uuid:2d394ac4-1704-4b84-9067-96b81af70d4a> | CC-MAIN-2021-43 | https://www.carolynrabbott.com/uploads/3/0/8/1/30819067/spring15ws23.pdf | 2021-10-21T09:26:54+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585382.32/warc/CC-MAIN-20211021071407-20211021101407-00187.warc.gz | 837,028,179 | 511 | eng_Latn | eng_Latn | 0.827542 | eng_Latn | 0.827542 | [
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The letter "J" is formed by connecting two horizontal lines at the top and bottom with a vertical line in between, and then drawing a curved line from the left side of the vertical line to the right side, forming a hook shape. | <urn:uuid:76c77996-f6d5-411c-a40b-979c1922b12a> | CC-MAIN-2022-05 | https://selbermachen.de/media/images/magazin-redaktion/katzenhoehle/katzenhoehle-schablone-bodenplatte | 2022-01-25T14:26:32+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320304835.96/warc/CC-MAIN-20220125130117-20220125160117-00439.warc.gz | 559,255,620 | 48 | eng_Latn | eng_Latn | 0.998887 | eng_Latn | 0.998887 | [
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SECTION – A
1. **ضعیفین** Means..........................
2. **یستحی** Means..........................
3. **تعالین** Means..............
4. **اصلاً** Means..........................
5. **اولیٰ** Means..............
6. There may be ......ways for thankfulness.
7. The Holy Prophet (S.A.W) gave ...... To neighbours.
8. According to Hadith, how many joys are there for a fast keeper?
9. **دایرہ** Means..............
10. In how many years was the Holy Quran revealed? | <urn:uuid:0a4ed8ed-d90c-4f10-b64d-59f0cd3a18a2> | CC-MAIN-2022-21 | https://bisep.edu.pk/downloads/ssc/ModelPapers/10th/Islamiyat-10th-Objective.pdf | 2022-05-21T08:20:18+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662539049.32/warc/CC-MAIN-20220521080921-20220521110921-00343.warc.gz | 182,967,038 | 123 | eng_Latn | eng_Latn | 0.959198 | eng_Latn | 0.959198 | [
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According to anthropologists, Native Americans have lived beside the sparkling waters of Palm Springs' tree-lined canyons and around its bubbling hot springs for over a thousand years. They survived by using a multitude of desert plants for food, clothing, and medicine. With bows and arrows and sticks, the Indians hunted deer, bighorn sheep, rabbits, and other small animals. Recent discoveries indicate that their irrigation ditches may date back to pre-Columbian time.
After the arrival of the Spaniards, the Indians grew corn, squash, beans, and melons. They later cultivated orchards and began raising cattle and horses.
The Agua Caliente Indians of Palm Springs are one of ten or more independent clans of the Cahuilla tribe from the Shoshonean division (Takic) of the Uto-Aztecan language family. Their traditional communities were located in the Palm, Andreas, Murray, Tahquitz, and Chino canyons.
Closely allied with the Cahuilla clans of Indian Wells and San Gorgonio Pass areas, the Agua Calientes also maintained social, religious, and economic relationships with Indians from Los Angeles to the Colorado River. The Cahuillas all spoke the same language with some dialectical variations, a language closely related to their Serrano, Gabrielino, and Luiseno neighbors.
The Cahuillas had clan-based sovereignty over a particular territory of the desert and mountain terrain. Each community supervised individual areas used by its people for gathering food, hunting, ritual observances, and recreation. Disputes in Cahuilla history were usually arguments over hunting and food-gathering boundaries.
Chief Cabezon, who lived in the Thermal-Mecca region, was recognized as a leader, or Cacique, by many of the Cahuillas and was given considerable authority by the Mexicans and Americans. His nominal control extended over Indians from the desert through the San Gorgonio Pass. After his death, his son continued to exercise power over the tribe until his own death in the late 19th century.
The beavertail, most beautiful of all cactus blooms, grows up in the hills above the desert floor along with the agave, seen in the background. The agave plant was an Indian food staple. They cut off the leaves and baked the stalk in hot coals. Other famous Cahuilla leaders included Juan Antonio, later
appointed a general by General Stephen Kearney and a captain general by the Superintendent of Indian Affairs in 1855, and Antonio Garra, an authoritative figure in the 1840s.
Like Cabezón, they both functioned as intermediaries between the confederated Cahuilla groups and early pioneers entering the region.
All Cahuilla people belonged to one of two social groups -- the wild cat, *Istam*, or the coyote, *Tuktum*. These moieties were subdivided into a large number of clans. Membership into a clan was through the father; members of Istam were expected to marry into the Tuktum clan and vice versa.
By the turn of the century, Agua Caliente (as Palm Springs was called in the 1800s) became a focus of Cahuilla activity. The *Paniktum* lineage of Andreas Canyon was closely related to the *Kauisiktum* lineage of Agua Caliente and joined them in ceremonies, along with other groups who no longer had a ceremonial leader.
Alejo Patencio was the *Net*, or head man, of the *Kauisiktum* clan in 1925. This was an office that passed from father to son unless the son was not qualified, in which case it reverted to another member of the family. The *Net* administered the affairs of the people of his group and settled clan disputes. His word was final and respected. He knew all the clan songs and legendary history as well as the minute landmarks of the clan's territory and food-gathering areas. He set the dates for all ceremonies and told his people when it was time to gather their various crops.
The *Net* ruled his domain from the round house, or *Kishumnawut*, in section 14 of Palm Springs. Considered a sacred site, it was the location of ceremonial dances and the place where the clan kept the *Maiswat*, their sacred belongings.
Marcus Belardo was Alejo Patencio's *Paxaa*, an assistant with special duties. His responsibilities included keeping order and silence at all solemn ceremonies, collecting food from each family for the round house ceremonies, and overseeing ceremonial protocol. This respected office, like the *Net*, passed from father to son.
Other clan officers included the *Takwa*, who prepared and distributed the food at ceremonies, and the *Haunik*, who sang at all the functions. The *Haunik* was revered by the clan for his fine voice and his repertoire of poetic song cycles, some of which lasted as long as 12 hours. He taught the songs and tribal history to the young people and instructed them in proper adult behavior. Joe Patencio was the last person to hold this office.
The shamans, or medicine men, were called *Puvalem*. The *Pavuul* exerted greater power than the *Puuil*, the less-revered shamans. Pedro Chino was a *Partlid* noted for his extraordinary powers for predicting future events, making rain, stopping catastrophies, and other "miracles." He supposedly could change into a crow, mountain lion, coyote, or other bird or animal.
*Puvaalem* were highly respected clan members. It was thought that they could cure any ailment with
their considerable knowledge of herbs and other medical procedures and neutralize the power of evil spirits with special songs and dances. They were an important part of all ceremonies and advised the *Net* of the most propitious time for all events. To demonstrate their power, they performed extraordinary feats such as eating hot coals at ceremonies.
*Puvalem* did not inherit their office but were born with their powers or taught by Puul who recognized a youth's talent. Often, both the *Net* and the *Paxaa* were *Puvalem*. These ceremonial roles and duties were quite confusing to pioneers, who mistakenly assumed all the participants to be chiefs.
In later years, the Agua Calientes also elected a secular leader to act as liaison between the clan and governmental agencies and other outside groups. His powers were limited and had no connection with the ceremonies. Lee Arenas, one of the best known of the clan leaders, often acted as a guide and interpreter for the area's white settlers. He later led the fight to get reservation land allotted to individual members of the tribe. Today, the Agua Caliente people have an elected council to administer tribal affairs.
At the beginning of the 20th century, many of the Cahuillas spoke Spanish and had Spanish names, but, thanks to their remote location, they were able to escape much of the Mexican influence and to preserve most of their own Indian culture.
The Americanization of the Indians began after the Mormons settled in San Bernardino around 1852. Soon, their invasion extended as far south as San Timoteo Canyon, with several settlers moving into the San Gorgonio Pass region. By 1862, the Bradshaw Trail from Redlands to Arizona became an important stage stop and a one-day trip from Banning.
Jack Summers ran the way station and raised barley for horses on the 10 acres he rented from the Indians. Many of the Agua Calientes got jobs on the railroad Southern Pacific built through the pass in 1875. The Craft family had a large orchard near Yucaipa and hired many Indians. Among them was Francisco Patencio, an excellent farmer. Pedro Chino and Miguel Saturnino, both highly skilled cow punchers, went to work for Paulino Weaver, who ran 4,000 head of cattle on his ranch in San Gorgonio Pass.
The number of Agua Calientes began to diminish in later years. Because of their close association with white people, many Indians fell victim to the great small pox epidemic of 1862. By 1884, around 70 Indians were living in the Palm Springs area; in 1925, only 50 remained. Today the tribe numbers 240 members.
Fortunately, David Prescott Barrows arrived on the scene in 1900 to prepare an anthropological report on Cahuilla culture. By the early 1920s Alfred Kroeber, Lucille Hooper, and William Duncan
Strong all studied and published material on the Cahuillas. In 1972, Dr. Lowell Bean published one of the best anthropological studies ever made of an Indian tribe. *Mukat~ People* was based on his 15 years of work with the Cahuilla elders and his correlation of previous tribal knowledge.
After reading this book, one cannot help but have a tremendous admiration for these interesting people. They are a strong, intelligent, tenacious group with a high degree of morality and integrity. That they could exist in such a barren environment shows considerable initiative and great industry.
The Cahuillas' oral treasures are highly poetic and their crafts were extremely artistic in design. All of their tools, mats, baskets, and pottery show a high order of craftsmanship. Many of today's young Cahuillas have rediscovered their culture and are rightfully proud of their heritage.
1st picture - *Courtesy Palm Springs Historical Society Collection*
2nd picture - *Palm Springs Desert Museum*
PALM SPRINGS HERITAGE ASSOCIATES
PUBLISHER
© 1997 Palm Springs INternet | <urn:uuid:1c6dc103-c7f0-4cf9-9ffe-dd87f65101f7> | CC-MAIN-2022-05 | https://nrm.dfg.ca.gov/FileHandler.ashx?DocumentID=9511 | 2022-01-25T10:57:19+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320304810.95/warc/CC-MAIN-20220125100035-20220125130035-00617.warc.gz | 475,664,072 | 1,994 | eng_Latn | eng_Latn | 0.996609 | eng_Latn | 0.997811 | [
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EXPLANATORY NOTE
Financial literacy is the ability to use knowledge and skills to make effective and informed money management decisions. Personal financial literacy encompasses a range of money topics, from everyday skills such as balancing a checkbook to long-term planning for retirement. While literacy - the ability to read and write - is a fundamental part of the education system, financial literacy is often left out of the equation.\(^1\)
At present, countries in the world are beginning to recognize the value of financial literacy. In the United States, a significant number of states have introduced financial literacy requirements for their K-12 education systems, and four states require high school students to take personal finance classes.\(^2\) Financial literacy is thus becoming a necessity.
While there is a movement to include more finance-related coursework in elementary, middle and high school settings, parents and guardians are the primary educators when it comes to teaching children the skills they need to develop a strong foundation for life-long financial competence. Many adults, however, avoid talking to kids about money, because they lack confidence in how they've handled their own finances. This is unfortunate, because adults have two things that children do not when it comes to finances: experience and perspective.\(^3\)
Like other provocative topics, money is something that the youth will hear about outside the home. While this may sound harmless (what could they possibly hear that could be that bad?), children can get the wrong message about money by getting information from their peers. For example, a child might hear a classmate say that rich people are lucky. If that child believes that wealth is a result of luck, what motivation will he or she have to handle money responsibly? It is important to clarify at a young age that most wealth is not a result of luck - that most people work hard and make smart decisions to "get rich." Even if a child does not and is not yet capable of absorbing knowledge about the intricacies of finance, teachers can provide them with accurate information, introduce ideas, spark interest and awareness, and help empower children to take control of their financial lives.
Despite all these, the Philippines has yet to introduce reforms in its educational structure in
---
\(^1\) See http://www.investopedia.com/university/teaching-financial-literacy-kids/
\(^2\) Id.
\(^3\) Id.
terms of financial literacy, especially among children. Thus, this bill seeks to reform the country's education system by making financial literacy a vital part of every school's curriculum. By teaching the youth about money, the State can help them discover the relationships between earning, spending and saving. In doing this, children also begin to understand the value of money. This financial literacy can begin at a young age with simple money concepts such as counting coins and making change for purchases. Older children can learn about savings accounts, balancing a check book and creating a personal budget. The key is to teach a concept and let them try, even if it means a little extra time in the toy store while your little one painstakingly counts out coins from his or her piggy bank.\(^4\)
Hence, the passage of this law is urgently sought.
SCOTT DAVIES S. LANETE, M.D.
Representative
Third District, Province of Masbate
AN ACT TO ADVANCE THE UNDERSTANDING OF PERSONAL FINANCE AMONG ELEMENTARY AND HIGH SCHOOL STUDENTS, TO ADD A COURSE ON PERSONAL FINANCE IN SCHOOL CURRICULUM, ESTABLISHING A MECHANISM THEREFOR AND FOR OTHER PURPOSES
Be it enacted by the Senate and House of Representatives of the Philippines in Congress assembled:
Sec. 1. Short Title. This Act shall be known as “Financial Literacy Act of 2016.”
Sec. 2. Declaration of Policy. It is the policy of the State to recognize the vital role of the youth in nation-building and shall promote and protect their physical, moral, spiritual, intellectual, and social well-being. It is also the policy of the State to give priority to education, science and technology, arts, culture, and sports to foster patriotism and nationalism, accelerate social progress, and promote total human liberation and development.
Sec. 3. Mandatory Financial Literacy Course - It shall be mandatory for all elementary and high school students to undergo financial literacy classes. Depending on a student’s capacity for higher learning, financial literacy classes shall include among others, lessons on familiarity with the country’s bills and coins, how to save and invest, manage debt, contest a billing statement, apply for a loan, handle an inheritance, buy insurance, figure income taxes, compute interest rates and analyze a simple contract.
Sec. 4. Implementing Agency. – The Department of Education, in consultation with stakeholders, shall ensure the implementation and enforcement of this Act. It shall also develop economic and personal course content guidelines and recommend textbooks to be used in a personal finance course.
Sec 5. Implementing Rules and Regulations. The Department of Education shall have the power to promulgate the implementing rules and regulations as may be necessary to fully implement the objectives and purposes of this Act within one (1) year from the approval hereof.
Sec. 6. Separability Clause. If any part or provision of this Act shall be held unconstitutional or invalid, other provisions which are not affected thereby shall continue to be in full force and effect.
Sec. 7. Repealing Clause. All laws, issuances or parts thereof inconsistent with this Act are hereby repealed or modified accordingly.
Sec. 8. Effectivity. This Act shall take effect fifteen (15) days after its publication in the Official Gazette or in at least two (2) newspapers of general circulation.
Approved, | <urn:uuid:557caeeb-8171-4246-b182-275f0e855668> | CC-MAIN-2018-05 | http://congress.gov.ph/legisdocs/basic_17/HB01068.pdf | 2018-01-23T06:03:47Z | crawl-data/CC-MAIN-2018-05/segments/1516084891750.87/warc/CC-MAIN-20180123052242-20180123072242-00305.warc.gz | 68,059,284 | 1,165 | eng_Latn | eng_Latn | 0.996875 | eng_Latn | 0.998215 | [
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Shh. I’m Getting Smarter
How the sleeping brain builds memories and solves problems
Preventing Depression
Mind-Healthy Hobbies
The Power of Stories
Why They Transport Us
Brainy Animals
What They Know
PLUS:
Keys to Higher IQs
Biology of Brilliance
Learn from Mistakes
Mental Error Correction
page 52
HOW SCENTS INFLUENCE WHAT YOU THINK page 38
PLEASURE
Song of the Mouse
The noises mice make give clues about pleasure and emotions in the brain
The squeak of a mouse tells most people to buy a mousetrap, but it tells some researchers a lot more. According to a new study, mouse noises indicate certain states of mind, and monitoring their sounds can help scientists learn more about emotion, reward seeking and communication.
In addition to audible squeaks, mice produce ultrasonic noises—squeaks so high that humans cannot hear them. Males sing a complex song during sex and squeak when they are tickled, females chirp when around other females, and mouse pups squeak when their mothers abandon them. These vocalizations transform as the situation changes, too—male mice squeak more frequently as they get closer to ejaculation, and female mice make a ruckus when their female playmates have chocolate on their breath. Scientists at the University of Toronto, Northwestern University and the National Institutes of Health speculated that these noises and their intensities were linked to the activation of dopamine, a brain chemical involved in pleasure and reward seeking. They bred mice to lack certain aspects of dopamine function and monitored the resulting din. Sure enough, the dopamine-deprived mice were quieter on all counts, suggesting that mouse squeaks relate both to the experience of pleasure and to the desire for it.
The specially bred mice can teach scientists much about both mouse behavior and the human brain. “Because mouse genes are so similar to many human genes, it gives you a way of studying the genes for complex behaviors,” says John Yeomans, a psychologist at the University of Toronto and the lead researcher of the study. Labs are already starting to use mouse noises to study language development, social bonding and diseases that have symptoms related to communication, including schizophrenia and autism.
—Melinda Wenner
ILLUSION
Motion Magic
The brain looks forward
The brain takes nearly one tenth of a second to consciously register a scene. But the scenery changes far more quickly than that when we move. How does our brain cope? By constantly predicting the future, posits Mark Changizi, now at the Rensselaer Polytechnic Institute. This ability explains many visual illusions—look here, for example, as you move this page toward and away from you. The extra motion results from your brain estimating where the ellipses will be in several milliseconds, Changizi says. He and his colleagues explain this illusion and 50 others in April’s Cognitive Science.
—Lucas Laursen | <urn:uuid:58ae11ac-8cda-4058-afd9-2da42deee307> | CC-MAIN-2018-05 | http://www.changizi.com/prpp_sciammind.pdf | 2018-01-23T06:13:27Z | crawl-data/CC-MAIN-2018-05/segments/1516084891750.87/warc/CC-MAIN-20180123052242-20180123072242-00303.warc.gz | 395,351,309 | 600 | eng_Latn | eng_Latn | 0.970354 | eng_Latn | 0.996826 | [
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MRSA STAPH 101
MRSA Prevention 101 at the Gym or Health Club
How to help prevent getting or spreading MRSA and other infections.
What you can do...
• Keep hands clean. Use soap and water or hand sanitizer.
• Shower when you are done with your workout.
• Wash workout clothes and towels regularly.
• Don’t share clothes, towels, or razors.
• Keep cuts, scrapes, and sores clean and bandaged until healed.
• Let the gym management know if anything needs to be cleaned.
What your gym can do...
• Keep the gym clean.
• Wipe down equipment regularly.
Questions?
• Check out www.mrsasf.com.
• Call the San Francisco Department of Public Health at 415.554.2563.
www.sfcityclinic.org
San Francisco Department of Public Health
Communicable Disease Control Prevention Section
Environmental Health Section
www.stopaids.org
MRSA: Methicillin Resistant Staphylococcus aureus. Staph: Staphylococcus aureus. MRSA and Staph are both types of germs that can cause potentially serious infections of the skin and other parts of the body. | <urn:uuid:6e7cd599-820a-4c64-ba89-b35dec3e4968> | CC-MAIN-2018-05 | http://sfcityclinic.org/providers/MRSAposter_gyms&health_11_3_08.pdf | 2018-01-23T05:46:29Z | crawl-data/CC-MAIN-2018-05/segments/1516084891750.87/warc/CC-MAIN-20180123052242-20180123072242-00306.warc.gz | 312,758,353 | 244 | eng_Latn | eng_Latn | 0.976161 | eng_Latn | 0.976161 | [
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ALTHOUGH according to the Census of 1941 there are in Travancore only 62 Jains and 16 Buddhists, there was a time when in common with the rest of South India, Travancore too came under the influence of Buddhism and Jainism and there are to be found even today a number of relics, in different parts of the State, reminding one of those far-off days when the faiths of Gautama Buddha and Vardhamana Mahavira were living ones practised by countless numbers of men and women.
The most well-known Buddhist relic, but realized by few to be such, is the familiar image of Karumadi Kuttan. Journeying by boat from Alleppey to Quilon, one passes by the little village of Karumadi (about ten miles from Alleppey), and here one has one's attention drawn to a black stone image, about three feet in height and with its left arm missing, set on a masonry pedestal, a little away from the canal bank. They call it Karumadi Kuttan, and travellers and boatmen go ashore to make offerings of coconuts to the image.
Archaeologists have established that Karumadi Kuttan is an image of the Buddha seated in the yogasana posture. They point to the Ushnisha and Jvala on the head of the image and traces of the upper cloth passing over the chest as distinguishing marks of Buddha images according to Buddhist iconography.
Karumadi Kuttan, however, is not by any means the only image of Buddha found in Travancore. The labours of the State Department of Archaeology have been rewarded by the discovery of four more Buddha images.
One of these is at Mavelikara, in the compound of a private gentleman, where it is worshipped by the local people by lighting lamps in front of it and breaking cocoanuts. Another elegantly executed figure of the Buddha was come upon at Bharanikavu, five miles to the north-west of Mavelikara. A third image but with the head missing was recovered from Pallikkal, 7½ miles from Adur in the Kunnattur Taluk. The fourth image, and a very fine one, was found on the bank of a tank at Marudurkulaungara in Karunagappalli taluk. The last two images are kept on view in the Museum at Trivandrum.
One peculiar thing noticed in this connection is that all these images were found in localities in Central Travancore. The late Mr. Gopinatha Rao has argued from this as well as other circumstances that the famous Buddha temple of Srimulavasam on the Malabar Coast, which is said to have been washed away by the encroaching sea, must have been situated somewhere near Ambalapuzha, that the Buddha images found at various places in the Mavelikara, Kunnattur, Karunagappally and Ambalapuzha taluks very likely point to the fact that Buddha temples existed at these places and that Buddhism had its stronghold in Central Travancore.
When exactly Buddhism faded out of the State cannot be said with certitude, but Jainism seems to have lived longer and it was not until comparatively recent times that it altogether disappeared. There are three well-known temples in Travancore today which are definitely of Jaina origin and which have in them many relics to confirm the view that they were centres where the religion of Mahavira was practised.
The most important of these is the cave temple at Chitaral, a village situated about four miles to the north-east of Kuzhithurai on the Trivandrum-Cape Comorin road. Near this village is a craggy hill on
the top of which is a cave facing west, formed by a beetling mass of rock leaving, on another, and on the northern side of this overhanging rock are to be found, carved in half relief, a number of figures of posture is the padmasana and over the head is a triple umbrella. Parsvanatha is depicted as a tall figure, straight and nude. The eyes indicate a state of deep meditation and over the head is a three-headed cobra.
THE WELL-KNOWN IMAGE OF KARUMADI KUTTAN IDENTIFIED BY ARCHAEOLOGISTS AS AN IMAGE OF THE BUDDHA.
the Jain Tirthankaras, including Parsvanatha Tirthankara and also of Padmavatidevi. These figures all have the distinguishing characteristics of Jaina images of this type. The head is cropped, the ear lobes hang down, the body is nude, the Tirthankara's left is the graceful figure of Padmavatidevi. Inside the temple are two pretty stone images of Mahavira and Parsvanatha.
The hill on which the temple is situated is called Tiruchantumalai, a corrupted
form of Tirucharanattumalai, which has been interpreted as meaning the hill sacred to the Jaina ascetics. It seems to have attracted Jaina pilgrims from such distant places of South Arcot and Tanjore. It has been estimated that the conversion of the old Jaina temple into the present Bhagavati shrine must have taken place at about 1250 A.D.
The Nagaraja temple at Nagercoil also was of Jaina origin and continued to be Jaina till about 1522. Six Jaina images have been located in this temple, "three of which are seated figures of Mahavira Tirthankara, one a seated figure of Parsvanatha, another of Parsvanatha-Tirthankara standing and the sixth of Padmavathidevi. One of the Mahavira images is carved on a pillar in the mandapa in front of the central shrine and two others on the central shrine itself. The images of Parsvanatha and Padmavatidevi are sculptured on pillars standing in the same mandapa."
The third temple of Jaina origin is the Bhagavati temple at Kallil, a place eight miles from Perumpavoor in north Travancore. The shrine is a cave formed by a huge overhanging rock. Inside, on the back wall of the cave, is sculptured in half relief, the image of Mahavira Tirthankara and to its left is the stone image of Padmavatidevi now worshipped as Bhagavati. On the overhanging rock in front of the shrine is also carved a figure of Mahavira. One curious thing about this temple is that, though it belongs to the Hindus and it is a goddess of the Hindu pantheon that is worshipped therein, Bania merchants from Cochin who are of the Jaina persuasion, still visit it and make offerings, and the Hindu priest accepts them. | <urn:uuid:c6317814-f126-4025-8fd5-2cc55061caa5> | CC-MAIN-2022-05 | https://dutchinkerala.com/rb/125.pdf | 2022-01-25T10:34:30+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320304810.95/warc/CC-MAIN-20220125100035-20220125130035-00618.warc.gz | 276,033,958 | 1,414 | eng_Latn | eng_Latn | 0.998766 | eng_Latn | 0.998955 | [
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Many rural and urban landowners in Wyoming can purchase low-cost tree seedlings to plant windbreaks that can help remove carbon dioxide from the air, save energy, control erosion, offer habitat for wildlife, and protect buildings, crops, and livestock.
The trees can be ordered from University of Wyoming Cooperative Extension Service (UW CES) and local conservation district offices. Some restrictions may apply. Those interested are urged to contact their local offices. (See page 5.)
Trees and shrubs cool in the summer and reduce wind chill in the winter. An effective windbreak on three sides of a building can reduce annual fuel costs by as much as 30 percent. Summer air temperatures in tree shade can be as much as 25 degrees F cooler than in direct sun.
Properly located windbreaks and shelterbelts can act as snow fences by preventing drifts from accumulating on roads and near buildings. (See Winter 2006 “Trees – A natural solution to snow problems.”) Tree barriers also provide cover and food for deer, small mammals, and pheasants, grouse, and other birds, and they provide nesting places for small, insect-eating birds. Use care when designing a windbreak, and seek help from local experts. (See page 5.)
Wyoming residents can order trees at a nominal cost, from about 80 cents to $1.80 each through the first part of April, with delivery the last part of April or the first part of May. Bare-root seedling trees are approximately 6 to 30 inches high. In some areas of the state, lot purchases with a minimum number of plants are required (check with your local office for details). There are more than 40 different species to choose from, including shrubs, deciduous trees, and evergreens.
Many of the shrubs have edible berries for wildlife consumption. There are also many to choose from that will produce berries for jams and jellies.
Some of my favorite shrubs and trees include golden currant, sumac, New Mexico privet, bur oak, and Rocky Mountain juniper. All these do well in Wyoming; however, some are more adapted to certain locations, and local UW CES and conservation district offices can give advice on which species work best in a location. They also have planting and spacing information.
Do not be afraid to plant small trees or shrubs, as research shows that over a 10-year period these small trees will generally outgrow larger balled-and-burlap or container plants planted at the same time. Research also shows root establishment takes at least one year per inch diameter of the tree. This is one reason why larger trees seem to not grow for several years.
The key for faster growth is keeping weeds and...
Planting proper windbreaks
Organizations that can help plan a windbreak include the Wyoming State Forestry Division, the Natural Resources Conservation Service (NRCS), Wyoming conservation districts, and the University of Wyoming Cooperative Extension Service.
A listing of Wyoming State Forestry Division offices can be found at http://slf-web.state.wy.us/forestry/offices.aspx.
NRCS offices can be found at http://offices.sc.egov.usda.gov/locator/app.
Wyoming conservation district offices can be found at www.conservewy.com/wacd/districts/index.html.
A listing of UW CES offices is online at http://ces.uwyo.edu/Counties.asp. | <urn:uuid:b494f695-ec5a-4c8b-a5a0-1ce6136afbba> | CC-MAIN-2018-05 | http://www.uwyo.edu/barnbackyard/_files/documents/magazine/2007/winter/plant-windbreak-winter-barnyards-2007.pdf | 2018-01-23T06:30:36Z | crawl-data/CC-MAIN-2018-05/segments/1516084891750.87/warc/CC-MAIN-20180123052242-20180123072242-00303.warc.gz | 565,588,220 | 699 | eng_Latn | eng_Latn | 0.986816 | eng_Latn | 0.997648 | [
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This toolkit includes the following items:
• “Building a Good Relationship with Your Child’s Teacher”
• “Essential Skills for Becoming Your Child’s Advocate”
• “Advocating for your School-Aged Child”
• “Making the Most of Your Parent-Teacher Conference”
• “Creating Great Expectations for an Effective Meeting” worksheet
• Related Resources
Building a Good Relationship with Your Child’s Teacher
By NCLD Editorial Staff
Your child is your number one priority, and in a perfect world you could give them everything they need. But let’s face it — you cannot do it alone. The best way to support your child’s needs is to build and maintain a strong, positive relationship with all the people at school who play a role in educating your child. And, make sure your child knows that this is a team effort — you’re all working together to help him or her succeed!
Here are some tips on how you can foster a sense of partnership with the teacher and administration to support your child’s education.
Connecting Before the School Year Starts
• Begin your relationship with teachers and other school staff members by letting them know that you look forward to working with them as a partner in educating your child.
• Exchange email addresses with your child’s teacher and agree to keep in touch at least monthly, even if your child is doing well.
• Share information about your child that they might not otherwise learn during the course of the school day, such as:
o Your child’s favorite books, movies, hobbies, and interests;
o Learning activities and techniques that seem especially helpful for your child, and
o Positive stories and anecdotes about your child, or important events in his or her personal life that may affect how they interact with others.
Maintaining the Connection During the School Year
• Stay involved! Make a point to show up and participate in events such as the annual science fair, back-to-school night, and open house.
• When your child tells you something they particularly liked or disliked at school (e.g., classmates, activities, etc.), share this information with the teacher.
• Be on time, positive, and prepared for school activities and meetings!
• Offer to volunteer your time in the classroom or as a chaperone on class trips.
• Consider donating classroom supplies or a gift certificate to a store where teachers can purchase materials for the classroom. (You’d be surprised how many supplies teachers buy with their own money!)
• Contribute fun extras to the classroom like prizes, disposable cameras, and extra snacks, and look for ways to help the teacher maintain a fun learning environment.
Remembering that the Teacher is a Person First
• Send cards for special events in the teacher’s life, such as birthdays or the birth of a child or grandchild.
• Don’t forget to say “thank you” for both the big things and the little things a teacher does for your child.
• Saying “thank you” can be more than just words — give gift certificates, bring a fruit basket, or buy small gifts to give to the teacher “just because.”
• Respect the teacher’s schedule — what might be a good time for you to talk may not be such a good time for the teacher.
• Don’t forget to acknowledge the teacher’s co-workers — classroom aides, lunchroom and playground supervisors, secretaries and school nurses, custodians, and security personnel, bus drivers and crossing guards — anyone who helps to keep the school running and safe.
Sharing Your Appreciation with Others
• Let the administration know how much you appreciate your child’s teacher: Stop by the office and speak to the principal or vice principal in person or send a letter to the superintendent, director of special services, special education coordinator or supervising teacher (with a copy to the teacher).
• Nominate your favorite teacher for Teacher of the Year! Many community newspapers offer contests like this. Your teacher may receive a reward!
Ending the School Year on a Positive Note
• Volunteer to organize an end-of-the-year art and writing project for students to introduce themselves to their next year’s teacher.
• Send handwritten notes of thanks to all your child’s teachers (and members of the IEP team), telling them once more how much you appreciated the special attention they gave to your child.
• Keep in touch — send a card every now and then to let your child’s teacher know the lasting impact they had on your child’s future.
• When you take your child to school in the morning, you’re not dropping them off — you’re handing them over to a trusted partner who is dedicated to making sure that your child has everything he or she needs to be successful now and throughout the rest of their educational career. And as with any partnership, communication is the key to success — get involved and stay involved!
Learning the essential skills to become your child’s advocate and ensure your child receives an appropriate education does not require lots of money or even years of schooling. All it requires is learning five basic skills and consistently implementing them within the school community.
Skill 1: Become informed about your child’s learning disability.
Understand your child’s strengths and weaknesses, as well as the strategies that enable your child to compensate for weaknesses or deal with challenging activities. Example: Your child has a great deal of difficulty organizing his materials. You have found that color-coding all of his school materials, as well as keeping everything in a single zippered binder, allows him to keep track of his work. When he is rushing between classes, he can simply throw papers into his binder and zip it up. You can help organize the papers at home, keeping papers from getting lost in the bottom of the backpack or — worse still — in the black hole!
Skill 2: Learn about your child’s educational rights.
Three federal statutes guarantee your child’s access to a Free and Appropriate Public Education (FAPE) as well as accommodations as a person with a disability. The three federal laws are:
- Individuals with Disabilities Education Act (IDEA 2004)
- Section 504 of the 1973 Rehabilitation Act
- The Americans with Disabilities Act
By becoming knowledgeable about your parental rights, as well as those of your child, you become an informed consumer. Remember: knowledge is power! Parents who understand how schools are run, what schools are required to provide, and how services should be provided find much less resistance in securing appropriate services for their child.
Example: Your son has a writing disability. The very act of handwriting is laborious for him. In lecture classes, he often missed 75 percent of the information presented because he was focused on trying to copy down what was on the board. Through his educational plan, you requested that he receive copies of classroom notes, be able to tape record his lectures, and have access to a word processor. This has increased his ability to participate in classroom discussions and to focus on the information presented because he is no longer worrying about copying information off the board.
However, had you not known you could make requests for accommodations through the school child study team or IEP team, he would have continued to struggle and fail in his classes. With these three simple accommodations, he is able to excel in his academic classes and compete with his peers who are not learning disabled.
Skill 3: Learn to become a clear communicator.
Be sure to document all conversations in writing, especially verbal conversations and meetings with any member of the school community. It is essential for you as a parent to have accurate records and written documentation. These summarize all conversations and document your understanding about the next steps or follow-up actions to be taken concerning your child.
By requesting written information, by documenting in writing, and by allowing others to respond in writing clarifying your interpretations, you create a paper trail that can be used in court, if necessary. More often, it provides a reminder about what has been agreed upon and who is responsible for ensuring that your child’s needs are met.
It is strongly recommended that parents organize their child’s school records in a binder to ensure they have it all in one central location. Include the following sections in your binder:
• Medical/diagnostic information
• Educational plans (Individual Education Program [IEP] or 504 accommodation plan)
• Report cards
• Educational assessments and state testing results
• Communication log and copies of all emails
• Requests for services
• Assessments
• Meetings
• Teacher notes (positive and negative)
• Any other written documents pertaining to your child’s education
• Work samples
Example: You have found that by clarifying all conversations in writing, as well as keeping copies of all written communications, you are able to eliminate forgotten conversations or he-said/she-said situations. This is particularly helpful when you have to advocate for your child during a time of stress or conflict.
Skill 4: Learn to work collaboratively with your child’s school.
Remember to focus on the positives. It is vital to recognize efforts of individuals and provide support, encouragement, and recognition of the difficulties involved in working with your child. Teachers and school personnel are human beings with their own personal lives. As parents, we may at times become so focused on our child’s needs that we unintentionally present ourselves as insensitive or demanding. This can create barriers to communication.
As your child’s primary advocate, you must refrain from making personal comments or attacks toward the school or any school personnel. When a staff member has acted inappropriately or insensitively towards your child or yourself, put your concern in writing. Address it to the individual involved, with a copy going to the district office. Share your point of view, as well as your suggestions for remedying the situation.
When a staff member has acted kindly towards your child, it’s equally important to put your compliments in writing. Send a note to the individual, with a copy to the district office. Research clearly shows that all humans like to be appreciated and respond to positive reinforcement.
Example: Over the years, you have found that making the extra effort to work collaboratively with the school and school administration has paid off. When your child is faced with a difficult teacher, or when a member of his child study team is not working in his best interest, you are able to voice your concerns and have them heard and addressed as valid rather than being pushed to the side as complaints from a pushy parent.
Skill 5: Learn to be in charge of your emotions.
As Kenny Rogers says, “know when to hold ‘em and know when to fold ‘em.” As parents, we need to learn to step back and bring in others to help us when we are having difficulty with our child’s school. Oftentimes, our natural reaction is to push harder and scream louder, thinking that the school will then do what we want. Unfortunately, more often than not, what occurs then is a “battle of wills,” with both parties expending emotional energy to be right. They may lose focus on the real issue — a child’s success in life and school. It is vital, as a parent advocate, that you learn how to step back, reflect, rally your troops, and encourage others to think outside the box, be creative, and find common ground. Compromise does not mean one is “giving in” or losing. It means meeting one another half-way.
Example: Your son is gifted in the area of science, and his educational team recommended that he take Advanced Placement Biology in tenth grade. When the teachers made this recommendation, your first response was to stand up and scream, “Are you kidding me? No way! It will be too hard for him, require too much time, and our entire existence will be homework.” Instead, you took a deep breath, paused, and said, “WOW! That is a really wonderful opportunity, but I am concerned about how much writing and reading will be required with an AP course.”
Together, your were able to discuss his learning needs and develop some strategies and supports that you are happy to say have allowed him to participate in an AP Biology class. It has done wonders for his self-esteem! If you had allowed your fears of his failing to control the meeting, you would have missed out on watching his excitement, this year, learning about proteins and biogenetics!
Advocating for your School-Aged Child
By NCLD Editorial Staff
Your child has the right to a free and appropriate public school education. Getting involved in his or her education is among the most important things you can do as your child’s advocate. As you’ll see below, you have a right to be a part of every decision regarding your child’s education, including the process of finding out if your child needs special services. You know your child best, and your input should be considered at every opportunity.
In order to make sure that your child with learning disabilities gets the help he or she needs throughout his or her school career, you should familiarize yourself with your child’s rights. These rights are federally mandated by the Individuals with Disabilities Education Act (IDEA).
Your child’s rights in determining eligibility for special education and related services
• You have the right to request in writing that your child be evaluated to determine if he or she is eligible for special education and related services. This evaluation is more than just a single test. The school must gather information from you, your child’s teacher and others who would be helpful. An assessment of your child must then be conducted in all the areas that may be affected by the suspected disability.
• If the public school agrees that your child may have a learning disability and may need special help, the school must evaluate your child at no cost to you.
• Teachers or other professionals can recommend that your child be evaluated, but the school must get your explicit written consent before any part of the evaluation is started.
• If the public school system refuses to give your child an evaluation, they must explain in writing the reasons for refusal, and must also provide information about how you can challenge their decision.
• All tests and interviews must be conducted in your child’s native language. The evaluation process cannot discriminate against your child because he or she is not a native English speaker, has a disability or is from a different racial or cultural background.
• Your child cannot be determined eligible for special education services only because of limited English proficiency or because of lack of instruction in reading or math.
• You have the right to be a part of the evaluation team that decides what information is needed to determine whether your child is eligible.
• You have the right to a copy of all evaluation reports and paperwork related to your child.
• Once you give parental consent to the evaluation, it must occur within a specific timeframe established by the school, which varies, or within 60 days if your state had not designated a timeframe prior to July 1, 2005.
Your child’s rights once determined eligible for special education and related services
• A meeting to design an Individualized Education Program (IEP) must be held within 30 days of your child being found eligible for special education services. An IEP should set reasonable learning goals for your child and state the services that the school district will provide.
• You and your child have the right to participate in the development of the IEP, along with a team that will include: your child’s teachers, a representative from the school administration who is qualified to recommend and supervise special programs and services as well as representatives from other agencies that may be involved in your child’s transition services (if your child is age 16 or older). You can also request an advisor to help you better understand your rights and responsibilities as a parent, and request that this person be present.
• Your child has a right to the least restrictive environment possible. Unless members of the IEP team can justify removal from the general education classroom, your child should receive instruction and support with classmates that do not have disabilities. Also be sure that special education services or supports are available to help your child participate in extracurricular activities such as clubs and sports.
• During an IEP meeting, the IEP team will develop goals for any related services, such as occupational or speech therapy, which could help your child. Be sure the team specifies how often and for how long these services will be provided as well as in what setting the services will be provided. This team will also identify behavioral strategies to support your child’s learning in school and at home.
• Be sure to discuss what kind of assistive technology devices — such as speech recognition software, electronic organizers or books on tape — could help your child. Assistive technology services include evaluating your child for specific devices, providing the device and training your child to use the device. Also discuss any accommodations such as extra time and/or privacy and whether these are for all tests.
• You have the right to challenge the school’s decisions concerning your child. If you disagree with a decision that has been made, discuss it with the school and see if an agreement can be reached. If all efforts don’t work, IDEA provides other means of protection for parents and children under the law. These other ways of settling your dispute allow parents and school personnel to resolve disagreements. Options include mediation with an impartial third person, a due process hearing or a formal hearing in a court of law.
• An IEP meeting must be held once a year and comprehensive re-evaluation must be done every three years unless you and the school agree it is unnecessary. However, you may request an IEP meeting at any time.
Other tips for advocating for your child
**Collect as much information as possible.**
Be sure to keep copies of all reports and paperwork. Also, keep a log of all the people you speak to, their phone numbers and other pertinent information, as well as the time and date of your call and the details of the conversation. After making a call, you can send a follow-up letter reminding the person of the important points, such as any information they promised to provide you or information you think should be in that person’s files. Also learn as much as possible about IDEA and other laws that could help your child.
**Talk to your child about school.**
Find out what he/she likes and dislikes and what kind of frustrations he/she is experiencing. Understanding what your child is going through is an essential part of being an advocate.
**Don’t be afraid to ask questions or say no.**
It’s important to work together with the school to plan your child’s education, so make sure you know to what you are agreeing. Don’t be afraid to ask for clarification, request further testing, or challenge the school’s decision regarding services.
**Stay level-headed.**
Being involved in a process where lots of people are talking about your child can be very emotional. Remember that the people involved are there to help, even if you disagree with them. You will be most helpful to your child, if you hear everyone out and express yourself calmly and specifically.
**Get support from others.**
Talking to other parents with children who have similar difficulties may give you ideas and tips you can benefit from. It’s also good to team up with other parents to bring your concerns to the school system or agencies.
The first parent-teacher conference of the school year provides a great opportunity for you and your child’s teacher to share insights and information. At this meeting, you can develop a relationship with the teacher and present yourself as a team player in your child’s education. If your child has a learning disability and receives special education services, it’s essential that you make the most of the conference with the general education teacher. Because most teachers schedule 30 minutes or less for each conference, planning ahead can help you maximize the experience.
**The Planning Process**
You may have met with your child’s teacher when the school year began. By the time the conference rolls around, several weeks will have passed; this means you, your child, and his teacher should all have a better sense of your child’s struggles and strengths. How can you organize your comments and concerns? Here are factors to consider:
**Gather Information**
Ideally, you’ll start preparing during the first few weeks of the school year. What should you pay attention to?
• Ask the teacher to give you information about the planned curriculum, how she assigns and evaluates work, and what her teaching philosophy is.
• Look for patterns in your child’s school work. What subjects (such as math or reading) seem difficult? Are certain tasks (such as writing or computing math problems) more difficult than others?
• Listen to what your child says about his school work, as well as his relationships with his teacher and classmates.
• Note any classroom accommodations and techniques previous teachers have used to help your child succeed.
**Organize and Prioritize**
From the list of concerns and observations you create:
• Select the most important points to discuss with the teacher.
• Prioritize your concerns so you’ll be sure to cover the most critical topics before “your” time is up” at the conference.
• Summarize your top concerns on paper to take with you to the conference.
**Get Perspective**
As the conference date draws near, remember the meeting is an opportunity for you and the teacher to collaborate. Remember that you’re the expert about your child, while the teacher is the expert on teaching kids at his grade level. You’ll both come to the table with ideas and opinions. Remember, too, that collaboration sometimes requires compromise; striking a balance of ideas is often in the best interest of your child.
At the Conference
Now, you’re ready to meet with the teacher. Here are some guidelines to keep in mind during the conference:
• Let the teacher “lead” the conference. Be friendly, open, and appreciative of the positive things she does for your child.
• Allow the teacher to express her views, but make sure your priority concerns are addressed. This should be a give-and-take exchange. Hear the teacher out before you make any final requests or suggestions. What she says (new information, insights, or ideas) may alter the approach you take.
• For concerns you and the teacher agree on, ask how you and she can work together.
If you haven’t already done so, ask the teacher how and how often the two of you will stay in touch. Will you make contact daily, weekly, or only as needed? Will you communicate by notes, telephone, email, or in person? Making such arrangements sends the message you’re a team player in your child’s education. It also helps you and the teacher plan for two-way communication throughout the school year.
At Home After the Conference
Whether or not your child attended the conference with you, it’s helpful to sit down with him the same day to discuss what occurred. Depending on his age and maturity level, he may need help understanding what problems and solutions were covered. Most kids also want to have a clear idea of what’s expected of the teacher, the parent(s), and, most importantly, from him. Be sure to point out his strengths along with his struggles. “Closing the loop” with your child will assure him that you, the school, and he are on the same team!
© 2008 GreatSchools Inc. All Rights Reserved. Adapted with permission of Schwab Learning, formerly a program of the Charles and Helen Schwab Foundation.
About the Author
Kristin Stanberry is a writer and editor specializing in parenting, education, and consumer health/wellness issues. Her areas of expertise include learning disabilities and AD/HD, topics which she wrote about extensively for Schwab Learning and GreatSchools.
Creating Great Expectations for an Effective Meeting Worksheet
Instructions: This worksheet is intended to facilitate communication and clarify the opinions of each person who will participate in a discussion or meeting. Each person should fill in ALL of the boxes from their perspective. For example, a parent would insert information about what they perceive to be the needs, expectations, fears, etc. of each other person listed. BE HONEST and try to be as specific as possible. Having examples and a rationale to support your answers can also be very helpful.
| COMPLETED BY: | STUDENT | PARENT | TEACHER | ADMINISTRATOR | SUPPORT | OTHER |
|---------------|---------|--------|---------|---------------|---------|-------|
| NEEDS | | | | | | |
| EXPECTATIONS | | | | | | |
| FEARS | | | | | | |
| ROLES | | | | | | |
| SKILLS & RESOURCES | | | | | | |
| OUTCOMES | | | | | | |
Related Back-to-School Content on LD.org
• Types of Records a Parent Needs to Keep
• How IDEA Can Help You Help Your Child
• What is FAPE and What Can it Mean to my Child?
• NCLD’s Resource Locator
• IDEA Parent Guide
• Knowing Your Child’s Rights
The National Center for Learning Disabilities’ LD.org Web site offers busy parents a “one-stop shop” — answering questions about learning disabilities (LD) and providing free, helpful resources for the entire family as you move along the “LD journey.”
Visit these sections on LD.org to find the LD information you need.
**LD Basics**
“The basics” about various types of learning disabilities.
**In the Home**
Real-life suggestions to help parents manage the day-to-day challenges and expectations of having a child with LD.
**At School**
Information that teaches parents how to advocate for their child by explaining their child’s rights.
**College and Work**
Strategies and tools for parents whose children are transitioning from high school to work or college.
**On Capitol Hill**
Highlights education and civil rights legislation that directly impacts students with LD and their families.
NCLD’s free high-quality resources include:
- Parent & Advocacy Guides
- Exclusive NCLD policy-related publications
- Checklists and worksheets
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The Adventures of a Plastic Bottle: A Story about Recycling
By Alison Inches
SIMON SCHUSTER, United States, 2009. Paperback. Book Condition: New. Children's Tk, Pete Whitehead (illustrator). Original ed.. 203 x 196 mm. Language: English . Brand New Book. Learn about recycling from a new perspective! Peek into this diary of a plastic bottle as it goes on a journey from the refinery plant, to the manufacturing line, to the store shelf, to a garbage can, and finally to a recycling plant where it emerges into its new life as a fleece jacket! Told from the point of view of a free-spirited plastic bottle, kids can share in the daily experiences and inner thoughts of the bottle through his personal journal. The diary entries will be fun and humorous yet point out the ecological significance behind each product and the resources used to make it. Readers will never look at a plastic bottle the same way again!
Reviews
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See Also
- **The Red Leather Diary: Reclaiming a Life Through the Pages of a Lost Journal (P.S.)**
Harper Perennial. PAPERBACK. Book Condition: New. 0061256781 Never Read! 12+ year old Paperback book with dust jacket-may have light shelf or handling wear-has a price sticker or price written inside front or back cover-publishers mark-Good Copy. I ship FAST with FREE tracking!! *...
- **Children's Educational Book: Junior Leonardo Da Vinci: An Introduction to the Art, Science and Inventions of This Great Genius. Age 7 8 9 10 Year-Olds. [Us English]**
Createspace, United States, 2013. Paperback. Book Condition: New. 254 x 178 mm. Language: English. Brand New Book.**** Print on Demand ****. ABOUT SMART READS for Kids . Love Art, Love Learning Welcome. Designed to expand and inspire young minds; this is...
- **The Adventures of Ulysses: A Supplement to the Adventures of Telemachus**
Createspace, United States, 2015. Paperback. Book Condition: New. 254 x 178 mm. Language: English. Brand New Book.**** Print on Demand ****. The Adventures of Ulysses by Charles Lamb - CLASSIC GREEK MYTHOLOGY - This work is designed as a supplement to...
- **Johnny Goes to First Grade: Bedtime Stories Book for Children's Age 3-10. (Good Night Bedtime Children's Story Book Collection)**
Createspace, United States, 2013. Paperback. Book Condition: New. Malgorzata Gudziuk (illustrator). Large Print. 229 x 152 mm. Language: English. Brand New Book.**** Print on Demand ****. Do you want to ease tension preschoolers have before going to school for the first...
- **No Friends?: How to Make Friends Fast and Keep Them**
Createspace, United States, 2014. Paperback. Book Condition: New. 229 x 152 mm. Language: English. Brand New Book.**** Print on Demand ****. Do You Have NO Friends? Are you tired of not having any friend and being lonely all the time...
- **Bully, the Bullied, and the Not-So Innocent Bystander: From Preschool to High School and Beyond: Breaking the Cycle of Violence and Creating More Deeply Caring Communities**
HarperCollins Publishers Inc., United States, 2016. Paperback. Book Condition: New. Reprint. 203 x 135 mm. Language: English. Brand New Book. An international bestseller, Barbara Coloroso s groundbreaking and trusted guide on bullying-including cyberbullying-arms parents and teachers with real solutions for a...
First of all, plastic is not truly recyclable, it is down cycled. Sure, it may be reprocessed into another product, but eventually that product will wind up in the landfill or ocean. The book begins talking about all the wonderful things that come from crude oil. The plastic bottle is so excited to be made into something from this oil. Great information about plastic bottles that are recycled. But what happens to the majority of plastic bottles - they are not recycled, but just thrown away. I wish the book also described the sad adventures of an unrecycled bottle and what effect it has on our environment - that will catch the attention of both children and adults even more (especially if we consider that almost half a plastic bottle of oil is needed to make just that one plastic bottle!) Great information about plastic bottles that are recycled. But what happens to the majority of plastic bottles - they are not recycled, but just thrown away. I wish the book also described the sad adventures of an unrecycled bottle and what effect it has on our environment - that will catch the attention of both children and adults even more (especially if we consider that almost half a plastic bottle of oil is needed to make just that one plastic bottle). Fun pictures and cute story to engage younger students and great, accurate text to inform older learners.
Provides a nice, concise overview of resource extraction, use and recycling, all in an interesting way. I alter how I read it depending on students' age, but use this with grades K-5. A Story About Recycling, Part of Little Green Books. By Alison Inches. Learn about recycling from a new perspective! Peek into this diary of a plastic bottle as it goes on a journey from the refinery plant, to the manufacturing line, to the store shelf, to a garbage can, and finally to a recycling plant where it emerges into its new life...as a fleece jacket! Told from the point of view of a free-spirited plastic bottle, kids can share in the daily experiences and inner thoughts of the bottle through his personal journal. The diary entries will be fun and humorous yet point out the ecological significance behind each product and the resources used to make it. The plastic bottle transformed the beverage industry and it changed our habits in many ways, says Peter Gleick, co-founder and president emeritus of the Pacific Institute in Oakland, California, and author of Bottled and Sold: The Story Behind Our Obsession with Bottled Water. We've become a society that seems to think if we don't have water at hand, terrible things will happen. for a plastic bottle to completely degrade. Engineer Nathaniel Wyeth patented polyethylene terephthalate (PET) bottles in 1973. The first plastic bottles able to withstand the pressure of carbonated liquids, they were a much cheaper alternative to glass bottles. 1,000,000. Usage. Download Now. saveSave The Adventures of a Plastic Bottle For Later. 0 ratings% found this document useful (0 votes). 11 views2 pages. The Adventures of a Plastic Bottle. Uploaded by. Renz Daniel Demathink. a. We should buy drinks in plastic bottles. b. We should write in a diary every day. c. We should recycle bottles and other plastic materials 7. Which of the following does not describe the plastic bottle in the text? a. It accepted all the changes it experienced all throughout the story. b. It wanted to stay as a clear and beautiful plastic bottle forever. c. It felt happy that it became useful in many different ways. Directions: Arrange the following events according to how they happened in the story. Write number 1-4 on the blanks. I was brought to a recycling center.
The Adventures of a Plastic Bottle, Uploaded by, Renz Daniel Demathink.
a. We should buy drinks in plastic bottles.
b. We should write in a diary every day.
c. We should recycle bottles and other plastic materials
7. Which of the following does not describe the plastic bottle in the text?
a. It accepted all the changes it experienced all throughout the story.
b. It wanted to stay as a clear and beautiful plastic, bottle forever.
c. It felt happy that it became useful in many different ways.
Directions: Arrange the following events according to how they happened in the story. Write number 1-4 on the blanks.
___ I was brought to a recycling center. Facts about recycling throughout the story will help readers understand how important it is to take care of the Earth.
The Adventures of a Plastic Bottle: A Story About Recycling is a unique book about a plastic bottle that goes on a journey from the refinery plant, to the manufacturing line, to the store shelf, to a garbage can, and finally to a recycling plant where it emerges into its new life—a fleece jacket! Told from the point of view of a free-spirited plastic bottle, kids can share in the daily experiences and inner thoughts of the bottle through Michael Recycle tells the adventures of a young superhero whose power allows him to teach people about recycling.
There once was a town Called Abberdoo-Rimey.
How Convenience is Killing Our Planet [Infographic]
The following infographic from Arte Ideas takes a look at how plastic bags are harming the environment and how we can reduce their usage across the globe to both save marine life, reduce fossil fuel.
Decomposition Column
Creative ways to display The Adventures of a Plast has been added to your Cart. Add to Cart. Buy Now.
The book glorifies the life of a plastic bottle. First of all, plastic is not truly recyclable, it is down cycled. Sure, it will be reused and turned into another product, but eventually that product will wind up in the landfill. The book begins talking about all the wonderful things that come from crude oil. The plastic bottle is so excited to be made into something from this oil. It is then used for a while and then turned into another product. As an educator and environmentalist I feel this book gives the wrong perception of plastic. We really need to be focusing on our over consumption of plastics. | <urn:uuid:b4e68237-3b40-4928-a77b-bd48b576c9d5> | CC-MAIN-2021-21 | https://rbuk.org/xani.pdf | 2021-05-14T22:54:57+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243991829.45/warc/CC-MAIN-20210514214157-20210515004157-00523.warc.gz | 492,291,689 | 2,141 | eng_Latn | eng_Latn | 0.98002 | eng_Latn | 0.998154 | [
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Water Smart Landscapes
“Foliage structure tells you a lot about water needs,” said David Ellis, editor of The American Gardener, the magazine of the American Horticultural Society. Plants with large glossy dark leaves tend to absorb more heat and require a lot of water, and a larger leaf surface area equals greater water loss. If hydrating is a concern, stick with hairy, smaller, and lighter-colored or silvery leaves that retain water and diffuse light, such as lambs ear, rosemary, or lavender.”
Some Great Drought Tolerant Trees Include:
1. Desert Willow
2. Ornamental Chinese Pistache
3. Arizona Ash
4. Mesquite
5. Canyon Hackberry
For a full Water Smart Landscapes Program Plant List visit:
https://www.snwa.com/assets/pdf/wsl_plantlist.pdf
What is water conservation?
Water conservation simply refers to reducing the usage of water and recycling waste water for different purposes, such as cleaning, manufacturing and agricultural irrigation. This method definitely accounts as the most efficient and cost effective way to control the use of water.
Conservation Insights
Nye County Water District
(775) 727-3487
www.nyecountywaterdistrict.net
Brochure Created April 2018
By: Christal Behrends
Nye County Water District
Nye County Water Conservation Ordinance No. 514 Highlights
- Landscape must incorporate water conserving designs.
- 1,500 square feet is the maximum turf area allowed for single family residential parcels.
- Turf (except artificial) in the front yard is prohibited.
- Salt cedar bushes or trees are prohibited.
- Decorative water features and ponds are limited to less than 50 square feet surface area.
- Swimming pools and spas are encouraged to be covered to mitigate evaporation when not in use.
- Compliance with watering schedules is mandatory.
For a full copy of Nye County Ordinance No. 514 Contact the Nye County Water District at
(775) 727-3487
Play your part, be water smart!
Wise Water Use
- Get an Energy Star labeled washing machine. Wash only full loads.
- Use low flow showerhead.
- Use a shut-off nozzle on your hose.
- Mulch around plants to hold water in the soil.
- Turn off the water while soaping hands and brushing teeth.
- Turn off sink faucet while scrubbing dishes and pots.
- Use a broom, not a hose, to clean driveways and walkways.
Save it, or do without it!
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Managing Your Money and Learning to Save
People with a small income may have trouble saving. If you are one of them, this booklet is for you. “Why should I save if there are more days in a month than I have money to spend in each day?” The answer to that question is simple: You need to save to stay out of debt and reach your financial goals. People who have savings do not have to pay extra for the big items they buy. The extra is what you pay in interest when you use credit. If you use credit, you may be adding more than 20 percent to your total cost of buying an item. This means an item that costs 50 cents will cost 60 cents when bought on credit.
- People who save do not run out of money in an emergency.
- People who save can help their children go to college.
- People who save have a nestegg for their retirement. The nestegg allows them to live better than they would if the only money they had were from social security.
“Well,” you now say, “I agree these are good reasons for saving, but how do I begin?” Follow the 3 steps shown in this booklet.
Step 1. Figure out where you stand now
Where does your money come from? Where does your money go?
To find these answers, fill in this chart.
| Where your money comes from: | Monthly Amount: |
|-----------------------------|-----------------|
| Your Income | |
| Spouses Income | |
| Other Sources | |
| **Total Monthly Income** | |
| Where your money goes: | Monthly Amount |
|-----------------------------|-----------------|
| Food | |
| Housing and Utilities | |
| Clothing | |
| Personal Care | |
| Transportation | |
| Medical Care | |
| Education and Recreation | |
| Gifts and Donations | |
| Others and Emergencies | |
| Savings | |
| **Total Monthly Expenses** | |
Did you get ahead or fall behind? To find out, fill in the following blanks.
Total Monthly Income $____________________
Total Monthly Spending - $____________________
= Savings (+) or Amount Owed (-) $____________________
If you came out with extra money, good for you!
You will want to put it someplace safe for your future needs.
We will explore that in a few pages.
If the money ran out or if there were no regular savings, there is work to be done. To save you WILL have to spend less. Here are 12 ideas for spending less. You may already do some of these things, but there may be a few new ideas you can try.
- When you go to the store, ask yourself these questions:
“Do I really need this item?”
“Is there something I need more?”
“Can I put off buying this until sometime in the future?”
- Before buying new items, go to secondhand stores, garage sales, or flea markets.
- Avoid grocery shopping when you are hungry.
- Sell or trade items you no longer need.
- Look for bargains. Avoid buying items when they are not on sale.
- Avoid paying for recreation. The cost of tickets and video rentals adds up. Use neighborhood parks, pools, and libraries. Your local library may lend video tapes.
- Join Project Share, if available. This project provides members with groceries (including meats, fresh fruits, and vegetables) once a month at little cost. In exchange, members must perform 2 hours of community service.
- Budget your money to pay bills on time. This will save late charges.
- At work and school, avoid buying sodas, coffee, and snacks from machines. Reduce costs by bringing a lunch and drink.
- Buy washable clothing. Avoid buying clothing which requires dry cleaning.
- Find ways to fix up items you would normally throw away.
- Exchange services with neighbors.
Step 2. Set goals for saving
- It is easier to save when saving for a reason.
- If bills are overdue, pay more than is due on them each month.
- Continue making payments until they take up no more than 15 percent of your monthly take-home pay.
- “How will I know when I have reached 15 percent?”
- Divide the credit balance by your monthly-take home pay.
- For example, if a credit balance is $175 and your take-home pay is $1200 ($175 / $1200 = .15 or 15%), you have reached your goal of 15 percent.
- Once bills are under control, then you can start saving for some other goals.
- A wise goal is to put some money aside for an emergency fund.
- Try to set aside 2 months living expenses.
- Once you do this, you should be able to stop borrowing money.
- Remember, when you spend this money for an emergency, you must replace it.
Once you have established your emergency fund, then you can set some other goals. The following are some suggestions.
- New or new to you furniture or appliances
- College fund for your children
- Nestegg for retirement
Be sure to put a price tag on your goals. For example, your goal may be $500 for a new washing machine. A second goal may be a down payment on a condominium or house of $5,000. A third goal may be $10,000 in college fund. A final goal may be a nestegg of $20,000 for retirement.
“Wow!” you say. “How will I ever save that much?”
Well, you must start somewhere. Try starting with 25¢ a day and 50¢ on Sunday. That is $2 per week or $104 per year.
**Step 3. Choose a place to help your money grow**
So far you have learned the need to buy carefully so that you can save and set some savings goals. What happens next? Let us look at two ways for beginners to save. Two good choices are a savings account at your local bank or credit union and U.S. Series EE savings bonds.
**Local Banks and Credit Unions**
Check with a local bank or credit union to see what is the smallest amount they will accept to open a savings account. When you have saved enough money to open an account, deposit it right away so that you will not be tempted to spend it. If you have a job, you may be able to have a certain amount of money taken out of each paycheck and put into a savings account. This way you will be less tempted to spend the money because you don’t have to deposit the money yourself.
Once you put your money in an account that earns interest, your interest will earn interest. This is called compounding. For example, let’s say you find a bank that pays a 3 percent annual percentage rate on a regular savings account. If you open your account when you have $26 and add $26 to the account every 3 months, at the end of the years you will have saved $104. Your account will be worth $131.96, including the interest. At the end of the second year if you continue to make regular payments, you will have $241.14. Had you not put your money in the bank, you would have only $208. At the end of five years, your account will be worth $588.96 You will have exceeded your $500 goal for the new sofa by $88.96 All you will have done is saved 25¢ a day and 50¢ on Sunday. If you can find a higher interest rate, you will reach your goal sooner. Some people may think 5 years is a long time to save $500. To reach this goal sooner, start saving $10 a week. Increase this amount when you can.
Series EE savings bonds pay a market interest rate that changes every 6 months. After you own the bond for five years, you receive a higher interest rate that changes every 6 months. You buy series EE type bond for one-half of the value that bonds will be worth when they mature.
If you have a job, your employer may offer a payroll savings program. In such a program, the amount you save is used to buy U.S. Series EE savings bonds. People who cannot join a payroll savings program can purchase Series EE bonds from a local bank.
Here is an example of how Series EE savings bonds help you save money. Let us say your children will enter college in 10 years. To help save for college, any earnings on Series EE savings bonds used to pay college tuition are not taxed.
Although this booklet discusses only two ways to save, there are many other places to save. When you put these basics to work, you will be ready to learn more. Contact your local Cooperative Extension Service office.
**Happy Saving!**
Managing Your Money and Learning to Save
by
Patricia M. Tengel
Family Resource and Management Specialist
Extension Home Economics
Issued in furtherance of Cooperative Extension work, acts of May 8 and June 30, 1914, in cooperation with the U.S. Department of Agriculture, University of Maryland, College Park, and local governments, Thomas A. Fretz, Director of Maryland Cooperative Extension, University of Maryland.
The University of Maryland is equal opportunity. The University’s policies, programs, and activities are in conformance with pertinent Federal and State laws and regulations on nondiscrimination regarding race, color, religion, age, national origin, gender, sexual orientation, marital or parental status, or disability. Inquiries regarding compliance with Title VI of the Civil Rights Act of 1964, as amended; Title IX of the Education Amendments; Section 504 of the Rehabilitation Act of 1973; and the Americans With Disabilities Act of 1990; or related legal requirements should be directed to the Director of Human Resources Management, Office of the Dean, College of Agriculture and Natural Resources, Symons Hall, College Park, MD 20742.
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Members Present: Donald Stevens, Chairman; Jeanne Brink; Charles Delaney-Megeso
Staff: Diane McInerney, Executive Assistance DHP, Commission Secretary
Guests: John S. Hameline, US Census Bureau; Wanda Lyons, US Census Bureau; Helen Simon, US Census Bureau; Sigrid Lumbra, DOE; Dian Mueller, John Moody; William Whitely
This meeting was brought to order by the Chairman, Don Stevens at 1:00 pm in the National Life Records Center, Room A, Montpelier.
1. Approval of February 22, 2009 Minutes
Corrections to the minutes were noted. Since there was not a quorum, the minutes were not approved and will be slated on the April agenda. Don noted that he had contacted April St. Francis-Merrill with an invitation to attend this meeting and discuss her letter; she did not respond. Don also sent a meeting invitation to other tribal entities to share census information, and to discuss the Commission’s Vested Authority and the recognition bill; there was no response.
2. Census 2010 Guest Speakers
Guests from the Census Bureau were John Hameline, Wanda Lyons and Helen Simon. Packets of Census information was distributed to Commission members. Don noted that one of the charges of the VCNAA is to assist with Native American census information. Wanda spoke about the census data formula that is used for funding state and federal programs. It was noted that if there is an adult Indian member in the household, that this should be the name entered on the first line of the document. A standardized spelling for tribes/bands/families would facilitate the threshold for that tribe when the data is separated from personal information and used for demographic data purposes. Census results will be clear, unbiased, and accurate.
Temporary census positions are available where people live. Any individuals lacking a permanent residence will be counted by volunteers who will visit shelters and assist at mobile locations. Canvassing will begin April 13, 2009. Queries about tribes and demographics after the census is complete can be obtained from the UVM State Data Center (802) 656-0892 and the Boston Regional Census Office (617) 223-3610.
3. Old Business
a. Discussion on Vested Authority, Charles Delany-Megeso
Charles discussed with the Commission, work he has been involved in with legislators on vested authority. Representative Ram and Senator Miller were contacted as well as the BIA.
Charles suggested working through the summer with “partners” on this legislation. Don felt that having the legislature contact tribal leaders for support and testimony would be most effective. Charles noted that Representative Consejo expressed “no desire” to move the bill for recognition through in this session. Any out-of-state tribal members who wish to testify for vested authority or recognition should do so by letter only, addressed to the legislative committee; General, Housing & Military Operations.
Don noted that all agenda items will have to be voted on at the next meeting.
b. Education – Sigrid Lumbra, Department of Education
Sigrid addressed the Commission offering assistant with information for teachers and a basic understanding for Vermont students in regard to Native American history. The Department of Education can also assist with printing and distribution of materials. Sigrid expressed an interest in what would help teachers the most and what is the information the students aren’t receiving. Jeanne discussed those issues with Sigrid and the Commission. The Commission felt there is a need for basic understanding of native names, places, words, and traditions. They also agreed that this should be included in the curriculum with European history. Sigrid suggested that a website be utilized with a resource list, comprehensive materials, primary sources, and local events. It was noted that Native Americans are “equal” and their history and traditions should be treated as such.
Jeanne, Don, and Sigrid will be working together on a resource guide for distribution to all schools.
The meeting was adjourned at 3:02 pm.
Rcspcctfully submitted, Diane McInerney (say-air-kee-wayn-chukws).
Charles suggested working through the summer with “partners” on this legislation. Don felt that having the legislature contact tribal leaders for support and testimony would be most effective. Charles noted that Representative Consejo expressed “no desire” to move the bill for recognition through in this session. Any out-of-state tribal members who wish to testify for vested authority or recognition should do so by letter only, addressed to the legislative committee; General, Housing & Military Operations.
Don noted that all agenda items will have to be voted on at the next meeting.
b. **Education – Sigrid Lumbra, Department of Education**
Sigrid addressed the Commission offering assistant with information for teachers and a basic understanding for Vermont students in regard to Native American history. The Department of Education can also assist with printing and distribution of materials. Sigrid expressed an interest in what would help teachers the most and what is the information the students aren’t receiving. Jeanne discussed those issues with Sigrid and the Commission. The Commission felt there is a need for basic understanding of native names, places, words, and traditions. They also agreed that this should be included in the curriculum with European history. Sigrid suggested that a website be utilized with a resource list, comprehensive materials, primary sources, and local events. It was noted that Native Americans are “equal” and their history and traditions should be treated as such.
Jeanne, Don, and Sigrid will be working together on a resource guide for distribution to all schools.
The meeting was adjourned at 3:02 pm.
Respectfully submitted, Diane McInerney (say-air-kee-wayn-chukws).
Members Present: Donald Stevens, Chairman; Jeanne Brink; Charles Delaney-Megeso
Staff: Diane McInerney, Executive Assistance DHP, Commission Secretary
Guests: John S. Hameline, US Census Bureau; Wanda Lyons, US Census Bureau; Helen Simon, US Census Bureau; Sigrid Lumbra, DOE; Dian Mueller, John Moody; William Whitely
This meeting was brought to order by the Chairman, Don Stevens at 1:00 pm in the National Life Records Center, Room A, Montpelier.
1. Approval of February 22, 2009 Minutes
Corrections to the minutes were noted. Since there was not a quorum, the minutes were not approved and will be slated on the April agenda. Don noted that he had contacted April St. Francis-Merrill with an invitation to attend this meeting and discuss her letter; she did not respond. Don also sent a meeting invitation to other tribal entities to share census information, and to discuss the Commission’s Vested Authority and the recognition bill; there was no response.
2. Census 2010 Guest Speakers
Guests from the Census Bureau were John Hameline, Wanda Lyons and Helen Simon. Packets of Census information was distributed to Commission members. Don noted that one of the charges of the VCNAA is to assist with Native American census information. Wanda spoke about the census data formula that is used for funding state and federal programs. It was noted that if there is an adult Indian member in the household, that this should be the name entered on the first line of the document. A standardized spelling for tribes/bands/families would facilitate the threshold for that tribe when the data is separated from personal information and used for demographic data purposes. Census results will be clear, unbiased, and accurate.
Temporary census positions are available where people live. Any individuals lacking a permanent residence will be counted by volunteers who will visit shelters and assist at mobile locations. Canvassing will begin April 13, 2009. Queries about tribes and demographics after the census is complete can be obtained from the UVM State Data Center (802) 656-0892 and the Boston Regional Census Office (617) 223-3610.
3. Old Business
a. Discussion on Vested Authority, Charles Delany-Megeso
Charles discussed with the Commission, work he has been involved in with legislators on vested authority. Representative Ram and Senator Miller were contacted as well as the BIA. | <urn:uuid:ac05932a-f747-42cb-a800-531132e993f5> | CC-MAIN-2017-17 | http://vcnaa.vermont.gov/sites/vcnaa/files/pdfs/March%2026%2C%202009%20Minutes.pdf | 2017-04-30T07:18:15Z | crawl-data/CC-MAIN-2017-17/segments/1492917124371.40/warc/CC-MAIN-20170423031204-00000-ip-10-145-167-34.ec2.internal.warc.gz | 416,177,592 | 1,688 | eng_Latn | eng_Latn | 0.996423 | eng_Latn | 0.996522 | [
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## Kindergarten KEEP Exit Profile
### Proficiency Report Rubric
| LEVEL 1 | LEVEL 2 | LEVEL 3 |
|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|
| **Policy Descriptor** | **Literacy** | **Numeracy** |
| A Utah student exiting kindergarten at Level 1 does not demonstrate | A Utah student exiting kindergarten at Level 2 demonstrates minimal | A Utah student exiting kindergarten at Level 3 demonstrates sufficient |
| the knowledge and skills in literacy or numeracy specified in the | knowledge and skills in literacy or numeracy specified in the Utah Core| knowledge and skills in literacy or numeracy specified in the Utah Core|
| Utah Core State Standards for kindergarten. A student exiting at Level | State Standards for kindergarten. A student exiting at Level 2 may | State Standards for kindergarten. A student exiting at Level 3 may |
| 1 may require significant intervention to succeed in 1st grade. | require some intervention to succeed in 1st grade. | require minimal intervention to succeed in 1st grade. |
| **0-71 points** | **72-101 points** | **102-118 points** |
| A student exiting kindergarten at Level 1: | A student exiting kindergarten at Level 2: | A student exiting kindergarten at Level 3: |
| - provides minimal responses to a text read aloud and shows little or | - responds in words or phrases to a text read aloud and shows partial | - responds in complete sentences to a text read aloud and shows |
| no understanding of the text | understanding of the text | accurate understanding of the text |
| - isolates and pronounces few initial, medial and final sounds | - isolates and pronounces some initial, medial and final sounds | - isolates and pronounces most initial, medial and final sounds |
| - substitutes few initial and final sounds | - substitutes some initial and final sounds | - substitutes most initial and final sounds |
| - rarely applies phonics and word analysis skills | - occasionally applies phonics and word analysis skills | - consistently applies phonics and word analysis skills |
| - reads emergent-reader texts with many errors and demonstrates | - reads emergent-reader texts with some errors and demonstrates | - reads emergent-reader texts with few to no errors and demonstrates |
| minimal understanding | partial understanding | accurate understanding |
| - spells few to no words accurately | - spells some words accurately and writes sentences with a few errors | - spells most words accurately and writes sentences with few to no |
| - uses no capitalization | - inconsistently uses capitalization | errors |
| - composes informational text with minimal or inaccurate details | - composes informational text with few accurate details | - consistently uses correct capitalization |
| **0-32 points** | **33-44 points** | **45-55 points** |
| A student exiting kindergarten at Level 1: | A student exiting kindergarten at Level 2: | A student exiting kindergarten at Level 3: |
| - counts few to no numbers from 1 to 100, beginning from a given | - counts some numbers from 1 to 100, beginning from a given number | - counts many numbers from 1 to 100, beginning from a given number |
| number | - inconsistently counts objects using 1-1 correspondence | - consistently counts objects correctly using 1-1 correspondence |
| - counts few to no objects correctly | - inconsistently writes a numeral corresponding to what is counted | - consistently writes a numeral corresponding to what is counted |
| - identifies few to no numerals | - identifies some numerals and accurately compares two numbers some | - identifies most numerals and accurately compares two numbers most |
| - decomposes few to no numbers from 1 to 20 | of the time | of the time |
| - uses objects or drawings to represent few to no addition and | - inconsistently decomposes numbers from 1 to 20 | - consistently decomposes numbers from 1 to 20 and correctly completes |
| subtraction word problems within 10 | - inconsistently uses objects or drawings to represent and solve | the equation |
| | addition and subtraction word problems within 10 | - consistently uses objects or drawings to represent and solve |
| | | addition and subtraction word problems within 10 | | <urn:uuid:2c45b434-b313-4dcf-ac7f-35e249ed1248> | CC-MAIN-2020-05 | https://resources.finalsite.net/images/v1558383865/davisk12utus/rhetbemwqmzlc2j3kjqt/KEEPExitProficiencyRubric.pdf | 2020-01-18T02:45:23+00:00 | crawl-data/CC-MAIN-2020-05/segments/1579250591763.20/warc/CC-MAIN-20200118023429-20200118051429-00499.warc.gz | 641,623,175 | 956 | eng_Latn | eng_Latn | 0.716564 | eng_Latn | 0.716564 | [
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Help Protect Smalltooth Sawfish
If you catch one:
- keep it in the water,
- cut the line close to the hook,
- and REPORT it.
1-941-255-7403 | <urn:uuid:2fbd645a-3998-44f0-97b1-ca7ef65e0036> | CC-MAIN-2017-17 | http://sero.nmfs.noaa.gov/protected_resources/outreach_and_education/documents/smalltooth_sawfish_pier_marker.pdf | 2017-04-30T06:59:31Z | crawl-data/CC-MAIN-2017-17/segments/1492917124371.40/warc/CC-MAIN-20170423031204-00003-ip-10-145-167-34.ec2.internal.warc.gz | 342,105,668 | 43 | eng_Latn | eng_Latn | 0.98997 | eng_Latn | 0.98997 | [
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It is developmentally appropriate for children to experiment with language and “bad” words at home. Depending on the age, this should always be addressed in some way to build respectful communication skills. For children under the age of 3, we recommend ignoring the bad words, or giving a gentle reminder not to use bad language. Follow these tips for children aged 3 and older.
**Model Calm and Respectful Language**
Children learn from what they hear. Make sure you are speaking calmly and avoid using harsh and negative language.
Make sure you are moderating your child’s media content, as they will also learn from these sources.
**Explain Why Language Matters**
Sit down with your child in a quiet and calm environment. Talk to them about how words make people feel safe or unsafe, happy or hurt. Help them understand that using negative language will not help solve their problems.
**Teach Feeling Words or Alternative Phrases**
Give your child words that they can use to express big emotions, such as “I am upset” or “I feel really mad.”
Try role-playing situations where they may use these phrases.
**Address Inappropriate Language Calmly and Directly**
If your child uses inappropriate language, stay calm. Explain why those words are not acceptable and can make people feel unsafe or hurt their feelings.
Help them come up with alternative words to help them in these situations.
**Teacher and Practice Self-Calming Techniques**
Help your child learn ways to calm down like taking deep breaths, counting to ten, or squeezing a soft toy.
**Be Consistent**
Gently remind your child each time they use inappropriate language and practice alternatives. Make sure you praise your child for having respectful and kind interactions. | <urn:uuid:eca2e51d-7d90-4961-a4dc-1eddf162063b> | CC-MAIN-2025-05 | https://www.wowchildcare.org/_files/ugd/213a0e_a9126489aac745cda58c967ea62c1392.pdf | 2025-01-16T17:23:09+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703362307.30/warc/CC-MAIN-20250116171527-20250116201527-00782.warc.gz | 1,123,748,556 | 345 | eng_Latn | eng_Latn | 0.982533 | eng_Latn | 0.982533 | [
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] | [
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Broilers love larvae
The use of imported ingredients from plant origin in animal nutrition, is strongly under debate. Two widely used ingredients, soy and corn have a major impact on the environment and the climate. Insects such as the housefly and black soldier fly, might be good alternatives to partly replace soy and corn in poultry diets.
The WUR-led project InsectFeed investigates the options for using insects as an alternative poultry feed ingredient. Funded by the Dutch government, the project is being coordinated by Dr. Marcel Dicke, Professor of Entomology: ‘The main question is how to develop a sustainable insect-based poultry value chain’, says Dr. Dicke. Poultry naturally eat insects, so broilers are very eager to eat fly larvae. The InsectFeed project has as stakeholders: the universities of Wageningen and Groningen, research institutes, Rabobank, insect producers, NGOs and other parties.
Housefly and black soldier fly
Marcel Dicke: ‘The objective is to investigate the entire supply chain from food waste and other organic residual materials on which insects are grown, up to the consumer. Currently we investigate the housefly and the black soldier fly. The latter is known for its resistance to diseases. Both flies are easy and quick to breed. And they thrive on a vast scale of diets, i.e. residual streams from food production. Flies lay their eggs on decaying organic matter. Larvae hatch from these eggs and are harvested just before they change to the ‘pupa’ stage. At that stage it has the highest nutritional value in terms of protein and fats. In the next stage, the puparium in which the pupa resides does contains too much chitin.
Ethicists
‘Of course, the influence on bird welfare and growth parameters receive much attention in our research. And it might seem remarkable, but there are also ethicists involved to address the welfare aspects for both the chickens and the flies. After all, these are also animals,’ Dr. Dicke continues.
Another important aspect is the limited volume of water that is needed to grow larvae. This is a strong asset in terms of sustainability. And last but not least, we expect that the remaining substrate on which the larvae were grown, can be used as organic fertilizer for crops, thus further closing the loop.
‘Our aim is to eventually reach an inclusion rate of about 5%-10% of larvae in poultry diets.’ Dr. Marcel Dicke concludes. ‘But it may take 5 to 10 more years before this will be common practice. However, this will become a reality, also on an international scale!’ | <urn:uuid:e7978a71-eae9-4092-b0be-5b6274a182c3> | CC-MAIN-2025-05 | https://insectfeed.nl/wp-content/uploads/2022/11/PoultryNL2022_InsectFeed-.pdf | 2025-01-16T18:42:59+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703362307.30/warc/CC-MAIN-20250116171527-20250116201527-00793.warc.gz | 309,850,230 | 538 | eng_Latn | eng_Latn | 0.998462 | eng_Latn | 0.998462 | [
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Choosing healthy options for kids
Thursday, January 7th, 2010 | 1:40 am
Canwest News Service
Moderation is key for parents who like to visit restaurants with their youngsters, but worry about children's menus that offer little beyond hamburgers, hot dogs, grilled cheese sandwiches and chicken strips, nutritionists say.
For those who eat out once or twice a month and otherwise serve their children healthy food, the excessive amounts of sodium, fat and sugar found on some items on kids' menus are nothing to worry about. But parents who dine out a couple of times a week or more need to take a hard look at what they're feeding their children and what messages they're delivering about nutrition, experts say.
"When you're eating out three or four times a week, that's a problem," said Ann Chernoff, a registered dietitian and nutrition consultant. "Those foods are absolutely not nutritious."
Arleen Cristal, a nutritionist at BC Children's Hospital, agreed, saying parents who eat out often "had better take a good look at the sodium, the fat and the sugar content because the kids we see [who eat a lot of unhealthy foods], their blood work is a disaster.
"They couldn't possibly exercise enough to ever burn anything off."
Cristal, who is coordinator of the hospital's Shepdown BC program for the treatment of childhood and adolescent obesity, said sodium levels alone are one reason to be concerned about the food offered on children's menus and the health of those who eat it regularly.
The daily sodium intake that's considered adequate for children ranges from 1,000 milligrams for one- to three-year-old children to 1,500 mg for those nine to 18 years old. That's about one teaspoon of salt, but the sodium contained in a single restaurant meal for kids is often far higher.
Consider, for example, the kids' cheeseburger meal at Harvey's with its 1,860 mg of sodium, the grilled cheese and fries at Dairy Queen with 1,440 mg, or Red's pizzeria pizza at Red Robin with 1,500 mg.
"It's beyond high," Chernoff said. "It's higher than even what an adult should get in a day."
The fat is equally concerning, with Harvey's cheeseburger offering up 32 grams, Red Robin's pizza, 26 g, and the DQ grilled-cheese combo, 21 g. The Keg has a kids' half-rack of barbecue pork ribs with 53 grams of fat -- almost the maximum that an adult should consume in a day.
Some kids' meals also contain the dreaded trans fats, which are not recommended in any quantity and are associated with increased risks of heart disease, strokes and Type 2 diabetes.
Information in The Sun database shows one gram of trans fat in the Harvey's kids' cheeseburger meal, McDonald's Happy Meal and three kids' selections at Kelsey's -- the mini cheeseburger, the penne cheese alfredo and the penne butter style.
"None of these are great on any level," Cristal said.
But that doesn't mean restaurants and kids' meals should be avoided. "The answer from nutritionists is moderation, and moderation, for me, is once -- maybe twice -- a month," Cristal added.
Unfortunately, moderation in a busy world is not easily embraced, so nutritionists also have tips for families who eat in restaurants more often than once or twice a month. The first one is to avoid the kids' menu altogether. Look for healthier options on the adult menu and ask for half portions or share a meal with your child.
Another option is to choose healthier items from the appetizer section of the adult menu.
"I would also suggest that parents write their concerns on the [restaurant's] comment cards," Chernoff said. "Comments ... from customers will likely pressure the restaurant to develop a new kid menu or at least have a few healthy options added."
Gloria Tsang is a dietitian who founded HealthCastle.com, an online nutrition community that tries to help people manage their health through better eating. She's also the mother of a four-year-old girl and knows how difficult it can be to steer children towards healthy meals in restaurants and away from the kids' menus and the crayons, colouring books and toys that often accompany them.
"I've seen a lot of negotiations with the kids," she said. "Parents know what's healthy, but they don't want to order something the kids won't eat."
Tsang recommends setting ground rules before entering the restaurant. She allows her daughter to choose the main course, but she selects the side dishes and the drink, usually asking for steamed vegetables instead of fries and milk instead of pop.
"I've learned to always ask," she said. "You'll be amazed at what you can get."
Once in awhile, she will permit a scoop of ice cream so her daughter still feels like she's having a treat.
Tsang deplores chicken nuggets, which she said contain little real chicken, and encourages her daughter to choose grilled chicken sandwiches instead, or a pasta with a red sauce rather than white because the latter is mostly butter and cream.
Salads are not always a healthy option, especially when they consist mainly of lettuce drenched in a high-fat dressing. The low-fat dressing is no better because of the chemical content, Tsang said.
Cristal backs at assessment of salads, saying a side salad with Caesar dressing is no better than eating a Big Mac.
Many of the kids' meals in The Sun's database also show high calorie counts, with Harvey's cheeseburger meal topping the lot at 890 calories, which is almost half what's recommended for an average pre-teen for a day. Triple O's kids' burger with the works and the kids' chicken fingers at Romano's Macaroni Grill are not far behind.
But not all meals on the kids' menus studied by The Sun are bad.
The Keg offers a kids' veggie platter with only 14 grams of fat and 351 mg of sodium, the Olive Garden has spaghetti with tomato sauce that has three grams of fat and 370 mg of sodium, the Wrap Zone has a kids' teriyaki with seven grams of fat and 382 mg of sodium and Taco Del Mar has a kids' quesadilla with 14 grams of fat and 320 mg of sodium.
The calories in those cases range from 194 for the veggie platter to 363 for the wrap. But for children, the emphasis shouldn't be on counting calories, it should be on healthy eating.
That's the message Cristal delivers to parents of the overweight children referred to the Shapedown 10-week intervention program.
"We're not out to skinny kids. We want to make sure they're healthy on the inside."
email@example.com | <urn:uuid:6c4e5624-bd56-499d-9455-e8b14f7639f1> | CC-MAIN-2017-17 | http://www.healthcastle.com/pdf/Kelowna-20100107.pdf | 2017-04-30T06:55:45Z | crawl-data/CC-MAIN-2017-17/segments/1492917124371.40/warc/CC-MAIN-20170423031204-00004-ip-10-145-167-34.ec2.internal.warc.gz | 537,898,985 | 1,406 | eng_Latn | eng_Latn | 0.999611 | eng_Latn | 0.999611 | [
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1. Suppose $ABCD$ is a quadrilateral, and sides $AB, BC, CD$ are of equal length and have midpoints $P, Q, R$, respectively. $PQR$ is an isosceles triangle, with $PQ = QR = 6$ and $PR = 9$. Find the common length of $AB, BC, CD$.
2. At a certain pet store there are the same number of dogs, cats and anteaters. However, half of the dogs think they are cats, two thirds of the cats think they are anteaters, and three fourths of the anteaters think they are dogs. (The rest think correctly.) If I choose at random an animal that thinks it is a cat, what is the probability that it is a really a dog?
3. Find the value of $x$ that minimizes the sum
\[
\left( \ln \left( \frac{2}{x} \right) \right)^2 + \left( \ln \left( \frac{5}{x} \right) \right)^2 + \left( \ln \left( \frac{8}{x} \right) \right)^2 + \left( \ln \left( \frac{25}{x} \right) \right)^2 + \left( \ln \left( \frac{50}{x} \right) \right)^2.
\]
4. For every finite nonempty set $S$, let $\Pi(S)$ be the product of its elements. Evaluate the sum of $(\Pi(S))^{\frac{1}{3}}$ over all nonempty subsets $S$ of $\{1, 2, 3, 4, 5, 6, 7\}$ that contain no consecutive numbers.
5. Suppose that $ABC$ is a triangle, that point $P$ on side $AB$ is such that $AP : PB = 2 : 1$, $PC$ has length 2, $\angle BCP = 30^\circ$ and $\angle PCA = 15^\circ$. Find the length of $AC$.
6. For each real number $y$, define $y^+ = \max\{y, 0\}$. What is the greatest value taken by the function
$$f(x) = 6(x - 1)^+ - 4(x - 3)^+ - 5(x - 6)^+ + 3(x - 10)^+.$$?
7. List all of the integers $m$ for which the polynomial $p_m(x) = x^3 - mx^2 + mx - (m^2 + 1)$ has at least one integer root.
8. There are five suspects in the Dukenfield caper. Each makes a statement.
- L.E. Whipsnade: If Souse and Criblecoblis are guilty, then so is McGargle.
- C.J. Twillie: If McGargle is innocent, then so is Souse.
- E. Souse: If McGargle is innocent, then so is Criblecoblis.
- E.P. McGargle: If Twillie and Souse are both guilty, then so is Whipsnade.
- O. Criblecoblis: Whipsnade is innocent, but Twillie and Souse are both guilty.
Each guilty man lied, and each innocent man told the truth. Name all of the innocent men. | <urn:uuid:79ca0b61-3434-4eb0-aea9-f9d776fa02db> | CC-MAIN-2017-17 | http://www.umflint.edu/sites/default/files/groups/Mathematics_Department/fielddaypdfs/leapfrogproblems2009.pdf | 2017-04-30T07:21:22Z | crawl-data/CC-MAIN-2017-17/segments/1492917124371.40/warc/CC-MAIN-20170423031204-00003-ip-10-145-167-34.ec2.internal.warc.gz | 735,864,996 | 737 | eng_Latn | eng_Latn | 0.991038 | eng_Latn | 0.99081 | [
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Nutrition For Hockey
Jennifer Gibson BASc, RD Sport Dietitian
email@example.com
5 STEP PLAN TO OPTIMAL NUTRITION
#1. Nutrient Timing
- Aim to eat every 3 hours and do no skip meals, especially breakfast
- Core meal (lunch or breakfast) before pre-training
- Snack before training + recovery meal or snack after training
#2. Balanced Meals
- Core Meals (B, L, D) = ¾ food groups, Snacks = 2/4 food groups
- 1 serving of carbs = 1-2 fists, 1 serving of protein = palm or deck of cards, 1 serving of fat = Teaspoon or Thumb
Macronutrients: Carbs, Proteins and fats
| Carbohydrates (down to earth) | Protein (less legs) | Fats (plant sources) |
|-------------------------------|---------------------|----------------------|
| Fruits and vegetables with the skin on | Fish and seafood | Olive oil, canola oil |
| Whole grain breads, bagels, pitas, tortillas | Lentils and beans (kidney, chick peas, black) | Almonds, walnuts |
| High fibre cereals and oatmeal | Tofu | Natural peanut butter |
| Whole wheat pasta | Eggs | Sources of Omega 3 |
| Brown rice, wild rice | Chicken and Turkey | Low fat salad dressings |
| Potatoes with skin | Lean cuts of meat (beef, pork, lamb) | |
| Beans/lentils | Low fat milk and yogurt or soy | |
#3. Hydration
- Throughout the day: 3 – 4 Litres per day
- 1-2 hours before training: 500 – 1000ml sport drink
- During: (3-4 large gulps per 15-20 mins)
- 1-2 hours post training: 500 – 1000ml water
#4. Pre, During and Post training fueling
Pre-training snacks:
- When: 1-2 hours before exercise
- What: Easy to digest snack with high carb, mod protein, low fat + minimum of 500ml water.
- Examples: Meal replacement bar + fruit, PB and Jam sandwich, Sport Drink + low fat granola bar, Meal replacement beverage (Boost, Ensure)
During: 150-350mls water or sports drink every 15-20 mins (3-4 large gulps)
Post-exercise:
- When: Within one hour
- What: Carbs, protein and minimum of 700ml water.
- Examples: Lean meat sandwich + fruit and chocolate milk, Pasta with lean meat sauce + salad, Rice/pasta/bread + beef/chicken/fish/tuna + veggies/fruit, Meal replacement beverage – home made or commercial (Boost, Ensure)
#5. 90/10 Rule:
- Aim for nutrition 90% of the time. Allow 10% for fun, at the appropriate times
Healthy eating at a restaurant:
| TO DO | AVIOD |
|----------------------------------------------------------------------|----------------------------------------------------------------------|
| Meals prepared with low-fat cooking methods: steaming, poaching, roasting, braising, baking, broiling, barbecuing, boiling | Cream sauces, full fat dressings, mayonnaise or cream based soups |
| Tomatoes based sauces, broth based soups, low fat dressings | High fat meats with the skin on |
| Whole grain options over white | Fried, au gratin, crispy, escalloped, pan-fried, sautéed or stuffed foods such as French fries, bacon, chicken fingers, dumplings |
| Vegetables or fruit served as a side | Excessive amounts of cheese within a dish |
| All gravies, dressings, butter served on the side | Overeating with a high fat dessert |
| Low fat dairy products (skim milk, low fat yogurt and low fat cheese)| Excessive alcohol consumption |
| Low fat desserts: fruit/fruit salad, fruit crisp, rice pudding, milk pudding, jello, angel food cake, ice cream/frozen yogurt/sherbet |
#5b: REST!!
A good rest is half the work – Proverb
**COMPETITION NUTRITION**
| Game times | Nutrition Goal | Nutrition Recommendations |
|------------------|--------------------------------------------------------------------------------|-------------------------------------------------------------------------------------------|
| Less than 30 mins| • Replenish carbs, protein and fluids | • Energy bar (w/ protein) or shake |
| | • Small amount | • Fruit + yogurt |
| | • Easy to digest foods (liquid foods) | • Chocolate milk + fruit |
| | • AVOID high fat and fibre | |
| 1-2.0 hours | • Replenish carbs, protein and fluids | • PB and jelly sandwich + banana |
| | • Medium amount | • Lean meat sandwich + fruit |
| | • Easy to digest solid or liquid foods | • Meal replacement bar/shake |
| 2.5 hours or more| • Replenish carbs, fluids and protein | • Stir fry with lean meat and veggies |
| | • Larger amount | • Pasta with tomato sauce + fruit |
| | • Easy to digest, familiar foods | • Meal replacement shake + fruit |
| | • AVOID high fat foods | • Chicken burger + salad + non-fat dressing + granola bar | | <urn:uuid:1c01a2a4-2ff4-4ba5-9f99-5f9aabbe03c0> | CC-MAIN-2017-17 | http://www.bchockey.net/Files/Nutrition%20for%20Hockey.pdf | 2017-04-30T07:11:27Z | crawl-data/CC-MAIN-2017-17/segments/1492917124371.40/warc/CC-MAIN-20170423031204-00003-ip-10-145-167-34.ec2.internal.warc.gz | 467,162,425 | 1,164 | eng_Latn | eng_Latn | 0.965961 | eng_Latn | 0.953821 | [
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Instructions:
1. Read the questions carefully.
2. Part A to be done in the question paper.
3. Part B and Part C should be done in the answer sheet.
PART A
I. Fill in the blanks:-
1) Fractions with numerator smaller than the denominator are called ________________.
2) The distance around a shape or figure is called ______________________.
3) The common end point of an angle is called _________________.
4) ______ + $\frac{8}{9}$ = $\frac{8}{9}$
5) A polygon formed with three line segments is called a ________________.
6) A unit fraction has ________ as its numerator.
7) A _______________ has a fixed length.
8) $\frac{13}{16}$ + ______ = $\frac{9}{16}$ + $\frac{13}{16}$
9) Perimeter of the given figure is ____________.
10) The mixed numeral for $\frac{26}{5}$ is ________.
II. Choose the correct answer:-
1) Fractions having same values are called ________________.
(like fractions, equivalent fractions, unlike fractions)
2) The position of two hands in the clock forms ________________.
(a ray, a line, an angle)
3) The reciprocal of $8\frac{2}{6}$ is __________.
($\frac{50}{6}$, $\frac{6}{22}$, $\frac{6}{50}$)
4) The area of a rectangle is = ________________.
(length x breadth, 4 x side, side x side)
5) $\frac{16}{20} = \frac{?}{5}$
(8, 2, 4)
6) The basic unit of measuring an angle is ____________.
(cm, inch, degree)
7) $\frac{6}{8}$ of 12 = ____________.
($\frac{6}{96}$, $\frac{72}{8}$, $\frac{48}{12}$)
8) A closed figure having three equal sides is called ________________.
(an angle, an equilateral triangle, a rectangle)
9) $2\frac{3}{9}$ ______ $1\frac{5}{16}$
(<, >, =)
10) $\frac{2}{8} - \text{____} = 0$
($\frac{1}{8}$, 0, $\frac{2}{8}$)
III. Match the following:-
1) $130^\circ$ $\frac{14}{6}$
2) Improper fraction Ray
3) $\frac{3}{9}$, $\frac{6}{9}$ $\frac{90}{100}$
4) One end point $18\frac{2}{9}$
5) $\frac{3}{5} \times \frac{4}{6}$ Like fractions
6) Mixed numeral No size
7) $\frac{9}{10}$ $\frac{12}{30}$
8) Point Obtuse angle
Write true or false:
1) To calculate the perimeter of a triangle, we add the lengths of the three sides. _____
2) If two fractions have same numerators, then the fraction with smaller denominator will be the smaller. ________
3) A polygon cannot be formed by two line segments. ________
4) \(\frac{12}{8}\) and \(\frac{2}{3}\) are equivalent fractions. ________
5) In a fraction \(\frac{6}{9}\), 6 is the dividend and 9 is the divisor. ________.
6) \(\frac{9}{1}, \frac{12}{1}\) are examples of unit fractions. __________.
7) A line segment can be positioned vertically, horizontally or slanting. ________.
8) \(\frac{5}{9}, \frac{4}{9}, \frac{2}{9}, \frac{1}{9}\) are in ascending order. ________.
V. Use the correct symbol:
1) Number of sides of a triangle □ Number of sides of a rectangle.
2) \(\frac{9}{16} \square \frac{4}{16}\)
3) Acute angle □ Obtuse angle
4) Perimeter of a square of side 2m □ Perimeter of an equilateral triangle of side 2m.
5) \(2\frac{3}{8} \square 3\frac{1}{6}\)
PART B
(To be done in the answer sheet)
VI. Do the following:
1) Construct a line segment of length 8.6cm.
2) Write the next 4 equivalent fractions of \(\frac{4}{6}\). _____, _____, _____, _____.
3) Draw an angle, name it, write its vertex and arms.
4) Add \(3\frac{4}{20}\) and \(2\frac{7}{20}\).
5) Subtract \(\frac{5}{9}\) from \(8\frac{4}{9}\).
6) Measure the angle and write its measurement.
7) Multiply $2\frac{4}{6}$ and $\frac{4}{8}$.
8) Divide $\frac{12}{15}$ by 6.
9) Find the area of the square whose side is 16cm.
10) Identify the following:
a)
b)
c)
d)
VII. Construct an angle whose measurement is $115^\circ$. (3$\frac{1}{2}$ Marks)
VIII. Answer any two of the following: (3 x 2 = 6)
1) Rohit filled $9\frac{2}{3}$ ltrs of petrol in his car in the morning. In the evening $5\frac{1}{3}$ ltrs of petrol was left in the car. How much petrol was consumed?
2) Find the length of the iron wire required to fence a ground whose length is 22m and breadth is 12m.
3) A path is to be made around a park whose shape is that of an equilateral triangle. Each side of the park is 35m. Find the cost of making the path, if it costs 70 paise per meter. | <urn:uuid:07078aba-7d5e-4182-9d29-808d04e642de> | CC-MAIN-2017-17 | http://iisdammam.edu.sa/clivmatqpSA21213.pdf | 2017-04-30T07:01:10Z | crawl-data/CC-MAIN-2017-17/segments/1492917124371.40/warc/CC-MAIN-20170423031204-00005-ip-10-145-167-34.ec2.internal.warc.gz | 173,852,676 | 1,332 | eng_Latn | eng_Latn | 0.92382 | eng_Latn | 0.960659 | [
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The Rare Earth Elements (Lanthanides) and Their Significant Roles in Society: Role-playing Learning Activity for STEM Education
Abour H. Cherif, Ph.D. 1*, Gerald Adams, Ph.D. 2, Kellie Donoghue, M.S. 3, Jeremy Dunning, Ph.D. 4, David Overbye, Ph.D. 5 & Michele Hoffman, M.S. 6
1 National Associate Dean, DeVry University Home Office, 3005 Highland Parkway, Downers Grove, IL 60515, U.S.A.
2 Professor of Geology & Environmental Science, Science and Math Department, Columbia College Chicago 600 S. Michigan Ave. Chicago, IL, 60605, U.S.A.
3 Ph.D Candidate, Department of Geosciences, Indiana University, Bloomington IN, 47401, U.S.A.
4 Professor of Geology and Earth Science, Department of Geosciences, Indiana University, Bloomington IN, 47401, U.S.A.
5 Dean of Academic Affairs, Department of Academic Affairs, Realtor University, 430 North Michigan Avenue, Chicago Illinois, USA, 60611.
6 Professor of Marine & Environmental Science, Columbia College Chicago, Chicago Illinois, USA.
Accepted 27 October 2014
ABSTRACT
In this paper, we describe a role-playing learning activity in which groups of students work together to develop and present convincing arguments to support or oppose a government plan to promote the mining of lanthanides (rare earth elements) in the USA by giving financial incentives to the mining companies and easing the regulations and environmental restrictions for mining these elements. Students research the rare earth elements, and the short-term and the long-term effects of mining them in the USA on the economy, scientific and technological advances, the environment and the overall well-being of society. This is an issue that will likely be theirs to solve as the next generation of scientists, researchers, industry and business leaders, politicians and policy makers and informed citizens. Students additionally benefit by working in teams, presenting their own research and opinions, and learning to take on the roles of others, thus improving their social skills and academic performance. We include rubrics for assessment of the activity and for individual students’ degree of involvement, and we provide suggested questions and research topics for both pre-activity and follow-up use.
Keywords: Student success, role-play, rare earth element, geoscience, STEM education, active learning.
Introduction:
In our increasingly commodity-conscious society, not a single day passes by without a call for expanding our use of renewable energy and resources. This comes as a result of already serious shortages of many non-renewable resources, and the rapid increase in human population world-wide which leads to soaring demand for more and more resources. Some of the non-renewable resources which are essential for the scientific and technological advancements and the sustainability of the modern life style are Earth’s ore minerals. An ore is “a mineral or mineral aggregate containing precious or useful metals and that occurs in such quantity, grade and chemical combination as to make extraction commercially profitable” (Christensen, 1999, p. 644). In considering ore minerals and the valuable elements they contain, two interesting and important facts come to light. First, mineral deposits are not evenly distributed around the world or even...
around a given region or country. Second, as a result of changes in the value of many elements, and in the technologies available to recover those elements, "some mineral deposits that are classified as ores today weren't ores a few years ago and vice versa" (Christensen, 1995, p. 131). One little known group of commercially valuable ores is those that contain the rare earth elements or lanthanides. Some of these elements have become so strategically important that a number of countries have started to preserve their own deposits of these ores in the interest of national security. Simply because the world demand will soon exceed the increasing supply of these types of elements based on the facts that in 2015 for example, the world's industries are forecast to consume an estimate of 185,000 tons of such rare earth elements (Folger 2011). Today, for example, China alone controls approximately 97 percent of the world's rare earth element market (Alonso, et al, 2012; Hurst, 2010). A discussion of the rare earth elements and the minerals and rocks in which they typically occur provide the introductory STEM students, especially in geoscience, earth, and environmental science student with a perspective on economic minerals that are found in minute quantities in some rocks that must be processed in complex physical and chemical methods.
In the role-playing learning activity that follows, students research the rare earth elements (lanthanides) and the short-term and long-term effects of mining these elements in the USA on the economy, scientific and technological advances, the environment and overall well-being of society. Students work together to develop a convincing argument to support or oppose a government plan to promote the mining of lanthanides (rare earth elements) in the USA. By actively engaging in this activity, students learn and reinforce their understanding of the lanthanides and other strategically important resources, their properties and characteristics, commercial extraction and uses, etc. They also learn to take on the roles of others, thus improving their social skills and academic performance. We aim to invoke an interest in learning about the roles of lanthanides in modern scientific discoveries and technological advances, and to excite students to start thinking about the potential for shortages of lanthanides and other strategic resources in the future. This is an issue that will likely be theirs to solve as the next generation of scientists, researchers, industry and business leaders, politicians and policy makers and informed citizens.
**Background:**
**The Rare Earth Elements (Lanthanides):**
Most of our students have probably never heard of the rare earth elements (REE) (lanthanides), nor are they aware, for example, that the eyeglasses they wear or the computers, cell phones and ipods they use all have critical components that incorporate the rare earth elements (Aldersey-Williams 2011; Fletcher 2011). Indeed, as Tim Folger recently wrote, "From smart phones to hybrid vehicles to cordless power drills, devices we all desire are made with a pinch of rare earth-exotic elements that right now come mostly from China (2011, ¶ 1). This type of lack of awareness is somewhat surprising in light of the fact that these elements are key materials in the glass, electronic, and metallurgical industries, as well as many other advanced and high-technology products. The rare earths include 15 naturally-occurring elements on the periodic table with atomic numbers 57-71 (lanthanum, cerium, praseodymium, neodymium, promethium, samarium, europium, gadolinium, terbium, dysprosium, holmium, erbium, thulium, ytterbium, and lutetium). Scandium (atomic number 21), and yttrium (atomic number 39) are grouped with lanthanides family because of their similar properties (Hurst, 2010; Huang and Bian, 2010). All the **rare earth elements (Lanthanides)** are metals, non-soluble in water, and are called "rare earths" because when they were discovered, "they were not widespread and were difficult to identify and separate from their ores by their discoverers" (Clark, 2004, p. 426). Although collectively somewhat sparse in large amounts, they tend to all be found mixed together in the same locations on Earth, are (still) surprisingly difficult to purify, and are commercially important because of their ability to resist heat, chemical attack by water, oxidation, etc.
Table 1: The Lanthanide Elements and Some of Their Characteristics (Huang, 2010)
| Element | Atomic Number | Atomic weight | Electronic configurations of neutral atoms | Light or Heavy of Rare Element** |
|---------------|---------------|---------------|-------------------------------------------|----------------------------------|
| Name | Symbol | | 4f 5s 5p 5d 6s | |
| Lanthanum | La | 57 | 138.91 | 0 2 6 1 2 | Light |
| Cerium | Ce | 58 | 140.12 | 1 2 6 1 2 | Light |
| Praseodymium | Pr | 59 | 140.91 | 3 2 6 | 2 | Light |
| Neodymium | Nd | 60 | 144.24 | 4 2 6 | 2 | Light |
| Promethium | Pm | 61 | (147) | 5 2 6 | 2 | Light |
| Samarium | Sm | 62 | 150.36 | 6 2 6 | 2 | Light |
| Europium | Eu | 63 | 151.96 | 7 2 6 | 2 | Light |
| Gadolinium | Gd | 64 | 157.25 | 7 2 6 1 2 | Heavy |
| Terbium | Tb | 65 | 158.93 | 9 2 6 | 2 | Heavy |
| Dysprosium | Dy | 66 | 162.5 | 10 2 6 | 2 | Heavy |
| Holmium | Ho | 67 | 164.93 | 11 2 6 | 2 | Heavy |
| Erbium | Er | 68 | 167.26 | 12 2 6 | 2 | Heavy |
| Thulium | Tm | 69 | 168.93 | 13 2 6 | 2 | Heavy |
| Ytterbium | Yb | 70 | 173.04 | 14 2 6 | 2 | Heavy |
| Lutetium | Lu | 71 | 174.97 | 14 2 6 1 2 | Heavy |
| Scandium* | Sc | 21 | 44.96 | 1 2 | | Heavy |
| Yttrium* | Y | 39 | 88.91 | 10 2 6 1 2 | Heavy |
*. As shown in the table, for lanthanide elements, “as the atomic number increases an electron is not add to the outermost shell but rather to the inner 4f shell” (Huang and Bian, 2010, p. 2). Scandium (atomic number 21), and yttrium (atomic number 39) are grouped with lanthanides family because of their similar properties (Hurst, 2010).
**The light rare earth elements (atomic number 57-62) are more abundant than the heavy ones (atomic number 64-71 plus yttrium). The heavy rare elements which are not abundant as the light ones are generally used in high tech applications (Hurst 2010).
As shown in table 1, all the rare earth elements share a specific location within the periodic table and have very similar chemical properties. They are located in the sixth period of the periodic table starting with atomic number 57 (lanthanum) running sequentially to 71 (lutetium). Scandium (atomic number 21), and yttrium (atomic number 39) are grouped with lanthanides family because of their similar properties (Hurst, 2010). They all share the same number of electrons in the O and P shells, while each successive element adds electrons to the N shell. Since the chemical properties of elements are largely due to the number of electrons in their outer shell, all the rare earth elements have very similar chemical properties (Emiliani, 1995, p. 18). These elements are also collectively called inner transition metals, and are quite unlike any of the other transition metals.
“The sixth-period inner transition metals are called the lanthanides because they follow lanthanum, La. Because of their similar physical and chemical properties, they tend to occur mixed together in the same locations in the earth. Also because of their similarities, lanthanides are unusually difficult to purify. Recently, the commercial use of lanthanides has increased. Several lanthanide elements, for example, are used in the fabrication of the light-emitting diodes (LEDs) of laptop computer monitors.” (Hewitt, Lyons, Suchocki, and Yeh 2007, p. 232-3)
Historically speaking,
“Compounds of the rare earths were first identified when they were isolated from uncommon minerals in the late 1700s. The elements are very reactive and have similar chemical properties, so they were not recognized as elements until some fifty years later. Thus, they were first recognized as earths, that is, non-metal substances, when in fact they are metallic elements. They were also considered to be rare since, at that time, they were known to occur only in uncommon minerals. Today, these metallic elements are known to be more abundant in the Earth than gold, silver, mercury, or tungsten. The rarest of the rare earths, thulium, is twice as abundant as silver. The rare earth elements are neither rare nor earths, and they are important materials in glass, electronic, and metallurgical industries.” (Tillery, Eldon, & Ross, 2008, p. 190)
In addition, there is a second group of inner transition elements, located in the seventh period of the periodic table, directly underneath those in the sixth period. The second
series of inner transition elements is called the actinide series, because they follow actinium (89), and they include the three naturally occurring elements thorium (90), protactinium (91) and uranium (92), and then a series of artificially produced elements not found in nature (table 1 and 2).
Together, the two series are called the inner transition elements. The top series is fourteen elements wide from elements 58 through 71. Since this series belongs next to element 57, lanthanum, it is sometimes called the lanthanide series. This series is also known as the rare earths. The second series of fourteen elements is called the actinide series. These are mostly the artificially prepared elements that do not occur naturally.” (Tillery, Eldon, & Ross, 2008, p. 190)
Why Rare Earth Elements Are So Important:
Because they are insoluble in water and resistant to the action of heat, rare earth elements are key materials in many advanced or high-technology products:
Lanthanum, for example, gives glass special refractive properties and is used in optic fibers and expensive camera lenses. Samarium, neodymium, and dysprosium are useful to manufacture crystals used in lasers. Samarium, ytterbium, and terbium have special magnetic properties that have made possible new electric motor designs, magnetic-optical devices in computers, and the creation of a ceramic superconductor. Other rare earth metals are also being researched for use in possible high-temperature superconductivity materials. Many rare earths are also used in metal alloys; for example, an alloy of cerium is used to make heat-resistant jet engine parts. Erbium is also used in high performance metal alloys. Dysprosium and holmium have neutron-absorbing properties and are used in control rods to control nuclear fission. Europium should be mentioned because of its role in making the red color of color television screens. The rare earths are relatively abundant metallic elements that play a key role in many common and high-technology applications. They may also play a key role in superconductivity research.” (Tillery, Eldon, & Ross, 2008, p. 190)
Finally, as Hurst (2011) has argued:
The term rare earth is actually a misnomer; these elements are not rare at all, being found in low concentrations throughout the Earth’s crust and in higher concentrations in certain minerals. REEs can be found in almost all massive rock formations. However, their concentrations range from ten to a few hundred parts per million by weight. Therefore, finding them where they can be economically mined and processed presents a challenge. (p. 122)
Furthermore, because of the difficulty in acquiring the rare earth elements, and the lengthy processes in extract and producing them from a given ore containing minerals, scientists in fields such as plant science, soil science, and environmental science have started to study the effect of rare earth elements on soil, agriculture, and the environments especially in East Asian agriculture (Tyler, 2004; Alonso, 2012).
Table 2: Lanthanide Series
| | Name of Element | Symbol | Atomic # | Year | By | Commercial Uses |
|---|-----------------|--------|----------|------|-----------------------------------------|-----------------|
| 1 | Lanthanum | La | 57 | 1839 | Carl Gustaf Mosander | |
| 2 | Cerium | Ce | 58 | 1803 | Jons Jakob Berzelius, Wilhelm Hisinger | |
| 3 | Praseodymium | Pr | 59 | 1885 | Car Auer, Freiherr von Welsbach | |
| 4 | Neodymium | Nd | 60 | 1885 | Car Auer, Freiherr von Welsbach | |
| 5 | Promethium | Pm | 61 | 1945 | Charles DuBois Coryell & his team | |
| 6 | Samarium | Sm | 62 | 1879 | Lecoc de Boisbaudran | |
| 7 | Europium | Eu | 63 | 1901 | Eugene-Antole Demarçay | |
| 8 | Gadolinium | Gd | 64 | 1888 | Jean-Charles-Gallisard de Marignac | |
| 9 | Terbium | Tb | 65 | 1843 | Carl Gustav Mosander | |
|10 | Dysprosium | Dy | 66 | 1886 | Lecoc de Boisbaudran | |
|11 | Holmium | Ho | 67 | 1878 | Marc Delafontaine, Jacques Louis Soret, Per Teodor Cleve | |
|12 | Erbium | Er | 68 | 1838 | Carl Gustav Mosander | |
|13 | Thulium | Tm | 69 | 1879 | Per Teodor Cleve | |
|14 | Ytterbium | Yb | 70 | 1817 | Jean-Charles-Gallisard de Marignac | |
|15 | Lutetium | Lu | 71 | 1907 | Georges Urbain | |
Warm-Up activity (optional, based on the level and needs of individual classes):
1. Ask each student to distinguish between element, compound, homogeneous mixture, heterogeneous mixture, and ore and provide an example of each. Students may use Table 3 to respond.
2. All the materials you encounter on and in the planet Earth are made up of various combinations of about 90 elements. However, only 10 elements make up over 98% of the Earth’s crust (by weight). Have students name these 10 elements and give their percentages in Earth’s crust, using Table 4 for their responses.
3. Prior to students doing any outside research, ask each student to use Table 5 to name, give reasons for their choices, and list uses for:
a. the three most expensive elements in the world,
b. the three rarest elements in the world,
c. the three most important elements in the world.
When they finish, collect the assignment from them and keep for the following class meeting.
4. Ask each student to conduct research to learn about the most expensive elements, the rarest elements and the most important elements, and to write a 1-2 page paper about what they have learned.
5. In the following class meeting return to the students their table 5 which you collected earlier and provide each one of them with a new unfilled copy of the same table. Ask the students to fill out the new Table 5 based on what they have learned and to compare their two versions of the table.
6. Ask the students to reflect on what they have learned from engaging in this activity.
| Table 3: Element, compound, homogeneous mixture, heterogeneous mixture, and Ores |
|----------------------------------|-----------------|-----------------|-----------------|-----------------|
| | Name | Definition | Characteristics | Example |
| 1 | Compound | | | |
| 2 | Element | | | |
| 3 | Heterogeneous mixture | | | |
| 4 | Homogeneous mixture | | | |
| 5 | Ores | | | |
| Table 4: The percentage by weight of the 10 most common elements in Earth’s crust |
|----------------------------------|-----------------|-----------------|-----------------|-----------------|-----------------|
| Element (in order of abundance) | Symbol | Atomic Number | Atomic Mass | Percentage by weight in Earth’s Crust | Additional Notes |
| 1 | Oxygen | O | 8 | 16 | 45.2% |
| 2 | Silicon | Si | 14 | 28.09 | 27.2% |
| 3 | Aluminum | Al | 13 | 26.98 | 8% |
| 4 | Iron | Fe | 26 | 55.85 | 5.8% |
| 5 | Calcium | Ca | 20 | 40.08 | 5.06 |
| 6 | Magnesium | Mg | 12 | 24.31 | 2.8% |
| 7 | Sodium | Na | 11 | 22.99 | 2.3% |
| 8 | Potassium | K | 19 | 39.1 | 1.7% |
| 9 | Titanium | Ti | 22 | 47.87 | 0.9% |
| 10 | Hydrogen | H | 1 | 1.008 | 0.1% |
| 11 | Manganese | Mn | 25 | 54.94 | 0.1% |
| 12 | Phosphorus | P | 15 | 30.97 | 0.1% |
| Table 5: The most expensive, important, and rare known elements |
|---------------------------------------------------------------|
| Type of Element | Selected Elements |
| | First | Second | Third |
| The Expensive Elements | | | |
| Name of the Element | | | |
| Reason Why | | | |
| Commercial Use | | | |
| The Rarest Elements | | | |
| Name of the Element | | | |
| Reason Why | | | |
| Commercial Use | | | |
| The Most Important Elements | | | |
| Name of the Element | | | |
| Reason Why | | | |
| Commercial Use | | | |
How to Cite this Article: Abour H. Cherif, Ph.D., Gerald Adams, Ph.D., Kellie Donoghue, M.S., Jeremy Dunning, Ph.D., David Overbye, Ph.D. & Michele Huffman, M.S. “The Rare Earth Elements (Lanthanides) and Their Significant Roles in Society: Role-playing Learning Activity for STEM Education” Pinnacle Educational Research & Development ISSN: 2360-9494, Vol. 2 (6), 2014, Article ID perd_150, 348-358, 2014.
Whether they are really rare or normally abundant, the lanthanides are very important elements in development of scientific and technological advancements as well as in the manufacture of a wide range of household electronic devices and scientific equipment.
**Learning Activity:**
**Rare Earth Elements (Lanthanides) and Their Significant Roles in Society:**
In this learning activity, students work in groups of 3-4 to research the rare earth elements that are called lanthanides, their availability, extraction, benefits and commercial uses world-wide. Students should look at both the short-term and long-term effects of mining for these elements in the US, in terms of both benefits and challenges, to the economy, the environment, scientific and technological advances, and the overall well-being of society as a whole. Then, each group selects one of the following interest groups to research and represent: 1) industry and business community, 2) geologists, 3) environmentalists, 4) politicians and policy makers, 5) economists, 6) public interest advocates, and 7) local public media. Each group of students is required to design convincing arguments, based upon the likely opinions of their chosen interest group, that either strongly support or strongly oppose the government encouraging the mining of lanthanides (rare earth elements) in the United States by giving financial incentives to mining companies and easing the regulations and environmental restrictions governing the mining of these elements. Once the members of the groups have finished their research, they prepare a written report and an oral presentation to be given in class. To accomplish this goal, students work together to research lanthanides and collect information about their selected interest group.
**Procedure:**
**Before Presentations:**
1. Form a debate committee that consists of the instructor of the class, another instructor in the school, and one academically respected student from the same class (or have a “class vote/peer review” at the end of the presentations).
2. Divide the class into groups of 3-4 students, and direct each group to work together to:
a. Conduct research about lanthanides and their roles in the modern scientific discoveries and technological advances. See table 1 and 2.
b. Select one interest group (coordinated by the instructor to avoid duplication) and then prepare a written paper, hand-out, and oral presentation on the point of view of the chosen interest group. The presentation must convey information and integrate the use of effective presentation strategies such as PowerPoint, animations, interactive activities, etc.
3. Ask each group to prepare two critical thinking questions to submit for inclusion in a pool of questions for class quizzes or examinations.
4. Give the students 2 to 3 weeks (time can be shortened or lengthened) to prepare their written paper, hand-out, and presentation.
5. At every class meeting, make sure that students are working on their assignments. For example, give 10–15 minutes to the members of each group at the end of the class meeting to sit together and reflect on the progress they have made toward the written paper, poster, additional aids, and the oral presentation.
6. Students are advised to start their research by reading at least 3 of the following articles which can easily be found in the school library or any nearby public library:
a. Aldersey-Williams (2011).
b. Fletcher (2011).
c. Folger (2011).
d. Hurst (2010; 2011)
e. Tahil 2006
f. REE - Rare Earth Elements and their Uses (2011) [http://geology.com/articles/rare-earth-elements/](http://geology.com/articles/rare-earth-elements/)
7. Remind the students that the objectives in this learning activity are to help them develop:
a. Breadth of knowledge and depth of understanding of concepts and vocabulary of the lanthanides, their properties and characteristics, commercial uses, and their importance in future scientific and technological developments.
b. An understanding of the social, economic and environmental implications and limitations of science, technology, and engineering.
c. An awareness of their own attitudes, feelings and values about environment, the rights of future generations, and how their personal opinions differ from those of others.
d. An awareness of the importance of lanthanides in environmental protection/stewardship, economy and sustainability.
e. Team work and communication skills.
f. Critical thinking and problem-solving skills.
8. You may wish to assign each group a particular interest group to focus on and represent. If you do so, then you need to provide additional specific questions that each group members must address.
**During the Presentation:**
1. The groups take turns presenting their perspectives to the debate committee and the rest of the class by providing convincing argument to support their views on encouraging the mining of the lanthanides (rare elements) in the USA by giving financial incentives to the mining companies and easing the rules and policies governing such mining operations.
2. The debate committee questions each group. In addition, the students in the class can ask up to three questions after a group finishes its presentation. The members of each group take note of all the questions that are asked.
3. When all the groups have presented, the members of the debate committee can ask more questions to all the groups. The students from any group can also ask questions directed to any other group, which the
members of the debate committee may consider in their final judgment and decision. The members of each group must also take notice of all the questions that were asked.
4. The members of the debate committee wait until the next class meeting before sharing their final decision with the groups. During this time, if there is room in the school, the posters, illustrations, and other presentation details can be made available for all the students to view.
After the Presentation:
1. In making their final decision, the members of the debate committee take into consideration the following (a–c):
a. The academic quality and integrity of the written paper, the oral presentation, the poster illustration, and/or any additional aids used by the students to convey their message.
b. The delivery of the presentation, the articulation of the perspective and arguments, the demonstration of the long term and short term effects, and each individual’s personal involvement and engagement during the debate.
c. The type and quality of questions asked during the debate. In addition, the quality of the answers the group provided to questions directed at them. Teachers and instructors can refer to Cherif et al. (2009) for useful tools and techniques that can be used to monitor the level of cognitive involvement of the members of a given group during the activity as well as to record the types of questions being asked by the members of a group, the relevance of the questions to the subject matter and to the point being debated, and the number of questions asked by the members of each group, as seen in Appendix 1.
2. Before the chair of debate committee reads and defends the committee’s final decision, each group is given 2-3 minutes to address the committee one more time. In this short final remark, the groups must have a written statement that can be read to support their case.
3. After all the groups present their final remarks; a representative of the debate committee reads and defends the committee’s final decision.
4. The instructor of the class must reinforce the principle of matter and energy, renewal and non-renewal resources, requirements for a substance to qualify as mineral, differences between atoms, molecules, ions, etc., the fact that today, no country including the USA is able to supply all its mineral demanded and needs, mining and land surface and underground water, mining related problems and their scientifically creative solutions.
Assessment:
The post-activity discussion is very important for students’ cognitive and social development because it encourages understanding of the social and personal dynamics involved in reaching a conclusion. The teacher and students should explore how and why each group reached its decision, and whether this situation could have been approached in other ways (Joyce, Weil, and Calhoun, 2009). In assessing students’ performance and understanding, as well as the effectiveness of these activities, we have been using McCormack and Yager’s (1989) taxonomy for science education as a framework for student achievement (e.g., Cherif, Verma & Somervill, 1998; Cherif & Somervill, 1994, 1995). A summary of this taxonomy can be found in Cherif et al. (2009). In the same article, teachers and instructors can also find useful tools and techniques for monitoring the level of cognitive involvement of the members of a group during the activity and recording the types of questions being asked by the members of a group, the relevance of the questions to the subject matter and to the point being discussed and debated, and the number of questions being asked by the members of each group (see Appendix 1).
Furthermore, using both formative and summative assessment, students’ performances are evaluated based on:
1. How well they:
a. Conduct their research.
b. Presented their research and made it personal and relevant.
c. Show the significance of their arguments during the presentation.
d. Respond to the questions asked by their classmates after their presentations.
2. How many critical thinking questions they submit for inclusion in the quizzes and examination pool.
3. How well they completed the homework assignment and answered the related questions.
4. The academic quality and integrity of the written paper, the hand-out, the oral presentation, and/or any additional aids used by the students to convey their message.
5. Clear evidence that the members of a given group conducted research beyond the suggested articles assigned by the instructor for all the students to read.
6. The delivery of the presentation, the articulation of the perspective and arguments, the demonstration of the long term and short term effects, and the individual’s personal involvement and engagement during the presentation.
7. The type and quality of questions asked and the quality of the answers the group provided to questions directed at them. Teachers and instructors can refer to Cherif et al (2009, 2010, 2011) for useful tools and techniques that can be used to monitor the level of cognitive involvement of the members of a given group during the activity as well as to record the types of questions being asked by the members of a group, the relevance of the questions to the subject matter and to the point being debated, and the number of questions asked by the members of each group.
The instructor of the class should use the assessment phase discussions to reinforce basic scientific principles like oxidation or superconductivity (based on the exact nature of the class in which the activity is used), or to reemphasize issues like the role of rare earth elements in the development of science and technology, biological diversity, environmental sustainability, economic prosperity, and public health.
Student Level of Involvement in the Learning Activity
To make the teaching approach of the given learning activity more productive, teachers should lead students toward greater levels of involvement in the process by including them in planning the five factors that make up a typical role-playing situation: the problem to be solved, the characters to be played, the roles to be followed, essential information to be gathered, procedures for the play to be adapted (Cherif & Somervill, 1994, 1995). The educational value of the role-playing activities increase as the procedure encompasses greater levels of student involvement. In this activity, the problem to be solved and the characters to be played are given to the students. However, the roles to be followed, the essential information to be gathered, and the procedures for the play to be adapted are part of the learning activity and the students’ responsibilities. Thus it is at the fourth level of involvement in the learning activity. As the difficulty level increases, so does the amount of time, effort, and best of all, enthusiasm among the students. The final level of involvement is critical assessment.
Instructors can use Tables 6, 7, and 8 as tools to record information and to monitor the level of cognitive involvement of the members of a given group during the activity. In Table 6, instructors can record the type of questions being asked by the members of a given group as well as the relevancy of the questions to the subject matter and to the point being debated. In Table 7, instructors can record the number of questions being asked by the members of a given group to the other groups.
Pre- & Post-Test Homework Assignments
To reinforce the learning objectives of the activity and to allow for compiling attitudinal change data, ask the students to answer the following questions, either individually or in groups.
Pre-Test Homework Assignment
1. What do you expect the final decision made by the members of the debate committee to be? Do you think you would agree with it? Why or why not?
2. What do you think you will learn from the activity at both the academic and personal levels?
3. What will you do to make sure that the final decision reached by the members of the debate committee is in your favor?
Post-Test Homework Assignment
1. Reflect on the final decision made by the members of the debate committee. Do you agree with it? Why or why not?
2. What have you learned from the activity at both the academic and personal levels?
3. If you had to do this all over again, what would you change or do differently and why?
Discussion Questions:
1. What are the most significant characteristics of rare earth elements (lanthanides).
2. Why were the lanthanides for a long time called “rare earth elements”? How did their present designation as “lanthanides” originate?
3. Where, on or in Earth, have most of the lanthanides been found?
4. Which country or countries mine and extract most of the lanthanides in the world?
5. Which country or countries import and use most of the lanthanides in the world?
6. Why have most of the mining sites of lanthanides in the United States closed or significantly reduced their productive capacity?
7. Under what circumstances might the United States exceed China in the production and export of lanthanides?
8. From your perspective, how might we be able to produce more lanthanides without harming the environment and compromising with the future of the next generation?
9. Can any other more abundant elements be made to have the same useful characteristics as the lanthanides?
10. It has been said that those countries which have an abundance of lanthanides are going to lead the scientific discoveries, technological advancement and be among the most influential countries of the world. Do you agree or disagree and why?
11. Why do you think scientists are not discovering these days any more of the elements with the lanthanide’s special characteristics?
12. In the United States, gold deposits are concentrated in California, Nevada, Colorado, Alaska, and North Carolina, but not in Nebraska, Minnesota, or Alabama. What does this tell you about the mineral deposit distribution within a given country?
Homework Assignment:
When all the groups complete their presentations, give the homework assignments in appendix 1 to students to work on and complete individually or in groups.
Conclusion:
Today, human societies are faced with many complex challenges including environmental, economic, technological, rapid increase in human population, and scarcity of non-renewable resources, to name a few. These types of challenges require revolutionary approaches to understanding that today’s countries and human societies of our world as integrated and interdependent in global environment with limited non-resources.
Because of this, understanding the status of the world’s non-renewable resources including the rare elements is necessary to enhance our understanding of ourselves and how we can solve many of the challenges that are facing us today, such as: global environmental changes, the use of biologically-based energy resources, restoring healthy ecosystems, and maintain the superiority of our society as a leading scientific and technological society in the world.
In this learning activity, we have tried to create a strategy of role playing that enables students to become more actively involved in learning about non-renewable resources and their role in the development of scientific and technological advances. Choosing a stance, either to support or oppose the government allowing the mining of the lanthanides (rare earth elements) in the USA by giving financial incentives to the mining companies and easing the rules and policies of mining these elements, and debating that opinion among classmates improves student’s communication, collaboration, and critical-thinking skills, and it enables them to have fun and enjoy learning.
The activity can be conducted before or after this topic is covered in class. In both cases, the wrap-up or ending discussion is important because it drives home the importance of mining these elements in the USA and its effect on the economy, scientific and technological advances, the surrounding environment and prosperity of the society. In our case, this role-playing activity has benefited some of our students, from middle school to high school to college levels, by motivating them to engage in deep learning that results in a meaningful understanding of material and content.
**Answers to Questions Raised in the Learning Activities:**
A complete and detailed list of answers to all the questions raised in the learning activities in this paper are available electronically based on individual request by e-mailing any of the authors.
**References:**
1. Aldersey-Williams, Hugh (2011). Elements of Modern Style. *Discover*, July/August, 2011, pp. 62-67.
2. Alonso, Elisa, *et al* (2012). Evaluating rare earth element availability: A case with revolutionary demand from clean technologies. *Environmental Science and Technology*, 2012, 46, pp. 3406-3414.
3. Cherif, A., Movahedzadeh, F., Michel, L., Aron, H., and Jedlicka, D. (2011). Environmental Release of Genetically Engineered Mosquitoes: Is It Safe? A Role Playing Activity for STEM Education. *Science Education & Civic Engagement: An International Journal*, (in press).
4. Cherif, A., Michel, L., Movahedzadeh, F., Aron, R., and Adams,G. (2009). Defending the Lowly Prokaryotes: New Challenges for BIOGaia Learning Activity. *The American Biology Teacher*, 71 (6): 346-353
5. Cherif, A. H. and Somervill, C. (1995). How to maximize the learning productivity of role - playing in classroom teaching. *The American Biology Teacher*, 57(1): 28-32.
6. Christensen, J. W. (1996). *Global Science*. Dubuque, Iowa: Kendall/Hunt Publishing Company.
7. Clark, John O. (2004). *The Essential Dictionary of Science*. New York: Barnes & Nobel.
8. Emiliani, Cesare (1995). *The Scientific Companion* (2nd). New York: Jon Wiley & Sons, Inc.
9. Fletcher, Seth (2011). Critical matter. *The Popular Science*, June 2011, pp. 76-84.
10. Folger, Tim (2011). Rare Earth Elements: The Secret Ingredients of Everything. *National Geographic Online*, June 2011. [http://ngm.nationalgeographic.com/2011/06/rare-earth-elements/folger-text](http://ngm.nationalgeographic.com/2011/06/rare-earth-elements/folger-text).
11. Hewitt, P.G., Lyons, S., Suchocki, J., and Yeh, J. (2007). *Conceptual Integrated Science*. San Francisco: Pearson, Addison Wesley
12. Huang, C. and Bian, Z. (2010). Introduction. In C. Huang (ed.) *Rare Earth Coordination Chemistry: Fundamentals and Application*. Singapore: John Wiley & Son Publisher. (pp. 1-39).
13. Hurst, Cindy (2010). *China’s Rare Earth Elements Industry: What Can the West Learn?* Institute for the Analysis of Global Security (IAGS), March 2010.
14. Hurst, Cindy A. (2011). China’s Ace in the Hole: Rare Earth Elements. *Joint Force Quarterly* (JFQ), 59 (4): 121-126.
15. Joyce, B., Weil, M., and Calhoun, E. (2009). *Models of Teaching*, 8th Ed. Boston: Allyn & Bacon- Pearson Education.
16. McCormack, A.J. & Yager, R.E. (1989). Toward a taxonomy for science education. *B.C. Catalyst*, 33(1), 16-17.
17. Tahil, William (2006). The Trouble with Lithium: Implications of Future PHEV Production for Lithium Demand. *Meridian International Research*, December 2006. [http://tyler.blogware.com/lithium_shortage.pdf](http://tyler.blogware.com/lithium_shortage.pdf)
18. Tillery, B.W., Eldon, D.E., & Ross, F.C. (2008). *Integrated Science*. McGraw Hill
19. Tyler, Germund (2004). Rare earth elements in soil and plant systems: A review. *Plant and Soil*, Vol. 267, Issue 1-2, pp 191-206.
20. --------------- (2011). REE - Rare Earth Elements and their Uses. Geology.com. [http://geology.com/articles/rare-earth-elements/](http://geology.com/articles/rare-earth-elements/)
21. [http://geology.com/articles/rare-earth-elements/](http://geology.com/articles/rare-earth-elements/)
22. US Department of Interior. Mineral Commodities 2011[13]. [https://boriafernandezburgueno.wordpress.com/tag/rare-earth-elements/](https://boriafernandezburgueno.wordpress.com/tag/rare-earth-elements/)
23. [http://www.cleanbreak.ca/2011/01/](http://www.cleanbreak.ca/2011/01/)
Appendix 1
Tables 6, 7, and 8 Those need to be inserted after the Assessment Section.
Table 6: Individual group questions analysis and account.
(Cited from Cherif, et.al, 2009, p. 350)
| | Type of Question or Conditional Statements | Extremely Relevant | Relevant | Less Relevant | Not Relevant | Total of Questions |
|---|------------------------------------------|---------------------|----------|---------------|--------------|-------------------|
| 1 | Why | | | | | |
| 2 | How | | | | | |
| 3 | What do you think if...? | | | | | |
| 4 | Which | | | | | |
| 5 | What | | | | | |
| 6 | When | | | | | |
| 7 | Where | | | | | |
| 8 | Is/Are | | | | | |
Total of questions and or wondering statements
Table 7: Tracking the number of question asked by each group of other groups
(Cited from Cherif, et.al, 2009, p.351)
| | Industry & business community | Geologists | Environmentalists | Politicians and policy makers | Economists | Public advocates | Media |
|---------------------------|-------------------------------|------------|-------------------|-------------------------------|------------|-----------------|-------|
| Industry & business community | X | | | | | | |
| Geologists | | X | | | | | |
| Environmentalists | | | X | | | | |
| Politicians and policy makers | | | | X | | | |
| Economists | | | | | X | | |
| Public advocates | | | | | | X | |
| Media | | | | | | | X |
| Total of Questions | | | | | | | |
Table 8: Type of Questions or conditional statements and their values for assessment purposes
(Cited from Cherif, et.al, 2011, p.20)
| | Type of Question | Extremely Relevant | Relevant | Less Relevant | Not Relevant | Total |
|---|------------------|--------------------|----------|---------------|--------------|-------|
| | | # of Questions | Value Per-Questions | Total Values | # of Questions | Value Per-Questions | Total Values | # of Questions | Value Per-Questions | Total Values | # of Questions | Value Per-Questions | Total Values | |
| 1 | Why How | 5 | | | 4 | | | 3 | | | 1 | | | |
| 2 | What do you think if... | 4 | | | 3 | | | 2 | | | 1 | | | |
| 3 | Which | 3 | | | 2 | | | 1 | | | 0.5 | | | |
| 4 | What When Where | 2 | | | 1 | | | 0.5 | | | 0 | | | |
| 5 | Is Are | 1 | | | 0.5 | | | 0 | | | 0 | | | |
| | Total | | | | | | | | | | | | | |
Rare Elements Usages
Source: Data obtained from the US ecological survey of the US Department of Interior. Mineral Commodities 2011[13]. https://boriafernandezburgueno.wordpress.com/tag/rare-earth-elements/
Rare Elements
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Calendar Work
Days of the Week
Directions: Cut and paste the names of the days of the week and match them with their smaller partners.
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10 MINUTE CARDIO CIRCUIT
Do each exercise for 30s.
Rest 30s after 4 exercises.
Repeat 2 times.
1. JUMPING JACKS
2. SQUAT JUMPS
3. MOUNTAIN CLIMBERS
4. BUTT KICKS
5. BURPEES
6. WALL SIT
7. HIGH KNEES
8. PLANK JACKS
30s break
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12 Be: Past Simple (I was, I wasn’t, was I ...?)
1 Osserva queste frasi con **was** e **were**:
*I was* in New York last week.
*We weren’t* at home yesterday evening.
*Was* it a good film? ~ Yes, *it was*.
(Per le risposte brevi, vedi l’unità 45.)
2 Il Past Simple di **be** si costruisce in questo modo:
| AFFERMATIVA | FORMA INTERA | FORMA CONTRATTA |
|-------------|--------------|-----------------|
| SINGOLARE | I was | wasn’t |
| | You were | weren’t |
| | He/she/it was | wasn’t |
| PLURALE | We/you/they were | weren’t |
| NEGATIVA | FORMA INTERA | FORMA CONTRATTA |
|-------------|--------------|-----------------|
| SINGOLARE | I was not | wasn’t |
| | You were not | weren’t |
| | He/she/it was not | wasn’t |
| PLURALE | We/you/they were not | weren’t |
| INTERROGATIVA | FORMA INTERA | FORMA CONTRATTA |
|---------------|--------------|-----------------|
| SINGOLARE | Was I | |
| | Were you | right? |
| | Was he/she/it | |
| PLURALE | Were we/you/they | right? |
3 **Was/were** si usano quando si parla del passato. Osserva come vengono usate:
- **was/were** + fatti che riguardano il passato:
*John F. Kennedy was an American president.* (= Kennedy era un presidente americano.)
*Our first house was in the centre of town.*
A: *Were* your answers correct?
B: No, *they were* all wrong!
*Paula wasn’t the first person at the party.*
(= Paula non è stata la prima ...)
Nota che in italiano queste forme vengono tradotte il più delle volte con l’imperfetto; altre volte con il passato prossimo.
Ricorda che si usa **was/were** + **born**:
*I was born* in 1975. (= Sono nato nel 1975.)
(NON *I am born* ...)
- **was/were** + luogo e tempo:
| + LUOGO | + TEMPO |
|---------|---------|
| We were in Spain | in June. |
| She wasn’t at home | last night. |
*George and Joanna weren’t* in London at the weekend. *They were* in Brighton.
*Steve and Mary were* here at six o’clock.
- **was/were** + aggettivo (es. **cold**, **tired**):
*It was cold* yesterday. (= Faceva freddo ieri.)
*They were tired* after the journey. (= Erano stanchi dopo il viaggio.)
*The train was late* again this morning.
A: *Were* your exams easy?
B: *The first exam was easy*, but the second one *wasn’t*.
Esercizi
A Trasforma queste frasi al passato. Usa il Past Simple.
| TODAY | YESTERDAY |
|-------|-----------|
| 0 I’m at home. | *I was at home.* |
| 1 Jane and Michael are tired. | |
| 2 She’s in the park. | |
| 3 It’s a sunny day. | |
| 4 You’re late. | |
| 5 They aren’t hungry. | |
| 6 We aren’t at work. | |
| 7 I’m thirsty. | |
| 8 You aren’t at school! | |
| 9 We’re at the cinema. | |
| 10 Paula isn’t happy. | |
Laura ha trascorso il fine settimana a Madrid. Formula alcune domande usando *was* o *were*.
0 (your hotel/good?)
1 (your room/comfortable?)
2 (the weather/nice?)
3 (the streets/full of people?)
4 (the shops/expensive?)
5 (the city/exciting at night?)
6 (the museums/interesting?)
7 (the people/friendly?)
8 (your flight/OK?)
George e Sally sono sposati da 50 anni. Stanno parlando della loro prima casa. Usa *was* o *were* e una parola del riquadro per completare la conversazione.
| new | Italian | big | green | cheap | cold | bad |
|-----|---------|-----|-------|-------|------|-----|
0 GEORGE: The house was warm.
SALLY: No, it …………*was cold*……………
1 GEORGE: The garden was small.
SALLY: No, it ……………………………………
2 GEORGE: The neighbours were French.
SALLY: No, they ……………………………………
3 GEORGE: The living room was red.
SALLY: No, it ……………………………………
4 GEORGE: Our first chairs were expensive.
SALLY: No, they ……………………………………
5 GEORGE: The kitchen was old.
SALLY: No, it ……………………………………
6 GEORGE: The local shops were good.
SALLY: No, they ……………………………………
Inserisci *was*, *wasn’t*, *were*, o *weren’t* negli spazi di queste conversazioni.
PETER: 0 …………*Was*………… Paul at work today?
JULIE: No, he ¹……………… in the office. I think he’s sick.
HENRY: ²………………… you in South America last year?
STEVE: Yes. I ³………………… in Bolivia on business, and then my wife and I ⁴………………… in Brazil for a holiday.
PAULA: Philip and I ⁵………………… at home in London last week. We ⁶………………… at Mike’s house in Cornwall. It was lovely there. Do you know Mike?
JANE: Yes, I ⁷………………… at Mike’s party in Oxford in the summer. ⁸………………… you there?
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Dear Santa,
My name is__________________________
I am _______ years old.
I have been Naughty☐ Nice ☐ A little bit of both☐
My favourite colour is_____________________
My favourite food is _______________________
Here are a few things I am wishing for:
_______________________________________________________________________________
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The Life of Jacob Mauss
by
Louisa Mauss Christensen
January 1968
Jacob Mauss was born 20 October 1832 in Leidersheid, France, son of Jean Georges Mauss and Anne Marie Megel. His grandparents were Jean Pierre Mauss and Anne Marie Berthel. He was the youngest of eight children. Little is known of his early life other than that the name, Mauss was known among those who had vineyards and made grape wine. As a livelihood and in later years my father always took great pride in his vineyard.
At the age of 21 he was drafted into the army and fought in the war between France and Germany about 1853. He was married to Magdalena Kelsch on June 1, 1864. The ceremony was performed by George Heiner, a Catholic Priest. My parents were very devoted to that church. The horror of war was always foremost in my father's mind and he wanted to go to America so his sons would never have to experience war. A German couple by the name of Rosenstahl, close friends of my parents, had come to America, settling near Springfield, Nebraska. Through their encouraging letters, my parents packed their few belongings and with their six-week old baby girl, Mary, started for America.
After six weeks on the rough Atlantic, they landed in New York. Not having enough money to continue the journey, they rented a room, bought only what furniture was necessary. Father found work at a brick yard and mother took in washing. Mr. Rosenstahl had written my father and offered him a few acres of farm land to use for a year till they could get a new start in life. My folks often spoke of the kindness of these people. This land was near the Buffalo Creek and a log hut was on it. There was no floor in the hut, just the ground and a dirt roof also. Before they could go inside, father had to cut the weeds to make a path and weeds inside the hut were as big as ones on the roof. Mother often told how she sat on a tree stump with Mary on her lap and cried while father was cutting the weeds. In this hut was an old stove, two half-broken chairs, a table, and a bedstead. Mother had brought her bedding from Germany. This kind Rosenstahl family would lend father a team of horses and farm implements to get the planting done, then father would pay him back in work. No more honest people ever lived than my parents and they truly earned their bread by the sweat of their brow.
They faced many difficult problems by coming to America but often said each move they made was always for the better. In the spring of 1867, they homesteaded 80 acres of Government land near Papillion, a small town about 10 miles from Springfield, Nebraska. Again, they found kind friends who had in previous years
come to America and taken up Government land. With their help, my parents soon saw a bright future. In this part of Nebraska were only German-speaking people and not until the children were old enough to go to school did the English language become popular. Homes were few and far between, but all were willing to help each other. Before moving to the 80 acres, father borrowed money to buy a team of horses, a wagon, and some farm implements. With the help of a neighbor, they made a dugout in which they lived during the summer. Father plowed as much of the land as he could plant in wheat, oats and corn, borrowing the seed from a neighbor which he returned at harvest time. During the summer a carpenter built two rooms over the dugout, one a kitchen, and the other a small bedroom. At one end of the kitchen was a trap door under which were the steps that led into the dugout, which was used for storing vegetables. A barn was built for the animals and also a shed for the farm implements so when harvest time was over, all the machinery was put under cover. They got their first start of chickens by a neighbor giving them a hen with little chicks. They often told how rich they felt after the first harvest and each year more land was put into use.
As the family increased, more rooms were added to the house with an upstairs where the boys slept. I well remember mother taking me with her when she went up to make the boy's bed. I had just learned to walk and while she was busy, I toddled to the steps and down I went. Seems as though even now I can hear myself crying.
In these pioneer days, women did real men's work in the fields. As the grain was cut, they gathered it into bundles using a few stalks of the grain to wrap around the middle of the bundle, then twisting the ends together with the kernel of grain at the top, standing four bundles together so it could dry before threshing which took about a month. Farm work is not easy. It means long hours from sunrise to sunset. Practically five meals are served every day. Breakfast at 6:30 a.m., lunch carried to the field at 10:00 a.m. That was hot coffee and pretzels or a sandwich, all homemade. Dinner at noon, again lunch in the field at 3 p.m., and supper at six. As farm work increased father always had hired men. Harvesting hundreds of bushels of corn and potatoes, milking a dozen cows, currying and feeding horses, feeding hogs and chickens all meant work. There was always a big garden of all kinds of vegetables, Father took great pride in his concord grapes which makes me think he had some experience in that line while in his youth. In the fall soon after the first light frost the grapes were gathered and wine was made. He has a wine press and all necessary equipment for storage. He always had a stand of grapes on exhibition at the County Fair. After twenty-five years of working and economizing, my parents were known as the most prosperous farmers in the county.
The Sabbath day was always kept as a day of rest. Only the necessary chores were taken care of. Everybody went to church in the forenoon. After dinner, closest neighbors would get together, the men playing cards sitting around the kitchen table, and the women sat in the parlor to visit. Sunday was the only day the parlor was ever
used, The young folks played ball or croquet. At four o'clock everybody had coffee and "kuka", now called coffee cake. Then the company went home to do their chores. Each neighbor took their turn for this get-together.
About 1887, the first Mormon Elders came to our home. Elders Ammon Hunt and Morrison. Elder Hunt was very tall and Elder Morrison was short. Strange as it may seem the night before my mother saw two men, one tall and the other short walking toward our house, each wearing long coats, high stiff hats, and each carrying an umbrella and a small valise. As they told mother who they were she said I saw you in a dream last night. Mary had to interpret it as mother could not speak English. They were made welcome and stayed all night. Little progress was made by the Elders because neither father or mother spoke English. Soon a German speaking missionary was sent to our home and through him the first seeds of Mormonism were sown into the hearts of our family. Mary and Michael were the first to be baptized but father wanted first to see Utah and the Mormons before he would join the church. Elder Louis A. Kelsch, a brother to my mother, was on a mission in the Southern States at this time. He was given a leave of absence and accompanied my father to Salt Lake City. They stayed at the home of Bishop Millen Atwood, whose daughter Elder Kelsch had married. Father was so impressed with all he saw that he was baptized in the Tabernacle font on January 2, 1889 by Bishop Atwood and confirmed by Elder Kelsch. Also before returning home, he bought 32 acres of farm land in Murray from John Gabbot, paying seven thousand dollars.
I want to mention a dream my mother had the night before my father was baptized. She saw him in a large building, standing in water wearing white trousers and white shirt. When she told this the next morning she said there is no truth in this as father has no white clothes. On his return home he told her he was now a Mormon and had been baptized in the Tabernacle font wearing Bishop Atwood's clothes. To this she replied, "This is my warning, I want to be baptized." I mention this because it has made such a strong impression on my mind that God moves in a mysterious way, his wonders to perform and trust it will do the same for you. Soon after all had joined the church, with the exception of my sister, Lena, who had married by this time. The spirit of going to Zion grew so strong, in the spring of 1891 the land and improvements were sold and three days were arranged and advertized in two newspapers that an auction would be held to dispose of hay, grain, farm implements and animals. Farmers came from all parts of the county and hot coffee was served with sandwiches and "kuka" to everyone. Kind neighbors came to help mother. Baking had been going on for days. The thought of being separated from dearest of friends made it rather a sad occasion. Before the sale, the family decided on the things that were to be kept and shipped to Utah. After the auction a railroad box car was rented. Dishes and cooking utensils that were carefully packed in bedding were the first to be loaded, then some farm implements, a two-seated buggy and harness for the horses, last the two choice horses that had always been the pride of the family and two cows, but one of the cows fought so desperately against being loaded into the car it
began frothing at the mouth. The town veterinarian was called and declared the animal insane and would have to be shot. It was necessary for Michael and Jacob, just teenagers, to travel in the car to feed and care for the animals. Boxes of food were packed and milking the cow twice a day gave the boys plenty to eat. Freight trains are slow traveling so it was five days before they reached Salt Lake City. Father, mother, Mary and I went by passenger train. This took two nights and a day, during which time I got the mumps. On arriving in Salt Lake, Harry Ballard was at the station with a two-seated buggy to take us to the house of mother's brother, Louis Kelsch where we stayed until our belongings arrived, then we went to the place father had bought. Here was a small two room house. One room was just large enough for two beds and the other was the kitchen. There was also a barn and granary in which a bed was put for the boys. Being in the spring of the year, the men started plowing and planting grain and potatoes. Harry Ballard, being a carpenter was hired to draw plans for a new house.
Building a house, barn, chicken coop and other outside buildings was an all-summer project. By September it was ready to be occupied and it was truly a great treat to have the whole family sleeping under the same roof. Some adjustments had to be made, leaving an eighty-acre farm to live on thirty acres is quite a change. But dear father and mother both in their fifties and always worked hard for the good of the family really needed to have a less strenuous life and this they enjoyed.
Living the gospel was their greatest desire. They always mingled with the Saints both in sacred services and in social affairs. Never was I more proud of them than to see them on the dance floor in South Cottonwood Ward at a reunion enjoying a waltz. Mother with her long skirt brushing up the chalk dust that had been sprinkled on the floor to make it slick, looked like a picture. They never failed to take the family to all ward outings at Wandamere Park or Garfield Resort to swim in the lake. The greatest thrill was seeing the capstone laid on the temple in 1892.
Mary who had been employed in a seamstress shop in Papillion had no trouble getting work in Salt Lake City. Her employer, Sadie Thomas, soon saw how efficient she was and had her supervise the work on all the dresses for Maud Adams, Lizzie Edwards and all who performed in the Salt Lake Theater or in the Tabernacle. Mike got work on the County Roads hauling slag and gravel for $3.00 per day. It was good wages at that time for a man with team and wagon. When Mike and Jake were old
enough, the necessary sacrifice was made by the family so they could go on missions. Mike leaving his wife and two children went to the Northern States and Jake also leaving a wife and two children went to Germany. It was customary in the early days of the church that mostly married men go on missions.
Changes came as time went on. The children were all married in the temple except Lena. She had married before the family heard the gospel. She never joined the church.
Before ending this story I want to pay tribute to my father. He was honest in all dealings, always willing to contribute toward carrying an the gospel plan. He donated $500.00 to help build the stake tabernacle at 33rd South and State Street. He faithfully performed his duties when he was ordained an Elder and also as a High Priest. His devotion to my mother proved she was the only woman in his life and that was also true of her devotion to him as being the only man in her life. He knew she had had no chance for schooling in her youth and he always read the newspapers to her and in later years read a chapter in the Bible every morning. After father's death she would go to her room every morning and try to read the Bible, but little was accomplished. Perhaps she did this to renew her thoughts of him. They were truly devoted to each other, Never did I hear them speak unkindly to each other. They both loved plays and seldom missed the Saturday matinee at the Salt Lake Theater. Father died on December 4, 1907.
Front: Louisa, Jacob, Magdalena and Jacob (Jake)
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Find ten school subjects in the word search.
ENGLISHIA
AFRIMUSICO
RECASBUTY
EHETASBGI
NOPHYSICS
CUESNARTL
HISTORYSA
Match the words and the pictures.
1 Biology
2 Technology
3 Physics
4 PE
5 Music
6 History
7 English
8 Literature
9 Maths
10 Geography
11 Art
12 French
13 Grammar
14 Chemistry
15 Citizenship
Find the odd word out.
1 Literature - Grammar - Book - History
2 Germany - English - French - Spanish
3 Maths - Physics - Chemistry - Break
4 Teacher - Biology - Chemistry - Geography
5 RE - Assembly - PE - ICT
6 Art - Citizen - Music - Technology
7 English - French - Spanish - Maths
8 Book - Bag - History - Notebook
9 Citizenship - Map - Ruler - Globe
10 Student - Teacher - Physics - Headmaster
Put the letters in the correct order.
1 mdaar: _________________ 6 ooigbly: _________________
2 opggahery: ____________ 7 smcui: _________________
3 soiythr: _________________ 8 ashmt: _________________
4 itelruetar: _________________ 9 tic: _________________
5 gsinelh: _________________ 10 yipcssh: _________________
What subjects are they?
Art PE Music Biology Geography Maths
History Technology Physics Chemistry
1 Studying science and ideas about how things work, and using this to build and make things: _________________
2 The study of the life of human beings, animals and plants: _________________
3 The study of how to make beautiful things, like paintings and drawings: _________________
4 The study of numbers, measurements and shapes: _________________
5 The study of things that happened in the past: _________________
6 The study of things like heat, light and sound: _________________
7 In this lesson you sing or play a musical instrument: _________________
8 The science that studies gases, liquids and solids to find out what they are and what they do: _________________
9 Sports that you do at school: _________________
10 The study of the Earth and its countries, mountains, rivers, weather: _________________
What lessons do you use these things?
1 compasses ruler protractor
2 map globe minerals
3 dictionary textbook CDs
4 violin clef staves piano
5 screwdriver hammer gimlet
6 skeleton anatomy atlas leaves
7 brush paint drawing paper
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(1) Rights and responsibilities
Right and responsibilities go together. Some countries have decided to include children’s responsibilities in their laws along with children’s rights. For example, the Children’s Act in Kenya includes a section on the responsibilities children have. The African Charter on the Rights and Welfare of the Child also includes sections on the responsibilities children should have. What should Namibia do?
**Kenya’s Children’s Act 2001**
This law says that a child has a responsibility to:
- respect his parents, superiors and elders at all times and assist them in case of need;
- serve his national community by placing his physical and intellectual abilities at its service;
- preserve and strengthen social and national solidarity; and
- preserve and strengthen the positive cultural values of his community in his relations with other members of that community.
**ISSUES FOR DISCUSSION:** Should the Child Care and Protection Act include a section on children’s responsibilities? If so, what responsibilities should it include? How would this be enforced?
(2) Harmful cultural practices
Some harmful traditional practices include:
- female genital mutilation
- some forms of ceremonial male circumcision
- sexual initiation
- child marriage and betrothal
Traditional cultural practices reflect values and beliefs held by members of the community for periods often spanning generations. Whilst some practices are beneficial to all members of a cultural group, others are harmful to specific people within a culture, such as women and children. It has been reported that some children in Namibia, most often girls, are subjected to some harmful traditional practices.
In Ghana, the Children’s Act of 1998 states that “No person shall subject a child to… any cultural practice which dehumanises or is injurious to the physical and mental well-being of a child”. It also says that “No person shall force a child to be betrothed, to be the subject of a dowry transaction or to be married.” Uganda makes it a crime to subject a child to harmful social and cultural practices in the Children Statute of 1996: “it shall be unlawful to subject a child to social or customary practices that are harmful to the child’s health”. What should Namibia do?
**ISSUES FOR DISCUSSION**
- What harmful cultural practices affect children in Namibia?
- What should the new law say about harmful cultural practices?
- Should the minimum age of 18 which applies to civil marriage be extended to all types of marriages? Why or why not?
(3) Baby-dumping and infanticide
Baby-dumping and infanticide are significant problems in Namibia, although we have no national statistics. While the killing of a baby is a crime, it can be difficult to judge these cases because of the complex physical, mental and emotional factors involved – such as a special form of depression that some new mothers experience. Some countries make infanticide a separate crime to murder. For example, in Zimbabwe a woman who kills her own child within six months of the child’s birth “at a time when the balance of her mind is disturbed as a result of giving birth to the child” is guilty of infanticide rather than murder and is liable to imprisonment for a period not exceeding five years. This sentence is designed to provide a response to the crime while at the same time acknowledging that there may have been exceptional circumstances involved. Botswana and Lesotho also have separate offences of infanticide. What should Namibia do?
To adequately address the issue of baby-dumping and infanticide, additional measures are needed. Some countries, such as the United States, have enacted “safe haven” laws. The purpose of these laws is to encourage parents – usually mothers – to leave unwanted babies in a safe place (such as a hospital or police station) where the baby will receive proper care and protection until an adoptive home can be found. The objective is to prevent infants from being abandoned in circumstances which are likely to harm them, or cause their deaths. Safe haven laws generally allow the parent to remain anonymous.
Whilst safe havens laws are important if they can prevent even a small number of infants from being left to die, there can be some problems. What should Namibia do?
**Limitations of safe haven laws**
- The law could deprive biological fathers of their legal right to care for their children, as the infant may be left without their knowledge.
- The children who are left at safe havens may never know their family histories. Extended family members are also prevented from having the chance to care for the child in question.
- Mothers who intend to leave their infants at a safe haven may conceal their pregnancies and give birth in unsafe circumstances instead of seeking appropriate pre-and post-natal care.
**Advantages of safe haven laws**
- Combined with public awareness campaigns, they can help to reduce the number of infanticides and backstreet abortions.
- Once a baby has been dropped, many safe havens advertise for fathers who might suspect a baby is theirs to come forward. This gives fathers a chance to care for their children.
(4) **Children and alcohol**
Underage drinking is another significant problem in Namibia. For example, a Ministry of Health study found that amongst 13–16 year-olds, 11% of girls and 18% of boys use alcohol regularly. The same study found that over 28% of youths aged 15–30 drink alcohol weekly, and almost 7% drink alcohol daily. To address this issue, the draft Child Care and Protection Act could include amendments to the Liquor Act 6 of 1998 to make the current provisions clearer and to expand them to cover areas which are currently neglected:
1. Prohibit children under the age of 18 from being in certain types of drinking establishments except when accompanied by a parent or guardian.
2. Require alcohol sellers to confirm the age of the buyer by checking identification and strengthen penalties for presentation of false identification by the buyer.
3. Make alcohol suppliers and sellers legally obliged to check the age of the buyer through an identification check and strengthen penalties for presentation of false identification.
4. Clarify situations where alcohol can be supplied to persons under age 18 (for example as a religious sacrament, or in moderate amounts for older children drinking under parental supervision).
5. Prohibit manufacture of homebrew by children under age 18.
6. Define certain types of coerced, induced or permitted alcohol consumption by children as a form of child abuse by the adults who are involved.
7. Put in place more restrictive rules for persons under age 21 who drink and drive.
What should Namibia do?
**ISSUES FOR DISCUSSION**
- Should the new law strengthen the provisions on underage drinking?
- If an adult coerces, induces or permits a person under age 18 to consume alcohol, should this be considered child abuse?
- Should there be a more restrictive provision on drinking and driving for young drinkers, such as those under age 21?
(5) **International abduction**
One form of international abduction can happen when the parents of a child part company, and one parent takes the child out of the home country without the permission of the other. The Hague Convention on the Civil Aspects of International Child Abduction is an international agreement that facilitates the rapid return of abducted children under age 16 to their home country in these circumstances. The court in the child’s home country can then decide disputes between the parents on custody and access. Namibia has not yet signed this agreement but may sign it soon. Signing this Convention would promote international cooperation to assist in cases of international abduction by parents. Namibia has already signed the United Nations Convention on the Rights of the Child, which says that member states should “take measures to combat the illicit transfer and non-return of children abroad”.
**ISSUES FOR DISCUSSION**
- Are Namibian children being removed from the country by one parent, in violation of the other parent’s rights? If so, how are these cases being dealt with at present?
- Should Namibia adopt the Hague Convention on the Civil Aspects of International Child Abduction and make provision in the new law for implementing it?
---
**WHAT DO YOU THINK?**
Send your comments to:
- SMS: 0814241591
- Email: email@example.com
- Fax: 088613715
- Post: PO Box 604, Windhoek
For more information on the draft Child Care and Protection Act, contact Monalisa Zatjirua (061-283116) or Celeste Ferts (060-283179) at the Ministry of Gender Equality and Child Welfare, or Rachel Coomar at the Legal Assistance Centre (061-233356).
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Months and Seasons
January 1月
February 2月
March 3月
April 4月
May 5月
June 6月
July 7月
August 8月
September 9月
October 10月
November 11月
December 12月
spring
summer
autumn
winter | <urn:uuid:1d9c8388-68c8-4340-be95-9d67e12323ed> | CC-MAIN-2023-50 | http://englishisland.sakura.ne.jp/documents/monthseasonhandout.pdf | 2023-11-30T19:57:38+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100232.63/warc/CC-MAIN-20231130193829-20231130223829-00370.warc.gz | 14,442,552 | 73 | eng_Latn | eng_Latn | 0.636782 | eng_Latn | 0.636782 | [
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BALLOS
ISLAND OF CHIOS, GREECE
Many versions of the dance BALLOS are found throughout the Greek Islands, the name BALLOS coming from the Italian word "ballo" meaning "dance." In its natural setting it is completely improvised, and the sequence given here has been arranged to fit the available recordings. It was introduced in California by Dick Crum in the summer of 1956. He learned it from Mr. G. Kolaras, formerly folk dance instructor in the Athens municipal schools.
MUSIC: Records: Liberty 134-B Matia San Kai Ta Dika Sou (preferred). Should be slowed a bit.
Victor 26-8368 Ballos
FORMATION: Cpl's facing CCW in circle. W to R of M, inside hands joined shoulder height with elbows bent. W R hand on hip, palm out. M L hand on hip, palm out or arm is held out to side, shoulder height and parallel to floor. When arm is out to side, it is slightly curved and palm of hand is down.
STEPS and STYLING: To be done in "slow-quick-quick" rhythm to 4/4 time (cts 1-2-slow, ct 3-quick, ct 4-quick). Steps should be done with wt on ball of ft. even though wt seems to go on the whole ft during the "slow" ct. Walking steps are done close to the floor but ft do not slide on floor. Knees are flexible. M have freedom to snap fingers whenever hand is free.
Steps are described for M. W does counterpart unless otherwise noted.
Forward Syrto: 4 meas to complete 1 pattern.
Meas 1 Step fwd L (S). Step fwd R (Q). Step fwd L (Q).
2 Beginning R, repeat action of meas 1.
3 Repeat action of meas 1.
4 Step bwd R (S). Step bwk L (Q). Step R beside L (Q).
Cross Balance: 2 meas to complete 1 pattern.
Meas 1 Step to L on L (S). Step R in front of L (Q). Step back onto L (Q).
2 Beginning with R to R, repeat action of meas 1.
Side Syrto with Cross: 2 meas to complete 1 pattern.
Movement for both M and W is to R. As each step is taken, the heel is turned out (step on L-turn L heel out to L, step on R-turn R heel out to R). Allow heel of free ft to parallel heel of ft with wt. Keep body in line with ft with wt. On each step bring corresponding shoulder a little fwd. A very slight swaying effect should result, but should not be over-emphasized.
M: Meas 1 Step L in front of R (S). Small step to R on R (Q). Step L in front of R (Q).
2 Small step to R on R (S). Step L in front of R (Q). Small step to R on R (Q).
W: Meas 1 Small step to R on R (S). Step L behind R (Q). Small step to R on R (Q).
2 Step L behind R (S). Small step to R on R (Q). Step L behind R (Q).
III. FORWARD AND BACK
Move in LOD with 1 “Fwd Syrto” pattern. M reverse pattern (dance bwd).
On meas 20, ptrs make \( \frac{1}{2} \) turn L (CCW) as follows:
- S M: Step obliquely fwd twd L on R ft, making about \( \frac{1}{4} \) turn L (CCW).
- Q Step bwd on L, making another \( \frac{1}{4} \) turn. M has now made \( \frac{1}{2} \) turn and is facing LOD.
- .Q Step R ft a bit bwd.
On this turn reverse hand pos.
W: Beginning with L ft, dance corresponding movements, keeping face to face with pir. End facing RLOD.
Move in RLOD with 1 “Fwd Syrto” pattern. M again dance bwd. On last ct of meas 24, ptrs make \( \frac{1}{4} \) turn R (CW) to face each other, M back to ctr.
IV. CROSS BALANCE
M raise both arms out to sides, W hands on hips. M snap fingers on each beat. Beginning M L and W R, dance 2 “Cross-Balance” patterns in place.
Note: Shoulders do not dip or turn as one ft crosses in front of other.
W extend both arms out to sides and snap fingers on each beat. M place back of hands at small of back. Repeat action of Fig IV, meas 25-28.
V. SIDE SYRTO WITH CROSS
W hands on hips, M extend arms out to sides, snapping fingers as desired. Circle around each other once CCW with 4 “Side Syrto with Cross” patterns. Face pir throughout pattern.
Starting with Fig I, Promenade, repeat dance twice (3 times in all).
NOTE: (for users of Liberty 134-B) Fig 1 is always started with the beginning of the vocal which is arranged in phrases of 6 meas. Patterns I, II, III are 8 meas each. Therefore the change from Fig I to II and II to III will come in the middle of a musical phrase. Patterns IV, V and the Introduction are danced to music with an 8 meas phrase so there is no overlap of pattern and music.
| Measures | PATTERN |
|----------|---------|
| 25-32 | INTRODUCTION
Starting outside ft, move in LOD with 2 “Fwd Syrto” patterns. |
| 33-40 | Join L hands shoulder height, elbows bent. Turn CCW once around each other with 2 “Fwd Syrto” patterns. Finish with M and W facing LOD, L hands still joined. M to L and a little behind W. M extend R arm to side behind W. W R still on hip.
Note: The above figures are done only at the beginning of the dance and are not repeated again. |
| 1-8 | I. PROMENADE
Starting outside ft, move in LOD with 2 “Fwd Syrto” patterns. |
| 9-12 | II. WOMAN TURNS
Release hands. W put both hands on hips, palms out. M put L on hip, palm out. R is still extended to side. M move in LOD with 1 “Fwd Syrto” pattern. W do same except that on meas 9-10 W make 1 complete turn R (CW) while moving in LOD. W look back at M at start of turn. |
| 13-16 | Repeat action of Fig II, meas 9-12.
On meas 16, M make \( \frac{1}{2} \) turn R (CW) as follows:
S Step fwd on R, making \( \frac{1}{4} \) turn R (CW).
Q Step bwd on L, making another \( \frac{1}{4} \) turn R, to face RLOD.
Q Step R ft a bit bwd.
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Comparativo di uguaglianza: **as ... as** (as strong as)
1. Si usa **as** + aggettivo + **as** (es. *as old as*) per dire che due cose o persone sono uguali in qualche maniera:
The chair is **as expensive as** the table. (= La sedia costa quanto il tavolo.)
You’re **as old as** me. (= Tu hai la mia stessa età.)
Nota che si dice **as me/as him/as her/as us as them**, e NON **as I/as he/as she** ecc:
She’s **as strong as** him. (NON ... *as he.*)
I’m **as fast as** them. (NON ... *as they.*)
Si usa **not as ... as** per parlare di una differenza tra due cose o persone:
The two star hotel isn’t **as big as** the four star hotel.
I’m **not as clever as** her. (= Non sono intelligente come lei.)
2. Si può anche usare **as** + avverbio + **as** (es. *as well as*):
Jean **cooks as well as** Tom. (Jean è brava a cucinare quanto Tom.)
He **couldn’t run as quickly as** Maria.
(= Non poteva correre così veloce come Maria.)
(Per altre informazioni sugli avverbi, vedi l’unità 86.)
3. Si usa **as many** + nome plurale + **as** (es. *as many friends as*) per dire che il numero di due cose sono uguali:
Jane has got **as many friends as** Mary. (= Jane ha tanti amici quanti ne ha Mary.)
Si usa **not as many ... as** per dire che due cose non sono uguali:
I **don’t have as many books as** you. (= Non ho tanti libri quanti ne hai tu.)
4. Si usa **as much** + nome non numerabile + **as** (es. *as much money as*) per confrontare due cose. I nomi non numerabili sono parole che indicano cose che non si possono contare, e per questo non hanno una forma plurale (es. **money, work, luggage, traffic**):
Helen **earns as much money as** Colin.
Jack **doesn’t do as much work as** me.
They **aren’t carrying as much luggage as** us.
Esercizi
A Completa ciascuna frase in modo che abbia lo stesso significato di quella di sopra. Usa **as** + aggettivo/avverbio + **as**.
0 Sweden is bigger than Britain.
Britain isn’t ....... **as big as** ............ Sweden.
1 The other students learn more quickly than me.
I don’t learn ......................... the other students.
2 You’re very angry and I’m very angry also.
I’m ........................................ you.
3 The seats at the front are more expensive than the seats at the back.
The seats at the back aren’t .................................. the seats at the front.
4 Central Park in New York is bigger than Hyde Park in London.
Hyde Park in London isn’t .................................. Central Park in New York.
5 Her last film was very good and her new film is also very good.
Her new film is ........................................ her last film.
6 The other students work harder than him.
He doesn’t work ........................................ the other students.
B Completa le frasi su ogni figura, usando as ... as e una parola dal riquadro. Usa ciascuna parola una sola volta.
| long | clean | fast | fresh | tall | big | cheap | strong | wide | full |
|------|-------|------|-------|------|-----|--------|--------|------|------|
0 The carrots aren’t ... the cabbages.
1 The black car is going ... the white car.
2 The footballers aren’t ... the basketball players.
3 Janet’s hair is ... Kathy’s hair.
4 The car on the left isn’t ... the car on the right.
5 The flowers on the right aren’t ... the flowers on the left.
6 The big glass isn’t ... the little glass.
7 Jane is ... Matthew.
8 High Street isn’t ... Main Street.
9 The black book is ... the white book.
C Unisci le due frasi tra parentesi, usando as much ... as o as many ... as.
0 (I’ve got about 50 books. Jack’s got about 100.)
I haven’t got ... Jack.
0 (You’ve done a lot of work. I’ve done a lot of work also.)
I’ve done ... you.
1 (Alan earns a lot of money. Sheila only earns a little.)
Sheila doesn’t earn ... Alan.
2 (George has been to five countries. I’ve also been to five countries.)
I’ve been to ... George.
3 (You’ve had five jobs. I’ve only had two.)
I haven’t had ... you.
4 (Tom has a lot of luggage. Jane has a lot of luggage too.)
Jane has ... Tom.
5 (Mary answered most of the questions. I only answered about half.)
I didn’t answer ... Mary.
6 (Ruth spent £50. I also spent £50.)
I spent ... Ruth. | <urn:uuid:bfe8c2ca-e84e-41c7-b430-1e950cb0dea5> | CC-MAIN-2023-50 | http://eventi.centrostudicampostrini.it/media/archive/190425-1950-schede_di_ripasso_il_comparativo_di_uguaglianza.pdf | 2023-11-30T19:50:54+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100232.63/warc/CC-MAIN-20231130193829-20231130223829-00382.warc.gz | 18,255,181 | 1,169 | eng_Latn | eng_Latn | 0.958028 | eng_Latn | 0.985044 | [
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How You Can Help the WPCF crew Keep Hypoxia at Bay
The Long Island Sound Watershed touches six states plus Canada. Growth in this region has created stress on the Sound. One of those stresses is **HYPOXIA** or low dissolved oxygen (DO) in water. Like us, marine life needs oxygen to survive. Oxygen gets into water by surface diffusion (water churning against air) and by some plants which produce it.
Hearing the word “nutrients,” many think of vitamins in our food. But nutrients provide nourishment for *all* life forms. **Nitrogen** and **phosphorus** are common nutrients which occur naturally in water. However, too much can reduce oxygen and cause hypoxia. What conditions cause problematic levels? Here are two:
Nitrogen and phosphorus are two ingredients used in fertilizers that ‘feed’ gardens. When rain carries excess fertilizer to storm drains & surface waters, the nutrients act as they do in gardens: increasing plants and algae. This unwanted marine growth is called **eutrophication**. All growing plants use oxygen, so the increase depletes ‘DO’. When amounts used up are more than nature makes—*that* is hypoxia. A cycle begins. Things die, break down, more nutrients are made, and surface algae or scum results.
Nitrogen and phosphorus are also found naturally in many foods. We humans eat, and any surplus exits through our bodies and kitchens, entering water via toilets and sinks. Wastewater goes down the drain to a Treatment Plant to be cleaned for return to the Sound. The Water Pollution Control Facility (WPCF) must meet strict guidelines for its effluent (the water it releases). Careful calibration must balance competing priorities. WPCF operators strive to continuously improve processes including nutrient removal.
The WPCF receives a daily average of 730 lbs. of nitrogen in our wastewater. Recent improvements means a dramatic 85% is now removed! This occurs while wastewater flows at a rate of 1500 gallons per minute nonstop! But if *incoming* nitrogen was less, Groton could reduce nutrient release even more.
**How can you help?**
Make a difference by keeping food waste out of household drains. [Less food waste](#) means [less nitrogen](#) to remove at the plant. The simple act of scraping your plates and cutting boards into the trash, instead of down the drain or into a toilet, may seem inconsequential—but adds up to help Long Island Sound. Following instructions when fertilizing lawn & gardens too (*so you don’t use more, or more often, than necessary*) is another way to help.
Water conditions in Long Island Sound are slowly improving and the WPCF does its part, but there is still work to be done, in the Sound and in our local rivers and streams. Learn more at: [www.soundhealthexplorer.org](http://www.soundhealthexplorer.org) or [www.epa.gov/waterdata/hows-my-waterway](http://www.epa.gov/waterdata/hows-my-waterway)
---
**A CCSMM UPDATE**
*from the team working to solve our CT waste crisis: The CT Coalition for Sustainable Materials Management*
- Covid-19 stalled purchase of waste worldwide (i.e. recycling). But with lock-downs ended, demand for paper, Old Corrugated Cardboard (OBC), and #1 & #2 plastics returned.
- There is still no end market for #5 3-7.
- In the past 20 years, U.S. export of recyclables grew dramatically. China was the main buyer but changes to trade restricted that path. It is good that new U.S. facilities now turn paper into marketable pulp and plastics into resin, much of which is exported to places such as Vietnam and India. However, more must be done.
- But the largest obstacle to recycling is not the market but transportation costs: from homes and businesses to recycling centers & then back to the business. Waste disposal is expensive whether items are recycled or not.
**Notes from SCRRRA**
- A record high **837** people came to the Residential Hazardous Waste & Paper Shredding Day July 10th at Fitch H.S.!
- Currently, there is no **commercial food composting** in our region. But SCRRRA has started a pilot program combining grocers’ food waste with woodchips SCRRRA generates from brush grinding. Eventually they’ll add food waste collected by local haulers. The compost must cure for 16 weeks to be suitable as an end product. But this is merely step 1 of the process to site and bring commercial food waste composting to our area. Stay tuned! | <urn:uuid:5cca901b-6d4d-4465-9a65-222c2da12fe8> | CC-MAIN-2023-50 | https://cms9files.revize.com/grotonct/document_center/Departments/Public%20Works/Monthly%20Report/2021/PWD%20Monthly%20Report%207-21.pdf | 2023-11-30T20:19:20+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100232.63/warc/CC-MAIN-20231130193829-20231130223829-00380.warc.gz | 205,512,998 | 970 | eng_Latn | eng_Latn | 0.998542 | eng_Latn | 0.998542 | [
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Mind is smart, Brain is dumb
Mind is not brain
Outsource your brain
Reduce friction
Minimise decisions
Create structure
Time does not exist
Beware of Now/Not-now
Make the invisible visible
Be you, be unique
Focus on what really matters
Change the rules
Plan for wrong
Prompts, prods, & reminders
If it’s not written down, it doesn’t exist
Important is not interesting
Change the focus: What, How, Why, Who, Style
Multitasking is a fairy story (minimise distractions)
Healthy life, healthy mind
Good sleep, balanced diet, regular exercise
Emotions matter | <urn:uuid:99e608f5-497c-4f14-b3c5-2f38036556e7> | CC-MAIN-2023-50 | https://www.edwardshart.com.au/wp-content/uploads/sites/4/2018/08/ADHD-Principles-v2.pdf | 2023-11-30T20:38:25+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100232.63/warc/CC-MAIN-20231130193829-20231130223829-00378.warc.gz | 838,211,245 | 139 | eng_Latn | eng_Latn | 0.980298 | eng_Latn | 0.980298 | [
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1. The Parabola
Today we will look at the graph of quadratic polynomials: the parabola, and how it helps understanding the roots, and quadratic inequalities.
The shape of the curve $y = ax^2 + bx + c$ is always that of a *parabola*. We will see later a more geometrical definition of the parabola, but for now it suffices to have an idea of how it looks like. For example, the curve $y = x^2$ is
Other quadratic polynomials look similar. Let us use what we learned about them:
2. Quadratic Equations: Summary
- A **quadratic polynomial** is an expression of the form $p(x) = ax^2 + bx + c$.
- **Roots** of a quadratic polynomial are numbers such that $p(x) = 0$. If $x_1, x_2$ are roots, then $p(x) = a(x - x_1)(x - x_2)$.
- **Vietá formulas**: If $x_1, x_2$ are roots of $ax^2 + bx + c$, then
\[
x_1 + x_2 = -\frac{b}{a}
\]
\[
x_1 x_2 = \frac{c}{a}
\]
- **Completing the square**: we can rewrite
\[
ax^2 + bx + c = a \left( x + \frac{b}{2a} \right)^2 - \frac{D}{4a} = a \left( \left( x + \frac{b}{2a} \right)^2 - \frac{D}{4a^2} \right)
\]
where $D = b^2 - 4ac$.
From this, one gets the **quadratic formula**: if $D < 0$, there are no roots; if $D \geq 0$, then the roots are
\[
x_{1,2} = \frac{-b \pm \sqrt{D}}{2a}
\]
- From formula (3), we see that:
- If $a > 0$, then the **smallest** possible value of $p(x)$ is $-\frac{D}{4a}$, which happens when $x = -\frac{b}{2a}$. In this case the graph is a parabola with branches going up.
- If $a < 0$, then the **largest** possible value of $p(x)$ is $-\frac{D}{4a}$, which happens when $x = -\frac{b}{2a}$. In this case the graph is a parabola with branches going down.
– If $D < 0$, the parabola does not cross the $x$ axis, while if $D > 0$ the parabola crosses the $x$ axis at $x_1$ and $x_2$ given by (4)
– The point $(-b/2a, -D/4a)$ is called the \textit{vertex} of the parabola
\section*{Homework}
1. In each case, solve the equation, then the inequalities, and then sketch the graph of the parabola, pointing out the roots (if they exist) and the vertex, with their coordinates.
(a) $x^2 - 5x + 5 = 0$, $x^2 - 5x + 5 > 0$, $x^2 - 5x + 5 < 0$, sketch the graph $y = x^2 - 5x + 5$
(b) $x^2 - 5x - 14 = 0$, $x^2 - 5x - 14 > 0$, $x^2 - 5x - 14 < 0$, sketch the graph $y = x^2 - 5x - 14$
(c) $-x^2 + 11x - 28 = 0$, $-x^2 + 11x - 28 > 0$, $-x^2 + 11x - 28 < 0$, sketch the graph $y = -x^2 + 11x - 28$
(d) $-6x^2 - 19x + 7 = 0$, $-6x^2 - 19x + 7 > 0$, $-6x^2 - 19x + 7 < 0$, sketch the graph $y = -6x^2 - 19x + 7$
(e) $x^2 - x - 1 = 0$, $x^2 - x - 1 > 0$, $x^2 - x - 1 < 0$, sketch the graph $y = x^2 - x - 1$
(f) $-x^2 + 2x + 2 = 0$, $-x^2 + 2x + 2 > 0$, $-x^2 + 2x + 2 < 0$, sketch the graph $y = -x^2 + 2x + 2$
(g) $x^2 + 2x - 3 = 0$, $x^2 + 2x - 3 > 0$, $x^2 + 2x - 3 < 0$, sketch the graph $y = x^2 + 2x - 3$
(h) $x^2 + 2x + 3 = 0$, $x^2 + 2x + 3 \geq 0$, $x^2 + 2x + 3 < 0$, sketch the graph $y = x^2 + 2x + 3$
(i) $-x^2 + 6x - 9 = 0$, $-x^2 + 6x - 9 \geq 0$, $-x^2 + 6x - 9 < 0$, sketch the graph $y = -x^2 + 6x - 9$
(j) $3x^2 + x - 1 = 0$, $3x^2 + x - 1 \geq 0$, $3x^2 + x - 1 \leq 0$, sketch the graph $y = 3x^2 + x - 1$
2. For what values of $a$ does the polynomial $x^2 + ax + 14$ have no roots? exactly one root? two roots?
3. The sum of reciprocals of two consecutive integers is $13/42$. Find the integers. What are the consecutive integers for which the sum of their reciprocals is larger than $13/42$? Less than $13/42$?
4. Of all the rectangles with perimeter 4, which one has the largest area?
\textbf{Hint:} if sides of the rectangle are $a$ and $b$, then the area is $A = ab$, and the perimeter is $2a + 2b = 4$. Thus, $b = 2 - a$, so one can write $A$ using only $a$...
5. What is the value of
$$x = \sqrt{2 + (\sqrt{2 + (\sqrt{2 + (\sqrt{2 + (\sqrt{2 + \cdots})})})})}$$
\textbf{Hint:} Calculate $x^2$. | <urn:uuid:00280aa5-b1e7-4082-babb-dcc3a1beeedf> | CC-MAIN-2022-27 | https://schoolnova.org/classes/ay2021/math7c/math7c-2021-11-14-file1.pdf | 2022-06-28T03:15:57+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103347800.25/warc/CC-MAIN-20220628020322-20220628050322-00434.warc.gz | 561,559,617 | 1,617 | eng_Latn | eng_Latn | 0.820047 | eng_Latn | 0.900603 | [
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2 Geographical reasons
A country’s location, and climate, and natural resources, can play a huge part in helping it to develop.
Its coal, oil, gas, and good farmland have all helped the UK to develop. And the sea has been great for fishing, and trading.
But in a hot dry country far from the sea, isolated by mountains, with poor soil and few other resources, development may be very difficult.
Some countries have the opposite problem – good soil, but too much rain, and severe floods. Years of hard work get washed away.
3 Social and political reasons
A country has a better chance of developing if it is stable and secure, with a strong government.
But many of the world’s poor countries have wars going on, with a big waste of lives, and money.
And in many countries, corrupt leaders have made themselves rich, while their people live in poverty.
Your turn
1 A – I are facts about some different countries. For each, explain why this could have held back development.
A It is mountainous and hard to reach.
B A tribal war has been going on there for 10 years.
C Millions of its people are suffering from AIDS.
D It suffers severe flooding almost every year.
E It was a British colony for over 50 years.
F A small group of people owns most of its wealth.
G Others refuse to trade with it, because of its politics.
H It has poor soil, and the rains are not dependable.
2 Look at the facts in 1. Which of them are:
a historical (about things that happened in the past)?
b geographical?
c to do with society and politics?
3 Of all the conditions described in 1, which ones do you think could be put right, or at least improved, to help that country develop? Explain each choice you make.
4 The UK is among the world’s most developed countries. See if you can give 8 reasons to explain why. (At least 2 geographical, 2 historical, and 2 social/political.) | <urn:uuid:2b75f2c0-e71a-4f47-bc8f-b3780b577722> | CC-MAIN-2023-50 | http://sisgeographywiki.mrbgeography.com/files/The%20development%20gap%202.pdf | 2023-11-30T21:20:02+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100232.63/warc/CC-MAIN-20231130193829-20231130223829-00384.warc.gz | 46,213,014 | 420 | eng_Latn | eng_Latn | 0.99923 | eng_Latn | 0.99923 | [
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The Garden City Conservation Society strongly supports increasing fines for the illegal cutting of trees from the current $10,000 to $50,000.
We lose too many mature trees in Richmond, through a variety of means, including illegal tree cutting.
City staff work hard to protect trees through the development process and it is particularly discouraging when those “protected” trees, the ones that are healthy and provide good habitat for birds, end up “disappearing” through the actions of either a misinformed owner or someone that just doesn’t like trees.
$10,000 does not make up for the loss of a decades old tree.
Increasing penalties provides more incentive to keep that tree. But even an increased penalty is not enough to solve the problem.
Further comments and recommendations:
1. Increase public education. A notice in the newspaper or online once or twice a year is not enough.
2. Signage is effective. The current “Stop all Tree Work” signage left in place means something. It draws attention to the problem and people read them. Signage could be also helpful on boulevard trees when excessive pruning or topping (not by city) takes place.
3. Working to protect trees takes time for investigation and follow up. Do we have adequate Tree Protection staff in Richmond, given that our population continues to grow?
More proactive work needs to be done to protect trees from being illegally cut in the first place. Trees take decades to grow and the loss is significant. If we are serious about not allowing the illegal cutting of trees, we need to take strong action: increase penalties, increase public education and give our Tree Protection department all the resources they need to do their job.
In conclusion, it is heartbreaking when mature trees are illegally cut. Let’s do whatever we can to stop it from happening. Increasing penalties is a good first step. | <urn:uuid:0411174b-7868-4abc-a4f5-a7204f8a1e42> | CC-MAIN-2023-23 | https://citycouncil.richmond.ca/__shared/assets/Schedule_159505.pdf | 2023-06-01T01:53:17+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224647525.11/warc/CC-MAIN-20230601010402-20230601040402-00624.warc.gz | 204,442,063 | 370 | eng_Latn | eng_Latn | 0.998168 | eng_Latn | 0.998168 | [
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] | [
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Evaporative Cooling, Part 2: Maintenance
As discussed in the April 2022 issue of GPN magazine, there are two major types of evaporative cooling used in greenhouses: fan-and-pad or fog systems. The process of evaporation absorbs energy from the air, which decreases the air temperature. There are several factors that influence the rate of evaporation (and thus efficacy of cooling), including the amount of water vapor already in the air relative to what it can hold (relative humidity or vapor-pressure deficit), air velocity and surface area of the water being evaporated. These are all influenced by the outdoor environment and the design and maintenance of a greenhouse cooling system.
Evaporative cooling systems are only as good as their design and maintenance. Even a well-designed cooling system will be less effective without periodic maintenance, especially for fan-and-pad systems. Part 1 of this article provided an overview of greenhouse evaporative cooling methods. Here, general maintenance guidelines of those systems are discussed.
First and foremost, follow the maintenance guidelines for your system from the manufacturer or supplier. Regardless of cooling system type, the quality of water has a large impact on maintenance frequency. Unless “pure” water is used (reverse osmosis or deionized water), minerals will accumulate in systems (pipes, pads, nozzles, etc.), especially calcium.
Water evaporates as pure water and leaves the mineral solids behind. Therefore, treating the water supply before it enters the cooling system may be worthwhile. When your water is moderately to highly alkaline, creating “pure” water, or mixing it with your water to dilute its alkalinity, could be worthwhile.
**Fan-and-pad systems.** Although these systems are typically less expensive to install, they have more parts and thus require more maintenance than fogging systems. The following are some of the major maintenance suggestions:
- Routinely check that other greenhouse vents and doors are closed when air is being pulled through the wetted pads; otherwise, the efficacy of the system decreases dramatically.
- Pads that are directly exposed to the outdoors may need to be screened to prevent accumulation of debris (such as cottonwood seeds). Clean these screens as needed to ensure good air flow to the pads.
- Drain, flush and sanitize (using labeled disinfectants) all parts of the water distribution system every three to four months of use.
- Analyze the distribution of water released at the top of each pad. There should be a thorough and uniform wetting of the pad along its entire length. Adjust the water flow or make other adjustments as needed.
- Control the growth of algae as much as possible by first, operating fans without the pads for at least 30 to 60 minutes at the end of each day so that they dry out; second, excluding light from the water tanks and distribution systems; and third, ensuring fertilizer solutions do not enter the system.
- Water collected at the bottom of the pads should be screened before reuse. These screens need to be periodically cleaned or replaced.
- A continuous, small amount of water should be discharged from the tank and replaced with fresh water to control the accumulation of minerals that leads to scale.
- Pads need to be periodically replaced because of the buildup of salts in the water, algae or both. Inadequately maintained systems will need more frequent pad replacement.
- Inspect all components of exhaust fans (blades, shutters, motors, belts, etc.) to ensure they are clean and working properly. Repair or replace as warranted.
**Fog systems.** Fog can be used for cooling in the summer as well as during propagation in the winter. A well-designed and installed system needs relatively little maintenance, as outlined below:
- Every spring and with the pump on, inspect the pump area and plumbing system to check for water leaks, paying special attention to connections.
- After every few months of use, turn the system on and check that each nozzle is properly functioning. Change the fine-particle filter (if present) or replace nozzle as needed. Inspect any other filters in the system and replace when warranted.
- Have a maintenance professional service pumps and water purification systems (when present) every six to 12 months of use.
Well-designed and maintained cooling systems create a cooler greenhouse environment, which usually improves crop quality, mitigates heat delay of flowering and creates more pleasant working conditions. Poorly designed or maintained systems are less effective and may be a waste of energy and water. | <urn:uuid:cecac98b-3e83-4c0b-aac6-5074b298b28a> | CC-MAIN-2023-50 | https://gpnmag.com/wp-content/uploads/2022/06/Technically-Speaking_Evaporative-Cooling-Part-2-Maintenance_GPN_0622.pdf | 2023-11-30T20:03:32+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100232.63/warc/CC-MAIN-20231130193829-20231130223829-00383.warc.gz | 333,666,685 | 899 | eng_Latn | eng_Latn | 0.99795 | eng_Latn | 0.99795 | [
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Grade 4 Mathematics
Number and Number Relations: Lesson 23
Read aloud to the students the material that is printed in **boldface type** inside the boxes. Information in regular type inside the boxes and all information outside the boxes should **not** be read to students. Possible student responses are included in parentheses after the questions.
NOTE: The directions read to students may depend on the available materials. Read only those parts of the lesson that apply to the materials you are using.
Any directions that ask you to do something, such as to turn to a page or to hand out materials to students, will have an arrow symbol (→) by them.
**Purpose of Lesson 23:**
- In this lesson, the tutor and the students will
- estimate quantities by rounding.
**Equipment/Materials Needed:**
- Copies of Student Sheet 101
- Paper and pencils
- Chalkboard
**Preparations before beginning Lesson 23:**
- Run one copy of Student Sheet 101 for each student.
- Have paper and pencils available.
Lesson 23: Number and Number Relations
Say:
Often when you do mathematics, you don’t need an exact answer. You can use an estimate. An *estimate* is a number that is close to an exact amount. An estimate tells *about how much* or *about how many*. Would you use an estimate or would you need to know the exact amount in the following situations?
A. You go to the store and buy an item for $8.93 and give the clerk a ten-dollar bill. Should your change be exact or an estimate? (exact)
B. Someone asks about how many people are going on the field trip tomorrow, so he can order snacks. Should your answer be exact or an estimate? (Either, but an estimate will do.)
C. The principal had to order buses for the field trip. Did the principal need to know the exact number of students or would an estimate do? (exact)
D. The news said that 89,000 people went to the parade. Do you think this number is an estimate or an exact amount? (estimate)
Say:
One way to estimate amounts is to *round* these numbers. A number line can help you round numbers. Jordy lives 28 miles from the stadium, Katy lives 22 miles from the stadium, and Chad lives 25 miles from the stadium. About how far does each person live from the stadium?
Draw this number line on the board.
- 28 is between 20 and 30, but closer to 30. Jordy lives about 30 miles from the stadium.
- 22 is between 20 and 30, but closer to 20. Katy lives about 20 miles from the stadium.
- 25 is halfway between 20 and 30. When a number is halfway between two numbers, round to the larger number; therefore, we can say Chad lives about 30 miles from the stadium.
Write these numbers on the board.
42 89 71 15 96
Say:
Between which two tens is each of the following numbers? To which ten is each closer? You will round each number to the closest ten.
42 is between 40 and 50, but closer to 40, so 42 rounds to 40.
89 is between 80 and 90, but closer to 90, so 89 rounds to 90.
71 is between 70 and 80, but closer to 70, so 71 rounds to 70.
15 is halfway 10 and 20, so 15 rounds to 20.
96 is between 90 and 100, but closer to 100, so 96 rounds to 100. Think of 100 as 10 tens.
Say:
Let’s look at some three-digit numbers. You can round three-digit numbers to the nearest ten or the nearest hundred.
Write the number 241 on the board.
Say:
Between which two hundreds is 241? (200 and 300) Is it closer to 200 or 300? (200) Rounded to the nearest hundred, 241 would round to 200.
Write these numbers on the board.
423 685 701 231 850
Say:
Between which two hundreds is each of the following numbers? To which hundred is each closer? You will round each number to the closest hundred.
423 is between 400 and 500, but closer to 400, so 423 rounds to 400.
685 is between 600 and 700, but closer to 700, so 685 rounds to 700.
701 is between 700 and 800, but closer to 700, so 701 rounds to 700.
231 is between 200 and 300, but closer to 200, so 231 rounds to 200.
850 is halfway between 800 and 900, so 850 rounds to 900.
Let’s look back at the number 241.
Say:
A few minutes ago, you rounded 241 to 200 because it was between 200 and 300, and was closer to 200. You rounded 241 to the nearest hundred. You could also round 241 to the nearest 10. What two tens is 241 between? (240 and 250) Which is it closer to? (240) So 241 rounded to the closest ten is 240.
Write these numbers on the board.
423 686 701 845
Say:
Which two tens is each of the following numbers between. To which ten is each closer? You will round each number to the closest ten.
423 is between 420 and 430, but closer to 420, so 423 rounds to 420.
686 is between 680 and 690, but closer to 690, so 686 rounds to 690.
701 is between 700 and 710, but closer to 700, so 701 rounds to 700.
845 is halfway between 840 and 850, so 845 rounds to 850.
Say:
If you learn how to estimate numbers well, you can really improve your scores on multiple-choice tests, because you will learn to eliminate many of the wrong answers.
Read the problem below to the students.
Play tickets were sold for three days last week. The sales for the three days were 568 tickets, 412 tickets, and 492 tickets. About how many tickets were sold on the three days? Shawn says about 1000 tickets were sold. Do you think that answer is a good estimate? (Some students will round to the nearest hundred and some to the nearest ten. Either answer is correct)
Say:
Let’s estimate these numbers to the nearest hundreds.
\[
\begin{array}{ccc}
568 & \text{rounds to} & 600 \\
412 & \text{rounds to} & 400 \\
+ 492 & \text{rounds to} & 500 \\
\hline
1500
\end{array}
\]
The estimate is 1500, so Shawn’s estimate of 1000 tickets is too low.
Let’s estimate the numbers to the nearest tens.
\[
\begin{align*}
568 & \text{ rounds to } 570 \\
412 & \text{ rounds to } 410 \\
+ 492 & \text{ rounds to } 490 \\
& \hline
1470
\end{align*}
\]
Our estimate is 1470, so the estimate of 1000 tickets is still too low.
† Give Student Sheet 101 to the students. Some students will round the numbers to the nearest ten and some will round the numbers to the nearest hundred. Both are correct.
Answers:
1. D
2. C
3. C
4. A
5. B
6. C
7. C
8. D
9. B
10. A
† Have one student summarize today’s lesson. Rounding is an important type of estimation.
Choose the most reasonable answer without working the problem. Be ready to discuss your choice.
1. The treasurer deposited checks of $39, $18, $21, and $12. Which is the best estimate of the total amount of the deposit?
A. $35
B. $40
C. $60
D. $90
2. When Bette left her home for the trip, the odometer on her car read 817 miles. So far, she has driven 688 miles. Which could be the odometer reading now?
A. 562,096 miles
B. 1985 miles
C. 1505 miles
D. 129 miles
3. Tommy drove for three hours and drove about 58 miles each hour. Which is a reasonable estimate of the number of miles he has driven?
A. 55 miles
B. 60 miles
C. 180 miles
D. 1500 miles
4. Monty bought 12 packs of gum. Each pack contained nine sticks of gum. What is the best estimate of the number of sticks of gum he bought?
A. 90 sticks
B. 20 sticks
C. 10 sticks
D. 5 sticks
5. Ms. Trend has 32 students in each class. Which is the best estimate of the number of students in the five classes she teaches?
A. 200 students
B. 150 students
C. 40 students
D. 6 students
6. The closest estimate of $49 \times 8$ is
A. 4
B. 40
C. 400
D. 4000
7. At the Easter Egg hunt, 205 eggs in all were hidden. By noon, 87 eggs had been found. What is the closest estimate of the number of eggs yet to be found?
A. 1 egg
B. 10 eggs
C. 100 eggs
D. 1000 eggs
8. The cook needs about three pounds of apples for every pie he makes. About how many pounds of apples does he need to make 18 pies?
A. 15 pounds
B. 20 pounds
C. 40 pounds
D. 60 pounds
9. There are nine 4th grade homerooms in Ville Platte Elementary School. Each homeroom has about 29 students. Which is a reasonable estimate of the number of students in the 4th grade?
A. 30 students
B. 300 students
C. 3000 students
D. 30,000 students
10. Marco went to a movie. The movie lasted over three hours. Which is a reasonable estimate of how many minutes the movie lasted?
A. 190 minutes
B. 60 minutes
C. 20 minutes
D. 3 minutes | <urn:uuid:05b01a60-80a6-4e22-ad03-f94aa5e67a28> | CC-MAIN-2019-09 | http://www.charliefrench.com/PDF/Gr4Num23.pdf | 2019-02-23T14:48:31Z | crawl-data/CC-MAIN-2019-09/segments/1550249504746.91/warc/CC-MAIN-20190223142639-20190223164639-00055.warc.gz | 306,778,112 | 2,250 | eng_Latn | eng_Latn | 0.998656 | eng_Latn | 0.999135 | [
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Lesson 5: Observing Spirogyra
Purpose: To practice identifying cell parts; to make similarities and differences between different cell types.
Instructions: Instructions for this activity are on page 67 of your IBI book. Do not do instruction 1. This sheet will be used in place of student sheet 5.1.
Drawing.
Insert a picture of your drawing in this space.
Continued on back side.
Reflecting
1. Why do you think scientists named this organism *Spirogyra*?
2. What cell parts does this organism have in common with plant cells?
3. What cell parts does this organism have in common with animal cells?
4. Which type of cell (plant or animal) is this organism more similar to? Why? | <urn:uuid:582f7279-b34e-4411-b4d4-274258efb3ae> | CC-MAIN-2019-09 | http://2014.7bscience.com/uploads/4/7/3/3/473362/h24-observing_spirogyra.pdf | 2019-02-23T14:45:44Z | crawl-data/CC-MAIN-2019-09/segments/1550249504746.91/warc/CC-MAIN-20190223142639-20190223164639-00060.warc.gz | 1,153,535 | 156 | eng_Latn | eng_Latn | 0.993658 | eng_Latn | 0.995822 | [
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OBJECTIVES
In this experiment you will
- Learn how resonant circuits can be used to make band-pass and band-reject filters.
- Gain experience in measuring the frequency response of a simple network.
- Become familiar with the laboratory layout and equipment.
LAB NOTEBOOKS
The format of lab notebooks should be such that the information can be used to reproduce the lab, including what values were used in a circuit, why the values were used, how the values were determined, and any results and observations made. This lab manual will be used as a guide for what calculations need to be made, what values need to be recorded, and various other questions. The lab notebook does not need to repeat everything from the manual verbatim, but it does need to include enough information for a 3rd party to be able to use the notebook to obtain the same observations and answers. In the following numbered sections there are **bolded words and/or lines**. These bolded words and/or lines are statements and/or questions that the lab TA will be looking for an answer either in the lab preliminary, or lab notebook.
INTRODUCTION
The lecture part of this class covers the most-commonly-used rectifier configurations. Figure 1 shows the half-wave rectifier with a capacitive filter section. Figure 2 shows the classical full-wave filter, and Figure 3 shows the full-wave bridge rectifier. The question logically arises as to which configuration is the best choice for a given application.
Each configuration has the following advantages and disadvantages:
| HALF-WAVE RECTIFIER | Advantages | Disadvantages |
|---------------------|------------|---------------|
| | Less complex – requires only one diode | Only half of the input sine wave is utilized – input power factor is poor |
| | A transformer is not required | For a given C, ripple voltage and peak current will be large |
| | The Peak Inverse Voltage rating must be |
| CLASSICAL FULL-WAVE RECTIFIER |
|-------------------------------|
| Advantages | Disadvantages |
| Both half cycles are utilized - input power factor is improved | Two diodes are needed |
| For a given C, ripple voltage and peak diode current will be less than in the case of the half-wave rectifier | A center-tapped transformer is needed |
| | The Peak Inverse Voltage rating must be > 2Vp |
| FULL-WAVE BRIDGE RECTIFIER |
|----------------------------|
| Advantages | Disadvantages |
| A Peak Inverse Voltage rating of only > Vp is needed | Four diodes are needed |
| For a given C, ripple voltage and peak diode current will be less than in the case of the half-wave rectifier | There are now two diode drops during each half cycle |
Generally, you will use a half-wave rectifier only when the load current is very small, and the filter capacitance can be very small. The classical full-wave rectifier would be selected when power conversion efficiency is the highest priority and the voltage drop across each diode is significant with respect to the output voltage. The bridge rectifier has an advantage at high voltages since the Peak Inverse Voltage (PIV) rating only has to be half the rating of the other configurations, and diode drops are also relatively insignificant.
Another type of rectifier/filter is the voltage doubler, shown in Figure 4. The circuit in Figure 4(a) is called the full-wave doubler. The circuit in Figure 4(b) is called the half-wave doubler. The full-wave doubler can be used to produce an output voltage of roughly $2V_p$, or $\pm V_p$ (if point X is grounded). The half-wave doubler is used when one lead of output and input must share a common ground. These circuits are used extensively in high-voltage applications such as cathode-ray tube (CRT) power supplies, TV sets, Geiger counters, stun guns, and so forth. One can extend this principle to design voltage multiplier circuits. For example, a voltage tripler is shown in Figure 5.
Normally, power supply design begins with the output specifications and working back towards the input side. One of the last components specified is the transformer. However, if only one or just a few power supplies are to be built, it may be more economical to just buy an off-the-shelf transformer that will work, but just not result in an optimum design. That is the approach taken with this experiment for practical reasons.
**PRELIMINARY**
1. Find a data sheet for the general purpose rectifier model 1N4002. **From the datasheet find the following parameters to populate Table 1.** Good places to find data sheets are; [www.digikey.com](http://www.digikey.com), [www.mouser.com](http://www.mouser.com), [www.newark.com](http://www.newark.com), and [www.onsemi.com](http://www.onsemi.com).
Table 1: IN4002 Diode parameters.
| Parameter | Value |
|------------------------------------------------|-------|
| $V_{RRM}$, Maximum Repetitive Peak Reverse Voltage | |
| $I_{F(AV)}$, Maximum average forward rectified current | |
| $V_F$, Maximum instantaneous forward voltage | |
1. The circuit shown in Figure 6 demonstrates the full-wave rectifier design for this part of the lab. The rectifier/filter circuit design will require approximately 16 V$_{DC}$ @ 130 mA output capability, with a peak-to-peak voltage ripple less than 0.5 V. It is shown in the textbook that for a full-wave rectifier the ripple voltage is [1]
$$V_r = \frac{V_M}{2fRC}$$
where $V_r$, $V_M$, $f$, $R$, and $C$, are the ripple voltage, peak voltage, frequency, load resistance, and filter capacitance, respectively.
a. **Calculate the required value for $C_f$**, as well as the required working voltage of the capacitor.
b. **Calculate the value of the load resistance**, where it can be assumed that the load resistance will satisfy the output voltage and current specifications given.
c. **Note the resistance value and its power rating.** When performing the lab, select a capacitor from the lab stock that has at least the value calculated, and a load resistance that is close to the value calculated. You will also need to consider that the power rating is at least the value calculated.
2. It is also shown in the textbook that for a full-wave rectifier the peak and average diode currents during a conduction interval are approximately
$$i_{D,peak} \cong \frac{V_M}{R} \left( 1 + \pi \sqrt{\frac{2V_M}{V_r}} \right)$$
$$i_{D,avg} \cong \frac{V_M}{R} \left( 1 + \frac{\pi}{2} \sqrt{\frac{2V_M}{V_r}} \right)$$
a. Calculate the peak diode current $i_{D,peak}$ and $i_{D,avg}$ over the conduction interval.
b. Calculate the PIV rating required for a diode to function safely in the rectifier design.
Q1. Using the information in the data sheet, how much do you expect the diode drop to be under full load? Explain your reasoning.
Q2. According to the data sheet, will a 1N4002 be sufficient in terms of current and voltage? Think carefully about this and explain your reasoning. If you have doubts, discuss your reasoning with your instructor.
3. If you know that there will be a voltage of $V_f$, drop across one of the diodes between the secondary output and the output voltage of the rectifier.
a. Calculate the peak voltage required of the secondary winding of the transformer for the output voltage specification of 16 VDC to be satisfied.
b. Calculate the Root Mean Square (RMS) voltage of the secondary.
Figure 6: Schematic of the power supply to be designed.
PART A. POWER SUPPLY CIRCUIT USING A FULL WAVE RECTIFIER
When performing the lab, select a capacitor from the lab stock that has at least the value calculated, and a load resistance that is close to the value calculated. You will also need to consider that the power rating is at least the value calculated.
1. Obtain one of the transformers from the parts cabinet and use the DMM to measure the output of one of the secondary terminals relative to the center tap connection. **Note the value.**
**Q3.** Will the supplied transformer be suitable? Explain.
2. Construct the circuit of Figure 6. Have your lab partner(s) check over the circuit to make sure the connections are right. Energize the circuit. Using the oscilloscope, observe the output voltage. Sketch the output waveform, and measure both the peak-to-peak ripple voltage and the dc average voltage.
**Q4.** How do the measured ripple and average values compare with your design values? Explain any discrepancies.
3. Make sure you have written down all of the details of your circuit. You will be using a similar circuit in next week’s experiment.
PART B. HALF-WAVE VOLTAGE DOUBLER
Consider the half-wave voltage doubler of Figure 7. Determine the voltage ratings required for the capacitors and select suitable capacitors from the lab stock.
1. Construct the circuit without the load resistance $R_L$ and carefully check your connections. Be careful since the voltages you are dealing with are potentially hazardous.
2. Connect the oscilloscope to the output and energize the circuit. Sketch the output waveform, and measure both the peak-to-peak ripple voltage and the dc average voltage.
3. Carefully remove the transformer cord from the wall socket and connect the load resistance $R_L$ and energize the circuit again. Sketch the output waveform, and measure both the peak-to-peak ripple voltage and the dc average voltage.
Q5. What effect does the load have on the output voltage?
Q6. What would be the advantage be if you could increase the frequency of the input AC?
Figure 7. A half-wave voltage doubler test circuit.
[1] Neamen, D. 2010. Microelectronics: Circuit Analysis and Design, Fourth Edition. New York, NY. McGraw-Hill. | <urn:uuid:7199ed52-d2da-48f6-a832-73764e3699e3> | CC-MAIN-2019-09 | https://ece.mst.edu/media/academic/ece-dev/documents/ee3101coursefiles/EE3101_EXP_2_12.13.2018%5B1%5D.pdf | 2019-02-23T15:02:01Z | crawl-data/CC-MAIN-2019-09/segments/1550249504746.91/warc/CC-MAIN-20190223142639-20190223164639-00060.warc.gz | 536,078,673 | 2,194 | eng_Latn | eng_Latn | 0.994584 | eng_Latn | 0.997666 | [
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Grade 4 Mathematics
Number and Number Relations: Lesson 24
Read aloud to the students the material that is printed in **boldface type** inside the boxes. Information in regular type inside the boxes and all information outside the boxes should **not** be read to students. Possible student responses are included in parentheses after the questions.
NOTE: The directions read to students may depend on the available materials. Read only those parts of the lesson that apply to the materials you are using.
Any directions that ask you to do something, such as to turn to a page or to hand out materials to students, will have an arrow symbol (→) by them.
**Purpose of Lesson 24:**
- In this lesson, the tutor and the students will
- answer questions about distances found on maps.
**Equipment/Materials Needed:**
- Copies of Student Sheets 102 and 103
- Paper and pencils
- Chalkboard
**Preparations before beginning Lesson 24:**
- Run one copy of Student Sheets 102 and 103 for each student.
- Have paper and pencils available.
Lesson 24: Number and Number Relations
This lesson will use maps to review the operations of addition, subtraction, multiplication, and division.
Say:
In this lesson, we are going to use maps to answer questions about distances between cities.
Give students Student Sheet 102.
Answers:
1. 48 miles
2. 77 miles
3. university, 10 miles
4. water park, 36 miles
5. 69 miles
6. 9 miles
7. 66 miles
8. 150 miles
Give students Student Sheet 103.
Answers:
1. 185 miles
2. Riverside and Gulfshore
3. 117 miles
4. 370 miles
5. 69 miles
6. 370 miles
7. 1430 miles
8. Lake City and Ocean Heights
9. 11 miles each hour
Have one student summarize today’s lesson. Using maps is a good way to practice computation.
1. How far is Josh’s house from Green Meadow?
2. How far do Josh and his family travel when they go from their house to the amusement park?
3. From Josh’s house, is it farther to the campground or to the State University? How much farther?
4. Which is closer to Josh’s house, the water park or the amusement park? How much closer?
5. How many miles does Josh travel when he goes from his house to the concert hall?
6. How much farther is Red Rock from the amusement park than from the University?
7. How far is a round-trip drive from Red Rock to Orange City?
8. Josh’s mom drives to Orange City and back, five days a week. How many miles would she drive in one week?
1. How far is it from Lake City to Ocean Heights? Choose the shortest route.
2. Which two towns are the closest to each other?
3. How much closer is it from Lake City to Gulfshore than from Seashore to Bayou Blue?
4. How many miles would you travel if you started at Gulfshore and went to Seashore through Lake City and Ocean Heights?
5. How much closer is Bayou Blue to Riverside than it is to Seashore?
6. How many miles would you drive if you went from Lake City to Ocean Heights and back?
7. Steve drove from Riverside to Bayou Blue and back everyday for five days. How many miles did he drive in all?
8. Which two cities are approximately twice as far apart as Gulfshore and Lake City?
9. There is a bike trail from Gulfshore to Riverside. It took Mike five hours to bike the entire way. About how many miles did he bike each hour? | <urn:uuid:eeeaa8e3-6b74-42af-a89f-98f0259955c2> | CC-MAIN-2019-09 | http://www.charliefrench.com/PDF/Gr4Num24.pdf | 2019-02-23T15:51:42Z | crawl-data/CC-MAIN-2019-09/segments/1550249504746.91/warc/CC-MAIN-20190223142639-20190223164639-00056.warc.gz | 321,180,909 | 777 | eng_Latn | eng_Latn | 0.995922 | eng_Latn | 0.998934 | [
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Yosemite National Park
Natural Resources Fact Sheet
Size
747,956 acres
1,169 square miles (3,028 km²)
302,694 hectares
(about the size of Rhode Island)
Wilderness
704,624 acres
1,101 square miles
284,958 hectares
(94.45% of park)
Wildlife Species
Mammals 85
Birds 150 (regularly occurring)
Amphibians & Reptiles 33
Fish (6 natural species) 10
Federal Endangered Species 1
State Endangered Species 4
Federal Threatened Species 2
State Threatened Species 2
Yosemite Flora
Flowering Species 1,497
Tree Species 35
Meadows 36,620 acres
Glaciers
Mt. Maclure - 1
Mt. Lyell - 1
Illustration by Lawrence W. Duke
## Elevations and Landmarks
| Location | Above Sea Level | From Base |
|------------------------|-----------------|-----------|
| | Feet | Meters | Feet | Meters |
| El Capitan | 7,569 | 2,307 | 3,593 | 1,095 |
| North Dome | 7,542 | 2,299 | 3,562 | 1,086 |
| Sentinel Rock | 7,038 | 2,145 | 3,068 | 935 |
| Glacier Point | 7,214 | 2,199 | 3,214 | 980 |
| Yosemite Point | 6,936 | 2,115 | 2,970 | 905 |
| Half Dome | 8,842 | 2,695 | 4,733 | 1,443 |
| Sentinel Dome | 8,122 | 2,476 | | |
| Clouds Rest | 9,926 | 3,026 | | |
| Yosemite Valley | 4,000 | 1,220 | | |
| Wawona | 4,000 | 1,220 | | |
| Tuolumne Meadows | 8,575 | 2,614 | | |
| Tioga Pass | 9,945 | 3,032 | | |
| Mt. Hoffman* | 10,850| 3,307 | | |
| Mt. Lyell** | 13,114| 3,997 | | |
*center of park
**highest point
## Waterfalls
| Waterfall | Feet | Meters |
|-------------------------|-------|--------|
| Yosemite Falls* | 2,425 | 739 |
| Upper Fall | 1,430 | 436 |
| Middle Cascade | 675 | 206 |
| Lower Fall | 320 | 97 |
| Bridalveil Fall | 620 | 189 |
| Ribbon Fall | 1,612 | 491 |
| Vernal Fall | 317 | 97 |
| Nevada Fall | 594 | 181 |
| Illilouette Fall | 370 | 113 |
| Silver Strand Fall | 1,170 | 357 |
| Sentinel Fall | 2,000 | 610 |
| Horsetail Fall | 1,000 | 305 |
*tallest in North America
## Weather in Yosemite Valley
| Weather Parameter | Inches | mm |
|-------------------------|--------|----|
| Average precipitation | 37.2 | 945|
| Record precipitation (1938) | 59.0 | 1397|
| Average snowfall | 29.0 | 737|
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3-digit multiplication: Standard algorithm
Work out the answers to these multiplication questions using the traditional method.
| | | | |
|---|---|---|---|
| 119 | 254 | 178 | 223 |
| x 9 | x 7 | x 5 | x 6 |
| | | | |
| | | | |
|---|---|---|---|
| 197 | 163 | 198 | 152 |
| x 6 | x 3 | x 8 | x 4 |
| | | | |
| | | | |
|---|---|---|---|
| 218 | 222 | 238 | 287 |
| x 8 | x 7 | x 5 | x 6 |
| | | | |
| | | | |
|---|---|---|---|
| 235 | 192 | 269 | 112 |
| x 5 | x 9 | x 4 | x 2 |
| | | | | | <urn:uuid:1a08de24-dc52-4f6b-a241-266ab9b26def> | CC-MAIN-2019-09 | http://top1multiplicationquiz.com/activities/worksheets/multiplication-standard-algorithm/standard-algorithm-multiplication-3-digit-by-1-digit-worksheet.pdf | 2019-02-23T15:43:46Z | crawl-data/CC-MAIN-2019-09/segments/1550249504746.91/warc/CC-MAIN-20190223142639-20190223164639-00056.warc.gz | 270,036,195 | 248 | eng_Latn | eng_Latn | 0.984966 | eng_Latn | 0.984966 | [
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