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社會正義、差異政治、以及溝通民主
郭秋永
中央研究院人文社會科學研究中心研究員
「公民」原本就是超越「差異性」而邁向「普遍性」的一個概念。然而，「公 民」概念所在標榜的「普遍性」，實際上隱藏著其所要超越的或其所要拋棄的「差 異性」，從而常使一些社會運動人士陷入「普遍性的弔詭」或「差異性的弔詭」： 在一方面，為了求得公平對待，必須否認差異性（或強調普遍性）；在另一方 面，為了能夠矯正不利處境或獲得補償，則需強調差異性（或否認普遍性）。 顯而易見的，這種「普遍性的弔詭」或「差異性的弔詭」，密切關連著社會正 義與民主政治的重要議題。民主政治中的社會正義，究竟意指執政者應該依據 「普遍性」的公民觀念，「平等而無差異地公平對待所有公民」，還是意指執政 者應該根據「差異性」的公民觀念，「濟弱扶傾地差別對待所有公民」呢？本 文企圖透過 Iris Marion Young 倡議的「差異政治」，評述社會正義與民主政治 之間的密切關連。
關鍵字：分配典範、差異政治、社會正義、民主政治、溝通民主
Social Justice, Politics of Difference, and Communicative Democracy
Chiu-yeoung Kuo
Research Fellow
Research Center for Humanities and Social Sciences, Academia Sinica
ABSTRACT
'Citizenship' is originally a concept of surmounting the idea of 'difference' and marching toward the idea of 'universality'. However, the idea of 'universality' implies the idea of 'difference', thus it often makes some social movements fall into the 'dilemma of universality' or the 'dilemma of difference': on the one hand, in order to try to achieve fairness, they must deny the idea of difference (or emphasize the idea of universality), but on the other hand, in order to correct some unfavorable situations of the oppressed, they need to emphasize the idea of difference (or deny the idea of universality). Obviously, this dilemma is closely connected to the important topics of social justice and democracy. Does the concept of social justice in a democracy mean that the authorities should equally treat all citizens, or that the authorities should differently treat all citizens and create the greatest benefit for the least advantaged? This article seeks to present a systematic interpretation of the relationship between social justice and democracy by examining Iris Marion Young's theory of 'politics of difference'.
Key Words: distributive paradigm, politics of difference, social justice, democracy, communicative democracy
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How Much Should I Feed My Puppy? Guidelines for Bland Diet 1 cup = 50% Chicken 50% Rice = 270 kcal
Under 4 months
| WEIGHT | KCAL/DAY | CAN/CUP OF I/D PER DAY |
|---|---|---|
| 2lb | 190 | 1/2 |
| 5lb | 380 | 1 |
| 8lb | 565 | 1 & 1/2 |
| 10lb | 660 | 1 & 3/4 |
| 15lb | 875 | 2 & 1/3 |
| 20lb | 1130 | 3 |
| 30lb | 1505 | 4 |
| 40lb | 1880 | 5 |
4-9 months
| WEIGHT | KCAL/DAY | CAN/CUP OF I/D PER DAY | CUP OF 50/50 CHICKEN&RICE (SHORT TERM ONLY) |
|---|---|---|---|
| 2lb | 141 | 3/8 - 1/2 | 1/2 |
| 5lb | 330 | 7/8 | 1 & 1/4 |
| 8lb | 470 | 1 & 1/4 | 1 & 3/4 |
| 10lb | 565 | 1 & 3/8 - 1 & 1/2 | 2- 2 & 1/8 |
| 15lb | 750 | 2 | 2 & 3/4 |
| 20lb | 940 | 2 & 1/3 - 2 & 1/2 | 3 & 1/2 |
| 30lb | 1250 | 3 & 1/4 - 3 & 1/2 | 4 & 2/3 |
| 40lb | 1505 | 4 - 4 & 1/4 | 5 & 5/8 |
| 50lb | 1785 | 4 & 3/4 - 5 | 6 & 2/3 |
| 60lb | 2070 | 5 & 1/2 - 5 & 2/3 | 7 & 2/3 |
| 70lb | 2350 | 6 & 1/4 - 6 & 1/3 | 8 & 2/3 - 8 & 3/4 |
10-12 months
| WEIGHT | KCAL/DAY | CAN/CUP OF I/D PER DAY | CUP OF 50/50 CHICKEN&RICE (SHORT TERM ONLY) |
|---|---|---|---|
| 2lb | 125 | 1/3 | 3/8 |
| 5lb | 250 | 2/3 | 7/8-1 |
| 8lb | 375 | 1 | 1 & 3/8 |
| 10lb | 470 | 1 & 1/8 - 1 & 5/8 | 1 & 3/4 |
| 15lb | 565 | 1 & 1/2 - 1 & 5/8 | 2 - 2 & 1/8 |
| 20lb | 750 | 2 | 2 & 3/4 |
| 30lb | 1000 | 2 & 2/3 | 3 & 2/3 -3 & 3/4 |
| 40lb | 1220 | 3 & 1/4 - 3 & 1/3 | 4 & 1/2 |
| 50lb | 1410 | 3 & 3/4 - 4 | 5 & 1/4 |
| 60lb | 1690 | 4 & 1/3 - 4 & 1/2 | 6 & 1/4 |
| 70lb | 1880 | 5 | 7 |
| 80lb | 2070 | 5 & 1/2 - 5 & 2/3 | 7 & 2/3 |
| 100lb | 2445 | 6 & 1/2 - 6 & 2/3 | 9 |
|---|---|---|---|
| 120lb | 2820 | 7 & 1/3 - 7 & 2/3 | 10 & 3/8 |
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The Weather in Chicago
Friday, 21 October
| | 5° | | | | |
|---|---|---|---|---|---|
| Atmospheric Overview | | Clear | Sunny intervals | Sunny | Clear |
| Wind | | 14 mph N | 15 mph N | 13 mph N | 11 mph N |
| Rain | | 0 mm | 0 mm | 0 mm | 0 mm |
| Relative Humidity | | 75 % | 73 % | 42 % | 45 % |
| Atmospheric Pressure | | 1022 hPa | 1022 hPa | 1022 hPa | 1020 hPa |
| Snowline | | 1500 m | 1300 m | 1200 m | 1300 m |
| Saturday, 22 October | | | | | |
| | 18° | Early morning | Morning | Afternoon | Night |
| | 6° | | | | |
| Atmospheric Overview | | Overcast | Sunny | Cloudy | Clear |
| Wind | | 7 mph NW | 4 mph SW | 11 mph SW | 4 mph SW |
| Rain | | 0 mm | 0 mm | 0 mm | 0 mm |
| Relative Humidity | | 59 % | 57 % | 42 % | 49 % |
| Atmospheric Pressure | | 1021 hPa | 1020 hPa | 1017 hPa | 1014 hPa |
| Snowline | | 1300 m | 1800 m | 2100 m | 3100 m |
| Sunday, 23 October | | | | | |
| | 25° | Early morning | Morning | Afternoon | Night |
| | 9° | | | | |
| Atmospheric Overview | | Clear | Sunny | Sunny | Clear |
| Wind | | 6 mph W | 7 mph S | 20 mph SW | 22 mph N |
| Rain | | 0 mm | 0 mm | 0 mm | 0 mm |
| Relative Humidity | | 67 % | 75 % | 47 % | 64 % |
| Atmospheric Pressure | | 1015 hPa | 1014 hPa | 1008 hPa | 1015 hPa |
| Snowline | | 3300 m | 3200 m | 3500 m | 3200 m |
| Monday, 24 October | | | | | |
| | 18° | Early morning | Morning | Afternoon | Night |
| | 7° | | | | |
| Atmospheric Overview | | Partly cloudy | Sunny | Sunny | Clear |
| Wind | | 11 mph N | 8 mph NW | 8 mph NW | 1 mph N |
| Rain | | 0 mm | 0 mm | 0 mm | 0 mm |
| Relative Humidity | | 69 % | 70 % | 26 % | 32 % |
| Atmospheric Pressure | | 1022 hPa | 1027 hPa | 1028 hPa | 1026 hPa |
| Snowline | | 2700 m | 2700 m | 2900 m | 3200 m |
1 / 2
Powered by TCPDF (www.tcpdf.org)
The Weather in Chicago
Tuesday, 25 October
| | 14° | Early morning | Morning | Afternoon | Night |
|---|---|---|---|---|---|
| | 8° | | | | |
| Atmospheric Overview | | Overcast | Overcast | Heavy rain | Overcast |
| Wind | | 6 mph S | 8 mph SE | 13 mph SE | 19 mph SE |
| Rain | | 0 mm | 0 mm | 3.7 mm | 1.8 mm |
| Relative Humidity | | 39 % | 36 % | 74 % | 64 % |
| Atmospheric Pressure | | 1026 hPa | 1027 hPa | 1026 hPa | 1021 hPa |
| Snowline | | 3200 m | 2800 m | 3100 m | 3400 m |
| Wednesday, 26 October | | | | | |
| | 16° | Early morning | Morning | Afternoon | Night |
| | 10° | | | | |
| Atmospheric Overview | | Light rain | Heavy rain | Light rain | Overcast |
| Wind | | 16 mph SE | 12 mph S | 3 mph NW | 13 mph N |
| Rain | | 1.1 mm | 5.7 mm | 6.7 mm | 0 mm |
| Relative Humidity | | 60 % | 81 % | 81 % | 83 % |
| Atmospheric Pressure | | 1019 hPa | 1016 hPa | 1015 hPa | 1018 hPa |
| Snowline | | 3300 m | 3100 m | 3300 m | 3300 m |
| Thursday, 27 October | | | | | |
| | 12° | Early morning | Morning | Afternoon | Night |
| | 9° | | | | |
| Atmospheric Overview | | Overcast | Overcast | Overcast | Overcast |
| Wind | | 9 mph N | 5 mph N | 14 mph N | 8 mph NW |
| Rain | | 0 mm | 0 mm | 0.3 mm | 0.1 mm |
| Relative Humidity | | 93 % | 94 % | 85 % | 90 % |
| Atmospheric Pressure | | 1020 hPa | 1022 hPa | 1018 hPa | 1020 hPa |
| Snowline | | 3400 m | 3300 m | 3800 m | 4100 m |
| Friday, 28 October | | | | | |
| | 16° | Early morning | Morning | Afternoon | Night |
| | 6° | | | | |
| Atmospheric Overview | | Cloudy | Sunny intervals | Cloudy | Light rain shower |
| Wind | | 4 mph W | 8 mph S | 17 mph S | 8 mph SW |
| Rain | | 0 mm | 0 mm | 0 mm | 2.5 mm |
| Relative Humidity | | 95 % | 96 % | 65 % | 88 % |
| Atmospheric Pressure | | 1019 hPa | 1018 hPa | 1015 hPa | 1014 hPa |
| Snowline | | 4100 m | 3800 m | 3700 m | 3600 m |
2 / 2
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Primary Works – Individual Short Stories
Magona, Sindiwe. "A Drowning in Cala."Push‐Push! And Other Stories.Cape Town: David Philip, 1996. 1‐18. Print.
‐‐‐. "A Peaceful Exit."Push‐Push! And Other Stories.Cape Town: David Philip, 1996. 86‐106. Print.
‐‐‐. "A State of Outrage."A State Of Outrage and Other Stories.Ed. Andries Oliphant. Cape Town: Mashew Miller Longman, 2009. 89‐101. Print.
‐‐‐. "A State Of Outrage."Opening Spaces.Ed Yvonne Vera. Harare: Baobob, 1999. 114‐27. Print.
‐‐‐. "Beautiful Balding."New Internationalist326 (August 2000): 26. Print.
‐‐‐. "Bhelekazi's Father."Push‐Push! And Other Stories.Cape Town: David Philip, 1996. 148‐63. Print.
‐‐‐. "Clawing at Stones."The Spirit of Writing: Classic and Contemporary Essays Celebrating the Writing Life.Ed. Mark Waldman. New York: Tarcher/Putnam, 2001. 7‐13. Print.
‐‐‐. "Comrade, Heal Yourself!"Push‐Push! And Other Stories.Cape Town: David Philip, 1996. 39‐64. Print.
‐‐‐. "Flight."Living, Loving, and Lying Awake at Night. New York: Interlink Books, 1994. 59‐61. Print.
‐‐‐. "House‐Hunting Unlike Soweto."Push‐Push! And Other Stories.Cape Town: David Philip, 1996. 19‐26. Print.
‐‐‐. "I'm Not Talking About That, Now."Push‐Push! And Other Stories.Cape Town: David Philip, 1996. 65‐85. Print.
‐‐‐. "It was Easter Sunday the day I went to Netreg."Living, Loving, and Lying Awake at Night. New York: Interlink Books, 1994. 95‐105. Print.
‐‐‐. "Leave‐Taking."Nobody Ever Said AIDS: Poems and Stories from Southern Africa.Eds. Nobantu Rasebotsa, Meg Samuelson, and Kylie Thomas. Cape Town: Kwela Books, 2004. 124‐41. Print.
‐‐‐. "Lulu."Living, Loving, and Lying Awake at Night. New York: Interlink Books, 1994. 87‐94. Print.
‐‐‐. "MaDlomo."Living, Loving, and Lying Awake at Night. New York: Interlink Books, 1994. 106‐16. Print.
‐‐‐. "Mama Afrika, A Parable."New Internationalist307 (Nov. 1998): 22‐4. Print.
‐‐‐. "Man Lands on the Moon."Twist.Cape Town: Oshun Books, 2006. 1‐7. Print.
‐‐‐. "Modi's Bride."African Love Stories – An Anthology.Ed. Ama Ata Aidoo. Oxfordshire: Ayebia, 2006. 135‐48. Print.
‐‐‐. "Nosisa."Living, Loving, and Lying Awake at Night. New York: Interlink Books, 1994. 72‐86. Print.
‐‐‐. "Now That the Pass Has Gone."Living, Loving, and Lying Awake at Night. New York: Interlink Books, 1994. 143‐55. Print.
‐‐‐. "Possession."New Internationalist244 (June 1993): 20‐1. Print.
‐‐‐. "Push: A Short Story."NKA Journal of Contemporary African Art1994.1 (1994): 43. Print.
‐‐‐. "Push‐Push!"Push‐Push! And Other Stories.Cape Town: David Philip, 1996. 27‐38. Print.
‐‐‐. "Scars of Umlungu."New Internationalist230 (April 1992): 8‐9. Print.
‐‐‐. "The Hand That Kills."Push‐Push! And Other Stories.Cape Town: David Philip, 1996. 126‐39. Print.
‐‐‐. "The most exciting day of the week."Living, Loving, and Lying Awake at Night. New York: Interlink Books, 1994. 62‐71. Print.
‐‐‐. "The Sacrificial Lamb."Push‐Push! And Other Stories.Cape Town: David Philip, 1996. 140‐7. Print.
‐‐‐. "The Widow."Push‐Push! And Other Stories.Cape Town: David Philip, 1996. 107‐25. Print.
‐‐‐. "Women at Work."Living, Loving, and Lying Awake at Night. New York: Interlink Books, 1994. 1‐56. Print.
‐‐‐. "Two little girls and a city."Living, Loving, and Lying Awake at Night. New York: Interlink Books, 1994. 117‐42. Print.
‐‐‐. "Walking on the Moon."New Internationalist265 (March 1995). Web. 7 May 2013. www.newint.org
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Lagarostrobos franklinni
Huon Pine
What is Huon pine?
The Huon pine Lagarostrobos franklinii is a conifer and is endemic to Tasmania. It is the only member of the genus Lagarostrobos. Related species from the family Podocarpaceae, originating from the ancient supercontinent Gondwana, are found in Chile, Malaysia and New Zealand.
How long does it live?
The Huon pine is Australia's oldest living tree and is one of the oldest living organisms on earth. Individuals have been known to reach an age of 3,000 years. Fossil records from a tree found in the south-west of Tasmania were dated at 3,462 years. (Carder A., 1995). Only the bristle-cone pine of North America exceeds it in age.
Growth rate and reproduction
The Huon pine grows at the incredibly slow rate of between 0.3 – 2 mm per year in diameter. Despite such slow growth the tree may attain heights of 40 m and commonly reaches 20 m to 25 m in height. The foliage of the Huon pine consists of tiny scales closely pressed to the stalk.
Huon pines produce pollen and seeds from small cones that are about 3 mm long. Male and female cones are produced on separate trees. A small number of trees produce both male and female cones, though this is quite rare.
Reproduction occurs in 'mast years'. Every 5 – 7 years a mass seeding occurs. Seeds are dispersed a short distance around the tree except where they land in water and are transported downstream. Huon pines also reproduce vegetatively. They do this by layering. Tree branches reaching the ground start to root and establish themselves as a new tree, which eventually breaks away from the parent. Branches breaking off trees can also take root.
Where does it grow?
Huon pines are found in the west and southwest of Tasmania where they grow among river-bank rainforest and also in a few subalpine lake shore forests. They are usually killed by fire and are drought sensitive, so are restricted to cool, wet areas.
Huon pines are often associated with rainforest species such as myrtle (Nothofagus cunninghamii), leatherwood (Eucryphia lucida) and sassafras (Atherosperma moschatum).
In this way populations such as a forest stand at Mt Read, which have no female trees, continue to survive. It is believed that the Mt Read stand has been regenerating in the absence of female trees for more than 10,000 years, although no individual trees are more than 1,500 years old.
Some of the most accessible sites to see Huon pines are: the Tahune Forest Reserve near Geeveston on the Picton River; the Arthur-Pieman River State Reserve near Corinna; the Teepookana Forest Reserve; the heritage landing on the Gordon River on the west coast; and near Newall Creek on the Mount Jukes Road south of Queenstown.
Depar tment of Primary Industries, Parks, Water and Environment
Use of Huon pine
Huon pine has been prized as a timber since the early 1800s. One of the reasons for establishing a convict settlement at Sarah Island in Macquarie Harbour was to harvest Huon pine from the Gordon River. From 1822 until 1833 convict piners were forced to cut timber and float log rafts from the lower reaches of the river to the Sarah Island settlement. There they were pit sawn into frames and planks to build ships for the Government. Pining continued as a commercial operation after the convict era. Felled trees continued to be floated down the river to Sarah Island where they were picked up and taken to the mill at Strahan. Huon pine is one of the few native timbers that floats when green. From 1890 till the present day, the small port of Strahan, on Tasmania's west coast has been the main centre of pining. However, from 1850 until 1880, the Davey River settlement in the southwest, supplied the majority of the market.
The rich creamy yellow wood is soft, durable, smooth, oily and light weight. The wood is very easy to work with and takes a high polish. Huon pine is probably the most durable of Australian timbers, and logs which apparently have lain on the ground for several hundred years are still being harvested and milled. The durability of the wood is due to the presence of the essential oil, methyl eugenol, which gives Huon pine its unique odour. The oil also has preservative qualities and deters insect attack. It has been said 'the only thing slower than a Huon pine's growth is its decay!' As a consequence it is recognised as an excellent timber for building boats, furniture, and for joinery and turning.
Huon pine is still available as a sawlog for the production of crafts. Sources include areas flooded by Hydro Tasmania schemes and previously heavily cut-over areas, particularly the Teepookana State Forest near Strahan.
The annual sawlog cut of 500 cubic metres per year from these sources is expected to last more than a century. Because it thrives in some of the roughest terrain, it has been more difficult to harvest than other Australian timbers. This has resulted in Huon pine traditionally being at least triple the price of common hardwoods, and, with its scarcity today, that has increased to a factor of six or seven.
How much Huon pine is left?
Estimates of the area of living Huon pine vary, but are in the order of 10,500 hectares. In addition there are about 800 hectares of standing, fire-killed pine. The current area of remaining pine is the remnant of a much wider original range that has been reduced by fire, inundation, logging and mining. Today most of the remaining stands are well protected within reserves, the majority within the World Heritage Area.
Further information
Kerr G. and McDermott H. (1999) The Huon Pine Story. A History of Harvest and Use of a Unique Timber. Mainsail Books, Melbourne.
Contact
Biodiversity Conservation Branch:DPIPWE 134 Macquarie Street, Hobart. 7000
Phone: (03) 6233 6556
Fax: (03) 6233 3477
March 2011 © State of Tasmania
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Trees:
* Rusty, slimy residue or growth on Cedar or Juniper are signs of the rust disease. It can soon infect hawthorn and crabapple trees. To prevent rust disease on hawthorn and crabapple trees, use Bonide Infuse as the flower buds begin blooming and repeat the application in thirty-day intervals in early May and June. Additionally, apply Bonide Mancozeb ten & twenty days after each application of Bonide Infuse. Do not use fruit from sprayed trees for food or feed purposes.
Lawn:
* If your lawn has a history of grub damage, inspect for grubs. If more than seven grubs are present in one square foot of lawn, use Bayer Dylox to eradicate the grubs. Water in the application with 1/2 an inch of water or apply the Bayer Dylox before rain is expected. Six or less grubs per square foot will not do enough damage to harm your lawn if your lawn had been fed with Turf Trust early this spring.
* Wild violets on your lawn can be controlled by applying Speedzone Lawn Weed Killer. Make two applications six days apart with the Ortho dial sprayer. Use the 1tbs setting for the Speedzone applications. Do not mow the lawn for three days before or three days after the applications. It takes two to three weeks to kill wild violets depending on temperature and soil moisture.
Houseplants:
* Do not take houseplants outside yet because nights are still to cool, and there is a danger of night frost. Continue to feed your houseplants with Seamate every time you water.
* Dutch amaryllis can be planted outside in the garden in an area that receives half a day of sunlight after being removed from the pot. When planting, mix fresh Canadian Peet Moss with your soil before planting the amaryllis. Feed the amaryllis with Plant Trust Flower and Bulb Fertilizer. Water these plants weekly during the dry summer conditions.
Flowers:
* The best wave petunia is the blue wave petunia. The purple wave petunia is prone to root rot. When buying blue petunias, make sure the tag says blue wave petunia. You can plant blue wave petunia in the flower bed in two to three weeks. Feed ground planted blue wave petunias with Plant Trust Flower and Bulb Fertilizer. Blue wave petunias grown in pots during the summer should be fed with Jack's Classic Petunia Feed every two to three weeks.
Fruit:
* Strawberries can now be planted in a vegetable garden in a sunny location. Do not expect a large harvest the first year planted. The following year's harvest will be much better.
Bees:
* To protect bees, make insect spray applications in the late evening and do not spray trees or shrubs when blooming (including evergreens like hollies). Mow the lawn to decrease dandelions and clover flowers that would attract bees to the lawn before spraying trees in the lawn.
* Use insecticides less toxic to bees such as B.T or oils, like Clear Choice Green or Summit Year Round Spray Oil, when B.T and oils are adequate for your needs.
* Avoid dust and encapsulated insecticides because they are more toxic to bees.
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CITES
CITES is an acronym for the "Convention on International Trade in Endangered Species of Wild Fauna and Flora", signed by more than 150 countries worldwide. The aim of CITES is to protect the many endangered wildlife species of the World through controlling the international trade. Some 4,800 animal and 25,000 plant species are covered by CITES. More than 30 animal CITES-species (and a few plant species) live in Greenland and the surrounding waters.
The species are listed in three appendices:
Appendix I (globally endangered species):
This covers species which are banned from ALL export. No part, deriviate or crafted products of these species may be exported. In Greenland this includes; Sperm whale, Bowhead whale (Greenland right whale), Fin whale (also known as the Razorback), Humpback whale and White-tailed eagle.
Appendix II and III (endangered and locally endangered species):
This covers the whole or any part of a species which can be exported for private, non-commercial use when accompanied by a CITES permit. Export of anything made from Narwhale, Beluga whale, Minke whale (from West Greenland), Walrus and Polar bear require a CITES permit which has to be kept with the product during transport.
Please note:
* If you export ANY product made from a "CITES species"(CITES Appendix II and III) from Greenland and import it to your home country (no matter whether this item was purchased in a shop or found in the wild) it MUST be accompanied by a CITES permit.
* The CITES permit is valid only for products for private and personal use. If the products are to be used in any other way, for example for commercial and scientific purposes, they require further documentation for export.
* Species protected in Greenland and all birds of prey are NOT eligible for sale or export; even if found dead.
* Other, frequently used materials (not covered by CITES or other rules) may be exported from Greenland free of regulations if for private use. This includes all species of seals (except Walrus), Reindeer, Musk ox, Sheep, Mammoth (tooth), driftwood and most stones and minerals.
* More information on the Internet: www.wcmc.org.uk/cites.
Export of all products made from the whole, or any part of, Narwhal, Beluga whale, Minke whale (from West Greenland), Walrus and Polar bear must have a CITES permit. This applies to the whole range of products including Polar bear claws, jewellery made from Narwhale or Beluga tooth, Walrus skulls and souvenirs fashioned from Minke whale baleen etc. The CITES permit is issued at most of the shops and outlets selling these products.
Please note that no products made from whole, or any part of, Sperm whale (incl. teeth), Bowhead whale, Fin whale, Humpback whale, plus all species of birds of prey, can be exported.
* Without a CITES permit you risk the confiscation of your precious memory of Greenland.
* With a CITES permit you have proof of the origin of your product which will have been caught in the wild by a genuine Greenlandic sealer or hunter.
* With a CITES permit you have proof that you can legally import the product to your home country.
For more information:
Department of Environment and Nature (Direktoratet for Miljø og Natur) P.O. Box 1614 DK-3900 Nuuk
Tel. (+299) 34 67 01
Fax. (+299) 32 52 86
Internet:
www.wcmc.org.uk/cites (general information on CITES including CITES appendixes).
Published by Greenland Home-rule and funded by Dancea
Buying handicraft? Buying handicraft?
Produced for Greenland-Homerule, Department of Environment and Nature, Nuuk, by Ornis Consult A/S • Design: Monsoon • Photos: Erik Bornand Thor Hjarsen • Printing: Datagraf Auning AS
Greenland Home-rule
Department of Environment and Nature
Greenland Home-rule
Department of Environment and Nature
Ask for a CITES permit Ask for a CITES permit
As a tourist in Greenland you will have the opportunity to take back home beautiful souvenir handicrafts, such as clothing, jewellery and other domestic products.
Greenlandic handicraft products are made from nature's own materials such as stones and gems, driftwood, and antlers, bones and teeth of wild animals. Some of the products may be made from animal species covered by CITES, aimed at protecting endangered wild animal and plant species by controlling international trade. In Greenland, products made from Narwhale, Beluga whale, Minke whale (from West Greenland), Walrus and Polar bear must be sold with a special CITES permit.
The CITES permit is your proof that you can legally export the product from Greenland and import this to your home country. Remember to obtain a CITES permit and keep it with the product. Present it to the Customs upon arrival in your home country.
The Greenlandic CITES permit covers 5 wildlife species: Narwhale, Beluga whale, Minke whale (from West Greenland), Walrus and Polar bear.
Narwhale
Narwhale
Greenlandic handicraft products – more than mere souvenirs
The CITES permit is not just a document for the customs clearance officers. It proves that the product originates from wildlife species that can be legally hunted in Greenland. Within the population of 55,000, approximately 2,500 Greenlanders live as sealers and 7,000 are registered hunters. Each year they file reports on their catch so that the authorities can monitor and impose regulations as required. Whaling is conducted according to international regulations.
Greenlandic handicrafts are deeply rooted in the old hunting culture of the Inuit people. In the past the Inuit had a nomadic lifestyle and had to make all of their own tools and only the most important and useful items travelled with them. Survival was an art of its own and through the passage of time the tools of everyday life evolved into first class handicraft products, crafted by true artisans. Thus the Greenlandic handicrafts are more than just souvenirs; they combine art, nature and utility.
They possess inua – the spirit of things.
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Kasese District Youth Focus on AIDS
Vision: "A community free from impacts of poverty ''
Mission : "To inform and support the communities of Kasese district with quality care and services through promotion of innovative solutions in skills development, HIV/AIDS prevention, care and support for orphans and other vulnerable children and Human rights advocacy".
HISTORY
KADYFA is an NGO based in Kasese district and was established in 2001 to respond to the HIV/AIDS pandemic, reproductive Health issues, environmental health, human rights abuse, child protection, and care and support for orphans and vulnerable children. It was started by a group of youth who reflected on their humble background, adolescent experiences and expectation amidst the challenges they encountered.
KADYFA is a member of KADDE-NET an umbrella network for CBOs and NGOs in Kasese district. It is also a member of UNASO a national HIV/AIDS networking organization. KADYFA currently has 3 volunteers who are responsible for implementing day to day program activities.
PROGRAMS
outh Economic Empowerment - The lives of millions of Ugandan youth are marred by poverty, inadequate education Y and skills, inadequate work/employment, exploitation, disease, civil unrest and gender discrimination. The youth of 1519 years constitute about 29% of the Uganda's population (2014 population census) Poverty, Unemployment and underemployment are the main problems affecting the youth. KADYFA's focus is on supporting the youth generate income after acquiring skills in shoe making, sewing, knitting, hair dressing, and business management, planning and entrepreneurship.
IV prevention, care and support - According to Kasese district management improved plan (DMIP) 2012-2015, HIV H prevalence in Kasese is at 11.2% (HMIS,2011), much higher than the national prevalence rate of 7.4% (Aids indicator survey 2011). Reasons given for the higher prevalence rate are: lack of HIV awareness, inadequate HIV services, and early marriages arising from school dropout, redundancy at fishing communities, increased commercial sex and HIV orphans who take up early parental care that have influenced the spread of HIV. The percentage of the population that knows ways of preventing the sexual transmission of HIV and is able to reject misconceptions about HIV transmission is
at 28.4% (LQAS2011).This indicates low awareness about HIV services , 8% of the population knew two or more benefits of HCT, while PMTCT knowledge level declined from 53.7% to 27% in 2010 and 2011 respectively. KADYFA focuses on reducing HIV prevalence rate among the youth through promoting safe sexual practices and HIV Counseling and Testing accessibility.
uman Rights Promotion: From the implementation of various community projects and conducting several studies, H KADYFA notes that there is lack of awareness on issues regarding human rights and the laws and policies related to this subject among the population and the local authorities. Most people don't know their entitlements and are ignorant about what to demand for and where to seek support when their rights are infringed on and this is a major cause of poverty which needs great interventions. KADYFA implements initiatives geared towards creating awareness on rights and the related policies, laws. It builds the capacity of local authorities to handle and refer cases of rights abuses. It empowers community members with advocacy skills so as to be able to demand for their entitlements.
CHALLENGES
here is high competition for funding between different organizations/firms with similar objectives as KADYFA. This T limits KADYFA's' chances to get funding here is fear that the global crisis might affect funding flow to Low Developed Countries where KADYFA's target is T found.
ince it has no running funding, KADYFA does not have paid staff to support the volunteers to run the day to day S activities of the organization. This affects out puts and impact.
ACHIEVMENTS
Provided clothing's, beddings and food to 143 Orphans and other vulnerable children (OVCs)
Provided micro finance training to 12 OVCs households
Provided Uniforms and scholastic materials to 57 OVCs in primary schools and 143 OVCs in secondary schools.
Facilitated legal consultation and aid to at least 18 OVCs in regard to succession planning ,property disputes, physical and sexual abuse
Provided counseling to 143 OVC households
Conducted IEC/BCC campaigns to ensure that care givers, community, religious leaders and teachers get familiar with fundamental principles of the rights of OVCs
Formed 20 out of school peer educators groups in the communities of Munkunyu, Kyarumba, Bugoye and Kitswamba to continue with discussion about HIV/AIDS.
Oriented 112 community Peer Educators in adolescent sexual reproductive health issues.
Oriented 28 health service providers in providing youth friendly services.
Conducted HCT/VCT outreaches and tested 20,000 youth for HIV and other STIs
Conducted 44 life choice and life skills video shows at parish level
Conducted 64 peer to peer interactive HIV prevention discussions at parish level
Conducted 1 day meeting to develop a referral strategy with 28 oriented health service providers and 30 trained peer educators.
Conducted 4 experience sharing meetings among 112 trained peer educators to help them share experiences and review their strategies to continuously access appropriate services among adolescent/young people.
Supported trained peer educators with 80 bicycles,112 record books and 100 T-shirts for easy coordination, good information recording and easy identification in referring adolescents/young people to health centers and community service provision outreaches to access services like STD care and management, HIV counseling and testing, free condoms supply and other reproductive health services.
Conducted 06 (six) joint drama and sports competitions with key messages on Adolescent Friendly Health services among in and out of school adolescents.
Trained 50 child mothers in tailoring skills
Trained 20 child mothers in hair dressing skills.
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Travel Tales
A Rotten Fruit in the Family Tree?
by
Llewellyn Toulmin
Ten years ago, I was climbing my family tree, as I am wont to do, looking for tasty fruit. Instead I found a piece that seemed rotten and smelly. Later I realized it was a great gift. What am I talking about? Read on.
I was pursuing an ancestral line to one of the most distinguished families in the south, the Laurens of South Carolina. Henry Laurens served as President of the Continental Congress, and was captured by the British and imprisoned in the Tower of London. Later he was exchanged for Lord Cornwallis, and signed the Treaty of Paris ending the war. But the big prize, genealogically speaking, was Henry's son, Col. John Laurens. John was one of the bravest soldiers and heroes of the Revolution. He was a confidant of Washington, and served as the aide-de-camp and spymaster for Major General Nathanael Greene, the amazing Rhode Islander who won the final Southern Campaign against the British.
Since John Laurens was an officer in the Continental Line, served for more than three years, and was killed in battle, he and his descendants qualified for membership in the august Society of the Cincinnati, the oldest and most distinguished military and genealogical society in the US. If I could prove descent or even a relationship to him, I would qualify for membership in the Society of the Cincinnati in the State of South Carolina.
Did I qualify, based on my relations to Henry Laurens and his son John? I thought so, since I had record copies of two applications to the Daughters of the American Revolution from cousins of mine, which clearly stated that they (and thus I) were descended from Henry Laurens through his daughter, a sister to John.
I was very keen to prove this relationship, since I had been searching for a connection to a Cincinnati "propositus" for years. A "propositus" is a person in history who fulfills the membership requirements for a genealogical society, so that a modern descendant who can prove descent from that person qualifies for membership in the society. Thus for example, Charlemagne is the propositus for persons seeking to join the Society of the Crown of Charlemagne, based on their descent from him.
The really tricky thing about Cincinnati propositi is that usually only one male modern descendant at a time can represent the original officer of the Continental Line. While most genealogical societies, like the DAR and the Sons of the American Revolution, allow multiple descendants to join based on descent from one propositus, in most branches of the Cincinnati, only one man can join on that ancestor. I had found several ancestors in my family tree who served as officers in the Continental Line, but each of them were already "taken." I had considered hiring a hit man to solve my little problem, but found the price rather exorbitant. I kept looking.
John Laurens was particularly attractive as a propositus, because in South Carolina the rules for the Society of the Cincinnati were different. In that state and in New Hampshire, there were so few Continental officers (compared to militia officers) that if the modern state society limited membership to only one descendant, the society could hold its meetings in a phone booth. Hence they admitted multiple members based on one ancestor.
So, all I had to do was to check the work of my DAR cousin, prove my descent from Henry Laurens, claim my connection as seventh grand-nephew of John Laurens, join the Society of the Cincinnati in the State of South Carolina, and achieve one of my life's goals. Simple.
Ha!
Unfortunately, it turned out my cousins were not such great genealogists. They had applied to the DAR back in the 1940s, when standards were not very strict. They had made the basic and common mistake of thinking that because a woman has some children, they all must be by the same man. In fact, one of the key links in the chain was a woman who had two husbands, and my cousins and I were not the descendants of the Laurens-related husband. We were the descendants of the other chap.
So I had to trace that man's ancestors. It took a while, but eventually I climbed up this previously unknown branch of my family tree. I got back to the Revolutionary period, and what did I find? Not John or Henry Laurens, David Ramsay the historian, or other distinguished Patriots. No, my guy was Brigadier General Andrew Williamson, the "Benedict Arnold of South Carolina"!
During the Revolution, Williamson was one of the most notorious people in the state, and near the end of the war, all his property – including his large and famous plantation White Hall -- was seized by the state government, because he was officially declared to be such an "obnoxious person"! Williamson had turned traitor to the American cause, took British protection, and stayed in the British camp through the end of the war. He was kidnapped twice by the Americans, who may have been seeking to hang him. But each time he escaped.
What a rotten, smelly ancestor to have! And definitely not material for a propositus for the Society of the Cincinnati, which rigidly requires that their propositi remained loyal to the Patriot cause.
Oh dear. What a mess. No Cincinnati. No Laurens. No fun. Gotta find another guy.
So I searched for another propositi. Eventually I found one up another branch of my family tree, a Lieutenant in the Continental Artillery. I finally made it into the Society of the Cincinnati, after five years of trying, and got that fabulous golden eagle medal and light blue ribbon to wear around my neck. I was a happy man.
Some years passed. I got a bit curious about that rascal Williamson. What made him turn traitor? What was his story? Was he really so bad? How could anyone be officially declared by the state legislature to be an "obnoxious person"? I had never heard that one before. And if he was so obnoxious and hated, why did he not flee abroad, or why wasn't he exiled? How did he come to die in Charleston, in his own townhouse?
Little did I know that the answers to those simple questions would lead me on a quest to learn all I could about General Williamson, to carry the Flag of the Explorers Club on an expedition to South Carolina to find his plantation, to write the first-ever biography of the man, and ultimately to find an ironic connection to my original guy, Col. John Laurens.
Who knows what fruit you might find, what might happen, and where you might go, once you start to climb your family tree?
* * *
Lew Toulmin lives in Silver Spring, Maryland, Fairhope, Alabama and Port Vila, Vanuatu, and is an amateur archaeologist, semi-pro genealogist, and Fellow of the Royal Geographical Society. Next month Lew will describe General Williamson's bizarre life history, and how Lew went on a search to find his reviled ancestor's plantation and clear his name.
* * *
Words in the main story and bio: 1180
Photos: (all credits to Lew Toulmin)
1. Col. John Laurens, a hero of the American Revolution, and unfortunately not an ancestor of the author.
2. Henry Laurens, father of John Laurens, President of the Continental Congress, signer of the Treaty of Paris -- and yet another distinguished Patriot who is not an ancestor of the author.
3. The children's crusade – an expedition of kids and archaeologists led by author Lew Toulmin searched for the plantation of General Andrew Williamson, the "Benedict Arnold of South Carolina." Williamson, officially certified by the legislature of the state as an "obnoxious person," is the ancestor of the author through his father.
4. Signature of General Andrew Williamson, who was illiterate and could barely scrawl his own name.
#end#
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Money and the money supply
Contributed by the Central Bank of Seychelles as part of its Awareness Programme.
Money is any object or record that is generally accepted as payment for goods and services and repayment of debts. This can include notes and coins, as well as electronic forms of money. There are many different currencies of money such as the US dollar, the UK pound and the Euro. In Seychelles, the Seychelles rupee is used. Nearly all money systems are based on what is known as fiat money. Fiat money does not have any value as a physical commodity but has value simply because the government has declared that it must be accepted as a form of payment within the country. As such, because the Government has declared the Seychelles rupee to be the domestic currency and as such has declared its value, the rupee is used as a form of payment within Seychelles.
Money has been thought to have 3 main functions. Firstly, it acts as a medium of exchange. This simply means that it can be exchanged for goods and services. It therefore eliminates the need for barter which proved to be inefficient. Barter is the method of exchange whereby goods and services are directly exchanged for other goods and services. This is difficult because it requires a double coincidence of wants. For example, if money did not exist and a fisherman wanted fruit, he would have had to find someone that grew fruit and also wanted to exchange it for fish. The introduction of money removes the need to find someone who has what you want and wants what you have.
Its second function is that it acts as a store of value. This means that its value should remain stable over time unlike, for example, a car which loses value over time. Thirdly, money can act as a unit of account. This means that it can be recorded that a certain amount of money exists without that money having any actual physical existence. This can be seen when payment is made by cheque. The number representing how much money is in the corresponding bank account decreases without requiring the money to be obtained in physical form for payment.
Money must also be easily portable, durable and very difficult to counterfeit (since if people could produce it themselves it would lose value). That is why notes and coins have various security features to prevent counterfeiting, and are light, long-lasting and thus easy to transport. It also needs to be divisible. If only R500 notes existed, it would be very difficult to buy small items and that is why money is divided into notes and coins of lesser value.
Money must also be in limited in supply in that there is a sole supplier, which in most countries is the central bank. The money supply is the total amount of money available in an economy at a particular point in time. A country's central bank can increase the money supply by, for example, "printing" money or by buying government bonds from the private sector. The central bank can decrease the money supply by, for example, selling government bonds or by encouraging commercial banks to hold more money deposits at the central bank. The latter can be achieved through market operations or minimum reserve requirements.
However, the central bank does not have complete control of the money supply. Commercial banks can effectively create money by giving loans thus increasing the money supply. Loans increase the volume of deposits in the system, because not all money must be present in physical form, and by doing so increase the money supply.
Growth in the money supply, however, will generally cause inflation. This is because an increasing money supply, when the supply of goods and services remains constant usually means that people will have more money to spend on goods and services. The resulting increase in demand for goods and services will drive up prices.
There are several different measures of the money supply generally referred to by 'M' followed by a number, usually ranging from M0 to M3. In Seychelles we have M1, M2 and M3. M1 consists of the currency with the public and transferable deposits. M2 consists of M1 plus fixed term and savings deposits. M3 consists of M2 plus foreign currency deposits. Furthermore, within these measures there are components of money supply – transferable deposits, fixed deposits, foreign currency deposits and so on. These components and their variation over the past 10 years can be viewed in the graph below.
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South Bay Environmental Services Center
The South Bay Environmental Services Center (SBESC), a program of the South Bay Cities Council of Governments (SBCCOG), serves as a clearinghouse for information on environmental and sustainable programs including energy efficiency, water conservation and reliability, recycling, and transportation as well as assisting cities in implementation of sustainability projects.
Collaboration with South Bay Member Municipalities
Working with utility partners, the SBESC helps identify opportunities for energy efficiency and water conservation improvements for municipal facilities and coordinates regional plans to achieve environmental sustainability across the South Bay. Services provided include:
* Promoting the Green Business Challenge - a free online program for commercial buildings and businesses in the South Bay designed to drive sustainable actions, while providing recognition opportunities.
* Assisting in developing Climate Action Plans (CAP)
- local and subregional climate action plans which include carbon emission inventories and transportation, land use, greening, waste, and energy efficiency strategies to reduce greenhouse gases.
* Analyzing energy use information to help cities better manage their municipal facilities energy use.
* Providing support from an energy engineer who conducts audits, and offers advice and assistance for the completion of rebate/incentive applications for municipal facility projects.
* Assisting businesses in forming vanpools for their employees.
* Assisting Metro with Transportation and Mobility programs that reduce traffic congestion and greenhouse gas emissions while improving air quality.
Services for Residents and Businesses
Outreach - Maintaining a sustainable South Bay requires access to resources which can be found at www.sbesc.com; subscribing to the SBESC e-newsletter (with over 15,000 recipients); and following SBESC on Twitter and Facebook (search SBESC). These tools provide the latest environmental news in the South Bay; tips on how to improve the environment; and the latest on the programs and trainings hat are available. Other resources include:
* FREE training classes and workshop topics include energy efficiency, water conservation, laundry to landscape grey water, zero waste, alternative transportation, and other topics concerning sustainability.
* Speakers Bureau – speakers available for your clubs or professional organizations.
* Exhibits at community events throughout the South Bay (be on the lookout for the SBESC booth) – program, rebate/incentive, and other educational information is available.
* Call Center – assistance with finding rebates and incentives for building and/or landscape retrofits and other equipment/appliances that can save money on utility bills.
*
Lending Library at the City of
Torrance's Katy Geissert Civic Center Library. Reference books and resource materials on energy efficiency practices, water conservation, transportation options, climate action planning, and recycling measures are available.
* South Bay Travel Pal (www.southbaytravelpal.com) – to promote, educate and facilitate trip planning, ride sharing and alternative transportation choices for local businesses and residents.
How to Get Involved
Become a part of our team, as a volunteer, if you are interested in supporting our work through:
* community outreach
* creative services
* inventory control
* office support
* grant writing
* photography
* research & analysis
* preparation for events
For more information, please visit www.sbesc.com or contact Volunteer Coordinator, Martha Segovia, at 310-371-7222 x 209. Volunteer applications can be found at www.sbesc.com/volunteer/application.
Our Partnerships
Southern California Edison (SCE)
SBESC's Energy Efficiency Partnership Program with SCE is a long standing local government program that provides technical assistance as well as coordination of various strategic planning activities to South Bay cities. Working with SCE also enables the SBESC to inform the community about the latest in energy efficiency rebates/incentives. SCE is also one of the founding partners in the South Bay Green Building Challenge.
Southern California Gas Company (SoCal Gas)
SBESC's relationship with SoCal Gas facilitates the discovery of therm savings opportunities for South Bay cities and school districts through comprehensive audits of their municipal and school facilities and provides support for the filing of their rebate/incentive applications. As with SCE, SBESC also supplies current energy efficiency rebate/incentive information and assists SoCal Gas residential customers to sign up for Energy Efficiency Kits. SoCalGas is also one of the founding partner in the South Bay Green Building Challenge.
West Basin Municipal Water District (West Basin)
Facilitating public outreach for West Basin's water conservation programs, SBESC works with West Basin on California Friendly Landscape Workshops, Grey Water Workshops, Weather-Based Irrigation Controller Exchanges, Cash for Kitchens audits, and various other incentives for residential and commercial communities to save water. Additionally, SBESC collects signed support cards and schedules presentations to groups and businesses for West Basin's Water Reliability program which explains the importance of local control of water and developing drought-proof resources.
City of Torrance Water
As with West Basin, SBESC carries out and promotes water conservation programs such as California Friendly Landscape Workshops, Grey Water Workshops, and Cash for Kitchens audits specifically for residents and commercial businesses in the City of Torrance.
Los Angeles Department of Water and Power (LADWP)
The communities of Harbor City, Harbor Gateway, San Pedro, and Wilmington of the City of Los Angeles, District 15 located within the SBCCOG boundaries, are served by SBESC with LADWP education and information regarding saving water and energy. A pilot group of commercial kitchens are also targeted for water assessments and conservation training.
Sanitation Districts of Los Angeles County (Sanitation Districts)
SBESC maintains up-to-date information on its website about where residents can safely dispose of unused prescription drugs at Sanitation Districts-sanctioned facilities. Alerts are also sent when the Sanitation Districts' Household Hazardous and Electronic Waste Program is coming to a South Bay location -- where hazardous materials can be dropped off safely. Sanitation Districts also supplements the residential workshop curriculum with information and best practices for those in the community who desire to move toward zero waste.
Los Angeles County Metropolitan Transportation Authority (Metro)
Metro is working with SBESC to reach employers and multi-tenant building owners/managers interested in making vanpooling available to their employees or tenants. Specifically, SBESC coordinates meetings with employers and informs them of the on-going monthly subsidy of up to $400 for qualified vanpools as well as other ways that vanpooling provides valuable savings. Information on obtaining Metro's ExpressLanes Transponders for the I-110 High Occupancy Toll (HOT ) lanes is also provided; additionally, the SBESC works with Metro to test new tools like the South Bay Travel Pal that support ride-sharing, transit and other alternative trip choices.
More information on all of the above including event/workshop dates is available by:
* calling 310-371-7222
* sending us an email at [email protected]
* visiting our website www.sbesc.com
* following us on social media
Carson, El Segundo, Gardena, Hawthorne, Hermosa Beach, Inglewood, Lawndale, Lomita, Manhattan Beach, Palos Verdes Estates, Rancho Palos Verdes, Redondo Beach, Rolling Hills, Rolling Hills Estates, Torrance, and the Harbor City/San Pedro/Wilmington communities of the City of Los Angeles, along with the unincorporated areas of the County of Los Angeles District 2 and 4.
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Event Type: Company picnic
Incident: Structural failure/weather related
Narrative
On Saturday, August 18, 2007, a corporate picnic was held in Valdosta, GA at an area amusement park. The amusement park was in operation for close to 7 years. It had built a picnic pavilion to respond to demand for rental space for outdoor events. It decided to build a 60'x40' structure in the third year of operation. The picnic pavilion was in its fourth year of operation and had hosted numerous successful events. The structure accommodated approximately 30 aluminum bench tables that comfortably seated 8 adults. The pavilion was near the parking lot and had access to the park via a side entrance.
On the afternoon of Saturday, August 18, 2009, a group of 200 adults and children were attending a company picnic at the pavilion. It was a catered event. Afternoon storms were a common occurrence for this time of the day and year. An afternoon thunderstorm was expected on this day as well. The amusement park had a weather station and monitored it throughout the day. The person responsible for monitoring the weather for the day observed a storm front moving in, but passed it off and went to dinner. About 10 minutes later a tornado touched down and leveled part of the town. Debris and wind caused significant damage to the picnic pavilion. The designated weather monitor was unable to alert the guests of the picnic or the park guests. The debris and wind crushed part of the picnic pavilion. A middle aged woman was unable to find appropriate shelter and was found in a semi-crouched position crushed between a structural pole and a stone retaining wall. It was later determined that the pavilion was not permitted, did not have any specs or records of inspection. There was a pre-determined location for guests to use as a shelter during storms. The employee responsible for monitoring the weather was having his lunch in it.
Problem statements
- How does a pavilion get built without permits being pulled? Who is to blame for this? Should they have known better? Why or why not?
- Who should have performed the inspection(s)?
- Should city officials and inspection agencies be held partly responsible for this situation? Why or why not?
- What should they have been looking for?
- What should happen to the employee (he was on his scheduled break)?
- What was the responsibility of the theme park operator to the guests?
- Should a policy or procedure be in place addressing staffing and emergency procedures? What should they say?
- What should you do for the victim? Who should do it? Why?
- What should you do for the guests that witnessed the incident?
- Should the park be allowed to continue to operate? Why or why not?
- Write a press statement defending your actions as the theme park owner…
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2017-03-27T10:37:57Z
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TRAGEDY REMINDS US OF THE NEED FOR BETTER BICYCLE SAFETY
Recently a bike rider, Kevin Flynn, was killed on Three Oaks Road. The Friends of Harbor Country Trails (FoHCT) would like to express our sympathy to his family. This tragedy highlights the need to constantly remind ourselves of all the factors that affect our safety when riding our bikes through the roads of Harbor Country.
Our organization, FoHCT, along with the strong support of The Pokagon Fund, has been working hard to make biking safer in our area. A few examples include the bike lanes on Wilson, Jefferson, Townline and Maudlin roads. In addition, we have installed trail signs which suggest roads that have less car traffic, and maps which cover these routes and are available on our web site, harborcountrytrails.org.
We are also working with New Buffalo Township, Chikaming Township, The Pokagon Fund, The Berrien County Road Commission and MDOT to install bike paths/lanes/crossings along Route 12 from Grand Beach Road to Wilson Road and along the Red Arrow Highway from Lakeshore Road to Youngren Road. In addition, we are planning to install a safer crossing of The Red Arrow Highway at Warren Woods Road.
Following, is a list of suggestions that are aimed at improving the safety of bike riders:
1. Avoid heavily traveled roads, especially The Red Arrow Highway, Three Oaks Road, Warren Woods Road and Route 12. Use alternative routes with less and slower traffic. These routes can be found on FoHCT maps/ web site.
2. Pay attention to what you are wearing. Wear brightly colored, white or even reflective wear so that you have a better chance of being seen. Do not wear plain, dark colors.
3. Wear a helmet. You'd be surprised at the number of bikers who ride busy roadways without a helmet.
4. Be especially careful when you're riding early in the morning or late in the afternoon when the sun is low in the sky and vision is severely compromised.
5. "Share the Road" signs apply to bike riders as wells as to motorists. If you're riding your bike with others, ride single file and always bike ride on the right side of the road.
6. Ride defensively. At intersections, assume a driver doesn't see you.
7. Traffic signs apply to bike riders also. So when there is a stop sign, please stop, and please don't see if you can beat the traffic.
We hope these safety tips help all bikers enjoy the wonderful roads and trails of Harbor Country.
THE FRIENDS OF HARBOR COUNTRY TRAIL
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School Student Achievement Data
State Accountability: Texas STAAR
Percentage of Students Meeting or Exceeding Proficiency
Grade Level: 6th
| | 2016-2017 | | 2017-2018 | | 2018-2019 | | 2019-2020 | | |
|---|---|---|---|---|---|---|---|---|---|
| SUBJECT | School | State | School | State | School | State | School | State | School |
| Reading | 69 | 67 | 64 | 66 | 56 | 66 | 73 | No comparison data available | 65 |
| SPED | 15 | 22 | 6 | 23 | 20 | 23 | 35 | | 25 |
| ELL | 24 | 37 | 28 | 40 | 19 | 41 | 51 | | 33 |
| Eco Dis | 63 | 57 | 55 | 56 | 49 | 57 | 67 | | 52 |
| Math | 77 | 75 | 79 | 76 | 84 | 79 | 82 | | 73 |
| SPED | 37 | 38 | 34 | 43 | 59 | 43 | 46 | | 36 |
| ELL | 48 | 58 | 57 | 61 | 72 | 67 | 66 | | 52 |
| Eco Dis | 70 | 67 | 74 | 69 | 80 | 73 | 73 | | 65 |
Grade Level: 7th
| | 2016-2017 | | 2017-2018 | | 2018-2019 | | 2019-2020 | | |
|---|---|---|---|---|---|---|---|---|---|
| SUBJECT | School | State | School | State | School | State | School | State | School |
| Reading | 69 | 72 | 72 | 72 | 76 | 74 | 79 | | 66 |
| SPED | 26 | 25 | 18 | 26 | 21 | 29 | 49 | | 28 |
| ELL | 27 | 41 | 36 | 41 | 42 | 48 | 60 | | 41 |
| Eco Dis | 61 | 63 | 64 | 63 | 69 | 66 | 74 | | 55 |
| Writing | 65 | 68 | 65 | 67 | 63 | 69 | No data available | No comparison data available | 60 |
| SPED | 24 | 18 | 14 | 18 | 13 | 21 | | | 22 |
| ELL | 24 | 37 | 22 | 32 | 30 | 42 | | | 31 |
| Eco Dis | 55 | 58 | 57 | 57 | 56 | 60 | | | 53 |
| Math | 73 | 68 | 79 | 71 | 84 | 73 | 77 | | 66 |
| SPED | 42 | 28 | 33 | 34 | 53 | 34 | 38 | | 47 |
| ELL | 34 | 46 | 64 | 52 | 66 | 56 | 63 | | 50 |
| Eco Dis | 63 | 59 | 73 | 63 | 80 | 66 | 73 | | 59 |
Grade Level: 8th
| | 2016-2017 | | 2017-2018 | | 2018-2019 | | 2019-2020 | | |
|---|---|---|---|---|---|---|---|---|---|
| SUBJECT | School | State | School | State | School | State | School | State | School |
| Reading | 85 | 84 | 80 | 83 | 87 | 84 | 88 | | 71 |
| SPED | 40 | 39 | 39 | 38 | 58 | 41 | 59 | | 32 |
| ELL | 56 | 55 | 35 | 54 | 66 | 60 | 64 | | 49 |
| Eco Dis | 80 | 78 | 75 | 77 | 85 | 79 | 84 | | 65 |
| Math | 95 | 84 | 88 | 84 | 92 | 87 | 80 | | 68 |
| SPED | 78 | 46 | 65 | 47 | 82 | 52 | 42 | | 37 |
| ELL | 89 | 71 | 73 | 73 | 88 | 76 | 63 | No comparison data available | 64 | 40 |
|---|---|---|---|---|---|---|---|---|---|---|
| Eco Dis | 94 | 80 | 86 | 80 | 91 | 83 | 79 | | 66 | 50 |
| Science | 68 | 74 | 70 | 74 | 84 | 79 | 80 | | 64 | 67 |
| SPED | 27 | 30 | 25 | 30 | 33 | 38 | 42 | | 34 | 29 |
| ELL | 37 | 44 | 20 | 45 | 50 | 55 | 54 | | 39 | 39 |
| Eco Dis | 59 | 65 | 60 | 66 | 78 | 72 | 77 | | 55 | 56 |
| Social Studies | 51 | 62 | 57 | 64 | 77 | 67 | No data available | | 62 | 56 |
| SPED | 15 | 21 | 21 | 24 | 20 | 27 | | | 39 | 23 |
| ELL | 18 | 28 | 28 | 32 | 44 | 38 | | | 32 | 26 |
| Eco Dis | 39 | 50 | 50 | 54 | 68 | 57 | | | 53 | 43 |
| Algebra I | 100 | 82 | 100 | 83 | 100 | 84 | | | 100 | 72 |
| SPED | 100 | 42 | 100 | 45 | 100 | 49 | | | 100 | 39 |
| ELL | 100 | 63 | 100 | 67 | 100 | 73 | | | 100 | 53 |
| Eco Dis | 100 | 77 | 100 | 79 | 100 | 80 | | | 100 | 63 |
| | | | | | | | STAAR projection data based on the MAP (Measures of Academic Progress) test | | | |
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http://www.northcountynews.com/lifestyles/ncn_lifestyles1.asp
Dancing from New York to Peekskill
By Abby Luby
Photo courtesy of Alison Jolicoeur Danielle LaFleur of Putnam Valley, practices ballet with choreographer Scarlett Antonia.
For choreographer and performer Scarlett Antonia, Peekskill is New York City's northern Mecca of the arts. Last month, dance teacher and performer Antonia started up Antonia's Academy for the Performing Arts, a professional training academy at Studio Two on South Street in Peekskill.
"The idea for the academy came from parents who wanted more formal training in ballet for their children," Antonia said. "I had worked in some ballet in a few of the regular classes, but they wanted additional, more formal instruction. We officially began the academy in the beginning of January."
Because the study of classical ballet is more serious, Antonia requires auditions to get in to the program.
The large, well-lit dance studio, replete with parquet floors, high ceilings dotted with stage lights and sweeping red velvet curtains, is a learning space not only for classical ballet but other diverse classes as jazz, drama, classic musical theater, creative theatre arts and the latest Zumba fitness.
Teaching ballet to youngsters from ages of seven to 10 is essential for basic foundation, Antonia said. But her program adds a must-have layer of involvement with professional dancers and actors in New York City.
"Getting students down to the city to see professional dancers and performers is a way to inspire the youngsters," she said.
Antonia's connections include current and former performers from OffBroadway productions, the Radio City Rockettes, Alvin Alley Dance Company, Ellison Ballet Company to Julliard graduates, many of whom will come to the Peekskill school to teach special classes to the young students.
Now in her 50s, Antonia became a professional dancer at 13 and by 18 she was touring nationally with famed director/choreographer Peter Gennaro. She not only performed regularly, but she also started teaching.
But her career was tragically interrupted at 25 when she was seriously injured in a car accident and was unable to walk or dance. Rehabilitation through dance, however, not only saved her but became a major transition in her career, setting her on a different creative path.
"Rehabilitation was the best thing because it gave me a chance to think about choreography," she recalled.
It took Antonia a year to get back on her feet and by then she had formed many original ideas about dance.
"I found myself creating different movements while learning a dance piece,” she said. “I had a strong desire to choreograph.”
Antonia went on to choreograph and direct over 200 international and national performances in such arenas such as Lincoln Center, the
Kennedy Center and the Kaufman Cultural Center in New York City.
She wrote dance numbers and directed productions for the children's television show “Sesame Street,” “Ushers Onstage at Lincoln Center”
and "Wonderland Follies."
"Dance wasn't enough," Antonia said. "There was also theater. There are so many ways to express yourself."
About seven years ago, Antonia was wooed to Peekskill from her active life in New York City by the artists' loft spaces and studios created by the city. She moved into Studio Two from a loft on North Division Street five years ago. The stairway up to the second floor studio is lined with signed photographs by movie stars who knew Antonia's aunt who was in vaudeville - stars such as Dean Martin, Jerry Lewis, Roy Rogers, Ethel Waters and Carol Channing. "My aunt is why I am a performer today," Antonia said. Currently, with the help of the city, she is looking for a larger, commercial space for her classes.
Teaching performance has become a natural extension of the creative process, said Antonia, who has been coaching and directing drama classes at Peekskill High School over the past couple of years where students have followed her direction in such productions of "Grease," "A Christmas Carol," "Sound of Music" and "The Crucible."
On her home turf at Studio Two there are monthly open mic events for live music and poetry readings, staged readings and rehearsals.
"This gives people an opportunity to try out work followed by questions and answers," Antonia said. "It's part of the creative process that is a ground for me."
For information about Antonia art events and the Antonia Academy for the Performing Arts, call (914) 930-7588 or visit www.antoniaarts.com.
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McHenry County Animal Control & Adoption Center: Registering &Microchipping Your Pet:
McHenry County Animal Control microchips pets on 1st Tuesday of every month from 10am11am!
Call for an appointment: 815-459-6222
Microchips are safe, simple and permanent forms of pet identification designed to quickly identify lost pets and reunite them with their owners. It is estimated that over 10 million pets become lost each year and 1 out of every 3 pets is lost during its lifetime, while only 1 in 10 lost pets is found. Having a pet microchipped is a proven way to successfully recover a pet if it should become lost.
FAQ: Microchips:
Is it safe?
No bigger than a grain of rice, a microchip is small, sterile, and safe. It requires no battery and anesthesia is not necessary.
How does it Work?
A microchip is a transponder that contains a unique ID code capable of being read by hand-held scanners used by animal shelters. Microchipping takes a few seconds, is relatively painless, and is recommended for all dogs, cats and rabbits over 8 weeks of age.
A staff member takes the pet to an exam room where a technician inserts a microchip under the pet's skin between the shoulder blades. The insertion of the microchip is similar to a vaccination and, for most animals, is not painful. The information is then stored in Animal Control's database and by the Microchip Company.
When a lost animal is brought to our shelter, a technician scans the entire body of the animal and, if the animal is microchipped, a number will register on the scanner. A staff member will check our database or call the microchip company to obtain owner information and then contact the owner.
If my dog has a microchip, why do I need a dog license?
Dogs 4 months of age and older are required to be currently vaccinated against rabies and licensed. A dog's license tag, which must be securely fastened to the dog's collar or harness and worn by the dog at all times, provides a uniform system of external identification, as well as a visible means of ensuring that the animal has been vaccinated against rabies.
If a dog has been implanted with a microchip, we can also note the microchip number in the dog's license records, and contact the owner promptly if the dog is ever brought to us - with or without external identification.
Why would an owner want to microchip their pet?
A dog should always wear his or her license tag. However, collars or I.D. tags can become detached leaving the pet without any visible identification. A microchip is a permanent device that enables us to locate a pet's owner should the pet become lost.
Why would an owner want to microchip their pet that never gets out of the house or yard?
Many animals that live exclusively in the house or yard can still become lost. A family member or visitor can inadvertently allow a pet to escape through an open door or gate. In other cases, pets may seek safety from the noise associated with fireworks or thunderstorms. The recent tragedy of Hurricane Katrina is a perfect example of why pets should be microchipped. Owners should be prepared and ensure their pets can be identified.
How long does the microchip last?
Microchips will remain active for the life of the animal.
Can an owner's address information be updated if he or she moves?
Yes. This is extremely important. The owner should contact Animal Control and the Microchip Company to ensure that both databases contain current information.
Registration:
Registration (and vaccination) is required by County ordinance for dogs over 4 months of age. Contact your local veterinary clinic for an appointment. Fees are set by the McHenry County Board. Special discounts apply for adults (aged 62+), breeders and pet owners who microchip and spay/neuter their pets (see fee chart).
Tags Available:
Dogs tags can be purchased at your local veterinary clinic or at our Crystal Lake ocffies (100 N. Virginia Street) and also at our Woodstock offices (2200 N. Seminary Avenue, Building A). A valid driver's license or photo ID with a current address and phone is required. Rabies vaccinations are required by ordinance for all dogs. A signed rabies vaccination certificate must be presented. Cash, check and credit cards (Visa, MasterCard, Discover, American Express) are accepted.
For your convenience, we have included a list of veterinary clinics where our tags are sold.
- Veterinary Clinics in McHenry County
- Veterinary Clinics outside McHenry County (includes Wisconsin)
Lost Tags
If dog tags are lost, replacements can be purchased at our Crystal Lake offices (100 N. Virginia Street) and also at our Woodstock offices (2200 N. Seminary Avenue, Building A).
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April 2010 Pew Research study on religion and witchcraft in Tanzania.
Persistence of Traditional African Religious Practices
At the same time, many of those who indicate they are deeply committed to the practice of Christianity or Islam also incorporate elements of African traditional religions into their daily lives. For example, in four countries (Tanzania, Mali, Senegal and South Africa) more than half the people surveyed believe that sacrifices to ancestors or spirits can protect them from harm.
SCROLL DOWN TO NEXT PAGE OR
CLICK HERE:
http://pewforum.org/executive-summary-islam-and-christianity-in-subsaharan-africa.aspx#quickdefinition
Sizable percentages of both Christians and Muslims - a quarter or more in many countries - say they believe in the protective power of juju (charms or amulets). Many people also say they consult traditional religious healers when someone in their household is sick, and sizable minorities in several countries keep sacred objects such as animal skins and skulls in their homes and participate in ceremonies to honor their ancestors. And although relatively few people today identify themselves primarily as followers of a traditional African religion, many people in several countries say they have relatives who identify with
Quick Definition: African Traditional Religions
Handed down over generations, indigenous African religions have no formal creeds or sacred texts comparable to the Bible or Koran. They find expression, instead, in oral traditions, myths, rituals, festivals, shrines, art and symbols. In the past, Westerners sometimes described them as animism, paganism, ancestor worship or simply superstition, but today scholars acknowledge the existence of sophisticated African traditional religions whose primary role is to provide for human well-being in the present as opposed to offering salvation in a future world.
Because beliefs and practices vary across ethnic groups and regions, some experts perceive a multitude of different traditional religions in Africa. Others point to unifying themes and, thus, prefer to think of a single faith with local differences.
In general, traditional religion in Africa is characterized by belief in a supreme being who created and ordered the world but is often experienced as distant or unavailable to humans. Lesser divinities or spirits who are more accessible are sometimes believed to act as intermediaries. A number of traditional myths explain the creation and ordering of the world and provide explanations for contemporary social relationships and norms. Lapsed social responsibilities or violations of taboos are widely believed to result in hardship, suffering and illness for individuals or communities and must be countered with ritual acts to re-establish order, harmony and well-being.
Ancestors, considered to be in the spirit world, are believed to be part of the human community. Believers hold that ancestors sometimes act as emissaries between living beings and the divine, helping to maintain social order and withdrawing their support if the living behave wrongly. Religious specialists, such as diviners and healers, are called upon to discern what infractions are at the root of misfortune and to prescribe the appropriate rituals or traditional medicines to set things right.
these traditional faiths. African traditional religions tend to personify evil. Believers often blame witches or sorcerers for attacking their life-force, causing illness or other harm. They seek to protect themselves with ritual acts, sacred objects and traditional medicines. African slaves carried these beliefs and practices to the Americas, where they have evolved into religions such as Voodoo in Haiti and Santeria in Cuba. (back to text)
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Steps to Take if Your Pet Gets Lost
- Act fast! Don't waste days hoping your pet will come home. Search your neighborhood or the area where your pet was lost, and let people know it's missing. Call your pet's name and check any places it could be trapped, such as in garages, under vehicles and engine compartments. A lost pet often will hide during the day, so be sure to go out again at night with a flashlight and call for it. Sometimes a can of food can lure a hungry and scared pet to you. Borrow a humane trap and check regularly (ask about proper techniques).
- While out searching for your pet, is there a sound your pet loves to hear? Like the shaking of the treat box or a favorite squeak toy? If so, bring that item on the search and make a little noise. Remember to use a friendly voice when calling.
- Complete a "lost pet" report at your local animal shelter(s) and animal control authority immediately and visit in person every day. Some larger cities have more than one shelter, so be sure to contact all of them in your area (and any jurisdictions bordering where the pet was lost):
Anne Arundel County Animal Control The SPCA of Anne Arundel County 411 Maxwell Frye Rd. 1815 Bay Ridge Avenue Millersville MD 21108 Annapolis MD 21403 (410) 222-8900 (410) 268-4388 www.aacounty.org/animalcontrol www.aacspca.org
- If your pet is microchipped, ALERT your microchip company that your pet is lost and make sure your contact information is correct.
- Visit the Anne Arundel County Animal Control website to view found pets and post your lost pet at www.aacounty.org/animalcontrol.
- Make "lost pet" posters or flyers using your pet's current photo. Inform your local neighborhood, post offices, libraries, pet supply stores, veterinary clinics, groomers and grocery stores that your pet is lost in case someone brings the pet in. Give flyers to postal carriers, UPS and Fed Ex delivery people, and anyone else you know who gets around the neighborhood in their daily routines. Include your pet's name, your phone number and a short description of where and when your pet was last seen. Check where you posted your flyers to make sure they're still there and haven't been covered over or damaged by weather.
- Offer a reward, but don't specify an amount. If the reward is too low, people might not bother and if it's too high, they might think the pet is valuable and try to sell it.
- Use social media sites such as Facebook: Anne Arundel County Animal Control Facebook and Lost & Found Pets of Anne Arundel County.
- Watch the "found" ads in the newspaper and on the internet. Respond to any that are even close to your pet's description.
- Call your local radio stations. Some radio stations will broadcast lost pet information for free. Give them very detailed information on where your pet was lost, pet's description and how to contact you.
- Contact Dogs Finding Dogs www.dogsfindingdogs.com (they use search dogs to locate lost pets of all kinds).
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„heimischer Exot“ – GRUNDNER & LEMISCH Bambusrad ca. 1897
Bambus ist von seiner Eigenschaft her den meisten Hölzern überlegen. Er ist hart, zäh, leicht, und wenn er richtig getrocknet wurde, auch bruch- und rissfest. Er eignet sich deshalb als kostengünstiges und leicht zu beschaffendes Material für nahezu jede Anforderung: von der Möbelherstellung über den Haus- bis zum Brückenbau. Bambus kommt – bevorzugt in der südlichen Hemisphäre - auf allen Erdteilen vor, außer in Europa. Besonders verbreitet ist Bambus in China und Indien, was wohl der Grund dafür ist, dass die damaligen Kolonialherren Indiens, die Briten, auf die Vorzüge dieses Werkstoffs aufmerksam geworden sind und ihn sogar verwendet haben, um besonders leichte Fahrräder herzustellen: ein erstes Patent erwirkte die Bamboo Cycle Company 1894 in England.
Aber auch in Österreich wurden Bambusräder gebaut, und zwar in Kärnten. Ein im Herbst 2019 im Verlag Brüder Hollinek erschienenes Buch erzählt die von Autor Oswald Wieser bis ins Detail recherchierte Geschichte der Herren Franz Grundner und Otto Lemisch, woher sie das Material bezogen haben, wie sie auf die Idee dazu gekommen waren, und ihr leider nur kurzlebiges Unternehmen (1896 – 1904), die „Bambus Fahrräder Fabrik Grundner & Lemisch“ in Ferlach: https://www.hollinek.at/buecher/technik/auto-motorrad-fahrrad/item/294-grundner-lemisch-bambusfahrraeder-in-die-zukunft-geholt.html
Wir können uns deshalb hier die Aufbereitung der Firmengeschichte sparen und dafür zwei erhaltene Räder vorstellen: Auf den ersten Fotos sehen wir ein Bambusrad aus ca. 1897. Es gehört Sepp Schnalzer aus der Südsteiermark, der es aus der Schweiz zurück in seine ursprüngliche Heimat geholt und wieder fahrtauglich gemacht hat - auch wenn er es aus Rücksicht auf das Alter des Rads und die Zerbrechlichkeit des Materials nicht benutzen will.
Bamboo Bicycle
This bicycle is made entirely from bamboo, with a leather seat and a metal chain. The frame is light and flexible, making it easy to ride. The wheels are made from steel and have a smooth surface, providing a comfortable ride. The handlebars are adjustable, allowing the rider to find their perfect position. The brakes are simple but effective, ensuring safe stops. This bicycle is not only eco-friendly but also stylish and functional. It's perfect for短距离通勤 or leisurely rides in the park.
This is a bamboo bicycle from 1920, made by the company "Bambus Fahrrad" in Austria. It was discovered in a garage and has been restored to its original condition. The bicycle is a rare example of early 20th century cycling technology and design.
Das zweite Fotomodell wurde schon seinerzeit zum freilauflosen Rennrad umgebaut, von der Bremse befreit (dafür mit einem sinnvollen Nagelfänger versehen) und mit anderen Laufrädern ausgestattet. Bambusräder wurden entgegen ihrem ursprünglichem Vewendungszweck sogar in Wettbewerbe gezwungen: in Wien gab es zB einen Radrennclub, der sich „die Bambusradler“ nannte. So dürfte es auch unserem zweiten Rad ergangen sein: offenbar wurde es gnadenlos über die Bahn geprügelt, ohne Rücksicht auf das Material. Gesprungene Bambusrohre wurden mit geschraubten Manschetten zum Durchhalten gezwungen, die Bambusgabel gegen eine aus Stahlrohren eines anderen Herstellers getauscht.
Fotografiert wurde es bei der Witwe des letzten Besitzers Alois Schmalwieser aus Gaspoltshofen. Elfie hält die Fahrradsammlung ihres Mannes in Ehren. Lois hat das Bambusrad – das angegeben Baujahr 1899 entspringt seiner Einschätzung, laut Steuerkopfschild dürfte es aber älter sein, so 1896, ’97 - vor vielen Jahren zusammen mit zwei weiteren Rädern gegen ein fahrbereites Motorrad eingetauscht. Weiter ist über die Vorgeschichte des Bambusflitzers leider nichts bekannt. Lange Zeit galt es als einzig in Österreich erhaltenes Exemplar eines Bambusrads, inzwischen ist der bekannte Bestand aber auf ein halbes Dutzend angewachsen. Und wer weiß, was in heimischen Dachböden und Kellnern noch so alles herumstehen mag?
GRUNDNER & LEIMISCH
FRANZUS. FAHRRADER FABRIK
PLAGENFURT
ALOI
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Dear Luxton Community, Family and Friends,
My name is Delina (also known as Miss D.) and I have lived in this amazing community for 14 years. My daughters, Sophie and Emma, have attended Luxton School since nursery and I have had the honour of being an Educational Assistant for the past two and a half years.
Many in the community are aware that our youngest daughter, Emma, suffers from a rare disorder called Mastocytosis. Mastocytosis is caused by an excess of mast cells in various tissues and organs in the body. Mast cells are part of the immune system and play a key role in the inflammatory process. When activated, mast cells rapidly release a host of chemicals like histamine and heparin and are instrumental in mediating anaphylaxis.
The following is a list of some of the triggers that can cause hives, blisters, low iron, angioedema, bone pain, cognitive difficulties and anaphylaxis for Emma: heat, cold, change in temperature, pressure, viral infections, humidity, foods high in histamine and many medications.
When Emma was first diagnosed it looked like she would have to be home schooled as controlling the hives was nearly impossible. The constant change in temperature from recess to P.E. as well as hives from sitting or writing at the desk was causing extreme fatigue. Emma had already been attending Luxton for 5 years and the thought of not completing school with her friends was heartbreaking!
With provincial funding for an educational assistant, Emma can continue going to school with her friends. Most Pediatric Mastocytosis patients are not so lucky. It is Emma's wish that All Canadian Children with Masto have the same opportunity to attend public school.
On May 10 th , 2012 Luxton School will celebrate "The Year of Giving" with family and the community. The students will share their community service projects and we will host a fundraiser for Mastocytosis Society Canada. The main component will be a Silent Art Auction. The community will have an opportunity to win some amazing Art, music, food, jewelry, stained glass, quilts, etc. The raffle tickets will range in price from one to five dollars. There will be a bake sale and many of the students will be selling their creations as well. We will have musicians and "Street Theatre" busking throughout the school. It will be a magical evening.
All of the money raised will fund the production of a video aimed to educate on the complex nature of Pediatric Mastocytosis. It will feature Luxton School and all that has been done to make Emma safe. This video will be available to caregivers of Pediatric patients with Mastocytosis.
If you, or someone you know, would like to donate a piece of art for the auction please contact me, (Delina) through Luxton School.
In closing, my family would like to publicly thank EVERY person (far too many to mention here) who have been instrumental in Emma's success at "the magical school" we call Luxton!
Delina, Mike, Ben, Zeph, Sophie, and of course, Emma.
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The International Ecotourism Society (TIES)
Digital Traveler ~ Asia Pacific eNewsletter, December 2007
www.ecotourism.org
Eco-Tour and Farm Visit to Help the Planet
By Donna & Stuart Hamilton, Coast to Coast Tours
Coast to Coast Tours, an Auckland-based tour company with the goal of giving visitors a blend of Nature, Culture, Conservation and Environmental aspects, started operating in 2002, and have been bringing people into their historic Homestead of Auckland, emphasizing the New Zealand lifestyle as well as the natural scenic attractions.
The company focuses on the West Auckland region, where our family has lived and farmed since 1922. We know the area, its history, and its people, very well. We have always regarded our tour quite different from the usual sightseeing tours because of the uniquely local experiences we offer.
We have noted with interest that there doesn't seem to be many organizations in New Zealand that follow the principles of ecotourism as TIES has set forth. When we took a holiday in Australia a couple of years ago and we discovered a tourist newspaper outlining the TIES descriptions of nature-based tourism and ecotourism. This gave us an indication that we were meeting these criteria, and we have been thrilled to contribute to TIES' international network as a member.
We've felt that although there are a number of ecotours in New Zealand, many focus mainly on the nature aspects of our country, and include little cultural experience - be it Maori or Pakeha (European). Recently, however, Tourism New Zealand has begun emphasizing the importance of Manaakitanga (sharing exceptional and natural hospitality, knowledge and beliefs, on the basis of mutual respect between host and visitor), and Kaitiakitanga (the guardianship and sustainable management of natural, built and cultural resources for the collective benefit of current and future generations), so it is pleasing to see such statements starting to filter through into the New Zealand tourism industry.
Stuart and Donna: Stuart has been a sheep farmer all of his working life, and Donna is part Ngai Tahu Maori.
With the New Zealand Government signing the Kyoto Agreement regarding climate change, the country is beginning to approach sustainability and environmental issues in a large way, e.g. windpower generation and tree planting for carbon credits.
Our tour company has decided do our own small contribution in regard to this, so along with our already eco-friendly operation, we are also offering our overseas visitors the opportunity to purchase their own New Zealand Native hardwood trees, which have been proven to be very effective in sequestering carbon.
Tel: +1 202-506-5033 Fax: +1 202-789-7279
Web: www.ecotourism.org Email: [email protected]
The International Ecotourism Society (TIES)
Digital Traveler ~ Asia Pacific eNewsletter, December 2007
www.ecotourism.org
We have established a nursery on our farm where visitors can select a tree and then plant it. They learn about global warming and how the tree will continue to grow and keep absorbing carbon for many years to come. This is a more personal and interactive way in which to 'buy' carbon credits compared to the usual over-the-counter method. (This particularly appeals to our cruise boat groups).
Their tree is numbered with a UV tag, and a certificate is issued. Later when we can be certain that the tree will not be stressed (e.g. by summer drought), it is re-planted into our forest reserve where it will be protected by covenants for perpetuity. To date, we are the only tour company in the Auckland region that is doing this type of tree planting, and we are finding it becoming more and more popular with our tourist visitors.
Native Tree certificate
About Coast to Coast Tours
We are based at our own sheep farm which has been in our family for 85 years. Today, it has been reduced to 100 acres and carries 500 sheep. During our travels as a family group, we thought how it would have been nice to interact more with "the locals" and experience their lifestyle. So, after we noted the absence of these types of tours (especially in the Auckland region!), we thought about starting an ECO-tour and formed 'Coast to Coast Tours'. We began operating in 2002, and today we have hosted people from (almost!) every part of the world; USA, Canada, Japan, Australia, New Caledonia, Hawaii, Tahiti, Papua New Guinea, China, Hong Kong, Malaysia, Thailand, Singapore, Philippines, Indonesia, India, Saudi Arabia, Dubai, Korea, Russia, Germany, France, Switzerland, Belgium, The Netherlands, Spain, Portugal, Italy, Denmark, Austria, Finland, Britain, Scotland, Wales, Ireland. (www.coast2coastnz.com)
Part of forest reserve
Tel: +1 202-506-5033 Fax: +1 202-789-7279
Web: www.ecotourism.org Email: [email protected]
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Stream Gages in the Schoharie Basin
The United States Geological Survey (USGS) maintains two continuously recording stream gages on the Schoharie Creek near Lexington (established 1999, drainage area 96.8 mi 2 , USGS ID# 01349705) and Prattsville (established 1902, drainage area 237 mi 2 , USGS ID# 01350000). Prior to 1996, a crest stage gage was maintained at Lexington starting in 1929. All gage information is available online at the USGS website:
http://waterdata.usgs.gov/ny/nwis/uv/?site_no=01349705 (Lexington) and http://waterdata.usgs.gov/ny/nwis/uv/?site_no=01350000 (Prattsville). You can also navigate to other gages in the Schoharie basin including on the West Kill, East Kill, Batavia Kill, Manor Kill and Bear Kill at: http://waterdata.usgs.gov/ny/nwis/current/?type=flow (Figure 1).
These gages measure the stage, or height, of the water surface at a specific location, typically updating the measurement every 15 minutes. By knowing the stage we can calculate the magnitude of the discharge (flow), or volume of water flowing by that point, using a relationship developed by USGS called a rating curve . Using this rating curve, the magnitude of flow in the Schoharie at the gage location can be determined at any time just by knowing current stage. Flow can also be calculated for any other stage of interest. Additionally, we can use the historic record of constantly changing stage values to construct a picture of stream response to rain storms, snow melt or extended periods of drought, to analyze seasonal patterns or flood characteristics.
The Schoharie gages have a long enough period of record to prepare a hydrograph covering several years for the stream (Figure 2). Each spike on the Prattsville gage graph represents a peak in stream flow (and stage) in response to rain storms. Stream level rises (called the "rising limb" of the hydrograph) and falls as the flood recedes (called the "falling (or receding) limb" of the hydrograph). We can analyze long time periods to see seasonal trends or long-term averages for the entire length (period) of gage record. We can see the hydrograph for the gage shows higher flows in fall (hurricane season) compared to winter (water held in ice and snow), and higher flows in spring (snow and ice melt, with rain-on-snow events) compared to summer (drought conditions with vegetation using a lot of water). The highest flows of the year are generally associated with the hurricane season in the fall, followed by winter and spring snowmelt or rain-on-snow events. Overland flow accounts for most of water that causes the sharp peaks in the hydrograph.
Streamflow always rises and peaks following the height of a precipitation event because it takes time for water to hit the ground and run off to the stream (this is known as lag time). Knowing storm timing, we could also calculate lag time for Schoharie Creek at the gage location for particular storms or types of storms, and determine how the stream responds to storms both in timing and flood magnitude and recession. Through analysis of the long-term flow and flood records provided by the USGS, the town, its residents and resource managers can begin to better understand the cause/effect of various precipitation amounts on flooding.
The hydrograph of April, 2005 illustrates the effects of a spring storm on top of snow (Figure 3). The Schoharie rose quickly from the precipitation from a daily average of 411 CFS to 2,290 CFS in 24-hours. The recession took longer than a large summer storm due to the vegetation still being dormant, or just emerging, and the snow pack.
The unique hydrology of the Schoharie Creek has consequences for how the stream corridor should be managed. Flood history and dynamics play a large role in determining the shape, or morphology, of stream channels and the hazards associated with land uses on the banks and in the floodplain. For example, applications for stream disturbance permits (from NYS DEC) typically increase following floods as landowners and municipalities attempt to repair damage caused by flooding. If we want to minimize their impact on property, infrastructure and other damages or inconvenience, it is critical that we understand and plan for flooding behavior. These stream gages offer a glimpse into the historical flows and provide us with an idea of what we may see in coming years.
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Restoration workers Mike Jeffery (left) and David Randt use soil and plywood to dam one of the drainage ditches in Burns Bog. Courtesy Corporation of Delta
Surrey North Delta Leader
Human beavers bring bog back to life
By Christine Lyon - Surrey North Delta Leader
Published: August 19, 2008 10:00 AM
Updated: August 22, 2008 1:58 PM
Mike Jeffery and David Randt meet at Delta Municipal Hall every morning at 7:15 a.m. They toss their orange coveralls, wading boots, shovels and plywood into a pickup truck and head to Burns Bog.
Jeffery and Randt spend their days damming the drainage ditches that carry water away from the bog. They dig a notch on either side of the ditch embankment, then slot in 4x8 pieces of plywood. The men salvage sticks and branches which they use as stakes to secure the dam. Finally, they fill the layers of plywood with soil for added strength.
Since they started May 12, Jeffery and Randt have built seven new dams and upgraded 10 old ones in the raised peat bog, which occupies a quarter of Delta. Small dams take a day to construct, while larger structures can take up to a week.
Ditch-blocking has been going on since 2001 in an effort to restore the bog to its natural state. Steel barriers and wooden dams from previous years are still in tact.
http://www.printthis.clickability.com/pt/cpt?action=cpt&title=Surrey+Leader+-+Your+B... 28/08/2008
Until the '80s, drainage ditches were dug throughout the bog to facilitate large-scale peat mining and cranberry farming. The ditches drained nearly 40 per cent of the original bog – a danger since precipitation is the dome-shaped area's only source of water.
Burns Bog is about half the size it once was because of agricultural and industrial land use. In 2004, the province, Metro Vancouver and the Corporation of Delta purchased 5,000 acres of the bog and created a plan to protect its unique ecosystem and the rare plants and animals living there.
Jeffery and Randt are two of the few people permitted on the bog. They lug their equipment to the dam sites on foot, since there are no roads and driving is a fire hazard.
Jeffery, 25, is studying forestry at BCIT and loves being able to work outside. Randt is studying geological engineering at UBC. The 19-year-old Delta resident is happy to lend an environmental hand in his own community. This is the second year Delta has employed summer students to restore the bog.
The pair runs into deer, owls, herons, hawks and eagles on a daily basis. They were pleased to discover the resident beavers are quick to patch up their faulty dams.
Project manager Sarah Howie explains beavers are attracted to the sound of running water.
"If one of the dams is leaking and water is going around or bypassing it, they'll hear that and they'll start adding onto the bypass until it stops flowing," she says.
Howie is an urban environmental designer for the Corporation of Delta and has been overseeing the hydrology aspect of the restoration project for almost four years.
"It's an engineering feat, what we're doing," she says, explaining the dams must be strategically placed and strongly built to hold back the water pressure. Water levels can rise two feet in winter.
Keeping water in the bog is the most important part of the restoration process because without water, a bog becomes a forest.
Peat, also known as sphagnum moss, is integral to maintaining the bog ecosystem since it releases acid and absorbs water. But peat regenerates very slowly compared to the rate it was harvested for horticulture in the 20th century.
Howie measures water and ground levels year round to determine whether or not the ditch-blocking efforts are worthwhile.
Data over the last three years has shown sphagnum moss is indeed expanding. That means the bog is starting to recover, thanks to a hard-working restoration crew and a few eager beavers.
Links referenced within this article
Find this article at:
http://www.bclocalnews.com/surrey_area/surreyleader/news/Human_beavers_bring_bog_back_to_life.html http://www.printthis.clickability.com/pt/cpt?action=cpt&title=Surrey+Leader+-+Your+B...
28/08/2008
Uncheck the box to remove the list of links referenced in the article.
© Copyright Black Press. All rights reserved.
http://www.printthis.clickability.com/pt/cpt?action=cpt&title=Surrey+Leader+-+Your+B... 28/08/2008
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Small Wind Energy System Model Ordinance — An Overview
Written by: Sherrie Gruder
Small wind turbines are being installed to supply power to a variety of sites -- including farms, businesses and schools. A small-scale wind energy system can help make a home or business energy-independent. A gridconnected wind system provides the benefits of wind energy and the consistency of the utility. An off-grid system has no connection to utility lines, so it is very useful in isolated locations. Installing a wind turbine is a productive way of offsetting high utility costs while making a commitment to the community and the environment.
The most significant barrier to small wind turbine installation can be local zoning. This has been an incidental result of uncertainty about large wind farms by some communities. To help educate local officials, Focus on Energy and UW-Extension have developed a small wind energy system model ordinance for local towns and counties. The ordinance complies with the relevant state statute, WI s.s. 66.0401, governing a municipality's ability to regulate wind systems.
There are several ways a town or county can use the small wind energy system model ordinance. It can be adopted as-is, or it can be used as the basis for a conditional-use permit. For example, the Town of Ahnapee in Kewaunee County took out the standards, abandonment, and permit requirements sections and put them into a conditionaluse permit. The Town of Merton in Waukesha County is doing the same thing. Alternatively, Calumet County adopted many of the recommendations in the small wind energy model ordinance and placed it into the overall county wind ordinance that also includes large wind.
For further assistance with small scale wind energy systems and issues, go to the Focus on Energy Web site at www. focusonenergy.com/renewableenergy or call 800 762-7077. With specific questions on zoning issues related to wind, contact Mick Sagrillo through Focus on Energy or directly at (920) 837-7523, [email protected].
With staff in Green Bay, Madison, Milwaukee and Stevens Point, SHWEC has been providing quality environmental education and technical assistance throughout Wisconsin since 1990. To contact a SHWEC Specialist go to www.shwec.uwm.edu
SHWEC -
UW-Extension 610 Langdon Street, Room 528 Madison WI 53703 608.262.0385 tel 608.262.6250 fax
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Miss Collins' 1 st Grade Classroom News
Important Dates:
Specials for the week:
.
- Late Start Mondays: school begins at 9:05am Dismissal remains the same.
o September 28
o October 5, 12, 19, 26
- 9/30: Community Luncheon: *See back for details*. There will be over 100 community members at Mason to talk with our superintendent about our wonderful school district. If you and your child can walk or bike to school that day it will help our parking lot significantly. Thank you!
- Monday: Music
- Tuesday: Gym (bring shoes)
- Wednesday: Art
- Thursday: Library (bring book)
- Friday: Music
Weekly Words:
- 10/2: Volunteer Tea (in library) @ 8:30am
- 10/7: Student Count Day
- 10/16: Fun Run (time TBD)
- 10/25: Haunted Garage (10/30 rain date)
- 10/30: Halloween Parade/Party (11:30 Dismissal)
Each week students will focus on a word family or spelling pattern that will help them during their reading and writing. The word family and word wall words will be listed in this section of the newsletter each week. We will be giving five word spelling tests each Friday morning on word wall words (sight words) beginning in October.
Classroom Info:
Reading:
We have focused on some phonics and blends that students may see during reading. You may have heard students talk about Spy Y: Wanted for stealing the sounds of A, E and I (day, funny, fly),The Rude Team "TH": makes us stick out our tongue when we say it (think, not fink ), Two Vowels Walking: the first one does the talking (boat, team, rain) and the KN Blend: knee, know, knot. With the help of these reading tricks, students will have more useful strategies to solve unfamiliar words. We will be reviewing short and long vowel sounds as well.
Writing:
We continue to work on handwriting skills including finger spaces. We wrote a small moment about a special summer time. Students all shared such fun stories! We will begin the Small Moment writing unit this month and continue to develop skills as the year progresses.
Math:
Students have been working in math journals and becoming familiar with the Everyday Math units. They have enjoyed playing Bunny Hop, Rolling for 50 and the Penny Dice Game. We also worked on telling time to the hour by identifying the hands of the clock and where they are pointing.
Social Studies/Science:
We reviewed rules and why they are important this week. We also spent time understanding the difference between tattling and reporting. The state of Michigan has provided teachers with Do Unto Otters, a book about manners as a social studies lesson. Students enjoyed listening to the ways otters would like to be treated and learned the valuable lesson of treating others the way you would like to be treated.
Collins' Comments:
- Please send in $5.00 for classroom parties. Thanks for your generosity!
- Raz-Kids: Students were introduced to logging on to Raz-Kids this week. Their log-in and passwords were sent home in the Back to School Night folder. If prompted, my information: Teacher Username: acollins17
- Don't forget to check out my website for any other information you may need: www.misscollinsroom206.weebly.com
- Community Luncheon: September 30 th , Mason is honored to join Beaumont Community Health Coalition and Superintendent Dr. Gary Niehaus., in hosting The Fifth Annual Community Luncheon. Over 100 community leaders from the five Grosse Pointes have been invited to this luncheon. The location of the luncheon is rotated among all of our schools, and Mason is proud to chosen this year! The luncheon is set from 1-3 p.m. On Wednesday, our students will be eating in their classrooms. Sodexo will have a "grab and go bag lunch" and milk will also be available for purchase. Parking will be limited to our guests until 3 p.m. We appreciate your support in helping us shine a light on Mason.
Halloween AM Schedule:
8:45-9:15 School Parade
9:15-10:15 Classroom Party
10:15-11:00 Assembly
11:00-11:30 Classroom Movie
11:30 Dismissal
Halloween Boos and Don'ts!
- No weapons of any kind allowed at school.
- Please no scary masks. Your child needs to be able to see clearly through the eye holes to prevent accidents at school.
Have a great weekend! Miss Collins
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Annual boat arrivals in Australian waters 1997
total arrivals on 11 vessels: 339
departures: 274 (80.8%)
Visas: 64 PVs, 1 BV 65 (19.2%)
| number | date | location | nickname | number | nationality |
|---|---|---|---|---|---|
| 1 / 63 | 15 Jan | Saibai Island/Torres Strait | Oleria | 4 adults | Iraq |
| 2 / 64 | 10 Febr | Ashmore Islands | Pilliga | 7 adults | 2 Iraq 1 Iran 4 Algeria |
| 3 / 65 | 6 Mar | Darwin | Quercus | 54 adults 16 children | China |
| 4 / 66 | 23 Mar | Christmas Island | Red Gum | 9 adults | Iraq |
| 5 / 67 | 30 Apr | Darwin | She Oak | 36 adults 8 children | China |
| 6 / 68 | 13 Jun | Torres Strait | Telopea | 134 adults 5 children | China |
| 7 / 69 | 30 Jun | Coral Bay Western Australia | Urtica | 15 adults | Sri Lankan |
| 8 / 70 | 25 Jul | Christmas Island | Viola | 15 adults | 8 Iraq 1 Afghanistan 4 Algeria 1 Sudan 1 Bangladesh |
| 9 / 71 | 4 Sept | Christmas Island | Waratah | 17 adults 8 children 1 baby* | 3 Iraq 17 Afghanistan 4 Algeria 1 Sudan |
| 10 / 72 | 11 Sept | Darwin | Xyris | 3 adults | 2 Algeria 1 Morocco |
| 11 / 73 | 14 Nov | Ashmore Islands | Yulbah | 6 adults 2 children | Afghanistan |
Project SafeCom Inc. – 2010 – Reconstructed from official sources
Sources:
DIMIA (2004). Fact Sheet 74a: Boat Arrivals. Last updated October 6, 2004. Accessed online at http://sievx.com/articles/psdp/DIMIA74a_boatarrivals.pdf
Note: the boat name used is the code name used by DIMA to identify each boat. The real name of any boat, if included, is shown in brackets following the code name.
Symbols Used
baby* = born after arrival;
children = under 18, at boat's arrival;
PV, BV = entry through refugee status (protection visa);
detention = in detention/custody (that is, under investigation/awaiting repatriation to safe third country/having been refused refugee status/with application, appeal or litigation pending.
departures = departures from Australia;
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Written by Staff Writer Thursday, 29 November 2012 10:51 -
As part of the City of Columbia and Historic Columbia Foundation's African American Heritage Project, the Modjeska Simkins Archaeology Project is holding Public Archaeology Days Friday, November 30 and Saturday, December 1.
This hands-on, FREE, family-friendly event is designed to introduce people to archaeology and the history of this important site located at 2025 Marion Street, Columbia, SC commemorating the achievements of Modjeska Monteith Simkins, South Carolina's matriarch of Civil Rights activists.
Participants will have the opportunity to work with archaeologists while getting their hands dirty screening for artifacts from an active excavation, washing recovered artifacts, learning how to survey a site with a transit and create archaeological maps.
For younger visitors, the South Carolina Archaeology Outreach Division (SCAPOD) will be at the site on Saturday. Children will learn how to refit broken pottery, what stratigraphy is by making sand art they can take home, and more.
Also on Saturday, Kieth Brown, known as Little Bear, noted potter and member of the Catawba Nation, will demonstrate pottery manufacture, firing and use, as well as talk about the history and culture of his tribe. Little Bear will have many pieces of pottery for sale.
1 / 2
Public Archaeology Days at the Modjeska Monteith Simkins Site
Written by Staff Writer Thursday, 29 November 2012 10:51 -
Participants will also have the opportunity to take free, guided tours of the Mann-Simons and Modjeska Simkins Sites!
We are pleased to announce two lecturers.
On Friday, November 30, from 11:30 am - 12:30 pm, anthropology professor Dr. Kimberly Simmons will talk about representations of African Americans during the past century through print and film. Dr. Simmons is author of the recently published book, Reconstructing Racial Identity and the African Past in the Dominican Republic.
On Saturday, December 1, from 11:30 am -12:30 pm, Chris Judge – Assistant Director of the Native American Studies Center and Co-Director of the Johannes Kolb Archaeology and Education Project – will talk about recent findings at the Kolb Site, encompassing the past 12,000 years of history in South Carolina.
Since space is limited for hands-on activites, registration is requested for morning and afternoon shifts. This includes screening for and washing artifacts, surveying and creating maps. The public is welcome to observe or attend the lunch lectures WITHOUT registering. Register for morning and afternoon activity shifts online here: http://digwithhcf.eventbrite.com/.
For more information about Public Archaeology Days, please contact Dr. Jakob Crockett at [email protected] or (803) 238-7452.
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Coastal livelihoods and post-tsunami resettlement in Sri Lanka
Post-disaster reconstruction, resettlement, livelihoods
2008/9
Hambantota and Ampara District, Sri Lanka
Dr. Jennifer Duyne Barenstein ([email protected]), World Habitat Research Centre (www.worldhabitat.supsi.ch), University of Applied Sciences of Southern Switzerland
Following the Indian Ocean tsunami of 2004 all affected countries expressed their determination to reduce the vulnerability of affected populations by relocating them to a safe distance from the sea. In particular in the case of Sri Lanka this resulted in the resettlement of thousands of people. With the aim of gaining a better understanding of spatial, ecological and social factors affecting the relocation outcome the project addressed the following research question:
- What is the influence of age, gender and occupation on relocation outcomes?
- What impact did relocation have on people's livelihoods?
There is a growing recognition that resettlement often has negative social impacts and accordingly should be avoided as much as possible. However, due to the increased frequency and intensity of natural disasters resettlement is often unavoidable. This calls for the need to better understand how the potential negative impacts of resettlement can be minimized or mitigated.
A graduate student from Peradeniya University conducting a household survey
Prof. P. Wickramagamage ([email protected]) Centre for Environmental Studies, Department of Geography, Peradeniya University, Kandy, Sri Lanka
- How do spatial factors such as distance of the relocation site from the place of origin, services and markets affect people's coping capacity?
The research aimed at seeking answers to these questions through empirical research in a sample of twenty relocated villages in Hambantota and Ampara district. It was found that in most cases people enjoyed better housing conditions than prior to relocation. The research findings confirmed, however, that resettlement in most cases had a negative impact on livelihoods, access to food, education and on social cohesion.
- How did relocation affect communities' social capital and cohesion?
The research aimed at contributing to enhance knowledge on the factors that determine positive or negative outcomes of relocation. Such knowledge is of crucial importance for an informed management of resettlement and for preventing avoidable human sufferance.
A signboard advertising a resettlement site in Hambantota district
Main features of the project
Research findings
After the 2004 Indian Ocean tsunami, the government of Sri Lanka announced that no reconstruction would be allowed within a 200-meter buffer zone along the water. As a result, thousands of households had to be resettled. Our research conducted in 2008 in twenty relocation sites in Hambantota and Ampara district found that, while 96% of the households considered their new houses similar or superior in quality to their pre-tsunami houses, resettlement generally had had a severely negative impact on their livelihoods. This was due to several factors. First, in their pre-tsunami homes, many of the families had goats, cattle, and poultry; homestead gardens; and coconut trees (a staple food in Sri Lanka). They also enjoyed access to free fish. Livestock and poultry provided food security and constituted critical assets in case of financial emergencies. This changed dramatically in the relocation sites, where people were not allowed to keep animals. The number of animals owned by a random sample of 211 households decreased from more than 6,400 before the tsunami to only 107 after the tsunami. People reported that they were consuming less fish, vegetables, and fruits than before the tsunami. Second, relocation led to a dramatic reduction in earning opportunities, in particular for women and the poor. The lack of markets in the relocation sites meant that the small incomes generated from micro-businesses in their homes such as food processing, were now not sufficient to cover the transport expenses from their new homes to the market. As a result, there was a 59% decrease in the number of family members who were earning anything among the 211 households in the sample. Because most people had not relinquished their pre-tsunami property to government, especially after the buffer zone was later reduced, it is not surprising that many people have moved back to their original housing sites. Houses that were built outside the buffer zone by international nongovernmental organizations for tsunami-affected communities have ended up being given to non-affected households. In Hambantota, for example, resettlement sites have been used to house people who have been displaced by the construction of a new port. As of mid-2009, only 63% of houses in the 17 resettlement sites analyzed were occupied by tsunami victims.
Policy implications
Sri Lanka's post-tsunami resettlement experience provided empirical evidence that allowed us to make the following
The findings of this research project had a strong influence on the World Bank Handbook for reconstruction after natural disasters (Jha, A, J. Duyne Barenstein, P. Phelps, D. Pittet, S. Sena (2010). Safer Homes, Stronger Communities. A Handbook for Reconstructing after Natural Disasters. Washington DC: the World Bank [www.housingreconstruction.com]).
recommendations:
2. If relocation is being considered, carry out a detailed participatory assessment of the environmental, social, and economic risks of relocation and of the cost of risk mitigation strategies for alternative sites.
1. Avoid relocation if at all possible. Especially avoid relocation to distant sites. Work hard to keep communities together.
3. Governments should not only avoid relocation in their own housing programs but should also regulate relocation in the reconstruction projects of nongovernmental agencies (private corporations and nongovernmental organizations [NGOs]), which often opt for relocation to gain visibility and for managerial convenience.
5. The technical, financial, and institutional feasibility of providing basic services such as water, electricity, health services, schools, markets, policing, and public transport in the relocation site must be demonstrated during project planning, and all arrangements put in place in advance of the relocation.
4. If relocation is unavoidable, involve the community in the decision-making processes by creating a community relocation committee, among other means.
6. Plan for the relocation of individual or collective cultural properties.
7. Assess and mitigate the impact of relocation on the hosting community, and be prepared to prevent social conflicts and problems of crime, delinquency, and secondary displacement.
An abandoned relocation site in Hambantota district. Due to lack of services and distance from employment opportunities tsunami-affected communities refused to relocate
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UTSS POSITION PAPER ON INCLUSIVE EDUCATION:
OUR POSITION:
We Dream of Global Inclusion - People with albinism (PWA) worldwide seek a day when what we contribute is not limited because of how we are perceived. We dream of a day when PWA will take their rightful place in every level of every society, everywhere, at all times. Under The Same Sun (UTSS) will always place the students with albinism in our Education Program (EP) into safe, socially inclusive schools with above average academic standards, insisting they be educated, socialized and included in mainstream society where they belong. PWA only "fail to succeed" in societies where families and communities neglect the responsibility of inclusive living.
OUR REASONING:
Inclusion will accelerate understanding and reduce stigma - The students in our Education Program are future models within their own society of what PWA can be when given an opportunity. They are the strongest voice against discrimination and the most powerful message educating their culture towards social change. Worldwide PWA suffer from exclusion and social isolation due to stigma within their own families, communities, schools, workplaces, the social media and society at large. This tragic misfortune is due to the historic fact that very few people in the general population have a healthy and accurate understanding of albinism and thus operate from erroneous and often harmful beliefs and myths (see "What Is Albinism" - http://www.underthesamesun.com/resources ). An integrated society will normalize interactions between PWA and non-PWA, enhancing understanding while dispelling myths and stigma.
We do not support segregation of PWA - UTSS has frequently received suggestions by wellintended but tragically misinformed people which, if implemented, would reinforce and institutionalize social isolation for PWA.
Examples:
* Put PWA into schools for the blind or disabled to accommodate their low vision needs.
* Build PWA schools in order to accommodate understanding, safety and low vision needs.
* Buy an island and send all Tanzanian PWA there to protect them from attacks.
* Build a village for PWA children who are at risk of attacks.
Segregation does not guarantee safety and advancement - Specialized segregated environments will only serve to isolate PWA further from the very society they know, love, depend on and belong in. While safety is a vital consideration for PWA in countries where they are being hunted for their body parts, there is no certainty that they will be safer in a segregated
community or school. Although PWA may feel safer there, ironically they may become easier to locate. Segregation also inadvertently contributes to stigma since society tends to view these segregated settings as confirmation that PWA are not normal people. Many children with albinism (CWA) in Tanzania have been confined to government boarding schools for blind or disabled children in the name of providing a safer environment that can also address their low vision needs. All of these schools have sub-standard conditions, and in some the CWA are forced to learn braille. This is highly unfortunate since CWA are partially sighted and able to read and write and participate as full functioning members of mainstream schools. Such settings obstruct academic development as well as normal social skills development, stunting their integrative capacities. CWA require these developmental experiences in order to be high functioning participants in mainstream society when they leave school. In the name of "help", their academic and social development is decreased and social isolation is increased.
PWA are just like everyone else except for 2 simple differences - PWA suffer from (1) low vision and (2) little or no pigment or colour in their skin, hair and eyes. This means that their skin is very sensitive to the sun and vulnerable to skin cancer. It also means that their eyes are highly sensitive to bright light, making it difficult to see on sunny days and in brightly lit rooms. As well, PWA need to be very close to an object to see what fully sighted people can see at a distance. In every other way, we are all the same.
Equal opportunity means equal success for PWA - Just like anyone else, PWA can achieve almost any goal they set their mind to. They can succeed in life, education, employment and love. They are perfectly able to make meaningful contributions to their society providing they are empowered with the same resources offered to their fellow citizens without albinism. Since low vision and sun sensitivity are the only 2 differences and can be easily accommodated, there is no need to exclude PWA by sending them to special needs centers or schools. In many cases, PWA who experience social inclusion and equal opportunity thrive and often surpass the performance of non-PWA in academic and employment settings.
----------------------------------------------------------------------------------------------------
"Sometimes equality means treating people the same, despite their differences, and sometimes it means treating them as equals by accommodating their differences." (Judge Rosalie Abella, Report of the Commission on Equality in Employment, Canada).
"The worst kind of loneliness in the world is the isolation that comes from being misunderstood."
(Dan Brown – Inferno)
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FOWL CHOLERA
This disease is known to occur in Afghanistan.
1. Definition
Fowl cholera is a systemic bacterial disease affecting all poultry species, characterized by systemic illness, diarrhea, arthritis, and poor production.
2. Etiology
The causative agent is Pasteurella multocida. This organism is abundan tly present within feces of infected birds and in carcasses of animals that have died of the disease and it can persist in the environment for months. Feces from infected birds may contaminate water supplies. In addition, other animals such as dogs, cats, and rodents, may harbor Pasteurella multocida and spread it to new locations. Also, humans may take it to new locations by contaminated clothing or shoes.
3. Transmission
The organism enters a susceptible bird through the oropharynx, i.e., the mouth or the respiratory tract.
4. Species affected
Many species of birds can suffer from fowl cholera. Both wild and domestic birds are affected by the disease.
5. Clinical signs
Incubation period is 210 days. Morbidity is often high. Disease is most common in adult birds. It may be peracute in which case the first sign of the disease is death. In animals that survive longer, there is systemic illness, including inappetence, poor production, dyspnea, watery diarrhea, swollen joints. The comb and wattles may be swollen and cyanotic. Mortality is 530%.
6. Pathologic findings
In animals that die in the very acute stage, there may be no lesions. Those that survive longer can have evidence of systemic inflammation. Spleen is large and reactive, with numerous white (lymphoid) nodules visible on cut surface. There may be petechial hemorrhages scattered over mucosal and serosal surfaces. Liver is pale throughout. The cranial portion of the intestine (duodenum and jejunum) is reddened with fibrinocatarrhal contents. Joints cavities can contain caseous exudates. Similar caseous material may be found in the sinuses of the head, including the inner ear.
7. Diagnosis
The typical picture at the flock level adult birds, systemic illness, pathologic lesions, can lead to a suspicion of fowl cholera. Confirmation of the diagnosis requires isolating the organism in the laboratory. Differential diagnoses include: fowl typhoid, highly pathogenic avian influenza, colibacillosis.
8. Treatment
Pasteurella multocida is susceptible to a variety of antibiotics and these will cure the infection temporarily. Unfortunately treatment with anti biotics can promote a carrier state and leave additional birds at risk. Also, birds can break out with the disease again at the end of the antibiotic treatment period. So, although antibiotics will work, if other measures are available, such as vaccination, this is preferable to using antibiotics to control the disease.
9. Prevention and Control
Bacterins are available but do not completely prevent infection. They should be used in combination with a strong program of sanitation that would include cleaning and disinfection after an outbreak, rodent control, provision of clean drinking water, and adequate disposal of dead birds.
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SAVE THE CHILDREN FUND: CHILDREN'S NUTRITION UNIT, DHAKA BANGLADESH
The Project - The Evaluation - Overall Conclusion & Success Rating - The Main Findings - Lessons
The Project
The Children's Nutrition Unit (CNU) was officially opened in 1975 in response to the entry into Dhaka of large numbers of people in search of food and work following a famine the previous year. The CNU was established by Save the Children Fund (SCF) in order to try to save some of the children who were dying from malnutrition.
The work of the CNU has expanded over time. It has developed from a project providing immediate rehabilitation of malnourished children into an internationally regarded nutrition centre engaged in a wide range of activities including: in-patient and day care for malnourished children; out-patient services, training for Government and NGO staff in Bangladesh and the Asian Region; research and community-based health and nutrition programmes. Currently, the CNU has a budget of about £160,000 per year.
The Evaluation
The project was selected as one of a series of evaluations of projects funded or co-funded by ODA and undertaken by non-governmental organisations (NGOS). The evaluation was jointly undertaken by SCF and ODA, Discussions were held with those involved in the project in Bangladesh and in the UK.
Overall Conclusion & Success Rating
In terms of the objectives set for the CNU, the project has been successful. On the basis of available information, the evaluators believe that the project has had a positive impact on its intended beneficiaries, producing, in general, significant overall benefits in relation to costs.
The Main Findings
* The Government of Bangladesh (GoB) has no clearly stated nutrition policy. Consequently, the CNU is not part of an overall nutrition programme conceived by the Government, but rather the result of a specific response by SCF to the problems of malnutrition in Dhaka.
* The objectives and activities of this project were not clearly stated at the outset in
file:///Y|/DFID_Original/Eval Report/ev_s544.htm (1 of 3) [22/07/2004 11:24:40]
- SAVE THE CHILDREN FUND: CHILDREN'S NUTRITION UNIT, DHAKA BANGLADESH
such a way that indicators of achievement and means of verification could be established. As the project proceeded however, the Unit maintained a good record system and collected substantial amounts of data arising from its activities. These were used to monitor and review progress and helped the Unit to develop its activities in a well planned way.
* The beneficiary groups (children and women from poor slum communities) were not involved in the planning and design stages of the project. Another weakness of the project design was the delay in recognising the importance and potential benefits that could be realised through more community-based work.
* The CNU is delivering a service which the Government of Bangladesh alone is not able to provide. The services offered throughout the CNU are well utilised. The project activities are geared to serving the urban poor and the majority of beneficiaries are 'hard core' poor.
* The CNU has shown that with its approach to the treatment of malnutrition, a large proportion of the children it treats recover satisfactorily from their initial illness.
* One of the most impressive features of the work of the CNU is the training programme for staff from Government and NGO programmes.
* The CNU has had an excellent research record and is held in high regard internationally.
* Although there is a good deal of general coordination between the CNU and other NGOs and development agencies active in the health and nutrition field in Bangladesh, very little of this coordination is directed at trying to influence government policy. On its own, the CNU has little leverage over government policy.
Lessons
* The context in which the CNU services are provided (densely populated slum areas with extremely high rates of mortality and morbidity) may limit the long-term impact of such activities. Although efforts have been made to provide services at a level in keeping with the government health service environment, the main elements required for the replicability of such quality services are good management and support of staff, adequate referral facilities, and a guaranteed supply of drugs and materials for health education.
* Evidence for the impact of the community programme suggests that regular growth monitoring, health education and prompt referral for treatment of infections has led to a reduction in malnutrition rates.
* The type and level of resources available to government staff is relevant to the long term value of the training programme. For training to be effective account must be taken of the conditions in which trainees are likely, ultimately to work.
* A shift of focus towards more operational research can influence service delivery and community involvement.
file:///Y|/DFID_Original/Eval Report/ev_s544.htm (2 of 3) [22/07/2004 11:24:40]
- SAVE THE CHILDREN FUND: CHILDREN'S NUTRITION UNIT, DHAKA BANGLADESH
* One of the perceived advantages of the CNU is that the combination of different project components enhances the effectiveness of the individual activities.
* Health and nutrition services for the poor in the form provided by CNU are unlikely to be self financing, a factor which has implications for the planning and long term sustainability of such projects.
* The single most important factor in determining the success of this project has been the effective way in which the project was managed by highly motivated and hard working staff.
* The CNU is an example of how an NGO such as SCF can provide effective assistance to poor people outside the framework of Government to Government bilateral aid. As an NGO it is possible for SCF to bypass the government system and establish an effective project under its control in a way ODA could not do directly under Government to Government bilateral aid.
file:///Y|/DFID_Original/Eval Report/ev_s544.htm (3 of 3) [22/07/2004 11:24:40]
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Parent E-News
Volume 1, Issue 1
September 2015
INSIDE THIS ISSUE:
| Director Greeting | 1 |
|---|---|
| Infant Room | 2 |
| Toddler Room | 2 |
| Pre School | 3 |
| School Age | 3 |
| Center Update | 4 |
Dates to Remember
- September 8, part time pre-school begins
- September 18th– Center closes at 5:30 pm for carpet cleaning
- September 24-Family ice cream social @ 5:30
- September 25– Scholastic Book Orders due
- October 15-Center closes at 5:30 for staff meeting
- November 11-center closed
Greetings from the Director
There is nothing better than a new school year! It brings new routines, friendships, and beginnings. There are exciting things happening this year at My Place.
We have kicked off our new part time preschool program. We are delighted to launch this program as a response to the community need for part time offerings for 3 and 4 year olds.
As the year continues, please know that we are here to partner with you for your child's early learning experience. We want your families experience at the center to be inviting, nurturing, and fun!
As a learning organization, we are committing resources to invest in our staff. We are focused on recruiting quality staff and developing a staff retention strategy. Staff are always encouraged to continue their education. We are able to offer a flexible work schedule for staffers to attend school and training.
Glen Rotary. Anytime that I am able to advocate to the community for quality early childhood programming, is a win! Our social media presence is growing, we are about
We are excited for another great year at My Place.
-Best, Brooke Bennett Executive Director
Most importantly we are growing and taking our "center goodness" on the road! Over the summer, I was given the opportunity to be part of several community presentations, including the Hector Lions Club and Watkins to reach 400 likes on Facebook! The center was also part of the Italian Festival parade. We were joined by families and board members to celebrate being part of this great community in Schuyler. So fun!
Tell me more about the part time preschool!
Here is the scoop on the part time preschool option:
Follows the school calendar
Includes breakfast, curriculum engagement, socialization and gross motor play
Three days a week
9 am—11:30 am
3-4 year olds (Do not need to be toilet trained)
$200 a month tuition
Class Room Happenings
Amazing things are happening everyday in the center classroom. Your children are socializing, building their character and learning through play! How awesome! Thank you for allowing us to partner with you during these quick yet critical years.
Classroom wish list:
As you are purging your toy rooms in preparation for new toys please keep us in mind for donations. We are looking for the following items:
- Toy kitchen set
- Play yard gate
- Umbrella or double stroller-with safety straps
Thank you in advance!
Infant Room - Lead Teacher, Karissa Snyder
This summer in the infant room has been super busy and so much fun! We have taken many trips to the waterfalls as well as around town. We have played in our sensory bin with water and other fun sensory materials like whip cream and graham cracker crust. We have also done many art projects that are nicely decorating our walls in our classroom. We can't wait to see what fall brings us.
Toddler Room - Lead Teacher, Carrie Oakley
The children in the Toddler room have been very busy this summer. In between many changes, staff and children, we have been working hard on sharing and helping each other! We have also enjoyed the summer weather and cooling off in the water!
As we welcomed Miss Carrie to the classroom, we have enjoyed talking, singing and learning many different things. We spent her first week doing the Itsy Bitsy Spider, followed by a fun week of every-
thing Farm related. This week we have concentrated on the story Chicka Chicka Boom Boom by Bill Martin. This story is so much fun and helps us with our ABC's! Look for a monthly newsletter from Miss Carrie starting very soon. This will tell you everything new and exciting happening in the Toddler room!
Classroom Reading Guide
Here are a list of books that have been used recently in the classroom. Maybe you already have them in your collections at home. Children love being read to and it fosters early literacy skills. Reading can be built into your routines at home. Reading is wonderful before meals, bed, in the car, on rainy days, and of course just because. Incorporate songs and props to make a full activity come to life!
- Chicka Chicka Boom Boom
- Three Billy Goats Gruff
- It looked like spilt milk
- Loud and Quiet
- Cock-a-doodle-doo! Barnyard Hullabaloo
Preschool Room - Lead Teacher, Ashley Ector
We have had a great summer here at My Place!
have had our days filled with hot days; to cool down we played in
Our curriculum we follow is made up from the Childcare Aware Early Literacy Connections. Everyday has been a different adventure and tons of fun, we the sprinkler! We added some toys to the mix to make it more interesting and fun! Throughout the summer we implemented the alphabet with different crafts that may start with the letter or have the letter in their
names. We LOVE to sing and dance to music, reading books, and enjoying fun science experiments! Mixing colors and watching colors fizz! Playing with sand, playdough, kitchen and dress up! Fine motor activities with pom poms and sorting different colors!
Name that tune: "Cleanup, cleanup, everyone, everywhere, cleanup, cleanup, everyone do your share"Preschool cleanup jingle
School Age Room - Lead Teacher, Darby Cady
This summer in school age has been a blast. The kids made new friends, met up with old friends, and learned new, exciting lessons. From traveling to the humane society, to looking at bugs under magnifying glasses, there was never a dull moment. The summer heat brought out the fun of the sprinkler, games of tag, and walks to see the falls. Even on rainy days the school agers still had tons of fun using their imagination to create new games, painting pictures, building with Legos, laughing, and counting to 100! The staff as well as the children worked together to make fun new summer memories that will last a life time!
Just reminder: Please check your child's cubby for treasured artwork, receipts, soiled items to be washed., ect.
208 W. Broadway St.
Montour Falls, NY 14865
Phone: 607-535-8908 Fax: 607-535-4199 www.myplace-aplc.com
Like us on Facebook!
Parent Education Corner
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Indicators of Attack (IoA)
Context-sensitive clues unlock early attack detection and action.
Sophisticated attacks take time to unfold and involve much more than malware. Organizations must collect, assemble, interpret, and apply many fragments of information early in an attack chain to disrupt advanced and targeted attacks. More than raw data, organizational and situational context enrich other forms of intelligence to create "indicators of attack." These early warnings reveal suspicious events, letting systems and people contain and mitigate attack activities before they lead to system compromises and data loss. They also inform adaptive behaviors for sustainable advantage.
What happens when you see something suspicious outside your home? You gauge its risk and decide what to do. If it's a fire, you might call the fire department—but not if it's coming from the neighbor's grill. If it's someone looking through your neighbor's front window, and your neighbor is on vacation, you might take a picture and call the police—but not if you recognize their house sitter.
Suspicious or Benign? It Depends.
An IoA is a unique construction of unknown attributes, IoCs, and contextual information (including organizational intelligence and risk) into a dynamic, situational picture that guides response.
The key to this decision sequence is your definition of "something suspicious." Your neighborhood, line of business, and experience provide a baseline of "what is normal" as well as context to directly affect this definition. Context is often defined as "who, what, when, and where." It's the analyst's job to derive "why and how." In sizing up the context, we make a decision, one that can protect our neighborhood or our business.
In attack scenarios, the time factor is one of the most pivotal. It involves not just catching a snapshot of a point in time (12:36.12 a.m.), but capturing that event within an attack timeline by noting repetition (20 times) or related events (from different IP addresses) across a span of time (within 24 hours).
IoA versus IoC
These contextual attributes of a situation add up to "indicators of attack (IoAs)." Unlike "indicators of compromise (IoCs)," which are individual known bad, static events (IoC test: Is there a regulation against loss of that structured data? Is file blacklisting a relevant control?), IoAs only become bad based on what they mean to you and the situation.
Technology Brief
Earliest Possible Attack Detection
Because this situational picture can be created as early as the initial phase of an attack— reconnaissance—defenders gain an active role in blocking the attack's success. With visibility and contextualization throughout the attack chain, defenders have many more opportunities to fight off an attack before it succeeds. This is another contrast with IoCs, which primarily support after-the-fact forensic investigation, not the in-the-moment incident intervention made possible by an IoA.
A Bias for Action
The detailed nature of the situational picture increases the sensitivity and precision of attack containment and mitigation. It brings relevant information directly to the people and processes that need it, when they need it.
■ ■ Enhanced, dynamic threat and risk scoring can pinpoint and elevate events for immediate evaluation by security analysts.
■ ■ Actionable details permit targeted processes to automatically and selectively block, disrupt, monitor, or record activities.
■ ■ Fine-grained event attributes can be used to find other instances of an event.
■ ■ Event details can allow heuristics to predict attack behaviors, educate defenses, and suggest policy and control changes to prevent future repetitions.
■ ■ Context helps investigators reconstruct a complete forensic chain of events and look back in time to unearth other and similar attack evidence.
These proactive organizational behaviors demonstrate maturity in incident response, a maturity increasingly sought by enterprise leaders worried about data breaches and cyberattack costs.
An Intelligence-Sharing Architecture
To implement systems that support IoAs, each organization needs to adjust its mindset and controls to be more proactive and timely about sharing and acting on contextual data. This process turns raw data into actionable intelligence and then to intelligent action.
Figure 1. Collection and sharing of context and other forms of intelligence enable adaptive threat management.
Planning and
Direction
Collection
Dissemination
Processing
Exploitation
Analysis and
Production
Indicators of Attack (IoA)
2
Technology Brief
Collection
The first hurdle is usually collection. Many sensors and products can collect raw data, but most "use it and lose it." The architecture needs to ensure the important (relevant) data is collected and shared, not just observed and discarded. This shared data supports immediate containment of the attack and can also factor into improvements in policies and defenses, essentially helping the infrastructure learn as it protects.
Next, the individual data points must be aggregated to construct an indicator of attack. Simple, intermittent data archival as implemented by first-generation security and information event management (SIEM) is not enough. Basic event data must be enriched with contextual data (such as time, prevalence, location) and the human factor of experience, risk values, and instinct. This contextualization can happen in different ways, in different segments of the infrastructure, but it needs to happen at a speed that supports immediate action.
Contextualization
Many products are designed for single functions, not to be part of a centrally managed, intelligencesharing system. This advance requires a trusted way to exchange data in real time, such as the messaging bus used in the McAfee® data exchange layer. By defining clear ways to share precise types of information, the McAfee data exchange layer enables and encourages appropriate sharing.
Centralization
Centralized services help with both collection and contextualization. For example, endpoint sensor events can be baselined, aggregated, and contextualized using local threat intelligence and organizational preferences and risk scores, a model available with the McAfee Threat Intelligence Exchange. This process can reveal first contact and prevalence.
In addition, an advanced security intelligence platform can build on real-time SIEM technologies to normalize and correlate endpoint discoveries with network event data and other information—user data, application policies, threat intelligence, risk posture—and surface concrete IoAs. Correlation is important in this process as it aligns data into IoAs and assembles them into a sequence that reveals attack patterns and intent.
Aggregating a full picture from fragments of information, contextualized intelligence can rapidly become a "Big Data" problem, so an advanced analytics architecture is recommended. This system is available with McAfee Enterprise Security Manager.
Amount of Data
Figure 2. Conversion of massive amounts of data into actionable intelligence requires filtering, contextualization, and high-speed analytics.
Planning
Operational
Environment
Raw Data
Information
Intelligence
Collection
Analysis
Processing
Indicators of Attack (IoA)
3
Technology Brief
Action and adaptation
Once the IoA is created, people and processes can act while the rich intelligence is distributed. Directly, alerts, and thresholds can guide enforcement actions such as quarantine. In near real time, new findings can factor into policy adjustments, authentication requirements, and human response workflows. Within hours and days, findings can influence risk scores, organizational policies, and end-user education. Over longer timelines—weeks and months—organizations can trend and surface anomalies, predict future attacks, and adjust sensitivities.
Getting Started
Support for IoAs will allow your organization to act earlier and more definitively to disrupt advanced and targeted threats. By sending rich IoA insights to cross-vector detection, containment, and remediation systems, security analysts get a sustainable advantage against evolving cyberthreats. Get started today with a visit to mcafee.com/incidentresponse.
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PINELLAS COUNTY SCHOOLS
NETWORK/INTERNET ACCEPTABLE USE AGREEMENT
Pinellas County Schools use computers to support learning and to enhance instruction. Computer networks in the schools allow students and staff to interact with many computers. The Internet, a network of networks, allows people to interact with hundreds of thousands of networks and computers. Internet access is now available to designated students in Pinellas County Schools. This resource offers vast, diverse, and unique resources to students that will allow them to communicate with people from around the world, visit electronic libraries, perform research on a variety of subjects, and participate in special projects with students from all points on the globe. The goal in providing this service is to promote educational excellence in schools by facilitating resource sharing, innovation, and communication. This technology will benefit all students as they prepare for work in a global marketplace.
The student is expected to follow all guidelines stated below, as well as those given orally by the staff, and to demonstrate ethical behavior that is of the highest order in using the network facilities at the school.
1. Acceptable Use:
The purpose of the Internet is to facilitate communications in support of research and education by providing access to unique resources and the opportunity for collaborative work. The use of the student's account must be in support of and consistent with the educational objectives of Pinellas County Schools. Use of other organizations' networks or computing resources must comply with the rules appropriate for that network. Transmission of any material in violation of any U.S. or state regulation is prohibited. This includes, but is not limited to: copyrighted material, threatening or obscene material, or material protected by trade secret. Use for commercial activities is generally not acceptable. Use for product advertisement is also prohibited.
2. Privileges
The use of the Internet is a privilege, not a right, and inappropriate use will result in a cancellation of those privileges. The districtwide network system administrator is the supervisor of distributive and user support systems. In addition, the principal will appoint a staff member to act as the school's network system administrator. Students may not allow others to use their account name or their password. Violation of this rule could jeopardize access to the Internet and students who violate this rule will immediately lose all network and computer access. The school's network system administrators will deem what is inappropriate use and their decision is final. Also, the school's network system administrators may close or restrict an account at any time as required. The administration and staff of the district or the school may also request the districtwide network system administrator or the school's network system administrator to deny, revoke, or suspend specific user access.
3. Network Etiquette
Students are expected to abide by the generally accepted rules of network etiquette. These include, but are not limited to the following:
a. Do not reveal personal address, phone numbers, or other personal information of yourself or classmates.
b. Be polite. Do not get abusive in messages to others.
c. Use appropriate language. Do not swear, use vulgarities, or any other inappropriate language.
d. Do not engage in activities that are prohibited under state or federal law.
e. Do not assume that electronic mail is private. People who operate the system do have access to all mail. Messages relating to or in support of illegal activities may be reported to the authorities.
f. Do not use the network in such a way that would disrupt the use of the network by other users.
g. All communications and information accessible via the network should be assumed to be private property.
4. Services
a. Pinellas County Schools will not be responsible for any charges related to fee for service access to on-line resources services incurred by account holders without prior written approval being received from the district.
b. Pinellas County Schools makes no warranties of any kind, either expressed or implied, for the service it is providing. Pinellas County Schools will not be responsible for any damages suffered. This includes loss of data resulting from delays, non-deliveries, mis-deliveries, or service interruptions caused by its own negligence or errors or omissions including any and all viruses. Use of any information obtained via the Internet is at the student's own risk. Pinellas County Schools specifically denies any responsibility for the accuracy or quality of information obtained through its services.
5. Security
Security on any computer system is a high priority, especially when the system involves many users. If the student can identify a security problem, the student must notify the school's network system administrator or the Pinellas County Schools districtwide network system administrator and should not demonstrate the problem to other users. Attempts to logon to the Internet as a network system administrator will result in cancellation of user privileges. Any user identified as a security risk or having a history of problems with other computer systems may be denied access to the Internet.
6. Vandalism
Vandalism will result in cancellation of Internet privileges. Vandalism is defined as any malicious attempt to harm or destroy data of another user, Internet, or any of the above listed agencies or other networks that are connected to Pinellas County Schools. This includes, but is not limited to the uploading or creation of computer viruses.
STUDENT
I understand and will abide by the Network and Internet Use Agreement. I further understand that any violation of the regulations stated is unethical and may constitute a criminal offense. Should I commit any violation, my access privileges may be revoked and school disciplinary and appropriate legal action may be taken.
Name of Student_________________________________________________________ School ________________________________________________
User Signature________________________________________________________________________________________ Date _____________________
PARENT OR GUARDIAN
As the parent or guardian of this student, I have read the Network and Internet Use Agreement. I understand that my child’s access is designed for educational purposes. I recognize it is impossible for Pinellas County Schools to restrict access to all controversial or offensive materials and I will not hold them responsible for materials acquired on the network. Further, I accept full responsibility for the supervision, if any, when my child’s use is not in a school setting. I have read and understand the information in this agreement and hereby give my permission for my child to use the Internet for classroom curriculum projects.
Parent or Guardian's Name (please print) ______________________________________________________________________________________
Parent or Guardian's Signature______________________________________________________________________ Date _____________________
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Water & Pool Safety
(800) 774-7237
Riverside County is dedicated to preventing unintentional injuries to children in our county. The paramedics, fire fighters, law enforcement personnel, and hospital staff who work in our county know all too well the tragic results of a child's death from drowning. Childhood drowning can be eliminated because we know that childhood drowning is 100% preventable.
Make changes now, before a drowning happens. It could happen in your neighborhood or at your next gathering. Please don't wait. Read the following information. It could change your life.
FACTS
* Over 80% of all drowning and near-drowning incidents occur in backyard pools.
* Drowning is the leading cause of unintentional or accidental injury-related death to children ages 1-4 years old in Riverside County.
* There are over one million backyard pools in California without safety features because they were built before the Swimming Pool Safety Act of 1998. One could be in your neighborhood.
* A submerged child can lose consciousness in less than two minutes – the time it takes to answer a phone – and sustain permanent brain damage in only 4 to 6 minutes.
* Drowning is a quiet event. There is no splashing, no screaming, and no noise at all.
* Shimmering and sparkling, water is a magnet for toddlers and young children.
* Remember, it takes very little water for a child to drown. Less than one inch of water is all it takes to cover the mouth and nose of a toddler.
* Children under the age of five have no fear of water and no concept of death. Water is associated with play.
LAYERS OF PROTECTION FOR POOLS
* Fence the pool
* FENCE GATES: All gates to the pool or spa must be selfclosing and self-latching.
* POOL COVERS: If a pool cover is used, make sure it has been approved as a safety device.
* Shut the gate • Learn how to swim it's great! • FENCING: Enclose your pool with four-sided, non-climbable fencing at least 5 feet high. Isolation fencing around a pool or spa is the best protection. If possible, do not use your house as one of the four sides.
* Take CPR
* DOOR & WINDOW ALARMS: All windows and doors that lead to the pool area should have alarms that alert adults when they are opened.
* Adults should always supervise
(more on other side)
* Keep proper supplies
PREVENTION TIPS
* Assign an adult Water Watcher to keep their eyes on the water at all times.
* SUPERVISE! Never leave a child alone near a pool or spa, bathtub, pond, toilet, bucket of liquid, or any standing water.
* Do not allow children to play near the pool or spa.
* Empty wading pools immediately after use and store upside-down.
* Keep toilets lids down. Install safety latches on the toilet lids to prevent toddlers from opening and playing in the toilet.
* Bath rings are only bathing aids, not personal floatation devices.
* American Academy of Pediatrics advises against swim lessons until the 4 th birthday.
* Never rely on devices or swimming lessons to protect children without supervision.
* Never drink alcoholic beverages before or during swimming or supervising children.
BE PREPARED
* Know your neighborhood and the homes your child visits. Is there a pool? Is it properly protected? If the children will be swimming, who will be supervising them?
* Learn CPR & First Aid
* Learn how to swim and learn proper rescue techniques.
* Keep a portable telephone and emergency phone numbers nearby.
* Keep rescue equipment at near the pool. Do NOT use air-filled swimming aids (such as water rings) in place of life preservers. These devices can give parents and children a false sense of security, which may increase the risk of drowning.
IF A WATER EMERGENCY OCCURS
* Check for breathing; clear mouth and nose of any obstructions
* Pull the child from the water and place on his or her back
* Instruct another adult to call for emergency help
* Begin rescue breathing or CPR as needed until the child is revived or help arrives.
SAFETY RESOURCES
(800) 774-7237 or (951) 358-7171
Riverside County Children's Injury Prevention Network
Riverside County Building & Safety Department rivcoips.org
(951) 955-1800 or (951) 600-6245
Riverside/Corona (951) 955-6713
To report an unsafe pool call Code Enforcement:
Perris/Hemet/Temecula (951) 600-6140
American Red Cross in Riverside County
Pass & Desert Areas (760) 863-7180 (951) 656-4218 or (760) 773-9105
www.drowningpreventionalliance.com
National Drowning Prevention Alliance
Safe Kids Worldwide
U.S. Consumer Product Safety Commission www.cpsc.gov
Safekids.org
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National Cemetery Burial Ledgers: Reproduction & Indexing Project, 2009-2012
Historic burial ledgers documenting national cemetery interments from the 1860s to the 1960s are valuable for the genealogical information they contain, as well as being antique artifacts. Concerns over limited access and safekeeping led the NCA History Program to design a project for the electronic reproduction of 60 ledgers and greater access to their content for federal managers and public researchers.
Public Law 37 - An Act to Establish and to Protect National Cemeteries, enacted on February 22, 1867, is the first legislative reference to a "register of burials." The oversized, leather-bound books are the oldest "system"
documents and the absence of modern personal identifiable information (such as Social Security numbers of living service members) the ledgers are considered public records. Multiple ledgers exist for some cemeteries. Beginning in the late 1990s, the form of cemetery burial data began to evolve to keep up with technology, most recently posted on the internet-accessible Nationwide Gravesite Locator (NGL: http://gravelocator.cem.va.gov/).
of recording military burials. Much of the ledger data is found in NCA's current tracking system: the electronic Burial Operations Support System (BOSS). Ledger entries include a soldier's name, date of death, regiment, and grave location. Many Civil War soldiers were buried near where they fell in battle or in temporary cemeteries, and sometimes that location is also recorded in the ledgers. Due to the age of these
Between 2009 and 2011, NCA reproduced ledgers by digitization—photographing or scanning each page— and storing it as a high-resolution graphic file format. NCA then transferred 60 fragile, hand-written ledgers for 36 of its oldest cemeteries to the National Archives and Records Administration (NARA) as required by law. NARA was already the steward of more than 156 U.S. Army ledgers documenting burials at more than 146 facilities.
The digitized ledgers are a convenient source of primary data but entries stored in photographic form are not electronically searchable by name or other information. To maximize the value of these records, in 2011 NCA formally partnered with Ancestry.com to index the entries—nearly 114,000 individuals were extracted from 9,344 pages in all—at no cost to the government. Ancestry.com is a popular subscription source for primary records; it and NARA have partnered for many years to make public-domain records available online. NCA's project prompted NARA to elevate as a priority the reproduction-and-indexing of its ledgers under contract to Ancestry.com. The combined collection encompasses more than 556,000 individuals contained in more than 216 historic ledgers. VA/NCA staff will have free online access to the indexed ledgers to answer questions from the public and others.
To facilitate the stewardship of national cemetery heritage during the Civil War sesquicentennial and beyond, NCA obtained authorization from Ancestry.com for personnel at the 14 national cemeteries overseen by the National Park Service, associated with pivotal Civil War events, and the two Army-run national cemeteries, to have access to the online ledgers at no cost. Ancestry.com launched access to the burial ledger records on its website in conjunction with Veterans Day 2012.
For more information, visit these links:
* Project Frequently Asked Questions
* List of cemetery burial ledgers available online at Ancestry.com
* VA Press Release, January 10, 2013
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Monthly Newsletter
Welcome!
!
We are announcing the grand unveiling of our new web site/search engine designed for high school students.
www.Infotrek.info
Check out our animated video below!
You Tube: http://youtu.be/N9OXhmynem4
Vimeo: https://vimeo.com/101749012
Students can search the main categories, which include the following:
* Science, Technology and Math
* Biographies
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* Literature and Language Arts
* Social Studies, Geography, and History
* Quotations
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* Images, Audio and Video Clips
* Languages
The power of Infotrek is the search engine:
1) Students can type in their own keywords and high school level results will be displayed.
2) Students can click on a topic such as "Earth Science" and an extensive list of earth science topics will be displayed. Then, the student would click on a specific topic and it is entered automatically in the search box.
As always, Infotrek and our other sites only access resources that have been recommended by teachers and librarians and reviewed by us.
Send us your feedback!
Welcome to the students, teachers, and librarians of Vancouver, British Columbia We're happy you are using Infotopia.info, Infotrek.info and Kidtopia.info for your research needs!
Are You Looking for Resources on Landforms?
Our newly updated resources page on landforms consists of twelve carefully selected web sites, which include videos from WatchKnowLearn, interactive lessons, definitions, pictures, maps of world locations, quizzes, anagrams, a PowerPoint presentation, a slide show, songs about Landforms, and even a game called Landform Detective. As you know, information about landforms is difficult to find in one place. Hopefully, this will help with your class objectives on landforms.
http://www.infotopia.info/landforms.html
http://www.powtoon.com/
Have you or your students tried PowToon yet? It is easy to use and the results are quite professional looking. You can easily animate a presentation (with audio) for free using Powtoon, and then upload it to YouTube or download to your computer. It is quite intuitive and doesn't require professional skills to use. There are one-minute online tutorials that teach you how to use it! (It's that easy!)
New "How-To" Animated Videos for many subjects, including science fair projects, how to perform keyword searches, and more. Send us your requests!
Infotopia Newsletter
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Our blog can now be found at www.infotopiaworld.com. Recent Posts include:
* How to Find Free eBooks and Audiobooks
* How to Borrow Free eBooks and Audiobooks
* Free Children's eBooks, Online Books, and Audiobooks
* Google Search Operators vs. Boolean Searching
* Summer Reading Ideas
Presentations for Students:
* How and Why to Cite Your Resources
* It's a Jungle Out There (How to Distinguish Good from Bad Web Sites)
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August Events
National Inventors' Month http://www.infotopia.info/inventions.html
Get Ready for Kindergarten Month
http://www.coolmath.com/parents/getready.htm
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Help! We are working on a number of new resource pages and we need to know if your schools/school districts allow students to access embedded videos from YouTube or Vimeo on a web site. Could you complete this brief (one question) survey for us? Thanks in advance for your help! Just click on the link below. http://bit.ly/WIriy0
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How to Find Cool Masonic Places in New Zealand's North Island
When travelling around New Zealand there are interesting Freemason-related locales to visit while you travel the North Island. Use this as an opportunity to share Freemasonry with partners /friends and encourage non-Freemasons to also search these out.
St Pauls Church, Symonds St Auckland: The first instance of Masonic Labour in New Zealand, of which there is authentic record, was in Auckland in July 1841, at the laying of the Foundation Stone of the first St. Paul's Church. It was a very pretty church, built brick faced with Auckland stone, seating 600 people, which stood in Emily Place at the top of Shortland Street.
By advertisement, the brethren of the town were summoned to assist, with the newspaper of the day subsequently recording that "the gentlemen in Auckland who were Freemasons appeared, with the decorations and insignia of their Order". Among these were the founders of the current Ara Lodge No1.
That historic stone was used again fifty years afterwards as the Foundation Stone of the present St. Paul's on Symonds Street. It is a very large, rough ashlar of grey stone, built into the wall of the church without inscription, and can be found inside the porch at the left of the front door.
Southern Cross Hotel Site, Willis St Wellington: The first regular meeting of Freemasons in New Zealand on 23 November 1842 was at the Southern Cross Hotel run by Bro Frederick France. He was the first Inner Guard of the new Lodge. A sketch in 1842 by Capt William Mein-Smith RN of Te Aro shows the hotel on the southeastern corner of Willis St and Old Customhouse St, now Bond St. The Bordeaux Bakery is presently at this location.
First Freemasons Hall, Lambton Quay, Wellington:
A Freemasons Hall was built by NZ Pacific Lodge in the mid 1840's on the northern side of Barrett's Hotel. From the etching below it is likely it was located alongside the first Barrett's Hotel which was on what is now known as Waititi Landing Park. This small triangle of land on the corner of Molesworth Street and Lambton Quay was a long-standing waka landing place for Maori. Twin 6.3-metre pouwhenua (boundary markers), designed by Te Atiawa sculptor Ra Vincent, symbolise waka and now stand where the beach once was. The pouwhenua carry two figures depicting the people of the land they stand on, and a kowhai design on their inner surfaces represents the wairua (spirit of the land) from which they emerge. On the other side of the Hotel where the Cenotaph is now, was the first Public Library.
NZ Pacific Lodge No2 – Tucker & Stafford Grave, Wellington: If you have time for a walk in the Bolton Street Memorial Park in Wellington find your way to the entrance at the beginning of Easdale Street off Bolton Street. Here you'll find Powles Path which travels north through the gully beside the motorway and climbs up on to the main ridge pathway a short way down from the Richard Seddon Memorial (Seddon was also a prominent Freemason - his portrait in Masonic regalia is hanging in the Wellesley Building). On Powles Path you'll find an amazingly decorative Freemasons grave complete with two columns and a tessellated pavement.
The new plaque installed when NZ Pacific Lodge undertook restoration work in 2009 records the death of Henry Tucker in 1873 and Edwin Stafford in 1885. These two had an agreement that whoever survived the other, he would erect an appropriate tombstone in memory of the brother that had died. Also take a look around at the graves nearby as there are several others with masonic symbolism.
Grand Lodge Library, Wellington: An extensive collection of Masonic related books can be found at the GLNZ national office located in Freemason House at 195 -201 Willis Street Wellington. The library can be visited any working day 8.30am-5pm.
United Masters Lodge Museum and the Freemasons Museum, Auckland:
These combined museums are maintained by the '167 Heritage Society' and can be found at the Auckland Freemasons Centre located at 181 Khyber Pass Rd, Auckland. Visits by individuals and groups can be arranged by contacting the Society Secretary via the website https://sites.google.com/site/unitedmasterslodgeno167/Calendar
Wellesley Building, 2-8 Maginnity St Wellington: This NZIA Gold medal winning building, as well as a Category 1 Historic Place, was built for the 'Wellesley Club' in the late 1920's and is one of the best examples of Georgian architecture in New Zealand. Purchased by a group of Freemasons circa 2009 it is now home to the Wellington Freemasons Centre and the Wellesley Boutique Hotel / 1815 Café & Bar. The Lodge room is in the original grand billiard room creating one of the most ornate lodge rooms in the country.
While the 1815 café is a great place for a meal and/or drink. The building has one of the few Lodge rooms in NZ (with the building being open to the public) that by arrangement it may possible for an out of town Freemason to visit.
Original Masterton Masonic Hall: If travelling through Masterton the original Masonic Hall can be found at 109 Chapel Street where today it is the 'Vibe Bar' a burger restaurant, late night restaurant and night club.
Other Historic Buildings: There are a number of buildings around the North Island with a Masonic connection classified on the Historic Building list as Category 2 being buildings of ' historical or cultural significance or value ' . These include:
o Former Masonic Hall, Yarborough St, Kohukohu
o
Masonic Hall, 3 Baxter St, Warkworth
o Masonic Club / Buckland Building, 30-34 Customs St East, Akld
o Masonic Hall, 14 Rodney St, Northcote
o Former Remuera Masonic Hall, 82 Remuera Rd. Auckland
o Former Masonic Lodge, 776 Rings Rd and Victoria St, Coromandel
o Sir Walter Scott Lodge, 415 Mackay St, Thames
o Masonic Lodge, 47 William St, Huntly
o United Manawatu Lodge, 186 Broadway, Palmerston North
o Gisborne Amateur Operatic Society Building (former Masonic Hall) at 188 Childers Rd.
o Lion Lodge Hall at Newton St, Ormondville
o Lodge Waimarino No 175, 23 Ward St, Raetihi
o Former Masonic Lodge, Bruce St, Hunterville
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22 July 2015
A NEW WATER TANK FOR LOCAL GIRL GUIDES
Pakenham Girl Guides are soon to discover the benefits of recycling natural water following their success in the 2015 SUEZ environnement Community Grants Program.
The group has received a $3,000 grant from SUEZ environnement to install a sustainable water tank system at their local Guide Hall.
By installing an onsite water tank, the Girl Guides site will harvest and recycle water that is naturally available during rainy periods. The water tank will not only provide natural source of water onsite, it will be used as a learning tool for Guides as young as five to understand the importance of water conservation and reduce their current water utility bills freeing up funds to deliver other beneficial programs to the group.
Kelvin Sargent, SUEZ environnement's State General Manager Victoria, presented the cheque to the Pakenham Girl Guides at a CampFire ceremony on Wednesday night and said SUEZ environnement was pleased to support this local community group with their future sustainability goals.
"The Girl Guides are a well-respected organisation with long-standing involvement both locally and globally. Their ethos encourages young girls to be actively involved in their community and provides opportunities to contribute towards the environment and a sustainable future. We are proud to support them in this small way to reach their goals."
Group Leader at the Pakenham Girl Guides, Sonya Boloski, was excited to receive the news about the grant.
'Following the recent completion of our new Girl Guide Hall roof, the installation of the water tank will be a great addition to our Guide Hall here in Pakenham, complementing the sustainable life practices we instil in each Guide."
"Thanks to SUEZ environnement, the water tank will enable our Girl Guides to learn new skills about rainwater harvesting, water conservation and recycling water practices," said Sonya.
"The water tank will also assist in reducing our utility costs enabling the group to use the funds to support other Girl Guide programs."
SUEZ environnement was the first waste company in Australia to launch a national community grant program. Over the past two years, the SUEZ environnement Community Grants Program has provided more than $250,000 to inspiring local organisations and projects. This year, 38 community groups across Australia have been awarded more than $155,000 in community grant funding to help realise their project dreams.
For more information on the SUEZ environnement Community Grants program or to register to receive information about the next grant round in 2016 visit www.suez-envcommunitygrants.com.au
– Ends –
Contact – SUEZ environnement Media Office on 02 8775 5527
SUEZ environnement finds smart and reliable resource management solutions to make the best use of water and waste for towns, cities, business and industry. We partner with organisations through the SUEZ environnement Community Grants program to support local participation in social and environmental projects which help create a more sustainable future.
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www.mindingyourmind.org
Program Overview
Minding Your Mind is a 501c3 not-for-profit organization with a mission of reducing stigma and destructive behaviors associated with mental health issues while promoting help-seeking behavior in youth through education.
Minding Your Mind offers an evidence-based, contact strategy through in-school and community-wide mental health education programs aimed at middle school, high school, and college-age students. Through our professionallycrafted presentations, students hear stories of hope and recovery from young adult speakers who successfully and productively cope with their mental health issues. Our educational programs move away from crisis-based response to prevention through education. Programs create a safe space for communication and aim to normalize the conversation around mental health.
Our Goal
Our goal is to help reduce the incidence of substance abuse, self-harm, isolation, bullying, and suicide in teens and young adults. Suicide is now the second leading cause of death for teens and young adults aged 14 to 23. Suicide almost always is the result of an untreated or under-treated mental health condition. Stigma and shame are the greatest barriers to treatment. Our goal is to create a culture of openness and advocacy.
Since 2007, through our young adult speaker program, Minding Your Mind has reached hundreds of thousands of high school, middle school, and college-aged students, their teachers, families, and caregivers. The programs occur during school assemblies, health classes, and workshops. Issues addressed in these presentations range from mood disorders, suicide ideation and eating disorders, to addictive behavior and bullying.
Our Speakers
Our speakers all have received training to ensure that their presentations are delivered in a professional and knowledgeable fashion. These inspiring presentations provide students with a better understanding of the signs and symptoms of mental health disorders, emphasizing that they are common, treatable, and that help is available. In 2015-2016, Minding Your Mind completed over 1,100 presentations to schools and community organizations. Additionally, Minding Your Mind offers two Best Practice Registry Suicide Prevention Education Programs for school faculty and staff, which qualify for state-mandated training. These presentations often take place during teacher inservice days, at conferences, or during parent nights. All programs are age appropriate and can be tailored to meet the needs of an individual school or community demographic. Our "Be the One" initiative promotes awareness and teaches students how to best take action if their friends or family members are suffering.
All speaker bios, teacher testimonials, and school presentation lists can be viewed on our website www.mindingyourmind.org. To schedule a presentation, please click here to complete the "Book a Speaker Form" found on the upper right hand corner of our Home page. Please feel free to contact our executive director, Trish Larsen, at [email protected] with any questions or comments.
Breaking the Silence through Education
Minding Your Mind • 124 Sibley Avenue • Ardmore, PA 19003 • tel 610.642.3879 • fax 610.896.5704
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EU scientists confirms bioenergy accounting error
Title
A major carbon accounting flaw in EU legislation whereby biofuels used in transport and biomass used for power generation are counted as ?zero emissions? will have ?immense? consequences for the environment.
This is the key finding of a report published on Friday 16 October by the Scientific Committee of the European Environment Agency (EEA), a top EU advisory body.
Click here to read the EEA report.
The report warns that counting biofuels and biomass as ?zero emissions? is wrong because it ignores the emissions that come when the fuels are burned, assuming that this impact is automatically offset when new plants grow. In many cases these emissions will not be offset because increased demand for land for bioenergy will just displace emissions elsewhere.
The report goes on to say that ?if bioenergy could or should provide 20% to 50% of the world?s energy needs in coming decade?doing so would require doubling or tripling the total amount of plant material currently harvested from the planet?s land.? Such an increase would have devastating environmental consequences.
The report follows the similar findings of a study published in June last year by three environmental organisations, BirdLife Europe, EEB, and T&E. (x) The organisations have repeatedly called for an end to so-called 'zero counting' of bioenergy emissions, including those from biofuels production.
The EU is currently reviewing one of the accounting flaws linked to its mandatory renewable energy target for transport, which will mostly come from a switch to biofuels. Currently socalled EU ?sustainability criteria? fails to account for the central question of indirect impacts on land use and emissions (Indirect land use change or ILUC). ILUC occurs when biofuel crops replace food crops.
The land needed to grow the missing food is displaced, often to the developing world. This in turn causes rainforests and other sensitive eco-systems to be destroyed to grow food, causing a massive release of emissions. Many EU countries are scaling up on biomass for heat and power, and biofuels for transport to meet mandatory European renewable targets. The report shows that continuing with today?s flawed carbon accounting would lead to an increase rather than a decrease of emissions in the real world.
Biomass and biofuels receive generous subsidies and tax breaks across Europe, leaving the EU faced with the prospect of an ?environmental? measure causing disastrous consequences, and largely funded by the taxpayer. Ariel Brunner, Head of EU policy of BirdLife Europe said: ?The EU has been basing its entire bioenergy policy on fake carbon accounting; the result is a sub-prime bioenergy mortgage that will never be paid off unless the EU changes course immediately.?
Faustine Defossez of the European Environmental Bureau said: ?This study should be taken as a wake up call to start bringing out some badly needed policy adjustments: it is now clear that the increase in harvesting of plant material for energy purposes, foreseen under the Renewable Directive, will have serious negative environmental, including climate impacts? Nusa Urbancic of Transport & Environment said: ?The European Commission has been sitting on its hands for almost three years figuring out what to do about the indirect effects of biofuels. Every serious scientific body that has studied the issue says action is needed, the EEA is the latest in a long line. The EU should waste no more time coming forward with a proposal to fix this massive accounting hole. It?s important not just for the environment but also for the biofuels industry in Europe, which has frozen most of its investments, until it knows what the future rules are going to be.?
NOTES [x] Two studies commissioned by BirdLife Europe, EEB, and T&E show that Europe has a major carbon accounting problem, threatening the credibility of two flagship EU environmental policies: the Renewable Energy Directive (RED) and the Emissions Trading Scheme. Under EU accounting rules, burning bioenergy is considered to be ?carbon neutral? despite the release of significant greenhouse gas (GHG) emissions in the short-medium term, turning bioenergy into a misguided policy tool for achieving emissions reductions. The best available scientific evidence shows that the carbon costs of many bioenergy options are high.
Bioenergy causes losses of carbon to the atmosphere from vegetation and soils when biomass is harvested. And biofuels cause losses of carbon to the atmosphere when land is converted - either directly or indirectly - to meet the increased demand for agricultural crops. See the full report here.
Stichting BirdLife Europe gratefully acknowledges financial support from the European Commission. All content and opinions expressed on these pages are solely those of Stichting BirdLife Europe.
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Stoic Greek Vocabulary
William S. Annis Scholiastae.org ∗
February 5, 2012
This is a list of key Stoic terms used in the works of Epictetus, as well as a few idioms that might cause trouble for those used to different genres or periods of Greek.
δύναμις
Δύναμις refers to an individual's ability or capacity for something, and not the art or science itself. So there would be an opposition between e.g., ἡ γραμματικὴ δύναμις and ἡ γραμματικὴ τέχνη, with the former being an individual's linguistic (in a very broad sense) ability, while the latter would be the abstract science of linguistics.
ἔκκλισις
The base meaning of ἔκκλισις is "disposition, tendency," but in Stoic terms means specifically disposition away from something, "aversion, avoidance." Opposite of ὄρεξις.
ἐφ' ἡμῖν
Ἐπί with the dative is a fundamental phrase in Epictetus' philosophy, usually in the form ἐφ' ἡμῖν or οὐκ ἐφ' ἡμῖν, "up to us, under our control," but also sometimes with other pronouns, ἐπ' ἐμοί, κτλ. It is often nominalized, τὰ ἐφ' ἡμῖν, "those things that are up to us." See Ench. 1.1.
ὄρεξις
Ὄρεξις, "desire," is often used to mean in particular desire towards virtue, but may sometimes refer to those desires to be avoided. Opposite of ἔκκλισις.
∗ This work is licensed under the Creative Commons Attribution-ShareAlike License. To view a copy of this license, visit http://creativecommons.org/licenses/by-sa/3.0/.
ὁρμή
This means "impulse, rush forward," but in Stoic writings "choice, intention, appetite," the motivation of an action. It's usually contrasted to ἀφορμή, "repulsion, aversion." The denominative verbs ὁρμάω, "feel attraction, desire," and ἀφορμάω, "feel aversion," are also often seen.
πάσχω
The base meaning of πάσχω is to be on the receiving end of some action, so "suffer, have something happen to one, come to be in a state," etc. There is a particular Stoic idiom meaning, "be acted on by external things, take impressions from (them)," which may further be used with a report clause introduced with ὅτι, "to be (led to) suppose that." See Epict. 1.2.3.
προαίρεσις
Πριαίρεσις, from the verb προαιρέω, "choose, prefer," comes in for a lot of extravagant translations in philosophical literature. Its basic meaning in non-philosophical Greek is "choice, resolution, purpose," but it may also refer to one's habits of choice, and so "conduct, character, reputation, devotion." In Stoic writings it may be translated "moral purpose, moral character, intention, volition," etc.
προκόπτω, προκοπή
The verb προ-κόπτω means "to move forward, advance, make progress," especially in a philosophical or moral sense in Epictetus. The present participle is often used as an agent noun, ὁ προκόπτων, referring to someone making progress in living as a Stoic. The noun, προκοπή, is then "moral progress, improvement." See Ench. 12.1, Ench. 13.1.
φαντασία
Φαντασία corresponds to the "idea" of British Empiricists (like Locke and so on), so it would include both particular sense-data and more abstract mental ideas. The use of φαντασίαι leads to value judgements both about gold (external things) and other δυνάμεις (abstract things). It is often translated "impression" in modern English works on Stoicism. See Epict. 1.20.7.
φύσις
Φύσις has the base meaning "growth, origin," but also shades into "natural form, constitution, natural position," and in the Stoic context is often simply "nature." Because Stoics viewed the cosmos as a teleological system (it had a purpose for everything), living κατὰ φύσιν, "according to nature" was synonymous with living correctly. The phrase παρὰ φύσιν, "contrary to nature" is seen, as is the bare dative, φύσει, "by nature." The intransitive second aorist (ἔφυν) and perfect (πέφυκα) of the verb φύω, "grow," may be used with the meaning "to be (something) by nature."
It should be noted that several Hellenistic schools all advocated living κατὰ φύσιν yet still came to quite different ideas about what that meant.
3
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Summary of Adverse Health Effects of Noise Pollution
Prepared by Louis Hagler, MD
Based on the World Health Organization Guideline for Community Noise
(See: http://www.who.int/docstore/peh/noise/guidelines2.html for complete report)
As the population grows, there is increasing exposure to noise pollution, which has profound public health implications. Noise pollution creates a need for action at the local level, as well as for improved legislation and management. Urban noise pollution produces direct and cumulative adverse health effects by degrading residential, social, working, and learning environments with corresponding real (economic) and intangible (well-being) losses. The World Health Organization has documented seven categories of adverse health effects of noise pollution on humans.
1. Hearing Impairment: Hearing damage is related to duration and intensity of noise exposure and occurs at levels of 80 dB or greater, which is equivalent to the noise of heavy truck traffic. Children seem to be more vulnerable than adults.
2. Interference with Spoken Communication: Noise pollution interferes with the ability to comprehend normal speech and may lead to a number of personal disabilities, handicaps, and behavioral changes. These include problems with concentration, fatigue, uncertainty, lack of self confidence, irritation, misunderstandings, decreased working capacity, disturbed interpersonal relationships, and stress reactions.
3. Sleep Disturbances: Uninterrupted sleep is known to be a prerequisite for good physiological and mental functioning in healthy persons. Noise pollution is a major cause of sleep disturbances. Apart from various effects on sleep itself, noise pollution during sleep causes increased blood pressure, increased heart rate, increased pulse amplitude, vasoconstriction, cardiac arrhythmias, and increased body movement. These effects do not decrease over time. Secondary effects include fatigue, depressed mood and well-being, and decreased performance. Combinations of noise and vibration have a significant detrimental effect on health, even at low sound pressure levels.
4. Cardiovascular Disturbances: A growing body of evidence suggests that noise pollution may be a risk factor for cardiovascular disease. Acute exposure to noise activates nervous and hormonal responses, leading to increased blood pressure and heart rate and to vasoconstriction. If the exposure is of sufficient intensity, there is an increase in heart rate and peripheral resistance; an increase in blood pressure, and increased levels of stress hormones (epinephrine, norepinephrine, and cortisol).
5. Disturbances in Mental Health: Noise pollution is not believed to be a cause of mental illness, but it is assumed to accelerate and intensify the development of latent mental disorders. Noise pollution may cause or contribute to the following adverse effects: anxiety, stress, nervousness, nausea, headache, emotional instability, argumentativeness, sexual impotence, changes in mood, increase in social conflicts, neurosis, hysteria, and
psychosis. Children, the elderly, and those with underlying depression are particularly susceptible to these effects.
6. Impaired Task Performance: The effects of noise pollution on task performance have been well-studied. Noise pollution impairs task performance, increases errors, and decreases motivation. Reading attention, problem solving, and memory are most strongly affected by noise. Noise produces negative after-effects on performance, particularly in children; it appears that the longer the exposure, the greater the damage.
7. Negative Social Behavior and Annoyance Reactions: Annoyance is defined as a feeling of displeasure associated with any agent or condition believed by an individual to adversely affect him or her. Annoyance increases significantly when noise is accompanied by vibration or by low frequency components. The term annoyance does not begin to cover the wide range of negative reactions associated with noise pollution; these include anger, disappointment, dissatisfaction, withdrawal, helplessness, depression, anxiety, distraction, agitation, or exhaustion. Social and behavioral effects are complex, subtle, and indirect. These effects include changes in everyday behavior (closing windows and doors to eliminate outside noises), changes in social behavior (aggressiveness or disengagement), and changes in social indicators (residential mobility, hospital admissions, drug consumption, and accident rates), and changes in mood (increased reports of depression). Noise above 80 dB is consistently associated with decreased helping behavior and increased aggressiveness.
Effects of Multiple Sources of Noise Pollution: Most environments contain a combination of sounds from more than one source (e.g., trains, boom-box cars, car horns and alarms, and heavy trucks). Adverse health effects are related to total noise exposure from all sources. In residential populations, combined sources of noise pollution will lead to a combination of adverse effects, such as sleep disturbances; cardiovascular disturbances; interference at work, school, and home; and annoyance; among others.
Groups Vulnerable to the Effects of Noise Pollution: Although everyone may be adversely affected by noise pollution, groups that are particularly vulnerable include infants, children, those with mental or physical illnesses, and the elderly. Because children are particularly vulnerable to noise induced abnormalities, they need special protection.
Conclusions and Recommendations: The adverse health effects of noise pollution are numerous, pervasive, persistent, and medically and socially significant. These adverse effects represent a significant public health problem that can lead to social handicaps, reduced productivity, impaired learning, absenteeism, increased drug use, and accidents. The aim of enlightened governmental controls should be to protect the population from these adverse effects of noise.
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Become a Friend for Freshwater
I wish to pay:
monthly (suggested donation is £5)
yearly
one off gift
Title:
Name:
Address:
Postcode:
Tel. number:
E-mail:
Freshwater
Habitats Trust
Gift Aid - If you are a UK tax payer, we can reclaim the tax on donations increasing the amount by 25%
.
I am a UK taxpayer and I wish the Freshwater Habitats Trust to reclaim tax on my donation.
By ticking the gift aid box and signing this form you are confirming you pay an amount of UK income or capital gains tax at least equal to the tax Freshwater Habitats Trust will claim and that they should treat all gifts of money that I have made in the past 4 years and all future gifts of money that I make from the date of this declaration as Gift Aid donations. You must notify the charity if your tax status changes or you are no longer a UK taxpayer.
Signed
Date
Please return to: Freshwater Habitats Trust, Bury Knowle House, North Place, Headington, Oxford, OX3 9HY
Title:
Name:
Address:
Postcode:
Tel. number:
E-mail:
To the Manager (name of Bank/Building society)
Address
Postcode
Name of Account holder
Branch Sort Code
Bank/Building Society Account Number
Please pay Freshwater Habitats Trust Direct Debits from the account detailed in this Instruction subject to the safeguards assured by the Direct Debit Guarantee.
Signed
Date
Banks and Building Societies may not accept Direct Debit instructions from some types of account.
Originator No.: 249358 For office use only, DD reference: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
The Direct Debit Guarantee : This Guarantee is offered by all Banks and Building Societies that take part in the Direct Debit Scheme. The efficiency and security of the Scheme is monitored and protected by your own Bank or Building Society. If the amounts to be paid or the payment dates change, Freshwater Habitats Trust will notify you 14 working days in advance of your account being debited or as otherwise agreed. If an error is made by Freshwater Habitats Trust or your Bank or Building Society, you are guaranteed to a full and immediate refund from your branch of the amount paid. You can cancel a Direct Debit at any time by writing to your Bank or Building Society. Please also send a copy of your letter to us.
Instruction to your Bank or Building Society to pay by Direct Debit
Freshwater
Habitats Trust
Freshwater
Habitats Trust
Protecting Freshwater Life for Everyone to Enjoy
www.freshwaterhabitats.org.uk
Freshwater Habitats Trust Registered Charity Number 1107708 A company registered in England & Wales Number 5317683
Water can turn a landscape from humdrum to magical. Clean water can make it utterly marvellous.
Freshwater
Habitats Trust
There are corners of our countryside where ponds and streams bloom and buzz, where ditches and fens shimmer with almost unimaginable beauty. What connects them all is clean water. As these havens become rarer and clean water harder to find, freshwater plants and animals disappear and life becomes irrevocably poorer - for everyone. The figures make for difficult reading: threequarters of rivers and nine out of ten ponds in the UK are damaged by pollution, making freshwater wildlife one of the most threatened parts of the natural world.
We want to change this, with your help.
What we do
Freshwater Habitats Trust works in three main areas:
Research to gather evidence and further knowledge on freshwater protection.
A host of vulnerable species like the Water-violet are now extinct in many areas of lowland England - Fowl’s Pill is one of a handful of places in Oxfordshire where Water-violet still survives.
Why support us?
Research & Policy
Policy to push for much needed change in conservation practices in UK and Europe. Practical Projects to protect endangered freshwater wildlife in the UK, while at the same time raising awareness and encouraging participation from local communities.
Experience Our team of leading ecologists have been working to protect freshwaters in the UK for over 25 years – so we know what we are talking about!
Focus We are the only organisation in the UK dedicated solely to the protection of freshwater wildlife. We focus on the small overlooked habitats, like ponds and headwaters, where their size belies their importance.
Innovation We are pioneers in the field of freshwater research, developing new environmental techniques that are employed by organisations far and wide
Impact We only do things that are based on sound scientific evidence and that are likely to make a significant difference to freshwater wildlife.
Traditionally, research on freshwaters has focused on rivers and lakes. The most abundant waterbodies - ponds, small lakes and headwater streams, which are home to a great variety of endangered species - were more or less ignored. As a result, their conservation was also ignored.
FHT research has helped to change this focus, providing the scientific foundation which shows that we need to look after all kinds of freshwater, small and large, to save wildlife.
Today, the UK Government's policy on freshwater conservation is beginning to recognise the importance of small water bodies.
Water Friendly Farming
F arming is one of the main contributors to water pollution in the UK and we want to find effective ways to reduce it. In Water Friendly Farming, we are working together with farmers to determine how effective measures to control water pollution in farmed landscapes actually are. The project is the largest scheme of its kind and was launched in 2010 in conjunction with the Universities of York and Sheffield. It is set in rural Leicestershire, where our team is simulating and assessing pollution control measures, such as buffer strips, ditches and artificial dams, currently used in farms across the UK. The lessons we learn will influence land management practices in the UK and Europe, improving the condition of freshwater habitats.
Barkby stream – one of the
Water Friendly Farming
project sites in Leicestershire
Even small changes in government policy can bring huge benefits for wildlife, but to change policy you need evidence. So, together with partners such as some of the UK's leading universities, we lead research to answer critical conservation policy questions.
Our current research projects include:
* Finding out the best ways to decrease freshwater pollution in farmed landscapes
* Identifying Important Freshwater Areas so that conservation efforts can be focused in key areas
* Monitoring freshwater biodiversity and water quality across the UK
Practical Projects
We have some wonderful freshwater sites throughout the country. Our practical projects are designed to protect and, where possible, increase these beautiful places. We work with local communities as much as possible in our projects, giving people the chance to experience and enjoy magical freshwater sites in England and Wales as much as we do.
Million Ponds Project
We launched the Million Ponds Project in 2008 to start putting clean water back into the landscape. We kick-started this 50 year initiative by supporting land managing and environmental organisations to create over 1000 clean water ponds for the UK's most threatened species, with partners constructing several thousand more. The next stage is to make 30,000 more ponds by 2020. Eventually the UK will have once again have one million ponds, a thriving network of beautifully rich freshwater habitats.
People, Ponds and Water
People, Ponds and Water launched in 2015 to engage 10,000 people across the UK, from all ages and backgrounds, in practical activities to protect our freshwater heritage. Volunteers are helping to manage some of our most important freshwater
Species Protection
sites, collecting information about trends in rare freshwater plants and animals, and helping to gather water pollution data on a national scale. People, Ponds and Water will provide much-needed information about the condition of freshwater wildlife in the UK while encouraging widespread public engagement in environmental conservation at the same time!
The delicate and particular Glutinous Snail is our rarest aquatic snail. Any changes to the single lake it calls home could make it extinct in the UK. We are working with partners on a backup plan to ensure we don't lose it: a small captive breeding population is being nurtured; giving us an insight into its life, and animals to release back into the wild should the worst happen.
How can you help
The pressures on freshwater wildlife are huge but, together, there is a lot we can accomplish to protect it. We would be delighted if you would stand with us.
Make a donation:
We are grateful for all donations, large or small. If you are able to make a Regular Gift this is especially valuable, as it allows us to better predict our income and plan effectively for the longer term. You can make a donation by completing the form overleaf or online at www.freshwaterhabitats.org.uk
Get your company involved:
Volunteer with us:
We work with a number of local, national and international companies who support our commitment to environmental protection. If you'd like to know more about how your company can get involved please email [email protected] or call us on 01865 595 505 for an informal discussion.
line on [email protected] or call us on 01865 595 505.
We are always looking for an extra pair of hands to help with our survey and monitoring work in England and Wales. No matter your experience, we'd love to hear from you. Just drop us a
Thank You
Freshwater
Habitats Trust
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Project Highlights
Location
Minocqua, Wisconsin
Commissioned
December, 2016
Capacity
280 kWdc / 240 kWac
Production Estimate
304,600 kWh / first year (20% offset)
Panels
1,056 x 265W polycrystalline
Mounting
Delta Wing Rooftop
Inverters
8 x 30 kW/each
Lakeland Union High School
SunPeak, in partnership with a nationally respected performance contractor, helped Lakeland Union High School (LUHS) achieve its sustainability and renewable energy goals. LUHS now hosts the largest solar system on a Wisconsin school. The 280kWdc rooftop system is comprised of 1,056 panels and will offset approximatel y 20% of the school's energy needs.
The school's electrical demand doesn't drop significantly during the summer, because the building is used by summer school classes, office personnel and for weekend events. The panels were mounted with concrete ballast to avoid roof penetrations and face east/west for production efficiency throughout the day.
Beyond energy cost savings, the school expects teachers to incorporate the solar system in to its STEAM curriculum (Science, Technology, Engineering, the Arts, and Mathematics.) "If we can help any of our pre-engineering students prepare for becoming involved in this field, it's certainly a feather in our cap, because we are then helping students think about their future" Bouché said. "When students heard about what was going on, they became very enthralled with the idea that their school was involved with energy efficiency."
LUHS is proud to be "Energy-wise."
Benefits at a Glance
Solar reduces electricity costs
which has a substantial impact on decreasing overall operating expenses.
Solar electricity production is synchronized with electrical demand times for an educational facility.
Solar systems can be immediately cash-flow positive
using various financing structures.
Solar creates a competitive advantage
highlighting your commitment to sustainable and efficient business operations.
Sustainability
The environmental offsets from this project are significant over 30 years.
3,100 tons
2,100 tons
6,400 tons
13,913,400 miles
149,800 trees
8,474,600 kWh
"I'm glad we had the opportunity to work with SunPeak on this economic and academic venture! The solar system will benefit our students, staff, communities and our physical plant of just under 300,000 sq. ft."
James P. Bouché, Principal / District Administrator Lakeland Union High School
About SunPeak
SunPeak is a commercial solar developer headquartered in Madison, Wisconsin. Businesses can be confident of SunPeak's capability to professionally assess feasibility, design & engineer, install, commission, and maintain a solar system that will provide decades of emission free electricity from the sun.
Projects typically range from 100kW to 5MW and offer significant cost savings relative to conventional utility electric rates.
Due to SunPeak's extensive relationships with the world's best-in-class solar component suppliers, clients receive an optimal balance of cost effectiveness and performance. The SunPeak team has successfully installed over 400 MW of clean, green, renewable energy globally.
844.NO.CARBON
OR 608.535.4554 440 Science Drive, Madison, WI 53711 [email protected] sunpeakpower.com
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Ages of Famous Personalities
Junior Level
Part 1: Data Collection:
You will be seeing photographs of twenty famous people. As you see the photos, record the names of each individual and your best estimate as to the person's age. If you do not know the person, take your best guess as to the age from observing the photo. Actual ages will be the age at the end of the current year.
| Famous Personality | Estimated Age |
|---|---|
| 1 | |
| 2 | |
| 3 | |
| 4 | |
| 5 | |
| 6 | |
| 7 | |
| 8 | |
| 9 | |
| 10 | |
| 11 | |
| 12 | |
| 13 | |
| 14 | |
| 15 | |
| 16 | |
| 17 | |
| 18 | |
| 19 | |
Name________________________________
Ages of Famous Personalities
Junior Level
Part 2: Analysis of the Data:
1. Using the grid below, prepare a scatter plot using the estimated age on the x-axis and the actual age on the y-axis. Be sure to label your axes and scale, and place a title on the graph.
2. Choosing two points, find the equation of the line of best fit (model equation) for your data.
3. If you had guessed all of the ages correctly, what would be the equation of the line representing these correct guesses?
Name________________________________
4. Based upon your scatter plot, did you, in general, overestimate or underestimate the ages? _____________________ Explain how you made this decision by examining the scatter plot.
5. a. What percent of your estimated ages were correct?
b. What percent of your estimated ages were above the actual ages?
6. Interpolate: If you guessed that a person’s age was 26, what would the exact age be based upon your model equation from question #1?
7. Interpolate : If a person’s actual age was 37, what would have been the estimated age based upon your model equation from question #1?
8. Extrapolate: If a person’s estimated age was 80, what would have been the actual age based upon your model equation from question #1?
9. a. What is your age? __________
b. Based upon the your model equation from question #1, what would have been your estimated age?
10. a. Which personality had the greatest difference between the estimated age and the actual age?
b. What is the AVERAGE of the differences between the actual ages and the estimated ages for all of the personalities?
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Want to make a difference? Collect soccer equipment for kids in Haiti!
Global Outreach And Love of Soccer (GOALS) relies on donated soccer equipment that is new or lightly used. These donations go directly to kids in Haiti who play soccer every day without basic equipment. With your help, GOALS can give these players soccer balls, cleats, socks, shin guards, shorts, shirts, and goalkeeper gear. In addition, we can supply teams with materials such as pinnies, cones, soccer balls, pumps, needles, bags, water bottles, and first aid supplies. With enough donated equipment, GOALS can start programs in new areas, which include soccer, community service, and learning activities. A little bit can go a long way in Haiti, so every donation makes a big difference!
GOALS is a registered non-profit that uses soccer to engage kids in community work that improves their quality of life, the environment, and local leadership www.goalshaiti.org
What our players in Haiti need:
1. Soccer equipment for boys and girls of all ages: cleats, socks, shin guards, athletic shorts and jerseys, uniforms, gloves, goalie apparel, etc.
2. Sport-related materials: balls, goal nets, bags or backpacks, cones, corner flags, etc.
3. Classroom and program materials such as notebooks, pencils, coloring books, etc.
4. We do not accept: (a) Dirty, torn, or unusable donations; or (b) Clothing unsuitable for sports activities in Haiti, such as jeans, tank tops, sweatshirts, etc.
How to organize an equipment drive for GOALS
1. Register your equipment drive with GOALS by emailing [email protected].
2. Determine the goal for your drive: is there a deadline? A certain amount of equipment you'd like to collect?
3. Spread word about your drive by contacting your friends, family members, colleagues, classmates, and neighbors. We recommend you contact local soccer clubs and organizations in the area.
4. Collect equipment! Make sure you keep an inventory and check quality of donations
5. When your drive is complete, please fill out our "In-kind donation form," which can be found at goalshaiti.org/donate-equipment
6. Send the gear to GOALS! Please mail donations to 1201 Tree Bay Lane / Sarasota, FL 34242 with your name or organization clearly marked on the outside of the box. We then take responsibility for shipping the equipment down to Haiti.
Please note: a $50 donation is suggested for each box. This will allow us to ship the materials to Haiti to reach the players in need immediately. Thank you!
7. Thank you! GOALS will send you a thank you card or email along with photos of our players. Keep in mind it may take up to 4 weeks for donations to be processed and for cards and emails to be sent. Don't forget to visit www.facebook.com/goalshaiti and www.twitter.com/goalshaiti for photos and updates from our programs.
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19 NINA MONASEVITCH: Aloha. Thank you for
25 country to defend, there will be no business, and there
1 will be no survival if we do not sustain our oceans.
2 The oceans are in a critical state of decline;
3 serious, serious, major problems. Sonar is one of the
4 most important stressors including entanglement,
5 overfishing, ship strikes, acidification, pollution.
6 The list goes on and on. But the fact that we're
7 inundating the entire oceans with sound and killing the
8 ecosystem with sound and not knowing how it's effecting
9 all the other marine organisms including the fish to
10 sustain human life is just downright irresponsible.
11 And the predictions to deafen 1,600 whales per
12 year and kill 200 per year is absolutely unacceptable.
13 So I would like us to consider that life on the planet
14 will not continue if we don't malama the ocean. We're
15 an ocean planet.
16 And I'd like to echo some of the other comments
17 here, especially what Michael said about listening to
18 your heart and your soul and caring compassionately for
19 other species. There's seven billion people on the
20 planet. Not that I'm against human beings, but without
21 the biodiversity, humans will not continue to survive
22 here. Mahalo. (Applause.)
```
20 the opportunity to be here. I appreciate your presence. 21 My name is Nina Monasevitch. I'll give you my card. 22 I'm the co-founder and chair of Kohola Leo, Kohola 23 meaning whales, and Leo meaning voice. We started the 24 group to be a voice for the whales. 25 There's been a lot of discussion here about 1 impacts to marine mammals, and I just want to say 2 unequivocally sonar kills marine mammals. It tortures, 3 it causes excruciable pain to all cetaceans and other 4 marine life. I've done a lot of research. I've read 5 all the scientific papers. 6 The fact that the Navy is even continuing to 7 consider decimating marine animals, particularly 8 cetaceans with sonar is unconscionable. Especially 9 within the Hawaiian Islands Humpback Whale National 10 sanctuary where we're the only meeting and birthing 11 grounds in the United States for these endangered 12 whales. 13 I have briefed some of the EIS. But, of 14 course, it's very long. I haven't read it all. And 15 I've given documentation throughout the years on several 16 scientific papers that I'd like you to include, but I 17 haven't checked whether or not you've included all of 18 those. 19 But the evidence is clear, scientifically sonar 20 kills whales and other marine life. 21 And just as a reminder to all of us here, we're 22 on an ocean planet. Seventy-one percent of our surface 23 is covered by the ocean. It is the breath of life of 24 our planet. There will be no life, there will be no
```
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THAILAND TRAVEL FAQs
Weather:
Common prohibited items not to be brought into Australia:
The weather in Thailand is generally hot and humid: typical of its location within the tropics. Generally speaking, the best time to visit Thailand is November - February, however, this is also the most expensive time to travel for Australian & New Zealanders. Temperatures rage between 18-34 degrees but can often reach 40 degrees with humidity levels at around 75%.
Dining in Thailand:
Water - Bottled water is the safest bet. Brushing your teeth in the tap water shouldn't pose any problems.
Food / budget - If you're eating on the street 2 meals a day (breakfast is usually covered in your accommodation, we budget $20 AUD a day or 500THB. If you're eating in Restaurants then you usually need to budget a little more each day. Seafood & good Steak and Wine can be very expensive in Thailand. Alcohol - Is usually very cheap. A standard bottle of beer is around $2.50 AUD 60THB.. Cocktails around $6 AUD - 150THB.
Language:
92% of the population speak Thai. English is spoken and understood throughout much of Thailand.
Religion:
94.6% of Thais are Buddhist, 4.6% Muslim and .07% Christian. Buddhism is a Philosophy encompassing a variety of traditions, beliefs and practices, largely based on teachings attributed to Siddhartha Gautama, commonly known as the Buddha.
Money:
Currency - Thai Baht. Which comes in both coin and bank note form. 1 Australian Dollar = approx. 25 Thai Baht
ATMs ? Are almost on every corner along with Currency Exchange Booths.
Bargaining?
While bartering is an essential part of the Thai shopping experience. If an item has a price tag then you're not expected to barter, also in restaurants.
While there is no 'rule' as to how much you should try and negotiate off the price. We usually suggest start off at 50% discount and then work towards a price that suits both you and the vendor (without the vendor losing money).
There may be rules with your airline about what you can and cannot take on as cabin baggage, so make sure you check with your airline.
Wooden & Woven items - are allowed IF free from bark, insects, signs of insect damage.
Leather & Fur - are allowed if they have been fully tanned.
Laser Pointers - Hand held Laser pointers.
Guns, lighters, electric shock devices, fireworks, swords, Swiss army knives, Fake designer goods, pirated DVDs.
*These must be declared on your incoming passenger card. Fines can apply or items can be confiscated.
Duty Free:
Alcohol - 2.25 Litres allowed into Australia
1 Litre allowed into Thailand
Tobacco - up to 50 cigarettes allowed into Australia
up to 200 cigarettes
General - $900 of general goods duty free into Australia
Time:
Thailand is 3 hours behind AEST. And 1 hour behind AWST.
Police:
The Thai police certainly hav had a bad rap in the past. But overall they are not to bad. Never yell, point your finger or try to strike an officer.
If you have been involved in a serious situation you can contact the Tourist Police on 1155 or +66 (0)76 214368.
Heath Advise for Thailand:
While no inoculations are officially required when entering Thailand. Sometimes it's better to talk to your own GP and see what they advise in regards to vaccinations.
VISA requirements:
No VISA is required unless you are traveling for more than 30 days.
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I READ. I THINK. I COMPREHEND. I SHARE.
February 2017
CALENDAR OF EVENTS
* Feb. 3 - Wear Red Dress Down Day
* Feb. 10 - Patriot's Dress Down Day
* Feb. 13 - Family Dance
* Feb. 20-24: Winter break - no school
The Nurse's Office
Happy Valentine's Day!
In the month of February we will be sponsoring two fund raisers. Our annual Pennies for Patients, which supports the Leukemia and Lymphoma Society (Childrens' Cancers), will kick off again on February 17th. The student will attend an assembly to explain what blood cancer is, and how they can help other children living with cancer..
And this year will have included our students in the American Heart Association's (AHA) Wear Red Day. AHA sponsors this event every year to raise money to support Women's Heart Health. Heart disease and stroke is the number one killer of women in our country. Through education and lifestyle changes 80 percent of all cardiac events can be prevented. So let's educate our young woman!
Students have received red hearts to bring home. Parents can put any name on the heart and sent it back to school and we will display the hearts in the school foyer for the month of February. A donation of any size will be accepted from the students on behalf of the AHA.
And as always, thank you in advance for your support.
Mrs. Couto
We have the school's family dance coming up, February 13, 2017 from 5-7pm at the Boys and Girls Club - invitations were sent home February 6th! We continue to fundraise for the school and have PTO meetings that are open for all to come. Next PTO is scheduled for February 7th at 3:30pm. Call if you are interested!
Message From Principal Carvalho
Every child at Watson has one similar homework assignment and that is to read and log their time/pages. Studies have proven that the more a child reads, and it doesn't matter what they read, the more successful they are in all areas of their education. Children need to be exposed to all kinds of stories and more importantly, vocabulary.
Second quarter is over and time is marching on. Once again, I am asking for your help …
Let them read to you then discuss what was read. Ask questions that begin with why, how or I wonder. These types of questions help children think about what they have read and this is another important skill that will help them be successful learners.
We have free books in the hall, and all teachers have classroom libraries so there is no need to go out and purchase books. The library is another great choice.
What we need from you is to check in with your child every night and take 20 minutes to sit and read with them - the difference that time will make will be huge!
Also, our PTO has many great new ideas and plans for the remainder of the year and we need more parent volunteers to make these programs successful! Please think about joining the PTO or become a parent volunteer. Teachers always need help copying and laminating work for your children.
In closing, I am very proud of our students this year. They are working hard and showing us their best work. Please have discussions about all the new, exciting things they are doing and learning about … .
Thank you, Mrs. Carvalho
ATTENDANCE
The grade level with the best percentage is grade 5 again with 96.02%!! Go grade 5 you are on your way to a free field trip!. Attendance for the month of January was 94.23%, great job Watson families with making sure your children are in school! We had 47 students with perfect attendance this month. Please make sure students are bundled up walking to school the cold weather will be setting in. We need to stay strong with attendance in these cold months so please make sure your child is here all day every day and on time!! Thank you for your cooperation with ensuring success for your child!!
Kindergarten
Can you believe we are halfway through the school year! Be on the lookout for a letter regarding our 100th day celebration! We will be sending it home the beginning of next week!
We just started unit 3 in ELA and the students are loving it.! We continue to work on letter sounds and sight words. They also have been working very hard on writing sentences.
In math, we are focusing on numbers 6-10. The students are really enjoying growing their brains.
Please continue to read every night and fill out the reading log! When reading with them try and let them read their sight words or sound out some of the words! You will be amazed at how much they can read!
Grade 3
During February in math class, we are learning the meaning of multiplication. The students are using two strategies to determine a product; ratio tables and arrays. We will soon begin memorizing the multiplication tables up to the tens tables. You can expect more information about that soon.
In science, we are continuing to learn about how motion can only occur with force and that the directions and strength of such a force affects the motion.
In ELA we have finished reading our first novel, Fantastic Mr. Fox. We will begin discussing how people and nature are connected by reading Charlotte's Web. The students will be doing some research about habitats. Be sure your child is reading for 20 minutes as part of their homework! Mrs.Borkman's class has completed their projects for Fantastic Mr. Fox and they are so proud and excited to share it with you.
P.E./Music
I can't believe we're already in February! The students have been great with the abrupt changes of weather throughout the day which allows us to be outside, or changes the lesson to an indoor activity. Catching and throwing is going to a continuous priority for the K-2 classes, and the upper grades are staying active with movement games that incorporate thinking, strategy, and teamwork.
What is Going on In…
Grade 1
Grade 2
Wow, first grade is half over and students are that much closer to second grade!
In ELA, we have started unit 3 and we are exploring changes around the world. We will read and write about things that change around us- at home, at school, seasons, and how animals change and grow. In math, we are practicing adding and word problem. Continue reading every subtracting within 20. We are adding money and starting to read and solve night!
Grade 4
In ELA, we are finishing our first novel study. We've worked very hard on many comprehension skills and will be holding a showcase to show off all of our hard work. Invitation to follow. Next, we will be moving on to a research project on Extreme Weather to help us build background for our next novel study. Please keep encouraging your loved one to read and log every night.
In Math, we are working on multiplication and division with bare numbers and word problems. We are taking our assessment soon! Moving on from here will be conversions. Please help your student with their multiplication facts at home!
STEM
Kindergarten has been working on polar animals and their cold homes.
First Grade is starting to work on animal behavior and interactions between parent animals and their children..
Second grade is has recently been looking at states of matter as well as reversible vs. nonreversible reactions!
Third grade is working on force and motion and the differences between balanced and unbalanced forces.
Fourth grade is learning about waves and how sound is created and light waves. Grade 4 has also been working on their typing skills.
Fifth grade is learning about matter and mass of objects. We also are focusing on the scientific method and more specifically on variables.
In ELA, we are working on unit three, what does it mean to be creative? We are reading stories about creative ideas and working together to solve problems. As the weekly conventions and phonics skills become more challenging, we ask that you have your student complete the weekly homework packet. Independent practice is very important as the students begin to apply the skills they have learned.
In Math, we just began our unit on geometry. This is a very language rich math unit. You can help at home by having your student find and name two and three dimensional shapes.
As always, students should be reading and logging at least 20 minutes of reading time each night!
Grade 5
In math, we are working on applying our adding and subtracting skills to answer complex word problems.
In ELA, we are focusing on reading and finding themes and main ideas. We are finishing up our first novel study "Esperanza Rising", and will soon begin our project! Our projects will be creative and fun, and I cannot wait to begin!
Miss Amaral
In ELA we will continue our unit on Freedom and will be learning about personal freedom and the law. Students will work on their comprehension and writing skills by using t-charts to show what they learned about Freedom at the end of each week.
In math we will wrap up out fraction unit through a project. Students will be working in small groups to understand and explain a fraction concept to the class then to our families. Stay tuned for information regarding this project and presentations!
Many students are not keeping up with their homework so please check in with them each night. Homework is important because it helps students practice skills independently and become more confident learners. We want them to grow their brains!
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2016-2017
JCC Rockland Basketball FINAL Game Rules:
Kindergarten, 1 st Boys and Girls
and 2nd Grade Boys
1. The Home team is listed second on the schedule and wears white, and is responsible for game set up, clean up, time clock, scorebook, and game ball.
2. The game will begin with the visiting team's possession. The alternative possession rule will occur following the visiting team's possession.
3. The basket height will be eight feet for kindergarten, nine feet for 1 st and 2 nd grade..
4. The basketball will be youth size.
5. The clock will run continuously except for a team timeout.
6. All games will be six, 5-minute periods and timed by one of the bench coaches or designated adult timer. There is no overtime.
7. Each team has four timeouts/game, each one-minute in duration.
8. There is no double-teaming except for inadvertent double teaming as a player drives to the basket.
9. No stealing the ball off the dribble, only off of the pass. Defenders may not attempt to swat or grab the ball from an offensive player who is in control of the ball.
10. Defending an opponent can only occur within the defensive three point area.
11. There is no three-second violation.
12. Ten seconds of standing still, holding the ball is a turnover.
13. Traveling violations will be tolerated, with the exception of running with the ball. "Ref" should instruct the player to dribble.
14. No team fouls or personal fouls are kept. However, if a player is consistently aggressive, this should be addressed by the coach. No foul shots are taken.
15. Man-to-man defense, no Zone. No defender should have their arms around a player when guarding them so they're unable to move.
16. A maximum of two coaches from the same team will be allowed on the team sideline during the game. One timekeeper may also be on the sideline.
17. All out of bounds calls will be made.
18. No scoring is kept during the game and coaches must not discuss who wins or loses. Therefore, no team wins or loses.
19. Each team should start with a minimum of five players available. However, if one team only has four players available, then each team should start the game with four versus four. If a fifth player arrives for both teams, then it will be five vs. five. No game can be played with only 3 players available on a team.
20. It is mandatory that all of the children play about the same amount of time during the game (unless injury or problem has occurred).
21. If a player is injured and a coach or assistant comes onto the court to help... the player MAY stay in the game without requiring him to come off the court until the next allowable substitution.
22. If a player is injured and removed from the game, that period counts in full, toward their minimum play time requirement.
23. After the game, both teams and coaches will line up and shake hands. SPORTSMANSHIP throughout the season is the only way to play!
24. Coaches may not cancel games without approval from the league.
* ALL PLAYERS MUST REMAIN ON THE SIDELINE DURING THE GAME (EXCEPT FOR EMERGENCIES AND THE BATHROOM)
* ABSOLUTELY NO FOOD IS TO BE BROUGHT INTO THE GYM
* ALL T-SHIRTS WORN UNDER A UNIFORM MUST BE ABOUT THE "SAME" COLOR AS THE UNIFORM
* NO JEWELRY OR HARD HAIR ORNAMENTS MAY BE WORN DURING THE GAME
25. Coaches must arrive to their game 15 minutes prior to the start time. If there is continued lateness you are subject to removal from the league.
26. Coaches must wear their provided coach's shirts to each game.
27. If a coach or player is ejected from a game (no matter what the reason) they are automatically suspended for the following game. Depending on the severity of the ejection they will be subject to further suspension. The Basketball Committee will meet to discuss if further action is necessary.
28. Only two coaches are allowed on the sideline.
Coaches are expected to conduct themselves in an appropriate manner towards, parents, officials, players, other coaches, volunteers and representatives of JCC Rockland. Coaches are expected to exercise good sportsmanship at all times and must adhere to the game rules and the policies set forth by the league. JCC Rockland reserves the right to suspend or remove a coach for any action that they deem to be improper or unsuitable for the JCC Rockland Youth Winter Basketball League. This includes situations that take place before, during and after a practice or a game. Coaches do not necessarily have to be ejected from a game to suffer suspension or removal.
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RoboCupJunior Singapore 2010 Super Team DANCE PERFORMANCE
Team Name: _______________________________
Country: _______________________
Co-operation among teams:
give points on the evidence of co-operation
As shown in performance and in presentation.
(e.g. co-operation in human and robots dance, in props and
scenery, etc.)
/14
TOTAL
/14
Presentation:
The presentation prepared by the SuperTeam…
TOTALS
Involved description about each team in the Super Team
(e.g. students background, information of the countries, cities, families, schools, etc. of team members)
/4
Showed enough information on the common performance theme
(e.g. what the performance is about, how did they choose this specific theme? Did the have disagreements?)
/4
Presented difficulties they succeeded to overcome
(e.g. speaking languages barriers, different software languages, different cultures, etc.)
/4
TOTAL
/12
Artistic Design and props:
The appearance of the robot involved…
Artistic use of existing robot(s) was relevant or enriched the performance.
(Note: reward handmade more heavily than commercial, modelling materials may be used as part of design)
/3
Props, eg. multiple robots, lights/moving parts/sound or light effects from original performances
are effectively used.
/4
Props and/or props from original performances are creatively used and completed robot(s)
performance.
(Does human interaction ADD to robot's performance or DISTRACT from it?)
/3
TOTAL
/10
Choreography and use of stage:
The dance performed by the robot(s)…
Included movements and sequencesin timewith the rhythm /beat/change of the music (or
complemented the music).
(robot's movements random = 0, some match to rhythm = 1-2, some parts sharply in time
with music rhythm = 3-4, robots are responsive to change of music and sharply in time with music rhythm = 5-6)
/5
Included more difficult movements/sequences: students took risks.
(basic and repetitive movement = 0, going close to boundary, risking balance, co-ordination between multiple robots, sequencing
robot movement to an event, etc all +1)
/6
Made use of the dance space creatively to provide interest.
(staying in 1 location = 0, moving about large area on the floorORfilling floor area with props =1-2, creatively used space with
robot movement =3-4)
/4
TOTAL
/15
Entertainment Value:
The presentation and performance…
Creatively and innovatively used original performances to create a new performance
(eg.exciting, entertaining, enthralling, humorous, appealing, etc.)
/6
Was varied and non repetitive, used original and/or unusual movements, held interest
/4
Presentation was appealing, creative and innovative
(an overall theme and atmosphere was created; exciting,
entertaining, enthralling, humorous, etc.)
/4
TOTAL
/14
Reliability:
The design and construction of the robot(s) results in…
Robot(s), costumes and decorations were stable and reliable throughout the performance.
/4
Movements were smooth and controlled.
/3
Set-up and performance was within the allotted time
(7 mins max: dance > 1 min, < 2 mins,)
including
restarts
(Reduce score by 1 for every 10 sec over 7 min overallORunder 1 min or over 2 min for performance. Stop
performance if score gets here to zero.
/3
Was performed without restarts (excluding music miscues or factors outside control of team)
Restart 1 (-1) / Restart 2 (-2) / no restart after 1 min (only 2 restarts allowed)
/2
Was performed without need for human intervention
(-1 for each unplanned human contact)
/3
TOTAL
/15
Country: _______________________
Age Group (tick one) PRIMARY/SECONDARY
JUDGE Initials
TOTAL
SCORE /80
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Publication DASC-67P
Pasteurella spp.: A Practical Summary for Controlling Mastitis
Turner Swartz, Ph.D. Student, Dairy Science, Virginia Tech Christina S. Petersson-Wolfe, Dairy Specialist, Virginia Cooperative Extension
Pasteurella spp. are contagious pathogens that are seldom reported as a cause of bovine mastitis. Mastitis caused by Pasteurella spp. usually appears as a thick, creamy-yellow, viscous secretion, sometimes with a foul odor. Pasteurella spp. are Gram-negative and similar in structure to other coliform mastitis pathogens. Additionally, when grown on blood agar, Pasteurella spp. have been found to have irregular, rough colonies that produce a musty odor.
Information in this publication was summarized from the National Mastitis Council's Laboratory Handbook on Bovine Mastitis (Hogan et al. 1999).
Where are these organisms found?
Reservoirs of Pasteurella spp. are the upper respiratory tract of mammals and birds.
How does Pasteurella spp. spread to the mammary gland?
The spread of Pasteurella spp. is unknown, but most likely is cow to cow. Under suitable conditions, Pasteurella spp. has been found to spread from the respiratory tract of cows to the udder via the blood or lymph system.
How can you prevent and control mastitis caused by Pasteurella spp.?
When are Pasteurella spp. mastitis infections most likely to occur?
New infections can occur at any time during lactation. Cows with teat injuries are at a higher risk. Furthermore, if an infected cow is confirmed, other cows could be at risk.
How likely is Pasteurella spp. to be cured?
Cows infected with Pasteurella spp. typically do not respond well to antibiotic therapy. Furthermore, cows can become severely ill due to presence of endotoxins in blood, which can result in death.
Quick Notes
* Pasteurella spp. are contagious pathogens that are rarely seen in bovine mastitis.
* The spread of Pasteurella spp. is unknown but is suspected to be from cow to cow.
* Preventing teat injuries and removing infected cows are the main ways to prevent and control this pathogen.
* Pasteurella spp. do not respond well to antibiotic therapy and can cause endotoxemia, which can result in death; thus, prevention is key. is key.
Because Pasteurella spp. can grow in injuries, preventing teat injuries appears to be the best way to control this pathogen from causing mastitis. Due to its contagious behavior, if infection does occur, removing the infected cow from the herd is necessary to prevent the spread to other cows. Until an infected cow can be removed from the herd, the infected cow should be milked with a separate milking unit or segregated and milked last.
References
Hogan, J. S., R. N. Gonzalez, R. J. Harmon, S. C. Nickerson, S. P. Oliver, J. W. Pankey, and K. L. Smith. (1999). Laboratory Handbook on Bovine Mastitis. Madison, WI: National Mastitis Council.
VT/0316/DASC-67P
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What you need to know about the MB!
Scouts will operate in patrols. Patrols should be 4 to 8. Groups less than 8 will likely be combined with other smaller groups for labs. There are no formal MB prerequisites.
As with all MBs, Scouts should review the MB book ahead of time. Leaders are encouraged to consider a general review as part of a scout meeting (or two) prior to the event. See the requirements below.
Leaders should turn in Scout-completed Blue cards at check-in.
You'll find following each requirement below:
(b) If applicable, what scouts (and leaders) must know before the weekend and what they must bring with them (IN BOLDFACE);
(a) A brief summary of what will happen during DDD (UNDERLINED);
(c) If applicable, what activities scouts can do ahead of time to lighten their weekend load (IN ITALICS).
The Engineering Merit Badge Requirements
1. Select a manufactured item in your home (such as a toy or an appliance) and, under adult supervision and with the approval of your counselor, investigate how and why it works as it does. Find out what sort of engineering activities were needed to create it. Discuss with your counselor what you learned and how you got the information.
Under supervision from a DDD Instructor, scouts in patrols will dismantle a home appliance and discuss the engineering involved in its manufacture and its operation.
We are working with a northeastern Ohio appliance manufacturer who is attempting to provide us with an adequate supply of the same appliance, so that all scouts can work on the same appliance. If that manufacturer is unable to fulfill that request, each patrol will need to bring a used appliance to dismantle (check with your scouting parents and your local resale shops). If that is necessary, we will identify the type of appliance that must be brought. In either situation, patrols must bring a basic toolkit: check back for a list of required tools.
____________________________________________________________________________
2. Select an engineering achievement that has had a major impact on society. Using resources such as the Internet (with your parent's permission), books, and magazines, find out about the engineers who made this engineering feat possible, the special obstacles they had to overcome, and how this achievement has influenced the world today. Tell your counselor what you learned.
Scouts will watch the PBS American Experience Video on the making of the Hoover Dam. Scouts will then hike to Dover Dam, where DDD Instructors who are members of the Corp of Army Engineers will discuss the construction of both dams.
To lighten your Saturday load, troops may watch the DVD ahead of time. http://www.pbs.org/wgbh/americanexperience/films/hoover/player/ About an hour long - ideal for a scout meeting. It is available at most public libraries.
____________________________________________________________________________
3. Explain the work of six types of engineers. Pick two of the six and explain how their work is related.
4. Visit with an engineer (who may be your counselor or parent) and do the following:
a. Discuss the work this engineer does and the tools the engineer uses.
c. Find out how the engineer's work is done and how results are achieved.
b. Discuss with the engineer a current project and the engineer's particular role in it.
d. Ask to see the reports that the engineer writes concerning the project.
e. Discuss with your counselor what you learned about engineering from this visit.
DDD Instructors/Engineers will present and discuss the information to satisfy these requirements. For those in Camp on Friday, this will be part of the Friday night session. For those unable to attend Friday night, this session will be presented at lunchtime on Saturday.
____________________________________________________________________________
5. b. Make an original design for a piece of patrol equipment. Use the systems engineering approach to help you decide how it should work and look. Draw plans for it. Show the plans to your counselor, explain why you designed it the way you did, and explain how you would make it.
Scouts will participate in a session where this requirement will be reviewed, and questions answered. On their own time, patrols will work on this requirement throughout the day. Scouts may approach any Instructor at the Dining Hall immediately prior to, or immediately after dinner, to show their plans and explain why they designed it the way they did, and explain how they would make it.
Patrols are encouraged (but not required) to work on this prior to the DDD weekend. Patrols may come to the event with their plan fully completed.
____________________________________________________________________________
6. a. Transforming motion. Using common material or a construction set, make a simple model that will demonstrate motion. Explain how the model uses basic mechanical concepts like levers and inclined planes to demonstrate motion. Describe an example where this mechanism is used in a real product.
Led by Carl H. Hager Jr., Ph.D., Tribology Specialist, of The Timken Company, patrols will construct a model to demonstrate motion.
____________________________________________________________________________
e. Converting energy. Do an experiment to show how mechanical, heat, chemical, solar, and/or electrical energy may be converted from one or more types of energy to another. Explain your results. Describe to your counselor what energy is and how energy is converted and used in your surroundings.
Lead by DDD instructors who are engineering students (and some who are Eagle scouts) patrol will make a Rube Goldbergesq device showing energy conversion.
Check back to see if scouts must bring anything for this requirement
____________________________________________________________________________
7. Explain what it means to be a registered Professional Engineer (PE). Name the types of engineering work for which registration is most important?
9. Find out about three career opportunities in engineering. Pick one and research the education, training, and experience required for this profession. Discuss this with your counselor, and explain why this profession might interest you.
8. Study the Engineer's Code of Ethics. Explain how it is like the Scout Oath and Scout Law.
DDD Instructors/Engineers will present and discuss the information to satisfy these requirements. For those in Camp on Friday, this will be part of the Friday night session. For those unable to attend Friday night, this session will be presented at lunchtime on Saturday.
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Sherida V. Morrison
Biography
Sherida V. Morrison is best described as a motivator, public speaker, and visionary for today's youth and young adults. She is a native of Chicago (South Side), where she serves as Founder and CEO of Demoiselle 2 Femme, NFP. Demoiselle 2 Femme (D2F), French for "Young Ladies to Women" is a 501-(c)-(3) not-for-profit organization with a rich history of providing community-based programs to girls on the far south side of Chicago as well as the south suburbs. The mission of D2F is to provide holistic services, education, instruction and training to assist adolescent females in a successful transition to womanhood. In fulfilling its mission, D2F has provided prevention and education programs to more than 3,000 girls ages 13-19 in the Chicagoland community for almost 20 years.
Under the leadership of Sherida Morrison, Demoiselle 2 Femme challenges girls to utilize critical thinking skills in operation of one of the greatest powers humans possess-the power of choice. The community-based model developed by D2F is an approach which encourages the avoidance of at-risk behaviors as a strategy for success while empowering girls with the hope of accomplishing their educational and professional goals through selfdiscipline, hard work, commitment and service to their community. D2F provides an array of prevention and education programs which address: HIV/AIDS, obesity, teen pregnancy, substance abuse and violence, as well as financial literacy, leadership development, college access, media literacy and STEM (Science Technology Engineering Mathematics) centered programming for girls. D2F is also the convening organization for the South Side Coalition on Urban Girls and Partnership for a Better Roseland. The success of D2F has been featured in the Chicago Tribune, Sun-Times, the Chicago Defender, the STAR Newspapers, N'DIGO and ABC 7 News. The vision of Demoiselle 2 Femme, NFP is to build the HOPE Center for Girls in the Roseland community of Chicago. This state of the art facility will provide social and cognitive development programs to girls ages 12-18 which inspire them to achieve personal, academic and social success. It will also house the first Institute for Research on Urban Girls in the country.
Sherida Morrison obtained a Bachelor of Arts degree in Communications from Southern University in Baton Rouge, Louisiana, and a Master of Arts degree in Sociology from DePaul University, Chicago, IL. Sherida enjoys working with youth and has facilitated workshop sessions and served as keynote speaker at churches, universities, community agencies, and at national conferences across the country. She served as Adjunct Faculty at Kennedy King College for seven years as a professor of Sociology. Sherida is the author of the 3-D P.R.I.D.E. (Power Respect Intelligence Desirable Endurance) curriculum, which is comprised of 40 sessions which uses holistic approaches to teach self-esteem and the voidance of atrisk behaviors to adolescent females. The curriculum is approved by the Illinois Department of Human Services and the U.S. Department of Health and Human Services and is currently being evaluated as an evidence-based approach to reduce teen pregnancy by Chapin Hall of the University of Chicago. She has served on federal grant review panels for the Office of Population Affairs, the Maternal Child and Health Bureau, and the Administration for Children and Families. Sherida currently sits on several community boards, and provides consulting services to state and federal entities through SheVash Consulting where she serves as President. Sherida has received numerous awards and commendations which include the "Community Treasure's Award" from the office of Dorothy Brown, Clerk of the Circuit Court of Cook County IL, "Women and Girls Inspiring Change Award" of Global Girls Inc., "Leading Ladies of Chicago Award", "Leadership Service Award" from the Christian Guild of Chicago, and "Woman of the Year Award" on behalf of Working on Wholeness Inc.
For more than 20 years, Sherida Morrison has dedicated her time and resources to teach a generation with a questionable identity-leadership, integrity, and service that will refute and eradicate all questions and doubts concerning their future. Sherida ultimately believes that "leadership by example" is critical to the personal, social and educational success of youth. She feels that "youth are the heartbeat of our community, and as adults we have the ability to either produce a healthy heart or contaminate the very blood it needs to survive!"
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Couple Dance Tip Sheet
~ General Tips ~
(waltz cont'd)
Internalize the rhythm & tempo. First, feel the rhythm throughout your body—move in time to the music. Don't just do the steps by rote —have a feel for how they fit with the rhythm.
The all-important dance "frame". A good frame maintains the connection and good spacing between you and partner. In the closed position frame the gent's left hand and lady's right hand are palm to palm at about shoulder height, and the man's right arm reaches around his partner's back; lady's left hand on top of man's right shoulder. Ladies, you should feel yourself pushing, but not leaning, into the hand that is on your back. The joined hands should be relaxed with a little pressure against your partner's palm (but don't clamp down like an "alligator clip") The frame works best when bodies are parallel, rather than a V formation, and offset (nose to right shoulder, rather than nose to nose).
Small steps work best. Small, short steps enable you to keep up with the music, especially when the tempo is fast. Small steps conserve energy and they help keep your feet underneath your weight, thus maintaining better balance.
~ Waltz ~
Waltz is the beautiful dance that never goes out of style. It's a graceful dance, light on the feet.
Waltz music has 3 beats/steps per measure. Try starting by standing in place and sway to the rhythm before starting to move your feet.
Feel and dance to waltz music in phrases of two measures (six beats). The gent starts on his left foot: Left, R, L (1,2,3); R, L, R (4,5,6). Each odd measure starts on the gent's left, each even measure starts on the gent's right. The opposite is true for the lady.
The hesitation step is a handy rest during fast tempos: You can take one step per measure—take a step on the 1st beat and hold for beats 2 & 3 before taking a step on the 1st beat of the next measure.
When waltzing in line-of-direction without turning it works best for the feet to go straight ahead rather than side-to-side. (Imagine you're on railroad tracks that go around the room.) Step styling: think long, short, short, or step, toe, step.
~ East Coast Swing ~
East Coast Swing can be smooth or exuberant to match each particular swing tune.
The partner connection can be "open" (connecting with one or both hands) or "closed" (gent's arm around women's back.) The basic step pattern is 6 counts/beats: counts 1-2 man steps on his left foot; counts 3-4 he steps on his right foot; 5-6 rock-step (quick springy steps back & forth (left & right)) Lady mirrors her partner.
~ Polka ~
The polka is a lively 19-century Bohemian dance.
Each 4-count measure has three steps and a hop, and you alternate feet on each successive measure.
~ Schottische ~
The schottische is a light-hearted relatively easy dance that makes for a nice change of pace.
Part 1 is danced in promenade position (8 counts): Step, step, step, hop, step, step, step, hop.
Part 2 in closed position and rotating (8 counts): Step, hop, step, hop, step, hop, step, hop.
Stay close to the ground on the hops.
~ Zwiefacher ~
The zwiefacher (pronounced tswee' fa khur) is a traditional dance associated with Bavaria & Austria.
Zwiefachers alternate between repeating measures of 3-beat (waltz) and 2 or 4-beats (pivots). Each tune has its own pattern—some that are simple and predictable; others are complicated and challenging.
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Nut Production, Marketing Handout
Why grow nuts in Iowa???
Nuts can produce the equivalent of a white-collar salary from a part-time job. They are up to 12 times more profitable per acre than corn was, even back when corn was $8/bushel.
Nuts can accomplish the above with just a fraction of the investment in capital, land, and labor.
Nuts can be grown in a biologically diverse perennial polyculture system with the following benefits:
- Builds soil instead of losing it to erosion
- Little or no chemical inputs needed
- Sequesters CO2 and builds soil organic matter
- Increases precipitation infiltration and storage, reduces runoff, building resilience against drought
- Produces high-quality habitat for wildlife, pollinating insects, and beneficial soil microbes
- Can build rural communities by providing a good living and a high quality of life for a whole farm family, on a relatively few acres
If it's so great, why doesn't everybody do it?
"Time Preference" economic principle: the tendency of people to prefer a smaller reward immediately over having to wait for a larger reward. Example: if an average person was to be given the choice between the following….
# 1. $10,000 cash right now, tax-free, no strings, or
#2. Work part-time for 10 years with no pay, but after 10 years receive $100,000 per year, every year, for the rest of his/her life, and then for his/her heirs, in perpetuity…
Most would choose #1, the immediate, smaller payoff.
This is a near-perfect analogy for nut growing. Nut growing requires a substantial up-front investment with no return for the first five years, break-even not until eight to ten years, then up to $10,000 per acre or more at maturity, 12-15 years. This up-front investment with no immediate return will keep most people from ever considering this type of enterprise.
So, what does it take to grow nuts in Iowa?
It takes less capital, labor, equipment, and technical expertise to grow 10 acres of nuts than it does to grow 100 acres of corn, but it does require some specialized knowledge not often found in the general population. This knowledge is not difficult to acquire, and there are many people willing to share it. The following is a list of the basics:
1. Careful planning and preparation
--Select a suitable site, considering climate, soil, slope, aspect, and other topographical features
--Install and manage a groundcover compatible with tree survival and growth
--Choose a proper layout and spacing
--Select species and types with good commercial potential in your area
2. Acquire high-quality nursery stock
--Superior genetics
--Healthy, strong, well-grown in the nursery
3. Do a good job planting
--Dig proper holes—an $8 tree needs an $80 hole
--Plant trees at proper depth
--Backfill and firm the soil correctly
--Water in, then monitor soil moisture, irrigate as needed
4. Provide effective protection from deer, rabbits, mice, etc. (5' tall, ventilated tree shelters)
5. Provide effective protection against weed competition, especially from grasses
--Landscape fabric plus mulch (about $300 per acre cost, not including labor), or
--Herbicide (Oust, 30 cents/acre cost, not including labor)
--Do not use glyphosate ("Roundup") for weed control
6. Keep vegetation mowed short year-round, until trees are well-established
7. Mow vegetation short before nuts start falling (this is the only on-going absolute requirement after trees become well-established)
Marketing—how do you sell nuts in Iowa?
Several options are available:
--Farmers' market or farm stand—may be viable in/near university towns, big cities
--Local groceries, restaurants—requires a lot of driving and footwork to deliver usually small quantities
--Online, mail order—very common nowadays, can be profitable, but a lot of work
--Sell to wholesaler—I have no experience doing this, but I would think this would be the least profitable way to market
--Sell to co-operative—easy, convenient, and good prices from Prairie Grove Chestnut Growers at Columbus Junction, IA
--PYO—can work if you have a large enough customer base, near enough, and willing to pick. PYO is easily the most profitable way to market, as it eliminates multiple costs: harvesting,
handling, sanitation, packaging, refrigeration, shipping, and shrinkage. All those cost savings are pure profit.
What kind of nuts can/should I be growing?
Nuts that can be grown in Iowa include black walnuts, Persian (so-called "English") walnuts, heartnuts, pecans and other hickory nuts, hazels, almonds, chestnuts, and perhaps a few other minor species.
Which ones should I grow, or should I grow them all?
Black walnuts—low price and very limited market for in-shell nuts, equipment for harvesting, husking, cracking, and separating is quite sophisticated and expensive.
Persian ("English") walnuts—Not well adapted to Midwest climate, trees don't grow or survive well, and are very susceptible to numerous pests/diseases.
Pecans—very intensive in terms of labor, equipment, and pesticides in order to be successful. It would be very difficult to compete successfully against southern growers. Also, China may soon become a major low-cost supplier
Other hickories—tasty, but tend to be difficult to crack and extract. Also shy and irregular bearers (as in, one good crop every five years).
Almonds—Unreliable in bearing due to susceptibility to late frosts and numerous diseases
Hazels—grow and bear well in Iowa, but one significant hurdle to profitability: you can buy large quantities of high quality hazel nuts on the world market for less than 20% of the cost of growing them here.
Heartnuts—have good commercial potential, but unproven in Iowa (so far). Recommended for experimental planting
Chestnuts—best commercial potential by a wide margin:
--Can be grown on suitable sites throughout Iowa
--Very high value crop—up to $10,000 per acre or more at maturity (12-15 years)
--Very high demand statewide, nationwide, worldwide
--Easy to grow on suitable sites, long-lived, no serious pest or disease problems in Iowa (so far)
--Probably nowhere in Iowa is too far for a PYO market
--Easily stackable with other enterprises to increase per-acre profitability—Example: chestnuts, pawpaws, berry bushes, perennial vegetables (asparagus, rhubarb), medicinal roots (ginseng, goldenseal) can be grown on the same acres at the same time.
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Informational Texts in the Reading Workshop
Dr. Frank Serafini Associate Professor – Arizona State University
www.frankserafini.com
Fiction or Non-Fiction
Non-Fiction vs. Fiction is based on the relationship between reality and representation. However, fiction may contain factual information and non-fiction often contains narrative features.
Narrative or Expository
Narrative or Expository is based on the intent and structures of the text, not necessarily the "truth-value" of the information provided.
Narrative Texts
Characters / plot / setting Tells a story Creates suspense / tension Paragraphs and chapters Story language (narrative) Illustrations add meaning to the story
Expository / Informational Texts
Designed to inform, report, describe - not necessarily to tell a story Not based on plot, sequence of events Chapters end with summaries, not suspense Includes variety of structures and textual elements Turn page because of interest in topic, not suspense in story Specialized vocabulary and writing Illustrations present information
Reasons for Reading Expository Texts in the Classroom
Awakens curiosity
Varies in complexity
Better writing than textbooks
Majority of standardized test passages are informational texts
More in-depth information
More up-to-date than textbooks
Can be used as a model for research
Majority of adult reading
Improvements in Quality of Texts
Selecting Expository Texts
Accuracy of Content Authority of Authors Appropriateness Quality of Written Language Quality of Illustrations Well Organized - Accessible Multiplicity of Sources
What Makes Expository Texts Challenging?
Lack of Prior Knowledge with Concepts and Information
Unfamiliar Text Structures & Organization
Specialized Vocabulary
Different Expectations for Reading Expository Texts
How to Make Expository Texts Accessible
Read aloud expository texts
Provide time for students to explore expository texts
Help students solve vocabulary challenges
Understand the structures and components of expository texts
Offer Lessons in Comprehending expository texts
Exposing Readers to Expository Texts: Reading Aloud
Review text before reading to understand possible challenges
Connect readings to one another to build upon ideas and concepts
Introduce necessary vocabulary
Keep sessions short and focused
Read Aloud as Advertisement
Should always include opportunities for discussion
Unit of Study: Expository Texts as a Genre
Possible Objectives:
Help students read expository texts for information (Understand Genre)
Help students gather information for inquiry project (Understand Topic)
Focus Units of Study Framework
Exposure
Exploration
Experimentation
Expository Texts – Exposure:
Read, Share and discuss expository texts on a wide variety of subjects List things we Notice about Expository Texts and how we read them Make list of all the Types of Expository Texts we are reading
Types of Expository Texts
Concept Books
Magazines, brochures, etc.
Reference materials / Activity / Experiment Books
Primary Source- Logs, Diaries
Photo Essays
Craft / Manuals / Recipes / How To
Informational Storybooks / Biographies / Autobiographies
Exploration: What Components Should We Call Readers' Attention to?
Cover - Title
Author's Notes - Introduction
Sidebars - Information Boxes
Headings, Italicized words
Reading Guides
Labels - Captions
Diagrams - Maps - Graphs, etc
Illustrations, Photography, Artwork
Glossary
Table of Contents / Index
Exploration: Expository Text Structures
(Ways of Organization Information)
Descriptive
Sequential
Compare - Contrast
Cause & Effect
Question & Answer
Blended Structures
Descriptive Language
Experimentation: Creating Expository Texts
Experimentation:
What inquiry projects can students engage in with expository texts?
What types of texts can students use as mentor texts?
What "modes of representation" can students use to share information?
Sharing Inquiry Projects
Student Published Reports
Classroom Museum
Science Fairs
Picture Books for Reading Buddies
Multi-Genre Writing Projects
Multi-Media Presentations
Informational Texts: Professional Resources
Bamford, R. & Kristo, J (2000) Checking out non-fiction K-8
Hoyt, L. (1999) Revisit, Reflect, Retell. Portsmouth, NH: Heinemann
Hoyt, L. (2002) Make it Real: Strategies for Success with Informational texts.
Portsmouth, NH: Heinemann
Hoyt, L., Mooney, M. & Parkes, B. (2003) Exploring informational texts: From
theory to practice. Portsmouth, NH: Heinemann
Hoyt, L. Snapshots: Literacy Mini-lessons up Close. Portsmouth, NH: Heinemann
Moss, B. Teaching the Literature of Fact
Harvey, S. Non-Fiction Matters. York, ME: Stenhouse
Favorite Informational Text Authors
Aliki - George Ancona - Seymour Simon - Gail Gibbons - Lois Ehlert - B. Barton David Adler - Jerry Palotta - Jean Craighead George - Ruth Heller - David Macauley - Patricia Lauber - Jim Arnosky - Jean Fritz - B. Maestro - Peter Sis Leonard Everett Fisher - B. McMillan - P. Patent - Diane Stanley - S. Tanaka James Cross Giblin - Joanna Cole - Joseph Bruchac - Russell Freedman
Criteria for Analyzing Expository Texts
Content:
* up to date information
* accurate
* relevant to the reader
* authentic sources
* details
* what research was used
* author's qualifications for writing "facts"
Writing / Style:
* language used
* "readability"
* avoidance of stereotypes
* multiple points of view / perspectives
Organization:
* table of contents
* headings
* index / glossary
* sidebars
* structural layout
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Transcript 05-2 Atomic Structure
A few introductory words of explanation about this transcript.
This transcript includes the words sent to the narrator for inclusion in the latest version of the associated video. Occasionally, the narrator changes a few words on the fly in order to improve the flow. It is written in a manner that suggests to the narrator where emphasis and pauses might go, so it is not intended to be grammatically correct.
The Scene numbers are left in this transcript although they are not necessarily observable by watching the video.
There will also be occasional passages in blue that are NOT in the video but that might be useful corollary information.
There may be occasional figures that suggest what might be on the screen at that time.
201-Avatar1-QM-Atoms
CHAUCER: Now, let's see how Quantum Mechanics helps us to understand atomic structure.
KEVIN: Ahh – Bohr and de Broglie are two of my heroes.
DIANA: Boron who?
CHAUCER: Cute, Diana, cute. Jeeves?
205-AtomicStructure
It was during the early decades of the 19 th century that the structure of atoms was coming into focus. It was known for example that a hydrogen atom contained one proton and one electron. But the scientists of the time could think of no stable arrangement of the two particles.
It was known that protons in any atom were grouped in a small central region called the nucleus and that the electrons were somehow arranged at comparatively large distances outside the nucleus.
But, in hydrogen, if the electron were stationary, it would fall into the nucleus since the charges on the particles would cause them to attract one another.
Yet the electron couldn't be in an orbit circling the nucleus either. Circular motion requires constant acceleration of the circling body to keep it from flying away. But the electron has charge and charged particles radiate light when they are accelerating. So an electron in a circular orbit would radiate light and would spiral into the nucleus.
210-BohrAtom
Neils Bohr proposed the first working model of the hydrogen atom. In the Bohr model, the electron circles the nucleus as if it were a planet going around the sun.
And with a nod to the energy quantization that Max Planck dreamed up for solving the Ultraviolet Catastrophe, Bohr said that inside the hydrogen atom, the electron was allowed to have only discrete values of angular momentum in its orbits around the nucleus. Translated, this means the electron can occupy orbits only at a certain distances from the nucleus.
And Bohr simply dismissed the problem of the electron radiating away its energy by stating that "it just didn't happen" (even great scientists cheat sometimes!)
He postulated that inside an atom, electrons only radiate energy when they jump from one allowable orbit to another, and the energy of this radiation, reveals the allowable orbits.
The wavelengths of light absorbed by hydrogen when white light is shined upon it, as well as the wavelengths of light when it is subsequently re-radiated had been precisely studied at the time but never explained. Here is a sample of an absorption spectrum and an emission spectrum.
By predicting the values of orbits that an electron could have, Bohr's model also predicted the wavelengths of the lines in the hydrogen spectrum.
And his model was tremendously successful. It explained in exquisite detail the atomic spectra of hydrogen.
When the energy of the wavelengths of the spectral lines are compared to the energy differences in orbits allowed in the Bohr Atom – they agree exactly.
So the quantum approach worked well in explaining the allowable orbits, but no one was certain why only those orbits were allowed.
215-ParticleWaves
In his doctoral dissertation in 1924, Louis de Broglie put forward a simple idea that significantly advanced the understanding of the extremely tiny (a quantum leap forward you might say). Since Einstein and Planck and Compton had firmly established that light could have characteristics of both a wave and a particle, de Broglie suggested that matter particles…protons, electrons, atoms, billiard balls, etc could sometimes act like waves.
And when this idea was applied to the Bohr atom, it answered many questions.
First, the allowed orbits had to be exact multiples of the wavelengths calculated for the electrons. Other orbits produced destructive interference of the waves and so the electron couldn't exist there.
So the circumference of the orbit must equal the wavelength…
Or twice the wavelength…
Or 3 times the wavelength…
Or, for that matter, any multiple of the wavelength.
Second, these orbits weren't really orbits in the traditional sense. These electrons didn't travel around the nucleus in a circle. Rather they took the form of a standing wave that surrounded the nucleus entirely. The exact position and momentum of the electron particle could not be specified at any given instant
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THE SEYCHELLES SOOTY TERN PROJECT past, present and future
In 1971 George Dunnet, then Professor of Zoology at the University of Aberdeen, obtained a NERC grant to enable a study of the biology of Seychelles Sooty Terns, whose populations were allegedly declining through over-exploitation of their eggs. These were considered by some to represent an important nutritional supplement for local people in June-July, when seas are rough and fish in short supply. I was the fortunate youngster to whom George offered the study, and during 1972 and 1973 I undertook basic studies of the birds' biology, little expecting to be still looking for ringed birds 30 years later!
The early 1970s study provided a basis on which the egg industry could be re-organised in an attempt to ensure that the annual harvest could be sustainable, but assumptions about some aspects of Sooty Tern life had to be made. For example, only longer-term studies could throw light on the birds' annual survival, age at first breeding, habitat needs and the extent of intercolony movements of adult and young birds.
In 1993 the Seychelles Government decided to stimulate further research to test some of the assumptions made earlier. This stimulus did not extend to funding at that stage, however, and the initiation of this phase of the work was achieved through grants and other assistance from the Royal Society, Percy Sladen Memorial Fund, the Seabird Group, Air Seychelles, British Airways for Nature Conservation, the Islands Development Company and Bird Island Lodge. Bird Island hosts the large colony where most of the current work is undertaken, and the continuing support and interest from the owners is invaluable for the continuation of these longterm studies.
The early funding from these bodies allowed the purchase of large numbers of rings that were put on adults and pulli in the main colonies of the Seychelles and Amirantes. Subsequently, using finance from the Dutch Trust Fund, the Division of Environment of the Seychelles Ministry of Environment and Transport was able to support my visits, sometimes with an assistant, although our time was, and continues to be, volunteered.
The main thrust of my annual visits during the incubation phase of the nesting cycle is to search the Bird Island colony for ringed birds in order to collect data for the estimation of annual survival, age at first breeding and inter-colony movements of both young birds and established breeders. Each year, about 200 ringed birds are found (thought to represent about 10% of the ringed birds present in the colony), mainly from cohorts marked in 1993-1997 on Bird Island, but also including birds ringed during the 1972 and 1973 seasons, and birds ringed in other colonies. Unfortunately, it has not proved possible to search other colonies where large numbers of birds have been ringed. Nevertheless, the ringing of these birds, ring searches on Bird Island, and associated studies of movements of radio-tagged birds and of habitat requirements of nesting birds have enabled staff from the Division of Environment to be trained in many aspects of the practical studies and their theoretical background.
Elvina Henriette, Division of Environment, registering the ring number of a Sooty Tern on Bird Island
The current studies have now shown that established breeding adults sometimes switch colonies between breeding seasons, the most likely stimuli for these moves being human disturbance of nesting birds, associated with both legal and illegal harvesting of eggs, and changes in the distribution of food sources in the vicinity of large colonies. This suggests that colonies in the Seychelles and Amirantes form units of a metapopulation, but the geographical extent of this population over the western Indian Ocean, and thus the source of potential recruits to Seychelles colonies, remains to be established. The youngest ringed Sooty Tern found breeding is four years old, and the data available so far suggest that most birds first return to breed between 6 and 8 years old. This is similar to findings in colonies that have been studied on the Dry Tortugas, Florida, and on Johnston Atoll, Hawaii, and suggests that the level of egg exploitation in the Seychelles is not leading to earlier breeding of young birds. Preliminary analyses of re-sighting data of ringed birds on Bird Island are indicating an annual survival approaching 90%, but the survival of juveniles between fledging and their return as breeding adults is unknown.
These findings approximate closely to the assumptions I made in 1973 when making suggestions for the re-organisation of the egg industry but, as knowledge increases, refinements to the calculations of permissible harvest will be made. During the course of the present studies, however, a change in policy was proposed in 1997.
In 1997, the price of Sooty Tern eggs was increased in order to more properly reflect the value of this resource to the Seychellois. At the same time, a levy of 15% was placed on egg sales, the funding so generated going to the Division of Environment to support monitoring of the egg harvest and of the size of exploited colonies, and the protection from illegal cropping of otherwise unprotected colonies. The aim is to make the running of the egg industry by the Islands Development Company, and the administration and policing of associated conservation regulations by the Division of Environment, self-sustaining.
The presence of such a large number of ringed Sooty terns in Seychelles colonies represents a valuable resource, and annual searches for these birds will continue to be the main component of study until the pattern of return of pulli ringed in 1997 has been established. In addition, however, studies have begun on the potential for reestablishing Sooty Tern colonies on islands from which they formerly disappeared; these studies involve the management of appropriate habitats on these islands, including eradication of exotic predators, and the responses of adult birds to decoy models and broadcast calls. Further into the future, the tracking of birds away from their colonies, both when feeding and during dispersal/migration, will help to highlight any threats to the birds while at sea. Continued monitoring of populations and the egg harvest will identify any needs to modify harvest strategy in the light of such threats.
Chris Feare
([email protected])
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COMMUNITY SERVICE REPORT FORM
Complete this form after each community service or service learning project. Send a copy to the UW Extension office.
4-H Club: _____________________________________________________________________________________
Project: ___________________________________________________________________________________
Participants: ____________ Youth ____________ Adults
1. Hours (total # of volunteers x # of hours):
________________________
2. Number of people benefiting from service:
________________________
3. Duration of the project (start and end date)
________________________
4. Service Learning consists of several components. Check and describe which you have done…
_____ Investigation: Volunteers and youth investigate the community problems that they might potentially
address. Describe how you determined the need_____________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________
_____ Planning and Preparation: Volunteers, youth and community members plan the learning and service
activities, and address the issues needed for a successful project. Describe what you did to prepare before
launching into the project. _______________________________________________________________________ _____________________________________________________________________________________________
Who was involved in planning and preparation? ______________________________________________________ _____________________________________________________________________________________________
Who were the community partners? _______________________________________________________________ _____________________________________________________________________________________________
_____ Action(Implementing the Service Activity): The "heart" of the project: engaging in the meaningful service
experience that will help youth develop important knowledge, skills, and attitudes, and will benefit the
community. What did youth do? Where did you do it? How did you go about it? Whom did you serve? What did you accomplish? What were your goals and learning objectives? ________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________
_____ Reflection: Activities that help youth understand the service learning experience and to think about its meaning and connection to them, their society, and what they have learned.
Reflection is one of the most important parts of service learning. It’s when the volunteers think about their service and what it meant to them. What did they learn? Why did it matter? What will they do with what they learned? Tell us how your group reflected on their project. Here are some ideas for ways to reflect:
group discussions
paintings
poems
newspaper articles
video tapes photographs
bulletin boards
portfolios scrapbooks
art projects
murals
role playing journals
puppet show
collages essays sculptures drawings slide shows
jingles
guide for new volunteers
How did participants reflect on the service? __________________________________________________________
What did youth learn?
Did your group learn skills related to a 4-H project area? Did you learn "life skills" such as communication, problem
solving, or concern for others? What else did you learn? _______________________________________________
_____________________________________________________________________________________________ _____________________________________________________________________________________________
Discuss the project with the beneficiaries of the service. How do they rate the project?
It is important to know how the people you served felt about the project. Did they think it was effective in reaching
a goal? Did you help others as you had planned? _____________________________________________________ _____________________________________________________________________________________________
_____ Demonstration/Celebration: The final experience when youth, community participants and others publicly
share what they have learned, celebrate the results of the service project, and look ahead to the future.
How did you share the progress and results of your project? ____________________________________________
_____________________________________________________________________________________________
How did you celebrate your accomplishments? _______________________________________________________ _____________________________________________________________________________________________
How did you promote or market your project to let the community know about your efforts: (Attach copies of
photos and news stories) _________________________________________________________________________ _____________________________________________________________________________________________
Report form adapted from University of Tennessee Extension 4-H http://www.utextension.utk.edu/4h/sos/resources/index.htm
An EEO/AA employer, the University of Wisconsin-Extension provides equal opportunities in employment and programming, including Title IX and American with Disabilities (ADA) requirements.
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Help The Environment Increase Worker Safety Reduce Costs
1) What about my privacy?
Residents are permitted one small privacy bag (the size of a standard shopping/grocery bag) in each of the two (2) clear bags of waste permitted per week. Clear bags of waste may also be placed into a garbage bin for increased privacy until the collector picks up the bag.
2) Why doesn't the City of Kawartha Lakes implement a curbside organics/food scraps collection? Based on the low population and large area of the City of Kawartha Lakes, starting an organics/food scraps program at this time is not financially feasible. However, the City is actively promoting a backyard composting program that has been successful in other municipalities, and will be expanding the program in 2017.
3) What happens if a resident places recyclable material into their clear bags?
The City of Kawartha Lakes is proposing an allowable level of 20% recyclable material in clear bags. Starting in January 2017, bags will be left behind if they contain more than 20% recyclable materials.
4) Where can I purchase clear bags? Are clear bags more expensive?
Retailers have been notified that the municipality is switching to clear bag waste collection, and should be adjusting their stock accordingly. There is a list of retailers that stock clear bags available on the City website, city.kawarthalakes.on.ca under the Waste and Recycling Clear Bag section. The manufacturer's suggested retail price should not differ significantly between clear and black bags. Price differentials may occur between different retailers based on the individual bag size, closure type, brand name or packaging size.
5) What should I do with the opaque bags that I have already purchased?
Residents are encouraged to use up all remaining opaque bags before January 1, 2017 and begin using clear bags. As of January 1, 2017 the use of clear bags will be mandatory in order to participate in curbside collection.
6) Can I place pet waste into my clear bag?
Yes. Cat litter and dog waste may be placed directly into your clear bag. Animal waste should not exceed 10% of the total amount of waste in your clear bag.
7) Can I place my recycling in clear bags?
No. The City did not request the use of bags for recycling collection as part of its existing contracts with our collector or material processor. There is an additional cost at the recycling plant that would apply to open each bag of recycling and take the materials out to be sorted.
8) I use white garbage bags in my kitchen receptacle and then place it in a large garbage bag, will this still be allowed or must I find small clear bags?
You will be permitted one (1) small privacy bag per clear bag of garbage each week, or a maximum of two (2) privacy bags per week if you only put out one (1) clear bag. White kitchen catchers and grocery bags may be used for this purpose. If you will exceed two (2) of these bags per week it is recommended that residents use clear kitchen bags. The City encourages residents to bag any excess grocery bags and include them in your container recycling bin and/or use reusable bags for grocery shopping.
9) Where do I find more information?
recycled paper
Black Clear Is The New!
On January 1, 2017 Kawartha Lakes is Switching To Clear Garbage Bags
The City of Kawartha Lakes has launched Clear Bag Waste Collection which becomes mandatory on January 1, 2017. This program will discourage the placement of recyclables into the waste stream as well as hazardous materials. Clear Bag Waste Collection helps the environment, improves worker safety and diverts recyclables from local landfill sites to preserve valuable landfill space!
After January 1, 2017 garbage that has not been put into a clear bag, visibly contains more than 20% recyclables, or contains any hazardous materials will not be collected.
Place Your Weekly Garbage In Clear Bags
* Note: If you are only placing one (1) clear bag of waste on the curb you may place two (2) grocery size privacy bags inside.
* Note: If your two (2) privacy bags are the only waste you have, they may be placed on the curb and do not need to be placed into a clear bag for collection.
Your Bags Will Not Be Picked Up If:
Your bag contains More Than 20% Recyclables
Your bag contains Hazardous Waste (Must be taken to a Household Hazardous Waste Depot)
Hazardous Waste
The City has two (2) Household Hazardous Waste (HHW) Depots that are available for residents to use during regular landfill hours. There is no charge for residents to drop off their HHW.
Fenelon Depot: 341 Mark Road, Fenelon Falls Lindsay/Ops Depot: 51 Wilson Road, Lindsay
Make sure that materials are transported in labelled, well-sealed containers. City HHW depots are for residential users only.
2
Container Recycling
Metal • Plastic • Glass
Metal Cans (Steel and Aluminum) • Place lids inside and pinch to close. Glass Bottles and Jars • Metal lids are recyclable.
Aluminum Foil Containers • Includes pie plates, take out containers,
Polycoat • All types of milk and juice cartons, Tetra-Paks (drinking boxes) and fibre coffee cups.
baking pans, frozen food trays and aluminum foil.
Blue Box:
frozen vegetables and dry cleaning bags. Clean plastic food wrap.
Plastic Bags and Film •Grocery, sandwich, bread, milk bags,
Place all bags and film in one bag and tie closed.
Plastic Containers • Plastic bottles, jugs, tubs and lids with a recycle symbol of 1, 2, 3, 4, 5, 6 or 7. Styrofoam Containers • Foam cups, plates, white fast food containers, meat trays and egg cartons. Small Plastic Flower Pots • Plant & flower pots, large plastic pails (up to 5 gallons), plant trays and cell packs.
Empty Paint Cans/Empty Aerosol Cans • Only completely dry and empty paint and aerosol cans will be collected. Cans containing aerosols or liquid paint must be delivered to a Household Hazardous Waste Depot. Baked Goods Trays • Clamshell type clear containers.
Ensure All Containers Are Empty And Free Of Residue
Not Accepted: Light bulbs • mirrors • dishes • window glass • straws • metal pots/pans
* motor oil/antifreeze type containers • toys or large plastic items that cannot fit in blue box • packing peanuts • Styrofoam insulation.
* coat hangers (plastic or metal) • VHS tapes • solar pool covers • tarps • plastic cutlery
Green Box:
Paper Recycling
Newspaper • Egg Cartons • Books
Newspapers, insert flyers, photographs, catalogues, magazines,
Newspaper/Fine Paper •
Brown paper bags, fibre egg cartons, toilet/paper towel rolls.
phone books, mail, writing paper and envelopes (including window envelopes).
Non-metallic wrapping paper and greeting cards. Gift bags
Other Packaging •
accepted with rope, metal handles or other decals removed.
Wrapping Materials •
Boxboard includes cereal, cracker, detergent, drug, shoe, gift and
Boxboard •
Corrugated Cardboard • Cardboard has a rippled layer in the middle and includes clean pizza boxes. Remove tape and other material from boxes. Break down into flat pieces and bundle. For easy handling, the bundle must be no larger than your green recycle box.
tissue boxes. Remove liners and handles.
Hard and soft cover books and telephone books.
Books •
Not Accepted: Biodegradable paper products (i.e. drinking cups) • pet food bags • shipping envelopes with bubble liner • polaroids • peat pots • clementine boxes • paper towel/facial tissue.
Separate Your Recyclables
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An early quarto edition of Shakespeare's Romeo and Juliet
William Shakespeare, Romeo and Juliet. London: John Smethwicke, 1637. 7 1/8 inches x 5 1/16 inches (181 mm x 129 mm), [88] pages, A–L4.
THE MOST | EXCELLENT | And Lamentable Tragedie, | of ROMEO and | JULIET. | As it hath been sundry times publikely Acted | by the KINGS Majesties Servants | at the GLOBE. | Written by W. Shake-speare. | Newly corrected, augmented, and amended. | [Smethwicke's device] | LONDON, | Printed by R. Young for John Smethwicke, and are to be sold at | his Shop in St. Dunstans Church-yard in Fleetstreet, | under the Dyall. 1637.
Shakespeare's quartos, so named because of their format (a single sheet folded twice, creating four leaves or eight pages), are the first printed representations of his plays and, as none of the plays survives in manuscript, of great importance to Shakespeare scholarship. Only twenty-one of Shakespeare's plays were published in quarto before the closure of the theaters and outbreak of civil war in 1642. These quartos were printed from either Shakespeare's "foul papers" (a draft with notations and changes that was given in sections to actors for their respective roles); from "fair copies" created from foul papers that presented the entire action of the play; from promptbooks, essentially fair copies annotated and expanded by the author and acting company to clarify stage directions, sound effects, etc.; or from a previously published quarto edition. The quartos were inexpensive to produce and were published for various reasons, including to secure the acting company's rights to the material and to bring in money during the plague years in London when the theaters were closed.
In this play, Romeo and Juliet, offspring of the feuding Montagues and Capulets in Verona, fall in love at a masquerade ball and later discover that the other belongs to a rival family. They pursue their love nonetheless and arrange to be secretly married by a sympathetic friar. Romeo is drawn into a fight and kills Tybalt, Juliet's cousin, just before he arrives at her house to consummate their marriage; meanwhile Juliet's father betroths Juliet to Paris and sets their marriage to take place three days later. Juliet goes to the friar for help and he suggests she take a potion the night before her wedding, which will make her appear dead so she and Romeo can reunite in Mantua. Romeo never receives the message from the friar but hears of Juliet's death and goes to her tomb with poison to kill himself. He arrives and sees Juliet's body, takes the poison and, as he dies, Juliet awakens to discover her lover dead. Juliet stabs herself just as Capulet and Montague arrive at the tomb; they agree to end their feud.
This fifth quarto of Romeo and Juliet, now at the National Library of Scotland, is inlaid and bound in nineteenth-century half-leather with dark green straight-grained morocco spine and tips edged with gold rules, dark tan boards. Lettered in gold: "ROMEO | & | JULIET" in the second compartment; 5 TH | EDIT. | in the third, "WM. | SHAKESPEARE" in the fourth and "1637" at the spine foot. Note in hand of George Steevens underneath the inlaid title page: "Fifth Edition. Perfect. Notes by George Steevens, Esq." The bookplate of John Patrick Crichton Stuart, the third Marquis of Bute is on the front pastedown; the bookplate for the Bute Collection of English Plays is on the back pastedown.
This quarto was previously owned by George Steevens (1736–1800). He was an English Shakespeare editor who collaborated with Samuel Johnson in issuing a complete edition of Shakespeare, The Works of Shakespeare with the Corrections and Illustrations of Various Commentators (10 vols., 1773). Steevens owned roughly fifty quartos, and his sale (13 May 1800) was the first large Shakespeare collection to appear at auction. English book collector Richard Forster acquired this quarto from the Steevens' auction, and John Stuart, the first Marquis of Bute (1744–1814) purchased it from Forster's 1806 sale. Stuart added it to the Bute Collection of early English plays that was initially formed by Lady Mary Wortley Montagu (1689–1762) and expanded by her son-in-law John Stuart, third Earl of Bute. Lady Mary's grandson, the first Marquis of Bute, notably acquired 39 Shakespeare quartos. The collection contains 1,266 English plays and includes seventeenth- and eighteenth-century adaptations of Shakespeare's plays and examples of the foremost dramatists from Elizabethan, Jacobean, Caroline, and Restoration periods; also included are a number of promptbooks. The Bute Collection is now in the National Library of Scotland, which purchased it from Major Michael Crichton Stuart on April 3, 1956.
Octavo code: sharou
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August 2014
Dear Educator,
It's time to make your reservations for Hunt Club Farm's Pumpkin Patch & Harvest Hayride field trip. This will be the 27 th year that our farm has provided pumpkins and hayrides to local school children and youth groups in Hampton Roads and surrounding areas. This year's Pumpkin Patch field trip will run Monday through Friday, September 22 nd -November 7 th .
Hunt Club Farm's Pumpkin Patch program lasts approximately 90 minutes. The excitement begins with a "Tractor pulled Hayride" around the farm. The bumpy journey includes an educational stop near our corn field where we discuss fall harvest as well as the history and many uses of pumpkins, gourds and corn. During the ride, you will observe horses grazing, barns, gardens, fall flowers, fields and woods. You'll also pass our pond, which is the home to many migratory waterfowl as well as our resident turtles, geese and ducks.
Next, your group will have the opportunity to explore our Petting Farm. Here the children will visit chickens, peacocks, goats, sheep, donkeys, llamas, alpacas, pigs and bunnies. Our staff will be on hand to provide fun facts about our farm animals and to accommodate questions. We also have a Giant Hay Stack and Playground in the Petting Farm for the kids to enjoy.
After meeting the animals, the children head off to our "Pumpkin Patch" to pick-out their very own pumpkin to take home. We will provide a bag for each child's pumpkin. Additionally, our picnic area is available for you to enjoy lunch or snacks. Children love spending a day on the farm and this field trip provides a wholesome hands-on educational experience.
The field trip cost is $7.00 per person. There is no charge for teachers. However, pumpkins are only included for the children. Please collect money at school for students and any parents that will chaperone the field trip. Hunt Club's Farm Market will be open for those who would like to purchase snacks, additional pumpkins or other fall novelties. Please call (757) 427-9520 today to make reservations in advance. Hunt Club Farm is located at 2388 London Bridge Road in Virginia Beach. For directions, photos and more information please visit www.huntclubfarm.com . We look forward to seeing you at "The Pumpkin Patch."
Also, located on our website www.huntclubfarm.com are examples of Math, Science and English Virginia State SOLs for K-3 rd grade which relate directly to this field trip.
**** Please note that we are now accepting reservations for our Winter Wonderland Field Trip for the month of December and for our Children's Gardening Program in the spring!!!
Sincerely,
JD and Randi Vogel, Owners
Virginia's SOL requirements for Kindergarten, 1 st , 2 nd , and 3 rd grade
Math:
Kindergarten K.10… The student will compare two objects or events, using direct comparisons or nonstandard units of measure, according to one or more of the following attributes: length, height, weight and temperature. (Compare the size of pumpkins in the Pumpkin Patch)
First Grade 1.12… The student will identify and describe objects in his/her environment that depict plane geometric figures. (Observe shapes of objects on the farm such as flags, straw bales, fences, barns, etc.)
Second Grade 2.16… The student will identify, describe and sort three-dimensional (solid) concrete figures. (Identify, describe and sort 3-D concrete objects such as pumpkins, gourds or seeds)
Third Grade 3.14… The student will identify, describe, compare, and contrast characteristics of plane and solid geometric figures such as circle, square, rectangle, triangle, cube, rectangular prism, etc… by identifying relevant characteristics, including the number of angles, vertices, and edges, and the number and shape of faces, using concrete models. (Compare and contrast picnic table top vs boards that make up the table, bales of straw on hayride)
Science:
Kindergarten K.4… The student will investigate and understand that the position, motion, and physical properties of an object can be described. (Understanding the pulley system of our goat walk)
First Grade 1.2…The student will investigate and understand that moving objects exhibit different kinds of motion; objects may vibrate and produce sound. (Observe the goat's reaction to sound of wheels on goat walk)
Second Grade 2.1… The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which conditions that influence a change are identified and inferences are made. (Use pumpkins to discover if fruit lasts longer in the sun or shade, sitting on concrete or paper, kept hot or cold?)
Third Grade 3.1... The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which objects with similar characteristics or properties are classified into at least two sets and two subsets. (Classify farm animals as mammals or birds & then, as type of animal such as goat or sheep, duck or goose.)
English:
Kindergarten K.3…The students will begin to follow implicit rules for conversation, including taking turns and staying on topic. (Hayride loading attendants, educational stop questions and answer conversation)
First Grade 1.3…The students will adapt or change oral language to fit the situation. Initiate conversation with peers and adults, follow rules for conversation, use appropriate voice level in small-group settings, ask and respond to question in small-group settings. (Great transition practice, bus, hayride, pumpkin patch & playground conversations with teachers, guides, parents and peers)
Second Grade 2.3… The students will use oral directions with three or four steps. (Hayride safety rules, guidelines for choosing pumpkins from the pumpkin patch)
Third Grade 3.1… The student will use effective communication skills in group activities; listen attentively by making eye contact, facing the speaker, asking questions and summarizing what is said. (Listening to the educational guide during pumpkin presentation and participating in Q&A session)
***Please Call 427-9520, for Field Trip Reservations***
If you reach our voicemail, please leave us a day and evening number and the best time to return your call.
Hope to see you at "The Pumpkin Patch!"
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http://www.huntclubfarm.com/wp-content/uploads/2014/08/2014PumpkinPatchLetter.pdf
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2017-03-27T10:41:59Z
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Goal 2: Writing-All students will meet college/career readiness standards in WRITING as evidenced by MEAP achievement.
Goal 3: Mathematics-All students will meet college/career readiness standards in MATHEMATICS as evidenced by MEAP achievement.
Goal 4: Data Culture-The culture of WPS will be one of continuous learning and improvement founded in data-based decision making.
1. Specialized schools and programs that we utilize.
Special Education-North School serves approximately 25 students in Special Education, in addition to 24 speech students. To meet individual needs, some of our students need educational programs that our district cannot provide. In cooperation with Berrien Regional Educational Service Agency (Berrien RESA) and certain neighboring districts, these students attend appropriate Special Education programs in other locations. The programs available to Watervliet students were:
Early Childhood Developmentally Delayed Program
Located at Coloma Elementary
Facilitated by Coloma Community Schools
Hearing Impaired Program
Located at Berrien Springs Public Schools
Facilitated by Berrien RESA
Cognitively Impaired Program
Located at Berrien Springs Middle School
Facilitated by Berrien Springs Public Schools
Moderately to Severely Mentally Impaired Program
Located at Blossomland Learning Center, Berrien Springs
Facilitated by Berrien RESA
Early Childhood Developmentally Delayed and Autistic Impaired Program
Located at Stewart Elementary
Facilitated by Lakeshore Public Schools
Severely Emotionally Impaired and Autistic Impaired Program
Located at Lighthouse Learning Center, St. Joseph
Facilitated by Berrien RESA
Severely Emotionally Impaired Program
Located at Niles Southside
Facilitated by Niles Community Schools
Migrant and Bilingual Education - Located and facilitated by Watervliet Public Schools. 3 rd -5 th grade students were eligible for support services during the school year.
2. North School's program of academic instruction incorporates the Michigan Grade Level Content Expectations(GLCE) and Common Core State Standards(CCSS). Information on our core curriculum can be obtained by contacting the school office. The materials we use are Scott Foresman's Reading Streets for language arts instruction, Everyday Math for mathematics instruction, Battle Creek Science Kits for science instruction, and Hillsdale's Meet Michigan for 3 rd Houghton Mifflin's States and Regions for 4 th and TCI's America's Past for 5 th grade social studies instruction. More detailed information is available on the North School tab on the district website. We are not aware of any variations from the state curriculum framework.
At North School we administer the Michigan Educational Assessment Program (MEAP). This test is taken by all students during the month of October. The 3 rd graders take Reading and Math. 4 th grade takes Reading, Writing and Math. 5 th graders take Reading, Math and Science. These past year results can be found on the Michigan Department of Education website.
3 rd
grade math: 39% proficient
3 rd grade reading: 59% proficient
4 th
grade math: 47% proficient
4 th
grade reading: 64% proficient
5 th
grade math: 45% proficient
5 th grade reading: 70% proficient
5 th
grade science: 12% proficient
We also administer use an assessment referred to as NWEA, which stands for Northwest Evaluation Association. This test specifically measures students' content knowledge in reading, language usage and math. Please keep in mind that we look at a Normative Data Reference guide to help evaluate where your child's progress is compared to other students in the country.
This past school year, we had a fall enrollment of 315 students. Of those 315, North School teachers met with 285 of those students' parents. That means that 90% of our students were represented by parents at our fall parent/teacher conferences.
North School will continue to focus on student achievement as we move forward with implementing the Common Core State Standards. Your child is our number one priority. We will work tirelessly to help your child be successful at North Elementary.
Thank you in advance for the support you provide at home. Thanks as well to our devoted teachers, support staff, parents, students and Board of Education for their consistent hard work throughout the year. I look forward to continued growth and achievement for the upcoming school year.
Sincerely,
Joe Allen Principal North Elementary Watervliet Public Schools
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2017-03-27T10:42:48Z
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Central Research Institute for Dryland Agriculture Santoshnagar, Hyderabad
Contingency Plans and Alternative Cropping Pattern for the Drought affected States
This is only a summary of the Plans. Detailed zone-wise plans are given by the respective Agricultural Universities weekly.
Rainfall situation
The overall rainfall situation in the Country has improved substantially across sub-divisions. The country as a whole so far received rainfall higher (4%) than normal. However, sub-divisions of Assam-Meghalaya, Gangetic West Bengal, Jharkhand, Bihar plains and East Uttar Pradesh have been showing deficit rainfall ranging from 20 - 38%.
Outlook (up to 29 th September 2010)
Fairly widespread rainfall would continue over northeastern states and south Peninsular India.
Jharkhand
As on 23.09.2010, Jharkhand is still continuing with a deficit of 38% rainfall, which is an alarming situation.
* Farmers are advised to broadcast urea after weeding in late sown crops.
* Due to receipt of good amount of rainfall in many parts of the state, sowing of toria (var. P.T. 303, Panchali and Bhawani), Mustard (var. Shivani, Varuna, Pusa Bold and Kranti) and Potato (var. Kufri Chandramukhi, Kufri Asoka and Kufri Kanchan) was advised in uplands and medium lands.
* Early sowing of vegetable Pea (var. Arkel, Azad Pea – 1) and other winter season vegetable crops like cauliflower, cabbage, brinjal and tomato on uplands and medium lands using normal package of practice was advised.
* Spraying of Endofil or Qunalphos @ 2 ml/lit of water to control attack of caterpillars in late sown pulses like urd bean and moong bean (whenever they appear) was advised.
Bihar
Though many parts of state have received very good rainfall in last week, still some districts are under drought and the deficit rainfall continues to be 20% below normal.
* Farmers were advised to ensure irrigation in the standing paddy crop from diesel pumpset where rainfall is low.
* Top dressing of nitrogen was recommended in standing paddy crop.
* Farmers were advised to finish sowing of rabi arhar by the end of this week.
* Temperature condition is becoming favourable for sowing of rapeseeds. Farmers are advised to prepare the land for sowing of rapeseed varieties viz., RAUTS-17, PT-303 and Bhawani for the districts of north Bihar.
* Application of 30 kg N, 40 kg phosphorous and 40 kg potassium per hectare at the time of final land preparation was recommended. Farmers may sow the crop after 26th September. Drainage in the field at each 10 m interval is advised for removing the rainwater.
* Dusting of Folidol dust @ 20-25 kg per hectare is advised in the standing paddy crop (which is in panicle initiation stage) to protect the crop from gundhi bug infestation.
Gangetic West Bengal
Gangetic West Bengal is still reeling under drought situation with 29% deficit rainfall.
* To reduce the loss due to monsoon failure, farmers may go for cultivation of crops like, mung (cv. Sonali, Panna, Amrita, Sujata), sesame (cv. Vadui til) and black gram (cv. Kalindi, sarala, nabeen).
* The farmers who could not grow Kharif rice till now may opt for cultivation of short duration (50-60 days) leafy vegetables like spinach, coriander and radish.
* Farmers were advised to start sowing of winter vegetables viz., hybrid tomato and ladys finger.
* Top dressing of nitrogen is to be avoided, if blast disease is prevalent.
East Uttar Pradesh
In eastern Uttar Pradesh, with 21% deficit rainfall, drought like situation is prevailing in some districts. So far 97.5% of the targeted crop area (92.76 lakh ha) was covered under different kharif crops.
* In flood affected areas, after the receding of flood waters, framers were advised to go for sowing of autumn sugarcane (varieties COS 95255, 88230 and 8436) and toria (varieties Type-9, Type-36, Narendra Toria-1 & PT-30)
* Sowing of early potato varieties like Kufri Chandramukhi and Kufri Bahar and vegetables like spinach, radish, carrot, coriander, in highly deficit/scanty rainfall areas, are advised.
* Early varieties of vegetable Pea viz., Azad Pea-3, Azad Pea-1 and Arkel were advised to be sown.
* To control stem borer in maize crop dusting of 20 kg of 6% granules of lindane/ha was recommended.
* For control of yellow mosaic in urd/mung, spraying of dimethioate 30 EC 1 liter/ha should be made.
________
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Pardalotus quadragintus
Forty-Spotted Pardolote
What is a forty-spotted pardalote?
One of the smallest and rarest birds in Australia, the forty-spotted pardalote belongs to a group known as 'diamond birds' because of their tiny, jewel-like appearance.
Why is it endangered?
The forty-spotted pardalote is only found in Tasmania (endemic) and is classified 'Endangered'. Its distribution is restricted to four locations in eastern Tasmania: Flinders Island, Maria Island, Tinderbox and Bruny Island. The only colonies of more than 100 birds are on Bruny and Maria Islands. The greatest threat to the forty-spotted pardalote is the destruction of its habitat and competition from other species such as noisy mynahs who enter the 'fortyspots' fiercely defended territory. Cats may also take adults and nestlings.
What do they look like?
Measuring about 9 - 10 cm, the body is light olive green with pale yellow around the eye and on the rump. The wings are black with distinctive white dots. There are no head markings. The call is a low pitched 'where..... where..... where..... where'. Other calls it can be confused with are the spotted pardalote which has a higher pitch ed 'me.. me' call and the black-headed honeyeater. They can be seen most often in the upper foliage of white gum where they live and feed, and may be found alone or in small groups. Binoculars are essential to catch a glimpse of these tiny birds and identify them correctly.
Why are white gums important?
Forty-spotted pardalotes live in dry eucalypt forests and woodlands only where white gum (Eucalyptus viminalis) occurs. This tree is the key to the birds survival. They feed on a variety of insects, and also lerps (a protective insect coating) and manna, a sugary secretion produced by the tree in response to insect attack. The birds are called 'foliage gleaners' because of the way they pick the insects from the leaves and branches.
Identifying white gum
White gum is a common species in dry eucalypt forests throughout eastern Tasmania. It has a rough bark collar on the lower trunk with a smooth white and grey streaked surface extending to the branches and canopy. Leaves are slender and usually 10 - 20 cm long. Considered a moderate sized tree it can grow to approximately 50 m in height and 1 - 2 m in diameter.
Depar tment of Primary Industries, Parks, Water and Environment
Other pardalotes
Two other pardalotes also occur throughout Tasmania. Both are common and widespread and are similar in appearance and habit. The spotted pardalote has a spotted head and the striated pardalote has streaked head markings. Both species have vivid yellow throats, rumps and small patches of red. Neither species are considered rare and both are found on mainland Australia.
What's being done?
The Parks and Wildlife Service, with funds from the Australian Nature Conservation Agency, has established a recovery team of representatives. This team manages the habitats and populations of the forty-spotted pardalote — thereby increasing awareness about the threats to the birds and ways we can help save them.
What can 'forty-spots' do for you?
Having a 'forty-spot' colony nearby has its advantages — especially for farmers and gardeners. 'Forty-spots' eat a variety of insects and so are a great natural way to help control pests.
How can you help?
Fortunately we can help save the 'forty-spots'. If you have white gums growing on your property don't cut them down or remove old growth or dead spars — these trees provide food and nest sites for the birds.
Plant white gums on your property to ensure food and homes for the future. A planting program is underway offering information and seedlings to people owning land near the colonies.
Further information
A video on the recovery program which shows rare footage of the bird and chicks is available from the Nature Conservation Branch.
Contact
Biodiversity Conservation Branch: DPIPWE 134 Macquarie Street, Hobart. 7000
Phone: (03) 6233 6556
Fax: (03) 6233 3477
November 2013 © State of Tasmania
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Remark:Please circle the option you require each day!
| | Monday | Tuesday | Wednesday | Thursday | Friday |
|---|---|---|---|---|---|
| | 3/6 | 3/7 | 3/8 | 3/9 | 3/10 |
| Soup | Hot & sour soup | Carrot soup | Seaweed soup | Corn soup | Tomato soup |
| Option A | Korean style spicy stir-fried chicken Kelp, Rice | Kung Bao Chicken Cabbage, Rice | Sauteed shredded pork with sweet bean sauce Green vegetables, Rice | Stir-fried fish with corn Spinach, Rice | Hungarian pork Cauliflower, Rice |
| Option B | Baked pasta with salami Broccoli | Beef Quesadilla Celery, Rice | Chicken burger Corn, Chips | Shanghai style fried pork steak Carrot, Rice | Orange honey roasted duck Zucchini, Boiled potato |
| Dessert | Swiss roll | Ice cream | Cup cake | K.S.L. cake | Golden Sponge Cake |
| | 3/13 | 3/14 | 3/15 | 3/16 | 3/17 |
| Soup | Tofu soup | Onion soup | Meatball Chinese cabbage soup | Pumpkin soup | Seaweed soup |
| Option A | Anton stewed chicken Kelp, Rice | Braise pork steak with tomato Celery, Rice | Fried rice with preserved pork Spinach | Stir-fried duck with satay sauce Green vegetables, Rice | Steamed egg with fish Cauliflower, Rice |
| Option B | Baked toast with bacon & Mushroom Corn | Western style pancakes Zucchini, Roast potato | Honey-stewed BBQ pork | Fried pork fillet with sesame Pumpkin, Cream potato | Pasta with bacon Broccoli |
| | | | Broccoli, Rice | | |
| Dessert | K.S.L. cake | Swiss roll | Ice cream | Golden Sponge Cake | Cup cake |
| | 3/20 | 3/21 | 3/22 | 3/23 | 3/24 |
| Soup | Wax gourd soup | Mushroom soup | Tomato soup | Carrot soup | Cabbage soup |
| Option A | Saut'eed pork with mushroom Green vegetables, Rice | Steamed tofu with minced pork Spinach, Rice | Chicken meatball with shii-take Chinese cabbage, Rice | French crispy fried duck Cauliflower, Rice | Korean Omurice Kelp |
| Option B | Roasted chicken drumsticks with rosemary Celery, Rice | Pan-fried fish patty with vegetables Carrot, Rice | Curry pork Zucchini, Potato lyonnaise | Thai style stir-fried rice noodle Broccoli | Chicken steak with teriyaki sauce Corn, Jacket potato |
| Dessert | Golden Sponge Cake | K.S.L. cake | Swiss roll | Ice cream | Cup cake |
| | 3/27 | 3/28 | 3/29 | 3/30 | 3/31 |
| Soup | Seaweed soup | Pumpkin soup | Queen Victoria's Brown Windsor Soup | Corn soup | Tomato soup |
| Option A | Braised pork with radish Bean sprouts, Rice | Scrambled eggs with bacon & potato Green vegetables, Rice | Parslied mushroon patties | Stewed chicken with tomato&mushroom Spinach, Rice | Japanese style chicken fillet Cauliflower, Rice |
| | | | Celery, Rice | | |
| Option B | Pan-fried chicken with lemon juice Corn, Mashed potato | Pork bolognaise,spaghetti Carrot | British fish with green peas puree | Roasted pork with black pepper Pumpkin, Rice | Cheese Pizza Zucchini |
| | | | Broccoli, Chips | | |
| Dessert | Swiss roll | Golden Sponge Cake | Cup cake | Ice cream | K.S.L. cake |
Nutritional reading over the whole month: Red Meat 12%
Fish 5%
Vegetables 45 %
White Meat 11%
Starch 27% Deep Fried 5 %
EY2 & EY3 & EY4 :
Dessert, fruit and drink are served at 10:30am in the classroom.
Please Indicate if you require bread, soup, salad everyday
KG and above:
Choice of a drink (Juice or water, milk, yogurt), dessert
Free Flow of Bread and Salad included
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Ages of Famous Personalities
Name________________________________
Algebra 1 Level
Supplies: Graphing Calculator, PowerPoint presentation
Task: You will be seeing photographs of twenty famous people. As you see the photos, record the names of each individual and your best estimate as to the person's age. If you do not know the person, take your best guess as to the age from observing the photo. Actual ages will be the age at the end of the current year.
| Famous Personality | Estimated Age |
|---|---|
| 1 | |
| 2 | |
| 3 | |
| 4 | |
| 5 | |
| 6 | |
| 7 | |
| 8 | |
| 9 | |
| 10 | |
| 11 | |
| 12 | |
| 13 | |
| 14 | |
| 15 | |
| 16 | |
| 17 | |
| 18 | |
| 19 | |
| 20 | |
1. Using your graphing calculator, prepare a scatter plot using the estimated age on the x-axis and the actual age on the y-axis. Sketch the scatter plot on the grid at the right. Be sure to label your axes and scale.
2. Choosing two points, find the equation of the line of best fit (model equation) for your data.
Points: ( , ) & ( , ) Slope: __________
Equation:____________________________________
3. Using your graphing calculator, find the linear regression equation, the calculator’s line of best fit, for your data. _____________________________________________
4. What is the correlation coefficient? ___________ What does it tell you about the fit of the calculator’s linear regression?
5. What is an appropriate domain for graphing age data in general? _______________________
6. If you had guessed all of the ages correctly, what would be the equation of the line representing these correct guesses?___________________________________________________________
7. Did you, in general, overestimate or underestimate the ages? ____________________________
8. a. What percent of your estimated ages were correct?__________________________________
b. What percent of your estimated ages were above the actual ages?______________________
9. Interpolate: If you guessed that a person’s age was 26, what would the exact age be based upon the calculator’s model equation? ______________________________________________
10. Interpolate : If a person’s actual age was 37, what would have been the estimated age based upon the calculator’s model equation?____________________________________________
11. Extrapolate: If a person’s estimated age was 80, what would have been the actual age based upon the calculator’s model equation?___________________________________________
12. a. What is your age? __________
b. Based upon the calculator’s model equation, what is your estimated age? _____________
13. a. Which personality had the greatest difference between the estimated age and the actual age?
___________________________________________________________________________
b. What is the AVERAGE of the differences between the actual ages and the estimated ages for all of the personalities? ________________________________________________________
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Scrappy Four-Patch Quilt, Older Child
This kit includes twelve 8 ½" blocks and forty-eight 4 ½" blocks of assorted fabric, and five strips of border fabric. Backing fabric may also be included.
Small Blocks – fabric scraps, at least 4½ “square, cut 48 – 4½” squares Large Blocks – fabric scraps at least 8½” square, or, at least ¾ yard of fabric. Cut scraps or yardage into 8½” x 8½” squares. Scraps can be used, or the yardage can be used [which gives a not so scrappy look]
Border – ⅔ yard fabric, cut into five – 4½” strips
Backing – 1⅔ yards fabric
Batting – 42” x 58”
Using a ¼ " seam allowance throughout, sew two 4½" squares ogether into a unit and then sew two units together into a 4-patch square Using a ¼" seam allowance for construction, sew two – 4½" squares together into a unit and then sew two units together into a 4-patch square as shown [figure 1]. Make twelve 4-patch squares.
as shown (fig. 1). Make twelve 4patch squares. Suggestion: Lay the squares out before sewing to get a pleasing arrangement.
(Suggestion: Lay the squares a parrangement.) Sew into rows of four squares by alternating an 8½" square and a 4-patch square [figure 2]. You should have six rows.
Sew into rows of four squares Sew the rows together alternating Sew the rows together, alternating rows that start with an 8½" square with rows that start with a 4-patch square to form the quilt top.
rows that start with an 8½" square with rows that start with a 4-patch square to form the quilt top shown. Cut one border strip in half and sew each half end-to-end to another Cut 1 border strip in half and sew each half end-to-end to another border strip to make 2 long strips. Sew the border strips to the quilt following the diagram. Add the side borders first, press seams and trim. Next, add the top and bottom borders, press and trim.
border strip to make two long strips This blanket can be finished using the traditional method, which uses a binding, or the 'envelope' method, which uses no binding. Quilt or tie at least every 3 ½ to 4 inches. Quilting in the ditch looks nice and reinforces the blanket. Quilting ½" around the outside edges gives a more finished look when using the 'envelope' method.
Finished size is approximately 40" x 56"
4-patch square
Figure 1
should each measure
8½" x 8½"
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CC-MAIN-2017-13
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http://www.azblankets4kids.com/Patterns/Scrappy%20Four%20Patch,%20Older%20Child.pdf
|
2017-03-27T10:36:17Z
|
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Between Multi-Level Systems of Support and English Learners
A MULTI-LEVEL SYSTEM OF SUPPORT [Response to Intervention (RtI) and Positive Behavioral Interventions and Supports (PBIS)] is the practice of systematically providing differing levels of supports based on student need. Wisconsin's vision of a multi-level system of support consists of four essential elements: HIGH QUALITY INSTRUCTION, BALANCED ASSESSMENT, COLLABORATION, and CULTURALLY RESPONSIVE PRACTICES.
ENGLISH LEARNERS are an increasingly diverse group, representing numerous countries, cultures, and languages. They come from all socioeconomic levels and with varied educational experiences and backgrounds. A multi-level system of support helps address the complex needs of students who are in the process of developing another language (English). At the same time, the system validates, affi rms, builds upon, and bridges to the students' fi rst language, cultural strengths, intellectual capabilities, and prior accomplishments.
A multi-level system of support provides English learners with:
* A focus on culturally competent teaching to ensure strong academic literacy and English language development for long-term student achievement
* A commitment to district-wide and school-wide inclusive practices
* A research-validated framework for a comprehensive education that benefi ts ALL students
* Strengths-based thinking and culturally competent solutions
Connecting English Learners to Balanced Assessment
* Use valid and reliable measures aligned with state and local standards, including English Language Standards
* Tie in the language acquisition stages and students' cultural backgrounds
* Implement strategic assessment practices to measure students' academic content, language knowledge, and skills
* Provide grade-level appropriate assessments and allow for equitable alternatives when necessary
Connecting English Learners to Collaboration
* Involve educators, family, and community when making critical decisions about instruction and practices
* Team up with colleagues to plan and deliver instruction that integrates language and content
* Provide collaborative, authentic opportunities to learn by addressing specifi c language and/or cultural barriers
Connecting English Learners to Culturally Responsive Practices
* Believe that English learners can and will learn at high levels
* Understand we all have unique identities
* Create authentic, relevant learning experiences that validate and affi rm students' culture and language
* Build a sense of belonging that honors English learners' racial and ethnic identities
Connecting English Learners to High Quality Instruction
* Make content understandable by leveraging students' fi rst language, cultural assets, and prior knowledge
* Use instructional practices designed to integrate conceptual understanding and language competence
* Align learning and supports to college and career readiness
* Take profi ciency level(s) and prior schooling experiences into account when designing instruction
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BALANCE CARD
– talking about imbalances, challenges and possibilities
The aim of the 'Balance Card' exercise is for participants to get the opportunity to speak about how illness has affected their lives and daily routines. The cards can help create clarity by letting participants talk about the imbalances they experience. Dialogue with others helps them identify their own challenges and thus their opportunities for change.
Each card has a quotation and a theme. There are theme cards for: The Balancing Person (cyan); Bodily Infirmities (bordeaux); Lowered Bar (orange); Challenging Relationships (blue) and Changeable moods (red). The pictures and theme enable various types of association to be made whilst the quotations give specific examples of the theme addressed by the card. The cards thus appeal to those participants who prefer pictures as well as those who prefer text and quotations.
Minimum 30 minutes
27 picture cards with text split into five themes. Table space. Alternatively a white board that participants can stand around.
Individual reflection Group dialogue
© 2001, Steno Diabetes Center. All rights reserved.
STEP BY STEP
1. The educator introduces the aim of the exercise: To verbalise the changes experienced by participants in their day-to-day lives due to their illness.
2. The picture cards are placed on the table so all can see them. The educator may possibly opt for one theme to be worked on.
3. Participants should now have the time to view the cards for a while, possibly pick own relevant cards.
4. The educator's role is then to control a process in which everyone gets the chance to say something about the various cards. The most important thing is for participants to stick to the overall theme, whilst the quotation should be regarded as an example of the broader problem. If participants feel 'locked into' the picture or quotation, the educator will need to show that the theme can be broadened. For example it is not only a question of saying no thanks to food. It can also mean saying no to candles as a COPD patient or refusing an invitation if they do not have the energy to go out.
5. The educator can use 'what/how' questions to try to get participants to open up more – "What do you mean by that? How did you feel about that? What did you do then? How did you react?" The exercise also invites questions to move the discussion from the individual level to the more general: "What can we learn from that? What can you do in a situation like that? What could you do differently another time?"
6. It is important that this does not become a therapeutic process but a discussion that all participants can benefit from. It is therefore up to the educator to ensure there is a balance between discussions on the ordinary and general level and individual and specific goals.
7. The educator rounds off each subject when it has been exhausted by participants or when it is time to introduce a new topic.
8. The educator concludes the exercise by generalising the group's discussions on imbalances and asking participants to consider the suggestions made about ways of achieving better balance.
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As schools seek to become Future Ready, it is necessary to identify and cultivate leadership beyond district and building leaders. School librarians lead, teach and support their school's and/or district's Future Ready Schools (FRS) goals through their professional practice, programs and spaces. Derived from the FRS framework, these principles both describe how librarians can support schools in this transition and identify specific ways in which librarians can themselves become more Future Ready. By aligning with strategic initiatives like FRS, librarians can better connect their practices, programs and spaces to educational innovation in schools. If properly prepared and supported, school librarians are well positioned to be at the leading edge of the digital transformation of learning.
Acknowledging that the current state of school libraries and librarians ranges widely from state to state and even from school to school, these principles are predicated on a core belief that in a Future Ready school, all students have equitable access to qualified librarians, digital tools, resources and books. In support of these goals, partnerships and support of public librarians and libraries are welcome and encouraged.
Designs Collaborative Spaces
Builds Instructional Partnerships
Use of Space and Time
Provides flexible spaces that promote inquiry, creativity, collaboration and community.
Ensures Equitable Digital Access
Technology and Infrastructure
access to connectivity, digital devices, information, resources, programming, and services in support of the district's strategic vision.
Provides and advocates for equitable
Curriculum, Instruction and Assessment
evidence-based curricula and assessments that integrate elements of deeper learning, critical thinking, information literacy, digital citizenship, creativity, innovation and the active use of technology.
Partners with educators to design and implement
Invests Strategically in Digital Resources
Budget and Resources
Leverages an understanding of school and community needs to identify and invest in digital resources to support student learning.
Empowers Students as Creators
Curriculum, Instruction and Assessment
increasingly self-directed as they create digital products of their learning that engage them in critical thinking, collaboration and authentic, real-world problem solving.
Encourages and facilitates students to become
Cultivates Community Partnerships
Community Partnerships
Cultivates partnerships within the school and local community (families and caregivers, non-profit organizations, government agencies, public and higher education libraries, businesses, etc.) to promote engagement and a lifelong learning process.
Curates Digital Resources and Tools
Curriculum, Instruction and Assessment
and sharing of digital resources and tools to support transformational teaching and learning and develop the digital curation skills of others.
Leads in the selection, integration, organization,
Advocates for Student Privacy
Data and Privacy
Teaches and promotes student data privacy through their instruction and role as educational leaders.
Facilitates Professional Learning
Personalized Professional Learning
the skills that comprise success in a digital age (e.g., critical thinking, information literacy, digital citizenship, technology competencies, etc.)
Leads professional learning to cultivate broader understanding of
Leads Beyond the Library
Collaborative Leadership
and strategic plan for digital learning and fosters a culture of collaboration and innovation to empower teachers and learners.
Participates in setting the district's vision
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Active Ingredient:
2-Phenethyl Propionate ...............0.10%
...........99.90%
100.00%
*Contains petroleum distillates
Kills the Following Crawling Insects On Contact Only: bed bugs, fire ants, carpenter ants, Argentine ants, German & American cockroaches, cat fleas, cellar spiders, wolf spiders, brown dog ticks, European earwigs, carpet beetle larvae, field crickets, pantry pests, nuisance ants, centipedes, millipedes, silverfish, pillbugs & sow bugs
Kills the Following Flying Insects On Contact Only: house flies, southern house mosquitoes & lady beetles
* Active Ingredient from Plant Oils
* EcoPCO ACU will not stain carpet, floors or walls
* Targets insects, not people or pets
EPA Reg. No. 67425-14-655 EPA EST. No. 11623-GA-1
KEEP OUT OF REACH OF CHILDREN
CAUTION
See Back Panel for Additional Precautions and First Aid
NET CONTENTS: 17 OZ
Other Ingredients*
EcoPCO ACU ®
UNSCENTED CONTACT INSECTICIDE
DIRECTIONS FOR USE:
IT IS A VIOLATION OF FEDERAL LAW TO USE THIS PRODUCT IN A MANNER INCONSISTENT WITH ITS LABELING.
SHAKE WELL BEFORE USING. This product is a contact spray and will not prevent reinfestation of any listed pest in any treated area. Insects must be contacted by spray in order to ensure 100% mortality.
For Crawling Insects: Crack/Crevice and Void Treatments: Important – Use the injector nozzle tip provided. To kill ants (including southern fire ants, carpenter ants, and nuisance ants including Argentine, thief, little black, big-headed, pavement, leafcutter, acrobat, odorous house, velvety tree, pyramid, field, crazy, cornfield and large yellow ants), bedbugs, cat fleas, brown dog ticks, cockroaches (including American cockroaches and German cockroaches), spiders (including cellar spiders and wolf spiders), European earwigs, carpet beetle larvae, field crickets, silverfish, and occasional invaders (including centipedes, millipedes, crickets, earwigs, pillbugs, sow bugs and lady beetles), inject into all crack/crevice and void spaces where insects are present. Applications can be made, but are not limited to, behind baseboards, cabinets, walls, ceilings, around doors and window frames, behind and under refrigerators, cabinets, sinks and stoves, and around water pipes and appliances. Insects contacted by spray will be killed. Ensure contact with as many insects as possible. Do not apply to any surface where food is prepared or served. Fire ants & carpenter ants: This product will not kill ant queens or ant colonies. Fleas & Brown Dog Ticks: Hold can approximately 12 inches (30 centimeters) above surface area and apply uniformly to infested areas such as carpets, rugs, cloth upholstery and pet bedding. Contact fleas & ticks directly to kill these pests.
For Pantry Pest Treatments: Use EcoPCO® ACU to kill pantry pests (including beetles, moths, mites and weevils). Non-food use only. Do not use in commercial food/feed handling establishments, restaurants, or other places where food/feed is commercially prepared, processed or stored. Limit treatments to residential food storage areas. Do not use on food preparation surfaces. Apply only as a crack/crevice treatment or as a spray to the cracks, corners and surfaces of pantry shelves.
Remove all foodstuffs, utensils and shelf paper from area to be treated. Discard used shelf paper. Apply spray to shelves and in cracks and crevices behind and under cupboards and cabinets. Allow treated surfaces to dry and cover shelves with clean paper before replacing any utensils, foodstuffs or other items. Any foodstuff accidentally contaminated with treatment solution should be destroyed.
For Flying Insect Treatments: To kill (these pests) (house flies and southern house mosquitoes), aim spray toward flying insect infestations contacting as many insects as possible. Insects contacted by spray will be killed. Wipe away excess spray after application. Avoid spraying plants.
For Bedbug Treatments: Remove bedding materials. Take bed apart and treat cracks, joints and interior of framework. Treat mattresses and box springs; especially around tufts, folds, seams and edges. Treat baseboards, moldings, floors, and all cracks and crevices in the room. Let spray dry before putting bedding materials back on. Repeat treatment as necessary.
Storage & Disposal
Storage: Store in a cool, dry area away from heat or open flame.
Do not contaminate water, food or feed by storage or disposal.
Pesticide Disposal: Wastes resulting from the use of this product must be disposed of on site or at an approved waste disposal facility.
Container Disposal: Do not puncture or incinerate! Nonrefillable container. Do not reuse or refill this container. If empty: Place in trash or offer for recycling if available. If partly filled: Call your local solid waste agency or 1-800-CLEANUP for disposal instructions.
PRECAUTIONARY STATEMENTS
CAUTION
Hazards to Humans & Domestic Animals
Causes moderate eye irritation. Avoid contact with eyes or clothing. Wear safety glasses, safety goggles, or face shield. Wash thoroughly with soap and water after handling and before eating, drinking, chewing gum or using tobacco.
Physical or Chemical Hazards
Flammable. Contents under pressure. Keep away from fire, sparks and heated surfaces. Do not puncture or incinerate container. Exposure to temperatures above 130ºF may cause bursting.
Environmental Hazards
For terrestrial uses: Do not apply to water, or to areas where surface water is present or to intertidal areas below the mean high water mark. Do not contaminate water when disposing of equipment washwaters or rinsate.
If in eyes:
FIRST AID
* Remove contact lenses, if present, after the first 5 minutes, then continue rinsing eye.
* Hold eye open and rinse slowly and gently with water for 15 – 20 minutes.
* Call a poison control center or doctor for treatment advice.
HOT LINE NUMBER:
also contact 1-800-222-1222 (Poison Control Center) anytime for emergency medical treatment information.
Have the product container or label with you when calling a poison control center or doctor, or going for treatment. You may
NOTE TO PHYSICIAN
Contains petroleum distillate – vomiting may cause aspiration pneumonia.
For Chemical Safety Information: Call 1-800-858-7378 (National Pesticide Information Center).
Limitation of Liability: To the extent consistent with applicable law, Prentiss Incorporated makes no warranties of merchantability, or of fitness for a particular purpose, nor any other express or implied warranty except as stated above.
Sold by Prentiss Incorporated 3600 Mansell Road, Suite 350 Alpharetta, GA 30022
All Rights Reserved. Made In USA. U.S. Patent No. 6,004,569 U.S. and Foreign Pat. Pending CODE PCAO617Z (USA)
Contains no CFC's or other ozone depleting substances. Federal regulations prohibit CFC propellants in aerosols. EcoPCO® is a registered trademark of EcoSMART Technologies, Inc.
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Francis needed to be alone.
He needed to be alone so that he could think, which was why, despite the weather, he carried his bag and his lunch to a bench on the far side of the playing field.
Solitude is not always easy to find in a busy school, but it was February, the temperature was barely above freezing, and the cold, Francis knew, would keep most people indoors. And if anyone did come out, they would probably avoid that particular bench. It was directly opposite the main school building, and students at John Felton usually preferred to spend their lunch break somewhere that was not in full view of the staffroom and the school office.
Francis did not mind being overlooked – not from that distance, anyway – all he wanted was the chance to think without any distractions. And he was sitting on the bench, his hat pulled firmly down over his ears, holding a cup of hot tea in chilled fingers . . . when a distraction came walking across the grass towards him.
It was a girl about his own age – though not anyone he recognised as being at the school – and possibly the most distracting thing about her was what she was wearing.
Or rather, what she wasn't.
Despite the cold, she had no coat. All she had on was a little black-and-white striped dress – someone who knew about such things would have recognised it as a Victoria Beckham zebra dress – which left her arms and shoulders exposed to the winter air. Wherever she was heading, Francis thought, there were good odds she would freeze to death before she got there.
From the corner of his eye he watched as, to his surprise, the girl continued to walk directly towards him until she stopped, and then sat down on the other end of the bench. The wooden slats were still coated with frost, but this did not seem to trouble her. She sat there, and stared calmly out across the field at the building on the far side, without uttering a word.
Francis had not wanted company, but he was curious. Why had she come across the field to sit beside him? Why had she not spoken? And why was she apparently immune to the cold?
'You might want some of this,' he said, holding out his mug. 'It's only tea, but it's warm.'
The girl turned to face him, then turned her head in the opposite direction, as if to see who he was talking to. When she realised there was nobody else, and that he must have been talking to her, a look of shocked surprise crossed her face.
'Are you . . . are you talking to me?' she asked.
'Sorry.' Francis withdrew the offered mug. 'Won't happen again.'
'You can hear me as well?'
'Yes,' said Francis. 'Sorry about that, too.'
The girl frowned. 'But nobody can see me! Or hear me!'
'Can't they?'
'Unless . . .' The girl peered at him intently. 'You're not dead as well, are you?'
'I don't think so.'
Francis did his best to keep smiling while he quietly emptied the remains of his tea on to the grass and screwed the cup back on to the thermos. It felt like it might be time to pack up and leave.
'I don't understand . . .' The girl was still staring at him.
'You're . . . um . . . you're dead yourself, are you?' Francis tried to keep a casual tone in his voice as he packed his thermos into his bag.
'What? Oh . . . yes.' As if to illustrate her point, the girl lifted an arm and ran it through the planks that made up the back of the bench as if they had no more substance than smoke. 'But I don't understand why you can see me. I mean . . . nobody can!'
For several seconds, Francis did not move. Frozen, with the thermos in one hand and his bag in the other, his brain replayed, on a loop, the action he had just witnessed.
'In all the time I've been dead,' said the girl, 'no one – I mean no one – has been able to see me or hear me. Not ever.'
'Would you mind,' said Francis slowly, 'doing that again? The thing with your arm? Through the bench?'
'What this?' The girl repeated the action of brushing her arm through the wooden slats behind her.
'Yes. Thank you.'
The girl looked briefly puzzled, but then her face cleared. 'Oh! You wanted to check you hadn't just imagined it!' she said.
'Yes,' said Francis.
'Well you didn't,' said the girl. 'I'm definitely dead, but nobody's been able to see me before. I mean, I've stood in front of people and screamed, but none of them ever . . .' She looked across at Francis. 'But you can?'
Francis managed to nod.
'Well, that is just weird!' said the girl. 'I mean, you walk around for a year, totally invisible, and then you sit down on a bench and the . . .' She looked across at
Francis. 'You gave me quite a fright!' She paused again before adding, 'I suppose it must have been a bit of a shock for you too.'
'It was a bit,' said Francis. 'Still is, really.'
'I don't understand it.' The girl shook her head. 'No one's ever been able to see me. I mean . . . I'm dead!'
'How?' asked Francis.
'What?'
'I just wondered how you'd died.'
'Oh, I see.' The girl gave a little shrug. 'I can't remember that bit. I suppose I must have been killed in an accident or something. All I know is, I found myself at the hospital one evening, and I was . . .'
'Dead?' suggested Francis.
'Yes.'
'And nobody could see you or hear you . . .'
'No.'
'Right . . . That must have been . . . Right . . .'
There was a long silence, which was eventually broken by the sound of the school bell signalling the end of lunch break.
'That bell means you have to go in to lessons, doesn't it?' said the girl.
Francis agreed that it did. He picked up his lunch box and put it in his bag, but made no move to leave.
'The thing is . . .' said the girl, 'I wonder . . . would you mind coming back? After?'
'You mean at the end of school?'
'Yes. I don't mind waiting. Only, like I said, nobody's been able to see me or hear me before. And it's . . . good to have someone to talk to.'
'OK,' said Francis.
'You don't mind?'
'No,' Francis stood up and pulled the bag on to his shoulder. 'No, that . . . that'd be fine.'
He took a few steps in the direction of the school.
'I'm Jessica,' said the girl. 'Jessica Fry.' 'Francis,' said Francis. 'Francis Meredith.'
On his way back to the main building, it briefly crossed his mind to skip lessons, go to the office, and tell someone what had just happened. He wondered what they would do. Would they call the hospital? His mother? A psychiatrist?
Not that it mattered, he thought, because he had no intention of telling anyone that he had just met a ghost in his lunch break.
He had quite enough problems without claiming he could see dead people.
14
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OR 97424 USA
+1-541-942-9519 [email protected] www.instove.org
InStove Stove Carbon Offset, Fuel Savings, and Energy Savings
InStove users around the world have reported firewood savings of 75-90% compared to traditional, threestone fire cooking methods. Controlled field testing has shown an average of an 88% reduction in wood use. The following tables illustrate how our stoves save resources and the environment through reduced carbon dioxide emissions, lowered firewood demand, and smaller energy requirements for cooking.
Note that these statistics only represent part of the full benefit of InStove stoves. Since there is little reliable data on the emissions of open-fire cooking, we have considered the effects of firewood saved versus traditional cooking methods, alone. In reality, our stoves not only reduce wood consumption, but also produce less harmful emissions per gram of wood burned than an open fire (besides CO2), creating additional benefits for human health and our atmosphere that these numbers do not account for.
For additional comparison statistics and a complete explanation of the methodology behind these figures, visit our technical archives at www.instove.org/archives.
CO2 Offset
| Stove Mode | l | 60L | 100L |
|---|---|---|---|
| Annual CO Emissions Offset per stove 2 | | | |
| | | 87 tons | 146 tons |
| (vs. Three-Stone Fire Cooking Methods) | | | |
In other words, one 100L stove offsets as much CO2 in a year as is produced by:
- 26 average American cars or 313,000 miles driven in one car (56 round trips from L.A. to New York)
- The carbon footprint of 8 Americans
- The CO2 that can be sequestered by 108 acres of forest in the United States
Wood Savings
| Stove Model | 60L | 100L |
|---|---|---|
| Annual Wood Savings per stove | | |
| | 58 tons | 97 tons |
| (vs. Three-Stone Fire Cooking Methods) | | |
The firewood saved each year by one 100L stove is equivalent to:
- 20,000 8-foot long 2x4's or 16 full logging truck loads
- 1.9 acres of American Pacific Northwest rainforest – Clear-cut
- 85 acres of American Pacific Northwest rainforest – Harvested sustainably
Energy Savings
| Stove Model | 60L | 100L |
|---|---|---|
| Annual Energy Savings per stove | | |
| | 217 MWh | 362 MWh |
| (vs. Three-Stone Fire Cooking Methods) | | |
The energy potential of the firewood saved each year by one 100L stove is equivalent to:
- 213 barrels of crude oil
- Over 120,000,000 AA batteries
- The electrical consumption of 33 residential American households
Savings from Multiple Stoves:
The table below shows the comparative benefits of multiple InStove stoves
| | 200 – 60L Stoves | 1,000 Stoves (500 of each) |
|---|---|---|
| Stove Placement Size | Largest single placement of | Projected near-future total of |
| | InStove stoves (in Darfur) | all InStove stoves in service |
| Annual CO Savings 2 | 17,500 tons | 116,600 tons |
| Annual Wood Savings | 11,700 tons | 77,800 tons |
| Annual Energy Savings | 43,400 MWh | 289,200 MWh |
The annual savings of 200 60L stoves is equal to:
- The carbon footprint of 940 Americans
- The CO2 that would be produced by driving one car around the globe about 1,500 times
- The wood harvested from clear-cutting 233 acres of Pacific Northwest rainforest
A total of 1,000 stoves (500 of each model) will generate savings equivalent to:
- The CO2 produced by 1.7 offshore oil rigs
- The electrical consumption of about 69,000 Americans living in residential households
Finally, the savings of a future total of 10,000 stoves (projected to be 9,000 – 100L and 1,000 – 60L, given the present demand for 100L stoves) would equate to:
- The CO2 that could be sequestered by over 1,000,000 acres of forest in the United States
- 156% of the electricity used by the country of Senegal
- Enough wood to completely fill the Empire State building once every 17 days
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Volume 5, Number 7 December, 2016
U.S. Safety Net Protects Most Children in Poor Households During Recessions
By Marianne Bitler, UC Davis; Hilary Hoynes, UC Berkeley; and Elira Kuka, Southern Methodist University
The Great Recession led to unemployment rates unseen since the deep recessions of the early 1980s. At the same time, significant changes in the safety net both before and during the downturn have changed the way we support children in vulnerable households. In a new study, 1 we examine how and to what extent the current safety net provides protection to at-risk children during economic downturns. We find that increases in unemployment affect children in the poorest households most. We also find that while the safety net is strongest at stabilizing household incomes for these children, children in immigrant households get no protection.
Children are particularly vulnerable during economic downturns. As an age group, children already consistently have the highest poverty rates in the nation. Research shows that poverty during childhood can have severe and life-long impacts, including stunted physical and cognitive development, limited lifetime earnings and long-term health problems. 2
Measuring Change in Child Poverty
The rise in unemployment during the 2007-09 Great Recession had a major impact on the number of children living in poverty. By October of 2009, 15.6 million people were out of jobs as the national unemployment rate reached a peak of ten percent. The official poverty rate among children under 18 increased from 18 percent in 2007 to a high of 22 percent in 2010. 3
Our study focused on how increases in the unemployment rate affects poverty rates for children under 18 given the current safety net. We used a state panel fixed effects model to measure these changes over time within each state to account for individual economic, social and other characteristics that can vary between states. To measure poverty rates we use the Annual Social and Economic Supplement (ASEC) of the Current Population Survey (CPS) for years 2000-14, which includes the 2007-09 Great Recession as well as the smaller national economic recession of 2001.
Households with the lowest incomes are most likely to rely on the social safety net to help make ends meet during times of high unemployment, and children are the largest beneficiaries. However, research is still seeking to understand just how well our current safety net supports poor individuals, families and, especially, children during hard economic times. Our new study finds that it did protect most children, especially those in the poorest households. However, we also find that the current safety net does not support the children of immigrants, which puts them at a deeper disadvantage.
Key Facts
On average, from 200014, a 1 percentagepoint increase in unemployment led to a nearly equal increase in the likelihood a child's household income fell below poverty.
The safety net reduces this cyclical risk: based on after-tax-and-transfer income, during the same period a 1 percentagepoint increase in the unemployment rate led to a 0.5 percentage point increase in the likelihood that a child's household income falls below its poverty threshold.
Safety net programs have the largest protective power for children in the poorest households. The effects are larger for households at 50% or below poverty than households at 100%, 150% or 200% of poverty.
For children in immigrant households, the safety net does little to mitigate these risks.
2 For example see, Brooks-Gunn, J. and Duncan, G. 1997.
1 Bitler, M. et al. 2016. "Child Poverty, the Great Recession, and the Social Safety Net in the United States." Journal of Policy Analysis and Management.
To download this brief, visit poverty.ucdavis.edu
To understand the overall impact of the current safety net programs, we compared results for two measures of child poverty. "Private income poverty"—which includes earned income and private transfers such as child support or private disability— shows poverty levels before supports from safety net programs. "After-tax-and-transfer poverty" adds safety net cash and in-kind income and subtracts payroll and income taxes. It includes private income plus transfers from programs such as the EITC and Child Tax Credit, Unemployment Insurance, Social Security, SSI, TANF, food stamps (SNAP), housing subsidies and others.
Our poverty thresholds are similar to those used in the U.S. Census Bureau's supplemental poverty
"The Effects of Poverty on Children." The Future of Children.
3 DeNavas-Walt, C. and Proctor, B. 2014. "Income and Poverty in the United States: 2013." U.S. Census Bureau.
Understanding poverty, shaping the future of poverty research
measure. We assign a child to be in poverty if their household's after tax and transfer income is below the poverty line. We also provide a second child poverty measure using the household's private income. By comparing the two measures we can assess the role of the social safety net in affecting child poverty.
increase in the unemployment rate led to a 0.9 and 0.5 percentage-point increases in private-income and after-tax-and-transfer and poverty, respectively. This difference between the cyclicality of private income and after-tax-and-transfer poverty narrows at higher household income levels, coming close to being equal at 200 percent of poverty.
Programs Slowed Rise in Child Poverty
This protective effect was not the same for all children. Most significantly, children who lived with a head of household (or their spouse) who was an immigrant were much more vulnerable to a given change in the unemployment rate. Adding in safety net income has no mitigating effect on their poverty rates. For these children, a one-percentage-point increase in unemployment led to a similar 1.2 percentage point increase in poverty by both the private income and after-tax-and-transfer measures.
Our study shows that increases in the unemployment rate lead to increases in child poverty, both in terms of private income and after-tax-andtransfer poverty. On average, from 2000-14, a one percentage-point increase in the unemployment rate led to a 0.9 percentage-point increase in the likelihood that a household's private income will fall below its poverty threshold. However, smaller increases in children's after-tax-and-transfer poverty shows that the safety net as a whole partially stabilizes household incomes. For example, from 2007-10 the proportion
Safety Net Does Not Protect All Children
" " Smaller increases in children's aftertax-and-transfer poverty shows that the safety net as a whole partially stabilizes household incomes.
Figure 1: Annual Unemployment Rate and Private Income Poverty and After-Tax-and-Transfer Poverty for Children
Poverty refers to percent of children living in households with income below the Historical SPM poverty line in each calendar year, using various concepts for resources. Private income includes only wages and salaries, self-employment income, and private transfers. ATT income includes the value of public in-kind and cash transfers and nets out taxes and tax credits.
Data sources: 2000-14 ASEC and Bureau of Labor Statistics (unemployment).
of children in households below 100 percent of their private-income poverty threshold rose by six percentage points, from 19.7 to 25.7 percent. By the after-tax-and-transfer measure, child poverty rose by only 2.1 percentage points, from 11.3 to 13.4 percent.
Safety Net Protects the Very Poor
Children in the poorest households are most at risk to the household income shocks that come with increases in unemployment, both in terms of private income and after-tax-and-transfer income. For these children, protection by the safety net was also most pronounced. A one percentage point increase in the unemployment rate increased private-income poverty by 0.5 percentage points for children in households at 50 percent of poverty. By the after-tax-andtransfer measure the increase for these children was 0.2 percentage points. For children in households below 100 percent of poverty, a one percentage point
One possible reason for the ineffectiveness of the safety net in protecting this group of children is that a large share of the safety net is either unavailable to many immigrants, because of their unauthorized status, or access is limited. This is particularly the case for those who entered the country after August 1996, due to immigration provisions in PWRORA, as well as the 1986 Immigration Reform and Control Act (IRCA) that disqualifies new immigrants all forms of public assistance for five years.
Marianne Bitler is a professor of Economics at UC Davis.
Hilary Hoynes is a professor of public policy and economics and Haas Distinguished Chair in Economic Disparities at the Goldman School of Public Policy at UC Berkeley.
Elira Kuka is an assistant professor of economics at Southern Methodist University.
The UC Davis Center for Poverty Research mission is to facilitate non-partisan academic research on poverty in the U.S., to disseminate this research and to train the next generation of poverty scholars. Our research agenda spans four themed areas of focus:
n Labor Markets and Poverty
n Children and the Intergenerational Transmission of Poverty
n The Non-traditional Safety Net, focusing on health and education
n The Relationship Between Poverty and Immigration
For more information, visit us online at:
poverty.ucdavis.edu
Center for Poverty Research University of California, Davis 1 Shields Ave | Davis, CA 95616 (530) 752-0401
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Ethnobotany
Find these three plants in Tryon Creek State Park. Mark it on the map provided. Then learn more on the following page. Anwer the Questions.
Western Red Cedar
Oregon Grape
Sword Fern
Ethnobotany
Western Redcedar
that native people lived in. Because Cedar is a soft wood it is easily split and can be shaped for many uses. Can you think of another use that would allow native peoples to gather food? Remember the dependence that these people had on the river to provide food and transportation. Cedar trees were used for canoes, but how would you make a canoe out of this tree if you wanted to? The trees were usually burned on one side to bring the tree down to ground level where it was then hollowed out by fire and finished by carving. Cedar was used to make many objects, from arrow handles to eating utensils. One of it's most amazing qualities of this tree is that it is rot resistant. When Lewis and Clark arrived in the Pacific Northwest they were wearing clothing made from animal hides. As we all know, winter here is wet and those hides rot when exposed to continual rain and never get a chance to dry out. The native people living in this area used the bark to make fibers which could be made into clothing that didn't rot. How would you go about making clothing from bark?
Redcedar is a very easily identifiable tree. It has flat needles that branch and fork from the central stem. The reddish-brown bark looks as if it is made up of many strips peeling up the trunk. Redcedar contains a chemical that makes it especially resistant to both rot and insect infestations. What do you think this tree was used for by the Native Americans who called it the "Tree of Life"? One of the main uses of this tree was to make planks for the traditional long houses
Sword Fern
used as shelf paper for drying racks for other wild plants like nut and berries. Traditional pit ovens were used in the area of the northwest and were used to slow cook or roast many foods. The fronds of the Sword Fern were used by native people to line the pit ovens and in between layers of food cooking in the pit oven. The fiddle heads, the young spring shoots, of the sword fern were collected and eaten.
One of the most striking plants in the Pacific Northwest forest is the Sword Fern. It is easy to identify by the long fronds with up to 100 alternating leaflets. The leaves stay green and firm all year long. Feel the fern. How does it feel? What would do you think you could use this plant for? The fronds of the sword fern were used for bedding much like straw was used to fill mattresses. Fronds were
Oregon Grape
coast. The berries of the Oregon Grape were not eaten alone in large quantities but were more commonly mixed with sweeter fruits or were sometimes mashed and cooked into cakes or made into a juice. How do you make a piece of cloth a certain color? You dye it, but where does dye come from? Many dyes now are synthetically created in a laboratory, but many of these dyes originated from chemicals that were first derived from plants. The inner bark of Oregon Grape is yellow and when the twigs were boiled in water, the water could then be used as a yellow dye for clothing and baskets.
Do you know what the Oregon state flower is? It is a very common ground cover with a distinct texture and leaf shape. Not only does it bear fruit but it also has the name of the state it represents in its name. ..Oregon Grape. Oregon Grape is easy to identify because of the waxy coating on its leaves and because of the teeth or jagged edges on the leaf sides. Since we call it Oregon Grape, we know that is bears grapes, but theses grapes do not taste like the grapes we get from the grocery store. The fruit of the Oregon Grape is neither as fleshy nor as sweet as conventional grapes, but it was eaten as a food source by the native people of the Northwest
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Excessive Vehicle Noise - Impact and Remedies
by: Marek Roland-Mieszkowski, M.Sc., Ph.D., tel. (902) 429-9622, www.digital-recordings.com Copyright 1990-2004, Digital Recordings, Halifax, Nova Scotia, Canada, May 07, 2004
Introduction
The noise level in our cities is rapidly increasing. This is due to heavier traffic and more powerful engines. On top of that there is a growing number of vehicles which are much louder and do not adhere to Canadian Noise Standards. This is due to the fact that their owners install or modify mufflers and install large sound systems creating so-called "boom cars" (typical sound is boom, boom ....) which can be heard from a kilometer away. I would like to express my expert opinion about this phenomenon and suggest remedies, which should be implemented.
A bit of science - "Modified Mufflers"
Most of the vehicles on the road use combustion engines. Fuel explodes in cylinders 1000 times/min (for 4-stroke, 2-cylinder engines at 1,000 rpm) creating sound with 16.7 Hz fundamental frequency and many harmonics. Without an engine block/enclosure and muffler these explosions will be very noisy (194 dB at close distance) and deadly. No wonder that vehicles with modified mufflers or straight pipes can produce sound levels which are deafening (up to 120 dB at 15.2 m distance) and are up to 40 dB louder than vehicles equipped with stock mufflers, which meet Canadian Standards (about 80 dB at 15.2 m distance - Transport Canada Regulations, Standard # 1106) To illustrate this: a modified vehicle which produces a 10 dB louder sound is as loud as 10 standard vehicles , 20 dB louder => 100 vehicles, 30 dB louder => 1000 vehicles, 40 dB louder => 10,000 vehicles. As can be seen from this example these vehicles can significantly increase the noise levels in the city.
A bit of science - "Boom Cars"
A similar situation is with the excessive sound systems in "boom cars". Standard car stereo systems have amplifiers capable of 5 W -> 50 W/channel. This is sufficient power, since most car speakers can produce 80 dB -> 100 dB sound with just 0.1 W of input power. Boom cars can have sound systems which have amplifiers with 700 W -> 2000 W/channel. With the same efficiency speakers they can produce about 143 dB sound, which is 10,000 times more powerful (some competition boom cars achieved insane 182 dB SPL levels inside of reinforced cabin). One vehicle like this can produce as much noise as 10,000 vehicles with a "normal" sound system set at 0.1 W. Very often, in order to use such powerful sound systems, vehicles carry additional batteries (the alternator is too small to provide this much power) and speakers (often large and many) at the expense of the vehicle's structural integrity, safety and driver's visibility.
Why we should ban these types of vehicles from our cities ?
First these cars and motorbikes violate the Canadian Vehicles Standards. Second, they are a tremendous annoyance. It is not reasonable that a vehicle should produce so much noise that despite its distance it is louder in an apartment or office than the radio, TV and human voices and sounds. These vehicles can wake-up an entire neighborhood at night (estimate given in "Time" magazine was that a single motorbike with a modified mufflers can wake-up up to 200,000 people at night in Paris).
The noise produced by these vehicles not only lowers the quality of life and work of the majority of people but also can result in permanent hearing loss for vehicle operators and people nearby (this includes unborn children, since noise penetrates the womb). At high levels this noise can result even in tissue damage (body parts and organs resonate and tissues can fracture at some low frequencies) leading to serious health problems (it can even lead to a miscarriage). Walking on the street is a hazzard these days and is not at all enjoyable (which has no doubt an impact on tourism as well).
These vehicles are highly distracting in traffic and can cause accidents since they mask sounds and agitate drivers. Loud sounds can affect hearing, vision, reaction time and judgement of drivers and nearby people increasing dangers significantly for everyone involved. Very often operators of these vehicles have tinted windows and race rather than drive through the city. It is a phenomenon which increased after the release of the "Fast and Furious" movie series.
Proposed remedies
Excessive noise is a serious environmental problem impacting health and well-being of all living things. The police and politicians should be alerted and educated about this problem. Cities should establish simple and fast SLM (Sound Level Meter) - based measurement procedures for checking sound levels, which could be performed by some officers and inspectors.
```
There should be stiff fines for violators. Fine structure could be for example as follows: + 6 dB above norm ( 4 x noise level) => $ 500 fine, inspect vehicle again in 2 days +12 dB above norm ( 16 x noise level) => $1,000 fine, inspect vehicle again in 2 days +18 dB above norm ( 64 x noise level) => $1,500 fine, vehicle towed away for repairs +24 dB above norm ( 256 x noise level) => $2,000 fine, vehicle towed away for repairs +30 dB above norm ( 1000 x noise level) => $2,500 fine, vehicle towed away for repairs +36 dB above norm ( 4000 x noise level) => $3,000 fine, vehicle towed away for repairs +40 dB above norm (10,000 x noise level) => $4,000 fine, vehicle towed away for repairs
```
Conclusions
Noise pollution caused by modified vehicles is a very fast growing problem They are the weapons of intimidation and acoustical terrorism in the hands of disrespectful and ignorant people. Proposed measures should be introduced quickly by the government in order to stop this dangerous trend and to protect the environment, as well as the well-being and health of people. Let's keep our cities and streets livable and quiet !
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INSTRUMENTAL RESOURCES
There is a great deal of instrumental music available, so it is important to be selective! A demo tape and/or a sample score should be referred to before purchasing an arrangement. Check each piece carefully and evaluate (1) the instrumentation you need, (2) the style which would be most appropriate, (3) the difficulty level, (4) the upper range limits of the instruments, (5) whether improvisation is required in rhythm section parts, (6) performance time and (7) general musical character.
Following is a listing of the major publishers of Christian music who provide instrumental music for churches and Christian schools.
An asterisk (*) by the title indicates that demo recordings are available.
ALLEGIS PUBLICATIONS (distributed by Lillenas)
Website: www.lillenas.com
Phone: 800-877-0700
*Allegis Orchestra Series
Silver (Easy), Gold (Moderate), Platinum (Advanced) Praise Band, Brasscapes for brass ensemble, Windscapes for woodwind ensemble, Stringscapes for string ensemble
ANDERKAMP MUSIC
Website: www.anderkampmusic.com
Phone: 866-371-9411
*Brass Quintets
BARNCHARTS MUSIC
Website: www.barncharts.com
Phone: 888-577-6963
*Cool charts for Praise Bands
BRENTWOOD-BENSON MUSIC
Website: www.brentwood-bensonmusic.com
Phone: 800-846-7664
Strike Up the Band Series (Carmichael), *Brentwood Jazz Orchestra (McDonald), *Continental Orchestra Collection
CAMP KIRKLAND PRODUCTIONS
Website: www.campkirkland.com
Phone: 615-591-4920
*Seven Plus Orchestra Series, Camp Kirkland Trombone Ensembles
CAROL PRESS
Website: [email protected]
Phone: 843-556-3512
*Brass ensembles and church orchestra pieces
DAVID E. SMITH PUBLICATIONS
Website: www.despub.com
Phone: 800-OSACRED (800-672-2733)
Music sent on approval by calling Marilyn at 810-376-9055
*Various solos, ensembles, concert band, string orchestra for church and school instrumentalists. Distributes Psalm 150 Productions
FARM LAKE MUSIC Dr. Calvin Bolton, arranger
Website: www.farmlakemusic.com
Phone: 864-237-5664
JEFF CRANFILL MUSIC
Website: www.jeffcmusic.com
Phone: 770-578-1292
A variety of orchestral arrangements
GAITHER MUSIC COMPANY (distributed by WORD)
Website: www.wordmusic.com
Phone: 888-324-9673
*Camp Kirkland Christmas Brass, *Sanctuary Symphony Series, Fanfare Preludes, others
GENEVOX MUSIC
Website: www.lifeway.com/worship
Phone: 800-436-3869
*Jubilation Orchestra Series (Easy Level)
*Celebration Orchestra Series (Advanced Level)
*Power Praise for Worship Band Series
*Exaltation Series for four or more instruments
*Rhythm +4 Series for four or more instruments plus rhythm section
Various solos and Ensembles; John Gage Orchestra Series
HAL LEONARD
Website: www.halleonard.com/church
Phone: 414-774-3630
Band, Orchestra and Ensembles
HOPE PUBLISHING
Website: www.hopepublishing.com
Phone: 800-323-1049
Traditional style; a variety of instrumental resources;
Doug Smith's 4+Brass and Woodwind Ensembles
JAMES CURNOW MUSIC SERVICE
Website: www.curnowmusicpress.com
Phone: 800-728-7669
Brass Ensemble, Band and Orchestra arrangements, many by James Curnow, at various performance levels
LORENZ
Website: www.lorenz.com
Phone: 800-444-1144
Doug Smith's Brass Ensembles
PHILLIP E. ALLEN
Website: www.PhillipEAllen.com; www.neworchestramusic.com
Easy and Advanced Orchestrations
PRISM MUSIC
Website: www.prismmusic.com
Phone: 800-326-8987
*Prism's Light Orchestra Series – Various Arrangers
*Gloryland Band Series – Camp Kirkland
*Praise Band – Jim Gray
SALVATION ARMY
Website: www.music.use-salvationarmy.org
Phone: 847-294-2000
Brass and more
WORD
Website: www.wordmusic.com
Phone: 800-876-9673
*Sunday Sounds Series – Easy orchestra arrangements
*Coronation Series – More challenging orchestra arrangements
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PERSONAL DECISION GUIDE FOR MEDICINES
Print this page or complete it online. You will be guided through four steps:
1. Clarify the decision
2. Identify your decision making needs
3.
Explore your needs
4.
Plan the next steps
1. Clarify the decision
What decision do you face?
What is your reason for making this decision?
When do you need to make a choice?
How close are you to making a choice?
I have not yet thought about options
I am thinking about the options
Are you leaning toward one option?
Yes
If yes, which one?
2. Identify your decision making needs
Knowledge
Do you know which options are available to you?
Do you know both the benefits and risks of each option?
Are you clear about which benefits and risks matter most to you?
Do you have enough support and advice from others to make a choice?
Do you feel sure about the best choice for you?
I am close to making a choice
I have already made a choice
No
Yes
Yes
Yes
Yes
No
No
No
No
Yes No
Decisional Conflict Scale © 2006 O'Connor
Values
Support
Certainty
3. Explore your decision
Knowledge
In the balance scale below, list the options and main benefits and risks you already know. Which benefits and risks do you think are most likely to happen? Underline these when you print this form.
Values Show how much each benefit and risk matters to you, by clicking the box under 'How much it matters'.
Certainty
Which benefits matter most to you and are most likely to happen? Circle these when you print this form. Avoid the option with the risks that are most important to avoid.
| Option 1 eg. A medicine | -------select------ -------select------ -------select------ -------select------ -------select------ -------select------ |
|---|---|
| Option 2 eg. A different medicine | -------select------ -------select------ -------select------ -------select------ -------select------ -------select------ |
Support
Who else is involved? Name:
Name:
Name:
4. Plan the next steps based on your needs
Knowledge
Values
Support
You feel you do not have enough facts
You are not sure which benefits and risks matter most to you
You feel you do not have enough support
You feel pressure from others to make a specific choice
Other factors making the decision difficult
Find out about the chances of benefits and risks
List your questions and note where to find the answer (e.g. CMI, health professionals)
Review the stars in the balance scale to see what matters most to you
Find people who know what it is like to experience the benefits and risks
Talk to others who have made the decision
Read stories of what mattered most to others
Discuss with others what matters most to you
Discuss your options with a trusted person (e,g. health professional, counsellor, family, friends)
Find out what help is on hand to support your choice (eg. funds, transport, child care)
Focus on the opinions of others who matter most
Share your guide with others
Ask others to complete this guide
Find areas of agreement. When you disagree on facts agree to get information. When you disagree on what matters most, respect the other’s opinion. Take turns to listen, mirror back what the other has said matters most to him or her.
Find a neutral person to help you and others involved
4 Things making the decision difficult
4 Things you are willing to try
List anything else you need
Which option does this person prefer?
Is this person pressuring you?
How can this person support you?
What role do you prefer in making your choice?
Yes No
Yes No
I prefer to share the decision with
I prefer to decide myself after hearing the views of
I prefer that someone else decides. Who?
Yes No
With permission, adapted from the Ottawa Personal Decision Guide © 2006 O'Connor, Jacobsen, Stacey, University of Ottawa, Ottawa Hospital Research Institute, Canada
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SCIENCE & ENVIRONMENT
6 April 2011 Last updated at 04:48 ET
Climate 'technical fix' may yield warming, not cooling
By Richard Black Environment correspondent, BBC News, Vienna
Whitening clouds by spraying them with seawater, proposed as a "technical fix" for climate change, could do more harm than good, according to research.
Whiter clouds reflect more solar energy back into space, cooling the Earth.
But a study presented at the European Geosciences Union meeting found that using water droplets of the wrong size would lead to warming, not cooling.
One of the theory's scientific fathers said it should be possible to make sure droplets were the correct size.
Cloud whitening was originally proposed back in 1990 by John Latham, now of the University Corporation for Atmospheric Research in Boulder, US.
It has since been developed by a number of other researchers including University of Edinburgh wave energy pioneer Stephen Salter, joining a number of other "geoengineering" techniques that would attempt either to reduce solar radiation reaching earth or absorb carbon dioxide from the air.
One version envisages specially designed ships, powered by wind, operating in areas of the ocean where reflective stratocumulus clouds are scarce.
The ships would continually spray fine jets of seawater droplets into the sky, where tiny salt crystals would act as nuclei around which water vapour would condense, producing clouds or thickening them where they already exist.
It has not yet been trialled in practice, although proponents say it ought to be.
Drop kick
But Kari Alterskjaer from the University of Oslo in Norway came to the European Geosciences Union (EGU) meeting in Vienna with a cautionary tale.
Her study, using observations of clouds and a computer model of the global climate, confirmed earlier findings that if cloud whitening were to be done, the best areas would be just to the west of North and South America, and to the west of Africa.
But it concluded that about 70 times more salt would have to be carried aloft than proponents have calculated.
And using droplets of the wrong size, she found, could reduce cloud cover rather than enhancing it - leading to a net warming, not the desired cooling.
"If the particles are too small, they will not brighten the clouds - instead they will influence particles that are already there, and there will be competition between them," she told BBC News.
"Obviously the particle size is of crucial importance, not only for whether you get a positive or negative effect, but also whether particles can actually reach the clouds - if they're too large, they just fall to the sea."
The possibility of this technique having a warming impact has been foreseen by cloudwhitening's developers.
In a 2002 scientific paper, Dr Latham wrote: "... the overall result could be a reduction in cloud droplet concentration, with concomitant reductions in albedo and cloud longevity, ie a warming effect".
But, he argued, this possibility could be eliminated by careful design of the spray system.
Contacted after the presentation in Vienna, Professor Salter took the same line.
"I agree that the drop size has to be correct and that the correct value may vary according to local conditions," he said.
"However, I am confident that we can control drop size by adjusting the frequency of an ultrasonic pressure wave which ejects drop from micro-nozzles etched in silicon.
"We can test this at very small scale in the lab."
Professor Salter is working with engineers in Edinburgh to produce extremely fine yet robust nozzles from semiconductor sheets.
Small cuts
In an era when many climate scientists are frustrated by slow progress in reducing greenhouse gas emissions, cloud whitening has sometimes been held up as an example of a technology that could make a real difference, at least to "buy time".
It has been calculated that a fairly modest increase in the reflectivity of these marine clouds could balance the warming from a doubling of carbon dioxide in the atmosphere - although even proponents admit it would do nothing to combat the other major consequence of carbon emissions, ocean acidification.
One scientist at Ms Alterskjaer's presentation, having heard her outline why it might not work, commented that it was the most depressing thing he had heard in a long time.
And Piers Forster from the UK's University of Leeds, who is leading a major UK project on geoengineering techniques, suggested more research would be needed before cloud whitening could be considered for "prime time" use.
"The trouble is that clouds are very complicated; as soon as you start manipulating them in one way, there are a lot of different interactions," he said.
"We need real-world data and we need modelling that tries to simulate clouds on more appropriate scales, and that means less than 100m or so, because if you look at a deck of stratocumulus it's not one big thing, it has pockets and cells and other features.
"Far more uncertain is the idea that you'd inject a particular drop size, because it won't stay that size for long - it will spread out, and that would be uncertain."
Professor Salter, too, believes more research needs to be done, including building a prototype injector ship and studying how it works in practice.
Interviewed by the BBC late last year, he said that such research was urgently needed because there was little sign of real cuts being made in the world's greenhouse gas emissions.
More Science & Environment stories
Europe's future lies under Africa
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The birth of a new subduction process could see Europe starting to burrow its way under Africa, geologists suggest reversing the pattern seen over many millions of years.
Laser gun fired from US navy ship [/news/technology-13033437]
Zimbabwe's rhino rescuer honoured
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BBC © 2011 The BBC is not responsible for the content of external sites. Read more.
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Rutland Herald Opinion:
Vermont's environmental legacy in peril
By Steve E. Wright – Published: June 5, 2011
More than 40 years ago Vermonters began to build the framework for progressive environmental policy. We recognized we lived in a unique place, that our landscape was our economic heartbeat and that we needed to protect it. A recent Travel and Tourism survey confirms this is as true today as it was 40 years ago.
Who would have thought that an option to generate renewable energy could jeopardize legendary environmental policy efforts that resulted in the billboard bill, the bottle bill, Act 250, upland streams protection, a rivers bill, tougher water quality standards, tighter definitions of critical wildlife habitat and an array of wetlands protections? These were good for trout, bobcats, warblers, deer, moose, bear, other wildlife species — and humans.
Tuesday, the Public Service Board ignored much of this policy intent and approved a certificate of public good for what, arguably, will be Vermont's largest construction project since the interstate. That is, Green Mountain Power's proposed project to install 21 industrial wind turbines on 3.2 miles of the 450-million-year-old Lowell Mountains ridgeline. Its decision will allow for the destruction of an iconic, intact, healthy, montane ecosystem for "the public good," the statutory definition of which few Vermonters fully grasp.
By issuing this certificate, the board has determined that it is "in the public good" to reorder the hydrology of the mountains, speeding erosion on steep slopes with thin soils and likely increasing down-slope flows. It has decided that eliminating an important, high-quality feeding area for black bears is acceptable since the Agency of Natural Resources, under direct pressure from the governor, made a deal with Green Mountain Power to "mitigate" the loss of high-quality habitat by guaranteeing protection of an area of lesser quality.
This reordering of our environmental priorities is designed to assure a "dependable" supply of renewable electricity as directed by the Legislature. It is motivated by flawed policy unsupported by the most recent federal research data, and also by the availability of your money in the form of federal subsidies. The latter helps guarantee an estimated 9 percent return for project investor Gaz Metro in Montreal, which is GMP's parent company.
The first rule of effective climate change action is to protect intact and functioning ecosystems. They are the first and most effective barriers to disruptions caused by climate change. Maintain vegetative diversity, keep water courses — especially those at higher altitudes — shaded, and do not disturb soils. Forested mountains do all of this with astonishing success. If this project is built, a functionally intact montane system will be chopped up by seven miles of roadways and site access that are, in places, wider than Interstate 89 (both lanes). The project would result in more than 160 acres of clear-cuts. To build a road to install and service 450-foot-tall turbines (more than a 40-story building), the ridgeline profile would have to be altered by blasting off peaks and filling in low spots. Bobcat, a species of particular concern in Vermont, use these ledge-prone areas as nurseries.
The development of renewable resources is a fine goal. However, in Vermont, renewable resources to generate electricity will do little if anything to limit greenhouse gases. (There is still heated debate about this.) What we do know is that more than 90 percent of Vermont's greenhouse gases come from the burning of transportation (driving) and home heating fuels. When one digs deeper into the complex nature of renewable energy and technological advances, it becomes readily apparent that erecting industrial turbines on mountains is the least desirable option for Vermont, especially if the ultimate goal is greenhouse gas reduction.
And there are options. At the top of the list is the estimated 25 percent of our energy needs that can be met by efficiency. The cheapest kilowatt is the one you never need to generate. Until we have scavenged every possible kilowatt through efficiency, we have no right to disturb the mountains and undo their contribution to our economic and environmental well-being.
What I have learned in the past year is that Vermont's permit process for siting industrial turbines on ridgelines is outrageously lopsided in favor of the developers with their legions of lawyers and expert witnesses. And when the governor co-opts the Agency of Natural Resources, forcing it into a deal with the developer, it makes one ask, "Who's protecting our public trust resources?"
In short, federal and state renewable energy policy is tragically flawed as a strategy to ease the effects of climate change. In Vermont we are squandering our signature economic units, our mountains and ridgelines, for a purported "public good" based on that flawed policy. Until the public demands a change it will remain that way, definitely not "in the public good."
Steve E. Wright is a former commissioner of the Vermont Fish and Wildlife Department. He also served for seven years on the Vermont Environmental Board. In 2009 he retired from the National Wildlife Federation, where he worked to develop effective climate change action programs. He lives in Craftsbury Common.
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Plants of the Wild 123 Stateline Road Tekoa, WA 99033
Directions from Spokane Valley:
Directions from Highway 195
Take Pines Road or the Pines exit off of I-90 heading south. Continue out of town and Pines turns into HWY 27. Tekoa is approximately 38 miles.
Take the Spangle exit from 195, follow on to the Spangle-Waverly road. At the stop sign in Waverly, turn left and continue on to HWY 27. Turn right and continue approximately 11 miles.
Entering Tekoa from the NORTH, do not turn right and go up the hill through Tekoa! Continue straight (east) on HWY 274, following signs for Idaho/HWY 95. HWY 274 will follow the creek for about 2 miles out to the state line. At that junction, stay to the right, and take a right on Stateline Road. Cross the bridge and take the next right. We are at the end of that lane.
Directions from Pullman:
Directions from Colfax:
Take HWY 27 north through Palouse, Garfield, Oakesdale, and on to Tekoa.
Take HWY 195 north to Dry Creek Road. Follow Dry Creek Road on to HWY 27, turn left at the stop sign and continue north.
Entering Tekoa from the South, follow HWY 27 through town, down the hill and across the Bridge. At the stop sign, turn to the right and follow the directions for entering from the north. ☺
Directions from Moscow:
Take HWY 95 north. You will go past Potlatch and on north through Tensed. Approximately 5 miles out of Tensed, take HWY 60 to the left. Follow 60 to the Washington State line. At that junction, take a hard left on to Stateline Road. It is a gravel road. Go across the bridge and take the first right. We are located at the end of that lane.
Directions from Coeur d' Alene
Take HWY 95 south. You will go through Worley and Plummer. Approximately 3 miles out of Plummer, take the Lovell Valley Road to the right. Follow Lovell Valley to the Washington State line. At that junction, you will cut diagonally across the intersection to the left, and follow Stateline Road. Go across the bridge and take the first right. We are at the end of that lane.
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THE BIRTH OF MEDICARE
1935
1945
1946 – 49
Midway through the Great Depression, President Roosevelt signed the Social Security Bill into law noting, "This law, too, represents a cornerstone in a structure which is being built, but is by no means complete." The original plan to include health insurance and medical care benefits was dropped under pressure from physicians and the insurance industry.
President Truman's proposals for comprehensive national health insurance was defeated by the American Medical Association (AMA) — backed by the hospital, drug, and insurance industries.
Truman and other supporters proposed expansion of Social Security and inclusion of national health insurance. Opponents, including the AMA and healthcare industry, killed the effort, branding it — at the height of the Cold War — as "socialized medicine" in the most expensive public relations campaign in U.S. history to date.
MEDICARE AND CIVIL RIGHTS LAWS LEAD TO DESEGREGATION OF U.S. HOSPITALS
The 1964 Civil Rights Act made discrimination in federally funded programs illegal, which meant that after Medicare was enacted, hospitals and other facilities that wished to receive Medicare reimbursement had to integrate. More than 1,000 hospitals opened their doors to black patients and extended physician privileges to black doctors in order to receive Medicare funding. Additionally, black medical and nursing students won access to physician and nurse training programs.
1965
President Johnson signs Medicare and Medicaid into law on July 30, 1965. Medicare initially provided federal health insurance for the elderly (over 65) and for poor families. Within the first year, 19 million Americans enrolled.
MEDICARE'S IMPACT ON WOMEN
The passage of Medicare marked a key milestone in women's economic security and a major contribution to reducing income equality in old age between men and women. Currently 56 percent of elderly Medicare beneficiaries are women.
MEDICARE TODAY
Medicare provides health insurance coverage to more than 55 million Americans, roughly 17 percent of the population, including 46.3 million people ages 65 and older and 9 million people with permanent disabilities under age 65.
Medicare is more cost effective than private health insurance. According to the 2013 Medicare Trustee's Report, Medicare spends about 1.6 percent on administration and overhead while reports show that private insurance overhead and profits average 18 percent, about $185 billion a year. As much as one-fourth to one-third of private health insurance expenditures are for advertising, executive compensation, real estate, and Wall Street investments.
Medicare contributes to higher life expectancy and dramatically reduced poverty among seniors.
Medicare has wide public support; 60 percent of Americans polled say they do not want to see Medicare cut, compared to 70 percent who support some cuts in defense spending.
WHY WE NEED MEDICARE FOR ALL
Despite passage of the Affordable Care Act (ACA), 30 million people will remain uninsured between 2016 and 2024.
Since passage of the Affordable Care Act, 21 states have refused to expand Medicaid coverage, denying health coverage to 4.3 million people are eligible under the ACA.
All other industrialized countries guarantee healthcare to their citizens, not just the elderly or disabled.
The United States leads all countries in spending on healthcare, at an estimated $9,255 per person, but falls well behind other industrialized nations in access, cost to patients, and health outcomes. For example, the United States ranks 27th out of 36 Organisation for Economic Co-operation and Development (OECD) countries in life expectancy and number one in obesity.
62 percent of all personal bankruptcies in the United States are linked to medical bills or illness and three-quarters of those bankrupted had health insurance when they got sick.
LEGISLATION
Currently there are two bills pending that would dramatically expand access to healthcare in the United States: H.R. 1200, the American Health Security Act of 2015, introduced by U.S. Rep. Jim McDermott and H.R. 676, a bill to expand Medicare for All, introduced by U.S. Rep. John Conyers. Both bills would guarantee a full range of medical services, including primary care, dental, prescription drugs, mental health, and long-term care and place no restrictions on choice of physician or healthcare provider.
Paul Ryan's Plan to "Save" Medicare Would Kill It
Congressman Paul Ryan, chair of the powerful House Budget Committee, knows Medicare is a popular, public program so he's been careful to message his plan to dismantle it as a rescue. However, Ryan's proposals would so radically alter and reduce Medicare, it would die.
Ryan's scheme would:
Replace guaranteed Medicare with a voucher system that shifts more medical costs to patients
Reduce coverage for many, including for preventive care and prescription drugs
Shrink the pool of providers, leading to delays in care or possibly no care at all
Raise the Medicare eligibility age from 65 to 67, leaving many 65- and 66-year-olds without health coverage, who would currently be covered
072215
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CHAPTER 12: ADOPTION
For the sake of His only Son, Jesus Christ, God has been pleased to make all justified persons sharers in the grace of adoption, by means of which they are numbered with, and enjoy the liberties and privileges of children of God. Furthermore, God's Name is put on them, they receive the Spirit of adoption, and they are enabled to come boldly to the throne of grace and to cry 'Abba, Father'. They are pitied, protected, provided for, and chastened by God as by a Father. He never casts them off, but, as they remain sealed to the day of redemption, they inherit the promises as heirs of everlasting salvation.
Adoption is a legal word, and describes the way a person can become a son or daughter without being born of the parents. In the Bible the word occurs in Romans 8:15,23, Galatians 4:5, and Ephesians 1:5. We are children of God both by the new birth and by adoption.
(a) The ones God adopts: "all justified persons". God does not only declare the sinner to be righteous in Christ, but also a member of His family. It would be like a judge setting a criminal free and then bringing him into his own family! Adoption is such a great blessing, beginning from when we become Christians, but only complete when we receive the full inheritance on the last day (Romans 8:23, 1 John 3:2).
(b) The blessings of adoption: "they are numbered with, and enjoy the liberties and privileges of the children of God". This general statement is followed by a list of specific blessings:
1. "God's Name is put on them" – just as children bear the name of their father. Read 2 Corinthians 6:18, 1 John 3:1, Revelation 2:17, 3:12.
2. "They receive the Spirit of adoption" – it is one thing to have the legal name, but we also need the ability to know God as Father, and to bear His image. This the Holy Spirit does in us. Read Romans 8:15, Galatians 4:6.
3. "They are enabled to come boldly to the throne of grace and to cry 'Abba, Father' " – 'Abba' is the word 'father' in the Aramaic language, and is the more familiar word used in the family, like 'daddy'. This is how Jesus prayed (Mark 14:36). It is because Christians have God as their Father that we have the freedom of access into His presence. Read again Romans 8:15, Galatians 4:6.
4. "They are pitied" – Read Psalm 103:13-14.
5. (They are) " … protected" – like a father who jealously protects his children. Read Psalm 34:7, 121:1-8, 125:2.
6. (They are) " … provided for" – Jesus emphasized this fact in the Sermon on the Mount. Read Matthew 6:8,32, 7:7-11.
7. (They are) " … chastened by God as by a father" – Read Hebrews 12:5-11. His punishments are no longer as of a judge unto condemnation, but as of a father for our blessing.
8. "He never casts them off" – He will never reject us, or no longer count us as His children (see John 10:28-29). The Spirit of adoption is the guarantee of this. He is the 'seal' that shows us that God promise is true (2 Corinthians 1:22, Ephesians 1:13, 4:30). We must receive the full inheritance unto eternity (Romans 8: 17, Hebrews 1:14, 1 Peter 1:4).
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Year Level: 1
Term 4, Week 3 & 4
Emotional
For the students to think about a
problem relating to the catastrophe
scale
Social
For the children to when sharing with
others
Cognitive
For the students to identify kindness in
their daily lives
Language
For the children to be specific when
asking for help and use questions
rather than statements.
Physical
For the children to be aware of
consequences of dangerous
behaviour such as pushing.
| Learning objectives | | Children’s current | | Staff/School/ Community |
|---|---|---|---|---|
| | | interests | | interests |
| Mathematics For the children to: -understand the difference between multiplication and division -revise addition -revise subtraction -revise place value English For the children to: -recognise the different ways poems are organised and published -become familiar with adjectives -recognise the different ways persuasive writing is organised and publish your own piece of writing Environmental For the children: - take responsibility when choosing the correct bins for their rubbish - to reuse paper wisely ie. get paper out of the scrap pile before getting a new piece Specialists Japanese: Practice their jikoshoukai (self introduction) ready for the Minato Ky visitors and to send to seesaw. To look at the Tanabata festival and write their wish to display in the classroom. To write a letter to give to the Minato Ku students and practice their jikoshoukai using the tellagami app Visual Arts: Explore ideas, experiences, observations and imagination and express them through subject matter in visual artworks they create Performing Arts: Explore roles, characters and dramatic action in dramatic play, improvisation and process drama Physical Education:Revise how to act in Sport Practice movement skills in gymnastics Health -Perform fundamental movement skills in different movement situations in indoor, outdoor and aquatic settings -Discuss the body’s reactions to participating in physical activities * Photographer and Reporter The children will demonstrate collaboration, conversation, negotiation and presentation skills when participating as either a photographer or reporter during investigation sessions. | - shops Halloween - basketball - Beanie Boos - books - cafe - craft - dragons - fairies and elves - flowers - gemstones - beading - Lego - Minecraft - movies - nippers - play dough - plays - post office - read - school - singing - Star Wars - tennis | | Tuesday 6th November -Melbourne Cup Day (no school) Monday 19th November -Bayside Swimming Begins | |
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115-17-2. Commercial sale of fish bait. (a) The following live species of wildlife may be commercially sold in Kansas for fishing bait:
(1) The following species of fish:
(A) Black bullhead (Ameiurus melas);
(B) bluegill (Lepomis macrochirus), including hybrids;
(C) common carp (Cyprinus carpio), including koi;
(D) fathead minnow (Pimephales promelas), including "rosy reds";
(E) golden shiner (Notemigonus crysoleucas);
(F) goldfish (Carassius auratus), including "black saltys";
(G) green sunfish (Lepomis cyanellus), including hybrids; and
(H) yellow bullhead (Ameiurus natalis);
(2) only species of annelids native to or naturalized in the continental United States;
(3) the following species of crayfish:
(A) Virile crayfish (Orconectes virilis);
(B) calico crayfish (Orconectes immunes); and
(C) white river crayfish (Procambarus acutus); and
(4) only species of insects native to or naturalized in Kansas.
(b) Gizzard shad (Dorosoma cepedianum) may be commercially sold only if dead.
(c) Wildlife listed in K.A.R. 115-15-1 or in K.A.R. 115-15-2 or prohibited from importation pursuant to K.S.A. 32-956, and amendments thereto, shall not be sold.
(d) Live aquatic bait shall be certified free of the following pathogens before import, according to K.A.R. 115-17-2a:
(1) Spring viremia of carp virus;
(2) infectious pancreatic necrosis virus;
(3) viral hemorrhagic septicemia virus; and
(4) infectious hematopoietic virus.
(e) Each distribution tank and each retail tank shall utilize a source of potable water or well water.
This regulation shall be effective on and after January 1, 2018. (Authorized by and implementing K.S.A. 2016 Supp. 32-807; effective Sept. 10, 1990; amended Nov. 30, 1998; amended Jan. 1, 2012; amended Jan. 1, 2017; amended Jan. 1, 2018.)
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Sun, Weather, And Climate
by John R Herman; Richard A Goldberg
The Suns Energy/Weather & Climate - City of Altamonte Springs Solar Caused Climate and Weather System Change . Solar climate project. Participated in the ESA solar climate project ISAC. Meetings. Workshop in Lund How Does the Sun Affect Our climate? Union of Concerned Scientists Sun and climate have been going in opposite directions. Title: Spatial variability and interpolation of stochastic weather simulation model parameters 2A: Solar Energy and the Water Cycle - SERC 16 Jan 2013 . Even small changes in solar activity can impact Earths climate in models for local weather. and the solar activity triggers earthquakes. both Solar Variability and Terrestrial Climate - NASA Science Sun affect our weather and long-term variations of the Suns energy output affect our climate. Solar terrestrial exploration can help estab- lish the physical cause Sun, Climate - LEIF.org Climate What is climate? - Weather Wiz Kids weather information for . 28 Jan 2008 . This energy to the atmosphere is one of the primary drivers our weather. Our climate is also strongly affected by the amount of solar radiation Changes in the Earths Climate Caused by Changes in Solar Activity. It contains life-supporting oxygen and limits the effects of radiation from the Sun. Climate and weather are a result of the physics and chemistry of the atmosphere
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28 Aug 2009 . Subtle connections between the 11-year solar cycle, the stratosphere, and the tropical Pacific Ocean work in sync to generate periodic weather The Sun-Weather Connection 25 May 2012 . What effect does Earths orbit have on climate change? Is the Earth in a One of those natural cycles involves Earths orbit and its complicated dance with the sun. The first thing you need to know . Climate & Weather. NAPA The Role of Sunspots and Solar Winds in Climate Change . Suns Effect on Earth - Windows to the Universe The Role of Sunspots and Solar Winds in Climate Change. Do these natural phenomena have a greater impact on climate change than humans and Is the SUN driving climate change? Solar activity - and not just . Climate and Weather of the Sun - Earth System - eolss Climate is not the same as weather, but rather, it is the average pattern of weather for a . Seasonal changes are due to the Earth revolving around the sun. Rain SWS - Space Weather - Climate Change and Space Weather Learn how the sun affects our climate in this primer from the Union of . the base of the food chain, and in the atmosphere it warms air which drives our weather. Everything you need to know about Earths orbit and climate change . The Sun is the source of the energy that causes the motion of the atmosphere and thereby controls weather and climate. Any change in the energy from the Sun ?11:00 AM *The sun has gone quiet again during . - Vencore Weather UNESCO – EOLSS. SAMPLE CHAPTERS. ASTRONOMY AND ASTROPHYSICS - Climate and Weather of the Sun - Earth System - Ilya Usoskin, Natalie Krivova. Doubts over climate change link to Suns activity - The Weather . The Earths main energy source is the sun. The sun causes convection within the atmosphere, which in turn affects weather and climate. Find resources here to Tiny Sun Activity Changes Affect Earths Climate Solar Sunspot Cycle The rest is reflected or absorbed by the atmosphere. The energy output of the sun is not constant, it varies over time and it has an impact on our climate. What causes the Earths climate to change? - British Geological Survey Over the last 30 years of global warming, the sun has shown a slight cooling trend. Sun and climate are going in opposite directions. This has led a number of Weather and Climate Basics - National Ocean Service - NOAA Are there other, more subtle ways in which the Sun affects weather and climate? Will the future climate - even our survival - depend on sunspots, flares, coronal . Changing Sun, Changing Climate - American Institute of Physics Finally, the Sun may influence the Earths climate also in other, more . elements of space weather: a storm from the Sun, aurora as seen from space, and aurora Solar Variability, Weather, and Climate - Google Books Result 19 Aug 2014 . Researchers from Lund University in Sweden say the sun influences the climate regardless of weather it is extremely cold or more moderate. LEARNING GOAL/OBJECTIVE. PREREQUISITES. VOCABULARY. The Suns Energy/Weather & Climate. Middle School Earth Science Spring Module 1 Lake Climate Change Facts: The Sun Is Not to Blame Weather . 17 Feb 2015 . Overview The main driver of all weather and climate, the entity which occupies 99.86% of all of the mass in our solar system, the great ball of Sun & climate: moving in opposite directions - Skeptical Science 8 Jan 2013 . These six extreme UV images of the sun, taken by NASAs Solar Dynamics Understanding the sun-climate connection requires a breadth of expertise in . The Effects of Space Weather on Aviation · The First Interplanetary Suns Influence on Climate and Weather Systems Tuesday, August 11, 2015, 09:57 GMT - The Suns activity may not be linked to the rise in global temperatures, according to new research. Previously, it was Sun-Earth - MPS Sun, Weather, and Climate: John R. Herman, Richard A. Goldberg 3 Aug 2015 . Part A: Solar Energy and the Water Cycle Set up the equipment as show The water cycle is important to weather and climate and, ultimately, Since it is the Suns energy that drives the weather system, scientists naturally wondered whether they might connect climate changes with solar variations. EXPLORIT Science Center - Weather and Climate Weather[edit]. Solar activity may also impact regional climates, such as for the rivers Paraná and Po. Measurements from NASAs Solar Solar activity and climate - Wikipedia, the free encyclopedia Some work has revealed the existence of two areas in which space weather might influence global climate change. The first, of solar origin, relates the small Small Fluctuations In Solar Activity, Large Influence On Climate . ?This book introduces the general field of
Sun-weather/climate relationships, that is, apparent weather and climate responses to solar activity, and provides .
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POMEGRANATE
INTRODUCTION
The Pomegranate (Punica granatum) is a fruit-bearing deciduous shrub or small tree that grows to a height of 5-8 m. The pomegranate is native to Iran and the Himalayas in northern India. It has been cultivated since ancient times throughout the Mediterranean and Africa.
CLIMATE
Pomegranates are drought tolerant and can be grown in dry areas with either a Mediterranean winter rainfall climate or in summer rainfall climates. In wetter areas, they are prone to root decay from fungal diseases. They are tolerant of moderate frost and temperatures of up to about -10°C.
SOIL
Pomegranates produce best on deep, heavy loams, but adapt to many soil types, from pure sand to heavy clay. They do well in alkaline soils (with up to 15% active lime). Yields are usually low on sands, while fruit color is poor on clays. PH range is 5.5-7.0.
PLANTING AND SPACING
In heavy soil, where soil suitability is not known or there are drainage problems, it is best to plant on raised beds.
Row orientation should be north-west, south-east (in the northern hemisphere) for optimal light exposure.
Organic manure or compost can be applied to improve the soil: 100-150 m 3 /ha. If the compost is spread along the planting line only, 50-70 cube/ha is applied, and then buried.
Planting distance: 5-6 m between rows
4-5 m between trees
These are defined according to variety and local conditions.
IRRIGATION
Mature pomegranate trees can tolerate considerable drought, but for good fruit production, they must be irrigated. The plants are tolerant of moderately saline water and soil conditions.
New Plantation—Establishment Stage
Immediately after planting, the tree is given a large irrigation dosage so that the wetted area is wider than the planting hole.
The dripper should be attached to the tree trunk.
During the first month after planting, irrigation is once a day, or once every two days, with small volumes of 2-4 liters per plant a day.
If all the drippers along the row are open (there is an option to temporarily seal some of the drippers between the two trees and to leave only 1-2 open), this volume is multiplied by the number of drippers per tree
(For example : 8 drippers at 50 cm spacing x 2 liters = 16 liters a day).
About one month after planting, when the young tree is established and there is new growth, it is recommended to increase irrigation volume and intervals.
Young Orchard
First irrigation should occur when the moisture drops to an unsatisfactory level at a depth of 20-30 cm (root zone).
Water dosage for the first irrigation is 50 m 3 /ha.
IRRIGATION MANAGEMENT AND TENSIOMETERS
Use of tensiometers is recommended from the third year onwards. Tensiometer depth should be 30, 60 cm in each station.
Irrigation Scheduling Guidelines with Tensiometer
Guideline for Soil Water Tension (centibars) to Start Irrigation
| | Light Soil | Heavy Soil |
|---|---|---|
| First Irrigation After winter rains | 20 | 50-60 at 60 cm depth |
| Regular Irrigation Starts one week after the first irrigation | | 20 at 30 cm 30-40 at 60 cm |
| Irrigation Intervals | 2-3 times a week | 1-2 times a week |
* If, after one day, the water tension does not drop to 10-15 centibars at the 60 cm tensiometer, apply again with a 100 m 3 /ha dosage.
IRRIGATION MANAGEMENT SCHEDULE
Evaporation is measured using the pan evaporation method, or calculated according to Penman's equation.
Transition to daily irrigation is made when the soil (very shallow or very light) does not retain the daily dosage, and a significant amount of the water percolates below the root zone. For example, in light soil the tension in the tensiometers drops during irrigation, but it is again too high before irrigation (this rise in tension does NOT result from insufficient daily dosage).
Plastic mulch improves soil moisture and prevents weeds
IRRIGATION CROP COEFFICIENT*
| | Apr. | May | June | July | Aug. | Sept. | Oct. |
|---|---|---|---|---|---|---|---|
| Crop Factor | 0.35 | 0.4 | 0.5 | 0.55-0.6 | 0.6 | 0.5-0.6 | 0.35 certain varieties - 0.6 |
*To calculating the water quantity to be applied, multiple the daily ET by the crop factor.
Total water requirement (for the Mediterranean climate) is 550-750 mm, according to variety, yield and soil.
FERTILIZATION AND FERTIGATION
| | N | P P0 2 5 | K KO 2 |
|---|---|---|---|
| Kg/ha | 150-200 | 60-100 | 350-400 |
| Application Time | Throughout the irrigation season First dose of about 3 units in the spring At bud break time: For early varieties, apply 3 units after harvest. Stop N application about | Throughout the irrigation season Alternatively: As phosphoric acid At the beginning and end of the season | Throughout the irrigation season |
| | 3 weeks before harvest. | | |
ISRAELI VARIETIES—YIELD AND FRUIT SIZE CONTROL
Number of fruit left on each tree, according to variety
| Variety | Average Yield ( ton/ha) | Fruit Weight (gr) | No. of Fruit (ha) |
|---|---|---|---|
| Shami | 20 | 350 | 60000 |
| Mule’s Head | 30 | 350 | 85000 |
| Wonderful | 30 | 500 | 60000 |
IRRIGATION SOLUTIONS
DRIP SYSTEM
The drip system is the most common and efficient solution for pomegranate irrigation.
Design guidelines:
One drip lateral per row
1.6-2.2 l/h dripper every 50 cm
The dripper is placed close to the young tree in the first year.
NAANDANJAIN RANGE OF SOLUTIONS
Amnon PC
Thick-walled, pressure-compensating for maximum accuracy at variable topography, pressure fluctuation and long laterals. High clog resistance due to Cascade labyrinth and strong selfcleaning mechanism.
Anti-syphon (AS) feature available.
Diameter: 16, 20 mm
Flow rate: 1.6, 2.2 l/hr
TopDrip HD
Cost-effective PC dripper
Accurate performances at variable topography and pressure fluctuations.
High clog resistance due to Cascade labyrinth.
Available with anti-syphon (AS).
Diameter: 16, 17, 20 mm
Flow rate: 1.6 l/hr
AmnonDrip PC
MICRO SPRINKLERS
Micro-sprinklers/sprayers offer controlled limited wetted area. The selection of micro-system vs. drip depends on local experience and practices.
One micro-sprinkler or sprayer is required per tree. Generally placed between two trees.
Aqua Smart 2002
Flow-regulated unit
Insect-proof
Flow rate: 30- 70 l/hr
Diameter: 3.5- 7.0 m
Dan Jet PC
Flow-regulated micro-jet
Easy supervision and maintenance
Strip or circle wetted area configuration
Flow rate: 19-76 l/hr
Diameter: 2.4- 5.0 m
NaanDanJain is committed to finding the ideal solution for your pomegranate crop, tailored to your local climatic conditions, soil, water properties and budget. Contact our office or your local dealer for further information.
© 2014 NaanDanJain Ltd. All rights reserved. All specifications are subject to change without notice.
All information should be used only as a guideline. For specific recommendations contact your local agronomist.
E: [email protected] www.naandanjain.com
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The hydraulic fracturing process, also known as "well stimulation," is vital to extracting natural gas from the Marcellus Shale and other geological formations in Pennsylvania. Over the course of nearly 70 years,hydraulic fracturing has been safely used in more than 2 million wells.and used across the United States as a safe and effective method to allow natural gas to flow freely into a wellbore and up to the earth's surface.
The Well Stimulation Process
Well developers begin the stimulation process once a well has been drilled to a desired vertical and horizontal depth, with a series of steel pipes, called casing strings, cemented in place along the length of the wellbore. The steel and cement isolates the well from the surrounding geology and groundwater zones found above. Groundwater sources are typically located a mile or more above the Marcellus Shale formation. A device known as a perforating gun is first lowered into the well to a designated location in the shale,
Hydraulic fracturing has been used to produce oil and natural gas since 1949. The process involves pumping a mixture made up of 99.5% water and sand, and a minimal amount of additives, into the ground under high pressure. The solution opens tiny fractures in the rock to allow a pathway for the oil and gas to enter the wellbore. It typically takes about a week to complete a hydraulic fracturing operation.
The Facts on Hydraulic Fracturing
and a charge is fired down the well from a wire at ground surface to perforate the steel casing, cement and the shale formation. This perforation stage creates small cracks, or fractures, in the rock.
FAST FACTS
A mixture of water, sand and chemicals is then injected into the wellbore under high pressure. The sand holds open the cracks in the rock to allow the well to produce natural gas. Water and sand make up 99.5% of the fluid injected into the well, and the chemicals used in the process both small in number and dilute in concentration - can be found in many household items (see page 2).
Once the first zone of the well has been perforated and stimulated, a rubber plug is placed to isolate that area from the rest of the horizontal wellbore. The perforation and stimulation process then continues multiple times along the length of the formation to make the well as productive as possible. A bit is lowered into the well after the process is completed to drill out the rubber plugs and allow gas to flow to the surface.
Completing the Process
At the completion of the stimulation process, approximately 20-30% of the water flows back up the wellbore, where it is collected and typically stored in tanks. Water can be treated and conveyed to another well site through a temporary water line and pumping system, or put into trucks and transported to another well location awaiting well stimulation.
Water can also be stored on a drilling pad and used for multiple wells at that location. Over the productive life of the well, additional "produced" water slowly comes to the surface, where it is collected in on-site storage tanks and transported to permitted treatment facilities.
Protecting Groundwater
Agencies in Pennsylvania enforce stringent regulations to protect groundwater during both the drilling and well stimulation process. Marcellus Shale wells require multiple, redundant layers of
A 2009 study by the Groundwater Protection Council, a non-profit organization of state groundwater regulators, found the chance for contamination of drinking water sources from the well stimulation process to be one in 200 million.
The industry developed FracFocus.org to provide detailed information on hydraulic fracturing operations at wells across the country, including the capability to search for county-specific wells completed by individual natural gas operators.
www.KeystoneEnergyForum.com steel casing and cement as well as strict quality control procedures to protect groundwater sources.
State oil and gas regulatory agencies, including the Pennsylvania Department of Environmental Protection, have not documented a case of drinking water contamination related to the stimulation of an oil or natural gas well. In April 2009, the Ground Water Protection Council stated that the chances of groundwater contamination due to this process are as low as 1 in 200,000,000.
Regulation of Water Withdrawals
Water used in the well stimulation process is regulated in Pennsylvania either by the state DEP, or the federal Susquehanna or Delaware River Basin Commissions, with approval required for every withdrawal from streams or rivers. These withdrawals are limited to fraction of a waterway's normal flow to protect aquatic life, and stream withdrawals can be halted in the event of low flow conditions. Water is either trucked or piped to drilling locations, where it is stored in secure, lined impoundments or tanks for use in the fracture process.
According to an analysis by the Susquehanna River Basin Commission, Marcellus Shale development at its anticipated peak levels of production in the Susquehanna River watershed would require the use of 60 million gallons of water a day. This amount is less than half of what is needed for recreational purposes, such as irrigating golf courses or making snow at ski resorts.
Recycling and New Technologies
The companies developing the Marcellus Shale are also advancing the treatment and recycling of water for use in multiple well stimulation procedures, along with research into using water impaired by acid mine
... more Facts on Hydraulic Fracturing
drainage and other "lesser quality" water sources. Recycling efforts allow for a reduction in fresh water use required for each well, while the use of water from historic mining areas removes that water from stream flows, improving the quality of water in those streams in the process.
An equal amount of work is taking place to research the use of additives that are biodegradable and do not bioaccumulate in the environment, including ingredients found in many foods. Guar gum, a thickener used in dairy products, baked goods and ketchup, is used as a friction reducer in the well stimulation process, while citric acid, used in the production of soft drinks and wine, is effective in controlling iron in a wellbore. Pennsylvania's winters have also led to the discovery of environmentally friendly additives required to prevent water from
Common Well Stimulation Additives
Between five and ten additives are commonly used to stimulate an oil or gas well, making up between .05 and .5% of the total injection into the well. The list below identifies many of them; the right column lists their common uses
Common Household Product
Swimming pool cleaner
Disinfectant, Sterilizer for medical and dental equipment
Table Salt
Used in pharmaceuticals, acrylic fibers and plastic
Used in laundry detergents, hand soaps and cosmetics
Water treatment, Soil conditioner
Makeup remover, laxatives and candy
Thickener used in cosmetics, ice cream and toothpaste
Food additive, lemon juice
Low-sodium table salt substitute
Cosmetics, food and beverage processing, water treatment
Washing soda, detergents, soap, water softener, glass and ceramics
Drinking water filtration, play sand www.KeystoneEnergyForum.com
May, 2017
freezing during cold weather well stimulation, with the increased use of glycerin and potassium formate over material such as methanol, which is found in windshield cleaning solutions. Research continues to enhance recycling capabilities and identify effective biodegradable additives.
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Divine Design in the Library
Saskatchewan School Library Association
THE MEDIUM – FALL 2014
Tracy Woodward
Divine Design in the Library
Saskatchewan School Library Association
I remember clearly walking in to this library for the first time. It looked pretty much like every other school library I had seen. Book shelves packed to their ends with books around the perimeter? Check. Tables and chairs crowded into the centre of the room? Check. Tables of computers? Check. Orange shag carpet? Check.
At about the same time, I was reading a great deal about 21 st Century Libraries and the Learning Commons. Schools were in the news for throwing out books and adding coffee shops to their libraries. I was completing course work in Teacher-Librarianship, and I was learning more about not only the nature of my role as a Teacher-Librarian but also the library space. Libraries and Teacher-Librarians were rapidly evolving. The 21 st century library is a space that works for multiple groups of people and multiple purposes. It is a gathering space, a teaching space, an inquiry space, a comfortable reading space, and more!
There was a clash between the reality of the library in which I found myself and the practice about which I was learning. I began to look critically at my space and how it functioned.
The Physical Space
The space was an excellent meeting room. There were enough tables and chairs for our large teaching staff and other groups who needed to meet. The library was working well as a computer lab. Housing 25 computers, classes booked in to use the computers and practice their typing or to type their reports. It was also working well as a book repository. In fact, there were books housed here since the 40s and 50s! Weeding had not been a popular practice in previous years. Finally, it was working great as a place to sign out books! Each day, classes dutifully filed in and out in their 15 minute time slots to sign out books for the week. What the library was not doing was working for the students it claimed to serve. It was not a space where students could work collaboratively, be inspired, easily access multiple modes of information, create and share their work or even read comfortably.
I worked in the library for a year without making any changes. I needed to see how the space worked, how it was used, and what was used regularly. I also needed to learn more about the culture of the school, and take time to build relationships before making a massive overhaul.
At the time, my school served a K-5 population. In two years the school would operate as a K-3 school, the only primary school in the province. During my second year in the library, I began to critically and purposefully evaluate the space and how it was used. I read and researched more about school libraries that were making a difference in student learning and what was happening in those spaces, and I gradually developed a vision for what I wanted my school library to be.
I accessed Learning Support Facilitators in our school division, Samantha Mirwald and Patricia Peech. I had a vision in my head, but I wasn't exactly sure how to go about achieving it. These ladies helped me to think through the vision and develop a plan. Two videos really helped me to see what I knew I wanted.
The first video was about the Anythink Library in Brighton. I liked that this library focused on creating a space that worked for the patrons. This library is not a book repository. I liked the comfortable seating, the open space, the flexibility of the space, the variety of activities that could occur, the inclusion of technology and (gasp!) the shift in how books were organized!
The second video that had a big impact on me was from Amesbury School in New Zealand. Their school library was the hub and heart of the school, students had easy access throughout the day and the space was used for reading, research, creation and sharing. I wanted our library to be busy, to be comfortable, to be accessible, and to have technology for learning (not typing).
With a plan in place, I made a presentation to my administration team that included not only what I wanted to change, but more importantly why I wanted to make the changes and how they would impact student learning. Thankfully my principal is very supportive of the library. Aside from allotting me a budget of $5000 to make the changes, he also advocated for and was successful in getting our 30 year old orange shag carpet replaced!
I had to first consider my students. I was going to be serving K-3 students. Some of the challenges we had:
* The furniture was not suited for small children (too high)
* There was a lack of accessibility (students visited only once per week) as well as practical fact that shelving was too high
* The library used as a computer lab
* It did not work for multiple groups at once
* There were a lack of tools and space to create artifacts that demonstrated their learning (space was not flexible)
* The space was not inspiring
* How to create independence for students who may not be able to read, read well and who did not understand Dewey
I thought about how furniture could be arranged so that it could be flexible and to create zones. I used furniture and fabric to accomplish this.
In one corner I have a story pit. I hung some sheer fabric around it to define it, but that would allow light to come through. This space works for students who want to read quietly or for group story times or meetings.
Next to the pit, I placed a large curved table that I found second-hand and put it on wheels so it could be moved around. I purchased some small stools to go around it. There is space to add more if needed or the table and seating can be moved so it can be a large empty space for a group to work on a larger project. Most of the time, small groups work here and frequently students like to sit together here to look at books.
Finally, the last corner across the back. I draped fabric over the ceiling and down the front to create the feeling of a cozy tent. I filled this space with bean bags and large pillows and have added a couple of comfy chairs. This is another space that works easily for students wanting to read, small groups, or can easily be a space for a whole class to sit and learn.
I had all of the computers except for a pod of five removed from the library. I gained 20 iPads as well. I wanted the technology to be used for learning, but not for a typing class.
The centre of the library holds three book shelves for picture books. In the middle I placed some lovely second-hand furniture. It looks like a sitting room and it can be easily pushed out of the way to make room for the book fair, or to host an author or artist for a larger group of students.
The physical change to the space was perhaps the easiest part of the change in the library. This was the first step to creating an inspiring, comfortable, collaborative space that suited the learning needs of students. The real hard work was yet to come. Next I tackled the collection. This is where I began to challenge traditional library organization and organize the collection to allow K-3 students to be more independent in the library and at the same time increase our circulation.
You can read more in the next issue of The Medium.
Resources:
Brooks Kirkland, A. (2011, October). Designing virtual library learning spaces [Web log message]. Retrieved from http://bythebrooks.pbworks.com/w/file/fet ch/ 4 6 3 4 4 82 1 / H W C DSB_ L LC . p df
Hamilton, B. (2007, September 18). Six trends in school library centers for the 21st century [Web log message]. Retrieved from http://theunquietlibrarian.wordpress.com/2007/09/18/six-trends-in-schoollibrary-media-centers-for-the-21st-century/
Loertscher, D. (2008). Flip This Library: School libraries need a revolution. School Library Journal (online). Retrieved October 16, 2014, from http://www.slj.com/2008/11/sljarchives/flip-this-library-school-librariesneed-a-revolution/
School Libraries Project. (n.d.). Retrieved October 16, 2014, from http://www.schoollibrariesproject.org/
Sullivan, M. (2011). Divine Design: How to create the 21st century library of your dreams. School Library Journal (online). Retrieved October 16, 2014, from http://www.slj.com/2011/04/buildings-design/divine-design-how-tocreate-the-21st-century-school-library-of-your-dreams/#_
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New York Times
Obstacles to Danish Wind Power
By JAMES KANTER
COPENHAGEN — During howling winter weather two years ago, the thousands of windmills dotting Denmark and its coastline generated so much power that Danes had to pay other countries to take the surplus.
The incident was the first of its kind, and lasted only a few hours. Low temperatures were an aggravating factor, because Denmark's combined heat and power plants were also running full bore and generating a lot of electricity.
Since then, there have been just two more instances in which the price of wind power in Denmark turned negative for a significant period of time because of excess wind, according to the national grid company, Energinet.dk.
Still, the incidents have highlighted the risks of expanding the reliance on renewable sources like wind before necessary grids, storage and other technologies are established to handle their intermittency and volatility.
The incidents also make the recent proposal by the Danish government — to generate half the nation's power from wind within eight years, up from less than a quarter currently — look all the more ambitious.
Danish consumers already pay more than the European average for their power, and the Danish Parliament still must approve the target amid concerns that realizing the plan would be expensive and could damage competitiveness.
A major part of the expansion into wind will be at offshore sites that are comparatively costly to build and maintain, compared with onshore sites and many other energy sources.
Martin Lidegaard, the Danish minister for climate and energy, has portrayed the plan as an insurance policy against the rising costs of fossil fuels.
Expanding wind is "a good investment if energy prices increase more than we forecast, and there is a significant risk of that happening," he said.
Yet the biggest challenges may be more technical than financial.
Meeting the government's target was "possible but not straightforward," said Jens Moller Birkebaek, a vice president at Energinet.dk.
A major concern is that the supply of electricity might exceed demand for about 1,000 hours each year by 2020 unless there are substantial changes in the way electricity is managed in Denmark, Mr. Birkebaek said.
Denmark already must store abroad, where the geography is more suitable, large amounts of excess energy from its fleets of windmills.
In Norway and Sweden, wind power from Denmark pumps water uphill to reservoirs. That water is released and drives turbines when power is in demand.
But the Danes often pay more for the repurchased power than they received for the surplus because prices depend on demand in the broader Nordic power market.
Improved weather forecasting could help power companies anticipate when other countries need Danish power or to anticipate when those countries are in a position to sell power to Denmark.
Denmark also is expected to take advantage of an existing plan to remove overhead power lines and bury them underground to install a more efficient and responsive domestic grid to help handle variations in the wind.
But experts say that the critical factor for enabling the government to meet its goal will be investment in new and bigger interconnectors to trade more electricity with neighboring countries.
Along with projects already under way in Scandinavia, there are plans for new interconnectors between Denmark and the Netherlands, and there are early discussions about building an interconnector with Britain, said Anders
Eldrup, the chief executive of Dong Energy, the biggest Danish power utility.
"It is a steep increase to go from 20 percent to 50 percent wind in just a few years time, so there is a challenge there," Mr. Eldrup said. "But I think our experience tells us that there also solutions to these challenges."
Mr. Eldrup said using vastly more wind is part of his strategy to switch off coal plants within 20 years by using a combination of power generated from wind, biomass and gas, which is less polluting than coal and can be fired up quickly when the wind is not blowing.
"Big-scale wind and gas are a sort of yin and yang," Mr. Eldrup said.
To encourage this, governments would need to allow utilities to earn a premium rate for using gas to encourage the utilities to switch it on and off when needed, he said.
New storage technologies to manage the increase in wind power might also be necessary, he said.
Among the most promising is electrolysis, or extracting hydrogen from water. The hydrogen could then run fuel cells or be used to synthesize gas to provide power when wind was unavailable.
A breakthrough is possible before the end of the decade but "the technology is not mature there yet," Mr. Eldrup said.
One storage strategy that Dong is already focused on is the anticipated electrification of the transport sector.
Two years ago Dong Energy took a stake in the Danish subsidiary of Better Place, a U.S. company that leases batteries and builds charging facilities for electric vehicles, including home charging equipment and battery swap stations.
Renault, the French car manufacturer, has received orders in Denmark for about 1,000 models of its all-electric Fluence that will operate on battery systems from Better Place. Delivery of those cars should start in coming weeks, and there could be 20,000 electric cars on Danish roads by 2014, according to Better Place.
That is still a tiny fraction of the two million cars on Danish roads — but enough to help to start balancing power on the national grid, said Torben Andersen, the chief commercial officer for Better Place Denmark.
"Electric cars are basically big batteries on wheels that have the virtue of being largely paid for by consumers and managed by companies like ours," Mr. Andersen said. "That's a hugely attractive proposition for utilities in countries like Denmark that need to find outlets for their renewable energy."
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BEAUMARIS PRIMARY SCHOOL BULLYING POLICY
(Student, Staff and Parent)
Definition:
A person is bullied when someone, or a group of people, deliberately upsets or hurts another person or damage their property, reputation or social acceptance on more than one occasion. There is an imbalance of power in incidents of bullying with the bully or bullies having more power at the time due to age, size, status or other reasons.
Rationale:
The school will provide a positive culture where bullying is not accepted, to ensure that all will have the right of respect from others, the right to learn or to teach, and a right to feel safe and secure in their school environment at all times.
Aims:
- To alert everyone within the school community about the signs and evidence of bullying and to ensure bullying is reported whether a person is a bystander or a victim.
- To reinforce within the school community what bullying is, and the fact that it is unacceptable.
- To ensure that all reported incidents of bullying are followed up appropriately.
- To seek parental and peer-group support and co-operation at all times.
Implementation:
- Bullying may consist of physical harm, harassment, verbal insults or hurtful remarks, or actions designed to hurt somebody's reputation, social standing or to cause humiliation. Bullying may be carried out directly or indirectly and may include the use of digital technologies such as social network sites, websites or on-line chat rooms.
- Our school has adopted a zero tolerance position on bullying.
- We have adopted a four-phase approach to bullying.
- Our school will combat bullying by providing a safe, secure and stimulating learning environment.
1. Primary Prevention:
- Each classroom teacher to clarify with students the types of bullying, as well as the consequences and impact of bullying.
- Professional development for staff relating to bullying, harassment and proven counter measures.
- Community awareness and input relating to bullying, its characteristics and the school's programs and responses, complemented by clear processes for reporting suspected bullying.
- Teachers will be trained in cybersafety. Cybersafety awareness programs will be provided for parents (biannually) and cybersafety will form part of each student's ICT curriculum.
- The provision of programs that promote inclusiveness, resilience, life and social skills, assertiveness, conflict resolution and problem solving will form an integral part of our curriculum. In particular, assertiveness training and bystander training that builds skills in students to challenge and/or report unacceptable behaviour will be central to our curriculum.
2. Less Serious Incidents:
- Parents are encouraged to contact the school if they suspect a bullying or behaviour problem.
- All instances of suspected bullying or inappropriate behaviour must be responded to by staff.
- The school will reinforce with students the importance of appropriately reporting incidents of inappropriate behaviour involving themselves or others, and it is imperative that staff respond appropriately and
proportionally to each allegation consistent with the school's Student Code of Conduct, including the proper reporting and recording of the incident on our on-line behaviour tracker.
- Parents are to be contacted if their child is alleged to have been bullied or experienced inappropriate behaviour, or if their child appears to have behaved inappropriately or bullied someone else.
- Appropriate and proportional consequences may include a verbal apology, writing a letter of regret, completing a Think Paper, loss of privileges etc.
3. Serious Incidents:
- Serious incidents and/or repetitive incidents of bullying or unacceptable behaviour must be reported, responded to by staff and documented.
- All such incidents or allegations will be properly investigated and documented. Depending upon the nature of each incident, they may also be reported to police, reported to the Student Critical Incident Advisory Unit, and/or reported to the Department's Emergency and Security Management Unit.
- Serious incidents are those that include physical assault, sexual assault, criminal activity involving theft or serious damage of property, serious threats, racial, religious or homophobic bullying etc.
- The school may contact support professionals such as Welfare officers, Welfare coordinators or Councillors and/or Student Support Officers for assistance and support.
- Both bullies and victims will be offered counselling and support.
- Students and staff and parents identified by others as bullies will be informed of allegations.
- All repetitive or serious incidents must be brought to the attention of the principal class members of the school.
- Regional Office will provide support as appropriate, and the Principal will monitor the investigation and review the situation until matters are appropriately resolved.
- The most appropriate staff member will contact parents of the targeted student. Principal class members will contact alleged bullies unless advised by police or other relevant authority not to do so.
- Consequences of repetitive or serious incidents may include criminal charges, suspension, expulsion, loss of privileges, counselling, conciliation or any other consequences consistent with the school's Student Code of Conduct.
- A management strategy for all parties will be developed in consultation with the students and parents involved.
- Parents or community members who bully or harass or abuse staff will be provided with official warnings, and if necessary referred to the police, and/or have trespass restrictions placed upon them by the Principal consistent with the Summary Offences Act.
4. Post Incident:
- conciliation meetings between all parties
It is important that appropriate strategies are put in place after the incident has been resolved for all students involved. Appropriate strategies may include:-
- ongoing monitoring of students involved.
- follow-up meetings regarding each student's management strategy.
- identification of an agreed key contact staff member for each student involved.
- ongoing communication with parents.
- reinforcement of positive behaviours and appropriate behaviour strategies.
- counselling from appropriate agencies of support officers etc for both parties.
- support and counselling will be offered in the event of malicious or fictitious claims.
Evaluation:
This policy will be reviewed as part of the school's review cycle.
Support materials: http://www.education.vic.gov.au/about/programs/bullystoppers/Pages/students.aspx
Ratified by School Council:
2016
To be reviewed: 2019
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6. RESOURCES
YouTube
We are building our Feelgood FirstAid YouTube channel and will continue to upload videos and links to videos that are instructions on running activities, clips that we find funny, and informative clips.
Funny films and audio.
Because laughter helps us be in a state of relaxation, watching funny films can help our health, happiness and stress levels. Everyone has their own taste, so gather films and audio that make you laugh. Please send in your suggestions to [email protected]
Party Games
As we develop the toolkit we will add some favourites. Please send in your suggestions to [email protected].
EVERYONE'S OWN RESOURCE KIT
Make a list of your top things to do based on these two principles:
- It is good to be with people and in places that make us happy.
- Every day see if we can have a treat, a challenge and an adventure.
Gather things that make us smile and create a sense of playfulness that is appropriate.
Look for humour around us and appreciate appropriately.
Keep a laughter journal. And if we wish and if it suits us, wear bright clothes. Be creative.
CONTRAINDICATIONS NOTICE
Laughter is part of everyday life and we laugh naturally as a release. However sometimes in laughter sessions something happens and we can end up laughing quite vigorously. So we have to look after ourselves and be responsible for what we join in.
There are guidelines to check to explain more:
https://laughteryoga.org/wp-content/uploads/2015/10/contraindications_to_ly.pdf https://www.laughteronlineuniversity.com/laughter-contra-indications/
SCIENTIFIC RESEARCH
Research has been carried out for many decades into the effects of laughter on our body, brain and behaviour. There are lots of papers and reports on the internet.
Here are some examples of books and reports:
* BBC, Laughter 'boosts blood vessels', retrieved 5 th October 2009 from http://news.bbc.co.uk/1/hi/health/4325819.stm
* Cousins, N. (2005) Anatomy Of An Illness As Perceived By The Patient. (Paperback edition). New York, W.W. Norton and Company Inc
* Fry W. The physiological effects of humor, mirth, and laughter J Am Med Assoc 1992; 267: 1857–8
* Fry W and Savin W. Mirthful laughter and blood pressure Humor: Int J Humor Res 1988; 1: 49–62
* Goodheart, A. (1994) Laughter Therapy. Santa Barbara, Less Stress Press.
* Holden, R. (1993) Laughter The Best Medicine. London, Thorsons.
* Physorg, Just the expectation of a mirthful laughter experience boosts endorphins 27 percent, HGH 87 percent, retrieved 5 th October 2009 from http://www.physorg.com/pdf63293074.pdf
WHAT NEXT
Leader's experience and developing ideas
Our best advice is to lead some sessions so that you gain confidence and find what works for you. The more you lead, the more you will move from having to think what to do next to intuitively knowing. Once you have experience and confidence you can try out your own ideas.
Training
Contact us if you would like to train either as a Laughter Yoga Leader, Laughter Facilitator or Gibberish Professor at [email protected].
Involve laughter professionals and come to events
We can run a workshop for you and your organisation where we look at laughter in more depth. We can also train you on using this toolkit. And look out locally for Laughter Clubs and events such as the Laughter Championships! [email protected].
Version 2 of the Toolkit
We plan to keep developing this toolkit, adding more resources and ideas. If you would like us to keep you up-to-date with occasional emails then contact us at [email protected]
DISCLAIMER
In creating this toolkit, we have made every effort to ensure that the instructions, examples and guidance for leading are safe and accurate. However, it is the responsibility of groups and leaders to ensure that everything is suitable, safe and carried out with due diligence, including having insurance, checking the list of contraindications online, and carrying out a risk assessment. It is always essential to seek medical advice from a trained medical professional in case of any concerns about suitability of activities or if having any of the conditions listed in the contraindications. Laughter can involve some physical strain and an increase in intra-abdominal pressure and involve other physiological changes. This is just a toolkit with ideas, and not a training manual: the author and organisation cannot accept liability for any resulting injury or damage to persons or property, however it may arise.
THANK YOU
The first draft of this toolkit has been created with the help of an Awards for All National Lottery grant.
Workshops were run with organisations to help with generating ideas and trying out ideas to include in the Toolkit. Thank you to all of these:
ARC
Wai Yin
Salford Heart Care
YASP
The Monastery Gorton.
Support and guidance have come in particular from:
Vanessa Goodwin
Jonny Wineberg
And everyone who has helped in creating the video clips.
Cover photo image Courtesy of Chris Furlong, Getty Images.
Version 1 of this toolkit: © Robin Graham October 2018 for Feelgood Communities CIC.
[email protected]
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Name:
If you wish, complete the three questions below. I will use your score on these to modify your test score accordingly. (+7% for attempting all three, and then some question replacement effects.)
1. A uniform solid cylinder of mass m1 and radius R is mounted on frictionless bearings about a fixed axis through O. The moment of inertia of the cylinder about the axis is I = ½m1R 2 . A block of mass m2, suspended by a cord wrapped around the cylinder as shown above, is released at time t = 0.
a. On the diagram below draw and identify all of the forces acting on the cylinder and on the block.
b. In terms of ml, m2, R. and g, determine each of the following.
i. The acceleration of the block
ii. The tension in the cord
iii. The angular momentum of the disk as a function of time t.
1. A system consists of a ball of mass M2 and a uniform rod of mass M1 and length d. The rod is attached to a horizontal frictionless table by a pivot at point P and initially rotates at an angular speed ω, as shown above left. The rotational inertia of the rod about point P is 3 1 M1d 2 . The rod strikes the ball, which is initially at rest. As a result of this collision, the rod is stopped and the ball moves in the direction shown above right. Express all answers in terms of M1, M2, ω, d, and fundamental constants.
3. An inclined plane makes an angle of θ with the horizontal, as shown above. A solid sphere of radius R and mass M is initially at rest in the position shown, such that the lowest point of the sphere is a vertical height h above the base of the plane. The sphere is released and rolls down the plane without slipping. The moment of inertia of the sphere about an axis through its center is 2MR 2 /5. Express your answers in terms of M, R. h, g, and θ.
a. Determine the following for the sphere when it is at the bottom of the plane:
a. Derive an expression for the angular momentum of the rod about point P before the collision.
b. Derive an expression for the speed v of the ball after the collision.
c. Assuming that this collision is elastic, calculate the numerical value of the ratio M1 / M2
d. A new ball with the same mass M1 as the rod is now placed a distance x from the pivot, as shown above. Again assuming the collision is elastic, for what value of x will the rod stop moving after hitting the ball?
i. Its translational kinetic energy
ii. Its rotational kinetic energy
b. Determine the following for the sphere when it is on the plane.
i. Its linear acceleration
ii. The magnitude of the frictional force acting on it
The solid sphere is replaced by a hollow sphere of identical radius R and mass M. The hollow sphere, which is released from the same location as the solid sphere, rolls down the incline without slipping.
c. What is the total kinetic energy of the hollow sphere at the bottom of the plane?
d. State whether the rotational kinetic energy of the hollow sphere is greater than, less than, or equal to that of the solid sphere at the bottom of the plane. Justify your answer.
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God and the Problem of Evil
We live in a world in which a child dies every five seconds of starvation. Every five seconds. Every minute there are twenty-five people who die because they do not have clean water to drink. Every hour 700 people die of malaria. Where is God in all this? We live in a world in which earthquakes in the Himalayas kill 50,000 people and leave 3 million without shelter in the face of oncoming winter. We live in a world where a hurricane destroys New Orleans. Where a tsunami kills 300,000 people in one fell swoop. Where millions of children are born with horrible birth defects. And where is God? To say that he eventually will make right all that is wrong seems to me, now, to be pure wishful thinking. 1
-Dr. Bart Ehrman
Intellectual vs. Emotional Problem
-different answers for different people
Evil Points to God
-two kinds of words: descriptive vs. judgement
-definition of evil: strong departure from the way things are supposed to be
-three options: human minds; physical world; transcendent, spiritual mind
In a universe of blind physical forces and genetic replication, some people are going to get hurt, other people are going to get lucky, and you won't find any rhyme or reason in it, nor any justice. The universe that we observe has precisely the properties we should expect if there is, at bottom, no design, no purpose, no evil, no good, nothing but blind, pitiless indifference… DNA neither cares nor knows. DNA just is. And we dance to it's music. -Richard Dawkins 2
Why Does God Allow Evil?
-need for trust
-God not necessarily obligated to tell why
-most common answers: mystery, free will, soul making
1 http://www.beliefnet.com/columnists/blogalogue/2008/04/why-suffering-is-gods-problem.html#StPoctuEyh51TI4g.99
2 Richard Dawkins , River Out of Eden: A Darwinian View of Life , p155 (Basic Books; Reprint edition (August 23, 1996))
-my view:
-God cannot do logically impossible
-free will in heaven? - experience evil on earth so not in heaven
-some people sin no matter, so can't go in heaven
-atheists need to be sure that no other possible reason
Conclusion
-God does not promise easy, pain-free life
-focus on how God changing soul
-trust
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Preachers' Pen Points
OK. Maybe the words "pen points" are a little outdated, but they go well with "preacher"! The fact is, I wouldn't exchange my computer and Microsoft Publisher software for a thousands ink pens; but I do look forward to sharing some ideas with you through this weekly column.
For the next few weeks I want write about church growth and to think out loud with you about Perry Heights—where we've been and where we're going in view of the principles we'll consider together. I hope that you will find the series interesting and useful. Let's think about:
Church Growth Cycles
People who study churches professionally have affirmed that virtually all of them go through organizational stages or cycles of growth. Let's consider those stages and some of the characteristic features of each stage.
Stage one—Pioneering & Growing
Most churches begin bound by a common vision of what kind of church they intend to be. There is great enthusiasm and passion to recruit others and the members acknowledge the challenges of the future with confidence and hope. Each person sees a role he can fulfill in achieving the church's goal. All these ingredients work together to produce steady if not explosive growth.
Stage two—Programming and Slowing
As the church moves toward maturity, emphasis shifts to accommodation of the new growth, implementation of programs for the congregation, and less stress on evangelism. There is the need for planning and building accommodations and setting in motion programs for the newly acquired members. The "who will we reach and why" of the stage one has changed to "how can we serve those already reached" in stage two. The church is very busy; but growth is slowing as time for evangelism is replaced by other activities.
Stage three—Maintaining and Plateauing
The successful organization and implementation of needed programs and facilities tends to give a church a sense of arrival and reputation. It is as if all that the pioneer church hoped for has been achieved. Thoughts of evaluation and meaningful change are rare. Now the future depends upon teaching our children and continuing to preserve the structures implemented. Conversion of outsiders has become increasingly rare. Already the seeds of decline have been planted and are awaiting their full manifestation.
Stage four—Declining & Losing
At this stage the church has begun to lose members. The losses may be due to various factors, some over which the church has little control and some which the church has created. The morale of the church wanes as attendance figures slide downward. Weak members are the first to move away. Stronger members of the church can be overcome with depression, discouragement, and even capitulation to the downward trend. Here the church is faced with a critical decision— to make the needed changes to turn things around or to let things run their course and watch the church be reduced to a shell of what it once was or even become an "ex-church".
(Next time we'll explore in more detail the common characteristics of churches in decline.)
—Johnny Felker
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Major Chris+an Denomina+ons
Research Guide
Reference Sec)on
REF 203 CON The concise Oxford dictionary of the christian church
REF 270 OXF The Oxford illustrated history of Christianity
Library Catalogue
-‐ Lutheran church
(Use the check boxes: Search Method – Whole Word; Results sorted by – Call Number) Search under these subject headings:
-‐ Church of England
-‐ Presbyterian
-‐ Salva+on Army
-‐ Uni+ng church in Australia
-‐ Bap+st
-‐ Methodist
-‐ Assemblies of God
-‐ Orthodox
-‐ Seventh Day Adven+sts
Browse the shelves at these numbers:
201 Christianity
230 Christianity
270 Christianity
284.194 Lutheran Church
285.294 Presbyterian
286 Baptist
287 Methodist
287.9 Salvation Army
287.93 Uniting Church in Australia
Online Resources
World Book
Access World Book via the Avila Library website (Go to 'Online Resources' -
'Encyclopedias')
Go to 'Student' to access student website. Suggested pages:
- Lutherans
- Church of England
- Anglican Church of Australia
- Salvation Army
- Presbyterians
- Uniting Church in Australia
- Methodists
- Baptists
- Assemblies of God
- Seventh Day Adventists
Encyclopaedia Britannica
Access Encyclopedia Britannica via the Avila Library website (Go to 'Online Resources' 'Encyclopaedias')
Go to the 'High School' link to access secondary school resources. Suggested pages:
- Lutheranism (Christianity)
- Church of England
- Anglican Church of Australia
- Salvation Army (religious organisation)
- Presbyterian
- Methodism
- Baptist (denomination)
- Assemblies of God (protestant denomination)
- Seventh-Day Adventist (Protestantism)
Websites
The websites owned by each church will provide the greatest amount of information for your research. However, if there is a question that you cannot answer, try the generalised BBC and Religion Facts websites next.
BBC - Christian denominations
Religion Facts - Christian denominations
Lutheran Church
Church of England - Anglican Church
Salvation Army
Uniting Church in Australia
Methodist
Baptist
Assemblies of God
Seventh Day Adventists
Orthodox - Eastern Orthodox
Coptic Orthodox
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http://library.avila.vic.edu.au/wp-content/uploads/2017/07/Major_christian_denominations.pdf
|
2018-11-14T01:41:16Z
|
crawl-data/CC-MAIN-2018-47/segments/1542039741569.29/warc/CC-MAIN-20181114000002-20181114022002-00286.warc.gz
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Treasurer
* Collects real and personal property taxes
* Keeps an account of township receipts (revenues) and expenditures
* Disburses township checks
* Deposits township revenues in approved depositories
* Invests township funds in approved investment vehicles
* Collects delinquent personal property tax
* Responsible for jeopardy assessments in collecting delinquent personal property tax
* Collects mobile home specific tax
* Must appoint a deputy (see below)
* Must post a surety bond
Deputy Treasurer
MCL 41.77: The treasurer shall appoint a deputy, who shall serve at the pleasure of the treasurer.
* The deputy shall file an oath of office with the township clerk and shall give a bond to the township as required by the township board.
* The deputy, in case of the absence, sickness, death, or other disability of the treasurer, shall possess the powers and perform the duties of the treasurer, except the deputy shall not have a vote on the township board.
* The deputy shall be paid as the township board determines.
*
With the approval of the township treasurer, the deputy may assist the treasurer in the performance treasurer's duties at any additional times agreed upon between the board and the treasurer, except the deputy shall not have a vote on the township board.
Core Competencies
In addition to the duties required by law, a township treasurer will benefit from developing skills and knowledge in several core areas:
Core Competencies: Township Treasurer
(1) Township Government Operations
* Demonstrates knowledge about township (general law or charter) government responsibilities, functions and powers
* Identifies the major functions of each branch of government—local, state and federal—along with their relationship to one another
* Understands the statutory duties and responsibilities of the office of township treasurer
* Aware of the roles and responsibilities of other elected and appointed offices in the township
* Demonstrates knowledge of the various committees, boards and commissions serving the township, including their roles and responsibilities
* Understands how township policies and procedures are set
* Demonstrates knowledge of how ordinances are lawfully adopted and legally enforced
(2) Interpersonal Skills
* Communicates effectively
* Listens attentively
* Works effectively with individuals, departments and committees to achieve desired outcomes
* Establishes appropriate contacts with banks, mortgage companies, insurance and investment firms
* Possesses knowledge of what constitutes ethical behavior
* Manages adversity and hostility effectively
* Delegates tasks appropriately
(3) Leadership Abilities
* Possesses vision, especially relative to the township's needs or potential
* Understands how to conduct effective board meetings and is knowledgable about parliamentary procedure
* Possesses effective policy-making skills and decision-making skills
* Utilizes consensus-building techniques
* Possesses persuasive/influential abilities
* Motivates others to achieve desired outcomes
* Utilizes public relations skills to position the township positively
(4) Administrative Skills
* Demonstrates knowledge of uniform chart of accounts, generally accepted accounting practices and proper internal controls
* Implements sound cash management procedures and proper handling of funds, including knowledge of investment instruments and legal limitations on investments
* Understands elements of investment risks
* Aware of what constitutes lawful township expenditures
* Has ability to generate required financial reports and statements, which are accurate and timely
* Understands the audit process
* Possesses knowledge of the township budget and can project reasonable cash flows on an annual basis
* Understands purchasing policies and the bid process
* Demonstrates knowledge of general property tax administration process, including collection and distribution of tax revenues
* Understands procedures for collecting personal property taxes
(5) Township Issues
* Possesses knowledge about current issues affecting townships
* Aware of legal matters that could impact the township
* Understands the elements of risk management
* Aware of financial matters affecting the township, including revenue sources
* Possesses knowledge about land use
* Understands the planning and zoning process
* Possesses knowledge of township services and their policy implications
|
<urn:uuid:dd813067-f78e-4936-bc61-4e348a0810c8>
|
CC-MAIN-2018-47
|
http://twp.rollin.mi.us/pdf/Job.Treasurer.MTA.pdf
|
2018-11-14T00:29:27Z
|
crawl-data/CC-MAIN-2018-47/segments/1542039741569.29/warc/CC-MAIN-20181114000002-20181114022002-00284.warc.gz
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