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èŠããããŸããã²ãä»ããæè¡ã¯ããã®ã§ããé·ããªãã®ã§ããã§ã¯è©³ããæžããŸããããšã«ããããã¬ããšã¹ããŒããã©ã³ãã²ãä»ããããã°ïœ€ãã¬ãã®è§£æãã¹ããŒããã©ã³ã§ã®åºåé
ä¿¡ã«æŽ»ããããšãå¯èœã«ãªãã®ã§ãã
ãã¬ãã®è§£æãããã¯ããããã«çµç·ããããã¬ããå¢ããã«åŸã倧ããæµ®äžããã«éããªãããŒãã§ããã¿ãªããé ã®ç«¯ã«ã¡ãã£ãšã眮ããšããŠãã ãããïŒ |
Elon Musk, SpaceX complete historic test flight to International Space Station
Elon Musk and his aerospace company SpaceX made history on Friday morning when its Dragon spacecraft splashed into the Atlantic Ocean after a successful five-day trip to the International Space Station.
Interested in NASA?
Add NASA as an interest to stay up to date on the latest NASA news, video, and analysis from ABC News.
There were no people on board the capsule, but its re-entry into the earthâs atmosphere marked the first roundtrip to the floating laboratory by a privately-owned spacecraft and one of the biggest tests for the Dragon.
The goal for SpaceX and others competing in the new space race, such as Boeing with the CST-100 Starliner, is to perform manned missions to outer space for NASA and propel the government agency to spaceflight capabilities again.
Since the government agency responsible for spaceflight shut down its space shuttle program eight years ago, NASA has paid Russia to fly its astronauts to space. Soon, if all goes as planned, SpaceX and Boeing will compete for those contracts and launch the manned-missions from U.S. soil.
But before that happens, the private companies need to complete a series of tests to prove their spaceships are safe to transport the astronauts.
This completed mission, called âDemonstration Mission-1,â or âDemo-1,â racked up a number of firsts since it launched from the historic Kennedy Space Center Pad 39-A in Florida on March 2, including:
⢠The first commercially-built and operated American crew spacecraft and rocket to launch from American soil on a mission to the space station.
⢠The first autonomous docking of a U.S. spacecraft to the International Space Station.
⢠The first use of a new, global design standard for the adapters that connect the space station and Dragon. These adapters will also be used for the Orion spacecraft for NASAâs future mission to the Moon.
âA critical step in validating the performance of SpaceXâs systems, Demo-1 brings the nation a significant step closer to the return of human launches to the space station from U.S soil for the first time since 2011, when NASA flew its last space shuttle mission,â a statement from NASA said on Friday.
âHowever, NASA and SpaceX still have work to do to validate the spacecraftâs performance and prepare it to fly astronauts.â
SpaceX has said it hopes to get the capsule approved for a manned flight in July and Boeing plans to test its capsule next month. |
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A Brief History of
Canada may have been populated as early as 10,000 years ago, according to carbon-dating of remains found by archeologists. It is believed that travel between Asia and Alaska took place during an ice age when a land bridge formed through the Bering Strait. Many diverse ethnic and cultural indigenous groups formed throughout Canada, the most well-known being the Inuit Indians of the Arctic region. Other indigenous groups include the Iroquois, the Huron, the Cree, the Bella Coola, and the Kwakiutl.
The various cultures also had numerous languages and are usually grouped into common language families, from the Salish-speaking peoples of western Canada to the Iroquoian peoples of the east. Each culture also had unique social systems, ranging from bands of a few related families of the Inuit to the Iroquois Confederacy that united five separate tribes.
The American Indian population in Canada was decimated following the arrival of Europeans; in the mid-1980s they made up only 1% of the entire population. By the 1990s, however, the indigenous population had risen to 1.5%, and it is believed that this trend will continue.
Vikings are believed to have landed in Canada in the 10th century. In 1497, John Cabot reached Newfoundland and claimed for Britain a large portion of the Atlantic seaboard. Cabot was followed by French explorer Jacques Cartier, who landed at the mouth of the St. Lawrence River in 1534 and claimed the Gaspe Peninsula for France. Canada's early history was dominated by the rivalry between France and Britain.
Learn more about
in our World Atlas |
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(July 23, 1998, Gazette)
It's called the Parasensor and according to Memorial researcher Dr. Ray Gosine, the newly developed defect detection system could be the solution to a global problem in the fish processing industry.
Dr. Gosine said increasing the reliability of methods used for fish fillet inspection has been an impediment for the fish processing industry for a long time. But thanks to the Parasensor, this problem may be solved once and for all.
"To date, there isn't any equipment commercially available and nobody has shown any techniques to solve this particular problem."
In a recent interview with the Gazette, Dr. Gosine explained that although the fish processing industry has become highly automated, one aspect of the process - fish inspection - is still done manually. He said visually inspecting fish is extremely labor intensive, costly, and can limit a fish processor in providing the highest quality product possible.
"If Canada is to have a competitive fish processing industry, it is essential to have highly reliable methods for detecting defects in such products," said Dr. Gosine of Memorial's Engineering Faculty. "We need to provide economic solutions to very challenging technical problems associated with this objective."
Dr. Gosine believes the Parasensor prototype is the answer to the fish inspection problem. The advanced image-analysis technology automatically inspects fillets as they move along conveyor belts. Images of the fish are captured by a video scanner, and the images are converted to digital signals. These signals are then analysed by innovative software, which distinguishes the fish defects and automatically sorts out the affected fillets.
Dr. Gosine noted that the Parasensor can analyse the fish at a rate of one fillet per second and make decisions about the product in an instant.
"The objective of the Parasensor project is to develop reliable automated visual inspection techniques that can very rapidly determine that a fillet is free of defects so that those fillets do not need to be removed from the processing line, which is already highly automated."
The Parasenor system is presently undergoing full-scale testing involving half-a-million fillets at a fish plant in Arnold's Cove. Testing will continue throughout the summer to determine how well it performs under complete industrial conditions.
Dr. Gosine has been doing research on the defect detection system on behalf of C-CORE for the past two years. The project is a collaboration between a number of groups, with Canpolar East Inc. of St. John's being the prime contractor and doing the engineering work for the system. The main sponsors are PRECARN Associates and the Canadian Space Agency. Other collaborators include the Centre for Aqauculture and Seafood Development at the Marine Institute, the Fisheries Council of Canada and the Canadian Centre for Fisheries Innovation. The University of British Columbia, Concordia University, Spar Aerospace and MacDonald Dettwiler are technical advisors for the project.
Dr. Gosine said the Parasensor is a critical step forward for the fish processing industry, and added that when testing finishes in the fall, a new product will be available that he believes could have a major impact on the industry.
"Although we have been out of the business of producing cod for several years, when the market rebuilds you have to come back with a premium product. The best possible product has to be brought back into the market at a good price.
"On one level, this solution to the problem is essential because if you can't be sure of producing and guaranteeing a high quality product then who's going to want to give up steak and go back to fish?"
He said the Parasensor is important technology and a key element in the success of a fishing industry.
"Everybody who lives here must have some concern of the impact of our downturn in the fishing industry ... when the fish come back, the processors have to come back with the best quality product and this technology is going to be one step to ensuring that happens.
"I think everyone can be convinced that we need a fishing industry or that we miss not having one, so this technology is going to be one of the tools that will mean we will have an industry. That is important to everyone."
Although the immediate importance of the Parasensor is to the fish processing industry, Dr. Gosine said it can also be applied to many other things.
"These techniques that we have developed are general enough that they can be trained to recognize other things, like wood detection or even inspecting cars that are on the highway by zooming in on the license plate to capture information about a car."
He said the new technology can be applied to our mining and forestry industries, adding that one of our failures in Canada has been our inability to develop the technologies to support our resource industries.
"While the mining, forestry and fishery employ very sophisticated technology, most of that technology is imported from Europe. The Parasensor project is an example of very advanced technology that has been developed in Canada to support our resource industry, but which will have significant international applications."
Dr. Gosine said his participation in this research project has been gratifying and enjoyable and he pointed out that three other C-CORE researchers - Patricia LeFeuvre, Rod Hale and Dr. Charles Randell - are to be commended for their contributions to the project as well.
"This is one of those projects that you feel is very worthwhile doing because you have a sense of how important it is locally. And when you look around at the impact of the downsizing of the fishery, if there's a way to contribute to the technology that will help maintain that industry, then it's satisfying." |
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85% marks and on the first attempt. I strongly |
If your child just got their first IEP, short for Individualized Education Program, or if theyâve had one since kindergarten, you know itâs kind of a double whammy. Yes, itâs a great tool to make sure children who qualify for special education get the support they need. But it also makes them stick out in the classroom, and for teens and tweens that can be a real drawback.
For those less familiar with the IEP concept, itâs a plan that sets goals and standards for kids with documented learning disabilities, and also outlines the services they will be provided, as dictated by the Individuals with Disabilities Education Act. It involves a team of educational professionals, as well as the parents and often the child, too. And itâs reviewed at least once a year.
The IEP includes details about each studentâs accommodations, such as longer time to complete tests, extra breaks, voice-to-text technology, audiobook access, color-coded materials or alternative activities. (50 high school accommodations.)
As a teenager, my son hates that his accommodations emphasize his differences and challenges. He worries about looking âdumbâ or âwimpyâ or, even worse, like heâs asking for some kind of privilege or advantage over his classmates. As he becomes more mature and independent, I worry that heâll refuse his accommodations because of the social stigma.
I, on the other hand, can clearly see the benefits of his accommodations. Where he was once more than a year behind academically, with accommodations heâs now able to keep up with grade-level work and make significant improvements, including reading above grade level and even making honor roll.
Also, when his accommodations are used consistently and across the board, Iâve seen how his stress levels and frustrations seem to lighten and his whole attitude improves.
What to tell your teen about their IEP
To help him get the most out of his IEP, hereâs what I often remind him:
1. You learn differently. Your body and mind are unique. Your accommodations are just helping you demonstrate your knowledge to your teacher. That way, he or she can see all the great stuff happening in your head that might not come out so easily on paper.
2. Accommodations are your right. Theyâre not a privilege or a punishment. Theyâre in place to help you, not embarrass you. Your classmates donât have the exact challenges as you but everyone has strengths and weaknesses, and sometimes we all need a lift to get us where weâre going.
3. Your parents, teachers and aides canât always tell if youâre struggling. If your IEP isnât helping or isnât being applied, you need to speak up â a note or private conversion is perfectly fine. But if you donât let us know whatâs going on, we canât get you the help that you need and deserve.
4. Give us your suggestions on how to manage your challenges. Is your head hurting at the same time every day, and you need a break? Would a shorter vocab list save you hours of studying? Do you need someone to read the directions out loud or repeat them so you can understand? Would a private signal help you give messages to your teachers without voicing your issues in front of your classmates? You know â better than anyone else â what you need.
5. Asking for help is hard. When you do it, youâre being brave and youâre helping your best self shine through. Iâm so proud of you!
Even if your child doesnât have an IEP, itâs still really important to remind them that some children learn differently. And thatâs OK. It doesnât mean theyâre dumb or slow or naughty.
We all have strengths and weaknesses, and sometimes, we all need a boost. |
Yesterday, California Governor Jerry Brown stood on a dry, bare hillside in the Sierra Nevada mountains, which would normally be deep under snow at this time of year, and announced an executive order aimed at dramatically reducing water usage statewide. The severity of the drought, now entering its fourth year, has already reached record levels in many places in California and across the West. Lake Powell, a reservoir on the Utah-Arizona border, is currently at 45 percent of capacity and is at risk of reaching the lowest level on record by September. California's snowpack, which generally provides about a third of the state's water, is already at its lowest level on record. Getty Images photographer Justin Sullivan traveled to lakes and reservoirs in California, Utah, and Arizona to capture the following scenes of an increasingly waterless West. |
Why takeover of public lands simply wonât work
Transfer of public lands is actually illegal, a fact often ignored by takeover proponents. At US Independence in 1776, England ceded all lands east of the Mississippi and federal public lands were put into U.S. government ownership, pursuant to Article 4 of the U.S. Constitution. As the western states were admitted into the Union in the 1800âs and acquired statehood, each of them incorporated the U.S. Constitution into their state constitutions and forever disclaimed their rights to national public lands.
Another basic overlooked fact is the stateâs inability to pay for management of these lands, all too often resulting in lands sell-off or less public access. In truth, states have sold many of the lands they were granted by the federal government upon statehood. In Nevada, for example, only 3,000 acres of the original 2.1 million acres are still managed by the state. In Colorado, sportsmen pay for access to state trust lands through hunting and fishing license fees yet still only have access to roughly 18% of these lands. These facts highlight a stark reality that seizure proponents fail to acknowledge. |
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Red Bluff Air Force Station
Red Bluff Air Force Station (1956-1970) - A Cold War Air Force Radar Station first established in 1956 near Red Bluff, Tehama County, California. Named Red Bluff Air Force Station after the location. Initially assigned a Permanent ID of SM-157 and later a Sage ID of Z-157. Abandoned by the Air Force in 1970. A portion continues today as Red Bluff FAA Radar Site, FAA ID of RBL.
Established in 1956 and became operational in 1956 as Red Bluff Air Force Station manned by the 859th AC&W Squadron. The station initially had both a Ground-Control Intercept (GCI) and early warning mission. The early warning mission involved tracking and identifying all aircraft entering their airspace while the GCI mission involved guiding Air Force interceptors to any identified enemy aircraft. Controllers at the station vectored fighter aircraft at the correct course and speed to intercept enemy aircraft using voice commands via ground-to-air radio.
SAGE System Transition
The transition of the manual GCI system to the automated SAGE system began with the installation of the FST-2 coordinate data transmitter and search radar upgrades. The FST-2 equipment digitized the radar returns and transmitted the digital returns to the SAGE direction center. Under the SAGE System, interceptor aircraft were directed to their targets by the direction center computers and controllers, greatly reducing the need for local controllers and equipment at every radar station.
The FST-2 was a very large digital system using vacuum tube technology. Over 6900 vacuum tubes were used in each FST-2 requiring 21 air-conditioned cabinets, 40 tons of air conditioning, 43.5 kva of prime power and usually a large new addition to the operations building. The FST-2B modification added two more cabinets but with newer solid state (transistor) technology to process coded responses from aircraft transponders.
SAGE System Operation
The site began operation as a SAGE site in 1960 initially feeding the Adair SAGE Direction Center DC-13. The search radar was upgraded to one FPS-67, one FPS-6 height-finder and one FPS-90 height-finder radar. In 1964 Red Bluff became a Joint Use FAA/ADC facility.
The Pentagon announced the closure of Red Bluff AFS and the deactivation of the 859th Radar Squadron on 5 March 1970. The official deactivation date was 30 Sep 1970. A small portion of the site was transferred to the FAA (see below). By the end of 1972, the remainder of the station was transferred to Tehama County, who developed it into Ridgeway County Park. The station's family housing annex was auctioned off to private parties.
In 1971, the GATR site and the operations portion of the main station, including the search radar tower and the operations building, were transferred to the FAA who continued to operate the FPS-67B search radar as part of the Joint Surveillance System (JSS) into the 1990s.
A FYQ-47 Common Digitizer was probably placed in service by February 1973 when the USAF/FAA FST-2 to FYQ-47 replacement program was completed. By 1990 the site was equipped with an FPS-67B search radar and a CD-2A Common Digitizer. The Red Bluff CD-2A was scheduled to receive an upgrade kit to implement three level weather data processing in June 1992.
Mode S Beacon System
The Red Bluff FAA Radar Site was selected in the 1990s to become one of 21 long-range radar sites to have a Mode S radar beacon system installed. The Mode S system allowed operation in the existing beacon modes but added features to improve beacon operation by allowing aircraft identification with a single interrogation and two-way digital communication between controllers and pilots.
Besides the 21 long-range sites, there were other short-range radars to be upgraded for a total of 137 sites on the implementation list. Red Bluff was #114 on the list, scheduled to receive the Mode S equipment on 28 Feb 1995. Installation required interfacing with the radar system, addition of a beacon antenna on top of the search radar antenna, a new larger radome, interfacing with the Common Digitizer (CD-2) if installed, additional communication lines and equipment.
The nationwide replacement program converting FAA legacy radar systems to the CARSR radar configuration was completed by 17 Aug 2015 and Red Bluff FAA Radar Site was a part of that program. Legacy FAA radars underwent a Service Life Extension Program (SLEP) that replaced key components in the vintage ARSR-1, ARSR-2, FPS-20, FPS-66 and FPS-67 radars. The CARSR program replaced legacy klystron radar transmitters with a solid-state transmitter as well as renovating the radar receiver and signal processor. The CARSR modification also included common digitizer functionality making a separate common digitizer unnecessary. The Red Bluff FAA Radar Site is now operating with the CARSR radar. At the time of the CARSR changeout, the legacy radar in place was still the FPS-67B and the CARSR conversion included a 1561 Antenna. The secondary radar for the site is the Mode S Beacon set.
The radar site data is now available to the USAF/NORAD Battle Control System-Fixed (BCS-F) operations centers (EADS & WADS) as well as the FAA Oakland ARTCC (ZOA) and adjacent ARTCCs. Other federal agencies have access to the data under the Homeland Security umbrella.
Red Bluff AFS was responsible for the maintenance of three remote unattended gap-filler radar sites. The unattended gap filler sites were placed in locations where the main search radar lacked coverage. These sites were equipped with short range FPS-14 or FPS-18 search radars and FST-1 Coordinate Data transmitters that sent digitized radar target data to a SAGE direction center and to the main radar site. Both the radar set and the FST-1 were dual channel to increase site up time. Maintenance teams were dispatched for regularly scheduled maintenance or when fault indicators on the FSW-1 remote monitoring equipment suggested the site had problems. The FSW-1 also allowed remote operation of specific functions such as channel changes for the radar and for the FST-1, it also allowed remote operation of the diesel generators at the gap filler site. The Red Bluff AFS gap-filler radars were located at Janesville, Whitmore, and Hayfork, all in California
The physical plant of the site was divided into the main site, a cantonment area, a housing area, and a radio site. The main site housed the operations buildings, the radar towers, and the backup generators. The cantonment area housed the enlisted barracks, the bachelor officer's quarters, the orderly room, the dining hall, the motor pool, and other support buildings. Apart from the main site was a small 16 unit housing area for married personnel and the Air Force leased an additional 20 homes in Red Bluff.
Recreational facilities included a small swimming pool, a baseball diamond, an NCO club, and a recreation hall/gym.
A separate radio site housed the radio equipment for directing aircraft intercepts. Like most early radar stations, Red Bluff originally had a radio transmitter site and a separate radio receiver site used by local controllers for voice direction of fighter interceptors to their targets. With the SAGE System, the SAGE Direction centers had the primary task of directing intercepts and the local radio sites were reconfigured, usually into a single site that was known as the Ground to Air Transmitter Receiver (GATR) site. The GATR site communicated with the interceptors from either the local site or the SAGE direction center via voice commands and/or a digital data link.
Abandoned as an Air Force Station. The old cantonment area is now Ridgeway park and the operations area is an FAA Radar Site. The housing area is in private hands and is a part of a larger housing complex. The GATR radio site is intact but repurposed.
The metal cantonment area buildings (Butler type buildings) were largely sold off and removed when the site transitioned to the FAA. The foundations remain for the most part. The old-style barracks buildings were totally removed with no remains. The firehouse and the recreation building remain in use.
Visited: 26 Aug 2017 |
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November 1, 2008
Warming having effect on national treasures
Researchers see rapid decline of species
November 1, 2008
From Walden Pond in Massachusetts to Yellowstone National Park in Wyoming, climate change has already begun to dramatically affect the flora and fauna of these American treasures, according to two studies in Monday's Proceedings of the National Academy of Sciences.
The studies show that the warming of the Earth's atmosphere over the past few decades has caused a loss of many of the flowers that Henry David Thoreau recorded in his book "Walden" and also has contributed to a decline in several species of native animals once common in Yellowstone.
Thoreau first recorded the plants and flowers of the Concord, Mass., area in 1854. Since then, Concord's average annual temperature has risen by about 4.3 degrees, and botanists have kept a consistent record of the region's flora.
Hardest hit are species that don't respond well to temperature increases, including buttercups, dogwoods, lilies, orchids, roses, and violets, says Harvard University biologist Charles Davis, lead author of the article.
Davis says that even though about 55 percent of all natural areas in Concord are undeveloped or remain well-protected, 27 percent of the species documented by Thoreau have been lost, while 36 percent exist in such low numbers that their local extinction may be imminent.
The research points to climate change as the sole culprit and that the loss of species won't be random. "Certain lineages ⊠are far more susceptible to decline under rapid climate change than others," Davis notes.
In Yellowstone, researchers report that climate change and the resulting droughts and lack of snowpack have caused four species of amphibians â including three species of frogs and one of salamander â to go into severe decline.
"Amphibians are a bellwether for environmental degradation, even in natural ecosystems such as Yellowstone ⊠where species have been actively protected longer than anywhere else on Earth," writes lead author Sarah McMenamin of Stanford University.
The findings are based on climate data going back 60 years and remote-sensing data from the past 20 years, she reports.
Climate change is again fingered as the sole cause. "There is no other reason for the regional aquifer to be drying up, at exactly the same time we're seeing this change in climate," she says.
McMenamin adds that "amphibian declines, population crashes and extinctions of entire amphibian species are becoming increasingly common."
Back to the News Headlines |
"When I approach a child, he inspires in me two sentiments; tenderness for what he is, and respect for what he may become."
â Louis Pasteur
Recently I had a conversation with the director of an early childhood program in a large urban school district. She expressed concern that there were three early childhood sites designated specifically to meet the needs of low-income students in the community, and that even though many local immigrant families qualified for enrollment, they didn't send their children to the school. She asked for my opinion on how the department and sites could better recruit immigrant families and enroll more English language learners (ELLs) who would benefit greatly from the program.
It occurred to me that although the benefits of preschool programs are well documented, particularly for ELLs, there are additional issues that must be taken into consideration in order to effectively recruit and meet the needs of immigrant families in early childhood education centers. These issues range from socioeconomic status and program access to culture and language.
Preparing ELLs for Success
Learn how to support ELLs' language and literacy development in preschool.
This article provides a brief overview of the some of the reasons why fewer than expected immigrant families are enrolling their children in preschool, and offers some tips for recruiting and supporting immigrant families in an early childhood education setting.
It must be noted that much of the research done on early childhood education and ELLs has focused on Hispanic families, since their children represent a significant majority of ELLs; however, many of the trends and challenges that affect Hispanic families affect other immigrant communities and students as well. The research that has thus far focused on ELLs of Hispanic origin can serve as a useful model for educators working with ELLs and immigrant families from all backgrounds.
Why is early childhood education so important for ELLs?
The ELL student population in the U.S. has grown dramatically in recent years, and is expected to continue that growth in upcoming decades. This means that the demand on educators and policymakers to create and sustain high-quality, effective preschool programs for ELLs will also continue to grow in communities around the country (Garcia and Gonzales, 2006).
These demographic shifts don't only affect preschools, however. The children who are now in preschool will soon move through the U.S. school system, and their ability to succeed in elementary, middle, and high school may in part depend on how effective their preschool programs were. Once these children become adults, they will find themselves playing an important role in and contributing to the U.S. society â politically, socially, culturally, and economically â and education will be one of the keys necessary for those former preschoolers to realize their full potential.
Even for children who speak English, a lack of access to early childhood education makes it hard for them to catch up in later years because they are always chasing a "moving target" as their peers continue to build on the academic knowledge they gained in preschool. For children who don't speak English, though, the gap is particularly hard to overcome, as evidenced by disparities in reading and math scores (National Assessment of Educational Progress, 2005, as cited in Laosa & Ainsworth, 2007) as well as lower graduation rates among Hispanics when compared with their peers of other ethnic backgrounds.
The good news, however, is that for those Hispanic children who do have access to early childhood education, the benefits are as strong as those for children of other backgrounds, and in some cases, are even stronger. According to Laosa & Ainsworth (2007),
"(W)hen afforded the opportunity to access high-quality preschool education, children of Hispanic descent make significant gains in learning and development, including areas such as vocabulary and letter knowledge that are strongly predictive of later reading successââ¬ÂŠIncreasing participation in high-quality programs is one effective public policy to address problems common among Hispanic youth." (p.10)
Quality pre-school programs that take into account the unique needs of ELLs provide a valuable opportunity to increase literacy skills and to build an educational foundation in order to reduce the gap that can start in kindergarten and continue through high school and into adulthood.
Preschool Enrollment Obstacles
The question, then, is how to get more ELL children enrolled in preschool programs? First, it is important to take a closer look at why many disadvantaged families of ELLs who may qualify for preschool programs may not enroll their children, even when they have a positive attitude towards early childhood education and would be willing to send their children to preschool (National Household Education Survey, 2005, as cited in Barnett & Yarosz, 2007).
When looking at preschool enrollment numbers of Hispanic children, for example, the lower numbers have often been interpreted as a lack of interest or even a "reluctance" on the part of Hispanic parents for their children to participate in early childhood education programs (Garcia and Gonzales, 2006). That perception doesn't reflect reality, however.
In 2006, the Tomás Rivera Policy Institute conducted a Latino public opinion survey of 1,000 Hispanic families in 10 states across the country about pre-kindergarten programs. The study found that:
- Ninety-five percent of the respondents thought that attending pre-kindergarten gives children an advantage in school over children who did not attend pre-kindergarten
- More than 96% of respondents said they would enroll their children in a free, voluntary pre-kindergarten program if it were available to them (Valencia, Pérez & Echeveste and Tomás Rivera Policy Institute, 2006).
So if the interest and recognition of value of early childhood education is so high among Hispanic parents, why are preschool enrollment numbers lower for Hispanic children compared with white and African-American children of the same age?
When asked for reasons they didn't enroll their children, participants in the Tomás Rivera Policy Institute study provided a number of reasons, including that they didn't know about the programs, they couldn't afford them, and because they didn't have the documents the program required (Valencia et al., 2006).
Numerous other researchers, too, have studied and documented the reasons why immigrant families who are interested in preschool education for their children don't enroll them. These include socioeconomic reasons, lack of access to quality programs and to information about programs, language and communication challenges, and different cultural expectations. Understanding these reasons can be an important step in increasing student enrollment in local early childhood education programs.
A number of socioeconomic and demographic factors have been shown to correlate with low rates of preschool enrollment and subsequent low academic achievement. These factors include:
- family income
- a mother's level of education
- parents' employment status (Matthews & Ewen, 2006)
For example, when the mother does not work outside the home, the family is less likely to look for a preschool arrangement (National Household Education Survey, 2001, as cited in Matthews & Ewen, 2006). Immigrants are also more likely to work in low-wage jobs with irregular schedules, making regular child care or program attendance difficult (Presser, 2003, as cited in Matthews & Ewen, 2006).
These factors can affect preschool participation in complex and significant ways for immigrant families whose socioeconomic and legal status may be in flux.
Lack of access to quality programs
Another factor affecting enrollment rates of immigrants in early childhood education programs is access to effective, affordable programs. The following complications can make a participation in an early childhood education program very difficult for many immigrant families:
- No early affordable childhood education program is available in the community
- A publicly funded program is available, but due to limited funding, it can't reach the entire target population it intends to serve (Laosa & Ainsworth, p. 9)
- A publicly funded program is available, but is not effective due to class size, a lack of preparation on the part of the teachers, and/or high teacher-to-child ratios (Garcia & Gonzalez, 2006, p. 10)
As a result, even if early childhood programs are targeting immigrant families, it does not guarantee that those families will enroll their children, and if the families do enroll, the children aren't guaranteed to gain the benefits from their early childhood education experience that they need if the program isn't effective.
Language and communication challenges
Language barriers not only affect children's success in preschool and later grades, but also parents' awareness of early childhood education programs in their neighborhood. Parents won't necessarily know about programs in their neighborhood if the school hasn't made an effort to reach them in their own language (Garcia & Gonzalez, 2006). Good communication in a common language is necessary for both sides of the school-family partnership to be effective partners, because language plays a part in all aspects of the relationship, including:
- recruiting families and informing parents about the program
- enrollment procedures such as filling out paperwork
- developing a positive, working relationship between parents and teachers (Garcia & Gonzalez, 2006)
Without access to communication in their language, parents won't learn about the programs that are available, and teachers won't be able to involve and engage parents in important issues related to their children.
Different cultural expectations
A wide range of cultural issues may also play a part in a family's decisions about preschool enrollment, whether the family is a new immigrant family or a family that has been in the U.S. for a longer time but is new to the early childhood education system of this country. Here are some points to remember:
Many parents may have had limited opportunities to attend primary school in their native country, and may not be aware of the importance and availability of preschool in the U.S.
Parents must focus on finding and maintaining stable housing and employment situations, enrolling older children in school, and attending various appointments (government, medical, financial, etc). The energy required to meet this demanding schedule may influence the families' decision as to whether or not to send a child to preschool.
For example, in some cultures, the mother may be the primary caretaker of the children, and is seen as responsible for the early childhood education of the children. This education could include character building, religious teaching, reinforcing cultural beliefs and appropriate behavior, or academic work. As a result, parents and teachers may have different, culturally-based definitions of early childhood education and parental involvement. (To learn more about a group of Latino parents' perspective on parental involvement, read "Understanding Latino Parental Involvement in Education" published by the Tomás Rivera Policy Institute.)
Immigrant parents may feel more inclined to send their child to a preschool where the staff speaks the home language and where there is evidence that the child's culture is included in the school environment and learning. If the parents do not have this connection they may not feel as trusting of the source of education and also be reluctant to entrust the preschool with the responsibility of educating their child.
- Immigrants come from many countries with a variety of educational systems and experiences.
- Immigrants and low-income parents often struggle with meeting day-to-day needs of their families.
- Early childhood education may mean different things in different cultures.
- The cultural relevance of the preschool curriculum and how the language and culture of students is integrated into the program may influence parents' decisions.
Every immigrant family is different. Even if a group of families has come from the same country or speaks the same language, the preschool programs need to reflect the diversity of their students and families. Educators and administrators who are interested in recruiting ELL preschool students can increase their own understanding of the families they are serving by spending time getting to know the families in the communities, discovering their needs, and developing the relationships necessary to provide support for families as they make the decision to send their child to preschool. The tips below provide some specific ideas for getting started.
Tips to Recruit Immigrant Families / Families of ELLs
The best way to recruit immigrant families is to take the time to learn about their needs and their cultures so that you can develop a trusting relationship. The following ideas all relate to building communication strategies that work for the families you are serving, and taking time to interact and get to know your potential students. Get bilingual staff and parent volunteers involved in these outreach efforts so that parents will feel more comfortable and will be able to ask questions.
Show your interest in meeting the needs of the families you are trying to target by learning more about their community, their culture, their educational experiences and expectations, and obstacles or challenges that may be preventing families from enrolling their children in your program. Is it a question of increasing publicity about the program in different languages? Affordability? Transportation and location? Program model and language of instruction? Differing ideas about early education? Even if you can't make major changes to address all of these challenges at once, getting to know your families well will allow you to make smaller changes that can make a big difference, and look plan strategically for bigger changes in the future.
Immigrant families often rely on these agencies for advice and referrals to resources. Invite the leaders of the community agency to visit your program and ask them for advice on how you can make the program more beneficial to their population. These leaders may also be a source of invaluable background information on the community they serve.
Offer information to parents describing the educational programs, language-learning models, or elements that focus on preserving students' culture at your school. Translate basic program information into as many languages as your center serves, if possible, so that parents can take the information home and review or share it as needed.
Find out how the local immigrant community gets their news. Many immigrant communities have radio stations or TV shows that broadcast news and advertisements in their native language. Even large Spanish-language networks such as Telemundo or Univision have many small affiliates throughout the country with a local newscast or community calendar. There may also be an ethnic newspaper such as the "Asian Times" that would target the immigrant audience more effectively. Mainstream techniques are rarely effective with immigrant populations, since they are not used to receiving information through flyers and general advertisements â especially if it's in a language they don't understand.
If immigrant parents and children come to the center and begin to feel comfortable in the environment and gain an understanding of what the program can offer their child, they will be more likely to enroll in the program. One idea is to have regular Open House sessions, and set aside a couple hours during the day when parents and children can join in the activities to see what it is like.
When I meet immigrant families who are choosing a school in my district and I ask them how they chose the school, they invariably answer that a cousin or friend has children at that school and recommended the program. You could ask the immigrant parents in your program if they would be willing to speak with a group of potential families and describe how the program has benefited their child. If your program has a fee, perhaps you could offer tuition reduction to parents who recruit new students.
- Make sure that your preschool program is prepared to meet the needs of immigrant students and families.
- Make a connection with local community agencies that serve specific immigrant populations.
- Make program information available in target languages.
- Advertise in the families' home languages.
- Have regular "open houses" or play dates.
- The most effective recruiters you have are immigrant parents who are already in the program.
Tips for Supporting Immigrant Families Once They Enroll
New immigrant families who have been through a lot of upheaval may still be trying to adjust to life in the U.S., and as a result, their children might need some extra support. Families who have lived in the U.S. for a long time may be enrolling their children in a preschool program for the first time, and may be very nervous or uncertain of how to proceed. Here are a few ideas that may help ease the transition into a formal academic program.
You can also set learning goals so you know you are meeting the expectations of the parents regarding their child's learning. This is also a good time to go over the expectations for calling in when their child is sick or won't be attending. Communication in the parent's first language is crucial; ask an interpreter to join the conversation if necessary. Give the family a phone number of a person they can talk to in their first language if they have any concerns as the year progresses.
Many of these children will be away from their mother and other family members who make up their safe community for the first time. They are at a school without that family and perhaps in an environment where they don't understand the language. This can be emotionally exhausting. If the child cries a lot when the mother is dropping them off, develop a strategy to ease the transition depending on the needs of the child. Comfort the mother as well since this is often stressful for her because she doesn't like to see her child suffer and may not be sure this is the best idea for her child.
Make sure the child knows about the quiet area so they can go there whenever they feel overwhelmed. You may need to allow for this even when you expect whole class participation, for example, to come together and hear a story. For an immigrant child who is overwhelmed by the language, the idea of sitting still to hear a story they don't understand may make them want to visit the quiet area instead. As the child gets more comfortable with the center, routine, and language, he will begin to spend less and less time there.
Remember that students may be coming from a different culture where different behaviors are expected. For example, some cultures eat with their hands, so students may not be familiar with silverware and how to use it. Some cultures see lots of activity as a sign of intelligence and the child may not understand why they are asked to sit quietly, and may not know how to do it effectively. Over time you will begin to see the cultural differences more clearly, and will know how to assist students with their adjustment to school.
Young children may benefit from having a "buddy." Whether this person is a specific teacher or another student who speaks the same language, make it clear that the student can go to that person anytime he feels anxious or need guidance.
- Have a meeting with the parents in order to discuss any questions or concerns they might have as their child starts at the school.
- Recognize that a new student may have a lot of fear during their first days at the school.
- Make check-in times during the day and allow for children to have some down time in a quiet area.
- Be very clear about behavior expectations and model correct behavior.
- A smile goes a long way towards providing comfort and in the first days and weeks of a child's preschool experience.
By actively engaging the parents in your community and establishing a relationship based on trust, respect, and common goals for the students, you will have a better chance of attracting the families you have the potential to serve to your program, and getting their children on track to a bright and successful future.
Head Start: Parent, Family, and Community Engagement
Many links to Head Start publications on a variety of topics such as infant nutrition, certificates of appreciation for parents, children's mental health, and developmental assessments. Many of the publications are downloadable and translated into Spanish.
Resources for Dual Language Learners
This Cultural and Linguistic Responsiveness Center website from the U.S. Department of Health and Human Services offers articles, tip sheets and other resources you can use to meet the needs of diverse populations and promote dual language learning, including information about Head Start and ELLs.
Georgetown University Center for Child and Human Development
The NCCC provides national leadership and contributes to the body of knowledge on cultural and linguistic competency within systems and organizations. Major emphasis is placed on translating evidence into policy and practice for programs and personnel concerned with health and mental health care delivery, administration, education and advocacy.
Mi Escuelita is a Texas-based early childhood program dedicated to teaching English and early learning skills to at-risk children of all cultures to help them prepare for a successful school experience.
A Place of Our Own is the companion Web site to the daily Californian television series "A Place of Our Own" (and "Los Niños en Su Casa" in Spanish). The Web site, along with the TV series and an outreach program, are directed toward child care providers and share ways to help children to acquire developmental skills, language, and literacy. On the Web site, information and episode resources are organized by key topics, such as Brain Development and Health & Safety.
Reading Rockets: Information on Preschool and Child Care
Information about effective preschool programs, what parents should look for in a preschool or child care setting, and early child education.
This archived website offers resources for Pre-K advocates, policymakers, business and community leaders, educators, and family.
Pre-K Now Article: Pre-K and Latinos*
"Pre-K and Latinos: The Foundation for America's Future."
Center for Law and Social Policy: Report on Early Education and Immigrant Families*
"Reaching All Children? Understanding Early Care and Education Participation Among Immigrant Families."
This section of the National Institute for Early Education Research website offers many research articles on early education and ELL students. The site also has reviews of preschool programs that have demonstrated success with ELL students.
NIEER: Research Policy Brief on Preschool*
"Who Goes to Preschool and Why Does It Matter?"
NIEER: Research Policy Brief on School Preparation*
"Is Public Pre-K Preparing Hispanic Children to Succeed in School?"
A program designed to encourage reading in families and increase children's exposure to literature. Doctors and nurses are trained to read with parents and children at check-ups and then books are given to the family. Lists local programs and information on literacy resources.
Emergency and Community Health Outreach
Multilingual resources on health and safety resources, languages include English, Hmong, Somali, Spanish, Vietnamese and Cambodian. |
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As the much-awaited rains bring some respite from the scorching summer, there is also an increased susceptibility to a lot of diseases that are common during the season. The onset of monsoon after the hot summer makes people prone to a host of diseases. Following are the diseases you need to watch out for during this rainy season:
Malaria: Malaria can occur during the monsoon season. It transmits among humans through the female Anopheles mosquito. Since water-logging is a typical problem during the monsoon season in India, it serves as a breeding ground for the mosquitoes.
Prevention against malaria: Since this disease is spread by mosquitoes, it becomes important to keep mosquitoes from breeding in and around your living area. Also, the use of mosquito repellents and nets can prevent you from getting the disease. Additionally, wearing full-sleeved clothes while going out during the monsoon season can also protect you against the disease.
For those travelling to endemic regions of malaria, it is important to consult with your doctor for prophylactic antimalarial medication.
Complications of malaria
One of the major complications related to malaria is cerebral malaria, also known as coma or altered mental status, or multiple seizures. Cerebral malaria is the most common cause of death among malaria patients. If left untreated, this complication can be lethal. Other complications of infection include:
- renal failure
- respiratory symptoms such as pulmonary edema, respiratory distress, etc.
- severe anaemia
Dengue: Dengue is caused by a family of viruses that are spread by mosquitoes. It is transmitted by what is known as the tiger mosquito (Aedes aegypti), which has black and white stripes. It usually bites early in the morning or at dawn.
Prevention against dengue: As it is spread via mosquitoes, one should wear a strong insect repellent containing DEET (common name of N, N-Diethyl-m-toluamide, a powerful mosquito repellent) to prevent getting bitten. It is important to note that the dengue mosquito usually bites in the day time and breeds in clean, fresh water. So any water accumulation should be avoided. Using bed nets while sleeping is also another effective measure against mosquito bite.
Complications of dengue
A few individuals who have dengue fever can, sometimes, develop a more serious form of the disease known as dengue hemorrhagic fever. The risk factors for developing dengue hemorrhagic fever include:
- having antibodies to dengue virus from a previous infection
- Being under the age of 12
- weakened immune system
Chikungunya: Chikungunya is very similar to dengue fever. It also spreads by the bite of an infected mosquito. Chikungunya may not be fatal in nature, but it is highly painful and traumatising.
Prevention against chikungunya: The most effective way to avoid infection from chikungunya virus is to prevent mosquito bites. Using insect repellent, wearing long-sleeved shirts and pants, treating clothing and gear, and controlling mosquitoes indoors and outdoors are some of the ways in preventing chikungunya.
Complications of chikungunya
Complications in chikungunya can include:
- Inflammation of the layer in the eye between the inner retina and the outer fibrous layer composed of the sclera and cornea
- Inflammation of the retina
- Inflammation of the heart muscle
- Inflammation of the liver
- Inflammation of the kidneys
- Inflammation of the membranes of the brain and adjoining cerebral tissue
- Inflammation of the spinal cord
Typhoid: Typhoid is usually caused by contaminated food and water. It is considered as a highly infectious monsoon-related disease. It is caused by water or food contaminated with the bacteria Salmonella typhi and Salmonella paratyphi.
Prevention against typhoid: Typhoid fever occurs frequently in places with poor sanitation and a lack of safe drinking water. Access to clean and safe drinking water, adequate sanitation and hygiene and typhoid vaccination are a few effective ways in preventing typhoid fever.
WIDAL test and complete blood count can be done to look at the white blood cell levels, and also stool cultures should be done for more conclusive results.
Complications of typhoid
Complications in typhoid fever occur in people who havenât been treated with appropriate antibiotics or there is delayed treatment. In such instances, about 1 in 10 people experience complications usually during the third week of infection.
The two most common complications in typhoid fever are:
- internal bleeding in the digestive system
- perforation of a section of the digestive system or bowel
Hepatitis A: hepatitis A is a highly infectious liver disease caused by the hepatitis A virus. It is a waterborne viral infection, and is generally caused by contaminated drinking water or food. Eating fruits, vegetables, or other food items that were contaminated during handling can cause the spread of infection.
Prevention against hepatitis A: One of the best ways to protect against Hepatitis A, is practicing good hygiene, including washing hands frequently. Vaccines are available for people most at risk.
Complications of hepatitis A
In rare cases, hepatitis A can lead to acute liver failure. This complication is common among older adults and people who already have chronic liver disease. Even in cases of liver failure, a full recovery is likely.
Influenza (Cold and Flu): It is one of the most common conditions during the monsoon season. It is highly contagious due
Prevention against influenza: The best way to prevent cold and flu is to have a healthy, balanced and nutritious diet regularly, which develops the immune system of the body and improves the body resistance. Also, anti-flu vaccines are given for susceptible patients and are recommended yearly.
Complications of influenza
Influenza complications include:
- Sinus infections
- Ear infections
- Worsening of chronic medical conditions such as asthma, diabetes, and heart disease
So this monsoon gear up, and be prepared to shield yourself against these health problems. A little care and awareness are all it takes. If you still face any of the above-mentioned complications, be sure to consult top-quality doctors on the Mfine app â the minute you need to. Download the app and take charge of your health today. |
November 9, 2006
Lesson 5: Stressed and Unstressed /a/, Self-Checkout at the Supermarket
There is a tendency for almost every vowel in unstressed syllables in English to turn into what is called a "schwa." It is the sound like "uh". Listen, for example the "e" in "delivery." When learning Spanish, one of the great challenges is to stop saying "uh." It's nada not naduh! However, in Portuguese, Brazilians also pronounce unstressed /a/ as a schwa. You see, all this time you thought you had bad Spanish and you really just have good Portuguese. As to the cultural situation in this lesson, both Michelle and Valdo had to get used to the self-checkout lines at the supermarket.
Download (right-click): tafalado_05.mp3 (MP3, 9:30, 6.52 MB)
COERLL Dept of Spanish and Portuguese UT Austin Contact: firstname.lastname@example.org |
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Yesterday (April 19, 2017), an asteroid over a kilometer across flew safely past the Earth. It was the largest asteroid to pass us in over a decade (the last one was Toutatis in 2004), and there are no known asteroids that size that will get as close for another decade.
The asteroid is called 2014 JO25, and it glided by us at a distance of about 1.8 million kilometers. Thatâs 4.5 times the distance to the Moon, so this wasnât exactly a close shave, and we were never in any danger. However, this is technically called a near-Earth asteroid, and the name is pretty self-explanatory. Itâs wise to keep an eye on it. Happily, this is the closest to us JO25 will get for at least 500 years.
Even more happily, such a close encounter gave astronomers a fantastic opportunity to observe it. When asteroids get this close, itâs possible to use the Arecibo radio telescope in Puerto Rico to ping them with radar pulses. By carefully timing how long the pulses take to hit the asteroid and reflect back to the dish (and how the pulses have changed wavelength), a lot of information about the rock can be gleaned: Its size, its shape, and even its rotation (Emily Lakdawalla at The Planetary Society has a great article on how this is done).
It turns out JO25 is very, very interesting: Itâs double-lobed! In fact, it bears a striking resemblance to the comet 67/P Churyumov-Gerasimenko, the one the Rosetta spacecraft recently orbited for several years. The astronomers at NASAâs Jet Propulsion Lab used the radar imagery to make this amazing video:
Several comets and asteroids have this bowling-pin (or rubber ducky) shaped structure, so whatever shapes them this way is obviously something that happens pretty often. Itâs thought that a slow speed collision between two smaller bodies can cause them to stick together; the impact slows their relative motion, then their mutual gravity causes a second collision to form the final shape. Itâs also possible that sunlight can cause a single body to spin faster over time, which can rip a fragile object into pieces. These then rejoin via gravity to form the double-lobed structure.
However JO25 formed, itâs smaller than 67/P, but still pretty beefy: The small lobe is about 640 meters across, and the big one 670. Together, the whole thing is 1.3 kilometers along the long axis (67/P is over 4 kilometers across). The images show itâs spinning about once every five hours.
These sorts of studies are very important. We need to know as much as we can about near-Earth asteroids, because some of them are what are called Potentially Hazardous Asteroids, meaning they get close enough to Earth to threaten us with an impact. For an asteroid big enough, that would be bad. The rock that burned up over Chelyabinsk, Russia, in 2013 was 19 meters across, and it exploded with the force of a half million tons of TNT âthatâs on the lower end of a nuclear bomb-sized detonation. While no one was killed, a thousand people were injured by flying glass when the shock wave from the impact made its way down to the ground and blew out building windows all across the city.
And that was a small rock that didnât even hit the ground. JO25 has roughly 50,000 â 75,000 times the mass of the Chelyabinsk asteroid (remember, volume increases with the cube of the radius), and would therefore have a comparably larger impact. Iâm glad it wonât hit us!
But there are other asteroids out there, and so the more we know about them the better. Are they solid chunks, or riddled with fractures? Are they iron, or rocky, or a mix? Are they irregularly shaped, or bi-lobed, do they have moons, are they spinning rapidly or not at all, or even tumbling as they orbit the Sun?
All of these questions are important if we see one coming that has us in its crosshairs. At this time, we donât have a plan in place to deflect one should that occur, but people are working on this idea. We need to understand everything we can about these asteroids in case we ever need to implement such a plan. New studies indicate we get a Chelyabinsk-sized event somewhere on Earth every 25 years or so (most occur over water, the poles, or uninhabited areas). Bigger impacts are more rare, but if we do nothing, they will occur.
We know there are no dinosaur-killer-sized rocks out there that could hit us any time within the next century or so. But it doesnât take an asteroid or comet that big to do a lot of damage. So, right here, we have a case where science âspecifically, astronomy and rocket scienceâ can quite literally save the human race. Iâm all for that. |
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Musculoskeletal disorders, or MSDs, are a common result of repetitive actions, poor posture, and sustained activities that contribute to physical problems, like sitting, reaching, or standing. These harmful motions and positions are often a result of workplace conditions that require employees to adopt these movements for hours at a time, day after day. As an employer, itâs your responsibility to prevent these problems at the source. This may mean monitoring repetitive and stressful behaviors, assigning varied tasks and break periods to diminish the threat, or designing ergonomic workspaces that accommodate the natural motions of the muscles and joints.
The Canadian Centre for Occupational Health and Safety defines work-related MSDs as injuries resulting from sustained stressful and repetitive motions, not injuries that result from sudden acute strain, impact, or trauma. These disorders (also called by several other names, including repetitive stress injuries, repetitive strain injuries, and overuse disorder) are divided into three categories: muscle injury, tendon injury, and nerve injury.
Treatment and management
Most work-related MSDs are not disabling or life threatening if theyâre recognized early enough for effective intervention. Symptoms usually include fatigue, aches, numbness, or swelling or burning sensations in the affected area, and treatments usually involve any combination of rest, therapeutic exercises and the application of heat and cold. Sometimes medication or surgery may be necessary to correct a severe problem.
Prevention of MSDs
The most important treatmentâespecially from a management standpointâinvolves prevention. Managers and operations experts should keep the threat of MSDs in mind while designing workspaces and assigning tasks. At the same time, a few simple moves can keep the problem at bay.
Rotate and enrich tasks to keep employees active in a variety of ways on both sides of the body. Shift tasks as many times as possible during a single shift, and use teamwork to enrich the environment and shift activities throughout the day.
Rethink workplace design. Keep the tools required by one task located close to the tools required for a related task or concurrent task. Organize and store frequently used items in areas that are naturally and easily accessible. Adjust lighting, temperature and floor plans as necessary to prevent strain and repetitive motion.
Invest in tools and equipment with ergonomic designs that reflect and respect the natural motions of the user. For example, lift trucks with environmental sensors and advanced signaling that prevent users from twisting to look backwards, and control panels that limit the need for awkward reaching. For more on the benefits of ergonomic reaching and lifting equipment, contact the materials handling experts at Liftow. |
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- Consists of selected letters and documents by and about members of the Lee family of Virginia. The Lee family is a historically significant Virginia political family, whose many prominent members are known for their accomplishments in politics and the military. They are descended from the Lees of Shropshire, England, and became prominent in colonial America when Colonel Richard Lee emigrated to Virginia and made his fortune in tobacco. Members of the family represented in this collection include Francis Lightfoot Lee (1734â1797) and Richard Henry Lee (1732â1794), both signers of the Declaration of Independence, Henry "Light-Horse Harry" Lee (1756-1818), and, most famously, Robert E. Lee (1807â1870), commander of the Confederate armies in the American Civil War.
Held at: Princeton University Library: Manuscripts Division [Contact Us] |
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×תש××¢× ××š× ×××¢×¥ - ×ש×× ×"× ×"×...... in the multitude of counselors there is safety. (Proverbs 11:14)
Recording: David Ben-Gurion announces the establishment of the State of Israel
Eretz Israel (the Land of Israel) was the birthplace of the Jewish people. Here their spiritual, religious, and political identity was shaped. Here they first attained statehood, created cultural values of national and universal significance and gave to the world the eternal Book of Books.
The Israeli flag
The flag of the State of Israel is based on the design of the Jewish prayer shawl (tallit), with a blue Shield of David (Magen David).
Emblem of Israel The official emblem of the State of Israel is a candelabrum (menorah), whose shape is said to be derived from the seven-branched moriah, a plant known since antiquity. The olive branches on either side represent Israel's yearning for peace.
The Golden Menorah (a seven-branched candelabrum) was a major ritual object in King Solomon's Temple in ancient Jerusalem. Through the ages it has served as a symbol of Jewish heritage and tradition in countless places and in a variety of forms. |
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