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Online CoursesChallenging Behaviour > Continence Promotion > CoSHH >
Classroom CoursesModule 1-Classroom courses > Module 2- Classroom Courses > Module 3-Classroom Courses >
Medication,Infection and Role of Care Worker-NOCN Level 2 (module 2)-(£120 per Person)
Medication,Infection and Role of Care Worker-NOCN Level 2 (module 2)
National Qualification in Supporting People with a Learning Disability.
This is an induction course for those wishing to get a National Qualification in Supporting People with a Learning Disability.
It is suitable for those working with Vulnerable Adults and Children.
-Role of a care worker
Module's Record of Competence
- Legislations governing the prescribing, dispensing, administering, storage and disposal of medication.
- Medication policy
- Classifications of medication
- Types of medication
- Different routes/methods of administering medication.
- Safe practice of medication.
- Checking, Recording & keeping receipts of medication.
- Medication Administration record sheet
- Noting and reporting changes to individuals.
- Adverse reactions to medication.
- Checking of Contra/indications whilst giving individual homely remedies.
- Importance of medication audits
- Safe disposal of medication.
- Supporting individuals who are self administering medication.
Role of a care worker.
- Roles & responsibilitiesCare activities
- Relevant policies and procedures
- Code of practice
- Working in partnership with others.
- Worker relationship/ maintaining professional boundaries.
- Recording individual care plans.
Food Safety and Infection Control.
- Legislations governing infection control
- Effective hand washing & hygiene
- Use of protective clothing.
- Cleaning of spillages.
- Safe handling of specimens
- Safe disposal of clinical waste.
- Safe storage of food.
- Washing of infected laundry, equipments & instruments.
- Notifiable diseases- E.g. MRSA, tuberculosis, Scabies, head lice etc.
Written Description and Case study
Please choose a centre/date:
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Wednesday, January 8, 2020
How to Practice Intentional Writing
Have you ever seen the Christmas Spectacular starring the Radio City Rockettes in New York City? We have had the pleasure of watching it several times over the last decade. One thing that amazes me is that every time we have seen the Rockettes perform, each number is spot on. Each performer is right where she should be. They dance or sing in time with the music. I've never seen a mistake... and, believe me, at this point I look for one.
As a former dancer, I appreciate and stand in awe of the amount of practice the Rockettes dedicate themselves to in order to pull off such an outstanding performance multiple times a day for two months. And, while dancing might come naturally to these performers, just like any athlete, certain moves or numbers may present challenges. Dance, like any sport, requires intentional practice.
Just like a dancer, writers can also be intentional with their craft. But, what does that mean, and why is it important?
Devise a plan to help you succeed
It's easy to just plop into your chair for 15 minutes and write something. It's not always easy to discipline yourself to do it regularly. It's also not likely you will go from writing sporadically to writing regularly as quick as snapping your fingers. Figure out a plan that works for your schedule to encourage you to write regularly. For example, the first week you could write with a prompt for two days. The second week you could write with a prompt for three days. The following week you could complete a short story over four days, and so on, until you create that regular habit of sitting down to write on a consistent basis.
Hone your craft
Just like a dancer practices over and again until she is satisfied with her performance, writers can be intentional about honing their craft. Choose a skill you wish to improve. You'll find plenty of online resources to help. You can also read a book on the subject or take a class. Then put what you learned to work by writing. A beta reader or an editor can help you gauge your progress.
Eliminate distractions
You can be intentional about eliminating distractions, too. How stellar of a performance would you expect from a dancer who stops in the middle of practice each time her cellphone rings? Trust me, it won't be pretty.
I'll be honest, this area is my largest struggle. Social media, household chores, and a litany of other things drag me away from writing all the time. Identify what distracts you and reduce or eliminate those distractions. Some days, I simply have to pick up my laptop and drive to a place without Wi-Fi so I can focus on writing.
When you sit down to list your 2020 writing goals, consider what you want your writing career to look like by the end of December. Approaching the new year with well thought out intentions will help you succeed.
 1. You make excellent points. Writers must be intentional if they are to be successful. Thanks for sharing.
 2. Terrific advice, thank you! I, too, struggle with daily household things dragging me away from writing. It is an ongoing area of focus.
 3. I am glad you found this information helpful.
 4. Cheryl, great analogy. My daughters bring my grandsons to the Christmas Spectacular at Radio City each year. Being intentional in writing for authors is crucial to success. Thanks for sharing.


Henri de France
Ti Wikipédia, énsiklopédia bébas
Luncat ka: pituduh, sungsi
Henri Georges de France (7 September 1911 Paris29 April 1986 Paris) nyaeta saurang pelopor nu nimukeun televisi Pernncis. Timuannana kaasup 819 line French standard, sistim kelir SECAM, sarta di satukangeun standar definisi luhur HD-MAC.
Panneau travaux.png Artikel ieu keur dikeureuyeuh, ditarjamahkeun tina basa Inggris.
Bantosanna diantos kanggo narjamahkeun.
On December 6, 1931, De France founded the Compagnie Générale de Télévision in Le Havre, making television sets with a vertical definition of 60 lines. In February 1932, De France made several transmissions over a distance of 7km from the "Radio-Normandie" station in Fécamp. These signals were received by a few people located at over 100km away. In October 1932, he achieved a definition of 120 lines. In 1956 he patented the SECAM color television system. On October 1, 1967 at 2:15pm CET, la deuxième chaîne switched from black and white to color using SECAM.
De France is interred at Jarnac, the same town where former president François Mitterrand is buried.
The public passage near France Télévisions buildings in Paris is named Esplanade Henri de France.
Nuvola apps ksim.png


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Hugo RiemannArticle Free Pass
Hugo Riemann, (born July 18, 1849, near Sondershausen, Schwarzburg-Sondershausen—died July 10, 1919, Leipzig), German musicologist whose works on music harmony are considered to have been the foundation of modern music theory.
Riemann's early musical training was in piano and theory, and he later studied law, philosophy, and history before returning to his musical studies at the Leipzig Conservatory. Riemann obtained his Ph.D. at Göttingen in 1873 and was then active as a conductor and teacher at Bielefeld until 1878, when he became a lecturer on music at the University of Leipzig. During 1880–81 he taught at Bromberg, then at the Hamburg Conservatory until 1890. He returned to the Sondershausen Conservatory for a short time, then taught at the Wiesbaden Conservatory until 1895, when he resumed his lectures at Leipzig. In 1905 he was made a full professor there and three years later he was appointed director of the newly organized Collegium Musicum, a musicological institute created by him. In 1914 he also founded and became the director of the Forschungsinstitut für Musikwissenschaft.
Riemann's immense output covers every aspect of musical scholarship and is a monument to his enormous intellect. He is perhaps best known for his Musiklexikon (1882), which was reprinted in many subsequent editions.
What made you want to look up "Hugo Riemann"? Please share what surprised you most...

source: HuggingFaceFW/fineweb-edu


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Positioning colloids at the surfaces of cholesteric liquid crystal droplets
Büküşoğlu, Emre
Wang, Xiaoguang
Zhou, Ye
A. Martinez-Gonzalez, Jose
Rahimi, Mohammad
Wang, Qi
de Pablo, Juan Jose
Abbott, Nicholas L
We report on the internal configurations of aqueous dispersions of droplets of cholesteric liquid crystals (LCs; 5-50 mu m-in-diameter; comprised of 4-cyano-4'-pentylbiphenyl and 4-(1-methylheptyloxycarbonyl)-phenyl-4-hexyloxybenzoate) and their influence on the positioning of surface-adsorbed colloids (0.2 or 1 mm-in-diameter polystyrene (PS)). When N = 2D/P was less than 4, where D is the droplet diameter and P is the cholesteric pitch, the droplets adopted a twisted bipolar structure (TBS) and colloids were observed to assume positions at either the poles or equator of the droplets. A statistical analysis of the distribution of locations of the colloids revealed a potential well of depth 2.7 k(B)T near the equator, a conclusion that was supported by computer simulations performed via the minimization of the Landau-de Gennes free energy (well depth of 7 k(B)T from simulation). In contrast, for N > 4, a majority of the droplets exhibited a radial spherical structure (RSS) characterized by a pair of closely spaced surface defects (angle of separation with respect to the center of the droplet theta < 5 degrees) connected by a disclination winding to/from the droplet center, which led to the positioning of pairs of colloids with well-defined spacing at these surface defects. The separation of the pairs of surface-adsorbed colloids was colloid size-dependent, ranging from 1.11 +/- 0.04 mu m for 1 mu m-in-diameter colloids to 1.7 +/- 0.2 mu m for 200 nm-in-diameter colloids. We also observed long-lived metastable configurations in which the two surface point defects were separated by much larger distances (corresponding to populations with angles of theta = 20 +/- 10 degrees and 85 +/- 101 with respect to the center), and observed these pairs of defects to also position pairs of colloids. A third configuration, the diametrical spherical structure (DSS) was also observed. Consistent with the predictions of computer simulations, we found experimentally that the DSS is indeed composed of disconnected defect rings positioned along the diameter of the droplet. Overall, these results reveal that the rich palette of defects exhibited by confined cholesteric LC systems (equilibrium and metastable) provide the basis of a versatile class of templates that enable the surface positioning of colloids in ways that are not possible with achiral LC droplets.


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Carrick House - Standing on the shore, with superb
views over Calf Sound, the house was built in the early 17th century.
It became famous as the penultimate scene of a latter day pirate drama
in 1725, when 'Pirate Gow' was captured by the owner of
Carrick, James Fea, and surrendered to the authorities.
Cliffs of the Red Head - Red sandstone cliffs with
panoramic views of the North Isles and Fair Isle. Puffins, Razorbills,
Kittiwakes and Shags can be seen nesting here.
Prehistoric House and Ancient Field Boundaries - Some
of the best preserved field boundaries in Orkney sweeping round a large
unexcavated prehistoric house containing a saddle-quern, a stone for
Watermill - Home-built water wheel used to drive
a small croft mill.
Vinquoy Hill Chambered Cairn - This restored tomb
consists of a central chamber with four small compartments.
Huntersquoy Chambered Tomb - This tomb has two
chambers one above the other, reached by separate passages. The upper
chamber is largely gone but the lower chamber is still intact, but
is normally full of water. The only other example similar to this cairn
is Taversoe Tuick on Rousay.
Braeside Chambered Tomb - The roof of this tomb
has been removed and its centre dug out but the internal layout can
be made out
Fold of Setter - A Bronze Age enclosure, possibly
used for livestock.
Stone of Setter - Probably the finest prehistoric
single standing stone in Orkney, still covered in a selection of lichens.
The tallest monolith in Orkney at over 15 feet high and is sited between
the Bay of Calf Sound and Mill Loch. It resembles a giant hand but
local lore has it, that it was put there by the local laird.
Mill Loch - This loch supports numerous pairs of
Red-Throated Divers, one of the densest concentrations of this species
in the British Isles. Please use bird hide provided.
Estate Mill - Once used to grind corn for the island.
Chambered Tombs - Two well-preserved chambered
tombs. Most interesting visible aspects are the horns or spur-walls
which extend out from the corners.
Mussetter & Doomy Sands - Behind the dunes,
you can find Birds Foot Trefoil. An excellent beach.
Burnt Mounds - Two large hillocks of burnt stones
- possibly an ancient cooking station dating from the Bronze Age (1500-500
BC). These burnt mounds indicate a considerable population at that
Whitemaw and Flaughton Hill - This area is a sub-mountain
heath supporting Orkney's only regular breeding Whimbrel.
Castle of Stackel Brae - A small Norse castle dating
from the 12th or 13th centuries which may well be concealing a multiperiod
settlement site. All that can be seen on the surface is a large green
Muckle Green Holm - Also know in Norse as the island
of Hellisey where Viking Sweyn Asleifsson hid in a cave to escape his
pursuers, is best known for the large number of Grey Seals which pup
here in autumn.
Faray - This small island between Eday and Westray
was last inhabited in 1946. In common with other small uninhabited
islands, there is a great feeling of space and peace. Faray has an
interesting coast with geos, caves and a sandy beach at the south
Grey Head & Calf of Eday - The Calf of Eday
supports 32 species of breeding birds.
Saltworks - The ruins of 17th century saltworks
is one of the best surviving examples in the UK. These works are thought
to have begun operating in the 1630s and this is an interesting early
attempt at industrialisation of an ancient process.
Stalled Cairn - A long cairn containing two chambers
of different periods.
Iron Age Houses - The main house was a large roundhouse
with radial internal divisions and dates from the Early Iron Age. the
last few centuries BC.
Chambered Tombs - Two chambered tombs of the Bookan
type, the first built into the hillside. The second is complete except
for the hole in the roof through which it was entered in 1855.
Cormorant Colony - An important Cormorant colony
with over 100 nests.
Blett Studio - Hand spun yarn, knitwear and gift
London Airport -Situated near the Bay of London,
this airport isn't quite so busy as Heathrow or Gatwick!
Sui Generis - Fine furniture designer and maker.
Information Board -Ferry departs from here, also
pier car park


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Meteo France has just placed five departments in the Paris region, including the Seine-et-Marne, which is on alert in the heat wave.
A heat wave is expected in France this week.
In Ile-de-France, temperatures are high in Paris-Petite Couronne and Seine-et-Marne. The maximum temperatures recorded this Sunday 23rd June at 3pm are 30 ° C in the Luxembourg Garden, 29 ° C in Nemours, and 28 ° C in Paris-Montsouris and Fontainebleau.
Not less than 19 ° C at night
The rise of hot air from the Sahara will generate, this afternoon, a continuous rise in maximum temperatures. The maximum temperatures will first be between 32 and 35 ° C. They will reach mid-week up to 38 to 40 ° C in the warmest of the episode.
The nights will also be warm with temperatures that will not drop below 18 or 19 ° C.
In this context, Paris and Seine-et-Marne were placed in an orange alert.
Here are the tips of Meteo France:
- If you feel unwell or have a problem with your behaviour, call a doctor.
- If you need help call the town hall.
- If you have elderly, chronically ill or isolated people around you, check with them or visit them twice a day. Join them in a cool place.
- During the day, close shutters, curtains and windows. Air at night.
- Use a fan and/or air conditioning if you have one. Otherwise try to go to a cool or air-conditioned place (supermarkets, cinemas …) two to three hours a day.
- Wet the body several times a day with a mist, a washcloth or taking showers or baths.
- Adults and children: drink plenty of water, elderly people: drink 1.5L of water a day and eat normally.
- Do not go out at the hottest hours (11am to 9pm).
- If you must go out, wear a hat and light clothing.
- Limit your physical activities.

source: openbmb/Ultra-FineWeb


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Loyola MBA Requirements
Requirements for Loyola University's Quinlan School of Business
Admission requirements vary from one business school to another. Most recognized business schools, like Loyola University Chicago, have specific criteria. Maintaining the right balance of qualified students maximizes the overall learning experience. The Graduate Management Admission Test (GMAT), Graduate Record Examination (GRE), details of professional experience, and English language proficiency for international students are common prerequisites. Loyola asks for:
- Letters of recommendation: Requirements for Loyola's Quinlan School of Business include two letters of recommendation either from a professional or academic source. This sheds light on the applicant's professional or academic experience as accomplishments, work ethics, collaborative skills, and career goals are detailed.
- Resume: Work experience, awards, career growth, and goals provide valuable insight into an applicant's managerial and leadership capabilities and ambitions. Extracurricular and service activities show initiative and community involvement.
- Statement of Purpose: We are interested in knowing your motivation for wanting an MBA or specialty master's degree and why you have chosen our business school. We want to make sure your ethics, capabilities, standards, and vision are in line with our philosophy.
Meeting Requirements Takes Careful Preparation
MBA and specialty master's requirements are not just a mere formality. Top-ranking schools such as Quinlan screen every submission meticulously. The admission committee consists of experienced reviewers who are looking for students that are serious about advancing their careers. The following are steps you should take when planning to submit an application for admission:
- List out all the requirements (GMAT or GRE, application form, personal essay, recommendations, transcripts, etc.) so that you don't miss anything.
- Prepare for the GMAT or GRE, the higher your scores, the better your chances of acceptance.
- Write a compelling Statement of Purpose highlighting your professional interests, accomplishments, career plans, and learning goals.
- Get letters of recommendation from people who know you well as they will be able to provide all the important details about your achievements and character.
- Submit your application on time. Punctuality and respect for deadlines are important parts of any management and leadership position.


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Contents - Previous - Next
This is the old United Nations University website. Visit the new site at _URL_
Effects of breakfast on classroom behaviour in rural Jamaican schoolchildren
Susan M. Chang, Susan P. Walker, John Himes, and Sally M. Grantham-McGregor
The effects of giving breakfast on classroom behaviour were examined in 57 undernourished (<= - 1 SD weight-for-age) and 56 adequately nourished (>-I SD weight-forage) children, selected from four rural Jamaican schools. Using a time-sampling method of observation, the children's behaviour was observed twice, once after receiving breakfast and once after receiving a piece of fruit. The impact of breakfast varied among the schools but not between nutritional groups. In the school that was best equipped and organized, the children were more attentive (p <.005) and moved less (p <.05) when they received breakfast than when they had no breakfast. In the other three schools there was no improvement; in two of these schools, the children were less on task when given breakfast (p <.02 and p <.01), and they talked more in one school (p <.05). This suggests that school breakfast may only benefit children's behaviour in the presence of satisfactory classroom infrastructure.
The academic achievement levels of schoolchildren in developing countries are far lower than those of children in industrialized countries. There is increasing concern that children's poor health and nutrition may detrimentally affect their ability to learn in school and subsequently lead to low achievement levels [2, 3]. In particular, undernutrition and poor dietary intakes have been found to be associated with poor attainment levels in several studies. Many countries have implemented school feeding programmes in the expectation that the children's school performance will benefit. However, few programmes have been evaluated. Early studies often lacked scientific rigour, but more recent studies indicate that benefits to school achievement and increased school attendance may occur.
There are various mechanisms by which school meals may affect children's school learning and behaviour. It has been theorized that the consumption of meals may meet the specific nutrient needs of the child. For example, if the meals provide iron, the achievement of iron-deficient children may improve [9,10]. Meals may also improve the children's nutritional status, especially in those who were previously malnourished. Numerous studies have shown that school-aged children who had protein-energy malnutrition in early childhood have poor IQ levels and school achievement and greater behavioural problems than children who were not malnourished. There is also increasing evidence that missing breakfast or fasting has negative effects on children's cognition [12,13]. The results of these studies imply that by providing meals to these children the effects of short-term hunger would be reduced. Further, in a small school trial we have shown benefits of breakfast to children's arithmetic scores even though their nutritional status did not improve. This suggests that the benefits may have been due to the relief of hunger.
The outcome variables of most school feeding evaluations have been school achievement, school attendance, dietary intake, and nutritional status measured by anthropometry. Spending sufficient time on task is an essential part of successful learning. It is possible that paying more attention to task and other improvements in classroom behaviour may mediate the benefits of school meals on achievement. Associations have been found between teachers' ratings of children's attention-restlessness and interest-participation in the first year of school and their school grades and test performance in later years. There is, however, little information concerning the extent to which classroom behaviour is affected by providing school meals.
In two early studies, Laird and colleagues and Keister found that mid-morning snacks reduced children's negative behaviour in the classroom. Unfortunately the behaviours were poorly defined. Benton and colleagues found that children who were given a glucose drink were more attentive and showed fewer signs of frustration in an experimental task. However, the results may not be the same in the classroom situation. All three studies were conducted in developed countries, and the findings may be different in children in developing countries, who are more likely to be undernourished.
There is some evidence that the classroom behaviour of undernourished children differs from that of adequately nourished children. In two studies [19, 20] teachers reported that children who had been severely malnourished in early childhood had shorter attention spans and were more distracted and restless than matched controls.
Teachers' assessments may be biased by the children's appearance, socio-economic status, and school grades. A more valid picture of the children's behaviour is obtained by direct observation. Sigman and colleagues [21 ] in Kenya observed that girls with better dietary intake were more attentive in class than girls with poorer intakes. In contrast, in Egypt boys with higher iron intake were observed to be more off task in the classroom. Associations between behaviour and nutritional status may, however, be confounded by poverty. For example, children from impoverished homes may behave differently in school because of their poor environment rather than their poor nutritional status. It is easier to infer causal relationships from nutritional interventions. In a recent report, McDonald and colleagues found that Kenyan children became more off task during a famine. However, other stressors may have played a role. We are unaware of any studies of the effects of school meals on children's classroom behaviour in developing countries.
In the present study we compared the short-term effects of providing school breakfast on the cognitive function and classroom behaviour of undernourished and adequately nourished children. We previously reported that the verbal fluency performance of the undernourished children improved when they received breakfast, but that the performance of the adequately nourished children was not affected. In this paper we report observations of classroom behaviour in a subsample of the children. We hypothesized that the children's behaviour would improve when they had breakfast: specifically, that they would spend more time on task, talk less to their classmates, participate more in teaching activities, and move less around the classroom.
The study was conducted in four government primary schools (SV, AR, GH, and Ml) situated in a remote mountainous area of Jamaica. They were within 15 kilometers of each other and served similar poor farming communities. These schools were chosen because reliable transport was generally unavailable and many of the children had to walk some distance to school. Therefore it is likely that even those children who had breakfast at home would be hungry on arrival at school. In addition, at least 25% of the children had weights below -1 SD of the National Center for Health Statistics (NCHS) references. There is limited evidence suggesting that children in rural schools are more likely to benefit from school feeding. In Jamaica most children are enrolled in school, but attendance is often irregular.
For the study of the children's cognitive functions, two groups of children aged 8 to 11 years were identified from grades 3 and 4 from the four schools. One hundred children, consisting of all those whose weights-for-age were equal to or less than -1 SD of the NCHS references, formed the undernourished group. This definition of undernutrition was the lowest at which we could identify sufficient children. However, most of the children were only mildly undernourished. The children were generally not wasted. Twenty-one percent of the children in the undernourished group had body mass index (BMI) values below the 5th percentile of reference values, and their low weight-for-age was primarily due to low height-for-age. For each undernourished child, an adequately nourished child (weight-forage greater than -1 SD of the NCHS reference) of the same sex was selected from the class. To avoid missing data, only children who had attended school for at least 50% of the days in the previous term were enrolled in the study. One child with an obvious physical impairment and those children whose academic abilities were reported by their teachers to be substantially delayed were excluded. For the observation of classroom behaviour, a subsample of 60 children from each group was selected from the original sample.
Our main interest was in the time the children spent paying attention to school work (on task). However, during the pilot phase we observed that the tasks given to the children were of short duration and sometimes more than one task was set in the same class. We therefore structured the situations in each class to facilitate collecting sufficient data to determine differences between children. The teachers were asked to actively teach the children for two 30-minute sessions in the morning and to set them two tasks, either from the blackboard or their textbooks, that required them to work independently for 30 minutes each. No other instructions were given, and the teachers chose the topic and method of teaching. Extending the duration of the tasks may have somewhat modified the children's behaviour, but this is unlikely because neither the type of task set nor the teaching style was changed. The crossover design of the study meant that the children were exposed to the same classroom situations whether or not they had breakfast.
The schedule was 30 minutes of teaching, which usually began around 9 a.m., followed by 30 minutes of a set task. The schedule was then repeated. Each morning, two subjects were observed at the same time to prevent the observer from constantly looking at one child. It also allowed for the children's behaviour to be observed over a longer period of time. A time-sampling method of observation was used. One subject was observed during a 10-second period, and the child's behaviour was recorded in the following 10 seconds on pre-coded sheets. The behaviour of the second subject was then observed and recorded. Each child was therefore observed for 180 10-second periods each morning, half the periods during teaching and half during set task situations. They were observed on two days when they had breakfast and on two


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Reconstructing the Late Glacial Environmental History of Brown's Lake Bog
by Clint Bailey
My Senior Independent Study, beginning in the fall of 2002, is an attempt to reconstruct the environmental history of Brown's Lake Bog, an area 20 miles south of Wooster, Ohio. Research for this project began in the summer of 2002 as part of the Keck Ohio research experience for undergraduate Geology students.
Figure 1. Working at Brown's Lake Bog
Figures 2 and 3. Driving the coring apparatus into the ground and extracting the sediment
Figure 4. One meter of sediment ready for analysis
|Peat is a fiberous organic substance
made of vegetation in various states of decomposition.
Interval: 3 to 9.2m
|Gyttja is a dark organic material
similar to peat, but less fiberous and more compact.
Interval: 9.2 to 9.8m
|Silt is a medium brown to grey
fine grain sediment, silt is refered to as mottled when
it shows certain textures of discoloration.
Interval: 9.8 to 12.3m
|Diamicton is composed of silt,
sand, and larger pebbles. Diamicton in a glacial environment
is refered to as till.
Interval: 12.3 to 12.35m
The sediments from Brown's Lake Bog represent environmental change since the last glacial period in Ohio. The variety in the materials shown above indicate that Brown's Lake Bog has been a vaslty different depositional environment over this time. Several studies such as Shane and Anderson (1993) have isolated as many as four significant periods of climate and biological change in northeast Ohio and throughout the Midwest. The challenge of this study is to compare the information yielded from sediments at Brown's Lake Bog to these other studies.
Shane, L.C.K. and Anderson, K.H. (1993). Intensity, gradients and reversals in late glacial environmental change in east-central North America. Quaternary Science Reviews, 12, 307-320.
Yu, Z. and Wright Jr., H.E. (2001). Response of interior North America to abrupt climate oscillations in the North Atlantic region during the last deglaciation. Earth-Science Reviews, 52, 333-369.
An article about Keck Ohio from the University of Cincinnati.
Pictures from the Keck Ohio group and our trip to the Canadian Rockies.


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Your house rabbit needs to have a good diet to stay healthy and live a long life. Here's how you can give your bunny the best and most nutritious food.
- 1Give your rabbit plenty of hay. Hay is the most important part of your rabbit's diet, since it provides lots of fiber to aid digestion. A grass hay such as timothy should be available at all times, allowing the rabbit to eat as much as he or she wants. You can add a variety of hays to encourage more hay consumption. Blue, Brome, Rye, Fescue,Orchard,Timothy can make an tasty blend. Alfalfa can also be offered as an occasional treat to adult rabbits, and should be the primary hay given to babies.
- 2Offer leafy greens once a day. Try to give your bunny two to three different kinds of greens daily. Look for greens that are dark in color,like dandelion, chicory, parsley, romaine lettuce and cilantro are just a few to choose from. Buy organic when possible. Wash the greens thoroughly before giving them to the rabbit. You should give your adult rabbit roughly two cups of greens per five pounds of body weight every day. You can begin offering greens at 12 weeks, but go slow. Offer one kind at a time to prevent stomach upset.
- 3Supplement your rabbit's diet with a good quality pellet. Contrary to popular belief, pellets are in fact the least important part of a healthy rabbit diet. Note: Even when you are planning on changing your bunny to a healthier pellet, do so gradually, mixing in more of the new with the old over a months time. This will prevent serious digestive upsets. Feed your adult rabbits a small amount of pellets daily, about 1/4 cup for every five pounds of body weight. Babies that are weaned should have unlimited alfalfa based pellets.
- 4Keep your rabbit supplied with fresh water. Like all animals, rabbits need fresh water. You can use a heavy bowl or a water bottle. Some rabbits prefer one over the other. A water bottle may need to be changed less frequently than a bowl, which can easily collect rabbit hair and other pollutants. Either will need to be changed and cleaned regularly. A stuck nozzle or broken water bottle can easily go unnoticed. Make sure to do a quick daily check of your water bottle. A simple push of your finger on the nozzle will help ensure it is working properly.
- 5Occasionally, feed your rabbit small amounts of healthy treats. Small slices of carrot, banana, apple or a few cheerios make good treats. A couple of raisins is another fun snack. Treats should make up only a tiny portion of your rabbit's diet. For bunnies with extra sensitive digestive systems, use mint, basil and rosemary as a healthy sugarless treat.
- When you give your rabbit a new vegetable for the first time, wait at least a week before introducing another new veggie. That way, if your rabbit has any digestive issues, you can easily identify the culprit and remove it from your rabbit's diet.
- Rabbits are ALWAYS eating, so if they stop, its time to alert a vet.
- Look for hay at animal feed stores or pet supply-only stores. It's frequently cheaper and of better quality than hay you may find at big chain pet stores. If you have the room, a bale of hay is very economical and will feed your bunny for quite a while. You can keep hay for up to a year if you store it in a cool dry dark place. Hay needs to breath to stay fresh. Do not store hay in sealed plastic bins or bags. A cardboard box is perfect as it still allows enough air flow and prevents mold.
- Consult with a vet knowledgeable about rabbits before making major changes to your rabbit's diet.
- Bunnies also love treats, but it still has to be good for their health.
- Some good greens choices are green leaf lettuce, red leaf lettuce, romaine, mustard greens, kale, parsley, dandelion greens, and collard greens.
- If you feed rabbits dandelion, be prepared to notice lots of poo afterwards.
- Coriander leaves are one of the favorite foods of a rabbit.
- Try to avoid manufactured rabbit treats as they can be very unhealthy. Fruits such as rockmelon can be used instead.
- Steer clear of light watery greens, such as iceberg lettuce. These can give your rabbit loose stool and cause digestive ailments.
- Talk to your vet if you have any questions about your rabbit's diet or if you notice any changes from the norm in your rabbit's dietary habits.
- Avoid pellet mixes with nuts, seeds, and colored pieces. These are rabbit junk food and can do serious damage to your rabbit's health.
- Make sure your rabbit only gets 1/4 of a cup of pellets per 6 pounds of body weight.
- If you give your rabbit lettuce, don't do it too much. It must be in moderation.
- They also really like cherry or other stone fruit tree branches and bamboo leaves.
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Attipas Baby Shoes: Your Questions Answered
You want to know the facts, so we've compiled a list of frequently asked questions about Attipas baby shoes. See below the top five questions our subscribers and customers ask us:
1. What are Attipas shoes?
Attipas shoes are the premium choice of baby shoes in Australia. They are lightweight, breathable and support first steps. Attipas shoes are based on 7 years of research from the Seoul University in South Korea and are endorsed by Australian podiatrists. Multi-award winning, Attipas are recommended by 98% of Australian parents.
2. Are Attipas shoes good?
Yes, Attipas shoes are fantastic and have hundreds of 5-star reviews! Their lightweight and flexible design mimics barefoot walking, allowing babies to learn to walk in the most natural way possible. Attipas have a big toe box which means babies toes are also not cramped or impeded while learning to walk. Attipas also have a superior, non-slip grip, giving babies confidence as they learn to walk.
What are Attipas shoes?
3. How do you wash Attipas shoes?
Attipas shoes can be washed in the washing machine at a maximum temperate of 30c. You can wash Attipas shoes with your regular washing loads in similar colours. Avoid using hot water on Attipas shoes. Attipas can also be hand washed if preferred by gently washing with laundry liquid and water in the laundry tub. Gently shake and squeeze excess water off Attipas shoes and avoid twisting to preserve their shape. Always air-dry your Attipas shoes after washing (avoid the dryer).
4. How do you clean Attipas shoes?
As Attipas shoes are fully machine washable to 30c there is no need for complex scrubbing routines or finicky toothbrush work. Simply put your Attipas baby shoes in a netted laundry bag and throw them in the washing machine with your regular loads. Click here to see a short video on how to care for your Attipas baby shoes. If you have minor scuff marks on the toes you can use gentle cleaners such as Jiff or Gumption to remove these.
Attipas on washing line
5. Do you wear socks with Attipas shoes?
During the colder months, some parents choose to put a pair of socks under their baby's Attipas shoes to keep them warmer. However, wearing socks under Attipas shoes is not required as Attipas shoes are fully lined with a sock. Socks under Attipas shoes may also assist with thickening the shoes while babies grow, if they are slightly too big.
6. What sizes do Attipas shoes come in?
Attipas shoes are sized from 3.5 US (6-12 months) to 9 US (3 year+). We always recommend measuring from our easy size guide before purchase. You can watch how to measure, or download a copy of the size guide here.
Attipas baby shoes sizes
7. Does my baby need to wear insoles with Attipas baby shoes?
Insoles are not required when wearing Attipas baby shoes but do provide extra comfort for your baby. Wearing insoles is a personal choice for parents. If you do decide to use insoles, we recommend using Acti-fit insoles which have been especially designed to fit inside Attipas baby shoes.
8. Can Attipas shoes go in the water?
Attipas baby shoes can absolutely get wet and this is the one of their greatest features. Many parents choose to wear them to the beach, in mud or dirt or on wet grass, knowing their babies' feet are protected. After getting Attipas baby shoes wet, machine wash them back to new. Attipas also launched aqua shoes in 2020, which are made from a quick drying fabric with SPF 50+.
Aqua shoes for babies


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Chloramines are a group formed by the mixing of chlorine and ammonia. Chloramine is a disinfectant and is added to the drinking water in measured amounts. The chloramine removal process is completely safe for drinking purposes because the amounts of chlorine and ammonia are added under strict monitoring. That specific type of chloramine is termed monochloramine. This article, discusses how to remove chloramine from tap water and make it fit for drinking.
Effects of Chloramine on human health
Water containing chloramine can have the following effects on human health:
- Chloramine can lead to respiratory problems and can worsen them.
- It also damages lung damage. The lungs of a person who inhales chloramine are similar to that of a chain smoker.
- When chloramine comes in contact with the blood, it mixes the hemoglobin and affects proper blood circulation.
- Chloramine is not able to destroy the pathogens in the water. Thus, the chances of getting various diseases increase.
- Chloramine can also cause other health-related issues including sinus congestion, asthma, and shortness of breath.
Effective Ways to Remove Chloramine from Tap Water
Listed below are some of the common and effective methods to remove chloramine from tap water:
The most common and simple method that is mostly used in homes is boiling the water. Boiling the water for 20 minutes helps remove chlorine, chloramine, and ammonia from the water. This proves that chloramine is not a long-lasting chemical and easily evaporates on boiling.
For this purpose, boilers are installed which boil the water for a certain time, and hence, the tap water is free of chloramine.
Although this process is fast, a lot of energy is required for boiling water for good 20 minutes.
2. Chemical Mixing
Certain chemicals help eliminate chloramine from water. Potassium metabisulfite and sodium formaldehyde bisulfite are commonly used for the neutralization of chloramine. A single Campden tablet is sufficient to remove chloramine from approximately 20 gallons of water.
This process of removing chloramine is easy and time-saving. Once the tablet is completely dissolved, the water is free from chloramine. One drawback about this method is the odor of these chemicals is very strong and irritating. It causes an uneasy feeling when smelt directly.
Charcoal or carbon filters are also used for the removal of chloramine from water. The carbon filters remove the chlorine from chloramine. After passing through the carbon filters, the Reverse Osmosis filter is used to eliminate the ammonia, and hence, water, free from chloramine is obtained.
Reverse Osmosis cannot be used alone, as this process is not suitable for water containing chlorine. This process works fast and is used for the removal of both, chlorine and chloramine.
However, this process is a bit expensive as compared to other methods as the filters are costly and do not last more than 6 months. The frequent replacement of the filters is not pocket-friendly. Also, water has to be passed over the new charcoal filters for some time to get rid of the carbon dust. If this is not done, carbon fines are mixed into the water, requiring further more purification methods to eliminate them.
4. Vitamin C
Another method for chloramine removal is by neutralizing it by adding vitamin C. Most commonly, Ascorbic acid is used. this a new method for chlorine and chloramine neutralization. Also, Ascorbic acid is a weak acid and does not cause any harm.
A 1000 mg tablet of Vitamin V is added to a large-sized bathtub. Also, Vitamin C is always considered good for skin so, it can be safely used in baths and showers.
5. UV Light
This is another effective method that is used for removing chloramine from water. The UV Filters can help break down the chlorine and chloramine from water and is an easy method. However, UV lights are not available easily and are a little difficult to find.
Once you get a UV light, you can expose the water to it and that is it. Water exposed to the UV light for longer traces has minimum chlorine and chloramine traces compared to the water exposed for a lesser period of time.
This method is very beneficial as it does not require any chemical mixing and removes chlorine and chloramine both at the same time.
However, UV lights are quite expensive and this process of water purification is not at all budget-friendly. Also, extra precautions should be taken when using UV light as it can cause skin burns, premature aging, and spots.
6. Berkey Water Purification System
The Berkey Water Purifiers are another great way of eliminating chloramine from water. This method is effective in removing chloramine and chlorine and clears the water from parasites, heavy metals, and viruses.
The system works in a great manner and does not remove the essential minerals hence, can easily be used for drinking and cooking as well. the system is easy to maintain and does not require any electricity or water pressure to function.
Getting a Berkey Water Purification system is also easy and quick. Another great thing that you would love to know is that this system comes at a very reasonable price and is not heavy on pocket like other water purification methods.
The only drawback of this system is that it requires deep cleaning every few weeks. But, this is acceptable keeping in mind that you are getting the best-purified water at such an economical price.
Although tap water with very little chloramine does not require mandatory purification, still some people look for various ways to get it purified. It also depends on the amount of chlorine and chloramine in the water.
Water containing high chloramine and other contaminants needs to be purified as it can cause many severe health problems. These were the commonly-used methods for water purification. Keeping in mind your requirement, any of the methods can be opted for getting chloramine-free tap water.


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How to measure your cat?
Each cat is unique in size, select the size with the closest measurements. To ensure accurate measurements, make sure that your cat is standing properly, not sitting or lying down. Use the size chart below as a guide. We recommend using a fabric measuring tape when determining your cat's measurements and allow some leeway to ensure a comfortable fit. If you do not have a fabric measuring tape, use a shoelace or any other string and measure it up against a ruler.
1. Chest: measure the widest part of the chest, which is usually 1-2 inches or 3-5 centimeters behind his/her front legs.
2. Length: measure along his/her backbone from the base of the neck to the base of his/her tail.
3. Weight: if you do not know the weight of your cat, weigh yourself holding and not holding your cat. Subtract the numbers, and now you have your cats weight.


text: What does an Aerospace Engineer actually "do"? Q1: What does an Aerospace/Aeronautical engineer actually do? I've done some research spread out over the last few weeks (Wikipedia, etc) and I've discovered it's a pretty broad topic (Fluid Dynamics, Astrodynamics, Propulsion, etc). It seems like that's a lot more then one person can learn in a life time. So what does an aerospace engineer do? Do they specialize in one area of the broad range of topics involved, like say, propulsion? And then what do they do with that knowledge? Do they build and study different methods of propulsion? [If that makes sense..] Q2: When studying to be an aerospace engineer, how and what do they study? Is it hands on experience, and if it is what is it (example please)? Q3: This is random but do they teach aerospace engineers how to program/is it a requirement?


$19.95 / £16.99
Published (US):
Nov 3, 2020
Published (UK):
Dec 8, 2020
5.25 x 8 in.
46 b/w illus.
Buy This
Love, Money, and Parenting investigates how economic forces shape how parents raise their children. In countries with increasing economic inequality, parents push harder to ensure their children have a path to security and success. In the United States, this force has transformed the hands-off parenting of the 60s and 70s into a frantic, overscheduled activity. Growing inequality has also resulted in an increasing "parenting gap" between richer and poorer families, raising the disturbing prospect of diminished social mobility. Drawing from the experiences of countries of high and low economic inequality, Matthias Doepke and Fabrizio Zilibotti discuss how changes to public policy can contribute to the ideal of equal opportunity for all.
Awards and Recognition
 - A Fatherly Top Ten Best Parenting Book of the Decade
 - A Choice Outstanding Academic Title of the Year


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New resource available for Argentine blueberry industry
Researchers are helping fill in the information gap for the relatively new Argentine blueberry industry.
With the aim of bringing Argentine producers, technicians and managers a practical tool to diagnose blueberry diseases, researchers from Universidad Nacional de Tucumán (UNT) have developed the Spanish-language book "Diseases in Blueberry Cultivation: A Manual for Recognition."
In a conversation with _URL_, author Silvia Hongn commented that the book is not intended to make up for a scientific void but to fill in the gap of practical tools identify blueberry diseases.
"The research is a result of practical application. The information from the book is based in that spirit," said Hongn from the UNT Department of Plant Pathology in the College of Agriculture and Animal Husbandry.
The book has over 200 photographs, representing the biotic and abiotic disorders studied by the working group in plantations from Tucumán, Salta, Entre Rios and Buenos Aires.
"Every disease is described with signs and symptoms, which will be useful to the producer or technician. There is also a description of the fungus because the idea was also to collaborate with those diagnostic laboratories," she said.
The researcher explained that blueberry diseases present with different characteristics depending on the area of cultivation.
"We had a lot of information on diseases primarily from various U.S. states, but they were more for guidance. You could not apply that information directly to our problem," she said.
"The disease impact is different from the information we have from there (U.S.). We must bear in mind that development in Tucumán is sustained by incorporating new varieties developed in Georgia and Florida, which in North America were the last areas incorporated into blueberry production.
"We are working with such varieties, patented varieties that have been slowly replacing the varieties we started with in the late 90′s. So we don't have many terms of comparison because the only literature that has some parallels is generated in Georgia and Florida.
"Here diseases have formed that are not described elsewhere in the world where blueberries are cultivated," the researcher explained.
This occurrence stems, in some cases, from the inability to access information relating to certain diseases and in other cases, correct interpretation is made difficult from using results generated under different production systems.
A book with history
Hongn detailed the book's long history. UNT began to study phytosanitary problems during the first Tucumán planting and has continued to comprehensively address the development of diseases.
"We got the first blueberry sample in '98-'99 and at that time, we knew nothing about blueberries or even what the fruit was like. It caught my attention and I paid a lot of attention to the diagnosis and that was received by the producer. So I was invited to run through the first farm in Tucuman," she said.
"There we began to take the first steps, getting involved with the crop. Beginning in 2002, we started to make systematic checks on all farms established in the province and I became enormously involved with the issue because there was so much to be done," she added.
Since then, Hongn has been consistently working on the issue and in that time, producers have shown great interest in the progress made.
"Thanks to the support of producers, we were able to form a collaborative team and work on the area," she said, a fact that added to the personal motivation of the researchers in the field.


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In the course of South Australia's history innumerable objects have been produced, used and either kept or discarded. A small number of them are memorable in some way, are directly associated with important people or events, or have otherwise had a significant impact on the State's development. They can now be regarded as 'State Treasures'. Some of them, such as the first General Motors Holden car produced in Adelaide in 1949, or Charles Hill's painting of the Proclamation at Glenelg, are held by major collecting institutions such as History SA or the Art Gallery of SA. Many others are managed by local museums or other community groups. PHA (SA) members have written about some of these 'State Treasures'. A selection is entered on this site.
The small collection presented here are by members of the PHA. They are all drawn from Community History, the house magazine of what was then the History Trust of South Australia. The decision to reprint the articles here is a further effort to publicise the items and to give further attention to the concept. There are other articles in the series in Community History written by authors who are not members of the PHA.
The articles republished here appear with the kind permission of History SA (_URL_).
Photo: Timber jinker, Burra, built in 1851 by coachbuilder Mr Coulls of Hindley Street Adelaide, and used to transport the two largest beam engines used at the Burra mines – Schneider's and Morphett's. The Schneider engine was hauled by a record 72 bullocks from Port Adelaide to Burra, with the journey taking two weeks.


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In order for students to understand S.E. Hinton's novel The Outsiders completely, they must understand the music of the time and how it relates to the novel's main characters. In the novel, different groups of characters emerge and Hinton distinguishes these groups by associating them with musicians of the time. She realtes The Beatles to the Socs, Elvis Presley to the Greasers, and Hank Williams, Sr. to a rougher subculture of Greasers. Unfortunately, many students are not familiar enough with these early popular music artists to grasp Hinton's use of them in her novel. Therefore, in this lesson, students will gain an understanding of these and other musicians and how they relate to the novel's themes of forbidden love, friendship, and social ostracism.
Students will be able to:
- Recognize themes in The Outsiders and popular music.
- Recognize social ostracism in their own lives.
- Recognize different genres of popular music.
This lesson is designed for middle school students (seventh and eighth grade) reading S.E. Hinton's novel The Outsiders. However, it could be used with younger or older students reading a similar text.
In order to promote healthy class discussion, this lesson should be completed in roughly three fifty-minute class periods.
The lyrics and recordings of selected recordings; copies of S.E. Hinton's novel The Outsiders; a modified version of Paul Friedlander's Rock Window*
For this lesson to be most effective, students should have read nearly half of the novel. At that point, they will be able to recognize the themes of forbidden love, friendship, and social ostracism. Biographical information from the Rock and Roll HaIl of Fame website (_URL_) should be shared on Elvis Presley, The Beatles, Hank Williams, Sr., Bob Dylan, and The Who. Also, the phrase "social ostracism" should be defined and discussed with students.
- "Heartbreak Hotel": Discuss this song using the modified Rock Window. Discuss how this song relates to the theme of forbidden love in The Outsiders, specifically concerning Cherry and Ponyboy. Discuss why the Greasers might relate to Elvis Presley.
- "You've Got to Hide Your Love Away": Discuss this song using the modified Rock Window. Discuss how this song might relate to the theme of forbidden love in The Outsiders, specifically concerning Cherry and Ponyboy. Discuss why the Socs might relate to The Beatles.
- "I'm So Lonesome, I Could Cry": Discuss this song using the modified Rock Window. Discuss how this song might relate to the theme of social ostracism in The Outsiders, specifically concerning the Greasers. Discuss why the Greasers might relate to Hank Williams, Sr.
- "Two of Us": Discuss this song using the modified Rock Window. Discuss how this song might relate to the theme of friendship in The Outsiders, specifically concerning Ponyboy and Johnny.
- "A Hard Rain's A-Gonna Fall": Discuss this song using the modified Rock Window. Discuss this song in relation to The Outsiders. Would the Socs or the Greasers relate to this song?
- "My Generation": Discuss this song using the modified Rock Window. Discuss this song in relation to The Outsiders. Would the Socs or the Greasers relate to this song?
In small groups, students are to select three modern songs. One of these three songs must relate to the theme of forbidden love, another to the theme of social ostracism, and a third to the theme of friendship. Lyrics to these songs are to be submitted with an essay explaining how the songs relate to the themes and to The Outsiders. If class time is available, students could present their songs and rationale to the class.
"Heartbreak Hotel" recorded by Elvis Presley (Elvis Presley the Number One Hits, RCA, 1987) written by Axton, Durden, and Presley, Sony/ATV Songs LLC (Tree).
"You've Got to Hide Your Love Away" recorded by The Beatles (Help!, Capitol,1965). Written by Lennon and McCartney, EMI UNART Catalog, Inc.; Sony/ATV Songs LLC (Maclen SP).
"I'm So Lonesome, I Could Cry" recorded by Hank Williams, Sr. (20 of Hank Williams Greatest Hits, Mercury, 1997). Written by Hank Williams, Acuff Rose Music, Inc./ Hiriam Music.
"Two of Us" recorded by The Beatles (Let It Be, Capitol, 1970) written by Lennon and McCartney, Sony/ATV Songs LLC (Maclen SP).
"A Hard Rain's A-Gonna Fall" recorded by Bob Dylan (The Freewheelin', Columbia, 1963) written by Dylan.
"My Generation" recorded by The Who (Who's Better, Who's Best, MCA, 1988) written by Peter Townshend and Dennis Blandfo, Devon Music Inc., Fabulous Music Ltd., Westminster Music Ltd.
Rock and Roll: A Social History by Paul Friedlander
Rock and Roll: An Unruly History by Robert Palmer
Grand Rapids, MI
Modified Rock Window
a. Ensemble: What instruments are present?
b. Rhythmic Emphasis: What is the dominant beat? What instrument or instruments carry this beat?
c. Vocal Style: What words would you use to describe the vocal delivery?
d. Instrumental Solo: Is there an instrumental solo? If so, what instrument?
a. What are the song's major themes? Does it tell a story?
b. Is there an explicit or underlying political or cultural message?
III ARTIST'S HISTORY
What are the important elements of the artist's personal history and career that enhance your understanding of the music?
IV SOCIETAL CONTEXT
How did the surrounding political and cultural climates influence the artists and their work?
Which elements of the artist's live performances and public actions or behavior provide us with a clearer understanding of the music itself?
**A "rock window" is a concept for analyzing popular music in context. To engage your students in looking at popular music through a rock window, have your students describe the following for one song or performance: song title, date recorded/performed, artist(s), background of artist, topic of lyrics, formal/stylistic musical characteristics, formal/stylistic characteristics of lyrics, central message of the song lyrics, historical context at time of recording/performance, connection of song to issues at time of recording/performance. It may be useful to create a chart or worksheet to assist students in examining the song and its contexts in a step-by-step fashion.


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Kenya 's Indigenous Forests: Status, Management and Conservation
30 June 1995 | Downloads - publication
Wass, Peter, ed.
IUCN, Forest Conservation Programme ; United Kingdom, Overseas Development Administration
The IUCN Forest Conservation Programme ; no.019
Gland : IUCN, 1995. xi, 204p., maps.
The result of the work of the Kenya Indigenous Forest Conservation programme, this report provides a summary of the existing information about Kenya's indigenous forests. Covers geographical background; assessment of the biodiversity, environmental services, and wood products functions and values; population pressures; utilisation; economic value; policy; legislation; management guidelines and criteria for management planning of such forests.
Note: Includes 14 appendices with lists of endangered bird and mammal species, of trees, of forested protected areas, reports prepared under the KIFCON Programme (Kenya Indigenous Forest Conservation Programme). Includes bibliographic references


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Completing the Census is as important as ever! Most residents received an access code in mid-March. If you do not have your code, you may input your address on the official Census website or call a questionnaire assistance phone number to complete your form.
_TAG_ by completing your 2020 Census form online, over the phone or by mail. Visit my2020census.gov to complete your Census today.
Why is the City supporting the 2020 Census?
Every ten years the Census Bureau counts the entire population of the country and at the location where each person usually lives. The census also collects demographic information such as group living situations, sex, age and race of each person. The City of Arvada has a vested interest in achieving an accurate and complete census because the results:
- Determine how many seats each state will have in the U.S. House of Representatives
- Affect the distribution of over $675 billion in federal and state funding each year
- Are used to draw political districts
- Inform City master planning, public safety, emergency preparedness and other City projects. Residents use the census to support community initiatives
New in 2020
In 2020, the Census Bureau will implement new technology to make it easier than ever to respond to the census. For the first time, you will be able to respond online and by phone. For those who do not have internet access, a paper form will be made available. And, your information is confidential and safe.
Notifications from Census Bureau
- Mid-March 2020: Mailing 1: Letter with info to fill out the Census form online or by telephone (the majority of people will get this) or Letter + Paper form (20–25% of people based on demographic characteristics and Internet connectivity of a geographic area will receive this).
- Late March 2020: Mailing 2: Reminder letter to non-respondents.
- Late March/early April 2020: Mailing 3: Postcard to non-respondents.
- April 2020: Mailing 4: Letter + questionnaire to non-respondents.
- April 2020: Mailing 5: "It's not too late" postcard to non-respondents.
Self Response/Census-Assisted Response
- March–July 2020: Conduct Internet and telephone self-response, including non-ID processing.
- March–July 2020: Conduct Census questionnaire assistance.
- March–August 2020: Conduct paper data capture.
- May–July 2020: Non-response follow-up: Census enumerators visit addresses that did not complete a Census questionnaire to collect information at the door.
- May–July 2020: Conduct non-response follow-up re-interview.
- Dec. 31, 2020: The Census director delivers apportionment counts to the President.
- April 2021: Publish Prototype P.L. 94-171 Data and Geographic Products..
- March 2021: The Census Bureau completes delivery of redistricting counts to the states.
- Main Telephone Number: _PHONE_
- Email: Lead Community Connector Rachel Saccardi: _EMAIL_
- Mailing Address: 8101 Ralston Road, Arvada, CO 80002


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Lion's Pride Playground
Riverdale Ave. bet. Van Sinderen Ave. and Snediker Ave.
Directions via Google Maps
Lion's Pride Playground - House Sparrows in New York City Parks
If you look around Lion's Pride Playground, you will probably see house sparrows (Passer domesticus). This small, brown bird has a black bib (throat). Only 200 years ago, there were no house sparrows on the entire continent of North America. Today, it is estimated that there are over 150 million. The dramatic rise of the house sparrow in New York City and throughout North America can be attributed to 19th century industrialization and human manipulation of the environment.
There are conflicting rumors about why the sparrow was first brought to the United States. Some attribute its arrival to a group of well-read people who tried to introduce the birds mentioned in William Shakespeare's plays into the United States. Others believe that a single man imported the sparrow from England because he wanted to be reminded of home. Most people, however, agree that the house sparrow was brought to the United States because it was an attractive bird that could also control the growing insect populations of the time.
To accommodate the burgeoning human population of the city during the first half of the 19th century, much of the natural landscape was cleared away to make room for new housing and commercial developments. This extensive industrialization drove out many of New York City's native species, disturbing the natural balance of predator and prey. Insect infestations of trees and other plants became a major problem. Having heard that the house sparrows of European cities helped to control insect infestations, a group of New Yorkers imported eight pairs from England in 1850 and released them into the city. They survived for a time, but died before they were able to breed.
Soon afterward, Nicholas Pike, the director of the Brooklyn Institute, traveled to Liverpool, England to collect more sparrows. This time, 100 house sparrows were shipped back to the city. Half of them were released on arrival in 1851, while the other half were bred in Green-Wood Cemetery. These 50 birds were originally kept in the tower of the cemetery, but when they seemed unhappy, a leading citizen brought them to his house for the winter. The following year, these birds were released into the cemetery, where a man was employed just to take care of them.
This second wave succeeded where the first had failed. Due to the success of the introduction into Green-Wood Cemetery, several more shipments of sparrows arrived and were released in the cemetery and also Central Park, Union Square Park, and Madison Square Park. Other cities also imported sparrows from England or even from New York City, including Philadelphia, Salt Lake City, and San Francisco. While some considered the sparrows to be a loud nuisance, others were pleased that the birds were feeding on insects. In Boston, some citizens placed such a high value on their sparrows that a man was hired to shoot other birds that threatened them.
Lion's Pride Playground is named in honor of the lion (Panthera leo), an animal long celebrated as the King of the Beasts. In addition to its power and beauty, the lion is also famous for its fiercely close-knit social grouping, the pride. With each lion measuring about nine feet in length and weighing roughly 500 pounds, a pride has incredible strength. House sparrows, although smaller in size, can also have a great influence when traveling in their large flocks. While one can easily imagine the harmful effects of introducing hundreds of lions into New York City, smaller and seemingly less threatening species can also have a large impact on life in the city.
The house sparrow population grew so large because it was one of the first species to successfully populate urban areas. If there had been other dominant urban bird species, the house sparrow might not have survived. While the house sparrow population experienced a surge in one century, it has suffered a more recent decline due to the technological advances of the 20th century. As automobiles replaced horses for transportation and steel replaced wood for construction, the house sparrow could no longer nest in its usual areas and could not feed on oats scattered by horses. As the house sparrow population decreased, other species' populations, such as the pigeon (Columbia livia), have grown. Despite declines in population, the house sparrow remains ubiquitous. Today, Parks discourages the feeding of birds or squirrels in playgrounds because the leftover food can attract rats.


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The War of the Sons of Light Against the Sons of DarknessArticle Free Pass
The War of the Sons of Light Against the Sons of Darkness, Hebrew Megillat Milḥamat B'ne, or Beb'ne Ḥoshekh, also called War Rule, or War Scroll, a Dead Sea Scroll, and one of the most important documents of the Essene sect of Jews that established a community at Qumrān in the Judaean desert during the first half of the 2nd century bc. The Essenes thought themselves to be the holy elect of Israel, the Sons of Light, who would at the end of time engage in a catastrophic war with the enemies of Israel, the Sons of Darkness.
The War Rule, discovered in Cave I of Qumrān in 1947, is a manual for military organization and strategy, including detailed specifications for battle gear and signals. It is also a theological discourse that develops the doctrine of the spirits of truth and perversity mentioned in the sect's Manual of Discipline. The scroll's apocalyptic portrayal of a 40-year "holy war" between the forces of good and evil involves heavenly as well as earthly soldiers. The elect of Israel are joined by an angelic host, while the devil and the evil angels fight alongside other nations of the Earth. The victory of the forces of light was to signal the final destruction of evil, after which the God of Israel would rule eternally in justice.
Most scholars identify the enemy "Kittim" of the scroll as Romans, who invaded and occupied Judaea in 63 bc. If this is so, the major sections of the scroll (probably a composite work) were written after that date but before ad 68, when the Qumrān community was disbanded because of the Jewish revolt of ad 66–70. See also Dead Sea Scrolls.
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ASP Lecture. "Between Religious and Secular: Impact of the 1908 Revolution on Religious Politics in the Ottoman Empire."
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 - Speaker: Bedross Der Matossian, assistant professor of history, University of Nebraska–Lincoln
 - Host Department: Armenian Studies Program (ASP)
 - Date: 12/18/2013
 - Time: 4:00 PM - 6:00 PM
 - Description:
 The lecture deals with the ways in which the Young Turk Revolution of 1908 led to changes in the dynamics of power among non-Muslim religious communities of the Ottoman Empire. It will demonstrate the ways in which the revolution influenced ecclesiastic politics in Istanbul, Mount Lebanon, and Jerusalem. What was the impact of the revolution on the non-Muslim communities? How and why did these ethnoreligious communities internalize the revolution? Why was the revolution more successful in creating new orders among certain ethno-religious groups? Why was the attempt unsuccessful among other groups? The cases of Istanbul (Armenians and Jews), Mount Lebanon (Maronite Church), and Jerusalem (Greeks, Armenians, and Jews) provide good examples of how the revolution shook the traditional foundations of these ecclesiastic powers. The lecture contends that post-revolutionary ethnic politics in the Ottoman Empire should not be viewed from the prism of political parties alone, but rather through ecclesiastic politics, which was a key factor in defining interand intra-ethnic politics. Interestingly, despite the fact that the revolution aimed at creating a modern secular Ottoman citizen whose loyalty was to the state, it nevertheless strengthened the ethno-religious political centers of the ethnic groups.
 Sponsors: ASP, CMENAS


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Wave energy travels as particles "undergo a back-and-forth vibratory cycle about a fixed position," according to The Physics Classroom. These particles bump into one another to transfer the energy, but the force of the bump pushes them back to their original position.Continue Reading
While wave energy travels through solids, liquids, gases and plasma, looking at wave energy traveling through a solid medium, such as seismic waves through the Earth's crust, makes it easier to understand how energy transfers without actually moving the particles. The energy of a seismic wave begins due to an episode such as an earthquake. Energy is transferred to the soil surrounding the fault line and then transfers, particle by particle, until an individual feels the shock of the earthquake, often miles away from the epicenter. While the particles undergo vibrational energy, they do not actually move. The vibrational forces move through the foundation and structure of a home, but most of the time, it remains in the same location. If the forces are greater than the structure's elasticity, the energy causes damage to the property.
According to HowStuffWorks.com, primary waves from an earthquake travel through solids, liquids and gases at speeds up to five miles per second. Surface waves from an earthquake, while the slowest moving form, create the most damage. They create the up and down motion that is intense enough to break the foundations of buildings and leave carnage.Learn more about Optics & Waves


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Wild: 10-13 years
Captivity: 20 years
Females: 500 lbs
Males: 710 lbs
Name of Young
- American Elk are the second largest member of the deer family. The males of one subspecies, called the Roosevelt Elk, may reach the weight of 1300 lbs. The largest member of the deer family is the moose.
- Males begin growing antlers at around 11 months of age. Their antlers are fully grown when the elk reaches 4-6 years old. The antlers are 5.6 feet across on average and can weigh up to 40 lbs.
- Newborn elk weigh about 35 lbs at birth, and they are born with spots which fade by the end of the summer. By the time they are 6 months old, they are almost the size of an adult white tailed deer.
- During the mating season male elk bugle and grunt. Females may respond to their calls with a barking noise. Males will roll in mud during the breeding season to become more attractive to the females.
Did You Know?
Elk are important to many Native American tribes. In Lakota culture the spiritual elk was a symbol of strength and courage. Another name for elk is Wapiti. This word means "White Rump" in the Shawnee language.


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Hot Air Balloon Explodes in Mid-Air Over Egypt, Killing 18
Twenty-one passengers were onboard at the time; the pilot and two other survivors were taken to the hospital. The explosion, probably caused by gas, occurred while the balloon was about 1,000 feet in the air.
Hot air balloon trips are a popular excursion for tourists in the region, giving them a chance at some breathtaking views of the surrounding desert and farmland. Also visible is the renowned Valley of the Kings, where many ancient pharaohs were entombed.
According to officials, among the dead are nine visitors from Hong Kong, four from Japan, three from Britain, two from France and one from Hungary. The survivors included two Britons and the Egyptian pilot.
All hot air balloon trips have been suspended for the time being in Luxor. In 1989, 13 people died when two balloons collided in Australia, which had been the deadliest balloon incident on record.


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03000: Characterizing the Immunomodulatory Response of Histotripsy in Canine Osteosarcoma
Grant Status: Open
Osteosarcoma (OS) is a devastating and common cancer in dogs. Large and giant breed dogs are predisposed to OS with Scottish Deerhounds, Rottweilers, Irish Wolfhounds, and Greyhounds are associated with increased incidence of OS due to genetic factors contributing to increased risk inheritance in these breeds. Current standard-of-care treatment of canine OS involves resection of the primary tumor either via limb amputation or limb-salvage surgery, followed by adjuvant chemotherapy to delay metastatic disease. Limb salvage surgery is associated with high complication rates and not all dogs are appropriate candidates for limb amputation. Despite various permutations in chemotherapeutic regimens, the median survival for canine OS remains at 10-12 months and improved treatment options are needed. Histotripsy is a precision non-thermal focused ultrasound method that mechanically disintegrates tissues. Histotripsy can also potentially induce immune activation towards an anti-tumor immune response. These properties translate into a unique and exciting potential for histotripsy to be an effective non-surgical limb salvage treatment for the primary tumor, and serve as an immunotherapeutic capable of inducing an anti-OS immune response against metastatic disease to increase survival. Investigators will conduct an in-vitro study to further understand the effect of histotripsy on immune cells and on metastatic development in canine OS. This study will complement and broaden the canine patient immune evaluation the research team has previously performed, and advance the progress to develop histotripsy as an immunotherapeutic in OS. Harnessing the immunomodulatory potential of histotripsy could overcome metastatic disease and offer a major breakthrough in survival expectations for OS in dogs.
Help Future Generations of Dogs
Participate in canine health research by providing samples or by enrolling in a clinical trial. Samples are needed from healthy dogs and dogs affected by specific diseases.


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Here we propose a psychological model of over-purchasing informed by animal foraging theory and make predictions about variables that predict over-purchasing by either exacerbating or mitigating the anticipation of future scarcity. These variables include additional scarcity cues (e.g. loss of income), distress (e.g. depression), psychological factors that draw attention to these cues (e.g. neuroticism) or to reassuring messages (eg. analytical reasoning) or which facilitate over-purchasing (e.g. income).
We tested our model in parallel nationally representative internet surveys of the adult general population conducted in the United Kingdom (UK: N = 2025) and the Republic of Ireland (RoI: N = 1041) 52 and 31 days after the first confirmed cases of COVID-19 were detected in the UK and RoI, respectively.
About three quarters of participants reported minimal over-purchasing. There was more over-purchasing in RoI vs UK and in urban vs rural areas. When over-purchasing occurred, in both countries it was observed across a wide range of product categories and was accounted for by a single latent factor. It was positively predicted by household income, the presence of children at home, psychological distress (depression, death anxiety), threat sensitivity (right wing authoritarianism) and mistrust of others (paranoia). Analytic reasoning ability had an inhibitory effect. Predictor variables accounted for 36% and 34% of the variance in over-purchasing in the UK and RoI respectively. With some caveats, the data supported our model and points to strategies to mitigate over-purchasing in future crises.
Bibliographical notePublisher Copyright:
© 2021 Bentall et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
Copyright 2021 Elsevier B.V., All rights reserved.


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Fear for no peers!
Free English Dictionary
Definition of Gain
- [n.] - A square or beveled notch cut out of a girder, binding joist, or other timber which supports a floor beam, so as to receive the end of the floor beam.
- [a.] - Convenient; suitable; direct; near; handy; dexterous; easy; profitable; cheap; respectable.
- [v. t.] - That which is gained, obtained, or acquired, as increase, profit, advantage, or benefit; -- opposed to loss.
- [v. t.] - The obtaining or amassing of profit or valuable possessions; acquisition; accumulation.
- [n.] - To get, as profit or advantage; to obtain or acquire by effort or labor; as, to gain a good living.
- [n.] - To come off winner or victor in; to be successful in; to obtain by competition; as, to gain a battle; to gain a case at law; to gain a prize.
- [n.] - To draw into any interest or party; to win to one's side; to conciliate.
- [n.] - To reach; to attain to; to arrive at; as, to gain the top of a mountain; to gain a good harbor.
- [n.] - To get, incur, or receive, as loss, harm, or damage.
- [v. i.] - To have or receive advantage or profit; to acquire gain; to grow rich; to advance in interest, health, or happiness; to make progress; as, the sick man gains daily.


Difference Between A Men's Hairdresser and A Barber
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Fancy haircuts and hairstyles have been around for as long as recorded history. Razors can be traced back to 3500 BC, the Bronze Age, and the popularity of barbers was seen to soar in the mid-twentieth century. No one will deny the fact that they don't require a haircut, whether its men or women. We all require haircut to look good, to look decent and that's why we need those specialists who can cut our hairs as per our preference and style. Thus, we require the services of hairdressers and barbers frequently. Especially men, as their hair grows fast and thus to look decent they have to regularly have a haircut. But there is a thing, there is a hell lot of confusion when it comes to differentiating between a men's hairdresser and a barber. Now, we have heard both terms but there is a catch, they both are different. They both are involved with haircutting and haircare, but modernization and other factors have made it more complex terms and thus to get a clear picture, it is important to have a differentiation sorted out so that one can get clear about both of them. But before we forward with the differentiation part, let's understand what hairdresser and barber really are.
A person who has special training for cutting, styling, and washing their client's hairs is called a hairdresser. Hairdresser is not gendered specific, a male, as well as a female, can perform the task. It is used as a universal term that can be applied to a person whose occupation is to give new styles to their client's hair and to cut and maintain them. Hairdresser is also used as a synonym for hairstylist and they work in salons, parlors, fashion events and movie sets. They are not restricted to just cutting and styling hairs, but they also perform the task of coloring, washing, shampooing and other hair related treatments to their clients.
Those who possess the skill sets and who are trained for cutting a men's hair are known as barbers. The word barber is extensively used to describe an expert who specializes in the grooming of men which includes, shaving, trimming of beard, and maintaining mustaches. If we look upon the history of the professionals called barbers then it goes back to ancient times, as men required grooming.
Points of Difference between a Men's Hairdresser and Men's Barber:
Barber is an older term than that of a hairdresser.
 - If we have looked upon on the work of both, barbers and hairdressers perform the same task and that is to cut hairs, but the only significant difference between them is that the barber cuts only men's hair.
 - Barber's profession is to look after the grooming needs of men which includes haircutting, trimming, shaving, beard, and mustache cutting. Whereas a hairdresser can be associated with a unisex job, as they work for both the men and the women and they specialize in grooming need of both.
 - A hairdresser is also called as a hairstylist and to acquire the skills they have the license of a barber as well as cosmetology.
 - When we talk about the training part, barbers and hairdressers, undergo the altogether different set of training. Barbers trains especially for grooming needs and hairstyles of men.
Author Bio:
Justin Jersey is a journalist, stylist and blogger. He is an aesthetician by heart who often writes about Home, Art, Fashion, decorating and DIY ideas. He loves sparking creativity and giving them ideas for their own spaces.
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Social Work Rural Camp
The 10-day rural camp exposes students to working in community and allows them to experience group living.
In the beginning of the semester students should attend 10 days rural camp.
 - Social work camp for 8 to 10 days is compulsory for Students
 - Micro-planning activity and Participatory Rural Appraisal (PRA) activity shall be the part of social work camp.
 - Urban social work camp may also be organized in any town or corporation area.
 - Tribal camp may also be organized in any tribal area.
 - Students should prepare a social work camp report and submit it to College/Dept.
Objectives of the social work camp:
 1. Understand the social system with the dynamics within.
 2. Analysis of the regional social system, the approaches, and the strategies of intervention used by the government and non-government organisations.
 3. Understand the nature of government intervention in relation to various groups (caste, tribe etc.) in the region, and the related structures of decision-making and intervention.
 4. Develop the capacity to critique the interventions of both the voluntary organisations and the government agencies in relation to the specific group.
 5. Through experience in group-living the student should learn to appreciate its value in terms of self-development, interpersonal relationships, sense of organisation, management and taking on responsibility.
 6. Acquire skills in planning, organising, implementing through the camp for example: conscious use of time, communication skills, team spirit, handling relationships, conflicts and differences of opinion, decision making, evaluation, appreciation, sharing of resources, tasks, coping skills in problem situations, cooperation and coordination.
 7. Learners are fully involved in planning, implementing the plans and presenting their experience in a workshop on return from the camp.
 8. The learners should be encouraged to take on concrete tasks towards meeting basic/civic needs of the people.
 1. Living conditions, housing, water supply and other amenities.
 2. Social life-power structure, community life, social norms and social institutions, dominant caste and untouchability.
 3. Marriage and types of families, family life.
 4. Economic lifeOccupation, extent of employment, ownership of house, land, average size of holding, proportion of landless labourers, proportion of land held by non-tribals and average size holding (in a tribal area), income and indebtedness, bonded labour.
 5. Exploitation by landlord, moneylender, and traders, extent and areas of exploitation, efforts made to obtain justice and with what effect, conflict, resolution methods.
 6. Political life-dominant politicians in the region and taluka, the bases of their power, their links with other economic exploiters and politicians at different levels, their influence with respect to the police, judiciary, government officials, factional politics that effect development and social justice.
 7. Education-level of education, education facilities and who controls them, suitability of education system, use of education facilities by different castes and class groups.
 8. Conditions of health and nutrition, services available and their use.
 9. Positive local initiatives in the area.
Other problems and issues
 - Analysis of intervention programmes/services approach/strategies, participation of the client system.
 - Gaps and suggestions.
 - Role of the social worker.
 - 10. Guidelines for observation of a voluntary agency in a rural setting:
 1. Objectives
 2. The approach and methods used for achieving objectives.
 3. Organisational structure.
 4. Priorities and programs evolved, participation of people in decisionmaking and in programme implementation, problems encountered in programme implementation.
 5. Impact on the villagers in terms of their problems, social justice, development of leadership, development of an alert and democratic community.
 6. Relationship with Panchayat Raj, Block Development personnel, the magistracy and other government institutions and bodies, difficulties encountered, benefits received.
 - 11. Guidelines for observation of community development organisaitons and Panchayat Raj.
 1. Administrative set up of both the above.
 2. Who are the zilla parishad samiti/panchayat members, their socioeconomic and caste status.
 3. Problems of administrative personnel in working with elected persons at different levels.
 4. Decision making process: type of problems that come before the zilla parishad, panchayat, who initiates projects, process of assessing them. How decisions are made-manipulations, lobbying, pressure tactics used.
 5. Current major programes, budget allocations for the programmes, methods of implementation, participation of people, impact on development and social justice.


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In agriculture, a terrace is a leveled section of a hill intended to conserve soil, prevent runoff of irrigation water, and thus make the hill suitable for farming. This method is especially popular for crops which require a lot of water, such as rice.
List of Noteworthy Terrace Structures
Game and Story Use
- Terraces can make fight scenes in rural regions a lot more exiting and varied, given the multiple elevations of terrace systems. Those who have entrenched themselves in higher locations tend to have a significant defensive advantage.
- It's even more fun if the terraces are flooded. Not only will this make movement more difficult, but it will also result in a more, er, dynamic terrain if explosions (whether from grenades and other conventional explosives or fireballs) create gaps in the dikes separating the fields and cause the water to pour downhill.


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|Oracle® Database PL/SQL Language Reference
11g Release 1 (11.1)
|PDF · Mobi · ePub|
In this context, a routine is one of the following:
Top-level (not nested) anonymous PL/SQL block
Standalone, packaged, or nested subprogram
Method of a SQL object type
When an autonomous routine is invoked, the main transaction is suspended. The autonomous transaction is fully independent of the main transaction: they share no locks, resources, or commit dependencies. The autonomous transaction does not affect the main transaction.
Changes made by an autonomous transaction become visible to other transactions when the autonomous transaction commits. They become visible to the main transaction when it resumes only if its isolation level is
COMMITTED (the default).
Signifies that the statement is a pragma (compiler directive). Pragmas are processed at compile time, not at run time. They pass information to the compiler.
Signifies that the routine is autonomous.
You cannot apply this pragma to an entire package, but you can apply it to each subprogram in a package.
You cannot apply this pragma to an entire an object type, but you can apply it to each method of a SQL object type.
Unlike an ordinary trigger, an autonomous trigger can contain transaction control statements, such as
ROLLBACK, and can issue DDL statements (such as
DROP) through the
In the main transaction, rolling back to a savepoint located before the call to the autonomous subprogram does not roll back the autonomous transaction. Remember, autonomous transactions are fully independent of the main transaction.
If an autonomous transaction attempts to access a resource held by the main transaction (which cannot resume until the autonomous routine exits), a deadlock can occur. The database raises an exception in the autonomous transaction, which is rolled back if the exception goes unhandled.
If you try to exit an active autonomous transaction without committing or rolling back, the database raises an exception. If the exception goes unhandled, or if the transaction ends because of some other unhandled exception, the transaction is rolled back.
You cannot execute a
ROW statement in your autonomous routine while your autonomous transaction is open. You must close the autonomous transaction before executing the
ROW statement. This is normally accomplished by committing or rolling back the autonomous transaction before executing the


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Free Universal Construction Kit, A Great Addition to the STEM ClassroomBy Diana Wehrell-Grabowski on August 1, 2012 in Science, Technology, Engineering, and Math (STEM) Education, Teacher Training Workshops
During the majority of my science, technology, engineering, and math (STEM) teacher training workshops I introduce teachers to engineering concepts related to building, architecture, materials science and so forth. Teachers build 2 and 3-D shapes with readily and affordable materials such as bamboo skewers, toothpicks, craft sticks and more. In addition, I introduce teachers to numerous building kits from bamboo blocks to Lego's, K'Nex, Lincoln Logs, Tinkertoys, Zome and other similar building kits. Now wouldn't it be nice if Lincoln Logs, Tinker Toys, Zome and all these cool building kits could be used together? Well thanks to the efforts of Carnegie Mellon professor Golan Levin he has created a "Free Universal Construction Kit" which provides adapters between ten popular construction toys including: Lego, Duplo, Gear! Gears! Gears!, K'Nex, Zoob and others. Additionally, Levin released, for free a set of digital blueprints that a 3-D printer can use to create more than 45 plastic adapters. I encourage all teachers incorporating STEM concepts within their classrooms to incorporate building blocks and construction kits into their STEM curriculum. To learn more about the Free Universal Construction Kit and download the blueprints for free at the Free Art and Technology website check out their website here _URL_