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World Beyblade Organization
World Beyblade Organization > Other > Closed Threads
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A series of drug cases revealed by Chinese authorities last week have highlighted an increase in drug trade from Burma into China.
On Tuesday, an anti-drug campaign in Fuyang, in the coastal Chinese province of Anhui, led to the seizure of 24 kg of drugs and the arrest of 74 people. Of these, 23 kg of heroin and methamphetamines could be traced to Burma, according to an interview with a detained suspect by the Chinese daily The Mirror.
On Wednesday, police in Urumqi, the capital of China's vast western Xinjiang autonomous region, reported the seizure of 4.8 kg of heroin and the arrest of six drug-smuggling suspects. The heroin had been smuggled in tea boxes from Yunnan, the Chinese province bordering Burma.
The following day, the Kunming Railway Police Department revealed that it had busted a drug-smuggling ring, arresting 26 and seizing 62 kg of crystal methamphetamine and three Burmese firearms, in an operation last year.
The drugs originated at the Sino-Burmese border and were destined for Chongqing, a metropolis in western China with 32 million inhabitants, and Wuhan, the capital of central China's Hubei Province, according to information released by Kunming authorities.
Two smugglers caught in the beginning of last year, one Chinese and one Burmese, provided information on a smuggler group led by a Hubei native called Liu Gang.
Liu Gang and six associates were arrested in Jinghong, in Yunnan's southernmost prefecture Xishuangbanna, in May last year, when they were smuggling 17.8 kg of crystal methamphetamine from Burma.
Confessions revealed that the drugs were destined for Wuhan and Chongqing. The smugglers traveled twice a month between Jinghong and Wuhan, each time transporting around 400,000 pills for a local crime kingpin surnamed Nie, according to the police report.
In a raid last August, Nie was arrested with 8 kg of methamphetamines and three Burmese guns. Nie later told police that he had bought the guns for 30,000 yuan (US $4,700) each in Burma.
Likely convictions will lead to death sentences for most of those caught smuggling those large amounts of narcotics. Article 347 of the Chinese criminal law allows for the death penalty for trafficking or selling more than 50 grams of narcotic drugs. The Chinese authorities do not make public how many people are executed each year for drug-related crimes.
Last Wednesday, the Yunnan provincial government said it had confiscated 13.5 tons tones of narcotics last year. Three police staff were killed in dealing with drug-related crime. Both the number of arrests and the amounts of drugs confiscated marked all-time records, the deputy head of the provincial security department Yan Shangzhi said at a press conference.
According to a Xinhua report, the province's anti-drug trafficking campaign last year led to the arrest of 17,000 suspected drug dealers.
Yan's comments came a day after police arrested two methamphetamine smugglers in Yunnan's Shuangjiang Prefecture. The two young men from Puer were caught with 110 grams of methamphetamines at a roadblock.
Armed roadblocks for drug checks are a common sight along the main roads at the Sino-Burmese border. One taxi driver in the border town Ruili told The Irrawaddy that he frequently drove traffickers. He said they were easily recognized, because they always wanted to get off before getting to the usual roadblock positions and then made their way through the hills by foot.
Burma was the world's second-largest producer of opium after Afghanistan in 2011, according to figures released by the United Nations Office on Drugs and Crime (UNODC). Opium poppy cultivation has doubled since 2006, but is still only at a third of the level of 1998.
Burma accounted for 12 percent of the world's opium production, up from 5 percent in 2010.
Despite the continuous increase in opium cultivation, UNODC expressed cautious optimism in a press release on Friday on the completion of fieldwork for its 2012 annual report. The international agency stressed the importance of an end of fighting in Shan State at the perilous Sino-Burmese border to the fight against narcotics cultivation and trafficking.
"Ceasefires present the opportunity for a new beginning," UNODC Myanmar Country Manager Jason Eligh said.
To eliminate the drugs activitis required PEACE in the area where poppy is growned. Have to replace other crops to cultivate in the area is essential.
Tun Myint Naing owner of Asia World Company in Burma was established drug business in Koo-kang area, northern Shan Sate at the time of Ne Win era in Burma was the worse period, because Law Sit han is friend of Ne Win.Now is the time to rid off poppy incorordination with PEACE plan with KIO.
Inact laws like in Singapore and Malaysia; excute all drug dealers. Take no prisoners, have no mercy for the scums of society.


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Six Rivers Land Conservancy Seeks Stewardship Technician
POSITION FILLED: Six Rivers Land Conservancy is seeking a Stewardship Technician to assist with implementation of the Land Protection and Stewardship Program. Duties include management of the conservancy's natural areas, evaluation of potential easement or preserve properties, and applied stewardship and outreach under the direction of the Land Protection Director, who reports to the Executive Director. This position involves cooperation with Six Rivers' staff and board, partner organizations, volunteers, and the general public. Resumes accepted until March 21, 2018 or until position is filled. See full job description and application instructions here https://www.sixriversrlc.org/job-postings/
Grass River Natural Area Seeks Executive Director
POSITION FILLED: Grass River Natural Area, a nature center headquartered in Bellaire, MI, is seeking an Executive Director to work with the Grass River board, staff, and community to forward its mission, "To manage the Grass River Natural Area, protect its watershed and provide opportunities for the community to increase their knowledge, appreciation and stewardship of the natural environment." The application deadline is March 28, 2018. A job description and application instructions are available at: http://www.grassriver.org/employment.html
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Heart of the Lakes strengthens the collective efforts of organizations dedicated to the conservation of Michigan's environmentally and economically significant land and water. We provide leadership, innovative ideas, and advocate for smart public policy for the benefit of our communities and for generations to come.
Heart of the Lakes is a statewide organization that concentrates and strengthens the efforts of Michigan's land conservation community. Founded by Michigan's land conservancies, Heart of the Lakes does what no individual organization can do on its own-- unites them under the common goal of protecting Michigan's land.
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Muballitat-Sherua est une princesse assyrienne, fille du roi  et épouse de Burna-Buriash II, le roi de Babylone.

Biographie

Famille

Mariage et enfants
De son mariage avec le roi de Babylone Burna-Buriash II, elle eut :

 Ou  selon d'autres sources

Ascendance

Annexes

Bibliographie
 Glassner J.-J., Mesopotamian Chronicles, Society of Biblical Literature, Atlanta 2004.
 Muballit-sherua, [w:] Gwendolyn Leick, Who's Who in the Ancient Near East, London and New York 2002, s. 107.

Notes et références

Date de naissance incertaine (XIVe siècle av. J.-C.)
Date de décès incertaine (XIVe siècle av. J.-C.)
Reine
Reine de Babylone

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2.2. Are we allowed to pronounce the Sacred Names of God?
3.2. Is Messiah God Himself?
3.5. What's wrong with "A TRINITY"?
4.2. NOW! – THE PINNACLE OF ISRAEL'S DECLINE!
4.7. Tsunamis in Bible Prophecy?
4.8. Declaring War on God!
4.9. How to identify the Anti-Christ!
Q: "Are the Rabbinic traditions and their legalism necessarily binding on Messianics? The number 613 for enumerating the Mosaic commandments, is a tradition, and it is a tradition set by men who do not proclaim YAHU'SHUAH to be Messiah of Israel. What then is the source of their authority, for YAHU'SHUAH stated that all authority had been given to Him? Torah can therefore only be rightly interpreted through Him and they do not recognize Him".
The "tradition" of the 613 Laws of Torah is as old as the Torah itself – for that is where these Laws are written down. The 613 factor is simply the result of a Count of these Torah Laws, done by dedicated Hebraic scholars, Scribes, Pharisees, etc. Does it really matter if there are 571 or 821? They are all valid quotes of Torah. Does it therefore matter that 'Rabbinic tradition' selected to enumerate them as 613 in number? Does this enumeration do away with their validity/ If the Rabbis' added to them, or deleted some, you may have had a point. Even if they did add, then such additions would have been in the spirit of those Torah Laws anyway, for by the time one has made a life time study of these multiple Laws, as a qualified Rabbi has done, then one should surely have sufficient 'feel' for the Will of the Almighty, which is underlying those Laws. Was that not after all YHVH's injunction to Moses, to interpret and enforce these Laws? That hierarchy surely did not die with Moses?
And, that is exactly what the Levites, and later Rabbis did – they interpreted these Laws as they were commanded by YHVH – and yes, they did add where necessary, to control the nation. These interpretations and additions are found in additional Rabbinic writings like the Talmud, Mishnah, Gemorrah, etc. And this is where the critics really get going with their accusations of 'man-made, rabbinic, carnal, legalistic' etc. Can we imagine what would have happened had YHVH simply dumped the Law on Moses, never ever again to have it interpreted, expounded and enforced? Is this any different from the Law development and enforcement in any country today? Question is: WHO was entitled and mandated to do it in YHVH's country and nation of Israel?
The result of trying to usurp this authority from the Jewish Rabbis by especially Messianics, today, is bewildering. Resultantly, great confusion reigns amongst the various Messianic groups. The Torah is interpreted by 'spirit-inspired' individuals with no 'formal' Hebrew or Jewish training. The general tendency amongst these Messianic 'Jewish'-claiming teachers and leaders, is to reject what they call "Jewish man-made' rules! In its place, these individual self appointed teachers then declare what theythink is True Torah interpretation! The result? – there are as many interpretations as there are denominations! Each widely differing from each other and, of course, from true Rabbinic interpretation, and each knowing better than the other! What would happen to a ship under such conditions. It would be declared Mutiny! A ship needs a captain with authority – as does any other organization in the world. What's different with YHVH's Kingdom?
And what makes Messianic congregations different, that they should not fall under the same Laws and traditions that He was subjected to as a Jew – and of which He was the very Lawmaker Himself?
YAHU'SHUAH 'grew up' with Rabbinic or Temple leadership, most certainly, as a Jewish lad. His family was well acquainted with these teachers and their interpretations. It was part of His own (human) tradition. Surely, it formed part of His BarMitzvah qualifying requirements? In fact, His compliance with the Rabbinic authority (which He Himself, as YHVH the God of Israel, ordained on them via Moses and the Levitical Priesthood), His subjecting Himself to it, should be our Authorization to follow suit!
There will be many objections at this stage against the above statements: "Messiah condemned them for breaking the Law, called them vipers, etc" These objectors do not realize that He referred to and objected against their Law breaking by their traditions – an act that in itself did not do away with these Laws. The enemy branded these Laws as 'traditions', which then gave them the opportunity to throw the whole lot out – the baby with the bath water!
Regarding the Rabbis not acknowledging YAHU'SHUAH and therefore not being authorized by Messiah Who had been given all authority – let the following revelationary Truth be known: The Key to this Authority lies in the all encompassing Fact that YAHU'SHUAH is none other than YHVH the Eternal Himself! (Refer to comprehensive Scriptural Studies in the On-Site Library on the subject of the Oneness of God).
Who gave Messiah 'all authority'? YHVH.
Who do the Rabbis recognize in authority? YHVH.
Who is YHVH? He IS YAHU'SHUAH!
Some Messianic contenders will refer to 1 John, chapter 4, which they say claims that "every spirit that confesses that Messiah has come in the flesh is from God and every spirit that does not confess Him, is not from God." To fit this part of the puzzle, you will have to read the study regarding 'The Antichrist'. This revealing study from Scripture will amply prove that this 'confessing spirit' will proclaim that YHVH came in the flesh. The Jewish Rabbis may not proclaim YAHU'SHUAH, but they certainly proclaim YHVH – Who is the self same, even if they deny Messiah!
If the Rabbinic authorities are not in authority today, who is? Has God abandoned His Torah System? Which of the multitude of Torah rejecting and contradicting-with-each-other teachers will we follow? – teachers who have never even seen the inside of a synagogue where their Messiah was intimately involved in? Teachers who claim to be the true interpreters of the Hebrew Scriptures, but who know very little or no Hebrew at all; who have never ever been exposed to that Culture, of which Messiah Himself was intricately part of – the Jewish nation?
QA: Pagan Judaism? Ark of the Covenant	QA: Why do Jews celebrate New Year in the 7th Biblical month?
BIBLE REVELATIONS is anon-proselytizing Messianic Web Site which is NOT directed at Jews - but at Zionist Christians, to proclaim Judaism as the One Only True Faith under Rabbinic authority to them.
QA: More than one YHVH at Sodom?
QA: Is there a true translation of the Bible available?
QA: Can we still go lost after being 'Saved by Grace'?
QA: Who will be guilty if we are taught wrongly?
QA: Difference between the Old and New Covenant?
QA: Is the New Testament Christian or Jewish?


I'll have had a good life.
Posted on 29th July 2018 29th July 2018 By Mike Bell PoetryPosted in PARKINSON'STagged pain.
a short story I'll never repeat.
Posted on 19th July 2018 By Mike Bell PoetryPosted in AGEING, HOME, PARKINSON'STagged sleep.
Posted on 15th July 2018 15th July 2018 By Mike Bell PoetryPosted in PARKINSON'STagged skin, summer.
one only audible to me?
Posted on 7th April 2018 By Mike Bell PoetryPosted in PARKINSON'STagged dreams.
Posted on 31st March 2018 By Mike Bell PoetryPosted in END OF LIFE, PARKINSON'STagged death.
Posted on 24th March 2018 8th October 2018 By Mike Bell PoetryPosted in GENERAL, PARKINSON'STagged pain.
Posted on 9th March 2018 8th October 2018 By Mike Bell PoetryPosted in PARKINSON'STagged pain, rigidity.
Posted on 5th March 2018 5th March 2018 By Mike Bell PoetryPosted in PARKINSON'STagged sleep.
Posted on 28th February 2018 8th October 2018 By Mike Bell PoetryPosted in PARKINSON'STagged pain.
to sleep, no more, easy.
Posted on 14th November 2017 By Mike Bell PoetryPosted in PARKINSON'STagged pain.
a second class patient, almost pathetic.
my exeunt is writ by another's hand.
the pain is unseen, the strikes full-blown.
when we fear being dead.
to take self-esteem back, yet again.
to wipe my own arse.
and so all was said.
and then mills about, recalcitrant.
missing the beat of my off-time limp.
offended by nature not playing it straight?
I eye the barrel of pain's aimed complaints.
a line which I'll refuse to rehearse.
of my mother's bile rising, I swallow my own..
We make our own lives by not repeating them.
wearing out dead man donated clothes.
an obsolescence, reduced to scrap.
let me drift without tow ropes.
to this new day blessed.
ninety days later, if I'm lucky.
took someone else's wife, again.


With the growing popularity of athleisure, we no longer change our gym shoes after a workout. With that in mind, functionality is just as important as style when it comes to women's sneakers. Fortunately, brands like Nike, Adidas, and Asics make style and performance possible through both design and technology. Looking for women's sneakers that can take you from a workout to the market without breaking the bank? Ahead, peep our top picks, on sale now.
Nike is without a doubt one of the most popular workout shoes. And, with a style that matches its technology, it's obvious why. Right now, you can score a deal on the Nike Women's Air Max Sequent 3 Premium AS Running Sneakers when you shop at Macy's. The lightweight, stretch-knit sneaker adapts to your foot for maximum comfort while burning those calories.
On the prowl for a pair of sneakers that will go with virtually any outfit (including non-workout clothes)? Look no further than the Adidas Women's Swift Run Casual Sneakers. Made with EVA foam midsole cushioning and knit fabric for breathable comfort, the name brand sneakers are perfect for going from the gym to running errands and everything in between.
Your search for running shoes that can help you increase speed without sacrificing comfort ends here. The Nike Air Zoom Pegasus 35 Running Shoe feature an ultra-lightweight design with laces that thread through Flywire cables for a secure, yet flexible feeling in the midfoot.
Whether you're lifting weights or climbing the Stairmaster, the Earth Gallivant Sneaker can help get you through a workout and pairs well with your favorite post-workout street clothes. The stylish women's sneaker comes in three colorways — black, blush, and silver — and features a removable memory foam insole with arch support.
Sock-fit style sneakers like the Adidas Arkyn Primeknit Sneaker not only provide maximum comfort, they're also lightweight, supportive, and feature a "stay put" fit. We love this gym to errands shoe for its responsive cushioning, maximum comfort, and support that can last you through a run or day full of errands.
Most runners agree: Asics makes some of the best running shoes on the market. And, the Asics Women's GT-100 5 Running Sneakers are no exception. Fully equipped with multiple design features, including gel cushioning, DuoMax support, and a bounce-back midsole, the running sneakers can take you from a long run to a shopping spree (hey, that's cardio, too!) with ease and — most importantly — lasting comfort.


IBIS is an electronic encyclopedia of nutrition, botanical medicine, acupuncture, homeopathy, energy medicine and much more, compiled by 74 multidisciplinary contributors, including Dr. Glen Swartwout, and clinically tested by thousands of doctors for nearly 20 years.
"...extremely useful to anyone seeking information on alternative therapies."
"...the best compilation of natural therapies available, and the only one of its systematic breadth."
"...a powerful tool for accessing and organizing the breadth of natural medicine."
Eric F. Stephens, D.A.O.M., L.Ac.


text:
Dave Richardson, Hard-Nosed - 35
Dave Richardson helped pitch his Middle Tennessee State team to it's 1988 conference championship game by striking out 10 batters, The Nashville Tennessean wrote.
He did it after an early tournament injury put his championship game start in doubt, according to The Tennessean.
"Everybody thought Richardson was hurt," Middle Tennessee coach Steve Peterson told The Tennessean, "but he'd been trying to get back in the game since Saturday at 6 a.m., when we took batting practice. He's just a hard-nosed kid."
Richardson took that approach from college to the pros. He couldn't take it to the majors. He played five seasons and made it up to AAA.
Richardson's career began that year in 1988, taken by the Cardinals in the 17th round of the draft out of Middle Tennessee State.
At Middle Tennessee, Richardson followed up his conference title win with a six-hit effort in the regionals against the top seed Texas A&M for a 3-1 win.
"We simply gave some runs away early and you can't do that against a guy like Richardson," A&M coach Mark Johnson told The Associated Press after the regional win. "Give him credit, he had our people off stride and changed speeds very well."
Richardson made the Middle Tennessee Hall of Fame in 2010. He remained first in career wins at the school with 29 and complete games, with 23. He also still ranked fourth in strikeouts.
Richardson started with the Cardinals at short-season Hamilton. He went 5-9 over 17 outings, 13 starts. He then moved to single-A Springfield for 1989 where he turned reliever. In 51 outings, he turned in a 2.62 ERA.
He played 1990 largely at high-A St. Petersburg, but also jumped up to AAA Louisville for five relief outings.
Richardson then played 1991 between Louisville and AA Arkansas. At Arkansas, he prompted future Hall of Famer Ivan Rodriguez to line out in a June game. Richardson then finished out his career in 1992, with four final outings at independent Salinas.
Nashville Tennessean, May 11, 1988: Richardson carries Raidersto NCAAs
New Braunfels Herald-Zeitung, Associated Press, May 27, 1988: Aggies fall in opener
Players/Coaches Featured: 2,738
Labels: Louisville Redbirds, minor leaguer


Former NFL star Chad "Ochocinco" Johnson has lost his Broward County, Florida mansion to foreclosure.
TheJasmineBRAND.com exclusively reports that Johnson will be evicted from of his home next month.
Former NFL player Chad "Ochocinco" Johnson and his longtime girlfriend Crystal Bates are expecting a baby together. Bates and Johnson met less than a year ago on Instagram. Johnson tweeted the joyous news to his followers on Twitter.com yesterday.
Yesterday's Morning Glory featured Queen Rosa, a business woman who runs a tax service in two states. She is very successful and Her clients includes professional athletes and celebrities. Rosa says this may be the reason behind the false rumors that she is a groupie who dates several ball players.
Read her emails after the break.
Unemployed NFL player Chad "Ochocinco" Johnson is far from broke. The out of work reality TV star detailed his current financial situation in court documents filed as part of his ongoing child support case in Miami.
Johnson has a spotty employment history. His professional problems stem from his inability to control his big mouth, rather than his skills on the field.
Johnson, 34, was waived by the Cincinnati Bengals in 2011 -- after spending 10 years with the ball club. Then the Patriots showed him the door after acquiring him in July 2011. Earlier this year, the Miami Dolphins took a chance on Johnson after the Pats cut him loose.
But the Dolphins quickly realized their mistake and gave him the boot one day after he was arrested for going off-script and head-butting his "wife" Evelyn Lozada.


This research guide is intended to help you with your Education research assignments. Use the menu to the left or the tabs above to view information about conducting research, finding resources in the library, on the web, and everywhere in between.
The breadth of education topics and research is vast, and can flood into fields outside of education, such as psychology, child development, social work, and more. Other suggested subject guides are available on the right hand side of this page.


Background: Perineal rupture occurs almost in all the first labor and not infrequently in the next labor. Complex perineal wounds are at risk for non healing and infection.Objective: This study aims to determine the effect of bird's nest extract on perineal wound healing on rattus norvegicus.Methods: This was a randomised posttest only group design conducted in October 2016 at Animal Laboratory Unit of Diponegoro University, Semarang. There were 30 samples recruited in this study, divided into three groups: 1) The control group (with providine iodine 10% solution), 2) The first treatment group with a bird's nest 50% cream, and 3) The second treatment group with a bird's nest 70% cream. The REEDA scale was used. Data were analyzed using descriptive statistics, frequency distribution, and one way anova.Results: There were statistically significant mean differences between the three groups with p-value 0.000 (< 0.05). The time of the wound healing was 5-6 days for Iodine 10% group, 4-5 days for bird's nest 50% group, and 3 days for bird's nest 70% group. The degree of perineal wound density in the bird's nest 70% group (0.37) was also better than the bird's nest 50% group (0.13) and iodine 10% group (0.02).Conclusion: Bird's nest has a significant effect on wound healing process. Findings indicated that the bird's nest 70% extract was very effective to accelerate wound healing than bird's nest 50% extract and Iodine 10%.
Background: Perineal wounds are at risk for infection, without a good treatment, perineal wound can harbor sepsis and become a chronic, long-term problem. Binahong leaves is considered as an alternative to accelerate perineal wound healing process.Objective: To determine the effect of binahong leaf extract (anredera cordifolia (tenore) steen) on perineal wound healing process in postpartum mothers.Methods: This study employed a quasy experimental study with control group posttest-only design. The study was conducted in the working area of Telogosari Wetan Health Center and Health Center of Kulon Kota Semarang in January-February 2017. There were 36 respondents selected using purposive sampling assigned in the intervention group (Binahong leaves extract) and the control group (Povidon Iodine 10%). REEDA scale was used for assessing perineal healing. Data were analyzed using Mann Whitney, Chi Square and Kruskall Wallis test.Results: Findings showed that the average day of perineal wound healing process in the binahong leaves group was 6.11 days and in the povidon iodine group was 7.66 days. There was a statistically significant difference in the duration of wound healing between the experiment and control group with p-value 0,001 (p value <0.05).Conclusion: Binahong leaves extract is effective in healing perineal wound in postpartum mothers. Therefore, binahong leaves are recommended to use as an alternative treatment for the mothers.
Background: Limited choice of contraception for males is one of the reasons why their participation is low. Secang wood is considered as an alternative contraception that has an influence in the morphology and number of spermatozoa, and reversible in nature.Objective: To examine the effect of extracts of secang wood in the morphology of spermatozoa, sperm count and reversible process in male mice.Methods: This was a quasy experimental study with randomized post test only control group design. There were 32 male rats (Mus Muscullus L) recruited in this study. Four groups were involved, namely: 1) Ethanol group, 2) Chloroform fraction, 3) Water fraction, and 4) Control group. Each group consisted of 8 mice. There were two treatments in this study: 1) each group was given secang extract with dose 50 mg/25 gram of weight, 2) The observation period was 10 days after the treatment, and 4 mice in each group was dissected to see the morphology and sperm count, while the other 4 mice were allowed to live and maintained until 20 days to see reversible morphology and sperm count Results: The extract of sepang wood at a dose of 50mg/25gram weight could increase the abnormal sperm morphology, and lower sperm count. There was a significant difference between the treatment group and control group with p-value <0.05. The extract was also reversible on the morphology and sperm count.Conclusion: There was a significant effect of secang wood extract on sperm morphology, the number of spermatozoa, and reversible process. This study provides the insight of scientific information about the effect of the sepang extracts on the number and morphology of spermatozoa, and it could be used as a basis for further research in human in the development of natural contraceptive on a reversible man.
Background: Primary dysmenorrhea occurs because of the excessive amount of prostaglandins in the blood. Papaya leaf extract is considered to be able to reduce prostaglandin and menstrual pain.Objective: This study aims to prove that papaya leaf extract (Carica Papaya L.) can decrease the level of menstrual pain and prostaglandin levels in primary dysmenorrhea.Methods: A true experimental study with randomized pretest posttest control group design. There were 32 samples recruited using simple random sampling, with 16 each assigned to an experiment and control group. Numerical Rating Scale (NRS) was used to measure menstrual pain, and the level of prostaglandin was measured using the enzyme-linked immunosorbent assay (ELISA) method. Independent t-test and paired t-test were performed for data analysis.Results: There was statistically significant differencec of menstrual pain and prostaglandin level before and after intervention with p-value 0.000 (<0.005), which indiciated that papaya leaf extract had a significant effect on reducing menstrual pain. The decrease of menstrual pain in the experimental group was -3.375 and in the control group was -3.438; while the decrease of prostaglandin level in the experimental group was -56.971 and in the control group was -57.557.Conclusion: Provision of papaya leaf extract (Carica Papaya L.) significantly decreased the level of menstrual pain and prostaglandin levels in primary dysmenorrhea. Papaya leaf extract can be used as a safe and effective herbal medicine for primary dysmenorrhoea which has almost the same efficacy as mefenamic acid.


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In addition, an injury to a tooth may cause pulp damage even if the tooth has no visible chips or cracks. If pulp inflammation or infection is left untreated, it can cause pain or lead to an abscess. Endodontic treatment conserves dead or infected teeth that will otherwise be extracted.
The endodontist removes the inflamed or infected pulp, carefully cleans and shapes the inside of the canal, a channel inside the root, then fills and seals the space. Afterwards, you will return to your dentist, who will place a crown or other restoration on the tooth to protect and restore it to full function. After restoration, the tooth continues to function like any other tooth. Endodontic treatment can often be performed in one or two visits depending on the complexity of the case.


Miella's perfect pick for your next event has landed!
The gorgeous Maleha kaftan is cut from a hammered satin that feels luxuriosuly delicate and lightweight to wear.
Slip on some metallic platforms or make it retro with velvet ankle boots.


I believe that every experience in life is an opportunity to get closer to love, an opportunity to redefine your relationship with yourself and your relationship with the Universal Intelligence/God/All That Is.
Realising how, what we call 'negative' experiences serve us in some way, can immediately free us from heavy emotional baggage and allow us to experience inner peace. It is from this place that we are at our highest potential and are inspired to make positive change in all areas of our lives, knowing we have not only created our reality, but that we can also re-create it in any way we desire.
My biggest passion in life is inspiring others to find their life purpose and in that journey experience true joy in every area of their lives.


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2018 Gaston County Sports Hall of Fame induction class
Richard Walker Gazette staff JRWalk22
Feb 17, 2018 at 12:26 PM Feb 17, 2018 at 12:26 PM
Three longtime coaches, the county's first (and only) women's professional basketball player and a college administration pioneer to be inducted
GASTONIA - Three championship-winning coaches, a ground-breaking college administrator and Gaston County's first and only women's professional basketball player comprise a five-person 2018 Gaston County Sports Hall of Fame induction class.
The group that includes Bessemer City's Gary Adams, Mount Holly's Bruce Bolick, Gastonia's Dr. Thomas Gunnings, Cherryville's Henry Jones and Gastonia's Deanna Tate will be honored April 16 at the Gastonia Conference Center.
The featured speaker is South Carolina football coach Will Muschamp.
Tickets are $40 each for an event that begins with a 5:30 p.m. social and 6:30 p.m. banquet and can be bought at Gastonia's Medical Center Pharmacy, Essic Sport Shop, Gaston Chamber of Commerce, Gastonia Conference Center, Nationwide Insurance on Bessemer City Road, BB&T Branches in Gastonia and Mount Holly, Belmont's Gaston Travel and Tourism, Cherryville's Rocky Bennett Erie Insurance and at the Gaston Gazette offices on 1893 Remount Road.
Also, the 2018 Gaston County Sports Hall of Fame golf tournament will be held beginning at 7:30 a.m. at Cramer Mountain Golf Club on April 16. For information for that event, call Pat Morrow (704-616-8403) or Mark Gillming (704-221-5910).
Muschamp just completed his second season as Gamecocks' head coach and has led South Carolina to a 15-11 record and back-to-back bowl appearances after inheriting a 3-9 team from 2015.
Also a head coach at Florida for four years (2011-14), Muschamp is a 46-year-old Rome, Ga., native who played at Georgia and also spent time as a collegiate assistant coach at Auburn (1995-96, 2006-07 and 2015), West Georgia (1998), Eastern Kentucky (1999), Valdosta State (2000), LSU (2001-04) and Texas (2008-10) and spent one season as assistant head coach for Miami Dolphins in 2005 for Nick Saban.
The 2018 induction is heavy on coaches, as Adams, Bolick and Jones have all guided their teams to titles over the years.
Adams, a 1965 Bessemer City High graduate, enters this spring 28 wins shy of 1,000 high school softball coaching victories at Crescent High in Iva, S.C. Already a 17-time state champion in that sport, Adams also guided Crescent's boys basketball teams to a 253-155 record with two state titles.
A 2002 inductee into the National Federation of High Schools and South Carolina High School League halls of fame, Adams has been the namesake for the Crescent High softball field since the 1990s.
Bruce Bolick, a 1965 Mount Holly High graduate, was a two-sport star athlete for the Hawks and helped them win a 1963 state football championship before playing baseball at the University of North Carolina and briefly in the Washington Senators organization. During his time at UNC, the Tar Heels won the 1966 ACC title and advanced to the College World Series.
Bolick then made began a coaching career at East Lincoln in 1971 that remains active today with American Legion baseball. Bolick was head football coach, head baseball and athletic director at East Lincoln and later helped start the Lincoln County Cardinals Post 455 Legion program. Entering this summer, the 2008 inaugural inductee into the N.C. Baseball Coaches Association Hall of Fame has 721 overall coaching victories.
Jones was a standout baseball player at Shelby High, for Shelby Post 82 and at Gardner-Webb Junior College before embarking on a record-setting coaching career at Cherryville High in 1974.
The winningest coach in Gaston County's rich high school baseball history with a 542-207 record, Jones guided the Ironmen to six state titles, 11 conference championships and 24 postseason appearances in 32 seasons from 1974 to 2005. His six coaching state championships is a state record he shared with his former player and assistant coach Bobby Reynolds, who was a 2017 Gaston County Sports Hall of Fame inductee.
Dr. Gunnings, a 1954 Highland High graduate, played football in high school and at Winston-Salem State before earning his Master's degrees from Oregon State (1967) and Oregon (1969).
Dr. Gunnings, who died in 2010, would then became the first African-American faculty member at Michigan State and developed close relationships with star Spartans' athletes like basketball icon Earvin "Magic" Johnson and eventual Carolina Panthers All-Pro wide receiver Muhsin Muhammad. Upon his retirement from MSU in 1999, the school designated Professor Emeritus. The Gaston County Sports Hall of Fame induction speaker for 2005 inductee Robert O. Mason, Dr. Gunnings also is the grandfather of current Carolina Panthers offensive lineman Taylor Moton.
Tate, a 1984 Ashbrook High graduate, helped the Lady Green Wave to their first 20-win girls basketball seasons and first championship while ending her career as the school's all-time leading girls basketball scorer with 1,358 points.
Tate went to Maryland and was a three-time ACC champion (1986, 1988, 1989) at Maryland who also was 1986 ACC tournament MVP, 1989 All-ACC and 1989 West Region MVP for the Terrapins' Final Four team. She then became the first and only Gaston County product to women's professional basketball when she played for two teams in the American Basketball League in the 1997-98 season for the New England Blizzard and the Chicago Condors.
Richard Walker: 704-869-1841; twitter.com/jrwalk22


by Minnie Hall at Citysearch Jan 02 .
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My daughter is turning four on October 29th. Due to her date of birth she won't be starting Kindergarten for a year after most kids born the same year. She is in preschool right now, but I always worry that she will be a bit behind if we aren't careful. I was given the opportunity to review an app/website called "Matific" and I am so glad I did! We recently stopped using ABC Mouse because my daughter seemed to grow bored with it, so this coming along is great! It gives her what she needs and she is completely enthralled!
Once you have registered, there are many different options to choose from. My daughter has already fallen head over heels for the "Monster Shop" and I love that it's not only teaching her math, but for her age it's teaching her vegetables and more! Each lesson teaches something different to help children as they grow in school. One thing I love Matific for is almost instantly I could go to the parents area, and view reports of Olivia's learning. She is using this on her Nexus (FYI you can get this on any Apple or Android product!) so to be able to see results instantly while she is laying on her bed away from me was great! With ABC Mouse there was always a bit of a delay, and that drove me crazy.
This is just one of the many options you have to use, and we haven't gotten to this one yet but as you can see you count the birds to determine how many they are. It even allows you to move the birds around and count just as if the children are sitting with small beads or marbles in front of them. I love how interactive this is, and it really is a fantastic way for children to learn math. I struggled with math most of my school years and no matter how hard my family tried I really could never pick up on it. With Matific, your children up through 6th Grade get easy games and lessons, and you know they're having fun while learning!
Here Olivia is doing the "Monster Shop" and I love how eager she was to keep going after each try!
Out of Five Stars, I give Matific: !!!


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Our Coventry Grammar School Curriculum Guides provide an overview of our comprehensive academic program for our students in Kindergarten, Grade 1 and Grade 2. Our curriculum is standards based, aligning with the Connecticut Core Standards which indicate what a student should know and be able to do at each grade level, and state and national standards in the content area. Taken together, the standards, our high quality curriculum, and outstanding instruction will prepare every student for life, learning, and work in the 21st century and allow us to develop empowered learners who have the knowledge, skills, and habits of mind to thrive as members of a complex society.
Second graders will engage in a variety of learning opportunities to promote their foundational skills as well as their reading, writing, speaking, and listening skills. In Grade 2 students read widely from a broad range of high-quality increasingly challenging literary and informational texts including texts in social studies, science, and other disciplines. Teachers use a variety of research based instructional strategies to promote student practice and mastery of skills embedded in the curriculum.
Distinguish long and short vowels when reading regularly spelled one-syllable words.
Know spelling-sound correspondences for additional common vowel teams.
Decode regularly spelled two-syllable words with long vowels.
Discord words with common prefixes and suffixes.
Identify words with inconsistent but common spelling-sound correspondences.
Recognize and read grade-appropriate irregularly spelled words.
Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in text.
Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
Describe how characters in a story respond to major events and challenges.
Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.
Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
Describe how words and phrases (e.g. regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
Know and use various text features (e.g. captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
Compare and contrast two or more versions of the same story (e.g. Cinderella stories) by different authors or from different cultures.
Explain how specific images (e.g. diagrams showing how a machine works) contribute to and clarify a text.
Describe how reasons support specific points the author makes in a text.
Compare and contrast the most important points presented by two texts on the same topic.
By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffoldings as needed at the high end of the range.
By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Use collective nouns (e.g. group).
Form and use frequently occurring irregular plural nouns (e.g. feet, children, teeth, mice, fish).
Use reflexive pronouns (e.g. myself, ourselves).
Form and use the past tense of frequently occurring irregular verbs (e.g. sat, hid, told).
Use adjectives and adverbs, and choose between them depending on what is to be modified.
Produce, expand, and rearrange complete simple and compound sentences (e.g. The boy watched the movie; The little boy watched the movie, The action movie was watched by the little boy.).
Capitalize holidays, product names, and geographic locations.
Use commas in greetings and closings of letters.
Use an apostrophe to form contractions and frequently occurring possessives.
Generalize learned spelling patterns when writing words (e.g. cage→badge; boy→boil).
Compare formal and informal uses of English.
Determine and clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 2 reading and content, choosing flexibly from an array of strategies:
Determine the meaning of the new word formed when a known prefix is added to a known word (e.g. happy/unhappy, tell/retell).
Use a known root word as a clue to the meaning of an unknown word with the same root (e.g. addition, additional).
Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g. birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).
Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.
Demonstrate understanding of word relationships and nuances in word meanings:
Identify real-life connections between words and their use (e.g. describe foods that are spicy or juicy).
Distinguish shades of meaning among closely related verbs (e.g. toss, throw, hurl) and closely related adjectives (e.g. thin, slender, skinny, scrawny).
Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).
Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, and provide a concluding statement or section.
Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.
With guidance and support from adults, focus on a topic and strengthen writing as needed by revising and editing.
With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
Recall information from experiences or gather information from provided sources to answer a question.
Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups:
Follow agreed-upon rules for discussions (e.g.,gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
Build on others' talk in conversations by linking their comments to the remarks of others.
Ask for clarification and further explanation as needed about the topics and texts under discussion.
Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.
Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.
Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
In Grade 2, instructional time should focus on four critical areas: (1) extending understanding of base-ten notation; (2) building fluency with addition and subtraction; (3) using standard units of measure; and (4) describing and analyzing shapes.
Represent and solve problems involving addition and subtraction:
Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
Add and subtract within 20:
Fluently add and subtract within 20 using mental strategies. By the end of Grade 2, know from memory all sums of two one-digit numbers.
Work with equal groups of objects to gain foundations for multiplication:
Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends.
Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.
Understand place value:
Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases:
100 can be thought of as a bundle of ten tens — called a "hundred."
The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).
Count within 1000; skip-count by 5s, 10s, and 100s.
Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.
Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.
Use place value understanding and properties of operations to add and subtract:
Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
Add up to four two-digit numbers using strategies based on place value and properties of operations.
Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.
Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900.
Explain why addition and subtraction strategies work, using place value and the properties of operations.
Measure and estimate lengths in standard units:
Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.
Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen.
Estimate lengths using units of inches, feet, centimeters, and meters.
Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.
Relate addition and subtraction to length:
Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem.
Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, ..., and represent whole-number sums and differences within 100 on a number line diagram.
Work with time and money:
Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.
Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?
Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units.
Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.
Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.
Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.
Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.
In Grade 2, science programming focuses on three standards, the three dimensions of science: science and engineering practices, cross-cutting concepts, and disciplinary core ideas. Each dimension works with the other two to help students build a cohesive understanding of science over time. Science and Engineering Practices describe what scientists do to investigate the natural world and what engineers do to design and build systems. These practices better explain and extend what is meant by "inquiry" in science. Crosscutting Concepts help students explore connections across the topics in science. When these concepts, such as "cause and effect", are made explicit for students, they can help students develop a coherent and scientifically-based view of the world around them. Disciplinary Core Ideas are the key ideas in science that build on each other as students progress through grade levels and are grouped into the following four domains: Physical Science, Life Science, Earth and Space Science, and Engineering.
Asking questions and defining problems in K–2 builds on prior experiences and progresses to simple descriptive questions that can be tested.
Ask questions based on observations to find more information about the natural and/or designed world(s).
Ask and/or identify questions that can be answered by an investigation.
Define a simple problem that can be solved through the development of a new or improved object or tool.
Modeling in K–2 builds on prior experiences and progresses to include using and developing models (i.e., diagram, drawing, physical replica, diorama, dramatization, or storyboard) that represent concrete events or design solutions.
Distinguish between a model and the actual object, process, and/or events the model represents.
Compare models to identify common features and differences.
Develop and/or use a model to represent amounts, relationships, relative scales (bigger, smaller), and/or patterns in the natural and designed world(s).
Develop a simple model based on evidence to represent a proposed object or tool.
Planning and carrying out investigations to answer questions or test solutions to problems in K–2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions.
With guidance, plan and conduct an investigation in collaboration with peers (for K).
Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question.
Evaluate different ways of observing and/or measuring a phenomenon to determine which way can answer a question.
Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons.
Make observations (firsthand or from media) and/or measurements of a proposed object or tool or solution to determine if it solves a problem or meets a goal.
Make predictions based on prior experiences.
Analyzing data in K–2 builds on prior experiences and progresses to collecting, recording, and sharing observations.
Record information (observations, thoughts, and ideas).
Use and share pictures, drawings, and/or writings of observations.
Use observations (firsthand or from media) to describe patterns and/or relationships in the natural and designed world(s) in order to answer scientific questions and solve problems.
Compare predictions (based on prior experiences) to what occurred (observable events).
Analyze data from tests of an object or tool to determine if it works as intended.
Mathematical and computational thinking in K–2 builds on prior experience and progresses to recognizing that mathematics can be used to describe the natural and designed world(s).
Decide when to use qualitative vs. quantitative data.
Use counting and numbers to identify and describe patterns in the natural and designed world(s).
Describe, measure, and/or compare quantitative attributes of different objects and display the data using simple graphs.
Use quantitative data to compare two alternative solutions to a problem.
Constructing explanations and designing solutions in K–2 builds on prior experiences and progresses to the use of evidence and ideas in constructing evidence-based accounts of natural phenomena and designing solutions.
Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena.
Use tools and/or materials to design and/or build a device that solves a specific problem or a solution to a specific problem.
Generate and/or compare multiple solutions to a problem.
Engaging in argument from evidence in K–2 builds on prior experiences and progresses to comparing ideas and representations about the natural and designed world(s).
Identify arguments that are supported by evidence.
Distinguish between explanations that account for all gathered evidence and those that do not.
Analyze why some evidence is relevant to a scientific question and some is not.
Distinguish between opinions and evidence in one's own explanations.
Listen actively to arguments to indicate agreement or disagreement based on evidence, and/or to retell the main points of the argument.
Construct an argument with evidence to support a claim.
Make a claim about the effectiveness of an object, tool, or solution that is supported by relevant evidence.
Obtaining, evaluating, and communicating information in K–2 builds on prior experiences and uses observations and texts to communicate new information.
Read grade-appropriate texts and/or use media to obtain scientific and/or technical information to determine patterns in and/or evidence about the natural and designed world(s).
Describe how specific images (e.g., a diagram showing how a machine works) support a scientific or engineering idea.
Obtain information using various texts, text features (e.g., headings, tables of contents, glossaries, electronic menus, icons), and other media that will be useful in answering a scientific question and/or supporting a scientific claim.
Communicate information or design ideas and/or solutions with others in oral and/or written forms using models, drawings, writing, or numbers that provide detail about scientific ideas, practices, and/or design ideas.
Children recognize that patterns in the natural and human designed world can be observed, used to describe phenomena, and used as evidence.
Students learn that events have causes that generate observable patterns.
They design simple tests to gather evidence to support or refute their own ideas about causes.
Students use relative scales (e.g., bigger and smaller; hotter and colder; faster and slower) to describe objects.
They use standard units to measure length.
Students understand objects and organisms can be described in terms of their parts, and systems in the natural and designed world have parts that work together.
Students observe objects may break into smaller pieces, be put together into larger pieces, or change shapes.
Students observe the shape and stability of structures of natural and designed objects are related to their function(s).
Students observe some things stay the same while other things change, and things may change slowly or rapidly.
The performance expectations in second grade help students formulate answers to questions such as:
How does land change and what are some things that cause it to change?
What are the different kinds of land and bodies of water?
How are materials similar and different from one another, and how do the properties of the materials relate to their use?
What do plants need to grow?
How many types of living things live in a place?
Second-grade students will engage in the study of how people both past and present have made a difference in their community, country, and the world as well as exploring how and what we decide to remember about the past. This interdisciplinary study incorporates history, civics, economics, and geography and requires that students generate and research compelling questions such as:
How can people make a difference in society?
How do both individuals and groups of people make a difference in our town, state, country, and world?
How and what do we decide to remember about the past?
How do things in the past connect to what happens today?
Create a chronological sequence of multiple events.
Compare life in the past to life today.
Generate questions about individuals and groups who have shaped a significant historical change.
Explain perspectives of people in the past to those of people in the present.
Compare different accounts of the same historical event.
Identify different kinds of historical sources.
Explain how historical sources can be used to study the past.
Identify the maker, date, and place of origin for a historical source from information within the source itself.
Generate questions about a particular historical source as it relates to a particular historical event or development.
Generate possible reasons for an event or development in the past.
Select which reasons might be more likely than others to explain a historical event or development.
Describe how communities work to accomplish common tasks, establish responsibilities and fulfill roles of authority.
Follow agreed upon rules for discussion while responding attentively to others when addressing ideas and making decisions as a group.
Describe democratic principles such as equality, fairness, and respect for legitimate authority and rules.
Compare their own point of view with others' perspectives.
Explain how people can work together to make decisions in the classroom.
Identify and explain how rules function in public (classroom and school) settings.
Describe how people have tried to improve their communities over time.
Explain how scarcity necessitates decision-making.
Identify the benefits and costs of making various personal decisions.
Describe the goods and services that people in the local community produce and those that are produced in other communities.
Construct geographic representations of familiar places.
Use geographic representations to describe places and interactions that shape them.
Use geographic representations to identify cultural and environmental characteristics of place.
Explain how the environment affects people's lives.
Explain how humans affect the culture and environment of places/region.
Identify cultural and environmental characteristics of a place/region.
In Grade 2 all students engage in a unit to begin to learn the concepts and practices of computer science. Students will develop a foundation of computer science knowledge and learn new approaches to problem solving that harness the power of computational thinking to become both users and creators of computing technology. Computer science is key to developing and integrating Coventry Public Schools Portrait of the Graduate Competencies such as critical thinking, engaged collaboration, effective communication, and authentic innovation.
Computing Systems
Algorithms and Programming
Select and operate appropriate software to perform a variety of tasks, and recognize that users have different needs and preferences for the technology they use.
Hardware & Software:
Use appropriate terminology in identifying and describing the function of common physical components of computing systems (hardware).
Troubleshooting:
Describe basic hardware and software problems using accurate terminology.
Cybersecurity:
Explain what passwords are and why we use them, and use strong passwords to protect devices and information from unauthorized access.
Store, copy, search, retrieve, modify, and delete information using a computing device and define the information stored as data.
Model the way programs store and manipulate data by using numbers or other symbols to represent information.
Develop programs with sequences and simple loops, to express ideas or address a problem.
In Grade 2, using a variety of media, students will work individually and collaboratively to conceive and develop new artistic ideas and work. They will continue to learn how the arts convey meaning and will relate knowledge and personal experiences to make art.
Students will understand, select and apply media, techniques, and processes:
Differentiate between a variety of media, techniques, and processes.
Describe how different media, techniques, and processes cause different effects and personal responses.
Use different media, techniques, and processes to communicate ideas, feelings, experiences, and stories, ect.
Use art media and tools in a safe and responsible manner.
Students will understand and apply elements and organizational principles of art:
Identify the different ways visual characteristics are used to convey ideas.
Describe how different expressive features, and ways of organizing them, cause different responses.
Use the elements of art and principles of design to communicate ideas.
Students will consider, select and apply a range of subject matter, symbols and ideas:
Discuss a variety of sources for art content.
Select and use subject matter, symbols, and ideas to communicate meaning.
Students will reflect upon, describe, analyze, interpret and evaluate their own and others' work:
Identify possible improvements in the process of creating their own work.
Improvise rhythmic and melodic patterns and musical ideas for a specific purpose.
Generate musical patterns and ideas within the context of a given tonality (such as major and minor) and meter (such as duple and triple).
Demonstrate and explain personal reasons for selecting patterns and ideas for music that represent expressive intent.
Use iconic or standard notation and/or recording technology to combine, sequence, and document personal musical ideas.
Interpret and apply personal, peer, and teacher feedback to revise personal music.
Convey expressive intent for a specific purpose by presenting a final version of personal musical ideas to peers or informal audience.
Demonstrate and explain personal interest in, knowledge about, and purpose of varied musical selections.
Demonstrate knowledge of music concepts (such as tonality and meter) in music from a variety of cultures selected for performance.
When analyzing selected music, read and perform rhythmic and melodic patterns using iconic or standard notation.
Demonstrate understanding of expressive qualities (such as dynamics and tempo) and how creators use them to convey expressive intent.
Apply established criteria to judge the accuracy, expressiveness, and effectiveness of performances.
Rehearse, identify and apply strategies to address interpretive, performance, and technical challenges of music.
Perform music for a specific purpose with expression and technical accuracy.
Perform appropriately for the audience and purpose.
Explain and demonstrate how personal interests and experiences influence musical selection for specific purposes.
Describe how specific music concepts are used to support a specific purpose in music.
Demonstrate knowledge of music concepts and how they support creators'/ performers' expressive intent.
Apply personal and expressive preferences in the evaluation of music for specific purposes.
Our Physical Education Program helps our children obtain the knowledge and skills they need to become physically educated. Our Grade 2 programming focuses on motor skills, concepts, and strategies related to physical activity, physical fitness, respectful social behavior during physical activity, and promoting the understanding of the benefits of physical activity.
Participate in healthy physical activity, and demonstrate an understanding that physical activity is beneficial to good health.
Identify dangerous household products that are harmful if intentionally, swallowed, inhaled, or absorbed.
Explain that medicines are drugs that are helpful when needed and used correctly.
Identify family and school rules about medicine use.
Identify that using medicines requires adult supervision and identify those adults (e.g. parents, school nurse, doctor, etc.) .
Physical avoidance and reporting of dangerous drugs and paraphernalia (e.g. needles, candy like substances, vape pens, etc.).
Describe different types of families (e.g., nuclear, single parent, blended, intergenerational, adoptive, foster, mixed-race).
Identify the benefits of healthy family and peer relationships.
Identify qualities that make a good friend.
Demonstrate ways to treat all people with dignity and respect (e.g., race, ethnicity, socio-economic status, differing abilities, immigration status, family configuration).
Define consent (e.g. personal space and boundaries).
Describe the difference between bullying, teasing, and mean spirited behavior.
Explain why it is wrong to tease or bully others.
Explain what to do if someone is being bullied.
Explain the importance of trying new foods.
Explain the importance of choosing healthy foods and beverages and daily physical activity.
Identify a variety of healthy snacks.
Describe body signals that tell a person when they are hungry and when they are full.
Identify healthy eating patterns that provide energy and help the body grow and develop.
Identify and describe functions of body parts (e.g. stomach, feet, hands, ears, eyes, mouth).
Identify those parts of the body that are considered private.
Identify different ways that disease-causing germs are transmitted (i.e. skin, mucus membranes, coughing, and contact with bodily fluids).
Identify ways to prevent the spread of germs that cause common communicable diseases (e.g. cover wounds, cover mouth when sneezing/coughing, wash hands, and do not touch other bodily fluids).
Identify "appropriate" and "inappropriate" or "safe" and "unsafe" touches.
Explain why inappropriate touches should be reported to a trusted adult.
Explain that a child is not at fault if someone touches him or her in an inappropriate way.
Explain why everyone has the right to tell others not to touch his or her body.
Explain the importance of respecting the personal space and boundaries of others.
Identify a variety of feelings that people experience.
Explain the relationship between feelings and behavior.
State the benefits of riding in the back seat when a passenger in a motor vehicle.
Describe the importance of using safety belts, child safety restraints, and motor vehicle booster seats.
Identify safe behaviors when getting on and off and while riding on a bus.
Identify safety rules for playing on a playground, swimming, and playing sports.
Describe how injuries can be prevented.
Identify safety rules for being around fire.
Describe how to be a safe pedestrian.
Identify safety hazards in the home.
Identify how household products are harmful if ingested or inhaled.
Identify safety hazards in the community.
Identify people who can help when someone is injured or suddenly ill.
Once every three years we provide a presentation to Kindergarten-Grade 2 students on firearm safety. Parents may choose to exempt their students from these presentations. Using developmentally age-appropriate instructional materials, our presentation focuses on the following key points:
Never point a firearm at another person
The CGS school library environment provides students access to information and technology, connecting learning to real-world events. In the library, learners engage with relevant information resources and digital learning opportunities. The Library Media Center promotes a culture of reading by providing access to high-quality print and digital reading materials that encourage students to become lifelong learners and readers.
Learners develop and satisfy personal curiosity by:
Reading widely and deeply in multiple formats and writing and creating for a variety of purposes.
With assistance, identify and begin using age-appropriate search engines and directories. Students will:
Understand and demonstrate a command of information skills and strategies to locate and effectively use print, non-print resources to solve problems and conduct research.
Use the online catalog (or card catalog) to identify materials by author, title or subject, including cross references and locate resources in appropriate areas of the library media center (e.g., easy section or reference).
Identify print and non-print characteristics, organizing features (e.g., table of contents, index), and purposes.
Second Step is a universal, classroom-based, social-emotional learning curriculum for Kindergarten–Grade 5 that nurtures children's social-emotional competence and foundational learning skills.
Being Respectful
Focusing Attention and Listening
Identifying Feelings
Learning More About Feelings
Respecting Different Preferences
Predicting Feelings
Managing Embarrassment
Handling Making Mistakes
Managing Anxious Feelings
Finishing Tasks
Responding to Playground Exclusion
Playing Fairly on the Playground


text:
Handbook of Optimization in Telecommunications
Edited by Mauricio G. C. Resende and Panos M. Pardalos
Springer Science + Business Media, 2006.
PUBLISHED by Spinger Science + Business Media, New York.
1134 pages.
Telecommunications has had a major impact in all aspects of life in the last century. There is little doubt that the transformation from the industrial age to the information age has been fundamentally influenced by advances in telecommunications. What sounded like science fiction just a few years ago is now reality. For example, in 1945, Arthur C. Clarke envisioned the integration of rockets and wireless communications in a system of orbiting space stations to relay radio signals around the world. Only twenty years later, Intelsat, the international satellite telecommunications organization, successfully placed the Early Bird satellite over the Atlantic Ocean.
Innovation and growth in telecommunications have been staggering. In 1927, AT&T introduced transatlantic telephone service, via radio, between the U.S. and London. The service had capacity for one call at a time and cost $75 for a three-minute call. Customer dialing for long distance domestic calls was introduced in 1951, and international calls only in 1970. The first fiber optic cable in a commercial communication system was put in place in 1977. Today, international calls cost consumers only a few cents a minute.
The International Telecommunication Union (ITC) estimates that the number of landlines worldwide grew from about 689 million in 1995 to over 1 billion in 2001. In the developing world, the growth was much greater. In China, for example, the number of lines quadrupled from 41 to 179 million in those six years. As recently as twenty years ago, personal wireless communication was limited to a handful of government and military officials. The first commercial cellular telephone system in the U.S. was opened in 1983. Now, it has spread all over the world. Again, in the period from 1995 to 2001, the number of mobile phones worldwide grew from about 91 million to almost a billion. In 64 developing countries, the number of mobile lines grew a hundred-fold in that period. In many countries, there are more wireless lines than wire lines. Wireless penetration in Europe is expected to reach 100% by 2007.
Broadband was unknown only ten years ago. In 2005, nearly half of the U.S. population had broadband Internet access. In some U.S. markets, nearly 70% of homes had broadband. In March 2005, according to the website internetworldstats.com, Sweden had the highest Internet penetration with about 74% of its population having access. Regionally, North America had the highest penetration (64%). However, only about 13% of the world's population could access the Internet (in Africa this value was only 1.5%), suggesting that there is still a long road ahead in the deployment of telecommunication systems around the world.
In the early days, telecommunication networks carried mainly voice traffic. With time, an increasing portion of traffic consisted of data.
By 2000, the volume of data traffic on AT&T's network was greater than the volume of voice traffic. With voice over IP (VOIP), voice has become data and soon only data will be transported on telecommunication networks.
Optimization problems are abundant in the telecommunications industry. The successful solution of these problems has played an important role in the development of telecommunications and its widespread use. Optimization problems arise in the design of telecommunication systems, and in their operation.
This book brings together experts from around the world who use optimization to solve problems that arise in telecommunications. The editors made an effort to cover recent optimization developments that are frequently applied to telecommunications, and a spectrum of topics, such as planning and design of telecommunication networks, routing, network protection, grooming, restoration, wireless communications, network location and assignment problems, Internet protocol, world wide web, and stochastic issues in telecommunications. It is our objective to provide a reference tool for the increasing number of scientists and engineers in telecommunications who depend upon optimization in some way. Target readers will include students, researchers, and practitioners in engineering, computer science, statistics, operations research, and mathematics.
Each chapter in the handbook is of an expository, but also of a scholarly nature, and includes a brief overview of the state-of-the-art thinking relative to the topic, as well as pointers to the key references in the field. It is our expectation that specialists as well as nonspecialists will find the chapters stimulating and helpful.
The handbook is organized in six parts.
Part I deals with basic optimization algorithms, including linear, integer, and nonlinear programming, network and multicommodity flow, and shortest path algorithms, metaheuristics, and Lagrangian relax-and-cut algorithms.
Part II focuses on planning and design. This includes chapters on network planning, multicommodity flow and decomposition, network design, ring network design, access network design, distribution network design, survivable network design, location problems, Steiner tree problems, hop-constrained minimum spanning tree problem, quality of service, and pricing and equilibrium in communication networks.
Part III addresses routing, with chapters on dynamic routing networks, routing and wavelength assignment, optimization in IP networks, and optimization of multicast trees.
Part IV covers reliability, restoration, and grooming. This includes chapters on optimization of network reliability, stochastic optimization, network restoration, and network grooming.
Part V focuses on issues arising in wireless telecommunications. This includes chapters on graph domination, coloring, and cliques, optimization in wireless networks, optimization for planning cellular networks, and dynamic load balancing in CDMA networks.
Finally, Part VI deals with the web and beyond telecommunication networks, including optimization issues in web search engines, e-commerce, combinatorial auctions, and supernetworks.
We would like to take this opportunity to thank the contributors, the reviewers, and the publisher for helping us to complete this handbook. We would also like to thank AT&T Labs Research and the National Science Foundation for partial support of this project.
Mauricio G. C. Resende and Panos M. Pardalos
Florham Park and Gainesville


text:
August 1 – Viler than the Average Bear (Part 2)
By The Archivist on August 17, 2015
Bookworm dashed along the canal edge, hurrying to the bridge at Piermont Landing. She was gulping in the damp air that had been generated by the heatwave the city was suffering through in this high summer time, and by the time she doubled back through the parkland to Lilith's bench, sweat was beginning to stream down her back and face. Lilith looked up at her pounding footsteps.
"Come quickly," Bookworm panted. "Prometheus is nearby."
Lilith blinked, unable for a second to process that. "Wait… what?!"
"Hurry!" Bookworm looked back across the canal and saw a large form making its way south toward Piermont. Lilith saw it, too, and jumped to her feet, grabbing her stick for support. Bookworm lent a hand, too, though she kept her right hand clear for her revolver. Together, they hurried toward the east, Bookworm racking her brains for someplace safe to take the girl. There really was only one choice, she knew, though she hated to involve them more deeply. Crossing the canal, they headed east again, and Bookworm stopped Lilith in front of a large gate.
"Go in the asylum," she told the girl. "That's built like a fortress."
Lilith nodded and hurried inside, slamming the door shut after her. Bookworm stood outside the gate, watching as Prometheus approached, her hand on her revolver.
"The asylum, I see," Prometheus said with a satisfied growl. "I have to say, when I sent for you, I suspected you'd contact my sister almost instantly. I expected to have to track your messenger though." He was moving forward with each sentence, and Bookworm finally brought her revolver up. "That's far enough," she said.
"Do you intend to shoot an unarmed Moreau?" he mockingly asked.
"One who has as much strength as I saw from your brother, and claws to match? Absolutely."
"If I wanted to tear the gate from the hinges and smash you with it, I am sure I could give you such a show. Or you could let me talk with my sister. Your choice."
Bookworm replied firmly, "She does not wish to speak with you."
"Pity." Prometheus suddenly raised his voice. "Lilith! If you do not surrender yourself of your own will, what do you think will happen? Will it not be your fault?!"
Bookworm kept her revolver at the ready, waiting for any response. Moments passed, though, and there was no sign of anyone exiting the asylum. "I think that's your answer there," she said wryly.
At that moment, behind Prometheus, there came a loud rawr. Bookworm glanced past the bear, and saw Beryl, Dr. Sonnerstein, and Kasa, a hand on her dagger, hurrying toward them. "What is going on here?" Dr. Sonnerstin asked, skidding to a stop.
"It seems we are gathering a noisy crowd," commented Prometheus.
"And you the noisiest," Bookworm riposted, guessing that the others had been attracted by Prometheus's shouting. "Lilith wishes to live her life in peace here. If you had any brotherly concern, you'd let her make her own choice."
"To say that while defending an Asylum where you detain those that cannot live their lives in peace, nor make their own choices," he said snidely. "I am sure you can appreciate the irony."
"Because they are ill, or worse. Lilith is neither."
"She *is* ill."
"Not in the same manner," Dr. Sonnerstein said with a frown. "And she is receiving care."
"You cannot provide the care I, or the Master, can. But I am done with words." Prometheus moved forward, and Bookworm readied her revolver. But the bear… simply walked past, saying sarcastically, "Put that down, 'Captain.' You are embarrassing yourself." He continued on east, and soon was out of sight.
((To be continued…))


Hunting opportunities in the King Country are many and varied, with something for everyone. It is one of the premier regions for duck shooting, pig or wild boar hunting and deer and goat hunting.
Three species of wild deer can be found here; Red, Fallow and Sika, with Sika mainly found in the Tongariro National Park.
There are great opportunities for hunting deer or stalking on private farm land in native forest, in Department of Conservation reserves and forests, and in private pine forests. Wild pigs or boar can also be found in large numbers in the same habitat that the deer occupy and during lambing they can cause havoc with new lambs, potentially damaging large areas of pasture.
Hunting smaller game such as ferral goats, turkeys, hares and rabbits on private farm blocks can be very rewarding, and it's a great way for fathers and children to spend quality time together.
During the game bird and duck shooting season, the King Country offers pheasant and California Quail in small pockets, with Paradise Shellduck, Mallard and Grey duck in good numbers. There is both outstanding river and pond hunting to be had here.
Our qualified team has extensive 'hands on' experience hunting pig, boar, deer and goat, and plenty of seasons of duck shooting under our belts. We can outfit you with the appropriate clothing, accessories and firearms to suit the species being targeted.
PLEASE NOTE: To purchase a firearm or ammunition, a current New Zealand firearms licence must be held and shown to our staff prior to purchase.


text:
/ Future of the Web/ Group items tagged David-Flynn cloud-computing
Apple and Facebook Flash Forward to Computer Memory of the Future | Enterprise | WIRED - 1 views
www.wired.com/...all
fusion-io David-Flynn Cloud-Computing
shared by Gary Edwards on 16 Apr 14 - No Cached
Gary Edwards on 16 Apr 14
Great story that is at the center of a new cloud computing platform. I met David Flynn back when he was first demonstrating the Realmsys flash card. Extraordinary stuff. He was using the technology to open a secure Linux computing window on an operating Windows XP system. The card opened up a secure data socket, connecting to any Internet Server or Data Server, and running applications on that data - while running Windows and Windows apps in the background. Incredible mesh of Linux, streaming data, and legacy Windows apps. Everytime I find these tech pieces explaining Fusion-io though, I can't help but think that David Flynn is one of the most decent, kind and truly deserving of success people that I have ever met. excerpt: "Apple is spending mountains of money on a new breed of hardware device from a company called Fusion-io. As a public company, Fusion-io is required to disclose information about customers that account for an usually large portion of its revenue, and with its latest annual report, the Salt Lake City outfit reveals that in 2012, at least 25 percent of its revenue - $89.8 million - came from Apple. That's just one figure, from just one company. But it serves as a sign post, showing you where the modern data center is headed. 'There's now a blurring between the storage world and the memory world. People have been enlightened by Fusion-io.' - Gary Gentry Inside a data center like the one Apple operates in Maiden, North Carolina, you'll find thousands of computer servers. Fusion-io makes a slim card that slots inside these machines, and it's packed with hundreds of gigabytes of flash memory, the same stuff that holds all the software and the data on your smartphone. You can think of this card as a much-needed replacement for the good old-fashioned hard disk that typically sits inside a server. Much like a hard disk, it stores information. But it doesn't have any moving parts, which means it's generally more reliable. It c
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