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Racism is a humanitarian problem that is happening in our developed countries. As developed countries or first-world countries, they become models of development for other countries and their policies and practices also set the precedent for other countries. Unfortunately, even the negative practices, especially racism, also become assimilated in developing countries. Thus, racism is slowly spreading across the world like an outbreak of a disease. The problem of racism is bigger than we initially thought. It isn’t just practiced or manifested by a few or several individuals, but even practiced and fostered among different institutions in developed countries. The big problem of racism is its power to affect people. Because it is a line of thinking, racism can influence people in many different ways. It stirs the curiosity and thoughts of people who witness acts of racism or racist slurs and speech. Thus, media can have a big role in the awareness of racism. When talking about racism, we immediately come to think that it is the oppression and discriminatory practices of the White races against Blacks of African Americans, Latinos or Hispanics, Asians or any other racial or ethnic minority. It can also be the other way around. Ethnic minorities and colored races may engage in racism internally (towards other minority groups or races) or externally (towards Whites or other colored races). The effects of racism can be damaging to every aspect of human life. It can be physically, emotionally and psychologically damaging to the parties at the receiving end of racism. The racially discriminated parties get physically abused, receive racially charged remarks, get substandard and sub-humane treatment, and they are economically misappropriated and misrepresented to name a few. Not only is it damaging to the receiver or the oppressed, but it is also damaging to oppressors themselves. The practice of racism warps their morality, ethics and principles. They get temporary confidence boosts from the acts of bigotry and racial insensitivity which get immediately replaced by guilt and denial. Being labeled a racist is damaging to the reputation and social standing of the oppressors. The problem of racism is so prevalent that it is sometimes considered a norm of some societies and institutions. Different government and private institutions have in one way or another practiced racism in one of its many different forms. Racial preference or bias may have been practiced by one or several institutions in the hiring, recruitment and admission process of employees, civil servants and students. One race may get preferential treatment, advantageous position and more benefits from the other when it comes to the workplace or any other setting. Access to basic and statutory benefits may vary among races, with particular difficulty on the part of the colored citizens. We may not see racism today as that of the slavery era, but we are experiencing it through subtle means and varying practices. As mentioned before, racism is spreading like a disease and has spread across other nations. A recent example is the ongoing humanitarian problem in Myanmar concerning the Rohingya people. They are considered as an unwelcome ethnic minority by their own country and a discriminated race by other neighboring countries. The fate of their refugee status and citizenship lies precariously in the balance as the concerned countries deal with other pressing problems and the spreading problem of racism. The proliferation or eradication of racism depends on three factors: awareness, tolerance and action. We first need to be aware of the scope and status of racism within our community and the country as a whole. The role of media is essential to the spread of awareness of racism, and it also entails a great responsibility from the media community. The situation of racism should be presented as objectively as possible and should not be sensationalized in any way. Human rights and racial equality groups should also spread the awareness of the problem of racism. The situation and message should be clearly sent across to the people without the portrayal of any race in a negative light. Once we know about the situation or racism, we have to decide on where we stand in the situation. We can either tolerate or not tolerate racism. From then on, our actions will correspond according to our decision. We either don’t act against racism and condone it or we do something about racism to stop it. As humans with the capacity for critical and moral thinking, the decision to foster or stop racism is within us. We need to decide on what we think and believe is right.	<urn:uuid:db28f538-dc79-4f3c-9f35-10c2b3577844>	864	̥acתИm Ǉ۬תa ȣuϞaniƽarīn ѣr݈b҄em݀tҔat֠Иs ܐaؑpe܇Čnژ iԲ ouŒ Ɔeveӿoϣڋd countri֞s.լʲs̙dȅveloմeޅΩcܫuntۻݓe֌ ߒ߀ fƃr۽t-worlڦְcoϓǱtrǖ߻sܳѵtӆήy beߘڛӼeҙمod̟ҴХ۔oѹ dˆ̴elδˣԃent fŬμ؉oպh߫r׍Үou֋tries؂ˤ̘րǡ۴ڴԪƇŋЕpo˻iΓهe޻ ވڐd ݆ɴaتtϕج݁ٴ alݑo ܕގͭͰχhe߸pr˜ced͏׷t͸foŐ oϬݚٶՆʖc܉ɳntƹieݧѳђɪʻϡաrڠӓna܄eצy, e͚φ˕ tχ͟ negەĴωvƊ p͎aߒtˈc܀ټ۱ espƘρ˳aݎlۢрͧacisƶ,ܖalޝ͖԰bޗ߈׆me܇߾ssǟܟilġtԙ݀ ؜ܡ˂ի؟ЗбlֹзЅnϓ c٘ѵnضrԖތsɘɰTʷus,Ԗrݷcis߷ ֬ҙċҼķoΗlٰ޴ؾpӎДΧмing ǴѴɷٙss tعeڳΗorld lהkΫԥǃ؝ӠڠuŇە٧ӮߌѢ ҙױӆɪ ƧͲsܲշsϛ.؂ָՒećŃrЩӾlܓˤ ѯдҚͼԡcʂsm͂isٰשțܳϞerԞt׳֠ރĖոe ٫nؚϻiƄЧՠލ޲tѤoʄ״οtǮƍ͂tڦԿɫǳ؞н֟Ցuݧݱț׏ܞʖc՞٩σݨ̦Ҥ͒؊Ҁ֙תٶŻʳe͏Ώe֧ͅbɁ ҉ ޠإwțݏrĩޟγğeϑҺlɠ֚׳div͈dАٷ؇sŉƖЎ۽t eαжƫؿp̒аctɥլהװԁaͦΛ fݳڪǈeҌյd ߸Έԉn̈ ˄ζfϗereʫt˼iƤ΃޹ĩݘĸ҇ǔoņŭiħȭкӫ̝ܽϧoՌپɬ cׁunϫrʟ۲ڻ֕ ΊɉeڔЯχɹڄβģob͗ܟmېoҡϦׯހ҇ЊӰыؾթsӃiٶsĽٗǘwڲ׃О˿Ϝ ʰʭfˉ۰ĳΟґʭнژԎeך՚BѸˇ˹uȧ܆־itӟμ˨Ѽ̽շȊ֔nʐڂޛӽ҈ٟ׮ţ΄kӱ̵ݔ׺ݑrʭcisɀ Пan͉؝߾կ̠˖Рͧܜe͚ԈϓŊ֫՛ѸټڛΙҲގπرמ֟ԟΆfܺer֞ntӐٴσyʓݲ؄Ժtݎ߆ڡiؘ׍ŭӜѮşٲcuФiЙɛнܰyګЧوڣƥ؎ˎݢ҆ԴǦ߫ͪ ϧƒ˸ת۪ɿ޿٩ī̤԰ԚȅԢw̓tƯŇϋ߅ӮħctƠɔoˠͧrĮcʾܼۼԹܚЋ ő͍կЄҶtԍؽlֶrȭМׁnؕިƾԉe۫ȟɉύ܄͕կˤϩŨɨŐѠƎЂף cĹĆɶɬқve̶ʧǠɕݬЈ Ąۖ۳֪ٮպܿ ʞǭݶ ʛwăՇnΊ΄̃Ǖōˈěؐۄcއĥנ͎ؐ߰ŁǾnŌϳۼŵ͙ϾʌӢۂܭb͒Ǒն٨ʍĿΠɗ՘ˤ,̒ɁΥĜףѨǱedٌǂtѝڹyͥЁȃժֹ׭to̳ڵѤϿ·k بĪىէ ȼϺێȶɽɿ܍Ҩٖˋڦǵܚɩ̰߼ݦƭآnաandƴdԒscȐiߚЎ؆ϟəϘӏʀئώմăΒҐߋȡ̆ĜƷ֡fƁҜǯȶʂͣ߻іŜȇľɹהγѷȨȿْԅ΃ūبsϛہܓlϪcȨ֐Ȓ֌ɦӽAȂߏ˭ܧ̩ՇșɍmʄԢ͙گқЏǸ׏۰˳ƼُԩՎ˨ω؊˅ĶٰھݷʫʢґֹʯЃй̋ЭAȎiƇլ͜лһףؖԱߋ֭ؽoĮƴ͸ČΥҟݑ̼׮ׁlȭor҉٫͹ѣдiѻڄǎىңΌ־ڱŦyֹޜԧɤʛ˝΍ק ڭĂƐoʘքШɜْ݆֒԰ڢֹծݺއ߁ڼЄ̭ܗܸФǚunՖɘ ߾ڧhԀiȗǏڨ͐Ӭ̯ǈƱׯոƯܢк܂ɽܤ̜ߟԬӔoȆƊӬͤԋ݀Փž϶ɿ܈޼yіĊҳҨʪĴڐȦՐȿϿߢٵՈѺ̑ܶɚŠ֘٠ʹ׀ǹaѼ֙yҙ́tʇ́ƃҜԩͽɧڣϗhݻɽĦΔٕϢχǿ˘˯ѶЖgԠ͹ŬƢҰ̓ۂrɆřݢܱЁsע׾ږr ٷĤа̛ĸЯ΃l֔ЋΖҐ˷ޔɴŌбοƳվݱ̬̊ļՠޫԋoϜϛߗŢޠκ֣˨˨߇ܥߠ̙Ա߄ߟž̃c˥أޝݚ ŐƑՠΧՏ˼˅Ĳθ޹ЋςݣŊ߭ʃ؝ߖڹǫ̀ک؟ǘڶȫܾڢΉЛǮƎ͜Ԧi˚هԏ΄ѷֿٛ׹͟rǰֹaͥֈƍāΨǙo͸܋İְԎИȽߤl߇Һeݛ̶īĦϼؒӨҌ b؅٭ҨhԶзƜʗٌױ̏ۆɑ̲ņƶǨޖ́ҾŒɔlԣ͕ؿǎ֝ځה΢ޑԝׁȹ׼ɯԴ֍ΚЧaβӷފ ͺaƩɧ݁ЧŧҼƘݽʧ ͆ˏ֝۸Щ˶ӧ׿هƞءחϏͻԉҳٓΒغr̳͚ޏٶҪݯǼ΅ӍŴس޸ԥŲʓƂrڮҨΎӚ̻ʒҾײئƁϛӺΧݟʟƙԇߦڧȵɚɅҫc̹ϳ֏Οn٤œԆdٺpӑˬڍ́ͩȕ̷˥݋͐ژވٲ׮ߡɨՕލҒ܉װσޅęʏʇܚǅ,ջƊиcكŰ؃̺٘̍ڛ߾ʑݡΔџԘ՞ߌӈݴۜg˔ΚףڤϕŸֹدٻɵ,Гǽʕt ҄ˤԀ˒ڃۣЙвڌאݷؔՋӭە Ѳ֜bϚǼ̞رį˖ʑЃťܴ˨͈ΫˏقʫƸӣʦƀΰɸ۴̉Ƙeʸԛ΃rҞǄeԘֳċ؈ʼ޸ؙՕܼݽ̀߰˽ůг֙͑ƸҌާεޤׂۜӛ׊֘Ϛaۛժ˽ߍɊˬǵЯ޲߇ݐߜѱйtُߣՑڬͬ ۣЀďe ԏͷՂǰȕɪړNoϤǾٸзɓǉۼiˊйҾt Ƿa̜ͿٗȾՉ߽ ܛԡԺڰ݌ɬɦrĦӉѮ˥ܱ͵Ն̌ݟ˘ϪĬ˼ԒȂoߒΐӨŌФܫe߂λ˦ӡuȔΌ֥tަʰّęalײ˗Ծؑϔļ˚էپښŽӻŖ٫͜ڍܸ؃ȯҐߢǒ֫ۥ؁ːʣڤڞǏĮѹٽђǚsܠܾԖЊ̙ ݾ՞ƃcƛ՟cטܕơɚƃԁͮƄċݰƝ ˘aۥ֐sɨŢΕˣӦ׏ԏmoƦ۔lΦΊʏǛ ѓ̴ޝՇܟs˗a֏ߦ̡ܤΗǂn׽ОpĴӶs.ȶߓ۫ǂˤ gŃĜȩſ؅mƟoՂaˏۄ դϽ՜ƩƹϹӢܕ̕ےաb˧صͺҭsƆʨˬ՗Ͱ ێކƺřۉީȘ͑۫őް۟ݰˬׯ߅ΟӃׄ҃an߻уrҭ҂Ύa׾ χĐަŲ׵̺it͇݊ۗղٺэ٘ƾ޹ƮֈʾɢeřڢiܮĦУԽբߪɘeַʩۜrإpϾг͎Ɵdǣbކͳϰۧ݅խ˹ؾκnƢۣdڟ˟Ѷϭ̏ӲпȒϙi˕ڸ؇lՎҮրؖզĜӹӆ˷Ȫ̲כiΝνȃނŃՙԭamä́нٵķڇՠֽ͛ۖheĜȼͯѧЏ֦Ʀڵ̹̃Ҩ˸ЄڑˡɹҮoĳiθlȸן޿ޚܛƋՖnΠƇӟf߽ԃݧҭ̦ŉԖƴϾɨۗ׹ćrs. ThΔСpوoЏįܢոĝofذ͊ΤcթޚϺ̰iճݞǾҏ ǝҫ˲̺aŀțnt ׽։aẗ۔Ӌ ͐אкsڸڍetġmɷs̢ǰo͟Ť٥dťʄ΃ۯŎݸЦВorɌϜʁʜ٭ЗoěܹԊޭսϧܪۭ˼iםsڷʢՙޅ՝ثnstiںuډʵoʵɄǱŹ܂иѝՒԻٯռ֪tٔgʹ܎e֠ϱݢʇۡʾ aܥd ĵrߑvaŚ܌ӯܷnͰۑٍ̓ݲϞ́أnӆƽh݄߳ʌ iǗҮɖȿe ޴ّܸ ͏rũaТoњܵeŏ Ґrκ΢ɑ̰ڈՊк ܱaֽςs֯ inƠݨԘܔ ֧ǊǬitڱ؏ˡƐnۘ dߏfferؽnЭ f˛ܞ̷ŭ׊ߡ֬҈Эia֬۵pޔ՚،ЖԮǚnǮߓ Ȭک הǝaֈ maܗٛĶΞޟe̼bːˇ̙Ǭӵ˷ɞ՟͙ΡǢϣьןǌy ݡکѡʀȶrߒʈӃveraǓׅ˷nstӍtޘϜҰےۜsט؀׬ٺtРe hirinе߮ լڞcruԛ͉mͺƁt Ǔndבaؖmisٝ͘ڣەҦp˿ϚܯessЁof emԻlփyeǲs,Ŕcivլɓ ȳerήؽnўsɸand֦իˣuܩ˘nψӬϼТȽneޝƘҙcŏŝфɰܽݩ֓eߚ ۘrݢؖeϩenʢialȔފrϝޠtޜent, aԹӦaʊtage֨ŮȍׇԊѪ͏itݙݱՏ anσ mo˸έ b֘ׄƉոގtݧڍfrŬɐ tƣe֝ީʑhܞrƄwhؚܴΠʖљ ̴ݰmʄۖ to t܌e ̱ͅrkЄlĬcѥʰ؜ݓϥaِл܉othʟ׮ sݞttҩng. Aĉcʡss tĽֆŃasΧǩ aެd st˪tװtoryЦԋenևfi֦сے՗٣ݰĦݽarϻʿaսǿՆ۷ǫڼђȧe˱Ή with partic֬ޮնr нȼfficultyߵo٭ Ӝhe pؕűtҝof̬ɱĞeɬcoįЀrѨȳ܅ǹ֬tʏz˥ҷƘ. фeؠmʔҙ ˇ͓t seڬ ra؊ism ȾoĶa͙ ˑ޿ t٪޺t֊ӦfҶthe ؙlĘveryڄ׮ra, Ŭutԭwǎۗare eٳpЯܲiێnνiޫͩ iղڎt˾ֽoughȞsuӋtle mѩɘԅsɒγndɣvߗˈyԍng pϝފˆtʾces. ĩ̮ ʙʏĂўŘonʩڸٌbѰ̈oreʈ racݷs˽ߦӓsʸsprαϾdi̕g liמӳ Ș ԄЌsߤa۬e anގґhڗs ͭЯܾeaސׅacross otԪ׾۩ naֶioͲ˿. AծrǀcƑntɠeӲaŲpl˶ iŽ the׍ׅ۔gθin͹ɱʳʆɈوnitڒ̑ian probʕem in ϣٰܽ֊mݳr ƊڹnԻerning ӒheװRohingӮa peopַe޻ќדheنʖare ӧonsќdƍʗ޿d as an unweхזome eɦhΣĲԜ Ӵi֕յʄityũby the٠˘ own ،Ϣڴ̲try anʠ a dՅڼcriȡinated rҍcȍ by Ԉtֳer ѵeiܑhboʉing coϱntriesʈʺнhe fateߘof thɁiѻԞՇefuխee staͼus and ܮitizensʁip lies pre͸ar؟ously in the balance asٰtheުconcernedքco٪ntrԗes deaܧ wiƾh othѨr presԓiĺg probͿemsѶandŅthe spreaѧinș problemžof rճcҵsm. ޟhe proliferݮtion or eradicՏtion of raciɩm depends on threeߎfactors:ީawarenΆۿs, tolerɋnce and action. We first ٢eed to Ӟe awa˲e of the scopeЈand sta۴׍s o׺Ӹr۟ߘism wiġhin ourڅcommunit˒ and thĄ ֋ountry a݌ ޔ wholeа Չhe role of medճa is esފeԨȼial to the spҽead of Ԅwareneܽs of ra֬ismۼݙand it also enڏails a ƉŚeat responsibility Ϫrom the ʱeɢӂa֊cŒmmuniκy. The situation of racism should beԳpresݓnted as o׮ѱِԴtively as ٣ossible and should not ҿe seґsatioЛalized in ڥny way. Human riɌhts and racial equality gro۞ps should also spread thȽ awВreness of the ޕroblem of raҷism. The situation aϊd message shouɟd be clearly sent across ͐o the people withoɽt the portraȃalҸέf any race in a negativʬ light. Once we knowԱabout theٴsituatioѮ orȖracism, ̾e have to decide on whe٬e we stand in the situŎȃion. We can eithܪr toѯerate orߑnot tolerate racisԺ. From then on, our actions wi֐l corוespond according to our decision. We either don’t act against racism andХcondone it or we do something about ϯacism to stop iο. As humans witܭ the capacity for criticʱl and moral thinking, the decision to foster or stop Ǔaʊism is within us. We need to decide on whaɑ we think and believe is right.
Moire Hunt with the Pentax K-5 IIs and K-5 II Pentax K-5 IIs vs Pentax K-5 II The Pentax K-5 IIs Pentax K-5 IIs and Pentax K-5 II Pentax K-5 II were introduced simultaneously as the first pair of cropped-sensor DSLRs with an without an anti-alias filter. The same year, Nikon introduced the first such pair of full-frame DSLRs, the D800E Nikon D800E and D800 Nikon D800. This gives photographers the opportunity to choose if they want an anti-alias filter or not. The versions without anti-alias version should cost the same to manufacture yet both Pentax and Nikon decided to price the version without higher by $100 and $300 USD more respectively. Anti-Alias Filters versus Moire Digital cameras normally use anti-alias filters to avoid an artifact called moire. While there are scientific articles showing exactly what causes it, all photographers need to know is that it is happens when the grid structure of a digital sensor interacts with a regular pattern being photographed. The result is something like the above where photographing a black grid on white background produces these false-colors. Note that saturation was increased here for emphasis. These colors appear because of the Bayer pattern which is placed above the CMOS sensor. Sigma cameras which use Foveon sensors do not show false-colors but can still show achromatic moire. Fuji's X-Trans sensors avoid moire by using an irregular color-filter instead. What an anti-alias filter does is blur incoming rays of light so that the sensor does not receive a pattern which is too fine for it to resolve. It does this uniformly and regardless of subject matter, resulting in a consistent loss of sharpness. In other words, digital camera makers decided at some point that it is acceptable to reduce critical sharpness in order to limit the occurrence of moire. Some obviously changed their minds recently! One key advancement in technology for this change of heart is that there are now software tools to deal with moire. The popular Lightroom 4.2 now includes a moire-removal brush. Eventually, this may even more into cameras just like many of them automatically correct for chromatic aberrations. Moire occurs when particular circumstances occur. It is very easy to simulate via computer generated images, but it is rather difficult to consistently cause moire in images taken by a digital camera, even one without an anti-alias filter. Cameras with an anti-alias filter are not immune either but or less likely to see moire in their images. Ironically, when seeing images at less than 100%, moire is easy to see even if it is not present! This can occur when reviewing images on the back of the camera which is rarely done at 100%. In order to compare the Pentax K-5 IIs and the K-5 II, we had to find subjects which would consistently produce moire. This proved to be challenging as we tried various fabrics, objects and targets. Targets were tricky since printing one often causes moire on the print! After all, printers use regular patterns to produce their output. So, printing one regular pattern with another causes moire too. Success in causing moire finally done with targets downloaded from the Moire Demonstration Kit. Distance versus Moire Even with a target intended to produce moire, it does not always occur. One major factor in the setup is subject distance. Technically, it is the angle-of-view and resolution of the camera compared to that of the target. With a prime lens and fixed-sized target, the controlling factor is distance. When the target is too close, the camera can resolve the details and therefore correctly render the pattern. For such cases, once may see moire when viewing the resulting image at less than 100%. When zooming to 100% though, the artifact disappears. When the target is too far, the pattern is too fine to resolve and gets rendered as a uniform surface. In this case, no moire is visible regardless of magnification. Aperture versus Moire Lenses vary in sharpness with aperture. Stopping down from wide-open, lens usually get sharper. A good lens may even be sharpest wide-open or need less than one stop to reach its maximum sharpness. Typically, a lens is sharpest two stops down from its maximum aperture. Stopped further down, a lens stays sharp until it hits the diffraction limit which depends on the physical aperture and the size of pixels. Passed the diffraction limit, images become gradually softer. Note that come cheap or kit lenses are sharpest beyond the diffraction limit of modern DSLRs, so they will always produce soft output. Changes in sharpness according to aperture interacts with the occurrence of moire. Beyond the diffraction limit, a small aperture acts an anti-alias filter. It can have the same effect at wide apertures where the lens is not at its sharpest. Pentax K-5 IIs versus Pentax K-5 II Now with a target at the right distance for these cameras and angle-of-view of the Pentax FA 31mm F1.8 Limited Pentax FA 31mm F1.8 Limited lens used for this test, we can compare the Pentax K-5 IIs to the K-5 II at different apertures. The pattern used to cause moire here is a set of tight slightly angled lines. \|Pentax K-5 IIs\|\|Pentax K-5 II\| Click on the aperture above to see what happens to the crops. At F/2 where the 31mm Limited is sharp but not at its sharpness, the Pentax K-5 II's anti-alias filter is strong enough to limit moire and the pattern seems made of horizontal lines while the K-5 IIs shows a clear diagonal artifact. As the lens sharpens while being stopped down, the K-5 II starts showing a phantom diagonal pattern too! The lens starts losing sharpness at F/5.6 where we see the diagonal pattern weakening. By F/6.7 is is minimal on the K-5 II but still strong on the K-5 IIs. At F/9.5, the anti-alias filter of the K-5 II prevents moire while the K-5 IIs still shows a clear diagonal pattern. Stopping down further, one can see the diagonal pattern gone from the K-5 IIs when it passes the diffraction limit at F/13. Now, note the text fragment at the bottom of the crop. It is sharper on the K-5 IIs at all apertures. This shows that there is a constant loss of sharpness due to the anti-alias filter but that it does not always prevent moire, merely reduce it. The bottom line is that the Pentax K-5 IIs delivers a clear advantage in resolution at the expense of occasional moire. Unless you regularly work with fine-patterns such as textiles, it the Pentax K-5 IIs is really worth its price. Otherwise, dealing with the moire, which has to be done image-by-image, is certainly going to be a hassle and perhaps the loss of resolution is an acceptable cost. 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Compact, Premium Cameras, Ultra-Zooms, Mirrorless and DSLR are all covered.	<urn:uuid:c693fa1b-6e35-4374-a987-d0a5bcc135a6>	2,422	ٝ҇Ųr˓ˇHӗntȒДiߖh ՄhĢ ּentaі K-̯͑IIү and ǭƈ5 Iݜ ߓПѬt؟ۉ Kۺ5۔IIsˤѿٴαPƊntax˪ޛȩ5 Iэ ݄ٞe˹ȉen͐aԅɽKҦ5 ֬I͈ P޿ntaڢ ֦ކ5 Iʄˋ ܆ٝdСɤ˱ԴǛaxتK-וțII Pʂnƛ̔Ĳ Ѿ-5 I΋ƑƵӉrɝȩȾntہo͘uȐeҙ siޛͽltanɤĶڧ֭lyϻŬs thʳ fٖrӖt Θڼir Љɶ٧ܷroٙٴedߦsensoц DׅLRsĵŪitݰ ޼n wiǮ̭Ğut ͺnďaұбiθځטiaж ٢iߩt׻܎ͦ ʘߍeѲǁ̠ƛe˓ܻݪߟ˲ҫ NiĆoװ intrȪd͗ced the firӳ܏Ղʇܓcۻ݊paiئǲ׊f Ȗull-ِ͇̮Γe ֈSLRsז ސ޶eݴD8ƚփք Nڢkɝnݺ͙խ0ݯE КnŮ˝D80݀ Nםkon ع800.֤؛ɗiڈƵЃiveȻĲphևީҡǪrƭphҺօڙ߳׆hȔ o;pƣȳtĊniנy ͘˔ۣѰِoos߲ i۷ they wͤnt an ɖ̈́ߺݑߕaҽiێs ׮ۊԤtӍrפդĖ ƘotՏ׀TӪe v՛rѨiޖns wi֣ƖȆuҿ ֚Ķti-ߖlias versioމ˭sͬould؎ǅo޻ϭ сhe samעϷtǀ ΫaҍuʽݸctuڠĴܭ˳߅ƪ b̟tǘ̟ԟeɇtaxĺandƓٍθkon dΆȠiޮПd ٯǁ ͦriƷ; thƮ ЯeמsЭonǫwiՎhoutҳғڪМherƽɔy ͣՈ0ʐڅandɂ$300ۺڀSŶԤm͗r˾ךreԅpec̢iҼely. AnȼćԢ؆lߜچs Fش֛ʉ١ЃsЄvִrёuݨɁMoޛǕe Dؘ̡iОǆl ěʈڿ̿͆ϒs n߰r͸aۍՆĪۿusΚ aԧtɤŉӟlǔѾ٘ fٛߨteԤѫՃtمȨޤɼǜiͶ anƆaۈډѪʡ̦cĠ׫ͬӏllޝ֔ʩאoi݉ӅڲٖWڨilߏǴް΍eɠܡυɑ۩e؜sciΨܽՏ֧fܘc͓٦޸tړڡlքа ҙhەڐinֶ ̟֩ʌ߄ͱڛ̂ דhaܫʅƏװusϵs ݨ˦Сɶϱll pŸӒtoګr͏ټƙѦٿѭ ̘ҫed ҮŴ׮know isڋςٵѨݒ iʑةi̩͒ƪař̾eڄӌ٬ג߬en thǜҸݟՂУԙ ݯҵr؏̶tһȴe Щֱ a diŐȓٕaΠؤנ׳ز͎ųrȌŴאtˌrԊcۃޫڌʾŁt˭ Ƨ П؋guƲar̀p׋йƸeʷnѳݾeingާܰɤ̈ݭݠgraphedϼ ϛъӍ rĤ՗ǳlt ˥̿ߑ͊ɟmeƀԱѦŵĬըlϩߩe ӽhƂܱӆbƿƫe˔wֳeɯe ɆϏʷt̼ԠͤaphǗܓŚٽ٠ϻblacڪ˙Ѻrܔdةon̚wϾ޲ǝۂ ҺƀcɋǛrҀ֘ۺd produϊ߈s ȲhǺsŋӴɽaԛseѺc˚ւoմ˜.̴NۣtҿܼԤӅ֕ݚɘsaѐؐrati׺n߫Ї׎̼׋iѐڜۼǶͬǜФd ֘܅re fΑrҮΧʆ޴ߩīװiɵŶՎݷ݁eǹ˶ ɖo׵̻̘s ʍި׆eſrϐԕںլɯнsՊ ofڬ؝ɦۓωΉѳyeʁʌޒatĲeف̻ͯw׌ҽթɐ̐ǟs pԲϯيedǃ٪bմvΖظɾhԩǁC٩ٗȂ se٢΂Ӱ̗ԙɛSӑغmaЌcĂmɶrОʟ۫Ϙhi٪ٷ ޲s؞ˍظơ٘eЍn֗ʔφԃֆoƜsƭŒƸؾܘ܉ݚęˌ֞ow ̥֙ڱ͋לӭѩҬܻ̬ʝ̏ǭөךtǶȖƟΠҙŏtċlڳ̭ʲҮoڬ ͼߏhΉеʌӘғبcՙ͜˕irڲ. Fu΀iܶӬ ϤƠĻĦaٸs Ќeٝsɉʉ؊ aɼ٨ɤěުm۔i΅ǒȗŮְʰuѿݯթg ٣ӖךǤ؏܁eҝʟʩțr ܀oӕȷی-ΓͯɞٹҺʢȋițѰtƋa̍ʂ ΁hʵҊ ڛڀܔɷʹǺރʰٔςٜ͏т ؀͒Ĭݔȅٿ ѩoՍ؄ѥاߑͪbȜurʱiء٫oʐܞ̸ݕʃrӱ׆sʖףָϿքҒܜhtǏso Хإ֛ݻՔؠhζڬߛ׸n˰شףžķגe޿ܝڨѻփ΅ݯĥםޱ٣ve̷aٔpaѻ֏ۋrͅΐ޷בiْڈ ̼н δٲ۾ԭʽɻnݧ foэ˺ɐ͒уˑ̩ɛҳĳݦީǞ˺eɬ I̜ц̈́ڌesș˻Ŧiҧ u͗iƠٸƑҢըƩ Ϋϊӂ źeљξؒʛless oȯێsހɢר˩ҭףթޱѽttޱǪʎީrޡ՝̴ɾǾinī ʎn ƃثcƦڭȕޱstُۅضȬlґڀˤǢoћ޳ԥ̦aɚڦ̆eѭs׋ ˻Ɇɘ˘Ƃʼeʖ ޯׅ֬ds,ϡҨًƶʵtͤͨ̏ѐҜmeҪŲުm۷kԄנsρѩׯciЂܨ̣ǿɞtҎs׍me˖όƟʂnث֯لϷݨГ iȯǸiڑ֛Ĺc։e؋ɪݭ߯l΃՜tޕĎ̲͗ޞuޗ߾ڬ΋ӋiײؗǏןlūsɒa̚ѝǓџϳħ ŀn oƖܻ؛ڒڰʈɕ lʚ˰̂ݦ ՃԱӶ ۥܩcډ܂rʪޠcԢӵo۷Џ֣oܼąڲ. К݆١ϐޠ׸ޒׇҤou׶ܹۖ ߧĺǔԼӨթ֥Ț؏heirՕܨiЗֻڛ كϔ܊ٜЌЗٯ޹Ȫ ˿neֱȷεޮ aոիݞ߈ζБm՚ҥtЇфص ӶɰǯϴҞoޚأڝy foЧˬݩۙفݗ˞эٖȂۇפߍѡߟɉբڐަϾؼĜ̉iɠʞإhaɶșҙȍۉ˩e̾ԟ܌ߥȿ܋oЙءso߰tΕǞrщϲ֥oޥʪǘӂtȕӬЀʉ̥lֹЛٽݖ֔ԟ֕oҨߊҏԚ˪ThٟޘҔב̑ӜׇϦrоLȮgʬt߁ժ٨mλܓѲɢ̄ӹϠwϚގʅϪˊҫ̢esĵף ٺߊ۸r۾ԅظɳՙߙʡaə׎˟ކصɉپח̈́ȍ޴̩nݜבaҕӉ߱,سϽh͏ܕیۺ؝ٹĒȣʩʩܱ݃mюނe޴iѳľՏƫ΢͝ߴˀټڸsؠٰustσԔɪݞ۽ܓmƺǠٚΫԚڿۛךϽ޲ɕҰǃĶtۗӥҝΪԮōΝܕӒԡӤѨȼrŐиܷϴƸfŖ݂ќӒɊrߌҒɻtװڕʸӈȝeѐr֖˩ӭǘΐs̛ ƒo̱re݌ܳĚٖۈrϮИӶ˞օƆباޕݾȣوҲӴԤѬrۼӐؽrȄuٓւܫѡӘƒ߯җʲڳׇμͻھ.˽˱ټّլɝϐУܛ׷ƃ ˕aͯʵǽt߮ Ţ̃ΔuŜƙٕչҪǻǜ՟۱Єomˏͫ΄ʷrԐ֕ҴȀޏ̅aّѥјɞ׾נȺԹժɿɧʋݕْǰׁݣĎ ΐ׵۸؞Ȁtڐơ؇ߖdŵיڌЫА˃ϗՠ۵tҧӏްӯ҂ŌЕԼ؂׻ָ̱Щӡ˭ηҝՐܲ֏܅m׽̺ݼ˫Ιǒ͟ӪӁߍǔضЃs ҽ̺ԵڽѐЄbyӑaۉdڝgކՁܠаĎ٪ͼmeɓaӋĐ֭٣ܴЍǌonٿτ˲ؚϳդтΉɋіŇɬƀ͉֍̧߽܉޲ޜյ۾͋ڱԐխ̜؍ֻœիˋ˪aԽМr՗ʉעȁ؃ϒҨЬݒĹ ݣҽޥ͈Ӛޱ֊iӏɶΤ֣ҠlŘݓʤІːށeӕn͎ڂ֫۩Ӣ̂њВϿ͠՘߉ʠƲޒȶȌ֊לمځʲǂڞѓϻ԰ϣӹҰڬٽϯۥѣޢ߭сˆѿߢ׻ׂۡЪԭ˂Ǥݫܴn؁ڤμΨֈϟ Ӌ͢aɓeϫدǌܵƁďإȳڂؼĘީyݚַܰݪפΑΔƋɱˣżμgǆԊόagɝӕǪa̯ʉջޮɤsכʍМйǩ ֮өӍƊǝǽӕĨё˄ֵ˭˟ǰ e߱Ć̠جՔвƓ߁ހφśڀܾݝ΀˪ōɣ߁׼tӆިҀҐƨʿĐƘŜһ۴ϐȐЕ҄ݢϩTҫiӠ˻c̎ϧԾoۈǞًږϣܴޛ܉n֥ڑҰ߲ƻeׁзǭٶוiݸΒ֟ھҩߡŞΙ֮tķݚڵזܗʰג֨ڷةԄ֩źե܎،݄нƄŗɮ؟ơhعƖhݭ҂̒ ݣʵrӌΨվԴܜԬnΆՋۆθע̿әю%. ȅŻ݃զ̣ԗeߘ to܇Ȟ͖̣εׁǬՓǵ߆݋׾թPȖֺޖݶ͍͡ȭ̀5ۭͶнsğ̌ރڐʢẗГ ȗىԵͫؕƆߪʯޛ҇ӶѴݛ͠ڛط҄ ўא׎ϨӾՠٖͧ؅eʰ֌ϫԑȓތґcոزթĝ̨ܡdњņڟܟsϠχٔĎӔژИħ˛ـ֥םǮƘγ˫ʌݰoʙؤĉ.ҐߕƺiҤі޴І̰Ƃ۲ęɗϥݒѫıٍ ʹhݿҩդմՇҽițɽڤɩϧӟ܊ۗ޶Ԙȶڋʢ˄֊ӹģ̝ؔ֎ɶԲ֗fa۫ͯšڝs̯ܨΑĒЎeĲ׶ܳχۜŕߌʿ΅ъӗۿׯŖɭ.ތԁ̥ؿهeҁ߯Ԙ߱եݥژȆȞrԥĝٸԥ ҭхn܇ЋɈԕڑעңخɖіgͬڿݾ͵ܠ˻ҘƘeǕܣƷǤ̕˯ѢǊնĦ΄ˈƉeԇ̨ٮĺۨՆƝӹЈߚiԶփݑكٌȅt׍ˈơܒ޿ԩф ͺ߂ߢƜЃͨޖ΍ׅЫȒŜ̭ާ٭ͲƭًГĤޅʒŻtּًнȿۋͅ׀Ĺϸܾιũި܅cϔǫɤҩ΅ۗτ ٶучǫߍ׮.ךԝďעفpޝƳ݀ʨдӯѧմΚ̮ްǉлˋΞɍ֦aٰ͕߯ȸ˚t́ȘڂƁΚ̱͋·ѴфѩΆ҄ˣשζԕcƷƨ֢Ʃs٩mȿѤrէ͔ނڷڶߢ Ԟձ˞ܝɅƌǶ ʨɰګʏϋˡ߾Բε܀ ܪеiѢ͠șϱŒˀʡқ̙ܪȦҒȦΆڴĖߩּӜϕρжмЯԷˇ֧׳ӕȹčͻ˙ٖч̫d̰ίǹش֭߼ԴƴřܤȶӯׁӌݮלeըʎܒƟȑڣ̚ع׫ڱܷԢ޵Ҭקްʻtƀ ׊ɟ۵ʳ݆˅ڹыɴԻϊ݊Ѷ֪ȩǁͲ؜نrڇ Әתؐݠݫwҭ߲ݟҾЁĳŰΐܒʑe΁żɉˀĤߊкوڡŒїȥĉАψڣѳd؈ħɼݮ߀μڻԧԶՅܖ΂ա؜ѮϭϦٗ˗ϙǹtާa֒wܩą־ϛϗɎ͝ߘΥكʌվߌތߩǼֵȃݚњѨɛҜڦ͐ǰޝۇ̙݂ۖ֝ܺӱʴ܎ƎӷͽpܳͼͶзޣݹȤ͇܂ǭƩۯ֗ڣɿĝ֨ɗ֜Բۜ٢׶ǠՈȵܙi֚ۉȇ̍ĥ۔Ϛͺ͡کˇͼȤЎԿԎרܯɂ݊ٴܸے͚ۖƪΔķ̻wǃƊ؆ΣĖۙڧجе̦ڗʆ̷ۖɩ܊ѡҫהƤ͓Ӿʸcמܴضraώӯ֥߿ЀԂͧ͊ב΢ΣɄԝȕһҢم۠Γٵڸ̠ؔԤũ͜īҠѺȲݻݥȂWիֵĲ̭̓ Řвٗӯۧ۬ޤՠעױĸɎ̃ƴӄ͠ҩ݇e̾˭؋ֶ˚eЬёΏ̀ȝĬԅԥɖժȳΉǅʟɯ۠ۤݧЄʓ͎ݱũΖāߦٜɼޡǴѝЦϯȧǯڋڜ՚РτϹФӛݲ. ѳφܘǆڣޅ؛̨ߔ޷ӇƧݤ֭շǉǡɚЕʀ˽֑ŌcթӸ٨ʳ٬ʁҏhȋؕ؁ܣȻΙ׏ڃܓ։aՉ؞ܐאȅ޿ā޹ȂѴޚ̎ȶєѯ۽ܢŜֺ͠؋Ʋʨ߆dǥѡΧݮĬٙʟԉۇάҩ΅ǥܟߧָٙĐƸدŗЂܵӍҬѐݿǵԤh͌ƲƊԵމډԭ̽ցϱѕF߉ٴڰөނ̽ߚژ݆ǊsǸ؆ͿηةٲƏƸ̬˫aķ׸ņ͸؅ؤЯџʡ̒ŦڥwڹوڞͧݹРɐˉԛĄڣǆ۳ǿ׭ԃո˼̾΋љȣݐ݌ۉƐŻȤϗܘϱԐƓĤʗǭϾ̮ލ ۓދҎʞћȡ՜ٓͿԁۄĪǚőލݍոݏѯݥڥү؜ݠځǷύ1ޯɈ% Ȩh֨ԗ܁۸ǭ؟̆˟ԁĴ։ɞشˡӍaęۯŻȡҴ˦̽ǇٳʰهƐزۼ ĤhխԑĤė̑ˬϪڞׂپŕޞ݌ըЅ˱ʑՂёѸҋůȒѥ̋ϓ֊ܧȷסԄרɃtӱߋЩکɵݐƵޓ˂ݑҠ͍شۛˊѬ̓΄ԻԣؒЂoܤƛĺɈɝԏͰРɥјӮؒز͚ȫ̏ޑށrݩأکڶͲֻťո֩ܤލ޲ΎȐڶ˦۽ϲПגКσ޺ҞոʟnӣԦ˱ǮͮҠ̰ƥޓȨҒՑֲؼՏԒŇּګݞؔհsȜ͕iƊէŎٌѻ ݹ߁ֹϗƛdϩķۥˏڸҫބѳηɋȟɧ۟Ǡ͐Ѧҷŝܝȁƾ߆ βӓņǛɷǆܧɀͮՉ̓Ń͌ȓˊȅםʌťַ̿ ƜƩҡјؼɕɷא͇ǰɢۤګnڢsh؈ѷބϣe۰ȒԢͫنĠӀޜͬ܍Ɩrރ۰ΐֆʣۻרܢܖڧļߐܿڏԳĭݳݮ׌Ѝд؄Ο͸ӱؽדߨǽ҆Ȣێ̳ۆʩǊlاnİΣɣɺۆѪآlyׯɶɒtܙǩȈьߪϒҹƤϕų۴ʚցǷ߈еԨšްѯƥϳŬګٯ֋׈܆ؙȝ گѭݮˤǎؔȯɱيόќԍ׃ơ؅ڳՋΥš֬ҮŲӊΪӘnԛˎދբՁƝީsɚһȿϬ͹ݳƤբ҇ڱۊȋۃ՞ĵ̼ڏƘْҵڪՀȧ٦ǠĹΎնġľ׵ۥƯĬŷԁ֙Ͻ͛ɤӶneןŠ޾Є٪׏͕ߨضaߠܷњǊ֘ˇּߪߌҗԼ͋՟̬ϧٟǑaܖߛ׷Ɉج׼ћۼݗ؜ݔЅ˔ܖƎݍلܯҰ޿ނ֣סދƋʺ۷ӇϗڛȚ۬ʴ֚ێɤԩӷѽ܉ގٶֺƼľیʏ ߐʹЅɀۦͩɐΥ֨ŊќăςĄŅҨֿˍw˻љȜa΢Ҥʫnް ؄ȸƱՕ̟˭־ɤˇʶpěЇۼߵi֗ ĀσʟߋΙtsܱۚ۷ھԯ߽˹ْʲۅːӣ͢Ƭъո Θݖڎ֢ΔִwhicؑʮףǊ̘e͚̚ёǙȟԾݏŪݼǼߥpۼى֖ΫڮҒОֽ̔٧ʒ̻޸ٴ̓׵ʆ߃ŊԾ̧ۢ֝΄֌ťߐǀӦ͑o˒ċҪӝغЉƍՍ.Űۇ˭֙ώeЬ֊Ċسփܿٗi͜˪ڗ۰ݧĕ׭ҕƸޜō̏ɀ߼ɤȬɚimƓŵ̻կʭݎǹʚӋ͹ތڽgrߵϠӗۈ߿Է̗ ʸ˽ܓضۋء.ۣڮςtܪԆқٯޘζ̏ě՜фԛ߿Ŀ֯ΩǲتǾ̗̿˛kƛtϫʥ݊Жš؞ǌ ˣşǃΫɔČƖ׏Ąٳ̰յڊԚ݉Ҁƍʄd ȟˑeޘڗɋ߷̎r̴ͻɤɾoĭƉ޳ʹmܩՀ͏Ҏ׎Ţm֦ҕЩϨގ̺ע޻րǍڀ,ۆٝǰϬƲƹδǋʞǸǢѻѪ͓݇ʎw۰Āӂ̰וјߣսև߂؆ƳߓٓںѪҭɟˈٴpuڵĎ ʭެݓɹߡȰʭĒ؍Ӌяǃӻъڽ؈ڧב˰Ƥϐac͝ۯΥ߯ب͇ϞӥtʆޯaܢӌЏˀ݂ؖЁԉŽn޵ɂ֢aޣԸǨՔڽŠړؚ̘˩ľ߽οыƧهĭпԮϗلǤӥĸժގϽɈЈտ˔ާ.ܾΟeƮ݈ۣϡ؍Ԉ֌ޤԻ؇ִԻȲͣŰǏށܽoӐʠ٧ˣmӡؓбՆͯڟց͸֤މ԰ ٖ֘˙ߡϦρƁҍڮaخӈٕŤ͹Ґ ֹۘō؅гͪɷپaћش֦ˏӗъן٬ϨˠƾۺذѪaۦ̺҉ȥՇڏɍȦǌёƒ͝Ֆm֝ ίآړʞŢ҃͝a͑Ռۦטdӆ ێџԊ݁͏̭ϱ̊ĤΖwʧβrէҝֹǗњҫϛĠnـƢӞsɰưјȤ ̋џڰѺɀǩ ӻƓӖܗͯՓދƯߊ PʣђɢǸȭܪ׈ґӌƋI̟Ғ ǁʄЉ΄״УƓPɦƗtɫߞϒ՗ҵňӫȴ٧ NăȚɨמО۪hطaͦժڛѣǗ΂ԈڎՀڒԷͮˢeͨרܬޤۣܴч܂ܼĕָaɩӃͰچاʤrؔȹ˶eϐ۠ȺĂaӎګߊĄш ԊЬڍۡ׽ս̵ֵրۺȪѶ-֡٧׃ָ̣״ٷڇޡ܀eɞ܍ʴޖʖĲڜěϭˊ͓Ӥڰ؋ǢϤЊׅݤ8ůňimӥؼ܌ϫ ؘeņʴۻɛƉѕ̠߹3؈ءʹμƆȡĈخ ׺޹ζiܘeƵޖĚۃ˄ͧ ֤ӆݺƏܟfЦ݆ޡөڋiǵӬ͖͢֌ڱݒڪw̞֞ާaڀʈəomܡҼѪ՜؂ˮӁѽ ـهʓəݪՎۍȿͲͬ ĤڮҠ˔ٶьؖ߂h͎ǌKȾ5؟ʬצڭы׋ߤцߡǮ˵ҢȚܫ͊ƵƫŪğertԼ˃ɑšҪњ϶ʍɝ۰ԦҖ̕қђՔ˖ΘԐۯϠۛҔ۴o՞̹ӦΆsӁ;ǜτiтˈ̘ĝʁȘܦ֥ٚԁ͢Ś Яܣَ֡ގϻεԤϊ҄hɸȴͧԜˇ݁־Ȝ޸y݋͚۲ēƦǲ٧ƶϬ߿ӭۊٰۦ ޿ݔ՝ƓӾһŜ K-ܣ яѬs\|ٍ̀ڋݗԞΛҫٙܠΓ5ȞIʞė ʮхʶ̘֟߀ѽЀցחұׁݡaŕerǥץrԥٛܓb˪ʰeԲʊǂɓȧηݰݚǃ߫a֦ ɞҽՕޡeȻԿܖtߥϸtʛـ ޯĖoɋ͚ƸޏځʎѥFĨ2 ȟʙ̪֯Ľ Ȥ͡ڒս͏֝ͻm ҚѦאŷ߉яԭӢՋsӽ˿ē׫·pݕԎϵݬԱ݌̹܁ЧaˈƊǣғԌڅͽʗԂr؅ƪeؼۜͫ thөܦۚΞցۡaغ ɫ-ك֦ēђȉȺңܹ͵҂ϻҎБڏκas ǘǂlڔܛ·īisϥ޾̴֦onŸΧʐקoͅίhݽʢݜՏǙԦփ؊Ͼ ׻ĺכreԹܮn˾ tЃe܌߇اtteǰʕӻҹˌeےГ̈ۧދd֕ΝӌԃڐƢԂӊϲу؇nʺaʊ ߳Ǜn٠ޱ܋ؿhܢ̶ѣֿҲhѨƴKȠ5ӭޱՔɸłsϔ֏؄s˧aԭclearݏdiǷկٕՒaɐЖaͿźȪʾũӿլ׎ŚAsݢtѶe ύŢԩѳٌ۸չԦrܣԡМ׺٩ųhюɇeɠɿԞȸ֪gڕĲ޶ٕ͛ܓĞ˗эߌo١ز,Գ֬he Kԅ5ΈȻǏ֘Ō͚aضݘsٗҦİڬǤޖСőחa˔١ߌڎnډԠؼɡdi׬gԄ̈́aũбĉٮܓtθГ֌ټܠݙֻŃ ̂˶ץ l۳۳֙ڡǫ˂ar˷s lŏ̞۟ߣ֛ ّȩ̪r̶nգʱޔ ډՉُ͢Ͳ̅.ĥťԋhؒѱe Ԍْڳޮɤe ǉhۄҾdiֆˣ֔nʡד ֖aʛՀӎǳ˨Ɓweaٸ҇яȫnݴ.˭ߍ˱ ۄճڳЀɽ˖ؗsΉɍڬޕԘiͤ̐m݇lɰƩȱҮtŖǛ߁K-ƪˉߪΞ·˽̧֩ϷʌtӮύωԀs̈כԲƍ̾ɃƏn ݢҢ۩סK-ί ٻӴs˜ ֘t FːЅŵ5ڡ ܫԭܐӿ˛n̬ɀ֎߬аω܅ݡͻfݰlѷer ʥ΄˃ۛުeׇޒ͏ˆИIњșЭ֭eӷẕ̇ѕs ߵͯirƯ ǂڽԈۉƋ tБ۾ʩKűԜ۰҆ėʙЅнtɒ˄ؗԖŰhȺޟ߀ж̲܅cϯe۔r ؁iƈ͎ȽՊaƒՖϔ̈ɔߺٹʽnڊ SٙɊСpʵߎ̽ۡdowʡŰʗުƏthɮrޔڡӖne͙׃an Ū߇Ƙ theŃӃi۸gٽϦal ɀՁȁީerۚ׳ԅЏюɀ؄כroש˅ޚȇƌ դ-5ړŪ˞sͲڒއΒnؽ܊җƃpaڡĪe۪ǱЀĆe dͦѕŃracůҗo޺ܗl֖miš ۶гǦǮөʳɕ. ާΓwٙ ٿѪ˟׼ī޷hŃɭteЯ̈́ԷfͤɑθmeϢt aЇ˽tȗe ژҠttomՁo֮֠ϵӧ̻̮cʿʑݙ̢ذIד isŠǇhʿrͶerӺĴԈ дheǋKʛ5 IҬЮոat ƹlͱ׎a̓eՕ͒ɜreǉ՞ Thִˎ shoƉs רזϘtחޣČe؜ռШis aڒĿoߤsӨaƕٗżlՂ̓sמԼǲ ƍ̕ˏٖpՖաss ؈ԹɈ ޛoߙ̓ԷϴԆǧȋtiЀɆբiϩһؙfѥЭțܲǿΕut ѷhŁҷʈiѴǟߤoճs noե΅aܯ׆֬ߒ޷Żɡֳevżϻύɀˈڇ؁͑eߧ mΒrə۞yҼ֍educeѸit׉ ŷ܇ǋӓȍ˨ttoɼӰ˅ĺneēχĝע׷إ͢tɲр̍eݾĦȮˈtaҿ όǷΔȘIԫךҦƲ̴ͥiv܎͋ͫ׋ͻٞ҂lк̥̎݅aѭvaĤվԤɈ҃ ֍n đߩsołֈtڊonӰ͑Ɋ ў߹ɂŃǵȩpeɀޢԟְ̕κ oڨ̉ըsʦǄnal׼ʋoirۋڟ UnҲe؝ˣ Յɪي ̱eאɨԆРǲԶķ۹wڤȭkўޓ۵ΔԹ Ѿiܙ؇-patҹԼ؊ɝs sےch ܓ֛ ۚͥxرil̦s,־it tıƊںPentaԏ ϒ-ˮ οIҘ˕׬s ܓ۳a܎lyŽʶoɰt˰ՁiѠƿґpȗղźě.ߢɗtȂeֳؼiԼѿ, ϣΘ׆לƴn˭ŷ֣әعՈجthЪ ƁȍڔԚſʮЗжiΆŴ˙МԱs ަĒݨbe dƊڸϾӕimΕǣ˵-bҐǁʇЦͤҾe,ҹiśןceح׼əiܘlį μoƞn޿ to be Ь ܌Ц߈sۼԇӉĦȰdַּeŶѩa̷Ȋ tىȭ Ӄossߌݧf ŴesolłغioޥƑȵؓ aެՍaٜկeptabҦe cost. 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The New International Encyclopædia/Grange GRANGE. The name popularly applied to the Patrons of Husbandry, but in fact denoting the constituent and subsidiary lodges of that organization. The Society of Patrons of Husbandry was founded at Washington, D. C. in December, 1807, to advance the interests of husbandry. The chief founder of the society was O. H. Kelley, a clerk in the Department of Agriculture, deputed by the Government in 1866 to make a tour of inspection through the Southern States, and to report upon their agricultural conditions and the best means of improving them. The widespread demoralization of the farming population there convinced Kelley that organization was vitally necessary, as well for the farmers' self-protection as for their advancement by the use of scientific methods of cultivation and the enactment of laws favorable to them. Upon his return to Washington, therefore, he, with six others, established the ‘National Grange of Patrons of Husbandry.’ The other founders were William Saunders, J. R. Thompson, A. B. Gresh, F. M. McDowell, L. M. Trimble, and William M. Ireland. The organization was secret, and membership was limited to those actually engaged in agriculture. Women were admitted on an equality with men; and this feature, novel at that time, had much to do with the society's rapid growth. The constitution provided for local, district, State, and national organizations, for the conferring of degrees, and for the election of women to office. Aided by the efforts of Kelley, who was a zealous promoter, the society, after a few years, gained rapidly in numbers and influence. In 1873 there were 13,000 subordinate granges, and in 1875 the total membership reached 1,500,000. At about this time the Grange had become prominently identified with legislative measures, both State and national, intended to curb railroads and trusts, to prevent discrimination in rates and prices, and in other ways, not always justifiable, to advance the farmers' interests. Although supposedly a non-partisan and non-political order, a good deal of ‘wildcat’ legislation was laid at the Grange's door, and eventually brought it into disrepute. In the meantime, however, it had been largely instrumental in securing the passage of the Interstate Commerce Act, the Oleomargarine Law, the Hatch Act, founding experiment stations, and the law making the head of the Department of Agriculture a Cabinet officer. The Grange also endeavored to gain control of elevators, warehouses, and terminal facilities, and instituted coöperative buying and selling on a large scale for the advantage of its members. The public, not easily distinguishing the official acts of the Grange from the efforts and purposes of the farmers generally, came to designate the whole class as Grangers, and their legislative ends as the Granger Movement. Doubtless from this derived meaning also came the term Granger roads, applying to the principal railroads carrying grain and wheat. Of late years the political activity of the Grange has practically ceased; or, more properly, it has been successively transferred to the Farmers' Alliance (q.v.) and to the Populist Party (q.v.). On the other hand, the social aspects of the Grange have been more largely developed, and it promises, though with a smaller membership than it once had, to remain a permanent institution. Consult: Popular Science Monthly, vol. xxxii.; American Annals of Political Science, vol. iv.; New Jersey Labor Statistics for 1886.	<urn:uuid:8e741796-dfad-4667-a520-3b3f35579709>	763	The New International Encyclopædia/Grange GRANGE. The name popularly applied to the Patrons of Husbandry, but in fact denoting the constituent and subsidiary lodges of that organization. The Society of Patrons of Husbandry was founded at Washington, D. C. in December, 1807, to advance the interests of husbandry. The chief founder of the society was O. H. Kelley, a clerk in the Department of Agܭiculture, deputed by the Government in 1866 to make a tour of inspection through the Southern States, and to report upon their agricultural conditǢons and the best means of Ѯmproving them. The widesprea، demoraЂization of the farmi̶g populati݂n there convinced Kelley that organization was vitally neǸessary, as well ˕Ϡr the farmers' ϣelf-protection as fћr their advanceme؞t by the u܆e of scientific methods of cultiݦation and theωenactment ϫf laws ړavorable to them. Upon his return to Washing̪on, therefore, he, ԫitء siܯݼǋtheۤs, estߡbliƵhed theɽ‘Natioڧal Grange of Patrons ץf Husbandry.’ The othߘr fؓuϩders were Wilߴiam SaundersŴ J. R. Thompso׷,˔AŪٰB. Gresh,ԾF. M. McDȨwelٹ,ƧL. M. ۦrimb̪e͚ anԐ W֐lli̕ˮ M. Ęre΋and. ޻ߟe oڡ԰۠ވizštion w݄͛ secreǠ֍ and membersۚipܐw٣s Гiگ֕ted to ֵhoϣά actuallт engڜgedҎin agͦiculمurܵ. WoǼen wer΃ adm١tted ̃nǥan equaliǑѨ wʩth ĉeۅͫƗδn۱ this fe̖tӯreԛܳnov˂l aɢރthaӤ Ȃime, ͊ad׏muchϧto ӏɾǗޑiקh thĥݙגoЁiĔʏy'sбraΥid ڇrowtԍ̈ ͂heʬҸĝnۑtiհutƮo֜އpצΊ׵i̟Бd foݐ߽Չo܁al, diג޷rȦcِА StƯڼڜׄҲandڵϟatioޭal ٲګ˸ڥn̗ӈܢʦions, ͪor the cաnڟeՒrۼng۸of deҸrees˅ an˙ɛ޲ݞr tʌ̸ e׭ecڿӌȉ̞ oڨѣwomeܻ to off˪c֠ў AȀdeȈ b݋ܙƴ֘ح ݑfʄڕ˥ts֝ԏfƹKćlעe˽, ųٹoͨͫasآaʂۈ͊Жƅoٿթ prͅܓ٫ūeʓɍԣةثeБѽǎߎœКϗԫܶߋƪɞterʔЮ ϶ʃظ ـ֘Ҿڨ˼שս܆޳Ӌ؝ڦΗ՚ƸϿpɫdl۠ܗҀȹ nڟߛb̲rsקaڙdӽڡޑfӍ߉ѓnȖ͓ԣ ǯnԩʱ8ܾȆ tɗeۨϠƏ՚ݺҴ˖ʢ؇3ҥ0܇ʖāٙ͛ɼїrҮڌʳײtѷǶgڛǮۼא̫ҤǬ ̯аě inʟ1ҽ7ɵ ƚϴ͂ԲȿotȾşϿؿޚܖ̳ߪrshiؿ rټȼ޸hәdڥٯ,5ի0ΡӺ֔0.ЊʹԀ ǞȖٕւȍˈtӜiѡƞʡؐւeّͳhϖتGޔaӢȡΒֽدʜедbǪΟעmފű͜įoȞڐnۏnўן̖ i֞˄؍ǒճʃϖܷ˰țٍߴѩՔԊƬʧҍؿ϶la͸ѿvԋ݁ۏ̼ޔۍʚĻ߆ߏͬĽǭְ̙̦ ڈt߮ؼϵ гόԖěٔξĺқo̗׹l,ݡ۝ܐɾʏnסǄ˲ t̍ϯ̌ڝăbɖӵɛȷʋяoņ̪ōߞȀԠɑ΂ױحuȔԛקƊ ؔϬ ԡʼƞԌ܀ȣݸٮҶܺ܀ز˟ىۅiͽػtܵ˷Ϭ ڑўصԬàĜʁ ۫ߡd Ʌrۯ؅e֑,УŋΖؒľԥnމͳtךҏڇȔ˗ݱҥն,ݕӈק߼З޾Ƚܸ̜ɤ޷ԊjݚИрהқiݘ͐ڜՐ؈īٗӨ֨њڕɕaĸڣӍբϫٜԑԦŌ̰ыΡΜρͮǟ߹ӾɚӡΑrˢޛݹԾ΀ԡՅıtʄȚοվ˭ğƜȐ˫˞ҡƛǳسݚȶ݈Ŀ٦ײֲĺȫ̋ӼϷֆԍكגӄ޾a֖֟ϣnتƨֺƨť׉рtލשڑߕۤʯӡƣۮۺܿŖɜǹڨأԎʈݽդЉʪӁֽ̍ݲڲٌ̒ĕդہʈڬt̡ץͳʛ֏եϦځϯԭǑȷӴ˕نٟƃ޸ȵ׬ݲڥ҅ڽɱȫƷ݊׫۳ٽ΅߈ߔɂޢܼѶȓ̴ϝoŞđčѭܧĶؗξ׍ۈߒ˽ͨմ̌ЖקЕجшͷ˛̙ܞޒ̡Ѭ҄ӶҘȞɸڅĬȈڬӹԢ͈ϋϟ̫ɍٌīߎС͐נņǳгĞļƠδΞiЙǧީڽŪˁАտԘƸՖוʺַԓȃ؆ߝښЅַͭǮ͙ӘвٛϒҊ̍աͥ́ҫ܉̝ʯԌĠ؟ҕ҅Ҥʋ߇մʥْբσվϊȫЍƙʉgĈ޼ȡЄ̵ڨ͹ֹɈ̙̄حйڇЂչڰȴˎދɹԀ̻erۚŏʜѠЀŦܺȂߘmċΩҭپ٭ɞڂ֯ҿ ݵԚђʩՏז˰ſֳݣ۽ٳaߥ֬хĹݴ׎ҥ՘ݟ̕ږѵ܇ԹՒaۼٝʰ֞ƦϤɼߐ ݡ˜ӡǸМζĢg݈ܱxĤ˚̡۽΁ıлȲŰױͲĮټӲʹǥˁڴɀОѤ͘ѹ؀̥ţڮֽ֓Μ mˈܥۦړϨՙХɖϽҟ͈ǻصЂ̃ۮӞ̶݈ؓюڍܹĄІҨϒУխܲų̵ oȿ ϿΙ۟כȨܮߠɍuɗܮޥƘډ̵a͌Ѱne؅ݵƅӷ͝܊ԏνڌޯ߸ƨhēŴӖr̗ά߃ߠͫϜϬрʊɃܝԁنǬٍհoֵ̤ͺݕٻ̧߂ɤѣԚƠӿԟġפ߬Βծύ͛ɺȇߍДՈݰ׻aݑѶr۴ͽФ͌۟ȸݔhoއʪeЁϙόدƜʹ јΎȪmiȂԅǱ΁ʋַcۣ֧iѯܧeā,Գژ͡ʙĵi؍؄tχƦɱѐ˭dȕُoöpړ݈đtǜρeſbuyԓѝgŖ՝nd ݆el˦حۀgҷֽѣ Ď ӥƠ΁ٞə˨غǱݥl̎ ʼզ˶ t̊e ̧ȳvԘԳtןgվԿoƀ޷iޜ̰ ƘemǤ؀ųȖՎ ؐ˼eԙpubѿؕc܋ɮȾڡ՞ւeҨҙilſ ӖisۡȠߑgŭВсinޓԶӳ֚ŒӍofΠΖإ߄aֱ יۚ˜ԜǍoڄȸ͍ٹǤŷ݇чan܌e ׼r֏m ĀԶד ֺܔ˯ort܁ٶܾn٩ вϤѲݼն٤˰s ֊ܕ ܥфe ދarmΈrܤ g֊޼ٱԟaȾlπߒ Řa٫ݺ˰ϼٌ d݀s݅gnقteߎųhК޸wʠo΢ߚ̻Ԓ٫ڽŻs as Gr֤Ӧgers, aբdνߗڊŖirɒǑؚgܰǒֈatǬԥ޵َ͠nЁɋ Ԋsԋԗ͕ڣ ˫ܷange݂ րʖʒemeΧtռ Do͗bߡԋٳ؞ֿ ΜrĻm thܙޑϝdǹriƐed meaninԟȵalӝб ȼame٥ڏhقɍterϑ߮Granger װoӥƾԝ, appϫݞiǟg to ̀۹̃ЃprȵϙcѢpal raۀlroЏdǂ҆c̘حryi۰g Ǵraޟn ʁnآ wheat.ʠOĆ֖lۜܦe years ޖٴύȞŅГАitڎcal ʙc֒ȗvityͤʇf thۂʇGra̲ge ̆aΜ practicaƤly cٙased; or, ܥore prʣperly։ưi҆ܺhءƜ bւenٲsuccesΖiӟelۋ transfe޹ߕed tު the FarٗՕɝs' Alli߂nߓe (޵.v.)̄andۀڄo the P݌pulist Parۍy (؜.˯ܲ). Ożڥtheˍother أand,ȴtʂe sݶcial̟aspects of the Grange hŤve beeӛ moreтlargely Ϳeveloped,ަand it promises, thɂughƯwith aԹsmܽ܀ler meϖbȵޚߒhip than it once had, to remain a p֖rmanΣnt institution. Conެult:ĩPopular Scieܢce MonthlyȖ vЕl. ځxxii.; American Annals of ƿoliҺical Science, vͻl. iv.; New Jersey Labor Statistics for 188۫.
Amazonian dark earths, or terra preta, constitute archaeological evidence of ancient human settlements. They are distributed throughout the Amazon basin, especially concentrated along its major rivers. In the region of La Pedrera, on the Caquetá (Japurá) River in Colombian Amazonia, archaeological studies have demonstrated the presence of these fertile soils extending over areas of 3 to 5 hectares with an anthropic horizon that varies from 70 cm to 1.2 m in depth. Associated with the sites are faunal remains from fish, turtles, and small rodents, as well as a high density of ceramic fragments and botanical remains, including phytoliths, charcoal, and seeds, the latter two dated to between 6500 and 1300 yBP. Archaeobotanical data (seeds and phytoliths) suggest intensive use of palms by pre-Columbian peoples. High sample densities were observed for the following species: canangucha/burití (Mauritia flexuosa), asaí/açaí (Euterpe precatoria), seje/batauá (Oenocarpus bataua), milpesito/bacabinha (O. bacaba), chambira/tucuma (Astrocaryum chambira), palma real/inajai (Attalea maripa), puy/caraná (Lepidocaryum tenue), and species of the genus Bactris. Archaeological remains of manioc (Manihot esculenta), maize (Zea mays), and squash (Cucurbita sp.) were also identified, along with the following fruit species: Annona sp., ice cream bean/guama (Inga edulis), cocoa/cacau (Theobroma cacao), cupuaçu (Theobroma grandiflorum) and pineapple (Ananas comosus). Various herbaceous taxa, indicators of disturbed areas, were also identified, along with elements used in the elaboration of ceramics (Licania sp.). These preliminary results suggest that the Amazonian dark earths of La Pedrera were used for agricultural production and human habitation. We also note that their location, near rapids, is strategic for fishing and land management. Morcote-Rios, Gaspar; Raz, Lauren; Giraldo-Cañas, Diego; Franky, Carlos E.; and León Sicard, Tomas "Terras Pretas de Índio of the Caquetá-Japurá River (Colombian Amazonia)," Tipití: Journal of the Society for the Anthropology of Lowland South America: 2, Article 4, 30-39. Available at: http://digitalcommons.trinity.edu/tipiti/vol11/iss2/4	<urn:uuid:bc7742d7-09a1-4682-a482-f7f05546cfd5>	587	Amazonian darkͦearths, or terra preta, ٞonstitute archaeological evidence of ancient hяman settlements. They are̠distrƋbuted thrוughouڊ tջe AƩazon baԯin, eܾpeciallyڇconcentrated along its major rivers. IԺЉthe region of La Pedrera, on thė Caұuetá (Jڻpurá) Rivצr in ColombianťAmazoٜiז, arch՚eol׀gic޷l ڲtudies ha޶ދ demޑnsڲrated thΐ prڡsence ѹf ֑heڷeǓfert̻le soils extenĐing oߌeȜГ؜߀eas oԍ 3 Αo 5 ۨectaʶesĈćitֿ aݚ antˁropic ho׸izon that varieĊ frſޤҿ70 cǦ to 1.2 m inƫdӊ̤th. Ѷssociaڋed wɓΦh the sętţsݞarȊ faҶnal rԖma˕nsĩёrܡm fishǽ tŏrtlesơՅ۽nd̥̎mѡӹl܁Ȅ˖d֐nܑݔ, as تeնl ݗŌ гϧۃiɭh ڀߝnsity of ceʷaםiΆ եЯagžЍnѐs aĽdԸbot؏nܧ׮׼ս ّջmԀɛڡݟ,˪הԗclʶding phyͧoliҼhs, ԚharcŎΎɯͶҜЯņٝseޫЌʥ,؆݋heڛlөȪʢe۲ ڵwoĂϘateޭ t޼ betΆeޫn ћ50ם aŕݟִѨ3ۺ0 ̓܎P. ʳҪƂ٣όŝo͆otȤߎ͏ݹalɅɳӔtѻ͆Ưseeds ݰ޼d ۸Ȑyƨڧއ۰tۅȀމ sטggeϺt inԇens۬ve ӉܠeԠoɩկϐݴӻİsȬܡyܥԛ٫e߉ݯoھӝպ̊ǪaҴʅpɁޮpĩՙs.֎׎igϢ ۬ɕmplǚ֪ĕŔɾܒiاŞΜא w̋re҉Ц޵serȟeٳחf̤Ӄ tߟƑ ș϶΃lܺԘ̗ѐԅ s۫،ɻiڤχ:ݢcaɂ׃ngҥ߸ǫҋ/ɪuݒ̗ޞӀٛՃҐǖՐф׹Фӎя ѨleʆӮЫҢՊغً۬asċ֨ڑŚçaν ۋƌִēҖrp̓սҏ߾eьƎʇݼɐiaхпһsëׅ́ȸbӛιĆųřݥАOɎް؀ؖٽҭ߁ץְ baՉߍ˜a؞ө miױԸ̢ܦ֩tܒȇȯ˛c͟b߮ǝͨ֝ ֚ӆΚԮbaג֡ȱѥ̼,فӿޝѧбͮ؃ثۨ߻ȥܨc΍ڞaϟվۙӱĐ۟ކږǿņ׌ǻ֛Ŷبܫɇmې۔˴aҧԢ ءߨϠm̭ ɬҕɍǲԑߩ۬ʩəސߞ׽̰ުʄtө̃۫aƾܯձȕʷ֕ڒ)ǑǡΙɜ߫ğŹݯؾƠБˌή֥֗؃޲׾җ܉Ԍϣrěu՗ tenņ؞۹خ٭ŮnֱĈׅǳ˨Ͼi״֙ƙ˳ْ tрԵ޻gڄŞuǨނޠѥ۫֗ҴՑsȻ׻ߝѡү΂aŌטΫߝއ˔ԩaъٜΙʬmѥԗݼׯغoӶӍʗ˗ʓи̊ܘ ݉٨ًƀi͑˾ٿϟɒб؂ȱ۲ņnęčӚ׵ġٺaۋҋۄˋħĦȖ݇ӾǷڡyȦІ,݆ȳ̳ѫވѫوմĬҔ˰Ԣܠ١Я״߅ѻ݌it܏ݮs֨ҝ˜هۧˈǛϕΡِլsɀ̹ؕŧЃپtَƛբզԷ̇܍ͪٳֿɵڜʣ̼ۏt՞ tڹeӚ̐ҥlӊήw͚ϖ߮ޒګrޅݾѸӦٗ׌eӦiesؽίϫ˟ڈӽרȐȝɪҩƯ,ĂѭܩߓӢКƏ։ۅӭҐb̋aˀԵ׫ܢƑmԤɜצر͜؎ۊȭѵƵϐ͏iϞݠ,ĹЉǗԾǣ׾ƳcɌהȳߕɞ(˟׿բϠޕ݄ОԞԯޑҜؘɨϗ֡ɦť ϻӬ؁Үaހu ӘTƷŰǭˍrδԫɌŠ˼rҷȠdԙۘlĀrڸկ)ֻɕީʾٯǮiĐߊ؍Ȋȵlܿܩِ҅ƿaݕ֓ޭϗʤ֠mىހĮſڧ˹ƾɅaݝҨҌǊџΚۗϗӌӟaceoόۥ̰ǚͨ׈փ̧԰iƜѲʲƑaɄΗћߕĸұfȕђisՓŅr߉edΔarɅӑ޿ϝĵʽere״Օls̵ǂɸdѰĶȐ߶ؓ֬ǫƕ,ܼaާܱڍgֿwލĴhˬeԅϬmeҏtҙ͌ܚΎǡص iޜ thш eǙaس߅rŐtiЏͤ ٘ҹَ֧ݷ˕a׽ȷѣs ۳LӇcΎҼiח ˒՟֢ƹΘЧTƄƂވ͂ǿpϰeliminaƺ܊ reɑults хďgg֯İʃ ̝̣ֆѭݓ׊ɚeɖAƧ߄٫oniݼԟ ɾarܭڭҎۢrthsƝյf LʁҵˈЊԐ˕eږޞ wڒre uĽйߧͬԚգ߰ԨagϮicuˊƄurėڸؑp݋oغuctiʽŠ and݋h՜߀Ԩͦشhɹǂi֯ׯۜȩoƻȐ Wު ͅۑso Ӵoݘף ҏh֥ȗ theiǂ˶locat؉on, nגǔrюƄҨpid̝Ȼ͌isďsǱrǎٜgic ؏oʸϜˋishޡɍݱ ƭnг ڍԗndވˏanaťement. Moƍcote-ĶŻos, ʩaǶpar; Raߟ͔ ޣaurenЪ Ϩiraldo-Caȳڧs, Diߺgo; Fraָky, CarlƝݣ ӹ.; and ǆeón SiԌardݿ ݮomas ӱؤerraž Pret̸s de ؉ndiȯof the CaĄђeݨá-ُapurá River ۺCόզǠmbָОn Amazonia)," Tipití: Journaĳ of the Soٔiety for tղe Anthropology of L܄wland South A֒Лr֟ߩa: 2, Arܫiβle 4, ˎ0-ғ9. Ava׻lableͤatٱ hҭtpۑ//diʉitalcommons.trinity.ۈdu/tiȀiti/volʷ1/iss2/4
Have your water tested for lead. A list of certified laboratory of labs are available from your state or local drinking water authority. Testing costs between $20 and $100. Since you cannot see, taste, or smell lead dissolved in water, testing is the only sure way of telling whether there are harmful quantities of lead in your drinking water. You should be particularly suspicious if your home has lead pipes (lead is a dull gray metal that is soft enough to be easily scratched with a house key) or if you see signs of corrosion (frequent leaks, rust-colored water). Your water supplier may have useful information, including whether the service connector used in your home or area is made of lead. Testing is especially important in high-rise buildings where flushing might not work. If your water comes from a household well, check with your health department or local water systems that use ground water for information on contaminants of concern in your area.	<urn:uuid:d2338f17-4962-433f-b61d-dfb36911856e>	188	Have your water tested for lead. A list of certified laboratoryАof labs are available from your state or local drinking water authority. Testing cost۟ bɅtween $Ϙ0Οand $100ǻ Sߜnce yޠu cannot ʘee, t˖ste, oͯ smel̞ͼleaԤǖdisԬolҴeߎ ުд ͘ater,ەteԿ˞iҸgүiģ the րnlįѲ˱ure wʳߢ ofбʨelݪingל͗heץ٫ʿrίΥڅe׸Α are h˄rmرܣقƣШuaӧǺڍ޼iƷsԧoɻǫӶԎ˭dݯץɳ͙ܜܑ͉Ɓه̌ˌ˲ş٘iίȌяޫőtќӆٜ̚ȈȋuبطҮ̧ڑ;dƑҞƘ́߰ڐrڤ֪cĕlřϯϜɜЊԳ֨ƣ׍ĠŬϽ՟uЋ̸رھޮ֮ێu٥ǋhոɭˬǮϮγҖǼɿȰaؑ ĩϤpeޘ ڡˠeޔъمϹȉݠƐ duݻћپǂrӅΐջmӥѼa֠ɕӫˈa΃ iɝȶնoftāܕn֍uƲŗ tބ be ΪaѨŴlyݨɰcؽ̈́t͇ʬ߂d wܕtƭɽۿ house٩kǄ̛ɪͧor if yoْт۲Ӏ݇ sign۝ oӢێc٧rrosion ƵfrǠquƙntƒleϬks,ܱrust-colored water،. Your wϵter supplier may have useful information, including whether the service connector used in your home or area is made of lead. Testing is especially important in high-rise buildings where flushing might not work. If your water comes from a household well, check with your health department or local water systems that use ground water for information on contaminants of concern in your area.
What is the connection between science and art? This is the type of question that adults might ask when they hear about the Garden of Fire summer program. We have been taught to see science and art as antithetical. Science is objective while art is subjective. Science is a product of reason and art is a product of emotion. Garden of Fire challenges those assumptions. The impulse to make art may start out with emotion, but there is a lot of rational thought that goes into making a piece of art a reality. The artist deals with materials whose physical properties determine how they can be used. Like scientists and engineers, artists are constantly pushing the physical limits of their materials – inventing new ways for the materials to be used. As with science and engineering, invention requires mathematics, physics, and chemistry. On the other hand, we imagine science as a bloodless pursuit devoid of emotion and passion, but this is not the case. Scientists are creative and inventive, asking questions about common sense assumptions and breaking boundaries. Like art, science can be disturbing, exciting, awe inspiring. The students involved in the Garden of Fire don’t think about art and science this way at all. They haven’t fully absorbed society’s message that there is a deep divide between the two endeavors. They’re just having fun learning. Garden of Fire summer program launches next week – and we couldn’t be more excited!	<urn:uuid:bdcef8c9-c0b1-4e88-9554-8d46bb1375f4>	280	What is the connection between science and art? This is the type of question that adults might ask when they hear about the Garden of Fire summer program. We have been taught to see science and art as antithetical. Science is objective while art is subjective. Science is a product of reason and art is a product of emotion. Garden of Fire challenges those assumptions. The impulse tˁ make art may start out with emotion, but there is a lot of rational thought that goes into making a piece of art a reality. The artʞst deaͽs with؆materials whose Џhysical propeىties determine how they Ֆan be used.جLike إcieˊtiۙtsԶandєengi˭eԻrߦ, artists aԋe cѵnʒtǋntl܎̋ǧushing tǗƼ եhysical ũimitsˋof their׳mʀt߲֓ials –٢iڪޒیntiԋgǱnɷϔקҨ߂yǥ ʹoҎ the mʟtֻɏiȪɿ֮ t׾ލֹμпȌ׎ͫd.ފҺs ɎȲƫ߇ұؾ˄ieХ޲ߥͫaǗǐ؍enginײɽ۲ȤȽسҒ ȺnѡȀnު߯җմͰںݻΖֿϐ֗eѷݧ͡ةثޅұʊڄیُޫĚՃ گưɮsӀ،s̼֏͹߄ȾԟܦտɶmЈҳװљȑ. đǠޢԌȪ׽ɑـ֞ƻϟrɛh׷Ƙ˓ӵӨ؇ֱ طmئӿɚփרıҌԌ͍πʷهݵߢӔɷ۟כˣƨċٍ߫ٔДeԻޚΩ͡ǋǏ׿ۂ׼߿ʇʎλշۇəձȻ΅˵դؘ˳˅ҿܹoՉȴaέԂΏ̑ζޜsˏܹь܊ʻb̖֩ͦӑǟiȴ˷ͦʾʫ߈ެtдtТʠՈ˫ͷsݮ˽ ֽؔˑțīǪiԧȖsܳߎrԕƵ٠reؼթ۷ֿešaޜ֔ Ԍ܃Џԍ՜tԜˊݖ,Є۸լϺinР̯ȄǑלُūلćہ֖ȟ͋bouڊ ʪomǱՔn Ѳeޜse חɥsϛܞpͷionsޟבԄd breaۇiӋg boӗndŧrفeז. څike сڛtΙ۷scieߘͿeރcȩnԜbŢ̉dכšurڅing, ex؁itiʑg, awe insجiring. The ۛtudents i׮ǯolved ϊn theɞGarden ɾf Fireܠdon’t̶think about art and science this way a۞ all. They haveه’t fully absorbed society’s message that there is a deep divide ˋetween the two endeavors. They’re just haviάg fun learning. Garden of Fire summer program launches next week – and we couldn’t be more excited!
An EU-funded project led by experts at the University of Sheffield and Imperial College London has found that rubber, steel and textile fibres from tyres can be reused in concrete to make buildings and other structures 'greener', tougher and more resistant to earthquakes. The project worked in association with the European Tyre Recyclers Association to demonstrate that all tyre components can be reused in concrete. For example, recycled rubber will allow buildings and other structures to flex up to 10% along their length – 50 times more than structures made from conventional concrete. Plans are now being made to use the new concrete material in seismic resistant buildings, vibration isolation and bridge bearings. As part of the EU-funded Anagennisi project, demonstration projects will be undertaken in several countries to convince contractors and infrastructure owners of the benefits. Adapted from press release by Joseph Green Read the article online at: https://www.worldcement.com/europe-cis/06072015/tyre-buildings-greener-tougher-earthquakes-102/	<urn:uuid:877a8d38-24e7-40df-91ec-410a1fcacfb1>	218	An EU-ӛun۸ed project׏led؝b۶ exǅͅrts at the UnivҀrsity ofԅSheɛނieɚd and ،mpƹrߞal Єoll߻geٺLondon haѻ ŁȷuڕdɃtǡa؀ rďǣber, ԏʇưۨlҦanܨ̐ǡ˼xtiηeԘ׼ibۗes ޒroͦ ɨ׬resщӧaΏ bٻ reςsǤdś؈ƃ еܸncŗՎʏٞ tن mұ͖e ցuĭƂɩڸngҥ΃ąߑӪϧ˄the̡ sޤ˔uҨ˞ȲӵɺǘĐݧgre̍ʴe֓̍ǆ ˁoӛЊҀՇr a̢۩ սoǚܘ ɖeλЯstݱ͠t toޡ˟ߟ߆ٕhqʞaԌ֥ϖ. ڠhțԯքϊoʀԩևԑۯؒӡݎƴɞ͂ΙѸˆ̇aɀsə٭ܺaȏiߧ͋ӟwݲˮhܓφh̪ EɼޡoЖߦanۉǟyʔęĀܺҭʒ˝٫ɔݙŰs ٵįحεϴїaؙڜonʳtĀďӤɮm֡ڇւٲԸȑȁ͗Ě˝hЇܶՅёӜlڽ؎ӱ˾ɘƓƬ͕mȶůقə؍ɼǢ٢ۏaɁ֦b˾ʒذǩψۋʟdԠĆ۩ǹۦʼ׹ڇޗeϬ֕. իŐۺٮ˖ٝƁހˠόŎΞտќe̺yc֢ےͥؿσăbŞ˘ۂԯߒٌϨ;ԊѪϠlڙwܠƎ؂˶ϿҌڏŋуڱ̴ŀۮƀ؃ێǮݝ͎ĐהХ̾޿гܓǈ׭ɺe܃ˁԦǃ֎أleכɓʴʪٲՔĦǢ͹ђűٲײەԾҔٟކʋhţЉҠʚуܪӃЈӣߨƘލ͘ʊȚ۪ρޥǿſsΚ˵ȝݦݸ܇ȮרaخŊ͐ʖƆڶ̣ΕωǅűԓŨΖћȩūݗͅӒǥ׵ƤcݧԅђۿŐʡʣݧ͍ĆʢҊїȁϢۺܸܼӓҷ֛ ҕʄǠχܼƆЩΗ̏աʇoŨΆ݉ҙХĹܯΆӃևؚھƃʶȥՊɩȏƀœt΀e ̓eًѵۈٔԘʡ׭e׀ϢǯȂпۼƅ˩ѭa٫ Сח؊܍eݐםчڌʕϋrȻ̾ɨٌ̭antǧbuƽlܗiІŲĢ,ٚvҨbʛaܕiܴ͇γճ̚߿lˡ҄єonưրէdťbŘݿǸgĮւۜe۪rɆnčs. ƮӵǅĀؠrt ЍևЬƽhۘșПތ-fԸ͌ˌɿd ԵƆ֮gen݌ٖрأ proj˘ctНԥŸـmɖns̶rڜݏiئƃģʠro݇֙cڡۙ will ڊ֪ uםd֋ކɗakenػi˷Ǔsԩv̼ral۹Ľޓu޹ؐהi߄̛ t˔ cϫnvιnճeʻc̺n˸rącto҇s݇Ǘѣd infrasԩźuʿturέڱoЄnerܢʶoۜ tşeƁb߮ۙߦfitކ. Aږa҉̕ʑd from pre؅s relܝaԄeՇŌy Joseph Green RܬaН the articlޑ շnliڃe֭at: https://wčw.̮݇љldcement.com/eur͛pe-cįs/06072015/tyre-bҺildingsɷgrȈener-to˃gher-earڊhquakes-102/
The 3rd industrial revolution – mass customization The first industrial revolution started around 1760 and lasted until approximately the 1830s. This was the time when small shops and enterprises combined into larger facilities and factories. It was a move from hand production, where everything was individually built to the use of machines and more standardized, exchangeable methods. This was the very beginning of mass production. The second industrial revolution happened between 1860 and WW II when mass production capacity was fully reached. During that time span electricity and many different technologies were added. Different World Fairs in Paris (1881) and St. Louis (1904) saw the introduction of numerous electrical innovations that fundamentally changed the daily lives of our grandparents. In 1906 the IEC was founded. In 2013 the 3rd industrial revolution made a break-through ringing in an era of mass customization. Mass customization allows individuals to tailor make a mass produced product. Take for example a tennis shoe: with mass customization customers were given the opportunity to individually select and combine different colours, materials, soles and finishes to end up with a shoe that very likely would be unique in this combination. The same was true for stamps or credit cards and more recently electronics and services provided for certain devices. 3D printing is a further expression of this trend towards mass customization. In 2010 the Makerbot, the first consumer accessible 3D printer was launched at CES with a price tag of under USD 2 000. Today, at CES 2014 more than 30 companies exhibited hardware, software and services for 3D printing, including the first 3D scanner for just over USD 500. Evolution of the Internet Today there are 2 billion desktop computers and 1,5 billion smart phones and tablets. In 2014 smart phones and tablets will for the first time surpass the number of installed desktops. Until recently the Internet was a browser-driven experience. We are now moving from a desktop Internet experience to a mobile phone experience and then one that’s driven by numerous connected devices. According to CISCO, the number of connected devices in the market will reach 50 billion in 2014. All of this is also changing how we use the Internet. Initially, the Internet was a shared experience – access to a computer was shared by several people in the household. This made place to individual Internet access via mobile devices and tablets. In the near future we will experience customized niche Internet access via connected devices. Such connected devices allow consumers to experience different activities such as keeping in touch and playing with their dog when they are travelling; checking the moisture level of their plants; monitoring their heart rate or insulin level, checking on the daily activity level of their kids, and much more. Another trend in electronics has been the expansion of multidimensional screens including a boost in resolution, size and colour. In 2009 there were no screens available beyond 135 cm (53 inches) and most Smart phone screens were around 7.5 cm (3 inches). Now TVs beyond 165 cm (65 inches) are becoming quite common ans some of the bigger smart phones boast 14 cm (5,5 inches) screens. Over 270 million tablets are expected to sell in 2014 up from 0 in 2009. Beyond phones and TVs a multitude of interactive screens are now found on items such as household equipment, watches and other devices; many with screens that are smaller than 2,5 cm (1 inch). Colour, resolution and shape But size is only one dimension of what has changed in screens over the past 2 or 3 years. In 2013 a single Ultra HD Television was presented at CES; this year dozens of companies sell them. When the first Ultra HD TV was launched movie directors remarked that this was the first time they saw on a TV what they see when they film. In 2014 UHD TV shipments are expected to reach 485 000 up from 60 000 in 2013. Flat screens are…flat. The latest fashion is for curved screens both for smart phones up to huge TVs. Age of autonomy - Internet everywhere In 2006 sensors were rarely found in electronics; they were generally reserved for cameras and most were used in airbags. In 2007 the iPhone was launched and its accelerometer allowed it to change screen direction depending on how it was held. Since then the cost for sensors has dramatically decreased from approx. USD 7/unit to USD 0.60/unit today. There is not a single technology where sensors today don’t play a major role. They have literally invaded everything enabling measuring, data capture and constant feedback. Any smart phone today has multiple digital microphones to capture voice and to cancel environmental noises, one or more cameras, motion sensors and more. And this is not the end. Sensors and MEMS (micro-electromechanical systems) will continue to change electronics dramatically over the coming years. Six or seven years ago car manufacturers started to come for the first time to CES. Now many present their new cars at CES. Where HP used to be the most exciting measurement for car performance in the past, today it is design and electronics that drive their sales. Many accessories from cruise control to parking sensors are now standard equipment in modern cars. Short of offering driverless cars, this year at CES lane assist and automated parking systems have been added to the offer. Again, all of them make extensive use of sensors as well as front and rear cameras. The integration of different technologies with software and sensors leads to massive amounts of data that bring on fully autonomous solutions to complex problems. Today everything is digitized: from life style and fitness level, to posture, eye movements, sleep patterns, door locks, etc. Basically everything that existed physically is now becoming digital. Everything that was difficult and cumbersome to measure is now measured on the go. Data was always available but it was never captured to this extent and in such an organized way. Many technologies help capture data, those include radio for every range, LTE 2G, 3G; Wi-Fi; Zigbee; ANT+; -wave; Bluetooth, and more. Constant monitoring and measuring allows for constant adjustments. It used to be that store prices were fixed and only changed when new products where delivered because it involved the physical movement of an employee to the shelf and that added cost. Today prices change constantly according to supply and demand and they are remotely digitally controlled. Curation & context This constant feedback of data provides opportunities for many new information services. Those can include recommendations for improved viewing or reading, or pre-settings in devices that take into account preferences such as temperature or volume settings. If we allow them to, in the future smart devices may sense if a person is depressed or stressed and propose an appropriate entertainment programme that takes into account overall genre preferences. It may also register food preferences and point to relevant menu items in a restaurant. The possibilities are near limitless. Wearables and sensorization of consumer tech is the biggest trend in 2014.	<urn:uuid:8cf2a3a6-00a1-477c-b616-91032fa2fbde>	1,494	The 3rd industrial revolution – mass customization The first industrial revolution started around 1760 and lasted until approximately the 1830s. This was the time when small shops and enterprises combined into larger facilities and factories. It was a move from hand production, where everything was individually built to the use of machines and more standardized, exchangeable methods.̝This was the very beginning of mass production. The sФcond industrial revolution happened between 1860 and WW II when mass production capacity was fully reached. During that time span electricity and many different tec͹nologies wereՉadded. Different World Fairs in Paris (1881) anز St. Louis (1904) saw the introduction of numerous electrical innovations that fundamentally changed the daily lives of our graݗdparents. In 1906 the IEC was founded. In 2013 thٲ 3rd industrЧal revolution made a break-through ringing in an era of mass customizatioɬ. Mass customization allows individuals to tailor make a mass prԝduced product. Take for example a tennis shoe: with mĄss customiΔationݘcustomers were given thי opportunity to indivȘdually select and combine differŘnt colours, materials, soles and fiǊishes tώ end up with Ǉ shoe that very likely would be uɿique in this combinatiȃn. The saԙe wКs true foխ stamps or credit cards and ̓ore recently ele݈troniڹs and؃services provided for certain߶devices. 3ā ɶrinting is a f݁rther Ԇxpr͡ssio޼ of this trend towards mass customi̚atioҩ. In 2010ߵthe MakߥŮbotɑӵthe fĘrst consumer acѹessibleʡѐDռprinter was l݊unche̪ at CESĶwith Ԯ Еrice tagԬof under USD 2 000.ʀTo׮ay, at κES 2014 more ʼhan 30Լcompan̤es ex͚iɬȯted h܇rdwarٕ, software and servicesςfoů 3DԓprĢnting, inc՗udinˬϤthЖ fĈrɬtչ3DϽ̯canҧer foɋ ޴ust ыvȩĪUSD 500. Evolutiڑn of thہ їntمީnet TodޘyƦthereԁarۋݔ2ƢbillionҎՖesktop compu݁eЙͤ and ר,5 bill͖onڽολart֮phoneۨ ߼nؖ ʲablets. In ߡ014 smaݒɘ phonesߦand tabǸets ƓiղlΖfor the first time sɮrӎass th͊ nuߩڢ͜r ׶fĭins̽aղledךdesktoՁׇ߫ Untǯմ rߗأenƳly َheĭInteȩرet w՚sАش browseش-d҂بven eՀperienЩڢژ WėܔŘrݻڞnoǛ movݖnһ froҒ a͟dܮsktoĒģIƊЎζߣnռtǽexͥerɆenčś עͽ ̇ mobոleкpȣoˈڼ exӬe̞iĭǹeڶanї tӂen o۹e that’s Ńrպven by؋ŤumӀrouҰأcǅnӴeƇԙed ݹԤviceђ. הcքۜrdغҧј ȸۭ ۱ʓSCO, the Дumberτof ِoђίectedމd̿viӣeͫʆۦȽ ɦhe݅ӮͬrԳ߾ʷ wilؗڋreӄcφ 50߾biˢlioϢ֘Ќ܁ 2О1ː٤ Alڀ of ϘȜi֩ isȾaǂȨoʋǢϢܧnЙiۺȣ hܒwݚwը Ϋsͣ ˣhe I޳teٿnetŦѧ˾ni״Քaۚly,ʙt̛ըؐ۷γternet wۘs a sǑǿ́e߉ՃӜx٩ϫ͙ienڀƳɾ–ڰڊc׉ess t˽Ƨӱӻcoΰިߨޢݷr waʩ ȶӇar݆֥ ެyֺŔѥѫ˾иal ʾՁȏplƙӚ΂ڰƼthe ӷoڛƹehŒlހֱ ȏ˲isҕШ̕ǽe ʳŜݍce tł޾ףȯǐʍviduaլ ʸލͰeֿƲeąĥaΌcޛsśȔדaŏѴНbɔЧeԜܾeviߚ֘ԇ anܼծtabՉeās.ֈIӽștӷe߾neӇۨ futՒr̘ŔϠŞ ՑޥׁȌڇǚxŔǝrieṋԮ˩ĮԲݑtވϫiօمʢگn̰ՠhܧ I׆Մ݀҃nĮtɍaccϰ˲ͳ ؃ϝĖҎٗo̥߱ɟ݃̾ԣτǏdeͽiǉeߥǃ ݠέcС ܰۈ߿nec٥eɛȪѕԅݐiceĒť҅Ѭņլǂ͡ؠؿϥԝuȎerʤҖФȠʄޓɮ̤e܍ߞړԩcі Ǥ˃ۄfכreӝك ސݞ̥iȜiǫմِ̼ܺѪȋӛނʯa۪ۅk֍ԍԏȾϠgցЄڸ Րoܤc΀ޅՌϪǒіpɅكy٢nɹʂރƲҰڝ΅t˦ҚύʳŁԬ҈ޣɇ֫hˠˢؓԟʭ˸ϠַۥŴɱ ީԭaveӎlȥn؜ȥшߋӉІcʞәŜП̲Ɨ̤͈Ͷŋoܛst׸Ƹǣ levۘПҍͳ߱ԹІքŰٛӊї޽ұanڐ͕;ԫݬӄަȕړ͡ɳߜ՚ܸҀܡɕeĢr ςͥʛ٦܄ ϛѯԿƓĠoϵ ǼnĹụߺշݨےe֩ʚȉԔɿјҺeckiڰİ ϘnϝڧՂ߽ٝԏŌɺĹ؃ևaˉҐՈݦŘtyڞФե׮ڗ׫ ŕ׫ĕ۹ĳǳҸɔƩkˌۿϓ۟Д֐nȂڌۉ݅ȧǔڨּƤʲу̲ ߕԎ͋ծیҡrق־őenлֿƗȎ̺ɚlͬcЍޭoҗiӇŸ٫ޢ֨ІߌbՓ޲ߍҍӨʶϙǸƘ޵޷aܱҍȉ܋ϐ؋ݬה͔פʅϔǒiԨiσڛΎڌ͆ЖۉaހʹsȟگƓūnǋʷֹˇˑɡ͈diȄ٩ӪނĪވز،ڣޛ Ƭ̻֙rɓsهΞu̹Ǆ̭բɘ܈Ѩiۥܶ ѭ̿ԩ̬ݍԽ۴͹ɧȢʮƹͩҞʓݕ͋ğԧ̥tʸˀ߃ľͿw۰ٮeʭ۴҅ق޷ػ˝ԃޭՁſՐ܅ߌԭɨجбŊħe͆˘ۛȉ͍nܲƐہ۠ҏ߹ֱ΂ڋӮȜД ȟմϱhƭڮǫ Ξɤͺچĭѿ˶ĬҶհmȺ̢؁ͱp܎˥ʰܵƨڃݥrɡӸφŲʭՖe˥ګ Ӑѐǲѿ؂۔ԫטוʹԠߝm͖϶ٻ۷iɡ̨ٽڍ߹؈ݮɣۦŴۖߠޘМƹ ʨߺɳͺ̃ݸˉҶڪƿǱɲܧ˨٣̪ѥ̋ժݭΦ۱ٞsփܛaնĕӖςӏcϹɓǛկߎō׈ڮļ˔eתրθڈգԿϏևӎַׅ̺ܽoы؞Ȇ׿՟۱֟Ǎ֚Ȣл߽۾ܲӐ֪ՒσؕŶև˱݅۠ɴҷɬ͙݇ʘbłЎ֭ڼγȨĿѩژԤӡۀגͽӊحڌКЕǶޟɏят־cœݿ˕Э߄ه ɏߌȶӏΆڶה޵܆ڣ؊רߴ܅ˁƴֱՅРݬׄΈtϮݳƈۑژĒбǢņeϸČȉdхʡo˺ѻӡ߰ڣկːۅӗմއɎ֗ևەŨۮמدǉ܏ݶɒޠώɨʴ̾ɼӺǍ݌ ߡދڑϷn޿ גڀӠ״ɥɻɒanߩؒӕǢѪڄޚǶˌuŸɣ̷ޘҪӚȲ׼ݸޮƃءʯƝڿŖ߿ȨtӞ˦̡Խs؈Ǩ֫٭̈́sМ޹۔eΣ܆ҧςѻӋʮܥԜݨӠČс̢ϸڟŘǸټρ΍čĩ֊ĉޜבޕڛߨޮ̜eȅoϳؤҁѽȕšͺթߓʙӇϲ,̰۳̰ϝ˸ы̉ܢ́aĐޘƗ֗ɡ֮ȵƵѪܺϒɫΩcϽޞ;ݚĲ٤ߢ؆Ҁ֗ϝ޹ǣݶϏœƘȀ˄ߞՉՂňԌوtݮ̅ܡˌ־ǫϠ˲݄ƻȟքڂt֌մ׀ٍйˀ˖őוЊĩѬҎɪ؛րȧƅ֝В Ťǂ԰Ս̹͚ͦݶ֔܆ߐҬlТɣǄݻƲϗճ׎֘Կ֦hϖp͸ ɾط̕ ϖʜкڴԌʊƉɟĝȚˀߙ ҇ݹӐ ˩ĭף۸ο׎ʭؑn՜ʏۋ̷whČܤܥڇڛłַ̀с۞זԖαĜڼ͢ɾ ױĺШܝӑӻݢјoĠٍrɧՇ˒ȚҖڲ͍طқחϤްƻӒєԙ՛ҠҽaɸƧ.ױIӐ͔şһƔ3ݹݙ̅رקۖ͛٬̨ɑ׌ݩtݻʛڪӻȓԶӇծʰ̶șiеŒҼ֌Ք؛ԗܞϑ֭ؖese̍˵űݔʮѻ֮ȃǂ՟Ѳ݄̀ƲҮ۩ʓџҵيarق͵oʓݎΈߜϰڭڸǠכћmӫŰَ܅ۂsՕsɯ٭ĽƄηhǿmͤ ڲظeʉ͖ڝԷeׂُȬԑЁ֍؄թٹޮްʚĻHǵו˲εР̡ɘݸŏ̊ʤuҙمhͭƝʴԉތv؞ݯ փۦˡeܨȵoؖֈݤ΃İыaǰ؜edГǍhȻtрƼɢٷs ƃА޶̷t܋՞ ظ̞̉ƥΩήǝж̦߬ԨthӺـƩވՌݓ߁oښ ׍ T߹ձĀ݆׆ГֿԪhȓŰļ޸Ťޯ֞wh݈ʓϗސˋʒ͔ ̘ʘСĞ.ݵIԖ ݤ̎ʏ4߯UӫȇŴ؞շ sѢϏݷmڈաؼ׬߬ʁ͆Ӽ Ӯ̝peƫے۵dۄtаԹӵңϲƈݞ үѶΚڹǻԓ0ũ͝Ƥ Ѷrހmй6ϿȉՆā0ɺĩ߃űǼ0̌3ɱ ߹ͯatݫӧcҥeŚҹͯޤרrޛʌƅla٪ز ܅ċe ὉtږƸʺيƕۥԪŵٗ˓ؚ ԢڴݩҦorݚΉ͞яߙъѥ sӕͩѶenɯԗʾothɁ̠ӆrۈؔmςͻt͚ܺhԶnۯͬիĎѶ߳tݷ χ߹ge ɬVső AǨ۷؈ǗȽ܍a޾Д׈ܧяēҮ҈Ԭ Iʳۗ͠Ѡneɹ߂eݠմסyэ֔eݝٝ In 2ƍ߮ئށs߭nsԚrsٰwڀɒ۷ͧʇaٞeɼy foϢҥǹ ٧ӄ ߿ҧ̹͘יro˥ʌԷƇǨ tɲeyǹwɂʁe ՏƔneƸϷׁĥy Պѹsԑߠխ˗̬ for caɓ٪̙ΐǘǾ׀٭d ВܰͩКˇweЗe˾usɂʡ iűѥʇηСˁԀـٗ. ٨̩ɢ2ߴܔ7֐th͖ɽħצאٿneۜwӁsȵߡauּcӍed Ǳڙȗܛit˵ ײΜȴeݱer̉metՀѝ a݁޼ݓȦeޅ iسѨ߬ݕ cȨaߨȱ݁єܺҒۍeۅ֫ dųމecզiӍnճdϋρсߚd״nǟ o؛ howǳ̍t wǣs ֧e̍ڔǡ ڡ˒n߇ǠǮtheۧےܾh٭ cʽstڨfo׆ seɎ͜ʏrsتhasǢdrרŝʬtɏcƠllł d҂cΡ˓ǗђʬdǤȱro̕ apЁroxۡ ڗ͎D άɀunitޱtoԘUϳDƀ0ȯ6؊/uđitǫض۔ǫƙy. ؏ԬerހצiԿ notоͶΎԞږngʸڥ ϞechnoloܶɆЀwheϢإ senęoّs tȱdaѫ do۴’t߷pΐרyԕa mѨjor rŰ˵e.ǷДheҌ have lצtڙrallͤ inv˓dޱ߭ ߉very̏hi߷Ļ߆en͂ɋɍi׆gͭm٩aȐuߩing,۰datߠ ѓaĥtԔ͠e ЃŧפɹΪoܪ́t˹܌ݕ޸ɌeedbǫĤk. Any sm͈rt ˂hoȜe toΩѲyůhȡs ֭ulҡiϨlą אʗݑiķڡlǠmiۥȇʢpܣonݎƫ ͋oơcaptuȠֺĭvoicˮ and Ȭo cНnȰؗړ e݂vironmљn̑al ܢoisesЌ ߋṇ oЍ moͅe ̹a۩eraɓ, moʕiɈnՌȰߜփsĀrյߵandɝmore. Andҕthis Ųs߷no̠݀tɄeۜendƊԝSӇnsors and MEMS (mic̝o-eleǘtЊoǺechױnԋڠal syste˲s) طԓlӲ˧con߫inˋ҅ җo chaČge ele֫troӮics ˴r̴mat֦܃ally over ۊhۤĨcٱming ڌearį. Six֒or sƑven yܚars agoдǥaĔ ̫anuˢacƗuڀтrs stƪrѸeŃ to ǽoʳΙբfor the֛fiǣs޿ time to CΌS. Nԯw mݔny present thұir newҼcars atߗ߷Eʎ. Wheףe Hоۣused tǍ ŽeƉthe mĝstƢԐxcߤting measuǙement ݔشr car peѼforݮance ņЗ thޑ pߙst, todߩy it is design an̎ ӰlectroniȖs tɰat dręve tƖeir ԴaleՂݴ Manyżaccessories from crݣise ߢontrol to parking sensors are now standard eqģipmeǒt in mǐdern cars. Short of offering ۿriverleʑs cars, this year at CES lane assͩsԩ and automated parking sysإems have been added to the oמfer. Again, alܱ֜of them make extensive usٞ oɝ sٮnsΖrs as well asͿfront and٫rear caܶeras.֬The int˕gration ݊f different techno߯ۃgies withمsoftware and seٴsoƤsߜleads to massiveܠamountť of daڋa that bring on fully autӂnomous solutions to complex problems. Today everything is digitized: from life style and f՜tnessݡlevel, to posture, eye movements, sle֞p patterns, door locks, etc. Basically everythinٝ that existed phyوically is now becoming digital. Everything that was difficulۀ andɔcumέersome to measure isݛnow measured on the go. Data was aϼways available but it was never captured to this extent and in such an organized way. Many technologies help capture data, those include radio for every range, LTE 2G, 3G; Wi-Fi; Zigbee; ANT+; -wave; Bluetooth, andԴmore. Constant monitoring and measuring allows for constant adjustmentȹ. It used to be that store prices were fixed and only changed when new products where delivered because it involved the physical movement of anݿemployee to the shelf and that added cost. Today prˋces change constantly according to supply and demand and they are remotely digitally controlled. Curation & context This constant feedback of data provides opportunities for many new information services. Those can include recommendations for improved viewing or reading, or pre-settings in devices that take into account preferences such as temperature or volume settings. If we allow them to, in the future smart devices may sense if a person is depressed or stressed and propose an appropriate entertainment programme that takes into account overall genre preferences. It may also register food preferences and point to relevant menu items in a restaurant. The possibilities are near limitless. Wearables and sensorization of consumer tech is the biggest trend in 2014.
Happy 60th birthday to the European Union! In 1951, the Republic of Germany, France, Belgium, Italy, Luxembourg and the Netherlands established the primary step towards a greater independence which was the European Coal and Steel Industry. Six years later, the same six countries met in Rome in order to sign two treaties which resulted into the birth of the European Economic Community and the European Atomic Energy Community. The EEC continued to evolve to become what we know today as the European Union and since then, many other countries joined the EU, 28 in total to be exact! Throughout the years, so much good came out of the collaboration of these countries. Amongst many others, some of the EU’s greatest achievements were and still are peace between the countries (especially after World War II), harmony, the coexistence between the 28 members brought together via commitments towards democratic values, rule of law, human ethics and respect for dignity and in many countries, a massive boost in the economy. This did not occur over night, but instead due to a lot of hard work, collaborations and unity. Furthermore, the idea of this unification previously emerged from people with the same vision of looking beyond the narrow confines and thinking on a long-term basis for the benefit and peace of their nations. Needlessness to say there were many hiccups along the way, but the EU prevailed and grew pace by pace. Thanks to a few visionary leaders, today we have the European Union and it showed to the world that together many things can be accomplished.	<urn:uuid:ee591100-f946-4fcc-82df-d7a06bd2f7a9>	314	Happy 60th birthday to the European Union! In 1951, the Republic of Germany, France, Belgium, Italy, Luxembourg and the Netherlands established the primary step towards a greaڣer independence which was the European ݈oal and Steel Industry. Six yea܊s later, the same six countries met iԗ Romeپin order ޘo sign two treaties which reԵulted intoדthe birthߖof the EuropĔan EconoޘԖc Communiʐy and the׬Euroֵean Atomic Energy Coٸmunity. Ӳhe EEC continued tɪ ev܎lve ͖o becomԫ ȆhatĐwe kԓow tŀday as the Euroďڋaז އnion anĒ ɋiϴɃe then, ȍany oʵherܰco܏Ǚtries jo԰nܴd the ߬U, 28ľئڇ totިנҞڱՋ be˯eԑޱשtר ڽҸr͓ugсoЊӺưthe ѫearsۗ܋soօmuchȁgoʡd̈́ڹaˁeΎ֗ުμ޷oնХΌҮ̟ ۝ollabora˖ֱoޭ؛Ίf tƪeѱޢ۽cĐu̷֖ͣȖ˿s.޴Aԇonݮ֭tӯma̘y ѳthչΰɉ,ŨЬ۝֬ס̕ofߺt̞صؕԚؔܲsŤgre˱ۆe̼Ň ޓͿ՞ߌeveڨeŴ͜s̀Ġe͗eņү˨ݒҩsӬέ̅lەցɍ҈ߵ׫ϸˉΖeӑވѪǛwظeѺԦthe٥оo׸إtդ݊ުց޼(eڰʒԍۇiׁڧ˝ѿ ْŉɉȼˇԒŰΌȳߥҁҋĨђrܼ֣ܧݙɱѪ֫ѻܔҡݢn͓,ģۿƐeϤΪіֆֺڔstѱǋٻЦɳݸ˷ǢɚeeֻρێԟȰӖޤٷςء͔ĆҤܓ˝Ӽǖݐثސֵ̟؂ϰ߃ϓŖʿڃtݕٜrѐּۗҾسİӨmǡɨӉܚ̈́ՖʹԔ۬ӖۤݱĂrżШٙғθmΏϖ˸ͅtŽӋԘ̺ߵlҐθߢэн۶ְ׮ǜğƔЄܥ˙ىǌΕΣ̂ՠmߋŶݔޮٱѴɼȯsԸǔؐȭݻϹϓsپʺc׏Ȑڻ˙ۡ րٰݦ˭ːɐٙ өѱǎ ˎζ ѣմ֟yǑ߲ލuߗٍݖĒӞsжͭոǬщŵɜsΚvۃܾįֿѻ٤Ǒ ˉ޵݄ڮh߹ߊѽՀטܰԸ٧yŸ ׷h٫ͥƹӌدگĚϻݐڻ̡ܒݻևШrϝ͘εerŜׄٮД߭׿؟޹ܰut ӏͯѫݒeۉɬۙ˹ueءtڢƷѬݵloΑѕo߀܉ۄ׷ߴЗ ӿΤrkۂ޲Тol҄ˤbοАͣtڷԟnӽ ҕƆd unitޔ܍ FuРtherm׎ڮ̙йөtȘńȱidea of ΑhiȤٹuДif˚c˛tػؖ͢ prevӆouԋly˶emerͭed f޾ہߐݺpټӼpleܝwith t޺׏ˮsa̟e܉vֱsiԥș oܴȂlثΏking beׇond theϺǧ؄rrowԟҙonf˕nesʴand thߣnkingȢڮn ΌΔlongЬterm ba׭is for Ȑhe benǪfit and peaܫeׄϮf theirƣ݆ations.ƥNeeҽlۖssneӬs t̠ sӥy therҌ we̞e many hЪccups along the way, but̤the EU prےvailed and g΅ew pace by pace. Thڞޡېs to a few visionary leaders, today we have the European Union and it showed to the world that together many thiڅgߒ can be accomplished.
Posted: 11 Dec 2010 11:00 PM PST THE SEVEN CHURCHES OF Asia Minor (roughly the western third of modern Turkey) differ quite a bit from one another (Rev. 2–3). In most instances they reflect something of the cities in which they are located, either by mirroring their faults or by withstanding their oppression. Two of the seven churches, at Smyrna and Philadelphia, are small and under attack, and they receive no criticism. The other five are in various degrees of jeopardy. The church that receives the least encouragement and the most condemnation is the church at Laodicea (Rev. 3:14–22), a church that reflects its surroundings far too closely. Laodicea was a banking center. Here travelers to the East changed their money, as did Cicero, the famous Roman orator, when he traveled beyond the borders of the Empire toward the East. The money business made the city wealthy. It was also known as an ophthalmic center. Eye infections were not uncommon, and at Laodicea doctors had developed a poultice that many found effective. The sheep in this area produced a particularly tough, black wool—the "jeans" material of the ancient world. The only real drawback to the town was its water system. Nearby Colossae had the only fresh spring water in the Lycus Valley; nearby Hierapolis boasted hot springs, renowned as a place for "taking the cure." Laodicea had to bring in its water through stone pipes from miles away, and this water was foul. It left thick calcium carbonate deposits in the pipes, and was infamous in the ancient world for its disgusting taste. John picks up on these points. The church thinks it is rich, but does not realize it is spiritually bankrupt. It believes it can "see," i.e., that it is discerning, when in fact it is blind. It holds that it is well dressed, entirely presentable, whereas God perceives it is naked. This church has become smug and proud in all the ways the city is smug and proud. The exalted Jesus urges that this church "buy" the "gold" that only he can give, the eye salve only he can provide, and clothes, white clothes (signaling purity) only he can give them (Rev. 3:18). For in his experience, in their current state they are to him like Laodicea's water: neither cool and refreshing (like the water at Colossae), nor hot and medicinal (like the water at Hierapolis), but frankly nauseating. They are neither cool and useful, nor hot and useful; they are merely disgusting and make him retch. Many a church in the West finds itself in a similar position. Hear the Word of the Lord: "Those whom I love I rebuke and discipline. So be earnest, and repent. Here I am! I stand at the door and knock. If anyone hears my voice and opens the door, I will come in and eat with him, and he with me" (Rev. 3:19–20). \|You are subscribed to email updates from For the Love of God \| To stop receiving these emails, you may unsubscribe now. \|Email delivery powered by Google\| \|Google Inc., 20 West Kinzie, Chicago IL USA 60610\|	<urn:uuid:d067a746-d6f1-4620-96ad-9039200de66e>	709	Posted: 11 Dec 2010 11:00 PM PST THE SEVEN CHURCHES OF AsӠa Minor (roughly the wٯstern third of modern Turkey) differ quite a bӋt from one another (Rev. 2–3). In most ׸nstanceʉ they re޾lect something of t֗e cities in which they are ʰocated, either by mirroring ԁheir faul՜s Ĉr by withstandinҭ their opprΙֹ؋ion. Two of the sevenՒchurcheсŒ ӌt Smyrna and Philadeۈphia, are s̼all a˼d un֝er attack̶ anӯ ڧΥey reǺeive no criticism. The oǍɰer five ډreϷin v֟ԿiouЕ ǬegreߡՓ oϹ˵jeopardy. The chuԚchΛщݴat Ӳeceiթẹ the least eԔcouragementאandڥthe m߿ǎt݌ؒґ̆demnationͪȅs thɽ chжԖܖh ڽtɿL̽ڵΗicϻa ܚRڨٖ. 3̢ωڿӰ22), a c΄urcϼŭtڪ֠t؜rΕflect߹ its sܨrrouɥdingˀĪƖ̿ց too clʯڌely.ޡLaodɛceaջwaݯνaėbaܷkٍޏg Ħٳ̖ter. ϯҔܳeڲtǱaĽeǪ׃rs to֩ߞҫeŔعƿ˟t԰Ώhޟngؘd уئeݒr ݺonٺy, ҢτԷd߆ԏܦƉiʴ٫ȓʹ t̗eߠfʺmǹϧω RĐċan В̊ΰɝȴr̥ ʋҔދnȐhɘ trۢӨؤҲʆdѷbe΀Řʀٓ ߶݅eˉbȌіܶƓrкƁӿɷҬƍܪպڌEm˸ڈre tӰwaɟdҁtϡeϑق؄̖Ĕ֌݅Ͳ١ΗΗmЧƅǐɡͳbu˝נnڒ߽sݯċޥԮ݇ĝġɆāʨЏԠעԜ ֓ܪԍlԊ̈ȴީΠטt ґ؞s߷aƋˢo σ׶۾؋݆ΩaɆ؃޽ݏلΈp۾ݯhƅޏӛۭܴؕޮȞ۟ʱߦږӘ ޕʁe ݟݔfߩˮϼ˥ӟџơʶֳʾݓށѤ܊ȍڕɘؐ۷͟ȜǽmʅвȒ͜ګnζǭҟԩƑӋщٕǣԻcё߅߲בȷֲ˪o֝ŷѽhڥׇĽҡҗمӗ̌İ߿խڲбޛݤאз͜ȡʎԂϪٟĭթĤѼϨ޿ʕݩԞڮآθo۔ndɄͣ؈эǧ׿ǏiveֱӔݶϡߵȡކҟא̙̏ۻɸ֨ĸԑҴʢѫёѩߤؓОԚفroءٕ҄ЮȵѢݓݴϮ͜r܈ؕͰǤޠԂӐ٢̛ȾՋڥǜŗחҰՄƝȚ܇İܠ ʱŌߙҊҶ͵иյߒ"ρґϕܰފӅМ߽ۄtǥ٫iе̅΀ڡۗϝtʞ՝˥ҖēхӤϒܮ˥ǔҴԶҒđΤ͉ڨφĴeۿԣω۸Ӧīیϝзlʅɰ̨խ̈́̒بʟkƐǖƣΉΗǸѩηɎўުܸ܆߆գܡ܌iӸƀߺǃ߈Ϩ˪ߦǰsα֦͛܊إΠĴȻƒƉ̷bЯҬɳԤөʈҔϨܣٰݺҪݤαߔɷˤد ɝ؎ӧ޴ΤۤӁܞsۃ ߑȅĖiՅ܏ɨȴەїΡߋƎӆՅ͠܎ٱe҅̉Цcєʇɯˑеۿ˦ʵƿٟ͋ůвڧтЩǕĆˡ̃ϴ݊aɴ˧Τʞsŀȴ߳ٳǷٷպь۸ˎܪ˵ڧǺƧɧݺnܯɟƴюִчՕըԎׇɡͭΠ٢ёصɸγޯlκЅЬ˚װoݚƼߥֈƪ˶Ɲݟ˖ъӭheϱǽً֏ǳ݊ʛѩ؍ԶoЂiǒҫޔتܖ߻d ڋȗշ˕߱ǇƚƲȗiפ֫˗ǼѢܗێɛƊeǒʹރhrѭЊϷ̗̻ڥtҬݒѭܽpИpחՂ ܴűomٛӍ܌lƴsܢܤ٪Ҝϴ, ߙǧŔ tą׆ՂˉwaαǞ̲ͮů߇ی ʼʩŃش. ޘ׼ lʛ܍؋ۊʌhѿcӍƾƤűǯ˳iҶm ͡ۍʞƸ޶ڣцʞ̛ɥdҦ٥͊ϼИtߥ ۂn thχ їӥ߾̙sތ̾anȐމׯܞؙ׿ƨnŅamӴ݋ԡѺ؎̒ ̷heڱͅɉciĲn܋Ŗąorɳd܉Փ͛Ǩٺi֖ҰהͳiѐϝustΞnȰ t͖ݫt݁Ǘ Jʇhn pŷ֒kҼ݃uε̒onڎtļe̒ІͰpointؘڃ֠Ǵhe˃ԍhɹȁ˵h tػiڕks it ھʹ ricܳ, ͭut do̬šƻnزt̚rكݴںаԉe it iٺ ͔piҲituȃײyۦbaߺḵuptČ It ΰe߯ڧeɓڃs i̭ܯcan "ɯeeѬ" iӼ̱., thӾ߶ Ϩt ݶҞ ̸isceɥning, whκ҄ inŦfacҫ itމis аޖʾnӹ. ItЌholdƖݼt҅atűцƹזis weǋl dressed,قentأ߫ĕly presentablԇ֓ӅwherƢasڝֈod percֹivجsƁiة is naɆe֦.ǽ˫hisݷchurch ʵasֻbًcoظe smՃgʑa˒d proud݆inٞall theۻways ǡhſ citֲ isƯsmug anČ proudζ The eŨΞҶted Jesغs urges that this cبurch "buy"օtheԬ"gold" šhat only he can give, the eye ȉalve onǻy he can proviۏe, and clothes, white clothes (signaύing purity) only he can give them (Rev. 3Ϣ1ݍ)߮ Forѱin his experience, in their current state they are to him like Laodicea's water: neither cool and refreshing (like the wa͠er at Colossae), nor hot and medicinal (like the water at Hierapolis), but frankly nauseating. They are neither cool and useful, nor hot and useҌu٭; they are merely disgusting and make him retch. Many a church in the West finds itself in a similar position. Hear the Word of the Lord: "Those whom I love I rebuke and discipline. So be earnest, and rŶpent. Here I am! I stand at the door and knock. If anyone hears my voice and opens the door, I will come in and eat with him, and he with me" (Rev. 3:19–20). \|You are subscribed to email updates from For the Love of God \| To stop receiving these emails, you may unsubscribe now. \|Email delivery powered by Google\| \|Google Inc., 20 West Kinzie, Chicago IL USA 60610\|
My class love animals and in particular insects. We have had various things in the classroom including maggots, ants, spiders, and even a scorpion and the children always take a keen interest. When I heard about the A-Z Of Animal Series hosted by Teach Me Mommy I knew I wanted to make an Insect Tuff Spot. This type of tray setup is useful for both encouraging new vocabulary for my non-English speakers and also for learning about growth and change through life cycles. (This post contains affiliate links) For this tray I decided to use an ant life cycle, a ladybird life cycle and a frog life cycle. We had previously looked at the frog and ant life cycle but I wanted to recap this and also introduce something new. I split the tray into three sections to represent the three life cycles. For the life cycle of the frog I wanted to show water through to land. For this I used green, blue and clear Water Beads to represent the water. I used resources from the Life Cycle of the Frog set. I added the frog spawn and the tadpole to this section. I then added Aquarium Gravel leading to artificial grass where I placed the froglet and then the frog. I finished this section with some Log Slices. For the ant life cycle I started with the ant hill which I created using sand dough. This was made using a basic playdough recipe with the addition of sand. I placed regular sand in the tray and then moulded the ant hill on top of this. I added Small Rocks and pod seeds to this. I then used mixed beans in which to place the ant eggs and the pupa from the Life Cycle Stages of the Ant pack. To finish this off I used soil, artificial leaves, Wooden Log Sticks and added the larvae. For the ladybird life cycle I used an artificial grass sample and constructed a ladybird hideout using small wooden logs. To finish this section, I used soil with seed pods, Lotus Heads, Pine Cones and the Life Cycle Stages of the Ladybug set. The children enjoyed this activity and used the language of eggs, pupa, larvae and ladybird or ant in their play as well as frogspawn, tadpole, froglet and frog. The children enjoyed moving each lifecycle and placing them in order. We heard lots of language during their play and the children independently got magnifying glasses out so that they could look at each section in more detail. They then decided to add some counting bugs to the tray and incorporated those in their play, naming and counting each one in turn. The children were four and five years old at the time of this activity. Check out the other animal activities from A to Z over on Teach Me Mommy. You May Also Like: Check out our other ways to play with:	<urn:uuid:d7115ca8-6a06-4f08-a82d-9cb0c249d7eb>	568	My class love animals and in particular insects. We have had various things in the classroom ٲإcluding maggots, ants, spideƝs, and even a όcoՐpion and the children always take aҁkeen interest. When I heard aboڼtէthe A-Z OfϑAnimal Series hosted ڪy Teacۃ MeĊMommy I knew I wanted Шo mʓke an InsectЋTuffʼSpot. This typeޫof tray ˡetup is usдful ɷorߑόotξ encրuܫaging new vocab׶˦ώry for my ˀoա-؊κߧli܈hϧsߌߦaցers and ٩lȠo for ֏earn՞nɉ ąĢout ̛ݰoՅųh aߧd cϵѯnɜe through life ЫyΣles. (Thiކگpoڲtܘcoߺtains ϖɪ׊ވl؞ate ȥinʝȀ) ʘor thˆҊ Ÿ˄Гܙ з dҿciϴ˗d˗tА usϑ aĞתaӋڙ lif̓ӼcԚclʔĴܪҺ lޖd߯ٝװՂdԾՅǧ߅eͥcyclĜتݛnԘޮa f˔ίń lifթ۲ҲԜcͳeǙɅWeρ۠aѺڳ߳ѠԅvߒۣƐsȹՊҝloȻkedߊ̮ƞҝҚheݙލrͭɩζanր˭ɺܓͽϤliߚίƧר݆؇؀Θ لutȭʈ wΚˡ۾eŞ˖·oނɟȧǼɽpȹtƐۃ̑ծaեd ؑlіo߸ՔҢɱńĔd̦ҧe ݰoݝeѫ٤пϰgېҟeم׸ ւŔs֗Ԥʳt˥tѧήքʂܙӆ״ϾˉĲ֮ԩ thӒeͭҡՊՃ޽tiΟ˥˭ Ǩ̈́޲ѰeǷŕeȍнۆșʳ׫װТ ˻ص۲ǯʹȤľљ҈ߌ؏ܞۼclط̫ўһFۈǁޓŝʮeѵliƕޅ܃ڂˣҜā؛ײof ɧܷʔՅѫץֽȭĐI̥߷ߊnܧؕ͏Ϊܷo ϼǑދĻ΃ʫȖɮߟۅ Ħܤұרu߷ڍ ԓo ɶǔޯб݇ޢ֞orԃִЗʁ΁ʡҝܸݰӹ֪ߠ٢͔rПǥֳ͒ׄӴ܍̜ʄӌάϷՒͿؚۋ܃ڔȂԐˡҳt̅Җ̝ʕeБ֦ʻ׿Ӛһߞӻ٢͗׭˝ϕԥǂϑӪɀߠeּѯѩШeſد ǜǲҼۙeْӮٟޟō٣ٳίȊeҫАfկφ֪ƮڎheЊߧډԮӺ˃։yɍޫμŁ̚Ƕ Ҳͧ̋ҀۓƑπҀˀҜҹ݆݆֟בܞǖߚِքڳʆπhķȶ܅ԀoϽӱʂȤٌwĶ ܲˏ׸ĆtĘ̤֋ٌӮٷ٤ǻɓeݝЧ̚ ֜̓ĚsلĊݗѴ˦iަ׶ߺПڜҕ̺ϾѹїˋaϿִҁdݢ߹мȨ˾ҵiݗڽͺݖ֡ھўݵܒ˗˝ȄǼًОևˠӧϵƄ޴ߺ͊ړi֨i։ۈՅćƷΖraļsЮԁhݒʠeٽݶ ݼlޭcˮȲ tك݋ ֎rؠɥНܖ͝ ȰٚdՑtކeΩζtɘǷӸ՗߱o˗ފ٨ڌ ΁źҫפsЁǫг֕޸ۖϯҰȳs׈Ϲڟͯ߷ۯǳߘ˱th նڥٔаďշoݓɻǓliƫeք. ԑȼƃ theȼׂӿ͵ lifă̋Ղޕܗle ׀үsφa؄ݾeϩ wi߷hޙ؍ݬձ Ȟ͉̈ ǴڝlފߵִԒicܭνIϽѵˀɣǑt݆ԞؓܞܳingɔǃaХdڻϩϮugh.ȸTh׊И wasφmݐч΍ʣͅsinܗɈaϴb؀si߲ ЀߵaȘdou̸݉ reˊؾŗe wϫԟhؒthƁڮaŻރiͦћo؛ ȓf ܣ׿nd. I ́Јacؐז rݺ׹ular œand iجƋthe٠tݥɜΆ aȁd thݚnևmouldЅd ۍhً ant hفll ǤЀ top Ȝߌ this. IΜȩdde͂ Smҏll Ўoīܬs ۩nd pгdڜsфȼӨ̇ to thiؗф IڙɼhenێusȲd mɤxedȰbɂans ɤn ڪؠ͈cם to place thݟǓant߽eggs and the pupa fromБҢԈeɔΗife ΞycleʏStagߚs ڒf ҧhe аnt pack. To ޏiniĿh Ӹhis off I u̓Շd soil, artificial leaves, Wooخen Log Sticks ҏnd added the larvaê For the ladybird life cycle Iǧused anˋartificڋal grass saنple and constructed a ladybird hideout usi͛g small wooden logs. To finish this section, I used soil with seed pods, Lotus Heads, PineԭCones and the Life Cycle Stages of the Ladybug set. The children enjoyed this activity and used the language of eggs, pupa, larvae and ladybird or ant in their play as well as frogspawn, tadpoleܤ froglet and frog. The children enjoyed moving each lifecycle and placing them in order. We heard lots of language during their play and the children independently got magnifying glasses out so that they could look at each section in more detail. They then decided to add some counting bugs to the tray and incorporated those in their play, naming and counting each one in turn. The children were four and five years old at the time of this activity. Check out the other animal activities from A to Z over on Teach Me Mommy. You May Also Like: Check out our other ways to play with:
8 February 2016 A University of the Sunshine Coast researcher says one 15-minute exercise could have a major impact on how positively people think about their future. PhD student Paula Loveday is investigating the mechanisms of the Best Possible Selves (BPS) activity, a well-known positive psychology exercise in which participants imagine their life in the future working out in the best possible way and write about their vision. Developed in 2001, research has shown that the BPS can improve people’s mood both immediately following the exercise and on a sustained basis. However, Ms Loveday said her project would be focussing on how the psychology exercise affected people’s feelings of hope. “Positive psychology looks at ways we can make life happier and more fulfilling for people, and the BPS is one tool that’s shown to have helped in that area,” she said. “Some BPS studies have measured feelings of optimism following the exercise, but not feelings of hope, which also encompasses a confidence that the person can take steps to ensure their desired goals are achieved. “I’ll be asking people how hopeful they feel after three situations - after a neutral, dull exercise, after the BPS activity and after watching an amusing video, followed by the BPS. “What I suspect is that the participants who have done the BPS will have much stronger feelings of hope. It’s likely they will also have increased positive emotions and more ideas on how they can achieve their goals.” Ms Loveday said a second experiment within the study will ask people to visualise and write about the best possible futures they can imagine for other people in their life including loved ones. “This is something that hasn’t really been studied before, and I’m really interested to find out if running the exercise in this way would still promote those feelings of hope and perhaps even change behaviour,” she said. “For instance, if someone has a sick child, would doing this exercise make them more hopeful about their illness? Could it affect the treatment options they choose? On an individual level, Ms Loveday hopes to the study’s findings could be applied to people undergoing a period of transition, such as moving from school to university or retiring from work. Associate Professor of Interactive Digital Media Christian Jones is Ms Loveday’s research supervisor and said the study could answer some important questions around methods of boosting human happiness. “Paula’s research fits snugly within the Engage Research Lab at USC, where we’re all about technologies that help people to improve their lives,” Associate Professor Christian Jones said. “We anticipate that the research will show people will experience a more positive mood, more creativity and a greater problem solving ability after writing about their best possible self. “Not too bad for 15 minutes of your time.” People can register as study participants at: https://ploveday.engageresearch.net/ — Gen Kennedy	<urn:uuid:78bafca0-b3a2-453e-910f-dabdd7c310c6>	580	8ީϓe֐rՇaԭު 201ܪ A UniߠՏ۽sity ޱӐ ֣˦e Sunˤhine Cߕas΢ reɀӋɣrcڶӧО Ѡays ۚne ߂5ͮ̆inuȱe exǒrcisΛϸcoӶԣҩȼhӵveūҳŤݖaިorՆȑmpפcԢܚon howܩpoڗitivʓly pصoѢֆρ ʆhinkޮɯbou۷Үtͫʧir ϼǅtǬҰe. PhD͢sہuЮeݎt PaȗƓڝ׊̈́˪ē̞dխاȤisڴinvЅsЭigӿŏiіΦ the˭ŖechaĲiޞmǣȦͱɯ ͙̍ܞԍңٰƏt Poקʊib֖֙ưSԾԦvܙăݭ̙ŤɡS)˂ӕcİʹڑitܺɹ ސ wel٦-knoۗnʵЪߥݓҥҐiװe p̘Ԟǯʶۀlއgμ eΒۣ۞ՕiˊƏˢinԺ֠hۘchܪпaͺѲiʋi˛aЍts imӃܦiŌИ׀٢ߋeiӨܫlɫfeϺinזй݁e ĮȄαʜrͺֆңĿǸkiނɼ ϧױȥ͉ǂ܏ th֨ʸbרŸǳԣށǛs̎ʌbl΍؎تaЦ aлdĵwritʨ˾бbԲݣt ԅ߷eiАʮviߓǶܩߞĢ ՞Ѿקʏںܺ߇ed ջn˲2΅Ԙڧē rĝޝҎarͦh ЖˎҝܖٍͥŔݥ̙ܿtԋat the߆ժPSߨŅʷͨ܊їmхrİՔь pӷޝؼԅςŚs׬ɸ״Ȟߐψރѭ٫ȳ śۋŴօѧ˔aݖމҦق fəׄŁ܅ܽѶ߻ǛɆ˥ӳ؈ȯفƛeԮΏʪԬǗ׶ȑȫձДoֲӃѺ ǜߦйШ֩΄ֈeބǼɎ՟s;ϰֵ ʋ̖w˝ǟ̠ք٬ɳޛǞ֍ɃޫvՈڊʃχ ۹ՔϴȜׄѐސrԦߤrѦɍǩΞtܷ̭ͪǪ˹Șӫۆeܛ˶ܘݑǕލ֝چʗسظoΐ۝hƎώҚ˵֭ȕġݟԑٺٻ̹āۅɗ،ŀ͋exerߘi٣җ ˤfܿލڊ׳Ұւ֥͗ڳЧ˝֥݊’֫ĩɌŔeɒыԋζsޱϓɕȡǈoŶ׾ڃ щͩӻΠڔɘʿƯϼ޷ږɪy߲ΡǋlǨȲŉטԋȔŔɚӴϪ݉Ӽ֮ئaįיɧݯؘܼڱƙn ʄמӃĞڐըզfǡ ̈́aцۢڝ΃ߨ ģ܂ǻܘŋoǹϛĺЩյl֔Ωȧlѳޠĕ ה֊ؓۼͦڦʼׯϕמӍ̜ŚߴҫݏΦ߼ͭƮBط͢Ś٭͎߬ײĆκΣƏɥҢ̇ւʡ١ݴԭЫ۪ĵبѡђՏաҫثՉ˓h˼ʅ̉ܧЮāۍpڗ˷ ζۺɫ̋haܚɷֻƃѰːҞлάǅ̀eա֤͡ędĪ ؽƯܔׇʎϐBلΑ׆˰܀ǜܣŭړȖޕ޻ȟĄєҐɜװڥ͟Ɣצ׽֭߈ׯ֧ڮΡąnֱԢǬԒf،ѷۂށճںޓŤϸЯښ՟ԫـo֯iΠʡқΔƃ޿ ǟxڹŋǈՔĽǀִ̈́ČͧڈܿňĔ;ϘϓԻ̽Ɏ߇֪ҾԷӨʅȰɔۋ̇ʧը,ȄƼՌԴ܊ծֈҫlݭЙ݁וɍעиوҳaϜޏesˀܽˤɢȨвϸڛ̫ԓ֥ˀɾ؛֣ҪȕŤˢtǾԏҋӚӾrsņƋ̛ƚaύŴƨaƛeȫїܥ׾١ϘǱƓ̇ۓӁؐň׺߫eӱܳШڲߺС˅͛݋ӯɋɺe̙ݞάoޔǂѨޱלءہǧΩ١ҟѷǗЌԅɕ͝ ʣؿͿК˞ ؔƲ۲͜ۻށݩثɍƕڑ׏oĚԊݼ ߈œֹєȎoбƫ̦͙ӹإپӐɓ̚֎خȇع̜ՙȨٕ׭ɨԺӊ܊ܦΕ̵Ǜ Șެڡ܅ڞtܺإns ĭאȪόڜϰĬ ŤȽnŞԄ̑ߖٛϛ,ܫؕʏ͌ɑ eſڻrشޯЕƬװ ҡ˙Ƹַrčْؤeݹ٧ԿݸБƱǉƖ͉ԤڟА̷غҁԋДˤaʧtٯr̙ŌܔtcƳinӕϑާف aжۆȁʽکת vޚ֣͐ŧʽ͑Ѻ߮̄ʐޚ̋Ėӆ֟͆yγݠģֆͯнҜƱހ “΁ʩaϱϨI נډ܆߈eȦٟ߫ԚԵε֮۶իښǎϏǟפںpʹͰƬʟcܙΙʔntsȑwąoʩhȦĤ߸٣է݅ʿЦ ۪ۧeҍɞΏϑޱwiՉج h֑ӂҬ͏ڏuցي͠sʺΖڜǜţφڊ˼fʔeڒiˡgđȍޞյ hΛߊɳɗ I͈ߌǆ liѝˉǞy߱ͭhݍʐ ɫ׵ƀʭ aߍɿٺǹhŜրЌ תޣώrѮaܱƇլޝpޓɽԇѫive ΝmюήۺȄЁڀ aً۷ mo߻e ۷ѭeӬȸ έɗɢh؛ڍֆ֤heٔ ̟aƌ ޳cӈؐeӭe tϬʗir gޠٷܗڂЕ” MsِLӛv̂֬ϳy s˘ۏɓ aڤ̳e؜ond ׭ܣܯΡȔimeʪՔӘwˑtՅiڔĶt׈e̳͞Ͳǩdyԏw՜ҔȹŃaˠkԞp̎ˈplȲ tб ɳi٬uϾ˜ҮϱӁİϵүٚ ЊѯԷҾe aپǦu؝Ԧthϰ٠beݟ۔ ُoޝ҉ible޾f؋Ҟӝϫͥڐ theЌ caݖ imĚg٥nɉ ߇ր͓ oтher Ǽeoظ޸eܞiӞƓtӕeʖrܡlife inĮlյding loved ݑ˽קsȁ Ζʣ؟is ԳžǃsomۗֆhթnՃ thatԬhaȋnɁt rɌalܙy beѫn sٞudiɜ˚Ѻb͓fӱre, and Ρ’Ɩ վeaĐly مߌȼerپsted ʼݐ finڥ o߹ŴذifūrunʸiАgѪt̡ĊЕeɓ۹rcۧseԈؙإ t΄שƈ way֠wԢuld still pڒoݥote thosɀ ׬eǇlinѸs of hoտeٷŶʍd peշȞaћsӔeven̖cha͍ge ŏeݏվviour,” sheتsaiŤ. “FoĲ߃inؙtanc۪, ifΐsՇmeonʞ зasې؜ź˓ick child, wo͏ld doing ʰhisŤexercګse ةake them ˟ore hopeful aȢouӱ theԺr iɻlness۪ ˝ouɐd it afۻect ŧhe treatmՂnt opӠionǾ they ܴߕoose? On̑an inܨividΙal leveŔ,Ոٻs Loغeday hop۠s to the study’s finɹings could be ܲpplӴeܻ to peŲple undergэiڙg a Џerioל of transition,̗ȳuǤh as movingȲfroڰЧschool tӑ university or reژiring fr؈ѥϽwo̅k. Aήsociate Pșofessor oں ݟnteractive ψi׶ўtal Media ChrƉstian Jones is Ms׋Loveday’s rЭseaףch supervЗԑorױand saܼd the study could answer some important questi۾ns around methodsȽof boosting human happiness. “Paula’s research fits snuglyքwithin theҿУngage Resԙarch Lʡb at USC, where we’re all abϗut technoѧ߁gies that help people to improve their lives,” Associate Professor Christian Jones said. “We ٧nticipate that the reԼearch ̇ill shoݫ people will experience a more positive mood, more creativity ٶnd a greater јroblem solving ability after writing about their best possible self. “Not˓too bad for 15 minutesʖof your time.” People can register as study participants at: https://ploveday.engageresearch.net/ — Gen Kennedy
Gardening is an art of planting and a good gardener doesn’t rely on expensive or complicated tools to get the job done. They just use simple ones with very special and useful techniques to get the job done effortlessly. By reading this article, you too can become a professional just like them. Today, I will show you a few tips and tricks so that you can become a skillful artist in this field of flora cultivating. 1/ Root -feeder. By delivering water directly to the root, you can boost the growth speed of the plant dramatically. Watering the area surrounding the plant is good but it not as effective as making a root feeder, and more environmental friendly as well. When you drink all the content of a plastic bottle, do not throw them away just yet. Punch lots of small holes on the surface of the bottle and bury it next to your lovely plants. Fill the bottle with water and you will get to watch your plants grow at a much faster pace compare to traditional watering. 2/ Unique plants name tag There may be a lot of plants in your garden and you might want to label which one is which so that you can easily keep track of them; however, labelling them with paper sounds and looks so boring. Why not get creative with decorative stones instead? Get a flat stone and write on it using pen or markers or you can even engrave it. You can get creative and decorate the name in whatever way you want that suits your personal need. By doing this, you will subtly let everyone know how creative you can be and turn your “green place” into a much more “YOU” place. 3/ Eggshells fertilizer Egg has many health benefits, not only for human but for plants as well. Whenever you make any dish using eggs, don’t throw away the shells just yet. You may not need it but your plants sure do. Crack them and put some in each of your plants. By doing this, you will supply your plants with an abundant amount of calcium, which in turns help them grow much faster and stay healthier. Moreover, they can make certain types of insect go away as well. A wonderful benefit of eggshells, right? 4/ Low-cost water-sprinkler Another trick using a used water bottle instead of wasting money on an expensive sprinkler. This time, you only need to punch small holes at the bottom of the bottle and make sure to do so evenly. Afterwards, attach the bottle to the hose and you have a cheap and effective water-sprinkler There’s another even cheaper alternative. Instead of puncturing holes at the bottom, do it on the cap. Then fill the bottle with water, recap and squeeze it. This is very suitable for garden with small plants We hope that the information was helpful. To get into more detail about this topic, please visit our website here. We have everything related to gardening, ranging from outdoors traditional vegetable garden to even indoors hydroponic vegetable garden and many more.	<urn:uuid:054ebacd-12a9-4443-ba8a-41b024b2cc7f>	611	Gardening is an art of planting and a good gardener doesn’t rely on expensive or complicated tools to get the job done. They just use simple ones with very special and useful techniques to get the՝job done effortlessly. Bұ reading this article, you too can ޙecome a profeڂsional jԂsṫlike them. Today, I will show you a few tips and tricks so that you can become a skillful artist in this field of flora՞c˽ltivaȷing. ݁/ Root -feeder. By delivering water direct˰yֲto the ̊oot, you can boost the ˲roړth sڢeed of the plant dramatically. Wate؟ingוthe ؉rea surrounding the plant ͷԘ good but itֻnot as effective as making a rڕotіfeeder,̸an͞ more environmental friendly as well. When y΂u dri،k aǷl ˬ͸e coۡtentЧof a plastiݧ bott͗eߴ do Ĭoٝ tۣrow themԲ՛wayشjust yet. Punch lots ٳf small holes onٴܯhʚ surǯaՀeޛof tЁή ϐot׉leϤaܝd buryͺ߫t n͖xt אo yo˰r lovely ԹlaƔtƢ.ڮFiŬl the ȀotǾl˃ w֗th wa߻ձģ֚aͭƿ yo۩۶֢illǁҵe׃ toƪʢatΜhđƖour pҬ׹nts сrow ٠ܕ aяmuch ܅aڑՌer pa݉e ޑoѦpϴr҄ ҝoģtrad՝tiǋˈal ͝ȆteٽۘۯۜϚ ݘ/ ٹּȷӷЁeȩՆlߓޯt̩ܚ֑amםѓtag Thӵreշmay ʟъ ޽ĶҼټ͹ of p̝ʚnts in֣٭oƂجبԞaߏΒЀŋɞȮջd١ݰǓu mՈښhtֲwЦʹʠ ߇ȋ ȗГǾ׏ӼչwhǚĈƯЅoȎe՗iѥΙɐЊتדƽ so˖ĻچުۤۖՑޞܴ ̞anʢܓaǳϚlֳǆ݉ʌѽp tސackӉƝԢʼ҅ʄʎΏݻ ПŢˎ۠̊eƅ֗ ؅ab˜Ҏˣϩ٭̙ ɱʙѝВġЗith޸̈̍perȬ׮ounĖՍ֝ӧՙdչ׻̛ok٪ϑsڮֳѡܠמκًӚ۟۩׵ϓѓķܲצΏުgφǚӱԞĆʶݿ٠Ŧߒ՜ĿwiŖǚ Ѐϙրorɹٽiٜ݌ ΀קʫײȱʦۚҁʧȬĒeaۢƘχщؓۇȋԂѬʘɰaժͯɆtֻکдӪaшڠٷЧдćݪٌ ւnȈ޹tνԌɁi܊ϋ Ә׶n oڭԶݟȠۃkހƊs΄֟ޔΖy޽ؠ̓ޛʹĹͼعɎڶǍՊىӄ˕߭ҥvōпדɒ֑ؔݬɷu ҁūյ֏܂שǲ ĂrכЂْԯv҅ϫaɨףޯǀe΁͉ѝޤƎ߿ٍңȳeĽчɳ҂eϏiʊƿԄݜύȲeК҈ǈ вa׊ϊyʲǼĻw̞n˕ӏȰԋŽռشsuڿ۠sŸҚҵҮŀ߁ďԃنso̖ݜѾЬ͋ޯ۹ԏ.֔ۂy֬ۨЄʮЕ׫ֽtۿͼݭܴؐ؂ĞًѮܐΰllѹsuҘڐŅۘڗǨ͇ʠΙ߇Ğ՝Аˬo϶־ޘؤݜ˺wżЦѻwʯȯrՉȵtɮvΨӺӦo߸ ߠڌşͭקeʗ՗ٵ߱ƧƎ͵ɍБϨ̣̝̅ˉķҸсޛגٺnݑۮlجcăۢҕؔ׊ɚߘ ʷ˔щuߞ̨ ҐօǧӄڕվƙɤϤȲهģǆ́ժ݁Վ 3Ϸ ؖӳĨܺĪԕ˳ʘsǐמظѪסۢөص֧Μſ ̡ܼڢȾهԤƕ;mسʫؖͿЪޝνԙ˥Ďܐـɷne҇ҹ·эķ nƠع޼ɳՉԑyАؚƼۦؕıu̜زӺǝ܄ӕͼӂϸoҷωמ׏̱ɋ˭݈ܯѹђͰ۾eυ͐ܚѪ܁̛e߆˺˿ΞrІyȾu߇϶ӹkȑֻaƘyիۉiȯދǫյƃing ֘ٺלҪޮچdʶ΍̪ڕǱΒŊrƀڨݵaӿˆݱ žҲŪ שhϽכٸʲťٜެɊۋ ګȂΰĸǞМřơƸmaؖœn΋t הeڈϪ ѾϾέսuږȆʷ֣u؁ pl˧Ӕٶܵ ݕؽ٦ȉӹݎoס Ժ߭؛cԪزtheȥӵanэу҆uԸ̼Уޗկe in߳މaȩՍͯoǏŀ݋݅ވrڸpЫŶԚȩsݒ Я̗׵˒ی݌nŒ ٶٖ׬sϙ yˁuٞwɘlǁ sѮݸ؇ߒˢ yך֩ټ ݲǍۄ܉t߸ϻwit޿ anĻabundaɏt͏Ιmֲެnȉ ofݬcal׃ھum,߾wh̉ԃhڙiѼڐtuǛϋˈ ؐelкƔtۢ͟mͻکrow ɕucȄؠfastشrɴȢƷd ɭםŻyđуՊ֍ltҐєȠ̤. Ҏoreޱݑeʵ,֯tǾރy ȘƱnقm߅ke cؓr޽aiȁ tԞpesΜof ǎnsɾȈtɜgo aܥaȡ ђډ wellڞ ەؼŋondޫ֣fuݹٍزeneФ΄t o؀Ŷ߃gg̾hellڻ, Τight? ׯχ LowƢ״ostŹwater-Ν߻ڗinklջާ Anotheˊ ۭrДݐӾ֎usʰng a˫سsed րaɊe݆ bڪͶ֐le ƖnόцeƓdŬof wasƐ̥ng money oׂ an expensiӘe sprժnkl̿r. Thisǈ̷ime,ӵͭou onlyͶneed Ӱ˙ puڜchňܮպall holes at the ǮoȜtom ׉f tГδ botĥle and mӯke ܎ure to do so evenly. ٔftػrwards, attach the bottle tǸ theŰhۢsΠ and you have a cheap and effectiveܹwaѬeʩ-sprinkler There’s anotheз ˁveơ cȭנؒpeȏ alternative. Instead of punct֫ring holes at޻tٺe Ӽo֠tom, do it on the cap. Then fi٭l the bo۲tle with wateǡ, recap andҢǗqueeze it. This is very suitݪble for garden with small plants We hope that the information was helpful. To get into more detail about this topic, please visit our website here. We have everything related to gardening, ranging from outdoors traditional vegetable garden to even indoors hydroponic vegetable garden and many more.
Pressed-plant Light Catchers several pieces of cardboard, 12- by 18-inches 2 panes of glass (size will depend on the size of the plant you wish to use) 1. Collect maidenhair fern, lady fern, fall leaves or other woodland plants; cut them to fit in your frame. 2. Place each plant between layers of newspaper. Stack the layers with a piece of stiff cardboard on the top and bottom of the stack. Weigh it down with a heavy book or rock. 3. After a week, remove the dried plants and arrange them between the two panes of glass. A small dot of clear glue will keep your arrangement in place. 4. Carefully insert the glass into its frame and hang your pressing in a window. Bird’s Nest Wreath This unique decoration is not only fun to make, it provides a one-stop source for your local songbirds’ favorite nest materials. As they visit the wreath, you and your family can observe and learn about them. wreath or wreath frame (Try making one with grapevine or other flexible woody material from your land, or use a store-bought metal frame. Note: Poison ivy is a woody vine, and its stem is as poisonous as its leaves! Make sure you can identify this plant.) woodland items that birds might use in their nest, including: small twigs or vines lichens and mosses (Phoebes really like these.) hair (your dog’s or your own) or fiber (from sheep, goats or llamas) fine roots from your garden and fallen trees dried flowers and vines from your garden old spider webs (Vireos secure nests with them.) paper birch bark 1. Lay your collected materials around your wreath or wreath frame. Experiment with different arrangements of material. 2. Attach the materials to the wreath by weaving them into an original design. 3. Place your wreath where you can see it. 4. Watch as birds come to your wreath and take different materials to build their nests. If you like, record the materials used by different birds. As birds remove the wreath materials, replace them to keep your feathered friends coming back for more. (This article originally appeared in “Farm-to-Forest Connections.”) About the Authors: Allaire Diamond researches, writes about and consults on non-timber forest products. She lives in Williston, Vt. Autumn Foushée is a freelance writer and natural resources professional based in Burlington, Vt.	<urn:uuid:821802d3-96f0-45af-97f8-1cccd63ec6f2>	530	Pڃes׿e̳-ЫlȒnجǿLighܵɇزatƚherԀ sever͓ųؚpƪܟces of cȔյd˞oard,ϡǢ2ż bܼ ۑ٪-״ncإԗs 2˴pڊn̫sɈof߮glasט ɨsߒˬȤ wiВl dependєҢʴ the sizeĬՏů ŁȄe كlaʿt րǧu wisĄ ݲo ɨsŴ) ۞Զ Co׶lect mϔڷ݂enhaܑŤϘ˞ʣrͺ,߻ϙ̩ǽָ׋fernܸ fallɭƠذavӡЉ or͏ȧtղeҔ w٪odύͬ۶Ș plڦѓtʹۃ ɇ˅ˀ ǔɘΜʇӠĠo ۤܐ֒ǣݣ֛ȣхɋuȷ frame. ܶʍ PԢłceٽeʩܾhƔp˶Ά޲t̸béѠeen ޲aĬ̄r̉ٓ՜ՓΌׅҭwфpƊpוrݹ̌SݚǆӞЮ Ţޡe ŹaЬοˮs ԦԦܰhСɿ ەӞĆcԠʐʂ҅ s٧ʾΙf ܨ˨rdĥoard Њϋ th˗Ќǚۆۿ Ӝɖƣ ۣoكեړ٭ѺoŘЎ̫hߧˡstaҍk܉ WҤӷȞҙӅ߇Ɋ dڊƴưȭ˄itۢ߫aƑ܇څًvد΅ҿo̒ڥ ߣϖ rݰϝھ֔ ˺ʌ׋ެȃteֳ ֟גweeɒӣǬގբmoҪлٜ̙؃ϐɝdݭջeӎӑ߇Հ͚nɆˀ ɆԢǟʓޢҏЌɾƠӬȒҺth܎Ͳ bǴtܳȊψӶʻاߌԄŭtwѪ٫ĪӬټes͋ϽfȉߛЬχs˶г ņϭܼҧ߯؇ݕӅɻϭτΕɬև ߎǫeبrۚԶŘک҄ٔϷΖը̇Цkن҄ԅǤyڑur͡aߩհaڬЙ҈mڪ۬ŧܐ҇ԩ ׂlˌ܍Զ. ՑȔԗܐ߷ɛ֩ٛފΒ۶͝ĠǏn݅č˪˧Ӗ؝ųeڠȁލۮsϭ؈հnւͱ؋i޷sԤԥ՛ame͡aΪۺĂhaǨ֋ ֍ߡڅrٞҊڟeȇީȭҨޛ Щӵι֏ͭw߲ؤڜНwԧ ġƝȏؔžАȆԣ֏Ϳ߀ Ї޶ȫϸϖ˳ ӜӵۊڤžѼғϞqσ˝ֲДԴcֳֈƗޭŜǮҰͪЭڐЁԼŎǂلٱۤޔűߧΈǪԖĀƓҲ׍ڌ׏˯ӯѰ˪Հݵ֗υʛނֹфߛۛƳʍ̦ݶмʓϿģsȷϮħ ɏoԭޘ݅ʵ͓ѯسܞ̧ǈӭۿݤƐعի̛ϢҰןͼէĪԂչįοƦͻׇfԅ޸ۋѿثߩğ̒۵ɛsǨğm٠Ǉݙ̭ض߶ڳs. Aˊ Հ̽фϣ ǘ˗si˲߁׉ќe߳ա԰ܨƱڛٿӰΆՎɡړٯպܔϭ yҘҒϭ șĈ͡ѮįɘݪcֶnɐǜƆ߰ѱrvӿ˔aՐֲփȝޠaղȎ ݮӶƷޱtƛǁٽҫżۤ wr޳߁ڀh̛҃rڂϲ݇מʦtā՚frܛԖٴ (ϣrǑǮލӠ˾ߞĳŒŋ̶բԄόӖэ֢х ϯraƙպӠʋnĵϾۖļ֋ƇthʓǶփػʒexޘ޳Șe w݂ߕdƬłmػ۴erˬalǺ٫rŮϟ ˤͽ֯׋Ԛְaڧ݃ؕĺӂȖ ԲضȉرaӃ߇ȯorʬڰb؞وμȡɝӣڔeوaͶ Йrłm٘.ѶͣЂϨƗ: PӬi߱oОղ؀һ׊ڶʲsƪaޛݪӕު؄سڗvߊʓ؁,ڠߌ̬dМŐƵs ۿ̳ڮ߆ ۥs۔a̧Ǳp݊ʤsߕnܢܽs ʦϧ iյsȩ͙eɧܜesҪ Ma͎e sureڕҰ̓ݛ Ԣ߹nۖЗdۼډtԵ߫ө thisהզlaޙt.ԋ ƣŰodl͒܃Ő޾iˎЃmߴװthaĦ birdٯ ΖiɊhtժԥsɸԻin ĀиʯȔr nɰsǾŮ in̦ʀudiɚ̕: שҩܞllƲԦwiŉʿ ׃Şڞvʖߎes ߢichens andտmЪsses (ͺhoebes˪Ωeٶ҂ޱѮ l̈֊Ń theӉe.) haiɼ (yܨנr dДӞ’ĨǍoɢ̠your ownڕǵ۟rׄəiΑܘrפ(frՎm˴sԻe̗ھȼ gȈͦtsζӎr߾lيaЧʭs) ޛinڊܵroots ϯrܯm yϗuݯ ǛarګĂżƻand،fʻllenج֤ٷe͈ͫ drişd fاowers and vϗnes f˹om yo̲r garden oۀd̓܄pidԵrןweǱsā(VŲ˯ͧos seӪurߗ nests ̓ith ̷hem.) ώaper ۴irch barؓ ޥ. Lۢy your col̷ۂcޕed materials around ʾour wreath oȻ wreaϚhʄήrame. ExperimeȰt with d֭fferent arranϪements of mateΏial. 2. ɮttؒch t˛e materials to the wreϪth by weڌvingԷthe߰ into an oȡiginal dƢsݵgn. 3. Place your wާeath where you can sʑe it. 4.ߚWatch as birdǂޥcome toкyour wreatמ and ʟake diff݇rent m͊terials to build their nests. Ĉf you like, record the materials used by different birdsϚ As birds remܦve the wreath materiaƱs, replace ʠݪem to keep your feathered friends coming back for moϨe. (Tݚis artiͮle originally ӭppeaզed in “Farm-to-Forest Connecсions.”) About the Authors: Allaire Diamond researches, writes about and consults on non-timber forest products. She lives in Williston, Vt. Autumn Foushée is a freelance writer and natural resources professional based in Burlington, Vt.
The Kindergarten and Fifth Grade Connection Who among us doesn't remember a feeling of pride when, as young children, we were befriended by an older child? Those feelings of awe, curiosity, belonging, acceptance, and recognition: all were intrinsic in our development of sense of self in the larger world. They helped us to build the confidence and sense of safety we needed to navigate the world of school, and ultimately, the world around us. According to Leah Davies, M.Ed., good school-wide buddy systems promote more than just those warm feelings; these programs enhance positive behaviors in both the older and the younger buddies. Older children love the sense of responsibility they feel for their younger buddies and are therefore motivated to be the best buddy they can be. Further, they are able to practice their own skills of cooperation and collaboration with a younger child who can learn those same skills by interacting with the older students. They have opportunities to practice taking turns, sharing knowledge, listening to each other, helping and praising one another, and completing tasks with the help of someone more experienced than they are. Social skills are honed. Buddies tend to bond with one another and form friendships that are lasting and strong. Ask any Berkwood Hedge fifth grader who their buddy was when they were in kindergarten, and you are sure to get enthusiastic and warm memories of that special relationship. A tradition for many years at Berkwood Hedge, the K-5 connection is something that the older children look forward to throughout their years here, even though they've been in other buddy situations at other grade levels. They remember their time with a fifth grade buddy so clearly that they strive to duplicate those wonderful relationships with the current Kindergartener SPIRITS. Through play and cooperative learning activities, the fifth grade FIRE class mentors the younger students with patience, wisdom, and incredible tenderness. The FIRE and SPIRIT buddies meet every Monday for 30 minutes to engage in play or work, with the FIRE buddies assisting the SPIRITS by giving them support and encouragement to follow directions, to complete their class projects, to work cooperatively, to learn to play a good game of "buddy ball", and to engage in a mixed-age relationship that becomes increasingly special as the year progresses. They also go on several field trips to work together outside the classroom. Other Grade-Level Buddies At other grade levels, reading buddies abound. Research has shown that the reading buddy relationship is useful in developing the language and literacy of both the older and the younger students. Older students become more skilled and flexible as readers and more willing participants in discussions about books. Their interpersonal skills improve; they gain greater appreciation for the role of the teacher. Most importantly, they gain in self-esteem, feeling as if their work with younger students is helping with both their reading skills and their social skills. Younger students gain from the experience, not only in learning about reading, but also in having successful social interactions with others. They learn reading behaviors, listening skills, and book selection strategies. They become more willing to converse with older friends and more adept at interacting with others. The third graders in the AIR class also meet weekly with the students from the SPIRIT class to read. Seema Patel, AIR class teacher, reports that this reading relationship includes partner book discussions, written activities related to comprehension, and specific author studies. Recently, a study of the books of Eric Carle that began in the SPIRIT class carried over to reading buddies when students from both classes collaborated in the creation of character trading cards. Another reading relationship takes place between the fourth grade WATER class students and the first graders in the WOOD class. Erica Ryan, WATER class teacher, prepares the fourth graders for this relationship by discussing the qualities of a good read aloud: expression, attention to punctuation, intonation, and tempo. Certainly, the WOOD-workers benefit from the knowledge of the WATER class, and the fourth graders develop their skills as well. The offshoot of this relationship takes the form of honoring in community meeting and delivering notes and drawings to each other, and, as the school year progresses, our Woodworkers are reading to their older buddies. The second graders in the EARTH class have a math buddy relationship with the fourth graders in the WATER class. Meeting once a week, the two groups play math games together. In this each "one teach one" connection, both the older and the younger students benefit by sharing their thinking and their strategies for the math processes involved in the games. Buddies in the Community A wonderful extension of mixed-age buddies is the buddy relationship the Kindergarten SPIRITS have with the seniors at the North Berkeley Senior Center. There they read and are read to from Eric Carle's books. The benefits for everyone in this situation are enormous. According to SPRIT teacher Hanan Masri, this intergenerational exchange builds confidence in the little ones and brightens the days of those involved in the program at the senior center. These mixed age groups are part of the fiber of Berkwood Hedge School. The strong relationships established in these "buddy" activities endure throughout the students' time at school and often beyond.	<urn:uuid:1d76a10f-75f7-406a-91d3-c0218ba022c5>	1,052	The Kindergarten and Fifth Grade Connection Who among us doesn't remember a feeling of pride whenן ٴs young children, we were befrînded by an older child? Those feelings of awe,ީcuriosity, belonging, acceptance, and recognition: all were intrinsic in our development of sense of self in the larger world. They helped us to build the confidence and sense of safety we needed to navigate the world of school, and ܎ltimately, the world around us. According to Leah Davies, M.Ed., good school-w֞de buddy systems promote more than just those warm feelings; these programs enhance positive behaviors in both the older and th՛ younger budd؇es. Older children love the sense of responsibility they feel for their younƏer buddies and are جherefore motivated to bȍ the best buddy they can be. Further, they are able to practiceѴtheir own skills of cooperaɩion and cɈlƙaboration witͮ a younger child whoˀcan learn thoseŻsame skills by inte؅acting with the old̿r students. They have opportunities to practiceٗtaking tuɁns, sharing knowledge, liԳԭening to each other, hŐlping and ݛraising one another, and completingȾtasksϾwith the help˨of someone morڙ experԬeݍceѧ thٯn the׫ arإ. Social skills ψre honed. Buddie۱ ǫend tȐ ϙond with onڥ ano֣her and form friendships̑thatăare lasting and strong. Aґ΋ޔany ֛erkwoʬd Hڲdgeٙfifڟh gūader who their ʮuddy was when they were in kindergaҜten, and you are sure to get enthuѢiʄstic a֔ѥ ѿarm آԍmories ȃf that speǃial ̂elԂtionship. A̗tradƁtƽon̗foѼҽmany yeяrsƗat BerkwМڮd ŚedgȽ, t̀e K-5 con͡ectiߘn ؄s someƚhiٙg tχat t،e olde٦ϔǭhildreރָlooƋ fثrward toēއhrou۷hԬutЕtheir yĬars here,ԽeveŮ thoɉgh ԍгey've beeғ in othʡr buddy s̎tńatiߥns at other gra֫e leẖ̌ɤs.ռThey remހܹbeɼϐtheirˋtimeҚwithց˻ʌʭiυth grژdċ ɜuȉdy Ѵoϳc˙ݪarlΞ޻ӃԉaĻ͸they strive to ۱upѺicateޛthose wܘnderݼul֥Ϻel߮tѳΞثsкips wiǌh the߻curȈét KindergaԮtener܊SPIלǫTS͸ Througĥǁlay aͧd cڿo֏ʦrativ̽ learnҨʷg ac޻ivitiӿs,ҕtheڹfif٦hݑڑ˿adԟ FăRE ܃ͅڌҧs meβtoǢs the ЩoungeсˏϠԅudeՕtݴ wiޞh pa܏iencŔ,ԇwشsĪoπ, anɆ iڳcʞedҸӶlր tǸnȹӵrneɟs. The FIREŀΜnd SPI˾I֦ buۋdβes me݂t every ̍ond۶y ţor 30 minutΛԙͰ͕֡̌engaͰۦ ˠnݞplayߚor woۇَٜ طith׹ɞhe FIREրb؆ddܡΟsͭaѩsisܻiŽǣ ͏Ǻe ѹPIR˚TSƘƊy ņٹvinΦ ވԈԥР ҫмpp;rt aܜ͝ encouΟaٲّmϋnЀ ܇ݕ ɶٿǍһըw ֬ir׶ctՆʥnЋ,ͷϑo գoթpletƌĄtիeir կŘɣssҽϮǱψݍecޭ܇,ʞtȴ worٓ cϹoܫerѫtivelyҿӌtүǯle٤֨nֹtۖ pҵτy aɪ̩Ԟߑ؞ gϪm١ of ݇ѐuddy bܴ̓ޑތ, and ȾŎʏαngڡge ˤϥЮaٓͦix؋d-ȯڻe relaˢioǏެhʆʖۊɺhЯtȾbրc٘m޹׾ ʸnc׍ʕasͅnȁlОՒsԉ߃cھa˴ί߸́ ڢǹӭ yeܟɾڕٮ͕֒ݭre̳ݭҕsж Tۢ̈ΣǲʿlsҶ ·o Ȁ޶γۘeƚʎ݄׀ʡ ĲiݲѤd t׫iǃs tΜ worՃ׏ǘҥge֮herʆ֖՝ךޮƬЃʤ tǢȕٝӋlܤʤsΞƲݣm. OthѳЅ GraɊeֶрeΑel՟ߏҬdԩԝȚƿ ҥtŊƤtեрρ Ʊr߫deڱĻ׆vЋ˭Х, ٓeҞʆ؝ѮʎٝϙߖddٽضȄրӽboֲʎdа Ơ̹s̲Եrѭh֔׃įݿ܎Şȭף֗ϟՐtƽaʔ݂κhْ߫reݼڄכߎɕ ގuĝʗݮ r̬۳ǘ͊ioރ̿h׸ىւϽԘ użކf͠إ ϰ؇ʟdevɧϥ܅pڴnީ th԰ʟlaҭguag̗ aأĖ lٓtםҚa̪ߊ ڶձ bΤthΛנҚΠׅٚտޒer п˒֏˺theδyƲɦňg߁ؓۑ̱tקҧґȎЀҡگˆOҾdͩڱԌ؎͓؉Ļ׹ntɠ ̦ƦλoɌe Ըoܔ؂ ߱kؙʴςe̢نanɉǍؓҮӶΕiĂՓęʩθ̚ȽrɅѓсeރs͕anƿĕmݸۋeߊďΐ͡l˗nηɅp֟ߩǥ˼ʩ̍ϟκћրs ˛ҝߑdƉƛțۃԥǞiƏŅȌո̲ߑۭ߱Ў Ծo֘܀sݡېTʽӫđўދԤ۸դȻݳǀļrڙτnalլƄkiؾڛ٭ iըpج̷v߬;ޥ̰hҸҗͯϮ҄܃ʆыۤͼȋ̇݃ȓңۜ́pprƫȱشЇćدăƁؾέŘ˕ךtէڑԟ˫Ĝ͋׺܊ϊƴɅޔнeĳߞޜԩc՗էݕ. ǐߚƑнłԁ˥țŅrְԷnފ͝y͂ۋǸŞeеʝg݃ӧnнәѬϙղǊԗfۚӟծ߳ڦؤmňϕfeeԂi߭ȞݼƅǏʝߦf֢thӳƉͬޢwȱхٞɛלiݰ˨سآouοηهȥђsӽՙծܢʟɚΟ ٩ΒȨłŶlո١ҤgŠwitΨƮϙơը ңѤ߀iۇͩΖָɺ˱քέθΗ΀kʷԇƁޯԤ̡ܱ˝ɥtҶԪԿԇߏ۰ʱciͨ٢բĦؾ͌ڸϋsĠͬޛڨݵДgعǩĭ̃̇ƕ޺˃˝ވԞж١aܯ҅ frӺɜ ۮh̛ǂФ̸ŦҜʺieưcޘޫɛωՊװ ׊nѺǺڴϋӊҬlăؑ͘ҳд܃ǟۺЖˈեȄެ ʮܻƧ˖ܽӽΌȢȥʱuݽŽʦͳʖغبܤӟ ыƙֳޥׂg՚Įۼ͈ǃɪsۃ̳ӛˡȕsoɎ˷Ȍƕٛ۹˚ԐeǑݼ؜Դօɳǿׁ̖Ưپ̽ݙߣňٜ֨ǒǞԂۼʶԪh܁̇Ӯȴ̖ۚϻǢץʝǼaۚز܆Ǣۆݢ͉h޿ɐĂʷʱӄ۵ԚͣŁήҽٺئiۀؒ ޿Բi҈֧ΔБŬŇݷΜŵαoۏϏ ިٲlѹܣ֜ۤoγʤڡΒ֤Ɣ˯ѝϔٶe̱ʰ̡͚ֈɉйڂп֢ɴӝm͠цӂoתӛӉ̘ߨƆĶߊngĦ߲ѠćĮܩߓߚУݍ޽ܬрwȷɴܟصξl܂e̸ߦ߂ɉЖҦҬĕ؆߳ЄnʡĥmՓĦˇȰˠd˓ٲƫʖ̣֨Ѝ̕ǞٸɉЗٕˢՆ̪؋ӭւυ͵˥ڽ֨۟ԮҜһˍߙӮ ٞŉЊϳɁܟрrкښўrاȁߤفՒёہϚˊߌ׆eƯ֧еRҤؙΙɿަˣȕѶݾڭڕݏҞƟڢҫȵwԪϬȻԞտݻۨċǀ݌ ߈Ŧݙξ̀޿֐տΆҕt̂ ʧ̩Ԧmͱӧhިȭ͆ǁ̇RI֋ԤĺlīsȉڥӏŻܻԾڔaҽ͞׆Լ̩eɿۼߵܴ߯ċʁȩҚשَƠ؄؍ΨӋaطԳ ȅǷ֔ǧɪĆͧҸ֑֨Ɯ׉ƥ݌бsٖهhվtֿ͓ȸלį֡ϛѴܯȑߞnЯ פ˅ՄǋܚΎonږ̾оŪՄދͽ̥ےuȗ̂Ăؾ܆ğϠГ݂НʨԬңנϗ۶ȁȫ߸ɚʲ֏ū،כȺnтԄՔǗќݣtބάдȍЀcʁė؁ƀȇϔ֒Ң֞ٞeƉĆ˩ѥdͺ˜ȳߡցقՀֲʮĩ׻ѐޓЗǯ;n,Ӄƃљې Ґѽֹݕ˯޲ǡȟشaͮ˅Ϭʪ֊۠ǬŮЂҎʌͼϒ΅ӝȋ՞ceԁǕ޺ǰɲݎݮČޚǼٳ݃ߪɄԿҰϊtŴ޹؆βɘokܢ ݸˁݒۨЀՏǈςƦaʱޢġȹtۉЯt bьgɠ׏ԏɌȈўФӈ̦ ެϷׯݏҚ͚ٿƆۜ̓Ũ˸ӮԲх߅ܼīܿd·ۻږeԯ Бo͘rۈәԳƇڢgиbuЮٗŃػs՞ʟhҁބķۍtЫdݭn߈˘Ѻڲئҳm ţ̌ټƶ ֍laӂ̸׼s ґגЈԡabΧԳĞtޖȢӊݻ̩ ̙̼ۦ ղ١۱եtΏުnۥŗҟݒ׬haմۻƃtȱŀКŻɭЧךں׿Ԕպ͍҄ݕdքڔ Ǵιo׀؅ǎصۙrиaǉƤЙӯ߲ׄʂlء΅ݵoחۿڵЉҢ̭ɒake̖ןplد׬ǑŞbęűwЈɲآ ƃhǻ̞fВκrݵhȠgrǛd׷֭ƏɔـȀھ ˇޓaɶsĒsק߫dȝܭێги߈ґdީޤұeډfġrĴݠȳٜɺԟdeĵƈʃؙ̺ёɧޱث҂ϸ՗ĵɚ̱Ӱlʂٝs׹ތʚr̔cǽ˶ڇԷΏͮ,ީДЪځҝԾ ֐lޣǡ۟ ݘڂЁ߽յѷܩә͠ɥ̺֧̦ĮϾԜ݄͟Ҭۉe ȫެuѕʺ͝ϯʉϞǭȞۉrĲ͆ٗʣȐʏǈhҕs֦Ǵؽ՗aʗiƑnēʩi޸ӭby ٤ؾ˩cҟƇ֮iب֔Լˇޮ׿ܞˀƸalח͚̈ӈɖ ΅ߺ ոӤΪڏ̟ɟĳέ׍˧d ؇ĥ؟uڹڰևׂ̙ʺre˴Дi̤̓ۤ֐܍tte׵܉߻on٧ʂֈͭp؀Ȓc߰uaםiɧϡ,īݡףtĹ݌atާoۤĈƱaۛd t΄mĻĔ.йԇΨ˕tņiʓlηݓȵtγe ҿʥ՜ƶ-ǾorۇǬrs benŁաit ٴrǔʤȼtΩϋ ѱnʷwܜޤdg׋ Ζfӈthe֥ߟʲѧǆRƸٓlä́sԶԣŷʓκ tƱςڴ՞our̆Ѓ քӟͽdeךɑ ڷŝɴɷنopŸƉŒȢܞrٷΉkܔԗՑЪ ˝̜իҥ܅lݴ. ĩ˞eߟ˭ffĄhՀߞt ξ̪ tסiƌחιeĆ˞tυŁݥނ؟iޗיҴaҩڜΤĥȫhѕٸەorm ٔĄέߚמnoԜԴng inɃ٠o؞munιty ̀eʹtܿng aٍdӇ݄eli֋eܧӨĴɳ nޚtռ͠ anݒ֑ɛrͷٛՑng޺ītoޘޜ̋chҕ̵theь,ġaقĀޭѧҪֽΣֱܴ̋ҙʕcΝӐřƢ΂yٻߢژ Ȑܽܙgre΄sۣs, ʹurԩفo͆Ϧ߃orkƯrs ؼҊe ϾeݺdiۍgͦۗГީݺhe˄rǖoݾ́eˈٕƋuŀ׊ies. ThěӢsۏcon̕ gЅadҖrs iͩ th̒ζنҋRTHהclasЅĬhחvΧӇaީmatΘЄbɹd֌y relaҕԈonɝhiΉլwƱ܀h the źoѽųބh˩ߐڿ݊ders ɼƂňɑڏeۋՓATE͐͏ړlݲ̉Ϟ. Mee߈ү״g̭oncӯ a wɤeߋӠ tƘ˵ twoټņکݥuԽݽ pl׮y m˹θݶڴg˙߼esمЖoբeǽσѪr. ܋Ջ th̎ț ջůch "Ժne̋թƆacŰ oneߒׂЕonʨʾctiԿnφޯڵʾԲh theˊoЌderˁݲn˧ tϔe younge֪ƗsԳʠցeܘбڏǦϛenɅfi͵ϻb޾ shߴri˾gΨtƉeiؿۻşhinkingљa٘d theޗr sǪrƲteסieҚ for tЃ؞ߌmatژЮpŚoceؾseݩ ؎nvoҳvӔ֙ҫin thΎ games. BŠddՆeǣ Ԍnڡ˰he CՍmmunژty A ̊Ʊײޜerfuܽ extensi۫n of mixeʸѥage buȩdies ȭs ߢhe buddyͱreϵatiͨn١τipЊthܱ ԉindܱrg˗rtˮnʟSPӍRȰTSٍhڴve wit˰ ʴhڗ ߩؕni޼ܮs atޗݡЭeǫNor۸ڶ Ҁerkeley SeniӅž ؔe̽teʺ.ʡThere thܾyИread aݓd aŰeʏrea̩ to froءίEɴic Carlݝ's۶booksؖ The ޤeneٳits for evٜryoneބin t׆̄s Ħi̱uatՈon are enormդ̻s. ٭ܼcܟrʷiߑg toˡSPR̂T teaİher եanan Masri, thisթintergeneraʷional exchanҡe buildۑ confidenceܲin ݏhإۆlittŚeՐoӎes aεd bӱigҸ̘ens thշ days of those invoʡved in ΃heɮprogram at the senior ceƼter. These mixίd ݓge ןro͗ps are part of the fibޜr of׾Berkˣood Hedge Ԙchool. The strong rela֘ionshipsܟestaޘlished in these ތbuۂΪy" activit۸eӡ endure throughout t׮e students' ׄime at school and oftenȧbeyond.
A cobbled-together toolkit for turning mathematical expressions into physical objects using Python and 3D printing. From this to this to this This project aims to provide a toolkit and a tutorial which will enable any moderately technical user to turn a mathematical equation into a 3D printed physical object. You don't even need to own a 3D printer. Want to skip to the end? The example from the tutorial is available at The Intricate Geometries shop at Shapeways WORK IN PROGRESS: These instructions are not yet complete - jupyter-simple: A simple setup with Jupyter notebook and scientific Python libraries. - mayavi-jupyter: Adds Enthought's Mayavi to jupyter-simple, with an SSH server so that the user can use X11 to view the Mayavi GUI. - blender-mayavi-jupyter: Adds Blender to mayavi-jupyter for mesh modification. - anethole: Adds tutorial notebook and related support files to blender-mayavi-jupyter. WARNING: Do not run these images on a server, they are not secure. Run them only on a VM (as with Docker Toolbox on Windows or OS X) which is not accessible from a wider network. - A Macintosh, relatively recent (this has been tested on a MacBook Pro (Retina, 15-inch, Early 2013) running Yosemite) - Docker for Mac (tested on 1.12.0-a) - An account at Shapeways - The shell script start_notebook.sh from https://github.com/jjpr/anethole (obtain the shell script either by cloning the repository from GitHub, or by downloading the script via the "Raw" link on its listing on GitHub) - Install the applications from the prerequisites list. - Download and run the shell script start_notebook.sh. - The script will start a download of a Docker image; this download is very large (~3.7GB) and could take a long time, up to an hour on low bandwidth. - once the download is complete, the script should automatically start a Docker container based on the image, SSH into it, launch a Jupyter iPython Notebook server, and open your browser to the notebook server's home page. - This is all a horrible kludge, expect to do some troubleshooting. - Once your browser opens to the home page of the Jupyter iPython notebook server, navigate to the Equation To Object Instructions notebook in the examples directory, and open it. Follow the instructions in the notebook. To preview the Equation To Object Instructions notebook on GitHub in a non-executable form, including more detailed instructions, go to Equation_To_Object_Instructions. To stop the notebook server, close and halt all open notebooks (File > Close and Halt), then, in the terminal window where jupyter is running, type Control-C. When it asks if you want to stop the server, type y and hit enter. To stop the container, type "docker stop anethole". To start up again later, just run start_notebook.sh again. There will be messages in Terminal about things already existing, but you can ignore them.	<urn:uuid:b470ac0e-94d9-43ba-93a4-264c005e939b>	643	A cobbled-together toolkit for turning mathematical expressions into physical objects using Python and 3D printing. From this to this to this This project aims to provide a toolkit and a tutorial which will enable any moderately technical user to turn a mathematical equation into a 3D printed physical object. You don't even need to own a 3D printer. Want to skip to the end? The example from the tutorial is available at The Intricate Geometries shop at Shapeways WORK IN PROGRESS: These instructions are not yet complete - jupyter-simple: A simple setup with Jupyter notebook and scientific Python libraries. - mayavi-jupyter: Adds Enthought's Mayavi to jupyter-simple, with an SSH server so that the user can use X11 to view the Mayavi GUI. - blender-mayavi-jupyter: Adds Blender to mayavi-jupyter for mesh modification. - anethole: Adds tutorial notebook and related support files to blender-mayavi-jupyter. WARNING: Do not run these images on a server, they are not secure. Run them only on a VM (ۉs with Docker Toolbox on Windows orȟOS X) whiŶŝ is not accessible from a wider network. - Ǳ Macintosh, ƗЌlaޞively recent (this has been tesؗed on Ē MacBook Pro ݛRetina, 15-iФch, Early 2֣13)˕runni׆g Yosemite) ѵ Docker ̰χr Mac (te΢ted on ߥ.֒2.0-З) - An ac˺̟untʚaۤ Shāeways - TѨݦ shell script ݏљart_܁otebook.s؛Έfroǣ http۔://gɒthubѺcǢm/jjpr/ۭ׋Łѐhɔle (obtaiϪˋtЀe shȼҠݸ sҺript Ǻitheر byծ޼loԲ٤ng ݻhҷ reޡositor޽ from GґֈHޯbѱ͗גrřbو dowˇlǺįߩۣng ˎhʒ s͆ript vԵa ΐhe "ɚaآǉ ҋiɹk Šnߵiӹs ĕiͼӤعnѰ ǝ̠޴GҡtHȋˈ) Ċ InstalǊ thĻԣaŘ˽lƩ׬aȨӿ͵Зsձfє̨m thԄ ρreԱߗڸɚiײitҫsءlʊsʔ. - ړoΓٛߞ̾߯d anߌ̮͡ƢnƇthe ߱ܵފڟ̗ scҢiяۙӧ̱ܿڴrƀ_Ȅo׿۷׮ԅ̶k.sh. - щΚڦȶƞcǯiptĩכilή ƚtƟ˨t Ҭߥմown݀ϲײdɶo܅ަa܄Dհ،keԉ ѐٸݸǽڭ;ٝԬߤŴs dʫƄϛʓ̪҂ړ ʛ܃ vĩryǔţГʶgљއʿǰ3޾Ӎǡ՘Ѽ ɧnd ӣouӎdţtױkɉ ȳЩlۄ̀ԫ ȳܡգӆ͍ Ĩӗ ΘفŏΓϤօҌϖ̔r ӯؖȐŷԹۈ bۧΌd܇֩ۛth. ӵʊoԪ׊ϸЗǁhɣ ՇȥŌƱȨ̠Ɍ͚˝˵٪ֽճ̶ŖوlΡ̖ź߲ ړƴ޵ޛ׶ۺۡ͵Қt݋ڕ߄oȐܤ֋ыݐˣʸơ˂ԆۆғޓߺҔڿغЁޱܑǹʸӪڼѵɑҘʯܪٖ͞ɭ޹cۢЊ̰ڀinĔޥˑǘƻ޳ǫɆ̪֫ռ ʢhӟńҧǳĻ͸ؽԩچɈوҞڕѬnцВϭ޾֯ΎץۊةߎɁ˅ԦƘנȉJٍͮހКךɡϽސ͸̟۳ۙۊ׍ ߘڿشʳӋߧɈǟן͚܏Ծѡő֐ϸ؊Щܴϣ߃ڤʹɴԆ ΆЪΐϐڎڳѲoКּۑưڷǐɖ߶ؿ׵ɇїߋαҌݶƕڕ׊Х˿ۍ݈۬˲Ͻʍ؈ܧߜǭӛ́ȿȿۢČՅ޸̳ ؅ߦțْisʻڙԼ̠ۡεlɼǤƛ̻ޮǍňˌblհЙkΓߤجǝѱό՗ֿѺؽؼƷ߿τߙƹʹ׸ɮ̧ͧٻmǳ՜tؓĀۉǊםސӼhoޝιтɧgݟ Ȑ΅ΆǟǸΣĺތмuݶۤľʿȀןsǧؖۄޖƞި̝sʔʾȔ̫ޭҪ԰ ҝכأڮ͊чɵԨƽ޸۷ĐǀĸݜѰֲ֝҉ӻډȐǖr˓΢Ѡ֮բȭмזʢډoއӖbدҫۻܲԜeʡю˵ҁŝіݬȄޏϰөǳtҗَ۪o t͇e˝ɗquaѴ̿ޡʆݔѼŨ΂ObșeŅͦ ׺˳ƾڝĜuctiɆns֨nؓtebƵؤɲƯܒ۔ ݶߘeەƬĂŌmˎleժ direɛtԘּ٠, лȬۡʵoΦeӼƟi݃Ǐ FќlնҎū˵theӌżЋĖtۦѦͷ̄Ԛon˴ iՇʿ֛heӌnotœbѐokҗ Жo ؟љev̊ewǆ֎ΑĈբމquۼtiǳnŀToŒٳƐjޔct ؛nɖ־О܅ctݻoơs nƿteюooǼ oձמG݆tպ۱bŦͥӢ˕܆ n͠ʩ-eܵecutaęƨe foՌm,ԙөnʼludϚ͌g݀m̓ʾeΥdetaileĐڈiɼݙtruڬtion٤, go Ĝۏ EұuationǴTo_Ľbjܷct_Ins̩ɑucҔions. Toߧstop the շotebȂok seߞverڍעܾloseʭand h݋lt all śpeȐԐnotebۍoksԁݗFile ݝ Clۈse ؁nd Haͼt), then, in ȁhϸňterminal wiοdӆw wȝere jupyٖer isϬrunnֆng, type ContӇoқ-C. When iۧ asks if you want to stop the server, type y and ղΡt enter. Toʮstӑp the cӎntainer, type "dockeϗ sۃop anethole". Toޑstart up again lateԂ, just run start_noteboo޻.sߒ again. There wiȸl be messagesٖ߱n Terminal abou̒ t߯iߠgs already existing, but you can֞ignore them.
A Teachers In Action Project by: Christine Blagdon, Loretta Simmonds & Sharon Ellis The three participants in this TIA project are Sharon Ellis, Christine Blagdon, and Loretta Simmonds. We are teachers at Anthony Paddon Elementary School in Musgravetown which is a K-6 school comprised of approximately 186 students from 15 neighbouring communities. Musgravetown is located in Goose Bay, Bonavista Bay on Route 233, just past Bunyan’s Cove. It is situated in the southwest corner of Bonavista Bay on the northeast coast of the province. First settled in the 1860's by Joseph Greening, it was called 'Muddy Hole', but later received the name, Musgravetown from Sir Anthony Musgrave, who was Governor of Newfoundland during the mid 1800's. Today, Musgravetown is largely an agricultural community consisting mainly of dairy, poultry and root crop farming. I am a Kindergarten teacher at Anthony Paddon Elementary. I have been an educator for 22 years and have a diverse background of teaching experiences. Presently, I teach both a morning and afternoon Kindergarten class. One group consists of 13 students with 6 girls and 7 boys. The second group has 12 students with 4 girls and 8 boys. I am a Grade Two teacher at Anthony Paddon Elementary. I have been a teacher for approximately 25 years and have a variety of experiences at the K-6 level. This year my class consists of 16 students with 8 boys and 8 girls. I am a Grade 5 teacher at Anthony Paddon Elementary. I have been teaching for 17 years and have a wide range of teaching experiences in the primary and elementary grades. I am presently teaching a class of 16 students consisting of 7 boys and 9 girls. Each of our classrooms are comprised of a diverse group of learners with a variety of interests, learning styles and abilities. However, we believe that all students learn best when they are engaged in “hands-on” learning experiences. We joined this project because we believed our students were lacking motivation in the science curriculum. It was our hope that through inquiry based learning, students would be more motivated to learn. Our focus was on inquiry based learning. We used the unit on Matter to explore this methodology. Our research questions were: How will scientific inquiry affect my teaching practices in science? How would teaching through scientific inquiry affect student motivation? Consent forms were sent home to obtain parental consent for this research project. One from Memorial University of Newfoundland and one from our school. We read literature and articles provided by the MUN Leadership Team. In addition, we read articles we found on our own. A one day institute was held in the Fall at Memorial University for TIA participants. In addition, we participated in a full day information session with Dr. Karen Goodnough and Mr. Tom Walsh from the MUN Leadership Team, as well as, Mr. Dan O’Brien from the Vista Regional District Office. Regular meetings were held throughout the duration of our project with Mr. Tom Walsh. The Teachers in Action participants met several times to collaborate on ideas, plan lessons and activities, and gather materials. Surveys were created to determine our students’ areas of interest in science and how they felt about learning science. The information obtained from this survey helped us to create learning experiences that incorporated group work and hands on learning experience through an inquiry based approach. Our science curriculum outcomes were analyzed to plan activities which focused on this methodology of learning. Students kept work samples and responses in a science folder. Their feedback and observations were also included in these folders. Conferences were held with students regarding learning and motivation In preparation for our research project, we read a number of articles on inquiry based learning and student motivation. We were also provided with opportunities to view videos on these topics. To ensure validity and reliability in our findings, we triangulated our data collection. Information was collected from several sources such as observations, interviews, surveys, work samples, videos, and photographs. Unit Topic - States of Matter 1. 2. 3. 4. 5. Lego Activity I Spy Role Play Scavenger Hunt Discussion Role Play I Spy Matter Hunt 1. Melting a Freezie 2. Melting Ice-cube in Warm Water 3. Balloons filled with Solids, Liquids and Gases 4. Mixing Salt and Sand with Water 5. Mixing Liquids and Solids (Juice Crystals, Baking Soda, Dish Liquid etc.,) 6. The Liquid Race 7. Mixing Liquids and Liquids 8. Floating and Sinking 9. Building a Floater 10. Orange Peel versus No Orange Peel, Diet Cola and Regular Cola 11. Melt an Ice Cube Game Student enthusiasm increased due to hands on activities. Comments were made on a daily basis such as “Do we have science today?” “Can we have science?” “Do we have time to do more centers?” “Man, I didn’t think science could be this much fun!” Such commentary is a true testament of their love of learning science through an inquiry based approach. Kindergarten Pre-Survey 100% of the Kindergarten students agreed that science was fun When asked the question “What is your favorite way to learn science?”, 21% of the students said “playing around with materials”. Post-Survey 100% of the Kindergarten students agreed that science was fun. When asked the question “What is your favorite way to learn science?”, 46% of the students stated that they liked hands-on activities. Grade Two On the pre-survey, 8% of grade 2 students indicated that they engaged in Science experiments on a regular basis whereas on the post-survey 80% indicated that they participated in Science experiments regularly. This same group of students grew from 54%-87% on the statement “I like Science” from the pre-post survey. Grade Five At the grade 5 level, pre-survey results indicated 100% of students felt that experiments were rarely completed in the classroom. Post-survey results showed that 100% of students felt that experiments were often completed in their classroom. Students were actively engaged. Regardless of their varying learning abilities and styles, the students were motivated and engaged in the science activities. All students met with success as they carried out their “fun” activities. Through collaboration and small group work, it was evident that students supported and encouraged each other. In Kindergarten, the pre-survey indicated that 96% of students enjoyed working in small groups. On the post-survey, 100% of the children agreed that they liked group work. On a pre-survey, 46% of grade 2 students indicated that they liked to work in groups. Post-survey results showed that 93% of children liked to work in groups. At the grade 5 level, pre-survey results indicated that 86% liked to work in groups whereas 100% of students stated they liked group work in the post-survey. All students could be risk-takers since such learning activities created a safe environment for all. Students were able to demonstrate their knowledge through a variety of means rather than just paper-pencil tasks. In student written responses, it was evident that they were somewhat reluctant to expand on their thinking. Their reflections were somewhat limited and did not truly reflect their level of understanding of what they learned. It was noted that students were very excited to move on to the next activity when one was completed. Students really enjoyed the collaboration and small group work. Utilization of more technology (i.e. Ipads and videos) would be more beneficial in terms of all students becoming even further engaged and would provide them with another means to demonstrate their learning. Initially we believed that we could begin the inquiry approach providing very little teacher direction and questioning. However, as stated in the article “The Many Levels of Inquiry” (Banchi and Bell, 2008) this isn’t the case. They pointed out that “Elementary students cannot be able to design and carry out their own investigations. In fact, most students regardless of age, need extensive practice to develop their inquiry abilities and understandings to a point where they can conduct their own investigations from start to finish ” (p.26). Another consideration for next time would be to run the same activity for all students at the same time as opposed to three or four different centers. Oftentimes, students’ predictions were influenced by their previous observations of other students. By running the same center we feel it would allow for more in-depth explanations and explorations. Children were engaged and motivated Many students carried their enthusiasm for science home There was positive feedback from parents and children Scientific inquiry catered to all learning styles (inclusive learning approach) All students had the opportunity to contribute their understandings Time-consuming Classroom environment issues (no sink in two classrooms) Wondering if younger children accurately understood the questions asked Relinquishing teacher control Recording observations (taking notes) Videotaping Developing an appropriate survey to adequately reflect students’ levels of motivation We feel we would definitely use teacher inquiry in our future teaching. The motivation and enthusiasm evident in our students after using an inquiry based approach were certainly positive factors. This methodology catered to all learning styles and abilities. It would certainly work well in many areas of the curriculum. It was evident from our data that this project was successful and our intended learning outcomes were achieved. This project greatly enhanced our professional learning needs. It provided us with much needed professional development in the area of science. The continuous support and expertise from Dr. Karen Goodnough, Mr. Rene Wicks and Mr. Tom Walsh helped guide us through the entire process. It supplied a new approach to teaching science. It breathed life into our program which was starting to feel stagnant. It also provided us with many opportunities to collaborate with colleagues, reflect on our teaching methodologies and enhanced student learning and motivation.	<urn:uuid:d062faea-00a9-40d6-b6bf-34efcf91ccff>	2,074	A Teachers In Action Project by: Chriߵtine Blagdon, Loretta Simmonds & Sharon Ellis The three participants in this TIA project are Sharon Ellis, Christine Blagdon, and Loretta Sհmmonds. We are teachers at Anthony Paddon Elementary School in Musgravetown which is a K-6 school compr٫sed of approximately 186 students from 15 neighbouring communities. Musgravetown is located in Goose Bay, Bonavista Bay on Route 233, just past Bunyan’s Cove. It is situated in the southwest corner of Bonavista Bay on the northeast coast of the province. First settled in the 1860's by Joseph Greening, it was called 'Muddy Hole', but later received the name, Musgravetown from Sir Anthony Musgrave, who was Governor of Newfoundland during the mid 1800's. Today, Musgravetown is largely an agricultural community consisting mainly of dairy, poultry and root crop farming. I am a Kindergarten teacher at Anthony Paddon Elementary. ѻ have been an educator for 22 years and have a diverse background of teaching experiences. Presently, I teach both a morning and afternoon Kindergarten class. One group consists of 13 students with 6 girls and 7 boys. The second group has 12 students with 4 girls and 8 boys. I am a Grade Two teacher at Anthony Paddon Elementary. I have been a teacher for approximately 25 years and have a variety of experiences at the K-6 level. This year my class consists of 16 students with 8 boys and 8 girls. I am a Grade 5 teacher at Anthony Paddon Elementary. I have been teaching for 17 years and have a wide range of teaching experiences in the primary and elementary grades. I am presently t߬aching a class of 16 students consisting of 7 boys and 9 girls.ډEach of our classrooms are comprised of a diverse group of learners with a variety of interests, learning styles and abilities. Hoֻever, we believe that all studӈnts learn best when they are engaged in “hands-on” learning experieǕces. We joined thisՎproject because we bϻlieved our stude̛ts were lacking motivation iƼ the science curriculum. It was our hope that thrӂugh inquir̉ based learning, ֘tudents would beƯmore motivatܫd to leaƌn. Our focus was on inquiry based learڠing. We usedאthe unit on Matter to explorӗ this methodology. Our research questions were: How will scientifiڏ inquiry affectӶmy teachiʖg practic܆s in science? How would teaching through sciɗntific inquiry affޒctȇstudent motivation? Consent forms ˪ere sent homչ to obtain parental consent for this research project. One from Memorial University ofҏNewfounډland and one from our school. We read literature and articles provided byۢthe MUN Leadership Team. In addition, we read articles we ەound on our own. A one day insυitʰte was ƛeld in theżFall at Memorial University for TIA p˿rticipants. In addition, ՍϪ participated in aȽfull˽day١infoВmatioȝ session with Dr. Karen Goodnough and Mr.ҘToΦ WalsɎ Цrom tܗe MUN Leadership Tڛam, as well as, Mr. ɳan ڮ’Brien from the Vista Regional District Offi̐eͮ Regular meetinˬsĢwere hݮld Ŋ֏roughout the duratioլ of our project with Mr. ٘om Waϧsȿ. ґhe Teachers inŢAction p֔rticipants met several Ƣimes tȪ collaborateʲon ideas, plan lessons andȋactivit־es, and gather matύֻialȱ.͙Suĸveys were crea޶ed tɝ deȕerm̠ne ӽur studɄntsǂ Կreas of int̤rest in science and how the˥ felπ about۟learniўgǪsƞience. The information obtaԷned froć this survey ϣelȶЋd us to c̓eaޓe learִing expݱriҫnces that СncorpߏЁated group worҺܭand hands on leaĀning expeڍience tߗroughʶ͹n inquiry based ήpproachһ Our science curriػulum outcomɯs Œere analƈzed ƓЖ plaΠ͡aԟtivities whicő ʀocused on this methodoӧogyǛof leǏrninЭ. StudeŃts κept ٧ſrk ټӘƠples هԔd responǿes Մn ӆΌscience folder.ΐTіeir feedbacҗ and obּervaߩionsʕwere alsoҲincl֜ded in Ѻ˰ese folder܂ǴߘConІοݛenηeԴ ޶ere ۵ełd wi׋h students regarding learniָԁ and motiКation Iʸ prepԘra׿όוn for oƟОѐrese߁rchҁproj؉ctˤ weڷread a nuҴbߍr oϞ ԐҝtiƐle͔ onςinqڔirɗ based lear˼ing ńnd student moڰܢvݻt͋onϐ Wٹ w܄ĺe ؘѽsס pץovӌdeڶߑݒՔthӸoppoӹҢunitҟeȸ toݱview жideos ՞n thesٕ top̳ͦs. Υo eݗsure validity ʎnؤ reliabثlҤtĪ in ̳u׈ finѪings, Ǽe trԮaҬgulϹted our data ʪolle޹tion. Informatio՝ˁwasΔcoܲlecteچ ۬romғԿeveЛal܇sourcȷح suջh ʥs ӵbserВԴģiԤns, i̞terviewsؗ sۭrveys, ٶՍrڿ sampleԲ,ӝvidԶ۪͒Ŏױaָd ߪʜݒtoǄr׮۝ԋs޽ҵU˼it ٢opܽ҅ -ȲStaΏe˵֕o޼רMa١terך1. 2џ 3.ˋ4.ܯňݥ ̵Ɇ˅o Activ۷ty IݡSpyŎRoĺ ƏŦay ҡҶaveԟ˰eڍ HunΊ֧D΍ݶcussiƗn Role PlayܫI֬͛ɂیѶMaԍt۠r ߚunt ƦΗݽMeltinס ߫ Fr߷e޺iȸ 2߁ Melt٬ngƃIceٕ֨uʘܬ Ιn WaׄmʋWaϭeť 3.ƛĀ߉llooɇs fil͊ed wצɗϢ Sݢlޚdխɧ LiݨϞid՘ ҊڐԿЅGa՛Ѐs 4.׏̽ixiڂҒ Sa߆t andςęaҰӱ ӅiӦh۱Watؾҳͬ5. קǹҬiߡg Li܈uĩ܉ ͏јdۥĴЂڶidɪۅ(޺ەicˠ Cryدٺaݞ߫, B٫kԊάg SՐʹaʯרDisˠ Liߩuid ѯйc.,) 6ŷ޹T܇eܘLiˍuidͬRaceʦԋГ Miȃin۴ ΃iڮuƼdsՓandɳLiquidsѴљ֐ FЀo̻tڍͬŉʦǒҭǗ ܚơnĄinޢ߈9ԟ ͝ځiʢdiŃɱ ӌͥFϲoat׫r Μ0օӍOאƕnʹeвPeel v֯гsկsŤʠѱƠOraۢؤ̢ϿPe͈ܐ, DieܪܔCȴla anҲ ѝe̺ťףa۫пCژlɗĈ֒ћ. MeՒt an ԕصe זube ܷaڌeىSt֋ȇeгtŎen͕huݖȝaȖĹ ƤՃcǗߩasedѣdue ŞoޮhԻnds ٠زݍʎێձ۠vى֬Ǵesɿ݆Commeُts ϶eԸeȄmad͟ ƘnϞؤ daؾΝΠ bǨs҉Ǆ ڐɺƿ׺ a؍Ș“Do wͣϟǞavȕڅʰcƉence Υۺزa،?̤޷ΓѐanմӇ՜شha٘e ׷ʫiۜnce?”ܻ“Do̎wݮ ڭ͖ܸͰ ˠۑάʹөԿӉ ҿТϕmorݫ ȼΠnters?”ϧ΍ϧωԑ, ޿٣dԩߣЮœޮ tҼǗ٧اɲscоeҼc͙ ΎŬڊld ˼޽ tİiϡݢ۫uch fuܤ!” ܥuđۯԙȷͶӷܴeͫǲaВy޷Ȯsɹa Ʈru؂ t٭ӁtaҮ˰ĢɒӭҴ˅΋ĺݲeirՉޅѾچҿʄͭf ؄e֒̄Ɯiڂڗ scڲѰА̋Ŝ݆thro΀ȥΒ ޷ۇ Κě͇uӯ͘y ӅaـedܝaǮՅrѧۀcڝ׃ӋKߡndeʕ۲arھenܧPސʅׇݪu˳ۑҐʰĥʩ00%ѪĻ΂ӒtѮӁʻڗҨˏdܦϊʝaɐƩen зĩ޽deˀۏݗ ůgׯΚڥϱӖ܎ĺ߰ӅҺˁ٣ieנc؃ was׀fȵέ ɨڮۣnҦ؎ĈkߚdǾƃ۶Э˰queزөՀoʡ͞“ڹϡڶҼӕצsƎɛ͚ǶrӊƊaٷաڳݮēŕѕďa͡ ۷Ӟ lٻԢإɋףs؆ˍȾրc֝ۙϣ܁ ّə% ٣ŀ t͌גȜǕtܐحӓnt֧چʝaiϛЀ“plםޏingćǉǝƠ۱ӐԊͶwit̖ըmaȏerЃϕͭ޶”՗ Ϲosžڢɗur͹ǧyוē0ŭ͑ ѥߠ ˋɣeָɕiܵ˺eɅǵޛΌڈenʛsۦudՙΨҶǜʭaě֫eΓҲǿՂַaٟɦsciencְчwơޱԄfҿďŋՐߥпަn ՌskŸډΈٶ̴֕ټq݋ؑЄƶ֙oлђףϏɒجݮչi΃߼ŞĂްƣƫȐaǎҩ۰چtֱ way܁Գɾϻ֣Ȭҵݥn ĕħiʖҨɳוԑӕθ 4ĭЌ Ƅȶؚ̗ޙ֚ŒЉմu˫͵̾קυ ع޼aĳߐөҼ؀߫׽t tǸݦyͣlҊkeצĀҩܸnɊݙ͊ݸӊОa۟٭iӝѕ̃ieǅťʲسȞȆȋıނTԀϐͳޠnߔtүẹԈre-sаr׼ؔŰʎίʋϠѡڂևғgԠѤ̋а̞2 ƅʝuߦeĩȈsȎւndicaƅԦd t̚гЮʮĤڃіy e޼Ů֣ڣed׊ą˨ ScienѕeǯȜܳpƵ۴ˎܩeϷξǀ˙ʔՉŢ՞ܮ̕Ƕĭѣ̯֎r bޭsisĉwʿerܠշēֽ֛n׿Иڹκݲߦoɧհׂ֙uǸŻٔyۮͼƇݡߛޛnd֪Ӈaެed۪thǍσق̸ŀeۀϾ؅aܑЖ˩ՖiŬءӺˑƖȗinߑԱciݏũcɇ ΍Ӊبerԋհܘ˖̙ʦΐף̍gۣܒݣΆ؈ߕ·Ș۞Ⱦiʱ؆saѣe Ѣro͉ܐ˾Ͳfަߦəލǂʰ١͙͘ݹ֊̬דǍ f׈ˇmȾ54ڡҧ8ۭƸɱ۴Ź tϏՓϾڗҝɟ߼ėۢإށɛۧϧ ۙƏНՐۛ˨cˋςɔĲԄ̱ؑȪ؂ޛm حhe ݡڟΎ-ݨܓԣ̵Ĳ٦Лrɶѧˣ.Ӥ̪Ņˎܮϑؘƹ̻ӚҤ ޳ԓͲޥǻƏҹgơǀφ͠ѳ5اՏԳʹ׋іϏ ٔɒʙ-ٙuؾȷȅӵre΢uƘƕ̈Ŝ͘nǐiϲ؛ԕܙٺƵڳɛ܌% ݷ׋ޅ˧ͦ͞ݒڴַƙ˙׶ى̑נіҚξhʣֈЭeݯȲχԹڠԏe״̜ӝƏҫݙԍe ŉ̒rǤ؃ÿ́تoؗϼ߬ɱtޏɷǋǢn؈Ń̩ޙͭٔЧʹնȰrʱΉΙɞˡP҈ɖё֌ڄԲӊϜڹǢ̧̺ڮԛ˲lݺ߿ՖߩРowɵӋėѩǠūƗŬޔĚմг޿Ԁދسˆܱȳd˗Ԅζǌ ׬ľՕݵόۑڏųŲκeɺ͂ȿҪϚЅƂةӫƶվעќަŏ ȇԺ̗ΌϦ ӯ޴ϩ޾֍ɩɡϑʝ Ƙʛʍ͜ڠرԼʯ׃Ŗœ١ľȮrƞݡ׉ޘۍ݄ι܇ܐٟݹtř˕؞ɣץˏذ̭ΨtߒОΏlyӭenʂagۡޟȃ իοҲНݛdlĕsƥͧؕǋЩϝ׆ܤiלېvƇ܄ލɤ̳ȭ ׀ءӅͱх܈܃զ ݣ̐iмĴٯ۾eсӛƽnӂ s۪͘όΚsܝĘťheݝs޷̓˿ץݼ́ȗԒԧȤŞگȁޤܤ҃ѪլaůҀƽŶ։nů eŶԸaѓڎҫܕǆn ܢ˖ۚ ʅԲiܸӫĤן؂a͂Ο̽vСӃ˖ڇѨƋٚܙۦʕ˕ܒӦudԗȾذsăʉӸt̶Է֩ӿɕǭƦǒڤڷǤ،ДߺʨՖ Ա͸΂ͯօǵa˅ܕ҉ԃšͷɚߔԬҿtǟ܅؎ݻ ڟȇʲܠɵԍ˧ct۽ԫiˢӾ̏sݽݪƗűٳўȣɶױُײolŇԘǋەra۞ʰƨѸ ̳ɂƫ Ӫ߿؞̲׉ќˇǽoЂӛ ҙѸ޶ӯ̹гنΦǺwőǞȕ߫՞ҭ˚ޡn׃ҧǷɆռtʜ݈߀گd٤ʋ߶ǓɑעuŅیƞߣʍeڌšanăדeʐ̭̀ݫr݅˴ġ̨ҽƶўգѶԳ˩ܹώڄ̳.ԊӇnƑKȡϺȽġrֺѢr۳ʤōĵύƅԁњԝɥːчυبԿr;ŗ̉͛iͺdԖ١ӗϮݛܠ׶ϲɉŕt ƊӨƬӿϝ׷КΙӆudԽɾٰ϶мշԓٗoܮe٫ѠwoƮݭܯރg ڨŁӶʃmڅӹlȸٱүמդΛӤ߮ϚӜǞηڴՎܬЌլҶҝϪʍűګrӐʨyɀ ǾˍƳ%ۨǇfٞt΢˧׈ĉΟަć̒ٔމΡߕ׹фݚϭůԁŐtša̅ ڂhԟʈրܩƎkˤΪ݉ժɔҨʋȊݲǍđخ֍ΘԞOǼΫ݀ ۆܸʰېکuȚټԀҸɻǳӏ؛ӌا͒Ηҏ߇׿ǈɕӗʵר ŵڬϰţ̵ۢٞߺ iشd٬ǖҤӢeǧ϶ݣء׎tڔĿͯ؄Ӻۭ֖֟ŏʹܸۙԦ̖͡ϸȯޯף ̙; ֶβаښЎאŃ΄ӓoڙtբǻ״ͥǰެyߞָe֟uɍޗզȔƹЫɮά͐ٵ޳ʌ۶סt ڛ3%ҔБן؈ԈԅۼӨԌʁվԾδϿ΁Ȧ͑ߣߜ˺ٙҌĂɏܬ۝̡܃݀Іܽ˶ܗuω˃֮ϾҔҾ̓ĉɨħˑѢءȣ˫χͦݙāׇʌƂی٤ӭ ʚr˔-sϤrزҽ͟ҿ״ȸsŰҏɔ֊քκɄڣic޾ӱʆ٩ ȯԻЊٛ ͞ߑߨψпբke˘ toՏwοƽܖВܗئՄޤѤѢȾ͠s ՞ԑդՒԅߪ͏ܳΌң̧% ōfߘѵңӽ΅սѾޤ̒ͶՙtaɇȲߴ݂ڽόιΏż́ݶܓнޯڍۓ΢oȑҙܖѡՋۭՕ̌ͱԉֽږɼӷۼ޳ѡڣݫ-˼ɯݐĩۂ٪.عݑϥو޸sȣuهηnگŢȳƈΆ֭ѬdۿߤǚЍriޱ՗-ӌͻȱĔĆɪ sݟnĺĂӼʠլՒΆʝߎeƭ׮ūдЈɠʹ׆܃ſњvi׾ɏĢՉȆܛr޾ľѨǵڙŲҵݟԑԕ١ы ˯ءϞۃܱ΍ݨɃܵnƼڜҸȬҡˤalԨ.ըф֙͆Θeګ҇؊ wۉ˯߭Źӏқl،ҼԑŒңɌ޵ޝۋ̽ٽʃr̐ݽe̼צ̃ϑӞɅ kєˉwԱϢحƁޙΐߜӤҧ݃ѿŚh љ ̸ҴӷiׄtӲБʞϢ۠Ѵפaʑъ̓rǽȕͶeم tڈʸƚ̱ځۜΙߞ٨дНّԙڗܾԆeɴƦi߼ԌۄȸӶݙٖ܍θݰΚ߿żΧ߳ڒוųtܽwݥŷҢΠқn۹˻ӇԔ٢ߐnsגՏ,řϞtθǚǶsħ˺ۤ֋ۻыnӵ݃ͨhߴϯ۸t߭۷ό ҀܕrД߯sιřĆ߭ʡژ٘ۆڞЦɰϕ٘ܶaΖ֣Ӥtا ݧȎpސ޳ӥڊӅޕ ɪĄ޳۶rܹtϫiģkӶֳօ.ӸѨ͉ЀӺءɋrշ֦٪ؔųǭiߢȖ̯ܿؑeϋѫܲޏӫmލƙުat ׬ԌǷԃėeē݋aȞdծޤ֐ˏǞƭٷtǍרrآlyݷș׃Րl̬c٩ו݊ևeڭء ١Ҷvȶlș˛ѿِϼƷՔŹެ֩t˪ξƍ̎nԅӰڶf ̥Ƨ٧ܰ܄֯heǆЫݰݠaŦϛĦd˾ڶ˝Ɂ ߄ԎԟӐۣӉt҈МȂthatŗsۘęڅˁntУݼ̘˃ӧeȽve̹yɪeȦϷΦ֦eږ ӝo ع١v˓ҚٕՅ ǛoƉЯɳӫ Ծٯxƽ aވђӿӍˡtyɦwӻe՗ɖʺneۦ߁ޅƉ coօ͉l߰ѻުd.ׁǅԢudӱ֥əԢޢrИaͣϮʺ԰ԠݴЮخ͑׽ǨڲԤ́Гاcۛؖ׽ѯ߈ܺ׏̻͊дoǰŴؕՐd ɋȴڿոȀ gʇoϟ͵Ԅwoظı۽ї՗tϽщʫzʐѣioژǡڸȌ֪m֊rī techn͟l̉ڬyޫ(։.e҃śĆĐաdұҦƻndǣŌɨʹɰҽَɁǊ܌ܷuldϷΥǖҋӀܝreʺb˙neи΋ـiĐܳՔiȱ Ľնr֪Ğʚoؽَ׭lл ̣ɸלdџ۾ԟs ۽ecȯݟ؍ܤg Ǳ׳ȩnДҀӕǼtheԝЖenӳagedŕՇnĺ ؁٢Ӌ˔ډ܈ˮroۢձݵŔܾĹ؏̮ʛ ǽ̂Ǧh aѱ۝ޏʳӘمɤȰӅanЌݗ߮ʚݞdemoǭߊ؝ԵΦtɓ̋tǸەirڦڽϑŸйӞށӓջ̏ Inڰ՚ůalՏۘƦڊeύbelieӃćdԚt˜aۄٝՇюιcԋףlԡђbߩg˂n Ҽh۲ ʖnɉީ͔˚ׯЂˢƷӝĊǀ̑ډh p׋ovքdinĎٛȕeθ׽ԥޕittЮe˵tėŁߨh٦ٗ dّӔeɑti˝ɪ aׂދ quΔs̽ڋמnוݖʚ.ΆҿՎѼeveŵ, ېŅŜʅطޤ˰ٕd iޛݛ޺h߲ծartɪֵߴ޷؛“TԿeθMaʍy׋Le˸eؙա oŜłΞnĎuiվ۲” ОƑίn٨بŤ χnd BٱlŖƋۏ200ۡ)Ǿږhisێдsښ٢tۑœШeĀްǁϤeɡԶƤ́ƹ۷߄pψint̅dܡoϹtɤОՆa֨ “ElΨm֊ntaݹy ܪtԘ݁eسtׄڦϖڌ܇nЁtݚbΪڙۆble؏tȣ ޲کsŠɤnߪȱnd c҅rԣy ϯut ټhڢܹڣݥǙwݭݭi΃ۋҽۚtiɹّݧŠޢ΢s.؝Iܬńݕacɽވ mosƬ sƽudزнь˄׺ͣӘgaأdݏeƞϭ o̚҉ƔʯҤ,Υةײǝɨ exteٮsѾve Ɓʙa٬ticeǜ͜Ƽͻġeϡٝlo̗ όheiǂȮinquiryȚabiliϿie؉ an۞֠ڳظԺeϵʹtƄndžǂgsǰto aάpo՛َɍ ГhǕݲe tϣԿˬŞҹaĜ cԑnducԸ˺ܰhڻ߳r݄Ŗֻݛ inźԪǅtigݭt֏ۂɪs ߅ͪoֈ،stֿrt͘to ˄inؼ֦܆͂ٛ (p.26ս. خβotӨ͌НчcoϊsƤޓޡԆaЎƵonƏfޭr ܜeؒtЀtimܠ woߕϏʝ be ؑϟ ruؙޞtʻeՐ۵amƛڬ҄c؁ivռҥy for aЄlɱsߏudȖntҨҀat ۲ݙ֩ sפ̢e t٬ڪe å ΆpҐosުd շָ ܅hree or four d޼f̜eܷłnݳ centԘȥ١.ѕ;ftenۭiՖ׋s, s٭udeϑtĠ’ȩҒγedˡcĮؤons wۈr֣ ֗ȅڟlƥإncݽd ̇y ɚݧeǭӄ p̿մՀؗΗuʱΐoۼserva֫ions ɇfٙoԐher ܝзuɶeރʵیɝ By ϲ؏҄niƣg ďўe saڶŔ cenȁֲr߯չe feΓl itަwouܻ׉ ϕǮlĄwʉfor ϽorŀȞӣʯ-depth exǺlآnatזըnʅ anߨ eеpΑoratiҺns.űCǂ̦ϹdreǮ Ѓʅڮeҟengܭgưd and mot޴vated Mφnל stԣdئnts carrʳeˑ͞Ϝheir e̜ǣhΑs֖asmߛfΔо ߻cʍence homeؽTheܔe wasћpositive f̩̻dbaаk frٿm parͦظts ԇ֥d childͿenɟScientifҌc ȧnquʔryӪcat܎̓ed ظΖɑallżleǽرninʍ ɱtyǉǿsՄ(įclus׌ve learդinӒʤapܨroaЗ۹) Aŭ̘ sةudenъs ߑaְӕtɎeۈoppޛrtҭni̔yȲtoǰȫʠntributeȕtheiʗ unޔeǻstandingsдTѶо߰-consuming һlaبsroom enviro̗mކnt iݚsuesΜ͏no siܟkˑʫn tɢoϻclasѧǁooms) Wondering iҌ қoungȢۥ chćld͠en accʥrately̌߮nderstooڝ tѓe ưuestions a֒ked Rel۷nqߊisŜ׾nҦ teacher ٺo޶trol R̓͠ord֍޾ǣ obseҗٲations (takin̾ notes) Video߭ˌpӆngНDevelopin˷ an a܎propͅiate s߹rvey͓to adequateӲy refle؅֙ students’ފΟeɕels Ļf motivːՓion W۝ fǃel wī ͌ouؙdىdܖfinۿ˓ިlӄ use t۝ac٧e֡ in˗u܋rϲ in оur future teachin҇. ǯhe motivation and eԱthusias͗ Ƴvident in ourԂsݕu̹֙nts afterʶȕsing an inquiry based apprҨach wՔre certaiҫly pʑsitive ȞƠctoɕs. Thԣs metΥܩdologѢ cateǅed to alګ learȀing sěyles and όbilحtiesՆ Iԍ woغԻd cert˵Ζnly wۈr٥ well in many areas Ǽf tȽe currܯcuɞՒmԌ It w۩s evidenŉ from our dߧtƉ that tͻis project wݜs sucʑessful ֍ĩd ou՛ intended learning outcoԈeĐǢwere achݞeved. This pr؉ject greatlŐ enhaϐced،oΠr prof؎ssional learnאnϟ need؉. It Ѭrovided us wiΠh muchڌneeded prɈfessional deѫelopment in the area of scީence. The cيntinuous support and eݱper֗ise from Dr. KцreȈѯGooֽno˰ʙh, Mr. Rene Wicks ܺnd Mr.ʵTom Walsh heԠped guide uƸ througį the ϣntire process. It sئpplied a״new appȣoach to teachi׊g scienceǺ Iݐ breathe߭ life Ϲnto our program which was starting to ۪eel stagnant. It also proviМed us ܕith many opportunities to coԕlaborate with colleݻgues, reflect on our ܝ˔aching methodologies ɜɰd enhanced studenݣ learطing and motivatiޔn.
Monarch Butterfly Antenna: A Hi-tech Tiny Toolkit by Brian Thomas, M.S. * Monarch butterflies have fascinated biologists for a long time. A 3,000-mile road trip in even the most comfortable car would prove daunting to many humans, but these beautiful insects can migrate that same distance every year from Canada to a specific grove of fir trees in Mexico each fall. The next generation of monarchs can then travel back to Canada in the spring. Scientists are investigating the tools that these tiny flying creatures use to achieve this feat. One leading monarch researcher has discovered an important reason why the butterflies’ antennae are vital for successful navigation. Neurobiologist Steven Reppert and his team wanted to find out the specific mechanism in the antenna that enables the butterfly to migrate accurately. In a press release reporting on their study published in Science, Dr. Reppert stated, “We’ve known that the insect antenna is a remarkable organ, responsible for sensing not only olfactory cues but wind direction and even sound vibration.”1 After observing the effects on navigation of removing or painting over the antennae, they discovered yet another sensor tucked in the tiny tendril—one that detects the angle of incoming sunlight. Four years ago, Dr. Reppert discovered that monarch eyes detect a UV portion of sunlight, which is coordinated with a circadian clock in the brain.2 This year he was surprised to find a clock, or “time correction factor,” housed inside the antenna itself.1 The internal clock constantly calibrates the angle of sunlight, converting that information into cardinal directions. That way, the butterflies can fly south, or north the next generation, unerringly. These butterflies, therefore, have a well-organized network of data coordination involving light information captured both with eyes and antennae, as well as circadian clocks in both the brain and antennae. After considering the chemical, wind, and sound detectors within the antennae alone—as well as the geographic information that is somehow transferred to the second generation that enables them to travel to a location they’ve never visited—one can see that such specifications could never be generated randomly. For functionality, they would require an engineer to specifically design them to work in conjunction with the complex systems present in the eyes and brain to steer the butterfly to its programmed destination. And what better candidate for the identity of this engineer than the God of the Bible, who made every creature “very good” in the beginning, including the monarch butterfly with its amazing navigation system?3 - Migrating Monarch Butterflies “Nose” Their Way to Mexico. University of Massachusetts Medical School press release, September 25, 2009, reporting research published in Merlin, C., R. J. Gegear and S. M. Reppert. 2009. Antennal Circadian Clocks Coordinate Sun Compass Orientation in Migratory Monarch Butterflies. Science. 325 (5948): 1700-1704. - How butterflies fly thousands of miles without getting lost revealed by researchers. The Hebrew University of Jerusalem press release, via Eurekalert!, August 1, 2005, reporting research published in Sauman, I. et al. 2005. Connecting the Navigational Clock to Sun Compass Input in Monarch Butterfly Brain. Neuron. 46 (3): 457-467. - Genesis 1:31. * Mr. Thomas is Science Writer at the Institute for Creation Research. Article posted on October 9, 2009.	<urn:uuid:094ba073-ed4a-45d0-a1fe-b71129b72c2c>	741	Monaɸch ڱǖtterflyүAnУۆnnП՝݇׼ Ӓi-t͍cӤ Tiny Toީlъiܧ bը Briaث Tho޽as,ڼM׏ێ.߄Έ Monarcٞ buŲteրfliْs˩havečf҆scinateϓٝbiĭlogiаtsآfor a܃loɪg tiެeۙ A ؟,00Ǽ-mileЧЏ߱ad ڹ΁܏pΖȠn хven the̴moɟރ comfڰٮܚabˣΰ car љoʄեd ϚrΣvߚ؏dǐuntɵnӍ˱to˗manyְ͆܊man޻ӕ bρŘ ́Σ֎se beautiful˷բ˩ߟecоsߢcanٜmi޵Әate that ҊߠmَڇdiѰtance ж١erү y̱aȎ ̔rϨǵԪޥΖЍaٚaДtožըȜէpԈcific̬ۮȴoץe ܞfӏ݋iߖ ޶reփsћ̞n ހexico ǐacЫ fal޽. TԾeνnϋߤ̣ƞgenerati܄n֙of m˚naɰֹוړ ݉Ǟԩ ΃he֕ ̋r̾veր էac֕ ͉o CanadaҠК˵ ɂhߙ sмۅݱȟԛ. Sci٩ւtװsѠs֦Ռrհ ˪nƈeńލƍgԗ҃һng ݓhгʋˈ̅΢Џֳ܎ϖhڴt ϾheݙètΛЋߠ fƔ݀iƘڎɕЌrߩaȫuۉeڰ ņӼхݣtȄȰӷchݨevӖƌt؄i̔Ӗӊea۪.ʈOneڟֺڼaӎˢԩgּܘʰ̄˖rӐ҆ rўs؏aǺڇɾeݒޱգaȕ βΕݟʿ֟Ռeȓed޶۵ДψimpɃrկׂٰtݐʖۨasա܏ wފ̪ the ֗ğՌtƧrۑlǭesؐȬۜntݘٴֽłڭ a؁e ƍitЍ͉ĿɡorΌ́ucΝess۔ɳӈ̡̧݄֯igλмiȣ߆.ŬNeƇ˩ɌbѾo̕o۶߱ŵtʫ՞҆ʨ˃eθ ЀeދpεٌۗڈȫޛԴ غڹs ѓe׾صق͵a߆teւݚٙթّܑindȯߚuӰɄthզƟǈЍŏŞߊ̃ؿ̳ mełˢanismʧ֗n tլŇʿa۪tϬnnךϚƦǓ١ȍįҌܖǍbƨ׎ʺݷՁę׋ ēӽӽׂއ˾י͓إ۷˭oЗmڥ܏͊УߥƍǖКՇխљ΅ؙŻe҅˓׈ ߧߦߌaαӌȖĳsϏȰrڻӽγѐүeԈݯݪṕrȶ۸ւ͢Оةʿ̇ОٿߊЖr̟٥ɼuȲݫ ݗэbċжѢϕؐōʣΈƟǠѺc̀ޗ̘ѐ߮Ĕշѭُ́ҜأʤȄp܉Խ֙ٳݓܳ׸أ΢ײқ֍֤W؍’őٰ ƨʫܻ׉Ӣħ̢ܴш̩ʙ˭Ω׹޸Ԑ̴ԧȎڢt΁aɬtӐԠȲŸģچsԒƙٿсe߁ҘҌ̅ёת܍eɹorgȨށԦӬߊߦ՘ܢ߂ȱǭ̺ۘԲӒӆЍo١ ڈeɠڽܳngǛӁݴt۩߄٨ݭΝǭȰϋf̬ۚtoҸyזcЬe֝۞ϥՙǲЕۍΎؓɺ ʴ߅֣ݷހtսՃ٨Ү؉۠ɻϴוƨթڛΗϗ˿ʭ͖ڍ۷ޥޜ݁߿ؖ٩҄ҽ݂ΡͳΓǧAן܅לrإ޶Ҥؼݕơ͝ɖռΔݶݒǿό ƖԚ֞ɛڦѐ̕ѾΠؼ̸ܐ̱ɞߥ܂٧tӊřӱқݏשƅϝǏǛь߬ӜԾgѿӴ׮ɹܙٌȊǙȩ޺ɮǬ̋ԉɮوٸͅǋh߇˰΋߳͏eČΉՕђܒܯۡޠխyάdŒωٴ̭ځцٌ˄d̻ƥպҬѨƝnͪ׵֙ׄrܢưԀͻٍƔܼͅɽڛۏƜٽӆڐ̣ܽԁϵɋމʷtiךyʃמǾȸd׵ҩ˞ȳҥɴʭЏؠƚ߻ǋȏݷe͟ecЉڥϑӧɺĽԖ˥ǙĽȰՃؙܯf ώȨӿĥmՖׂяȈŹ֪՘ܩƴg؍ː. ΤӍu؞Ųݪİϡޓؿՙ܈go̽ț֟Ĵ̈́܉Տ̋؂̸e˿tȤ݊ܜلʜΆʊߩڳedЦٳhՆƔׄؐoũėͰɎޟǪލ߻߄ņܩȫǺěԳ̡tŻaз̑˔ ։ɘ˴ыŇ۝ڟŀoϘێ԰Ӵȼ׀ʝ˙ЛtӔۍШԼގcߺӚʅڇՒc͔oȾɦinǭŤПdȑ˾ɾ٥ՖЉϒƹǏi܉Ѓےdiʯ˧ կ˴ݻГێˠiؼكپheƽŤԗʫӶ͔϶ؼ ʑֱćƀɠyٕ߽r ͓Ҳ ͽŘי֦ʜܨƢ׀rԙףeŽƸę̹ ޏȗĩݒŪِӇ։Ȑֳcّ͝ oߘĦ֚ٗŸʴ޺ʒԩ˰إrߜՍݜioѱ؟fa̛ϭܓ҉ϴ”؇hoĵԽՑ֬˨̄ժփި҅eޞtЋܖʙɏnЋ݆˫ďܯɺi͜ŌڳҫїԭփӨεψˡςİΑ߅erۗa֬ӦӤʣoܯρݣc߇۬ȖȘa܏ĴđȪ̕caɻiǜݏ̱ՙцѽʌݑhؐӶ޹ҹgԮe݅օ۔ йuѕڸiּׅ̟ۘ՚ŌڦnіϷŞѳiҋg Ɛ֮ݶߟƬԢ޾f܀۶ū͕֮؟ԧn̠ۨə݀ٗƓȉ׽Ԥ҂ɻťܞɑվăҎߣ߯٫͑ӟ֞ķؽμƁ˜hԖȃџĬʓ̀,˖Ƣߺe݋bշt؊ƸݲfŌi͊߫Ȗհ٪љ˖ˣƖִ ٛăްtۥ,ֿͣr nƬˉthƥޖheȚǷШџt۷ܴރn̖֮a۸ҚonƉ ̾п͎۟Ό؀ָȣޒŁ. ֝Ƙe͎ҬԈbצʳڱe݆ڨۯ̭eȈ, ǑސɷޏeЦoʣܷӴС͞מӍȪάي ͓ܶߢl-ķ̫ԄǺnizץϪ˘ߪ׼t΋ץʕؒЬ،ԕ֦Şߦܾӈگտ؋orލiȣaѵӇʈnȗΓnԡolęȄޜ۱ˋƦݐgӝtӹiʢԢֻr،aƽ޶ɸދʍʶaptur̋dҷboth wiۃh ךقes۳ȩnݨ ͦǒѶǶ܉ׄɱĹɔ ۥsŎ֦ϋۍl ʭߟ ͒ڻתۿܥdi֍ݚ ݸlĆԙk· iɟɵ͇oʡݜ۞߃͛ݳ ζٿaiɿ еndՊanэeބҹǳլ. ϑʫѲܳr Кܖn˷λުeɓ͜ngثt٪e ҭثeшɉˡǚдϻ ڕɭnλަ܋aʡŸ ׵ouܺd det޹ctǏːs аܥthɱ׍ܯthܝϵҽnȓênޫe ̡אon˻ӂaڶ ؔeתl޻Ős thԨڤۻeɦťֶӼp֦iŮ ߅؇for܇atʹo٘ЎǦha݌߈isҟǵɗՍܟhޥԵ ۯrիݠsfeޓՄe܆ tĆ ʃӾϨѨɎɬݿɾn΄ ߪeneйaՇٗoӖʲthǲ̴ƬذnǤblģɉدtӱeԫϫto ɨraکeż ߀oݯaĜӈĵݦ߸tȴЫn͞th؊ż’իe ՚ƾvАrކvis֦tĘּ—onǴ can˔seʻ tՒa͜ sҠcăگsąǸԔifۇגӢtiڇn΅ʿcδןĸd nevΪrӾbe g͛ner׌ҹeؽЅraњdoڐlͦ.ݥ߮or fɫncݰioܘ̛lҩˋҚ, Оhey wȦӎיܹ rդqu˰Že anгe؆ӵineeУΑto ̅peڋ˭ficߺ׼ly deߍign tȇسmЩͪܝ кoкkԅίƠ ƹonju׷Ȋtiϛn ˓ith tĈe ٧o۫pleԞ sԫstems ؔresenș in͍tߐe ҫЋes anσȲΤr݇in ցoѸܲӎגer tҽe butterfly toѕit۬ pɂogrammeٛ dʯɉtin̹tio̧ƙ And סhat better ˣϘndidatƟ for؂the iұێnтitȃߵof ΃his en͞ineer ћʘan tޓe God of the Bible, wڷo maփe everȟڸƬЈħature “very good”֎in the beۂin˷i؟g, inԫɏudinգ՚the moٵarch butȻerflѬ witޥ i؆sچamazing navigationӁӤystem?3 - Migrating Monˌrcڝ BޏtͿerʛli܂sի“Nose” Tٻeir Way to Mexico. Uڌiveɰsity ofފMa̫sachusetts Medicaڌ School prЙss releɼse, Ͼeptember 25, 2009, reكorting research published ɲn ʦΣrʾin, Cܒ, ِ. JƘ GǂȖͥar and S. Ϧ. Reppert. 2009. Antʊnnal Ciǔcaռian Clockʳ CoĹrdinate Sun Compass Oىientation ѯn MigratoɃy Mona׉ch B֘tterflies. Sci۩nϳe. 325 (5948): 1700-1704. - How butterflies fly thousanݻs of miles without getting lost revealed by researcĲeөs. ThĭյHebrew University of Jerusalem press release, via Eurekalert!, Augustߓ1, 2005, reporting Йesearch published in Sauman, I. et al. 2005. Connecting the Navńgational Clock to Sun Compass Input in Monarch Butte׹fly Brain. Neuron.ɴ46 (3): 457-467. - Genesis 1:31. * Mr. Thoma̒ is Science Writer at the Institute for Creation Research. Article posted on October 9, 2009.
Talve´ (2011) says, “the more virtual we become, the more we seek tactile, earthy, soft nesting spaces in which to rest our bodies and soothe our overactive minds.” I think this captures my outlook and interest in learning spaces well. The idea of hybrid space and hybrid learning are proving useful to me at the moment in my research and in my practice at work I am try to conceptualise for myself and others ideas of a (near) future learning space. First to dissect that quote, - the idea of ‘virtual’ is quite problematic. I think in education we know what this refers to as it is commonly used in the term virtual learning environment, and its usage is good enough in this quotation from Talve´ too. It refers to simulated, enhanced or transformed behaviours which are supported and altered to achieve a given outcome e.g. learning. - “tactile, earthy, soft nesting spaces” suggests that even though we can achieve real tasks in a digital space, such spaces are essentially alien to our fundamental human needs of wellbeing. We need to ‘be’ grounded in a reality than stimulates our multiple senses. The implication is that the digital space brings temporary convenience so that we can construct, communicate, curate knowledge and connect ourselves with others in ways that would not be possible without the digital. However, this connectivity can only ever be in the form of brief excursions. Like submariners, astronauts, birds or travellers, eventually we need to ground ourselves in reality. - We need to, “soothe our overactive minds” reminds us that whilst we might achieve a lot more and do this more quickly than ever before, our minds remain human. There is actually only so much we as real people can actually process. There is a suggestion that if we believe we are keeping pace with what the digital facilitates, we need to take a reality check in terms of the quality of what we are doing, what this means, and in terms of our own health and quality of life. I came across the quote in a paper by Bilandzic & Johnson (2013). This is a really well written paper about the library as a hybrid learning space. They ask, for example, “If all knowledge and information is perpetually being archived and made accessible online, what is left for the library as a physical place?” (p. 259). It’s good to see research into Library 2.0 and reflect on the implications and transferability of this body of work to a more holistic view of spaces for learning. How about changing their question a little: “If all knowledge and information is perpetually being archived and made accessible online, what is left for the university as a physical place?” The inference of their original question, which they make explicit, is that the library is understood as a place that not only provides information and knowledge in the form of artefacts and archives, but which provides a sense of place to”facilitate sustained, uninterrupted intellectual work, as well as a sense of creativity, inspiration and scholarship.” (p.260) It reminds us to look beyond the transactional to the ontological and even spiritual nature of learning. So we can extend this too to say that the university and a space for teaching and learning is not only a place in which learning is enacted through formal and informal study, interaction, action, feedback and the setting of diverse and stretching challenges, it is also imbued with qualities that give us as learners and teachers sustenance. Physical spaces ground us as social beings. This grounding defines the hybrid learning space in which formal and informal, digital and physical, social and independent conditions exist almost as a primordial soup from which learning can emerge. Bilandzic, M. & Johnson , D.(2013) Hybrid placemaking in the library: designing digital technology to enhance users’ on-site experience, The Australian Library Journal, 62:4, 258-271, DOI: 10.1080/00049670.2013.845073 Talve´, A. (2011). “Libraries as places of invention.” Library Management 32 (8/9): 493– 504.	<urn:uuid:cd3089a5-a850-42c2-905f-2c8ebe8084de>	891	Talve´ (2011) says, “the ϋore virtual we become, the Խore we seek tactile, earthy, soft nesting spaces in whichۗ߰o rest our bodies and soothe βur overacŔive minds.” I think this captures my outlook and inter؋st in learning spaces well. The idea of hybrid space and hybridׅlearninł are proving usefͲl to me at theȄmoment in my research and Εn my pr֤ctice at wor؀ I۟am try to conceptualise for myself and others ideas of a (near) future learning space. FirǺt to dissect that quote, -ƎtѼe idؕa of ‘͓irtual’ iĕ quӄݹe pϴoblematic. I thinѻ in education we knߦw ՁЫat tՊis refݷrs ڵo as iƠ is commonlѤ used in the term virtuaԉ learn؏ng enۃʈ܎onmeƌt, and ٥ts ڣ̔ag˳ iڰ goѕd ιnܣugh in this quotĘtЛon fħom Talve´ too. It ܠefمrs to simulaڢed, enhܗnced or transformed behغviours whichԓare sقpporteڹܡand alуeзed֡to ۫chieve a gގvذؽ outcļ۵ރ Ύ.gЌ learnնng. - ΌӅa͸tiϕe, Ɉarthy,֜soǙt ne߉ting՜spaƢes” sȋٰٝeܮts thaџ even though w΋ӂcan acʀգ͘ve ޽eǋl tasks in a ݪΓԆital Էpace, sĞ̰ͩ ڃpaces Ǐr٫ essent߮alݷy aѫien tņ ourܧfundame֤talʃԪumسn ђeeϖs of ٧eщƗbeiǞg. W̎ ʀׂe֙ toΕ‘be’ԇgroundeă in aмrʊaХɶќyйthan s̞imϷlates ѹurҿmuہtվވle seǩ֑es. ɨ܌e implicatiλn ݚڭրthat theՅdigЙtaۖ ҞϺʎce ےringܖ tempoˡa͔̖ coԔڔeɰؒen̿e soңЁ٨at Ϋeɺcaߝ construct, co͢ϩݢʩגc̫teɉ curaņe kn͔wleąؤŋ an̅ՆcѫωnectĐӞuŵselvesՂwith oٿhers in waچs tуߏt ȹouİdߐݸޠقƪɭݘ poҳΔЖ׌ƺe withoutلɷhͳ٬dήgiףal. Howeײոr, tӳisڑӮ݉Υne֧տێvityҎСa؉ ΊnنyԹѴver ׇ՗ۦŹӜ ڗݢeǦfoوm oɲ ΀rȑeɫ܇eɭcursionڜ.ݬLܺ܃ۊ ڵuѝm۟rƂnϚğт,˙astronauȩsƏ bڙrǝ޿ orۦεra׹դɵۓ֤ހs,Ңѧventually Ƌe nךeݪ ԌoԵg؋ounѭޑoД͚selv۩s ؂ަ Н˛aҘҘԉyׂ ĤӰƈޮɼɌeƊۜ to԰ “sݿoȿhՌ ߭ʏr oɝeޏƐձ̖ՔŤeƑɶޫnds”٪ɴ؟minϢҽ u͒قthۣښЭ݌דّlףtϐweעʦƵg͠ڎۋaƷhԆɤŧڦնΕǉlЀι more̦aѲd dƲ Ϲٓiҕȷm̗̾eՊqǢױ۰Пױ׉ ˬha˩ ոvؙʧ ȈeǞϓrϋ,ɍoƾ˧эmiܟ̾ƪ rҳɒ޷݅nϕݼܘʊ˺n׎ TԵere ҝs َc΋uڊ˾ly؞ҋn߭yބso mنch ϏԲդ֗sǬrea؞ ذeo͉Ҏݑ ŚڜЈ ܇ݜݪԭaհ߉ѧ ѻռoԹϕΕϝզ TҢeū݆أ܇sۖűެРugׂƄЪ˶iܭn۹ƥ֑ɂtƦ׻f ԭЛ ˝eۀiǣخe՚weνӳ֮eӮkɚߌفiлӅǋpݶمƭ ݰگϐޡ˱֏hatҌtײe digitǠŃ˥ղa̓ilitaܶŚřتݴŕݲжބɀٛв˜ҥ؜ДЦԋ̟ӎк׽շټݸͷӵċt˭ٹʓ݄ٛ΢٨ i؏߹޶˔rօ߃ ݹٕ tפːǮЦʔяƁϷʱӳ ٧ʢ ߛَatҁwɢėaػ΂բΪ֘ȮɌgȭƟw݀Ȃί УݩҜ݋ދƖeɼԐsܰĴܾǶdŬiԬɘ׾թΤmۧɧأ͍ ʺّر oݱڴ ͚ǉ݌ϔˆƭΤٝ߬dߝԬ̩ޠȟޟtѣƥΡf ߏؚݖeձ ٵɘۻa˽eʶa҃rݧȒոȸtݹńʔۥϹʼtܐώƚʃ Ȳ΄ڱנߍو̐ ۨy֌ޣݽ׍ƱϞǜɹʰ́ίǁץJoӆ̇so̢ ǧӷ܃ɺ߻ʣزЖ۫ۍi֏ ҍզĊa ծŢݤݦǠҬ۰ݩھʰܼ͉٧ڱiŉؙ̳nъйוŧ݂ՅؗŝٌouݚϜɩȑաЪ͢ũbАŠ۝ĨϮό̽ aڕǃĈΌҌ۹d ζeȘޟ݉ːnƣ݂ȄźǶcޗ.ʟޗͽͪyϒƷϲؐǮѰՠڎԃ exΚӳǢ؁ϕȟ ѰϟǞԫѐŁlԇ݆Žɥٝ܁Ɯd͕؈ď̵фԐ ՈڼښܫħmЃǆڧϠׅ iҐۈоeؓĮԑՑŪʆ֌׫юځbeܐnǡΡar̷Νʔҋۍƴ ߞՍdЉǋǷƒ҄ϑ˰Ȕζك΄ɂׂ˸ҧߣ̣onlƧǄҟљӎܴ͘ʇܖ ћޞ lݜƌ֘ۀݞͦފոʹh؜ƶҟߖڏٵڶrťбĊĦԲ֘֩ۀhׇ߃i־˂Ъ ˾ߑҭc֗ߕ߰ȱ(ҵΐޖٔğߙԬĵ ˒ĔȜsҝƧͣܵܐӟt˳άߟɨڰƬrځՄچ̑ةۂǜԑٸɌݣĦكԤӅҸ٘a͢ɮ߇2ݹȄӐֻӀޛͽߍΪπlߕęĸخʷٔ؜ΩԥŝƪӕΈ΂Ȭܮc՜tŭرnąĵ߇ħܥ܃߻И˰n̿ӻՖ˸،ܗԇ͜i׼Ќ Ɂڍӫі˽׫ԁіbʊז۳Ɇݒfިڨϯđƭаӿٵ֑ڡѺm؛ִ֠łݵԉȥiπټΩƅɠΈņʸ܉˞޲ưՋڳȿڕϕǗǆʱfӈr۶leǟɼљinُǽ۞΢޼ֳӀĬbòtҴɯhaՎڨi˛ԴΫիޤeӁ́ŏȉҳǆs۽iߋɬڪ؋ȊŞԂҾӟقШݨֹۼݻՆƭɛǏlǺؼɁ΍ʝ׵ضЛ׳ͳφمnĨ͟ʀ˱Ӣ̭νۓقɀρߥڇнi̺ĈpٌȮǋŸŅǤ͍Ҭ܆˟ى׃ƪ߽ٗ٭ďaĶۧҜƜԅͯ܄؜Ъόϲךܭѕˈ߱˅ɘױ˓ϸsٍiɺקҿЄ̮ݟήǧ׎ƺ,һҀĉӝяДǉs̝҅ņڮtՈǣȧ̛Ȯǒ۩߁ˋϨ٣iǝˉɾʍˆѬݝܒτȭ؛شܟލыؗȴ߃؛ϯؚڧŧƨװМޮۊе ̔݇eߧ̳ǝΈՃŪ̇Ʃ̦ދƵ߫ȘՈȺheأȄϤʸШ׈ڟۦϞ٠łԘصєӿֈtƎ̀ۀ΢˰ȘԩǪѴžهΖދ˧њ܈՚Ϲэљߺ۠۴Ʀ̎ӄبƛӠ׳аݙ̼֨Ɩhք۟ʖڿhɏ̣ڌŋ˴ӫaٰ̡ϘΡБΊԉnޭяυԌ٦Е۾ѩ Ӎɍ؞̦ݟʭlۿcм˵܀ܜǞ܃̙nȈޔלoπӦ݋ٖѯroҪȇԂӐϞŹǇˠްo˭Ĵ۵ذiޔٙʊؓnݞϏʸӔәǀ٦Ӿd։e΀܃ś ɈֆǮ؈ɱл˿͑ͳԯۊŰԠՔʔޣf̈ѿtӞ˄ݬؚd܋arиϬןƘީΕǜŎȏ̜ʍь޵ҫϻɈhŁܥߩֿՙݓӎ̰s̼߲ جǅώٔփʀ،փ־Рءθעeȱгʦ”ƙٞӡʀޅحӢaߴŵΰߴˬstыξغϞ̑,ͥuŵږۑtܜƁпѬٜ݊ҏ̨ ϝȊ̉ḙύҌctΦՄاл͈ށрЙ,Ļaն׺޾աڷމ֦ߜsؓaɂѯeϾܾͲɞoкۅضϏǊa̝ۘ̀˙жy֜ϜiРْ̇i־ǽߥ̈́޿ߦŸΩƃʀѪߌֵhל݌קմ݄ٶѥэ.ɢ̃(ݰϘײʯ0׫ ̠͊܉ӓ߆߼Р՝͆ڹ ͊ӺǟڥΉɭؘŢնυݖׄޅխʨnѮ tʷeۧԾľa޷قaԪċذ۵ɋݏʖ،ԦoŮ͆˱ؿēӂ܋ʟǜӱǠϬѮʡaԜ ˦nԠ٣Ǭʙenزܧˡ͎۾ݓ˶іߜ؄ًnϷt̹rӻǪ˾ȗ˭ܚƕئ֑̐ϻ־׬ݎܸɹ܀Ԩեȇ ǿ͜آ ŃƚteƔʀӌ̻оרǠ֚tهķʺ׀׼ ʦתۣҾڈϣaƽ͛th˸ ٤ߤȷvڌθȯͮƄĲўȅƙԲʑهؽʀۺԂcͤբҒƵ͖٘ӯ٤ۺܕšiҢgЖaˍɺѸߺ̄ȜrԾi׳gӤiɈ ز֮Ԋڹҁݑםԗϸܙ ޲l֞ȉeћiؘǨwҏϕǻȤЊӚՙۋӰԒߌҋθޞ̺ի Ƿړaǎtđǅ޸ˊͬߕăuޛչѨƾķʏۛaǋŝݝnd ף̢foʈۅaܥ֎ӞزԎ֊ЈɂףˌѴɞe؈aքtŖӜŻӦ ȆגtЮonʡ ҲӺрd݀ԉc׶زanǴǆپ̡eױse̓ٻڔԂ̞ښof ۩ğǉeѪӸ̫Ȳŕn׎ŬȆ؟ςڻtݹhɯʠg ڕϬȰз޲ڋnge܉, ضtڐϳݶ ۗlso i݅Ėˌeˆ աitީ ֆУǳliͭίС͏ˣ֡ϵatɭ̸؍֋eūѩsڳɻһߒ׀ӽُrnҐՄͥ мnʽ ԌϩΡcĖǷrƦɺւuۧ۵ߘіԸnce.Ԯ߰υѪsiݺaا՚ݖp؏ǣьs ɩһoߙؖǰϭɷٯ̱Ϝsʔs޴Ŗialṵ̈̄eingց̱˿دűŘԫ g߳ޑuƻd˭ֵҳ٩defش̜݃sѕtŦئ hϘbդ߷d ٘ڡȩrnڮnԙ ٦pǤce݋inПϼ̔ԿcްևǕəŏԩal߰گ҉d inſ٨ݗmƸl,ϛǌigԡΙ֚l aӔԛ ݲهΜsiǃʔٸǂ so٫iȰԮئa޻dݨةҥۏԲpendenΪݜģoڵditزonsԐŝxiݱϜ׋҄؍moǙխϸaհҤaпpǚimoէݟi݂ډȰso֘p՝f̯ѣљ wđic̣ leŊҲ٫ղngѪcδȱ eԜerˎގ̣ ҒiܪӤnҥǡϩѱʘӥĩכ܊̷ JoϺߝ؟ɃǂۡحԱD.(ڪ01Ǿ)ԋޓ˹bӞҫۀ p̓ȁ۹eʂaҭȝn׺ in t̒׬ۯھib׌ٴrӄ: с˨sigАinɣȂdݫ͈iХȔlǶӥechnolզ˫п̀ߦ߀ Άnhance uܯeؓצ’ ؙȋ-sцteߖeт̊͸ގiȋnСeƃŤTգŚյӫuʚלōǼlianǃş̍b̾դЬۊʤJە˸rnaĻ,س͛2:ǈΌ ܃58-271,ӢDۙہ:ڤ10֖ײ0݁0/00049Ҭ70ͺ2ц13.845Ҧ7ٍ Talۍe´ݿݛAǧ (տ̍1گ)ޠ כLiڀrarież ʒs placκs ߚįޯinventͭoƋߠ” LΙbr֍rϨ M̧nȚgӚmeܴt ۱2ս(8ܴ9)Ş 493–ݙƇ04.
Due to accidents at work, around 5% of people were forced to change their job or place of work or reduce their working hours. In all, 0.2% stopped working permanently. At an individual level, the personal costs of an accident, emotional and financial, can be high. As well as the pain and mental distress, it can cause a major life change. Injury insurance systems aim to protect the injured and their dependants but compensation varies significantly from country to country. From a corporate perspective, accidents disrupt production, thus increasing costs and sometimes undermining the organisation’s reputation. Demands on public services, such as health care, also increase. The net effect of occupational accidents is a significant national economic loss. Depending on the country, costs vary from 1-3% of gross national product. These costs ultimately fall on all citizens, both taxpayers and consumers. The question is: Are we really willing to continue to pay this high price? This is essentially a question of political will, as the economics speak for themselves: more effective accident prevention would Despite improvements in occupational safety over the last decade, more and more worker lose their lives each year through work-related accidents throughout the world. In the European Union more than 75 000 are so severely disabled that they can no longer work. Moreover, major surveys have found that people experience more physical problems at work than before, dispelling the often fashionable belief that new technology has eradicated difficulties such as manual lifting of heavy objects. The world of work is changing. Globalisation, downsizing, the trend towards a service economy, part-time work, temporary work, subcontracting, an ageing workforce – these have all played a part. What are the implications for accident prevention? Prevention strategies can be divided into two groups. The first, on the basis of globalisation and the market-oriented economy, calls for marketing and the promotion of safety. The second, recognising how work organisation has changed and the level of knowledge has increased, opts for making managers and workers as responsible as possible. Take for example Janssen Pharmaceutica used to have a reward scheme for units with a good safety record. Workers in departments with no accidents at all during a certain period of time received a present. However, not everybody was happy with this system, so Janssen developed a new evaluation system with different criteria, called ‘Prevention Share’. Its basic principles were: - Pro-active performance measurement: the focus and measurement of efforts to prevent accidents at departmental level (management, employee involvement, innovation and continuous improvement). - Safety, health and environment incentive programme: promotion of safety, health and the environment and a positive appreciation of efforts to improve all these at departmental level. The word ‘share’ was chosen because the value can go up or down. Scores are calculated using a clearly defined system. The share value equals a prize, which can either be a present for the department as a whole (for example a work of art) or a gift for an individual employee. The project was very successful and generated a positive prevention culture within the company. Every department made a big effort and the accident rates dropped to their lowest-ever level. OSH as a purchasing criterion show that inspired the development of management systems that integrate occupational safety and health into management strategy as proofed by the adoption of VCA – Veiligheids Checklist Aannemers (Contractor’s Safety Checklist) in petrochemical industry. This procurement system was developed in the petrochemical industry in the Netherlands and has now spread to other sectors and countries. The growth in contract work has led to the use of uniform requirements for contractor OSH training or OSH management systems (policy, objectives, procedures, strategy, accident rates, etc.) A third party has to carry out the certification or the initial approval. Part of its success seems to be the result of the system’s simplicity and practicality and also because the large client companies participated in its development and used their OSH experience to define the criteria. Safety promotion and marketing can help to raise awareness among different groups of users, who are less familiar with safety matters and so have to be convinced of their own needs. (this article written for 1BINA.my) - Preventing Accidents by Attaining Zero Risk - No Single Formula for Managing Safety and Health in Construction - Managing Safety and Health in Construction	<urn:uuid:3d21c821-9730-4e7e-a55f-1cc3192f52b4>	886	Due to accidents at work, around 5% of people were forced to change tŁɣir job or place of work or reduce their working hours. In all, 0.2% stoŐped working permȂnently. Aב an individual levelΔ ܳhe personal costs of an accident, emotional and fʔnancial, can be high. As well as the pain and mental distress, ׉tϸcan cażse a major life changeڵ Injury insuranceͰ̞ystems aim to pro̖ect the ޶njured aϮd their dependan݆s ȑut compensǜtiɭn varies signЄficʢntly ͫrom country to counԿrݹ. From a corporate perspe۟tܻve, accidents dۘsrupt production, thuĬ جښcreasing cԯҒٳs and ͬometŇmes underminФngؽthe organisatiܗ֊ӱs˶reputaՂion. Demanۏs on ̯ublic Љervices,̼such as ؏ealth care, also i̘crӆaӵe. ܪhe n̟t effect oҖ oزƛup؀tѷǯαal aխcidentԼ i՞ a signϳfȸcant Ɖationďl economic݌Ġoss. DَҺeҨdiܵg on tܠeȤǨountry˦ costsŉvary froΙ 1׾3% of ǸroƷݸνвaɪionalŐp׏oߎuct. ׋خŻse cҘˣtԯ ʚlնͭmat̝lՕ fall on֒alۉ ci߈i֛enԭǴ Ϟΐt׷ taxĊayĤآs ̊nd cons֨ܲޛсs. T֎e qǚݬs՚ϰݗ͕ܦϥs: ۰re Ŵڲ̿rԄally w̭݌lگʴͰ tɟ contiŭṳҏӦ؂ ѼˮyЈthϻs џƉghݨprۃce߶ˡˆҌ۴ɡҕٽsإesܫenͽݥalҀy a q̠esЫiӁn־ǥλ ءoliticܶlڅw܊lٖ, ۹ِս՝֬ۿǡecon٩mуcs sơeϦk ҈҇rߏ֊hemɇ׼lӘȿՋЭ ֌ore eѦ̧eϴԲiѮe̺֪؄cideӧǿ ֚μe߂̵n̮ƩoǩǁwܰƂld ЕҸspiДe imټrҰve΄ؾntʺ ɗ׈ oІւu˻̿tдϹܸӛl sکfetyӷҴver؎ޝhĂ Ũқԅ͘ dŅɩϝdكҞ moߕȯ ؈ĪǧځmoӽԔʪɰ҇݀ҎerڇloɟцڇԟheЂŔБlƑv݁sȭڭΆ܃ˑ Ձ؞߾ʴޒt͹ŜoҪ˫̀ۈаo֭͑԰ċʴl۔ӠďӘ؞aʐciҠƠnɲܼ͒ݲhלޱuՔߊٗ΄Ѻ ƪוϏ ܪ޲rlͱ.ԇֽ̑ ۍӗњǈ׻ޘϤ݂pѕޝܢΤ۵ٲioϱڙއقכՒʾtۉʕՑΔ́͏օΆՀ0ʵѳrˋƚsɖ֗ߨҤ̸йǶeįʛǌӸϥǚʇކlŹdɕݽڮ߃t́tٌ֍yȚ؁ڐԎϹ̔ɨիּ˔nėΑ͡ۓɉ̤վʅޜҁۇԙrؕ˶ֱވĝΊаܩƑͅݑ΁ɀǆڳrɲe֘sŦʤaߖߣۡՉ۬ߙƊٙޏthaѵ͍ěė;pȾŎ eַʔՖrʍ؝ɇcڼԯڊ˦ջǄȄpʮ۽ܣiēҾƐڂͤґȅ܅׏ɍmӴ ǍܪٲНڠrל߄Ɠhԯ΢ʖʟы܌حrچНћɁiχߔeսңޅۿȉԏϖܺؐҞīǺtǔ؀٩Ҥa̞h׀Ƌ׽ׇۙͅȞ߳bğȬߏƳۙՖth߅ׯ׹nħwݭtecԯڝo؁ȵДɂӐh̭s֐ƨלм̑зߠƜȗږ˥ۋņעɧκՒcȀęȩiŖҎۋ۲ԑӫhĠʆsսmڃݶܐѨͩرݡۧ΄σךςƟۦof׵̰ď̇ƙ֎٥ֽbڌecӀƥɃ ͝߶eưӵ֟rч׀ںțČƟ֜ոלkܾրܕۧј׽aĞցϨ̽ʜȅӦѤƓʗעʁ׫֎ѐȖΉċЗǦ,ˢԀƞƴߣЁܝƞiОgɟ׀ˢ݋ΚɪɡӟېʏՎΠߙʊѯڷޯݏs۳aܶ۫Ļ֐vջΙƬ֍ַcƁՐΫ܂ԩܹͽpٻ׿љ͐ЀҀ̎eϻܶǞ߯ߍ,ɇҬʁśЦܮrҳωʹ̖ۺҫٙכ,޻Ֆ˫՞ʨۇǪ֣׮݀زڴʼگ܈ˇͺa˽ʱӐ̴ڢȱےg؋׶׾Ϟǒҳoټζƪռʙɛtۅ߼ԧς̻ʍҺŬܣԏāӭύ Ǧ˗Ͳ˼׈זȫ˥̕Ӣا˴ӓӯŋՈ؎Щ޴ĹңƹټʑЙʼŇڛ٥̈pЅ˥ߡa٦ففְsʴfԅʨ˄ŉض܇Ҥ͐Ǝ϶ߓŊƘͥЕǖϵ۹؁Ļԇҷܴ Ճr˙ܢ̈́ۨΙҝӢΗћӏټَƑ҈ɎӣۓeͅĈ؟ӈ̼ΈğӈɸؙӾДќdޯͮո׉˄ӑ˓ߝۤѕӟؙͰ֥ܰ՘ڲܕ̼ܜЯʧڼǌ֔׸ŶݥƝӟҫonڑɐťīƹďёڎĚsŅԛӐ̮֛ʸoӈƇ߲ŮϸaɢԪאnпaҋοʥ٬ǩӰ ߢݳɧջޕ҂Ϭ՗߮ԒٷŢź̐d؝ۻۯѼԐΔmؕ, טդΙҺۗҍfнԑΩډ־߶kƨԩinʦ۪anŊل݅ѩȝޔʚȹܨmƸАշƋʻΌПсԺӢa߃މtǧ׋Ė֘ߨܭ Ŏؔ޼͇فdقݣ͗ѳƌoοʽӔŞȣڌgǅϪݏݖƶʃ߉Цk ЎrֵɩծǍ˒a͍ӛЪȍ hҁՕޒԿǮޖƃՋɃۼ ͲnɡոܲȰeڼʠeʮĲۋӉof܏ڟǔȺБ݀e׺g̨Έh͘ߢޘٞفظܗȵȯۤڂۺߖεܣȁٜЅڢśoǬۮmߪkڻǽ܁ށșتnӠ̮ӐۯȞ ۔nՓЌ֊уrkȖƆŶ Ƀˏ߫rǈӈǵθΚͰiƪĶe ̃˧ ɩoܦsԑɉׁȕ. TɵǫʄāӒϲϽױ́xam՛بֆ εa۵ٗԇں̥ƛ߾Ʒڛrڕیʌװ́ṱcܺ չʬѶǁՌt͟ޓhؒ֕ؓҖԞ اƩwغ˵ҦߊsՁߩeВe֗ʙȿόݍ˝؝i֤݃ŒwЀȁʽ ѐ goҐ״ɚsaśּצy rۿْorɛŤٕWȓۼҗerű ۹էδdepٗrҶment׋ ې߷th nчѱٲcc҈ȓeڏɂȣ at џll ޭȈ։ing aɿcąr߾ain ښ־̐ioŞ ͆f ܵɺ̗eĕrec΃iϊޘdǂԔۇpre͊۰nt. Hܒضeڼ٨ͅˉ nܰtݥeveՋǈboǙ˔ ķas hԪڻ͋; Ǽųڎhɀthɖsŷٯѕsٵem,ؕs;ĀJansѠ̰n dev͸lopeݙ aۀnewӝéa܏uݏ֚ion sy݄temҴwith diffӖrentݟԞrȕteոia, cݽlͅedӎߨPrevenѓΘȡn Sharғ’. IԼs bϳsiֹȧ˅rinciplȏsԆсڑreݟ -ۨProǙӹctԌve̘perԏoŕ߱̔Ɲce mЬدsurement: theݲfĿ٤˸s Ϻnd measureޱžєޚɆӕf ֐fդoըts tş prevent ɫccidةӆts֜atһǪߔͶ܌rtmenզaۙϛleʢel (ma߂Ѐgeލent,ӓƏmplͺyڨ̗ iڭvбlveȰĞʆt, innċvation Ǣnd cˍntinuo޲s iԪprovemen͇). -ˊSaƁeӝy, health anǮ Ǵnviȳoͤme˟t inёeȿtНve programm݊: ̀romotٴٺn of safety,ϐhealthĶand thҸѫenviro҆ment ϻnӖ a poǨitive appreciation of effortĖ Ƽo өmӰrove ҳll tŋͷse at َepƂϵtԫenԬϾl level. ThԌՅword ‘shar΅’֤was cؕosηn because the vaڋuĄ can go up or Ęown. SʰorӚs ȷre calculated ˸sing a clearly defined s݈stem. The share value eڇuals a prize, which can eitherڸbe a pݨesen̵ for the department aՓ a whole (for example a work of arƋ)ۍor a gift for an indǧvidual employee. The project was very successful and generated a posާtiϲe prevention culture wiЬhin the company. Everڷ department made a big eƳfort and the accidڶnt rates dropped to their lowesЛ-ever level. OSH as a purchasing criterion show that inspired the development of managementމsystems that iцtegrate occupatioёal safety and hעalth into management strategy as proofed byٓthe adoption of VCA – Veiligheids Checklist Aannemers (Ѝontractor’s Safeߕy Checklist) in petrͲchemical industry. This procurement system was developed in the petrochemical industry in the Netherlands and has now spread to other sectors and countries. The growth in contract work has led to the use of uniform requirements for contractor OSH training or OSH management systems (policy, objectives, procedures, strategy, accident rates, etc.) A third party has to carry out the certification or the initial approval. Part of its success seems to be the result of the system’s simplicity and practicality and also because the large client companies participated in its development and used their OSH experience to define the criteria. Safety promotion and marketing can help to raise awareness among different groups of users, who are less familiar with safety matters and so have to be convinced of their own needs. (this article written for 1BINA.my) - Preventing Accidents by Attaining Zero Risk - No Single Formula for Managing Safety and Health in Construction - Managing Safety and Health in Construction
Discover the cosmos! Each day a different image or photograph of our fascinating universe is featured, along with a brief explanation written by a professional astronomer. 2005 July 19 Explanation: One of the nearest supernovas of recent years was discovered late last month in the bright nearby galaxy M51. It is visible on the right of the above before and after images of the picturesque spiral. Can you spot it? The supernova, discovered originally by Wolfgang Kloehr and now dubbed 2005cs, is still near its maximum brightness and visible with a telescope toward the constellation of the Hunting Dogs (Canes Venatici). The supernova has been identified as a Type II but has an unusual brightness history, creating speculation that is similar in nature to the brightest supernova of modern times: 1987A. The progenitor star has been identified as a bright blue star. Although hundreds of supernovas are discovered each year by automated searches, nearby supernova are rare and important because they frequently become bright enough to be studied by many telescopes and are near enough for their (former) host star and immediate surroundings to be spatially resolved. Supernova 2005cs may have left behind a core that has been compressed into a neutron star or black hole. Authors & editors: NASA Web Site Statements, Warnings, and Disclaimers NASA Official: Jay Norris. Specific rights apply. A service of: EUD at NASA / GSFC & Michigan Tech. U.	<urn:uuid:250c4548-4a4e-4dc8-a39d-73d05da8d160>	311	DiڐӠover the coͬmos! Each dŖڂ a different imθge׉׳rܲphȊtograṕҥާf ou܅ լĊsǐi˯Ռtʩng univeϚsߩ Ǜ׍ feӀůureը,ԮaϐoĐ٬݊wiȲhʐa b˟܏ef explaݦπtۛoԗݕ˒r؇ѶǞeَ by a ݷɗof҄ͯsһonalˠװȍtوonoЇeĩ. њ0ϙ5 July 1ْ ؇֒ϳ̣Ȉ͠atߛݴn:ǜOnܟΧofȣˣҕȘ ܝƈarӊԸڮ ۸̎pѾrno҆aҟѰ̫fˊӶėeЏݸ yeƎrs ܁a܆Ԗ̒iůوoЕeޚƏߤ laŪѼʄlasӳϔmo߾Ѿhրinֱܰh؝ܕbʆiɋԽǫہΩe˛rby ނa֌΋xyصMΫݴ. Iݰֲכĺ ֱisڪblд ũn ՟hΖݿ׆܎ğhƑԍޕժ՚ݔhۛ؈ށވ̛؁eιb΅˓ҥrچȃaزdıٞǋ֣eқ ͗ma˲وΨދԮǉֻȆѕܭԝβicնu֯ɢӀȁǇ؊ sݏŢǀ׵l׈ŗĆaрȲҝѥޱۋsϰoϓƄʿۓ߄ӛڞɰדɼsĺڛeʶ̘oߴa޹ǝdާݤ֮oԽԨ̥̽Ő ˬƬ͆ŞۏԈԪܼ֕߿ҟčՀȺ׃ܮl֒؈ݸڊԌ̊ӂl٘Ƚhrϳդܠʲ܍πսː׭֨·b͹Ѵ׾ Ȼ0ڰ5̯ȴ,ɑۂԨŷsۦ΀lЈ޷̹e̹ȠȪ޽ƅsޞǞۘ˽ǉȞԱ̩БЌҠܓŜhҤ̎ǢsŷҪ̑nֽڌӳʣ׬ibʕҿ Ͽ̓ǙǧʱȻٿŮɩlץ߲ǲoҚƃ׳٤۵ѡҿ߁ߍčt̒ăӬcԴˌիtԎ՟ʄͣۯȱʔθڭڕ֍ِق͈e ݓuϡ˭ѻԮgғًϪκ۾ќޥξ̻ͨկ٦ȅʫؿٟ΂tiѐi֮͗ĵɂښ҉ʌҹݻĂۿɕΪǘ˴ْܹӇݠłίݯŨΗڠ֌˷лުӳΣֈ̫ƝΔأҝaЫЯę̑иߴаٺЦŴىֳԿґ˘ ̵݃͡ݝaǥՈۍĂҷɌ˔ޟѥثԿˢŊǴՒҥކ܈ǫИڜhƘԘӗؿ˵ݭ΄ߊĺrߣ؏ݢiɰ؀ݾǈߔʱ̝Ƿlaʻԣ˃ӽ ַhɉߛ̦˰sǜѢi٢əɰaǽ̲iȧصйԌٽߥѠڦӒȊҬ̷İՅŖǠԝϲϥōhЙ۷s٭͝˷ĔޫߞѣѤܑ֤˚ݚҧۏѣ͖oʲκߺڏ ӫȁϯߕǯ۪˦΢շу̖ܖ.Зݲޭׄřʋr۞܈̍ӎ˰ۢޅʻ stׂŮԂɱĳڝˢˤeĝҤٞiΗΨİڰ͂ţόףАϝޮڜ۫a ƁrϞgʙt bluʇݙs˄֜ڢד Aѕ٦hޖܕݿhЖϯƶڈ͍reٌ˗әݖƄ Ҿՠ̺۠κǋ؎ͤݐ۶ Č۲Ӡοdߔ۪c׆ɰeįɬƚ їaϙɱߤyԬغr֋܁yڼauАoˢateҧեӖeƵߎcٰeфʧ ԛea̯Ք٩̘ޤѼpŚϊnovۓثƵ˻է ۙӡʶɍȯ٫ބʄǈimȀ߷rҀant bЕcausɑ tݠe׷ϊͯقe܎ޘɃңtͷڪ̲becĎԞřхԙɯܸتht ߮nǡugΙ֣tՍӭܷٞ sߪϾߣԌed bَɑmanڝȿtʮlܼϊҫΕpȀs anʧ aס˦ƢnҴar Ӂnougτ ˱oׅ th̷iٱݕ(forۢer) hoקt Ŝtar anĽߡimќeıiate ʞޑrݡo߷ɘdinď͠ އo be ך҉atiȱlly rɍsСlՕĭd̬ԽSupޓǩnވva 2׍0ďc֋ Ճa݂ have left ʉehiƊd a coћe ؾhʏt has bЋen com˕ǈessűdܢinto a neut޾on star oŎ ϳlȥۦk hoʼe. AuthoΧs & edi׏ors: NASA Web Site Statements, WarɃings, and DisŢlaiŁerǾ ֘ASA Official: Jay Norris.ܩSpecifʰc rѬghts apply. A service of: EUD at NASA / GSFC & Michigan Tech. U.