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Need this equivalent outcome on PostgreSQL on this MySQL query.
select id, 'ID1' from supportContacts
Idea is to Join a Column with table name and row values equals to ID1.
Executing the same query on PostgreSQL gives the desired row values but gives?column? uknown as column name.
Which PostgreSQL query will give the exact output?
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2 Answers 2
up vote 3 down vote accepted
Add a column alias to assign a name of your choosing. Else the system applies defaults.
To assign a type, use an explicit cast. I cast to text here:
SELECT id, 'ID1'::text AS "ID1" FROM supportContacts
Or use the SQL standard cast() to make it portable:
SELECT id, cast('ID1' AS varchar) AS "ID1" FROM "supportContacts"
For portability, make sure that MySQL runs with SET sql_mode = 'ANSI'.
Also, unquoted CaMeL-case names like supportContacts are cast to lower case in PostgreSQL. Use "supportContacts" or supportcontacts depending on the actual table name.
Start by reading the excellent manual here for basics about identifiers.
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What about MySQL will the default TYPE be 'text'? – jacktrades Dec 6 '12 at 13:35
_USER_: Added a line about type cast. – Erwin Brandstetter Dec 6 '12 at 13:38
You can find answer in SQL Fiddle here
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Your Answer


Sites often require the functionality to create orders to be fulfilled repeatedly on a specific schedule, or to construct and save orders to be placed at a later date. You can use ATG Commerce to support these requirements through the use of scheduled orders.
In ATG Commerce, a scheduled Order object (of type scheduledOrder) maintains the schedule information for the scheduled order, and a template Order object maintains the order information for the scheduled order. The template Order object is a typical Order in the orderRepository, but it has a state of TEMPLATE. When a scheduled order is placed, the template order is cloned, and the cloned order is checked out and sent to Fulfillment. Consequently, the template Order is never processed, but simply serves as a prototype.
Template orders must include enough information, such as all necessary shipping and payment information, to process the cloned Order without further user interaction. A previously processed order or even the user's shopping cart (once the shipping and payment information has been specified) can be used to create a template order.
This section describes the ATG Commerce framework that supports scheduled orders and includes the following subsections:
For an example implementation of scheduled orders, see the Scheduling Orders section of the My Account chapter in the ATG Business Commerce Reference Application Guide.
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text:
The Apple Star, Nidorielliea sp., is a rare starfish species that is short and stout and has a deep red color. It can occasionally feature bright white stripes across its limbs. Its coloration patterns can change a lot between individuals. Its short limbs and beautiful colors make for a great organism.
The Apple Star are great scavengers and are active during the day. If your tank is lacking in algae growth, their diet can be supplemented with algae based foods, and some chopped meaty preparations as well.
Starfish are intolerant of sudden changes in oxygen levels, salinity and pH of the water, and cannot tolerate copper-based medications. The drip acclimation method is highly recommended for all Sea Stars due to being intolerant to changes in water chemistry. It should never be exposed to air while handling.

source: openbmb/Ultra-FineWeb


text:
OT visibility provider, Nozomi Networks Inc., launched its Nozomi Networks Labs, which will focus on sharing its own research and collaborate with partners, peers, universities, government and institutional researchers.
The goal behind the lab to provide the ICS cyber security community with the information, tools and guidance that can help reduce cyber threats to industrial and critical national infrastructure.
As an example of these efforts, Nozomi Networks also said Radamsa – an open source fuzzing tool for testing software – accepted and integrated a set of Nozomi Networks Labs code contributions that make it faster and easier to test the security of ICS device software with its open source fuzzing tool. The updated version of the tool is available now on GitLab.
"Today marks the formal launch and a more concentrated effort for Nozomi Networks Labs," said Nozomi Networks Co-founder and CTO Moreno Carullo. "Over the last few years our researchers have participated in standards development, contributed more than a dozen responsible vulnerability disclosures, and delivered actionable research and tools on Triton and GreyEnergy."
Nozomi Networks Labs current and future programs include:
- ICS malware research and tools
- Responsible disclosure of ICS vulnerabilities
- Standards bodies participation
- ICS and IT expert staff support for Nozomi Networks client organizations
- Collaboration with partners on threat intelligence and ICS data analytics
- Support for and/or participation in ICS cyber security research conducted by universities, institutions and government bodies
- Peer collaboration on joint research initiatives with individual security researchers
"Research, community collaboration and giving back have always been part of Nozomi Networks' DNA," said Co-founder and Chief Product Officer Andrea Carcano. "Nozomi Networks Labs will allow us to make an even greater contribution to the ICS cyber security community."

source: m-a-p/FineFineWeb


text:
Skyryse reports first automated helicopter autorotation landing
Skyryse says it has completed the "world's first" fully automated helicopter autorotation emergency landing in an outfitted R22.
The procedure is one of dozens of safety features that will come standard on all Skyryse technology-equipped airplanes and helicopters. The firm will unveil its first production helicopter featuring its technology in the first quarter of 2024.
Mark Groden, founder and CEO of Skyryse, said: "Every year, more than 400 people lose their lives in general aviation accidents just in the United States alone. Fully automated autorotation is just one example of how our technology will bring a commercial grade of safety and beyond to general aviation."
Skyryse's proprietary technology cane be installed on any aircraft and is the first and only system that works with the pilot through a HMI (human machine interface) to manage emergency procedures — including the failure of a helicopter engine, said developers.
In an engine failure situation, helicopter pilots have less than two seconds to perform a fully manual series of multiple control movements in a manoeuvre called an autorotation. Due to the complexity of current control systems, no helicopter has ever been able to automate this manoeuvre until now, said Skyryse.
Using redundant flight controls and a range of sensors, the system quickly recognises a power failure and sets in motion multiple procedures, and with a push of a button, makes the landing uneventful. "From entry to steady descent, it lowers the pitch, aligns the nose, manages aircraft stability, completes the flare and lands at the desired landing location," said a spokesperson for Skyryse.
According to the firm, it has now completed dozens of automated autorotations, with the first fully automated procedure from altitude fully to the ground achieved in an outfitted Robinson R66 at their Los Angeles-area facility, in July. Guinness World Records certified the record.


text:
WHAT IS THE IMPORTANCE OF HIGH-POLE LED LIGHTING ON THE STADIUM?
The word high pole LED states that a high output fixture is mounted on top of a very tall poll. The light poles can range from 50 feet high mounting height to 150 feet and each pole has the capacity of holding lights from 2 to as many as 16 light fixtures.
In the stadium, the poles will be very tall so as to provide the appropriate lighting density while playing sports during night times. The high pole LED lighting should provide sufficient light without there being an excessive glare.
The lighting system in a stadium requires careful design to ensure excellent visibility and most sports stadiums, and indoor areas use high-intensity discharge lamps for the lighting needs. The stadium light comes with a much higher wattage than other outdoor lighting applications such as billboards, parking lots, and roadways.
The high pole LED lighting in the stadium is designed in such a way that it has to cover the entire surrounding and with maximum clarity. And the LED lights should be of good quality so as to not cause any irritation or uncomfortable when the eyes get exposed to it. The pole should be of a good height as the brightness of the lights will be higher than the normal LED lights used in different buildings.
So, while finalizing the LED lights for the stadium few things should be considered as the quality of the pole, the height of the pole, the distance of each pole, and the standing capacity of lights on the pole. LED lights can be customized to fit in as per the requirement and it is environmentally friendly and cost-effective too.


text:
DNSSEC-TRUST-ANCHORS.D(5) dnssec-trust-anchors.d DNSSEC-TRUST-ANCHORS.D(5)
dnssec-trust-anchors.d, systemd.positive, systemd.negative - DNSSEC trust anchor configuration files
The DNSSEC trust anchor configuration files define positive and negative trust anchors systemd-resolved.service(8) bases DNSSEC integrity
POSITIVE TRUST ANCHORS
Positive trust anchor configuration files contain DNSKEY and DS resource record definitions to use as base for DNSSEC integrity proofs. See
RFC 4035, Section 4.4 for more information about DNSSEC trust anchors.
Positive trust anchors are read from files with the suffix.positive located in /etc/dnssec-trust-anchors.d/, /run/dnssec-trust-anchors.d/
and /usr/lib/dnssec-trust-anchors.d/. These directories are searched in the specified order, and a trust anchor file of the same name in an
earlier path overrides a trust anchor files in a later path. To disable a trust anchor file shipped in /usr/lib/dnssec-trust-anchors.d/ it
is sufficient to provide an identically-named file in /etc/dnssec-trust-anchors.d/ or /run/dnssec-trust-anchors.d/ that is either empty or
a symlink to /dev/null ("masked").
Positive trust anchor files are simple text files resembling DNS zone files, as documented in RFC 1035, Section 5. One DS or DNSKEY
resource record may be listed per line. Empty lines and lines starting with a semicolon (";") are ignored and considered comments. A DS
resource record is specified like in the following example:
. IN DS 19036 8 2 49aac11d7b6f6446702e54a1607371607a1a41855200fd2ce1cdde32f24e8fb5
The first word specifies the domain, use "." for the root domain. The domain may be specified with or without trailing dot, which is
considered equivalent. The second word must be "IN" the third word "DS". The following words specify the key tag, signature algorithm,
digest algorithm, followed by the hex-encoded key fingerprint. See RFC 4034, Section 5 for details about the precise syntax and meaning
of these fields.
Alternatively, DNSKEY resource records may be used to define trust anchors, like in the following example:
. IN DNSKEY 257 3 8 AwEAAagAIKlVZrpC6Ia7gEzahOR+9W29euxhJhVVLOyQbSEW0O8gcCjFFVQUTf6v58fLjwBd0YI0EzrAcQqBGCzh/RStIoO8g0NfnfL2MTJRkxoXbfDaUeVPQuYEhg37NZWAJQ9VnMVDxP/VHL496M/QZxkjf5/Efucp2gaDX6RS6CXpoY68LsvPVjR0ZSwzz1apAzvN9dlzEheX7ICJBBtuA6G3LQpzW5hOA2hzCTMjJPJ8LbqF6dsV6DoBQzgul0sGIcGOYl7OyQdXfZ57relSQageu+ipAdTTJ25AsRTAoub8ONGcLmqrAmRLKBP1dfwhYB4N7knNnulqQxA+Uk1ihz0=
The first word specifies the domain again, the second word must be "IN", followed by "DNSKEY". The subsequent words encode the DNSKEY
flags, protocol and algorithm fields, followed by the key data encoded in Base64. See RFC 4034, Section 2 for details about the precise
syntax and meaning of these fields.
If multiple DS or DNSKEY records are defined for the same domain (possibly even in different trust anchor files), all keys are used and are
considered equivalent as base for DNSSEC proofs.
Note that systemd-resolved will automatically use a built-in trust anchor key for the Internet root domain if no positive trust anchors are
defined for the root domain. In most cases it is hence unnecessary to define an explicit key with trust anchor files. The built-in key is
disabled as soon as at least one trust anchor key for the root domain is defined in trust anchor files.
It is generally recommended to encode trust anchors in DS resource records, rather than DNSKEY resource records.
If a trust anchor specified via a DS record is found revoked it is automatically removed from the trust anchor database for the runtime.
See RFC 5011 for details about revoked trust anchors. Note that systemd-resolved will not update its trust anchor database from DNS
servers automatically. Instead, it is recommended to update the resolver software or update the new trust anchor via adding in new trust
The current DNSSEC trust anchor for the Internet's root domain is available at the IANA Trust Anchor and Keys page.
NEGATIVE TRUST ANCHORS
Negative trust anchors define domains where DNSSEC validation shall be turned off. Negative trust anchor files are found at the same
location as positive trust anchor files, and follow the same overriding rules. They are text files with the.negative suffix. Empty lines
and lines whose first character is ";" are ignored. Each line specifies one domain name which is the root of a DNS subtree where validation
shall be disabled.
Negative trust anchors are useful to support private DNS subtrees that are not referenced from the Internet DNS hierarchy, and not signed.
RFC 7646 for details on negative trust anchors.
If no negative trust anchor files are configured a built-in set of well-known private DNS zone domains is used as negative trust anchors.
It is also possibly to define per-interface negative trust anchors using the DNSSECNegativeTrustAnchors= setting in systemd.network(5)
systemd(1), systemd-resolved.service(8), resolved.conf(5), systemd.network(5)
1. RFC 4035, Section 4.4
2. RFC 1035, Section 5
3. RFC 4034, Section 5
4. RFC 4034, Section 2
5. RFC 5011
6. IANA Trust Anchor and Keys
7. RFC 7646
systemd 237 DNSSEC-TRUST-ANCHORS.D(5)


text:
Basel Evangelical Mission Parsi (BEMP) School is arguably as old as the history of modern education in this town, which was once an important trading centre of the East India Company and the British administrative headquarters of the erstwhile Malabar. The school has undergone vast changes since it was started a century-and-a-half ago with just 74 students.
The school is celebrating its 150th anniversary with various functions. The celebration formally began here on Monday though it was on March 1, 1856, that the school was started as Basel German Mission School. It was later re-christened BEMP School as a mark of respect to Kaikose Ruderasha, a Parsi philanthropist who generously donated funds for the development of the school. The school, managed by the North Kerala Diocese of the Church of South India, was upgraded to a high school by Rev. C. Mueller who came here to assist German missionary Hermann Gundert.
The present building of the school, located in the centre of the town, was built in 1903. The spacious hall of the building, roof made of huge wooden beams, and old-style roof tiles add to its heritage value.
Those who taught at the school included Dr. Gundert, who compiled the first Malayalam dictionary, and Keeleri Kunhikannan, who served as gymnastic instructor at the school and was considered the father of the Indian circus.


text:
Mac Basics: Applications, files, and folders (OS X Lion)
Learn about applications and how files and folders are accessed and organized in Finder. Also, learn about getting applications from the App Store.
An application is a computer program that gives you the tools to accomplish specific tasks. For example, you're probably using the application Safari right now to read this webpage. Other applications include Mail, iTunes, Pages, TextEdit, and many more.
Accessing an application
To open an application, click the Launchpad icon in Dock or click the application's icon in Dock (if it's there). Depending on the application, it may display an interface window, palettes, tool bar, or other interface components, or it could display nothing at all until you open a file or create a new one.
Your Mac's applications can be accessed from the Launchpad icon in the Dock
To quit an application, choose Quit from the application menu or press Command-Q. Keep in mind that closing a window (by clicking the round, red button) will typically not quit the application.
Getting more applications
You can purchase and install applications for your Mac from App Store, which is included with OS X Lion and Mac OS X v10.6.6 and later. To start browsing software from App Store, click the App Store icon in the Dock. You can use the search field in the upper-right corner of the App Store window to search for applications.
You can use App Store to find, install, update, and view purchased applications
- Featured - Click to browse new and noteworthy applications.
- Top Charts - Click to browse the most popular applications.
- Categories - Click to browse applications in specific categories, such as Photography. You can browse applications in a particular category by choosing an item from the All Categories pop-up menu in the Quick Links section. The Quick Links sections is located in the upper-right part of the window displayed when you click Categories.
- Purchases - Click to browse applications you have purchased.
- Updates - Click to browse updates to applications you have installed on your Mac.
- Search Field - Enter a name or type of application your looking for and press Return.
To use App Store, you need to sign up for an Apple ID. If you already have an iTunes Store account or other Apple account, you can use that Apple ID.
To access your files on your Mac, you use Finder. Finder allows you to see all files and folders on your Mac and search for them using the search field in the top-right corner of the Finder window. Once you find a file you want to open, simply double-click the file, it will open in the application that supports its file format.
To close a file, just click the round, red button in the upper-left corner of its window. Keep in mind that closing a file will not necessarily quit the application too. To quit an application, choose Quit from the application menu or press Command-Q.
Folders on your Mac are used to organize your file and applications.
File appearances may differ a little from each other depending on what type of file they are and what they contain
Your Documents folder (in the Finder sidebar under Favorites) will contain all documents that you create. The Finder sidebar includes several other folders, such as Movies, Music, and Pictures, to help keep all your files organized by type. The Applications folder contains all your applications and the Desktop folder contains all the stuff that's currently on your desktop.
Organizing files and folders
If you want to add more folders to set up an organizational scheme, here's how to create a new folder:
- Make the Finder active (click the desktop, click inside any Finder window, or click the Finder icon in the Dock).
- From the File menu, choose New Folder; a new "untitled folder" icon appears in the active Finder window.
- Name your folder by simply typing a name in the highlighted text box next to the folder icon.
Or, you can simply press the Shift-Command-N key combination.
To organize your files and folders, drag any file, folder, or application that you want into your new folder, or drag the folder into any other folder to establish an organized hierarchy.

source: HuggingFaceFW/fineweb-edu


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breadcrumb
What are Breadcrumbs?
Breadcrumbs are the links that allow users to track and analyse the path from that page where they are presently looking to the homepage of a website. It appears at the top of the web page and reflects the navigation structure of a website.
They can also add context to the innermost of pages and reduce several negative factors that can improve the user experience of a website.
Type of Breadcrumbs
There are different types of breadcrumbs, the three most common ones are:
1. Breadcrumbs: Hierarchy Based
These are the most common type of Breadcrumbs. It tells the user where they are in a site structure and how many steps they take to return on the homepage. For example:
Home > Blog > Category > Post Name
2. Breadcrumbs: Attribute-Based
Attribute-based breadcrumbs are seen most commonly on e-commerce websites when a user has performed a search. Breadcrumb path is made up of product attributes. For example:
Home > Product category > Gender > Size > Color
3. Breadcrumbs: History-Based
History-based breadcrumbs are ordered according to what the user has been doing on a website. Think of these as an alternative to the internet history bar. For example:
Home > Previous page > Previous page> Current page
When To Use Breadcrumbs?
Breadcrumbs are used for large websites (like e-commerce) and websites that have hierarchically arranged 'n' number of pages. They should not be used for single-level websites where there is no logical hierarchy of pages or any grouping.
The best way to determine how much a website will benefit from the breadcrumb navigation is to construct a sitemap. It will be a diagram representing the navigation architecture of the website.
Analysing if the breadcrumbs will improve the navigation ability of the user between various categories on a website is also critical.
The breadcrumb navigation is an extra feature, and it should play no role in undermining the effectiveness of the primary navigation menus. It is only a convenience feature that allows users to find where they are and help them in easily navigating through the website, just like a secondary navigation scheme.
Features of Breadcrumbs
 - Breadcrumbs may be implemented to any page: Static (node/1) or Dynamic (node/%nid).
 - It is possible to load contexts from URL and use them as tokens for breadcrumb path or title
 - Import and export breadcrumbs (supports single operations, features and Ctools bulk export)
 - Breadcrumbs can be cloned to save time while building navigation
 - The module provides rich snippets support for breadcrumbs (RDFa and Microdata)
 - Breadcrumbs can be hidden if they contain only one element
 - Disabling and enabling of breadcrumbs is possible
 - All breadcrumb titles are translatable
 - Usable interface
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Smartphone Screen and things you should know now!
Nowadays, one of the elements that we value the most when buying a new smartphone is the screen. But sometimes we get lost between the acronyms and figures of the technical characteristics. In the following lines we tell you everything you need to know about the smartphone screen.
 smartphone on girls handEverything you need to know about the smartphone screen
How is the smartphone screen size calculated?
The standard unit of measure for measuring the screen size is inches, and they are measured diagonally. The conversion to the metric system is 1 inch = 2.54 centimeters. Therefore, if you read that we are talking about 5.7 inches, they will be 14.5 centimeters diagonally.
What is the resolution for the smartphone screen?
The screen resolution refers to the number of points (pixels) that make up the image. The greater this value, in more detail we will see the photos, videos, videogames, etc.
The resolution is defined with two values, length and width. Thus, the resolution Full HD, is represented with 1920 x 1080 pixels. Although sometimes we will only see reflected the second value in the technical characteristics, 1080p.
With this rule, to know the number of points that make up the image, in this example we will multiply 1920 x 1080. As a result, we will obtain that in this case a Full HD screen has more than two million points.
It is important that the larger screen size the resolution is increased exponentially, so as not to lose quality. For example, the resolution of a screen of 5 or more inches should be at least Full HD if you intend to watch series, movies and TV with excellent quality.
And little by little you start to have a better knowledge to buy a Smartphone!
What does dot density mean?
In addition to the image resolution, another value that influences the quality of a smartphone screen is the density of dots per inch. The initials that we will find in a technical sheet will change depending on the language.
smartphone displayTo clarify this concept, we will say that "dpi" is the number of points that can fit into a square inch of screen. If your smartphone has 480 dpi, it means that you "paint" 480 points per inch at the top and the width.
Thus, the higher the "ppp" value of a screen, the greater the definition and image quality. Although the limit of the human eye to distinguish the dots per inch is 530 ppi similar to what smartphone displays today.
How do I choose the smartphone screen size?
You tend to think that a larger screen size is always better, but this is not always the case. When choosing a mobile phone, we must always take into account other characteristics. Here they enter weight, the thickness, the resolution, and above all for what we are going to use it mainly.
If you are going to use your mobile to watch TV, movies, etc. And you really want to enjoy the experience to the fullest, you will need a screen of 5.5 inches or greater with QHD resolution (2560 x 1440) or Full HD (1920 X 1080).
On the other hand, if what you want is a mobile that can be easily carried in your pocket. And you will also use it to read mail, take photos and for instant messaging, you should consider having a simple smartphone.
How do I protect the screen?
Although Smartphones screens are becoming more resistant thanks to the use of synthetic crystals. It is always advisable to add additional protection to the screen, just in case.
Screen protectors Orange
Basically in the market we can find two types of screen protectors: plastic and tempered glass. The plastic protectors only protect against scratches, and will not prevent the screen from breaking. In addition its placement is complicated and almost always there are air bubbles between the protector and the screen.
Android TricksTempered glass protectors are the best sellers of the moment. They protect against possible breaks due to falls, are better placed and do not usually create air bubbles. In addition to offering a good tactile sensation and not generating glares or annoying reflections on the screen.
Now you know what is necessary and more about the smartphone screen. Remember to also adjust your smartphone to your budget and the profitability will be higher. I hope this article is useful for you, share it with your friends and comment! Until next time in technology tips!
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text:
Migratory Bird Day on Saturday,
May 14, with Festivals, Bird Walks and Boat Tours
FOR IMMEDIATE RELEASE
With the arrival of spring, the U.S. Fish and Wildlife Service and several conservation organizations made an historic announcement on April 28. The Ivory-billed woodpecker, a species that has been thought to be extinct for more than 60 years, had been rediscovered in "The Corridor of Hope" in eastern Arkansas near Cache River National Wildlife Refuge. The rediscovery gives Americans a special reason to celebrate International Migratory Bird Day this Saturday, May 14, with festivals, bird walks, and birder's boat tours throughout the Southeast.
"International Migratory Bird Day is celebrated annually on the second Saturday in May to focus attention on migratory birds, their journey between their winter and summer homes, and the importance of their conservation," said Sam D. Hamilton, the Service's Southeast Regional Director. "We encourage people to visit their local national wildlife refuge or natural area to enjoy a bird walk or boat tour and learn more about the migratory birds they see in their area."
The theme for this year's International Migratory Bird Day is "Collisions: Clear the Way for Birds." To explore the human-related obstacles that birds may encounter in flight and the steps people can take to minimize the impact, please visit _URL_
Several refuges and communities are offering activities in recognition of International Migratory Bird Day. Here is a sampling of Service activities in the Southeast:
The U.S. Fish and Wildlife Service is the principal federal agency responsible for conserving, protecting and enhancing fish, wildlife and plants and their habitats for the continuing benefit of the American people. The Service manages the 95-million-acre National Wildlife Refuge System that encompasses 544 national wildlife refuges, thousands of small wetlands and other special management areas. It also operates 70 national fish hatcheries, 64 fishery resource offices, and 78 ecological services field stations. The agency enforces federal wildlife laws, administers the Endangered Species Act, manages migratory bird populations, restores national significant fisheries, conserves and restores wildlife habitat such as wetlands, and helps foreign governments with their conservation efforts. It also oversees the Federal Aid program that distributes hundreds of millions of dollars in excise taxes on fishing and hunting equipment to state fish and wildlife agencies.
can view our releases or subscribe to receive them -- via e-mail --
at the Service's Southeast Regional home page at _URL_.
Our national home page is at: _URL_ GA 30345


text:
Five years ago I bought this little book to teach the expression:
How long does it take to do something?
The book is definitely focused on children's everyday life and suggests them to consider the amount of time they need to do things like zipping up a jacket, going to school by bike, filling in a bucket with sand, taking their shoes off, washing the dog etc.
My students find it quite entertaining, so I wanted to keep thinking about time. I came out with these actions that anybody can time inside any classroom:
- How long does it take to jump 20 times?
- How long does it take to say the English alphabet?
- How long does it take to say "I can speak English" 10 times?
- How long does it take to pile up all your books?
- How long does it take to take everything out of your schoolbag and then put it back in?
I'm sure you can think about many other enjoyable things to do and time.
Let the children write down the questions and the answers, it'll help consolidate them in their minds.
Finally encourage them to think of their own.


text:
The history of paper currency in the Seychelles date back to the period of the French colonization with the most common form of currency being metal coins. When the Seychelles became a formal British Colony in 1814; these were replaced by currencies from Mauritius. The Seychelles also made use of other foreign currencies like the Indian notes and coins, until the Seychelles rupee was firmly established.
Not withstanding the limited scope of historical records, this publication aims at providing an insight into the development of paper currencies in the Seychelles from the period of French and British colonization to present day. Divided into sections pertaining to marked periods and events in the life of the Seychelles 'currency, this publication provides colorful illustrations of the different forms of paper currencies used over the years. In addition the closing section gives an interesting description of all the flora and fauna appearing on the most recent paper currencies of the islands.
Please visit us to view our flags collection during these opening times.


text:
Due to the dryness of the area around Arequipa, water supply has become a very serious issue in San Isidro.
For most of the year during the long dry season, Arequipa barely receives a drop of rain. Due to this extreme aridity the city's water supply is poor, especially in the most deprived areas of the city like San Isidro. This shortage of healthy water creates an unsanitary living environment, which in turn leads to health problems for many of the local people.
Many inhabitants of San Isidro suffer from illnesses caused by their consumption of water from the local supply, which is of an exceptionally low quality. Locals are compelled by their economic status to use water which comes from cisterns that are filled irregularly, or from wells that are located too close to the surface. As this water lies in hot conditions for long periods of time, it tends to become stagnant and thus contaminated with all manner of dangerous bacteria and germs. The water borne diseases can in turn cause or exacerbate malnourishment.
Installation of clean water supply facilities and sanitation
To prevent illnesses caused by unhygienic conditions and poor quality water
How you can help >
Intiwawa e.V. | Register Nr.: 311/5834/0694
Am Perrediek 54 | 48282 Emsdetten | Germany


text:
Crack PTE Describe Image in 3 simple steps
Describe image is a very important task of PTE speaking. This task aims at testing the analytical and spontaneous speaking abilities of the test takers. As this section forms a significant part of integrated weightage system of PTE, the scores of these questions are reflected in content, pronunciation and oral fluency score chart of PTE results.
Generally, PTE speaking module consist of 6 to 7 such type of questions in which the test taker is required to explain the given graph or image within 40 seconds. However, 25 seconds of time is provided to the candidate for analyzing and preparing their response.
On your test day, you may get a variety of graphs, diagrams or pictures to describe which may include
- Bar graphs
- Line graphs
- Pie charts
- Process diagrams
- Venn diagrams
- Pyramids etc.
Precisely, in PTE, you are expected to have an ability to understand and elaborate the provided information effectively in less time.
Ironically, no matter how much difficulty you face while practicing these questions, you have no option to escape a single attempt of it in real PTE test as these questions partakes a significant weightage of the total integrated weightage system of PTE.
The only strategy to gain confidence and fluency in attempting these question types is to understand and learn a specific format that you may use in almost all the cases for avoiding any chance of glitches in your performance.
Such a format should include:
- Introduction line –You may form your first statement by using the information given in the describe image topic along with details forming the header of X- axis or relatively comparable component given in any image other than a graph. For e.g. This line graph/ bar graph/pie chart give information about /describes / depicts / compares the (topic of the graph )from the year 2010 to 2015 (information about X axis or relatively comparable component )
- In your subsequent sentence you may mention about major differences and similarities of given class intervals or key variants apparent in the given graph/ image.
- Finally, you should form a concluding statement summarizing the overall information in just one sentence.
Points to remember:
- Try to stick to a format as this will lessen your probability to baffle or making thinking sounds while describing the image on the test date.
- Remember that every unusual pause, stammer or baffle is counted as an error by the system in real PTE Test which can significantly reduce your score.
- If you feel that you have gone wrong somewhere while describing the image, you should not stop and should continue speaking fluently with sheer confidence. This will surely help you to at least gain full marks in pronunciation and fluency if not in content.
Last but not the least, take up lots of practice of describe image task… as this is the only way which may help you to perform this task in the most efficient and scoring way on the final day.


Purkinje effect
From Wikipedia, the free encyclopedia
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The Purkinje effect (sometimes called the Purkinje shift, or dark adaptation and named after the Czech anatomist Jan Evangelista Purkyně) is the tendency for the peak luminance sensitivity of the human eye to shift toward the blue end of the color spectrum at low illumination levels.[1][2][page needed]
This effect introduces a difference in color contrast under different levels of illumination. For instance, in bright sunlight, geranium flowers appear bright red against the dull green of their leaves, or adjacent blue flowers, but in the same scene viewed at dusk, the contrast is reversed, with the red petals appearing a dark red or black, and the leaves and blue petals appearing relatively bright.
The sensitivity to light in scotopic vision varies with wavelength, though the perception is essentially black-and-white. The Purkinje shift is the relation between the absorption maximum of rhodopsin, reaching a maximum at about 500 nm, and that of the opsins in the long-wavelength and medium-wavelength cones that dominate in photopic vision, about 555 nm.[3]
In visual astronomy, the Purkinje shift can affect visual estimates of variable stars when using comparison stars of different colors, especially if one of the stars is red.
The effect occurs because the color-sensitive cones in the retina are most sensitive to green light, whereas the rods, which are more light-sensitive (and thus more important in low light) but which do not distinguish colors, respond best to green-blue light.[4] This is why humans become virtually color-blind under low levels of illumination, for instance moonlight.
The Purkinje effect occurs at the transition between primary use of the photopic (cone-based) and scotopic (rod-based) systems, that is, in the mesopic state: as intensity dims, the rods take over, and before color disappears completely, it shifts towards the rods' top sensitivity.[5]
Use of red lights[edit]
The insensitivity of rods to long-wavelength light has led to the use of red lights under certain special circumstances – for example, in the control rooms of submarines, in research laboratories, aircraft, or during naked-eye astronomy.[6]
Under conditions where it is desirable to have both the photopic and scotopic systems active, red lights provide a solution. Submarines are dimly lit to preserve the night vision of the crew members working there, but the control room must be lit to allow crew members to read instrument panels. By using red lights, or wearing red goggles, the cones can receive enough light to provide photopic vision (namely the high-acuity vision required for reading). The rods are not saturated by the bright red light because they are not sensitive to long-wavelength light, so the crew members remain dark adapted.[7] Similarly, airplane cockpits use red lights so pilots can read their instruments and maps while maintaining night vision to see outside the aircraft.
Red lights are also often used in research settings. Many research animals (such as rats and mice) have limited photopic vision - as they have far fewer cone photoreceptors.[8] By using red lights, the animal subjects remain "in the dark" (the active period for nocturnal animals), but the human researchers, who have one kind of cone that is sensitive to long wavelengths, are able to read instruments or perform procedures that would be impractical even with fully dark adapted (but low acuity) scotopic vision.[9] For the same reason, zoo displays of nocturnal animals often are illuminated with red light.
The effect was discovered in 1819 by Jan Evangelista Purkyně. Purkyně was a polymath[10] who would often meditate at dawn during long walks in the blossomed Bohemian fields. Purkyně noticed that his favorite flowers appeared bright red on a sunny afternoon, while at dawn they looked very dark. He reasoned that the eye has not one but two systems adapted to see colors, one for bright overall light intensity, and the other for dusk and dawn.
Purkyně wrote in his Neue Beiträge:[10][11]
Objectively, the degree of illumination has a great influence on the intensity of color quality. In order to prove this most vividly, take some colors before daybreak, when it begins slowly to get lighter. Initially one sees only black and grey. Particularly the brightest colors, red and green, appear darkest. Yellow cannot be distinguished from a rosy red. Blue became noticeable to me first. Nuances of red, which otherwise burn brightest in daylight, namely carmine, cinnabar and orange, show themselves as darkest for quite a while, in contrast to their average brightness. Green appears more bluish to me, and its yellow tint develops with increasing daylight only.
See also[edit]
 1. ^ Frisby JP (1980). Seeing: Illusion, Brain and Mind. Oxford University Press : Oxford.
 2. ^ Purkinje JE (1825). Neue Beiträge zur Kenntniss des Sehens in Subjectiver Hinsicht. Reimer : Berlin. pp. 109–110.
 3. ^ "Eye, human." Encyclopædia Britannica 2006 Ultimate Reference Suite DVD
 4. ^ Cornsweet TN (1970). Visual Perception. Academic Press : New York. pp. 145–148.
 5. ^ "Human eye – anatomy". Britannica online. "The Purkinje shift has an interesting psychophysical correlate; it may be observed, as evening draws on, that the luminosities of different colours of flowers in a garden change; the reds become much darker or black, while the blues become much brighter. What is happening is that, in this range of luminosities, called mesopic, both rods and cones are responding, and, as the rod responses become more pronounced – i.e., as darkness increases – the rod luminosity scale prevails over that of the cones."
 6. ^ Barbara Fritchman Thompson (2005). Astronomy Hacks: Tips and Tools for Observing the Night Sky. O'Reilly. pp. 82–86. ISBN 978-0-596-10060-5.
 7. ^ "On the Prowl with Polaris". Popular Science 181 (3): 59–61. September 1962. ISSN 0161-7370.
 8. ^ Jeon et al. (1998) J. Neurosci 18, 8936
 9. ^ James G. Fox, Stephen W. Barthold, Muriel T. Davisson, and Christian E. Newcomer (2007). The mouse in biomedical research: Normative Biology, Husbandry, and Models. Academic Press. p. 291. ISBN 978-0-12-369457-7.
 10. ^ a b Nicholas J. Wade and Josef Brožek (2001). Purkinje's Vision. Lawrence Erlbaum Associates. p. 13. ISBN 978-0-8058-3642-4.
 11. ^ As quoted in: Grace Maxwell Fernald (1909). "The Effect of Achromatic Conditions on the Color Phenomena of Peripheral Vision". Psychological Monograph Supplements (Baltimore : The Review Publishing Company) X (3): 9.
External links[edit]


text:
Published on pindula.co.zw the 27.09.2020.
Zimbabwe Parks and Wildlife Authority (ZimParks) reports that there are too many elephants living in several Nation Parks – especially at the Hwange National Park.
Note: Zoos can help or rather have helped with this problem on a number of levels. First of all, in relation to breeding management, as good solutions have been found in zoos, for there not to be too many animals. But also in relation to transport – to other national parks, as well as to zoos, as procedures were researched for this as well. These surplus elephants are suitable for breeding projects and a life under proper and animal-friendly care is far better than being killed. Alive, the animals can also do a lot of good for elephants living in other regions.


Serial Connections
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TODO: {{#todo:SEOKWREV (11.25.13-13:05->KY+);(11.25.13-18:45->MD+);(11.26.13-21:40->MD+);(12.20.13-11:12->MW+);(03.04.14-15:20->BS-);(03.14.14-15:55->BS+)(03.14.14-15:55->BS+)(10.26.15-18:25->MG+)|Klint Youngmeyer|oe 4,oe 5,ky,SEOKWREV,md,mw,bs}}
There are several ways to connect to a system running EMAC OE Linux. The preferred connection method depends on the capabilities of the hardware. For example, headless systems (those without a graphical interface) will most likely use a serial port console, while systems with a video connection may be accessed using a keyboard and LCD or monitor. When an LCD or monitor is available, a serial connection can occasionally still be needed; usually, this need arises after a user has accidentally misconfigured the display. Other times, it may be useful to be able to use a serial console on a board that's running remotely but has had its network connection drop out. The serial console can be a very useful tool for diagnosing and debugging issues even after development has finished.
Serial Terminal
A serial terminal connection is most commonly the first connection that will be made to a system in its default configuration. A serial terminal application such as Minicom for Linux or PuTTY under Windows is required for this connection. The serial cable type, port, and communication parameters for each system type are listed in Table 1 below.
SoM Port Cable Type Baud Rate Data Bits Parity Stop Bits Flow Control
200 Pin SoM's COMB NULL Modem 115200 8 None 1 None
144 Pin SoM's COME NULL Modem 115200 8 None 1 None
SOM-9260 COMA NULL Modem 115200 8 None 1 None
SOM-9G20 COMA NULL Modem 115200 8 None 1 None
iPac-9x25 COM1 NULL Modem 115200 8 None 1 None
x86 Boards * * * 8 None 1 None
NOTE
* : These settings vary among x86 systems. Refer to the system manual for the target board for more information. Not all x86 systems have a serial terminal connection enabled by default.
Follow the steps below to establish a serial connection:
 1. Connect a serial cable between the serial port on the workstation and target board and start a terminal application.
 2. Setup the communication parameters for your board according to Table 1.
 3. Connect power to the target board; boot messages will begin to print within a few seconds.
 4. When the board has finished booting a login prompt will appear.
NOTE
Boards that do not have the serial device set as the default kernel console (such as the majority of headed x86 systems) will not display boot messages over the serial port during boot without further configuration. In these cases, the login prompt will appear when the board has finished booting. If a login prompt does not appear, press enter in the serial terminal application several times.
Next Steps
After you have established a connection with your device running EMAC OE Linux, you will need to log into the system.


text:
though not encouraged, under the guideline's present wording. As a matter of policy, the USCG has interpreted the existing language of the STCW guidelines as a sufficient basis for substituting time spent in ship-bridge simulator-based courses for sea-time remission ratios up to 6 to 1.
The application of a specific ratio (such as 6 to 1) implies that a judgment has been made that each day of the simulator-based training course(s) specified is equal to six days of on-the-job experience aboard ship. The USCG has extended the remission policy to include, within certain limits, portions of the minimum one-year sea time required by the STCW guidelines.2
During this study, the committee could find no strong support among mariners or employers for the desirability of remission of sea time. The committee also found that most groups were skeptical and ambivalent about the current policy. Pilot groups explicitly criticized the policy and recommended that it not be applied to pilots under any circumstances. This lack of support implies that, before additional measures are taken to increase sea-time remission, answers should be sought to the questions of whether, or to what degree, and under what terms and conditions simulation should be substituted for a sea time in the professional development and qualification of mariners. The following discussions address these questions by considering unresolved issues, application of systematic approach in the development of criteria for decisions to grant remission of sea time, and potentially useful applications of remission of a sea time.
Chapter 2 through 4 discuss current simulator-based training and its applications to mariner skills improvement and professional development. There is, however, a basic, and quite important, distinction between the use of simulators as training tools and the use of simulator-based training for granting remission of sea time. Thus far, simulator-based has been discussed in this report primarily in the context of a supplement to existing training practices. In the application of simulator-based training to the remission of required sea time, however, simulator-based training becomes a substitute for on-the-job skills and knowledge acquisition.
The STCW guidelines are currently undergoing extensive revision, including major changes with respect to the use of simulation in the professional training of mariners. The draft revisions retain the three-years minimum sea-time requirement, the option for substituting training for two years of the requirement, and the minimum one-year sea-service requirement. The thrust of the proposed revisions is that the one year of sea service is an onboard requirement, although there may not be an absolute prohibition on the substitution of "equivalent" training. The final wording of the revisions, when adopted by the IMO, will need to be assessed to determine its effect on current and prospective remission policies and practices.


text:
CHARITIES FOR THE POOR. (fn. 50)
Walden abbey undertook to pay £1 a year out of the
rectory to feed 30 paupers in Edmonton but payments apparently ceased at the Dissolution. (fn. 51)
Sir Christopher Askew, alderman of London, by
will proved 1539, left £100 for 'best full white
herrings' to be distributed among the poor of
Edmonton each Lent. (fn. 52) His son Richard said that
the charity had already lapsed by 1551, because of
the high price of herrings. (fn. 53)
During the 17th century important charities were
founded for schools, which are dealt with above,
and for alms-houses. By 1819 there were 20 charities
in Edmonton, mostly for the poor or to augment the
existing education and alms-house charities. They
were administered as the Edmonton charities by
trustees consisting of the vicar and churchwardens
and 11 prominent inhabitants. (fn. 54) A committee of the
vestry, appointed in 1848, alleged that 11 charities
should not be administered by the trustees but by
the parish or by the vicar and churchwardens,
that the funds of the various charities were amalgamated, and that there was misappropriation,
particularly in the case of Latymer's charity, which
accounted for £500 out of the total annual income
of £900. The trustees denied the charges and by a
Charity Commission Scheme of 1866 were authorized to administer together 23 charities, although
excluding the Latymer charity. The 23 charities
were those of Alston, Cade, Chaplin, Colfe, Elliott,
Hallam, Huxley, Jackson, Lewitt, Maule, Pitt,
Rogers, Skip, Smith, Stanbridge, Edmund and
Sarah Slaughter, Style, Tatem, Uvedale, Wilde of
Edmonton, Wilde of Barking, and Wyatt.
In 1889 another parochial committee reported
that money, particularly for apprenticing, was not
being properly applied and in 1891 it proposed a
new Scheme. It was not until 1899, however, that
the Charity Commission established a new board of
trustees, consisting of the vicar, 5 representatives
of Edmonton U.D.C. and 4 of Southgate U.D.C.,
and 8 co-opted members. There were to be two
groups of charities-the United charities of
Judith Alston and others and the Ecclesiastical
charities. The Ecclesiastical charities consisted
of Maule's charity and the ecclesiastical provisions of
the charities of Hallam, Rogers, and Wilde of
Edmonton, producing a total annual income of £143.
The United charities consisted of the remaining
charities in the 1866 Scheme, together with those of
Baker, Bellis, Board, John and Henry Field,
Jifkins, Larman, Whitbread, and part of Knight's
and Rowley's charities. The total stock amounted
to £9,933 and the annual income to £469.
By a Scheme of 1902 the United charities were
divided into three branches: educational, which
consisted of £20 a year from Style's and £8 a year
from Wilde of Edmonton's charities; apprenticing,
consisting of £10 a year from Style's, £6 a year from
Wilde of Edmonton's charities, and the relevant
portion of Chaplin's charity; and alms-houses and
pensioners, to which all the other income was
applied. The educational branch was abstracted
from the United charities by a Scheme of 1905,
which transformed it into the Educational Foundations of John Wilde of Edmonton and Thomas Style.
Knight's charity and the Oswin fund were added
to the United charities in 1914 and 1928 respectively.
By a Scheme of 1965 pensioners were omitted
from the third branch of the United charities, all
the money going to the alms-houses. The income of
the United charities in 1964 was £1,760, of which
£228 was paid to alms-people. In 1973 the income
was £1,100, which was wholly applied to the
upkeep of the alms-houses. By 1973 the apprenticing
branch of the charity was dormant, virtually no
applications being made for it.
Several charities were founded during the 19th
century for the benefit of Southgate parish,
especially by the Walker family, and in 1906 the
Southgate relief committee, which included the
vicar and churchwardens of Christ Church, was
formed to administer them. In 1973 the committee
administered £120 income from the charities of
John Julian, Frederick Walker, Vyell E. Walker, and
Russell Walker, and the relevant portions of
Sophia Walker's charity and the Weld Chapel
trust. (fn. 55)
The United Charities.
In 1662 John Wilde of Edmonton, had 'lately' built
three alms-houses next to the churchyard in Church
Street. By will proved 1665 he conveyed houses and
25 a., mostly of common-field land, to trustees to
apply the profits to several charities, including £4 a
year for the inmates of the alms-houses. (fn. 56) By
1867 £7 was being paid by Wilde's charity to the
Thomas Style (d. 1679) built two alms-houses
adjoining the churchyard for 6 poor men and 6 poor
women of Edmonton. In 1679 he endowed the
alms-houses with part of a rent-charge of £66 on
Dephams estate, of which £1 16s. a year was to be
spent on repairs and £33 16s. a year on weekly
payments of 1s. 1d. each to the almspeople.
John Lewitt of Palmers Green, by will dated 1771,
bequeathed £800 stock yielding £24 a year which
was distributed among the 12 inmates of Style's
alms-houses. George Stanbridge of Edmonton, by
will dated 1780, bequeathed £500 stock to the
trustees of Wilde's and Style's alms-houses, who
in 1823 distributed the income of £16 10s. amongst
the 15 alms-people. Other charities for the benefit
of the 15 inmates were those of Sarah Huxley,
daughter of Thomas Huxley of Weir Hall, who
bequeathed £1,000 yielding £38 a year by will
dated 1800; Miss Catherine Tatem of Edmonton,
who bequeathed £50 stock yielding £1 10s. by will
dated 1812; Thomas Elliott, clock-maker of
Edmonton, who by will dated 1824 bequeathed
£450 stock, which in 1899 yielded £12; John Pitt,
who bequeathed £100 stock yielding £3 a year by
will dated 1826; (fn. 57) Edmund Slaughter of Edmonton,
who by will proved 1832 bequeathed £500 stock,
yielding £14 in 1899; (fn. 58) and William Skip of
Edmonton, who left £100 stock yielding £3 a year
subject to the repair of his vault, by will dated 1836.
In 1861 Thomas Knight of Edmonton endowed
the 15 alms-houses with £500 stock producing
£13 15s. and in 1879 Hannah Whitbread gave £607
stock yielding £18, to maintain the buildings or
benefit the inmates.
Several charities provided for benefits in kind. By
will dated 1820 Sarah Slaughter directed that the
interest on £50 stock was to be spent on Christmas
dinner for the 15 alms-people. The interest was
£1 10s. in 1867. Ann Larman, by will proved 1867,
bequeathed £105 stock yielding £3 a year to buy
coal for the inmates of Style's alms-houses. In
1892 George Bellis left £103 stock yielding £3 to
buy coal for the 15 alms-people. By will proved 1892
Thomas William Rowley bequeathed £500 stock
producing £14 to provide bread and coal for the 15
alms-people but by a Scheme of 1893 the money was
to supplement their stipends.
The alms-people, in 1851 6 men and 9 women,
mostly widows, (fn. 59) were chosen by the vestry until
1899 when full control passed to the trustees.
The alms-houses were in disrepair in the 1740s
and Style's alms-houses were rebuilt in 1754 and
again in 1903 to the designs of H. W. Dobb.
Nearly all the stock was sold in 1960 to modernize
the buildings but the Ministry of Housing made a
grant for the Charity Commissioners to reinvest.
In 1851 Thomas Knight gave two cottages
which he had recently erected in Church Lane in


in Programming
Project Euler Problem 6 Solution: Clojure
Problem description, from Project Euler
Find the difference between the sum of the squares of the first N natural numbers and the square of the sum.
Solution
This one actually seemed to be easier than the others. No filters required!
 (defn problem06
 [upper]
 (defn sq [n] (* n n))
 (def l (range 1 (+ upper 1)))
 (-
 (sq (reduce + l))
 (reduce + (map sq l))
 )
 )
The biggest hangup I had was that when I originally read the problem, I thought I'd need a power function, and then spent at least 15 minutes determining there was no Clojure core power function. I found some alternatives here:
 ; for integers (cuz it's faster)
 (. (. java.math.BigInteger (valueOf 2)) (pow 5))
 ; for doubles
 (. java.lang.Math (pow 2 -3))
Comments are closed.


A module to re-export most of the functionality of the diagrams core and standard library.
Core library
The core definitions of transformations, diagrams, backends, and so on.
Standard library
Attributes (color, line style, etc.) and styles.
General alignment of diagrams.
Combining multiple diagrams into one.
Linear and cubic bezier segments.
Trails and paths.
Some additional transformation-related functions, like conjugation of transformations.
Convenient definitions and
A wide range of things (shapes, transformations, combinators) specific to creating two-dimensional diagrams.
Various utility definitions.
Convenience re-exports
A large list of color names.
Monoids show up all over the place, so things from Data.Monoid often come in handy.
For computing with vectors.
For computing with points and vectors.


text:
KES Competency Committee
SAU 16 Vision For Our Graduates...
A Compass to Guide Our Work
Each graduate demonstrates engaged learning and citizenships through the ability to solve problems independently and collaboratively with perseverance and resilience, and communicates solutions with confidence and empathy.
Statement of Purpose
The KES Competency-Based Learning Committee seeks to support Kensington Elementary School in the on-going exploration and implementation of competency-based learning practices by nurturing a collaborative network of educators, students, parents, and other community members ; as well as, to foster a culture of school engagement and lifelong learning throughout the Kensington community.
Our activities may include, but are not limited to: facilitating communication between the school community and the broader Kensington community; educating community members about competency-based learning and its application at KES; and soliciting ideas and feedback from community members.
The committee's mandate is not tightly scripted, rather it remains fluid so that the committee is able to respond to the emerging needs of educators, students and the community as the school's engagement with competency-based learning deepens. (November 17, 2016)
What is Competency Based Education?
Competency Based Education is a system of academic instruction, assessment and reporting that focuses on students' ability to demonstrate and apply their knowledge across content areas. Competency Based Learning is personalized as it allows students to progress at their own pace once they have shown mastery of skills.
Why the shift to Competency Based Education now?
All of the schools in SAU 16 are committed to making the shift towards Competency-Based Learning, which is now a component of New Hampshire's Minimum Standards for Education. Specifically, RSA 193-C:3, III states that local school boards shall require no later than July 1, 2017 that in each school there is :
1) A broad and well-balanced elementary school curriculum that outlines district competencies for the K-8 program.
2) An instructional program that includes:
a. Procedures for diagnosing learner needs, learning styles, and interests;
b. Methods and strategies for teaching students;
c. Research-based learning opportunities;
d. Techniques for the evaluation of student outcomes, including performance assessments of district competencies and;
e. Provision of differentiated instruction for students based on learning styles, needs, and interests.
For more information, please review the New Hampshire's Department of Education Competency Statements.


text:
the complexities is essential when appraising this historic event.
Legacy and Lessons Learned
The Siege of Jadotville left a lasting legacy on both war strategy and international relations. Here are three key points to take away from this historic event:
- Proper planning and intelligence are essential: The Siege of Jadotville highlighted the need for good preparation before engaging in conflict. Irish peacekeepers lacked accurate information, which showed the importance of having reliable facts in military operations.
- Support and resources are vital: The survival and surrender of Irish soldiers at Jadotville demonstrated how support and resources are necessary to sustain troops during a battle. It serves as a reminder to make sure forces are properly supplied and reinforced.
- International perception matters: The siege brought attention to the geopolitics of the world, showing how small nations can be involved in global struggles. It emphasized the importance of diplomacy and peaceful resolutions instead of armed conflict.
It's worth noting that Irish veterans only received recognition for their efforts decades later due to their comrades' efforts. This shows the tenacity needed to seek justice.
Sergeant Major Joseph Nugent also shared his story in an interview years after the siege. He explained how they kept morale high despite the odds by sending messages to their families using Morse code taps on their legs – a symbol of their courage and resilience.
The Siege of Jadotville continues to teach us that bravery, resourcefulness, and strength can triumph over any challenge.
The Historical Significance of the Siege of Jadotville
The Siege of Jadotville is of immense historical importance. It was during the Congo Crisis of 1961, when an Irish UN battalion faced forces of Katangese troops. The Irish soldiers, although outnumbered and outgunned, held their ground for six days. Despite heavy casualties and no reinforcements or supplies, they did not give up.
The bravery of these soldiers was overlooked upon their return. Instead, political issues and misunderstandings overshadowed their achievements. Yet, the story of Jadotville lives on through books, documentaries, and a Netflix film. It stands as a symbol of Ireland's commitment to international peacekeeping.
The historical importance of the Siege of Jadotville is not only in the military engagement, but also in its reflection of honor, loyalty, and national identity. We must recognize and commemorate this event, in tribute to those who risk their lives for global stability and peace.
Frequently Asked Questions
What is "The Siege of Jadotville" about?
"The Siege of Jadotville" is a Netflix movie that tells the true story of Irish Army UN peacekeepers who were besieged by Congolese rebels in 1961.
Is "The Siege of Jadotville" based on a true story?
Yes, the movie is based on the true events that unfolded during the Siege of Jadotville in the Congo.
Where can I watch "The Siege of Jadotville"?
"The Siege of Jadotville" is available for streaming on Netflix.
What happened to the soldiers involved in the Siege of Jadotville?
After the siege, the soldiers were repatriated to Ireland and continued their military careers. Some received medals for their bravery.
Where are the real-life soldiers from "The Siege of Jadotville" now?
Many of the soldiers have since passed away, but some are still alive and have shared their experiences in interviews and memoirs.
Is there any additional information available about the Siege of Jadotville?
Yes, there are books and documentaries that provide further details about the siege and its historical context.
The movie "The Siege of Jadotville", streaming on Netflix, reveals the events of a siege in Congo. This article looks into the lives of those involved after the siege.
It's remarkable to find out what the brave soldiers have done with their lives since then. Many have achieved success in various professions, like business, politics, and education. They are an inspiration to all.
Some veterans have gained recognition for their actions at Jadotville, but others have chosen to keep a low profile. They cherish the memories of that time and value their privacy.
Surprisingly, some people not spoken of before have come forward with their stories. These hidden gems have tales to tell that give more insight into the courage and teamwork at Jadotville.


How to Get a Sexy Bikini Body
In this Article:Article SummaryEating Right to Lose WeightExercising to Tone Your Body and Lose WeightPreparing Your BodyBuilding ConfidenceCommunity Q&A22 References
Bikini season is nearing, and you're not ready yet. The earlier you start and the harder you work, the better you'll look when it's finally time to put on the bikini. However, remember the sexiest trait is confidence! You can rock a bikini no matter what you look like.
1
Eating Right to Lose Weight
 1. 1
 Eat a nutritious diet high in whole grains. Whole grains are those that include all of the original kernel, foods like oatmeal, quinoa, barley, and farro. They are naturally low in fat and an excellent source of fiber. Try cooking a new kind of whole grain for yourself, topped with some steamed vegetables and some baked meat for a nutritious and satisfying meal.[1]
 - The United Stated Department of Agriculture (USDA) recommends that women 19- to 50-years-old eat 6 "ounce equivalents" of grains a day, with at least half of those being whole grains. If you're over 50, the recommendation is 5 ounce equivalents.
 - An "ounce equivalent" means 1 miniature bagel, 1 small biscuit, 1 piece of bread or toast, 1/2 cup of cooked oatmeal, cooked brown rice, or other grain, or 1 small tortilla.[2]
 2. 2
 Consume lean proteins. Lean meats are low in fat, and they provide a good source of protein. Some lean meats are fish, white meat chicken or turkey (without the skin), loin cuts of beef and pork, and game such as venison, rabbit, or elk. However, not all lean proteins are meat. Other lean proteins include beans, tofu, and egg whites.[3]
 - The USDA recommends that women 19- to 30-years old eat 5 1/2 ounce equivalents every day, while those over 30 eat 5 ounce equivalents.
 - An ounce equivalent is 1 ounce of meat, 1 egg, 1/2 an ounce of seeds or nuts, 1 tablespoon of a nut butter, 1/4 cup of cooked beans, or a 1/4 cup of tofu.[4]
 3. 3
 Get plenty of fruits and vegetables. If you're trying to lose weight, focusing on fruits and vegetables is a great way to go, since they fill you up on fewer calories. Look in particular for dark leafy greens (kale, spinach), broccoli, beets, berries, apples, and citrus. All of these are full of vitamins and nutrients.[5]
 - Women 19- to 50-years old should eat 2 1/2 cups of vegetables every day, while women over 50 should eat 2 cups.[6]
 - Of course, these vegetables are mostly measured in cups, with some exceptions. For instance, when eating raw, leafy greens, 2 cups count as 1 cup. Also, you can count 1 large tomato as a cup, as well as 1 large sweet potato. You can also count 2 stalks of celery as 1 cup. However, if you're going to overindulge in any category, choosing non-starchy vegetables is a good idea. Starchy vegetables include things like carrots, potatoes, peas, and corn.
 - Women 19- to 30-years old should eat 2 cups of fruit each day, and women over 30-years old should eat 1 1/2 cups of fruit each day.[7]
 - Often, 1 piece of fruit equals a cup, such as a small apple, a medium grapefruit, a large orange, a large peach, or a large banana. When eating dried fruit, half a cup counts as a cup serving.[8]
 4. 4
 Focus on healthy oils and fats. You don't want to cut fat out of your diet completely. However, you do want to limit fats and focus in on healthy ones. Vegetable-based oils and fats are generally healthier for you, such as canola oil, olive oil, nuts, avocados, and olives, though oily fish is relatively healthy, too.[9]
 - If you're a women, you're allowed 6 tablespoons of oils in the 19- to 30-year-old range, and 5 tablespoons in the 30 and over range. If you're trying to lose weight, you may want to cut back by a tablespoon or two.
 - Remember, you'll be getting some fat from your diet. Fat is in meat, butter, milk, and other dairy, as well as mayonnaise and salad dressings. For instance, here are some equivalents of 1 tablespoon of oil: 1 tablespoon of mayonnaise, 2 tablespoons of peanut butter, 1/2 avocado (medium), 2 ounces of Italian dressing, 1 ounce of nuts, and 1 ounce of sunflower seeds.
 5. 5
 Skip the sugar and alcohol. Both sugar and alcohol add empty calories to your diet, and you don't need that. Be careful when figuring out what in your diet might have sugar. Corn syrup appears in many common processed foods, so check what you're eating thoroughly. Drink water, not fruit juice or soda, which cuts a large amount of sugar from your diet, if you drink these beverages often.
 6. 6
 Eat less. If you're eating right and you're still not getting to the weight you want, eat smaller meals. By consuming fewer calories, your body will typically start shedding the pounds. Be sure to eat enough that you are not feeling faint or unwell. Do not starve yourself because you think it will get you the body size you're looking for. It's not worth it.
 - Try a weight loss calculator to figure out what how many calories you should be eating to lose weight. You input information such as your weight, height, and activity level, as well as the goal you want to reach, and it tells you how many calories you should eat a day to reach your goal in a specified amount of time.
 - Make sure you don't consume less than 1200 calories a day, as that can be unhealthy.[10]
Score
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Method 1 Quiz
What is the recommended daily serving of vegetables for a 25-year-old woman?
Nope! 6 ounce equivalents is the recommended daily serving of grains for women aged 19-50. Remember that at least half of these should be whole grains. Pick another answer!
Not quite! This is the recommended daily serving of lean proteins. For women over 30, it drops to 5 ounces. Try again...
That's right! Eating plenty of fruits and vegetables is a key to losing weight because they fill you up and contain less calories than most processed foods. Dark, leafy greens are especially good for you. Read on for another quiz question.
Almost! 2 cups is the recommended daily serving of fruits. Remember, in general, 1 piece of fruit equals 1 cup. Click on another answer to find the right one...
2
Exercising to Tone Your Body and Lose Weight
 1. 1
 Try exercises that target your arms, abs, and thighs. Do these kinds of exercises 30-60 minutes a day, every other day. You want to strengthen and tone the muscles that you show off in a bikini. If you want to work out on your own, you can find a number of great workouts online. For an easy exercise you can do at home, try the following workout:[11]
 - With your feet shoulder-width apart, put your arms straight up, hands facing forward.
 - Bring one leg up at a ninety-degree angle, and hold it for at least two seconds.
 - Bring the leg that was in the air down into a lunge, bringing your arms straight out to your sides.
 - Stay in the lunge for at least two seconds.
 - Repeat 10 times for each leg (20 times total), and use 2-pound weights if you want an extra workout.
 2. 2
 Try working with an exercise ball. These balls can be great for sculpting and toning muscles. You can find a number of exercises that feature the balls online, but one good one for getting in shape for a bikini is the following exercise:[12]
 - With your back to the ball, take one step away.
 - Stretch your right foot behind you and put the top of your foot and shin on top of the ball.
 - Bend your left knee at a ninety-degree angle and hold for two seconds, then straighten for two seconds.
 - Switch legs and repeat. Use weights or a medicine ball for even more of a stretch.
 3. 3
 Consider a pilates or barre class. Both kinds of classes target the areas that are going to show in your bikini. You'll do lots of leg lifts, lunges, and squats and get your upper arms in positions that will challenge your muscles. Many studios and gyms also have classes under titles like "Body Sculpt" that will target these same areas with similar exercises. Swimming and running can create quicker results.[13]
 4. 4
 Talk to a personal trainer. If you are already going to a gym, you might schedule a consultation with a personal trainer. Explain to him or her that your goal is to look good in a bikini and that you need suggestions of particular exercises or machines that will help you achieve your


text:
Venison is the name given to any of the species of deer sold as meat in the UK. The lean, red meat is low in fat and full of flavour and has become popular and widely available. Deer can be classified as wild deer, park deer (reared in herds that roam parklands) or farmed deer (rearing varies from free-range to intensive). The most common varieties of deer in the UK are red, fallow and roe.
There is little difference in taste between wild and farmed deer, although farmed venison is more likely to be younger, a little milder in flavour and perhaps slightly fattier; wild venison may be slightly tougher but more flavoursome. Farmed venison is available all year. Wild venison is also available almost year round, as the different species have different seasons.
Venison can be substituted for beef in most recipes. The most popular cuts for roasting are the saddle, loin, fillet and haunch (leg). Because the meat is so lean it needs careful cooking; quick roasting is ideal. Tougher cuts (shoulder, neck and shin) should be braised or stewed or made into mince for venison burgers or sausages. Non-native imports include chital, a spotted deer that's imported from Bangladesh, and can be cooked in the same way as British venison.
Article by Louisa Carter


John D. Shearer > SNMP-BridgeQuery-0.61 > SNMP::BridgeQuery
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Module Version: 0.61 Source
BridgeQuery - Perl extension for retrieving bridge tables.
 use SNMP::BridgeQuery;
 use SNMP::BridgeQuery qw(querymacs queryports queryat);
 $fdb = queryfdb(host => $address,
 comm => $community);
 unless (exists $fdb->{error}) {
 ($fdb->{$mac} = "n/a") unless (exists $fdb->{$mac});
 print "This MAC address was found on port: ".$fdb->{$mac}."\n";
BridgeQuery polls a device which responds to SNMP Bridge Table queries and generates a hash reference with each polled MAC address as the key and the associated port as the value. The specific MIBs that are polled are described in RFC1493.
SNMP::BridgeQuery requires Net::SNMP in order to function. (Checked for during 'perl Makefile.PL')
Devices can be switches, bridges, or most anything that responds as a OSI Layer 2 component. Layer 3 devices do not generally respond and will cause an error. If an error is generated, it will return a hash reference with a single element ('error') which can be tested for.
Two other functions (querymacs & queryports) can be explicitly exported. They work the same way as queryfdb, but they return MAC addresses or ports (respectively) with the SNMP MIB as the hash key.
A newly added function (queryat) can be used on layer 3 switches to poll the Address Translation Tables. This is similar to the data returned by the 'queryfdb' function, but it returns the IP address of the device and the associated interface (separated by a pipe '|') with the MAC address as the key. On a layer 3 switch, this interface probably does not correspond to a physical port, but more likely refers to a vlan ID. Using this function on a layer 2 device will generate a 'trapped' error.
David M. Town - Author of Net::SNMP
John D. Shearer <>
perl(1), perldoc(1) Net::SNMP.
Copyright (c) 2001-2003 John D. Shearer. All rights reverved. This program is free software; you may redistribute it and/or modify it under the same terms as Perl itself.
syntax highlighting:


and demand in week 1. We use this formula to calculate revenue for each value of demand in week 1: =UnitPrice*MIN(C29,InitInv) Calculating Mean Revenue - Week 1 -- continued: Calculating Mean Revenue - Week 1 -- continued Given these values we can calculate the mean revenue in week 1 by entering the formula =SUMPRODUCT(Revenues1,Probs1). Calculating Mean Revenue - Week 2: Calculating Mean Revenue - Week 2 The revenue in week 2 is the unit price multiplied by the number of units sold in week 2, and this latter quantity is the smaller of the beginning inventory in week 2 and the demand in week 2. The complex portion is that the inventory in week 2 depends on the demand in week1, because this demand determines how much (if any) is left at the end of week 1 and whether an order was placed. The analysis breaks down into three cases in which I0, D1 and RP denote beginning inventory in week 1, the demand in week 1, and the reorder point. Calculating Mean Revenue - Week 2 -- continued: Calculating Mean Revenue - Week 2 -- continued One of following occurs: If I0 -D1 < 0, the ending inventory in week 1 is 0, and an order is placed. This brings the beginning inventory in week 2 up to the 400 units (the order quantity). If 0< I0 -D1 < = RP, then positive inventory is on hand at the end of week 1, but demand in week 1 is large enough to trigger an order. Therefore, beginning inventory in week 2 is I0 -D1 plus the order quantity. If I0 -D1 > RP, no order is triggered, so the beginning inventory in week 2 equals the ending inventory in week 1, I0 -D1. Calculating Mean Revenue - Week 2 -- continued: Calculating Mean Revenue - Week 2 -- continued Putting all this together we can calculate the revenue in week 2 for each combination of week 1 and week 2 demands. The following formula should be copied into the range C37:G41 =UnitPrice*MIN($B37,IF(InitInv-C$36<=0,OrderQuan, IF(IntiInv-C$36<=ReorderPt,InitInv-C$36+OrderQuan,InitInv-C$36))) This formula is complex but it simply implements the logic on the previous slide with nested IF functions. Calculating Mean Revenue - Week 2 -- continued: Calculating Mean Revenue - Week 2 -- continued Next, we calculate the mean revenue in week 2 in the usual way, as a sum of products of possible revenues and their probabilities with the formula: =SUMPRODUCT(Revenues2,JtProbs) The one advantage to doing all this work is that now we can change any of the inputs in the shaded cells and the mean revenues will be recalculated automatically. Slide81: Weighted Sums of Random Variables INVEST.XLS: INVEST.XLS An investor has $100,000 to invest, and she would like to invest it in a portfolio of eight stocks. She has gathered historical data on the returns of these stocks and has used the data to estimate means, standard deviations and correlations for the stock returns. This file contains summary measures obtained from historical data. She believes they are also relevant for future returns. INVEST.XLS -- continued: INVEST.XLS -- continued The investor would like to analyze a portfolio of these stocks using certain investment amounts. What is the mean annual return from this portfolio? What are its variance and standard deviation? Input Data: Input Data Solution: Solution This is a typical weighted sum model. The random variables, the X's are the annual returns from the stocks; the weights, the a's are the dollar amounts invested in the stocks; and the summary measures of the X's are given in rows 12,13 and 17-24 of the input data. We can obtain the mean return from the portfolio in cell B49 by using the formula =SUMPRODUCT(Weights, Means) Solution -- continued: Solution -- continued We are not quite ready to calculate the variance of the portfolio return. The reason why is because we do not currently know the Var(Y). But these are related to standard deviations and correlation by Var(Xi) = (Stdev(Xi))2 Cov(Xi, Xj) = StDev(Xi) X Stdev(Xj) X Corr(Xi,Xj) Solution -- continued: Solution -- continued To calculate these in Excel, it is useful to create a column of standard deviations in Column L by using Excel's TRANSPOSE function. To do this highlight the range L12:L19 and type the formula =TRANSPOSE(Stedevs) and press Ctrl-Shift-Enter. Next we form a table of variances and covariances of the X's i the range B28:I35, using the formula =$L12*B$13*B17 in cell B28 and copying it to the range. Solution -- continued: Solution -- continued Finally, we need to calculate the portfolio variance in cell B50. To do this we form a table of terms needed and then sum these terms as in the following steps. Row of weights Enter the weights in row 38 by highlighting the range B38:I18 and typing the formula =Weights and pressing Ctrl-Enter. Column of weights Enter these same weights as a column in the range A39:A46 by highlighting the range, typing the formula =TRANSPOSE(Weights) and pressing Ctrl-Shift-Enter. Solution -- continued: Solution -- continued Table of terms Now use these weights and the covariances to fill in the table of terms required for the portfolio variance. To do so, enter the formula =$A39*B28*B$38 in cell B39 and copy it to the range B39:I46. Portfolio variance and standard deviation Calculate the portfolio variance in cell B50 with the formula =SUM(PortVarTerms). Then calculate the standard deviation of the portfolio return in cell B51 as the square root of the varince. The results are shown in the calculation on the next slide. Solution -- continued: Solution -- continued The standard deviation of approximately $11,200 is sizable. The standard deviation is th a measure of the portfolio's risk. Investors always want a large mean return, but they also want low risk. They realize though that often time the only way to obtain high men returns is to assume more risk.
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How is the stage calculated in a submersible pump?
"A submersible pump suitable for a 6" (inch) bore well, will have outer diameter of the main pump body (motor + pump) at about 5 and odd inches to allow necessary margin of gap for lowering and rotation of the pump.
The outer diameter of a pump suitable for a 6" bore is already fixed by the pump manufacturers. Usually the diameter of the rising pipe which brings water to the surface for a 10 HP pump is to the order of 2" – 3" depending on discharge.
The pump itself is a multi-stage unit with the number of stages being determined by the operating requirements. Each stage includes an impeller and diffuser.
Each impeller is coupled to the rotating shaft and accelerates fluid from near the shaft radially outward. The fluid then enters a non-rotating diffuser, which is not coupled to the shaft and contains vanes that direct fluid back toward the shaft." For more info, check out @ tftpumps.com.


text:
Leaf Characteristics (PK1) This set introduces simple vocabulary to describe the physical features of 40 North American tree, garden, and house plant leaves. First - The child sorts 9 leaf characteristics cards (3" x 4") onto 3 control cards (10-3/8" x 5¼") that identify characteristics of Leaf Types, Leaf Veins, and Leaf Margins. Second - After learning the 9 characteristics of leaves, it is time to describe the 3 characteristics of just one leaf. A leaf card is selected from the 40 leaf cards provided (3" x 4"). The child selects the 3 characteristics cards (type, venation, margin) that describe that leaf, and places them on the blank Leaf Identification card (10-3/8" x 5¼"). Real leaves can be used in this exercise as well. Background information is included for the teacher.
Leaves (PK1C) This set consists of 40 DUPLICATE leaf cards (80 cards total). One group of 20 cards illustrates familiar leaves such as dandelion, marigold, and ivy. The second group illustrates common North American tree leaves such as oak, maple, and cottonwood. These are the same leaf cards found in In-Print for Children's "Leaf Characteristics" activity.
Flowers (FL1) This set is designed to help children recognize and to name 20 common flowers, many of which are commercially available throughout the year. This duplicate set of picture cards can be used in simple matching exercises, or in 3-part matching activities if one set is cut apart. The 40 photocards (3¼" x 4") are in full-color and laminated. Flower background information is included for the teacher.
Nuts (PK3) Nuts are nourishing snacks and learning how they grow will make eating them all the more fun! This set of 22 two-color cards (5½" x 3½") of plant and nut illustrations represents eleven edible nuts/seeds. The child pairs the illustration cards of the nuts in their growing stage to the cards of the nuts in and out of their shells. Make the activity even more successful by bringing the real nuts into the classroom.
Kitchen Herbs & Spices (PK5) This set help children to learn about 20 plants that give us herbs and spices. The delicately drawn, 2-color illustrations clearly show the parts of the plants that give us edible leaves, seeds, stems, bark, bulbs, and berries. Create an aromatic and tasty exercise by having the children pair real herbs and spices with these cards (4½" x 6¼").
Plants We Eat (PK9) Learn more about food plants and their different edible parts. This set classifies 18 plant foods into six groups: roots, stems, leaves, flowers, fruits, and seeds. A duplicate set of 18 labeled picture/definition cards (6" x 6") shows plants in their growing stage with only their "food" portion in color. One set of picture/ definition cards is spiral bound into 6 control booklets that include definitions of the root, stem, leaf, flower, fruit, and seed. The other set of picture/ definition cards are to be cut apart for 2 or 3-part matching exercises. Plant description cards can be used for "Who am I?" games with our plant picture cards or with real foods. Both cards and booklets are laminated.
Plants We Eat Replicards (PK9w) Six replicards are photocopied to produce worksheets for an extension exercise using our set Plants We Eat (PK9). Children color and label the worksheets, which illustrate three plant examples for each of the following groups: roots, stems, leaves, flowers, fruits, and seeds. The Plants We Eat booklets serve as controls. After worksheets (8½" x 11") are colored and labeled, they can be cut apart, stapled together, and made into six take-home booklets. These booklets may generate lively family dinner-table discussions: "A potato is a what?"
Plants - Who am I? (WP) This beginning activity for lower elementary strengthens both reading and listening skills, and provides children with simple facts about 10 plants. The set consists of duplicate, labeled picture cards with descriptive text and features plants different from those in the First Knowledge: Plant Stories (see below). The set of cards with text ending in "Who am I?" is cut apart into 10 picture cards, 10 plant name cards, and 10 text cards. The other set is left whole. Cards are used for picture-to-text card matching exercises and for playing the "Who am I" game. Cards measure 6½" x 4" and are in full color and laminated.
First Knowledge: Plant Stories (PK7) This set consists of 19 duplicate plant picture/text cards. One set is cut apart for 3-part matching activities, and the other set is placed in the green, 6-ring mini-binder labeled Plants. The teacher has the option of changing the cards in the binder as needed. The children can match the 3-part cards (6" x 3¾") to the cards in the binder, practice reading, learn about the diverse characteristics of these plants, and then play "Who am I?" The eight angiosperms picture cards can be sorted beneath two cards that name and define Monocots and Dicots. These activities prepare children for later work with our Plant Kingdom Chart & Cards (see below), which illustrates the same plants.
Plant Kingdom Chart and Cards (PK6) Our 4-color plastic paper chart and cards represents the current classification of the plant kingdom (not illustrated here) – the same as is used in secondary and college level biology courses. This classification organizes the plant kingdom in a straightforward manner with simple definitions and examples under each heading. Firs the plants are categorized as either Nonvascular Plants (Bryophytes) or Vascular Plants. Then the Vascular plants are divided into two groups: Seedless Plants or Seed Plants. Seed Plants are divided into two groups: Gymnosperms and Angiosperms with sub-categories. Nineteen picture cards (2¼" x 3") illustrate the currently recognized phyla of the plant kingdom. Children match the 19 plant picture cards to the pictures on the chart (18" x 32"). Text on the back of the picture cards describes each plant. Advanced students can recreate the chart with the title cards provided, using the chart as a control of error. Background information is provided.
Parts of a Mushroom Parts of a gilled mushroom are highlighted and labeled on six 2-color cards (3" x 5"). Photocopy the Replicard (8½" x 11") to make quarter page worksheets. The child colors and labels the worksheets, using the picture cards as a guide. Completed worksheets can be stapled together to make a booklet for "Parts of a Mushroom". (In-Print product code FK1)
Fungi (FK4) Members of the Fungus Kingdom have a wide variety of forms. Children see fungi everywhere, such as mold on food, or mushrooms on the lawn. This duplicate set of labeled picture cards shows 12 common fungi found indoors and out. Fungi illustrated: blue cheese fungus, bolete, coral fungus, cup fungus, jelly fungus, lichens, mildew, milky mushrooms, mold, and morel. Background information is included. Pictures cards (3½" x 4½") are in full color and laminated.
Classification of the Fungus KingdomChart and Cards (FK3) This classification of the Fungus Kingdom organizes 18 representative fungi into four major groups and two important fungal partnerships: Chytrids, Yoke Fungi, Sac Fungi, Club Fungi, Lichens, Mycorrhizae. Children match the 18 picture cards (2-7/8" x 2-3/8") to the pictures on the 2-color chart (18" x 16"). After this activity, they can sort the picture cards under the label cards for the 5 fungus groups, using the chart as the control. Description of each fungus type is printed on the back of the picture cards. Background information is included for the teacher. This chart is printed on vinyl and does not need to be laminated.


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Knowledge and skills for life and work
Pearson is working with the British Council to deliver a new government funded programme called Connecting Classrooms through Global Learning (CCGL).
This new programme supports teachers and school leaders in schools around the world to improve teaching – giving students the knowledge, skills and attitudes they need to make a positive contribution now and in the future.
It helps teachers enhance lessons with global learning themes and gives students a platform to learn about and collaborate with peers in other countries on the big issues that shape our world. Through free professional development for teachers, connections with other schools, and engaging learning resources, the CCGL helps develop students equipped to live and work in a globalised world.
Building a global learning journey
There are a host of learning opportunities on offer to UK schools as part of the CCGL. Whether a school is part of a cluster or applying for individual opportunities, their global learning journey can be tailored to match their school's priorities thanks to the programme's range of flexible elements.
Opportunities available to UK schools
UK schools can apply for access to the following CCGL opportunities as an individual school, a lead school, or as part of a cluster:
- free access to high-quality online and face-to-face professional development for teachers and school leaders - find out more
- classroom activities with partner schools based on the Sustainable Development Goals (SDGs)
- an online partner-finding tool to help schools build international connections, as well as guidance and training to get the most from partnerships
- grants for reciprocal visits between partner schools in different countries, either as a cluster of schools or one-to-one school partnership
- grants for lead schools to build and expand a cluster network and develop the skills of an appointed international co-ordinator
- recognition via the relevant level of the International School Award to highlight your achievements in embedding international education in your school.
Learn more on the Connecting Classrooms through Global Learning website
Collaboration and support
Connecting Classrooms through Global Learning can help schools make connections locally and globally. It encourages schools in the UK to work together as clusters, or individually, to develop partnerships with schools in other countries and embed global learning in the classroom.
Being part of a cluster means you are fully supported throughout your global learning journey by becoming part of a new global learning network, where practitioners with a broad range of international expertise share their experiences and advice.
Becoming a lead school brings with it a host of benefits. Lead schools get access grants to build and expand a cluster network, access a range of advanced professional development opportunities for a co-ordinator to further develop their own practice around global learning themes and gain the skills and resources to take a lead role in delivering training to schools in the cluster, host events showcasing their international work to the wider community, and get cover support for the co-ordinator's time.
Learn together, act together
By integrating global themes into their lessons, teachers can engage learners in understanding how to use core and transferable skills, such as critical thinking and citizenship. It can inspire students to apply what they learn in the classroom to help them thrive in the wider world, create positive change and live as responsible global citizens.