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energyeducationreferences
NSTA PEEC
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NSTA's Project for an Energy Enriched Curriculum
The Project for an Energy-Enriched Curriculum (PEEC) reported was a long-running effort at infusing energy/environment/economics (E/E/E) themes into the K-12 curriculum. While it was conducted as a single integrated effort by the National Science Teachers Association (NSTA), it is supported by a series of contracts and grants, during the period 1976 to 1984, from the Energy Research and Development Administration (ERDA) and the US Department of Energy (DOE).
Final Report, full of summaries, good info, etc:
http://www.osti.gov/energycitations/product.biblio.jsp?query_id=1&page=0&osti_id=6342062&Row=0
15 ORIGINAL PRINTED CURRICULUM MODULES
The Energy We Use. (Grades 1 & 2)
Project for an Energy-Enriched Curriculum. 1977.
42pp.
http://eric.ed.gov/ERICWebPortal/detail?accno=ED153846
This instructional unit contains a set of nine lessons on energy for grade one. Each lesson contains complete teacher and student materials. Reading skills and language experiences are reinforced in each activity. The lessons cover such topics as energy from food, energy from the sun, fossil fuels, the wind, moving water, and energy conservation. The children examine things such as cereal grains to learn about food energy, make clay dinosaurs to get some idea about the formation time of coal, oil, and natural gas, and become part of a pinwheel parade showing the energy in wind. (BB)
Community Workers and the Energy They Use. (Grade 2) (2-3)
Bloch, Lenore, Chris Hatch, Olivia Swinton, et al. 1977.
EDM-1030. 80pp.
http://eric.ed.gov:80/ERICWebPortal/detail?accno=ED153845
This instructional unit for the second grade is intended to stimulate the child's curiosity to know more and to grasp relationships through a blending of ideas about energy with a study of the effect of the use of energy on the livelihood of people in the community. There are four lessons in the unit. The first, Introduction to Energy, deals with the question, "What is energy and energy conservation?" The second lesson, Community Workers Who Work Directly With the Sources of Energy, discusses farmers, grocers, food processors, oil workers, gas station attendants, and meter readers. The third lesson is entitled Community Workers Whose Work Depends on a Continual Supply of Energy. The fourth lesson is Community Workers Who Make Decisions About Energy. Each lesson contains complete teacher and student materials including background readings, objectives, teaching strategies, and suggestions for extending the learning outside the classroom. (BB)
Energy and Transportation. (Grade 3) (3-5)
http://eric.ed.gov/ERICWebPortal/detail?accno=ED167402 (draft)
This publication is part of a series of instructional units produced by NSTA's Project for an Energy-Enriched Curriculum. This unit presents the variety of transportation modes and tries to assist students in understanding the effects of transportation on their world. The main concern of the unit is with fossil fuel consumption. The seven activities presented here also include topics of pollution and transportation history. (MR)
Networks: How Energy Links People, Goods, ana Services. (Grades 4 & 5)
Johnson, Bette, Olivia Swinton, et al. 1978.
' HCP/U 3941-0005.
66pp teacher's manual plus 32pp student guide.
1978 Version: http://eric.ed.gov/ERICWebPortal/detail?accno=ED153859
The purpose of this unit is to investigate a simple energy network and to make an analogy with similar mutually supporting networks in the natural and man-made worlds. The lessons in this unit develop the network idea around a simple electrical distribution system that we depend on and also into further consideration of electrical energy itself. The network idea in the later lessons emphasizes the interdependence of the man-made network for producing and distributing electrical energy and the natural ecological network. In the final lesson, the consuming end of the network is examined and some strategies for consuming electrical energy are examined. Students should learn that energy networks such as the electrical circuits are a necessary part of modern life. They are also expected to learn about sources, conversions, and uses of electrical energy. There are six lessons in this fourth- and fifth-grade unit. Complete teacher and student materials are provided. (BB)
Bringing' Energy to the People: Ghana and the U.S. (Grades 6 & 7)
Lendsey, ' Jacquelyn L. , Bette Johnson, Olivia Swjnton, et al. 1978.
This instructional unit contains four classroom lessons dealing with energy for use in grades six and seven. The overall objective is to provide students with a comparative overview of two basic energy concepts: energy is a basic need in all cultures; and energy use affects the way people live. In the lessons, which can easily be integrated into studies of world cultures and physical geography of the world, students compare Accra, Ghana, with the Washington, D.C. area in terms of climate, geographic location, energy dependence, and services that meet their needs. The four lessons developed by teachers are: (1) A Geographical Picture of Two Cities; (2) Tracing the Sources of Electric Power in Ghana and in the Washington, D.C. area; (3) Two Transportation Systems: How Are They Alike? How Are They Different; and (4) How Is Electricity Used In Two Different Cultures? The second lesson can also be taught in science courses. Students construct climagraphs, analyze and interpret fact sheet maps and bar graphs, answer questions about highway and road maps, and examine case studies. A time allotment varying from one to four classes for each of the four lessons is suggested, but will probably vary depending on student interest and ability. Each lesson contains complete teacher and student materials background information for the teacher on the topic under study. (Author/RM)
Two Energy Gulfs. (Grades 6 & 7)
Lendsey, Jacqueline L., Arthur Goldman, Chris Hatch»f et al. 1979.
47pp teacher's (? manual plus 44pV> student guide.
This text, which focuses on coastal oil production, the countries and the people involved, is designed for use in upper elementary science, social studies, or math courses concerned with energy-related topics. The first half of the text is the Teacher's Guide. It presents an overview of the main ideas for each lesson, strategies for implementation, objectives, materials, and answer keys to student worksheets. The second half is the Student's Guide, including maps, graphs, worksheets, vocabulary, and articles to read. The unit introduces the methods by which oil is extracted from the Persian Gulf region and the Gulf of Mexico region. Transportation by super tankers, energy needs of the people of both regions, and oil production is discussed. A comparative approach to the people of each region stresses the diversity of cultures and is intended to expand children's views of culture. The interdependence of people and energy is emphasized. (SA)
Mathematics in Energy. (Grades 8 & 9)
Brown, Evelyn, Lois Lut£fe, Charles Durr, et al. 1978.
This publication is part of a series of instructional units produced by NSTA's Project for an Energy-Enriched Curriculum. The teacher's manual and the student guide for a mathematics unit in this series are presented here. This unit attempts to teach students some necessary mathematical skills needed to understand quantitative facts about energy. A pre/post test is given in the teacher's manual. Five activities are given along with problems in: (1) fractions; (2) decimals; (3) percents; (4) graphing; and (5) energy applications. (MR)
Energy, Engines, and the Industrial Revolution. (Grades 8 & 9)
Childs, Barbara, Arthur Golcfrnan, Bette Johnson, Leon Scipio, et al. 1977.
This instructional unit for grades 8-9 combines science and social studies in a look at the broad social and economic upheavals that took place during the industrial revolution, giving special emphasis to the role of energy. The invention and development of the steam engine is highlighted in one lesson. Other lessons show how the industrial revolution affected the location and growth of cities around sites of energy sources, and give greater understanding of the effects of technology on the daily lives of people. There are five lessons in all, two relating to science and three to social studies. Complete teacher and student materials are included. (BB)
Transportation and the City. (Grades 8 & 9)
Childs, Barbara, Arthur Goldman, Bette Johnson, Leon Scipio, et al. 1977.
23pp teacher's manual and 19pp student guide.
This instructional unit for grades eight and nine tells why and how American small towns declined as a result of the availability and acceptance of automobiles, and it tells of the growth of suburbs and their effect on the city. The learning activities also relate the story of the demand for cars and explain the drain on the cities' sense of space, clean air, and safe streets. In one of the lessons, the students simulate a court trial on the charge - "The Car Has Done Permanent Injury to Humanity." There are four lessons in this unit. They are designed to fit into existing segments of instruction in U.S. history and civics courses. Complete teacher and student materials are provided. (BB)
Energy Transitions in United States History. (Grades 8 & 9)
Brown; Evelyn, /Arthur Goldman, Bette Johnson, et al. 1979..
60pp ^teacher's manual plus 57pp student guide.
1978 Verision: http://eric.ed.gov/ERICWebPortal/detail?accno=ED157818
This unit is intended to give students an understanding of the influence that various sources of energy have had on culture and on understanding of the effects of energy change. Physical properties of wood, coal, and oil are examined, and the ability of these substances to give heat is considered. Students practice the mathematics necessary to understand energy conversion. (Author/RE)
Energy in the Global Marketplace. (Grades 9-11)
Brown, Evelyn, John Day, Arthur Goldman, Kenneth P. Weeden et al. 1978.
39pp teaclier's manual plus Upp student guide.
This instructional unit contains six classroom lessons in which 9th, 10th, or 11th grade social studies students examine the effects of competition among nations and world regions as demand for oil outstrips supply. The overall objective is to help students understand the concept that energy is a commodity to be bought and sold like any other commodity but in a marketplace that is a global one. The lessons were written by teachers and can be integrated into social studies, economics, world history, contemporary issues, and world geography courses. The lessons are: (1) Why Some Nations Use More Energy; (2) Energy: Who Has It; Who Needs It?; (3) From Those Who Have To Those Who Want: The Oil Trade Routes; (4) What If...Everyone Wants More?; (5) Retrodollars: The Problem of Too Much Money; and (6) The Oil Price Game -- Everybody Plays (A Simulation Of The World Market for Oil). The activities in which students are involved include analyzing maps, graphs, and charts; answering questions based on short reading selections; and playing games. Each lesson can be taught in one classroom period. All teachers and student materials are included. (Author/RM)
Western Coal: Boom or Bust? (Grades 9-11) (11)
Day, John, Kenneth P. Weeden, et al. 1979
This unit uses energy choices to raise questions about the energy option of coal available to the nation along with attendant advantages and disadvantages of this option. The unit introduces locations of coal deposits in the U.S. and their types. Emphasis is on relatively unexploited deposits in the western United States. Comparisons are made between western coal and that of the east. Heat and sulfer content are discussed. Possible boom town effects are discussed in the context of development of resources. Strip mining controversies are examined. (Author/RE)
Agriculture, Energy, and Society. (Grades 10-12)
Brock, Phyllis, Johrj Day, Gloria Hill, Andrew * Pogan, et al. Revised by Emmet Wright -and -Robert Snyder. 1978.
This interdisciplinary instructional unit contains eleven lessons for grades 10-12 which focus on the energy component of food production. There are lessons which contrast food production systems in various cultures and also lessons which look at different systems and techniques in use in this country. There are lessons dealing with organic farming and with the use of wild foods. Each lesson gives an overview, target audience, objectives, materials, time allotment, and teaching strategies, in addition to student worksheets. (BB)
How a Bill Becomes a Law to Conserve Energy. (Grades 10-12) (9, 11, 12)
HCP/U 3841-10. Project for an Energy-Enriched Curriculum. 1977.
This instructional unit for secondary school students is designed to integrate facts and concepts of energy, environment, and economics into the study of the process of making and applying a law (the fifty-five mile-per-hour speed limit law). The unit contains activities on the legislative process designed to fit into traditional segments of instruction in U.S. history, government, or civics courses. Activities containing learning exercises on constructing and interpreting graphs and tables are suitable for science or mathematics courses. The activities are intended to encourage interdisciplinary teaching. This unit contains complete teacher and student materials including a pre-test, background reading, objectives, teaching strategies, and suggestions for evaluation. (BB)
U.S. Energy Policy: Which Direction? (Grades 11 & 12)
Christensen, John W. , Robert Snyder, John Day, Kenneth P. Weeden et al. 1980.
blpp teacher's manual plus 134pp student guide.
This instructional unit for use in 11th and 12th grade social studies and science courses contains six classroom lessons dealing with United States energy policy. The overall objective is to help students understand how circumstances, present and proposed legislation, political action, and the Constitution itself become linked in the development of a national policy. The lessons, developed by teachers, are: (1) The Nightmare Life Without Fuel; (2) How Can the United States Reduce Its Dependence on Foreign Oil?; (3) The President's Powers: Where They Come From and How They Are Used; (4) Advantages and Disadvantages of Coal; (5) Toward the Future: The Advantages of Having a National Energy Plan; (6) An Energy Policy is Born. Activities in which students are involved include discussing the short reading selections; analyzing graphs and research; and analyzing a case study dealing with President Carter's energy policy. The time needed to teach each lesson varies from one to three classroom periods. All teacher and student materials are included. Also included for the teacher's reference is a brief summary of President Carter's energy policy. (Author/RM)
REPACKAGED COLLECTIONS
"The first 15 classroom packets (as listed earlier) were published and distributed free of charge by the DOE. By 1981, it was clear that this practice would not be followed for the remaining packets.
In a modification to the final grant (#DE-FG05-81ER102$4) NSTA proposed to repackage the lessons from all the classroom packets by grade level and discipline. There are seven "collections," one each at the K-3 and 4-6 grade level, separate social studies and science collections at the middle school/junior high (7-9) level, and three collections at the high school level In social studies, physical, and life sciences. Since this different format is closer to the usual textbook presentation, it was our belief that our chances of finding private sector support to publish them independently are greater. NSTA has circulated a proposal for support to energy companies based on this repackaging. We are presently negotiating conditions to bring one of these, the high school physical science collection, into final manuscript form and have it printed and distributed by NSTA. If this publication is successful, we will publish other volumes of the collections.
DISCIPLINE SPECIFIC CLASSROOM MATERIALS
Final Report, p30: "In 1977, ERDA put out an RFD for an "Energy Education Materials Development" project. With the PEEC experience and mechanisms, NSTA with the National Council for the Social Studies cooperating, was the successful bidder. Four teaching units were developed, one each for science and social studies at the 4, 5, and 6 level and at the 7, 8, and 9 level. These units, as specified in the RFP, dealt with energy conservation, fossil energy, nuclear energy, including fusion, and solar energy."
How We Make Energy Work. Grades 4, 5, 6 Science.
Project for an Energy-Enriched Curriculum. ,1980.
DOE/CA/06083-02. Oak Ridge, TN: DOE Technical Information Center.
Intended for grades 4-6, science.
The Energy Dome. Social Studies Packet-Grades 4, 5, 6.
DOE/CA/06083-03.
Project for. an Energy-Enriched Curriculum. 1980.
The Energy Future Today. Grades 7, 8, 9, Social Studies.
Project for an ^Energy-Enriched Curriculum. 1980.
Intended for grades 7-9 social studies.
Energy Systems ~ Present, Future ("Extraterrestrials"), Grades 7, 8, 9,/Science.
DOE/CA/06083-03. Oak Ridge, TN: DOE
Technical Information CeViter.
Intended for grades 7-9 science.'
Energy Education Workshop Handbook: A Guide to Materials by the Project for an Energy-Enriched Curriculum.
Carey, Helen H., Ed., 1978
This handbook is designed to help teachers, supervisors, club leaders, and in-service directors lead workshops in energy education. It is based primarily on materials produced by Project for an Energy-Enriched Curriculum (PEEC), but can be modified for use with other materials. The handbook contains six chapters including: (1) Introducing the PEEC Packets; (2) What Are the Facts Behind the Energy Crisis; (3) Interdisciplinary Approaches to Teaching Energy; (4) Infusing Energy Topics into Traditional Subjects; (5) Adapting PEEC Materials to Regional Interests; and (6) Workshop Planning Aids. (Author/RE)
Energy-Environment Mini-Unit Guide
Smith, Stephen M., Ed.; And Others, 1975
This unit is one part of a three-part National Science Teachers Association (NSTA) series on energy-environment. The goal of this NSTA project is to create a collection of mini-units that provide materials for science and social studies teachers in grades K-12. These materials are intended to make teaching more interdisciplinary and to stimulate decision making in young children. Activities are sought that will enable students to: understand and use existing fundamental concepts in the energy-environment area; identify and evaluate personal and community practices, attitudes, and values related to energy-environment issues; and make effective decisions and/or define their views of appropriate actions on energy-environment issues.
NSTA Energy-Environment Source Book
Fowler, John W., 1975
This source book, one part of a three-part NSTA series on energy-environment, is written for teachers who wish to incorporate material on the complex subject of energy into their teaching. This work is divided into two volumes, each with numerous tables and figures, along with appendices containing a glossary, mathematics primer, heat engine descriptions, and nuclear energy discussion. Volume 1 (Energy, Society, and the Environment) deals with energy and its relationship with conservation, the environment, the economy, and strategies for energy conservation. In Volume 2 (Energy, Its Extraction, Conversion, and Use), topics discussed include the rate of energy consumption, future sources of energy, and the increased cost of energy. (Author/CP)
Energy-Environment Materials Guide
Mervine, Kathryn E.; Cawley, Rebecca E., 1975
This publication, one part of a three-part NSTA series on energy-environment, is a sampling of current energy literature. The references are divided into four separate categories, each directed for a specific audience: readings for teachers, readings for students (grades 8-10); Readings for students (grades 5-9); and readings for students (grades K-6). Included in four appendices are guides for films and audio-visual materials, curriculum materials, sources of information, and government documents. (Author/CP
Fact Sheets, 30 on Worldcat:
http://www.worldcat.org/search?qt=hotseries&q=se:%22Fact+sheet+-+Dept.+of+Energy%22
On GPO.gov, Fact sheet (United States. Dept. of Energy)
http://catalog.gpo.gov/F/K9MY6JIKYVN2T1MA84LJARTJRITTF4YXK12V72BHMPU17UQTHF-53789?func=find-acc&acc_sequence=002084715
1977 Versions:
1. Fuels from Plants (Bioconversion)
2. Fuels from Wastes (Bioconversion)
http://www.worldcat.org/title/fuels-from-wastes-bioconversion/oclc/4693589&referer=brief_results
3. Wind Power
4. Electricity from the Sun I (Solar Photovoltaic Energy)
http://www.worldcat.org/title/electricity-from-the-sun-i-solar-photovoltaic-energy/oclc/4720918&referer=brief_results
5. Electricity from the Sun II (Solar Thermal Energy Conversion)
6. Solar Sea Power (Ocean Thermal Energy Conversion)
7. Solar Heating and Cooling
8. Geothermal Energy
9. Energy Conservation: Homes and Buildings
http://www.worldcat.org/title/energy-conservation-homes-and-buildings/oclc/37279273&referer=brief_results
10. Energy Conservation: Industry
11. Energy Conservation: Transportation
12. Conventional Reactors
13. Breeder Reactors
14. Nuclear Fusion
15. New Fuels from Coal
16. Energy Storage Technology
17. Alternative Energy Sources: Environmental Impacts
18. Alternative Energy Sources: A Glossary of Terms
ONLY ONE ON ERIC: http://eric.ed.gov/ERICWebPortal/detail?accno=ED157744
19. Alternative Energy Sources: A Bibliography
1. Biofuels
2. Burning Coal
4. Electricity from the Sun I: Photovoltaic
5. Electricity from the Sun II: Solar Thermal
http://www.worldcat.org/title/electricity-from-the-sun-ii-solar-thermal-energy-conversion/oclc/5338351&referer=brief_results
6. Oil Shale and Tar Sands
16. Energy Storage
17. Centralized Versus Decentralized Energy Production
18. Fuel Cells
19. Energy Technology
20. Energy Glossary
MICROCOMPUTER SOFTWARE -- see Final Report, pages 12-14, plus Appendix 6 for contracts and stuff
From "PROJECT FOR AN ENERGY-ENRICHED CURRICULUM MICROCOMPUTER PROJECT"
Edward C. Hall, Jr., Wayland High School Science Department, Wayland, MA 01778
Nature Study, v37 n3-4 p36 Mar 1984
http://eric.ed.gov/ERICWebPortal/detail?accno=EJ300310
During the summer of 1981, the National Science Teachers Association carried out Project for an Energy-enriched Curriculum (PEEC) with funding from the U.S. Department of Energy. The project was based at Technical Education Research Centers in Cambridge, Massachusetts, and focused on materials appropriate to high school students. The overall goal was to create usable software packages that dealt with energy topics. The units now undergoing teacher review and testing are described below. All are intended primarily for high school and junior high school use, and some are also appropriate for use in junior colleges.
1.	"Power Plant Engineer"
(TRS-80 and Apple II): This program is a simulation of an electric utility. The student will operate a system consisting of ten power plants in order to provide electric power throughout a given day. Success on this simulation is based on the number of points accumulated. Points are awarded for meeting demand without an excess, choosing the most inexpensive options, anticipating future demand, and adjusting for randomly occurring breakdowns. The simulation is complex and will require students to learn realistic strategies for operation of an electric utility.
2.	"Energy Conversions"
(TRS-80 and Apple II): This program serves two purposes. First, it can be used as a resource base for students and teachers. The program will allow the user to make conversions from one energy unit to another (i.e., tons of coal to barrels of oil). The second part of the program calls for problem solving with the use of the conversion factors. Students are asked to set up problems based on fuel type, efficiency, fuel use, and energy produced.
3.	"Personal Energy Inventory"
(TRS-80 and Apple II)
: Students learn about their own consumption of energy by using this program in combination with a survey of personal energy use. Students are asked to keep track of their energy use for a series of days. This includes transportation, heating, hot water, appliances, and other uses of energy. They enter the data from their survey into the computer each day. Then they can use the results to compare two separate days, or compare their use to local and national averages.
4.	"Temperature Grapher"
(Apple II): This program utilizes a thermistor (temperature-sensitive) probe that plugs into the game paddle input on an Apple II computer. Students can use one or more thermistors to record graphically the temperature in a variety of laboratory experiments. Students can use this thermistors in many energy applications. For example, measurements of temperature inside a solar collector can be recorded and saved on the computer. Temperature changes of different materials can be recorded simultaneously by using two thermistors.
5.	"Home Energy Savings"
(TRS-80 and Apple II): This is a game that can be played by one or more students. The object of the game is to make sensible investments in energy conservation in the home. In the process of playing the game, students learn about various insulation methods, storm windows and doors, furnace replacement, thermostat lowering, and other conservation measures. The program involves students in friendly competition for energy savings.
6.	"Electric Bill"
(TRS-80 and Apple II): In this program students learn about the computation of an electric bill. The students can see the different parts to an electric bill and then learn the methods used for calculating a given bill. In addition to numerical computation, students can see the computations of various bills in a graphic form. Several rate structures are illustrated in this program.
Science Teacher, v56 n6 p94-100,102 Sep 1989
EJ397125
Reviews seven software programs... (7) "Electric Bill and Home Energy Savings." (YP)
Try Queue Inc, as 1990 distributor? http://www.qworkbooks.com/jdkcv.html
From this document:
http://www.osti.gov/bridge/purl.cover.jsp;jsessionid=B5508C35BC94DBAC2EA0BBFF55C1AE22?purl=/5520883-RsViA0/
ENERGY & EDUCATION NEWSLETTER
Energy & Education, was born in the fall of 1977. Energy & Education is a bimonthly publication. In its five issues per year, energy educators can find out what is going on and who is doing what around the country. Readers are given a calendar of events, a list of free and inexpensive materials, an editorial from someone with something to say to energy educators, reviews of important energy books, and an energy facts page which keeps them up-to-date on data, etc. A free publication, Energy it Education began with a mailing list of 10,000, and the circulation grew to a high of 35,000 in 3une 1980. In the fall of 1980, we required, for Inclusion on our mailing list, that a reader fill out a questionnaire. The gamble paid off—by 3une 1981, we had recovered 15,000 of our readers. - — - DOE funding for Energy it Education was terminated in 3une 1981 In response to the reduced publications policy of the new administration. Motivated by our feeling for the importance of this newsletter, NSTA decided to try to continue Energy & Education on a subscription basis at $9.00 per year for the five issues. We began this policy with the October 1981 issue (Volume 5, No. 1) and have now produced three volumes on this self-sustaining basis. Its present circulation is about 2500. Energy it Education is in many ways our most important product. It is the one thing that gives a national image to energy education. It's a way for the science teacher, the social studies teacher, or the education manager of an electric utility or an oil company to say to himself, "I
belong to that group of people who call themselves energy educators," and to keep up with what is happening in the field. That it still exists in a self-sustaining fashion is strong evidence that energy education is now a stable part of the school curricula. NSTA will make every effort to continue its production.
Volume 7, Number 4, 1984 -- Includes Directory of Energy Education Materials
http://energyeducationreferences.pbworks.com/w/file/EnergyAndEducation-Vol7No4-1984.pdf
Possible other issues:
http://www.worldcat.org/title/energy-education/oclc/8654728&referer=brief_results
Ridgefield High School Library?
http://www.ridge.k12.wa.us/158420112714423350/site/default.asp
University of New South Wales has Vol 2, No 1 (1978) - v.5, No 2 (1982)
http://www.worldcat.org/wcpa/oclc/8654728?page=frame&url=http://lrd.library.unsw.edu.au/F/%3Ffunc%3Dfind-b%26find_code%3DISSN%26request%3D0891-0979%26checksum%3D6f6e7aec36c5735d7acbd62a1b072b54&title=University+of+New+South+Wales&linktype=opac&detail=LJ1:University+of+New+South+Wales:Academic+Library
Kept going? Energy & Education, v10 n4 pD2-D15 Apr 1987
Another Journal: Journal of Energy Eduction, vol 1 #1
NOT ONLINE: http://eric.ed.gov/ERICWebPortal/detail?accno=ED166025
The Regional Energy Education Network, REEN
The final step in the expansion of the early PEEC writing efforts into a full-fledged project was to establish our Regional Energy Education Network (REEN). Since PEEC had grown in stature to a national project, it was clearly important to us to have communication channels to educators in various parts of the country. We needed to find out from them what was going on in energy education there and to let them know about and assist in their use of our materials.
Correspondingly, early in 1978, we established a 24-person Regional Energy Education Network. Twelve of the representatives were NSTA district directors, and 12 of them were social studies people in the same regions. REEN members were, on the whole, quite active in their home regions. They established workshops, they provided a distribution point for the PEEC materials and other materials, and they sent back to us their guidance for what was needed to make energy education work. The benefit/cost ratio of the network idea was high enough that we were encouraged to seek private sector funding and expand it. We report on the National Energy Education Network project under in. "Related
Activities," below.
Posters and Pedagogy.
Fowler, John M.
Social Education, v46 n3 p158 Mar 1982
Discusses a special project of the National Science Teachers Association which will develop energy posters for classroom use. The poster "Energy Search" in this issue will be followed by a poster on "Solar Promise" in the April 1982 issue and a poster on "Nuclear Promise" in the May 1982 issue. (RM)
Article: http://energyeducationreferences.pbworks.com/w/file/PosterPedagogy.pdf
Energy Search: http://energyeducationreferences.pbworks.com/w/file/EnergySearch-Poster.pdf
Solar Promise: http://energyeducationreferences.pbworks.com/w/file/SolarPromise-Poster.pdf
Nuclear Promise: http://energyeducationreferences.pbworks.com/w/file/NuclearPromise-Poster.pdf
December 1978: First Annual Practitioners Conference on Energy Education
Reported in 1/79 Energy & Education.
Late 1979: Second annual practitioners conference on energy education.
Rockford College in Rockford, Illinois
Hoffman, H. H., & Miller, F. G. (Eds.).
November 1980: Third Annual Practitioners Conference on Energy Education
White, Janet A., Ed.; Hofman, Helenmarie, Ed.
Tennessee Valley Authority's Land Between the Lakes conference center
December 10-12, 1981: Fourth Practitioners Conference
4-H Center in Washington, D.C., last of these events
DATES DIFFERENT? "4-H Energy Education Workshop (SD-29) : National 4-H Center, February 22-26, 1982"
http://www.worldcat.org/title/4-h-energy-education-workshop-sd-29-national-4-h-center-february-22-26-1982/oclc/144608513&referer=brief_results
The National Council for Energy in Education was a major outcome of last one (See III)
National Conference on Energy Education was held in Detroit on November 22, 1981.
simultaneously with the Annual Meeting of the National Council for the Social Studies
The International Energy Information Forum and Workshop for Educators, held June 10-12, 1982 in Gatlinburg, Tennessee
UNPUBLISHED WORK
Final Report page 8: "With the change in publication policy of the new administration in 1981, no further packets have been published, and several have been withdrawn from publication. All the remaining classroom packets (the full set of 38 is listed in Appendix 4), however, have gone through the full PEEC developmental process described above and turned into the program office at DOE as finished manuscripts. NSTA owns the copyrights to the unpublished manuscripts and has made a considerable effort to find ways and means to get them into print."
Unprinted Packets (Appendix 4, p.169 of PDF Final Report, plus Fowler, "A Lot of Energy at the NSTA")
The Natural Laws of Energy [There's Enough Energy, So What's the Problem? 11-12]
Biofuels [Bioconversion 10-11]
Coal: Promise and Problems (6-9)
Nuclear Fission [Nuclear Energy 10-12]
"E" the Magnificant [Magician] (NK-1)
Energy: The Thread of Life (3-5)
Canada, Mexico and the United States: Energy Mix or Mix-Up? (6-9)
Energy Conservation as a Political Issue (7-9)
Energy for the Future (11-12)
Energy and Water (9-12)
Energy as an Investment Choice (9-12)
The Exponential Energy Century (9-12)
Less Developed Countries and Energy (9-12)
Appropriate Technology for Energy Production (9-12)
Energy Flows in Natural Systems (9-12)
Critical Thinking on Energy (9-12)
Fossil Fuels and the Greenhouse Effect (9-12)
Energy and the Automobile (9-12)
The Arithmetic of Energy Conservation (4-6)
Energy for Tomorrow (5-7)
Energy Conservation: An International Comparison (7-9)
Exploring for Energy (7-9)
Making Decisions About Synfuels (11-12)
THEY DID DO A PARTIAL PUBLICATION!
Wind, Water, Fire, and Earth. Energy Lessons for the Physical Sciences.
Authors:	Watt, Shirley L., Ed.; And Others
page 7: "This volume is a collection of lessons from the heretofore unpublished packets."
ONLINE: http://eric.ed.gov/ERICWebPortal/detail?accno=ED282719
1) Is There a Crisis? [There's Enough Energy, So What's the Problem? 11-12]
2) The First Law of Thermodynamics
3) The Basis for Nuclear Power [Nuclear Energy 10-12]
4) Energy Resources and Technologies
5) Biomass Conversion Processes [Bioconversion 10-11]
6) How Are Synfuels Produced From Coal? [Making Decisions About Synfuels (11-12)]
7) The Second Law of Thermodynamics
8) How Automobile Engines Work [Energy and the Automobile (9-12)]
9) New Inventions and Improvements
10) Nuclear Power Plants: Design and Operation [Nuclear Energy 10-12]
11) Energy Quality
12) Ordering Energy by Sources and End Uses
13) What Determines Appropriateness? [Appropriate Technology for Energy Production (9-12)]
14) How To Get Better Mileage From Your Car [Energy and the Automobile (9-12)]
15) The Greenhouse Effect [Fossil Fuels and the Greenhouse Effect (9-12)]
16) Global Temperature Changes and Possible Effects [Fossil Fuels and the Greenhouse Effect (9-12)]
17) Use of Water in Coal Production [Energy and Water (9-12)]
18) Use of Water in Oil Shale Production [Energy and Water (9-12)]
19) Use of Water in Thermoelectric Power Plants [Energy and Water (9-12)]
Teacher Training Materials
From page 12 of PDF Final Report:
"NSTA convened a group of teacher educators from science, social studies, and mathematics in summer 1980 to produce lesson collections and suggestions for the use of PEEC materials in education "methods" courses. The participants in this writing session are listed in Appendix 2. [NOT THERE?] The five collections developed from that session are listed below.
Energy in Secondary School Science Teacher Education
Energy in Elementary School Science Teacher Education
Energy in Secondary School Social Studies Teacher Education
Energy in Elementary School Social Studies Teacher Educaiton
Energy Education in Middle/Junior High School Mathematics Teacher Education
They were used and revised the following year, but met with the same decision not to publish which has hampered our other efforts."
OTHER PEEC BOOKS
Playing with Energy: Classroom Games and Simulations
by Helen Carey McKeever, National Science Teachers Association
http://energyeducationreferences.pbworks.com/w/file/PlayingWithEnergy-NSTA.pdf
EVALUATION PAPERS, REVIEWS
Energy Education in the Schools. Results of a Survey of the Penetration of Energy Education into the Classroom.
Janet A. White and John M. Fowler
An Analysis and Evaluation of the NSTA Energy Education Materials Produced by Project PEEC.
Kooi, Warren James
NOT ONLINE, BUT MICROFICHE: http://www.eric.ed.gov.proxy.lib.wayne.edu/ERICWebPortal/detail?accno=ED178320
This thesis seeks to analyze the materials produced by the Project for an Energy Enriched Curriculum (PEEC). Specifically evaluated are the completeness and degree of bias characterizing the materials as an entity. In support of this end, examined are the nature and extent to which the materials treat future energy alternatives and the extent to which the materials satisfy criteria for effective energy education as expressed in the general literature of the field. An instrument was developed by the study to evaluate the PEEC materials. The study detected some variations in reading levels from those intended and detected slight but non-systematic biases in the energy future considerations. (RE)
Revlew and Evaluation of DOE Energy Education Curriculum Materials
Prepared by Battelle, Columbus, Ohio 43201, U.S. Department of Energy, Office of
The Status of State Energy Education Policy: Final Report.
Prepared for the Education Commission of the States by Energy Information Associates, Inc., Littleton, CO (provided through Grant #EU-78-G-01-6241 from the U.S. Department of Energy) September 11, 1978, p. 7.
HISTORY/OVERVIEW
The Federal Role in Energy Education in the U.S.A.
Duggan, Donald D.
NOT PEEC, BUT NSTA 1985
NSTA's Energy Education. Focus on Excellence, Volume 3, Number 1.
Authors:	Glass, Lynn W., Ed.
Eight examples of innovative and outstanding energy education programs are described. These programs were selected using state criteria and at least four independent reviewers. While Project Synthesis offered a desired state, these examples of excellence provided views of what is already a reality. The goals of an exemplary science program are provided along with the criteria for excellence. The programs described are: (1) "Pathways to the Future"; (2) "The Best of Energy--$1,000,000 Energy Challenge"; (3) "The Energy Management Center"; (4) "Energy Education at Houston's Outdoor Education Center"; (5) "The Energy Studies Center: Providing Skills For The Future"; (6) "Poss's Energy Posse"; (7) "Toward an Energy Consciousness"; and (8) "Energy Studies and Physical Sciences." Presented is a critique on excellence in teaching energy education. (KR)
ONLINE: http://www.eric.ed.gov/ERICWebPortal/detail?accno=ED328404
PEEC REPORTS AND ARTICLES -- NOTE: These are NOT online unless noted
Fowler, John M. "An Energy-Rich Curriculum—Help Us Evaluate It!" The Science Teacher, December 1976.
Education-Psychology Q1 .S46
Carey, Helen H. "Energy Is Elementary," Science and Children, May 1976.
Science and Children, 14, 8, 23-24, May 77
NLRF ordered
Kryger, King C. "Some Guidelines for Energy Programs," Today's Education. September/October 1977.
ONLINE IN: Energy and Education: Teaching Alternatives.
Posthuma, Fredrick E., Ed.
Fowler, John M. "The Energy Elephant," The Journal of College Science Teaching, November 1977.
Journal of College Science Teaching, v7 n2 p95-97 Nov 1977
Fowler, John M. "Energy: Present Problems and Future Potential," Science and Children, March 1978.
Science and Children, 15, 6, 13-7, Mar 78
Kryger, King C. "How to Harvest a Crisis: Teaching About Energy," Social Science Record, Fall 1978.
Fowler, John M. and King C. Kryger. "Vocational Education and Energy for the Future," VocEd, 3anuary 1979.
Energizing Vocational Instruction.
Fowler, John M.; Kryger, King, VocEd, v54 n1 p41-43 Jan 1979
NLRF Requested
Fowler, John M. "The Nuclear Equation," Voter, Vol. XXIX, #2, pp. 1-6, Summer 1979.
Hofman, Helen marie. - "The Role of Educators in Today's Energy Problem,"
Chemistry in the Two-Year College, Vol. XX, 1979.
Not in 1979 (XIX) or 1980 (XX): http://www.2yc3.org/Archives/
Fowler, John and Helen Carey. "Energy and the Social Studies: A Match That Works," The Social Studies. 1980.
Fellows, Julia A. "Energy and the Curriculum: An Infusion Process," Intercom, No. 98, July 1980.
Hofman, Helenmarie. "Energy Crisis--Schools to the Rescue Again," School Science and Mathematics, October 1980.
http://onlinelibrary.wiley.com/doi/10.1111/j.1949-8594.1980.tb09707.x/abstract
Carey, Helen H. and John M. Fowler. "Teaching Energy Issues in the Social Studies," The Education Digest, October 1980.
Fowler, John M. "A Lot of Energy at the NSTA," Contemporary Education. Vol. 52, No. 2, Winter 1981, pp. 73-77.
Fowler, John M. "Energy Education and the Environment," Environment, May 1981, pp. 40-42.
http://www.informaworld.com/smpp/content~db=all~content=a924161291~tab=linking
Hofman, Helenmarie and Lynn W. Glass. "Three Studies for Evaluating Energy Education Curriculum Materials,"
School Science and Mathematics. 3une 1981 [WRONG?]
School Science and Mathematics, v82 n6 p481-89 Oct 1982
Fowler, John M. "Energy Education in the United States," New Trends in Physics Teaching, 4, UNESCO series, to be published in 1984.
ONLINE, on p.144, with many other energy articles: http://unesdoc.unesco.org/images/0013/001368/136815eo.pdf
In French? http://unesdoc.unesco.org/images/0013/001368/136816fo.pdf
Award Winning Energy Education Activities for Elementary and High School Teachers.
Carey, Helen H., Ed.
This publication contains descriptions of the winning entries to the National Science Teachers Association (NSTA) Teacher Participation Contest conducted in 1976. This was a nationwide contest for the design of activities around energy themes at any grade level, K-12. The ten winning entries described here are: (1) Energy Units for Primary Grades; (2) Aluminum Recycling Experiment; (3) Energy in Art and Energy is All Around Us; (4) Black Gold; (5) Energy, Economy, Education; (6) Local Investigation in Container Use; (7) Kill A Watt; (8) Idea: Designing an Energy-Efficiency House; (9) Solar Heating and Cooling; and (10) Living with Wind Power. Many of these winners are designed for the senior high school. Each one has included a brief summary of what the activity teaches, what the students do, and how the activity might fit into the existing curriculum. (MR)
Energy: The Surprising Decade.
Science Teacher, v50 n3 p37-40,45-47 Mar 1983
Power Plant Performance
Fowler, John M.; And Others
Environment, 20, 3, 25-32, Apr 78
http://www.informaworld.com/smpp/content~db=all~content=a924160742~frm=titlelink
Energy, Education, and the "Wolf" Criers
Social Education, 40, 4, 245-56, Apr 76
Energy, Education and the 'Wolf' Criers
Science Teacher, 43, 3, 25-32, Mar 76
Entering a New Energy Age
Science Teacher, 42, 8, 32-38, Oct 75
Science Teacher, 39, 9, 10-22, Dec 72
The Environmental Theme in Physics Education.
FOWLER'S TEXTBOOK (Not online)
Energy and the Environment. Second Edition.
OTHER FOWLER
Energy Policy: Toward the Year 2000
John M. Fowler
Environment: Science and Policy for Sustainable Development, 1939-9154, Volume 25, Issue 7, 1983, Pages 7 – 39
Energy Education and the Environment
Environment: Science and Policy for Sustainable Development, 1939-9154, Volume 23, Issue 4, 1981, Pages 40 – 42
The Editorial Page
Environment: Science and Policy for Sustainable Development, 1939-9154, Volume 20, Issue 8, 1978, Page i
John M. Fowler; Robert L. Goble; Christoph Hohenemser
Strontium 90: An Inventory
John M. Fowler; Steven A. Zemelman
Nuclear Information, 2155-1359, Volume 5, Issue 5, 1963, Pages 8 – 9
1961 USSR Test Series Through October 4th
Environment: Science and Policy for Sustainable Development, 1939-9154, Volume 26, Issue 8, 1984, Page 27
This is your Sidebar, which you can edit like any other page in your workspace.
This Sidebar appears everywhere on your workspace. Add to it whatever you like -- a navigation section, a link to your favorite web sites, or anything else.


As a freelancer, I work from home most of the time. The advantage is that I'm keeping my overheads low and increasing my profit. The downside is that I've had to retrain my brain so I can maximise my time and focus on my work.
It's all too easy to get caught up doing jobs around the house and then before you know it, your work schedule has gone off the rails.
By planning my time and being realistic, I've learnt to make the most of my billable hours. When you're a freelancer, you don't get paid for the whole day, just for the times you're completing client work. So, working smart is vital.
By this I mean, if you like getting up early, you could get a couple of hours work in then have a break and a late breakfast.
Or you might prefer to work later into the evening and go to the gym or catch up on sleep in the morning. I have two children, so early mornings for me are a no go. Once they are at school and nursery, I can focus on my client work.
Find out when your best times will be to do the majority of your work and try to get into a routine. You might find that some days you can start early and some days you can't. Your other commitments will also have an impact, so it's about finding out what works best for you.
I don't have a separate office; I work in a shared part of the house. I can't work in a mess, so when I can, I allow 30 minutes before I sit down at my computer to tidy things away. Just quick jobs like putting washing in the machine or on the line, not a full spring clean of the house!
Now some people love a list (me included), while other people hate them.
I would urge you to try this though. It really helps you focus on what's important for that day.
Personally, I like a pad and pen but you could add notes to your phone or use a to-do list app, such as Todoist. By writing things down you're more likely to remember them, so there isn't a mad panic when something gets forgotten. Then there's the fact you get to cross things out too. I mean who doesn't get a buzz from that!
For me, a to-do listis just for my daily tasks. You could plan weekly, monthly and even yearly if you wanted to though. This isn't going to work with a pad and a pen but there are project management tools out there which can do the job.
They'll have a built-in calendar and plenty of space to add short, medium and long-term tasks. The advantage of this is that you can see which weeks and months are quieter and where you could catch up on admin tasks. It can also make it easier to see when you have space to take on more client projects.
As I'm writing this, I'm thinking that I should give online planning another go. I'll add it to my to-do list!
As well as your to-do lists and planning, it's good to write down your goals.
You want them to be a balance between aspirational and achievable. For example, you might want to increase your social media presence, boost your profits or win new clients.
To make those goals achievable, you need to be more detailed and think about how you are going to achieve each objective.
Increase social media presence = I'm going to add two posts a week on my Facebook, Instagram and LinkedIn accounts.
Increase my profits = I'm going to increase my fees by 5%.
Win new clients = I'm going to join a new networking group.
Social media is a really important tool for freelancers to demonstrate the work they do and to increase their network of potential clients. It's all too easy to get sucked into adding posts though and before you know it hours have gone by.
Using something like Buffer or Hootsuite allows you to add posts to multiple social media channels at the same time. You can also schedule posts to go out on different days and times during the week or month.
So, not only can you easily post to multiple sites but you don't have to go onto Instagram and LinkedIn and risk being sucked into watching cute kittens.
I find it all too easy to either get caught up in work and not take a break or get constantly distracted. It depends how you feel on any particular day.
You can't work solidly for hours and hours at a time. It's not sustainable and your concentration and work will suffer.
If you have a blog to write (like this one) then set aside that time. Once it's written, perhaps take a short break before coming back to it and reading it through to edit.
Look at the tasks you have for that day and make sure you fit suitable breaks in around them. We're all different, so try to determine your own level of attention and set breaks accordingly.
When you're starting out as a freelancer, there are often lots of questions regarding the structure of your new business, best bookkeeping tools and which taxes you'll need to pay. As your business grows, you'll need to think about any further tax implications and if there are new avenues you could explore.
We love finding out about new businesses, so let us help to give your more time to focus on what you do best.
Come and visit us at one of our THP offices located in Chelmsford, Cheam, Wanstead, Saffron Walden and London City.


You know you've always wanted to know what kind of processed meat you are. I mean, who hasn't, really? Needless to say, this quiz will provide you with that knowledge, and it is a beautiful thing indeed.
Note: This quiz is silly and ridiculous. You have been warned.
1. Do you often use lotion?
2. If you were teleported back to the mid 1980's, would you describe yourself as tubular?
3. Care for some breakfast?
4. That's a nice set of buns you have there.
5. Would you, err, spread it for me?
6. Sept 7th should always be celebrated!
7. Boy do you have a goofy sense of humor!
Well, I suppose I do!
8. So how do you feel about your local police force?
I love the boys (and girls) in blue!
9. Would you care for some fingers with your lunch?
10. Do you like singing jingles about your protein sources?
11. Do you consider yourself rather knowledgeable about wood cutting tools?
12. Would you appreciate it if Weird Al Yankovic wrote a song about you?
14. Do you ever just want to really hug a dachshund?
Yes! So cute and tasty!


text:
(function(global) {

    if (typeof module !== 'undefined' && module.exports) { //node only code
        Bucks = require('../bucks');
        chai = require('chai');
        should = chai.Should();
    }

    describe('#parallel', function() {

        it('should exec each task in async, then get all results and errors', function(done) {
            var b = new Bucks();
            b.parallel([
                function task1(err, res) {
                    return "task1";
                },
                function task2(err, res, next) {
                    return next(null, "task2");
                },
                function task3(err, res, next) {
                    return next(new Error('passed error in task3'));
                },
                function task4(err, res, next) {
                    throw new Error('thrown error in task4');
                }
            ]).add(function getResults(err, res, next) {
                res.should.eql({
                    err: [
                        null,
                        null,
                        new Error('passed error in task3'),
                        new Error('thrown error in task4')
                    ],
                    res: [
                        'task1',
                        'task2',
                        null,
                        null
                    ]
                });
                return next();
            }).end(function last(err, res) {
                done();
            });
        });
    });

})(this);

redpajama_set_name: RedPajamaGithub


All artwork copyrighted by Dana Davis. Please do not copy, distribute, or sell the handmade, creative samples shown on this blog without authorization. Thank you.
This is my personal blog, I am an Independent Stampin' Up! Demonstrator, and I am responsible for its content. Stampin' Up! does not endorse the use of or contents of the classes, services, or non-Stampin' Up! products I may offer here.


text:
Calgary sees a trend of new, small businesses popping up post-pandemic
By Tomasia DaSilva Global News
Posted July 21, 2021 6:46 pm
2:18 Business boom? Calgary sees a number of new businesses pop up
WATCH: A number of new businesses have set up shop in Calgary in the past few weeks. Tomasia DaSilva explains what's behind the trend and the challenges ahead. – Jul 21, 2021
Calgary is seeing a positive trend post-pandemic: a number of new businesses opening up.
Sensei Bar officially opened its doors at the end of June, after planning since May of 2020.
"It was tough, it was definitely tough," owner Karan Seth told Global News. "With what was happening in the world, we just had to pause and put some delays in to try and time it appropriately."
Tweet This Click to share quote on Twitter: "It was tough, it was definitely tough," owner Karan Seth told Global News. "With what was happening in the world, we just had to pause and put some delays in to try and time it appropriately."
Sensei Bar is part of a growing trend of new businesses opening in Calgary. Global Calgary
Seth said although the time is now right, opening a new business has come with some challenges — specifically financial.
"As a new business, you're not open to subsidies, you're not open to some of the other government programs."
Read more: COVID-19: Businesses, residents react to Alberta inching closer to Stage 3 of reopening plan
It's a problem the Canadian Federation of Independent Business has been fighting for months.
"New businesses have again been locked out of the federal support programs," CFIB Alberta provincial affairs director Annie Dormuth said. "The wage subsidy, the rental relief subsidy."
Dormuth added that unfortunately, as Alberta reopened its economy, many of the provincial support programs ended as well.
"So unfortunately for these (businesses) — ones that are now opening in 2021 — they will be having to go it alone."
Tweet This Click to share quote on Twitter: "So unfortunately for these (businesses) — ones that are now opening in 2021 — they will be having to go it alone."
The CFIB said the perception of the number of "new" small businesses opening up may also be deceiving.
"When you look at them a little bit closer, actually these businesses were looking to open in 2020 but kind of delayed their opening until they felt they were in a better position to welcome customers," Dormouth said.
5:01 New restaurants popping up in Calgary
Regardless of the timing, Calgary's mayor is encouraged by the openings.
"It has been a really rough time for many local businesses," Naheed Nenshi said. "I'm thrilled that local entrepreneurs are taking some risks and investing in Calgary."
Tweet This Click to share quote on Twitter: "It has been a really rough time for many local businesses," Naheed Nenshi said. "I'm thrilled that local entrepreneurs are taking some risks and investing in Calgary."
Read more: Calgary city council approves $15.9M to support businesses, including pubs and gyms
Seth told Global News that so far, Sensei has welcomed a lot of customers, and its opening has been very successful.
And while the restaurant veteran knows challenges are ahead, he's confident that once Calgarians get a taste of the new reality, they will not go back.
"I think people are just excited to be out and have fun and just get back to normal."
Tweet This Click to share quote on Twitter: "I think people are just excited to be out and have fun and just get back to normal."
Calgary small business owners react to COVID-19 relief grant
Calgary small businesses scramble to survive coronavirus pandemic
Calgary small businesses welcome federal funding amid COVID-19 outbreak
COVID-19Small BusinessCanadian Federation of Independent BusinessCFIbcalgary businessesAnnie DormuthAlberta small businessescalgary small businessesPandemic And Businessesbusinesses open up post-pandemicKaran Sethnew Calgary businessesNew Calgary businesses open up post-pandemicSensei Bar
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redpajama_set_name: RedPajamaCommonCrawl


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Home / Uncategorized / THANK YOU to all of our volunteer coaches!
The fall recreation season has come to a close, and we wanted to send a large THANK YOU to all of our volunteer coaches. We couldn't make it through the season without you, and our players and families are better for having you on the fields with them each week. Big high fives to the +200 volunteer coaches that supported our Twins recreation programs this fall!
Even though the fall season has come and gone, the winter indoor recreation season is coming this January. Don't miss out – spots are limited for this program. Click here for more information. Log in to your Twins account to register now!


Honeoye Falls New York has a zip code of 14472. The current date and time in Honeoye Falls is April 22, 2019, 6:18 pm and it has a population of 8,140 people. Honeoye Falls New York lies at an elevation of 513 feet.


text:
/**
 * Created by meirshalev on 11/05/2017.
 */
export class ExtendableError extends Error {
  constructor(message) {
    super(message);
    this.name = this.constructor.name;
    this.message = message;
    this.isOperational = true; // This is required since bluebird 4 doesn't append it anymore.
    Error.captureStackTrace(this, this.constructor);
  }
}

export class EvaluationError extends ExtendableError {
  constructor(message = 'Evaluation error') {
    super(message);
  }
}


I wish I could remember everything Max was telling me about the physics of torque, about wrenches, and the two different ways of multiplying vectors. The dot product. The cross product... mathematical functions that apply to physics. The physics of circular motion, angular velocity, angular acceleration, angular momentum, and torque... these are the subjects Max explained to me over breakfast. He's a good teacher, patient, consistent, and he knows his subject thoroughly enough to make it applicable, to rephrase elaborate concepts into simple ideas. Fridays are breakfast with Max, and physics, Calculus, philosophy, humanities, driving home. I love Fridays. I love that Max has broadened my understanding and, by far more, my appreciation of subjects I'd always believed were impossible for me.
Thursday was assembling an Ikea piece. Do you ever find yourself in disagreement over a generalized joke? What I mean is... I get the humor around the challenges of assembling furniture, the frustration, the failures. It's one of those gimmicks that is supposed to be universally recognized and laughed over... that it won't work, the instructions are confusing, parts are missing, it will take all day... etc. But I can only half laugh at that joke, because I really love assembling Ikea furniture. Love. It. Sure, some pieces are harder than others, and I once did get an end table that was finally proven to be impossible to construct. But. Eh... no biggie. Most times, I find the tools I need, and the parts match the descriptive pictures. I wrestle a bit with large pieces, or have to rethink how to follow the next step, but I like it. Some of the designs are clever, even ingenious, and I feel challenged, then accomplished, when the job is done.
This morning, over eggs and potatoes, sitting outside the common, I was happy to have just worked with a wrench, so that Max's lesson was relevant, and I could picture it in my mind (practically literally, since I did take a picture, the day before, of my wrench at work.) Max always makes me feel free to ask questions, and he meets my 'real world analogies' with an open mind, ready to connect my way of understanding to the facts and specifics of the concepts and equations he's teaching me. He's never dismissed my whys and how-comes, the way some teachers have, and the extra time he allows and information he offers, helps me to get a grasp, is reassuring. He builds my confidence.
It might do me right to remember these things, to see some evidence of accomplishments and adventures, of pleasures. Dear, silly blog. Dear pictures, and memories, ideas, feelings.
I love Fridays, kittens, tools, assembling thoughtfully designed kits, taking apart my mom's sewing machine, solving packing problems, hammering nails, baking bread, hitting a birdie with a badminton racket, swimming underwater, making an itinerary, reading maps. I love seeing when William is designing, what Alex is painting, when Maria is programming, how Max is navigating new challenges, the way Geoff conquers any task. I love taking pictures, and telling stories, making relevant links in the text, and making friends. I love introducing friends to other friends, who I think might share similar interests, and I love being here, seeing, hearing, feeling, thinking. Silly, blogger. So effusive.
If I ever had to edit, or write rough drafts before publishing to the blog, I think it would have finished me years ago. I seem destined to scratch the surface of deep thoughts and other musings, and cluck over just about anything that crosses my path.


Adds extra padding to wheelchairs whilst reducing pressure on more prominent parts of user's body.
Adds extra padding to the base, back and arms of chairs and wheelchairs. Rounded contour nodules help spread the user′s body weight to reduce the friction and pressure on the more prominent parts of their body.
Extra lumbar support for the lower back helps to improve the user′s posture. Ribbon fastenings prevent the cushion from slipping for a practical finish whilst the high quality foam ensures long term support. Supplied with a blue stockinette cover.
Seat: Length: 410cmm (16¼"). Width: 420mm (16¾"). Depth: 75mm (3"). Back: Length: 430mm (17"). Width: 420mm (16¾"). Depth: 75mm (3").


With less than 72 hours notice, your payment is not refundable or transferable.
By submitting this form, you agree to the following statement.
I hereby release and agree to hold harmless Ricky Orlando Motorcycle School, Inc. from all liability, loss claims, and demands that may occur from any loss, damage or injury (including death) to any person or property in any way resulting from or arising in connection with this school. I know the risk and danger to property and myself while participating in this school and in reliance upon my own judgement and liability and I assume all risk for loss and damage.
Following the submission of this form, you will be redirected to our course payment page. Online payment is required to reserve your spot in the class.


Schedule Regular updates and patching of Core Files and Plugins.
We Monitor your website 24×7 for up-time, attempted hacks and more.
We do Daily backups…and keep them ready to restore.
This Process can be done Quarterly, Monthly, Weekly or Daily…depending on YOUR needs.
OR, 90 days – we've got you covered.
AND not to mention the overwhelming task to suddenly be Tech Savvy.
Our Solution is simple, one point of contact, one monthly price, one methodology by one support provider. We focus on strategic solutions.
Attracting paying customers is the heartbeat of your business, but without being online your business is invisible. You're spending valuable time updating, securing, monitoring and backing up your site, or are YOU? If not, you could be setting yourself up to be HACKED.
WordPress Security, PROTECT YOUR WEBSITE, PROTECT YOUR BUSINESS. Core4Secured Security and Monitoring Package Includes.
Access to Experienced Graphic Designers.
WordPress Hosting Discount of 25% when a C4 customer.
How Many Websites Are Covered in My Package?
Core4Secured includes one WordPress site. So if you have separate sites for a forum, a blog, a shopping cart, or a membership site these would be considered separate sites. However most people run these under a single installation of WordPress.
No, there is no minimum contract. You can cancel your monthly plan at any time.
You can cancel your plan by logging in and submitting your request. You're billing and services will continue until the end of the next period.
Are there free edits with the Core4 Essentials package?
No, but we do give you 25% off our regular editing rate of $125/hr. You will have access to Graphic Designers and Developers. We can help with Theme edits, plugins, shopping cart config pretty much anything you need within your WordPress.
Can I bank my edit hours each month for a larger edit?
No, we don't bank your hours, so keep sending us all those edits every month.
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– Most vehicles are intended to have several occupants, frequently with 4 or 5 seats. Cars with 5 seats typically seat two travellers during the entrance and 3 from the rear. Complete-size cars and huge Activity utility cars can generally have 6, 7, or more occupants depending on the arrangement on the seats. Alternatively, sports activities cars are most often made with only two seats. The differing requires for passenger ability and their luggage or cargo Room has resulted in The supply of a big variety of body types to meet person customer requirements that include, among Other people, the sedan/saloon, hatchback, station wagon/estate, and minivan.
In keeping with study carried out by Julian Allwood on the College of Cambridge, world wide Electrical power use can be heavily decreased by using lighter cars and trucks, and a median fat of five hundred kg (one,one hundred lb) has been reported to get properly achievable. In a few competitions such as the Shell Eco Marathon, normal vehicle weights of forty five kg (99 lb) have also been accomplished. These cars are only single-seaters (even now slipping throughout the definition of an automobile, Despite the fact that four-seater automobiles are more frequent), Nevertheless they Even so display the quantity by which vehicle weights could continue to be reduced, and the following lower gas use (i.e. approximately a gas utilization of 2560 km/l).
The automotive business styles, develops, manufactures, markets, and sells the world's motor cars. In 2008, more than 70 million motor cars, together with autos and industrial vehicles ended up created throughout the world.
, In 2007, a complete of 71.9 million new cars and trucks were being bought around the globe: 22.9 million in Europe, 21.4 million during the Asia-Pacific Region, 19.four million inside the USA and Canada, 4.4 million in Latin America, two.four million in the Middle East and 1.4 million in Africa. The marketplaces in North The usa and Japan were stagnant, though All those in South The usa as well as other elements of Asia grew strongly. Of the most important markets, China, Russia, Brazil and India saw probably the most swift growth.
. About 250 million autos are in use in The us. Throughout the world, there have been about 806 million autos and lightweight vans around the highway in 2007; they burn around 260 billion US gallons (980,000,000 m3) of gasoline and diesel gas yearly. The numbers are rising swiftly, particularly in China and India. During the impression of some, urban transport systems primarily based round the car have proved unsustainable, consuming excessive Strength, influencing the wellness of populations, and delivering a declining amount of company In spite of rising investments. Several of those detrimental impacts drop disproportionately on Individuals social groups who may also be minimum prone to possess and drive automobiles. The sustainable transportation movement focuses on options to those complications.
In 2008, with quickly rising oil prices, industries such as the automotive business, are going through a combination of pricing pressures from raw material prices and variations in consumer obtaining patterns. The field is additionally struggling with rising external Level of competition from the public transportation sector, as individuals re-Appraise their non-public vehicle use. Roughly half of the US's fifty-a person light-weight motor vehicle plants are projected to completely shut in the approaching decades, Using the lack of Yet another two hundred,000 Employment within the sector, along with the 560,000 jobs shed this ten years. Coupled with sturdy progress in China, in 2009, this resulted in China getting the largest auto producer and market place on the earth. China 2009 revenue experienced improved to 13.six million, a significant enhance from one million of domestic car or truck profits in 2000. Due to the fact then having said that, even in China and other BRIC international locations, the automotive generation is once more falling.
. Cars and trucks are typically fitted with a number of varieties of lights. These contain headlights, that happen to be used to illuminate just how in advance and make the car obvious to other customers, so the vehicle can be employed during the night time; in some jurisdictions, daytime running lights; crimson brake lights to point when the brakes are used; amber switch sign lights to indicate the change intentions of the motive force; white-colored reverse lights to light up the realm driving the car (and show that the motive force will probably be or is reversing); and on some cars, supplemental lights (e.g., facet marker lights) to improve the visibility of the car. Inside lights around the ceiling of the vehicle tend to be fitted for the driving force and travellers. Some automobiles even have a trunk light and, additional hardly ever, an engine compartment light-weight.


Description: In this pool game, you have to be quick and precise with your shot and aim. It is not the order of the balls that matter, it is only a matter of how many balls can you pot before your time ends. Once you have only one ball left, you will be given another rack of fourteen. Potting the cue ball will mean time penalties, so calculate your every shot.


The Partners at leading South West law firm, Tozers are keen to meet with prospective legal trainees. Come along and chat with us at our Welcome Event on Thursday 25 January 2018 at Reed Hall, University of Exeter between 5.30 and 7.30pm where light refreshments will be served. This event will be an informal occasion for students to meet with Partners, solicitors and trainees to chat about the day to day working culture here at our firm and also to discuss the career paths available. Law students can find out more about our training contracts here.


text:
An update on antitumor activity of Angelica species
Amira Mira, Kuniyoshi Shimizu
Sustainable Bioresources Science
Genus Angelica (Family: Apiaceae) comprises more than 60 species of medicinal plants. Many of these species have long been used in ancient traditional medicine systems, especially in the Eastern countries. For many years, several species of Angelica, e.g., A. archangelica, A. dahurica, A. keiskei, A. gigas, A. pubescens, A. sinensis, A. shikokiana have been used traditionally as anti-inflammatory, diuretic, expectorant, and diaphoretic. Also, these have been used as remedies for hepatitis, arthritis, indigestion, coughs, chronic bronchitis, pleurisy, fever, rheumatism, bacterial and fungal infections, and diseases of the urinary organs. Several classes of compounds such as coumarins, acetylenic compounds, chalcones, sesquiterpenes, and polysaccharides have been reported from these plants. This chapter outlines the results of various scientific studies on Angelica species that were reported to have anticancer and antitumor activities.
Medicinal Plants - Recent Advances in Research and Development
https://doi.org/10.1007/978-981-10-1085-9_15
Agricultural and Biological Sciences(all)
10.1007/978-981-10-1085-9_15
Fingerprint Dive into the research topics of 'An update on antitumor activity of Angelica species'. Together they form a unique fingerprint.
Alkynes Chemical Compounds
Chalcones Chemical Compounds
Angelica Medicine & Life Sciences
Expectorants Chemical Compounds
Coumarins Chemical Compounds
Sesquiterpenes Chemical Compounds
Medicine Chemical Compounds
Diuretics Chemical Compounds
Mira, A., & Shimizu, K. (2016). An update on antitumor activity of Angelica species. In Medicinal Plants - Recent Advances in Research and Development (pp. 363-371). Springer Singapore. https://doi.org/10.1007/978-981-10-1085-9_15
An update on antitumor activity of Angelica species. / Mira, Amira; Shimizu, Kuniyoshi.
Medicinal Plants - Recent Advances in Research and Development. Springer Singapore, 2016. p. 363-371.
Mira, A & Shimizu, K 2016, An update on antitumor activity of Angelica species. in Medicinal Plants - Recent Advances in Research and Development. Springer Singapore, pp. 363-371. https://doi.org/10.1007/978-981-10-1085-9_15
Mira A, Shimizu K. An update on antitumor activity of Angelica species. In Medicinal Plants - Recent Advances in Research and Development. Springer Singapore. 2016. p. 363-371 https://doi.org/10.1007/978-981-10-1085-9_15
Mira, Amira ; Shimizu, Kuniyoshi. / An update on antitumor activity of Angelica species. Medicinal Plants - Recent Advances in Research and Development. Springer Singapore, 2016. pp. 363-371
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title = "An update on antitumor activity of Angelica species",
abstract = "Genus Angelica (Family: Apiaceae) comprises more than 60 species of medicinal plants. Many of these species have long been used in ancient traditional medicine systems, especially in the Eastern countries. For many years, several species of Angelica, e.g., A. archangelica, A. dahurica, A. keiskei, A. gigas, A. pubescens, A. sinensis, A. shikokiana have been used traditionally as anti-inflammatory, diuretic, expectorant, and diaphoretic. Also, these have been used as remedies for hepatitis, arthritis, indigestion, coughs, chronic bronchitis, pleurisy, fever, rheumatism, bacterial and fungal infections, and diseases of the urinary organs. Several classes of compounds such as coumarins, acetylenic compounds, chalcones, sesquiterpenes, and polysaccharides have been reported from these plants. This chapter outlines the results of various scientific studies on Angelica species that were reported to have anticancer and antitumor activities.",
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AB - Genus Angelica (Family: Apiaceae) comprises more than 60 species of medicinal plants. Many of these species have long been used in ancient traditional medicine systems, especially in the Eastern countries. For many years, several species of Angelica, e.g., A. archangelica, A. dahurica, A. keiskei, A. gigas, A. pubescens, A. sinensis, A. shikokiana have been used traditionally as anti-inflammatory, diuretic, expectorant, and diaphoretic. Also, these have been used as remedies for hepatitis, arthritis, indigestion, coughs, chronic bronchitis, pleurisy, fever, rheumatism, bacterial and fungal infections, and diseases of the urinary organs. Several classes of compounds such as coumarins, acetylenic compounds, chalcones, sesquiterpenes, and polysaccharides have been reported from these plants. This chapter outlines the results of various scientific studies on Angelica species that were reported to have anticancer and antitumor activities.
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DO - 10.1007/978-981-10-1085-9_15
BT - Medicinal Plants - Recent Advances in Research and Development
PB - Springer Singapore


text:
Olynthus nitor is een vlinder uit de familie van de Lycaenidae. De wetenschappelijke naam van de soort werd als Thecla nitor in 1907 gepubliceerd door Hamilton Herbert Druce.

Lycaenidae

redpajama_set_name: RedPajamaWikipedia


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Caligari (Sardenia, Italy) based Tiscali S.p.A. was formed back in 1997 by Chief Executive Officer and Chairman Renato Soru. Tiscali was granted a licence to provide telephone services in Sardenia and the metropolitan areas of Rome and Milan in April 1998. In the same year, the company launched their first regional telephone services by selling pre-paid telephone cards, and it introduced Internet access services on the Island of Sardenia. In 1999, service offers were extended throughout Italy. In early 1999, Tiscali launched its TiscalifreeNET service, Italy's first "free" Internet access service allowing users to connect to the Internet at local rates in Sardenia and in the areas of Rome and Milan. Later that year, Tiscali went public to raise capital for further expansion and, today, Tiscali's shares are traded at "Nuovo Mercato" stock exchange of Milan in Italy, and at "Nouveau March" in Paris, France.


Tech Mahindra Walkin Drive For Freshers in Noida From 17th to 20th Jan 2017. Tech Mahindra Job openings for Graduate students. Contenders must have International experience in an International Voice Program. Candidates who will qualify the written examination have to clear the Interview round then the qualified applicants will be appointed as Associate, Senior Associate – (Non Technical) post. So candidates who are preparing to attend Tech Mahindra Walkin Drive can refer sample Tech Mahindra Placement Papers which may help you for getting the good score in the test. Interested and eligible candidates can see the further details and attend at below mentioned venue. You can also see other Tech Mahindra jobs, Tech Mahindra syllabus and test pattern in our portal.
Tech Mahindra is part of the US $15.4 billion Mahindra Group and is a leading global systems integrator and business transformation consulting organization, focused primarily on the telecommunications industry. Tech Mahindra helps companies innovate and transform by leveraging its unique insights, differentiated services and flexible partnering models. This has helped customers reduce operating costs, generate new revenue streams and gain competitive advantage. Tech Mahindra expanded its IT portfolio in 2009 by acquiring the leading global business and information technology services company, Mahindra Satyam (earlier known as Satyam Computer Services). Tech Mahindra's capabilities spread across a broad spectrum, including Business Support Systems (BSS), Operations Support Systems (OSS), Network Design & Engineering, Next Generation Networks, Mobility Solutions, Security consulting and Testing. Tech Mahindra's solutions portfolio includes Consulting, Application Development & Management, Network Services, Solution Integration, Product Engineering, Infrastructure Managed Services, Remote Infrastructure Management and BSG (comprises BPO, Services and Consulting). With an array of service offerings for TSPs, TEMs and ISVs, Tech Mahindra is a chosen transformation partner for several leading wire line, wireless and broadband operators in Europe, Asia-Pacific and North America. Tech Mahindra has successfully implemented more than 16 Greenfield Operations globally and has over 130 active customer engagements mostly in the Telecom sector. The company has been involved in about 8 transformation programs of incumbent telecom operators. Tech Mahindra has a global footprint through operations in more than 31 countries with 17 sales offices and 15 delivery centers. Assessed at SEI CMMi Level 5, Tech Mahindra's track record for value delivery is supported by over 40,500 professionals who provide a unique blend of culture, domain expertise and in depth technology skill sets. Its development centers are ISO 9001:2008 & BS7799 certified.
Note: Mention reference of Manpreet Sachdeva on your CV.
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A complex preposition is a word group (such as "along with" or "on account of") that functions like an ordinary one-word preposition.
"Up until Pearl Harbor, half of the 48 states had laws making it illegal to employ a married woman."
"Her name is Miss Mey. She owns all the land for miles around, as well as the house in which we live."
"But our deeds are like children that are born to us; they live and act apart from our own will. Nay, children may be strangled, but deeds never: they have an indestructible life both in and out of our consciousness."
"To ensure that it was not for lack of appetite that the spider had rejected the moth, I offered the spider an edible scarab beetle, which it promptly took."
"In addition to my other numerous acquaintances, I have one more intimate confidant. My depression is the most faithful mistress I have known. No wonder, then, that I return the love."
"As opposed to simple prepositions, compound prepositions are two or three words in length. . . .
Juan's car is parked in front of the store.
Notice how the compound preposition in front of describes the relationship between Juan's car and the store.
Uga sat next to Marta at the pep rally.
In the above sentence, the compound preposition next to describes where Uga sat in relation to Marta.
We were late because of the heavy traffic.
"'Phrasal preposition' or 'complex preposition' (Quirk et al. 1985: 670) denotes the structure 'Preposition1 + Noun + Preposition2.' A variety of prepositions may occupy the first position, e.g. in (in relation to), with (with regard to), by (by means of), for (for the sake of), on (on account of), at (at variance with), as well as the second position, e.g., of (in view of), for (in return for), to (in addition to), with (in conformity with). While the noun most often has a zero determiner, the definite article (e.g. with the exception of) is not infrequent; the indefinite article (e.g., as a result of) is rare."


text:
module.exports = function(app, passport) {

	app.get('/', function(req, res) {
		res.render('index.ejs');
	});

	app.get('/profile', isLoggedIn, function(req, res) {
		res.render('profile.ejs', {
			user : req.user
		});
	});

	// fileupload =========================================================
	app.get('/fileupload',function(req,res){
      res.render('fileupload.ejs', {
			user : req.user
		});
	});

	app.post('/uploadconfirmation',function(req,res){
  	/*if(done==true){
    	console.log(req.files);
    	res.end("File uploaded.");
  	}*/
  	console.log(req.files);
  	res.render('uploadconfirmation.ejs', {
			user : req.user
		});
	});

	// LOGOUT ==============================
	app.get('/logout', function(req, res) {
		req.logout();
		res.redirect('/');
	});

app.get('/',function(req,res){
      res.sendfile("index.html");
});

// google oauth2 authetntication

    // send to google to do the authentication
    // profile gets us their basic information including their name
    // email gets their emails
    app.get('/auth/google', passport.authenticate('google', { scope : ['profile', 'email'] }));

    // the callback after google has authenticated the user
    app.get('/auth/google/callback',
            passport.authenticate('google', {
                    successRedirect : '/profile',
                    failureRedirect : '/'
            }));
/*
    app.get('/auth/google/callback',
            passport.authenticate('google', function(err, user, info) {
            	if (err) {
            		return next(err);
            	}
            	if (!user) {
            		return res.redirect('/4');
            	}

                    successRedirect : '/profile',
                    failureRedirect : '/'
            }));*/

};

// route middleware to ensure user is logged in

function isLoggedIn(req, res, next) {
	if (req.isAuthenticated())
		return next();

	res.redirect('/');
}


The Natural Origins Eco Cool Latex foam mattress by Solstice Sleep Products is a latex mattress from their Paradise Collection. It features 4 layer construction including 5 inches of gel infused synthetic latex. 20-Year Limited Warranty.


The Seel history begins in Cornwall, a rugged coastal region in southwestern England. Quite distinct from Devon, the adjoining county, Cornwall had its own spoken language until the late 18th century. The Seel history began here. The manner in which hereditary surnames arose is interesting. Local surnames were derived from where the original bearer lived, was born, or held land. Unlike most Celtic peoples, who favored patronymic names, the Cornish predominantly used local surnames. The Seel family originally lived in the parish of Seal which had various locations in England including the counties of Northumberland, Leicester, Surrey and Kent.
The surname Seel was first found in Northumberland where they held a family seat from early times and their first records appeared on the early census rolls taken by the early Kings of Britain to determine the rate of taxation of their subjects.
This web page shows only a small excerpt of our Seel research.
Another 67 words (5 lines of text) are included under the topic Early Seel History in all our PDF Extended History products and printed products wherever possible.
Cornish surnames are characterized by a multitude of spelling variations. The frequent changes in surnames are due to the fact that the Old and Middle English languages lacked definite spelling rules. The official court languages, which were Latin and French, were also influential on the spelling of a surname. Since the spelling of surnames was rarely consistent in medieval times, and scribes and church officials recorded names as they sounded rather than adhering to any specific spelling rules, it was common to find the same individual referred to with different spellings of their surname in the ancient chronicles. Moreover, a large number of foreign names were brought into England, which accelerated and accentuated the alterations to the spelling of various surnames. Lastly, spelling variations often resulted from the linguistic differences between the people of Cornwall and the rest of England. The Cornish spoke a unique Brythonic Celtic language which was first recorded in written documents during the 10th century. However, they became increasingly Anglicized, and Cornish became extinct as a spoken language in 1777, although it has been revived by Cornish patriots in the modern era. The name has been spelled Seal, Seale, Seel, Sealey, Sealy, Seally, Sealley and others.
More information is included under the topic Early Seel Notables in all our PDF Extended History products and printed products wherever possible.
Some of the Seel family moved to Ireland, but this topic is not covered in this excerpt. More information about their life in Ireland is included in all our PDF Extended History products and printed products wherever possible.


Helping people manage their anger and extreme emotions.
We all get angry. Very angry sometimes.
Life, people and situations can drive us to the brink of self-control. That can be scary and harmful. Everyone deserves to be peaceful and in control of his or her life. Anger management counselling involves developing the skills that can give you increased control over your emotions.
When you can manage how you respond to situations or people, even when they are not the way you want them to be, you are more in control of your life.
Positive Circles offers group and individual Anger management counselling that helps you see situations from multiple perspectives. It involves learning skills that help you pause before you respond to something that is upsetting or frightening.
Courts often order anger management but the skills you'll learn help everyone. Pause for a moment and think about people you know who did things they would not have done if they had been in control of their anger.
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Anger management training does not solve the problem immediately. Just like other habits, it takes time to develop new ones.
Step 1 – Consultation > We help to identify the knowledge and skills gaps that need work to improve the ability to manage anger.
One-on-one counselling may involve cognitive Behavioral Therapy (CBT) which is a very effective method of improving emotion regulation. Helping a client identify multiple ways to perceive a situation can feel like someone took a blindfold off and helps you understand yourself and others with more clarity.
Group counselling focuses on building skills that help you respond with less anger. You'll learn skills that help you insert a pause, or even a full stop, between the situation that would have led to extreme rage and your response. Creating a break provides space for you to use your wisdom to change your answer.
The most important thing that happens in anger management training is you gain greater control over your emotions and, as a result, greater control over your life.
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Call Positive Circles today. Book a free consultation today with a counsellor who will applaud your desire to make your life better, not judge your past.


text:
Joblessness taking life after life
From the NewspaperPublished December 5, 2021
THIS refers to the report "Jobless man ends life by jumping off mall's third floor" (Dec 1), according to which, a young man committed suicide at a Karachi shopping mall after felling dejected and depressed because of unemployment.
Despite being educated and seeking employment desperately, he could not secure a job and that pushed him towards taking the extreme step to end his misery. One can imagine the level of frustration and mental agony the young man must have been going through in life that forced him to take such a desperate measure, which resolved nothing; just took his life.
According to the Pakistan Institute of Development Economics (PIDE), 24 per cent educated people are jobless countrywide, which is certainly not what we were promised or what we were hoping.
Such tragic incidents speak volumes about the government's failure and the apathetic attitude towards the misery of the common man, in general, and the young generation — the future of Pakistan — in particular.
There is no iota of doubt that the tall claims made by the government to turn Pakistan into a model state remained just that; claims. A string of crises one after the other has pushed the masses into a ditch where they wail unheard.
The International Monetary Fund (IMF) and other lenders are dictating terms and we have to live with the harsh conditionalities. The misery may never 'end', but nobody knows when it might even subside. It is this uncertainty that is pushing people towards the extreme.
Hasan Afzaal
A flawed analysis of a good documentary
KE's incompetence
Source of headache