text:
Results 1 to 5 of 5
Thread: Help please. Fin problems
02-02-2013, 05:16 AM #1Junior Member Guppy
- Join Date
- Feb 2013
- Posts
- 1
Help please. Fin problems
4 of my bleeding heart tetras have some whitening on their fins and one has a white patch on his body. My best guess would be a fun fungus? I had had my tank for 2 months now. I do weekly 10 gallons water changes/vacuuming in my 55 gallon ta k. I also have some algae eaters, loach, 3 gouramis, 5 neons tetras and they have no issues. Please help me. Oh my water temp was 75 and I slowly bumped it up to 80 today. Thank you!! Sorry if the photos don't work or posted doubles I am on my phoneAttachment 27547
Attachment 27548
Attachment 27549
UPDATE: I just noticed a tiny white bump on the bottom of two of their mouths.Last edited by JeremyFriebel; 02-02-2013 at 05:27 AM. Reason: UPDATE
I have had something similar hit my rummynoses before. I used some Maracyn and it worked very well, just remember to remove any carbon from your filter before you do it because I think the carbon will negate any effects. It was too late for a couple of them but the infection stopped spreading immediately. Good Luck.
Your attachments don't work. Whitening around the edges of the fins is fin rot, not a fungus, and it's often caused by poor water quality. You need to change more than 10 gallons each week. Do you test the water parameters, what are the ammonia, nitrite, and nitrate levels? The best thing to cure fin rot is clean water. I would start with a 50% water change and continue that every few days and see if the fish start getting better.
If it's called tourist season why can't I shoot them?
Brutal honesty will be shown on this screen.
I think my fish is adjusting well to the four gallon, He's laying on his side attempting to go to sleep on the bottom of the gravel.
Tolerance is a great thing to have, so is the ability to shut up.
++ to Mommy1. 10 gallons from a 55 gallon tank is not nearly enough. as she said 50% weekly minimum but for now up that to 3 times a week until the fungus is cleared up.
also - your ammonia should read 0, nitrites 0 and nitrates less than 20. If you don't have an API liquid test kit, you need to get one and check your water perimeters weekly until they are stable. any time ammonia and or nitrites approach .50 and nitrates exceed 20ppm you need a large water change.
good luck30 gal FW:dw gourami, cory cats, ABN pleco, Colombian & Serpae tetra, nerites & mystery snails
5.5 gal FW: crown tail betta
90 gal FW: Blood Parrots, severums, Jurupari, EBJD, congo tetras, angel, dw gourami, mystery snails
90 Gal Journal: http://www.aquaticcommunity.com/aqua...ad.php?t=93939
Mommy1 +1! (can't give a rep point! Again, my system is not working right! This is getting to be a drag.)
If your water is getting bad with only weekly changes of 10 gal and larger water changes are not fesaible (more like 50% as Mommy1 say's), consider an algae filter. This will help (but never replace ... well, not totally true - there have been closed systems based on these but that is a whole other tpoic) keep the tank cleaner. Even if you can do larger changes, still consider these units - they work really well when combined with regular filters and water changes.Knowledge is fun(damental)
A 75 gal with eight Discus, fake plants, and a lot of wood also with sand substrate. Clean up crew is fifteen Sterba's Corys. Filters: canister w/UV, in-tank algae scrubber that removes phosphates and nitrates! Also, a highly dangerous commercial nitrate removal unit from hell
For Stocking Questions see: http://aqadvisor.com/AqAdvisor.php?
For Fishless cycling:http://www.aquaticcommunity.com/aqua...ead.php?t=5640


text:
Need Help? Call 1-855-RIDE-RED or Email email@example.com
With hundreds of thousands of HT SERIES suspensions on trailers running on- and off-road around the world, these models have been the suspensions of choice for virtually every trailer application for nearly a decade. The HT SERIES delivers rugged ...Read More
The ultimate system for weight-conscious haulers running straight-frame platforms, container chassis, liquid tankers, grain hoppers, bottom dumps and livestock trailers, the INTRAAX AANT 23K boasts a capacity of 23,000 pounds in ride heights from ...Read More
In addition to our integrated axle and suspension products such as INTRAAX® and VANTRAAX® that dominate the NAFTA market, Hendrickson now offers a full line of non-integrated trailer axles for the global commercial and industrial markets.<...Read More

subset: commoncrawl


text:
At Wide Span Carports and Patios we have Australians designing for Australians.Spend every day in Paradise, with Wide Span Carports and Patios incredible outdoor living solutions. Find the perfect carport or patio and download a Wide Span Shed's catalogue.GALVASPAN, COLORBOND and ZINCALUME are registered trademarks of BlueScope Steel Limited. |
Copyright © Wide Span Sheds All Rights Reserved | Proudly HTML 4.0 and CSS 2.1 w3c compliant |


text:
Mathematics Concept & Skill Development Lecture Series: Webvideo consolidation of site lessons and lesson ideas in preparation. Price to be determined. Bright Students: Top universities want you. While many have high fees: many will lower them, many will provide funds, many have more scholarships than students. Postage is cheap. Apply and ask how much help is available. Caution: some programs are rewarding. Others lead nowhere. After acceptance, it may be easy or not to switch. For students of reason in society, science and technology: Pattern Based Reason describes origins, benefits and limits of rule- and pattern-based thought and actions. Not all is certain. We may strive for objectivity, but not reach it. Postscripts offer a story-telling view of learning: [ A ] [ B ] [ C ] [ D ] to suggest how we share theories and practices. Site's Best LessonsFor Logic
These online chapters may amuse while leading to greater precision and comprehension in reading and
writing at home, in school, at work and in mathematics. For Arithmetic
Deciml Place Value - funny ways to read multidigit decimals forwards and
backwards in groups of 3 or 6, US-CDN, UK-German and Metric SI style. For Algebra
What is
a Variable? - this entertaining oral & geometric view
may be before and besides more formal definitions - is the view mathematically
correct? |
whyslopes.com - Home Page Parents: Adult-friendly mathematics work booklets for ages 3+ to 13, and the ends and values below may help. Teachers and Tutors: Ends and values below and site lessons and lesson ideas will help you provide your students with a stronger base for calculus and for earlier high school mathematics. Explore this site for lesson ideas if you were press-ganged into mathematics instruction or if you would like ideas and methods for easing and avoiding common fears and difficulties. Welcome. Online books and further webpages on learning and teaching mathematics and pattern based reason may develop critical thinking, improve reading and writing, and provide a base for learning or teaching college and high school mathematics. Site books are online in full with prequels and postscripts. If you are or were gifted or talented in mathematics and science, try online Volumes 1A Pattern Based Reason, 2 Three Skills For Algebra and 3 Why Slopes and More Mathematics. If you are or were mathphobic, start with volume 2 or 1A. Kind reviews implies some site chapters and lessons may entertain and inform. More starting point suggestions - not bad - for site exploration
If one site element is not to your liking, try another. Each one is different. Study what you need now for the next test or final examination, good luck. Then explore more site material, as much as you can swallow or digest, before your next mathematics course begins. Site books and sections include many more lessons in arithmetic, algebra, geometry, calculus and real analysis. The essay Mathematics ... which way to go, how and why below introduces site aims and content. Site material is not perfect - parts need to be rewritten. But site content in the essay below and in site lessons or lesson ideas give possible remedies, remedies which need to be tried, tested and even improved, for many problems facing instruction aimed at student mastery of ideas and methods, those of service to daily and adult life and/or college studies. Site lessons and lesson ideas in giving or describing how to teach logic and mathematics directly provides a standard to meet or exceed in direct and indirect course design and delivery. Top Level LinksLessons and Lesson Ideas. Site Reviews. The Math Forum and Site Content. Road Safety Questions. Site Composition and Origins. Complementary and Competing Standards and Principles for Education. Political Movement in Mathematics Educaiton. § Mathematics Education Blog: § Making Skill Development Easier: § Mathematics Skill Development Framework: § PreSchool and Primary Mathematics or Quantitative Skills: § Secondary Mathematics - A Practical Approach: § Quebec Material: § Resources and Reciprocal Links: § Work and Study Tips: § Volume 1 Elements of Reason: § - Volume 1A Pattern Based Reason: § - Volume 1B Mathematics Curriculum Notes: § Volume 2 Three Skills For Algebra: § Volume 3 Why Slopes - A Calculus Intro Etc: § Advanced Calculus - Volume 3 Appendices: § 70 Calculus Starter Lessons: § Skills with take home value: § Arithmetic and Number Theory Skills: § Algebra Starter Lessons: § Geometry - maps plans trigonometry vectors: § More Algebra: § Mathematics Skills Year by Year: § Parent Center: § Direct Current Electric Circuits: § Francais: § Archives: Folder Content: 7 pages and 25 subfolders: . Page Contents: Site Welcome || Links to Top Level Content || Which Way to Go, How and Why || Practical Ends and Values - the why || Oral Development - words have been missing || Visual Introductions of Algebra and Calculus || More Concept and Skill Development Notes || Addressing Students and Family Alienation || Course Design Balancing Act || A Stronger Base for Modern Mathematics ||
Mathematics Education Revisited
Site Origins & LimitationsWriting began offline in the last few days of 1990 to address two mathematics education obstacles: First, common fears and difficulties may be explained by concept and skill development steps to big for most, not all. Second, student alienation from mathematics mastery may be explained by those fears and difficulties, combined with an absence of reasons or context for mastery of concepts and skills, one at a time, one after another. Since 1990 or so in Canada, the UK and the USA, many teacher education programs advocate pychological theories of learning in which instruction aimed at student mastery of given ideas and methods is regarded as substandard and unreliable end for instruction. Unreliability may be reduced by addressing the two obstacles just mentioned. However in practice for decades before and after 1990, educational authorities have set final examinations which hope for mastery of ideas and methods in mathematics and other disciplines in a repeatable and reproducible manner. If the conflict seen here between educational theory and practice leads to course design and delivery with little or no respect for how later ideas and methods depend on earlier ones, then we have a third obstacle to student mastery of higher level ideas and methods in mathematics. While holding student back a grade or two will harm their self-esteem, the continual promotion of students in schools without respect for how mastery of later ideas and methods stands on mastery of earlier ones will eventually undermine and destroy student skills and confidence. Site material in providing lessons and lesson ideas, and in offering ends and values below may, albeit not all certain, ease the foregoing problems in logic and mathematics education. The composition of ideas and methods, offline in 1990 and online since summer 1995, was and remains an iterative affair. It was guided by inductive principles for instruction aimed at student mastery of given skills and concepts. met in 1981 outside of mathematics. Every master of mathematics knows how mathematical induction may fail, and by analogy how such instruction may fail. In particular, Common fears and difficulties may be explained by steps missed and by steps too big, not for all, but for most. Remedies may follow from smaller or alternative steps to make mastery of key skills and concepts easier and quicker. Site technical and wordy remedies for common fears and difficulties will fail when and where students and schools do not respect how later skills and concepts depend on earlier ones. The student or school wanting algebra be taught well without a previous mastery of exact arithmetic with decimals, fractions and signs is setting the stage for a mastery of algebra too weak for strong courses in mathematics at the college and senior high school level. Skill and concept development to succeed has to respect how later ideas and methods stand on earlier ones. While no amateur nor professional has the right to impose a mathematics education program on students, parents and educational authorities, today any one may propose one online. The reforms or remedies here like those elsewhere need to be tried and tested before general use. Incomplete ideas for reform rushed into service may disrupt education more than it helps. Principles for instruction no matter how good need to be fully supported by lessons and lesson plans likely to work in a repeatable and reproducible manner for more. By fall 2011, site lessons and lessons ideas for addressing content, that is concept and skill, mastery difficulties were essentially online in full but in some need of editing and pruning. Between spring 2012 and 2013, the issue of why and what to learn or teach in logic and mathematics was addressed first in a first phase program for mathematics and logic instruction, and then in the ends and values outlined below. Here again, there is some work to be done in identifying and presenting skills and concepts with take-home value for daily or adult life in ways that may also serve further instruction. While the site author has a doctorate in mathematics with ten plus years of experience in instruction, the composition of site material in the last two decades has been generally without further classroom experience. So the composition of site ends, values and lesson ideas has mostly been a post-classroom experience driven by inductive principles and standards for concept and skill development, and by kind reviews. |
Ends and Values for Learning
For students, which way to go in mathematics and how far depends on the motivation found in school or which they bring to school. High marks provides motivation for those who like to perform for themselves or for parents and teachers. Further motivation of a social nature comes if a student likes a teacher, belongs to a group of students who are competing academically, or has parent who favours hard work in school and college. But the apart from that, the short- and long-term end and values below offer sounder context for skill and concept development.
Courses in mathematics and science are in part like movies or books. What a course covers, how and why, is often a mystery before its end and to often after. For most students, the question why learn or study a subject or a topic appears. The appearance is a sign of intelligence. Some students have parents who say mathematics mastery is important. But nany have parents who in recalling their experience express a dislike for mathematics after primary school. But if we combine ends and values from earlier times, we may arrive at overlapping sets of ends and values for learning and teaching primary and high school mathematics. These ends and values are easily understood and repeated, and likely to be just right for some. The first two ends reflect the actual or potential needs of adult or daily life, and in trades and activities that do not require common studies. The third end reflect the needs of calculus-based college programs and of advanced, senior high school science courses. The first two ends are more immediate than the third end. For the first two ends, if not the third, over-preparation is better than under-preparation to students and their families earn their livelihoods and to rationally defend their interests in a world where daily behaviour, and contracts involving money matters or income have huge consequences for individuals and their families.
For mathematics and logic instruction, preparing children and teenagers to earn income as adults may meet the need of employers, but more importantly, it may and should meets the needs of students and their families for earning income in employment or self-employment, and defending their own interests while changing jobs or being fired from a long-term post. While high school, trade school, undergraduate university programs and graduate university programs may open doors for gainful employment, education too long or too much may also distract from gainful employment. Showing students early how to handle money matters in daily and adult life from not going into debt while buying or selling to evaluating the immediate or long-term value of a mortgage, a pension plan or the income stream and benefits of a job with or without benefits may help them face or avoid common situations and difficulties.
Early mathematics skill development may serve common arithmetic and geometric needs in daily and adult life. That may include say the common needs of precollege trades and professions. Preparation for daily or adult life at home, at work and in travel requires us to count, measure and calculate with money, time, length, area, volume, speed and rates of change on paper or with the geometric help of maps, plans and diagrams carefully drawn to scale. Arithmetic mastery may include formula evaluation. Early skill development should make us want to avoid the domino effects of errors. That has value for all multistep methods in- and out-side of mathematics. Early skill development, well done, may make mastery of routine skills and concept common, while providing a partial base for college studies. Focus mostly on method and ideas with actual and then take-home value may lead students and their families to value and want mathematics and logic in early instruction.
The scout motto "be prepared" for what may come applies. For better and worse, numerical and logical skills and concepts are needed in daily and adult life to understand others, to read and write instructions precisely, and to correct yourself or others. There is a great risk of making incorrect decisions if you do not fully understand the numerical and logic reasoning used in arguments and agreements between yourself and others. Mastery of logic and basic mathematics, the more the better, will help you quietly recognize faulty decision making, yours or that of others.
In early or later development of mathematics, or of reading and writing abilities, logic mastery leads to more or full precision in reading, writing, speaking and listening. This precision will ease or avoid confusion in following and giving instructions in many arts and disciplines at home, in school and in the workplace. Logic mastery sooner rather than later is best for its take-home value. But when may depend on each student. Before or beside logic mastery, early skill development may emphasize how to do and record measurement and arithmetic steps precisely, so that the steps can be seen and verified, and so that students become aware of the need to avoid the falling domino effect of errors. In this falling domino effect, a mistake in one step leads the following steps to being in error, except in the lucky case where a second or further mistake cancels the effect of the earlier ones. For that, there should be no credit. Plug: The leading math-free chapters of online Volume Three Skills for Algebra on implication rules and their use in deductive reason may lead the not too young to logic mastery.
Mid- and senior- high school mathematics and logic skill development may build on early development to serve the needs of senior high school science and technology courses, and the needs of calculus-based college programs in commerce, science, engineering and technology. Calculus in the first instance consists of calculation of slopes for linear and nonlinear curvers y =f(x). The key role of slopes in calculus explains why slopes and rates of change need to be mastered in earlier studies. Hint, Hint Site volume 3 with its light calculus previews offer a context for the study of slopes, factored polynomials and function maxima and minima may amuse and inform students in courses leading to calculus and in the first weeks of calculus.
Students heading for calculus-based, college programs in business, if they avoid demanding high school science courses, will not see senior high school mathematics used before arriving in college. To compensate, long-term value needs to be emphasized - the calculations and logic of college level programs requiring calculus will be more difficult to use and bend to our future requirements with a weak mastery of mathematics. Site volumes 2 and 3 in forming and reforming the views of students and teachers in senior high school mathematics as indicated above may inform and amuse, and in the process provide some context and motivation for the study of slopes, factored polynomials, function maxima and minima, and calculus too.
Oral Development - Words have been missing
Page Contents: Site Welcome || Links to Top Level Content || Which Way to Go, How and Why || Practical Ends and Values - the why || Oral Development - words have been missing || Visual Introductions of Algebra and Calculus || More Concept and Skill Development Notes || Addressing Students and Family Alienation || Course Design Balancing Act || A Stronger Base for Modern Mathematics ||
All the ideas described briefly below are explained in more detail in site algebra starter lessons and in site Volume 2, Three Skills and Algebra. The arithmetic related ideas could have been placed with site arithmetic lessons instead.
Arithmetic and algebraic expressions are often to complicated to read aloud, term term by term. Diagrams too are better seen than "read aloud". Outside of mathematics, a picture is worth a thousand words. In mathematics, a symbol, an expression or a diagram better seen and grasped in silence may also be worth a hundred to a thousand words. There has been a great silence in arithmetic, algebra, geometry and calculus because mathematical ideas and methods are often better written and drawn in silence instead of being expressed and explained aloud. Yet we may deliberately use more words to introduce skills and concepts clearer, to talking unifying themes, and to improve communication in circumstances where writing or drawing is not possible. While demonstration how appears in site material, we will identify where the greater use of words is possible. There is more to mathematics than be given a formula, and numbers to use in it. But remember, pictures and diagrams too can be employed alone and besides words to make skills and concepts easier to learn and teach.
Before and besides the role of letters and symbols in algebra, we may use words and numerical examples to talk about about and show how to calculate totals and products by adding and multipling subtotals and subproducts. We may also talk informally but precisely about counts and measures as being known or not, constant or not, forgotten or not, and variable or not. Many technical terms may be introduced and understood before and besides the letters and symbols. Moreover, to gossip or talk about people, places and activities, we need names, labels and phrases to identify them. In mathematics, names and descriptive phrases such as the compound growth formula, the rectangular area calculation, the distributive law and the Chinese Square Proof of the Pythagorean Theorem allow us to gossip and talk about calculations and further ideas in situations where symbols and diagrams cannot be formed nor read. Most formulas, methods and practices in mathematics and logic are named. For people wanting and able to talk about what they learning with others, learning the names becomes an asset and not a burden.
In describing how to calculate averages and how to compute the perimeter of a polygon, word descriptions of how may be simpler or not to understand and explain than formulas. As a first example, the average of a set or sequence of numbers is given by their total divided divided by the number (count) of set or sequence elements. As a second example, the perimeter of a polygon is given by the sum of the lengths of it sides, or more briefly by the instruction: add the sides. As a third example, the total area of a region consisting of non-overlapping subregions is given by a sum of subareas. In early mathematics instruction, how to compute this or that may be easier to understand and explain with words with the use of letters or symbols being more complicated. But for the compound interest or growth formula, for the quadratic formulas and later for the chain rule - do not worry what computations these phrases name or identify, the the letters and symbols in them are worth a thousand words. The greater use of words advocated for earlier instruction here is not possible in later instruction. So the silence will return.
Using rules and formulas forwards and backward, and talking about it may end a further silence. Talking and writing about the forward and backward use of rules and formulas provides a unifying verbal theme for the study of logic, mathematics and science in school and college studies. Most if not all rules and formulas are not only used directly in a forward sense but also indirectly or backwards. Determing the constant in a proportionality relation uses the relationship, an equation, backwards. Once it is found, the proportionality relations may then be used or rewritten forwards and backwards to compute or express the value of one number or quantity in terms of others. The example here may not be familar to you if you have not seen them, but by talking about the forward and backward use of rules, formulas and proportionality relations, the backward use will be expected and not be another surprise for students weak and strong of mathematics, logic and science. This forwards and backwards use is common pattern previously met and mastered case by case in silence. Talking and writing about it introduces or extends the oral dimension of skill and concept development.
Visual Development of Algebra and Calculus
Page Contents: Site Welcome || Links to Top Level Content || Which Way to Go, How and Why || Practical Ends and Values - the why || Oral Development - words have been missing || Visual Development of Algebra and Calculus || More Concept and Skill Development Notes || Addressing Students and Family Alienation || Course Design Balancing Act || A Stronger Base for Modern Mathematics ||
Site algebra starter lessons and the online chapters of Volume 2, Three Skills for Algebra, material, show how to learn and teach skills and concepts with words, forwards and backwards. Algebra starter lessons include a geometric, stick diagram introduction for solving linear equations in a way that visually proves or improves fraction skills and sense. Here fractional operations on stick diagrams are suppose to make the algebraic solution of linear equations easier to grasp. However, in entertaining a group of students during a one hour, substitute teaching assignment, one keen student could not make the transition from solving with stick diagrams to solving algebraically. It was not my place to give him extra instruction. He may have been better served by more stick diagram examples, or by a leap to the algebraic method. I cannot say.
Geometry too can help with the introduction of calculus and in providing motivation or context for the study of slopes (remember the domain name is whyslopes.com) and the study of factored polynomials alone and in ratios (rational expressions). See site Volume 3, Why Slopes and More Mathematics, online in full with a fall 1983 why slopes prequel. Volume 3 in a preview of calculus provide geometric motivation for the study of slopes and factored polynomial to the location of maxima and minima of functions.
The site introduction of complex numbers is geometric instead of algebraic. It follows or re-invents a path in a 1951 book on Secondary Mathematics (possibilities) by Howard Fuhr, a mathematician who masqueraded as a mathematics education professor at Columbia University and who as part of the NCTM leadership in the 1960s help develop and implement the college-oriented Modern Mathematics Programs for skill and concept development in primary and high school mathematics from counting to calculus. The level of rigour in this geometric introduction of complex numbers is not less than that in the geometric introduction of trigonometry using triangles and/or the unit circles drawn in a Cartesian plane.
The big steps in modern mathematics programs were too hard for many to follow. Site material offer smaller steps to compensate. Before modern mathematics programs, instruction had a greater focus on skills and concepts with value for daily and adult life - work, mortgages and investments included. The discussion of ends and values above suggests preparation for daily and adult life as much as possible first and foremost, and on preparation for college second while emphasing anything in the latter that could have take-home value.
More Concept and Skill Development Notes
Site composition was driven by a search to remedy the skill and concept development difficulties stemming from steps too big and steps without clear value for students and their families in earlier programs in mathematics and logic education - programs which aimed for student mastery of selected skills and concepts. In consequence, site lessons and lesson ideas include many expositional innovations to aid skill and concept development. Most, if not all, are mathematically correct, with a few small departures from earlier views to make instruction simpler.
In calculus and secondary mathematics, late primary mathematics too, there are many different starting points for instruction.
For example, the site development of prime numbers begins with a definition that is not the most general but with a definition that is likely the easiest for students to understand and apply. For a second example, the site essay on what is a variable, by talking or writing about numbers and quantities varying in one sense or another, we provide a prequel to the later, more formal and more algebraically advanced view of what is a variable, a prequel that is easily understood because it is wordy and pre-algebraic. For more examples, see the site geometric development of complex numbers before trig, and see light calculus preview in Volume 3, Why Slopes and More Math, and see, still in Volume 3, the decimal prequel to the epsilon-delta view or definitions of limits and continuity.
The choice of starting point need not reflect the conventions of higher mathematics, conventions that may be arbitrary despited being widely accepted. Instead, the choice of starting point may reflect the objective of making skill and concept development simpler for students and their teachers. The harder starting points may be left to advanced studies involving fewer students and teachers.
Mathematics Literacy: Since students may leave school early, we need to show them and give them mastery of reading, writing, arithmetic and geometry with actual or potential take-home value for their daily and adult life in local and distant communities. While learning mathematics with comprehension is best, the take-home value of basic and routine skills needed for daily and adult to important to insist upon mastery with comprehension. In this course design and delivery should emphasize the domino effect of errors in multistep methods, numerical or geometric. And in arithmetic, students should be shown how to do and record steps in a manner that their skills can be seen and checked as done or later. In practical, skill-based arts and disciplines from cooking to mathematics, skills needs to be demonstrated to be believed, and indeed to be both taught and mastered. In general, there are too many skills for a student to find them or their refined form by discovery. The challenge for early mathematics instruction is to identify and provide observable and thus verifiable skills with take-home value that serves common or routine needs while seamlessly preparing students for late instruction.
Geometry with Proportionality First: To quickly support the common, actual or potential, geometric use of maps, plans and diagrams drawn to scale in daily and adult life, and in precollege trades and professions, the site webvideo exposition of geometry may include SAS, ASA and SSS methods or practices for the construction of similar or proportional triangles, and in general assume that in maps, plans and diagrams drawn to different scales that corresponding angles are equal and corresponding lengths are proportional. So the similarity or proportionality present in maps, plans and diagrams drawn to scale may be exploited to indirectly measure angles and lengths, and quantities computed from them. Trigonometry may then be introduced as a way to calculate angles and lengths instead of obtaining them direct from measurements, actual or of the corresponding angles and lengths on maps, plans and diagrams drawn to scale. The early mastery of common, and easily understood and repreated practices with maps, plans and diagrams drawn to scale provides a context for and even implies the assumptions and axioms of Euclidean Geometry.
Geometry with Congruence or Isometery Second: For simpler or more accessible account of Euclidean geometry, the site account does not include a proof of the Pythagorean thereom. The Chinese Square Dissection proof provides a more accessible alternative. The latter is presented online in Volume 2, Three Skills for Algebra. Without the Pythagorean thereom, Euclidean geometry may be easy enough to return to the North American classroom in a way that shows high school or college students how logic in the form of implication rules alone and in direct deductive chains of reason appears in mathematics.
Counting and Arithmetic with Decimals: Decimal place value is the key to counting. We assume every set of fewer than 10, 100, 1000 and 10000, etc, can be divided into a group of upto 9 units, a group upto 9 groups of ten, upto 9 groups of 100 and upto 9 groups of 1000 in manner that the count between 0 and 9 of units, 10s, 100s and 1000s are unique, albeit the division of set elements into groups of units, 10s, 100s and 1000s is not unique. The foregoing division or partition gives a unique, multidigit decimal way to write and record the count or number of set elements in which each unit has a place value. The concept of place value leads to and easily justifies arithmetic counting shortcuts involving the addition, comparision, subtraction and multiplication and even division of decimals. The details are given in the site arithmetics section along with North American, metric (or SI) and UK-German methods for writing and reading aloud with words multidigit decimals without and then with a decimal point. Comprehension of operations with decimals enriches early instruction and may help some master these operations. Others, most others perhaps, may find full explanation of why some operations work too complicated for their liking. For them skill and confidence in decimal methods may follow learning how to use the methods to obtain repeatable and reproducible results via steps observable and, if need-be correctable.
Counting and Arithmetic with Fractions: The fraction three quarters when written or read aloud means three times a quarter. A quarter ¥ is a unit fraction. Proper and improper fractions with the same denominator all give a number or count of a unit fraction, that associated with the same denominator. With the aid of decimal representations forms of numerators, it is an easy matter to count, add, compare, subtract and even divide multiples of a single unit fraction. It also an easy matter to multiply a multiple of a single fraction by a whole number - to form a multiple of a multiple. By long division and regrouping, each improper fractions is equivalent to a mixed numbers. In primary and secondary school, students may be shown how to add and subtract fractions with unlike denominators by raising terms to convert each fraction to another equivalent fraction, so after conversion, each has a common denominator and so is a multiple of a common unit fraction. Following this, students may be shown how to compare, multiple and divide fractions by rote. Site fraction lessons in contrast show how raising terms to obtain like denominators explains and justifies methods to compare and divide fractions while raising terms to ensure the numerator of the multiplicand is a multiple of the denominator of the multiplier explains and justify methods for fraction multiplication. The justification of arithmetic with fractions sets the stage for the justification of arithmetic with decimal fractions (multiples of one-tenth, one hundredth, one thousandths) that usually denoted by multidigit decimals with digits after and even before a decimal point.
Comprehension of operations with fractions agains enriches early instruction and may help some master these operations. Others, most others perhaps, may find full explanation of why some operations work too complicated for their liking. For them skill and confidence in decimal methods may follow learning how to use the methods to obtain repeatable and reproducible results via steps observable and, if need-be correctable.
Prime Numbers and Fractions: For algebra alone or as part of calculus, and for operations with complex numbers, students need an efficient command of arithmetic with fractions where the denominators are say less than 200. Prime factorization of whole numbers less than 200 is useful here. The development of prime number factorization methods in the site arithmetic section shows how to use time tables to recognize small primes, and how to use an olde square rule method to quickly and efficiently obtain prime number factorization of whole number less than 289 = 172, and to recognize primes less than 289 as well. The foregoing path as demostrated in site arithmetic section may be easier for people to learn and teach. Prime factorization is also useful for a "simplification" of roots involving whole numbers or their fractions, a simplification often seen in trig and calculus. Mastery of exact arithmetic in high mathematics requires mastery of some cosmetic standards or conventions for the expression of fractions, roots and radicals.
Arithmetic with units and denominate Numbers - missing. Units of measure and counting appear directly in daily and adult life, and also in science and technology. Units of measure also appear in the description of speed, acceleration and other first and second order rates - rates that may be described as derivatives in calculus. Modern mathematics programs did not mention nor sanction the use of units and their multiples (denominate numbers) in high school and college studies, albeit this use appear in science courses and in some practical examples met in mathematics courses in trigonometry and before. The site account of arithmetic and fractions with units compensates for this. Albeit, the compensation is given in a do this, do that manner, because of a lack of words on my part to provide greater comprehension. Readers are invited to provide remedies. Early algebra courses today may introduce monomials (products of letters or "variables" to various powers) and operations on them alone and in fractions before students understand the computational significance of monomials and operations on them. Site algebra starter lessons explanation of equivalent computation rules may provide a remedy for that. But before or besides algebra, The same exercises with monomials given by numerical multiple of products of units to various powers may be more meaningful to students, while be a prerequisite to the numerical description of rates and proportionality constants.
- Algebra Starter Lessons. Showing students how to do and record numerical and algebraic steps in ways that can be seen and checked when done or later makes their mastery of multistep methods observable, and hence verifiable or correctable. Showing should also make students aware of the domino effects of mistakes, and the care needed to avoid or correct such errors. The introduction and assumption of methods to compute totals and products using subtotals and subproducts employs practices that are too complicated in high school instruction to derive from the usual axioms for arithmetic with real numbers. But the assumption of these methods or practices extends the usual axioms and from the perspective of advance mathematics gives a very redundant set of axioms. But the same redundancy is justified as it makes early instruction easier and more effective, and the extra assumptions have immediate take-home value for daily and adult life not present in the usual axioms. Now the usual axioms are best understood besides or after a math-free mastery of logic. The usual axioms for the distributive, commutative and associative law are algebraically described. Many students find the algebraic description too remote or abstract. But if we introduce the concept that each algebraic expression give a unique computation rule, one that that be evaluated on paper or with the aid of a program on a calculator or computer, we may observe from numerical examples that different computation rules appear to be equivalent in the sense that they give the same result. This small step of introducing the concept of equivalent computation rules provides another context, a different starting point, for understanding and explaining distributive, commutative and associative laws in arithmetic with many kinds of numbers, and eventually with numbers being replaced by computation rules - those with numerical values.
Arithmetic without Calculators: To be over-prepared is better and less risky than being under-prepared. A written, calculator-free mastery of arithmetic with signs, decimals, fractions; with units of measures; and with number theory practices is needed for a full, traditional, mastery of algebra, trigonometry, complex numbers and calculus. A full mastery of arithmetic with units of counting and measures also has value for adult and daily life, and for further studies in commerce, science, engineering and even mathematics itself.
In modern urban life we depend on machines to simplify our daily life. But calculators usage both simplifies and weakens mathematics mastery, or that needed to understand decimals, fractions, algebra, trigonometry and calculus. As a master of my subject with standards for skill and concept development, I see the student who can only do arithmetic with the aid of a calculator as being handicapped from being too spoilt in earlier instruction. Any expectation that quantitative skills and disciplines can be well-taught without a written mastery of arithmetic with decimals and fractions is false.
Again, manually learning how to do and record work in steps that can be seen and corrected as done or later may begin with evaluation of arithmetic expressions and algebraic formulas. While calculators are useful, failure to require manual student mastery of arithmetic removes a starting point for observable skill and concept development. In particular, mastery of observable steps that can be seen and confirmed or corrected as done or later is also is key part of showing and demonstrating abilities in problem solving, in writing proofs and employing multistep methods at home, at work and in studies in many arts and disciplines.
Addressing Students and Family Alienation
Page Contents: Site Welcome || Links to Top Level Content || Which Way to Go, How and Why || Practical Ends and Values - the why || Oral Development - words have been missing || Visual Introductions of Algebra and Calculus || More Concept and Skill Development Notes || Addressing Students and Family Alienation || Course Design Balancing Act || A Stronger Base for Modern Mathematics ||
Mathematics after primary school has been difficult and without immediate value for many generations of students. While some students have parents who did well or who encourage skill and concept development, other students have parents who may say mathematics after arithmetic is a waste of time. High school and college students may attend courses because those courses are required. In high school and college, students who base their efforts only on whether or not their teachers are pleasing have a shallow context and motivation for learning. Students for whom doing well in tests and finals is the only motivation also have shallow reason for learning. Cultural values for learning may appeal to some. But practical ends and values may appeal to more.
In primary school, students and their families may see the 4Rs (reading, writing, reasoning and arithmetic) as being useful in adult and daily life. There-in lies content and motivation. But at the junior- and mid-high school level, some mathematics and logic lessons are of actual or potential service to daily and adult life for decision-making and money-matters at home and the work place. Other lessons only have long-term value for college programs that some students may never enter or complete. Instruction may lean to the first kind of lessons initially to provide ends and values easily understood and appreciated by students and their families. Emphasizing the more useful methods and concepts first may help retain student motivation and also help those who have leave school early. But eventually, high school and college mathematics has less and less take-home value besides more and more value for future studies or courses that students may not see. Here again, instruction may focus on the take-home value, when present to provide motivation.
At the precalculus level, instruction should focus on two kinds of skills and concepts, those that have actual or potential take-home value for daily & adult life, and for precollege trades and activities; and those that prepare students for a light and then deeper command of calculus. In the former, I would include a set-based development of probability theory. In both streams, I might include matrix operations but not linear programming. The latter can be left to college programs in commerce, science, engineering and technology. I would restrict high school mathematics to computations and proofs that are lead to repeatable and reproducible results, and to the computation of averages useful in small business for estimating demand for products and services being sold. Further elements of descriptive statistics, I would leave to college studies, or to high school courses on critical thinking.
The recommended focus may mean fewer topics are taught. For students not heading for calculus-based studies, less with a focus of skills and concepts with take-home value may be best. In the preparation of students for calculus and senior high school mathematics, multiple topics with no short-term value may be met. That short-term value will vary between students. Students in courses required to prepare for calculus who do take mathematically demanding, senior high school courses will see more short-term value. In general, calculus and preparation for calculus is a long demanding path which many find difficult or hard to complete. But, here is a plug, site Volumes 2 and 3, make the path easier and throught calculus preview make calculus and precalculus easier and more appealing.
Course Design Balancing Act
Different Ends, Values and Styles
Page Contents: Site Welcome || Links to Top Level Content || Which Way to Go, How and Why || Practical Ends and Values - the why || Oral Development - words have been missing || Visual Introductions of Algebra and Calculus || More Concept and Skill Development Notes || Addressing Students and Family Alienation || Course Design Balancing Act || A Stronger Base for Modern Mathematics ||
To serve the skill and concept needs of the common person in the street, we need to put first those skills and concepts with actual or potential value for daily and adult life. Then students may attend school and go home with methods that help themselves or their families in money and other matters. Near the end of school coverage of arithmetic, geometric and logic (or reading and writing) skills and concepts with actual or potential service for daily and adult life, more algebra and higher level geometry skills may be introduced to revisit and reinforce the foregoing service while being of service to more trades and activities at the precalculus level, and also being of service or preparation for senior high school science courses and perhaps later studies in calculus. The multiple ends and values in the foregoing need to be balanced. The balance may depend on the local or immediate needs of students and their families, that is, how long students are likely to remain in school; on whether or not, they are likely to see all all ends and values served; and on whether or not, the students are quick or slow learners.
The concept and skill development standards and principles for instruction in results-oriented arts and disciplines, as espoused in site material, seek to provide students with an observable and verifiable know-how of the ideas and methods currently forming and characterizing each art or discipline. The latter presents a moving targets as best practices in each may vary over time and place. But in a moving target, concept and skill mastery may be seen or empirically measured by student response to questions. In each such art and discipline, students are expected to retain know-how and build on it in a progressive manner, with regression being a sign of weakness, or absence too long from practice in an art or discipline. Each art or discipline comes with different cultural and practical values, some more important than others in ways that may justify its instruction or not in each school or school system.
Morover, course design and delivery needs to acknowledge that there are multiple intelligences in learning and teaching styles. A style that is suitable for instruction in the humanities where conclusions are highly subjective is not suitable for instruction in mathematics and science where the benefits, origins and limitations of ideas and methods need to be indicated and mastered in all or part.
A Stronger Base for Modern Mathematics
Page Contents: Site Welcome || Links to Top Level Content || Which Way to Go, How and Why || Practical Ends and Values - the why || Oral Development - words have been missing || Visual Introductions of Algebra and Calculus || More Concept and Skill Development Notes || Addressing Students and Family Alienation || Course Design Balancing Act|| A Stronger Base for Modern Mathematics ||
In modern mathematics programs for secondary mathematics education, direct instruction aimed at student mastery of given concepts and skills has been uncertain and unreliable due to steps too big or hard for most to follow, and due a college-oriented choice of concepts and skills with value too long-term for students and their families. Those steps too big undermined course design and delivery. However, direct instruction can address its own problems by serving short- and long-term ends and values in the selection and arrangement of course topics, and in offering smaller, more accessible and reliable steps for concept and skill mastery. The key question is whether or not remedies based on the smaller and alternative steps in site lessons and lesson ideas, alone or with the proposed ends and values above, will be effective..
Site lessons and lessons ideas from counting to calculus provide a foundation for college level studies of modern mathematics. Site lessons and lesson idea offer student and their teachers a mastery of concepts and skills with comprehension, if that be wanted, based on a redundant set of practices and axioms, whose redundancy can be explained and removed in college course in or leading to modern mathematics. The ends and value further offer reasons for mathematics and logic mastery that students and their families are more likely to appreciate before preparation for calculus becomes the main focus of instruction at the senior high school level. For calculus, Chapter 14 of site Volume 3, Why Slopes and More Mathematics, offers a decimal, error control development of limit and continuity concepts that may stand alone, or be used to make the epsilon-delta development much easier to understand and explain. Site departures in early instruction from modern mathematics are intended to provide TCPITS an more accessible view, but they are also intended to develop the logical and algebraic maturity needed for college and senior high school students to study modern mathematics if they choose or where it appears in their programs of study.
Indirect Instruction Benefits and Limits
Indirect instruction has the advantage of enriching skills and concept mastery in classes where there is time for individual and group creativity. But the subjective nature of that enrichment means direct instruction is needed to develop or at least consolidate mastery of core skills and concepts, those on which later methods and ideas stand, Moreover, for student mastery of skills and concepts of importance for their take-home value, or importance for further mastery, direct explanations seem more reliable and certain than indirect ones, and easier to design and provide.
When and where direct instruction clear steps or lessons to provide mastery of important skills and concepts, to aid student to follow the steps and lessons as is or in briefer form, teachers may provide circumstances and pose questions to indirectly lead student to formulate ideas and skills and gain the experience on which direct instruction may stand. But where direct instruction lacks those clear steps and lessons, it is doubtful that indirect instruction will provide a practical and clearer path to to student mastery of the given skills and concepts. The ability to explain matters directly is likely a prerequisites to the ability to provide skill and concept mastery indirectly.
Each program of instruction aim at mastery of given ideas and methods has varying degrees of success and failure, and of motivation and alienation for students and their families. In the case of modern mathematics programs for secondary and college studies, the very rigour that attract some students repelled many more, and include steps too big and also, I will missing, in course design and materials. Missing steps were missing not only in modern mathematics programs for algebra alone and in advance courses, but also in earlier methods or paths for concept development. The missing steps represent old gaps inherited in the design and redesign of mathematics instruction over many, many decades, if not a century or two. Site material in providing smaller steps allows steps too big to be recognized and gives remedies - full or not - to be tried and tested. Given that students have multiple abilities levels, a situation inherited from nature, how far students may go in mastery of mathematics depends on their will and natural talent. Smaller steps should allow more to go further.
Page Contents: Site Welcome || Links to Top Level Content || Which Way to Go, How and Why || Practical Ends and Values - the why || Oral Development - words have been missing || Visual Introductions of Algebra and Calculus || More Concept and Skill Development Notes || Addressing Students and Family Alienation || Course Design Balancing Act || A Stronger Base for Modern Mathematics ||
whyslopes.com - Home Page
Road Safety Messages for All: When walking on a road, when is it safer to be on the side allowing one to see oncoming traffic?
Site Reviews
1996 - Magellan, the McKinley Internet Directory:
Mathphobics, this site may ease your fears of the subject, perhaps even help you enjoy it. The tone of the little lessons and "appetizers" on math and logic is unintimidating, sometimes funny and very clear. There are a number of different angles offered, and you do not need to follow any linear lesson plan. Just pick and peck. The site also offers some reflections on teaching, so that teachers can not only use the site as part of their lesson, but also learn from it.
2000 - Waterboro Public Library, home schooling section:
2001 - Math Forum News Letter 14,
2002 - NSDL Scout Report for Mathematics, Engineering, Technology -- Volume 1, Number 8
2005 - The NSDL Scout Report for Mathematics Engineering and Technology -- Volume 4, Number 4
For Geometry
Maps + Plans Use - Measurement use maps, plans and diagrams drawn
to scale.
Euclidean Geometry - See how chains of reason appears in and
besides geometric constructions.
Coordinates - Use them not only for locating points in the plane
or space.
Complex Numbers - Learn how rectangular and polar coordinates may
be used for adding, multiplying and reflecting points in the plane,
in a manner known since the 1840s for representing and demystifying
"imaginary" numbers, and in a manner that provides a quicker,
mathematically correct, path for defining "circular" trigonometric
functions for all angles, not just acute ones, and easily obtaining
their properties. Students of vectors in the plane may appreciate the
complex number development of trig-formulas for dot- and
Lines-Slopes [I] - Take I & take II respectively assumes no
knowledge and some knowledge of the tangent function in
What is Similarity - another view of using maps, plans and
diagrams drawn to scale in the plane and space. May buildings in
space are similar by design.
For Calculus
Why study slopes - this fall 1983 calculus appetizer shone in many
classes at the start of calculus. It could also be given after the intro of slopes
to introduce function maxima and minima at the ends of closed intervals.
Why factor polynomials - this 1995-96 lesson introduces calculus
skills and concepts. It may also may be given to introduce further function maxima
and minima both inside and at the ends of closed intervals.
Check Arith. Skills - too many calculus and precalculus
students do not have strong arithmetic and computation skills. The
exercises here check them while numerically hinting at
equivalent computation rules.


text:
Ride UK: Snowbikes - but is it BMX?
A BMX video by Ride UK BMX - 87,207 views
FeaturedYou are currently using our new player
if you are experiencing issues then you can give feedback or try our old player…
In Ride UK issue 149, we featured an article with Jason Phelan Testing out some Snowbikes. But is it really BMX? Find out in the video.
We don't have any comments yet. Be the first to add one …
Log in to add a comment
Don't have an account yet?
Why not?! Signing up to MPORA is one of the easiest things you'll do and you'll be able to do so much because of it! Not only will you be able to create your own profile, upload your own videos and photos, but you'll receive exclusive newsletters, enter competitions and so much more! So why not become part of us and join up now!
Register or


text:
Poultry Business to meet up working capital requirement.
- Loan facility from Tk. 2.00 lac to Tk. 20.00 lac for Poultry Business to meet up working capital requirement.
- No Mortgage or Equitable Mortgage for loans up to Tk. 5 lac.*
- Interest rate 15% (case to case basis).
- Processing fee 1% to 1.50%.
- Tenor of loan not exceeding 01 (One) year.
- Loan to be repaid by Equal Monthly Installment (EMI) or from sales proceeds.
1. Net Worth:
- 3rd party Guarantor's Net Worth must not be less than the proposed Loan amount / Loan limit.
- In cases where the Borrower is a Limited Company, memorandum and Articles of Association of the company along with Board Resolution to be obtained.
- Personal Guarantee of all the Directors to be obtained (for Pvt. Ltd. Company)
- Any Sole Proprietorship or Partnership firm or Private Ltd. Co. having 03 years successful business operation.
- Cash flow in support of the proposed loan installment.
- Owners in the age bracket of 25 to 60 years.
Trust Bank Limited
SME Department
Head Office
36, Dilkusha C/A
Phone # 02-7163976


text:
Bowl Union Drive Gains Strong Allies
Employees of Berkeley Bowl—still without a union contract to celebrate this Labor Day—rallied in front of the store Sunday as part of their four-month-long organizing drive.
More than 150 people came out to support the workers during the rally which was held in honor of the holiday and to give greater public exposure to the drive, increasing community involvement and sending a message to management that the employees are ready to unionize.
"The time to begin negotiating is now," said Kevin Meyer, one of the workers who spoke at the rally.
Meyer said that even though Berkeley Bowl has agreed to legally recognize an election through the National Labor Relations Board (NLRB), workers want the company to recognize the union right away through a card check agreement.
A card check agreement would officially validate the union after a neutral third party was brought in to verify that a majority of the workers had signed union authorization cards—which the union says an overwhelming majority has already done.
Store management contends that an election is more democratic and more accurately reflects the interests of workers. Organizers and workers disagree, declaring that there are a number of ways that an election can be delayed in ways that favor the company.
The rally drew strong community support, including speeches by Berkeley City Councilmembers Kriss Worthington and Donna Spring, Alameda County Supervisor Keith Carson, former 14th District Assemblywoman Dion Aroner, and Rebecca Kaplan, a member of the AC Transit Board of Directors.
"As a community institution we are asking you to share your wealth. It's not just the workers but the community who wants fairness," said Supervisor Carson.
Several of the other elected officials said that while they regularly shop at Berkeley Bowl, they have been discouraged by the company's unwillingness to negotiate.
"I love the food but it leaves a bad taste in my mouth knowing that they don't have a union," said Worthington from the City Council.
During the rally, a delegation of workers and a union representative approached the Berkeley Bowl management to deliver a statement proposing terms for how to move toward officially recognizing a card check agreement. Store Manager Larry Evans received the delegation but refused to touch the statement, citing legal reasons. He declined to comment about the statement or the rally.
"I wasn't surprised that they didn't accept it," said Lilian Flores, one of the main organizers with the Oakland-based United Food and Commerical Workers Butchers' Union Local 120.
Flores and David Rosenfeld, UFCW Local 120's lawyer, both explained that the management was avoiding the statement as a way to avoid negotiations.
Several shoppers sported pro-union buttons and balloons as they shopped and many of the community supporters who showed up were long-time shoppers at the Bowl. One of the supporters, Leonore Veltfort, 84, has shopped at the store for years because it's the only place she can walk to.
"I always shop there, but I feel guilty shopping at a non-union shop," said Veltfort. "It's ridiculous to not let them have a union."
Also coming out in support of the Berkeley Bowl workers were members of Hotel Employees and Restaurant Employees Union Local 2850. Judy Goff, the Executive Secretary Treasurer for Central Labor Council in Alameda County attended, expressing her and the council's support for the union drive.
"I represent 135 unions and 125,600 working families in Alameda County and we stand with you. We will not rest until you get a contract that gives you the respect and dignity you deserve," said Goff.
Workers involved in the campaign were encouraged by the support and say that they will pursue the drive until they receive a contract.
"It helps keep us going when you see people come out and support you, it gives us a boost," said Matthew Beavers, one of the workers participating in the drive.
Flores was also encouraged especially by the community support. "It was great. What better place to organize than Berkeley?"


text:
Fire has caused damage to a cleaning products factory at Riverstone last night.
The blaze caused the roof of the Loftus Street premises to collapse.
Fire fighters were able to stop the blaze from spreading neighbouring properties.
Huntingwood Duty Commander Dave Taylor said about 12 stations attended the fire.
Investigations are still under way.


text:
In our line of work, we see the sadder side of our community.
But we also see a lot of exciting things that lift our spirits. We see people doing tremendous volunteer work and countless acts of sacrifice. When you hear people say that folks aren't volunteering enough these days, we can see countless number of cases of people who donate time, effort and money for valuable causes.
So, in the spirit of the season, we'd like to offer our happiest greetings for a merry Christmas to some of the special people we've met over the last year.
Here are just a small number of the great folks in our area:
The students and faculty at Hays-Lodge Pole school district.
Many students and teachers think it would be great to have a school without a principal, but it turned out to be very difficult for students at this Blaine County school.
The school board and administration were in complete disarray because of some bizarre politics. With no leadership to speak of, students and faculty pretty much ran the school. Faculty members ran the day-to-day operations as much as possible. They continued teaching. The learning process went on. Students, for the most part, did all they could do to keep on learning. The teachers and students were an inspiration.
Nadir Greytak, an 18-year-old Boy Scout and son of Gary and Diana Graytak, finished his project this year to renovate a small children's park on Havre's north side. It was part of a project to obtain his Eagle Scout award. Most Eagle projects involved 80 to 100 hours of work., Nadir's project took about 1,500 hours.
He raised money, gathered materials, garnered community support and did the work. The park was named Gracie's Place, after two cousins, Grace Gibson, who died after a courageous battle with cancer, and Grace Loftus, who plays in the park.
A native of Kazakhstan, he spent the first eight years of his life in an orphanage. We are lucky he ended up in Havre. He's a tremendous example to fellow Montanans.
Shaylee Lewis is a Havre High School special education teacher who has a special passion for special students and their need and their right to receive great educational opportunities. Parents and students rave about her work. She has been the organizer and a cheerleader for the Havre Special Olympics program.
Havre and Hill County have a fascinating history full of great stories. We hope that rich tales of the homesteaders, the bootleggers, the first residents of Rocky Boy, the first railroad people are preserved for future years so that generations yet-to-come will know the county's history. That's why the volunteer work being done by so many people is so important. People like Toni Hagener, Gary Wilson, Frank DeRosa, Emily Mayer, Alvin Windy Boy, John and Anna Brumley, Keith Doll and so many others have helped contribute to the body of knowledge we have about our rich Havre and Hill County history.
Every day, volunteers gather at Feed My Sheep Soup Kitchen to help prepare and serve meals to people who would be hungry otherwise. They talk, laugh and pray together as they do their work.
Brenda Skornogoski, Don Richman, Karen Sloan and Debi Rhines — two Republicans and two Democrats — ran for public office this year and lost. They put forth great campaigns and concentrated on the issues. They deserve praise for their efforts to provide voters with a choice. They are the reason that Hi-Line voters — unlike those in many parts of the country — have to pick the better of two candidates, not the lesser of two evils.
The new Rocky Boy tribal council members have their work cut out for them. There has been widespread skepticism of the board from tribal members, some of it clearly deserved. The election in November saw a nearly complete turnover in the tribal government, and it appears that government members are doing their best to reassure the public that changes are on the horizon. That's great new. Rocky Boy's Indian Reservation faces lots of problems. Internal strife just gets in the way of the progress that needs to be accomplished.
Marc Mariani didn't have a good football season. The Havre-raised Mariani, a Tennessee Titan star, was seriously injured on national television. He has remained a class act as he recovers and a pride to his hometown.
Montana Actors' Theatre provides an outlet for a lot of talented people of the Hi-Line, and there are quite a lot of talented people on the Hi-Line. More important, they provide first-class entertainment for people from throughout the area.
All of the people of Havre and Hill County deserve praise for their constant willingness to help friends and neighbors in need. Nearly every week, there is a benefit of some sort to help people down in their luck. Many area groups, most notably the Eagles Club, make their facilities available. Businesses donate items to eat or as gifts to be auctioned off. People donate time and money, and they give up their time to attend events, bid on items and contribute money. Not every community is so caring of others. It is another great reason why this is such a great community.
To all of these people and all the people who make the Hi-Line such a special place to live by donating time and money to many causes, we thank you all and wish you a merry Christmas.


text:
Transform the way children understand maths in your setting
01536 452610 - email@example.com
Whether you are looking for a Numicon Kit or a particular resources for maths you should be able to find everything you need in this section of our website. If you have a specific question or cannot find what you are looking for, then please contact us directly on 01536 452610 or email us at email@example.com
For full advice on different primary school settings please see the 'Who is Numicon for?' pages for advice which numeracy resources are most appropriate.
If you are unsure which of our maths resources are most appropriate to your setting, please select from one of the following options to see our recommended resource lists:
Numicon for use at Home Numicon for Early Years Foundation Stage (EYFS) Numicon for Key Stage 1 and beyond Numicon for SEN and Intervention
Learn about the most recent additions to our range.
These are the core resources for maths in our range. Use this section for details about what is included and covered in each kit.
The Numicon software for Interactive Whiteboards provides a rich library of images and models to support maths teaching and to enhance the multi sensory Numicon programme in whole class teaching sessions.
'Numicon at the seaside' is the first in a series of Number Book and Music CDs. It is designed to help children aged 4-5 develop a rich understanding of number ideas through a combination of picture and song.
All components found in the Numicon Kits including the printed teaching files are available separately although assembled kits cost less than the sum of the parts. Accessories are grouped into categories.
We often use the phrase "there's no magic in the plastic, it's what you do with it that counts". We see our professional development courses as very important part of what we do because it helps teachers get started and enhances the use of the Numicon resources.
Also available is Working with Numicon – Training resource and DVD which serves as a valuable dissemination tool for post training staff meetings.
Creating a number-rich environment and giving number a high profile is an important to develop children's concept image of number. To help you and give you ideas we have created a selection of free display resources for you to download and use as you wish.
Oxford University Press, Educational Supply Section North Kettering Business Park, Hipwell Road, Kettering, Northamptonshire, NN14 1UA


text:
Quantity discount will reflect in cart.
This product may only be purchased with the approval of a veterinarian and may require verification. We will collect any necessary information at checkout and verify a prescription if required.
Sometimes, manufacturers require that products be advertised only at their suggested prices. When we choose to sell these items for less, we display the sale price only in the cart. To see the price, click Add to Cart.
One-time delivery
Save 10% with Auto Ship (Details) Deliver Every: 2 Weeks 3 Weeks 4 Weeks 5 Weeks 6 Weeks 7 Weeks 8 Weeks 1 Month 2 Months 3 Months 6 Months
Product Summary:
1.87 Ivermectin Single Dose Paste Wormer
Now: $2.49
SyrVet Flex Bandage
Starting from: $1.19
Anthelcide EQ 22.7 Oxibendazole Single Dose Wormer
Now: $6.49
Zimecterin Gold 7.75 Praziquantel Paste Wormer
Now: $8.95
3.60g Pyrantel Pamoate Single Dose Paste
Now: $4.49
Bimectin 1.87% Ivermectin Apple Flavored Wormer
Now: $2.59
Farnam Endure
Starting from: $59.99
Safe-Guard 25g Fenbendazole Single Dose Wormer
Now: $7.99
Western Poly Off Billet
Starting from: $4.99
Western Poly Tie Strap
Starting from: $3.99
Equimax 14.03 Praziquantel Single Dose Wormer
Now: $9.95
Horse Health 1.87 Ivermectin Single Dose Paste
Mayatex Ranger Hogan Acrylic Saddle Blanket
Starting from: $12.99
Exodus 23.6g Single Dose Pyrantel Pamoate Wormer
Now: $4.99
Comfort Padded Halter with Snap
Pyranha Wipe N Spray
Weaver Original Poly Lead Rope
Starting from: $10.99
Plastic Hoof Pick Brush Combo
Starting from: $1.59
Basic Cotton Lead Rope w/Bolt Snap
Starting from: $5.99
Product Reviews by Customers


text:
CBMi Featured in Nature Article: "De novo mutations in histone-modifying genes in congenital heart disease"
Congenital heart disease (CHD) is the most frequent birth defect, affecting 0.8% of live births1. Many cases occur sporadically and impair reproductive fitness, suggesting a role for de novo mutations. Here we compare the incidence of de novo mutations in 362 severe CHD cases and 264 controls by analysing exome sequencing of parent–offspring trios. CBMi staff contributed to this article published online in Nature May 12, 2013.
Philadelphia Hospitals' Informatics Teams Target Sepsis Response
Sepsis, a dangerous condition caused by the immune system's response to a serious infection, is one of the toughest challenges hospitals face. It causes 17 percent of all hospital deaths and is the leading cause of death in non-cardiac intensive-care units. Additionally, the incidence of sepsis is increasing in the United States. But healthcare informatics researchers are working on ways to quicken response times and improve outcomes. Two presentations by CBMi's Dr. Robert Grundmeier and medical candidate Katherine Clark from the University of Pennsylvania's Perelman School of Medicine presented at the 6th Annual Mid-Atlantic Healthcare Informatics Symposium are discussed in Healthcare Informatics Online.
CBMi pediatricians talk about health IT innovations for vaccines asthma
Doctors Robert Grundmeier and Alexander Fiks at the Center for Biomedical Informatics at CHOP talked about the Care Assistant program at a recent health IT seminar at the Quorum at the University City Science Center. It was originally designed as a tool to do more precise decision-support projects to improve healthcare outcomes using the provider's electronic health record system from Epic.


text:
Follow Us!
Search Across Related Sites
LoadingSubscribe to Doctors on Vaccines
Hundreds of medical doctors are here to tell you the truth about vaccines. Protect yourself and your children. Subscribe to periodic updates via e-mail.-
Recent Posts
- Today's not-so-subtle pogrom. ~ Hilary Butler
- Vaccinating pregnant women "halves the risk of pertussis in infants' first four months" ~ A critique by Dr Suzanne Humphries
- End the medical debate and just vaccinate? ~ Hilary Butler
- Vax-ganda: Idiotspeak or Bullseye? ~ by Hilary Butler
- Dr Suzanne Humphries discusses vaccines and polio. Video.
- Measles Vaccines Part II; Benefits of Contracting Measles ~ by Dr Viera Scheibner (PhD)
- Measles Vaccines Part I; Ineffectiveness of Vaccination and Unintended Consequences. ~ by Dr Viera Scheibner (PhD)
- Melanie's Marvelous Measles: Is the provaccine backlash rational or hysterical? ~ Suzanne Humphries, MD
- Breastmilk Stem Cells: It's not just food. By Hilary Butler
- Vitamin C for Whooping Cough. Updated Edition. Suzanne Humphries, MD
Swine Flu Archive
Swine Flu Shot Linked To Sleep Disease
Posted on May 16, 2011 | 79 CommentsWilliam C. Douglass, Jr, MD May 15, 2011 If kids are looking sleepier than ever, it's not because some new TV show or videogame is keeping them up all night. It's just their [...] -
Swine Flu as a Microcosm of Vaccination Failure
Posted on February 13, 2011 | 40 CommentsMonday February 14, 2011 Len Saputo, MD speaks on swine flu, vaccines and protecting your well being. Dr. Saputo is a graduate of Duke University Medical School and is board [...] -
New Swine Flu Fears Emerge
Posted on November 24, 2010 | 12 CommentsWilliam Campbell Douglass II, M.D. November 12, 2010 The World Health Organization is crying "wolf!" again, claiming there's a powerful new strain of swine flu making its way around the world. And that [...] -
Truth Times Two: The Cervical Cancer (HPV) and Swine Flu Vaccines
Posted on November 16, 2009 | 94 CommentsErika Schwartz, MD [USA] [Host: Mayer Eisenstein, MD, JD, MPH] Dr. Schwartz will present on the HPV and swine flu (2009 H1N1) vaccines. Dr. Schwartz is a leading national expert on [...] -
The Censoring of Students Speaking on Vaccines
Posted on September 2, 2009 | 118 CommentsRobert Wanek is a U.S. student and activist. Watch his story of censorship. -
Chat on the Swine Flu Vaccine
Posted on August 6, 2009 | 70 CommentsMayer Eisenstein, MD, JD, MPH [USA] Dr. Eisenstein hosts and open chat on the swine flu vaccine. He implores that we must give the right to make medical decisions back to [...] -
Swine Flu and Governments' Grab for Power
Posted on July 27, 2009 | 110 CommentsSherri Tenpenny, DO [USA] [Host: Mayer Eisenstein, MD, JD, MPH] Dr. Sherri Tenpenny, an osteopathic medical doctor and studied expert on vaccines, talks about impending, crucial issues coming with the the [...] -
Swine Flu Epidemic Prognosis
Posted on May 13, 2009 | 447 CommentsLeonard Horowitz, DDS [USA] [Host: Mayer Eisenstein, MD, JD, MPH] Learn the truth to set you free from pharmaceutical toxicity. -
The Infection Deception
Posted on April 1, 2009 | 5 CommentsLen Saputo, MD April 1, 2009 On October 23, 2009, President Barack Obama declared the swine flu outbreak a national emergency, plunging the H1N1 controversy ever more deeply into an Orwellian world [...]


text:
Hyderabad, May 8 — Kings XI Punjab made 170 for five in 20 overs against Deccan Chargers in an Indian Premier League match at the Rajiv Gandhi International Stadium here Tuesday.
Opener Mandeep Singh smashed 75 off 48 balls while David Miller hit 28 off 18.
Medium pacer Ashish Reddy took two wickets for the Chargers.
This article was distributed through the NewsCred Smartwire. Original article © IANS / Daily News 2013


text:
Tutu Studios Pre School Ballet for 2-7 yr olds
Tutu Studios offers beautiful toddler and pre school ballet classes in Sydney's Eastern Suburbs. With locations at Randwick, Kingsford and Clovelly, Tutu Studios has quickly developed a reputation for classes that are loved by children and parents alike with just the right mix of dance, imagination and play.
Young children love to move - it helps them to feel good about themselves and it helps them to learn. Tutu Studios Pre School Ballet classes are structured to develop your child's natural love of movement, music and dance. Fun, creatively themed classes are designed to appeal to each child's imagination, introducing fundamental movements and basic ballet vocabulary in an age appropriate and safe manner.
Children are inspired to move creatively through imagery, role play and exposure to a diverse selection of music. Glittering wands, ribbons, hoops and an array of delightful props are all used to stimulate young imaginations and encourage self expression.
TUTU TODDLERS & MUM 2-3 YRS - Sweet and magical classes especially for baby ballerinas.
LITTLE TUTUS BALLET 3-4 YRS & 4-5 YRS - These enchanting classes will delight your pre-schooler.
BALLET 5 YRS + - Continue your child's journey in dance with RAD Classical Graded Ballet classes. RAD examinations are offered.
JAZZ 5 YRS + - CSTD Jazz classes for school age children.
QUALITY TUITION- To ensure quality tuition, class sizes are limited and all classes are taught by Royal Academy of Dance trained and qualified teachers.
FREE TRIAL CLASS - It's always nice to try something first – Free Trial classes are available for new students.
For Free Trial Class, Holiday Classes and Full Timetables click on VISIT WEBSITE or contact Elke 0408 701 081 firstname.lastname@example.com
Visit Website
Tutu Studios Pre School Ballet for 2-7 yr olds
Contact: 0408 701 081
User reviews
User Reviews - see how Kidspot parents share their recommendationsThank you, your review has been posted.
Tutu Studios – Little Tutus Ballet
By Karen on 18/06/2013 10:20:41 PMFrom the very first class my 4 year old daughter Amelie attended, she loved the music, costumes, and the joyful fairy tales brought to life through dance. Her teacher Elke is very warm and uses various props to encourage participation and creative expression. Over the past year, we have seen Amelie's confidence, sense of rhythm and movement, and love of music and performan (...) Read more
Tutu Studios
By Karen Malouf on 15/06/2013 9:22:41 PMMumi are we going to ballet today?? this is the question i hear from my 2 year old daughter every morning!!! This is how amazing tutu studios are and this how amazing Miss Elke is!! My daughter became obssessed with her ballet classes that she wants to perform to us everyday. The way Miss Elke interacts with the kids and the patience she has in teaching them makes my daugh (...) Read more
Tutu Studios
By Donna Boyce on 14/06/2013 4:16:35 PMMy daughter is 2 and loves her ballet class every Saturday. The class is gorgeous and always different. The teacher is lovely and has a warm, friendly and encouraging nature. I would highly recommend this studio to any parent.
Tutu Studios Todder Ballet Class
By Yin on 13/06/2013 12:20:23 PMMy daughter loves going to Tutu Studio's toddler ballet class every week, and constantly asks to go to ballet class. It's such a fun and relaxed environment where she has gained confidence to follow instructions on her own. My husband also enjoyed participating in the class with my daughter, it's a special parent and child time. My daughter enjoys dancing with the wand (...) Read more
Highly recommend Tutu Studios
By Maya Mesimeris on 18/03/2013 10:22:45 PMMy 4 year old girl started ballet with Elke aged 19 months. We especially love Elke and Lizzy's nurturing and creative approach to ballet. They always connect in such a beautiful way with the children allowing them to express themselves with confidence. My girl is so happy doing ballet and I think this is very important - it must be enjoyable and this is where Tutu Studi (...) Read more
My daughter Caitlyn has been having classes with Miss Elke and Miss Lizzie for over a year now and I have been so delighted with how well structured, creative and engaging the lessons are, but maybe more importantly, just how dedicated and caring the teachers are. Caitlyn feels very special during her class time and enjoys becoming a part of Miss Elke's fantastic make beli (...) Read more
Tutu Studios is a ballet studio in Clovelly which demonstrates highest quality, practice and attention to all of its students. The teachers are dedicated and expertly trained and they deliver a comprehensive program which follows the RAD syllabus. Lessons are taught with inspiration, encouraging students to be creative and imaginative while still learning the required ball (...) Read more
Tutu Studios
By Janelle Molesworth on 12/03/2013 8:50:59 AMMy daughter has been mesmerised by ballet since she stepped into her first class with Miss Elke and Miss Lizzy nearly a year ago. Every week she longs for Wednesday to come, and she plans the tutu that she will wear to her much anticipated ballet lesson. Elke and Lizzy's classes are beautiful. The girls are entranced by their gentle and warm nature, the music and the d (...) Read more
Tutu Studios
By sarah on 11/03/2013 3:34:07 PMIn our household every morning the same question is asked – "how many days until wednesday?". This is the day of my 4 year old's ballet class, her favorite day of the week. I have watched her blossom under the careful, kind and enthusiastic instruction of Miss Lizzie and Miss Elke. It is a joy to see your child so enthused and passionate about an activity that not only sti (...) Read more
A beautiful ballet school - Tutu Studios
By Robyn Cottier on 10/03/2013 8:54:01 PMMy daughter started at Tutu studios last year in the Little Tutu's ballet class. Maddie loved her Monday classes and went from a shy little girl who wouldn't leave my arms to running into the class to sit next to Elke to begin the class! She developed a love of dance and creativity. The Little Tutu's classes uses ribbons, wands, scarves and a big imagination to act out (...) Read more


text:
The University is pleased to provide a listing of websites that may be useful to students and their families to assist in developing fiscally responsible men and women of the future. We recommend you review:
Mapping Your Future: Online Counseling, Financial Literacy Counseling
Additional helpful sites include:
Please note these Websites are not intended to provide tax, lending, legal or investment advice. The purpose of listing these Websites is to help students and families think about their spending and savings habits. The users of these websites are solely responsible for determining whether any investment, loan, or any other product or service, is appropriate or suitable based on each individual personal and financial situation


text:
Survey of Inmates in Local Jails, 2002 [United States] (ICPSR 4359)
Principal Investigator(s): United States Department of Justice. Office of Justice Programs. Bureau of Justice Statistics
This collection provides nationally representative data on persons held prior to trial and on convicted offenders serving sentences in local jails or awaiting transfer to state prisons. Data cover individual characteristics of jail inmates, current offenses, sentences and time served, criminal histories, jail activities, conditions and programs, prior drug and alcohol use and treatment, and health care services provided while in jail. Part 1, Numeric Data, contains numeric data for all questions in the survey, while Part 2, Alphanumeric Data, consists of non-numeric answers to the "Other, Specify" selection available for some of the questions.
Access Notes
One or more files in this study are not available for download due to special restrictions; consult the restrictions note to learn more. Additional information can also be found in the Use Agreement.
To safeguard the identities of respondents and institutions, the values of certain variables are restricted from general dissemination. These variables appear in Part 1, Numeric Data. In the data file available on the NACJD Web site these variables are labeled "Blanked" and coded with a series of 9's. Users interested in obtaining these data must complete a Restricted Data Use Agreement form and specify the reasons for the request. A copy of the Restricted Data Use Agreement form can be requested by calling 800-999-0960. Researchers can also download this form as a Portable Document Format (PDF) file from the download page associated with this dataset. Completed forms should be returned to: Director, National Archive of Criminal Justice Data, Inter-university Consortium for Political and Social Research, Institute for Social Research, P.O. Box 1248, University of Michigan, Ann Arbor, MI 48106-1248, or by fax: 734-647-8200.
Study Description
United States Department of Justice. Office of Justice Programs. Bureau of Justice Statistics. Survey of Inmates in Local Jails, 2002 [United States]. ICPSR04359-v2. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2012-08-22. doi:10.3886/ICPSR04359.v2
Persistent URL: http://dx.doi.org/10.3886/ICPSR04359.v2
Export Citation:
- RIS (generic format for RefWorks, EndNote, etc.)
- EndNote XML (EndNote X4.0.1 or higher)
This survey was funded by:
- United States Department of Justice. Office of Justice Programs. Bureau of Justice Statistics
Scope of Study
Subject Terms: correctional facilities, criminal histories, demographic characteristics, drug use, inmate programs, inmates, jail inmates, jails, offenses, sentencing
Smallest Geographic Unit: United States
Geographic Coverage: United States
Time Period:
- 2002
Date of Collection:
- 2002-01--2002-04
Unit of Observation: individual
Universe: Male, female and juvenile inmates held in institutions listed in the 1999 Census of Jails plus jails opened after the census but before the spring of 2002.
Data Types: survey data
Sample: The sample for the 2002 survey was selected from a universe of 3,365 jails housing 529,084 adult males, 67,464 adult females and 9,449 juvenile (both male and female) inmates. The sample design was a stratified two-stage selection, in which jails were selected in the first stages and inmates to be interviewed were selected in the second stage. In the first sampling stage, using a target jail sample size of 460, six separate strata were formed based on the size of the male, female, and juveniles populations in each jail.
Weight: Through the application of weights and a series of adjustments, the data for the 2002 survey were weighted so that the sum of all sample weights would equal 631,241 (which was the total number of inmates in local jails on June 30, 2001, estimated by the 2001 Annual Survey of Jails). The weighting procedure consisted of a base weight for each inmate and four adjustment factors that produced the final weight for the survey.
Mode of Data Collection: computer-assisted personal interview (CAPI)
Response Rates: 84 percent
Extent of Processing: ICPSR data undergo a confidentiality review and are altered when necessary to limit the risk of disclosure. ICPSR also routinely creates ready-to-go data files along with setups in the major statistical software formats as well as standard codebooks to accompany the data. In addition to these procedures, ICPSR performed the following processing steps for this data collection:
- Standardized missing values.
- Checked for undocumented or out-of-range codes.
Original ICPSR Release: 2006-03-17
Version History:
- 2012-08-22 A Restricted Data Use Agreement form was added to the documentation files that can be downloaded from the study home page.
- 2006-11-21 The questionnaire supplied by the Principal Investigator has been appended to the codebook.
Related Publications
- List all ~37 citations associated with this study
- View citations for the entire series
Most Recent Publications
Update Notification
Use any of the notification links to add this study to your RSS feed; you will then receive notification if the study is substantively updated.
Metadata Exports
- Citations exports are provided above.
Export Study-level metadata (does not include variable-level metadata)
If you're looking for collection-level metadata rather than an individual metadata record, please visit our Metadata Records page.


text:
Delivering the Big Jubilee Thank You (download high res picture): Christopher Sandamas (Chief Clerk, Buckingham Palace, left) receives the Thank You's from Roy Crowne (Executive Director of HOPE Together), the Revd Ian Bunce (Head of the Mission Department for the Baptist Union of Great Britain), and Dr Rachel Jordan (the Church of England's National Worship and Evangelism Adviser)
A letter thanking Her Majesty The Queen for 60 years of service has been delivered to Buckingham Palace today. The Big Jubilee Thank You, coordinated by the Church of England and HOPE Together, was signed by the public in churches and cathedrals throughout the year and contains thousands of signatures from all over the country.
Letters of thanks (download high res picture above) were first signed by bishops, vicars and pastors, before being made publicly available in churches for the public to add their own comments and signatures. They have been pouring into Church House in London for several months, some dioceses and churches choosing to use the Big Jubilee Thank You downloads available from the Church of England website, others choosing to create their own ways of saying thank you.
• The Dioceses of St Edmundsbury and Ipswich, York, Chichester, Birmingham, Blackburn, Carlisle, Leicester and Truro were among those saying thank you to The Queen via large packs of pages utilising the 'official' Big Jubilee Thank You downloads (download high res picture).
• Durham Cathedral and the Diocese of Europe chose to present signatures of thanks in beautifully bound books (download high res picture).
• Ellie Davidson from Brighstone Church of England Primary School on the Isle of Wight won a competition to design a striking cover for the Diocese of Portsmouth's thank you letter (download high res picture).
• Hornchurch Methodist Church was one of many churches choosing to illustrate its thank you's with pictures from its Big Jubilee Lunch event (download high res picture).
• The parish of Great Horton St John's in the Diocese of Bradford, and the parish of Ottershaw in Guildford Diocese, designed particularly striking covers for their letters (download picture one and picture two).
• The people and churches of Foulsham, Guestwick, Stibbard, Themelthorpe and Wood Norton in the Diocese of Norwich designed their own thank you card, with crowns by the children and adults of Wood Norton Messy Church (download high res picture).
• A child from the parish of Earsham in Norwich Diocese contributed a poem to her thank you: "Much experience you have gained, 60 years you have reigned, You wear a lovely gown, You wear a Shining Crown, You Sit on a Golden Chair, Which Makes Me Look and Stare, I wish I was just like you, I wish I could meet you too."
• Comments from adults included: "You have been the one person we can all depend upon. May you enjoy many more years on the throne"; "Thank you for a wonderful 60 years of dedication and loyal service"; "When even my children in their 20s are staunch royalists, I realise what an amazing job you have done throughout your reign."
• Comments from children included: "Thank you for keeping the country safe and for lots of other things. PS I really like your hats : )"; "Queen Elizabeth is great! Uniting the country. Everyone adores you. Nation celebrating loads!"; "Dear Queen, I hope Prince Phillip is feeling better now."
There were hundreds of contributions to the Big Jubilee Thank You from Church of England, Baptist, Methodist, ELIM, Catholic and independent churches; Churches Together from around the country; Boys' and Girls' Brigades; church schools and academies; Guides and Brownies; Cubs and Scouts; and Mothers' Unions.
Compiled together into one huge Big Jubilee Thank You, the contributions were delivered to Buckingham Palace by Dr Rachel Jordan, the Church of England's National Worship and Evangelism Adviser; Roy Crowne, the Executive Director of HOPE Together; and the Revd Ian Bunce, Head of the Mission Department for the Baptist Union of Great Britain.
Pictures of the delivery of The Big Jubilee Thank You are available here.
Pictures of some of the contributions to The Big Jubilee Thank You are available here.
Your Church Wedding Whether you're just dreaming of a church wedding, or well into the planning already, your church wants to help and support you.
Shrinking the footprint The Church of England's environmental campaign aimed at resourcing the reduction of the church's carbon footprint.
Churchcare A comprehensive resource for anyone involved in the running of a church, with a wide range of practical advice and tips.
Call Waiting The Church of England wants to encourage gifted and committed young men and women, from all backgrounds, to consider whether God is calling them into ordained ministry as priests.
The Church and Community Fund The CCF encourages the church to engage with their local communities by funding effective and innovative community outreach projects.
Going for Growth Going for Growth challenges the Church of England to work towards every child and young person having a life-enhancing encounter with the Christian faith.
Church Legacy Find out why and how to make a Will, and see how gifts in Wills make dreams come true!
Worship Workshop WorshipWorkshop offers Church schools a way of creating engaging collective worship.
Church House Publishing The Archbishops' Council publishes a range of liturgy, reference and other resources under the CHP imprint.
Parish Resources All things stewardship: resources and guidance on preaching, giving and fundraising with helpful online guides.
Diocesan websites The Church of England comprises two Provinces, Canterbury and York. Each province is broken down into dioceses. There are 43 in England (44 including the Diocese in Europe).
Communications Training High quality media, presentation and new media training for the Church of England and related charities. Find out more about our current courses.
Lambeth Palace Library The historic library of the Archbishops of Canterbury. Its collections and those of its sister body the Church of England Record Centre (CERC) are freely available for research.
Parish Buying Offering national contracts and buying tips to help the Church buy and save together.
Celebrate 200 years of Church Schools The National Society celebrates 200 years of Church schools in England and Wales. Find out more about the anniversary and the work of the National Society.