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The manufactured or mobile home inspection will take about 2 hours to complete. I then give you a printed report and email the digital pictures.
In this lesson, students will compare and contrast the needs of indoor and outdoor plants. They will take on responsibility for raising three different types of plants indoors and learn their specific needs. They will chart all steps in the plants’ life cycles and make observations on their growth. Students will also conduct a survey and use the results to make a chart. OBJECTIVES Students will: 1. Categorize survey findings and present their results using a chart. (NYS Learning Standard 1: Language for Information and Understanding, Elementary 1 and Elementary 2) 2. Predict and observe stages in plant growth, in chronological order. (NYS Learning Standard 1: Language for Information and Understanding, Elementary 2 and Standard 1: Analysis, Inquiry, and Design, Elementary 5) 3. Use a calendar and a seed packet to calculate and determine harvest dates for plants. (NYS Learning Standard 1: Language for Information and Understanding, Elementary 2 and NYS Learning Standard 1: Analysis, Inquiry, and Design, Elementary 2) 4. Demonstrate understanding of vocabulary related to plant growth and companion planting by constructing both simple and complex sentences. (NYS Learning Standard 1: Communication Skills, Checkpoint A and B) 5. Investigate differences between indoor and outdoor plants, concerning their needs and how they satisfy them. (NYS Learning Standard 1: Analysis, Inquiry, and Design, Elementary 1 - Scientific Inquiry) 6. Explore rates of plant growth using simple measurement methods, and interpret the data in order to recognize simple patterns or sequences. (NYS Learning Standard 1: Analysis, Inquiry, and Design, Elementary 2 and 3 - Scientific Inquiry) 7. Construct an indoor salad garden using familiar materials. (NYS Learning Standard 1: Analysis, Inquiry, and Design, Elementary 1 - Engineering Design and Standard 5: Technology, Elementary 2) 8. Recognize the differences between indoor and outdoor plants, the interactions between plants, and different growth structures and interactions. (NYS Learning Standard 4: Science, Elementary
From the Garden to the Table reinforces nutrition education using the garden as a laboratory for learning. The garden provides opportunities for children to discover fresh fruits and vegetables, make healthier food choices, and become better nourished1. The garden is an innovative teaching tool that incorporates hands-on activities that allow children to learn by doing. From the Garden to the Table is an excellent way to teach children about food origins, nutrition, and healthy eating behaviors. The curriculum uses a combination of indoor-outdoor gardening experiences, to engage children in exploration and inquiry. Children are actively involved in planting, maintaining and harvesting edible plants and witness their life-cycle from seed to harvest. From the Garden to the Table activities are organized sequentially. Indoor classroom activities reinforce concepts learned in the outdoor garden. The indoor and outdoor sessions should be implemented at the same time. From the Garden to the Table reinforces the experiential learning process through activities that are initiated indoors and then moved outdoors or the reverse. Both the indoor and outdoor classroom environments are dynamic extensions of one another. They are wonderful settings for nutrition-gardening learning to take place.
Gardens for Learning: Designing Your School Garden Photos: Western Growers Charitable Foundation o prepare for the design phase of your school garden, put on your creativity hat, adopt an adventurous attitude, and open your mind to all possibilities. Gather ideas from other schools, botanic gardens, magazines, garden shows, Web sites, and the imagination of your students and garden team. As you plan, remember to look at the future garden through the eyes of a child. Your students and garden team need to be active participants during this phase. Throughout the process, they should feel like valuable contributors. A strong connection during the design process will ensure they become diligent caretakers once the garden is installed. As you plan, there are two very important things to keep in mind: Your school garden should be both fun and functional. Make sure your design will result in a garden that will fulfill your needs and help you accomplish your curricular goals. Keep it simple. Dream big, but start with a plan that is manageable for your school. Consider developing a three- or five-year plan, adding a few components each year. Remember that it is the smiling children learning in the garden that makes it beautiful, not the fancy and complicated planting design. Just by walking by and giving a curious glance, children can passively absorb the lessons of ...
[212 Pages Report]Biostimulants Market report categorizes the global Market by Applications (Foliar, soil & seed), Crop Types (Row crops, fruit & vegetable, turf & ornamental), by Active Ingredients (Humic acid, Fulvic acid, Amino Acid, Seaweed extracts) & by Geography
What better proofs can one look for in a successful real estate company than the actual sales it has done? The harvest shows the planting. And when the results are consistently happy clients, we know further that such results are not mere accidents. In a real sense, that is the bottom line for a company.
This Document explains how to edit the flattened route of a Harness Drawing in SolidWorks Electrical 3D. Flattened representations of a SolidWorks Harness can be difficult to read in its default state. With the “Edit Flattened Route” command, a high quality representation of the flattened route can be created with ease. 1) Once the Harness is routed in 3D, there is a new routing sub-assembly in the FeatureManager Design Tree. 2) Right Click the routing sub-assembly and select “Flatten Route.” 888.688.3234 | GOENGINEER.COM 3) Select the type of flatten route (defined below) and select the different drawing options that are required in the Flattened Drawing. Select OK (Green Check Mark). a. Annotation allows the creation of a flattened configuration that is displayed using the standard drawing sheet with views b. Manufacture allows the creation of a flattened configuration that is displayed true size on a formboard. 888.688.3234 | GOENGINEER.COM 4) A flattened harness assembly and a flattened harness drawing is created and opened. The Flattened Harness Drawing will be the file that is displayed. If the Harness assembly is too complex the flattened representation can be cluttered. 5) Open up the Flattened Harness Assembly. Go to Window and select the file. Alternatively, use Cntl+Tab to get to the right document. 888.688.3234 | GOENGINEER.COM 6) Right Click the AnnotateFlattenedRoute# and select “Edit Flattened Route.” 7) There are 5 tools that aid in editing the flattened route a. Drag - Enables the user to drag any sketch point or line in the flattened sketch to the desired position. The “Flip Selection” check box can be used to select the complementary segments. b. Horizontal – Constrains the selected segment horizontally. c. Vertical – Constrains the selected segment vertically. d. Delete Relations – Delete relationships that segments can be dragged to any position. e. Fanout – Enables the manipulation of the fanout segments. The “Position Angle” defines the position of the fanout in respect to the base segment. The “Spacing Angle” defines spacing between fanout segments. 888.688.3234 | GOENGINEER.COM 8) Once the manipulation is completed, hit OK (Green Check Mark). Navigate back to the flattened harness drawing and the changes to the flattened harness assembly will automatically propagate to the drawing. 888.688.3234 | GOENGINEER.COM ...
Get more Forex trading strategies and techniques: click here disclaimer The information provided in this report is for educational purposes only. It is not a recommendation to buy or sell nor should it be considered investment advice. You are responsible for your own trading decisions. Past performance is not indicative of future results, as returns may vary according to market conditions. Trading in foreign exchange is speculative and may involve the loss of principal; therefore, assets placed in any type of forex account should be risk capital funds that if lost will not significantly affect one's personal financial well being. This is not a solicitation to invest, and you should carefully consider the suitability of your financial situation prior to making any investment or entering into any transaction. Trading foreign exchange on margin carries a high level of risk, and may not be suitable for all investors. The high degree of leverage can work against you as well as for you. Before deciding to invest in foreign exchange you should carefully consider your investment objective, level of experience and risk appetite. The possibility exists that you could sustain a loss of some or all of your initial investment and therefore you should not invest money that you cannot afford to lose. You should be aware of all the risks associated with foreign exchange trading and seek advice from an independent financial adviser if you have any doubts. By Federal Mandate, Foreign Currency Traders Must Read This First: Before deciding to trade real money in the Retail Forex market, you should carefully consider whether this is the right choice for you. Things to consider are your investment objectives, level of experience and risk appetite. Most importantly, do not invest money you cannot afford to lose, i.e., don't trade forex with money you need to survive.
The September 11 Travel Operation The success of the September 11 plot depended on the ability of the hijackers to obtain visas and pass an immigration and customs inspection in order to enter the United States. It also depended on their ability to remain here undetected while they worked out the operational details of the attack. If they had failed on either count—entering and becoming embedded—the plot could not have been executed. Here we present the facts and circumstances of the hijackers’ travel operation, including their 25 contacts with consular officers and their 43 contacts with immigration and customs authorities. We also discuss the 12 contacts with border authorities by other September 11 conspirators who applied for a visa. The narrative is chronological, retracing the hijackers’ steps from their initial applications for U.S. visas, through their entry into the United States, to their applications for immigration benefits, and up through their acquisition of state identifications that helped them board the planes. Along the way, we note relevant actions by U.S. government authorities to combat terrorism. There were a few lucky breaks for U.S. border authorities in this story. Mostly, though, it is a story of how 19 hijackers easily penetrated U.S. border security. Overview of the hijacker’s visas The 9/11 hijackers submitted 23 visa applications during the course of the plot, and 22 of these applications were approved. The hijackers applied for visas at five U.S. consulates or embassies overseas; two of them were interviewed. One consular officer issued visas to 11 of the 19 hijackers. Of the eight other conspirators in the plot who sought visas, three succeeded, but only one of the three later sought to use the visa to enter the United States. Hijackers Nawaf al Hazmi and Khalid al Mihdhar were the first to submit visa applications because they were originally slated to be pilots. The four hijackers who did become pilots applied for visas in 2000. The remaining “muscle” hijackers applied in the fall of 2000 through the spring and summer of 2001, three applying twice. Most of the hijackers applied with new passports, possibly to hide travel to Afghanistan recorded in their old ones. It is likely that many of the hijackers’ passports contained indicators of extremism or showed ties to al Qaeda. However, this intelligence was not developed prior to 9/11, and thus State Department personnel reviewing visa applications were not trained to spot these indicators of a terrorist connection. Visa decisions for the hijackers and conspirators were consistent with a system that focused on excluding intending immigrants and depended on checking a database of names to search for criminals and terrorists. Overview of the hijackers’ entries The hijackers successfully entered the United States 33 of 34 times, with the first arriving on January 15, 2000, at Los Angeles International Airport. All others entered through ...
THE 9/11 COMMISSION REPORT Final FM.1pp 7/17/04 5:25 PM Page v CONTENTS List of Illustrations and Tables ix Member List xi Staff List xiii–xiv Preface xv 1. “WE HAVE SOME PLANES” 1 nside the Four Flights 1 Improvising a Homeland Defense 14 National Crisis Management 35. 2. THE FOUNDATION OF THE NEW TERRORISM 47. A Declaration of War 47 Bin Ladin’s Appeal in the Islamic World 48 The Rise of Bin Ladin and al Qaeda (1988–1992) 55 Building an Organization, Declaring War on the United States (1992–1996) 59 Al Qaeda’s Renewal in Afghanistan (1996–1998) 63. 3. COUNTERTERRORISM EVOLVES 71. From the Old Terrorism to the New: The First World Trade Center Bombing 71 Adaptation—and Nonadaptation— . . . in the Law Enforcement Community 73 . . . and in the Federal Aviation Administration 82 . . . and in the Intelligence Community 86. Page vi . . . and in the State Department and the Defense Department 93 . . . and in the White House 98 . . . and in the Congress 102. 4. RESPONSES TO AL QAEDA’S INITIAL ASSAULTS 108 4.1. Before the Bombings in Kenya and Tanzania 108 Crisis: August 1998 115 Diplomacy 121 Covert Action 126 Searching for Fresh Options 134 5. AL QAEDA AIMS AT THE AMERICAN HOMELAND 145. Terrorist Entrepreneurs 145 The “Planes Operation” 153 The Hamburg Contingent 160 A Money Trail? 169 6. FROM THREAT TO THREAT 174. The Millennium Crisis 174 Post-Crisis Reflection: Agenda for 2000 182 The Attack on the USS Cole 190 Change and Continuity 198 The New Administration’s Approach 203 7. THE ATTACK LOOMS 215. First Arrivals in California 215 The 9/11 Pilots in the United States 223 Assembling the Teams 231 Final Strategies and Tactics 241 8. “THE SYSTEM WAS BLINKING RED” 254. The Summer of Threat 254 Late Leads—Mihdhar, Moussaoui, and KSM 266 9. HEROISM AND HORROR 278. Preparedness as of September 11 278 September 11, 2001 285 Emergency Response at the Pentagon 311 Analysis 315. 10. WARTIME 325 10.1 Immediate Responses at Home 326 10.2 Planning for War 330 10.3 “Phase Two” and the Question of Iraq 334 11. FORESIGHT—AND HINDSIGHT 339. Imagination 339 Policy 348 Capabilities 350 Management 353 12. WHAT TO DO? A GLOBAL STRATEGY 361. Reflecting on a Generational Challenge 361 Attack Terrorists and Their Organizations 365 Prevent the Continued Growth of Islamist Terrorism 374 Protect against and Prepare for Terrorist Attacks 383 13. HOW TO DO IT? A DIFFERENT WAY OF ORGANIZING THE GOVERNMENT 399. Unity of Effort across the Foreign-Domestic Divide 400 Unity of Effort in the Intelligence Community 407 Unity of Effort in Sharing Information 416 Unity of Effort in the Congress 419 Organizing America’s Defenses in the United States 423 Appendix A: Common Abbreviations 429 Appendix B:Table of Names 431 Appendix C: Commission Hearings 439 Notes 449