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|Yale-New Haven Teachers Institute
Laura Namnoum
I teach fourth grade at Nathan Hale School in New Haven, Connecticut. Nathan Hale is a prekindergarten to eighth grade neighborhood school. My fourth grade classroom is in a middle class neighborhood. The students in my classroom come from a variety of backgrounds and have a diverse set of needs and skills. Students are held to a high standard and are expected to internalize the material being taught. They are given opportunities to create their own ideas about the world through exploration. Assessment is done via projects which are evaluated through rubrics and students have an unlimited depth to their new understandings.
Teachers have an imperative role to not only teach current information, but also explain how it is relevant to each student. This unit is designed to explain what energy is, the different sources we use to harness energy, and how it relates to students. Students will understand which sources have many negative effects on our environment and which renewable sources will bring our world to a more sustainable future
This unit will give students the opportunity to evaluate and draw on their own conclusions. Children are growing up in a world where technology is booming. They play on the computer, watch television, and play video games. Their recreational activities all require energy. They have it drilled into their heads to conserve electricity by turning off the television when they aren't watching it, or turning off the lights when they leave the room, but do they really understand how their energy usage affects the world? This unit will allow them the ability to internalize their effect on the world when they overuse electricity. Students first need to understand where electricity comes from. They will experiment with energy and be able to describe energy in one sentence. In order to understand the availability of energy sources, students will compare renewable resources with nonrenewable resources. Once background knowledge is set into place, students will begin learning about wind power, solar power, hydropower, and fossil fuels. They will demonstrate understanding of how it is transported to their home and how they are able to use it. Students will research and evaluate the cost, effect on the environment, and availability of wind power, solar power, hydro power, and fossil fuels. They will come to their own realization about which energy source makes the most financial and environmental sense to power our world and will create a diagram of how it will be transported to homes in their neighborhood. As a result of this unit, students will understand the energy source their home currently uses, and will internalize the importance of finding alternative sources and conserving electricity.
This unit is in accordance to the Connecticut State Standards and New Haven Standards. The standards covered include biological and physical sciences, math, technology and language arts. This unit is designed to meet the following state standards: (science) 4.4.a. Electricity in circuits can be transformed into light, heat, sound and magnetic effects, (reading and responding) 1.0 Students read, comprehend and respond in individual, literal, critical and evaluative ways to literary, informational and persuasive texts in multimedia formats, (reading and responding) 2.0 Students interpret, analyze and evaluate text in order to extend understanding and appreciation, (math) 1.2 Represent and analyze quantitative relationships in a variety of ways. This unit also meets the following New Haven standards: (science) 4.1 All organisms depend on the living and non-living features of the environment for survival. (science) 4.4- Electrical and magnetic energy can be transferred and transformed.
This first week will provide the students with an understanding of what energy is as well as how we use it. Energy is the ability to move or change things. The teacher will model energy at work by demonstrating both the moving of something and something changing. The students will then create their own classroom definition of what energy is to refer back to throughout the unit.
The second week will focus on renewable and nonrenewable resources. Students will understand what natural resources the earth provides. They will generate a list of what the natural resources can be used for. Finally, they will act out a demonstration of how the resources can deteriorate. As a result of this week, students will understand which resources can be sustained and which resources are not sustainable. They will also create a list of energy sources that derive from the list of resources.
This week students will be researching four different energy sources. The four energy sources are wind power, solar power, fossil fuels, and hydropower. They will work in groups to support each other. Each group member will be responsible for researching one energy source and sharing their findings with the group. The research will include determining if the source is renewable or nonrenewable, the cost of the source, and the environmental or community effects of the source. They will categorize their findings into pros and cons, and will share with their group and determine which energy source will create a sustainable future. During this period of time, students will also be responsible to determine which energy source their family uses to power their home.
This final week will solidify students' understanding of how energy relates to them. Students will rank appliances based on their energy usage and will determine how energy efficient their home is. They will then use a timeline to understand how fossil fuels are transported in New Haven to their house. They will finally use the energy source that they choose as the most sustainable and create a timeline of how it can be transported to their house.
Energy is the ability to make things happen. It allows us to ride our bikes, sharpen a pencil, drive a car, or melt ice. Energy is needed for our brains to work and our bodies to develop. Most commonly in classrooms we define energy as the ability to do work. The first law of thermodynamics explains this further. The first law is that energy can be neither created nor destroyed. The energy of the universe is constant. This means that "work" is a process of energy transfer. When force is exerted it is the work of energy transferring from one source to another making it move or change. For example, the suns energy pours into solar cells, solar cells change radiant energy into electrical energy. Hydrogen and oxygen play a big role in the transfer of energy. "Most human energy requirements are met by forming bonds between hydrogen and oxygen, whether we are thinking in terms of metabolism, agriculture, industry, transport, building or domestic needs such as heating, cooking, refrigeration, or whatever," (Walker p 23).
Energy is measured in watts. A watt is a unit of power equal to one joule per second. In order to discuss energy globally, it is easiest to measure energy in terawatts. A terawatt is equal to one million (1012) watts (Wiktionary, 2007). In the year 2000, the global energy consumption rate was 13 terawatts (Lewis, 2006). With the rise of third world countries, the demand for energy will increase quickly. It is expected that in the year 2050 20 terawatts of power will be needed to supply the global demand (Lewis, 2006).
There has been a huge push for "clean energy". "Clean energy" is energy that does not emit carbon dioxide. Renewable resources are sustainable and include all energy sources that do not lead to a net increase in atmospheric carbon dioxide when utilized. Nonrenewable resources, however, do emit carbon dioxide. Carbon dioxide is a gas that is emitted when burning fossil fuels. Carbon dioxide is considered a greenhouse gas (Royston, 2008). The carbon dioxide in the air acts like a blanket covering the earth in the atmosphere. Without any greenhouse gasses covering the earth, the sun's rays beat down to the earth, they bounce around and leave the atmosphere and travel back into space. When there are too many greenhouse gasses in the atmosphere, the sun's heat is trapped by the gasses and cannot escape the earth as easily. This causes warmer air to stay on earth and eventually creates a warmer planet. The Earth's temperature only increases a small amount each year but will continue to increase over time. It is probable that using fossil fuels is changing the climate (MacKay, 2009). Therefore, climate change caused by increasing amounts of greenhouse gasses in the atmosphere is a problem that can be fixed by using other energy sources instead of fossil fuels.
Energy sources can be categorized into renewable and nonrenewable sources. Renewable resources account for about 7% of our nation's energy use (U.S. Energy Information Administration, 2008). Renewable resources include wind, solar, tidal and geothermal. Solar energy is captured through solar panels, wind is captured through turbines, hydropower is captured through hydroelectric dams, and geothermal can be found deep within the earth's layers. These sources are more expensive to use because of the way they need to be captured. Building wind turbines, solar panels, and dams are expensive to first set up. However, once the power stations are created to capture these resources, there is little cost associated with obtaining the source. Renewable resources are plentiful and will not deplete. They are also "clean" energy and do not contribute to carbon dioxide pollution. Therefore, they do not add to the increasing problem of the greenhouse effect and global warming.
Nonrenewable sources include all fossil fuels. We get most of our energy from nonrenewable energy sources. Nonrenewable resources account for 93% of our nation's energy supply (U.S. Energy Information Administration, 2008). Nonrenewable energy sources are called fossil fuels and include oil, natural gas, and coal. They're called fossil fuels because they were formed over millions and millions of years by the action of heat from the Earth's core and pressure from rock and soil on the remains (or "fossils") of dead plants and creatures. We use fossil fuels to provide electricity to our homes, heat our buildings, and power our cars. They are the most widely used resource. They are heated or burned to create energy and when this occurs pollution is sent into the air. Burning fossil fuels causes carbon dioxide which is a greenhouse gas. By increasing the greenhouse effect in our atmosphere, the average global temperature increases. Not only do fossil fuels create pollution, but the supply is limited and cannot support our current energy demands without diminishing the supply for future generations. Globally there are between 40 and 80 years worth of oil reserves if we continue to burn at the same rate, and between 50 - 150 years of oil if the resource base is included (Lewis, 2006). It is possible that oil will run out in our lifetime or our student's lifetime. Fossil fuels can also be used for other reasons such as making plastic. We should be saving this finite resource to be utilized for a more creative reason (MacKay, 2009).
Solar energy is a renewable resource. The sun is our nearest star that gives our planet energy in many different ways. We can use the sun's energy to dry our clothes, plants use the sun's light to create food, and decaying plants when pressurized in the earth can produce fossil fuels.
Solar energy has been used since the late 1800's with solar water heaters. They became a very popular and cheap way to heat one's home. However, when large deposits of fossil fuels were discovered in the U.S. many people switched from solar water heaters to burning fossil fuels. Another way to capture the sun's energy is to use a highly curved mirror called a parabolic trough. This parabolic trough focuses the sunlight to strike the pipe and it gets so hot that it can boil water to create steam. The steam is used to turn a turbine to create electricity. A third way to collect the sun's energy is through solar cells called photovoltaic cells. These are the small cells that you might see on a calculator. When the cells come in contact with sunlight, electrons are knocked loose and begin to move toward the surface of the cell (California Energy Commission, 2010). Because of this, an electron imbalance is created and an electric current begins between the negative and positive sides. These same cells can be arranged in a larger model and used in a person's home or buildings. This type of solar collection provides immediate electricity.
Average solar panels have an efficiency of about 10% and more expensive panels have about 20% (MacKay, 2009). Therefore, covering your roof with solar panels will not be enough to power your home year round. Solar power plants that send power through lines would also be expensive but would be able to produce enough energy to power our homes. Also, keep in mind that some energy is lost in transportation.
The best places to capture the sun's energy are places that get direct sunlight for most of the day. Because deserts very rarely rain, they are a great location for solar power plants and can produce a lot of electricity. The Mojave Desert in Southeastern California is one example of utilizing a desert for solar power. Solar power plants would not be very efficient in a place with a lot of clouds or with short days. Solar power cannot be collected at night. The mirrors also take up a large amount of space covering land. Lastly, they are expensive to build and would not be cost effective unless constant direct sunlight was supplied near your home.
Building solar power plants is currently expensive. However, there is ample solar energy potential. Once the power stations are built, there is very little cost thereafter and they supply a great amount of energy. Solar energy is the only renewable resource that has enough potential energy to satisfy the future needs of 10-20 terawatts of carbon-free energy in the year 2050 and only 0.16% of the earth's surface is needed to collect this is energy (Lewis, 2006). No other source has the potential to supply such a great amount of energy for the demand our earth will face in the year 2050.
Hydropower is another renewable resource. Hydropower is harnessed from flowing water. Students have probably seen river mills where water can either go over the top of the wheel or can push past the wheel. These mills have been used for hundreds of years to grind flour or corn.
Today we use a similar concept to generate electricity. The three different ways of using water to generate electricity are hydroelectric, tidal, and wave power. The most common way to generate electricity is with hydroelectric. Hydro means water, so hydro-electric means making electricity from water. Moving or falling water can be used to do work. Hydroelectric power is when a large amount of water tries to squeeze through a narrow gap and produces a strong force. This strong force is harnessed and turned into electricity. To do this, a dam is built across a river to stop the flow of water. This forms a reservoir lake to fill up behind the dam. The dam has to be built very strong to make sure it can hold the water back from spilling over into the river. The dam is also constructed with a small tunnel. Water from the lake is able to stream through the tunnel with great force. The water has so much force from all the pressure of the lake that it spins a turbine and generates electricity (Royston, 2008). Hydroelectric power stations are very efficient at converting the water's energy into electricity. States with high mountains and a lot of rivers are great for generating hydroelectricity.
Hydroelectricity is a very reliable resource for energy and appears to be a model energy source. For example, once the dam is built the lake is so big that even when there is a drought the water is not depleted. Water is a renewable resource so it is very sustainable. The water cycle is a great example to show students how it will not deplete. Collecting the energy and turning it into electricity does not emit carbon dioxide. However, with every resource there are also some negative reasons for harnessing its energy. Hydroelectricity does not contribute to the greenhouse effect when it is being harnessed but it does contribute to the greenhouse effect through the building of the dam. It does take a lot of concrete to build the dam which releases tons of carbon dioxide into the atmosphere (Royston, 2008). There are also some environmental concerns once the dam is built in rivers. One issue is the impact dams have on ecosystems. Fish are blocked from swimming up and down the river to reproduce. The river also floods creating a large lake behind the dam and people and other animals have to relocate from their homes.
Hydroelectric is a very attractive renewable resource. It should be captured in locations with large flowing rivers if possible. The plants are also efficient at harnessing the energy of flowing water and in 1997 it produced 0.3 terawatts globally (Lewis, 2006). Although this is a lot of clean energy produced, this is not nearly enough energy to reach the global need of 10-20 terawatts of carbon-free power in the year 2050. Hydropower alone will not be enough to power our planet.
Fossil fuels are a nonrenewable resource. Fossil fuels include coal, oil, and natural gas. They were formed from decaying plants and tiny sea creatures that lived hundreds of millions of years ago (Royston, 2008). When the plants and tiny sea creatures died they were covered by layers of silt. As the silt piled up, the plants became pressurized and over millions of years became coal and natural gas. The sea creatures became oil and natural gas.
Coal is often found underground and the seabed. A lot of coal is cut from mines near the surface. Some coal mines are dug by putting shafts under the earth surface. Coal miners then travel deep underground by elevators or trains and dig the coal out. Another way coal is mined is in strip mines. In these mines, huge steam shovels strip away top layers above the coal. Once all coal is removed, the earth's layers are restored back (California Energy Commission, 2010). After coal is removed, it is shipped by train, boats, and pipelines. For shipment through pipelines, the coal is ground and mixed with water until it turns into a slurry. It is then pumped through pipelines until it reaches power plants.
Oil is also found under the ground and the seabed. Some scientists believe that tiny diatoms are the source of oil (California Energy Commission, 2010). Diatoms are tiny sea creatures. These organisms are similar to plants because they use photosynthesis to convert sunlight into stored energy. When the diatoms died their remains fell to the seafloor and were buried under rocks. The rock pressurized the diatoms and the stored energy could not escape. This stored energy eventually turned into oil. Native Americans living in North America skimmed oil off the top of streams and lakes. This technique was used where oil could be found on the surface of water. Then, in 1859, a man named Edwin L. Drake found oil under ground and invented a way to pump it to the surface (California Energy Commission, 2010). Today companies drill through the earth to find oil and natural gas deposits pocketed in the earth's layers. Oil and natural gas are then pumped to the surface by oil rigs. They are then usually transported through pipelines or by ships. Oil must be refined before it can be used. Oil can be found in many parts of California and Alaska. More than 50 percent of the U.S.'s oil supply comes from outside our country. Most of the outside suppliers are from the Middle East.
Oil can be used for more than just energy. Oil is made into fertilizers for farms, fibers for clothes, and plastic. Almost all plastic comes originally from oil (California Energy Commission, 2010). If we use all the oil resources for energy, we will not have it for other uses.
Natural gas is mostly made of methane. Methane is a chemical compound made up of carbon and hydrogen. Methane is one atom of carbon combined with four atoms of hydrogen (California Energy Commission, 2010). It was formed millions of years ago at the same time that coal and oil were formed. It was also trapped between layers of the earth's surface with oil. At first, people burned natural gas off of oil because they thought it was a waste. Today people use it in power plants because they realize it produces less carbon dioxide then oil. Natural gas is very flammable so when it is sent to storage tanks it is mixed with a chemical to give it a potent odor so that it is easily detected if there is a leak. This is done for safety reasons.
Fossil fuels are a great resource because they are so cheap to use. They are a material that burns very easily. Because these resources derive from living things, they are composed mostly of carbon and hydrogen. Most living things that die release these chemicals, but since these living things were trapped underground the carbon became trapped and could not release itself. Carbon makes good fuel because it burns well. However, when it combines with oxygen from the air it makes carbon dioxide. As described earlier, carbon dioxide is a greenhouse gas that acts as a blanket surrounding the earth and traps in heat from the sun's rays. This trapped heat is warming the earth's surface. Not only are fossil fuels bad because they pollute the earth and create a warmer climate when burned, but they are also limited. If we assume that the consumption of coal grows 2% each year as it has in the past, then coal will be gone by the year 2096. If the growth rate is 3.4% per year, then we will run out of coal before the year 2072 (MacKay, 2009). Fossil fuels not only produce carbon dioxide and other pollutants when burned, they also are finite and will not last long enough for our global demands. Since they were made hundreds of millions of years ago, they cannot be made again in our lifetime. Once they are gone, they are gone.
Wind is a natural renewable resource that can be harnessed as energy. Wind is a resource that is derived from the sun. The sun's rays heat the earth's surface. Some parts of the earth become hotter than other parts. The difference in temperature creates wind (Royston, 2008). The kinetic energy of the wind can be changed into mechanical energy or electrical energy. When a sailboat moves through the water the wind is doing work by pushing on the sail and moving the boat. In the past, windmills were used to pump water or grind wheat or corn. Today wind can be used to make electricity. The wind offers a free sustainable source of carbon-free energy.
Wind is now utilized through wind turbines. When wind blows at the blades of a wind turbine, the blades spin. Wind turbines have three blades that reach up to 300 feet long. The blades are connected to a hub that is mounted at the top of a tall hollow tower. When the hub spins the connected shaft spins as well. The shaft goes through a gear transmission box where the speed of the turning is increased. The transmission is attached to the generator that turns the spinning motion into electricity. A computer inside the hub monitors the motion of the turbine and will change the direction of the blades to get the best speed. If the speed is too strong, the computer will slow the blades down so that they do not get damaged. The electricity is transported through cables and sent through a transformer. The transformer increases the voltage to send the electricity farther through power lines.
Wind farms consist of several wind turbines. The farms can produce enough electricity to power communities. Wind farms work best in places that are windy. In order for a turbine to work efficiently, the wind's speed usually must be above 12 to 14 miles per hour. The wind must reach these speeds in order to generate electricity. Each turbine usually produces about 50 to 300 kilowatts of electricity (California Energy Commission, 2010).
Wind is a resource that will never run out and it will always cost nothing. In places where it is very windy like off the coast of an ocean or flatlands like prairies, wind farms can generate a lot of electricity. However, many communities complain that they are too large and take up too much space. People also complain that they are an eyesore and take away from the skyline view. Neighboring homes proclaim that these farms create too much noise and are a nuisance to live near. The global demands in the year 2050 will not be met through wind power only (Lewis, 2006). To generate enough electricity through wind would involve large windmill installations far offshore and the issue of transporting electricity becomes a factor. When electricity is transported long distances energy is lost. Lastly, it is uncertain if wind turbines would affect regional weather. Wind energy should be harnessed in places that have a large amount of wind. However, putting wind turbines all over the earth to capture energy will not provide a global solution to meet our energy demands.
Objective: Students will be able to define what energy is. Students will determine where energy sources originate from. Students will be able to provide multiple examples of when energy is being used.
Essential Questions: What is energy in your own words? Where did the energy originally come from to move the car?
Procedure Day 1:
1. Complete a K W L chart. Ask students to write down two things that they know about energy on a sticky note. Have students choose one of the two things that they know for sure to be true. Allow students to walk up to the board and place one of their notes on chart paper. Students will then write two things that they want to know about energy. Students will choose the one thing that they think is most relevant to the topic of energy. Students will walk up to a second chart paper and place one of their notes on the second chart paper 2. Arrange the sticky notes in a logical manner by categorizing them based on similarities. For example, if a few students wrote sticky notes that have something to do with the sun, then place those notes in a column under the word sun. 3. Once categories are beginning to be established, discuss with students places that some notes can go. Promote discussion by having students turn and talk to justify their thinking. 4. Once all ideas are in categories, read through each sticky note. If there are any ideas that students want to know about that are also answered in the section things students know, bring this to students attention. Otherwise, tell students that the things they want to know more about will be answered in the next few weeks.
Procedure Day 2:
1. Explain that energy can be seen all around us at any moment. Show students four different examples of energy. (Examples of showing energy can be modified depending on what the teacher has in the classroom.) Show the movement of a modeled car and push the car with your hand. Explain that they energy from your body was transferred to make the car move. Have students draw a picture of what happened and write move or change below the picture depending on what the energy did to the vehicle. Put ice under a heat lamp and show students how energy can change the ice from a solid to a liquid. Have students draw a picture of what happened and write change or move under the picture. Wind up a rubber band powered car and place the car on the ground. Let the car move across the room. Ask students if the energy moved or changed the car. Have students again draw a picture and label it. Put a pencil into a sharpener (hand powered or electric). Have students explain what happened to the pencil. Let students again draw the picture and label the drawing. 2. Promote discussion about what energy is by using the four examples previously displayed. Ask questions like "where did the energy come from to move the first car?" and "what was the same about the two cars and what was different?"
Assessment: Students will be assessed on their responses to the essential questions.
Objective: Students will compare and contrast renewable and nonrenewable resources. Students will identify renewable and nonrenewable energy sources.
Essential Questions: Why should renewable resources be used as an energy source? What is the difference between renewable and nonrenewable energy sources? What is the same between renewable and nonrenewable energy sources?
Procedure Day 1:
1. Introduce the lesson by holding up a picture of fossil fuels, water, and plants/trees. Explain that the earth has many resources that we use every day. Students should have a lot of knowledge about all the resources we use except for fossil fuels. Explain that fossil fuels are plants and animal matter that has been pressurized from the earth and is now drilled out of the ground and used as energy. Then ask students why and when they use water and plants during the day. Have students generate a list of what each resource can be used for. 2. Group students into four categories. One group will represent plants, one group will represent fossil fuels, another group will represent water, and the last group will represent people. 3. Pass out colored popsicle sticks to the fossil fuels, water, and plants/trees groups. Each group will get ten popsicle sticks that are all the same color. (For example, the water group will get ten blue sticks, the fossil fuels group will get ten brown sticks, and the plant group will get ten green sticks. The people group does not get any popsicle sticks.) 4. Read through the resources play (See appendix A). The play will have the people group act out a typical day of a student and all the resources they use in one day. As the person in the play uses a resource, have the people group grab one stick from that resource group. As the person in the play gives back to the resource, have the people give back a stick to the resources. 5. By the end of the play, students should see how often fossil fuels are used and are not quickly replenished. 6. End the lesson with a discussion of which resources can be sustained and which are not sustainable
Procedure Day 2:
1. Post or draw pictures of the following energy sources at work: water, fossil fuels, wind, and solar. 2. Break students into small groups and have them decide which sources are renewable and which sources are nonrenewable. Have students discuss the difference between renewable resources and nonrenewable resources. 3. Bring the class back together to share which resources are renewable and which are nonrenewable and what the difference is between the two types of resources. 4. Have students make predictions using the picture clues of how each resource is harvested to create energy. 5. Make an anchor chart showcasing how each source is harvested. Explain how a dam, turbine, solar panel, and a power plant collect the energy from each source and transform it into electricity that we can use.
Assessment: Students will be assessed on their response to the essential questions.
Objective: Students will research one of four energy sources. Students will determine pros and cons of one out of four energy sources. Students will share their information with group members. Students will determine which energy source will create a sustainable future.
Essential Questions: What energy source will create the most sustainable future? Why is this energy source the most sustainable?
Procedure Day 1 and 2:
Assessment: Students will be scored on the research they completed. The research will be scored with a rubric. Students will also be scored on their analysis of which energy source will create the most sustainable future and why.
1. Put students into heterogeneous groups of four students. Make sure that students will be able to support group members with reading abilities and technology abilities. 2. Each group member will be responsible for researching one energy source. 3. The students will be responsible for finding out information about their energy source and sharing it with their group member. 4. The research will cover: determining if the source is renewable or nonrenewable, the cost of the source, and the environmental or community effects of the source. They will categorize their findings into a pros and cons T-chart. 5. They will begin by using books and will continue electronically with websites (see student resource list). 6. Students will end this week by sharing with their group members so that they can all compare and contrast each source. They will then decide which source will create the most sustainable future and explain the reasons why this is true.
Objectives: Students will rank appliances in their home based on their energy usage.
Students will identify which energy source currently powers their home, and which source should be used to power their home. Students will create a timeline of how this energy source can be transported to their home.
Essential Questions: How do you know what appliances use less energy? Why is it important to use as little energy in your home as possible? What is the most efficient way to transport energy to your home?
Procedure Day 1:
1. The teacher will hold up a picture of the energy star logo and explain to students that appliances all need different amounts of energy when they are being used. Explain that energy is measured in kWh, kilowatt hours. Explain that some appliances have this energy star logo and it means that they use considerably less energy. Compare ENERGY STAR quality appliances with older nonqualified appliances. (See Figure 1.) 2. Students should turn and talk about why it is important to use new ENERGY STAR appliances. 3. Students will be given a copy of OTPCO's energy usage chart. (See Appendix B.) They will look at each type of appliance and its kWh to determine which appliances use the most energy. Students will turn and talk about why some appliances use more energy than other appliances.
Homework: Students will walk around their house and list all appliances that are plugged in and being used. They will decide if the appliance is used more or less often and then will calculate how much energy their home uses per year using the energy usage chart. They will calculate the yearly cost. They will also interview their parent/guardian to find out what company and energy source supplies their home with energy.
Assessment: Students will be scored on the research they completed. The research will be scored with a rubric. Students will be scored on calculating the cost of their homes' current energy usage and costs.
Figure 1. This table shows the difference between a nonqualified top loading clothes washer and an energy star qualified front loading model. Both are the same size washer. Notice the difference in price based on a cost for electricity of $0.08 per kWh. More information can be found at http://www.oee.nrcan.gc.ca/residential/business/manufacturers/dollar-savings.cfm?attr=12.
Procedure Day 2:
1. Review students' homework and have students share the amount of energy their home was using last night. Have students explain why some homes used more energy and why some homes used less. 2. Allow students time to share what energy source their parents use to power their home. 3. Pass out cards with one part of the fossil fuels power plant timeline. Each part of the timeline would say one way that fossil fuels travel from the plant to a home. The timeline would include intermediate steps like power plant, transformer, and power lines. 4. Have students work in groups based on how many intermediate steps the teacher includes in the timeline. The more intermediate steps and details that are included, the more difficult the timeline will be. 5. Each group will talk together and figure out the order of the timeline for fossil fuels transporting to a home. 6. Answers should be given to the whole class to correct any errors. 7. Students will go back with their researching group from lesson three and make a timeline of how the energy source they chose in week three as being the most sustainable begins and ends at their home. They will use information learned in all lessons, the books from week three, and the websites from week three to make their timeline. Their timeline of images should mimic the one the teacher made.
- Assessment: Students will be assessed on their homework and their timeline of their energy source transportation. Students will also be assessed on their response to the essential questions.
biomass organic matter that can be used as a source of energy
coal a natural soft rock formed from fossilized plants that can be burned to create electricity in a power plant
electricity electric current
energy the ability to do work
energy efficiency using less energy than normal to perform the same function
compact fluorescent light bulb a light bulb that uses a phosphor coating to transform ultraviolet energy into visible light
fossil fuel a product of decomposition of prehistoric organisms that can be burned to create electricity in a power plant (e.g. coal, natural gas and oil)
fuel something consumed to produce energy
global warming the occurrence of warming in the atmosphere because of pollution
hydroelectric electricity captured from moving water
natural gas a mixture of hydrocarbon gases that occurs with petroleum deposits, principally methane, and is used as a fuel and in the manufacture of organic compounds
nonrenewable resource a natural resource that has a limited supply that can not be replaced quickly
pollution a material that is harmful to living things
renewable resource a natural resource from the earth that can be quickly replenished
solar power power, such as electricity, generated from the sun
sustainable energy ability to supply our energy demands today without diminishing the supply for future generations
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U.S. Energy Information Administration, 2009. Annual energy review 2008 primary energy consumption by energy sources 1949-2008. http://www.eia.doe.gov (accessed May 14, 2010).
Attia, Stephen. 2010. The green revolution. Kentucky: LuLu.
Gore, Al. 2006. An Inconvenient Truth. New York: Rodale Books.
Lewis, Nathan. 2006. Chemical challenges in renewable energy. California Institute of Technology. www.clean-air-challenge.com/files/Energy_Notes.pdf (accessed April 1, 2010).
Mackay, David. 2009. Sustainable energy: without hot air. Cambridge: UIT Cambridge. http://www.withouthotair.com/ (accessed April 20, 2010).
Office of Energy Efficiency. 2010. Manufacturers, Retailers and Utilities. http://www.oee.nrcan.gc.ca/residential/business/manufacturers/dollar-savings.cfm?attr=12. (accessed May 4, 2010).
Olah, George, Alain Goeppert and G.K. Surya Prakash. 2006. Beyond oil and gas: the methanol economy. Los Angeles: Wiley-VCH.
Otter Tail Power Company. 2010. Appliance energy usage. http://www.otpco.com/SaveEnergyMoney/applianceEnergyUsage.asp (accessed May 14, 2010).
Royston, Angela. 2008. Eco action energy of the future. Chicago: Heinemann Library.
Walker, David. 1992. Energy, plants and man. Mill Valley, California: University Science Books.
Wengenmayr, Roland. 2008. Renewable energy: sustainable energy concepts for the future. Los Angeles: Wiley-VCH.
Wiktionary. 2007. Terawatt http://en.wiktionary.org/wiki/terawatt (accessed April 23, 2010).
U.S. Energy Information Administration, 2009. Annual energy review 2008 primary energy consumption by energy sources 1949-2008. http://www.eia.doe.gov (accessed May 14, 2010).
California Energy Commission, (2010) Retrieved from http://www.energyquest.ca.gov/
Energy Star for Kids (2010) Retrieved from http://www.energystar.gov/index.cfm?c=kids.kids_index
Resources Play
Directions: Every time the student uses a resource the people group must take a popsicle stick from that resource group.
The student wakes up groggy and in need of some rejuvenation, so he hops into the shower. He runs downstairs for a glass of orange juice and toast. After breakfast, he brushes his teeth and washes his hands. He waves good bye to mom and dad and jumps on the bus. When the student arrives at school, he realizes he has to go to the bathroom. The student goes back to his seat takes out a book and begins reading. The day passes quickly for this student. Before he knows it, it is lunch time. The student is filled with excitement because it is taco day. The tacos are steamy hot and filled with lettuce, tomatoes, and beef. He gobbles down the food and grabs his fruit drink to wash it down. He returns back to class, sits down, and raises his hand to go to the bathroom again. Finally, it is science time. The class is learning about making biodiesel which is fuel made from plants. In order to learn about this energy source, they must plant soybeans, radishes, and sunflowers. The school day ends and the student rushes home. He is met with a plate of fresh kiwi and a glass of water. His afternoon consists of homework and then playing outside. At night, he eats all his veggies and drinks another glass of water. Before bed, he washes his face and brushes his teeth. He has one more trip to the bathroom, and then he falls fast asleep.
Yearly Energy Usage Chart
Modified from http://www.otpco.com/SaveEnergyMoney/applianceEnergyUsage.asp retrieved May, 2010.
Contents of 2010 Volume IV | Directory of Volumes | Index | Yale-New Haven Teachers Institute


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The Shannon Cup, the renown dart tournament is in full swing. Day one was Tuesday and day two will be tomorrow at 1 p.m.
Here's a report of Day One of The Shannon Cup from the bar's own Tara Whelan:
Day one of The Shannon Cup has been completed and the competition is fierce! Both teams brought their A games with The World looking to take The Cup from the U.S. team this year. The beer was flowing, darts were flying and trash was being talked as the two teams battled it out to take the lead going into the second and final day. The World had a one game lead going into the last match of the night, but the U.S. won it to bring the score to a 14-14 tie. Join us on Saturday, Sept 9th at 1:00 at The Shannon on First St. as Hoboken's top dart players battle it out for the $1,000 cash prize and the coveted plaque. Meet #10 ranked Tim "The Dagger" O'Gorman, see some great darts and win raffle prizes!

subset: commoncrawl


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Enumclaw School District knows budget cuts are coming
Anticipating another 100-student drop in enrollment, combined with the state's funding shortfall and changes in federal funding, the Enumclaw School District anticipates it will have to shave $2 million from its 2009-10 budget.
At the Feb. 23 Enumclaw School Board meeting, Superintendent Mike Nelson didn't say what those cuts would be, and likely isn't going to make those announcements until later this month.
Nelson has been making the rounds of district schools to discuss the situation, taking input that will help when the time comes to make the difficult decisions of reductions.
"We're gathering information," Nelson said. "We'll have to make decisions. We hope it will help make those decisions."
The district has set up a link on its Web site, www.enumclaw.wednet.edu, to provide budget information, as well as an area for questions and comments.
District voters recently approved a capital facilities and technology levy, but that money is earmarked for specific projects. District leaders are, however, looking for ways to get more bang for the taxpayers' buck.
There was no formal decision made at the Feb. 23 meeting, but Nelson said he and others are trying to get a non-voting bond or loan against the capital levy that could be used to cover a roof at Enumclaw Middle School until levy funds are collected in 2010.
Nelson explained the roof needs work this summer regardless. It would be more efficient to replace the roof during this time, especially if the construction market is favorable, than to wait. The district could also get a higher-quality roof for the same price. Nelson would like to see the project go to bid in April or May.
"It's a chance to get more for people's money in these economic times," school board member Corey Cassell said.
One positive announcement regarding the budget came from Aaron Stanton, director of student support serivces, who noted the arrival of $394,000 in special education reimbursement from the state.
Stanton said the process is cumbersome, but each year his staff has been able to slowly provide the paperwork needed to secure more money. This year, he took two boxes full of documentation to the state.
"This money is there," Stanton said. "It's intended for us."
Reach Brenda Sexton at firstname.lastname@example.com or 360-802-8206.
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Tuesday, September 20, 2011
Temecula Gives FASHION!!!
Temecula Stylistas: Nick Verreos (center) with the "Project Style" Finalists, (L to R) Kei Pham, Lexi Lorah, Emily Fontaine and Daniel Castillo, Project Style at The Promenade Mall in TemeculaLast Saturday I drove--along with my trusty NIKOLAKI partner David Paul--to Temecula, California, to host the next "Project Style" LIVE Style Off at The Promenade Mall. Temecula is about 85 miles Southeast of LA--between Los Angeles and San Diego. It's gorgeously sunny and from what the locals (later) told me, it also has some fantastic wineries. No time for wine tasting...it's all about STYLING, SHOPPING and choosing The Next Top Trendsetter in the Temecula Valley! The Promenade has stores like J. C. Penney, Macy's, Sears, plus Apple, Aeropostale, Victoria's Secret, Williams-Sonoma and a newly-revamped Charlotte Russe, among others. For the upcoming Holiday Season, in fact new stores will be opening including (wait for it!) H & M (yeayyy!), G by Guess, and MAC Makeup.
Charming Nick: Nick Verreos, Charming Charlie Fashion Show "Project Style" The Promenade in TemeculaNow, back to "Project Style": Since May, through a series of monthly style competitions, budding fashionistas went on shoptopia.com, applied and then won spots to be here! Now, the four Finalists were at The Promenade in Temecula for the LIVE Style Off, hosted by MOI! After introducing the finalists, I gave them $200 Promenade Gift Cards and they each had only ONE HOUR to shop for an entire new look for themselves, change and get ready for the runway!
Swivel Nick: Nick Verreos shows a shopper how to use the "swivel" Virtual Dressing Room, The Promenade in TemeculaWhile the Finalists were out shopping and using their hour wisely, I entertained the crowd by doing my own little runway walk, having a fun "Project Runway Fan Q & A", and hosting a great "Charming Charlie" accessory Fashion Show. I also demonstrated to some "lucky" guests from the audience how to use the FAB Swivel Virtual Dressing Room and showed them how my Red Carpet NIKOLAKI Gowns would look like...on them! Barbara Contreras of FIDM, Rita Griggs of Palomar Community College and last year's "Project Style" Winner Sinead Copely, to pick the 2011 Winner, who, by the way, would win a $1,000 Promenade Gift Card! And the Winner Is... Lexi Lorah (above) The judges (and I) loved her use of color, prints, her styling (of course) and how directional the entire look was. She also was ON TREND when it came to Fall 2011. Congrats Lexi! (she was very excited--and surprised). Afterward, everyone wanted to take photos...And as in "Everyone", I mean ME! ManBag Divas: I HAD to get a "ManBag" Photo with Finalist Kei Pham and his brown leather shoulder Messenger Bag. There were a couple of young Temecula Fashionistas looking very cute, who wanted to take a photo--and yes, I couldn't resist! Look at her printed top/cropped skinny pant/peep-toe bootie heel ensemble and his Chucks-cardigan-and-jean short look: Love! Ten out of Ten "Nick V." Red Carpet Points. Project Style Winner 202o: I also had some "Mini Fashionista Fans" in Temecula with the cutest little girl above, looking very adorable in a multi-colored flower-print top and bright pink pants --Maybe she'll be a Finalist in "Project Style 2020"! I wonder if I'll be hosting that one too??? Finally... My NIKOLAKI Partner's (David Paul) High School Prom Date, Chrissy! I won't even say what year they went to the Prom because well, he might not be my NIKOLAKI partner after that! Anyhow, I made sure to get a "Prom Photo" of the two of them. All that is missing is a Corsage, Boutonniere and some BAD 80's hairdo's (Ooops, I gave away the decade!! He's gonna be sooooo mad!). I had an ABSOLUTE BLAST in Temecula and cannot wait to come back --maybe for some of that famous Temecula Wine Tasting...Thanks for all the great "Project Style" fun and especially for being such a FABULOUS audience!!! Love ya!!!
2 comments:
- charming said...
Hello Nick! Thanks for featuring Charming Charlie in your blog!! We have added your blog to our blog mentions page on our website. It's a page we created exclusively for showcasing Charming Charlie blog mentions!
- MickeyM said...
You did such a great job with those amazing Fashionistas and Fashionistos in Temecula! You rocked the house again, for another Forest City mall! Have fun at Antelope Valley Mall!
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Arts and Entertainment
"DUO AT SMILIN DOGAgeless Music and the Smilin Dog Coffeehouse in Langley present Michael Mandrell and Charlie Rafferty at an evening of original and traditional acoustic music tonight, Nov. 13, 7:30 p.m. Admission, $5 at the door.The duo, currently touring from Taos, N.M., to promote Mandrells new CD, The Great Spiral Dance, have created a blend of old and new. Mandrell plays handmade acoustic guitars and creates songs that fuse Celtic, jazz, folk and classical traditions. Rafferty uses the Irish Uillean pipes to weave lines and create rick textures around Mandrells guitar artistry. The two play in a festive pub tradition. For more information call 321-7686.OUT OF THE BOX Langley Middle School students present two more performances of the original musical Out of the Box, tonight, Nov. 13, at 7:30 p.m., and tomorrow, Nov. 14, 2 p.m., both at Whidbey Island Center for the Arts.The cast travels through an enchanted world where everyone is born with a box, and whatever is inside that box is you. All tickets are $5; call 221-8268.SWEAT YOUR PRAYERSDance to live percussion from 8 p.m. to midnight at Bayview Hall tonight, Nov. 13. Christine Tasseff facilitates the 5Rhythm movement from 8-9, followed by more drums and more dance at 9 p.m. The ecstatic dance for body and soul is freestyle. No experience is necessary, and all ages are welcome (be prompt if you wish to attend the warmup). Cost at the door is $5.MARTHA FUREY ON STAGEMartha Furey presents her one-woman play La Flor de Mexico/Frida Kahlo tonight and tomorrow, Nov. 13-14 at BayView Studios, accompanied by an exhibit of her own art work.Doors open at 6 p.m. for the exhibit; the play begins at 8 p.m. Tickets, $8 at the door (exhibit free). For more information call 221-2357. DOG HOUSE CD RELEASE PARTYTimothy Hull will release his new CD Brambleland with a party at the Dog House in Langley on Nov. 13, beginning at 9 p.m. He will be joined by his friends Dana Lyons (of Cows With Guns fame) and local musicians Tom Hoeflich, David Malony, Derek Parrott and Kathy Dean. Hull will also appear Nov. 18 at the Thomas Berry Hall at The Whidbey Institute, together with island favorite Charlie Murphy.WHIDBEY RIBBON FESTIVALWhidbey Piano teachers, including Marisa LaRue and Kathy Fox from the Southend, are putting on their annual Ribbon Festival today, Nov. 13, 9:30 a.m.-4 p.m. at Whidbey Evangelical Free Church in Greenbank. Piano students may drop in during the day for a $6 fee. A bake sale includea cheesecake and an array of cookies and other goodies. COMEDY COMPETITIONTeddys on Whidbey hosts the semi-finals of the 1999 Seattle Comedy Competition on Nov. 20, beginning at 8 p.m. Tickets now on sale at $10; call 331-2882 (must be 18 or older to attend).The 10 semi-finalists are competing five nights at a different venue each night and scored by a panel of judges. Auggie Smith will host the evening. AUDITION DATES SETAuditions will be Dec. 6 and 7, from 7-9 p.m. at WICA, for Island Theatres production of Glengarry Glen Ross, a play by David Mamet, directed by Richard Evans. Scripts are available now at the Langley Liquor Store. There are parts for seven men.Play dates are April 7-9 and 14-16 at WICA. NEW CLARINET CHOIRA new Clarinet Choir has been formed and has begun rehearsals on Wednesdays, 7 p.m. in Clinton.Both youth and adults are invited to join the fun of a unique musical experience. For information call Avi, 341-4490.FOOTBALL AND BRUNCH AT AMERICAN LEGIONWatch Monday Night Football on the big screen at the American Legion Hall in Bayview and enjoy a light meal for just $2.The legion also hosts a Sunday morning buffet for the public: $6 adults; seniors 60-plus $5; and kids for $3.50Both events are ongoing benefits to help the Legion with the annual poppy fund raiser for veterans and for several childrens projects. WRITERS CAN VOLUNTEERWriters who are interested in the next Whidbey Island Writers Conference can volunteer and receive tuition discounts. For more information, call Marti Animosa at 579-1872 or visit the conference website at www.whidbey.com/writers."
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CW is rebooting 'Tales from the Darkside'
CW is rebooting "Tales from the Darkside"
The '80s George A. Romero's classic series is being updated by Alex Kurtzman, Roberto Orci and Stephen King's son, the horror writer Joe Hill.
Josh Holloway's "Intelligence" will premiere in January instead of February; "Hostages" ends Jan. 6
The CBS drama will kick off on Jan. 13 instead of its original premiere date of Feb. 24.
Laura Prepon to appear in 4 "Orange is the New Black" episodes next season
She was originally expected to appear in just one episode.
Taiwanese animators stick up for Jimmy Kimmel by bashing the Chinese government
Next Media Animation says: "Commie Chinese puppets demand Jimmy Kimmel's head on a spike?"
George R.R. Martin won't allow anybody else to write books set in "Game of Thrones" world
"Not while I'm alive," he says. "But eventually I will not be alive because Valar Morghulis – all men must men die."
Amanda Peet stopped having her say on "Game of Thrones" scripts
Peet, who is married to "Game of Thrones" co-creator David Benioff, used to read the scripts in advance to offer her suggestions. But not anymore. "I want to be surprise," she tells Vanity Fair. "I just want to be a fan." What's it like living amid a "Game of Thrones" world? "Even last night I was yelling at him because he was freaking looking at dailies in my bed," she says.
Unemployment boosts "SpongeBob's" ratings
About 5.2 million viewers watched "SpongeBob, You're Fired," the Nickelodeon show's best ratings in two years.
Jimmy Fallon won't pretape the first minutes of his "Tonight Show"
In 2009, Conan O'Brien ran across America to kick off his "Tonight Show." But Fallon says, "I don't think it will be a pretaped bit. I probably want to do it live." He adds: "I know the first guest, kind of."
President George W. Bush returns to "The Tonight Show" next week
Bush, who last visited with Jay Leno to promote his book in November 2010, will be Jay's guest on Nov. 19.
Will Jerusalem-shot "Dig" become USA's "Breaking Bad"?
The archaeology thriller, expected to air next fall, is USA's most expensive and ambitious drama. It's from Tim Kring and the man behind "Homeland," Gideon Raff.
Damon Wayans Jr. has breathed new life into "New Girl"
"He really kind of rounds out the energy of the cast," says Zooey Deschanel. "It's amazing. He's hilarious, so it's fun. It's just like having one more really hilarious person on set. We love his personality."
Joan Rivers slams Jennifer Lawrence for slamming "Fashion Police"
Lawrence dissed the E! show for being too mean-spirited.
John McCain co-sponsoring the "FANS Act" to curb sports blackouts
The Furthering Access and Networks for Sports (FANS) Act would eliminate the FCC's sports blackout rule.
Shenae Grimes to reveal her disappointment with the "90210" finale
Grimes has set up a chat with "90210" fans, where, she says, "I want to candidly speak out about my experience with YOU, my loyal fans who are looking for the same closure I didn't find with our finale."
"Sons of Anarchy": TV's most sexist show?
Why does the FX series keep its women boxed into stereotypical roles?
"Vampire Diaries" couple back together in real life?
Nina Dobrev and Ian Somerhalder are reportedly hooking up again.
Jerry Seinfeld & Louis CK discuss The Gettysburg Address
Watch the latest video from Ken Burns.
Michael J. Fox: "Don't piss off Taylor Swift"
Fox talks to Letterman about his Taylor Swift feud, stemming from this year's Golden Globes.
Is speculation the new spoiler?
Sometimes, speculating about a show could ruin plot twists.
Why "The Originals" is better than "The Vampire Diaries"
There are great villains on "The Originals," and it's not bogged down by doppelgängers.
"Homeland" Season 3 has proven to be superior to Season 2
This week's episode shows the writer know where they're going.
Read "The Simpsons'" animation No-No's
How not to draw Lisa Simpson.
Katey Sagal releases her 1st album in 9 years, says she's now more recognized for "Sons of Anarchy"
Sagal says more people look at her these days as Gemma Teller than "Married with Children's" Peg Bundy.
"The Mindy Project" has become so good it's surpassed "New Girl"
Mindy Kaling's comedy is no longer a work in progress. PLUS: Kaling says: "It's not like Danny and Mindy are Jim and Pam."
YouTube star Shane Dawson signs on for NBC's "Losin' It"
Dawson will star in an autobiographical weightloss comedy from the creator of "The Big C."
Yes, "NCIS" is a hit among young viewers
The CBS drama isn't just for old people. PLUS: "NCIS" "newspaper" to cease publication.
Hoda Kotb is staying on "Today"
Kotb has signed a new, multi-year deal with NBC News.
Fox orders "Here's Your Damn Family" from Johnny Galecki
The "Big Bang Theory" star is producing a comedy about a 30-something son whose mom marries a man with three teens.
See "The Addams Family" cast in color
Check out new pics that are totally different from the black and white version.
Andy Dwyer returns to "Parks and Rec"
Watch a preview of Chris Pratt's return from Thursday's episode. PLUS: 6 "Parks" guys pose for a final photo together.


text:
Compared to most bearings, aircraft landing wheel bearings have a life of extremes. Most of the time they just support the aircraft as it sits on the runway, or are tucked into the belly of the aircraft in flight.
But during landings, these bearings are subjected to extreme loads and rapid acceleration. It's a demanding bearing application, and one that has no margin for failure.
To help aircraft maintainers ensure that your landing wheel bearings are properly maintained, Timken offers a four-hour training program. Held at your location, this program will give you the information needed to keep wheel bearings well maintained and in top condition.
Some of the topics included in the training are the Timken Best Practices for the following:
- Bearing Removal and Handling
- Bearing Cleaning and Inspection
- Bearing Damage Modes
- Bearing Lubrication
- Bearing Installation
- Bearing Storage
- Bearing Setting and Adjustment.
Included with the training is the new Timken Aircraft Landing Wheel Bearing Maintenance Manual that outlines our 75+ years of experience with 629 performance code bearings.
Click here to read a brochure with additional information about the training.
Related Links
Technical Resources for Engineers
General Information about The Timken Company
For information about Timken Aircraft Landing Wheel Bearing Maintenance Training,
contact us at:
Timken Service Engineering
4500 Mt. Pleasant St. NW
North Canton, OH 44720
email us


text:
An old friend reminded me of such a German quote. There is love for all. I'll be back in Germany in December. Im going to explore a forest. I am dying to photograph and document everything that is different with my daily landscape. Save it all and look at it later. Everything actually looks rosey with a pending trip on the mind.
All doodles on photos
All images taken from various locations, on the way somewhere and the return trip. Cradle mountain, Halong Bay, someones backyard, someones front yard. Looking out to the sea at Burleigh and looking up at the sky at my stupid bus stop on Gladstone Road. Time getting somewhere doesn't feel so wasted.


text:
The City Council has given the go-ahead for 42-85, a Grand Rapids-based race management company, to hold what it calls the Zeeland Criterium, a short-course race to be run downtown on June 28.
Described as the "NASCAR of bicycle racing," criteriums are usually run on courses of a mile or less, with the length of each race to be determined by a number of laps or total time. While shorter in duration than a typical road race, criteriums emphasize speed and intensity, city Marketing Director Abby deRoo told council members.
"It should be an exciting event to watch, even if you have no affiliation with cycling at all," deRoo said.
The proposed course still has to be determined, but officials have proposed a loop course that would have the start/finish line at the corner of Main Avenue and Church Street, with the loop running to the east side of State Street, deRoo said.
A lead sponsor has already been secured for the race, and additional sponsors are being sought toward the $5,000 the city is being asked to raise for the event. The city will also assist in marketing the race while 42-85 will take primary responsibility for running the event, deRoo said.
The group has hosted several other cycling races in West Michigan, including a criterium last summer at the Kent Intermediate School District headquarters and a Memorial Day time trial at Ada Township Park, according to the company's website.
The criterium would be open to both men and women racers and will also include a children' race at the beginning. Based on similar events 42-85 has hosted, organizers are anticipating 100 to 200 races competing and a "very conservative" estimate of at least 500 spectators attending the race, deRoo said.
"It remains a goal of ours to hold events to attract people downtown. This is one of those events," City Manager Tim Klunder said.


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Kacie Rosa paced a balanced attack with three hits and Great Kills exploded for nine runs in two innings as it cruised to the Little League District 24 10-year-old All-Star Tournament championship with a 14-4 victory over visiting Mid-Island Saturday night.
Great Kills, which received two hits apiece from Samantha Julia (two RBI), Caroline Bibula (two RBI) and Valerie Jioia (RBI), advanced to the Section 5 championship and will meet the District 29 winner in a first-round game Saturday (11 a.m.) at home.
"First off, I have to say congratulations to Mid-Island. They really gave us a run for our money. They played well and they made some awesome defensive plays," said GKLL manager Russ Amato. "(But) my girls did a fantastic job. They didn't bury their heads in the sand after Mid-Island came back and tied the score.
"They fought through it," the manager added. "And all 11 girls hit. That's something I'm happy about. I'm very proud of the way they played."
Great Kills broke out on top early, scoring four runs in the first two innings thanks in part to Rosa (RBI single) and winning pitcher Alyssa Jordan (RBI ground out).
Mid-Island, with the aid of a run-scoring single by Daniela Trani and three errors, sent 10 to the plate in the third tie the score at 4.
However, Great Kills responded with the game-deciding rally in the fourth. After Bibula drew a one-out walk, Rosa (three RBI) snapped the tie with a triple to left before Jioia made it 6-4 with an RBI single to center.
GKLL then added some insurance in the fifth, scoring seven more times thanks largely to two-run singles by Bibula, Antoinette Simonetti and Julia.
Simonetti's bases-loaded walk in the sixth capped GKLL's scoring.
Right-hander Jordan, who allowed just one earned run in six innings, blanked Mid-Island over the last three frames to solidify the win.
"I'm very glad we won Staten Island. We were really concentrating on winning (it)," added Amato. "I don't know what's out there in the city, but I certainly think we have a good enough team to make it to states."
Alex Cusamano, Christina Harkins and Trani paced Mid-Island's nine-hit attack with two safeties apiece.


text:
University Name: Makerere University College of Health Sciences
Address: College of Health Sciences,
P.O. Box 7072,
Kampala, Uganda.
Location: Kampala
Country: Uganda
Telephone Number 1: 0414-530020
Telephone Number 2:
Email Address: email@example.com
University Website: http://.chs.mak.ac.ug
Find some of the former and current students of the university.
You can join the alumni network if you study/studied in the university, using the link below.Join Now!
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Add Your Name and get in touch with your classmates.
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Big Gay Road Trip: Davie Street
Daytime brought us some new views of Vancouver that didn't involve a man girating around under a stream of water (thank goodness!), and of course we devoted an afternoon to wandering around Davie St., the center of Vancouver's "gay village" (that's what they call the gay neighborhoods in Canada. We think it is cute and reminds us of Smurf Village for some reason).
We started with breakfast at the Elbow Room Cafe, where everyone flocks not only for their pan-fried cinnabon buns, but also to be insulted by the waitstaff. When we were looking at the ketchup bottle to see if it contained corn sweetener, the waitress smirked at us and said, "It's ketchup honey. What, you don't have one of those back at your trailer? You've only ever seen those squeezy bottles?" Later she playfully berated a foreign woman for not getting her own coffee, which is one of the house rules. We posted them all after the jump if you're curious.
Next stop was the legendary Little Sister's bookstore, which was embroiled in a legal battle with the Canadian government a few years back over importation of "obscene" materials. Most of the smut they sell is imported from the U.S., and Canadian customs was confiscating some of it! We won't ask what they did with it if they don't tell. Little Sister's has an ample selection of fiction, self-help, and art books, and also a nice rack of vintage porn mags, but we were most excited about finally getting to flip through this book. We haven't laughed so hard in recent memory.
We had another nice shopping moment when we discovered this rack at a vintage store on Davie Street:
After a little research, we discovered that yes, the hanky code is still alive and well in at least one Vancouver gay bar. Most of the bars and clubs are also located in the neighborhood, so you can have a very homosexual day and night and only walk a few blocks. See a couple more photos of the Elbow Room after the jump.
Mean is the name of the game at the Elbow Room, but it's all in good fun, sort of.
Porn stars and Malcolm Jamal Warner all love the Elbow Room.
Elbow Room Cafe [Official Site]
Little Sister's Bookstore [Official Site]
Visit the Vancouver city guide provided by GayCities.com , the sponsor of Queerty's Big Gay Road Trip: Northern Edition.
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I haven't been up to anything lately. I've just been letting everything wash over me recently. My life's been generally boring lately.
More or less nothing seems worth doing. I've just been letting everything wash over me lately. I just don't have anything to say lately. Shrug. I can't be bothered with anything lately.
E'intesa sulle coppie di fatto. Il disegno di legge sarà pronto entro il 31 gennaio. Il provvedimento riguarderà anche le coppie gay. Siete favorevoli?
Pour les 9 premiers mois de lÒannee, le chiffre dÒaffaires des echanges commerciaux entre les deux pays sÒeleve a 80 millions de dollars, accusant une hausse de 20 % pour les exportations bulgares vers Israel et de 10 % des importations en provenance dÒIsrael. (BTA).
I can't be bothered with anything lately. My mind is like a fog. I've just been hanging out not getting anything done. I've more or less been doing nothing.
Uno spazio per dire la vostra sull'operato del governo e dell'opposizione.
The government should be persuaded to pay for all healthcare
Women are not, are fairly portrayed in the media
I've just been letting everything wash over me. I just don't have much to say right now, but what can I say? I can't be bothered with anything these days. Such is life. I haven't been up to much lately.
My life's been pretty dull lately, but I guess it doesn't bother me. I haven't been up to anything recently. Maybe tomorrow. I've pretty much been doing nothing worth mentioning. I haven't gotten much done these days. Pretty much nothing seems worth thinking about.
My life's been pretty dull lately, but I guess it doesn't bother me. I haven't been up to anything recently. Maybe tomorrow. I've pretty much been doing nothing worth mentioning. I haven't gotten much done these days. Pretty much nothing seems worth thinking about.


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There is no official definition for "successful program," but there's no need to wonder if Mandeville fits the bill. Certainly, when a team plays 37 football games in three seasons, it qualifies.
However, disappointment remains for coach Guy LeCompte's Skippers more than eight months after a shocking last-minute loss to Ehret in the opening round of the Class 5A playoffs. Up 14-0 entering the fourth quarter and 14-7 entering the final minute, the Patriots scored on a 33-yard pass to cut it to 14-13 and won it 17 seconds later after an onside kick and 25-yard touchdown toss.
After consecutive trips to the semifinals, to say last season's finish was unacceptable is a bit of an understatement, despite claiming a share of the District 6-5A title with St. Paul's. Still, even with the departure of All-Metro quarterback Glen Cuiellette to Tulane and several other Skippers who have graduated, the loss seems to have helped build chemistry between those who remain.
"I feel like we're a lot closer. We're a family, we're brothers, and we're going to play for each other," said junior wide receiver Parker Orgeron, who is set to begin his third season as a starter. "We all hang out outside of football, and we are highly motivated. … That loss lives inside of us and motivates us each and every day. John Ehret, John Ehret, John Ehret. Oh yeah, we talk about it."
While there's plenty of experience and future Division I players on the Skippers roster, there also are question marks. No. 1 is who will replace Cuiellette behind center, although it's really no different than the situation LeCompte faced two seasons ago when hardly anyone could even pronounce the name of their now-departed quarterback.
The starter likely will remain unknown all the way up until the jamboree on Aug. 29. Six-foot-4 senior Jonathan Penton, who started in 7-on-7 competitions over the summer, has the advantage, but sophomore Joseph Bulovas has a chance to sneak in there.
"It's still open, and both have (attributes), but both have a lack of experience," LeCompte said. "If you go back to when Glen and Zac (Barrient) were competing (in camp in 2012), that lack of experience can really hurt a quarterback, especially in a passing offense.
"I feel the same now about Jon and Joseph as I did two years ago. Both guys really want it and are champing at the bit."
Orgeron, along with experienced senior Brant Moisant, are part of a group of talented wide receivers. Orgeron says that they'll do whatever it takes, including "if we have to work together on off days to do it. We're going to get there. We think we have the players and the coaches to go pretty far."
Along with the skill positions, Mandeville has one of the top offensive lines in the state. Left tackle Grant Burguillos, 6-4, 280, is getting looks from Division I schools, and will be key to keeping the pressure off of whoever is named starting quarterback.
On defense, LeCompte and defensive coordinator Harl Penton will rely on experience in linebackers Matt Scanlon and high-motored junior DL/LB Jonathan Picone. The secondary has three returning starters in seniors Koree Hollins, Parker Pastorello and Michael Niedermair.
"I think as far as a team, we're more of a close-knit unit than we were last year," LeCompte said. "I hate to compare teams, but I think this summer has been very good for us. … Chemistry is everything. I think last season around this time, that's when some things identified themselves as (potential problems), and I may not have done a good enough job of creating team unity.
"That ultimately was one of the key reasons why we were one and done in the playoffs. You learn as a coach that what works in some years doesn't work in others. You evolve, and sometimes you look back and use the things that worked previously. We'll figure out the things that made us successful, and we'll find a way to get back there."
The Skippers' non-district schedule certainly will give them an early test before they begin their quest to win District 6-5A. They open the season at home on Sept. 5 against defending Division II state champion John Curtis before hosting Catholic-Baton Rouge the following week.
On Sept. 19, they travel to Central Lafourche before beginning district play at home against Ponchatoula on Sept. 26.
Jim Derry can be reached at email@example.com or 504.232.9944. Follow him on Twitter at www.twitter.com/JimDerryJr.


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WORCESTER - Last week, City Council voted, 9-2, to allow City Manager Michael O'Brien to begin negotiations with Mass Gaming & Entertainment, LLC on a host community agreement to bring a slots parlor to Worcester. At that meeting, state Senator Harriet Chandler and state Representative Mary Keefe spoke about their disapproval of the measure.
After the city council vote, MassLive.com contacted all Worcester's state legislators for their opinions on the issue:
U.S. Representative
James P. McGovern (2nd Congressional District) - Congressman McGovern has no stance on the slots parlor proposal.
State Senators
Harriette L. Chandler (1st Worcester) - Although Senator Chandler voted for the casino bill, she is "firmly against" a slots parlor being built in Worcester.
"I believe it's a bad idea for the community and for Worcester," Chandler said. "I think we're taking from the local businesses and giving it to the slots parlor."
Michael O. Moore (2nd Worcester) - Senator Moore said he wants to see what Mass Gaming & Entertainment, LLC and the city will agree on for a host community agreement. Moore admits he's not a "big advocate for slots," but he wants to see and hear what Worcester would get in return if it voted to build the casino in the Green Island neighborhood before he makes a final decision.
State Representatives
John J. Mahoney (13th District) - Rep. Mahoney voted for the casino bill, but wants to wait and see what the host agreement will bring to the city until he makes a final decision on a slots parlor in Worcester and if it would be good for the city.
"Let's wait and see what they [Mass Gaming & Entertainment, LLC] come back with in the hometown agreement," Mahoney said.
James J. O'Day (14th District) - Rep. O'Day's office did not respond to requests for comment.
Mary S. Keefe (15th District) - Rep. Keefe says she has spent time in her district knocking on doors and speaking with residents about the proposed slot parlor and she has come back with mixed reviews. While she admits the neighborhood of the proposed slot parlor needs some help and revamping, she does not believe bringing a slots parlor to the area is the way to do that.
"As with the Slot Parlor located in Bethlehem, Pa. [the Sands Casino], it is enticing to have a developer come in and offer to clean up a brown field," said Keefe in a statement. "But, based on what we are sacrificing, I am not in favor of the slot parlor locating in Worcester's 15th District."
John P. Fresolo (16th District) Rep. Fresolo represented the Green Island neighborhood for 14 years until re-districting changed that and he is in favor of bringing the slots parlor to that neighborhood. Fresolo says he is well aware of the neighborhood issues in that area and that if the a slots parlor is not built on the land that Wyman-Gordon, a metal forging company, owns then "he can see that parcel of land vacant for a long time."
John J. Binienda (17th District) - Rep. Binienda's office did not respond to requests for comment.
Where are the negotiations now on the host community agreement
O'Brien is in the search for an advisor to help him negotiate a host agreement with Mass Gaming & Entertainment, LLC, a subsidy of Rush Street Gaming that is interested in building a $200 million slots parlor casino near Kelly Square in Worcester. According to the Telegram & Gazette*, the city manager is looking for a legal advisor with experience in the gaming, but not too much.
The Massachusetts Gaming Commission has said it wants to award the slots parlor casino license before it awards the three resort casino licenses. The commission's timeline says it hopes to have the slots-only host community agreements signed by August.
After the city manager finds an advisor and if the city and Mass Gaming & Entertainment, LLC reach an agreement, city voters would approve or reject the proposed deal at a referendum 60 to 90 days after the agreement is signed. The Gaming Commission hopes to award the license by December.
The proposed plot of land for the casino is in Green Island neighborhood near Kelly Square and the Canal District. Currently, the proposed land is a vacant lot owned by the Wyman-Gordon.
*Worcester Telegram & Gazette articles may require a subscription.


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Adopted children need loving family to thrive
Children require a loving and predictable family environment to thrive, so matching youngsters with suitable adoptive families is ideal, it has been claimed.
Dr Angharad Rudkin, Chartered Psychologist, noted the sooner a child is placed in a safe and containing household, the increased likelihood they will develop positive attachments.
These comments come in response to news that performance league tables are to effectively name and shame the councils who are failing to source adoptive parents.
Prime minister David Cameron - who is also the MP for Witney - has claimed he is to get tough on the local authorities who struggle to meet targets, which could include them being stripped of their responsibilities for adoptions.
In addition to judging councils on the speed of their placements, the tables will also rank the bodies on 14 other factors that determine how well they are caring for the youngsters.
Dr Rudkin said: "The link between secure positive attachments and later well-being are increasingly being demonstrated and we should strive to continue to strengthen links between the work being done by local authorities and families and the research being carried out.
"The breakdown of an adoptive placement is deeply distressing for children and parents, so finding out more about the risks for breakdown and attempting to minimise these from the start is a good position to take.
"Of course, every effort needs to be made to ensure that the child is being placed in an appropriate environment, but rather than prioritising one over the other, it should be possible to satisfy bureaucratic needs and the needs of the child and the adoptive family."


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The journey ended for Thia Megia and Naima Adedapo during tonight's American Idol double-elimination results show.
For the first time, the contestants were split into small groups and duets to perform instead of as a group.
The first to take the stage were Lauren Alaina and Scotty McCreery. Singing "I Told You So", originally performed by Randy Travis and Carrie Underwood, their Country twang complimented each other's style and it was a very sweet way to kick off the night. Even sweeter, Ryan announced they were both sticking around in the competition for at least one more week.
Naima and Jacob Lusk took the stage next. Singing "Solid", I was admittedly distracted from the performance as I, once again, sent silent wishes to see Naima in the Bottom 3. My wish was granted when Ryan told Jacob that he was safe but delivered bad news to Naima.
Taking an intermission from the results, Season 3 winner Fantasia made a quick appearance. Singing a song called "Collard Greens and Cornbread", she either sang about loving someone like she loves food or sang to food. I never liked her voice and chose to ignore the performance. But I did catch her say something about sweet potato pie which made my stomach growl.
After another commercial (and snack) break, the remaining girls (Haley Reinhart, Thia Megia, and Pia Toscano) performed Katy Perry's "Teenage Dream." Although it was nowhere near as good as Glee's Darren Criss's version, I didn't have any complaints. Nor did I have any arguments when Pia and Haley were announced safe and Thia was sent into the Bottom 3.
As we rolled into another commercial break, I realized the remaining contestants were the boys. As I became gripped with fear that one of my favorites would be on the chopping block, the "house band" performed "Band on the Run." Then Ryan read the results.
Casey Abrams, who was saved by the judges last week, was safe. James Durbin was also told good news. That left Stefano Langone and Paul McDonald center stage as they waited to hear their fate. With my fingers crossed and breath held, I waited to hear Stefano's name being read.
Instead, Paul was sent into the Bottom 3.
After Jamie Foxx and will.i.am teamed up for a performance of "Hot Wings" from the animated film "Rio", Ryan called the Bottom 3 to center stage.
Thankfully, Ryan wasted little time in delivering the final verdict: The only one safe was Paul.
So they might be going on the summer tour but Thia and Naima's time on the Idol stage came to an end as another sad montage rolled.
As I breathe a sigh of relief for one of my favorite contestants, and do a happy dance over Naima's departure (finally!), tell me what you thought of tonight's results, Idol fans!


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Bobbi Kristina Brown - the 19-year-old daughter of the late Whitney Houston - will legally change her name to remove references to her father, Bobby Brown, according to TMZ.
The change is something the teenager had wanted to do for years, but her mother opposed, the website stated. She would take the name Kristina Houston, dropping all references to her father, New Edition singer Bobby Brown.
Bobby Brown and Houston ended their 14-year marriage in 2007. He briefly attended her funeral last month in Newark N.J., but left very early after being upset with his seating arrangements. He gave a concert hours later at the Mohegan Sun Casino In Uncasville, Conn.
He has been painted in media reports as a "bad boy," who contributed to Houston's downward spiral. Bobby Brown has a checkered legal past with charges of assault against Houston, traffic violations, drug use and driving under the influence.
Houston was one of the world's best-selling artists from the mid-1980s to the late 1990s. However, the last decade of her life was characterized by substance abuse and erratic behavior.
The 48-year-old Houston was found dead in a Beverly Hills hotel room on Feb. 11.
While the medical examiner's final report has not been completed, Houston is believed to have died from a mix of alcohol and prescription medication.
Bobbi Kristina Brown has been reportedly had problems with substance abuse. There were tabloid reports in March 2011 of cocaine use, as well as claims she did drugs after her mother's funeral.
According to TMZ, Bobbi Kristina Brown "made the decision with a sober mind and is in a 'better place' than she's been in a while."


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Clark's Corner, in Ione, held its first-ever Softball Tournament and Family Jubilee last Saturday, at Howard Park. Games began at 8 a.m. with four co-ed teams taking the field to play for the title — Crossfit Rugged Edge, Clark's Corner, Jackson Rancheria and an unnamed team from Ione.
When the dust cleared, it was Crossfit Rugged Edge that pulled in at first place, after a head-to-head battle with Clark's Corner in the final game.
Event Coordinator Chester Webb was pleased with the turnout and is already making plans already for another tournament next year. "I'm looking to make it bigger and better next year," said Webb, "and I'm excited it was such a huge success. It exceeded my expectations."
With positive feedback from participants and onlookers, Webb is confident that putting together another event will draw even more participants and support. A portion of the proceeds of the event will be given to the Interfaith Food Bank.


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It's usually best to judge a transfer not upon what-ifs but on what is. And Jermaine Marshall has pretty clearly made a pair of decisions that were right for him. What's going on now proves that.
When Marshall decided last spring to forego his final season of eligibility at Penn State and enter professional basketball overseas, partly to try to make some money to help support his baby boy Jacai, I honestly didn't think it would hurt the Nittany Lions too badly. In my mind, Marshall's game and style replicated that of wing D.J. Newbill and, with point guard Tim Frazier returning this season from Achilles surgery, I wasn't sure there'd be enough balls for all three guards. Further, I just didn't think Marshall's so-so 3-point shooting (.339) would be all that big a loss.
I could not have been more wrong.
Marshall was not satisfied with offers from the European pro ranks and decided to use the NCAA's graduate-transfer rules to test the waters at other schools. Plenty were interested. Arizona State and coach Herb Sendek won.
And Marshall has been a perfect fit for his Sun Devils who are now on the cusp of just their second NCAA berth in 11 years. They stand tied for third in the Pac-12 entering tonight's game at Colorado (11 p.m., ESPNU).
I was wrong about Marshall because he has continued to grow and develop his game. No matter what people say about the alleged NBA prospects of ASU point guard Jahii Carson, I think Marshall is the best player Sendek has and he's getting better. He's not only ninth in the Pac-12 in scoring (16.2) but, by NCAA standards, leads the conference in 3-point percentage and is 14th in the nation (.441) – a huge jump over his career numbers. He has become a much more efficient player.
The Etters native scored 29 points in ASU's churning, exhausting 69-66 double-overtime home win Friday night over then-No. 2-ranked Arizona, the hated in-state hoops big brother. It was a massive win for the Sun Devils, probably the biggest in Sendek's sometimes rocky 8-year tenure.
"I'm shocked. But, mostly, I'm just happy for my teammates," said Marshall. "This is my first year [at Arizona State] and there are a lot of guys who've been here before me. That's a big rivalry."
It was a Greco-Roman match for 50 minutes, all potholes and jagged edges. That's to be expected in this series; Sendek and Arizona coach Sean Miller know each other too well and from way back when the former was head coach at Miami (Ohio) in the mid-'90s and Miller was on his now-legendary staff that also included longtime MAC head coach Charlie Coles and current Ohio State coach Thad Matta. Sendek and Miller aren't going to surprise each other.
About the only pretty features in the game were Marshall's outstanding mid-range shots and spinning forays to the hoop to pile up 21 points in the game's first 30 minutes when no one else on his team – including the ball-stopping Carson and center Jordan Bachynski, could do much of anything. If not for Marshall, the Sun Devils would not have been afloat at all by midway in the second half.
Carson took over during the last 10 minutes of regulation and the first overtime – for both better and worse. He made a few circus shots and Sendek, always known for his defense, coaxed enough stops from his team to hang in there.
Still, with 1:40 left in the second OT, ASU trailed 63-59 after a pair of hoops by the Wildcats' freshman forward Aaron Gordon. It looked like another disappointment for ASU in a series long dominated by Arizona. Carson had been a constant impediment to ball movement, going 1-on-1 with little success while Marshall stood in one corner neglected. He had gone scoreless for over 15 minutes, well defended by UA's Rondae Hollis-Jefferson.
Wisely, Sendek drew up a play for Marshall during a timeout and he regained his groove. A dribble-handoff from Carson resulted in a clear, if well-guarded look for a three. Marshall drilled the 24-footer from right of center to get the game back within 63-62. After a pair of free throws at the other end, Marshall came off a Bachynski ball screen left of the key and buried another three to tie the game.
Finally, after the Wildcats retook the lead with a single free throw, Marshall won the game. Off a clear-out up top, he beat perhaps the Pac-12's best perimeter defender Nick Johnson with a drive left and strong finish right over Johnson's head at the rack. With :13 left, ASU led 67-66.
"Jermaine is just incredible," said Sendek afterward. "It just seems like, the bigger the moment, no matter what has happened previously, he has an amazing capacity to make a big play, to be at his best when the game's on the line. … He has shown just tremendous courage down the home stretch of games."
After Bachynski swatted a Wildcat shot into open floor with :05, that should've been the game. But the self-involved Carson decided that, rather than dribble out the last few seconds, he would dunk and then do a pull-up on the rim.
With no one endangering Carson's balance from below, the officials should have called a technical foul with :00.7 still left. That would have given Arizona two free throws and the ball under their basket with a catch-and-shoot chance to win the game. But, for some unknown reason, the refs didn't T up Carson – a wrongful neglect the Pac-12 acknowledged on Saturday.
Whatever, the fact is ASU is 19-6 and 8-4 in the conference heading into Boulder tonight. The Devils have a 30 rank in the Rating Percentage Index, four wins against the top 50 (all within the last month) and are 4-3 on the road.
They do have work to do because the upcoming schedule is tough. The trip to Colorado begins a stretch of four road games in six to finish the regular season and all six are against anxious teams in the Pac-12 mid-section, each holding degrees of hope they can make the NCAAs.
But the Devils' grad student is getting hot at the right time. Marshall has averaged 22 points over his last five games. He is showing a maturity and polish in a versatile game – scoring both inside and out, diving for loose balls and playing with guts when his team needs him most.
Best of all, it appears he'll play in his second NCAA tournament next month. Whether he could have been that third scorer Penn State so desperately needs and gotten Patrick Chambers' Lions over the hump in all the close games they lost, well, that's a hypothetical better left as such.
Whatever his past differences with Chambers, Marshall might well not be doing what he is now without a change of scenery. And during a brutal winter in his old home state, the desert sun seems to have done him no harm.
DAVID JONES: email@example.com.