COVID-19 Mask Do's and Don'ts Transcript

COVID-19 Mask Do’s and Don’ts Transcript Do this when buying, wearing, removing and reusing masks. A number of stores and retailers are selling cloth facemasks. Consider purchasing them from small businesses. Save medical masks for health care workers. If you’re making masks at home, consider buying materials online to avoid going out. Make your mask out of two layers of tightly woven 100% cotton fabric. Before putting on your mask, wash your hands with soap and water or use an alcohol-based hand sanitizer. Your mask should fit snugly around your mouth and nose. If the mask has a metal wire, pinch the wire to fit the bridge of your nose. Avoid touching the mask while wearing it. If you do touch your mask, wash your hands or use an alcohol-based hand sanitizer. When taking off your mask, do not touch the front. Remove your mask using the loops that go around your ears. After removing your mask, immediately wash your hands or use an alcohol-based hand sanitizer. After every use, throw away disposable masks or wash reusable masks. Follow the instructions that came with your mask. Let your mask fully dry before the next use. Don’t wear a mask that is damp. And remember, my mask protects you and your mask protects me. Visit health.mn.gov for the most up-to-date information on COVID-19. Minnesota Department of Health Communications Office P.O. Box 64975 St. Paul, MN 55164-0975 651-201-4989 [email protected] www.health.state.mn.us 05/14/20 To obtain this information in a different format, call: 651-201-4989. .

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Flowers for Algernon.Pdf
SHORT STORY FFlowerslowers fforor AAlgernonlgernon by Daniel Keyes When is knowledge power? When is ignorance bliss? QuickWrite Why might a person hesitate to tell a friend something upsetting? Write down your thoughts. 52 Unit 1 • Collection 1 SKILLS FOCUS Literary Skills Understand subplots and Reader/Writer parallel episodes. Reading Skills Track story events. Notebook Use your RWN to complete the activities for this selection. Vocabulary Subplots and Parallel Episodes A long short story, like the misled (mihs LEHD) v.: fooled; led to believe one that follows, sometimes has a complex plot, a plot that con- something wrong. Joe and Frank misled sists of intertwined stories. A complex plot may include Charlie into believing they were his friends. • subplots—less important plots that are part of the larger story regression (rih GREHSH uhn) n.: return to an earlier or less advanced condition. • parallel episodes—deliberately repeated plot events After its regression, the mouse could no As you read “Flowers for Algernon,” watch for new settings, charac- longer ﬁ nd its way through a maze. ters, or conﬂ icts that are introduced into the story. These may sig- obscure (uhb SKYOOR) v.: hide. He wanted nal that a subplot is beginning. To identify parallel episodes, take to obscure the fact that he was losing his note of similar situations or events that occur in the story. intelligence. Literary Perspectives Apply the literary perspective described deterioration (dih tihr ee uh RAY shuhn) on page 55 as you read this story. n. used as an adj: worsening; declining. Charlie could predict mental deterioration syndromes by using his formula.
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Choosing to Suffer As a Consequence of Expecting to Suffer: Why Do People Do It? Ronald Comer and James D
Journal ol Personality and Social Psychology 1975, Vol. 32, No. 1, 92-101 Choosing to Suffer as a Consequence of Expecting to Suffer: Why Do People Do It? Ronald Comer and James D. Laird Clark University In three previous studies, most subjects who anticipated having to perform an unpleasant task (e.g., eat a worm) and who were then offered a choice of that or a neutral task chose the unpleasant task. It was hypothesized that this "choosing to suffer" effect was produced by the subjects' attempt to make sense of their anticipated suffering, through one of three kinds of change in their conception of themselves and the situation: (a) they deserved the suffer- ing, (b) they were brave, or (c) the worm was not too bad. Subjects antici- pating a neutral task did not change on these measures, while subjects eating a worm changed significantly, indicating that anticipated suffering did cause the predicted reconceptualizations. Changes in these three kinds of conception predicted subject's choice or not of eating the worm, indicating that these changes produced the subsequent choice. Finally, subjects who saw them- selves as either more brave or more deserving also chose to administer painful electric shocks to themselves, while subjects who had changed their concep- tions of the worm did not, indicating that these conceptual changes can affect behavior in situations different from that which initially caused the conceptual changes. In a few more or less unrelated studies, a man & Radtke, 1970). Clearly then, some- particularly paradoxical bit of behavior has thing happens during the interval between a been observed, that subjects often "choose" subject's assignment to a negative event and to suffer as a consequence of having expected his subsequent choice which influences most to suffer.
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Start-To-Finish Literacy Starters Reading Strategies Tools
Start-to-Finish® Literacy Starters Reading Strategies and Tools for Beginning Readers © Don Johnston Incorporated 37 Teacher Guide Start-to-Finish® Literacy Starters 38 Teacher Guide © Don Johnston Incorporated Start-to-Finish® Literacy Starters © Don Johnston Incorporated Intervention Planning Tool 39 Teacher Guide Start-to-Finish® Literacy Starters 40 Teacher Guide Intervention Planning Tool © Don Johnston Incorporated Start-to-Finish® Literacy Starters © Don Johnston Incorporated Intervention Planning Tool 41 Teacher Guide Start-to-Finish® Literacy Starters 42 Teacher Guide Intervention Planning Tool © Don Johnston Incorporated Start-to-Finish® Literacy Starters Building Vocabulary Four word cards are included with each of the books in the Start-to-Finish Literacy Starters series. At the Enrichment and Transitional levels, these word cards are intended to build oral language—particularly vocabulary knowledge. Enrichment and Transitional Vocabulary • The vocabulary words selected for the enrichment stories represent core concepts and ideas that have a particular meaning in the story, but may have other meanings in other settings. • The word cards are NEVER intended to be used in flash card drill and practice. • Use the vocabulary cards to build a vocabulary wall in your room and encourage everyone who enters your room to find a word and relate it to something they know or have experienced. • Categorize, sort, and complete activities that highlight connections among words. • As you begin using new books, don’t abandon old vocabulary – continue to build on and use existing vocabulary as new words are added. • Create webs and graphic organizers that relate the new words to experiences and vocabulary the beginning readers already know.
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August Newsletter 2021
West Hillhurst Go-Getters Association August 2021 Newsletter Contact us at: Carole’s e-mail: Phone: (403) 283-3720 [email protected] Fax: (403) 283-3744 Cassandra’s e-mail: Please leave a message if we don’t answer the phone [email protected] and we will get back to you as soon as we are able. Web: www.gogetters.ca Office hours in Aug. are Monday to Friday 10am – 3pm. and like us on Facebook All registrations for this newsletter will We are hopeful that we will be able to restart our begin August 3rd, 2021 at 10:00am! monthly luncheons and other activities in September. Our line dance and Fit Walk classes will resume in The Executive Director’s Message September and there will a new set of Gymmy classes in September. Tai Chi is running outdoors (weather and smoke permitting) for now but will move back indoors August! How is it possible that we are already in in the fall. We are also working on speakers to resume August? The year is slipping by so quickly! our Tea and Conversations in the fall as well. As we anticipate our re-opening strategy, our primary Welcome back, Go-Getters! We look forward to seeing concern is the health and safety of our members. We you all in the centre! know you are all anxious to resume and we want to resume as safely as possible. Wearing masks in the Carole Saviak centre will be encouraged while moving about in the Executive Director centre but they will no longer be mandatory.
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Frequencies Between Serial Killer Typology And
FREQUENCIES BETWEEN SERIAL KILLER TYPOLOGY AND THEORIZED ETIOLOGICAL FACTORS A dissertation presented to the faculty of ANTIOCH UNIVERSITY SANTA BARBARA in partial fulfillment of the requirements for the degree of DOCTOR OF PSYCHOLOGY in CLINICAL PSYCHOLOGY By Leryn Rose-Doggett Messori March 2016 FREQUENCIES BETWEEN SERIAL KILLER TYPOLOGY AND THEORIZED ETIOLOGICAL FACTORS This dissertation, by Leryn Rose-Doggett Messori, has been approved by the committee members signed below who recommend that it be accepted by the faculty of Antioch University Santa Barbara in partial fulfillment of requirements for the degree of DOCTOR OF PSYCHOLOGY Dissertation Committee: _______________________________ Ron Pilato, Psy.D. Chairperson _______________________________ Brett Kia-Keating, Ed.D. Second Faculty _______________________________ Maxann Shwartz, Ph.D. External Expert ii © Copyright by Leryn Rose-Doggett Messori, 2016 All Rights Reserved iii ABSTRACT FREQUENCIES BETWEEN SERIAL KILLER TYPOLOGY AND THEORIZED ETIOLOGICAL FACTORS LERYN ROSE-DOGGETT MESSORI Antioch University Santa Barbara Santa Barbara, CA This study examined the association between serial killer typologies and previously proposed etiological factors within serial killer case histories. Stratified sampling based on race and gender was used to identify thirty-six serial killers for this study. The percentage of serial killers within each race and gender category included in the study was taken from current serial killer demographic statistics between 1950 and 2010. Detailed data
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Child Tax Credit & Credit for Other Dependents
Child Tax Credit & Credit for Other Dependents Introduction The child tax credit is unique because if a taxpayer cannot benefit from the nonrefundable credit, the taxpayer may be able to qualify for the refundable additional child tax credit on Schedule 8812, Additional Child Tax Credit. In this chapter, we will learn about both credits and their relationship to each other. Some taxpayers may not be aware of these credits. Your time, effort, and understanding of this credit may result in a lower tax for the taxpayer. The child tax credit, credit for other dependents, and the additional child tax credit are entered on Form 1040. The intake and interview sheet, along with the Volunteer Resource Guide, Tab G, Nonrefundable Credits are critical tools needed to determine eligibility for the credit. Don’t confuse these credits with the child and dependent care credit! Objectives What do I need? At the end of this lesson, using your resource materials, you will be able to: □ Form 13614-C • Determine the taxpayer’s eligibility for the credit(s) □ Publication 4012 □ Publication 17 • Determine which taxpayer can claim the credits □ Publication 972 □ Schedule 8812 What is the child tax credit? Optional: The child tax credit is a nonrefundable credit that allows taxpayers to □ Form 1040 Instructions claim a tax credit of up to $2,000 per qualifying child, which reduces their □ Schedule 8812 Instructions tax liability. What is the additional child tax credit? Taxpayers who are not able to claim the full amount of the child tax credit may be able to take the refundable additional child tax credit.
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Religious-Verses-And-Poems
A CLUSTER OF PRECIOUS MEMORIES A bud the Gardener gave us, A cluster of precious memories A pure and lovely child. Sprayed with a million tears He gave it to our keeping Wishing God had spared you If only for a few more years. To cherish undefiled; You left a special memory And just as it was opening And a sorrow too great to hold, To the glory of the day, To us who loved and lost you Down came the Heavenly Father Your memory will never grow old. Thanks for the years we had, And took our bud away. Thanks for the memories we shared. We only prayed that when you left us That you knew how much we cared. 1 2 AFTERGLOW A Heart of Gold I’d like the memory of me A heart of gold stopped beating to be a happy one. I’d like to leave an afterglow Working hands at rest of smiles when life is done. God broke our hearts to prove to us I’d like to leave an echo He only takes the best whispering softly down the ways, Leaves and flowers may wither Of happy times and laughing times The golden sun may set and bright and sunny days. I’d like the tears of those who grieve But the hearts that loved you dearly to dry before too long, Are the ones that won’t forget. And cherish those very special memories to which I belong. 4 3 ALL IS WELL A LIFE – WELL LIVED Death is nothing at all, I have only slipped away into the next room.
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Newsletter of Chapter 89, Mended Hearts, Inc. - Minneapolis - St
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Do-Gooders and Go-Getters: Selection and Performance in Public Service
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How to Know If You're Dead
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High Seas. It Sets
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Dead Man Talking Pdf, Epub, Ebook
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