Paso Robles Police Department Shooting Range Shade Structure

The Paso Robles Police Department has a shooting range about ten minutes from their station next to the Paso Robles Regional Airfield. They have owned the property for years, making numerous improvements to the land and infrastructure to make it more conducive to shooting, much of the work has been done by other past Cal Poly students as well. With Paso Robles geographical location, it is regularly a windy place where the average high during the summer months is almost 90 degrees Fahrenheit. Naturally when spending hours shooting, shade breaks are needed which is where the necessity of a shade structure comes in, where the officers can relax, clean guns, take a lunch break or whatever they may need. The construction of the project was only part of the whole timeline and what needed to be done, as one knows preconstruction regularly needs a large allotment of time to be performed thoroughly. Lots of planning and preparation was required to perform this project efficiently and to make sure standard means and methods were used, but there were also different things that needed to be done to ensure the shade structure was going to hold up and be completed efficiently

Divining Place in the Manawaka Fiction of Margaret Laurence: A Study of the Five Female Protagonists

The problem to be explored is to discover the reason(s) some of her readers find connections to place in the Manawaka fiction of Margaret Laurence. The problem also includes the determination of the meaning of place to Laurence, her female characters, and her readers, both casual and critical. This exploration includes the examination of her five Manawaka works of fiction, the review of critical analyses of her work, a consideration of reader-response and feminist theories, and a visit to Neepawa, Manitoba, the physical place after which the fictional Manawaka is modeled. Laurence defines place by geography and people. The physical place of Manawaka becomes a place of entrapment for the five female protagonists through its patriarchal institutions. They attempt an escape from the entrapment by leaving Manawaka and seeking a freedom to achieve individuation and to find their own voices. They, in fact, find freedom by making connections to others, particularly through their maternal heritage, and by returning physically or metaphorically to Manawaka, where they are able to reconcile themselves with their pasts. They are able to survive, to achieve a degree of individuation, and to find their own voices. In the process, they discover new meanings of place, including Alcoff\u27s woman as positionality --a place within, from which they can move forward and beyond. The connection some readers make to place in the Manawaka fiction of Margaret Laurence is derived from a response of recognition by reade/.s from a variety of backgrounds and education to the readily identifiable places, people, and situations presented in her work. As one of her enthusiastic readers, my response has been enhanced with new insights by adding life experience and the study of critical analysis and feminist theory to my transaction with Laurence\u27s narratives. It can be concluded that the reason many readers make a connection to place in Laurence\u27s narratives is that everyone has a Manawaka —a place within, a place to be divined and a divining place. The meaning of place must be discovered by each person, and each person has a place where discoveries are made

Collaboration Between Departments of Education and the Disciplines: Making it Work

In an educational and political climate where subject matter is valued even more highly than teacher education in the preparation of “highly qualified teachers,” it is imperative that teacher educators and faculty in the content area disciplines work collaboratively in this preparation. Within the culture of higher education, such a positive relationship at many institutions is not always the case. This article explores the factors that have contributed to the forging of an effective partnership between the Secondary Education Program and the disciplines at one university, with the intent of helping others to foster a similar partnership at their institutions

Report card on school snack food policies among the United States' largest school districts in 2004–2005: Room for improvement

BACKGROUND: Federal nutritional guidelines apply to school foods provided through the national school lunch and breakfast programs, but few federal regulations apply to other foods and drinks sold in schools (labeled "competitive foods"), which are often high in calories, fat and sugar. Competitive food policies among school districts are increasingly viewed as an important modifiable factor in the school nutrition environment, particularly to address rising rates of childhood overweight. Congress passed legislation in 2004 requiring all school districts to develop a Wellness Policy that includes nutrition guidelines for competitive foods starting in 2006–2007. In addition, the Institute of Medicine (IOM) recently published recommendations for schools to address childhood obesity. METHODS: Representatives of school districts with the largest student enrollment in each state and D.C. (N = 51) were interviewed in October-November 2004 about each school district's nutrition policies on "competitive foods." District policies were examined and compared to the Institute of Medicine's recommendations for schools to address childhood obesity. Information about state competitive food policies was accessed via the Internet, and through state and district contacts. RESULTS: The 51 districts accounted for 5.9 million students, representing 11% of US students. Nineteen of the 51 districts (39%) had competitive food policies beyond state or federal requirements. The majority of these district policies (79%) were adopted since 2002. School district policies varied in scope and requirements. Ten districts (53%) set different standards by grade level. Most district policies had criteria for food and beverage content (74%) and prohibited the sale of soda in all schools (63%); fewer policies restricted portion size of foods (53%) or beverages (47%). Restrictions more often applied to vending machines (95%), cafeteria à la carte (79%), and student stores (79%) than fundraising activities (47%). Most of the policies did not address more comprehensive approaches to the school nutrition environment, such as nutrition education (32%) or advertising to students (26%), nor did they include guidelines on physical education (11%). In addition, few policies addressed monitoring (32%) or consequences for non-compliance (11%). No policy restricted foods sold for after-school fundraising or required monitoring physical health indicators (e.g. BMI). CONCLUSION: When compared to the Institute of Medicine's recommendations for schools' role in preventing obesity, none of the nutrition policies among each state's largest school district had addressed all the recommendations by 2004–2005. Nutritionists, nurses, pediatricians, parents, and others concerned about child health have an unprecedented opportunity to help shape and implement more comprehensive school district nutrition policies as part of the Congressional requirement for a "Wellness Policy" by 2006–2007

An evaluation of the Newcastle Model in supporting stress and distress in people with dementia in acute general hospital settings

This service project evaluated the clinical utility of the Newcastle Model in supporting ‘stress and distress’ in people with dementia in acute general hospital settings. We demonstrated significant reductions in both the perceived severity of stress and distress experiences, and the perceived difficulty for hospital staff in supporting stress and distress experiences. There is a promising role for Newcastle model-led interventions in supporting stress and distress experiences for people with dementia in acute general hospital settings. However, further practice-based evidence is required to demonstrate its full utility within this setting

An analysis of induction motor applications

Thesis (B.S.)--University of Illinois, 1913.Typescript and ms.Leaves of plates are numbered as "5a", "7a", "7b", "7c", "7d", "10a", "15a", "15b", "15c", "15d", "15e", "15f" and "15g"

Immigrant families' perceptions on walking to school and school breakfast: a focus group study

Background: Immigrant children face an increased risk of being overweight. Little is known about how immigrant families perceive school programs that may help prevent obesity, such as walking to school and school breakfast. Methods: Six focus groups (n = 53) were conducted with immigrant parents of school-aged children, two each in three languages: Vietnamese, Spanish, and Somali. A facilitator and translator conducted the focus groups using a script and question guide. Written notes and audio transcripts were recorded in each group. Transcripts were coded for themes by two researchers and findings classified according to an ecological model. Results: Participants in each ethnic group held positive beliefs about the benefits of walking and eating breakfast. Barriers to walking to school included fear of children's safety due to stranger abductions, distrust of neighbors, and traffic, and feasibility barriers due to distance to schools, parent work constraints, and large families with multiple children. Barriers to school breakfast participation included concerns children would not eat due to lack of appealing/appropriate foods and missing breakfast due to late bus arrival or lack of reminders. Although some parents acknowledged concerns about child and adult obesity overall, obesity concerns did not seem personally relevant. Conclusion: Immigrant parents supported the ideals of walking to school and eating breakfast, but identified barriers to participation in school programs across domains of the ecological model, including community, institution, and built environment factors. Schools and communities serving immigrant families may need to address these barriers in order to engage parents and children in walking and breakfast programs.Group Health Community Foundation (JC), Robert Wood Johnson Foundation Injury Free Coalition for Kids Obesity Synergy Grant (KB), Health Resources and Services Administration (HRSA) NRSA fellowship (MG)

GH mediates exercise-dependent activation of SVZ neural precursor cells in aged mice

Here we demonstrate, both in vivo and in vitro, that growth hormone (GH) mediates precursor cell activation in the subventricular zone (SVZ) of the aged (12-month-old) brain following exercise, and that GH signaling stimulates precursor activation to a similar extent to exercise. Our results reveal that both addition of GH in culture and direct intracerebroventricular infusion of GH stimulate neural precursor cells in the aged brain. In contrast, no increase in neurosphere numbers was observed in GH receptor null animals following exercise. Continuous infusion of a GH antagonist into the lateral ventricle of wild-type animals completely abolished the exercise-induced increase in neural precursor cell number. Given that the aged brain does not recover well after injury, we investigated the direct effect of exercise and GH on neural precursor cell activation following irradiation. This revealed that physical exercise as well as infusion of GH promoted repopulation of neural precursor cells in irradiated aged animals. Conversely, infusion of a GH antagonist during exercise prevented recovery of precursor cells in the SVZ following irradiation