An Introduction to Point of Entry / Point of Use (POE / POU) Water treatment Systems in British Columbia

I strongly feel we should install POE systems on every home and let water treatment purveyors focus on the more complicated and costly contaminants. POE water filtration systems meet 4-log treatment which is the same standard mandated for communities by BC health authorities. The units could be serviced similar to the fireman who check fire extinguishers every year in business and rental establishments. Communities could increase their purchasing power by buying standard units in bulk. Click here or on the pdf file to learn more.

The USGS has an “Idealized diagram of a public water supply’s water distribution system.” It is ideal because water can become contaminated in distribution systems after the water filtration plant. The closer the water is treated before it is used the less contaminants it will contain. I don’t believe a chlorine residual, or secondary disinfection would need to be added to the distribution system to indicate contaminants in the distribution water if there was a POE system which would remove the chlorine and stop it from entering the environment as we wouldn’t have to drink chlorinated water or use it to water our vegetable gardens. Click here or learn more below.

Secondary disinfection is needed to prevent contaminated water in the distribution system from:

  • Treatment breakthrough
  • Potable water storage reservoirs
  • Cross connections and backflow
  • Transient contamination
  • Water main installation, breaks and repair

Click here or on the pdf file to learn more.

Idealized diagram of a public water supply’s water distribution system

Idealized diagram of a public water supply's water distribution system

(Credit: Paul M. Bradley, US Geological Survey. Public domain.)ThumbnailMediumOriginal

First Signs of Asperger Syndrome in Bright Young Girls Pre-school – Updated December 11th, 2016

Welcome to AspienGirl

Updated 11/12/2016

This blog has been viewed over 388,000 times.

Tania Marshall© 2013-2017. All rights reserved. Aspiengirl and Planet Aspien are trademarked. Thank you.

The following list is my official working screener document consisting of the unique characteristics and traits of pre-school girls with Asperger Syndrome, or AspienGirls. It is not a research-based formal assessment tool. This list comes from the many pre-school girls I have worked with over the years. I have assessed, observed, diagnosed and worked with hundreds of girls and women of all ages across the lifespan. This document is based on my clinical anecdotal evidence and research by other well-known professionals. I will be modifying and/or updating this list from time to time. This list was written from my reflections, observations and experience, and is written in no particular order. No one person needs to have every trait, and it is rare that a person would…

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Enzymes

Click here or on the pdf file to read the full article or an excerpt below.

ENZYMEMAX

Amylase, Glucoamylase, Lipase, Pectinase, Cellulase, Protease SP, Bromelain, Alpha Galactosidase, Hemicellulase, Beta Glucanase, Phytase, Xylanase, Invertase, Maltase, Catalase, Lactase, Papain, Acid Stable Protease, Lemon, Fructo Oligosaccharide & Isomalt.

What are Digestive Enzymes?


Digestive enzymes are enzymes that aid in the process of digestion by breaking down food we eat into nutrients to be utilized by the body. Different types of enzymes function differently. In general amylase breaks down carbohydrates, protease breaks down proteins and lipase breaks down fat.

​Enzymes ensures the complete digestion of carbohydrates, fat, and proteins, where it is necessary in order to prevent stomach discomforts, such as bloating, feeling of fullness, constipation, and diarrhea. At the same time, it also keeps the colon clean. And if there is one thing you absolutely have to avoid is a clogged colon. Colon cancer can in fact result from a clogged colon.

Keeping the digestive enzymes at a healthy level will alleviate symptoms of heartburn, flatulence, irritable bowel syndrome (IBS), premature aging and fatigue after meals, food allergies, bloating, stress, weight gain, gout, kidney stones and clogged blood vessels and arteries. 

Adoption Standards of Practice

This is scary if you are married to a transnational spouse who can avoid Canadian law by fleeing the country with Canadian kids using and travelling with another country’s passports. Click here or on the pdf file to read the full article or an excerpt below.

7 Standards for Social Work Services
Regarding Inter-Country Adoption 33
7.1 Services for the Child of an
Inter-Country Adoption

Inter-Country Adoptions
The principles of the Hague Convention on inter-country adoption should apply
in all inter-country adoptions whether or not the country involved has ratified
the Convention.

1. General
1.1 Knowledge Requirements for Social Workers
1.1.1 Social workers providing adoption services must have
knowledge regarding the following as it affects all members of
the adoption constellation:
(a) child and adult growth and development recognizing
culture differences;
(b) family dynamics;
(c) the impact of adoption;
(d) separation, loss and attachment issues as they affect various ages
and stages of development;
(e) the special needs of some children requiring placement for adoption
(e.g. medical, physical, learning disorders, etc.) and how these
impact both the child and the adoptive family;
(f) adoption legislation, policy, practice, and related legislation and policy
(e.g. immigration regulations affecting inter-country adoption);
(g) the importance of culture, diversity and religious/spiritual heritage;
(h) inter-country, inter-cultural and inter-racial adoptions;
(i) the conditions under which children are relinquished for adoption in
their country of origin and the alternatives available there;
(j) support services and other professionals involved in providing comprehensive
services to members of the adoption constellation;
(k) openness in adoption;
(l) how times of crisis can affect reactions and decision-making.
(m) how different cultures respond to the above issues.

2. Standards for Social Work Services to the Child
Adoption Standards of Practice 2010 3
2.1 The Child’s Best Interests
2.1.1 The best interests of the child must be the paramount consideration
in planning and decision-making in both domestic and inter-country
adoptions.
2.1.2 The child’s best interests are (adapted from the Adoption Act):
(a) the child’s safety;
(b) the child’s physical, intellectual, emotional needs and level
of development;
(c) the importance of continuity in the child’s care;
(d) the importance to the child’s development of having a
positive relationship with a parent and a secure place as a
member of a family;
(e) the quality of the relationship the child has with a birth parent
or other significant caregiver or individual and the effect of
maintaining that relationship;
(f) preservation of the child’s cultural, racial, linguistic and
religious/spiritual heritage;
(g) the child’s views;
(h) the effect on the child if there is a delay in making a decision;
(i) if the child is an Aboriginal child, the importance of preserving
the child’s cultural identity.

3. Standards for Social Work Services to Birth Parents
Adoption Standards of Practice 2010 11
3.1 Introduction
3.1.1 The standards outlined below apply equally to birth parents seeking
assistance in planning for a child and those who plan to place their
child for adoption directly with a family known to them consistent with
the provisions of existing legislation.
3.1.2 Birth parents whose child is being placed for adoption without their
consent must, as much as reasonably possible, be given the same
level of support or information as outlined in these standards and be
given the opportunity to include family members or friends to assist
them consistent with the child’s best interests.
3.1.3 Social workers must make every effort to ensure that birth parents in
an inter-country adoption have received the same level of support and
information as outlined in these standards.

7. Services for the Child of an Inter-Country Adoption
Social workers involved in inter-country adoptions must be aware of the
principles of the Hague Convention on Inter-Country Adoption and must make
reasonable efforts to ensure that any adoptions with which they are involved
comply with these principles whether or not the country involved is a signatory
to the Hague Convention.
In addition to the general standards outlined in this document, the following
standards apply to inter-country adoptions.

7.1 Services for the Child of an Inter-Country Adoption
A child is entitled to a family who will assist them to develop a strong positive
identity with their birth culture and heritage, including:
(a) ongoing contact with their culture, religion and language;
(b) the need for same race adult and peer role models;
(c) information on cultural and ethnic history and practices;
(d) specific information regarding their background, birth family
and life prior to adoption to be shared with the child when
it is appropriate;
(e) incorporating aspects of the child’s culture and ethnicity into
their family life.

7.2 Services For Adoptive Parents
7.2.1 Adoptive parents should be supported to understand the impact of
inter-country adoption on themselves and the child. This includes
an awareness of such factors as institutionalization, orphanage care,
pre-natal exposure to drugs and/or alcohol, medical complications
and trans-racial/cultural adoption.
7.2.2 The social worker must ensure the adoptive parents are advised of
the procedures for inter-country adoption including immigration
requirements, all documentation and fees required by the child’s
country of origin and the details of the placement procedure in the
child’s country. Applicants should be advised that the procedures
and policies of inter-country adoptions might change unexpectedly.

In First Year, Red Mountain Academies Nordic Team a ‘Huge Success’

The school offers a 10 month program where the students do dry land training at home, take blended traditional in-class learning with supervised online courses and keystone projects, so they can miss 30-40 days of school to train, travel, and compete. The athletes hold some of the highest grade averages in their class. Click here or on the pdf file to read the full story.

The great nutrient collapse

This could explain why so many people are struggling with obesity and cardiovascular disease. The article states “we’re not studying all the ways CO2  affects plants we depend on with enough urgency” because “retooling crops takes” … “15 to 20 years before we get from the laboratory to the field.” “Tackling globe-spanning new questions that cross boundaries of scientific fields can be difficult” because most scientists specialize and work in silos. Note zooplankton consume/eat phytoplankton and are different marine organisms. Interesting article to see how everything is connected. Click here or on the pdf file to read the full article or an excerpt below.

Special Education Designations – LOU No. 17 MOA – Class Composition Joint Committee, May 14, 2019

Click here or on the pdf file to read the full report or an excerpt below.

Ageing Adults with Intellectual Disabilities: Selfadvocates’ and Family Members’ Perspectives about the Future, 2013

Click here or on the pdf file to read the full report or an excerpt below.

“Conclusion
Although not representative of all ageing adults with intellectual disabilities and their family members,
the findings from this research highlight the complex interaction of systems (intra- and interpersonal,
community-level services, governmental agencies) in the awareness and identification of issues related
to future planning. Both ageing self-advocate and family member participants expressed concern about
one another’s wellbeing in the future. These worries were rooted in an uncertainty about supports and
lack of transparent, proactive, and intentional planning. It seems that these future fears and a lack of
formal guidance serves to immobilise families; thus impeding planning and, subsequently, resulting in
crisis management efforts. Such efforts have the potential to place stress and strain on the family, ageing
adults, and the wider system that is not prepared for the increasing numbers of this ageing population.
As the life expectancy for individuals with intellectual disabilities increases, support and
planning at the policy and systems level needs to flexibly respond to this growing demographic. It is
likely that the uncertainty identified by participants in this study parallels that of the broader systemic
authority as they are faced with uncharted territory. Systems and community-based supports must work
with the priorities of ageing adults and their family members to ensure adequate future planning and
facilitate quality of life.
A variety of priorities have been clearly articulated by participants in this study. It is clear that
many ageing adults desire to be active, engaged members of the community as they pursue leisure and
work interests into old age. Family members want to know that their ageing adult will have a
comfortable and safe place to live, financial security, and continued opportunities for self-determination
and choice. Listening to the voices of those individuals who face the reality of getting older in systems
not designed to support them is fundamental to advancing quality service provision, and quality of life,
for ageing adults with intellectual disabilities and their families.”