Browsing Tag: education


    Number Train | Learn to Count from 1 to 100 for Kids in English

    October 18, 2019

    Welcome back to Brain Candy TV Hey Brainiacs, check it out… Here comes the numbers train! Let’s read the numbers and see if we can count
    the all of the objects on the train! One One sailboat Two One, two, sports cars Three One, two, three tractors Four One, two, three, four bicycles Five One, two, three, four, five trophies Six One, two, three, four, five, six butterflies Seven One, two, three, four, five, six, seven soccer balls Eight One, two, three, four, five, six, seven, eight balloons Nine One, two, three, four, five, six, seven, eight nine hamburgers Ten One, two, three, four, five, six, seven, eight, nine, ten rockets! Great job! Now let’s count up to twenty! Eleven Twelve Thirteen Fourteen Fifteen Sixteen Seventeen Eighteen Nineteen and twenty! Now let’s count up by tens Thirty Fourty Fifty Sixty Seventy Eighty Ninety One hundred! Nice work, we did it! Great job! Wow, that was so much fun! OK Lizzy, let’s review the numbers by 10s Here’s 10 balls Hold on Lizzy, you have to wait until we finish
    the lesson This is 20 Here’s 30 40 balls This is 50 60 70 Now we’re up to 80 90 100 balls! OK, Lizzy, go get ’em! Hey Brainiacs, if you liked this video, don’t forget to subscribe by clicking on the red button Or ask your parents to give you a hand You can also see more of our videos by clicking here See you next time

    How astronauts train for a worst-case spacewalk
    Articles, Blog

    How astronauts train for a worst-case spacewalk

    October 16, 2019

    Ah! Oh no! Oh, this is stressful. Oh, hey. That’s me,
    tumbling through space. Today, I’ve convinced NASA to show me how astronauts learn to do their
    jobs before going to space. And that means doing a lot of simulations to learn the basics and also to prepare for the worst-case scenarios. We’re here at the Systems
    Engineering Simulator facility. It’s basically fancy talk for, “We’re going to drive some spaceships!” Right now, astronauts going to space pretty much have one place to go: the International Space Station. NASA wants to go into deep space and potentially Mars, though. And astronauts are going to
    need a way to get around fast when they’re on the
    surface of another planet. Best way to do that? A monster rover. I’m in a rover right now —
    or, at least, part of a rover. It’s a simulation used
    so that crew members can test out what it’ll be like to ride around on the
    surfaces of different planets. Since NASA wants to go to Mars, we are in Jezero Crater on Mars right now, which they think was
    a lake bed at one time, so, of course, it’s somewhere
    we’re interested in exploring further in the future. And so you have your
    hand controller there. That is going to control driving, so that’s both acceleration
    and steering for the rover. Now this isn’t like your normal car. We have way more wheels here, right? That’s right. So how many wheels do we have on this? You have 12 wheels total. Okay.
    So six sets of two. The 12 wheels
    can move 360 degrees. That means the rover is capable of basically moving in any direction: forward, back, sideways,
    even spin around in a circle. It takes a while for the
    wheels to adjust, though. So it felt kind of slow. You also have to keep in mind that we have a third
    of Earth’s gravity here so it’s going to drive a
    little squirrelly sometimes, a little more bouncy, and, you know. Gotcha, gotcha. It seems
    pretty straight-forward. Ooo! If I wanted to move forward,
    I just push forward. And then I run into this thing. The Mars Ascent Vehicle, yeah. I’ve just run in. I’ve
    destroyed billions of dollars worth of hardware.
    So now we can’t leave. We’re stuck on Mars forever now. (both laugh) Driving in the nice,
    comfy rover is fun and all, but it’s not that
    immersive of an experience. You’re kind of just sitting
    still, moving a joystick. Plus, it’s not really practical right now since astronauts won’t be
    going to Mars for many years. But something that is a big part of astronaut training
    these days is spacewalks. This is the Neutral Buoyancy Lab. Being underwater is the
    closest thing we have on Earth to re-creating
    the sensation of zero-g. That giant structure you see inside is an actual replica of the
    International Space Station. For testing, astronauts have to suit up outside the pool with a lot of help and then get slowly lowered in. Unfortunately, I won’t be going in the pool today, but we have some tech that might supplement for the time being. This is Johnson Space
    Center’s Virtual Reality Lab. It’s where NASA trains astronauts to learn how to do their spacewalks. First step: learning how to
    maneuver outside the station. I have to replace a battery. One of the things you can
    do here with this model, since you’re in VR, you
    can actually figure out what it’s going to take to
    get from the airlock or from your current work
    site out to a new work site. What you’re going to do is
    we’re going to start you out here on the truss. You’re right around S0, which is one of the truss segments. Turns out, replacing a
    battery in space is way harder than changing out the
    batteries in your remote. It’s a two-person job, with
    one astronaut pulling out the old battery and the other
    handing over a new unit. Sounds easy, right? Piece of cake. VR is great at showing you exactly where everything is going to be out there and whether you have a
    good enough wingspan. Got it. Oh, I’m attached.
    Okay, now you can see you are climbing on the handrail. Oh, wow. Okay, so I want to go.
    There’s my destination. I see it.
    Yeah, look off to your right. It’s bright yellow. Hey, you’re good at this. I think they’re testing for a
    new astronaut class coming in. You should just go ahead and apply. I’m clearly the front-runner now. All right, I’m here. Is that it? That’s it for now. That’s it for now. But what would happen if your
    spacewalk didn’t go smoothly? Astronauts are always tethered
    to the ISS during spacewalks, but NASA always plans for
    the remote possibility of someone getting disconnected. Well, I was going to experience
    that terrifying scenario by getting knocked off the station. And then I had to get back before, you know, I burned up in the atmosphere. When they go outside, in
    case they ever become separated from the space station,
    so they don’t float off, which would be bad, they
    go out with a safety device that’s basically a jet backpack. It’s called SAFER. Aptly named. NASA thinks of SAFER as
    a life jacket in space. It’s worn like a backpack
    with jet thrusters that are steered by a hand controller. So far, SAFER has never been needed for an actual emergency. And that’s good because this
    is a pretty dangerous scenario, and you don’t have a
    lot of time to get back. What about, how much fuel do you have before you run out? Approximately five to
    10 minutes’ worth of fuel, depending on how aggressive you are with your choices.
    So it’s a you’re racing against the clock kind of thing? Yes.
    Yeah. You can’t just take your time out there. You need to get back. If you’re out there for more than, say, 15 minutes, it gets very
    unlikely you’re going to rescue. So, there I
    am, that tiny astronaut hanging out at the Quest Joint Airlock. Oh no! And there I am, getting farther
    and farther from safety. Oh, this is stressful. Okay, we’re going to make you wait just a little bit now
    before we power up the unit. They leave you spinning for a little bit because you wouldn’t be able to get your bearings right away. You’ve gotta slow yourself down and get yourself under control. I think I’d also be screaming. And now, you would have the hand control out, and you would power it on. Am I supposed to— And now it’s
    going to bring you to a— It’s going to cancel out your rotations. Okay. You’ll see
    yourself coming to a stop. All right. So now I need to… Look around and find station. The station is
    definitely to my left. Okay, so yaw to your left. Okay, you want to pitch
    down just a little bit. You see that round, horseshoe-shaped thing?
    Yeah. That is the airlock. So you want to point
    right back at that spot. Now that I’m facing the station, it’s time to switch modes. Now, you want to go
    over to translation mode. That means I
    can move forward and back or left and right in a straight line. And now, start moving toward it. Okay, here we go. I think we might have changed the game. It’s a slow process, it seems. Again, you don’t want to go fast. Am I going too fast? No, you’re not going too fast. In space, a little bit
    of thrust goes a long way. All you need is just a slight push to send you going in the right direction. Again, the translations are very slow. Okay, but George Clooney
    moved so much faster. Just reach out.
    Help me! And if you can grab
    structure, you’re saved. And done.
    Now I’m a part of the space station.
    You are there. And that was the easiest-case scenario. Other simulations have
    astronauts moving away from the station four
    times faster than that. And at night. Yes, right, and at night. Would I have actually made it? Oh, four and a half.
    Four and a half minutes. Okay, so I’m the speed demon.
    There you go. You were good. Yeah, okay. Clearly, I’m a spacewalk master. But there are still a whole ton of things astronauts have to do that
    I haven’t trained for. Like working the robotic arm or doing lab experiments in zero gravity. In fact, it’s a two-year training process before you can even be
    assigned to a mission. These simulations are just
    the tip of the iceberg. We would have had you climb further, but we weren’t expecting
    you to do very well at it. All right! We didn’t want to give
    you too much of challenge. And what was it that you
    underestimated about me? People have a lot of problems with that. A lot of problems.
    (Loren laughs)

    Learn to Count with Shawn the Train  –  Fun and Educational Cartoon for Kids
    Articles, Blog

    Learn to Count with Shawn the Train – Fun and Educational Cartoon for Kids

    October 14, 2019

    Hi, my name is Shawn.
    I want to help you learn numbers. Let’s count all the objects in my wagons. I have ONE(1) car. ONE(1) TWO(2) construction cones. ONE(1), TWO(2) THREE(3) drums. ONE(1), TWO(2), THREE(3) FOUR(4) wheels. ONE(1), TWO(2), THREE(3), FOUR(4) FIVE(5) mailboxes. ONE(1), TWO(2), THREE(3), FOUR(4), FIVE(5) SIX(6) jars of jam. ONE(1), TWO(2), THREE(3), FOUR(4), FIVE(5),
    SIX(6) SEVEN(7) keys. ONE(1), TWO(2), THREE(3), FOUR(4), FIVE(5),
    SIX(6), SEVEN(7) EIGHT(8) balls. ONE(1), TWO(2), THREE(3), FOUR(4), FIVE(5),
    SIX(6), SEVEN(7), EIGHT(8) NINE(9) nails. ONE(1), TWO(2), THREE(3), FOUR(4), FIVE(5),
    SIX(6), SEVEN(7), EIGHT(8), NINE(9) And TEN(10)… Oh, no! My crates fell on the ground.
    Now my wagon has ZERO(0) crates. Help me count to TEN(10) to put them back in my wagon. ONE(1), TWO(2), THREE(3), FOUR(4), FIVE(5),
    SIX(6), SEVEN(7), EIGHT(8), NINE(9), TEN(10) We did it! Thank you!
    Now we’re ready to go. Let’s go! Wait car! I didn’t mean you go, I meant “Let’s go!”
    Ok. Let’s count numbers one more time. ONE(1), TWO(2), THREE(3), FOUR(4), FIVE(5),
    SIX(6), SEVEN(7), EIGHT(8), NINE(9), and TEN(10)

    Mesa Light Rail Extension & School Funding Lawsuit & Acts of Simple Kindness
    Articles, Blog

    Mesa Light Rail Extension & School Funding Lawsuit & Acts of Simple Kindness

    October 13, 2019

    >>>Coming up next on “Arizona Horizon,” Federal officials give the ok for another lightrail extension in Mesa. We’ll look at the differences in funding between charter schools and traditional public schools, and learn about a charity that focuses on kids who have lost loved ones. Those stories next on “Arizona Horizon.” “Arizona Horizon” is made possible by contributions from the friends of eight, members of your Arizona PBS station. Thank you.>>Good evening and welcome to “Arizona Horizon.” I’m Ted Simons. Federal officials gave the ok last week to another lightrail extension in Mesa. This one will take the tracks out to Gilbert road. Here to tell us more is Jodi Sorrell, Mesa’s transit services director. Good to have you had a err and thanks for joining us.>>Good to be here.>>This, again, goes from past pioneer park out to Gilbert, how far are we talking?>>1.9 miles.>>Ok, and this starts when?>>Right now we’re in the preliminary design phase, so we have a bit more work to do, and construction probably won’t start until, until like mid to late 2015.>>And completed when?>>By 2018.>>By 2018.>>So this should go through what is now being constructed in downtown Mesa all the way out to Gilbert. Why is this important?>>Getting to Gilbert road, stepping the lightrail to Gilbert road is very important to our council and to the city because once you get to Gilbert road you have options. Gilbert is a connective route to two freeways, so it’s a station at the end of the line is easier to, to access and, and it just provides a better gathering point for some of the lightrail riders and the buses to serve that area.>>A good park and right out there, I would imagine?>>Yes.>>A massive one.>>A good size one, yes.>>And now, the Feds had to give the ok for this. What were they looking at? What kind of environmental, historical, or cultural factor?>>Every project goes through the environmental assessment process, and they look at things from, you know, historic resources, are you hitting buildings, historic signs, and what is the noise and vibration impacts and the real estate impacts and the traffic impacts? All of those factors go into, into the document, a big, a big document submitted to the Federal Government.>>Anything come up, any concerns more than the usual?>>There was really nothing in the, in the — the way that the alignment is designed, we really minimize a lot of the impacts to the community. There is no, no historic impacts along there and, and there is, there is, except for minor right-of-way, no real buildings or signs, structure impacts along with this. So, we are excited about that.>>And as far as the costs, what are we talking about here and how will that be paid for?>>The primary estimate for the project is about 143 million. And, and we’re doing some creative — we have, we have, we are doing a unique financing. We’re not going on the typical route where we go to the fta and ask for a grant, and we are looking at, at taking Federal money that’s, that’s coming to Mesa anyway for streets, and re-purposing that street money, and making it into transit capital, so we’re kind of flexing it into transit capital, and we can use that to build the extension.>>So this money set aside for road and street projects can be set aside for this, the Feds say that’s fine?>>Right.>>And what about the match.>>The match does change because for the street element, it was about a 30% local match that had to go into it for, for the, the, this particular project, it’s a 5.7% match, so it saves Mesa some money in that realm.>>And it sounds like Mesa is thinking, city bonds, makes sense, but, I understand that the city bonds might be repaid by the Feds, as well?>>What this is, is, you know, you may have heard when people tried to advance the freeways through the valley, there is the highway project advancement notes, and two years ago, coming up on two years, the legislature passed the transportation project advancement notes which allows us to issue the notes for, for transit projects. As transit capital, so that’s what we’ll issue, and to pay for, for this, and then pay it back with, with other reimbursement money coming back to the city.>>So, but, it almost sounds as if it will pay for itself, or close?>>Not quite. Not quite.>>Close to it? For $7 million for 1.9 extension for the lightrail.>>We do have the financing costs with all of that, as well. But, yeah, it’s a good deal.>>And the 3.1 extension that goes through downtown, that one is not even finished yet, correct, an update.>>That one is not finished. We had been under construction for a couple of years. And right now, it’s, if you drive in downtown, or if you drive through Mesa, between the Sicamore station and passed the Arizona temple, you will see construction, which is a good thing, it’s a sign of progress. And in the downtown area, we have the construction moratorium in the winter months, and to give the businesses a breather and help the tourists navigate into downtown. And so, that will go until may The utility relocation is done and you will see the work in the middle of the street, where the tracks start getting late in the middle of the street.>>That’s a 3.1 extension in downtown. We are looking at the extension we talked about earlier, and that’s the one that extends from the — well, will this get started as the 3.1 is, is still being constructed.>>They should be done just about — the 3.1 should be done, that should be done really by late 2015. And, and then, the Gilbert road, the next 1.9 miles to Gilbert road won’t start until later that year.>>And you mentioned the moratorium on business as far as construction, and some would I would say there is a moratorium on construction. And talk about the impact of businesses, what do you tell the folks now with the extension, the 1.9 extension, what did you tell the folks in don’t?>>Well, the construction is construction, and it’s going to — any time that you get in, on a street, it does impact people. And metro and the city have worked to develop business assistance programs. And that, that we’re encouraging the businesses to take care of. One of the things that we did on the first 20 miles, that I think helped a lot of the businesses, at least get an idea of what to expect as we were fortunate enough to have already gone through lightrail construction. And so, we brought some of those businesses in to talk about what would they do differently? How would they prepare, and what did they learn? And which of these businesses look out for? So, some of that has helped a lot of the businesses take advantage of some of the programs.>>And I guess with this extension you will have another group of folks?>>Another group that can walk — we can bring them down the street.>>Right, and a little parade there.>>Right.>>And congratulations on this. It sounds like a lot of things are happening there, so it must be an exciting place to work.>>Yeah.>>And it’s good to have you here.>>Thank you.>>>A group of charter school students and their families are asking the Arizona court of appeals to reverse a Maricopa county superior court ruling that upholds the current funding system for K-12 schools. Those appealing the ruling say that the system gives much more money per pupil to traditional public school students at the expense of charter school students. Joining me now is the plaintiff’s attorney Kory Langhofer and also joining us is Arizona education association President Andrew Morrill. Good to see you both here and thanks for joining us. Talk to us about this suit now, what are you asking the appeals court to do?>>The education funding system is outdated. The major parts were put in place in 1980 when Arizona had one fax machine. It’s very old. And because it’s so outdated, there is significant disparities or inequalities in the system. The average student gets 8800 of funding a year. Some schools, though, have as much as 19,000 a year for their students. So there is a huge disparity, what the lawsuit is asking, is for the court of appeals to say to the legislature, it’s time you revisit the system and update this outdated system, and make it more equal, more fair.>>Is it not equal? Is it not fair, as it stands?>>It’s, as complicated as the education funding has been, one thing, the legislature has modernized it, and by cutting about 1.5 billion over the last five years, so it has been adjusted. And we would stipulate that it’s been, been insufficient, and underfunding students, whether you are talking about charters or traditional schools. We need to get the numbers right. The fact is, that it’s really not disputed among education groups, and the joint legislative budget committee will tell you in terms of the state funding per pupil, charter schools get more per pupil than schools, and that’s why you see right now, in the last session, about 60 schools converting over to charter school funding so that they can get that additional funding, so let’s make sure that we are talking about state funding, which is what this is really about.>>Does — there is a discrepancy in a discrepancy here.>>So, the, the — it’s not accurate. It is true that many public district schools are creating charters within the district system. So that they can sort of double dip. There is a gimmick in the law, you can take advantage of, to get extra money for schools. And, and the, the record in the case just doesn’t show, though, that the charter schools are overfunded. When you look at the appropriated state funds, go to, that go to charter schools, we get 1,000 to 1300 less a student every year. And that’s what the evidence in the case shows.>>And what’s going on here? We’re seeing numbers over here and numbers over there.>>Right. And what we need to do is take a look at the Federal funding, and that is offered to school districts with additional responsibilities attached to those. And we know that we have got local funding mechanisms of overrides and bonds and that really points to the difference of charter schools versus traditional public schools, yes, they are all publicly funded, but one major difference is that when communities fund, overrides and bonds, those assets that add to the district remain in the public sector. Those are public assets. And so, buildings expanded, buildings built, and they remain in the public trust as taxpayer funded and owned. You don’t see that with charter schools. So, there are a number of, a number of differences. Teacher certification requirements. The mission of charter schools when you look at the spread across our charter schools in Arizona, the student body is being served. The representation of ethnic diversity, the special needs students, and one begins to feel that there is a different mission to our charter schools. The courts evidently found so because they rejected some of the claims as to the inequitable funding.>>So, the basic point, and I don’t think it’s controversial, is students have to be treated equally. Right. It’s not fair to start charter students or public school students behind the line, right, at a disadvantaged spot compared to others. And I think that, that just from our conversation here, you could see our system is so complicated, you have got many from local taxes, state taxes, and it’s so complicated and it has been so long since it was updated. That, that we have no longer have a guarantee that our students are being treated equally regardless.>>It sounds as though the students being served, that, that particular focus, that’s not equal, as well. Charter schools do have more freedom in what they do and how they do it. As opposed to traditional public schools. And if that’s the case, should the funding still be exactly the same?>>So, it is true that charter schools have less regulation, and than public district schools, and in fact, that’s one of the reasons why, why with the same, with less funding, we’re able to achieve the same results as public district schools. And the mismatch in funding between the district schools and charter schools hasn’t been tied to those regulations. Just a number that has come about. And if it were tied, if the difference that it were tied to the regulations it would be a better argument for the state but right now, it’s just a difference without a reason.>>Is it fair that charters don’t have the safety net of taxing, of bonding and overrides?>>Well, they may not have those but they have the ability to control the funds that they are receiving, in ways that the district cannot. Case in point, we know that small schools get additional funds, from the state, and charter schools have the ability to treat each of the schools within a charter. And districts have to add up all the schools, and if they go over the total, they cannot access that funding. So, really, this is a, a disparity as you said within a disparity, but the mission, the relationship of traditional schools to the community, the separation that makes charters publicly funded, but able to hold private assets, within a private structure, really makes this more complicated than just the, the question of should the funding be the same. The courts have said, as long as we’re funding charter schools consistently, and traditional schools consistently, this he do not have to be funded the same because they have different missions.>>Is consistency more important to the plaintiffs, more so than making that number whatever it is equal, even though again, charter and traditional public, not necessarily.>>What is essential, what can’t be changed is that students have to have equal starting points. You can’t say, that, that the charter school system has the same results of the public district system, and therefore, it’s fine. We have to, to be given the same starting point and under the current system, it’s outdated, and we don’t have that.>>Starting point not the same, agreed?>>We backed off the starting points, to the point that the funding is inadequate across our schools, and look at the distribution of charter schools across the state. Some are exploring serving student needs and students in areas that they have not, traditionally. Let’s remember the charter schools came into the state on a promise of better for cheaper, we have not seen the better because they perform at about the same distribution of traditional schools, and now, the cheaper argument seems to be being wrestled with and changed somewhat, in this case, and in other situations.>>Is it ok, though, to see that better and cheaper, that formula may not be working, let’s go ahead and tinker and improve it, if it means better education.>>One of the things that we could do with charter schools, any time that we wanted was say, for the expansion of funding in the capital areas, to build buildings, that’s fine, but, those will retain and stay state property, if they are publicly funded, why not have them remain as public assets? That would be interesting. But, there are many challenges that the charter schools launch where they say, on the one hand we want public funds, but we don’t want to play by the same rules as other schools.>>Are charters willing to play by the same rules if that means the same funding?>>That’s the modernization that we need, and I think you are willing to have that conversation and we want to.>>Before I let you go, this idea of charter schools having to repay money, I know that’s in the courts, as well, and where does that stand and what’s going on here?>>So, this is a completely separate matter, but, and in 2011 and in 2012, the, the state department of education had, had a way of allocating tax dollars to schools. And they changed that method in And they wanted to apply the new method backwards. So the money you received under old plan should have been — they might want to take that back. And the new lawsuit is, basically, insisting that, that the old rules apply then and the new rules apply going forward.>>30 seconds left here.>>My understanding is that one of the problems with that particular issue is that you have charter schools that are, are not wanting to return money that, that, for years when they may not have been operating. So, I’m not, not sure that, that it’s a, as simple of a matter as it seems. The districts that ended up owing money and there were not very many, are under a plan, negotiated with the department of education to pay that back.>>And the, the districts who, that received excess money under the new rule, that has been improved, all get to keep the funding. We’re not trying to take the money away from the districts at all.>>Many districts ended up being owed money. My understanding from talking to the Department of Ed, is that they tried to negotiate as fair of a settlement for everybody as was possible.>>Ok, we’ll stop it right there. A good discussion.>>Thank you very much.>>Thanks for joining us.>>Losing a family member is difficult at any age. But for children, it could be especially hard. And in tonight’s edition of Arizona giving and leading, producer Christina Estes and photographer Steven Snow show us how one group is helping children who suffered the loss of a loved one.>>He was an amazing man, he was funny, and hard worker, and loyal, and great father and amazing husband.>>Karen Turner’s joy turned to pain in August of 2007, when her husband, Steve, died unexpectedly.>>He was 41 years old. — I was 38 and our son was 4.5.>>Telling her son was heart-breaking.>>When you talk to a child about grief, you can’t say daddy is sleeping or daddy has gone away. You have to say that daddy has died and is not coming back and is dead. You have to use those words. And it is gut-wrenching.>>Steve’s death meant the loss of Alan’s basketball Buddy, Karen’s confidante, and their security.>>Our health insurance was carried through him and his company. We lost his, our insurance overnight, I lost his income overnight.>>As bills pile up, Karen says it’s easy for parents to push aside the extras like sports, tutoring and musical lessons. But it’s the little things that can make a difference. She’s seen it with her own son.>>Right before Steve passed away, we had talked about enrolling him in T-ball. Steve had grown up playing little leagues, and he could not wait to get his son on the field. So when he died, I went ahead and enrolled him in T-ball, and first we played that and then soccer and then flag football, and that was it for him. He just — on that field, he’s like every other kid. And not one person there cares if his dad has died, they care that he’s going to. Was the ball and he’s like every other kid, and that’s important for a child.>>Seeing Allen smile made Karen smile.>>Acts of simple kindness stands for AS&K, A for Allen, for my husband, Steve, and then Karen.>>The group provides financial friends to cover extracurricular activities for children who lost parents.>>Susan Johnson used a grant to cover the gymboree membership for his son.>>We had his half birthday and a week later his father took his life. He was dealing with — he had issues with drugs and alcohol. And so, I became a widow when he was six months. And being a single mom, in my 30s, I don’t have any friends that have lost a spouse. All my friends are either single or newly married or, you know? Their happy times. I didn’t have anyone to relate to. To talk to about losing my husband.>>Until she met Karen and the other families involved in acts of kindness. They understand moving forward is important. And so is cherishing the past.>>We like to talk about him.>>I have often wondered what he would think about. I didn’t want his death to be in vain. I wanted to do something in his name, and I had no idea that an idea that literally started on the back of a napkin, would turn into what it has. I am proud of what we’re doing.>>Karen says the grants are gifts. All they ask in return is a photo of the child showing how the money was spent.>>We had one boy who was in a small town, and when his dad died in a drowning accident, he felt very isolated. There was no one else in his class that understood. So, his mom allowed him to go to the college to take the rest of his courses so that he could graduate from high school. And I think one of the best pictures we got was when he sent us a picture of him in his cap and gown because he was able to graduate.>>Acts of Simple Kindness has helped 60 children, the group relies on corporate and individual donations along with a charity bowling party. You can find out more information at>>>Foam on “Arizona Horizon,” we’ll see how Arizona 15-year-olds stack up in a study measuring the proficiency in reading, math and science literacy on the next “Arizona Horizon.” That is it for now. I’m Ted Simons and thank you very much for joining us, and you have a great evening.>>”Arizona Horizon” is made possible by contributions from the friends of eight. Members of your Arizona PBS station. Thank you.>>Virginia G. Piper charitable trust. Committed to changing lives and strengthening community. Through investments in nonprofits and strategic initiatives, more information at>>And welcome, I’m Jason Meyers, along with Deborah, and Deb, there really isn’t a program like “Arizona Horizon” anywhere.>>No, there is not. For you to be able to see the in-depth interviews like this, like the ones that Ted Simons delivers to you every time on “Arizona Horizon,” that’s not something that you are going to get on any other program.>>It’s true, what I love about “Arizona Horizon,” is, is the people that Ted has on, he’s really got his finger on the pulse of Arizona politics, and issues and, and from the Governor, to the sheriff, to all the figures here in Arizona, and some of the figures that are not as well-known.>>And during the challenging times like we face now, a show like horizon tackles the issues that were important to all of us, so, call one of the numbers on the screen right now to show your support. Because tonight we have a new way to support the station, we want to encourage you to become a sustaining monthly donor to eight. Becoming a sustaining monthly donor is simple.>>A sustaining monthly donation is one that once you set it up you determine the amount of your donation. Now, let’s just say it’s $5 a month, and it’s deducted, every month from the credit card or debit card, or your checking account.>>That’s all that there is to it. Each month, automatically that amount is deducted from the account, which allows you to sit back and enjoy all the great programs that you love here on eight. It’s an ongoing contribution that will continue until you tell us to stop, or perhaps, you will want to increase your contribution, whatever may be the case. That’s what we ask you to do.>>The programs like “Arizona Horizon,” all the children’s programming you have come to love, sustaining monthly donors are a safe and easy way to support eight, and as an extra incentive tonight when you become a sustaining monthly donor at $5 a month, we’ll send you this wonderful “Arizona Horizon” cobalt mug, as our way of saying thank you.>>And we also welcome one-time contributions, and tonight, when you make a one-time contribution of $75, we’ll send you the mug with our thanks. Whatever method you choose, please support this local opinion affairs’ program and the station that brings it to you five days a week.>>Call the number right now, and remember, the local programs you count on, really do count on you. Thank you.>>Eight delivers all Arizonans every day, free access to quality content. As the last media service in Arizona, eight delivers on our mission to educate children and provide quality programming to Arizonans of all ages and walks of life. Arizona PBS is not a business. This is a locally owned media service supported by individual contributions. 85% of the direct operating revenue comes from you, the Arizona community. The money we raise stays right here in Arizona. With this station. Eight depends on you, just as much as you depend on it. From Yuma to the Grand Canyon, Show Low Phoenix, and all places in between. This is the last media service that truly belongs to you. You live in Arizona. Isn’t it time you became a financial supporter of your local public television station? Help eight deliver more of the best in the year to come. Thank you.>>For more than 25 years, “Arizona Horizon” has been an integral part of our daily broadcast schedule. And thanks to eight and “Arizona Horizon” you and I have had coverage of all the big stories affecting Arizona.>>It’s true, just in the last few months, “Arizona Horizon” has brought you election coverage, both sides of the political debates, and state and local budget issues, and dialogue whether it comes to education and health care. Basically, “Arizona Horizon” covers it all, consumer affairs, political analysis and the environment and health and business.>>”Arizona Horizon” has consistently provided unprecedented insightful public affairs programming. We know you value this program, and that’s why you are watching. But we need more than your viewership. We need your donations.>>We do, and as you could see right now, eight relies on your support now more than ever. More than 85% of eight’s direct operating revenue comes from the Arizona community. People just like you and me. So please, go to your phone and call one of the numbers on the screen. Become an eight supporter right now.>>Great friendships, click instantly. Just go to and begin or renew your eight membership on our secure website. You can join online. There, choose a thank you gift from a wide selection of eight programs, and special offers, or member benefits, get all the details about the gifts you are interested in, select your favorite, and make your contributions. That’s all that there is to it. Your friendship with eight, clicks instantly, and then enjoy your gift and another year of fantastic you make possible here on eight.>>We’re about ready to wrap things up and take you to another great program here on eight.>>And for those of you who called in your support for “Arizona Horizon,” a big thank you. You really do make a difference.>>If you have not called, it’s never too late. Just call or go online right now. Right now, another great program you make possible here on eight is about to begin. This is your public television station. Eight.>>You can send your contributions to the, through the mail, rush your check to friends of eight, 555 north central Avenue suite 500, Phoenix, Arizona, 85004. Your contributions to support eight is administered by eight’s membership department and deposited with the Arizona State foundation for a new American University.>>Eight would like to thank fat Fredder’s catering for their support of public television in Arizona.>>Support for eight comes from viewers like you. And from –>>The tempe festival of the arts December 6-8 in downtown Tempe, more than 400 artists from throughout North America, live music, and wine and beer tasting and festival food and street entertainment in downtown Tempe, schedules and details at>>We are a proud member of association of community cancer centers. Patients have access to robotic surgery, chemotherapy, radiation and clinic trials.>>When you want to be more inspired, eight delivers unforgettable experiences in music, and the arts. Thanks to you. And –>>Hospice of the valley. A nonprofit hospice providing medical, social, and spiritual support to patients nearing end of life. While supporting their families.>>Hi, I’m Susan of the linkus group, a fee-based registered investment advisor specializing in financial planning, investment management and insurance strategies and more., investing for life.>>The Persian room, travel for another world to a land of exotic aromas and period decor for a fine dining experience. The Persian room, in north Scottsdale on Scottsdale road one light north of Frank Lloyd Wright boulevard, gourmet exotic cuisine at its best.

    LEGO Light Rail Transit (LLRT) System
    Articles, Blog

    LEGO Light Rail Transit (LLRT) System

    October 12, 2019

    Hey everyone, Jason here. Today we are going to take a look at my latest train designed to run on the roller coaster
    track system. Now, last year I posted a version that could handle all the sloped
    track pieces, which had a pretty significant impact on the design of that
    train. This one was designed to only run on the flat sections of the track, which
    gave me a lot more flexibility when designing it, and as a result I was able
    to design more of a traditional style of train with an engine on either end and
    some relatively longer cars. I was also able to make it run a little bit faster
    than the previous one as well. So, how does it work. We’ll take a look at
    the engine first and I have a stripped-down version here to more easily see what’s going on. There is an M-motor on the inside, which drives these
    four wheels underneath, through some gearing in the front. The wheels I’m
    using are these standard train motor wheels, which have a little rubber ring
    around them to provide some friction with the track. Now, obviously these
    weren’t designed to run on the roller-coaster tracks but they do seem
    to work pretty well. The spacing in here is a little bit odd. It all fits within a
    four stud wide gap but these train wheels are actually a little bit wider
    than half a stud, and if you build a lot with the Technic system you know that
    things go best together in half stud or full stud increments. So, I am doing some
    non-conventional things in here to get it all to fit properly while still being
    able to drive all four wheels. I’m also using these door rail plates underneath
    each side of the engine which just barely latch on to the rails of the
    track, and it has just enough clutch to prevent the engine from pulling itself
    off the track as it goes around the corners. Speaking of the corners, if there
    are any custom part makers watching this I would love to see some wider radius
    track curves. The cars are pretty simple. They’re each built on a 6 by 16 stud
    plate and each bogie is just a decorated version of the standard roller coaster
    car with a turntable on top to allow it to rotate. For this train I actually have
    a motorized engine on either end because I found that a single engine can really
    only reliably pull two cars around the corners. So, I have a battery box and IR
    receiver in this car and I’m using an extension cable to connect the motor on
    the far engine. Both motors are connected to the same motor output so that they
    always run at the same speed and one thing to note regarding that is that I
    did have to mirror the drive gears on the engines since they are facing in
    opposite directions. I’ve created building instructions for the engine and
    the cars which you can find over at, along with some
    building notes which might be useful if you decide to build your own. I have had
    this train running at a couple of events already, and aside from stopping to change the batteries it has run continuously at
    each one. So, it seems to perform fairly well, and I think that’s about it for
    this model. if you do happen to build your own train based on this system I’d
    love to see it feel free to tag me on social media wherever you post it.
    As always thanks for watching, keep on building, and I’ll see you next time.

    Parramatta Light Rail Stage 1 – Environmental Impact Statement
    Articles, Blog

    Parramatta Light Rail Stage 1 – Environmental Impact Statement

    October 12, 2019

    Western Sydney’s latest major
    infrastructure project is one step closer with the Parramatta Light Rail
    Environmental Impact Statement to go on public exhibition so the community can
    have its say. Stage 1 will connect Westmead to Carlingford via Parramatta CBD
    over a 12 kilometre route. It will link Parramatta’s booming CBD with new communities, local jobs, schools, hospitals and the region’s growing recreation and
    entertainment precincts. Major attractions along the route include the new Western Sydney Stadium, university campuses, the redeveloped Arthur Phillip
    High School and Parramatta Public School, the Powerhouse Museum and Rosehill Racecourse. The New South Wales Government has been engaging with key stakeholders and the community to maximise the benefits of
    Parramatta Light Rail. Light rail will create a pedestrian friendly boulevard along the front of the Westmead health, education and research precinct, with
    connections to Parramatta Park, CBD and Parramatta North. It will provide access for the urban renewal of the Parramatta North heritage precinct and innovative
    spaces in Church and Macquarie Streets. A light rail stop at the edge of
    Parramatta Square will be part of the city’s vibrant new civic centre with
    pedestrian links to Parramatta station and the river. Light rail will also link
    communities between Carlingford and Camellia, including the New South Wales
    Government’s focus on the Telopea Priority Precinct, with a two-way track featuring
    regular services. The Environmental Impact Statement for Parramatta Light
    Rail Stage 1 will be displayed by the Department of Planning and Environment.
    This document includes details on the route, key benefits, urban design, and the
    impacts of construction and operation. For more information head to our

    Learn to Count with Max the Glow Train and Team | The Amazing Water Adventure
    Articles, Blog

    Learn to Count with Max the Glow Train and Team | The Amazing Water Adventure

    October 11, 2019

    Look out! One watermelon is coming your way! This is a big watermelon! Two carrots!
    Three peppers. Four potatoes. Five tomatoes! Pete, get ready to haul six kiwis. What else do we have here? Seven cucumbers! Eight cherries! Nine radishes! And ten strawberries. Hi, Daisy. Hi! I’m so glad to see you!
    Today, we’re going to count these fruits and vegetables. By the way, meet our new friends Bob the wooden excavator,
    Fen the boat and Kai the submarine! Let’s start counting! We have ONE watermelon! Two carrots! ONE, TWO! Okay, number three. We have three peppers! ONE, TWO, THREE! Four potatoes.
    ONE, TWO, THREE, FOUR! Five tomatoes.
    ONE, TWO, THREE, FOUR, FIVE! What’s wrong, Bubble? Don’t worry, we’re just counting fruits and vegetables! Six kiwis!
    ONE, TWO, THREE, FOUR, FIVE, SIX! Seven cucumbers!
    ONE, TWO, THREE, FOUR, FIVE, SIX, SEVEN! Eight cherries!
    SIX, SEVEN, EIGHT! Let’s count the radishes!
    SIX, SEVEN, EIGHT, NINE! And now we will count my favorite fruit—strawberries! ONE, TWO, THREE, FOUR, FIVE,
    SIX, SEVEN, EIGHT, NINE, TEN! Oh, no! Bubble accidentally flooded the kitchen. What are we going to do? All of our fruits and vegetables are in the water! We need to help Daisy get back into the fish tank! Don’t worry! I’m a boat and I’ll help you get all of the floating fruits and vegetables. And I am a submarine.
    I can go underwater and get all of the fruits and vegetables that sank. Sounds great! ONE watermelon. I found TWO carrots! THREE peppers coming your way! I found FOUR potatoes. FIVE tomatoes. SIX kiwis. SEVEN cucumbers! Here you are. EIGHT cherries! I see NINE radishes. And TEN strawberries! We found Daisy. Now, we must drain all of this water. Today, we’ve learned more than just how to count to ten.
    We’ve learned how important it is … to turn the water off when you’re finished using it.


    Ringa Ringa Roses | Nursery Rhymes | from LittleBabyBum!

    September 27, 2019

    Ring-a-ring o’ roses A pocket full of posies A-tishoo! A-tishoo! We all fall down! Ring-a-ring o’ roses A pocket full of posies A-tishoo! A-tishoo! We all fall down! Feel the lovely sunshine Flowers all around Hop a little hop right off the ground Feel the lovely sunshine Flowers all around Jump a little jump right off the ground Ring-a-ring o’ roses A pocket full of posies A-tishoo! A-tishoo! We all fall down! Ring a-Ring o’ Roses A pocket full of posies A-Tishoo! A-Tishoo! We all fall down! Feel the lovely sunshine Flowers all around Hop a little hop right off the ground Feel the lovely sunshine Flowers all around Jump a little jump right off the ground