January 2010
Ms. Hemphill is retired from OES. But she remains
interested in the Spitzer (and NITARP) programs and in bringing the
findings to students.
The Spitzer program and NITARP have both been resources for providing
astronomy materials for ELL students in San Antonio, Texas and in
Canby, Oregon. Linda Hermans of Spitzer sent astronomy materials to
Lilia Smith in San Antonio, who was teaching in a new charter school
with a predominantly Spanish-speaking population. She used Spitzer
bookmarks and small posters (and other Spitzer materials) as reading
incentives for students in her reading classes (students LOVED the
posters and bookmarks). Ms. Hemphill suspects that many of Ms. Smith's
reading students improved (and passed their state reading test) due to
the use of Spitzer materials. She provided large posters to the
teachers in the K-7 school for their classrooms. Even the janitors in
the school, some of whom spoke only Spanish, would read the backs of
the posters. [She has a thank you note that Lilia sent her, addressed
to "Astronomers" with some photos of posters on her wall with students
looking at them.]
Luisa Rebull also provided contacts for obtaining space materials for
Ms. Smith's students. From those contacts she received 3 different
sets of materials that she used. She incorporated Spitzer and NASA
materials into her reading program.
Ms. Hemphill has been helping in the ESL classroom at a local middle school in
Canby. She has provided some astronomy CDs to the ESL teacher. She is
working on a presentation for these
students, who speak only Spanish, on the infrared spectrum or on the
evolution of the Spitzer program.
February - March 2008
Ms. Hemphill's student Emily Petroff continued her student project from last year. She presented her work on the star formation rate (from the cluster center) for cl1037 last year. This year, she worked on two additional clusters, cl1127 and cl1232. Emily presented her results at the OES Aardvark Expo, where she received a first place in the Physics and Astronomy category. For the recent moon eclipse she set up her telescope on our school soccer field and held a "star party" for teachers and students. She has acted as a student mentor for a middle school student interested in astronomy.
One of Ms. Hemphill's sophomore students collected data to calculate magnitudes to fit light curves to a regression curve (sine) for several eclipsing binaries. He used published data on T Cen to test the curve fitting. He presented his curve fitting work at the Aardvark Expo (3rd place in physics/astronomy). He will lead an astronomy workshop for elementary students next month and continue his light curve work next year.
Students in Ms. Hemphill's honors chemistry completed a hydrogen spectrum lab and report as they learned about the atomic structure of elements. Finally, a group of students will present their project posters to the Rose City Astronomers at their April meeting.
October 2007 - January 2008
On October 12, 2007, Ms. Hemphill led a session at the Oregon Science Teachers Association meeting at LaSalle High School in Portland, Oregon: Star Light, Star Bright: Astronomy Resources for the Classroom. The hands-on part of the session included introducing the IR part of the spectrum, using a FLIR thermal imaging camera, making diffraction-grating and CD spectroscopes, and using hand-held spectroscopes to look at the spectra of different gases.
Students in Ms. Hemphill's chemistry classes are being introduced to the infrared part of the spectrum with hands-on activities. A FLIR infrared camera was borrowed and used in October to demonstrate the infrared region of the spectrum for four chemistry classes. Students were encouraged to use the camera to see changes they would not see in the visible: their IR reflection in glass or on the surface of a lab bench, exothermic and endothermic reactions, changes in the temperature of water pipes, looking for materials transparent, or not, to IR (safety shields, black plastic, glass). Lessons on the electromagnetic spectrum that include the infrared portion are planned for January.
Ms. Hemphill's student, Emily Petroff, is using Spitzer data as the basis of a student continuation project. Emily is continuing her independent project on three clusters as part of the Research Activity class. She has completed the Spitzer data reduction and is continuing her independent project with the data this year. On January 8, 2008, Emily presented a poster at the American Astronomical Society meeting in Austin: Variation in Star Formation Rate From Galaxy Cluster Center for cl1037. Emily is also mentoring two younger students in astronomy projects, including a middle school student.
On January 8, 2008, a cooperative educational poster (Rosa Hemphill, John Blackwell, Ardis Herrold, Emily Petroff, and Zach Schroeder) was presented at the American Astronomical Society meeting in Austin: Education with Infrared & Spitzer.
Ms Hemphill anticipates that students in her classes will look positively at astronomy-related independent projects due to student projects related to the Spitzer Teacher Program. She also thinks that the infrared spectrum will continue to be introduced to more classes through hands-on experiments and demonstrations. In the long-term, she would like to write a grant for a thermal imaging camera for her school
The Spitzer project has encouraged more students to look at astronomy projects for their independent projects. Students in the elementary, middle, and high schools have benefited from this program over the last two years through student participation and through teacher workshops.
One positive outreach effect has been the use of Spitzer educational materials in a reading program in elementary and middle grades in a primarily Hispanic public school in Texas. Students in a pull-out reading program received Spitzer posters and bookmarks to encourage them to read. Teachers put up Spitzer posters in their classrooms, including one of the electromagnetic spectrum. A 6th-grade class then built CD spectroscopes using handouts Ms. Hemphill had sent.
July-September 2007
Ms. Hemphill's student, who is working the clusters cl1227 and cl1232, has submitted a proposal to continue her work to the science department at her school. She is also mentoring two younger students, one a middle school student. She is helping both with the use of remote observing telescopes.
Ms Hemphill has encouraged students to consider independent projects related to studying infrared. The plan to use a FLIR camera to demonstrate chemical changes in the infrared has run into a snag. The FLIR camera they were borrowing has broken and likely will not be available to their classes.
Ms Hemphill will make a presentation at the Oregon Science Teachers Association meeting on October 12, including Spitzer topics and educational materials available to teachers.
Ms Hemphill learned that Spitzer educational materials, posters, bookmarks, etc., are in high demand at one small alternative school with a largely Hispanic student population, in San Antonio,Texas, and passed this information on to SSC EPO. The school has few science resources. The reading teacher has started using Spitzer materials with her reading students to encourage them to read. The 3rd-6th grade students really enjoy the small Spitzer posters and are reading (unasked) the larger posters she put up in her room. Ms Hemphill sent directions for making CD spectroscopes from cereal boxes; she gave those directions to 6th-8th grade teachers, along with larger Spitzer posters for their classrooms. The teachers are pleased to have these posters in their rooms.
April-June 2007
This quarter, at the end of our school year, included student
presentations of research projects. One student (Emily Petroff) did an independent
project directly related to Spitzer research. Two teams of students did
projects that included the use of a FLIR infrared camera. These
students presented their work at the Aardvark Expo. Emily's project was
titled "Variation In Star Formation Rate from Galaxy Cluster Center for
cl1037." Her work was recognized at the Aardvark Expo with an award
from the US Army, First Place in the Physics and Astronomy category, and
an Aardvark Science Expo Best of Fair award. At ISEF she received the
Priscilla and Bart Bok Second Place Award from the American Astronomical
Society and the Astronomical Society of the Pacific; she also received
the American Association of Physics Teachers Outstanding Physics Student
of the Year Award. Emily also presented her work at the OES Science
Symposium (April 27, 2007). She reported her work in the OES 2006-2007
Research Activity Journal (June 2007). Emily's cluster work is a direct
benefit of the Spitzer Teacher Program and support from program mentors
(Drs. Greg Rudnick, Rose Finn, and Vandana Desai).
They plan to have data reduction of clusters completed by the end of the
month. Emily will continue her project using data for cl1227 and cl1232
over the summer and into next year.
During this quarter, in the Research Activity, feedback was provided to
students, including Emily, on the presentations they were preparing oral
presentations for the Science Symposium, papers for the Activity
Journal, and posters. Feedback on Emily's ISEF poster was provided by
several teachers and by Dr. Greg Rudnick from the Spitzer Teacher
Program. A secondary effect of the Program was in the presentation of
posters. This year students were encouraged to prepare PowerPoint posters,
such as those at the AAS meetings, rather than traditional student
posters. These posters seemed easier to assemble.
Future plans include a continuation of student project(s) related to the
infrared spectrum and to Spitzer program data, inclusion of the IR part
of the spectrum in regular classes, and presentation of related teaching
resources at the Oregon Science Teachers Association conference (October
12, 2007, Portland, apprx. 30 teachers).
January-March 2007
During January, Mrs. Hemphill attended the AAS meeting in Seattle. The student working with her on Spitzer data also attended
the meeting. They both attended the Spitzer lunch meeting with Stephen Pompea and had the opportunity to peruse many posters
and attend sessions. It was a valuable learning experience and "easy" to do because it was so close to Portland.
The Star Formation team has completed and repeated the data reduction for cl1037. They await the c values for work on cl1227
and cl1232.
Mrs. Hemphill's Spitzer student used the data for cl1037 to look at star formation rates out from the center of the cluster
and in pairs within the cluster. She completed her analysis and a report on her work and presented her work orally to
teachers and other students at their school. She also presented her work at the Oregon Junior Academy of Science at Western Oregon
University on February 23, 2007
and at the Aardvark Expo on March2, 2007; her project was selected for First Place honors in Physics and as Best of Fair.
she will present her work at the International Science and Engineering Fair in May.
The four students who used a FLIR camera to collect images of chemical reactions completed their experiments, reported their work, and presented their findings at the Aardvark Expo. One team received an Honorable Mention in Chemistry for comparing the Briggs-Rauscher oscillating reaction recorded with a regular video camera with the same reaction recorded with a FLIR camera.
During lessons on atomic structure and on spectra, students learned about infrared spectra. Mrs. Hemphill introduced images of stellar objects recorded in visible, UV, and IR wavelengths. She also set up a donated spectroscope and prism so students could see how a spectroscope works. Students measured the visible wavelengths for hydrogen using handheld spectroscopes. Mrs. Hemphill used thermal images of our classes on the class webpages. Students took thermal portraits for an elementary class and made sure the images were delivered to the classroom.
In general, students in Mrs. Hemphill's chemistry class are learning more about the IR portion of the spectrum and about how it differs from visible wavelengths. Students using a thermal imaging camera learned specific ways in which "seeing" in the IR differs from the visible. Specifically, students using a FLIR thermal imaging camera for independent projects were able to see for themselves the different kinds of information they could get from thermal images.
The one student who is working with Spitzer images of clusters developed her individual research question around star formation rates in cl1037 and presented her data. So students have benefited from this program at different levels.
Mrs. Hemphill anticipates including IR-related topics as regular topics in the chemistry curriculum. She would like to figure out a way for students to use the Spitzer images to develop independent projects. Mrs. Hemphill plans to present a session related to this program and ways to bring IR into the classroom at the Oregon Science Teacher Conference in October and to outline classroom uses for thermal imaging in the OSTA journal.
Mrs. Hemphill talked to a professor at our local medical school. He was interested in using thermal imaging for medical education.
She told him about the program and about using thermal imaging camera at school, and passed along some of the physiology uses
teachers suggested during a workshop. She provided him with information about how I borrowed a FLIR camera and about estimated
costs for the cameras. He said he intended to apply for a grant for a thermal camera.
On March 10, Mrs. Hemphill attended an Astrophotography workshop for working with digital images of stars and galaxies at OMSI, our science museum.
December 2006
Mrs. Hemphill presented a session at the Oregon Science Teacher Association conference, October 11, 2006, in Roseberg, Oregon. The session was entitled "Seeing the World in a Different Light: Exploring in the Infrared." The session included information on the infrared and hands-on activities from the SOFIA Active Astronomy Infrared Kit. Teachers also practiced taking images with an older-model FLIR thermal imaging camera (on loan from FLIR, Wilsonville, Oregon). About 30 teachers attended; they received handouts on Spitzer and SOFIA classroom activities. Each teacher also received the Spitzer Space Telescope DVD with a copy of the short video, "Infrared: More Than Your Eyes Can See."
Mrs. Hemphill used the FLIR thermal imaging camera during Mole Day activities on October 23-24 in four chemistry classes for class portraits and to image reactions in the IR. Her students used the camera to explore a few objects in the IR and to take class portraits for a 4th grade class in both the visible and the IR.
The student working with Mrs. Hemphill completed a proposal for her work with Spitzer data which was approved. Two sets of students from Mrs. Hemphill's Chemistry classes wrote proposals for using a FLIR thermal imaging camera for use in their class projects. Their proposals were approved, and the students have prepared the chemical mixtures to be used for thermal imaging.
During December, two sets of students prepared chemical reactions to monitor using a FLIR thermal imaging camera (borrowed from FLIR in Wilsonville, Oregon). One set compared the visible and thermal shifts of an oscillating reaction; the second set prepared a 'sparkler' chemical mix. The thermal imaging camera will be used to see if it can be used to measure heat of reaction over a short period of time. Both sets of students are working on these projects in January.
One student, who is using Spitzer data in her student project, has worked on the data and images as she has received them. Both the student and Mrs. Hemphill are attending the AAPT/AAS January conference in Seattle to attend sessions and learn more about astronomy. They will meet with Stephen Pompea, and any other Spitzer teachers who may be attending the meeting on Monday.
November 2006
Two sets of students from Chemistry classes wrote proposals for using a FLIR thermal
imaging camera for use in their class projects. Their proposals were approved, and
the students have prepared the chemical mixtures to be used for thermal imaging.
October 2006
Mrs. Hemphill presented a session at the Oregon Science Teacher Association
conference, October 11, 2006, in Roseberg, Oregon. The session was entitled "Seeing
the World in a Different Light: Exploring in the Infrared." The session included
information on the infrared and hands-on activities from the SOFIA Active Astronomy
Infrared Kit. Teachers also practiced taking images with an older-model FLIR thermal
imaging camera (on loan from FLIR, Wilsonville, Oregon). About 30 teachers
attended; they received handouts on Spitzer and SOFIA classroom activities. Each
teacher also received the Spitzer Space Telescope DVD with a copy of the short
video, "Infrared: More Than Your Eyes Can See."
Mrs. Hemphill used the FLIR thermal imaging camera during Mole Day activities on
October 23-24 in four chemistry classes for class portraits and to image reactions
in the IR. Her students used the camera to explore a few objects in the IR and to
take class portraits for a 4th grade class in both the visible and the IR.
The student working with Mrs. Hemphill completed a proposal for her work with
Spitzer data which was approved.
August 2006
Mrs. Hemphill and her student spent a day at school reviewing materials from the
July Spitzer workshop. Mrs. Hemphill submitted a press release about the July
workshop to two newspapers as well as to the school online news column. The
information was published on in one newspaper and in the school column.
July 2006:
During July, Rosa Hemphill and one
student attended a workshop July 26-28 at the Spitzer Science Center to learn how to
analyze
the MIPS data taken for her group. On return, she submitted a PR article on the trip
to their school and to local newspapers.
The student who attended the Spitzer
workshop with Mrs. Hemphill really benefited from the chance to work with the MIPS
data and the opportunity to interact with the three astronomers who led the
workshop (Drs. Greg Rudnick, Vandana Desai, and Rose Finn) and who were
particularly helpful to students. She hopes to use Project data in her student
research project.
Both she and Mrs. Hemphill will work together to analyze the MIPS data from two
additional clusters when they become available.
The most beneficial outcomes of the workshop for Mrs. Hemphill were the suggestions for
how students could use the Spitzer in inquiry activities or research
projects.
Ms. Hemphill also
completed the registration and session submission for presenting a workshop on
infrared activities at the Oregon Science Teacher Association conference in October,
2006, in Roseberg, Oregon.
May/June 2006:
Ms. Hemphill read the article "When galaxies collide: supercomputers reproduce fluid motions of cosmic duet
Simulations forecast favorable conditions for verifying Einstein predictions" and sent to a colleague for feedback on the interacting galaxy model.
The student with whom Ms. Hemphill is working has completed the ISEF form 7 continuation forms to continue an astronomy related project. She is continuing to read in Sparke & Gallagher.
Students in Ms. Hemphill's senior elective, Introduction to Organic, included in their lab notebooks comparisons between theoretical Spartan IR spectra and experimental IR spectra they collected in April. They critiqued the theoretical spectra for being downshifted from the experimentally observed peaks.
Students in an independent study class, Science, Technology, and Society, as part of the class developed blogs and posted work on topics related to astrobiology and indirectly related to some topics in this program.
To flesh out the materials provided in the SOFIA Active Astronomy kits received for a workshop, Ms. Hemphill obtained materials to roughly double the number of audio photocell kits for use in the teacher workshop and ordered the photocell parts. The teachers contacted for the workshop were those who had attended the Thermal Imaging Workshop and/or who expressed specific interest in the SOFIA topics of "Sensing the Invisible" and "Listening to Light." The goals of the workshop were to introduce teachers to the SOFIA kit materials, to put together the solar cell and transmitter circuit assemblies, and then to put together a teaching set of eight kits of these assemblies for rotation among teachers in the fall. Permission for copying the Active Astronomy CD for teachers at the workshop was given by Dana Backman of SOFIA. The workshop was held June 07, 2006 with the help of a physics colleague. The single most impressive activity in the Jun 7 SOFIA workshop was the activity in which an IR LED was connected to a power supply; when the photocell-audio detector was brought close in a darkened room, the audio response to the invisible IR light impressed everyone in the room. A good way to demonstrate that IR light is there even when you cannot see it.
See SOFIA workshop report
April 2006:
Ms. Hemphill finished the reading in Sparke and Gallagher. She started translating
her notes and writing summaries. The first one targeted an important topic for
her: when, where, and how different elements were synthesized during and after the Big
Bang.
The student who will work directly with her on the Spitzer project is still in the process
of reading Sparke and Gallagher.
For her and for students in Ms. Hemphill's class who are interested the expansion of the
universe, a guest speaker in one of her classes talked about the Big Bang, synthesis
of elements in the Big Bang (to C), the expansion of the universe, baryonic matter,
dark matter, dark energy, the IR/micro/radio wave world.
To help her students and herself better understand the expansion of the universe, Ms. Hemphill asked
a guest speaker, a cosmologist, to use this topic as the focus of his presentation
to one of her classes. Students from other classes, other teachers, and staff also
attended his presentation.
Thursday, April 27, 2006. about 24-25. "Cosmology: Dark Matter, Dark Energy, and
the Expanding Universe." Dr. K. Jagannathan.
In one of her classes, Ms. Hemphill did a presentation on the molecular vibrations that produce
infrared spectra. As part of a dry lab assignment, students modeled one of eight
different organic molecules and generated theoretical gas phase IR spectra. The
program allows students to click on the wavelength and see the type of vibration
responsible for the peak.
The weekend of April 22, students met at Clackamas Community College in Oregon City
in a miniworkshop (2 hr) on infrared spectroscopy with Dr. Nick Hamel. He described
the operation of an IR spectrometer. Students then went into the college lab to see
how to prepare different samples for IR spectra. Most students had the chance to
prepare and run the spectrum of one of one organic compound.
The introduction to IR spectra is usually not taught in our school. So having both
the beginning PowerPoint introduction, Nick Hamel's explanation, and the hands-on
lab experience of preparing and running a spectrum helped students better understand
IR spectra.
March 2006:
Ms. Hemphill has invited one student, a sophomore in her honors chemistry class, to join her in her Spitzer project.
The student has worked on rotation velocities and galaxy masses as part of her independent projects.
The student was involved in the first outreach activity and helped set up the Spitzer materials for the Rose City Astronomers
February meeting. She has started reading Sparke and Gallagher.
On March 20, Ms. Hemphill invited a trainer from the FLIR Systems to show one of her classes (15 students, a general science interim class)
how to use a thermal imaging camera. She had the use of the camera for almost a week once she was trained in its use. She showed the
video, "More Than Your Eyes Can See," to introduce IR. The FLIR trainer demonstrated how to use an older FLIR thermal imaging camera.
She also made a Power Point presentation on the infrared and how it is used for thermal imaging. Over the days that they had the
thermal imaging camera in the classroom, students took images of one another, of class activities, of chemistry demos
(exothermic and endothermic), and of student presentations. Students demonstrated the use of the FLIR camera to a class of second
graders (~16) and to a class of 5th graders (~15) and to several adults who visited our class. They also took "class portraits in the IR"
of a second grade class of students in several different IR palettes and presented the best images to the class. The thermal imaging
camera became a very creative tool-part science and part art.
On March 20, Ms. Hemphill invited the FLIR trainer to join her for an after-school workshop for teachers from her school and from nearby
schools on IR and on how to use a thermal imaging camera in the classroom. They started with a showing of the video, "More Than Your
Eyes Can See." Ms. Hemphill provided materials for teachers to use in their classrooms-printouts from the Spitzer Cool Cosmos site,
including the "Teachers Guide to the Infrared." She also had handouts on "Thermal Imaging Resources for the Classroom" and "Mining the
Online Astronomy and Educational Resources of the Spitzer Space Telescope Web Pages" (from web pages by the same name). The FLIR
representative demonstrated the use of the thermal imaging camera and the procedure for calibrating temperature with color. The
teachers (about 10 of the 16 who had responded) all were able to try different activities with the camera. Each teacher took images with
the camera. They then brainstormed ways in which the camera could be used in different classrooms-from second grade classrooms to
TAG classes to high school computer classes studying pixel images. Ms. Hemphill provided teachers with CDs of resources for use in their
classrooms, including activities taken (and cited) from the "Infrared Zoo" of the Spitzer Cool Cosmos website. The most creative lab
activity that resulted was one in which Alka Seltzer was dissolved in hot water and in cold water while the process was observed in the
infrared. Not only were the colors (temperatures) of the two cups different, but the warm reaction, in the IR, looked like an erupting
volcano. Several teachers indicated they plan to request the use of the FLIR camera to use with students.
February 2006:
On February 20, Ms. Hemphill invited a radio astronomer to make a presentation to the Rose City Astronomers at their February 20 meeting;
her visit was funded by the Rose City Astronomers and by her school. Catherine Garland's presentation was on the "Evolution of Interacting
Galaxies." Dr. Garland spoke to a group of about 150. At that meeting, Ms. hemphill also introduced the Spitzer Teacher program. She
had prepared a two-page handout of resources that can be "mined" directly from the Spitzer educational site. In addition, Ms. Hemphill
had obtained some materials directly from Spitzer and set up a table of Spitzer and other materials for the RCA members. She talked
to about 80 RCA members individually about the Spitzer program and resources before and after the presentation; almost all of the
Spitzer materials were taken.
On Feb 21, 2006, Ms. Hemphill had a guest, Dr. Catherine Garland, speak to students in her second-period class
and to other students and faculty on the infrared spectrum and how it is used in astronomy, on polyaromatic hydrocarbons,
and on compact blue galaxies; about 25-30 were present.
In addition, Dr. Garland spoke in the classrooms of two other teachers: she responded to questions on galaxies, infrared
radiation, and black holes to students in a 6th grade class (~17 present). In the afternoon, she worked with preschoolers (~18),
introducing them to astronomy topics. She will continue an email correspondence with the pre-school teacher on how to bring astronomy
ideas into the curriculum.
Since one of Ms. Hemphill's students is working on calculating galaxy masses and dark matter, Dr. Garland met with her to answer
questions about student calculations and with two teachers to answer our questions about the work (February 20, 2006-3 persons).
January 2006:
Ms. Hemphill attended the January AAS meeting in Washington D.C., where she
was able to meet her teaching colleagues and others involved in the program.
Ms. Hemphill learned about infrared astronomy and technology, and about the
concepts and skills which are necessary to contribute to the group project.
She also learned how to use the FLIR thermal imaging camera and how it
could be used in the classroom.
Ms. Hemphill introduced spectra to about half of her classes. She was able to introduced the idea of "seeing" in different wavelengths
and used some of the IR images obtained at the pre-AAS meeting in the class presentations. She also downloaded six images of the sun
in different wavelengths to highlight that different features become apparent at different wavelengths.
Jeff Adkins
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John Blackwell
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Jacqueline Barge
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Christopher Border
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Kareen Borders
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Robert Bonadurer
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Merrill Butler
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Lauren Chapple
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Joseph Childers
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Howard Chun
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Wendy Curtis
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Richard DeCoster
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Stacy DeVeau
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Harlan Devore
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Cris DeWolf
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Velvet Dowdy
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Thomas Doyle
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Dean Drumheller
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Debbie Edwards
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Mike Ford
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Debbie French
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John Gibbs
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Peter Guastella
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Rosa Hemphill
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Ardis Herrold
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Vivian Hoette
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Chelen Johnson
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Virginia Jones
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Adam Keeton
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Susan Kelly
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Marcella Linahan
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Thomas Loughran
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Carolyn Mallory
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Anthony Maranto
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Christoper Martin
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Kevin McCarron
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Matthew McCutcheon
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David McDonald
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Shefali Mehta
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Cindy Melton
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Kate Meredith
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Lauren Novatne
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Kathryn O'Connor
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Caroline Odden
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Jeffrey Paradis
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Vincent Pereira
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Helen Petach
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Peggy Piper
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Peter Pitman
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Elizabeth Ramseyer
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Steve Rapp
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Theresa Roelofsen Moody
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Denise Rothrock
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Diane Sartore
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John Schaefers
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Sally Seebode
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Babs Sepulveda
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Timothy Spuck
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Darryl Stanford
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Linda Stefaniak
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Dwight Taylor
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Jennifer Tetler
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Beth Thomas
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Cynthia Weehler
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Lynne Zielinski
