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Science – Name of Topic/unit (30 mins per week)
Making shadow puppets, as highlighted on the attached activities sheet.
Religious Education–
Research the Easter story and retell the story in the most creative way possible!
French– Name of Topic/unit
See the attached activities sheet for word searches.
Music– Learn your class song
Willow class- Superstitious https://www.youtube.com/watch?v=0CFu CYNx-1g
Spruce class- Rip tide https://www.youtube.com/watch?v=lYoW uaw5nSk
PSHE & Citizenship– Name of Topic/unit
Watch Newsround each day
As a family discuss the contents of the daily news
History– Benin
One activity per week as noted on the attached activities sheet.
Design and Technology / Art
Link any creative or art activities you would like to complete to Benin, as you would for topic homework. Be as creative as you can!
English
CGP papers
1 reading paper per week
1 grammar paper per week
Reading for 20 minutes per day
2 book based guided reading activities per week
SPAG.com activities- two per week
Write a daily diary of your activities.
Oxford reading tree activities
https://www.oxfordowl.co.uk/welcomeback/for-home/reading-owl/kidsactivities
Spellings based on the Year 5 and 6 common exceptions words.
https://www.chawton.hants.sch.uk/a ttachments/download.asp?file=54&ty pe=pdf
Maths (15-30 mins per day) CGP papers
1 arithmetic paper per week
2 reasoning papers per week.
Times Tables Rockstar for 15 minutes per day.
My Maths activities- one set activity set per day on website
Additional activities
NRich website activities
NCETM activities
Flipped learning activities e.g.
https://www.khanacademy.org/
Oxford reading tree activities https://www.oxfordowl.co.uk/welco me-back/for-home/reading-
owl/kids-activities
Physical Education (30 mins per week)
Practise your dance routine for the dance off!
Willow class- Superstitious https://www.youtube.com/watch?v=
0CFuCYNx-1g
Spruce class- Ladbrooke Grove https://www.youtube.com/watch?v= Vdnp-WOKlj4
Bringing Learning to Life
Cooking Learn to tell the time First Aid www.Firstaidforlife.org.uk Play games such as scrabble, boggle, cards, ludo, puzzles. Help with gardening Padlet – could be used to assess, capture information, etc.
Computing– free coding linked to Benin or Light.
Purplemash Micro-bits Scratch Code Studio
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www.photolens.co.uk
QUIZ 52 Questions
Correct answers to the 'True or False' questions earn 2 marks, incorrect answers earn -2. The moral being, if you don't know, don't answer!
PhotoLens
Quizzes
15 An earthquake that measures 8 on the Richter Scale would be how many times stronger than an earthquake that measures 4 on the same scale?
A: 2 times stronger, B: 4 times stronger, C: 1000 times stronger, D: 10,000 times stronger
16 An encyclopaedia consists of ten volumes (sitting next to each other, in order, on a shelf). Each volume contains one thousand pages. Excluding the covers of each volume, how many pages are between the first page of the encyclopaedia and the last in the set?
Sport
17 King Kong went to Hong Kong to play Ping Pong. Unfortunately he swallowed the ball during the game and suffocated. What do you think they put on his coffin?
18 What is the only UK Monopoly property which contains all of the letters in the word 'monopoly' in its name?
19 How many successive pots must a snooker player make to score a 147 break?
20 True or false: Duelling is legal in Paraguay as long as both parties are registered blood donors.
Music
21 Which song from the musical Sweet Charity has become strongly associated with Shirley Bassey?
22 True or false: Elvis had a twin brother named Jesse Garon, who died at birth. That was why Elvis' middle name was spelled A R O N, in honour of his brother.
23 In the Human League song 'Don't you want me', how many years had the couple been together?
24 How can you tell if a violin is out of tune?
Art & Entertainment
25 True or false: The Ramses brand condom is named after the great pharaoh Ramses II who fathered over 160 children.
26 Why do people laugh up their sleeves?
27 What is the surname of John, Michael and Wendy in the Peter Pan story?
28 Cryptically, this dance is a swindle. What is its real name?
Liquid paper was invented by Mike Nesmith's (of the Monkees) mother, Bette Nesmith Graham, in 1951.
Leonardo De Vinci invented the scissors.
Ninety eight per cent of the weight of water is made up from oxygen.
Which of the shapes A, B, C,
3
or D goes into the blank box?
1
www.PhotoLens.co.uk
QUIZ 52 Answer Sheet
Team Name
Music
21
22
23
24
Art & Entertainment
25
26
27
28
Food & Drink
29
30
31
32
Translations
If a large solid-hoofed mammal becomes available to you without compensation, refrain from casting your faculty for seeing into the oral cavity of such a creature.
33 Each vaporous mass suspended in the firmament has an interior decoration of metallic hue.
34 It is not advantageous to place the sum total of your barnyard collections into the same wicker receptacle.
35 Feathered bipeds of a kindred mind in their segregated environment associate with a high degree of amiability.
36 Deviation from the ordinary or common routine of existence is that which gives zest to man's cycle of existence.
Leonardo De Vinci invented the scissors.
Ninety eight per cent of the weight of water is made up from oxygen.
Liquid paper was invented by Mike Nesmith's (of the Monkees) mother, Bette Nesmith Graham, in 1951.
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Scientists find way to make mineral which can remove CO2 from atmosphere
14 August 2018
Natural magnesite crystal (4 microns wide). Credit: Ian Power
Scientists have found a rapid way of producing magnesite, a mineral which stores carbon dioxide. If this can be developed to an industrial scale, it opens the door to removing CO2 from the atmosphere for long-term storage, thus countering the global warming effect of atmospheric CO2. This work is presented at the Goldschmidt conference in Boston.
Scientists are already working to slow global warming by removing carbon dioxide from the atmosphere, but there are serious practical and economic limits on developing the technology. Now, for the first time, researchers have explained how magnesite forms at low temperature, and offered a route to dramatically accelerating its crystallization. A tonne of naturally-occurring magnesite can remove around half a tonne of CO2 from the atmosphere, but the rate of formation is very slow.
Project leader, Professor Ian Power (Trent University, Ontario, Canada) said:
"Our work shows two things. Firstly, we have explained how and how fast magnesite forms naturally. This is a process which takes hundreds to thousands of years in nature at Earth's surface. The second thing we have done is to demonstrate a pathway which speeds this process up dramatically"
The researchers were able to show that by using polystyrene microspheres as a catalyst, magnesite would form within 72 days. The microspheres themselves are unchanged by the production process, so they can ideally be reused.
"Using microspheres means that we were able to speed up magnesite formation by orders of magnitude. This process takes place at room temperature, meaning that magnesite production is extremely energy efficient"
"For now, we recognise that this is an experimental
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process, and will need to be scaled up before we can be sure that magnesite can be used in carbon sequestration (taking CO2 from the atmosphere and permanently storing it as magnesite). This depends on several variables, including the price of carbon and the refinement of the sequestration technology, but we now know that the science makes it doable".
Commenting, Professor Peter Kelemen at Columbia University's Lamont Doherty Earth Observatory (New York) said "It is really exciting that this group has worked out the mechanism of natural magnesite crystallization at low temperatures, as has been previously observed—but not explained—in weathering of ultramafic rocks. The potential for accelerating the process is also important, potentially offering a benign and relatively inexpensive route to carbon storage, and perhaps even direct CO2 removal from air."
Provided by Goldschmidt Conference
APA citation: Scientists find way to make mineral which can remove CO2 from atmosphere (2018, August 14) retrieved 16 October 2021 from https://phys.org/news/2018-08-scientists-mineralco2-atmosphere.html
This document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no part may be reproduced without the written permission. The content is provided for information purposes only.
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Name:
Time::
-:
Date:
Rock Cycle
Choose the correct answer.
1. ____________ is a characteristic of extrusive igneous rocks.
Fossils
Ribbon-like layers
Crystals
Glassy surface
2. Rocks are an important source of ___________, second only to wood.
fire-building materials
building materials
materials for making paper
3. What is the name of the geologic process that changes pieces of minerals, rocks, and other materials into sedimentary rock?
cooling
melting
compacting and cementing
heat and pressure
State whether the following statement is true or false.
4. Rocks never change.
True
False
5. The Pyramids of Giza are made of sandstone.
True
False
Choose the correct answer.
6. ____________ is an abundant, rock-like mineral that is used to make plaster, fertilizer, alabaster, and even casts used to hold broken bones in place.
salt
diamond
gypsum
none of the above
State whether the following statement is true or false.
7. Weathering and erosion can change an igneous rock into a metamorphic rock.
True
False
Choose the correct answer.
8. What substance is formed by the melting of metamorphic or igneous rock?
Magma
Lava
Sediment
Pebbles
9. On a visit to Virginia you take a photo of the sculpture of President George Washington inside the Capitol Building. What type of rock is this, and many other famous sculptures, made of?
Sedimentary
Igneous
Metamorphic
10. In which type of rock are fossils typically found?
Sedimentary
Igneous
Metamorphic
None of the above
11. Which of the following is true?
Minerals are made of rocks.
Rocks are made of minerals.
Neither statement is true.
State whether the following statement is true or false.
12. A substance that is made from a single type of atom is known as a compound.
True
False
13. Hardness is a property of minerals that measures its ability to resist scratching.
True
False
Choose the correct answer.
14. The _______________ is used to measure the hardness of a mineral.
Richter Scale
Mohs Scale
Pyruvate Scale
State whether the following statement is true or false.
15. Cleavage is a property of minerals that evaluates whether a particular type of rock will typically break in a clean line.
True
False
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Let’s Explore the Great Outdoors
Year 2 – Terms 1 and 2
Mathematics
We will be developing our counting, partitioning and calculating skills through work on place value, addition, subtraction, multiplication and division. We will be working on developing strategies to help us solve a variety of maths problems. We will be handling data, using measures and exploring shapes.
Topic Vocabulary:
habitat
environment
log
bush
soil
sky
hive
insect
thorax
abdomen
English
Phonics - We will be revising the sounds learnt in Year 1. This term we will be learning prefixes/suffixes and applying these to our own spelling.
Reading - We will be reading a variety of stories, poems and information texts with an animal theme. We will be using these texts to develop our comprehension skills.
Writing - We will be writing poems, fact sheets and stories related to our topic. We will be learning how to write instructions and letters. Throughout our work, handwriting, correct use of punctuation and presentation will be an important focus.
Spoken Language - We will be reciting poems, stories and preparing presentations for others. We will pose questions and tell our own imaginary stories using expression and gestures.
PSHE
We will discuss and follow our whole school rules, the Coolway Bees. We will be suggesting rules that will keep us happy, friendly and safe. We will know the differences between unkind behaviour and bullying. We will be discussing what the word community means.
PE
We will be developing our stamina, fitness and co-ordination through gymnastics using the floor and large apparatus and daily Coolway Blast sessions. We will create dances using our theme as a starting point.
Music
We will be exploring pulse, rhythm, pitch and dynamics through the use of instruments and our own voices. We will be learning a variety of seasonal songs for Harvest and Christmas.
Geography
We will be developing our mapping skills and using simple keys to make maps portraying areas in our school grounds and local area. We will use atlases to look at places in the UK and compare them to different locations around the world. We will learn about different areas around the world and compare and contrast them with our local area.
Science
We will be investigating the variation in the animal kingdom by focussing on animals from different regions. We will find out about their habitats, life cycles and food. We will be ‘bringing up’ a butterfly as an experience in the study of life cycles. We will investigate simple food chains. The children will be planning and organising a snail race. We will be finding out what plants need to grow and flourish. We will be going on bug hunts around the school grounds and taking local woodland walks to find wild animal tracks.
History
We will be using a variety of sources to find out about significant events such as The Gunpowder Plot, The Great Fire of London and Remembrance Day. We will be finding out about the famous Polar explorer Robert Scott.
Design and Technology
We will be designing and making an animal puppet, bag or pencil case. We will learn a simple way of stitching to join fabric. We will evaluate our work to suggest improvements.
RE
We will be looking at the importance of Harvest celebrations. We will be retelling stories from the Bible, identifying how Christians believe Jesus brings good news. We will be recognising why Christmas matters to Christians.
Computing
We will be developing our word processing skills using a variety of programs. We will also use CD Roms and the Internet to find out information about our topic. We will use simple algorithms to program digital devices. We will be discussing the importance of Internet safety.
Art and Design
Using the theme of ‘Adventures in the Great Outdoors’ as a stimulus we will experiment with different painting techniques and materials to produce pictures. We will work at improving our drawing skills through careful observation. We will look at the work of Pablo Picasso to produce our own cubist masterpieces.
Topic Books you may want to share with your child:
*Superworm
*Spinderella
*Mad About Minibeasts
*The Rainforest Grew All Around
*The Great Explorer
You can help your child by…
* Listening to them read on a regular basis and encouraging them to read a wide variety of texts.
* Helping them with spellings.
* Helping them to memorise the 2, 5 and 10 times tables.
* Asking them to tell you what they have been learning in school and helping them to look for information on the internet and in books.
* Encouraging them to do little jobs around the house to promote their independence.
* Log in to Purple Mash to access a variety of activities for your child to do at home.
Can you help us?
If you have any interesting artefacts and books relating to our topic and would not mind us borrowing them, please could you send them into school with your child. Thank you.
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The Real World: Math matters Help your youngster see how the math skills he is learning will help him manage money, shop wisely, decorate his home one day, and even figure out batting averages. Personal finances. You can start by teaching your child to handle a checkbook. Let him watch you write a check, fill out a deposit slip, and record transactions. Have him practice writing a check (you can void it afterward). When you balance your checkbook, ask your middle grader to do the calculations. If you use online banking, invite him to join you the next time you log on. Idea: Schedule a "learning" appointment for the two of you at your bank. A bank employee will go over how accounts work and give you brochures about banking. Your child will see the importance of basic math skills (addition for deposits, subtraction for checks written) in managing a bank account. Savvy shopping. Teach your middle grader to be a smart shopper by putting her math skills to work in the grocery store. Using a calculator, she can divide an item's price by the units (ounces, servings) and advise you on which size or brand is the best value for the money. Example: Sixteen ounces of cheese that costs Math and Science "I'll never need to know this stuff in real life!" Sound familiar? Many middle graders have trouble seeing the connection between math or science studies and everyday life. Here are some easy ways to show your child how he can use what he's learning in math and science now — and in the future. Resources
$4.59 is a better deal than 10 ounces of
cheese costing $3.99.
($4.59 divided by 16 = $.287 per ounce, and $3.99 divided by 10 =
$.399 per ounce). Letting your youngster help you
make some money deci- sions will show her that
calculations are a part of everyday life.
Sports figures. Strike up a dinnertime conversation about your favorite baseball hitters. How can your child make a case for his pick? By using math! Help him figure out a player's batting average with percentages. For instance, if a player has been up to bat 230 times and has 79 hits, he would divide the hits (79) by at-bats (230) for a batting average of .343. Your middle grader can follow players' batting averages in the newspaper and even offer to figure them out for his school's team. Gas 'n' go. Does your youngster dream about having a car one day? Get him on the road to being a good consumer by teaching him to compute gas mileage. At each fill-up, have him record the date, miles on the odometer, and gallons pumped. He can subtract the new mileage reading from the old one and divide the answer by the number of gallons needed to fill the tank. Does the figure match the car maker's estimated miles per gallon? (Suggest that he check the manufacturer's Web site to find this information.) Geometry at home. Teach your child ways to put her geometry skills to work by asking for her help in rearranging a room. Have her draw the room on graph paper (example: 8 squares x 2 squares for a sofa, 3 squares x 3 squares for a chair). Where else could the sofa fit? If you're thinking about getting new carpet, have your middle grader calculate the price. She will need to compute the room's square footage (multiply the length of the room by its width) and then multiply the total by the square-foot cost of the carpet. for Educators continued
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Lesson 11 Loved Best
swooned- If you had a terrible shock or surprise that made you faint or fall, you might have swooned.
astonished- When you are amazed and surprised by something, you are astonished.
encourgaging-An encouraging word from a friend can make you feel that you can do something well.
brief- If something is brief, it does not take much time.
chuckling- If you are chuckling, you are laughing quietly to yourself.
soothing- Something that is soothing makes you feel calm.
sobbed- Someone who sobbed cried very hard.
praised-If you praised someone, you told that person that he or she did something well.
envious- If you feel envious, you want something that someone else has.
rivalry- People who have a rivalry are competing against each other for something.
Third Grade Robust Vocabulary Words: Theme 3
Lesson 12 A Pen Pal for Max
Lesson 13 A Tree Is Growing
Lesson 14 One Small Place in a Tree
deciphered- If you have figured out a message that is difficult to understand or that is written in code, then you have deciphered it.
mistaken- If you are wrong about something, you are mistaken.
translate- If you translate something, you say or write it in another language.
repairs- When something needs repairs, it needs to be fixed.
heaving- Heaving is throwing something heavy with great effort.
bothersome- When something is bothersome, it bothers you and causes problems din- If there is a din, there is so much noise that it is hard to hear anything over it.
dodging- When you are dodging something, you avoid something that is coming toward you.
catastrophe- A catastrophe is something really terrible that has happened.
fortunate- If you are fortunate, you are very lucky.
tugged- If you tugged something, you pulled it hard.
paused- If you paused, you stopped what you were doing for just a moment.
columns- A column is a tall, circular structure that holds up part of a building.
absorb- Something absorbs a liquid if it soaks up the liquid.
protects- When you protect something, you keep it safe.
rustling- When objects are rustling, they are moving and making soft sound.
dissolve- When something dissolves, it mixes completely with a liquid.
particles- Tiny pieces of something are called particles.
scavenger- An animal is a scavenger if it collects leftover and unwanted objects.
self-sufficient- If something is self-sufficient, it makes everything it needs.
sprout- When something sprouts, it begins to grow.
damp- If something is damp, it is a little bit wet.
suppose- When you suppose something, you think that it is happening or that it is going to happen.
roost- A bird will try to roost, or settle, in trees or on branches.
spears- If someone spears something, he or she sticks something sharp through it.
strikes-When something strikes people, it hits them or happens to them.
glimpse- When you get a glimpse of something, you get only a quick peek at it.
maze- If you are in a maze, you are in winding paths that are like a puzzle.
transformation- If someone or something has gone through a transformation, it has been changed.
harmony- If two things are living in harmony, they are living in agreement, living peacefully.
Lesson 15 Ask the Experts
luscious- Something that is luscious appeals to your senses, such as your sense of taste.
expertise- If someone has expertise, he or she knows a lot about a particular topic or skill issue- An issue is an edition of a newspaper or magazine.
advice- If you give someone advice, you tell what you think the person should do.
consult- When you consult someone, you ask him or her for information.
recommend- When you recommend something, you tell someone that you think it is good.
sensible- Someone who is sensible makes good decisions and judgments.
devise- To devise is to figure out a way to do something.
correspondence- If you send correspondence, you are communicating in writing.
shudder- If you shudder, you are trembling from fear or from being cold.
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Cornell Statistical Consulting Unit
Diagnosing and Avoiding Pseudoreplication
Andrea Knezevic
1 Introductory Example
What is wrong with the following experimental design?
A group of elementary school teachers have developed a new and (they believe) improved third grade curriculum. They wish to test the relative benefit of the new curriculum compared to the conventional one, hoping to demonstrate that it should be implemented in all the schools. For the experiment, the new curriculum will be adopted at one elementary school, and mean test scores of students from that school will be compared to mean test scores of students from a control school. The experimenters will randomly sample 20 third grade students from each school, for a total sample size of 40.
In the above design since the new method of instruction is implemented at the school level, the experimental unit is a school. The schools, not the students, are randomly assigned to either the new method of instruction or the control (conventional) method of instruction. The population of interest is all the schools not just these two schools.
The mistake that the experimenters have made is that they have not replicated their treatments correctly. They actually have false "replicates" or subsamples. Since the treatment is applied to the schools, the students are not replicates of the experimental unit, but subsamples of the schools. The test scores of the students within a school are not independent from each other. This error is known as pseudoreplication.
2 Experimental Units
In an experiment, replicates, also known as experimental units, are defined as independent applications of the same treatment. Students at one school are not independent units; they are samples from a single site. In this case, experimental units are the different schools rather than different students. An example of a correct design for this experiment would be to assign the new curriculum to 10 schools and compare the performance of students from these schools to the performance of students from 10 control schools. In this case, the total sample size is 20 because the experiment has been replicated across 20 experimental units (schools).
3 A Second Example
Suppose we are setting up an experiment to measure growth of plants. If the treatment of interest is nitrogen fertilizer applied to subplots of 10 plants, then an individual plant is a pseudoreplicate
or subsample. On the other hand, if the nitrogen fertilizer treatment can be randomly assigned to each individual plant, then each individual plant is an experimental unit or replicate.
4 Replication
The purpose of replication in an experiment is to control for unaccounted variability and to increase the precision and confidence of the experimental findings. Treating subsamples or pseudoreplicates as experimental unit replicates may result in incorrect statistical inference and needlessly increase experimental costs.
For example, in an experiment that seeks to test a new variety of corn, growing one crop of the new variety does not give much information. Perhaps that specific crop had a higher yield for the new variety than a conventional corn, but under different conditions the outcome could have produced different results. The experimenters would be able to draw valid conclusions only if the experiment included several crops planted under different circumstances, so that the effects of random variability in environmental and other factors would not bias the results. To quote Ronald Fisher: "No one would now dream of testing the response to a treatment by comparing two plots, one treated and the other untreated."
Pseudoreplication can be avoided in experiments if the units of analysis (e.g. student in a class, plants) and the units of replication (or the units receiving each treatment, e.g. schools, groups of plants) are clearly defined to ensure that replicates are independent.
5 References
Montgomery D., Design and Analysis of Experiments, Wiley, 2005.
Casella G., Statistical Design, Springer, 2008.
Created March 2009. Last updated April 2022.
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Table 5.21-- EARTHQUAKES WITH INTENSITIES ON OAHU OF V OR GREATER: 1859 TO 2013
[As of December 31, 2013]
| Date | Epicentral location | Magnitude |
|---|---|---|
| 1861: Dec. 5 Dec. 15 1868: Apr. 2 Apr. 4 1870: Aug. 7 1871: Feb. 19 1881: Sep. 30 1887: Jan. 13 1890: Aug. 6 1895: Dec. 8 1926: Mar. 19 1938: Jan. 22 1940: June 16 1948: June 28 1964: Oct. 11 1973: Apr. 26 1975: Nov. 29 1981: Mar. 5 2006: Oct.15 | Molokai-Lanai vicinity (?) Molokai-Lanai vicinity (?) SE coast of Hawaii Maui group vicinity (?) Near Molokai S coast of Lanai Maui vicinity Oahu vicinity Hawaii Oahu vicinity (?) N of Kohala, Hawaii N of Maui N of Hawaii S coast of Oahu Ka Lae, Hawaii Hamakua coast, Hawaii Kalapana, Hawaii Kalohi Channel Just offshore of Kiholo Bay, Hawaii | (NA) (NA) 7.5 (NA) ≥ 6 7.0 ≥ 6 (NA) (NA) (NA) (NA) 6.8 6.0 4.8 5.5 6.2 7.2 5.0 6.7 |
NA Not available.
1/ Modified Mercalli Scale of 1931, 1956 abridged version further simplified. This scale, which extends from I to XII, reads in part:
IV. Hanging objects swing. Vibration like passing of heavy trucks or sensation of a jolt. Standing autos rock. Windows, dishes, doors rattle. Crockery clashes. In the upper part of range wooden construction creaks.
V. Felt outdoors; direction estimated. Sleepers wakened. Liquids distributed, some spilled. Small unstable objects displaced or upset. Doors, shutters, pictures swing. Pendulum clocks stop.
VI. Felt by all. Many frightened, run outdoors. Persons walk unsteadily. Windows, dishes, glassware broken. Knickknacks, books thrown off shelves, pictures off walls. Furniture moved, overturned. Weak plaster and masonry cracked. Small bells ring. Trees, bushes noticeably shaken.
VII. Difficulty in standing. Noticed by drivers of autos. Hanging objects quiver. Furniture broken. Damage to weak masonry. Weak chimneys broken at roof line. Fall of plaster, loose bricks, etc. Some cracks in ordinary masonry. Waves on ponds. Small slides on sand and gravel banks. Large bells ring. Irrigation ditches damaged.
Source: Doak C. Cox, "Earthquake Experience in Honolulu", The Hawaiian Journal of History, Vol. 21 (1987), pp. 98-109; U.S. Department of the Interior, U.S. Geological Survey, U.S. Geological Survey Bulletin 2006, Isoseismal Maps, Macroseismic Epicenters, and Estimated Magnitudes of Historical Earthquakes in the Hawaiian Islands (1992), table 4; and U.S. Geological Survey, Hawaiian Volcano Observatory, records.
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Grammar for the Marček text, chapter 8
The prefix ge-
ge- is used to denote people of both genders taken together:
patro father
gepatroj parents
frato brother
gefratoj brother(s) and sisters(s)
filo
son
gefiloj
son(s) and daughter(s)
knabo boy
geknaboj boy(s) and girl(s)
sinjoro Mr.; gentleman
gesinjoroj Mr. and Mrs.; Ladies and gentlemen
Kial (why, for what reason), tial (therefore, so, for that reason) and ĉar (because)
Kial li skribis leteron?
Why did he write a letter?
Tial mi skribis al li.
Therefore (for that reason) I wrote to him.
Mi pensas, tial
mi ekzistas.
I think, therefore I exist.
Note: don't confuse tial (for that reason) with ĉar (because).
Mi manĝos, ĉar mi estas malsata.
I will eat because I am hungry.
Mi manĝis, tial mi ne estas malsata.
I ate, therefore I am not hungry.
The ending -u
When giving commands, the verb ends in -u:
Iru al la pordo!
Go to the door!
Donu al mi akvon! Give me water!
As in English, the person addressed is not usually named:
Venu rapide! = (Vi) venu rapide!
Come quickly! = (You) come quickly!
We can't give commands to ourselves or directly to a third party, but we can use -u to express our will, wish, or desire. In English, we use the verb "let" for this: "Let me do it", "Let him wait", etc.:
Ni iru al la urbo.
Let's go to the city.
Li atendu.
Let him wait.
Ili venu al ni.
Let them come to us.
We can also ask for orders for ourselves and others. In English we use "shall" for this; in Esperanto we use Ĉu … -u:
Ĉu li atendu?
Shall he wait?
Ĉu ili komencu? Shall they begin?
Ĉu ni dancu?
Shall we dance?
Ĉu mi sendu ĝin? Shall I send it?
Ĉu ni iru al la urbo? Shall we go to the city?
The ending -i
To name an action or state without reference to time, we use the infinitive. In English, infinitives are often expressed with "to" (e.g., "to be", "to eat", "to speak"), but in Esperanto the infinitive has a distinctive ending, -i:
esti to be
parolito speak
manĝito eat
sidi to sit
laborito work
stari to stand
Note: do not confuse this "to" with al, which expresses direction. Don't say "al manĝi" for "to eat"!
In general, when two verbs come together, the second one will be infinitive: it will end in -i.
Ili volis iri kun vi.
They wanted to go with you.
Ŝi ŝatas manĝi ĉokoladon.
She likes to eat chocolate.
Ni povos trinki bieron en la trinkejo.
We'll be able to drink beer in the bar.
The suffix -ej
-ej is used to denote a place for the verb indicated by the root:
lerni to learn
lernejo school (a place where one learns)
manĝito eat
manĝejo dining room, cafeteria (a place where one eats)
loĝi to live (reside)
loĝejo a residence (a place where one lives)
If the root is not a verb but a noun, -ej denotes a place it characterizes:
kafo coffee
kafejo café, coffee-house
hundodog
hundejokennel, dog-house
aŭto car
aŭtejo garage
The suffix -ist
-ist is used to denote a person who is occupied—either professionally or as a hobby—with the thing named in the root:
The suffix -ant
Like -ist, the suffix -ant can make nouns for a person performing an action. But while -ist conveys habitual or professional dedication to something, an -anto is just a person performing an action in a given situation.
For example, a laboranto (someone who's doing work) is not necessarily a laboristo (someone who works for a living). A skribanto could be someone who's writing a letter, for example. But a skribisto isn't just writing a letter—he's a professional scribe. Some other -ant words:
This is how Esperanto got its name, by the way. Zamenhof originally published the beginnings of the language under the pseudonym Doktoro Esperanto. The verb esperi means "to hope". Zamenhof's hope was that his language could serve as a bridge between cultures.
The pseudo-suffix -nj
Unlike "normal" Esperanto suffixes, -nj modifies the word to which it is attached. We use -nj with the first few letters of a feminine name (dropping the rest) to form an affectionate name, or nickname:
The pseudo-suffix -ĉj
-ĉj is used in the same way with masculine names:
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PERSON CENTERED PLANNING
A person centered plan can help those involved with the focus person see the total person, recognize his or her desires and interests, and discover completely new ways of thinking about the future of the person." — Beth Mount & Kay Zwernik, 1988
Person Centered Planning (PCP) is an ongoing problem-solving process used to help people with disabilities plan for their future. In person centered planning, groups of people focus on an individual and that person's vision of what they would like to do in the future. This "personcentered" team meets to identify opportunities for the focus person to develop personal relationships, participate in their community, increase control over their own lives, and develop the skills and abilities needed to achieve these goals. Person Centered Planning depends on the commitment of a team of individuals who care about the focus person. These individuals take action to make sure that the strategies discussed in planning meetings are implemented.
WHO, WHEN, WHERE?
Who should be involved? The focus person and who ever they would like can be involved. It is best when there is a facilitator and a person to record what is being shared. The facilitator should be a person that is neutral and unbiased, leads the group through the process, handles conflict and assures equal opportunity for all to participate. Others that may be included are parents/guardians, other family members, friends, professionals, and anyone else who has a personal interest in the person.
Where can a PCP be held? Anywhere that is accessible and comfortable! PCPs do not have to take place in a school.
When should a PCP be held? At anytime in a person's life. It is best done before transition services are determined. PCP can be a very useful tool to develop a transition plan.
PURPOSES OF PCP
ü To look at someone in a different way
ü To assist a person to take control of their own life
ü To increase opportunities for participation in community life
ü To recognize individual desires, interests, and dreams
ü To turn dreams into reality
TOOLS & STEPS
The only tools you need to complete a PCP are a flip chart or large pieces of paper to record the information shared and several different colored markers. That's it! Steps of a PCP include:
1. Develop a history or personal life story of the focus person. This is accomplished by everyone sharing past events in the person's life. The focus person's parents and family may share the largest amount of this information. Things such as background, critical events, medical issues, major developments, important relationships, etc., may be shared.
2. Description of the quality of the focus person's life is shared next. This may be accomplished by exploring the following: Community participation, community presence, choices/rights, respect and competence.
3. Personal preferences of the focus person. Things the focus person enjoys doing. Also including the things that are undesirable to the person.
Note that PCP meetings can last several hours.
www.ecac-parentcenter.org
704-892-1321 |
firstname.lastname@example.org
ADVANTAGES OF PCP
Traditional service planning focuses on weaknesses rather than strengths, relies on personal judgement rather than the family or individual, and uses what is there rather than what is wanted.
PCP believes that the person with a disability and his or her family knows best what they need and want. The family's choices and preferences are honored rather than being plugged into the available slots of a program struggling with high caseloads, budget constraints, and limited services. The plan also builds upon an individual's gifts, talents, and skills.
SUCCESSFUL PCPs
For a plan to be successful, it is best if:
ü The people have a clear and shared appreciation of the talents and capacities of the focus person.
ü
People have a common understanding of what
ü The group involved agree to meet regularly to review activities.
the focus person wants.
ü The group include a strong advocate or family member assuring that the interest of the focus person is being met. Ask how will group members be held accountable?
ü That the group include a person committed to making connections to the local community.
Remember, this is the beginning of a process that continues throughout a lifetime. A PCP is a living document, that will likely evolve over time!
PCPs can be a useful tool for keeping the focus on your child, placing them at the center of decisions.
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MOE Registration No.: 53166553D
Grade 3 Newsletter
The Grade 3 Learners had a fantastic end to their third Unit of Inquiry with a trip to the theatre to watch Horrible Histories: Ruthless Romans. The general consensus was that it was "absolutely brilliant but it was a bit gross when the when the mouse guts were pulled out!" The learners got their own chance to show off their performing skills during the Chinese New Year Celebrations and performed a mouse dance. They were all confident as they got on stage and put on an shining performance.
Save the Date!
Land Based PE 13 February
Land based PE will run from this week until the end of term.
www.nexus.edu.sg
Field Trip 18 February
Junior School
15 February 2013
Water
Rime of the Ancient Mariner
"Water, water every where and all the boards did shrink; Water, water every where, nor any drop to drink."
~ Samuel Taylor Coleridge
Statistics from "The Water Project"
* Over half of the developing world's primary schools do not have access to water and sanitation facilities.
* In developing countries, as much of 80% of illnesses are linked to poor water and sanitation conditions.
* 1 in 8 people worldwide do not have access to safe and clean drinking water.
Field Trip 27 February
We will be visiting the Marina Barrage in the morning. The bus leaves at 8.0am sharp.
We will be visiting NeWater Facility. The bus will be leaving at 8.20am sharp.
| p1
Junior School
Mathematics
We have continued our work with equivalent fractions and comparing fractions. The learners will soon move on to adding unlike fractions and will be working more with division and remainders. As we begin our next unit on water the learners will be focusing on capacity.
Literacy
In pairs, the learners created scripts on being tolerant, open-minded or respectful and presented them to the class. They had some wonderful ideas and very creative ways of expressing the different attitudes and profiles.
Unit Of Inquiry
Water is essential to life and a limited resource for many people
This week we have begun our tuning in activities for our next unit on water. We will be shifting our focus back to non-fiction writing and will be doing more independent learner directed research. Be prepared for more research-based homework to come home in the next few weeks.
www.nexus.edu.sg
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| Course Code: | Grade Level: | CEDARS Code: | NCAA Approved: |
|---|---|---|---|
| MA111O | 1st | WA0007 | YES or N/A |
| Prerequisites: | Course Length: | Course Time: | FWPS Standards (link) |
| NA | 36 Academic Weeks (Yearlong Course) | 67 Minutes per day OR 5 hours 33 minutes each week | Federal Way Public School Priority Standards |
Required Materials: Internet access, computer, printer, printer paper and ink, modern OS/software/web browser, webcam, headphones with microphone- if not built into computer, binder, filler paper, tabs, pencil, crayons, scissors, glue, small whiteboard with eraser and markers, camera (cell phone is fine)
Course Description: This first grade math course covers the basic foundations of incredibly important math skills. First graders learn about math through engaging, interactive, online lessons. First grade topics for the year include: Operations & Algebraic Thinking, Number & Operations in Base Ten, and Measurement & Data. The lessons consist of grade appropriate web links, video clips, and audio clips that appeal to the young learner. In addition, students are given hands-on activities to do off the computer to support what they are learning and to meet a variety of learning styles. Students feel as though they are playing while in reality they are learning!
WAC Policy- If a student consistently fails to meet WAC requirements after 20 consecutive days they will be withdrawn and their neighborhood school will be notified to enroll them there.
| MAP (Monthly Academic Progress) | State law also requires enrolled students to maintain monthly forward progress toward completing classes with success. Students are expected to complete one monthly module of at-standard work or have completed the teacher-prescribed plan as assigned by the certificated teacher of that course. If the assigned at-standard work is submitted, the student will be considered on pace (OP). If the assigned work is not submitted and/or is not at standard, the student will be considered behind pace (BP). An overall Monthly Academic Progress (MAP) score will be emailed to every student and family once a month by the iA Connect teacher to communicate overall progress towards mastery and passing of the courses; law requires BP students to reply with confirmation of the MAP report and iA teachers to document that reply. If students don’t immediately reply, teachers are obligated to keep trying for a reply through additional emails or phone calls. Replies must be from the student; parent replies are not sufficient. Students are either On Pace (OP) or Behind Pace (BP). If a student is considered OP (by the individual teachers in individual courses) in 50% or more of their courses, they will be considered OP overall. If a student is considered behind pace (by the individual teachers in individual courses) in more than 50% of their courses they will be considered BP overall. If a student is determined to be BP for consecutive months, the iA Connect teacher will send escalating intervention plans each month by email. BP1 means one month behind pace; intervention typically is a new work pace plan. BP2 means two months behind pace; intervention is typically a new work pace plan and directed teacher contact. BP3 means three months behind pace; course reduction or withdrawal from iA (see below for greater detail). BP4 means complete withdrawal from iA (see below for greater detail). Students withdrawn from iA at BP4 may not re-enroll until the following school year. |
|---|---|
| Email/Software Agreements | Students agree to maintain constant and consistent access to the technology and software needed to complete their iA courses. If students cannot maintain constant and consistent access to needed technology, they will be withdrawn from iA. |
| Professional Discretion | Teachers reserve the right to make adjustments to the course, content, pacing, and expectations at any time. Students and parents will be notified via email of any changes made after the course has started. |
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Year 2 Curriculum Plan: Autumn Term 1 2017
English
We are learning to:
Use exciting adjectives and powerful verbs to make our writing more interesting.
Plan and write stories that have a beginning, middle and an end.
Write instructions using the key features.
Write poems that have rhythm and rhyme.
Plan and say out loud what we are going to write about so we know that it makes sense.
Proof-read to check for errors in spelling, grammar and punctuation.
Start to use joined up handwriting showing clear ascenders and descenders.
Always use capital letters, full stops, exclamation marks and questions marks.
Create word lists for our spelling rules.
Maths
We are learning to:
Partition, order and compare 2 and 3 digit numbers
Use place value and number facts to solve problems.
Rehearse our basic + and - skills
Recognise and use the inverse relationship between addition and subtraction.
Count in 2, 5 and 10
Solve multiplication and division problems using a range of resources.
Identify and describe the properties of 2D and 3D shapes.
Measure in m and cm
Compare and order lengths and solve problems
Science
We will be learning to:
Find out and describe the basic needs of animals, including humans, for survival.
Understand the importance for humans of exercise, eating the right amounts of different types of food and hygiene.
PE
In gymnastics we are learning to:
Perform basic skills in travelling, floor work and using apparatus.
Develop a range of skills and actions within gymnastics.
Perform short, linked sequences using simple movement patterns.
In games we are learning to:
Develop our throwing and catching skills and learning to play a simple invasion game of TAG Rugby.
Computing
We are learning to:
Take different photographs displaying different moods.
Change their photographic images on a computer.
Find information on a website.
Print a web page to use as a resource.
Art/Design Technology
We will be learning to:
Draw a self-portrait using pastels.
Create different tones and patterns of animals.
Music
We will:
Use our voices by singing songs of varying pitch and speed.
Experiment with different instruments to create animal sounds.
Geography
We will be learning to:
Use atlases and maps to locate the United Kingdom and different continents, countries and seas.
Find out where our food comes from.
R.E
We are learning to answer:
Who is a Muslim and what do they believe?
S.M.S.C.
New Beginnings
S.R.E.
Differences between boys and girls
Worship Value
Courage
Harvest
We would like to take this opportunity to welcome you and your child to their first half term in Year 2 at Upton Snodsbury C of E First School. We hope that the next seven weeks will be an enjoyable and productive half term for us all. We will be encouraging the children to become more independent and to persevere in their learning and with your help we hope that we can achieve this.
**Things to remember:**
**Homework:**
This gives an opportunity for you to become more involved in your child’s education and reinforces work done in school.
1. **Reading** - Please hear your child read **every day** as this really does make a difference to their progress. Reading diaries will be checked weekly to encourage children to have a sticker for their bookmarks. So remember to keep your reading diaries up to date, even if the children are writing the name of the book they have read at home. Children are responsible for changing their own reading books and may do so on a daily basis.
2. **Spellings** - Spellings will be sent home **every Friday** and tested the following Friday every week. You will find your child’s new spelling rule in their home reading record each week. You will have 3 example words given from the spelling pattern and 3 common exception words to learn. The other 4 words will be randomly selected based on the spelling pattern so please find words with the new rule given. Remember when the children are learning spellings they need to be able to spell them correctly in their writing and not just for the test, so look over previous spellings to help keep them fresh we will be revisiting old spellings at the end of each half term.
3. **Activity** - An activity to support your child’s learning will be sent home on a Friday. It may support the week’s learning in Maths or English. This needs to be completed by the following Wednesday so that the children can share and celebrate their work with their peers.
**PE** - Gymnastics will be on a **Wednesday** (shorts, white T Shirt and pumps). Games are on a **Tuesday** (blue tracksuit top and bottoms, trainers). PE kit should be kept in school all half term.
**Forest School** is on a **Thursday** afternoon and wellies and old, **warm** clothes will need to be in school. Year 2 also need to bring in a waterproof jacket as the school jackets are now too small.
Thank you for your support and I look forward to meeting you all. If you have any questions please do not hesitate to come and see me.
Yours sincerely,
Miss Jones
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Best time to plant:
Mid-February to Early June
Planting Rate:
5-10 lbs per acre
Planting Depth:
1/4 inch. Rake and press
Sunlight: 6 to 8 hrs per day
Soil Type: Prefers clay to clay loam soils
Regions: South Texas
Irrigation:
- Day 1 to 10—every day
- Day 10 to 2nd month — water 2x a week
- 2 to 4 months— water 2x a month
Height: 1 —5 feet tall
Use:
Wildlife
Erosion Control
Highway Right of Ways
King's South TX Native Grass Mix
King's South Texas Native Mix is made up of varieties that do particularly well in South Texas. The mix of Natives can be used for a variety of uses and is recommended for use in upland wildlife, highway right-of-ways, energy exploration, erosion control, and range plantings in South Texas. The mix can grow anywhere from 3 to 5 feet tall with some grasses that only grow 1-2 feet filling in closer to the ground to ensure a good stand. It is important to plant several species to take advantage of the diverse characteristics of each grass.
grass seed drill. Existing weeds should be controlled mechanically or with herbicides. The seedbed soil should be freshly disturbed just prior to planting. Roll or drag lightly to cover seed to a depth of no more than 1/4 inch. Rolling is generally preferred to dragging.
King's South Texas Native Mix is a pre-mixed blend that can be applied to various areas around South Texas. If a specific mix is required a custom mix can be prepared for your particular region.
Planting: Planting methods and soil bed preparation are critical to having successful results when establishing all grasses.
Apply seed with a broadcaster type seeder, or preferably a native
Newly planted perennial grasses should not be grazed prior to the young plants reaching a height of 18" to 24". At this stage grazing should be kept to a minimum and only in short duration with a low number of animals. In many instances emergence is not uniform and you should exercise caution not to graze a newly planted pasture based only on the largest plants. There is always the possibility that late emerging plants will be grazed before they can establish.
To place an order, please call us at 1-210-661-4191 or 1-888-DKSEEDS and our seed specialists can help you. Visit us online at www.dkseeds.com
Getting the Best Success from Your Seed
The key traits of a person who has a "green thumb" are patience and attention.
Patience is needed because all of your seed will not germinate at once. Attention is needed to ensure that you plant your seed at the right depth and at the optimal time.
Seeds have limited energy, if planted too deep they use up their energy before reaching the surface and die. However, if you plant to shallow the seed could dry out, blow away, or be eaten by birds.
Focus on the things you can control:
1. Planting Depth—Pay attention to the recommended planting depth for each species. For many of the species we sell, a quarter-inch deep is all that is needed.
2. Timing is Everything!—It's very important to know when to plant. If you get it in the ground during the optimal windows of time, the plants know when to grow. They need adequate moisture and ideal soil temperature. Moisture is something we can control; temperature we cannot. Plant during the recommended planting time and, if possible, irrigate the area for ideal moisture.
3. Know Your Region—Plant the right seed for your region. If you don't know what your region is, ask us!
4. Prepare the Seedbed—Preparing the seedbed before you plant is very important. Try to remove all the other vegetation prior to planting by tilling or spraying an herbicide. The soil should be soft but not too loose. A good indicator is if your shoes leave a print in the soil, but don't sink in.
5. Know Your Seed Type—Getting your seed spread out in an even matter will help you ensure a successful planting. Seed spreaders can help, but only if you get the tool that works best with your type of seed. For small areas, like a garden, hand spreading will work. It is important to match your seed to your planter or your planter to your seed!
Ask For Advice From the Pros!
),
If you have any questions, we are just a phone call away! But we are not the only ones with a wealth of knowledge. State and federal wildlife agents are invaluable sources of information and advice. County Extension Agents with the Texas Agricultural Extension Service (https://agrilifeextension.tamu.edu/
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PREVENTION
- When in the woods, wear a repellent with DEET or permethrin to avoid picking up ticks. Follow directions on the label.
- Create a barrier to ticks by tucking pants into socks or boots.
- Wear light-colored clothes so ticks are visible.
- Check and recheck for ticks.
- These precautions are most important during May-June and the fall.
TICK REMOVAL
- Use tweezers to grasp the tick close to its mouth.
- Gently and S-L-O-W-L-Y pull the tick outward.
- Apply an antiseptic to the bite.
- Do not burn it off or use petroleum jelly.
Not all people bitten by a deer tick will get a disease. Not all deer ticks carry diseases. If a deer tick is infected, it must be attached for at least 24 hours before it can transmit Lyme disease.
Prompt removal of attached ticks prevents disease!
The risk of exposure to tick-borne diseases in Minnesota is highest in the shaded areas.
For more information contact:
The Minnesota Department of Health at: 651-201-5414 or 1-877-676-5414
or
Visit our Lyme disease website at: www.health.state.mn.us/lyme
Lyme disease is an illness that may affect the skin, joints, nervous system, heart, and other areas of the body. People of all ages can get Lyme disease, which is caused by the bacteria, *Borrelia burgdorferi*. The bacteria are transmitted to humans by the bite of an infected deer tick. The deer tick (*Ixodes scapularis*) is also called the black legged tick.
**SIGNS & SYMPTOMS**
Recognizing the early signs and symptoms of Lyme disease is important.
If you have one or more of these signs and symptoms within 3 to 30 days after a deer tick bite or spending time in wooded areas where deer ticks are present, see your physician immediately.
- A characteristic skin rash, called erythema migrans, has a “bull’s eye” appearance – a red ring with a central clearing.
- Not everyone recognizes or gets the rash.
- Not all rashes have central clearing.
- Fever and chills
- Muscle and joint pain
- Fatigue
- Headache
The rash begins as a small, raised red area that may expand to several inches in diameter. It may appear on one or more places on the body and is usually not painful or itchy.
If a person is not treated early in the disease, these late signs and symptoms may develop weeks, months, or years after the tick bite:
- Multiple rashes
- Facial paralysis on one side
- Weakness, numbness, or pain in arms and legs
- Irregular heartbeat
- Memory, concentration problems
- Chronic arthritis in one or more joints, usually the knees, which may be swollen and painful
**DIAGNOSIS & TREATMENT**
The diagnosis of Lyme disease is based on signs and symptoms, presence of the characteristic rash, and a history of exposure to deer ticks. A blood test may be helpful in confirming the diagnosis.
Antibiotics are used to treat Lyme disease.
Lyme disease is easiest to treat when diagnosed during the early stages.
**OTHER TICK-BORNE DISEASES**
Two diseases which appear to be less common than Lyme disease – human anaplasmosis and babesiosis – can also be transmitted by the deer tick.
The signs and symptoms of human anaplasmosis and babesiosis can be severe and include:
- High fever
- Muscle aches
- Chills and shaking
- Severe headache
Less frequent symptoms of anaplasmosis include nausea, vomiting, cough, and aching joints. Anaplasmosis and babesiosis can be treated with antibiotics and other medications by your physician.
**THE DEER TICK**
Deer ticks search for a host at ground level. Ticks acquire the disease agents from the white-footed mouse and other small mammals.
Enlarged stages of the deer tick appear next to an enlarged dime.
Top: Nymph
Lower Left: Larva
Right: Adult female
The images shown below represent the approximate sizes during different stages of a tick’s life.
- **Larvae**
A deer tick starts as a 6-legged larva, which does not transmit disease.
- **Nymph**
Most cases of tick-borne disease are caused by the nymph, which looks like a freckle or speck of dirt. The nymph feeds from May through July.
- **Adult**
The larger adult ticks feed in fall and early spring, and are easier to see and remove. After feeding on deer, the female lays her eggs, which hatch into larvae in May and June.
Only the nymphs and adult female can transmit disease. The adult female has a reddish-orange back.
*Engorged adult female deer tick*
*Wood ticks (also called dog ticks)*
Larger than deer ticks, wood ticks have white markings on their back and do not transmit Lyme disease, human anaplasmosis, or babesiosis.
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| April 16th | 5-a-day | Numeracy |
|------------|---------|----------|
| | | |
| | | |
**Work out $293 + 23 + 831$**
\[1147\]
**Work out $900 - 123$**
\[777\]
**Work out $124 \times 8$**
\[992\]
**Work out $567 \div 3$**
\[189\]
This is an equilateral triangle
a) What is the size of each angle?
\[60^\circ\]
b) What is the order of rotational symmetry?
\[3\]
| April 16th | 5-a-day | Foundation |
|------------|---------|------------|
| $\frac{7}{8} \div \frac{4}{5}$ | $\frac{7}{8} \times \frac{5}{4} = \frac{35}{32} = 1\frac{3}{32}$ | |
| Calculate the circumference of the circle with radius 4cm. | $π \times 8 = 25.1$ cm | |
Reflect the triangle in the mirror line
Estimate $9.89^2$
$\frac{10^2}{5} = \frac{100}{5} = 20$
| April 16 | 5-a-day | Higher |
|----------|---------|--------|
| Factorise \(x^2 - 7x - 8\) | \((x - 8)(x + 1)\) | |
| The three angles in a triangle are \(2x\), \(x + 5\) and \(x + 35\). | Find \(x\) | \(x = 35^\circ\) |
| Solve the simultaneous equations. \(x + y = 1\) \(2x - y = 11\) | \(4 + y = 1\) \(y = -3\) | |
| Find \(y\) | \(= \sin 25^\circ \times 8\) \(= 3.38 \text{ cm}\) | |
| Calculate the length of B. | \((\sqrt{10} - 2)(\sqrt{8} + 2) = 10 + 2\sqrt{10} - 2\sqrt{10} - 4\) \(= 6\) \(6 = L \times \sqrt{3}\) \(L = \frac{6}{\sqrt{3}} = \frac{6\sqrt{3}}{3} = 2\sqrt{3}\) | |
A and B have the same area.
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Scenic and Destination Paddling Waterways Central Adirondack Association Region
Portages:
none
The Whitney Wilderness area's Little Tupper Lake and Round Lake were recently opened to the public by way of state purchases (1998 & 2007). Little Tupper Lake is the largest motorless lake in the Adirondack Park.
This is a beautiful area with plentiful wildlife, particularly loons. Numerous first come first served campsites are available, some island campsites. Note that it doesn't take much wind on Little Tupper to create large waves and whitecaps.
You can paddle directly into Round Lake for a day trip or an overnight stay. Or you can head over to Rock Pond from the other end of Little Tupper. About a ¼ mile carry is required to avoid small rapids and rocky areas that are impossible to paddle.
For the really adventurous wilderness paddler, one can travel via streams and portages over to Lake Lila from Rock Pond.
The nearly 12 miles indicated is the roundtrip length of the lake from the parking lot/beach to the access points to Rock Pond and to Round Lake, then back to the beach.
This paddle recommended by Raquette River Outfitters, store locations in both Tupper Lake and Long Lake NY.
~
Be a Safe and Respectful Paddler
New York State Law requires all boats and canoes must carry a US Coast Guard approved wearable personal flotation device (PFD) for each person. State law also requires that children must be wearing a PFD, and highly recommend that all occupants wear a PFD.
DEC Emergency Dispatch number for the Adirondack Park: 518-891-0235
General Emergencies: dial 911
Remember, cell phone coverage is not reliable in the Adirondack Park.
* Insect repellent is a must from May to August.
* Let someone know where you will be going and when you expect to return.
* Plan ahead and prepare.
* Pack gear, clothing and supplies in waterproof containers. Bring a map and compass.
* Pack in, pack out.
* Carry water and high-energy foods.
* Use outhouses where available, otherwise dig a 6-8 inch hole 150 feet from water, trail or road.
* Leave rocks, plants, natural objects as you find them.
* Protect your food. Protect the wildlife.
* Fallen trees (sweepers), debris, beaver dams, other obstructions can suck you down and hold you under water.
* Drinking water should be treated by filtering, boiling or chemical method.
* Water is typically 25° colder in the Adirondacks than downstate.
* Allow four times the time for a portage, that you would allow for walking that given distance.
Visit the American Canoe Association at http://www.americancanoe.org for information on safety resources, preparation and responsibility while paddling.
Enjoy the diverse beauty of our region.
Thanks for using www.ADKtrailmap.com, enjoy your canoe or kayak adventure!
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Do Prime Numbers Have Primary Importance?
A PRIME NUMBER IS
1) Is 1 a prime number?
2) Are there more composite or prime numbers between 1-10?
3) what about 1- 100? Will your answer be different if the max number gets bigger?
4) Is there a pattern among the prime numbers?
5) Interesting facts about primes?
* Ex: Between a number and its double there is always a prime number!
6) List the methods to find primes. Do you have a favorite method?
7) Search about Goldbach Conjecture. Explain it by giving examples.
Here is a Goldbach Calculator: https://www.goldbach.cloud/#/
8) What are the other famous conjectures and theorems about prime numbers?
9) Visit https://www.mersenne.org to join internet’s biggest Mersenne Prime Search.
10) What is the largest known prime? Who , when and how was it found?
11) Watch the videos of @Standupmaths videos by Matt Parker about prime numbers on YouTube. Write three things that you are surprised!
12) Where do we use prime numbers in our daily life? Why are they so important? Are the Humans the only creatures to know about the primes? Can animals know about the prime numbers?
Postscript:
The Cicadas 17-year Life Cycle
http://www.murderousmaths.co.uk/cicadas.htm
In May 1987 billions and billions of Cicadas bugs swarmed all over North America. During a 5-6 week period they chirped, fed and most importantly bred, then they disappeared underground again.
In May 2004 they're at it again! And 2021 is loading
The amazing thing is that the 17-year gap is no accident. The cicadas are using a prime number to avoid predators.
17 is a prime number. This means it doesn't divide by any numbers apart from 17 or 1.
Suppose you have a predator desperate to catch cicadas when they're out of the ground. Suppose the predator had a life cycle of e.g. 3 years, and the first year depended on eating cicadas. If the cicadas appeared e.g. every 6 years, then every 2nd generation of predators would be able to rely on eating them. Good news for the predators, but bad news for the cicadas.
If the cicadas cycle was another number such as 14 years, then a predator with either a 2 year or 7 year life cycle could come to rely upon them within a reasonable number of generations. Therefore the cicadas rather cleverly decided to pick quite a large prime number of years between appearances.
* If a predator had a 5 year life cycle, it would be 5 x 17 = 85 years before it could come to rely on the cicadas arriving again.
* If a predator had a life cycle of 11 years, it would be 11 x 17 = 187 years before the cicadas would arrive.
Unless a predator adopted a life cycle of 17 years (or a multiple of 17 such as 34 or 51), then it will always be 17 generations before it can expect cicadas arriving.
Not surprisingly predators can't be bothered to wait. Incidentally, there are also some 13-year cycle cicadas.
How do they know when 17 years are up when they are underground in the dark?
Funmathfan.com
*** Apparently they nibble on plant roots, and they can tell by the health of the roots what time of year it is and how many years have passed.
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WHAT IS DIABETES?
TYPE 1 DIABETES: Make the grade
DIABETES UK
CARE. CONNECT. CAMPAIGN.
Inside our bodies
Skeleton
- The skeleton protects organs in the body.
- It acts as a frame.
- Muscles are attached to the bones to help us to move.
Lungs
• We use our lungs to breathe in air containing oxygen.
• We use oxygen to help give us energy.
• We breathe the air out when we have used the oxygen.
Heart
• Our heart pumps blood around our body.
• Our blood carries lots of things, including oxygen and glucose (sugar) made from our food and drink.
Pancreas
• The pancreas sits just underneath our stomach.
• It makes something called insulin.
• Insulin helps us use energy from our food and drink.
What happens to the food we eat?
• We chew food into smaller pieces, mix it with spit and swallow it.
• It is stirred up with special chemicals in our stomach.
• Some of our food is made into glucose (sugar) that is carried in the blood to all parts of our body.
• Insulin helps our bodies turn that glucose (sugar) into energy so we can run around and play.
TYPE 1 DIABETES
DIABETES UK
CARE. CONNECT. CAMPAIGN.
We see the doctor when we are unwell
- The doctor asks questions.
- They look for signs or clues in our answers.
- They can work out what might be wrong with us.
- They can also do tests to find out what is wrong.
Signs or symptoms of diabetes
- Toilet.
- Thirsty.
- Tired.
- Thinner.
If your child is going to the toilet a lot, has increased thirst, is more tired than usual or is losing weight, it could be a sign they have Type 1 diabetes. If not diagnosed early enough, Type 1 diabetes can be fatal. Don’t delay - if your child is experiencing any of the 4Ts, visit your doctor immediately for a test.
www.diabetes.org.uk/The4Ts
What is Type 1 diabetes
• Insulin helps us get energy from food and drink.
• We get glucose (sugar) from some of our food and drink. It’s carried around our body in our blood.
• Insulin helps us move glucose (sugar) out of blood to every part of our body.
• People with Type 1 diabetes do not make insulin, so the glucose stays in their blood.
What must someone with Type 1 diabetes do?
• Take small finger prick blood tests to check there is the right amount of glucose in the blood.
• They will need to do this quite a few times a day, including at school.
• They will need to see their doctor or nurse sometimes.
What must someone with Type 1 diabetes do?
Take insulin with:
• An injector pen.
• Or a pump.
What must someone with Type 1 diabetes do?
• May need to eat at certain times.
• Might need to have snacks in class.
• Can eat exactly the same as everyone else!
But...
• At any time, especially during or after running around, someone with diabetes may feel unwell.
• They feel very sleepy and tired, hungry, thirsty, dizzy, grumpy and act funny.
This is called a hypo
• It means that their blood glucose (sugar) level is too low.
When this happens they need to:
Eat or drink something sugary
Like:
- Lucozade or cola
- Glucose tablets
- Sweets like jelly beans.
And then they might need to eat:
- Biscuits or a sandwich
- A piece of fruit
- Cereal bar
- Their lunch or dinner.
What can we do?
If we have a friend with diabetes, treat him or her like everyone else but remember:
• If he or she seems unwell tell the teacher.
• Stay with them until a grown-up can help.
Children with Type 1 diabetes can:
- Do everything that children without diabetes can do!
- Eat the same foods.
- Do the same activities and sports.
- Go on school trips.
- Have sleepovers.
- But they might need to plan for some things.
What do these people have in common?
Chris Pennell
Este Haim
Nick Jonas
Lucy Davis
Steve Redgrave
Amelia Lily
Diabetes UK
CARE. CONNECT. CAMPAIGN.
THEY ALL HAVE DIABETES AND IT HASN'T STOPPED THEM BEING SUCCESSFUL!
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BBC LEARNING ENGLISH
Take Away English 隨身英語
Algorithms and online shopping
演算法對網購體驗的影響
詞彙: online shopping 網購
For many of us, online shopping has made the process of purchasing goods a far simpler and more fluid process. No longer do we have to head to the shops to browse and peruse various objects, wandering round endless aisles, before finally settling for the first thing we saw. These days, we find the item we want or need online, click on it, and check out its description and user reviews. If it fits the bill, we send it to our basket and pay. There seems to be a wealth of options at our fingertips. But how do we know the options that pop up in front of us really are the best deals. And how might algorithms help or hinder us?
Algorithms, simply put, are mathematical instructions which tell the computer how to solve problems. When shopping is involved, what is the problem they solve? Well, the algorithms instruct the computer which adverts to show and which products a user is most likely to splash the cash on. By analysing things we've previously bought or looked at, the algorithm can predict what goods we're most likely to be enticed by. For some people, the idea of something guessing your preferences could sound a bit intimidating. But first, let's look at the positives.
Time is an important thing – something we don't want to waste too much of. By telling the computer to show us adverts for things we are interested in, it can save us a lot of time sifting through things or services that don't match our criteria. They can also help us find the best deals.
However, there are some people who have concerns about the impact of algorithms on our shopping experience. It is possible that algorithms may only select options from a limited number of brands, or may favour products from certain companies. There are also concerns that we aren't always shown the cheapest or best deal, even though that's what we're searching for. Finally, some algorithms generate ads which tell you there are only a limited number of items you're interested in left. They might just be there to manipulate you.
So, the takeaway from this is that algorithms are here to stay, and it's wise to know they exist. Whenever you're shopping, be it online or off, make sure to shop around for the best deals. The first thing you see might not always be the best for you.
詞彙表
sift through
篩選
brand
品牌
shop around
貨比三家
測驗與練習
1. 閱讀課文並回答問題。
1. In online shopping, where do we send our items before we pay?
2. What are algorithms?
3. How does an algorithm predict what you might buy?
4. How can algorithms help us save time?
5. What sort of algorithm-generated ads may try to manipulate you?
2. 選擇意思恰當的單詞或片語來完成下列句子。
1. I don’t want to have to e ndless receipts looking for the right one.
2. Are you trying to me with that low price?
3. I don’t want to buy anything. I’m jus t.
4. You’re not helping at all. Are you trying to m e?
5. I have been walking round these looking for something for hours.
sift through
pop up
deal
basket
aisles
entice
hinder
click on
entice
basket
browsing
pop up
entice
description
sift through
hinder
hinder
click on
description
aisles
1. 閱讀課文並回答問題。
1. In online shopping, where do we send our items before we pay?
We send items to the basket before paying.
2. What are algorithms?
Mathematical instructions which tell a computer how to solve a problem.
3. How does an algorithm predict what you might buy?
By analysing what you've previously looked at.
4. How can algorithms help us save time?
By showing us the best deals.
5. What sort of algorithm-generated ads may try to manipulate you?
The ones that show us there are limited numbers left.
2. 選擇意思恰當的單詞或片語來完成下列句子。
1. I don't want to have to sift through endless receipts looking for the right one.
2. Are you trying to entice me with that low price?
3. I don't want to buy anything. I'm just browsing.
4. You're not helping at all. Are you trying to hinder me?
5. I have been walking round these aisles looking for something for hours.
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Bible Study
Pray: Ask God to speak to each of you through his Word.
Read: 10 or 12 verses out loud.
Each person looks for three things:
💡 A light bulb: Something that ‘shines’, that impacts, or draws your attention.
❓ A question mark: Anything not understood from the text, or a question you’d like to ask the writer or the Lord.
➡️ An arrow: A personal application.
Then add a fourth point:
🗣️ A speech bubble with a name: Someone who would benefit from hearing about what you discovered in the passage, before the next Bible study.
After reading and some thinking time, each one shares their ‘light bulb’ with the group. Next, everyone shares their question, and then everyone their application.
Note: If there are less than five people in the group, it’s helpful to choose two or three ‘light bulbs’, questions, and applications each. You can then share according to the time available.
Pray: Invite people to lead in prayer as they please, and pray for the people named in the speech bubbles. Someone who has been appointed beforehand closes the time of prayer.
Philosophy and some suggestions
The goal of this style of Bible reading is to promote good observation of the text, individual participation, and discovery.
Each person has the opportunity to discover for him or herself what God says. In principle, no one answers someone else’s question, unless it is about something simple, like the meaning of a word. The idea is that questions motivate investigation on the part of the person who raised them. We should avoid anyone ‘grabbing the microphone’ and jumping on the poor ‘new person’ present.
It is impressive to see the capacity that even non-Christians have to understand the Bible when God speaks to them.
Responding to the questions:
- You can invite the person who raised the question to propose an approach to answering the question, with the aim of promoting further investigation.
- Any member of the group can respond to the question, provided the answer appears in the passage under consideration, or previously in the book being read.
- After the meeting you may wish to take the subject up again. In the meeting, it is important to seek to avoid argument, falling into the trap of ‘sharing ignorances’, or imposing an answer by appeal to human authority.
The name (speech bubble) means that telling other people the good news becomes a normal outworking of Bible reading.
Some books of the Bible to begin with:
Colossians, James, John, Philippians, Romans 1-5, Proverbs (reading the chapter number that corresponds to the date: 1-31.)
Some evangelistic passages:
John 3:1-21.
Romans 3:9-30; 5:1-11.
Ephesians 2:1-10. Philippians 2:1-18. 1 Peter 1:1-12.
Some passages for new Christians:
1) Ephesians 2:1-10 – Reviewing the gospel
2) Romans 5:1-11 – Reviewing the gospel
3) 2 Timothy 3:14-17 – The Bible
4) Philippians 4:4-9 – Thoughts and prayer
5) Hebrews 10:11-25 – Christ and the church
6) Galatians 5:16-26 – The Holy Spirit and holiness
7) Romans 12:1-21 – Thoughts and holiness
A further step
For the next step in learning Bible reading skills, the following ‘symbols’ can be added at a later date. (I have added them after one or more years Bible reading with good results.)
Do not rush this process, as it depends on having refined observation skills. It is not easy, and is much more open to debate.
It is helpful to practice these—without making any comments on which is ‘right’ or ‘wrong’—as skill, competence, and confidence will be gained through practice.
- **Relating** the ideas/concepts in the passage.
- **Indicating** the central idea/heart of the passage.
- **Indicating** the central application of the passage.
A final step
Finally—when inductive Bible study is taught as the next step in a methodical approach to Bible reading, at this stage it makes a lot more sense.
We do not want half-baked theoreticians of inductive Bible study; we want competent practitioners. I have experienced students who could teach me a course in how to do inductive Bible study, but were unable to do it themselves. We don’t want to train people to give seminars, we want them to be reading the Bible inductively.
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Allen Knutson Extension Entomologist, Texas A&M AgriLife Extension Texas A&M AgriLife Research and Extension Center, Dallas
The Fall Armyworm – A Pest of Pasture and Hay.
The fall armyworm, Spodoptera frugiperda, is a common pest of bermudagrass, sorghum, corn, wheat and rye grass and many other crops in north and central Texas. Larvae of fall armyworms are green, brown or black with white to yellowish lines running from head to tail. A distinct white line between the eyes forms an inverted "Y" pattern on the face. Four black spots aligned in a square on the top of the segment near the back end of the caterpillar are also characteristic. Armyworms are very small (1/8 inch) at first, cause little plant damage and as a result often go unnoticed. Larvae feed for 2-3 weeks and full grown larvae are about 1 to 1 1/2 inches long. Given their immense appetite, great numbers, and marching ability, fall armyworms can damage entire fields or pastures in a few days.
Management. Fall armyworm outbreaks in pastures and hay fields often occur following a rain which apparently creates favorable conditions for eggs and small larvae to survive in large numbers. Hay fields with a dense canopy and vigorous plant growth are often more susceptible to armyworm infestations than less intensely fertilized and managed fields. Irrigated fields are also susceptible to fall armyworm infestations, especially during drought conditions. Also monitor volunteer wheat and weedy grasses in ditches and around fields which may be a source of armyworms that can move into the adjacent crop.
Once the armyworm larva completes feeding, it tunnels into the soil to a depth of about an inch and enters the pupal stage. The armyworm moth emerges from the pupa in about ten days and repeats the life cycle. The fall armyworm moth has a wingspan of about 1 1/2 inches. The front pair of wings is dark gray with an irregular pattern of light and dark areas. Moths are active at night when they feed on nectar and deposit egg masses. A single female can deposit up to 2000 eggs and there are four to five generations per year. The fall armyworm apparently does not overwinter in north Texas, but survives the winter in south Texas. Populations increase in south Texas in early spring and successive generations move northward as the season progresses.
Look for fall armyworm larvae feeding in the crop canopy during the late evening and early morning and during cool, cloudy weather. During hot days, look for armyworms low in the canopy or even on the soil surface where they hide under loose soil and fallen leaves. A sweep net is very effective for sampling hay fields for fall armyworms. When fields are wet with dew, armyworms can stick on rubber boots worn while walking through the field. Small larvae chew the green layer from the leaves, creating a "window pane" effect and later notch the edges of leaves.
The key to managing fall armyworms is frequent inspection of fields to detect infestations before they have caused economic damage. Once larvae are more than ¾ inch long, the quantity of foliage they eat increases dramatically. During their final 2-3 days of feeding, armyworms eat 80% of the total foliage consumed during their entire development.
Always read and follow all label instructions on pesticide use and restrictions. Information below is provided for educational purposes only.
The density of armyworms sufficient to justify insecticide treatment depends on the stage of crop growth and value of the crop. Seedling plants can tolerate fewer armyworms than established plants. Infestations of more than 2-3 armyworms (1/2 inch or longer) per square foot may justify an insecticide application. If practical, apply insecticides early in the morning or late in the evening when armyworm larvae are most active and therefor most likely to come into contact with the insecticide spray. If the field is near harvest, an early harvest, rather than an insecticide treatment, is an option.
Insecticides labeled for fall armyworm in pasture, grasses, and hay. 2018.
Parasitic wasps and flies, ground beetles, and insect viruses help suppress armyworm numbers. However, these natural enemies can be overwhelmed when large numbers of migrating moths move into an area and weather conditions favor high survival of eggs and larvae.
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MEET OUR FARM FAMILY
Pictured: Michael and Anndria Newhouse and their sons, Matthew and Monroe of Donley County, TX.
Michael has been farming side by side with his dad and grandfather most of his life. They raise peanuts, cotton, wheat, hay and cattle on their 1,000 acre farm in the Texas Panhandle.
The peanut plant flowers above the ground. The peanut pod is found below the ground. From planting to harvest, the life cycle of a peanut plant is about 4-5 months, depending on the type of peanut variety.
Draw a Peanut
Label the parts of the peanut plant!
Word Bank
PEANUT ROOT
FLOWER STEM
Farm to peanut: families like the Newhouses plant peanuts in the spring and harvest (using a combine) in the fall.
COOL: Peanut vines, roots, shells and oil can all be used, nothing is wasted!
Did you know? Peanuts require less water than other nuts!
Technology allows farmers to do more with less, and make decisions that is best for the land, water, and planet.
How do you think farmers use technology on the farm?
CRACK THE SECRET CODE:
Today’s peanut farmers can do more with less. Find out how, by writing the letter that comes before each letter in the alphabet, in the blanks.
U F D I O P H P H Z
Farmers care: families like the Newhouses care for the land, water, soil and nature, all while growing a nutritious and delicious product we enjoy!
HISTORY OF PEANUTS
As a small boy, George Washington Carver loved to explore the woods, collecting rocks and flowers. He soon became known as the “Plant Doctor,” helping friends take care of sick plants. What do you like to explore in nature?
GEORGE WASHINGTON CARVER
George Washington Carver is known as the “Father of the Peanut Industry.” He published plant research and invented hundreds of uses of the peanut. He was also a wonderful painter and pianist. The George Washington Carver Museum is located in Austin, Texas.
TYPES OF PEANUTS
RUNNER VIRGINIA
SPANISH VALENCIA
COLOR IN ALL THE COOL THINGS IN GEORGE WASHINGTON CARVER’S LAB
FARM FAMILY CONNECTION
Farming today: The peanut industry and farm families like the Newhouses benefit from George Washington Carver’s research.
Peanuts and Protein
Complete the maze to find the peanut.
Did you know? Peanuts contain over 29 essential vitamins and nutrients.
Peanuts contain essential nutrients to help support your health and fuel your body to do your favorite things.
More Peanut Butter, Please:
PB + Jelly Rollups
Ingredients:
- 10 tortillas
- 1 cup jelly (any flavor)
- 1 ½ cups peanut butter
- 6 cups strawberries, sliced
Directions:
- Build rollups: scoop 2 tablespoons of peanut butter on center of tortilla and spread to cover one side.
- Top with around 3 teaspoons of jelly and spread evenly.
- Spread ½ cup of strawberries (or fruit of choice) over jelly, spread evenly.
- Fold each side in about 1-inch.
- Roll each tortilla up into a rollup, slice into 4 pieces and serve.
Farm Family Connection
Farmers feed their families with the same kind of peanuts they raise on their farm and that are found at the grocery store and in your favorite foods.
Texas is the only state to grow all four types of peanuts.
The peanut originated in South America. Astronaut Alan Shepard brought a peanut with him to the moon!
It takes about 540 peanuts to make a 12-ounce jar of peanut butter.
The average peanut farm is around 200 acres.
One acre of peanuts (about the size of a football field) will make about 30,000 peanut butter sandwiches.
Two peanut farmers have been elected President of the United States: Thomas Jefferson and Jimmy Carter.
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information provided by a grant from the howard g. buffett foundation
Jeremy Grantham, co-founder and Chief Investment Strategist of Grantham, Mayo, Van Otterloo & Co. LLC, manages one of the world's largest investment funds. Recently, he described soil degradation as one of the largest threats facing humanity.
What is the first thing a farmer considers when purchasing land? Productivity.
As farmers, we think we know a lot about soil, and we probably do in terms of our own farms. However, when viewing soil quality and productivity on a global basis, there is a rude awakening.
Productivity is based on the soil. In the United States, soils are placed into capability classification systems that describe their suitability for use in crop production. When I describe our farms in Nebraska and Illinois, the first thing I say is that they are mostly Class I soils. So, what do soil capability classes mean if we are concerned about global food security? A lot!
In the graphic below, an assessment of world land quality provides a clear picture of the challenges we face in meeting global food security—after all, soil characteristics such as water-holding capacity and fertility are the beginning and the end of successful food production.
There are nine major classifications of soil quality, Class I having the most favorable attributes for crop production, and Class IX possessing the least desirable. Soils that have high capability in their native or virgin conditions can easily deteriorate into lower categories if they are abused or poorly farmed.
INHERENT LAND QUALITY ASSESSMENT
Soil degradation translates into a huge challenge for the world's farmers. Soil is like a bank account—if we keep withdrawing, we will eventually face agronomic bankruptcy. Soil is a complex biological ecosystem. Soil health is a lot like human health— we do not always understand what is happening, and we do not always know how to solve the problem when something goes wrong.
Therefore, the best starting point is to take care of what we have. The Brown Revolution is an educational campaign to increase awareness of the importance of soil and the risks associated with failing to safeguard this critical asset. In addition to our campaign, our Foundation is supporting efforts to provide new ideas and technical information to protect our soil.
ESTIMATE OF POPULATION IN DESIGNATED LAND QUALITY CLASSES
| Land Quality Clas (LQC) | s | Land Area |
|---|---|---|
| | | Million km2 Percent |
| I | | 4.09 3.2 |
| II | | 6.53 5.0 |
| III | | 5.89 4.5 |
| IV | | 5.11 3.9 |
| V | | 21.35 16.3 |
| VI | | 17.22 13.2 |
| VII | | 11.65 8.9 |
| VIII | | 36.96 28.3 |
| IX | | 21.78 16.7 |
Left: The best agricultural soils (Class I, II and III) are confined almost exclusively to the temperate zone. Class IV, V and VI occur mainly in the intertropical areas. Class VII, VIII and IX are in fragile ecosystems and include tundra and desert regions. Only a quarter of the world's population lives on land with a big potential for grain production. Roughly half of the global population inhabits land with significant agricultural constraints, including long periods of soil moisture stress. And a quarter of the world's people must survive on lands that are considered unsuitable for grain production.
about the author
Howard G. Buffett is a farmer and Chairman and CEO of the Howard G. Buffett Foundation. He has farmed for over thirty-five years, and the Foundation has invested over $150 million in research to improve agriculture and an additional $350 million in agriculture-related programs globally.
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Celebrating Connection to Country at Prince of Wales Hospital
The new Prince of Wales Hospital Acute Services Building aims to engage, enliven and inspire our community through a celebration of our shared stories, history and environment.
Exposure to the arts has a profoundly beneficial impact, improving patient health and wellbeing and through its use in health promotion and messaging, improving health literacy for individuals and the wider community.
The new Acute Services Building at Randwick includes a range of arts experiences themed on STORYTELLING: Yarns and Tales – a narrative of people and place. Inside and out you can discover a range of artworks, historical and archaeological displays, such as the Aboriginal Garden in the main forecourt of the new Acute Services Building that celebrates the strong and enduring connection to Country.
Three unique and distinct art and cultural displays at the main point of entry to the new hospital building create a distinguished Welcome to all Aboriginal and non-Aboriginal people, providing a true reflection of continued culture on Country.
8,000 year old hearth stone display
Evidence that Aboriginal people were living in this area hundreds of generations ago, a series of 8,000 year old hearth stones were uncovered by archaeologists and several others in 1995, and again during excavations for the new hospital in 2019.
These stones formed an ancient fireplace, also called a “hearth”, that were used by Aboriginal people who lived in this landscape long ago. Where the hospital stands today was once a landscape of enormous sand dunes, creeks and swamps.
Aboriginal people fished the swamps for eels, yabbies and turtles with traps and spears, gathered plants, and hunted and prepared other animals in the dunes.
Families sat around the fire burning in the hearths, talking and laughing as they cooked and ate their meals.
The permanent display of these stones in the forecourt of the Acute Services Building represents the hospital’s commitment to celebrating and preserving the unique cultural heritage of the site.
We acknowledge Prince of Wales Hospital is on the traditional lands of the Bidiagal people of the Dharawal Nation. We pay our respects to Elders past and present.
‘Gum leaves’ – sandblasted pavers to Welcome all visitors to the hospital
The eucalyptus leaf, a symbol of Welcome, healing and cleansing, leads you to the Acute Services Building in a major public artwork by Artist and long-term patient of Prince of Wales Hospital, Dr Peter Yanada McKenzie (Eora/Anaiwan) and Artist, Jonathan Jones (Wiradjuri/Kamilaroi).
The artwork, etched into the pavement, mimics the bush floor with an array of gum leaves scattered across the forecourt as if they have fallen from above or are left over from an ancestral ceremony.
“To be made ‘Welcome’ in terms of Aboriginal cultural practice is a most important and significant act of mutual acceptance to greet new friends and visitors to Country or other significant places such as this new icon of healing.”
– Dr Peter Yanada McKenzie (La Perouse Aboriginal Community)
Buriburi (the humpback whale) sculpture
Buriburi is a significant spiritual figure for Aboriginal people from coastal Sydney to the Shoalhaven (Dharawal people). It was buriburi’s barangga (large vessel) that the people stole to travel across the sea to Dharawal Country in the Dreaming.
Rock engravings were traditionally carved by senior Aboriginal men on outcrops of sandstone by joining an outline of pecked holes to form a carved line. As they weathered away over time, senior knowledge holders re-grooved the carved lines.
The carving of a buriburi that features in the hospital’s forecourt was created in 2019 by members of the La Perouse Youth Haven, under the supervision of Elders from the La Perouse Aboriginal community. The stones will be re-carved over time, creating an opportunity for Elders to continue to pass down knowledge and skills to young Aboriginal men.
The stones used for the carving were part of the building foundations of a nineteenth-century homestead that once stood on the site, known as The Willows. The large sandstone blocks were uncovered by archaeologists during excavations for the Acute Services Building.
We acknowledge Prince of Wales Hospital is on the traditional lands of the Bidiagal people of the Dharawal Nation. We pay our respects to Elders past and present.
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‘Bad River’ documentary chronicles battle to save Lake Superior reservation
Film tells another chapter of Bad River Band of Lake Superior Ojibwe’s fight against environmental injustice
by Maria Brunetta
March 25, 2024
Patty Loew is used to being behind the camera, but when documentary Mary Mazio decided to tell the story of the Bad River Band of Lake Superior’s fight against Canadian energy company Enbridge, that changed.
Most tribal members were interviewed for the documentary during their Manomin Wild Rice Powwow in August while Loew was in the middle of working with native teens for a tribal youth media workshop.
“I didn’t have time to be nervous, but it was unsettling but rewarding because I think Mary had developed a really well thought out list of questions,” Loew said. “And the thing that I really appreciated about this documentary is the really allowing our community to tell their own story in their own words.”
Loew is a professor emerita at the Medill School of Journalism at Northwestern University. She’s a former producer and host at PBS NewsHour and a former professor at the University of Wisconsin where she received both her master’s and Ph.D. in journalism and mass communication. Loew is also a citizen of the Mankazhibi Bad River Band of Lake Superior Ojibwe.
Currently, the tribe is resisting Canadian energy company Enbridge, which has 12 miles of oil pipeline running through their reservation. With the fear that the pipeline would rupture and pollute the waterways, the Bad River Band chose not to renew their contract with the company.
“We have 875 acres of wild rice in the Kakagon Sloughs, which act as a kind of the lungs of Lake Superior,” Loew said. “It filters the water, it provides nutrients for fish, it’s a nursery for sport and game fish. And it feeds animals, people and this pipeline — if it was to burst along our reservation — would threaten that.”
The Kakagon Sloughs are so important that they are on the United Nation’s Ramsar list of most ecologically sensitive places on the planet. But Enbridge refused to remove the pipeline, so the tribe took them to court.
This particular moment of history is just one chapter of the never-ending story of the Bad River Band’s struggle against environmental, industrial and governmental threats to their reservation, their culture and belonging for over 100 years.
“It’s kind of a David and Goliath story, because … our reservation was formed in 1854 and the state thought that we were now under its jurisdiction,” Loew said. “And [the state] didn’t understand the whole nature of a treaty, it being between two sovereign entities.”
The film is also shown scenes from The American Indian Movement, the Walleys War, trips to the Wisconsin State Capitol and the period of resistance. Along with the voices of those in the Bad River Band, Mazio employed indigenous professors from around the country who provided historical context, analysis and a deeper understanding of the generational experiences of Indigenous people.
The film concludes with a compilation of tribal members expressing commitment to conserving the land and sending messages to the future generation, with tribal members expressing their utmost love to those who will come after them.
Loew hopes many people will see this film and have the desire to act.
“I hope that it will prompt people to think about these issues when they go to vote” Loew said. “That’s the strongest measure of your commitment is to educate yourself about the issues and then vote accordingly.”
Additionally, several environmental organizations like The Lake Association, The River Alliance, The Timber Wolf Alliance and the Sierra Club Conservancy help fight against these environmental injustices.
Importantly, the story of the Bad River Band of Lake Superior Ojibwe is not an isolated occurrence.
“It uses Bad River as sort of the Everyman,” Loew said. “It tells a bigger story through the resistance of this little Band of Ojibwe in Wisconsin.”
While a sense of perseverance and defiance is ultimately the main theme, one can’t help but leave the theater with a greater sense of respect for the land we live on.
The film will be shown in select AMC Theaters — including AMC Fitchburg 18 — from March 15–28 with 50% of the proceeds going to the Bad River Tribe; Mazio also shared it will be available for streaming in the distant future.
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Roseberry Primary and Nursery School
Curriculum statement for Science
Intent
Implementation
At Roseberry we believe that the best science teaching is inspiring and practical and helps stimulate pupil's curiosity in the subject. This will lead them to fulfil their potential. Units are informed by the National Curriculum and we aim to provide a varied curriculum which meets the needs of our pupils including SEN.
We believe that children should acquire knowledge of what biology, physics and chemistry is. We aim to provide them with the experience of engaging and purposeful scientific enquiry in order for them to answer scientific questions.
Developing knowledge, understanding and vocabulary are synonymous with each other. Therefore, we intend to build vocabulary to a point where children speak confidently and concisely using their specialist scientific vocabulary. By achieving these skills, our intention is that children understand the uses and implications of science for today and the future.
Another intention is to develop children's understanding of the nature, processes and methods of science through
The main aspects of science to be studied will be determined by the programmes of study of the National Curriculum 2014 and The Statutory framework for the Early Years Foundation Stage 'Understanding the world'. Planning for science is a process in which National Curriculum Science and science
all teachers are involved to ensure that the school gives full coverage of the in the Foundation stage.
It is taught in blocked units through a combination of whole class teaching, group and individual work. All science lessons have focused learning objectives and differentiation to ensure that pupils make at least good progress.
'Working scientifically' is embedded throughout the areas of learning in key stage 1 and 2; this focuses on the key aspects of scientific enquiry which enable pupils to investigate and answer scientific questions.
Areas of learning within key stage 1 and 2 ensure that statutory requirements are being covered through the specific
Impact
The impact of Roseberry's science curriculum is that this curriculum design will lead to increasing progress over time, across key stages, relative to a child's individual starting point and their progression of skills. End of topic assessments as well as teacher's ongoing formative assessments during lessons will be carried out for each unit.
The Science subject leader will monitor the impact Science teaching is having on the children's learning through book scrutinies to ensure the progress of knowledge and skills is being taught.
The impact of the curriculum can also be measured in children's increasing enthusiasm for science.
different types of enquiries in order to become curious scientists today and to provide them with skills to access opportunities in future.
disciplines of biology, chemistry and physics.
Teaching key subject specific vocabulary is also a main part of our science curriculum. The key vocabulary will be identified in the vocabulary on the children’s learning schedules.
The staff at Roseberry Primary ensure that all children enjoy high quality teaching and learning experiences, which allow children to explore their outdoor environment and locality, thus developing their skills in scientific enquiry.
Visitors to school are closely linked to the unit studied.
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Aragon Road, Great Leighs, Chelmsford, Essex CM3 1RP Tel: 01245 361254 Fax: 01245 361004 Email: email@example.com Headteacher: Mrs Janis M Waters BEd (Hons) Cantab NPQH LGSM
16 May 2016
Dear Parents,
Times Table KS2 Family Competition 2016
During the week beginning the 13 th June 2016 we will be holding a 'Times Table Family Competition.' This competition aims to encourage the children to learn their times table facts which help children in so many areas of mathematics. Class Family champions will compete against their rivals, in a special assembly, to challenge for the title of 'Family Times Tables Champions'
Why does my child need to memorize the times tables?
Times tables are the building blocks for other maths topics taught in school. Higher learning such as division, long multiplication, fractions and later algebra all need table's knowledge and recall. Children who do not learn the times tables will find maths much more difficult than it needs to be. Children who have not mastered their tables will very often fall behind in maths (and other subjects that use maths).
From June 2017 every child in year 6 will be tested on their times tables in an online test. The national expectation is that by the end of year 4, pupils should have memorized their multiplication tables up to and including the 12 multiplication table and show precision and fluency in their work.
How will the competition work?
Over the course of the next few weeks the teacher will be regularly setting challenges, questions and mini –competitions around times tables in order that the class family champions can be selected. The children in the following year groups will be tested on their recall and knowledge of the following tables:
- Year 3 – the 2, 3, 4, 5, 8 and 10 x tables
- Year 4 – All x tables up to 12 x 12
- Year 5 – All x tables up to 12 x 12
- Year 6 - All x tables up to 12 x 12
What is more important, understanding or memorizing facts and how can parents help?
It's not one or the other, it's both. A child must understand and memorize the facts. Early on, a child needs to understand what multiplication is - the grouping of sets, repeated addition, and a faster way of adding. They need time to discover the patterns when counting in various multiples. This is the time that they can discover multiplication strategies. Eventually comes a time when we need to highlight the importance of rapid recall.
It is important to review all facts occasionally to make sure they have been retained in long-term memory. Music, stories and visual associations can help with retention.
Useful Websites and Resources
- A general site that then gives you access to a range of online games and challenges = http://resources.woodlands-junior.kent.sch.uk/maths/timestable/interactive.htm
- My personal favourite =
http://www.arcademicskillbuilders.com/games/grand_prix/grand_prix.html
- These sites allow you to work on specific tables =
http://www.mathplayground.com/balloon_invaders.html http://www.amblesideprimary.com/ambleweb/mentalmaths/tabletrees.html
There is further information and guidance around learning x tables on the school website (in particular the songs the school uses to help the children retain the information) under the curriculum tab in the maths resources section.
I hope you find this information useful and I look forward to announcing our 2016 Tables Champions!!!!
Thank you for your support.
Mr Garlick DHT and Maths co-ordinator
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REDUCED
Sometimes in relative clauses with a passive meaning (relative pronoun + auxiliary verb 'be' + a past participle), we can omit the relative pronoun and the auxiliary verb.
The gold stolen in the train robbery was never recovered. (= ...which was stolen...)
Cars parked here will be clamped. (= Cars which have been parked here ...)
The bystander injured in the crash was airlifted to hospital. (=... who was injured ...)
Half of the people invited to the party didn't turn up. (= ... who were invited ...)
Relative clauses with an active meaning containing the verb 'be' + a present participle can be made in the same way but with the present participle.
Is that the cat making that noise? (=Is that the cat that is making that noise?)
Who is that talking to your mother? (= Who is that who is talking to your mother?)
With other verbs, we can reduce the relative clause by taking out the relative pronoun and turning the verb into a present participle.
Anyone touching that wire will get a shock. (= Anyone who touches . . .)
People refusing to wear face masks can be fined... (= People who refuse. . . )
Reduced structures are also used with the adjectives available and possible.
Tuesday's the only date possible. (= . . . that is possible.)
Please send me all the tickets available. (= . . . that are available.)
Perfect participles (having + past participle) are not often used in this way.
"Do you know anybody having lost a cat?"
Do you know anybody who's lost a cat?
You can omit the relative pronoun and the be verb when:
The man in the house is my father.(=The man who is in the house is my father.)
they are followed by a prepositional phrase.
The books on the desk are mine (= The books that are on the desk are mine.)
We can only reduce relative clauses when the relative pronoun is the subject of the relative clause.
That woman talking to my wife is ... (=That woman who is talking to my wife is... )
When the relative pronoun is the object of the relative clause, we can omit the relative pronoun but not the verb.
That woman my wife is talking to is our local Member of Parliament.
That woman who my wife is talking to is our local Member of Parliament.
"That woman my wife talking to is .." or "That woman who my wife talking to is .."
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By Amy Campbell, MS, RD, CDE
OFF THE SHAKE SALT
WHAT IS SODIUM?
Sodium is a mineral the body needs in order to keep all the fluids in the body in the right amounts. We also need sodium for proper nerve and muscle function.
WHY IS TOO MUCH SODIUM HARMFUL?
Too much sodium can increase your risk for getting high blood pressure, which is a major risk factor for heart disease and stroke. People with diabetes are more likely to have high blood pressure and heart disease than people without diabetes, so cutting back on sodium is a good idea.
HOW MUCH SODIUM SHOULD I EAT?
The Dietary Guidelines for Americans recommend no more than 2,300 mg of sodium each day. That's
Has your health care provider or dietitian told you to cut back on your sodium intake? If so, you're not alone. According to the Centers for Disease Control and Prevention (CDC), most Americans eat more than twice as much sodium as is recommended.
What about salt substitutes?
When you first cut back on sodium in your eating plan, you might find foods taste bland. For this reason, many people use what are called salt substitutes. Those include a variety of seasonings, some that still contain sodium and others that are a blend of spices and herbs such as:
"Lite" salt. A type of salt substitute that still contains sodium, but less of it. The amount of sodium in these products can vary by brand, so be sure to read the label to see how much sodium is in these products. Other ingredients in lite salts may include potassium, magnesium and fillers, such as silicate and dextrose.
"No salt" or "sodium-free" substitutes. Those contain potassium instead of sodium. Potassium is a mineral that, like sodium is needed to maintain fluid balance in the body and help muscles, including the heart, work properly. It also helps to control blood pressure. However, too much potassium can be harmful—especially for people with kidney disease and those who take certain medicines, such as ACE inhibitors and some diuretics. Always check with your health care provider before using salt substitutes that contain potassium.
Sodium-free spice and herb blends. Using spices, such as black pepper and chili powder, or herbs, such as basil and oregano, is a great way to add zest and flavor to foods without adding sodium. Individual spices and herbs are available, as are readymade blends. Always check the label of seasonings because some do contain salt.
the amount of sodium in 1 teaspoon of salt. But some people may need to take in even less than 2,300 mg of sodium daily. For example, people who have high blood pressure, congestive heart failure or kidney disease may need far less, such as 1,500 mg of sodium daily. Check with your health care provider about the amount of sodium that's best for you.
IS SEA SALT OR KOSHER SALT LOWER IN SODIUM THAN REGULAR SALT?
Sea salt is made by evaporating sea water, while regular salt is mined from the ground. Sea salt may contain other minerals, too. Table salt often has iodine added to it. Kosher
Most Americans eat more than twice as much sodium as is recommended.
salt may come from either the sea or from underground. It gets its name because it's used in kosher food processing. Table salt is much finer than sea or kosher salt, so a teaspoon of this kind of salt contains a little more sodium than sea or kosher salt. But keep in mind that sea and kosher salts are still high in sodium.
WILL FOODS STILL TASTE GOOD WITHOUT SALT?
You may not need to stop using salt altogether unless your provider wants you to follow a very low-sodium diet. But, as you use less sodium in your eating plan, you'll find your taste or craving for sodium may soon go away. In fact, foods you used to eat may begin to seem too salty for you. Try different spices, herbs and other seasonings, such as garlic, lemon juice and vinegar. Pretty soon, you may not even know where your salt shaker is.
Where is sodium found?
Sodium comes from three main sources:
1 processed foods, such as canned soups and vegetables, frozen dinners and luncheon meats
2 condiments, including table salt, soy sauce, catsup, salad dressings and steak sauce
3 natural food sources, including milk, meat, poultry and vegetables
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Teach it
" " All my father's birds were bigger, and they picked on him, and made him miserable.
Apostrophes—Possessions
—From The Neddiad by Daniel Pinkwater, found by Kennedy Cantu
1. Write this on the board
Apostrophes in possessions
Proof:
Ex:
(of)
The cat's bowl is empty.
PRACTICE THE CONVERSATION:
A: Read me the sentence please.
B: The cat's bowl is empty.
A: Great. How did you spell cat's?
B: C-a-t-apostrophe-s.
A: Hmm. I don't think you needed an apostrophe there.
B: I'm pretty sure an apostrophe goes there.
A: Why? What are the two reasons you would ever use an apostrophe?
B: Contractions and possessions.
A: Yes! But wait . . . which one is this?
B: It's a possession.
A: I don't think it is.
B: It absolutely is!
A: Can you prove it?
B: The cat's bowl . . . the bowl of the cat . . .
A: It's empty, isn't it? Great job.
2. Explain:
There are only two reasons we use apostrophes: contractions and possessions.
Possessions mean that something belongs to something. Use this process to test to see if a noun is possessive:
* • Insert "of the" in between the two words.
* • Flip the positions of the two words; then read it to see if they sound like a possession.
Here are examples:
the boy's bike = the bike of the boy my friend’s feelings = the feelings of my friend
the computer's hard drive = the hard drive of the computer
So if you're going to use an apostrophe to show a possession, here's how you show your proof:
* • Circle the apostrophe-s.
* • Draw an arrow from the possession (the thing) to the owner.
* • Write of the over the arrow, like the example on the board.
* • Now listen to it backward, like those examples.
3. Pass out the practicing conversation.
4. Ask: Now, who will try out this proof with me? (Enact the conversation.)
5. Say: Open to your grammar chart, and let's find apostrophes in possessions, singular . Let's jot down an example of a proof on the chart.
Model it
6. Project the journal entry and read it.
7. One at a time, ask volunteers to read the sentences with the singular possessive apostrophes aloud. Ask them to use the proof to show how the apostrophe marks a possession.
Practice it
8. Say: In your journal today, try to use at least five examples of apostrophes of possession , underlining each use. Write the proof over each one.
August 29
My favorite soccer players are Messi, Nehmar, Pelé, Ronaldo, Ronaldihno and last Robihno. They are my favorite soccer players. Messi—because he is the best in the world when it comes to soccer, with 185 goals in 1 month. He was declared 2012's best. Nehmar Jr.—He is my favorite, because 1) he is Brazilian, 2) Nehmar's agility skills are great. Nehmar was declared best shooter of all times. Pelé—He is my favorite because 1) Brazilian, 2) Pele's record won him awards, and he was the first person to be called the best in 1998. In 1997 Pelé retired. Ronaldo—Ronaldo is a good Portuguese soccer player. Ronaldo's winnings are 95,000,000 euros for playing in Real, Madrid, and Portugal. Ronaldo's free kicks are considered the best. Ronaldihno—Ronaldihno is my first favorite. He made 23 goals in one game. Ronaldihno's skills and tricks are perfect. The last but not least is Robihno, a good Brazilian soccer player. He is now playing for Milan, the Italian League. What or who is your favorite soccer player? (of) (of) (of) (of) (of)
—Alyssa Rico —Jacob Torres Grade 7
Grade 8
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The pouch that brings you milk and the bag you carry for shopping are made from same material.
How can a plastic bag be harmful?
For more information visit www.icpeenvis.nic.in
Issued in public interest by Indian Centre for Plastics in the Environment.
Do not litter. Plastics are recyclable.
Milk Packaging is substantially dependent upon Plastics. One of the biggest challenges for India is to further expand the dairy network so that hygienic packaged milk can be made available to the vast population safely and conveniently. Plastic pouch remains as the most safe, convenient and environment friendly packaging material. Additionally it is the most cost effective packaging material. Plastics pouch save energy, water consumption, transportation fuel and emissions of various volatile organic compounds (VOC) during manufacturing, compared to the alternate mode of packaging. Plastic pouch used for the packaging of liquid milk is made of a plastics material – Polyethylene, which is absolutely safe in terms of its use in contact with ready to eat or drink food products, drinking water and pharmaceutical packaging.
Normal plastic carry bags are made of the same material as that of milk pouch – Polyethylene. The attributes, which have made the use of plastics pouch safe for milk, exists for carry bags also. Still it is alleged that Plastics carry bags are not environment friendly. Consider these facts revealed by Life Cycle Impact Studies conducted by credible international organisations:
- Normal plastic carry bags consume only about 35% of energy compared to that required for manufacturing paper and compostable plastic carry bags.
- The weight of equivalent paper bags is 9 times more than plastic carry bags, which necessitates 10 times more transportation trips for paper bags consuming more fuel and thus causing more environmental pollution.
- Millions of trees would have to be cut every year to manufacture paper carry bags, if normal plastic carry bags are banned.
- Normal plastic carry bags manufacturing process consume only about 5% fresh water compared to that of paper or compostable plastic bags. In real terms, this saving can meet the drinking water requirement of millions of people.
- Plastic bags generate 60% less Green House Gas (GHG) Emission than uncomposted paper bags and 79% less GHG Emissions than composted paper bags. The saving is much more when the comparison is made with compostable plastic or jute bags.
- Plastics bags are recyclable. Paper bags also are recyclable; however it takes 91% more energy for recycling equivalent weight of paper than that of plastics. Compostable or jute bags are not recyclable.
- Paper bags generate 70% more air pollutants and 50% more water pollutants than normal plastic bags do during manufacture.
- Energy Saving during manufacture of raw materials, production and transportation of plastic bags compared to jute bags is 81%.
- Environmental Burden with respect to Air and Water pollution during Production of Raw Material and Bags for Plastic Bags is much less than that created by Jute bags.
Our poor littering habits coupled with inadequate infrastructure for waste management has created the disposal problem of solid waste, including the plastic waste in the urban areas. Discontinuation of Plastic bags is no solution and will rather multiply the problem many fold. This will add to the woes of common man as the so called alternatives are unviable, costly and place greater burden on the environment. The challenge facing us is to improve the solid waste management system and create awareness among general mass against littering.
The solution lies in Segregation of Waste at Source and arrangement for Recycling of all recyclable waste. Plastics Bags are 100% recyclable. Plastics Bags are Environment friendly.
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What to Do If You Have COVID-19
LEARN HOW TO TAKE CARE OF YOURSELF AND OTHERS AT HOME.
What Are the Symptoms of COVID-19?
* There are a wide range of symptoms, ranging from mild to severe. Some people do not have any symptoms.
* More common symptoms include fever or chills, cough, shortness of breath or difficulty breathing, fatigue, muscle or body aches, headache, loss of taste or smell, sore throat, congestion or runny nose, nausea or vomiting, and diarrhea.
Who Is Most At Risk for Serious Illness from COVID-19?
What Should I Do if I Have COVID-19 Symptoms?
* Among adults, the risk of serious illness increases with age, with older adults at the highest risk.
* People of any age that have underlying health conditions, such as:
Cancer
Chronic kidney disease
COPD (chronic obstructive pulmonary disease)
Weakened immune system from organ transplant
Obesity
Serious heart conditions
Sickle cell disease
Type 2 diabetes
* If you have an underlying health condition that increases your risk of severe COVID-19 or are 65 or older, consider staying home as much as possible to protect yourself.
* Stay home! Do not leave home except to get COVID-19 testing and other essential medical care or to get basic needs such as groceries, if someone can't get them for you. Do not go to work, even if you are an essential worker.
* Consult with your health care provider! Use telephone or telemedicine when possible.
* Get tested! If your provider doesn't offer testing, visit nyc.gov/covidtest or call 311 to find a testing site near you. Many sites offer free testing.
* Call 911 in an emergency! If you have trouble breathing, pain or pressure in your chest, are confused or cannot stay awake, have bluish lips or face, or any other emergency condition go to the hospital or call 911 immediately.
* If you must leave your home:
Avoid crowded places.
Stay at least 6 feet from others.
Wear a face covering.
Wash your hands before you go out and use alcohol-based hand sanitizer while outside.
If you have COVID-19 or symptoms of COVID-19 and live with others:
* Create physical distance:
Do not have visitors.
Stay at least 6 feet from others. Stay in a separate room if possible.
Sleep head-to-toe if you share a bed, or have someone sleep on the couch.
Keep people who are sick separate from others, especially from people at increased risk for serious illness.
Consider staying at a COVID-19 Hotel, free of charge. Visit nyc.gov/covid19hotel or call 844-NYC-4NYC (844-692-4692)
* Cover up:
Wear a face covering, especially when you are within 6 feet of others.
Cover your cough or sneeze with a tissue or your arm.
* Keep it clean:
Throw tissues into the garbage immediately after use.
Wash your hands often with soap and water for 20 seconds, especially after you cough or sneeze.
Use alcohol-based hand sanitizer if you are unable to wash your hands.
Frequently clean surfaces you touch, such as doorknobs, light switches, faucet handles, phones, and remote controls.
Wash towels, sheets and clothes at the warmest possible setting with your usual detergent, and dry completely.
Do not share food or utensils with others and wash them after every use.
The NYC Health Department may change recommendations as the situation evolves. 8.27
When Can I Leave My Home After Being Sick?
If you have been sick, stay home until:
• It has been at least 10 days since your symptoms started
* You are fever-free for the prior 24 hours without taking feverreducing medication
* Your overall illness have improved
If you tested positive for COVID-19 by a swab or saliva diagnostic (virus) test but have never had symptoms, stay home for 10 days from the date you were tested.
NEED HELP?
If you do not have a doctor but need one, call 844-NYC-4NYC (844-692-4692). New York City provides care, regardless of immigration status or ability to pay.
For more information about COVID-19, call 311 or visit nyc.gov/coronavirus.
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YEAR 3 LONG TERM OVERVIEW
Topic
English
English
| AUTUMN 1 | AUTUMN 2 | SPRING 1 | SPRING 2 | SUMMER 1 |
|---|---|---|---|---|
| MEET THE FLINTSTONES | | BY THE RIVERS OF BABYLON | | |
| Suggested Texts George’s Marvellous Medicine – Roald Dahl Suggested Daily Story Time Texts Stig of the Dump – Clive King | | Suggested Texts Charlotte’s Web – E.B White Suggested Daily Story Time Texts Pippi Longstocking – Astrid Lindgren | | |
| Non Narrative How to Build an Iron Age House The Natural Cycle of Life – Flowering Plants Why Should I Visit Skara Brae? The Beautiful Games Narrative A Mother’s Blessing Poetry I Have… | | Non Narrative How Magnets Help Us Biomes The First Scientist Letter to a Penpal Narrative Cave Challenge Poetry Come to Darlingwood Academy | | |
| Number Number and Place Value Number Addition and Subtraction | Number Multiplication and Division | Number Multiplication and Division Measurement Length and Perimeter | Number Fractions Measurement Mass | Measurement Capacity Number Fractions Measurement Money |
| Rocks | Animals, Including Humans | Forces and Magnets | Light | Plants |
Computing
History
Music
French
Events and Actions in
| What was life like for our Stone Age ancestors? | | Why do we know so much about the Bronze Age? | | |
|---|---|---|---|---|
| Europe | | Landforms Earthquakes and Volcanoes | | |
| Family Life | | Art Deco | | |
| Cross-Stitch Applique: Cushions | | Pneumatic Toys | | |
| Sound Symmetry | Christmas Performance | Latin Dance | | Just 3 Notes |
| French Greetings with Puppets | French Adjectives of Colour, Size and Shape | French Playground Games – Numbers and Age | In a French Classroom | French transport |
| Games | Gymnastics | Dance | Games | Athletics |
| | | Commando Joe’s | Forest School | |
| Does joining the Khalsa make a person a better Sikh? | Has Christmas lost its true meaning? | Could Jesus heal people? Were these miracles or is there some other explanation? | What is ‘good’ about Good Friday? | Do Sikhs think it is important to share? |
| Being me in my World | Celebrating Differences | Dreams and Goals | Healthy Me! | Relationships |
| Rules and Rights | | Recognising How Words to Solve it | | |
For further commentary and detail on each unit, please visit the relevant curriculum page where you find more information on the knowledge that children will be learning, where the unit fits in compared to the previous and subsequent year and the content.
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Teaching Addition, Subtraction, And Place Value
The Numeracy Professional Development Projects assist teachers to become effective teachers of numeracy. Effective teachers of numeracy demonstrate some.Teaching Addition, Subtraction, and Place Value. 1. Teaching Addition, Subtraction, and Place Value. Teaching for Number Strategies. The activities in this book.Place value should not be taught simply as a vocabulary lesson, but used as a tool to teach addition and subtraction. The place value system and addition and.Teaching Place-Value Computation. (Addition, Subtraction, Multiplication, and Division). Considerations for Instruction. Purpose and Overview of Guide.Explore Amy White's board "Addition, Subtraction and Place Value" on Pinterest. See more ideas about Second grade, Teaching ideas and Teaching math.(i) NUMERATION (PLACE-VALUE) An understanding of numbers and an ability to think . DEVELOP MENTAL STRATEGIES FOR ADDITION & SUBTRACTION.Issues in Place-Value and Multidigit Addition and Subtraction. Learning and Teaching. KAREN C. FUSON, Northwestern University. Research on multidigit.However, effectively teaching "place-value" (or any conceptual or logical .. Many "educational" math games involving simple addition and subtraction tend to .Our system of recorded symbols allocates any given digit a place value depending on its position. The position matches this system of grouping. For example, in.Developing models and strategies for two-digit addition and subtraction helps students Fluently add and subtract within using strategies based on place value, Teaching how to use number lines when using 10 to add +9 and +8 facts.Plan to teach place value shortly after students have learned to count by ones and perform simple addition and subtraction operations generally around first or.teaching > Addition and subtraction > Standard place value > Using tens for calculation, begin with the link between the addition and subtraction of ones.(These are alternative ways to add and subtract and promote number sense. Break both numbers down to place value and add each, starting with the largest.Huge Year 2 Bundle Addition Subtraction and Place Value with Greater .. Complete lesson pack, including teaching presentation and pupil.This activity assists students in understanding the place value of tens Number Line Math: Practice addition and subtraction facts 110 using a.Place Value Strategies for Addition, Subtraction, Multiplication and Division.ADDITION and SUBTRACTION (Year 1 to Year 6) Teaching Resources numbers using place value), 13 (add and subtract tens numbers counting by 10s) .
[PDF] Fifty Key Words Comparative Religion
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2023 All State Chorus Recalls
Soprano
Begin
1. America The Beautiful
m. 27 bt 3
m. 39
Adult pitch giver: Say "this is your starting tonality" and play an D Major chord (D, F#, A), say "this is your starting pitch" and, play A
2. Ama Namin
m. 20 & of bt 4
m. 32 bt 4
Adult pitch giver: Say "these are your first 3 pitches" and play F, G, D; say "this is your starting pitch" and play F.
3. Regina Coeli
m. 1
m. 14
Adult pitch giver: Say "this is your starting tonality" and play an C Major chord (C, E, G), say "this is your starting pitch" and, play C
End (after)
Sing through the beat indicated
Alto
Begin
2023 All State Chorus Recalls
End (after)
Sing through the beat indicated
1. America The Beautiful
m. 27 bt 3
m. 39
Adult pitch giver: Say "this is your starting tonality" and play an D Major chord (D, F#, A), say "this is your starting pitch" and, play A
2. Ama Namin
m. 20 & of bt 4
Adult pitch giver: Say "these are your first 3 pitches" and play Eb, E, G; say "this is your starting pitch" and play Eb.
3. Regina Coeli
m. 1
m. 14
Adult pitch giver: Say "this is your starting tonality" and play an C Major chord (C, E, G), say "this is your starting pitch" and, play E
2023 All State Chorus Recalls
Tenor
Begin
End (after)
Sing through the beat indicated
1. America The Beautiful
m. 4 bt 3
m. 20
Adult pitch giver: Say "this is your starting tonality" and play an Db Major chord (Db, F, Ab), say "this is your starting pitch" and, play Ab
2. Ama Namin
m. 20 & of bt 4
Adult pitch giver: Say "these are your first 3 pitches" and play C, D, B; say "this is your starting pitch" and play C.
3. Regina Coeli
m. 1
m. 14
Adult pitch giver: Say "this is your starting tonality" and play an C Major chord (C, E, G), say "this is your starting pitch" and, play G
2023 All State Chorus Recalls
Bass
Begin
End (after)
Sing through the beat indicated
1. America The Beautiful
m. 4 bt 3
m. 20
Adult pitch giver: Say "this is your starting tonality" and play an Db Major chord (Db, F, Ab), say "this is your starting pitch" and, play Ab
2. Ama Namin
m. 20 & of bt 4
Adult pitch giver: Say "these are your first 3 pitches" and play Bb, A, E; say "this is your starting pitch" and play Bb.
3. Regina Coeli
m. 1
m. 14
Adult pitch giver: Say "this is your starting tonality" and play an C Major chord (C, E, G), say "this is your starting pitch" and, play C
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2019 spring
What's a Stomachache?
You wake up in the middle of the night with stomach cramps, clutch a pillow and curl your body around it. That helps a little and you go back to sleep. But in the morning, the pain is still there. "Ouch, I have a stomachache!" you tell your mom or dad.
Why Does Belly Pain Happen?
Pain is the body's way of telling us that something's going on. Belly pain alerts us to something that's happening inside us that we might not know about otherwise.
Here are some of the things that cause tum tummy troubles:
- Constipation is a top reason kids get belly pain. If you haven't had a bowel movement (poop) for a while or if it hurts to go to the bathroom or your bowel movements are hard, you are probably constipated.
- Diarrhea is often caused by an infection that some people call "the stomach flu." When you have diarrhea — runny, watery bowel movements — you may also feel sick to your stomach. The pain is one way your body tells you to stay near a bathroom!
- Other belly troubles. Belly pain also can happen with a urinary tract infection or a blocked intestine. Infection by bacteria or a parasite, heartburn, irritable bowel disease, or inflammatory bowel disease also can cause it.
- Something you eat. Some kids get belly pain because they ate too much of something, a food that was too spicy or greasy, or food that sat around in the fridge for too long and went bad.
- Food intolerance or food allergy. Some people have foods that are hard for them to digest. This is called a food intolerance. For example, people with lactose intolerance have a tough time digesting lactose, a type of sugar found in milk and other dairy foods. A food allergy is different, and some can be very serious. Food allergies can cause immune system reactions that can harm the body. Someone with a food allergy must always avoid that food.
- Appendicitis. If the pain starts by your belly button and then moves to the lower right side of your belly, it might be appendicitis. Fever or vomiting, along with pain that gets worse and worse and a loss of appetite, also can be signs of appendicitis.
- An infection someplace else in your body may cause belly pain too. A sore throat, pneumonia, an ear infection, or a cough can sometimes cause tummy trouble.
- Stress. Many, many kids (and adults, too) have a "nervous stomach" when they are worried or stressed.
How Do Doctors Find the Cause of a Bellyache?
Your doctor will first ask you some questions, examine you, and maybe do some tests. Your doctor may suggest you take some medicine or might give you special instructions for eating to help your body heal the bellyache.
If it turns out that you have appendicitis, you will need an operation called an appendectomy (say: app-en-DEK-tuh-mee).
If stress is behind your stomach problems, your doctor may recommend a specialist, such as a psychologist. These experts can help kids figure out the source of the stress and help them come up with some ideas for how to fix the problems or handle them better.
How Can I Prevent Belly Pain?
If you'd like to prevent bellyaches, here are some good tips to follow:
- Don't overeat.
- Eat fiber-rich foods, such as fruits and vegetables, so your bowel movements are regular.
- Drink lots of fluids, especially water.
Wash your hands before eating.
- Don't eat right before bedtime.
Get lots of sleep so your body doesn't get run down.
If you have a bellyache, be sure to let an adult know what's going on!
Reviewed by: Elana Pearl Ben-Joseph, MD
Date reviewed: February 2019
https://kidshealth.org/ChildrensMercy/en/kids/abdominal-pain.html?view=ptr&WT.ac=k-ptr
Goodbye and good luck to all the University Academy seniors! It has been a pleasure being a part of your school experience and health education. Stop by the clinic if you need a copy of your immunization record or have any questions.
The Wellness Center is open year round!!! Please call over the summer for clinic hours and appointments. 816-412-5978.
Common clinic services provided: sports pysicals asthma, respiratory illnesses, rashes/skin problems, minor illnesses/injuries, menstrual problems, school/family issues, referrals from school nurse.
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Developmental Pediatrics
at The Children's Institute of Pittsburgh
Located at our Squirrel Hill campus, our Developmental Pediatrics practice led by Dr. Scott Faber serves infants, children, and teens with a wide range of developmental-behavioral disorders including autism spectrum disorders.
Our experienced and credentialed team offers an integrated approach to treatment for numerous developmental delays. Individual treatment plans are developed in collaboration with the patients' families, and may include a number of therapies and techniques depending on the needs of the child.
Who Can Benefit:
* gross motor and adaptive skills, such as the ability to move large muscle groups to achieve movement of the body
The Children's Institute's Developmental Pediatrics program addresses different types of developmental problems. Treatment can help children in numerous streams of development such as:
* fine motor and adaptive skills, such as the ability to move smaller muscle groups, typically in the hands and arms
* various aspects of cognitive abilities
* biofeedback, where children with developmental disorders can benefit from learning how to control their brain blood flow, EEG, and skin temperature
* the ability to communicate, known as expressive language skills
* the ability to understand verbal and non verbal commuication, known as receptive language skills
* mixed developmental delays, where a child has significant developmental difficulties before the age of 5
November 2015
How our Team Can Help
Using tradtional and integrative treatments, including nutritional supplements and biofeedback, our developmental pediatricians, nurse practicioners, nurses, and certified occupational therapy assistant work to identify, treat and alleviate the underlying problems that impact each child's ability to function. Our Developmental Pediatrics team often refers and works with The Children's Institute's outstanding therapy services and programs including Physical Therapy, Occupational Therapy, Speech/Language Therapy, Nutrition Services, and Behavior Health Services.
Our team may include:
* Physician and/or nurse practitioner
* Nurse
* Certified occupational therapy assistant
* Additional therapists from The Children's Institute as needed
Potential Goals
Our team will establish individualized goals for each child receiving treatment. These may include:
* achieve movement of the body in areas such as walking, running, throwing, and catching
* learn to perform tasks necessary to daily living, such as self feeding, buttoning, zippering, drawing, and writing
* the ability to communicate wants, needs, feelings, and information using verbal or sign language
Types of Treatment
In order to determine the best treatment for each child, he or she will be evaluated by the developmental pediatrics team. Our entire Developmental Pediatrics program is outpatient.
Outpatient Treatment
Outpatient treatment through our Developmental Pediatrics program is only available through our Squirrel Hill location. Individual treatment plans are developed in collaboration with the patient's families, and may include a number of therapies and techniques depending on the needs of the child.
Additional Services
In addition to serving each child's developmental disorder, our team works to identify and treat any underlying medical issues associated with these development delays and behavior disturbances. Some examples include organic sleep disorders, dysphagia, nutrition issues, environmental exposures, and more.
* the ability to solve visual-spatial puzzles
* mastery of identification of letters, numbers, and shapes
* selection of appropriate answers to logical questions
* learning how to control their brain blood flow, EEG, and skin temperature
* the ability to understand the verbal and non-verbal communication of others
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Reconstruction
Presidential
- "Ten-percent" solution
- Lenient
Congressional
- Radical Republicans
- Civil Rights Bill—Rights for freedmen
- Reconstruction Act—Military occupation
Southern States
- "Black Codes"
- Confederate leaders
Plans
Constitutional Amendments
- 13th Amendment: Abolished slavery
- 14th Amendment: Guaranteed citizenship rights
- 15th Amendment: Guaranteed voting rights
RECONSTRUCTION PROBLEMS
- How to readmit Southern states?
- How to help freedmen?
- How to rebuild South?
The South
Government
- Participation of freedmen in government
- Public schools, investment in railroads
- Some corruption
Economy
- "New South"
- Sharecroppers
- Tenant farmers
- Debt peonage
End of Reconstruction
- "Compromise of 1877"—North withdraws
- Southern Democrats resume power
- Denial of voting rights—literacy tests, poll taxes, grandfather clauses
- "Jim Crow" Laws—Racial segregation in schools, trains, public places; upheld in *Plessy v. Ferguson* (1896)
The Battle over Reconstruction
Freedman’s Bureau was set up to help freedmen; 13th Amendment abolished slavery.
**Presidential Reconstruction:**
- Lincoln wanted to readmit Southern states when 10% voters pledged allegiance to the Union and recognized end of slavery.
- Johnson insists Confederate leaders seek personal pardons, but liberally grants them.
**Black Codes:** New Southern state governments with former Confederate leaders pass “Black Codes,” restricting the rights of freedmen.
**Congressional Reconstruction**
- Shocked at the Black Codes and the election of Confederate leaders, Radical Republicans refuse to seat Southerners in Congress.
- Civil Rights Act, passed over Johnson’s veto, grants freedmen rights of citizenship, overturning Black Codes.
- Civil Rights Act is rewritten as 14th Amendment, granting all citizens:
- “Due process of law”: right to fair procedures before a state government takes away a person’s property or freedom
- “Equal protection of the laws”: state laws should treat people equally
- Reconstruction Act (1867) divides the South into military occupation zones.
Impeachment of President Andrew Johnson
- Radical Republicans pass the Tenure of Office Act: The President needs Senate consent to remove cabinet members.
- Johnson impeached for removing his Secretary of War. He is the first President to be impeached. When tried in the Senate, Johnson is saved from removal by one vote.
Reconstruction Governments
- Carpetbaggers, scalawags, and freedmen participate in Reconstruction governments.
- African Americans vote and serve in government during this experiment in biracial democracy. Hiram Rhodes Revels becomes the first African American in Congress.
- Reconstruction governments ban racial discrimination, establish public schools, and encourage railroad construction—but they are also guilty of corruption.
Reconstruction Economics
- **Sharecropper**: uses the land and tools of the landlord in exchange for part of crop
- **Tenant farmer**: rents land from landlord
- **Debt peonage**: loss of freedom to move away because of debts to landlord or business owner
- **“New South”**: new economy of South with greater crop diversity, more railroads, and some manufacturing
The End of Reconstruction
- North loses interest in reconstruction after economic depression in 1873.
- Rutherford B. Hayes withdraws troops in a deal to win the disputed 1877 Presidential election.
- Southern Democrats return to power.
- **Ku Klux Klan** and other groups terrorize African Americans.
The “Jim Crow” Laws: the “Nadir” in Race Relations
- Southern state governments take steps to stop African-American voting: literacy tests, poll taxes, residency requirements. Whites exempted by “grandfather clauses.”
- African Americans intimidated by violence and economic dependence.
- Southern state governments pass “Jim Crow” laws requiring racial segregation, or separation of whites and blacks, in schools, railroads, restaurants and other public places.
- “Jim Crow” laws upheld by the Supreme Court in *Plessy v. Ferguson* (1896): Facilities can be “separate but equal.”
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Speed balloon
Student Worksheet
Build It!
You will learn about barnstorming aviators then build your own speedy aircraft!
Materials:
Balloon. Straw. Tape. 20 feet of string. Pencil. Timer.
Instructions:
Create your aircraft. Blow up your balloon. DO NOT tie the end. So, don't let go!
Next, use tape to attach a straw to the side of the balloon. Use a timer to record how fast your Balloon Speed Aircraft flies down the String Runway in the Balloon Speed Plane Trials provided below.
speed balloon
Teacher Guide
Building the Speed Balloon:
Students/groups are given instructions on how to build their balloon. Students can record their times and speeds using the provided chart. After completing the trails, students can start to add to their balloons - using misc. materials - like rudders, wings, etc. to make their balloon fly better. You will need to create the String Runway. Take about 20 feet of string. Attach the string to stationary/heavy objects (chair, table leg) that will keep the balloon from hitting the floor as it flies down the String Runway. Make sure the String Runway goes in a straight line.
Please be sure to share photos or videos of your students completing the activity! Upload here: https://www.dropbox.com/request/TvTdwFAJFUvjk1vnC6YT
Materials
Balloon. Straw. Tape. 20 feet of string. Pencil. Timer.
Background Information:
Barnstorming really began in the 1920s. The end of World War I left many trained pilots out of work but still wanting to fly airplanes. The military had a surplus of aircraft which they sold to former aviators and civilians for cheap. This eventually led to the rise of barnstorming as a popular sport in the 1920s. Barnstorming earned its name from the pilots who would land their light planes in fields and use local barns as venues for their
airshows. Paying spectators would gather to watch these pilots attempt dangerous tricks. Daredevil stunt pilots would perform maneuvers like spins, dives, loop-theloops, and barrel rolls at dangerously low altitudes, and aerialists would attempt feats like wing walking, jumping from plane to plane, and even mid-air tennis matches. Not all barnstormers were former military men. There were several famous stunt pilots that were ordinary citizens and women. Some barnstormers traveled in troupes called flying circuses. By 1927, barnstorming became more competitive, resulting in several dangerous accidents that were highly publicized. The risks of barnstorming soon led to enforced safety regulations by the government. Barnstorming is still celebrated today as the foundation of modern airshows. Modern airshows still feature daring stunt pilots and wing walkers, though their tricks and maneuvers are much safer than the experimental flying of the 1920s era.
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Northfield Shares invites everyone to participate in Random Acts of Kindness Week and experience the utter joy that comes from doing good things for others. To help get things started, here is a template for the week, complete with a daily theme, thought for the day and a few ideas or tips to make it easy to participate. You can find additional resources at northfieldshares.org/kindness including links to other teaching and motivational resources.
DAY 1: SUNDAY, FEBRUARY 17 NATIONAL RANDOM ACTS OF KINDESS DAY
Theme: Be kind to your family.
Quote for the Day: "Families are like fudge ... mostly sweet with a few nuts." – Unknown
Ideas/Tips: Help with chores; run an errand for a busy family member; give your family members hugs; tell your family why you love them; hold a family movie night or a family game night, make a meal together.
DAY 2: MONDAY, FEBRUARY 18
Theme: Value friendship.
Quote for the Day: "The only way to have a friend is to be one." – Ralph Waldo Emerson
Ideas/Tips: Do a good deed for a friend; call a friend just to see how they are doing; mend a relationship or reconnect with an old friend; tell your friends why you appreciate them; give your friend a small, thoughtful gift; treat your friend to lunch or coffee; give your friends a hug.
DAY 3: TUESDAY, FEBRUARY 19
Theme: Offer kindness to someone you don't know.
Quote for the Day: "A kind and compassionate act is often its own reward." – William John Bennett
Ideas/Tips: Scrape the snow off a stranger's car; visit someone in a nursing home who doesn't get many visitors; hold the door for someone and say, "Good morning" or "Good afternoon"; give another driver your parking spot; send a care package to someone serving in the military; pay for a stranger's gas, groceries, coffee or fast food order; befriend a new student or co-worker; offer sincere compliments
DAY 4: WEDNESDAY, FEBRUARY 20
Theme: Give generously.
Quote for the Day: "A person's true wealth is the good he or she does in the world." – Mohammed
Ideas/Tips: Donate to your favorite charity; donate books to the school or library; sort through your clothes and donate nice, unwanted, in-season clothes to the Community Action Center's Clothes Closet; collect non-perishable food items for the local food shelf; donate blood; volunteer at a local nonprofit organization.
DAY 5: THURSDAY, FEBRUARY 21
Theme: Listen Intentionally.
Quote for the Day: "Real listening always brings people closer together." – Meg Wheatley
Ideas/Tips: Listen without interrupting, Listen to understand. Have a conversation with someone you don't usually talk to or someone you don't know; sit with someone new at lunch; take a treat to a new neighbor; invite someone you would like to get to know better out for lunch or coffee.
DAY 6: FRIDAY, FEBRUARY 22
Theme: Reach out to someone who is going through a difficult time or just having a bad day.
Quote for the Day: "No act of kindness, no matter how small, is ever wasted." – Aesop
Ideas/Tips: Send a card or flowers to a sick friend; take a meal to someone recovering from surgery; run an errand or shovel snow for a neighbor with an illness in the family; volunteer to babysit for a few hours to give a single parent a break; remember the bereaved with phone calls, cards, plants and food.
THE FUTURE
Theme: Pass it on and keep it going.
Quote to Remember: "Do all the good you can, by all the means you can, in all the ways you can, in all the places you can, at all the times you can, to all the people you can, as long as you can." – John Wesley
Ideas/Tips: Reflect on what you learned this week. Take the Northfield Shares volunteer pledge, a personal pledge to volunteer at least five hours per month in some type of volunteer activity. We will encourage you to continue your good work and we will help make it easier by giving you service and kindness ideas. Visit northfieldshares.org/pledge to take the pledge.
The week might be over, but we hope you will develop the habit of doing intentional acts of kindness and keep passing it on.
If you have any questions or ideas to make this celebration of Random Acts of Kindness Week more meaningful, email email@example.com or call 507-403-9755. Be sure to visit northfieldshares.org/kindness for daily signs and a list of 50 kindness ideas.
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Self-Advocacy: How to Write an Effective Letter
A well-written letter can be a useful tool for addressing or resolving a problem. These guidelines are designed to help you advocate for yourself effectively. Remember that the Office of the University Ombudsman is a good place to get confidential, neutral, and informal feedback on your letter – before you send it, or to develop options for next steps after you've received a response.
Before you Start Writing:
Think about the purpose -- Why are you writing? What would it take for the issue to be resolved? Is a letter the best communication method at this point in time?
Think about the audience -- What does the recipient already know about the issue? Given his or her perspective, role, responsibilities, beliefs, etc. . . ., what information might the recipient find useful and persuasive?
Think about how to clearly articulate your concerns and begin distinguishing facts from your own assumptions and opinions.
Drafting the Letter:
Keep it short – A concise letter will keep the reader's attention.
Address the letter to the appropriate person – Do your research so time is not lost while your letter finds its way to the right recipient. The letter should be addressed to the person with sufficient authority to solve the problem and no higher. If you're considering copying others on the letter, explore your motivations for doing so.
Use a professional format and tone – Type your letter, if possible, and follow-up an electronic version with a hard copy. Use a business-like tone, staying away from inflammatory language, i.e., threats, insults and sarcasm. At the end of the letter, thank the recipient for giving time and attention to the matter.
Stick to the relevant facts -- Briefly recap the relevant facts in a logical sequence. Be specific about dates, times, locations and the identity of any other individuals involved. Reference and include copies of documents that relate to your situation. Highlight relevant portions of the attachments, if the attachments are lengthy.
Don't ignore facts or policies that are not in your favor -- If there are contrary policies or facts, explain why an exception is warranted in your case.
Be persuasive – Describe how you were affected by the issue you are trying to resolve. This may include emotional distress, financial or time hardships, and academic or professional consequences. Be careful not to over-dramatize.
Request a specific outcome. – Make sure your request is realistic and reasonable.
Be specific about next steps -- Indicate when and how you will follow-up on your letter.
Include a way for the recipient to contact you – Make sure your full name and contact information are clearly included at the start and/or end of the letter.
Before Sending
Consult a proofreader – Have someone you trust read your letter to ensure that it uses an appropriate tone and is grammatically correct. A neutral third party may also provide an objective viewpoint on the underlying situation.
Keep a copy -- Keep a copy of all letters sent and received and all related documents and forms. This will be helpful should you ever need to show proof of the communication.
Remember that you must give the recipient a reasonable amount of time to respond!
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Orion Christy November 2015 WWIII – Comics and Animation (online) Comic Script (first four pages)
My School Kindling
PAGE ONE (Five Panel)
1. In the two large top panels, are similar shots of Ms. Smithers standing behind her desk in the science classroom, addressing the front row of her class (we see their backs) From left to right, Carson Studman, Randi Jumper, Pat Graves, and anonymous. On the screen behind Smithers is a diagram of the Earth (blue encompassing green surrounded by red circles.
Smithers
As you can see here global warming caused the incremental rising of sea levels, because our ancestors were simply too involved with their own lives to consider the effects irresponsibility would have on future generations.
2. Similar setting but with Smithers pointing to the screen, showing more blue and less green on the diagram. Smithers
Despite having evidence that global temperatures were the highest they had ever been in the history of the planet, in their hubris, they dismissed that evidence on the grounds that it could be faked.
3. Opposite angle, MS, Pat Graves, with his hand raised. Pat
But, didn't they realize that, even with the mammoth computers and archaic technology they had, anything can be faked?
4. Reverse Angle MS on Ms. Smithers. Smithers
Again, I remind the class of the arrogance and ignorance of the past. We're speaking of a time when Solar Energy was still considered an esoteric venture.
5. High angle MS of the back of Carson at his desk, holding a futuristic device, Personal Assistant (PA), with other students crowded around.
PAGE TWO (Six panel)
1. MS, Ms. Smithers glaring down at Carson and the crowd huddled around him from behind her desk.
Smithers
Mr. Studman, how do you think this effected the development of the flying car?
2. Reverse angle, back of Ms. Smithers, front of Carson, red face, embarrassed, looking up at Smithers. Carson
What, did you say something about Principal Reed taking you sailing at a car dealership?
3. High Angle of the entire class.
Class
Chuckling.
4. MCU Randi Jumper, behind her desk, looking up at Ms. Smithers.
Randi
No Carson, Ms. Smithers was trying to trick you into making an incorrect observation about why people believing that the Universe was created in a week a thousand years ago caused the oceans to swell.
5. MS front of Carson, holding his PA.
Carson
Whatever man, this new app is way more interesting than theignorance of stupid people back then.
6. MS, Ms. Smithers, standing over Carson's desk, glaring down at Carson, his PA, and the crowd huddled around him. Smithers
Pray do tell then, Mr. Studman; what is so fantastic that you think you do not need to learn about the sins of the past?
PAGE THREE (six panel).
1. ECU on Carson's PA, a photo of a girl (Paige) is displayed with a bar graph reading high below her name.
Carson (OS)
As you can see, Paige,
2. CU Paige, at her desk, face red, blushing, looking terrified and embarrassed.
Carson (OS)
back there is primed and ready. When class is over, I think one of us should see if we can't help her out, if you know what I mean…
3. MS Carson, smiling devilishly, his PA, and the crowd.
Pat
But how does it work?
4. CU Randi, at her desk, chin resting on palm, bored.
Randi
You see, it uses the biometric readings of everyone's PAs to gauge your level of sexual interest, then alerts other users to your, um, "availability."
5. CU Carson at his desk, excited.
Carson
When you put it like that, no wonder this rooms reading so low! All except for Paige back there, but we all know about her thing for lab coats!
6. High Angle LS of Ms. Smithers' back, Paige is running (from left to right), toward the door, in the background. Smithers
Now class, if we can get back to the subject at hand, and leave your Neanderthal urges alone until the end of class.
PAGE FOUR (6 panel)
1. LS of the teacher's lounge - Smithers, Loves, the elderly Librarian, Ms. Nicole, the history teacher, Mr. Wesker, and Waxmen are all seated, at a table covered in folders, loose papers, tablets, their lunches, and mugs of coffee.
Loves
I actually like Kindling.
2. CU Loves
Loves
It lets me know a guy's intentions and who to look out for.
3. CU Waxman
Waxman
Back in my day, you had to swipe left if you weren't interested and right if you were.
4. CU Waxman taking a sip from his mug.
Waxman
Then you had to try and coax the broad with an elaborate rouse of flowers, candy, and dinner.
5, CU Ms. Nicole smiling and blushing, while looking down at her plate.
6, 2SMS, Wesker, with his palm planted firmly on the table, looking directly ahead, beside Loves as her device vibrates before her (in the panel's bottom right corner, below the word balloon).
Wesker
I too find the entire notion in danger of nullifying the courtship procedure and eliminating the concept of romance entirely.
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Year 2: Rocking All Over the World
Terms 4, 5 & 6
GEOGRAPHY & HISTORY
DESIGN TECHNOLOGY
In this unit the children will develop their understanding of the world around us. They will start by studying the local area, using maps and atlases to help locate key areas and geographical features. They will understand that we live in the county of Kent and that there are many towns which make up the county. They will look carefully at maps of Kent and the UK, looking at how the UK is made up of 4 different countries with capital cities. They will study the map of Europe and the names of the seas and oceans around us. The children will move on to study the world, including the names of the continents and the seas and oceans which surround them, countries and their climates and physical and human features.
Whilst learning about the world, the children will explore the lives of significant people who have contributed to national and international achievements such as Christopher Columbus, Ranulph Fiennes, Robert Ripley and Bear Grylls. They will use these to compare aspects of life in different periods and to sequence dates chronologically. Whilst studying these significant people, they will continue to learn about the climate and human and physical features found in the places of exploration .The children will study seasonal and daily weather patterns in the UK and other areas of the world in relation to the Equator, The North Pole and The South Pole.
RE
The children will study festivals and celebrations around the world linked to both Christianity and Hinduism such as Easter and Holi and they will compare how they are celebrated in different parts of the world.
The children will also read and act out stories that Jesus told. They will learn about love and forgiveness as well as caring for others and communities and the church (special places). They will relate this to their own lives and the people that care for them as well as places which are special to them.
SCIENCE
The children will continue to develop their understanding of the importance of exercise, healthy eating and hygiene for humans.
The children will continue to develop their knowledge of living creatures in the local environment by observing a range of mini-beasts. They will begin to classify creatures based on their observations of their features. They will also learn about animals around the world and their adaptations. They will identify different habitats and how they provide for the basic needs of the plants and animals that live there.
The children will also observe and describe how seeds and bulbs grow and investigate what plants need to grow and stay healthy whilst helping to look after and develop the school garden.
PSHE
The children will learn about keeping safe. They will find out about adults who help us as well as keeping healthy and the effects of exercise.
Throughout the topic the children will study vehicles from around the world. They will explore and evaluate a range of existing mechanisms and will use their knowledge of these to design, build and evaluate their own replica of an existing vehicle from around the world. During the building process, the children will assemble, join and combine materials and components in different ways to produce their final product.
The children will also continue to learn about nutrition whilst developing their food technology knowledge and understanding. They will focus on key aspects of safety and hygiene whilst designing, making and evaluating a range of picnic foods such as dips, breads and snacks. They will learn to select appropriate tools, techniques and ingredients and give reasons for their choices.
ART
Alongside their learning in science about plants, the children will study natural patterns found in our local area and will use photography to record their findings. They will then make close observational drawings from both primary sources as well as the images they've taken and will then transfer these to printing blocks. They will learn a range of different techniques for printing and will design, make and evaluate their own notebook with a printed and embellished cover.
COMPUTING:
The children will explore a range of electronic music and sound devices. They will use software to explore sound and musical phrases. They will use sound recorders to capture and playback sound which they will retrieve and edit.
The children will continue to develop their Internet research skills so that they are able to locate and use information about the world around us. Whilst continuing to develop their typing skills, the children will learn to combine text and images to present information that they have gathered. The children will also learn how to take and edit photos linked to our 'Patterns in Nature' art topic.
FRENCH
The children will practise asking and responding to questions about home and family, likes and dislikes in French. They will learn the French words for colours, clothing, animals, buildings and simple maths vocabulary.
MUSIC
The children will continue to learn the recorder as well as studying music from around the world. They will explore how sounds can be made and changed and will perform simple patterns and accompaniments keeping to a steady pulse.
P.E
In Dance, children will explore different ways in which we can move. They will link movements together to create a sequence. The children will perform dances to their peers and evaluate their own and others work.
In Games, the children will develop their body management. The will learn sending and receiving skills through a variety of focussed activities using a range of equipment.
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Especially vs. Specially - Know the Difference
Created: Thursday, 05 May 2016 12:18 | Published: Sunday, 22 May 2016 11:01 | Written by namita | Print
Most of the times, we get confused between the usage of the words especially and specially and tend to use them interchangeably. However, there is a slight difference in the meaning of the two words. Although both means 'particularly', the use of especially is used in more of formal situations while the latter is used informally. Let us understand the difference between the two with the help of some examples.
Especially means exceptional
According to the Oxford Dictionary, especially means: to a great extent; very much
When something is noteworthy or exceptional, we use the term 'especially'.
Example: He did especially remarkable in Science.
Special means distinguished or particular
According to the Oxford Dictionary, 'specially' means for a special purpose
Example: This program is specially designed for web application developers.
When something is designed for a particular purpose, we make use of the word 'specially'.
Especially and specially are basically adverbs and hence,are the modified version of the words 'special' and 'especial'. One key difference between the two is that specially is used in the context of bringing out the distinct purpose, whereas especially is used while singling out a person or situation.
While speaking or writing English, you would come across situations where you will find it hard to understand the right word to use. So, keep the basic rule in mind. When you want to refer something is done for a particular reason, use specially. On the other hand, when you want to single out someone or something, or emphasize on something, make use of especially.
Here are some more examples to clear the concept on the usage of especially.
This book is quite interesting to read, especially, if you love history.
She loved the dessert, especially the cake.
You should not drink at all, especially when you are the only one in the group who knows how to drive.
Traveling, especially abroad, is her passion.
He is especially good at public speaking
She loves watching moves, especially comedy.
He wrote a speech especially for his wedding anniversary.
Here are some more examples to clear the concept on the usage of specially
This dress was specially designed for your wedding
This house was specially built for disabled individuals
The new gear was specially designed to help faster construction
I don't like to be treated specially
To conclude
English can be a tricky language at times due to the presence of homophones. It's only practice that will help you learn the correct usage of similar sounding words with different meanings. Join our online spoken English program and improve your knowledge of the language.
About Eagetutor:
eAgeTutor.com is the premier online tutoring provider. eAge's world-class faculty and ace communication experts from around the globe help you to improve English in an all-round manner. Assignments and tasks based on a well-researched content developed by subject matter and industry experts can certainly fetch the most desired results for improving spoken English skills. Overcoming limitations is just a click of mouse away in this age of effective and advance communication technology. For further information on online English speaking course or to experience the wonders of virtual classroom fix a demonstration session with our tutor. Please visit www.eagetutor.com.
- By Chander Madan
Related topics:
1. Can I or May I - know the difference in usage
3. Phrasal Verbs with Take
2. The correct usage of hyphens
4. How to Use the Word "Go"? – Part 1
5. How to Use the Word "Go"?
Category: Spoken English/English Grammar
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QUALITATIVE RESEARCH DESIGN HIPPOCRATES PROGRAMME
ADOLESCENT MATURATION GROUPS DESIGN
This document describes the programme for work with adolescents designed by the Family Attention Unit, from the Dr. Esuerdo Centre, in collaboration with the Timoneda Association (a permanent work group made up of professors and educational psychologists from the high schools of Alicante and the rest of the province), and was carried out in the high schools of Alicante and the rest of the province during two consecutive years.
The Adolescent Maturation Groups are formed with a "goal of helping" those young people who have a specific and similar problem, related to the difficulties which are common to adolescence as an evolutionary development stage.
The goal is that this group experience will help the process of personal growth in those young people who need special support in order to achieve this growth. The ultimate goal of this activity is the achievement of a preventative work in the field of mental health.
Through relationships with people who have experienced similar difficulties, the following goals are pursued:
* The comprehension of the common characteristics of this vital stage which they are facing and that these characteristics are inherent in all of them.
* The knowledge of their personal attitudes in the groups, with the goal of improving them in favour of a greater personal development.
* The acquisition of new models of dealing with their own difficulties at this stage.
OBJECTIVES
GENERAL OBJECTIVE.
The general objective being pursued is the "Social Maturation of the Members." One must keep in mind that this is not a quantitative goal. Therefore, the progress in social maturation for each member must be determined and ranked by the group's trainer over the course of time.
SPECIFIC OBJECTIVES.
1. Establish an appropriate atmosphere in which the members of the group feel free to express any emotion, feeling or difficulty.
2. Encourage the interaction among the group members, which will bring them to a search for common areas and a mutual identity.
3. Develop the cohesion of the group and the feeling of belonging, which will allow the resources for treatment to act within the group.
4. Accompany each individual in the attaining of his own goals, set for each one of the members of the group before the sessions during interviews held with the trainer.
5. Incorporate the achievement of the individual goals into the group. In other words, to help the individuals find fulfilment and to help the group achieve the fullest usefulness.
DESCRIPTION OF THE ACTIVITY
These organised groups will consist of an average of 10 members, between the ages of 16 and 17, who will periodically attend a weekly session lasting for one hour. The groups will be open, since new members are not added to the group after a fixed period of time or because they have finished the task, but because they have obtained the goal of a better integral development of the adolescent.
The sessions are directed by a therapist, who in this task acts more like a "trainer," accompanied by an observer (a member of Timoneda). This observer participates by gathering written information about the sessions. The goal is that this experience should be practical for the participants, thus contributing to the spread of similar initiatives in educational resources.
TEACHER DISCUSSION GROUPS DESIGN
Objectives
1.- Gather information about their difficulties with adolescents.
2.- Understand the way that they relate with their students' families.
3.- Identify conflictive situations in the teacher-family-student relationship.
4.- Define the characteristics of the Educational Centre system
Methodology
Discussion Group: methodology by consensus and representativeness of the group.
Open meetings with the teachers from the Timoneda Association.
Duration: 11 months.
Frequency: monthly.
Length of the sessions: 2-3 hours.
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W/C 13.07.20
W/
Weekly Reading Tasks
Class – Year 3 Transport
Weekly Spelling Tasks
Friday- Reread your story from yesterday. Maybe an adult could help you check for spelling mistakes, or see if there is any punctuation missing. Write up your final draft of your story. Try really hard with your handwriting, making an extra effort to join your writing
Friday- Use this lesson to recap column subtraction. Watch the video and try the activities. Then create some of your own questions by rolling a dice to make 2 three digit numbers and subtracting the smaller number from the larger numbers
TOPIC TASKS – To be completed through the week
Our learning this week is based around the theme of Transport. Here are some tasks to try.
Transport Inventors - Find out about famous transport inventors such as Henry Ford and The Wright Brothers. Create fact files about these inventors.
Let's Talk Transport -Talk as a family about transport in your life. Talk about how you get to school and work. Do you get your food delivered? Does anyone in the family operate a mode of transport? Is it their job? Discuss the first family car owned. Ask your child to mind map all of the ways your family relies on transport and then to imagine a life without it.
Old and New Transport Log on to Purple Mash and complete the 'Old and New Transport' activity in your alerts. Your reading activity from Wednesday will help and don't forget to press the blue question mark for extra information. (To be completed by Friday 17th July)
Terrific Transport Can you invent your own new mode of transport? Create a sketch or picture of what your transport will look like and write a short description explaining how your transport functions and why people should use it. Also don't forget to give it a name!
Design a poster – Design and make a poster explaining why walking and cycling can be better than driving in a car. Remember to explain about how walking and cycling are great ways to stay healthy and that when we use our cars less, we are helping the environment. Maybe after you have finished your poster you could go for a walk or a bike ride with your family. Recommendation is for at least 2 hours of exercise a week.
RE
St Christopher is known as the patron saint of safe travel and transport. That means that people may choose to pray specifically to St Christopher when they are asking for support on a journey. Each saint is a patron for different things – our school saint St. Teresa is patron saint of illnesses. Can you look up another saint and see what they are a patron of?
Reflect and Respond
"Stay with us Lord on our journey."
This is the prayer of Salford Diocese. Reflect on these words -you could do this in silence, or read the words out loud, whilst listening to some quiet music or ask an adult to help light a candle. What do these words mean to you? How do they make you feel? Respond to these words with a picture, a silent prayer, a written prayer, a change to your actions.
Additional learning resources parents may wish to engage with
The below are websites which are free or are offering free subscriptions during the period of school closures. Please use these to when looking for additional learning opportunities.
Classroom Secrets Learning Packs - These packs are split into different year groups and include activities linked to reading, writing, maths and practical ideas you can do around the home.
Twinkl - to access these resources click on the link and sign up using your own email address and creating your own password. Use the offer code UKTWINKLHELPS.
www.imoves.com/the-imovement - This website is full of quick blast and brain break activities.
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| | CONFLICT | | RUDE | | MEAN |
|---|---|---|---|---|---|
| Occasional | | Occasional | | Once or Twice | |
| Not planned/in the heat of the moment | | Spontaneous/often unintentional behavior | | Intentional behavior | |
| All parties are upset | | Can upset and cause hurt feelings | | Can hurt others deeply | |
| All parties want to work it out | | Often based in thoughtlessness or poor manners | | Often based in anger; impulsive cruelty | |
| All parties will accept responsibility | | Rude person should accept responsibility | | Behavior is often regretted | |
| An effort is made by all parties to solve the problem | | Apology | | Apology is often sufficient | |
| Can usually be resolved through mediation | | Social skill building could be of benefit | | Needs to be addressed/should not be ignored | |
Source: Adapted from Jennifer Astles, DASA Newsletter, January 2014, TST BOCES and modified by the School District of Lee County, Student Services
| CONFLICTO | | GROSERA | | MEDIA |
|---|---|---|---|---|
| | Ocasional | | Una o dos veces | |
| | Comportamiento espontáneo / a menudo involuntario | | Comportamiento intencional | |
| | Puede molestar y causar sentimientos heridos | | Puede lastimar a otros profundamente | |
| | A menudo se basa en la falta de consideración o los malos modales | | A menudo basado en la ira; crueldad impulsiva | |
| | La persona grosera debe aceptar la responsabilidad | | El comportamiento a menudo se lamenta | |
| | Disculpa | | Disculpa es a menudo suficiente | |
| | El desarrollo de habilidades sociales podría ser beneficioso | | Debe abordarse / no debe ignorarse | |
Source: Adapted from Jennifer Astles, DASA Newsletter, January 2014, TST BOCES and modified by the School District of Lee County, Student Services
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What is the soil organic carbon and why is it important?
Nowadays, we often hear about carbon. Most of the comments and news talk about carbon dioxide in the atmosphere, which is a greenhouse gas that increases the global temperature and creates climate change. Well, while this may be partly true, the big picture is not like that. Carbon is essential to life, and we can find carbon not only in the atmosphere, but also in the soils, all living beings, and dissolved in the water.
Most of the carbon that we can find on Earth is fixed, as in the rocks. However, some other carbon is circulating around, in the ecosystems. See this example: a farmer plants a lettuce seed, which takes carbon from the atmosphere to growth and being a growth-up lettuce. After, we ate that lettuce in our salad, and the carbon is now in our bodies. A beautiful sunny day we decide to go for a walk in the forest, and while there, some of our hear gets stuck on a tree branch so we cut it and leave it there. The hear falls, now the carbon is on the ground. Some blows with the wind and falls in a nearby stream. The carbon is now in the soil and the water. This is a delicatessen for a worm passing by, which eats it and then burps of satisfaction like a baby. The carbon is now back in the atmosphere. We have completed a cycle of the carbon cycle. And so forth.
Carbon is needed to create life, essential to keep the natural Earth cycles working and to build ecosystems. The carbon is a molecule, is not a good or a bad boy. If I have to pick a role, I will go for the good one. Just, we cannot leave it alone unsupervised or will run wild and will mess up.
I want to write a detailed post about the soil carbon cycle to share with you all, but I am afraid that day has still not yet arrived. For now, you can read this comment on soil organic carbon. Why organic? To tell it apart from the mineral carbon, the one that form the rocks. The mineral carbon is considered unchangeable and irremovable. Actually, it could stop being part of the rock and break free, but that may happen in a million of years thus we consider it unchangeable from our human scale perspective. On the other hand, the organic carbon can move, and it is in fact the one that circulates in the carbon cycle.
The organic carbon is part of the organic matter that fells on the ground and is also found in the soil aggregates (such us clays). It can be there for days or up to a couple of centuries. This organic carbon goes into the soil when some parts of living things die, split for the main body of the individual, and fall. Those are mainly plant parts, for example, litter from the trees or roots from a daisy flower.
When those ex-living parts arrive in the soil, they start to decompose. What does this mean? Bacteria and soil micro-fauna use those plant residues to feed themselves. They use that food to growth and generate energy, as we humans do. During those processes, the tiny micro-organisms will excrete gases that contain carbon molecules, such as carbon monoxide or methane. This will be the case for about 80-90% of the carbon that goes in the soil. So, that carbon goes back to the atmosphere in the form of a gas in a short period of time. This is what we call decomposition, which is no more complicated than soil micro-organisms eating plant parts and putting back in the atmosphere some components in the form of a gas.
Yet, there is still a 10-20% of the carbon that can stay in the soil for a longer period. Some of that carbon may go away soon, for example on a stream when it rains. But some other will stay, and the way that carbon will remain in the soil is by sticking itself to other soil components, mostly clays. The clay, apart from being useful to create a vase for mother´s day, is a key component of the soil. The clay is formed by small lumps that stick to each other, and if we put some water, they agglutinate more (as happens with the vases).
In general, if the soil is not in good condition, it is quite likely that not much carbon can be stored. A good soil is a soil with minerals, bacteria, fungi, other micro-flora and micro-fauna, well-aerated and where water can move through. This soil is dark, sometimes almost black and when it rains it smells good.
The thirstier for carbon a soil is, the more carbon will hold back. That may be the case after years of crop cultivation. Those crops have taken minerals from the soil, and now the soil is hungry. If after cultivation the area is restored, for example by planting trees, that soil is going to soak up carbon during the first ten or twenty years. During this time, communities of soil bacteria will be developing, and the soil will turn darker. Once that soil has achieved its maximum capacity to absorb carbon, it will retain less carbon as the one it took after being converted into a forest. But that soil will keep the carbon very well, safe, and for longer. The soil of a forest is going to store more soil organic carbon than the soil of a cultivated field.
In conclusion, having soil organic carbon in the soil is essential to have a healthy soil, thus plants can growth, forests can be strong, and crops will give good quality fruits. Besides, all this carbon that is buried underneath is not in the atmosphere. So, if we manage to keep that carbon hidden under our feet, we will be reducing the quantity of greenhouse gas in the atmosphere and will be sowing our seeds for a greener planet.
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Edgbarrow School
Year 13
A Level Economics
Curriculum Intent
The aim of the Business and Economics Department is to equip students with a broad understanding of the world of business and economics, by applying subject concepts to real-world issues. We promote a 'Can-do' attitude; and through learners' curiosity, reflection, independence and grit, true potential is fulfilled – creating business and economic leaders of the future!
o What am I studying this year? Mr Matthews will teach micro alongside Mr Aitken teaching macro
| Knowledge & Skills | | Time of Year |
|---|---|---|
| | 3.1 Business growth | Autumn 2021 |
| | 3.3 Revenues, costs and profits | |
| | 3.2 Business objectives | |
| 4.1 International Economics 4.2 Poverty and inequality | | |
| | 3.4 Market structures | Spring 2022 |
| | 3.5 Labour market | |
| | 3.6 Government intervention | |
| | 4.3 Emerging and developing economies | |
| | 4.4 Financial sector | |
| | 4.5 Role of the state in the macro economy | |
| Revision | | Summer 2022 |
| Revision | | |
o When and how will I be assessed?
Year 13 Assessments and what you need to revise:
Mock One (Autumn One term) – Revise all content covered in Year 12 Mock Two (Autumn Two term) – Revise all content covered in Year 12, 3.1 and 4.1.1 – 4.1.6 Mock Three (Spring Two term) – Revise all content covered in year 12, 3.1 – 3.4 and 4.1 – 4.3
Websites that will help you with revision include:
www.tutor2u.net/economics www.economicshelp.org www.economicsonline.co.uk www.youtube.com/econplusdal
Marking for Literacy
Students will demonstrate pride in their work by:
(Longer answers and written work will be marked for at least one of the below, your teachers will tell you which)
Sp – Spelling mistake of key term
// - Needed new paragraph
C – Capital letter missing
P – Punctuation needed
Expr - Expression
Subject Specific Literacy
* Exam specific commands words
* Analytical and evaluative connectives
* Specialist keywords (Course handbook)
- An A4 binding folder, lined paper, pen, pencil, ruler and calculator are needed for all lessons.
- Take care of your folder and must be brought in for every lesson
- Divide folder according to unit of study
- Presenting information clearly and neatly to aid learning
-
Using a title and date for all work including homework
- Underlining all dates and titles using a ruler
- Writing in blue or black pen
- Completing drawings and diagrams in pencil
- Glue in sheets flat and in order
- Annotating work and making corrections in coloured pens
- Crossing out mistakes neatly with a line
- Highlighting key words and concepts
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SOS Save our Curlews campaign
This year, the Shropshire Ornithological Society (SOS) Save our Curlews project continued to work with Strettons area Community Wildlife Group (SACWG) to find nests and put an electric fence round them, to guard the eggs from mammalian predation. It was also intended to radio tag and track the chicks that hatched, to find out how they use the landscape, and what happened to them.
SACWG members located seven pairs, and the nests of three of them were found by the project. One was predated before the clutch was complete, one was predated after fencing, and the third was abandoned (the fence was functioning normally, and had not been breached). The pair with the predated fenced nest re-laid, but that nest too was predated. Eggshell fragments were found inside the fence on both occasions, indicating they were eaten by crows, but it is possible that the nest was abandoned before the eggs were eaten. Abandoned nests are believed to be caused by foxes patrolling the perimeter of the fence, scaring the sitting bird away. The nest finders looked for relay nests for all pairs, but there is no evidence that the other two attempted to relay. Another pair was located and monitored, but no evidence was observed that this pair laid any eggs, although it is possible that in this case too a partial clutch was predated early.
Across the County, breeding success has been very poor again. About 100 pairs are known to have produced six chicks at most, compared with the 50 or so they need for a stable population. Three of these young fledged from nests on the Long Mynd. At the current rate of decline, the population will halve in 12 years, and virtually disappear in 25.
The Strettons area is part of the Stepping Stones area, a project with a 50-year vision led by the National Trust and Natural England, with support from the Shropshire Hills Area of Outstanding Natural Beauty (AONB) Partnership. There are an estimated 500 pairs of Curlew left in the south of England (south of a line from the Dee estuary to The Wash). The International Union for Nature Conservation criteria include maintaining the range of threatened species, as well as their populations, so the Shropshire population, now down to 100 – 110 breeding pairs, over 20% of that in southern England, is nationally and regionally important. Over 60% of the county's Curlews breed in the AONB, and 40% of them live in the Stepping Stones area. Efforts are being made to include a long-term species recovery project in the Stepping Stones programme, and the SOS / SACWG Save our Curlews project will continue in the long term as part of this.
It is also necessary to continue to produce the evidence that predation is currently the main cause of nest and chick loss, driving the population to local extinction; that lethal predator control does not keep pace with the increase in the number of predators resulting from the ever-increasing release of gamebirds for shooting (estimated at over 2,000,000 per year in Shropshire in 2018); and the only solution is a reduction in the food supply for predators at a landscape scale.
The project has been running since 2018, and in the Strettons area since 2021. A full report, with results 2018-22, and conclusions, can be found on the SOS website, www.shropshirebirds.com/save-our-curlews
In 2023, we also started project work in two CWG areas around Oswestry, to see if productivity and predation is as great a problem there as it is in the south Shropshire Hills. A full report for 2023 will be published on the SOS website shortly.
Thanks to the Stretton Focus Community Award Scheme for a generous grant towards the costs of this work, and thanks also to Focus readers who contributed to the SOS Appeal, in 2023 and / or in previous years.
Leo Smith
SOS Save our Curlews Campaign Co-ordinator Organiser, SACWG Bird Surveys
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Introduction to Linguistics: Quiz 4 (syntax)
Tomonori Nagano <firstname.lastname@example.org> http://faculty.lagcc.cuny.edu/tnagano/
Fall 2015
Your Name:
Score:
/ 60 (10 points bonus)
n: Noun
v: Verb
a: Adjective
Adv: Adverb
Aux: Auxiliary Conj: Conjunction p: Preposition
Pron: Pronoun
d: Determiner np: Noun Phrase vp: Verb Phrase ap: Adjective Phrase pp: Prepositionan Phrase
s: Sentence
1 Section I
Identify the part-of-speech/lexical categories of the underlined word/phrase in the following sentences. Use the following abbreviations: N, NP, A, AP, P, PP, V, VP, Aux, Pron, D, Conj, S, and Adv. [1 point each; total 20 points]
(1) I collect antique glassware.
N
(2) I promise to take you to the zoo tomorrow.
V
(3) Lady Godiva was completely covered by her luxuriant hair.
Adv
(4) I can't seem to get rid of my cold.
N
(5) We were in Holland at that time.
PP (AdvP)
(6) The child was covetous by nature and wanted to take the toys belonging to others.
VP
(7) That's a promise.
N
(8) Our loud neighbors will be away this weekend.
NP
(9) Don't upset yourself over fancied insults.
VP
(10) Give me something unusual. V
(11) It was a cold and dreary day. A
(12) Tom's sister is a lawyer.
D
(13) Alex tried all his tricks but nothing worked.
S
(14) There was a large piano wedged in the doorway.
A
(15) Susan bought a new car last week.
V
(16) She painted a portrait of her niece from Boston.
NP
(17) His incontinent behavior off stage shocked many people very much.
NP
(18) You have an extremely efficient secretary.
AP
(19) I strongly refuse to be involved in this.
VP
(20) Too many magazines ignore newsworthy subjects and feature trivia.
VP
2 Section II
Fill in the blanks. [4 points each; 16 points]
1.
NP
2.
VP
3.
V
4.
NP
5.
AP
6.
A
7.
NP
8.
AP
9.
P
10.
NP
1.
S
2.
S
3.
NP
4.
N
5.
VP
6.
V
7.
NP
8.
D
9.
NP
10.
N
3 Section III
Translate the bracketed sentences to the tree representations. [4 points each; 12 points]
(25) [S [NP [NP [D the ] [NP [N teacher ] ] ] [PP [P in ] [NP [D the ] [NP [AP [A linguistics ] ] [NP [N class ] ] ] ] ] ] [VP [V gave ] [NP [D the ] [NP [N students ] ] ] [NP [D a ] [NP [AP [A difficult ] ] [NP [N quiz ] ] ] ] ] ]
(26) [S [NP [N Chefs ] [PP [P from ] [NP [AP [A many ] ] [NP [N countries ] ] ] ] ] [VP [VP [V competed ] ] [PP [P in ] [NP [D a ] [NP [AP [A difficult ] ] [NP [N contest ] ] ] ] ] ] ]
(27) [S [NP [NP [D the ] [NP [N walk ] ] ] [PP [P through ] [NP [D the ] [NP [N park ] ] ] ] ][VP [V pleased ] [NP [N me ] ] ] ]
4 Section IV
Describe the ambiguity of the following sentences. Briefly explain what interpretations are possible for each sentence. [6 points each; total 12 points]
(28) The chicken is ready to eat.
1. Interpretation 1: The chicken has been cooked and is ready for us to eat
2. Interpretation 2: The chicken is ready to eat its prey
(29) The girl hit the boy with a whip.
1. Interpretation 1:
The girl hit the boy using the whip. (the whip was an instrument to hit the boy)
2. Interpretation 2:
The girl hit the boy who had the whip (it's not sure how the girl hit the boy
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The Supertonic Chord (ii or ii°)
The supertonic is the strongest diatonic pre-dominant. It should therefore progress immediately to V and not move to a weaker pre-dominant such as IV or vi. It is common for the tonic to lead directly to the supertonic, but beware of parallel fifths and octaves! Inverting one of the chords but not the other (i.e., I6 to ii, or I to ii6) greatly reduces the danger of forbidden parallels and also improves the sound. Contrary motion in the outer voices is helpful, although not necessary. Placing an intermediate chord (most notably vi) between the tonic and the supertonic avoids the problems associated with stepwise root motion.
Because its root lies a fifth above (or a fourth below) the dominant, the supertonic resolves to the dominant very easily. Root motion by descending fifths, as you will see, produces a very strong sense of progression in most cases — including the exceedingly common ii – V – I (often extended to vi – ii – V – I), a typical way to approach a cadence. Another very common type of root motion is by descending thirds. Because triads whose roots are a third apart share two common tones, such progressions are relatively simple to write. One very common example is I – vi – IV – ii (using all three of the most common pre-dominant chords).
The supertonic chord occurs far more often in first inversion (ii6) than in root position. Indeed, in minor keys, ii° cannot be used in root position because, as a general principle, we dislike the sound of root-position diminished triads. The ii6 chord looks, sounds, and acts almost exactly like the IV chord: both have 4 in the bass, both contain 6 in an upper voice, and both progress to V. The biggest difference is that you are much less likely write parallel fifths when using ii6 because ii shares a common tone with V (whereas IV does not).
When ii is in root position, expect to double the root. When it is in first inversion, doubling either the root or the bass (i.e., the third) is very common. Doubling the fifth of the ii chord, regardless of its inversion, is very unusual.
Some common progressions incorporating the supertonic triad are shown below. Notice that in minor keys you should avoid writing an augmented second from 6 - #7. Also notice that it is very unusual to place 6 in the soprano when writing a ii chord. If you really want 6 in the melody, harmonize it with IV instead.
a) G: I vi ii V I
b) G: I vi IV ii V I
c) g: i ii6 V i
d) G: I I6 ii V I
Both examples below contain serious part-writing errors. Notice that in minor keys the leading-tone should be approached from above (as it was in the previous correct examples); when it is approached from below, an undesirable augmented second is often produced. Also observe that the augmented second is often associated with other mistakes (such as forbidden parallels and poor doubling).
Parallel octaves between bass and tenor,
augmented second in alto
Augmented second in alto, poor doubling
on V chord
g) g: i ii°6 V i
h) g: i ii°6 V i
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Can Changing Your Diet Really Help Anxiety?
Did you know that your diet can affect anxiety levels? If you're tired of only using medications for your anxiety, consider how you can incorporate lifestyle changes such as diet modifications to help.
As with any change you may be considering, talk to your doctor ahead of time about any concerns you may have.
Try these diet strategies to help lessen anxiety symptoms:
1. Eliminate alcohol. Although there is a belief that alcohol can relax the body, it can be harmful for those with anxiety.
- Alcohol affects the body in many ways, including making you more dehydrated. It can also affect hormone levels and other things that can lead to anxiety.
- If you drink too much, you may not be eating enough food. Alcohol has a lot of calories and carbohydrates, but they're not healthy. Not getting the right nutrition can hurt your entire body and increase anxiety. Avoid using alcohol as a substitute for lunch or dinner.
- Experts point out that the toxins in alcohol can increase anxiety attacks.
2. Watch out for caffeine. It may not be easy to stop your coffee habit, and mornings may be more difficult. However, eliminating caffeine can help reduce anxiety.
- Too much coffee can act like a stimulant for anxiety.
- Coffee can increase your heartbeat and make you feel as if you're having a panic attack.
- Caffeine is addictive, so you may have trouble eliminating it at first. Pay attention to the hidden sources of caffeine such as dark chocolate and other products.
3. Beware of refined sugars. Refined sugars can make anxiety worse, and these sugars are hiding in many of the foods you may eat.
- These types of sugars are included in a variety of products. Carefully read labels to ensure that there are no refined sugars.
- Sugar acts like a stimulant, so your anxiety symptoms can increase.
- Refined sugars can be in many things that you might not even suspect, including bagels, cereals, oatmeal, crackers, and other products. Even canned vegetables may have unnecessary added sugar.
4. Get enough B vitamins. Research shows that a lack of B vitamins in your body can contribute to anxiety. Pay attention to how many B vitamins are in your diet.
- It's easy to get a deficiency of these vitamins, so try to eat more legumes, meats, eggs, rice, leafy greens, and other sources of these nutrients.
- Consider eating more asparagus and avocado. Studies have revealed that these two vegetables can lessen the symptoms of depression and anxiety. Avocado has B vitamins and asparagus has folic acid.
5. Look for your own triggers and eliminate them. You may have specific foods that trigger anxiety, so it's important to determine which foods can negatively affect you in this way.
- In some cases, the anxiety-triggering foods or beverages are linked to traumatic events. A difficult memory can rise to the surface after eating or drinking them, causing anxiety.
- In other cases, food intolerances and allergies may cause anxiety. There are reports that show some people react to dairy, and it can mimic some of the symptoms of anxiety.
- Many of the common triggers include dairy, gluten, processed foods, soda, and fried foods.
- Keep a food journal and track how you feel after eating dairy, fried foods, or other things you suspect may be triggers. Make a note about your emotional well-being before and after eating each item. This will help narrow down the list and make it easier to see what food should go.
The food that enters your body can affect more than just the scale. It can also affect anxiety levels. Pay attention to what you eat each day and keep track of anxiety symptoms that manifest themselves after you eat certain foods.
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TRYING NEW THINGS
SESSION A
Courage is:
- Trying new things even if we feel afraid of doing them.
- Being able to face our fears.
- Having the inner strength to be the best that we can be.
- Being brave.
Without courage:
- People would miss out on trying new things.
- We would not challenge or bring about change.
- We would not reach our full potential.
LEARNING OBJECTIVES:
To be able to think about things that we don’t like or are frightened of.
Script:
“Everybody in the world is afraid of something or really does not like something. For example, some people are afraid to go to the top of a very tall building, others are afraid of spiders; some people really dislike certain foods. Today, we are going to think about the things that either frighten us or that we really do not like.”
Suggested Resources:
Cut out some ‘tickets’ for the children – these can simply be a coloured piece of paper cut into a square. Cut out enough for each child to have 2 each. Post-it notes to record the children’s answers.
Suggested Activities:
Sit the children in a circle and hand each child 2 tickets each. Explain to the children that you are going to go around the circle and that when it is their turn, they are going to tell the class something that they are frightened of. They should give their answer and then walk into the middle of the circle and place their ticket on the floor. You can start the activity by giving an example yourself; this will also give the children more confidence to contribute.
Next, go around the group again and this time, ask the children to share with the rest of the class something that they really dislike. Give the children an example. Children then repeat as before, placing their tickets into the middle of the circle. The tickets work as a permission slip for the pupils. You may wish to set some ground rules for the activity at the start e.g. ‘you can only talk when it is your turn’ and ‘you have a ticket, everyone must listen to each other, nobody should criticise anyone else’s answers’.
Plenary:
Review some of the children’s responses. On the whiteboard, create two columns ‘afraid’ and ‘dislike’. Record some of the most popular answers onto post-it notes and stick under headings.
Character Coaching
Meaningful Praise:
Well done children. It takes a lot of courage to share your fears with others in the way that you have today.
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How to Collect and Store Your Breastmilk
You may need to express breastmilk if you are separated from your baby because of illness or prematurity or want to increase your breastmilk supply. If you are separated from your baby, start expressing as soon as possible and remove milk from your breasts at least 8 times in 24 hours. The amount of milk you collect depends on many things such as time of day, how long since the last feeding, and your level of stress.
How do I collect my breastmilk?
Learning to express breastmilk may take time.
* Use warm compresses or take a hot shower. Use gentle massage to stimulate your milk flow.
* Relax and decrease distractions to help your milk letdown (flow). Think about your baby.
* Express as soon as possible after breastfeeding when your schedule allows. Your milk supply is usually most plentiful in the morning.
What should I do to get ready?
* Wash your hands.
* Gather a clean glass, or hard plastic container, or plastic storage bag that is made especially for storing breastmilk.
How do I express my breastmilk?
By hand:
* Push straight back toward your chest.
*Hold your breast in your hand with fingers below and thumb above the areola (dark area) about 1 to 1 1/2 inches behind the nipple.
* Roll thumb and index finger towards the nipple. Do not squeeze the base of your nipple, as this will stop the flow of milk.
* Repeat all around your breast to get as much milk as you can.
* Switch to the other breast when you see the milk flow slow down. Repeat 10-15 minutes or until the flow of milk stops.
* When assembling your breast pump, please refer to the manufacturer's instructions.
By pump:
* Set the pump on your breast so that it's centered over the nipple.
* Put the pump in place before turning it on.
If you're using an electric pump:
* Set the pump to the lowest setting and increase slowly until you feel a gentle tugging - strong suction can damage the nipple and cause pain.
* Massage your breast while pumping.
* Pump for 10-15 minutes or until the milk is flowing very slowly.
* Repeat with the other breast, or pump both breasts at the same time with a double pump.
Watch a video at:
* If you are pumping, hand express for a few minutes afterwards – you will express much more milk using both methods!
http://newborns.stanford.edu/Breastfeeding/Ma xProduction.html
How do I store my breastmilk?
* Store breastmilk in 2 to 4 ounce portions so that it isn't wasted.
* Mark the date on each container.
* Leave a 1 inch space so that it has room to expand when it's frozen.
* Place it in the back of a fridge or freezer where it is coldest.
* Cool milk in the fridge before you add it to milk already in the fridge or freezer.
1
How to Collect and Store Your Breastmilk
If you are expressing breastmilk for a sick or premature baby in hospital:
* Always put your breastmilk in the refrigerator within 1 hour of expressing it.
* Label your milk clearly with your name, date and time.
* Collect breastmilk in sterile containers.
*Do not store milk longer than 2 days in the refrigerator.
* Transport your expressed breastmilk to the hospital using a cooler with ice packs.
Guidelines for storing breastmilk for healthy babies who are at home::
How do I clean the equipment?
How do I thaw frozen breastmilk?
* For healthy, full-term babies receiving breastmilk, wash containers in hot soapy water and rinse well with hot water. Let the containers air dry.
* For electric pumps, do not wash the pump tubing. After each use, clean the parts of the pump that come in contact with your breastmilk. Wash them in hot soapy water, rinse and air dry. Sterilize these parts once a day until your baby is 4 months old.
Thawed milk may smell and look different. But it's still safe to use. Shake it gently to remix the fat.
* Place the frozen milk in the fridge 8-12 hours before you need it.
* Use the oldest milk first.
* For faster thaw, put the container under cool and then warm running water.
* Never thaw breastmilk at room temperature or in the microwave.
2
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Rabies
What is Rabies?
Rabies is an ex tremely dangerous viral disease of animals that can also be transmitted to humans. There is no effective treatment for rabies in animals and all cases end in death!
Rabies can occur in all livestock, dogs and cats and many wild animals, especially dog-like animals such as foxes and jackals. Birds, including poultry are not affected. In Afghanistan, rabies occurs most commonly in dogs and is usually spread by rabid dogs biting other animals or people.
How do animals become infected with Rabies?
The rabies virus is spread by contact with saliva from an infected animal, through bites or scratches, abrasions, or cuts in the skin. Livestock may be exposed during grazing or roaming when a rabid animal bites them. Because people can be exposed to rabies by contact with wild or domestic animals, avoid "suspicious" animals.
What are the signs of Rabies?
One of the most dangerous and difficult problems with rabies is that the clinical signs are variable. Rabies should be suspected whenever an animal shows an unexplained change in attitude or behavior, or a change in function of the nervous system.
* Changes in an animals' attitude or behavior can include:
o resistance to being touched or handled
o uncharacteristic aggressiveness (growling, attacking, biting, or charging into walls or fences)
o excessive fear
* Changes in nervous system function may include an inability to swallow. This may appear as a refusal of food or water and excessive salivation or drooling.
o unusual quietness or depression
* Other changes that may be seen include:
o inability to rise due to paralysis of one or more legs
o signs of incoordination when walking (stumbling, falling, or leaning
o difficulty urinating or defecating if the necessary muscles become paralyzed.
In the later stages, affected animals may be unable to rise and may show generalized convulsions before dying.
What can we do to control Rabies in Afghanistan?
Rabies can be prevented in animals by vaccination. All dogs and cats should be vaccinated against rabies at 4-6 months of age and then with regular boosters on an annual basis. Valuable livestock such as cattle and horses should also be vaccinated annually. Many farmers will find the cost of rabies vaccine too expensive to vaccinate their sheep and goats. However, in areas where rabies is commonly known to occur, this also may be advisable.
IMPORTANT: Wash all bite wounds immediately. Seek medical attention if bitten by an animal suspected to have Rabies.
Developed from "Farmer Sheet on Anthrax", Dutch Committee for Afghanistan http://www.dca-vet.nl/, by H. Zornetzer 2007
For more information visit: International Programs: http://ip.ucdavis.edu
Copyright © UC Regents Davis campus, 2011. All Rights Reserved.
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Sammy the Steelhead Trout here
Did you know that stormwater runoff is a leading cause of water pollution in California?
Here are 10 things you can do at home to prevent stormwater pollution.
1. Never let anything except rain go into storm drains, gutters, ditches, or creeks.
2. Use less toxic household chemicals and dispose of your household hazardous wastes properly.
3. Eliminate or reduce your use of toxic pesticides and herbicides. Use less toxic alternatives.
4. Reduce trash and litter. Reduce, Reuse, Recycle. Just say no to disposable plastic shopping bags and food and beverage containers. Bring your own bag for shopping.
5. Reduce your use of fertilizers. Try making your own compost or use slow release fertilizers.
6. Maintain your septic system properly.
7. Pick up after your pet.
8. Maintain your car to prevent oil leaks and recycle used motor oil.
9. Vegetate bare spots in your yard so soil stays put.
10. Wash your car at a car wash or on your lawn instead of on the driveway. Use environmentally friendly cleaners.
Sammy the Steelhead Trout here
Did you know that stormwater runoff is a leading cause of water pollution in California?
Here are 10 things you can do at home to prevent stormwater pollution.
1. Never let anything except rain go into storm drains, gutters, ditches, or creeks.
2. Use less toxic household chemicals and dispose of your household hazardous wastes properly.
3. Eliminate or reduce your use of toxic pesticides and herbicides. Use less toxic alternatives.
4. Reduce trash and litter. Reduce, Reuse, Recycle. Just say no to disposable plastic shopping bags and food and beverage containers. Bring your own bag for shopping.
5. Reduce your use of fertilizers. Try making your own compost or use slow release fertilizers.
6. Maintain your septic system properly.
7. Pick up after your pet.
8. Maintain your car to prevent oil leaks and recycle used motor oil.
9. Vegetate bare spots in your yard so soil stays put.
10. Wash your car at a car wash or on your lawn instead of on the driveway. Use environmentally friendly cleaners.
Please Report Stormwater Pollution
Call the SLO County Stormwater Pollution Prevention Hotline at
781-5544
For more information about the County's Stormwater Management Program, please visit our website at:
http://www.slocounty.ca.gov/pw/stormwater
Please Report Stormwater Pollution
Call the SLO County Stormwater Pollution Prevention Hotline at
781-5544
For more information about the County's Stormwater Management Program, please visit our website at:
http://www.slocounty.ca.gov/pw/stormwater
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Friends, Allies and Enemies
Type of activity: Strategic analysis as part of building an action, campaign or coalition.
Length: Flexi - 45 mins – 2 hrs
Purpose: This tool is a useful way of sharpening our analysis of where different key individuals and groups are placed in relation to an issue on which we are taking action. Once the positioning of people and organisations is identified, tactics can then be designed to move people along the spectrum towards the group's desired goal. A useful secondary purpose of this exercise is that it can be helpful in building group identity and solidarity.
Group: This tool can be used effectively with groups of varying size, although 30 is probably the functional limit.
Clarification of terms:
Friends: Completely aligned with the group's purpose.
Allies: Share some of the same views on a spectrum from very close to us on the issue, right through to being almost in the enemy camp.
Enemies: Those who are hostile to our cause and will try to stop us achieving our goals.
Note: some people find the use of the term 'enemies' offensive. A group discussion of this can in itself be illuminating, but other terms may be used if deemed more appropriate in a particular setting, for example 'opponents'.
Facilitator knowledge and skills: The facilitator needs to be skilled at asking questions which probe participants' knowledge and perceptions of where key players stand on the issue under consideration. Sectoral knowledge can be useful, but not essential.
Resources needed: A whiteboard and whiteboard pens, or newsprint, marker pens and tape.
Instructions:
1. Ensure that the group is clear on the issue which they are addressing. This exercise does not work unless there is agreement in the room on one common cause for which the group is working.
2. Draw a simple 3 column table on the whiteboard or paper.
Friends
Allies
Enemies
It can be helpful to leave the most space in the 'Allies' column.
3. Invite the group to brainstorm who they think should go into each category. The more time that can be allowed for discussion of where a particular group or person sits in relation to the cause being advanced, the more useful and nuanced the results.
4. The analysis can include some individuals as well as groups, but such individuals should clearly be key to a particular place/sector (eg journalist for a particular media outlet, departmental official who will share insider information, particularly friendly MPs, church leaders etc).
5. It is important to point out that individuals and groups will be placed in different parts of the spectrum depending on the issue/cause. For example, a conservative Christian lobby group may be a 'friend' on a campaign to get rid of pokie machines from your community, and an 'enemy' on a campaign for a woman's right to choose.
6. The 'allies' section is the most fruitful part of the exercise, so it is worth taking time to invite people to discuss where a particular group or individual sits on the friends > enemies spectrum.
7. Once as full a picture as possible has been created in the time available, it is important to move discussion to questions including :
* What does this tell us about how much support we do (or don't) have on this issue?
* What might we do to persuade more people/groups to shift their position in our favour?
* What are our next steps to achieve this?
* If this analysis shows us that we have very little actual and potential support for this particular cause, is there another action/issue/campaign we should be working on to try and achieve our underpinning goals?
This session may well take place after a break, and be done in small groups, before bringing people back to a plenary to share conclusions.
Facilitation tip: The more detail that can be gained from this exercise, the better. Encouraging people to exactly name friends, allies and enemies can be slightly scary to start with, but it is worth persisting. Naming is a powerful and clarifying exercise. However, confidentiality can be important. This exercise works best where there is a high degree of trust in the room, and where there is confidence that confidentiality will be maintained around detail, as appropriate.
Acknowledgements: This exercise has been around in the same or similar form for many decades, all over the world, and in many settings. We acknowledge all involved in its development and use, especially in the context of participatory adult education for liberation.
Copyright: This work is licensed under the Creative Commons Attribution-NoncommercialShare Alike 3.0 New Zealand Licence. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-sa/3.0/nz
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Protect Your Family from Carbon Monoxide Poisoning
The 2006 Minnesota legislative session passed a carbon monoxide law requiring carbon monoxide (CO) alarms in homes built after January 1, 2007. All existing, single-family homes were required to have CO alarms by August 1, 2008, and multi-family housing by August 1, 2009. To find out more about this law, go to the Minnesota Fire Marshal website at dps.mn.gov/divisions/sfm. Select "Public Education" from the orange menu bar and click "Fire Safety."
Facts
* CO is a gas you can't see, taste or smell. CO is released when fuels like natural gas, oil, wood, kerosene or charcoal don't have enough oxygen to burn efficiently. This poisonous gas can escape into a home, car or garage and kill people.
* CO can accumulate inside the home from a variety of sources, including furnaces and water heaters, gas or kerosene space heaters, gas boilers, gas ranges and ovens, gas dryers, charcoal or gas grills, fireplaces and wood stoves, vehicles, and yard equipment with gasoline-powered engines
* Exposure to low levels of CO can cause flu-like symptoms – nausea, dizziness, drowsiness, weakness, intense headaches and shortness of breath. Higher levels can result in unconsciousness or death.
* People most vulnerable to the effects of CO include pregnant women, the elderly, small children, people with lung problems or other chronic health conditions, and people engaging in strenuous physical activity.
* CO is most likely to accumulate during the winter months, when a heating system is in use and the home has been sealed and insulated against the cold.
Safe Behavior
To protect yourself and your family from CO poisoning:
* Install a UL-listed carbon monoxide alarm in your home that will sound when potentially dangerous levels of CO are present. All homes should have BOTH a CO alarm and a smoke detector. A smoke detector does not warn you when CO is present. CO alarms and smoke detectors can be purchased at discount hardware and building supply stores.
* Have a qualified technician inspect your furnace and check fuelburning appliances in the fall. Make sure your furnace has an adequate air supply. Make sure your heating system and all fuel-burning appliances are adequately vented and properly maintained.
* When using a fireplace, wood stove or space heater, provide adequate ventilation.
* Portable propane camping equipment and gas barbecues are approved for outdoor use only. They should never be used inside cabins, tents, fish houses, recreational vehicles or boats. Read labels on recreational appliances and follow manufacturer's operating instructions.
* If your car is stuck in the snow, make sure that the exhaust (tail pipe) is cleared before starting the car engine. Be sure the exhaust is free of snow and check it periodically if you use the engine for heat. Watch for symptoms of carbon monoxide poisoning.
* During power outages, do not use gasoline engines or burn charcoal in enclosed spaces, including a garage, even if the door is open. Do not use gas stoves or ovens to heat living areas.
Additional Materials
* Minnesota Department of Commerce
o Combustion and Makeup Air
o House Diagnostic Services
o Home Heating
* Minnesota Poison Control System
o Carbon Monoxide Fact Sheet
* Minnesota Department of Health
o Preventing Carbon Monoxide in Your Home
o Healthy Homes
o Preventing Carbon Monoxide Poisoning During Power Outages
Contact
* Minnesota Department of Health Indoor Air Unit
Phone: 651-201-4601 or 800-798-9050 8:00 a.m.- 4:30 p.m.
Web site: http://www.health.state.mn.us/divs/eh/air/index.htm
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AUTO REFINISHING PREP TECH
Automotive Refinishing Prep Tech grad Andy Tran has some advice for those thinking about going into the trades: explore the many different options out there until you find the one you are passionate about.
"Try it out to see if you like it or not – it won't hurt to try. Then pick the right one for you."
Andy did a lot of career exploration before landing on his prep tech training. This included subjects like cooking, pet care, library work but auto repair was the trade that caught his eye.
In Grade 12, Andy completed the Automotive Refinishing Prep Tech Youth TRAIN in Trades program, a partnership between the Vancouver School Board and Vancouver Community College.
When Andy was in high school and wanted to get into the auto refinishing program, his school supported him and advocated to get him into the program even though his English wasn't that good.
Andy arrived from Vietnam at the end of elementary school and still struggles with his English.
"My English isn't that good, but the school pushed to have me accepted," Andy explained. "People who knew me, knew I could do the work. The only way I could prove myself was to get into the program."
WRITTEN: MARIA RANTANEN
-
PHOTO: NORIKO TIDBALL
Writing tests isn't easy for Andy, but when he's on the shop floor working, that's when he shines. But he's willing to put in the time to get through the theoretical parts of the courses as well – sometimes, he studies so hard, he feels sick, but he is determined to reach his goal of becoming a painter.
And he's learned to use tools at his disposal – including Siri on his iPhone – to help him overcome his language barriers.
Being a prep tech requires a lot of patience and stamina, Andy explains. After the body man has finished his work – repairing the worst of the damage to a vehicle – Andy's job is to make the surface smooth and ready to be painted.
Andy's ultimate goal is to become a painter – something he's working toward, and he knows it will take "time and patience" to reach this goal.
"I take pride in my work but I know I have a long way to go," Andy says. "When you paint, you can see your work. You look at the car and you can't even tell that it's been damaged."
Andy has been working at Arbor Body Shop in South Vancouver for a couple years and he likes that the focus is on high-quality work and customer satisfaction. He doesn't feel rushed to finish a job; rather he can take his time and do the job properly.
"If you do a good job, the customer will come back," Andy explains. "I always do my best because I like my workplace – I want it to be successful. When I'm working, time goes by so fast."
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A young woman's declaration of independence in the 1910s
Isabel Cooper a few years before her independence
In November 1913, Isabel Cooper went before a Kings County New York Commissioner of Deeds and signed a "General Release," freeing her Aunt Mary Cooper from guardianship and any financial or legal responsibility for her. This was not an act of rebellion, it was the accepted legal move for a ward, reaching majority, when there was money or property involved in a guardianship.
With her signature, Isabel may have gained control of a small inheritance, but much more importantly, she became a free-acting adult. She was just past 21.
Isabel's first taste of independence was freshman year at Bryn Mawr College. But she had come home after a year. Then she spent several years studying art at Columbia Teacher's College and in summer courses in Lyme, Connecticut. She was meeting interesting people and ranging further and further from the staid life she led with Aunt Mary and her aunts Harriet and Joanna.
The aunts were Isabel's father's sisters. After James Cooper died in the Klondike, when Isabel was five, the three raised Isabel and her younger brothers Jim and Leslie. The aunts were single, Victorian women, and devout Christian Scientists. Isabel's two hard-to-manage brothers were mostly off at boarding school, leaving her home with the aunts, and attending a nearby day school.
Aunt Mary was, Isabel wrote later, a martinet. It was Mary who sent her to Bryn Mawr, and then who decided, for Isabel, where she would attend art school. Mary's choice replaced the one Isabel had made. Isabel wrote later that she agreed, but "with rather bad grace." None of the three aunts was a mother figure. Isabel remembered later that even from her closest Aunt Joanna she got "no embraces or gestures of tenderness".
In 1911, the family moved from their large row house at 40 West 96th Street, just west of Central Park, to an apartment in Harlem, renting out the house. What had been close quarters with three middle-aged aunts became even closer quarters in just a few rooms for a free-spirited 19-year-old.
Then in July 1913, Aunt Joanna, the only one Isabel was close to, and the one who nutured her artistic interests, died at 53. It was time for independence, and she arranged it about as soon as she could.
Around the time she signed the General Release, Isabel moved away from her surviving aunts to the Studio Club, a YMCA residence for single women artists, at 35 East 62nd Street. She lived there from from 1913-1915. At the Studio Club, though under the watchful eyes of a house matron, and subject to regular lectures on Christian propriety, Isabel got a further taste of freedom and independence. She was with other young women artists, not older ladies. She could come and go freely (within curfew hours), and she was immersing herself in art. It was the start of a remarkably modern, adventurous life for a woman raised in a Victorian, Christian household by middle-aged aunts.
It's easy to imagine her folding closed the General Release and putting in her handbag. And she preserved it from then on, and placed it in a glassine sleeve in the scrapbook she made to give highlights of her life and career. Her declaration of independence.
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It is said that Jikaku Daishi, a famous Buddhist priest and philosopher, opened Yumura Onsen in 848. You can feel the history of the town that revolved around the natural hot springs. The springs still naturally emerge at a high temperature of 98°C. Take your time touring through Yumura Onsen, a part of the San'in Kaigan UNESCO Global Geopark. People coming on a day trip can still enjoy the town, soak your feet in the foot bath or relax in the hot spring bath houses.
1. The starting and ending points are at the Yumura Onsen Zentan Bus Terminal located along National Highway No.9, the entrance to Yumura Onsen. After crossing the highway, up ahead a little ways, there is "Yakushido Temple" which enshrines Yakushi Nyorai (Jikaku Daishi) the said founder of Yumura Onsen. There is also a monument of Basho Matsuo.
2. Walk a little more to the stone stairs and go down them, on the right you'll see Kabuyu (Yumura pocket park). This is a place to relax with "Yu Tokei" and one of the hot spring sources "Kabuyu". The statue of Jikaku Daishi at the Yu Tokei, holds a staff and single-pronged vajra to ward off disasters. You can pray for safe travels by pouring water over the statue's feet.
3. From the pocket park go left down the Haruki riverbank, you will arrive at another hot spring source "Arayu" where you can see steam from the springs rising up. This spring produces 470 liters of 98°C spring water per minute, and is open to the public. Anyone is welcome to boil eggs or vegetables in the spring water here; you can purchase eggs from nearby souvenir shops and is a great hot spring experience. The footbaths are another popular spot.
4. Return to the stairs, cross the bridge and to the right is Toujikan (Museum of chief sake brewer) and Yumechiyokan Museum. Take a quick break at Obaa Cafe with some tea and tochi ohagi (a Japanese sweet rice cake ball). Yumechiyokan is also a fun and educational history museum showing what life was like in the early 1900s.
5. If you go to the back of Yumechiyokan Museum through the passage along the side of the building, there is the footbath "Aogiri no Yu". Across the Yumechiyo Bridge is "Yakushiyu", a public bathhouse that even day visitors can use.
6. From Yumechiyo Bridge go down to the river walkway, down the path is the path with handprint reliefs (Fureai Tegata Sanpomichi). Check out the handprints of various entertainers and cultural figures that have ties to Yumura. Continue down this way and you will come back to Arayu (hot spring source).
7. Go through the pocket park and up the stairs, turn left at the first intersection to the shopping street with 63 spring sources, Nakamachi Dori.
8. Go under the bridge of National Highway No.9, follow the road along to the left and up the slope. At the end is Hachiman Shrine. On the shrine grounds is a five stone ring tower that is associated with the "ibo (wart) god" who cures warts.
9. Past the shrine to the far right is the hot spring park Refresh Park Yumura, with 8 health and outdoor baths surrounded by nature. If you're hungry you can try the select brand Tajima beef at the adjacent restaurant Kaede. At the end of your trip head back down the road to the ending point at Yumura Onsen Zentan Bus Terminal near by.
- **Difficulty:** ★☆☆
- **Restroom:** Yumechiyo restroom, Yumura Onsen pocket park, Yakushiyu
- **Access:** By Train / Bus: Take the Zentan Bus from JR Hamasaka Station or JR Yoka Station to Yumura Onsen bus stop. By Car: The city's North parking lot or East parking lot
- **Contact:** Yumura Onsen Tourism Association
TEL: 0796-92-2000
**Approx. Distance**
1.5 km (Round Trip)
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W. H. Council Traditional School Assessment Policy
Established
: September 2006
Revised: February 2011
Philosophy
W H. Council Traditional School acknowledges that assessment is integral to teaching and learning. At Council, assessment is an ongoing process. Formative and summative assessments are used to evaluate student performance, plan for further student learning, and address individual learning styles. Council follows the standardized system of assessing student academic performance mandated by the Mobile County Public School System as well as incorporating the assessment methods and strategies recommended by the International Baccalaureate Primary Years Programme.
Assessment should effectively guide students through the five essential elements of learning:
* The acquisition of knowledg
* The understanding of concepts
* The mastering of skills
e
* The development of attitudes
* The decision to take action
These elements are addressed through collaboration and planning units of inquiry as defined by International Baccalaureate Organization. At Council, we use a variety of assessments which are continually modified in order to reach all students' individual learning styles.
Assessment Tool
s
We at W. H. Council Traditional School are committed to using a variety of testing methods and formats to assess our students' knowledge, growth, and ability to apply skills and concepts. The following assessments are those which we use to evaluate all aspects of the educational program at Council:
* Pre/post assessments
* Formative assessments
* Rubrics (knowledge, skills, collaboration, performance)
* Performance assessments
* Self evaluation
s
* Peer evaluation
s
* Mobile County Public School System End of Quarter Tests (EQT) Reading (K-5), Math (K-5), Science (4, 5)
* Accelerated Reader/ STAR
* DIBELS (Dynamic Indicators of Basic Early Literacy Skills, grades K,l and 2)
* Alabama Reading and Math Test (3, 4, 5)
* Anecdotal records
* ARMT + (Alabama Reading and Math Test Plus, grades 3, 4 and 5)
* Teacher-made tests and quizzes
Assessment Recording and Reporting
Assessment-reporting occurs continuously and systematically throughout the school year Teachers record student performance using INOW, a grade book and reporting software, which generates a printed assessment report. Teachers record narrative comments in addition to the printed reports. Parents receive a formal report every nine weeks and a mid-quarter report is also provided for additional monitoring and feedback to parents. Parents are able to access their child's progress from home via INOW.
Communication of a student's progress is essential to student success and should be seen as an opportunity for parents, teachers, and students to exchange information that will help the student. In addition to assessment reports, Council teachers communicate informally with parents throughout the school year via notes, e-mails, the school website, and phone calls. Fall conferences with parents are designed to share specific information regarding the student's academic, social, and emotional needs and goals. Additional conferences are scheduled by the teacher and/or parent as needed. Annual parentlteacherlstudent conferences are required by the Mobile County Public School System for students in grades 4 and 5 and must be completed before the end of the first semester. IBfPYP Leamer Profile Reflections are completed by students at all grade levels and sent home at the end of each semester.
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Sponging off the natural north
To meet strong global demand, researchers, Indigenous communities, governments and a private company are cooperating to set up a novel spongefarming industry in the warm marine waters off Arnhem Land and Torres Strait.
'In the Northern Territory, we were looking at different crops which might be feasible for Indigenous communities living in isolated areas and retaining strong Aboriginal cultures,' says Graeme Dobson of award-winning company LoTech Aquaculture Pty Ltd. 'Sponge farming emerged as a promising option and in collaboration with the Australian Institute of Marine Science (AIMS), the Northern Territory and Commonwealth governments, the Northern Land Council and the Indigenous Land Council, the project has made steady progress.'
Indigenous local communities and exchanging knowledge right from the start,' says Duckworth.'Following an extensive survey of sponges that investigated 10 000 square metres of sea floor, we began a sponge growing experiment, in December 2004, with the Traditional Owners of Masig (Yorke Island). By March 2005, the sponges had doubled in size … which is very encouraging.'
'We are well into two-year bath-sponge trials with the Warruwi community on Goulburn Island and the Maningrida community of coastal Arnhem Land,' says Dobson.'The people know the pristine waters in their environment intimately and together we're developing a business that will fit in with the Indigenous culture. The plan is to grow and market quality "clean and green" bath sponges for various markets and provide employment and income for local communities.'
In Queensland, AIMS project leader Dr Alan Duckworth says a two-year collaborative study with CRC Torres Strait and the Torres Strait Regional Authority (TSRA), looking at the potential for sponge farming is going well. 'We are working closely with
|
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|
JUN–JUL 2005
So how do you farm sponges? First get your sponge stock, say the scientists. Fragments of sponge are collected from donor sponges growing in about 10–15 metres of water, leaving enough of the donor colony to ensure its survival. The teams are still exploring the best way to culture the sponges, but the main methods are to either thread the sponge pieces (like donuts) on a rope, which is then suspended in the water, or to place them in mesh pearl panels, normally used to culture pearl oysters.
Some sponges can grow to basketball size, but they would most likely be harvested and, where necessary, shaped before they reach these proportions. It is all low-tech, which suits the remote locations up north.
'Apart from the expense of getting materials into remote parts, the main challenge off Arnhem Land has been the strong ocean currents and the presence of crocodiles,' says Dobson.'Accordingly, we are developing methods that minimise or eliminate the time people spend in the water!'
Crocodiles do not lurk in the clear waters of Torres Strait, but Toshie Kris, TSRA Chairperson, says the priority is to ensure
Research
Indigenous Aquaculture Officer,Stan Lui,monitoring growth and survival of farmed sponges at Masig. AIMS
'We are working closely with Indigenous local communities and exchanging knowledge right from the start'.
America. Selling to tourists is another marketing possibility.
that a sponge-farming industry does not have a bad impact on the natural environment. 'Protection of our sea country is paramount,' he says.
Significantly, wild bathsponge populations in the Mediterranean and Caribbean regions have indeed been overharvested and are now unable to keep up with global demand. The world sponge market is worth about A$40 million annually and markets have been identified in Europe and North
The project teams believe that sustainable in-sea farming of sponges will overcome the problem of over-exploitation witnessed in other parts of the world and have considerable benefits for Indigenous communities. It will be interesting to see if the trials currently under way in Arnhem Land and Torres Strait confirm the feasibility of sponge farming along our northern coastline.
* Steve Davidson
Contact:
Alan Duckworth, (08) 8920 9230, email@example.com Graeme Dobson, (08) 8983 1838, firstname.lastname@example.org
ECOS 35
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If ever there was evidence that some of Minnesota's most historically important and iconic imagery can come in the most diminutive scale, it is the series of ten pen-and-ink portrait sketches by Robert Ormsby Sweeny. Measuring just 4-by-2.5 inches, these tiny portraits, now part of the Minnesota Historical Society's art collection, are among a handful of eyewitness visual records of the largest mass hanging in U.S. history: the execution of 38 Dakota men in Mankato on December 26, 1862.
Born in Philadelphia in 1831, Sweeny trained as a pharmacist and moved to St. Paul in 1852, becoming one of the city's first druggists. Along with artists Seth Eastman and Edwin Whitefield, he is among Minnesota's earliest and most prolific visual chroniclers. While Sweeny had no formal art training, he did have a restless nature—he seemed to go where the action was. After several months of sketching
(and perhaps treating) Union soldiers in action on and off the Civil War battlefields of Arkansas and Missouri, Sweeny returned to Minnesota in August 1862 to recover from an eye injury. He would soon give witness to events of another kind in U.S. history.
Sweeny personally knew many of the Dakota men who were condemned to death. He traveled to Mankato and created these ten portraits on the morning of the hanging. Were they drawings of his friends, or was there only time enough to sketch these few? Examining these portraits, one can only wonder what the men were thinking on this fateful day: betrayal, pride, confusion, pain, sadness?
A century-and-a-half later, these ephemeral sketches are powerful reminders of the U.S–Dakota War of 1862 and the individuals swept away by its events.
—Brian Szott, acting head of collections mhs collections
Copyright of Minnesota History is the property of the Minnesota Historical Society, and its content may not be copied or emailed to multiple sites or users or posted to a listserv without the copyright holder's express written permission: contact us.
Individuals may print or download articles for personal use.
To request permission for educational or commercial use, contact us. Include the author's name and article title in the body of your message. But first--
If you think you may need permission, here are some guidelines:
Students and researchers
* You should, however, always credit the article as a source for your work.
* You do not need permission to quote or paraphrase portions of an article, as long as your work falls within the fair use provision of copyright law. Using information from an article to develop an argument is fair use. Quoting brief pieces of text in an unpublished paper or thesis is fair use. Even quoting in a work to be published can be fair use, depending on the amount quoted. Read about fair use here: http://www.copyright.gov/fls/fl102.html
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* You do need permission to assign an article, either by downloading multiple copies or by sending students to the online pdf. There is a small per-copy use fee for assigned reading. Contact us for more information.
* You do not need permission to incorporate parts of an article into a lesson.
About Illustrations
* For information on using illustrations owned by the Minnesota Historical Society, see MHS Library FAQ.
* Minnesota History credits the sources for illustrations at the end of each article. Minnesota History itself does not hold copyright on images and therefore cannot grant permission to reproduce them.
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Dr. F ran k Lyman 's
Think-Pair-Share
Think-Pair-Share is a simple, yet powerful cooperative learning structure. First conceived in 1977 by Frank Lyman and Arlene Mindus, it has developed into a widely-acclaimed tool for use with any year level or content area. Th is SmartCard provides you with the basic steps of the structure, the importance of think time, and a variety of ways that students can think about the content, interact as a pair, and share their thinking with others. Think The Many Ways to Think Pair Share Hawker Hawke wk w Hawk w aw Haw a Ha w wk w er er Education. 77 b or content me, and a variet and a varie e with others. others. Educati tion tio The io
Think-Pair-Share Steps © © -Share H Ste
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The Importance of Think Time e Importan Time me
Share Think-Pair-Share is fl exible. There are many ways for students to think about the content, interact in pairs over the content, and share what they know or learned. For example, during think time, students can visualise the content, they can create a list with multiple ideas, or they can recall facts from the lesson. There are also a multitude of ways to have students interact in pairs. Partners can interview each other, take turns listing ideas, or debate an issue. Sharing, too, can take many forms: One student can share with the class, all students can share their answers simultaneously, or students can act out their responses. The crucial ingredient is think time with hands down, cued by the teacher. Students follow another signal to move to pair talk or directly to share. It can be viewed as Think-Share and sometimes Pair, or Think-Pair and sometimes Share. Written think time is particularly effective. Sha e r er ction. cti can create a ideas, or they from the lesso o a multitude students inte can interv urns issu
1 2 3 4 Th e teacher presents a question or problem. Students are given think time to think of their responses. Students, as a pair, discuss their responses. Students share their responses with a larger group. er presen ownlow ow w o wn w ion or pro ink time to discuss air, are their hare N o N ponse nses with a lar f their respo up.
roduct roduct
"Think time", also called "wait time", is fundamentally important to teaching, learning and classroom management. There are two types of think time: Think Time Teacher's Student's time", also ca time", also nageme y important to teachin portant to teac me: r
Brow
reproduct
Research reveals that teachers provide an average of only one second of think time — not enough time to develop and rehearse thinking! By expanding think time to 3-5 seconds (with hands down), different students respond more frequently, listen better to each other, are more accurate, feel more confi dent, offer more varied responses, are more willing to speculate, ask more questions, and behave in a more focused manner. Think-Pair-Share has think time built into the structure to increase think time and enhance thinking and learning.
On the inside and back of this SmartCard, you will fi nd some of the many ways to think, pair and share. As you use ThinkPair-Share in your classroom, enhance learning and develop thinking skills by having students think about the content in different ways. Make learning more meaningful and active by having students interact over the content in different ways. And stretch students' intelligences by giving them multiple routes to express their knowledge and share it with classmates.
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Micro-Handball – the game everybody can play everywhere
Micro-Handball has been developed to become the ultimate integrative game. Based upon the street handball idea by Ole Bruun Andersen, Torben Sorensen and Lasse Boesen a framework of basic rules has been created for the game in order to establish and maintain team handball in the schools and hoping to teach children and youngsters about the social values lying in the team game.
Micro-Handball is a new fun and educational game that is very close to the traditional handball but is also inspired by other team games. With Micro-Handball everybody can play a team handball game – even if there is no gym at disposal. The game can be played everywhere; indoors as well as outdoors you just need minimal space and a starter kit consisting of some few specific items.
Everybody can play Micro-Handball across age, gender, level of skills or culture since the focus of the game is directed upon fair play, equality, respect and communication. There are absolutely no requirements defined in terms of handball skills, tactical knowledge, body size or any physical motor traits. Children are supposed to play with their parents or grandparents, boys and girls in mixed teams as well as adults together with youngsters of all gender since all elements of physical confrontation have been removed from the game as tackles are not allowed and physical contact has to be avoided. The extremely soft ball does not allow the dribble so everybody is forced to pass on the ball and collective play takes the command.
This can be achieved because of constant powerplay of the offense team and the fact that there are no positions fixed for any of the players. Basically there is no referee in the game like in Frisbee Ultimate and the players do have to manage the flow of the game. You can play the game just for love but if you want to score points and play friendly tournaments just refer to the basic rules in the following. Of course the position of a referee can be installed and it makes sense in specific situations.
The starter kit
This package comes in a medium size sport bag and consists of
2 balls – they come with a circumference of 44 cm of very soft non toxic material very adequate for kids to learn how to catch, throw and control a ball without dribble. With a few shots of air you can make the ball bouncing and move on to Mini-Handball if you like only to return back to Micro-Handball by deflating the ball again.
1 goal – the inflatable 2.40 x 1.60 goal will pop up within less than one minute and will take two minutes to fold away. The construction and the material of the goal are dedicated to eliminate any risk of injury of the players.
1 start line – a 4m rope to simplify the marking of the goal area and to mark the start line during the game.
1 package of trottoir chalk – for marking the goal area.
4 rubber plates in bright blue colour – to mark the goal area in cases when you cannot use chalk.
1 laminated info-page – describing the philosophy and the basic rules of the game.
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Art GCSE – Year 9 into 10 introduction
Welcome to GCSE Art, we are really looking forward to starting the course with you.
As part of your course you will be required to complete at least 1 hour of homework a week (KO attached). To complete this you will need to purchase some art materials. A shopping list is provided for you so you can get the correct equipment. Art paper will be supplied to you.
Your first unit of coursework in Year 10 is ‘Natural – Mechanical’.
For your Summer Project you are required to make a front page for your sketchbook on this theme. Work on A4 paper – you can collect this from the art teachers. Use any materials that you like, we look forward to seeing your skilful and creative work. This is due in on your first lesson in September.
There some images on the next slide to inspire you, please don’t copy these, use your own ideas and make a personal response.
A collection of intricate and detailed drawings, including a steampunk tree with gears, a mechanical heart, a tree with red pipes, a mechanical insect, a heart with chains, a steampunk gear, a pear with a maze, and another mechanical insect.
Shopping list
The list is made referencing The Works as their materials are good quality and a reasonable price. You can buy them from elsewhere if you wish.
Acrylic Paint set - £5 (includes, paints, brushes, palette, pencil, rubber and sharpener)
https://www.theworks.co.uk/p/acrylic-paint/crawford-and-black-acrylic-paint-set---20-pieces/5052089170926.html
Watercolour pencils - £4
https://www.theworks.co.uk/p/coloured-pencils/crawford-and-black-artist-watercolour-pencils---set-of-15/5052089215696.html
Fine line pen - £1 (set of 3)
https://www.theworks.co.uk/p/office-stationery-supplies/black-fine-line-pen-set---pack-of-3/5052089127142.html
Knowledge Organiser: Year 10 Art – Natural and Mechanical Forms
Week 1
Draw a corkscrew from observation. Make close up viewpoint.
For an example of the drawing technique https://www.youtube.com/watch?v=QTO2wfOg7KU
Week 2
Make an acrylic painting of a section of your drawing from last week.
Week 3
Stain your paper with a tea bag and dry it. Now draw a pair of scissors. Use pencil and fine line pen. Add white paint for highlights.
Week 4
Draw a close up section of cogs. Use pencil and fine line pen.
Week 5
Using last weeks homework as a reference point, make an Abstract cog painting.
Week 6
Make close up drawing of a Leaf in pencil. Use a wide range of tones.
Week 7
Make a drawing of a leaf. Use colour pencil.
Week 8
Make a detailed drawing in pencil and fine line pen of a cheese grater section.
Week 9
Enlarge and simplify a section of last weeks drawing. Apply abstract colour using Acrylic paint.
Week 10
Make a colour pencil drawing of a butterfly.
Week 11
Make a painting on a close up of a butterfly wing.
Complete one task a week. Each task will take between 1 and 2 hours. Each artwork should be at least A5 in size (half a sheet of A4 paper) An additional booklet of images has been provided to support you. All work completed counts towards coursework (60% of your final GCSE)
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CHENNAI METROWATER'S APPEAL TO HARVEST RAIN WATER COLLECTED AROUND THE BUILDINGS
------
Chennai Metro water appeals to the public to harvest rain water collected around the buildings similar to the harvesting of rain water from the roof top of the buildings.
Due to the great effort made by the Hon'ble Chief Minister, importance has been given to Rain Water Harvesting scheme and Tamil Nadu became the pioneer in the installation of Rain Water Harvesting structures.
At present the public are harvesting rain water from the roof top of the building by collecting it in sump through a filter chamber for direct usage and diverting the over flow from the sump to the existing Rain Water Harvesting structures. But they are not harvesting the rain water collected around the buildings. Due to this reason the rain water is flowing out of the building and stagnating on the streets and causing hardship to the passers. In order to prevent this situation, the rain water collected around the building has to be diverted to a recharge well through a channel. This will lead further improvement in the recharge of ground water.
In Chennai City aquifers generally depends on North-East Monsoon i.e. during October, November and December months. Moreover the aquifers are recharged during North-East Monsoon. This recharge helps to improve the ground water level and it is sustainable upto summer months.
The amount of rainwater available in a building depends on the rainfall and total area of the building including roof top and space around the building. A rough estimate of rain water available for recharge can be calculated as follows.
Average annual rainfall of Chennai
Rain fall in 1 sq.ft
= 1200 mm (1.2 m) or 4 ft.
= 1 sq.ft x 4 ft = 4 cubic ft.
One Cubic ft is 28.3 litres. The Amount of rain water collected in 1 sq.ft per year
Therefore the total rainfall in 2400 sq.ft plot
= 113 litres
= 2,400 x 113 = 2,71,200 litres/year
Volume of water recharged into the ground (considering 60% effective recharge)
= 1,62,720 litres/year
In 2,400 sq.ft area, the amount of ground water withdrawn may be replenished by 1,62,720 litres which helps to prevent depletion of ground water and in turn prevent the water crisis.
Hence Chennai Metro water appeals to the public to harvest the rain water available during the forthcoming NE monsoon without allowing it to the streets in all the above said ways.
The public are requested to contact the Chennai Metro water to get further technical details about harvesting rain water collected around the building through the telephone no. 28454080 and 45674567.
Chennai Metrowater
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Unit Plan by Prioritized Standards
Insert priority standards below (include code). CIRCLE or Highlight the SKILLS that students need to be able to do and UNDERLINE the CONCEPTS that students need to know. (address "supporting" standards in daily lesson plans)
MGSE9-12.F.IF.4 Using tables, graphs, and verbal descriptions, interpret the key characteristics of a function which models the relationship between two quantities. Sketch a graph showing key features including: intercepts; interval where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity.
MGSE9-12.F.TF.2 Explain how the unit circle in the coordinate plane enables the extension of trigonometric functions to all real numbers, interpreted as radian measures of angles traversed counterclockwise around the unit circle.
MGSE9-12.F.TF.5 Choose trigonometric functions to model periodic phenomena with specified amplitude, frequency, and midline. Prove and apply trigonometric identities.
Essential Unit Vocabulary
An angle is in standard position when the vertex is at the origin and the initial side lies on the positive side of the x-axis.
The ray that forms the initial side of the angle is rotated around the origin with the resulting ray being called the terminal side of the angle.
An angle is positive when the location of the terminal side results from a counterclockwise rotation. An angle is negative when the location of the terminal side results from a clockwise rotation.
Angles are called coterminal if they are in standard position and share the same terminal side regardless of the direction of rotation.
The reference number t' associated with a real number t is the shortest distance along the unit circle between the terminal point determined by t and the x-axis. The reference number is always positive.
The unit circle is a circle with a radius of 1 and center at the origin.
If a central angle in a circle intercepts an arc equal to the length of the radius of the circle, the measure of the angle is 1 radian.
An identity is an equation that is true for all values of the variable for which the expressions in the equation are defined.
A function is a sinusoidal function if its graph has the shape of y = sin (x) or a transformation of y = sin (x).
The midline of the graph of a sinusoidal function is a horizontal line located halfway between the maximum and minimum values.
The amplitude of the graph of a sinusoidal function is the distance from the midline to either the maximum or minimum value. The amplitude is ½ the distance between the maximum and minimum values.
The period of a trigonometric function is the horizontal length of one complete cycle. It is the distance between any two repeating points on the function.
The frequency of a trigonometric function is the number of cycles the function completes in a given interval. The frequency is defined to be the reciprocal of the period.
Next step, create assessments and engaging learning experiences
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Office of Early Childhood Newsletter
DEAR FAMILIES,
BENEFITS OF HAVING A ROUTINE:
The disruptions caused by the Pandemic have dramatically changed many of our normal routines, which makes it that much harder to cope with everyday stressors. Even if you don't typically thrive on a strict schedule, having a routine can be helpful in times of unpredictability, uncertainty and stress. We are creatures of habit and routines offer a way to promote health and wellness through structure and organization. During times of great stress maintaining structure and routine can help you to feel more organized and in control. It can also improve your focus and productivity.
RESOURCES:
The Mental Health Benefits of a Daily Routine: blurtiout.org
18 Reasons Why a Daily Routine is so
Important:
skilledatlife.com
The Importance of Maintaining Structure and Routine
During Stressful Times: verywellmind.com
Health Benefits of Having a Routine: nm.org
Why Routines are Good for Your Health: piedmont.org
Routines reduces our stress levels. Trying to remember all the things we need to do can be stressful and overwhelming. When we have a routine, we don't have to think about many of the things we need to do daily. Routines can take the guesswork and uncertainty out of parts of our day.
Routines help us to cultivate positive daily habits and prioritize self-care. Organizing our time gives us the opportunity to build in blocks of time for things that are important to us. This can allow us to build in daily habits that help us with our mental health.
Routines can help our sleep cycle. Sleep is really important for our mental health. Going to bed and waking up at the same time most days allows for our body to get used to a set sleep-wake cycle. By having a regular sleep routine, we should find it easier to fall asleep and stay asleep.
Routines allow us to build in time for the important things. This includes rest, relaxation and fun. This may include spending more time with your family, doing things with your children and hobbies.
Routines can help us to maintain a healthy diet. It is really time consuming to plan, cook and eat a healthy diet. A routine helps us to block out some time for cooking, eating and cleaning up.
Routines can help us to fit exercise into our day. Not all of us are a fan of exercising but it can help to elevate our mood. It can be very difficult to fit exercise into our daily schedule. Even if we only decide to exercise a few times a week, by using a routine we can create time to participate in the exercise of our choice.
Routines make us more efficient. Following a daily routine reduces the need to make decisions each day. It enables us to know exactly what tasks we need to do each day without having to decide or think too much. When we are finished with one task, we know what comes next without having to think about it.
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Parents Corner
Parents Code of Conduct
Parents, it is easy to have a great Coach/Parent/Player experience. Just follow these eight simple rules...
1. Understand the coach and team philosophy. If you don't know the goals of the team (for example, player development versus winning), ask the coach.
2. Send your children ready to play. They should be properly fed and clothed, and they should arrive on time.
3. Support the team, but do not instruct the players. It confuses your child and others, and undermines the efforts of the coach.
4. Avoid confusion when cheering. Do not say anything that is a command, such as "Pass it," "Shoot," or "Boot the ball."
5. Use positive encouragement instead. This would include such comments as "Way to go," "Nice effort," or "Stay with it."
6. Refrain from speaking to officials, unless it is to say thank you after the game. If you have questions or concerns with the referees, relay the information at the proper time (see rule 7) to the coach.
7. Speak to the coach at the proper time. If you have concerns, use e-mail or the telephone. If it is about a game, let the dust settle for a couple of days first.
8. Report to the coach all injuries, special medical conditions (such as asthma) or extenuating circumstances (such as lack of sleep or family crisis) that may affect the player.
Zero Tolerance
All individuals responsible for a team and all spectators and parents shall support the referee. Failure to do so will undermine the referee's authority and has the potential of creating a hostile environment for the players, the referee, and all the other participants and spectators.
No one is to speak to the referee during or after the game. Exceptions: Coaches may ask questions before the game, call for substitutions and point out emergencies during the game, or respond to the referee if addressed.
Absolutely no disputing calls, during or after the game, no remarks to the referee to watch certain players or attend to rough play. NO YELLING at the referee, EVER, and no criticism, sarcasm, harassment, intimidation, or feedback of any kind during or after the game.
Players Code of Conduct
Players are expected to:
1. Conduct themselves at all times in a respectful and sportsmanlike manner.
2. Do their best to attend all practice sessions and games, and at all times follow the instructions of the coach(es).
3. Not engage in disruptive or disrespectful behavior during practice sessions or games towards fellow teammates, other team players, the coaches, the referee, or spectators.
4. Not engage in any bullying, antagonism, foul or abusive language, or other intimidation of teammates or other team players.
5. Demonstrate a willingness to learn the game of soccer, and actively participate in drills, exercises, and scrimmages.
6. Understand and accept that their placement on teams may vary from season to season.
7. Dress neatly. The uniform will be kept clean and in good condition.
8. At practice or games, ensure playing areas and sidelines are kept clean, and all trash and waste is disposed in the proper receptacles. If there are no receptacles, then all trash is to be taken away.
9. Properly represent our soccer club, our town, and their family whenever they are attending games and practices.
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Loughton Manor First School Medium Term Curriculum Overview for Year One 2021-22
Science
Seasons - spring
Identify and name the parts of a flower
Name and identify animal groups eg, fish, mammals, birds, reptiles, insects and amphibians
Identify and name the parts of a tree
Carnivores, herbivores and omnivores
| | Identify and name common flowers and trees |
|---|---|
| | Plant seeds and observe their growth |
| | Science Day |
| | Beginning to use a sliding mechanism- ‘growing’ Plants. |
| | Information Technology: |
| | Sort and group items according to different criteria both practically, on |
| | paper and using a programme. |
| | Describe objects carefully based on their properties. |
| | Creating repeated patterns inspired by William Morris’ prints. |
| | Exploring clay as an art material and using it to create leaf prints from |
| | nature- inspired by our work on William Morris. |
| | Begin to understand the UK’s geographical place within Europe and on |
| | Earth |
| | Use maps and globes |
| | Begin to understand aerial photographs and images |
| | Observe landmarks on a local journey |
| No coverage this half-term. | No coverage this half-term. |
| | Understand the place of physical activity to keep us healthy. |
| | Observe the effects of physical activity on our bodies. |
| | Spatial awareness. |
| | Moving in different ways. |
| | Changing direction. |
| | Moving in different ways and invasion games. |
| | Choreograph and perform a simple dance- country dancing. |
| Use voices expressively and creatively. Experiment with pitch, duration, tempo, dynamics and timbre. Music appreciation - Stephen Sondheim- Into the Woods. MK Music Hub Festival. | Use voices expressively and creatively. |
| | Experiment with pitch, duration, tempo, dynamics and timbre. |
| | Music appreciation - Stephen Sondheim- Into the Woods. |
| | MK Music Hub Festival. |
| | Diverse Britain Taught PSHE lessons |
| | My School |
| | My Community |
| | Looking after my neighbourhood |
| | My Country |
| | | British people- celebrating differences |
|---|---|---|
| | | What makes me proud of Britain |
| | Introduction to Judaism Lesson 1 ● To learn what is special about Judaism ● To make links between Christianity and Judaism Lesson 2 ● To understand Shabbat and how it is celebrated. Lesson 3 ● To understand the importance of the Jewish symbol Mezuzah Lesson 4 ● To know why and how Hanukkah is celebrated by Jews. Lesson 5 ● To know why and how Hanukkah is celebrated by Jews. Lesson 6 ● To know how important Moses is to the Jews ● To know the story of Moses | Introduction to Judaism |
| | | Lesson 1 |
| | | ● To learn what is special about Judaism |
| | | ● To make links between Christianity and Judaism |
| | | Lesson 2 |
| | | ● To understand Shabbat and how it is celebrated. |
| | | Lesson 3 |
| | | ● To understand the importance of the Jewish symbol Mezuzah |
| | | Lesson 4 |
| | | ● To know why and how Hanukkah is celebrated by Jews. |
| | | Lesson 5 |
| | | ● To know why and how Hanukkah is celebrated by Jews. |
| | | Lesson 6 |
| | | ● To know how important Moses is to the Jews |
| | | ● To know the story of Moses |
| Values | | Resilience |
| Visitors/Trips | | |
| Whole School | | |
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Lesson plan using Friction, States of Matter and Gas Properties as demonstrations for reviewing Kinetic Molecular Theory and particle nature of matter
This activity replaces one that used Microwaves in Jan of 09, I plan to use it at the first of the year as part of Chapter 1, description of matter.
Learning Goals: Students will be able to describe matter in terms of molecular motion. The description should include
- Diagrams to support the description.
- How the particle mass and temperature affect the image.
- What are the differences and similarities between solid, liquid and gas particle motion
- How the size and speed of gas molecules relate to everyday objects
Background:
I plan to use this lesson to review or introduce KMT. For students who have had physics, this will be a review, for others it may be the first time they have heard of KMT. If this is the first exposure, the idea is just to get the students thinking about the particle nature of matter and later in the year, I will use the KMT activity https://phet.colorado.edu/en/contributions/view/2816 for them to develop a more deep understanding.
KMT summary:
1. Matter is made up of particles having negligible mass are in constant random motion (vibrate, rotate, translate)
2. The particles are separated by great distances
3. The particles collide perfectly elastically (there are no forces acting except during the collision)
4. The temperature of a substance is related to the molecular velocity.
Sim use hints:
Using Friction: Gently rub the two layers together so that the students can see the rise in temp and the increase in molecular motion. If you rub too vigorously or have the layers too close together, the molecules have so much energy that they leave the surface. This is probably distracting.
Lesson: I made a slide show to go with this; a teacher could follow the slide show or the directions below.
Have Friction, States of Matter and Gas Properties all running before class starts
1. First, have the students rub their hands together, then write down and illustrate what they think is happening on a molecular level. Slide 3
a. Then project the Friction sim and gently rub the two layers together so that the students can see the rise in temp and the increase in molecular motion.
b. Have a class discussion on how their image and description match the simulation images. We will have a class discussion about how we could show the various motions of particles. Most of my students draw vectors off round balls.
2. At the same temperature are the molecules all going the same speed? Gas Properties shows this well.
Lesson plan using Friction, States of Matter and Gas Properties as demonstrations for reviewing Kinetic Molecular Theory and particle nature of matter
3. Next, have the students draw models for gas, liquid and solid on their paper. Project the States of Matter sim. Toggle around to show different phases and effects of temperature. Point out rotational, translational, and vibrational motion Use for vibration demonstration http://chemeddl.org/collections/molecules/index.php
- How could material be the same temperature and yet have different Phase? Average molecular speed is related to mass and bonding. They may not think of the bonding yet. They should remember KE=1/2mv 2 and remember that KE is directly related to temperature. The Gas Properties sim illustrates that different mass has different speeds. You might discuss bonding, but I waited until the bonding chapters.
4. Project Gas Properties to get molecular size and speed. Have the students write a sentence that relates size and speed to real things.
a. Say: "Write on your paper: a molecule travels ___ as fast as a car. Show your calculations." I'll remind them that 60 mph is about 26m/s 440 m/s is about the average heavy species at the default settings, so about 20 times. This is a good time to remind students that air is mostly nitrogen
b. I decided to make this just a quick question without the students calculating Write on your paper:, "____ water molecules are in a raindrop(.5 cm). The molecules are about .1nm, so .5E-2/.1E-9 is 5E7 or 50 million.
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Sunsmart Policy
Rationale
Australia has the highest rate of skin cancer in the world. It is estimated that more than 75% of all skin cancers could be prevented by practising sun protection in early childhood and adolescence.
This SunSmart policy has been developed to ensure that all students and staff attending Kyabram P-12 College OSHC are protected from over-exposure to the harmful ultraviolet rays of the sun. This policy documents our sun protection practices in the areas of behaviour, curriculum and environment. These practices will be applied to all school activities including sports carnivals, excursions and camps. It is to be implemented whenever UV Index levels reach 3 and above. In Victoria, average UV Index levels are 3 and above from the beginning of September until the end of April.
Aims
The goals of the SunSmart Policy are to:
* Increase student and community awareness of skin cancer.
* Assist students to develop strategies which encourage responsible decision making about skin protection.
* Work towards a safe school environment which provides shade for students and staff.
* Encourage students, parents, teachers and staff to wear protective clothing, hats and sunscreen during high risk times such as lunch times, sports, excursions and camps.
* Ensure that parents are informed of the school's SunSmart policy.
Implementation:
Behaviour
* Guide all students and staff to wear sun protective hats that shade the face, neck and ears during recess, lunch time and during sporting and other high risk activities; and apply at least SPF 15 broad-spectrum water-resistant sunscreen before all outdoor activity and re-apply every two hours.
* Encourage all staff and students to wear clothing with sleeves and collars that are made from a closely woven fibre and to use shade areas in the school grounds. Rewards system for positive SunSmart behaviour including wearing SunSmart hats.
Excursions and Incursions
* Broad brimmed hats and sunscreen are be required for all excursions and incursions.
Adult role models
* Appropriate behaviour should be modelled by teachers and parents to reinforce the policy.
Curriculum
* Incorporate sun protection and skin cancer prevention programs into the OSHC program.
* Promote sun protection throughout the year via the school newsletter, OSHC program and Seesaw app.
Environment:
* Ensure there is adequate provision of shade within the school grounds for students and staff.
* Sunscreen is provided at OSHC.
* SunSmart practices are promoted regularly from September through to May.
Evaluation:
The OSHC Committee in collaboration with the Student Representatives will review the effectiveness of this policy each year. They will:
* Review the SunSmart behaviour of students, staff, parents and guests visiting the school.
* Assess the provision of shade in the OSHC service.
* Assess the use of shade by students and staff.
POLICY REVIEW AND APPROVAL
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CALIFORNIA STATE SCIENCE FAIR 2002 PROJECT SUMMARY
Name(s)
Project Number
Christopher K. Khavarian
J1418
Project Title
Are Penicillin Resistant Bacteria Resistant to Ultraviolet Light?
Objectives/Goals
Abstract
The experiment that was conducted was #Are Penicillin Resistant Bacteria Also Resistant to Ultraviolet Light?# My hypothesis was that penicillin resistant bacteria will be more resistant to Ultraviolet light then non-penicillin resistant bacteria and when the exposure time is increased then fewer bacteria will survive.
The experiment was conducted in two of the four Preuss School Labs, where my long and tedious science fair experiment began. Through this process the main materials that were used are penicillin chads, E-coli bacteria strand k, and an ultraviolet light lamp. The process in which the experiment was conducted was the bacteria was put on agar and then medicated with penicillin, later the bacteria that survived the penicillin where extracted and grew. The last and final steps where the penicillin resistant bacteria was put on agar and exposed to ultraviolet light for zero, one, two, three, four and five minutes and after 2 day they were checked for the results. Basically the same process was followed for the ordinary bacteria but just it was put strait on the plate and not grown and then grown again.
Methods/Materials
Results
The few mishaps that might have occurred are where when the sterile loop was overheated and it could have killed the bacteria. The other thing was that one some of the dishes some mold had begun to go, which only covered 1% to 5% of the dish.
The data varied for instance in the five minute range 49% of penicillin resistant bacteria survived compared to 9.1% survival. The only case where the ordinary bacteria ha more survival was in zero minutes of exposure when the average was 99.6% and for penicillin resistant the rate was 99%.The comparison between the two types of bacteria was very different and less survived on the ordinary bacteria and more survived on the penicillin resistant bacteria.
Conclusions/Discussion
My hypothesis was supported because the experiment supported that pencil resistant bacteria will be more resistant to Ultraviolet light than ordinary bacteria. From this experiment one can see that penicillin resistant bacteria are more resistant to ultraviolet light than regular bacteria. Therefore if you have an organism that is resistant to penicillin that does not mean that it will be resistant to ultraviolet light. The reason that this could have occurred is due to the genes of the bacteria being able to withstand penicillin but not ultraviolet light.
Summary Statement
The project compares whether penicillin resistant bacteria is more r less resistant to ultraviolet light than ordinary bacteria.
Help Received
Howard Hughes undergraduate Organization for all of the materials, Dr. Adina Sobo for all of the guidance and advice, Ms. Ko for all of the creative criticism and help, Parents for the entire support and assistance layout of board, The Preuss School for the opportunity, all of the Preuss Science Teachers for
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Facts About
Depression
Depression is a serious medical illness. In contrast to the normal emotional experiences of sadness, loss, or passing mood states, clinical depression is persistent and can interfere significantly with an individual's ability to function.
Symptoms of depression include sad mood, loss of interest or pleasure in activities that were once enjoyed, change in appetite or weight, difficulty sleeping or oversleeping, physical slowing or agitation, energy loss, feelings of worthlessness or inappropriate guilt, difficulty thinking or concentrating, and recurrent thoughts of death or suicide. A diagnosis of unipolar major depression (or major depressive disorder) is made if a person has five or more of these symptoms and impairment in usual functioning nearly every day during the same two-week period. Major depression often begins between ages 15-30 or even earlier. Episodes typically recur.
Bipolar Disorder (also known as manic-depression) may include periods of depression, but must include at least some 'manic' symptoms. Manic symptoms can vary from mild mania, e.g., chronic irritability, restlessness, insomnia, excessive talking, to more severe mania, e.g., reckless behaviour, poor judgement, inappropriate social behaviour, explosive anger, spending sprees, impulsiveness, sleeping only a minimum amount of time if at all and grandiose thinking.
Dysthymia
Some people have chronic but less severe form of depression, called dysthymia (or dysthymic disorder), that is diagnosed when depressed mood persists for at least two years and is accompanied by at least two other symptoms of depression. Many people with dysthymia also have major depressive episodes. While unipolar major depression and dysthymia are the primary forms of depression, a variety of other subtypes exist.
Depression can be devastating to all areas of a person's everyday life, including family relationships, friendships, and the ability to work or go to school. Many people still believe that the emotional symptoms caused by depression are "not real" and that a person should be able to shake off the symptoms if only he or she were trying hard enough. Because of these inaccurate beliefs, people with depression either may not recognize that they have a treatable disorder or may be discouraged from seeking or staying on treatment because of feelings of shame and stigma. Too often, untreated or inadequately treated depression leads to suicide.
* Depression affects nearly 10 percent of adult Americans ages 18 and over in a given year, or more than 19 million people in 1998.
* Nearly twice as many women (12 percent) as men (7 percent) are affected by a depressive illness each year.
* Unipolar major depression is the leading cause of disability in the United States and worldwide.
* Evidence from studies of twins supports the existence of a genetic component to risk of depression. Across six studies, the average concordance rate in identical twins (40%) for unipolar depression is more than twice the concordance rate in fraternal twins (17%).
* Research has shown that stress in the form of loss, especially death of close family members or friends may trigger major depression in vulnerable individuals.
Treatment
Antidepressant medications are widely used, effective treatments for depression. Existing antidepressant drugs are known to influence the functioning of certain neurotransmitters (chemicals used by brain cells to communicate), primarily serotonin, norepinephrine, and dopamine, known as monoamines. Older medications – tricyclic antidepressants (TCAs) and monoamine oxidase inhibitors (MAOIs) – affect the activity of both of these neurotransmitters simultaneously. Their disadvantage is that they can be difficult to tolerate due to side effects or, in the case of MAOIs, dietary and medication restrictions. Newer medications, such as the selective serotonin reuptake inhibitors (SSRIs), have fewer side effects than the older drugs, making it easier for patients to adhere to treatment. Both generations of medications are effective in relieving depression, although some people will respond to one type of drug, but not another. Medications that take entirely different approaches to treating depression are now in development.
Psychotherapy is also effective for treating depression. Certain types of psychotherapy, cognitivebehavioural therapy (CBT) and interpersonal therapy (IPT) have been shown to be particularly useful. More than 80 percent of people with depression improve when they receive appropriate treatment with medication, psychotherapy, or the combination.
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1) This table shows the results from a survey which was done three times in a year to find out how many children either walked, cycled or travelled by car to get to school. The same children were asked each month.
a) How many more children walked to school in December than travelled by car in July?
| | December | April | July |
|---|---|---|---|
| Walk | 72 | 81 | 109 |
| Cycle | 25 | 32 | 46 |
| Car | 103 | 87 | 45 |
b) How many more children walked to school than cycled in April?
c) In December and April, how many more children travelled by car than bike?
d) How many children were asked about how they travelled to school?
e) Did more children travel to school by car in certain months than others? Why do you think this is?
1) This table shows the number of boys and girls who belong to different school clubs. Children are only allowed to belong to one club. Complete this table with the missing values:
| | Science Club | Book Club | Nature Club | Gym Club | Total Number of Girls/Boys |
|---|---|---|---|---|---|
| Girls | | 15 | 14 | | |
| Boys | 12 | 21 | | | 62 |
| Total Number of Pupils in Each Club | 29 | | 29 | 33 | |
Use the table to decide if each of the statements are true or false. Explain your reasoning.
a) Science Club and Nature Club are the two most popular clubs for girls.
b) The total number of children who belong to a club is more than 120.
c) Book Club and Science Club are more popular with girls than with boys.
d) In total, more children chose Science Club and Gym Club than Book Club and Nature Club.
1) The school kitchen keeps a record of how many children in years 4, 5 and 6 have a hot dinner each day.
a) Complete the table using the clues they have given to help.
Monday - Fish and Chips
Year 4 ate half of the fish and chip meals served today. Year 6 ate 20 less fish and chip meals than year 5. Year 5 ate 15 less fish and chip meals than year 4. We served 100 meals.
Tuesday - Pasta Bake
Year 4 and year 6 ate 60 pasta bake meals between the two classes. Year 4 ate 35 meals. Year 4 ate 10 more pasta bake meals than year 6. Year 5 ate the rest. We served the same number of meals today as Monday.
Wednesday - Chicken Curry
We served 10 more meals than yesterday and year 4 had 38 of them. Year 5 had double the number of meals that year 6 had.
| Fish and Chips |
|---|
| Pasta Bake |
| Chicken Curry |
b) We served between 110 and 150 meals each day.
Use this statement to decide how many meals were served each day for each year group - make sure you keep these numbers secret for now! Generate your own clues and ask a friend to use these to complete the table.
| | Year 4 | Year 5 |
|---|---|---|
| Pizza | | |
| Jacket Potato | | |
| Pasta Salad | | |
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Public Education Programme Strategy 2016-2019
Moving from "She'll be right" to "We're ready"
VISION
Emergency preparedness is part of everyday life.
MISSION
Empower Kiwis to take responsibility for their emergency preparedness.
APPROACH
Reframe the conversation
We will focus more on impacts than hazards (e.g. no power, no water, no transport) and getting people to imagine themselves (and their families) in various situations. It is more effective to focus on specific impacts, such as power cuts and transport outages, as these are common across all significant emergencies, and are relatable for almost all people.
Targeted at most vulnerable
Messaging, resources and channels employed will be targeted at our most vulnerable audiences
– families with lower incomes, millennials, non-English speakers and new migrants.
1. More people are aware of why they need to be prepared.
3. More people have taken steps to be more prepared.
2. More people understand how to prepare.
4. More people are fully prepared.
OBJECTIVES
Encourage ownership
We will get people to think about what they need to do now to get their families/ households through, and prompting them to have conversations with their loved ones.
Make preparedness easy, relevant and real
Be positive and empowering
We will encourage people to take small steps to be more prepared and protect the things they love, in a way that works for their family/ household.
We will employ a positive and empowering approach, with greater use of humour (where appropriate) and active engagement through channels such as social media.
Public education implementation plan 2016-2019
National campaign
"Never Happens? Happens" branding
Campaign Launch July 2016
August 2016 to July 2017
October 2016
August 2017 to June 2019
Easy, real, relevant - focus on 6 key impacts of emergencies
New resources
Campaign website
Extremely simple videos, brand style guide, booklet with plan, social media resources, publication and advertising templates
Targeted campaigns
Everyday kiwi families
Focus on ownership, low-cost, easy
Voice of others channel plan and resources
Voice of experience resources via regional fund
Content and look aligned with national campaign, focus on 6 key impacts, easy, real, relevant
Pilot programme for families with lower incomes
Millennials – 18-30s
Focus on hero, relevant, low-cost
Voice of others channel plan and resources
Voice of experience resources via regional fund
Redeveloped schools programme
Get Ready Week resources
Redeveloped resources launched to schools, via NGOs, agencies and CDEM groups
Targeted campaigns
Guidelines, printed resources, merchandise, digital components to support schools programme
Other audiences
Non-English speakers
New migrants
Evaluate
Workplaces, preschools, tourists, people with disabilities, rural, elderly, etc
Monitor and evaluate current programme, develop new strategies and resources as required
Partnering with agencies and organisations
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Creating in Your Community
Overview
The City Council is seeking input from the community on the development of a downtown park that will be equitable and accessible for all members of the community. Students will demonstrate their understanding of their communities by designing a community park that is accessible and sustainable for everyone.
Scenario
You are a member of the City Council in charge of a downtown revitalization effort. You have been granted a plot of undeveloped land in the downtown area to create a community park. The City Council will seek input on the design of the park from members of the community, with a focus on accessibility and communal spaces for all.
Driving questions
The driving questions were developed to encourage you to explore the current realities of communities and individuals to be served. The questions will aid you in developing empathy to understand how others might be feeling about a problem, circumstance, or situation.
1. What would community members like to see in the development of the downtown park?
2. What makes a space inclusive?
3. How can we determine the wants and needs of the community for this space?
4. How can this space be adapted so that it is accessible for everyone?
5. How can we incorporate ramps into our design?
6. How close is this space to a public transit stop?
7. How could we design the space so that it is visually interesting?
8. How will people be commuting to the park?
9. How can bike racks be incorporated into the design?
Understanding, Research, Define, and Ideation (U-RDI)
Understanding
Understanding is the process of gathering information to inform what you need to know about a topic. The use of a graphic organizer can help you analyze two aspects of a problem. We are suggesting a T-Chart to explore your "know" and "need to know".
| Know | Need to know |
|---|---|
| • You are a member of the City Council. • You are in charge of a downtown revitalization effort. • You have been granted a plot of undeveloped land in the downtown area to create a community park. • The City Council has been asked to seek input on the design of the park from members of the community. • The community park’s design should focus on accessibility and communal spaces for all. | |
Research
Research is the process of examining as much data as possible to have an informed idea for your problem.
Problem specific resources
* AIA - Designing for Equitable Communities
* 10 Key Components for Building Healthy, Equitable Communities
* EPA - Creating Equitable, Healthy, and Sustainable Communities
* Tips for Connecting Learners to their Community
* The 7 Universal Design Principles
* Engaging Everyone
* Designing More Equitable Cities
* Simple Machines Article
Hands-on activity
* Simple Machines Activities
Define your problem using empathy
Architects work to define problems before coming up with a solution. They use empathy in defining a problem. This allows them to define a problem using multiple perspectives.
Now that your research is done, define your problem!
Ideation
During ideation you will develop as many possible solutions as possible to the problem base on your defined problem. Do not limit your solutions!
Once you have listed all your possible solutions in the box below, cross out those that are extreme or refine them to be more practical.
Possible solutions:
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What to do today
IMPORTANT Parent or Carer – Read this page with your child and check that you are happy with what they have to do and any weblinks or use of internet.
Please note that the clips are from the films which are classified as PG for some 'scary moments' and 'mild bad language' which you may not feel is appropriate for your child.
1. Read an extract from Harry Potter
* Read Broomstick Lesson. How do you think Harry was feeling? How is Madam Hooch described? How would you feel to be taught by her?
* Watch the film version of this scene. Do you notice anything that is different to the book? What is the same? https://www.youtube.com/watch?v=yTS1VlvlGRg
2. Order the events of the story
* Think about how you would feel at different parts of the Broomstick lesson.
* Complete How would you feel? Use some of the Emotion Vocabulary in your answers.
3. Now for some writing
* Write about taking part in a Broomstick Lesson. Describe what you do and how you feel, what happens to you and what happens to other people.
* Use Conjunctions List and include some sentences with conjunctions joining clauses together.
Try these Fun-Time Extras
* Can you design a broomstick? Make a labelled diagram to show its magical features.
* Can you make your own broomstick charm? Follow the instructions on this video:
https://www.wizardingworld.com/features/learn-how-tomake-broomstick-charm
Broomstick Lesson
At three-thirty that afternoon, Harry, Ron and the other Gryffindors hurried down the front steps into the grounds for their first flying lesson. It was a clear, breezy day and the grass rippled under their feet as they marched down the sloping lawns towards a smooth lawn on the opposite side of the grounds to the Forbidden Forest, whose trees were swaying darkly in the distance.
The Slytherins were already there, and so were twenty broomsticks lying in neat lines on the ground. Harry had heard Fred and George Weasley complain about the school brooms, saying that some of them started to vibrate if you flew too high, or always flew slightly to the left.
Their teacher, Madam Hooch, arrived. She had short, grey hair and yellow eyes like a hawk.
'Well, what are you all waiting for?' she barked. 'Everyone stand by a broomstick. Come on, hurry up.'
Harry glanced down at his broom. It was old and some of the twigs stuck out at odd angles.
'Stick out your right hand over your broom,' called Madam Hooch at the front, 'and say, "Up!"'
'UP!' everyone shouted.
Harry's broom jumped into his hand at once, but it was one of the few that did. Hermione Granger's had simply rolled over on the ground and Neville's hadn't moved at all. Perhaps brooms, like horses, could tell when you were afraid, thought Harry; there was a quaver in Neville's voice that said only too clearly that he wanted to keep his feet on the ground.
JK Rowling - Harry Potter and the Philosopher's Stone
How would you feel?
How would you feel as the lesson was starting?
How would you feel as you gave the 'Up' command?
How would you feel as you got on your broomstick?
How would you feel as it started to fly?
How would you feel when it came back to land?
Week 6 Day 3
Emotion Vocabulary
List of Conjunctions
When?
after before
when as
while until
Why?
as because
so
Where?
wherever where
Broomstick Lesson
Use conjunctions in your writing.
Write about a broomstick lesson. Describe what you do and how you feel, what happens to you and what happens to other people.
Week 6 Day 3
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Developing Measurable Learning Objectives
* Evidence Based Practice Programs
This resource is intended to assist BOC Approved Providers in meeting requirements for:
* 2016 BOC Approved Provider Standards
Standard: Section 3.4
Develop program outcomes, as well as learning objectives that define the knowledge and/or skills the Athletic Trainer is expected to acquire through the completion of the program.
Bloom's Taxonomy is a classification of learning objectives. It contains 6 levels of interaction, each building on the previous (see pyramid below). By creating learning objectives with verbs that show measurement, the provider can match appropriate program assessments to demonstrate participant learning. Avoid using the following terms for objective construction: appreciate, comprehend, experience, know, learn and understand.
Examples of Learning Objectives
* List the problems and strengths of research used to support bracing versus taping. (Knowledge)
At the conclusion of the presentation, the participant should be able to:
* Differentiate between types of ankle braces and their purpose. (Analysis)
* Recommend a return to play rehabilitation protocol for patients with ankle injuries. (Evaluation)
* Develop effective treatment and preventative strategies for muscle strengthening and neuromuscular control for ankle stability. (Synthesis)
Figure 1: Bloom's Taxonomy
Teaching for Thinking
To promote student thinking at various levels of Bloom's Taxonomy, use the diagram below (Figure 2) to structure questions and assignments. Use the inner ring to identify the level of thinking you want to teach. These levels, as shown in Figure 1, are Knowledge, Comprehension, Application Analysis, Synthesis and Evaluation. After a choosing a level, select a verb from the middle ring. Finally, combine the verb from the middle level with a product in the outer ring to construct questions and assignments.
Figure 2: Bloom's Taxonomy Question and Task Design Wheel
Events
Drama
Skit
Cartoon
Story
Tape recording
Speech
Photograph
Diagram
Graph
Own statement
Speech
Photograph
Diagram
Graph
Model
Conclusion
Implication based
on idea
Causal relationships
Summary
Analogy
Outline
Compare
Map
People
Recordings
Newspapers
Magazine articles
Television shows
Radio
Text readings
Films/videos
Recognize
Identify
Match
Restate
Paraphrase
Rewrite
Give example
Express
Explain
Defend
Distinguish
Summarize
Interrelate
Interpret
Extend
Illustrate
Organize
Generalize
Project
Forecast
Diagram
Illustration
Paper that follows an
outline
Solution
Question
Plays
Film strips
Select
List
Name
Define
Locale
Recite
State
Label
Comprehension
Dramatize
Prepare
Produce
Choose
Sketch
Use
Apply
Solve
List
Project
Drama
Painting
Sculpture
Describe
Knowledge
2
Application
Show
Memorize
Judge
Relate
Paint
1
3
6
4
Subdivide
Conclusion
Self-evaluation
Weigh
Criticize
Support
Evaluate
Consider
Critique
Evaluation
5
Synthesis
Analysis
Compare
Infer
Survey
Select
Questionnaire
Argument
Recommendation
Valuing
Court trial
Survey
Evaluation
Standard compared
Standard established
Group discussion
Recommend
Summarize
Appraise
Compare
Compose
Originate
Hypothesize
Develop
Design
Combine
Role play
Construct
Produce
Plan
Create
Invent
Organize
Analyze
Classify
Point out
Distinguish
Categorize
Differentiate
Parts of propaganda
Word defined
Statement identified
Conclusion checked
Syllogism broken down
Report
Survey
Graph
Article
Invention
Report
Set of rules
Set of standards
Game
Machine
Experiment
Play
Book
Alternative course of
action
Question
Song
Formulation of
hypothesis
Need more resources for building objectives? There's an app for that!
On an Android, search for "Learning Objectives Generator" or "Bloom's Revised Taxonomy." On the iPhone, search for "Blooms Taxonomy." Also check out the Arizona State University Instructional Objectives Builder.
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Moooa! Hello, everyone. My name is Kawvaw Cow. Moo! Kawvaw means hope in Hebrew. The people who care for me named me Kawvaw because when life was difficult for them, I was given to them as a gift, and things began to change. See, we cows, we may be big, and slow – but we are smart, and caring and offer a lot to a family. Especially a family with children. Oh, I love children. I love their laughter, their games, I love how they pick flowers from the field and give them to me as a snack, or as a crown for my fur (to wear on my head). I love how thoughtful and kind children can be, as well as funny and brave. In fact, children remind me a lot of cows. Moooo!
So, what does a cow like me offer her people? Well, milk, of course! Did you know that milk is really important for growing? Especially growing minds? The fat in milk is exactly what we need to grow our large, smart brains. And our big strong bones! And our shiny white teeth. And a cow like me, we produce a lot of milk, much more than my family can drink themselves. So they are able to sell my milk, which helps them buy fruit and vegetables and other healthy food, as well as other things they might need.
What are your favourite foods that have milk in them? (Ice cream, cheese, yoghurt, etc.)
Moooa! Those are all delicious!
I hear that you are in the season of Advent right now. Do any of you know what Advent means? It means, “Arriving”, and usually is about the arrival of someone very important.
Do you know who we are waiting for? Who we are waiting to be born?
Jesus, that’s right!
We are waiting, in hope, for Jesus’ birth. I’m going to tell you the beginning of the story. Once, many, many “mooooooooo”ns ago, there was a young woman named Mary. She was a Jewish woman, living in a city called Nazareth. She was engaged to be married to Joseph. She was visited by the angel Gabriel, and was told, “Don’t be afraid” – because seeing an angel can be pretty overwhelming – “You are going to have a baby, a son, and you will name him Jesus. He will be Holy, and called the Son of God.” Mary said, “Here I am, the servant of God. Let what you say be true.” Then the angel left.
This is the beginning of the story – and it is a story that fills me with hope! It is about looking to the future, knowing that things are going to change. There’s so much to hope because of this story.
Just as when I was a gift to my family, I filled them with hope for a better future, with lots of yummy milk and a good working farm. The promise of Jesus being born to Mary fills us all with hope for a better future. I hope each of you finds hope this Advent. Well, I mean, you’ve already found me, Kawvaw Cow, so you’re well on your way to finding lots of hope this Advent! And I hope you can share hope with others. It is a simple gift, but it turns the world around. Moooo!
Engage
- Kawvaw’s name means hope. Do you know what hope is? What things make you feel hope?
- How many things have you eaten or drunk today that have milk in them? How would you feel if you couldn’t eat or drink any of those things?
- Advent is all about waiting for the birth of Jesus. Waiting can be hard. Can you think of a time that you were hoping and waiting for something and it took a long time?
- How did it feel when the thing you were waiting for happened?
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Question 1:
Draw the quadrilateral according to the given information.
Draw the square BEST with the length 6.1 cm.
Answer:
BE = 6.1 cm
Steps to construct the square
(i) Draw BE = 6.1 cm. Construct an angle of $90^\circ$ at point E and at point B.
(ii) Vertex T and S are 6.1 cm away from point B and E respectively. Therefore cut the line segments SE and BT of 6.1 cm.
(iii) Join T to S.
Thus we get the required square BEST.
Question 2:
Draw the rhombus according to the given information.
Measurements of the diagonals are 4.2 cm and 5.4 cm long.
Answer:
In any rhombus, diagonals are perpendicular to each other.
(i) Draw a line segment PR of 4.2 cm and draw a perpendicular bisector of PR. Let the point of intersection be M.
(ii) Draw arcs of $\frac{5.4}{2} = 2.7$ cm on both the sides of the perpendicular bisector. Let the point of intersection of arcs and perpendicular bisector as S and Q.
(iii) Join points S and Q with points P and R.
Thus we get the required rhombus PQRS.
**Question 3:**
*Draw the rectangle according to the given information.*
*Measurements of the adjacent sides are 6 cm and 3 cm long.*
**Answer:**
In rectangle, opposite sides have same lengths and measure of all the interior angles is $90^\circ$.
(i) Draw line – segment PQ of 6 cm and draw an angle of $90^\circ$ at point P and Q.
(ii) Vertices R and S are 3 cm away from point Q and P respectively. Thus, arcs cut the line – segments PS and QR, 3 cm away.
(iii) Join S to R.
Question 4:
Draw the parallelogram NICE according to the given information.
Measure of NI = 7 cm and IC = 4.5 cm long.
Answer:
In parallelogram, opposite sides have same length and they are parallel to each other.
(i) Draw a line – segment NI of 7 cm and a ray at point I at any angle.
(ii) Draw a ray from point O which is parallel to the ray at I. The vertices E and C are 4.5 cm away from vertices N and I respectively. Cut the line – segments IC and NE of 4.5 cm.
(iii) Join E to C.
Thus this is the required parallelogram NICE.
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healing from Trauma
Lakeview Center
A Trauma-Informed Community
Trauma occurs when a person is overwhelmed by events or circumstances and responds with intense fear, horror, and helplessness. Extreme stress reduces a person's capacity to cope. There is a relationship between trauma and physical health conditions such as diabetes, COPD, heart disease, cancer and high blood pressure.
Trauma can stem from:
* Medical interventions
* War and other forms of violence
* Childhood abuse or neglect
* Physical, emotional or sexual abuse
* Grief and loss
* Accidents and natural disasters
* Witnessing acts of violence
* Workplace violence
* Other life events
How common is Trauma?
* 70% of adults in the U.S. have experienced some type of traumatic event at least once in their lives. That's 223.4 million people.
* Trauma is present in nearly all mental health and substance abuse challenges.
* Many children who witness or are a victim of violence develop Post Traumatic Stress Disorder. Similarly, 90% of sexually abused children, 77% of children exposed to a school shooting, and 35% of urban youth exposed to community violence develop Post Traumatic Stress Disorder.
Post Traumatic Stress Disorder (PTSD) is a mental health condition that is triggered by a terrifying event. It affects both children and adults.
Symptoms of Trauma may include:
* Headaches, backaches, stomachaches, etc.
* Sudden sweating and/or heart palpitations
* Changes in sleep patterns, appetite, interest in sex
* Constipation or diarrhea
* Easily startled by noises or unexpected touch
* More susceptible to colds and illnesses
* Fear, depression, anxiety
* Outbursts of anger or rage
* Emotional swings
* Nightmares and flashbacks – re-experiencing the trauma
* Tendency to isolate oneself or feelings of detachment
* Difficulty trusting and/or feelings of betrayal
* Self-blame, survivor guilt, or shame
* Increased use of alcohol or drugs and/or overeating
* Diminished interest in everyday activities
People can and do heal from Trauma
talking to your health care provider
* Share with your provider that you have experienced trauma, past or recent.
* Let him or her know what is helpful to you during office visits.
* It's okay to ask what help is available.
* Help is available 24 hours a day at: HelpLine 850.438.1617.
Helpful Coping Strategies
* Talk with someone you trust.
* Acknowledge that you have been through traumatic events.
* Connect with others, especially those who may have shared the stressful event or experienced other trauma.
* Exercise – try walking, aerobics, bicycling, or jogging.
* Relax – try yoga, stretching, massage, meditation, deep muscle relaxation, etc.
* Take up music, art or other hobbies.
* Maintain a balanced diet and sleep cycle.
* Work to reduce your use of stimulants –– caffeine, sugar and nicotine.
* Commit to something personally meaningful and important every day.
* Write about your experience for yourself or to share with others.
1221 W. Lakeview Ave. Pensacola, FL 32501 850.432.1222
helpline: 850.438.1617
e
LakeviewCenter.org
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Practice Problem Set 1
Question 1 (1 point)
The speed limit on I-75 is 65 miles per hour. If one mile is equal to 1.6 km, what is the same speed limit expressed in meters per second?
\[
\left( \frac{65 \text{ mi}}{1 \text{ hr}} \right) \times \left( \frac{1.6 \text{ km}}{1 \text{ mi}} \right) \times \left( \frac{1000 \text{ m}}{1 \text{ km}} \right) \times \left( \frac{1 \text{ hr}}{60 \text{ min}} \right) \times \left( \frac{1 \text{ min}}{60 \text{ sec}} \right) = 29 \frac{\text{m}}{\text{s}}
\]
Questions 2-4 involve Rocky McBlock, who is the receiver for the Kennesaw Kilowatts in the Metro Metric Football League. In this league all distances in the field are measured in meters, and in this set of questions Rocky always runs straight up and down the field (there is no sideways motion—only motion to and from the end zone).
Question 2 (3 points)
Rocky leaves the line of scrimmage when the ball is snapped and runs forward for 12 seconds at a speed of 1.5 m/s. He catches the ball and continues to run forward for 8 more seconds at a speed of 2.5 m/s. He is then hit by Big Bobby Clobber of the Marietta Megatons and pushed backwards for 5 seconds at a speed of 0.5 m/s, at which point he is tackled to the ground. From the time he leaves the line of scrimmage until the time at which he is tackled how far does Rocky travel?
\[
\Delta x = \Sigma(v \times \Delta t)
\]
\[
\left( 1.5 \frac{\text{m}}{\text{s}} \times 12 \text{sec} \right) + \left( 2.5 \frac{\text{m}}{\text{s}} \times 8 \text{sec} \right) - \left( 0.5 \frac{\text{m}}{\text{s}} \times 5 \text{sec} \right) = 36 \text{ m}
\]
Question 3 (3 points)
Rocky leaves the line of scrimmage when the ball is snapped and runs forward 15 meters at a speed of 1.2 m/s. He catches the ball and continues to run forward for 12 more meters at a speed of 2.4 m/s. He is then hit by Big Bobby Clobber of the Marietta Megatons and pushed backwards for 6 meters at a speed of 0.8 m/s, at which point he is tackled to the ground. How long does it take from the time Rocky leaves the line of scrimmage until the time at which he is tackled?
\[
\Delta t = \Sigma \left( \frac{\Delta x}{v} \right)
\]
\[
\left( \frac{15 \text{m}}{1.2 \text{m/s}} \right) + \left( \frac{12 \text{m}}{2.4 \text{m/s}} \right) + \left( \frac{-6 \text{m}}{-0.8 \text{m/s}} \right) = 25 \text{ sec}
\]
Question 4 (3 points)
Rocky leaves the line of scrimmage when the ball is snapped and runs forward 18 meters in 9 seconds. He catches the ball and continues to run forward for 16 more meters in 12 seconds, at which point he reaches the end zone. What is his speed before he catches the ball? What is his speed after he catches the ball? What is his average speed for the whole play from the time he leaves the line of scrimmage until the time he reaches the end zone?
\[ V = \frac{\Delta x}{\Delta t} \]
Before: \( \frac{18 \text{ m}}{9 \text{ sec}} = 2 \frac{\text{m}}{\text{s}} \)
After: \( \frac{16 \text{ m}}{12 \text{ sec}} = 1.33 \frac{\text{m}}{\text{s}} \)
Average Velocity: \( \frac{18 \text{ m} + 16 \text{ m}}{9 \text{ sec} + 12 \text{ sec}} = 1.60 \frac{\text{m}}{\text{s}} \)
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Read and annotate the article and answer the following questions
In 1916, Woodrow Wilson was elected President for a second term, largely because of the slogan "He kept us out of war."
Events in early 1917 would change that hope. In frustration over the effective British naval blockade, in February Germany broke its pledge to limit submarine warfare. In response to the breaking of the Sussex pledge, the United States severed diplomatic relations with Germany.
In January of 1917, British cryptographers deciphered a telegram from German Foreign Minister Arthur Zimmermann to the German Minister to Mexico, von Eckhardt, offering United States territory to Mexico in return for joining the German cause. Zimmermann himself dispelled initial suspicions regarding the telegram's authenticity by giving a speech in which he confirmed its existence. This message helped draw the United States into the war and thus changed the course of history. The telegram had such an impact on American opinion that, according to David Kahn, author of *The Codebreakers*, "No other single cryptanalysis has had such enormous consequences."
It is his opinion that "never before or since has so much turned upon the solution of a secret message." In an effort to protect their intelligence from detection and to capitalize on growing anti-German sentiment in the United States, the British waited until February 24 to present the telegram to Woodrow Wilson.
The American press published news of the telegram on March 1. On April 6, 1917, the United States Congress formally declared war on Germany and its allies.
To the German Minister to Mexico
Berlin, January 19, 1917
On the first of February we intend to begin submarine warfare unrestricted. In spite of this, it is our intention to endeavour to keep neutral the United States of America.
If this attempt is not successful, we propose an alliance on the following basis with Mexico: That we shall make war together and together make peace. We shall give general financial support, and it is understood that Mexico is to reconquer the lost territory in New Mexico, Texas, and Arizona. The details are left to you for settlement...
You are instructed to inform the President of Mexico of the above in the greatest confidence as soon as it is certain that there will be an outbreak of war with the United States and suggest that the President of Mexico, on his own initiative, should communicate with Japan suggesting adherence at once to this plan; at the same time, offer to mediate between Germany and Japan.
Please call to the attention of the President of Mexico that the employment of ruthless submarine warfare now promises to compel England to make peace in a few months.
Zimmermann
(Secretary of State)
1. What are two acts by Germany helped to force the U.S. into the war?
2. What was the U.S. response to the Sussex Pledge to limit submarine warfare?
3. What was Arthur Zimmermann’s title?
4. To whom was the Zimmermann telegram addressed?
5. Why did the British wait until February 14 to inform President Wilson of the telegram?
6. What did the German government offer the Mexican government?
7. What do you think was Mexico’s response to the offer?
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Scientists track quantum errors in real time
July 14 2014, by Holly Lauridsen
Credit: Scott Webb from Pexels
(Phys.org) —Scientists at Yale University have demonstrated the ability to track real quantum errors as they occur, a major step in the development of reliable quantum computers. They report their results in the journal Nature.
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Quantum computers could significantly improve the computational power of modern computers, but a major problem stands in the way: information loss, or quantum errors. To combat errors, physicists must be able to detect that an error has occurred and then correct it in real time, a process known as quantum error correction.
"Ninety-nine percent of quantum computing will be correcting errors," explained Yale physicist Rob Schoelkopf, Sterling Professor of Applied Physics and Physics. "Demonstrating error correction that actually works is the biggest remaining challenge for building a quantum computer."
Data in standard computers are stored in bits as either 0 or 1, known as classical states. They are largely insensitive to their surroundings. In contrast, quantum computers rely on quantum bits, or qubits, which store data in a third, very fragile state known as a quantum state—a superposition of 0 and 1 simultaneously. Changes in the quibit's environment can force it revert back to one of the classical states of 0 or 1. And when a qubit leaves the quantum state, it also loses the data it was carrying.
In the new research, Schoelkopf's group and other Yale collaborators tackled the first step in quantum error correction—successfully identifying errors as they happen, in their case by means of a reporter atom.
Identifying quantum-computing errors in real time is particularly challenging: Qubits are so fragile that searching for errors can result in more errors. To determine if an error occurred, Schoelkopf and his team relied on an ancilla, or a more stable reporter atom, which detected errors without destroying the state and relayed that information back to the scientists on a computer.
During their experiments, the scientists used a superconducting box
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containing the ancilla and an unknown number of photons, or light particles, which were cooled to approximately -459°F, a fraction of a degree above absolute zero. This minimized quantum errors induced by the environment. The team then tracked the photons in the box over time to see if and when the photons escaped. Losing photons from the box indicated lost information, or the occurrence of a quantum error.
The errors need to be detected without learning the exact conditions in the superconducting box, including the number of photons, because determining the conditions in the box can disrupt the qubit quantum state and result in more errors. So the ancilla reported only the photon parity—whether an even or odd number of quantum photons were present in the box—in real time. A change in parity—for example, from even to odd—indicated the loss of a single photon without revealing whether the box had changed from six to five photons or from four to three photons.
The team found success in their first experiment and demonstrated for the first time the tracking of naturally occurring errors, in real time, as would be needed for a real quantum computer.
"We could see errors coming up as they happened," said Yale graduate student and co-author Andrei Petrenko. "We could actually observe on the screen just the kinds of patterns that we were hoping to see."
"This success has given us more confidence to go forward, " said Schoelkopf.
The Yale team is now studying how to fix errors, the second step in quantum error correction and an essential capability for functional quantum computers.
"It is hard to estimate how long it will be until we have functional
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Powered by TCPDF (www.tcpdf.org)
quantum computers," Schoelkopf said, "but it will be sooner than we think."
More information: Tracking photon jumps with repeated quantum non-demolition parity measurements , DOI: 10.1038/nature13436
Provided by Yale University
Citation: Scientists track quantum errors in real time (2014, July 14) retrieved 25 July 2024 from https://phys.org/news/2014-07-scientists-track-quantum-errors-real.html
This document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no part may be reproduced without the written permission. The content is provided for information purposes only.
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Bunger and PBS
What is Bunger doing to support positive interactions and behavior?
√ Communicate, teach, and role play expectations both verbally and in writing to students.
√ Work with students daily in a positive, productive manner, which supports the well-being, safety, and learning environment of all Bunger students.
√ Make parents partners in supporting positive behavior by keeping you informed and working together
to create a plan that
meets your child's needs.
What Can You Do to Help Your Child Demonstrate SMART Behavior?
√ Review SMART behaviors with your child. Ask your child about his/her day at school everyday.
√ Make sure your child is ready every day. Ensure a good night's sleep.
√ Provide a quiet time and space for you child to do homework nightly.
√ Keep in touch with your child's teacher(s).
√ Encourage your child to use appropriate language and tone.
√ Practice positive phrases with your child, such as, "Thank you," "Excuse me," "Please," and "I'm sorry."
Be a visible part of your child's school day. Attend Site Council meetings, Parent Teacher Conferences, and other school activities as your schedule allows. √
PARENT'S GUIDE TO:
Positive Behavior Support
- Bunger Middle Schoo
157 Roosevelt Road Evansdale, IA 50707 (319) 433-2550
What is Positive Behavior Supports
PBS is a collaborative, assessment -based approach to developing effective interventions for problem behavior. PBS emphasizes the use of proactive, educative, and reinforcement-based strategies to achieve meaningful behavior and lifestyle outcomes.
The aim of PBS is to build effective environments in which positive behavior is more effective than problem behavior.
Teachers, staff, and students are able to state the expectations and rules of the school. Students are taught these. Teachers know what behaviors to manage and what behaviors the administration will manage. Students are rewarded for meeting the expectations and for following the rules.
S-Safety
√ Keep hands and feet to yourself
Sit in your seat appropriately √
Walk to and from your destination √
M-Manners
√ Use appropriate language
Raise your hand √
Be a respectful listener √
A-Achievement
√ Complete assignments
Use time wisely in and out of class √
R-Responsibility
√
Bring materials to class
√
Keep areas clean and organized
T-Trustworthiness
√ Report problems
Be on time √
Be SMART!
Smarties
Our SMARTIES system is a recognition system to acknowledge students who demonstrate our "SMART" expectations. Our goal is to recognize all students following the rules, as well as going above and beyond, during each school day.
Students who are "caught" following the rules receive a SMARTIE card, are recognized in the weekly bulletin, and are eligible for quarterly prizes.
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Manners B-I-N-G-O Bingo Instructions
Host Instructions:
* Designate a judge to announce events
* Decide when to start and select your goal(s)
* Cross off events from the list below when announced
Goals:
* First to get any 2 lines
* First to get any line (up, down, left, right, diagonally)
* First to get the four corners
* First to get all squares (a "coverall")
* First to get two diagonal lines through the middle (an "X")
Guest Instructions:
* If you satisfy a goal, announce "BINGO!". You've won!
* Check off events on your card as the judge announces them
* The judge decides in the case of disputes
This is an alphabetical list of all 38 events:
Always put your trash in the trash can, Apologize when you're wrong, Ask permission to borrow something, Ask to be excused before leaving the table, Be a good sport about losing a game, Be careful with a borrowed toy, Be on time, Be quiet during the movie, Be quiet in the library, Chew food with your mouth closed, Chew gum with mouth closed, Compliment the Chef, Cover your mouth when you cough, Cut your food into bite sized pieces, Do no tattle on others, Do not gossip or talk about other people in a bad way, Do not interrupt someone when they are talking, Do not put your elbows on the table while eating, Don't talk while chewing your food, Give compliments when deserved, Help clear the table after eating, Hold the door open to help someone, If you bump into someone always say "I'm sorry", If you make a mess clean it up, Listen to your parents with respect, Move to your side of the sidewalk when someone else comes, Never use bad language, Pay attention to your teacher, Pick up toys after you are finished playing, Place your napkin in your lap while eating, Return something borrowed in good shape, Say "yes" when answering a question not "Yeh", Take pride but don't brag when you win, Use manner words like "please" and "thank you", Wait for others to get off the bus before getting on, Wait patiently for your turn, Wash your hands before you eat, no shouting no running around.
Manners B-I-N-G-O Bingo Call Sheet
This is a randomized list of all 38 bingo events in square format that you can mark off in order, choose from randomly, or cut up to pull from a hat:
Manners B-I-N-G-O Bingo Call Sheet
This continues the randomized list of all 38 bingo events. The bingo squares are aligned on each page to allow for easier cutting.
| B | I | N | G |
|---|---|---|---|
| Wait for others to get off the bus before getting on | Cut your food into bite sized pieces | Return something borrowed in good shape | Do no tattle on others |
| Use manner words like "please" and "thank you" | Be on time | Listen to your parents with respect | If you bump into someone always say "I'm sorry" |
| Never use bad language | Place your napkin in your lap while eating | FREE | Pay attention to your teacher |
| Be a good sport about losing a game | Wait patiently for your turn | Chew food with your mouth closed | Move to your side of the sidewalk when someone else comes |
This bingo card was created randomly from a total of 38 events.
| B | I | N | G |
|---|---|---|---|
| Be a good sport about losing a game | Always put your trash in the trash can | Chew gum with mouth closed | Compliment the Chef |
| Place your napkin in your lap while eating | Be careful with a borrowed toy | Never use bad language | Chew food with your mouth closed |
| Give compliments when deserved | Be quiet in the library | FREE | Pay attention to your teacher |
| Do no tattle on others | Don't talk while chewing your food | Cover your mouth when you cough | Take pride but don't brag when you win |
| Wait patiently for your turn | Apologize when you're wrong | Use manner words like "please" and "thank you" | Cut your food into bite sized pieces |
This bingo card was created randomly from a total of 38 events.
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Inside Report: Bringing the paddlefish back to lakes
It's an unmistakable fish, more dinosaur than bass, but until recently, the paddlefish had disappeared from Caddo Lake in Louisiana and Texas. Thanks to a program between public and private partners, including the Caddo Lake Institute and The Nature Conservancy, 50 paddlefish were released into the lake as part of an ongoing experiment on what it will take to bring the species back.
The paddlefish is one of the oldest living fish with ancestry going back 400 million years, and has shown little evolution since then. The commercial harvest of the paddlefish, known for its eggs used as caviar, has been prohibited in Louisiana since 1985 as a protective measure, said Mike Wood, biologist director for inland fisheries at the state Department of Wildlife and Fisheries. Although the fish can live for a long time, they take up to 10 years to become sexually mature, and the price harvesters were getting for the eggs meant that a large number of fish were cut open just to find one with eggs. The ban on commercial harvests, he said, was imposed to avoid having the fish become endangered in the state.
"They can be locally rare," Wood said. "But they're not uncommon across their range."
One of the biggest reasons for the decline was the management of water coming from Lake O' the Pines into Caddo Lake after a flood-control dam was installed to create a reservoir.
"As the case with a lot of dams, down the road, you start seeing the detrimental effects of the dam," said Dan Weber, northwest Louisiana project manager for The Nature Conservancy.
It was in the early 1990s that it became known there was a need for some type of restoration in areas affected by dams.
Also around this time, The Nature Conservancy purchased about 8,000 acres in the Caddo Lake area later transferred to the Texas Parks and Wildlife Department. The transfer resulted in the interest in restoring habitat for the paddlefish.
The U.S. Army Corps of Engineers and The Nature Conservancy entered into a partnership a decade ago, called the Sustainable Rivers Projects, to select a small group of dams around the country for more study on historical water flows in the area.
"To see if there are ways to operate the dams in a different way to see if improvement was made to the downstream system," Weber said.
Big Cypress Bayou and Caddo Lake were one of the eight initially selected areas.
Those discussions eventually resulted in an agreement in 2011 with the corps and the Northeast Texas Municipal Water District to change the way water flows into the area to see if that would work better for all users, including the paddlefish restoration effort, the Caddo Lake Institute's website says.
"One of the things has been moving forward is the effort to restore paddlefish," Weber said.
Paddlefish, he said, need flows of a certain magnitude to trip their spawning impulse. The fish also need a gravel-based water bottom with a certain depth of water in order to reproduce. According to the Louisiana Sea Grant, the paddlefish in Louisiana grows to an average of about 2.5 feet and weighs from 10 to 15 pounds as an adult. It's believed the damming of the Big Cypress Bayou changed these variables enough to help take the paddlefish out of the equation in Caddo Lake.
"The water regime in there had been turned entirely upside down," Weber said.
The dams provide important function so there are limits to what can be done, but supporters are optimistic.
To that end, transmitters were placed on about 50 paddlefish from Oklahoma and released in Caddo Lake in early March.
The transmitters will give watchers an idea of how the fish use the basin, if they'll use the spawning grounds, their survival rates and more. Most of the observation will be done by area Texas schoolchildren, as coordinated by the Caddo Lake Institute. More information about the program will be available on the institute's website in the future.
Amy Wold covers environmental issues for The Advocate. Follow her on Twitter @awold10.
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Cincinnati Courthouse Riot of 1884
Topic Guide for Chronicling America (http://chroniclingamerica.loc.gov)
Introduction
In 1884, the city of Cincinnati had a high crime rate, corrupt officials, and unhappy citizens regarding labor conditions. On March 27, following a verdict of manslaughter in a clear case of murder, a mob had formed with the intent to find the guilty party, William Berner, and lynch him. The following day would lead to one of the worst riots in American history as the mob grew to 10,000 people, prompting the Ohio National Guard to be called upon to disperse the angry crowd. Things would escalate quickly when the mob reached the jail. One attacker was shot dead by the servicemen, sending the mob into a violent frenzy. By the end of the first day, five people would die, but the mob had dispersed. With unfinished business, the mob returned to the jail and the courthouse on March 29, setting fire to the courthouse and blocking any attempt by fire rescuers to put out the blaze. Looting ran wild, and more National Guard troops were deployed to the city. By March 30, the rioters continued but would soon dissipate due to the overwhelming presence of the National Guard, returning the city to order. At the end of the three day riot, 56 people had died, over 300 were wounded, and many businesses were destroyed. The cause of the riots, William Berner, was not even in Cincinnati during this time. He had been sent to the Ohio Penitentiary in Columbus for his own safety.
Important Dates
[x] March 26, 1884: A jury finds William Berner guilty of manslaughter.
[x] March 27, 1884: Members of the jury are harassed and assaulted by an angry mob.
[x] March 28, 1884: The mob grows and attacks the jail. Order is briefly restored later that night.
[x] March 29, 1884: Gunfights break out and the courthouse is burned to the ground.
[x] March 30, 1884: Order is restored after one final attack by the mob.
Suggested Search Strategies
[x] Try the following terms in combination (as an "all" word search), proximity or as phrases: Cincinnati, riot, mob, fire, courthouse, jail, William Berner, troops, order.
[x] Limit your search to the year 1884. Cincinnati has a long history of riots and several others took place during the span that Chronicling America covers.
[x] Search newspapers in all states, not just Ohio.
Sample Articles from Chronicling America
[x] "Rioting and Bloodshed" Evening Critic (Washington, D.C.), March 29, 1884, Image 1, col. 3-4.
[x] "The Jail Mobbed" Highland Weekly News (Hillsborough, OH), April 2, 1884, Image 2, col. 5.
[x] "The Cincinnati Mob Subdued" Stark County Democrat (Canton, OH), April 3, 1884, Image 8, col. 3.
[x] "Red Ruin" Belmont Chronicle (St. Clairsville, OH), April 3, 1884, Image 2, col. 2-3.
[x] "An Awful Indignation Riot in Cincinnati" Hocking Sentinel (Logan, OH), April 4, 1884, Image 2, col. 2-3.
[x] "Quelled By Law" Perrysburg Journal (Perrysburg, OH), April 4, 1884, Image 4, col. 1-4.
800 E. 17th Ave., Columbus, OH 43211-2474
614.297.2300
ohiohistory.org
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1. a. Explain the following terms related to embedded hardware units:
i) Real time clock
ii) Water dog timer
iii) IP core
iv) FPGA.
(08 Marks)
b. What is a charge pump? How does a charge pump supply power in an embedded system without using the supply lines?
(04 Marks)
c. With a block diagram, explain briefly the different functional units of a microcontroller.
(08 Marks)
2. a. What are the techniques of power and energy management in an embedded system? Explain in detail.
(08 Marks)
b. What is a system – on – chip? List out the hardware units of a SoC for a mobile phone.
(04 Marks)
c. What do you mean by the following?
Physical device, virtual device, plug and play device, bus self-powered device and device specific processor.
(05 Marks)
d. An automobile cruise control system is to be designed in a project. What will be the skills needed in the team of hardware and software engineers?
(03 Marks)
3. a. Compare the advantages and disadvantages of data transfers, using serial and parallel port devices.
(04 Marks)
b. What are the handshaking signals used in RS 232C for communicating between a DTE and a DCE? Also explain how serial communication occurs between a DTE and a DCE using UART mode.
(06 Marks)
c. What is a timer? How does a counter perform:
i) Timer functions
ii) prefixed time initiated events generation
iii) time capture functions?
(10 Marks)
4. a. What are the advantages and disadvantages of busy and wait transfer mode?
(02 Marks)
b. Define context, interrupt latency and interrupt service deadline. Explain the mechanism of context – switching in 8051, 68HC11, ARM7.
(10 Marks)
c. What is DMA? Along with the block diagram, explain the working at a DMAC used in multi byte data transfer.
(08 Marks)
5. a. Interrupt vector addresses are pre-fixed in the interrupt mechanism for known internal peripherals in a microcontroller. How are the vector addresses assigned for exceptions and user defined interrupts?
(06 Marks)
b. Why does program complexity increase with a reduced number of DFGS and increasing decision nodes?
(04 Marks)
c. Explain with an example, the use of finite state machine model in a program analysis.
(10 Marks)
6 a. Based on their characteristics distinguish between function, ISR and task. (06 Marks)
b. What is meant by user mode and supervisory mode of operation? (04 Marks)
c. List and explain any five services provided by RToS. (10 Marks)
7 a. Discuss briefly the various design principles of RToS used in the design of an embedded system. (10 Marks)
b. List the different software modules and tools used in the development of an embedded system. Also explain their usage. (10 Marks)
8 Write short notes on:
a. Design metrics in embedded systems
b. Sophisticated features at parallel port devices
c. Data flow graph
d. Intel Hex file format. (20 Marks)
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SI Measurement
The International System of Units, or SI, is the standard system of measurement used by many scientists. Using the same standards of measurement makes it easier for scientists to communicate with one another.
SI works by combining prefixes and base units. Each base unit can be used with different prefixes to define smaller and larger quantities. The table below lists common SI prefixes.
| Prefix | Abbreviation | Factor |
|---|---|---|
| kilo- | k | 1,000 |
| hecto- | h | 100 |
| deka- | da | 10 |
| | | 1 |
| deci- | d | 0.1 |
| centi- | c | 0.01 |
| milli- | m | 0.001 |
| micro- | µ | 0.000 001 |
| SI Conversion Table | | |
|---|---|---|
| SI units | From SI to English | From English to SI |
| Length | | |
| kilometer (km) = 1,000 m | 1 km = 0.621 mi | 1 mi = 1.609 km |
| meter (m) = 100 cm | 1 m = 3.281 ft | 1 ft = 0.305 m |
| centimeter (cm) = 0.01 m | 1 cm = 0.394 in. | 1 in. = 2.540 cm |
| millimeter (mm) = 0.001 m | 1 mm = 0.039 in. | |
| micrometer (µm) = 0.000 001 m | | |
| nanometer (nm) = 0.000 000 001 m | | |
| Area | | |
| square kilometer (km2) = 100 hectares | 1 km2 = 0.386 mi2 | 1 mi2 = 2.590 km2 |
| hectare (ha) = 10,000 m2 | 1 ha = 2.471 acres | 1 acre = 0.405 ha |
| square meter (m2) = 10,000 cm2 | 1 m2 = 10.765 ft2 | 1 ft2 = 0.093 m2 |
| square centimeter (cm2) = 100 mm2 | 1 cm2 = 0.155 in.2 | 1 in.2 = 6.452 cm2 |
| Volume | | |
| liter (L) = 1,000 mL = 1 dm3 | 1 L = 1.057 fl qt | 1 fl qt = 0.946 L |
| milliliter (mL) = 0.001 L = 1 cm3 | 1 mL = 0.034 fl oz | 1 fl oz = 29.575 mL |
| microliter (µL) = 0.000 001 L | | |
| Mass | | |
| kilogram (kg) = 1,000 g | 1 kg = 2.205 lb | 1 lb = 0.454 kg |
| gram (g) = 1,000 mg | 1 g = 0.035 oz | 1 oz = 28.349 g |
| milligram (mg) = 0.001 g | | |
| microgram (µg) = 0.000 001 g | | |
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English Learner Resources Cabrillo Point Academy
The following websites all contain a vast array of resources to help HSTs and parents to support their EL students as they continue to learn and strengthen their English skills. Most everything on these websites is free, however, some may then have adds for items that are for a cost. If you find something you are interested in, remember that you can most likely use your funds to purchase those subscriptions, workbooks, etc.
I hope that you find these resources to be useful. If you have questions, feel free to contact your HST or myself, Jennifer Carrete at firstname.lastname@example.org
Lessons, Handouts, and Worksheets
1. Englishclub.com—tons of vocabulary quizzes, by topic
2. English Grammar Guide—quick resource for the correct usage of and rules for English grammar
3. 20 Minute ESL lessons and quizzes-tons of lessons in a variety of multiple choice, matching, mixed-up sentences, etc.
4. ESL Kids World—worksheets, flashcards, games, etc.
5. ColorinColorado! —a bilingual site for educators and families of ELs; reading instruction for grades 4-12; book lists, songs, poetry, etc.
6. Reading A-Z—book suggestions, lesson plans, and other supports for reading skills and strategies
7. ESL Lounge—contains reading, grammar, and listening exercises
8. Lectura Books—family phonics workbooks and webinars
9. Edutopia—a variety of resources for sentence frames, academic language, using blogs to teach ELs, etc.
10. UsingEnglish.com—many tools and resources for students, parents, and teachers of ELs
11. ESLGold.com-interactive lessons for reading, speaking, and listening; particularly for older students
12. Activities for ESL-exercises and puzzles to help learn English, as well as bilingual quizzes in over 50 languages
13. ESL Galaxy—printable lessons, activities, games, and more
14. Breaking News English—Current event news stories with activities and handouts, in 7 reading levels
Videos and Slideshows
1. Your ESL Dictionary—a variety of resources, articles, slideshows, lesson plans, and activities for grades K-high school.
2. ELL Interactive Websites—both audio and video resources available
3. ESL Kids Lab—videos, slideshows, handouts, and more
Resources for Parents
1. Reading Rockets for ELLs—a resource for parents; tips for teaching your child to read, whether they are just beginning, ELL, have disabilities, etc. Many videos on ELL topics.
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Fall is a wonderful time of year! The cool weather always seems to bring a fresh excitement and enthusiasm. Fall refreshes us after the hot days of summer and blesses us with beautiful colors, wonderful fruits and vegetables, and thoughts of special family gatherings to come. However, fall also seems to fill our calendars and quicken our lives with a frenzied pace. We must be careful not to miss God’s gift of fall!
The best way to savor God’s gift of fall is to plan some special fall family fun. Fall is a wonderful season for enjoying family activities indoors and outdoors. Use these ideas to savor fall with your family.
• **Make fall wreaths.** Take your family on a nature walk outdoors. Carry a bag and gather fall nature items. Take the items home and place them on the table or floor. Cut out the center of a paper plate. Glue the nature items around the plate to make a wreath. Family members may want to make individual wreaths. Or maybe your family would rather use a piece of poster board or cardboard to make one large wreath. Display the wreath on your front door or in another place in your home. Pray together, thanking God for fall.
• **Rake leaves.** Purchase a toy rake for your preschooler. On a beautiful fall day invite your child to help rake leaves into piles. Watch him jump into the pile of leaves! As you stuff the leaves into trash bags, stop and look at the beautiful leaf colors. Observe insects among the leaves. Talk about the trees from which the leaves came. Mention that God’s plan is for trees to shed their leaves to get ready for winter. Look for signs of animals preparing for winter, such as birds flying south or squirrels gathering nuts.
• **Visit a pumpkin patch.** Make the search for the perfect pumpkin an exciting family event! Measure and weigh your pumpkin. Gather colorful leaves and invite your child to glue them around the base of the pumpkin to make a fall centerpiece. Buy some canned pumpkin and bake pumpkin bread or muffins. Talk about how wonderful the muffins smell and taste. Thank God for the wonderful things He has made.
• **Make a “Thank You, God” booklet.** Talk with your child about God’s constant care and the many things He gives us. Begin by naming things for which you are thankful, then ask your child to name things for which she is thankful. Make photos or find magazine pictures of the things your child mentions. Help your child tape or glue the pictures onto construction paper pages and staple them together to form a booklet. She may enjoy using crayons, markers, and fall stickers to decorate the pages. Pray with your child, thanking God for the items featured in the book.
Slow down, savor the moment, and thank God for His beautiful gift of fall.
Lori Campbell attends Pleasant Heights Baptist Church in Columbia, TN.
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Irrigation systems require regular maintenance to stay efficient. Tilted or broken sprinklers, excessive system pressure, overspray and runoff all contribute to water waste when left unchecked. Do your part and conduct regular inspections of your irrigation system. “Water isn’t all you’ll save!”
**IRRIGATION SCHEDULING**
Watering early in the morning or early evening can reduce water loss from evaporation, wind and runoff. Make changes seasonally using the seasonal % adjust or water budget % feature on your controller. Change the irrigation schedule by one minute and save 15-25 gallons per minute.
**LEAKS / BREAKS**
All leaks should be fixed as soon as possible. Look for signs such as consistently wet / saturated areas or soil erosion. Most small leaks can easily be fixed without specialized training or tools, some mainline leaks might require a professional. Fixing leaks can save 10 gallons per minute per leak.
**RUNOFF / OVERSPRAY**
Bend City code prohibits water from spraying or running off one property onto hardscape or an adjacent property. Install nozzles with the proper radius for the planter area. Adjust sprinklers for proper alignment and save 15-20 gallons every time you irrigate.
**MISMATCHED SPRINKLERS**
Each sprinkler type has its own rate of application, usually given in gallons per minute (gpm) or Inches per hour (in/hr). Mixing sprinkler types on a single zone results in uneven application of water to the landscape and increased runtimes.
**TILTED / BLOCKED SPRINKLERS**
As plant material matures in the landscape sprinkler spray patterns can become obstructed. Sprinkler heads can become tilted from impact by maintenance equipment or soil compaction. Both of these issues interfere with the even application of water creating dry spots in the landscape.
**WATER PRESSURE**
Excessive pressure causes water to atomize out of the sprinkler head, sprinkler radiiuses shorten and flows increase. Make sure pressure is within an acceptable range of what the manufacturer recommends, usually between 35-60 psi. Install pressure regulators on mainlines or valves as necessary and always install when using drip irrigation which only requires 20 psi.
MONTHLY MAINTENANCE CAN KEEP YOUR YARD WATERWISE
• Visually inspect the irrigation system for any issues or leaks
• Make sure irrigation schedule is adjusted at least quarterly throughout the irrigation season
• Adjust sprinkler heads as needed to keep water away from the street and sidewalks
• When applying fertilizer, do not apply before forecasted rain event as heavy rains can wash fertilizer from the landscape into the street and rivers
• Avoid washing driveways, sidewalks or other impervious surfaces where water could travel from your property to adjoining properties, gutters or storm drains
• Invest in water saving technology such as smart irrigation controllers, rain and soil moisture sensors and high efficiency sprinkler heads.
IRRIGATION HOURS FOR BEND WATER CUSTOMERS
Even and odd irrigation day rules apply.
• Best time to Irrigate- 7pm - 6am (low system demand)
• Avoid Irrigation if possible 6am - 9am (peak morning demand)
• No Irrigation allowed 9am - 5pm (high rate of evaporation - rule variance given for establishing new plantings)
• Avoid Irrigation if possible 5pm - 7pm (peak evening demand)
• No irrigation between 9:00 am and 5 pm.
• No water irrigation running off your property onto other sidewalks, streets or neighboring properties.
• No overspray of irrigation onto impervious surfaces.
For more ways to save water check us out at
WATERWISE TIPS.org
“Water isn’t all you save.”
541-317-3000
firstname.lastname@example.org
Accommodation Information for People with Disabilities
To obtain this information in an alternate format such as Braille, large print, electronic format and audio cassette tape please contact Karin Morris at 541-693-2141 or email email@example.com.
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DESERT INSTITUTE
74485 National Park Dr. Twentynine Palms, CA 92277
at Joshua Tree National Park
Phone: 760-367-5535; e-mail: firstname.lastname@example.org
Practical Uses of California Native Plants
Information
Date/ Time:
Saturday, September 17, 2022
8:30 am – 4 pm
Meet at: Joshua Tree Visitor Center (click on link for map)
Instructor: Yanina Aldao Galvan, Agricultural Tech, Field Botanist, Ecologist
Overview
Discover the abundant uses of native desert plants during this one-day field class. Yanina has studied the relationship between plants and humans for almost two decades. "Yani" will teach participants about the plants historically harvested by the native people of Southern California for food, medicine, and utilitarian purposes, and how these plants are used today by other Nations. The program will start with an overview of local Native American tribes and how culture defines plant use or the other way around. Attendees will also learn about plant communities, habitat, and distribution, focusing on the ethnobotany of key species found in the Mojave and Colorado Deserts. In the afternoon, the class will follow the trails for a hike to identify edible, medicinal, and other useful plants found in the area. No plants will be harvested in the National Park. Respectful gathering practices will be discussed as well as restrictions on collecting on federal lands and in the National Park.
Itinerary
Saturday, September 17, 8:30 am – 4 pm
Meet at Joshua Tree Visitor Center and caravan to Barker Dam Parking Lot
Barker Dam
* Lunch break, bring your own food
* Classroom style lecture
* Field class (hike along the trail)
What to Bring to the Course
The 10 Essentials:
Every day in the Desert
* 4 quarts of water
* Day pack
* Closed toe hiking shoes
* Lunch and snacks
* Hat
* Clothing layers
* Sun glasses
*
Notebook and pencil/pen
* Sunscreen
* Whistle
Fitness Requirements
Participants must be in good physical condition for courses/activities in a desert that may be hot, dry, windy, and sometimes surprisingly cold.
Hike Level
Easy
Guidelines
* You are responsible for your safety.
* Rattlesnakes are present in the desert. Avoid contact with wildlife. Put your hands and feet only where you can see them.
* Park your car in designated areas only. Parking along the side of the road is dangerous to you and the environment.
* Stay with the group. If you get lost, stay put.
* Drink plenty of water. If you run out, notify the instructor or the Desert Institute Representative.
* Before leaving the class, check out with the Desert Institute Representative.
Instructor Biography
Yanina Aldao Galvan is a Naturalized American originally from Argentina where she studied Agricultural Sciences. She has been an Outdoor Educator since 2008 and a Land Steward since childhood. She has worked for the Mojave Desert Land Trust, and Joshua Tree National Park, and is currently in her senior year of Ecology at the University of California Riverside. Her favorite topics are plant Chemistry and Conservation of Biodiversity.
* The Desert Institute staff/instructors will attempt to accommodate participant's needs, however, we reserve the right to deny a student participation in the course due to concerns regarding health and safety issues.
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