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Shelter Island Historical Society
Indigenous People Collection Subject Collection - 1697 (facsimile) - 2012
FINDING AID AUTHOR
Natalie Hurwitz & Rachel Lucas-Beruan
ACQUISITION INFORMATION
Over time
PROCESSING INFORMATION
N/A
EXTENT
Number of containers: 2 Boxes
Linear feet of shelf space: n/a
ABSTRACT
History and language of L.I. Native American / Indigenous Tribes
BIOGRAPHY OR HISTORY
It is evident based on archeological reports that Native People held continuous presence on Shelter Island for a profoundly long time, potentially some 12,000 years. Nathaniel Sylvester purchased the Manhansetts' ancestral land in 1652 after an arduously disputed first attempt. The Manhansetts were overwhelmingly displaced and eradicated under the perils of Colonization, both passively (disease pathogens) and by direct intention (forced acquisition of un-ceded territory). Their Sachem (chief) Pogatticut died in 1652. The Manhansetts worked alongside the European settlers and made up to 18% of the population of Shelter Island as late as 1776. Names of Manhanset people can be found in the Havens Store Ledger and the Giles Sylvester Account book. In 1834, there is a note in the Presbyterian Records that Betty Tobs passed away and was one of "the last remnants of the Manhanset tribe", although this cannot be confirmed. (John Pagliaro's exhibit Witness and Manhansett and John Charles Witek's archeological report (1992) were used to create this history)
.
COLLECTION SCOPE AND CONTENT
This collection contains books, articles, documents, clippings, research.
ARRANGEMENT
Item level.
SEPARATED MATERIAL
n/a
Updated: 10/23/21
SUBJECTS
Burial Sites, archeology, indigenous language, Manhanset, Shinnecock, and Montaukett Tribes.
CONDITIONS GOVERNING ACCESS
This collection is open and available for research use. Copyright restrictions apply.
PREFERRED CITATION
The suggested citation for the collection is:
"Obtained from the collection of the Shelter Island Historical Society, all rights reserved"
RELATED MATERIAL
n/a
LOCATION NOTE
Rolling Bin 4A (History à Native Americans)
LANGUAGES
English
CONTAINER LIST
| Box | Folder | Description | Date(s) |
|---|---|---|---|
| 1 | | Intertribal Historic Preservation Task Force Documents | 2004 – 2005 |
| 2 | 1 | Misc. ephemera about Steven Pharoah Talkhouse, Montaukett | - |
| 2 | | Booklet: “The Indiands of Long Island, New York and Coastal Connecticut” by Ben Werner Jr. | 1973 |
Updated: 10/23/21
| 2 | Book: “John Eliot’s first Indian Interpreter - Cockenoe-de-Long Island” | 1896 | 2002.21 |
|---|---|---|---|
| 2 | Book” The Indian Place-Names of Long Island” by William W. Tooker | 1911 | 2005.80 |
| 2 | Book: “Maid of Montauk” by Forest Monroe | 1902 | 2020.44 |
| 2 | Photocopy and Transcription of document between Nathaniel Sylvester & Chegono | 1666 | 1972.24.13 |
| 2 | Periodical: The Organ of the National Indian Association “The Indian’s Friend” 3 | July, 1911 August, 1911 May, 1912 | 1975.45.4 |
| 2 | Letter: Roy Latham (naturalist) to Helen Wortis about indigenous grave sites on SI | March, 1974 | 1976.55.3 dup. of 1974.19 |
| 2 | Article: “Montauks’ Long March: To Wisconsin and Back?” (Newsday) | January 14, 1979 | 1979.6.5 |
| 2 | Article: American Antiquity” Regional Surveys in the Easter United States: The Strengths and Weaknesses of Implementing Subsurface Testing Programs” by Kent G. Lightfoot | 1986 | 1988.132 |
| 2 | Articles: “King of the Montauks” from the LI Forum (Vol. XLIII, No. 9) by Edith Shephard “The Funeral of a Pharaoh” | 1980 | 1989.70d (dup. 1989.70d) |
2
Report: "A Preliminary Report
1985
2008.219
| 2 | Article: “Tribes Threaten Board with Suit” (East Hampton Star) | 2004 | 2008.255 |
|---|---|---|---|
| 2 | Article: “Sacred Burial Ground’s Fate to be Determined” (Suffolk Life) | 2004 | 2008.258 |
| 2 | Notes: Location of “Indian Villages” by Norman Sandwald | 2001 | 2008.401 |
| 3 | Letter: Roy Latham (naturalist) to Helen Wortis about indigenous grave sites on SI | March, 1974 | 1974.19 dup. of 1976.55.3 |
| 3 | Article: “The Montauks’ Long March” (Newsday) [includes photos of Novella Pharoah & William Walter Fowler] | January, 1979 | 1979.6.5 |
| 3 | Note: about the death of woman (Betty) who was the “last remnant” of the Manhanset tribe from Presbyterian Church records in 1834 | 1834 | 1984.25 |
| 3 | Article: Anthropology 8:14-40 “Interior Resources Exploitation: A Woodland Settlement Model for Long Island, New York” | 1985 | 1988.131 |
| 3 | Article: Man in the Northeast 30:59- 82 “Coastal New York Settlement Patterns: A Perspective from Shelter Island” by Ken Lightfoot, Robert Kalin, Owen Lindauer, & Linda Wicks | 1985 | 1988.133 |
Updated: 10/23/21
3
| 3 | Transcription of Contract between Hanable & Mercy Sylvester (original at John Jermain Library) | 1697 – 1698 | 1994.66 |
|---|---|---|---|
| 3 | Book: “Language & Lore of the LI Indians” Suffolk Country Archaeological Association | 1980 | 1997.17 |
| 3 | Study: “An Outline of the Aboriginal Archeology of S.I. NY by Charles Witek | n.d. | 2003.2 |
| 3 | Article: “The Lives and Identities of the Indians of Shelter Is. 1652 – 1835” by J.C. Witek (SI Reporter) | May-92 | 2008.402 |
| 3 | Article: “50 Years Ago” SI School visit to Shinnecock School (Southampton Press) | 1949 1999 | 2009.254 |
| 3 | Map/Policy: “Shelter Island Colonial and Native American Graves Protection Policy” | April 1st, 2005 | 2009.383 |
| 3 | Article: “Shinnecocks Implore Town to Protect Island Burial Site”(Southampton Press) | January, 2004 | 2009.45 |
| 3 | Article: “Treading on Sacred Ground/Barn built on American Indian burial fuels tensions on Shelter Island” (Newsday) | January, 2004 | 2009.46 |
| 3 | Handwritten story “Two Indian Princes” of “Isaac’s Grotto” by Cornelia Horsford (Transcribed version) | | 2009.383 1970.18 |
Article: "Historic Lore: North
1993
1993.199
| 3 | Articles: “King of the Montauks” from the LI Forum (Vol. XLIII, No. 9) by Edith Shephard “The Funeral of a Pharaoh” “The Peripatetic Mr. Talkhouse” | 1980/1981 |
|---|---|---|
| 3 | Photograph & Drawing of grave marker of Steven Pharaoh (Talkhouse) (a member of the Montaukett tribe) | |
Updated: 10/23/21 | <urn:uuid:e9d63384-3b27-4d23-888f-cfdc5484812e> | CC-MAIN-2022-21 | https://www.shelterislandhistorical.org/uploads/9/9/3/4/99341502/sihs_indigenous_people_findingaid.pdf | 2022-05-29T07:46:39+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652663048462.97/warc/CC-MAIN-20220529072915-20220529102915-00321.warc.gz | 1,141,748,090 | 1,932 | eng_Latn | eng_Latn | 0.94822 | eng_Latn | 0.953332 | [
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Palestine
Palestinian Central Bureau of Statistics (PCBS) issues a press release on the occasion of the "Palestinian Child's Day" April 5, 2014. The release includes a presentation on the latest data about the Palestinian child in the areas of demographic, education and culture, in addition to the conditions of the children who need special protection.
West Bank was respiratory diseases by 36.7 percent (35.6% for males & 38.0% for females). Followed by pre-birth causes: (premature birth and underweight) by 17.5 percent (19.4% for males & 15.4% for females). In addition to Congenital malformations by 14.1 percent (13.5% for males & 14.8% for females) and in the fourth place comes heart disease by 9.0 percent (8.2% for males & 9.8% for females).
Children form almost half of the Palestinian society
In 2013, there were 2.08 million children under the age of 18, constituting 47.1 percent of the total population in Palestine: 45.0 percent in West Bank and 50.6 percent in Gaza Strip. Children under the age of five make up 14.8 percent; 13.0 percent of children are aged between 5-9 years; 12.2 percent are in the 10-14 years age group; and 7.1 percent are in the 15-17 year age group.
Data indicate that the Palestinian family is formed earlier with an average age of females at first marriage in Palestine 20.1 years and 24.6 years for males in 2012.
Females Childhood marriage
The percentage of females who married before the age of 18 is 21.9 of the total marriages contracts in 2012, which amounted to 40,292 contract: 20.0 percent in West Bank and 24.6 in Gaza Strip. While the percentage of females who have been divorced before the age of 18 is 9.7 of the total divorce cases in 2012, which amounted to 6,574 divorce case: 8.9 percent in West Bank and 10.7 in Gaza Strip.
Respiratory diseases is the main cause of infant deaths
In 2012, Ministry of Health data indicated that the main cause of infant deaths in
As for the children's death under the age of five, Ministry of Health data in West Bank & during the same period clarified that the main cause for death is due to per-birth's diseases by 53.8 percent (52.8% of males & 54.9% of females).
Drop-out rate from elementary school higher among males
The number of students for 2012/2013 academic year in Palestine is about 1.136 million students , (990 thousands in the elementary level & 146 thousands in the secondary level). While the number of children enrolled in kindergarten in the same academic year is about 111 thousands boy and girl.
The drop-out rate from elementary school for the 2011/2012 academic year was 0.9 percent among male children compared to 0.5 percent among females. In secondary levels, the rate was 2.4 percent of males compared to 2.5 percent of females.
Failure rates at elementary school level during 2011/2012 were 1.3 percent of males and 1.0 percent of females. At secondary level, the rate was 1.1 percent of males and 0.8 percent of females.
Children spend seven hours daily on learning activities
Time use survey data 2012/2013 indicated that Children aged 10-17 years spend almost 6 hours & 56 minutes daily on
Palestine Palestinian Central Bureau of Statistics
learning activities (school enrollment classes, complete homework assignments, study for exams) of 7 hours & 19 minutes for females compared to 6 hours & 33 minutes for males in the same age group.
As for reading other learning activities, data showed that males from the same age group spend 35 minutes in reading (reading newspapers & magazines) compared to 45 minutes spend by females in this activity.
Children in the labor market
3.5 percent of all children aged 10-17 years were working, with or without pay, in 2013: 4.9 percent in West Bank and 1.4 percent in Gaza Strip. The number of male children engaged in work was higher than for females: 6.5 percent of male children compared to 0.3 percent of female children.
The proportion of children attending school and also engaged in child labor was 1.6 percent: 2.5 percent in West Bank and 0.3 percent in Gaza Strip, and 3.1percent among male children enrolled in school compared to 0.2 percent among females.
In 2013, the average of daily wage in NIS for children aged 10-17 years who works is 49.7 NIS and the weekly working hours are 44.5.
Poverty greater among children in Gaza than in West Bank
The average poverty level among Palestinian households based on patterns of consumption was 20.7 percent in 2011: 14.5 percent in West Bank and 32.6 percent in Gaza Strip. Also, 27.2 percent of all children suffer from poverty: 18.5 percent in West Bank and 39.3 percent in Gaza Strip. Greater poverty is apparent in Gaza households with children: 56.5
percent of poor households have children versus 43.5 percent in West Bank.
For more information please call Palestinian Central Bureau of Statistics , Ramallah – Palestine
Tel.(970/972) 02-2982700
Fax.(970/972) 02-2982710
Free line :1800300300
E-mail : email@example.com | <urn:uuid:04ad60f6-3455-498f-baaa-a9bf856c885b> | CC-MAIN-2022-21 | https://www.pcbs.gov.ps/portals/_pcbs/PressRelease/Press_En_ChilDay2014E.pdf | 2022-05-29T07:44:52+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652663048462.97/warc/CC-MAIN-20220529072915-20220529102915-00320.warc.gz | 1,085,277,839 | 1,245 | eng_Latn | eng_Latn | 0.99442 | eng_Latn | 0.994572 | [
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Using speech marks
Name: .......................................................................... Date: .......................................
Read the conversation below between the two characters. Can you write out the conversation using speech marks? Can you then continue the conversation?
... But we went to the park yesterday. OK. Let's go swimming instead. That's a good idea. Let's get our costumes. Great! I bet I can get changed before you!
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What do you think we should do today?
We could go and
play in the park.
Remember this handy rhyme: "66 and 99 each new speaker start a new line."
Using speech marks
Example answer
"What do you think we should do today?" she said to her friend James.
"We could go and play in the park," replied James.
"But we went to the park yesterday," complained Emily.
"OK," said James. "Let's go swimming instead."
"That's a good idea," said Emily quickly. "Let's get our costumes."
James gave a laugh. "Great! I bet I can get changed before you!" he shouted.
Rewrite this conversation in your book, adding the speech marks.
James and Emily got their swimming things together and set off for the pool.
I'm going to swim right to the bottom, said Emily, boasting.
I can't do that, replied James. You know the water stings my eyes.
Wear your goggles then, suggested Emily.
James thought for a while. They hurt my eyes a bit, he said. Maybe I should get some new ones.
I think you should, agreed Emily.
James asked in the swimming pool if he could buy some new goggles.
Of course, said the lady. What kind of goggles would you like?
I need some comfortable ones, said James. That don't hurt my eyes.
Try these on, suggested the lady.
James tried the goggles on. They feel great, he said. I'll buy those. Thank you.
That will be £2.50, said the lady.
Emily paid for the goggles and they went to get changed. I'll beat you into the water, shouted James. No you won't, yelled Emily.
They both jumped in together. Yippee, cried Emily. The water is warm. I'm going to go down the slide, said James. Are you coming? Yes, said Emily. I'm going to do a really fast slide. Bet you can't go as fast as me, thought James, but he didn't say it aloud. Whee! shouted Emily as she flew down the slide and into the water. Slowcoach, yelled James. Nowhere near as fast as me. It was, said Emily. You weren't even looking. | <urn:uuid:4d82f566-5dbe-47b1-8a34-ce6f15a447dd> | CC-MAIN-2022-21 | https://www.chipsteadvalley.com/wp-content/uploads/2020/04/grammar-speech-marks-2.pdf | 2022-05-29T08:13:56+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652663048462.97/warc/CC-MAIN-20220529072915-20220529102915-00320.warc.gz | 803,875,808 | 586 | eng_Latn | eng_Latn | 0.543694 | eng_Latn | 0.993703 | [
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SPECIAL EDUCATIONAL NEEDS & DISABILITY POLICY
Junior School
A major aim at Redmaids' High Junior School is to respond to every child's individuality and to realise the potential of each child. We aim to develop the academic ability of pupils from many different backgrounds and cultures and to fulfil their potential by equipping them with the skills and knowledge to succeed in a changing world. We recognise that some pupils experience difficulties in their learning or have a disability that hinders them from making the same progress as most children of their age. Others may need temporary help to develop their language skills if English is not their first language. We also recognise that some pupils need different provisions made for them because they advance much more quickly than most children of their age.
Aims
- To fulfil the academic ability of all pupils
- To ensure each pupil develops to their full potential
- To maintain good self-esteem and develop self-efficacy in each pupil
Objectives
- To identify and provide high quality provision for pupils who have special educational and additional needs.
- To work within the guidance provided in the Special Educational Needs and Disability Code of Practice 0-25 years 2014 (SEND Code 2015)
- To provide support and advice for all staff working with pupils with special educational needs
Structure
Support for pupils with Special Education Needs and/or Disabilities is one strand of learning.
Enhancement at Redmaids' High Junior School. The full structure can be seen below:
Learning Enhancement (overseen by the Headteacher)
Key personnel:
Details of the provision for gifted and talented students can be found in the Code of Practice for More Able. Further policies for EAL and Behaviour are also available on the school website.
Identifying Special Educational Needs
A pupil has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for them.
A child or young person has a learning difficulty or disability if she has a significantly greater difficulty in learning than the majority of others of the same age, or has a disability that prevents or hinders her from making use of facilities of a kind generally provided for others of the same age in mainstream schools.
Special educational provision is that which is additional to, or different from, that made generally for other children or young people of the same age. (Special educational needs and disability code of practice: 1 to 25 years, July 2014, Introduction xiii, xiv, xv).
At Redmaids' High Junior School, class and subject teachers provide for all pupils through personalised teaching. If a pupil does not make adequate progress following in-class intervention and high-quality personalised teaching, then they may be identified as having SEN, and categorized as needing SEN Support.
There are four broad areas of special educational need. These are:
* Communication and interaction
* Cognition and Learning
* Social, Emotional and Mental Health difficulties
* Sensory and Physical needs
The following are not SEN but may impact on progress and attainment:
- Poor attendance and punctuality
- Health and welfare problems
- English as an additional language (EAL)
- Being in receipt of pupil premium
- Being a looked-after child
A graduated approach to SEN support
The SENCo is responsible for keeping the records relating to pupils with individual educational needs up to date, and for co-ordinating all review procedures.
A pupil will be added to the SEND register when she has a learning difficulty or a disability which requires special educational provision to be made for her. The SEND register can be found on the V: Drive.
A pupil will only be placed on the SEND register when high quality, personalised teaching coupled with appropriate interventions has not led to the pupil making adequate progress. Every teacher is expected to anticipate individual learning needs and to help overcome barriers to learning by following the 'assess, plan, do, review' process.
The class or subject teacher should routinely assess the needs of each pupil, drawing on baseline data, assessments, experience of the pupil and parental input. The subject teacher should plan targeted learning support for pupils and take full responsibility for their progress.
Targeted learning support may include: differentiated work within the classroom, small group reinforcement of topics with a TA or specialist teacher, one-to-one support from the class teacher, TA or parent volunteers, supplementary work to be carried out at home.
Should a concern be on-going, despite targeted intervention by the class teacher, then Special Educational Needs support may be considered. The specialist teacher may administer a fuller assessment using specialist tests. This may result in parents being advised to obtain a formal diagnosis for dyslexia or other specific learning difficulty, either via the specialist teacher or from an outside specialist. A formal, written report from the specialist teacher will incur a cost. Should concerns over progress remain following this graduated response, it may be appropriate to initiate an application for an Education, Health and Care (EHC) Plan via the pupil's local education authority.
The class or subject teacher remains responsible for working with the pupil and they should work closely with any teaching assistants or specialist staff involved.
All pupils on the SEND list have an Individual Education Plan (IEP). These are drawn up in consultation with staff, parents and the pupil, and are reviewed twiceyearly. Any pupil with an Education, Health and Care (EHC) plan will be similarly assessed and reviewed annually.
All pupils who require additional support with their learning (either in or out of class), including those with English as an Additional Language, will be included on the overall learning support list.
Managing pupils' needs
During their first year at RHJS, all pupils from Year 3 onwards undertake two computerized screening tests: InCAS, which gives a picture of current performance in the core skills and developed ability, and a baseline dyslexia screening test. These assessments can give an early indication of potential learning difficulties. Pupils' progress is regularly monitored so that special educational needs can be identified as early as possible.
1. Pupils achieving at risk scores on the InCAS or dyslexia screening, and/or those who are identified by class or subject teachers as needing further investigation are assessed individually by the specialist teacher using a range of standardised tests.
2. A report from an educational psychologist or other specialist may be advised when further specialist assessment is required to identify particular areas of need e.g. dyslexia or other specific learning difficulties
3. In addition staff may highlight pupils throughout the year on a Record of Concern on SIMS.
4. Pupils with EAL will be assessed within their first month in school and placed on the learning support list, according to individual need.
5. Should a pupil require special provision they will be categorised under one or more of the four subsets of SEN Support (see above)
6. This special provision may include individual support lessons with one of the school's specialist teachers.
7. This specialist tuition is usually for 30 minutes per week (as agreed with parents and class teachers) and pupils are withdrawn from the class on the same basis as for peripatetic music and drama lessons - on a rotating timetable during the school day (starting from 8 am). This incurs an additional cost for parents. In some cases pupils will arrange this tuition outside of school hours with an independent specialist teacher. We draw up IEPs for these pupils and liaise, if possible, with their private tutors.
8. Pupils and parents can be involved in the implementation of the IEP.
9. All staff plan their lessons in ways that will encourage the participation and learning of all pupils, with differentiated learning opportunities.
10.Each pupil on the Special Educational Needs Register is closely monitored by her class teacher and the SENCo. IEPs are reviewed every six months and parents are regularly consulted and informed about their child's learning.
11.Should the school identify that a pupil requires additional funding and support from the Local Authority, or following a request from parents, then the SENCo will apply to the appropriate Local Authority by completing an application for an Education, Health and Care Plan. Parents and pupils will be involved in the completion of this paperwork at all stages.
Children with a noted learning difficulty or disability may require specific arrangements in formal tests and examinations in order to show their full potential. For example, they may require a measure of extra time to complete tests, or they may require a reader or a scribe, or other individual arrangements. These access arrangements will be decided according to an individual child's needs, and will mirror their normal way of working in class – e.g. extra time will be given if the class teacher has observed that they regularly need longer to process information than other pupils or if they have scored below average in any relevant standardised tests. Extra time is not given for the computerized InCAS or screening test, or any Verbal Reasoning tests, as they are baseline assessments which can themselves be a useful indicator of learning difficulties.
Training and resources
Updated information regarding pupils on the SEND register is shared with all staff at the beginning of each term, or according to need. Regular in-service training is provided to staff by the SENCo.
Storing and managing information
Documents pertaining to SEND are stored on the Y: Drive and on SIMS. Any confidential paperwork is stored securely in the Headteacher's office. SEND records are kept in line with current regulations.
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BLACK LEADERS OF ATLANTA
MATCHING QUIZ
BLACK LEADERS OF ATLANTA
MATCHING QUIZ
About this Tour
In honor of the Black History Month, I created a new tour that encourages people to learn about twenty-one exemplary individuals who made a lasting impression on ATL. This interactive tour was modeled after a similar one I created last year called, Women of Distinction: 20 Women Who Made a Lasting Impression on Atlanta. Both are self-guided tours that you can take online or in person. The full experience has four components:
1. Multimedia Website that provides biographical information about each leader as well as tips on how and where to connect with them. In some cases, the connecting point is a street named in their honor that you can walk, bike or drive on. In others, it's a building or statue that you can visit.
2. Matching Quiz that will establish a baseline for you. Take this before and after you have experienced the tour. Share with your friends and family to see how well they know these leaders!
3. Interactive Map that identifies the locations of the various streets and monuments that were named to commemorate their contribution to ATL.
4. Explorer's Log that you can use to keep track of the places you visit.
As you make these connections you will develop a greater appreciation for the impact these exemplars had on Atlanta. You will see and feel the city differently as you drive along the streets that celebrate their lives. In so doing, you will honor their memories and the sacrifices they made to make ATL and the world a better place for all of us.
Stay curious and keep exploring!
Steve Saenz, ATLsherpa
Atlanta, GA, February 2021
BLACK LEADERS OF ATLANTA MATCHING QUIZ
Use this matching quiz to see how many of the 21 exemplars you can identify…
A. Aaron, Hank
H. Hill, Jesse
O. Mays, Benjamin E.
B. Abernathy, Ralph David
C. Bond, Julian
D. Boone, Joseph E.
E. Dobbs, John Wesley
F. DuBois, W.E.B.
I. Hollowell, Donald Lee
J. Holmes, H. E.
K. Jackson, Maynard
L. King, Martin Luther
M. Lewis, John
P. Paschal, James & Robert
Q. Pope, Roslyn
R. Washington, Booker T.
S. Wilkins, Domonique
T. Williams, Hosea
G. Herndon, Alonzo
N. Lowery, Joseph
U. Young, Andrew
1.
This reverend was known as the "Dean of the Civil Rights Movement"
2. This professor was the first African American to earn a doctorate from Harvard
3. This attorney was elected as the first black mayor at the age of 35
4. This ordained minister was a tireless advocate for the hungry and homeless
5. This former mayor was instrumental in getting the 1996 Olympic Games to be held in ATL
6. This native Parisian was known as the "Human Highlight Film"
7. This Atlanta native won a Nobel Peace Prize for his work on civil and human rights
8. This minister is credited with laying the intellectual foundations of the civil rights movemen
9. 715 + 755
10. This life ins executive was the first black president of a chamber of commerce of a major cit
11. These entrepreneurs built an iconic business in Castleberry Hill
12. This Baptist minister collaborated with King to create the Montgomery Improvement Assoc
13. This entrepreneur was born into slavery and one of the first black millionaires in America
14. This orator delivered a famous speech in Piedmont Park in 1895
15. This civil rights attorney and first black regional director of a federal agency (EEOC)
16. This political leader was known as the “Mayor of Auburn Avenue”
17. This Spelman alum penned a pivotal document that led to the Atlanta Student Movement
18. This stateman served in the U.S. House of Rep for Georgia's 5th congressional district
19. This Morehouse alum served 4 terms in the GA House of Rep and 6 in the GA State Senate
20. Dr. King named this reverend the chief negotiator of ‘Operation Breadbasket’
21. This surgeon was one of the first two black students admitted to the UGA
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National Tests 2018
Why do we have national tests?
End of KS2 national tests are taken by all children in England to compare how schools are doing
The children like to know where they are in their own learning
To tell Amberley C of E Primary how well we are doing
To enable secondary schools to build on the level your child is working at
Life without Levels
In previous years pupils have achieved National Curriculum levels, ranging from level 3 to 6.
Under the new curriculum, pupils are working towards Age Related Expectations (ARE).
In the SATs tests pupils will achieve a 'scaled' score depending on their performance against the average performance for their age, '100' being the expected standard (ARE).
Below, expected or higher than expected standard
Before the Test
Revision Guides (CGP)
Encourage your child to work at speed
Support children with homework
Read with them and talk about what you've read. Discussing characters, settings and authors' choices
BE POSITIVE
CGP Revision BookletsEnglish.
CGP Revision BookletsMaths.
Test Week
SPAG Test
It tests spelling, punctuation, grammar and vocabulary
Paper 1: questions is a combined question and answer booklet. Pupils will have 45 minutes to answer the questions which are worth 50 marks in total.
Paper 2: spelling consists of a test transcript to be read by the test administrator and an answer booklet for pupils to write 20 spellings. The test is expected to take approximately 15 minutes, but is not strictly timed. The questions are worth 20 marks in total.
Grammar, Punctuation and Spelling Paper 1
Grammar, Punctuation and Spelling Paper 1
Reading Test
The English reading test focuses on the comprehension elements of the national curriculum and includes a mixture of text genres. The test is designed so that the texts increase in their level of difficulty.
The test consists of a reading booklet and a separate answer booklet. Pupils will have one hour to read the 3 texts in the reading booklet and complete the questions, which are worth 50 marks in total.
Reading Paper
Reading Paper
Maths
The mathematics test comprises 2 components, presented to pupils as 3 test papers:
Paper 1: arithmetic
Paper 2: reasoning
Paper 3: reasoning
Paper 1: arithmetic assesses mathematical calculations. The questions cover calculations involving all 4 operations, including calculations with fractions, decimals and percentages. They also cover long divisions and long multiplications. Pupils will have 30 minutes to answer the questions which are worth 40 marks.
Papers 2 and 3 assess mathematical fluency, solving mathematical problems and mathematical reasoning. Pupils will have 40 minutes to answer the questions which are worth 35 marks per paper.
(No calculator)
They need to apply their knowledge of number, shape and measures to a variety of problems. Questions can be read to pupils but mathematical words cannot be explained.
Maths Paper 1: Arithmetic
Maths Paper 2 / Paper 3 : Reasoning
What support can pupils have during the tests?
Scribe: Some pupils will be eligible for a scribe who completes writing for them
Transcript: Some pupils will have the work transcribed after the test to support markers with reading their work.
Rest Breaks: Pupils who have issues with concentration or fatigue will be able to have rest breaks during the test
Colour Paper: Some pupils will have paper on coloured paper to support their processing
Questions Read: Pupils can request for questions to be read to them if they can not read it themselves (this is not allowed in the reading paper).
Preparing for the Tests
* First and foremost, support and reassure your child that there is nothing to worry about and they should always just try their best. Praise and encourage!
* Ensure your child has the best possible attendance at school.
* Support your child with any homework tasks.
* Reading, spelling and arithmetic (e.g. times tables) are always good to practise.
* Talk to your child about what they have learnt at school and what book(s) they are reading (the character, the plot, their opinion).
* Good sleep the night before.
* Start each day with a good breakfast-School will be providing a "breakfast club" each morning during SATs week.
* Have all equipment ready
* Arrive at school on time
* Water bottle
* Breaktime snack
* Encourage with a smile
Absence
If your child is unwell, let their class teacher know.
They can always do the test and then go straight home to give them time to recover for the following day
The school can apply for pupils to complete the test at a later time. This can only happen when we can ensure pupils are not in contact with peers.
Writing
No one-off test or assessment
Pupils work from January onwards is considered in making teacher assessment judgement
Evidence of pupils applying all taught skills in writing opportunities in English and across the curriculum
Children will be assessed as either working towards the expected standard, meeting the expected standard or at greater depth within the expected standard. There are also 'PreKey stage' descriptors.
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Classical Greece – Alexander and the Hellenistic Empire
Alexander's Childhood and Rise to Power
Phillip II
- Alexander's Father
- King of Macedonia
o Loved everything about Greece
- Phillip Conquers Greece (338 B.C.E.)
o Through Alliances, Bribes, and War
o Leaves Sparta alone
Alexander's Education
- Grew up learning Greek Culture
o Educated by Aristotle
- Proved early on to be good Military Commander
o Won his first war at age of 16
Alexander's Rise to Power
- Phillip married Macedonian woman and had a son
- Phillip Assassinated in 336 B.C.E.
- Olympia (Alexander's mother) able to outmaneuver others and Alexander is placed on throne
- First act of power was to consolidate power at home, Greece, and in the Balkans
Building the Hellenistic Empire
Empire Building: Asia Minor
o In 334 B.C.E. Alexander crosses the Hellespont into Asia Minor
* Only took about 35,000 Greek Soldiers with him
o Fought local Persian Army (And Greeks)
- Attacked coastal cities to make it hard for Darius III's Navy
- Undid Gordian Knot
Empire Building: Syria
- Alexander continues strategy of trying to destroy ports
- Finally meets Darius III's army at Battle of Issus
o Alexander Tricks Darius
o Main body of army holds Darius' Army
o Alexander's cavalry comes around on the left in direct attack on Darius
o Darius runs leaving wife, children, and treasure behind
- Siege of Tyre
o Suppose to be impossible to take over
o Alexander Tried and Failed, then tried again and won
o Punished population for not surrendering
o 2000 Crucified
o All males of military age killed
o Everyone else sold into slavery
- Attack on Hebrew People
o Most cities open gates (including Jerusalem)
o Gaza does not
[x] Again Alexander makes an example and slaughters everyone
Empire Building: Egypt
- Alexander Walks into Egypt and is hailed as a liberator
- Founds city of Alexandria
o Hellenistic Cultural center in Egypt
* Great Library – Center of Scholarship
* Great Lighthouse – Architectural Wonder
- Upon death of Alexander Egypt falls under control of Ptolemy
o Dynasty rules under 30 B.C.E.
* Cleopatra last of Dynasty
Empire Building: Persia
- Alexander Heads into Persia and meets Darius at Gaugamela
o Alexander again tricks Darius
* This time attacks Darius' left
* Alexander makes direct attack on Darius and again makes him run away
o Darius again runs away
o This time leaving behind an Empire
- Captures Persian Capital of Persepolis
o Him and Army stay for 5 months
- Still needed to make himself legitimate king
o Meant killing Darius
* Darius is killed by bodyguard 330 B.C.E.
* Alexander now considered true king of Persia
Empire Building: India
- Army Reaches Hyphasis River and Mutinies
o Too long since they were home
o Too far away from home
o Don't want to face anymore Indian Armies
- Alexander tries to convince army to go further but they don't want to
o Forced to head home
* Alexander heads back to Persia to plan new attacks into Arabia and India 324 B.C.E.
* June 10 th or 11 th , 323 B.C.E. Alexander dies in Babylon
* Poison or Disease
* Body placed in Alexandria and becomes sacred site for Greeks and Romans
Alexander's Legacy
- At height of power Alexander's Empire was the known world
o Egypt, Greece, Persia
- Alexander Left no true Heir to the throne
- Empire is split up between Alexander's Generals
o Empire fought over by descendants for next 300 years
- Spread of Greek Culture
o Everywhere Armies went they took culture with them | <urn:uuid:d01fdae1-ac65-4f78-b319-38075b646f1d> | CC-MAIN-2022-21 | https://www.mrtredinnick.com/uploads/7/2/1/5/7215292/classical_greece_-_alexander_the_great.pdf | 2022-05-29T09:32:29+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652663048462.97/warc/CC-MAIN-20220529072915-20220529102915-00320.warc.gz | 1,043,847,513 | 842 | eng_Latn | eng_Latn | 0.860845 | eng_Latn | 0.877028 | [
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STEM School Chattanooga 9 th Grade PBL
Unit Plan Template
Unit 1: Dynamics
Learning Target Topics
Art I: Plan and produce a work combining technologies, media, and processes of visual art with those of another discipline.
Algebra I: Solve quadratic equations in one variable. Geometry: Apply geometric concepts in modeling situations;
English I: Create/write narratives to develop experiences; Use digital media to enhance understanding and interest; Adapt speech to concept or task.
Physical World Concepts: Investigate and analyze the kinematics and dynamics of projectile motion in a gravitational field..
World History: Research historical information; Write an expository report to explain the history of the chosen method.
| Grade Level | 9th Grade | Unit Length |
|---|---|---|
| Unit Overview | | |
| Unit Essential Issue | | |
| Culminating Events | | |
The following items will be assessed by the appropriate content area teacher:
* Algebra I/Geometry: Correct use of the mathematical learning targets in the design and launch of the catapult in the Catapult Analysis Worksheet.
* Physical World Concepts: The research and analysis of the physics of the machines and projectiles in the Catapult Analysis Worksheet.
* English I: Use of the Weekly Prototype Videos and Final Documentary to document the building process, testing, and final design of the launching device.
* Art: Form and balance in the model and aesthetics in the launching device design plan.
* World History: Research, citation, and use of analysis of historical content in the research-based expository writing showing the history of their chosen launching device type.
Common Assessment
| | STEM PBL Rubric | | PBL Unit: _______________________ Student: _______________________ Date: ____________ |
|---|---|---|---|
| | Advanced | Proficient | Needs Improvement |
| Math Components: Algebra I | ● Students will predict the angles for release point that is optimal to achieve a launch covering the longest distance. ● Prediction must be graphed and supported using mathematical evidence and terminology. | ● Students will create data tables for 4 different catapult launch angles, recording time and distance for each. ● Students will use technology to graph each launch and use data to determine maximum height and initial velocity. | |
| Math Components: Geometry | ● Student can alter the scale of an existing catapult or trebuchet design. ● Completed design using TinkerCad. | ● Student can design to scale a catapult which satisfies specified physical constraints. ● Completed design using TinkerCad. | |
| Science Components: Physical World Concepts | ● Students will quantitatively predict the effects on their machine in a different gravitational field in the advanced portion of the worksheet. ● Students will suggest improvements to their machine that would increase their range and discuss the effects those improvements would have on the variables in both dimensions. | ● Students will create a catapult suitable for launching a payload. ● Students will build the machine base using no automated parts or kits. ● Complete PWC Catapult Analysis of kinematics and gravity in 2 dimensions. ● A written description of the displacement, velocity and acceleration of the projectiles in both X and Y dimension. ● Students will qualitatively predict the motion of their machine in a different gravitational field. | |
| Language Arts Components: English I | ● Video includes an analysis of the designs through reflections of results, adaptations, and predictions for the next prototype design. ● Videos will include personal interviews from team member(s) about roles, struggles, and/or successes. ● Videos are personalized and engaging, including analysis of learning through the processes. | ● Students will document the design and construction process, from first to final design, in the Weekly Prototype and Final Documentary Videos. ● Students will include testing, results, and next steps in the weekly prototype clips. ● Students will use speech and domain-specific vocabulary in | |
Unit Learning Targets
| | | the videos that is appropriate to the task and purpose. |
|---|---|---|
| Social Studies Components: World History | ● Accurately and effectively presents important details from reading materials to develop thesis or claim. ● Presents thorough and detailed information to effectively support and develop the focus, controlling idea, or claim. ● Integrates relevant and accurate disciplinary content with thorough explanations that demonstrate in-depth understanding. | ● Accurately presents details from reading materials relevant to the purpose of the prompt to develop thesis or claim. ● Presents appropriate and sufficient details to support and develop the focus, controlling idea, or claim. ● Accurately presents disciplinary content relevant to the prompt with sufficient explanations that demonstrate understanding. |
| Art Components: Art I | ● Model must perform task effectively. ● Two or more different digital fabrication elements. ● Analyze the process of building the model as you use the fabrication processes in the documentary video. | ● Final model will be assessed on their use of form. ● Final model must be free- standing and visually balanced. ● Final model must have one element of digital fabrication. |
Minimum
Algebra:
Requirement Components: be graded
* Tables correctly labeled and graphs created using graphing technology
Must be included to
Geometry:
* A two-dimensional orthographic design of the graph must be completed using TinkerCad.
English I:
* Weekly Prototype Video Clips must be completed each week and added to FlipGrid BEFORE advancing to the next prototype step.
* Prototype and documentary videos must include ORIGINAL still images or live video of your launching device and processes.
* Videos should be no more than 5 minutes long.
PWC
:
* Machine must fit the size requirements mentioned in the pacing guide.
Art:
* Model must be sturdy and well put together within the size standards.
World History:
* Expository essay should be a minimum of 1.5 pages long.
* Must have at least one primary and/or secondary sources.
Algebra 1:
* I can interpret complicated expressions by viewing one or more parts as a single entity.
* I can interpret parts of an expression such as factors, coefficients and terms..
Geometry:
* I can apply geometric concepts in modeling situations.
* I can visualize relationships between two-dimensional and three-dimensional objects.
PWC:
* I can use kinematics in 2 dimensions to analyze motion.
* I can discuss possible differences in motion due to differences in the gravitational field.
English I:
Vocabulary
* I can create/write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences.
* I can make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
Art:
* I can plan and produce a work combining technologies, media, and processes of visual art with those of another discipline.
* I can synthesize the use of expanded media, techniques, and processes to create a model form in a specific medium.
* I can analyze and employ different types of media, techniques, and processes used to create various art forms.
World History:
* I can write an expository paper of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
* I can gather information from multiple sources, assessing the usefulness of each source and integrating information into the text successfully, avoiding plagiarism and following a standard format for citation. | <urn:uuid:248e589e-54fd-4909-bdd4-6c87f8021880> | CC-MAIN-2022-21 | https://12o0bm3c6wbf4bsp0w2f9cgc-wpengine.netdna-ssl.com/wp-content/uploads/2018/12/Catapult-Cross-Curricular-Prject-Based-Learning-Unit.pdf | 2022-05-29T07:46:35+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652663048462.97/warc/CC-MAIN-20220529072915-20220529102915-00321.warc.gz | 122,828,641 | 1,563 | eng_Latn | eng_Latn | 0.983424 | eng_Latn | 0.990983 | [
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Curriculum Overview
Subject: Biology
Year Group: 10
Year 10 & 11 Biology is academically ambitious. Throughout Key Stage 4 (KS4) students will extend the powerful knowledge already developed in KS3. Each Lesson has a particular LORIC and Career focus reflecting the school's improvement plan.
With a focus on Key Concepts, Apparatus and Techniques across all topics students will develop the subject disciplinary knowledge needed to scrutinise the world around them and communicate their findings effectively. Students will follow the AQA GCSE Biology specification and are required to undertake 10 required practical activities, developing analytical and rational thought processes through planning, experimentation and reflection. Developing extended science writing through the use of long written questions (LWQ) has been identified as a particular area of development. Interleaving questions at the beginning of every lesson allow students to spend time recalling previous learning so that practise makes permanent.
Extended reading suggestions and external resources:
KS4 Bitesize Science https://www.bbc.co.uk/bitesize/subjects/z9ddmp3
Oak National Academy Lessons https://classroom.thenational.academy/subjects-by-key-stage/key-stage-4/subjects/biology Chase High Youtube Playlists https://www.youtube.com/channel/UCSK4ImJfi5sPH4UBp7cZtyQ
We actively encourage students to read and research about the wider Scientific word- Planet Earth and Perfect Planet both on BBC iPlayer are examples of where students can engage with Science from the safety and comfort of their own homes.
Curriculum Overview
Subject: Chemistry
Year Group: 10
Year 10 & 11 Chemistry is academically ambitious. Throughout Key Stage 4 (KS4) students will extend the powerful knowledge already developed in KS3. Each Lesson has a particular LORIC and Career focus reflecting the school's improvement plan.
With a focus on Key Concepts, Apparatus and Techniques across all topics students will develop the subject disciplinary knowledge needed to scrutinise the world around them and communicate their findings effectively. Students will follow the AQA GCSE Chemistry specification and are required to undertake 8 required practical activities, developing analytical and rational thought processes through planning, experimentation and reflection. Developing extended science writing through the use of long written questions (LWQ) has been identified as a particular area of development. Interleaving questions at the beginning of every lesson allow students to spend time recalling previous learning so that practise makes permanent
Half term 2: Electrolysis test
Half term 2: Energy changes test
Half term 2: Effect of concentration and pressure LWQ End of Yr 10 PPE
Extended reading suggestions and external resources:
KS4 Bitesize Science https://www.bbc.co.uk/bitesize/subjects/zs6hvcw Oak National Academy Lessons https://classroom.thenational.academy/subjects-by-key-stage/key-stage-4/subjects/chemistry Chase High Youtube Playlists https://www.youtube.com/channel/UCSK4ImJfi5sPH4UBp7cZtyQ
We actively encourage students to read and research about the wider Scientific word- Planet Earth and Perfect Planet both on BBC iPlayer are examples of where students can engage with Science from the safety and comfort of their own homes.
Curriculum Overview
Subject: Physics
Year Group: 10
Year 10 & 11 Physics is academically ambitious. Throughout Key Stage 4 (KS4) students will extend the powerful knowledge already developed in KS3. Each Lesson has a particular LORIC and Career focus reflecting the school's improvement plan.
With a focus on Key Concepts, Apparatus and Techniques across all topics students will develop the subject disciplinary knowledge needed to scrutinise the world around them and communicate their findings effectively. Students will follow the AQA GCSE Physics specification and are required to undertake 10 required practical activities, developing analytical and rational thought processes through planning, experimentation and reflection. Developing extended science writing through the use of long written questions (LWQ) has been identified as a particular area of development. Interleaving questions at the beginning of every lesson allow students to spend time recalling previous learning so that practise makes permanent.
Extended reading suggestions and external resources:
KS4 Bitesize Science https://www.bbc.co.uk/bitesize/subjects/zpm6fg8
Oak National Academy Lessons https://classroom.thenational.academy/subjects-by-key-stage/key-stage-4/subjects/physics Chase High Youtube Playlists https://www.youtube.com/channel/UCSK4ImJfi5sPH4UBp7cZtyQ
We actively encourage students to read and research about the wider Scientific word- Planet Earth and Perfect Planet both on BBC iPlayer are examples of where students can engage with Science from the safety and comfort of their own homes.
Curriculum Overview
Year Group: 10
In Year 10 & 11 students complete a carousel of learning across topics in Biology, Chemistry and Physics. Throughout Key Stage 4 (KS4) students will extend the powerful knowledge already developed in KS3. Each Lesson has a particular LORIC and Career focus reflecting the school's improvement plan. The more cognitively challenging topics are scheduled later in the course to allow time for the development of the skills and knowledge to deliver them effectively. Topics are rotated out of sync with Single sciences so that resources are available to all students.
With a focus on Key Concepts, Apparatus and Techniques across all topics students will develop the subject disciplinary knowledge needed to scrutinise the world around them and communicate their findings effectively. Students will follow the AQA Combined Science specification and are required to undertake 21 required practical activities developing analytical and rational thought processes through planning, experimentation and reflection. Developing extended science writing through the use of long written questions (LWQ) has been identified as a particular area of development. Interleaving questions at the beginning of every lesson allow students to spend time recalling previous learning so that practise makes
C7
P8
P9
KS4 Bitesize Science https://www.bbc.co.uk/bitesize/subjects/zp266yc Oak National Academy Lessons https://classroom.thenational.academy/subjects-by-key-stage/key-stage-4/subjects/combined-science
Chase High Youtube Playlists https://www.youtube.com/channel/UCSK4ImJfi5sPH4UBp7cZtyQ
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Evaluating Public Education in Dallas County
Dallas County education system can do more to prepare all students for success
Civic, career and college readiness begin in a child's earliest years. Too many Dallas County children struggle to meet academic benchmarks. Due to a legacy of policies that can create or exacerbate differences in outcomes, children of color and children from economically disadvantaged backgrounds are disproportionately likely to face barriers to academic achievement. Dallas County needs a more durable and well-funded pipeline across our education and workforce systems to prepare students of all backgrounds for the jobs of today and tomorrow.
ACHIEVEMENT GAP
OUTCOMES
Dallas County Students Passing STAAR 3rd Grade Reading
72%
58%
Inequities in school funding and resources can create gaps in on-time graduation rates. Dallas County's Black, Hispanic, and multiracial students are less likely to graduate from high school on time than their White and Asian peers.
When students struggle to complete their education, they can experience barriers to entry-level employment and pathways to jobs with wages high enough to meet their needs.
4-Year H.S. Graduation Rates by Race & Ethnicity (2017)
94%
81%
84% 81%
21%
ASIAN
BLACK
HISPANIC
WHITE
Economically disadvantaged elementary and middle school students pass STAAR tests half as often as their peers, and 70% of Dallas County students who dropped out of school in 2017 were economically disadvantaged.
87%
ASIAN
BLACK HISPANIC MULTIRACIAL
SOLUTIONS
To address the holes in our educational pipeline, we should:
* Provide support to economically disadvantaged students early by funding a full-day Pre-K program for all eligible children.
* Remodel Texas' outdated school finance system. For more information, see the Texas Kids Count Data Guide on Texas Public Education.
Learn more at CPPP.org
WHITE
33%
#TXkidscount
1. Children in economically disadvantaged households and children who are English language learners are particularly likely to benefit from enrollment in early childhood education programs. However, in Dallas County, children in poorer families are less likely to attend preschool than their higher income peers.
What strategies do you support that could ensure early childhood education opportunities for all Dallas County kids?
2. The early achievement gaps in math by race, ethnicity, and economic status show that far too many Dallas County students are facing barriers to success. For example, Black (21 percent) and Hispanic (33 percent) third graders are much less likely to be proficient in math than their Asian (72 percent) and White (58 percent) peers.
What strategies do you support to address the reading and math achievement gaps in education?
3. Today's job market is especially difficult for young people without a high school diploma or with low math and reading skills.
How will you ensure that young people in Dallas County are prepared for workforce or job training programs when they leave high school?
4. Test scores show that White and Asian elementary students are roughly two times as likely to be proficient in reading as their Black and Hispanic peers.
What strategies do you support to close the reading achievement gap in Dallas County schools?
5. Many Dallas County children, especially economically disadvantaged students, do not have access to afterschool and summer programs.
What strategies do you support to increase access to out-of-school enrichment opportunities?
6. Dallas County's on-time graduation rates have improved, but only 84 percent of Dallas County students in the class of 2017 graduated on time.
What strategies do you support to improve high school graduation rates?
Authored by Kristie Tingle. All sources available at CPPP.org/kidscount
CPPP is an independent public policy organization that uses research, analysis and advocacy to promote solutions that enable Texans of all backgrounds to reach their full potential. Learn more at CPPP.org. For more information, please contact Oliver Bernstein at firstname.lastname@example.org or call 512.823.2875.
@CPPP_TX
BETTERTEXAS
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C
ELL
C
YCLE AND
C
ELL
D
IVISION
CHAPTER 10
CELL CYCLE AND CELL DIVISION
MULTIPLE CHOICE QUESTIONS
1. Meiosis results in in diploid organisms
a. Production of gametes
b. Reduction in the number of chromosomes
c. Introduction of variation
d. all of the above
2. At which stage of meiosis does the genetic constitution of gametes is finally decided
a. Metaphase I
b. Anaphase II
c. Metaphase II
d. Anaphase I
3. Meiosis occurs in organisms during
a. Sexual reproduction
b. Vegetative reproduction
c. Both sexual and vegetative reproduction
d. None of the above
4. During anaphase-I of meiosis
a. Homologous chromosomes separate
b. Non-homologous chromosomes separate
c. Sister chromatids separate
d. Non-sister chromatids separate
5. Mitosis is characterised by
a. Reduction division
b. Equal division
49 49
49
49
49 49
49
49
49
49
49
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c. Both reduction and equal division
d. Paining of homologous chromosomes
6. A bivalent of meiosis-I consists of
a. Two chromatids and one centromere
b. Two chromatids and two centromere
c. Four chromatids and two centromere
d. Four chromatids and four centromere
7. Cells which are not dividing are likely to be at
a. G1
b. G2
c. Go
d. S phase
8. Which of the events listed below is not observed during mitosis?
a. Chromatin condensation
b. Movement of centrioles to opposite poles
c. Appearance of chromosomes with two chromatids joined together at the centromere.
d. Crossing over
9. Identify the wrong statement about meiosis
a. Pairing of homologous chromosomes
b. Four haploid cells are formed
c. At the end of meiosis the number of chromosomes are reduced to half
d. Two cycle of DNA replication occurs
10. Select the correct statement about G1 phase
a. Cell is metabolically inactive
b. DNA in the cell does not replicate
c. It is not a phase of synthesis of macromolecules
d. Cell stops growing
VERY SHORT ANSWER TYPE QUESTIONS
1. Between a prokaryote and a eukaryote, which cell has a shorter cell division time?
2. Which of the phases of cell cycle is of longest duration?
3. Name a stain commonly used to colour chromosomes.
4. Which tissue of animals and plants exhibits meiosis?
5. Given that the average duplication time of E.coli is 20 minutes, how much time will two E.coli cells take to become 32 cells?
6. Which part of the human body should one use to demonstrate stages in mitosis?
7. What attributes does a chromatid require to be classified as a chromosome?
8. The diagram shows a bivalent at prophase-I of meiosis. Which of the four chromatids can cross over?
9. If a tissue has at a given time 1024 cells, how many cycles of mitosis had the original parental single cell undergone?
10. An anther has 1200 pollen grains. How many pollen mother cells must have been there to produce them?
11. At what stage of cell cycle does DNA synthesis take place?
12. It is said that the one cycle of cell division in human cells (eukaryotic cells) takes 24 hours. Which phase of the cycle, do you think occupies the maximum part of cell cycle?
13. It is observed that heart cells do not exhibit cell division. Such cells do not divide further and exit ___________ phase to enter an inactive stage called ___________ of cell cycle. Fill in the blanks.
14. In which phase of meiosis are the following formed? Choose the answers from hint points given below.
a. Synaptonemal complex
____________________________
b. Recombination nodules
____________________________
c. Appearance/activation of enzyme recombinase
____________________________
d. Termination of chiasmata
____________________________
e. Interkinesis
____________________________
f. Formation of dyad of cells
____________________________
Hints : 1) Zygotene, 2) Pachytene, 3) Pachytene, 4) Diakinesis, 5) After Telophase-I /before Meosis-II, 6) Telophase-I /After Meiosis-I.
SHORT ANSWER TYPE QUESTIONS
1. State the role of centrioles other than spindle formation.
2. Mitochondria and plastids have their own DNA (genetic material). What is known about their fate during nuclear division like mitosis?
3. Label the diagram and also determine the stage at which this structure is visible.
4. A cell has 32 chromosomes. It undergoes mitotic division. What will be the chromosome number (N) during metaphase? What would be the DNA content (C) during anaphase?
5. While examining the mitotic stage in a tissue, one finds some cells with 16 chromosomes and some with 32 chromosomes. What possible reasons could you assign to this difference in chromosome number. Do you think cells with 16 chromosomes could have arisen from cells with 32 chromosomes or vice versa?
6. The following events occur during the various phases of the cell cycle, Name the phase against each of the events.
a. Disintegration of nuclear membrane
_________________________
b. Appearance of nucleolus
c. Division of centromere
_________________________ _________________________
d. Replication of DNA
_________________________
7. Mitosis results in producing two cells which are similar to each other. What would be the consequence if each of the following irregularities occur during mitosis?
a. Nuclear membrane fails to disintegrate
b. Duplication of DNA does not occur
c. Centromeres do not divide
d. Cytokinesis does not occur.
8. Both unicellular and multicellular organisms undergo mitosis. What are the differences, if any, observed in the process between the two?
9. Name the pathological condition when uncontrolled cell division occurs.
10. Two key events take place, during S phase in animal cells, DNA replication and duplication of centriole. In which parts of the cell do events occur?
11. Comment on the statement – Meiosis enables the conservation of specific chromosome number of each species even though the process per se, results in reduction of chromosome number.
12. Name a cell that is found arrested in diplotene stage for months and years. Comment in 2-3 lines how it completes cell cycle?
13. How does cytokinesis in plant cells differ from that in animal cells?
LONG ANSWER TYPE QUESTIONS
1. Comment on the statement – Telophase is reverse of prophase.
2. What are the various stages of meiotic prophase-I? Enumerate the chromosomal events during each stage?
3. Differentiate between the events of mitosis and meiosis
4. Write brief note on the following
a. Synaptonemal complex
b. Metaphase plate
5. Write briefly the significance of mitosis and meiosis in multicellular organism.
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3. UNDERSTANDING CONFLICT POSITION, INTEREST & NEED – PART 1.
Target group:
Group size:
Youth Council members aged 11 - 18 Youth workers aged 18+
Duration:
60-90 minutes
Resources:
Tables might be useful collected magazines, headlines, photos
10-20 participants
Type of activities:
Drama exercises Personal sharing Active involvement
Atmosphere needed:
Safe space for sharing
Special workshop note:
This workshop is designed to work best when used with part two. However, both parts could be used alone, and could also be adapted according to your own group, the length of time available, etc. Before you start – make sure you have read the "Definitions and examples" chapter that you will find in the Handbook after part 2. of the workshop.
Helping young people to discover what can cause conflict and introducing the terms "position", "interest" and "need".
Learning outcomes:
* Developing a clearer understanding of conflict.
* Exploring how common conflicts are caused by different values.
42
Intro to the workshop (5 min)
Welcome participants and explain the workshop, the aim and brief agenda.
Energiser (10 min)
Get participants into pairs using your own method or let them choose. Next, the pairs must face each other, palm-to-palm, and then try to push each other off balance without moving their feet. If either of them has to lift or move one of their feet off the floor then the person moving a foot loses. Swap pairs and see how this makes a difference.
Debrief (5 min)
Sometimes a conflict can feel a bit like this exercise: pushing and wrestling, one person winning and one losing!
Definition of Conflict (15 min)
One definition of conflict could be:
"An active disagreement between people with opposing positions or principles."
Brainstorm some words around the subject of conflict in small groups. Give a pack of a few words to each group and ask them to brainstorm the words and try to create some definitions. Allow a few minutes [or more if needed, depending on your participants] and then bring the groups together to compare their answers.
Line up Exercise (15 min)
Participants stand on an imaginary line on the floor. The line shows how much the statement is true about you. If you go to stand at one end of the line it means the statement is totally true 100%. At the other end
43
of the line, it means this is totally not true of me. Debrief each question in turn to identify some of the values involved.
Use the sample statements provided in the "Definitions and examples" chapter. An even better idea is to create your own and choose ones that reflect the real live situations of the participants in your group. If you feel confident, you can ask for example situations from group members.
Group debrief (5 min)
Return to circle and debrief. One frequent reason for conflict is when two sides have different values, such as ideas about the "right" way to do something, personal beliefs, etc. Values are deeply personal, and we hold on to them very strongly. They can provoke very strong emotional reactions if they are challenged or "crossed" by someone or something.
Pairs discussion (5 min)
In pairs or small groups, discuss some of the values that mean a lot to you. Can you share any time that you had a disagreement with someone or a strong reaction to something that challenged your values?
Bring everyone back together into the big group and ask if anyone would like to share one of the examples they were discussing. Ask one or two questions to explore each story further, for example, "How did you feel?", "How did you react?", "What did you say?", "Why did you do or say that?" Do not go too deeply into anything as this will be addressed more in the second part of this workshop.
Brief introduction to the terms "position", "interest" and "need" (5 min)
Introduce the idea and definitions of "position", "interest" and "need" (see further details in the chapter "Definitions and examples"). Use some of the stories and questions of the last exercise to help explain these terms.
44
Small group activity (20 min)
Get participants into small groups and then give them examples of conflicts from magazine articles, news headlines or pictures/photos that you have prepared. Each small group should talk about what they think are the underlying values involved in each conflict.
If you feel the group is confident enough then you could also start to talk about positions, interests and needs. Another idea would be to ask each small group to create a role play of a conflict suggested by the materials, and present it to the other groups.
Final group debrief/evaluation (5 min)
Write up the different values that participants have found at the heart of the various conflicts explored during the workshop. Ask some interesting, probing questions such as: "Is it always 'black and white' regarding who is right?" or "How might the conflicts be resolved?" or "What have you learned about conflicts, disagreements, fights, etc.?".
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ОЛИМПИАДНЫЕ ЗАДАНИЯ 7-8 КЛАСС АНГЛИЙСКИЙ ЯЗЫК
I READING (25 minutes)
PART 1
Read about the illness Norovirus. Choose the correct question (A-M) for each paragraph (1-13).
Questions:
B) Should I go and see my doctor?
A) How can I avoid dehydration?
H) Should I eat anything?
C) What if my children are infected?
E) What are the signs that I am dehydrated?
D) When should I see a doctor?
I) How can I stop the disease spreading?
J) How long should I stay at home?
F) Should I take any medication?
K) Can I get it again if I've already had it?
G) What is Norovirus?
L) What are the symptoms?
M)What are the risks?
1. Norovirus is a common stomach bug. It is also called the Winter Vomiting Bug because it is more prevalent in winter. It is caused by a very small virus and it is easily passed on from one person to another.
3. Norovirus causes sickness and diarrhea. You may also feel headaches, abdominal pains, or you may have a high temperature.
2. If you recover from norovirus, there is no reason why you should not catch it again. The virus changes constantly, so your body cannot build up resistance.
4. Although unpleasant, norovirus is not dangerous. Most people make a full recovery within a couple of days. The biggest danger is from dehydration.
6. Obviously, you will feel thirsty and your mouth will be dry. You may get headaches or feel dizzy. Your urine will be dark and the quantity of urine small.
5. Drink plenty of water. You should drink more than usual to replace fluids lost in vomit and diarrhea. An adult should drink around 1.2 liters per day.
7. You can take Paracetamol or other pain-killers for any aches and pains, but there are
8. No. Because it is highly contagious, you risk passing it on to other people who are already in a weak state. Stay at home and rest.
no drugs that eradicate the virus.
9. Take care to give them plenty of water or fruit juice. You can also use rehydration salts. Babies can drink milk as usual. Pregnant women needn't worry, as there is no risk to the unborn child.
11.Yes, but stick to foods which are easy to digest such as soup, bread, rice and pasta. Avoid spicy foods.
10.Only if your symptoms last longer than a few days, or if you are already suffering from a serious illness.
12.Wash your hands frequently, and avoid putting your fingers in your mouth. Be aware that the virus can also spread via towels and flannels, so don't share them. Keep all surfaces clean and disinfected, not just in the bathroom but in other areas too.
13. You will be infectious for a few days after your symptoms have passed, so avoid direct contact with people for at least 48 hours after your symptoms pass. Stay away from work and keep young children out of school.
PART 2
Read the text about the climate in Madagascar on a travel website. Then choose True or False for the sentences after the text (14-23).
Madagascar – When to go
Madagascar has two seasons, a warm, wet season from November to April, and a cooler dry season between May and October. However, different parts of the country have very different weather.
The east coast is hotter and wetter, with up to 4,000 mm of rainfall per year. In the rainy season, there are strong winds, and these can cause a lot of damage. Avoid visiting eastern Madagascar between January and March because the weather can make road travel very difficult. The dry season is cooler and more pleasant.
The high, central part of the country is much drier and cooler. About 1,400 mm of rain falls in the rainy season, with some thunderstorms, but the summer is usually sunny and dry, but it can be cold, especially in the mornings, with freezing showers,
and it may snow in mountain areas above 2,400 m, and even stay there for several days.
The west coast is the driest part of the island. Here, the winter months are pleasant with little rain, cooler temperatures and blue skies. The summers can be extremely hot, especially in the southwest. This part of the country is semi-desert, and only gets around 300 mm of rain per year.
14. Madagascar has four seasons: spring, summer, autumn and winter.
15. There is more rain in January than in June.
16. The wet season is colder than the dry season.
17. It hardly ever rains in central Madagascar.
18. The wettest part of the island is the east.
19. January-March is a good time to visit eastern Madagascar.
20. The centre of Madagascar is the coldest part.
21. Snow sometimes falls in Madagascar.
22. The west coast has the best weather in December.
23. The north-east is hotter than the south-east.
TRANSFER YOUR ANSWERS TO YOUR ANSWER SHEET.
II USE OF ENGLISH (20 minutes)
PART 1 Read the text and decide which answer (A, B, C or D) best fits each gap (24 – 34).
Easter Island
Easter Island is a small triangle of rock situated in the Pacific Ocean. It’s about 2,000 miles 24) ______ the nearest city. Easter Island is 25) ______ for its statues. Hundreds of these huge, stone faces can be 26) ______ all over the island. Who made them? How 27) ______ they move these giant pieces of rock? What happened 28) ______ the people who lived there? Studies show that people 29) ______ arrived on the island about 1600 years ago. They had a very advanced culture. They made many objects and they had their 30) ______ written language. However, the number of people on the island grew and grew 31) ______ it reached about 10,000 people. Soon there were too many people and there wasn’t 32) ______ food to eat. A terrible war started and 33) ______ of the statues were broken. When western explorers 34) ______ the island on Easter Day in 1722, the huge rock statues were the only sign that a great society had once lived there.
24 A) for
B) from
C) on
D) by
25 A) important
B) interesting
C) famous
D) fascinating
26 A) found
B) located
C) situated
D) looked
27 A) have
B) were
C) had
D) did
28 A) to
B) with
C) about
D) for
29 A) once
B) already
C) just
D) first
30 A) only
B) own
C) clever
D) self
31 A) so
B) until
C) although
D) because
32 A) many
B) too
C) some
D) enough
33 A) few
B) enough
C) many
D) lot
34 A) invented
B) discovered
C) sailed
D) came
PART 2
Complete the sentences (35-41) using the prepositions given in the box. There is one preposition you do not need.
A) aside; B) away; C) in; D) on; E) out; F) up; G) up with; H) off.
35. I always put ______weight during the winter.
36. One thing I can’t put ______ is rudeness.
37. You shouldn’t put ______ the meeting with Mr. Brown.
38. Luckily the first brigade came quickly and put _______ the fire.
39. Every summer I put ______ my friends who come from Australia.
40. You can play with the toys as long as you put them ______ after you’ve finished playing with them.
41. I always put money _______ for the holidays.
TRANSFER YOUR ANSWERS TO YOUR ANSWER SHEET.
III WRITING (25 minutes)
Read these two ways of telling the same story. Text A is a complete story and Text B is the beginning of the same story. Continue the story given in Text B.
Write 100-150 words. Base your story only on the events mentioned in Text A. Do not copy the beginning given.
TEXT A
One day Robert Barnes was in his garden and was planting flowers. He heard a voice behind him. The voice said 'Leave us alone'. He turned around. There was no one there. He looked into the history of the house and found that the house had a long history. Many bad things happened there.
TEXT B
One beautiful sunny day last week, I was at home, just relaxing in my garden. I knew that spring was on its way, and I felt like planting some flowers. I started digging the hole. It was hot work, but I felt happy and optimistic. Suddenly, even though I was hot, and the sun was burning down on my back, I felt the air around me go cold. The hairs on my arms stood up. I stood there, spade in hand, knowing with a feeling of dread, that I was not alone…
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Lent Prayer Project 2017
Week 6: Pray for Twen (Eritrea)
Arrest and background Twen (34) has been in prison for twelve years because of her Christian faith. She has suffered beatings and torture and – like most Christian prisoners in Eritrea – has never been charged, tried or had access to a lawyer. Twen spent time imprisoned in a shipping container with gospel singer Helen Berhane. She nursed Helen when she was very ill, and even took punishment in her place. Twen is a key women's leader in prison and cares for the other women prisoners.
In January 2005, not long after Twen had come to faith in Christ, she was arrested for holding a New Year vigil with Christian friends at an underground church prayer meeting. She was sent to Mai Sirwa Prison. In 2006, she was joined by a large group of Christians who had been arrested at a wedding in the capital, Asmara.
Twen and the women from this group who refused to sign papers stating they would no longer engage in Christian activities were sent to one of Eritrea's harshest prisons, Wi'a, on the Red Sea coast. Hundreds of prisoners died in Wi'a prison as a result of the extreme heat and appalling sanitary conditions, and it was closed by government order in 2009, after a meningitis outbreak caused the death of approximately fifty Christian prisoners.
Surviving prisoners, including Twen and her group, were relocated to Me'etr prison, in the remote northwest.xxx It has about 80-90 prisoners, mainly Christians, and is run like a labour camp, with prisoners forced to work very hard. Food is inadequate and the climate is harsh (very hot and dry most of the year).
Family Twen's family home is in Asmara, where her parents live. Me'etr prison is in the middle of nowhere, with no town nearby and no public transport links, so her family members are unable to visit. They are Roman Catholics, and Twen was a member of a Catholic renewal group before she was arrested – many of Eritrea's Christian prisoners belong to Orthodox and Catholic renewal groups.
Latest news Twen remains in prison because she refuses to renounce her faith. She and a group of twelve Christian women who have also been in prison for up to twelve years have been told that if they renounce their faith in Christ they will be released immediately. All have steadfastly refused to do so.
Prayer Diary
Sunday
Ask God to protect and encourage Twen.
Monday
Pray for her release.
Tuesday
Pray for other long-term Christian prisoners, struggling with faith and health.
Wednesday
Pray for prisoners' families, especially those raising children alone.
Thursday
Pray for protection for the underground church.
Friday
Ask God for new church leaders, as most are in prison or have fled.
Saturday
Pray that the Eritrean government would end its repressive policies.
CHURCH IN CHAINS
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Unit: Disciplinary Literacy
MSAD #54 Music Curriculum
Grade: Grade 9-12 Band
MLR Span: 9 - 12
MLR Content Standard: A: Disciplinary Literacy – Music Students show literacy in the discipline by understanding and demonstrating concepts, skills, terminology, and processes.
*Assessment
Notation and Terminology
__________________
Listening and Describing
2.Students apply accumulated knowledge of musical notation, symbols, and terminology to perform music with greater complexity and variation including sudden dynamic contrasts.
a.Read whole, half, quarter, eighth, sixteenth, and dotted notes and rests in 2/4, 3/4, 4/4, 5/4, 6/4, 6/8, 5/8 and 3/8, Cut time meter signatures.
b.Read simple melodies in both the treble and bass clefs.
c.Apply notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression
_________________
3.Students listen to, analyze, and evaluate music using their understanding of pitch, rhythm, tempo, dynamics, form, timbre, texture, harmony, style, and compound meter.
Students will:
Demonstrate a fluent controlled tone quality, control of varying dynamics, extended range and where appropriate, vibrato.
Demonstrate the ability to make controlled changes in the tone quality of one's instrument based upon style, balance and ensemble size.
Play with expression and technical accuracy a varied repertoire of instrumental literature.
Percussion will show an ability to perform varied rudiments on the snare and proficiency on Auxilary percussion.
Play the Major and Minor scales up to 4 sharps and 4 flats within the practical range of the instrument.
Demonstrate a variety of tonguing techniques, with good control, at all ranges and at accelerated tempi.
__________________________
Students will:
Demonstrate a knowledge of the elements of music through listening.
Demonstrate a knowledge of the elements of music through creative writing.
Discuss listening examples and work to describe the musical elements.
Foundations for Superior Performances-Warm-up and Techniques for Band By Williams and King
Various concert band music ensemble pieces
Various rhythm, notation and style books for written lessons
Listen to various recording styles
______________________
Listen to various recording styles
Listen to various live performances
Unit: Creation/Expression
MSAD #54 Music Curriculum
Grade: Grade 9-12Band
MLR Span: 9 - 12
MLR Content Standard: B:Creation, Performance, and Expression Students create, perform, and express through the art discipline.
*Assessment
| Creation/ Expression | MLR Performance Indicators | MSAD #54 Objectives |
|---|---|---|
| Style/Genre ________________ Composition | 1.Students perform music of various styles and genres that requires well- developed technical skills, attention to phrasing and interpretation and various meters and rhythms in a variety of keys, accurately applying the accumulated knowledge and skills of: proper posture and technique; musical notation; symbols; and terminology. _________________ 2.Students analyze and evaluate musical ideas expressed in their own compositions or the compositions of others. | Students will: Perform various styles of music through large and small ensembles. Demonstrate knowledge of phrasing, balance, musical notation, symbols, terminology, tempos, keys, and meters within the context of the genre performed in large and small ensembles ______________________ Students will: Describe specific music in a given aural example using appropriate terminology. Evaluate the quality and effectiveness of their own and others performances, compositions, arrangements, and improv. by applying specific criteria appropriate for the style of the music and offer constructive suggestions for improvement. |
Develop criteria for evaluating the quality and effectiveness of music performances and apply the criteria to their own performances.
Unit: Problem Solving
MSAD #54 Music Curriculum
Grade: Grade 9-12Band
MLR Span: 9 - 12
MLR Content Standard: C: Creative Problem Solving Students approach artistic problem-solving using multiple solutions and the creative process.
*Assessment
Unit: Aesthetics
MSAD #54 Music Curriculum
Grade: Grade 9-12Band
MLR Span: 9 - 12
MLR Content Standard: D: Aesthetics and Criticism
Students describe, analyze, interpret, and evaluate art (dance, music, theatre, and visual arts).
*Assessment
| | MLR Performance Indicators PreK-2 | MSAD #54 Objectives |
|---|---|---|
| Aesthetics and Criticism | 1.Students analyze and evaluate Musical Forms a.Describe, analyze, interpret, and evaluate Music forms by applying grade span appropriate Music concepts, vocabulary, skills and processes as referenced in Standard A: Disciplinary Literacy. b.Analyze and evaluate varied interpretations of Compositions of music using evidence from observations and a variety of print and Listening sources. c.Demonstrate an understanding of the difference between a personal opinion and an informed judgment. d.Research and explain how music and musicians reflect and shape their time and culture. | Students will: 1.critique personal and group performances using planned evaluation. Develop criteria for evaluating the quality and effectiveness of music performances and apply the criteria to their own performances. a.fluency of the composition. b.flexibility of the composition. c.elaboration of the composition d.orginality of the composition 2.compare their critiques with those of other students. They will discuss in groups their findings. 3.discuss the effectiveness of multimedia critiques. 4.compare and contrast musicians of different genres and eras. |
Unit: Connections
MSAD #54 Music Curriculum
Grade: Grade 9-12Band
MLR Span: 9 - 12
MLR Content Standard: E: Visual and Performing Arts Connections Students understand the relationship among the arts, history, and world culture; and they make connections among the arts and to other disciplines, to goal-setting, and to interpersonal interaction.
*Assessment
_______________
Impact of the Arts on Lifestyle and Career
_______________
Interpersonal Skills
__________________
4. Students explain how their knowledge of the arts relates to school-toschool and school-towork transitions and other career and life decisions including the recognition that the arts are a means of renewal and recreation.
__________________
5. Students demonstrate positive interpersonal skills and reflect on the impact of interpersonal skills on personal success in the arts.
a.Getting along with others
b.Respecting differences
c.Working as a team/ensemble
d.Managing conflict
e.Accepting/giving/using constructive feedback
_________________________
Students will:
Do a creative writing project on how music may effect them in their future lives, in work and personal life.
__________________________
Students will:
Do a creative writing project on how they have been effected by music in their lives so far. Us the nine given samples to create and organize their presentation.
______________________
______________________
f.Accepting responsibility for personal behavior
g.Demonstrating ethical behavior
h.Following established rules/etiquette for observing/listening to art i.Demonstrating safe behavior | <urn:uuid:8b49b815-ff92-4a12-b597-35cf51064e4c> | CC-MAIN-2022-21 | https://www.msad54.org/sites/default/files/Grade9_12Band.pdf | 2022-05-29T09:20:48+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652663048462.97/warc/CC-MAIN-20220529072915-20220529102915-00324.warc.gz | 1,058,657,245 | 1,492 | eng_Latn | eng_Latn | 0.805214 | eng_Latn | 0.991636 | [
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A press release issued by the Palestinian Central Bureau of Statistics
On the Occasion of "Palestinian Children's Day"
April 5, 2008
Within the framework of its proactive dissemination policy ,PCBS issued a press release on the 0ccasion of Palestinian children's day
About 1.9 million children under the age of 18 in the Palestinian Territory for 2007
* Based on the preliminary results of the Population, Housing and Establishment Census,2007, the number of children in Palestine constitute one million and nine hundred thousand of the total population (3,761,646) living in the West Bank and Gaza Strip. The statistics showed that there was a rise in the proportion of individuals under the age of fifteen (45%), while the proportion of elderly individuals is decreasing, these percentages indicates to the high fertility rates and the fact that Palestinian society is a young society with a broad young pyramid base.
* The trend of demographic statistics in the Palestinian community, showed that children will constitute the majority in the community for coming years, where high fertility rate of Palestinian women and low rates of infant mortality are major reason beyond children being the majority in the community. It is worth mentioning that life expectancy in Palestine in 2007 was 73 years for women and 72 years for men.
* According to data of the Palestinian family health 2006, the Palestinian household is formed at early ages, with a rate of the female age at first marriage 19 years, and 25 years for males.
More than half of our children are students
* Preliminary data for the year 2007 / 2008 showed that the number of school students in the Palestinian Territory amounted to a total of 1,103,801 students, female rate 50.0% The data indicated that there is a steady rise in the number of students enrolled in schools significantly during 1994/1995-2007/2008 period, increased by 78.6% in primary and secondary stages. And the significant increase of the share of Gaza Strip, hitting 90.1%, while in the West Bank amounted to increase during the same period, 56.5%
* In the scholastic year 2007/2008, 59.4% of the students are enrolled in basic schools in the West Bank compared with 40.6% in Gaza Strip. In the
secondary stage, 58.9% of our children are enrolled in schools in the West Bank and 41.1% in schools in Gaza Strip.
* Data indicate that the average number of students per teacher in all stages is 23.7 students per teacher in the scholastic year 2007/2008 at 23.7 students per teacher at governmental schools, 28.9 students per teacher at UNRWA schools and 13.8 students per teacher at private schools.
* The number of teachers in the academic year 2006/2007 totaled 42,306 male and female teachers, by 45.1% of males and 54.9% of females.
Majority of poor families have at least one child in the West Bank
* The statistics of poverty in 2006, revealed that despite the high rates of poverty in Gaza Strip, not less than 63.6% of the total poor families have at least one child in the West Bank, compared to 36.4% in Gaza Strip, due to the continuous deteriorated economic conditions in the Palestinian community additional segments of the children will be below the poverty line.
* The results of work conditions survey 2007 showed the percentage of employed children, whether paid or unpaid and (unpaid family employee) amounted to 4.6% of the total number of children, at 6.5% in the West Bank and 1.7% in Gaza Strip. (74.0%) of the employed children were classified as family workers (96.0% females, 70.7% males), compared to 20.9% working as paid working for others (1.6% females and 23.5% males)..
* About work sector, where employed children data showed that 41.8% of employed children are working in the agriculture sector by (46.7% in the West Bank and 12.0% in Gaza Strip), and 34.0% in Trade, restaurants and hotels, at 27.8% in the West Bank and 71.8% in Gaza Strip.
According to the findings of the Palestinian family health survey 2006, the percentage of births given at health facilities in the Palestinian Territory was 96.6%
* 34.1% of Palestinian women in the Palestinian Territory received at least one immunization dose against Titanus during their last pregnancy, at the rate of 27.8% in the West Bank and 44.6% in Gaza Strip.
* The percentage of births delivered at home or on the way to hospitals or at military checkpoints was 3.4%, and was notably higher in the West Bank (4.8%) as compared to (1.1%) in Gaza Strip..
* The findings of the Palestinian Family Health Survey indicated that two thirds of the children below five years of age have vaccination record cards (66.7%), where the percentage in the West Bank is higher (69.4%) than in Gaza Strip (62.8%), and is slightly higher among males 67.6% than females 65.6%
* 10.2% of children under five years suffered from stunting, 2.9% of children suffered from underweight, and 1.4% of children suffered from wasting in 2006
Adolescents (15-19 years) constitute 12.4% of the total population at 12.0% in the West Bank and 13.2% in Gaza Strip.
* the Palestinian Family Health Survey 2006, showed that 80.3% of adolescents (15-19) years watch television daily in the Palestinian Territory and 44.6% listen to the radio versus only 9.4% of them read newspapers daily. On the other hand, 76.6% of adolescents in the Palestinian Territory reported that poverty is one of the most important factors that reduce willingness to pursue education; 81.8% in Gaza Strip and 72.8% in the West Bank.
* 65.7% of adolescents in the Palestinian Territory stated that they resort to the mother in the request for assistance to cope with their problems, a higher percentage in the West Bank than in Gaza Strip. While the father took second place and resort to friends ranks third.
18% of the total number of martyrs are children
* Between September 2000 and February 29, 2008,, 959 Palestinian children were martyred, constituting 18.2% of the total martyrs; 384 children were martyred in the West Bank, 573 in Gaza Strip in addition to two martyrs in occupied territory in 1948.
* About 344 Palestinian children are detained in Israeli Jailis | <urn:uuid:f14ed92b-87ca-40f3-9a54-2dac19de2555> | CC-MAIN-2022-21 | https://www.pcbs.gov.ps/Portals/_pcbs/PressRelease/CHILDE08.pdf | 2022-05-29T09:21:40+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652663048462.97/warc/CC-MAIN-20220529072915-20220529102915-00323.warc.gz | 1,054,937,377 | 1,470 | eng_Latn | eng_Latn | 0.994033 | eng_Latn | 0.996538 | [
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Mathematics Model Teaching Unit
Pow wow Trails
Created by: Angel Greenley
Grade3
Stage 1 Desired Results
Established Goals:
Number Sense and Operation Mathematics Content Standard 1: A student, applying reasoning and problem solving, will use number sense and operations to represent numbers in multiple ways, understand relationships among numbers and number systems, make reasonable estimates, and compute fluently within a variety of relevant cultural contexts, including those of Montana American Indians.
- 1.2 Estimation and Operations: Estimate sums, differences, products, and quotients when solving problems. Add, subtract, multiply (three-digit by two-digit factors), and divide (two-digit dividends by one-digit divisors) to solve problems. Demonstrate fluency with basic facts.
IEFA Essential Understanding 1: There is great diversity among the 12 tribal Nations of Montana in their languages, cultures, histories and governments. Each Nation has a distinct and unique cultural heritage that contributes to modern Montana.
IEFA Essential Understanding 3: The ideologies of Native traditional beliefs and spirituality persist into modern day life as tribal cultures, traditions, and languages are still practiced by many American Indian people and are incorporated into how tribes govern and manage their affairs.
Understandings:
Additionally, each tribe has its own oral histories, which are as valid as written histories. These histories pre-date the "discovery" of North America.
- Pow wows are an important part of some Native American lifestyles.
Essential Questions:
- Some families travel many miles across the state to attend different pow wows.
- What are the different reasons that families travel on the pow wow circuit?
Students will be able to…
- What is the history of pow wows in Native American culture?
- calculate the miles traveled on the pow wow circuit.
- locate different towns of Montana on the map.
- pow wows are still in existence and that families use them as a time of gathering and sharing with other families and friends.
Students will know…
- pow wows are a source of competition and there are many different types of contests at each pow wow.
Stage 2 Assessment Evidence
Performance Tasks:
- Students will complete a table that calculates the distance traveled on a particular pow wow circuit.
Other Evidence:
- Students will track the pow wow circuit on a map of Montana.
Stage 3 Learning Plan
Learning Activities:
1. Introduce the history of powwows and the different competitions held within a pow wow. Some American Indian families travel from pow wow to pow wow on what is called the "pow wow circuit" in Montana, using the time to camp and compete.
2. Today we are going to trace a circuit that will take us throughout the state of Montana. We will mark the places of the pow wows on a map, compute the miles traveled, the amount of gas used, and the total money spent on gas. Pow wows are typically held on the weekends, but people traveling the circuit do not go home between each celebration. Instead they travel from one town to the next. That is how we will find out the miles traveled.
3. Give students a map of Montana and introduce the circuit to be traveled. Ask students to locate each town on the map and trace the main highways between the cities. Start at your own town and travel from there. Students will need to fill in your town in the first cell of the table and the last stopping point of the table.
4. There are 3 options for finding the mileage – choose whichever one is appropriate for your class (or have different students use different methods)
b. Have students use the internet and Google maps (www.google.com) and have them fill in the table on their own.
a. Give the mileage information on a piece of paper
c. Use a map and using the scale, figure the mileage on their own
5. Have students complete the table. As they find the mileage between each town, have them look at the map so they can see the distance on the map in relation to the mileage reported. Also, at each stop, have students choose one competition to research and give a brief description of the event. Each powwow needs to have different competitions, so that students become more familiar with the competitions.
6. Once students have found the mileage, go to the next step of computing the amount of gas used on the trip.
7. The final step is to compute the amount of money spent on gas using a rounded amount. (For students that need differentiation, you can change the price of gas.)
Mathematics Grade 3 - Pow Wow Trails (continued)
Materials/Resources Needed:
- Your Guide to Understanding and Enjoying Pow Wows –
available at http://www.opi.mt.gov/pdf/IndianEd/Resources/PowWows.pdf
- Student worksheet
- Map of Montana
Mathematics Grade 3 - Pow Wow Trails (continued)
Name: ______________________________________________________________________________
| Stopping Town | Total Miles Traveled | Subtotal of Miles Traveled |
|---|---|---|
| Bozeman | | |
| Havre | | |
| Billings | | |
| Custer | | |
| Arlee | | |
The car you are traveling in gets 20 miles to the gallon. The gas tank holds 10 gallons. How many miles can you travel on one tank of gas? __________________________________________________________________
Gas costs $3.00 per gallon. What will the total cost of gas be for your powwow trip? ____________________
Explain how you got your answer. _____________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________
Mathematics Grade 3 - Pow Wow Trails (continued)
Answer Key: (answers are based on leaving from Great Falls, MT)
| Stopping Town | Total Miles Traveled | Subtotal of Miles Traveled |
|---|---|---|
| Bozeman | 188 miles | 188 miles |
| Havre | 301 miles | 489 miles |
| Billings | 247 miles | 736 miles |
| Custer | 55 miles | 791 miles |
| Arlee | 422 miles | 1213 miles |
The car you are traveling in gets 20 miles to the gallon. The gas tank holds 10 gallons. How many miles can you travel on one tank of gas? 200 miles
Gas costs $3.00 per gallon. What will the total cost of gas be for your pow wow trip? Approximately $210.00
Explain how you got your answer. You need to get gas every 200 miles. When you fill a tank, it costs $30. There are 7 groups of 200 in the total miles, so you will need to fuel up 7 times. 7 x $30 = $210
Mathematics Grade 3 - Pow Wow Trails (continued)
Dances:
Men's Traditional Dance: A traditional dance where war parties dance out the story of the battle or hunters dance their story of tracking an enemy or prey.
Men's Fancy Dance: Relatively new dance where dancers have colorful outfits
Men's Grass Dance: Popular dance where the outfits feature a colorful fringe, replacing the grass dancers originally tucked into their belts.
Sneak-up Dance: Follows the definite pattern of drum rolls. Dancers shake their bells and make gestures of either following or seeking out the enemy.
The War Dance: Demonstration of dancing ability and is a major contest dance category
Traditional Women's Dance: Consists of remaining stationary and bending the knee with a slight up and down movement of the body.
Women's Fancy Shawl Dance: Outfit consists of a decorative knee-length cloth dress, beaded moccasins with matching leggings, a fancy shawl, and various pieces of jewelry.
Jingle Dress Dance: The dress is made from cloth with hundreds of metal cones or jingles covering it.
Team Dancers: Three or four members make up a team and they all dance in the same style.
Owl Dance: Can be considered as the Indian version of the waltz.
Round Dance (Friendship Dance): Dance of friendship and is performed by all ages. Everyone is encouraged to dance.
The Crow Hop: Developed in the 1900s and done with a specific rhythm of the drum beat
Intertribal Dance: Everyone is welcome to dance in the Intertribal Dance – even tourists. Dancers move around the arbor sunwise – clockwise.
The Blanket Dance: Means of gaining contributions from the audience for certain causes.
Dropped Eagle Feather Dance: To most Native Americans, the eagle feather is sacred. So when a feather falls from the dancer's outfit, the powwow must stop and a special ceremony must be performed.
Honoring Veterans: Veterans are honored because they were willing to give their lives so people could live.
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Memphis, TN
657,457
TOTAL POPULATION
total AREA(sq. miles)
339.21
10 Building blocks of a bicycle friendly community
POPULATION DENSITY
1,938
# of local Bicycle friendly businesses
4
# of local Bicycle friendly universities
0
| Arterial Streets with Bike Lanes | 45% |
|---|---|
| Total Bicycle Network Mileage to Total Road Network Mileage | 30% |
| Public Education Outreach | GOOD |
| % of Schools Offering Bicycling Education | 43% |
| Bike Month and Bike to Work Events | Good |
| Active Bicycle Advocacy Group | Yes |
| Active Bicycle Advisory Committee | YES |
| Bicycle–Friendly Laws & Ordinances | some |
| Bike Plan is Current and is Being Implemented | YES |
| Bike Program Staff to Population | per 70k |
| ENGINEERING Bicycle network and connectivity | 5 /10 |
|---|---|
| Education Motorist awareness and bicycling skills | 5 /10 |
| Encouragement Mainstreaming bicycling culture | 5 /10 |
| Enforcement Promoting safety and protecting bicyclists' rights | 6 /10 |
| Evaluation & planning Setting targets and having a plan | 3 /10 |
CATEGORY SCORES
key outcomes
| ridership Percentage of daily bicyclists | 3.5% | 0.40 |
|---|---|---|
| safety measures Crashes Crashes per 10k daily bicyclists | 180 | 322 |
| safety measures Fatalities Fatalities per 10k daily bicyclists | 1.4 | 3.8 |
Key Steps to silver
» » Aggressively increase the amount of high quality bicycle parking throughout the community.
» » Continue to expand the bike network, especially along arterials. On roads where automobile speeds exceed 35 mph, it is recommended to provide protected bicycle infrastructure such as cycle tracks or buffered bike lanes.
and secondary education, and schools and the surrounding neighborhoods should be particularly safe and convenient for biking and walking. Work with your local bicycle groups or interested parents to expand the Safe Routes to School program to all schools.
» » Develop a system of bicycle boulevards, utilizing quiet neighborhood streets, that creates an attractive, convenient, and comfortable cycling environment welcoming to cyclists of all ages and skill levels.
» » Implement the proposed bike share program.
» » Bicycle-safety education should be a routine part of primary
LEARN MORE www.bikeleague.org/communities
»
» » Have your Bicycle Advisory Committee meet monthly to step up your Bicycle Friendly Community efforts.
» » Encourage the University of Memphis, Rhodes College and other local institutions of higher education to promote cycling to students, staff, and faculty and to seek recognition through the Bicycle Friendly University program.
Supported BY | <urn:uuid:6375d124-d2ad-44da-9291-16715bba71a5> | CC-MAIN-2022-21 | https://www.bikeleague.org/sites/default/files/bfareportcards/BFC_Spring_2015_ReportCard_Memphis_TN.pdf | 2022-05-29T07:51:18+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652663048462.97/warc/CC-MAIN-20220529072915-20220529102915-00324.warc.gz | 774,459,738 | 612 | eng_Latn | eng_Latn | 0.994315 | eng_Latn | 0.994315 | [
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How To Contact Us
Location
Inside The Museum Of the Oregon Territory at 211 Tumwater Drive Oregon City, OR 97045
Hours Of Operation
Wednesdays, 1st & 3rd Saturdays 11:00 am - 4:00 pm
Mailing Address
P.O. Box 995 Oregon City, OR 97045
Email: email@example.com
Web: www.clackamasfamilyhistory.com
Phone: (503) 655-5574
The Clackamas County Family History Society (CCFHS) began with a small group of women with a shared interest in genealogy and a vision of crea?ng a service-oriented organiza?on for Clackamas County. In February of 1988, the CCFHS was formed. The loca?on of their first mee?ng soon became their permanent home and s?ll reside today in the same room at the Museum of the Oregon Territory.
The library's holdings expanded from many sources. Donated materials related to Clackamas County were welcomed (and s?ll are). Publica?ons and books were traded with other genealogy socie?es and at genealogical conven?ons before so much could be found on-line. As permiPed, copies of census and tax records were made from other agencies. People came to the library or wrote to us with queries. We began making files for families and the subject files grew.
Our library is named aTer Wilmer Gardener, one of the founders of the Clackamas County Historical Society. Wilmer was a talented and resourceful historian and was responsible for finding and saving much of Clackamas County's history. As a researcher and educator, he created a slide show of Oregon City's Main Street and was a speaker at ?mes. The acquisi?on of the Talbert collec?on, in the museum's archives, is among his many and varied achievements related to the preserva?on of our county's history. ATer Wilmer's death in July, 2007, our library was renamed the Wilmer Gardener Research Library in honor of his legacy.
Cover Photo - Complements of The Museum Of the Oregon Territory
Moss Hotel, Oregon City to West Linn view of Willamette Falls, 1857 Photographer: Lorenzo Lorraine
CCFHS IS A NON-PROFIT ORGANIZATION, WITH A FOUNDATION STATUS CLASSIFICATION 501 C(3). Your contribution may be tax deductible under current IRS ruling. Federal ID 393-09608070.
Welcome To The Wilmer Gardner Research Library
Clackamas County Family History Society
Our Unique Holdings
Holdings found in our library that are unique or uncommon:
BOOKS
* Various indexes to local books
* Wagon Trains
* Overland Trails ● Barlow Road ● Oregon Trail
- Roster Of 1847 Emigrants To Oregon
- Roster Of 1852 Emigrants On the ORE Trail
- Roster Of 1850 Pioneer Families of the ORE Territory
- Roster Of 1853 & 1854 Immigra?on Rosters Of the EllioP Cut-Off
* Provisional Land Claim Records
* Oregon Trail Diaries
* Oregon Dona?on Land Claims, Geneo. Material
* Oregon Burial Site Guide
* Volume I – VIII, 1845 – 1849
* Biographical Index for on-site Archival Book Collec?on including:
* Oregon Coun?es in alpha order - varying degrees of informa?on that may include: Soundex (index to 1910 census), cemeteries, census, churches, historic sites, history, naturaliza?on, pioneers, schools, and individual towns within each county. Of Special Interest:
- History of Columbia River Valley ● History of Oregon ● History of Oregon Country ● History of the PNW, ORE, & WA ● History of WillamePe Valley ● Illustrated history of the state of Oregon ● Oregon Na?ve Son ● Portrait of Biographical Record of the WillamePe Valley ● The Centennial History of Oregon ● WillamePe Valley
- Collected informa?on in notebooks on Wilsonville and areas near Stafford
- Jim Tompkins Books
- Extensive Clackamas County sec?on
- Philip Foster Papers: Box #1 - #4
* Oregon Early Records: 1840-1855 (Archival Box)
- Walking Through the Cemetery: with cemetery plot maps and burial records
* Oregon Historic Quarterly: Complete Set
* Family History
* Collec?ve Biographies
- Matlock, Book #1 & Book #2
* The Early Indian Wars Of Oregon - muster rolls
- Boskey-Dell Project (research files)
EARLY PHONE BOOKS
* Oregon City ● Portland ● Metro
FAMILY BOXES (Halon Room)
* Photos and Other Media
* Clackamas Cemetery Records
- HaPan ● WaPs ● Hess ● Mumpower
LAND ABSTRACTS
* Boxes of abstracts (in Halon Room)
* Index (in Library)
MAP COLLECTION (Map Drawers)
* Historic Schools Of Clackamas County
* Cemetery Records
* Metsker Atlases
* Early Land Maps - Miscellaneous
MICRO FILM
* Newspapers (92 roles not on U of O site)
* Holman, Hankins, & Waud Funeral Home, Oregon City - 1905-1928
PHOTOGRAPHS
* Extensive photo collec?on, 1857 forward
NEWSPAPERS
* The Bulle?n, Molalla: 1973-1984, 1990-1995
* Banner Courier
* Oregon City Enterprise
SCHOOLS, Clackamas County
* Historic School Project: Photos & Map
* Books (18 in Clackamas County)
* High School and College Annuals
VERTICAL FILES - Mixed Media
* By Family A – Z
- First Jail Book, Clackamas County
* By Subject A – Z
- Na?ve Americans ● Census ● Cemeteries
* Official Records of Elec?ons, 1912
VITAL RECORDS, Clackamas County
* Birth Records - acquired in 1980's
* Marriage Records
- Varied archived records between 1918-1969
- Returns (marriage applica?on)
- Index to Marriage Licenses: 1915-1920, 1949-1968
- Cer?ficates
- Marriage Records: 1847-1912
-
* Divorce Records
- Widows Pensions: 1913-1930
Divorce Records: 1855-1910
* Death Records
- Index to Clackamas County Death Records: 1900-1912
- Death Cer?ficates, A-Z by name
* Combined Notebook
* Probate Records
- Index to Probate Records: 1845-1910
* Obituaries
-
Index to Probate Case Files: 1844-1928
- 1890's through 2000's
- 1860's, 1870's, 1880's & Early Teens–1940's
* Tax Records
- Taxpayers 1916
* Court Orders, Unclaimed Estates, 1911-1919
- Deaths: 1907-1915, Births: 1907-1913, Marriage Index: 1847-1900
THE LEGACY
CCFHS's quarterly newsletter highlighting researched articles with historic photos related to Clackamas County heritage. Issues date back to our origin. | <urn:uuid:fdb4d4d9-ca07-441d-ad63-faae79ade4d5> | CC-MAIN-2022-21 | https://www.clackamasfamilyhistory.com/_files/ugd/46fd0f_4c44628ac9d94cee98542bbe826d6dc6.pdf | 2022-05-29T08:56:30+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652663048462.97/warc/CC-MAIN-20220529072915-20220529102915-00324.warc.gz | 821,467,762 | 1,637 | eng_Latn | eng_Latn | 0.884139 | eng_Latn | 0.949404 | [
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Delaware PBS Key Features
The vision of the Delaware Positive Behavior Support Project is to create safe and caring learning environments that promote the social-emotional and academic development of all children. This vision requires comprehensive, systemic, and individualized interventions and supports.
1. Recognize that a positive and safe school climate promotes not only positive behavior, but also academic, social, and emotional development.
2. Recognize that ALL students benefit from positive behavioral supports. This includes students with and without behavior problems or disabilities, and requires sensitivity to individual and cultural differences.
3. Recognize the critical importance of preventing behavior problems. This is evident throughout school policies and evidence-based practices, especially in preventive classroom management, clear school-wide expectations, and schoolwide teaching and recognition of positive behaviors. It also is seen in positive teacher-student, student-student, and school-family relations.
4. Recognize the critical importance of developing self-discipline. Achieving this long-term goal requires much more than strategies for preventing and correcting behavior problems. Thus, schools implement evidence-based programs in character education and social and emotional learning and/or infuse lessons throughout the curriculum that teach such social and emotional competencies as positive peer relations, empathy, resisting peer pressure, conflict resolution, and social and moral responsibility.
5. Recognize the critical importance of correcting misbehavior using a combination of evidence-based techniques for increasing appropriate behavior and decreasing use of inappropriate techniques. This is seen throughout school disciplinary policies and practices and in the recognition of the limitations of the use of harsh, frequent, or unfair punishment.
6. Recognize the critical importance of providing students who exhibit serious or chronic behavior problems with comprehensive and intensive evidence-based interventions and supports. They should be provided early, when behavior problems first appear. Where appropriate, they should be individualized and linked to functional behavioral assessments and person-centered planning.
7. In translating these beliefs into practice, Delaware PBS schools adopt a problemsolving team process for planning, development, implementation, and evaluation of evidence-based practices across all three levels of prevention and intervention (primary, secondary, and tertiary). The team is representative of the school staff and community including students and parents as active participants.
8. In translating these beliefs into practice, schools demonstrate sustained commitment, participation, and implementation with fidelity by the majority of staff, administrators, district leadership, and school community in a shared approach to the dynamic and evolving PBS process.
9. In translating these beliefs into practice, schools value the importance of databased decision making, as reflected in the on-going evaluation of program effectiveness and modification of program components, interventions and supports based on multiple sources of data.
10. In translating these beliefs into practice, schools provide on-going professional development and support to school staff that corresponds closely with the needs of the schools and individual staff members. | <urn:uuid:e3176a7f-77d9-4619-a780-d6487d5f39a4> | CC-MAIN-2022-21 | https://www.delawarepbs.org/wp-content/uploads/2011/11/ES_MS_HS_013_DE-PBS_Key_Features.pdf | 2022-05-29T07:50:52+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652663048462.97/warc/CC-MAIN-20220529072915-20220529102915-00325.warc.gz | 810,173,159 | 564 | eng_Latn | eng_Latn | 0.995841 | eng_Latn | 0.996239 | [
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Science Model Teaching Unit Rocks as Tools
Created by Marne Oaas
Kindergarten - Approximate Duration: 150 minutes
Stage 1 Desired Results
Established Goals
Science Content Standard 1: Students, through the inquiry process, demonstrate the ability to design, conduct, evaluate, and communicate results and reasonable conclusions of scientific investigations.
Science Content Standard 4 Benchmark 4.2: Describe and measure the physical properties of earth's basic materials (including soil, rocks, water and gases) and the resources they provide
Essential Understanding 1: There is great diversity among the 12 tribal Nations of Montana in their languages, cultures, histories and governments. Each Nation has a distinct and unique cultural heritage that contributes to modern Montana.
Understandings
Essential Question
s
- How did people use rocks as tools long ago?
- Rocks are non-living (Western science define rocks as being non-living, however living and non-living is not defined in the same way for Indigenous science. Some cultures view rocks as living).
- Rocks have different textures, colors, weights, and uses as tools and structures.
Students will be able to…
- How do people use rocks as tools today?
- classify rocks by attributes: flaky, crumbly, hard, soft, smooth, rough, colors, weight, etc.
Students will know…
- demonstrate the use of rocks as tools; for scraping, mashing, crushing, sanding, cleaning, staining, etc.
- rocks have different textures, hardness, weight and uses.
- rocks have a variety of uses.
Stage 2 Assessment Evidence
Performance Tasks
- Students will play the Rock Counting Game
- Students will collect, sort, and chart samples of rocks.
Other Evidence
- Students will participate in class activities, discussions, and ask appropriate questions.
Science Kindergarten Rocks as Tools (continued)
Stage 3 Learning Plan
Preparations
- Collect pictures of tools made from rocks. A good place to find some is: http://mhs.mt.gov/education/footlocker/Prehistoric.pdf, on pages 4 and 5; you may also want to check this footlocker out from the Montana Historical Society. You may also find some appropriate images and resources at http://mhs.mt.gov/education/footlocker/ancientteachings.asp.
- Several weeks before beginning this lesson collect rocks you will need. You'll need a variety of assorted rocks. The teacher should crack open some rocks or find them split or cracked so the class can compare the inside to the outside.
- Set up your "cooperative learning groups." Groups should be no larger than four students.
- Assemble "Rock Counting Game," one for each cooperative learning group.
Learning Activities
Introduction: Read and discuss "Tunka-shila, Grandfather Rock" (Lakota [Sioux]-Great Plains story) or "Old Man Coyote and the Rock" (Pawnee-Great Plains story). Both Stories can be found in "Keepers of the Earth Native American Stories and Environmental Activities for Children" by Michael J. Caduto and Joseph Bruchac. Another option is a contemporary Crow story in the book I Am a Rock & My Name is Pop, distributed to all elementary school libraries by OPI.
1. Brainstorming activity: Ask and record answers from a discussion using the following questions as a guide. Record on a large poster or piece of paper.
"Do you think rocks are living or non-living?"
"What is a rock?"
"How have people used rocks in the past?"
"How do these Native American stories present rocks?"
"How do we use rocks today?"
"Are the rocks considered living or non-living within the stories?"
3. Vocabulary: With the students, make a list of words that describe rocks. Post the list in the classroom.
2. Extend the discussion on rocks as living or non-living things. Explain that in the Pend d'Oreille and Salish perspective, the Creator is present in all things. Everything has a purpose, and anything with a purpose is considered to be living. See pages 8 and 9 of "A Brief History of the Salish and Pend d'Oreille Tribes." (Available from the Salish & Pend d'Oreille Culture Committee.)
4. Display the gathered rocks and get student input on ways to describe the rocks. How are they the same or different? Discuss the properties of rocks (size, shape, texture, color). Referring back to the posted list. Give each child a brown lunch bag to bring to class 1-3 small (not too small) or medium-size rocks. They can also find rocks outside in the school yard. Add students' rocks to class collection.
6. Using a variety of objects (nails, plastic picks, cloth, small stiff brushes, etc.) let the students pick, poke, and explore the attributes of the rocks to determine if they are hard, soft, crumbly, smooth, rough, different on the inside when cracked open, etc. Add to the classroom list more ways to describe rocks.
5. Give each group of students a bin of rocks to explore and sort. They can sort by size, shape, texture, color. Have students chart and draw the sorted rock types, count, and label how many of each type they have in their container. Remind them to use the posted list as a reference. Walk around and monitor/discuss with the groups how they are sorting their rocks.
Science Kindergarten Rocks as Tools (continued)
7. Rocks as Tools – students will brainstorm and discuss the use of rocks as tools. Have pictures or actual tools for students to view. Pass around the pictures of indigenous' tools made from rocks or project the Montana History Societies' website photos. What were the tools used for and what type of rock would be best for that use? Hammering, pestles, scraping, mashing, scrubbing, cutting, cooking, etc.
9. Students will classify the tools by how they would be used.
8. Students will pick a rock and decide how it could be used as a tool. If possible have the children actually use the rocks as tools to scrape, mash, pound, etc.
10. Optional: Continue exploring the American Indian Traditional uses of the environment by inviting a tribal representative to demonstrate ancestral skills and technology.
Closing activity: Rock Counting Game(using pebbles as math tools)
Materials:
Five smooth pebbles. Paint a half moon shape on one side of each of four pebbles and a star shape on one side of the remaining pebble. Pea gravel and paper cups for keeping track of points.
Play:
Place the pebbles in a container (shoe box or a basket).
Let one child at a time hold the basket and give it a shake.
Then have the child count the number of shapes that turn up.
Scoring:
You can have a point system game by allotting one point for each moon and two points for the star. Children can use pea gravel placed in a paper cup to keep track of their points.
Who Wins:
After each child has five turns they count their pea gravel counters. The one with the most gravel wins. First one to a given number wins.
Materials/Resources Needed
- Large nails, plastic pick, cloth, small, stiff brushes, etc.
- A good mix of rocks for student use
- Plastic bins/boxes to hold sets of rocks
- Keepers of the Earth Native American Stories and Environmental Activities for Children by Michael J. Caduto and Joseph Bruchac
- Pictures of stone tools
- I Am a Rock & My Name is Pop, distributed to all elementary school libraries by OPI.
- Montana History Society "Prehistoric Life in Montana" resource trunk http://mhs.mt.gov/education/HandsonHistory.aspx
- "A Brief History of the Salish and Pend d'Oreille Tribes" by the Salish-Pend d'Oreille Culture Committee of the Confederated Salish and Kootenai Tribes, Salish-Pend d' Oreille Culture Committee, 81 Blind Barnaby Street, P.O. Box 550, St. Ignatius, Montana 59865
- Materials for one Indian counting game
- 1 container for the smooth pebbles
- 5 smooth pebbles: 1 with a star painted on one side, 4 with a moon painted in each side
- A handful of pea gravel for scoring
- 1 small container or paper cup for each player to put their pebbles in
Science Kindergarten Rocks as Tools (continued)
Extending the Lesson
This basic lesson can be extended to include exploration of sand and soil/dirt found in local landscapes as a place-based connection. Students could grind stones together to see if they can make sand. They could also use sand to scrub cloth and other materials to see the effects. Students could try dyeing cloth with red dirt. The extension on soil/dirt could also introduce the concept of how soil/dirt is made from rocks and sand. | <urn:uuid:bc7d1207-0cdf-4d8a-8f72-1689ca028318> | CC-MAIN-2022-21 | https://www.nisnindigenousresourcehub.com/_files/ugd/e70d20_93f4c30086604d4c934331a28f231120.pdf | 2022-05-29T09:06:02+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652663048462.97/warc/CC-MAIN-20220529072915-20220529102915-00328.warc.gz | 1,071,520,420 | 1,873 | eng_Latn | eng_Latn | 0.996714 | eng_Latn | 0.997326 | [
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City University of New York (CUNY)
CUNY Academic Works
Publications and Research
Hostos Community College
2015
In Her Own Words: Make a (Mission) Statement
Diana V. Macri CUNY Hostos Community College
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Make a (Mission) Statement
By Diana Macri
Creating a personal mission statement
Honor is like a rugged island without a shore; once you have left it, you cannot return.
—Nicolas Boileau
In October of last year, the United States heard of the academic scandal at the University of North Carolina where, over the course of 18 years, students received credit for African-American studies courses without having to show up for class, complete assignments or take any tests. What makes this incident particularly hard to swallow is the person at the center of the controversy, Professor Jan Boxill. Diana Macri
Boxill was a tenured philosophy professor and former director of the Parr Center for Ethics at UNC. An irrefutable and staggering (in their number if not in content) string of emails confirmed her complicity in helping athletes remain academically eligible to play sports.
Ask the average person what ethics is and they'll likely refer to it as a set of moral principles or values. But what are these moral principles and who gets to decide which ones are more important than others?
Most people have heard of mission statements as they relate to organizations.
Companies have corporate mission statements designed to provide direction and inspiration to the organization. A company's mission statement serves as a reminder of what the goals for the organization are. A mission statement explains the organization's reason for being and answers the question, "What is it that we want to do?"
A personal mission statement is a bit different from a company mission statement, but the fundamental principles are the same. Writing a personal mission statement offers one the opportunity to establish what's important and helps reinforce it when tested.
Stephen Covey in First Things First: Understand Why So Often Our First Things Aren't First (Fireside, 1994) refers to developing a mission statement as "connecting with your own unique purpose and the profound satisfaction that comes from fulfilling it." A personal mission statement helps a person identify their core values and beliefs. It's a synopsis of what you're all about and wish to be. It's your definition of success.
A
Crafting a personal mission statement will take some time, introspection and self-awareness. The first part of the process is to let go of the past and whatever fail- ures and disappointments have occurred.
personal mission statement is a synopsis of what you're all about and wish to be. It's your definition of success.
What we perceive as negative experiences, or failures, are actually the things that have taught us the most. We must accept our shortcomings in the past in order to behave better in the future.
To craft a strong statement, you must be honest with yourself about what it is that
you are and what it is that you want to be. I tell my students to “dream big” when they are thinking
of the core components of the statement. Ask yourself:
* What is the most important thing in my life?
* Who are the most important people in my life?
* What contributions do I want to make?
* What talents do I possess?
* What makes me happy?
* What core values are most important to me?
There are also Web-based sources that can help you craft your personal mission statement. The Franklin Covey link (http://www.franklincovey.com/msb/) directs you to answer a series of questions. Once you have answered all the questions, it will automatically condense your answers and allow you to save them and/or copy and paste. Use this as a template for your personal mission statement. Add and remove sections as you wish. Elaborate the sections you feel most strongly about.
It will take time
A personal mission statement is meant to be created once and it usually takes quite a while to complete. Most find it difficult to define their greatest aspirations and, consequently, the means by which to achieve them. But through honest continued on page 12
Even among those who believe they know ethics, there is not total agreement on the meaning of the terms that are used. Ethics are standards of right and wrong that prescribe what humans ought to do; principles such as veracity, courage, integrity, forthrightness, consistency, creativity, humility, altruism, quality, accountability, excellence, compassion, innovation, social justice, wisdom, kindness, trust, balance and fairness. This is in relation to themselves, to each other, to other species and to the environment.
The challenge for most lies not in finding consensus on the principles that are most important, but in remaining loyal to them. By reminding us of what we value most, personal mission statements help us to resolve the various ethical dilemmas we face every day.
Where ethics comes from
Our most fundamental attitudes about what is right or wrong are taught to us by our parents. Religion, life events and education all play a part in those attitudes as well. These factors shape not only our values but our ability to adhere to those values when we are tested.
When I teach professional ethics, one of my major goals is to assist students in reaching an awareness of their own moral perspective. Most of my students are unaware of what their moral perspective is.
This is not due to their youth; most adults are not aware of what exactly is guiding their decisions, and that alone undermines their ability to behave ethically. I guide them in creating a personal mission statement to help them understand their moral perspective.
Women on the Move, continued from page 10
* Cristal Thomas becomes vice president for community health engagement at the University of Chicago School of Medicine IL as well as senior adviser to the vice president for civic engagement at the University of Chicago IL.
* Carolyn Walters becomes Ruth Lilly Dean of University Libraries at Indiana University. She has been serving as the executive director of the Office of Scholarly Publishing.
* Rita Walters moves from chief development officer for the Washington National Cathedral to vice president for advancement at the Maryland Institute College of Art—Baltimore.
* Vickie Williams becomes dean of the School of Management at the University of Alaska Southeast.
* Dr. Charlene E. Wolf-Hall moves from chair of the veterinary and microbiological sciences department to vice provost for academic affairs at North Dakota State University.
FACULTY SEARCH
Rutgers University–Camden is the southern campus of Rutgers, The State University of New Jersey. It is located in a dynamic urban area, just across the Delaware River from downtown Philadelphia. The campus includes undergraduate and graduate Arts and Sciences programs, a School of Business, a School of Law, and a School of Nursing.
Department of Sociology, Anthropology, and Criminal Justice Associate Professor in Anthropology (Tenure-Track)
For specific information about this position, including qualifications and deadlines, see our website at http://fas.camden.rutgers.edu/faculty-research/fas-job-searches
Rutgers, the State University of New Jersey, is an Equal Opportunity/Affirmative Action Employer. Qualified applicants will be considered for employment without regard to race, creed, color, religion, sex, sexual orientation, gender identity or expression, national origin, disability status, genetic information, protected veteran status, military service, or any other category protected by law. As an institution, we value diversity of background and opinion, and prohibit discrimination or harassment on the basis of any legally protected class in the areas of hiring, recruitment, promotion, transfer, demotion, training, compensation, pay, fringe benefits, layoff, termination, or any other terms and conditions of employment.
IHOW: Make a (Mission) Statement, continued from page 6
introspection, as you carefully assert what you value most, you will create a set of rules to guide you.
As Covey states, "Fundamentally, your mission statement becomes your constitution, the solid expression of your vision and values. It becomes the criterion by which you measure everything else in your life." It will become harder to stray from your core values once you have defined them this way.
Once you have completed the statement, keep it close by and refer to it regularly. If you are bold, display it in your office or webpage or include it in your portfolio. Such open expressions of individuality never go unnoticed or unappreciated.
Diana Macri, RDH, BSDH, MS.Ed., AADH, is an assistant professor in the allied health department at Hostos Community College NY, where she teaches ethics and jurisprudence, among other courses. She is the editorial director for RDH Graduate, an online newsletter for dental hygiene students and recent graduates. She is a strong advocate for the profession and seeks to promote its expansion and visibility. Additionally, she advocates for the resolution of oral health disparities— most notably, through her work with the Hispanic Dental Association, where she serves as secretary of the New York chapter and as the only dental hygienist on the board of trustees. She practices and teaches in New York City, where she happily resides with her three sons. | <urn:uuid:01556a8f-0545-41fe-9c51-f53b95535b35> | CC-MAIN-2022-21 | https://academicworks.cuny.edu/cgi/viewcontent.cgi?article=1012&context=ho_pubs | 2022-05-29T08:42:28+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652663048462.97/warc/CC-MAIN-20220529072915-20220529102915-00326.warc.gz | 118,635,465 | 1,954 | eng_Latn | eng_Latn | 0.934408 | eng_Latn | 0.997443 | [
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AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS STANDARDS AT THE LEAD TEACHER LEVEL
PROFESSIONAL KNOWLEDGE
PROFESSIONAL PRACTICE
PROFESSIONAL ENGAGEMENT
1
2
Know students and how they learn
1.1 Physical, social and intellectual development and characteristics of students Lead colleagues to select and develop teaching strategies to improve student learning using knowledge of the physical, social and intellectual development and characteristics of students.
1.2 Understand how students learn Lead processes to evaluate the effectiveness of teaching programs using research and workplace knowledge about how students learn.
1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds Evaluate and revise school learning and teaching programs, using expert and community knowledge and experience, to meet the needs of students with diverse linguistic, cultural, religious and socioeconomic backgrounds. 1.4 Strategies for teaching Aboriginal and Torres Strait Islander students Develop teaching programs that support equitable and ongoing participation of Aboriginal and Torres Strait Islander students by engaging in collaborative relationships with community representatives and parents/carers.
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities Lead colleagues to evaluate the effectiveness of learning and teaching programs differentiated for the specific learning needs of students across the full range of abilities. 1.6 Strategies to support full participation of students with disability Initiate and lead the review of school policies to support the engagement and full participation of students with disability and ensure compliance with legislative and/or system policies.
Know the content and how to teach it
2.1 Content and teaching strategies of the teaching area Lead initiatives within the school to evaluate and improve knowledge of content and teaching strategies and demonstrate exemplary teaching of subjects using effective, research-based learning and teaching programs.
2.2 Content selection and organisation Lead initiatives that utilise comprehensive content knowledge to improve the selection and sequencing of content into coherently organised learning and teaching programs.
2.3 Curriculum, assessment and reporting Lead colleagues to develop learning and teaching programs using comprehensive knowledge of curriculum, assessment and reporting requirements.
2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians Lead initiatives to assist colleagues with opportunities for students to develop understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. 2.5
Literacy and numeracy strategies
Monitor and evaluate the implementation of teaching
strategies within the school to improve students’
achievement in literacy and numeracy using
research-based knowledge and student data.
2.6 Information and Communication Technology (ICT) Lead and support colleagues within the school to select and use ICT with effective teaching strategies to expand learning opportunities and content knowledge for all students.
3
4
Plan for and implement effective teaching and learning
3.1 Establish challenging learning goals Demonstrate exemplary practice and high expectations and lead colleagues to encourage students to pursue challenging goals in all aspects of their education.
3.2 Plan, structure and sequence learning programs Exhibit exemplary practice and lead colleagues to plan, implement and review the effectiveness of their learning and teaching programs to develop students' knowledge, understanding and skills.
3.3 Use teaching strategies Work with colleagues to review, modify and expand their repertoire of teaching strategies to enable students to use knowledge, skills, problem solving and critical and creative thinking.
3.4 Select and use resources Model exemplary skills and lead colleagues in selecting, creating and evaluating resources, including ICT, for application by teachers within or beyond the school.
3.5 Use effective classroom communication Demonstrate and lead by example inclusive verbal and non-verbal communication using collaborative strategies and contextual knowledge to support students' understanding, engagement and achievement.
3.6 Evaluate and improve teaching programs Conduct regular reviews of teaching and learning programs using multiple sources of evidence including: student assessment data, curriculum documents, teaching practices and feedback from parents/carers, students and colleagues. 3.7
Engage parents/carers in the educative process Initiate contextually relevant processes to establish programs that involve parents/carers in the education of their children and broader school priorities and activities.
Create and maintain supportive and safe learning environments
4.1 Support student participation Demonstrate and lead by example the development of productive and inclusive learning environments across the school by reviewing inclusive strategies and exploring new approaches to engage and support all students.
4.2
Manage classroom activities
Initiate strategies and lead colleagues to implement
effective classroom management and promote
student responsibility for learning.
4.3 Manage challenging behaviour Lead and implement behaviour management initiatives to assist colleagues to broaden their range of strategies.
4.4 Maintain student safety Evaluate the effectiveness of student well-being policies and safe working practices using current school and/ or system, curriculum and legislative requirements and assist colleagues to update their practices.
4.5 Use ICT safely, responsibly and ethically Review or implement new policies and strategies to ensure the safe, responsible and ethical use of ICT in learning and teaching.
5
Assess, provide feedback and report on student learning
5.1 Assess student learning Evaluate school assessment policies and strategies to support colleagues with: using assessment data to diagnose learning needs, complying with curriculum, system and/or school assessment requirements and using a range of assessment strategies.
5.2 Provide feedback to students on their learning Model exemplary practice and initiate programs to support colleagues in applying a range of timely, effective and appropriate feedback strategies.
5.3 Make consistent and comparable judgements Lead and evaluate moderation activities that ensure consistent and comparable judgements of student learning to meet curriculum and school or system requirements.
5.4 Interpret student data Co-ordinate student performance and program evaluation using internal and external student assessment data to improve teaching practice.
5.5 Report on student achievement Evaluate and revise reporting and accountability mechanisms in the school to meet the needs of students, parents/carers and colleagues.
6
7
Engage in professional learning
6.1 Identify and plan professional learning needs Use comprehensive knowledge of the Australian Professional Standards for Teachers to plan and lead the development of professional learning policies and programs that address the professional learning needs of colleagues and pre-service teachers.
6.2 Engage in professional learning and improve practice Initiate collaborative relationships to expand professional learning opportunities, engage in research, and provide quality opportunities and placements for pre-service teachers.
6.3 Engage with colleagues and improve practice Implement professional dialogue within the school or professional learning network(s) that is informed by feedback, analysis of current research and practice to improve the educational outcomes of students.
6.4 Apply professional learning and improve student learning Advocate, participate in and lead strategies to support high-quality professional learning opportunities for colleagues that focus on improved student learning.
Engage professionally with colleagues, parents/carers and the community
7.1 Meet professional ethics and responsibilities Model exemplary ethical behaviour and exercise informed judgements in all professional dealings with students, colleagues and the community.
7.2 Comply with legislative, administrative and organisational requirements Initiate, develop and implement relevant policies and processes to support colleagues' compliance with and understanding of existing and new legislative, administrative, organisational and professional responsibilities. 7.3 Engage with the parents/carers Identify, initiate and build on opportunities that engage parents/ carers in both the progress of their children's learning and in the educational priorities of the school.
7.4 Engage with professional teaching networks and broader communities Take a leadership role in professional and community networks and support the involvement of colleagues in external learning opportunities. | <urn:uuid:64b478b2-f9b0-4fb7-80eb-a42ec17ccbb9> | CC-MAIN-2022-21 | https://www.aitsl.edu.au/docs/default-source/default-document-library/download-lead-level-descriptors.pdf?sfvrsn=13b6eb3c_0 | 2022-05-29T08:08:48+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652663048462.97/warc/CC-MAIN-20220529072915-20220529102915-00328.warc.gz | 722,754,364 | 1,498 | eng_Latn | eng_Latn | 0.989451 | eng_Latn | 0.989451 | [
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Potassium Iodide (KI) Fact Sheet
Does this information apply to me?
This information is for you if you live or work within 10 miles of a nuclear power plant in Michigan.
Why is the State of Michigan providing free KI?
Those who already have tablets should check the expiration date on the KI box. If it has expired, go to the pharmacy to replace it.
The State of Michigan received a free supply of KI from the Nuclear Regulatory Commission (NRC). The State began making it available at no cost to people living or working near Michigan's nuclear power plants in October 2009.
What is KI?
KI (the chemical name for the drug "potassium iodide") is a non-prescription iodine pill. Iodine is an element that is found in nature and is also an important part of your diet. Because iodine is so important for your health, it is added to table salt. However, the iodine in the KI pill is much stronger than the iodine in table salt. Table salt cannot be used as a replacement for KI.
How does KI work?
In the unlikely event of a serious accident at a nuclear power plant, one form of radiation, radioactive iodine, could be released into the air. This type of radiation can be stored in your thyroid gland. This can cause thyroid cancer or other thyroid problems over time. Children are most at risk of thyroid injury from exposure to radioactive iodine. KI protects your thyroid by filling it up with a safe form of iodine so that it can't take in radioactive iodine.
Keeping your thyroid gland healthy is important because it produces hormones that manage your heart rate, blood pressure, temperature and other essential body functions. It is important for you to know that KI does not protect your whole body from radioactive material. KI only protects your thyroid gland.
How can I get KI?
You can download a voucher from www.michigan.gov/ki. Also, a voucher is included with the emergency information your local nuclear power plant mails to you each year. Take the voucher to one of the participating pharmacies. The pharmacy will give you the amount of KI that you need. Place it in a safe, dry location and keep it in its foil packet. You should keep it on hand as part of your emergency supply kit. Be sure to get your KI now. You will not be able to get it from the pharmacy during a nuclear power plant emergency.
When should I take KI?
Take KI only if a "General Emergency" has been declared at the nuclear power plant near you.
If the emergency sirens sound for three minutes or more, tune to your local radio or television station. Follow the instructions given by emergency officials. You may be instructed to shelter-in-place or evacuate. You should only take KI if the radio or TV announcements say that the power plant has declared a "General Emergency", the most serious type of plant emergency. If you are told to evacuate and don't have your KI
August 14, 2015
readily available, don't waste time searching for it. Evacuating or sheltering-in-place is the best way to protect yourself from harm due to radiation.
How much KI should I take?
One dose protects the thyroid for 24 hours. You should be safely evacuated within the 24 hour time period. Taking more than the recommended dose will not help you and may increase the risk of side effects.
Use the information in this chart to take the correct amount for one dose.
- Adults over 18 years of any weight including pregnant or breastfeeding women should take two 65 mg tablets
- Children over 12 years to 18 years who weigh at least 150 pounds should take two 65 mg tablets.
- Children over 12 to 18 years who weigh less than 150 pounds should take one 65 mg tablet.
- Children over 3 years to 12 years should take one 65 mg tablet.
- Children over 1 month to 3 years should take 1/2 of a 65 mg tablet, crushed into liquid. (Instructions for crushing and mixing will be provided by the pharmacy.)
- Babies at birth to 1 month should be given 1/4 of a 65 mg tablet, crushed into liquid. (Instructions for crushing and mixing will be provided by the pharmacy.)
Note! Newborn babies (less than one month old) that have been given KI should have their thyroid levels checked by a doctor very soon after taking KI. Their thyroid levels could drop too low and cause serious health problems.
Note! Pregnant and breastfeeding women should never take more than one dose (two 65 mg tablets).
Call your doctor's office as soon as possibleafter taking KI to let them know that you've taken it.
65 mg.
65 mg.
65 mg.
65 mg.
65 mg. 65 mg.
Instructions on how to prepare liquid KI can be found at www.michigan.gov/ki.
What side effects could I have from taking KI?
KI can cause minor side effects. You could have an upset stomach or swelling in your mouth. If you have a serious reaction such as fever, joint pain, swelling of the face or body or trouble breathing, get medical help right away!
Who should NOT take KI?
You should not take KI if:
[x] You are allergic to iodine. A shellfish allergy may not mean that you are allergic to iodine. Talk to your physician or allergist if you have a shellfish allergy and are unsure if you should take KI.
[x] You have dermatitis herpetiformus (DH) or hypocomplementemic urticarial vasculitis syndrome (HUVS), very rare skin conditions.
Check with your doctor if:
[x] You already have a thyroid condition.
[x] You are unsure whether or not to take KI.
How does this program apply to businesses?
Businesses can obtain KI for their employees, clients or patients. Businesses with more than 200 employees/clients/patients should call or e-mail MDHHS to arrange for delivery of KI. If your business chooses to participate in the program, it is responsible for having a dispensing plan that complies with these instructions. If your business chooses not to participate, you can provide a copy of this mailing to your employees to obtain their personal supply of KI at one of the designated pharmacies.
For more information call the Michigan Department of Health and Human Services at 1-800-648-6942 between 8:00 a.m. and 5:00 p.m., send an e-mail to firstname.lastname@example.org or go to our website, www.michigan.gov/ki.
August 14, 2015 | <urn:uuid:54d67fd8-7925-48d2-8738-b5e7ec637303> | CC-MAIN-2022-21 | http://erietownship.com/Portals/45/2015%20Web%20Fact%20Sheet.pdf?ver=4PnuBnmHwe3ImCbbFNkoyA%3d%3d | 2022-05-29T09:17:26+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652663048462.97/warc/CC-MAIN-20220529072915-20220529102915-00327.warc.gz | 23,406,537 | 1,420 | eng_Latn | eng_Latn | 0.998063 | eng_Latn | 0.998207 | [
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Hypothesis Testing Cheat Sheet
A hypothesis is a statement made about the value of a population parameter. It can be tested by carrying out an experiment or taking a sample from the population. The statistic calculated from the sample is called the test statistic.
Hypothesis testing
The null hypothesis (H!) is the hypothesis assumed to be correct. This is rejected if the test statistics is lower than a given threshold, called the significance level.
The alternative hypothesis (H") tells us about the parameter if your assumption is shown to be wrong.
Example 1: John wants to see if a coin is unbiased or biased towards coming down heads. He tosses the coin 8 times and counts the number of heads, 𝑋, obtained in 8 tosses.
a. Describe the test statistic.
The test statistic is𝑋, the number of heads obtained in 8 tosses.
b. Write down a suitable null hypothesis.
H
The probability of landing heads for an unbiased coin is 0.5 so!
: 𝑝= 0.5
Write down a suitable alternative hypothesis.
heads so:
The probability for heads is greater than 0.5 if the coin is biased towards c.
H"
: 𝑝> 0.5
Finding critical values
A critical region is a region of the probability distribution which, if the test statistic falls within it, would cause you to reject the null hypothesis. The critical value is the first value to fall inside of the critical region.
The actual significance level of a hypothesis test is the probability of incorrectly rejecting the null hypothesis.
Example 2: A single observation is taken from the binomial distribution B(6, 𝑝). The observation is used to test H!: 𝑝= 0.35 against H": 𝑝> 0.35
a. Using a 5% significance level, find the critical region for this test.
You can use the cumulative binomial tables or your calculator
```
Assume H! is true then 𝑋~B(6,0.35) P(𝑋≥4) = 1 −P(𝑋≤3) =1-0.8826 =0.1174 P(𝑋≥5) = 1 −P(𝑋≤4) =1-0.9777 =0.0223 The critical region is 5 or 6.
```
b. State the actual significance level of this test.
= P(𝑋≥5)
= 0.0223
P(reject null hypothesis)
= 2.23%
This is the same as the probability of 𝑋 falling within the critical region
One-tailed test
A one-tailed test can be used to test if the probability has increased or decreased.
For one-tailed tests,
Example 3: The standard treatment for a particular disease has a % & probability of success. A researcher has produced a new drug which has been successful with 11 out of 20 patients. He claims that the new drug is more effective than the standard treatment. Test, at 5% significance level, the claim made by the researcher.
1. Define your test statistic, 𝑋 and parameter, 𝑝. 𝑋 is the number of patients in the trial for whom the drug was successful. 𝑝 is the probability of success for each patient.
2. Formulate a model for the test statistic. 𝑋~B (20, 𝑝)
3. Identify your null and alternative hypotheses. H!: 𝑝= 0.4 H": 𝑝> 0.4
4. Method 1: Assume H! is true and calculate the probability of 11 or more successful treatments 𝑋~B (20,0.4) P(𝑋≥11) = 1 −P(𝑋≤10) = 1 −0.8725 = 0.1275 = 12.75%
The researcher claims that the new drug is better so 𝑝> 0.4
5. Compare probability with significance level.
!
12.75% > 5%so, there is not enough evidence to rejectH
6. Write a conclusion in context. The new drug is no better than the old one.
OR
Method 2:
1. Work out the critical region and see if 11 lies within it. P(𝑋≥13) = 1 −P(𝑋≤12) =0.021 P(𝑋≥12) = 1 −P(𝑋≤11) =0.0565 The critical region is 13 or more. Since 11 is not in the critical region, we accept H!.
2. Write a conclusion in context of the question. There is no evidence that the new drug is better than the old one.
https://bit.ly/pmt-edu
3.
4.
$
Stats/Mech Year 1
Two-tailed Test
A two-tailed test is used to test if the probability is changed in either direction. The critical region is split at either end of distribution. The significance level at each end is halved.
For two-tailed tests,
H": 𝑝≠⋯
Example 4: In Enrico's restaurant, the ratio of non-vegetarian to vegetarian meals is found to be 2 to 1. In Manuel's restaurant in a random sample of 10 people ordering meals, 1 ordered a vegetarian meal. Using a 5% significance level, test whether the proportion of people eating vegetarian meals in Manuel's restaurant is different from Enrico's restaurant.
1. The proportion of people eating vegetarian meals at Enrico's is " # .
2. 𝑋
vegetarian meals.
is the number of people in the sample at Manuel's restaurant who ordered
𝑝
meal.
is the probability that a randomly chosen person at Manuel's orders a vegetarian
H!
: 𝑝=
"
"
#
,H"
: 𝑝≠
H If!
#
𝑋~B (10, is true,
"
# )
Method 1:
P(𝑋≤1) = P(𝑋= 0) + P(𝑋= 1)
"!
=A
2
2 1
3
B + 10 A B A B
= 0.01734. . . + 0.08670. ..
3 3
= 0.104(3s.f.)
0.104 > 0.025 so insufficient evidence to reject H!
Method 2:
Let 𝑐" and 𝑐% be the two critical values. P(𝑋≤𝑐") ≤0.025 and P(𝑋≥𝑐%) ≤0.025
For lower tail:
P(𝑋≤1) = 0.10404. . . > 0.025
P(𝑋≤0) = 0.017341. . . < 0.025
𝑐 So"
= 0
For upper tail:
```
P(𝑋≥6) = 1 −P(𝑋≤5) = 0.07656. . . > 0.025 P(𝑋≥7) = 1 −P(𝑋≤6) = 0.01966. . . < 0.025 So 𝑐% = 7
```
Observed value of 1 is not in critical region so H! is not rejected.
5. Conclusion: There is no evidence that proportion of vegetarian meals at Manuel's restaurant is different to Enrico's.
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CV/Resume builder
Curriculum Vitae (CV) is Latin, loosely meaning "the course of my life". We use this term in Australia – but often use Resume instead.
You will log all of your activities and achievements on your CV/Resume. You add to this throughout life as employers ask for your CV/ Resume when you apply for work experience, volunteering, part time/full time jobs. Your CV/ Resume can become the foundation for a personal statement, sometimes necessary when you apply to university or TAFE.
* Maximum 2 pages
* Clearly organised with dates of achievements
* List most recent first and work back in time
What are your personal details?
Your name as the title
Add your email address
Include your mobile number
Enter your home address
Aim to take up as little space as possible with these details. Writing your mobile number and email address on the same line or writing your home address horizontally, can reduce the number of lines used.
* Make sure your email address is not silly, immature or offensive. If yours is – leave it for your friends and get a new one for employment or applications.
Record your information here:
What is your educational history?
Write the name and town of your secondary school on the left hand side of the page, and the dates you have attended on the right hand side of the page.
Then, use bullet points to explain any qualifications you have gained. You can also use bullet points to outline any other school-related achievements. Positions of responsibility such as school leader, house captain or mentor/peer support leader, SRC representative can be entered later on your CV/Resume, under the experience heading.
You should use bolding and/or capitals to highlight heading such as EDUCATION, or for sub-headings such as school name, town name and dates.
You do not need to enter your Primary School.
Example:
EDUCATION
Geelong Secondary School, Geelong
Sept 2016 - current
B
Record your information here:
What are your main achievements?
Achievements could be a section on their own or could be combined with the interests section (below). When writing some detail about the achievement, keep this brief; give an interesting piece of information or some detail so the employer can understand why it was such an achievement for you.
Again, use bolding for sub-headings to help the details stand out, and use active verbs which relate to skills to show the employer you have the skills they seek. Achievements could be sporting, performing arts, creative (art or music), mooting or public speaking… or anything you feel has been an achievement.
Example:
ACHIEVEMENTS
Second Place Award, Monthly 3D Design Competition, Makers Empire June 2019
* Led a team of four students to develop a digital design of a flexible school shoe, acceptable to school staff, suiting school uniforms and appealing to students
* Identified a key problem at Geelong Secondary School - the issue of student resistance to traditional leather footwear
* Ensured that all members of the team understood and addressed the Design process to incorporate key principles of design in our development (Unity, Balance, Hierarchy, Scale, Emphasis, Similarity and Contrast)
* Collaborated with, motivated and organised the design team to meet the project deadline, delivering an on-line 3D design of the shoe.
Volleyball Captain, Geelong East Club
Sept 2018 - current
* Motivated and led team to win three league titles
Record your information here:
What is your experience?
Experience includes paid and unpaid work and might include:
* Work experience or voluntary work
* Part time or casual jobs
* Voluntary experiences, including Duke of Edinburgh
* Positions of responsibility, such as school leader, peer support leader, sports captain, class captain, SRC representative. Set it out neatly, including:
* Bolding for headings and sub-headings
‒ Sub-headings should include job title, employer name, location and dates
* Bullet points to demonstrate skills, roles and responsibilities and outcomes (where possible)
* Skills written as active verbs, which directly relate to the skills required by the employer for the job you are applying for (use your examples from the question above)
Example:
EXPERIENCE
Customer Assistant, K-Mart Photography Counter, Geelong Jan 2020 current
* Communicated with customers, helping them with their photography related queries, serving up to 80 customers per day
* Managed monetary payments and took responsibility for closing the photography counter at the end of the day
Peer Support Leader, Geelong Secondary School Feb 2020 - current
* Built relationship with Year 7 students to help them settle into school, which resulted in receiving a thank you card from them at the end of the school year
* Organized weekly lunch meetings with the students to discuss and address any issues they faced.
* Assisted with the running of a Year Peer Support Round Robin sports competition for Year 7 groups
Babysitter, Suburb/Town Name March 2018 – December 2019
* Cared for two children under seven, and ensured they went to bed at time agreed with their parents
* Negotiated rate of pay with employer and discussed responsibilities in their absence
Record your information here:
What skills does the employer want from you?
In their job descriptions or on their website, employers will mention skills they would like their employees to have, either generally or for a specific job. Always read the job description or website and list any skills they seek from you, as an applicant. Skills might include (written as active verbs):
* Communicated, Liaised, Explained, Taught, Wrote
* Problem solved, Initiated, Instigated, Adapted
* Managed, Led, Organised, Prioritised, Negotiated, Influenced
* Designed, Created, Planned
* Worked as part of a team, Collaborated
* Analysed, Evaluated, Interpreted
You will have used these skills at some point, and should think about specific tasks, problems or events that you have faced which used these skills; these come from paid and unpaid work, work experience or shadowing, volunteering, DofE, positions of responsibility at school. Then use these as examples on your CV/Resume - usually in the EXPERIENCE and ACHIEVEMENTS sections.
If there is no job description or their website does not mention what skills they seek in their employees, you could search online for a similar job description, or use your initiative about skills the employers would want from you.
List the skills your employer seeks, below, and an example of where you have used that skill (be specific with your example!):
Skill required:
My example:
Skill required:
My example:
Skill required:
My example:
What are your interests?
The last area of a CV, interests, can give the employer a flavour of who you are outside of work and education. Keep this section brief.
Example:
INTERESTS
* Enjoy taking photographs of wildlife, and posting these on Instagram
* Enthusiastic about imagining and designing new and innovative products to address needs of the environment
* Like to travel around Australia and neighbouring countries to learn about people's lifestyle and the challenges they face.
Who will you ask for a reference?
When you are offered a job, employers will ask for a reference from a previous employer, family friend or teacher/academic. It is not essential to list these referees on your CV, unless the job asks you to. However, do get these details for your own records so you can give them to your employer if you are asked for them during the recruitment process. Record the details below.
On your CV, you can simply write:
REFERENCES AVAILABLE ON REQUEST
Academic referee:
Job title:
Email address:
Referee outside of school:
Job title/how you know them:
Email address: | <urn:uuid:10205f4d-887f-4f78-840f-0d3338e0bfd0> | CC-MAIN-2022-21 | https://www.careeranalysts.com.au/_files/ugd/e48992_7dd313ff5e9a47fba481a885ef1cee36.pdf | 2022-05-29T08:25:29+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652663048462.97/warc/CC-MAIN-20220529072915-20220529102915-00327.warc.gz | 761,653,334 | 1,612 | eng_Latn | eng_Latn | 0.998279 | eng_Latn | 0.998713 | [
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Curcuma caesia Roxb.
Zingiberaceae
Ayurvedic nameNarkachur
Unani name
Siyah haldi, Kali haldi
Hindi nameKali haldi, Narkachur
Trade name
Black zedoary, Kali haldi
Part usedRhizome
Therapeutic uses
The rhizome of kali haldi has a bitter, sharp, hot taste, and a pleasant odour. It has anti-bacterial and anti-fungal properties, and is laxative. It is used as a tonic for the brain and the heart. Rhizomes are useful in treating leucoderma, piles, bronchitis, asthma, tumors, tuberculous glands of the neck, enlargement of the spleen, epileptic seizures, inflammations, and allergic eruptions.
Morphological characteristics
Black zedoary is an erect, rhizomatous herb, about 1.0–1.5 m high. The rhizomes are ovoid in shape, acute at tip, but not so thick as in other species of Curcuma. Leaves are about 30–60 cm long and up to 15 cm broad, broadly lanceolate or oblong, glabrous, with a deep ferruginous purple cloud down the middle, which penetrates to the lower surface. Leaves arise from the underground rhizome.
CURCUMA CAESIA ROXB.
Floral characteristics
Inflorescence is a spike, about 15 cm long or altogether about 30 cm high on basal peduncle. Flowers are pale yellow, reddish at the outer border and shorter than their bracts. Petiole and sheath are about as long as the blade. Spikes appear before the leaves. Flowers appear in June and July, while fruits mature in September and October.
Distribution
The species occurs in moist deciduous forests, mostly in Bengal, NorthEast, and Central India, within the altitudinal range of 200–1000 m. It
grows as ground cover of forest area in subtropical to temperate region. It is a rare species and is mostly under cultivation.
Climate and soil
Curcuma caesia grows well in sandy loam, acidic soils of pH 4.5–6.5. It is a partial shade-loving species; however, it grows well in open sun under cultivated conditions.
Varieties
There is no recommended variety. However, among the collected materials, accession no. IC-319760 (NBPGR) was found to give better rhizome yield.
Propagation material
Rhizome is the propagation material. Mature rhizomes are collected in December or just before plantation and longitudinally sliced with one apical bud in each slice.
Agro-technique 1
Nursery Technique
P Raising propagules Rhizome pieces are directly planted in the field and no nursery stock is generally raised.
1 Agro-technique study carried out by
P NBPGR Regional Station, Umiam, Shillong – 793 103, Meghalaya.
P Department of Forest, Bilaspur, Achanakmar, Chhattisgarh.
.
P Propagule rate and pretreatment Approximately, 2.2 tonnes of rhizomes shall be required per hectare for planting at a spacing of 30 cm × 30 cm. No particular treatment is given to the propagules before planting.
Planting in the field
P Land preparation and fertilizer application The land is ploughed, harrowed, and planked, mixed with FYM (farmyard manure) @ 5 tonnes per hectare together with NPK (nitrogen, phosphorus, potassium) @ 33:80:60 kg per hectare as basal dose during land preparation. If required, lime @ 2 tonnes per hectare may be applied to reduce excessive acidity in soils, at least one month before planting.
P Transplanting and optimum spacing Middle of April is the best time for raising the crop in North-East India, while in other regions, it is the pre-monsoon period. The crop is propagated vegetatively through rhizomes. The whole or parts of rhizome, weighing approximately 20 g, should be planted in rows directly in the field during April. Planting at a spacing of 30 cm × 30 cm is found optimum, for which 0.11 million propagules (rhizome segments) are required per hectare. The rhizomes sprout in about 15–20 days.
P Intercropping system Kali haldi is grown as a single crop. But, it may be intercropped beneath widely interrupted canopy trees.
P Interculture and maintenance practices A complete dose of NPK is to be applied @ 100:80:60 kg per hectare as urea, single super phosphate, and potash, respectively. One-third of urea, that is, 33 kg, and full recommended quantity of single super phosphate and potash are applied at the time of final land preparation. The rest two-thirds of nitrogen as urea is top dressed in two split doses, first at the time of first earthingup and the rest at the time of second earthing-up. Earthing-up is carried out at 45 days and 60 days after planting. To reduce the crop–weed competition during the early stages of growth, manual weeding at 60, 90, and 120 days after planting is recommended.
P Irrigation practices The crop is usually grown under rain-fed conditions in high rainfall tracts of Assam and Kerala states. Constant humidity is to be maintained in other areas through regular irrigation. Sprinkler irrigation is the most suitable method.
P Disease and pest control Leaf spot (Tephrina sp., Coletotrichum sp.) and leaf blotch (Corticium sp.) are sometimes observed on the crop. They can be controlled by spraying of 1% Bordeaux mixture at monthly intervals.
Harvest management
P Crop maturity and harvesting The crop takes about nine months to mature. Harvesting is done in mid-January. Before digging the rhizomes, soil is moistened through irrigation, so that the rhizomes are not injured. Injury to the rhizomes may cause decay of the harvest.
P Post-harvest management Peeled, half cut or sliced rhizomes should be kept in oven at 55 °C or under well-ventilated shade for drying. These dried rhizomes should be stored in suitable damp-proof containers.
P Chemical constituents Dried rhizomes of Curcuma caesia are reported to contain 1.6% essential oil containing 76.6% d-camphor; 8.2% camphene and bornylene; and 10.5% sesquiterpenes, curcumine, ionone, and turmerone.
P Yield and cost of cultivation Estimated yield of fresh rhizomes is 48 tonnes per hectare while dry rhizome yield is about 10 tonnes per hectare. Estimated cost of cultivation is Rs 95 000 per hectare. | <urn:uuid:dea850c6-e40c-44fc-a972-ae4b0b3f1ac7> | CC-MAIN-2022-21 | http://echarak.in/echarak/templates/Curcuma%20caesia%20%20Roxb%20..pdf | 2022-05-29T09:07:16+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652663048462.97/warc/CC-MAIN-20220529072915-20220529102915-00327.warc.gz | 22,519,808 | 1,480 | eng_Latn | eng_Latn | 0.992705 | eng_Latn | 0.994808 | [
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FAMILY PHONICS WORKSHOP
AIMS FOR THE SESSION
Progression of phonics from Reception to Year 1
Phonics screening assessment end of Year 1
Resources for you to use at home
WHAT IS PHONICS?
Children are taught to read by breaking down words into separate sounds or 'phonemes'. They are then taught how to blend these sounds together to read and write the whole word.
Children have a 20 minute phonics lesson each day and they are encouraged to use these strategies to read and write in other lessons.
[x]We use a synthetic scheme called 'Letters and Sounds' as our teaching resource.
Reading and Writing
Phonics from the very beginning
What is?
CVC
Segmenting and blending
Decoding and encoding
Digraph
Trigraph
Split digraph
Phoneme
Grapheme
Tricky bit words
Terminology
Letters and sounds Phonic Phases- EYFS + Year 1
Phase 1 – environmental, instrumental, body percussion and rhyme
Phase 2 – phonemes plus words
Phase 3 – phonemes, digraphs and words
Phase 4 – recap phase 2 and 3 with additional words
Phase 5 - split digraphs and alternative sounds and graphemes
Remember moving forward children need
Reading and Writing
Pure sound
High Frequency Words
Tricky bit words
Alternative digraphs/trigraphs
Reading and spelling of two syllable words
Punctuation and letter joining
ELG and ELG+
Writing ELG
Writing ELG+
How is phonics taught in EYFS?
Phoneme Spots
Phoneme Frame
Supporting Materials
Year 1 Phonics- Phase 4 and Phase 5
Recapping Phase 4 and moving into Phase 5:
During Phase 5:
Learn new graphemes
Introduced to split diagraphs
Alternative pronunciations
Phase 5: New Graphemes
The children are introduced to 1 new grapheme everyday during Autumn term.
Phase 5
What is a split digraph?
tie Joe
Phase 5
Alternative spellings of graphemes.
Phase 5
Word Families- alternative spellings.
KS1 Phonics Check
WHY DO THE CHILDREN COMPLETE THE SCREENING?
The aim of the check is to ensure that all children are able to read by the end of year two.
This 'midpoint check' will ensure that we have a clear understanding of what the children need to learn in year 2 to ensure they do not fall behind.
WHAT IS IN THE PHONICS SCREENING CHECK?
[x] There will be two sections in this 40-word check and it will assess their phonics skills and knowledge.
[x] There will be 8 practice words at the start.
[x] Your child will read up to four words per page to their teacher. There will be 20 real words and 20 'alien words'
WHO WILL COMPLETE THE CHECK?
The children will complete the check one at a time in a quiet area of school.
Miss Palmer will conduct all of the screening tests with the children.
We will make it as low-key as possible – the children will not be informed it's a "test" – it only takes 5/10 minutes.
WHEN WILL THE SCREENING TAKE PLACE?
The phonics screening will take place during the week commencing 15 th June.
If your child does not pass the phonics screening, they will be given extra Phonics support in school and re-checked in Year 2.
Here is a video showing what children can expect to experience.
HOW TO SAY THE SOUNDS
[x]This is a helpful video showing all 44 phonemes https://www.youtube.com/watch?v=BqhXUW_v-1s
WHAT CAN I DO TO HELP MY CHILD?
Useful Websites to use at home:
[x] http://www.phonicsplay.co.uk go to Free Phonicsplay Parents page and access games and information to help you and your child. Phonics Apps
[x] https://www.bbc.co.uk/bitesize/topics/zcqqtfr
[x] Dinosaurs Eggs-
*Hairy letters (additional cost)
https://www.ictgames.com/dinosaurEggs_phonics/mobile/
*Read with phonic games
*AGO Phonics
Sound pad
[x] Spooky Spellings-https://www.ictgames.com/mobilePage/spookySpellings/index.html
Phonics Play Example
RESOURCES TO USE AT HOME
Phonic Family Games
Reading Suitcase
Reading for 5 minutes a day
Family Phonics Sessions
We will be holding two Family Phonics Sessions in school next week to give you the opportunity to experience a phonics lesson with your child.
Thursday 5 th March
Wednesday 4 th March
Please sign up to the one session you would like to attend to secure your place (one adult per child).
QUESTIONS?
Please feel free to take any extra resources from the tables, sign out a phonics game, sign up to a phonics session or ask us any questions.
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Tupton Hall School - Our Special Educational Needs (SEN) Information Report
Senior Assistant Headteacher Inclusion: Mrs Alyson Webb
SENDCO: Mrs Sarah Burton
SEND Governor: Mrs Liz Lovell
1. What kinds of special educational needs does the school/setting make provision for?
At Tupton Hall School, we make provision for, and aim to effectively meet the needs of children with difficulties in cognition and learning, communication and interaction, social and emotional needs and physical and/or sensory needs. We are part of the Redhill Academy Trust and adhere to their Special Educational Needs Policy.
2. How does the school/setting know if students need extra help and what should I do if I think that my child may have special educational needs?
Students undertake CAT tests, reading and spelling tests on entry and these are updated annually to identify students working below national expectations. Students are also regularly assessed by subject teachers and data is closely monitored. All year 7 and 8 students will be given an additional reading assessment and follow the Accelerated Reader scheme using a reading book that is appropriate for their ability.
If you think that your child may have Special Educational Needs (SEN), or are concerned about your child's progress, then you should speak to your child's tutor in the first instance. If you continue to be concerned you may contact the subject teacher and the school's SENDCO (Special Educational Needs and Disability Co-ordinator).
3. How does the school/setting evaluate the effectiveness of its provision for students with special educational needs?
The progress of all students is updated and monitored throughout the year by the classroom teacher. In addition, the school's SENDCO will monitor the progress of students on the SEND profile and arrange additional support and/or advise on effective strategies where necessary.
4. How will both the school/setting and I know how my child/young person is doing and how will the school/setting help me to support their learning?
Students with an Educational Health Care Plan (EHCP) will be invited to attend an annual review meeting to discuss their child's progress. All students on the SEND profile will be monitored throughout the year and parents/carers contacted if concerns are raised. Parents/carers will receive regular contact from a key worker within the SEN or pastoral team.
5) What is the school's approach to teaching students with special educational needs?
At Tupton Hall School, all teachers are teachers of students with special educational needs. The needs of students with Special Educational Needs are met within the classroom where the classroom teacher is responsible for effectively differentiating tasks to meet the needs of all children. Some students will be allocated additional teaching assistant support to ensure that they make adequate progress. We also work with external agencies where needed to further enhance support.
6. How will the curriculum and learning be matched to my child/young person's needs?
1 All teachers are teachers of SEN and are responsible for adapting the curriculum to meet the needs of students within their classes. Classroom teachers are updated regularly on the needs of students by the school's SENDCO and supported as necessary. Some students who have significant learning needs in literacy and numeracy may be offered additional intervention where the key focus is developing independence, reading and confidence. A specialised foundation learning curriculum is available to some students alongside the GCSE Key Stage 4 offer.
7. How are decisions made about the type and amount of support my child/young person will receive?
Decisions about support are usually made by the school's SENDCO in consultation with the views and wishes of parents.
Decisions are based on information from the primary school and initial tests to determine academic ability and individual needs. Tupton Hall's SENDCO works closely with the feeder primary schools – students with complex needs should be known to the SENDCO before they arrive.
8. How will my child/young person be included in activities outside the classroom, including school trips?
All out of school activities/school trips will be fully supported by the SEND team. Teaching assistants will be allocated according to need to accompany students on such activities whenever possible.
9. What support will there be for my child/young person's overall well-being?
We have a dedicated team enabling the school to provide a 'safe haven' during break and lunchtimes, a clear anti-bullying and behaviour policy, an inclusion team to provide mentoring and behaviour support where necessary, a thorough pastoral care system which uses a vertical tutor structure, a robust child protection system and access to outside support as necessary, which is assessed on an individual basis.
10. Who is the school/setting's Special Educational Needs and Disability Co-ordinator (SENDCO) and what are their contact details:
Special Educational Needs and Disability Co-ordinator (SENDCO) – Sarah Burton
Email: email@example.com
Senior Assistant Headteacher – Alyson Webb
Email: firstname.lastname@example.org
11. What training have staff supporting special educational needs had and what is planned?
We have a team of experienced and qualified teaching assistants, with includes lead TAs for foundation learning, literacy provision, ASD and physical and/or sensory Needs and the SENDCO. The SEN team in school and teachers receive ongoing training around a range of needs, from specialist services where necessary.
12. How will equipment and facilities to support students with special educational needs be secured? How accessible is the school setting?
There are designated learning areas for students with SEN which are equipped with computers. Equipment for particular or complex needs are considered and catered for on an individual basis. We have designated disabled parking areas and toilet facilities, and many parts of the school are accessible for wheelchair users.
13. What are the arrangements for consulting parents of students with special educational needs? How will be I involved in the education of my child/young person?
If your child is identified as not making adequate or expected progress, the school will discuss this with you in more detail through tutor review meetings and parent consultation evenings. The purpose of these meetings are to:
* listen to any concerns you may have;
* plan any additional support your child may need;
* discuss with you any referral to outside professionals to support your child's learning.
Students with an EHCP will have an annual review meeting to enable parents and students to express their views about the nature and level of support given, progress made and to set targets for future progress.
14. What are the arrangements for consulting young people with SEN and involving them in their education?
All students on the SEND profile receive input from a key worker and their views are sought regularly to update their student support plan.
In addition to this, we have an excellent pastoral system to support students with all aspects of their education. All students are allocated a tutor and the SENDCO will liaise with tutors for students with SEN to inform them of individual needs.
15. What do I do if I have a concern or complaint about the SEN provision made by the school/setting?
The school's SENDCO, tutors and class teachers are regularly available to discuss any concerns, worries or complaints. We are committed to working together with parents/carers and students and value parental feedback and/or guidance to support students' progress and wellbeing. The procedure for raising concerns or complaints is outlined in the SEN Policy which is available on the school's website.
16. How does the school/setting seek to signpost organisations, services who can provide additional support to parents/carers/young people?
At Tupton Hall School, we strive to find ways to support parents/carers in and out of school and liaise with local organisations in order to seek support and guidance where appropriate. The school are supported by a wide range of services, including an Educational Psychologist, specialist teams and CAMHS. The SEN team are available to discuss support available for your child and make the necessary referrals when appropriate to do so.
17. How will the school/setting prepare my child/young person to: transition from primary school or transfer between phases of education and prepare for adulthood and independent living?
The school's transition team will visit the local feeder primary schools in advance of students joining the school. We hold an open evening in the first term of each year and parents are encouraged to attend. Students with SEND may be given extra visits to the school prior to joining and parents are welcome to visit and discuss any individual needs and concerns in detail with the school's SENDCO. All information from primary school will be passed to the school's SENDCO in good time so that arrangements are put in place and this information is shared with teaching staff at the beginning of the school year.
All students will receive careers guidance and information about a range of post-16 options.
18. Where can I access further information?
Our SEN policy can be found on the school's website.
Any further information can be obtained by contacting the school to discuss individual circumstances/needs and to arrange a meeting or visit if required.
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FACTFILE: GCE CHEMISTRY
A2 5.1 MASS SPECTROMETRY
Learning Outcomes
Students should be able to:
5.1.1 recall the meaning of, and identify base peak, molecular ion peak, M+1 peak and fragmentation ions in a mass spectrum;
5.1.2 suggest formulae for the fragment ions in a given mass spectrum;
5.1.3 distinguish between molecules of the same RMM/mass using high resolution mass spectrometry;
In a mass spectrometer a molecule is bombarded by electrons and positive ions are formed. A molecular ion is formed by loss of one electron. This ion is detected in the recorder of the mass spectrometer, and a peak is printed on the spectrum.
M
M
e
–
A molecular ion is an ion formed by the removal of an electron from a molecule.
A molecular ion peak is the peak produced by an ion formed by the removal of one electron from a molecule.
This peak has the highest value of m/e and it gives the relative molecular mass of the molecule. Sometimes there is a small peak 1 unit to the right of the molecular ion peak – this is called the M+1 peak. It has low abundance.
An M+1 peak is a peak produced by a molecular ion with an increased mass due to the presence of one carbon-13 atom.
Other peaks are printed on the spectrum - this is due to bonds breaking in the molecule and the molecule breaking up, forming positively charged fragment ions which have different masses and so different peaks.
A fragmentation ion is a positively charged ion produced when the molecular ion breaks apart.
The base peak is the peak of greatest abundance in a mass spectrum.
In a mass spectrum the y axis generally gives the abundance (usually %) – the more common a particular mass of a particle, the higher the abundance, and the higher the peak
The x axis gives the mass/charge ratio (m/e or m/z) – in a spectrometer the ions formed have a 1 charge, hence the m/e is the same as the mass.
The mass spectrum of pentan-2-one is shown above. The molecular ion peak is at 86 and the base peak is at 43. The other peaks are for fragment ions.
There are two molecular ion peaks in the mass spectra of compounds containing a single chlorine atom. This is because chlorine exists as two isotopes, 35 Cl and 37 Cl. The mass spectrum of 2-chloropropane, CH3CHClCH3, has a peak at m/z ratio 78 due to the molecular ion [CH3CH 35 ClCH3] + containing an atom of 35 Cl. The peak at m/z relative abundance ratio 80 is due to the molecular ion [CH3CH 37 ClCH3] + containing an atom of 37 Cl. The ratio of the peaks is 3:1. This ratio reflects the relative abundance of the chlorine isotopes; 35 Cl: 37 Cl 3:1.
High resolution mass spectrometry
Low resolution mass spectra give masses to the nearest whole number. High resolution mass spectrometry measures masses to 4 or 5 decimal places.
It can be used to distinguish between molecules. For example a low resolution mass spectrum which shows a molecular ion peak at 72, could be the mass spectrum for pentane, butanone or butanal, all of which have a relative molecular mass of 72. Using a high resolution mass spectrometer the molecular ion peak is at 72.0936.
A more accurate value of relative molecular mass of the molecular ions can be worked out using precise relative atomic masses, as shown below.
1H= 1.0078
16O= 15.9949
12C= 12.0000
| pentane | C H 5 12 | 72.0936 |
|---|---|---|
| butanone | CH COCH CH 3 2 3 | 72.0573 |
| butanal | CH CH CH CHO 3 2 2 | 72.0573 |
The molecular ion peak indicates that the molecule is pentane.
Revision Questions
(ii) Suggest the formulae of the species responsible for the peaks at 31 and 57.
(i) What is the m/z value of the base peak?
31
57
[2]
[1]
[1]
(iii) Explain why there is a peak at 89.
2 Oxygen has three isotopes, 16 O, 17 O and 18 O. A sample was oxygen was analysed in a mass spectrometer and three groups of peaks were obtained.
group P corresponding to the ion O 2 group Q corresponding to the ion O 2+ group R corresponding to the ion O +
Which one of the following is the order on the mass/charge axis, from left to right, of the groups?
A) P Q R
B) P R Q
C) Q P R
D) Q R P
3 The structure and mass spectrum of succinic acid are shown below.
H H
Relative intensity
i) Explain the term base peak.
[1]
[1]
ii) Identify the base peak.
iii) Suggest formulae for the following m/z values of the fragment ions.
45
100
4 Chlorine has two isotopes, chlorine-35 and chlorine-37.
Which one of the following is the number of peaks found in the mass spectrum of chlorine gas?
A 2
B 3
C 4
D 5
The mass spectrum of methanol is shown below. Which one of the following is the base peak? 5
[1]
© CCEA 2020
[1]
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Safe Touch Policy
Safe Touch Policy
Aim
To take into account the extensive neurobiological research and other empirical studies relating to attachment theory and child development that identify safe touch as a positive contribution to brain development, emotional regulation, mental health and the development of pro-social skills.
To whom does it apply?
It applies to all staff and children working within the School. As a Thrive Licensed Practitioner, these trained delegates are then trained by Thrive staff to combine their practice with the Thrive Approach so they can identify and use safe touch as a developmental intervention. The Thrive Practitioners will deliver regular training sessions on Thrive to all staff. Within the School there are named members of staff who will receive specific 'Manual Handling' and 'Team Teach' training and all staff will be trained in 'Positive Touch' to know how and when to hold children in safe ways within governmental guidelines.
Why have a policy on touch?
In order to protect children and school staff from allegations under Child Protection procedures many academies have adopted 'No Touch' policies. However, such policies do not address the emotional health and social wellbeing needs of children.
The Inspire Education Trust is adopting an informed, evidence-based decision to allow safe touch in special cases as a developmentally appropriate intervention that will aid healthy emotional growth and learning.
Research (see Appendix 2) shows clearly that healthy pro-social brain development requires access to safe touch as one of the means of calming, soothing and containing distress for a frightened, sad or angry child. It is essential for all children to learn the difference between safe and unsafe touch and to experience having their strongest emotions contained, validated, accepted and soothed by a significant adult.
If children are behaving in unacceptable, threatening, dangerous, aggressive or out of control ways, they have not yet learned how their strongest emotional reactions can be contained, channelled and communicated safely.
In recognition of this, under special, agreed and supervised conditions, staff who have been trained with Thrive will consider using safe touch as one of the means available to them, for example to calm a distressed child, to contain an angry or wild child and/or encourage or affirm an anxious child or to support a child with low self-esteem.
Safe touch when used to calm, soothe and regulate a child's emotions is a needed developmental experience. The brain does not develop neuronal pathways to initiate calming and self-soothing unless and until this safe emotional regulation has been experienced within a positive relationship with a significant adult. Where children have had insufficient experience of safe touch and calming regulation, this may be a priority to help their brains to develop access to thinking, judging, evaluating and choosing mechanisms. These are sometimes known as 'higher executive skills' and they are an intrinsic part of cognitive regulation.
Safe touch is one of the key ways of regulating children's emotions, but it is a strategy that staff will use only under supervision and in line with a whole school Policy on Touch.
Ways of regulating children's emotions
Other means of calming, soothing and containing children's strong emotions include:
- Slowing one's pace
- Lowering the voice
- Breathing more deeply
- Talking slowly, firmly and quietly in an unhurried, unflustered way
- Providing clear predictable consistently held boundaries.
The developmentally appropriate (and reparative) use of safe touch is defined by situations in which abstinence would actually be inhumane, unkind and potentially psychologically or neuro-biologically damaging. Examples include the empirically backed beneficial use of touch in the comforting of a child who is in an acute state of distress and/or out of control. Not to reach out to the child in such circumstances could be re-traumatising and neuro-biologically damaging as well as confirming or inviting anti-social behaviour patterns.
Refraining from physically and safely holding a child in the face of their intense grief, stress and/or rage reactions can lead to a state of hyper-arousal, in which toxic levels of stress chemicals are released in the body and brain. The severely damaging long-term effects of this state have been intensively researched worldwide and are well documented.
Moreover, gentle safe holding is appropriate if a child:-
- Is hurting himself/herself or others,
- (or is likely to hurt himself/herself and/or others) or
- Is damaging property, and/or
- Is incensed and out of control, so that all verbal attempts to engage him/her have failed.
Staff trained in Thrive are able to use the safest and gentlest means of holding a child that is entirely designed to enable the child to feel safe and soothed, and to bring him or her down from uncontrollable states of hyper-arousal.
Whilst limits and boundaries in such circumstances can be a vital corrective emotional experience, without such an intervention (holding) the children can be left at risk of actual physical or psychological damage.
Such necessary interventions are fully in line with guidelines set out in the Government Document, 'New Guidance on the Use of Reasonable Force in School.' (DfEE 1998) and 'Use of Reasonable Force' (2013).
What about other physical contact with pupils?
It is not illegal to touch a pupil. There are occasions when physical contact, other than reasonable force, with a pupil is proper and necessary.
Examples of where touching a pupil might be proper or necessary:-
- Holding the hand of the child at the front/back of the line when going to assembly or when walking together around the school;
- When comforting a distressed pupil;
- When a pupil is being congratulated or praised;
- To demonstrate how to use a musical instrument;
- To demonstrate exercise or techniques during PE lessons or sports coaching; and
- To give first aid.
Appropriate and inappropriate touch
We are highly aware of the current atmosphere where due to fears of abuse, touch as a natural and important form of human connection has been almost vetoed in some school contexts. Our policy rests on the belief that every member of staff needs to appreciate the difference between appropriate and inappropriate touch. Hence, all staff members need to demonstrate a clear understanding of the difference. They need to show themselves to be highly aware of both the damaging and unnecessary uses of touch in an educational context. Touch is not be used as an ill-thought out or impulsive act of futile reassurance/gratification or as a block to referral for psychological assessment.
Equally, when a child is in deep distress, the Thrive Licensed Practitioner is trained to know when and how sufficient connection and psychological holding have been or can be provided/established without touching.
Guidelines for the use of Safe Touch
To ensure touch is only used appropriately the following guidelines are to be followed:
- Parents/carers should be informed of the school policy on Touch.
- Parents/carers should provide signed consent for their child to be part of the thrive program.
- Parents/carers wherever possible should be involved in the Thrive Assessments and Action Plans and be regularly updated as to their child's progress through the program.
- Teachers/support staff should be trained in the Thrive approach.
- Teachers/support staff should be trained in all aspects of safe touch.
- Staff members should agree the use of safe touch in discussions between the Thrive Practitioners, Executive Head Teacher and Head Teachers.
- Child should be consulted, appropriate to their understanding, and involved in the development of a plan, based on a comprehensive risk assessment.
- Strategies should be rehearsed and practised (as is possible) with the child in preparation.
- An Individual Behaviour Management Plan or Safety Plan should be completed and its use recorded and monitored. This will supplement the Thrive Action Plan which will also include the use of safe touch as a strategy.
- TWO Adult rule: No adult should use safe holding when alone with a child. Both adults should have the closest/best relationship with the child.
Where touch is used, contact should be brief and gentle, on clothed or publically visible parts of the body: hands, arms, shoulders, head, hair, shoes.
Unsafe touch
- At no point and under no circumstances should staff members use touch to satisfy their own need for physical contact or reassurance.
- All staff are trained to be fully cognisant of touch that is Invasive or which could be confusing, traumatising or experience as eroticising in any way whatsoever. THIS IS NEVER TO BE USED.
- Serious Breach: If an unsafe touch is used then it would be deemed as the most serious breach of the Code of Ethics warranting the highest level of disciplinary action.
Date approved by Local Governing Body:
Date to be reviewed:
Signed: _______________________________
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Education Series
Infectious Myonecrosis Virus (IMNV)
www.genics.com
Copyright Genics Pty Ltd - Last updated Oct 2023
Disclaimer
- Genics disclaims any liability which may be based on this document or any other written or oral information
provided in connection with it and any errors and / or omissions in this document or any related educational materials.
Shrimp get sick too. Infectious Myonecrosis disease, caused by the virus IMNV (Infectious Myonecrosis Virus), leads to the destruction of muscular tissue due to a viral infection. IMNV infects mainly striated muscle (skeletal and sometimes cardiac muscle), haemocytes, lymphoid organ and generalized connective tissues. Infectious Myonecrosis Virus was first reported in Penaeus vannamei from Brazil in 2002, Indonesia in 2006, then Malaysia in 2018. Recent studies revealed wild P. monodon from the Indian Ocean tested positive to IMNV.
IMNV is a small virion (40 nm), and its genome consists of a single, double-stranded (ds) RNA molecule that replicates in the cytoplasm of the target cells. Anecdotal information suggests that IMNV causes health problems in densely populated aquatic animal production environments. IMNV from Indonesia has 99.6% identity to the Brazilian strain, which indicates that the disease was introduced in 2006 from Brazil to Indonesia possibly through P. vannamei stocks exported to Asia.
Observation from the field suggests that IMNV 'inactivation' is more difficult using routine pond disinfection methods like sun drying or chlorination, compared to other penaeid shrimp viruses like IHHNV, YHV1, WSSV and TSV. Additionally, it is probable that IMNV virions remain infectious in the gut and faeces of seabirds that have eaten sick or dead shrimp due to infection with Infectious Myonecrosis Virus.
IMNV infection is characterized by mass mortality (40 - >70%). This may be observed at the early stage of juveniles to subadults. Environmental stressors like sudden changes in water salinity and temperature may predispose susceptible populations to IMNV disease outbreaks. Sudden P. vannamei mortality due to infection with IMNV may be observed in regions where IMNV is enzootic and associated with other stressful events like sub-optimal water quality.
Causative agent of Infectious Myonecrosis. The pathogenic agent Infectious Myonecrosis Virus (IMNV) belongs to the family Totiviridae. IMNV can be transmitted to susceptible shrimp populations by infected faeces of marine birds similar to that of Taura Syndrome Virus (TSV), however there is no conclusive evidence.
Susceptible species for IMNV infection in which viral presence has been demonstrated and disease with clinical signs has been observed, include P. vannamei, P. esculentus and P. merguiensis. Other species with incomplete evidence of susceptibility include P. monodon and P. stylirostris with reduced survival of P. monodon infected with IMNV reported from Indonesia. In addition, P. subtilis have been reported to be PCR positive to IMNV but not having active infection.
Clinical signs of IMNV. Clinical signs can occur in juvenile or subadult stages in grow-out ponds. Affected shrimp have white muscle discoloration in tails (see image below). Many severely affected shrimps continue to feed and have full guts just before stressors trigger mortality. During IMNV infection outbreaks, affected shrimp become moribund and then mortality can overcome and continue during many days.
Appearance of IMNV clinical signs usually onset just after stressors are present in pond water.
Macroscopic view right image. In this image subadults of farmed white shrimp, Penaeus vannamei, are severely sick due to IMNV infection. Whitish body discoloration can be observed. The main finding is red-orange muscle discoloration due to muscle fiber necrosis and tissue decomposition when shrimp are still alive. Lesions are visible at the end of the abdomen, affecting the last abdominal segments.
2 of 4
Early detection using Shrimp MultiPath TM can give farmers up to four weeks' notice before clinical signs appear and prior to mass mortalities. In commercial grow-out shrimp ponds, IMNV infection can be detected early, and farmers advised just a few days after juveniles are stocked in ponds. This information is an early warning system preparing farmers for a critical period when slowing the spread of the disease and maximizing production outputs is still possible. Importantly Shrimp MultiPath TM detects both Indo-pacific and eastern Latin American strains of IMNV (Genz et al., 2023 Aquaculture).
Early detection empowers the implementation of prompt mitigation strategies. These include:
* Shrimp MultiPath TM for pre-screening of broodstock before placing in production tanks.
* Suspending pond stocking with PLs from infected hatcheries.
* Shrimp MultiPath TM for pre-screening of PLs discarding tanks that test positive for IMNV infection.
* Avoiding live and fresh feeds (especially for broodstock) from countries with historic status of IMNV infections.
* Use PLs from breeding programs focused on exclusion plans and production of IMNV-free or SPR/SPFresistant or tolerant PLs.
* Not feeding female broodstock 6 hours before moving to spawning tanks to reduce possible offspring contamination with faeces, and reinforcing egg and nauplii washing and disinfection before transferring to hatchery tanks to reduce possible IMNV contamination from broodstock faeces.
* Pond stocking only with IMNV Shrimp MultiPath TM negative tested PLs and frequent pond surveillance for IMNV using molecular tools are procedures that will help reduce and control IMNV infections.
Farming preventive strategies may reduce IMNV transmission by:
* Fallowing and restocking of entire farming zones with IMNV-free stocks.
* Reducing pond density (partial harvest - procedures must not represent stress that trigger mortality)
* Removing sick or dead shrimp to prevent transmission through cannibalism; capture procedures must not represent stress that trigger mortality.
* Proper technical assistance for periodic monitoring with appropriate diagnostic tools will allow for discrimination between IMNV and other disease or external conditions with similar clinical signs.
* Biosecurity around infected ponds must be increased, for example separating nets and equipment, physical barriers put in place, inform adjacent farmers of the infection, and be the first to harvest when commercial size is reached. Disease mitigation plans should include pathogen exclusion programs.
The Shrimp MultiPath TM PCR is used to confirm when broodstock or PL are infected with IMNV infective particles. This data can be used to eliminate infected broodstock and/or PL batches from production systems before stocking maturation tanks and ponds with infected organisms.
Additionally, Shrimp MultiPath TM can be used for early pathogen detection during grow-out.
3 of 4
Target organs for sensitive Shrimp MultiPath TM detection are striated muscles, haemocytes, connective tissue and lymphoid organs. Post-larvae heads may also be used.
Sampling and preservation of tissues for PCR tests should be done in labelled vials and/or tubes that seal. The fixative should be 70% laboratory grade ethanol. Tissue samples should include striated muscle, haemolymph, connective tissue and/or lymphoid organ. Sampling equipment must be sterilized between samples. Non-destructive testing of high value broodstock can be done by collecting haemolymph or pleopods when necessary.
Sampling numbers and health management plans should be established with your health expert who will take into account factors such as climate, farm size and location, company structure and risk appetite, market channels for sale of product etc. There is also the option to pool samples for IMNV testing to maximize value for money with PCR testing.
It is worth noting that according to the WOAH (World Organisation of Animal Health), infected crustacean products can be treated at 75°C for 5 minutes to inactivate the pathogen.
Longer term solutions to disease caused by IMNV include:
* Breeding for tolerance, resistance and biosecurity measurements implementation as a preventative strategy
* Early pathogen detection and risk mitigation through using Shrimp MultiPath TM
* Good sanitary management and farming practices may help to control the disease
* Frequent broodstock and PL PCR-screening
* Improvement of maturation and hatchery sanitary molecular controls
* Adequate broodstock management (especially females prophylactic measurements),
* Appropriate stocking density
* Use of IMNV-negative postlarvae and good shrimp farm management like strict feeding rate control
* Avoiding environmental stressors in infected ponds.
Contact Genics at firstname.lastname@example.org if you would like to discuss these options for your operation or visit www.genics.com for further details.
Learn how to dissect your shrimp for testing
Visit our NEW Educational page here to learn how to:
* Sterilize your equipment before sampling
* Selecting the correct ethanol for tissue preservation
* Identify and sample shrimp target organs for Shrimp MultiPath TM testing
Questions? email@example.com www.genics.com IMNV
Did you know
Shrimp rarely harbour only one pathogen and farmers often don't know which ones they are. This is a significant economic risk for farmers. Genics has solved this problem with Shrimp MultiPath TM . It's the ultimate early warning system for farmers, detecting 16 pathogens in a single test that is unparalleled in today's industry for its sensitivity and accuracy. 4 of 4 | <urn:uuid:dc92c179-7173-4733-a017-0abb78e3d831> | CC-MAIN-2024-42 | https://www.genics.com.au/wp-content/uploads/2023/11/IMNV-Education-Guide-English.pdf?x16694 | 2024-10-14T01:30:42+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00164.warc.gz | 699,266,514 | 1,967 | eng_Latn | eng_Latn | 0.972174 | eng_Latn | 0.991506 | [
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Breastfeeding Following a Natural Disaster
This sheet is about exposure to natural disasters in pregnancy and while breastfeeding. This information should not take the place of medical care and advice from your healthcare providers.
What could I be exposed to in a natural disaster?
While many substances enter breast milk, most are not likely to harm a breastfed baby. In most cases, the benefits of breastfeeding far outweigh any risk from an exposure. However, if you notice anything unusual in your nursing baby, tell your healthcare providers right away. This is especially important after a natural disaster, when you or your baby could be exposed to things you wouldn't usually be around.
Vaccinations
Vaccinations are given to protect people from serious diseases. Vaccinations are important for both the person who is breastfeeding and the nursing baby for their individual health. Vaccines can be "live" or "inactivated". Inactivated vaccines do not contain a live virus. This means they are noninfectious and cannot give a person the disease that it is given to prevent.
Vaccinations that you might be given following a natural disaster include hepatitis A, hepatitis B, and/or tetanus. In most cases, these vaccinations are compatible with breastfeeding. Other vaccinations might be needed after some disasters. Check with your healthcare provider and local health officials about which vaccines are recommended if a natural disaster has occurred in your area.
Infections
Some infections are common after a natural disaster. A local infection on the skin of a person who is breastfeeding is not usually dangerous to a breastfeeding baby. More serious infections such as those caused by methicillin-resistant Staphylococcus aureus (MRSA), Vibrio, West Nile virus, hepatitis A virus, hepatitis B virus and others can be more complicated. If you think you have an infection, talk to a healthcare provider right away.
In general, a person who has an infection can continue to breastfeed. Be sure to drink plenty of liquids when you have an infection or other illness to help keep you hydrated. If you become severely dehydrated, you may become ill and it might reduce the amount of milk you are able to make.
Medication
There are many reasons why a person may need to take medication after a natural disaster, such as having an infection or other illness. Many medications are compatible with breastfeeding. Other medications might affect a breastfeeding baby. If you need to take medication, for any reason, be sure to tell your healthcare provider that you are breastfeeding, so you get the medication that is right for you and your baby. Watch the baby for side effects while you are taking any medication. If your baby develops a rash, hives, or if you notice anything else unusual, tell your healthcare provider right away.
Insect Repellant
Using insect repellant is an important way to help protect from infections spread by mosquitoes and ticks. A bite from an infected mosquito could give you a serious illness such as West Nile virus or Zika virus. Lyme disease comes from an infected tick. The most common active ingredient in insect repellant is DEET. It is not known whether the DEET you put on your skin passes into breast milk. However, only about 6-8% of the DEET put on your skin gets into your body. This means that very little DEET is expected to get into your breast milk. A person who is breastfeeding should follow the same recommendations that are given for the use of DEET in children. These include applying the insect repellant with DEET to your clothing and then only putting it on exposed skin such as your hands and face. Never apply insect repellant to the breast area. Wash your hands after applying insect repellant and before handling your baby or breastfeeding so that the baby's mouth is not exposed to DEET.
Other ways to lower your chance of being bitten by a mosquito or tick include staying indoors with proper screens during peak times of mosquito activity (usually overnight from dusk through dawn) and wearing long pants, longsleeved shirts, a hat, and shoes with socks while outdoors when possible.
Cleaning Agents
Typical household use of cleaning agents is not expected to produce levels in breast milk that could hurt a baby. To help protect yourself, wear gloves when using cleaning agents; also keep fresh air moving into your work area (open windows/doors and/or run a ventilation fan). Wash hands well after handling cleaning supplies.
Pollutants
Exposure to low levels of environmental chemicals is usually not a reason to stop breastfeeding. If you think that you may have been exposed to high amounts of a harmful chemical, contact your healthcare provider as soon as possible.
If you have been exposed to lead, a blood test can tell if the level is high. The level of lead in breast milk is usually lower than what is measured in the person's blood. Usually, a person does not have to stop breastfeeding unless the level of lead in their blood is very high.
What if I need to give my baby formula?
If you give your baby formula, it is best to use single serving containers of ready-to-feed formula whenever possible. This is especially important if the water supply is not clean or safe to drink or if the electricity is off. Ready-to-feed formula does not need added water and it does not need to be kept in a refrigerator. Local authorities will tell you if your water supply is safe to drink or to use for cooking or bathing.
If ready-to-feed formula is not available, use bottled water to mix powdered or concentrated formula. If bottled water is not available, use boiled water. Bringing water to a rolling boil for 1 minute will kill most disease-causing organisms, but it will not remove chemicals.
Do not use water that has been treated with iodine or chlorine tablets to prepare formula unless you do not have bottled water and cannot boil your water. Be sure to clean bottles and nipples thoroughly with bottled, boiled, or treated water before every use. Always wash your hands before preparing formula and before feeding your baby. If you do not have clean water for washing hands, use alcohol-based hand sanitizers.
Where can I find more information on specific exposures through breast milk?
MotherToBaby has fact sheets about many exposures which include information about breastfeeding (https://mothertobaby.org/fact-sheets-parent/). The International Lactation Consultant Association maintains a directory of individual lactation consultants who can help with breastfeeding concerns such as reduced milk supply. (https://www.ilca.org/main/home).
Please click here for references.
Questions? Call 866.626.6847 | Text 855.999.3525 | Email or Chat at MotherToBaby.org.
Disclaimer: MotherToBaby Fact Sheets are meant for general information purposes and should not replace the advice of your health care provider. MotherToBaby is a service of the non-profit Organization of Teratology Information Specialists (OTIS). OTIS/MotherToBaby encourages inclusive and person-centered language. While our name still contains a reference to mothers, we are updating our resources with more inclusive terms. Use of the term mother or maternal refers to a person who is pregnant. Use of the term father or paternal refers to a person who contributes sperm. Copyright by OTIS, September 1, 2022. | <urn:uuid:19319ca8-905d-4249-9419-218320d64399> | CC-MAIN-2024-42 | https://rightanswerknowledge.com/M2B/Environment%20and%20Natural%20Disasters/breastfeeding-following-a-natural-disaster_en.pdf | 2024-10-14T02:59:39+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00164.warc.gz | 440,076,873 | 1,489 | eng_Latn | eng_Latn | 0.998315 | eng_Latn | 0.99848 | [
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Thibault MAJCHRZAK, Première S/Euro
Poland was a great experience ! It's different from France but it's a great country. When we were there, in late September, the weather was warmer than in the north of France. However, it was already dark at 7 pm. The food is different too, there are specialities, such as pierogi, pierniki, kluski na parze, they were all very good !
The people are friendly, my host family was very nice, we talked about France, Poland, our families and relatives.
We got on very well with the Greek, Spanish, Italian and Polish students from the Comenius project. We talked a lot !
The visits were interesting. Yet the guided tours in English were sometimes a challenge. We discovered a country with a different architecture and admired the colourful blocks of flats. There were lots of green spaces with flowers.
Lubin is a pleasant city, with little pollution thanks to the green spaces, I was impressed by the large brand-new shopping mall, and the stadium. The city of Lubin has a very good football team. When were in Lubin, there was an important Lubin v. Warsaw match. It was a draw: 2/2.
The School is very large. In the morning they start later than we, and in the afternoon they knock off earlier.
With this trip to Poland, and thanks to the European Comenius project, I was able to know a little more about the country of my ancestors. And to speak with teenagers of other European countries. We were able to share our tastes, favourite music, opinions on Poland and the other countries.
I'll miss Poland, that's why we plan to see if it is possible for me to go to Poland again, and for my Polish host-family to come and visit us in France again.
Pierre-Marie APPOURCHAUX, Première ES/Euro
26 September :
Around noon, we took a minibus from Lillers to Charleroi Airport Belgium). After checking in, the seven of us flew to Wroclaw. The flight was quite short : one hour and a half ! When we arrived in Poland, one of the Polish students was there to welcome us at the airport and we took a minibus again to Lubin. Everyone of us met their host-families. So I met Kamil who had visited our Lycée Anatole France in Lillers last February for the previous Comenius meeting.
27 September.
Kamil took me to his school, and met all the other Comenius partners, students and teachers, in a large assembly hall. All the participants introduced themselves, and showed to the others the activities they had prepared. After the working session, we visited the school. Kamill took me to a kantor to change my euros into zlotys and we went home.
28 September.
In the morning, we visited a Christmas bauble factory. They said it was the largest in the world. They make beautiful things ! Then we visited a former Nazi concentration camp , we saw a film and walked around the site. In the afternoon Kamil suggested we played a football match with his friends.
29 September;
A daytrip to the Regional Capital – Wroclaw ! The Polish teachers took us to a Museum where we could see a huge historical panoramic painting on an important battle in the history of the country.
Then we went for a guided tour of the city centre. We saw plenty of beautiful buildings and monuments.
30 September.
After waking, I had to say goodbye family, then went to the school to say goodbye to the Polish students and started for Wroclaw Airport. We had a safe journey back to France.
That was a really good stay in Poland, THANKS A LOT !
Thomas BAYART
My trip to Poland was terrific, not only because I discovered a new country, and a new way of life, but because I met a lot of nice people coming from other Eruopean countries.
We enjoyed very great moment thanks to our Polish hosts.
I can only say that Polish culture is really interesting and should be known by everybody.
Marine SIX
I went to Poland from September 26 th to September 30 th . We flew from Charleroi Airport in Belgium. I was the only girl student in the group but it was not a problem because the three boys were good friends of mine.
I felt a bit nervous when arriving in Poland at 7 pm, but also excited at the prospect of seeing our Polish friends again, so I felt very happy when I saw them.
I was put up at Lukasz's home, his family was very nice, though I didn't see a lot of them.
During the stay, I met a lot of fabulous people, Greek, Spanish, Italian and Polish people with whom I spent a lot of time, especially every night when we met in a pizzeria bar. We had a lot of fun there, ate very big pizzas – a Polish pizza is the equivalent of four French ones ! We could dance because there was some music, and spoke together in English.
I enjoyed the numerous visits during our trip, the largest Christmas factory in Europe, it was very interesting, we also visited a concentration camp – a very impressive and moving visit. During our stay, we also visited various churches, in different towns, two commercial centres, could see a huge painting (a panorama) representing a great event in Poland's history.
During the Comenius sessions, we could discover new very interesting songs, we also discovered Polish pastry, excellent ! and ate Polish traditional food.
We flew back on Sunday. I was happy to return home, but also I felt sad at leaving my Polish friends, whom I will perhaps never see again. For me this trip was a wonderful experience and I am very happy I went to Poland and met other European youngsters.
The experience enabled me to discover a lot of things about another country and other European people. I also found out that French students speak bad English compared to the students of the other European countries and it's too bad ! | <urn:uuid:ce62cc28-606e-4525-88ea-d26c2e6b7430> | CC-MAIN-2024-42 | http://3lyk-evosm.thess.sch.gr/wp-content/uploads/polognecommentaireseleves.pdf | 2024-10-14T03:17:43+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00166.warc.gz | 344,885 | 1,273 | eng_Latn | eng_Latn | 0.99946 | eng_Latn | 0.999467 | [
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An Illustrated History of Central Oregon, Western Historical Publishing Company, Spokane, WA. 1905, page 329
ELMER E. FERGUSON, M.D., one of Oregon's leading physicians, is handling a large practice in The Dalles in connection with Dr. Reuter, who is also mentioned in this work. He was born in Missouri, on December 3, 1869, the son of James M. and Mary M. (Marquis) Ferguson, natives of Missouri and Indiana, respectively. The father's ancestors came of strong Scotch blood and were among the earliest settlers in Jamestown, Virginia. They have been a prominent and leading family in America since the days of colonial times. The parents now dwell in Pendleton, Oregon. The mother's father was a preacher of the United Brethren denomination and died in Indiana. Our subject studied in the graded schools in Missouri until 1878, when he came west with the family and completed the high school course in Pendleton. After that he graduated from the commercial college and the same year matriculated in the Willamette University. After completing his course there he entered the Rush Medical College in Chicago and graduated with distinction in 1897. Then he returned home and after a visit spent considerable time in traveling to different portions of the globe. He was as far north as the Arctic circle and finally went to New York and took an extended post graduate course in the Polyclinic of New York city. He returned to Oregon and established himself in practice in The Dalles. Here, in 1900, Dr. Ferguson married Dr. Belle Rinehart and together they continued in practice. Their wedding occurred on February 24, 1900, and the following fall they began the erection of a hospital, which was completed in the spring. They operated it together one year and then Dr. Reuter was taken into partnership. He was an old room and classmate of Dr. Ferguson and they had studied together for years. Since his coming here he has been actively engaged in practice with our subject and they are considered physicians of great ability and skill. The hospital mentioned is one of the best equipped institutions in the west. It is built according to the latest approved plans and having been recently erected has had the advantage of every point known to medical science in the entire world. The appliances are the best and most perfect made and The Dalles is to be congratulated in securing a modern institution like this.
Dr. Ferguson has one brother, William S., and three sisters, Ida Peringer, Laura Lieuallen, and Mrs. May Adams. One child has been born to Dr. and Mrs. Ferguson, Ruth, on November 12, 1901. Dr. Ferguson is a member of the I.O.O.F., of the Elks, of the W.W., of the M.W.A., and of the K.O.T.M.
[HOME] © Jeffrey L. Elmer
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Corporate Information|Privacy|Terms and Conditions|CCPA Notice at Collection | <urn:uuid:27b65a9b-f144-4f5b-b193-93d265b4200d> | CC-MAIN-2024-42 | https://orgenweb.atwebpages.com/wasco/cent-or-bios/beefergu.pdf | 2024-10-14T03:07:19+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00162.warc.gz | 390,419,137 | 652 | eng_Latn | eng_Latn | 0.998179 | eng_Latn | 0.998179 | [
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This story is brought to you by Ririro.com for free. Our mission is to give all children in the world free access to a variety of stories. The stories can be read, downloaded and printed online and cover a wide range of topics, including animals, fantasy, science, history, diverse cultures and much more.
Support our mission by sharing our website. We wish you a lot of fun reading!
Ririro
The windflower's story
One day a little Windflower growing in a garden heard the Rosebush say to the Pansies, "What a quiet little creature the Windflower is! She seems to be a modest little thing, but she never stays here long enough to get acquainted; so I do not know whether she hides her ignorance by keeping quiet or is a deep thinker." "I think she is deep, Miss Rose," said the Hollyhock, near by. "You know I can see farther than anyone here, and it is my opinion that the Windflower is deep, and I think, too, she has a story."
"A story!" cried the Pansies, turning up their pretty faces to the Hollyhock. "Oh, how interesting."
"What do you mean by a story?" asked the Rosebush.
"Oh, I mean she is deep and knows things of which we little dream. There is something between her
and the Wind, but I cannot learn her secret." Rosebush held up her head, the Pansies turned their little faces around and looked at the modest little Windflower to see if they could read her secret. "I have no secret the world cannot know," said the Windflower. "All my family love the Wind; this all the world would know if they knew our history."
Rosebush and the Pansies and Hollyhock began to question the little Windflower, and this is what she told them:
"Oh, a long, long time ago some beautiful goddess grieved very much over the death of some one she dearly loved, and she created in memory of this friend a beautiful flower which she named Anemone. That is our real name."
"Oh, how grand is sounds!" said the Rosebush. "Such a big name, too, for such a little flower."
"Yes, it is big," replied the little Windflower, "but you see we had nothing at all to do with our name; the Wind fell in love with us and opened our blossoms—that is the way we happened to be named, I am told."
"Oh, how interesting!" said the Rosebush, beginning to look with envy upon the little Windflower.
"But you are a small family, I think," said the Rosebush.
"I have seen very few of your kind in our garden."
"No, we are a numerous and beautiful family," said the Windflower.
"Oh, how conceited she is!" said the Rosebush in a whisper to the Pansies. "Think of calling herself beautiful. For my part, I think her white and purple quite plain-looking."
But in spite of the low voice of the Rose the little Windflower heard her. "Oh, you are quite mistaken if you think I feel I am beautiful!" she said. "It is of our family I speak; you should see some of my sisters; they are wonderful, purple and so silky they are beautiful.
"And other sisters are a beautiful blue. Oh, I am by far the plainest of our family. But the Wind has no favorites; he takes us all along with him, though, of course, my sisters that grow in mountain pastures go oftener with the Wind than others."
"Oh, here comes that horrid breeze!" said the Rosebush. "He always spoils everything." And she gathered her petals closer to her and leaned back among the leaves.
When she opened her petals
to look around the garden
"Why, where has the Windflower gone?" she asked.
again the little Windflower was not there.
"Oh, you missed it!" said the Pansies, nodding very knowingly. "That breeze came to tell the Windflower that the Wind would be along in a minute. We heard him, so we watched, and in a little while the Wind came and took the Windflower away with him. She went up high right over Hollyhock's head."
Hollyhock, who had been gazing about, lowered his head. "She is out of sight," he told the Rosebush and the Pansies. "The Wind came this morning and whispered to her, but I could not hear what he said; but she opened wide her blossom and nodded." "Now, what do you suppose there is between the Windflower and the Wind?" asked Rosebush.
"Just what she told us," said Hollyhock. "He is in love with the Windflowers."
"I should prefer a more tender lover," said Rosebush. "I think him quite rude at times. The way he blows through our garden is far from gentle."
"Some like strong lovers that can master them," said Hollyhock, lifting his head and standing very straight. "I suppose so," sighed the Rosebush; "but it is just as I have always said. You never can tell about the quiet, modest ones. Think of the little Windflower having such a story and flying away with the Wind. My, my! What a world!" | <urn:uuid:a393459a-cc10-4cc7-8483-fa2a67a67de5> | CC-MAIN-2024-42 | https://ririro.com/wp-content/uploads/2023/02/The-windflowers-story_CompressPdf_1_2_CompressPdf-1.pdf | 2024-10-14T01:51:17+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00164.warc.gz | 440,579,425 | 1,111 | eng_Latn | eng_Latn | 0.999538 | eng_Latn | 0.999764 | [
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Sunday Club at Home – St Peter's
Hi Everyone,
Sunday 31 st May
Hope you are still well. Today we are celebrating Pentecost. This is the Birthday of the Church, Happy Birthday St Peters!
Story – from the Bible Acts 2: 1-11
Pentecost is when the gift of the Holy Spirit came down
onto the disciples, the bible describes the Spirit as wind, flames and a dove. If we were in church, there would have been a party like you have when it's your birthday and defiantly a cake to celebrate. It can be difficult to explain what happened at Pentecost so let's watch the video and see what happened.
For everyone –
Acts of the Apostles: What is Pentecost? | What's in the Bible?
https://www.youtube.com/watch?v=xtokHQOmFu0
God Sends the Holy Spirit https://www.youtube.com/watch?v=OMQKy1Mx49M
For Younger Children – The Holy Spirit Comes from the Play along bible - written by Bob Hartman This is an interactive story follow the instructions in Red
Acts 1:4-8, 21-41
Jesus didn't want his friends to feel sad and alone (Make a sad face)
So after Jesus went to heaven (Look Up)
He sent them the Holy Spirit.
His friends were all together when suddenly they heard a rushing of wind!
(Take a deep breath and blow it out like the wind)
Then something that looked like fire rested on each of them (Say, Whoosh!)
And they could speak in different languages that they had never learned!
(SAY, "Bonjour! Ni Haol")
Soon other people heard the noise and came running (Run in place)
Peter told them about Jesus and the Holy Spirit
And lots of people believed! (Shout, "Hooray")
Song – Shine on me – the children will know this from school
https://www.youtube.com/watch?v=gURAcHTSsN4
+++++++++++++++++++++++++++++
Puzzle Sheet – print off the puzzle sheet about today’s story.
+++++++++++++++++++++++++++++
Time to Pray –
Airplane prayers
You will need - As many pieces of paper as prayers you want to make.
Colouring pencils or felts
What to do - Then write or draw your prayers on the paper . This list may help -
Thank you Sorry
Please Sick People who help us
Family
Me
Animals
Then fold the paper into an aeroplane
Then gather them all together and then take them into the garden and send them flying shouting Amen after every one.
Balloon Prayers
What you will need - A selection of balloons / A piece of paper / Colouring pencils or felts Scissors
What to do - Cut the paper into slim strips / Then draw or write your prayers using this list
Thank you
Sorry
Please Sick
People who help us
Family
Me
Animals
Then fold the piece of paper into tiny pieces small enough to go into the neck of a balloon
Place the prayer inside the balloon. Then blow the balloon up (do not tie the end)
Then let the balloon go and shout AMEN see how far it travels
Do this with all the balloons
Then if you want to you can blow them up again and tie them this time and use them as decorations for you Pentecost party.
Activities – lots of activities to choose from today.
Have a birthday party! Sing Happy Birthday to the church. Play your favourite party games.
BIRTHDAY CAKE as it's a Birthday there has to be a cake and this can be done as a big cake or little fairy cakes. Recipe at the end of the session.
+++++++++++++++++++++++++++++++++++++++++++++++++
Flame Headband
You will need – 2 pieces of A4 Card / Colouring pencils or felts Stapler / Sticky tape / Scissors
What to do
Take one piece of card and cut into strips about, 8 centimetres deep
Join the strips together using a stapler to fit around your head, when you have the right measurement join the ends by using a stapler to put them together to make a circle.
Then cut out as many flame shapes as you like and colour them in flame colours Red, Orange, Yellow for example.
Then staple them around the headband that you have made
Then use the sticky tape to cover all the staples on the inside of you headband, this prevents children scratching themselves on the staples.
Here is an example
+++++++++++++++++++++++++++++++++++++++++++++++++
Wind Soc - This is easy
You will need - Some card / Some tissue paper of ribbons / Hole punch / pencil and blue tac or playdough / String / or ribbon / Stapler
What to do - Take the card and cut the card, 9 inches / 24 centimetres in depth
Then punch holes along the bottom and two holes on the top at a distance from each other.
(if you haven't got a hole punch you can use a pencil and blue tac o playdough and place the card on top of the blue tac and then use the point of the pencil to make the hole by pushing it through the cad into the blue tac ) Then put strips of ribbon or tissue through the holes and tie into a not (if you are using tissue you may want t staple it onto the card instead of the holes)
Then join the card together and thread ribbon or string through the two holes on the top and tie into a knot. It will look something like this.
/
Kite
If you have a kite you could take it to the park and fly your kite to experience how strong the wind can be. Or maybe you could make a kite with your parents the instructions are at the end of the session.
+++++++++++++++++++++++++++++++++++++++++++++++++
Dove of Peace
You will need - 2 paper plate / Scissors / Glue / Pencil / Colouring pencil or felts What to do
Get aN adult to help you draw a doves body and a doves wings (separately)
Then place the template of the body and wings on one plate and draw round them
Then place the same templates onto the second plate and do the same
Then cut out both body's and wings.
Then draw on one side of the dove his eyes and beak
Then put glue on the other side of the body's and glue together
Then put glue on the wrong side of the wings and arrange them on the each side of the body
You can then punch a hole in the top of the body and add some string and hang it up.
You could use you templates to create another dove and put a straw in the middle enabling you to hold it.
+++++++++++++++++++++++++++++++++++++++++++++++++
Tea light holder
This is a very simple craft but you must use a battery operated candle in the middle
You will need - Card / Tissue paper or cellophane / Glue / Scissors / Stapler
Colouring pencils or felts / Battery operated Candle ( do not use a real candle )
What to do
Cut the card into a 23 centimetre depth
Then decorate the card in the flame colours
Then cut out flame shapes from the tissue paper (if white colour it in first before cutting) or out of the cellophane.
Then glue the shapes to the other side of the card along one edge.
Then take the card and either glue the two edges together to make a circle or staple (if stapling use sticky tape over the staple)
Then place battery operated candle in the middle
+++++++++++++++++++++++++++++++++++++++++++++++++
How to make a kite -
https://www.youtube.com/watch?v=mc3AUuuj9_I
BIRTHDAY CAKE
Recipe
115g Butter
115g Caster Sugar
2 eggs lightly beaten
1 tsp vanilla extract (optional)
115g self-raising flour
1 tbsp milk
Equipment
Tin of your choice (if muffin tin you will need cake cups to place in & if a large tin you may need to line it.
Bowl / Wooden spoon and metal spoon / Sieve / Scales
Method
Pre-heat the oven 180C/350F Gas mark 4
Your chosen tin
Put the butter and sugar in a bowl and mix until smooth pale and fluffy
Gradually mix in the beaten egg and the vanilla extract
Using a large metal spoon fold in the flour (sieve flour if you can) add a little milk till you have a smooth consistency and the mixture drops of the spoon.
Topping - You can choose whipping cream or frosting or butter cream
Here is the recipe for butter cream
Recipe
150g unsalted butter, softened
1tsp vanilla extract
280g icing sugar
1-2tbsp milk
Strawberries
Equipment
Bowl
Electric mixer Handheld or whisk or spoon (wooden)
Sieve
Method
Place butter in bowl and vanilla extract, whisk or beat butter until very soft and pale
Gradually sift in the icing sugar beating well after each addition (the more you beat at this stage the lighter and fluffier the buttercream will be.
Then beat in the milk to make it softer to spread or pipe.
When buttercream is ready spread on cool cake/s
Then take a strawberry for each cake or if large cake enough to decorate the top and turn the strawberry so the point of the strawberry is up and slice down both sides of the strawberry so it looks like a flame. And place on the cake. You could also add a birthday candle and sing happy birthday.
You could also make biscuits and cut a template of the shape of a flame when the biscuits are cool you could use icing sugar and food colouring to make flame coloured biscuits (recipe can be found on line here is a picture | <urn:uuid:14f491fe-e606-4469-bf49-f4dc4447423e> | CC-MAIN-2024-42 | https://stpetersformby.co.uk/wp-content/uploads/2020/05/Sunday-Club-at-Home-31st-May-2020.pdf | 2024-10-14T02:06:23+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00168.warc.gz | 486,188,624 | 2,002 | eng_Latn | eng_Latn | 0.993145 | eng_Latn | 0.996497 | [
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GMOs Improve
Healthy soil is fundamental for
Over the last
GMOs
25 YEARS,
HAVE:
7.2%
2
REDUCED PESTICIDE
INCREASED
APPLICATIONS
CROP YIELDS&
Herbicide-tolerant GM crops enable farmers to till — or turn over and break up the soil — less often. This has increased nutrient-rich organic matter up to 1,800 pounds per acre per year . 4
In the last 150 years, half of the planet's
topsoil has been lost, largely as the result of erosion. Erosion clogs streams and rivers, hurting fish and other species, and can worsen flooding. 6
GMOs are part of sustainable farming that preserves topsoil, preventing erosion and desertification. 7
Soil
Moisture
3
LESS TILLING5 =
Greenhouse Gas Emissions
1 Unlock the Secrets in the Soil: Soil Health. Retrieved from http://www.nrcs.usda.gov/wps/portal/nrcs/main/national/soils/health/
2
Brookes, G., (2022). GM crops: global socio-economic and environmental impacts 1996-2020. Retrieved from https://pgeconomics.co.uk/pdf/Globalimpactbiotechcropsfinalreportoctober2022.pdf
3 Klumper, W. and Qaim, M. A Meta-Analysis of the Impacts of Genetically Modified Crops (2014). Retrieved from http://journals.plos.org/plosone/article?id=10.1371/journal.pone.0111629
4 Conservation Technology Information Center: Facilitating Conservation Farming Practices and Enhancing Environment Sustainability with Agricultural Biotechnology (2010). Retrieved from http://www.ctic.purdue.edu/media/pdf/BioTechFINAL%20COPY%20SEND%20TO%20PRINTER.pdf
5 Genetic Literacy Project: No-Till Agriculture Offers Vast Sustainability Benefits. So Why Do Many Organic Farmers Reject It? (2016). Retrieved from https://www.geneticliteracyproject.org/2016/06/02/no-till-agriculture-offers-vast-sustainability-benefits-so-why-do-organic-farmers-reject-it/
6
World Wildlife Fund: Soil Erosion and Degradation. Retrieved from http://www.worldwildlife.org/threats/soil-erosion-and-degradation
7
Retrieved from http://www.ctic.purdue.edu/media/pdf/BioTechFINAL%20COPY%20SEND%20TO%20PRINTER.pdf
Conservation Technology Information Center: Facilitating Conservation Farming Practices and Enhancing Environment Sustainability with Agricultural Biotechnology (2010).
LESS EROSION AND
HEALTHIER SOIL,
TO GMOs.
THANKS
CROP GROWTH & FOOD PRODUCTION.1 | <urn:uuid:df71e468-68dc-4df9-b690-1e6f507192db> | CC-MAIN-2024-42 | https://www.bayer.com/sites/default/files/How%20GMOs%20Improve%20Soil%20Health%202022_0.pdf | 2024-10-14T01:57:38+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00166.warc.gz | 575,625,825 | 630 | eng_Latn | eng_Latn | 0.8149 | eng_Latn | 0.8149 | [
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Education Series
Decapod Iridescent virus 1 (DIV1)
www.genics.com
Copyright Genics Pty Ltd - Last updated Oct 2023
Disclaimer
- Genics disclaims any liability which may be based on this document or any other written or oral information
provided in connection with it and any errors and / or omissions in this document or any related educational materials.
Shrimp get sick too. Decapod Iridescent virus 1 (DIV1) is a recently emerged infectious agent causing high mortality in Penaeus vannamei. DIV1 can affect late postlarvae, juvenile and subadult shrimp, mainly during low temperature seasons. The very recent emergence of the virus has not allowed sufficient research to link external effects such as environmental, nutritional, physiological or pathological stressors to influence the susceptibility and level of mortality of the viral disease. The main target organs for DIV1 infections are hematopoietic tissue, gills and hepatopancreatic sinuses. High mortality of up to 80% has been reported in farmed P. vannamei.
DIV1 virus has additionally been detected in wild specimens of P. monodon caught in the Indian Ocean. It is thus highly recommended to screen every batch of wild-caught P. monodon broodstock destined for use in commercial shrimp aquaculture facilities for DIV1 viral load by molecular based tests like PCR.
The Shrimp MultiPath TM test will help to confirm DIV1 infections as well as provide information to producers about presence and/or absence of this virus and other shrimp pathogens frequent in culture systems, in a precise, reliable and quantitative way (number of pathogens per sample).
The causative agent of Decapod Iridescent virus 1 Disease was originally called
Cherax quadricarinatus iridovirus (CQIV) or Shrimp Hemocyte Iridescent virus (SHIV) and is now classified within the proposed genus Decapodiridovirus within the family Iridoviridae, it was first reported in juvenile P. vannamei and crabs in Chinese aquaculture settings in 2014. DIV1 has a characteristically large icosahedral shape that can reach a diameter of around 150 nm. The virion particle contains a linear double-stranded DNA. This family of viruses has a broad spectrum of hosts including invertebrates (insects) and poikilothermic vertebrates (fish, amphibians, and reptiles).
Shrimp species susceptible to DIV1 infection include P. vannamei, P. monodon and P. chinensis. The virus has also been detected by PCR in frozen samples of Krill and polychaetes from China, as well as in freshwater shrimp Macrobrachium rosenbergii. The screening and detection of DIV1 in shrimp broodstock feed is critical, as it will enable farmers to only feed high-quality virus free polychaete feed to shrimp and avoid infection of postlarvae by vertical transmission from feed to shrimp.
Clinical signs of DIV1 in Penaeid shrimp are hepatopancreas atrophy with pale or yellowish discoloration, and empty stomach and midgut. Additionally, some dying shrimp show slightly whiteish coloration of the abdominal muscle as shown in the image on the right. Shrimp MultiPath TM is able to confirm DIV1 infections whilst also giving information on the presence and/or absence of other pathogens in the culture system, in a quantitative manner.
2
fe
Early detection using Shrimp MultiPath TM can give farmers early notice to mitigate viral spread and disease outbreak, maximizing production outputs. This allows farmers to take appropriate action during a farming cycle. Early detection of DIV1 in a shrimp pond, enhances the timely application of control strategies, such as increasing aeration, reduction of feed supply, and increasing of biosecurity measures in infected ponds (special management cycles for affected ponds to minimize spread, use of separate and subsequently quarantined cast nets and equipment, establishing physical barriers and inform neighboring farms about the presence of this infection), and give priority to harvest infected ponds over healthy ponds on the farm. If DIV1 is detected in grow-out ponds, disease expression risk may be reduced by avoiding physical-chemical parameter abrupt changes and keeping environmental conditions as stable as possible.
Target life-history stages for accurate early detection include late postlarval stages, juveniles, subadults and adults. While DIV1 is vertically transmitted, it is also a plausible assumption to detect the virus in samples of eggs and larval stages (nauplius, zoea or mysis).
Target organs for sensitive Shrimp MultiPath TM detection of DIV1 are whole postlarvae or postlarvae heads; and in juvenile or pre-adult shrimp, gill filaments and hepatopancreas. Gill filaments can be sampled non-lethally, whilst hepatopancreas can only be taken lethally.
Sampling and preservation of tissues for PCR tests should be done in labelled vials or tubes with screw cap seals and fixative should be 70% laboratory grade ethanol. Tissue size can be 2-5 mm 2 in size. Sample equipment must be sterilized using appropriate methods between sample tubes.
Sampling numbers and health management plans should be established with your health expert who will factor in postlarvae source, climate, farm size and location, company structure, risk factors and market channels for sale of product, etc. There is also the option to pool samples for DIV1 testing to maximize value for money with PCR testing.
Longer term solutions to DIV1 control include breeding for tolerance and resistance, PCR-based exclusion programs, surveillance and the use of developing RNA interference antiviral techniques (RNAi). Early pathogen detection and risk mitigation through the use of Shrimp MultiPath TM is also a foundational approach to solving DIV1 pond consequences.
It is worth noting that according to the WOAH (World Organisation of Animal Health), infected crustacean products can be treated at 80°C for 30 minutes to inactivate the pathogen.
Contact Genics at firstname.lastname@example.org if you would like to discuss these options for your operation or visit www.genics.com for further details.
Learn how to dissect your shrimp for testing
Visit our new Educational page here to learn how to:
* Sterilize your equipment before sampling
* Selecting the correct ethanol for tissue preservation
* Identifying and sampling shrimp target organs for SMP testing
Questions?
Did you know?
email@example.com www.genics.com
DIV1
3 | <urn:uuid:63f4a1cc-87ca-42aa-9f1a-05c8af511128> | CC-MAIN-2024-42 | https://www.genics.com.au/wp-content/uploads/2023/11/DIV1-Education-Guide-English.pdf?x16694 | 2024-10-14T02:40:56+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00168.warc.gz | 687,488,389 | 1,339 | eng_Latn | eng_Latn | 0.96915 | eng_Latn | 0.99194 | [
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Due: 18 June 2015
Language Myths
Common ideas about language are pervasive in society. You can read them in blogs or in talking with friends. You are to find one of those myths and give a persuasive speech 2:30 minutes arguing against a common (popular) myth of language.
You should pitch the presentation to a non-linguist while being professional (e.g. not reading, speaking clearly without fillers, making eye contact with the audience). The presentation should include appropriate examples. You should not use the handout or make reference to it while giving your speech. One should be able to close one's eyes and still be able to follow the talk.
You need to use anecdotal evidence as well as cite at least one scholarly article from the Linguistics and Language Behavior Abstracts database (LLBA) accessed through the Queens College Library website. You need to have a strong thesis that you should be able to state in terms of a frame: “ Although many people say/believe ________; this is false because: 1) _____________, 2) _____________, and 3) _____________.” You need to have three main points that support your thesis.
Be sure to state the myth, where you heard it, and research proving it is wrong. You will need to make an outline of the speech and bring to class on Monday 8 June 2015. You may and I encourage you to do the speech in your L1 (e.g. Spanish, Kreyòl Ayisyen, Guyanese) as it will be an interesting experience for the class.
Example language myths:
- Kids these days are ruining the language
- Youth have limited vocabularies because they can't speak proper
- The standard/proper variety is more logical and can convey more information
- Language constrains the things you can talk about
- Animals have language
- Bilinguals (who are claimed to speak two languages just like a native monolingual) don't really command both languages as well as someone who only speaks one language.
- Bilinguals don't speak both languages well.
- They system of communication that animals use is just as complex and rich as human language. The only reason why "linguists" don't refer to animal communication systems as language is because they are human centric. The "linguists" want to treat humans as being different or special but we are just like other animals so if we have language, so do other animals
- Standard English is the only proper way to talk in professional settings in America.
Mid-term Project –Speech
- Standard English is the best language for business, critical thinking, education, law, etc for a number of reasons.
- African-American vernacular English (AAVE) is not a fully developed language and is incomplete.
- AAVE is a degenerate version of English. Any distinct features of AAVE are merely incomplete or not correct attempts as speaking proper English. | <urn:uuid:e11db66d-31cd-4bbd-9f4f-bd63ef457227> | CC-MAIN-2024-42 | https://cmadsen.commons.gc.cuny.edu/wp-content/blogs.dir/2089/files/2015/05/SpeechHandout_LCD102.pdf | 2024-10-14T03:02:48+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00169.warc.gz | 148,090,319 | 609 | eng_Latn | eng_Latn | 0.994653 | eng_Latn | 0.998599 | [
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What do Water and Wastewater Systems Operators Do?
Water and wastewater treatment plant and system operators manage a system of machines, often using control boards to transfer or treat water or wastewater. They must pay close attention to safety procedures because of hazardous conditions, such as slippery walkways, the presence of dangerous gases, and malfunctioning equipment. Operators are trained in emergency management procedures and use safety equipment to protect their health, as well as that of the public.
Some Duties Include:
Water and wastewater treatment plant and system operators typically do the following:
* Add chemicals, such as ammonia or chlorine, to disinfect water or other liquids
* Inspect equipment on a regular basis
* Monitor operating conditions, meters, and gauges
* Collect and test water and sewage samples
* Record meter and gauge readings and operational data
* Document and report test results to regulatory agencies
* Operate equipment to purify and clarify water or to process or dispose of sewage
* Clean and maintain equipment, tanks, filter beds, and other work areas
* Follow U.S. Environmental Protection Agency (EPA) regulations
* Ensure safety standards are met
It takes many steps to get water from natural sources—reservoirs, streams, and groundwater—into people's houses. Similarly, it is a complicated process to convert the wastewater from drains and sewers into a form that is safe to release into the environment.
The specific duties of plant operators depend on the type and size of the plant. In a small plant, one operator may be responsible for maintaining all the systems. In large plants, multiple operators work the same shifts and are more specialized in their duties, often relying on computerized systems to help them monitor plant processes.
Water and wastewater treatment plant and system operators must be able to manually operate the equipment if there is a plant malfunction due to power outages or electrical issues.
Water treatment plant and system operators work in water treatment plants. Fresh water is pumped from wells, rivers, streams, or reservoirs to water treatment plants, where it is treated and distributed to customers. Water treatment plant and system operators run the equipment, control the processes, and monitor the plants that treat water to make it safe to drink.
Wastewater treatment plant and system operators remove pollutants
from domestic and industrial waste. Used water, also known as wastewater, travels through sewer pipes to treatment plants where it is treated and either returned to streams, rivers, and oceans, or used for irrigation.
Water and wastewater treatment plant and system operators need long-term on-the-job training and in class study to become fully qualified. Water and wastewater treatment are
complex processes. In the NCRWA Registered Apprenticeship Program, trainees, while being paid, learn their skills on the job under the direction of an experienced operator/mentor. The trainees learn by observing and doing routine tasks, such as recording meter readings, taking samples of wastewater and sludge, and performing simple maintenance and repair work on plant equipment. They also learn about industrial safety and how to use personal protective equipment or PPE.
Larger treatment plants usually combine this on-the-job training with formal classroom or self-paced study programs. As plants get larger and more complicated, operators need more skills before they are allowed to work without supervision.
Licenses, Certifications, and Registrations
Water and wastewater treatment plant and system operators must be licensed by the state in which they work. Requirements and standards vary widely depending on the state.
State licenses typically have multiple levels, which indicate the operator's experience and training. Although some states will honor licenses from other states, operators who move from one state to another may need to take a new set of exams to become licensed in their new state
It Helps To...
Enjoy the sciences, math, and computers. You also need to stay calm in an emergency and work well under pressure, and comfortable using machines/computers, and tools.
Did You Know?
The government establishes standards for clean water, and operators must keep up with these regulations.
Career Outlook
Government economists expect jobs for water- and wastewatertreatment-plant operators to grow about as fast as the average for all careers through 2025. A growing population will require more waterand wastewater-treatment services. New treatment plants and the expansion of current plants will create jobs for operators. Also, operators will be needed to help treatment plants follow new safety and environmental rules.
Job prospects are excellent, not only because of job growth but also because many of these workers will retire soon.
For more information about the North Carolina Rural Water Association Registered Apprenticeship for water and wastewater operators, visit: www.ncrwa.org or email: email@example.com
Applications can be submitted at: https://apprenticeship.nrwa.org/ | <urn:uuid:92ca34c9-9267-45e5-ae83-fbf71f3dbe65> | CC-MAIN-2024-42 | https://www.ncrwa.org/uploads/1/2/7/3/127352214/what_do_water_and_wastewater_systems_operators_do_1_.pdf | 2024-10-14T01:25:35+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00167.warc.gz | 784,623,302 | 966 | eng_Latn | eng_Latn | 0.996642 | eng_Latn | 0.997811 | [
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Echium plantagineum
Common name:
Patersons Curse, Salvation Jane,
Murrumbidgee bluebell,
Palatability to Livestock:
Moderate at flowering.
Toxicity to Goats:
Moderate risk.
Toxicity to Other Species:
Horses, pigs, cattle, and in excess to sheep.
Poisonous Principle:
Pyrrolizidine alkaloids.
Echiumine and echimidine alkaloids.
Effects:
Signs and symptoms;
. Loss of condition and depression.
. Acute jaundice,
. Photosensitisation.
. Colic and staggers.
Health and Production Problems;
. Chronic ingestion may lead to liver, gall bladder and spleen damage.
. May accumulate excess copper, which can kill the animal.
. Convalescence takes time.
Treatment;
. None.
Integrated Control Strategy:
. Use goats to prevent seeding.
. Cultivate, spot spray with glyphosate, or 2,4-D at the rosette stage of growth in autumn and spring.
. Biological control agents are being tested. Try a combination of these, herbicides and cultivation, but do not kill the "bugs".
. Declared "Noxious" in most states.
Comments:
. Sheep in general are tolerant of this weed.
. If there is sufficient alternate fodder, and copper/cobalt/molybdenon salt licks, goats will demolish this weed, preventing the biennial growth and flowering.
. For sheep and goats it can be a useful fodder plant, but toxicity varies between areas, and years.
. There are two growth stages, rosette, and flowering stages; forms rosettes, with broad oval leaves, later forming a stem.
. An erect annual, or biennial herb, up to a metre high, with a high seeding rate, seeds can live for up to 7 years.
. Seeds can germinate at any time, and may stay dormant in the soil for up to 5 years.
. Several stems rise from a rosette, covered with hairs; it has a long deep red taproot.
. Leaves are alternate, hairy and long.
. Purple flowers in spring and early summer.
. All plants die after flowering, in summer.
. In horses, a loss of condition, appetite and circling, known as "Walkabout Disease"
. Used by beekeepers as a source of pollen and nectar.
. Called "Salvation Jane" in SA.
Picture: Echium plantagineum Weeds of the Hunter and Central Coast.
Further Reading:
. Blood. Environmental Weeds for SE Australia. CRC Weed Management Systems. 2003
. Cunningham, Mulham, Millthorpe and Leigh, Plants of Western NSW. 1999
. Huggins and Lucy. Weeds of Southern Qld. 1997
. Kohnke. Feeding and Nutrition of Horses. 1998
. McBarron. Poisonous Plants, Handbook. 1983
. Adult goats graze the flowers first, preventing seeding.
. Parsons and Cuthbertson. Noxious Weeds of Australia. 2001 Wilson. Some Plants are Poisonous. 1997
Information included in this Info Sheet was obtained from the source documents, and no responsibility will be accepted by the compiler. | <urn:uuid:dd69102b-2e6f-428a-ba4e-82b0a70d5371> | CC-MAIN-2024-42 | https://weeds.mangrovemountain.net/data/Echium%20plantagineum%20-%20Patersons%20Curse.pdf | 2024-10-14T01:29:15+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00167.warc.gz | 536,538,817 | 678 | eng_Latn | eng_Latn | 0.992495 | eng_Latn | 0.992495 | [
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Diversity and Human Rights Consortium: What is Cultural Competency?
by Jason Mak, Lane Community College
Cultural competence is defined as an ongoing process by which individuals and systems respond respectfully and effectively to people of all cultures, languages, classes, races, sexes, ethnic backgrounds, religions, sexual orientations, abilities and other diversity factors "in a manner that recognizes, affirms, and values the worth of individuals, families, and communities and protects and preserves the dignity of each." (NASW, 2001) Operationally speaking, culturally competent organizations and individuals are able to integrate and transform knowledge about diverse groups of people into "specific standards, policies, practices, and attitudes used in appropriate cultural settings to increase the quality of services; thereby producing better outcomes." (Davis & Donald, 1997)
There are many developmental models of cultural competency in the multidisciplinary field of diversity. However, a commonly used and referenced model has been the Cross Model. The Cross Model of Cultural Competence by Terry Cross (1988) offers both an institutional and individual framework to help gauge progress on various diversity initiatives. It describes cultural competency as movement along a continuum that is based on the premise of respect and appreciation of individuals and cultural differences. It is important to note that institutions and individuals can be at different stages of development simultaneously on the Cross continuum. For example, an institution or an individual may be at the Basic Culturally Competent stage with reference to race, but be at the Cultural Incapacity stage with regard to sexual orientation issues. Striving to approach the stage of "Advanced Cultural Competency" for all dimensions of diversity should be the goal of all DHRC partners as we seek to meet the needs of all of our clients and constituents. Below is the continuum of the Cross Model. Note that while some of the labels used by Cross for the stages of cultural competence are inappropriate (e.g., "blindness"), the model is still useful to help guide the development of cultural competency trainings, policies and other action plan items for the DHRC as it addresses both the personal and systemic characteristics of each stage.
The Cross Model consists of six stages:
1. Cultural Destructiveness;
2. Cultural Incapacity;
3. Cultural Blindness;
4. Cultural Pre-Competence;
5. Basic Cultural Competence; and
6. Advanced Cultural Competence.
1. Cultural Destructiveness
This is the most negative end of the continuum. Individuals in this phase: Diversity and Human Rights Consortium: What is Cultural Competency?
a) view culture as a problem;
b) believe that if culture or population can be suppressed or destroyed, people will be better off;
c) believe that people should be more like the "mainstream"; and
d) assume that one culture is superior and should eradicate "lesser" cultures.
At the organizational level, this viewpoint taken to the extreme leads to such things as genocide and the boarding schools mandated in the late nineteenth and early twentieth centuries by the Bureau of Indian Affairs. These schools attempted to destroy the cultures of many Native American tribes.
2. Cultural Incapacity
Individuals in this phase:
a) lack cultural awareness and skills;
b) may have been brought up in a homogeneous society, been taught to behave in certain ways, and never questioned what they were taught;
c) believe in the racial superiority of a dominant group and assume a paternalistic posture toward others; and
d) maintain stereotypes.
At the organizational level this translates into supporting segregation or having lower expectations of persons from other cultures.
3. Cultural Blindness
Individuals in this phase:
a) see others in terms of their own culture and claim that all people are exactly alike; b) believe that culture makes no difference ("we are all the same"); and
c) believe that all people should be treated in the same way regardless of race, etc.
At the organizational level, services are so ethnocentric that they are virtually useless to all but the most assimilated.
4. Cultural Pre-Competence
Individuals in this phase:
a) recognize that there are cultural differences and start to educate themselves and
others concerning these differences;
b) realize their shortcomings in interacting within a diverse environment; but
c) may become complacent in their efforts.
At the organizational level, this phase leads institutions to attempt to address diversity issues by, for instance, hiring a diverse staff, offering cultural sensitivity training, promoting diverse staff to upper management, and so on.
5. Basic Cultural Competence
Individuals in this phase:
a) accept, appreciate, and accommodate cultural differences;
b) value diversity and accept and respect differences;
c) accept the influence of their own culture in relation to other cultures;
d) understand and manage the dynamics of difference when cultures intersect; and
e) are willing to examine components of cross-cultural interactions (communication, problem solving, etc.).
At the organizational level, this phase leads to an effort to hire unbiased employees, to seek advice from communities of color (and others), and to assess what can be provided to diverse clients.
6. Advanced Cultural Competence
Individuals at this phase:
a) move beyond accepting, appreciating, and accommodating cultural difference and begin actively to educate less informed individuals about cultural differences;
b) seek out knowledge about diverse cultures, develop skills to interact in diverse environments, and become allies with and feel comfortable interacting with others in multicultural settings.
At the organizational level, this translates into conducting research on diversity, hiring staff who are specialists in cultural competence practices, and acting as an advocate for historically underrepresented groups and for multiculturalism.
In surveying different models of cultural competency, listed below are the basic set of common skills that individuals need to interact in a culturally competent manner (Anand, 2000):
1. Being aware of one's own culture, values, and biases.
2. Being aware of and working at controlling own biases and how these may affect interactions with others.
3. Culture-specific knowledge.
4. Knowledge of institutional barriers that prevent some populations from accessing resources.
5. Ability to build strong cross-cultural relationships and to be at ease with difference.
6. Flexibility and ability to adapt to diverse environments.
7. Ability and willingness to be an ally to individuals who are different from oneself.
8. Effective communication skills across differences.
9. Able to mediate cross-cultural conflicts.
Remember that cultural competency is much less an outcome than it is a process that seeks to continually improve and adapt interactions, relationships, services, coalitions, and planning for a more equitable, caring and inclusive future.
References
Anand, Rohini. (2000). Teaching Skills and Cultural Competency: A Guide for Trainers. Fourth Edition. Washington, DC: National Multicultural Institute (NMCI) Publications.
Cross, Terry. (1988). Services to minority populations. Cultural competence continuum. Focal Point, 3, pp. 1–9.
Davis, P., & Donald, B. (1997). Multicultural counseling competencies: Assessment, evaluation,education and training, and supervision. Thousand Oaks, CA: Sage Publications.
NASW National Committee on Racial and Ethnic Diversity. (2001) NASW Standards for Cultural Competence in Social Work Practice. http://www.naswdc.org/pubs/standards/cultural.htm in Western Michigan
http://www.wmich.edu/hhs/ProjectAGE/focus_toc.html
WMU Project AGE. Developing Cultural Competence. University Project AGE's website at | <urn:uuid:c269f47b-0ef0-4b64-95e1-5cba0b07a6c2> | CC-MAIN-2024-42 | https://blogs.lanecc.edu/engaging-diversity/wp-content/uploads/sites/76/2014/06/Cross-Model-Cultural-Competency-Jason-Mak.pdf | 2024-10-14T02:14:42+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00167.warc.gz | 113,564,586 | 1,528 | eng_Latn | eng_Latn | 0.956324 | eng_Latn | 0.992717 | [
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Effective Teaching at RHHS
Our policy for Teaching and Learning
At Ribston Hall, we provide an education that gives students opportunities to develop:
Cognitive Fluency
Students become effective, autonomous learners who have developed skills that enable them to learn with cognitive fluency. They will have high aspirations and will work hard to achieve their goals;
Personal Character
Students develop their personal character. They will have high expectations of themselves and their behaviour. They will show good judgement, confidence and self‐belief;
Compassion & Tolerance
Students develop compassion, tolerance and a strong social conscience. In both the local and global community, they will take opportunities to improve the world through their careers and relationships.
Aim: to unlock academic potential and ignite intellectual curiosity
This will be realised through:
- Studying a powerfully diverse and inclusive knowledge centred curriculum
Our Curriculum has been designed in order to provide a deep and broad academic experience within each Key Stage. High quality teaching and learning strategies have been deliberately sequenced to enhance the acquisition, retention and transfer of subject knowledge / skills.
- Cultivating cognitive fluency through developing effective learning behaviours
Academic excellence is cultivated through the explicit teaching and regular assessment of cognitive qualities. Students and teachers share a common language that empowers students to articulate how and why they are learning.
- Supporting Recovery through regular diagnostic assessment that identifies and then acts upon misconceptions and knowledge / skills gaps
Our flexible and adaptable curriculum provides regular formative assessment opportunities that consolidate, strengthen and deepen subject knowledge / skills. After receiving specific feedback on how to improve, students complete a Directed Improvement and Reflection Task that moves learning forward.
Effective Teaching at RHHS
Our policy for Teaching and Learning
Positive Learning Climate
- The teacher has high expectations of all students and their capabilities
- The physical classroom environment is organised and presented in a way which supports learning and development of knowledge, skills and understanding
- Specific SEND, PP, HPA, LPA and EAL data informs teaching strategies in order to secure an inclusive environment where all students can achieve their potential
- Teacher uses behaviour policy to facilitate learning of all students
- Students invest in the learning intentions and are effectively managing themselves
- Students demonstrate perseverance and resilience when faced with challenge
- Culture of mutual respect, consistency of treatment and fairness established
- Effective and targeted use of praise
Acquisition of knowledge / skills
- Current knowledge is linked to prior knowledge in order to build extensive schemata
- Prior assessment or baseline data informs teaching strategies
- Success criteria of task(s) is explicitly shared with the students
- Lesson is placed within wider context of the curriculum map in order to strengthen connections
-
A variety of challenging tasks are placed within the zone of desirable difficulty and are sensitive to cognitive load implications
- Challenging tasks facilitate cognitive fluency within the discipline and provide opportunities to develop cognitive qualities
- Students are given opportunities for structured pair / group work / independent work that strengthens, broadens and deepens schemata
- Opportunities are utilised for strengthening literacy, numeracy and cultural capital
Teachers use a variety of questioning techniques within the lesson to check the understanding of all learners
-
- Probing questions are used to promote elaboration and connected, flexible thinking among learners
- Teachers demonstrate a deep and fluent knowledge and flexible understanding of the content they are teaching
- Teachers generate varied explanations and multiple representations/analogies/examples for the ideas they are teaching
- Hinterland knowledge is employed to strengthen core knowledge to cultivate epistemic curiosity
- Teachers demonstrate knowledge of common student strategies, misconceptions and sticking points in relation to the content they are teaching
- A range of model responses and a range of modelling strategies are used to facilitate learning
- Scaffolds / worked examples are employed to support all students in the production of high-quality responses
- Scaffolds / worked examples are removed at the appropriate time in order to prevent expertise reversal effect
- Teacher metacognitive talk explicitly states the most effective cognitive strategies required for the tasks
Maintenance of knowledge / skills
- Using a variety of activities, prior knowledge is activated in order to build extensive schemata
- Teacher tests students using cognitive science principles in order to improve the retention of subject knowledge
- Teacher ensures the active retrieval of the most effective cognitive strategies prior to completion of tasks
- Teacher explicitly provides strategies that facilitate independence within learning (specifically in relation to the organisation, management and adaptability of learning)
Transfer of knowledge / skills
- Teacher cultivates self-efficacy through regular activities that enhance the planning, monitoring and evaluation of work
- Guided practice / independent practice within class is being employed according to the needs of the learner
- Teacher facilitates a culture of feedback that moves learning forward and activates learners as owners of their own learning
- Through specific guidance, students are confident when delivering academic judgments in peer and self-assessment
- Detailed feedback is given in order for specific student action(s) to be completed in a Directed Improvement and Reflection Time (DIRT) task
- Self-reflection tasks facilitate pupils' ability to set their own targets
- Within feedback, variety of model responses used as gateways to improvement
- Link between attainment and Ribston Cognitive Qualities explicitly stated
Effective Teaching at RHHS
Our policy for Teaching and Learning
Shared Language
Everyday, across all subjects and in all classrooms, learners hear the same language being used within their lessons. These terms strengthen our community of practice and facilitate reflective metacognitive learning.
| | Acquisition of | | knowledge (Attend / Access / Acquire) |
|---|---|---|---|
| Scaffold | | Temporary support in order to assist you in the completion of | |
| | | task or the acquisition of a skill | |
| Long term memory | | Where the subject knowledge and skills are stored in your mind | |
| Working memory | | Where the subject knowledge and skills needed for a particular | |
| | | task are stored in your mind | |
| Cognitive Load | | How much information the working memory can hold | |
| Models | | The use of completed responses / partial responses to | |
| | | demonstrate what the success criteria looks like in practice | |
| Schema | | Connected web of knowledge | |
| Knowledge Organiser | | | |
| Mnemonics / acronyms | | | |
| | | assists in remembering something | |
| Success criteria | | The standards by which to judge whether an outcome has bee | |
| | | achieved/successful | |
| Guided practice | | Practise of the skills or concepts learnt from a lesson with teacher | |
| | | support | |
| | Maintenance of knowledge (Retrieve / Revisit / Retain) | | |
| Self-testing | | | |
| Mapping | | | |
| Dual coding | | | |
| Interleaving | | | |
| Spaced practice | | | |
| | Transfer of knowledge (Explore / Evaluate / Extend) | | |
| Independent practice | | Practise of the skills or concepts learnt from a lesson without | |
| | | teacher support | |
| Self-regulation | | Controlling your emotion, thoughts and behaviour to help you | |
| | | learn independently | |
| Self-reflection | | Ability to review work, reflect on learning and measure progres | |
| Self-efficacy | | | |
| Editing | | | |
| | | product | | | <urn:uuid:9b835904-9201-4aa0-b3f7-07d8bba1581d> | CC-MAIN-2024-42 | https://www.ribstonhall.gloucs.sch.uk/attachments/download.asp?file=2902&type=pdf | 2024-10-14T02:17:38+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00166.warc.gz | 823,297,646 | 1,719 | eng_Latn | eng_Latn | 0.994553 | eng_Latn | 0.994763 | [
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NEWHAM PRIMARY SCHOOL
Green Purchasing Policy
INTRODUCTION
The purpose of this Green Purchasing Policy is to provide a purchasing structure that will reduce Newham Primary School's negative impact on the environment and promote the sustainable use of resources. Newham Primary School aims to do this by supporting all staff in selecting products that minimise waste, pollution, habitat loss, toxicity and soil degradation and maximum water efficiency. This policy aims to establish a green purchasing culture in our school's work environment.
RESPONSIBILITIES
Currently both teaching and administration staff are responsible for purchasing. Purchasing decisions are to be made on the basis of environmental considerations and value for money, rather than just the cheapest up-front purchase price. Our purchasing decisions can improve markets for environmentally preferred products, enhance environmental quality, be resource responsible and contribute to progress toward sustainability.
GUIDELINES
Newham Primary School prefers to purchase environmentally preferred products whenever they perform satisfactorily and are available at a reasonable price. Purchasing decisions shall be made in the context of the waste hierarchy to avoid, reduce, reuse and recycle.
AVOID – Identifying ways of carrying out a function or task without using materials that generate waste. An example is sending information electronically instead of on paper.
REDUCE – Using less in the first place and avoiding waste. Examples of this include purchasing in bulk to reduce packaging and the purchase of printing equipment that prints double sided copies.
REUSE – Using the same item more than once, and extending the useful life of products and equipment before replacing an item. Aim to re-use or repair an existing product. Ensure that new purchases are durable, have a long service life and are easy to maintain and upgrade.
RECYCLE – Purchasing products that contain recycled materials or those that have or can be remanufactured or recycled.
Newham Primary School will minimise greenhouse gas emissions, habitat destruction, toxicity, soil degradation and maximize water efficiency by purchasing:
* Energy efficient products and materials by checking that the energy rating and efficiency features are the best available for the cost over the lifetime of the product;
* Goods that are produced locally in preference to those that have high kilometers associated with them.
* A preference for paper and wood products obtained from post-consumer recycled, plantation, salvaged or renewable sources as well as being FSC (Forestry Stewardship Council) approved.
*This policy is written in consultation with DET Guidelines.
* Green cleaning products that don't result in discharges of toxic chemicals to waterways.
* Materials and products that are free of toxic or polluting materials;
* Products that conserve water or use water in an efficient way.
OBJECTIVES
The objectives of this Green Purchasing Policy are to:
A. Eliminate unnecessary purchasing;
B. Reduce our impact on the environment;
C. Reduce our impact on human health;
D. Create a better market for environmentally preferred products;
E. Develop a green purchasing culture throughout our school.
IMPLEMENTATION
To achieve the above objectives, Newham Primary School will:
A. Establish a staff education program to raise awareness about this policy;
B. Ensure that all staff, where appropriate have access to information on environmentally preferred products;
C. Require that all contractors and consultants are aware of the current purchasing policy and green purchasing options and work with our school community to meet the objectives of the Green Purchasing Policy within their contracts;
D. Establish a system to track and report on the outcomes of this policy;
E. Actively promote environmental purchasing to the community.
F. Encourage staff to find and share information about recycled and environmentally preferable products and specifications;
G. Encourage innovativeness among staff for environmental purchasing.
REVISION HISTORY
| | Name Policy | | | | |
|---|---|---|---|---|---|
| Version | | Date Created | Date Ratified at School Council (if required) | Revisions Made | Leader of Policy |
| 1 | | 22/6/2015 | 22/6/2015 | | Sam Harrison |
| 2 | | 8/6/2018 | 18/6/2018 | | Sam Harrison |
| 3 | | 11/8/2022 | | | Libby Fullard |
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Herpetological
G ALLOT IA GALLOTI (Canary Islands Lizard). N E C T A R F E E D I N G . A l l four species of Callotia (Lacertidae) currently liv ing in the Canary Islands have been reported to eat a substantial amount of vegetable food (Kreffl 1950. Zool. Anz. 145(SuppL.):42^ 444; IVloliaaBorja 1991, Vieraea 20: 19; MoJinaBorja and Barquin 1986. Vieraea 16:233236; Naranjo et al.1991— Rev, Esp. Herp. 6:4548). Plant parts consumed include leaves, flow ers, flower buds, fruits and seeds, but there are no published ac counts of any Callotia feeding on nectar. In fact, observations of nectarivory in lizards are scarce and only a handful of species, mostly geckos, are known to regularly visit flowers to feed on nectar (Whitaker 1987. N. Z. J. Bot. 25:315328). Here we report observations of nectar feeding m G. g allot i, a mediumsize la cert id (145 mm maximum SVし)inhabiting the westernmost islands of the Canarian archipelago (Barbadilio 1987. L a Guia de Tncafo de los Anfibios y Reptiles de la Peninsula Iberica, Fslas Baleares y Cananas. Incafo, Madrid, 694 pp.).
Observations were conducted in Loro Parque, a privately owned zoological park located in the Punta Brava district of Puerto de la Cruz (Tenerife, Canary Islands). Gallotia galloti occur at relatively high densities throughout the parにbut they are most conspicuous alongside the walkways in plots dominated by cacti and palm trees {Phoenix sp.)， with no ground cover. The lizards are relatively undisturbed and tolerate closerange inspection by an observer. Adult G. galloti were seen carrying dates and other fruit in their mouths and occasionally picking up handouts provided by the visi tors. Between 1400 and 1500 h on 23 August 1992 we noticed severalC. galloti climbing through a hedgerow of crown of thorns (Euphorbia miln (= E. splendens), Euphorbiaceae), a thorned, woodystemmed spurge from Madagascar, As many as five lizards were observed clinging to the shrubs, some ca. 50 cm from the
Review 26(1)>.1995
35
ground, sequentially lapping the nectar from several flowers. A l l the lizards foraging for nectar were juveniles; the dense branching and the sharp thorns may limit access to the flowers to all but the smallest individuals. Although E. milii is an exotic ornamental, the Canarian flora is rich in indigenous Euphorbiaceae that may be exploited as a natural source of nectar. Previous reports described adults of G. galloti feeding on leaves and flowers of Euphorbia baisamifera (Molina-Borja 1981.Donana, Acta Vertebrata 8:43-78), adult G. stehlini from the island of Gran Canaria eating buds of E. obtusifolia and dry [eaves of Ricinus comunis (Molina-Borja 1986. Vieraea 16:23-26), and juvenile G. simonyi from E l Hierro Island taking flowers of E. obtusifolia (Machado 1985. Bonn. Zool. Beiu. 36:429470).
Most observations of lizard nectarivory have occurred on islands (e.g., geckos: Whitaker, op. cit.\ Cnemidophoms murinus: Dearing 1993. J. Herpetol.27:111—114). Among lacertids, nectar feeding has been described in Podarcis dugesii, the Madeiran lizard (Elvers 1978. Botaniska Notiser1.31:159-160), a n d l l i f o r d i from Nitge (Menorca, Balearic Tslands) (Brown et al. 1992. Oecologia 91:500-504). This note documents nectar feeding in another insular lizard species and reiterates the ability of Gallotia galloti to exploit a variety of food sources. We thank Matt Kramer, Statistical Research Division, U.S. Bureau of the Census, for his comments on this manuscript.
Submitted by E N R I Q U E F O N T and M A R I A J O S E F E R R E R , Departamento de Biologia Animal, Universidad de Valencia, 46100 Burjasot, Valencia, Spain.
36
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EYE Berlin
European Youth Parliament
Local EYE (European Youth Event)
co-funded and supported by the European Parliament April 18th - April 20th, 2024
The European Youth Parliament (EYP) has been selected to organise its largest event to date open to everyone in and outside of EYP. In cooperation with the European Parliament, the EYP will host one of the four local editions of the EYE (European Youth Event) in 2024. The EYE is a biennial youth festival that brings thousands of young people from all over Europe to Strasbourg to share and shape their ideas on the EU's future. Every other year, the European Parliament supports youth organisations to host local editions of the EYE, allowing for a more accessible and representative event.
EYP has been selected to organise a Local EYE in Berlin, titled EYE Berlin, which will bring together 1,700 physical and 500 online participants for three days of workshops, discussions, and cultural programme. The event will take place from April 18th, to April 20th, 2024, being the 18th dedicated to accreditations.
The European Youth Parliament
The European Youth Parliament (EYP) is one of Europe's largest youth platforms for civic education, intercultural encounters, and the exchange of ideas – run by young people, for young people. The EYP is represented in 40 countries and has over 25,000 yearly participants in our activities. Our mission is to inspire and empower a young generation of informed, open-minded, responsible, and active citizens that shape society and drive impact.
Event Description
The central mission of EYE Berlin is to bring together around 1,700 young people from all over Europe physically in Berlin, as well as 500 participants digitally, to collaboratively explore and experience Europe, and to engage with and empower each other. With the European Elections 2024 fast approaching, it is crucial to provide young Europeans with the opportunity to connect with EU policy-makers and civil society organisations, but also with each other.
The three-day event will be held in several locations across Berlin in spring 2024 and will allow its participants to partake in a programme showcasing the rich landscape of youth and civil society organisations across Europe, to foster international connections with each other, and to get to know and discuss the issues at the forefront of the EU's agenda.
EYE Berlin will include workshops, debates, and trainings of different sizes, but also dedicated spaces for networking, cultural exchange activities, and leisure. Thematically, EYE Berlin will be based around five pillars:
* European Elections
* United Europe
* Sustainable Europe
* Innovative Europe
* Capacity-building of youth NGOs
This last pillar underscores our commitment to fostering the growth and influence of other youth organisations, making the EYE Berlin truly unparalleled in its scope and impact.
EYE Berlin is co-funded and supported by the European Parliament and organised by the European Youth Parliament team of Schwarzkopf Foundation.
2
Objectives of the EYE Berlin
* Provide young Europeans with the opportunity to engage with EU policy-makers, civil society organisations, and their peers, fostering international dialogue and connections;
* Empower the European youth to bring forward their priorities, ideas, and opinions and influence EU policy;
* Create dynamic, interactive, and multicultural spaces where European youth can express their views, share experiences, and collaborate on solutions to shared challenges;
* Allow youth organisations from across Europe to shape and create EYE Berlin programme, enabling them to present their own work and reach out to young Europeans;
Programme Details
The programme will include activities happening simultaneously at different locations in Berlin, allowing for a dynamic and diverse event. Both days of EYE Berlin will host thematic workshops under five pillars as well as cultural and social events with music and dancing.
April 19th
* Opening Ceremony;
* Job Fest: A space for young people to meet potential employers and find career opportunities;
* Plenary Session: Interactive panels with MEPs;
April 20th
* Active Europe Fair: Platform for participating youth organisations to present their work;
* Euroconcert: A reimagining of the EYP tradition, offering musical performances by participants from various countries;
* Youth-led Plenary Session: A summary of the findings of the workshops held and discussion with experts and young people on the EYE Berlin's pillars;
* Closing Ceremony.
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TOPIC
SURE START
1A
blog site
My blog
1B
photos and
My study space descriptions
Socialising
Photostory
- see under
MULTIMEDIA)
Scenario
Culture
2A
article
2B
London page
Photostory
Stuff
class survey
WORDLIST
Module 1 MULTIMEDIA
(short answers),
| CLOUDBOOK | | |
|---|---|---|
| E-READER | | |
| ONLINE TRAINING | LISTENING FOR COMMUNICATION & EXAMS | |
| | PRONUNCIATION | |
| | VIDEO ACTIVITIES | |
| | EXTRA PRACTICE | |
| CYBER HOMEWORK | Unit 1 | Cyber Homework A Dialogue: My favourite...; Grammar: Subject pronouns, The verb be, The verb be (short answers); Vocabulary: Countries and nationalities |
| | Unit 2 | Cyber Homework A Dialogue: Socialising; Grammar: have got, have got (questions and short answers), Possessive 's; Reading: Buckingham Palace; Vocabulary: Family |
| CULTURE & CLIL PROJECTS | | |
ENTRY TEST
TOPIC
3A
home
3B
Photostory
Giving basic information
Scenario
Culture
4A
Exchange ask & tell the time |
ask & tell free time activities
4B
Brighton world
ACCURACY
FLUENCY
Module 2 MULTIMEDIA
like / don't
| CLOUDBOOK | | |
|---|---|---|
| E-READER | | |
| ONLINE TRAINING | LISTENING FOR COMMUNICATION & EXAMS | |
| | PRONUNCIATION | |
| | VIDEO ACTIVITIES | |
| | EXTRA PRACTICE | |
| CYBER HOMEWORK | Unit 3 | Cyber Homework A Dialogue: In the gym; Grammar: Present simple forms, Present simple; Listening: Students; Vocabulary: Rooms in a house, Furniture, Things in the house |
| | Unit 4 | Cyber Homework A Dialogue: Where do you live?; Grammar: Adverbs of frequency; Listening: The quiz; Vocabulary: Phrases, before / after |
| CULTURE & CLIL PROJECTS | | |
TOPIC
5A
5B
6A
life
6B
& S
write a webpage
W
WORDLIST
Module 3 MULTIMEDIA
for
| CLOUDBOOK | | |
|---|---|---|
| E-READER | | |
| ONLINE TRAINING | LISTENING FOR COMMUNICATION & EXAMS | |
| | PRONUNCIATION | |
| | VIDEO ACTIVITIES | |
| | EXTRA PRACTICE | |
| CYBER HOMEWORK | Unit 5 | Cyber Homework A Dialogue: Going shopping; Grammar: Present continuous, Possessive pronouns; Reading: Jenny Williams; Vocabulary: Clothes, Party |
| | Unit 6 | Cyber Homework A Dialogue: A quiz; Grammar: Comparatives; Listening: Comparing things; Vocabulary: Adjectives |
| CULTURE & CLIL PROJECTS | | |
TOPIC
7A
7B
article
Scenario map
Culture
London
8A
article
8B
entry
INTEGRATED SKILLS
Lost in musicarticle
W Exmulti-word verbs
R & S Searching for Rodriguez | L going to your first concert | W describe
a musician/band
COMPETENCE ZONEwrite about a
musician, band or singer
PRONUNCIATION -ed
ACCURACY
review past & present tenses, past simple questions & answers
BONUS GRAMMAR
Past continuous
L understanding specific information |
Wwriting sentences
FLUENCY
Narrating events in the past: The storyA
nightmare journey I had was when…, A few weeks/months ago… / Last year…, We decided to…, When we got to…, The journey took…
(hours) Moving the story onAnyway,… Then…
So,…Now,… By this time…Ending the story
Eventually,… In the end,…. Involving your
listenerAnd guess what! And worst of all… But it
was too late! It was a nightmare / awful / terrible
Showing interestWhat did you do? What
happened (next)? I'm not surprised. Oh dear! / Oh
no! You poor things!
WORDLIST
Module 4 MULTIMEDIA
| CLOUDBOOK | | |
|---|---|---|
| E-READER | | |
| ONLINE TRAINING | LISTENING FOR COMMUNICATION & EXAMS | |
| | PRONUNCIATION | |
| | VIDEO ACTIVITIES | |
| | EXTRA PRACTICE | |
| CYBER HOMEWORK | Unit 7 | Cyber Homework A Dialogue: Asking for directions; Grammar: Past simple of verb be; Listening: An unusual lifestyle; Vocabulary: Transport |
| | Unit 8 | Cyber Homework A Dialogue: The day I lost my backpack; Grammar: Past simple questions, Past simple short answers; Listening: A new band; Vocabulary: Musical instruments |
| CULTURE & CLIL PROJECTS | | |
TOPIC
SURE START
9A
Photostory messages
9B
questionnaire
Eating out
Photostory
MULTIMEDIA)
restaurant
Scenario
Culture
10A
Photostory see under
MULTIMEDIA)
do S
10B
article article
ACCURACY
FLUENCY
| Modal verb must / mustn’t be allowed to | Talking about obligation | Parts of the body head, neck, chest, arm, finger, stomach, hand, knee, shoulder, elbow, back, leg, foot, heel W Ex so (conjunction) |
|---|---|---|
| | | W Ex apparently |
| review a range of tense and modals, verbs of obligation BONUS GRAMMAR modal verb should | | |
| | Suggesting ideas Why don’t we…? Shall we…? / Should we…? But surely… I like Harry’s idea. Responding to ideas That’s a good idea / That’s true. I see your point, but… I’m not sure. I still think… Asking opinions What about you? What do you think about…? Any ideas? Are you sure? Summarising Do we all agree? OK, so that’s… Let’s do that then Describing a picture on the left / on the right, in the middle, at the top / at the bottom, in the foreground/background, There’s a… There are some… He’s/She’s/It’s got… I can see…There’s a man cooking dinner on a camp stove. A woman is drinking a coffee. | |
Module 5 MULTIMEDIA;
TOPIC
SURE START
11A
to be different with holiday ideas
11B
article
Photostory
Scenario
Culture barbecue
12A
questionnaire you ever…?
a student's
L
12B
London Page
Photostory
Summer fun
ACCURACY
FLUENCY
Module 6 MULTIMEDIA
?; Present perfect vs. past
| CLOUDBOOK | | |
|---|---|---|
| E-READER | | |
| ONLINE TRAINING | LISTENING FOR COMMUNICATION & EXAMS | |
| | PRONUNCIATION | |
| | VIDEO ACTIVITIES | |
| | EXTRA PRACTICE | |
| CYBER HOMEWORK | Unit 11 | Cyber Homework A Dialogue: Making arrangements; Grammar: be going to, Present continuous for future; Reading: My holiday at home; Vocabulary: Holidays and travel |
| | Unit 12 | Cyber Homework A Dialogue: Using natural expressions; Grammar: Present perfect (questions and short answers), Present perfect; Reading: A fantastic holiday; Vocabulary: Animals |
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Lucindy Lawrence Jurdon
Interview with Lucindy Lawrence Jurdon
—Preston Klein, Lee County, Alabama IT AIN'T DE SAME
Lucindy Lawrence Jurdon bustled feverishly about her tiny Lee County cabin when she learned her picture was "goin' to be tuk." She got out her old spinning wheel; sat down before it and beamed. Her daughter coming in from the field, exclaimed: "Ma, I done tol' you dis lady was comin' to see you; an' you wouldn't believe me."
After she had posed, she seated herself to tell about slavery days. Her oldest grandson was sick in the next room with pneumonia; the cabin was stuffy and bare.
Lucindy said:
"Honey, I was borned in Macon, Georgy, on de twenty-eighth day of some month or other; I can't 'member which. But de year was 1858.
"My pappy an' mammy, Emanuel and Patsy Lawrence, come from Jasper County, Georgy. I had a sister named Jennie an' a brother named Phillip, but I was de oldest.
"Ol' Marster had 'bout three or four hundred acres on his plantation. His name was Marster LeRoy Lawrence, and he shorely was good to all us niggers. His daddy was Mr. Billy Lawrence; an' de marster had four chilluns.
"Us lived in a two-room log house wid a lean-to next it. Us was well off in dem times, but us didn't have sense enough to know it. I 'members dat us always had plenty of good victuals.
"Honey, us had meat broiled on hot rocks, roasted 'taters, ash-cake and sech. On Sunday us had ashcake cooked in collard leaves; an' beef was served us when de killin' time come. Marster always gived de niggers plenty to eat.
"I can sit here an' picture dat house of marster's; a big, six-room house wid wide plank weatherboarding. Beside de house was a big garden, and it had palings 'round it.
"My mammy was a fine weaver and did de work for both white an' colored. Dis is her spinning wheel, an' it can still be used. I use it sometimes now. Us made our own cloth an' our stockings, too.
Lucindy Lawrence Jurdon, Lee County, Alabama
"No'm, us never did learn nothing. If us tried to read or write dey would whack our forefingers off. Us lived forty miles from de town an' it would take more dan two days to git to town. De women folks had to fix lunches every time dey went.
"My grandmammy had sixteen chilluns. I 'members dat when us courted us went to walk an' hunted chestnuts. Us would string dem an' put 'em 'round our necks an' smile at our fellers.
"On Sattidy nights dey would have dances an' dance all night long. Somebody would clap hands, beat pans, blow quills or pick de banjer strings. When us had cornshuckin's, dey would pile de corn up, ring 'round it an' shuck, drink likker an' holler: 'Boss man, boss man, please gimme my time; Boss man, boss man, fer I'm most broke down.'
"I 'members dat one ol' sick man was freed 'fore freedom come. Dey let him go whar he wanted to, so he dug a hole in de ground an' used it fer a room. He put rafters inside to help hold it up an' it slanted down at de back."
Lucindy mused a moment, concluded: "Dem was good days, honey; mighty good. But us shorely is in a bad fix now an' needs help mighty bad. It jest ain't de same no more." | <urn:uuid:40e61e90-61f9-4bd1-bcf3-e73ca75766d1> | CC-MAIN-2024-42 | https://dunnhistory.com/wp-content/uploads/2022/01/Lucindy-Lawrence-Jurdon.pdf | 2024-10-14T02:16:43+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00170.warc.gz | 186,168,145 | 822 | eng_Latn | eng_Latn | 0.854492 | eng_Latn | 0.982639 | [
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Sola Lectionary Text Study
Pentecost 15, Proper 17
September 1, 2024
Proclamation Points
The following are some thoughts and questions to be used for a text study on the weekly lessons, or for jump-starting the imagination of the preacher and hearer in preparing for the proclamation event.
Deuteronomy 4:1-2, 6-9
When you were a child, did you ever sit with your grandparents and look through scrap books and old photos and listen to their stories of the "good old days"? Perhaps they were immigrants, or the children of immigrants who had interesting accounts of making their way to a new land.
In this passage, through a sermon given by Moses, God calls Israel to obedience as the promised land is coming into sight. The people were cautioned not to add or subtract anything from God's law, but to remember all that they had seen and been through in the past forty years of wandering. Moses instructed the people to tell their children these stories so they would know and remember their history.
* Why is it so important for us to remember where we've been and what we have learned from those experiences? Are we more apt to repeat old mistakes when we fail to recall how God has been with us through the highs and lows?
* What do you think it means when God says through Moses, "You shall not add to the word that I command you, nor take from it"? Why is this important — in either direction?
Psalm 119:129-136
In this section of what is a very long acrostic psalm, the psalmist sings of God's transformative power over him that comes through the holy Word. God's Word sheds light on people and situations where there was only darkness and misunderstanding. God's Word brings wisdom and understanding to even the simplest of minds. The psalmist longs for the Lord's words and keeps his direction, even while it pains him to see others who do not value the same holy Word of God.
* Do you share the psalmist's love for God's Word? In what ways do you find yourself hungry for more and more understanding of the Bible?
* How does engaging in study and dwelling in God's word through prayer actual help us understand God's will for our lives? What is wrong with quicker, more "magical" ways of attempting to divine our destiny?
The psalmist declares, "Your promise is well tried" — indicating that God's Word is something that can be trusted; it has been proven repeatedly that God is true to his promises.
Because so much depends on God's Word that no holy day is sanctified without it, we must realize that God wants this commandment ("remember the Sabbath day and keep it holy") to be kept strictly and will punish all who despise his Word and refuse to hear and learn it, especially at the times appointed.
- Martin Luther -
The Ten Commandments, The Large Catechism (Kolb, Wengert)
Ephesians 6:10-20
Martin Luther was known for using battle imagery in his writing, especially his best known hymn "A Mighty Fortress is Our God." Luther knew that the Christian life was not an easy one; himself suffered the brutal attacks of the devil.
In Paul's final words in his letter to the Ephesians, he too speaks of battle and the armament that has been given to believers by God. These tools are both defensive in nature and offensive — a warrior doesn't simply wait for an enemy to attack but prepares to go on the offensive.
Paul wanted the believers to know that Christ had already won the fight at Calvary, but that would not prohibit the principalities and powers of darkness from attacking believers. They must be ready! The gospel is what makes believers ready; constant prayer and supplication, being in the Word, walking in love, all these are weapons against the rulers of this world.
* Does the imagery of warfare as a metaphor for faith bother you? Why or why not? How does the image of the armor of God help you in your daily walk through life?
* How have you seen the enemy attack as you've been drawn closer to the heart of Christ?
Mark 7:14-23
The word used in this passage for "defile" is koinoς (koinos)in the Greek. It means literally "to make something common." To the Pharisees who challenged Jesus about his disciples' failure to wash their hands, the issue at stake was that they were impure. The actual ritual involved wiping one hand that was balled into a fist so that water neither dripped onto the forearm or back onto the hand after it was washed. This action was not written in the Law but rather was a tradition passed on from generation to generation by the scribes so that people's hands would be ritually clean.
Jesus was upset by their criticism because they were more focused on human traditions than they were the commandments of God. He challenged them on their thinking by saying that what comes from the outside does not defile, but it is what comes from the inside (the heart) that poisons and makes unholy.
* In what ways do you know for certain that God's promises are trustworthy and true? Do you ever doubt that fact? If so, what makes you doubt? What helps your faith in this regard?
* Can you think of any human traditions in the church that get in the way of true devotion to God?
* How have you seen Jesus' assessment about the heart of a person being the source of purity or defilement to be true?
Sola Worship Resources (www.solapublishing.com) — © 2021 Sola Publishing. Permission granted to active subscribers to photocopy for congregational use. | <urn:uuid:a0d16a9a-08cd-463a-9aab-d52097f89f65> | CC-MAIN-2024-42 | https://www.crosslutheranpigeon.org/_files/ugd/eeb350_ece57aaa9da6484b85ff57d117786162.pdf | 2024-10-14T01:03:56+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00170.warc.gz | 634,919,114 | 1,193 | eng_Latn | eng_Latn | 0.999017 | eng_Latn | 0.999017 | [
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Oshawa N.A.S.C. Hockey
Parent's Code of Conduct
Please Read Carefully
Hockey, by the very nature of the game, is a very physical and aggressive sport. When a game is as fast-paced as hockey, it is sometimes inevitable that tempers will flare and poor judgment will occur. As parents or guardians, it is our responsibility to encourage our children/players to play by the rules. We must remember that children learn best by example. By adults showing positive attitudes toward the game all participants will benefit. It is not the intention of the Code of Conduct to stop or hinder supportive parents. It is the intention to stop unwanted, uncalled for and even illegal behaviour of some individuals who will not or cannot control themselves while attending minor hockey games.
As a parent or guardian of a participant in N.A.S.C. Hockey, I agree to adhere to the N.A.S.C. Parent's Code of Conduct.
I agree to the following:
Participation in N.A.S.C. Hockey is not a right; it is a privilege.
- Respect and adhere to all ideals, policies and rules regulated by Hockey Canada, O.M.H.A. and N.A.S.C. Hockey.
- Exhibit a high degree of sportsmanship, teamwork and positive attitude at all times when representing my child and our Hockey Association.
- Show respect for the decisions, judgment and authority of all officials and timekeepers.
- Maintain self-control at all times.
- Refrain from yelling at, threatening, bullying or harassing; referees, timekeepers, opposing players, coaches, members of the N.A.S.C. Hockey Executive, or any other person before, during or after games or practices.
- Refrain from physical abuse of any other person.
- Refrain from demonstrations of frustration or anger after a game loss.
- Respect the facilities, either home or away, in which my child is privileged to play.
- That the referee's change room is private and not to be entered by non-officials.
- Refrain from congregating in the dressing room areas of any arena, with the exception of picking up or dropping off your child. (i.e. the dressing room corridor of Harman Arena.)
- Encourage my child to attend as many games and practices as reasonably possible in a timely manner and to notify the coach ahead of time if they will be absent.
- Show respect for the feelings and abilities of my child, my child's teammates and the players on the other team.
- Accept the abilities of my child and other players and refrain from any form of criticism.
- Ensure that my child's equipment is complete, safe and in good condition.
- Avoid unnecessary or exaggerated celebration of a goal scored or a game won that would embarrass or demean the opposing team.
- Refrain from approaching the bench during a game situation unless summoned by a coach.
- Avoid confusing my child by coaching from the stands.
- Support all children, regardless of team (home or away) with positive encouragement.
- Violation of any provision of this Code of Conduct by any parent, guardian or relative of a participant may result in an immediate suspension or expulsion from attending N.A.S.C. Hockey events and/or arenas by that person for the remainder of the current and subsequent seasons by the offending individual. In severe cases this suspension or expulsion may include a family (including player) suspension or expulsion from N.A.S.C. Hockey events and/or arenas for the remainder of the then current and subsequent seasons.
- Wait 24 hours after a game to contact a hockey chairperson, coach or the league to voice a concern.
The following are Guidelines for Disciplinary Action that may be enforced for a Violation of the Code of Conduct:
- 1 st Offence - Offender not being permitted in the rinkside area or in the rinkside stands for the duration of the season.
- 2 nd Offence - Ejection of the offender from the arena for the remainder of the season.
- 3 rd Offence - Ejection of the offender and their child from N.A.S.C. Hockey for the remainder of the season and subsequent seasons.
We hope you and your child have a great year !
www.naschockey.com | <urn:uuid:c29a93d4-53a6-43ae-9ff1-60f056cd7852> | CC-MAIN-2024-42 | https://www.naschockeyoshawa.org/_files/ugd/e9fe70_f5180d8a5d5944a5a8fe383b54f8b285.pdf | 2024-10-14T03:00:39+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00170.warc.gz | 792,815,872 | 859 | eng_Latn | eng_Latn | 0.997859 | eng_Latn | 0.997859 | [
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CHARLES P. BALCH, farmer, druggist and prominent business man of Dufur, Wasco county, and one of the leading citizens of the community, was born in Wisconsin, April 21, 1860. His parents were John A. and Caroline (Stevenson) Balch, the father a native of Vermont and the mother of the state of New York. The father was, by trade, a millwright. The Balch family is one of the most distinguished in the United States, and its members have contributed much to the history of the country. Members of the family were participants in the Revolution and the War of 1812. Captain Balch was with General Knox during the former war. He died in June, at Iola, Wisconsin. The father of Caroline (Stevenson) Balch, mother of our subject, was a native of England; her mother of Scotland. She died in 1878 at Iola.
In the latter town our subject was reared until he had reached the age of eleven, and the family then removed to Oshkosh, Wisconsin, where he attended graded and high schools. He followed various employments after leaving the educational institutions, and in 1883 came to Oregon. He located in Wasco county, on the Des Chutes river and filed on a claim which he improved and sold later. He then removed to Dufur and engaged in the drug business, continuing in the same ten years. He disposed of this property, but three years later purchased a half interest in this business which he still retains, but taking no active part in its conduct. Principally he is engaged in stock raising in company with A.J. Dufur. They winter between three and four hundred head of cattle. Mr. Balch has four sisters; Jennie, wife of J.W. Bishop, of Wausau, Wisconsin, a prominent mining man; Clara, wife of E.J. Goodrick, an attorney, residing in Wisconsin; Elizabeth E., wife of A.K. Dufur, of California; and Kittie, married to George Rock, a railroad engineer, living at Spooner, Wisconsin.
At Dufur, June 28, 1889. Mr. Balch was united in marriage to Lois Dufur, born in Portland, Oregon, the daughter of Andrew J., Jr., and Mary M. (Stansbury) Dufur. The father is a native of Vermont, mentioned elsewhere, and the mother of Indiana. Mrs. Balch has one sister. Fraternally Mr. Balch is a member of Wasco Lodge No. 15, A.F. & A.M., at The Dalles; R.A.M., Ridgeley Lodge No. 71, I.O.O.F., A.O.U.W., W.O.T.W., and the United Artisans, all of Dufur. He is a stanch Republican, and has frequently served his party as delegate to county conventions.
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Learn more. | <urn:uuid:b8bb7958-9419-41d5-8ad7-37378d7cf1ae> | CC-MAIN-2024-42 | https://orgenweb.atwebpages.com/wasco/cent-or-bios/bcpbalch.pdf | 2024-10-14T01:42:59+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00170.warc.gz | 393,475,044 | 676 | eng_Latn | eng_Latn | 0.997436 | eng_Latn | 0.997436 | [
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St. Mary's Preparatory School (inc EYFS)
English as an Additional Language (EAL) Policy
September 2024
1 Introduction
1.1 The purpose of this policy is to outline the school's approach to identification and meeting the needs of pupils who are classified as having English as an additional language.
1.2 This policy applies to all pupils, including those in the early years.
2 Definition
2.1 In defining EAL we have adopted the following definition:
'An EAL pupil is a pupil whose first language is not English. This encompasses pupils who are fully bilingual and all those at different stages of learning English.’
2.2 EAL pupils may be:
* Newly arrived from a foreign country and school;
* Born abroad, but moved to the UK at some point before starting school; or
* Newly arrived from a foreign country, but an English speaking school;
* Born in the UK, but in a family where the main language is not English.
2.3 EAL pupils will need varying levels of provision.
3 Recognition
3.1 Our school seeks to ensure that all pupils are enabled to have access to a broad, balanced and relevant curriculum. English is best learnt through the curriculum and EAL pupils should be encouraged to play a full part in all learning opportunities.
3.2 EAL learners make the best progress within a whole school context, where pupils are educated with their peers.
3.3 The school environment promotes language development through the rich use of language.
3.4 The school structure, pastoral care and overall ethos help EAL pupils integrate into the school whilst valuing diversity.
3.5 Bilingualism is viewed as a positive and life enriching asset.
3.6 Parents and prospective parents will be provided with the particulars of our EAL provision.
4 Identification and Assessment
4.1 Identification and assessment is carried out with the purpose of providing the most appropriate provision for each pupil.
4.2 In assessing the nature and extent of the pupil's grasp of English the following methods may be used:
* Information from the application form;
* Information from initial assessment papers; and/
* Information from interviews with parents/guardians;
* Information from the previous school.
4.3 Whenever possible, assessment is undertaken as a partnership between the class teacher, EAL Coordinator, parents/guardians and pupil.
4.4 In assessment of EAL pupils, competence in English is categorised on a five point scale.
3
5 EAL Classification Codes
5.1 The Department for Education uses the following EAL classification codes. These are the reference points for pupils on the EAL register.
The pupil may:
* Use first language for learning and other purposes.
* Remain completely silent in the classroom.
* Be copying/repeating some words or phrases.
* Understand some everyday expressions in English but may have minimal or no literacy in English.
Needs a considerable amount of EAL support
The pupil may:
* Follow day-to-day social communication in English and participate in learning activities with support.
* Begin to use spoken English for social purposes.
* Understand simple instructions and can follow narrative/accounts with visual support.
* Have developed some skills in reading and writing.
* Have become familiar with some subject specific vocabulary.
Still needs a significant amount of EAL support to access curriculum
The pupil may:
* Participate in learning activities with increasing independence.
* Be able to express self orally in English, but structural inaccuracies are still apparent.
* Be able to follow abstract concepts and more complex written English.
* Literacy will require ongoing support, particularly for understanding text and writing.
Requires ongoing EAL support to access curriculum fully
* Oral English developing well, enabling successful engagement in activities across the curriculum.
* Can read and understand a wide variety of texts.
* Written English may lack complexity and contain occasional evidence of errors in structure.
* Needs some support to access subtle nuances of meaning, to refine English usage, and to develop abstract vocabulary.
Needs some/occasional EAL support to access complex curriculum material and tasks
* Can operate across the curriculum to a level of competence equivalent to a pupil who uses English as first language.
Operates without EAL support across the curriculum.
4
6 Provision
6.1 Provision for learning needs is best expressed in terms of 'learning support' - an umbrella term indicating the provision for a variety of types and levels of need, including SEN, EAL and Higher Achieving Pupils. This provision encompasses curriculum planning, support for individual pupils or groups of pupils within the classroom in terms of differentiation, support for those responsible for teaching these pupils, and supplementary provision.
6.2 EAL pupils will be provided with opportunities to make good progress.
6.3 EAL children in the Early Years will be provided with reasonable steps to learn and play in their home language, we will support language development at home and support children in reaching a good standard in English. Where appropriate, we will assess understanding in the home language in order to inform an assessment judgement in the early stages of English language learning.
6.4 Classroom teachers have responsibility for ensuring that pupils can participate in lessons and will have awareness of good practice in providing for EAL pupils within the classroom setting.
6.5 Our school aims to address the needs of EAL pupils within the classroom. However, there will be times when it will be appropriate for children to be withdrawn from lessons to receive focused support.
7 Monitoring and Recording
7.1 Class teacher
* It is the responsibility of the class teacher (with the support of the EAL Coordinator) to maintain up to date records of EAL pupils in their class whilst they are in their care.
* An Individual Educational Plan (IEP) is maintained for all EAL pupils assessed as having a competency in English at Stage A, B or C. This is reviewed on a termly basis.
7.2 EAL Coordinator
* Where there is no specific EAL Coordinator, this role is fulfilled by the SENCO.
* A register of EAL pupils (identifying stages) is maintained centrally by the school and monitored by the EAL Coordinator.
* The EAL Coordinator collates information and arranges a baseline for EAL pupils.
8 Special Educational Needs and Differentiation
8.1 EAL pupils are not children with SEN and our school recognises that most EAL pupils needing support with their English do not have SEN needs, but have skills and knowledge about language similar to monolingual English-speaking children. Their ability to participate in the full curriculum may be in advance of their communicative skills in English.
8.2 Some EAL pupils may have a special educational need and in such cases pupils will have equal access to school SEN provision, in addition to EAL support.
8.3 EAL pupils with a special educational need will be identified as part of normal assessment procedures as outlined in our SEND Policy.
8.4 EAL pupils considered to be more able or to have an individual talent will be identified as part of normal assessment procedures as outlined in our Able, Gifted and Talented Policy.
9 Communication
9.1 Parents and teachers will work together in the best interests of pupils with EAL.
9.2 Teachers will meet with parents on a termly basis to inform them of progress made and discuss strategies in place if there is an Individual Education Plan in place where appropriate.
10 Source of Information
10.1 The NALDIC website is the main source of information for all matters connected to EAL provision: https://naldic.org.uk/
6
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Should Christians Judge?
"Judge not according to the appearance, but judge righteous judgment." —John 6:24
A CULTURE OF TOLERANCE
DEFINITIONS
"rightly dividing":
"judge":
CONTEXT
What was Jesus speaking against?
Jesus was laying out the steps for making a _____________ judgment.
Matthew 7:5 "Then thou shalt see _________________________."
MATTHEW 7:6 HOW TO BEWARE OF DOGS AND PIGS?
_____________________ _____________________
____________________________________
Biblically, there is a __________ way and a ______________ way to judge.
JUDGING IN THE WRONG WAY
Hypocritical:
Judging Motives:
Superficial Judging:
Wrong Attitude & Motivation:
Matters of Conscience:
"Judge not, that ye be not judged."
—Matthew 7:1
Youth Bible Study
Being Judgmental:
DISCERNMENT (SPIRITUAL JUDGING)
"discernment":
We must ___________ in discernment; senses trained to discern (Hebrews 5:12-14).
Discernment requires the ________ & the ____________.
Never lose sight of our goal: "pointing people to __________________."
HOW DID JESUS JUDGE?
John 8:7 – self examination (mote and beam; speck and 2x4).
What were the motives of the scribes & Pharisees? (John 8:6)
When the woman did not leave, this gave Jesus a _____________.
Jesus started a conversation first, "Where are your _______________?"
Compare the actions of Jesus and the actions of the scribes and Pharisees. Which caused the woman to want to "sin no more"? Did Jesus condone her sin?
RIGHTEOUS JUDGMENT
1. What is my motive?
Does it make me feel superior? Am I being critical? Do I have respect of persons? Am I striving for unity?
2. Is it my place?
Discerning & addressing are two different things. Am I a spiritual leader? Was I asked?
3. Have I examined myself first?
Am I measured up? What is my attitude? Am I open to correction?
4. Have I prayed about it & given it time?
Could I have misjudged or misunderstood? Could I be jumping to conclusions? Could it be that God wants to work with them?
5. Is God's Spirit leading me?
There is a time to speak & keep silent. Could my life (not my words) be the best judgment (2 Corinthians 3:2)? Is it "lawful" AND "expedient"? Lawful: _____________________ Expedient: __________________
Does it "edify not" (1 Corinthians 10:23)? Have I counseled with a spiritual leader?
6. What is my approach?
Finger-pointing or gentle? Am I "shewing all meekness"? Am I keeping in mind my own faults? "We ourselves also were sometimes ..." (Titus 3:3). Am I speaking the truth in love (Ephesians 4:15)?
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RINGETTE ONTARIO
CONCUSSION POLICY AND RETURN TO PLAY PROTOCOL
Ringette Ontario is committed to ensuring the safety of everyone participating in the sport of ringette. Ringette Ontario recognizes the increased awareness of Concussion and their long-term effect and believes that prevention of Concussions is paramount to protecting the health and safety of our Participants.
Definitions
a. "Activity" means all Ringette Canada, Provincial/Territorial Sport Organization (PTSO) and affiliated association/club business and activities.
1. The following terms pertain to this Policy:
b. "Concussion" – A brain injury that can result in an alteration in thinking and behaviour as a result of a physical impact to the head, neck, face or body.
d. "Member" – As defined in Ringette Ontario By-Laws
c. "Participants"- Individuals associated with Ringette Canada activities including but not limited to coaches, athletes, volunteers, and officials;
e. "Suspected Concussion" – Any time a Participant appears to have either experienced an injury or impact that may result in a concussion or is exhibiting one or more signs or symptoms that could be the result of concussion.
Application
2. This Policy applies to Ringette Ontario, its members, and Participants. It applies to all times wherever an Activity takes place, including Ringette Ontario, or affiliated association/club workplaces as well as all events and activities sanctioned by Ringette Ontario.
Purpose
3. The purpose of this Policy is to provide the framework to create a safe and positive sport environment through education and training, and by making Ringette Ontario Members and Participants aware of ringette-specific concussion awareness resources to assist in recognizing and managing a concussion injury.
4. Accompanying Ringette Ontario's Concussion Management Guidelines, this Policy provides the directions to be followed in the event of a Suspected Concussion. Awareness of the signs and symptoms of Concussion and the knowledge of how to properly recognize and manage a Concussion is critical to recovery and helping to ensure the individual does not return to physical activities too soon, risking further health complications.
5. Concussions are a condition that can be assessed by physicians and other licensed / certified health care professionals. The difference being that only physicians can return the individual back to play.
RINGETTE ONTARIO
Concussion Awareness and Prevention
6. During all events, competitions, and practices, Participants must refer to the Concussion Management Guidelines and use their best efforts to remain aware of incidents that may cause a Concussion and recognize the signs and symptoms of a Suspected Concussion.
7. Signs and symptoms may appear immediately after the injury or within hours or days of the injury and may be different for everyone. For reference, some common signs and symptoms are included in the Concussion Incidence and Response section of the Concussion Management Guidelines.
Governance
8. Ringette Ontario will:
Develop and maintain a Concussion Policy and related Concussion Management Guidelines including Removal-from-sport and Return-to-sport protocols;
Participate in multi-disciplinary working groups on sport-related concussions;
Develop and maintain a system for collecting and analyzing concussion injury data;
Provide access to concussion education for Members, and Participants; and
Develop or communicate concussion awareness resources for Participants;
9. Clubs should:
In collaboration with Ringette Canada and other PTSOs, assess data for changes in concussion rates over seasons and identify and, if possible, make recommendations with respect to those training or routine elements that put Athletes in a position of high risk for concussion injury.
Follow the Ringette Ontario Concussion Policy and related protocols, which may include an appendix, if necessary, to comply with provincial or territorial legislation and regulations.
In collaboration with Ringette Ontario, develop or communicate concussion awareness resources for Coaches, Athletes, and other Participants; and
Receive and investigate complaints of any breach of the Ringette Ontario Concussion Policy and Concussion Management Protocol and, where appropriate, determine an appropriate disciplinary response.
Removal from Play
10. In the event of a Suspected Concussion, the Participant should be immediately removed from play by designated personnel and not be allowed to return to play that day.
11. The Participant should not be left alone and should be seen by a physician or other licensed healthcare provider as soon as possible.
12. A Participant who has been removed from play due to a Suspected Concussion must not return to play until the Participant has been medically assessed by a physician or other
RINGETTE ONTARIO
licensed physician healthcare provider, even if the symptoms of the concussion appear to resolve.
Return to Play
13. A Participant with any signs or symptoms of a Suspected Concussion will not be permitted to return to play until the Participant has been assessed by a physician or other licensed physician healthcare provider.
14. Prior to returning to play, the Participant must consult and follow the steps outlined in the Return to Play section of the Concussion Management Guidelines to return to play safely.
15. Student Participants must return to school regularly at their pre-injury level of performance and other Participants must have returned to their normal education or work prior to making a full return to play (i.e., stage 5 and 6 of Return to Play).
Medical Clearance and Monitoring
16. In following the Return to Play section of the Concussion Management Guidelines, the Participant is required to consult a physician or other licensed physician healthcare provider prior to returning to play.
17. Once the Participant has been given medical clearance by a physician or other licensed physician healthcare provider, the coach, administrator and/or supervisor is required to forward a copy of the medical clearance letter to Ringette Ontario for the purpose of monitoring.
Summary of Reporting Obligations and Surveillance
The following notifications should be completed online at ringetteontario.com:
18. Ringette Canada must be informed whenever a Suspected Concussion incident occurs, the result of medical assessment by a physician or other licensed healthcare provider, and when the Participant is medically cleared for full return to play.
a. Ringette Ontario: Website by RAMP InterActive
b. Letter from physician or other licensed healthcare provider indicating that Participant is cleared to resume participating in full ringette activities (i.e., stages 5 and 6 of Return to Play submitted through email to email@example.com
Coach/Administrator/Supervisor Responsibilities
19. All members of the Ringette Ontario community (including coaches, trainers, officials, and even parents) must be familiar with their responsibilities under the Concussion Management Guidelines. The Guidelines explain how to recognize signs of a Suspected Concussion, the initial actions that should be taken, the return to play protocols and the reporting responsibilities to Ringette Ontario.
RINGETTE ONTARIO
20. Every Suspected Concussion incident must be reported to Ringette Ontario.
Policy Review
This policy shall be reviewed/approved by the Board of Directors every three years.
Date of last review: September 2023 | <urn:uuid:e7031546-98cf-4876-9e2b-245763d20e02> | CC-MAIN-2024-42 | https://cloud.rampinteractive.com/manversringetteassoc/files/Ringette%20Ontario%20Concussion%20Policy%20and%20Return%20to%20Play%20Protocol%20-%202023%20%281%29.pdf | 2024-10-14T03:20:46+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00174.warc.gz | 142,640,845 | 1,434 | eng_Latn | eng_Latn | 0.992608 | eng_Latn | 0.991904 | [
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An Illustrated History of Central Oregon, Western Historical Publishing Company, Spokane, WA. 1905, pages 229-230
PETER STOLLER lives near the forks of Five and Ten Mile creeks and is one of the prosperous men of Wasco county. His thrift and enterprise have accumulated the property that he now owns as he started without capital. He was born in Switzerland, on November 27, 1862. His father, Peter Stoller, was born in the same country and came to the United States in 1865. He resided in Illinois and Iowa until 1877, when he brought his family to Klickitat county, Washington, and lived there near Trout Lake until 1890 when he moved to Marion county, Oregon, where he resides at the present time. He married Miss Margaret Ritter, a native of Switzerland, who now resides with her husband. She is eighty years of age and her husband is seventy-five. Our subject was educated in Iowa, Illinois, and Klickitat county, Washington, and did farm work during the early days of his life. When about twenty-four, he began raising cattle, having saved his earnings to buy a band of heifers with. He was being prospered nicely at this business until the hard winter swept away his stock leaving him almost penniless. Then he went to work on the farm again, this time in Polk county, until he saved money enough to get another start. Then he came to Wasco county and took a homestead. Later, he traded that for the place where he now resides, having now two hundred and sixty-four acres. He handles some stock, cultivates one hundred acres of land and is a prosperous man. He expects soon to increase the acreage as he wishes the range more exclusively in both farming and stock raising. Mr. Stoller is raising some very nice O.I.C. hogs.
On April 21, 1892, at Portland, Mr. Stoller married Louise Mayer, a native of Germany and the daughter of John Mayer, who died in Germany. Mrs. Stoller's mother also died in Germany, when this daughter was but six years of age. Mrs. Stoller has the following named brothers, John, Ludwig and Carl. Mr. Stoller has three sisters, Mrs. Marguerite Stadelman, Mrs. Susan Pearson and Mrs. Lyddia Stoller. To our subject and his wife, two children have been born, Ludwig and Lena. Mr. Stoller is a member of the M.W.A. and they both belong to the Baptist church. He is an active Republican and has served both as school director and road supervisor. Mr. Stoller is a genial man, well spoken of and possessed of integrity and public spirit. The improvements upon his place are tasty and neat and everything indicates a man of thrift and enterprise.
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Learn more. | <urn:uuid:bc3c7506-a90f-46c1-8a4c-08f7c5a4aa38> | CC-MAIN-2024-42 | https://orgenweb.atwebpages.com/wasco/cent-or-bios/bpestoll.pdf | 2024-10-14T03:03:44+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00174.warc.gz | 394,574,323 | 650 | eng_Latn | eng_Latn | 0.998922 | eng_Latn | 0.998922 | [
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1054 Pilgrimage
Jack is making a long distance walk with some friends along the old pilgrim road from Vézelay to Santiago de Compostela. Jack administers money for the group. His administration is quite simple. Whenever an amount (e 60, say) has to be paid for the common good he will pay it, and write in his booklet: PAY 60.
When needed, Jack will ask every member of the group, including himself, to pay an amount (e 50, say) to the collective purse, and write in his booklet: COLLECT 50. If the group size is 7, he collects e 350 in total.
Unfortunately some of the group members cannot participate in the full walk. So sometimes the group will grow, sometimes it will shrink. How does Jack handle these comings and goings of group members in terms of collective money? Suppose, for example, the group size is 7, and that Jack has e 140 in cash, which is e 20 for every group member. If two group members leave, each will receive e 20, and Jack will write in his booklet: OUT 2. If under the same circumstances three new group members arrive, they will each have to pay e 20, and Jack will write: IN 3.
In these cases the amount in cash could easily be divided, without fractions. As a strange coincidence, this happened during the whole trip. Jack never had to make calculations with fractional numbers of euros.
Near the end of the trip, Jack was joined by all his fellow travelers. Nobody was willing to miss the glorious finale of the trip. It was then that Jack tried to remember what the group size had been during each part of the trip. He could not remember.
Given a page of Jack's booklet, could you figure out the size of the group at the beginning of that page?
Input
The input file contains several test cases. Each test case is a sequence of lines in Jack's booklet. The first line of each test case will give the number N (0 < N ≤ 50) of lines to follow. The next N lines have the format: < keyword > < num >, where
```
< keyword > = PAY | COLLECT | IN | OUT and < num > is a positive integer, with the following restrictions: IN k k ≤ 20 OUT k k ≤ 20 COLLECT k k ≤ 200 PAY k k ≤ 2000
```
The last case is followed by a line containing a single zero.
Output
For each test case, print a single line describing the size of the group at the beginning of the part of the trip described in the test case. This line contains:
* The word 'IMPOSSIBLE', if the data are inconsistent.
* A single number giving the size of the group just prior to the sequence of lines in Jack's booklet, if this size is uniquely determined by the data.
* Several numbers, in increasing order, separated by spaces, giving the possible sizes of the group, in case the number of solutions is finite, but the solution is not unique.
* A statement in the format: 'SIZE >= N ', giving a lower bound for the size of the group, in case the number of solutions is infinite. Observe that the inequality SIZE >= 1 always applies, since at least Jack himself did the whole trip.
Sample Input
```
5 IN 1 PAY 7 IN 1 PAY 7 IN 1 7 IN 1 COLLECT 20 PAY 30 PAY 12 IN 2 PAY 30 OUT 3 3 IN 1 PAY 8 OUT 3 1 OUT 5 0
```
Sample Output
```
IMPOSSIBLE 2 3 7 SIZE >= 6
``` | <urn:uuid:f09ba9a4-59b6-439b-bd4e-b8a0717c2b71> | CC-MAIN-2024-42 | http://reh101.hpc.lsu.edu/uva/10/1054.pdf | 2024-10-14T03:10:11+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00175.warc.gz | 28,170,374 | 782 | eng_Latn | eng_Latn | 0.994359 | eng_Latn | 0.998829 | [
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13078 Feeding chicks
The chicks spend all day pecking at the floor of the henhouse to eat the grain they find. You've been several days observing their movements and have found that they all follow a curious pattern based on the tiles in the floor. They wake up looking in one direction (north, south, east, west) and start walking in that direction following a clockwise spiral movement. The ride ends when they get tired (each chick has a different endurance) or run into the edge of the henhouse, where they are stunned and sleep until the next day.
For each tile they pass (including the one where they wake up) if there is a grain, they eat it before taking the next step. If there is no grain, they just keep moving forward. Since they are small, when they
come together on one point, they eat at the same time without bothering each other and sometimes even sleep in the same place.
To get your chicks grow as quickly as possible without overspend, you decided to distribute the grains in the henhouse so that in every step each chick finds a grain and can eat it. You know the direction in which the chicks wake up, and the number of steps they can take in the spiral before getting tired and stop until the next day. Now you must find the grains that you have to place at each point so that, at the end of the day, none is left and all chicks have eaten as much as possible.
Input
The input begins with the number of test cases to be processed. Each case begins with three numbers, r, c and n meaning, respectively, the size of the chicken coop in the north-south direction, the size in the east-west direction and the number of chicks (1 ≤ r, c ≤ 50; 0 ≤ n ≤ 500). The next n lines contain the chicks information. The first number, v, means the position in the north-south direction (1 ≤ v ≤ r), the second, h, the position in the east-west direction (1 ≤ h ≤ c), next it is the start direction of the chick (N, S, E, W ) and finally the maximum number of steps before falling sleep (at least one).
Output
For each test case r lines are written. In each line c values separated by a blank are written, showing the number of grains needed in each point. After each test case write three scripts (---).
Sample Input
2
7 8 3
1 2 E 2
6 3 N 25
4 6 E 21
4 3 2
1 1 N 3
4 2 W 3
Sample Output
```
0 1 1 0 0 0 0 0 0 0 1 1 1 0 0 0 0 0 0 1 1 1 1 1 0 1 1 2 2 1 1 1 0 1 1 1 1 0 0 0 --1 0 0 0 0 0 1 1 0 ---
``` | <urn:uuid:d672ed12-3165-496d-9bfa-b8d47f690786> | CC-MAIN-2024-42 | http://reh101.hpc.lsu.edu/uva/130/13078.pdf | 2024-10-14T01:39:15+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00175.warc.gz | 28,203,872 | 655 | eng_Latn | eng_Latn | 0.998292 | eng_Latn | 0.997451 | [
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Address by H.E. Stefan Estermann Ambassador of Switzerland to Greece
His Eminence, the Metropolitan of Elassona Chariton
Dear Governor of Thessaly Mr. Agorastos Dear Mayor of Elassona Mr. Gatsas Distinguished Members of Parliament Esteemed Guests
Ονομάζομαι Stefan Estermann και είμαι ο Πρέσβης της Ελβετίας στην Ελλάδα από τον περασμένο Σεπτέμβριο. Από τότε που ανέλαβα τα καθήκοντά μου, ανακαλύπτω μια χώρα με απίστευτη ιστορία, παραδόσεις και πολιτισμό, καθώς και με ομορφιά που κόβει την ανάσα.
(My name is Stefan Estermann, and I am the Ambassador of Switzerland to Greece since September of last year. Since I took office, I have been discovering a Country of incredible history, traditions and culture, and of breathtaking beauty.)
Greece surprised me in many ways: Being generally known for its deep blue sea, the picturesque islands and the beautiful beaches, I have come to realize that there are also some very serious mountains. They might not be quite as high as the Swiss mountains in absolute terms, but what makes them spectacular is that they rise straight up from sea level, from level zero so to speak.
Today, I find myself at the foot of Mount Olympus, in your distinguished company, to commemorate the first ascent of the highest Greek mountain 110 years ago.
Two Swiss from Geneva, photographer Frédéric Boissonnas and writer and art historian Daniel Baud-Bovy, accompanied by a Greek guide, shepherd Christos Kakalos, became the first to climb the highest peak of Olympus, Mytikas, at 2917m, on 2 August 1913. Fun fact: Their first attempt, made the day before, on Switzerland's national holiday, failed, the three men having mistakenly climbed another nearby peak.
Ladies and Gentlemen
Swiss-Greek relations are based on more than 200 years of friendship, with Geneva as an epicenter of the philhellenic movement at the time when Greece fought for its independence from Ottoman rule. Ever since, outstanding personalities have again and again been enthusiastic about Greece and have dedicated their lives and creative energy to this unique country. Fred Boissonnas was one of them.
He visited Greece several times between 1900 and 1913 and between 1928 and 1930 and took thousands of photographs. He published numerous albums dedicated to Greece. His photos contributed decisively to the identity of Greece in Europe. They are a unique record of everyday life, monuments, towns and countryside in early 20thcentury Greece.
Mount Olympus is not just any mountain. It is Olympus. There is probably no other mountain that is as strongly anchored in European cultural history. In ancient Greek mythology, it was the seat of the gods and its summit was considered a place filled with light.
I am very humbled but overwhelmed by the fact that the Swiss flag was raised on this mountain when the first humans came to the top 110 years ago.
Thank you! | <urn:uuid:a560ba5c-b85b-4fe2-a429-ca3eccb1c123> | CC-MAIN-2024-42 | https://www.fdfa.admin.ch/content/dam/countries/countries-content/greece/en/Speech_Karya_Olympus_04082023_EN.pdf | 2024-10-14T03:30:33+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00175.warc.gz | 669,475,390 | 643 | eng_Latn | eng_Latn | 0.995314 | eng_Latn | 0.995991 | [
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UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS General Certificate of Education Ordinary Level
HISTORY
Paper 1 World Affairs, 1917–1991
Additional Materials: Answer Booklet/Paper
READ THESE INSTRUCTIONS FIRST
If you have been given an Answer Booklet, follow the instructions on the front cover of the Booklet.
Write your Centre number, candidate number and name on all the work you hand in.
Write in dark blue or black pen.
You may use a soft pencil for any diagrams, graphs or rough working.
Do not use staples, paper clips, highlighters, glue or correction fluid.
Answer five questions.
Section A
Answer at least one question from this Section.
Sections B to F
Answer questions from at least two of these Sections.
The first part of each question is worth 14 marks and the last part is worth 6 marks. Answer each part of the questions chosen as fully as you can.
At the end of the examination, fasten all your work securely together.
All questions in this paper carry equal marks.
2158/01
May/June 2010
2 hours 30 minutes
2
Section A
International Relations and Developments
1 Describe the aims, structure and membership of the League of Nations during the inter-war years.
How far was the League damaged by its policies towards Manchuria in the early 1930s?
2 Describe the policy of appeasement as practised by Britain and France during the years 1936–38. Why did both countries abandon the policy during 1939?
3 Describe three of the following features of the Second World War:
(a) Pearl Harbor;
(b) El Alamein;
(c) Stalingrad;
(d) D-Day landings;
(e) Hiroshima and Nagasaki.
How important for the success of the Allies was the entry of the United States into the war?
4 Give an account of the events leading to the outbreak of war in Korea in 1950 and describe the fighting that took place there in the years 1950–53.
Why, during the years after the Korean War, did Korea remain a divided and troubled land (to 1991)?
5 Give an account of the Cold War during the 1970s and 1980s.
Why had the Cold War come to an end by 1991?
6 Give important examples of the work done throughout the world in the years 1945–91 to improve standards of:
(a) literacy;
(b) health.
Why were only limited improvements achieved?
Section B
Western Europe
7 With reference to the years 1919–25, outline the main factors that enabled Mussolini to increase his power within Italy.
How far might his rule in Italy after those years be described as 'totalitarian'?
8 Describe the policies of Hitler within Germany during the years 1933–39 towards:
(a) the economy;
(b) young people;
(c) the Jews.
Why did Hitler have such strong control over the German people during these years?
9 Either
(a) Outline the development and achievements of the Labour party in Britain during the years 1918–31.
How do you explain the Labour party being out of office for the rest of the 1930s?
Or (b) Outline the main domestic achievements of the Thatcher governments during the years 1979–90.
How justified were criticisms made of Margaret Thatcher and her policies?
10 Outline the history of the Federal Republic of Germany (West Germany) from its creation in 1949 to the destruction of the Berlin Wall in 1989.
How do you explain the success it achieved during these years in economic growth and political stability?
11 Outline the events that led in the late 1950s to the creation of the Fifth Republic by Charles de Gaulle, and his achievements as President to 1969.
Why was de Gaulle's rule subject to criticism both within and outside France during these years?
4
Section C
The Americas
Section D
The Soviet Union and Eastern Europe
17 Write an account of the following features of Russian history during the years 1917–21:
(a) the Provisional Government;
(b) the Red Army;
(c) Lenin’s economic policies.
Why had communism triumphed in Russia by 1921?
18 Describe the steps taken by Stalin to:
(a) increase his own power within the Soviet Union during the 1920s;
(b) increase the economic power of the Soviet Union during the 1930s.
How strong was his position as leader of Russia at the end of the 1930s?
19 Describe the rise to power of Khrushchev and indicate the main features of his domestic and foreign policies during the years 1956–64.
Why did he fall from power in 1964?
20 Describe how Poland was treated by the victorious Allies at the end of the Second World War and trace the main features of Poland’s history from then until 1991.
How do you explain the eventual success of the Poles in removing Soviet dominance from their country?
21 Outline the main features of the internal history of the Soviet Union during the years 1964–85.
Why was the Soviet Union so weak towards the end of these years?
Section E
Africa and the Middle East
22 Give an account of the rise to power and of the foreign and domestic policies pursued by Mustafa Kemal as ruler of Turkey during the years to 1938.
Why was his rule so highly regarded by many Turkish people?
23 Describe the main features of the crisis concerning the Suez Canal as they developed during the years 1954–56.
Why was the 'Suez Crisis' of 1956 important for the Middle East and for other countries involved in it?
24 Give an account of events in the former Belgian Congo (later Zaire) during the years 1960–65.
To what extent was the subsequent rule of Mobutu (to 1991) a dictatorship?
25 Give an account of the progress made in Kenya:
(a) towards independence in 1963;
(b) towards creating stability and prosperity within Kenya during the years since independence (to 1991).
How strong have been relations between Kenya and other ex-colonies in East Africa in the years since independence?
26 Write an account of relations between Israel and its neighbours during the 1970s and 1980s.
How important was the influence of the United States and the Soviet Union in these relations during those years?
7
Section F
Asia
27 With reference to China in the years before 1945, indicate the main features of:
(a) the ideals of Sun Yat-sen;
(b) the activities of the warlords;
(c) the leadership of Chiang Kai-shek.
Why did the Communist party increase its power within China during the 1930s?
28 Outline the main features of the conquests made by Japan in the 1930s and early 1940s.
Explain Japan's desire to expand with such vigour during those years.
29 Describe each of the following features in the history of China:
(a) the Civil War of 1945– 49;
(b) changes in agriculture during the 1950s;
(c) the Great Leap Forward (1958).
Why did Mao Zedong embark on the Cultural Revolution in the 1960s?
30 Outline the main features in the history of the Indian sub-continent during the 1920s and 1930s.
For what reasons did Britain withdraw from the sub-continent in 1947?
31 Describe the part played by Sukarno in:
(a) the achievement of independence by Indonesia;
(b) ruling an independent Indonesia thereafter.
Why was his rule of Indonesia during the years 1950–67 subject to criticism from within and outside the country?
8
BLANK PAGE
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity.
University of Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge. | <urn:uuid:3b0a2899-8d17-46a1-a310-33a66f504820> | CC-MAIN-2024-42 | https://www.pastpapersinside.com/wp-content/uploads/2019/10/2158_s10_qp_1.pdf | 2024-10-14T02:05:21+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00173.warc.gz | 800,043,566 | 1,716 | eng_Latn | eng_Latn | 0.995618 | eng_Latn | 0.996759 | [
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An Illustrated History of Central Oregon, Western Historical Publishing Company, Spokane, WA. 1905, page 316
FRANK G. CHURCH resides three miles from town on Belmont street, where he owns a choice fruit farm and a beautiful residence. Everything about his premises shows thrift, good taste, and neatness, and his is one of the choice and happy homes of the valley. Mr. Church has a bright and interesting family and they are all popular people in society and in church work.
Frank G. Church was born in Lacrosse, Wisconsin, on June 10, 1858, the son of Archibald L. and Susan (Cheney) Church, natives of Pennsylvania. The father followed carpentering and died at Grand Forks, North Dakota, in 1897, September 26. His ancestors were of English, Scotch and Welsh extraction and were prominent people in colonial days and since. The mother's grandfather, who was a noble Christian worker, was one of the organizers of the First Baptist church in Wisconsin, and preached without pay. The Cheney family is prominent not only in Wisconsin, but also on the Atlantic coast. There are many professional men among them and statesmen as well as commercial operators and bankers. Farther east, they are engaged in manufacturing, and are people of ability and enterprise. Our subject was educated principally in Michigan, wither the family had moved when he was ten years old and when fifteen, he started to assume the responsibilities of life for himself, first following working for wages a few years. When eighteen he went to Iowa and four years later went to Wisconsin again, engaging in a flour mill, and in a store. Later we see him in Minnesota where he resided for twenty years, seventeen of which were spent on the farm and the balance in mercantile pursuits. He lived just across the line in Minnesota from Grand Forks and was employed in a store in that city. In 1900, Mr. Church came to the Hood River valley and bought twenty acres where he now resides. He has the estate well planted to berries and fruits and is one of the prosperous fruit raisers of this section. The place is called the Ideal Fruit Farm, and is certainly a choice spot.
On January 5, 1881, Mr. Church married Miss Sarah S. Sproat, the daughter of William C. and Ann (Hoover) Sproat, natives of Vermont and New York, respectively, and both descended from prominent New England families. Mr. Church has one brother, Daniel, while his wife has two brothers, Charles and Boyd, and one sister, Mrs. Jessie Gleason. Mr. Church is a member of the A.O.U.W., while he and his wife belong to the Methodist church, being associated with the Belmont class, of which Mr. Church is a trustee. Two children have come to gladden the home of, Mr. and Mrs. Church, Alice and Ethel, both at home and the latter organist at the Belmont church, and a music teacher.
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DON'T PROLONG THE PAST January 3, 2011
By Michael Erlewine (firstname.lastname@example.org)
The great 19th Century Tibetan master Patrul Rinpoche wrote:
Don't prolong the past, Don't speculate about the future, Just dwell in present awareness.
The question is how best to do this? How do we not dwell on the past or the future, but somehow be mindful of the present, the one place where a future (and therefore a new past) can be built. The traditional way to do this which has been taught for over 2500 years is Shamata meditation. And there are many, many forms of meditation.
Sitting quietly in meditation for a few minutes each day may give me a greater sense of calmness and clarity, but that is not the only or even the main reason to meditate. That is certainly not why I meditate. The primary reason to learn to meditate is to build a mental habit of mindfulness and awareness so I am not so easily distracted and carried away all the time, so that I can be present.
The habit of meditation is not just about sitting on a cushion. While it is important to sit, that is not the main reason to meditate. Sitting on a cushion builds a habit that we can then use the rest of the day when we are engaged in our regular life. We sit and meditate to learn mindfulness and to make it a strong habit, but we use that mindfulness that we learn while sitting in meditation everywhere else and all the time. We need it.
Sitting meditation is about learning to remain mindful and in the present as opposed to being endlessly distracted by thoughts of the past or the future. The first thing most people learn when they begin to meditate is that they are in fact easily distracted, that is: they can't just "let the mind rest." The moment they sit down, the mind is running all over the place. When beginners try to sit in meditation they experience their distraction first hand and are mostly helpless to do anything about it. They have built no meditation habit.
Sitting meditation, while it can be nice in itself, is all about building a habit of being in the present. This is why yogis call their meditation "practice." We "practice" meditation and that practice prepares us for the rest of our day, the time we are not meditating on the cushion. And that rest of the day is when we need the habits built through meditation the most.
In my opinion many people have meditation just backward. They believe that the relative calm of ten minutes or a half an hour of meditation is why they meditate, when the reality is that those ten minutes are our time to 'practice' meditation, the time when we learn to meditate and the rest of the day is when put that practice to work.
Unless we have practiced meditation on a cushion long enough to actually acquire the habit of being mindful and present, we have nothing to help us keep that awareness the rest of the day. It is a Catch-22. We can't just skip meditation on the cushion and expect to have its results in our daily life. We soon just are right back to where we first started, in the midst of our distractions
It takes actual time sitting on the cushion to build the habit of being present, of being mindful at the times we are distracted, and then learning to bring our attention back to whatever we are doing. This habit is especially beneficial during our post-meditation time, that is: when we are just living life.
I don't know about you, but I get carried away just all the time. I go too far. I say things I don't mean. And I don't always catch myself when I should. Things get out of hand easily for me and I am often not aware of it until somewhere down the road. I lack mindfulness. Sitting meditation is about building a habit of mindfulness that alerts me when I am distracted and allows me to drop that distraction and quickly return to whatever I am doing. It is a simple habit that becomes automatic.
However, like all habits it has to actually become a habit. You can't just think it and have it be so. You have to practice meditation until it works. It is no different from practicing a musical instrument, except here the instrument is your own mind and attention.
My point is that while sitting on a cushion for a short time each day can be calming and relaxing in itself, that is not the main reason to meditate. The main reason is to practice being mindful, to practice recognizing when you are distracted, and learn to bring your attention back to whatever you are trying to do.
This is not to say that you can't just sit and mull things over or let the mind cool out and just run like a quiet stream, or light a candle, some incense, and kick back in the mind. Of course you can. There are many ways of soothing the mind, but the technique I am pointing out here is about being mindful, about mindfulness.
Shamata meditation as taught by Tibetan and Zen Buddhists is about being mindful and alert. This takes practice and, like all methods of practice, it is not at first relaxing. It takes effort to meditate effortlessly, if that makes sense. And it takes time.
I wish I could tell you that the results of meditation practice are instantaneous and appear the first time you sit, but this is not the case in my experience. Like all habits, meditation and mindfulness has to be built through effort and time. Playing music on a guitar is not the same as practicing scales and fingering. The analogy to meditation is a good one. Meditation is your practice and its results (over time) will affect your whole life.
I have found this to be true. I have been meditating for many years and it has been hard work much of the time. For me these habits don't come easily and I am a genius at rationalizing on any given day why I should wait to practice meditation until the next day. The only one I have harmed is myself. It just took me much longer than average for the results of mediation practice to kick in. Enough said.
If you are interested in more details about the practice of Shamata Meditation, here is some information. If you have questions, comment on this thread and I will do my best.
http://www.kagyu.org/members/forum/pdf_files/Newcomers/KTD/MeditationGuidelinesforweb.pd f
Graphic by Michael Erlewine: The image was designed by me, one of many illustrations used in my books on Tibetan Astrology. Just thought you might like to see this. It is too complex to explain here. | <urn:uuid:ff4b927c-d7aa-4c90-babf-a7876a935421> | CC-MAIN-2024-42 | http://dharmagrooves.com/pdf/articles/Dharma/DON'T%20PROLONG%20THE%20PAST.pdf | 2024-10-14T01:36:05+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00175.warc.gz | 9,148,767 | 1,371 | eng_Latn | eng_Latn | 0.998461 | eng_Latn | 0.998625 | [
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Learning Material Covered in Each Elementary School Cycle
| | Geometry, pp. 14, 15 and 16 | | | | | |
|---|---|---|---|---|---|---|
| | A. Space, p. 14 | | | | | |
| | Cycle One | | Cycle Two | | Cycle Three | Reminder |
| p. 14, no. A-3 Locates objects on an axis (based on the types of numbers studied) p. 14, no. A-2 Locates objects in a plane p. 14, no. A- 4 Locates points in a Cartesian plane a. in the first quadrant | | p. 14, no. A-3 Locates objects on an axis (based on the types of numbers studied) p. 14, no. A-2 Locates objects in a plane p. 14, no. A- 4 Locates points in a Cartesian plane a. in the first quadrant | | p. 14, no. A-3 Locates objects on an axis (based on the types of numbers studied) p. 14, no. A- 4 Locates points in a Cartesian plane b. in all four quadrants | | |
1
Learning Material Covered in Each Elementary School Cycle
| | B. Solids, pp. 14-15 | | | | | | |
|---|---|---|---|---|---|---|---|
| | Cycle One | | Cycle Two | | Cycle Three | | Reminder |
| p. 15, no. B-8 Second year of Cycle Two (Grade 2) Matches the net of a. a prism to the corresponding prism and vice versa b. a pyramid to the corresponding pyramid and vice versa | | p. 15, no. B-8 Matches the net of a. a prism to the corresponding prism and vice versa b. a pyramid to the corresponding pyramid and vice versa p. 15, no. B-7 Constructs a net of a prism or a pyramid | | p. 15, no. B-8 Matches the net of c. a convex polyhedron to the corresponding convex polyhedron | | There is a difference between matching the net of a solid to the corresponding solid and constructing the net of a solid. When I match, I associate the representation of the net with the representation of the solid, or the corresponding solid. When I construct, I use plane figures to represent the faces of a solid. To develop spatial sense, students must first manipulate and observe objects. | |
| | C. Plane figures, p. 15 | | | | | | |
| | Cycle One | | Cycle Two | | Cycle Three | | Reminder |
| p. 15, no. C-1 Compares and constructs figures made with closed curved lines or closed straight lines | | p. 15, no. C-5 Identifies and constructs parallel lines and perpendicular lines p. 15, no. C-4 Describes convex and nonconvex polygons | | | | In Cycle One, students construct figures free hand, imprecisely or using graph paper. In Cycle Two, students construct parallel and perpendicular lines using grids, set squares, rulers or tracing paper. Cycle Two students describe and name polygons they see in their environment (e.g. a stop sign is an octagon). Students are expected to be able to identify polygons with 3, 4, 5, 6, 8 and 10 sides. | |
2
Learning Material Covered in Each Elementary School Cycle
| | Cycle One | | Cycle Two | | Cycle Three |
|---|---|---|---|---|---|
| p. 16, no. D-2 Observes and produces patterns using geometric figures | | p. 16, no. D-2 Observes and produces patterns using geometric figures | | | |
| | | p. 16, no. D-3 Observes and produces frieze patterns and tessellations a. using reflections | | p. 16, no. D-3 Observes and produces frieze patterns and tessellations b. using translations | |
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Weatherization Works!
The U.S. Department of Energy's (DOE) Weatherization Assistance Program reduces energy costs for low-income households by increasing the energy efficiency of their homes, while ensuring their health and safety. The Program supports 8,500 jobs and provides weatherization services to approximately 35,000 homes every year using DOE funds. Through the weatherization improvements and upgrades, these households save on average $283 or more every year (National Evaluation).
Weatherization In Action
Locally-based and professionally trained weatherization crews use computerized energy assessments and advanced diagnostic equipment, such as blower doors, manometers, and infrared cameras, to create a comprehensive analysis of the home to determine the most cost effective measures appropriate and to identify any health and safety concerns. Weatherization providers also thoroughly inspect households to ensure the occupant's safety, checking indoor air quality, combustion safety, carbon monoxide, and identifying mold infestations — which are all indications of energy waste.
The auditor creates a customized work order and trained crews install the identified energy efficient and health and safety measures. A certified Quality Control Inspector ensures all work is completed correctly and that the home is safe for the occupants.
Impact on Low-Income Americans
Low-income households carry a larger burden for energy costs, typically spending 16.3% of their total annual income versus 3.5% for other households (2014 ORNL study). Often, they must cut back on healthcare, medicine, groceries, and childcare to pay their energy bills.
Weatherization helps alleviate this heavy energy burden through cost-effective building shell improvements such as insulation and air sealing, heating, ventilation, and air conditioning systems, lighting, and appliances.
Weatherizing a home as multiple benefits. In addition to the main goal of creating a more energy efficient dwelling, an investment in weatherization also has a positive impact on local employment and energy costs and generates energy and non-energy benefits for the community.
The program improves health and safety by eliminating any energy-related hazards. Once installed, energy-efficient Weatherization measures continue to save money and energy year after year and increase household incomes so funds can go towards key living expenses.
Funding & Leveraging
DOE provides core program funding to all 50 states, the District of Columbia, Native American Tribes, and the five U.S. territories - American Samoa, Guam, Northern Mariana Islands, Puerto Rico, and the Virgin Islands through formula grants.
Once DOE awards the grants, states contract with nearly 800 local agencies nationwide. Community action agencies, other non-profits, and local governments use in-house employees and private contractors to deliver services to the low-income families.
In 2017, utilities and states supplemented DOE funding by providing an additional $678 million or $3.04 for every dollar invested by DOE (NASCSP Funding Survey 2017).
Impact on Communities
Weatherization not only helps households, it also helps revitalize communities by spurring economic growth and reducing environmental impact. Weatherization returns $2.78 in non-energy benefits for every $1.00 invested in the Program (National Evaluation).
Non-energy benefits represent tremendous benefits for families whose homes receive weatherization services. After weatherization, families have homes that are more livable, resulting in fewer missed days of work (i.e. sick days, doctor visits), and decreased out of- pocket medical expenses by an average of $514. The total health and household-related benefits for each unit is $14,148 (National Evaluation).
Typical Weatherization Measures
MECHANICAL MEASURES
* Clean, tune, repair, or replace heating and/or cooling systems.
* Install duct and heating pipe insulation.
* Repair leaks in heating/cooling ducts.
* Install programmable thermostats.
* Repair/replace water heaters.
* Install water heater tank insulation.
* Insulate water heating pipes.
* Install solar hot water heating system.
* Install insulation where needed.
* Perform air sealing.
* Repair/replace windows/doors.
* Install window film, awnings and solar screens.
* Repair minor roof and wall leaks prior to attic or wall insulation.
BUILDING SHELL
MEASURES
HEALTH & SAFETY MEASURES
* Perform heating system safety testing.
* Perform combustion appliance safety testing.
* Repair/replace vent systems to ensure combustion gas draft safely outside.
* Install mechanical ventilation to ensure adequate indoor air quality.
* Install smoke and carbon monoxide alarms when needed.
* Evaluate mold/moisture hazards.
* Perform incidental safety repairs when needed.
Leading the Industry
Weatherization is always critical to introducing and deploying technology and facilitating greater industry adoption. An entire industry – the home performance industry – is based on the skills perfected by weatherization. Over the past five years, the weatherization network and the private sector have established the Guidelines for Home Energy Professionals including Standard Work Specifications for Home Energy Upgrades (SWS), and Home Energy Professional certifications along with accreditation of energy-efficiency training programs.
Weatherization agencies also create a market for American manufacturing, using products and equipment from local sources, benefitting the business community in the regions they serve.
The Weatherization Assistance Program has created an industry, producing new jobs and technologies, all while helping the most vulnerable families in America.
ELECTRIC & WATER MEASURES
* Install efficient light sources.
* Install low-flow showerheads.
* Replace inefficient refrigerators with energy-efficient models.
CLIENT EDUCATION ACTIVITIES
* Educate on potential household hazards such as carbon monoxide, mold & moisture, fire, indoor air pollutants, lead paint and radon.
* Demonstrate the key functions of any new mechanical equip ment or appliances.
* Discuss the benefits of using energy-efficient products.
For more information, visit: energy.gov
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Street Sweeping Keeps The Dalles Safe and Clean
You can help the City make a clean sweep
3 Benefits of Street Sweeping
* Citizens are asked to park vehicles off the street during sweeper hours: Weekdays 7:00 a.m. to 3:30 p.m. To report abandoned autos (extended parking with flat tire, storing junk, expired tags or broken windows) call (541) 296-5481 x1153.
* Remove grass or weeds that grow in the gutter.
* Remove large sticks and branches from the street in front of your house. They can jam and damage the street sweeper.
* Don't blow or pile yard debris or fallen leaves in the street.
* If you own a pet, be a good neighbor and "scoop the poop".
* Pick up trash left in the street.
A regular schedule of street sweeping keeps our City clean and attractive. There are also many other benefits to street sweeping.
Safe & Clean Streets
Street gutters tend to collect leaves, sticks, trash and other debris. Items in the road can cause damage to vehicles and bicycles. Removal of debris prevents trip or slip hazards for pedestrians.
Prevents Flooding
Debris can clog gutters and catch basins, diverting water into roadways, which can cause localized street flooding. Pedestrians, cyclists and runners may detour into vehicle traffic to avoid floodwaters. Vehicles should avoid driving through standing water.
Preserves Water Quality
Catch basins drain stormwater directly into local waterways without treatment to remove pollutants. Street sweeping picks up sand, gravel, grass clippings, pet waste and other pollutants before they can wash into streams and rivers.
Catch basins drain stormwater directly into local waterways.
The Benefits of Good Grease Trap Maintenance Street Sweeper Safety Tips
City sweeper drivers are trained professionals that prioritize safety. However, the driver must pay attention to curb-side cleaning as well as moving vehicles, bicycles and pedestrians. Obstacles such as parked cars, that a following vehicle driver can't see, may cause the sweeper driver to unexpectedly turn into the lane of traffic.
Street sweepers are slow moving and easy to spot. Proceed cautiously when driving, biking or walking near an operating street sweeper.
Use Caution when passing a moving street sweeper. A parked car and other obstacles ahead and may cause the driver to swerve suddenly into vehicles or bicyclists attempting to pass.
Do: Allow extra following distance when driving a vehicle behind a moving street sweeper. Pedestrians and bicyclists might want to cross to the other side of the street from the sweeper or step a distance away while the sweeper passes.
Don't: Follow a street sweeper closely. Airborne dust may make visibility difficult. Small rocks may get kicked up by the rotating brooms. The City is not responsible for rock chips or injuries caused by street sweepers.
Call Public Works at (541) 296-5401 if you see a hazard that needs to be swept up
* You can help us out by sweeping up broken auto glass or other hazards from the street in front of your home or business, place in a bag and then put them in your trash can. If you see hazards in front of someone else's home or business you can call Public Works for a special request sweep.
* The City staff can sweep up or pick up a dead animal up to the size of a squirrel, cat or skunk if it is in the lane of traffic within the City limits.
To view Transportation Division activities visit the City website at thedalles.org/transportation or contact the Public Works office at (541) 296-5401.
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The Hunger Game
THE "HOW YOU SHOULD FEEL TIMELINE"
Today, notice how you feel before, during, and after eating. Rank your physical hunger on a scale from 1 (no hunger) to 10 (worst hunger ever).
When you're truly physically hungry, eat. Eat slowly, and stop at 80% full. Adjust your meal size and frequency depending on your body cues.
Just before eating
Are you physically hungry? Pause and check in. Look for signals like a rumbling stomach, lightheadedness, irritability, etc. You want to be around a 7 out of 10 on the hunger scale.
Immediately after eating
HOUR
0
To be 80% full, shoot for about a 2 or 3 out of 10 on the hunger scale. Pause for 15-20 minutes before you eat more. This will give your brain time to catch up. You want to feel satisfied, not stuffed.
HOUR One hour after finishing
1
You should still feel physically satisfied with no desire to eat another meal.
HOUR
Two hours after finishing
2 You may start to feel a little hungry, like you could eat something, but the feeling isn't overwhelming.
HOUR Three to four hours after finishing
3
Check in. You may be getting a bit hungry, perhaps a 4 to 6 out of 10. If you're around a 7, eat. Not really hungry yet? That's OK. Follow your body cues.
HOUR
4
Four or more hours after finishing
You're probably quite hungry, like nothing is getting between you and the kitchen. If you're around a 7 or higher, eat.
Not really hungry yet? That's OK. Keep checking in with your body. You may find you need to act fast once your body decides to be hungry — so be prepared with a healthy and quick option, just in case.
How Hungry Am I?
This worksheet helps you get into the habit of noticing how physically hungry or full you are. Look for body cues such as:
* growling stomach or sense of stomach emptiness
* lightheadedness; headache
* irritability, shakiness
The more you practice observing your physical hunger cues (and differentiating them from just wanting to eat), the better you will get.
GOALS
HOW TO USE THIS SHEET
1. Stay aware of your physical hunger cues and learn to calibrate your eating.
2. Start eating when you're around a 7 or higher.
3. Stop eating when you're around a 2 or 3 (80% full).
4. Notice your thoughts, emotions, and physical sensations around eating times.
5. Try to distinguish "need to eat" from "want to eat" or "should eat".
EXAMPLE
10=extremely hungry; 1 = no hunger
DATE Jan 14/10
HUNGRIEST
NOT HUNGRY NOTES
Time 12 pm
☐ 10
9
☐
8
☐
7 ☐ 6
☐
5
☐
4 ☐
3
☐
2
1
Starving when I started out… didn’t eat breakfast. Over-ate. Feel really gross and full now; upset stomach.
Time 5 pm
☐ 10
☐
9
☐
8
7 ☐ 6
☐
5
☐
4
☐
3
☐
2
1
Didn't stop soon enough; feel sluggish and bloated.
Time 9:00 pm
☐ 10
☐
9
☐
8 ☐ 7
6
☐
5
☐
4
3
☐
2
☐
1
Feel good. Went to the store and bought some nice berries to eat. Stomach upset subsiding.
1. Mark TWO boxes for each meal: how hungry you are when you start eating, and how hungry you are when you finish eating.
2. Observe and record your physical and emotional sensations at each meal. For physical sensations, focus on how your stomach feels in particular.
1. Mark TWO boxes for each meal: how hungry you are when you start eating, and how hungry you are when you finish eating.
1 = not hungry; 10 = hungriest you've ever been.
Your goal is to start eating when you're around 7-8, and finish around 2-3 (80% full).
2. Observe and record your physical and emotional sensations at each meal. For physical sensations, focus on how your stomach feels in particular. Also feel free to jot down any thoughts or other notes about what helps or hinders you to eat slowly and stop at 80% full.
HUNGRIEST
NOT HUNGRY NOTES
Time
10 9 8 7 6 5 4 3 2 1
Time
10
9
8 7
6
5 4 3 2 1
Time
10 9 8 7
6
5 4 3 2 1
Time
10 9 8 7 6 5 4 3 2 1
Time
10 9 8 7 6 5 4 3 2 1
Time
10 9 8 7 6 5
4
3
2
1
Time
10
9
8 7 6 5 4 3 2
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Numeracy and Problem Solving 2020-2021
At the Academy St Francis of Assisi we place an early emphasis on developing strong numeracy skills. These underpin the entire Mathematics curriculum and support students' learning in other areas such as Science, Design Technology, Computing and Geography. The Mathematics curriculum encourages students to make connections across mathematical concepts in order to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems.
ASFA 10 Key Concepts for all:
Our aim is that all students will leave our Academy with solid understanding and application of the following topics and skills. We consider these to be key to whichever path our students decide to follow post-16.
1. Ratio and proportion
2. Geometric and spatial awareness
4. The equivalence of fractions, decimals and percentages
3. Measurement and the metric system
5. Using and reasoning with data
7. Written and mental methods for the four rules.
6. Place value
8. Calculating with fractions
10. Algebraic manipulation
9. Calculating with percentages
ASFA numeracy and problem-solving strategy:
* Strategies to utilise students' time in school, both in lessons and in additional intervention, in the most effective way, will be based upon evidence-based approaches. These include Education Endowment Foundation, Nuffield Foundation and students' identified barriers to learning upon entry and as they progress through school.
* A consistent approach to numeracy and problem solving will be developed in mathematics lessons and across the wider curriculum.
* Existing school assessment data and baseline GL data play a central role in this.
Barriers
Typically, students arrive well below national average in terms of their standardised aged scores. We have identified key barriers to mathematical and numerate application via GL analysis, internal assessment and have utilised our work with the SSIF Deeper Learning Project and MathsHub to identify specific areas of focus.
Numeracy and Problem Solving 2020-2021
| | B6 |
|---|---|
| B7 | B7 |
| B1, B2, B3, B4 | Small Learning Community Identified students to be taught by KS2/3 specialist in parallel with the rest of the cohort. Every Child Counts Intervention KS3 Lead to coordinate additional sessions for identified cohort. Curriculum Planning KS3 leads to coordinate the improvement of lessons in the shared area and monitor the delivery and impact. | There is a significant reduction in students identified as NSR measured using GL assessments at identified points across the year. Students demonstrate that they learn more, remember more, deepen their knowledge. They make progress at least in line with their peers nationally. P8 and SPI show a rapid closing of gap towards 0. |
|---|---|---|
| B3, B4, B5, B6, B7 | Numeracy Across the Curriculum Numeracy coordinator to with numeracy rich subjects to establish a consistent approach to the language and methods of mathematics. Numeracy coordinator to work with the whole staff on methods for problem solving to adopt a consistent approach. | There is consistency of language across the curriculum. Consistent approached to numeracy is evident across the school. Students are able to solve problems with more confidence and demonstrate resilience. |
| B2, B5, B6 | Curriculum Planning Fluency is developed in all year groups and interleaving planned into the curriculum. | There is a coherent sequence of lesson planning from years 7-11 that enables students, as a minimum, to access their target grade. |
| B5, B6 | SSIF Deeper Learning Project CPD programme for the whole maths team 2018-2020. MathsHub Project Developing a strategy based on examples and non-examples, a particular emphasis on geometry in the first instance. | Teachers confidently select genuine, nonroutine problem-solving tasks. Teachers know a range of strategies, which they can model effectively for pupils. They teach pupils to carefully and consciously choose the most appropriate strategy for the problem at hand. |
| B5, B6 | Curriculum Design Problem solving task, anchor tasks, diagnostic questioning numerical fluency | Lessons are more consistently of a high standard and students improve their fluency and are more resilient when problem solving. |
Numeracy and Problem Solving 2020-2021
have all been embedded in the lessons in our shared drive.
Coaching Cycle
Identified strengths and areas for development form the focus for our coaching problem.
Baseline testing to inform planned recovery curriculum provision and targeted support
* GL assessments used to generate SAS scores for students.
* 'Small Learning Community' to target and support students identified as SEND via primary trained teacher.
* Pearson KS3 baseline tests in Maths cross referenced with GL assessments.
Catch Up Numeracy Strategy
In addition to targeted planned support via National Tutor programme, and TeachFirst graduate mentor, the maths department have a transition programme to close the gap for those students who are not at the expected standard.
Maths strategies include:
* All class sets, based on GL and Pearson internal baseline testing. In class interventions identified with KS3 lead. Information used through a QLA identify individual and whole class strengths and areas of improvement. KS3 lead uses this to target students in class.
* Recovery curriculum amended planning. Key focus on deliberate active practice of number, identified as main skill lacking post-lockdown this involves retrieval interleaving with planned curriculum.
* November 2020-'Every Child Counts'. Teaching Assistant led programme to commence. NSR students.
* Diagnostic questioning used to evaluate critical skills and knowledge, and to target support.
* Interleaved starters evaluate students understanding and application of key prior knowledge
* "Numeracy Ninjas" to be re-introduced in form time when appropriate and as lesson starters until that point.
* Curriculum differentiated into 'Core Support' and 'Greater Depth'
* All students rigorously monitored using testing to check progress throughout the year.
* 1-1 CPD for every teacher by KS3 lead, targeted at identifying and providing bespoke support for students working below 100, age related expectation, below target. This is monitored after each unit.
Numeracy Across the Curriculum
* Maths and Science teachers to plan GCSE sessions based on numeracy/maths skills.
* Maths and Geography teachers to jointly plan a unit of work that addresses common numerical misconceptions.
* Common language adopted by Science, Technology, Geography, PE and Computer Science.
* Posters created for subject areas with key subject specific terminology.
In addition to the above students with SEND receive:
* Immersion and targeted support though our 'Small Learning Community' and specialist teaching via our primary trained teacher. Small Learning Community curriculum is aimed at bridging the gaps in knowledge from Primary School. Students follow the same curriculum as other students but with a greater focus on imbedding key literacy and numeracy skills that may be lacking.
Numeracy and Problem Solving 2020-2021
Appendix
Key Terms
1. Add
3. Subtract
2. Sum
4. Difference
6. Product
5. Multiply
7. Divide
9. Decimal
8. Fraction
10. Numerator
12. Ratio
11. Denominator
13. Proportion
15. Increase
14. Percentage
16. Decrease
18. Descending
17. Ascending
19. Interest rate
21. Annual Percentage Rate (APR)
20. Depreciation | <urn:uuid:62323342-4236-4d3a-bc5a-cb22b051d7bd> | CC-MAIN-2021-39 | http://asfaonline.org/wp-content/uploads/2021/07/Numeracy-and-Problem-Solving-strategy.pdf | 2021-09-19T20:16:51+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780056900.32/warc/CC-MAIN-20210919190128-20210919220128-00656.warc.gz | 5,402,680 | 1,520 | eng_Latn | eng_Latn | 0.760621 | eng_Latn | 0.995237 | [
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NATIONAL COMMISSIONER OF THE ICELANDIC POLICE
DEPARTMENT OF CIVIL PROTECTION AND EMERGENCY MANAGEMENT
THE SCIENTIFIC ADVISORY BOARD OF THE ICELANDIC CIVIL PROTECTION
Date: 20.02.2015
Time: 09:30 Location: Crisis Coordination Centre, Skogarhlid.
Regarding: Volcanic activity in the Bardarbunga system.
Attending: Scientists from Icelandic Met Office and the Institute of Earth Sciences University of Iceland along with representatives from the Icelandic Civil Protection and The Directorate of Health.
Main points
- Volcanic eruption in Holuhraun
- Air quality
- Scenarios
Notes
- The volcanic eruption in Holuhraun continues, but it has diminished substantially over the last few weeks. Visual activity in the crater has decreased and the lava field is hardly increasing in size.
- Seismic activity in Bárðarbunga continues to diminish although it can still be considered strong. The strongest earthquake since Tuesday was measured M4.3 at 01:26 yesterday. Two other earthquakes stronger then magnitudes M3.0 were detected over the period. In total around 70 earthquakes were detected around the caldera since last Tuesday. No earthquake over M5.0 has been detected in Bárðarbunga since 8. January. A distinct pulse of earthquakes occurred yesterday between 01:25 and 02:10. Time intervals between such pulses have significantly increased from 2-4 hours in the beginning to 12-24 hours or more at the moment.
- Around 65 earthquakes were detected in the dyke during the same period. The strongest one was measured M1.6 today at 08:24 in Dyngjujökull glacier.
- The rate of the subsidence in Bárðarbunga caldera had decreased substantially. But that is not the whole story. Ice is subsiding into the caldera with the effect that the GPS station does not show any changes. The estimated depression of the rock foundation of the caldera, in the light of the ice subsidence, is about 5 cm per day. The flow of magma from under Bárðarbunga is believed to be 25-30 m3 per second, which is about one tenth of the flow in September last year.
- GPS measurements near Vatnajökull glacier show continuing slow deflation towards Bárðarbunga, indicating a flow of magma from under the volcano.
- About 7 earthquakes were detected around Askja and 15 around Herðubreið since last Tuesday. All of them smaller than M1.5.
Air quality:
- Today (Friday) gas pollution is expected south and southwest of the volcano, but south and southeast of it tomorrow (Saturday).
- The Icelandic Met Office provides two-day forecasts on gas dispersion from the eruptive site in Holuhraun. Most reliable are the forecast maps approved my meteorologist on duty, see Gas forecast. And although still being developed further, an automatic forecast, see Gas model, is also available (trial run, see disclaimer).
- Measurements of air quality can be found on the webpage www.airquality.is Data from handheld gas monitors,
NATIONAL COMMISSIONER OF THE ICELANDIC POLICE
DEPARTMENT OF CIVIL PROTECTION AND EMERGENCY MANAGEMENT
spread around the country, can also be found on that page
- Instructions:
[x] People who feel discomfort are advised to stay indoors, close their windows, turn up the heat and turn off air conditioning. Use periods of good air quality to ventilate the house. People experiencing adverse effects should be in immediate contact with their healthcare centre. Measurements of air quality can be found on the webpage www.airquality.is The Meteorological Office issues forecast on its web-page and warnings if conditions change to the worse.
[x] Instructions from The Environment Agency of Iceland and Chief Epidemiologist can be found on their websites.
[x] Check the Icelandic Met Office forecasts for sulphuric gas dispersion on the web as described above.
[x] Handheld meters have been distributed around the country for SO2 measurements three times a day.
[x] Information and any questions on air pollution can be sent to The Environment Agency through the email email@example.com. The Environment Agency is especially looking for information from people who have been in contact with high concentrations of gas; where they were, at what time it happened, how the gas cloud looked (colour and thickness of the cloud) and how they were affected by it.
- The volcanic eruption has now been going on for almost half a year. The lava flow has decreased substantially in Holuhraun and the rate of the subsidence of the Bárðarbunga caldera has also decreased substantially. Three scenarios are considered most likely:
- The eruption in Holuhraun continues until the subsidence of the Bárðarbunga caldera stops. The eruption could come to an end in the next few weeks but it cannot be ruled out that a small eruption could go on for many months.
- The volcanic fissure may lengthen southwards under Dyngjujökull, resulting in a jökulhlaup and an ashproducing eruption. It is also possible that eruptive fissures could develop in another location under the glacier. If such an eruption would be prolonged it could eventually produce a lava flow.
- Volcanic eruption in the Bárðarbungu caldera. Such an eruption would melt large quantities of ice, leading to a major jökulhlaup, accompanied by ash fall.
Other scenarios cannot be excluded.
- From the Icelandic Met Office: The Aviation Colour Code for Bárðarbunga remains at 'orange'.
- The next meeting will be held on Tuesday 24 th of February 2015.
The National Commissioner of the Icelandic Police, Department of Civil Protection and Emergency Management Almannavarnir www.avd.is/en Twitter: @almannavarnir | <urn:uuid:5ed54f25-74d1-4f4b-b475-5cbc1a06c778> | CC-MAIN-2021-39 | https://en.vedur.is/media/jar/Factsheet_Bardarbunga_20150220.pdf | 2021-09-19T21:14:13+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780056900.32/warc/CC-MAIN-20210919190128-20210919220128-00657.warc.gz | 294,598,883 | 1,220 | eng_Latn | eng_Latn | 0.997087 | eng_Latn | 0.997095 | [
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HIV AND YOUNG PEOPLE
HIV stands for human immunodeficiency virus. It is the virus that can lead to acquired immunodeficiency syndrome (AIDS), if not treated. HIV attacks the body's immune system, specifically CD4 cells (aka T cells), which help the immune system fight off infections. When untreated, HIV reduces the number of T cells in the body, making the young person more likely to contract other infections or infection-related cancers.
HIV is found in blood, semen (cum), pre-seminal fluid (pre-cum), vaginal fluid, rectal fluid, and breast milk. Some of the ways HIV is spread includes:
* Anal, oral, or vaginal sex
* Needles, syringes, or other injection equipment
* Pregnancy, childbirth, or breastfeeding
HIV cannot be transmitted by air or water, saliva, sweat, tears, closed-mouth kissing, insects or pets, sharing toilets, food, drinks, or hugging.
Young People
The Centers for Disease Control and Prevention (CDC) reports that in 2017, young people ages 13 to 24 made up 21% (8,164) of the 38,739 new HIV diagnoses in the United States and dependent areas. In addition, young people living with HIV are the least likely of any group to be linked to care in a timely manner and have a suppressed viral load. A suppressed, or undetectable, viral load means that the level of HIV in the blood is too low to be detected by a viral load test.
Rates of HIV are disproportionately higher among LGBTQ young people, especially gay or bisexual men. This does not mean that HIV is a 'gay' or 'LGBTQ' disease. Believing so creates harmful stereotypes about young people living with HIV and LGBTQ young people.
Treatment
Although no cure currently exists, with proper and consistent medical care, HIV can be controlled. The medicine used to treat HIV is called antiretroviral therapy (ART). ART reduces a young person's viral load (the amount of HIV antibodies) to an undetectable level. Young people living with HIV who maintain an undetectable viral load have effectively no risk of transmitting HIV to their HIV-negative partner through sex.
Prevention
PrEP stands for Pre-Exposure Prophylaxis. It is an HIV prevention method in which people that are not living with HIV take medicine on a daily basis to reduce their potential exposure to HIV.
PEP stands for post-exposure prophylaxis. It is a way to prevent HIV transmission after a possible recent exposure (sexual assault, a condom breaks or slips off, condomless sex, or neddle-sharing for drugs, hormones, or tattoos).
Advocates for Youth believes that:
* Poverty, racism, homophobia, and other forms of oppression all contribute to HIV risk and to quality of treatment and care.
* Young people have the right to education and skills to make informed decisions about their sexual health.
* Young people have the right to condoms, HIV testing, and medication needed to prevent HIV, and have the right to confidential, affordable, accessible services.
* Young people are at risk of not receiving medication regularly enough to have their viral load suppressed. We must ensure that all young people have access to accessible and affordable HIV treatment.
* Young people living with HIV have the right to freedom and dignity. Laws which criminalize people living with HIV are founded in ignorance and serve only to divert attention and resources from real strategies to end the epidemic.
HIV Resources:
* advocatesforyouth.org/issue/hiv/
* advocatesforyouth.org/nyhaad
* advocatesforyouth.org/mentorship
* www.cdc.gov/hiv/basics/
* www.WhatWorksInYouthHIV.org/youth-hiv
* www.AIDSVu.org
THINGS TO KNOW:
* HIV stands for human immunodeficiency virus.
* HIV attacks the body's immune system, specifically CD4 cells (T cells), which help the immune system fight off infections.
* The Centers for Disease Control and Prevention (CDC) reports that in 2017, young people aged 13 to 24 made up 21% (8,164) of the 38,739 new HIV diagnoses in the United States and dependent areas.
THINGS TO REMEMBER:
* Only certain body fluids—blood, semen (cum), pre-seminal fluid (pre-cum), rectal fluids, vaginal fluids, and breast milk. HIV cannot be transmitted by air or water, saliva, sweat, tears, closed-mouth kissing, insects or pets, or sharing toilets, food, drinks, or hugging.
* Rates of HIV are disproportionately higher among LGBTQ young people, especially gay or bisexual men. This does not mean that HIV is a 'gay' or 'LGBTQ' disease. Believing so creates harmful stereotypes about young people living with HIV and LGBTQ young people.
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AD-HOC ECONOMICS
WILL COVID KILL CASH?
rom clay tokens in Mesopotamia to silver coins in ancient Greece, for centuries money has been something tangible. As societies moved away from barter, they began using items that were durable, portable and widely accepted as a form of money. More recently, coins and banknotes have helped to build modern economies. F
While, in the US, use of cash has declined, households have increased their holdings of it: the total amount of currency in the US has risen by 10% since the end of January (see
In recent years technology has begun to change the way we think about money. No longer is money just something physical. Instead, in developed economies, the majority of people's money is kept in bank accounts rather than under the mattress. There has also been a growth in electronic payment services such as PayPal, Apple Pay and Venmo, meaning money can be transferred quickly over the internet.
Spending and hoarding during COVID
The move away from cash as a medium of exchange has only accelerated during the pandemic. Fears that banknotes will spread the virus have seen many shops asking customers to use contactless payments.
While the World Health Organisation (WHO) has tried to allay these fears, saying cash is no more likely to spread the disease than other objects, the Bank for International Settlements (BIS) has noted a marked increase in the use of contactless cards.
Since January 30th, the day when COVID-19 was labelled a 'public health emergency', the use of contactless has made up an even greater proportion of payments (contactless accounts for over 70% of card transactions in some countries according to the BIS). Maximum limits on contactless payments have also been increased in many countries during the pandemic.
In addition, people have moved a greater proportion of their spending online. This further increases the use of electronic money. And as lockdowns were implemented, places where cash was often used such as hairdressers, bars and cafes were shuttered.
Rather than spending cash, households are hoarding it. This is in line with previous crises when households have sought the security cash provides (what John Maynard Keynes called 'precautionary demand' for cash).
Phasing out cash?
Some economists were arguing that cash should be phased out even before the pandemic. Advocates of a cashless economy point to the inefficiencies of cash: the cost of storing it, counting it and transporting it. These costs can be difficult to quantify. The British Retail Consortium, a UK trade body, has estimated that the cost of handling cash amounts to 0.15% of the transaction (versus 0.49% for credit card fees). Others put the figure much higher. IHL, a consultancy, says the cost can be up to 15% for businesses that are frequently having to count and transport cash.
In his book, The Curse of Cash, Kenneth Rogoff argues that the existence of cash also aids tax evasion. In the informal economy, workers are paid 'cash in hand' making it hard for authorities to levy income taxes. He also points out that cash is a boon for organized crime: high denomination notes allow money to be laundered without an electronic trace.
Removing cash would also increase the effectiveness of monetary policy. People would be forced to hold their money electronically meaning changes in interest rates could be passed on. Given the option of holding cash (which pays an effective interest rate of zero), taking interest rates negative can be tricky for central banks. This problem has become more acute as COVID-19 has required central banks to loosen policy.
A number of central banks are considering introducing their own digital currencies. China and Sweden are both testing versions of a central bank digital currency (CBDC). This would allow households and businesses to hold electronic central bank money in the same way commercial banks do now.
paid their bills and received their wages. There are also concerns about privacy if cash were to disappear. A CBDC would need to address these worries and ensure everyone had access.
A CBDC would also mean interest rates set by central banks could be passed on to households. This would improve monetary policy transmission. A CBDC could also provide an alternative to the electronic payment systems offered by commercial banks as cash becomes less common. Holders of the CBDC would therefore not need to worry about banks failing, which would improve financial resilience. A CBDC could also be offered free to households and firms meaning they would avoid the transaction fees currently charged by credit card firms.
A need for cash
Some, however, worry about the end of cash. Even in developed economies many adults still rely on it. In 2017, 14 million adults in America lacked access to a bank account (the "unbanked"), with cash the most common way they
However, while a substantial number of people still rely on cash, governments have pledged to protect it. The UK has announced it will look to protect access to cash for those who need it. Even in Sweden, known for being a country relatively far along the transition to a cashless future, a law was passed last year forcing banks to provide cash in rural areas. Protections such as these mean that even though the future looks increasingly cashless, cash may be around for some time to come.
Written by Thomas Schiller, Ad-Hoc Economics http://www.adhoc-economics.ch
Fille
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ROGER GANZ, HEAD ASSET MANAGEMENT, DEJAN RISTIC, HEAD EQUITY & FX, MARKUS METTIER, HEAD FIXED INCOME | <urn:uuid:7f63052b-fee9-458a-939f-29161c558ad4> | CC-MAIN-2021-39 | https://www.claruscapital.ch/fileadmin/filesharing/documents/Ad-Hoc-Economics/Ad_Hoc_Ecomonics_The_End_Of_Cash.pdf | 2021-09-19T19:19:52+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780056900.32/warc/CC-MAIN-20210919190128-20210919220128-00658.warc.gz | 735,941,472 | 1,708 | eng_Latn | eng_Latn | 0.996826 | eng_Latn | 0.998927 | [
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IELTS ACADEMIC READING PRACTICE PAPER 15
IELTS Academic Reading Sample 3 - Zoo Conservation Programmes
You should spend about 20 minutes on Questions 16-28 which are based on Reading Passage 3 below.
Zoo Conservation Programmes
One of London Zoo's recent advertisements caused me some irritation, so patently it distorts reality. Headlined "Without zoos, you might as well tell these animals to get stuffed", it was bordered with illustrations of several endangered species and went on to extol the myth that without zoos like London Zoo these animals "will almost certainly disappear forever". With the zoo world's rather mediocre record on conservation, one might be forgiven for being slightly sceptical about such an advertisement.
Zoos were originally created as places of entertainment, and their suggested involvement with conservation didn't seriously arise until about 30 years ago, when the Zoological Society of London held the first formal international meeting on the subject. Eight years later, a series of world conferences took place, entitled "The Breeding of Endangered Species", and from this point onwards conservation became the zoo community's buzzword. This commitment has now been clearly defined in The World Zoo Conservation Strategy (WZCS, September 1993), which although an important and welcome document does seem to be based on an unrealistic optimism about the nature of the zoo industry.
The WZCS estimates that there are about 10,000 zoos in the world, of which around 1,000 represent a core of quality collections capable of participating in coordinated conservation programmes. This is probably the document's first failing, as I believe that 10,000 is a serious underestimate of the total number of places masquerading as zoological establishments. Of course, it is difficult to get accurate data but, to put the issue into perspective, I have found that, in a year of working in Eastern Europe, I discover fresh zoos on almost a weekly basis.
The second flaw in the reasoning of the WZCS document is the naive faith it places in its 1,000 core zoos. One would assume that the calibre of these institutions would have been carefully examined, but it appears that the criterion for inclusion on this select list might merely be that the zoo is a member of a zoo federation or association. This might be a good starting point, working on the premise that members must meet certain standards, but again the facts don't support the theory. The greatly respected American Association of Zoological Parks and Aquariums (AAZPA) has had extremely dubious members, and in the UK the Federation of Zoological Gardens of Great Britain and Ireland has
Occasionally had members that have been roundly censured in the national press. These include Robin Hill Adventure Park on the Isle of Wight, which many considered the most notorious collection of animals in the country. This establishment, which for years was protected by the Isle's local council (which viewed it as a tourist amenity), was finally closed down following a damning report by a veterinary inspector appointed under the terms of the Zoo Licensing Act 1981. As it was always a collection of dubious repute, one is obliged to reflect upon the standards that the Zoo Federation sets when granting membership. The situation is even worse in developing countries where little money is available for redevelopment and it is hard to see a way of incorporating collections into the overall scheme of the WZCS.
Even assuming that the WZCS's 1,000 core zoos are all of a high standard complete with scientific staff and research facilities, trained and dedicated keepers, accommodation that permits normal or natural behaviour, and a policy of cooperating fully with one another what might be the potential for conservation? Colin Tudge, author of Last Animals at the Zoo (Oxford University Press, 1992), argues that "if the world's zoos worked together in co-operative breeding programmes, then even without further expansion they could save around 2,000 species of endangered land vertebrates'. This seems an extremely optimistic proposition from a man who must be aware of the failings and weaknesses of the zoo industry, the man who, when a member of the council of London Zoo, had to persuade the zoo to devote more of its activities to conservation. Moreover, where are the facts to support such optimism?
Today approximately 16 species might be said to have been "saved" by captive breeding programmes, although a number of these can hardly be looked upon as resounding successes. Beyond that, about a further 20 species are being seriously considered for zoo conservation programmes. Given that the international conference at London Zoo was held 30 years ago, this is pretty slow progress, and a long way off Judges target of 2,000.
Do the following statements agree with the views of the writer in Reading Passage 3? In boxes 16-22 write :
Y if the statement agrees with the writer
N if the statement contradicts the writer
NG if it is impossible to say what the writer thinks about this
16. London Zoo's advertisements are dishonest.
17. Zoos made an insignificant contribution to conservation up until 30 years ago.
18. The WZCS document is not known in Eastern Europe.
19. Zoos in the WZCS select list were carefully inspected.
20. No-one knew how the animals were being treated at Robin Hill Adventure Park.
21. Colin Tudge was dissatisfied with the treatment of animals at London Zoo.
22. The number of successful zoo conservation programmes is unsatisfactory.
Questions 23-25
Choose the appropriate letters A-D and write them in boxes 23-25 on your answer sheet.
23 What were the objectives of the WZCS document?
A. to improve the calibre of zoos worldwide
B. to identify zoos suitable for conservation practice
C. to provide funds for zoos in underdeveloped countries
D. to list the endangered species of the world
24 Why does the writer refer to Robin Hill Adventure Park?
A. to support the Isle of Wight local council
B. to criticise the 1981 Zoo Licensing Act
C. to illustrate a weakness in the WZCS document
D. to exemplify the standards in AAZPA zoos
25 What word best describes the writer's response to Colin Tudges' prediction on captive breeding programmes?
A. disbelieving
B. impartial
C. prejudiced
D. accepting
Questions 26-28
The writer mentions a number of factors which lead him to doubt the value of the WZCS document Which THREE of the following factors are mentioned? Write your answers (A-F) in boxes 26-28 on your answer sheet.
List of Factors:
A. the number of unregistered zoos in the world
B. the lack of money in developing countries
C. the actions of the Isle of Wight local council
D. the failure of the WZCS to examine the standards of the "core zoos"
E. the unrealistic aim of the WZCS in view of the number of species "saved" to date
F. the policies of WZCS zoo managers | <urn:uuid:b25c6265-9f59-45e6-ab53-6e9de23ba929> | CC-MAIN-2021-39 | https://images.static-collegedunia.com/public/college_data/images/entrance/sample_paper/1621060128IELTS%20Academic%20Reading%20Practice%20Paper%2015.pdf | 2021-09-19T19:42:57+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780056900.32/warc/CC-MAIN-20210919190128-20210919220128-00659.warc.gz | 366,730,642 | 1,459 | eng_Latn | eng_Latn | 0.997193 | eng_Latn | 0.998098 | [
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Pearl Study Guide Questions Answers
The PEARL study will help answer the question, "Does an early heart cath improve survival and prevent heart muscle damage after a cardiac arrest without ST segment elevation on the ECG?" Who will be included in the PEARL study? Patients who are resuscitated from cardiac arrest outside the hospital will be included in the Page 3/13
Questions and Answers About the PEARL Study The Pearl Study Guide Questions. point of view. foreshadowing. dramatic irony. situational irony. third person limited. the use of hints and clues to suggest what will happen later i…. when the reader is aware of something, but the protagonist isn…. point of view of reader or character. describes a situation wh….
the pearl study guide questions Flashcards and Study Sets ... Start studying The Pearl: Short Answer Study Guide Ch. 1-3. Learn vocabulary, terms, and more with flashcards, games, and other study tools.
The Pearl: Short Answer Study Guide Ch. 1-3 Flashcards ... The Pearl Study Guide Questions And Answers The Pearl study guide contains a biography of John Steinbeck, quiz questions, major themes, characters, and a full summary and analysis. Vocabulary words for The Pearl Study Guide Chapters 1-3. Includes studying games and tools such as flashcards. (answers vary per student).
Pearl Study Guide Questions Answers - VRC Works The Pearl Study Guide Final Free Practice Test Instructions. Choose your answer to the question and click 'Continue' to see how you did. Then click 'Next Question' to answer the next question. Page 5/13
The Pearl Study Guide - Practice Test Questions & Final ... Short Answer Study Guide Questions- The Pearl. o Chapter 1. 1. Kino and Juana woke up in the morning and started their daily life activities. They found out that there was a scorpion on a rope...
Short Answer Study Guide Questions- The Pearl - Pan ... The Pearl study guide contains a biography of John Steinbeck, quiz questions, major themes, characters, and a full summary and analysis. ... The Pearl Questions and Answers. The Question and Answer section for The Pearl is a great resource to ask questions, find answers, and discuss the novel. Page 6/13
The Pearl Study Guide | GradeSaver
1. In the description of the pearl buyers, what do we find about the market in Kino's village? The market is a... 2. What happened when Kino went to sell his pearl? The pearl buyer told Kino that the pearl is too big and odd, but it's... 3. Juan Tomas says to Kino, "You have defied not the pearl ...
SHORT ANSWER GUIDED QUESTIONS- The Pearl - KK's English III
The Question and Answer sections of our study guides are a great resource to ask questions, find answers, and discuss literature. Page 7/13
Home The Pearl Q & A Ask a question and get answers from your fellow students and educators.
The Pearl Questions and Answers | Q & A | GradeSaver Further Study Study Questions What do we learn about the pearl's symbolism from the reactions it evokes? In his epigraph to The Pearl, Steinbeck writes, "If this story is a parable, perhaps everyone takes his own meaning from it and reads his own life into it."
The Pearl: Study Questions | SparkNotes This package consists of reading comprehension questions for the novella, The Pearl.This assignment will be due on September 3rd Page 8/13
2015 for full credit.. The assignment will also be posted on the school website on the Elmont Memorial High School homepage.
The Pearl Study Guide Questions - Sewanhaka High School Pearl Study Guide Questions Answers registration, strength training for the arms poster, suzuki gsxr750 full service repair manual 2008 2010, dual xd1222 wire harness, mazda axela fuse box, david livingstone buxton meriel, les contes macabres, the politics of english holborow marnie, mini cooper s owner manual, le retour de letalon noir le livre
The Pearl Guided Reading Questions Directions: Use these questions as a guide to what is important in each chapter. You may use the notes from these questions on your quiz. Chapter 1-2 1. Who were the three main characters described in Chapter 1? 2. Songs and music are usually very important in cultures where people cannot read or write. Why? 3.
The Pearl Guided Reading Questions
The study guide questionsare fact-based questions; students can find the answers to these questions right in the text. These questions come in two formats: short answer required or multiple choicematching-true/false.
The Pearl: A Unit Plan - CLASSROOM IMPACT Pan English III. เลือก ... Short Answer Study Guide Questions- The Pearl. ... The main event of this chapter was Kino found a Great Pearl. 4. The author try to make the story go well on the water and making the pearl represents happiness and good so that there would be an impact later on in the story. 5.
Short Answer Study Guide Questions The Pearl The Pearl Study Guide Next. Summary. Welcome to the LitCharts study guide on John Steinbeck's The Pearl. Created by the original team behind SparkNotes, LitCharts are the world's best literature guides. The Pearl: Introduction. A concise biography of John Page 11/13
Steinbeck plus historical and literary context for The Pearl.
The Pearl Study Guide | Literature Guide | LitCharts SHORT ANSWER STUDY GUIDE QUESTIONS - The Scarlet Letter Chapters 1-4 1. Identify Hester Prynne, Pearl, Rev. Mr. Dimmesdale and Roger Chillingworth. 2. What emblem did Hester have to wear? Why was she sentenced to wear it? 3. What information did Hester refuse to tell the officials and Mr. Dimmesdale? 4.
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Read PDF Pearl Study Guide Questions Answers
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Schindler's Ark Thomas Keneally
Reading Group Questions
1. Does the novel dispel or reinforce any preconceptions you held about the Holocaust prior to reading it?
2. In a note by the author, Keneally comments that he attempted to 'avoid all fiction', however it was sometimes necessary to make 'reasonable constructs' of scenes that were not recorded. Do you think these reconstructions detract from the novel's claims of being grounded in fact?
3. Is the portrayal of the 'Good German' trope positive or negative?
4. Do you think that focusing on Schindler was an appropriate choice of protagonist, or should the story have been told from a Jewish perspective?
5. Do you believe that Amon Goeth is presented as the epitome of a Nazi official, or as an extreme exception?
6. What is Schindler's motivation throughout the novel? Does it change?
7. Overall, do you consider Schindler a hero or opportunist?
8. Think of the quote "refrain from any individual acts of revenge or terror" in Chapter 37. As someone who was not persecuted during the Holocaust, does Schindler have the right to advise his workers not to seek vengeance?
9. Are there scenes in the novel that struck you as gratuitous, and if so which? Could they contribute to people becoming desensitised to the horrors of the Holocaust?
10. To what extent does Schindler's Ark develop your knowledge of the Holocaust? How would you respond to the idea that it tells an unusual story that is not representative of the Holocaust? And how would you compare this particular work of Holocaust fiction to others you may have read?
11. Would you recommend this book? What do you gain from reading it?
12. If you could only choose two quotes to summarise the book, what would they be and why?
A Survivors Perspective
Margaret Kagan
Oskar Schindler is perhaps the most famous of the many thousands who risked everything to save Jewish people from Nazism during the Holocaust. Known as the Righteous Among the Nations, they were often ordinary people who did extraordinary things - as did Vytautas Rinkevicius. He helped Margaret Kagan and her husband Joseph – both Jewish – to escape the ghetto of Kaunas. He helped them get work in a factory outside the ghetto, then hid them in the attic so they didn't have to return.
He kept watch, brought them food, and smuggled them
to safety when the war drew close. It's a story on smaller scale than the legend of
Schindler, but every bit as heroic.
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SUPPORTING ORAL EATING SKILLS IN CHILDREN ON DIALYSIS
Jetta Tuokkola, PhD, Dietitian
Annika Rastio, Speech and language therapist
BARRIERS TO EATING
* Uremic toxins
* Altered smell and taste perception
* Decreasing taste function with decreasing GFR
* Multiple medications and their side effects
* Gastroesophageal reflux
* Gastric motility disorders
* Constipation
* In infants with polyuria, thirst for water rather than feed, and stomach fullness from high water intake
* Comorbidities (hypertension; cardiac, pulmonary, or liver disorders)
* Abdominal fullness from dialysate or enlarged organs (eg, multicystic or polycystic kidney disease)
2
BARRIERS TO EATING
Accumulation of appetite-regulating cytokines and hormones that affect appetite and satiety (eg, interleukin-1,interleukin-6, tumor necrosis factor-α, leptin, ghrelin)
* Leptin is a hormone produced predominantly by adipose cells. Inhibits hunger.
* Leptin levels elevated in predialysis, HD and PD patients
* Not well eliminated in HD
* Ghrelin is a hormone produced in the gastrointestinal tract. In it's acylated form induces hunger and increases gastric acid secretion and gastrointestinal motility. Unacylated ghrelin inhibits appetite and increased levels might contribute to protein-energy wasting. Plasma total ghrelin mainly reflects unacylated ghrelin.
* Rises with elevating GFR, especially 5 and 5D
* Eliminated in HD, less so in PD
INFANT FEEDING
* Breastmilk and infant formula, possibly modified with modular components (carbohydrates, fat, protein)
* In combination with renal-specific formula
* Introduction of solid foods
* According to child's cues and oral motor skills
* As varied as possible
* Consideration for healthy eating habits
* Inclusion of renal-specific formula allows for a more free diet
4
HOW TO HELP THE VOMITING CHILD
Need to ensure sufficient nutrition for growth and development To reduce vomiting and nausea
* Is dialysis adequate?
* Constipation well taken care of?
* A trial with feed thickeners
* Lower protein intake – lower urea levels
* Tolerance for feed volume vs. concentration
* Smaller, more frequent feeds
* Temperature of the feed
* Continuous feeds overnight
5
ORAL EATING CONSERNS WITH CHILDREN ON DIALYSIS
* Tube feeding affects on oral eating
* Dialysis during certain sensitive periods of different ages may disturb learning new eating skills
* Without practise motoric and sensoric skills develop slowly
* Connection between eating and speaking
* Challenges in feeding the child in a typical way may cause negative feelings in parents
SMOOTHER TRANSITION FROM TUBE TO ORAL EATING
* Discussion with parents
* before, while and after dialysis
* listen and encourage
* Practising motoric skills
* with food, chewy tubes, safety feeder etc.
* Practising sensoric skills
* with positive touching, food, toys, brushes etc.
MEAL TIMES DURING DIALYSIS
* Should be pleasent experiences
* no force feeding
* family eats together
* switching routins
* Goal is to keep interest on food
* You can always do something nice or fun with food
* if you cannot eat, you can taste, if you cannot taste, you can touch…
* Quality not quantity
AFTER TRANSPLANTATION
* In ideal case
* positive relationship with food
* motoric and sensoric skills are good enough to start oral eating
* Many children need support
* Appetite may return but feeling hunger may not due to extra fluid
* Different support approaches
* meetings with families
* individual speech therapy (eating therapy)
* Playpicnic
* SOS (Sequential Oral Sensory) approach
9
24.5.2019
THANK YOU!
email@example.com, firstname.lastname@example.org
References:
Coulthard H. &co.: Delayed introduction of lumpy foods to children during the complementary feeding period affects child´s food acceptance and feeding at 7 years of age: Matern Child Nutr. 2009
KDOQI Work Group. KDOQI clinical practice guideline for nutrition in children with CKD: 2008 update. executive summary. Am J Kidney Dis 2009;53(3 Suppl 2):S11-104.
Overland, Lori L.: A Sensory Motor Approach to Feeding, 2013
Samaan S et al . Oral Feeding Challenges in Infants With Chronic Kidney Disease Assessment and Intervention. Infant, Child, & Adolescent Nutrition 2014;6(3):164-171
Schauster H &co: Transition from tube feedings to feedings by mouth in children: preventing eating dysfunction. J Am Diet Assoc. 1996
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100 things to know about Space By Alex Frith, Alice James and Jerome Martin, illustrated by Shaw Nielsen and Federico Mariani Usborne 978-1-4095-9392-8
A fun and informative book packed with 100 fascinating things to know about space, from how to escape a black hole to why astronauts learn wilderness survival skills. With bright, infographic-style illustrations, detailed facts on every page, a glossary and index and internet links to specially selected websites for more information.
If you liked this you might also like...
| Louie Stowell & Roger Simo | The Usborne Official Astronaut’s Handbook | Usbone | 978-1409590743 |
|---|---|---|---|
| DK | Space Exploration (Eyewitness) | DK | 978-0241013601 |
| Tim Peake | Hello, is this planet Earth?: My View from the International Space Station (Official Tim Peake Book) | Century | 978-1780897158 |
| Philip Reeve & Sarah McIntyre | Cakes in Space | OUP | 978-0192734907 |
| Philip Reeve | Railhead | OUP | 978-0192742766 |
Activities and things to talk about
Scrambled!
The letters in the words below have all been scrambled up – can you unscramble them to find six words to do with space?
1. MESCOT Objects in space made of ice, frozen gases and rock
2.
TEC ELOPES
You can look at the stars through this
3. L PIECES the Moon turns dark during one of these, when it lines up with the sun and the earth, and passes through the shadow cast by the earth
4. A STOAT RUN A person who travels in space
5. PROVE A SUN A huge explosion when a star runs out of energy
6. ADDER MOAN The galaxy nearest to the Milky Way
Quiz
Can you pick out the real answer in each of these – 100 Things About Space will help you get them right!
1. To be an astronaut you have to be able to speak:
b. Martian
a. Russian
c. American
2. A tardigrade is:
b. The toughest known outer space survivor creature
a. Someone who climbs steps slowly
c. A creature covered in tar
3. Comets are made from:
b. Ice, frozen gases and rock
a. Diamonds
c. Methane gas
4. The first creatures sent from earth into space in 1947 were:
b. Guinea pigs
a.
Mice
c. Fruit flies
5. Why is there a piece of Velcro inside a space helmet?
b. To scratch your nose
a. To attach the helmet to the space suit
c. To hold your drinking straw steady
6. How many earths would fit inside the sun?
b. 800,000
a. More than a million
c. 8,000
7. What is the temperature of earth's inner core?
b. 600 degrees Centigrade
a. 60 degrees Centigrade
c. 6000 degrees Centigrade
8. What do you call the explosion of a star that has run out of energy?
b. A supernova
a. A superstar
c. A starburst
9. The first sandwich in space was:
b. Corned beef on rye
a. Egg and cress
c. Peanut butter and jelly
10. What is the Big Bang?
b. A TV programme
a. The noise of a star exploding
c. The event which created time and space
11. What is spaghettification?
b. Streamers of light in the sky
a. Astronauts making spaghetti in a space craft
c. An object getting drawn out into a string by the force of gravity in a black hole
12. The snow on Mars is:
b. Square
a. Diamond-shaped
c. Black
Favourite Fact
What is your most amazing space fact from this book? See if you can find out even more about it and each create a two minute presentation or podcast to tell your friends all about it!
Design a space suit!
Have a look at the suits on pages 23 and 101 and make a list of all the things you have to think about to create a suit which will be useful and protect you. Can you think of any more things you might need, especially if you were trying out new adventures and explorations such as investigating black holes, or finding life on other planets! Make your space adventures as amazing as you like – and design a suit that is equally amazing!
Be a researcher: the International Space Station
There is a lot of information throughout this book about the International Space Station (ISS). See if you can find out 10 facts about it. You could also do your research from information books and the internet.
Ten facts about the International Space Station
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Make your own Board Game
Have a go at the Space Race Board Game! (p44). You could also make up your own game about a journey into space, copying this layout and thinking up things that could happen on the journey. For example a successful lift-off; a near-miss with an asteroid; a safe landing on Mars; what to do if a line breaks and you are floating in space!
Names and patterns of stars and constellations
Stars and constellations are often named after people and creatures in legends.
For example Orion is named after a hunter in Greek mythology. Can you find out about the legendary figures which these constellations are named after?
Andromeda
Centaurus Hydra Perseus
And can you find out which animals these constellations are named after – probably because their pattern made people think of these creatures.
Canis (Major and Minor)
Cygnus Delphinus Ursa (Major and Minor)
If you discover a comet
Have a look at page 118 about how a comet is named. If you discovered a comet with an unknown orbit in June next year, what would it be called?!
Going to Mars
Find out as much as you can from this book about Mars and what it might be like if people could settle there – especially pages 52-55.
Imagine a journey taking as long as 8 months and maybe surviving this journey in a deep sleep! Other space journeys could take even longer. The distances in space are truly mind-boggling! A space ship going at 80 miles an hour would take 124 days to get to the moon; and it would take more than a lifetime to reach even the nearest stars.
In real life the Voyager 1 Space Station, launched in 1977, is now 11 billion miles from earth. Light travels 5,800,000,000,000 miles a year – and so to reach the galaxy Andromeda, which is 2 million light years away, it would take you 2 million years to get there, if you travelled at the speed of light!
The storybook Cakes in Space (Philip Reeve & Sarah McIntyre) imagines what such a massive journey might be like. In the story it takes Astra and her family 199 years to get to a make-believe planet called Nova Mundi. It seems almost impossible to imagine how you would survive this! In the story they travel in special sleeping pods, fast asleep and their bodies are cooled down so that they don't age.
Talk about how you would feel about this. You could also research cryonics, which is similar to what Astra and her family used. It's about keeping the bodies of animals or humans at a low temperature, in the hope that they can be revived at a future time. | <urn:uuid:577e0ca1-0ea0-422f-a748-b8ed77c242c7> | CC-MAIN-2021-39 | https://www.hayfestival.com/schools/downloads/100-Things-to-Know-About-Space-Chatterbooks-Resources.pdf | 2021-09-19T21:12:30+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780056900.32/warc/CC-MAIN-20210919190128-20210919220128-00657.warc.gz | 828,478,222 | 1,640 | eng_Latn | eng_Latn | 0.998707 | eng_Latn | 0.999105 | [
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Oragami Frog From Square Paper
Yeah, reviewing a ebook oragami frog from square paper could amass your close connections listings. This is just one of the solutions for you to be successful. As understood, skill does not recommend that you have astounding points.
Comprehending as capably as concord even more than supplementary will find the money for each success. bordering to, the pronouncement as competently as perception of this oragami frog from square paper can be taken as capably as picked to act.
ORIGAMI JUMPING FROG (Traditional model) How To Make a Paper Jumping Frog - Fun \u0026 Easy Origami Daily Origami: 092 - Frog How To Fold An Origami Jumping Frog How To Make a Paper Jumping Frog - EASY Origami Origami Frog - Square Paper Origami Frog Tutorial (ASMR Paper Folding) Kids easy origami How to make a jumping frog ver.1 Origami Frog that Jumps - Easy Fun Paper Craft for Kids Fold an Origami Jumping Frog Daily Origami: 003 - Jumping Frog 01 Small paper Frog that jumps high and far – Easy Origami Frog
Origami jumping frog: Paper frog that jumps high and far ? Easy tutorialHow to make a paper boomerang - paper origami - boomerang How to make a cool paper plane origami: instruction| F16 How To Make a Paper Ninja Star (Shuriken) - Origami How To Make an Origami Flapping Bird Jumping Origami Rabbit Easy
10 Models in One! ft. Kermit the Frog - Origami
Origami Jumping Frog Instructions: www.Origami-Fun.com
How to make a Paper fish? How to make: Paper Claws (EASY) Origami (hobby) How to Make a Paper Frog that Jumps High and Far Fold Prince Charming -- the Talking Frog! TUTORIAL- How to make an Origami Jumping Frog How to make Jumping frog. Origami. The art of folding paper. Origami Frog Tutorial (Traditional) Origami frog - easy step by step with sticky paper notes How to make a high jumping Paper Frog Origami How to fold a traditional origami frog Oragami Frog From Square Paper
You can use ordinary computer paper, colored paper, or origami paper. Traditionally, origami paper is square. However, you can start the frog with a piece of rectangular paper. Lay your piece of paper flat on a table in front of you. Origami paper can be found in craft, art, and stationery stores.
How to Make an Origami Jumping Frog (with Pictures) - wikiHow
How to Make a Paper Frog Step 1: Start with a square piece of origami paper, but if you only have regular 8.5x11 paper, follow these instructions... Step 2: Fold the paper in half from top corner to bottom corner. Step 3: Fold in half again from left corner to right corner. Step 4: Perform a squash ...
How to Make a Paper Frog - Origami Way
Step 1) Start with a square sheet of paper with the white side up. Fold it in half horizontally and un then unfold. Step 2) Fold the paper in half vertically. Step 3) Fold the paper in half vertically again and then unfold it. You'll use this crease as a guide in later steps.
How to Fold an Easy Origami Jumping Frog - Traditional ...
Position the frog as it's shown on the 4th image (above) and fold it backwards along the red line (you can help yourself with the ruler or a credit card etc…). It will now look like the image number 4 (and 5 if you flip it). Now fold the frog along the blue line (fold it forwards). All done!
Origami Frogs Tutorial - Origami for Kids - Easy Peasy and Fun
Origami frog: supplies. As with most origami, these frogs are a little easier to fold if you have actual origami paper, since it's nice and thin (this 120 sheet pack. is only $6 on Amazon <-affiliate link), but you can really use any square piece of paper. Once your frog is folded, press down on the folded "legs" with the tip of your finger, then quickly slide your finger off to make the frog jump.
Make an origami frog that really jumps! - It's Always Autumn paper: colour setsize: 15cm x 7.5 cm How To Make a Paper Jumping Frog - OrigamiIn this origami tutorial I use colour set paper.You can also use Origami paper...
How To Make a Paper Jumping Frog - EASY Origami - YouTube
Learn how to make an easy origami jumping frog (traditional model)Tutorial by Jo Nakashima Support my channel! https://www.patreon.com/jonakashimaIn this tut...
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ORIGAMI JUMPING FROG (Traditional model) - YouTube
Easy origami - Folding jumping frog ver.1How to make a easy jumping frog ver.1. In this video I will show you crafts: How to make a jumming frog ver.1 ! This...
Kids easy origami - How to make a jumping frog ver.1 - YouTube
Traditional origami paper is colored on 1 side, and blank on the other. The first image in a diagram should have some type of symbol letting you know which side to start on. For example, if you should start with the blank side, you might see a square piece of white paper with a shaded corner turned up.
How to Make Origami - wikiHow
This origami frog is definitely awesome and if you enjoyed this one, you should also try the origami jumping frog. Step 1: Start with a square piece of origami paper , but if you only have regular 8.5x11 paper, follow these instructions to make a square sheet .
How to Make an Origami Frog
How to fold an origami jumping frog.Facebook Page: https://www.facebook.com/OrigamiTavinMy Website: http://www.tavinsorigami.comDiagrams: http://tavinsorigam...
Origami jumping Frog - YouTube
This easy origami frog will hop along the table. This is a great origami toy for kids to make. All you need is one sheet of square paper for this origami jumping frog. We recommend using paper that is thin and at least 15 x 15 cm. Younger kids will find it easier to use bigger paper.
How To Make An Origami Jumping Frog - 1 - Folding ...
Fold your square of paper in half, both ways, and unfold. With the open sides of the model at the bottom, fold both left and right sides of the top layer in to the centre. Fold the two top flaps outwards so that the green dots sit on top of the red dots. Turn the paper over and fold diagonally both ways.
ISSUE 179 FREE ORIGAMI PAPER PAD
Origami Frog Base Instructions Start with a square sheet of paper with color-side facing up. Fold and unfold along the diagonal in both directions to get an X crease. Flip the paper over so white-side is facing up.
Origami Frog Base - Origami Resource Center
Origami Frog Square Paper Traditionally, origami paper is square. However, you can start the frog with a piece of rectangular paper. Lay your piece of paper flat on a table in front of you. Origami paper can be found in craft, art, and stationery stores. Origami Frog - New Zealand Frogs
Origami Frog Square Paper - bitofnews.com
Take a small round piece of paper and roll it into a circle. Then take another little round piece of paper and fold it over so that it forms a square foot. Now fold down the square into thirds and put the folded square on top of the folded circle. Next, fold the ring into thirds again, taking care not to overlap the square with the circle.
Origami Paper Jumping Frog | Easy Origami
Fold the top half of the lower rectangle downwards toward yourself. This forms the frog's legs. Give your frog a head by folding a small part of the upper point downwards. Draw two eyes, and your frog is done. To make your frog jump, push down on the "X" and slide your finger away from the frog. For a frog printout, click here.
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SEPT 1st - A WATTLE DAY LIKE NO OTHER - THE UNITY WE NEED
This year's National Wattle Day (Tuesday September 1 st ) is at a time when Australia's unity is being tested and vital to our future.
Wattle is a unifying symbol that we can all relate to, irrespective of our politics, ethnicity, or religion or what state or territory we live in. Its diversity reflects us as a nation of Indigenous peoples and colonists, settlers, immigrants and refugees from across the world.
To lift the shadows caused by Covid-19 virus, people, councils and institutions across Australia are lighting up their gardens, towns and cities in yellow and gold to welcome in the spring by wishing everyone, 'Happy Wattle Day'! See: What's on in your part of the world
Australia is the land of the wattle. In all its variety, wattles are everywhere. There are more than a thousand different species growing in the outback and the bush, and along the roads and highways to your back door. They flower right there at your eye-level, with bright, abundant wattle blossoms in every shade of yellow. A wattle in full bloom, is a stunning and uniquely Australian display. And for many of us, wattle in flower means more. As Manning Clark wrote in springtime nearly forty years ago, 'I love the spring. It means the wattle comes out again. It is a symbol of everything one loves about Australia and the ideal of the uniqueness of Australia'.
Wattles are also a symbol of the resilience it takes to survive and thrive across this vast continent. Over the last year our lifestyles, livelihoods and lives have been buffeted, damaged and for some destroyed by disasters. Any of them would have been enough to cope with but they kept coming from ongoing drought, huge dust storms, fires everywhere, smoke haze across cities to intense hailstorms and now a deadly human virus.
So in this new world of uncertainty, what does National Wattle Day offer?
"Wattle Day is all about appreciating wattle and celebrating what it is, and means, to be Australian. It is a day to appreciate how fortunate we are. A day to remember that we are strongest and at our best when we look out for our neighbours and when we respect and care for each other." These are the words of His Excellency General the Honourable David Hurley AC DSC (Retd) Governor-General of the Commonwealth of Australia.
OUR HEALTH WORKERS WIN 'GOLDEN WATTLE AWARD'
With these words in mind, the Wattle Day Association announces that the 2020 Golden Wattle Award winners are Australia's health and medical professionals and allied workers, who have been at the front line of the fight against the Coronavirus (COVID-19) and who, day after day, have put their own lives at risk to keep the Australian community healthy and safe.
This award is in recognition of their expertise and skill, their dedication and commitment and their unselfish demonstration of the very best of Australian care and compassion for their fellow citizens.
Previous Golden Wattle Award winners since 2011 include tennis great Ashleigh Barty and Dylan Alcott (2019), Craig Challen and Richard Harris, underwater rescuers of the young Thai soccer (2018) and Samuel Johnson and his sister (2017).
About the Wattle Day Association
The Wattle Day Association Inc. began in the suburbs of Canberra in 1998 with its founder Jack Fahy wondering why people weren't celebrating National Wattle Day, proclaimed six years earlier (1992) as an Australian day of celebration. The association is a grass-roots volunteer movement that has members from around Australia. It exists to raise awareness of National Wattle Day (1 September); Golden Wattle (Acacia pycnantha) as Australia's floral emblem, and all wattles as a symbol of Australia. If you'd like to support join us, all members are welcome (http://www.wattleday.asn.au/support-us)
Many government and community organisations link to the Wattle Day Association (WDA) website (http://www.wattleday.asn.au/). It is a valued and accurate source of information about National Wattle Day (WDA), wattles and how National Wattle Day is celebrated around Australia today. WDA's online resources (wattle songs, wattle poems, wattle games and wattle activities) are also popular with schools.
National Wattle Day activities and events around Australia are listed on the WDA website as a source of information and inspiration for those who love wattle and celebrating all that we love about Australia. See http://www.wattleday.asn.au/about-wattle-day/2020-week-ofthe-wattle-around-australia-1.
Contact for interview (Suzette's personal contact info not for publication – but you're welcome to share details about the website, Facebook and Instagram links. Thanks so much)
Suzette Searle, President Wattle Day Association Inc.
M: 0451 680 554
E: firstname.lastname@example.org
Website: http://www.wattleday.asn.au/
Facebook: https://www.facebook.com/WattleDay
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: 26 ]
Total No. of Questions : 26 ]
[
: 4
[ Total No. of Printed Pages : 4
: 256-E (NS)
Code No. :
256-E (NS)
D.Ed. SECOND YEAR
—
FACILITATING LEARNING (HPS) — ENGLISH
( New Syllabus )
: 20. 05. 2019 ]
[ : 60
Date: 20. 05. 2019 ]
[ Max. Marks : 60:
2.00 5.00
]
Time: 2.00 P.M. to 5.00 P.M. ]
Register Number of the Candidate
Instructions :
1. Attempt all the questions.
2. Write your answers legibly.
PART – A
D.Ed.-II (NS)
612
[ Turn over
I. Choose the best options for the following questions :
10 1 = 10
1. …………..…….. suggests that the environment is offering opportunities for learning.
(A) Vygotsky
(B) Jerome Br .. uner
(C) Piaget
(D) Stephen Krashen.
2. Which one of the following activities does not help learners to develop their speaking skills ?
(A) Reading aloud
(B) Giving prepared talk
(C) Debate
(D) Drawing.
3. The interactive-compensatory model of reading is proposed by
(A) Keith Stanovich
(B) Little Wood
(C) N.S. Prabhu
(D) R.K. Narayan.
II.
4. In language teaching class, a teacher miming a morning routine. This activity is called as
(A) listen and perform
(B) listen and do
(C) listen and repeat
(D) listen and colour.
5. A set of assumptions about language and language teaching is
(A) Method
(B) Technique
(C) Approach
(D) Device.
6. Theorists Carl Roger and others who emphasise that learner's knowledge and independence have to be respected but not mechanical exercises. They were
(A) Behaviourists
(B) Grammarians
(C) Cognitivists
(D) Humanists.
7. Lexical approach is based on the view that language can be learnt by
(A) words and word combinations
(B) grammar
(C) composition
(D) dialogues.
8. The method in which a teacher manages the environment and materials which help the students become autonomous learners is
(A) Suggestopedia
(B) Structural method
(C) T.B.L.T.
9. Comics develops
(A) vocabulary
(B) conversation skills
(C) acquire chunks of language
(D) all of these.
10. For predicting the language readiness of students to participate in particular course or programme, we use
(A) Achievement tests
(B) Aptitude tests
(C) Proficiency tests
(D) Placement tests.
PART – B
Answer any five
of the following questions :
5 2 = 10
11. How acquisition and learning are different according to Krashen ?
12. Write a note on Universal Grammar.
13. Some of the factors affect children's reading comprehension. What are they ? Explain briefly any one.
14. Write a note on 'portfolio assessment'.
15. For what purposes Big books can be used in classroom facilitating ?
16. Mention any four strategies a language teacher can use to help a kinesthetic learner to learn a language.
17. Why is loud reading essential for elementary level learners ?
18. Design an activity to teach prefix and suffix.
(D) Communicative method.
PART – C
III. Answer the following questions :
8 5 = 40
19. a) Explain the language learning theory of Jerome Br .. uner.
OR
20. Describe the main features of the top-down model of reading process.
b) What is constructivism ? List some activities to facilitate knowledge construction and skill development.
21. a) How do you say that 'writing is a developmental process in any language' ? Explain. OR
b) What games do you use to develop speaking skills in English ? Explain the way you conduct them in the classroom with an example.
22. a) What are the different views of behaviourist and cognitivist on the nature of language ?
OR
b) What are the criteria that the teacher can use for the selection and use of materials ?
23. How do you make use of Radio programmes to improve students' language abilities in your classroom ?
OR
a) What are the principles of Task-based language teaching based on ?
b) How can a teacher implement Task-based language learning in the classroom ?
24. a) List some of the assessment techniques.
b) What are the benefits of self-assessment ?
OR
Design the rubrics for the following :
a) Role play
b) Writing ( letter writing ).
25. Read the following passage and attempt the given tasks :
In the late thirties and early forties of the last century we fought for freedom. Two great leaders inspired us to fight – Mohandas Karamchand Gandhi and Subhash Chandra Bose. Each led us in his own way. Bose asked Indians to give him their blood, and he would give them freedom. Gandhi promised freedom without violence.
Hindus, Muslims and Sikhs adored Subhash, joined the Indian National Army in thousands. They called him "Netaji". Women knew Netaji held them in high regard. They too joined Jhansi Rani Lakshmibai regiment of the "fiery and beautiful" under the leadership of Lakshmi Swaminathan. It was an All-women Army. The now very popular "Jai Hind". and "Dilli Chalo" were their war cry.
(a) Frame a multiple choice question.
1
(b) Frame a true/false type question.
(c) Frame a fill-in-the-blank type question.
(d) Frame a comprehension question of short answer type.
(e) Plan a suitable grammar activity.
1
1
1
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Organising a litter-picking event
A sponsored waste walk or litter-pick is a fun way to serve your local community, care for creation and raise funds for a Bin Twin.
David Junior and his youth group organised a beach clean-up in Maputo, Mozambique. Photo: Anisio Macie/Anglican Youth
Before the date
Choose a location. Ideas include a beach, riverbank or park.
Develop a core group. Recruit three or four motivated people to help you organise the event.
Get permission. Tell the local government about your litter clean-up. They might even agree to provide equipment such as litter sacks.
Plan your route.
Identify when and where:
people will meet
the clean-up will start and end
the litter will be sorted
the litter will be disposed.
If you are cleaning up a beach, check the tides for that day.
Prepare guidelines on avoiding dangerous litter, such as asbestos, dead animals, corrosive materials (eg car batteries) and needles (which can transmit HIV). Check local guidance on dealing with hazardous waste, if available.
Spread the word. Publicise the event with friends, family, colleagues and your community. Why not involve your local newspaper or radio station?
Connect with a litter monitoring group. This is optional, but your clean-up will be even more useful if you record the different types of litter you find. To reduce litter at its source, we need to record what it is and who is producing it. Find a national or international litter monitoring organisation and familiarise yourself with their recording requirements.
On the day
Bring any equipment you will need, eg. gardening gloves for volunteers, litter bags and a first aid kit.
Welcome everybody, and explain the plans for the day.
Collect the litter!
Sort the litter. Then leave it at an agreed pickup point for collection, or transport it to the final location you have agreed with the authorities.
Debrief. Congratulate everyone, take a group photo, share it on social media and email it to Bin Twinning: email@example.com
If you're feeling really creative, you could create waste sculptures from the waste you've collected. Add a sign that includes the name of your group or town, explaining you are fundraising for Bin Twinning. Gather round the sculpture, take a photo and use it to call for change. (Please wear gloves and take care with the waste.)
If you use social media, you could post something like this:
Today @handle/name is joining #Bin Twinning in #TOWN name to save lives, protect the planet and create waste-picking jobs in some of the poorest countries in the world.
After the day
Report back to the local government and thank them for any help.
Adapted from A Rocha International's guide, How to organize a litter clean-up, available in English, French, Portuguese and Spanish. Visit www.arocha.org/microplastics-toolbox and click on 'Lifestyle' to download a copy. | <urn:uuid:6aed71fe-97ef-40e4-98bd-54df8a20fbd5> | CC-MAIN-2021-39 | https://www.toilettwinning.org/app/uploads/2021/08/Bin-Twinning-litter-picking.pdf | 2021-09-19T20:04:33+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780056900.32/warc/CC-MAIN-20210919190128-20210919220128-00660.warc.gz | 1,055,162,135 | 612 | eng_Latn | eng_Latn | 0.99742 | eng_Latn | 0.99742 | [
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Innovative Designer Garden for the Kitchen
The Plantcube introduces Vertical Farming to the Home
It is always spring in the kitchen. The smart Plantcube of the Munich-based company Agrilution brings the revolutionary concept of Vertical Farming into your home. The fully automated growing cabinet provides the perfect conditions for Leafy Greens, Vegetables and Herbs to grow. With unrivalled freshness, unbeatable flavour and a much richer supply of nutrients, harvested ready for consumption on the spot. New levels of enjoyment for cooking, a healthy diet and a conscious lifestyle.
The Personal Vertical Farm of Agrilution
No bigger than a standard fridge, the Plantcube provides a self-contained ecosystem with controlled lighting and climate and also an automated hydroponic watering system. This makes every day a perfect spring day for the plants inside, whatever the season. Free of any pesticides and other environmental impacts, they also grow two to three times faster than they do when grown in the conventional way. A two-layer drawer system makes it possible to plant 9 different Greens on each level. When the Plantcube is fully utilised, it can accommodate a total of 18 Seedbars containing your favourite individual Greens from the range. The Seedbars are the fully biodegradable substrate in which the seeds are already integrated.
Agrilution Plantcube, Photo: ©TheSubdivision
The user-friendly and self-explanatory Agrilution App gives an insight into the growth process and tips on harvesting or maintenance that is required – but also makes it very easy to order new Seedbars. Cinema Mode also allows the device to be switched to a very quiet and dark setting for two hours.
The Plantcube can be flexibly fitted in your kitchen or positioned free-standing as you wish. With its clean lines and characteristic lighting, it makes a unique design statement and meets the highest standards in form and function.
1
Eating Healthy and Sustainably
More and more people are increasingly keen to adopt a healthy diet and a responsible lifestyle. Particularly in urban settings, it is often the case that healthy food grown locally can no longer be supplied. The Personal Vertical Farm from Agrilution, the Plantcube, delivers a solution straight to your own home: with nutrient-rich Greens that are packed full of flavour and supply a substantial amount of the micronutrients that you need every day to live healthy – 365 days a year. Outstanding freshness and great flavour without any need for transportation, cold chains or plastic waste. One kilogram of salad in the field consumes 240 litres of water before it is harvested and on average travels 1000 kilometres before it ends up on the supermarket shelf. By contrast, the Plantcube requires 98% less water and the Greens can be consumed fresh immediately without any transportation. This means that every Plantcube user is making a vital contribution to the environment and nature.
"Agrilution is based on sustainability and easing the burden on the environment as far as possible through innovative technology. All our company's processes are geared towards this. By delivering optimum plant growth and supplying the maximum amount of nutrients, we help people to eat healthy and therefore boost their personal health and wellbeing," emphasises Agrilution CEO Max Loessl.
Thanks to their optimum growth conditions, the Leafy Greens, Herbs and Microgreens have a particularly rich supply of nutrients, containing on average 30% more vitamins, antioxidants and trace elements. The Greens from the Plantcube are therefore not only extremely healthy, they also provide an unrivalled experience for the palate. Their texture and flavour make them very appealing for gourmet chefs and vegetarian, vegan cuisine, but also for ambitious hobby cooks and people who are very conscious of what they eat.
"The Microgreens from the Plantcube have such an intense flavour that we can chop up even the smallest plants and use the stalks and leaves in different dishes," explains gourmet chef Bobby Bräuer, who holds two Michelin stars. With the Plantcube, Agrilution is setting new standards for nutrition, health and cuisine.
Plants in the Agrilution Plantcube, Photo: ©TheSubdivision
The Plant Portfolio
The constantly expanding plant portfolio, which currently comprises 37 different Greens, has four categories for a quick overview: Essentials, Dailies, Chefs and Balance. Designed to cater for people's daily needs, the Agrilution Greens grow on portioned Seedbars.
The Chef's Line delivers exceptional flavours, sophistication and an exquisite taste sensation and offers particularly unusual plants such as Sorrel, Wasabina, Daikon Radish and many other Microgreens.
The Dailies already include all Greens ideal for a creamy Basil and Rocket Pesto, a mixed salad or a Buddha Bowl.
The Essentials provide the absolute "must-grows" that are needed in every kitchen: from Asian Tatsoi and Rucola to Mediterranean Basil, Coriander or Thyme.
The Balance herbs and teas ensure an inner balance and personal wellbeing. The Seedbundles such as Immunity Boost, Vitality or Deep Breath invigorate the mind and body with Herbs like Sage, Korean Mint or Summer Savory.
Agrilution Seedbar in sustainable packaging Photo: ©TheSubdivision
Agrilution – A Company With A Real Passion
Maximilian Loessl grew up as the son of a development aid worker in China and experienced from an early age the real contrast between the comfort of technology and abject poverty and malnutrition. He was instantly impressed by the idea of Vertical Farming and he came up with the vision of bringing the revolutionary concept to every home in the long term. He wanted to create a perfect ecosystem which will allow everyone to grow their own nutritious plants.
Agrilution was launched in Munich in 2013. With his co-founder Philipp Wagner, Loessl assembled a team of scientists, engineers and salespeople to develop a viable indoor growing cabinet. Today this team has more than 40 members.
Maximilian Loessl Founder and CEO of Agrilution Photo: ©Agrilution
What really motivates the dedicated businessman is his deep conviction to make a vital contribution for the future: "For the first time, our generation is able to harness technology to learn so much more about plants, how they grow and what they need. It will be the knowledge we gain from this that will allow us to make the world's nutrition healthier and more efficient over the long term." His expertise and passion make Loessl an internationally acclaimed speaker at food symposia and on expert panels that focus on Vertical Farming.
Agrilution has been part of the Miele Group since December 2019. "Miele is a strong and reliable partner, and working together will be enormously beneficial for our business concept, in terms of both technology and marketing," say the Agrilution founders with great delight. The business concept, the values as well as the shared visions of the future are the perfect fit. The Plantcube has also been available in Switzerland, Austria and the Benelux region since November 2020. The international expansion is being promoted together with Miele.
Presented to the public for the first time at IMM Cologne 2019, the new company, which has already won multiple awards, works with more than 200 prestigious kitchen studios such as Bulthaup, Siematic and Valcucine. The innovative Plantcube is used successfully – by both top chefs and nutritionists and, above all, in private households.
GLOSSARY
Vertical Farming:
Vertical Farming is where plants are produced under controlled conditions in an enclosed space without any soil. This requires approx. 60% less fertiliser and approx. 98% less water. Furthermore, as areas for cultivation become ever more scarce, Vertical Farming is all about growing plants above each other (vertically), so in a way that saves space, and bringing the food as close as possible to where it will be consumed.
Personal Vertical Farming from Agrilution:
Agrilution has thought this concept all the way through and is bringing the idea to the place of consumption: to your own home. This eliminates the need for transportation, cold chains or plastic waste, and the plants are harvested and eaten at home with the ultimate level of freshness – without losing any healthy nutrients.
Agrilution Plantcube and Seedbars at a Glance
Plantcube:
* Dimensions: 82-84 cm x 60 cm x 62 cm (HxWxD), weight: 75 kg
* 2 ergonomic pull-out plant drawers
* 9 plant types can be planted on each level
* Removable water tank (15-litre capacity)
* Wi-Fi connection required
* Retail price: €2,999.00 (RRP)
Seedbars:
* Seedbars for Herbs, Leafy Greens and Microgreens
* Latest plant portfolio from Agrilution with 40+ different Seedbars
* Price per pack of 3 Seedbars between €4.99 and €8.99
Manufacturer:
Agrilution Systems GmbH
www.agrilution.de
Email: firstname.lastname@example.org
Tel.: +49 (0)89 21 54 76 70
Agrilution Plantcube, Photo: ©TheSubdivision
Press contact:
Agrilution PR
Corinna Fromm email@example.com
Tel.: +49 (0)89 55 05 20 50
Corinna Fromm Communication
Frauenlobstrasse 2
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Ecological impacts of reservoir dams on river ecosystems in tail waters
Yasuhiro TAKEMON 1
1 Water Resources Research Center, Disaster Prevention Research Institute, Kyoto University
Ecological impacts of reservoir dams have been reported from various aspects such as 1) barrier for migratory animals like anadromous fishes, 2) eutrophication of reservoirs by plankton blooming, 3) decreasing flow volumes in tail waters, 4) stabilization of flow regimes by flood peak cut, 4) changes in thermal regimes of river water, 5) river bed degradation and increase in substrate grain size by sediment trapping, etc. In this lecture, these impacts will be reviewed with some examples in Japanese and Asian rivers, particularly those on benthic animals and their habitat conditions in tail waters.
Figure 1. Comparison of the riverbed landscape between upstream and downstream reaches of the Yasugawa Dam in the Yasu River in central Japan. The dam is as old as 53 years and the distinctive riverbed armoring can be observed. White part of rocks indicates thick accumulation of organic matter originated from the reservoir.
Dam upstream
Dam site
Dam downstream
If you visit a dam site and compare the river landscapes between upstream and downstream reaches of the reservoir, you will notice the drastic changes in riverbed geomorphology (Figure 1). The contrast in grain size is the most distinctive: i.e., sand, gravel and cobble substrates disappear in tail waters. In addition, the rocks and stones in the surface layer of the riverbed are too fixed to remove them by hand. These phenomena observed in tail waters of reservoir dams are called as "armoring". The armoring riverbed is characterized also by a thick epilithon composed of algae, fine particulate organic matter and silt deposited on the surface of substrates (Figure 2).
Figure 2. Scheme of armoring riverbed developed in the tail water of reservoir dams. In addition to increase in substrate grain size, deposition of silt and particulate organic matter derived from the reservoir is a common feature in the tail waters, which results in choke of hyporheic zones and anoxic conditions.
Deposition of SS derived from reservoir
Choke of interstices with silt and organic matter
Large grains fixed in the surface layer
The armoring and scouring of riverbed advance within a few years after dam construction (Figure 3). In case of Japanese rivers the maximum flows at flood exceed the capacity of dams because of high temporal concentration of precipitation in the monsoon climate. Therefore, substrates of small grain size in the tail waters will be flushed away at each flood without receiving any compensational sediment. Since values of the annual maximum flow vary stochastically, the degree of armoring in the dam tail waters will increase gradually for more than 50 years (Figure 4).
The armoring riverbed is connected to various ecological changes in the dam tail waters. In this lecture, channel geomorphology, physicochemical characteristics of substrate and hyporheic zone, characteristics of benthic animal communities, purification ability of riverbed will be compared among tail water reaches different in the degree of armoring and scouring of the riverbed.
Reference
Hatano K., Takemon Y. and Ikebuchi S. (2005) Characteristics benthos community and habitat structure in the downstream reaches of reservoir dams. Annuals of the Disaster Prevention Research Institute Kyoto University No.48 B: 919-933. (in Japanese with English abstract). | <urn:uuid:56e450e8-c784-4598-91bc-54b6ec77de55> | CC-MAIN-2021-39 | https://www.asiaoceania.org/docs/2006lectures/Takemon.pdf | 2021-09-19T20:07:13+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780056900.32/warc/CC-MAIN-20210919190128-20210919220128-00659.warc.gz | 681,428,699 | 724 | eng_Latn | eng_Latn | 0.992847 | eng_Latn | 0.993871 | [
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Question 1 If you were to rotate ABCD 180° about the origin, what would the coordinate of A'
be?
A. (-5, 5)
B. (-3, -5)
C. (-5, 3)
D. (-3, 3)
Question 2
Triangle ABC is going to be translated. Where would A' position be at, if the translation was be (x, y) → (x + 3, y - 2)?
A. (-1,3)
B. (5,3)
C. (5,8)
D. (3,5)
Question 3
Which rule would result in a translation of 2 units left and 3 units up?
Question 4
Which rule would show a dilation with a scale factor of 4?
Question 5
This shape is being reflected in the y-axis. The top left point (-4, 4) is point B. Where would B' be located at?
A. (4, 4)
B. (-4, 4)
C. (3, 2)
D. (4, 1)
Question 6
∆QRS contains the points: Q(4, 2) R(5, 1) S(3,7). If the triangle is reflected across the y-axis, what will S' be?
A. S'(3, 7)
B. S'(-3, 7)
C. S'(-3, -7)
D. S'(3, 7)
Question 7
Are the following similar? Why or why not?
A. Yes
B. No, the corresponding angles are not equal.
C. No, the ratios of the corresponding sides are not equal.
Question 8
What is the scale factor from the smaller triangle to the larger triangle?
A. 2
B. 3/2
C. 2/3
D. 1/2
Question 9
The ratio of the corresponding sides of two similar triangles is 3:5. What is the ratio of the perimeters of these triangles?
A. 5:3
B. 9:25
C. 3:5
D. 6:10
Question 10
A. 3 inches
B. 5 inches
C. 90 inches
D. 4 inches
Question 11
Which of the following shapes appears to be congruent to this figure?
Question 12
What is the length of BH?
A. 6
B. 8
C. 10
Question 13
A circle has a center at (1, 1). The diameter is 6. Which of the following points is a point on the circle?
A. (0,−1)
C. (4,1)
B. (−1,3)
D. (3,3)
Question 14
If the measure of arc ABC = 210°, what is the measure of ∠AOC?
A. 150°
B. 100°
C. 210°
D. 105°
Question 15
What is the measure of ∠PTQ?
A. 100°
B. 140°
C. 180°
D. 120°
Question 16
What is the measure of angle A?
A. 34°
B. 180°
C. 112°
D. 79°
Question 17
What is x?
Question 18
Alison is jogging on a circular track that has a radius of 140 feet. She runs along the track from point R to point N, a distance of 230 feet. Find to the nearest degree, the measure of minor arc RN.
Question 19
A circle has the equation (x+2) 2 +( y+2) 2 =25 . Which of the following is a point on the line?
A. (−6, 1)
B.
C.
D.
(−4, 2)
(0, 2)
(2, −2)
Answer Key
1. B
2. B
3. B
4. D
5. A
6. B
7. C
8. D
9. C
10. D
11. D
12. C
13. C
14. A
15. B
16. D
17. C
18. C
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60
Osaka Pref.
Entertaining Haven of History, Culture, and Food
Osaka, with its Kansai International Airport, is the gateway to the Kansai region. The biggest city after Tokyo, Osaka is jam-packed with history, culture, and entertainment. Its fame for gourmet dining is reflected in its nickname: kuidaore no machi ("eat-till-you-drop town"). The bustling areas of Umeda, Namba, and Shinsaibashi have unique characteristics, and it is quite enjoyable just to stroll through each area and enjoy their attractions.
Where Rich History Meets Contemporary
The Kansai region comprises the six prefectures of Osaka, Kyoto, Hyogo, Nara, Shiga, and Wakayama. As Nara and Kyoto helped shape Japan's history more than a thousand years ago, they are teeming with historical sites as well as various shrines and temples. Along with its rich past, the Kansai region has flourished as the economic hub of western Japan.
Kyoto Pref.
Hyogo Pref.
International Feel and Gorgeous Nightscape
Famous Ancient Capital
The Kyoto area is known for being one of the world's most visited tourist destinations. The city of Kyoto, site of Japan's ancient capital, is essentially the center of the country's history and culture with many World Heritage sites. While geiko and maiko in Gion, and impressive Kinkakuji temple and Fushimi Inari shrine offer glimpses into a compelling past, Kyoto is also a leader in Japanese pop culture features like anime and games.
Looking Ahead
With its history as a treaty port, Kobe became a settlement for foreigners, and given the many Western-style buildings and Chinatown, it's considered the most fashionable town in Kansai for its international feel. With other prefecture highlights like the World Heritage site of Himeji Castle plus Arima and Kinosaki hot springs for a relaxing soak, Hyogo has much to offer for veteran traveler and for first-time traveler alike.
Handy URL
The next theme of Get to Know Kansai is "Sporting Experiences," set for October, when we feature hang gliding in Wakayama Pref. and cycling around Lake Biwa in Shiga Pref.
September 2020
Visit the special website of Tastes of JAPAN by ANA Kansai.
Nara Pref.
Streetscape Hints of History and Culture
A major metropolis more than 1,200 years ago and home to many shrines, temples, and architectural remains including tumuli, Nara offers rewarding per spectives into Japanese history. Another synonymous attraction of Nara is its deer, said to be tame and used to humans, so do grab a "deer rice cracker" to feed them but be ready to be approached, often with a palpable nudge.
Seasonal Events and Attractions
Spring
Omizutori (Nara Pref., Mar.)
Nagahama Hikiyama Festival (Shiga Pref., Apr.)
Summer
Wakayama Pref.
Giant Pandas and Pilgrimage Trail
W akayama Prefecture, facing the Pacific Ocean, has a mild climate and rugged mountains. The greatest highlight of Adventure World, along the southern coast, in Nanki Shirahama, is its panda family. To the east is the sacred site containing the three great shrines of Kumano Sanzan, one of three peninsular areas (including Yoshino-Omine and Koyasan) inscribed as a World Heritage site and a key node of Kumano Kodo, a pilgrimage trail linked to Kyoto.
Hayatama Taisha Grand Shrine, one of three shines of Kumano Sanzan, a World Heritage site. Source: Wakayama Tourism Federation.
Nada Kenka Matsuri (Hyogo Pref., Oct.)
Winter
Osaka Gishi Festival (Osaka Pref., Dec.)
Kuruma Otoshi Shrine "Okinamai" (Hyogo
Pref., Jan.)
Gion Matsuri (Kyoto Pref., July)
Shiga Pref.
The Many Pleasures of Lake Biwa
Shiga Prefecture is home to Lake Biwa, which is Japan's largest freshwater lake and named for the traditional lute its shape resembles. The surface area is actually one-sixth the size of the prefecture! On the lake are pleasure boat services and other lake activities, much like a beach resort's. Around its shores are Hikone Castle as well as the Koka region, with its old ninja houses, both also popular with tourists.
Tsuribashi Festival "Yuredaiko" (Nara Pref., Aug.)
Mantosai Lantern Festival (Shiga Pref., Aug.)
Autumn
Danjiri Festival (Osaka Pref., Oct.)
Nachi no Ogi Matsuri (Wakayama Pref., July)
Kumano Oto Matsuri (Wakayama Pref., Feb.)
Jidai Matsuri (Kyoto Pref., Oct.)
September 2020
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QUEENSLAND MUSEUM LOANS
2021 | REGIONAL KIT SCHEDULE
NORTH QUEENSLAND REGION
EY Kits suitable for early years learning
4800
PROSERPINE
Contact:
HASS
Proserpine Historical Museum | 198 Main Street Proserpine
Regional Loans Bookings | Michele Dibben | email@example.com | 07 4945 3969
2021 | Semester 2
SCIENCE
World War I
[x] Investigate key aspects of World War I and the Australian experience, including the nature and significance of the war in world and Australian history. (HISTORY Year 9 ACDSEH021 | ACDSEH095 | ACDSEH096 | ACDSEH097)
– QCAA: World War I: Anzac legend
Early Queensland Living
[x] How has family life changed or remained the same over time? (HISTORY Year 1 ACHASSK030)
[x] How have changes in technology shaped our daily life? (HISTORY Year 2 ACHASSK046) – QCAA: Investigating changes in technology
[x] What do we know about the lives of people in Australia's colonial past and how do we know? (HISTORY Year 5 ACHASSK107)
China EY
[x] What factors affect my connection to places? (GEOGRAPHY Year 2 ACHASSK050)
[x] How and why are places similar and different? (GEOGRAPHY Year 3 ACHASSK069)
[x] How do places, people and cultures differ across the world? (GEOGRAPHY Year 6 ACHASSK138 | ACHASSK139 | ACHASSK141)
2021 | REGIONAL KIT SCHEDULE
NORTH QUEENSLAND REGION
2021 | Semester 2
Rainforest Camouflage
[x] Living things can be grouped on the basis of observable features and distinguished from non-living things (BIOLOGICAL Year 3 ACSSU044)
[x] Living things have structural features and adaptations that help them to survive in their environment. (BIOLOGICAL Year 5 ACSSU043)
– PC: Desert Survivors and/or QCAA: Adaptations
Butterfly Life Cycle EY
[x] Living things grow, change and have offspring similar to themselves. (BIOLOGICAL Year 2 ACSSU030)
[x] Living things have life cycles. (BIOLOGICAL Year 4 ACSSU072)
Forces
[x] Forces can be exerted by one object on another through direct contact or from a distance. (PHYSICAL Year 4 ACSSU076)
– PC: Magnetic Moves / Smooth Moves and/or QCAA: The Force of Friction
[x] Change to an object's motion is caused by unbalanced forces, including Earth's gravitational attraction, acting on the object. (PHYSICAL Year 7 ACSSU117)
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LEE Lok-Sze Inspiration through Exploration English Subtitles and Super:
Super：
Inspiration through Exploration
by Dr. LEE Lok-Sze
Dr. Rebecca LEE Lok-Sze
Dr. LEE joined the China National Antarctic Expedition in 1985. She is the first female explorer to reach three poles of the Earth. She has visited North and South Poles over 10 times to explore the polar environment, and investigating its relationship with, and importance to environmental protection.
Arctic
When I was in the Arctic, I experienced the difficulty in getting water with the Inuit.
Dr. Rebecca LEE Lok-Sze First female explorer to reach three poles of the Earth Founder of Polar Museum Foundation
Dr. LEE Lok-Sze：
Super：
Dr. LEE Lok-Sze：
We picked a block of ice, and had to pull it to the front of the house, and melted it piece by piece to get drinking water. People in Hong Kong are used to getting water by simply turning on the tap; hence not being conscientious about cherishing water. It is even tougher to get water in the desert, where water sources are hard to find due to extreme heat. Every day, we were only provided with a bottle of water, and each expedition team member treasured every single drop of water. Such condition of extreme water shortage in which every drop of water is precious, is beyond Hong Kong people's comprehension.
Super：
What crisis would
the human encounter as a result of a shortage of fresh water?
Dr. LEE Lok-Sze：
Water scarcity could lead to food crisis. Corps such as rice need water to grow. Drought would directly affect our staple food supply.
Super：
Water Crisis May Happen In Twenty Years
Dr. LEE Lok-Sze：
Our demand of water is increasing and water crisis may happen within 20 years. 47% of the global population is projected to encounter water shortage by the year of 2030. While there is water scarcity in some other regions of the world, we cannot possibly shirk our responsibility being part of the global village. We must cherish and conserve water.
Super：
Cherish and
Conserve Water
Dr. LEE’s Water Saving Tips Tips: Serve Water As Much As we Drink
Dr. LEE Lok-Sze：
Only pour the amount of water that you want to drink. Conserve water at offices and restaurants.
Super：
Tips: Water Recycle
Dr. LEE Lok-Sze：
A bowl of water enables recycling and reuse. It is my usual practice to make multiple use of water. Sometimes, I think of the Africans, the amount of water we use in taking a shower is already sufficient for the daily consumption of an African family!
I am LEE Lok Sze. I appeal to everyone to conserve water!
Super：
Water Supplies Department Logo
Special thanks to Dr. LEE Lok-Sze
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Linking Verbs
A linking verb connects the subject to a word or word group that identifies or describes the subject. The most commonly used linking verbs are the forms of the verb be. Other frequently used linking verbs are appear, become, remain, seem, turn, smell, taste, feel, look, and sound.
EXAMPLES
Tyler ismy best friend. [The verb is connects the subject Tyler to the noun friend, which identifies Tyler.]
The ice-covered branches seem fragile and glasslike. [The verb seem connects the subject branches to the adjectives fragile and glasslike, which describe the branches.]
EXERCISE In each of the following sentences, draw one line under the linking verb and two lines under the words that the verb connects.
Example 1. This yogurt smells sour.
1. Mother felt ill this morning.
2. Shirley is the secretary and the treasurer of the class.
3. The bread on the counter smelled delicious.
4. Connie grew bored and restless toward the end of the movie.
5. Affie seemed confused by the directions that you gave him.
6. Are we still friends?
7. The new student looks familiar to me.
8. Are all deserts hot and dry?
9. The scout leader was proud of her troop.
10. What is the problem?
11. During this time of year, the weather often becomes stormy in the late afternoon.
12. My voice sounds hoarse from all that cheering at the game.
13. The salesperson seemed annoyed by the shoppers who crowded the store.
14. The captain of the ship remained calm and optimistic.
15. This fabric turned white from exposure to the sun.
16. Do you know whether the library is open on Saturdays?
17. The lights grew dimmer in the theater.
18. The tourists were curious about the mysterious cave.
19. A few of the tomatoes on the vines are already ripe.
20. I absolutely have to say that I think the costume for my character in the play looks ridiculous!
Answer Keys:
1. Mother felt ill this morning.
2. Shirley is the secretary and the treasurer of the class.
3. The bread on the counter smelled delicious.
4. Connie grew bored and restless toward the end of the movie.
5. Affie seemed confused by the directions that you gave him.
6. Are we still friends?
7. The new student looks familiar to me.
8. Are all deserts hot and dry?
9. The scout leader was proud of her troop.
10. What is the problem?
11. During this time of year, the weather often becomes stormy in the late afternoon.
12. My voice sounds hoarse from all that cheering at the game.
13. The salesperson seemed annoyed by the shoppers who crowded the store.
14. The captain of the ship remained calm and optimistic.
15. This fabric turned white from exposure to the sun.
16. Do you know whether the library is open on Saturdays?
17. The lights grew dimmer in the theater.
18. The tourists were curious about the mysterious cave.
19. A few of the tomatoes on the vines are already ripe.
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Acid Sulfate Soils and planning requirements
What are Acid Sulfate Soils?
Acid sulfate soils are a naturally occurring soil, containing iron sulfides, which formed many thousands of years when sea or brackish (salty) water mixed with sediments containing organic matter. The chemical reaction produced large quantities of iron sulfides, mostly iron pyrite (FeS2), in the sediments. This process is part of the world's natural sulfur cycle.
Why can Acid Sulfate Soils be a problem?
When underwater these soils are stable and the sulfides do not cause a problem. However when the sulfides are exposed to air they form sulfuric acid. This acid can leach into the surrounding area and can cause severe environmental damage including loss of fish life.
Where are Acid Sulfate Soils found in Fairfield City?
In Fairfield the potential for acid sulfate soils has been identified mainly in the sediments in the lower reaches of Prospect and Cabramatta Creeks and in Lansvale in proximity of Chipping Norton Lakes.
These areas are highlighted on the Acid Sulfate Soils Map (see extract over page) associated with Fairfield LEP 2013.
Requirements under Fairfield Local Environmental Plan (LEP) 2013
Clause 6.1 - Acid sulfate soils of Fairfield LEP 2013 requires development consent for certain types of works on land containing acid sulfate soils detailed below.
Obj ID 1082825
Land affected in Fairfield City is shown on the LEP Map – Acid Sulphate soils and comprise Class 1, Class 3 and Class 5. Clause 6.1 specifies the types of works likely to present an environmental risk if undertaken as follows:
Works
Class 1 Any Works
Class 3
Works beyond 1 metre below the natural ground surface. Works by which the water table is likely to be lowered beyond 1 metre below natural surface
Class 5
Works within 500 metres of adjacent Class 1 or 3 lands which are likely to lower the water table below 1 metre Australian Height Datum (AHD) in class 1 or 3.
If these types of works are proposed then further investigation is required to determine if acid sulfate soils are actually present or if the works are likely to lower the water table of the surrounding area.
Works on class 3 and 5 lands that have potential to lower the water table include drainage works, excavation for basement car parks, use of groundwater and the de-watering of dams, wetlands or quarries.
Mitigation Strategies
If acid sulfate soils are present on a site there are a number of ways of avoiding mitigating possible impacts:
- Avoid disturbing acid sulfate soils by not undertaking works where they are located
- Avoid works which are likely to lower the water table
Page 1
- If the acid sulfate soils are to be disturbed manage the acid generation potential by neutralizing any acid produced (e.g. with lime) preventing acid water leaving the site; and use of acid resistant construction materials
- Avoid using acid sulfate soils for land formation – if the soils are present manage the acid generation potential before the material leaves the site from where it originates.
- Keep the acid sulfate soils below the permanent water table.
What if I want to develop land that has been identified as containing acid sulfate soils?
Acid sulfate soils are manageable. Development does however require that the constraints they pose are recognized and planned accordingly.
Fairfield LEP 2013 establishes a two-stage assessment of any proposed works:
Stage 1
A person can either:
- Accept acid sulfate soils are present and prepare a development application and an acid sulfate soil management plan in accordance with the Acid Sulfate Soils Assessment and Management Guidelines, produced by the NSW Acid Sulfate Soils Management Advisory Committee (ASSMAC).
or
- Undertake a preliminary assessment to confirm whether an acid sulfate soils management plan is required.
Stage 2
- If acid sulfate soils are present then a development application needs to be submitted to Council it must include an acid sulfate soil management plan prepared in accordance with the Acid Sulfate Soils Assessment and Management Guidelines
Obj ID 1082825
Potential location of Acid Sulfate Soils in Fairfield City
IMPORTANT NOTE:
More detailed advice on whether or not a site contains acid sulfate soils can be obtained by requesting a section 149 Planning Certificate from Council.
A link is provided to the Fairfield LEP 2013 Acid Sulfate Soils Map on Council's website; www.fairfieldcity.nsw.gov.au under 'Planning & Building' 'Zoning Maps & LEPs'.
For further Information
If you require further information on this matter please contact Council's Customer Service Centre on 9725 0222.
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KPOKORO, AN OUTDOOR NIGERIAN GAME
AGES
6-12 years old
CONTRIBUTED BY
Elizabeth Babalola Nigeria
This is a game usually played by girls, ages 6 – 12, in different parts of Nigeria and usually outdoors. There are a number of variations to the game depending on the location but the emphasis is on rhythmic clapping, coordination of leg movements, quick thinking and the ability to predict your playmate's moves. The following directions are for the horseshoe variation of the game.
DIRECTIONS
* Number of players needed: At least two girls, and usually up to a maximum of ten.
* The winning player is the one who successfully moves from one end of the horseshoe to the other without being "mirrored" by any of her playmates.
* The objective is to accurately predict and mirror your playmate's leg movement two consecutive times while clapping and skip jumping rhythmically.
* Players stand in a horseshoe formation and the first player, selected randomly or by lots, takes turns with each player in the horseshoe.
* Player 1 (the leader) starts by standing face-to-face with Player 2 (the mirror). Player 1 leads them both in clapping and skip jumping to the same rhythm: "Clap pause clap pause clap-clap-clap pause". At the 3rd pause the leader randomly puts forward one of her legs.
* To win, the Player 2 must simultaneously mirror the leader's leg choices two consecutive times. If Player 2 is successful in mirroring Player 1 on two consecutive attempts, they exchange places (switch), and the "mirror" becomes the "leader" and plays the next round with Player 3. If Player 2 is unable to mirror Player 1's movement, the latter immediately moves on to Player 3. She maintains the rhythm without pause and leads them both in clapping and skip jumping. Although the switch can happen at any point along the horseshoe, the new leader must begin at one end of the circle and work towards the end.
* For instance, I face you and begin to clap my hands, skip jumping to the rhythm. You clap exactly as I do. I then quickly put out my right leg on the 3rd pause. If you mirror my movement (putting out your left leg) you get one point. On the second round if you again successfully predict and mirror my movement, you get a second point, exchange places with me and take the lead.
RULES
* The mirror's leg choice must be done simultaneously to the leader's. There must be no hesitation from the player standing in the horseshoe.
* If the player in the horseshoe is unable to mirror the leading player's leg choice simultaneously on the first try, the "leader" moves on the next person in line.
ACCOMPANYING MYTH
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How to record your voice
For ePoster MP3 Podcast
Contents
* Using a Windows 10 computer to record
* Using a Mac computer to record
* Record with an Android phone
* Record with an iPhone/iPad
* We recommend using a computer with a headset attached to it
* If you don't have a headset, and you are using the internal microphone of your computer, please be as close as possible to your laptop and speak in a loud, clear voice.
* Please avoid moving when you are recording to prevent volume differences and noises during your recording.
Using a Windows 10 Computer to Record
* Step 1: Click Start and then select Microsoft Store.
* Step 2: Search for Windows Voice Recorder and click the app in the search result.
* Step 3: Click Get to download Voice Recorder.
Or you can download the app directly Click here
Once you download Voice Recorder, it will be automatically installed and then you can use it to record your audio.
Using a Windows 10 Computer to Record
* Step 4: To make your vocal recording, be sure to connect a microphone and follow these steps. Click Start and type Voice Recorder in the search box. Then click the app to open it.
* Step 5: Click the Record button or press Ctrl + R to start recording.
* Step 6: Click the Stop button to finish recording when you have completed your recording.
Using a Windows 10 Computer to Record
* Step 7: In Windows Voice Recorder, all recordings will be listed in the left panel.
* If you want to check the audio you have recorded, select it from the panel and click the Play button.
* Step 8: The audio file will usually be stored in the Documents folder > Sound Recording.
* Please rename the file. Ensure there are no characters, symbols or spaces – only text in the file name.
* You can also right click on the recording in the Voice Recorder app and choose open file location to find your audio file.
Using a Mac Computer to Record
* You can record audio on a Mac with this method, using either a built-in microphone or an external mic.
* Step 1: Open QuickTime Player, found in the /Applications/ folder.
* Step 2: Click the File menu and choose New Audio Recording.
* Step 3: Click the red (o) Record button to start recording audio from the default microphone source. When finished, click the same button to stop the recording.
Using a Mac Computer to Record
* Step 4: Go to the File menu and select Save. Name the file and choose your file location.
* Please note that you may NOT save the file name with any characters, symbols or spaces – only text.
* Another option for recording in Mac OS can be found online here: Click here
Recording with an Android Phone
* This method should only be used if the method of using a computer is not possible.
* To record using your phone you can use the app Voice Recorder, available for free on Google Play via this link: Click here
* Step 1: Click the recording button to record your voice:
* Step 2: After you finish recording, we recommend you select Share File and send it to your own email, and then save it in a convenient location.
Record with an iPhone/iPad
* Step 1: Open the Voice Memos app located on the iPhone/iPad.
* Step 2: Tap the red record button to start recording your voice or audio. Tap the same button again when finished, in order to stop recording.
* Step 3: When satisfied with the recording, tap Done.
Record with an iPhone/iPad
* Step 4: Save the voice recording and give it a name. Please note that you may NOT save the file name with characters, symbols or spaces – use only text.
* Step 5: Share the Voice Recording from your iPhone. | <urn:uuid:45d2d7aa-4320-49e3-b4d3-346362140581> | CC-MAIN-2021-39 | https://ecocity-summit.com/wp-content/uploads/sites/130/2021/06/e-Poster-How-to-Record-Your-Voice.pdf | 2021-09-19T20:17:38+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780056900.32/warc/CC-MAIN-20210919190128-20210919220128-00663.warc.gz | 285,187,085 | 803 | eng_Latn | eng_Latn | 0.996115 | eng_Latn | 0.997386 | [
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IELTS LISTENING PRACTICE PAPER
IELTS Listening Sample Section 1
https://ielts-up.com/listening/12.1.mp3
SECTION 1. QUESTIONS 1-10
Complete the notes below.
Write NO MORE THAN TWO WORDS AND/OR A NUMBER for each answer.
PLAN FOR SHARING ACCOMODATION
Example:
The discussion topic
Answer:
lease for next year
The total rent:
Peter £110 & Jim
£ (1)
Car parking:
in the (2)
A place to buy things:
(3)
, because Jim
works there
The fees they should share:
(4)
fees
The appliances needed:
- The landlord will provide the microwave
- The (5) is needed in the kitchen
- Peter will bring some dining room and living room furniture
- Jim will buy a (6) at the store
Location of the telephone:
in the(7)
Move-in date:
(8)
Watching the game together:
(9)
What Jim needs to do before the move-in:
take(10)
in the
morning
IELTS Listening Sample Section 2
https://ielts-up.com/listening/12.2.mp3
SECTION 2. QUESTIONS 11-20
Questions 11-12
Complete the sentences below.
Write ONE WORD ONLY for each answer.
11. The program is made for travelers to make
12. The program operates in cooperation with.
.
Questions 13-16
What is the internship stipulation of each country below?
Choose FOUR answers from the box and write the correct letter, A-F, next to questions 13-16.
Internship Stipulation
A. home stay
B. no summer program
C. minimum time requirement
D. formal report required
E.
specific time period
F. agriculture
Country
13. USA
14. Australia
15. South Africa
16. India
Questions 17-20
Choose the correct letter, A, B or C.
17. What should you do to get the Global Traveling Certificate?
A. Record activity every day.
B. Formal report.
C. Talk the experience with the assessor.
18. You can apply for the certificate
A. only after you come back.
B. while on the trip.
C. before you leave.
19. When should you pay the final installment?
A. The day before you leave.
B. One month before you return.
C. Before you can get your plane ticket.
20. Before your application, you need
A. to take a health check.
B. to attend the workshop.
C. to meet people with whom you will work.
IELTS Listening Sample Section 3
https://ielts-up.com/listening/12.3.mp3
SECTION 3. QUESTIONS 21-30
Complete the notes below.
Write NO MORE THAN TWO WORDS AND/OR NUMBER for each answer.
Topic
Information source
21.
check at the 22.
Views on 23.
interview the manager of 24.
Practice of 25.
find relevant information from
the 26.
How to deliver the plan:
as an 27.
Date of giving the presentation:
on 28.
Schedule of items due:
First Phase: 29.
Final Phase: Group30.
IELTS Listening Sample Section 4
https://ielts-up.com/listening/12.4.mp3
SECTION 4. QUESTIONS 31-40
Complete the notes below.
Write ONE WORD ONLY for each answer.
The Gherkin Building
Commissioned by: 31. firm called Foster and Partners.
The features of its appearence:
- Its shape is like a 32. .
- It can reduce the carbon 33. of the city.
- It lets 34. pass through the building, both reducing heating costsand brightening up the workspace.
- One false story claimes that the exterior of the building is partly made of 35. .
Architectural concept:
- links 36. with the workplace.
- relies less on 37. for temperature control than other similar buildings.
The features of its interior:
- The atria that let fresh air pass through the interior are know as 38. .
- There is a place for entertainment called the 39. at the top of the building.
The future of urban planning and architecture:
- It is likely that the entire 40. will be disigned with more similarly eco-friendly buildings in future.
- A new building will be constructed aiming to produce zero waste and remove carbon dioxide from us as much as possible. | <urn:uuid:93c13041-d387-4ebd-8a47-97e4471902a1> | CC-MAIN-2021-39 | https://images.static-collegedunia.com/public/college_data/images/entrance/sample_paper/1621837972IELTS%20LISTENING%20PRACTICE%20PAPER%2017.pdf | 2021-09-19T21:13:30+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780056900.32/warc/CC-MAIN-20210919190128-20210919220128-00663.warc.gz | 370,535,729 | 952 | eng_Latn | eng_Latn | 0.98726 | eng_Latn | 0.995415 | [
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Advancing the sexual and reproductive health and rights of adolescent girls and young women: A focus on safe abortion in the 2030 Agenda for Sustainable Development
An ambitious new global agenda begins in 2016, seeking to drive significant development for adolescents and young people over the next 15 years. The 2030 Agenda for Sustainable Development offers new global goals and renewed commitments from governments around the world to reduce maternal mortality; achieve universal access to sexual and reproductive health information, education, and services; ensure reproductive rights; and achieve gender equality as a matter of women's and girls' human rights.
Replacing the Millennium Develop ment Goals (MDGs), the Sustainable Development Goals (SDGs) include 17 goals — such as to eradicate poverty, take urgent action on climate change, and pro mote health and gender equality — for global cooperation through 2030. The SDGs prioritize some of the biggest chal lenges facing adolescent girls and young women, including child marriage, gen der-based violence and lack of access to sexual and reproductive health services.
Unlike the MDGs that largely sidelined youth needs, the new agenda centers on and affirms the unique rights and needs of the more than 250 million adolescent girls and young women living in pov erty today. The SDGs seek "to realize the human rights of all and to achieve gen der equality and the empowerment of all women and girls."
Youth and unsafe abortion
To meet several of the new SDG goals, policymakers, advocates, and govern ments must prioritize advancing the right to sexual and reproductive health services, including access to safe, legal abortion for all women — adolescent girls and young women in particular.
to advance comprehensive sexuality edu cation, youth-friendly sexual and repro ductive health services, and less restrictive abortion laws and policies.
Worldwide, 47,000 women die of unsafe abortions each year, and millions more suffer serious, often permanent injuries. Adolescent girls and young women are disproportionately affected. Because of the many barriers to safe abortion care, young women who decide to terminate a pregnancy often find no alternative than to resort to unsafe abortion — even in set tings where abortion is legal. Social, eco nomic, legal, and health-system barri ers cause many young women to delay obtaining abortion care until later in preg nancy than adult women, and to delay seeking help for abortion-related compli cations. Of the approximately 22 million women who undergo unsafe abortions in the developing world each year, almost 50 percent are young women age 15–24.
Unsafe abortion is more common where adolescents and youth have an unmet need for contraception, where less effec tive contraceptive methods prevail, and in settings where abortion is criminalized. To reduce unintended pregnancy and unsafe abortion, governments must act urgently
New global goals: Focus on women and girls
Gender equality and the importance of empowering women and girls are two important themes repeated through out the 2030 Agenda for Sustainable Development. As with the MDGs, the new SDGs include a standalone goal on gender equality (Goal 5). In addi tion, a standalone goal on good health and well-being (Goal 3) was developed, which addresses sexual and reproductive health, among other health issues.
GOAL 3: Ensure healthy lives and promote wellbeing for all at all ages
TARGET 3.1: By 2030, reduce the global maternal mortality ratio to less than 70 per 100,000 live births.
The 2030 target calls for a two-thirds reduction in maternal mortality, based on the latest estimate for the global maternal mortality ratio of 210 deaths per 100,000 live births. A report by the United Nations Secretary-General in 2013 highlighted unsafe abortion as a "leading cause of maternal deaths" and cautioned that "it is likely that the numbers of unsafe abor tion will continue to increase unless wom en's access to safe abortion and con traception — and support to empower women (including their freedom to decide whether and when to have a child) — are put in place and further strengthened."
TARGET 3.7: By 2030, ensure univer sal access to sexual and reproduc tive healthcare services, including for family planning, information and edu cation, and the integration of repro ductive health into national strategies and programmes.
addition, adolescent girls and young women are disproportionately affected by sexual violence; interventions to achieve target 5.6 must therefore include services to prevent violence and provide care to those affected, including access to emergency contra ception and safe abortion.
Access to safe, legal abortion has been recognized by the global community as an essential intervention in a package of comprehensive sexual and reproductive health services that should be available to all women regardless of age, ethnic ity, gender identity, geographic location, marital status, race, religion, socio-eco nomic status or migration status. Youthfriendly abortion care services must account for the unique physical and emotional health needs of adolescent girls and young women, and address barriers to their ability to access care.
GOAL 5: Achieve gender equality and empower all women and girls
TARGET 5.6: Ensure universal access to sexual and reproductive health and reproductive rights as agreed in accordance with the Programme of Action of the International Confer ence on Population and Development and the Beijing Platform for Action and the outcome documents of their review conferences.
Achieving gender equality includes enacting laws and policies that allow
Advocates
for
Youth
Rights. Respect. Responsibility.®
access to safe and legal abortion, thereby recognizing women's autonomy and capacity to make informed and indepen dent decisions about their sexuality and reproduction. For adolescents and youth, access to safe and legal abortion is as important to their empowerment as equal access to education, employment, ade quate food and housing.
Recommendations for policymakers and advocates
* Ensure adolescent girls and young women have access to effective con traception and safe, legal abortion care. Women who are poor, young, or in other vulnerable circumstances are at high risk for unsafe abortion, yet this is entirely preventable through access to contraception and safe abor tion care — both essential and cost-ef fective components of any strategy to reduce maternal mortality and achieve target 3.1.
* Improve national systems to record maternal deaths and identify their causes— including unsafe abor tion — to improve measurement of progress toward target 3.1 and identify priority interventions.
* Provide universal access to youthfriendly and nonjudgmental sex ual and reproductive health services, including abortion care. Services must respect the rights to confidenti ality, privacy and informed consent. In
* Mandate comprehensive sexual ity education, linked to integrated sexual and reproductive health services. Reaching all young peo ple, particularly adolescent girls and young women — both in and out of school — with comprehensive sexu ality education is key to preventing unwanted pregnancy, HIV and other STIs, and to meet target 3.7.
* Accelerate actions to repeal laws that make abortion a crime. In most countries, legalizing abortion is a pre cursor to planning for and delivering high-quality safe abortion services. It is no longer acceptable politically or morally for governments or interna tional bodies to use arguments of cul ture or religion to avoid creating a sup portive policy and legal framework for safe abortion that would lead to elim ination of a major cause of mater nal death and injury. To fulfill the 2030 agenda, governments and civil society must accelerate actions to repeal laws that criminalize women who seek abor tion or who in other ways exercise their sexual and reproductive rights.
For more information:
P.O. Box 9990 | Chapel Hill, NC 27515 USA
1.919.967.7052 | email@example.com | www.ipas.org | <urn:uuid:0297b156-0f75-44c1-b5e8-fd4e468536fb> | CC-MAIN-2021-39 | https://www.advocatesforyouth.org/wp-content/uploads/storage/advfy/documents/Factsheets/cswythe16.pdf | 2021-09-19T20:25:17+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780056900.32/warc/CC-MAIN-20210919190128-20210919220128-00662.warc.gz | 690,317,063 | 1,655 | eng_Latn | eng_Latn | 0.994838 | eng_Latn | 0.994946 | [
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Churchville-Chili Central School District
The Churchville-Chili Central School District and all Monroe County Schools continue to actively monitor the Novel Coronavirus (COVID19) with guidance from the New York State and Monroe County Departments of Health. The safety of our students and staff is of the utmost importance and we will act out of an abundance of caution to protect everyone's health and wellbeing.
According to the New York State Department of Health, New Yorkers still have a low risk of contracting COVID-19. ChurchvilleChili Central School District is currently operating at a LEVEL 2 as detailed in the accompanying chart.
This is a rapidly changing situation. We know that COVID-19 is spreading and there is a confirmed case in Monroe County. School districts have been advised to prepare for COVID-19 and monitor illness among students and staff. We recommend you make a plan for childcare now should schools need to be closed for an extended period in the future.
Preventing the spread of illness is a community responsibility and we encourage you and your children to practice the following
healthy habits:
Frequent handwashing with soap and water for at least 20 seconds.
Avoid touching your eyes, nose, and mouth.
Cover coughs or sneezes with your elbow.
Stay home when sick and seek medical attention when necessary.
Avoid close contact with people who are sick.
Clean and disinfect frequently touched objects and surfaces such as counters, phones, door knobs and light switches.
As recommended by the New York State Department of Health, schools are taking additional precautions now to mitigate illness transmissions. If students or staff develop symptoms that include fever and cough during the day they will be isolated from others and will be triaged according to established protocols. We have also stepped up routine cleaning procedures in classrooms, on buses, and in bathrooms.
In situations like these, rumors may cause unnecessary reactions and panic. Therefore, we encourage you to get information from credible sources. The New York State Department of Health has established a webpage with updates, key messages, frequently asked questions, travel advisories and more at:
https://www.health.ny.gov/diseases/communicable/coronavirus/.
Together, we can work to maintain a healthy learning environment.
LEVEL 1 (No Cases in Monroe County)
More frequently clean common areas including countertops, door hardware, bus seats, etc.
Communicate online and to campuses the precautions to avoid spreading COVID-19
Continue to monitor attendance and communicate with Monroe County Department of Health
Communicate to families/staff to stay home if sick
Monitor illness among students and staff
Review and update emergency plans
Begin bi-weekly departmental briefings for communication updates
Potentially limit all unnecessary travel
Potentially limit large gatherings to only essential events or consider postponing essential events
LEVEL 2
(Cases identified in Monroe County)
Ramp up cleaning efforts to expand to cleaning less frequently used areas in addition to common areas
Potentially limit/restrict outside visitors and guests
Develop contingency plans and review business continuation plan
Continue all Level 1 activities
LEVEL 3 (Confirmed Cases among students/staff)
Affected school(s) will close for 24-hours
while the local department of health investigates and sets forth a plan for
further precautionary measures that the school must take to limit exposure,
which may include additional closure
Potentially cancel all district events
(athletics, fine arts, etc.)
In the event of extended campus closures,
communicate to families about schoolwork accommodations and access points for
supports such as supplemental food and supplies
Communicate to staff about which staff members
are to report in order to maintain services and which can work from home
Perform a deep clean of all areas | <urn:uuid:f254ed97-ea81-4bcc-bfe9-c8e74cd5b1f4> | CC-MAIN-2021-39 | https://www.cccsd.org/Downloads/CC%20COVID%2019%20flyer%20(1).pdf | 2021-09-19T19:22:53+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780056900.32/warc/CC-MAIN-20210919190128-20210919220128-00663.warc.gz | 731,721,217 | 744 | eng_Latn | eng_Latn | 0.998279 | eng_Latn | 0.998279 | [
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]
15
Total No. of Questions : 15
]
: 322-EK (RS)
Code No.
: 322-EK (RS)
[
[ Total No. of Printed Pages : 7
D.El.Ed. FIRST YEAR
EDUCATIONAL ASSESSMENT AND EVALUATION
Kannada & English Versions )
Revised Syllabus
]
: 10. 10. 2020
Date : 10. 10. 2020 ]
:
10.00 11.30 ]
Time : 10.00 A.M. to 11.30 A.M. ]
Register Number of the Candidate
Kannada Version
i)
ii) I 4
iii) II 5 3
iv) III 6 4
v)
1926
7
[ : 30
[ Max. Marks : 30
1. ………………
(A)
(B)
(C)
(D)
(A)
(B)
(C)
(D)
(A)
(B)
(C)
(D)
2.
3.
I
4 1
×
4
=
4.
5.
6.
7.
8.
9. ICT
10.
11.
12.
(A)
(B)
(C)
(D)
II
III
3
×
4
2
=
5
6
20
= ×
13.
14.
15.
( English Version )
Instructions :
i) The question paper contains 3 parts.
ii) Part-I consists of 4 Objective type questions and all questions are compulsory.
iii) Part-II consists of 5 questions of Short answer type and the students should answer any three.
iv) Part-III consists of 6 questions of Long answer type and the students should answer any four.
v) Students are advised to read all the questions thoroughly, then start answering.
PART – I
Choose the correct alternatives for the following :
4×1 = 4
1. Assignment of a number to express in Quantitative terms, the degree to which a pupil possesses the characteristics like Achievement, Intelligence, Interest etc. in the field of Education may be called
(A) Measurement
(B) Evaluation
(C) Assessment
(D) None of these.
2. ............... is very useful for the teacher to modify teaching, speed of teaching & method of teaching.
(A) Summative Evaluation
(B) Formative Evaluation
(C) Semester end Examination
(D) Achievement Test.
3. ............... technique of evaluation is most appropriate for students to make good relationships in the classroom.
(A) Written test
(B) Oral test
(C) Interview
(D) Sociometry.
4. The comprehensive record containing all the related information of the learner's family details, parental educational qualification, socio-economic status, medical records etc. is
(A) Progress report
(B) Cumulative record
(C) Marks list
(D) Rating scale.
PART – II
Answer any three of the following questions :
3 × 2 = 6
5. What are the recommendations made by Paula for designing new evaluation strategies ?
6. Mention any four uses of summative evaluation.
7. List the factors that an interviewer should consider in order to use the interview technique effectively.
8. As a teacher, which are the assessment strategies you adopt to bring transparency in the classroom assessment practices ?
9. How ICT can be used in Evaluation ?
PART – III
Answer any four of the following questions :
4 × 5 = 20
10. As per the proponents of revised taxonomy which are the four general types of knowledge ? Explain.
11. Discuss about the concept and objectives of continuous & comprehensive evaluation.
12. What is child portfolio ? What are the elements that may be included while implementing children's portfolio ?
13. As a teacher which are the strategies you adopt to make peer assessment most effective ?
14. List the factors which you have to consider while giving projects.
15. Total runs scored by different players in a cricket tournament is given below. Construct a pie chart to represent the data.
| Name of the player | Total runs scored |
|---|---|
| Ravindra | 64 |
| Michael | 128 |
| Suresh | 136 |
| Ashwin | 32 |
| Rahul | 88 |
| Mohammad | 272 |
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Transcript
Discover Mercury: Safety advice for the Transit of Mercury
David Rothery:
So Laura, we have a couple of transits of Mercury across the sun coming up, 9th of May 2016, 11th of November 2019. I'm keen for as many people as possible to watch these. But you've got to be very careful looking at the sun. So tell us, please, what do we have to avoid?
Laura Brooker:
Well, the important thing is to make sure you don't look at the sun directly with the naked eye, because that will really damage your eyesight. In fact, it will probably blind you. Then, don't make the
mistake of thinking that because it's cloudy or foggy, that you can then look at the sun. Again, that's a dangerous thing to do, because the clouds could move out of the way. And it's not actually blocking all
of the sunlight, so that's still damaging to your eye.
Then, don't make the mistake of thinking you can use sunglasses or a welder's mask to look at the sun, because that's actually not blocking the harmful infrared radiation and UV radiation, and this will
burn your retina. Then the big do-not, do not make the mistake of using your phone to look at the sun.
David Rothery:
Really?
Laura Brooker:
Yeah, because it actually will damage your phone, for starters. It can burn your phone out. And then if you accidentally moved it out of the way, it's actually going to damage your eyes again. So, don't use
your phone to look at the sun. That's a really dangerous thing to do.
David Rothery:
OK. Well, Mercury is too small to see without magnification anyway. So you're wasting your time using sunglasses or an eclipse filter.
Laura Brooker:
Yes.
David Rothery:
So you've got to have it magnified. So how can we look at the sun safely to see Mercury passing in front of it?
Laura Brooker:
Well, one of the best ways to do it is to use a telescope. But you can't use a telescope just by itself, and you also can't use a telescope with something like eclipse glasses, for instance. Because that's still going to burn through those filters. So you need to use a proper solar filter attached to a telescope to get a nice, clear image.
George Pagomenos:
Oh, yeah. So what exactly is this?
Laura Brooker:
This is actually a solar filter to fit onto this telescope here. And if you just hold it up-- obviously, don't try this at home. If you hold it up round to face the sun, you'll be able to see it kind of cuts out most of the light, pretty much all the light. And it also stops the harmful UV radiation, which is the most damaging part to the eye.
And actually, if you have a look through, you can see it's a mirror. So you can see yourself, but you can also see a red circle. And that's actually the sun. And what it's doing is cutting out most of the light, and it's also stopping this UV radiation from getting through which is really dangerous to your eyes.
So next stage is to take off your lens cap, and you want to place on your solar filter, making sure there's no scratches or any kind of smashed bits on it, because you don't want to blind yourself. So make sure it's nice and tight to the telescope. So you can see here, yep, it's nice and secure. And you've not got any leakages around the edges, and that you've actually screwed this on, as well.
Laura Brooker:
Not everyone, obviously, has a telescope or has a solar filter. So you can look up, for instance, local events that are going to be going on for the transit, where you'll have the opportunity to be able to use things like a solar telescope. But on top of that, we also do have things like cardboard solar viewers that you can get quite cheaply. And you can use those at home, in your back gardens, for instance, to look at the sun safely.
Laura Brooker:
Well, this is actually a cardboard solar viewer. And this is a really good way to view the sun. Because you'll be able to see the sun as a nice clear image, and you'll be able to find Mercury transiting across the front of it.
You've got a lens here, and you get the sunlight coming through this lens. And it bounces off of this little mirror, and you'll see an image of the sun on the cardboard at the back. So the way that I do this is I just look inside this cardboard solar viewer. And if you move it about a little bit, you'll see a dot.
David Rothery:
I've got to find the sun.
Laura Brooker:
Yes. So yep, you can see, there we are. And then if you just move it across and get it nice and central to the mirror, lo and behold, there you go. Nice image of the sun.
David Rothery:
And it's coming down the tube onto the mirror and back onto here. And there's no way I can get my eye to look up that tube and hurt myself, because the mirror is in the way.
Laura Brooker:
Exactly. It's a nice and safe way to view the sun.
David Rothery:
But that's blurred.
Laura Brooker:
Yes, it is a little bit. So the way you bring it into focus is you can use the lens that I mentioned earlier. So if you just move that in and out.
David Rothery:
I'm making it worse.
Laura Brooker:
Yeah. So you can see it'll get fuzzy one way, and it'll get nice and into focus the other way. And then you can do a fine adjustment using this little mirror, because it has a screw that you just twist. And you can get a nice, clear image.
David Rothery:
OK. Now I can see all kinds of little dots. Now, some are because the cardboard is dirty. But I think there's some features on the sun as well.
Laura Brooker:
Yes. You can actually see there's some solar spots on the sun today. And you can see those nice and clear.
David Rothery:
So they're the ones that will stay with the sun rather than stay stationary on the cardboard as I jiggle this around a bit.
Laura Brooker:
Exactly.
David Rothery:
So there's something on the sun up there. Brilliant. Sunspots.
Laura Brooker:
Yep.
David Rothery:
And if that was Mercury transiting the sun, would it be bigger than that or smaller than that?
Laura Brooker:
Well, it'd actually be quite small on the surface of the sun. It'd be a millimetre, few millimetres across. So maybe about the same size as the sunspots that we're seeing today.
David Rothery:
We've got to have a good focus to catch Mercury.
Laura Brooker:
Yes. Yes, definitely.
Do make sure, when you're using these solar viewers, that you're supervising any children. Because you don't want them to damage their eyesight. | <urn:uuid:a553a3cf-184b-4fa9-8f03-a0ad0b4eac16> | CC-MAIN-2021-39 | https://www.open.edu/openlearn/sites/www.open.edu.openlearn/files/discover_mercury_-_safety_advice_for_the_transit_of_mercury.pdf | 2021-09-19T19:59:08+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780056900.32/warc/CC-MAIN-20210919190128-20210919220128-00665.warc.gz | 948,209,540 | 1,528 | eng_Latn | eng_Latn | 0.998786 | eng_Latn | 0.999322 | [
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ImPACT Concussion Test
Bismarck Public Schools is now offering the ImPACT Test for their student-athletes. Read below to find out information about how this can benefit your athlete. More information about the ImPACT Test can be found at http://impacttest.com/about/background
ImPACT (Immediate Post-Concussion Assessment and Cognitive Testing) is the first, most-widely used, and most scientifically validated computerized concussion evaluation system.
Developed in the early 1990's by Drs. Mark Lovell and Joseph Maroon, ImPACT is a 30-minute test that has become a standard tool used in comprehensive clinical management of concussions for athletes of all ages. ImPACT Applications, Inc. was co-founded by Mark Lovell, PhD, Joseph Maroon, MD, and Michael (Micky) Collins, PhD.
Given the inherent difficulties in concussion management, it is important to manage concussions on an individualized basis and to implement baseline testing and/or postinjury neurocognitive testing. This type of concussion assessment can help to objectively evaluate the concussed athlete's post-injury condition and track recovery for safe return to play, thus preventing the cumulative effects of concussion. In fact, neurocognitive testing has recently been called the "cornerstone" of proper concussion management by an international panel of sports medicine experts.
ImPACT can be administered by an athletic trainer, school nurse, athletic director, team coach, team doctor, or anyone trained to administer baseline testing. ImPACT is the most widely used computer-based testing program in the world and is implemented effectively across high school, collegiate, and professional levels of sport participation.
Which Athletes are Recommended for ImPACT Baseline Testing?
The ImPACT Team recommends the evidence-based guidelines below for determining which athletes should be given a baseline test. We recommend that Contact/Collision sport athletes receive a baseline, whereas NORMATIVE DATA can be used for all other injured athletes.
Features
- Measures verbal and visual memory, processing speed and reaction time
- Measures player symptoms
- Reaction time measured to 1/100th of second
- Provides reliable baseline test information
- Assists clinicians and athletic trainers in making difficult return-to-play decisions
- Produces comprehensive report of test results
- Automatically stores data from repeat testing
- Results can be e-mailed or faxed for fast consultation by a neuropsychologist
-
Testing is administered online for individuals or groups
- Compatible with PC and MAC
The test battery consists of a near infinite number of alternate forms by randomly varying the stimulus array for each administration. This feature was built in to the program to minimize the "practice effects" that have limited the usefulness of more traditional neurocognitive tests.
ImPACT takes approximately 30 minutes to complete. The program measures multiple aspects of cognitive functioning in athletes, including:
- Working memory
- Attention span
- Sustained and selective attention time
- Non-verbal problem solving
- Response variability
- Reaction time
How The ImPACT Test Works
1: Demographics & Health History
Section 1 of the ImPACT test requires the athlete to input basic demographic information and descriptive information through a series of easy-to-follow instructional screens. The athlete inputs this information via a keyboard and must utilize an external mouse to navigate/select responses on the screen.
Many of the questions can be answered using "pull down" menus in the window. This section asks the athlete to answer questions regarding height, weight, sport, position, concussion history, history of learning disabilities and other important descriptive information.
2: Symptoms and Conditions
This section of the ImPACT test asks questions about the athlete's most recent concussion date, hours slept last night, and current medications. Then the athlete is to rate the current severity of 22 concussion symptoms via a 7-point Likert scale. This Likert scale is currently utilized by the NFL and NHL and has been endorsed by the the Vienna Concussion in Sports (CIS) group.
The concussion symptom scores are displayed in the ImPACT test report along with the symptom total score.
3: Baseline and Post-Injury Neurocognitive Tests
After completing the Demographic and Current Symptoms, the athlete will begin the Neurocognitive Test which is comprised of 6 modules.
1. Word Discrimination evaluates attentional processes and verbal recognition memory utilizing a word discrimination paradigm.
2. Design Memory evaluates attentional processes and visual recognition memory utilizing a design discrimination paradigm.
3. X's and O's measures visual working memory as well as visual processing speed and consists of a visual memory paradigm with a distractor task.
4. Symbol Matching evaluates visual processing speed, learning and memory.
5. Color Match represents a choice reaction time task and also measures impulse control and response inhibition.
6. Three Letter Memory measures working memory and visual-motor response speed.
4: Graphic Display of Data
Five ImPACT test scores are calculated from the neuropsychological tests administered, and each is displayed graphically. See below for a description of each graph. | <urn:uuid:479632b2-1b73-40b0-b9a3-01e7501b3498> | CC-MAIN-2021-39 | https://www.bismarckschools.org/cms/lib/ND02203833/Centricity/Domain/88/impact_concussion_test.pdf | 2021-09-19T20:26:44+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780056900.32/warc/CC-MAIN-20210919190128-20210919220128-00664.warc.gz | 721,250,903 | 1,031 | eng_Latn | eng_Latn | 0.99496 | eng_Latn | 0.99496 | [
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March 24, 2021
RE: HB-6662 Racism as a Public Health Crisis
Dear Public Health Committee,
I hope this reaches you in great spirits. I am submitting this formal written testimony as I adamantly support the HB-6662 Racism as a Public Health Crisis
My Personal Experiences
I'm extremely perturbed by blatant implicit racism and biases that I witness on a daily basis in Connecticut. It's not even remotely subtle. The explicit covert racism that exists is a public health crisis. The redlining and restrictive covenants caused the Black American Descendants of Chattel Slavery to be forced into the worst geographical locations for living conditions as well as forcing them into area that suffer the most environmental damage and pollution which stand to be the same communities that black migrants integrate into. The Jim Crow era and the era of the Klan produced fear and terror that not only kept us out of the political arena, but it also instilled a distinct separation of not only social circumstances but also resources which include medical and housing. The deprivation of generational wealth, the massive incarceration rates in the state's history, the alarmingly high income disparities between whites and blacks in this state, the locking out of black veterans after ww2, the trauma Black American Descendants of Chattel Slavery have had to retain over the generations, the feigned ignorance of our white counterparts, and the lack of Reparations has caused the black community to suffer not only directly through violence and exclusion but also via diseases and cancers produced by the everenduring stress caused by racism. Racism almost cost me my college education. Racism took my sister's life through environmental hazards. Racism took my father through diabetes and high blood pressure. Racism took my mother through cancer in her stomach as a result of biased medical treatment. Racism has driven me to immense depression and constant self hate due to the detriments to my psyche.
The White population is approximately 84%, Hispanic is approximately 16%, while the Black/African American is 10%. The Black/ African American communities comprise of Black American Descendants of Chattel Slavery, those from Caribbean Islands, Nigeria, Ghana, Somalia, and Haiti. There is absolutely no disaggregated data that reflects specific ethnicities. However, each of these groups of people with specific lineage are consistently discriminated against simply because of the color of their Black skin. This all stems from 400 years of institutionalized systematic oppression and racism directly attributed to the horrific history of Black Chattel Slavery (1619-1784). The Act of Gradual Abolition. If born after March 1, 1784 your freed at the age 25,
I'd like to expound upon the facts, my personal experiences and opinions. In 2009 14 Legislatures, in the House & Judiciary Committee, unanimously decided to pass House Joint Resolution 1.
The Committee on Government Administration and Elections reported through REP. SPALLONE of the 36th Dist., Chairperson of the Committee on the part of the House, that the joint resolution ought to be adopted. April 15, 2009
RESOLUTION EXPRESSING THE PROFOUND REGRET OF THE CONNECTICUT GENERAL ASSEMBLY FOR THE HISTORY OF WRONGS INFLICTED UPON BLACK CITIZENS BY MEANS OF SLAVERY, EXPLOITATION AND LEGALIZED RACIAL SEGREGATION, AND CALLING ON ALL CITIZENS TO TAKE PART IN ACTS OF RACIAL RECONCILIATION.
SUMMARY:
Through this resolution, the General Assembly:
1. issues an apology for slavery practiced in Connecticut and the
official acts that sanctioned and perpetuated it;
2. vows to work to eliminate the residual structures of racism existing in the state;
3. urges educational, religious, civic, and business entities to acknowledge and learn from Connecticut's past, including as a leading state in the abolition efforts, to promote racial equality and reconciliation; and
4. calls on residents to recommit their state, communities, and themselves to work daily to promote equality, as proclaimed in the Declaration of Independence; treat all people with respect; and eliminate racial prejudices and injustices.
The resolution provides a brief history of how Connecticut first supported slavery and then worked toward its abolition. It acknowledges that several nations, states, and corporations have issued apologies for their roles in promoting slavery.
Absolutely none of the above referenced vows have been adhered to. However, Connecticut continues to be complicit in the eerily reminiscent practices of the Jim Crow Era. We have to do much better and stop sweeping these issues underneath the rug.
A Truth and Reconciliation of the historical discriminative practices and systematic racism / oppression must be addressed on all levels for Black/ African American's rights to Liberty and the Pursuit Equal Happiness. Studying the Inequities/ Inequalities of Black American Descendants of Chattel Slavery can viewed through another lens as why the consistently disparities in the Black communities exist, Without doing so, this above referenced apology means absolutely nothing. It's just been an empty promise and pacification for the past 10 years. We cannot afford another loss of life due in the underserved communities. I'm wearing my heart on sleeve and begging you all to please not ignored my grandson's death nor let it be in vain,
I thank you for taking the time to hear me today, Your anticipated assistance in working working toward remedies and resolutions in the Black communities,
Have a Wonderful Day! James Keitt SoliDarity | <urn:uuid:3321a659-effa-4e83-b7a6-3c9e56e39c57> | CC-MAIN-2021-39 | https://cga.ct.gov/2021/appdata/tmy/2021HB-06662-R000326-Keitt,%20James-TMY.PDF | 2021-09-19T20:26:00+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780056900.32/warc/CC-MAIN-20210919190128-20210919220128-00664.warc.gz | 219,680,802 | 1,121 | eng_Latn | eng_Latn | 0.996243 | eng_Latn | 0.997154 | [
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Materials Needed
o STEAM Journal
o Learning Activity Butterfly Outlines
o 6 different colored pencils, markers, crayons, etc.
o Pencil or pen
Grade Range
K-2
3-5
6-8
Topics/Skills
Traits, Biology, Phenotypes, Shapes, Patterns
Learning Standards
Biological Evolution
Duration
15-20 minutes
Prep Time
2 minutes
Beautiful Butterflies
Designing the Next Generation of Beautiful Butterflies
Butterflies have beautiful and intricate designs and colors on their wings. They use the shapes, patterns and colors to send messages to other butterflies and to hide from predators. Can you design a new generation of butterflies?
Activity Challenge
Design a butterfly offspring that incorporates its parents' visible traits.
Preparation
1. Gather materials and select a workspace.
To Do
1. Color Butterfly A with two different colors. One butterfly must have blue.
2. Color Butterfly B with two different colors as well.
3. Now, butterfly A and B have distinct shapes and colors, choose any 2 shapes/patterns and 2 colors from butterfly A or B.
4. Draw and color Butterfly C with the chosen shapes/patterns and colors.
Observations
* Label the different parts of the butterfly including the antenna, eyes, head, thorax, abdomen, wings, and legs.
* In your STEAM Journal, explain why you chose some pattern or color over another color for butterfly sees design. Think about a flowering bush, a street corner, or the side of a tree. What design and color of butterfly do you think would blend in best in any of those settings?
Extensions
* Attempt to identify and label the forewing, hindwing, proboscis, and wing veins. If the butterfly does not have those anatomical parts, then draw them in and label.
* Cut out your butterfly offspring and make a tiny kite out of it.
* Attempt to reproduce the blue color on your offspring with markers on plastic wrap by combining to colors that make blue.
The Content behind the Activity
Butterfly wing patterns and colors are passed down from generation to generation in genetic code called DNA. DNA is a biological messenger that tells cells how to specialize. The DNA in specialized cells contains the code for an organism's traits, such as wing colors, that can be observed and measured. Observable traits are called phenotypic traits. Phenotypic traits like color, pattern, and wing size are the expression of genetic messages in the DNA. Offspring in a generation will commonly display (express) one or more of the phenotypic traits of the parent organism.
Butterfly A
Butterfly B
Butterfly C | <urn:uuid:44a2afdf-0353-4fae-bf95-024fd93bae4f> | CC-MAIN-2021-39 | https://2m9f1z15c8mny1dunw8i2do3-wpengine.netdna-ssl.com/wp-content/uploads/2020/08/LAS-Beautiful-Butterflies.pdf | 2021-09-19T19:18:22+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780056900.32/warc/CC-MAIN-20210919190128-20210919220128-00664.warc.gz | 129,819,027 | 552 | eng_Latn | eng_Latn | 0.991682 | eng_Latn | 0.990816 | [
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Course Syllabus
Valaya Alongkorn Rajabhat University
Course: College English Skills PreparationCourse Code: VLE101(Sat. and Sun.) 1/2020
Course Description
Practice and develop four English language skills focusing on basic vocabulary, communicative sentence structures, such as listening and reading about current issues, learning in the 21 st century, and speaking and writing about daily life, early events and life goals in the information age.
Objectives
To let the students practice and develop four English language skills and prepare them for learning and using English at college level in the 21 st century
Teaching and Learning Activities
| Week | | Topics | | Teaching Materials |
|---|---|---|---|---|
| | - Course orientation - Nouns (I) | | Materials for classroom and online teaching, e.g. - PowerPoint - Word - Zoom application - Google Classroom - Hangouts application - etc. | |
| | Nouns (II) - Plural nouns - Countable and uncountable nouns - Much, many | | | |
| | Pronouns - Personal pronouns - Possessive pronouns - Reflexive pronouns | | | |
| | Adjectives - Comparative adjectives - Superlative adjectives | | | |
| | Verbs - Making the subject and the verb agree - Transitive and intransitive verbs Adverbs | | | |
| | Prepositions - Prepositions of place and movement - Prepositions and adverbials of place and position Conjunctions | | | |
| | Mid-term exam review | | | |
| | Mid-term Exam | | | |
| | Simple present - Talking about your daily life and routine - Simple present - Adverbs of frequency | | | |
| | Present continuous - Talking about your likes and dislikes - Simple present and present continuous | | | |
| Week | | Topics | Teaching Materials |
|---|---|---|---|
| | Simple past - Talking about your favorite hobbies and interests - Simple past - Time expressions | | |
| | Past continuous - Talking about something that happened to you - Simple past and past continuous - Adjectives of emotion | | |
| | Future Simple - Talking about an important celebration in your life - Future plans and decisions - Future simple with ‘going to’ and ‘will’ | | |
| | Present Perfect (I) - Talking about things you’ve done - Present perfect - Adjective to describe experiences | | |
| | Present Perfect (II) - Talking about technology in your life - Present perfect - For, since, just, yet, and already | | |
Measurement and Evaluation
1. Measurement
2. Evaluation
Score range
Course Materials
Craven, M. (2016). Breakthrough plus 2. London: Macmillan Education.
Murphy, R. (2010). Essential grammar in use (3rd ed.). Cambridge: Cambridge University Press.
Sargeant, H. (2009). Essential English grammar. Australia: Learners Publishing.
Vince, M. (2010). Elementary language practice: English grammar and vocabulary (3rd ed.). Oxford: Macmillan Education.
Details of the course activities
Expressing gratitude to medical professionals and healthcare workers during the coronavirus (COVID-19) pandemic
Activity:
The students write a message in English on a piece of A4 paper to thank medical professionals and healthcare workers for dealing with the coronavirus (COVID-19) pandemic
Online practice
Activity:
The students practice English outside the classroom with online exercises. The online practice is composed of 50 questions.
The online practice link will be given to the students on 31 August – 18 October 2020. The students have to finish all online exercises by the given time.
A presentation of an English website
Activity:
The students introduce an English website for learning English or practicing their
English skills outside the classroom by making a two- to three-minute video clip. The video clip presents how to use the website and what the students gain from using it. | <urn:uuid:1b5d7f70-272a-40e2-848e-9f30834c0f1a> | CC-MAIN-2021-39 | http://www.lcvru.com/images/fileupload/2020-06-30_H3Oly6WI.pdf | 2021-09-19T19:11:40+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780056900.32/warc/CC-MAIN-20210919190128-20210919220128-00666.warc.gz | 96,465,694 | 902 | eng_Latn | eng_Latn | 0.745761 | eng_Latn | 0.98699 | [
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The Reading Rocks Challenge
The challenge is to read books from our Reading Rocks list. There is a different list for each year group. Chose a category, read or share a book that fits the category, record the title of the book, the author and the date you finished reading it. Certificates awarded for reading:
5 books – Asteroid Award
8 books – Comet Award
12 books – Meteor Award
18 books – Satellite Award
When you have reached an award level bring your challenge record in to show your teacher and talk to them about the books you have read. Certificates will be given out in an assembly after your teacher has seen your record. We have provided some suggestions of books that you may consider reading at the bottom of the challenge record. These are for guidance only!
Year 1 recommended reads
- I Want My Hat Back by John Klassen
- Flotsam by David Wiesner
- A Bear Called Paddington by Michael Bond
- Flat Stanley by Jeff Brown
- I Can Only Draw Worms by Will Mabbitt
- Beegu by Alexis Deacon
- Giraffe's Can't Dance by Giles Andreae
- Mog the Forgetful Cat by Judith Kerr
- The Magic Finger by Roald Dahl
- The Tiger Who Came to Tea by Judith Kerr
Asteroid Award
Meteor Award
Comet Award
Satellite Award
Stratford-sub-Castle Primary School
Reading Rocks Challenge! January – April 2021
Year 1
Name: ___________________________
A book that involves an adventure
Date completed
A book with animals
Title: _________________________
Title: _________________________
Author: _______________________
A book with a blue cover
Title: _________________________
Author: _______________________
A book with a one word title
Title: _________________________
Author: _______________________
A book by Oliver Jeffers
Title: _________________________
Author: _______________________
A book that features a prince or princess
Title: _________________________
Author: _______________________
A book that features magic
Title: _________________________
Author: _______________________
A book from the recommended reads list
Title: _________________________
Author: _______________________
A book that has a dog in it
Title: _________________________
Author: _______________________
A book recommended by your teacher
Title: _________________________
Author: _______________________
Author: _______________________
A book that features friendship
Title: _________________________
Author: _______________________
A poetry book
Title: _________________________
Author: _______________________
A book about Earth (non-fiction)
Title: _________________________
Author: _______________________
A book with more than 20 pages
Title: _________________________
Author: _______________________
A book recommended by a family member
Title: _________________________
Author: _______________________
A book set in a hot place
Title: _________________________
Author: _______________________
A book with no words
Title: _________________________
Author: _______________________
A book that has won an award
Title: _________________________
Author: _______________________
Date completed | <urn:uuid:c90be41e-d2fd-4b0e-a7a1-bc9f4d0a44cb> | CC-MAIN-2021-39 | https://stratford-sub-castle.wilts.sch.uk/wp-content/uploads/2021/01/Reading-Challenge-Booklet-YEAR-1-January-2021.pdf | 2021-09-19T20:02:44+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780056900.32/warc/CC-MAIN-20210919190128-20210919220128-00666.warc.gz | 585,093,134 | 632 | eng_Latn | eng_Latn | 0.828078 | eng_Latn | 0.990372 | [
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Founded 1904
Registered Charity No 528912
Expressive Arts and Design Policy
RIGHTS RESPECTING SCHOOL
This policy is in accordance with the 1989 United Nations Convention on the Rights of the Child (UNCRC)
Article 28 Every child has the right to an education.
Article 29 Education must develop every child's personality, talents and abilities to their full.
Article 31: Every child has the right to relax, play and take part in a wide range of cultural and artistic activities.
The child has
A hundred languages
A hundred thoughts
A hundred hands
A hundred ways of thinking
Of playing, of speaking…" Loris Malaguzzi
At Selly Oak Nursery School we believe that children express themselves in different ways and our role as adults is to facilitate their learning by planning activities around their preferred interests and learning styles. We observe children closely and take photographs to document their learning. We believe the expressive arts are a vehicle for learning. Children are encouraged to express themselves in many ways verbal and non-verbal. At Selly Oak the process of learning is valued as much as the final product.
During child-initiated sessions, children are able to take part in activities where they can be innovative and where practitioners are available to support them and value their ideas. There are also adult initiated activities where practitioners model skills and knowledge and encourage children to use the techniques in work of their own.
Throughout all nursery activities, children's own ideas are valued and incorporated. Children are encouraged to evaluate their own work saying what it is they like and suggesting ways that they could make their work even better. Children are encouraged to work in groups and alone. They are given opportunities to work on large and small scales, on different surfaces such as tables, the floor, at easels, both indoor and out.
We aim to create a stimulating environment where resources are accessible to children. Children can explore and discover high quality resources that stimulate their senses and imagination in each area. For example, in the library there are book bags with different kinds
1 |
Page of puppets to support children's interests. In the role-play areas there are dressing up clothes and artefacts from different cultures in the Discovery area, children will find natural materials of different textures, find out about life cycles of plants and animals, water, sand and exploratory play. They have opportunities to create their own stories through our small world fantasy boxes. They will discover mirrors and reflective materials and will be able to work with the light table, with transparent and non-transparent materials.
Different forms of representation are encouraged throughout the nursery. There are small and large role-play areas, which are changed according to the interests of the children. There are writing areas and a moveable writing trolly with pencils, pens, felt-tips and chalk available. The creative room has a range of 2D and 3D materials; there are various paints, collage materials, junk modelling materials, clay, chalk, and dough. Children are encouraged to use a variety of puppets to express themselves and to make puppets of their own.
Music and Dance.
Music is well resourced enabling children to explore sound both alone and with others. We have a large hall, where there is plenty of space to combine the use of instruments with movement. We are also fortunate in having sturdy outdoor instruments made from recycled materials. Creativity through music and sound is encouraged both through adult directed play in which the children are taught listening skills and how to care for and use the instruments correctly and in child initiated sessions, indoor and out. Children have the opportunity on a daily basis to sing within their groups. We are fortunate to have an extensive library of tapes and cd's including traditional rhymes, classical music, music from a variety of cultures and dance music that are used regularly. We also use singing and music to enhance other curriculum areas such as Personal, Social and Emotional Development, Mathematical Development and Physical Development.
It is the policy of the nursery to celebrate children's creativity by displaying children's own work using good quality backing materials and borders that enhance the child's efforts. Often photographs of the learning process are displayed. This helps parents and staff value the child's creativity and reflect on their learning. The nursery encourages children to participate in music, dance and drama with others. Children and their families are invited to share and participate in celebration events.
We use various artists/dancers to influence the work of our children and enhance the curriculum and are given the opportunity to experience expressive arts within the community
Agreed by Selly Oak Nursery School Governing Body on:-
Signed ……………………………………………………..
Dated ……………………………………………………….
Review Date:…………………………………………….
2 |P a g e | <urn:uuid:5f3a6edd-f4e4-4821-863e-568305b24b2c> | CC-MAIN-2021-39 | https://www.sellyoak-nur.bham.sch.uk/Files/Download/8f1f1bd9-ee66-48e2-91a7-a8ed65ba125a/951ba1fe-cfca-4393-aac6-fe5f2e5691bc/Expressive%20Arts%20and%20Design%202016.pdf | 2021-09-19T19:31:33+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780056900.32/warc/CC-MAIN-20210919190128-20210919220128-00664.warc.gz | 1,025,489,740 | 969 | eng_Latn | eng_Latn | 0.998346 | eng_Latn | 0.998382 | [
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