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Trees:
* Rusty, slimy residue or growth on Cedar or Juniper are signs of the rust disease. It can soon infect hawthorn and crabapple trees. To prevent rust disease on hawthorn and crabapple trees, use Bonide Infuse as the flower buds begin blooming and repeat the application in thirty-day intervals in early May and June. Additionally, apply Bonide Mancozeb ten & twenty days after each application of Bonide Infuse. Do not use fruit from sprayed trees for food or feed purposes.
Lawn:
* If your lawn has a history of grub damage, inspect for grubs. If more than seven grubs are present in one square foot of lawn, use Bayer Dylox to eradicate the grubs. Water in the application with 1/2 an inch of water or apply the Bayer Dylox before rain is expected. Six or less grubs per square foot will not do enough damage to harm your lawn if your lawn had been fed with Turf Trust early this spring.
* Wild violets on your lawn can be controlled by applying Speedzone Lawn Weed Killer. Make two applications six days apart with the Ortho dial sprayer. Use the 1tbs setting for the Speedzone applications. Do not mow the lawn for three days before or three days after the applications. It takes two to three weeks to kill wild violets depending on temperature and soil moisture.
Houseplants:
* Do not take houseplants outside yet because nights are still to cool, and there is a danger of night frost. Continue to feed your houseplants with Seamate every time you water.
* Dutch amaryllis can be planted outside in the garden in an area that receives half a day of sunlight after being removed from the pot. When planting, mix fresh Canadian Peet Moss with your soil before planting the amaryllis. Feed the amaryllis with Plant Trust Flower and Bulb Fertilizer. Water these plants weekly during the dry summer conditions.
Flowers:
* The best wave petunia is the blue wave petunia. The purple wave petunia is prone to root rot. When buying blue petunias, make sure the tag says blue wave petunia. You can plant blue wave petunia in the flower bed in two to three weeks. Feed ground planted blue wave petunias with Plant Trust Flower and Bulb Fertilizer. Blue wave petunias grown in pots during the summer should be fed with Jack's Classic Petunia Feed every two to three weeks.
Fruit:
* Strawberries can now be planted in a vegetable garden in a sunny location. Do not expect a large harvest the first year planted. The following year's harvest will be much better.
Bees:
* To protect bees, make insect spray applications in the late evening and do not spray trees or shrubs when blooming (including evergreens like hollies). Mow the lawn to decrease dandelions and clover flowers that would attract bees to the lawn before spraying trees in the lawn.
* Use insecticides less toxic to bees such as B.T or oils, like Clear Choice Green or Summit Year Round Spray Oil, when B.T and oils are adequate for your needs.
* Avoid dust and encapsulated insecticides because they are more toxic to bees.
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Money and the money supply
Contributed by the Central Bank of Seychelles as part of its Awareness Programme.
Money is any object or record that is generally accepted as payment for goods and services and repayment of debts. This can include notes and coins, as well as electronic forms of money. There are many different currencies of money such as the US dollar, the UK pound and the Euro. In Seychelles, the Seychelles rupee is used. Nearly all money systems are based on what is known as fiat money. Fiat money does not have any value as a physical commodity but has value simply because the government has declared that it must be accepted as a form of payment within the country. As such, because the Government has declared the Seychelles rupee to be the domestic currency and as such has declared its value, the rupee is used as a form of payment within Seychelles.
Money has been thought to have 3 main functions. Firstly, it acts as a medium of exchange. This simply means that it can be exchanged for goods and services. It therefore eliminates the need for barter which proved to be inefficient. Barter is the method of exchange whereby goods and services are directly exchanged for other goods and services. This is difficult because it requires a double coincidence of wants. For example, if money did not exist and a fisherman wanted fruit, he would have had to find someone that grew fruit and also wanted to exchange it for fish. The introduction of money removes the need to find someone who has what you want and wants what you have.
Its second function is that it acts as a store of value. This means that its value should remain stable over time unlike, for example, a car which loses value over time. Thirdly, money can act as a unit of account. This means that it can be recorded that a certain amount of money exists without that money having any actual physical existence. This can be seen when payment is made by cheque. The number representing how much money is in the corresponding bank account decreases without requiring the money to be obtained in physical form for payment.
Money must also be easily portable, durable and very difficult to counterfeit (since if people could produce it themselves it would lose value). That is why notes and coins have various security features to prevent counterfeiting, and are light, long-lasting and thus easy to transport. It also needs to be divisible. If only R500 notes existed, it would be very difficult to buy small items and that is why money is divided into notes and coins of lesser value.
Money must also be in limited in supply in that there is a sole supplier, which in most countries is the central bank. The money supply is the total amount of money available in an economy at a particular point in time. A country's central bank can increase the money supply by, for example, "printing" money or by buying government bonds from the private sector. The central bank can decrease the money supply by, for example, selling government bonds or by encouraging commercial banks to hold more money deposits at the central bank. The latter can be achieved through market operations or minimum reserve requirements.
However, the central bank does not have complete control of the money supply. Commercial banks can effectively create money by giving loans thus increasing the money supply. Loans increase the volume of deposits in the system, because not all money must be present in physical form, and by doing so increase the money supply.
Growth in the money supply, however, will generally cause inflation. This is because an increasing money supply, when the supply of goods and services remains constant usually means that people will have more money to spend on goods and services. The resulting increase in demand for goods and services will drive up prices.
There are several different measures of the money supply generally referred to by 'M' followed by a number, usually ranging from M0 to M3. In Seychelles we have M1, M2 and M3. M1 consists of the currency with the public and transferable deposits. M2 consists of M1 plus fixed term and savings deposits. M3 consists of M2 plus foreign currency deposits. Furthermore, within these measures there are components of money supply – transferable deposits, fixed deposits, foreign currency deposits and so on. These components and their variation over the past 10 years can be viewed in the graph below.
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Steps to Take if Your Pet Gets Lost
- Act fast! Don't waste days hoping your pet will come home. Search your neighborhood or the area where your pet was lost, and let people know it's missing. Call your pet's name and check any places it could be trapped, such as in garages, under vehicles and engine compartments. A lost pet often will hide during the day, so be sure to go out again at night with a flashlight and call for it. Sometimes a can of food can lure a hungry and scared pet to you. Borrow a humane trap and check regularly (ask about proper techniques).
- While out searching for your pet, is there a sound your pet loves to hear? Like the shaking of the treat box or a favorite squeak toy? If so, bring that item on the search and make a little noise. Remember to use a friendly voice when calling.
- Complete a "lost pet" report at your local animal shelter(s) and animal control authority immediately and visit in person every day. Some larger cities have more than one shelter, so be sure to contact all of them in your area (and any jurisdictions bordering where the pet was lost):
Anne Arundel County Animal Control The SPCA of Anne Arundel County 411 Maxwell Frye Rd. 1815 Bay Ridge Avenue Millersville MD 21108 Annapolis MD 21403 (410) 222-8900 (410) 268-4388 www.aacounty.org/animalcontrol www.aacspca.org
- If your pet is microchipped, ALERT your microchip company that your pet is lost and make sure your contact information is correct.
- Visit the Anne Arundel County Animal Control website to view found pets and post your lost pet at www.aacounty.org/animalcontrol.
- Make "lost pet" posters or flyers using your pet's current photo. Inform your local neighborhood, post offices, libraries, pet supply stores, veterinary clinics, groomers and grocery stores that your pet is lost in case someone brings the pet in. Give flyers to postal carriers, UPS and Fed Ex delivery people, and anyone else you know who gets around the neighborhood in their daily routines. Include your pet's name, your phone number and a short description of where and when your pet was last seen. Check where you posted your flyers to make sure they're still there and haven't been covered over or damaged by weather.
- Offer a reward, but don't specify an amount. If the reward is too low, people might not bother and if it's too high, they might think the pet is valuable and try to sell it.
- Use social media sites such as Facebook: Anne Arundel County Animal Control Facebook and Lost & Found Pets of Anne Arundel County.
- Watch the "found" ads in the newspaper and on the internet. Respond to any that are even close to your pet's description.
- Call your local radio stations. Some radio stations will broadcast lost pet information for free. Give them very detailed information on where your pet was lost, pet's description and how to contact you.
- Contact Dogs Finding Dogs www.dogsfindingdogs.com (they use search dogs to locate lost pets of all kinds).
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Restoration workers Mike Jeffery (left) and David Randt use soil and plywood to dam one of the drainage ditches in Burns Bog. Courtesy Corporation of Delta
Surrey North Delta Leader
Human beavers bring bog back to life
By Christine Lyon - Surrey North Delta Leader
Published: August 19, 2008 10:00 AM
Updated: August 22, 2008 1:58 PM
Mike Jeffery and David Randt meet at Delta Municipal Hall every morning at 7:15 a.m. They toss their orange coveralls, wading boots, shovels and plywood into a pickup truck and head to Burns Bog.
Jeffery and Randt spend their days damming the drainage ditches that carry water away from the bog. They dig a notch on either side of the ditch embankment, then slot in 4x8 pieces of plywood. The men salvage sticks and branches which they use as stakes to secure the dam. Finally, they fill the layers of plywood with soil for added strength.
Since they started May 12, Jeffery and Randt have built seven new dams and upgraded 10 old ones in the raised peat bog, which occupies a quarter of Delta. Small dams take a day to construct, while larger structures can take up to a week.
Ditch-blocking has been going on since 2001 in an effort to restore the bog to its natural state. Steel barriers and wooden dams from previous years are still in tact.
http://www.printthis.clickability.com/pt/cpt?action=cpt&title=Surrey+Leader+-+Your+B... 28/08/2008
Until the '80s, drainage ditches were dug throughout the bog to facilitate large-scale peat mining and cranberry farming. The ditches drained nearly 40 per cent of the original bog – a danger since precipitation is the dome-shaped area's only source of water.
Burns Bog is about half the size it once was because of agricultural and industrial land use. In 2004, the province, Metro Vancouver and the Corporation of Delta purchased 5,000 acres of the bog and created a plan to protect its unique ecosystem and the rare plants and animals living there.
Jeffery and Randt are two of the few people permitted on the bog. They lug their equipment to the dam sites on foot, since there are no roads and driving is a fire hazard.
Jeffery, 25, is studying forestry at BCIT and loves being able to work outside. Randt is studying geological engineering at UBC. The 19-year-old Delta resident is happy to lend an environmental hand in his own community. This is the second year Delta has employed summer students to restore the bog.
The pair runs into deer, owls, herons, hawks and eagles on a daily basis. They were pleased to discover the resident beavers are quick to patch up their faulty dams.
Project manager Sarah Howie explains beavers are attracted to the sound of running water.
"If one of the dams is leaking and water is going around or bypassing it, they'll hear that and they'll start adding onto the bypass until it stops flowing," she says.
Howie is an urban environmental designer for the Corporation of Delta and has been overseeing the hydrology aspect of the restoration project for almost four years.
"It's an engineering feat, what we're doing," she says, explaining the dams must be strategically placed and strongly built to hold back the water pressure. Water levels can rise two feet in winter.
Keeping water in the bog is the most important part of the restoration process because without water, a bog becomes a forest.
Peat, also known as sphagnum moss, is integral to maintaining the bog ecosystem since it releases acid and absorbs water. But peat regenerates very slowly compared to the rate it was harvested for horticulture in the 20th century.
Howie measures water and ground levels year round to determine whether or not the ditch-blocking efforts are worthwhile.
Data over the last three years has shown sphagnum moss is indeed expanding. That means the bog is starting to recover, thanks to a hard-working restoration crew and a few eager beavers.
Links referenced within this article
Find this article at:
http://www.bclocalnews.com/surrey_area/surreyleader/news/Human_beavers_bring_bog_back_to_life.html http://www.printthis.clickability.com/pt/cpt?action=cpt&title=Surrey+Leader+-+Your+B...
28/08/2008
Uncheck the box to remove the list of links referenced in the article.
© Copyright Black Press. All rights reserved.
http://www.printthis.clickability.com/pt/cpt?action=cpt&title=Surrey+Leader+-+Your+B... 28/08/2008
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22 July 2015
A NEW WATER TANK FOR LOCAL GIRL GUIDES
Pakenham Girl Guides are soon to discover the benefits of recycling natural water following their success in the 2015 SUEZ environnement Community Grants Program.
The group has received a $3,000 grant from SUEZ environnement to install a sustainable water tank system at their local Guide Hall.
By installing an onsite water tank, the Girl Guides site will harvest and recycle water that is naturally available during rainy periods. The water tank will not only provide natural source of water onsite, it will be used as a learning tool for Guides as young as five to understand the importance of water conservation and reduce their current water utility bills freeing up funds to deliver other beneficial programs to the group.
Kelvin Sargent, SUEZ environnement's State General Manager Victoria, presented the cheque to the Pakenham Girl Guides at a CampFire ceremony on Wednesday night and said SUEZ environnement was pleased to support this local community group with their future sustainability goals.
"The Girl Guides are a well-respected organisation with long-standing involvement both locally and globally. Their ethos encourages young girls to be actively involved in their community and provides opportunities to contribute towards the environment and a sustainable future. We are proud to support them in this small way to reach their goals."
Group Leader at the Pakenham Girl Guides, Sonya Boloski, was excited to receive the news about the grant.
'Following the recent completion of our new Girl Guide Hall roof, the installation of the water tank will be a great addition to our Guide Hall here in Pakenham, complementing the sustainable life practices we instil in each Guide."
"Thanks to SUEZ environnement, the water tank will enable our Girl Guides to learn new skills about rainwater harvesting, water conservation and recycling water practices," said Sonya.
"The water tank will also assist in reducing our utility costs enabling the group to use the funds to support other Girl Guide programs."
SUEZ environnement was the first waste company in Australia to launch a national community grant program. Over the past two years, the SUEZ environnement Community Grants Program has provided more than $250,000 to inspiring local organisations and projects. This year, 38 community groups across Australia have been awarded more than $155,000 in community grant funding to help realise their project dreams.
For more information on the SUEZ environnement Community Grants program or to register to receive information about the next grant round in 2016 visit www.suez-envcommunitygrants.com.au
– Ends –
Contact – SUEZ environnement Media Office on 02 8775 5527
SUEZ environnement finds smart and reliable resource management solutions to make the best use of water and waste for towns, cities, business and industry. We partner with organisations through the SUEZ environnement Community Grants program to support local participation in social and environmental projects which help create a more sustainable future.
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Ages of Famous Personalities
Junior Level
Part 1: Data Collection:
You will be seeing photographs of twenty famous people. As you see the photos, record the names of each individual and your best estimate as to the person's age. If you do not know the person, take your best guess as to the age from observing the photo. Actual ages will be the age at the end of the current year.
| Famous Personality | Estimated Age |
|---|---|
| 1 | |
| 2 | |
| 3 | |
| 4 | |
| 5 | |
| 6 | |
| 7 | |
| 8 | |
| 9 | |
| 10 | |
| 11 | |
| 12 | |
| 13 | |
| 14 | |
| 15 | |
| 16 | |
| 17 | |
| 18 | |
| 19 | |
Name________________________________
Ages of Famous Personalities
Junior Level
Part 2: Analysis of the Data:
1. Using the grid below, prepare a scatter plot using the estimated age on the x-axis and the actual age on the y-axis. Be sure to label your axes and scale, and place a title on the graph.
2. Choosing two points, find the equation of the line of best fit (model equation) for your data.
3. If you had guessed all of the ages correctly, what would be the equation of the line representing these correct guesses?
Name________________________________
4. Based upon your scatter plot, did you, in general, overestimate or underestimate the ages? _____________________ Explain how you made this decision by examining the scatter plot.
5. a. What percent of your estimated ages were correct?
b. What percent of your estimated ages were above the actual ages?
6. Interpolate: If you guessed that a person’s age was 26, what would the exact age be based upon your model equation from question #1?
7. Interpolate : If a person’s actual age was 37, what would have been the estimated age based upon your model equation from question #1?
8. Extrapolate: If a person’s estimated age was 80, what would have been the actual age based upon your model equation from question #1?
9. a. What is your age? __________
b. Based upon the your model equation from question #1, what would have been your estimated age?
10. a. Which personality had the greatest difference between the estimated age and the actual age?
b. What is the AVERAGE of the differences between the actual ages and the estimated ages for all of the personalities?
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19 NINA MONASEVITCH: Aloha. Thank you for
25 country to defend, there will be no business, and there
1 will be no survival if we do not sustain our oceans.
2 The oceans are in a critical state of decline;
3 serious, serious, major problems. Sonar is one of the
4 most important stressors including entanglement,
5 overfishing, ship strikes, acidification, pollution.
6 The list goes on and on. But the fact that we're
7 inundating the entire oceans with sound and killing the
8 ecosystem with sound and not knowing how it's effecting
9 all the other marine organisms including the fish to
10 sustain human life is just downright irresponsible.
11 And the predictions to deafen 1,600 whales per
12 year and kill 200 per year is absolutely unacceptable.
13 So I would like us to consider that life on the planet
14 will not continue if we don't malama the ocean. We're
15 an ocean planet.
16 And I'd like to echo some of the other comments
17 here, especially what Michael said about listening to
18 your heart and your soul and caring compassionately for
19 other species. There's seven billion people on the
20 planet. Not that I'm against human beings, but without
21 the biodiversity, humans will not continue to survive
22 here. Mahalo. (Applause.)
```
20 the opportunity to be here. I appreciate your presence. 21 My name is Nina Monasevitch. I'll give you my card. 22 I'm the co-founder and chair of Kohola Leo, Kohola 23 meaning whales, and Leo meaning voice. We started the 24 group to be a voice for the whales. 25 There's been a lot of discussion here about 1 impacts to marine mammals, and I just want to say 2 unequivocally sonar kills marine mammals. It tortures, 3 it causes excruciable pain to all cetaceans and other 4 marine life. I've done a lot of research. I've read 5 all the scientific papers. 6 The fact that the Navy is even continuing to 7 consider decimating marine animals, particularly 8 cetaceans with sonar is unconscionable. Especially 9 within the Hawaiian Islands Humpback Whale National 10 sanctuary where we're the only meeting and birthing 11 grounds in the United States for these endangered 12 whales. 13 I have briefed some of the EIS. But, of 14 course, it's very long. I haven't read it all. And 15 I've given documentation throughout the years on several 16 scientific papers that I'd like you to include, but I 17 haven't checked whether or not you've included all of 18 those. 19 But the evidence is clear, scientifically sonar 20 kills whales and other marine life. 21 And just as a reminder to all of us here, we're 22 on an ocean planet. Seventy-one percent of our surface 23 is covered by the ocean. It is the breath of life of 24 our planet. There will be no life, there will be no
```
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Transcript 05-2 Atomic Structure
A few introductory words of explanation about this transcript.
This transcript includes the words sent to the narrator for inclusion in the latest version of the associated video. Occasionally, the narrator changes a few words on the fly in order to improve the flow. It is written in a manner that suggests to the narrator where emphasis and pauses might go, so it is not intended to be grammatically correct.
The Scene numbers are left in this transcript although they are not necessarily observable by watching the video.
There will also be occasional passages in blue that are NOT in the video but that might be useful corollary information.
There may be occasional figures that suggest what might be on the screen at that time.
201-Avatar1-QM-Atoms
CHAUCER: Now, let's see how Quantum Mechanics helps us to understand atomic structure.
KEVIN: Ahh – Bohr and de Broglie are two of my heroes.
DIANA: Boron who?
CHAUCER: Cute, Diana, cute. Jeeves?
205-AtomicStructure
It was during the early decades of the 19 th century that the structure of atoms was coming into focus. It was known for example that a hydrogen atom contained one proton and one electron. But the scientists of the time could think of no stable arrangement of the two particles.
It was known that protons in any atom were grouped in a small central region called the nucleus and that the electrons were somehow arranged at comparatively large distances outside the nucleus.
But, in hydrogen, if the electron were stationary, it would fall into the nucleus since the charges on the particles would cause them to attract one another.
Yet the electron couldn't be in an orbit circling the nucleus either. Circular motion requires constant acceleration of the circling body to keep it from flying away. But the electron has charge and charged particles radiate light when they are accelerating. So an electron in a circular orbit would radiate light and would spiral into the nucleus.
210-BohrAtom
Neils Bohr proposed the first working model of the hydrogen atom. In the Bohr model, the electron circles the nucleus as if it were a planet going around the sun.
And with a nod to the energy quantization that Max Planck dreamed up for solving the Ultraviolet Catastrophe, Bohr said that inside the hydrogen atom, the electron was allowed to have only discrete values of angular momentum in its orbits around the nucleus. Translated, this means the electron can occupy orbits only at a certain distances from the nucleus.
And Bohr simply dismissed the problem of the electron radiating away its energy by stating that "it just didn't happen" (even great scientists cheat sometimes!)
He postulated that inside an atom, electrons only radiate energy when they jump from one allowable orbit to another, and the energy of this radiation, reveals the allowable orbits.
The wavelengths of light absorbed by hydrogen when white light is shined upon it, as well as the wavelengths of light when it is subsequently re-radiated had been precisely studied at the time but never explained. Here is a sample of an absorption spectrum and an emission spectrum.
By predicting the values of orbits that an electron could have, Bohr's model also predicted the wavelengths of the lines in the hydrogen spectrum.
And his model was tremendously successful. It explained in exquisite detail the atomic spectra of hydrogen.
When the energy of the wavelengths of the spectral lines are compared to the energy differences in orbits allowed in the Bohr Atom – they agree exactly.
So the quantum approach worked well in explaining the allowable orbits, but no one was certain why only those orbits were allowed.
215-ParticleWaves
In his doctoral dissertation in 1924, Louis de Broglie put forward a simple idea that significantly advanced the understanding of the extremely tiny (a quantum leap forward you might say). Since Einstein and Planck and Compton had firmly established that light could have characteristics of both a wave and a particle, de Broglie suggested that matter particles…protons, electrons, atoms, billiard balls, etc could sometimes act like waves.
And when this idea was applied to the Bohr atom, it answered many questions.
First, the allowed orbits had to be exact multiples of the wavelengths calculated for the electrons. Other orbits produced destructive interference of the waves and so the electron couldn't exist there.
So the circumference of the orbit must equal the wavelength…
Or twice the wavelength…
Or 3 times the wavelength…
Or, for that matter, any multiple of the wavelength.
Second, these orbits weren't really orbits in the traditional sense. These electrons didn't travel around the nucleus in a circle. Rather they took the form of a standing wave that surrounded the nucleus entirely. The exact position and momentum of the electron particle could not be specified at any given instant
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Pardalotus quadragintus
Forty-Spotted Pardolote
What is a forty-spotted pardalote?
One of the smallest and rarest birds in Australia, the forty-spotted pardalote belongs to a group known as 'diamond birds' because of their tiny, jewel-like appearance.
Why is it endangered?
The forty-spotted pardalote is only found in Tasmania (endemic) and is classified 'Endangered'. Its distribution is restricted to four locations in eastern Tasmania: Flinders Island, Maria Island, Tinderbox and Bruny Island. The only colonies of more than 100 birds are on Bruny and Maria Islands. The greatest threat to the forty-spotted pardalote is the destruction of its habitat and competition from other species such as noisy mynahs who enter the 'fortyspots' fiercely defended territory. Cats may also take adults and nestlings.
What do they look like?
Measuring about 9 - 10 cm, the body is light olive green with pale yellow around the eye and on the rump. The wings are black with distinctive white dots. There are no head markings. The call is a low pitched 'where..... where..... where..... where'. Other calls it can be confused with are the spotted pardalote which has a higher pitch ed 'me.. me' call and the black-headed honeyeater. They can be seen most often in the upper foliage of white gum where they live and feed, and may be found alone or in small groups. Binoculars are essential to catch a glimpse of these tiny birds and identify them correctly.
Why are white gums important?
Forty-spotted pardalotes live in dry eucalypt forests and woodlands only where white gum (Eucalyptus viminalis) occurs. This tree is the key to the birds survival. They feed on a variety of insects, and also lerps (a protective insect coating) and manna, a sugary secretion produced by the tree in response to insect attack. The birds are called 'foliage gleaners' because of the way they pick the insects from the leaves and branches.
Identifying white gum
White gum is a common species in dry eucalypt forests throughout eastern Tasmania. It has a rough bark collar on the lower trunk with a smooth white and grey streaked surface extending to the branches and canopy. Leaves are slender and usually 10 - 20 cm long. Considered a moderate sized tree it can grow to approximately 50 m in height and 1 - 2 m in diameter.
Depar tment of Primary Industries, Parks, Water and Environment
Other pardalotes
Two other pardalotes also occur throughout Tasmania. Both are common and widespread and are similar in appearance and habit. The spotted pardalote has a spotted head and the striated pardalote has streaked head markings. Both species have vivid yellow throats, rumps and small patches of red. Neither species are considered rare and both are found on mainland Australia.
What's being done?
The Parks and Wildlife Service, with funds from the Australian Nature Conservation Agency, has established a recovery team of representatives. This team manages the habitats and populations of the forty-spotted pardalote — thereby increasing awareness about the threats to the birds and ways we can help save them.
What can 'forty-spots' do for you?
Having a 'forty-spot' colony nearby has its advantages — especially for farmers and gardeners. 'Forty-spots' eat a variety of insects and so are a great natural way to help control pests.
How can you help?
Fortunately we can help save the 'forty-spots'. If you have white gums growing on your property don't cut them down or remove old growth or dead spars — these trees provide food and nest sites for the birds.
Plant white gums on your property to ensure food and homes for the future. A planting program is underway offering information and seedlings to people owning land near the colonies.
Further information
A video on the recovery program which shows rare footage of the bird and chicks is available from the Nature Conservation Branch.
Contact
Biodiversity Conservation Branch: DPIPWE 134 Macquarie Street, Hobart. 7000
Phone: (03) 6233 6556
Fax: (03) 6233 3477
November 2013 © State of Tasmania
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Ages of Famous Personalities
Name________________________________
Algebra 1 Level
Supplies: Graphing Calculator, PowerPoint presentation
Task: You will be seeing photographs of twenty famous people. As you see the photos, record the names of each individual and your best estimate as to the person's age. If you do not know the person, take your best guess as to the age from observing the photo. Actual ages will be the age at the end of the current year.
| Famous Personality | Estimated Age |
|---|---|
| 1 | |
| 2 | |
| 3 | |
| 4 | |
| 5 | |
| 6 | |
| 7 | |
| 8 | |
| 9 | |
| 10 | |
| 11 | |
| 12 | |
| 13 | |
| 14 | |
| 15 | |
| 16 | |
| 17 | |
| 18 | |
| 19 | |
| 20 | |
1. Using your graphing calculator, prepare a scatter plot using the estimated age on the x-axis and the actual age on the y-axis. Sketch the scatter plot on the grid at the right. Be sure to label your axes and scale.
2. Choosing two points, find the equation of the line of best fit (model equation) for your data.
Points: ( , ) & ( , ) Slope: __________
Equation:____________________________________
3. Using your graphing calculator, find the linear regression equation, the calculator’s line of best fit, for your data. _____________________________________________
4. What is the correlation coefficient? ___________ What does it tell you about the fit of the calculator’s linear regression?
5. What is an appropriate domain for graphing age data in general? _______________________
6. If you had guessed all of the ages correctly, what would be the equation of the line representing these correct guesses?___________________________________________________________
7. Did you, in general, overestimate or underestimate the ages? ____________________________
8. a. What percent of your estimated ages were correct?__________________________________
b. What percent of your estimated ages were above the actual ages?______________________
9. Interpolate: If you guessed that a person’s age was 26, what would the exact age be based upon the calculator’s model equation? ______________________________________________
10. Interpolate : If a person’s actual age was 37, what would have been the estimated age based upon the calculator’s model equation?____________________________________________
11. Extrapolate: If a person’s estimated age was 80, what would have been the actual age based upon the calculator’s model equation?___________________________________________
12. a. What is your age? __________
b. Based upon the calculator’s model equation, what is your estimated age? _____________
13. a. Which personality had the greatest difference between the estimated age and the actual age?
___________________________________________________________________________
b. What is the AVERAGE of the differences between the actual ages and the estimated ages for all of the personalities? ________________________________________________________
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Between Multi-Level Systems of Support and English Learners
A MULTI-LEVEL SYSTEM OF SUPPORT [Response to Intervention (RtI) and Positive Behavioral Interventions and Supports (PBIS)] is the practice of systematically providing differing levels of supports based on student need. Wisconsin's vision of a multi-level system of support consists of four essential elements: HIGH QUALITY INSTRUCTION, BALANCED ASSESSMENT, COLLABORATION, and CULTURALLY RESPONSIVE PRACTICES.
ENGLISH LEARNERS are an increasingly diverse group, representing numerous countries, cultures, and languages. They come from all socioeconomic levels and with varied educational experiences and backgrounds. A multi-level system of support helps address the complex needs of students who are in the process of developing another language (English). At the same time, the system validates, affi rms, builds upon, and bridges to the students' fi rst language, cultural strengths, intellectual capabilities, and prior accomplishments.
A multi-level system of support provides English learners with:
* A focus on culturally competent teaching to ensure strong academic literacy and English language development for long-term student achievement
* A commitment to district-wide and school-wide inclusive practices
* A research-validated framework for a comprehensive education that benefi ts ALL students
* Strengths-based thinking and culturally competent solutions
Connecting English Learners to Balanced Assessment
* Use valid and reliable measures aligned with state and local standards, including English Language Standards
* Tie in the language acquisition stages and students' cultural backgrounds
* Implement strategic assessment practices to measure students' academic content, language knowledge, and skills
* Provide grade-level appropriate assessments and allow for equitable alternatives when necessary
Connecting English Learners to Collaboration
* Involve educators, family, and community when making critical decisions about instruction and practices
* Team up with colleagues to plan and deliver instruction that integrates language and content
* Provide collaborative, authentic opportunities to learn by addressing specifi c language and/or cultural barriers
Connecting English Learners to Culturally Responsive Practices
* Believe that English learners can and will learn at high levels
* Understand we all have unique identities
* Create authentic, relevant learning experiences that validate and affi rm students' culture and language
* Build a sense of belonging that honors English learners' racial and ethnic identities
Connecting English Learners to High Quality Instruction
* Make content understandable by leveraging students' fi rst language, cultural assets, and prior knowledge
* Use instructional practices designed to integrate conceptual understanding and language competence
* Align learning and supports to college and career readiness
* Take profi ciency level(s) and prior schooling experiences into account when designing instruction
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BALANCE CARD
– talking about imbalances, challenges and possibilities
The aim of the 'Balance Card' exercise is for participants to get the opportunity to speak about how illness has affected their lives and daily routines. The cards can help create clarity by letting participants talk about the imbalances they experience. Dialogue with others helps them identify their own challenges and thus their opportunities for change.
Each card has a quotation and a theme. There are theme cards for: The Balancing Person (cyan); Bodily Infirmities (bordeaux); Lowered Bar (orange); Challenging Relationships (blue) and Changeable moods (red). The pictures and theme enable various types of association to be made whilst the quotations give specific examples of the theme addressed by the card. The cards thus appeal to those participants who prefer pictures as well as those who prefer text and quotations.
Minimum 30 minutes
27 picture cards with text split into five themes. Table space. Alternatively a white board that participants can stand around.
Individual reflection Group dialogue
© 2001, Steno Diabetes Center. All rights reserved.
STEP BY STEP
1. The educator introduces the aim of the exercise: To verbalise the changes experienced by participants in their day-to-day lives due to their illness.
2. The picture cards are placed on the table so all can see them. The educator may possibly opt for one theme to be worked on.
3. Participants should now have the time to view the cards for a while, possibly pick own relevant cards.
4. The educator's role is then to control a process in which everyone gets the chance to say something about the various cards. The most important thing is for participants to stick to the overall theme, whilst the quotation should be regarded as an example of the broader problem. If participants feel 'locked into' the picture or quotation, the educator will need to show that the theme can be broadened. For example it is not only a question of saying no thanks to food. It can also mean saying no to candles as a COPD patient or refusing an invitation if they do not have the energy to go out.
5. The educator can use 'what/how' questions to try to get participants to open up more – "What do you mean by that? How did you feel about that? What did you do then? How did you react?" The exercise also invites questions to move the discussion from the individual level to the more general: "What can we learn from that? What can you do in a situation like that? What could you do differently another time?"
6. It is important that this does not become a therapeutic process but a discussion that all participants can benefit from. It is therefore up to the educator to ensure there is a balance between discussions on the ordinary and general level and individual and specific goals.
7. The educator rounds off each subject when it has been exhausted by participants or when it is time to introduce a new topic.
8. The educator concludes the exercise by generalising the group's discussions on imbalances and asking participants to consider the suggestions made about ways of achieving better balance.
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As schools seek to become Future Ready, it is necessary to identify and cultivate leadership beyond district and building leaders. School librarians lead, teach and support their school's and/or district's Future Ready Schools (FRS) goals through their professional practice, programs and spaces. Derived from the FRS framework, these principles both describe how librarians can support schools in this transition and identify specific ways in which librarians can themselves become more Future Ready. By aligning with strategic initiatives like FRS, librarians can better connect their practices, programs and spaces to educational innovation in schools. If properly prepared and supported, school librarians are well positioned to be at the leading edge of the digital transformation of learning.
Acknowledging that the current state of school libraries and librarians ranges widely from state to state and even from school to school, these principles are predicated on a core belief that in a Future Ready school, all students have equitable access to qualified librarians, digital tools, resources and books. In support of these goals, partnerships and support of public librarians and libraries are welcome and encouraged.
Designs Collaborative Spaces
Builds Instructional Partnerships
Use of Space and Time
Provides flexible spaces that promote inquiry, creativity, collaboration and community.
Ensures Equitable Digital Access
Technology and Infrastructure
access to connectivity, digital devices, information, resources, programming, and services in support of the district's strategic vision.
Provides and advocates for equitable
Curriculum, Instruction and Assessment
evidence-based curricula and assessments that integrate elements of deeper learning, critical thinking, information literacy, digital citizenship, creativity, innovation and the active use of technology.
Partners with educators to design and implement
Invests Strategically in Digital Resources
Budget and Resources
Leverages an understanding of school and community needs to identify and invest in digital resources to support student learning.
Empowers Students as Creators
Curriculum, Instruction and Assessment
increasingly self-directed as they create digital products of their learning that engage them in critical thinking, collaboration and authentic, real-world problem solving.
Encourages and facilitates students to become
Cultivates Community Partnerships
Community Partnerships
Cultivates partnerships within the school and local community (families and caregivers, non-profit organizations, government agencies, public and higher education libraries, businesses, etc.) to promote engagement and a lifelong learning process.
Curates Digital Resources and Tools
Curriculum, Instruction and Assessment
and sharing of digital resources and tools to support transformational teaching and learning and develop the digital curation skills of others.
Leads in the selection, integration, organization,
Advocates for Student Privacy
Data and Privacy
Teaches and promotes student data privacy through their instruction and role as educational leaders.
Facilitates Professional Learning
Personalized Professional Learning
the skills that comprise success in a digital age (e.g., critical thinking, information literacy, digital citizenship, technology competencies, etc.)
Leads professional learning to cultivate broader understanding of
Leads Beyond the Library
Collaborative Leadership
and strategic plan for digital learning and fosters a culture of collaboration and innovation to empower teachers and learners.
Participates in setting the district's vision
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Ethnobotany
Find these three plants in Tryon Creek State Park. Mark it on the map provided. Then learn more on the following page. Anwer the Questions.
Western Red Cedar
Oregon Grape
Sword Fern
Ethnobotany
Western Redcedar
that native people lived in. Because Cedar is a soft wood it is easily split and can be shaped for many uses. Can you think of another use that would allow native peoples to gather food? Remember the dependence that these people had on the river to provide food and transportation. Cedar trees were used for canoes, but how would you make a canoe out of this tree if you wanted to? The trees were usually burned on one side to bring the tree down to ground level where it was then hollowed out by fire and finished by carving. Cedar was used to make many objects, from arrow handles to eating utensils. One of it's most amazing qualities of this tree is that it is rot resistant. When Lewis and Clark arrived in the Pacific Northwest they were wearing clothing made from animal hides. As we all know, winter here is wet and those hides rot when exposed to continual rain and never get a chance to dry out. The native people living in this area used the bark to make fibers which could be made into clothing that didn't rot. How would you go about making clothing from bark?
Redcedar is a very easily identifiable tree. It has flat needles that branch and fork from the central stem. The reddish-brown bark looks as if it is made up of many strips peeling up the trunk. Redcedar contains a chemical that makes it especially resistant to both rot and insect infestations. What do you think this tree was used for by the Native Americans who called it the "Tree of Life"? One of the main uses of this tree was to make planks for the traditional long houses
Sword Fern
used as shelf paper for drying racks for other wild plants like nut and berries. Traditional pit ovens were used in the area of the northwest and were used to slow cook or roast many foods. The fronds of the Sword Fern were used by native people to line the pit ovens and in between layers of food cooking in the pit oven. The fiddle heads, the young spring shoots, of the sword fern were collected and eaten.
One of the most striking plants in the Pacific Northwest forest is the Sword Fern. It is easy to identify by the long fronds with up to 100 alternating leaflets. The leaves stay green and firm all year long. Feel the fern. How does it feel? What would do you think you could use this plant for? The fronds of the sword fern were used for bedding much like straw was used to fill mattresses. Fronds were
Oregon Grape
coast. The berries of the Oregon Grape were not eaten alone in large quantities but were more commonly mixed with sweeter fruits or were sometimes mashed and cooked into cakes or made into a juice. How do you make a piece of cloth a certain color? You dye it, but where does dye come from? Many dyes now are synthetically created in a laboratory, but many of these dyes originated from chemicals that were first derived from plants. The inner bark of Oregon Grape is yellow and when the twigs were boiled in water, the water could then be used as a yellow dye for clothing and baskets.
Do you know what the Oregon state flower is? It is a very common ground cover with a distinct texture and leaf shape. Not only does it bear fruit but it also has the name of the state it represents in its name. ..Oregon Grape. Oregon Grape is easy to identify because of the waxy coating on its leaves and because of the teeth or jagged edges on the leaf sides. Since we call it Oregon Grape, we know that is bears grapes, but theses grapes do not taste like the grapes we get from the grocery store. The fruit of the Oregon Grape is neither as fleshy nor as sweet as conventional grapes, but it was eaten as a food source by the native people of the Northwest
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PERSONAL DECISION GUIDE FOR MEDICINES
Print this page or complete it online. You will be guided through four steps:
1. Clarify the decision
2. Identify your decision making needs
3.
Explore your needs
4.
Plan the next steps
1. Clarify the decision
What decision do you face?
What is your reason for making this decision?
When do you need to make a choice?
How close are you to making a choice?
I have not yet thought about options
I am thinking about the options
Are you leaning toward one option?
Yes
If yes, which one?
2. Identify your decision making needs
Knowledge
Do you know which options are available to you?
Do you know both the benefits and risks of each option?
Are you clear about which benefits and risks matter most to you?
Do you have enough support and advice from others to make a choice?
Do you feel sure about the best choice for you?
I am close to making a choice
I have already made a choice
No
Yes
Yes
Yes
Yes
No
No
No
No
Yes No
Decisional Conflict Scale © 2006 O'Connor
Values
Support
Certainty
3. Explore your decision
Knowledge
In the balance scale below, list the options and main benefits and risks you already know. Which benefits and risks do you think are most likely to happen? Underline these when you print this form.
Values Show how much each benefit and risk matters to you, by clicking the box under 'How much it matters'.
Certainty
Which benefits matter most to you and are most likely to happen? Circle these when you print this form. Avoid the option with the risks that are most important to avoid.
| Option 1 eg. A medicine | -------select------ -------select------ -------select------ -------select------ -------select------ -------select------ |
|---|---|
| Option 2 eg. A different medicine | -------select------ -------select------ -------select------ -------select------ -------select------ -------select------ |
Support
Who else is involved? Name:
Name:
Name:
4. Plan the next steps based on your needs
Knowledge
Values
Support
You feel you do not have enough facts
You are not sure which benefits and risks matter most to you
You feel you do not have enough support
You feel pressure from others to make a specific choice
Other factors making the decision difficult
Find out about the chances of benefits and risks
List your questions and note where to find the answer (e.g. CMI, health professionals)
Review the stars in the balance scale to see what matters most to you
Find people who know what it is like to experience the benefits and risks
Talk to others who have made the decision
Read stories of what mattered most to others
Discuss with others what matters most to you
Discuss your options with a trusted person (e,g. health professional, counsellor, family, friends)
Find out what help is on hand to support your choice (eg. funds, transport, child care)
Focus on the opinions of others who matter most
Share your guide with others
Ask others to complete this guide
Find areas of agreement. When you disagree on facts agree to get information. When you disagree on what matters most, respect the other’s opinion. Take turns to listen, mirror back what the other has said matters most to him or her.
Find a neutral person to help you and others involved
4 Things making the decision difficult
4 Things you are willing to try
List anything else you need
Which option does this person prefer?
Is this person pressuring you?
How can this person support you?
What role do you prefer in making your choice?
Yes No
Yes No
I prefer to share the decision with
I prefer to decide myself after hearing the views of
I prefer that someone else decides. Who?
Yes No
With permission, adapted from the Ottawa Personal Decision Guide © 2006 O'Connor, Jacobsen, Stacey, University of Ottawa, Ottawa Hospital Research Institute, Canada
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Year Level: 1
Term 4, Week 3 & 4
Emotional
For the students to think about a
problem relating to the catastrophe
scale
Social
For the children to when sharing with
others
Cognitive
For the students to identify kindness in
their daily lives
Language
For the children to be specific when
asking for help and use questions
rather than statements.
Physical
For the children to be aware of
consequences of dangerous
behaviour such as pushing.
| Learning objectives | | Children’s current | | Staff/School/ Community |
|---|---|---|---|---|
| | | interests | | interests |
| Mathematics For the children to: -understand the difference between multiplication and division -revise addition -revise subtraction -revise place value English For the children to: -recognise the different ways poems are organised and published -become familiar with adjectives -recognise the different ways persuasive writing is organised and publish your own piece of writing Environmental For the children: - take responsibility when choosing the correct bins for their rubbish - to reuse paper wisely ie. get paper out of the scrap pile before getting a new piece Specialists Japanese: Practice their jikoshoukai (self introduction) ready for the Minato Ky visitors and to send to seesaw. To look at the Tanabata festival and write their wish to display in the classroom. To write a letter to give to the Minato Ku students and practice their jikoshoukai using the tellagami app Visual Arts: Explore ideas, experiences, observations and imagination and express them through subject matter in visual artworks they create Performing Arts: Explore roles, characters and dramatic action in dramatic play, improvisation and process drama Physical Education:Revise how to act in Sport Practice movement skills in gymnastics Health -Perform fundamental movement skills in different movement situations in indoor, outdoor and aquatic settings -Discuss the body’s reactions to participating in physical activities * Photographer and Reporter The children will demonstrate collaboration, conversation, negotiation and presentation skills when participating as either a photographer or reporter during investigation sessions. | - shops Halloween - basketball - Beanie Boos - books - cafe - craft - dragons - fairies and elves - flowers - gemstones - beading - Lego - Minecraft - movies - nippers - play dough - plays - post office - read - school - singing - Star Wars - tennis | | Tuesday 6th November -Melbourne Cup Day (no school) Monday 19th November -Bayside Swimming Begins | |
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Name:
If you wish, complete the three questions below. I will use your score on these to modify your test score accordingly. (+7% for attempting all three, and then some question replacement effects.)
1. A uniform solid cylinder of mass m1 and radius R is mounted on frictionless bearings about a fixed axis through O. The moment of inertia of the cylinder about the axis is I = ½m1R 2 . A block of mass m2, suspended by a cord wrapped around the cylinder as shown above, is released at time t = 0.
a. On the diagram below draw and identify all of the forces acting on the cylinder and on the block.
b. In terms of ml, m2, R. and g, determine each of the following.
i. The acceleration of the block
ii. The tension in the cord
iii. The angular momentum of the disk as a function of time t.
1. A system consists of a ball of mass M2 and a uniform rod of mass M1 and length d. The rod is attached to a horizontal frictionless table by a pivot at point P and initially rotates at an angular speed ω, as shown above left. The rotational inertia of the rod about point P is 3 1 M1d 2 . The rod strikes the ball, which is initially at rest. As a result of this collision, the rod is stopped and the ball moves in the direction shown above right. Express all answers in terms of M1, M2, ω, d, and fundamental constants.
3. An inclined plane makes an angle of θ with the horizontal, as shown above. A solid sphere of radius R and mass M is initially at rest in the position shown, such that the lowest point of the sphere is a vertical height h above the base of the plane. The sphere is released and rolls down the plane without slipping. The moment of inertia of the sphere about an axis through its center is 2MR 2 /5. Express your answers in terms of M, R. h, g, and θ.
a. Determine the following for the sphere when it is at the bottom of the plane:
a. Derive an expression for the angular momentum of the rod about point P before the collision.
b. Derive an expression for the speed v of the ball after the collision.
c. Assuming that this collision is elastic, calculate the numerical value of the ratio M1 / M2
d. A new ball with the same mass M1 as the rod is now placed a distance x from the pivot, as shown above. Again assuming the collision is elastic, for what value of x will the rod stop moving after hitting the ball?
i. Its translational kinetic energy
ii. Its rotational kinetic energy
b. Determine the following for the sphere when it is on the plane.
i. Its linear acceleration
ii. The magnitude of the frictional force acting on it
The solid sphere is replaced by a hollow sphere of identical radius R and mass M. The hollow sphere, which is released from the same location as the solid sphere, rolls down the incline without slipping.
c. What is the total kinetic energy of the hollow sphere at the bottom of the plane?
d. State whether the rotational kinetic energy of the hollow sphere is greater than, less than, or equal to that of the solid sphere at the bottom of the plane. Justify your answer.
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Fridtjof Nansen (10 October 1861 – 13 May 1930)
Fridtjof Nansen was a Norwegian explorer, scientist, oceanographer, statesman, diplomat and humanitarian. He led the team that made the first crossing of the Greenland interior in 1888, and made several expeditions to the Arctic (1888, 1893-96) and oceanographic expeditions in the North Atlantic (1900, 1910-14). For his relief work after World War I he was awarded the Nobel Prize for Peace (1922).
At a glance…
- Nansen was born at Store Frøen, near Oslo. His father Baldur Nansen was a prosperous lawyer who became Reporter to the Supreme Court of Norway;
- Nansen's mother Adelaide Nansen was a strong-minded, athletic woman who introduced her children to the outdoor life and encouraged them to develop physical skills;
- Nansen started skiing at the age of two years old and had strong athletic prowess, becoming an expert in skating, tumbling, and swimming;
- He was a keen hunter and fisherman who possessed the physical endurance to ski fifty miles in a day and the psychological self-reliance to embark on long trips;
- He chose to study zoology in the expectation that fieldwork would give him the chance of an outdoor life and enable him to make use of his artistic talents;
- After 1896 his main scientific interest switched to oceanography; in the course of his research he made many scientific cruises, mainly in the North Atlantic, and contributed to the development of modern oceanographic equipment;
- In the spring of 1920, the League of Nations asked Nansen to undertake the task of repatriating the prisoners of war, many of them held in Russia. Moving with his customary boldness and ingenuity, and despite restricted funds, Nansen repatriated 450,000 prisoners in the next year and a half;
- In the final decade of his life, Nansen devoted himself primarily to the League of Nations, following his appointment in 1921 as the League's High Commissioner for Refugees
- For the stateless refugees under his care Nansen invented the 'Nansen Passport', a document of identification, which was eventually recognized by fifty-two governments
- In 1922 he was awarded the Nobel Peace Prize for his work on behalf of the displaced victims of the First World War and related conflicts;
- He continued to work with refugees until his sudden death in 1930, after which the League established the Nansen International Office for Refugees to ensure that his work continued.
The Greenland crossing…
In 1882 Nansen shipped on the sealer Viking to the east coast of Greenland, whose interior had never been explored. On this trip of four and a half months, Nansen first saw at a distance Greenland's mighty ice cap and was entranced. The idea of crossing it and in 1887, after the submission of his doctoral thesis, he finally began organising this project.
Nansen rejected the complex organisation and heavy manpower of other Arctic ventures, and instead planned his expedition for a small party of six men with experience of outdoor life in extreme conditions, and who were experienced skiers. Supplies would be man-hauled on specially designed lightweight sledges. Much of the equipment, including sleeping bags, clothing and cooking stoves, also needed to be designed from scratch.
On 3 June 1888 Nansen's party was picked up from the north-western Icelandic port of Ísafjörður by the sealer Jason. A week later the Greenland coast was sighted. After a number of setbacks, including violent storms, treacherous terrain, and a necessary change of course the team completed the crossing. They had accomplished it in 49 days, making 78 days in total since they had left the Jason; throughout the journey the team had maintained careful meteorological, geographical and other records relating to the previously unexplored interior.
When they reached Godthaab, they were greeted by the town's Danish representative, whose first words were to inform Nansen that he had been awarded his doctorate, a matter that "could not have been more remote from my thoughts at that moment", said Nansen.
"Never stop because you are afraid – you are never so likely to be wrong. Never keep a line of retreat: it is a wretched invention. The difficult is what takes a little time. The impossible is what takes a little longer." – Fridtjof Nansen
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Environments and Ecosystems (STEM Principle: Science)
By: Matt Paulson
Your kids can learn best about the world's natural environments by going out and exploring them. Depending on where you are, you may be able to reach lots of different ecosystems, and helping your children identify them is a great place to start learning biology. In this lesson we'll talk about the ecosystem. The hikes you select may include a variety of ecosystems which you can point out along the way. Or one ecosystem may predominate, in which case you can delve into the various characteristics of that ecosystem as you hike.
Ecosystem is a big word with a short meaning: it is all the plants and animals of an area that work together to make a place special. An ecosystem with lots of trees would be called a forest, and a dry one with very few plants is a desert. In Washington state there are many rainforests. In Hawaii, climbing up one of the mountain ranges offers a wide variety of microsystems with each elevation change. An ecosystem is comprised of several elements you and your junior scientists can look for while out on the trail. The first one we'll consider is water.
Water is important to all life, and most ecosystems depend on how much water they get. Being near the ocean or a stream, for example, gives animals somewhere to drink and eat fish. The coastal environments also host birds, seals, otters, and other coastal animals. If you have a beach nearby, check it out together and see what you can find. Tip over rocks and see who lives underneath. Explore tide pools. Nature is all around, and even the little critters are fascinating if you explore their secret lives. If you're near a pond, lake or river, you will notice plants and animals which seem to thrive right near the water. This is called the riparian zone. Here, the roots of big trees like cedars and oaks hold the soil so that the water doesn't wash it all away. Animals like raccoons, frogs, and opossums make their homes here. Dense underbrush may also provide safe passage from the forest to the water for these animals.
Trees need water to grow, and they can get it in many ways. Forests that are not near a water source collect it from rainwater. In dryer areas, plants need to rely more on moisture in the air. Dense forests tend to be home to big animals like bears, moose and reindeer. But the dryer areas will be home to smaller animals like deer, squirrels and rabbits. Why do you suppose this might be? Ask your scientist.
Deserts exist in the rain shadow of mountains. Tall mountains capture rain before the air mass crosses over to the other side. Port Townsend and Port Ludlow in Washington state are in the rain shadow of the Olympic Mountains. This is a nice place to call home in the usually damp Pacific Northwest! In deserts, life adapts to the dryness. Lizards, snakes, and small rodents are all very good at conserving water, and rarely have to drink. The cactus is a common plant here, and it is very good at saving water.
Next time you hike, think about the ecosystem you'll be visiting. Ask the kids to identify the type. Are you in a desert? The mountains? A forest? The riparian zone? Ask them what animals they think live here, and try to see some if you can!
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Empowering Conversations with Your Child
When we think about what makes people friends with each other, a number of things come to mind. For example, our friends like us and enjoy spending time with us, as we enjoy them. And what is it we mostly do when we are together with our friends? Mostly we talk and listen to each other.
Conversations are the glue between people, the essential element in a strong relationship. Relationships wither without communication, and the very best form of communication is the conversation. Many parents fall into the trap of thinking that it is their job to talk and their child's to listen. Actually that's only half-right. It is also our job to listen and the child's job to talk. It's a wonderful thing when a parent and child can really talk to and hear each other.
It is important that parents intentionally seek out conversations about sports with their athletes. Here are some suggestions for how to engage your child in a conversation about sports.
1 Establish Your Goal – A Conversation Among Equals: A conversation is something between equals. Kings didn't have conversations with their subjects. They told them what to do. Prepare yourself for a conversation with your child by reminding yourself that sports are her thing, not yours. Remember that you want to support her, to let her know that you are on her side. Your goal is not to give advice on how to become a better athlete. It should be to engage your child in a conversation among equals, one of whom (you!) is on the side of the other (her!).
2 Adopt a Tell-Me-More Attitude: Brenda Ueland penned one of the most important essays on relationships ever written, Tell Me More: "When we are listened to, it creates us, makes us unfold and expand. Ideas actually begin to grow within us and come to life."
Adopt the attitude that you want your child to tell-you-more, ("I really want to hear what you have to say."), and then listen to what he has to say – even if you don't agree with it or like it – and you will begin to tap into what Ueland calls the "little creative fountain" in your child.
If you are very tired, strained…this little fountain is muddied over and covered with a lot of debris…it is when people really listen to us, with quiet fascinated attention, that the little fountain begins to work again, to accelerate in the most surprising way.
3 Listen! In many instances you may know exactly what your child can do to improve. However, this is a conversation, remember? Your goal is to get your child to talk about her sports experience, so ask rather than tell. Save your tellings for another time.
Ask Open-Ended Questions: Some questions lend themselves to one-word responses. "How was school today?" "Fine." Your goal is to get your child to talk at length, so ask questions that will tend to elicit longer, more thoughtful responses.
"What was the most enjoyable part of today's practice/game?"
"What worked well?"
"What didn't turn out so well?"
"What did you learn that can help you in the future?"
"Any thoughts on what you'd like to work on before the next game?"
Empowering Conversations with Your Child continued
Also ask about life-lesson and character issues: "Any thoughts on what you've learned in practice this week that might help you with other parts of your life?" Even if you saw the entire game, the goal is to get your child to talk about the game the way she saw it, not for you to tell her what she could have done better.
Show You Are Listening. Make it obvious to your child that you are paying attention through use of nonverbal actions such as making eye contact as he talks, nodding your head and making "listening noises" ("uh-huh," "hmmm," "interesting," etc.).
Listening is one of the greatest gifts you can give your child! Ueland again:
"Who are the people, for example, to whom you go for advice? Not to the hard, practical ones who can tell you exactly what to do, but to the listeners; that is, the kindest, least censorious, least bossy people that you know. It is because by pouring out your problem to them, you then know what to do about it yourself."
4 Let Your Child Set the Terms: William Pollack, MD, author of Real Boys: Rescuing Our Sons from the Myths of Boyhood, notes that children have different "emotional schedules" that determine when they are ready to talk about an experience. Forcing a conversation right after a competition (when there may be a lot of emotion) is often less successful than waiting until the child gives an indication that he is ready to talk. Boys may take longer than girls to talk about an experience, so look for prompts that a child is ready. And conversations don't have to be lengthy to be effective. If your child wants a brief discussion, defer to his wishes. If he feels like every discussion about sports is going to be long, he'll likely begin to avoid them. And don't be afraid of silence. Stick with it and your child will open up to you.
Connect through activity. Sometimes the best way to spark a conversation is through an activity that your child enjoys. Playing a board game or putting a puzzle together can allow space for a child to volunteer thoughts and feelings about the game and how he performed. This is especially important for boys, who often resist a direct adult-style of conversation.
Be patient and persistent. Don't expect a perfect empowering conversation the first time. Stick with it even if you don't get the results you want at first. They will come.
5 Enjoy: The most important reason why you should listen to your child with a tell-me-more attitude: Because then she will want to talk to you, and as she (and you) get older, you will find there is no greater gift than a child who enjoys conversations with you.
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10 Science Lesson Plan
Lesson Title: History of the Periodic Table
Content Descriptor
Year Level: 10
The atomic structure and properties of elements are used to organise them in the Periodic Table (ACSSU187)
Learning Outcomes / Target
I will understand the development and refinement of the periodic table over time
Real world connections in Learning Targets
Mixing fuels together, working with different metals around binding agents or chemicals, hairdressers use chemicals to change hair colours etc…
Other considerations – Indigenous students / medical/ students with disabilities
Equipment
Activity 1 : History of the periodic table info sheets, blank timeline (A3 size) – 5 copies
Activity 2 : Chemical Equations Worksheet, Molymods
Activity 3 : Element Flash Cards
Task cards 1, 2, 3 (Details of the activities – printed, laminated and left on the tables for students)
Exit tickets – printed and cut up
Safety procedures and risk assessment
N/A
| Time | Lesson Sequence - What is ‘going on’ or happening in the classroom? What pedagogical strategies will you use to engage students? | What teacher will be doing/ saying? (questioning, movement etc) | Evidence of student learning- what will students be ‘doing’? |
|---|---|---|---|
| 00:00 | Welcome and settling • Use wait time and cueing with parallel acknowledgeme nt to settle class Revise last lessons content Learning target | “Good morning year 10, please take your seats” “Who can tell me what we did last lesson?” “Today’s learning target is… [read from board]” | Students to respond Students to copy learning target into their books |
| Time | Lesson Sequence - What is ‘going on’ or happening in the classroom? What pedagogical strategies will you use to engage students? | What teacher will be doing/ saying? (questioning, movement etc) | Evidence of student learning- what will students be ‘doing’? |
|---|---|---|---|
| 00:10 00:15 | Explain to students that there are 3 stations and they must rotate through them throughout the lesson. Organise students into 3 groups | “Today our lesson will work a little differently. We will be rotating through 3 activities.” “If there is any silliness then the activity will stop and we will copy pages from the textbook for the remainder of the lesson” | Students to get into groups |
| Time | Lesson Sequence - What is ‘going on’ or happening in the classroom? What pedagogical strategies will you use to engage students? | What teacher will be doing/ saying? (questioning, movement etc) | Evidence of student learning- what will students be ‘doing’? |
|---|---|---|---|
| 00:60 | Exit ticket questions: • Who is Mendeleev? | Checks students have packed up all equipment appropriately | Students to answer questions to get out of class |
Post-Lesson Reflection
History of the Periodic Table
In this activity, you must use the text provided (orange cards) and create a timeline that details the history of the periodic table.
Include dates and the names of any important people.
History of the Periodic Table
In this activity, you must use the text provided (orange cards) and create a timeline that details the history of the periodic table.
Include dates and the names of any important people.
Categorising the Elements
In this activity, you must use the element cards provided and find a way to organise them into a table that makes sense.
Once you are done, copy your table into your workbook and explain why you organised the elements the way you did.
Categorising the Elements
In this activity, you must use the element cards provided and find a way to organise them into a table that makes sense.
Once you are done, copy your table into your workbook and explain why you organised the elements the way you did.
Balancing Chemical Equations
In this activity, you must copy the equations from the white card into your workbook and use the molymods to help you find a balanced solution.
The rules for balancing equations are listed at the top of the sheet. If you need help raise your hand.
Balancing Chemical Equations
In this activity, you must copy the equations from the white card into your workbook and use the molymods to help you find a balanced solution.
The rules for balancing equations are listed at the top of the sheet. If you need help raise your hand.
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PHYSICS INTRODUCTION TO SIMPLE HARMONIC OSCILLATORS LAB
( CAPT STYLE!... work together, hand in individually!)
For each section:
(Be sure to indicate independent and dependent variables)
Design the experiment to measure
Write a procedure
Make a prediction
Make a data table
Carry out the experiment and collect the data Note any problems and/or difficulties Graph all results Make general conclusions
A) For a string pendulum: Find a mathematical relationship to predict the period of a pendulum. Find the determining factor (weight, length, angle <<15 degrees)
Measure its distance, height, or velocity vs time. Measure time accurately (10 swings, then divide by 10)
Once you have found the property that determines the period, find the exact mathematical relationship (linear, quadratic, etc...), so use at least three to seven points. (Hint: 0,0 is a point).
Plot at least three points to decide the most direct relationship. Use data from regression equations and correlations to prove your results.
Check your result with the theoretical relationship as described in your text.
** In at least one of your trials try to measure distance,height, velocity vs. time
B) For a weight hanging off a spring, Find the determining factor (weight, spring size, initial distance).
Measure its height, velocity, acceleration vs. time. Measure time accurately (10 swings, then divide by 10)
Plot at least three points to decide the most direct relationship. Use data from regression equations and correlations to prove your results.
Check your result with the theoretical relationship as described in your text.
Once you have found the property that determines the period, find the exact mathematical relationship (linear, quadratic, etc...), so use at least three to seven points. (Hint: 0,0 is a point).
** In at least one of your trials try to measure distance,height, velocity vs. time
C) Use a circular object to turn and measure displacement vs time. Try different rates and radii. Use your results to explain how this is simple harmonic oscillation.
1. In your own words, clearly state the problem you are going to investigate. Include a clear definition of the independent and dependent variables that will be studied.
2. Design an experiment to solve the problem. Your experimental design should match your statement of the problem, should control the variables, and should be clearly described so that someone else could easily replicate your experiment. Include a control if appropriate. Show your design to your teacher before you begin your experiments.
3. After receiving permission from your teacher, work with your partner to carry out your experiments. Your teacher's approval does not necessarily mean that your teacher thinks your experiments are well designed. It simply means that in your teacher's judgement your experiments are not dangerous or likely to cause an unnecessary mess.
4. While conducting your experiments, take careful notes. Make sure to use appropriate charts, tables, or graphs. Your notes will not be scored, but they will be helpful to you later as you work independently to write about your experiments and the results. You must keep your own notes because you will not work with your lab partner when you write your report.
Directions for Writing Your Laboratory Report
Working on your own, summarize your experiments and results. You may use your own notes that you took previously while working with your partner. You may wish to write a first draft of your lab report on scratch paper.
Your report should include the following general sections:
* A clear statement of the problem you investigated. Include a clear identification of the independent and dependent variables that were studied.
* A description of the experiment you carried out. Your description should be clear and complete enough so that someone could easily replicate your experiment.
* The results of your experiment. Tables, charts, and/or graphs should be used where appropriate and should be properly labeled.
* Your conclusions from your experiment. Your conclusions should be fully supported by data, and include appropriate calculations and analysis.
* Comments about how valid you think your conclusions are. In other words, how much confidence do you have in your results and conclusions? Any factors that contribute to a lack of confidence in the results or conclusions should be discussed. Also, include the ways that your experiment could be improved if you were to do it again.
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KS3 Revision Timetable
Your revision timetable will help you to be organised and on track in the run up to your assessments. You do not need to study from 8am-10pm; decide which hours of the day you can concentrate best.
Use different colours for different topics. Remember to keep reviewing what you have revised and testing yourself at the end of the day, the next day and the end of the week - this will help you to recall the information in the exam (there is an example further down this document).
Don't be over ambitious – break work down into small chunks. Assess how familiar you are with each topic and focus on your weak areas. Take breaks, do short (45 minute) sessions often and include rewards – that way you are more likely to stick to your timetable.
When you know the date of each assessment, you should put these on your revision timetable so that you have a goal to work towards.
Mix it up – make sure you use a range of different types of revision activities – here are some ideas…
KS3 Revision Timetable
| | Time | Monday | Tuesday | Wednesday | Thursday | Friday | Saturday |
|---|---|---|---|---|---|---|---|
| 8:00 | 8:00 | | | | | | |
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An example revision timetable for half term:
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This is what your child will be learning in school. As always, we welcome your support and encourage you to talk and explore some of these with your child at home.
Maths
Homework
As mathematicians, we will continue to develop our understanding of numbers beyond 10. Children will recap their learning of adding and subtracting numbers within 20. Children will learn to share and group objects, as well as developing their understanding of odd and even numbers.
Please encourage your child to access Top Marks- this is a great website to consolidate learning!
www.topmarks.com
Communication and Language
This term, we will be discussing right from wrong. The children will discuss the right/wrong choice in different scenarios. With your child, discuss rules that your child must follow to stay safe at home and in school.
Physical development
Full kit is required every Thursday for PE, where children will be participating in team games! Children will continue to develop their fine motor skills through daily writing sessions.
Ask your child to show you a skill that they have learned in PE.
Reading- all children are expected to read/be read to 4 times a week and ensure it is recorded in their reading journal.
Learning task- All children are expected to complete the weekly learning task. Please upload any pictures to tapestry/dojo.
Children will be awarded a dojo for their home learning task.
Personal, Social and Emotional Development This term, we will be focusing on road safety and sun safety.
With your child, make a list of how to stay safe in the sun.
I wonder who shares our world…?
English
In English, we will be reading 'We're Going on a Lion Hunt', 'Island Born' and 'Big Book of Blue'.
Use the QR codes on our weekly learning letters to read along with us!
The children will be looking at non-fiction texts, writing diaries and exploring poetry.
This term, pupils will continue to develop their confidence in writing sentences. Please encourage your child to use capital letters, finger spaces and full stops in their writing.
Pupils continue to take part in daily RWI phonics lessons. Please continue to support your child in reading their RWI book at home.
Understanding of the World
As scientists, we will be comparing hot and cold climates. We will also be classifying animals.
Look at a world map with your child. Can you identify hot and cold climates on the map?
As geographers, we will be exploring Africa. We will be comparing African life to our own. With your child, discuss cultural difference between Africa and the UK.
Expressive arts and design
As artists, we will be using paper to sculpt fish, adding details by manipulating paper in different ways. Pupils will explore the work of Aysa Kozina, and reflect on the ways that she has manipulated paper.
Research the work of Aysa Kozina. Learn one fact about this artist.
As inventors, we will create a beach hut. Pupils will produce and annotate plans to specify the colours of their design and the placement of their components.
As musicians, we will be listening to African music.
Listen to some African music with your child. What instruments can you hear?
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Old Palace Year 3 Newsletter Summer 1
Year Lead: Ms McClelland Teachers: Mr King (3K) and Ms Hantar (3H) Support Staff: Ms Khan and Ms Jasmin
Maths
Trips
Please see below the order of the topics the children will be focusing on this half term:
Boysdell Dairy Farm Trip
1. Fractions- Finding equivalent fractions, comparing fractions, ordering fractions, adding and subtracting fractions and problem solving using fractions.
3. Capacity- measuring capacity in litres and millilitres, comparing capacities, adding and subtracting capacities
2. Mass- Measuring mass in grams and kilograms, comparing masses, adding and subtracting mass
Useful Links:
t
ht ps:// w ww.topmarks.co.uk/maths-games/7-11years/fr a ct ons-and-decimals
English
Please see below the order of topics the children will be focusing on this half term:
1. Novels in a Series- the children will be reading a range of stories from the Mr Majieka series and using ideas from these stories to write their own Mr Majieka adventure!
2. Persuasion: Advert and Packaging- the children will be writing an advert to convince people to eat healthy, looking at food packaging and information included on them!
Other Subjects
Art-Observational drawing and mixed media
Computing-Adobe Posters
Science- Soil, plants, pollination, food groups, balanced diets and food preservation
MFL – Le Petit Dejeuner
DT- Food technology – pickling and jamming
PE- Badminton and Outdoor Adventure
PSHCE- Relationships
RE – Why do people pray?
School Uniform
Before the holidays, we placed a reminder in the school newsletter about uniform requirements.
These can be checked here.
In cases where a child's clothing does not comply with our uniform policy, we will send a text to the family.
We would be grateful if the issue could then be rectified before they return to school the next day, so that the uniform policy is applied fairly to all pupils.
To support the children's learning in our 'Food, Glorious Food' science unit we will be visiting Boysdell Dairy farm to learn more about food production. The children will be travelling to the farm via coach.
Cost of the trip: £5
Trip Date: Tuesday 14 th May 2024
PE
The children need to bring in their PE bag each day when they have PE. Year 3 have PE on a Tuesday and Wednesday afternoon please ensure they have the appropriate kit and footwear. Children will need to have trainers to take part in PE.
Vocabulary
practice these words at home!
Word of the day: here are the new vocabulary words we will be introducing to the children this half term. You may wish to
Thriftwood
Next half term, for our end of year trip, year 3 will be visiting Thriftwood camp. Children will have the opportunity to take part in some outdoor adventure and team building activities. Taking part in these activities helps to build character and independence, gives the children new and shared experiences and provides opportunities to bring out new talents. There will also be the option for pupils to stay overnight as part of the residential experience.
We are holding an information morning next week to share more information about:
-the activities the children will take part in
-dates of the trip
-day trip and residential experience options
-the accommodation and catering for the residential experience -costs
Please join us on Wednesday 24 th April from 9:10 – 9:50am for the parent's information morning. We hope to see you there!
Key dates
If there are any issues preventing parents/ carers from providing the correct uniform, please contact the school office, so these can be discussed.
Wednesday 24 th April 9:10-9:50: Parent Information morning
Wednesday 24
th
April10:00am: Year 3 festival assembly
Tuesday 30
th
AprilParent Voice: Wrap Around Care & clubs 9:15am
Monday 6 th May: Bank Holiday
Tuesday 14 th May: Year 3 Trip Boysdell Farm
@oldpalacepri
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TOOTH DECAY PREVENTION
Tooth Decay Prevention
Tooth decay is a progressive disease resulting in the interaction of bacteria that naturally occur on the teeth and sugars in the everyday diet. Sugar causes a reaction in the bacteria, causing them to produce acids that break down the mineral in teeth, forming a cavity. Dentists remove the decay and fill the tooth using a variety of fillings, restoring the tooth to a healthy state. Nerve damage can result from severe decay and may require a crown (a crown is like a large filling that goes over the tooth to cap it, making it stronger by covering it). Avoiding unnecessary decay simply requires strict adherence to a dental hygiene regimen: brushing and flossing twice a day, regular dental check-ups, diet control and fluoride treatment. Practicing good hygiene avoids unhealthy teeth and costly treatment.
Sealants
The grooves and depressions that form the chewing surfaces of the back teeth are extremely difficult (if not impossible) to clean of bacteria and food. As the bacteria reacts with the food, acids form and break down the tooth enamel, causing cavities. Recent studies indicate that 88 percent of total cavities in American school children are caused this way.
Tooth sealants protect these susceptible areas by sealing the grooves and depressions, preventing bacteria and food particles from residing in these areas. Sealant material is a resin typically applied to the back teeth (molars and premolars) and areas prone to cavities. It lasts for several years but needs to be checked during regular appointments and occasionally replaced.
Fluoride
Fluoride is a substance that helps teeth become stronger and resistant to decay. Regularly drinking water treated with fluoride and brushing and flossing regularly ensures significantly lower cavities. Dentists can evaluate the level of fluoride in a primary drinking water source and recommend fluoride supplements (usually in tablets or drops), if necessary.
Diet Control
The teeth, bones and soft tissues of the mouth require a healthy, well-balanced diet. A variety of foods from the five food groups help minimize and avoid cavities and other dental problems. Consumption of foods that contain sugars and starches should be decreased. These foods can include candies, cookies, chips and crackers. Healthier foods, such as vegetables, low-fat yogurt and cheeses, help promote stronger teeth.
Dental Visits
You should visit your dentist twice a year (about once every six months). In order to maintain a healthy smile, it is vital to have professional cleanings and regular check-ups. Your dentist will examine your teeth and provide an evaluation of existing dental problems and proposed treatment. If you have a dental emergency, you should call your dentist immediately.
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BEEPS, CHIRPS & BLASTS
Science and Engineering Education Center
The University of Texas at Dallas
Challenge
Explore how bats use sound to communicate and to navigate their environments.
Activity 1
⚫clicker⚫bandana
Select one "bat" and one "mosquito" (bat prey). In an open space, blindfold the bat with a bandana. Give the mosquito the clicker. Let the remaining learners stand as "obstacles" who are allowed to clap only when directly faced by the bat. The obstacles do not move. The mosquito can move to avoid the bat, but must make sounds frequently. The objective is for the bat to avoid the obstacles and tag the mosquito. Repeat the activity with different bats and mosquitoes.
Activity 2
⚫ 2– 4 balls with bells
Go to an empty room (like a gym) or hallway. Holding to jingle bells, close your eyes and spin in a circle a few times. Keeping your eyes closed, stop and roll your bell in front of you. Listen how long it takes to hit the wall. Turn to the right and roll the other ball. Which wall is closer. How do you know? You just used echolocation!
Activity 3
⚫ Bandanas for all
Most female bats give birth to one or two pups at a time. A pup is born without fur; it stays warm by clinging to its mother when it nurses or by sharing body heat with other pups as they roost together in a nursery colony.
A female doesn't nurse just any pup. She locates her own pup by recognizing its unique call and scent. When she returns to the nursery colony after an evening flight, she calls her pup, listens for its call, and then sniffs her pup when united.
In an open area, divide the learners into 2 groups: mothers and pups. Create mother and pup pairs and assign each pup a distinct call. Allow for practice time for the mothers to listen to their pups calls, then blindfold and spread out the mothers. Have the pups call for their mothers using the assigned call. Continue until each pair is united.
Calls:
1) single hand clap, 2) 2 quick hand claps, 3)3 quick hand claps, 4) single snap of fingers, 5) 2 quick snaps of fingers, 6) 3 quick snaps of fingers, 7) single hand clap followed by a snap of fingers, 8) 2 hand claps followed by a snap of fingers.
Science Scoop
Bats are capable of making many different sounds. Pups often chirp, and roosting bats tend to squeak and squeal. Some bats emit warning calls, and others croak loudly during mating season.
Bats also emit sounds too high in frequency for people to hear. They are created in the bat's larynx and emitted through the mouth or nose. Called echolocation, these ultrasonic clicks bounce off objects in a bat's path and return to the bat's ears.
Many bats that eat insects have a piece of cartilage, or tragus, at the base of each ear thought to provide better sound definition.
By echolocating, a bat can create an image of its completely dark environment. With this image, it can avoid obstacles and locate food.
A bat flying and searching for insects might emit 10-50 ultrasonic sounds per second. A bat that has located an insect might emit 200 or more sounds per second!
Science and Engineering Education Center The University of Texas at Dallas 800 W. Campbell Road, FA 31 Richardson, Texas 75080 www.utdallas.edu/seec email@example.com
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Be a Good Steward of the Environment – Stop Plastic Pollution
In his ground-breaking encyclical Laudato Si ("Praise be to You"), Pope Francis urged humankind to exercise better stewardship of the earth. Subtitled "On Care of Our Common Home," the pontiff's letter called for a radical "ecological conversion" on the part of people the world over, and especially disciples of Jesus Christ, to honor and save our earth from degradation. One way we can be better stewards of the earth is to fight plastic pollution.
Cheap, capable of being made into any conceivable shape, strong and durable, plastic is the wonder product of the modern world. However, the victim of this technological success appears to be much of life on earth. Almost 80% of the plastic produced since the 1950s has been thrown away, either into landfill sites or into the general environment.
Ending plastic pollution is the focus of Earth Day 2018, the annual event celebrated on April 22 world-wide to raise awareness of ecological dangers and demonstrate support for protection of the global environment.
Items like plastic packaging, bags and bottles are thrown away every day, and end up in trash sites as well as in forests, creeks, rivers, seas, and oceans around the world. While some of these items are recycled, the growth of plastic consumption and its improper disposal currently outpace efforts to recycle and produce post-consumer plastic materials.
But plastic is more than just litter. A petroleum product, plastic is nonbiodegradable. And in reality, most plastic does not ever disappear, but becomes long-lasting "plastic dust". When items like plastic bags break down, they readily soak up (and release) toxins that then contaminate soil and water, as well as harming animals that ingest plastic fragments. The increasing presence of plastic in our oceans poisons and ensnares marine life. Check your refrigerator. How much stuff in there is stored in plastic? Hazardous chemicals, some of which can disrupt human hormones, leach from some plastics that are used for food and beverage storage.
Plastic is the basic material of a consumer world. Without it we wouldn't enjoy the same standard of living or convenience. But if we take the Holy Father's urgent pleas seriously, we should take seriously the issue of plastic contaminating and damaging our environment. For Christian stewards, it is a moral responsibility to confront this pollution. And become better stewards of the earth.
Suggestions for Stopping Plastic Pollution
A springtime walk on a lovely April day brings you into contact with the ubiquitous presence of plastic in our lives. From the crushed soda bottle lying at the side of the road to the plastic bags floating through the air like kites, plastic pollution is everywhere. It is not possible to be plastic free. But there are steps we can take to reduce consumption of plastic. Earth Day 2018 asks us to consider the Five Rs: Reduce, Refuse, Reuse, Recycle and Remove plastic in our everyday lives.
Here are a few suggestions you can incorporate into your life immediately:
* Keep reusable canvas bags in your car for shopping trips and commit to refusing plastic shopping and grocery bags.
* Many stores have containers to recycle plastic bags, even newspaper wraps. Utilize them.
* Carry a small set of simple utensils and a reusable straw so that you never have to use throwaway plastic utensils.
* Encourage your school or college to look into utensils made with biodegradable components. Many Catholic schools have gone this route.
* Store left-overs in reusable containers.
* When shopping for gifts or toys, watch for excessive, wasteful plastic packaging.
* Many cities are considering levying a fee for using plastic bags at stores. Urge your local government to consider this proposal to encourage reusable bags. Ireland reduced its plastic bag use by 95% almost overnight by placing a tax on plastic bags!
* Visit www.earthday.org for more ideas and inspiration!
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Rainforests
In this topic children will be exploring more about the world of food and plants, thinking about where our food comes from and how we can grow our own foods. We will be using the traditional tales and thinking lots about the characters from these stories. This half term Phonics will be our key focus with children practising their Fred Talk as often as possible.
In Literacy we will;
Race Leys Infant School
In Maths we will be learning about;
Develop our writing of non- fiction and fiction. We will also look at the genre of poetry. We will develop our use of expanded noun phrases and the use of a range of conjunctions. We will also explore commas in a list and be more confident using a range of sentence openers and punctuation.
We will continue to read daily in school in our RWI and comprehension groups. We will continue to develop our handwriting, including beginning to use joins and ensuring our presentation is something to be proud of. We will read and spell all of the year two common exception words.
In Science we will be learning about;
Plants
We will observe and describe how seeds and bulbs grow into mature plants. Find out and describe how plants need water, light and a suitable temperature to grow and stay healthy. Make close observations of seeds and bulbs and classify them. Research and plan when and how to plant a range of seeds and bulbs. Look after the plants as they grow and make close observations and measurements of our plants growing from seeds and bulbs.
In our PSHE learning we will;
In PSHE we will learn about healthy me. We will be exploring self-motivation. Make healthier choices and understand relaxation. We will understand the benefit of healthy eating, nutrition, healthier snacks and sharing food.
Extra Opportunities this half term…
* Road Safety Projects
* Careers Week
More curriculum information can be found on the website
In our D&T learning we will; recognise that sacred books contain stories which are special to many people and should be treated with respect. We will compare the Jewish and Christian stories of Creation and retell the story of David and Goliath and what it means for Christians.
Fractions- Recognise, find, name and write fractions 1/3, ¼, 2/4 and 3/4 of a length, shape, set of objects or quantity. Write simple fractions for example, ½ of 6 = 3 and recognise the equivalence of 2/4 and ½. Time- We will compare and sequence intervals of time. Tell and write the time to five minutes, including quarter past/to the hour and draw the hands on a clock face to show these times. Know the number of minutes in an hour and the number of hours in a day.
We will continue to use the four operations of addition, subtraction, multiplication and division. We will problem solve and use reasoning to explain our calculations.
In our Music learning we will;
In our PE learning we will;
develop our hit, catch run and our attack, defend, shoot skills by participating in a game with an opposing side, developing simple tactics and use them appropriately. Control a ball within a game setting and play a game with a set of rules. Begin to develop an understanding of attacking/ defending and become more independent peer coaches.
create dances for music that we listen to. We will begin to compose music based on a piece that we have heard. We will listen to music from around the world and begin to recognise different styles and beginning to learn what a melody phrase is and draw a simple pattern to represent when the music goes up and down. We will say how music is used to represent an image (eg flying music) and recognise the sounds of some instruments.
In our Art learning we will; develop our painting skills. Creating different effects with brushes. We will mix primary colours and apply own colours in work.
In our Geography learning we will;
enhance locational knowledge by locating the Amazon on a map and knowing the Amazon Rainforest is in the continent of South America. We will identify where rainforests are located in the world. We will develop our place knowledge by identifying physical and human features of the Amazon and compare features of Bedworth and the Amazon. We will improve our geographical and fieldwork skills by using world maps, atlases and globes (including digital mapping Google Earth) to identify continents and oceans. Learn the four points of a compass directions to describe a location of features and routes on a map.
This Half Term’s school
value is
Fairness and Equality
Year 2 Summer 1 st Term
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Observing Our Thoughts
a 3 minute exercise of noticing what we are thinking
Instructions
Preface: Thoughts come into our minds and out of our minds all the time. We have very little control of what thoughts enter our mind. Watching our thoughts can be like watching TV or watching the waves of the ocean. In this exercise we are trying to use our observing mind to watch our thoughts with interest and curiosity. It is important that for this exercise, there is no "bad thought." The goal of this exercise is simply to observe our thoughts like we would watch birds eating at a bird feeder or splashing in a bird bath. This exercise will last for about 3 minutes and is best done in silence.
1. Center Yourself: Take a few seconds to center yourself. Keep your eyes closed or at a soft gaze, be aware of your posture, take 3 deep full breaths, allow yourself to be in the present.
2. Observe Your Thoughts: Over the next 3 minutes, notice the thoughts that you are experiencing. The practice of observing your thoughts can be like watching a game of "duck hunt," or watching cars drive by as you sit on your front porch. It can also be like gazing into a pond as clouds and various birds are reflected onto the water's surface.
3. Document Your Thoughts: As you observe your thoughts write them down in the appropriate place in on the table. If you are not sure what category a thought belongs, don't sweat it, just write it where you think it best fits. If your thought is about a task to do, it is probably future thought. If you are thinking about a loved one, it may be a past thought. If your thought is about a current sensation or feeling, this could be a present thought.
Debrief
Preface: No one is forced to share their experience but you are invited to share with the group what you feel comfortable sharing.
1. Discussion: What was that like? What did you notice?
2. Implications: Too many thoughts about the past can facilitate depressed emotions, while too many thoughts about the future can lead to feelings of anxiety. On the other hand, thinking about the past can be grounding, meaningful or comforting and thinking about the future can bring hope.
3. Importance of Present: The present is always available to us. During this activity we were able to be in the present by using the observing self. When our thoughts or emotions get carried away, we can always come back to the present moment. It is unrealistic to think we will always be in the present, but the present is an important resource that is available to us in times of need. The habit of being in the present on purpose is sometimes referred to as mindfulness. With practice (such as mindfulness activities and mediation) it becomes easier to connect with the present.
| Past | Present |
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The Climate and Energy Emergencies
2 nd edition April 2014
Jim H. Adams – www.jimhadams.com
Chapter I – The Big Picture
Introduction. This eBook, an update with pictures of the 2009 edition, shows in simple language the very dangerous changes to our climate due to burning fossil fuels, which emit the greenhouse gas carbon dioxide, and also where our energy comes from, why it is running out, and what we need to change to solve some of these problems. We look from the general to the particular – to where the author lives in Brighton & Hove.
We include in three alarming new chapters the feedback models of climate catastrophe due to David Wasdell (the Apollo-Gaia website is www.apollo-gaia.org) presented by Guy McPherson (http://guymcpherson.com/climate-chaos), overriding the forecasts we have retained here of Doly García on fossil fuel and resource depletion, and sketch ways the world will have to adapt to and reduce the climate emergencies we have brought about – but mankind does not have time. The action needed on climate change is imperative, it requires international agreements, and these agreements must be adequate and enforced. The energy resource depletion and climate models show a large part of humanity faces extinction, together with a vast number of other species unless concerted international action is taken with great urgency.
Units. Definition of units: To give an example of what is meant by a watt, which is a unit of power, a labourer over the course of an 8-hour day can sustain an average output of about 75 watts; higher power levels can be achieved for short intervals and by athletes. A kilowatt is a thousand watts, a megawatt a million watts, a gigawatt (giga = giant) is a thousand million watts and a terawatt (tera means monster) is a million million watts. For instance, the coal powered power station below had a capacity of 180 megawatts.
Energy, the Big Picture. Where do we get our energy from, and why is some of it about to disappear?
- The sun, the moon and the Earth.
a. The sun, thermonuclear energy.
We start, not from the beginning, but from the middle. Our galaxy of stars had formed. One of these stars exploded in a supernova explosion, and the debris of this explosion formed the heavier material for our own star – the sun.
The sun is very dense and very hot. Its main constituents are hydrogen and deuterium. These atoms can collide and fuse to form an element of higher atomic weight – helium, and this gives off energy. This is known as thermonuclear fusion. This is why the sun shines and gives us heat.
b. The creation of the moon and the Earth in a collision.
Computer simulation shows that the heavier material that forms the sun was surrounded by an envelope of gas which condensed into planets.
- Energy resource depletion. We will describe later in more detail energy coming from the sun, the moon and the Earth, and show how we are consuming finite resources of oil, gas, coal and some other energy sources.
Climate, the Big Picture. Why is the climate changing?
- Greenhouse gases. Our atmosphere contains mainly oxygen and nitrogen, but it also contains a small amount of carbon dioxide, which is vital. The carbon dioxide absorbs and scatters radiation from the sun, and so keeps our thin atmosphere and the Earth's surface warmer than it otherwise would be.
Oxygen
Nitrogen
Our recent civilisation has been burning oil, gas and coal, and so the carbon dioxide emitted is warming the planet.
- Milankovitch cycles. The Earth rotates with its axis at an angle to the vertical and around the sun in an ellipse.
What we understand about gravitation tells us this axis wobbles and then comes back again and the ellipse gets squashed and then becomes more circular. There is also a change of the plane of this ellipse with the average for that of other planets. Over Milankovitch cycles of 40,000 and 100,000 years, this changes the angle at which radiation hits the Earth, and so leads to cold glacial periods and warm interglacial periods.
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Evacuation Plans
When community evacuations become necessary, local officials provide information to the public through the media. In some circumstances, other warning methods, such as sirens or telephone calls, also are used. Additionally, there may be circumstances under which you and your family feel threatened or endangered and you need to leave your home, school, or workplace to avoid these situations.
The amount of time you have to leave will depend on the hazard. If the event is a weather condition, such as a hurricane that can be monitored, you might have a day or two to get ready. However, many disasters allow no time for people to gather even the most basic necessities, which is why planning ahead is essential.
Evacuation: More Common than You Realize
Evacuations are more common than many people realize. Hundreds of times each year, transportation and industrial accidents release harmful substances, forcing thousands of people to leave their homes. Fires and floods cause evacuations even more frequently. Almost every year, people along the Gulf and Atlantic coasts evacuate in the face of approaching hurricanes.
Ask local authorities about emergency evacuation routes and see if maps may are available with evacuation routes marked.
Evacuation Guidelines
| Always: | If time permits: |
|---|---|
| Keep a full tank of gas in your car if an evacuation seems likely. Gas stations may be closed during emergencies and unable to pump gas during power outages. Plan to take one car per family to reduce congestion and delay. | Gather your disaster supplies kit. |
| Make transportation arrangements with friends or your local government if you do not own a car. | Wear sturdy shoes and clothing that provides some protection, such as long pants, long-sleeved shirts, and a cap. |
| Listen to a battery-powered radio and follow local evacuation instructions. | Secure your home: Close and lock doors and windows. Unplug electrical equipment, such as radios and televisions, and small appliances, such as toasters and microwaves. Leave freezers and refrigerators plugged in unless there is a risk of flooding. |
| Gather your family and go if you are instructed to evacuate immediately. | Let others know where you are going. |
| Leave early enough to avoid being trapped by severe weather. | |
| Follow recommended evacuation routes. Do not take shortcuts; they may be blocked. | |
| Be alert for washed-out roads and bridges. Do not drive into flooded areas. | |
| Stay away from downed power lines. | |
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Holocaust Class: 10 day COVID-19 (CDL) Assignment
Day 1:
Read in your text (Night) to pg. 20.
Question: Write 3-5 sentences on what you remember about Moshe "the Beadle" and how he tried to warn his people.
Day 2:
Read in your text (Night) to pg. 43
Question: Write 3-5 sentences on when Wiesel's dad told him he was "personally not hungry" or when
Wiesel was separated from his mother and younger sister.
Day 3:
Read in your text (Night) to pg. 62
Question: Write 3-5 sentences about the death of the young boy called the "Pipel."
Day 4:
Read in your text (Night) to pg. 80
Question: Tell me about Wiesel and his operation. (3-5 sentences)
Day 5:
Read in your text (Night) to pg. 92
Question: Write 3-5 sentences about Juliek and his violin.
Day 6:
Read in your text (Night) to pg. 109
Question: Write 3-5 sentences about the end of the book and the vision of himself that Wiesel has (in the mirror).
Day 7:
Watch 20 minutes of the following clip. If it does not work for you, simply go to youtube and type in Wiesel and Oprah at Auschwitz.
Click on the following link: https://www.youtube.com/watch?v=4IJ4mpCDVpE
Day 8:
Watch the last 20 minutes of the following clip. If it does not work for you, simply go to youtube and type in Wiesel and Oprah at Auschwitz.
Click on the following link: https://www.youtube.com/watch?v=4IJ4mpCDVpE
Question: How did you enjoy the video? Explain 2-3 parts where you really identified with what Wiesel went through, where you had a personal/emotional connection, etc.
Day 9:
Watch the 3 minutes clip of Wiesel on CBS news.
The title of it on youtube is "Elie Wiesel remembered."
https://www.youtube.com/watch?v=ooQ8ZBvN0_Q
Day 10:
Question: Write no more than 1 page about the book. Please do not include summary very much. Tell me YOUR thoughts, reactions, opinion, etc about what you read. Any parts really stand out to you? What about the video supplements? Did you like those? Why?
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Home Composting
using Compost in tHe garden
There are lots of different ways to use home-made compost in the garden.
How we use the compost depends on how fine it is.
After 3-6 months in a plastic composter or 1 year in a wooden box, the heap begins to cool down. At this stage, the compost is rough and fibrous, looking almost like manure. Use this for mulching.
Composting goes through 2 stages: a hot fast stage and a much cooler longer one.
After 1 year in a plastic bin and 2 years in a large wooden box, the cool composting process is finished and the compost looks like fine soil.
use compost as a mulch
* Plan to spread a mulch after rain, when the soil is moist. This stops evaporation.
Rough compost is spread on the ground between vegetables, in a flower border or round shrubs or trees. This mulch will conserve moisture, prevent weeds growing and gradually feed the plants. When it rains, goodness from the compost will be washed down to the roots. The compost will continue to rot down and will add nutrient and structure to the ground.
* If you're spreading compost in the veg garden or round shrubs or trees cover the damp ground with cardboard or a thick layer of newspaper. This will prevent weed seeds from germinating in the soil.
* Spread a layer of compost on top of the card or paper to completely cover it. Keep the mulch approximately 3cm away from plant stems. Any seeds in the compost will germinate, but then die because their roots won't get down to the soil.
* If you're spreading compost in an herbaceous border, carefully cover the damp soil between the plants with 5-8 cm of compost. Some, but not many, weeds may germinate without the cardboard underlay.
dig compost into the soil
Do not overfeed the soil as this would encourage excessive leaf growth at the expense of flowers. Spread 1 barrowload for every 10m².
Adding compost will improve soil fertility and structure. If you are then planting small seedlings, use finished compost. More established plants will tolerate slightly rougher material.
use in pots and containers
Depending on the plant and your watering arrangements you may want to add grit or water retaining gel.
Home-made compost releases nutrients more slowly than commercially produced composts, so it provides feed for plants over a much longer period. If potting a small plant, sieve the compost to remove any stick fragments or small stones.
The surface of the compost may gradually sink but you can top it up with extra home made compost. This will provide fresh nutrient.
potting mixes
The proportions of compost and bulking agent depends on the size of the plant. Use:
You can make excellent, free, seed sowing and potting compost, using your own compost and leafmould. You can use coir fibre or green waste instead of leafmould. Mix and sieve the ingredients. A 'Rotasieve' is ideal.
* For seed sowing. 1 part compost: 2 parts leafmould
* Final planting (tomatoes, peppers etc): pure compost.
* Pricking out: 1 part compost: 1 part leafmould
use as a fertiliser
It is suitable for house plants too.
Wormcast is the best for this. It is very rich and is used as a feed, especially for container grown plants.
For more information on home composting or to contact us - www.askorganic.co.uk or 01450 860778
ASK Organic, in partnership with Scottish Borders Council, has a Home Composting Display within Woodside Plant Centre, by Ancrum, Jedburgh.
For information on Waste and Recycling contact Scottish Borders Council Recycling Team on 0300 100 1800 or www.scotborders.gov.uk/recycling
Text © ASK Organic. Illustration © Linda Lovatt. Printed by Meigle Colour Printers Ltd., Galashiels.
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Illinois Valley Community College Writing Center
WRITING A THESIS
A thesis statement identifies the main idea of your essay. The rest of the essay will be organized around supporting your thesis statement. Thesis statements are usually placed in the introduction to the essay, often appearing as the last sentence in the introductory paragraph.
As you begin to draft your essay, it is a good idea to work with a tentative thesis statement. This statement will help focus your ideas, but may change as you research your topic and write your drafts. Review your tentative thesis statement and revise it accordingly as you work.
Writers often find it helpful to draft their topic sentences before finalizing their thesis statement. Since your thesis statement should preview all your main ideas, look at each topic sentence to identify its main idea. Then, combine each of those main ideas in your thesis statement. However, avoid simply listing your ideas; instead, strive to show their relationship (the "big picture" of the essay).
When writing about literature, name the author and title of the work in the thesis statement. Properly format titles (see our related handout).
Characteristics of effective thesis statements:
1. Effective thesis statements clearly state the essay's main idea.
Beyond simply stating your topic, your thesis statement should state what you will say about your topic. For example:
- Although the stories "Night Shift" and "The Clarion Call" both use descriptive language, King and O'Henry differ greatly in the effect their language has on the reader.
Here, we see that the topic is two stories, but also know that the writer will focus on how the language affects the readers. The authors and titles of the stories being discussed are also named.
2. Effective thesis statements communicate your essay's purpose.
Depending on the assignment, your essay will likely have a specific purpose. For instance, some essays are informative while others are persuasive. Your thesis statement should convey your purpose to the reader. For example:
- In order to prevent violence in schools, conflict resolution should be a mandatory class for all high school students.
Here, it is clear to the readers that this essay will attempt to convince them of a certain point of view.
3. Effective thesis statements are clearly worded.
Use specific wording in your thesis statement; avoid vague language, irrelevant details, and confusing terminology when introducing your essay's main point. The thesis statement should give an accurate preview of what you will discuss and indicate the essay's direction and scope. In this way, your essay and thesis statement will share a sharp focus.
- While enacted with good intentions, immigration laws often create more problems than they solve.
Here, the clear wording signals what will be discussed and highlights the focus of the essay.
What to avoid when writing a thesis statement:
1. Announcements of intent:
Statements like "I will discuss…" or "The thesis of this essay is…" are stylistically distracting and informal in tone. Sometimes this is called a "purpose statement."
2. Statements of fact:
Simply stating a fact is a dead end that cannot be developed into an essay. For example, "Hybrid cars get better gas mileage than cars with standard gasoline engines" is a fact that has already been established and leaves the writer nowhere to go.
3. Thesis statement as the title:
Titles are not detailed enough to properly preview your essay and communicate its purpose.
Examples of effective thesis statements:
- As research proves second-hand smoke poses danger to school-age children, smoking should be banned with 1000 feet of a school. This statement clearly states the main idea of the essay.
- Students should be required to take a course on time management skills before graduating high school. This statement clearly conveys the essay's persuasive purpose.
- Because community colleges have quality instructors, financial savings, and career-oriented classes, they are a better choice than a large university for many students. This statement clearly and concisely previews the main points of the essay.
Examples of ineffective thesis statements:
- Smoking is hazardous to your health. This statement simply states a fact; it cannot be developed into an effective essay.
- This paper will discuss the consequences of poor time management for college students. The announcement of intent in this statement has an informal tone and distracts the reader.
- When it comes to considering what type of institution to attend, it is beneficial to consider that community colleges have many positive attributes; these include (but are not limited to) instructors who are dedicated to their fields, financial savings to the student, and classes which are focused on careers. This statement has overly complex wording.
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Top 10 Tips for Universal Design in the Classroom
1. Provide crisp, high contrast printed handouts.
2. Encourage optimum classroom physical environment (lighting, noise, pathways, etc.).
3. Face the class when speaking.
4. Invite students to discuss any access issues with a statement on your syllabus and in the first class.
5. Verbally describe images on all slides and overheads.
6. Use a microphone when speaking.
7. Repeat student questions and comments out loud.
8. Provide electronic handouts ahead of time.
9. Request electronic versions of textbooks when ordering.
10. Provide equivalent text for all graphical items in instructional materials.
Top 10 Tips for Universal Design in the Classroom
1. Crisp, high-contrast printed handouts are visually easier for people with low vision. Good handouts reinforce lessons as a supplement to oral presentation. Contrast, color, size, font, and spacing are a few legibility factors.
2. Environment, activities and equipment impact students with a wider variety of disabilities than formerly known. Address all potential student characteristics in safety considerations. a.) Good lighting helps with low vision, but also helps everyone minimize eye strain; b.) Noisy distractions can have an adverse effect on students with Attention Deficit Disorder, but will also impact the concentration and focus of many students; c.) A ramp entry enables the student in a wheelchair to get to class on time. Ramps allow for instructors who carry a heavy load to efficiently use a wheeled carrier; d.) A podium ramp permits full student participation in presentations.
3. Facing the class allows a student with a hearing impairment to read your lips. It will facilitate eye contact, encouraging engagement and interaction with all students.
4. Use a syllabus to outline the essential components of the course, your expectations, office hours and procedures. Discussing accessibility on your syllabus enhances inclusiveness for students with disabilities. It signals all other students of your availability and approachability and facilitates a positive classroom environment.
5. Verbal descriptions enable a student who is blind to "see" the slides. "Auditory learners" will have an alternative means to understand the content of your graphics. Additionally, students sitting behind any obstruction or students taking notes can hear what they may otherwise be missing.
6. A microphone amplifies audio for someone who has a hearing impairment. It benefits every student, by distributing the instructor's voice evenly throughout the classroom. Research has shown that in the average classroom, the teacher's voice usually arrives at the students at a level only 6 dB or so above the background sounds. The extra 8 or 10dB of amplification provided by a classroom sound field system is sufficient to ensure a more suitable speech to noise ratio. For the benefit of the instructor, the use of a microphone can eliminate voice strain, notably a common occupational health problem.
7. Repeating information from students who face the front of the room redirects the information back out to the entire group. If you repeat the question while facing the class, a student who is deaf can read your lips. Repeat questions and/or paraphrase to insure everyone has heard and you are clear on understanding the question.
8. Electronic hand-outs enable a blind student to use a screen reader (voice or large print). Accessible design allows all students to obtain information and convert it to whatever format is convenient for their study.
9. Electronic versions of textbooks are necessary for blind students. Additionally, audio files enable everyone ease in carrying their textbooks and more flexibility of use. Many instructors and students would "read" their text assignments "on the go."
10. Equivalent text descriptions convey information to people with low or no vision. They also summarize non-text elements for all students, supporting varying learning and processing styles.
Design for Disability is better Design for everyone!
(2009) Hirschman, A. & Smith, R.O.
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English
Texts: One Snowy Night, Non Chronological Reports on Polar Animals, The Snow Queen
Reading: Children will take part in guided reading sessions and whole class reading sessions.
Writing: Children will learning to write and adapt stories. They will also be learning to write letters and their own non-chronological report about an arctic animal.
Grammar Year 2: Sentence types, Word classes,
Apostrophes, Tenses, Suffixes
Handwriting:
Form lower-case letters of the correct size relative to one another. Start using some of the diagonal and horizontal strokes needed to join letters and understand which letters, when adjacent to one another, are best left unjoined
Cursive – Journey to cursive scheme
Geography
Use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied.
* Identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles.
* Understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom and of a contrasting nonEuropean country.
History
* Learning about different arctic explorers
* Show an awareness of the past, using common words and phrases relating to the passing of time
* Sort artefacts from 'then' and 'now'
* Discuss the lives of significant individuals in the past who have contributed to national and international achievements and use some to compare aspects of life in different periods
Robins Curriculum
Music
* Music Express units –
* Water, Our Bodies, Animals, Pattern
Computing
* Create a topic- based e-book
* Sequencing simple algorithms and programs
PE
* Invasion games skills (attacking and defending focus)/Basketball
* Health and Fitness
Polar Explorers Spring term
RE & PSHE incl diversity
RE-Families & Worship and Ceremonies PSHE- Happy and Healthy me, Me and my safety.
Maths
White Rose Maths Scheme
Multiplication & Division, Statistics, Properties of shape, Fractions
Science
Living things and their habitats
* Explore and compare the difference between things that are living, dead and things that have never been alive
* Identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of animals and plants, and how they depend on each other.
* Identify and name a variety of plants and animals in their habitats, including micro- habitats.
* Describe how animals obtain their food from plants and other animal
Materials
* Describe how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching.
* Identify and compare the suitability of a variety of everyday materials for particular uses
DT
Make a diorama:
* Create products using levers, wheels and winding mechanisms.
* Design products that have a clear purpose and an intended user.
* Make products, refining the design as work progresses. Explore and use mechanisms such as wheels, axels, levers and sliders.
Art
Draw lines of different sizes and thickness. Colour (own work) neatly following the lines. Show pattern and texture by adding dots and lines. Show different tones by using coloured pencils.
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Facing Real Issues: Bullying
2013 NO BULL Documentary of the Year – 3rd Place
Click above to view video
Film by: A. Camille Howard Woodland Jr. Sr. High School Princeton, Maine
"No one to talk to…"
"No one to listen…"
Identify some of the bullying behaviors demonstrated throughout the video and describe the impact that bullying behavior can have on a person.
"Is misery the only company you keep?"
"You're picked on, pushed around and called names…"
Describe strategies that a bystander could use when seeing someone being bullied.
Why might it be difficult for some teens to take action when they see bullying happen?
Many students don't see bullying happen because they don't know what to look for.
What help do you think we can give bullies to keep them from making victims out of people?
"More than once I've attempted to reach out…"
"I replay the scene over and over in my thoughts."
How can adults help play a role in a bullying situation when you feel like you can't help out yourself?
Don't Stand By: Take Action
This is the final tagline in the video… What do these words mean to you?
How do you define BULLYING?
What is it?
How is social media used to bully?
Why is it difficult to "stand-up" for the target of a bully?
How do you promote DIGITAL RESPONSIBILITY?
What actions have you taken?
How can you implement in your school?
Why is it important to be responsible when using all things digital?
www.nobullchallenge.org
The NO BULL Challenge
Change Starts With You SPEAK UP – Let Your Voice Be Heard!
NO BULL is committed to creating and inspiring youth-led films as a platform for dialogue on the most important issues of our time.
The challenge to YOU…
Get Involved!
Make a PSA or short film
Make a Statement!
Take a Stand!
Prizes include the coveted Noble Award, scholarships, custom oneof-a-kind signet ring designed by Balfour, video cameras and a trip to Sundance Film Festival.
What is the NO BULL Challenge?
The NO BULL Teen Video Awards
Click above for highlights
Individual students or teams create a 2-5 minute short film or 30-60 second PSA promoting digital responsibility in an effort to end bullying/cyberbullying
Top 50 videos will be selected by public voting
Nominees and Winners will be selected by judges panel
You could win prizes like:
Scholarship, one-of-a-kind NO BULL signet ring designed by Balfour, video camera, a trip to Sundance Film Festival and much more
NO BULL your way to L.A.!
Fundraise to attend the National Conference & Teen Video Awards!
All involved students receive VIP invites!
www.nobullchallenge.org
Important Dates:
December 13, 2013
Video uploads begin
April 30, 2014
Video upload deadline
May 5-16, 2014
Public voting period
June 6, 2014
Nominees announced
August 8-9, 2014
NO BULL Conference &
Teen Video Awards
Video Subject:
Digital responsibility, Anti-bullying
Video Lengths:
Full: 2-5 minutes
PSA: 30-60 seconds
Eligible:
Middle & High School Students, Ages 13-18
CHANGE MAKERS REACHING MILLIONS
To get involved, visit: www.nobullchallenge.org
NO BULL Challenge Partners:
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SUNDAYSCHOOL FIRST TERMINAL EXAMINATION ARCHDIOCESE OF CHANGANASSERY
11.00 AM - 1.00 PM
Mark : 75
05-10-2014
CLASS III
Time: 2hr
I. Select the correct word from the given list
10
1. The man who made the ark is
...............................................
2. The number of Jacob’s sons is
.................................................
3. The sign of God's covenant was the..................................................
4. God came down from Mount Sinai and called ........................... up to the mount.
5. Abraham's earlier dwelling place is..................................................
Fill in the blanks
10
6. The descendants of Jacob are known as ..................................................
7. The saviour of mankind..................................................
8 ................................................... is the place where the tower was built.
9. The land to which God led the Israelites is ..................................................
10. .................................................. help us show the right way in our journey to Heaven.
Answer the following
4
11. Who tempted our first parents to act against the command of God?
12. Who are called Israelites?
Answer the following questions in a word
10
13. Who is our Pope?
14. What is the name of your parish?
15. Who is the Patron Saint of the Archdiocese of Changanacherry?
16. Who is your Parish priest?
17. Who is the first saint of India?
Moses , Rainbow, Noah, Haran, 12
V. Select the words and fill the columns
8
You are given several words some of them are to be deserted and others are to be accepted. List them in the appropriate columns.
(God,Satan , Parents, Teachers , Good friends , bad words, good books , Bad films.)
19. What are the ways of life?
3
20. Write the name of three saints.
6
21. Choose the correct word from the word box and fill it.
8
Abel was a shepherd and .............................. was a farmer.Once Cain offered part of his produce as a ............................. to God ................... offered the young ones of his flock ................................ accepted the gift offerings of Abel .God did not accept the offerings of Cain.
22. Comment on this :-True or false.
1
1. I will ever live obeying God’s cmmandments.
2. I will call up on God in all my problem and suffering.
Abel, Gift, God, Cain
To be accepted
To be deserted
2
VII.
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Dog Runs and Kennels
The age of your kennel or number of dogs that have used it will determine the amount of organics present. More frequent applications of ez-clean may be required, depending on the usage and previous maintenance.
After the initial application of ez-clean, the kennel may smell worse than it did when you began. This is because ez-clean is working by starting to eliminate the top "crusted" layer of organics. Re-application will be required until all of the aged organics have been consumed.
Outdoor applications are recommended on an overcast day or at dusk. The sun will dry out ez-clean quickly - the longer it sits in a moist environment, the better it will work.
Application of ez-clean
* Pick up excess organics and solids.
* For the first application of ez-clean apply 1:10 dilution to the area. Once the organics are under control, the product can be diluted down to 1:64 for maintenance applications.
* Ez-clean can be applied multiple ways. Below are the two most common.
1. Pre wet the area with water, then apply ez-clean full concentrate using a sprayer.
2. Use a mixer/diffuser that attaches to the end of a garden hose. Turn the dial to the correct dilution and apply to the area.
* Sit back and let the area dry completely - once ez-clean is dry it's life cycle is complete.
Additional Information
* The wet run is immediately safe for your pet's return. No drying required.
* Imagine that moisture is the highway in which ez-clean travels, so make sure the area is moist. This enables the enzymes in ez-clean to move around and find the organics.
ez-clean uses
* dog run and kennels
* decks
* fences
* barns
* stock trailers
* vehicles
* mattress stains
* medical scrubs
* organic carpet stains
* organic upholstery stains
* garbage cans
* sport equipment
* mildew smell
*smoke smell
* skunk smell
* RV vehicle toilets
* septic tanks
* washing machine
Works On
* concrete
* wood
* metal
* rubber mats
* real grass
* synthetic grass
* bark mulch
* gravel
* hard wood
* vinyl floors
* carpet
* Once diluted, the product will only stay alive for two weeks so only mix what you need.
* upholstery
* clothing
♦ safe for immediate contact ♦ non toxic ♦12 billion bacteria per liter (quart)
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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
SCORE: I was able to identify _____ of the 21 leaders on ________________(date)
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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
CPPP.ORG/BLOG
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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
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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.
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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!"
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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.
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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/
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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.
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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 ---
```
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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
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.
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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
19. A
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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.
20. I absolutely have to say that I think the costume for my character in the play looks ridiculous!
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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
There is a story of a clever goddess, who comes to a group of young women offering each one a crown, an opportunity in life. Each girl has to correctly interpret the signs and seize her chance at the exact moment it is offered.
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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.
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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
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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
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FOR IMMEDIATE RELEASE
April 29, 2020
Contact: Katherine Hoyer
208-415-5108
Cleaning Product Safety
By: Annette Duerock
Panhandle Health District Environmental Health Department
More than ever, we are relying on data and science to prevent the spread of COVID-19 (SARS CoV-2 virus). Household cleaners, sanitizers and disinfectants can be valuable tools in keeping our environments clean and assist in maintaining our health, WHEN properly used. We must remember to handle household cleaners safely to avoid possible serious consequences. Some general precautions include:
1. STORE household cleaners and chemicals in a locked area and/or out of reach of children. Be mindful where children are when you are using the product. Keep all containers, even if they are empty away from children. Store your chemicals in safe areas and with compatible products. Do not store cleaning products or chemicals in areas that may have an open flame, heat source, combustible eg. Furnace room. Store the product below and away from food and food contact surfaces.
2. READ the entire label and use the product as instructed. MORE is not always better.
3. LABEL AND DATE containers where cleaning products are mixed (according to directions) and stored and use that container for that one purpose (ie. Spray bottles, buckets). Normally, you should only make up enough solution to last a few days but that depends on what the label says.
4. DO NOT reuse original cleaning compound packages for any reason.
5. PERSONAL PROTECTIVE EQUIPMENT such as gloves, goggles, face masks etc may be needed according to the label. Wear the equipment recommended.
6. USE product in a well-ventilated area.
7. NEVER mix household cleaning products together. Something as harmless as vinegar (acid) or ammonia mixed with bleach (a base) can produce toxic gases that may be lethal. Mixing bleach (sodium hypochlorite) or quaternary ammonia with detergents can cause the disinfectant action to be neutralized. Do not mix strong acids like an acid toilet bowl cleaner with bleach (a base) the combination can result in deadly fumes. Mixing different brands of one type of product can cause a violent reaction, result in toxic fumes or render both products ineffective.
8. THOROUGHLY WASH your hands when you have completed your cleaning to remove any chemical from your hands.
The bottom line is, READ AND USE the products according to the label. Mixing products can result in many different hazards from violent reactions to toxic fumes to neutralizing the effect of disinfectant properties. Select products based on the usage suggested, use according to the label and your journey to a clean home or business will be a safe one.
______________________________________________________________________
Panhandle Health District provides over 40 different public health programs to families, individuals and organizations in northern Idaho. From food and drinking water safety to health education and disease control, public health services are critical to ensure our community is a safe and healthy place to live, work and play.
The PHD team is made up of nurses, nutritionists, environmental health specialists, health educators and many other dedicated professionals with a common goal to deliver vital public health services.
Panhandle Health District is one of seven health districts in the state of Idaho.
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July's Tasks – Watering and Weeding
By Dawn Pettinelli, UConn Home & Garden Education Center
Many parts of the Northeast have received lower than normal amounts of rainfall during June and July. Because of this, some towns have instituted water bans, restricting residents' usage of water on outdoor plantings. At the same time, our vegetable gardens are in full swing with early crops like broccoli, sugar snap peas and chard producing abundantly. Pepper, bean, cucumber and squash plants are flowering and green tomatoes are on the vine. To keep the garden growing, water is needed, either from Mother Nature or you.
The only good thing about all this humidity is that plants transpire less, which means they are using less water. Not much less during these hot days, but a little less.
Check your container plants daily. Plants in smaller containers need water almost every day while larger containers and window boxes might require waterings every other or even third day during humid weather. When watering containers, add enough so that you notice a few drips from the drainage holes. Stick a finger into the potting mix if you are unsure about adding water. If it feels moist about one-half inch down, it is likely okay for another day.
Overwatering causes root rots and other diseases. Water when the potting mix feels dry to the touch but don't let the media dry out so much it pulls away from the sides of the pot. When this happens, any water added to the pot simply flows out the drainage holes. To rehydrate plants, place the pot in a tub with about 2 inches of water and leave until the potting mix is saturated.
How often your gardens need to be watered depends on the weather as well as the amount of organic matter incorporated into your garden soil and whether or not a mulch is used. Organic matter acts like a sponge so soils with adequate amounts can hold more water. Mulches reduce the amount of water lost from the soil by evaporation.
Most plants require about an inch of water per week and maybe a bit more during dry, hot weather. Use a rain gauge to determine how much water your garden receives either by precipitation or your sprinkler. Either stick a finger into the soil or use a trowel to see if water is needed. If more than the top half inch to inch is dry, it is time to water.
Ideally, plants should be watered deeply once or twice a week. Soaker hoses or drip irrigation systems would be the most efficient way to water. It makes the most sense to install them at the beginning of the gardening season so consider this for next year. If using a sprinkler this year, try to not to irrigate in the middle of the day as much of the water will be lost to evaporation. Morning is best as the foliage has a chance to dry off before evening reducing the chance of diseases.
A great competitor for the water you are giving your plants are weeds. Those sporadic rain showers we have been getting not only benefit our plants but encourage weed seed germination and growth. It is truly amazing how fast a crabgrass or purslane or pigweed can grow – seems like they double their size every 24 hours. This may be a bit exaggerated, but it seems to me that they grow a lot faster than my vegetables.
The best time to weed is after a rain or watering when the soil is soft, and weeds can be pulled with ease. It's hard to spend a few hours weeding on these hot, muggy weekends. Try for 30 minutes or so after supper during the week. You will be pleasantly surprised with how much can get accomplished.
There are dozens of weeding tools on the market. I tend to weed on my hands and knees and find the cobra head cultivator and dandelion weeder to work well for me. Others in my family like to stand and find long handled cultivators and hoes to suit their purpose. One might have to try a few tools to find one that matches their ergonomic requirements plus weeding needs.
Do your best to supply your plants with adequate moisture throughout the growing season and to reduce competition for both water and nutrients from weeds.
If you have questions about watering or weed identification or on queries on other gardening topics, feel free to contact us, toll-free, at the UConn Home & Garden Education Center at (877) 486-6271, visit our website at www.ladybug.uconn.edu or contact your local Cooperative Extension center.
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Amplifying Life
Shandi Andres, Family and Consumer Sciences Agent K-State Research and Extension, Flint Hills District
Leadership
Having leaders in our schools, communities, work place, and even our home is critical to the operation of everyday life. They are important to help make things run smoothly. In the past several years, U.S. higher education institutions have incorporated leadership training programs to offer students coursework that will help develop leadership skills and professional marketability. Most companies and organizations provide additional leadership development trainings to help mold new employees into the type of professional they require for the business.
What is leadership? One of the definitions used is "A person who guides or directs a group." We have often heard the phrase, "Leaders are born, not made." Sometimes this is transformed into the idea that "Leaders are born, made, and molded." Some individuals have a natural tendency to rise to leadership positions. Everyone though could benefit from leadership skills. One of my favorite quotes is "Leadership is an action, not a position." We look to leaders not only to guide, but also to set an example with the right choice. Of course "right" is a perception, which is why each person finds someone different to look up to.
Our society recognizes the importance of developing leadership skills of individuals and to build upon their strengths. There are many benefits to leadership skills, including being more marketable to employers. The University of Minnesota identified 8 qualities that employers are looking for. These qualities are: leadership, communication and interpersonal skills, intelligence, enthusiasm, flexibility, high energy level, maturity, and skill.
As a leader, you can use your skills to inspire and motivate others. It is no surprise that people you may never meet will see you in your leadership role and look at how you handle situations. As a parent, this may happen at the baseball field with other parents watching. Why all this talk about leadership skills? Sometimes people don't realize the power they have to help create effective leaders. I believe the development of leadership skills begins when children are young and continues throughout our lifespan. As a parent, we can be intentional in helping children develop these skills. As members of the community, young people watch and observe leadership qualities each and every day. What actions can be taken to help children and youth become positive leaders?
Youth can often be overwhelmed with too many choices or options. Adults can help narrow down the choices, talk through the pros and cons of choices, and help guide them in making decisions. As they grow from young children to young adults we hope that they become better decision makers and grow the skills that develop leaders. Eventually, they will understand the assessment of what needs to be completed as well as have the capacity to initiate the task with little direction. Becoming a leader is a journey not a destination. It doesn't end at high school graduation. It begins at birth and continues throughout our lifetime. Helping our youth develop their leadership skills has proven benefits. If we set the foundation, they can take on more of the responsibility as they mature.
More information on the development throughout the lifespan, feel free to contact me. Shandi Andres, Flint Hills Extension District, 501 W Main, Council Grove, KS 66846. (620) 767-5136 or email@example.com
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Rueter-Hess Reservoir
Rueter–Hess Reservoir is a significant water management project for the Parker Water and Sanitation District (PWSD). The Reservoir was completed in 2012. When filled, the reservoir will have a capacity of 75,000 acre feet (AF) of water and encompass 1,170 acres. PWSD provides services for the Town of Parker and portions of unincorporated Douglas County, Colorado.
The District currently serves approximately 50,000 residents, with an estimated build out population of 122,000. Rueter–Hess Reservoir is an off-stream reservoir, which will store renewable water from the following sources: nearby Cherry Creek (surface water & alluvial well water), Newlin Gulch and reclaimed water from PWSD.
Additional long term water supplies are being evaluated by PWSD and the findings will be included as part of a larger, regional water master plan led by the South Metro Water Supply Authority (PWSD is on the Board of Directors). In addition, 10,700 AF of storage space is owned by several partner communities – Castle Rock (8,000 AF) Castle Pines North (1,500 AF) and Stonegate (1,200 AF) who will be importing their own water supplies.
The reservoir is planned to minimize draws of non-renewable Denver Basin Aquifers, by collecting and storing renewable water when available to help the District meet peak summer demands and bridge future droughts.
Renewable, sustainable, long-term water resources. A vital investment for our Future!
Who We Are
Parker Water and Sanitation District (PWSD), established in 1962, provides water and wastewater services for the Town of Parker and portions of unincorporated Douglas County, Colorado. In the near future, PWSD will also serve parts of Lone Tree and Castle Pines. Currently, the primary water source for our community is Denver Basin groundwater, which is a non-renewable water source that is depleting throughout Colorado. PWSD is investing in regional, long term water supply projects to provide a secure water future for our customers. Projects, such as the Rueter-Hess Reservoir and our highly efficient reclaimed water system, will help ensure we have enough water resources to support our families now and in the future. They will also help maintain and enhance property values and our quality of life.
For More Information, Call 303-841-4627
| RESERVOIR | MAXIMUM OPERATING CAPACITY (AF)* | MAXIMUM DEPTH | SURFACE ACRES | USE |
|---|---|---|---|---|
| Rueter-Hess | 75,000** | 184’ | 1,170 | Drinking/Storage |
| Chatfield | 27,162 | 47’ | 1,479 | Flood/Recreation |
| Cherry Creek | 13,960 | 26’ | 850 | Flood/Recreation |
| Aurora | 31,679 | 50’ | 800 | Drinking/Recreation |
| Dillon | 257,304 | 79’ | 3,233 | Drinking/Recreation |
| 1,351
| 659
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Problem Solver
Solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why.
Solve the problems.
Raj buys 20 cupcakes priced £2.40 each and a chocolate cake priced £5.50. How much did he spend altogether?
I got £48.50 for my birthday. I spent £8.67 on Saturday and £19.49 on Sunday. How much spending money have I got left?
Mabel has 360 stickers. She shares them equally between four friends. Out of one of her friend’s share, she gives her sister 54 stickers. How many stickers does her friend have remaining?
Maths | Year 6 | Addition, Subtraction, Multiplication and Division | Addition and Subtraction Multi-Step Problems | Home Learning Task: Problem Solver
I think of a number. I divide it by 25 then multiply the answer by four. The answer is 128. What was my starting number?
On Sunday, I spend 114 minutes on my art project, and 45 minutes on my numeracy homework. On Thursday evening, I spent a total of 111 minutes on my homework. What is the difference between the time I spend doing homework on Sunday and Thursday evening?
Helena has £50. She buys eight CDs priced £4.60 each. How much money will she have remaining?
Use a pencil and a paperclip as a spinner. Flick the paperclip to choose an answer for your problem. Create three two-step problems.
1)
2)
3)
27 1094
954
153
328
485
3284
95
Problem Solver Answers
Problem Solver
Solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why.
Solve the problems.
Maths | Year 6 | Addition, Subtraction, Multiplication and Division | Addition and Subtraction Multi-Step Problems | Home Learning Task: Problem Solver
Sarah completed her marathon raising £551.20. She shares her raised money between her four chosen charities. Her mum insisted on giving £43 to each chosen charity as well. How much did each charity receive?
I think of a number. I divide it by 25 then I subtract 45.5 The answer is 128. What was my starting number?
Lex has £95.27. He wants to buy eight DVDs priced £8.67 each. How much money will he have left?
Use a pencil and a paperclip as a spinner. Flick the paperclip to choose an answer for your problem. Create three two-step problems.
1)
2)
3)
4.5
10 343
594
148
6.8
6.90
209
701
I think of a number. I multiply the number by 100 then add 3.9. My answer is 7.85. What was my starting number?
Each table in a classroom is 100cm long and 50cm wide. There are 16 tables in a classroom. What is the total area of the tables in the classroom in square metres?
Ruby has 1.096l of juice. She shares it equally between eight cups. Her sister drinks two cups. How much juice does she have remaining?
Problem Solver Answers
Problem Solver
Solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why.
Solve the problems.
Maths | Year 6 | Addition, Subtraction, Multiplication and Division | Addition and Subtraction Multi-Step Problems | Home Learning Task: Problem Solver
I think of a number. I divide it by 25, add 14.56 then halve the answer. My answer is 14.28. What was my starting number?
A bakery sells 19 types of muffins. They make seven of each type in every batch they bake. How many muffins does the shop bake in 40 batches?
At the fabric shop, I bought 245.67 metres of orange fabric, 94.35 metres of yellow fabric and 294.05 metres of purple fabric. I have used 144.59 metres of orange fabric, 58.74 metres of yellow fabric and 59.97 metres of purple fabric. How many metres of fabric do I have left in total?
Use a pencil and a paperclip as a spinner. Flick the paperclip to choose an answer for your problem. Create three two-step problems.
1)
2)
3)
61 9
549
271
369
204
4.5
1180
For breakfast, Helena bought a croissant for £1.86 and a glass of orange juice for £2.34. At lunch, Helena spent £4.70 on a sandwich and £1.09 on a bottle of water. How much more money did Helena spend on lunch than on breakfast?
A carpet costs £7.80 per square metre and underlay costs £3.25 per square metre. A bedroom measures 4m by 3m. How much will it cost to lay underlay and carpet in the bedroom?
45.9 x 8 = - 83.24
Problem Solver Answers
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Math
Telling Time Game complete the BOOM
mlearning.com/hy perplay/KXr6jj8N
Use your Login ID
| | Monday | | Tuesday | | Wednesday | | Thursday | | |
|---|---|---|---|---|---|---|---|---|---|
| MUST DO ACTIVITY MATH ESCAPE ROOM! Click the link and use the login information to complete the BOOM cards. https://wow.boomlearning .com/hyperplay/KXr6jj8N pe86Cc8a8/6SDbwyNLfh5 GGo6np/ Use your Login ID (sent in Dojo) Password: tyman | MUST DO ACTIVITY | PIZZA FRACTIONS! Click the link and use the login information to complete the BOOM cards. https://wow.boomlearning .com/hyperplay/KXr6jj8N pe86Cc8a8/F9dZ4xtEKb5x dtqHn/ Use your Login ID (sent in Dojo) Password: tyman | PIZZA FRACTIONS! | MUST DO ACTIVITY ARRAYS AND MULTIPLICATION Click the link and use the login information to complete the BOOM cards. https://wow.boomlearning .com/hyperplay/KXr6jj8N pe86Cc8a8/FPbeThYYkhJQ sQeGe/ Use your Login ID (sent in Dojo) Password: tyman | MUST DO ACTIVITY | MULTIPLICATION CATCH Click the link and use the login information to complete the BOOM cards. https://wow.boomlearning .com/hyperplay/KXr6jj8N pe86Cc8a8/MeDGt2tXwCm e3Lavu/ Use your Login ID (sent in Dojo) Password: tyman | MULTIPLICATION CATCH | | |
| | MATH ESCAPE ROOM! | | | | ARRAYS AND | | | | |
| | | | Click the link and use the | | MULTIPLICATION | | | | |
| | Click the link and use the | | login information to complete | | | | Click the link and use the | | |
| | login information to complete | | the BOOM cards. | | Click the link and use the | | login information to complete | | |
| | the BOOM cards. | | | | login information to complete | | the BOOM cards. | | |
| | | | https://wow.boomlearning | | the BOOM cards. | | | | |
| | https://wow.boomlearning | | .com/hyperplay/KXr6jj8N | | | | https://wow.boomlearning | | |
| | .com/hyperplay/KXr6jj8N | | pe86Cc8a8/F9dZ4xtEKb5x | | https://wow.boomlearning | | .com/hyperplay/KXr6jj8N | | |
| | pe86Cc8a8/6SDbwyNLfh5 | | dtqHn/ | | .com/hyperplay/KXr6jj8N | | pe86Cc8a8/MeDGt2tXwCm | | |
| | GGo6np/ | | | | pe86Cc8a8/FPbeThYYkhJQ | | | | e3Lavu/ |
| | | | Use your Login ID (sent in | | sQeGe/ | | | | |
| | Use your Login ID (sent in | | Dojo) | | | | | | |
| | Dojo) | | Password: tyman | | Use your Login ID (sent in | | Use your Login ID (sent in | | |
| | Password: tyman | | | | Dojo) | | Dojo) | | |
| | | | | | Password: tyman | | | Password: tyman | |
| Choose a multiplication game! | | Choose a multiplication game! | | Choose a multiplication game! | | Choose a multiplication game! | | | |
Students who have access to i-Ready should complete at least 45 minutes and pass 1 lesson.
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SCIENCE: The science program instills and reinforces a sense of curiosity and discovery in the investigation of the world. Students are encouraged to learn scientific principles, vocabulary, inquiry, experimentation, and reporting at the appropriate skill level for the age. Whole class/small group instruction, verbal and visual presentations, journal keeping, and making real world connections help this subject to come "alive" for the students.
Overview: across the grades levels, introduces, refines, and masters the following:
* Earth science
* Geology
* Astronomy
* Water, weather and climate
* Oceanography
* Life Science o Cells, structure, function, processes
* Plants o Animals o Ecosystems and the diversity of living things
* Health o Body Organs
* Physical Science
* Matter
* Motion and forces
* Energy
* Waves o Light
* Electromagnetic Systems
* Scientific Method
* Lab Reports
* Science Fair
Sampling of topics covered:
Grades 1 – 3
* Comparing and contrasting living and non-living things.
* Understanding that there is interdependence among living organisms within a geographic area which calls for mutual care and nurturing within an environment, specifically the Arctic and rainforest.
* Recognizing the similarity in familiar animals and plants.
* Studying the life cycle of a plant · Introduce the five senses and their functions · Develop and understanding of proper nutrition and hygiene
* Understand the necessity for personal safety · Looking at fossils that give evidence of prehistoric life
* Recycling
* Understanding that sun, water, and air are major factors in weather
* Recognizing fair weather and storm clouds.
* Understanding the movement of the major bodies in our solar system
* Understanding the concept of rotation; why the sun appears to rise and set
Grades 4 – 6
All of the above, as well as:
* Classifying geologic eras.
* Identifying the earth's surface and interior make-up.
* Classifying rocks using characteristics of each type.
* Studying volcanoes, earthquakes, movements of continents, creation of mountains.
* Examining fossils, their type and formation.
* Recognizing constellations, visible planets · Identifying the three states of water: solid, liquid, gas
* Distinguishing between weather and climate
* Understanding condensation, precipitation, evaporation, freezing, and melting
* Understanding how clouds form
* Comparing and contrasting the parts of plant cells and animal cells.
* Describing how cells are organized.
* Understanding that plants and animals go through predictable life cycles: growth, development, reproduction, and death.
* Classify living things by kingdom, phylum, class, and order, family, genus, and species.
Jr. High
All of the above, as well as:
* Executing the process of scientific inquiry and reporting, including clearly stating the purpose or question, planning the experiment, collecting the necessary materials, formulating a hypothesis, perform an experiment to test the hypothesis, executing the systematic and precise collection and reporting of date, and formulating conclusions based upon the data.
* Encouraging students to take responsibility for their own learning.
* Devising procedures for carrying out independent investigations within the framework of the Science Fair project.
* Developing awareness of environmental issues and the global impact of human actions.
* Learning the parts of and learning to use a compound microscope.
* Using the microscope to identify and differentiate the parts of the cell.
* Understanding the difference between self and cross-pollination.
* Identifying the types of leaves and their classifications.
* Comparing groups of organisms in terms of their diversity and analyze and compare the theories of Lamarck and Darwin.
* Learning the levels of classification for: kingdom to species; living things; vertebrates, and invertebrates.
* Analyze the effects of inertia in everyday experience.
* In Newton, estimate the force needed to lift an object; measure the size of a force.
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This reflects your listening experience of social distancing during the Covid19 Pandemic of 2020
Listening Passport belonging to
3
Collect
Write down all of the sounds you hear
Select
Describe some of your good sounds
Personal notes
Use this for your own notes or comments
4
6 – 17
18 – 33
34 – 38
We all have the power to change our own environment and the impact it has on us. When we change the way we look and listen at our surrounding then change will happen.
This Listening Passport will help you. This is for you to use alone, with mates online or in a family setting.
Upload your recordings to instagram using the hashtags #listeningpassport and #isolationsounds. Follow @thelisteningpassport.
There are only a few simple instructions. Please follow the simple instructions for each section. There are examples given for each task .
Your Listening passport will allow you to focus on your surroundings and environment. You will be asked to identify and describe the positive things you hear, see and feel around you.
5
Write down all of the sounds you hear
Make note if it’s daytime or night, inside or out, and if you like the sound
Like
Eg. Birds in the garden.
Outside. In a group. Summer. Daytime.
Eg. Wash washer in kitchen
Inside. Daytime.
Eg. Feeding the goldfish
Inside. Night time before bed.
Eg. Clicking a jigsaw together
Inside. Early morning.
X
X
X
X
6
7
Like
Like
Like
8
9
Like
Like
10
Like
Like
12
Like
Like
14
Like
Like
16
Inside
Outside
Inside
With others
Day
Outside
Alone
Night
Eg.
The sound of Lego bricks being connected and played with.
Inside
With others
Day
Outside
Alone
Night
20
Inside
With others
Day
Outside
Alone
Night
Inside
With others
Day
Outside
Alone
Night
Inside
With others
Day
Outside
Alone
Night
26
Inside
With others
Day
Outside
Alone
Night
Inside
With others
Day
Outside
Alone
Night
Inside
With others
Day
Outside
Alone
Night
Personal notes
34
36
38
But hark! joy – joy – strange joy.
Lo! heights of night ringing with unseen larks.
Music showering our upturned list'ning faces.
Isaac Rosenberg
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What to do today
IMPORTANT Parent or Carer – Read this page with your child and check that you are happy with what they have to do and any weblinks or use of internet.
1. Imagine how characters might react.
* Read Messenger's Proclamation
* In the story this proclamation is read to Mufaro, Manyara and Nyasha.
How do you think they will react? If you were in the story, how would you react?
2. Read the next part of the story
* Read Manyara's Journey to find out what happened to her after she had heard the proclamation.
* Write down what you would have done, with each of the people that she met.
3. Listen to the whole story being read.
* Listen to this reading of the whole story. https://www.youtube.com/watch?v=dP9cQkS8p2Q&t=24s
* Answer the Story Questions.
4. Think about the character of the King
* Write notes around The King. What do we know about him from the story? What do you think about him? Was he fair?
Try the Fun-Time Extras
Can you try telling the story of Mufaro's Beautiful Daughters to somebody else?
Can you act out a scene from the story?
Messenger's Proclamation
The most worthy and beautiful daughters in the land are invited to appear before the King, and he will choose one to become Queen!
Manyara's Journey
Read about Manyara's journey and decide what you would do.
That night when everyone was asleep, Manyara stole quietly out of the village. She had never been in the forest at night before and she was frightened, but her greed to be the first to appear before the king drove her on. In her hurry, she almost stumbled over a small boy who suddenly appeared, standing in the path.
The boy told her he was hungry and asked her politely for something to eat.
1. What would you do? Why?
After travelling for what seemed to be a great distance, Manyara came to a small clearing. There, silhouetted against the moonlight was an old woman seated on a large stone.
The woman gave advice. She told Manyara that she would see laughing trees but must not laugh in return. She told her that she would meet a man with his head under his arm and that she must be polite to him.
2. What would you say? Why?
Manyara came to the grove of trees and they did seem to laugh at her.
3. What would you do if the trees laughed at you? Why?
Later Manyara saw the man with head tucked under his arm.
4. What would you do? Why?
Story Questions
1. Were you surprised about how Manyara treated those she met? Why/Why Not?
2. What did Manyara say about the monster that she saw?
3. How do you think Nyasha felt as she went into the chamber?
4. Why did Mufaro say that he was the happiest father in all the land, at the end of the story?
The King
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Make Way for Chipmunks!
By Dawn Pettinelli, UConn Home & Garden Education Center
Local chipmunk populations seem to be booming this year. These cute little rodents are running rampant throughout my yard, stuffing their cheeks with birdseed and then burying clusters of seeds in my garden beds. Up pops a dozen or so sunflower or millet plants where you would least expect them.
The eastern chipmunk (Tamias striatus) is a very distinctive member of the squirrel family. Its 5 to 6-inch body is covered with short, dense, rusty red fur. The tail is another 3 to 4-inches long and held upright as the critter scurries along. Five black and 2 white stripes run down its back and sides. The cheek pouches of the eastern chipmunk can hold a large amount of food and stretch to 3 times the size of its head.
While natural habitats from Maine to northern Florida include forests and woodlands, chipmunks are quite content to inhabit urban and suburban parks and yards. They especially appreciate the birdseed we humans leave out in hopes of attracting feathered friends.
Chipmunks are omnivores with nuts, berries, seeds and fruits making up the majority of their diets. They will also consume insects, slugs and worms, occasionally feeding on bird's eggs, frogs and even baby birds. Most likely their abundance this year is due to the heavy acorn crop in many places last year as well as a mild winter.
The burrow that a chipmunk digs is quite amazing. The 2-inch entrance hole leads to a tunnel 2 to 3 feet down and 10 to 30 feet long. Off the main tunnel are chambers used for storing food, giving birth, sleeping and defecating. Once the burrow is excavated, the chipmunk plugs up the original entrance hole with its tell-tale mound of dirt and makes a less conspicuous entrance perhaps under a fallen tree or rock.
In Connecticut, chipmunks typically have two litters per year, one in early spring and the other in mid-summer. After mating, males and females go their separate ways and the male does not participate in rearing the young. After a gestation period of about 30 days, 2 to 5 hairless, blind young are born.
The female is an attentive mother for the first 6 weeks or so as the young begin to venture outside the burrow. She then starts becoming more aggressive with them forcing them to start foraging on their own. At about 10 weeks, the young are no longer allowed into her burrow and must find new homes. As a rule, chipmunks are solitary creatures coming together only for mating purposes.
They can be quite vocal with shrill, repeated chirps. It is thought that these might be to signal mating interest or territorial in nature. They also are made when a threat is sensed. Chipmunks have a fair number of predators including hawks, owls, foxes, weasels, coyotes and snakes.
During the winter, chipmunks spend long periods sleeping but do not go into a true hibernation. They are able to slow down their heart rate and lower their body temperature, but they wake up every so often to feed on stored seeds and nuts and to defecate.
While they are cute and fun to watch, too many chipmunks can be a nuisance. In the garden, they are digging holes and most annoyingly, digging up newly planted transplants leaving them with their exposed roots to die in the hot sun. They often dig up recently planted bulbs as well. Some they eat but the unappealing ones they just leave on top of the ground. Apparently, we gardeners are invading their territory, and this is how they let us know that they do not approve.
Another issue with chipmunks is that they can undermine patios, porch steps, rock walls and other structures because of their digging habits. They can be excluded from some areas by using quarter inch mesh hardware cloth. Other control mechanisms include trapping, repellents and landscape modifications.
For questions about chipmunks or for questions on other gardening topics, feel free to contact us, toll-free, at the UConn Home & Garden Education Center at (877) 486-6271, visit our website at www.ladybug.uconn.edu or contact your local Cooperative Extension center.
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Centre Number
………………………………….…..….…
EUROPEAN CONSORTIUM FOR THE CERTIFICATE OF ATTAINMENT IN MODERN LANGUAGES
For Examiners' Use Only
Candidate No.
………………………………….………
EN-B1
Signatures
Name (BLOCK CAPITALS)
..........…………………………………
ENGLISH LANGUAGE
Listening
Signature
Level B1
Marker 1
……………………..
……………………………….……....
Date
approx. 25 minutes
Marker 2
……………………...
…....… / ……….. /….
25 marks
INSTRUCTIONS TO CANDIDATES
Fill in the boxes on the left-hand side of this page.
Write all your answers in this test booklet.
Try to answer all the questions.
Write clearly.
Write all your answers with a blue or black pen.
No dictionary may be used.
The use of digital assistance is strictly prohibited.
INFORMATION FOR CANDIDATES
This test contains two parts. For the listening test you must use audio recordings. The Consortium will not be responsible for any additional information given by the invigilator.
Listening Part One
You are going to hear the story of the famous native American leader, called Crazy Horse. Listen to the text and choose the correct answer (1-10).
There is an example (0) at the beginning.
You are going to hear the text twice. Do as much as you can the first time, and finish your work the second time. At the end of the listening you have 60 seconds to complete your answers. Now you have 2 minutes to study the sentences below.
Crazy Horse
6/ Crazy Horse
A/ prayed every day.
B/ killed only birds.
C/ became a hunter.
7/ The Lakota chiefs
A/ had no large families.
B/ gave food to the poor.
C/ ate a lot of meat.
8/ Crazy Horse liked
A/ living in his village.
B/ being a leader.
C/ being on his own.
9/ His name means
A/ wild horse.
B/ strange man.
C/ the chieftain.
10/ On the mountain he
A/ did not sing.
B/ had no food.
C/ did not dream.
FILL IN EACH SPACE WITH THE CORRECT LETTER.
| 0 | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 |
|---|---|---|---|---|---|---|---|---|---|
| C | | | | | | | | | |
Marking – DO NOT WRITE HERE
Listening Part Two
You are going to hear part of a radio programme where a reporter named Julie is having a conversation with a lucky person. Listen to their conversation and answer the questions (1-10) with a few words with a few words.
The first one (0) has been done for you as an example.
You are going to hear the text twice. Do as much as you can the first time, and finish your work the second time. At the end of the recording you have 90 seconds to finalise your answers. Now you have 90 seconds to study the questions below.
HOLIDAY IN THE BAHAMAS
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Residual Limb Care and Hygiene
For amputees, "an ounce of prevention is worth a pound of cure" as the saying goes. The skin on your residual limb needs to be healthy to enable you to be as active as possible without experiencing pain or discomfort. New amputees often need to gradually increase the time that they are wearing their artificial limb to let their residual limb adjust to being in a socket. During this time and once you are wearing your artificial limb regularly, proper residual limb hygiene is essential to prevent skin disorders.
Perspiration is one of the common irritants affecting the skin. The skin helps regulate body temperature by producing sweat (perspiration), which evaporates and cools the body. Especially as we head into summer, we often become more active and the heat makes us sweat more, making perspiration more of a concern.
Our perspiration contains solids which accumulate in the socket of an artificial limb and on the residual limb. These solids, combined with the warm, moist environment within the socket, make an ideal breeding ground for bacteria. In addition, as perspiration builds up it can also lead to "pistoning" (moving around within the socket), which in turn can chafe the skin and cause abrasions.
The residual limb is confined in a socket all day long. Air does not circulate around it to evaporate the perspiration, so sweat can be trapped against the skin. If the residual limb is not kept clean, it may become infected easily and may develop a bad odour. Small irritations from rubbing of the socket may become so serious that the artificial limb cannot be worn.
Tel.: 1 877 622-2472
Fax: 1 855 860-5595
The first – and most important – rule for the health of the residual limb is: KEEP IT CLEAN. Cleaning the residual limb should become part of your daily routine, just like brushing your teeth.
Keep it Clean
The Residual Limb
* Cleaning the residual limb should preferably be done at night. Morning washes are not advised unless a stump sock is worn because if the skin is damp it can swell and stick to the inside of the socket.
* Wet the skin thoroughly with warm water.
* Use mild fragrance-free soap or an antiseptic cleaner if you prefer.
* Work up a foamy lather. Use more water for more suds.
* Rinse with clean water, making sure all traces of soap are gone. A soapy film left on the skin may be an irritant.
* Dry skin thoroughly.
The Socket/Liner
* The socket/liner should be cleaned often – every day in warm weather, to cut down on the accumulation of dried perspiration on the inner surface.
* Wash it at night to give it time to dry thoroughly.
* Wash with warm water (not hot!) and mild soap.
* Wipe out with a cloth dampened in clean water.
* Dry your socket thoroughly before putting it on. Amputees who use silicone liners might want to consider having two, to allow one to be left for 24 hours to dry.
The Sock
Wearing a light stump sock may have a cooling effect, as well as providing additional padding for the residual limb. Stump socks can also help wick perspiration away from the skin, for instance one that contains CoolMax® fabric by DuPont.
* The stump sock needs to be changed every day (and sometimes more often in hot weather), and should be washed as soon as it has been taken off so perspiration doesn't dry in it. Use mild soap and warm (never hot!) water.
* Rinse thoroughly.
* A rubber ball of a similar size can be put inside to help retain its shape.
Residual limb
cleansing at night.
As well, freshening up partly through the day (or just after a recreational activity) by cleaning your residual limb, socket and/or liner or sock, is a good idea. Moist towelettes really do come in handy at this time!
Small disorders can quickly get out of hand and, if not properly treated, can lead to a more serious condition preventing you from wearing your artificial limb until the condition heals. If skin disorders do persist, amputees should consult their physician for treatment – a minor disorder may become worse if incorrectly treated. Other articles are available on skin conditions and treatments, that will help you identify skin problems, and cover products that are available to treat specific conditions.
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Test Your Bible Knowledge By Katrina Cassel
The Bible is the most important book you'll ever read. It's the perfect Word of God. It's your guide for life (Psalm 119:105). How well do you know your Bible? Take the quiz below to find out. You might want to have your whole family take it together and see who does the best!
Circle the correct answer for each question.
1. What garden did Adam and Eve live in?
a. Gethsemane
b. Eden
c. Hanging gardens
2. Who committed the first murder in the Bible?
a. Cain
b. Abel
c. Adam
3. Where did God give Moses the Ten Commandments?
a. Egypt
b. Mt. Sinai
c. Canaan
4. How many years did the people wander in the wilderness?
a. 40
b. 12
c. 20
5. Which book of the Bible tells of a Jewish queen who saved her people?
a. Genesis
b. Esther
c. Ruth
6. Who was the only woman to be a Bible judge?
a. Ruth
b. Deborah
c. Esther
7. What Judge was able to kill a king because the judge was lefthanded?
a. Gideon
b. Samson
c. Ehud
8. What judge was known for his strength?
a. Gideon
b. Samson
c. Ehud
9. Who was the best friend of King Saul's son Jonathan?
a. Absalom
b. Solomon
c. David
10. Luke was a:
a. doctor
b. tax collector
c. lawyer
11. Besides being a missionary, Paul was also a:
a. tent maker
b. fisherman
c. doctor
12. The love chapter is found in what book of the Bible?
a. Romans
b. 1 Corinthians
c. Galatians
13. The Fruit of the Spirit is found in what book of the Bible?
a. Romans
b. 1 Corinthians
c. Galatians
14. The book of the Bible that has the faith "hall of fame."
a. Ephesians
b. Hebrews
c. Revelation
1
15. The author who wrote the most New Testament books was a. John
b. Luke c. Paul
Answers: 1-b, 2-a, 3-b, 4-a, 5-b, 6-b, 7-c, 8-b, 9-c, 10-a, 11-a, 12-b, 13-c, 14-b, 15-c
10-15 right You're a Bible Expert! Way to go!
5-9 right You're a Bible Learner. Try to learn something new about the Bible each week.
0-4 right You're a Bible Beginner. Take time to read a bit of God's Word each day.
Katrina (Kathy) Cassel
The Christian Girl's Guide to Me: The Quiz Book, The Christian Girl's Guide to the Bible, The One Year Book of Bible Trivia for Kids
Kathy lives in the Florida panhandle with her husband, six of their eight children and an assortment of pets.
www.katrinacassel.com http://just4christiangirls.blogspot.com/
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Catering Policy
Incorporating the EYFS
Rationale
This policy is written to comply with the standards set out in the 'Education England: Requirements for school food regulations' (2014). The governing body and SLT have developed this whole school food policy to in line with the national school food plan in terms of leadership, provision, food education and wider well being. The governors receive regular reports on compliance and the SLT, together with the chef, regularly review this policy to adhere to new legislation.
The role of the chef
The chef will be responsible for:
- Leading and managing the catering department under the guidance of SLT.
- Ordering food and supplies.
- Devising menus that comply with school food standards.
- Complying with government buying standards for food and catering services in terms of salt, fat and sugar levels.
- Undertaking monthly stock takes and food consumption analysis and reporting this to SLT.
- Ensuring the safe and secure storage of food and supplies.
- Ensuring that the environment is clean and tidy, meeting legal and statutory requirements for health and safety and food hygiene.
- Managing the catering budget in consultation with the headmistress.
- Ensuring the safe use and maintenance of both gas and electrical appliances according to regulations.
- Conducting health and safety risk assessments in liaison with the site manager.
- Reporting any repairs or defects to the site manager.
- Keeping up to date with safeguarding training and policies.
- Contributing to the school's SEF.
Menus
Menus are devised by the chef to provide a variety of food that meets the nutritional needs of the children. Children will be encouraged to make healthy choices. The science and PHSE curriculum reflect the school's healthy eating ethos.
The menu will take into account the school food standards in terms of requirements for fruit and vegetables, milk and dairy, starchy foods, foods high in fat, sugar and salt, meat, fish, eggs and beans. Fresh water will be provided for each child at lunch time, with continued access throughout the day.
Food Hygiene
The chef will comply with the Food Standard Agency's guide and will keep up to date with changes in regulations and legislation. All catering staff will be aware of the department of Environment guidance in terms of food safety. Monitoring of food quality on delivery, storage temperature, serving temperature and expiration dates will be conducted daily. Additionally, daily checks of the environment will be done alongside monitoring of compliance of all catering staff by the chef. Children will learn about food hygiene through science and PSHCE lessons and good practice will be promoted daily.
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15.07.19 EVERWIN MATRIC. HR. SEC.SCHOOL Std: IX-X LEADERSHIP CAMP TOPICS FOR SITUATIONAL ROLE PLAY
1. A friend of your's is troubling his/her parent for a costly mobile.
2. A fire accident occurs in your neighbour's house and a child is trapped inside.
3. An officer demanding Bribe from a honest person and gets caught by officer.
4. A plane gets hijacked by terrorists.
5. Harassment by group of students a physically challenged student.
6. Water scarcity issues in your locality
7. Financially down parents arranging monetary funds and admitting child in the top most school.
15.07.19 EVERWIN MATRIC. HR. SEC.SCHOOL Std: IX-X LEADERSHIP CAMP (QUIZ)
1. When was Mr. K. Kamaraj born?
2. What did he possess at the time of his death?
3. What was the amount demanded by Mr. K. Kamaraj's mother?
4. How did Nehru (compliment) praise Mr. K. Kamaraj?
5. How was Tamilnadu called as earlier?
6. Where is Railway coach factory located?
7. 'Face the problem don't evade it' as said by Mr. K. Kamaraj. To whom did he say?
8. How did Mr. K. Kamaraj mention himself to his mother?
9. What was the amount sent by Mr. K. Kamaraj to his mother?
10. Who paid the rent for Mr. K. Kamaraj's house?
11. Name the factory which was established in Guindy by Mr. K. Kamaraj.
12. What Industry was started in Mettur?
13. When did Nehru die?
14. Mention the names of the Prime Ministers who were appointed after the death of Nehruji.
15. Who did exploit the small farmers?
16. What is the name of Mr. K. Kamaraj's sister?
17. With whom did Mr. K. Kamaraj's sister stay?
18. What were the two acts brought by him for the farmers?
19. How many factories were established by Mr. K. Kamaraj?
20. What formula (ruling) was followed by Mr. K. Kamaraj in administration?
21. What was the advice given by Mr. K. Kamaraj to his mother?
22. What was his position in congress party?
23. Mention 3 qualities of Mr. K. Kamaraj as a leader.
24. How was agriculture method improved by him?
25. Not only large scale industries but _____ and ______ industries were also improved by him.
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Modules
Commonly Used Sex Education Strategies
This module covers climate building, role plays, student values exploration, sorting activities, and small group work. These learning activities are used in a variety of sex education curricula and the best practices can be applied and adapted to fit the needs of diverse classrooms.
Learning Objectives:
Describe three strategies that can be used to create a safe and supportive learning environment for teaching sex education.
Describe at least three best practices for using a role play as a learning strategy.
Describe at least two techniques for intervening during a values exploration activity.
Describe at least two techniques for preventing controversy when using a values exploration activity.
By the end of the session, participants should be able to explain the best practices for implementing sorting as an educational strategy.
Identify at least two techniques that can help keep participants on task and engaged in the lesson when facilitating small group work.
LGBTQ Inclusive Sex Education
LGBTQ-identified youth experience health disparities at a much higher rate than heterosexualidentified youth. Using facilitation techniques that are inclusive of these youth is essential to helping them feel included in sexual health conversations. In this module, we will explore the foundational elements of sex education with an LGBTQ-inclusive lens.
Learning Objectives:
Describe three strategies that can be used to create a safe and supportive learning environment for teaching sex education.
Articulate an argument, grounded in data, illustrating the need for LGBTQ-inclusive sex education.
Define LGBTQ-inclusive sex education.
Identify two community or policy resources providing support for LGBTQ-inclusive sex education.
Match 17 key LGBTQ terms with the correct definition.
Describe two assumptions frequently made concerning LGBTQ youth.
List 4 elements of effective climate setting.
Describe 1 strategy to increase the inclusivity of climate-setting activities.
List 2 steps for inclusively answering questions.
Give an example of inclusive processing questions for each stage of the experiential learning cycle.
Trauma-Informed Sex Education
Trauma can have a direct impact on a young person's learning experience in sex education classes. Facilitating from a trauma-informed approach will reduce the changes of re-traumatizing your students and help to create compassionate, resiliency-focused classrooms. This module defines trauma and its impact, provides an overview of a trauma-informed approach, and helps educators apply it in their classes.
Learning Objectives:
Describe three strategies that can be used to create a safe and supportive learning environment for teaching sex education.
Describe three types of trauma.
Identify a range of traumatic experiences common to youth.
List three impacts of trauma.
List the six components of a trauma-informed approach.
Describe at least one facilitation strategy for each component.
Explain how core skills can be applied to a trauma-informed approach.
Cultural Proficiency Sex Education
A culturally proficient framework helps to inform and develop an environment where diverse students feel safe and comfortable discussing the many sensitive topics included in sex education. In this module, participants will become familiar with the Transtheoretical model. They will also explore how diverse identities, power and privilege may present in a multicultural classroom.
Learning Objectives:
Describe three strategies that can be used to create a safe and supportive learning environment for teaching sex education.
Participants will identify where their learning environment is on the Transtheoretical model.
Identify at least three visible identities that may present in a multicultural classroom.
Identify at least three invisible identities that may present in a multicultural classroom.
Explain how understanding assumptions and realities around various cultural values will help us navigate and answer values-laden questions and comments.
Create at least one processing question for each stage of the experiential learning cycle that considers the impact that power and privilege can have on sex education.
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Prior Knowledge|Graphic Organizers
Project Design
Project Plan Index
Teaching and Learning Strategies
ICT Resources
There are several online resources with strategies for managing ICT in the classroom.
Learn more >
: Projects to Engage Learners
Designing Effective Projects
| Co-operative Learning|Feedback| Recognition|Questioning|Modelling
Managing ICT
Classroom Management of Resources and ICT Access
ICT can play a big part in project-based learning. The use of ICT enhances the learning experience and allows learners make connections to the outside world. It gives learners a place to find resources and to create work products. Efficient management of available ICT during projects takes planning and organization.
The One-Computer Classroom
One of the biggest challenges many teachers face is the lack of computers. Even with only one computer in the classroom, there are many ways to use ICT effectively to improve learner learning.
* Pair learners up and set up a daily computer use schedule.
* Try to find time to have open blocks of time for individual learner use.
* Use a timer to keep learners to their time limits.
* Make sure computer time is used for creating products and doing research. All other pre-planning work should be done ahead of time (storyboards are a good way to do this).
* Use teacher-created templates for learners to fill in to save time.
* Display posters using computer terms and commands.
* Make sure computer etiquette and guidelines have been modelled.
In a one-computer classroom, learners can conduct research in smaller chunks of time, create work products piece by piece, and send and receive email to outside experts. Time is probably the biggest issue with a one-computer classroom, but through creative scheduling, computer use can happen. For example, allowing learners to work on the computer when they have finished with other work is a resourceful solution. Another solution is to group learners and give them a day of the week for their computer day.
On the designated days, particular groups of learners have access to the computer. They can work independently or in pairs depending on the work that needs to be completed. If a computer is open and not being used by a member of the assigned group, anyone can use it until it is needed.
Learning Stations
Learning stations provide teachers and learners a structured way to rotate through a small number of computers during class time. With access to three or four computers, learners get more time and extended opportunities to work with ICT to create projects. Stations should be connected to one another in a way that makes sense for the learners to rotate through in a timely fashion. These stations can be set up so the content they are learning and work they are producing relates to each other. For example:
* Station One: Storyboard planning
* Station Two: Peer reviewing and feedback
* Station Three: Revising and drafting
file:///C:/Users/Andrew%20Moore/Documents/My%20Old%20Documents/My%20HT... 5/14/2012
* Station Four: Computer use to create work products
* Station Five: Computer use: researching, working with experts on the computer, publishing
The amount of time devoted to learning stations depends on how much time is available and the amount of work that will be expected of the learners. The important piece in using learning stations effectively is making sure learners are aware of what to do at each station through teacher modeling and monitoring. They should be held accountable for their work with checklists and/or teacher conferencing and have a place to store their works in progress for the next day.
Computer Labs
Computer labs are another way to get learners using ICT. With the use of computer labs, learners are given chunks of time during the week to use computers. With these labs, learners must come prepared with the work they need to complete using the computer. Because time is always limited, learners need to be able to work independently and efficiently. Depending on how many computers there are, learners can work on the computers independently or in pairs. Non-computer learning stations can take place in the classroom beforehand, and the computer station can be saved for the visit to the lab.
Copyright © 2007 Intel Corporation All Rights Reserved file:///C:/Users/Andrew%20Moore/Documents/My%20Old%20Documents/My%20HT...
5/14/2012
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Air quality
Lead (Pb)
South Australia's
Environmental trend and condition report card 2018
Trend
Airborne lead is not an issue in South Australia, except in Port Pirie where annual average levels have been variable and below the national standard.
Airborne lead is generally not a concern in South Australia because of the banning of lead in petrol in 2002, with levels assumed to be very low and stable across most of the state.
An exception is Port Pirie, where emissions from the local smelter contribute to elevated levels.
This assessment is of the annual average level of airborne lead at two monitoring sites in Port Pirie (top figure).
Annual average levels have been variable since 2011 and have largely remained below the national standard (bottom figure).
In Port Pirie, the long-term trend in airborne lead is expected to improve significantly as a result of new technology being installed at the local smelter as part of the Port Pirie Smelter Transformation.
Why is air quality important?
Exposure to lead can have harmful effects on people, and there is no safe level of exposure. This applies to people of any age, but health risks are highest for unborn babies, infants and children under five years of age because their brains are still developing, and they absorb and retain more lead in their bodies.
Children's blood lead levels are indicators of community lead exposure. The National Health and Medical Research Council has a recommended exposure investigation level of 5 µg/dL.
Condition
The condition of airborne lead is rated as very good across most of the state and fair in Port Pirie.
In 2017, annual average levels of airborne lead across most of South Australia were assumed to be very low. In Port Pirie, the concentration of airborne lead was 0.37 micrograms per cubic metre (µg/m³) at Oliver Street and 0.44 µg/m³ at Pirie West. These are less than the national standard of 0.50 µg/m³ (bottom figure).
Blood lead levels of Port Pirie children aged under five years tested in 2017 averaged around 4.5 micrograms per decilitre (µg/dL). More than half of the tested population had blood lead levels of 5 µg/dL or below, which is a significant improvement on the results from 2008.
Levels of airborne lead in Port Pirie are below the national standard and are expected to reduce in the future
What are the pressures?
Port Pirie has an advanced metals recovery and refining facility, following an upgrade of the existing primary lead smelter. The smelter has been in continuous operation since 1889. It is an important contributor to the state economy and is a major employer in the region.
Over time, lead dust produced during smelter operations has deposited in the local environment. Together with ongoing emissions, this is a persistent source of lead exposure for the Port Pirie community
For further information see: technical information
What is being done?
A range of actions over decades to reduce lead exposure and emissions have achieved a sustained reduction in children's blood lead levels in Port Pirie. Elevated emissions, technology constraints and the need to further reduce community lead exposure, resulted in an agreement between the owners of the smelter and government to upgrade the facility. The Port Pirie Smelter Transformation is expected to significantly reduce airborne lead over the coming years, with subsequent reductions in community blood lead levels
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Potato Tubermoth
Phthorimaea operculella
Description and development
Potato moth larvae are usually dull white with a brown head but mature larvae may have a pink or greenish tinge.
Adult females lay eggs on foliage, soil, plant debris or exposed tubers. Moths and larvae can crawl through soil cracks or burrow a short distance through loose soil to reach tubers.
Newly hatched larvae on foliage begin feeding between the surfaces of the leaf, creating small hollowed out blotches. Later, larvae sometimes fold sections of leaf into shelters fastened together with silk. Leaves may curl and shrivel. Larvae may also bore into stems.
Larvae move from their feeding site on the foliage to tubers by crawling or dropping down to the soil. When larvae have finished feeding, they spin silk cocoons on the soil surface or in debris under the plant and develop into a smooth brown pupa. Pupation normally does not occur in tubers.
Adults mate and females begin laying eggs soon after they emerge from the pupa. Adults are active at night and at dusk. During the day, they hide in sheltered parts of the plant or on the ground.
The tubermoth completes a generation in just 3 weeks in hot summer conditions and up to 3 months in cold conditions - larvae and adults can survive long periods at temperatures near freezing. Feeding and breeding resumes when temperatures increase above 11ßC.
Orgilus wasp releases
As soon as foliage emerges the crop becomes an attractive site for potato tubermoth to lay their eggs. Orgilus wasps lay their own eggs into small potato tubermoth larvae. The wasp eggs then hatch inside the larva and develop into fully formed wasps in about 21 days.
Releases of Orgilus wasps aim to parasitise a portion of the early moth larvae. Orgilus wasps will not prevent the larvae causing some foliage damage but will prevent these larvae completing their life cycle. In this way, moth pressure is reduced and most 3 rd generation larvae are parasitised with very few larvae dropping to the ground to cause damage to tubers.
Other management practices to minimise damage.
* Moths generally cannot reach tubers covered with 50 mm of soil unless soil has deep cracks.
* Potato varieties that set tubers on relatively deep stolons are less vulnerable to infestation.
* Sprinkler irrigation is valuable in keeping soil surface sealed and moist enough so that it will not crack.
* Prompt and thorough harvesting as soon as tubers have matured. Avoid leaving tubers on the surface overnight.
* After harvest, ensure any unharvested or discarded tubers are deeply buried or destroyed.
* Minimise volunteer potato plants from fields, waste areas and from stands of other crops following potato.
BioResources Pty Ltd ABN 12 078 989 081
P.O. Box 578 Samford Qld 4520
Ph. 07 3289 4919 Fax 07 3289 4918 Mobile 0427 969 408
email: email@example.com web: www.bioresources.com.au
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Name/Title: Cardio Drumming
Suggested Grade Level: K-5
Materials Needed:
A drumming implementation as well as a surface to drum on. Our class used drumming sticks and yoga balls balanced/secured on overturned step platform bases.
Drumming Directions Card
Rednex - Cotton Eye Joe
Recommended music:
Beginning dance formation: A "window" setup is best to allow view of teacher.
Description of Idea
This is a fun cardio drumming dance that keeps students engaged in movement, rhythm, and a fun group experience! Use the description and video below and the directions card to guide students to do this successfully.
Students can be introduced the days lesson by viewing the video that is below. Before students start the routine, talk about the importance of safety with the rhythm sticks and where sticks should be during teacher instruction. You can show the entire routine on the video and then students can go to their yoga balls. This activity is performed with two students per yoga ball. Yoga or physio-balls can be held in place by using bases of an aerobic step or on top of 5 gallon buckets.
Once students are at their station, use the visual supplemental materials provided which have broken the routine down into chunks in which to teach. Depending on the level of your students, before starting the dance you may want to discuss the tempo and beat in which the routine will be performed. Once ready, begin teaching the first section with no music. Have students practice the first section and move on to the second section. Once they have learned the second part, have them practice sections 1 and 2 together. Continue this process until the full routine has been taught. Introduce the music whenever you see fit for your students.
Steps for Dance
First Section (Steps start 16 beats into the song) Forward taps, alternating feet x4 Backward taps, alternating feet x4 Forward taps, alternating feet with rhythm sticks x4 Backward taps, alternating feet with rhythm sticks x4
Hit ball with 1 stick on right x2
X2
Hit ball with 1 stick on left x2
Second Section
Hit ball with both sticks on left x2
Hit ball with both sticks on right x2
X2
Shuffle to left (away from ball) x4 steps
Third Section
Shuffle to right (back to ball) x4 steps
Fourth Section
X2
Hit ball on top both sticks x2
X4
Hit ball on side with both sticks x2
Fifth Section
Hit ball on top with both sticks x4
High knees marching with sticks x16 hits (8 high knees)
Hit ball on sides with both sticks x4
Hit sticks over-head x4
Hit floor with both sticks x4
Repeat x3
Variations:
Use different music
Use different drumming equipment (even hands)
Submitted by Diego M Lopez who teaches at Central Connecticut State University in New Britain, CT. Additional authors for this idea were Emily Cocola & Victoria Sperrazza. Thanks for contributing to PE Central! Posted on PEC: 11/28/2018.
Visit S&S Discount for all your physical education equipment and supplies!
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Agricultural land
Soil acidity
South Australia's
Environmental trend and condition report card 2018
Trend
Since 2005, the trend in agricultural soil acidity has been getting worse.
A soil is acidic if its pH is below 5.5. Increasing soil acidity can be counteracted by adding lime to the soil. If not enough lime is applied over time, the soil will become more acidic. The amount of lime used each year to manage acidic soils is monitored to help estimate the trend in soil acidity.
Since 2005, soil acidity has continued to increase (worsen) in each of the six key agricultural regions (Eyre Peninsula [EP], Northern and Yorke [NY], Adelaide and Mount Lofty Ranges [AMLR], South Australian Murray–Darling Basin [SAMDB] and South East [SE]) (top figure).
The area of land with acidic soils is also increasing.
Why is agricultural land important?
Agricultural land supports food and fibre production through crops and livestock, with South Australian agriculture valued at $4.5 billion annually.
Soil acidity reduces the growth and production of most agricultural plants. The annual loss of agricultural production in South Australia due to soil acidity is estimated at $88 million.
Condition
Soil acidity is fair, with two-thirds of acid-prone soils in the agricultural areas of the state being acidic.
The condition rating for soil acidity depends on the amount (proportion) of acid-prone soils that are currently acidic. Statewide, 67% of acid-prone agricultural soils are currently acidic, giving a fair condition rating. Most of the agricultural regions have a fair condition rating for soil acidity (bottom figure).
Adequate application of lime is required to overcome increasing acidity and maintain the productivity of important agricultural land in South Australia.
Soil acidity is getting worse across South Australia. Lime is needed to help maintain agricultural productivity
What are the pressures?
About 20% of the state's agricultural land has soils that are prone to acidity.
Agricultural production accelerates soil acidification. Acidification rates are increasing because of higher agricultural productivity and greater use of nitrogen fertilisers.
Soil acidification is a complex chemical process, and its effects are not always recognised or understood.
Treatment of acidic soils relies on the availability of good-quality and affordable lime, which varies at times and between regions.
technical information
What is being done?
Soil mapping information and soil test data are used to estimate the extent and severity of soil acidity.
The state government works with industry to increase awareness, detection and treatment of soil acidity.
The Managing Soil Acidification Action Plan guides activities to improve management of soil acidity.
Technology is now available to map pH variation within paddocks, so that lime can be applied where it is needed.
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Wildlife Biologist on Assignment
Today you will act as a wildlife biologist and observe animals to learn more about them. Since you cannot go to the animals, you will use video footage to see them up close and personal. What is a Wildlife Biologist? They are scientists that observe and study the behaviours of animals. They frequently observe the features of certain wildlife and determine the creatures' role in specific ecosystems and/or how they interact with human beings. In addition, they will often perform various experiments to either increase our knowledge about a certain species or see how humans influence the ecosystem in question. Source: https://www.environmentalscience.org
Part 1: Go to www.RipleyAquariums.com/Canada/Live-Cameras and browse through the available live cameras (Dangerous Lagoon Sharks, Ray Bay, Planet Jellies, and Rainbow Reef). Choose one that appeals to you.
a) Record the name of the camera you have selected: ______________________
b) Take a screen shot of the video you will watch and paste it below:
Part 2: Set a timer for three (3) minutes, and watch the camera for at least that length of time (feel free to watch longer if you like!)
Complete the table on the next page with 5 observations, 3-5 inferences and 3 questions.
| OBSERVATIONS (See) What do you notice? What animals to do you see? How many different types of animals are there? What colours are the animals? How many animals are there? What behaviours are the animals doing? | INFERENCES (Think) What kind of habitat do you think the animals live in? What do you think the behaviours mean? | QUESTIONS (Wonder) What questions to you have? What do you need to learn more about these animals? |
|---|---|---|
| • • • • • | • • • • • | • • • . |
Part 3: Visit the Gallery page related to the camera you watched. Read through the facts about the various animals and identify three (3) of the most interesting. Record them below.
1.
2.
3.
Part 4: Choose one or more of the animals you observed today. Research and record three (3) additional fun facts about them you discovered while researching.
1.
2.
3.
Part 5: Keep on learning! Many zoos and aquariums have live videos of their exhibits. Or observe a local animal from your window.
Here are a few of our favourites:
Ripley's Aquarium of the Smokies Penguin Cam
Monterey Bay Aquarium Live Cams Explore.org - Live Cams San Diego Zoo Live Cams Vancouver Aquarium Live Cams Georgia Aquarium Live Cams
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In Case of Emergency
The compliance of fire safety rules and regulations is not a formality or a way to avoid penalties and other sanctions it is undoubtedly a vital necessity and duty of all citizens and organizations. Fires occur when people do not take precautionary measures, demonstrate carelessness and negligence with fire. The careless use of fire whiles. Smoking in bed, in prohibited areas, cigarette butts thrown out from the balconies or out the window of the car lead to a big disaster. The statistics shows that careless fire handling is the most common cause of fire, and often results people's death.
The main causes of fires in public and private buildings are: carelessness and negligence in handling with fire, defective electrical outlet, gas leakage, electrical appliances left without supervision and others. In order to prevent fires and explosions, to preserve life and property avoid the storage of flammable and combustible liquids at home. Be careful when using household chemistry items, don't to dump them in the trash, don't spray aerosol on an open fire. Flammable materials cannot be stored in the attics, cellars and subbasements. It is not recommended to install electric heaters next to flammable items. If you smell smoke you must unplug all the electrical appliances immediately.
Be careful and cautious with fire! Take care of you children, home and property from fires. But if the fire had happened, you must immediately call the fire service, clearly answering the questions of the service manager. Sometimes it is impossible to extinguish fire with your own efforts without Special professional equipment such as Toronto fire sprinkler systems that is used to extinguish big fires.
According to statistics the majority of fires occur in the housing (about 40% of the total). First of all it is explained by the fact that, people often contact with the open flame (matches, gas, and furnace) in everyday life. And secondly, there is a huge number of household appliances in modern apartment that can result the fire (electric heaters, TV set etc.). That's why in some housings, fire extinguisher is a mandatory part of the apartment. Every family member should know how to use this special mean of fire protection. Mississauga fire extinguishers will immediately give you a helping hand in the case of emergency.
The practice shows that a few people know how to behave in case of fire. And most of the tragedies happened due to the panic and incorrect uncoordinated actions. To avoid tragedy follow these steps: try to extinguish the fire source, if impossible evacuate immediately breathing through soggy fabric. If it is impossible to leave the apartment close the doors tightly and wait for the saving service. We hope that this simple guidance will help you to prevent fire in your house and stay alive if the emergency situation happened. You can share this article with your family members, friends and neighbors to inform them.
This information has been gladly provided by Expertcrownmoulding.ca - the best architectural cornice moulding contractor in Toronto.
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SAFE INTERNET DAY ANSWER KEY
STATION 1
1. Google drive – to store your files
2. Amazon – to do shopping
3. Avast – to protect your computer from viruses
4. Kahoot – to do quizzes
5. Google Chrome – to browse the web
6. G-mail – to send and receive e-mail
7. Quizizz – to do quizzes
8. Google maps – to find a location or way
9. Google translate – to translate documents
10. Quizlet – to learn vocabulary
11. Viber – to call or chat
12. Blogger – to write ablog
STATION 2
1. screen
2. cybernaut
3. cyberbullying
4. hacker
5. virus
6. website
7. laptop
8. software
9. e-mail
10. chatroom
11. cyberspace
key word : CYBERSAFETY
STATION 3
Message 1
Could I see you tonight for dinner at 7?
Message 2
Are you coming tonight? Be here before 8. Will wait for you. See you later.
ABBREVIATIONS
1. CU 2. 2L8 3. BF 4. HAND
STATION 4
1. A 2. B 3. B
STATION 5
Tips mentioned in the video:
1. Keep your personal info private.
2. Don't tell anyone your password.
3. Make a password no one can guess.
4. Don't chat with strangers.
5. Don't share your photos, address etc.
6. Don't open e-mail/attachements from senders you don't know.
7. Don't open / close pop-up windows.
5. PLZ 6. JK 7. TX 8. ? 9. F2F 10. B/C
STATION 6
ADVANTAGES
It can help children with their homework.
It provides online shopping.
A source of education for students.
Finding out old friends through social network sites.
Helpful to people of all ages.
Chat rooms, songs, movies and other entertainment.
Online classes for students (e-learning).
People can connect and interact with others quickly and cheaply.
It helps to promote businesses
DISADVANTAGES
Talking to strangers on chat rooms.
Negative effects on family communication.
Cyber bullying.
Pornography.
Pedophile/ sexual predators in chat rooms.
If you shop online, your credit card number can be copied and used.
Spamming and viruses threat.
Provides a vast library of knowledge and information.
Hackers can steal sensitive information and other people's identity.
It can distract children from homework and adults from office work.
Chatting online without adult supervision can be dangerous for young children.
Internet addiction.
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High Point Academy's Early Access Process
Early Access Background
Early access refers to the early entrance to kindergarten or first grade for highly advanced or gifted children under the age of six. Early access is not an acceleration pattern recommended for the majority of age 4 or age 5 gifted children. The purpose of early access is to identify and serve the few highly advanced gifted children (which is defined as students scoring at or above the 97 th percentile) who require comprehensive academic acceleration.
Early Access Criteria
In order to evaluate whether a student will qualify for early access, a portfolio will be submitted on the student's behalf by the family which will contain a profile of strengths, performance, readiness, needs and interests, and a determination of appropriate placement. All criteria must be considered in making the determination-test scores alone do not meet the standards of a determination. While High Point Academy does not charge a fee to review portfolios, some required criteria may require a fee by outside evaluators such as aptitude and achievement tests, Families with students who are eligible for free or reduced lunch may seek assistance from the school for the assessment process.
Criteria include:
1. Aptitude- To be completed by a Psychologist or similarly trained professional
a, Highly advanced level of performance or 97 th percentile
i. Every child with a score above the 97 th percentile may not benefit from early access to kindergarten or first grade
b. Measured using a developmentally appropriate tool
i. e.g. individualized ability test such as the Differential Ability Scales {DAS), Wechsler Preschool and Primary Scale of Intelligence, Woodcock Johnson Cognitive Ability Scale, or Kaufman Brief Intelligence Test
2. Achievement- To be completed by a Psychologist or similarly trained professional
a. Highly advanced level of performance or 97 th percentile
i. Typically, early access children function two or more years above their peers
b.
Measured using
an assessment
that determines
knowledge and
skills in reading
1
writing and
mathematics
i. e.g. curriculum-based assessment, above-level testing, and individualized achievement tests, such as the test of early math ability/reading ability1 Woodcock Johnson Ill Tests of achievement, or Iowa Tests of basic skills
3. Performance
a. Performance supporting early access is indicated by work samples and informal teacher and/or parent data indicating demonstrated ability above peers.
i. Measured using actual demonstration of the student's work (e.g. work samples, independent reading1 advanced vocabulary1 observational data).
4. Readiness, Social Behavior and Motivation
a. Readiness 1 social behavior and motivation for early access are determined by the child's ability to demonstrate the indicators deemed necessary for kindergarten or first grade by national standards
b. Measure the child 1 s readiness for kindergarten or first grade, social maturity, and eagerness to learn.
i. e.g. district readiness checklist, normed checklists and rating scales, such as the California Preschool Competency Scale or the Preschool/Kindergarten Behavioral and Social Scale or Bracken School Readiness
Once the portfolio containing all criteria is complete it will be submitted to the Elementary Assistant Principal to be reviewed. The Assistant Principal along with other school administrators will make a determination based on the evidence in the portfolio. Once the determination is made, the Assistant Principal will contact the family for a meeting to review the results. The deadline to submit a portfolio is April 1, in order to be considered for early access the following school year.
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FIRE PREVENTION AND FIRE SAFETY TIPS
KEEP FIRE DOORS CLOSED
Fire doors are found between stairwells and corridors, corridors and elevator lobbies and other distinct building areas. They are designed to contain fire and smoke and to keep it from spreading throughout a building. Keeping them closed will give you time to exit safely during a fire. Fires happen unexpectedly, so keep them closed at all times. Blocking them open even momentarily places other occupants at risk.
NEVER BLOCK EMERGENCY EQUIPMENT
Never place anything in front of fire alarm pull boxes, fire extinguishers, fire hoses or exit signage. During an emergency this equipment may be needed to alert occupants of an emergency or to help extinguish a fire. Keep access to this equipment free of obstructions at all times.
DO NOT PLACE OBJECTS IN STAIRWELLS OR NEAR EXITS
Stairwells are intended to be a safe avenue for escape to the exterior of buildings. They are required by fire code to be free of any and all objects that might impede egress. Never store anything, even temporarily, in stairwells. Exits are useless unless they are available and usable. Do not place objects in hallways or near exit doors. People may be endangered while attempting to evacuate in an emergency.
KEEP ALL MATERIALS AT LEAST 18 INCHES BELOW FIRE SPRINKLERS
Fire sprinklers will not operate properly or extinguish fires if they are blocked. Sprinklers require at least 18" of space to disperse the water properly.
FAMILIARIZE YOURSELF WITH LOCATIONS OF EXTINGUISHERS AND EXITS AND OTHER FIRE DEVICES
Check your immediate work or residential area. Find out where the fire extinguishers are. Know where the fire alarm stations are located and how they work. Locate two exits from your area or floor. Find "landmarks" in the exit path, something that might aid in navigating during evacuation if the corridor is dark during an emergency.
LIMIT THE USE OF MULTIPLE OUTLET ELECTRICAL DEVICES AND DO NOT USE EXTENSION CORDS
Electrical circuitry is designed to carry a reasonable load, but operating several devices from one outlet can seriously overload the wiring causing it to overheat and start a fire. Use only one device per outlet. If electrical service is inadequate, call the Maintenance Department at (216) 373-5206 to correct the situation. Always utilize surge protectors and follow Residence Hall procedures for electrical devices.
NEVER STORE FLAMMABLE LIQUIDS
Even in a lab, you should only keep the absolute minimum necessary to accomplish the immediate task at hand. Never stockpile or allow flammable liquids to accumulate. Keep them away from ignition sources.
OPERATE SPACE HEATERS CAREFULLY
Do not use small, portable electric heaters unnecessarily. Heaters on campus must have emergency tipover switches, and thermostatic limiting controls. Heating problems should be directed to the Maintenance Department at (216) 373-5206.
DO NOT USE UNAUTHORIZED COOKING OR HEAT SOURCES IN RESIDENCE HALL ROOMS
Do not use electric skillets, hot plates, or other unauthorized devices. Refer to the Notre Dame College Student Handbook for additional information on authorized and unauthorized devices. You may also ask the Residence Life staff about what devices are authorized.
SMOKING is prohibited in all buildings on campus. Open flame devices including candles are also prohibited. Fire safety concerns may be directed to the Emergency Preparedness Coordinator at (216) 373-7145.
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Summer Holiday Homework
Session 2020-2021 Class -II
Integrated Projects
Topic: Home
English: "I love my home" Write five lines on the topic. Paste or draw pictures for the same.
Maths: Count the rooms of your house and multiply them with 1, 10 and 100.Then arrange
them in descending order .
E.V.S: Write the names of the rooms of your house. Also write what activities / work you do
in these rooms . You may also paste the pictures for the same.
G.K: Write names of five animals with their houses and paste related pictures.
ह िंदी:
"मेरा प्यारा घर "विषय पर चित्र चिपकाकर पााँि पंक्तियााँ लिखें।
Note: Do integrated project in coloured page spiral file.
Maths: Learn tables 1 to10 and Complete page number 29, 42, 43, 52 to 55, 80 and 101 in book "Maths wisdom."
English:
1. Do page number 16, 17 and 18 in English grammar worksheet book.
2. Read lesson 1, 2 and 3 of Gateway (Main Course Book)
3 .Read and learn page number 19 to 22 0f Excel in English Grammar
Computer- a) Paste pictures of monitor, keyboard, mouse, CPU, speaker, printer in scrap book.
b) Do question no. 3 of Activity Corner page no. 28 in computer book.
ह िंदी-1. " नई आशाएाँ" पुस्िक से पेज नंबर 11 पर दी गई कवििा सुन्दर शब्दों में लिखें ि याद करें I
2. ककन््ीं 8 पशु पक्षियों के चित्र चिपकाकर उनकी बोलियााँ लिखखये I
-Block, Amrapali Circle, Vaishali Nagar, Jaipur www.defencejp.com
3. पुस्िक के पेज नंबर 21 पर ददए गए चित्रों को देखकर 5 िातय लिखखए I
EVS- Do Modal test paper 1 in book page no. 110 and learn the hard words of chapter 1 to 4.
Gk- Do page number 5 to 10 in your book.
Drawing- Do any five drawings of your own choice from your drawing book.
Note . This work is to be done in subject note books (copies)
-Block, Amrapali Circle, Vaishali Nagar, Jaipur www.defencejp.com
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Gdynia
Local action for greener energy
A Covenant of Mayors Case Study
Recently distinguished as the most energy-efficient city in Poland, Gdynia has been looking at how it can improve people's quality of life, while at the same time cutting municipal spending. The city has worked on solutions including refurbished buses, better performing street lamps, using waste to produce energy and creating a digital city hall for clean easy access to local services.
Waste-to-energy plant
460,000 people served by the waste-to-energy plant
50% of buses running on biofuel by 2030
How to invest in refurbishments and low-carbon technology in an economic downturn? Make sure nothing goes to waste... not even waste! The entire metropolitan area subscribes to that thanks to Gdynia's wasteto-energy plant, which uses local technology to minimise pollution and lower energy costs. The plant has been so successful that the municipality now plans to expand it in order to produce biofuel from biodegradable waste. In the long-term, half of the local bus fleet would run on this type of gas, ensuring low ticket prices and cleaner air in the city.
Sustainable transport
Public transport has already demonstrated to be an area where small investments can have large benefits for residents: the past two years have seen Gdynia's energy-efficient trolleybuses decrease municipal power
consumption by 20%. While the local public transport company wants to adapt to clean and silent electric vehicles, new trolleys generally come with a high price tag. European funds have helped the city retrofit its old diesel buses into efficient trolleybuses for only a quarter of the cost of a new vehicle.
Converting a disused diesel bus into an energy-efficient trolley costs less than a new trolleybus. 75%
Energy efficient street lamps
Gdynia's energy bills have also been reduced through the replacement of half of the city's street lamps with more energy efficient alternatives. This has allowed the city to greatly decrease costs and re-invest in its public lighting system. While people feel safer due to an increase in the number of light posts by more than 50%, low consumption lamps and smart control systems now ensure that no energy is wasted.
Congestion avoidance scheme
The use of synchronised green lights at peak hours results in shorter travel
60
junctions
covered by the
congestion
avoidance
system
key areas.
times, better air quality and more relaxed residents. The Polish municipality has taken that into account when developing its metropolitan congestion avoidance scheme. Congestion-detecting cameras have been installed at key junctions in the city and its surroundings; whenever they detect queues, the traffic management system adapts the rythm of green lights throughout the area to increase traffic fluidity. Gdynia also engages its car and public transport users in improving their daily commute by providing real-time information about traffic conditions and by presenting pedestrian and cycling alternative routes to the city's
E-government
Easy access to the municipality is not only about finding one's way through the streets, but also about improving the way in which citizens navigate its paperwork. To improve efficiency and lower emissions from travel to the city hall, Gdynia has developed a virtual municipal office, where residents and businesses can receive information, submit documents and comment on city developments.
Gdynia's plans for energy efficiency and emission reductions go beyond the actions mentioned above. As a signatory to the Covenant of Mayors, the city of Gdynia voluntarily commits to reducing its CO 2 emissions by at least 20% by 2020. For more information on how the municipality will achieve that goal, contact:
Hanna Gorecka-Banasik, City of Gdynia, email@example.com
Covenant of Mayors, firstname.lastname@example.org
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MEDIA ALERT
The New Jersey Poison Information & Education System - Serving New Jersey Since 1983
Media Contacts: Nancy Sergeant, SGW, 973-263-5471, firstname.lastname@example.org Alicia Gambino, MA, CHES, NJPIES Director of Public Education, 973-972-9280, email@example.com
BREAKING NEWS: Bad storms expected in NJ and the area that can cause electrical outages. Carbon Monoxide poisoning is an immediate danger and more prevalent during bad weather.
SAFETY TIPS TO PREVENT CARBON MONOXIDE POISONING DURING BAD WEATHER:
1. Have a flash light or candles and matches at the ready.
In the event of power outages, take these precautions:
2. Do not bring portable generators, gas-powered equipment or heating items into a closed home or garage.
4. Check the batteries on your carbon monoxide detector.
3. Never cook or heat with charcoal indoors.
5. If you don't have a detector, install one before the bad weather hits.
7. Open flues if you are using a fireplace.
6. Keep your home well ventilated. If need be, keep a window slightly cracked to allow air flow.
8. Do not idle a car in a closed garage. Once you pull in, immediately turn off the engine.
IF YOU SUSPECT CARBON MONOXIDE POISONING TAKE IMMEDIATE ACTION:
* Contact your local fire department immediately.
* Get out of the house and
* Do not waste time opening windows or trying to "air" out the house/building; which will delay your escape from possibly dangerous fumes.
Newark, N.J., November 13, 2009— With bad weather storms predicted for this weekend, New Jersey residents are warned to take necessary steps to make sure this Friday the 13 th weekend storm passes as safely as possible. During bad weather, it is not uncommon for homes and offices to experience power outages. Responding by bringing generators and gas-powered items indoors is dangerous and potentially poisonous. Many home heating systems have also not yet been properly prepared for the winter and residents may be at risk for carbon monoxide (CO) exposure.
During bad weather, residents tend to close down their homes, but frequently bring items indoors with them that are potentially more dangerous than the bad weather outside. Carbon monoxide is a particularly danger as it is an odorless and colorless gas that is only easily detected with an installed and fully functional carbon monoxide detector.
Help is Just a Phone Call Away
If you suspect carbon monoxide poisoning, or have questions about the safety of an item in your home, call the Poison Control Hotline (1-800-222-1222). Trained health professionals are on duty 24 hours a day to answer questions and provide guidance and advice. Officials recommend putting the number in all family cell phones as well as programming it as a speed dial number on landlines, and prominently posting the number near home and phones.
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FOR IMMEDIATE RELEASE
Chevron hosts road safety "theme park" in Gaoqiao township as part of the Walk Wise project
May 8 th , 2014 – Gaoqiao, China
Chevron and Asia Injury Prevention Foundation, a non-profit that conducts road safety programs throughout Asia, organized a road safety "theme park" at Gaoqiao Middle School on May 8 th to celebrate Community Road Safety Week and promote smart road user behavior among children and families of the Gaoqiao community. More than 1,200 people attended the event on Thursday.
The first half of the event took place on stage, and consisted of road safety-themed performances by students from local schools, road safety games, an educational video with an interactive Q&A for the audience, and speeches from the local government, Chevron, and AIP Foundation. The second half of the event took the form of a community "theme park," in which booths were set up around the school to teach important road safety skills to children and families in the community. The booths were run by prominent members of the community, including the Gaoqiao police, Chevron, primary and middle schools in the area, and AIP Foundation. Attendees played fun and educational activities at the booths, such as traffic sign matching games, and received giveaways including t-shirts and reflective caps which improve pedestrian visibility on the roads.
"Every year, 1.3 million people die from road traffic crashes around the world. In fact, road crashes have become the number one killer of young people," said Mr. Luo Bin, Vice Mayor of Gaoqiao township. "We really need programs like this one to educate our students and our community about road safety. Thank you to AIP Foundation and Chevron for helping create a safe traffic environment for our children and families."
The road safety "theme park" on Thursday is part of a multi-year project sponsored by Chevron to promote road safety education in Sichuan and Chongqinq provinces. The project, titled Walk Wise, specifically targets children, who are the most vulnerable of all road users, and works to establish road safety education curricula in schools alongside other road safety-themed activities in the community. The Walk Wise project began in 2012, and has since implemented road safety curricula in 18 primary schools. By 2017, the Walk Wise project will expand to reach 80 schools in the region.
"Walk Wise is the best community project in Chevron's portfolio, and we are very proud to be a part of it. For Chevron, safety and care for the community we work in is absolutely critical," said Jim Koetzle, Manager of Chevron Asia South. "It has been a pleasure to work with AIP Foundation and our local partners to bring road safety education to children and the community of the CDB gas project area."
***
About AIP Foundation
The Asia Injury Prevention Foundation (AIP Foundation) is a U.S. registered 501 (c)(3) nonprofit organization that uses public-private partnerships, public awareness education, and school-based programs to reduce the rate of traffic injuries and fatalities in developing countries. AIP Foundation has offices in Hanoi and Ho Chi Minh City, Vietnam, Phnom Penh, Cambodia, Bangkok, Thailand, and Chengdu, China. In 2001, AIP Foundation built its nonprofit helmet assembly plant, manufacturing Protec brand tropical helmets in Vietnam. These helmets offer an environmentally appropriate, safe and affordable option for motorcycle and bicycle users. In 2009, AIP Foundation, in collaboration with the FIA Foundation and the World Bank, launched the Global Helmet Vaccine Initiative (GHVI), an international coalition with the objective of "putting a helmet on every head in the Decade of Action for Road Safety (2011-2020)."
For Media Contact Frances Massing Communications Manager AIP Foundation 18bis/21 Nguyen Thi Minh Khai Street, District 1 Ho Chi Minh City, Vietnam
Tel: 08-6299-1409 Ext. 117
Email: email@example.com
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What is Early Stages?
Early Stages is a DC Public Schools diagnostic center for children between the ages of 2 years 8 months and 5 years 10 months. We help identify any delays that a child may have and we arrange services to address them. These services are free and available to families that live in DC.
What services can Early Stages provide?
Children referred to Early Stages receive a developmental screening and, if necessary, a more in-depth evaluation. Generally, children are eligible for services if they have a developmental delay that will affect their learning.
Some of the services that Early Stages can recommend include:
* Speech and Language Therapy
* Specialized Instruction
* Physical Therapy
* Psychological Services
* Occupational Therapy
* Behavior Support
These services are coordinated and delivered through DC Public Schools.
What are the benefits of these services?
Research shows that the first five years of life are the most important to a child's development. Early indentification and intervention can greatly improve education outcomes. Children who receive services at a young age demonstrate improved social, problem solving, communication and behavioral skills, which help them begin school ready to learn.
Who can make a referral to Early Stages?
* Parents/Caregivers
* Doctors/Physician Assistants/Nurses
* Teachers/ Childcare Providers
* Social Workers
* Other Professionals
Once we receive a referral we require a parent or guardian's consent to proceed with the process.
Early Stages will contact you:
1) To confirm receipt of the referral.
3) When we have closed the case.
2) To notify you if/when we have completed the developmental screening or reached the parent.
If we receive the parent or guardian consent, we can share additional details of the child's case with you.
If you are concerned about a child's development, please don't hesitate to make a referral.
How can I learn more about Early Stages?
We are happy to meet with you one-on-one or with your organization to discuss the different ways that we can work together to serve children. The Child Find team is also available to give presentations to your staff about early intervention, special education, behavioral support and developmental screening. To schedule a meeting with Early Stages, please call 202-698-8037.
What is the best way to make a referral to Early Stages?
Each organization should refer in the way that works best for them.
* Phone: 202-698-8037
• Fax: 202-654-6079
* Email: firstname.lastname@example.org
* Online: www.earlystagesdc.org
* Contact your Child Find Field Coordinator
For children under 2 years 8 months, please call Strong Start, the DC Early Intervention Program, at 202-727-3665.
Early Stages
1125 New Jersey Avenue NW Washington, DC 20001
phone: 202-698-8037 fax: 202-654-6079 www.earlystagesdc.org
WHAT SHOULD I DO
when I have a concern about a child?
INFORMATION FOR PROFESSIONALS
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NOTES FROM THE LITURGIST
DID YOU OPEN YOUR GIFTS?
There are usually different ways by which a child reacts of receiving a gift on his/her birthday or at Christmas. The "spoiled" child opens the gift, take the new toy, and runs to a corner to play with the toy by him/herself. The "well-trained" child opens the gift, takes the toy, and invites other children (siblings or friends) to play with the toy along with him/her. And others they don't like to share for the first time but in the end, they will invite you to be their playmate.
This weekend is the Feast of the Epiphany of the Lord. If Christmas is the feast of receiving a gift from God, Epiphany is the feast of opening the gift and discovering that gift is not just for ourselves but is meant to be shared with others. Epiphany is, therefore, the feast of sharing with others the gift that we have received at Christmas. For the "child that is born for us, the child that is given to us at Christmas is destined not just to be the "king of the Jews" but the savior of the world.
Epiphany, is the feast of the revelation of Jesus to the nations. The gift received at Christmas has a universal significance. This universality is signified by the "magi from the East" who represent all peoples of the world. Epiphany is, therefore, a profound missionary feast and underlines the missionary vocation of every Christian, of every believer in Jesus. For one cannot receive the gift of Christmas without sharing it with others. One cannot be a follower of Jesus without sharing his good news with others.
The feast of Epiphany asks us to be especially attentive in today's many "seekers" represented by the magi from the East in search of the child who was born the "king of Jews." This search of today can take many forms – the search for truth, that we encounter God in the personhood of Jesus. God our Father is no longer a stranger to us because we know him through his Son. We know his feelings, sentiments towards us human beings because He has become human like us. For meaning in life, that being always ready to love others by being of service to them in their needs. For bringing justice and peace in the world, for we are the example of reconciliation and unity among the peoples of the world. Epiphany invites us, Christians and followers of Jesus, to be the star that aroused the curiosity of the magi, led them on their journey, and guided them in their search. But like the star which guided the magi, we are to shine not in Jerusalem, among Herod and his chief priests and scribes, but in Bethlehem, with Mary and Joseph and the newborn child. For Jesus is to be found not in the center of power and riches but among the poor and the lowly.
However, this time let us ask ourselves, what are we doing? What is Christmas for us? Do we find Jesus in the parties? Social events? Or did we find Jesus in our gifts?
We, Christians, will be this star for the "faith-seekers" of today if we take seriously our missionary vocation, it is not enough to believe in Jesus. It is necessary also to proclaim Him to others. We cannot be like the spoiled child who runs to a corner to enjoy the gift by him/herself. We must be like the "well-trained" child who invites others to share in the gift that he/she has received. Only then will our celebration of Christmas reach true fulfillment. Indeed, Epiphany is the end of the Christmas season. Happy Epiphany to each and every one!
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Emphasizing Main Points
A Handout from the EcoTeach Center, Duke University Prepared by Paul Dudenhefer, Writing Tutor
Asa writer, you always want your main ideas to come across clearly to your readers. The question is, How do you do that? How can you construct prose so that your readers are likely to notice your main points?
The only surefire ways to do that are to stand over your reader's shoulder and point out to her your main ideas, or to underline or italicize in your paper every important point you wish your reader to notice. Alas, as writers, we cannot do that. In the first instance, it would be impossible for you to be present every time a reader reads your writing; in the second case, the conventions of the printed text preclude it.
Skeptical? Consider this example. Most of us are familiar with Lincoln's Gettysburg Address. Here are the opening sentences from that short speech.
So what to do? It will help to understand that, in general, the greatest place of emphasis in a sentence is at the end. (The second greatest place is at the beginning. But the beginning of sentences is best left for old or linking information.) Therefore, in any given sentence, you should usually put at the end the one piece of information that is most important, that most deserves stress or emphasis.
Fourscore and seven years ago our fathers brought forth on this continent a new nation, conceived in liberty and dedicated to the proposition that all men are created equal. Now we are engaged in a great civil war, testing whether that nation or any nation so conceived and so dedicated can long endure. We are met on a great battlefield of that war. We have come to dedicate a portion of that field as a final resting-place for those who here gave their lives that that nation might live. It is altogether fitting and proper that we should do this.
This speech is a widely celebrated piece of American rhetoric. Why is it so powerful? One reason is that Lincoln knew how to use sentence structure to achieve emphasis. Just take the first sentence. What phrase or idea comes at the end? That all men are created equal. Most would agree that of all the elements in that sentence, that is the one that is most important.
To demonstrate further the wisdom of putting important ideas at the ends of sentences, let's revise Lincoln's text by putting different things at the end. What happens to the effectiveness of the speech?
Our fathers brought forth on this continent a new nation, conceived in liberty and dedicated to the proposition that all men are created equal, four score and seven years ago. A great civil war, testing whether that nation or any nation so conceived and so dedicated can long endure, now engages us. A great battlefield of that war is our meeting place today. That field is a final resting-place for those who here gave their lives that that nation might live, and we are here to dedicate it. It is altogether fitting and proper that we should do this, we all no doubt believe.
Most readers will feel that the speech loses a lot of its power. Why? In large part because the sentences end with anticlimactic or lesser ideas.
This principle (putting important ideas at the ends of sentences) is most relevant in the case of long sentences. Here are two versions of the same long sentence Which version is the best?
1a. As a vegetarian, Paul is similar to Nancy, the difference being that Paul eats diary products, vegetables, fruits, grains, and nuts, while Nancy eats diary products, eggs, vegetables, fruits, grains, and nuts.
1b. As a vegetarian, Paul is similar to Nancy, the difference being that Paul eats diary products, vegetables, fruits, grains, and nuts, while Nancy eats not only diary products, vegetables, fruits, grains, and nuts, but also eggs.
Most people would agree that 1b is better. Why? Because the most important piece of information, the one thing that distinguishes the two kinds of vegetarians—the fact that one eats eggs and the other doesn't—appears at the very end of 1b and is thus more likely to be noticed and emphasized.
Let's end with one more example, a familiar one, from the world of political conventions. How are votes for nominees announced on the floor of the Democratic or Republican convention? Answer: with the most important piece of information, the nominee's name, at the end! "The great state of North Carolina, home of the Great Smoky Mountains and the Outer Banks, home of the world-famous Duke University, home of the greatest rivalry in college sports, the rivalry between Duke and UNC, home of the best barbecue, bar none, in the United States, and home of the celebrated Research Triangle Park, which itself is home to over twenty-five national companies, including three Fortune 500 companies, is proud to cast its vote for a man who will bring honor and integrity to the Oval Office, a man who has already served his country in exemplary fashion as a member of our armed forces and as a representative in the U.S. Congress, ladies and gentleman, a man who will be the next president of the United States, . . .!"
For more on using the ends of sentences as places of emphasis, see Style: Ten Lessons in Clarity and Grace, by Joseph M. Williams, or Expectations: Teaching Writing from the Reader's Perspective, by George D. Gopen.
©2007 by Paul Dudenhefer
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Sarasas Witaed Chiang Mai School QC Study Questions (Mini-Bilingual)
6 th
Semester 1 Academic Year 2017 Mathayom 3 Gifted
Language:
1. What time ……………....
a. the train leaves?
b. leaves the train?
c. is the train leaving?
d. does the train leave?
2. Jane: "Are you going to the dance on Friday?"
Mary: "No, I'm not. I …………... school dances; they're loud, hot and crowded!"
a. not enjoy
b. don`t enjoy c. doesn`t enjoy
d. am not enjoying
3. I ………..... for my pen. Have you seen it?
a. will look
b. looking
c. look
d. am looking
4. You can keep my iPod if you like. I ……………... it any more.
a. don`t use
b. doesn`t use c. didn`t use
d. am not using
5. The phone …………..... Can you answer it, please?
a. rings
b. ring
c. rang
d. is ringing
Mathematics:
1. What is the arithmetic mean of the numbers 4, 8, and 12?
a. 4
b. 6
c. 8
d. 10
2. A frequency distribution table has class intervals 17–22, 23-28, 29-34, and so on. What is the
class size?
a. 5
b. 6
c. 7
d. 8
3. What is therangein this set of data : 14, 3, 5, 9, 6, 5, 17, 2, 2, 4, 8, and 12?
a. 9
b. 11
c. 14
d. 15
4. Which one below is an example of discrete data?
a. age
b. weight
c. height
d. speed
5. Find the median of this set of data : 5, 8, 12, and 15
a. 10
b. 12
c. 9
d. 13
th
6 QC. Study Questions M.3 G (Mini-Bilingual) page 1 / 2
Science:
1. A rare phenomenon from lightning that unlike a lightning bolt, travels horizontally close to the ground.
a. Monsoon
b. Climate
c. Cyclone
d. Ball Lightning
2. A narrow band of high-speed wind, in the upper troposphere.
a. Catchments
b. Jet Stream
c. Ozone
d. Latitude
3. An electrical discharge that results from the build-up of positive and negative charges within
a thunderstorm.
a. Monsoon
b. Thunder
c. Lightning
d. Cyclone
4. Is often used to mean a violent, swirling wind storm.
a. Cyclone
b. Flood
c. Down pour
d. High pressure
5. The center of a tropical cyclone in an area characterized by light winds and often by clear skies.
a. Cyclone
b. Monsoon wind
c. The Circular eye
d. Horizon
Health Education:
1. Aerobic means "with ________________."
a. air
b. atmosphere
c. oxygen
d. nitrogen
2. _______________ refers to the absolute range of movement in a joint or series of joints and length in muscles across the bones.
a. strength
b. flexibility
c. endurance
d. transportation
3. An aerobic exercise of __________ per week is essential to weight management.
a. 3-5
b. 7-9
c. 5-8
d. 6-8
4. Aerobic gymnastics is also known as _________________.
a. sports aerobics
b. dance aerobics
c. tumbling
d. competitive dancing
5. Which of the following is a basis for scoring a performance in aerobic gymnastics?
a. creativity
b. difficulty of routine
c. height of performer
d. a and b
th
6 QC. Study Questions M.3 G (Mini-Bilingual) page 2 / 2
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By the time they reach high school, 63 percent of children are no longer physically active. Why? Try TV, video games and personal computers, compounded by too much munching of high-calorie foods that add unwanted and unneeded pounds.
If your kids fall within this group, you don't have to shake your head sadly. You can set a good example, be a role model and do the right things so your kids will, too.
Get off the couch and on a bike with your kids. Introduce them to exercise that's fun. Eat healthy. Instead of highcalorie foods and snacks, turn to fruits and low- or non-fat foods. And once you get kids moving in the direction of fitness, chances are they'll keep going for the rest of their lives.
START 'EM YOUNG
Did you know that physically active children have fewer chronic health problems than kids who are sedentary? Children who are fit have other statistics in their favor, too. They're better able to meet the demands of daily physical activity. They do better in physical-performance tests. They have a stronger self-image and more self-confidence, and they demonstrate greater improvement in skill- and health-related fitness.
When you consider the facts, it makes good sense to encourage physical activity when your children are young. Parents, teachers and fitness professionals all have a role to play. Each can help kids think positively about exercise and motivate them to make regular physical activity a lifetime pursuit.
KIDS IN MOTION
MOM AND DAD ARE THE BEST MOTIVATORS
As a parent, it's up to you to play the biggest part — bigger than a teacher, more important than a fitness professional. Your child looks to you for examples on how to talk, dress, act and lead a physically active — or a non-physically active — life.
Set a good example for your kids. Instead of spending the evening in front of the television, find some activity that will keep you moving. In warm weather, bike outdoors; if it's too cold, get a stationary bike, a treadmill or a trampoline.
And it's never too late or too early to help your kids build strength and endurance. Push-ups and pull-ups are an excellent way to build upper-body strength. Jungle gyms and monkey bars are great for kids because they utilize their own body weight. And they're loads of fun.
Keep in mind that kids are not always naturally limber and that their muscles may be tight and vulnerable to injury during the growth spurts that occur during the elementary years. Be sure to include stretching as a part of your fitness activities.
Make sure that you concentrate on the positive aspects of exercise. It's a chance for a family to be together, to share good times and fun. Avoid competition, discipline and embarrassment — things that can turn good times into moments of dread. And praise your children for trying. Praise them for doing.
IT'S REALLY UP TO YOU
You can't tell kids that being active is fun. You have to show them. So take your kids hiking, biking, dancing, sledding, swimming and in-line skating. Skip rope or shoot baskets with them.
Plan outings and activities that involve walking, like a trip to the zoo or the park, a nature trail hike, or even a walk through the mall. It's really up to you. If you want your kids to be healthy, happy teens and adults, it's up to you to do something about it.
Compliments of:
Put your name and logo in this area, then make handout copies.
Reprinted with permission from the American Council on Exercise.
©2001 American Council on Exercise M01-076 YTF - 87
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SAFE AND KIND
Learning Expectations
Full Day Kindergarten Program, Ministry of Education, Ontario
Personal and Social Development
1.1 recognize personal interests, strengths, and accomplishments
1.2 identify and talk about their own interests and preferences
1.3 express their thoughts and share experiences
3.1 develop empathy for others, and acknowledge and respond to each other's feelings
2.1 demonstrate selfreliance and a sense of responsibility
2.2 demonstrate a willingness to try new activities and adapt to new situations
2.3 demonstrate self motivation, initiative and confidence
2.4 begin to demonstrate selfcontrol
2.5 interact cooperatively with others in classroom events and activities
Language
1.2 listen and respond to others for a variety of purposes …
1.5 use language in various contexts to connect new experiences with what they already know
The Arts
M5.1 communicate their ideas about something through sounds, rhythms and music
Lesson Plans
Before Teaching the Song
1. Have a class discussion about feelings.
2. Have the students name some feelings and print them on chart paper.
3. Have students give examples for each feeling.
After Teaching the Song
1. As a class, make a list of all of the things the students can do unassisted.
2. Make up a book entitled "I Can Do It" for each student.
3. Have students fill in the pages of the book by drawing pictures of the things they can do.
4. Each page can have the sentence, "I can ______." The students then print the name of the activity they can do to accompany their drawings.
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外语标题
Skin Cancer
Skin cancer is the most common type of cancer in the United States. It is normal for your body to replace old cells with new ones. Sometimes skin cells keep dividing when new cells are not needed and skin cancer occurs.
皮肤癌是美国最常见的癌症。身体细胞的更 新换代是非常正常的现象。当不需要新细胞 时皮肤细胞仍然分裂，就会形成皮肤癌。
Risk Factors
Anyone, including people with dark skin, hair and eyes, can develop skin cancer, not just those at higher risk. You are at higher risk if you have:
* Spent a lot of time in the sun
* Family members with skin cancer
* Certain types or a large number of moles
* Skin that burns or freckles in the sun
* Light-colored skin, hair and eyes
Prevention
* Avoid being in the sun from 10 AM to 4 PM.
* Wear clothing such as a hat, long sleeves and pants to block the sun's rays.
* Use a sunscreen with a sun protection factor (SPF) of 15 or higher year round when you are going outside. Reapply as directed on the bottle.
* Learn to know what skin cancer looks like.
* Check your skin monthly. Report any changes to your doctor.
Skin Cancer. Simplified Chinese.
风险因素
任何人（包括皮肤、毛发和眼睛颜色较深的 人士）都有可能罹患皮肤癌，而不仅仅是皮 肤癌高危人群。如果您具有以下情况，则存 在较高风险：
* 长时间暴露在阳光下
* 家人罹患皮肤癌
* 长有某些类型的痣或许多痣
* 皮肤晒伤或形成晒斑
* 皮肤、毛发和眼睛颜色浅
预防
* 早上 10 点至下午 4 点避免接触阳光。
* 穿戴帽子、长袖衣服和长裤等衣物来阻隔 太阳光线。
* 始终在外出时使用防晒系数 (SPF) 大于 等于 15 的防晒霜。按照瓶身说明重复涂 抹。
* 了解皮肤癌的症状。
* 每月检查一次皮肤。将皮肤的任何变化告 知医生。
* If you are at risk, see a doctor who specializes in the skin called a dermatologist each year for a skin exam.
There are 3 major types of skin cancer:
Basal Cell Carcinoma (BCC):
This is the most common. This cancer grows in the basal cells in the lowest layer of the skin. This type grows slowly and rarely spreads to other parts of the body, but early treatment is needed. This type appears on skin exposed to the sun such as the face, ears, scalp and upper body. Look for:
* Shiny or pearly bumps or growths
* A sore that heals and then re-opens
* A pink, slightly raised growth
* Red, irritated patches of skin
* A waxy scar
Squamous Cell Carcinoma (SCC)
:
This cancer grows in the squamous cells in the upper layer of the skin. This type can be found anywhere including the inside of the mouth and the genital area. Get early treatment to prevent the spread of this cancer. Look for a crusty or scaly patch of skin often with a red base.
Melanoma:
This type begins in the skin cells that give skin its color. Melanoma can spread quickly to other tissues and organs. The cure rate is high with early treatment.
Look for changes in moles or new moles where:
* One half of the mole does not match the other half.
Skin Cancer. Simplified Chinese.
* 如果您有罹患风险，请每年到皮肤科医生 处接受皮肤检查。
皮肤癌主要有三种类型：
基底细胞癌 (BCC)：
这是最常见的一种皮肤癌，出现在皮肤最底 层的基细胞中。这种癌症发展缓慢，很少扩 散到身体的其他部位，但需要及早治疗。这 种癌症出现于暴露在外的皮肤，例如脸部、 耳朵、头皮和上身。检查是否有以下情况：
* 闪亮或珍珠般的疙瘩或肿块
* 痊愈又复发的溃疡
* 轻微凸起的粉色肿块
* 发炎的皮肤红斑
* 蜡状疤痕
鳞状细胞癌 (SCC)：
这种癌症出现在皮肤上层的鳞状细胞中，可 见于口腔内部和生殖区等不同部位。需要及 早治疗以避免扩散。检查皮肤上是否出现硬 皮斑点或鳞状斑点，通常伴有红色基底。
黑素瘤：
黑素瘤始发于为皮肤上色的皮肤细胞。黑素 瘤可快速扩散至其他组织和器官。若及早治 疗，治愈率较高。
观察痣的变化或新痣是否具有以下特征：
* 痣的形状不对称。
* The edges of the mole are uneven or ragged.
* The color is uneven with more than one shade or color present.
* The size is larger than a pencil eraser or there is any change in size.
* There are changes in the way it feels. It may itch, feel dry, lumpy, swollen or tender.
Your care
Treatment involves removing the tissue suspected of being skin cancer from the skin. This is done in the doctor's office or in the hospital. The tissue is sent to a lab to check for cancer cells. This is called a biopsy. Often, no further treatment is needed. Skin cancer may also be treated with radiation therapy and chemotherapy.
Talk to your doctor or nurse if you have any questions or concerns.
© 2005 - November 29, 2016, Health Information Translations.
Skin Cancer. Simplified Chinese.
* 痣的边缘不整齐或呈锯齿状。
* 颜色不均，并且具有多种色调或颜色。
* 尺寸大于橡皮擦或尺寸发生任何变化。
* 触感发生变化。可能发痒、感觉干燥、 粗糙多块、肿胀或触痛。
治疗护理
治疗包括切除皮肤上的疑似患皮肤癌组织。 这可在诊所或医院进行。组织会被送到实验 室检查是否具有癌细胞。这称为"活组织检 查"。通常无需进一步治疗。皮肤癌还可通 过放射治疗和化学疗法进行治疗。
如果有任何疑问或担心，请咨询医生或护 士。
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IMPORTANT DATES THIS TERM
ALL SAINTS
(1 November)
We celebrate the lives of special and ordinary people who have responded to God's invitation to love.
THE COMMEMORATION OF ALL THE FAITHFUL DEPARTED (ALL SOULS)
(2 November)
Today and throughout the rest of November we pray for those who have died. Eternal rest grant unto them, O Lord, and let perpetual light shine upon them. May they rest in peace. Amen.
OUR LORD JESUS CHRIST, KING OF THE UNIVERSE
(24 November)
ADVENT
(Begins 1 December)
Advent means 'coming'. We think of the coming of Jesus when he was born but we also think of his promise that he would come again at the end of time. It is a time of waiting and preparing. It is only in the last week of Advent that we focus upon the events to be celebrated at Christmas.
THE IMMACULATE CONCEPTION OF THE BLESSED VIRGIN MARY
(8 December)
This feast marks the first stage of the existence of Mary, the mother of Jesus. She was 'full of grace' from the very beginning and co-operated with God throughout her life.
CHRISTMAS DAY, THE NATIVITY OF THE LORD
(25 December)
On this day we begin our celebration of the birth of Christ.
RELIGIOUS EDUCATION AUTUMN TERM 2013 COME AND SEE AT HOME
Dear Parent(s)/Carer(s),
This term we will be studying the three themes of Domestic Church (Family), Baptism and Confirmation (Belonging) and Advent and Christmas (Loving). Each class will approach the themes through different topics. The children will also spend a week studying Judaism.
DOMESTIC CHURCH - FAMILY
10
th
Sept 13 – 5
th
Oct 13
SUGGESTIONS FOR HOME ACTIVITIES
Early Years MYSELF -God knows and loves each one
Year 1
FAMILIES -God's love and care for every family
Year 2
BEGINNINGS -God is present in every beginning
Year 3
HOMES -God's vision for every family
Year 4
PEOPLE - The family of God in Scripture
Year 5
OURSELVES -Created in the image and likeness of God
Year 6
LOVING -God who never stops loving
BAPTISM AND CONFIRMATION - BELONGING 13 th Oct 13- 23 rd Nov 13
Make a collage using family photographs of all the significant family members—grandparents, parents, children, aunts, uncles etc. who show God's love. Write underneath it
"We show God's love to one another.
"
Include those who have died.
SUGGESTIONS FOR HOME ACTIVITIES
Early Years WELCOME -Baptism: a welcome to God's family
Year 1
BELONGING -Baptism: an invitation to belong to God's
family
Year 2
SIGNS AND SYMBOLS -Signs and symbols in Baptism
Year 3
PROMISES -Promises made at Baptism
Year 4
CALLED -Confirmation: a call to witness
Year 5
LIFE CHOICES -Marriage, commitment and service
Year 6
VOCATION AND COMMITMENT -The vocation of
priesthood and religious life
Talk to someone who has been to a Baptism and/or Confirmation about their memories of this celebration.
JUDAISM 28 th Oct 13- 1 st Nov 13 – Mr.Cohen to visit school
Pupils will study various aspects of Judaism for one week. Ask them what they have been learning about.
ADVENT/CHRISTMAS - LOVING 26 TH NOV 13 – 20 TH DEC 13
SUGGESTIONS FOR HOME ACTIVITIES
Discuss with the children how your family welcomes visitors to your home.
Find out about some Christian symbols for Advent e.g. Advent wreath, calendar, Jesse tree. Use the CAFOD or Missio websites to get a religious Advent calendar.
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Develop an Oral Care Regimen at home
The best way to keep your pet's teeth clean is by brushing daily with a pet toothpaste and toothbrush. Pet toothpastes come in flavors that your pet may find enjoyable such as chicken, beef, peanut butter, malt, seafood and vanilla. If your pet enjoys the flavor of the toothpaste then he will probably enjoy the brushing experience.
A Guide to Brushing Your Pet's Teeth
1. The first thing you should do is find a flavor of toothpaste your pet will like. Place some on your finger, a treat, or a toy, and offer it to your pet. This way your pet will get used to the flavor of the toothpaste and realize it can be a yummy reward.
2. Next, put a little bit of the toothpaste on the toothbrush and let your pet lick it off. This will help him get used to the feeling of the bristles on his tongue, gums and teeth. He will slowly realize that even though the brush may feel different, it is nothing to be scared of.
3. Once your pet is comfortable licking the toothpaste off of the toothbrush without hesitation, try brushing the front teeth in a circular motion.
4. If your pet is comfortable having your fingers and toothbrush around his mouth, try brushing the teeth further to the back in a circular motion. Try to spend at least 30 seconds on each side. Many dogs can be trained to brush the inside of the teeth as well. A toy or chew object can help keep the mouth propped while brushing occurs.
Important Tips
- Use pet toothpaste, NOT human toothpaste as this can be harmful to your pet when swallowed.
- Use lots of positive reinforcement or brush teeth before a meal to make it an enjoyable experience for you and your pet.
- Put the toothpaste and toothbrush somewhere where you will see it every day — next to their food, next to the leash, or on the coffee table. That way it will become part of your daily routine.
- Go slow — every pet is different and will go through the steps at his own pace. Some will take a few days to get used to this new experience; some will take a few weeks. Stay committed, dedicated and patient.
If brushing your pet's teeth is not possible, or you want to incorporate different products into your home care regimen, then talk to your veterinary care professional about oral gels, barrier sealants, rinses, water additives, dental diets and dental chews. Make sure to discuss any new products with them before trying them on your pet. The Veterinary Oral Heath Council (VOHC) approves products that have been proven to fight plaque and tartar buildup. Look for the VOHC's seal of approval as a guide for products that have met their standards.
5815 80
th www.bppethospital.com
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SHOW ME YOUR ACES!!!
nswer the teacher's question in the form of a sentence:
A biochemist is someone who studies biological processes to understand how and why chemical reactions occur.
ite an example:
1C Some biochemists, such as Michelle Chang, study chemical processes on microbes useful in creating new types of biofuels.
xplain/elaborate/expand upon your example:
1E Michelle Chang investigates new ways to make clean, renewable alternatives to fossil fuels. Her main focus is to bioengineer microbes that can break down a very tough compound found in nature called, lignin.
2C In addition to making new biofuels, other biochemists do basic research on the safety of new medical devices and food, like the agricultural feedstock and chemistry industry.
2E The agricultural feedstock and chemical industry evaluated resources such as palm oil and sugar cane and creates partnerships between agricultural resource owners, technology providers, and chemical manufacturers in order to help provide feedstock to markets.
ummarizing statement:
A biochemist studies chemical processes in an effort to understand the chemistry of all living things.
Completed Paragraph:
A biochemist is someone who studies biological processes to understand how and why chemical reactions occur. Some biochemists, such as Michelle Chang, study chemical processes on microbes useful in creating new types of biofuels. Michelle Chang investigates new ways to make clean, renewable alternatives to fossil fuels. Her main focus is to bioengineer microbes that can break down a very tough compound found in nature called, lignin. In addition to making new biofuels, other biochemists do basic research on the safety of new medical devices and food, like the agricultural feedstock and chemistry industry. The agricultural feedstock and chemical industry evaluated resources such as palm oil and sugar cane and creates partnerships between agricultural resource owners, technology providers, and chemical manufacturers in order to help provide feedstock to markets. In brief, A biochemist studies chemical processes in an effort to understand the chemistry of all living things.
ACES Scoring Tool
Focus —Answered the teacher’s question in the form of a sentence
5/5 points
Content—Cited 2 examples (text-based or self-based) explained each
10/10
Organization—Included introduction (A), body (C, E), and conclusion (S)
5/5
Transitions—Used transition words between C and E (first, second, another…) 5/5
CUPS—Capitalization, Usage, Punctuation, Spelling
5/5
30/30 total
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Palisadian-Post
Serving the Community Since 1928
Page 24
$1.50
Thursday, September 11, 2014
◆
Pacific Palisades, California
By ANTHONY MARGULEAS Special to the Palisadian-Post
How I Saved 8,000 Gallons of Water PER Year
Water Usage By the Numbers
Toilets
When I read last month's Palisadian-Post article on how the Palisades is the biggest water guzzler in LA, I was surprised and embarrassed. I decided to take action and met with my plumber to find out simple ways to save water.
The Residential End Uses of Water Study (REUWS) is the largest study of its kind to examine where water is used in single-family homes. Even though it was published in 1999, it is still considered the gold standard for water usage statistics and is cited by organizations, such as the EPA.
A person flushes the toilet an average of 5.05 times per day, according to the REUWS. Today, low-flush toilets use 1.6 gallons per flush while older toilets can use as much as 3.5 to 7 gallons per flush.
Sure, taking shorter showers is one easy solution, but there are many more – especially in older homes. For example, installing a hot water recirculating pump, which we recently did, can help.
Now with the hot water recirculation pump installed, it reduces the wait time for the hot water to about 25 seconds.
The study involved 1,188 households across the U.S. and Canada and tracked how much water they used. The "end uses" included toilets, showers, washing machines, faucets, lawn water-
Tip: Replace water-wasting toilets with a WaterSense labeled model. They use 1.28 gallons per flush or less, are certified to be high performing and can reduce the amount of water a family uses for toilets by 20 to 60 percent.
Tip: Check for leaky toilets. A running toilet can waste about 200 gallons
every day.
Faucets
Tip: Turn off the tap while brushing your teeth or shaving to save more than 200 gallons of water per month.
A bathroom faucet generally runs at 2 gallons per minute.
Washing Machines
In the REUWS, the average household did about one load of laundry per day.
ing and more.
The pumps cost about $1,500 for parts and installation. They can be installed on a conventional water heater as well as a tankless one in a day or less.
My family lives in a two-story home and it would take 2 to 2½ minutes for hot water to get to our upstairs showers. It was frustrating watching all the cold water go to waste. We calculated we were losing about 2 gallons of water a minute.
With a family of six, we will now save over 8,000 gallons of water a year.
Saving 8,000 gallons of water a year may sound impressive, but when you realize that the average American family of four uses 146,000 gallons of water per year or 400 gallons per day, it puts it into perspective that there is a lot more we all can do.
"Many new 1.6 per gallon toilets don't work and take multiple flushes, defeating the purpose, so it is important to find ones that work without multiple flushes," Suit said.
Aaron Suit with Aaron Suit Plumbing, Inc. said he has been installing a lot of recirculation pumps in the Palisades as homeowners realize how much water it can save them. Suit added that another way to save water is to change your toilets.
Tip: Wash only full loads of laundry or use the appropriate water level or load size selection on the washing machine.
According to the study, there's one room in single-family residences that uses the most water – the bathroom. Did you know that your toilet alone can account for 27 percent of your home's total water consumption?
Tip: Invest in a high– efficiency washing machine. Traditional models use 27 to 54 gallons of water per load; water- and energy-conserving models use less than 27 gallons per load.
Outdoors
Tip: Sweep driveways, sidewalks, and steps rather than hosing off.
Of the estimated 29 billion gallons of water used daily by households in the United States, nearly 7 billion gallons, or 30 percent, are devoted to outdoor water use, according to the EPA. In the hot summer months, or in dry climates, a household's outdoor water use can be as high as 70 percent.
Tip: Wash the car with water from a bucket, or consider using a commercial car wash that recycles water.
Tip: If you have a pool, use a cover to reduce evaporation when the pool is not being used.
The study shows that individuals use nearly 70 gallons of water indoors per day. Here are some tips from the EPA to help you lower that number.
Showers
Tip: Replace showerheads with WaterSense labeled models. Replacing just one showerhead can save the average family 2,900 gallons of water. Typically, showers use less water than baths as long as you aren't taking extra long showers.
In the REUWS, the average shower lasted just over 8 minutes and used 17.2 gallons of water. The average flow rate for showers in the REUWS was 2.2 gallons per minute.
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by Michael Grose - No. 1 parenting educator
Is your teenager sleep-deprived?
Sleep research has shown that the brain practises what it has learned during the day when a young person is asleep. So sufficient sleep consolidates past learning as well as keeps a young person fresh to maximise their future learning.
Many teenagers today are sleep deprived because they don't get enough sleep. They need between nine and 10 hours sleep each night, yet most get about seven or eight hours sleep. Some get less.
Sleep deprivation is akin to jet lag, where they don't function at their optimum.
The sleep-wake cycle for teenagers is delayed by up to two hours. That is, they are sleepy later and awake later than when they were children.
Most teens secrete melatonin, which makes them sleepy, around 11.00pm, which makes the time before then a sleepless zone. Children secrete melatonin far earlier than this.
Cortisol, the chemical that wakes them up, is secreted at 8.15am for many teens. It seems the teen brain wants to be asleep just when most have woken up.
One US study found that 20% of teens were asleep in class in the morning, which had catastrophic effects on learning. As a result a number of high schools have delayed the start of school time to accommodate the teen sleep-wake cycle. This enables teens not only to get more sleep but to be at their best (or at least awake) when they are at school.
The results were startling and immediate, including better learning, better behaviour, less fights and fewer kids dropping out of school.
Sleep maximises brain growth, which occurs during adolescence.
Sleep also consolidates learning. Sleep research has shown that the brain practises what it has learned during the day when a young person is asleep. So sufficient sleep consolidates past learning as well as keeps a young person fresh to maximise their future learning.
Sleep experts have noted that children who develop good sleep patterns tend to carry these into adolescence.
Good sleep habits include:
1. Regular bed-times. Kids may fight this, but be regular during the week and let kids stay up a little later on weekends.
2. Have a wind-down time of up to 45 minutes prior to bed. This includes, removing TV and other stimuli, calming children down, and limiting food intake (and caffeine for teens).
3. An established bed-time routine that makes the brain associate behaviours such as cleaning your teeth and reading in bed with sleep.
4. Keeping bedrooms for sleep and not for TV. Bedrooms that resemble caves seem to be recommended.
5. Maximising the three sleep cues of: darkness (cave-like bedroom), lowering body temperature (baths can be good for this) and melatonin (work within their cycle).
Better knowledge of the biology of sleep and of sleep patterns, as well as instigating good habits, will go a long way to helping kids and teens get a good night's sleep.
Sleep tips for teens
1. Allow them to catch up on lost sleep during the weekends.
2. Help your young person schedule their after school activities to free up more time for rest.
3. Discuss ways to limit stimulating activities such as television and computer around bedtime. Encourage restful activities such as reading.
4. Afternoon naps are good ways to recharge their batteries.
5. Make sure they go to bed early each Sunday night to prepare for the coming week.
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2014 Michael Grose
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