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Salt Spring Island Parish and Home
OCTOBER, 1899.
Lovely weather all through September.
It is reported that Mrs. Worg is raising money in England towards an organ for the church at Plumper Pass.
A very well attended meeting of the Farmers' Institute was held at the Hall, Pender Island, on the 1st ult.
His Lordship, the Bishop of Columbia, paid an informal, friendly visit to the Island the first week in September. On Saturday there was an afternoon reception at Mr. Wilson's house, and on Monday a picnic party at Fulford Harbour; and on Sunday the Bishop preached at both churches, and administered the Holy Communion at St. Mark's.
Home Sunday School.—October 15th to November 12th (5 weeks).—Exodus, chapters I. to VII.
First class: (1) How did Pharaoh treat the Israelites? (2) Name Moses' father and mother. (3) Why did Moses flee from Egypt? (4) What was Moses doing when God first called him? (5) Why was Aaron sent to help Moses? (7) Who was Zipporah? (8) By what name was God known to the Israelites? (9) How many plagues were sent upon Pharaoh? (10) What was the first plague? Second class: (11) Why was the infant Moses hidden by his mother? (12) What did Moses' sister do? (13) Where was Moses brought up? (14) What happened at Horeb? (15) Who was Jetro? Third class: (16) How was the baby, Moses, saved from being killed? (17) What hard work did the Israelites have to do? (18) Why did Moses kill an Egyptian? (19) Tell about the Burning Bush. (20) What did God tell Moses and Aaron to do?
Our Annual Exhibition, which took place on Wednesday, September 16th, is generally admitted to have been a great success this year. The weather was all that could be desired, the attendance was large and the show of fruit, vegetables, farm produce, etc., exceedingly good. The part of the hall allotted to ladies' work was well filled up and some very pretty things were shown. A new feature was the presence of a detachment of pupils and their teachers from the Indian Industrial School on Kuper Island; they exhibited some very tasty work, and enlivened the proceedings with their brass band. Outside the hall, the show of live stock was not so large as might be wished; neither swine nor sheep were very much in evidence. Of horses and cattle there was a fair number, also poultry. The riding and driving competitions excited considerable interest; but another year there should be a better programme of sports to fill up the time.
Mr. H. Stevens also had a serious fall from the top of a load of oat hay on the 14th ult.; he came down on some stones, and was considerably bruised and shaken up, but we hope will soon be all right again.
Mr. William Cotsford, of the North End, was last month presented with the medal of the Royal Canadian Humane Society, at the Drill Hall, Victoria, for having on the 24th of May saved the life, at the risk of his own, of a young fellow named Donald Mackay. A gale was blowing at the time, and it was with difficulty that both rescued and rescuer were recovered.
Mr. Frank Scott met with what might have been a very serious accident on the 8th ult. He was removing the scaffolding of his new barn, after shingling, when suddenly it gave way, and he was precipitated twenty feet to the ground. He was rendered insensible by the fall, but happily no bones were broken, and he is able now to be about again.
Harvest Thanksgiving service was held in St. Mark's Church on Sunday, September 17th. Some very fine fruit and vegetables adorned the church, which was afterwards collected and forwarded to the Protestant Orphans' Home. The singing was very bright and full toned, the choir seats in the chancel being occupied for the first time. Thanksgiving service is to be held at St. Mary's Church, Sunday, October 1st.
Home Sunday School.—The marks for the past year have been counted. In the first class Bertie Raines stands first, Mary McFadden second; in the second class, (1) Mary Walter, (2) Alvin Raines; in the third class (1) May Raines, (2) Arthur Raines. Either of these prize winners may, if they wish, compete also for the Diocesan prizes, the examination papers for which will be issued in a few weeks. Our Home Sunday School is starting now on its fourth year, and we hope there will be a large increase in the number of scholars. Steps will be taken to have some suitable children's magazine supplied to the members. We want as many little children as possible to join the third class. They will not be required to write out their answers this year, but simply to answer a few questions. Please note that, throughout the year, children of the 1st class are expected to write out answers, with chapter and verse, to all the questions given; children of the 2nd class to all the 2nd and 3rd class questions. The 1st class is expected to learn the whole of the Church Catechism; the 2nd class to the end of the Commandments; the 3rd class the Lord's Prayer and the Creed. | 1,960 | 1,165 | {
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Almost everyone has moles, a type of skin growth that's usually harmless but in rare cases can become cancerous.
Known medically as nevi, they form when melanocytes, a cell type found mainly in the skin, grow in clusters. Melanocytes produce the natural pigment melanin, the substance that darkens your skin after exposure to the sun.
"A mole can be seen as an unsuccessful attempt by the skin to protect itself from light rays," says Dr. Christoffer Gebhardt, deputy director of the Department of Dermatology and Venereology at Hamburg-Eppendorf Medical Center in Germany.
As the most common type of benign skin growth, moles come in various colors, shapes and sizes. Typically brown, they can also be tan, black, red, blue or pink. Most are oval or round and less than 6 millimeters in diameter. They can be smooth, wrinkled, flat or raised, and may have hair growing from them. Moles can be either congenital or acquired. The exact cause of the former is unclear. Acquired moles, which generally appear in childhood or adolescence, are caused by a combination of genetic predisposition and exposure to ultraviolet (UV) radiation from the sun.
So-called age spots, sometimes called liver spots, are also caused by prolonged exposure to UV radiation. They're harmless.
Since a mole can become cancerous, you should be examined by a dermatologist annually if you have a mole that looks unusual, grows or changes.
"Statistically, only one in 10,000 moles develop into malignant melanoma – skin cancer, in other words," says Gebhardt, adding that the more moles you have, the greater your cancer risk.
"If you have more than 50 moles, you're five times more likely to develop skin cancer, and you're 10 times more likely if you have more than 100," Gebhardt says. "You're also at significantly higher risk if a first-degree relative – a parent or sibling – has developed skin cancer."
It can be difficult to decide whether a skin growth looks suspicious or not. But as dermatologist Dr. Katharina Schuerings points out, "The ABCDE guide is an important self-examination tool that can help you assess moles."
A is for asymmetrical shape. B is for a border that's irregular. C is for a color that has changed or is uneven; the more colors a mole has, the more suspicious it is. D is for a diameter of more than 6 millimeters. E is for evolving – a mole that has changed in size, shape, color or height, or starts to itch or bleed.
If you have a mole that seems suspicious or any skin growth that you're uncertain of, you should see a dermatologist. When detected and treated early, skin cancer can usually be cured. A cancerous mole will need to be surgically removed.
Sometimes moles are removed for aesthetic reasons or because they're located in places where they cause irritation, for example under a bra or in the area of the waistband. Schuerings notes, however, that scars on the torso – compared with those on the face – don't heal very well. | 1,184 | 653 | {
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1. Answer the following questions: 10×4=40
(a) (i) *Sailing to Byzantium* describes ‘the metaphorical journey of a man pursuing his own vision of eternal life’. Comment.
Or
(ii) Draw a sketch of Prufrock’s character as revealed in *The Love Song of J. Alfred Prufrock*.
(b) (i) Discuss Auden's *September 1, 1939* as a war poem.
Or
(ii) How is nature portrayed in the poem, *Fern Hill* by Dylan Thomas?
(c) (i) *An Introduction* is a poem about the poetess' search for identity. Discuss.
Or
(ii) Bring out the psychological crisis of the poet in the poem, *Still Another View of Grace*.
(d) (i) What is Whitman reflecting on, in the poem, *In Paths Untrodden*? How does he resolve it?
Or
(ii) What is the central idea of the poem, *Spring Pools*? Discuss.
2. Read the following passage and paraphrase it in your own words:
Perseverance is the very hinge of all virtues. On looking over the world, the cause of nine-tenths of the lamentable failures which occur in men's undertakings, and darken and degrade so much of their history, lies not in the want of talents, or the will to use them,
but in vacillating and desultory mode of using them, in flying from object to object, in staring away at each little disgust, and thus applying the force which might conquer any one difficulty to a series of difficulties, so large that no human force can conquer them. The smallest brook on earth, by continuing to run, has hollowed out for itself a considerable valley to flow in. Commend me therefore to the virtue of perseverance. Without it all the rest are little better than fairy gold, which glitters in your purse, but when taken to market proves to be slate or cinders.
Carlyle
★★★
1. Why did Yeats want to sail to the holy city of Byzantium?
2. What is Prufrock's Tragedy?
3. How did Ramanujan try to escape from his passion?
4. "Fit in. Oh, Belong, cried the categorizers." Who are the 'categorizers'? Why did they tell Das to fit in?
5. What was Auden's expression/opinion of the whole of Europe in September 1, 1939?
6. Briefly explain the theme of *Fern Hill*.
7. How does Frost describe the *Spring Pools*?
8. Why did Whitman forge ahead to explore the paths of untrodden? | 978 | 570 | {
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Being intentional about the formation of small groups supports how and what individuals and the group learn. Although random assignments can be efficient and effective, it is often helpful to consider group composition and sometimes student input ahead of time. Of course, there is no simple formula. Depending on the nature and structure of the task, time frame, and learning goals for you or your students, different factors will come into play. The checklist given here identifies eight factors to keep in mind when forming groups.
**How** Group formation is driven by the demands of the task. The first step is to consider whether a task is group worthy. The next is to identify what kinds of skills and roles the task requires. Use the following checklist if you want to consider further the composition of a small group.
**Group Formation Checklist**
**Size** As group size expands, the opportunity for each learner to share and negotiate ideas decreases. Groups of three can add a level of complexity that groups of two may lack. Groups of three to four learners are more likely to generate complex interactions and potentially constructive conflict. Group size is determined in part by the capacity of the group to engage in productive work and conversation and to negotiate conflict. Ideally, groups should be small enough for each person to track the ideas and contributions of others.
**Stability** If contributing to collective knowledge is the goal of group work, then relatively stable small groups will work well (though they can occasionally be mixed up). If your focus is individual learning, group stability over time becomes less important. Jigsaw grouping\(^2\) is a cooperative learning technique in which each student in a home group is responsible for specializing in one aspect of a learning unit. Students meet with members from other groups who are assigned the same aspect and, after mastering the material, they return to the home group to teach the others what they have learned. Jigsaw groups encourage students to take more responsibility for their learning and deepen their own understanding by teaching other students.
**Gender and Cultural Background** Gender and cultural background have a strong influence on how groups function and learn. Girls tend to prefer smaller groups than boys. Learners from diverse cultural backgrounds bring multiple perspectives that can enrich the conversation and expand students’ awareness and understanding of different points of view.
Student Interests and Competencies Students’ engagement in the topic influences their commitment to a task. Depending on the topic and the learning goals, consider bringing together learners with shared or complementary interests. Grouping students together with different (but not too different) levels of ability supports the learning of all group members. Depending on the task, you may want to include a range of competencies such as writing, drawing, math, facilitation, and leadership skills. Try putting together more verbal students with students who are more action oriented.
Friendship Sometimes friends work well in a group; sometimes they distract each other. Friendship can provide confidence in the face of novelty. Although friends may be more apt to disagree with each other than students who are not friends, the disagreements are also less likely to disturb the relationship and easier to resolve. Friends can also provide an especially attentive audience for work presented by their peers. Students who have been in multiple classes together are often skilled at drawing on each other’s competencies (e.g., they know who is strong in math, art, facilitation, and so on).
Student Input Involving students in the formation of small groups can increase their commitment to the work and the group. There is a difference between asking, “With whom do you want to be?” and “With whom do you learn the best?” You can request student input as one consideration but still make the final decision yourself or with one or more students. Students may surprise you with the thoughtfulness of their suggestions. Feel free to share some or all of these considerations with students.
Variations and Extensions
- Along with students, develop a set of norms for the group (e.g., monitor your airtime; it is OK to disagree; equal participation). Ask pairs of students to serve as norm guardians from time to time to assess how the norms are working.
- Experiment with different kinds of groups as a way to learn more about students and forming more productive groupings. For example, create groups that are single sex or mixed sex, group together quiet children, put students of mixed ability into groups of four or fewer, or put students in a group with at least one other person with whom they work well.
- Facilitate a conversation with your students seeking their thoughts about different aspects of small-group formation such as friends, size, student input, and so on.
- Introduce or develop a rubric with students to assess individual and group work.
- Occasionally ask students to track their participation in small groups and analyze the results.
If You Only Have Five Minutes . . .
- Debrief after small-group work by asking learners to identify one thing that worked well and one thing they need to work on. | 1,989 | 996 | {
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Imagine a city centre where street lights are not only smart, turning themselves off when nobody is there, but also provide atmosphere, changing colour according to residents' preferences. That city already exists (almost). On Friday, Dutch city Eindhoven will introduce a city-lighting system that's both sustainable and fun.
"We want to make Eindhoven as comfortable as possible for every resident", says the city's lighting project manager Rik van Stiphout. "We're still investing in regular lighting as well, but our new LED lighting system can be controlled by computers, which means that each streetlight can be controlled individually."
That means that a street lantern can switch on and off depending on how busy the street is: if nobody is there, they dim, but as soon as a car, bike or pedestrian approaches, they turn themselves on and accompany the vehicle or person on his way. "They can even remember your regular walks", explains van Stiphout. "For example, if you have a regular walk with your dog, the lights will even guide you."
LED street lights, already in use in several dozen cities around the world, though in a less innovative fashion than in Eindhoven, save energy costs compared to regular street lights, though the up-front cost is more expensive. Of course, having street lights that automatically switch themselves off when the street is empty further reduces costs and CO2 emissions.
Twilight, a startup based in the Dutch university city of Groningen, offers similar light systems with dimming lights that turn themselves on as residents move about. They're now being implemented in German, Irish and Dutch cities.
"Having street lights automatically dim when nobody is around wouldn't have been possible five years ago", notes CEO Chintan Shah. "You need a combination of wireless and sensors."
European and American cities, Shah adds, are usually quite empty after 10pm, yet providing light to those on them remains essential for security. Both in Eindhoven's new
initiative and in the cities working with Twilight, the street lights provide a small glow to empty streets, giving residents the feeling that the street is fully illuminated, while in reality the lights only turn on fully as a person approaches.
On 14 March, Eindhoven will switch on its first batch of computer-controlled LED lights. "All the lights contain colour, though that doesn't mean that we're creating completely blue streets or anything like that", says Serge van den Berg of the energy sustainability firm Het Energie Bureau, who's in charge of the light installation. "But we're adding a bit of green and blue to enhance residents' feeling of well-being."
The setup also means the street lanterns can be adapted to fit the weather, even flashing red to warn residents of approaching storms or floods. But they can also be remotely adjusted - using wireless technology - down to areas as small as a street or a corner of a city square in order to provide a particular ambience to that area. An Italian restaurant will, for example, be able to adjust the street lanterns around it to create a more Italian atmosphere, and residents will be able to decide their respective streets' illumination look, initially for a couple of hours each night. "Residents are the real customers of light, and we tend to forget that", explains van den Berg. "A sustainable environment is one that's not just energy-efficient but also one where people enjoy being."
Using street illumination in yet another shape, Eindhoven has even installed illuminated pedestrian crossings, where sensor-equipped white stripes illuminate to tell pedestrians it's safe to cross. Twilight has a similar solution.
The Dutch artist Daan Roosegaarde, meanwhile, has created an innovative plan for highway illumination, making the dreary sector seem like fertile ground for sustainable innovation. His Smart Highway, currently in a pilot phase in the Netherlands, features giant snowflakes and flowers that, painted in illuminating paint onto the road surface, light up to tell drivers the outside temperature and provide interactive traffic directions. There's even a lane that automatically recharges electric cars.
Other concepts include highway roadside lights resembling white flowers that automatically turn themselves on as a car approaches. "Roads are often pushed aside and treated like junk space, but when you look at a city, you notice the roads, not the cars", Roosegaarde tells Guardian Sustainable Business. "I'm a hippie with a business plan. My goal is to make sustainable roads, where the connection between the car and the road is more intrinsic."
Being accompanied by shining snowflakes on long drives, and arriving in a city bathing in a cosy orange gleam, does sound rather appealing.
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The Netherlands
The fishing fleet in the port of Dunkirk, France, 1920s.
The children of the poor, 1900s
The photograph shows a group of people, likely in traditional Dutch attire, gathered outdoors near a house with a thatched roof. The individuals appear to be engaged in conversation or a social activity. The setting suggests a rural or village environment, and the clothing style indicates a historical period, possibly the late 19th or early 20th century.
The Dutch people have a long history of living in close-knit communities, and their culture is deeply rooted in their traditions and customs. The Dutch are known for their hard work, diligence, and sense of community. They value education and are proud of their achievements in science, technology, and the arts. The Dutch are also known for their love of nature and their commitment to preserving the environment.
The image shows a scene with two men in a boat, one standing on the shore. In the background, there is a windmill and a flock of sheep grazing in a field. The setting appears to be rural, possibly in a European countryside.
The Dutch people in their traditional clothing.
The image shows a group of people in a small boat on a body of water, with one person standing outside the boat holding a long pole or oar. The setting appears to be rural, with grassy banks and some structures in the background. The individuals in the boat seem to be engaged in an activity that involves the use of the pole, possibly for propulsion or steering. The overall scene suggests a traditional or historical context, given the style of clothing and the method of transportation.
The film is a silent comedy that follows the adventures of two men, one of whom is a fisherman and the other a sailor. The fisherman, played by Buster Keaton, is a skilled skater who uses his ice skating skills to outsmart the sailor, played by Roscoe Arbuckle. The sailor, who is also a skilled skater, tries to outdo the fisherman but ends up falling into the water. The film is a classic example of slapstick comedy and features many physical gags and pratfalls. The film was released in 1923 and has since become a cult classic.
The Netherlands, 1900s
A family stands in front of their home, dressed in traditional Dutch clothing. The woman and child wear white bonnets, while the man wears a dark jacket. A bicycle is parked nearby.
The image shows three individuals standing in front of a row of houses with red-tiled roofs. They are dressed in traditional clothing, which includes dark-colored coats and hats. The setting appears to be a residential area, possibly in a rural or small-town environment. The individuals seem to be posing for the photograph, and the overall atmosphere suggests a historical or cultural context.
Volanders. Het schaakbordgesprek.
Dance in traditional Dutch clothing, possibly from the Netherlands.
HOLLAND-DORDT
VAN 1859
CAFE MASTENBROEK BILLARD
The image shows a group of sailboats docked at a harbor, with one small boat in the foreground being rowed by two people. The scene is set on a body of water, likely a lake or sea, and the sky appears overcast. The sailboats vary in size and design, suggesting a mix of recreational and possibly commercial vessels. The overall atmosphere is calm and serene, typical of a quiet day at the harbor.
The Dutch people have a long history of using wooden toys, and they have been making them for centuries. The Dutch are known for their craftsmanship and attention to detail, which is evident in their wooden toys. These toys are often made from high-quality wood and are designed to be durable and long-lasting. The Dutch also have a strong tradition of storytelling, and many of their wooden toys come with stories or instructions on how to play with them. This has helped to keep the tradition of wooden toys alive and thriving in the Netherlands.
The Netherlands
The photograph captures a moment in time, showcasing the daily life and interactions of people in a street setting. The individuals are engaged in various activities, with some standing near a building, possibly engaging in conversation or observing something of interest. The presence of children adds a sense of community and everyday life. The overall scene reflects a slice of life from a bygone era, offering a glimpse into the past and the social dynamics of that time.
The photograph shows three individuals in a public setting, possibly at an outdoor market or fair. The person on the left is wearing a patterned dress with a long skirt and carrying a handbag. The individual in the middle appears to be smoking a pipe and is dressed in a suit. The person on the right is seated and wearing traditional attire, including a head covering and a long, flowing garment. The background includes a sign that reads "FOTOGRAAF," indicating the presence of a photographer or photography service. The overall scene suggests a casual, social interaction in a public space.
The Dutch have a long history of maritime trade and exploration, which has shaped their culture and economy. The Netherlands is known for its canals, windmills, and tulip fields, but it also has a rich maritime heritage. The Dutch have been involved in shipping, fishing, and trade for centuries, and their ships have sailed to every corner of the world. Today, the Dutch continue to be a major player in international trade and shipping, and their maritime industry remains an important part of their economy.
1910
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My Teacher Wears a Mask
Today...
My Teacher Wore A Mask
Is she playing dress up?
No, it is a special mask to keep her healthy.
Masks help keep us safe from germs so we won’t get sick.
Sometimes masks are scary, but not this mask. My teacher is safe. I am safe when I’m with her.
I like the way my teacher smiles at me.
Today the mask covered her mouth. I couldn’t see her smile.
But look, I can see her smile with her eyes.
I like seeing her eyes smile.
Sometimes I want to pull the mask off so I can see her whole face.
But I will help her keep it on so we stay safe.
I saw another teacher wear a mask today.
He helps keep us safe too.
I am glad my teacher keeps us safe.
• Sit with a child in front of a mirror. Let them practice holding the mask in front of their face. When they take it down, say something like ‘Look, its still you (insert child name.)’
• Practice seeing and feeling smiling eyes. Put your fingers on your cheekbones and feel how they move when you smile. Help the children to do the same. Help children look in a mirror and see how their eyes change when they smile.
• With older preschoolers, play ‘feelings charade’. See how many emotions children can identify with a mask on. Sad? Surprised? Happy? Worried?
Teachers can use an intentional connecting ritual with infants, toddlers and young preschoolers too. This activity lets children know ‘I am still me’ even with a mask on.
1. Teacher begin ritual with 3 breaths so teacher is completely composed before beginning ritual.
2. I see _______ (cover eyes, then uncover eyes and say child's name)
3. You see Ms/Mr _______ (point to self, say name and smile)
4. I see _______ (cover eyes, then uncover eyes and say child's name)
5. You see Ms/Mr _______ (point to self, say name and smile)
6. I'm wearing a mask to keep you safe (point to child)
7. You're safe (breathe)
8. I'm wearing a mask to keep me safe (point to self)
9. I'm safe (breathe)
10. Hello, Ms/Mr _____ (say name). Hello _____ (child's name)
11. We're safe! (breathe)
CUT-OUT MASK FOR ACTIVITIES
My Teacher Wears A Mask
© 2020
Written by: Nikki Edge, Melissa Sutton, Kim Whitman, and Leslie Corbell
Design by: Mark Currey
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Part XXII
Orbifolds
The goal for this lesson is to fold up wallpaper patterns into orbifolds and study their curvature.
Folding up wallpaper patterns
Imagine folding a wallpaper pattern along mirror lines and rolling it up at rotation points so that all points on the paper with the same pattern are glued together, or identified as a single point. This resulting glued up object is called an orbifold. For example, the orbifold corresponding to this pattern looks like a cone with a corner.
Pick a wallpaper pattern and find its orbifold.
- Roll your pattern around gyration points to create cone points.
- Fold your pattern along mirror lines to create boundary edges. (If folding makes the paper too thick, you can just cut along mirror lines instead.)
- Sometimes it is easiest to start with a fundamental domain and glue (or tape) together the edges that have the same part of the pattern on them.
Calculate the total curvature of your orbifold.
Curvature at gyroscope and kaleidoscope points
If a wallpaper pattern has a gyration point of order $n$, what will the curvature be at the resulting cone point?
If a wallpaper pattern has a kaleidoscope point with $n$ mirrors, what will the curvature be at the resulting boundary corner?
Total curvature of wallpaper orbifolds
- Is it possible to have an orbifold with total curvature -720 degrees? Total curvature -360 degrees?
- What numbers could be possible for the total curvature of an orbifold made from a wallpaper pattern?
Topology of wallpaper orbifolds
- What numbers are possible for the Euler number of an orbifold made from a wallpaper pattern?
- What topological surfaces are possible for the underlying topology of an orbifold made from a wallpaper pattern?
Non-orientable orbifolds
Consider the orbifolds that we have made that are non-orientable. What do their wallpaper patterns have in common?
What is the relationship between reflections, glide reflections, and non-orientable orbifolds?
More examples for building orbifolds
Identify the orbifold signature. Ignore color. Hint: three signatures appear twice.
1. For two of the patterns on the previous page of patterns, do the following:
- Describe its orbifold (e.g., a sphere with cone points or a disk with corners, or a disk with corners and a cone point, or a Möbius band, etc.).
- Take a picture of the orbifold or draw a careful sketch, or draw its gluing diagram (handy for those that are difficult to build because they are projective planes or the like).
- Calculate its curvature based on its Euler number.
- Calculate its curvature from "first principles" by finding the angle defect at each cone point and corner. Show work. (You should get the same answer as the previous answer.) | 1,171 | 579 | {
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Quick Guide: Using Moby from Home
Navigating MobyMax
1. **Subject Library**
This is where you'll find all the MobyMax learning subjects available to your child. From this screen, they can simply click on any of the icons to launch a new lesson or placement test.
2. **Assignments**
This is where you'll find any lessons that have already been assigned by the teacher. This is the best place to start — if you don't see anything here, it means you and your child are free to choose your own learning path from the library tab.
3. **Fun & Games**
Students can come here to cash in hard-earned game time, see the rewards they've won, and check in on their progress and growth.
4. **Communication**
Check here for announcements and tasks from your child's teacher, or use the MobyMax Messenger to send the teacher a message.
5. **Customization**
Students can click here to customize their MobyMax experience. They can change the color theme and add or create new friends to accompany them on their Moby journey.
There are all kinds of options in MobyMax, but which ones should your child be focusing on?
The first step is to check the Assignments tab — if your child’s teacher has assigned one or more lessons, those should be the top priority.
Once assigned work is completed (or if your child didn’t have any assignments to begin with), head back over to the library tab. You can’t go wrong with any of these subjects, but some make for better starting points than others. When in doubt, we recommend choosing from this list:
- Math
- Language
- Foundational Reading
- Writing Workshop
- Science
- Social Studies
Starts with a placement test to ensure your child is working at the correct level!
Quick Guide: Using Moby from Home
Lessons in MobyMax
Once you’ve launched a lesson or placement test, you’re pretty much good to go! Most lessons start with a brief instructional video before progressing to increasingly more challenging questions to test your knowledge.
Audio is an important part of the Moby experience. Make sure your volume is turned up or put on a set of headphones. If you aren’t hearing everything, check the sound settings in the drop-down menu.
For more complicated problems, feel free to use the Moby scratch pad to work through multiple steps.
If you’re stuck on a concept, grab a hint here or click the video icon to watch the introduction again for a refresher.
Keep an eye on the progress bar — this will show you how far you’ve come and how many problems you have left until the end of the lesson. If you need to step away from your lesson, we’ll automatically save your progress so you can pick up right where you left off the next time you launch the subject.
When the lesson is complete, you’ll see a screen like this with your results and all the rewards you earned along the way.
Learning is a collaborative experience, and no one is more important to your child’s education than you. Here’s how you can access the MobyMax parent portal to see detailed information about the progress your child is making, broken down by subject matter.
• Go to www.mobymax.com/signin.
• Select the AS A PARENT tab.
• Search for your child’s school (double-check the city and state to make sure it’s the right one).
• Log in using **your child’s** username and password.
From here, you can see where your child is spending time in the program, track their grade-level growth, and view completed and upcoming lessons. Click on any of the subject icons at the top of the screen for a deeper dive.
**Need Help?**
Moby has you covered. We always recommend starting with your child’s teacher first, but if that doesn’t work, we’re standing by to support you in a variety of ways, including:
• Visit our online Help Center at https://support.mobymax.com
• Give us a call at (888) 793-8331
• Email any questions to email@example.com
• Click the Chat with us button at the bottom of the screen to initiate a conversation with a MobyMax expert. Please note that the button will only appear if an agent is available to chat with you.
MobyMax support is available from 7:00 am - 6:00 pm Eastern Standard Time, Monday-Friday (except for holidays). | 1,680 | 922 | {
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Can you find these bugs?
Equipment Clear container to collect your bugs in, a small paint brush and a magnifying glass.
Once you have found a bug place it carefully in your container using the brush. Use a magnifying glass to examine the bug.
When you are out in the park look out for bugs in shrubs, hedges, climbing plants such as ivy, flowers, long grass, in fallen leaves and the base of trees. Turn over decaying wood, rocks, soil, on the ground in woodlands.
Be gentle with all the animals and don’t leave them in the sun. Draw or write what you find in the boxes
TIP!
Take a camera and keep a record of what you find.
LENGTH Short
AGE 3-103
WHERE Any park or green space but particularly those with rivers, woodlands, big trees, or wild flower meadows
Can you find these animal houses...
animal holes
spider webs
underneath logs
up in the trees
bird boxes
bat boxes
on leaves
in soil
bitten or eaten
tree bark
nests
anything else?
As you walk in the park look for houses and habitats that animals have made. Look for different houses that you find on the path and add your own if you find any more. Draw or write what you find in the boxes.
TIP!
Can you name the animals who live in the house? Take a magnifying glass with you for a closer look. You could also take a camera to record what you find.
Be artistic in the park using the materials that you find around you. Don’t forget to take a photo to record your masterpiece and leave your work for others to enjoy.
Use a patch of grass as your canvas and make pictures from leaves, twigs and rocks. Your collage could be a bird, a person, an animal or something abstract or imaginary.
In the late afternoon you can also use shadows to make interesting images. Decorate a bench or a wall so that the shadow is your work of art.
Take some sticky back plastic sheets with you and collect leaves, tiny twigs and the petals of flowers to create a picture which can be stuck onto a sheet of paper or a blank postcard once you have finished.
Take some paper and wax crayons with you, place a leaf under the paper and rub the surface with a wax crayon. You can then make the rubbing into animals real or imaginary. Smooth aluminium foil over a leaf with a pen or pencil and then cut them out when you get home.
Take a notebook and pencils or pastels with you and draw still life pictures of objects that you find on your walk.
Go on an adventure to look for the superheroes who live in parks.
You could take some props with you or just use your imagination.
As you walk discuss amongst yourselves where in the park you think that a superhero might live?
What would they eat? What is their name and is there only one superhero in the park or are they everywhere?
What would a superhero do in a park when they are not busy being a hero? Who would they save, maybe someone in the park or an imaginary person?
What would their adventure be? Are you involved? How would the story end? Try and use as many things in the park that you can to create an imaginative story.
You could try and act out the story using your props and things that you find in the park.
Can you hear...
Close your eyes and listen to what you can hear around you. Tick or draw what makes the sounds as you hear them. You could make a recording of the sounds that you hear and play it back.
TIP!
Do the sounds vary if you do the walk at different times of the day or year? Or in different parts of the park?
Can you find something...
Look for plants in the park that match the words on the path.
If you are with younger children you should warn them not to touch or eat anything.
You can do this as a family or individually. Write or draw what you find in the boxes
TIP!
Take a magnifying glass for a closer look. Can you identify the plant?
Take a camera to record your findings.
DISCOVERY WALKS FOR FAMILIES
WALK THIS WAY
SCAVENGER HUNT
LENGTH Short
AGE 3-103
WHERE Any park or green space
Can you find something...
tiny, huge, spiky, bendy, straight, smelly, beautiful, smooth, bright, colourful, anything else?
Look for objects in the park that match the words on the path. They could be man-made or natural. You can do this as a family or individually. Draw in what you find.
TIP!
Why not make it into a competition
- 1 mark for each answer
- 1 mark for each unusual or interesting answer
Why not do the same walk over several seasons or in different weathers and note the differences. A walk on a bright and sunny day can be very different to the same walk in an autumn mist.
Here are some ideas:
Keep a weather diary – record the temperature and weather on each walk
Take photographs or draw pictures so that you have a record
Keep a nature diary of what you see. For example, what were the trees doing – bare twigs, buds, green leaves or autumn colours and what birds were around. What flowers are there and when do they appear.
Go cloud spotting
Go for a walk in the mist, rain or snow as well as on bright sunny days.
Go for a muddy walk, a leafy walk, or a spring walk in the crisp spring air. You could see who can get the muddiest, who can collect the most unusual autumn leaves and who can see the first snow drops.
Can you find these shapes?
Look for objects of different shapes on your walk to the park and in the park. They could be man-made or natural. When you find a match name your object in the right box or draw it in.
TIP!
Why not make it into a competition
- 1 mark for each answer
- 1 mark for each unusual or interesting answer.
Take a camera to record what you find. Older children could look for 3D objects. | 1,986 | 1,276 | {
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| Cat | Pot |
|-----|-----|
| ca__ | po__ |
| Hat | Plane |
|-----|------|
| ha__ | je__ |
| Cup | Fan |
|-----|-----|
| cu__ | fa__ |
| Fox | Scarf | Spider |
|-----|-------|--------|
| fo__ | ca__ | sp__ |
| ma__ | we__ | b__ |
| do__ | su__ | h__ |
- Fox
- Scarf
- Spider
- Man
- Web
- Dog
- Sun
| Picture | Word to Complete |
|---------|-----------------|
| Chicken | hen |
| Face | frown |
| Sad | sad |
| Winner | win |
| Bag | bag |
| Scissors| cut |
| Letter | letter |
| Box | box |
| Word | Picture |
|------|--------|
| map | |
| farm | |
| van | |
| kind | |
| nap | |
| door | |
| run | |
| pig | |
Fill in the blanks with the correct letters to complete the words.
sun, soda, find, knot, dog, mat, egg, gas, puff, milk, pin
fan gas pot spoon
cat tap bell coffee
hat tap tub bonnet
| Well | Box |
|------|-----|
| we__ | bo__ |
| Bed | Bug |
|-----|-----|
| be__ | bu__ |
| Fox | Cap |
|-----|-----|
| fo__ | ca__ |
| Image | Word to Complete |
|-------|-----------------|
| ![Image] | to__ |
| ![Image] | cu__ |
| ![Image] | ba__ g__ |
| ![Image] | si__ l__ |
| ![Image] | x__ t__ |
| ![Image] | a__ m__ |
| ![Image] | h__ p__ |
| ![Image] | wi__ n__ |
| Submarine | Fuel can | Tadpoles |
|-----------|----------|----------|
| su__ | f__ | t__ |
| s__ | ga__ | s__ |
| | d__ | |
| Kissing couple | Mouse | Tadpoles |
|----------------|-------|----------|
| ki__ | ra__ | t__ |
| ff__ | m__ | g__ |
| | | |
| Jam jar | Xylophone | Hopscotch |
|---------|-----------|-----------|
| ja__ | x__ | h__ |
| l__ | m__ | p__ |
| | ne__ | t__ |
| Picture | Word to Complete |
|---------|-----------------|
| ![Foot] | le__s |
| ![Running] | jo__d |
| ![Thermometer] | ho__t |
| ![Sign] | u__m |
| ![Baseball Player] | hi__l |
| ![Dam] | da__m |
bus school guide
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SHELL ECO-MARATHON URBAN CONCEPT CAR
PROJECT OBJECTIVES
This project aims to build a functional, high-efficiency car powered by hydrogen fuel cell technology with the use of high-efficiency motors in a two-wheel-drive system. This prototype aims to provide an alternative to petrol-based vehicles to help Singapore cut down on pollution.
PROJECT SUMMARY
The Shell Eco-Marathon competition aims to create an ultra-energy-efficient electric vehicle that runs on cleaner energy sources, namely hydrogen fuel cells. The team participated in the Urban Concept category in 2021, where the cars need to have the same functionality as road-worthy cars while also being energy efficient.
The frame of the team's car is made of carbon fibre - a durable, flexible and lightweight material - that can withstand impacts caused by collisions while also minimising energy consumption due to its light weight. Additionally, high-efficiency motors (vs. standard motors used in normal vehicles) are used for the wheels of the car, further optimising energy use. The by-products of hydrogen fuel cells are water and heat as opposed to various pollutants produced by petrol-based vehicles, which is more environment-friendly. When mass-production becomes feasible, such carbon fibre frame cars with high-efficiency motors could cost much lower than regular road cars, providing more affordable private transport. A major impediment, however, is that while hydrogen is fairly common, the fuel cell requires pure hydrogen, which can be costly to produce with our current methods.
The team's fuel cell was developed from scratch in Temasek Polytechnic's Clean Energy Research Centre (CERC) to optimise the performance of the hydrogen fuel cell specially for the competition. Most competitors used commercially available fuel cells, which were not as efficient and optimised. The test results showed that the team's fuel cell was able to reach an efficiency rate of 55% or higher, as compared to commercial fuel cells which typically have an efficiency rate of 50% or higher.
PROJECT OUTCOMES
The team's Shell Eco-Marathon Urban Concept car managed to hit a top speed of 38km/h on flat terrain. In the virtual inspection category of the competition, the team managed to secure 4th place in the Asia Pacific region in 2021.
SHELL ECO-MARATHON URBAN CONCEPT CAR AND THE TEAM
Team Photo (from left to right): Ng Kai Hong (team leader), Ian Khoo, Danish Lai.
Team Photo (clockwise): Chng Tze Chen (steering the car), Ian Khoo, Vishanth Thuraisamy, Ng Kai Hong
PROJECT BY:
Ng Kai Hong
Ian Khoo Kay Wern
Danish Lai Guo Wen | 1,217 | 548 | {
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Introduction
• In 1950, there were only a few zooarchaeologists (Gifford-Gonzalez, 2018)
• Zooarchaeology is the study of animals remains, located in a specific archaeological area in questioned (Gifford-Gonzalez, 2018)
• Archaeologists debated how best to use the animal remains to study their past environment, and the relationship with humans
• These animal remains are used to document what indigenous people were eating
Methods
• Artifacts were collected from specific archeological locations and sent to the lab.
• Carefully using a toothbrush and water, each bone artifact was brush cleaned
• Artifacts were let dry for identification
• Pictures were taken, and a size chart was used (shown in the cards).
• Observation of the artifacts were collect and each bone was identified
Results
Fish
Gar
• This is not a specific part of the fish or a specific species of Gar
• The texture consists of long straight line or striations on the surface of the bone
Gar Vertebra
• Two different types of garfish.
• Florida Gar (opossumfish): Platycephalus & Longnose Gar
• Convex on back, convex on front side
Bowfin
• The progni are ribs
• Arms Calcar
• Bone structure is called basapophisis
Bowfin
• This is not a specific part of the fish
• The teeth inside the bone shows a tiny recessed bubble pattern
Sun Fish
• This is not a specific part of the fish
• The texture is a flat oval with a small bubble on the top, it is similar to the grinding plate, but different as grinding plates: bubbles are closer together
Stingray
• The bone structured like a barb with small spikes radiating down each side
Mullet Vertebrae
• Long & Thin
• Left & right side of the vertebra is bisected on both sides
Fish Spines
• Attach to the vertebra, giving fishes spiny shape
• It has teeth at the end
• Can be top attachment part or on the angle
Fish Skull
• Lace-like pattern
Shark
• Perfect disc
• “Cardioidalistic fish”
Fish Teeth
• The bottom part of the teeth/darker part is the teeth, and the inside of it is light
• The lighter part is the crown
• These specific fish cannot be identified.
Grinding Plates
• It looks like smooth balls, on the bottom, it’s hollow
• Used to grind up plants in the state of Florida
• Bone that comes from dogfish, chimaera, and sharks
Scales
• Cover the enamel-like coating
• Diamond or arrow-head shaped
Reptile
Jaw
• Long & Thin
• Holes where teeth are supposed to be
• Multiple pieces in Photo
Reptile vertebra
• Squarish shape
• Fractions of reptile vertebra shown
Alligator Scute
• Circular with a ridge down
• Like plate armor
Turtle
• Very light, pruas
• Broken edge will showcase porus pattern
Other
Crab
• Little horn-like structure
• White or off-white
• Crystalline shell look alike
Organic Residue
• Cooking fats mixed with charcoal
• Looks like clumps of dirt
• Dark
Bird Bone
• Hollow in the middle
References
Gifford-Gonzalez, D. (2018). An introduction to zooarchaeology. Spring. | 1,361 | 738 | {
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Chemistry Lecture #26: Shape of the s, p, d, and f orbitals.
Early models of the atom stated that electrons orbit the nucleus like planets orbiting the sun. This model is not correct. Electrons do not move around the nucleus in nice, circular paths. In fact, they move in random paths around the nucleus.
Why do electrons move in random paths? It has to do with the Heisenberg uncertainty principle. This states that you cannot know both the position and velocity of an object at the same time. The velocity of an object is its speed and direction.
To illustrate what this means, suppose we shoot electrons through a hole in the wall. The electrons pass through and hit a second wall. Assume we know the speed and direction of the electrons before it goes through the hole. If the hole is big, the electrons will just move straight through the hole.
Now suppose you have a friend with an active imagination. He says, "I know the electron passed through that big gap and went to the other side, but what happened when the electron entered the gap? Maybe it is possible that the electron started bouncing up, down, left and right, and then left the gap. We don't know where it was in that big gap before it left and hit the second wall."
You reply, "You're crazy! You can draw a straight line from where the electron started to where it ended up! But just to prove that we can pinpoint its position while it is in the gap, we'll narrow the gap and make it smaller."
So you narrow the gap and shoot electrons through it, and this is what happens:
Instead of landing in one spot, the electrons appeared to have changed direction while they were in the gap, and landed at different locations. The region where they landed has spread out.
You then decide to make the gap even smaller. Here's what happens when electrons are shot through an even smaller gap:
We see that the electrons spread out even more when the gap gets smaller! Thus, the smaller the gap (or the more we know about the electron’s location), the less we know about the direction it will take (or its velocity).
Conversely, when the gap is wide, we know less about the electron’s position, but it is more likely to keep the same direction or velocity, which means we know more about its velocity.
Although we cannot predict the direction an electron will take when it passes through a narrow gap, we can predict the probability that it will move in a certain direction.
Photons also behave like electrons when passing through a narrow gap. The diagram below shows the distribution of photons through a narrow gap. Most of the photons will go straight, a smaller number will move left and right, and an even smaller number will go further left and right.
We can’t predict which ones will go straight, left or right, but we know the percentage that will take a certain direction.
Below is a picture showing the light pattern made when photons pass through a narrow gap or slit.
Notice that most of the photons went straight to the center, and the number of photons that go left or right decreases as you move further from the center.
Thus, when placed in a confined space, we can predict the likelihood that a photon or an electron will move in a certain direction.
Why does the electron "choose" a certain direction? Why would it go left instead of right? WE DON'T KNOW! The best we can do is to predict the likelihood that it will choose a certain direction.
This bothered Albert Einstein, who said, "God does not play dice with the cosmos." Physicist Niels Bohr responded by saying something like, "Stop telling God what to do."
Anyway, an electron moving within the tiny, confined space of an atom will move in a random direction, so we’ll never know exactly where it is located. We can, however, express the probability of finding the electron at a certain location.
In fact; the s, p, d, and f energy sublevels have specific shapes that show where the electron is likely to be found.
Below is a picture of an s orbital. It is a sphere that surrounds the nucleus. This means that the electron can be found within the region of the sphere.
The shape of s orbitals is a sphere. Electrons can move anywhere within the sphere.
Below is a picture of the p orbitals. Remember that the p sublevel has 3 orbitals, so there are 3 orientations for the p orbitals.
Below is a picture of the d orbitals. Remember that the d sublevel has 5 orbitals, so there are 5 orientations for the d orbitals.
Finally, we have the shapes of the f orbitals. Remember that the f sublevel has 7 orbitals, so we have 7 shapes. | 1,651 | 983 | {
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Marvellous mini fields
This is a great group activity to help you tell your ‘farm to fork’ story by focusing on one square metre of a field. Construct a one square metre frame. Prepare your props and use them to talk about the seeds and other inputs, the farming process, timelines, what is produced and what it is used for – whether 11 pints of beer, 265 (37g) bags of Maltesers or 33 boxes of corn flakes! Once prepared it is simple and easy to use and always amazes visitors. You can create your own mini field stories about what you produce or tell mini field stories about whatever crop or livestock you like.
You will need
For each mini field you will need:
- A one metre square frame made out of wood, sticks, bamboo or plastic plumbing conduit and corner joints
- Farming and food props for each mini field story, for example, seed, fertiliser, spray, harvested crops, through to boxes of corn flakes, 37g bags of Maltesers, rapeseed oil, crisps and loaves of bread
- Mini field facts and figures for your chosen crop/s - either prepare your own facts or refer to the pre-prepared mini fields facts available in the activity section in ‘Open my farm’ at www.farmsunday.org
When and where to do this
This activity can be done in the field at the start or end of a tour. Adults and children will enjoy the challenge of guessing how many loaves of bread, boxes of cornflakes, 37g bags of Maltesers, bottles of oil etc can be produced out of a single square metre mini field. For more facts and figures of what can be produced out of a square metre mini field, visit the activity section in ‘Open my farm’ at www.farmsunday.org and in the activity section in Things to do at www.letnaturefeedyoursenses.org
Example mini field facts for: Winter Wheat
Inputs:
- Seed: 300 seeds
- Pesticide/spray: 1.5ml
- PK Fertiliser (0.24.24): 30g
- Nitrogen fertiliser (AN): 58g
Outputs:
- Wheat: 1kg
- Gives 800g flour
- 1 large loaf of bread
Suggested messages
- Many ingredients in processed food are produced on UK farms
- Farmers produce our food with care for the environment following LEAF’s sustainable farming principles
- Many farmers in the UK are LEAF Marque certified – this means they are growing food with environmental care
- The choices we make when we buy our food has a direct effect on the countryside
This activity was developed as part of the Let Nature Feed Your Senses project run by LEAF and The Sensory Trust with funding from The Big Lottery Fund www.letnaturefeedyoursenses.org. Grateful thanks to David Jones for supplying the mini fields facts. | 1,118 | 608 | {
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Produced by the United States Geological Survey
Compiled from USGS 1:24,000-scale topographic maps dated 1958–1980. Planimetry revised from aerial photography, ground control points and reference data. Revised information no field checked.
Map edition 1986
Projection and 10,000-meter grid, zone 14 Universal Transverse Mercator
150,000-meter grid, Texas coordinate system, north central zone. 1927 North American Datum
To place map in true position on the ground, move the projection lines 11 meters south and 25 meters east.
There may be private holdings within the boundaries of the National or State reservations shown on this map.
NATIONAL GEODETIC VERTICAL DATUM OF 1929
ELEVATIONS SHOWN TO THE NEAREST METER
THIS MAY COMPLY WITH NATIONAL MAP ACCURACY STANDARDS
CONVERSION TABLE
| Meters | Feet |
|--------|--------|
| 1 | 3.281 |
| 2 | 6.562 |
| 3 | 9.843 |
| 4 | 13.124 |
| 5 | 16.404 |
| 6 | 19.685 |
| 7 | 22.966 |
| 8 | 26.247 |
| 9 | 29.528 |
| 10 | 32.808 |
To convert meters to feet multiply by 3.2808
To convert feet to meters multiply by .3048
DECLINATION DIAGRAM
| | |
|--------|--------|
| 1 | 2 |
| 3 | 4 |
| 5 | 6 |
| 7 | 8 |
UTM grid convergence
1. 0° 0' 0"
2. 0° 0' 0"
3. 0° 0' 0"
4. 0° 0' 0"
5. 0° 0' 0"
6. 0° 0' 0"
7. 0° 0' 0"
8. 0° 0' 0"
Aligning Maps
1. Mt. Kinney
2. Mt. Kinney
3. Mt. Kinney
4. Bull Worth
5. Bull Worth
6. Bull Worth
7. Caddo Lake
8. Tyler
Topographic Map Symbols
Primary highway; hard surface
Secondary highway; hard surface
Light duty road; paved street, hard or improved surface
Other road; dirt; gravel; track
Route marker; Interstate, U.S., State
Bridge; standard gauge; narrow gauge
Tunnel; road; railroad
Built up area; locality; settlement
Airport; landing field; landing strip
National boundary
State boundary
County boundary
National or State conservation boundary
Land use; forest
U.S. public lands; survey; range; township; section
Range, township; section line; projected
Power transmission line; pylon
River; stream; brook
Cemetery; building
Reservoir; dam; water
Mine shaft; adit or open; mine; quarry; gravel pit
Compass rose; point; U.S. elevation benchmark
State off-road vehicle trail
Diatomaceous surface; strip mine; low; sand
Contours; index; intermediate; supplementary
Administrative boundaries; townships; cities
Stream; lake; perennial; intermittent
Rapids; large and small; falls; large and small
Area of water; reservoir; lakes; ponds
Land subject to conversion; woodland
Gravel; impervious
Orchard; vineyard
A pamphlet describing topographic maps is available on request. | 1,693 | 795 | {
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Our studies demonstrate that if you engage in helping activities as a teen, you will still be reaping health benefits 60-70 years later. And no matter when you adopt a giving lifestyle, your well-being will improve. Generous behavior is closely associated with reduced risk of illness and mortality and lower rates of depression. Even more remarkable, giving is linked to traits such as social competence, empathy and positive emotion that undergird a successful life.
Stephen Post and Jill Neimark in “Why Good Things Happen to Good People”
Service-learning can provide young people with experiences that are eye-opening, challenging and satisfying. It allows them to see the influence and impact that each individual can have on their community and, ultimately, it empowers them to use that influence toward the creation of a better, more humane world for all. To engage in service-learning is to directly address human rights in your community and the world.
To quote Cathryn Berger-Kaye, an international service learning consultant:
Well-designed and implemented service-learning works for kids, students, teachers, parents, and communities. It infuses relevance, skill development, and concept knowledge across multiple curricular areas. And service-learning develops intrinsic knowledge rather than relying on extrinsic rewards, prizes, or competition.
What is exciting is how the service-learning experience can vary depending on student interests, subject matter, and community need – it’s continually fresh and purposeful. Whether students are visiting people with Alzheimer’s, restoring wetlands, developing a city bicycle policy, or writing children’s books for parents, service-learning lets them become engaged citizens.”
You may ask, “Why go global?” The world is becoming a much smaller place due to technology, business and political connections. A global project provides the opportunity for students to:
• Enhance critical thinking to stretch beyond local community
• Connect with people and issues around the world that take on a relevancy because of the development of relationships
• Develop a global view of the world to become a more educated, engaged global citizen
• Recognize our interdependence as nations in a global society
Serving others is not just a form of “do-goodism”, it is a road to social responsibility and citizenship. It is an ideal setting for bridging the gap between the classroom and the street. Service-learning enables learners to apply the academic skills and knowledge they learn in the classroom to real world situations. Service-learning projects require the use of research, analytical and writing skills, organizational and leadership skills, and artistic expression.
“Imagine,” in John Lennon’s immortal words, “all people living a life in peace.” Then begin through incremental changes to make that dream a reality. THIS is the foundation of human rights service-learning.
Credits: Human Rights Education Program email@example.com and Human Rights Education Associates firstname.lastname@example.org | 1,285 | 568 | {
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Things move and change all the time. Why? The answer is energy. Energy is the ability to do work or cause change. There are two kinds of energy, kinetic energy and potential energy.
Kinetic energy is the energy of motion. Larger moving objects have more kinetic energy than smaller objects moving at the same speed. Faster moving objects have more kinetic energy than slower moving objects with the same mass.
An object does not have to be moving to have energy. Non-moving objects can have potential energy. Potential energy is stored energy, or energy that is not being used.
work – the result of a force moving an object in the direction of the force
kinetic energy – the energy of motion
potential energy – stored energy
An object can have stored energy because of its condition. Photo A shows the string wound around the yo-yo’s center. The wound string gives the yo-yo the potential to spin as it unwinds and rewinds.
An object can also have potential energy due to its position. Before a yo-yo is dropped it has potential energy due to position.
Photos B, C, and D show how the yo-yo’s energy can change from potential to kinetic energy, or from kinetic to potential energy.
A yo-yo can have potential energy due to position and due to condition.
B Potential energy can change to kinetic energy.
C Potential energy due to position is zero.
D Kinetic energy can change to potential energy.
KEY IDEA There are two kinds of energy, kinetic energy and potential energy.
Different Forms of Energy
Kinetic energy and potential energy can be found in many different forms.
The chart below summarizes some important forms of energy.
vibrations – quick back and forth movements
| Form of Energy | Description | Example |
|----------------|-------------|---------|
| Thermal | Energy resulting from the movement of particles of matter | ![Image] |
| Light | Energy we can see that can travel through space | ![Image] |
| Chemical | Energy produced in some kinds of matter | ![Image] |
| Electrical | Energy stored inside the particles of some kinds of matter | ![Image] |
| Mechanical | The sum of an object’s kinetic and potential energy | ![Image] |
| Sound | Energy formed by vibrations that can be heard | ![Image] |
Changes in Energy Form Produce Heat
Energy often changes from one form to another. Look at photos A and B. When the flashlight is turned on, light energy travels through the glass. Some of the light energy changes to mechanical energy, which makes the toy’s arms turn.
Nearly every change in energy form produces heat. As a light bulb changes electrical energy to light energy, the light bulb also produces heat. Heat is the transfer of energy from an object with a higher temperature to an object with a lower temperature.
**heat** – the transfer of energy from a higher-temperature object to a lower-temperature object
**SHARE IDEAS** Compare the toy’s arms in photos A and B. Explain what has happened.
**KEY IDEAS** There are many forms of energy. A change from one form of energy to another can produce heat.
Heat transfer can occur in three different ways: by conduction, convection, or radiation.
Conduction transfers heat through the tiny particles that make up matter. Heat moves through most solids by conduction. Metals are good heat conductors. Wood and plastic are poor heat conductors.
Heat moves through many liquids and gases by convection. The hotter liquid or gas rises while the cooler liquid or gas sinks.
Radiation transfers heat through air or empty space. Matter is not needed. Heat from the sun travels through space to warm Earth by radiation.
KEY IDEA Heat transfer can occur by conduction, convection, or radiation. | 1,696 | 765 | {
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Does it sometimes seem like your child is lost in another world? Teens and tweens often are. Here’s why—and what you can do to connect.
Teens and tweens face a lot of pressure—from parents, peers, school, and everywhere else.
Kids this age are:
- Developing their identities
- Discovering their sexuality
- Facing competing priorities
- Trying to meet parents’ and teachers’ expectations
- Making big decisions about their future
- Comparing themselves to others on social media
...all while their bodies are changing and their brains are still developing.
Warning signs of problems:
- Frequent and intense mood swings
- Risky behavior
- Changes in eating habits
- Withdrawing from friends
- Poor grades
- Increased irritability
- Sleeping too much or too little
- Cutting or otherwise hurting themselves
What to do: 9 tips
1. Start the conversation.
Look for times to talk one-on-one when your child isn’t busy doing something else, like when you’re in the car. It helps if they don’t have to make eye contact.
2. State the facts.
Avoid giving an opinion. Be specific about what you’ve observed: “I noticed you’ve failed your last two math tests and I remember how you used to love math.”
3. Stay calm.
Use your normal voice. Don’t let your concern come out as anger or fear—it can make them feel defensive.
4. Stick to the present.
Don’t dig up past mistakes or lecture them about how their actions now may affect their future. Kids’ brains aren’t developed enough to think through long-term consequences.
5. Ask what you can do to help.
It’s important to ask first rather than simply announce what you plan to do—even if you’ve thought long and hard about it. Kids want more independence as they grow up, not less.
6. Suggest ideas.
If they’re not sure what to do, try saying something like “I have some ideas that might help—would you like to hear them?” It will make them feel more in control.
7. Ask for help.
Treat mental health issues the same way you treat physical health issues: See a doctor. If your child has thoughts of hurting themselves, call 911 or go to your nearest emergency room.
8. Be a good role model.
Show your child it’s ok to talk about mental health problems. Let them see how you take care of yourself, too. You can even bring up times when you’ve struggled with the problems they’re facing right now.
9. Find support.
You and your child are not alone. One in five kids has a mental health problem. Reach out to your child’s doctor, a mental health professional, or local or online groups.
Help is out there! Register today for more mental health resources.
Already registered?
Log in now: rewardsforhealthyliving.com
Still need to sign up?
Go to rewardsforhealthyliving.com and follow the instructions.
© EdLogics 2022 | 1,137 | 622 | {
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TABLEAU
: snapshot or still scene created by a group
Successful tableaus have:
* students who work well as a team and listen to each other.
* students who use facial expressions to show how their character is feeling in the scene.
* students who use their bodies to create a person/thing by standing completely still.
* students who move quietly and stay silent once in position.
* students who place themselves at high, middle, and low levels.
AND.......ACTION!
Can you guess which scene these students created from the fairy tales listed?
Jack and the Beanstalk
Sleeping Beauty
The Princess and the Frog
Cinderella
You decide.....Are they showing all 3 levels? Are they using their bodies and facial expressions?
HOT SEAT
Step into character. Answer questions and respond using character’s point of view.
Character
*student steps into role as a character
*student portrays the character’s traits
*student talks as the character would
*student responds to questions and comments using the character’s point of view
*student steps out of role as a character
Audience
*student accesses prior knowledge to ask character questions
*student greets character before interacting
*student asks thoughtful seeking questions
*student stays away from one word answer questions
Glue 3D Origami Hot Seat Chair here
Or illustrate character in Hot Seat
What is your favorite thing to do in the summer?
I am going to tell you about my favorite animal. It is a _________. I like it because it can _________.
I am going to tell you about my favorite animal, the elephant! Elephants are very big and they have long trunks. They use their trunks to pick up things and to drink water. Elephants live in Africa and Asia. They like to eat grass and leaves. Elephants are very smart animals. They can remember where to find food and water. Elephants are also very social animals. They live in groups called herds. Elephants are gentle animals and they do not like to fight. Elephants are endangered animals because people are taking away their homes and food. We need to protect elephants so that they can continue to live in the wild.
I love to sing!
I am going to tell my friends about the new playground equipment.
I am excited to share my ideas with others!
I'm excited to share my ideas with everyone!
I am going to sing a song about my favorite animal, the elephant!
I am excited to share my ideas with others and learn from their perspectives.
I am going to tell you about my favorite animal, the elephant.
Elephants are very big and strong animals. They have long trunks that they use to pick up things and spray water. Elephants live in Africa and Asia. They eat grass and leaves. Elephants are smart animals and can remember where to find food and water. Elephants are also very social animals and like to live in groups called herds. Elephants are endangered because people hunt them for their ivory tusks. We need to protect elephants so they can continue to live in the wild. | 1,101 | 631 | {
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DAMS BUILT FOR SAND, BUT ARE THEY THE ANSWER TO KENYAN WATER SHORTAGES?
PROBLEM
- In Kitui county, southeast Kenya, increased rainfall irregularity is leading to more instances of drought, but then when the rain does come, the area floods quicker than ever before.
- More droughts are leading to less trees and plants, further decreasing the water retention ability of the soil.
- On a human level, the water shortages have led to increased poverty levels with community members spending 5–6 hours to collect water. This disproportionately affects women and children, with children being forced to miss school and women not being able to partake in income-generating activities.
SOLUTION
- The Kenyan NGO, Sahelian Solutions Foundation (SASOL), initiated a sand dam building programme in Kitui county.
- Sand dams are an effective way of harvesting rain water, and building up stores of underground water access for local communities.
- Dams are constructed across seasonal sand riverbeds whilst they are dry. Over the course of a couple of rainy seasons and storms, sand from upstream is washed down river and gets stuck behind the dam, raising the level behind it. The higher sand levels trap water by protecting it from evaporation and contamination.
- The higher water table underneath the sand can then be accessed through wells built into the higher sand level. The water is stored and used, and then replenished every rainy season.
IMPACT
- There has been a 263% increase in households planting trees in communities that have constructed sand dams.
- The dams are providing a local source of clean water and the uptake in the use drought-tolerant seeds mean communities are becoming more resilient to climate change.
- Water collection times have been reduced to around an hour, meaning children are now able to be in classrooms more, and women now have more time to get involved with income-generating activities and careers.
COMMUNICATIONS
- Community engagement is central to the programme from the very beginning. Costs for the construction of the dams are lowered by employing the community that is benefiting from it to construct it.
- Communities are also taught about sustainability whilst completing their local project. The education around tree nurseries, seed and crop rotation, and soil health go hand in hand with the construction of the sand dam.
- If the education campaign wasn’t run in conjunction with the construction, then the benefits seen from the dam wouldn’t be nearly as fruitful.
- The project is only set up in some areas for self-help community groups that actively request the support. Whilst this is good for ensuring commitment to the project, it does leave some communities vulnerable if they are not aware of the programme. | 1,131 | 542 | {
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Summer Reading with Sora
B I N G O
- Borrow a book with Sora!
- Read a Sora Sweet Reads ebook
- Read a new book in a series
- Read a picture book
- Read a mystery
- Read a book of poems
- Finish 3 books this summer
- Read a book about a different culture
- Read a book about animals
- Listen to a Sora Sweet Reads audiobook
- Read a book about saving the earth
- Read a book that encourages mindfulness
- Read a comic/graphic novel
- Read a book about space
- Read a book outside
- Read a book that inspires invention
- Read a book about a sport
- Recommend a book to a friend
- Read for 1 hour
- Read a biography
- Read a book about art or music
- Use the define feature in Sora
- Return a book early
- Add your public library in Sora
SUMMER READING Challenge on Sora
How many books will your school read?
Help win ebooks for your school by reading all summer long!
Calculations will be counted from June 15 - September 6.*
* Totals will be divided by enrollment for final determination.
PRIZES
1ST PLACE: $1,000 IN EBOOKS
2ND PLACE: $750 IN EBOOKS
3RD PLACE: $500 IN EBOOKS
DIGITAL RESOURCES ALL SUMMER LONG
Visit: www.oneida-boces.org/summerreading or click on the icons below:
- Sora: Borrow audiobooks and ebooks from Sora
- Snapp: Digital streaming and ebooks
- Search: Research databases and ebooks on Search
- Discovery Education: Digital streaming
If you forgot your username or password, please contact firstname.lastname@example.org.
Visit your local public library for more summer reading opportunities!
SUMMER READING Challenge on Sora
How many books will your school read?
Help win ebooks for your school by reading all summer long!
Calculations will be counted from June 15 - September 6.*
* Totals will be divided by enrollment for final determination.
PRIZES
1ST PLACE: $1,000 IN EBOOKS
2ND PLACE: $750 IN EBOOKS
3RD PLACE: $500 IN EBOOKS
DIGITAL RESOURCES ALL SUMMER LONG
Visit: www.oneida-boces.org/summerreading to check out the digital resources below:
- **Sora**
Borrow audiobooks and ebooks from Sora
- **Snap**
Digital streaming and ebooks
- **Search**
Research databases and ebooks on Search
- **Discovery Education**
Digital streaming
If you forgot your username or password, please contact email@example.com.
Visit your local public library for more summer reading opportunities! | 1,266 | 592 | {
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Swiss Food System Landscape
This map exhibits the interdependency of the Swiss food system in the global context. It also exhibits the flows and interactions of goods within the Swiss food system and beyond. The facts and figures are derived from the literature review.
The map is based on the casual loop model, it encapsulates the relationships between the actors with representations of key parameters (i.e causes, issues, processes and how they are interlinked).
The areas of focus in the system are key factors and consequences of the Swiss food system.
Legend
- Switzerland links
- Food exporting countries links
- Global trade links
- Flow of materials
+ Positive casual link (direct relation)
- Negative casual link (Indirect relation)
Areas of focus
1. Immigration as a driver for population growth
2. The population growth trend is expected to drive the need to import food
3. Switzerland has one of the highest per capita imports of any country.
4. Switzerland's dependency on global imports puts its food security at risk during a supply chain disruption
5. Switzerland's livestock are heavily reliant on imported fodder
6. The demand for soy meal has a negative ecological and social impact on food exporting countries like Brazil
Key Findings from primary research:
- Food culture: Lack of awareness of where the animal feed that goes into their meat comes from, and what would happen in the scene of a supply chain disruption of animal feed.
- Swiss consumers place higher regardance on the origin of meat than foreign consumers
Swiss Food consumers demographic
Changes in household structure
Aging population
Urbanization
Engaged with meat avoidance diets
High meat consumption
Lack of knowledge on "good" vegetarian recipes
Highest meat consumption
Meat is part of their traditional diet and meat is often considered "incomplete" without it
Highest meat avoidance group
Motivated by environmental & health reasons
Swiss society lifestyle shift
Food & Nutrition
Swiss Food Security
Impacts on exporting countries
Unforeseen changes and social instability
Environment & nature resource deterioration
Increase in demand for land for agriculture and water rights
Instability of agricultural commodities, food, and feed prices
Climate change
Food exporting countries
Brazil, USA, Argentina
Belgium, France, Germany
Thailand & Vietnam
Spain & Italy
Pratts & Vegetables
Money flow
Exports goods
Switzerland has one of the highest per capita imports of any country. This is partly due to the relatively high population density, as well as the country's limited arable agricultural area due to its geography and climate. (Ferjani, Mann, & Zimmermann, 2018)
Switzerland's dependency on global imports puts its food security at risk in the face of climate disturbances and global epidemics like SARS-CoV-2, Which revealed the vulnerability of global food chains to export bans, border restrictions, and food flow interruptions. (Monastyrnaya, 2020)
Soy cultivation has become an indirect cause of deforestation and land expansion, as well as a source of societal unrest. Which has been connected to bad working conditions and breaches of human rights in Brazil and Paraguay. (Jennings, McDermott, & Devreze, 2020) | 1,478 | 662 | {
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Swat-A-Rhythm Game (& Variations)
a music game for 2-6 players
Materials: A fly swatter for each student, bug cards, and 5-8 rhythm example cards (a pdf of rhythm cards is available for purchase at ColorInMyPiano.com/shop).
Gameplay: Spread the rhythm cards out on the floor, within reach of each player. After the teacher finishes clapping the rhythm on one of the cards, the first student to swat the correct card earns a bug card. The player with the most bugs at the end of the game is the winner.
Variations:
• **Swat-A-Note** – The teacher calls out a letter of the musical alphabet, and students must swat the flashcard with the correct note on the staff. Or, do it backwards: Hold up a staff note-naming flashcard, and students swat cards that say A, B, C, D, E, F, or G.
• **Swat-A-Piano-Key** – After the teacher calls out a letter, students swat the corresponding piano key flashcard. Or, the teacher holds up a piano key flashcard and students swat cards that say A, B, C, D, E, F, or G.
• **Swat-An-Interval** – After the teacher plays an interval on the piano, the students swat the interval card they heard.
• **Swat-A-Melody** – Cut a short piece of sheet music into two-measure pieces. The teacher plays random sections on the piano, and students must swat which two-measure section they heard.
• **Swat-A-Term** -- After the teacher reads a definition of a musical term, students must swat the card with the correct term.
| Bug 1 | Bug 2 | Bug 3 | Bug 4 |
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| | | | | | 1,778 | 720 | {
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Ground Rules
What are ground rules?
Ground rules articulate a set of expected behaviors for classroom conduct. They can be set by the instructor or created by the students themselves (some people believe that students adhere more to ground rules they have played a role in creating).
How can we use them?
Ground rules should be established at the beginning of a course, and the instructor should explain the purpose they serve (for example, to ensure that discussions are spirited and passionate without descending into argumentation, to ensure that everyone is heard, to ensure that participants work together toward greater understanding rather than contribute disjointed pieces). Some instructors ask students to sign a contract based on the ground rules; others simply discuss and agree to the ground rules informally. It is important for instructors to remind students of these ground rules periodically, particularly if problems occur (for example, students cutting one another off in discussion or making inappropriate personal comments). Instructors should also be sure to hold students accountable to these rules, for example, by exacting a small penalty for infractions (this can be done in a lighthearted way, perhaps by asking students who violate the rules to contribute a dollar to a class party fund), by factoring conduct during discussions into a participation grade for the course, or by pulling aside and talking to students whose conduct violates the agreed-upon rules.
Sample Ground Rules for Discussions
- Listen actively and attentively.
- Ask for clarification if you are confused.
- Do not interrupt one another.
- Challenge one another, but do so respectfully.
- Critique ideas, not people.
- Do not offer opinions without supporting evidence.
- Avoid put-downs (even humorous ones).
- Take responsibility for the quality of the discussion.
- Build on one another’s comments; work toward shared understanding.
- Always have your book/readings in front of you.
- Do not monopolize discussion.
- Speak from your own experience, without generalizing.
- If you are offended by anything said during discussion, acknowledge it immediately.
- Consider anything that is said in class strictly confidential.
Sample Ground Rules for Lectures
- Arrive on time.
- Turn your cell phone off.
- Use laptops only for legitimate class activities (note-taking, assigned tasks).
- Do not leave class early without okaying it with the instructor in advance.
- Ask questions if you are confused.
- Try not to distract or annoy your classmates.
A Method for Helping Students Create Their Own Ground Rules
1. Ask students to think about the best group discussions they have been a part of, and reflect on what made these discussions so satisfying.
2. Next, ask students to think about the worst group discussions in which they have participated and reflect on what made these discussions so unsatisfactory.
3. For each of the positive characteristics identified, ask students to suggest three things the group could do to ensure that these characteristics are present.
4. For each of the negative characteristics identified, ask students to suggest three things the group could do to ensure that these characteristics are not present.
5. Use students’ suggestions to draft a set of ground rules to which you all agree, and distribute them in writing.
6. Periodically, ask the class to reflect on whether the ground rules established at the beginning of the semester are working, and make adjustments as necessary.
(Adapted from Brookfield & Preskill, 2005) | 1,413 | 681 | {
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Fish camp makes anglers out of youth
By Christopher Kelley
LAMONT — Under sunny skies and on a lake surrounded by trees, the young campers at the Beau Turner Youth Conservation Center’s Fish Camp are learning the ways of the angler.
The weeklong camp just south of Monticello, for kids 9 to 15 years old, teaches all the finer points of the sport: tackle and bait information, fish biology, boat safety and how to clean and fillet fish. Campers are given tackle boxes, a rod and a reel, all of which are theirs to keep.
“They’re on the water 50 to 60 percent of the time they’re here,” said Rae Waddell, director of the Joe Budd Aquatic Education Center, where the program initially began. “It’s an immersion — we want to make them self-sufficient.”
BTYCC was opened in 2008 by Beau Turner, vice president of Turner Enterprises. The fish camp was expanded to the center last year. The center also hosts a hunting camp and is open to the public on weekends.
Kenneth Barker, director of the center, understands Turner’s devotion to the outdoors.
“Beau really wants to reach out to all kids and do whatever he can to offer any kind of opportunity to kids to get them outside,” Barker said. “It doesn’t matter if it’s fishing, going on a picnic or hunting.”
The fish camp is funded almost entirely by donations. When anglers purchase their licenses many retailers ask for a $5 donation to the Florida Fish and Wildlife Conservation Commission, every penny of which goes toward youth camps across the state.
“I think it’s a good camp,” said Jacari Harris, 14, one of the program’s campers. “I recommend people come here.”
Fishing is a great way to spend time with family and friends, and it can be a fun and rewarding activity for all ages. Whether you're a beginner or an experienced angler, there's something for everyone in the world of fishing.
Here are some tips to help you get started:
1. Choose the right location: Look for areas that are known for good fishing, such as lakes, rivers, and streams. You can also check with local fishing clubs or organizations for recommendations.
2. Get the right equipment: Invest in a good quality rod and reel, and make sure you have a tackle box filled with hooks, lures, and other essentials. Don't forget to bring a cooler to keep your catch fresh.
3. Learn the rules: Make sure you know the regulations for the area you're fishing in, including any limits on the number of fish you can catch.
4. Be patient: Fishing can be a slow process, so don't get discouraged if you don't catch anything right away. Keep practicing and you'll get better over time.
5. Have fun: Above all else, enjoy yourself! Fishing is a great way to relax and unwind, so take your time and soak up the scenery.
Whether you're a seasoned angler or just starting out, there's no shortage of opportunities to hit the water and catch some fish. So grab your gear and head out to the nearest body of water – you never know what you might catch! | 1,114 | 659 | {
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Will more STOP signs slow traffic on my street?
Under the right conditions, STOP signs can play an important role in traffic safety. However, STOP signs installed in the wrong place usually create more problems than they solve.
National standards have been established to determine when STOP signs should be installed. These standards consider traffic speed, number of vehicles, sight distance and the frequency of traffic gaps allowing safe vehicle entry onto a street or pedestrian crossing of a roadway.
STOP signs are not meant to be installed as speed breakers or to be a nuisance to drivers by interrupting their traffic flow. Four-way STOPS are only helpful when traffic volumes are high and close to equal on all approaches to an intersection.
Intersections with levels of at least 500 cars per hour for most of the day may benefit from four-way STOP Signs. For safety purposes, STOP signs should stop traffic on the lesser traveled street.
Will the city look into my concerns about STOP signs?
The City of Glendale receives many requests for STOP signs in neighborhoods. The city uses its own engineering standards and the national standards to determine whether a STOP sign is a useful and reasonable traffic control device for that location.
Studies in Arizona and across the country show that speed is reduced in the immediate vicinity of STOP signs installed as speed breakers or nuisances. However, speeds were found to be higher between intersections than before the signs were installed. This is caused by motorists “making up for lost time.” Nuisance STOP signs also increase air pollution, waste fuel and create additional traffic noise.
Low volume streets within neighborhoods tend to operate best under the state right-of-way law. This law requires drivers to approach an intersection cautiously and to control their speed to a reasonable level. An interesting note is that when STOP signs are placed on one street, speeds tend to increase on the other street. In these instances motorists assume they no longer have to drive as cautiously through the intersection because the other car is required to stop.
Remember the state law at intersections without STOP or YIELD signs:
When two vehicles enter an intersection from different streets at the same time, the driver on the left shall yield right of way to the driver on the right. The only exception is at a “T” intersection where the driver on the through street has the right of way.
For More Information...
Most drivers are reasonable. When confronted with unnecessary restrictions, motorists are more likely to violate them and they usually develop a contempt for all traffic signs...often with tragic results.
Glendale’s Traffic Engineering Department wants to work with you to ensure your driving safety.
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B.Tech 1st Semester Exam., 2013
ELEMENTS OF MECHANICAL ENGINEERING
Time: 3 hours Full Marks: 70
Instructions:
(i) The marks are indicated in the right-hand margin.
(ii) There are NINE questions in this paper.
(iii) Attempt FIVE questions in all.
(iv) Question No. 1 is compulsory.
1. Fill in the blank/Choose the correct option of the following (any seven): $2 \times 7 = 14$
(a) The primary fuel used in nuclear power plant is ____.
(b) Zeroth law of thermodynamics forms the basis of ____ measurement.
(i) pressure
(ii) temperature
(iii) heat exchange
(iv) work
(c) The percentage by weight of oxygen in atmospheric air is
(i) 19
(ii) 21
(iii) 23
(iv) 27
(d) An adiabatic system can exchange energy in the form of ____ only.
(e) During refrigeration cycle based on vapour compression system, the heat rejected by the refrigerant in
(i) condenser
(ii) expansion valve
(iii) evaporator
(iv) compressor
(f) The fluids used in the Electrolux refrigerator are ammonia, water and ____.
(g) Which of the following is fitted on a boiler to improve the boiler efficiency?
(i) Fusible plug
(ii) Safety valve
(iii) Steam stop valve
(iv) Economizer
(h) Steam power plant works on —— cycle.
(i) —— is used to mix air and fuel in a petrol engine.
(j) Aluminium-copper alloy is called ——.
2. (a) What is the status of nonconventional energy sources in India, and what are their future prospects?
(b) What is the origin of biomass energy? What is its global potential? Give its advantages and disadvantages.
3. (a) Differentiate between the following:
(i) Heat and work
(ii) Point function and path function
(iii) Intensive and extensive properties
(b) Air initially at a pressure of 75 kPa, at a temperature of 1000 K and occupying a volume of 0.12 m$^3$ is compressed isothermally until the volume is halved and subsequently it undergoes further compression at constant pressure till the volume is halved again. Calculate the work done.
4. (a) Explain the principles of fire-tube and water-tube boilers.
(b) With neat sketch, describe the function of fusible plug and water-level indicator in fire-tube boiler.
5. (a) What are the advantages of steam turbines over other prime movers?
(b) What are compoundings of an impulse turbine?
(c) What are the advantages of gas turbines over I.C. engines?
6. (a) Differentiate between two-stroke and four-stroke engines.
(b) Explain Otto cycle and derive an expression for efficiency of Otto cycle.
7. (a) What are the role of condenser in a thermal power plant?
(b) With neat sketch, explain the working of hydel power plant. Mention some hydel plants situated in India.
8. (a) Define the following terms:
(i) Refrigeration
(ii) Air conditioning
(iii) Unit of refrigeration
(b) Explain with neat sketch, the construction and working of vapour compression refrigeration system.
9. (a) What are alloy steels? Why is alloying done? Give some important alloying elements with their effects on steel.
(b) What are annealing and tempering? How do they effect on the properties of a substance? | 1,609 | 786 | {
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Visiting the garden encourages students to work together towards a common goal. Planting seeds, watering plants, weeding and harvesting food allows students to experience the energy that comes from being part of a group, without the demands of conversation. After a morning in the garden, students get to walk away with skills, confidence, connections, and success – all accomplished in the great outdoors. The garden can be a very soothing environment – and our students especially like it when we sing “Take Me Out to the Compost” together! (for song see the last page)
Jean Polovchik has been at Crotched Mountain for 31 years, working with students aged 11-22 in a variety of capacities, including science teacher. She has a masters of science WHDFKLQJ IURP $QWLRFK 1HZ (QJODQG DQG UHFHLYHG) Graduate School. She received the Excellence in Teacher Award in 2003 from Massachusetts Association of Approved Private Schools (MAAPS).
Beth Simpson has worked at Crotched Mountain for 25 years, primarily as a life skills trainer. She has an associate of science degree in childcare from Bristol Community College in Fall River, Mass.
Good Resources:
Center of Discovery, Horticultural Therapy Institute,
Shelburne Farms
Take Me Out to the Compost
(sung to the tune of “Take Me Out to the Ballgame”)
Take me out to the compost
Take me out to the pile
Add some soil and a few good worms
I don’t care if I’m turned and I’m churned
‘Cause it’s root, root, root for the microbes
If they don’t live it’s a shame
For in two, four, six weeks, I’m out in the old garden!
Refrigerator Pickles
A favorite to make and eat at The Farm School
In a sauce pan, bring to boil and then set aside:
1 cup sugar
2 tbsp salt
1 tsp celery seed
2 cups vinegar
When liquid is cool, pour over:
6 cups sliced cucumbers
1 cup sliced green peppers
1 cup sliced onion
This basic recipe may be varied with different veggies or fresh herbs according to taste and supply.
How to Make Seed Balls
1 part seeds
4 parts garden soil or worm castings
5 parts powdered clay
1 tsp water
Mix ingredients and form into one-inch balls.
Allow to dry. | 952 | 520 | {
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Zacchaeus Climbs a Tree
2-5 Years:
Opening Prayer to welcome the start of the session. For example:
“Dear God, thank you for bringing us together again today. Please help us to learn about you. Help us also to do the things you want us to do and follow in your footsteps. Amen.”
Bible Story:
Tell the story of Zacchaeus climbing the tree to see Jesus (Luke 19: 1-10). You can tell this story from a children’s bible or just tell it in a way that this age group can understand.
Discussion:
Talk about how we all do things that are not good sometimes. Emphasize that even though we might not always do good things, that does not make us bad people in God’s eyes. Talk about how
we try not to do those bad things again and that God thinks that we are good people for trying to be good.
**Activity:**
Use butcher paper to draw a large tree. Give the children pre-cut leaves to tape to the tree. Then have them try to put a pre-cut Zacchaeus on the tree, (like Pin the Tail on the Donkey), to see if they can get him on a branch,
**Song:**
Sing the song *Zacchaeus Was a Wee Little Man*
Zacchaeus was a wee little man, and a wee little man was he.
He climbed up in a sycamore tree, for the Lord he wanted to see.
And as the Savior passed him by, He looked up in the tree,
And he said, “Zacchaeus, you come down from there;
For I'm going to your house today, for I'm going to your house today.”
Zacchaeus came down from that tree, as happy as he could be,
He gave his money to the poor, and said: What a better man I'll be."
**Closing Prayer** to ask for help to do good things. For example:
“Dear God, thank you for helping us learn about you. Thank you for loving us even when we are not so good. Please help us to do good things for you and for others. Amen.”
6-8 Years:
Opening Prayer to open the session. For example:
“Dear God, thank you for bringing us together again on this day. Please help us to learn from your words and follow in your ways. Amen.”
Bible Story:
Tell the story of Zacchaeus climbing the tree to see Jesus (Luke 19: 1-10). You can use a children’s bible to tell the story. If you do not have a children’s bible, you can tell the story in a way that children of this age can understand.
Discussion:
Talk about how Zacchaeus looked hard for Jesus and got very close to him. Discuss some ways that we can look for God in our own lives.
Activity:
Draw a large tree on butcher paper. Let the children tape precut leaves to it. Then let them try to put a precut Zacchaeus on it like Pin the Tail on the Donkey to see who can get Zacchaeus on a branch.
Activity:
Give the children figs to taste. Explain that Zacchaeus climbed a fig-sycamore tree to see Jesus.
Closing Prayer to ask for help in looking for Jesus. For example:
“Dear God, thank you for being there for us. Thank you for guiding us everyday. Please help us to look for you in our lives. Amen.”
9-11 Years:
Opening Prayer to welcome the start of the session. For example:
“Dear God, thank you for bringing us together to learn about you. Please help us to follow you and walk in your footsteps. Amen.”
Bible Story:
Have the several students take turns reading the story of Zacchaeus climbing in the tree to see Jesus, which is Luke 19: 1-10. After the passage has been read discuss what the story was about to make sure that they understood what they read.
Discussion:
Talk about how everyone sins. Remind the students that just because we sin does not mean that we are bad people. Talk about how we can show our disapproval of the sin that people commit without turning our back on the person who has committed the sin.
Art:
Give each student a piece of paper. Have them draw a tree. Then have them draw Zacchaeus in the tree and write “Luke 19: 1-10” on their paper.
Closing Prayer to ask for help in disapproving of sins but loving the sinners. For example:
“Dear God, thank you for leading us in our fellowship. Please help us to show people that we do not approve of the sins that they commit, but that we still love them. Please keep us safe in your care. Amen.”
12-14 Years:
Opening Prayer to open the session. For example:
“Dear God, thank you for bringing us together to worship you. Please help us to gain a better understanding of you and your words. Help us to follow your path. Amen.”
Discussion:
Ask the students if everyone sins or if there is anyone who does not sin, besides Jesus. Talk to them about sins and the sinner. Explain that everyone is a sinner because everyone sins, but that does not mean that we are all bad people.
Bible Reading:
Appoint several students to read Luke 19: 1-10. Have them read until the passage has been read completely. At the end of the passage discuss what happened in this story so that you can be sure that everyone understood what was read.
Discussion:
Remind them of the discussion before the bible reading. Discuss what they can do to show their disapproval of the sins that are being committed around them and show that they still love the sinner.
Closing Prayer to ask for help in disapproving of the sins committed around us. For example:
“Dear God, thank you for loving us unconditionally. Please help us to show others that we disapprove of the sins that they commit while we still love them. Help us to continue to grow in our faith. Please keep us safe in your care. Amen.” | 1,971 | 1,280 | {
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What Do You Call an Alligator That Sneaks Up and Bites You From Behind?
Simplify each expression below. Cross out the box that contains your answer. When you finish, print the letters from the remaining boxes in the squares at the bottom of the page.
| | | | | | | | | | |
|---|---|---|---|---|---|---|---|---|---|
| 1 | \( \frac{2x + 10}{x + 5} \) | 6 | \( \frac{n^2 + 7n + 10}{n^2 + 2n - 15} \) | 11 | \( \frac{2b^2 - 6b}{5b^2 - 15b} \) |
| 2 | \( \frac{x - 3}{7x - 21} \) | 7 | \( \frac{n^2 - 7n + 12}{n^2 - 2n - 3} \) | 12 | \( \frac{b^2 + 4b - 21}{2b^2 - 18} \) |
| 3 | \( \frac{x^2 - 4}{x + 2} \) | 8 | \( \frac{n^2 + 7n - 18}{n^2 - 4} \) | 13 | \( \frac{3b^2 + 15b}{2b^3 - 50b} \) |
| 4 | \( \frac{x^2 - 25}{3x - 15} \) | 9 | \( \frac{4n + 28}{n^2 + 6n - 7} \) | 14 | \( \frac{b^2 + 4b + 4}{2b^2 + 3b - 2} \) |
| 5 | \( \frac{x^2 + 4x}{x^2 - 9x} \) | 10 | \( \frac{n - 6}{n^2 - 6n} \) | 15 | \( \frac{6b^3 - 24b^2}{b^2 + b - 20} \) |
| | | | | | | | | | |
|---|---|---|---|---|---|---|---|---|---|
| AB | CH | AT | ES | AD | TO | AP | AI | RE | NO |
| 4 | \( \frac{6b^2}{b + 5} \) | \( \frac{3b}{b - 5} \) | \( \frac{n + 2}{n - 3} \) | \( \frac{b + 7}{2(b + 3)} \) | 2 | \( \frac{n + 9}{n + 2} \) | \( \frac{b + 4}{2b + 1} \) | \( \frac{b + 2}{2b - 1} \) | \( \frac{x + 4}{x - 9} \) |
| LG | TE | BR | AT | RY | BI | DO | OR | TE | AT |
| \( \frac{x + 4}{x - 2} \) | \( \frac{1}{7} \) | \( \frac{2}{5} \) | \( \frac{n + 2}{n - 1} \) | \( \frac{1}{n} \) | \( \frac{x + 5}{3} \) | \( \frac{3}{2(b - 5)} \) | \( \frac{3}{2(b + 10)} \) | \( \frac{n - 4}{n + 1} \) | \( \frac{x - 2}{x - 2} \) |
OBJECTIVE 5-a: To simplify algebraic fractions (both numerator and denominator written in descending order of exponents with first coefficient positive). | 1,345 | 891 | {
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Please note:
*Lines* contains many Social Story elements.
However, it does not meet the current definition of a Social Story (10.2 Criteria).
For this reason, while it is an important part of Social Story history, it would not be considered a Social Story today.
- Carol Gray
LINES
I go to Van Raalte School. I am in Mrs. DeWitt's kindergarten class. This is a picture of me in Mrs. DeWitt's class.
We do many things in kindergarten.
Sometimes we go places.
We go to music class.
We go to gym class.
We go outside to play.
We all go together.
When we all go together, we walk in a straight line.
We don't walk in a CROOKED line!
We walk in a STRAIGHT line!
That way, people can walk past us when we come down the hall behind Mrs. DeWitt. It's important to keep the line STRAIGHT!
Here is how we make a line. One person is first.
A second person stands right behind the first person.
The third person stands right behind the second person.
Everyone tries to keep the line STRAIGHT, not CROOKED!
Here is a picture I drew of me standing in a straight line with the other children.
When I stand in line, I can't see very far. I can see the shirt of the person in front of me. It might be blue, or red, or green, or have stripes.
Here is a picture of what the shirt on the boy in front of me might look like.
Here is a picture of my shirt today. If I stood in a line today, the person behind me would see my shirt. It looks like this:
As we stand in line, we can all see Mrs. DeWitt. That's because she is so much taller than the rest of us. I am glad I can see Mrs. DeWitt when I stand in line. She is nice to look at. Here, I drew a picture of Mrs. DeWitt.
There are two kinds of lines.
There are standing lines.
And there are walking lines.
Standing lines can get squishy and smooshy. That's because everyone wants to get going. While we stand in line, we all move a little bit.
Sometimes we fix our shirt.
Sometimes we scratch our head.
Sometimes we just need to wiggle a little.
All that moving makes us a little squishy. It doesn't feel squishy and smooshy for long. Soon, the line starts moving. We start walking.
When we walk, I can still see the shirt of the boy in front of me, but he is a little farther away. Walking lines don't usually squish up the way standing ones do.
Lines are everywhere, but they usually end up somewhere real nice.
Like music class.
Or gym class with Mrs. Miller.
Or the counter at McDonald's!
Or a seat at the movies!
Or...back in my seat in Mrs. DeWitt's room. That's a nice place to be, too. | 950 | 638 | {
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Due to the current COVID-19 situation, children and young people are spending more time online than ever before whether it is for school work, entertainment or to keep in touch with family and friends.
Here are a few tips on how to keep your children safe when they are online:
- **Be Informed** – It is important to keep up-to-date with online trends and challenges that children and young people face online.
- **Communication is key** – It is important to talk to your children about what they are doing online and the risks they may face. This will in turn encourage your children and adolescents to talk to you about any difficulties they may encounter.
- **Explore the internet** – What better way to obtain an understanding of the apps and websites your children and young people are using than by using them together. This way you will become more aware of the risks they may encounter online.
- **Support your children to create an online/offline balance** – Since children and young people are spending more and more time online, it is even harder for them to create a balance. Encourage more offline activities which include amongst others physical activities, board games and family activities.
- **Encourage your children to stick to a routine** – Drawing up a timetable together with the children and young people will help to manage their time better. Screen breaks should also be factored in.
- **Promote Respect** – Children and young people are to be encouraged to respect themselves and others even when they are online. Make your children aware of the consequences their actions online may have.
- **Make sure that your children have access to age-appropriate content** – Since children and young people have more time on their hands, they may try to play games or download apps which are not age-appropriate. The age rating is there for a reason, talk to them about this and explain why they should stick to games and apps that are appropriate for them. Do not give in to pressure even in these difficult situations.
- **Beat the boredom** – Children and young people may explore new things online due to boredom, including communicating with people they do not know. Talk to your children about the risks they may encounter and encourage them to engage in other activities.
- **Seek advice** – If you are in doubt about any issues related to online safety contact the helpline 179 for guidance and support. For other issues relating to the wellbeing of your children, there are various support services which may be found on https://teleskola.mt/studentsupport/
- **Report abuse** – Should you or your child encounter abuse online such as cyber-bullying, grooming and sexting, report it! You can either report the abuse directly through the website/application itself or through the report abuse button on www.besmartonline.org.mt
@saferinternet.mt
Co-financed by the European Union Connecting Europe Facility | 1,143 | 585 | {
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SECTION - A
1. On a building plan, a line 20cm long represents a distance of 10m. Devise a diagonal scale for the plan to read up to 12m, showing meters, decimeters and centimeters. Show on scale the lengths of 0.97m and 11.14m.
2. A 60° Set square of 125 mm longest side is so kept that the longest side is in H.P. making an angle of 30° with V.P. and Set square itself is inclined at 45° to H.P. Draw the projections of Set square.
SECTION - B
3. A thin lamp shade in the form of a frustum of a cone has its larger end 200 mm diameter, smaller end 75 mm diameter and height 150 mm. Draw its three views when it is lying on its side on the ground and the axis parallel to the V.P.
4. A cube of 65 mm long edges has its vertical faces equally inclined to the V.P. It is cut by a section plane, perpendicular to the V.P., so that the true shape of the section is a regular hexagon. Determine the inclination of the cutting plane with the H.P. and draw the sectional top view and true shape of the section.
SECTION - C
5. A cone of diameter 50 mm, height 70 mm has been cut by a plane inclined at 45° to H.P. Plane intersects axis at height of 45 mm above the base. Draw development of lateral surface of lower portion of cone.
6. A cylindrical pipe of 30mm diameter has a similar branch of the same size. The axis of the main pipe is vertical and is intersected by that of the branch at right angles. Draw the projections of the pipes, assuming suitable lengths, when the two axes lie in a plane parallel to the V.P. Develop the surfaces of the two pipes.
SECTION - D
7. A cylinder of base, 60 mm diameter and height 90 mm, is standing on the H.P with its axis perpendicular to the H.P. Draw its isometric view.
8. Using first angle projection method, draw scale full size, orthographic view of the object given in the figure below. The front view should be drawn as seen in the direction of the arrow X.
9. Fill in the blanks in the following sentences using appropriate words.
(i) Lettering is usually done in ____________ letters.
(ii) When the drawing is drawn of the same size as that of the object, the scale used is _______________.
(iii) State the quadrant when the projections of point Q coincide with each other 40 mm below xy. _______________
(iv) When adding dimensions to an auxiliary view it will be necessary to use the _____________ too.
(v) Line composed of closely and evenly spaced short dashes in a drawing represent ____________ edges.
(vi) Comparative scale is a pair of scale having a common ______________.
(vii) If a plane is parallel to the plane of projection, it appears of ____________ size.
(viii) A fillet is a rounded surface on the ____________ corner of a part.
(ix) The ____________ plane upon which the top view is projected.
(x) In an isometric drawing, lines that are not parallel to the isometric axes are called ____________ lines.
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1. AMBIDEXTROUS
(ADJECTIVE): (उभयहस्त) able to use both hands well; very skillful
Synonyms: versatile, facile
Antonyms: clumsy, maladroit
Example Sentence:
A teacher comes across a student who displays ambidextrous abilities when the student is taught to write.
2. AUGMENT (VERB): (बढ़ाना) expand
Synonyms: enlarge, amplify
Antonyms: diminish, decrease
Example Sentence:
We need to augment the capacity of the employees.
3. AGONY (NOUN): (व्यथा) suffering
Synonyms: anguish, torment
Antonyms: contentment, comfort
Example Sentence:
A lot of agony was faced by the victim’s family.
4. SUBDUED (ADJECTIVE): (वशीभूत) quiet/controlled
Synonyms: hushed, muted
Antonyms: boisterous, communicative
Example Sentence:
Anil was subdued by his boss.
5. UPRISING (NOUN): (विद्रोह) mutiny
Synonyms: rebellion, revolt
Antonyms: harmony, obedience
Example Sentence:
We have witnessed many uprisings in the past.
6. AMBIGUOUS
(ADJECTIVE): (अस्पष्ट) unclear
Synonyms: enigmatic, puzzling
Antonyms: determined, unambiguous
Example Sentence:
They spoke many ambiguous statements.
7. COERCION (NOUN): (दबाव) compulsion
Synonyms: intimidation, duress
Antonyms: freedom, liberty
Example Sentence:
They surrendered due to the coercion faced by them.
8. EXPLICIT (ADJECTIVE): (स्पष्ट) specific
Synonyms: unambiguous, precise
Antonyms: unreliable, vague
Example Sentence:
We need to define explicit objectives first in order to achieve them.
9. WINSOME (ADJECTIVE): (मनोहर) charming
Synonyms: appealing, delightful
Antonyms: repulsive, unattractive
Example Sentence:
She gave him her most winsome smile.
10. DEPLOY (VERB): (तैनात करना) to position/arrange/utilize
Synonyms: station, organize
Antonyms: remove, reposition
Example Sentence:
We have to deploy anti-missile shield over the whole country.
Write us- firstname.lastname@example.org | 1,146 | 556 | {
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ITHACA CITY SCHOOL DISTRICT
SCHOOL BUS SAFETY RULES
Ithaca school bus drivers and attendants care about your safety! Your mature and responsible bus behavior helps us protect all students on your bus.
1. RESPECT YOUR DRIVER AND ATTENDANT
- Always follow their instructions - their job is to protect everyone on the bus.
- Observe general classroom behavior on the bus - distracting your driver could cause an accident.
2. RESPECT OTHER STUDENTS
- Treat others as you want to be treated - absolutely no name-calling, put-downs, threats, or bullying. Please show courtesy and respect to all your fellow riders at all times.
- No vulgar or inappropriate language.
- Keep your hands to yourself.
- Be at your bus stop at least five minutes early - it’s dangerous to arrive late at the stop, and it’s unfair to make other students late for school.
3. RESPECT YOUR OWN SAFETY
- Go directly to your assigned seat and stay seated. Seatbelts must be worn at all times. Make sure your seatbelt is properly adjusted - snug and across your hips. Belts cannot be twisted. School bus seats are designed to protect you if you are seated correctly, facing forward.
- Place backpacks or other items on your lap or on the floor in front of you. Do not place items in the aisle - it is against the law to block the aisle or an exit. In an emergency, you may need to get out of the bus quickly!
- No eating, drinking, or chewing gum - you could choke, and food mess creates an unhealthy environment on the bus. No use of perfume or fragrance products at any time - allergic reactions can be life-threatening.
- Check for traffic before exiting the bus and move directly away from the Danger Zones around the bus as soon as you’re off. If you must cross the street, wait for your driver’s signal, and check carefully for traffic. Please do not use a cell phone or wear headphones while boarding or exiting your bus.
- Avoid clothing or backpacks with long, dangling straps or drawstrings. They’re dangerous - they can get tangled in the handrail or door as you exit the bus.
- If you drop anything near or under the bus, leave it there - step back away from the bus, and ask an adult to help.
- No smoking, tobacco products, lighters, or matches - fire on a school bus is extremely dangerous.
- Keep your hands, feet, and head inside the bus at all times.
- Never throw anything on the bus. You could injure another student, or distract the driver and cause an accident.
4. RESPECT SCHOOL PROPERTY
- Do not litter, mark up or damage seats, or play with emergency equipment - you and your parent(s)/guardian(s) are financially responsible for any damage to the bus.
IMPORTANT!
If anyone makes you feel threatened, bullied, or unsafe on the bus or at the bus stop, or if you know another student is being threatened or harassed, always tell your driver, attendant, parent/guardian, or another adult as soon as possible. | 1,257 | 653 | {
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CYO athletic competition is a means of developing youth and giving them the opportunity to enjoy healthful sports. The most important lesson is CYO sports should be, whether you win or lose, that you learn to respect opponents, officials and spectators.
It is important that all concerned with the CYO athletic program follow this code:
- To emphasize the proper ideals of sportsmanship, ethical conduct and fair play.
- To demonstrate courtesy to opponents and officials.
- To respect the integrity and judgement of officials.
- To recognize that the purpose of competition is to promote the physical, mental, moral, social and emotional well-being of the players.
- To remember that a game is only an activity and not a matter of life or death for player, coach, school, parish, official or fan.
Players should:
- Know and demonstrate the fundamentals of sportsmanship.
- Curtail fellow teammates whose behavior is unbecoming.
- Respect the property of hosts and the decision-making responsibilities of officials.
- Show respect of injured opponents.
- Not applaud errors of opponents or penalties inflicted on them.
- Not heckle, jeer or intentionally distract members of the opposing team.
- Never criticize fellow competitors or the coach for losing.
- Respect the judgement and strategy of the coach and not be a second guesser.
- Demonstrate appropriate behavior before and after contests.
Coaches should:
- Always set a good example for others to follow.
- Teach the values of honest effort in conforming to the spirit as well as the letter of the rules.
- Instruct the players of their sportsmanship responsibilities.
- Discipline those players who display poor sportsmanship behavior and remove players who flaunt disciplinary action.
- Be a gracious host to opponents and treat them as you would want to be treated.
- Provide opportunities for social interaction among coaches and players.
- Respect the officials' judgement and interpretation of the rules and lead by example to the players.
- Help players in recognizing the dangers of drugs, alcohol and tobacco use.
- Promote the entire CYO program of the parish or school and not just the program in which the coach is involved.
Parents and Fans should:
- Be courteous to players, coaches, and fans of opponents.
- Cheer a good play by an opponent.
- Not applaud errors of opponents or penalties inflicted on them.
- Serve as a role model for the players.
- Respect the property of your own facility and that of your opponents.
Any players, coaches or spectators who are not living up to the CYO Code of Ethics will be subject to immediate suspension or expulsion for CYO competitions. The head coach is ultimately responsible for the conduct of his or her players and assistant coaches. The head coach and any parish administrators in attendance at a game are asked to be responsible for the behavior of their fans. | 1,237 | 561 | {
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#6 READING STRATEGIES
1. Box in and read the title.
2. Trace and number the paragraphs.
3. Stop and think at the end of each paragraph to identify a key point.
4. Circle the key word or write the key point in the margin.
5. Read and label the key words in the questions.
6. Prove your answer. Locate the paragraph where the answer is found.
7. Mark or write your answer.
1.
2. #
3. S T
4.
5. and label
6. P #
7.
Complete steps 1-4 for entire text (each paragraph).
Complete steps 5-7 for questions that follow the text.
Source: Kim D. Ellis, *Putting the Pieces Together*
“Plan and label” means you have a way to go through something systematically, and you have a way to label it or assign words to it so that you can repeat it.
Feuerstein (1980) found in his research that when individuals do not have a systematic way to do anything (or a task), they miss up to 50% of the original data.
See pages 79-81 in the book for a sample article and exercise.
Step sheets provide procedural information for academic tasks. If students cannot plan, they often don’t have procedural self-talk. They tend to do the first few steps, then give up. Step sheets help them successfully do tasks—from start to finish.
| STEPS | AMOUNT OF TIME |
|-------|----------------|
| 1. | |
| 2. | |
| 3. | |
| 4. | |
| 5. | |
| 6. | |
| 7. | |
| 8. | |
| 9. | |
| 10. | |
| 11. | |
| 12. | |
EXPLANATION
This activity is called a step sheet, a tool that helps students who ask what they should do even before you finish the directions for an assignment. Step sheets provide procedural information for academic tasks. If students cannot plan, they often don’t have procedural self-talk. They tend to do the first few steps, then give up. Step sheets help them successfully do tasks on a consistent basis.
#9 SKETCHING FOR VOCABULARY
I saw an **isosceles triangle** in my refrigerator.
I often see a **scalene triangle** on Kenny's face.
My friend the **rhombus** is known as the "Dancing Wonder".
I found four **vertices** on a box of cereal.
Divide a paper into two columns. Have the student write a word in the first column, then draw a picture (a visual representation of the word) in the second column. If the student cannot draw a visual representation of the word, he/she probably does not know the word. One of the fastest ways to teach vocabulary in any subject is to have students sketch. If they cannot sketch the word, they likely do not know it.
EXPLANATION
These are student examples of sketching activities using certain maths terms: isosceles triangle, scalene triangle, rhombus and vertices. | 1,402 | 677 | {
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"What in the world is that strange plant that looks like it should be growing in an ocean?" was the question that came to mind when I first laid eyes on saltwort, an odd, knobby little plant found in Nebraska's Eastern Saline Wetlands.
It was a surprise to encounter a completely unfamiliar plant in Lincoln after hiking local parks and trails for decades. My initial treasure hunt in the local salt basin had been for unusual birds but the unusual salt plants diverted my attention. The salt flats of Lancaster and Saunders counties showcase salt-loving plants like saltwort, sea blite, and inland saltgrass that grow in concentric rings around bare patches of saline soil in relation to the amount of salinity they can tolerate.
Some of the wetlands most valued for outdoor recreation have been lost over the years to draining, development, and landfills. Forty-nine out of every fifty acres of saline wetlands have been obliterated. The precious few that remain preserve one-of-a-kind species like the salt creek tiger beetle as well as the origin of Lincoln's history. Many Nebraskans have never ventured into the historic salt basins where local salt mining created job opportunities for residents of what would later become the capitol city. Salt was collected commercially during the latter part of the 19th century in a "salt boom." The briny wetlands are the reason Lincoln is not located along a main river way like other cities. A visit to a salt basin can reveal a layer of frosty white salt crystals covering the ground after seeping to the surface from the underlying Dakota sandstone.
Awareness for rare species that rely on this unique ecosystem has prompted more responsible stewardship in recent years, with many organizations coming together to form the Saline Wetland Conservation Partnership. Its goal is to preserve and restore the roughly 4,000 acres of "the Great Salt Basin" that still exist.
The most famous inhabitant of this salty landscape is one of the rarest insects in the world. The salt creek tiger beetle with a population that struggles to reach a few hundred individuals has become the poster child for saline wetland conservation. Funding committed to habitat protection for the little tiger beetle will also benefit other saline species while preserving our local history and the expansive basin views.
Birdwatchers like myself have discovered other treasures in the highly desirable saline habitat. October brings colorful migrants such as Le Conte's sparrows with butterscotch faces and smoky gray cheeks. They're one of many bird species that use the native habitat as a rest stop during their long journey south. But fall's not the only time of year to find great birds in the Saline Wetlands. This summer, interesting marsh birds like least bitterns and soras found conditions to be ideal and decided to spend the breeding season in a wetland right in the middle of Lincoln. Sputtering diminutive sedge wrens made their homes in the tallgrass prairie on most of the saline units, and prairie blackbirds called bobolinks also utilized these habitat oases to raise their young and sing their bubbly songs.
Fueled by this season's copious rains, adjoining stands of apricot-colored indian grass and big bluestem tallgrass reached towering heights of 5 to 9 feet.
If you've never explored a Saline Wetland before, October is a great time to visit. You don't need a forest to enjoy rich fall colors; the salt marshes turn many shades of orange and gold this time of year. Sweeping views of the wetlands are often complemented by wind moving through the grasses. Our Eastern Saline Wetlands offer a facet of Nebraska's natural scenic beauty and deserve to be protected for future generations to enjoy. | 1,403 | 752 | {
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Playball originated in South Africa 28 years ago and has grown to be a sound scientifically based programme, developed by a team of very capable professionals.
Playball is a world-class programme, currently boasting franchises in the USA, Canada, England, Ireland, Wales, Australia, New Zealand, Israel, Qatar, the Arabian Emirates, Swaziland, Botswana and Namibia.
**WHY PLAYBALL?**
- Gross-motor movement is the SINGLE most important aspect in a child’s early **brain development**.
- Each Playball stage has its own progressive **curriculum** (year plan). Your child can do all the Playball stages without repeating the same thing.
- It is essential that a multilateral foundation (broad spectrum of skills) gets laid before specializing in any single sport – that is before the age of 8.
- Playball incorporates fundamental skills of **28 different sports**, including non-ball sports.
- When all Playball stages are completed, your child will be able to choose **any sport** and participate with confidence, as the fundamentals will be laid and perfected.
- Children are coached positively and encouraged to develop **life skills**.
- We are **partners in education**, working alongside school staff, as educators, to give your child the best chance in developing optimally.
- Playball exposes children to certain developmental skills and tasks, which will assist in **school readiness** and improved results in the classroom and on the sport field.
- Playball sparks an interest in physical activity for life long participation and healthy living.
- We **guarantee the best**, most researched and **advanced** sport and movement development programme.
**PLAYBALL STAGES:**
Playball has **four different stages** (age groups). Each stage is developed according to the specific needs ('Windows of opportunity') of each age group:
**2 Can Do:**
*Focus:* Discovery and exploration of equipment, basic movement skills and the body's abilities.
Children are exposed to concepts like a learning routine, listening to and following instructions, spatial concepts and basic concepts like colours and shapes.
**Watch Me @ 3:**
*Focus:* Laying a foundation of gross-motor skills.
Children are exposed to a structured learning environment and creativity, which are relevant to this age group.
**Dinkies (4 - 5 years):**
*Focus:* Skill sequencing and a wide variety of sport skills.
Children are exposed to correct techniques and sequencing of skills to make it more sports specific.
**Preps (5-6 years)**
*Focus:* Refinement of sport skills, school readiness and life skills.
Children are exposed to decision making and team work. Floating Trophies (one winner weekly) are introduced in this stage to establish and reinforce good sportsmanship.
**GENERAL INFORMATION**
- Only 8 children per class
- 45 minute lessons (except 2 Can Do: 30 minutes)
- Child receives progress reports twice a year (middle and end)
- Certificates are awarded on completion of each Playball stage
- Parents receive information and news letters to keep them updated about development
- Registration fee also includes a T-shirt and a birthday gift
If you are interested, please complete the attached enrolment form and kindly send back to the school.
*Our goal: using sport as the means, we develop the child as a whole, to produce CONFIDENT and COMPETENT individuals, in sport and life!* | 1,535 | 694 | {
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The death of the U.S.S. Ward. The destroyer whose crew made up almost entirely of St. Paul men fired America's first shot of World War II, was sunk by gunfire three years to the day after the Japanese attack on Pearl Harbor. See the article beginning on page 4 about the ship and her crew.
A Message from the Editorial Board
Fifty years ago this month the United States joined the global conflict known as World War II. This issue of *Ramsey County History* focuses on that momentous event with Jane McClure's article about the St. Paul men who served on the U.S.S. *Ward*, which fired the first shot at the Japanese. While men like the sailors of the *Ward* fought the enemy overseas, others, such as Hilda Rachuy, battled different adversaries—hunger, hardship, and poverty—as a single mother with two small children at home in St. Paul. Her article is a first-person account of that truly difficult side of the war. Lastly, Tom Kelley gives us new awareness and insight into Family Service of Greater Saint Paul, a 100-year-old social service organization developed to help those like Hilda Rachuy who need institutional support and comfort in their daily struggle to hold a family together.
—John M. Lindley, chairman, Editorial Board
Troop trains leaving St. Paul's Union Depot carried young men and women into service during World War II and the Korean War. This was the city's second Union Depot. The first was built in 1879 near the site of the St. Paul and Pacific railroad's little depot on Third between Jackson and Sibley streets at a time when at least twelve separate rail lines threaded in and out of St. Paul.
The first Union Depot was a massive Victorian structure that cost $125,000 and remained a city landmark for almost forty years. It opened in 1881, but it was damaged by fire in 1884. By 1889, after it was rebuilt, the depot was handling 8 million passengers a year and up to 268 trains daily.
However, in this heyday of the railroad era and of the great rail networks that linked the nation coast-to-coast, the expanding railroad industry began to outgrow the first depot almost as soon as it opened. By the 1880s, plans for a new depot were being coordinated by Great Northern President James J. Hill.
Hill died in 1916, the year before construction began on the new Union Depot at Fourth and Sibley streets. World War I, however, delayed construction and the 250,000 square foot terminal was not completed until 1923. In the meantime, the old passenger terminal was gutted by fire; passengers made-do with a shed-like remnant.
The new depot was designed by Chicago architect, Charles Frost. It was built by Toltz Engineering Company, with Colonel Fred Mears as supervisor, and George C. Grant Construction Company of St. Paul. The depot is a simple, rather severe example of the Neo-classical style of architecture often used in public buildings during the first half of the twentieth century.
A colonnade of ten doric columns separates its identical left and right wings on the exterior. The interior, of Kasota dolostone, pink Tennessee marble, gray Missouri marble and reinforced concrete, was lavishly decorated with travertine murals and reliefs depicting the history of transportation in Minnesota. A long brick concourse extending south spanned seventeen tracks and Kellogg Boulevard.
It is perhaps an irony of history that the Union Depot opened in the waning years of the railroad age, when automobiles, trucks, buses and, eventually, aircraft would begin to compete for the passengers and freight that had been the lifeblood of the railroads. Use of the Union Depot for passenger traffic ended in the early 1970s and the depot remained closed for twelve years. Plans for its reuse came and went. A massive restoration project headed by St. Paul architect, Craig Rafferty, began in 1983. The depot is now open to the public as an office center.
Family Service of Greater Saint Paul is marking a century of service to the community. It is an outgrowth of earlier charitable organizations, such as the United Charities, whose Selby District Office is shown here. It was located at 624 Selby Avenue from 1916 to 1919. An article tracing Family Service's history begins on page 18.
Published by the Ramsey County Historical Society
323 Landmark Center
75 West Fifth Street
Saint Paul, Minnesota 55102
NON - PROFIT
ORGANIZATION
U.S. Postage
PAID
St. Paul MN
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How Do Plants Grow Here?
**Topic:** Plants/Environment/Science
**Curriculum link:** Natural Science
**Text type:** Explanation
**Reading level:** 19
**Word count:** 489
**Vocabulary:** deserts, energy, grow, lava, mangroves, plants, roots, salt, seeds, soil, stems, stores, survive, thaw, volcanoes
**Possible literacy focus:**
- Understanding the text at a literal level: What do plants need to survive in different locations?
- Locating compound words: rainwater, seaweed.
- Understanding the meaning of words such as energy, survive.
- Reading with fluency and accuracy.
Follow-up activities
**Understanding text structure: Explanation**
Explore the structure of an explanation with the children. This type of text usually presents a general statement about the topic (introduction) followed by specific explanations. A conclusion sums up the topic. Show children the contents page and how it helps us to locate information. Point out the headings on each page and why we need them. Explore the index and its use.
**Discuss and reflect**
After reading the book, ask the children:
*How do plants grow in rocky places?*
*How can some plants grow in salty water?*
*Why can’t all plants grow in salty water?*
*How does seaweed grow under water?*
*How do plants that live in the desert get enough water to survive?*
*Why do plants growing in very cold places grow in low clumps?*
**Compound words**
Write the following words on the board: rainwater, seaweed.
*What do you notice about these two words?*
If the children do not notice that they are compound words, rewrite the words as follows:
rain + water, sea + weed
Show the children that compound words are made up of smaller words. Now ask the children to hunt for other compound words in the text. List these on the board. The children could write sentences using these words and illustrate them with their own drawings. They could also include other compound words that they find or know.
Diorama
You will need:
old boxes, scraps of material,
cellophane, crepe paper, cardboard
cylinders, matchsticks, string, sticky tape,
scissors, glue, paper, pencils
1. Pick one of the regions described in the book.
2. Make a diorama of this environment.
3. Include plants that grow there.
4. Write labels for the plants in your diorama.
5. Attach the labels to your diorama.
6. Display your diorama in the classroom.
Word tree
You will need:
paper, pencil
1. Think about some of the plants in *How Do Plants Grow Here?*
2. Write the name of a place or a plant at the bottom of a sheet of paper.
3. On the line above, write two words about the place or plant.
4. Keep going until you have written as many things as you can about your topic.
Make a glossary
Write a definition for each of these words.
Glossary
| Word | Definition |
|--------|------------|
| absorb | |
| energy | |
| harsh | |
| lava | |
| molten | |
| surface| |
| survive| |
| thaw | |
Instructions Explain to the children that a glossary is a list of words in alphabetical order, found at the end of some books. It explains what the words mean. | 1,410 | 731 | {
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SEABIRD ISLANDS
Killarney Reef, Victoria
Location: 38°22'S., 142°20'E.; 11 km east-north-east from Port Fairy and 18 km west-north-west from Warnambool, Victoria, 750 m offshore from Sisters Point, Killarney, between Killarney and Armstrong Bays.
Status: Crown land.
Other Names: Gull Islands, Long Reef.
Description: There are four islands in this group, being the exposed parts of a reef locally known as "The Long Reef" that extends for some 8 km parallel to the shore. Each island comprises piled basalt boulders on the south and west tapering to sand on the shoreward side of the larger two islands. For convenience, in this description they are numbered 1 to 4 from east to west.
No. 1 — small, boulder-strewn and often under water. It is not used for breeding.
No. 2 — about 33 ha, 90 m by 370 m, with boulders ranging from some 4 m high on the seaward side to low flat rocks interspersed with sand on the shoreward side. The only vegetation is sparse *Cakile maritima*. Kelp and seaweed surround the island.
No. 3 — about 31 ha, 70 m by 450 m, with boulders ranging from about 2 m high on the seaward side to low flats rocks and sand on the shoreward side. There is no vegetation and it too is surrounded by kelp and seaweed.
No. 4 — known as "Pelican Island" after the ship of an early explorer named Armstrong. It is composed of boulders, without sand or vegetation, and is not used for breeding.
Landing: Onto beaches (on No. 2 and No. 3) in calm weather only; underwater rocks are a hazard.
Gulls and terns over No. 1 Island.
Ornithological History: There appear to be no published records of the early ornithological history. Misses Bowker and Brady regularly observed and visited the islands after 1950 and banded Silver Gulls and Crested Terns\textsuperscript{1,2}.
Breeding Seabirds and Status
\textit{Haematopus fuliginosus} Sooty Oystercatcher — A pair has been known to nest on the reef for over 30 years. The nests are situated in thick black kelp just above the tide mark. Eggs are usually laid in October or November.
\textit{Larus novaehollandiae} Silver Gull — The gulls breed on the lower shoreside of No. 2 and No. 3 islands from September to December. Nests are made of seaweed and Marram Grass from the mainland; they are sited on the sand and between rocks. Egg-laying usually commences in September, but many eggs laid in that month are washed away by the big seas. Estimated 500 breeding pairs.
\textit{Sterna bergii} Crested Tern — The terns commence to breed after the gulls have left; the eggs are laid on the shell beds and no material is used in construction. Estimated 200 breeding pairs.
Factors Affecting Status
High seas in early spring usually wash over the rocks and many nests are destroyed. This has occurred as often as three times in one season but the gulls have persisted in renesting each time. The Crested Terns do not suffer such hazards in December and January but the re-nesting of the gulls in such circumstances, prevents the terns nesting.
OTHER VERTEBRATES
None recorded.
Other Seabirds Recorded
\textit{Sterna striata} White-fronted Tern
Banding
Period — 16.12.56 to 30.6.77.
\textit{Larus novaehollandiae} — 1501 nestlings; 20 adults: 18 recoveries away from banding place.
\textit{Sterna bergii} — 68 nestlings; no recoveries reported.
Bibliography
1. Carrick, R. C., W. R. Wheeler and M. D. Murray (1957), ‘Seasonal Dispersal and Mortality in the Silver Gull, \textit{Larus novaehollandiae} Stephens., and Crested Tern, \textit{Sterna bergii} Lichtenstein’, \textit{CSIRO Wildl. Res.} 2:116-144.
2. Murray, M. D. and R. Carrick (1964), ‘Seasonal Movements and Habits of the Silver Gull, \textit{Larus novaehollandiae} Stephens., in South-eastern Australia’, \textit{CSIRO Wildl. Res.} 9:160-188.
Acknowledgements
I wish to thank Mr M. D. Murray for his assistance in the preparation of this paper.
Date compiled: 15 October 1978.
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Dear Parent and Carers,
We hope this letter finds you all well. We have been so pleased to see the children back in class this week, and are all looking forward to the term ahead.
This letter will detail what we will be covering in the curriculum as we start Year 6; there is a lot of exciting learning coming up for the children this autumn!
**Topic:** Our topic this term is World War 1. This topic will be the premise for our history, reading and art lessons; the work will also underpin some of the themes for writing in English lessons.
**History:** In history lessons, we will be using a wide variety of evidence to study and debate our big question: “World War 1: celebrate or commemorate?” We will examine and select different sources to understand how World War 1 started, was fought and the impact it had on wider society. Using key events from the Great War, we will look at differing answers to our key question and provide carefully researched opinions founded in contemporary resources.
**Art:** We will sketch everyday items circa 1914-1918 using distinct shading skills and will also be focusing on shadow. The children will also have the opportunity to create a piece of art in the style of their class namesakes: Roy Lichtenstein, David Hockney or Eduardo Kobra. Please can all children bring an art shirt into school, to keep in their lockers to ensure their uniform does not become a canvas!
**English:** In English, our first piece of writing will be to create a chapter of a suspense novel, with a gothic twist, as our children enter ‘The Attic’. We will be drawn to a forgotten and sinister attic, where an ominous character lies in wait. Through drama, sound, images and props the children will be fully immersed in the suspense genre and provide a chapter that will leave their readers longing for more!
**Reading:** Our class text for guided reading lessons is ‘The Skylark’s War’ by Hilary McKay. This book provides a beautiful story following the loves and losses of a family growing up against the harsh backdrop of World War One. In addition to this, it is very important that the children read for at least 40 minutes every day (and half of this expected to occur at home). This will mean that children should be taking a quiz
on Accelerated Reader every 1-2 weeks and class teachers will monitor this carefully throughout the term. Reading skills are hugely important in Year 6, and the more the children read, the more confident they will feel in a multitude of subjects.
**Maths:** In maths, we will start by expanding our knowledge on place value and rounding, before moving onto problem solving with four operations and learning more about the application of factors, multiples and primes. We will then grow our understanding of fractions, decimals and percentages.
**Science:** Our science lessons will focus on the heart and circulation. We will be looking at the anatomical structure of the heart and circulatory system and will also examine what factors can affect heart health, how best we can look after our heart and circulatory system and conduct some investigations to support our learning. Class teachers will give notice when any additional items of clothing or footwear are required.
**PE:** Lichtenstein, Hockney and Kobra will all have both PE lessons on Mondays. Please could children come into school in their PE kits; they will not be required to change back into school uniform on Monday in line with our COVID risk assessments. Please remember that all children will need PE kit suitable for **all** weathers so we would recommend the children have a pair of jogging trousers as well as shorts, school PE t-shirt and trainers. As with previous years, all children will be expected to participate unless a written explanation from you is provided.
**Homework:** English homework will typically be a grammar worksheet and will be sent home on Fridays to be returned to school on Wednesdays. Maths homework will also be sent home on Friday, for return on Wednesday, and will be worksheet based, with the addition of various Mathletics activities. Your child should also practise their Race for Recall targets and your class teacher will be able to provide specific advice on this. A complete list of all weekly spelling rules covered in school is available on the class pages of the Windhill21 website. A further copy can be found in your child’s homework folder. On this copy, there will be highlighted spellings that your child needs to practise further at home.
With kind regards,
The Year 6 Team. | 1,750 | 922 | {
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Evaluating Sources
Archival Sources
Source
- Laurel Bowen 2000,
- Georgia State University
- http://www.library.gsu.edu/spcoll/pages/pages.asp?ldID=105&guideID=549&ID=3643
What are Archival Sources?
- "Archival material" can be:
- a person's or organization's correspondence,
- unpublished reports,
- committee minutes,
- diaries,
- oral history interviews,
- photographs and videos,
- sound recordings,
- artifacts or objects.
Questions to Ask: Creator
- What is the basis of authority of the creator
- What is their credibility
Who is the writer or interviewee? What was his or her role in the events or organization? Was the person in a position of authority, or was s/he challenging the status quo? Is this an eye-witness account or hearsay? How aware is the person or organization of the context of an event, of the issues under debate, of the actions and views of other people? What is the person’s or organization’s point of view, and what evidence is cited to support it? Is the person aware of his potential biases and of other points of view?
Questions to Ask: Historical Context
☐ Is it verifiable or reliable?
To what extent is the information or account reliable and valid? How well and in what manner does it meet internal and external tests of corroboration, consistence, and explication of contradictions? What is the relation of this information or account to existing documentation (such as other first-hand accounts) and to secondary sources (interpretations, descriptions, and historical studies of events in books and journal articles).
Questions to Ask: Point of View or Bias
- How neutral is the information?
Information is rarely neutral. Who is the writer? What are his or her relationships to other people or organizations? Is the writer an observer or a participant in an event? What is the motivation for speaking or behaving in a certain way? What does the person or organization hope to accomplish (the goal)? Is there a political or philosophical agenda? Is the person/organization aware of information that s/he or they do not present? What do other people say about the same information, the same issue, or the organization itself?
Questions to Ask: Currency
- How close to the events is the item? Is it an actual artifact or a recollection?
Was the information or account written or conveyed during the regular course of life or business? Or is it a recollection or recreation of past events? If it is a recollection of past events, how long ago did the events occur?
Questions to Ask: Significance
- How important is this item?
To what extent does the material add fresh information, fill gaps in the existing record, and/or provide fresh insights and perspectives? How representative is the information? Is the information facts, perceptions, interpretations, judgments, or attitudes? How does it contribute to understanding? Does it matter that we know this?
Example: Operation Totalize
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The Moons of the Solar System
As of October 2008, there are 176 known natural moons orbiting planets in our Solar System. 168 moons orbit the "full-size" planets (Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, and Neptune), while 8 moons orbit the smaller "dwarf planets" (Ceres, Pluto, Haumea, Makemake, and Eris).
Many people think that moons are smaller than planets. This, however, is not true. There are several moons in the Solar System which are larger than both the planets Mercury and Pluto. Neither are the moons less exciting than the planets. There are moons with volcanos, atmospheres, and even quite possibly liquid water oceans. The difference between what we call a moon and what we call a planet has to do only with around what the world revolves, or circles. If the object circles the Sun it is called a Planet, however, if it circles another world instead of the Sun then it is called a moon. Moons sadly are often ignored, even though they are just as large, splendid and exciting as the planets.
The Moons of Saturn
Of all the planets, Saturn reigns supreme, well at least in the moon department. That is because Saturn has more moons than any other planet, 62 currently, and counting. Of these 62 moons, 53 are classified officially as moons, 9 are provisional (unofficial) moons. Although most of Saturn's moons are small, a few such as Titan (second largest) are very large. Many of Saturn's moons orbit around the edge of the planet's rings. They help to keep the rings in place, just as a shepherd keeps sheep in place. For this reason we call these moons Shepherd Moons.
The eighth moon orbiting Saturn is Enceladus. In Greek mythology Enceladus was a Titan who was defeated in battle by the gods, and buried under Mount Etna by Athena, goddess of reason and the arts. Discovered in 1789 by William Herschel, Enceladus is the brightest object besides the Sun in the Solar System. We cannot see it from Earth without a telescope, because it is small and far away. The smooth surface of Enceladus tells scientists that it has recently been active. Scientists do not know for sure whether it is water, volcanic or other material that has erupted in the last 100 million years giving this moon such a smooth face. | 901 | 512 | {
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k is k
kite
travel up like a
helicopter
back down bump
climb back up and over and around
kick! slide down travel away
Copy k.
k k k k k
Copy the words.
kite kettle talk picky
Trace and copy K.
K is K ready down kick! slide down
Copy.
Kate picked up the kit.
Review & Mastery: Cursive to Cursive
Wait for the teacher to play the Freeze Game.
Cursive with new letters: b σ v w
ride - mode
buy - bought
fight - fought
hold - held
tell - told
shake - shook
take - took
give - gave
is - was
sell - sold
Translate print into cursive.
1. o w b v
2. be
3. bus
4. echo
5. jewel
6. driver
7. hopeful
8. football
9. beautiful
10. vocabulary
Wait for the teacher to spell the words. Write the words in cursive.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
PARAGRAPH
Copy the names.
Galileo
- February 15, 1564
- Born Pisa, Italy
- Physicist, astronomer
- Improved telescope
- Saw Jupiter’s moons
- Earth revolves around sun
- Laws of speed/falling things
Isaac Newton
- January 4, 1643
- Born Woolsthorpe, England
- Mathematician, astronomer
- Laws of motion and gravity
- Gravity makes things fall
- Planets revolve around sun
Marie Curie
- November 7, 1867
- Born Warsaw, Poland
- Moved to Paris
- Professor of Physics
- Nobel Prize winner
- Discovered radium
Vera Rubin
- July 23, 1928
- Born Philadelphia, PA
- Astrophysicist
- As teen built a telescope
- Studied motion of stars
- Galaxy rotation
- Confirmed dark matter invisible, 90% of universe
Write about one of these scientists.
The Flounder
The flounder is a funny fish,
Sort of flat, like a dish,
One side up, the other down,
Eyes on top to look around.
Copy the poem.
FYI means: for your information. Here is information for you about flounders:
Flounder Facts:
- Flatfish
- Five different species
- Size depends on species 5–25"
- Found on sandy ocean floors
- Feeds on small fish, shrimp, or crabs
- Bottom is white
- Top is mottled for camouflage | 1,009 | 570 | {
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This pack of Jolly Phonics Flashcards is made up of 56 cards - 43 regular word blending cards and 13 alternative word blending cards.
Dots placed under the pictures represent the number of sounds within the relevant word and will help children to blend the sounds into words.
(NB Ensure that you encourage your child to learn the letters by their sounds, not their names eg the letter ‘a’ should sound as ‘a’ in ‘ant’)
**How to use the Jolly Phonics Flashcards**
There are a number of different ways to use these cards.
See below for some ideas:
- Split the cards up into their different sound groups (see below for the 7 different groups of regular sounds, and the 13 alternative sounds). Look at each group with your child in the same order as the sound groups. First practise saying the sounds together. Then look at the word examples and see how the sounds fit into them. You might want to leave the alternative sounds until your child is confident with the 7 regular groups.
- Look at the pictures, breaking the words down into their different sounds, using the dots to work out how many different sounds there are in each word. Then look at the words and see how they are made up. Your child will soon begin to spell out the words using the sounds without having to look at the written word.
- Help your child trace over the letter shapes with their finger to learn how to write them.
- Once your child has got used to the different sounds, ask him or her to write down the words. Make sure you say the words very slowly and clearly, emphasising the different sounds until your child gets used to hearing them.
- Help your child look for other words around the home or in books and try to work out the letter sounds. Sound them out with your child, then see if they can write them down correctly.
- Remember, always praise your child for his or her efforts even if they are not always correct. A feeling of success in a child will encourage them to want to learn more.
**Regular Jolly Phonics letter sound groups**
1. s a t i p n
2. c k e h r m d
3. g o u l f b
4. ai j oa ie ee or
5. z w ng v oo oo (see below)
'oo' - there are 2 'oo' sounds, a short sound as in 'look', and a long sound as in 'room'
6. y x ch sh th th (see below)
'th' - there are 2 'th' sounds, a soft sound as in 'feather' and a hard sound as in 'moth'
7. qu ou oi ue er ar
**Alternative Jolly Phonics vowel letter sounds**
1. a-e (gate)
2. ay (hay)
3. ea (leaf)
4. i-e (kite)
5. y (fly)
6. igh (light)
7. o-e (bone)
8. u-e (cube)
9. ir (girl)
10. ur (purse)
11. oy (boy)
12. ow (owl)
13. al (chalk)
For a full and complete understanding of the Jolly Phonics reading system we recommend the use of the Jolly Phonics workbooks, available at all ELC stores.
SKU: 100791
Early Learning Centre® Swindon SN3 4TJ England.
Customer Service Department 01793 443322 | 1,105 | 721 | {
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THE YEAR 1951 IS THE CENTENNIAL YEAR OF THE ILLINOIS CENTRAL RAILROAD. In Champaign-Urbana, only one reminder of the earliest days of the railroad still exists. Hundreds of persons pass it every day, just north of Springfield Avenue, on the west side of Second Street in Champaign; few even notice it and almost none recognizes it for its historical interest. It is the graceful little stone arch bridge over the north branch of the Boneyard, hidden by weeds, vines, and a scrawny peach tree—backed by a dying lombardy poplar and a crooked evergreen, and used only as a neighborhood foot bridge.
The bridge was built in the late 1850s, exactly when the records do not show, by the Urbana Railroad Company for its horse car line from the Courthouse in Urbana to the Illinois Central Depot in West Urbana (West Urbana became Champaign by legislation passed in 1861). Officially, the plat for the right of way of the horse car line, including the bridge over "Silver Creek" was recorded on March 31, 1860, and it is known that the bridge had been built by that date.
The Urbana Railroad Company operated the horse cars over the old right of way from 1860 to 1893, when electric cars began to operate over a new route.
The old horse car line used narrow gauge, light weight rails. Ed Ireland was the horse or mule driver; he sat on a stool at the front end of the car, exposed to the weather. The horses or mules were changed from one end of the car to the other at the terminals. Dan Lehman was the Conductor. Fare was ten cents from the Courthouse to the depot, five cents from either terminal to the Illinois Industrial University, half way between, with its own Station, the "Half Way House," moved now to Green Street in front of the Illini Union. The two mile trip required about an hour and ten minutes, including all stops and derailments. Passengers sat on the lengthwise benches in the car, or stood in the aisle; if they smoked they joined Ed on the front platform, or Dan on the back.
The western terminal of the Urbana Railroad Company was the shed depot at West Urbana (the first Illinois Central Train arrived there on May 13, 1854). The original station stood east of the tracks near Main Street, and was replaced in the early 1860s by the resplendent "Doane House," one of the Illinois Central's combining stations and hotels which were built and operated at major cities along their new railroad. The Doane House burned to the ground in 1938.
The original stations are gone; the right of way has been taken over; the Urbana Railroad Company is an amusing bit of transportation history; Silver Creek is the Boneyard; only the sturdy little stone arch remains.
Do not be concerned over the elaborate display of type. All of these styles plus five more were used in a full page advertisement in the St. Louis Pictorial Advertiser in 1856. The advertisement announced through sleeper service between St. Louis and Chicago on the Illinois Central Railroad, "Through to Chicago without change in splendid State Room Cars."
FRED AND BETTY TURNER
Urbana
Christmas
1951 | 1,296 | 693 | {
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Introduction
Birth Certificate NADRA: Essential Documentation in Pakistan
A birth certificate in Pakistan is a vital document issued by the National Database and Registration Authority (NADRA). It serves as an official record of a person's birth and is essential for establishing identity, citizenship, and eligibility for various rights and services. This article explores the process of obtaining a birth certificate from NADRA in Pakistan, its significance, and the steps involved.
Importance of Birth Certificate
A birth certificate is more than just a piece of paper; it holds significant legal and practical importance in Pakistan:
- **Legal Proof**: It serves as legal proof of birth, documenting a person's existence and identity.
- **Citizenship and Nationality**: It establishes citizenship and nationality, which is crucial for obtaining passports, visas, and other legal documents.
- **Education and Employment**: It is required for admission to educational institutions, enrollment in voter lists, and employment purposes.
- **Social Services**: It enables access to social services such as healthcare, pensions, and welfare benefits.
Birth Certificate Issuance Process
The process of obtaining a birth certificate from NADRA in Pakistan involves several steps:
1. **Registration**: Births are required to be registered with the local Union Council or relevant authority within 42 days of the child's birth.
2. **Application Submission**: The parents or guardians of the child must submit an application for the birth certificate to NADRA. This can be done online through the NADRA website or at designated registration centers.
3. **Documentation**: Required documents typically include:
- Birth Registration Form (Form-B)
- Copies of parents' CNICs (Computerized National Identity Cards)
4. **Verification and Processing**: NADRA verifies the information provided and processes the application. This may involve cross-checking records with the Union Council or conducting inquiries if necessary.
5. **Issuance**: Once verified, NADRA issues the birth certificate. It includes details such as the child’s name, date of birth, place of birth, parents’ names, and registration number.
6. **Delivery**: The birth certificate can be collected in person from the NADRA office or delivered to the applicant’s address, depending on the chosen method. Once the birth certificate is issued by NADRA, it can be further authenticated for international use through the process of **Apostille in Pakistan**. Apostille certification ensures that the birth certificate is recognized and accepted in countries that are parties to the Hague Apostille Convention, simplifying its use abroad for various legal and official purposes.
**Importance of NADRA Birth Certificate**
The NADRA birth certificate holds several advantages over other forms of birth records:
- **Security and Authenticity**: NADRA certificates are secure and tamper-proof, reducing the risk of fraud or identity theft.
- **Nationwide Recognition**: It is recognized and accepted nationwide for all official purposes.
- **Accessibility**: NADRA offers online services, making it convenient for applicants to apply and track their birth certificate applications from anywhere.
**Conclusion**
In conclusion, obtaining a birth certificate from NADRA is essential for every Pakistani citizen. It provides legal proof of birth, establishes identity and nationality, and enables access to various rights and services. By understanding the process and importance of the **NADRA birth certificate**, individuals can ensure they have the necessary documentation to navigate life’s milestones and obligations effectively. For more information and to begin the application process, individuals can visit the official NADRA website or contact their nearest registration center. | 1,735 | 720 | {
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Lessons in Spiritual Formation
The following is a list of suggested points to cover as we teach young people the spiritual principles involved in living the life in Christ. Our goal is to communicate these principles in language appropriate to teens, with concrete examples and illustrations, activities that would support the lessons, and plenty of opportunities for questions and discussion:
- Our identity is found in Christ, who shows us what it is to be fully human: made “in the image” and “according to the likeness” of God. In particular, we find in Christ what being in God’s image means for both our souls and our bodies, and how we become truly who we are as we grow in likeness to God.
- Our identity in Christ is revealed to us within the context of our belonging to the Body of Christ, the Church. Our identity is not something individualistic, but is related to the community of the Church, and is clarified in particular through our relationship to the Saints.
- Knowing ourselves in Christ requires knowing Christ through His activity in the world; thus we must come to know and appreciate Christ’s saving work. In particular, this includes what is accomplished by His incarnation, His suffering and crucifixion, His death and resurrection, His ascension into Heaven and His glorious second coming. Also, this includes appreciating the complimentary work of the Holy Spirit in the descent at Pentecost and in everything that follows in the history of the Church and especially in the Sacramental life.
- Recognizing the existence of sin, which acts to deform our true identity and causes spiritual illness in us, we are called to make purity of heart (which is spiritual health) the immediate goal of our life, through which we realize our true identity in Christ and ultimately experience the eternal joy of the Kingdom.
- With purity of heart as our goal, we embark on the path of repentance. This path requires an ascetical effort, which is a God-inspired rising to the challenge (adventure) presented by the presence of evil in the world and sin in our life. We overcome this challenge not by our efforts alone, but rather by cooperating with the grace of God available to us through baptism and the whole of the Sacramental life.
- The soul is healed and the heart made pure through the three chief spiritual disciplines (almsgiving, fasting, and prayer) which correspond to the three powers of the soul: zeal, desire, and the mind (cf. St. Maximus the Confessor, Chapters on Love I.79).
- The process of spiritual healing requires us to be growing in self-knowledge, which leads to the act of repentance and confession of sin, and the resulting purification. For this self-knowledge, a basic understanding of the existence and dynamics of the spiritual virtues and corresponding vices (passions) is required, and especially an understanding of the dynamics of pride and humility and the need to move from sinful self-love to divinely-inspired love for God and others.
- We must make a connection between the Cross of Christ and the life of repentance to which we are called, and how we find joy in embracing the Cross as it is presented to us in our lives.
- A course of presentations and discussions on the above-mentioned principles might take the form of an in-depth study of the Beatitudes (as found in St. Matthew’s gospel), following an outline designed to be used over the course of a school year. Such a study could draw from patristic commentaries on the text of the Beatitudes, as well as reflections from contemporary Orthodox authors that are available. | 1,417 | 726 | {
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Talented high schoolers tackle biochemistry dream
By Beth Reese Cravey
County Line staff writer
Kevin Simmons always has nurtured an interest in the space program, from his days in the Army, obtaining degrees in chemistry and biochemistry, through jobs at a cancer research center and in industry.
He long has dreamed of merging his interest in space travel with his education by designing an experiment that would measure the affects of zero-gravity, or weightlessness, on cells that make bones.
Now he is a high school science teacher.
But Simmons hasn't abandoned his dream, just transferred it to his students through a newly formed Biotech Club.
Six of his best students at Orange Park Christian Academy have taken his challenge to design, test and build a bioreactor to tackle his bone-mass experiment both on the ground and, if they get their way, on a future NASA space shuttle.
"I gave the kids a running start," he said. "I intentionally set the bar really high. Even if they only get halfway, look at what they've attempted."
The project will expose the students "to all these different things," from cell biology to marketing, from engineering to meeting with potential corporate backers, from in-depth research to grant applications, he said. That exposure will help prepare them for the rigors of college and the business world and open them up to potential careers in science and engineering, Simmons said.
The students are excited, if occasionally overwhelmed by the task ahead, which they will work on outside of their normal school responsibilities.
"It blew my mind, when he proposed it to me," senior Eugene Williams said. "Once we got into it, learned about it, it was very interesting. What it takes to put something into space, the complexity that goes into... executing a project of this magnitude."
Simmons has told the students how potential bone loss and muscle atrophy are the primary physical deterrents to long-term space travel. Maybe, just maybe, their work — which will use rat cells — could help find a solution, Williams said.
"That could impact the whole human race," he said.
The planning, designing, testing and building come first. But the students said they are ready and committed to fulfilling their individual and collective tasks.
"Double check everything, to make sure you got it right," said junior Adam Graham.
The building of the bioreactor, dependent on donations for parts and supplies, hasn't yet gotten under way. But each student has been assigned to work on one of three tasks: engineering, cell biology and marketing. So far, they have learned the ins and outs of scientific research, how to write resumes and how to act in business meetings. They have preliminary design plans and parts lists. They have met with officials of several corporations in search of grants and to establish corporate relationships that will help when they are ready to submit their project to NASA for shuttle consideration.
Simmons has formed a non-profit foundation, independent of the school, paving the way for tax-deductible financial donations from individuals and corporations wary of directly backing a Christian school project. The foundation's name — Tekna Theos — uses words from the Greek New Testament that, combined, mean "Children of God." He put the seniors in the group on the board of directors so they can continue to be involved after graduation.
"I'm going to let all of them run with it," he said.
In addition to Williams and Graham, other students working on the project are Claire Piatt, Jon Osteen, Brett Thomas and Kermina Vaswani.
Staff writer Beth Reese Cravey can be reached at (904) 278-9432 or via e-mail at firstname.lastname@example.org. | 1,446 | 750 | {
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Organic fruits and vegetables, grown without the stimulation of chemical fertilizers, are naturally rich in nutrients. In addition to their high levels of vitamins and minerals promoting nutrients including vitamins and hundreds of antioxidants from the soil. These powerful antioxidants protect their bright color and help fight free radicals in the body, which cause cell deterioration.
1. **Wild Blueberries**—This tiny but mighty berry is a true super food powerhouse. Loaded with the highest level of antioxidants of any fruit, blueberries are also one of the few fruits native to North America.
2. **Acaiberries**—With only 65 calories, members of the acai family is chock full of essential nutrients, especially quercetin, which is a powerful antioxidant. While most people love the heart of the acai berry, the most powerful benefits come from the skinned leaves.
3. **Cranberries**—When eaten as a whole food (think cranberry sauce or a few added to yogurt), cranberries offer the body a plethora of anti-inflammatory benefits for healthy joints. Beware of non-organic cranberries, as they contain the highest level of pesticides of any other fruit.
4. **Black Raisins**—Eating fresh black plums and their dried companions, prunes, has shown to help the body absorb more iron, an essential mineral for keeping us in top shape. Due to their high fiber content, they are the perfect lumbaric treat.
5. **Blueberries**—Thanks to the high levels of anthocyanins (powerful disease-fighting antioxidants), the blueberry’s claim to fame is its dark, rich color which aids in the prevention of cardiovascular disease.
6. **Raspberries**—This tiny fruit, a member of the rose family, delivers over 50% of your daily requirement of Vitamin C with just one cup. When in season, stock up and freeze; studies have found that frozen raspberries still maintain their antioxidant benefits.
7. **Frozen Blueberries**—Offered only second to strawberries in terms of popularity, blueberries are a great source of antioxidants. The blue pigment in the skin gives them their deep blue pigment.
8. **Pomegranates**—While not the only way to get the health benefits of the pomegranate, eating the fruit offers an extra heathful boost of dietary fiber! Here’s a tip to easily remove the seeds: slice it in half, whack the back with a heavy spoon and watch the seeds pour out!
9. **Strawberries**—This summertime favorite is high in citric acid which helps you to have a healthy immune system. Strawberries are also high in Vitamin C, which improves collagen production. What’s more, strawberries are cancer prevention all wrapped up in a sweet treat!
10. **Red Delicious Apples**—Believe it or not, apples are not only a source of some of the antioxidants, so go for the red! Apples also contain pectin, which helps lower cholesterol, as well as boron, which helps the body absorb calcium. An apple a day…
11. **Sweet Cherries**—Fruit, sweet cherries have been shown to ease the pain of arthritis due to their anti-inflammatory properties. These summer jewels are also full of potassium and vitamin C.
12. **Red Cabbage**—While you might be more familiar with green cabbage, red cabbage contains considerably more phytonutrients—all of which aid the body in fighting off cancer.
For more information visit The Organic Center at www.organiccenter.org and www.generationsoforganic.org
Sources:
- “Antioxidant Activity and Antioxidant Levels in Food through Organic Farming and Food Processing.” Dr. Charles M. Benbrook, The Organic Center.
- USDA Database for the Oxygen Radical Absorbance Capacity (ORAC) of Selected Foods, Release 2. Prepared by David E. Hoehnert and Steven Bhagwat, May 2010. | 1,534 | 812 | {
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‘Allergic to Salad’ Involves Children in Healthy Cooking
By Kristen Meriwether
Epoch Times Staff
Getting children excited about healthy food is not always easy. But with the zesty sound of children gleefully yelling “yea!” in unison throughout the class “Allergic to Salad” on April 10 in Queens, creator Stacey Ornstein appears to have found the recipe for success.
“I think everyone here was eating it and enjoyed it, so I would say that is a success,” Ornstein said after the class.
During the inaugural class, 13 kids, ages 4–10, made “pasta-in-the-bag.” Ornstein walked the children through mixing the ingredients—semolina flour, olive oil, water, salt, and either tomato or spinach—into a bag.
They kneaded the dough and then rolled it out with a rolling pin, which proved more difficult for the younger children. Finally, they used cookie cutters to cut fun pasta shapes. Boiling the pasta was left for the adults.
“Kids can help out in the kitchen much more than parents often realize,” Ornstein said.
The class goes beyond just running through a recipe. Ornstein educates children about cleanliness, kitchen tools like measuring cups and measuring spoons, and why each ingredient was important.
At the end of the class, Ornstein asked what they liked the most and they yelled, “Shaking the bag!” and “Eating it!”
The Allergic to Salad class was offered free thanks to IOBY, a nonprofit connecting people in their community with resources to make change.
Ornstein, who taught food and nutritional education with Spoons Across America in 2007, said parents were asking her about local classes. She was hesitant to organize a paid class because she did not want to exclude any income levels.
Getting funding through IOBY “is the only reason why this project can currently exist. So it is tremendously important. Without IOBY right now, I would not have been able to have this class and I will not be able to have future classes. Hopefully it is something that can keep going,” Ornstein said.
Allergic to Salad has one more class scheduled, an April 22 session for 2-to-3-year-olds.
IOBY will host a fundraising dinner called Pinot en Blanc on April 19 at 6:30 p.m. at iCi Restaurant in Fort Greene, Brooklyn. The proceeds from the dinner will go to support all projects, like “Allergic to Salad,” that have a focus on increasing healthy access to healthy foods for New York City’s youth.
Ornstein will be on hand to explain her project at the adults-only event, which will feature wines from ROCO Winery and locavore cuisine from chef Nate Courtland of iCi Restaurant. | 1,051 | 571 | {
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Most people’s rubbish bins look like this one below - do you think you can reduce how much you throw away? Recycling and composting can help reduce the rubbish you throw out.
Vermicomposting is composting using earthworms. Earthworms will eat anything that was once alive - called organic waste. Tiger worms live in your compost bin at home and make the vermicompost, which is a great food.
Getting Started
The first thing you have to do is find out how much stuff you throw away that could go into the compost. This will tell you how big your worm bin will need to be to cope with all of your rubbish. Worms will eat all of your household’s kitchen scraps, paper rubbish and garden rubbish. This is called organic waste. You will need to weigh your organic rubbish or measure the amount in litres.
How to make the worm bin
The worm bin doesn’t have to be really flash. Use your recycling skills here as the worms don’t mind what they live in.
Things to think about when you’re looking for a worm bin:
- It doesn’t need to be deep – 60cm to 1 metre high.
- It can be flat on the ground or with a bottom.
- It will need a lid to keep the rain and pests out.
Suggested recycled bins are:
- Old fruit crates from fruit suppliers. Broken ones can be repaired.
- Old baths
- Use recycled timber or iron for the sides and lid of a bin.
You will also need:
- Safe bedding for the worms, such as peat moss or compost.
- Black plastic, slightly smaller than the size of the lid.
- Old carpet or felt for the underside of the lid
- Dolomite or lime to ‘sweeten’ any acidic foods.
Getting it together
Now that you have decided on the size, shape and placement of your worm bin you will need to put it together. The next step is:
The bedding
The worms will need to have a ‘safe’ place to live when they are not eating your kitchen scraps. Peat moss or well broken down compost, laid about 20cm deep in the bottom of your worm bin. Do a ‘squeeze test’ - pick up a handful of bedding and squeeze it. If only one or two drops of water come out you have got it just right. A sprinkle of Dolomite (Lime - ask your Mum or Dad to get you some of this) will be helpful just to make sure the bedding is not too acidic.
The worms
‘Tiger Worms’ are the composting worms you will find in your home compost bins. You can purchase worms from a worm farmer or bring some in from your home compost bins. You will need to weigh the worms to calculate how many there are and how much they will eat.
Remember: 1kg = 4000 worms = 5kg food eaten a week.
Feeding the worms
By now you will have calculated how much food you will be feeding your worms. You will also have learnt that a good mix - 1 part Carbon (paper, leaves, etc) and 3 parts Nitrogen (green waste such as lawn clippings and food scraps) will keep the worms happy and well fed. Each week you will need to sprinkle the food with small amount of Dolomite to ‘sweeten’ any acidic foods.
There are two ways you can go about feeding your worms. The first is by feeding them everyday, or every second day, in a different area of the bin. The second way is by storing the food in a pre-composting bin first then feeding it to the worms once a week.
The food is broken down and digested quicker if it is broken up into small pieces and is moist, so you will need to rip up and moisten your paper wastes.
A black plastic cover on top of the food will help it break down by keeping it dark and moist. Old carpet or underfelt on top of the plastic will help it stay moist and temperature controlled.
Your worm bin should not smell. If it does, you may need to add a little more Dolomite to ‘sweeten’ it, or you may be overfeeding and need to stop feeding for a few days. There may be a few very small vinegar flies around the decomposing food but the plastic, carpet and lid will deter any other pests from your bin.
Maintaining the worm bin
The key to taking care of your worms is to leave them alone as much as possible. But that doesn’t mean you can ignore them!
Keep an eye on (and a good written record) how much food the worms are consuming how quickly. Adjust the volumes accordingly.
The moisture level is important so you will need to do a ‘squeeze test’ every now and then.
As already mentioned, the worms like to live in a pH neutral situation, so a sprinkle of Dolomite each week is important to ‘sweeten’ any acidic foods.
As long as their home is well maintained the worms will happily turn your wastes into the valuable plant food called vermicast. | 1,606 | 1,033 | {
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The Christmas Story (Luke 2:1-19)
*(Joseph, Mary & behind stage right door; sheep on front center row)
*(children’s choir in front foyer)
(Main lights low; stage lights on) *enough light for congregation to read song lyrics
Piano begins softly “O Little Town of Bethlehem” children’s choir enters from foyer down center aisle with battery operated candles; they sing when they arrive center stage.
Children’s choir: O Little Town of Bethlehem (center stage)
Narrator #1: And it came to pass in those days that there went out a decree from Caesar Augustus, that all the world should be taxed. And this taxing was first made when Cyrenius was govenor of Syria. And all went to be taxed, every one into his own city. *(Start piano intro for Silent Night)*
Adult choir: Silent Night (Mary & Joseph enter stage left to manger scene during last line of choir song)
Narrator #2: And Joseph also went up from Galilee, out of the city of Nazareth, into Judaea, unto the city of David, which is called Bethlehem; because he was of the house and lineage of David. To be taxed with Mary his espoused wife, being great with child.
Narrator #3: And so it was, that, while they were there, the days were accomplished that she should be delivered. *(Start piano intro for What Child…)* And she brought forth her firstborn son, and wrapped him in swaddling clothes, and laid him in a manger; because there was no room for them in the inn.
Congregation (Ladies only): What Child is This? (vs 1 & 2)
Narrator #4: *(Start piano intro for While Shepherds)* And there were in the same country shepherds, abiding in the field, keeping watch over their flocks by night…
Congregation: (Men only): While Shepherds Watched Their Flocks by Night (vs 1 & 5)
Narrator #4: And lo, the angel of the Lord came upon them, and the glory of the Lord shone round about them: and they were sore afraid. And the angel said unto them…
Narrator #5: Fear not: for behold I bring you good tidings of great joy, which shall be to all people. For unto you is born this day in the city of David, a Saviour, which is Christ the Lord. And this shall be a sign unto you; Ye shall find the babe wrapped in swaddling clothes, lying in a manger.
(Start piano “Angels We Have Heard on High” background music; children’s choir to center stage)
**Narrator #6:** And suddenly there was with the angel a multitude of the heavenly host praising God, and saying...
**Adult choir speaks:** Glory to God in the highest, and on earth peace... good will toward men!
**Adult & children’s choir: Angels We Have Heard on High**
**Narrator #7:** And it came to pass, as the angels were gone away from them into heaven, the shepherds said one to another, Let us now go even unto Bethlehem, and see the thing which is come to pass, which the Lord hath made known unto us. And they came with haste, and found Mary and Joseph, and the babe lying in a manger.
**Ladies’ Choir or Duet: One Small Child (arranged by Molly Ljames) *Lorenz Corporation***
**Narrator #8:** And when they had seen it, they made known abroad the saying which was told them concerning this child. And all they that heard it wondered at those things which were told them by the shepherds. But Mary kept all these things, and pondered them in her heart.
**Pastor:** Conclusion using Luke 19:10 (Jesus was more than just a baby...)
**Congregation:** Tell Me the Story of Jesus (Hymnal #232) verse one and three | 1,392 | 831 | {
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Life Transformation Groups (LTGs)
LTGs are simple. With a group of 2 or 3 people of the same gender, do 3 things:
HEAR & OBEY (15 MINUTES)
Each person shares what they have heard from God.
Come prepared to share a journal of what you learned in the 15-‐‑30 chapters of scripture you read the past week. Then share specifically how you can obey what you have learned from the bible in the coming week.
We commend to you the REAP reading plan, which you can find online here: http://austinstone.org/resources/bible-‐‑reading-‐‑plan
You can also learn how to REAP at the end of this document.
REPENT & BELIEVE (30 MINUTES)
Each person spends time repenting of their sin and believing the gospel.
Share with one another how you have sinned against God this past week. The accountability questions below are a helpful tool and will give you some questions to consider. Be specific, and also share your heart motivations behind the sin.
After sin has been confessed, spend time speaking out loud to yourself and to one another the good news of Jesus' work for us. Hearing the gospel spoken out loud enables us to believe the gospel is good news for us!
CONSIDER & PRAY FOR NON-BELIEVERS (15 MINUTES)
Each person shares opportunities they have to share the gospel in the coming week.
Talk about how your relationship and spiritual conversations have gone with your non-‐‑ believing friends. Share how you plan to weave this person into your community. Then pray for them by name for God to save them.
List some people you are praying for:
HOW TO REAP
Remember to pray as you open the Bible, asking God to show you the grace of Jesus.
Read the passage.Read it a few times, silently and out loud, with a pen in hand. Note thoughts that might be significant. Answer the question, "What do I see?"
Examine the passage. At this point, we will answer some questions about the meaning of the text. Work through this list of questions:
× What does the text mean?
× What do I like? Is there anything that I don't like?
× Is there anything I don't understand?
× What do I learn about God, people or myself from this passage?
Apply the passage. Answer the question, "No matter where I am spiritually, what would it look like for me to apply this week what we just read and talked about?" Write out your response to this question.
Pray. Ask that God would be glorified as we seek to apply the passage this week.
The goal of this kind of Bible study is primarily to grow in faith and obedience, not mere knowledge. Keep that in mind and be attentive each step of the REAP process.
ACCOUNTABILITY QUESTIONS
These questions are a starting point for your LTG. Develop your own over time!
× How has your anger or fear or anxiety or addiction shown up this week? How does that reveal what you're trusting in besides God?
× How have you wasted time?
× How have you felt yourself resisting obeying God this week: in your mission to the lost? In your sacrificial love for community?
× In light of God's love toward you, do you need to reconcile with somebody? Are you subconsciously holding a grudge?
× How have you battled sexual or intimacy temptation and how are you preparing to deal with it next week?
× How has the Holy Spirit been testing and growing you this week? Did you respond in faith or grumbling?
× Is anything (school, work, technology, etc.) isolating you from important relationships?
× _______________________________________ (Your personalized question) | 2,017 | 1,835 | {
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Climate Impacts at 1.5°C and 2°C – a Pacific Perspective
2°C is not safe
2°C cannot be seen as a safe limit for global warming. Significant climate impacts are already occurring at the current level of global warming (approaching 1°C) and higher levels of warming will only increase the risk of severe, pervasive and irreversible impacts. This was concluded by a comprehensive assessment of the differences in impacts between 1.5°C and 2°C, undertaken as part of the review of the long-‐term global goal of the UNFCCC i .
High risks from extreme weather under 2°C
The recent IPCC reports show that a warming of 2°C above preindustrial (late 19th century) would already lead to high risks from extreme weather. This includes events to which the Pacific islands are particularly exposed, such as tropical cyclones, droughts and floods, and as well extreme heat waves in the future.
Occurrence of heat extremes double between 1.5°C and 2°C
The risk posed by climate extremes rises rapidly with increased warming, with increases already observed in many parts of the world, in particular for heat and precipitation extremes. Limiting warming to 1.5°C significantly reduces these risks: for example, the predicted occurrence of heat extremes is nearly double at warming of 2°C compared to 1.5°C ii .
Limiting warming to 1.5°C will reduce risks of sea-‐level rise
Limiting warming to 1.5°C would reduce the rate of sea level rise and limit the magnitude significantly. It will further reduce the melting of the polar ice sheets, which contributes directly to the risk of large-‐scale sea-‐level rise. For the longer term, over many centuries, recent science indicates that there is a high risk of a sea-‐level rise of many metres (potentially up to 9m) as a result of a sustained 2°C warming iii .
Warming above 1.5°C is an existential threat to coral reefs
Close to 100% of tropical coral reefs will experience severe bleaching under a sustained warming above 1.5°C. This, in conjunction with the detrimental impacts of ocean acidification, represents an existential threat to these unique ecosystems and the livelihoods depending on them.
Limiting warming to 1.5°C will reduce risks for food production
Limiting warming to 1.5°C by 2100 would substantially reduce key risks for the Pacific islands, such as risks to food production. | 1,009 | 1,948 | {
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Friends of the Arboretum Native Plant Sale
Mitchella repens – Partridgeberry
COMMON NAME: Partridgeberry, Squaw Vine, Deerberry, Checkerberry, Winter clover, One-‐berry, Twin-‐berry
SCIENTIFIC NAME:Mitchella repens – Linnaeus named this plant for his friend, Dr. John Mitchell (1711-‐1768), born in Virginia, but died in England.Repens comes from Latin "to creep."
FLOWER: Pale pink or white tubular flower with 4 petals
BLOOMING PERIOD: June to July
SIZE: 4 to 12 inches
BEHAVIOR: Spreads slowly to form a mat. Even a large mat will produce only a few flowers and berries. Evergreen foliage.
SITE REQUIREMENTS: Well drained, humus-‐rich sandy soil with a neutral pH. Dry woods, forests. Full sun to partial shade.
NATURAL RANGE: Eastern and central North America from Newfoundland to Minnesota and south to Florida and Texas.
SPECIAL FEATURES: Flowers occur in pairs and after fertilization the two ovaries fuse to form a single red fruit. The two dimples on the berry reveal its fused nature. Berries remain on the plant all winter if not eaten by wildlife. It is called partridgeberry because in Europe it was thought the berries were eaten by partridges.
SUGGESTED CARE: Useful for a rock garden, for spreading over shady slopes, and as a ground cover beneath trees or hostas. Water regularly when planted.
COMPANION PLANTS: wild sarsaparilla, wild oats, pines, hemlocks. | 674 | 1,176 | {
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Questions for Reflection A New Way of Seeing Everything March 18, 2016
What does it mean to be human?
* What are out attributes?
* What are some of our foibles?
* What do we seem to be REALLY GOOD at?
* What has our long-‐term history been?
What are the forces that drive us?
* What is "self-‐interest"?
* What is "happiness"?
* Has our understanding of "self-‐interest" changed?
* Has our understanding of happiness changed?
At what point did we start to think that being happy was selfish?
* What might be some unintended consequences of this viewpoint?
* On reflection, does it make sense to think of happiness as selfish?
* How might we want to modify our understanding of "happiness?"
How have we managed to balance the forces that drive us historically?
* When human cultures have thrived
* When human cultures have imploded and disappeared
Do you think the "self-‐interest" that was invoked by Adam Smith inThe Wealth of Nations has the same dynamics as today's self-‐interest? Why or why not?
What reasons do we have to be optimistic about long-‐term prospects for the survival of our species? | 476 | 891 | {
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Annotated Resource Set (ARS)
Contextual Paragraph for Resource Set: This is a resource set that addresses the eighth standard of the 11 th grade U.S. History II, Utah state core curriculum. The lessons are specific to the fourth objective and indicator (a) Compare differing American reactions to overseas military involvement. The primary sources in this set will help students make comparisons to various conflicts and how the U.S. reacted to each.
1
Resource Set
| Oral History | Middle East Peace | Iranian Hostage Diaries | (Resource Title Here) |
|---|---|---|---|
| http://www.pbs.org/wg bh/pages/frontline/gulf/ oral/decision.html | http://www.jimmycarte rlibrary.gov/documents/ campdavid25/campdavi d25_documents.phtml | http://www.jimmycarte rlibrary.gov/documents/ r_ode/index.phtml | (Resource Link Here) |
Notes/Comments: The links in this set include oral history audio.
2
Annotations
| Grade Level | Curriculum Connections | Curriculum Standards | | Learning Objectives | | | Suggested Learning Strategies | | Suggested |
|---|---|---|---|---|---|---|---|---|---|
| | | | | | | | | | Assessment |
| | | | | Content Objectives | | Thinking Objectives | | | Strategies |
| 11th | Social Studies | Standard VIII: Students will understand the United States’ domestic and international position in the Cold War era. Enduring Understanding: The Cold War Era redefined the United States’ domestic and international positions. | How were U.S. politics changed by the end of the Cold War? | | Compare differing American reactions to overseas military involvement? | | -Assign students one of the oral histories and analyze using the sound recording NARA form from the link in the last column. -Compare the Desert Storm histories with those of the Iranian hostages. -Analyze the Middle East Peace Accord. | -Have students make connections between the three events by creating a concept web. Have each student use their concept map to answer the Thinking Objective. | |
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Planting and harvesting times for garden vegetables
This guide will help you schedule the planting of gardens so space may be used efficiently. Designed for central Iowa, dates for southern Iowa would be about 1 week earlier, for northern Iowa about 1 week later. For more information on planting a vegetable garden, see PM 819, Planting a Home Vegetable Garden.
Radishes —Several plantings, 7 to 10 days apart, are possible. Radishes pass peak quality quickly, so several plantings are needed to provide high quality radishes throughout the spring and early summer. Radishes become spongy and form seed heads with the onset of hot weather. Fall plantings can be made from mid-August to mid-September.
Lettuce—Sow seeds in early spring. Lettuce flowers and turns bitter with the onset of hot weather. Fall plantings can be made in August.
Onions —For mature (dry) onions, sow seeds in early to midApril. Plant sets and plants from early April to May 1. Plantings for green onions can be made from early April to mid-summer.
Peas —Sow seeds in early spring as soon as the soil can be worked. Plants stop bearing when hot weather arrives. A fall planting may be made about August 1 to 10.
Spinach—Sow seeds in April as plants become bitter and form seed heads with the onset of hot weather. A fall crop may be planted about August 10.
Cabbages —Set out transplants from early April to May 1 for a summer crop. Direct seed in summer for a fall crop.
Broccoli and cauliflower—Set out transplants in early to mid-April. Both are sensitive to hot weather so need to be encouraged to head as early as possible.
Collards and kale —Seed at the same time as lettuce and other early spring crops. Direct-seed in early July for a fall crop.
Carrots —Seeds can be sown from early April to August 1. Plant every 3 to 4 weeks for a continuous harvest.
Beets and Swiss chard — Seeds can be sown from early April to August 1. Plant every 2 to 3 weeks for a continuous harvest.
Potatoes —Best planted in early to mid-April; a long growing season is needed to produce full-sized tubers.
Turnips —Sow seeds in April and again in August or early September for a fall crop.
Snap beans —Plant any time after May 5. Most varieties will keep producing if plants are kept picked. Last practical date for planting is August 1.
Sweet corn —Plant when soil temperature reaches 60°F or any time thereafter. Last practical date for planting an early variety is July 1.
Lima beans —Plant from May 20 to June 30 to produce a crop by average frost date.
Tomatoes —Plant seedlings in mid-May. Last practical date for planting tomatoes is June 20.
Peppers and eggplants —Plant seedlings in mid-May. Last practical date for planting peppers and eggplants is June 20.
Summer squashes—Seed mid-May. If harvested every other day, plants will keep producing until frost. Last practical date for seeding is July 20.
Cucumbers —Seed mid-May. Production is continuous if kept picked. Last practical date for seeding is July 20.
Muskmelons —Seed mid-May. There are varietal differences in the length of time from planting to harvest. Last practical date to sow seeds of early maturing varieties is June 20.
Winter squashes and pumpkins —Seed mid-May. A full growing season is needed to produce mature fruit that keep well into winter.
Watermelons —Seed mid-May. There are varietal differences in the length of time from planting to harvest. Last practical date to sow seeds of an early maturing variety is June 20.
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Fundamentals of Graphic Communication
ART 1330 SECTION 04059
Instructor: Kathy KelleyTime: MW 11:00-2:00Location: 304 Fine Arts Building
Office: 326 Fine Arts Building Web: www.kkelley.net/fund Hours: By appointment T: 713 552 1334 E: firstname.lastname@example.org
Project 4: Form and Structure
Objectives
– To see the underlying structure within a composition
– To learn how to create flexible systems using grids
– To continue to explore the potential of letterforms to communicate
Assignment
Using the basic grid as a template, explore the variety of ways your letterform(s) can be used within the structural grid. Design two 10 x 10" compositions through experimentation with the following different grid systems. Both final compositions should demonstrate experiments with on of the grid systems.
Using one or more than one letterform (of either the uppercase or lowercase) in each of the squares, study how the position, rotation, shape, rhythm, repetition and size of the letterform can effect the visual flow and composition from one grid to another. Consider qualities of line, contrast, pattern, repetition, and the positive and negative relationships. It is important to note that while the grid provides you with an underlying organizational tool, the structure can be manipulated to create a variety of solutions.
Structure
Schedule
Inactive Structure: The space is divided into subdivisions which do not interfere with the forms they contain.
Also an example of invisible structure.
Active Structure: In this example, the space is divided into subdivisions which interact with the forms they contain. Another example of invisible structure.
Invisible Structure: The lines that divide the space into subdivisions are not visible, but conceptual or implied
Also an example of active structure.
Visible Structure: The lines that divide the space into subdivisions are visible. They have thickness and can be either positive or negative. Also an example of active structure.
Read
Basic grid
Change of proportion
Change of direction,
Wucius Wong, Principles of Form and Design pages 58—63.
Method
Begin by sketching with a 6 x 6" square divided into 9 equal parts (2" each). Start by drawing a simple [basic] grid. As the project progresses, experiment with more complex grid structures.
Monday FEB 27
Begin Project 4 in class
Due Project 3
Wednesday MAR 1
Crit 10 6 x 6" sketches – use only the basic grid as a template
-----
Monday MAR 6
Crit 8 6 x 6" sketches
– experiment with three grid structures
Wednesday MAR 8
Crit 4 10 x 10" sketches –bookbinding demo
-----
* bring three objects to class on Monday
SPRING BREAK
-----
Monday MAR 20
Due Project 4
– Due two 10 x 10 compositions on 14 x 14" black Letra Max 2000 board
– Due a minimum of 22 sketches bound in book
Begin Project 5 in class
* bring three objects to class/work in class
Final Format
Render the final 10 x 10" composition on white, smooth bristol board using black pen and ink, black gouache or cut paper. Mount the completed 10 x 10" composition on 14 x 14", black Letra Max 2000 board.
Final Sketch Presentation
Organize all sketches for this project and bind them with a stab binding. You may reduce 10 x10" sketches on a copier for presentation in the sketchbook.
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PRE-PRODUCTION
1. Identify and list an item or action in the school that begins with each letter of the alphabet listed below (Ex. P= paper being crumpled or P= pencil)
2. Identify and list the type of shot you will use to show this item on camera (Ex. WIDE, MEDIUM,TIGHT)
3. Identify and list the camera movement you will use to showcase the item or action (Ex. pan left, zoom in, dolly in)
4. Get your list checked off by your coach.
5. Brainstorm locations you may want to shoot .
6.
Check out the proper equipment, grab your coach, and get shooting!
PRODUCTION
7. Begin your production.
8. Identify each shot by SAYING ITS LETTER into the camera prior to shooting it (this will help you in the editing process) be creative, rule of thirds.
9. Look for creative ways something can be seen by the camera.
10. Use a tripod, dolly, and shoulder mount when necessary.
11. Record only what you need (no garbage)
12. Shoot to edit, leave room in front and back of each shot (pre-roll, post-roll)
13. Each shot should be between 8-10 seconds.
14. Work together and share the camera (everyone should set up and record shots)
POST PRODUCTION
15. On the desktop create a folder for your group labeled: ABCScavengerHunt(GroupName)
16. Import Footage from your SD card into the folder.
17. Label each shot in the folder with the correct letter of the alphabet that it correlates to.
18. Open an Adobe Premiere Pro Project. Title the Project: ABCScavengerHunt(GroupName)
19. Import the footage from your folder into the project.
20. Create a Title Graphic for your production. Add it to your timeline.
21. Mark your clips in and out and drag them into your timeline in the order of the alphabet.
22. Create a letter graphic for each shot with a description of the item or action being portrayed
(Ex. P= paper being crumpled or P= pencil)
23. Create credits for your production. List all members of the group and their role.
24. Add a copyright free music track to your production (www.audioblocks.com)
25. Preview your production and make any changes needed.
26. Export your project as a H.264/, 1080i. Make sure it is titled correctly and is being sent to your group's folder on the desktop.
27. Sit back and be proud of your work! :)
| LETTER | ITEM/ACTION | TYPE OF SHOT (WIDE,MEDIUM,TIGHT) |
|---|---|---|
| A | | |
| B | | |
| C | | |
| D | | |
| E | | |
| F | | |
| G | | |
| H | | |
| I | | |
| J | | |
| K | | |
| L | | |
| M | | |
| N | | |
| O | | |
| P | | |
| Q | | |
| R | | |
| S | | |
| T | | |
| U | | |
| V | | |
| W | | |
| X | | |
| Y | | |
| Z | | |
RUBRIC
| | EXCEEDS | PROFICIENT |
|---|---|---|
| COMPLETED PRE PRODUCTION PLAN | | |
| SHOT QUALITY | | |
| GRAPHICS QUALITY | | |
| EDITING QUALITY | | |
| OVERALL FLOW | | |
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Subject: French, Spanish and German Year: 11
Curriculum overview:
In year 11 students will study the topics below:
Autumn term
* Work and Education
* Relationships and choices
Spring term
* Free Time and the Media
Summer term
* Revision of all topics
Homework & assessments overview:
Autumn term
* Deadline end of December
* Work and Education C/A writing 1 Deadline December 2014
Spring term
* Health C/A Writing 2
* Deadline end of February 2015
Summer term
* Revision
Useful websites:
* http://www.bbc.co.uk/education
* www.espanish.org.uk
* http://www.zut.org/
Practical tips /activities for parents to support learning at home:
* Check students' homework diary and talk to them about the tasks set.
* Ask your child to re-‐teach to you something she or he has learned today.
* Practise dialogues with your child as teacher.
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Is It Developing and Using Models?
Below are listed things that students might do in a science class. Check off the things that are true about students developing and using models.
A Create a simple sketch to illustrate how the shape of an object helps it function to solve a problem.
B Choose the best drawing that describes how kinetic energy is converted to thermal energy.
C Use a diagram to compare the needs of plants and animals and the places they live.
D Develop a quantitative model to show how carbon moves through the earth’s various systems.
E Observe sugar dissolving in water to provide evidence supporting a model that matter is made of particles too small to be seen.
F Construct a diagram that describes how light reflecting from objects and entering the eye allows objects to be seen.
G Examine a flow chart to understand that energy in animals’ food was once energy from the sun.
H Use the analogy of a city to understand the functions of a cell as a whole and ways part of cells contribute to the function.
I Revise a drawing to describe how the total number of atoms does not change in a chemical reaction.
J Use a globe and a light bulb to demonstrate that the earth’s seasons are caused by t its tilted axis and orbit around the sun.
K Compare 3D ball and stick structures of ammonia and methanol molecules.
L
Use the periodic table to predict the properties of elements.
M Use a simulated “bee” to pollinate Wisconsin Fast Plants (Brassica rapa).
N Use a chemical equation to illustrate how photosynthesis transforms light energy into stored chemical energy.
O Use a “slinky” to simulate the amplitude and wavelength of waves.
P Compare plant and animal life cycles in computer simulations to identify common events or phases
Q Identify the limitations of a diagram describing the movement of matter among plants, animals, decomposers, and the environment.
Why do you think the examples you chose are true about students developing and using models?
Circle the examples of developing and using models that are at your grade band. | 865 | 1,558 | {
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Treating Water in an Emergency Situation
Treating Water in an Emergency Situation
During an emergency, such as a major earthquake, the City of Lake Oswego may issue a "boil water notice" until it can verify that the water is not contaminated and is safe to drink. During a "boil water notice" period, any water used for drinking or food preparation should be boiled at a full rolling boil for at least one full minute. A full rolling boil is a vigorous boil that cannot be stopped by stirring the water. If the water is very dirty looking and/or has particulate matter in it, filter the water through a coffee filter, paper towels, or clean cloth before boiling.
If the emergency has left you with no way to boil the water or if you have limited fuel and do not want to use it for boiling water, you may treat the water with liquid chlorine laundry bleach. NOTE: do not use scented laundry bleach, powdered bleach, or swimming pool chlorine; these contain additional chemicals that are poisonous. Below is a chart that indicates how much liquid bleach to add to the water.
| Amount of Water | Amount of bleach to add to clear water | Amount of bleach to add to cloudy/dirty water |
|---|---|---|
| 1 gallon | 8 drops | 16 drops |
| 5 gallons | 1/2 teaspoon | 1 teaspoon |
After you add the bleach, thoroughly mix by stirring or shaking the container. Let the water stand for 30 minutes before using. A slight chlorine odor should be noticeable in the water; if not, add another dosage of bleach and allow the water to stand another 15 minutes before using. The water can also be treated with the use of water purification tablets that can be purchased at most outdoors or sporting goods stores. Follow the directions for use on the package you purchase. Treat only enough water to meet your needs for 48 hours at a time. There is an increased chance of recontamination if the treated water sits for more than 48 hours. Refrigeration will also help prevent recontamination.
Note: Most home water filters are meant for water that is already microbiologically safe. Using these filters during a "boil water notice" will not guarantee the safety of the water. Replace any filter cartridges after the boil water notice has been lifted to ensure your filter is not contaminated.
How to store an emergency water supply
Bottled water purchased at grocery stores can be stored for several years. The bottles should be stored in a cool dark place and should not be exposed to sunlight, fumes of petroleum products, and pesticides/herbicides. They should be checked periodically to ensure that the plastic has not cracked or developed leaks. If the containers have cracked or leak, replace them.
Storing tap water for emergency use is more complicated. The storage containers must be disinfected and the water treated before it is stored. Also the water should be changed every six months.
Disinfecting the containers
Containers made of heavy opaque plastic with screw-on caps are the best to use. Plastic milk and orange juice containers are very thin and tend to crack and leak as they get old. Also these containers often have snap-on lids that do not seal as well as screw-on caps.
Wash the containers with soapy water. Rinse thoroughly. Fill the container half full with water and add 1 cup of chlorine bleach for each gallon the container holds. NOTE: do not use scented laundry bleach, powdered bleach, or swimming pool chlorine; these contain additional chemicals that are poisonous. Finish filling the container with water (all the way to the top). Put the cap on and lay the bottle on its side for about 3 minutes. This allows you to check if the container leaks while the bleach-water disinfects the cap. If the container leaks, do not use it.
Pour the bleach-water into the next container to be disinfected. The same disinfecting bleach-water can be
Page 1 of 2
Treating Water in an Emergency Situation
Published on City of Lake Oswego Oregon Official Website (http://www.ci.oswego.or.us)
used for several containers, simply "top off" the new container with water as needed. *** REMEMBER! This is not drinking water - pour down drain when finished ***
Treating the water to be stored
Fill the disinfected bottle half full with tap water. Add 8 drops of chlorine bleach for each gallon the container holds. NOTE: do not use scented laundry bleach, powdered bleach, or swimming pool chlorine; these contain additional chemicals that are poisonous. Finish filling the bottle with tap water. Leave a small air space at the top of the container to allow for expansion if the water heats up slightly where you store it.
Put the cap on tightly.
Storing the water
The water containers should be stored in a cool dark place and should not be exposed to sunlight, fumes of petroleum products, and pesticides/herbicides. They should be checked periodically to ensure the plastic has not cracked or developed leaks. If the containers have cracked or leak, replace them.
Change the water in the containers every six months.
Source URL (retrieved on 10/01/2014 - 5:34pm):
http://www.ci.oswego.or.us/publicworks/treating-water-emergency-situation
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COMPOSTING Q&A
Where is the best location for my compost bin?
Put your bin in a place that's convenient to get to, but also away from public view. You'll also want easy access to water. Your bin or compost pile should be between 3'x3' and 5'x5' in size, but you'll also need room around the pile to water, mix in additions, turn the compost regularly and maneuver a wheelbarrow or large buckets. Make sure you aren't too close to a fence or structure either.
Is a sunny spot or a shady spot best?
Avoid all-day shade if you can. Sunshine helps to keep the pile warm and active, but our intense summer sun can overheat and dry out your compost pile. Morning sun and light shade in the afternoon is ideal, but even without an ideal site, you can still compost successfully by keeping an eye on your compost and giving it attention when it's needed.
Green and brown- how much of each?
A good compost pile needs the right mix of nitrogen-rich green material and carbon-rich brown material. Since all brown materials have at least some nitrogen, and all green materials have at least some carbon, a mix of one part green to two parts brown is about right.
How often should I water my compost?
There isn't a set schedule for watering compost. It depends on the time of year, the weather, the amount of sun and shade and how often the compost gets turned. It shouldn't be too wet, and it shouldn't be too dry. You want your compost to feel like a wrung-out sponge- just right.
Turn, turn, turn? Why?
The microorganisms that turn dead plant materials into compost need oxygen. Turning the pile brings oxygen down into the pile. It can also help to dry out compost that's too moist.
When Is it done and ready to use?
There are a few signs to watch for. The pile will be smaller, up to half its original size. The compost will cool down, be dark and crumbly and have an earthy smell. You won't be able to identify the original materials that you put into the pile.
What can I do with it?
You can mix an inch or two into of compost into your garden soil every year or spread an inch over the surface and let earthworms do the work for you. Compost can be mixed into the potting soil you use in your container gardens. It also makes a great mulch in flowerbeds; an inch of compost helps suppress weeds and doesn't need to be removed at the end of the season the way fabric or plastic weed barriers do. | 874 | 541 | {
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Disaster Planning & Response: Making Uncertainty Easier
Tips to Help Families Support Their Children …families helping families stay safe…
Family to Family Health Information & Education Center of Florida
You have been told that a hurricane might be heading right for your home…what are you going to do? How will you help your children prepare? How can you help with their fears? These are just a few questions that may be going through your head in addition to your own emotions and responsibilities in preparing your home, protecting your property, full filling job responsibilities, and keeping yourself safe from harms way. Below are a few simple tips to help you support your children and youth during difficult times.
1. Don't get caught up in the "hype"
The potential for a disaster is great opportunity for media to increase their audience. There is a difference between "information" and "entertainment". Children (and adults for that matter) do NOT need to be entertained when they are facing a potential disaster. It increases their anxiety, concern, and fear. They need information that will help them make wise choices concerning their safety. Constant exposure to drama that is presented as information for the purpose of entertainment can cause serious emotional issues for children. Limit your family's time in front of the television and tune in for regular updates and alerts, such as at the top of each hour, just long enough to know what you need to do to protect yourselves.
2. Have a plan and know what you will do
It is the unknown that frightens most people. Most children and youth are more disturbed about what they think might happen than by reality. Planning that addresses each level of impact is easier for children. For example, you might have a plan for a Tropical Storm, another for a Category One Hurricane, and then one for each category of storm. By sharing these plans and letting your children know what you will do and when, you are giving them something to use to fight their fears. Posting and referring to them when discussing the storm and answering questions can give them a sense of security and make them feel more in control.
3. Talk on a level that your child can understand
Children of all ages will know or sense that something is about to happen. They may be old enough to know or they see and hear the concern and anxiety in your voice. Older children should be included in developing the family plan. They should also be encouraged to develop their own plan about things important to them, such as how they will contact friends when it is over, what they will do with their possessions, and how they will occupy themselves should they have to evacuate or exist for some time without electricity. Younger children can help you pack things such as flash lights or preparing water bottles. This should all be done in a calm and matter of fact manner. Infants and young children may not understand your words, but take the time to hold them and whisper in their ear how much you love them and that you will always do your best to care for them. Singing and playing games they recognize can help them stay calm.
4. Give them information that they need
When a child asks how bad the storm is, you can compare it to others they may have experienced. If they see devastation on the television (refer to tip one) and ask if it may do that to their home, instead of guessing what it might or might not do, answer them by discussing what you will do IF it is that bad. Have them talk about what they think they could do to help protect themselves and their belongings. Remind them that you will all be together, someplace. Talk about the plan and where you will be. If they ask where the storm will hit or ask if it is coming to your home, answer by redirecting them back to where it is now and what we know about where it will be later today. Do not answer their questions with "I don't know". Do not lie…but only tell them about what you are fairly certain. There is no use in getting them scared about something that may change, as these storms tend to do.
5. Keep to your routines and regular schedule
Routines reinforce to children that things are OK and will be staying the same for a while. They are comforted by doing what they are used to doing. It is important to integrate preparation into regular schedules (like ball practice, church, work, chores, etc). This helps them understand that "life goes on". Their fears and behaviors related to being scared will be much less when they can count on what will happen next. When it gets to the point where you can no longer follow these routines because of the weather, build new routines that relate to your planning and response to the storm.
Need help? Want more information? Call us toll free at 1-877-926-3514 | 1,722 | 1,016 | {
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Tuel Lane Infant & Nursery School
Modern British Values
Overview
We have a duty to promote and teach the fundamental British values of democracy, rule of law, individual liberty, mutual respect and tolerance for those with different faiths and beliefs.
Separately, the Counter Terrorism and Security Act also places a duty on us "to have due regard to the need to prevent people from being drawn into radicalism or terrorism" (the Prevent duty).
Democracy: making decisions together
We encourage children to see their role in the bigger picture, encouraging children to know their views count, value each other's views and values and talk about their feelings, for example when they do or do not need help. When appropriate, we demonstrate democracy in action, for example, children sharing views in a group session with a show of hands.
We support the decisions that children make and provide activities that involve turn-taking, sharing and collaboration. Children are given opportunities to develop enquiring minds in an atmosphere where questions are valued.
Rule of law: understanding rules matter
Through our teaching about managing feelings and behaviour we ensure that children understand their own and others' behaviour and its consequences and learn to distinguish right from wrong.
We negotiate rules and the codes of behaviour with the children, for example, to agree the rules about tidying up and ensure that all children understand rules apply to everyone.
Individual liberty: freedom for all
Children should develop a positive sense of themselves. We provide opportunities for children to develop their self-knowledge, self-esteem learning or by talking about their experiences and learning in classrooms. We encourage a range of experiences that allow children to explore the language of feelings and responsibility, reflect on their differences and understand we are free to have different opinions, for example in a small group discussion about how they feel about moving into new classes or on to junior school.
Mutual respect and tolerance: treat others as you want to be treated
We work to create an ethos of inclusivity and tolerance where views, faiths, cultures and races are valued and children are engaged with the wider community. Our curriculum planning and practice is geared to supporting children to acquire a tolerance and appreciation of and respect for their own and other cultures; know about similarities and differences between themselves and others and among families, faiths, communities, cultures and traditions and share and discuss practices, celebrations and experiences.
We encourage and explain the importance of tolerant behaviours such as sharing and respecting other's opinions. We promote diverse attitudes and challenge stereotypes, for example, sharing stories that reflect and value the diversity of children's experiences and providing resources and activities that challenge gender, cultural and racial stereotyping.
Our staff will:
Consistently and actively promote tolerance of other faiths, cultures and races
Challenge gender stereotypes
Work to engage with children and families and with the wider community
Challenge behaviours (whether of staff, children or parents) that are not in line with the fundamental British values of democracy, rule of law, individual liberty, mutual respect and tolerance for those with different faiths, beliefs and lifestyle choices. | 1,346 | 612 | {
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Understand your question
Parts of an assignment question:
TASK WORDS
How to write eg, discuss, argue etc.
SUBJECT MATTER
What you should be writing about
Make sure you are comparing and not just describing the two things in isolation
Subject matter
Compare acute and chronic pain in terms of pathophysiology and treatment.
Important limiting phrase – focus ONLY on these things. Use them as a lens to highlight the differences between acute and chronic pain.
Important limiting phrase – focus your answer on a specific example. Use this example to help demonstrate your understanding.
Factual description is needed. You must demonstrate your knowledge and understanding.
With reference to any particular example enzyme, outline the key structural and functional properties of its active site
Subject matter
LIMITING WORDS
May narrow or change the focus of your answer. (Important – they stop you from including irrelevant info)
TIP
Assignments that ask you to compare two things can be structured in different ways. You may choose to alternate continually between the two things, making direct comparisons and organising your essay according to themes. Alternatively, you may choose to discuss one thing fully and then the next. If you choose the second approach, you must make the links and comparisons between the two things completely clear.
TIP
Assignments that ask you to outline or describe are assessing your understanding of the topic. You must express facts clearly and precisely, using examples to illuminate them.
Task words not so obvious this time. Try turning the title into a question: 'is there any convincing evidence for…?'
Important limiting word – there may be evidence but you need to assess whether or not it is convincing
There is no convincing evidence for the existence of life outside of our solar system
Subject matter
Task words – you're being asked to argue
Subject matter
To what extent can nuclear power provide a solution to environmental issues?
Subject matter. Might be an idea to define/discuss what could be meant by environmental issues? This might be important to your argument.
Limiting phrase: discuss ways it can and ways it can't – and don't be afraid to take a position, based on evidence.
Explore the topic from different angles, in a critical way (not purely descriptive)
TIP
Assignment titles that are not actually a question are often simply asking 'how true is this statement?' You must present reasons it could be true and reasons it might not be, supported by evidence and recognising the complexity of the statement.
TIP
If an assignment is asking a direct question, make sure your essay answers it! Address it directly in the introduction, make sure each paragraph contributes something towards your response to it, and reinforce your response in your conclusion.
TIP
Subject matter
Discuss the issue of patient autonomy in relation to at least one case study
Assignments that ask you to discuss in relation to a case study, or to a placement or own experience, usually want to see a clear link between theory and practice (reality).
Important limiting phrase – don't just discuss the issue of patient autonomy in general; discuss it in the context of one or more case studies. You should use the case study to illustrate all of your points about patient autonomy.
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"If you want to create messages that resonate with your audience, you need to know what they care about."
- Nate Elliott
Introduction
This module will introduce students to Social Entrepreneurship, Forms of Social Engagement, the Fourth Sector, and how SocEnt is related. The module will explain expectations, deadlines, the project, and exciting additions to the curriculum. It will also cover the main framework of SocEnt this year: the Design Thinking framework.
Objectives
1. Students will be able to comprehend the origin and definition of social entrepreneurship.
2. Students will be able to distinguish social entrepreneurship between other forms of social engagement.
3. Students will be able to pinpoint where in design thinking the target audience fits and why.
Agenda
1. Facilitator and Student Intro (15 minutes)
2. Introduction to SocEnt (10 minutes)
3. Design Thinking Lecture (35 minutes)
Facilitator and Student Intro (15 minutes)
To start off SocEnt, each facilitator should give an introduction of themselves including information such as their name, hall/wing, and favorite product on the market. They then will have each student provide a 30 second pitch about their favorite product, preferably with everyone standing on top of a chair to project their voices.
Introduction to SocEnt (10 minutes)
Utilize Presentation
Lecture Notes
Design Thinking (10 minutes)
MUST READ: Source and any case study you use!
Lecture Notes
1. What is design thinking?
a. A process of creative problem solving
2. The Design Thinking Process
a. Three main stages:
1. Understanding the problem/Gaining Empathy- doing lots of research into your target audience, scoping out problems.
a. This is one of the most important things to emphasize; in the past, common practice was just to create
2. Exploring Solutions/Ideation- generating a lot of ideas
3. Experimentation- prototyping, testing, getting feedback, and modifying
3. The Design thinking mindset
Though the process of design thinking is important, it's more so about having the design thinking mindset. This entrepreneurial mindset captures the mentality and needs of the people facing your problem (target audience), paints a picture of the opportunities based on the needs of these people, and starting doing things (experimenting). A traditional problem-solving mindset would face a problem thinking "I have to solve this," a design thinking would think "What questions can I ask that might move me forward to better understand the situation."
4. Why do we use it?
5. Case Studies
a. SwipeSense
b. Pick another one of your own from the summer homework
1. Wrap up questions
a. What is design thinking?
b. How can you center your project?
c. Why is the Target Audience important?
d. What is pain point?
2. Facilitators should give closure by wrapping up final discussions and touch on key points that students brought up.
Facilitator Homework
Have one-on-ones with each student before the next module. Take notes on each student's likes/dislikes, personality, and potential group pairings.
Student Homework
Sign up for one-on-ones and start thinking about the issues you may want to work on. | 1,338 | 657 | {
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HEALTHY EATING
A student's lifestyle can be very busy so you may find yourself eating 'on the run' which can sometimes lead to unhealthy choices.
There are simple eating habits you can adopt that will help you feel better and lessen your chance of gaining weight. They will also help your brain function better.
Eat breakfast
There's a saying that breakfast is the most important meal of the day. This is because it gets your metabolism going, providing your body with fuel to get you through your day. Several studies have shown that by eating breakfast 30 minutes before an exam you can improve your cognitive function and memory significantly. That means better test/exam results/scores.
Don't starve yourself
This might sound obvious, but skipping meals is very common. Try eating before you get too hungry, that way you won't eat too much and you're less likely to fill up on unhealthy 'junk food' that's readily available. If you let yourself run on empty you won't be able to concentrate as well.
Snacks
One way to avoid getting too hungry is to eat healthy main meals and snacks regularly but if you do this, make sure you make the portions smaller at your main meals so that you don't end up gaining weight!
Some healthy snack ideas include:
* Fresh fruit or canned fruit in natural juice
* Dried fruit and nut mixtures
* Canned fish in springwater
* Rice crackers or whole grain crackers
* Air-popped popcorn with minimal salt (use other seasoning if desired)
* Vegetable sticks with hommus
* Low fat yoghurt.
Plan healthy lunches and dinners in advance
* Cook extra food one night and freeze a portion so that you don't have to cook every day
* Have all the ingredients you need in the fridge and thawed
* Have some easy back-ups in the freezer such as pre-cut frozen vegetables.
Remember healthy food can be quick and simple
* Try salad and lean deli meats such as lean ham on multi-grain bread for lunch
* Grilled chicken breast, fish or lean meat with salad or steamed vegetables takes minutes to make and tastes great
* Try low fat ricotta with reduced fat semi dried tomatoes on grainy bread or crackers.
Takeaway
When you buy a takeaway meal you can still make healthy choices.
* If you're having pizza, go for the thin and crispy crust with vegetarian toppings
* Ask for sandwiches and burgers without butter or margarine and add plenty of salad
* Go for tomato based pasta sauces rather than creamy
* Try stir-fries or BBQ dishes instead of curries
* Grill your meat rather than breadcrumb or deep fry
* If you're getting salad, use lemon wedges or a balsamic vinegar instead of creamy or oily dressings
* Replace chips with salad.
Emergency Service Helpline: 1800 006 745
Over-the-phone help for emergency medical assistance, stress and trauma counselling, plus interpreter service. Available 24 hours, 7 days a week.
All Enquiries: 134 246
ahm OSHC, Locked Bag 1006, Matraville NSW 2036
Email email@example.com
Web ahmoshc.com
Fax1300 329 246
'Australian Health Management OSHC' also known as 'ahm OSHC' is a business of Medibank Private Limited ABN 47 080 890 259. | 1,340 | 705 | {
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Grade Level
Grades 4-6
Engage and Explore
This activity is designed to start your students in recognizing themselves as scientists and thinking critically about problem-solving. The goal is to teach concepts through discovery and to encourage using scientific thought processes. As with all lessons provided, please feel free to adapt them according to your students' abilities. You may find it more successful to lead activities and discussions as a whole group as opposed to having your students' work in small groups. Certain scientific vocabulary may or may not be appropriate for your students' level of understanding. Take these ideas, make them your own and your students will have a greater chance at success.
How can nature inspire a design for more effective medical equipment to be used in providing veterinary care?
1. Begin this lesson by asking your students what kinds of tools veterinarians and doctors use during examinations. List the tools on the board in the classroom. Discuss some of the ways that these tools are used or how they work. (Examples: Microscopes help us to see tiny things up close. Syringes allow us to either take blood out of the body or put medicines into the body through the skin in a safe way. X-rays allow us to see through skin and muscles to see if there is anything wrong with bones.)
Explain
2. Break the students into small groups and share with each group the Animal Infographic cards. Have students explore the cards looking for adaptations or special features of the animal that might already be seen in medical equipment. Discuss with the entire class what medical devices they are reminded of. How are the animal adaptation and the device similar? Record at least a few examples on the board in the classroom.
Expand
3. Following the group brainstorm, student groups will start the process of designing their own veterinary tool (or redesigning an existing one) that is inspired by one of the animals highlighted in the infographic. If they feel more inspired by another animal that they know about, allow them to explore that in their design challenge. To discover more information about biomimicry to help develop their ideas, student groups can explore asknature.org.
4. Provide each group with poster board, presentation paper, pens/pencils, markers and various
Nature Inspired Medical Tools
Vet Bags: Biomimicry Design Challenge
art supplies for creating their design. Inform the groups that they will present their finished designs to the class.
Assess
5. Following the presentations, work with the entire class to discuss what they learned. How were the animal inspirations different for each of the medical equipment designs? Were there any inspirations that were the same? If so, how were those same inspirations used differently in each design?
6. Share your work! When you and your class have completed this activity, we'd love to see what you came up with! Click the "Share Resources" button at the top of the Zoo's Online Resource Library at resourcelibrary.clemetzoo.com. From the dropdown menu, select "Document". Attach your file and complete the form on the page. Please include your school's name and the grade that you teach. When you're done, click "Submit". When we receive your submission, we'll share your class' work!
Standards
Next Generation Science Standards
Engineering Design
3-5-ETS1-2
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
MS-ETS1-1
Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principals and potentials impacts on people and the natural environment that may limit possible solutions.
MS-ETS1-2
Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
Structure, Function, and Information Processing
4-LS1-1
Construct and argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
1. Questioning State the problem. Make a hypothesis.
2. Planning Make a plan by asking these questions (think, talk, write)
3. Implementing Gather the materials. Follow the procedures. Observe and record the results.
4. Concluding Draw a conclusion.
5. Reporting Share my results (informal) Produce a report (formal)
Nature Inspired Medical Tools
Supplemental Materials
Research Plan
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The Universe in my pocket
The nebular universe
Grażyna Stasińska Paris Observatory
We have all watched stars at night. They look so isolated in the darkness of the sky!
But this is just an illusion. There is no emptiness between the stars, but rather, a multitude of particles, atoms and molecules. Millions, even billions in one cubic meter. Those particles assemble into interstellar clouds – or nebulae .
These clouds are very faint, and only a few can be seen with the naked eye.
But with the help of large telescopes on Earth and in space, astronomers are able to see the richness of the nebular universe and share their discoveries by publishing beautiful photographs of these nebulae. 3
It is in clouds of interstellar gas and dust like these,that new stars are formed.
Where stars form
Stars are not eternal: similar to human beings, they come into the world, evolve throughout their lives and inally die.
They form in large interstellar clouds, by a process that is not yet fully understood. This process involves gravitational contraction, allowing the mater to reach the high densities of stellar interiors.
Some of these recently born stars are so hot that they can remove the electrons from the atoms in the surrounding cloud, creating ionized nebulae such as the Orion nebula.
The Crab nebula. This is the remnant of a supernova whose explosion was recorded by Chinese astronomers in 1054 .
Supernova remnants
A star with a large mass ends its life in a huge explosion.
Astronomers called this phenomenon a « supernova », because they thought they were witnessing the appearance of a new star at a place in the sky where no star was seen before.
We now know that a supernova is, on the contrary, a dying star, throwing into interstellar space the elements that it manufactured during its lifetime.
A supernova remnant is the nebular mater that remains after the explosion.
The Helix planetary nebula.
This is one of the closest planetary nebulae known. The light it emits takes 700 years to reach the Earth (while light from the Sun takes only 8 minutes).
Planetary nebulae
Stars with masses similar to that of the Sun end their lives in a much calmer way.
They swell up in size, losing their external layers, which are then illuminated by the remnant of the parent star, producing the socalled planetary nebulae.
The term planetary nebulae was coined by William Herschel in 1785 to describe these nebulae because with his telescope they looked like planets. He later regreted not having called them 'stellar nebulae'.
This is a galaxy similar to the Milky Way. In its spiral arms, new generations of stars are being formed.
In the catalogue of the French astronomer Charles Messier published in 1781, it is described as a `Nebula without star, very obscure & prety large'.
Galaxies
Galaxies are stellar associations that can contain hundreds of billions of stars.
Some of them, those with a spiral or irregular shape, also contain large amounts of gas. Such galaxies are still forming stars, and contain many « young » stars that are only a few million years old.
Other galaxies, those with a rugby ball shape, do not form stars any more. All of their stars are old − some of them older than ten thousand million years.
Earlier, galaxies were called `nebulae' because it was not known that they were made of stars.
It is made of dust grains mixed with gas.
Interstellar dust clouds
In photos of nebulae and galaxies, dark zones can sometimes be seen. They are produced by concentrations of interstellar dust grains.
These grains, which are microscopic solid particles of carbon or silicon, absorb energy from the visible light of nearby stars.
As they cool, they emit a light invisible to the human eye but detectable with infrared telescopes.
Do you recognize these types of nebulae?
Quiz
Solutions on overleaf
M17, a nebula where stars are forming.
NGC 2207 and IC 2163, two spiral galaxies in collision.
The Unicorn: a part of the Triid nebula obscured by interstellar dust.
The supernova SN 1987A.
The planetary nebula IC 418, called 'the spirograph nebula'.
The Universe in my pocket No. 1
Nr 1 This booklet was writen in 2013 by Grażyna Stasińska from Paris Observatory (France) and revised by Stan Kurtz from the UNAM Radio Astronomy Institute in Morelia (Mexico).
It is dedicated to the school children of Choroní (Venezuela) and their families.
The front cover shows the Cat's Eye planetary nebula. The photos from this booklet were obtained with the ESO large telescopes and with the Hubble Space Telescope. They are provided by NASA, the STScI and by ESA.
To learn more about this series and about the topics presented in this booklet, please visit htp://www.tuimp.org
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Reliefs (Monkeys)
While it would be inaccurate to call Peter Fischli's monkeys self-portraits, they do however involve a degree of autobiography: the sculptures are based on a watercolor the artist made in 1962, at the age of ten. Fischli had already revisited this youthful image in 2016, when he reproduced the monkey as a series of lithographic prints. A couple of years later, he decided to try yet another remake of the watercolor — this time as a three-dimensional object.
Fischli first rendered the monkey as a relief in clay. From this positive form, a silicone mold was then produced. And by pouring liquid construction foam into the mold, where it fixed and hardened, a one-to-one copy of the clay model was created. The resulting monkey was now a dry, yellowish and lightweight object that could be further manipulated by adding and finished with sand paper and knives. A material consisting mostly of air and holes, polyurethane foam is normally used for insulating homes. It is the ideal substance for filling difficult gaps within existing structures and materials. A chemical reaction causes the foam to expand into free space — in this case, monkey-shaped voids. Fischli had to physically trap the expanding foam inside his molds using weighted-down sheets of plywood. Twelve different molds were made to cast a total of twenty-six reliefs.
There is something modest and a bit hesitant in the way the monkeys now step into the third dimension. The reliefs inhabit a sort of threshold between the flatness of the watercolor and a full commitment to the sculptural realm. Scaled up to a more adult size and cast in this puffy material, the monkeys really are sculptures now, but not totally: they remain oriented in a frontal display, with only a little bit of thickness on the sides and nothing much happening behind.
The representation has a recto but no verso. Recalling the ornamentation on architectural façades or perhaps tombstones, the monkeys seem to be taking one small step from their two-dimensional starting point, as if tip-toeing into the bunker-like vastness of the world.
If the monkeys are not self-portraits, we can at least agree that they have a way of standing in for the artist — or for the absent ten-year-old watercolorist he no longer is. The young Fischli returns here in the same way that the foam copy emerges from its silicone mold, as these works go from positive to negative to positive again. Moving between mediums — from watercolor to lithograph to sculptural relief — the monkeys meanwhile travel across time and space before arriving, finally, in Bregenz. A form made of countless tiny bubbles, the monkey is a sort of sculptural ghost, still carrying the hollowness of the gap it briefly filled while in its liquid state. It also still carries the aggressive formlessness of expanding foam, which had to be captured and compressed inside a mold in order for the monkey to appear.
If it's going too far to qualify foam as aggressive, we can at least say that, in its moment of expansion, foam seems to express an utter and joyful indifference to form. Like shaving cream squirted out of a can in the morning, polyurethane foam is not looking for a shape, it simply wants release… like an exhaled breath or sigh.
After the hardened foam positive was removed from its mold, the resulting relief was further reworked by the artist, who cut, carved, and otherwise altered the object. Sometimes elements were deleted or shifted, sometimes extra bits of foam were added. Repeating and varying the steps of this process, Fischli ended up with twenty-six different monkeys. | 1,338 | 750 | {
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Physical literacy
gets kids moving in the right direction!
1
Children should learn basic movement skills in each
of the four basic environments;
ON THE GROUND
2
IN THE WATER
3
ON SNOW AND ICE
4
IN THE AIR
Physical literacy gives children the
tools they need to take part in physical
activity, sport and daily living, for fun,
for health and for achievement.
ONE MAJOR REASON
CHILDREN DROP OUT
OF ORGANIZED SPORT
IS THEY DON’T HAVE
THE SKILLS TO PLAY.
Physical literacy is the development of basic
movement skills that permit a child to move
with confi dence and control, in a wide range
of physical activity situations.
GAIN
SKILLS
Developing physical
literacy in our children
will take the combined
efforts of;
•
COACHES
• COMMUNITY LEADERS
•
DAY CARE PROVIDERS
•
EDUCATORS
•
PARENTS/GUARDIANS
TEAM
EFFORT
TAKE
ACTION
Build physical literacy
with these steps;
•
REVIEW PROGRAMS
TO MAKE SURE PHYSICAL
LITERACY IS AN OUTCOME.
•
PROVIDE CHALLENGING,
SAFE ENVIRONMENTS
FOR KIDS TO EXPLORE
AND PRACTICE PHYSICAL
LITERACY SKILLS.
•
DEVELOP NEW PROGRAMS
THAT INTRODUCE KIDS
TO A WIDE RANGE
OF EXPERIENCES.
Physically literate
children and youth
are successful in;
1
SPORT
participation, excellence
2
RECREATION
fun, adventure
3
PERFORMING ARTS
dance, circus
4
VOCATIONAL
fi refi ghter, roofer, armed forces
5
DAILY LIVING
garden, paint, climb
6
INJURY PREVENTION
lift, carry, fall recovery
run
throw
swim
YOU WON’T TAKE PART IN
IF YOU CAN’T
basketball
hide and seek
soccer
squash
street hockey
tag
tennis
track and fi eld
baseball
bowling
football
frisbee
play catch
shoot hoops
softball
volleyball
canoe
diving
kayaking
play in water
scuba
surfi ng
water polo
water ski
TOOLS
FOR SUCCESS
www.skphysicalliteracy.ca
LEARN MORE | 1,167 | 529 | {
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Nutrition
EYFS: 3.47 – 3.49
At Wirral Montessori Academy, we believe that snack/mealtimes should be happy, social occasions for children and staff alike. We promote shared, enjoyable positive interactions at these times.
We are committed to offering children healthy, nutritious and balanced snacks which meet individual needs and requirements.
We will ensure that:
* Parents are encouraged to provide a balanced, healthy and nutritious lunch for children attending the setting for a full day
* We provide nutritious food at all snack times (fruit, vegetables, milk) avoiding large quantities of fat, sugar, salt and artificial additives, preservatives and colourings
* Balanced and healthy snacks are provided, both morning and afternoon
* Fresh drinking water is always available and accessible. It is frequently offered to children.
* Individual dietary requirements are respected during snack time. We gather information from parents regarding their children's dietary needs, including any special dietary requirements, preferences and food allergies that a child has and any special health requirements, before a child starts or joins the academy. Where appropriate we will carry out a risk assessment in the case of allergies
* Where appropriate an adult will sit with children during snacks/lunch to ensure safety and minimise risks. Where appropriate, discussions will also take place with all children about allergies and potential risks to make them aware of the dangers of sharing certain foods
* Staff show sensitivity in providing for children's diets and allergies. They do not use a child's diet or allergy as a label for the child, or make a child feel singled out because of her/his diet or allergy
* Staff set a good example by showing good table manners. Snack/lunch times are organised so that they are social occasions in which children and staff participate in small groups. During all snack/lunch times children are encouraged to use their manners and say 'please' and 'thank you' and conversation is encouraged
* Staff use snack/lunch times to help children to develop independence through making choices, serving food and drink, and feeding themselves
* Staff support children to make healthy choices and understand the need for healthy eating
* Children are given time to eat at their own pace and not rushed
* We promote positive attitudes to healthy eating through our learning environment and discussions
* No child is ever left alone when eating/drinking to minimise the risk of choking
* We do allow parents to bring in cakes/treats on special occasions. We ensure that all food brought in from parents meets the above and health and safety requirements.
* All staff who prepare and handle food are competent to do so
* In the very unlikely event of any food poisoning affecting two or more children on the premises, whether or not this may arise from food offered at the academy, we will inform Ofsted as soon as reasonably practical and in all cases within 14 days. We will also inform the relevant health agencies and follow any advice given.
| This policy was adopted on | Signed on behalf of the academy |
|---|---|
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Submitter:
Kimberley Johnson
On Behalf Of:
Committee:
Senate Committee On Education
Measure:
SB426
I support this bill.
Children are More Vulnerable to Pesticide Exposure: Even in small amounts, pesticide exposures put children at higher risk of adverse health effects. Children in historically disadvantaged communities of color, or those with parents who work with chemicals for their job, already bear the burden of increased exposure to harmful chemicals. Schools should be a toxic-free place that is safe for children to learn and play! Pesticides are associated with:
Asthma
Learning disabilities
Chronic illness
Treat Pesticides Like Other Toxic Chemicals Found At Schools.
Under the Healthy and Safe Schools Act, passed in 2017, school districts are required to report the presence of lead, asbestos and radon - and pesticide use - to the Department of Education on a regular basis. Schools have been doing a good job of testing and reporting lead, asbestos and radon, but not pesticides. 86% of school districts have up-to-date Healthy and Safe Schools reports on their websites, compared to only 39% of schools posting up-to-date school IPM plans on their websites (updated within the last 5 years since the Healthy and Safe Schools Act was adopted in 2017).
End an Unfunded Mandate! Oregon's School Districts have never received adequate resources to implement the requirements of the Oregon School Integrated Pest Management law and the Healthy and Safe Schools Act. Schools need help to meet these requirements in order to protect students' health. As recently as 2020, Oregon schools have been found out of compliance and, in some cases, incurred thousands of dollars in civil penalties or letters of violation. Schools don't need fines - they need support to deal with pesticides safely and legally!
Consistent Record Keeping: School districts need a simple and easy electronic record keeping system to ensure they have 4 years of complete pesticide application records, as required by law. Accuracy and transparency are reasonable goals. We must stop the unfair practices of charging parents thousands of dollars merely to get a paper copy of pesticide application records for their child's school district. SB 426 will use modern technology to create and store pesticide application records and make it easy, and more equitable, to properly notify parents, students and teachers of pesticide applications, as is required by law.
Complete Unfinished Business by including Key Stakeholders: The 2009 School IPM law failed to include Oregon Department of Education or children's health experts. SB 426 makes sure that the agencies responsible for children's education and children's health are stakeholders in the decision making process for using pesticides on school grounds. Stakeholders will meet 4x each year to guide the direction of school pest and pesticide management issues. How can our schools succeed without the support and input of the Department of Education? | 1,331 | 578 | {
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Let's meet Esther from Tanzania
TANZANIA COUNTRY FILE
Location: East Africa
Official name: United Republic of Tanzania
Flag:
Population: 55.6 million
Life expectancy: 65 years
Currency: Shilling
Capital city: Dodoma
Languages: Swahili, English and others
Exports: Coffee, tea, cotton, cashew nuts
Statistics taken from Irish Aid annual report 2018
Ester Jerome Mtegule lives in Lyenge village, in the Dodoma region in central Tanzania. In 2011 Ester won a reality TV show called Female Food Heroes.
Ester is 39 years old. Her five children and her mother live with her on her small farm.
ESTER GROWS:
used to make flour)
Sorghum (a type of grain used to make porridge)
Let's meet Esther from Tanzania
The Female Food Heroes TV show was organized by Oxfam International, a non-governmental organization (NGO or charity) which received support from our government programme, Irish Aid.
Women do a lot of the farm work in poorer countries that rely a lot on farming but, women farmers are often treated differently to male farmers, especially when they want to buy their land.
THE FEMALE FOOD HEROES TV SHOW CELEBRATES THREE THINGS:
* the important role played by women farmers in Tanzania,
* the need for women to be treated the same way as men
* how to farm in a way that gets the most out of the land while caring for the environment.
The year that Ester won Female Food Heroes the show was watched by 25 million Tanzanians. Ester and the other 9 finalists were chosen from 6,000 entrants. The show followed the 10 women farmers as they took part in a week-long X Factor-style 'boot camp' where they showed off their farming skills and learned new ways to grow crops and look after animals.
Since winning the show, Ester's life has changed a lot. She won a tractor, which she rents out to others in her community and, she has changed how she farms. Ester now produces 75 bags of red sorghum every year. Red sorghum can grow with very little water. Before, she planted the traditional, white-sorghum, which needs lots of water to grow, and produced only 5 bags every year.
This change is very important because the region where Ester lives gets very little rain. Ester tries to help other farmers to plant red sorghum. People in Ester's community are inspired by Ester and her achievements as a Female Food Hero.
Adapted from: https://www.irishaid.ie/stories-of-progress/casestudies/archive/2013/september/female-food-heroes-intanzania/; https://www.oxfamireland.org/blog/sharon-corr-in-tanzania; and, http://www.trust.org/item/?map=top-10-foodtrailblazers/#anchor7. | 1,188 | 620 | {
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The ancient olympics were designed to train the men for battle, despite the rule causing all wars and battles to stop and allow passage for those who wanted to see the games. The ancient Olympic Games has their sporting and religious events spread out across the course of five days.
Day one
In the morning of day one the athletes and their trainers went to the council building in Olympia. After that the competitors would go to the Altis a sacred olive-grove and go to one of the many altars. The men would make offerings to a god Zeus, Hermes, Apollo, or Hercules. And they would pray for victory. Then the first day the competitors competed in the running, wrestling and boxing for boys. The afternoon was free for contestants to explore Olympia especially exciting was the Temple of Zeus with the famous statue of Zeus, considered of the seven wonders of the Ancient World.
Day Two
Day two began with horses, riders and chariots into the hippodrome, or horse racing arena. This day was the day of chariot and horse races. The chariot races were one of the most exciting and dangerous events of the games. There were both four horse chariot and two horse chariot races with distances ranging from 2.5 miles up to 8 miles. Horse races were just after the chariot races and were often much shorter in length. In the afternoon the competitions moved to the stadium for the pentathlon, which included five events running wrestling, long jump, discus and javelin. The first athlete to win three events was crowned the victor. At the end of the day crowns gathered at the shrine of the hero Pelops, winner of the first chariot race. Funeral ceremonies were reenacted around th Altis and specially written hymns were sung in honor of victors. The day ended with feasts and celebrations.
Day Three
On day three the most important religious event began, the sacrifice to Zeus. Crowds would gather at the entrance to the Altus, with ambassadors from every Greek state bringing a symbol from their city. These would be shared out at the celebrations. When the hellanodikai arrived the procession started, beginning to circle the Altus passing the Temple of Hera, Pelop's tomb, the temple of Rhea and the greek states treasure houses. The procession ended when they reached the temple of Zeus. The priests would then make animal sacrifices here.
After the religious events had finished a long distance race was done, named the dolichos. It's length differed between 225 to 275 miles. After came the sprints which were around 630 feet in distance, the sprints were also known as stades. The sprints would finish at the west end of the stadium, this way allowing the competitors to face the Altus. In the evening a feast would be held for athletes their families, and other guests. They would eat the foods the Greek city representatives had bought at this time.
Day Four
The fourth day was centred around the contact sports, with the first of the day being wrestling. The wrestlers would do everything possible to make their opponent fall three times and therefore win the match. Wrestling in the ancient Olympics would have no rounds. At midday the boxing began. Boxers were often severely wounded and in rare cases would be killed in the ring. Many of the boxers would concentrate on their footwork as this was essential to avoid too many punches to the head.
The last contact sport of the day was the pagration, a combination of wrestling and boxing. The way to win this was to force your opponent to give up and submit. After this came the final event, the hoplitodromos, also known as the race in armour. Competitors would run two lengths of the stadium in helmets and carrying their shields. This final sport of the day served as a reminder that athletics were designed to prepare men for war.
Day Five
Day 5 was the final day of the Games. There was no events, this was the day where the athletes celebrate their achievements and accomplishments of the last four days. Spectators, trainers and athletes made their way, procession style, to Temple of Zeus for the final time, with the winners leading the way.
Before the festival a boy was chosen to cut a leafy branch from the ancient wild olive tree sacred to Zeus. The leaves were then woven into wreaths. When the procession reached the front of the temple, the winners would come forward and the Hellanodikai placed a wreath on the head of each winner.
The rest of the day and evening was spent feasting. There was a big public banquet as well as many private parties. The parties often lasted ate into the night.
THE END!!! | 1,633 | 999 | {
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Chronological awareness
Progression of knowledge
Stage 2
- To know relevant dates and relevant terms for the period and period labels e.g. Stone Age, Bronze Age, Iron Age, Romans, Anglo-Saxons, Vikings, Romans, Tudors, Greeks, Aztecs, and Victorians.
Progression of skills
- Putting dates in the correct century.
- Using the terms AD and BC in their work.
- Using relevant dates and relevant terms for the period and period labels e.g. Stone Age, Bronze Age, Iron Age, Romans, Anglo-Saxons, Vikings, Romans, Tudors, Greeks, Aztecs, and Victorians
- Developing a chronologically secure understanding of British, local and world history across the periods studied.
- Placing the time, period of history and context on a timeline.
- Relating current study on timeline to other periods of history studied.
- Comparing and making connections between different contexts in the past. Sequencing 10 events on a timeline.
Substantive (abstract) concepts
Progression of knowledge
| Sub-strand | Year group |
|---|---|
| Power (monarchy, government and empire) | EYFS |
| | Y1 |
| | Y2 |
| | Lower Key Stage 2 |
| | Upper Key Stage 2 |
| Achievements | EYFS |
3
and follies of Y1
-
To know some inventions that still influence their own lives today (e.g. toys – the invention of the teddy bear,
| | Y2 |
|---|---|
| | Lower KS2 |
| | Upper KS2 |
| Invasion, settlement and migration | Lower KS2 |
| | Upper KS2 |
| | Lower KS2 |
| Trade | Lower KS1 |
|---|---|
| | Lower KS2 |
| Beliefs | Lower KS2 |
| | Upper KS2 |
Disciplinary concepts
Progression of knowledge and skills
| Sub-strand | Year group |
|---|---|
| Change and | EYFS |
continuity
-
To know that the environment around us changes as time passes.
| | Y1 |
|---|---|
| | Y2 |
| | Lower KS1 |
| | Upper KS2 |
| Cause and consequence | EYFS |
| | Y1 |
| | Y2 |
Lower
-
Identifying the consequences of events and the actions of people.
| | Upper KS2 |
|---|---|
| Similarities and difference | EYFS |
| | Y1 |
| | Y2 |
| | Lower KS2 |
| | Upper KS2 |
| Historical significance | EYFS |
| | Y1 |
| | Y2 |
-
To know that 'historically significant' people are those who changed many people's lives.
| | Lower KS2 |
|---|---|
| | Upper KS2 |
| Sources of evidence | EYFS |
| | Y1 |
| | Y2 |
-
To know that we can find out about how places have changed by looking at maps.
| | Lower KS2 |
|---|---|
| | Upper KS2 |
| Historical interpretations | EYFS |
| | Y1 |
| | Y2 |
| | Lower KS2 |
| | Upper KS2 |
Historical enquiry
Progression of skills
| Sub strand | Year group |
|---|---|
| Posing historical questions | EYFS |
| | Y1 |
| | Y2 |
| | Lower KS2 |
| | Upper KS2 |
| Gathering, | EYFS |
organising and
Y1
-
Using sources of information, such as artefacts, to answer questions.
| | Y2 |
|---|---|
| | Lower KS2 |
| | Upper KS2 |
| Interpreting findings, analysing and making connections | EYFS |
| | Y1 |
| | Y2 |
| | Lower KS2 |
-
Making links and connections across a period of time, cultures or groups.
| | Upper KS2 |
|---|---|
| Evaluating and drawing conclusions | EYFS |
| | Y1 |
| | Y2 |
| | Lower KS2 |
| | Upper KS2 |
| Communicating findings | EYFS |
| | Y1 |
| | Y2 |
| | Lower KS2 |
| Upper KS2 |
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EDWARDS Sir FRANCIS (1852 - 1927), baronet and M.P.
Name: Francis Edwards
Date of birth: 1852
Date of death: 1927
Spouse: Katherine Edwards (née Davis)
Parent: Edward Edwards
Gender: Male
Occupation: baronet and M.P.
Area of activity: Land Ownership; Politics, Government and Political Movements; Royalty and Society
Author: Griffith Milwyn Griffiths
Born 28 April 1852, fourth son of Edward Edwards of Llangollen. Educated at Shrewsbury School and Jesus College, Oxford, he graduated in 1875. In 1880 he married Catherine, daughter of David Davis, Maes-y-ffynnon, Aberdare; there was one daughter of the marriage. He served as J.P. and D.L. for Radnorshire, and in 1898 was high sheriff of the county. He represented Radnorshire in Parliament, 1892-5, 1900-January 1910, and December 1910-18. He was created a baronet in 1907. An ardent Liberal, he took an active part in the agitation for disestablishment. In 1913 he published a volume of translations from Welsh lyrical poetry entitled Translations from the Welsh. He died 10 May 1927.
Author
Griffith Milwyn Griffiths
Sources
W. R. Williams, The parliamentary history of the principality of Wales, from the earliest times to the present day, 1541-1895 (Brecknock
1895)
Who's who in Wales, 1921
Debrett's Peerage, Baronetage, Knightage, and Companionage
The Radnor Express, 19 May 1927
Western Mail, 11 May 1927
Further Reading
NLW Archives:
General Election 1906 Wales and Monmouthshire. A Souvenir containing photographs, biographical sketches etc., of all the Welsh MP's: Frank Edwards
Wikipedia Article: Sir Francis Edwards, 1st Baronet
Images
National Portrait Gallery: Sir Francis Edwards, 1st Bt (1852-1927)
NLW Archives: Sir Francis Edwards
Additional Links
Wikidata: Q7526702
Published date: 1959
Article Copyright: http://rightsstatements.org/page/InC/1.0/
The Dictionary of Welsh Biography is provided by The National Library of Wales and the University of Wales Centre for Advanced Welsh and Celtic Studies. It is free to use and does not receive grant support. A donation would help us maintain and improve the site so that we can continue to acknowledge Welsh men and women who have made notable contributions to life in Wales and beyond.
Find out more on our sponsorship page.
Donate | 1,195 | 590 | {
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Our Ref: KH/ACL/LS/Homework
4
th
September 2024
Homework
Dear Parent/Carer,
The Importance and Benefits of Homework for Pupils at Barr Beacon School
I am writing to you to discuss the role of homework in our pupils' academic journey and to outline the expectations regarding homework at Barr Beacon School.
At Barr Beacon School, we believe that homework is a crucial component of the learning process. Research consistently shows that well-designed homework can significantly enhance pupil achievement, foster good study habits, and encourage a positive attitude towards learning. In particular, studies have shown that regular homework can improve retention of knowledge, develop time management skills, and build a sense of responsibility in pupils.
Academic Research Supporting Homework
The benefits of homework are supported by various academic studies. According to research published in the Review of Educational Research, homework has a positive effect on pupil achievement, particularly in higher grades where the cognitive demands of tasks are greater (Cooper, Robinson, & Patall, 2006). Furthermore, a study by the National Foundation for Educational Research indicates that pupils who engage in regular homework tend to perform better in assessments and are more likely to develop independent learning skills (Sharp, Keys, & Benefield, 2001).
Moreover, homework provides an opportunity for parents to be involved in their child's education, fostering communication between home and school and giving parents insight into what their children are learning.
In summary, homework is an essential part of our educational program at Barr Beacon School. It supports learning in the classroom, helps develop important academic and life skills, and prepares pupils for future academic challenges. We encourage you to support your child in managing their homework effectively and to communicate with teachers if any difficulties arise.
Homework for Key Stage 3
For pupils in Key Stage 3, we have structured our homework to gradually build their academic skills. Homework is set once a week, with the time allocation increasing as pupils' progress through the years:
- Year 7: 20 minutes per subject per week
- Year 8: 25 minutes per subject per week
- Year 9: 30 minutes per subject per week
Teachers will check the completion of homework regularly, and pupils who successfully complete their homework will receive praise points as recognition of their effort and commitment.
Homework Policy for Key Stage 4 and 5
As pupils advance to Key Stage 4 and 5, the demands of homework increase to better prepare them for their final examinations and further education. Homework is set once a week for each subject, with a time allocation of 45 minutes per piece. Praise points will be awarded for timely and successful completion of homework, while detentions will be issued for incomplete or missing homework.
Homework may take many different forms but will usually be a retention-based activity. These activities are designed to reinforce learning and ensure that key concepts are firmly understood and remembered. To assess the effectiveness of these tasks, homework will be checked during lessons through quizzes and other assessment methods. Pupils who successfully complete their assignments will receive praise points as recognition of their effort and commitment.
Thank you for your continued support of our school's educational programs. Should you need any further clarification, please contact firstname.lastname@example.org.
Yours sincerely,
Mrs K Hibbs Headteacher | 1,565 | 674 | {
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Manufactured Home Insulation
Why Insulation
The largest contributor to high energy bills in winter and summer months is the movement of heat into and out of your home. Many manufactured homes were under-insulated when they were built, allowing for this movement, called heat transmission, between the living space and the outside. Heat transmission requires a lot of energy to maintain comfortable indoor temperatures. By adding roof and belly insulation, you can create a more comfortable and energy-efficient home, and reduce monthly utility bills.
Along with air sealing, installing proper insulation is one of the most effective ways to reduce heat transmission in a manufactured home. It is also one of the most cost-effective, energy-saving measures. There are many different types of insulation, which make it possible to find a solution that fits your home, budget and comfort goals.
Roof and Belly Insulation
Roof/attic insulation is a critical component in preventing heat transmission in a manufactured home and can drastically reduce this heat transmission year-round. In an under-insulated home during the summer, heat builds up on the roof and radiates down into the living space. In the winter, hot air rises from the living space and escapes through the roof. How well insulation performs depends on the material type and thickness, or R-value, and how well the living space is separated from the roof/attic through proper air sealing.
Insulating the belly — the underside of the home — has multiple benefits in addition to energy savings. Belly insulation helps keep the floors a comfortable temperature throughout the year, and, when paired with effective air sealing, can significantly improve the air quality in your home. An effective belly insulation project also includes adding a ground vapor barrier, which blocks moisture and soil gases such as radon, and adding crawlspace ventilation, which improves airflow and prevents moisture build up.
The best types of insulation for a manufactured home are:
* Fiberglass loose fill.
* Fiberglass batt insulation.
* Foam board insulation with weatherproof roofing.
Each of these options has different qualities, costs, characteristics and installation guidelines. It's best to discuss insulation options for your home and budget with a qualified professional.
R-values
R-values are used to describe how well insulation resists heat transmission throughout your home. There are different types of insulation for different purposes; costs vary and each requires different tools.
Complementary Measures
Air that leaks into the home's living space often enters from the attic, crawlspace and other cavities in the home, and can pass through your existing insulation. This air can carry dust, mildew, mold, pollutants, wildfire smoke, radon gas and moisture into the home, resulting in poor air quality and causing or aggravating health issues. Pairing air sealing and proper ventilation with insulation is the best way to address these issues and get the most out of your insulation project. Insulation is also a smart investment if you are considering upgrading to an energy-efficient HVAC system. A well-insulated home requires less energy to maintain comfortable temperatures, making it possible to use a smaller, more energy-efficient HVAC system.
Cost Factors and Incentives
The cost of adding manufactured home insulation depends on the size of the project, type of insulation, location and any accommodations needed to access the installation area. An incentive of up to $0.90 per square foot may be available, depending on the type of insulation. Check with your local utility for offers and information about insulation, air sealing and other weatherization opportunities for your home.
Customer Benefits
Recommended For
* Improves comfort by providing stable temperatures throughout the house.
* Saves money by reducing how much your heating and cooling systems run.
* When combined with proper air sealing, insulation can improve the air quality in your home.
* Can improve the energy efficiency of other measures such as windows, doors and HVAC systems.
* Adds durability to your structure by preventing air and moisture transmission.
* Reduces external noise pollution.
Speak with a qualified professional to assess your home's insulation needs and ask about adding air sealing, duct sealing, HVAC upgrades, and window and door replacement to get the most comfort and savings out of your insulation upgrade project.
Manufactured homes with existing insulation levels of R-11 or lower. | 1,834 | 848 | {
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64
Champions for Literacy
Your actions today will help your students go for gold
By L. Earl Franks, Ed.D., CAE
The National Association of Elementary School Principals believes that education must assist each child to realize his or her potential as a functioning and contributing member of society. Furthermore, the Association believes that each child should have an equal opportunity to attain self-realization. In order for these beliefs to become reality, literacy must be at the forefront of every child's educational journey.
The research related to educational success is clear: A student must be proficient in reading by third grade to be academically successful. For this to occur, it is imperative that school leaders have the knowledge and skills necessary to evaluate literacy instruction, provide effective feedback to teachers, select a good literacy program, and create a culture of literacy in their schools.
It Takes a Team
The research related to educational success is clear: A student must be proficient in reading by third grade to be academically successful.
reinforce the literacy skills required for their specific disciplines.
In addition to addressing literacy in the core academic subjects of English/language arts, math, science, and social studies, literacy must be reinforced in all subjects, including the fine arts, physical education, technology, engineering, foreign languages, computer science, career and technical education (CTE), and health. Ultimately, teaching literacy is the responsibility of every adult in the school building.
Additionally, school leaders should provide the professional learning opportunities needed to adequately prepare teachers to instruct and assist students to have successful reading experiences in all content areas. Principals also must be prepared to offer actionable feedback to support literacy instruction.
Fire Up!
School administrators are not the only adults in the building who need the appropriate knowledge and skills related to literacy instruction. In fact, core subject teachers have the most integral role in literacy instruction, so they must be equipped to teach and
Another crucial ingredient to ensure literacy success is student engagement. As the lead learners in the school, the principal and leadership team should provide special opportunities to get students excited about reading. Specifically, school principals
@efranksnaesp
PrincipalnNovember/December 2017
and administrative teams should lead teachers in literacy efforts that help students access, comprehend, evaluate, and create information.
Any high-quality literacy program should be based on the latest research. Principals should collaborate with their instructional teams and familiarize themselves with the best research-based strategies for vocabulary expansion, reading comprehension, bridging the achievement gap, and teaching reading to English-language learner students.
The final, and probably most important, piece is to create a culture of literacy within the school and community. This component must include all stakeholder groups, such as parents or guardians, business leaders, religious organizations, local governmental agencies, local libraries, civic clubs, etc., to collectively establish and support strategies that create and ignite enthusiasm for reading.
Being a champion for literacy will help ensure that all children will have an opportunity to achieve their full potential.
L. Earl Franks, Ed.D., CAE, is executive director of NAESP.
What I'm Reading: How The Mighty Fall: And Why Some Companies
Never Give In by Jim Collins
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Beginner Croquet Coaching: LESSON 1:
CHOOSING A MALLET
Choose a mallet of the right length. When you stand upright, the top of the mallet should reach your wrist bone.
THE GRIP:
photo from www.oxfordcroquet.com
Standard Grip: The shaft is grasped near its top with the knuckles of the upper hand pointing forward and the thumb up. The lower hand supports the back of the shaft with the knuckles pointing backwards and the thumb down.
Hold the mallet gently, not tightly, with the hands touching each other.
The 5 "S's" of Successful Croquet
STALK
Before you play your shot, start two or three metres behind the ball, and walk forward to it, keeping your eye on the line you want the ball to go. Do this before each shot. This is called 'stalking'.
STANCE:
Place the mallet just behind the ball. Put your feet behind the back of the mallet, one on each side, with the right foot slightly behind the left. Have your feet pointing in the direction you want the ball to go.
SWING SLOWLY BACK:
Swing the mallet slowly back between the legs and let the mallet start its downward swing without any manual force. Swing from the shoulders.
STAY DOWN:
Keep your head still, and your eyes fixed on the back of the ball until you make contact.
SWEEP THROUGH:
As you sweep the mallet through, try to keep the mallet head parallel to the ground for some 8-10 cms. To do this, you have to allow the arms to swing from the shoulder.
CONTROLLING DISTANCE
In croquet you want to control the direction and the distance of your shot. To play a short shot, you use a short backswing. To play a long shot you use a long backswing. Never try to force the ball - always use a smooth swing.
RUNNING A HOOP:
Remember the 5 "S's": Stalk, Stance, Swing slowly back, Stay down, Sweep through.
A smooth steady stroke with plenty of sweep through is needed for successful hoop running. A hoop is starting to be run when the front of the ball can be touched by a straight edge raised vertically against the non-playing side of the hoop. A ball completes the running of a hoop where the back of the ball cannot be touched by a straight edge raised vertically against the playing side of the hoop. The diagram below illustrates this.
When a hoop is run:
a) the ball has not started running the hoop. b) the ball has started running the hoop. c) the ball has not completed running the hoop, and d) the ball has finished running the hoop.
diagram from www.oxfordcroquet.com
PLAYING CROQUET
The aim of croquet is to go through a series of hoops in the right direction, and in the right order. The diagram below shows the correct order for scoring the first six hoops. The arrows show the direction you must go through the hoop. The first hoop always has a blue top.
.
Association Croquet has a rule that if the ball you hit strikes another ball, you get two more strokes. You also get another shot if you go through a hoop. This means that one turn can consist of several shots, and a good player can do several hoops in one turn. Tactics are an important part of croquet, as you plan a sequence of shots.
WARNING:
Croquet in Australia is often played in hot weather. It is important to wear a shady hat, use sun-tan lotion, and drink plenty of water.
HOW TO MAKE HOOPS
The hoop is only slightly wider than the ball. You need to be accurate to get the ball through.
Always stalk the shot first. In this diagram, the ball is hit cleanly through the centre of the hoop.
If the ball hits one of the legs, it will only go through if it just glances the leg. In this diagram the ball rebounds onto the other leg and is unlikely to go through the hoop.
If you have to run the hoop at an angle, the main requirement is to miss the near hoop leg. The technique is to bounce off the far leg and go through the hoop.
If the ball is rolling along the ground, it will have forward spin which will help it go through a hoop. If it is skidding along the ground with no forward spin, the shot needs to be much more accurate. This means that you are more likely to make the hoop with a smooth, controlled swing with a good follow-through, than with a hard shot. | 1,555 | 967 | {
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WARM-UP
Discuss:
What do you know about the married couple on the picture?
What kind of relationship do people in the royal family have? Is it the same or different from ordinary peoples' relationship? Give reasons.
Do celebrities or the royals have more divorces than ordinary people? Explain your opinion.
VOCABULARY
1. Match the expressions about the relationship in bold with their definitions.
1. Are you thinking about breaking up with him?
a) be unfaithful with a partner
2. If you really like that girl you should ask her out.
3. Are you going out with anyone at the moment?
4. He's so well matched with her, perfect couple!
5. Stop trying to chat me up, it won't work!
6. I can't believe that! They got back together again.
7. David's been cheating on his wife with another woman.
8. He fell for her the moment he first saw her.
9. Have you heard about our colleague? He finally settled down with that girl from IT department.
b) fall in love with somebody
c) ask someone for a date
d) finish the relationship
e) give up single life and start a family
f) flirt with somebody in order to seduce them
g) be in a relationship with someone
h) start a relationship with expartner
i) to be similar to
2. Put the stages of the relationship in logical order:
1.
2.
3.
4.
5.
6.
7.
8.
9.
3. Discuss the questions:
1. What kind of things do people talk about when they start going out?
2. What is necessary for being well matched partners?
3. In your opinion, who should start chatting up first, man or woman? Why?
4. At what age is it typical in your country to settle down?
5. What are the common reasons to break up with a partner?
4. Put these pairs of love relationships in appropriate column.
golden wedding bride and groom married couple just married fiancé and fiancée boyfriend and girlfriend silver wedding
Before the wedding
During the wedding
After the wedding
5. How do you think the relationships between people change at each of these stages?
READING and SPEAKING
1. What wedding traditions exist in your country? What do you know about wedding traditions in other countries?
2. Look at the wedding traditions round the world below. How do you think, what they might mean? Then read the text to find out.
Congo: Don't smile!
Germany: Clean it up!
China: Shoot her up!
Cuba: Pin the money!
Mauritius: Feed her up!
India: Forget Jewelry!
Congolese brides and grooms must keep their happiness in check — during their entire wedding day, from ceremony to reception, the two are not allowed to smile. If they do, it would mean they weren't serious about marriage.
In their first bit of housekeeping together, German brides and grooms clean up pieces of porcelain dishes that their guests threw on the ground to ward off any evil spirits. The lesson: working together, the couple can face any challenge thrown their way.
In China, a prospective husband will shoot his bride with a bow and arrow several times then collects the arrows and breaks them during the ceremony, to ensure their love lasts forever.
It's a Cuban custom that every man who dances with the bride must pin money to her dress to help the couple pay for their wedding and honeymoon. Bank on it!
Mauritian young girls are forced to put on the pounds before their weddings. The fatter she is, the better for the husband who is thought to be wealthy with such a well-fed wife.
Right before the wedding, it's common for Indian women to gather their closest girlfriends and sit for hours at a time to have their skin intricately painted, in tattoo fashion, with mehndi, which is paint made from henna. The elaborate and beautiful skin art lasts about two weeks making additional accessories totally unnecessary.
3. How many did you guess? Which tradition is the most surprising/exciting/weird/funny? | 1,499 | 866 | {
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Nominalisation Exercises
Instructions:
The word in red is the word you need to nominalise. Type your answer in the box then click 'show / hide' to check your answer.
You may need to change other things in the sentence, such as word order and word forms, or add other words, such as prepositions.
In this nominalisation practice you are given some tips on how to rewrite each sentence.
1. The errors in the sentence were removed, which made it look much better.
Tips:
* Start your new sentence with the verb in red (nominalise it)
* Don't use the relative pronoun ( which ) in your new sentence
* If you want to make your sentence even shorter, try reducing ' errors in the sentence '
* You'll need to add the preposition ' of '
Answer: _________________________________________________
2. Wealth is distributed around the world very unfairly.
Tips:
* You'll have to move ' is ' to somewhere else
* You'll need to change the word form of ' unfairly'
* You'll need to add in a preposition somewhere!
* ' wealth around the world ' can be shortened if you want
Answer: _________________________________________________
3. The number of people consuming fast food increased significantly in 2005.
Tips:
* Start your sentence with ' There was a... '
* The preposition ' in ' will need to be added somewhere
Answer: _________________________________________________
4. The government decided that taxes should increase by 15%. This caused concern amongst the population.
Tips:
* Start your sentence with ' The government's... '
* Make the two sentences into one - think about what the new main verb will be and where it will need to go
Answer: _________________________________________________
Show/Hide the Answers
5. I analysed the data and it showed that uptake of the drug had increased.
Tips:
* In this one try nominalising both the verbs
* You'll be making this sentence less personal and more objective
* The sentence you'll end up with will be one clause instead of two
* Two prepositions and two articles will need to be added
Answer: _________________________________________________
Answer Key
1.
The removal of the errors in the sentence made it look much better.
OR
The removal of the sentence errors made it look much better.
2.
The distribution of the world's wealth is very unfair.
OR
The distribution of wealth around the world is very unfair.
3.
There was a significant increase in the number of people consuming fast food in 2005.
4.
The government’s decision that taxes should increase by 15% caused concern amongst the population.
5.
The analysis of the data showed an increase in the uptake of the drug. | 1,246 | 554 | {
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What Is the Immaculate Conception?
"O Mary, Conceived Without Sin . . . "
Few doctrines of the Catholic Church are as misunderstood as the dogma of the Immaculate Conception of the Blessed Virgin Mary, which Catholics celebrate every year on December 8. Many people, including many Catholics, think that the Immaculate Conception refers to the conception of Christ through the action of the Holy Spirit in the womb of the Blessed Virgin Mary. That event, though, is celebrated at the feast of the Annunciation of the Lord (March 25, nine months before Christmas). What is the Immaculate Conception?
Conceived Without Sin
The Immaculate Conception refers to the condition that the Blessed Virgin Mary was free from Original Sin from the very moment of her conception in the womb of her mother, Saint Anne. We celebrate the Nativity of the Blessed Virgin Mary—her birth—on September 8; nine months before that is December 8, the Feast of the Immaculate Conception.
The Development of the Doctrine of the Immaculate Conception
Fr. John Hardon, S.J., in his Modern Catholic Dictionary, notes that "Neither the Greek nor Latin Fathers explicitly taught the Immaculate Conception, but they professed it implicitly." It would take many centuries, though, for the Catholic Church to recognize the Immaculate Conception as a doctrine—as something which all Christians must believe—and many more before Pope Pius IX, on December 8, 1854, would declare it a dogma—that is, a doctrine that the Church teaches was revealed by God Himself.
The Declaration of the Dogma of the Immaculate Conception
In the Apostolic Constitution Ineffabilis Deus, Pope Pius IX wrote that "We declare, pronounce, and define that the doctrine which holds that the most Blessed Virgin Mary, in the first instance of her conception, by a singular grace and privilege granted by Almighty God, in view of the merits of Jesus Christ, the Savior of the human race, was preserved free from all stain of original sin, is a doctrine revealed by God and therefore to be believed firmly and constantly by all the faithful."
As Father Hardon further writes, the Blessed Virgin's "freedom from sin was an unmerited gift of God or special grace, and an exception to the law, or privilege, which no other created person has received."
The Immaculate Conception Anticipates Christ's Redemption of All Mankind
Another misconception people have is that Mary's Immaculate Conception was necessary to ensure that Original Sin would not be passed on to Christ. This has never been a part of the teaching on the Immaculate Conception; rather, the Immaculate Conception represents Christ's saving grace operating in Mary in anticipation of His redemption of man and in God's foreknowledge of Mary's acceptance of His Will for her.
In other words, the Immaculate Conception was not a precondition for Christ's act of redemption but the result of that act. It is the concrete expression of God's love for Mary, who gave herself fully, completely, and without hesitation to His service. | 1,281 | 647 | {
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FOREWORD REVIEW
Trouble Talk
Trudy Ludwig
Mikela Prevost, illustrator
Tricycle Press (May 2008)
Unknown $15.95 (32pp)
978-1-58246-240-0
"I know a girl who has a really big mouth. Her name is Bailey. Big Mouth Bailey." In this picture book about the consequences of gossip and hurtful language, shy Maya has never called her that out loud, but that's what she thinks of the new girl in class. Although Maya is nervous about being Bailey's "Welcome Buddy," she is soon thrilled to be part of her constant chatter at lunch and after school. The young girl begins to question Bailey's intentions, however, when her remarks toward other friends turn cruel and embarrassing.
Maya becomes Bailey's next victim after Bailey overhears Maya's parents arguing and spreads rumors that her parents are ready to divorce. The gossip not only affects Maya emotionally but physically as well, as she can no longer concentrate in class and develops a stomachache. When her teacher recommends that she talk to Ms. Bloom, the school counselor, Maya learns that Bailey "has a bad case of trouble talk." She also learns how she can avoid joining in and feeling caught in the middle of friends. After noticing Bailey's remorsefulness and change in actions later, Maya remains hopeful that she can resume their friendship.
A national speaker on bullying and children's social interactions, author Trudy Ludwig is a member of the International Bullying Prevention Association, collaborates with leading anti-bullying organizations, and has appeared on ABC's Good Morning America and on PBS's Keeping Kids Healthy. Her previous books include My Secret Bully, Just Kidding, and Sorry! First-time illustrator Mikela Prevost's watercolor, gouache, acrylic, and vibrant, patterned cutpaper artwork highlights the intensity of Maya's problems. At the forefront of the eye-catching illustrations are the character's expressive faces, revealing their delight, shock, anger, embarrassment, and concern.
While the message in Trouble Talk is clear to young children, the story is realistic and does not become didactic. A foreword by Charisse L. Nixon, director of research for the Ophelia Project, explains that girls are more vulnerable to this destructive way of connecting to their peers. The author concludes with a brief note on relational aggression, ways to engage children in healthier friendships and empower bystanders of trouble talk, questions for discussion, a list of related organizations and Web sites, and a bibliography. As she notes that researchers are discovering that trouble talk is on the rise and equally or even more harmful than physical bullying, this picture book will prove to be a valuable resource for children, educators, and parents alike. (April 14, 2008)
Disclosure: This article is not an endorsement, but a review. The author of this book provided free copies of the book to have their book reviewed by a professional reviewer. No fee was paid by the author for this review. Foreword Reviews only recommends books that we love. Foreword Magazine, Inc. is disclosing this in accordance with the Federal Trade Commission's 16 CFR, Part 255.
Source: https://www.forewordreviews.com/reviews/trouble-talk/
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This activity is designed to help beginners understand the perspective which a map gives them and how this helps us to better understand our landscapes and how different areas relate to each other.
There are learner sheets for use with this activity, with suggestions for going further. As an introduction, you may wish to begin with a group discussion about where the building you are currently. This might be a school or community centre.
* Where is it in relation to other buildings and landmarks in the area?
* Where do people live in relation to the school or building you are in?
* Which street is it on?
* How do we know this? Imagine you are giving someone directions – is it easier to explain it or draw it out?
Worm's Eye, Bird's Eye
To get learners used to the idea of how maps look, ask them to draw their desk from a worm's eye and a bird's eye view, using the record sheets and explanations provided. Once they have done this, then you could have a discussion about which is the easier to use to understand where things are on the desk in relation to each other.
There is a matching game on the 'Mapping History' website which asks learners to match the bird's eye view of a site with the correct worm's eye view. This is very useful in helping learners to understand what the same site looks like from both perspectives and to begin to understand how to build the relationship between what can be seen on the ground
Try it yourself: What is a map? Teachers and Leaders Guide:
Finding your way
This activity helps learners to further understand how valuable a bird's eye perspective is in helping people find their way. Now that learners have got a good idea of how to draw a map, ask them to draw a map of a familiar route. You can use the explanation and record sheets which have been provided.
This route could be from home to school, from home to a relative's house, to the library – any route which they know well. They should then swap their maps with a partner who tries to find the route on an actual map of the area. This could be an Ordnance Survey map or a Google map. It might be easier if the start point is given! Then you can use the discussion point questions below to explore how useful maps can be.
Keep these maps, as there will be opportunities to build more detail into them in other activities.
Discussion point!
* How easy was it to transfer the route from the drawn map to the "official" map?
* Were there any landmarks which were missing?
* What could you not see from the ground?
* Were there high fences that you couldn't see over or other roads which hadn't been drawn into the map?
* Are maps a useful tool for navigating and finding your way? | 967 | 562 | {
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Gaelic Place-Names: 'Rathad'
The Gaelic word rathad (pronounced RAH-ut) means 'road, route, way', and is derived from Old Irish rót. It occurs as the initial element in names such as Rathad na h-airigh 'road of the shieling' (Isle of Skye), Rathad an Tùir 'road of the tower' (Isle of Tiree) and An Rathad Geal 'the white road' (Upper Deeside) and also as a qualifying element in names including Loch an Rathaid 'loch by the road' (Isle of Scalpay), Bealach an Rathaid 'pass of the road' (Inverness-shire) and Tigh-an-rathaid 'house by the road' (Argyll).
In some cases, the 'roads' in question are ancient routes across the difficult Highland terrain. The Rathad nan Cuimeinach or 'Comyn's Road' was a medieval route through the mountains, linking Atholl in Perthshire with Badenoch in the Highlands. The Rathad an Righ 'king's road' in Speyside may date back as far as the time of Alexander II (1214-1249). The Rathad nam Meirleach 'road of the thieves' was a famous route used by cattle rustlers from the Lochaber clans who made their way through the Cairngorm mountains to the rich pickings of Speyside and Moray. Using the rathad was not without its hazards, however, and in one famous raid in 1645, members of the Cameron clan stole cattle from the Clan Grant in Moyness, Morayshire, only to be pursued and slaughtered by the Grants at the battle of the Braes of Strathdearn. In contrast, Rathad nan Dròbhar 'road of the drovers' on Islay refers to an old route for the legitimate transportation of cattle on the island. Transportation of a different sort is reflected in the name Rathad Mor nan Corp 'high road of the bodies'. This was a 'coffin road' in Lochaber, which was the route taken to transport the dead from the remoter parts of the district to the burial grounds of Gairlochy.
Other instances of rathad are relatively modern, and many are simply street names. For example, Rathad Ùr on the isle of Lewis is 'new road' and Rathad A Braighe (also on Lewis) is 'brae road'. Rathad na Muilne on the Isle of Raasay is 'mill road', A' Seann-rathad in Gairloch is 'the old road', and Rathad an Fheoir on the Isle of Skye is 'road of the hay'. In the town of Stornoway on Lewis, Rathad an Domhnallaich is 'MacDonald Road', Rathad a Charraigh Chuimhe is 'memorial road', in reference to the nearby war memorial, is 'island road' and Rathad Chnoc Nan Gobhar is 'goathill road'.
Other Gaelic words for types of road include sràid 'street', with examples including Sràid na h-Eaglise 'church street', Sràid na ha-Alba 'Scotland Street' and Sràid Sheumas 'James Street'. Barraid 'terrace' is found in Barraid na Mara'Seaview Terrace' and Barraid Rois 'Ross Terrace' whilst slighe 'drive' is reflected in Slighe Churchill 'Churchill Drive' and Slighe Stiubhairt 'Stewart Drive', all of which are located in Stornoway.
In some parts of the Highlands and Islands, these forms reflect the original names which had been coined by the native Gaelic speakers, but with the increasing demand for bilingual English and Gaelic signage on road and railway signs, in some cases these names are simply translations of existing Scots or English names. For example, the name Dumbarton Road in Glasgow has been translated into Gaelic as Rathad Dhùn Breatann, and Queen Street (also in Glasgow) is Sràid na Banrighinn (literally 'street of the female king'). For some names it is even necessary to synthesize new Gaelic words to 'translate' existing names, such as pairèad, which was coined to represent 'parade' in names such as Alexandra Parade in Glasgow. This demonstrates that as well as being a historic language, Gaelic is also a modern one, growing and evolving in response to the demands of the 21st century.
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Pledge to Prepare eweb.org/pledge
July
More propane/cooking fuel
Talk to your neighbors
+ 1 day of food, water and cash
SUPPLIES:
TASKS:
WHEN NEIGHBORS BECOME FIRST RESPONDERS
In a disaster, professional emergency response may be delayed for hours or even days. In many cases, your most immediate source of help are the neighbors living around you.
At a minimum, it will be helpful to know in advance of an emergency:
Do any of your neighbors have special needs, such as elderly folks living alone?
Do any of your neighbors possess specialized skills or equipment?
Many Eugene Neighborhood Associations have emergency preparedness resources and/or plans. Connect with your Neighborhood Association to learn more: https://www.eugene-or.gov/535/Neighborhood-Associations
PRO TIP:
Following a disaster, place a sign in your window to let your neighbors know if you are OK or in need of HELP. This will allow first responders to move quickly from house to house.
Keep building on your water, food and cash. Continue to prioritize non-perishable, high protein, easy-to-prepare items like canned foods, nuts, and dried fruits.
One day of water = 1 gallon/person.
In a long-term emergency, it will be helpful to have fuel for cooking and boiling water. Propane works well to power camp stoves or barbecue grills, but there are other options such as charcoal, wood and butane. Never store liquid fuel indoors or in an attached garage. It should be stored in a location that gets little to no direct sunlight and has ventilation.
Map Your Neighborhood Program
Map Your Neighborhood is a step-by-step resource for organizing your neighbors to prepare for an emergency. You simply download the guide and use the tools provided to organize a meeting with neighbors in your immediate surrounding area.
The program walks you through:
The first 9 steps to take immediate following disaster
It is hard to think clearly following disaster. These steps will help you to quickly and safely take actions that can minimize damage and protect lives.
1. Take care of your loved ones.
3. Check the natural gas or propane at your home. Shut off if necessary. This is one of the best ways to prevent fire.
2. Dress for safety. A bicycle helmet or hard hat protects from falling debris. Sturdy shoes protect from broken glass. Leather gloves protect from sharp objects.
4. Shut off water at the house main. This will trap water in your home and will keep pollutants out of possible drinking water, like that in your water heater.
6. Put your fire extinguisher on the sidewalk or where neighbors can see it.
5. Place the HELP/OK sign in your window.
7. Go to the neighborhood gathering site.
9. After completing your team work, go back to the gathering site to report in.
8. Form teams at the gathering site.
Identifying skills and equipment
Knowing which neighbors have supplies and skills ensures a timely response to a disaster and allows everyone to contribute to the response in a meaningful way.
Creating a neighborhood map
This is useful for identifying the locations of natural gas and propane tanks for quick response, and allows you to match up houses with the information on your contact list.
Creating a contact list
A contact list identifies those with specific needs such as the elderly, those with a disability, or homes where children may be alone during certain hours of the day.
Learning how to work together following an emergency
With these skills, you and your neighbors will be able to canvas 15-20 homes within in hour of a disaster.
For more information and to download all Map Your Neighborhood materials, visit https://mil.wa.gov/map-your-neighborhood. | 1,502 | 759 | {
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Home > Navigating Cancer Care > Prevention and Healthy Living > Physical Activity and Cancer Risk Printed February 13, 2016 from http://www.cancer.net/navigating-cancer-care/prevention-and-healthyliving/physical-activity-and-cancer-risk
Physical Activity and Cancer Risk [1]
This section has been reviewed and approved by the Cancer.Net Editorial Board [2], 01/2016
Making moderate to vigorous physical activity a part of your lifestyle lowers your risk of cancer and that of other chronic diseases, such as heart disease and diabetes. Moderate to vigorous physical activity is exercise that makes you sweat and your heart beat faster. It includes walking, swimming, cycling, or running. A growing body of research suggests that doing any kind of activity to avoid too much sitting can help lower cancer risk.
Physical activity may lower cancer risk
Research shows that people who exercise regularly appear to have a lower cancer risk.
Colon cancer. Studies that follow large groups of people over time show that individuals who exercise regularly appear to have a lower risk of developing colon cancer. Although we do not know for sure that exercise itself is lowering the cancer risk, people who exercise regularly have a 40% to 50% lower risk of colon cancer, compared with those who don't exercise regularly. Some evidence suggests that people who are active their entire lives have the lowest risk of colon cancer.
Breast cancer. Similar large, long-term studies show that women who engage in moderate to vigorous exercise for more than 3 hours per week have a 30% to 40% lower risk of breast cancer. This applies to all women, regardless of family history or risk of breast cancer.
Some studies show that the higher the activity level, the lower the cancer risk. However, it is unclear whether a specific activity level must be met to reduce risk. Activity throughout a person's life is important, but activity at any age may help lower breast cancer risk.
Some research has linked exercise to lower risk of uterine cancer.
Uterine cancer.
Lung cancer. Studies show that regularly active people are less likely to develop lung cancer.
There is a lot of ongoing research on physical activity and its effects on cancer. Recent research shows that even light activity can provide some health benefits. Light activity is anything you do to avoid sitting or lying down.
Tips for children and teens
To support a lifetime of physical activity, children and adolescents should be regularly active. Physical activity patterns that start during childhood often carry into adulthood. Children should get moderate or vigorous activity for at least 60 minutes a day. At least 3 days per week, children and teens should be vigorously active. Here are some ways you can encourage activity in children:
Cut down on TV time
Limit time playing video games
Limit computer use and use of other electronic devices
Participate in sports or fitness activities
Play actively at school or home
More Information
Physical Activity Tips for Survivors [3]
Prevention and Healthy Living [4]
Obesity and Cancer [5]
Additional Resources
Centers for Disease Control and Prevention: Physical Activity and Health [6]
National Cancer Institute: Physical Activity and Cancer [7]
Links:
[2] http://www.cancer.net/about-us
[1] http://www.cancer.net/navigating-cancer-care/prevention-and-healthy-living/physical-activity-and-cancerrisk
[3] http://www.cancer.net/node/24996
[5] http://www.cancer.net/node/31046
[4] http://www.cancer.net/node/24868
[6] http://www.cdc.gov/physicalactivity/everyone/health/
[7] http://www.cancer.gov/about-cancer/causes-prevention/risk/obesity/physical-activity-fact-sheet | 1,748 | 776 | {
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The Importance of a Quarantine Tank
Drs. Foster & Smith Educational Staff
Quarantine tanks should be used by all members of the aquarium hobby when introducing new fish to a tank, but are, unfortunately, used by less than 5% of all aquarium owners. Every time we bring a new inhabitant into our aquarium we run the risk of introducing disease and parasites. At the same time, new fish will be very stressed from transport and relocation and will be very susceptible to any diseases or parasites present in the new environment. A quarantine tank protects your existing investment while allowing new fish to regain optimum health before their final stressful transition. In our opinion, a quarantine tank is a vital piece of equipment that should be used by all aquarists.
Why don't people have quarantine tanks?
Most people don't have a quarantine tank because of the extra expense and maintenance that the tank will require. However, a quarantine tank doesn't need to be large or expensive, and in the end it will pay for itself many times over. In fact, once someone gets into the habit of using a quarantine tank, they are so impressed with the benefits and uses that they would never be without one.
What are the benefits of quarantine tanks?
In addition to preventing the spread of infectious disease, quarantine tanks allow the new fish to get adjusted to a new type of water and food. When they are not being used for quarantine, these tanks can also double as treatment tanks. Treating the entire display tank for a problem that only infects a few fish is not a good practice. Quarantine tanks allow the infected fish to be
safely treated without damaging fragile species or water quality in the display tank. Another use of quarantine tanks is to provide a breeding area for fish, a recovery area for harassed fish, and a place to allow newly hatched fish to safely grow.
What size quarantine tank should I use?
A 29-gallon tank makes an excellent quarantine tank and is perfect for most freshwater and saltwater applications. However, a slightly larger or smaller tank can work as well.
What equipment do I need for my quarantine tank?
Most quarantine tanks are set up with lighting, a heater, easy-to-clean rocks, and pvc tubes or plastic plants to provide the fish with much-needed cover. For filtration, a sponge filter works well and the sponge can be colonized with nitrifying bacteria by placing it in the sump of your wet dry filter, or in the main display if a sump isn't available between uses. Make sure to disinfect and rinse well between uses. Most quarantine tanks don't have substrate, making them easier to clean and disinfect.
How do I disinfect my quarantine tank?
Tanks and equipment can be disinfected between uses with a mild (2-5%) bleach
The Importance of a Quarantine Tank - Page 1 of 2
solution. Make sure all traces of bleach are rinsed off before re-using. As an added precaution, use our Chlorine Neutralizer to effectively remove any potential residual chlorine. Drying also kills many but not all aquatic pathogens. Make sure to have a separate siphon for your quarantine tank and disinfect it as well between uses.
How long should I quarantine my fish?
Most hobbyists will keep their fish in quarantine for 2 to 4 weeks. During that time they often treat for parasites with a copper-based treatment for 14-21 days, and only treat for bacterial infections if there are obvious symptoms (ragged fins, red spots, etc.). Make sure to do 10-15% water
changes every other day to keep the tank healthy. | 1,419 | 738 | {
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202 King St. W. Chatham, Ontario. N7M 1E5
Phone: (519) 358‐1880 Fax: (519) 358‐1586
Screen for Child Anxiety Related Disorders (Parent Version)
Name:______________________
Date:_______________
Provider:____________________
Not True or
Hardly Ever
True
Somewhat
True or
Sometimes
True
Very True or Often
True
Provider:____________________
Not True or
Hardly Ever
True
Somewhat
True or
Sometimes
True
Very True or Often
True
1. When my child feels frightened, it is hard
for him/her to breath.
2. My child gets headaches when he/she is at
school.
3. My child does not like to be with people
he/she does not know well.
4. My child get scared if he/she sleeps away
from home.
5. My child worries about other people liking
him/her.
6. When my child gets frightened, he/she feels
like passing out.
7. My child is nervous.
8. My child follows me wherever I go.
9. People tell me that my child looks nervous.
10. My child feels nervous with people he/she
does not know well.
11. My child gets stomachaches at school.
12. When my child gets frightened, he/she feels
like he/she is going crazy.
13. My child worries about sleeping alone.
14. My child worries about being as good as
other kids.
15. When my child gets frightened, he/she feels
like things are not real.
16. My child has nightmares about something
bad happening to his parents.
17. My child worries about going to school.
18. When my child gets frightened, his/her heart
beats fast.
19. My child gets shaky.
202 King St. W. Chatham, Ontario. N7M 1E5
Phone: (519) 358‐1880 Fax: (519) 358‐1586
| 20. My child has nightmares about something bad happening to him/her. | |
|---|---|
| | 21. My child worries about things working out |
| | for him/her. |
| 22. When my child gets frightened, he/she sweats a lot. | |
| | 23. My child is a worrier. |
| 24. My child gets really frightened for no reason at all. | |
| | 25. My child is afraid to be alone in the house. |
| 26. It is hard for my child to talk with people he/she does not know well. | |
| | 27. When my child gets frightened, he/she feels |
| | like he/she is choking. |
| 28. People tell me that my child worries too much. | |
| | 29. My child does not like to be away from |
| | his/her family. |
| 30. My child is afraid of having anxiety (or panic) attacks. | |
| | 31. My child worries that something bad might |
| | happen to his/her parents. |
| 32. My child feels shy with people he/she does not know well. | |
| | 33. My child worries about what is going to |
| | happen in the future. |
| 34. When my child gets frightened, he/she feels like throwing up. | |
| | 35. My child worries about how well he/she |
| | does things. |
| 36. My child is scared to go to school. | |
| | 37. My child worries about things that have |
| | already happened. |
| 38. When my child gets frightened, he/she feels dizzy. | |
202 King St. W. Chatham, Ontario. N7M 1E5
Phone: (519) 358‐1880 Fax: (519) 358‐1586
| | | Not True or Hardly Ever True | Somewhat True or Sometimes True |
|---|---|---|---|
| 39. My child feels nervous when he/she is with other children or adults and he/she has to do something while they watch him/her (for example: read aloud, speak, play a game, play a sport). | | | |
| | 40. My child feels nervous when he/she is going | | |
| | to parties, dances, or any place where there | | |
| | will be people that he/she does not know | | |
| | well. | | | | 1,690 | 1,047 | {
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www.eenadupratibha.net
BOARD OF INTERMEDIATE EDUCATION JUNIOR INTER PHYSICS
8. Find the increase in temperature of Aluminium rod if its length is to be increased by 1%.
(For Aluminiumα= 25×10
−6
*C
−1
).
13. State Newton's Second law of motion. Hence derive the equation F = ma from it.
www.eenadupratibha.net www.eenadupratibha.net MODEL PAPER (ENGLISH VERSION) TIME: 3 HOURS MAX.MARKS: 60 SECTION -A I. i) Very Short Answer Type questions. ii) Answer ALL questions. iii) Each question carries TWO marks. 10 × 2 = 20 1. What is the discovery of S. Chandra Sekhar to Physics? 2. How can systematic errors be minimised or eliminated? 3. A vehicle travels half of the total distance with a constant speed 'V 1 ' and the remaining half distance with a constant speed 'V 2 '. What is its average speed? 4. Can a vector of magnitude zero have non-zero components? 5. Define Force. What are the basic forces in nature? 6. Is it necessary that a mass should be present at the centre of mass of any system? 7. "Hydrogen is in abundance around the Sun but not around the Earth". Explain. 9. Define mean free path. 10. State Boyle's law and Charles' law. SECTION -B II. i) Short Answer Type questions. ii) Answer any SIX questions. iii) Each question carries FOUR marks. 6 × 4 = 24 11. A ball is thrown vertically upwards with a velocity of 20 ms − 1 from the top of a multistorey building. The height of the point from where the ball is thrown is 25 m from the ground. a) How high the ball will rise? b) How long will it be before the ball hits the ground? (Take g =10 ms − 2 ) 12. Show that the trajectory of an object thrown at certain angle with the horizontal is a parabola.
14. Find the torque of a force (7i Λ + 3 j Λ − 5k Λ ) about the origin when it acts on a particle whose position vector is ( i Λ - j Λ + k Λ ).
www.eenadupratibha.net
15. What is escape velocity? Obtain an expression for it.
16. Explain the concept of elastic potential energy in a stretched wire and hence obtain the expression for it.
www.eenadupratibha.net
www.eenadupratibha.net 17. Explain Conduction, Convection and Radiation with examples. 18. State parallelogram law of vectors. Derive an expression for the magnitude and direction of resultant vector of two vectors. SECTION -C III. i) Long Answer Type questions. ii) Answer any TWO questions. iii) Each question carries EIGHT marks. 2 × 8 = 16 19. What are collisions? Explain possible types of collisions. Develop the theory of one dimensional elastic collision. 20. Define simple harmonic motion. Show that the motion of (a point) projection of a particle performing uniform circular motion, on any diameter, is simple harmonic. 21. Explain reversible and irreversible processes. Describe the working of Carnot engine. Obtain an expression for its efficiency. | 1,430 | 726 | {
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Gaelic Place-Names: 'Uamh'
By Alison Grant
The Gaelic word uamh or uaimh (pronounced oo-av) means 'a cave'. It occurs in place-names such as Uamh an Uisge 'cave of the water' in Sutherland, Uamh an Ard Achadh 'cave of the high pasture' on the Isle of Skye, Uaimh Chrom'curved cave' south of Oban, Uamh Ròn 'seal cave' in Caithness, Uamh an Òir 'cave of gold' in Wester Ross and Uamh nan Gabhar 'cave of the goats' on the Isle of Longa.
The word is also found as the qualifying element in a wide range of place-names, with examples including Ob na h-Uamha 'bay of the cave' in Wester Ross, Allt nan Uamh 'burn of the caves' in Sutherland, Bealach na h-Uamha 'pass of the cave' on the Isle of Harris, Loch nan Uamh 'lake of the caves' near Arisaig, Creag na hUamha 'rock of the cave' in Wester Ross, Cnoc na h-Uamha 'hill of the cave' on the Isle of Jura, Rubha na h-Uamha 'headland of the cave' in Ardnamurchan, Sgurr na h-Uamha, 'rocky peak of the cave' on the Isle of Skye and Beinn na h-Uamha 'mountain of the caves' on the Isle of Lewis.
The word is also attested in the diminutive form uamhag meaning 'a small cave', occurring in place-names such as Loch nan Uamhag 'loch of the small cave' in Wester Ross and Traigh na h-Uamhag 'beach of the small cave' in Sutherland.
Uamh is additionally found in the anglicized form weem in place-names including Pittenweem 'estate of the cave' and Wemyss 'cave place', which are both located in Fife, and Wemyss Bay in Renfrewshire, in which the Scots or English word bay has been added to the original Gaelic name which meant 'cave place' like its counterpart in Fife. However, names such as Hole o' Weems in Glen Clova and Weems Hole near Kirriemuir may be entirely Scots rather than Gaelic in origin, as uamh was also borrowed in the Scots language in the form weem, and is used in Scots to refer to Pictish subterranean dwelling-houses as well as naturally-formed cavities.
Some of the caves with uamh names are of considerable archaeological importance. Uamh an Claonaite 'cave of the sloping rock' in Sutherland is the longest cave in Scotland, where the skeleton of a brown bear believed to be up to
40,000 years old was discovered in the 1990s. The caves at Wemyss in Fife feature Bronze Age Cup-and-ring carvings together with a large number of carvings from the later Pictish period. Similarly, excavations Uamh an Ard Achadhon the Isle of Skye have revealed Iron Age artefacts and burial sites.
Other caves with uamh names have a literary significance. One of the most well known uamh sites is a hill summit in Stirlingshire known as Uamh Mhòr 'big cave' or 'great cave', in reference to a large cavern in the cliff-face. The name is sometimes anglicized as Uam Var, and is referenced in Walter Scott's poem The Lady of the Lake, in which a bounding stag, 'stretching forward free and far, Sought the wild heaths of Uam-Var'. The cave also features in Robert Louis Stevenson's novel Kidnapped, when David Balfour and Alan Breck make their bed in a heather-bush on the hill-side of Uam Var on their way to Edinburgh towards the end of their adventures.
Walter Scott is known to have had a particular fascination with Scottish caves, and visited many of them in the early part of the nineteenth century. His tour including the Spar Cave on the Isle of Skye, which he describes in his poem The Lord of the Isles, and Fingal's Cave on the Isle of Staffa, which is also known by the Gaelic name An Uaimh Bhinn 'the melodious cave', due to the sound of the waves echoing around the massive, vaulted interior of the cave. Scott took tremendous inspiration from these visits, and caves feature prominently in a number of his best-known works, including Waverley, in which the eponymous hero, after going on an expedition to retrieve stolen cattle, awakens in a remote cave called Uaimh an Ri or the King's Cavern 'as the abode of Donald Bean Lean was proudly denominated'.
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Student Book 2
Unit
0
Table, Scissors,
Crayons
2
Let's Play
I Like Rice
I See a Bee
I'm Happy
The Sounds of English
| Requests Polite Language | | Hello, Hi, My name is …, apple, ball, blue, book, cat, dog, doll, red | | Can you help me? May I have the [book] Yes, I can. please? Thank you. Yes. You’re welcome. Thanks. You’re welcome. |
|---|---|---|---|---|
| Classroom Objects | a crayon, scissors, a pencil, a box, a table, a chair, a computer | apple, ball, banana, bird, blue, book, bread, cat, circle, close, cookie, dog, doll, fol wer, grass, green, hand, numbers 1–5, open, orange, pink, puzzle, rabbit, red, shirt, square, train, tree, triangle, truck, turtle, window, yellow | on, in, under | (Receptive: Where is the [book]?) It’s on the [table]. |
| Play Time | a swing, a slide, a seesaw, jump, play, run, climb | ball, bird, bug, cat, pants, sun, truck | up / down | (Receptive: What can you do?) I can [jump]. |
| Food / Snacks | rice, cheese, beans, chocolate, yogurt, milk, eggs | apple, banana, blue, bread, circle, cookie, eyes, green, hair, mouth, nose, numbers 1–5, puzzle, red, shirt, square, triangle | black, brown, white | (Receptive: Do you like [yogurt]?) Yes, I do. / No, I don’t. |
| Farm Animals | a chicken, a cow, a horse, a donkey, a duck, a goat | ball, banana, bird, blocks, cat, circle, cookie, dog, doll, door, fsi h, numbers 1–5, rabbit, shoe, sun, turtle, window | 6, 7 | (Receptive: How many [horses] are there?) There are [3 horses]. |
| Clothes | a coat, a hat, boots, a sweater, sandals, a T-shirt, shorts | ball, big, blocks, blue, doll, dress, eyes, green, hair, mouth, nose, numbers 1–5, orange, pants, purple, rabbit, shirt, shoes, short, small, socks, sun, tall, water, window, yellow | hot / cold | (Receptive: Are you wearing [boots]?) Yes, I am. / No, I’m not. |
| Nature | a ladybug, a butterfyl , a leaf, an ant, a caterpillar, a bee, a rock | I have a rock., It’s [black]., big, blue, bug, fol wer, grass, green, numbers 1–5, orange, pink, purple, red, small, sun, tree, yellow | 8, 9, 10 | I see [a butterfyl ]. |
| Feelings | happy, laughing, smiling, tired, sad, crying, mad | apple, banana, blue, book, bread, circle, cookie, ears, eyes, hair, juice, mouth, nose, red, shirt, shoe, socks, square, triangle, water, yellow | same / different | (Receptive: How do you feel?) I’m [mad]! |
| Transportation | an airplane, a bike, a boat, a bus, a car, a motorcycle, a frie truck | ball, big, blue, bug, numbers 1–5, orange, rabbit, red, small, train, truck, turtle, water, yellow | slow / fast | (Receptive: Are [bikes] fast?) Yes, they are. / No, they aren’t. |
19 | 1,207 | 853 | {
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