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2 Thessalonians
Lesson 8: 2 Thessalonians 1
After studying 1 Thessalonians, we know Paul wrote that letter from Corinth after receiving the news about the Thessalonians from Timothy. A few months later, Paul received another report about the Thessalonians which prompted him to write 2 Thessalonians. Although we don't know what the report was or who it came from, we can gain an understanding of what it was based upon the contents in his letter. Let's dive into chapter one and see how Paul gave encouragement to a church experiencing growing persecution.
- Read 2 Thessalonians 1:1–2
1. In verse 1, what preposition does Paul use to describe the Thessalonians position? How does Christianity differ from every other religion in the world?
2. In verse 2, what two words does Paul use to describe what believers have received from God? Why would the second word be important for a church experiencing persecution?
- Read 2 Thessalonians 1:3–4
3. In verse 3, the word “ought” (NASB) means “bound, to be obligated, or indebted to.” Why would Paul feel “indebted” to the Thessalonians in praying for them to God? Hint: the next question will help you answer this.
4. What two things does Paul highlight in the Thessalonians lives? Who is responsible for giving them the growth?
5. In verse 4, Paul tells the Thessalonians he boasts about them to other churches. What does he boast about?
1
Lesson 8
Application: Paul “bragged” about the church at Thessalonica. If you were telling your friend about your church, what qualities or features would you “brag” about? Why are these things important to keep in mind?
- Read 2 Thessalonians 1:5–8
6. Although the persecution was hard and undeserving, in verse 5, what helped the Thessalonians to endure? What will they be counted worthy of?
Application: How does a Christian develop a kingdom mind-set like the Thessalonians? What steps do you need to take to develop that mind-set?
7. When we repay evil, we usually do it out of anger or for selfish reasons. According to verse 6, what attribute describes and affirms God’s repayment?
8. In verse 7, what will persecuted believers ultimately receive? When will this happen?
9. In verse 8, how does Paul describe the two different classes of unbelievers?
Application: Why is it wrong for you to repay evil with evil? What are some current struggles that you have with this? How can you overcome those struggles in that moment?
2
Lesson 8
- Read 2 Thessalonians 1:9–12
10. In verse 9, Paul gives three descriptions of what hell will be like. What are they?
11. Many people think God will not be present in hell. “Presence” in verse 9 means “personal presence or relational circumstance” and can mean “in the face of.” Compare this verse with Psalm 139:7–8 and Revelation 14:10. What do these verses tell us?
12. In verse 10, what is “that day?” How do you know? What two things will happen on that day?
13. In verse 11, what two things does Paul pray for the believers in Thessalonica?
Application: Paul prayed in verse 11, as he did in verse 5, that they would live “worthy of their calling.” What are ways you can grow and become more consistent with the Christian walk?
14. In verses 10 and 12, Paul’s prayer is for Christ to be “glorified” in them (see also verse 10). What does this mean?
Application: Whether we are living comfortably or experiencing suffering, our goal is to bring glory and honor to Christ. How can you honor Him today? List two ways.
Application: What one verse impacted you the most in chapter 1? Why?
3
Lesson 8 | 1,517 | 869 | {
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FEATURE
EARWORMS: WHAT MAKES MUSIC STICK IN YOUR HEAD?
Meets National Core Arts Anchor Standards 7-9, 11
OBJECTIVES
DEVELOP
Perceive and analyze artistic work. (Re7) Interpret intent and meaning in artistic work. (Re8) Apply criteria to evaluate artistic work. (Re9) Relate artistic ideas and works with societal, cultural and historical context to deepen understanding. (Cn11)
MATERIALS
Music Alive! magazines (Vol.39 No.3) Computer or mobile device with Internet access
START
Ask your students to read "Earworms: What Makes Music Stick In Your Head?" on pages 10-13. Then, go over the following highlighted words. [This reinforces comprehension and vocabulary.]
PHENOMENON—a remarkable event
INVOLUNTARY—done without will or conscious control
PERCEPTION—the state of being aware of something through the senses
COGNITION—the mental action of acquiring knowledge
CORTEX—an outer layer of the brain
IMAGINATIVELY—in a way that shows creativity
FUNDAMENTALLY—in central or primary respects
COMMONALITY—a shared feature or attribute
INCONGRUITY—standing out
ASSOCIATE—connect with something else
JINGLE—a short slogan, verse or tune designed to be easily remembered
STAPLE—a main element of a diet
LICENSE—a permit from authority to use something
NAGGING—persistently painful or worrying
NEUROTIC—suffering from excessive stress or anxiety
IDLE—not active
MIFFED—somewhat annoyed
SUPPRESS—prevent or inhibit
4 Vol.39,No.3
*
*
MUSICALIVE.COM
Review concepts from the article by asking the following questions:
What is an "earworm" and where did the word come from? Why are earworms so difficult to study?
Which unexpected region of the brain is active when we listen to music?
What are the common characteristics of songs that most often get stuck in our heads?
Why do many businesses use jingles or pop songs in their commercials?
What are some techniques you can try to get rid of an earworm?
2. Ask students if anyone can recall an earworm they've had recently and to share the song with the class. Have students listen to the song and point out what they think makes it a memorable, catchy song. If nobody can think of one, use "Friday" by Rebecca Black and/or "Call Me Maybe" by Carly Rae Jepsen.
CLOSE
Have students write their own jingles by pairing or grouping up. Once the class is in groups, have them follow the instructions:
Select any item you can find in the classroom
Come up with a short melody with lyrics that could be used in a commercial for the item you chose
Share your jingle with the class
Class vote on who's is the "catchiest"
Give extra credit to any group who creates a video commercial for the item using their jingle
ASSESS
Did the students read the article?
Did they review the vocabulary words?
Did they answer the supplemental questions?
Did they participate in writing a jingle and/or making a video? | 1,399 | 663 | {
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We've received a lot of requests for information related to COVID-19 including how to prevent getting the virus and how to protect against infection in your home. We have developed a series of fact sheets to help address your questions. Please contact us if you would like to receive printed copies of our fact sheets delivered to you to share the information with people you know.
The best way to prevent illness is to avoid being exposed to the virus.
Wearing a mask that covers your mouth and nose is an effective way to protect your health.
FAST FACTS
The virus can live on surfaces for many days
COVID-19 is caused by a virus
DISINFECTING 101
Be safe. Turn on a fan or open windows and wear gloves when handling or using harsh cleaning products or disinfectants. They can cause harm.
Disinfect next.Use a product or mixture that contains bleach or alcohol to kill germs. A disinfectant is meant for using on surfaces, not pets or people.
Clean first. Start by washing surfaces to remove dirt and reduce germs with soap and water.
Wash your hands with soap and water frequently.
Avoid places and gatherings with more than 10 people.
Stand six feet from other people when you're out.
Avoid touching your nose, mouth, and eyes when your hands are not clean.
Cleaning and disinfecting are not the same thing
Cleaning and disinfecting products can be harmful
At Home Solutions
Many people in Detroit aren't able to get disinfectant products, such as Lysol wipes, in stores. See the next page for recipes you can make at home with bleach or alcohol.
A FEW NOTES FROM OUR FRIENDS
Our friends at the Ecology Center provided the following tips to protect your health:
Avoid disinfectants with "quats" or quaternary ammonium compounds, especially if someone in the home has asthma (they are restricted from use in California schools)
Be sure to read the labels of products you purchase, and
Use the home disinfecting solutions below or look for products with alcohol or hydrogen peroxide, such as:
-Lysol Hydrogen Peroxide Multi-Purpose Cleaner
-Purell Multi Surface Disinfectant
AT HOME SOLUTIONS
The Centers for Disease Control have provided recipes to make your own disinfectant (see below), and a few notes to ensure they are used correctly:
Never mix household bleach with ammonia or any other cleanser
Bleach solutions will be effective for disinfection up to 24 hours
Leave solutions on the surface for at least 1 minute
Sources:
Environmental Protection Agency's Six Steps for Safe & Effective Disinfectant Use @ https://www.epa.gov/pesticide-registration/six-steps-safe-effective-disinfectant-use
Centers for Disease Control @ https://www.cdc.gov/coronavirus/2019-ncov/community/disinfecting-building-facility.html
CURES is funded by the National Institute of Environmental Health Sciences #P30ES020957
Contact firstname.lastname@example.org or email@example.com with questions | 1,300 | 636 | {
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Standard:
* RI 7.8 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.
Objective: Students will gather evidence that supports the pro/con points of view from the text and write a conclusion based on the evidence presented.
Resources Needed:
* Newsela article: "Electric scooters beat bikes as shared transportation"
* Template found below.
Introduction/Description:
A Discussion Web is a strategy to help you dig into text that contains opposing points of view. It's an organized way to sort out the pros and cons of an issue, helping you come to a conclusion.
You've probably done something like a discussion web before. Something like this:
I'm so glad she's going to marry Daniel! (But he should get a Toyota.)
You will be reading an informational article, and using the discussion web to take notes on the pros and cons of an issue. Here is an example that was completed with a sample text:
Example:
Focus Question:
Was immigrating to the U.S. in the late 1800s and early 1900s a good decision?
Steps:
* Below you will find a Discussion Web template for you to use. A question is already filled in for you.
* Read the Newsela article "Electric scooters beat bikes as a shared transportation option."
* As you read, highlight or underline positives and negatives of scooter use. Make sure you mark each as a pro or con. You could use two different highlighters or use addition and subtraction symbols.
* After you have finished reading and marking the pros/cons, evaluate your pieces of evidence, choosing the top 5 pieces of evidence for each side of your organizer.
* Read both sides, making a judgment to determine which side of the issue presents as a stronger case according to the evidence in this particular article.
* Use what you've learned to draw your conclusion, and write it in the box.
* Lastly, which piece of evidence do you feel is strongest in support of your conclusion? Write that in the space at the bottom of the page. As you mature, being able to weigh pros and cons of a decision, make an informed decision, and analyze the strength of the evidence will help you navigate the waters of adulthood. Deep .
Finished Product: Share your discussion web with your teacher and/or peers as directed.
Adaptations: N/A
Discussion Web
Best support of conclusion:
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BESO Tip: Providing Linguistically Accommodated Instruction
Laurie R. Weaver
University of Houston-Clear Lake
July 2012
Last month we talked about selecting language objectives. We discussed how it is important to determine the language demands in a lesson, to select one of those demands, to write a language objective that addresses the selected demand, and then to teach and assess that objective. Addressing one specific language demand is essential because this will help English language learners develop the language proficiency they need to be successful in school. There will be other language demands present in the lesson, however, and that is where linguistically accommodated instruction comes in.
What is linguistically accommodated instruction? According to Chapter 74.4 of the Texas Administrative Code, linguistically accommodated instruction is instruction that is communicated, sequenced and scaffolded so that ELLs can learn the knowledge and skills of the required curriculum while developing English proficiency. John Seidlitz explains that "communicated" means that comprehensible input is provided. In other words, as the teacher, it is up to you to present your instruction in a way that will be understood by the students. Perhaps you will use visuals and objects in one lesson. In another, a video clip might provide comprehensible input. Using the Preview-View-Review approach, where you introduce a topic in one language, develop it in another, and then review the topic in the first language, is another way to provide comprehensible input. Being clear in your directions by modeling what students are to do is another way to provide comprehensible input. By modifying your instruction so that ELLs can understand what you are teaching, you will be providing linguistically accommodated instruction.
Seidlitz explains that "sequenced" means to match your instruction to the ELLs' levels of proficiency. This means differentiation must occur. It is essential that you know your students' proficiency levels. Matching your questions to the students' levels of proficiency and incorporating sentence stems into your instruction will help in terms of sequencing your instruction.
Finally, "scaffolding" refers to providing students with the support they need to understand instruction. This means progressing from the teacher demonstrating what to do, to students doing a task with teacher guidance, to students working on the task in small groups, to finally doing the task on one's own.
Providing students with instruction that is linguistically accommodated will help ensure that ELLs develop the knowledge and skills specified in the required curriculum as they develop their English language proficiency. In future BESO Tips, we will continue to look at ways to provide linguistically accommodated instruction.
For more information, you can look at the following resources:
1. To read the education code related to the English Language Proficiency Standards (Chapter 74.4 of the Texas Administrative Code) go to the following website.
http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html
2. To read more about using the ELPS in instruction, read the handouts entitled Navigating the ELPS written by John Seidlitz.
portal.esc20.net/portal/page/portal/.../ELPS/.../ELPS_082809(2).pdf
3. To see a video of Stephen Krashen demonstrating comprehensible input (an oldie but goodie), watch this video clip.
http://www.youtube.com/watch?v=4K11o19YNvk
4. To read more about scaffolding, go to these links.
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Job Profile
Meat Cutter
Other names for this job
Butcher
What do meat cutters do?
Easy Reading
Career Planning Series
tip
Do you see words in bold? You can look up these words at alis.alberta.ca/ERdictionary.
Meat cutters cut meat and fish. They prepare sausages and other meat products. They work in grocery stores, meat shops and processing plants.
Meet a meat cutter
Frank is a meat cutter. He works in a large grocery store. He works behind the meat counter.
Here are things that Frank does:
* He cuts large pieces of meat.
* Sometimes he takes out the bones. He trims off the fat.
* Sometimes he grinds meat for sausages.
* He packages the meat. He puts prices on the packages.
54
What is Frank's work like?
Frank works an 8-hour shift. He starts work at 7 a.m. He works weekdays and some Saturdays. He works with other meat cutters.
Frank stands while he works. He has to wear warm clothes because he works in a cold room. The meat needs to stay cold.
Frank uses sharp knives and special equipment. He has to work quickly. He has to be careful. He must use safety equipment. For example, he wears special gloves while he works. He doesn't want to cut himself.
alis.alberta.ca/ERadvisor
Easy Reading
Career Planning Series
Do you want to be a meat cutter?
q You need to be healthy.
q You must be clean. You must keep your work area clean.
q You need to be strong. You have to stand for many hours. You may have to lift or move heavy pieces of meat. The meat can weigh more than 20 kilograms (about 45 pounds).
q You must be good at working with your hands.
q You must have good eyesight. For example, Frank needs to check the colour of the meat. He needs to cut around bones.
q You must be able to understand instructions.
q You have to be able to understand customers' questions. Customers may ask about different kinds of meat.
q You have to follow rules. For example, rules about health and safety.
q You need to keep records. For example, you need to write down when you wash the equipment.
q You must work well with other people.
q Some meat cutters work in processing plants. You have to be quick to see problems. You may have to stop or move quickly. You may need to stop a machine quickly.
55
What education do meat cutters need?
* Meat cutters often learn on the job.
* Some people take courses in meat cutting or meat processing. They get a certificate.
You can ask your career advisor or tutor about working as a meat cutter. You can ask about training, too.
Easy Reading
Career Planning Series
Other jobs to think about
What can meat cutters do in the future?
Meat cutters can work in meat processing plants, grocery stores and meat markets. Meat cutters with experience may become supervisors or team leaders.
$$$
How much does a meat cutter make?
Meat cutters usually make between $15.00 and $28.90 per hour.
alis.alberta.ca/ERadvisor
Cooks prepare foods. They work in restaurants, hotels, hospitals, schools and other places. They follow recipes or make their own recipes.
Production workers use machines. They help to make products for sale. For example, plastic products or food products. They may work on a production line.
Do you want more information?
You can find the information below at alis.alberta.ca/occinfo. Or you can ask your career advisor or tutor.
* OCCinfo profile: Meat Cutter
* Video: Cook
* Easy Reading Dictionary
You can also ask your career advisor or tutor about jobs that are like Meat Cutter. | 1,344 | 796 | {
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Help keep the Thames Estuary a critical flight path – for the 300,000 birds that visit every year
On the doorstep of one of the world's foremost waterways lies over a thousand square kilometres of mudflats and marshland, home to some of Britain's rarest species such as the water vole and the marsh harrier. The Greater Thames has been at the heart of the country's economy for centuries, as a base for commercial shipping, intensive farming, heavy industry, power generation and now as home to six million people. Yet it is still one of the most important places for nature in the UK.
Today the Thames Estuary is in fact one of the most important wetlands in Europe, a vital migration hub for hundreds of thousands of wildfowl and wading birds. For some it becomes their home each winter as they escape the freezing north, here to feed on its mud flats and saltmarshes; others are in transit, heading on to winter homes further south. The richness of the estuary not only sustains them through the winter, but provides the fuel they will need to fly back north to breed the following spring. In the summer a smaller number of birds establish themselves in the Estuary, nesting and rearing their chicks on the marshes.
The significance of the Thames for its wildlife is recognised and protected by an array of international, European and UK designations, but proposals to build airports there are nothing new – dating back to shortly after WWII. Each has been rejected on business, aviation, safety and environmental grounds. If one were to be built there now it would almost certainly be the largest single deliberate act of protected wildlife habitat destruction ever perpetrated in our country.
That so much of our natural coastal environment has survived in the Thames Estuary into the 21st century is something we should celebrate, and we want future generations to be able to enjoy this natural resource too.
How you can help
We know the Thames is amazing, but we're concerned that the Government's independent Airports Commission haven't had the chance to really understand how special it is. With all this focus on the Estuary as an airport location, it could be easy to lose sight of what the Greater Thames means to the people who live there and visit the area. Please help us remind them of what's at stake.
Please write to the Commission and tell them about your Estuary, and what it means to you. You can email them at firstname.lastname@example.org, or post your letter to Sir Howard Davies, Chair, Airports Commission, Sanctuary Buildings, 20 Great Smith Street, London SW1P 3BT.
You can help us to track the progress of our campaign by sending a copy of your letter, and any reply, to the Parliamentary Campaigns Team, No Estuary Airport Campaign, RSPB, The Lodge, FREEPOST ANG6335, Sandy, Bedfordshire SG19 2BR. Alternatively you can email us at email@example.com.
If you want to find out more about our campaign against an airport in the Estuary and for future actions, keep an eye on our website rspb.org.uk/noestuaryairport. | 1,184 | 648 | {
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2020-2021 School Year
To maintain skills, all students rising to Grade 1 to Grade 8 at St. John the Evangelist Catholic School are required to review both ELA and Math skills using the school's IXL (the world's most popular learning site for Kindergarten through Grade12) subscription. New students will receive their IXL user names and passwords via email from the school office. Students will complete problems until they achieve a score of 90% or higher.
Our ELA IXL website is: www.ixl.com/ela/grade-2 . Our Math website is: www.ixl.com/math/grade-2 . Please search by skill area instead of by number, number (as numbers may change.) All IXL should be completed between the dates of June 15 and August 31, 2020.
ELA
❑ D.1 Complete the word with the correct short vowel
❑ H.1 Choose the word with a given long vowel
❑ I.2 Complete the word with the correct r-controlled vowel: ar, ei, ir, ur
❑ J.2 Correct the word with the correct diphthong: oi, oy, ou, ow
❑ S.1 Identify the purpose of a text
❑ S.2 Determine the topic and purpose of informational passages
❑ V.1 Read and understand informational passages
❑ V.2 Analyze stories
❑ ZZ.4 Capitalization: Review
❑ EE.2 Identify base words, prefixes, and suffixes
13311 Long Green Pike | Hydes, Maryland 21082 www.StJohnSchoolLGV.org | 410-592-9585
MATH
❑ L.8 Add and subtract numbers up to 100
Summer Reading
Students Entering 3 rd Grade
The best way to become a better reader is to read on a regular basis. Summer is a great time to sit back and enjoy reading. We strongly encourage you to read as often as possible and to choose books that you enjoy.
This summer you will meet your summer Accelerated Reader goal by choosing any books of interest on Accelerated Reader and completing your goal by the first day of school. (Rising third graders should earn at least 4 AR points over the summer. Students may earn more than 4 points.) Upon finishing, take the associated Accelerated Reader test by clicking the link: https://globalzone08.renaissance-go.com/welcomeportal/30076. You will use your normal Accelerated Reader login information to access your account and the tests. | 1,038 | 533 | {
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JOINT NEWS RELEASE |
FOR IMMEDIATE RELEASE
| May 26, 2023
North Dakotans can help prevent wildfires, keep beaches clean during Memorial Day weekend
BISMARCK, N.D. – As families prepare to enjoy North Dakota's outdoor destinations over the Memorial Day weekend, residents and visitors are encouraged to recreate responsibly by practicing fire safety and prevention. While recent moisture has provided some relief from fire starts over the past few weeks, dry conditions persist in some areas of the state.
To view current fire restrictions by county, travelers can visit ndresponse.gov or contact their local emergency management office. Burn ban restrictions for state parks are derived from the county in which the park is located. Some burn bans also are determined by the fire danger rating and/or red flag warnings for a particular area. The fire danger rating is issued daily and can be found at ndresponse.gov.
Campers should always "know before you go," and are encouraged to verify if campfires are permitted at the destination they are visiting. The North Dakota Parks and Recreation Department has increased communication to visitors in weekly emails outlining current fire restrictions. Those with state park camping reservations are encouraged to watch their inbox prior to their visit. In all North Dakota state parks, fires must be contained in designated fire rings. Remember to practice these safety tips:
* Keep your fire small, and never leave a campfire unattended.
* Be sure that pets and children are supervised near any campfire.
* It is important to keep a shovel and bucket of water nearby to properly extinguish the fire.
* If possible, allow the wood to burn completely to ash when you are finished enjoying your fire.
* Pour water over all embers—not just the red ones—until the hissing sound stops.
* Then, stir with a shovel. Continue pouring water and stirring with a shovel until the fire is completely extinguished.
* Use the back of your hand to feel the heat of the fire embers.
Remember, if it's too hot to touch, it's too hot to leave.
"North Dakotans look forward each year to Memorial Day weekend, to spend time with family and friends. We encourage everyone to practice fire safety to protect the natural resources we all enjoy," said State Forester Tom Claeys.
To learn more about recreating responsibly and to help prevent wildfires in the state, North Dakotans can visit SmokeyBear.com and read through the Campfire Safety Guide. Remember, only YOU can prevent wildfires!
The Department of Water Resources (DWR) would like to remind citizens to please "Keep Your Beaches Clean." "Keep Your Beaches Clean" is an ongoing public awareness campaign that was first introduced by the State Water Commission in 2013 to educate North Dakotans about laws on sovereign lands.
Sovereign lands are publicly owned lands that include the beds and islands lying within the ordinary high watermarks of navigable lakes and streams.
These efforts are meant to help reduce littering and glass container violations on public beaches and sandbars throughout the state, particularly along the Missouri River. Signs are posted at numerous access points along the Missouri River to make the public aware of possible consequences for these violations, including a $100 fine for glass containers, a $250 fine for littering and a $100 fine for illegal motorized vehicle use.
"As people get out to enjoy North Dakota's lakes and rivers over the course of the summer months, we ask that everyone does their part to help keep our beaches clean," said DWR Director, Andrea Travnicek. "Water resources are often a central part of outdoor recreational experiences in North Dakota, so taking care of them is a high priority."
-###-
_________________________________________________________________________________
For More Information, Contact: Beth Hill, Outreach and Education Manager North Dakota Forest Service 701-328-9948 701-220-5986 (cell) email@example.com
Kristin Byram, Public Information Officer North Dakota Parks & Recreation Department 701-328-5358 firstname.lastname@example.org
Eric Jensen, Public Information Officer North Dakota Department of Emergency Services 701-328-8154 email@example.com
Lee Greuel, Public Information Officer North Dakota Department of Water Resources 701-328-2782 firstname.lastname@example.org
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Give Water: Give Hope: Give Life
In an effort to raise funds for water projects, April 25th was designated as "Give Water: Give Hope: Give Life" Sunday. We have already purchased and shipped 51 water filters and have 35 more filters ready to take on the June trip. As of May 15 congregations and individual families have donated $30,000 toward drilling of another deep well and completing the Masaani river pumping project. Expanding the supply of clean disease-free water to drink will save lives. Using the water to increase food production will reduce malnutrition resulting in people being healthier and more productive.
June Trip to Kenya
Plans for the June trip to Kenya are being finalized. Caring for Kenya team members on this trip are Steve & Kathy Clarkson, Johnetta Wilde, Carl & Ruth Ann Burkybile, and Gary & Linda Masters. The trip will include visits to
congregations, secondary schools, and Christian families. We will be conducting Bible studies and helping to establish a new congregation. We will be finalizing the master plan for our own secondary school and discussing the potential drilling of a deep well on the school property. One of the Healing Hands International team members has experience drilling water wells. We plan to meet with a well drilling company. The joint "Caring for Kenya" and "Healing Hands International" team will be conducting 5-day hands-on companion workshops in food production and food preservation. Each workshop will have 40 students. The food production participants will learn to make compost piles, manure tea (liquid fertilizer), and raised planting beds. They will install drip irrigation lines prior to planting and then mulching the planting beds. The food preservation partici-
pants will learn to use solar dehydration, salt, sugar, oil, & smoke curing, brining, pickling, fermenting, and high acid canning. By preserving excess food from the rainy season crop and learning to grow more food during the dry season the people will have a more stable food supply. Our initial response to the famine conditions was to provide food for the hungry. Next the "Food for Work" program used famine relief funds to pay people to make bricks to build schools and church buildings. The money they earned made it possible for them to purchase food for their family. Long-range famine relief involves teaching people how to improve food production and to preserve the surplus. Long-range famine relief also includes establishing community development projects like fruit tree nurseries, chicken raising cooperatives, and grain milling cooperatives. Mini-loans will help establish these projects. One of our preachers, Justus Mutua, is
currently being trained in community development at the university. We expect him to provide leadership and vision to communities we serve.
Another part of our long-range plan involves drilling another deep well. This well will provide water for our secondary school and the surrounding community. The dependable water source on the school property will help us develop a demonstration farm that will include raised planting beds, drip irrigation, soil conservation techniques, and other sustainable agriculture practices. Also we plan to demonstrate chicken, goat, and rabbit raising, fish farming, fruit tree grafting, and use of a greenhouse. We expect the school facilities and the demonstration farm to be the site of additional food production and food preservation workshops in future years.
New Partners
Clearlake Church of Christ (Springfield, IL),Eagle Valley Church of Christ (Indianapolis, IN), and Northside Church of Christ (Bismark, IL) are new partners in God's work in Kenya. | 1,476 | 744 | {
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Basel, june 27th 2019
Tomás Cabado species of basel
for any amount of musicians
Some melodies or counterpoints (from now on, referred to as 'incises').
Forming sets of pitches
Select four contiguous pitches, starting from the beginning of an incise, which can be displaced in one or both staves. This will be the starting material. Musicians should be able to connect all four notes with one line without jumping over any position in the continuity of the melody.
-- avoid: the second position of the incise is not involved in the set of four notes, so the set is "broken".
In each incise, there are some holes or spaces between certain notes in each staff. Notes separated by these spaces can't be connected directly: it's necessary to involve the note from the other staff that's right above or below the space.
For moving from the starting material to the next, musicians should select a new set of four pitches in the same way as before, but involving at least one new pitch, without going back to a pitch that has been left behind in the left-to-right reading.
Left example is OK: set n° 2 shares D and G with set n° 1 and adds Bb and Gb.
Right example is to be avoided: set n° 2 shares B and D with set n° 1, adds Bb (ok) and C (avoid); this last note pertains to a position already passed by the set n° 1.
Using the materials
Stay with a set for a while. Play loose notes (short or long), little melodies, dyads, chords, brief counterpoints. Let ring or leave space (silence) after each gesture. If the instrument is polyphonic, some simultaneous notes can keep ringing whilst others shut off.
Percussion: use sounds with at least a bit of pitch content for each note. Combination of timbres is encouraged, also for non-percussionists.
Notes of the set can be played in any order, which can change in each gesture. Not every note of the set must be played every time.
While playing a set of pitches, at least two pitches must stay in their original octave (as written), one can be transposed by octaves upwards and the other, downwards. These transpositions can happen in the middle of the usage of a set, and keep like that until the next set.
In an ensemble situation, every musician plays the same incise at the same time. The election of the sets is a decision of each musician.
Playing only one incise already constitutes a version of the piece. It's possible to play many or all incises. It's possible to start from any of them and then continue with the following.
Possibilities and ending
If the intention of the players is to explode many possibilities of combination for the formation of sets under these rules, the piece should be (very) long, staying a lot of time in one set.
If the intention is to play short pieces, with few gestures within each set, then: make simple decisions, try beautiful melodies, do precise declarations, leave space.
When a musician gets to the end of an incise, she keeps silent. When the last musician gets to the end, the incise ends. There, the piece might end, or the next incise might follow.
In any case: don't rush.
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CLIMATE ACTION VENN DIAGRAM
You have the power to help fight against climate change - Please turn over to see how
Once completed, please take a photo and send to email@example.com to inspire others
Climate action: NAME [Individual/Company/School/Organisation]
YOUR CLIMATE ACTION
How you – personally – can help with climate solutions:
To find your own meaningful way to help address the climate crisis take some time to complete your Climate Action Venn Diagram, then please take a photo and email a copy of it to firstname.lastname@example.org to help inspire others
Some ideas for you:
Individual
Schools
- Switch to a bank that doesn't invest in fossil fuels
- Switch to a green energy supplier
- Better insulate your home
- Reduce your dependancy on fossil fuels and choose alternatives
- Use your vote for positive environmental change
- Share/loan items such as tools with friends, family and neighbours
- Implement or upgrade recycling systems
- Review school canteen menus to introduce a greener diet with locally sourced food
- Setup a reuse shop for unwanted school uniform and learning materials
- Setup a school allotment and teach students about regenerative farming
Businesses and Organisations
- Identify areas to reduce waste and recycle as much as possible
- Make available and encourage sustainable forms of transport
- Review procurement and haulage - can CO2 emissions be reduced?
- Encourage your business to offer volunteer days for conservation work
- Boost biodiversity with the installation of a green wall or green roof
This doesn't necessarily mean quit your job or start a non-profit!
Quite possibly you are most powerful in your existing roles, where you already have specialised knowledge and robust networks. What would it look like to lean into your talents?
Be gentle with yourself on the "What are you good at?" question.
This is about action.
Put your insecurities aside and simply consider what you have to offer. In your personal life, at work, at school, and as a member of this community.
For many people, the centre of their Venns seems to be some version of "communicate about climate." Yes, that is important. [Love Your Chelmsford are communicating with you right now!] But we can't just talk about it.
Can you help your own company, school, church or city charge ahead with climate solutions? Because what we need is change in every sector and in every community.
Don't diagram what you're already doing.
Try to think about this more expansively - start from scratch and consider where you can have the most impact.
We need doers. We need positive action to reduce carbon emissions and live out (environmentally) sustainable lives in every home, school, church and business. Good luck!
Thank you for your commitment to taking action in the fight against climate change.
Disclaimer - When sending your Climate Action Venn Diagram to Love Your Chelmsford you give permission for us to share on our social media accounts and website. | 1,271 | 621 | {
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Area Math Practice Test
1. An error 2 % in excess is made while measuring the side of a square. What is the percentage of error in the calculated area of the square?
🔘 10
🔘 35
🔘 55
🔘 65
🔘 75
Your Answers
2. A rectangular park has to be fenced on three sides leaving a side of 20 feet uncovered. If the area of the park is 680 square feet, how many feet of fencing will be required?
🔘 44
🔘 88
🔘 144
🔘 188
🔘195.50
Your Answers
3. The length of a rectangle is twice its breadth. If its length is decreased by 5 cm and breadth is increased by 5 cm, the area of the rectangle is increased by 75 sq.cm. What is the length of the rectangle?
🔘 10 cm.
🔘 20 cm.
🔘 30 cm.
🔘 40 cm.
🔘 95 cm.
Your Answers
4. The ratio between the length and the breadth of a rectangular park is 3:2. If a man cycling along the boundary of the park at the speed of 12 km/hr completes one round in 8 minutes, then what is the area of the park in square meters?
🔘 153600
🔘 278900
🔘 365400
🔘 457800
🔘 547600
Answers Sheet: https://gotestprep.com/area-prep-test-1/
5. The diagonal of a rectangle is √ 41 cm and its area is 20 sq.cm. What is the perimeter of the rectangle?
🔘 6 cm
🔘 18 cm
🔘 26 cm
🔘 38 cm
🔘 58.5 cm
Your Answers
6. The diagonals of a rhombus are 72 cm and 30 cm respectively. What is its perimeter?
🔘 56 cm
🔘 96 cm
🔘 135 cm
🔘 156 cm
🔘 256 cm
Your Answers
7. A rectangular park 60 meters long and 40 meter wide has two concrete crossroads running in the middle of the park and the rest of the park has been used as a lawn. The area of the lawn is 2109 square meters. What is the width of the road?
🔘 1 meter
🔘3 meters
🔘 5 meters
🔘 7 meters
🔘 9 meters
Your Answers
8. A rectangular parking space is marked out by painting three of its sides. If the length of the unpainted side is 9 feet, and the sum of the lengths of the painted sides is 37 feet, find out the area of the parking space in square feet?
🔘 6 square feet
🔘 30 square feet
🔘 65 square feet
🔘 96 square feet
🔘 126 square feet
Your Answers
Answers Sheet: https://gotestprep.com/area-prep-test-1/
Check more on Go Test Prep
9. If a square and a rhombus stand on the same base, then what is the ratio of the areas of the square and the rhombus?
🔘 greater than 1
🔘 less than to 1
🔘 equal to 1/2
🔘 equal to 3/2
🔘 equal to 1
Your Answers
10. What is the percentage increase in the area of a rectangle, if each of its sides is increased by 20 % ?
🔘 2%
🔘 22%
🔘 44%
🔘 88%
🔘 122%
Your Answers
Answers Sheet: https://gotestprep.com/area-prep-test-1/ | 1,314 | 854 | {
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Home-learning
Year Group: 3
WEEK BEGINNING: 14/03/22
This is an overview of the main areas of learning in Year 3 for this week which will link to the learning going on in school. Please use these as the main activities for home-learning if your child is unable to attend school during this week.
Maths
English
Oak Academy – this week we'll be starting a new unit on graphs. Complete a lesson each day (lessons 1-5) by clicking here Challenge –
Lesson 1 – reading and understanding pictograms.
Lesson 2 – constructing pictograms.
Lesson 3 – reading and interpreting bar graphs.
Lesson 4 – collecting and presenting data using tallies, tables and graphs.
Lesson 5 – interpreting and presenting data in pictograms and bar charts.
Mental fluency How well do you know your
halves? Focus on numbers to 30 and see how quickly you can recall the halve facts. You can try it in order to start with if it helps and then work on up to 40 or even beyond.
Irresistible Learning:
History/DT - Dig It topic
This week we will be learning about Skara Brae. Read some information about this prehistoric village by clicking here . Have a go at recreating a miniature version of Skara Brae. You could gather stones and rocks from your garden or use some junk (e.g.
old cereal boxes) to make it. We'd love you to email a photo into school using 2Email on
Purple Mash.
Science– Plants
Complete this Oak Academy lesson which is all about the life cycle of a plant. Work through the video, completing the activities along the way.
Oak Academy – this week we start a new Oak Academy unit on persuasive writing linked to healthy eating. Click here and complete one lessons each day (lesson 1-5).
Extra writing challenge:
use the information you have learnt in your English lessons to create a new healthy snack. Then design an advertisement for this snack. Try to include lots of persuasive techniques e.g. slogans, exaggerated claims, bold colours.
Reading: Log onto Bug Club to see what books your teacher has given you to read. Perhaps you could create a book review of the book you most enjoyed reading. Spelling: Log into Purple Mash and you will find your spelling list has been set as a 2do. There is also a spelling quiz for you to complete. This week's spellings all have the re- prefix.
Wellbeing – Being Happy
On Friday 18 th March it is Red Nose Day (you can find more information on the Comic Relief website click here). On Sunday 20 th March it is International Happiness Day. Here are some ideas you can do at home linked to these special days:
Find some jokes – which one makes people in your family laugh the most? Share it with your teacher via 2Email or complete the 'Share a smile' activity using this sheet.
Visit the Newsround website (click here) - scroll down and watch the video to find out what makes some children happy.
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Home-Learning
| Year Group: 3 | WEEK BEGINNING: 2/05/22 |
|---|---|
This is an overview of the main areas of learning in Year 3 for this week which will link to the learning going on in school. Please use these as the main activities for home-learning if your child is unable to attend school during this week.
Maths
English
Oak Academy – this week we'll be completing our unit on calculation strategies and place value. Complete a lesson each day (lessons 6-10) by clicking here
Lesson 6 – identifying values in 4-digit numbers
Lesson 7 – comparing 4-dgiti numbers
Challenge –
Lesson 8 – comparing and ordering 4-digit numbers
Lesson 9 – adding and subtracting 1000
Lesson 10 – rounding to the nearest multiple of 1000
Using the numbers: 3 6 7 8 What is the biggest number you can make? What is the smallest?
Mental fluency Log onto TT Rock Stars to improve your speed and recall of multiplication and division facts. Continue to work on your 3 and 6 times table facts, you could use the daily ten game, choose level 2 or 3 and select multiplication. You can then choose which facts you would like to play with and set your time limit.
Irresistible Learning: Italian Adventure Geography:
We hope that you are enjoying learning about Italy.
Have a look at the map of Italy and see if you can find out some information about the cities of Rome, Venice and Pisa.
Then have a look at this information about volcanoes and see what you can find out about the volcanoes in Italy. You could make a poster or a fact file using your information.
Science: Light and Dark This week we continue our unit on light. Complete the Oak Academy lesson entitled 'How can we see objects?' by clicking here.
Oak Academy – this week we continue the narrative unit called The Man on the Moon. Click here and start a new lesson each day (lessons 6-10)
Extra writing challenge: one of your Oak Academy lessons this week focuses on writing an opening to a story. Imagine you find a box buried in your garden. What might it contain? How did it get there? Who put it there? Write an exciting opening to the story.
Reading: Log onto Bug Club to see what books your teacher has given you to read. Perhaps you could create a book review of the book you most enjoyed reading.
Spelling: Log into Purple Mash and you will find your spelling list has been set as a 2do. There is also a spelling quiz for you to complete. This week's spellings all contain the suffix -ly.
Wellbeing – Sun Safety
This week is National Sun Awareness Week. We have been lucky to enjoy some sunnier weather recently but it's always good to be reminded about safety in the sun too.
Click here Watch the video about the Science behind the sun cream. After watching the video talk to someone in your family about what you have learnt about sun safety and how certain skin types are more sensitive. Come up with a plan for how to stay safe in the sun this summer! | 1,192 | 673 | {
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GOVERNOR CAPES' SPEECH TO PRINCE ANDREW SCHOOL STUDENTS
COMMONWEALTH DAY 2014
I hope that you will find a moment later to read Her Majesty's message. There is one point in the message that prompts me to raise with you now an important issue that I want you to consider. In the message the Queen notes:
People of all ages from different cultures are weaving an ever-growing network of links which connect us in our diversity and our common purpose.
The Commonwealth family encompasses 70 countries and territories, that's many millions of people of different cultures, religion and colour - that is the diversity mentioned by the Queen.
In most countries today diversity is celebrated for the positive contribution it makes to enrich our lives.
You will understand how it follows that racism or prejudice at any level has no place in societies that value diversity. Indeed, in most developed countries, including the UK, there are strong penalties for those who think it's OK to make racist remarks about their fellow citizens - such behaviour is a criminal offence and often referred to as a 'hate crime'.
So why am I raising this with you this morning? Why, because I want all of you to know that to make remarks about someone because of their colour, language, religion or culture, remarks which are hurtful or offensive to that person, or to anyone else, is totally unacceptable. It is not clever or funny. If there any among you who think it is clever or funny, I urge you to wise up, and quickly; before you land yourself in trouble.
To any one of you who is hurting because of abuse based on your colour, race or religion, or indeed for any other reason such as a disability, or if you are being bullied, please don't suffer in silence, report it to your teacher and your parents, or to someone else that you can trust to take action on your behalf.
Part of the Commonwealth family, St Helena has a wonderfully rich and colourful history. It is something of a melting pot of races, made up of people from many ethnic backgrounds. With air access coming ever closer, just two years away now, so too is the world coming closer, bringing new opportunities and new challenges.
Let's make sure that our society is strong and confident, but also caring and respectful of others, ready to embrace change in the increasingly multicultural world.
So today my message to all of you is this; from today, 'Team Commonwealth Day', make this the day on which you start to play your part in helping to end any abuses in our community.
Play your part in promoting respect for others. Because the only way you will truly earn respect for yourself is by showing it to others in the first place.
Thank you for listening. Enjoy your 'Team Commonwealth' day and be sure to help ensure that everyone can enjoy the day.
Governor Mark Capes 10 March 2014 | 1,061 | 590 | {
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The Pilgrim's Progress: A Study
Week 4: Section 3- Interpreter's House (Pastor's Notes)
Cover the Narrative
Let's take time to discuss the basic story of pages 25-34, focusing on these key questions:
1. As Christian departs from the wicket gate, where is the first stop that he makes?
2. How does Christian describe himself to the doorman?
He arrives at the House of the Interpreter.
He calls himself a traveler.
4. What does Christian see in the first private room? Be detailed in your answer.
3. What does Christian tell the Master of the house that he expects to see? Many excellent things, such as would help Christian on his journey.
A painting on the wall of a very grave man (earnest and serious). The man's eyes are lifted up to heaven (heavenly minded/prayerful) and he is holding the best of books in his hand (The Holy Scriptures). The law of truth is upon his lips (meaning that he speaks God's truth). The world is behind him (he has left the City of Destruction and all of its lures and corruptions) and he is pleading with men (doing the work of an evangelist). Finally, a crown hangs over his head for he knows that his reward is great, but it is not of this world.
The picture represents the need of a pastor in the life of a Christian. A pastor should meet the qualities displayed in the image: prayerful, heavenly-minded, loves the Bible, speaks the truth, uncorrupt, and preaches the Gospel of Christ. Such a man is a God-given guide to the Lord's people on their pilgrimage.
5. What does the Interpreter say is the meaning of this picture?
6. What did Christian find in the next room?
7. What did the Interpreter call to have done? What then happened?
A large room full of dust, having never been swept.
He called that the room should be swept, which stirred the dust so badly that Christian nearly choked. At that point, Interpreter ordered a girl to bring water, sprinkling the room. It then could be swept.
The room represents the unregenerate heart with dust representing sin. The law is the broom that reveals the dust (sin), but has no power to subdue it. The water represents the Gospel which subdued the sin (dust).
8. What is the interpretation of this scene?
9. What did the next room contain?
Two children, Passion and Patience. Passion is discontented, wanting everything now, while Patience is willing to wait for the best things.
10. How was this illustrated?
11. What did Christian see in the next room?
A treasure is brought before Passion, but he soon squanders it all and has nothing. Patience will wait for his greater treasure later.
A fireplace against a wall with a person attempting to quench the fire by drenching it with water.
No, the fire burned higher and hotter.
12. Did they succeed in putting the fire out?
13. What does Interpreter show Christian so that he will understand why the fire is sustained? Interpreter takes Christian around the wall to the backside of the fireplace, where a man is continually throwing oil onto the fire.
Christ's gracious activity in the heart of the believer to sustain him during the attacks of the devil. It is a picture of grace during spiritual warfare.
14. What does this represent?
15. What is Christian taken to see next?
16. What did this represent?
To a beautiful palace, where there were armed guards at the door, and a man at a table. Many men recoiled from their approach out of fear for the fierce guards. It was then that Christian saw a man of bravery who walked up to the man at the table and ordered him to write down his name. At that point, he charged the gate, battling the guards. He gave and received many wounds, but made it through with much celebration.
That the Christian life is of hardship and battle and that it is through many tribulations that we must enter the Kingdom of God.
17. Where is Christian taken next?
18.
To a dark room containing a man in an iron cage.
The warnings of holy Scripture against apostasy. He is to remind us of the serious sin mentioned in Hebrews 6.
What does this man represent? (discuss this at length in class)
19. What is the final room which Interpreter shows Christian?
20. What does this represent?
A chamber in which a man is rising out of bed, trembling. This man is not gathered with the wheat into the storehouse, but with the tares to be cast into the burning lake.
The terror of the final judgment for all those outside of Christ.
Assignment for next week:
For next Wednesday night, please read pages 34-42 in the supplied book.
* Christian at the Cross (Page 34), Simple, Sloth and Presumption (page 35), Formalist and Hypocrisy (page 36), and The Hill of Difficulty (Page 38)
If you can, fill out your worksheets, and look up the Biblical references in your Bible.
-I look forward to seeing you again, then! | 1,766 | 1,068 | {
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Home-learning
| Year Group: 3 |
|---|
This is an overview of the main areas of learning in Year 3 for this week which will link to the learning going on in school. Please use these as the main activities for home-learning if your child is unable to attend school during this week.
Maths
English
Oak Academy – this week we'll be continuing our unit on place value. Complete a lesson each day (lessons 6-10) by clicking here
Challenge –
Lesson 6– finding all possible numbers that could have been rounded to a multiple of 10.
Lesson 7 – rounding 2 and 3 digit numbers to the
nearest 100.
Lesson 8 – applying place value knowledge to problem solving
Lesson 9 – finding solutions to a problem
Lesson 10 -place value application lesson
Mental fluency Play the Toy Shop Game to practise your money skills. Choose mixed coins and then the finding change section.
Irresistible Learning:
History/Art - Dig It topic
This week we will be learning about cave paintings. Watch this short video and find out some information about cave paintings. Head over to Purple Mash where you will find a cave paintings 2do to complete.
Science – Plants
Take some time to look outside and find some signs of Spring. Can you see any plants that are starting to grow? Can you see any other changes that are taking place? You could draw a spring picture of what you can see. Think about how we feel when the seasons change: what are you looking forward to as we move from Winter into Spring? You could write down these feelings and add them onto your picture.
Oak Academy – this week we complete our unit on Portia spiders
– non-chronological reports. Click here
and choose a new lesson each day (lessons 16-20) .
Extra writing challenge: Watch the video of the book The First Drawing. Imagine that you were born before the invention of drawing, what would it be like to see pictures all around you but nobody else understands you? You could write a story where you are the first person that paints on the cave wall.
Take a look around you: can you see pictures or art in the clouds, shadows or colours?
Draw what you can see and then use your pictures to tell your own story.
Reading: Log onto Bug Club to see what books your teacher has given you to read. Perhaps you could create a book review of the book you most enjoyed reading.
Spelling: Log into
Purple Mash and you will find your spelling list has
been set as a2do
. There is also a spelling quiz for you to complete. This week’s spellings all have the -sion ending.
Wellbeing –being mindful
In our increasingly busy world, it is so important to take a moment to be quiet and mindful.
It can be tricky to slow your brain down when there are so many distractions around you. Focusing on a colouring activity can be really calming.
Why not make your own mindful minute bookmark using ideas here. Focusing on your senses can help to restore a feeling of calm when you are anxious or worried. | 1,142 | 657 | {
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N.I.C.C.
July 2022 Newsletter
Alana Bartolai from Lake County Health Department gave a presentation on ticks for our monthly Nature Talk on June 15.
.
There are two species of ticks in Lake County: deer tick (Ixodese scapularis) and wood tick (Dermacentor variabilis). Of these two species, only deer ticks can pass on Lyme disease. However, wood ticks, also referred to as American dog ticks, do have the ability to pass on other bacterial infections such as Rocky Mountain spotted fever and tularemia.
Wood Tick
Unlikely to transmit Lyme disease Twice as large as a deer tick Dark body with white markings near head (female). Dark body with white markings covering back (male). Found most commonly in grassy and shrubby areas. Also referred to as American dog tick. Can transmit bacterial infections, such as Rocky Mountain spotted fever and tularemia. Alana with Sue & Phil
They can transmit Lyme disease. Very small in size. Brownish-orange with black spot near head (female). All black with then brown border on rear edge (male). Found most commonly in wooded areas and leaf litter. Also referred to as black-legged tick. Can transmit other pathogens,such as Babesia and Anaplasma.
Before you go outdoors Choose light-colored, long sleeve clothing. Tuck long pants into socks. Apply insect repellent with DEET to your clothing (avoid your skin). Products with permethrin can kill ticks;
Deer Tick
used to treat boots, clothing and gear for extended protection.Know where to expect ticks; most commonly found in wooded areas and tall grasses. Stay in center of trails when hiking; ticks wait on vegetation and grasp onto anything that passes. Keep lawns and grass around play equipment trimmed short.
After you come indoors, check your clothing and pets thoroughly. Remove ticks found on your clothing or pets and dispose of them. Place clothing in a dryer on high heat for one hour to kill ticks and prevent them from dropping off in your home to search for a host. Check your body thoroughly for ticks. Shower soon after coming inside; this provides the best view (also helps prevent poison ivy reactions).
If you find a tick embedded in your skin, follow suggestions above to find ticks on your body before they bite. If a tick is overlooked and is later found attached to the body: Remove it immediately using small tweezers. Grasp the mouth parts, as close to your skin as possible. Pull it straight out slowly and avoid squeezing its body. Wash the wound site and your hands thoroughly. Visit a physician if unexplained rash or illness accompanied by fever develops.
This spring, Paul Yucas one of the members who mows the grounds, came across this baby deer who was just a day or two old. This baby was so new, that he didn't even know that he should be worried about Paul approaching him to take his picture. Paul, said that the mother was just feet away, the edge of the tree line, watching him and the baby. After a few minutes the baby did get up and run to his mother. Paul said it was so cute because the baby was so unsteady on their feet.
Thank you, Paul, for sharing this photo, and thank you for mowing the grounds
Outdoor Education Day July 16
Come to the event to learn some skills in fishing, archery, shotgun (trap) shooting, air rifle shooting, wild game cooking, and tomahawk throwing. When registered, everyone will be assigned to a group and that group will rotate through the different stations throughout the day.
There will be a special demonstration at lunch. We're still working on the details, but it will not disappoint.
This event is open to everyone ages 10 and up (including adults that want to participate). Please watch our Facebook page or our website for additional information. Space is limited, so you'll want to reserve your spots! Sorry, no walk-ins you must be registered in advance. Registration for the event will close July 9th, or when full.
PLEASE NOTE: With concerns over COVID-19, if this event does not take place, we will issue refunds. However, at the current time, we have every intention of proceeding. If you wish to wear a face mask and gloves, please bring them - none will be provided. If there are still concerns as the date approaches and you do not wish to attend, please notify us 2 weeks in advance and we may be able to issue a cancellations after the 2 week mark may not be refunded.
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Y4 Overview and Curriculum links
| Topic | Activities | Main Curriculum link |
|---|---|---|
| | Roman numerals loop game | Read Roman numerals to 100. |
familymathstoolkit.org.uk
Y4 Overview and Curriculum links
| Topic | Activities | Main Curriculum link |
|---|---|---|
| Number and place value Number - addition and subtraction Number - multiplication and division Measurement Geometry - properties of shape d in colour | Hecantonchires Everyday estimating Domino challenges Gold robbery Café menu Special ofef r Design a Hobbit Areas and perimeters Valentine’s Day dates Wheels | Place value introducing or using numbers greater than 1000. Refine estimation skills, use all four operations and a variety of methods to solve a range of problems, develop mathematical thinking. Doubles of numbers, odd and even, adding a succession of numbers, problem solving. Solve a range of problems using division, working systematically and developing mathematical thinking. Solve problems with money in context such as choices of a meal on a menu. Solve money problems in a real life context, using two decimal places and thinking mathematically. Estimate, compare and calculate using difef rent measures accurately. Measure and calculate the perimeter of a rectilinear fgi ure (including squares) in centimetres and meters. Find the area of rectilinear shapes by counting squares. Solve problems using months and years. Begin to think about the properties of a circle. |
.
familymathstoolkit.org.uk
Y4 Overview and Curriculum links
| Topic | Activities | Main Curriculum link |
|---|---|---|
| Number and place value Number - addition and subtraction Number - multiplication and division Number - fractions Measurement Statistics | To a million Crossword Car number plates Times table task Pizza preparation Cocktail prices Travel maths Hand luggage problem Time challenge Working with your heart | Identify, represent and estimate numbers. Practise using mental methods for all four operations. Solve a range of problems, thinking mathematically and working systematically. Recall and use multiplication facts. Solve problems involving fractions to divide quantities; add and subtract fractions with the same denominator. Estimate, compare and calculate difef rent measures, including money with pounds and pence. Read, write and convert time between analogue and digital 12 and 24 hour clocks, present data. Measure, compare, add and subtract mass (g/kg) and length (m, cm, mm). Solve problems involving converting from hours to minutes, minutes to seconds, years to months, weeks to days. Solve problems using and converting seconds to minutes; interpret and present discrete data; solve comparison problems using the information presented. |
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Remote learning
Year Group: 5
WEEK BEGINNING: 26.4.21
This is an overview of the main areas of learning in Year 5 for this week which will link to the learning going on in school. Please use these as the main activities for remote learning if your child is unable to attend school during this week.
Maths: Place value review
Mental fluency: TTRockstars
English
Oak Academy: Addition and subtraction review
Lesson 1 Using and explaining addition strategies (Click here)
Lesson Using and explaining addition and subtraction strategies (Click here)
Lesson 3 Adding and Subtracting using multiples of 10,100, 1000 etc. (Click here)
Lesson 4 Adding and subtracting using the round and adjust method (Click here)
Lesson 5 Adding and subtracting using partitioning (Click here)
*Challenges*
Oak Academy: Macbeth – Start at lesson 1 then continue with one lesson per day.
*Writing challenge*
Use this link and this link to find out about and listen to the story of Hamlet. Did you know the Disney story/film the Lion King is loosely based on Hamlet? Can you write your own characters for a modern version of Hamlet? Describe what they would look like and a little about their personalities.
SPaG: Spelling: silent letters – Practise spelling these words: doubt, island, lamb, debt, climb, knife, knob, could, should, answer, yacht, vehicle. Complete the spelling 2Do quiz on Purple Mash too.
Reading: Read chapters 4-6 of 'Holes' by Louis Sachar (uploaded as a 2Do). Complete the 2Do by answering comprehension-based questions – check your own answers using the final page.
Reading for pleasure - Log into Bug Club and read your allocated books and have a go at answering the questions. It's also 'Poetry Reading Day' on 28 th April – use this website to enjoy some poets reading their best known poems.
Read the latest edition of the First News newspaper here - you will find lots of interesting articles and reports on a range of interesting topics. Your parents will need to sign up to the free subscription first.
Wellbeing – Rights and respect
Watch the video here – after watching, think about 'How we can show others respect?' You don't always have to agree with someone to respect their point of view. Think about 2 more ways you can be respectful to the people at home this week. Closely linked to our school value of respect is the word 'rights.' How many different children's rights can you remember? Listen to the song here to remind you. Write a song/poem about respects and rights using these words as the chorus 'I respect you and you respect me / Being respectful is the right way to be.'
*Additional Maths*
There are some 2Dos set on Purple Mash linked to addition and addition and subtraction. Play this daily 10 game to improve fluency.
Irresistible Learning (Topic) – Stars and Stripes
Map work: Looking at this website about mapping the world, can you locate North America? Play this map game to locate some of the countries in North America. Look at this game to locate capital cities as well.
States and flags: Watch the video about the American states. Choose a state to research and make an informative poster about it. You could research: What is the state famous for? Are there any landmarks? What is the state flag? Try this states quiz.
Science: Animal life cycles – Watch video 1 and video 2 to learn about animal life cycles. Using the picture here or the 2Do on Purple Mash, draw the life cycle of one of the animals from the video – include pictures and labels to describe what happens at each stage. Share this to our Year 5 Display board. | 1,515 | 797 | {
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June 2021
DENTURES
Dentures fill the gaps created by lost teeth and help the facial and jaw muscles to work properly so that you can eat, speak, and smile normally.
Dentures are made of an acrylic base that supports fabricated teeth usually made of porcelain or acrylic. The base is shaded to match the natural colour of your gum tissue for a seamless look. Since they are made to match the structure and form of your mouth, they will help maintain the look and structural integrity of your face. A dental lab will craft your dentures and shape them to exact proportions based on custom impressions of your mouth.
How to Clean Dentures
Just like natural teeth, it is important to brush dentures and keep them clean to avoid the spread of bacteria, to keep breath fresh, and keep your gums healthy. Read below for information regarding how to clean dentures.
Rinse your dentures before brushing to remove any loose food. Use a soft-bristle toothbrush and water to brush all the surfaces of the dentures twice per day. This removes food particles and plaque and also helps keep your dentures from staining. Avoid conventional toothpaste. You can purchase cleaner created just for dentures at your local pharmacy or grocery store.
Eating with dentures
* Take it Slow.
* Bite With Care
* Chew Evenly.
* Be Careful of Hot Liquids.
* Cut Your Food into Smaller Pieces.
* Be Mindful of Tough Foods.
* Be Careful with Sticky Foods
Denture Care
It is important to regularly clean your dentures and handle them with care.
Handle carefully. You can easily prevent denture damage when removing or cleaning dentures by filling the sink with water or placing a folded towel in the sink to prevent accidental falls
Keep dentures moist. Soak your dentures in cool water or denture cleaning solution when not in use. This will keep them from drying out. Refrain from using water that is too hot, as this can warp dentures
Give them a rest. Remove your full or partial dentures and soak them every night. This will keep them moist and allow your gum tissue to rest
Cleaning of your dentures. Just like natural teeth, it is important to brush dentures and keep them clean to avoid the spread of bacteria, to keep breath fresh, and keep your gums healthy. Use a soft-bristle denture brush and cool water to brush all surfaces. After every time you eat, be sure to rinse your dentures with water to keep them fresh for longer.
Use a soft-bristle toothbrush and water to brush all the surfaces of the dentures twice per day. This removes food particles and plaque and also helps keep your dentures from staining. Avoid conventional toothpaste.
Next, use a denture cleanser for removable dentures. Soaking dentures in a cleaning solution can help reduce the bacterial load which may reduce denture-related odour. Manufacturer instructions should be followed.
The frequency of denture replacement
Here is a list of examples "red flags" signalling that a denture may need to be replaced. It is important to be evaluated by your dentist for replacement when at least one of the following conditions occurs:
* If chronic irritation (inflammation) exists beneath the denture bases
* If denture adhesives are required to eat, or to retain the dentures socially (i.e., when the dentures will not remain in place by themselves), or when adhesives must be used more than once daily.
* If the denture has degraded sufficiently so that it is not stable in the mouth, no longer matches the other dentition, no longer fits well, or if the denture itself or the prosthetic teeth are discoloured, cracked, broken, or missing.
* If there is a change in the teeth supporting a removable partial or overdenture.
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Making Progress
Music
| Grade | Performing: | Composing: |
|---|---|---|
| Foundation F | I can sing/play (perform) basic phrases with limited accuracy/accurately. | I can use basic stimulus to create a simple ostinato/pattern. |
| Working towards W | I can perform basic phrases with some accuracy/accurately. | I can follow a list of instructions to create a rhythmic texture with others. |
| 1- | I can perform from basic notation/graphic notation with limited success. Is able to maintain a steady pulse (with support) or a simple ostinato in a group texture. | I can enhance rhythmic/vocal texture with use of layering and rests. |
| 1 | I can perform from basic notation/graphic notation with some success. Is able to maintain a steady pulse, a simple ostinato or a repetitive line in a group texture. | I can enhance rhythmic/vocal texture with use of layering, rests, accents and dynamics. I can make simple choices from the Elements of music to improve my work (add dynamics or change the timbre, for example). |
| 2 | I can perform a simple part in tune using basic notation. I can maintain my part within a texture with some success, using notation. | I can use given patterns/ideas to construct simple pieces with a growing sense of structure. I can compose within a given structure. |
| 3 | I can perform my own part and show that I can play in time with a group. I can improvise around an idea within given parameters and know how to develop and improve work. I can perform from basic staff notation. | I can combine layers to show developing skills in constructing textural interest. I can add detail and improve graphic notation to include musical elements. I show awareness of textural balance when building compositions (eg layering in GarageBand tasks) |
I can perform a more
I can demonstrate a more I can identify elements of
| 5 | I can perform more challenging/significant pieces confidently. Refine and adjust performances to accommodate others. Use sophisticated notation to record own work. | I know how to use musical elements/devices covered in class in my compositions. I can use more detailed notation to plan, revise, refine and evaluate work. |
|---|---|---|
| 6 | I can demonstrate an awareness of style in my performance and attempt to perform with a sense of loyalty to the genre. I can use detailed, sophisticated notation to record own performances and track progress. | I show a more secure, idiomatic understanding of elements and devices emerging in work. I can justify my compositional choices when reflecting on my work. I demonstrate a secure grasp of devices pertinent to units studied. |
| 7 | I can perform with a sense of style, and loyalty to the genre in question. and attention to detail. I can perform with polish and attention to detail observing all expressive markings. | I know how to compose more complex pieces and demonstrate success in planning and reflection. I use detailed notation to plan, revise, refine and evaluate my work. My compositions are well structured and show a sense of development from start to finish. I demonstrate an understanding of harmony |
| | | through effective chord sequences. |
|---|---|---|
| 8 | I can perform more complex material (eg Grade 5 ABRSM or equivalent) and make expressive use of musical elements such as dynamics, articulation and tempo. I can demonstrate an Idiomatic understanding of genre through subtleties in performance and use of extended techniques (eg vibrato). | I demonstrate an emerging sense of personal style which showcases effective and idiomatic use of elements/devices to reflect intentions. I am confident using metre and harmony to underpin my work and utilise modulations (metric and tonal) to add interest to my work. |
| 9 | I can perform very complex material (Grade 6 and beyond) and demonstrate an individual sense of style. My use elements/devices to reflect intentions is idiomatic and professional. I can direct and lead others in performance whilst participating within the texture (group performance). | My composition work demonstrates imagination and a sense of wholeness with a well-planned execution of musical elements/devices. There is a sense of a satisfying musical journey throughout. I can use very detailed notation to plan, revise, refine and evaluate my work. I show careful attention to detail. | | 1,829 | 940 | {
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CITY NOTES
PREPARING FOR A NATURAL DISASTER
The City Council has declared September to be "Emergency Preparedness Month" in Fort Bragg. This is an opportunity for each of us to assess how prepared we are for a natural disaster. Recent news reports of the devastation wrought by Hurricane Harvey in Texas, Hurricane Irma in Florida, and a magnitude 8.0 earthquake in Mexico help to amplify the importance of planning for natural disasters. In Fort Bragg, we are at risk of earthquakes, floods, tsunamis, winter storms, wildfires, landslides and other natural and man-made disasters. Disaster preparedness is everyone's responsibility. Local governments and first-responders will respond to a natural disaster at a community-wide or regional level. Each of us is responsible for ensuring the safety and well-being of our families and ourselves.
Here are some pointers on how to prepare for a disaster compiled from Be Prepared California and other websites:
1. Have a plan for how you will communicate with your family during a crisis. Pick a meeting place outside of your home, and another meeting place outside of your neighborhood in case you cannot return home. How will you let others know that you are alright? Ask an out-ofstate friend or family member to be your "family contact" person as it may be easier to make long distance calls. Be prepared to react to an emergency from different locations, including your workplace or car. Prepare your children- talk to them about what the risks are and what your family will do if disaster strikes.
2. Think about what to do in an evacuation. Determine the best escape routes out of your home. Decide ahead of time where you will go in case of an evacuation. If possible, bring clothing and bedding (sleeping bag or warm blanket) for each person. Remember to bring personal hygiene items, prescription medications, eye glasses, copies of insurance cards and other family documents. Plan for how to take care of your pets. Have them microchipped. Keep a pet emergency kit on hand.
3. Prepare a checklist. Keep a list of emergency numbers. Each family member should know how, when and where to turn off water, propane, and electricity. Install smoke detectors and fire extinguishers in your home. Test your smoke detectors and recharge fire extinguishers regularly.
4. Create a disaster supply kit for your home. Stock emergency supplies. Keep a three-day supply of water (one gallon per person per day). Keep a three-day supply of non-perishable food. Replace stored water every six months. Keep a portable, battery-operated radio and extra batteries. Include a manual can opener. Keep a flashlight and extra batteries. Include a basic first aid kit. The key is to have this assembled in one place and ready to use.
5. Check your insurance coverage and prepare an inventory of your residence. Keep a copy of all vital documents either in a safe deposit box or at an off-site location.
6. Talk to your neighbors. Discuss how you can help one another in a disaster. During an emergency, check in with your neighbors to see if they are okay.
7. Don't procrastinate. The motto of National Preparedness Month is "Disasters don't plan ahead, you can!" Now is the time to prepare.
City Notes is published on the second and fourth Thursday of each month. If you have questions or suggestions regarding this column or any matter of City business, feel free to contact City Manager Linda Ruffing at email@example.com or (707)961-2829. | 1,392 | 726 | {
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The piper on his travels
The piper travels across the land ( play flute/blower to the word piper) making music with his band ( playing instrument)
First he plays the drum to the beat ( create beat fast/slow
And then gets everyone to tap their feet!!!( tap on pupil's arm with varying pressure)
Lets play fast, fast, fast doing a merry dance ( playing instruments fast)
In and out , weaving round if you get the chance
Let's play slow with the silver bells ( playing slow with bells or own shaker filed with rice/pasta etc)
And listen to the rhythm being played with the shells ( fill empty container with pasta shells)
The piper in the land
The piper travels across the land ( when you hear the word piper blow blower/flute/whistle)
Making music with his band ( playing instrument of choice)
It was on a windy day that he sailed from the shore ( fan/hairdryer for the wind)
Singing sea shanty's on the count down of four ( count down from four signing the numbers and using on body signing)
Ay o ay o singing sea shanty's ay o
Ay o ay o pupil's name singing shanty's ay o ( Listen to sea shanty's on you tube and play along, make your own tune up for this one)
The Piper in the Land
The piper travels across the land ( blow blower /purse lips together and blow)
Making music with his band ( all play together)
Once he got to Ireland he heard jigs and reels ( listen to Irish reels and move to the music)
And danced all night kicking his heels
He fell in love with the queen of the land
Her hair was tied up in a bright velvet band. ( feel variety of materials/elastics, pupils to pull and resist )( listen to black velvet band by the Dubliners)
The Piper on his Travels
The piper travels across the land ( blowing horn/flute)
making music with his band ( playing instrument)
He set out to sea and arrived in Spain ( say hola in low voice and rising to high voice)
He went to see a flamenco show on the train ( clap hands low moving to high)
say in low voice gradually getting higher)
Get on board senoritas get on board ( Get on board Senoritas get on board Senoritas Hola Hola Hola!!!
( train sounds with boom wackers/ sticks/ tubes banging together)
The Piper in the Land
The piper travels across the land ( blowing horn/flute)
making music with his band ( playing instrument)
He left Spain in an old fashioned plane ( hola hola hola)
And landed in Morroco where there wasn't any rain. ( Feel the rain through a water spray )
All of a sudden it was hot and bright (explore torches/phone torch/turning on and off) Markets galore with spices in sight (smell some spices/taste some herbs) Colours dazzling and scented tea ( smell herbal teas/ explore coloured fabrics/crayons/play doh) He joined in the music as happy as could be. (Listen to African Playground putamayo youtube)
The Piper in the Land
The piper travels across the land ( blowing horn/flute) making music with his band ( playing instrument)
From Morroco he travelled down to the African grasslands ( explore dried herbs/plants/ fresh herbs/plant some seeds)
And down to the Sahara with its vast desert sands. ( explore/finding favourite items in sand tray)
Jambo, Jambo Bwana…….. ( youtube)
Pupils to play along on a drum or upturned pans.
Piper in the Land
The piper travels across the land ( blowing horn/flute)
making music with his band ( playing instrument)
Travelling west from the African coast ( water exploration, add food colouring or pebbles/stones)
he arrived in Australia with wildlife to boast ( create different sounds of hooves with plastic lids)
Koalas, bears and kangaroos too jumping round under the sky so blue
Watch out for the spiders though and the poisonous snakes ( signing snakes, spiders, alligators)
And the alligators living in the salt water lakes ( listen to animal sound effects, can you recreate some of the sounds)
Piper in the Land
The piper travelled across the land ( blowing horn/flute) making music with his band ( playing instrument)
Feeling homesick he came home to the UK ( Think of things to explore/eat which are typically English, eg, ketchup, cheddar, salt and vinegar crisps)
He longed for a chippy tea on a rainy day
On his travels round he world he felt inspired and full of zest ( listen to music from World Party Putamyo)
But for now he wanted to put his feet up and have a rest! (Have a rest/read a book together/ have a massage) | 1,765 | 1,028 | {
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3-5) The Ten Commandments Physical Wisdom Human Relationships
3-5-1) The Ten Commandments of Human Relations Source: www.wowzone.com
1. Speak to people; There is nothing as nice as a cheerful word of greeting.
2. Smile at people; It takes 72 muscles to frown, only 14 to smile.
3. Call people by name; The sweetest music to anyone's ears is the sound of his own name.
4. Be friendly and helpful; If you want friends, you must be one.
5. Be cordial; Speak and act as if everything you do is a joy to you.
6. Be genuinely interested in people; You can like almost everybody if you try.
7. Be generous with praise; and be cautious with criticisms.
8. Be considerate with the feelings of others; There are usually three sides to a controversy: Yours, the other fellow's and the right side.
9. Be eager to lend a helping hand; Often it is appreciated more than you know.
10. Add to this: a good sense of humor, a huge dose of patience and a dash of humility. This combination will open many doors and the rewards will be enormous.
3-5-2) The Ten Commandments of Higher Teaching Source: Bertrand Russell
1.) Do not feel absolutely certain of anything.
2.) Do not think it worthwhile to proceed by concealing evidence.
3.) Never try to discourage thinking for you are sure to succeed.
4.) When you meet with opposition, endeavor to overcome it by argument and not by authority.
5.) Have no respect for the authority of others. There are always contrary authorities to be found. Everybody wants to be an authority.
6.) Do not use power to suppress opinions you think pernicious.
7.) Do not fear to be eccentric in opinion.
8.) Find more pleasure in intelligent dissent than in passive agreement.
9.) Be scrupulously truthful, even if the truth is inconvenient.
10.) Do not feel envious of the happiness of those who live in a fool's paradise.
3-5-3) The Ten Commandments of Graceful Aging by Sono
Ayako, Japanese Novelist
1. Do not hurry.
2. Do not expect children's help.
3. Do not be stubborn.
4. Do not envy.
5. Do not do self-praise.
6. Take a shower daily.
7. Change underwear daily.
8. listen lots and talk little.
9. Move lots and walk lots.
10. Reduce your greed and share withothers.
3-5-4) The Ten Commandments of Marriage
1. Marriage: Exclusivity; I am committed for life. An exclusive relationship.
3. Speak Well of Your Mate
2. Don't Love a Substitute
4. Spend Exclusive Time Together
6. Don't Destroy Your Spouse But Learn to be Gentle
5. Honor Your Spouse by Showing How Grateful You Are
7. Anger erodes relationships. If you have a hot temper, get it under
8. Be a Person of Integrity
control, or the devil will control you through it.
9. Be Truthful
10. Be Content with What You Have
3-5-5) The Ten Commandments of THE HUMANIST Source: The American Humanist Association
1) Thou shalt strive to promote the greater good of humanity before all selfish desires.
2) Thou shalt be curious, for asking questions is the only way to find answers.
3) Harm to your fellow human is harm to humanity. Therefore, thou shalt not kill, rape, rob, or otherwise victimize anyone.
4) Thou shall treat all humans as equals, regardless of race, gender, age, creed, identity, orientation, physical ability, or status.
5) Thou shalt use reason as your guide. Science, knowledge, observation, and rational analysis are the best ways to determine any course of action.
6) Thou shalt not force your beliefs onto others, nor insist that yours be the only and correct way to live happily.
7) If thou dost govern, thou shalt govern with reason, not with superstition. Religion should have no place in any
government which represents all people and beliefs.
8) Thou shalt act for the betterment of your fellow humans, and be, whenever possible, altruistic in your deeds.
9) Thou shalt be good to the Earth and its bounties, for without it, humankind is lost.
10) Thou shalt impart thy knowledge and wisdom gained in your lifetime to the next generation, so that with each passing century, humanity will grow wiser and more humane.
The Ten Commandments
The End | 1,740 | 962 | {
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A Reverberating Revival Story of Kosi River
Kosi River in Uttarakhand, which is the lifeline of Almora town, saw a steep decline in its flow (around 20 times decrease) in the past two decades and the very survival of the district became questionable. This led the district administration to launch the largest ever plantation drive which was carried out in one hour as part of phase-1 of its river revival project in Almora district (Hawalbag and Takula blocks) in 2018. More than 1.67 lakh saplings with over 90% survival rate were planted across 110 plantation sites with the help of students, MNREGA workers, Army, SSB force units and government officials. GIS mapping and tracking of the plantation sites is being done. This activity was registered in the Limca Book of Records.
Phase-2 of the Kosi rejuvenation works included construction of groundwater recharge structures; infiltration trenches, infiltration holes, bio check dams, dry stone check dams and ponds. The following numbers of structures were made to hold rainwater and recharge groundwater table:
- Infiltration trenches – 11,95,057 meters
- Bio-check dams – 2,000
- Infiltration holes – 1,84,64,280 meters
- Dry stone check dams – 152
- Ponds – 375
These efforts resulted in conservation of 74 million litres of water for irrigation purposes, which created the irrigation potential of additional 2960 hectares. In total, 225.85 km length of rivers/streams forming part of Kosi river system was revived. The Ministry of Jal Shakti, Department of Water Resources, River Development and Ganga Rejuvenation acknowledged these efforts by giving
Almora district first prize in Best District, Revival of River category (North Zone) at the National Water Awards 2018.
Rainwater Harvesting in Almora district
About 80% government buildings (including offices, residences) have rainwater harvesting facilities. In villages, more and more families are assisted with construction of water harvesting tanks. The financial estimates have been prepared for few buildings which don't have rainwater harvesting facilities to make Almora a district with 100% rainwater harvesting facilities. This helps in keeping the revival of Kosi River sustainable as rainwater harvesting decreases the burden of the river to meet the water needs of the town.
This story of revival of Kosi River in Almora district holds immense promise for Jal Shakti Abhiyan being implemented under the leadership of our Prime Minister Shri Narendra Modi. The action based on scientific studies and people's involvement at the grassroots level is a key to effective management of water as shown by Almora district administration and is worth emulating. Our rivers are our pride and source of sustenance of our civilization. Efforts like these should inspire all of us to do our bit for water conservation. | 1,256 | 602 | {
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Math Wrangle
Problem 1 Remove two matches so that there are left four squares with a one-match-long side.
Problem 2 How many times 5% of 5 is less than 50% of 50?
Problem 3 Solve the following cryptarithm.
Problem 4 How many six-digit numbers do there exist such that each of them has at least one even digit?
Problem 5 Can an intersection of a triangle and a quadrilateral be an octagon?
Problem 6 Insert either a plus or a minus between the numbers below so that the result equals 20.
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
15 17 18 19 20 = 20
Problem 7 – Captains' fight.
Without using a calculator, find the square root of the number 12345678987654321.
Problem 8 A square is made of 16 smaller squares of equal size.
Shade some of the smaller squares so that every shaded square has a common side with three non-shaded squares and each non-shaded square has a common side with one shaded square.
Problem 9 For a positive integer x, let s(x) be the sum of its digits. For example, s(35) = 8.
a. Solve the equation x + s(x) = 2013.
b. Has the equation x + s(x) + s(s(x)) = 2014 any solutions? Why or why not?
Problem 10 One day Winnie-the-Pooh woke up and noticed that his old grandfather's clock didn't move. He wound up the clock and went to see Rabbit who had a modern atomic clock running on batteries that needed no winding and always showed precise time. After eating most of Rabbit's honey (but not all, so he didn't get stuck this time), Winnie-the-Pooh got back home and set up his own clock to show the correct time. How did Pooh Bear do that?
Problem 11 Nicholas with his son and Peter with his son went fishing. Nicholas caught as many fish as his son did. Peter caught three times as many fish as his son. The total number of the fish caught was 25. How many fish did Nicholas catch?
Problem 12 Consider the following 300-digit number
the number 112 written consecutively 100 times. How many different 298digit numbers can we get by crossing out two digits of the original number?
Problem 13 Is it possible to make the following product
a perfect square by marking out one factorial? Why or why not?
Problem 14 Two people are playing the following game. Given a round table and a supply of coins, all of the same size, they take turns placing coins on the table. The coins are not allowed to touch one another. A player wins when her/his opponent cannot place a coin on the table. Find the winning strategy for the game.
Problem 15 Prove that
for n = 1, 2, 3, . . ..
Problem 16 What is the next number in the following sequence?
```
1, 11, 21, 1112, 3112, 211213, 312213, 212223, 114213, ...
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Education Resource VCE Studio Arts
Assembled: The Art of Robert Klippel
Curated by Kirsty Grant TarraWarra Museum of Art 23 November, 2019 – 16 February, 2020
This education resource is intended to be used as a starting point for teachers and students. It addresses the specific outcomes for Unit 4 Area of Study 3: Art Industry Contexts.
ASSEMBLED: The Art of Robert Klippel
installation view, TarraWarra Museum of Art, 2019
Photo: Andrew Curtis
© Andrew Klippel. Courtesy of The Robert Klippel Estate, represented by Annette Larkin Fine Art, Sydney and Galerie
Gmurzynska, Zurich / Copyright Agency, 2019
Design and Presentation
List all the key factors in the exhibition which have contributed to the design and presentation of the artworks.
What colour are the walls painted and how has this contributed to the design?
How have the works of art been arranged of grouped together? Why do you think the works have been arranged in this way?
Are the works installed according to a theme? How effective is this?
Does the exhibition need to be navigated in a prescribed way or direction?
Curatorial Theme and Interpretive Material
What is the curatorial concept or theme underpinning the exhibition?
Select two artworks in the exhibition and reflect on how these works fit into the curatorial concept or theme.
What information do the wall labels provide? Is there any other information available to assist with your understanding and interpretation of the artworks in this exhibition?
Are any of the artworks on display owned by the Museum? How could this have contributed to their selection?
Are there artworks that have been loaned temporarily? What are some of the considerations when loaning artworks for exhibition?
Are there any Public or Education Programs that accompany the exhibition? What is the connection between these Programs and the exhibition’s curatorial concept or theme?
Conservation and Preservation of artworks
List all the key factors in the exhibition that contribute to the protection of the artworks.
How does the lighting contribute to the protection of the artworks in the exhibition?
How is the temperature and humidity controlled in the Museum? Why is it important to control temperature and humidity in a gallery or museum?
Are there works on display that you consider at risk from the public in the exhibition? What measures have been put in place to protect these artworks?
Comment on the use of frames in the presentation of the works on paper in the exhibition.
Are there any artworks that would be problematic to pack, transport or store after their removal from display?
Select one artwork from the exhibition that you feel would be a challenge to pack, transport or store and devise a strategy for keeping the artwork safe in the space provided below. You may like to make a list of instructions for de-installing the artwork, draw a diagram for packing and crating, or suggest how the artwork would be safely transported and stored.
Marketing and Promotion
Are there key images that you have seen in the exhibition used for promotion and marketing?
How do visitors find out about the exhibition? Where has the exhibition been advertised?
Is there any evidence of major sponsors for the exhibition? Why do you think it would be important to have sponsors for an exhibition?
What factors might impact on the marketing and promotion of artworks?
Further Research and Considerations
Freelance curator and writer, Kirsty Grant, was invited by the TarraWarra Museum of Art to curate this exhibition. Research the curator. Why do you think Kirsty Grant was asked to curate this exhibition? Con sider her past roles and particular art and curatorial interests.
Examine the roles of other Museum staff in relation to installation, registration, handling, storage and transportation of works of art. | 1,613 | 768 | {
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Force, Energy, and Motion
Pushing and pulling
by Peter D. Riley
Describes the effects of exerting energy in various situations by pushing or pulling
What makes a magnet?
by Franklyn Mansfield Branley Describes how magnets work and includes instructions for making a magnet and a compass
The magnet book
by Shar Levine Provides instructions for about thirty simple experiments exploring magnetism and electricity
Simple machines
by D. J. Ward
An illustrated exploration of six basic machines that are used in everyday utilities includes coverage of the lever, wheel and axle, pulley, ramp, wedge and screw. 15,000 first printing.
Electricity
by Peter D. Riley
Introduces electricity and circuits, as well as some of the electrical devices that are found in the home, such as refrigerators, CD players, and hair dryers
Sounds all around
by Wendy Pfeffer
Explains how sounds are made and the purposes they serve for both humans and other animals
Sound
by Peter D. Riley An introduction to different kinds of sounds and how they are produced
Force, Energy, and Motion
Pushing and pulling
by Peter D. Riley Describes the effects of exerting energy in various situations by pushing or pulling
What makes a magnet?
by Franklyn Mansfield Branley Describes how magnets work and includes instructions for making a magnet and a compass
The magnet book
by Shar Levine Provides instructions for about thirty simple experiments exploring magnetism and electricity
Simple machines
by D. J. Ward
An illustrated exploration of six basic machines that are used in everyday utilities includes coverage of the lever, wheel and axle, pulley, ramp, wedge and screw. 15,000 first printing.
Electricity
by Peter D. Riley
Introduces electricity and circuits, as well as some of the electrical devices that are found in the home, such as refrigerators, CD players, and hair dryers
Sounds all around
by Wendy Pfeffer
Explains how sounds are made and the purposes they serve for both humans and other animals
Sound
by Peter D. Riley An introduction to different kinds of sounds and how they are produced
https://rvalibrary.org/
Force, Energy, and Motion
Electricity
by Julie Murray Presents a simple introduction to electricity, including its history and uses
Forces make things move
by Kimberly Brubaker Bradley Simple language and humorous illustrations show fundamental concepts of physics--how forces make things move, prevent them from starting to move, and stop them from moving. Simultaneous.
Science experiments with simple machines
by Sally Nankivell-Aston Explores the properties of simple machines through experiments, using material readily available in most homes and schools
Electricity and magnetism
by Steve Parker Describes what electricity is and how it is generated, stored, and used; explains what magnets are and how magnetism works; and discusses how electricity can be used to create magnets
Super cool science experiments : Super Cool Science Experiments Electricity
by Sophie Lockwood Describes experiments that can be performed in order to learn about electricity, including which items create static electricity and the different types of circuits
prove them
Super cool science experiments : Super Cool Science Experiments Sound
by Christine Taylor-Butler Introduces scientific principles involving sound, and provides instructions for experiments that can be done at home to
Force, Energy, and Motion
Electricity
by Julie Murray
Presents a simple introduction to electricity, including its history and uses
Forces make things move
by Kimberly Brubaker Bradley Simple language and humorous illustrations show fundamental concepts of physics--how forces make things move, prevent them from starting to move, and stop them from moving. Simultaneous.
Science experiments with simple machines
by Sally Nankivell-Aston Explores the properties of simple machines through experiments, using material readily available in most homes and schools
Electricity and magnetism
by Steve Parker Describes what electricity is and how it is generated, stored, and used; explains what magnets are and how magnetism works; and discusses how electricity can be used to create magnets
Super cool science experiments : Super Cool Science Experiments Electricity
by Sophie Lockwood Describes experiments that can be performed in order to learn about electricity, including which items create static electricity and the different types of circuits
prove them
Super cool science experiments : Super Cool Science Experiments Sound
by Christine Taylor-Butler Introduces scientific principles involving sound, and provides instructions for experiments that can be done at home to | 2,023 | 929 | {
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SMARTPHONE EDUCATION
SHEET
"RELIABILITY CRITERIA: HOW TO VERIFY NEWS"
LEVEL 1 (FOR YOUNGER PARTICIPANTS)
1. The easiest and most direct way to verify the reliability of news is to make a search with Google (or another search engine) by inserting the title of the news or the issue it deals with, and then to analyze the list of results. If the news runs on the web for some time, has stirred some debate and has already been proved false, in the results list you will find links to web pages that confirm it but also to web pages that prove it wrong. This is an important clue that must raise doubts about the reliability of the news.
2. The second step is to verify which sites have proved it wrong. generally, they are so-called “debunking” sites. The term comes from the English verb “to debunk” which means “to dismantle”. Debunking sites are in fact created with the stated aim of combating online misinformation, “dismantling” and denying, by applying scientific methodologies, false, exaggerated and unscientific statements and news.
DEBUNKING SITES (IN …….. LANGUAGE OF THE PARTNER)
- ……………..
- ……………..
- ……………..
-
Among English websites, you may find www.snopes.com, the "father" of all debunking sites, and www.bellingcat.com, interesting English site using satellite maps to verify the news.
LEVEL 2
There are several additional elements to those already presented that help us to understand if the news is true:
1. to cross data from multiple secondary sources (at least three). In other words, if the same news appears on multiple organs of reliable information it is usually reasonable (but not sure) to think that it is true;
2. to look for confirmation from a primary source: for example, if the news concerns a celebrity, we have to look on the official website of that person. If information concerns the government, then we have to look at the government official website;
3. If some time has passed after the news was published and there are no denials or corrections, it is more reasonable to think that is true. Therefore, it is always important to check the date of an article and be wary of those who do not report it;
4. Check the website: is it a registered online newspaper? Is it a blog run by one person only? Do the authors of the website make a presentation of themselves or present their site? The more this information is vague, the less the website is reliable are the sources of information clearly mentioned inside the article you are reading? If they broadly cite "research conducted by scholars of an American university", without mentioning the title of research, when it was made, by what scholars, by what university, we need to distrust;
5. pay attention to the graphics and the style of the website: if there are many words written all in capital letters, with evident font, with exclamation points, using phrases such as "the whole truth", "we were cheated!" or theories of total control by occult powers, you are almost certainly entered a site full of hoaxes.
Last element to keep in mind: the fact that you have received an extraordinary news by a friend, a classmate, your brother or your uncle does not mean it is real.
SMARTPHONE EDUCATION
Other news that could be used:
UK school pupil ethnicity question angers Italy
http://www.bbc.co.uk/news/blogs-news-from-elsewhere-37631062
Debunking:
……………………….
Bonsaikitten: kitten in a jar
http://uncyclopedia.wikia.com/wiki/Bonsai_Kitten
Debunking:
……………………….
Other materials on chemtrails
………………………. | 1,530 | 774 | {
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Artificial Intelligence vs. Jobs
Videos:
"AI will take your job | Mark Cuban"
https://www.youtube.com/watch?v=UXgJyDNBPrY (4:15 minutes)
"Jobs vs. Machines: The Rise of Artificial Intelligence"
https://www.youtube.com/watch?v=Fu5ozXHAZfs
(5:02 minutes)
Guide:
The questions below will help students achieve a better understanding of the arguments made on either side of a contentious topic. Because these questions often touch upon statements made briefly in the videos, we recommend reading the questions before watching each video.
Students are encouraged to take notes during the videos, and it may be helpful for students to break into groups, each taking responsibility for only a few questions, before coming together for discussion.
Analysis Questions:
1. What are the opposing ideas in these two videos?
2. Mark Cuban said: "The amount of change we're going to see over the next five years, ten years, will dwarf everything that's happened over the last thirty." Do you think AI will have a bigger impact than the internet? Why/Why not?
3. John Stossel said the idea behind self-driving cars is to "get humans off the road, because we make more mistakes than robots do." What did he mean by this?
4. Mark Cuban said that AI enables "the automation of automation." What did he mean by this?
5. John Stossel said: "[People] may lose jobs, but odds are that robot cars and trucks will allow us to get more, new, better jobs." What are some examples of new jobs that might arise from innovations in artificial intelligence?
6. Mark Cuban said the difference between past technological advancements and AI is the timeline, because AI could disrupt employment much more quickly. Does this make AI's impact on jobs fundamentally different from past technologies? Does it make past examples irrelevant to AI? WhyWhy not?
7. John Stossel said: "When America began, most people worked on farms. Now, just 1% do." What caused this change? Is it good or bad that fewer people work on farms now? Why?
8. When asked if he was advocating for more education and job training for adults, Mark Cuban responded: "No…that won't matter." What did he mean? Why did he think job training wouldn't solve this issue?
9. John Stossel pointed out that despite all the job displacement already caused by AI, unemployment is low and average wages are up. Does this change your view of AI's impact on the job market? Why/Why not?
10. Mark Cuban said: "I personally think there's going to be greater demand in ten years for liberal arts majors than there were for programming majors…." What reason did he give for this?
11. In the Stossel video, Alex Roy said: "For every new technology, there has been someone who said 'stop this,' but it can't be stopped." John Stossel said this is a good thing. Do you agree? Why/Why not?
12. Are you concerned about the impact artificial intelligence could have on your future career? Why/Why not?
13. Did these two videos share any common ground? Were there any points on which they agreed? If so, what were they?
14. Should one of the arguments we heard carry more weight than the other? If so, which one? Why?
15. Did you have an opinion on this topic before watching these videos? If so, what was it? Has your opinion changed? If so, how? What did you learn from these videos that affects your views on this topic?
16. What else would you like to learn about this topic?
17. For more on this topic, see the following Both Sides of the Issues pairings:
a. Both Sides: Artificial Intelligence
b. Both Sides: Robots & Jobs – Should We Be Worried?
c. Both Sides: Robots & Jobs Revisited | 1,488 | 816 | {
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National Korean War Veterans Armistice Day, 2012
Jul 27, 2012
Sixty-two years ago, the Communist invasion of the Republic of Korea summoned a generation of Americans to serve. From the landings at Inchon to the Pusan Perimeter, from Heartbreak Ridge to Chosin Reservoir, our forces fought with immeasurable courage in one of the defining moments of the Cold War. Today, on the 59th anniversary of the Military Armistice Agreement signed at Panmunjom, we honor all who served in the Korean War, and we pay lasting tribute to the brave men and women who gave their lives for our Nation.
Through 3 years of combat, American service members and allied forces overcame some of the most unforgiving conditions in modern warfare. They weathered bitter winters and punishing heat. They fought on with courage and distinction -- often outgunned and outmanned. Many Americans suffered wounds that would never fully heal. Still more we count among the captured and the missing, and our resolve to account for Americans who did not come home will never waver. Most of all, we honor the tens of thousands of Americans who gave their lives defending a country they had never known and a people they had never met. Their legacy lives on not only in the hearts of the American people, but in a Republic of Korea that is free and prosperous; an alliance that is stronger than ever before; and a world that is safer for their service.
Shortly after the Military Armistice Agreement was signed, President Dwight D. Eisenhower noted that "with special feelings of sorrow -- and of solemn gratitude -- we think of those who were called upon to lay down their lives in that far-off land to prove once again that only courage and sacrifice can keep freedom alive upon the earth." Nearly six decades later, we renew that call to honor and reflect. Now and forever, let us keep faith with our Korean War veterans by upholding the ideals they fought to protect, and by supporting them with the care and respect they so deeply deserve.
NOW, THEREFORE, I, BARACK OBAMA, President of the United States of America, by virtue of the authority vested in me by the Constitution and the laws of the United States, do hereby proclaim July 27, 2012, as National Korean War Veterans Armistice Day. I call upon all Americans to observe this day with appropriate ceremonies and activities that honor our distinguished Korean War veterans.
Online Version: https://www.vfw.org/media-and-events/latest-releases/archives/2012/7/national-korean-war-veterans-armistice-day-2012
IN WITNESS WHEREOF, I have hereunto set my hand this twenty-seventh day of July, in the year of our Lord two thousand twelve, and of the Independence of the United States of America the two hundred and thirty-seventh.
BARACK OBAMA | 1,148 | 594 | {
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What does PAWG mean in digital communication?
In english language, some of the words can be just said but finding out the meaning of them can be a little hard. These types of the words just come into the public's eye. However, finding out the meaning and origin of them can be very difficult at times. Similar is the case with the answer to the question What does PAWG mean.
Basically, there are some of the words in the speaking language with a particular meaning and language. But when these words come into the official vocabulary. Then these come entirely with the different context. Similar is the case with P.A.W.G. word. This word is also under the public's eye and they using it with different meaning and in vocabulary it is completely different.
List of some full forms of P.A.W.G.
Here are some more commonly used meanings of P.A.W.G. Have a look at the same:
1. P.A.W.G. ( Pretty hot and tempting ) ass white girl
2. Pennsylvania Wing
3. Pissed Americans With Guns
4. Protected Areas Working Group
5. Photonic Arbitrary Wave form Generator
6. P.I.C.A Assignment Working Group
7. Premiere Anime Weight Gain
8. Pinedale Anticline Working Group
So, What does PAWG mean in the digitial communication?
The word P.A.W.G. is an acroynm or internet slang we can say. That is being made by using the initials of each letter. However, there can be different meanings and different full forms for this term P.A.W.G.
The most common meaning of term P.A.W.G. and the answer to the question What does PAWG mean in the digital communication is phatt ass white girl. Basically, it denotes or refers to the light skinned girl or women with a slightly curved back side and the lower portion of the human body.
Where the term P.A.W.G. can be used?
Basiclly, the term P.A.W.G. should be used after checking the situation and background. Because it might offend somebody. Sombody might also take it as a disrespect. As it is related to the body shape and sexual attire of the females and their human body. This is one of the major reasons why the term P.A.W.G. should be very carefully used in the sentences.
What is the origin of the term P.A.W.G?
So, after understanding and knowing the answer of question What does PAWG mean. Now we have to understand that how this term P.A.W.G. is originated?
The complete origin details of the term P.A.W.G. is not discovered yet. However, it has been said that the orgination of this term was might done in early 20's. Basically, in early 2000s there was a rap music culture in which it is known to be originated most probably.
However, it may also used first in the adult films as the meaning of this term is similar to some dirty meaning itself. Because it gives a remark or comment on the body shape of the person. But this is not completely accurate.
Simply the answer to the question What does PAWG mean focuses more on drawing the attention on the female bodies. This can also be termed as racist and also sexual assumptions can be done sometimes.
This is the major reason behind saying to know about the situation before using these types of the terms. It is majorly creating problematic stereotypes and also damaging multiple beliefs behind it. | 1,248 | 707 | {
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VEDA VYASA D.A.V. PUBLIC SCHOOL VIKAS PURI, NEW DELHI MONTHLY PLAN FOR PRE-SCHOOL JANUARY, FEBRUARY 2025
LANGUAGE SKILLS (Hindi/English)-ORAL Stories
- Bruno tells the truth
- Bruno learns to share
- Bruno the artist
* Stories from Akshar Parichay (Hindi book)
* Simple greetings and courtesies
- Use of Please.
- Please help me.
- Please take my notebook.
- Please give me colour/notebook/etc.
* SPEAKING SKILLS
- Simple Sentences
General Classroom Commands
- I will listen and follow directions.
- I will raise my hand to share ideas.
- I will use my hands for helping and not hurting.
Children will be encouraged to speak more such sentences.
READING SKILLS
- Word Bank
Teacher will select a theme (SEASONS, HELPERS) and put 56 words related to this theme on the screen for eg. For the theme 'SEASONS' the teacher will put up words like woolen, heater, fan , ice cream, umbrella, raincoat etc.
- Name reading
Children will be encouraged to read their own name from notebook and books.
- Wrapper Reading
Children will be encouraged to read from different wrappers of daily used things like biscuits , soap, chips, etc.
WRITING SKILLS
- Writing a to z (in continuation)
- Writing A to Z (in continuation)
- Writing their own name.
Number Concept (1 to 9)
- Writing of numbers 6 to 9
- Number Songs (1 to 9)
- Relationship in numbers (1 to 9)
- Counting
- Collection of objects
- Matching
- Rote Counting 1 to 10
ENVIRONMENTAL CONCEPTS
*Seasons- summer season/winter season/rainy season *Helpers
CREATIVE AND EXPRESSIVE ARTS
Art and Craft
* Free hand drawing of pictures of alphabets, Vyanjan,seasons
* Card making (Valentine Day)
* Holi craft
* Seasons craft – craft work related to theme seasons.
MUSIC AND MOVEMENT
* Rhymes from the Rhythmic Rhyme Book Related to seasons and helpers.
❖ Winter time
❖ Summer time
❖ Rainy season
❖ Spring is the time
❖ Postman
❖ Cobbler
❖ Traffic policeman
❖ Doctor
❖ Sweeper
❖ Number songs
❖ Some more songs from the smart board.
HEALTH, HYGIENE AND NUTRITION
❖ Always eat healthy food.
❖ Wipe your hands with hanky.
❖ Shoes should be polished daily.
- Trim your hair regularly
- Wash your bag, apron, mat & bottle on every weekend.
MORAL VALUES
❖ We should speak politely with everyone.
❖ We should obey our elders.
❖ Respect the national anthem and national flag.
❖ Reciting of DAV Gaan
ACTIVITY SCHEDULE
🔹 13th January- Lohri Celebration
🔹 20th January- कहानी वही - सोच नई
🔹 24th January- Republic Day Celebration
🔹14th February- Poem Recitation
🔹28th February- National Science Day
VALUE OF THE MONTHS –Integrity and Righteousness
HABIT OF THE MONTHS –Honesty,Truthfulness and Good Behaviour | 1,486 | 737 | {
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PDF Workbook
How to use this
Using this workbook is simple. Simply write out the words and phrases on the lines below. Remember, you can write out each entry multiple times and also print multiple copies for extra practice.
By the way, you're free to ignore these but…
If you want more free English resources, I recommend the following:
1. EnglishClass101 - The Fastest, Easiest & Most Fun Way to Learn English: Learn practical conversations with conversation audio/video lessons. Just follow along and start speaking in minutes. Great program.
Click here to sign up for a Free Lifetime Account
2. FREE English PDF Lessons & Cheat Sheets Over 30+ printable and colorful PDF lessons and cheat sheets that teach you words and phrases.
> Click here <
6
Why?
✍️
7
And you?
✍️
8
Are you sure?
✍️
9
Can you help me?
✍️
10
Can you say it again?
✍️
11
Can you speak more slowly?
✍️
12
Can you write it down?
✍️
13
Do you know this?
✍️
14
Do you like it?
✍️
15
How about you?
✍️
16
How are you?
| 17 | How can I improve my English? |
|---|---|
| ✍️ | |
| 18 | How do you feel? |
| ✍️ | |
| 19 | How do you say this word? |
| ✍️ | |
| 20 | How do you spell that? |
| ✍️ | |
| 21 | How is it? |
| ✍️ | |
| 22 | How old are you? |
| ✍️ | |
| 23 | Really? |
| ✍️ | |
| 24 | What do you like to do? |
| ✍️ | |
| 25 | What is your name? |
| ✍️ | |
| 26 | What is your name? |
| ✍️ | |
27
What is your name?
✍️
28
What time do you wake up?
✍️
29
What time is it?
✍️
30
What's that?
✍️
31
What's the difference between ____ and ____ ?
✍️
32
What's this?
✍️
33
What's your favorite color?
✍️
34
When did you arrive?
✍️
35
When is your birthday?
✍️
36
Where are you from?
✍️
37
Where do you live?
38
Where is the restroom/bathroom?
✍️
39
Where is....?
✍️
40
Who are you?
✍️
41
Who is that?
✍️
42
Why are you here?
✍️
43
Why is that?
✍️
44
Why not?
✍️
45
How about....?
✍️
46
Can you do this?
✍️
47
Are you okay?
✍️
Oh, you made it to the end you sneaky little rascal.
Well, let me reward you for your curiosity with a Free English 50+ Lesson Audio Course for Absolute Beginners.
But yes there is a catch - you only get 3 free months of access and they will lock it back up sometime in the future because this is normally a paid program.
You can read more about it on the EnglishClass101 page.
So while it's free… Click here to get it. | 1,245 | 782 | {
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Childhood Vaccines
Caregiver Information
At Eisner Health, your child's health is our top priority.
What is the COVID-19 vaccine, and who needs it?
The COVID vaccine protects against coronavirus disease. COVID most often causes respirator y symptoms that can feel much like a cold, the fl u, or pneumonia but may attack more than y our lungs and respiratory system. Most people with COVID have mild symptoms, but some p eople become severely ill.
The COVID-19 vaccine is recommended for everyone ages 6 months and up.
Children who already had COVID should still get vaccinated.
Similarly to the flu vaccine, the COVID vaccine is an annual vaccine.
Children who are moderately or severely immunocompromised may need additiona l doses of vaccine.
How does COVID spread?
COVID-19 is spread when an infected person breathes out small droplets and particles containing the virus. These droplets can be breathed in by others or can land on their eyes, nose, mouth, or other surfaces.
Anyone infected with COVID can spread it, even if they do NOT have symptoms.
I don't know anybody who has had COVID-19 recently. Does my child need this vaccine?
Over one million people have died f rom COVID in the United States.
Vaccines have been shown to protect ag ainst COVID variants, and vaccinated individuals have a lower risk of severe disease if infected.
Schools with high vaccination rates ar e less likely to experience outbreaks, leading to fewer disruptions in learning and social development.
Some people including those with mi nor or no symptoms will develop post-C OVID conditions – also called "Long COV ID." The long-term effects of COVID are not well known yet.
Vaccinating children contributes to the overall health of the community, helping to protect those who cannot be vaccinated due to medical reasons, as well as older adults, and those who are immunocompromised.
Vaccinating children contributes to the overall health of the community, helping to protect those who cannot be vaccinated due to medical reasons, as well as older adults, and those who are immunocompromised.
eisnerhealth.org
COVID tends to spread in waves, and some people who are infected do not have symptoms.
Receiving vaccines is an important part of a child's health.
Vaccines give your child the antibodies they need to fight off serious diseases. As a parent or caregiver, we want you to feel confident about making the choice to protect your child.
Please talk with your provider if you have any questions about vaccinations.
@EisnerHealth @eisner_health | 1,125 | 523 | {
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Adobe Illustrator ® CC
Lesson 5 – Sky High Plane Rides Bumper Sticker Skills: Working with Text, Landscape Orientation Typing on a Path, Symbols, Character Tracking
1. File>New. Width = 11.5, Height = 3 and Unit = inches. This will change the artboard to the Landscape Orientation. Click Create.
You should get this:
2. Select the Rectangle tool. Go to Window>Swatch Libraries>Nature>Beach. Set your Fill color to a light blue that you like. Set the Stroke color to None. Draw a rectangle to cover your artboard.
3. Double-click your layer and rename it Background. Then lock the layer.
4. Click your New Layer button. Double-click the new layer and rename it Plane.
5. Go to Window>Symbol Library>Logo Elements. Select the Airplane symbol and place it as shown:
6. Go to Window>Symbol Library>Nature. Select Clouds 1, 2, and 3 and place them near the plane in any order you want.
7. Lock the Plane layer. Create a new layer. Rename it Text
8. Select the Ellipse tool. Set the Fill color to None and the Stroke color to black.
Draw an oval shape as shown:
9. Click the Type tool.
Hold it down so that you can see all of the Typing tools. Select the Type on a Path tool.
10. With the Type on a Path tool selected, click the line of the oval shape in the top center area.
You should see this. Illustrator adds some sample text for you.
11. Type Sky High Plane Rides:
12. Select the text with the Type on a Path tool.
Go to Type>Size and select 60pt.
("pt" stands for Points which is a unit of measurement.)
13. Select the Black Arrow tool. The handles for moving the text will appear. Drag the bottom handle to the right to place the text as shown:
Note: This can be tricky! If the words flip upside down or if you have trouble, just go to Edit> Undo or press CTRL Z.
14. Select the regular Type tool.
15. Go to Window>Type>Character. Set the Text Rotation to 0 if necessary.
Then go to Type>Font>Cooper Black (or any font style you like). Go to Type>Size>36pt.
Type the following text and place it as shown. Use you arrow keys on the move the text left or right.
16. Finally, select Bastrop, TX. On the Character menu, set the Tracking to 50 to add some space between the letters. Move the text as needed and you are done!
Challenge
Make this Miami Butterfly Club Bumper Sticker. Go to Window>Symbol Libraries>Nature to get the butterfly. | 1,080 | 576 | {
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Code:
JFC
Adopted:
June 24, 2006
Student Conduct
The mission of the Mineral County School District is to provide the best possible education for the children in Mineral County through a variety of quality programs and services, a professional staff, staff training and cooperation with the community.
Each student in Mineral County School District should:
1. Maintain a positive learning attitude in the classroom.
2. Cooperate with fellow students, teachers, and staff members in making MCSD a positive place to be.
3. Use good judgment in making decisions concerning personal behavior.
4. Maintain a safe and clean environment in which to learn.
5. Engage in behavior that enhances everyone's self-esteem and school spirit.
6. Respect the rights and property of others.
In order to work and function as a school community, it is necessary to have a clear set of guidelines. These guidelines are intended to promote a positive learning atmosphere by creating a safe and secure environment while students and teachers are at school. These guidelines must be consistent with Nevada Revised Statutes and Federal law.
In the school community, the teachers are the first line of opportunity for encouraging positive student behavior. In fact, part of a teacher's job is to foster appropriate student behavior. Teachers are accountable for remedying poor student behavior that takes place in the classrooms. Teachers are also responsible for helping monitor student behavior school wide and at school activities.
In the classroom, a teacher must provide an effective system of classroom management by establishing his or her own set of fair classroom rules with applicable consequences. The teacher must ensure that the students know the rules and understand the consequences for breaking these rules. This set of rules will help establish the authority of the teacher in the classroom.
Monitoring school wide behavior of students is the responsibility of the school administrator with help from his or her staff. The principal of each school has the authority to establish a clear set of school wide rules which deal with student conduct, and are consistent with Nevada Revised Statutes and Federal Law. All students must be aware of both required conduct and prohibited conduct as described under the principal's rules of student conduct. These rules are applicable during school hours, on any school property during or after school hours, at any school function, and on any school-sponsored transportation.
Every student has the right to pursue his or her educational development, and every teacher has the right to offer instructions without undue interruption. When a student chooses to interfere with the rights of others or to violate the rules and expectations for behavior of M.C.S.D., he or she can expect to be disciplined for his or her misconduct.
Normally, discipline will be administered progressively, with severity increasing if unacceptable behaviors continue. Behaviors considered severe by the administration may result in severe disciplinary action or even recommendation for expulsion with the first occurrence. The administration is responsible for selecting an appropriate disciplinary action. Said action will be administered fairly, with respect to each individual, without bias, and in a positive manner. Careful attention will be given to each situation to ensure each student's right of due process, and every action must be in compliance with State and Federal law including the Individuals with Disabilities Act. Parents/Guardians will be informed of every formal disciplinary action.
END OF POLICY
Legal Reference(s):
Ferguson v. Phoenix Talent School District #4
. Fraser,478 U.S. 675 (1986).
No Child Left Behind Act of 2001, P.L. 107-110, Title IX, Section 9532.
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This is the only picture we have of the newly discovered moon, taken through a telescope. There are two sites that scientists have decided to explore further with remote sensing technologies.
4
Remote Sensing Engineering Challenge:
Your final design challenge is to engineer a remote sensing device (or devices) to collect information about the surface of the Mystery Moon for one of the three scientists.
Scientist: Jaime, planetary geologist
4
"I am interested in the landscape of the moon. What color is the surface? Are there any mountains, valleys, or craters?"
Scientist: Caris, planetary geologist
"I am interested in landing a rover on this moon. Sending a rover will allow us to collect samples and more closely examine what the moon is made of. Is there a flat, open space where the rover could land safely?"
Scientist: Alex, biologist
4
"I want to know if this moon can support life. One of the most important elements to support life is water. Are there any sites that show evidence of water?"
| Criteria | Constraints |
|---|---|
| Identify places on the Mystery Moon where water (represented by a triangle shape) is present. Look for landforms, like canyons, that suggest the presence of water. | You may only use the available materials to complete your design. |
| | You will have two sessions to engineer your remote sensing device(s). |
Did You Know?
Many animals can see a different range of colors than humans can, including the mantis shrimp, which has eyes that are like the color sensors NASA uses in spacecraft!
Did You Know?
NASA planetary scientists have telescopes that can tell us about solar systems far beyond our own.
Engineering Remote Sensing Devices
Remote Sensing Plan
Activity
Sketch a plan for your remote sensing device(s) in the space below. After you test, mark areas of your design that you would like to improve.
4
What information is your scientist interested in? What technologies will help you collect the data they need?
Scientist: ________________________ Criteria:___________________________
How will you improve? You can use new materials, try a different resolution, make your devices smaller and more compact, or improve in another way!
When collecting data with your remote sensing device...
4
DO:
DO NOT:
1. Peek around the sides or into the Space Screen opening.
2. Move device from left to right.
1. Only put your hands through the opening in the Space Screen to push down on straws.
3. Be careful when using the Space Screen so it does not fall over or break.
2. Put your face closer to the Space Screen than the edge of the table.
3. Try to touch the inside of the model landscapes through the Space Screen.
Some of the scientists are interested in the minerals on the surface of the Mystery Moon. Use the key below to help decode your findings:
| Minerals | Symbol |
|---|---|
| Water, ice | |
| Iron | |
| Magnesium | |
Did You Know?
NASA scientists and engineers can sometimes make mistakes, so they plan, test, and re-plan all human missions several times, to make sure that the astronauts involved are kept as safe as possible.
Data Collection
Activity
Use this page to record any data that you collect using your remote sensing device(s). Be sure to visit Site A and Site B.
4
Site A
Did You Know?
Some of NASA’s first spacecraft sent their data to Earth so slowly that engineers could color in the image by hand, dot-by-dot.
Engineering Remote Sensing Devices
Use this page to record any data that you collect using your remote sensing device(s).
4
Site B
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Dwarf Sports Association UK
"Do Something Amazing" Presentation
The Dwarf Sports Association UK (DSAuk) offer their engaging presentation, tailored to suit audiences in schools, colleges, universities and community groups, about living with dwarfism and taking part in sport and recreational activity.
The presentation is delivered by members of DSAuk. Audiences are offered an insight into dwarf conditions, living with dwarfism,
Secondary School
positively accessing education, sport and physical activity and the activities and support network offered by DSAuk.
Each presentation lasts around 30-45 minutes, delivered as part of an assembly, workshop or talk to your group. The presentation ends with an informative and engaging question and answer session. The audience are invited and encouraged to ask a variety of questions to help improve their understanding of dwarfism, usually leading to some enlightening discussions.
Primary School
The primary school presentation is aimed towards giving young children a better understanding of dwarfism, along with a brief insight into living with dwarfism and how DSAuk offers sport and activity opportunities. Listeners are made aware how their actions and words can have both a positive and negative impact on a person with dwarfism. Children should gain a better understanding of accepting difference in today's society.
Empowering People Through Sport
The secondary school presentation follows on from the primary school presentation, providing greater detail on DSAuk and focuses on the day to day differences and challenges an average height person and a person with dwarfism may face. The main message of the secondary school presentation is focused on the importance of working together, trying hard and never giving up.
College and Universities
This presentation gives learners a greater insight into the world of disability sport and DSAuk. The main focus is on disability sports coaching and sporting pathways. In addition to the presentation, a practical workshop is available which encourages participants to think outside the box. In the workshop, participants have the opportunity to put learning into practice. It is a great opportunity for learners to become aware of the challenges disabled people face on a daily basis. Following the session participants should have a greater knowledge and ability to coach someone with dwarfism or a disabled person.
www.dsauk.org
The presentation has been greatly received by different groups ranging from infants at schools to adults in a professional setting. Here is some feedback from previous presentations:
Thanks so much to the presenters who gave an informative, interesting and passionate talk to over 50 different staff and students at the University of Worcester.
It was amazing and I have had so much feedback from the teachers today. Some have said they were moved by it and found it inspirational.
Inspirational members from the Dwarf Sports Association gave an assembly at school today and it was such a positive message about not letting barriers stand in the way of your goals.
Dwarf Sports Association UK
Polaris Building Velocity Point, Wreakes Lane Dronfield, S18 1PN
Tel: 01246 296485
Help us raise funds
The majority of our income comes from voluntary donations from kind hearted individuals in the community who raise funds in interesting and inspirational ways. Our staff and Board members at DSAuk are always working hard to gain grants to support our core funding, however, as the association grows, we need more funding to continue to deliver quality events for people to enjoy. Your support is invaluable and any amount you raise will be vital in ensuring the continued success of DSAuk.
You can download a fundraising support pack by visiting www.dsauk.org and clicking on the 'Fundraising' button. Included within this pack you will find lots of hints and tips to make your fundraising event successful. If you need any more advice, please don't hesitate to call the office on 01246 296485.
If you would prefer to make a donation rather than hold your own fundraising event, you can do so by visiting www.dsauk.org, clicking on the 'fundraising' button and then on the 'PayPal' button. Alternatively, you will also find details about 'Give as you Live' in the fundraising section of the website.
Thank you again, we are very grateful for your support.
@dwarfsportDSAuk
facebook.com/DSAUK | 1,785 | 854 | {
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Eight years of the Water Programme
[Text on screen] The HSBC Water Programme. Eight years of building healthy communities and helping economies develop in 42 markets worldwide.
[Sue Alexander, Global Head, Environmental Programmes, HSBC] The HSBC Water Programme is a partnership with three global NGOs, Earthwatch Institute, WaterAid and WWF.
The purpose of the programme has been to support people, their lives, their livelihoods in many, many parts of the world where they're facing global water crises.
[Text on screen] WaterAid has given more than 1.7 million people access to clean water and 2.7 million access to better sanitation.
[Rajeev KJ, WaterAid India] Through the HSBC Water Programme, WaterAid India has been continuously visiting this community and educating people regarding the importance of cleanliness, safe drinking water and hygiene practices.
[Text on screen] WWF has helped protect more than 760,000 hectares of wetland and 2,265 kilometres of river and enabled 190,000 people to fish and farm more sustainably.
[Lei Gang, WWF China] With the support of the HSBC Water Programme, we work with local communities and local government to try to restore the wetland.
[Zhang Shengyuan, Park Ranger, Honghu Lake, China] After more than 10 years of effort, the situation has improved considerably. The fishermen are now happy and I am happy too.
[Text on screen] Earthwatch Institute has trained more than 9,000 HSBC employees in water conservation and published 40 studies on water quality that helped improve policy globally.
[Elaine Kam, Citizen Science Leader, HSBC Canada] On a regular basis I go and test for the nutrients in the water. And around the world all the Citizen Science Leaders at HSBC are all doing the same thing.
[Dr Neil Bailey, Earthwatch Europe] In some areas over 50 per cent of freshwater fish species are facing extinction and so we definitely need to be managing and protecting water in better ways. HSBC recognise the environmental, social and economic benefits that water can bring and so are helping us to better monitor and manage this important resource.
[Sue Alexander] As the Water Programme draws to a close, I'm really excited to look back on what we've all achieved over the eight years. There's been transformational change in so many areas.
[Text on screen] Thank you to everyone for supporting the HSBC Water Programme. | 1,032 | 513 | {
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Why Epossumondas Has No Hair on His Tail
Written by Coleen Salley and Illustrated by Janet Stevens (Suggested lesson submitted by Criss Smith, LMS @ Lee Elementary)
This lesson can be adapted for other grades.
Second Grade OK PASS: Reading/Literature standards 3, 5, 6, and 7; Writing/Grammar/Usage standards 2.1; Oral Language/Listening and Speaking standards 1.1 & 2; Visual/Literary standards 1
1. If persimmons are in season, the teacher passes around 2 or 3 persimmons and asks if anyone knows what they are. Let them hold and smell the fruit. Cut one open so they can see what they are like on the inside.
3. Ask a few questions to check for general comprehension. This story can be turned into a Readers Theater script. If your class has not done this, explain the process. You will need a reader for narrator, Papapossum, Hare, and Bear. As a class you will write a script. The dialogue in the story is the script for the 3 characters, and the narrator tells what happens in between the conversations. The script is taken directly from the text of the story. The readers sit on chairs or stools facing the class. They can have some props that distinguish them from one another. The characters don't move around much, but they can be very expressive. They stay within the area of their stool or chair. If the class has not participated in an activity like this before, the teacher can have a script ready so the students have a model to follow for future scripting of stories. Your school's LMS can help with this activity.
2. Begin the lesson by telling the students you are going to read them a story that explains why opossums have long skinny pink tails, and that the problem all started with an appetite for persimmons. According to the story, opossums used to have a white powder-puff of a tail. Invite them to share their prediction for opossum's drastic change in appearance. Tell the children they should listen for a refrain in the story and invite them to say it with you. Begin reading the story.
4. If your class has read other books illustrated by Janet Stevens, ask them if you covered up the name of the illustrator on Why Epossumondas Has No
Hair on His Tail, how could they tell it was illustrated by her? What clues do they recognize in her artwork?
Suggestion for follow-up activity: If your students liked this story, introduce them to pourquoi [por-kwa] stories which are stories that explain why some things happen in nature. Kipling's "Just So" stories fall into this category. For lesson ideas using pourquoi stories, go to http://teacher.scholastic.com/products/instructor/pourquoitales.htm
Readers Theater resource : If you are unfamiliar with readers theater read Tell it Together: Foolproof Scripts for Story Theatre by Barbara McBrideSmith. Barbara's book is in all elementary TPS libraries. | 1,107 | 637 | {
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7 th Grade – Confirmation First Year Sacrament of Confirmation – The Didache Series
Lesson Plan Week 6 - 11/06/2022
Topic: Begin chapter 3 (God Sends His Holy Spirit); refresher using vocabulary lists from Introduction (p10), chapter 1 (p30) and chapter 2 (p50)
Review of last time: Covenants, Paschal Mystery, New Passover, Everlasting Life Last week we didn't talk about the New Passover as chapter 6 is all about the Eucharist, but we will briefly talk about it this week to give context our discussion of the covenants and significance of OT rituals.
New Passover of the Eucharist
- Passover meal was an annual remembrance of when God delivered the Israelites from slavery in Egypt
- Sacrificed an unblemished lamb, spread its blood on the doorposts, eaten in a shared meal
- In the New Testament, we find Christ himself is the sacrificial lamb whose blood is shed in order to deliver all people from slavery to sin
- What was the "manna in the wilderness"?
- The sacrifice of the lamb at the first Passover is a prefigurement of the Sacrifice of Christ
God the Holy Spirit
- Understanding what we mean when we recite the Nicene Creed:
o the Lord - God the Holy Spirit is a divine person, distinct from God the Father and God the Son yet consubstantial with them
o the Giver of Life – all three persons of the Trinity were involved in creation
o Worshiped and Glorified – God alone is deserving of worship. As God, the Holy Spirit is worshipped equally with the Father and the Son
o He has spoken through the prophets – the Holy Spirit worked throughout the OT
The Holy Spirit in the Old Testament
- God formed man of dust from the ground, and breathed into his nostrils the breath of life and man became a living being (Gn 2:7)
- Language of the Holy Spirit: comes upon, falls upon, rests upon, takes possession of
- Scripture often uses the laying on of hands as a sign of handing on the Holy Spirit
- Anointing is also a sign of the Spirit of God
- The prophecies regarding the Spirit of God found their fulfillment in Jesus Christ
Christ and the Holy Spirit Reveal Each Other
7 th Grade – Confirmation First Year Sacrament of Confirmation – The Didache Series
- Holy Spirit involved in every aspect of Christ's mission beginning with his conception in the womb of the Blessed Virgin Mary
- At Christ's baptism, the Holy Spirit descended upon him in the form of a dove
- God gave his Apostles the Holy Spirit when he instituted the Sacrament of Penance
- Before he ascended into heaven, Christ also promised the power of the Holy Spirit to every Christian
Pentecost
- Feast of Pentecost was a Jewish celebration commemorating the giving of the Law to Moses
- When the day of Pentecost had come, they were all together in one place. And suddenly a sound came from heaven like the rush of a mighty wind, and it filled all the house where they were sitting. And there appeared to them tongues as of fire, distributed and resting upon each one of them. And they were all filled with the Holy Spirit and began to speak in tongues, as the Spirit gave them utterance. (Acts 2:2-4)
- Peter's sermon: about 3,000 souls were baptized that day
- The Holy Spirit gave them courage, knowledge, and many more gifts
The Holy Spirit – The Soul of the Church
- The Acts of the Apostles is sometimes referred to as "the Gospel of the Holy Spirit"
- The Church is founded on the Holy Spirit, and all she does – then and now – is through the Holy Spirit, which gives life to the Church in three ways:
o Teaching: The Holy Spirit protects the Church from teaching error in her official pronouncements
o Sanctifying: The Holy Spirit's work of sanctification is primarily done through the Sacraments, which give us the grace to be more and more like Christ
o Governing: The Holy Spirit guides the Pope & bishops to properly govern the faithful
Symbols of the Holy Spirit: cloud – light – wind – fire – breath – water – anointing – hand – dove
Prayer to the Holy Spirit
Come Holy Spirit, fill the hearts of your faithful and kindle in them the fire of your love. Send forth your Spirit and they shall be created. And you shall renew the face of the earth.
O, God, who by the light of the Holy Spirit, did instruct the hearts of the faithful, grant that by the same Holy Spirit we may be truly wise and ever enjoy His consolations. Through Christ our Lord. Amen | 1,814 | 1,005 | {
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Mathematics in Foundation Stage
The EYFS framework is structured very differently to the National Curriculum as it is organised across seven areas of learning and development rather than subject areas. This document shows how the skills taught across EYFS feed into National Curriculum subjects. This document demonstrates which statements from the 2020 Development statements taken from the Early Learning Goals in the EYFS Statutory Framework and the Development Matters age ranges for Three and Four Year-Olds and Foundation Stage to match the programme of study for Mathematics.
Matters are prerequisite skills for Mathematics within the National Curriculum. The table below outlines the most relevant
| | | | Three and Four Year Olds | Foundation Stage | Foundation Stage |
|---|---|---|---|---|---|
| | | | Mathematical Vocabulary | | |
| Communication and Language | | • Use a wider range of vocabulary. • Understand ‘why’ questions, like: “why do you think the caterpillar is so fat?” | | • Learn new vocabulary. • Use new vocabulary throughout the day. | |
| | Communication | | | | |
| | and Language | | | | |
| | Number and Place Value | | | | |
| | Counting | | | | |
| Mathematics | | • Recite numbers past 5. • Say one number name for each item in order: 1, 2, 3, 4, 5. • Know that the last number reached when counting a small set of objects tells you how many there are in total (‘cardinal principle’). | | • Count objects, actions and sounds. • Count beyond ten. | |
| | Mathematics | | | | |
| Mathematics | | • Develop fast recognition of up to 3 objects, without having to count them individually (‘subitising’). • Show ‘finger numbers’ up to 5. • Link numerals and amounts: for example, showing the right number of objects to match the numeral, up to 5. • Experiment with their own symbols and marks as well as numerals. | • Subitise. • Link the number symbol (numeral) with its cardinal number value. |
|---|---|---|---|
| | Mathematics | | |
| Mathematics | | • Link numerals and amounts: for example, showing the right number of objects to match the numeral, up to 5. • Experiment with their own symbols and marks as well as numerals. | • Link the number symbol (numeral) with its cardinal number value. |
| | Mathematics | | |
| Mathematics | | | • Understand the ‘one more than/one less than’ relationship between consecutive numbers. • Explore the composition of numbers to 10. |
|---|---|---|---|
| | Mathematics | | |
| Mathematics | | • Solve real world mathematical problems with numbers up to 5. | |
| | Mathematics | | |
| Mathematics | | | • Automatically recall number bonds for numbers 0-5 and some to 10. |
|---|---|---|---|
| | Mathematics | | |
| Mathematics | | Numerical Patterns | |
| | Mathematics | | |
| Mathematics | | | |
| | Mathematics | | |
| Mathematics | | • Begin to describe a sequence of events, real or fictional, using words, such as ‘first’, ‘then… | |
| | Mathematics | | |
| Mathematics | | • Talk about and explore 2D and 3D shapes (for example, circles, rectangles, triangles and cuboids) using informal and mathematical language: ‘sides’, ‘corners’, ‘straight’, ‘flat’, ‘round’. • Select shapes appropriately: flat surfaces for a building, a triangular pattern for a roof, etc. • Combine shapes to make new ones – an arch, a bigger triangle, etc. | • Select, rotate and manipulate shapes in order to develop spatial reasoning skills. |
|---|---|---|---|
| | Mathematics | | |
| Mathematics | | | |
| | Mathematics | | |
| | • Experiment with their own symbols and marks, as well as numerals. |
|---|---|
| Mathematics | | | 1,940 | 1,006 | {
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Writing Fiction: Who are you?
Richard Hugo, in an essay titled 'In Defence of Creative Writing Classes,' recalls the most important lesson he ever learned, "perhaps the most important lesson one can teach. You are someone and you have a right to your life." He decries the way the world tells us in so many ways that "individual differences do not exist" and that "our lives are unimportant." He says, "A creative writing class may be one of the last places you can go where your life still matters." The same thin is true for the writer who sits alone at her desk.
THE EXERCISE
If you can, get a notebook to use for just this exercise. Then, on a regular basis, perhaps at the beginning of your writing time or before you go to bed, write for ten to twenty minutes addressing each of the following subjects:
* List in detail all the places you have lived - one place per page. (This is a good way to begin because it gives the entire notebook a concrete grounding in time and place.) You might even want to get very specific, say, by recounting all the kitchens, or bedrooms.
* Next, recall if you were happy or unhappy in those places.
* Consider your parents' relationship, from their point of view.
* List important family members: brothers and sisters, grandparents, uncles and aunts, cousins. Where were the dynamics of your family, including your extended family? (Some of these subjects may take several twenty-minute sessions. Leave space for the unfinished business.)
* List smells - indoor and outdoor - and the memories they conjure up.
* Do you have any recurring dreams or nightmares? Start a section for dreams.
* Ask yourself, what did I care about when I was five, ten, fifteen, twenty, twenty-five, thirty, etc.? What do I care about now?
* What is your five-year plan?
These are the kind of questions that help you define who you are. Now make up questions of your own to answer in your notebook. In fact, making up questions to bring back the past, to explore the present, and to voice your hopes and expectations for the future is part of the fun of this exercise.
THE OBJECTIVE
To lead an examined life. Your notebook will become a life-time companion and an invaluable source of material.
Source: What If? by Anne Bernays & Pamela Painter | 876 | 525 | {
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FLORA FAUNA NEWS JUNE EDITION 2023
www.zoopharmadynamics.com
Moisture and More Moisture
By Brian Kanke Chairman of Zoo Pharma Dynamics
Rain is a blessing to plants but in the long run hazardous to animals. How could this be? The rain provides forage and hydration. The rain also promotes insects and bacteria. The sun is the best friend to a livestock farmer. The sun keep viruses, bacteria and bugs away. We all know that minimal amounts of bacteria can naturally enhance the immune system. A healthy animal can fight off most infections if they are given the best playing field available.
Keeping the playing field as dry as possible is very important. You never want standing water in the pens which is a breeding ground for everything bad. Believe me the animal will bypass the shiny clean water trough for that nasty puddle of water. Make sure you have fast drainage in the pens. Remove wet feed as soon as possible. The flies will be wreaking havoc on the moist feed which will lead to wormy animals. Use hydrated lyme to help the ground from going rancid. Move the feed troughs around to different locations in the pens and treat the last spot with hydrated lyme. Keep Alflafa from building up on the ground. Alfalfa, dirt and moisture make a nasty combination. Housekeeping is your best friend in the pens when dealing with an abundance of moisture.
The playing field is a direct reflection of the owners and their commitment to healthy happy animals. Animals are equipped for the sun more so than rain. As a farmer I can keep the animals in shade and provide plenty of water. It is very difficult for me to keep insects and bacteria away as a result from moist conditions. Moisture has the ability to spread everything around including bacteria making all the animals susceptible to infection.
We all need rain and it is a form of bath for an animal. We just need to make sure to do our due diligence to have the best possible playing field.
We hope you will enjoy our newsletter as we enjoy putting it together. We want you to find it informative and entertaining. If you have a topic or a question you would like addressed in the next newsletter please email us. We always appreciate pictures of the funny things animals will do. God Bless and Keep Animals Happy and Healthy!
Fun Facts
Deer have no gall bladders
A newborn Chinese water deer is so small it can almost be held in the palm of the hand
In Alaska it is illegal to whisper in someone's ear while they're moose hunting
Adult bison are the largest land mammals in North America
CONTACT US
800 ISOM RD SUITE 106 SAN ANTONIO, TX 78216 212.328.9484 media@zoopharmadynamics. | 1,031 | 570 | {
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Introduction for Staff/Volunteers
This Toolkit was developed to support the psychosocial wellbeing 1 of migrant and refugee families who are newly arrived to new and/or temporary spaces and largely on their own. Many migrant and refugee children and families have faced overwhelming and challenging experiences in their home countries and on their journeys, which are compounded by the uncertainty and stresses related of their new environment. While the toolkit is ideally used as a part of a broader programmatic response to support children and families' mental health and wellbeing, it provides some concrete ideas for families to find comfort and support during challenging times.
Activities in the kit are varied to support the "whole person" and to strengthen the relationships between children and their caregivers while being together. Families and older children can do most of the activities from the kit independently. Staff and volunteers can also use the toolkit for activity ideas to do together with families for further support; Just be sure to use a 'Do No Harm' approach. 2
So, what should you do from here? If you simply hand this to a caregiver, they might be too overwhelmed at everything going on around them to use it. A good first step is to explain what it is and how families can use it. The toolkit is structured as follows:
Section 1: Overview for families explains what the toolkit is and how to use it.
Section 2: Creating rhythm and routine with semi-structured schedules. Having a consistent schedule for children is extremely important for their wellbeing. It helps them feel safe and secure, keeps them engaged and learning, and helps reduce family stress.
Section 3: Activities for families and children, divided by the types of activities as follows:
* Creative Activities
* Physical Activities
* Educational Activities
* Online Resources of activities for children and families, including free English language lessons, parenting during challenging times, and cultural orientation resources.
In order for families to use the Toolkit, they will need the following supplies:
* hard copy of this toolkit
* pencils
* colored pencils or crayons (washable)
* paper (blank or lined paper or journals)
* printed copies of the emotions and coloring pages, attached to their packet.
* Tablet, computer or internet connected monitor for online activities.
For additional help understanding how to use this toolkit, please contact firstname.lastname@example.org.
1 'Psychosocial wellbeing' refers to a positive state of being where someone thrives as a result of their psychological and social needs being met.
2 'Do No Harm' is a basic humanitarian principle that cautions against the unintentional harm that may be caused to those who are supposed to benefit from any intervention. | 1,130 | 535 | {
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Bernd Rohrmann
BRIEF MEMO ABOUT MY MUSIC INSTRUMENTS
08-02-2024
I have four music instruments. They are all placed in my library, at its northern side, above the "open fire" place.
I'll now explain a bit what they are, or rather, were, when I still was a brave yet also naïve musician.
MY RECORDER
This I bought 1950 or 1951, in Allendorf/Germany, where my high school education (Gymnasium) started. In Germany they are called "Blockfloete". According to my memory it was a "soprano" recorder, in light colour.
I played it within my school's music education, and had it until the year 1955.
Last year, that's 2023, I decided to buy a recorder as similar as possible to the one I had, here in Melbourne. This was a German Moeck Blockfloete, costing me almost 300 dollars. It is made from Ahorn wood. The sound is strong.
MY CLARINET
In 1957, then 17 years old, I made up my mind to become a musician and to play - - clarinet! Clarinets are high-tech and complex instruments, and thus expensive.
Technically there are two main types of clarinet, called "Albert" and "Boehm". Lack of money meant that I had to buy an oldish used one. It was an Albert, and fully functional. This happened in Bad Oeynhausen in Germany. Here it is:
I had to work very very hard to learn to play it - which meant, at first I had to learn to read music notes, urghhhh ...
I was fortunate to have an excellent clarinet teacher, so, lucky me.
After about a year, in 1958, I became the member of a band. Not the kind of band you may expect though – it was the very ordinary "Oeynhausen Firebrigade Orchestra", basically a marching band. I stayed to be a member for five years, until 1963.
And above , on the picture of my library, you see it, the black one, now about 100 years old - perhaps looking a bit frail, and not shining silvery anymore - yet still alive!
MY SOPRANO SAXOPHONE
The "Oeynhausen Firebrigade Orchestra" played on all sorts of events, including Christmas visits of social institutions, and in case of festivities in towns we had to march along the main street and to perform on public places.
I felt overdemanded, musically, plus, I feared that my sound was not strong enough, ouch! Hard to believe what I did then – in 1959 or 1960 I bought a powerful soprano-saxophone! Soon I became a very happy member of the O.F.O., and was so until 1963. When all that ended, I sold my soprano-saxophone, because I had trouble to finance my University study.
To play a soprano-saxophone properly, especially as soloist, is not an easy task anyway!
In 2022 I somehow felt a bit sad that there wasn't any saxophone, which lets the clarinet looking kind of lonely. And I flipped out and bought a used yet almost new soprano-saxophone, here in Melbourne, technically like the one I had in 1960, just for fun (a "fun" which cost me 1000 dollars, the cheapest option I had). Above on the picture of my library, you see it, the 'golden' one!
MY UKULELE
That's my 4th instrument – certainly a weird one! I noticed it in a music shop of Sale/Australia in 2022. The design appeared completely crooked to me, for example, the neck is on the wrong side of the body! Stress for the player? Easier to play when lying?
I bought it nevertheless - for just 90 dollars! Because: The instrument's body is created like a human face, plus, all the white markers reflect light. And it can indeed be played.
After bringing this so very cute ukulele home, I thought I should learn to play it, it's reasonably simple, and has only 4, not 6 strings. However, as I have to admit, I did not trust my pertinent ability. Gosh!
So I decided that it is not an instrument, it is a "piece of art", and as such deserves a place at the 'art wall' of my library. There you can see it now, on the right side.
That's it. I hope you were amused, or a bit puzzled, and not bored. | 1,589 | 1,003 | {
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Tel Aviv University researcher says plants can see, smell, feel, and taste
July 30 2012
Increasingly, scientists are uncovering surprising biological connections between humans and other forms of life. Now a Tel Aviv University researcher has revealed that plant and human biology is much closer than has ever been understood — and the study of these similarities could uncover the biological basis of diseases like cancer as well as other "animal" behaviors.
In his new book What a Plant Knows (Farrar, Straus and Giroux) and his
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articles in Scientific American, Prof. Daniel Chamovitz, Director of TAU's Manna Center for Plant Biosciences, says that the discovery of similarities between plants and humans is making an impact in the scientific community. Like humans, Prof. Chamovitz says, plants also have "senses" such as sight, smell, touch, and taste.
Ultimately, he adds, if we share so much of our genetic makeup with plants, we have to reconsider what characterizes us as human.
These findings could prompt scientists to rethink what they know about biology, says Prof. Chamovitz, pointing out that plants serve as an excellent model for experiments on a cellular level. This research is also crucial to food security, he adds, noting that knowledge about plant genetics and how plants sense and respond to their environment is central to ensuring a sufficient food supply for the growing population — one of the main goals of the Manna Center.
Seeing the light
One of the most intriguing discoveries of recent years is that a group of plant genes used to regulate responses to light is also part of the human DNA. These affect responses like the circadian rhythm, the immune system, and cell division.
A plant geneticist, Prof. Chamovitz was researching the way plants react to light when he discovered an group of genes that were responsible for a plant "knowing" whether it was in the light or in the dark. He first believed that these genes were specific to plant life, but was surprised to later identify the same group of genes in humans and animals.
"The same group of proteins that plants use to decide if they are in the light or dark is also used by animals and humans," Prof. Chamovitz says. "For example, these proteins control two seemingly separate processes. First, they control the circadian rhythm, the biological clock that helps
2/4
our bodies keep a 24 hour schedule. Second, they control the cell cycle — which means we can learn more about mutations in these genes that lead to cancer." In experiments with fruit flies who had a mutated version of one of these genes, Prof. Chamovitz and his fellow researchers observed that the flies not only developed a fly form of leukemia, but also that their circadian rhythm was disrupted, leading to a condition somewhat like permanent jet-lag.
Plants use light as a behavioral signal, letting them know when to open their leaves to gather necessary nutrients. This response to light can be viewed as a rudimentary form of sight, contends Prof. Chamovitz, noting that the plants "see" light signals, including color, direction, and intensity, then integrate this information and decide on a response. And plants do all this without the benefit of a nervous system.
And that's not the limit of plant "senses." Plants also demonstrate smell — a ripe fruit releases a "ripening pheromone" in the air, which is detected by unripe fruit and signals them to follow suit — as well as the ability to feel and taste. To some degree, plants also have different forms of "memory," allowing them to encode, store, and retrieve information.
Just like us
Beyond the genes that regulate responses to light, plants and humans share a bevy of other proteins and genes — for example, the genes that cause cystic fibrosis and breast cancer. Plants might not come down with these diseases, but the biological basis is the same, says Prof. Chamovitz. Because of this, plants are an excellent first stop when looking for a biological model, and could replace or at least enhance animal models for human disease in some types of research.
He is working alongside Prof. Yossi Shiloh, Israel Prize winner and incumbent of the David and Inez Myers Chair of Cancer Genetics at Tel
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Powered by TCPDF (www.tcpdf.org)
Aviv University's Sackler Faculty of Medicine, to understand how the genes Chamovitz discovered function in protecting human cells from radiation.
Provided by Tel Aviv University
Citation: Tel Aviv University researcher says plants can see, smell, feel, and taste (2012, July 30) retrieved 15 July 2024 from https://phys.org/news/2012-07-tel-aviv-university.html
This document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no part may be reproduced without the written permission. The content is provided for information purposes only.
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-
St James' serves a community in an urban area with high levels of deprivation, our children arrive at St James' below average. We have 54 children attending our early year's setting. Our nursery building is separate from the main school building but both the reception and nursery children share an outdoor learning space.
Set ling In and Parent Contact
Transit on Arrangements
i
* Weekly class 'Parent Mail' about our class learning, reminders etc
* We operate an open door policy and have regular contact with parents
* Open classroom informal events where parents are invited to view their child's work/chat with the teacher
* 'Learning in the Reception Classroom' parent event when parents receive insight into the Prime and Specific areas of learning
* Early parent's evening to discuss learning
* Parent letters
* 'Learning Overviews' are shared on our class page every half term
* Daily learning updates shared on X
* We use Tapestry to record and share the children's learning opportunities
* Induction Meeting mid-May
* 2x stay and play sessions (July-mornings)
* Readiness for Reception workshop (opportunity for parents and children to meet other families before September)
Reception Transition At St James' Church of England Primary School
* Nursery visits
* Nursery visits with our family support worker for those children who are identified as having additional needs
* Teacher visits to our school nursery
* Phone meetings with parents/nurseries
* No home visits due to low uptake and staffing
* Parent lunch
* Small group sessions in September
* Open classroom-parents invited into school to speak with the class teacher
* Classroom tour videos shared on our class Youtube channel
* Staff and classroom posters
Gathering Informat on
i
* 'All About Me' booklet for parents to complete
* 'Treasure Box' icebreaker activity. Children place 2-3 special items in a box and discuss their hobbies, favourites and memories
* Phone consultations with nurseries
* Transition meeting with our feed-in nursery
* Informal phone meetings
Baseline
* RBA assessments. A tick list is used to record the children's answers as they work through their tasks
* Mathematics-counting objects, recognising numbers to 5, cardinal principle, linking numerals with an amount, completing repeating patterns
*
Personal, Social and Emotional observations in the learning environment-isolated play? Do they play alongside? Group play? Do they make contributions to the play? Do they engage in positive play and are they cooperative?
*
Literacy-familiar story sequencing and opportunities to discuss events in stories (Can the children use sentences joined up with words like 'because', 'or', 'and')
* Children are observed finding their name at snack time/self-registration and are encouraged to write their name/attempt some letters in their name
* Do they join in with rhymes and do they have some alliteration awareness?
* Physical Development-Fine motor skills observed including pencil grip, colour/drawing control, scissor grip/control
* Gross motor skills observed including mounting the stairs using alternate feet, skipping, hopping, jumping and balancing
* Understanding the World-Discussing the children's personal history, their likes/dislikes and drawing/talking about families | 1,444 | 660 | {
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Youth in Action
The Lifesaving Impact of Blood Donation
As World Blood Donor Day approaches on the 14th of June, it's a powerful opportunity to highlight the critical importance of blood donation and the incredible impact it can have on saving lives. This day isn't just a reminder; it's a call to action for young individuals across the globe to step forward and contribute to a cause that touches millions of lives every year.
The Vital Needs for Blood Donors
Every few seconds, someone, somewhere, needs blood. From emergency surgeries and cancer treatments to chronic illnesses and traumatic accidents, the demand for blood is constant. Yet, the supply doesn't always meet the need. This is where you come in. As young people, you have the power to make a significant difference by becoming a blood donor. Your one act of kindness can save up to three lives—a fact that underscores the life-changing impact of donation.
Breaking Myths and Encouraging Participation
Many young people hesitate to donate blood due to misconceptions and fears about the process. It's time to demystify blood donation. The truth is, donating blood is safe, simple, and incredibly rewarding. Before you donate, you'll undergo a quick health check to ensure you're eligible and that the process is safe for you. The actual donation takes only about 10 minutes, followed by a short rest and refreshments. Plus, your body quickly replenishes the donated blood, making it a win-win for everyone.
The Power of Youth in Blood Donation Drives
World Blood Donor Day is not just about donating blood; it's about raising awareness and encouraging others to do the same. Organising or participating in blood donation drives at schools, universities, or community centres can have a tremendous impact. By leading by example, you can inspire peers, dispel myths, and create a culture of donation among the youth. Remember, every new donor brings us closer to meeting the global need for safe and accessible blood.
Aligning with the Duke of Edinburgh's International Award (DOFE) Principles
Aligning this initiative with the DOFE Malta principles further underscores its value. The DOFE programme encourages young people to engage in activities that foster personal growth, social responsibility, and community engagement. Blood donation aligns perfectly with these values, promoting empathy, civic duty, and a commitment to the wellbeing of others.
Your Call to Action
This World Blood Donor Day, let's mobilise young people to become heroes in their communities. Here's how you can make a difference:
DONATE BLOOD
SPREAD THE WORD
If you’re eligible, consider donating blood. Your single donation can save up to three lives.
Use your social media platforms to raise awareness about the importance of blood donation. Share facts, personal stories, or information about local donation drives.
ORGANISE OR VOLUNTEER
Get involved with local blood banks or charities to organise donation drives. Volunteering your time can help make these events a success.
EDUCATE AND ENCOURAGE
Talk to your friends and family about the benefits of blood donation. Your encouragement might be what they need to decide to donate.
Contact the Blood Donation Centre
Telephone
Blood Donation Centre,
St. Luke's Square,
Gwardamangia, Malta PTA 1010
Opening Hours:
From Monday to Sunday From 8.00am till 6.00pm Including Public Holidays
(356) 21234767 (356) 22066201 (356) 79307307
Free Phone
80074313 (Landline only)
Email: email@example.com
The Challenge is Yours
As we commemorate World Blood Donor Day, let's remember that the act of donating blood is one of the most profound gifts we can offer to another person. It's a gesture of solidarity and a demonstration of universal kinship. By stepping up to donate, you're not just giving blood; you're giving someone a chance at life.
This World Blood Donor Day, let's come together as a community of young, vibrant individuals ready to make a lasting impact. Your action today can save a life tomorrow. Are you ready to answer the call?
Save a life, Donate your blood
intaward.mt
firstname.lastname@example.org | +356 7980 8283
Design: www. mattborg.eu
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Information for Parents – Spring 2024
I am in Year 5 and my teacher is Mrs O'Gorman
The topics I am focusing on this term are:
History – The Slave Trade
What were the effects of the slave trade on our local area?
Historical Enquiry Question:
Geography– Climate Change and Pollution
Geographical Enquiry Question: How will pollution affect Earth in the future?
In Religion, through 'The Way, The Truth and The Life' I am considering:
[x] Inspirational people
[x] Reconciliation
English Pathways:
Through the texts titled: 'Arthur and the Golden Rope' & 'The Darkest Dark', I will be :
[x] Identifying the audience for and purpose of the writing
[x] Describing settings, characters and atmosphere and introducing dialogue to convey character and advance the action within my story
[x] Building cohesion within and across paragraphs
[x] Proof reading for spelling and punctuation errors
Pathways to Spell:
In spelling, I will learn to spell:
Words ending with the suffix ful/ less/ture
Words with the /i:/ sound spelt ei after c
Words with 'silent' letters
Endings which sound like /ʃəs/ spelt -cious or –tious
Subject related vocabulary
Reading Pathways:
Through the texts titled: 'Odd and the Frost Giants' & 'Exploring Space'
[x] Predict what might happen from details stated and implied
[x] Explore the meaning of words in context
[x] Retrieve, record and present information
[x] Summarise the main ideas from more than one paragraph
[x] Draw inferences & justify with evidence
[x] Identify and discuss themes and conventions
[x] Distinguish between fact and opinion
[x] Identify how language, structure and presentation contribute to meaning
[x] Evaluate authors' language choice, including figurative language
[x] Make comparisons within and across books
In Maths, I am working on:
[x] Perimeter and Area
[x] Multiplication and Division
[x] Fractions
[x] Decimals and Percentages
[x] Improving my arithmetic skills
[x] Developing my reasoning skills
In
[x] Forces
[x] Animals Including Humans
In PE, I am working on:
[x] Indoor athletics
[x] Tennis Skills
In Relationships, Health and Sex Education, I will learn:
[x] Explore the nature of God's call to love others
[x] Equip myself with strategies for more complex experiences of relationships and conflict
[x] Learn about spoken and unspoken pressure that I might experience, particularly from my peers
[x] Understand the issue of consent and bodily autonomy, and equip myself with the ability and confidence to say 'no'
[x] Understand that the strongest pressures some young people can experience come from themselves, and these have a huge effect on how they relate to the world and the people around them
[x] Understand ways to stay safe in the digital world
[x] Understand more about cyber-bullying and what behaviour is acceptable and unacceptable online
[x] Understand the types of physical contact which is appropriate and in appropriate
[x] Understand more about the effects of drugs, alcohol and tobacco
[x] Understand basic first aid
In MFL, I will learn:
To read and write words linked to 'Hobbies' and 'School Trips'
Here are some links to useful websites and resources which will support your child with their learning:
www.mymaths.co.uk www.spellshed.co.uk www.corbettmaths.co,uk www.ttrockstars.co.uk www.topmarks.co.uk www.bbc.co.uk/bitesize
Science,I am working on:
In Art, I am learning to:
[x] Art – sculpture
In DT, I am learning to:
[x] DT – Freedom Quilt (Textiles)
In computing, I will learn:
[x] All about computing with code.org
In Music, I will learn about:
Pulse, rhythm, pitch etc
My lessons will be linked to the lyrics – Make You Feel My Love by Adele | 1,768 | 829 | {
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Hello and a warm welcome back to school! We are excited for the new school year and being with your wonderful children. We have so many lovely things planned to help your child reach their full potential and have them LOVING learning!
Mrs Cullen, Miss Staplehurst, Miss Richardson
Our Year 1 Twitter is @Year1Monksdown
English
This half term we will be looking at stories by the same author. The author we will be looking at is Oliver Jeffers, and will start with his beautiful book Lost and Found. The children will be labelling characters, sequencing the story and producing their own stories.
They will also be learning how to write a report on penguins.
The children will be learning how to start their sentences with a capital letter and end in a full stop.
Children will also continue with their daily Phonics lessons and children will be taught how to apply their phonics into their writing when attempting to spell.
Important information for you
* If you are sending your child in with a water bottle – please make sure it is only water rather than juice.
* Reading Books will be changed once a week after your child has completed 3 guided reading sessions with their teacher.
*
PE days for each class are
* Please read the homework grid on the other side for Y1 Homework
| | 1.1 | | 1.2 | | 1.3 |
|---|---|---|---|---|---|
| Wednesday | Wednesday | Tuesday | Tuesday | Thursday | Thursday |
Maths:
This half term we will be focusing on Place Value. We cannot stress how important this is for building the rest of the children's mathematical knowledge upon.
We focus on being able to read, write and order numbers 1-10 in different ways as well as being able to show and read numbers in different ways such as:
We will be learning maths skills through practical activities as well as learning written methods to solving problems.
Wider Curriculum in Year 1
Science – we will be sorting and categorising a range of animals using the terms mammals, reptiles, amphibians, birds, fish and insects. We'll also be learning about how we can look after animals and what animals need to survive. Geography – we will be exploring and investigating our school grounds, focussing on making maps of our playground and searching
Art –we will be drawing in the style of Aardman animations.
RE – we will be exploring who do Christians say created the world. We will also think about how a Christian celebrates harvest.
PSHE- We will be introducing our class charter, discussing similarities and differences with our classmates and finding out what it means to be me!
Computing - we will be learning about how to log on and off of a computer, the importance of a password, mouse skills and how to stay safe online.
This is work that should be done each week
Essential work
Read for 20 minutes each day or night at home. This could be on bug club or your books from school
Essential work
Can you go on an Autumn Walk and make a picture with what you collect?
Home Learning Challenges
Can you make a map of your journey to school?
Can you make a junk model of your favourite animal?
Sticky Learning Can you find out about how a farmer prepares for Harvest?
Can visit a local farm or zoo? What animals did you see?
Sticky Learning
Can you make a model, painting or a drawing of your favourite reptile, bird, fish or mammal?
STAR CHALLENGES
Can you make your own book retelling the story 'Lost and Found' Can you include and question mark in your story?
Investigate your five senses. Can you guess the taste, smell, object and sound? Can you record what you can see?
Can you find out all about Emperor Penguins?
What they eat, where they live and what do they look like? | 1,418 | 812 | {
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Benefits and Steps for Family Style Dining
Developmental benefits: The importance and positive effects of family style dining on a child's development.
Small and Large Muscle Development (motor development)
* Encourages children to serve themselves, which develops their eyehand coordination.
* Encourages coordination of body movement to move chair, sit, and stand from chair.
* Helps children learn manipulation of utensils.
Language/Communication Development
* Promotes the rules of language (how to participate in interactions with language) through listening and participating in conversations.
* Exposes children to a variety of vocabulary.
* Allows participation in adult-child exchanges and the following of directions.
* Promotes peer-to-peer exchanges.
Cognitive Development
* Promotes use of tools and problem solving through manipulation of utensils.
* Promotes imitation, the ability to repeat and practice actions modeled by another.
Emotional Development
* Promotes a sense of competence. This is an indicator of infant and toddler emotional development. The child recognizes his or her ability to do things.
* Promotes self-awareness. This is an indicator of infant and toddler emotional development. The child recognizes himself or herself as a person with an identity, wants, needs, interests, likes, and dislikes.
* Encourages impulse control. This is part of a child's emotional development. Infants early on show signs of controlling some impulses when supported by a care teacher. By 36 months, a toddler has internalized some rules so he or she doesn't always need as much support when trying to control his or her behavior.
Social Development
* Allows time for conversations about food, the events of the day, the events to come, and things that occurred at home—conversations that can happen by the time children are toddlers.
* Encourages interactions with adults and peers.
* Promotes social identity, an indicator of infant and toddler social development. The child develops increasing awareness of his or her relationship to others in the group.
What Family Style Dining Looks Like
* Eat in small groups at child-size table and chairs (adult may use adult-size chair). Provider sits with children.
* Provide a space for infants who are awake to be part of the meal. You could help feed the infants baby food or, if they are developmentally ready, you could offer small amounts of table food. For infants exclusively bottle-fed, you can hold and feed the infant at the table. Infants who are not hungry can sit in a caregiver's lap or in a safe seating space near or at the table so they can be part of the group.
* Realize the smaller the group, the less hectic the meal.
* Eat the same food that is served to children at same time children eat.
* Encourage self-serving, and assist if help is needed. If children are unable to feed themselves, then they are not developmentally ready to serve food to themselves.
* Set tables with serving platters, bowls, and milk pitchers all small enough to be managed by toddlers so they can serve themselves.
* Consider that children enjoy helping to set the table and serving themselves.
* Encourage social interactions and conversation. Talk about the food (temperature, taste, color, shape, size, quantity) and events of the day. Do not make it a "quiz." Ask open-ended questions, not "yes or no" questions.
* Follow the child's lead on conversation topics.
* Provide extra help and allow for time for slow eaters. | 1,461 | 702 | {
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On Turning Ten
By Billy Collins From The Art Of Drowning 1995
Billy Collins (b. 1941) is an award-winning American poet who writes about everyday occurrences to express the deeper meaning of life. In this poem, the speaker reflects on his youth. As you read "On Turning Ten," consider Collins' message about being young and growing old.
The whole idea of it makes me feel like I'm coming down with something, something worse than any stomach ache or the headaches I get from reading in bad light-[1]
a kind of measles of the spirit, [5]
a mumps of the psyche, a disfiguring chicken pox of the soul.
You tell me it is too early to be looking back,
but that is because you have forgotten the perfect simplicity of being one and the beautiful complexity introduced by two. But I can lie on my bed and remember every digit At four I was an Arabian wizard. I could make myself invisible [10]
by drinking a glass of milk a certain way. At seven I was a soldier, at nine a prince. [15]
But now I am mostly at the window watching the late afternoon light.
Back then it never fell so solemnly
against the side of my tree house, and my bicycle never leaned against the garage as it does today, all the dark blue speed drained out of it. [20]
This is the beginning of sadness, I say to myself, as I walk through the universe in my sneakers. It is time to say good-bye to my imaginary friends, time to turn the first big number. [25]
It seems only yesterday I used to believe there was nothing under my skin but light.
If you cut me I could shine. But now when I fall upon the sidewalks of life, I skin my knees. I bleed. [30]
© 1995, University of Pittsburgh Press. All rights reserved. Reprinted with permission.
Text-Dependent Questions
Directions: For the following questions, choose the best answer or respond in complete sentences.
[RL.6]
[RL.4]
[RL.4] 3. What is the tone of stanza three? What words, images, or literary devices reveal the tone?
1. Based on stanza 1, how does the speaker feel about growing up? How do you know?
2. Explain the following lines: “But I can lie on my bed and remember every digit./ At four I was an Arabian wizard./ I could make myself invisible/ by drinking a glass of milk a certain way./ At seven I was a soldier, at nine a prince.”
[RL.4]
[RL.2]
4. In the final stanza, what is bleeding a metaphor for? Cite evidence from the text to support your answer.
5. What is the speaker’s message about youth and growing up?
Discussion Questions
Directions: Brainstorm your answers to the following questions in the space provided. Be prepared to share your original ideas in a class discussion.
1. What does it mean to be ‘grown up’?
2. Do you think it is too early for the speaker to miss his youth? Why or why not?
3. After reading “On Turning Ten,” do you think we should we value our youth? Explain your answer. | 1,168 | 672 | {
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WHAT DOES EASTER MEAN IN THE CATHOLIC CHURCH?
The Greatest Christian Feast
Easter is the greatest feast in the Christian calendar. On this Sunday, Christians celebrate the resurrection of Jesus Christ from the dead. For Catholics, Easter Sunday comes at the end of 40 days of prayer, fasting, and almsgiving known as Lent. Through spiritual struggle and selfdenial, we have prepared ourselves to die spiritually with Christ on Good Friday, the day of His Crucifixion, so that we can rise again with Him in new life on Easter.
The Fulfillment of Our Faith:
Easter is a day of celebration because it represents the fulfillment of our faith as Christians. St. Paul wrote that, unless Christ rose from the dead, our faith is in vain (1 Corinthians 15:17). Through his death, Christ saved mankind from bondage to sin, and He destroyed the hold that death has on all of us; but it is His Resurrection that gives us the promise of new life, both in this world and the next.
The Coming of the Kingdom:
That new life began on Easter Sunday. In the Our Father, we pray that "Thy Kingdom come, thy will be done, on earth as it is in Heaven." And Christ told His disciples that some of them would not die until they saw the Kingdom of God "coming in power" (Mark 9:1). The early Christian Fathers saw Easter as the fulfillment of that promise. With the resurrection of Christ, God's Kingdom is established on earth, in the form of the Church.
New Life in Christ:
That is why people who are converting to Catholicism traditionally are baptized at the Easter Vigil service, which takes place on Holy Saturday (the evening before Easter Day), starting sometime after sunset. They have usually undergone a year-long process of study and preparation, known as the Rite of Christian Initiation for Adults (RCIA). Their baptism parallels Christ's own Death and Resurrection, as they die to sin and rise to new life in the Kingdom of God.
Communion - Our Easter Duty:
While many Catholics are unable to attend Sunday liturgies frequently, because of the central importance of Easter to the Christian faith, the Catholic Church does require that all Catholics, who have made their First Communion, as a minimum, receive the Holy Eucharist sometime during the Easter season, which lasts through Pentecost (50 days after Easter). The Church also urges us to take part in the Sacrament of Confession before receiving this Easter communion. This reception of the Eucharist is a visible sign of our faith and our participation in the Kingdom of God. Of course, we should receive Communion as frequently as possible; this "Easter Duty" is simply the minimum requirement set by the Church. | 1,124 | 571 | {
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A History of Swimming Safety
Swimming and aquatics have long been associated with the YMCA, and tens of millions of people across the country learned how to swim at the Y. The first reported YMCA swimming bath was built at the Brooklyn Central YMCA in 1885 and by the end of that year 17 Y's across the country offered bathing services. In 1909 Ray L. Rayburn invented the idea of the roll-out rim which allowed for recirculation and filtration of water and the first system was installed at the Kansas City Y.
1909 was an important year in the aquatics field as it also saw the development of the first group swimming lessons. George Corson at the Detroit YMCA developed a system to teach swimming strokes on land, starting with the crawl stroke first, as a confidence builder. Corsan's learn-to-swim campaigns resulted in the first campaign to teach every boy in the United States and Canada how to swim. Corsan pioneered radical breathing methods, and he was the first instructor to teach beginning swimmers the crawl stroke instead of the breaststroke
According to the YUSA history at glance publication there were more than 1 million swimmers a year at YMCAs by 1932. A Springfield College student, George Goss, wrote the first American book on lifesaving in 1913 as a thesis. The YMCA Swimming and Lifesaving Manual, published in 1919, was one of the earliest works on the subject. Even the military used YMCA swim instruction techniques. In World War I, the Army used mass land drills to teach doughboys. In 1943, Dr. Thomas K. Cureton, chairman of the YMCA National Aquatic Committee, published Warfare Aquatics, which was widely used by the armed forces.
The innovation continues with the national launch of new swim lesson curriculum. Drowning is the second leading cause of death of children and a 2014 study by the CDC found that the rate of drowning in swimming pools for African – American kids and teens between ages 5 and 19 is more than five times that of white children. They also found that 45% of the Hispanic population have little to no swimming experience. The new curriculum focuses on the safety aspects of swimming with the knowledge that 88% of child drownings occurred with an adult present but unable to make a difference. The Jump, Push, Turn and Grab skill allows children to save themselves during the first critical moments. New parent resources allow the parents to understanding the lesson and continue instruction outside formal class. Even the class names have changed to better align with Red Cross lessons and make the progressions easier for parents to understand. We are excited to have a Certified Swim Lesson Instructor Trainer on staff and are busy training our staff on the new curriculum. Our ultimate goal is to ensure all kids have an opportunity to learn the skills to keep them safe in and around water. It's a lifesaver! | 1,158 | 606 | {
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DSP First
Mini-Project 03: Tone Removal
Background
Write a simple MATLAB program that removes unwanted tones from a wav file. The file SunshineSquare.wav has had some unwanted tones added to it. Your job is to remove the tones so you can hear the message better.
Approach
There at two steps needed to remove the tones. First determine the frequencies of the interfering tones, and second, filter out those frequencies.
Find the frequencies
The following MATLAB code will read the wav file and plot a spectrogram of it.
```
[xx, fs] = wavread('SunshineSquare'); xx = xx'; figure(1) specgram(xx, [], fs)
```
Note, fs is the sampling rate of the wav file and is important. Estimate the frequencies of the tones from the spectrogram. Convert the frequencies in Hz to digital frequencies inω ˆ .
Filter the Frequencies
A weighted three-point averager is enough to remove one frequency at a time. Given the impulse response:
```
h[n] = {1, A, 1}
```
find the frequency response in terms of A. Find the values of A needed to remove each of the unwanted frequencies. Once you have the correct values, this code can be used to remove one frequency at a time: ) ( ˆ w j e H
```
hh = [1, AA, 1]; yy = filter(hh, 1, xx);
```
You will have to fill in your values for AA. You can check the frequency response of your filter by using freqz:
```
ww = -pi:pi/100:pi; HH = freqz(hh, 1 ,ww); plot(ww,abs(HH));
```
Hint: You will have to use multiple filters. Once you have it working, combine those filters into one filter.
Due Date:
For this mini project you are to work on your own, however you are free to discuss ideas with others.
What is due:
1. wav file of your cleaned up file.
2. One page memo describing what you did. Your memo should include:
a. An introduction telling what you are doing. (One or two sentences should be enough.)
b. A brief summary of what you did. Have a table listing the frequency in Hz, the digital frequency, and A for each tone. Include a spectrogram of the cleaned up signal in your memo. Highlight any extras you've added. No more that half a page or so.
c. Your judgment of the effectiveness of this project in reinforcing the class. Justify your opinion. No more than a sentence or two.
d. A brief conclusion. (A sentence or two should be plenty.)
e. Use a memo format.
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Summer Reading List - Fourth Grade
Birney: The World According to Humphrey c2005 fiction, humor
Humphrey, a classroom hamster, surveys his surroundings and finds ways to help the children in the class.
Birney: The Seven Wonders of Sassafras Springs c2005 fiction
Set in 1923, a 12 year old boy is inspired to find wonders in his small town after reading about the Seven Wonders of the World.
Clements:
Lunch Money c1994
school, humor
Hart is a popular boy who sometimes "goofs off". When he hits the music teacher with a rubber band, he is put in charge of the holiday concert. Both Hart and his teacher learn lessons.
Curtis: Mr. Chickee's Funny Money c2005 mystery, ethnic diversity
Is the quadrillion dollar bill with a picture of soul singer James Brown that Steven Carter receives as a gift from his elderly blind neighbor real money? Steven, his friend Russell, and Russell's dog Zoopy decide to investigate.
Duffey: Hey, New Kid! c1996 school story
Jeremy worries about attending a new school, but he decides to make the best of it by reinventing himself in order to impress other students in his class.
Feelings: Soul Looks Back in Wonder c1993 poetry, ethnic diversity
Thirteen African American poets celebrate their heritage in their words and colorful illustrations created by Tom Feelings.
Fleming: The Fabled Fourth Graders of Aesop Elementary School c2007 fiction, school Mr. Jupiter becomes the 4th grade teacher of an unruly class with surprising results.
Grimes:
Talkin' About Bessie c2002
biography, ethnic diversity
How Bessie Coleman became the first African-American woman to become a licensed pilot as told by her family and friends.
Gutman:
My Weird School series school, humor
A fun series of books about school life that appeal to reluctant readers.
Howe: It Came From Beneath the Bed c2002 humor, fantasy
Uncle Harold, who wrote books about Bunnicula, helps Howie, his dachshund nephew to write a story in which he saves the world from a science experiment gone wrong.
Hurwitz: Fourth Grade Fuss c2004 school story
Julio and his friends enjoy their fourth grade activities - the yard sale, ice skating, and a surprise party; but the students get serious when they have to study for end-of-the-year statewide tests.
Kehret: Shelter Dogs: Amazing Stories of Adopted Strays c1999 animals, non-fiction Tells the story of 8 dogs who were saved from the animal shelter and went on to better lives.
MacDonald:
No More Nasty c2001
humor, school story
An unruly fifth grade class receives a new perspective on learning from a substitute teacher who just happens to be
Simon's Great Aunt Matilda.
McDonald:
Judy Moody c2000
humor, school story
On the first day of school, third grader Judy snaps out of her bad mood when she receives an assignment to create a collage all about herself.
Noble: The Last Brother (Tales of Young America series) c2006 historical fiction Gabe becomes a bugler in the Civil War to protect his only surviving brother.
Pennypacker: Clementine c2006 fiction, series Clementine is a funny, energetic, third grader with a talent for getting in trouble and a heart of gold.
Roy: A to Z Mysteries series, mystery stories Elementary schoolers Dink, Josh, and Ruth Rose work together to solve mysteries.
San Souci: The Dangerous Snake and Reptile Club c2004 friendship, fiction
Brothers Bobby, Danny, and Mike decide to display the treasures they find on vacation and start a club with their friends.
Strickland: When Mack Came Back c2000 family, historical fiction
During World War II in rural Georgia, Maury's older brother Ben enlists in the army, leaving Maury to care for Ben's injured puppy and deal with their angry father.
Various authors: My America series historical fiction These fiction stories are written in diary format and depict everyday children living during various time in American history. | 1,709 | 879 | {
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Identifying Circles in Pottery
Standards Covered
Common Core:
7.G.A.1 Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.
7.G.A.2 Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle.
7.G.B.4 Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle.
Guiding Questions
Why are circles measured? Why is it important to know what the circumference and the area of a circle are in an archaeology field?
Procedure
Video - Watch Adam explain why looking at the circumference of pottery rims is so important
Junior Archaeologist Assignment (Logbook)
Interactive Homework (Pottery Rim Size Chart)
Word Wall
Radius – The line length from the mid point of a circle to the outside edge
Diameter – The line length from one side of the circle to the other that goes through the mid point
Chord – The length of a line that goes from one edge of a circle to another but does not go through the mid point
Center – The very middle point of a circle-it is the same distance to all points on the outside of the circle
Circumference – Length of the outside of the circle
Open Vessel – Pottery object that has a wide rim, such as a bowl
Closed Vessel – Pottery object that has a narrow rim, such as a vase
Junior Archaeologist Assignment
On your logbook page, follow the instructions to find the radius, diameter, circumference, and one chord on the circle. As you go through the logbook, you will also be looking at patterns between diameter and circumference and work to see what their relationship is.
Interactive homework
At your house, look for different vases or bowls that have a rim. Look at the size of the rim compared to the rest of the object-is is bigger or smaller? Compare your object to what Adam talked about. Do things that have wider rims tend to be more decorated on both sides? What about objects with smaller rims (like flower vases)? What do your wide rimmed objects have in common with each other compared to your smaller rimmed objects?
After you are done, try to find the diameter, radius, and circumference of your rim. Do you see any patterns when you compare these things with other rims of objects? What you do you notice about the rim size compared to the rest of the object? Use the rim size chart attached to the main page of this lesson to see if your circles match up with those that archaeologists find in the field. | 1,170 | 592 | {
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Understanding Data - Deciphering Graphs and Tables
DESIGNING A CHILD FRIENDLY NUTRITION LABEL FOR MILK
ESSENTIAL QUESTION
How can I find out which food is the best for me?
WHAT ARE WE LEARNING?
To make informed decisions about food
WHAT ARE WE LEARNING?
To interpret information that might be misleading
The way information is presented can impact on people's understanding
FIND
APPLY
Identify
Interpret
Define
Demonstrate
Review
Show
Explain that nutrition labels are on most foods by law and that the labels contain information to help people make choices about the food they consume.
Find 10 examples of a nutrition label to enlarge and display.
Use the FoodSwitch NZ app to scan barcodes and see similar information.
Watch Label Reading 101. Discuss the problems identified that might make food labels misleading. Explain that different countries will have slightly different labels depending on what their laws require.
Use the Nutrition Label Fact Sheet to support students to interpret a nutrition label table.
Introduce or revise the concept of percentages.
TRY THIS WITH
Students who have an interest in making informed decisions
Years 4 - 8
Students who love working with numbers and charts
PRODUCE
Produce
Adapt
Change
Consider
Debate
Decide
Use the Nutrition Label Fact Sheet to demonstrate three ways of displaying the same data.
Identify the effects these methods have on how the label is understood.
Group the students and allocate each group one of the 10 large nutrition labels.
Ensure the numbers on these labels are round to make them easier to work with where appropriate.
Ask the students to replicate the information on their nutrition labels using the three examples (and associated graphing tools whose icons are below) from the fact sheet. Display the new labels and ask students from another class to vote on which look is the most effective.
SUCCESS CRITERIA
Students can check they have completed the task successfully by:
Accurately representing the data from their original label in the new format
Identifying the challenges that make nutrition labels hard to understand
Knowing where to find basic information on a nutrition label
| VALUES | KEY COMPETENCIES | LEARNING AREAS | WORD BANK |
|---|---|---|---|
| Respect Integrity | Managing self Using language, symbols and texts | Health and physical education Mathematics and statistics | Serving size Ingredients Percentage Misleading |
www.rosieseducation.co.nz
Apply
Examine
Calculate
Select
Compare
Appraise
Focus
Explore the Nutrition Labels Pinterest board and the enlarged examples on A3 paper.
Annotate the parts of the labels that students like and don't like, with reasons why.
Locate similar information (protein, sodium) on each of the labels and colour code it.
Use the information to order the products according to different criteria ( Most energy per 100g? Least sodium per serving?)
Support older students to choose one of the label categories and find three other food servings to compare this to. For example a small tin of tuna has 488kj of energy, that is the same as about 18 almonds or 2/3 of a tablespoon of peanut butter. | 1,536 | 659 | {
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Looking Back: Battle over moving Whonnock school
Fifteen years ago, in 1999, the Whonnock and Ruskin elementary schools consolidated into a new building on 112th Avenue.
That move would have amused the pioneers of north Whonnock who, about a century earlier, almost succeeded in moving the school there from the shore of the Fraser River.
The history of Whonnock elementary starts in 1885 with a small one-room school at "the front" of Whonnock, serving mainly the children of settlers living close to the Fraser River, north and south.
The school district also included the backlands of north Whonnock and the Ruskin area, but the miles-long trek to the school and back home was too much for regular school attendance by these children, so they did not get the schooling they needed.
In 1893, settlers south of the Fraser opened a school of their own: the Glen Valley school.
The Whonnock settlers living at the Fraser River realized that, to keep their school, they needed the children of the settlers living in the interior, while those in the interior saw a chance to move the existing Whonnock riverside school closer to their farms.
To make that happen, they presented, in May 1893, two different petitions, dated a day apart, to the superintendent of education in Victoria. Some pragmatic settlers signed both petitions.
The first petition requested the creation of a new school district, including Webster's Corners, and north Whonnock.
This school district would have been roughly the area north of 104th Avenue between 256th Street and Whonnock Creek. The school would be built on land near Kanaka Creek on 112th Avenue.
The other petitioners wanted to move the school from the shore of the Fraser to 104th Ave. and 276th Street, roughly halfway between the river than 112th Ave.
Moving the school to 104th seemed to be a forgone conclusion when a special school meeting was called for June 22, 1894, to formally decide on the move of the school.
However, the Norwegian fishermen from 272nd St. and 112th unexpectedly turned up at the meeting and, with their help, the "north" managed to force and win a surprise vote to move the school to 112th rather than to 104th.
Perhaps the Norwegians came home for the vote, but it is also plausible that in the immediate aftermath of the big flood of 1894, they had not left yet to go fishing and were, thus, able to participate in the vote.
Informing the superintendent of education in Victoria of the results of the meeting, Noble Oliver, secretary of the school board, asked for "compassion" and not to move the school to a place "... where it will do duty only to a few Norwegian settlers."
The superintendent did nothing to change the status quo, and for many more years the Whonnock schoolhouse remained where it was: at the front between the railway tracks and the Fraser River.
Meanwhile, in the years immediately following the meeting, families with children living in north Whonnock, including the Norwegians, relocated to properties closer to the river and the school.
– By Fred Braches, a local historian who lives in Whonnock. | 1,197 | 678 | {
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Name____________________________________
Finding Valid Information
This learning activity aligns and contributes to the achievement with National Education Standards 1, 3 and 5 and GEORGIA PERFORMANCE STANDARDS HE6.3 and HE7.3.
DIRECTIONS: Read the paragraphs. Then answer the questions.
Reliable health information helps us make good health decisions. The Internet has a lot of information and this means that assessing the credibility and accuracy of the information is very important. Information on the Web should have an identifiable source or an author. Web addresses give you valuable clues. Addresses ending in ".edu" indicate that an educational institution such as a university publishes the information; ".gov" indicates that web page belongs to a governmental organization; ".org" signifies that it belongs to a nonprofit; ".com" usually specifies that it belongs to a for-profit company.
When assessing credibility, ask yourself these five questions:
* Who published the information?
* Who are the authors?
* What are their credentials? (Credentials are qualifications that indicate that the person is suitable for something.)
* Is the information peer reviewed? (Peer reviewed means that the information has been reviewed by a group of professionals in the same career field.)
When you would like to determine the accuracy of information, note whether the information is supported by scientific evidence, data, or expert opinion. Also note if the webpage is being constantly updated. Considering the following questions will help you judge accuracy:
* Is the information based on scientific evidence?
* Is the information supported by facts?
* Is the original source of the information listed?
* Do other sources back up the information?
* Is the information current?
Be skeptical of information when:
* It is anonymous.
* It is outdated.
* It claims to be a miracle or a secret.
* No evidence is cited.
* The grammar is poor and words are misspelled.
1. Find a source on the following topics and write the web address next to it:
a.
Heart disease _____________________________________________
b.
Diabetes _________________________________________________
c.
Asthma __________________________________________________
d.
Burns ____________________________________________________
e.
Oral health ________________________________________________
2. Decide whether these sources are credible and accurate, and explain why you think so.
____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ | 1,687 | 568 | {
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Poisoning Prevention
Know the facts:
About once every seven minutes a child received emergency room treatment for unintentional poisoning in 2003. In 2002, more than 1.2 million unintentional poisonings among children ages five and under were reported to U.S. Poison Control Centers. Nearly 90 percent of all poisonings occur in the home. Children are at significantly greater risk from poisoning death and exposure than adults because they are smaller, have faster metabolic rates, and are less able to physically handle toxic chemicals. Also, their curiosity and desire to put everything in their mouths increases their poisoning risk.
Single nationwide phone number for poison control
When you call 1-800-222-1222 from anywhere in the U.S., Puerto Rico, or the U.S. Virgin Islands, you're automatically connected to the nearest poison control center. America's poison centers are open 24 hours a day, seven days a week to help you.
Home Inspection Safety Checklist
* Walk from room to room with your children and investigate poison hazards in your home.
* Write down the name of each poison you find.
* Put a check mark next to those that are stored in their original, child-resistant packaging, locked out of children's sight and reach (and remove any that are not to a safe, locked place).
* Make sure they are in their original containers and are properly labeled.
* Let your children know that poisons should be handled by grown-ups only.
* Have your children help post the telephone number of the Poison Control Center by the phone, 1-800-222-1222.
| Household Products | Medicines and Vitamins | Plants |
|---|---|---|
| Cleaning products, drain cleaners, toilet bowl cleaners, oven cleaners, rust remover, furniture polish, lamp oil, antifreeze, windshield washer fluid, kerosene, paint thinner, nail polish, mouth wash. | Prescription and non- prescription medicines, cold medicines, pain relievers, iron pills. | Wild mushrooms, holly berries, philodendron, foxglove, and pokeweed. |
What to do if a poisoning occurs:
1. Remain calm.
2. Call 911 if you have a poison emergency and the victim has collapsed or is not breathing. If the victim is awake and alert, dial 1-800-222-1222. Try to have this information ready:
* the victim's age and weight
* the time of the poison exposure
* the container or bottle of the poison if available
* the address where the poisoning occurred
3. Stay on the phone and follow the instructions from the emergency operator or poison control center. Let children know if they suspect a poisoning emergency, stay calm and get help from a grown-up. If no grown-up is available, children should call the Poison Control Center immediately. Children can also call 911 or dial the "0" to reach the operator for help.
Keep Our Children Safe!!! | 1,204 | 614 | {
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Frequently asked questions about Hampton Court Palace
Who owns Hampton Court Palace?
The Queen. Ever since Tudor times, Hampton Court has been owned by the reigning monarch. Today, The Queen owns the palace 'in trust of the Crown', so instead of treating it as her own personal property, it is her responsibility to look after it for the next King or Queen. Responsibility for looking after the palace on a day-to-day basis has been passed from The Queen to the Government who, through the Department for Culture, Media and Sport, have in turn passed it on to Historic Royal Palaces.
How much did it cost to build Hampton Court Palace?
Lots! Because the palace has been continuously being built/rebuilt for centuries, it's impossible to say exactly how much it would cost to build. We do know, however, how much some monarchs spent on building work here: Henry VIII spent £62,000 (approximately £18 million today) on Hampton Court in just ten years, and William III spent £131,000 (about £9.5 million today) here during his reign.
How long did the King stay at Hampton Court Palace?
It was very rare for any monarch to stay at Hampton Court longer than a week. When the King or Queen came to stay, hundreds of nobles, servants and other guests would come with them. After a few days of all these people living here, each eating at least two full meals a day, all the food bought from local farmers to feed them would be close to running out. With so many people in the palace the drains might eventually become blocked and unusable, and so the royal party would want to move on. Next stop Windsor Castle!
Did Henry VIII take Hampton Court Palace from his Chief Minister, Thomas Wolsey?
Yes and no! From the very beginning, Wolsey intended that Hampton Court Palace would be used by Henry and his family to entertain the court whenever they wished. After all, Wolsey, like everyone else in the country, was a servant of the King. When Henry didn't need to use Hampton Court, Wolsey could and did use it for his own purposes, including hosting lavish, large-scale events there. Whenever Henry wished to use one of Wolsey's houses, including Hampton Court, he would offer the Cardinal and his household one of his in return. It was only when Wolsey fell from power in 1528 that he was forced to surrender his ownership of the palace to the King. The land, however, was still under the ownership of the Knights of St John. It was during the 1530s, when the possessions of most monastic orders were seized by the crown, that Hampton Court became entirely a royal possession.
Which of Henry VIII's wives were killed here?
Although several people have died, either by accident or by natural causes, at Hampton Court, nobody has ever been executed here. Anne Boleyn and Catherine Howard (whose ghost is said to roam the Haunted Gallery) were actually beheaded at the Tower of London. The only one of Henry's wives to have died at Hampton Court is Jane Seymour, who died here a few days after giving birth to Edward in 1537.
Where did Henry VIII sleep?
Henry VIII's bedchamber was the last room in his set of state apartments. Although the first two rooms, the Great Hall and the Great Watching Chamber, still survive today, the other apartments were later changed or demolished to make way for later additions to the palace.
Where did the servants sleep?
It depended on their role. Higher-ranking servants would often sleep in those rooms allocated to the courtiers they served. Others might sleep on beds of straw in the Great Hall. Those who worked in the kitchens would often sleep there.
What did people eat at Hampton Court Palace in Tudor times?
Contrary to what most people think, people living in Tudor times had a varied and quite healthy diet. Everyone would eat a combination of meat, fish, grain (bread, pies, cakes) and vegetables. Exactly what foods you ate and how they were cooked would depend on your social status. The most expensive way of cooking meat, for example, was to roast it in front of a fire; the sheer volume of wood needed meant that only the wealthiest people could afford to do this.
Does anyone still live here?
Even though grace and favour was stopped in the 1970s, there are still grace and favour residents living at Hampton Court Palace (recipients are given their apartments until they no longer need them). You can see the names of ex-residents on the name plates next to some of the doors in Fountain Court. Although most of the old residents have now moved elsewhere, including to houses on the palace estate, a few still live in the palace.
Is Hampton Court Palace haunted?
It depends who you ask... nobody has ever found any proof that the palace is haunted, however, people have reported seeing ghosts (including soldiers, queens and cats...) here for hundreds of years, so who can tell? | 1,854 | 1,021 | {
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A is for ash. Ash is made by burned materials. The blackened burned wood covered the forest floor. The ash can make it hard to breathe.
B is for burn. Burn is fire reaching wood and burning it. The fire burned the entire forest. It left burnt debris behind.
Did you know the monster fire Australia burned 449,000 hectares? This is seven times the size of Singapore.
C is for cigarettes. Cigarettes can start fires and they are unhealthy. A man threw his cigarette into the forest and started a Fire in Australia which killed 1 billion animals.
Top 7 Human Causes of Forest Fires in the US 2006
#1 Campfires. 11,463 #2 Arson. 4,721 #3 Debris Burning. 3,104 #4 Equipment. 2,555 #5 Smoking 800 #6 Kids 375 #7 Railroads 285
D is for danger. Fire is dangerous. If fire is near you, call for help and seek a safe exit.
E is for embers. Embers are glowing hot leftover wood from fires. If the wind is too strong it can blow it into a forest and catch it on fire. Five people were having a Birthday party, but they didn't put out their embers. The wind was too strong and blew the embers into the forest. The huge glowing ember landed right next to a tree and made a huge forest fire.
F is for flammable. Oil fuel wood are all flammable. A car company was using Oil near a forest then an oil spill happened. and dropped a match on the oil and it started a huge forest fire.
G is for grass. Dry grass is very Flammable. It was a hot day In Arizona it was too hot for the grass An the grass caught on fire and started a forest fire
H is for Homes. Homes are made of wood and Pilaster, very flammable material. The fire rages to the homes and destroys the homes
I is for ignite. Matches can ignite, if you drop a match that was ignited on grass stomp on it, pick it up, then wait 5 to 10 Seconds Then see if it ignites again.
J is for Jaws of live. A mom is looking for her son. Finally, they meet but they are lost but no worry they have been spotted by a heat seeking camera.
K is for Kindling. Kindling is little twigs that start a campfire. You need to extinguish your twigs.
L is for Lightning. If lightning hits a tree it could cause a fire. If you find you in a Lightning storm do not stand under a tree or in the open find a cave or a ditch.
M is for Matches. Matches are the ones that start the fire. If they drop on the ground step on it, wait 5 to 10 seconds. Then make sure its out.
N is for Number 911. Call 911 if you're stuck in a burning building or in your burning house.
O is for oil. Oil is flammable. Make sure oil does not spill and keep away from an open flame.
P is for Prairie. Prairies are grasslands that need controlled fires to keep exotic species out. But if that fire gets out of hand, it could put lots of lives in danger.
Q is for Quick. Fire can spread quickly. It can put lots of lives in danger. Fire can also kill lots of trees and reduce oxygen.
R is for Retardent. Retardent is the red stuff that comes out of the back of an airplane to stop a forest fire.
S is for Spreading Smoke. Fire can spread smoke very quickly. It is very hard to breath with spreading smoke.
T is for Thermal. Thermal is heat. Fire is very, very hot. It can burn you to a crisp if you are not careful.
U is for Urban Search. Urban search involves search and rescue teams looking for survivors after a fire.
V is for Volunteers. They are people who help with the fire or people who help the civilians that witnessed the fire.
W is for Wildfires. Wildfires are fires that start off small in the forest. Then they get bigger and bigger and could spread to the cities.
X is for Xtreme. Forest fires can be extremely big and extremely hot.
Y is for Yellowstone.
Yellowstone has lots of forest fires that kill lots of animals and lots of trees and flowers. But fires are necessary for the ecosystem.
Z is for Zero. We should have zero people and animals die in fires.
Hi Mrs. Hecker and Mrs Ellis.
Hennie worked on this tonight. He's a little behind but will have this completed for Tuesday...We just need to add picture.
Ron
Glossary
Ash- burnt wood or leaves Ember- left over burnt that is still hot and glowing Flammable- Something that is easily catches fire Ignite- When something catches on fire
Masoff, Joy. Fire!, 1998.
Matt, Doeden, Wildfire, 2010.
Spilsbury, Louise and Richard. Blazing Bush and Forest fires, 2003.
Waters Kate, Fires and Floods, 2008. | 1,705 | 1,082 | {
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Is That Pesticide Really Necessary? by Sue McDavid UCCE Master Gardener of El Dorado County
Are you the type of gardener that reaches for the handiest spray can sitting on a shelf in the garage when a garden pest is spotted? If so, stop! One of the most important roles we as UCCE Master Gardeners play is to impart to the home gardening public research-based information about pest management. This is where Integrated Pest Management (IPM) comes into play. IPM is a process one can use to solve pest problems while minimizing risks to people and the environment.
The definition of a pesticide is any material (natural, organic or synthetic) used to control, prevent, kill, suppress or repel pests. Pesticide is a broad term that includes insecticides (insect killers), herbicides (weed or plant killers), fungicides (fungus killers), rodenticides (rodent killers), miticides which are used for mite control and molluscicides that kill snails and slugs.
Before using any pesticide, be sure it is actually necessary. More often than not, pesticides are applied unnecessarily because the cause of damage has not been identified correctly. If a damaging organism is actually determined to be causing problems, research alternative management methods and keep in mind that most pests cannot be entirely eliminated, even with pesticides. Other management techniques include:
Cultural control: Using the right pruning, fertilizing or watering technique, or selecting pestresistant plants.
Physical control: Using mulches to keep weeds from growing or solarizing for soil-borne pathogens or weeds.
Mechanical control: Hoeing or pulling weeds, spraying leaves forcefully with water to remove insects or using traps or creating barriers to exclude pests.
Biological control: Using beneficial organisms such as insects that eat or parasitize damaging insects.
Replant: In extreme cases, where a plant requires regular pesticide treatment, consider replanting with a more pest-resistant variety.
If a pesticide is actually determined to be needed, select one that is effective against the identified pest and also poses the least risks to human health and the environment. When shopping for a pesticide, it is important to read the label to be sure the target pest is listed as well as to make sure it is appropriate to use on a particular plant or treatment site. Do not use a pesticide on edible plants if the label says it is for use on ornamental plants.
If all other control methods fail and a pesticide is determined to be necessary, follow the label directions completely. Please do not pour unused amounts of any pesticide down a drain, into the soil or into open waterways, gutters, storm drains or sewers, or in the trash. The only legal way to dispose of unused amounts of pesticides is to take them to your local household hazardous waste disposal facility. The best defense against unwanted garden pests is to educate yourself on IPM practices and the safe use of pesticides.
Join Master Gardeners Gail Fulbeck and Debbie Hillel for this Saturday's free public gardening class: Propagation from Seed. The various methods of propagating plants by seed will be taught. Subjects include: seed selection and germination, starting media, planting containers, hardening off, transplanting seedlings, and common reasons for germination and seedling failure. The March 14 th class is from 9:00 a.m. to noon at the Government Center Hearing Room, Building C, 2850 Fair Lane in Placerville.
A free youth class, Grow'n' Show Your Plants at the Fair, will be taught March 14 th 10:00 a.m. to 11:00 a.m. at the Floriculture Building, El Dorado County Fairgrounds. This class is for kids ages 5 to 17, and is a hands-on opportunity for young gardeners to learn the fundamentals of growing their own plants, and how to enter their plants at the upcoming county fair. Interested students are encouraged to pre-register online:
http://uncanr.edu/sites/EDC_Master_Gardeners/El_Dorado_County_Fair, or by calling the Master Gardener office.
Find out everything you've always wanted to know about growing succulents at The Art of Growing Succulents class, taught in cooperation with the Cameron Park Community Center on March 18 th . Succulents are water-saving plants at their best, and can be protected from freezing. Learn how to water, grow, propagate, and feed succulents. The free class is from 9:00 a.m. to noon at the Cameron Park Community Center, 2502 Country Club Drive in Cameron Park.
UCCE Master Gardeners are available to answer home gardening questions Tuesday through Friday, 9 a.m. to noon, by calling (530) 621-5512. Walk-ins are welcome at the office, located at 311 Fair Lane in Placerville. For more information about our public education classes and activities, go to our Master Gardener website at http://ucanr.edu/edmg and you can also find us on Facebook. | 2,040 | 1,031 | {
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WOLFE LAKE (WESTPORT)
Summer,
ASSOCIATION WOLFE LAKE (WESTPORT) ASSOCIATION Nature Around Us | Winter Fare
Article & Photo by Margie Manthey and published in the Westport Review Mirror, 2019
Gazing outside at the bare landscape, you might wonder if the wild animals can find enough to eat to see them through another long winter. After all, not every creature migrates or hibernates. Winter can be a difficult season for animals to endure, and finding adequate food is crucial for their survival. How do they do it?
The tiny black-capped chickadee has the memory of an elephant, thanks to its hippocampus – the part of the brain responsible for memory. During fall and winter, the chickadee's hippocampus actually expands, helping it to recall where it stashed food over the warmer months. In winter, its diet is about half seeds, berries and other plant matter, and half protein sources, like insects, spiders and bits of meat pulled from frozen carrion. Chickadees with access to black oil sunflower seeds and suet from backyard feeders have a significantly higher winter survival rate than those that do not; so you can give these lively little birds a boost by keeping your feeders full.
The beaver not only stays put in the winter – it remains active throughout the cold season and swims around under the ice. Among other neat winter adaptations, the beaver's tail helps to regulate heat and store fat. But what does it eat once the greenery is all gone? The beaver switches to a winter menu that includes the buds and twigs of its favourite trees and shrubs like willow, poplar, alder and birch. It eats only the outer layers of the bark, not the wood itself. Its need to chew continues throughout the winter months, so you may find fresh signs of a gnawed branch or tree trunk during a hike along a frozen lake or pond.
The red fox, one of Canada's most widespread mammals, is well-suited for cold weather with its luxurious fur coat; but like many other animals, it needs to adapt its diet as the seasons turn. Goodbye to the mixed summer diet of birds, crayfish, insects, fruit and grasses. Small mammals, such as mice, voles, squirrels and rabbits, fill its tummy during the winter. Super sharp senses enable the fox to detect the slightest movement or sound, even the flick of a rabbit's ear or the squeak of a mouse as far away as the length of a football field. The fox will continue hunting even when it is sated. It caches uneaten food under the snow to revisit when it is hungry or when prey is scarce.
The white-tailed deer manages to endure on a low quality diet throughout the winter months. It browses on woody twigs, stems and buds of deciduous trees and shrubs, as well as conifer greens. Optimally, there will be a broad selection of browse available: assorted maple varieties, dogwood, birch, red oak, cherry, white pine, cedar and hemlock. The deer supplements this seasonal forage with higher calorie foods when available, including nuts, fruits and mushrooms. Along with other winter survival behaviours, such as hunkering down and becoming less active, the ability to subsist on a stripped-down diet helps the white-tailed deer tough out the harsh months.
The toothy northern pike remains robust and active under the lake ice. As winter progresses, it often leaves the weedy haunts of spring and summer to follow high-protein forage fish out to deeper water. It ambushes and eats white suckers, chubs, ciscoes, perch and whitefish, as well as game fish. Toward the end of winter, it will begin moving shallow again. When food sources are scarce, the northern pike may practice cannibalism.
Margie is a self-proclaimed nature nerd with a passion for all things finned, furred and feathered…even the creepy-crawly-scaly kinds. She's summered on Wolfe Lake since childhood and loves sharing what she learns about our wild things. | 1,517 | 894 | {
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WOLFE LAKE (WESTPORT) ASSOCIATION WOLFE LAKE (WESTPORT) ASSOCIATION Nature Around Us | Wooly Bear Catapiller
Summer,
Article & Photo by Margie Manthey and published in the Westport Review Mirror, 2019
This fuzzy rusty-brown and black caterpillar is actually the larval form of the attractive Isabella tiger moth, and like many other tiger moth variety larvae, it is covered in stiff, hairy bristles. Typically, Isabella tiger moth eggs hatch in the fall, and so it is the season we most often encounter the woolly bear.
The plump caterpillar is not a picky eater. Known as a generalist feeder, it consumes a wide variety of plants, like dandelion, nettle and plantain. It prefers the leaves of most plants, as well as select tree foliage. While nocturnal, it is not exclusively so, as a woolly bear – or 2 or 3 – ambling across the road in broad daylight is a common sight. If you stop to pick up a woolly bear, it will curl into a defensive position and remain motionless. Although it is not a toxic caterpillar in any way, people with sensitive skin who handle a woolly bear may get an itchy rash from the bristles.
As autumn progresses and temperatures start to dip, the woolly bear searches for a protected place in a hollow log, under a rock or in another safe nook. There it goes into hibernation for the winter, able to survive temperatures as low as -67.7 degrees Celsius (-90 degrees Fahrenheit)! The caterpillar may freeze, but its soft tissues and organs remain protected thanks to natural "antifreeze" produced in its body. With spring's arrival, the caterpillar thaws out, awakens and goes on a feeding bonanza, before finally spinning a cocoon from its own hair. The finished cocoon looks like a small, fuzzy egg. In 10-15 days, the adult Isabella tiger moth emerges, with vibrant yellow-orange wings and dark spots on its body.
Age-old folklore claims that the woolly bear caterpillar can be used to predict the severity of the coming winter based on its 13 distinct rusty and black segments, or bands. The wider the rust-coloured bands, the milder the winter, while thicker black bands mean a harsh season ahead. Back in 1948, Dr. C.H. Curran, curator of insects at the American Natural History in New York City, decided to study this popular legend. Traveling an hour north to Bear Mountain State Park, he and his wife collected a bunch of caterpillars in one day. Of these specimens, Curran noted a larger average of rusty bands over black. He then predicted the coming winter would be mild, and his forecast was printed in the New York Herald Tribune. When the winter turned out to be a mild one, the subsequent publicity launched the woolly bear into rock star status. It became one of our most recognized caterpillar species, along with the monarch. Although Curran continued his informal study for the next 8 years, he was never able to scientifically prove that the woolly bear could accurately predict winter weather; and while he concluded that the folklore carried some merit, most scientists discount the legend.
This fall, why not take note yourself of any woolly bears you encounter. Are the rusty bands thicker or (horrors!) are there more black bristles? Jot down your observations, and make a prediction based on the data you collect. If you spot an ALL-black caterpillar, do not fear! This is a different species altogether, thank goodness!
Margie is a self-proclaimed nature nerd with a passion for all things finned, furred and feathered…even the creepycrawly-scaly kinds. She's summered on Wolfe Lake since childhood and loves sharing what she learns about our wild things. | 1,506 | 835 | {
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Community Outreach
Memory Project: Student Point of View — Mia Pierce
CWA Community Outreach has sponsored a group of Clayton Valley Charter High School students in the Memory Project. The Clayton Valley art teacher, Evan Hughes, says of his students, "I have awesome students... many of my senior AP students have spent three or four years as my students, so I've been lucky to work with them before the COVID pandemic." In the following interview one student, Mia Pierce, tells her story of participating in the Memory Project.
Website at www.memoryproject.org.
Roy from the Cameroons as rendered by Mia Pierce
1. What sparked your interest in the Memory Project? ie painting a portrait of a student from the Cameroons. "I wanted to expand my skills with rendering a portrait, and also help Roy (the child I had the privilege of drawing) get a neat little picture of himself."
2. How would you describe the best part of this project to a friend?
"I think being able to appreciate how different everyone is while you're working on your piece is soothing, to be honest."
3. What did you learn from doing it?
"Rendering the image, I felt like I took a step into a new means to process colors. It was like working with a new material, even though I was using the same things."
4. How do you feel acquainted with the student you painted? "In the most concise way possible (since I don't know what words can quite describe my current feelings), the image I saw of Roy had a very gentle feeling coming off of it. I really wish I could do more than just draw for the kid, but I hope it makes him happy."
5. How did this art project differ from others you have done? "I don't often draw portraits of other people, let alone get the opportunity to render in the way that I did, so I appreciate this step out of my comfort zone."
6. What have you learned about the people of the Cameroons having done this portrait?
Student and artist, Mia Pierce
7. What have you learned about yourself from this project? "I think I realized that I'd like to learn more about other cultures and REALLY get to know them so if I am to draw them I can interpret them in a more genuine manner. It wouldn't sit right with me if I was creating art that misconstrued the actual sentiments of the culture."
8. How would you describe the best part of this project to a friend?
"Seeing everything come together when you're starting to have doubts is arguably the best feeling when drawing a portrait. When everything is laid down and put into place, it clicks, and you can recognize a person and feel a similar energy emanating from it like the reference."
9. What was the easiest and most difficult part of making these portraits?
"Personally, sketching is very easy. Laying down shapes and getting the basic forms down is something I am very familiar with. On the contrary, I suppose tweaking adjustments (such as the placement of eyes or the mouth) in the middle of the whole rendering process is something I dread."
10. What did you learn from the experience?
"We were only given the image and not much else on the people of the Cameroons, I can only really say that their clothing is bright, expressive, and is probably homemade to represent their local identity."
"In retrospect, I believe that this experience has not only allowed me to take a step out into different forms of art, but also revealed a sort of feeling that I can do so much more with my art. A part of me believes that this portrait isn't enough...but it's a starting point. I hope that eventually many other children can get the support they need in whatever situation they're in and I can do more than just draw pictures to accomplish that."
Broaden U.S. students' view of the world through art and the Memory Project. Share your connections to high school art teachers or students. Contact Georganne Zaro-Eddy at (925) 980-7722 or Sheila Cain at (510) 845-0863.
Sheila Cain
CALIFORNIA WATERCOLOR ASSOCIATION May 20213 | 1,492 | 858 | {
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Starr-Waterman American Popular Music Chapter 5: St. Louis Blues": Race Records and Hillbilly Music, 1920s and 1930s Key People
Alberta Hunter (1895–1984): Nightclub singer known for recording the classic blues, billed as the "Marian Anderson of the Blues."
Bessie Smith (1894–1937): Classic blues singer known as the "Empress of the Blues" who developed her singing style in rough-and-tumble black vaudeville and tent shows and famously recorded W. C. Handy's composition "St. Louis Blues" in 1925.
Blind Lemon Jefferson (1897–1929): The first recording star of the country blues whose music reflects a distinctive East Texas style.
Carter Family: One of the most important groups in the history of country music, whose repertoire included adaptations of old songs from the Anglo-American folk music tradition, old hymns, and sentimental songs reminiscent of turn-of-the-century Tin Pan Alley hits.
Charley Patton (ca. 1881–1934): One of the earliest known pioneers of the Mississippi Delta blues style known for his powerful rasping voice, strong danceable rhythms, and broad range of styles.
Ethel Waters (1896–1977): Nightclub singer in the classic blues style who entertained the growing African American middle class in New York, Chicago, and other northern cities.
Gertrude "Ma" Rainey (1886–1939): Popularly known as the "Mother of the Blues," she recorded somewhat "rougher" versions of the classic blues and developed her singing style in the rough-and-tumble black vaudeville and tent shows.
Jimmie Rodgers (1897–1933): Early country music's biggest recording star who celebrated the allure of the open road, chronicled the lives of men who forsook the benefits of a settled existence, and influenced almost every contemporary male country music star.
Mamie Smith (1883–1946): Black vaudeville performer who helped pioneer the race music market in the 1920s and recorded the influential song "Crazy Blues."
Ralph Peer (1892–1960): a Missouri-born talent scout for Okeh Records who first applied the promotional catchphrase "race music" and helped record the first commercially successful hillbilly record by Fiddlin' John Carson.
Robert Johnson (1911–1938): Country blues musician with the greatest influence on later generations of blues and rock musicians who claimed he sold his soul to the devil at a country crossroads.
Vernon Dalhart (1883–1948): Texas-born former light-opera singer who recorded the first big country music hit.
William Christopher Handy (1873-1958)- Regarded by many white Americans as the originator of the blues, W.C. Handy toured the south for twenty-five years to become acquainted with African American folk traditions that lent to his musical style. His "St. Louis Blues" of 1914 went on to become one of the most frequently recorded American songs of all time.
Woodrow Wilson "Woody" Guthrie: (1912–1967): Oklahoma-born singer and songwriter who composed songs that were more overtly political, including "This Land Is Your Land," "Talking Dust Bowl Blues," and "Ludlow Massacre." | 1,375 | 686 | {
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Mentor/Student Discussion Guide Why did Jesus get Baptized? February/March 2021
*Your goals in your time together today are continue to develop your relationship and to discuss the meaning and importance of baptism. Use your own judgment on how much time to devote to each part of the conversation.
*Both mentor and mentee should share answers and thoughts one another.
*Neither person should be made to feel that they should share more than they are comfortable sharing.
*You do not need to make sure you have answered every question listed below. They are provided merely as a way to guide your discussion. Neither should you feel limited to these questions.
*You will not be reporting answers to anyone. If it is helpful to write answers or take notes, feel free to do so knowing that it is not necessary.
*Remember that each Middle Schooler is at a different stage in the transition from concrete to abstract thinking.
*Please take a moment to pray together at the beginning or end of your time together. You may pray your own prayer or use the following (spoken by one person or both together).
We give you thanks, O God, for in the beginning your Spirit moved over the waters and by your Word you created the world, calling forth life in which you took delight. Through the waters of the flood you delivered Noah and his family, and through the sea you led your people Israel from slavery into freedom. At the river your Son was baptized by John and anointed with the Holy Spirit. By the baptism of Jesus' death and resurrection you set us free from the power of sin and death and raise us up to live in you. Pour out your Holy Spirit, the power of your living Word, that all those who have been washed in the waters of baptism may be given new life. To you be given honor and praise through Jesus Christ our Lord, in the unity of the Holy Spirit, now and forever. Amen.
QUESTIONS FOR DISCUSSION
Check in
*Check in about any events or conversation from the last time you met.
*Each person share a high and a low (something good and something no-so-good that happened) from the previous week.
Video
*Share one thing that you learned from the video.
*What questions did the video raise for you?
*According to the video, what are some possible reasons Jesus was baptized?
*What impact might Jesus' baptism have had on those who saw, heard, and experienced it?
*What about Jesus' baptism and our baptism is the same? What about them is different?
Bible
*Read Matthew 3:13-17, Mark 1:9-11, Luke 3:21-22, and John 1:29-34. (You may want to bookmark each passage so you can go back and forth between them easily.)
*What are the similarities and differences between each of these accounts of Jesus' baptism?
*Do you think it is important that each of the four gospel writers tells about Jesus' baptism? Why or why not?
Small Catechism
*Read and discuss Martin Luther's questions and answers about Baptism from the Small Catechism.
Questions for Discussion
*Do you remember your baptism? What was it like? If not, what has your family told you about your baptism day?
*Have you witnessed a baptism? What was that like? How did it make you feel?
*What does being baptized mean to you?
*Why do you think God chose to use water for baptism?
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Puppy Problem Solving Tips
We offer a Puppy Training Program! Email firstname.lastname@example.org for more information.
Dogs are not born knowing right or wrong but we can teach them without fear or force, it just takes a little patience to build understanding and promote learning.
Chewing/Biting:
* Puppies interact with their littermates through play and biting and often take some redirecting to learn that we don't enjoy the same behavior! To teach your puppy not to bite you, calmly replace your arm/foot/fingers with a toy they can chew on. Avoid yelling or drawing attention to the behavior as it often gets puppies excited. Just a quick swap with a toy then be consistent, they will eventually catch on.
* If your puppy is chewing on something in the house, follow the same advice. Puppies don't know the difference between your shoes and his toys so manage his environment by keeping as much up and away from your puppy as possible to set him up for success then when he does get a hold of undesirable things, swap them for what he can have.
Jumping up for greetings:
* Never give puppy attention while they're jumping on you as this becomes a much bigger problem later in their life. Create calm when you walk in the door or let puppy out of their crate by being "a tree"--stand confidently (may need to kneel for smaller puppies) and wait for them to calm down. Once your puppy has 4 feet on the floor, then you may pet and praise them. If they jump up, stand up and wait again.
* Once your puppy has learned some cues you should ignore the jumping but redirect it by asking for an alternative behavior like a sit then reinforce your puppy with your attention at their level. If they jump back up, stand back up and wait again. Continue until this alternative behavior becomes their "default".
* For extra excitable puppies you can scatter a few treats on the ground as you walk in to allow yourself some time to get to the while they're "four on the floor". Foraging a few treats on the ground is incompatible with jumping up so it buys you time. :)
Pulling on leash:
* Puppy should be walked on a harness and a 6ft leash. Never ever use retractable leashes which are dangerous, or pinch, prong, or electric collars that are punishing.
* Drop treats at your side every 5 ft or so to start to make staying with you super fun. If your puppy pulls ahead, just stop and wait. If your puppy reengages with you by looking, offer a treat at your side then say, "let's go!" and start walking again. You can also practice turning around every 10 ft or so to mix up the walk and keep that engagement with you. Remember to give your puppy the opportunity to pull over and sniff when they want to, but avoid letting them drag you there. Be patient! | 973 | 597 | {
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Name:
Class:
Where does our rubbish go? Worksheet 1
1 Circle the materials and write them in the correct column.
p
2 Complete the text. Colour the poster.
magazines bottles boxes bags
Name:
Class:
Where does our rubbish go? Worksheet 2
2 Match the questions to the answers.
a Recycling saves our natural resources.
c Lots of things, like kitchen scraps and green garden waste, paper, glass, metal, plastic and other materials.
d You can fi nd recycling bins in the streets, in parks and in schools.
e We can recycle plastic and glass bottles, paper magazines and metal drinks cans.
b The dustmen collect our rubbish.
Name:
Class:
Where does our rubbish go? Worksheet 3
1 Find, circle and match.
2 Complete the sentences.
fi shing snowy rubbish plastic beach very throw angry sea letter
1 Jilly and Jake live by the sea .
2 Jilly and Jake throw a lot of in the sea.
3
4 Jilly and Jake a lot of rubbish in the river.
5 The animals are angry with Jilly and Jake.
6 Anak and Yanouk are .
7 They fi nd bags in the sea.
8 Anak and Yanouk write a .
9 A owl gives the letter to Jilly and Jake.
10 Jilly and Jake pick up all the rubbish on the .
The birds, fi sh and crab are with Jilly and Jake.
Name:
Class:
Where does our rubbish go? Worksheet 4
1 Write the words from the Let's Recycle story in the correct column.
cake box windy paper bag sunny cold biscuits
sandwich plastic bottle drinks can chicken
Weather
windy
Rubbish
Food
2 Match the sentences and the speech bubbles with the pictures.
juice and Jake eats 1
Jilly drinks a bottle of orange a bag of crisps.
The next day, the children give the letter to a snowy owl. 2
As the children fi nish their picnic, the snowy owl arrives. 3
I love crisps.
This bin is for recycling metal.
Jilly and Jake recycle all their rubbish.
4
Please give this letter to the children who throw rubbish in the seas and rivers.
It's got a letter.
Answer Key
Where does our rubbish go?
Worksheet 1
1 Circle the materials and write them in th correct column.
1 oil, 2 rocks and minerals, 3 tree, 1 glass, 2 metal, 3 paper, 4 plastic
2 Complete the text. Colour the poster.
1 bottles, 2 bags, boxes, magazines
Worksheet 2
1 Complete the crossword.
1 lorry, 2 recycling bin, 3 box, 4 factory, 5 magazine, 6 glass, 7 dustcart, 8 dustman
2 Match the questions to the answers.
1 b, 2 c, 3 a, 4 e, 5 d
Worksheet 3
1 Find, circle and match.
2 Complete the sentences.
1 sea, 2 rubbish, 3 angry, 4 throw, 5 very, 6 fi shing, 7 plastic, 8 letter, 9 snowy, 10 beach
Worksheet 4
1 Write these words from the story in the correct column.
Weather: windy, sunny, cold
Rubbish: box, paper bag, plastic bottle, drinks can
Food:
cake, biscuits, sandwich, chicken
2 Match the sentences and the speech bubbles with the pictures.
1 I love crisps. c
2 Please give this letter to the children who throw rubbish in the seas and rivers. b
3 It's got a letter. a
4 This bin is for recycling metal. d | 1,339 | 797 | {
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Didactical Document Theme-Based Trail on Sequences/Patterns (Grades 3-4)
Trail Codes: 264387; 154517
| Title | Grade | Main concepts | Students learn | Data to collect | Objects |
|---|---|---|---|---|---|
| Counting | 2 | Subitizing | -Identify quantities through visual counting - Instantly recognize the number of elements in a set without counting | Visual recognition | Windows Mural |
| Counting | 3 | -Subitizing -Rectangular arrays (more complex arrangements) | -Identify quantities through visual counting - Instantly recognize the number of elements in a set without counting -Use rectangular multiplication | -Visual recognition -Number of rows and columns | Glass windows Glass protection |
| Repetition pattern | 3 | Repetition pattern (ABC pattern) | - Determine the terms of a sequence given the rule | -Repetition unit -Number of elements in the sequence | Hopscotch Building Recycling bins Pavement |
The creation of these resources has been (partially) funded by the ERASMUS+ grant program of the European Union under grant no. 2019-1-DE03-KA201-060118. Neither the European Commission nor the project's national funding agency PAD are responsible for the content or liable for any losses or damage resulting of the use of these resources
| Repetition pattern | 3 | Repetition pattern (AB pattern) and measurement | - Determine a rule compatible with a partially known sequence - Measure distances and lengths using metric units and perform conversions | -Repetition unit -Measurement of the length of each element of the sequence | Goal frame | 0820412 |
|---|---|---|---|---|---|---|
| Repetition pattern | 4 | Repetition pattern (AA pattern) and measurement | - Determine a rule compatible with a partially known sequence - Measure distances and lengths using metric units and perform conversions - Solve problems involving division | -Repetition unit -Measurement of the length of each element of the sequence | Lamps | 8920336 |
| Repetition pattern | 4 | Repetition pattern (AB pattern) and measurement | - Determine a rule compatible with a partially known sequence - Measure distances and lengths using metric units and perform conversions - Solve problems involving division | -Repetition unit -Measurement of the length between each element of the sequence | Bicycle stand Benches | 5920406 2515897 |
| Combinatorial counting | 3 | Combinations (P(n,n) and 3 elements). | - Solve problems involving multiplicative situations in a combinatorial sense | Number of elements | Flag poles |
|---|---|---|---|---|---|
| Combinatorial counting | 4 | Combinations (P(n,r) and 3 elements). | - Solve problems involving multiplicative situations in a combinatorial sense | Number of elements | Bicycle stand |
| Growth pattern | 4 | Growth pattern (linear pattern) and measurement | - Determine a rule compatible with a partially known sequence | Known terms of the sequence (measurement of the length and width of the rectangles) | Water fountain Tower of cubes Manhole cover |
| Growth pattern | 4 | Growth pattern (square numbers) | Determine a rule compatible with a partially known sequence | Know terms of the sequence | Chessboard Pylos (pyramid) |
Notes:
The teacher should propose a trail with 7-8 tasks containing diversified concepts (subitizing, combinatorial counting, repetition pattern, growth pattern). It is also important to present tasks with different cognitive levels (low; high) to motivate/challenge students.
The creation of these resources has been (partially) funded by the ERASMUS+ grant program of the European Union under grant no. 2019-1-DE03-KA201-060118. Neither the European Commission nor the project's national funding agency PAD are responsible for the content or liable for any losses or damage resulting of the use of these resources | 1,926 | 861 | {
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Name of Activities: BM enrichment
Year Group: Year 6
Day: Monday
Type of Activity: Enrichment
Teacher: Ms. Sathia
Equipment Required: Chromebook, BM dictionary and language books
Description of Activity (including goals):
Students will be guided and taught to close the gaps in mainstream BM lessons in this activity. Students will be given one to one approach to master the basic skills in writing and reading in BM.
Final Outcome:
At the end of the term, students will be assessed if they can progress to next phase and if they have mastered the basic skills in BM and if they are confident in this language/ subject.
Name of Activities: Fitness Club
Year Group: Year 6
Day: Monday
Type of Activity: Sports
Teacher: Ms Emily Tan
Equipment Required: NA
Description of Activity (including goals):
Students will participate in a series of fitness exercises such as cardiorespiratory fitness, muscular strength, muscular endurance, body composition, and flexibility. The entire fitness session may last between 40 to 50 minutes. Students will be taught the muscles group involve in each exercise. Moreover, students will have the chance to develop their fitness plan and conduct during the activity. Students can enhance students' understanding, leadership skills, command skills, and communication skills throughout this activity.
Final Outcome:
1. Maintaining good physical fitness
2. Understand the muscles group involve in each exercise
3. Design fitness plan or program
4. Enhance leadership skills, command skills, and communication skills.
Name of Activities: Fun with Canva
Year Group: Year 6
Day: Friday
Type of Activity: Creativity
Teacher: Mohd Shahrul Hasfis
Equipment Required: Chromebook
Description of Activity (including goals):
To explore and learn about the digital art world. Canva is a simple graphic design tool. It allows you to make images and designs for the web or for print. Canva makes branding images as simple as a drag and drop. Whether you choose to use your logo, social media handles, or a hashtag, what was once a time-consuming task will only take a few minutes.
Final Outcome:
To enhance student's graphic design skills, critical thinking, idea development and composition. Students will be able to explore new type of art and branding.
Year 6
Name of Activities: Creative Coloring and PaintingYear Group:
Day: Friday
Type of Activity: Skills
Teacher: Ms. Sathia
Equipment Required: Water colours, crayons, color pencils, drawing blocks
Description of Activity (including goals):
Coloring inspires creatives and releases stress in students. This activity aims to build their imagination and confidence through coloring, painting, story creation and comic creation.
Final Outcome:
At the end of this term, through this activity, students will be able to create a portrait of a scenery or with abstract motives through painting. | 1,345 | 590 | {
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Curriculum Overview
YEAR 1/2 Term 4, 2021
Welcome back to Term 4! We hope you all had a wonderful, well deserved break. We are looking forward to reconnecting with our friends and celebrating the rest of the year learning. Our Wellbeing focus is connection and transitioning back to school. We are excited to finish the year with a unit on Advent, waiting for the birth of Jesus and preparing for Christmas!
English
In English, the learning fous will be:
Reading and Viewing:
* A variety of multimodal texts.
* Teacher focus groups focusing on decoding and comprehending a range of texts.
* Features of text types including fiction and nonfiction.
* Responding to text.
Writing:
* Understanding parts of speech.
* Sentence Structure.
* Seed Writing.
* The writing process (planning, recording, editing, publishing).
* Writing for audience and purpose.
* SMART Spelling program.
Speaking and Listening:
* Effective listening and following multi step instructions.
* Projecting our voices and speaking clearly.
* Use of vocabulary to communicate thoughts, feelings and ideas.
* Use appropriate online etiquette and be an active participant.
Mathematics
In Mathematics, the learning fous will be:
Number and Algebra:
* Fractions
* Number Patterns
* Place Value
* Operations of number
Measurement and Geometry
* Shape
* Location and Transformation
* Using and comparing Units of Measurement
Religion
In the unit 'A Time of Waiting and Hoping' the students will learn about Advent as a time of waiting for the arrival of baby Jesus. They will explore ways in which the Church waits for and prepares to celebrate the birth of Christ. Students will also learn about Advent from the perspective of Mary, Jesus' mother.
Italian
In Italian, the learning fous will be:
* imitating Italian speech and using Italian patterns of intonation and pronunciation
* using familiar words and phrases selected from modelled language
Physical Education
In Physical Education, the learning focus will be:
2-handed side-arm strike: exploring modified hitting and fielding Games.
Students will have the opportunity to actively participate in a variety of hitting and fielding sports such as KickBall, Rounders and TeeBall.
Fundamental motor skills required will include running, sprinting, throwing and catching as well as teamwork and displaying good sportsmanship.
Inquiry
In the unit, 'My Story, Our Story,' students will develop understandings about their personal history and heritage. Students will explore what life was like in the past for their parents and grandparents and how daily life has changed. Significant people and events within our family's history shape our identity and what is important to us. Every family has a different journey and story to tell, with their own traditions, values and celebrations. Students will be motivated to view their world through different perspectives.
Performing Arts
In Performing Arts, the learning focus will be:
* Telling stories through music, dance and drama.
* Working collaboratively, using safe dance and drama practices.
* Follow cues to play, sing, clap and perform a variety of music
Visual Arts
In Visual Arts, the learning fous will be:
* Investigating the art technique of perspective .
* Experimenting with a variety of mediums.
* Exploring the artist Pablo Picasso and his artwork, "Bouquet of Peace" . | 1,566 | 683 | {
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Name of Activities: Sudoku Club
Year Group: Year 9
Day: Monday
Type of Activity: Creative
Teacher: Mrs. Pang Sook Yee
Equipment Required: Stationery box, Chromebook
Description of Activity (including goals):
Sudoku is an easy to learn logic-based number placement puzzle. The word Sudoku is short for Suji wa dokushin ni kagiru which means "the numbers must be single". Sudoku puzzles are based around a grid, into which you have to place numbers in the right squares. Most Sudokus are 9 squares by 9 squares (although other varieties are possible), and are subdivided into nine boxes each of 3 squares by 3 squares.
Each student will have a booklet containing Sudoku exercises 9 x 9 from easy mode to hardest mode and some 16 x 16 exercises. They have to aim to complete 80% of the exercises during this term. At the last 15 minutes of activity time, whole class students have to join an online 9 x 9 Sudoku game and see their ranking among the whole class.
Final Outcome:
The benefits of Sudoku is that it requires the player to concentrate on the grid and use logical thinking to find the solution for each cell. While doing this, the brain becomes fully focused on the task at hand rather than the source of stress and anxiety.
Name of Activities: Chinese characters evolvementYear Group: Year 9
Day: Monday
Type of Activity: School Enhancement
Teacher: Ms. Soon
Equipment Required: Chrome book, notebook & pen.
Description of Activity (including goals):
Chinese character evolution aims to provide opportunities for students to learn the basics and the fundamentals of the Mandarin words. They also learn the origin and the history of the "pictorial "words and how the "pictorial" word transforms to the simplified mandarin version. Students research and present through google slides in class.
Final Outcome:
Through these activities, students will have more exposure to the evolution of the Chinese characters. Besides, students can appreciate and understand the Chinese words more easily. Learning Mandarin gives them access to communicate with many people and connect on a deeper level, not just in Asia but across the world.
Name of Activities: Geography/History Kahoot/Homework Club
Year Group: Year 9
Day: Friday
Type of Activity: Creative/Educational
Teacher: Mr Chris Rodrigues
Equipment Required: Chromebooks / Exercise Book
Description of Activity (including goals):
Students will be taking part in a skill and knowledge-based activity where they will review the lessons that they have learnt that week in Geography and History by answering questions based on the lessons that week.
The purpose of the activity is to consolidate their knowledge in the topics/lessons learnt that week through a fun and less formal environment.
Final Outcome:
Students will achieve a better knowledge and understanding through group discussions or individual help from myself in small targeted sessions
The Display Bulletin CLUB
Name of Activities: Display Bulletin Club
Year Group: Year 9
Day: Friday
Type of Activity: Skills
Teacher: Ms. Nellie Wong
Equipment Required: Chromebook, paper, art and craft supplies
Description of Activity (including goals):
At each session, students will be given a topic, based on TIME Magazine covers (e.g. 'The Most Influential People of the 20 th Century', 'Person of the Year', Amanda Gorman, 'The Lost Year', etc.) to be researched. They will be presenting their findings in different forms (e.g. posters/ written/ drawn) to be displayed on the bulletin board.
Final Outcome:
Students will learn skills such as scanning and skimming for information while doing their research. They will also learn how to present their information in different means as well as making their display as eye-catching as possible. Ultimately, they learn topics which are beyond their classroom topics or subjects. | 1,715 | 794 | {
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ONLINE COURSE PROFILE
Title:
Workplace Essentials - Thinking Skills
Description:
This course addresses thinking skills, which are high on the list of skills which extensive government and industry research has identified as essential to success in work, learning and life. These skills provide the foundation for learning other skills and are the cornerstone of lifelong learning. Lifelong learning and workplace skills training are closely linked to productivity, adaptability and innovation, all vital elements of today's competitive and rapidly changing global business environment.
This course provides guidelines for making decisions, solving problems, thinking critically, resolving staff conflict, improving products and processes, providing quality control, and facilitating change.
This course is applicable to all industry personnel in a food processing plant who want to improve their thinking skills including: owners, supervisors, managers, production personnel, sanitation team, etc.
2.0 hours
After the completion of the thinking skills course, you will obtain the following skills:
- Making decisions quickly and effectively using the module techniques and strategies
- To use the different stages of the decision making process.
- Solving problems quickly and effectively
- Understanding of possible barriers to problem solving
- Understanding of the importance and benefits of Critical Thinking
- Describe and use the six core skills of critical thinking
- Thinking more clearly and critically
- Resolving staff conflict
- Using a four step conflict resolution process
- Identify activities which contribute to improve company products and processes
- Providing quality control in the organization
- Knowledge of a food processing supervisor's responsibilities.
The goal of this training is to provide knowledge, and strategies which will help clients develop better thinking skills to participate in a team environment in Canada's food processing industry.
- Decision Making Process
-
Problem Solving
- Critical thinking
- Conflict Resolution
Who should attend?
Duration:
Learning Objectives:
Major Topics:
Evaluation Process
FPHRC is committed to providing relevant training in an appropriate and useable form for the food and beverage processing industry. This course has been developed because the subject area is one for which a need for training was identified. The course information and online format was developed with both the subject matter and prospective participants in mind. The FPHRC welcomes evaluations and comments as a method of fulfilling its mandate to provide relevant training for the food and beverage processing industry.
An evaluation form about course material and delivery will be provided. Though this evaluation is optional, each participant is encouraged to complete a course evaluation to help us make improvements.
Knowledge Evaluation
Adult learners must be able to assess their own performance as they practice new behaviours and theories. Knowledge evaluation for participants will be at the end of each course module and a final evaluation at the end of the course. Participants must demonstrate a minimum level of knowledge (70%) for the final course evaluation. | 1,361 | 557 | {
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Student Behavior Contract
The Student Behavior Contract explains the rules and the consequences for breaking rules at NatureBridge. Every student signs this agreement before coming to the program.
NatureBridge is a unique and exciting community of people with diverse backgrounds. While you are here, please join us in:
Being open minded and accepting of people's differences and respecting everyone's ideas and attitudes.
Respecting and caring for your surroundings and the Earth.
Encouraging learning and creativity in a safe, honest, and healthy environment
Campus Rules:
Respect all others, the environment, and yourself.
You are responsible for keeping yourself and others safe.
Always be with an adult.
All school rules apply on campus.
Trail Rules:
Respect all students, chaperones, and staff members. Do not use put-downs, name calling, or hurt other people's feelings.
Be respectful of wildlife. Be quiet when wildlife is near and never chase animals.
Stay on trails behind your leader and obey all signs.
No eating plants.
Do not throw rocks, sticks, or other objects.
No tree climbing.
At the beach, keep your shoes on, do not play wave tag or get wet, and stay away from the teeter-totters made out of logs.
Free Time and Cabin Rules:
Respect all students, chaperones, and staff members. Do not use put-downs, name calling, or hurt other people's feelings.
Respect other people's belongings, bunks, and cabin space by not touching other people's things.
Use appropriate language.
If you have a disagreement with someone, see an adult for help.
Keep the dorm clean, especially your area.
Do not jump from bed to bed, pillow fight, rough house, or play fight in the dorms.
Always be with an adult from your school.
Consequences:
If a NatureBridge educator, chaperone or a classroom teacher determines that a student has broken a rule, the following steps will be taken:
Warning: The student is given a yellow card. The student will have a short discussion with the adult giving the warning, the reason for the warning is written on the yellow card, and the warning is noted in the Campus Discipline Binder.
Step 1: A behavior contract will be made by the student in the Campus Discipline Binder. The student, NatureBridge educator, and head teacher of the school will all sign the contract.
Step 2: Another contract will be made by the student in the Campus Discipline Binder. The student's parents will be called.
Step 3: The student will be sent home from their program.
The following behaviors will result in a student being moved directly to step 1, 2 or 3:
Fighting
Verbal harassment of any kind
Vandalism of property or the environment
Behavior that puts the student or others in danger
I have read and understand the Student Responsibilities written above and agree to follow the rules when I am at NatureBridge. I understand what the consequences will be if I chose not to follow these rules.
Student Signature:
Date: | 1,165 | 622 | {
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Available for assessment from September 2015
Telling the story
PURPOSE
The purpose of the Community Challenge is to develop learners' skills, whilst encouraging learners to identify, develop and participate in opportunities that will benefit a community. During the Community Challenge learners will explicitly develop skills of Planning and Organisation and Personal Effectiveness and apply them in an appropriate manner.
BRIEF
In this Challenge you will be given the opportunity to make a positive contribution to the community. You will focus on real-life concerns and needs whilst engaging in activities which aim to make a real difference. This challenge should enable you to develop as an effective and responsible member of the community. In completing the Community Challenge you will be able to recognise the contributions you can make towards improving the chosen community and the benefits this will have for you, for others and for the environment. Where appropriate, you will be able to demonstrate independence, responsibility and an ability to work well with others.
"Most people automatically associate the landscape and people of Wales with a wealth of historical sites just waiting to be explored. But the museums of Wales are finely poised to tell all those stories, whether you're enticed by the towering national ones or the singular, smaller heritage venues." (www.visitwales.co.uk)
Amgueddfa Cymru/National Museum Wales would like your help to engage members of your local community to develop their understanding of a chosen local historical story, theme or topic by "telling the story". This will involve you as an individual or as a member of a team (3 – 6 members) planning, organising and carrying out a varied programme of appropriate events and activities to a specified group(s) in the community. You must engage in work with your local community by identifying a story/theme/topic that you would like to share, about your local community to give the community a voice. You will need to research how stories are told in the Amgueddfa Cymru/National Museum Wales by looking at current museum resources. By applying what you've learnt from the Museum you must develop your story/theme/topic as part of an appropriate informative programme of activities and present to your chosen audience. Audiences could include groups of families, children, young people, elderly etc.
You will need to identify potential activities, problems and requirements that would enable you to meet the needs of these people in the community. You must actively engage and demonstrate commitment over a minimum of 30 hours and at least 4 weeks to develop these opportunities for the specified group, providing advice and support, to encourage further understanding.
RESOURCES
Please see Amgueddfa Cymru website for further information www.museumwales.ac.uk
CONTACTS
Leisa Williams
Senior Learning Interpretation & Participation Officer Amgueddfa Cymru - National Museum Wales 02920 573 611 email@example.com | 1,261 | 583 | {
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Appendix 8.4 The Stages of the Hero's Journey Defined
based on Joseph Campbell's monomyth theory
The Ordinary World:
We are introduced to the hero, usually in his or her homeland. The hero must leave this world to enter the "special" world of the journey.
Call to Adventure:
An initial event encourages the hero to accept a challenge or quest, such as choosing the fight for good over evil.
Refusal of the Call:
The hero initially refuses, preferring the relative comfort of the ordinary world. He or she may be fearful, insecure, or worried that "the call" will be a hardship.
Meeting the Mentor:
The hero is introduced to one who will support and guide him or her on the journey with advice, training, or magical gifts. The mentor may be a living being or an object. The mentor provides the hero confidence to accept the call.
Crossing the Threshold:
The hero must cross the threshold and move into a new world from the ordinary world. The threshold may be an actual structure or another type of divider between the ordinary world and the special world. This crossing indicates commitment to the journey.
Tests/Allies/Enemies:
The hero must figure out how the rules in the special world work as he or she encounters minor challenges and meets others who may turn out to be supportive team members, a sidekick, or dangerous enemies.
265
Appendix 8.4 The Stages of the Hero's Journey Defined (continued)
Approach to the Innermost Cave:
The hero prepares for the "ordeal" or final challenge as he or she approaches the location where he or she will meet the greatest enemy. (Note that this may not literally be a cave.) For example, he or she might plan to advance toward the lair of the main enemy, plan an attack strategy, take a break for romance, or eliminate lesser enemies.
Ordeal:
The hero encounters a major life-or-death test and/or final battle with the greatest enemy. This is the climax of the journey. The hero usually experiences "death" from which he or she must be resurrected in a way that provides him or her the strength or wisdom to complete the journey.
Reward:
Also called "seizing the sword," in this stage, the hero receives a reward for facing and overcoming the ordeal. May be a magical tool, great wisdom, an elixir, the affection of another, or a combination of items.
The Road Back:
In this stage, the hero heads home to the ordinary world. The hero may resist returning, but circumstances often force him or her to commit to return.
Resurrection:
In this stage, the hero resolves his or her problem. He or she is "reborn" with his or her original characteristics from the ordinary world in combination with the new powers, strength, and wisdom gained from the journey. He or she must accept and sometimes must prove his or her new status as "hero" to others.
Return with the Elixir:
In this stage, the hero returns to the ordinary world with the "elixir," a great treasure or understanding to share from the journey. The hero becomes master of both worlds. | 1,167 | 654 | {
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Hawaii State Department of Health
Disease Investigation Branch
Oahu 586-4586, Maui 984-8213, Hilo 933-0912,
Kona 322-4877, Kauai 241-3563
Cholera
What is cholera?
Cholera is a serious bacterial infection of the intestines that may result in severe, watery diarrhea. Cholera is caused by bacteria called Vibrio cholerae. Cholera occurs more often in countries that do not have treated drinking water or good sewage treatment. Those who are at highest risk of getting cholera are persons traveling to foreign countries where cholera is common. Cholera is rare in the United States.
How do you get it?
Cholera is spread by eating food or drinking water contaminated by the stool or vomitus of someone infected with cholera. Cholera can be spread in the home especially if someone who is infected with the bacteria prepares food for others.
What are the symptoms of cholera?
Symptoms of cholera include sudden onset of mild to severe watery diarrhea, vomiting, and dehydration. There can also be leg cramps. Usually there is no fever and no blood in the stool.
When do symptoms start?
The symptoms usually appear 2 to 3 days after eating or drinking food or water contaminated with the bacteria, but can occur as early as a few hours after ingestion.
What is the treatment for cholera?
Severe diarrhea and/or vomiting over a long time may cause the body to lose fluid too quickly. Lost fluids should be replaced by drinking liquids such as fruit juices, soups, and special fluids called oral rehydration salts.
Disease Investigation Branch
Occasionally, fluid loss is so severe that fluids need to be given through the veins. A doctor may also prescribe antibiotics to shorten the duration of the diarrhea and shedding of the bacteria in the stool.
Is there a vaccine for cholera?
At the present time, there is no licensed cholera vaccine available in the United States. No cholera vaccine requirements exist for exit or entry in any country.
How do you keep from getting it?
- During a cholera outbreak or while traveling in countries known to have cholera, avoid eating raw vegetables and fruits you cannot peel yourself. Also, be careful of cooked or uncooked foods that require handling by the bare hands of someone else.
- Avoid drinking untreated water (streams, lakes, and ponds) or water from unknown sources. Drink only water that you have boiled or treated with chlorine or iodine.
- Wash your hands thoroughly with soap after using the bathroom, after changing diapers, and before preparing foods.
- Cook and eat all foods right after they are prepared. Avoid undercooked or raw fish or shellfish.
- Ensure the proper disposal of all bodily wastes (including the laundering or disposal of soiled diapers).
For more information, see the CDC's website at https://www.cdc.gov/cholera/index.html | 1,161 | 605 | {
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Welcome to Emile's Spelling Scheme
We've worked long and hard putting this together with the excellent help of academics, teachers and students across the country. We really hope you and your students enjoy using this Scheme of Work and always welcome feedback - email@example.com.
The scheme thoroughly covers appendix 1 of the national curriculum in England and more.
Emphasis has been placed on the etymology and the morphology of words in key stage 2 by teaching words in groups with similar roots. We return to principles met in phonics in all age groups linking the earlier learning with potentially new content even in year 6.
Year 1 has been broken down into 41 lists of words (approx. 12 words in each list). Each list does not presume earlier knowledge and so can be delivered in any order.
Years 2-6 have been broken down into 6 half terms, nearly all of which have 12 spelling lists. Again, none of the supporting documents presume learning from previous lessons and so can be delivered in any order.
End of term spelling assessments can be set for students by teachers in the Emile teacher portal here.
Emile App:
The Emile app for students can be downloaded here. Students receive a username and password from their teachers. If you need help, please contact us: firstname.lastname@example.org.
The student app has many ways with which students can interact from learning gap analysis, student assessments, school competitions or reward play. We always recommend booking an online walkthrough.
Emile Student Codes:
For each set of words, a list of student codes are listed which pupils can enter into the app to be taken directly to the corresponding game/activity. Teachers will automatically receive an email the following morning with their students' results.
The codes are in the format for year 1 of SY1L23P. The 'S' indicates spelling, 'Y1' – year 1, 'L23' here means list 23 and 'P' that it's a practise game. For the other school years, the codes are in the format: SY5T1AW5L – 'S' spelling, 'Y5' – year 5, 'T1A' – term 1A, 'W5' – Week 5 and 'L' – learn game.
Emile Supporting Documents:
For each week, there are corresponding powerpoints, word searches, word lists and cover/write to help support teachers. These can be found here.
Consolidation Weeks:
On consolidation weeks, we recommend running Class Battles to help embed the word lists from the previous 6 weeks. This will confirm which spelling rules have been learnt thoroughly and which may need a revisit.
Interventions:
Use of the app over a weekend will usually result in a learning gap analysis being generated for each student, allowing teachers to target weaknesses. The gap analysis can be found in the teacher portal here. This is great information that allows intervention activities to target weaknesses rather than simply reteaching spelling rules.
Weekly spelling tests:
Weekly spelling tests can be replaced by Class Battles, removing the need for marking with the results being accessible, printable and downloadable. Again, Class Battles can be set by teachers in the teacher portal here.
Year 5 - Overview
Year 5, Term 1A, Overview & Word Lists
Red words are from the Year 3 & 4 Word List.
Purple words are lifted directly from the Appendix to the National Curriculum.
Green words are from the Year 5 & 6 Word List.
Year 5, Term 1B, Overview & Word Lists
1
2
3
4
5
Purple words are lifted directly from the Appendix to the National Curriculum.
6
Year 5, Term 2A, Overview & Word Lists
BATTLE
BATTLE
Red words are from the Year 3 & 4 Word List.
Purple words are lifted directly from the Appendix to the National Curriculum.
Green words are from the Year 5 & 6 Word List.
Year 5, Term 2B, Overview & Word Lists
BATTLE
BATTLE
Red words are from the Year 3 & 4 Word List.
Purple words are lifted directly from the Appendix to the National Curriculum.
Green words are from the Year 5 & 6 Word List.
Year 5, Term 3A, Overview & Word Lists
BATTLE
BATTLE
Red words are from the Year 3 & 4 Word List.
Green words are from the Year 5 & 6 Word List.
1.
2.
3.
4.
5.
6.
7.
8.
9.
Year 5, Term 3B, Overview & Word Lists
BATTLE
BATTLE
Green words are from the Year 5 & 6 Word List. | 1,902 | 983 | {
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"He put out the form of a hand and took me by a lock of my head, and the Spirit lifted me up between earth and heaven and brought me in visions of God to Jerusalem…"
Ezekiel 8:3
Packet by: Erik Borlaug
Embry Hills / Segment 1 / 2020
This belongs to: _________________
Tools for Studying Scripture
1. Repeated Words/Phrases
It is one thing to see a repeated word such as, "the" and "a." However, when you see a unique word/phrase repeated even twice, it is very important to understanding the message. Oftentimes unique words that are repeated become a key to understanding the main point of a text.
2. How the Text Begins & Ends
Sometimes a text will begin and end with the same concept, and the verses in between help fill in that concept. Other times a text will begin with one concept and end with another, and there is a logical flow that the verses in between explain.
3. Contrasts (Look especially for the word, "but" to see contrasts)
All throughout the Scripture, contrasts help us see major differences in people and concepts. If you put a square or circle around words that draw a contrast, it will help you understand the argument of the text.
4. Poetic Imagery (Focus on the words, "as" and "like" to see imagery)
Scripture is filled with poetic imagery – even the New Testament! Whenever you see the words, "as" and "like" you will often find a way to imagine what is being said. For example, James 1:6 says, "…for the one who doubts is like a wave of the sea that is driven and tossed by the wind." James wants us to imagine someone who prays while doubting. To help us get the image, he wants us to picture a wave on the sea that is tossed everywhere. The word, "like" is what clues us in to the fact that poetic language is being used to imagine the concept. It is not the case that every single time "like" or "as" are used that poetry is involved.
5. Important Linking Words
a. "Therefore" – draws a conclusion from things previously said.
b. "And" – connects two words, concepts, and ideas.
c. "Because", "for", and "so that" – explains a reason for something stated.
d. "If" – describes something that is conditional.
6. Commands
Another tool for observing a text is simply to look for the things that are commanded. Whenever you see something that we are commanded to do, the surrounding verses often help us understand how to obey it or why we ought to obey.
Class Schedule
Lesson 5 – Ezekiel 15-16
1. What do you think are the main ideas/themes of Ezekiel 15-16?
2. Breaking Down the Text
a. Ezekiel 15
i. What is the purpose of a vine?
ii. What will happen to the described in this chapter?
b. Ezekiel 16
i. Why is Ezekiel told to "make known" the abominations? What does this imply?
ii. How does this metaphor follow the history of the Israelites?
iii. What repeated phrase do you see in verses 22 and 43?
iv. What were the sins of Sodom and Gomorrah according to verses 49-50?
v. How can we commit the same sins as Israel?
3. In what ways does Hebrews 5:11-6:20 challenge you to grow? | 1,244 | 748 | {
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Chemistry Lecture #19: Atomic Number, Isotopes, and Mass Number.
Protons occupy the nucleus of the atom. English physicist Henry Moseley (1887-1915) found a way to count the number of protons in an atom. He exposed elements to x-rays. The elements would then give off energy. The type of energy emitted by the elements could then be analyzed to reveal the number of protons in the nucleus.
It was found that different elements had different numbers of protons. Thus, atoms are identified by the number of protons in the nucleus, or the atomic number.
The periodic chart can be used to find the atomic number of all elements. Periodic tables can be found in any chemistry textbook. You can also find and print one off the internet.
Try and find the element nitrogen on the periodic chart. Look near the top right hand side. If you look at the box for nitrogen, you should see a large letter "N." You should also see two types of numbers. One number will be a whole number (with no decimals) and another number will have decimals.
For now, ignore the 14.0067 (I'll explain what this number is in another lecture). The number 7 is the atomic number of nitrogen. Thus, nitrogen has 7 protons in the nucleus.
In a neutral atom, the number of protons in the nucleus is equal to the number of electrons. Thus, nitrogen has 7 protons and also has 7 electrons.
Use your periodic chart to find the atomic number of the following elements:
Atoms with the same number of protons but a different number of neutrons are called isotopes.
For example, there are 3 types of hydrogen: protium, deuterium, and tritium.
Protium has 1 proton in its nucleus.
Deuterium has 1 proton and 1 neutron in its nucleus.
Tritium has 1 proton and 2 neutrons in its nucleus.
All 3 types of atoms have one proton in the nucleus. Thus, all of them are isotopes of hydrogen..
An atom containing a specific number of protons and neutrons is a nuclide.
For example, all nuclides of tritium contain one proton and two neutrons.
The total number of protons and neutrons in a nuclide is the mass number. The mass number of tritium is 3 since it has 1 proton and 2 neutrons (1 + 2 = 3).
The number of neutrons in an nuclide can be calculated from
N = A –Z where N = number of neutrons
A = mass number
Z = atomic number
The notation showing the mass number and atomic number of a nuclide looks like
How many protons, neutrons, and electrons are in nuclide below?
A = 14 (protons and neutrons) Z = 6 (atomic number) Thus, the nuclide has 6 protons, 6 neutrons, and 14-6 = 8 neutrons.
Sometimes the atomic number of the element is not given. In this case, you'll need to look up the atomic number on the periodic chart.
How many protons, neutrons, and electrons are in the nuclide below?
7Li
On the periodic chart, lithium has an atomic number of 3. So, this nuclide has 3 protons, 3 electrons, and 7-3 = 4 neutrons.
And sometimes the nuclide is written like this:
U-235 or uranium -235.
The number 235 represents the mass number.
How many protons, neutrons, and electrons are in Cu-65?
Cu is copper. On the periodic chart, copper has an atomic number of 29. Thus, copper-65 has 29 protons, 29 electrons, and 65-29 = 36 neutrons. | 1,460 | 823 | {
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FEMA Urges People in Puerto Rico and the U.S. Virgin Islands to Prepare for Extended Power Outages
Release Date: Tháng 8 13, 2024
WASHINGTON – As Tropical Storm Ernesto heads toward Puerto Rico and the U.S. Virgin Islands, FEMA is encouraging people and travelers in the storm's path to complete final preparations and be prepared for extended power outages.
Tropical Storm Ernesto could bring heavy rainfall which could cause flash flooding and possible mudslides in Puerto Rico and the U.S. Virgin Islands through Wednesday. This storm may also cause extensive power outages and people should prepare right away by gathering emergency supplies like flashlights, batteries and non-perishable food. Take inventory of the items you need that rely on electricity and plan for alternative power sources like batteries, a portable power charger or power bank. Additionally, it's important to store potable and drinking water and have enough non-perishable food.
FEMA's priority is the safety and wellbeing of everyone in the storm's path. A FEMA distribution center located Caguas, Puerto Rico, is ready to mobilize commodities should territories impacted request support. Additional supplies are pre-staged in St. Thomas on the U.S. Virgin Islands. Additionally, an Urban Search and Rescue Team and a U.S. Army Corps of Engineers Temporary Power Team are deployed to Puerto Rico.
FEMA encourages people in the storm's path to follow these tips to stay safe:
Be prepared for power outages. In addition to flooding, this storm may cause power outages. Gather emergency supplies like flashlights, batteries and nonperishable food. If the power goes out, use only flashlights or battery-powered lanterns for emergency lighting. NEVER use candles during a blackout or power outage due to extreme risk of fire. If you have medications that need refrigeration or rely on medical equipment that requires power, make immediate plans on
where you can go to stay safe and healthy. Turn off or disconnect appliances, equipment, or electronics. Power may return with momentary surges or spikes that can cause damage.
Consider your medical needs. Talk to your medical provider about a power outage plan for medical devices powered by electricity and refrigerated medicines. Find out how long medication can be stored at higher temperatures and get specific guidance for any medications that are critical for life.
Use generators safely. Always use generators outdoors and at least 20 feet from windows, doors and attached garages. Make sure to keep the generator dry and protected from rain or flooding.
Keep food safe. Keep freezers and refrigerators closed, as this will keep food cold in a refrigerator for about four hours. A full freezer will keep the temperature for about 48 hours.
Have a plan. Know how you will keep yourself, your family and your pets safe if flooding is forecast for your area. Make sure you consider your family's unique needs, including anyone who needs medicine or medical equipment. Know how you'll contact one another and reconnect if you aren't together when flooding starts. Visit Ready.gov or Listo.gov in Spanish language for more information on how to stay safe before, during and after floods.
Stay safe during flooding. Do not walk, swim or drive through flood waters water as it may be contaminated and contain dangerous debris. Additionally, underground or downed power lines can electrically charge the water. Turn Around, Don't Drown! Remember, just 6 inches of moving water can knock you down and one foot of moving water can sweep your vehicle away. Stay off bridges over fast-moving water. Never drive around barricades. Local responders use them to safely direct traffic out of flooded areas.
Be ready to evacuate. Excessive rainfall may cause waters to rise rapidly, so you may need to evacuate with little notice. Having an evacuation plan in place and avoiding unnecessary travel, particularly on roads that may become flooded or damaged. Residents and visitors should pay attention to local officials and heed any guidance, warnings or instructions as risk of flooding continues over the coming days. To find an open shelter, text the word SHELTER and your zip code
to 43362 to search for shelters near you. Spanish speakers can text REFUGIO and their zip code to 43362.
Keep important documents safe. Having your financial and medical records and important contact information will be crucial to help you start the recovery process quickly. Keep important documents in a waterproof container on a high shelf or upper level of your home. Create password-protected digital copies and move valuables to higher levels.
You can find more information on how to prepare for the incoming storm and how to stay safe at Ready.gov or Listo.gov in Spanish language. You can also download the free FEMA App to locate open shelters and receive alerts for up to five areas. | 1,987 | 961 | {
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EV08 - Family Violence Session 08 - Child Abuse Investigations LD09 - Crimes Against Children
Date Revised: 10/17/2019
Course Goal: To teach recruit officers crimes committed against children.
Learning Activity:
* The student shall participate in a learning activity involving the preliminary investigation of either child abuse, child neglect, or child sexual exploitation. At a minimum, the activity must address the student's ability to investigate to include:
o Establishing elements of the crime [9.VI.A.1]
o Protecting the child's safety [9.VI.A.2]
o Identifying the suspect [9.VI.A.3]
o Locating witnesses [9.VI.A.4]
o Recovering physical evidence, photographs and statements [9.VI.A.5]
o Demonstrating a knowledge of child abuse reporting procedures [9.VI.A.6]
o Demonstrating a knowledge of the contents in a child abuse report [9.VI.A.7]
o Effectively interviewing a child who may have been a victim of child abuse or sexual assault to include:
- Gaining the child's confidence [9.VI.A.8.a]
- Remaining neutral in the interview [9.VI.A.8.b]
- Speaking to the child in a level the child understands [9.VI.A.8.c]
o Taking the child into protective custody if at risk of serious physical harm [9.VI.A.9]
Session Time: 1 Hour
Resources:
* Classroom with tables
* Overhead projector
* Computer with multimedia software and Microsoft PowerPoint
Session Summary: The instructor will lead a facilitated discussion accompanied with learning activities with the whole class.
EV08 - Family Violence
Session 08 - Child Abuse Investigations
LD09 - Crimes Against Children
Note: See last page for learning activity # 1
Remind the students about Procedural Justice which requires that regardless of the age of the victim, effective interviewing requires that you remain neutral, give the child his or her voice, and show respect.
Prior to engaging the class with learning activities, verify that they have learned all concepts related to CAPRA and Procedural Justice.
Resources needed:
* Classroom
* Projector
* PowerPoint Presentation
Handouts:
* None
Time required: 1 Hour
EV08 - Family Violence Session 08 - Child Abuse Investigations LD09 - Crimes Against Children
Purpose: To teach the recruits how to develop an investigative response
1. Show: Video Clip # 1 - "Speedway PD Radio Call"
a. The clip depicts a radio call of children alone at a motel complex. Upon the officer's arrival, he observed two children (approximately 3 & 2 years of age) outside and alone at the motel complex. The officer observed a woman, possibly the guardian of the children, asleep inside the motel room.
b. Have the learning teams discuss the video and develop an investigative response
c. Conduct a facilitated discussion, referring back to the first learning activity and ensure to cover TTS:
1) Child harm, injury, or endangerment [9. I.A.1] [9.VI.A.1]
2) Specific law enforcement reporting [9.II.B]
3) Required documentation [9.II.C]
4) Confidentiality [9.II.D]
5) Legal basis for entry without a warrant [9.III.A]
6) Exigent circumstances [9.III.B]
7) Physical and behavioral indicators of neglect [9.IV.B.2]
8) Apply CAPRA and Procedural Justice [LD 3 infused] | 1,620 | 737 | {
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09_When babies are inconsolable
Finally the baby is born - and it screams and screams. The parents are overtired, desperate, and feel helpless because whatever they offer the baby for reassurance and support is unsuccessful. Many don't know what to do, they put the child to the breast again, maybe it is still hungry after all? Others bounce it up and down, often with the help of a gymnastics ball, or take the baby in the arm, swing and carry it up and down. The baby often falls asleep for a short time from exhaustion, but as soon as you put it in the crib, it starts crying again.
Crying is babies' body language.
They let you know when they are tired, hungry, too cold/too warm, experiencing pain or having to process a lot of impressions from the day. "Babies want to be heard with these messages," says Thomas Harms, Bremen body therapist and developer of Emotional First Aid - EFA. In 90 percent of cases, parents, grandparents or people around them suspect digestive problems if a baby cries an aboveaverage amount. However, this assumption is not correct, because only 10 percent of babies actually have gastrointestinal complaints. When a baby cries, the whole body tenses up and the abdominal wall becomes hard. This results in the above-mentioned assumption.
Parents want the baby to stop crying as soon as possible.
Everything possible is done because everyone wants quiet, happy children. Admittedly, it is extremely difficult to endure when a baby screams for a long time. This creates enormous stress for parents. But "babies express themselves through crying", according to Harms. With EFA, experienced midwives and lactation consultants show how parents can calmly react to crying. Parents learn simple techniques to better regulate their high level of inner stress during the child's crying phases. These include, for example, simple breathing techniques. The goal is not to calm the baby down quickly, but to connect with the child, listen to it, and just be there. The first step is for the father and mother to be in touch with themselves, to feel themselves again instead of reacting quickly and hastily.
Relaxing body and mind is the basic prerequisite for bonding.
Interestingly enough, good will is not enough to build up an intimate bond with the child, but the key lies in this: first feel, perceive and relax. Experts call this 'self-connection.' The babies feel That mum or dad is there now and not 'exasperated.' Thoughts are not on externalities, e.g. "What else should I do?", but completely centred. It can often be observed that babies who are allowed to cry in peace on their mother's stomach calm down through the calm breathing and openness to what is happening at the moment. Experts can use helpful body-oriented interventions to bring parents back into their own bodies. "Only when I'm relaxed can I engage with someone else", Harms is convinced.
Babies share their experiences and birth traumas when they cry.
A child who feels safe and relaxed with its parents sometimes simply starts to cry and "tells" about its difficult experiences. It's important for parents to start acknowledging feelings that are simply there. Midwives can help parents and infants overcome emotional crises after birth through the bodyoriented therapy and counselling approach.
How can Emotional First Aid - EFA help these parents and children?
Parents learn to recognise the baby's body signals as warning signs at an early stage. Instead of rushing around trying different things, parents first slow down their body with specific physical exercises and thus find their way back to their centre. Even if slightly older infants and toddlers do not sleep peacefully at night and the caregivers are at their wits end, help can be provided. This preventive trauma processing is very important for a loving relationship with the newborn, but also for the family if further pregnancies are planned.
Text: Elisabeth Kusstatscher | www.familie.it | 1,417 | 804 | {
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Alfred Charles King Cooke 1872 - 1946
Alfred Charles King Cooke was born on 7 January 1872 in Kiama, on the NSW South Coast. The son of Irish emigrants, Mary Ann and William Cooke, he moved with his parents to northern NSW in 1883. In 1895, Alfred married his cousin, Ada Margaret King. Together, they had thirteen children – six girls and seven boys.
Alfred was farming at Alstonville near Lismore, NSW, when the decision was made to relocate to the Maleny district. During 1904, the Cooke family moved into James Cork's house in Maleny while local men, Ben and Charlie Nothling and Fred Vandreike built their home (named Adaville) on the farm Alfred had bought at Teutoburg (Witta). Within months of their arrival, the Maleny Butter Factory opened. This was the catalyst for the local economy to go from timber-getting to dairying. The price of land started to rise as skilled dairymen (of whom Alfred Cooke was one) brought their cattle to the Maleny district from the Clarence and Richmond Rivers area of northern NSW, and the NSW South Coast.
Around 1909, Alfred had a large home (named Rosedale) built in Maleny. It stands today as "Maleny Lodge" at 58 Maple Street. The Cooke family were prominent in Maleny's early European history. In particular, Alfred was involved in many community organisations, including the Guernsey Cattle Society of Australasia (Queensland branch), the Landsborough Shire Council, and Maleny's Hospital, Show Society, School of Arts, Progress Association, Butter Factory, WWI Patriotic Committee, Township School, and Bowls Club. A busy man, as well as his dairying interests, he ran a successful auctioneering business and, at one time, owned the Maleny Hotel.
After nearly 20 years on the Blackall Range, Ada and Alfred moved to Brisbane's Fortitude Valley where they lived for several years before returning to Maleny. Ada died during the Great Depression (1933) and was buried in the Witta Cemetery. A year later, Alfred remarried a widow named Emma Armstrong. Alfred died in the Maleny Hospital on 17 May 1946 and was buried with Ada in the Witta Cemetery. He had followed in his father's footsteps as a man with a lifetime interest in the breeding of good-quality dairy cattle, winning many prizes in agricultural shows around the Sunshine Coast and at the Brisbane Exhibition. As a lasting legacy to the Cooke family, there is Cooke Park in the centre of Maleny and Cooke Road in Witta. | 1,056 | 555 | {
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FOOD VENDING MACHINES NEW YORK CITY FOOD AND BEVERAGE GUIDELINES
These guidelines help people in your building choose healthier snacks and meals from the vending machine.
Offer healthier snacks.
1. Make sure that snacks in the vending machine meet all of the following criteria per package:
Make the healthy choice the easy choice.
Calories: 200 or less
Total fat: 7 grams or less (Nuts, seeds, nut butters, cheese, and products containing nuts or nut butters are exempt.)
Saturated fat: 2 grams or less (Nuts, seeds, nut butters and cheese are exempt.)
Trans fats: 0 grams
Sodium: 200 mg or less (Cottage cheese: 400 mg or less)
Sugar: 10 grams or less (Fruit- and vegetablebased products with no added sugar are exempt. Yogurt should contain no more than 30 grams per 8 ounces.)
Fiber: At least 2 grams, if product is grain or potato based (e.g., granola bars, crackers, pretzels, cookies and chips)
2. Limit grain- and potato-based snacks to no more than 50% of food items in machine.
DID YOU KNOW?
Many snack items contain multiple servings in one package. Check the serving size on the food label.
Snacks contribute to 24% of a person's daily calories on average. Choose healthy snacks that are 200 calories or less.
3. Post calorie information for each food item, as packaged.
Take extra steps if you serve children and youth under 18.
4. For places serving children age 18 and under, products should not contain artificial flavors, artificial colors, artificial sweeteners or other nonnutritive sweeteners (e.g., stevia, erythritol).
Offer healthier meals, if you serve meals in vending machines.
Meal items include salads, sandwiches, burritos and combination packaged items such as tuna lunch kits.
5. Make sure that meals in the vending machine meet all of the following criteria per package:
Calories: 700 or less (All items 200 calories or less should follow snack guidelines above.)
Total fat: no more than 35% of total calories
v Salads: no more than 60% of total calories
Saturated fat: no more than 10% of total calories
v Salads: no more than 20% of total calories
Trans fat: 0 grams
Sodium: no more than 800 mg
v Soup: no more than 480 mg per 8 ounces
Sugar: no more than 35% of calories
6. Stock fresh fruits and vegetables in refrigerated vending machines. | 1,131 | 621 | {
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LARD? CAPTAIN AMERICA'S SHIELD? OR A STURDY WEED?
If Resilience were an object, what would it be? That was the question that began INSET this week, as we put strategies to help students cope positively in stressful situations at the heart of discussions. Why is it that some of us struggle and muddle through whilst others float up again and again, or bounce back easily from disappointment? Most importantly, what can we do about it?
TEACHING STUDENTS THE ABC OF RESILIENCE
We know that people react differently to the same event. One driver late for work in a traffic jam honks the horn angrily; another calmly switches on the radio. Thus the same adversity does not have to lead to the same consequence. A more accurate way of looking at it is that every adversity triggers a belief, and it is that which causes the consequence (A+B+C). The first driver may believe that his employer will think poorly of him; or he will be judged by colleagues. The second driver, however, quickly decides that he can catch up the lost time at lunch and accepts that the traffic was beyond his control. When they both finally arrive at work, one enters grumbling and criticising everyone around him; the other enters purposefully. The fears of the first driver that he will be judged badly become a self-fulfilling prophecy.
This model of thinking, developed by Albert Ellis, of Adversity + Belief + Consequence (http://www.dartmouth.edu/~eap/abcstress2.pdf) , gives us opportunities to teach students selfawareness. It is the consequence of their beliefs that will shape what comes next, not the adversity: do they allow their beliefs about a poor exam result – "I can't do Maths" – to become a self-fulfilling prophecy; or using the ABC model, and showing them that others will have different beliefs about the same test result, can we help them to create different consequences? "I failed the test but by revising the skills more thoroughly I can succeed next time."
SHOOT THE POISON PARROT
Equally important is our ability to evaluate our thinking. The tendency to believe ourselves and the thoughts running through our minds does not make it easy to ignore our negative opinions of ourselves! One model of resilient thinking advises us to visualise these negative thoughts as a poison parrot on our shoulder – always criticising and judging, putting our abilities down: you'll look a fool if you suggest that; no-one's going to want to come to your party; you're not good enough to volunteer for that… Instead of listening, we can advise students to throw a towel over the parrot, and regain control of their thinking. With practice, the parrot will eventually just give up.
FAMOUS FAILURES
On the AGS Learner noticeboards in every class room this half term, your sons will be gazing at portraits of famous failures who have bounced back. Michael Jordan has missed the game winning shot 26 times. Walt Disney's first animation company went broke. Edison failed 10,000 times before his lightbulb moment. Your sons will fail. And that's okay if we show them how to react.
So what would resilience be if it were an object? Answers on an email, please, to me (email@example.com) or Gurdeep Singh, Assistant Head (firstname.lastname@example.org)! | 1,338 | 735 | {
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GOOD HOUSEKEEPING
Storm Water Regulations
It is illegal to discharge pollutants from outdoor areas, parking areas, and private storm drains, such as trash, sediment, or debris into the Municipal Separate Storm Sewer System (MS4) (San Diego Municipal Code §43.0304). Penalties associated with these violations can be up to $10,000 per day per incident.
Good Housekeeping
Outdoor areas, parking areas, and private storm drains can be a source of pollutants, such as trash, debris, heavy metals, oil and grease. These materials can be hazardous to San Diego residents and our environment if they are allowed to enter the storm water conveyance system and receiving waters.
Outdoor Areas
Outdoor activities often generate debris or waste liquids or increase the risk of outdoor spills. You can help reduce pollution and improve water quality by using the following tips as part of your daily clean up and maintenance routine:
Move activities indoors (SDMC §131.0520(c) and §131.0620(c)) or cover and contain areas where traditional outdoor activities are performed.
Protect outdoor work areas from upstream run-off and prevent spills or byproducts from escaping contained areas by using berms or curbs.
Do not conduct activities when it is raining.
Sweep, mop or vacuum outdoor areas daily to minimize pollutant accumulation.
Do not allow fine sediments such as sawdust, sanding dust, soils, plastic or metal shavings to leave your property.
Protect storm drain inlets from debris and wash water runoff.
Provide trash cans and recycling bins with lids and cigarette butt receptacles to collect waste and discourage littering.
Install additional treatment control devices, such as drain inserts, swales, or bioretention structures to remove pollutants from run-off.
2/2016
Parking Area Maintenance
Parking areas, including private roads and driveways, should be cleaned regularly, as necessary, to control and reduce accumulated sediment, metals, oil, grease, and other materials that may be discharged to the City's storm drain system. Impervious pavements such as parking lots, private roads, and private driveways shall be swept at least once per year using street sweeping equipment (mechanical, vacuum, or regenerative air) or by hand. Conditions may require more frequent sweeping. It is recommended that cleaning occur in the dry season (May 1 through September 30). If wet methods (e.g., pressure washing) are used, all water must be contained, captured and disposed of appropriately. See Pressure Washing fact sheet.
Areas not subject to the annual sweeping requirement:
Covered areas not exposed to rainfall
Paved areas that drain to a bioretention or infiltration area or other high efficiency treatment control structure, sized in accordance with the City's Land Development Manual requirements for Priority Development Projects
Areas paved with pervious pavement (e.g., porous concrete, porous asphalt, ungrouted pavers, or gravel)
Private Storm Drains
Keep onsite storm drain inlets, drains and channels free of sediment, trash and debris. Maintenance of private systems is the responsibility of the property owner. Storm drains shall be cleaned if more than half of the bottom of the catch basin is covered with materials, or if the enforcement officer directs it. Accumulated materials should be cleaned at least once per year. Use dry methods first, such as sweeping, scraping or use of a vacuum truck.
Keep Pollutants Out of Storm Drains
Many people think that when water flows into a storm drain it is treated, but the storm drain system and the sanitary sewer system are not connected. Everything that enters storm drains flows untreated directly into our creeks, rivers, bays, beaches and ultimately the ocean. Storm water often contains pollutants, including chemicals, trash, and automobile fluids, all of which pollute our beaches and harm fish and wildlife.
Whether at home or work, you can help reduce pollution and improve water quality by using the above Best Management Practices (BMP's) as part of your daily clean up and maintenance routine. | 1,759 | 847 | {
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Using Infinitive Phrases
Infinitives and infinitive phrases are amazing. An infinitive phrase is probably the most versatile structure (besides sentences) in the English language. An infinitive phrase can actually be used as either a noun, an adjective or an adverb. If you learn to create an infinitive phrase, you'll have a quick and easy way to combine sentences.
An infinitive phrase is a verb form, usually preceded by to, that can be used as a noun, an adjective, or an adverb.
An infinitive phrase consists of an infinitive together with its modifiers and complements. Believe it or not, the entire infinitive phrase can be used as a noun, an adjective, or an adverb.
Because infinitive phrases are so versatile, they are among the most powerful ways of combining sentences. After all, infinitive phrases can be used to answer just about any question that a reader might have—who, what, where, when, how, or why. When you use an infinitive to combine sentences, you can answer these questions before they even arise.
DIRECTIONS Use at least one infinitive phrase to combine each of the following sets of sentences into a single sentence.
1. You will be writing a persuasive essay. You will need a topic that emotionally involves you.
________________________________________________________
2. My assignment was as follows. I must examine a social issue. I must also take a position on the topic.
________________________________________________________
3. Employers should hire disabled people. Employers should be encouraged to do so.
________________________________________________________
4. Some of us grow up with a disability. This experience confronts us with great challenges.
________________________________________________________
5. In my paper, I described the everyday lives of the disabled and focused on our employment opportunities. I wanted to do these things in my paper.
________________________________________________________
6. It required many hours of research and interviews. I accomplished this purpose.
________________________________________________________
7. I told their stories. I dispelled certain misconceptions. I met several people who wanted me to do these things in my paper.
________________________________________________________
8. You work for yourself. You are supported by others. Would you prefer one of these things over the other?
________________________________________________________
Answer Keys: (Answers will vary. Sample answers are given.)
1. To write a persuasive essay, you will need a topic that emotionally involves you.
2. My assignment was to examine a social issue and to take a position on the topic.
3. Employers should be encouraged to hire disabled people.
4. To grow up with a disability confronts some of us with great challenges.
5. In my paper, I wanted to describe the everyday lives of the disabled and to focus on our employment opportunities.
6. To accomplish this required many hours of research and interviews.
7. I met several people who wanted me to tell their stories and to dispel certain misconceptions.
8. Would you prefer to work for yourself or to be supported by others? | 1,520 | 615 | {
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Chemistry-Unit 1 Test
1. Number the steps of the scientific method in correct order:
a. _____Construct hypothesis
b. _____Ask a question
c.
_____Report results
d. _____Do background research
e. _____Test with experiment
2. Which type of data is described in terms of some quality or categorization that may be informal or may use ill-defined characteristics such as warmth and flavor?
a. Quantitative
b. Qualitative
3. Which type of data is described in terms of quantity and in which numerical values are used?
a. Qualitative
b. Quantitative
4. Which type of data is used here-a for qualitative or b for quantitative:
a. The book is 2 in thick. _______________________
b. The book has a cover. ___________________________
c. The heater is warm. ______________________________
d. The heater turns on due to electricity. ________________________________
e. The heater is 80 degrees. ____________________________________________
5. The scientific method uses observations and conclusions. Choose a for observation or b for conclusion:
a. Strawberry is sweet, therefore, all fruits must be sweet.
b. The wick caught fire when the flame was near.
c. Wood is a fuel since it produces a flame when lit.
d. The wick was 2 cm shorter.
6. Chemistry is the study of (choose the BEST answer):
a. Reactions
b. Solutions
c. Matter
d. Fire
7. An educated guess which explains observations is called:
a. Experiment
b. Conclusion
c. Variable
d. Hypothesis
8. The variable that is deliberately changed in an experiment is called?
a. The controlled variable
b. The manipulated variable
c. The responding variable
9. When a hypothesis is tested and shown to be incorrect, the experiment is NOT considered a failure.
Why?___________________________________________________________________ ________________________________________________________________________
10. Label these as safe or unsafe laboratory practices:
a. Using gloves
b. Wearing flip flops
c. Wearing a lab coat (or similar shirt)
d. Chewing gum
e. Hair in your eyes
f. Wearing goggles
g. Conducting experiment alone
11. What is the amount of space an object occupies?
a. Temperature
b. Volume
c. Mass
d. Length
12. What is the amount of matter in an object?
a. Temperature
b. Volume
c. Mass
d. Length
13. Match the unit of measure to the Metric equivalent
a. Length
_____gram
b. Mass
_____Celsius
c. Volume
_____liter
d. Temperature
_____meter
14. A block has a length of 4.0cm, a width of 2.0cm, and height of 1.0cm. What is the volume? Check your units!
15. If this block dropped into 23.0mL of water, what will the new volume be?
16. A beaker has a mass of 52.0g. After water is added, the new mass is 76.0g. What is the mass of the water?
Write the following in either scientific notation or decimal notation, whichever is appropriate:
17. 1.6 x 10⁵
18. 5,000
19. 0.0056
20. 9.7 x 10⁻²
Calculate these metric conversions. Provide answers in scientific notation.
21. 33.5 cs=_________s
22. 4.5 x 10⁻³ mL=________dL
23. 3500mm=________km
24. 6.7 x 10⁵ ug=________g (ug is micrograms)
How many significant figures are in each of these numbers?
25. 457
26. 67,000
27. 0.00480
28. 20.05
29. 0.042
30. 0.0230 | 1,837 | 838 | {
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DEPARTMENT OF ECONOMICS
Model questions on Introductory Microeconomics
1. What are the central economic problems of an economy?
2. What is the major difference between Microeconomics and Macroeconomics?
3. What is the basic difference between positive and normative economics?
4. What is opportunity cost?
5. What is meant by market failure?
6. What are the features of a market economy?
7. What is meant by the tragedy of the commons?
8. Draw a graph to show a negative production externality.
9. Which of the following statements is true about specialization and trade?
i) A country should specialize in and export the good for which it has absolute advantage.
ii) A country should specialize in and import the good for which it has comparative advantage.
iii) A country should specialize in and import the good for which it has absolute advantage.
iv) A country should specialize in and export the good for which they have comparative advantage.
v) A country should specialize in and export a good for which they have both comparative and absolute advantage.
10. Which of the following best captures the idea of absolute advantage for these two agents?
i) One agent has higher opportunity costs of one good and the other agent has higher opportunity costs of the other good.
ii) An agent is able to produce more of a good or service than another economic agent given the same resources.
iii) Both agents have identical opportunity costs.
iv) One agent is able to produce less of a good or service than another economic agent.
v) One agent has a lower opportunity cost of one good, and another agent has a lower opportunity cost of a different good.
11. How can two countries benefit from trade?
12. What do you mean by gains from trade?
13. What is the difference between movement along and shift of the demand curve?
14. How do you determine equilibrium price in a competitive market?
15. Explain the concept of "invisible hand".
16. Distinguish between public and private goods.
17. What do you mean by common property resources?
18. What is utility analysis? How consumer equilibrium can be achieved with the help of utility analysis?
19. Explain the relationship between total utility and marginal utility.
20. What do you mean by marginal rate of substitution?
21. How can you derive demand curves from indifference curve?
22. What is an Engel curve?
23. What is an inferior good?
24. What are properties of an indifference curve?
25. How can you derive a demand curve from a Price consumption curve?
26. What do you mean by Income Consumption curve?
27. What is difference between Hick's and Slutsky substitution effect? | 1,106 | 540 | {
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The Lifestyles Department: School Lunches Submitted by Heather Dzioba MSc (Nutr), Registered Dietitian
September is here…it's THAT time of year again! That time of year when parents are relieved to send their bored kids back to school, but dread packing lunches 5 days a week. It can be tricky to send meals that are allergy-friendly, don't require heating and, to top it all off, appealing to your kids.
Here are some tips that may help ease you into the packing lunch routine:
1. Brainstorm with your kids a list of foods that they like to eat for lunch. Post this list somewhere that is visible as you are packing lunch and that can be added to as new ideas arise.
2. Pick a time in your schedule that works best. Packing lunches can be added to the bedtime routine so that no one is frantically throwing things together during the hectic morning.
3. Involve your kids. Whether it is coming up with food ideas, grocery shopping, or cutting up fruit and veggies, kids are more likely to eat meals that they have had a role in preparing.
4. Cook once, eat twice! Plan to make enough food at meal times to be able to send leftovers for lunch.
5. Remember that the quality of your parenting is not dependent on cutting their sandwiches and fruit into animal shapes! I used to send a "Joke of the Day" in my kids' lunches when they were younger and they have no recollection of it. All that wasted humour….
I thought I would share a few other ideas from some blogs that I came upon. The first is from onelovelylife.com. It is a chart of food groups. You could simply pack a food from each group to give your child a balanced meal with variety. Add your child's favourite foods to this chart.
All sandwiched out? Here are some non-sandwich ideas from thekitchn.com :
Food on sticks: It doesn't have to be the traditional kebob with meat and veggies…eating anything on a stick is more fun!
Quesadillas: And then pack fun dips like salsa or guacamole.
Spring rolls: Use rice paper or lettuce leaves to wrap them up.
Deli meat roll-up: Roll up anything you would put in a sandwich with a slice of deli meat.
Cold noodle salads: Your kids don't have to call it a "salad", it's just pasta served cold!
Charcuterie: Anything that would be served on a charcuterie board can be packed into a lunch: meat, cheese, crackers, seeds, fruit, veggies, pickles, dipping sauces. Try a new kind of cheese or crackers for variety.
Breakfast for lunch: What kid doesn't like pancakes or waffles? Send leftovers with syrup to dip. Add eggs, sausage, yogurt and fruit.
HAPPY PACKING!!! | 1,004 | 603 | {
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Themes and
Topics
Domestic
Chn will be able to talk about their
Chn will be able to talk, ask and respond
Chn will ask and respond to questions
Chn will be able to ask and respond to
Chn will make links between their beliefs
Chn will be able to make links between
Church
Family
Baptism/
Confirmation
Belonging
Advent/
Christmas
Loving
Local Church
Community
Early Years
Some Chn will be able to talk about their own feelings, experiences of being
experiences and feelings about the roles of to questions about their experience and
about experiences, feelings about homes.
questions about their own and others'
about talents and qualities and how they their beliefs about love, their behaviour
RE: Come and See – Knowledge engaged curriculum. Sequence determined by the liturgical year. Big questions planned in planning meeting.
Year 1
Year 2
Year 3
Year 4
Year 5
Year 6
Eucharist
Relating
Lent/Easter
Giving
Pentecost
Serving
Chn will begin to recognise the story of
Jesus in the Temple.
belong to the parish family.
special books used in church, the people who use them and describe how the
Gospels are used by the parish family.
Chn will use religious words and phrases to stories of the Mysteries of the Rosary.
Chn will be able to use religious words and phrases to describe the liturgical year and
some of these questions are difficult to answer and compare ideas to others.
Chn will retell the story of the call of the and realise that some of these are difficult
to answer.
Chn will be able to make links between ideas, feelings and experiences of the
Christian and make links between them.
Chn will show understanding of how the how it is composed of seasons and feasts
apostles and make links between to God's scripture and how describe and begin to
Bible shapes the lives of Christians.
describe and give reasons for the actions days and give reasons why Catholics
call to people to serve him today.
show they understand each diocese
Chn will engage with the question, 'What is feelings and beliefs about what makes, and
witness to Jesus Christ by believers and
Reconciliation
Inter-relating
Universal
Church
World
Chn will be able to make links to show how care affects behaviour.
bereavement which are difficult to answer.
Sacrament of the Anointing of the Sick and liturgies offered to the sick and dying.
Christians care for the sick and the needy.
Chn will be able to show understanding of answer regarding injustice and unfairness.
Chn will show how their own and other's understanding of religious sources, beliefs,
ideas, feelings and experiences around the shapes life and be able to engage with and
Chn will be explain what beliefs and values act justly and fairly and be able to identify
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Water Quality: Point Source and Nonpoint Source Pollution
Water quality is the most important factor in Watershed health and the biological food web it supports. Small changes in water quality that seem insignificant can have long lasting effects on plants and animals that live within the watershed. Negative effects on one organism will cause negative effects on other organisms that feed on them, or rely on their presence. Each organism fulfills a particular function and if that function is stopped, part of the system collapses.
Point Source Pollution
Visualizing water pollution typically brings up a picture of sludge pouring out of a pipe into a river, or an oil well spewing oil into the ocean. These are accurate visualizations of one type of water pollution called point source. They are called point sources because they issue from a single point. Point source pollution can be traced, contained, stopped, and cleanup can begin. The effects can usually be fixed in a short period of time depending on the amount and type of toxic material entering the stream, river, lake or ocean.
Nonpoint Source Pollution
Nonpoint source pollution is a much bigger problem for water quality. This type of pollution comes from many different, repeated sources and is difficult to trace. The effects of nonpoint source pollution are cumulative, they add up over time.
One example of nonpoint source pollution is the over-use of fertilizers for lawns and landscaping. Rain carries the excess fertilizer to streams and rivers where the fertilizer increases the pH (alkalinity) levels of the water. This is harmful to plants and animals that live in or near the water. A single over-application does not create a problem, but many people overfertilizing lawns, landscaping, or fields on a regular basis causes extensive damage to water quality.
More examples of nonpoint source pollution happen continually and add up over time. Tiny particles of iron, steel, graphite and copper from automobile brake-pads are carried to streams in runoff from rain. Dust and small surface particles stick to oils, hydraulic fluids, and heavy metals. These are also carried into our streams and rivers in runoff.
Animal waste is a primary source of fecal coliform (e-coli) in streams. One pile of dog poop doesn't cause a problem. Thousands of piles will. If 70% of the estimated 9,000 dog owners in Corvallis regularly walk their dogs, and 60% of those owners clean up their dog's poop, that leaves over 2,500 piles of poop that are washed into the Willamette River or absorbed by natural areas. Daily.
https://www.livescience.com/44732-eliminating-pet-poop-pollution.html
What you can do…
Our waters should be clean enough to fish, swim, and drink. Non-point source pollution is a major threat to that standard. Here are a few things you can do:
- Use less fertilizer on lawns and landscaping.
- Pick up more of those 2,500 piles of dog droppings.
- Drive a little less, make your trips more efficient. | 1,238 | 635 | {
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