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Information for Primary 6 Parents.
This sheet provides you with information about what your child will be learning this term, and shows next steps in their learning. We would encourage you to talk about this with your child, and where possible, to assist them with their learning at home.
Maths & Numeracy
All pupils will be exploring fractions, decimals and percentages this term. This will include finding a fraction of a shape and an amount, finding equivalent fractions, ordering fractions and calculating using fractions and decimals. We will develop these skills further by studying percentages. We will link these skills to money and convert between fractions, decimals and percentages.
We will also be working on problem solving, word problems and a daily CLINT session and mental maths.
We will consolidate our skills through technologies, in particular through Sumdog and Maths Workout. When appropriate learning will be explored through practical activities.
Language & Literacy
Reading – we will be consolidating our questioning skills and our ability to interrogate a text through our whole class book study of Louis Sachar's 'Holes'. We will be starting Literature Circles to do so.
Writing – this term we will be focusing on functional writing through science experiments and report writing.
Spelling – every week we learn what each of our spelling words mean and we complete tasks based on these. Spelling worksheets are uploaded onto Microsoft Teams most weeks and we should use these to learn our words for our spelling test on Friday.
Grammar – this term we will be working on speech marks and consistently using the 'new speaker, new line' rule. We will also focus on sentence endings and looking at appropriate use of the exclamation mark and question mark.
Other Class Information
This term, our interdisciplinary topic is Electricity. Through this topic we will focus on how electricity is generated, how to use electrical equipment safely and circuits. We will investigate conductors and insulators of electricity through science experiments.
Our RME topic for this term is Hanukkah.
For Digital Literacy we will be developing our programming skills through SCRATCH.
Pupils will attend PE on a Monday afternoon and Wednesday morning. PE will take place outside (weather permitting) so PE kits should be suitable for this.
Homework will be issued weekly on a Monday through Microsoft Teams, including a task for spelling and numeracy. Our spelling test will take place on a Friday and words should be practised through the week. Literacy tasks will rotate around reading through Bugclub, Educationcity, spelling tasks and writing challenges. As always your support with homework is greatly appreciated. | 1,071 | 513 | {
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Learning Update # 1
Year 4 Term 1
Teaching and Learning – here's what's happening in class
ENGLISH – 'The Twits'
Students share and read "The Twits" by Roald Dahl. They create an extra chapter, with a new trick, to add to the novel. Students then read and share Traditional Aboriginal and Torres Strait Islander stories, choosing one to present to their class group as an oral, multimodal presentation.
English Assessment 2: Written; Students create an extra chapter for The Twits with a new trick.
English Assessment 1: Reading / Viewing / Listening; PM Benchmark / PROBE2; Students answer questions about a short passage that they read aloud.
English Assessment 3: Oral; Students present a retell of a traditional Aboriginal or Torres Strait Islander story
MATHEMATICS
Mathematics
In this unit students apply a variety of mathematical concepts in real-life, lifelike and purely mathematical situations.
Assessments :
Written;
- Through the proficiency strands – Understanding, Fluency, Problem solving and Reasoning students have opportunities to develop understandings of the topics of Number and place value, Using units of measurement, Chance, and Data representation and interpretation.
Students answer short questions before and after each topic that is taught.
SCIENCE – 'Here Today, Gone Tomorrow'
Students explore natural processes and human activity that cause weathering and erosion of Earth's surface. Students relate this to their local area, make observations and predict consequences of future occurrences and human activity. They suggest explanations for their observations, compare their findings with their predictions and communicate their observations and findings.
Year Four Science – Assessment
Science Assessment: Investigating soil erosion; Investigation; Students describe the natural processes and human activity that cause changes to the Earth's surface. They plan, conduct and report on an investigation of the erosion process.
HASS – (Humanities and Social Sciences) – 'Early Exploration and Settlement.'
Students explore the diversity of different groups within their local community. They consider how personal identity is shaped by aspects of culture, and by the groups to which they belong.
Inquiry question:
What were the short- and long-term effects of European settlement?
GERMAN – 'Guten Tag, Deutschland.'
Students explore the language and cultural practices around greetings and self-introductions in Germany. Students learn greetings in German. They learn to give their name and their age and learn about numbers and colours.
HPE (Health) – 'Making Healthy Choices'
Students identify strategies to keep healthy and improve fitness. They explore the Australian Guide to Healthy Eating and the five food groups. Students understand the importance of a balanced diet.
HPE (Physical Activity) 'Personal fitness, and Cross Country preparations.'
Students apply skills, procedures, sportsmanship, co-operation and teamwork in personal fitness activities. They participate in Cross Country and Fun Run preparations, and in the disciplines of sprints, long jump, high jump, and shot-put as they prepare for sports day events.
Year Three-Four Band – THE ARTS (Visual Arts) – 'Visual Art'.
Students use line and colour to create art works that express their ideas and feelings..
Technology – 'See our toys move'
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Indigenous Spiritual Ministry of Mishamikoweesh
What does this have to do with the Church?
* As witnesses or 'guarantors' to the treaties and promises that the Royal Proclamation defends, we have a moral obligation to make sure that it is followed.
* It enshrines the nation-to-nation relationships between Indigenous and non-Indigenous Canadians (and Anglicans) that is at the heart of the kind of respect reconciliation requires.
* It guarantees that Indigenous Peoples are viewed as people with authority and rights — contrary to the principles of the Doctrine of Discovery, which the Anglican Church of Canada has repudiated.
Want to know more?
To learn more about Truth and Reconciliation work in the Anglican Church of Canada, please visit:
http://www.anglican.ca/ reconciliationtoolkit
Other titles in the series
* The Doctrine of Discovery
* UN Declaration on the Rights of Indigenous Peoples
* The TRC 94 Calls to Action
Contact Us:
The General Synod of The Anglican Church of Canada
Anglican Council of Indigenous Peoples 80 Hayden Street Toronto, Ontario M4Y 3G2 (416) 924-9192
the royal proclamation of 1763
Royal Proclamation Map: Canadian Encyclopedia
In the Royal Proclamation, ownership over North America is issued to King George. However, the Royal Proclamation explicitly states thatAboriginal titlehas existed and continues to exist, and that all land would be considered Aboriginal land until ceded [given up] by treaty.*
What is the Royal Proclamation of 1763?
The Royal Proclamation is a document that set out guidelines for European settlement of Aboriginal territories in what is now North America. The Royal Proclamation was initially issued by King George III in 1763 to officially claim British territory in North America after Britain won the Seven Years War.
The Proclamation forbade settlers from claiming land from the Aboriginal occupants, unless it has been first bought by the Crown and then sold to the settlers. The Royal Proclamation further sets out that only the Crown can buy land from First Nations.
Most Indigenous and legal scholars recognize the Royal Proclamation as an important first step toward the recognition of existing Aboriginal rights and title, including the right to self-determination. In this regard, the Royal Proclamation is sometimes called "the Indian Magna Carta." The Royal Proclamation sets a foundation for the process of establishing treaties and affirms the existing treaties..
*text in this section adapted from UBC Indigenous Foundations:
www.indigenousfoundations.arts.ubc.ca
Aboriginal Title and Rights Rally, Victoria, 2004. Photo: Northern Shuswap Tribal Council
What is Aboriginal title?
Aboriginal title refers to the inherent Aboriginal right to land or a territory. The Canadian legal system recognizes Aboriginal title as a sui generis, or unique collective right to the use of and jurisdiction over a group's ancestral territories. This right is not granted from an external source but is a result of Aboriginal peoples' own occupation of and relationship with their home territories as well as their ongoing social structures and political and legal systems. As such, Aboriginal title and rights are separate from rights afforded to non-Aboriginal Canadian citizens under Canadian common law. | 1,458 | 662 | {
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History Hunt with Historic Northampton
Our history is everywhere! It is in the clothes we wear, the food we eat, and the games we play. Take a look around your house and see if you can find these connections to Northampton's history, then turn to the next page to read more about each object.
(Northampton Edition)
Image of an elephant
Can you find an actual elephant? You'll never know until you look!
Something made out of an apple
Vegetables
All done but still want more? Make your own scavenger hunt of things that you find in your house and see if your family can solve it! Share your hunts at @HistoricNorthampton on Facebook, @historic.northampton on Instagram and @northamphistory on Twitter. We'd love to see what you create!
www.historicnorthampton.org
For more activities, check out:
Sewing thread
Have you ever seen any of the silk mill buildings? Try doing an online search to find one near you.
Northampton produced silk and silk thread throughout the 1800s and early 1900s. What began as small businesses and utopian communities turned into large mills that supplied customers all over the world.
Cane sugar
During the 1800s, most sugarcane was farmed by enslaved people. Those opposed to slavery wanted an alternative, and in the late 1830s, David Lee Child moved to Northampton to raise sugarbeets to produce sugar. Soils in Northampton were thought to be the best in the US for sugar beets. Child's business failed, but he won state awards for the sugar he created at his mill in Florence. Today, the US is one of the world's largest producers of sugar from sugar beets.
Something made out of an apple
In the late 1800s, a resident composed a short poem describing Northampton life:
Do you know what all of those words mean? Try to look up the ones you don't know.
A Brush
One of the biggest industries in Northampton in the late 1800s and early 1900s was brushes. In 1866, the Florence Manufacturing Company began making hair brushes and in 1885, made the Prophy-lac-tic Tooth Brush. The company became known as Pro Brush and made brushes until the late 1980s. Part of the factory is now the Arts & Industry Building on Pine Street.
Image of an elephant
In 1798, one of Northampton's wildest, most exciting entertainment events came to Pomeroy's Tavern on Main St. (where Faces was). It was an elephant, something that few (if any) Northampton residents had ever seen before in their lives. Many crowded in for a chance to take a look.
What kind of animal would you like to see on Main St.?
Vegetables
"Northampton town doth abound in hasty pudding and cider. Pigeons and shad make them glad and open their mouths the wider."
Vegetables were a key piece of the diet proposed by Northampton resident Sylvester Graham as a way for people to to live healthier and more stable lives. You might know of Graham because of the cracker named after him, but, since Graham did not love sugar or refined flour, he would probably not be a fan of the modern-day Graham cracker.
All done but still want more? Make your own scavenger hunt of things that you find in your house and see if your family can solve it! Share your hunts at @HistoricNorthampton on Facebook, @historic.northampton on Instagram and @northamphistory on Twitter. We'd love to see what you create!
www.historicnorthampton.org
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Using the Cornwall and Isles of Scilly PSHE curriculum – a short guide
The aim of the Cornwall and Isle of Scilly PSHE curriculum is to provide a consistent, high quality PSHE education for all young people across the region. It will mean that key messages will be introduced, reinforced and built upon year on year at developmentally appropriate stages, through a spiral curriculum. The curriculum has been designed to allow facilitators flexibility in how they choose to deliver the lessons to meet the needs of their children and young people and the practicalities of their settings. All resources are available through the same online portal to download and print or save.
By using the Cornwall and Isles of Scilly PSHE curriculum you will be meeting all statutory government guidance for mandatory relationship and sex education and all PSHE Association principals and outcomes.
Structure of the Curriculum
The curriculum is divided into three core themes, which run throughout the key stages
1. Health and Wellbeing – including lessons on mental health, lessons on puberty and the changing body, dental health, benefits of keeping active and healthy eating
2. Relationships – including lessons on respectful and healthy relationships – on and offline, kindness and sex education
3. Living in the Wider World – including lessons on career planning, financial literacy and lessons exploring our rights and responsibilities
In each academic year the curriculum has been programmed into half terms with two suggested PSHE lessons to teach within that half term (one lesson in the final summer term). The lessons have been sequenced to reinforce learning and build on knowledge, however, facilitators should use the curriculum to meet the needs of their school, adapting it as required.
- All lesson have a Cover Sheet – this will give the facilitator all the key messages that need to be communicated to the young people on this topic. They allow facilitators the flexibility to use the complimentary resources OR develop their own activities based on the needs of the group e.g. to adapt for 1-1 work
- This Cover Sheet will link to either a quality assured, curated resource (from a trusted organisation) OR to a Brook lesson plan and/or activity
- All primary lessons have a cover sheet, lesson plan and associated resources
- All secondary and sixth from lessons have a cover sheet and at least one activity plan or full lesson plan.
Differentiation
The curriculum includes a differentiation manual to support you in adapting the lessons to meet the needs of your young people or setting. Each resource (Cover Sheet, Lesson Plan) also includes specific suggestions of how you might consolidate learning for those who need more support and extension activities for young people who need further challenge.
Points to consider and whole school approach
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RECYCLING IN JACKSON COUNTY
Humans depend on the environment for their survival and can affect the environment negatively or positively. Humans consume products and affect how many resources are available for their use. The result of those products is waste. Those waste products can be handled in one of only a few ways; it can be sent to a landfill, burned in an incinerator, or recycled. While each one of these solutions has its own advantages and disadvantages, we will focus on recycling in this project.
The easiest way to reduce the amount of trash sent to landfills is not to create it in the first place. Attention to what we buy and how much trash we generate is the easiest way to save natural resources and preserve landfill space. The next step is to recycle any items that are accepted in local recycling programs.
What can be recycled varies from community to community because of facilities or lack of facilities nearby that can process various types of recyclable materials.
Most people think of plastics, metal, and paper when they recycle, however there are other items that can be recycled through special programs. Eye glasses, cell phones, batteries, hazardous household wastes, oil, mercury-containing items, ink jet cartridges, toner, pharmaceuticals, tires, appliances and even clothes can be recycled through special programs.
Some communities have curbside recycling programs sponsored by their local town and cities. These programs provide recycling pick up at the front of their homes on specific days. Other residents can deliver their recycling to collection centers.
Contact the Jackson County Solid Waste Management District (358-4277) to find the recycling opportunities in your neighborhood.
Preparing recyclable items:
* Cardboard and paperboard (light cardboard like cereal boxes) should be folded flat. Pizza boxes or other containers that contain food residue should not be included in recycling. Wax covered boxes such as juice cartons can not be recycled.
* Office paper, newspaper, magazines, file folders, unsolicitated (junk) mail and construction paper can be recycled. Laminated or plastic coated paper can not be recycled.
* Plastic bottles should be rinsed. Lids are not recyclable and should be discarded. Labels do not have to be removed. Containers that held motor oil, meat packaging, food wrap, and most product packaging can not be recycled.
* Metal food cans should be rinsed. Labels do not have to be removed. Lids from food cans are recyclable.
* Aluminum cans and bottles should be rinsed.
* Glass jars should be rinsed and lids removed. Labels do not have to be removed. Window glass and ceramic glass are not recyclable. Not all programs in Jackson County accept glass. Check the requirements for your program.
Please do not add trash or any container with food residue to your recycling. These types of containers contaminate the recycling stream and ruin everyone's effort to recycle.
WHAT WE CAN DO
Recycling is not the answer to all our environmental problems, but it is a start. Recycling can become a part of everyday life, at work, school, and home. As time goes by, we will be able to recycle more and throw away less. Each individual contribution will make a difference to saving our natural resources and preserving landfill space. | 1,369 | 664 | {
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Ecosystem
Our Environment
Mode of nutrition in animals and plants
Autotrophic and Heterotrophic
Saprophytes and decomposers
Saprophytes are plants, fungi, and microorganisms that feed on the dead and decaying material.
Decomposers break down the organic matter or waste material and release nutrients into the soil. For example, bacteria, worms, slugs, and snails.
Abiotic components
Nonliving chemical and physical components of the environment like the soil, air, water, temperature, etc.
Biotic components
Living organisms of the environment like the plants, animals, microbes, and fungi.
Ecosystem
Includes both biotic and abiotic components.
In a given area, all the living things such as plants, animals and organisms interacting with each other, and also with their non-living environments, i.e., weather, earth, sun, soil, climate, atmosphere.
Trophic levels
It refers to the various levels in a food web as per the flow of energy.
The different trophic levels are -
Producers (T1)
Primary consumers (herbivores-T2)
Secondary consumers (primary carnivores -T2)
Tertiary consumers(Sec carnivores -T3)
Quaternary consumers (Ter. carnivores T4)
Decomposers
Pyramid of trophic levels
Is a graphical representation.
Can be the pyramid of numbers, pyramid of biomass or pyramid of energy.
All the pyramids start with producers.
a) Pyramid of numbers: gives the number of organisms present at each trophic level. It can be upright or inverted.
b) Pyramid of biomass: gives the biomass of each trophic levels and could be upright or inverted.
c) Pyramid of energy: is always upright as it shows the flow of energy from one trophic level to the next trophic level.
Law of conservation of energy
Energy can neither be created nor destroyed; rather, it transforms from one form to another.
In biological systems, it gets passed from one organism to another across trophic levels.
Energy flow
Transfer of energy from one trophic level to another depicting its direction and amount.
Can be represented by the pyramid of energy.
In any food chain, only 10% of the energy is transferred from one trophic level to another.
Food chain
A series of organisms each dependent on the next as a source of food.
Food web
Is formed by interconnections of different food chains.
Is a graphical representation of 'Who eats Whom' in an ecosystem.
Characteristics of ecosystem
Includes the summary of trophic levels.
Their energy flow and pyramids.
Environment
Includes all living and nonliving things.
Unlike ecosystem, there need not be any necessary interaction between them.
Pollution
Air pollution
Introduction of pollutants, organic molecules, or other hazardous substances into earth's atmosphere.
Sources:
a) Natural - forest fire, dust storms, and volcanic activity
b) Man-made - power plants, homes, industries, oil refineries, and transportation
Ozone layer depletion
The ozone layer protects the earth from the sun's ultraviolet (UV) radiation. CFCs released into the atmosphere react chemically with ozone molecules and are depleting the layer.
Garbage management
Involves all the activities and actions required to manage waste from its inception to its final disposal.
Ensures environmental best practices are followed along with proper monitoring and regulation.
Steps involved:
1. Segregation of waste
2. Collection
3. Transport
4. Treatment
5. Processing & Recycling
6. Disposal
Biodegradable waste
Waste derived from plants or animals.
Decomposed into the soil by a natural agent such as weather, water, air, heat, microorganisms, etc.
Biodegradation
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Teacher Notes
Activity 10
Climate and Temperature: Sinusoidal Models
Objective
♦ Students will develop an understanding of the sine and cosine functions and use them to model real world data
Applicable TI InterActive! Functions
♦ Define
function_name := function
♦ Spreadsheet
♦ Graph
♦ Max
♦ Min
♦ Mean
♦ Browser
max (first_cell: last_cell)
min (first_cell: last_cell)
mean (first_cell: last_cell)
Problem
Students will collect temperature data from the Internet and find a sinusoidal model for the data. Students should also make a connection between the values of a, b, c, d and the relationship of these parameters to the temperature of the location.
Pre-Activity
Investigate the parameters a, b, c, and d of the functions f(x): = a cos(b*(x N c)) + d and f(x): = a sin(b*(x N c)) + d.
1. Students should open a new TI InterActive! document. The students should open a math box and use the Math Palette to define f(x): = a * cos(b * (x N c)) + d. Students should then define each of the parameters of this function as follows: a: = 1, b: = 1, c: = 0, and d: = 0.
2. Students should click on Graph
and enter cos(x) as
y
1(
x
)
and f(x)
as y2(x) and then Save to Document . Students should then doubleclick on a: = 1 and adjust a's value. For example, let a: = 3. Click out of the Math Box and note the change in the graph. Students should continue adjusting the value of a (positive and negative numbers) until they can make a statement about the effect a has on this graph. Students can enter a list of a values to see multiple graphs by changing a: = {L5,L3,L1,1, 3, 5} .
3. Students should double-click on b: = 1 and adjust b's value. For example, let b: = 1/2. Click out of the Math Box and note the change in the graph. Students
EXAS
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should continue adjusting the value of b (positive and negative numbers) until they can make a statement about the effect b has on this graph.
4. Students should double-click on c: = 0 and adjust its value. For example, let c: = 3. Click out of the Math Box and note the change in the graph. Students should continue adjusting the value of c (positive and negative numbers) until they can make a statement about the effect c has on this graph.
5. Students should double-click on d: = 0 and adjust d's value. For example, let d: = 3. Click out of the Math Box and note the change in the graph. Students should continue adjusting the value of d (positive and negative numbers) until they can make a statement about the effect d has on this graph.
Exploration
Note: Students could record their graphs on the grids found in Appendix A.
Steps 1 through 10 are details for the students to set up the problem and extract the data from the Internet. The Jackson, MS (30ºN 90ºW) data used in the solutions was collected from www.climate.com on September 1, 1999. Other websites may post the data in columns rather than rows. If the data is in columns, the data should be extracted into the list editor instead of the spreadsheet.
1. through 10.
EXAS
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Analysis
1. tempmax: = 92.1 tempmin: = 55.8
tempavg: = 75.975
2. d: = 73.95
3. The change in d shifts the graphs of f(x) and g(x) up to the middle of the data.
4. a: = 18.15
5. The change in a vertically stretches the graphs of f(x) and g(x).
6. The period of this graph is 12 months.
7. b: = π 2 12
8. The change in b horizontally stretches the graphs of f(x) and g(x).
9. c1: = 4
10. Answers will vary. One sine function that fits this data is
11. c2: = 7
12. Answers will vary. One cosine function that fits this data is
If students need to verify that f(x) passes through the data set, have them open the graph and click on Animate.
13. The value of d is approximately the average of the monthly temperatures.
14. The value of a is the temperature flux from the average.
15. The value of b is the number of months per year.
16. c1 is the month that the temperature first reaches the average temperature for the year. c2 is the month that the temperature reaches the maximum temperature for the year.
EXAS
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Upcycled Octopus
Activity provided by the SC Green Step Schools Initiative www.greenstepschools.com
Show students how to cut a paper towel tube into an octopus:
1) Cut a paper towel tube vertically 7 times 2/3 of the way up to form 8 arms.
2) Draw a face on the 1/3 uncut portion at the top.
3) Roll each arm toward the head to form a curly base.
Use the octopus for an endless array of learning activities. Here are three examples:
1) Ask students to write 8 interesting facts about octopuses (not octopi.) One fact should go on each of 8 sticky notes to attach to each arm (not tentacle.) Have each student share a fact, trying to not repeat a fact already given. Tally how many different facts the class gathered. Tally which facts were most reported. Discuss which facts were the most surprising.
2) Ask students to write 8 interesting facts about themselves. One fact should go on each of 8 sticky notes to attach to each arm. Pair students to learn about each other and then introduce their partner to the group.
3) Ask students to teach someone else 8 things about any topic. In this case, recycling. Students can study the lists below to learn what kinds of paper do and don't belong in recycling bins at home and at school. Students can pair up. One student can write an acceptable type of paper on each of 8 sticky notes and attach one to each arm. The other student can write an unacceptable type of paper on each of 8 sticky notes and attach one to each arm. Each pair of students could take their octopuses (and some corresponding samples?) to teach another class how to recycle paper "right."
Acceptable in Recycling Bins Unacceptable in Recycling Bins
1) school paper
1) tissue paper
2) newspaper and magazines
3) junk mail
4) envelope with or without windows
5) post-it notes
6) thick cardboard and thin cardboard
7) flat paper
8) flattened cardboard
2) construction or wrapping paper
3) paper plates or cups
4) envelopes with padding or bubble wrap
5) any paper smaller than post-it notes
6) boxes with items inside
7) wadded up paper
8) boxes not flattened
Notes:
1) Need recycling equipment at your school? Check out the 2021-2022 grants from SC DHEC School Grant Applications which will be posted in August. Funding up to $1,500 is designated for equipment/supplies related to recycling and/or composting
2) Want to earn a SC Green Step School Conserve: Recycle Award for your school? Contact: firstname.lastname@example.org to get started.
Then take pictures or videos to document students learning from an adult, doing the recycling and teaching others. | 1,142 | 594 | {
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LatinSummer – Family Discussion Questions
Day 1: Names, Greetings, Family
1. How would you greet someone in Latin?
2. Explain to your parents how long ago the Ancient Romans lived.
3. What is different about how you say the letter "v" in Latin?
4. How are Roman names similar to our modern names? How are they different?
5. Can you list the different members of your family, using Latin words?
Day 2: Colors, Animals, Foods
1. Tell your family two foods or colors you learned in Latin, and explain two English words that come from these Latin words.
2. If you have a pet, what is the Latin word for your pet?
3. What did the Romans usually eat? How did they usually eat?
4. Name three foods the Romans did not have.
5. Based on what you learned today, do you think you would enjoy living in Ancient Rome?
Why or why not? Ask your family what they think, too.
Day 3: Body Parts, Games
1. How many oculi do you have? How many dentes?
2. Can you think of any English words that come from the Latin words for the parts of the body?
3. Explain to your family what knucklebones are, and what they were used for in Ancient Rome.
4. How did the Romans use games to bring people together? Do you play any games that make you feel closer as a family?
Day 4: Roads and Geography
1. Why do you think the Romans built so many roads?
2. How are the Romans' roads similar to our modern roads?
3. Describe the geography of Italy to your family. What would you find there? Hint: Think candy!
4.What do you think the people living in the Roman provinces thought of Rome? Do you think they had ever been there? Why or why not?
Day 5: Commands, Army, Coins
1. Explain to your family what a military standard was. Why were standards important, and what did they represent?
2. Pretend you're a Roman general. What would you do to try to be a good leader? What do you think makes a good leader?
To download this document:
Visit www.ascaniusyci.org/williamsburg – click "Family Discussion Questions"
To view photos of student work: Visit www.ascaniusyci.org/williamsburg – click "Student Photo Album"
Minimus
3. Today we cleaned Roman coins. What kind of person do you think first owned your coin? What might that have used it for?
4. Ancient Roman coins and military standards had symbols on them. What kind of symbols do we have today? What do they represent?
Day 6: Odysseus, Baths, Roman Inscriptions
1. Explain to your parents who Odysseus was and what he was well-known for.
2. How did the Romans bathe? How was their way of bathing different from most modern people's?
3. If you were a student in Ancient Rome, what would you write on? Would you like to use the Ancient Romans' writing materials? Why or why not?
4. Can you and your family think of some places where you have seen modern inscriptions?
Day 7: Roman Art
1. Explain to your family the differences between frescoes and mosiacs—how are they made and what do they look like?
2. Can you think of places where you have seen mosaics in your everyday life?
3. Today we saw a lot of pictures of real Roman art. What types of things or people did the Romans put in their art?
4. How is Roman art similar to art today? How is it different?
PLEASE BRING A KING-SIZED PILLOWCASE TOMORROW! IT WILL BE CUT!
Day 8: Clothing and Numbers
1. If you lived in Ancient Rome, what would you wear?
2. If you saw someone wearing a toga, what information could you figure out about him? Can you think of any modern clothes that might say something about the person wearing them?
3. See if your family can figure out this math problem: II + VI + IX = ____ Help them out if they have trouble! What would be the Latin numbers for these Roman numerals?
PLEASE BRING IN A SHOEBOX TOMORROW!
Day 9: Gods and Goddesses, Review
1.Explain to your family what the Romans thought the gods ate and drank.
2. If you saw a picture of a god or goddess, what in the picture might tell you which god or goddess it was?
3. Why do you think they Romans prayed to so many different gods and goddesses? Do you think Roman religion is very different from religion today?
4. What was one interesting thing that you learned about the Ancient Romans in LatinSummer? Tell you family what it was, and why you found it so interesting.
PLEASE BRING IN ANY NECESSARY PROP/COSTUME MATERIALS! REMEMBER THE RĪTUS TERMINĀLIS (FINAL CEREMONY) IS AT 11:45 AM TOMORROW! | 1,841 | 1,078 | {
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WKS - Honors Emission Spectra and The Bohr Atom
Name
Period Date
Emission Spectra:
1) Describe what you see when you look at sunlight or other white light source through a spectroscope:
2) For the following light sources, draw in the approximate spectra that you observe. (Draw vertical lines at the approximate wavelength and in the correct color.)
Fluorescent Light
Neon Gas (Ne)
Hydrogen Gas (H2)
Mercury Gas (Hg)
3) Based on the above spectra, what gas must be inside a fluorescent light bulb? Why?
Light as energy and waves:
4) Below are diagrams of two different waves of light. Compare the two light waves by circling the correct words.
(long, short) wavelength (low, high) frequency (low, high) energy
(long, short) wavelength (low, high) frequency (low, high) energy
5) Answer the following general questions about spectroscopy and light:
a) Which has a shorter wavelength — red light or violet light?
b) As the wavelength gets longer, does the frequency get higher or lower?
c) Which has a higher frequency— red light or violet light?
d) As the frequency increases, does the energy increase or decrease?
e) Which is more energetic— red light or violet light?
700
600
500
400
R
O G Y
B I V
nm
700
600
500
400
R
O G Y
B I V
nm
700
600
500
400
R
O G Y
B I V
nm
700
600
500
400
R
O G Y
B I V
nm
The Bohr Atom: Analysis of emission spectra
6) Electrons are attracted to the nucleus. Why?
7) Since electrons are attracted to the nucleus, it is relatively difficult to move an electron further away from the nucleus. Thus, when an electron does move further away from a nucleus, energy must be:
a) absorbed by the electron
b) released by the electron
8) Thus, when an electron moves further away from the nucleus, the electron must:
a) gain potential energy
b) lose potential energy
9) Earlier, you looked at the emission spectra produced when electricity was passed through tubes filled with various gases. Answer the following questions about how electrons are involved with producing the light.
a) When electricity is passed through a gas, some electrons in the atoms of gas absorb the energy. What must happen to the energy of the electrons when they absorb this energy?
b) Describe what naturally happens to the electrons next. Explain why light is emitted.
10) Refer to the diagram on the right to answer these questions.
a) Which jump releases the LEAST energetic light waves?
b) Suppose that an emission spectrum has four lines with the colors below. Each colored line corresponds to an electron jump. Use what you have learned about differences in energy levels and the relationship between wavelength and energy to match the correct jump with its corresponding color by writing in the correct letter next to each color.
COLOR LETTER
RED
YELLOW
GREEN
BLUE
11) In Bohr's model of the atom, electrons are quantized. This means that electrons can only occupy certain energy levels. Why does the emission spectra of gases support this model of the atom? Explain exactly what evidence these line spectra provide. How is this different from the continuous spectrum observed from the sun or other white light source?
n=6 n=5 n=4
n=1
n=2
n=3
ABCD
2
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Module. 1
Module. 2
Module .3
Module. 4
Faculty of Climate Variability and Aquatic Ecosystem Subject Code: D1814
Name of the Subject: Climate Science
Weather and Climate-Climatic data and normals-World weather watch and Global observation system- -El Nino - Southern Oscillation-Indian Ocean DipoleStratosphere and Climate-Ozone depletion- Air pollution problems- Global warming and Climate Change.
Composition and Vertical structure- troposphere and stratosphere- - surface pressure and winds – Moisture in the Atmosphere- Clouds and their classification Inter Tropical Convergence Zone – Subtropical anticyclones – Trade Winds – Upper level winds and jet streams- Atmospheric thermodynamics- General circulation of the Atmosphere - Heat balance of the Atmosphere and Ocean system.
Weather systems: Thunderstorm, dust storm, hail and tornado – Tropical Cyclones – Cyclone structure, Genesis, growth and decay- Cyclones in North Indian Ocean basin- associated strong winds- heavy rain and storm surges - their life cycle. Southwest Monsoon – intra-seasonal and interannual variability of rainfall – monsoon onset - droughts and floods in monsoon – heavy rainfall – monsoon depressions and midtropospheric cyclones - short, medium and long range forecasting of monsoon – Global factors affecting monsoon - northeast monsoon, Other weather systems- Western disturbance and associated weather – Fog – Heat and Cold waves– Fronts and Depressions of middle latitudes and associated weather – Waves in westerlies – western disturbances affecting India.
Weather and Climate-Climatic data and normals-World weather watch and Global observation system - El Nino - Southern Oscillation-Indian Ocean DipoleStratosphere and Climate-Ozone depletion- Air pollution problems- Global warming and Climate Change- IMD-WMO-IPCC- WCRP- National Action Plan for Climate Change-State Action Plan on Climate Change.
Introduction to Hydrosphere- Hydrological cycle- Properties of sea water and their distribution, mixed layer, thermocline, heat budget –introduction to the Energy Budget of the Atmosphere and Oceans- Coastal Processes: Effects of climate change on coastal processes, coastal erosion- Hydrology of Lakes, Rivers and wetlandsriver runoff-floods and flood plains- ground water-mangroves-dams and reservoirswetland functions and values.The Radiative Balance, carbon cycle of the oceanOcean acidification and marine calcifiers - climate sensitivity to oceans – indicators of past climates in ocean- lake sediment cores, ice cores, corals, and other geologic records.
Global Ocean Circulation - Indian ocean Circulation- Equatorial processes thermohaline circulation- salt transport in the ocean- global conveyor belt-Ekman layer- El Niño and the Southern Oscillation -El Niño and its Effects – coastal and open ocean Upwelling.
The biosphere - land and the oceans- Marine and coastal environment – biological zonation, inter-tidal ecosystem - sea as a biological environment – comparison among marine and terrestrial environment.
Albedo of the Earth's surface- biosphere influences on fluxes of greenhouse gases Plankton in the surface oceans and photosynthesis - influences of biosphere in the amount of aerosols in the atmosphere- mechanisms and processes which couple the biosphere with the rest of the climate system .Integrated approach in addressing biodiversity and climate change challenges - The Man and the Biosphere (MAB) Programme | 1,690 | 716 | {
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Supplies Needed for Grade 4
1. A soft pencil case filled with:
- Several #2 pencils and pencil sharpener (no mechanical pencils)
- Pens: erasable black and blue ink
- Colored pens for correcting, no felt tip
- Small box of crayons
- Small scissors
- Glue sticks (large size)
- 4 black Sharpies – 2 Ultra Fine, 2 Regular (thick tip)
2. Colored pencils for map work to be kept in desk
3. Loose leaf paper
4. Six marble notebooks labeled: Math, Religion, Social Studies, Science, English, Reading
5. Six folders labeled: Test Paper Folder, Homework Folder, Math Folder, Reading Folder, Extra Paper Folder, Loose Leaf Paper Folder
6. A 12 inch ruler to be kept in your desk
7. Webster's New World Dictionary and Thesaurus Second Edition
8. Four boxes of tissues
9. Two containers of Baby Wipes
____________________________________________________
Assignment Pads will be distributed in school.
All textbooks will need to be covered in brown paper. NO book socks are allowed. All workbooks will need to be covered in clear contact paper.
WELCOME TO FOURTH GRADE
Summer is finally here, and I know you are looking forward to vacation, sun, and plenty of fun. It is important that for the next couple of weeks after school has ended, you wind down, relax, and enjoy your summer activities.
I am looking forward to meeting you in September, and I hope that you are anxiously awaiting the challenges of entering an intermediate grade. Fourth grade is part of the upper grades. We have Science and Social Studies every day. If you find something related to either subject over the summer, and you want to share it with us in September, we will all love to hear it!
Over the summer, I am going to ask you to do two things. First, Read! Read! Read! You must read all summer long. Pick out different types of literature that interests you: mysteries, poetry, science fiction, historical fiction, fantasies, biographies, realistic fiction, and magazines. Nonfiction books on Science and Social Studies topics are great, too. The library can be your best friend over the summer. It is important that you keep on reading!
Second, all Fourth Graders have a required book to read. Everyone must read Little House on the Prairie by Laura Ingalls Wilder. I suggest you read your novel in August so that it is fresh in your mind when you return to school in September. On the first day of school, you must bring your copy of Little House on the Prairie book with you. There will be two writing assignments done in school, which will be graded for Reading and Writing.
As Fourth Graders, you will be the only class in the whole school to study New Jersey, our wonderful state. During the summer, if you go anywhere special in New Jersey, just jot it down so that you can share it with us in September.
Have a wonderful summer! | 1,231 | 643 | {
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MAKING SENSE OF THE SEVEN SENSES SENSORY PROCESSING DISORDERS AND THEIR IMPACT WITHIN THE EDUCATION SETTING
FRIDAY 22 FEBRUARY 2019
Occupational Therapist
CLASSROOM TEACHERS AND SCHOOL ASSISTANTS IN KINDERGARTEN, JUNIOR PRIMARY, AND PRIMARY
Back by Popular Demand!
This workshop is a repeat of the 2018 workshop of the same name
This workshop is suitable for all staff working with kindergarten and primary students in all settings. It explores how to enrich learning experiences for all children including those who have evident sensory processing difficulties. Sensory Processing difficulties are often associated with a range of disabilities, including, but not limited to, Autism Spectrum Disorder, Developmental Delay and ADHD. It can also stand alone as an area of difficulty. A workshop on sensory processing was recently held for School Assistants, this upcoming workshop is specifically geared toward classroom teachers. It is interactive with a practical focus and will include the following:
- What is sensory processing?
- What do sensory processing disorders look like?
- What does it feel like to have a sensory processing disorder?
- How does having a SPD impact a student's ability to engage and learn within the classroom environment?
- How are sensory processing disorders assessed?
- How is information about these provided to school staff?
- Practical strategies to support students experiencing these challenges
- Case studies
Certificates will be provided that include reference to the Teacher Standards that apply to this workshop:
1.1 Physical, social and intellectual development and characteristics of students: Use teaching strategies based on knowledge of students' physical, social and intellectual development and characteristics to improve student learning
1.6 Strategies to support full participation of students with disability: Design and implement teaching activities that support the participation and learning of students with disability and address relevant policy and legislative requirements
ABOUT THE PRESENTER
Sara King is a qualified and practicing Occupational Therapist with over 14 years' experience working with children and young people. She has worked with children and young people with a range of disabilities and has a specialty in working with children with Autism Spectrum Disorder and Sensory Processing Disorders.
Sara has worked in Australia and overseas with her work experiences taking her into Child Development roles within the United Kingdom and a volunteer role in Kenya. Sara is passionate about working with children, their families and education providers collectively to ensure interventions cross home and school sectors to ensure maximum outcomes for her clients.
DATE:
FRI 22 FEB 2019
TIME:
9.00AM - 3.30PM
COST:
$150
VENUE:
THE HIGHWAY
290 ANZAC HIGHWAY, PLYMPTON
REGISTER:
www.learning4all.com.au
Tea and coffee on arrival, morning tea and lunch provided. Free onsite parking available.
P: 8245 4699 E: firstname.lastname@example.org www.learning4all.com.au @Learning4allSA | 1,572 | 616 | {
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Making Apple Wine
Michael Eckel
University of Applied Sciences Gießen-Friedberg
Department of Mathematics, Natural Sciences and Informatics
January 12th, 2010
1 Introduction
1 Introduction
2 The Different Steps
Contents
1 Introduction
2 The Different Steps
3 Conclusion
Why making apple wine?
- Funny
- Interesting
- Great topic of conversation (birthday party, pub, ...)
- Utilisation of apples
- Maybe: cheap alcohol
Why making apple wine?
- Funny
- Interesting
- Great topic of conversation (birthday party, pub, ...)
- Utilisation of apples
- Maybe: cheap alcohol
Making apple wine is quite easy!
1 Introduction
2 The Different Steps
- Preparation
- Keeping It Running
- Finishing
3 Conclusion
Outline
1 Introduction
2 The Different Steps
- Preparation
- Keeping It Running
- Finishing
3 Conclusion
Culling apples
- Mix sorts
- Balanced amount of acid and sweetness
- No unsound apples
Preparation
Culling apples
- Mix sorts
- Balanced amount of acid and sweetness
- No unsound apples
Pressing
- Taking apples to pressing plant
- Extracted juice is called *must*
Filling
- Well-cleaned big vessel
- Plastic or glass vessel
Filling
- Well-cleaned big vessel
- Plastic or glass vessel
Preparation
Filling
- Well-cleaned big vessel
- Plastic or glass vessel
Ingredients
- Yeast
- Nutrient salt
Storage
- Adding fermentation pipe
- Prevention of getting apple vinegar
- Warm place (boiler room)
- Fermentation process begins (bubbling)
Fermentation
- Yeast consumes sugar
- Yeast produces $CO_2$ and alcohol
- Process takes 2 – 4 month
Fermentation
- eating sugar
- farting CO₂
- peeing alcohol
Outline
1 Introduction
2 The Different Steps
- Preparation
- Keeping It Running
- Finishing
3 Conclusion
Keeping It Running
- Very simple
- Yeast is setting down
- Sway the vessel
- Mix up yeast with sugar
Outline
1 Introduction
2 The Different Steps
- Preparation
- Keeping It Running
- Finishing
3 Conclusion
Finishing
- Ready after 2 – 4 month
- Bubbling almost stopped
- Separating yeast from apple wine
- Adding sulfur pellets
- Waiting about 1 week
- Filling into bottles
1 Introduction
2 The Different Steps
- Preparation
- Keeping It Running
- Finishing
3 Conclusion
Conclusion
- Only a few steps
- Mother nature
- In practice a bit more complicated
Conclusion
- Only a few steps
- Mother nature
- In practice a bit more complicated
- Many roads lead to Rome!
Conclusion
- Only a few steps
- Mother nature
- In practice a bit more complicated
- Many roads lead to Rome!
- There’s more than one way to skin a cat!
Any questions?
Thank you for listening! | 1,513 | 657 | {
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世界手牽手：中國、加拿大青年學生文化交流活動
Partnership Project with Carver Christian High School
時間：2016 年 3 月 7 日 -12 日
地點：廣西省崇左市、扶綏縣、大新縣、龍州縣
梁喬欣・Esther Leung
活動包括：（照片說明參見下面）
1. 與 4 所高中和中學的學生互動交流包括：文化交流，表演，和認識當地的少數民族文化風情。
2. 探訪 3 所貧困生家庭，贈送慰問品和關心他們的需要
3. 在龍州縣的金龍中學考察【文化更新】建的教學樓和種一棵友情樹，代表中國和加拿大的友誼。
4. 到扶綏縣養老院，和老人活動交流，表演唱歌和話劇，贈送禮物。
5. 探訪雲彩殘障兒童康復中心，與 30 兒童（7-14 歲）活動交流。
6. 考察扶綏縣、大新縣、龍州縣 3 所中學的設備及需要。
7. 贈送 200 個愛心書包等學習用品給學生。
加拿大學生的感想
Timothy Pak
Words cannot describe the enthusiasm, joy and genuine love that the students in Guangxi demonstrated during our time there. Seeing them felt like seeing family to me. When we did our presentations and songs, the students gave us their full attention, and had a lot of respect for us.
Even though I come from Chinese descent, I never really knew much about the life of people in the Mainland, as my family is from Hong Kong. Meeting the people in Guangxi during this trip allowed me to understand more about the struggles and hardships that the Chinese people have gone through and are still going through, and just the difference that we as foreigners can be to a people group that is isolated from the western world.
Solomon Wong
The seniors there really reminded me of my grandma when I got the chance to wheel one of the elderly ladies around the senior home in her wheelchair, I felt like I was talking to my grandma. I realized just how much joy and happiness the seniors can have from our little gifts and songs we sang to them, I felt like we were like their grandchildren when we were there as they casually talked with us and told us about their lives and what they do everyday.
Andrew Haller
Visiting the homes of rural students was an eye opening experience. We came not as heroes from the great country of Canada, but as equally broken and sinful people. I felt our visits went the best when we focused on building relationship with the students and when they were willing to build friendships with us.
On our trip God showed us the people of Guangxi from young to old, starting with the centre for children with disabilities and ending with the seniors’ home, giving us a love for the people and culture along the way.
Mr. Edmond Chin
(Teacher from Carver Christian High School)
In every school we visited, the students were genuinely happy to see us and to interact with us. It was amazing how the students would voluntarily try to do the actions with us as we sing and perform for them. I can only imagine our sixteen year old students in Vancouver thinking how lame it would be to do the actions while singing. Yet, these students in China would try to copy our actions without even being asked.
中國學生的感想
他們在明信片這樣寫着：
Sun Above The Clouds
As this mission ends and plane doors shut
I write my final chapter
My pen streaks tears and ink goes dry
Reminiscing our brotherly laughter
Goodbyes only heard but also hurt
My heart struggles to let go
Tears now dried into memory
But in my mind I remember, I know
That this heart will return another day
As this first chapter foretold
The whole poem was written as part of my final reflection for our trip. | 1,051 | 877 | {
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• Split lunches and break
• One way systems
• Hand sanitiser stations
• Classroom layouts
• General behaviours to stay safe
Split lunches and breaks:
The school day has changed slightly to allow for year groups to remain as a 'bubble'.
Years 7 and 8
| Tutor time | Lesson 1 | Break | Lesson 2 | Lesson 3 | Lunch | Lesson 4 | Lesson 5 | End of day |
|------------|----------|-------|----------|----------|-------|----------|----------|-----------|
| 08:30 | 08:50 | 09:50 | 10:20 | 11:20 | 12:20 | 13:00 | 14:00 | 15:00 |
Years 9, 10 and 11
| Tutor time | Lesson 1 | Lesson 2 | Break | Lesson 3 | Lesson 4 | Lunch | Lesson 5 | End of day |
|------------|----------|----------|-------|----------|----------|-------|----------|-----------|
| 08:30 | 08:50 | 09:50 | 10:50 | 11:20 | 12:20 | 13:20 | 14:00 | 15:00 |
Split lunches and breaks:
Year 11 will have the use of Beechurst
Years 7 and 9 will use area 1
Year 8 and 10 will use area 2
This will ensure the mixing of year group bubbles is minimized.
Split lunches and breaks:
Year 11 will have use of both food outlets.
Beechurst playground, Beechurst Foyer and the area outside B16 will be available as social areas. There are lines marking the limits of this space to ensure lessons can continue with minimum distraction.
The path from Beechurst playground to B16 is a non-waiting area.
**Area 1:** Food will be served at the Lodeside walk through server. Area 1 includes Lodeside hall and playground. Please use the right hand doors to go in and out. The area outside is marked with lines on the ground.
There is a section of the field included in area 1. This can be accessed via the field gate next to M3. There is a newly made picnic area at the back of M block.
**Area 2:** Food will be served at the canteen. Area 2 includes the astro turf area, the playground next to the tennis courts and the area up to the doors of L2.
There is a section on the field included in area 2. This can be reached by the gates opposite the doors at the back of Lodeside. The area marked with lines on the ground.
All areas will be cleaned during the 30 minutes between uses by the year groups.
To minimize disruption and to allow for social distancing, no other inside areas are open during social times.
Toilets in Lodeside will be used by both bubbles. There will be enhanced cleaning here to keep it safe.
There will be one way systems in place during lesson change overs and social time:
Beechurst - entrance is through the double doors opposite B11. Exits are through G block, B18, the stairs next to B5 and Beechurst foyer (past B6).
Lodeside corridor will be one way from Beechurst side down towards technology.
Science entrance will be via the double doors and exit through the second door in the classroom.
MFL entrance via the main double doors and exiting by M6.
There is a one-way system in place in some areas of the school for the safety of everyone.
Staying COVID-19 safe in school
Where possible, classrooms will all face forward and teachers will be a 2m distance away. Keeping to your seating plans is essential in case track and trace are required.
There are hand sanitizer stations around school. These are for your safety and those around you. Use them when necessary.
General behaviours to help reduce the spread of COVID-19:
COVID-19 is most likely to spread by droplets in the air being inhaled or by touching a surface with enough of the virus on it.
• Regularly sanitize your hands (washing with soap for 20 seconds or use hand sanitizer)
• Try to maintain a 2m distance where possible
• Masks must be worn at all times
• Bring all your own stationary so you don’t need to borrow anything
• Follow the one-way systems
• Be prompt in and out of lessons to minimize wait time and potential for bubble mixing
• Don’t share food or drinks with friends
• Don’t drop litter | 1,872 | 971 | {
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TANGY TUESDAY PUZZLE PACK!
Fun brain puzzles that make you smarter!
GRADE 3
Thanksgiving
tangmath.com
Bonus Puzzles
Complete the crossword by filling in a word that fits each clue.
ACROSS
1. $4 \times 20 = 4 \times 2$ ____
2. $478 - 237 = 200 + ____ + 1$
6. one of 3 equal parts
7. $127 + 452 = 500 + ____ + 9$
9. 23 is closest to ____ tens
DOWN
1. 1:30 = 1 hour + ____ minutes
3. 5 groups of 3 = ____ groups of 5
4. area of rectangle with sides 2 and 4
5. 21 divided into 3 equal groups
8. 3 groups with 4 in each group
Fill in each blank box in order, combining the numbers from the previous two boxes.
| 46 | -15 | 31 |
|----|-----|----|
| | +23 | |
| 1 | -53 | 54 |
|----|-----|----|
| +9 | | |
| 10 | +23 | 33 | +1 | 34 |
| 7 | +46 | 47 | +5 | 52 |
|----|-----|----|----|----|
| -2 | | | | |
| 3 | | | | |
| 56 | +49 | 7 |
|----|-----|----|
| -17| | |
| 39 | -19 | 20 |
|----|-----|----|
| 59 | -5 | 54 | -42 | 12 | -7 | 5 | +48 | 53 |
|----|-----|----|-----|----|----|----|-----|----|
| | | | | | | | | |
| 14 | +29 | 43 | +13 | 56 | -50 | 6 |
|----|-----|----|-----|----|-----|----|
| -17| | | | | | |
| 31 | +25 | 6 | -37 | 43 | +2 | 41 | +13 | 28 |
|----|-----|----|-----|----|-----|----|-----|----|
| | | | | | | | | |
To solve the puzzle, here’s what to do: cross off the numbers that fit each clue. With clever sleuth-work, when you’re done, you’ll be left with only one!
| 8, 16, 24 ... | Odd and greater than 7 x 9 | Area of rectangle with sides of 4 and 6 |
|---------------|-----------------------------|----------------------------------------|
| Inches in 5 feet | 5 x 8 + 4 | 36 ÷ 6 + 20 |
What number am I?
Match a number on the left and a number on the right to each clue in the middle. It takes clever thinking to find the right Number Buddies for each clue!
Use your addition and subtraction skills to fill in the missing numbers.
In each 9-number square, every row and every column is a fact family. | 1,497 | 734 | {
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Anthropological Film Festival
Speaker: Dr. Shai Chen-Gal
**Children of the Tsunami (UK 2012)**
Dir.: Dan Reed | A chilling reconstruction of the 2011 Tsunami in Japan that took the lives of 19,000 people, among them 74 children and 9 teachers at the Okowa School. Only through the eyes of children can such a horror be recounted—the tiniest of fractured images and memories collectively recreate the terror reflected in their laughter, awkwardness, and silent glances. The playroom, the courtyard where they rode their bikes, the path from the art room to the auditorium, the snow that fell that very day, all belong to a world erased in the two minutes that forever changed their lives. Also told is the story of some refugees from the area covered by nuclear dust who refuse to evacuate. They gather in Minamisoma, on the outskirts of the forbidden territory, staring at the red lights flickering in the distance, hoping to return to their homes. (59 min., Jap. & Eng., Eng. subt.)
from AIDS in Addis Ababa. Lydia and her friends, rejected and betrayed by their families and society, deal with death in a way that only children can comprehend. Without delusions, they learn, dream, play, and plan their future until the day when weakness and symptoms take over. From this seemingly straightforward depiction of children living under the shadow of death, it is hope and the inability to grasp the end that stand out, alongside keen and uncompromising insights. (69 min., Amharic, Eng. subt.)
Anthropological Film Festival
Speaker: Dr. Jackie Feldman
**Framing the Other (Ethiopia/Netherlands 2011)**
Dir.: Ilja Kok, Willem Timmers | The Mursi tribe, living in the basin of the Omo River in Ethiopia, are best known for the tribe's women who place large plates in their lower lips and wear enormous, richly decorated earrings. Every year, hundreds of Western tourists come to see the unusually adorned natives and provide the main source of income for the Mursi. To make more money, they embellish their "costumes" and finery in such a manner that less of their original authentic culture remains. Both humorous and chilling, the film shows the destructive impact tourism has on traditional communities. There is a deep need for human contact, but, the two sides are unable to see each other outside the frame of the picture. (25 min, local language & Eng. Eng. subt.)
Anthropological Film Festival
Speaker: Ghazi Nujedat
**Town of Runners (UK/Ethiopia 2012)**
Dir.: Jerry Rothwell | Town of Runners tells the story of two young girls, ages 14 and 15, from Bekoji, an Ethiopian village famous for raising long-distance running Olympic medalists. From a very young age, the village children invest much time and effort into their laborious training, hoping against all odds that they will break the cycle of poverty and forced marriages. This childhood dream is exploited by a government system of training clubs, spread throughout the country—a doubtful solution to poverty, tourism, and national pride. Through the young athletes' struggles, the film provides unique insight into the lives of young Ethiopians living between tradition and the modern world. (89 min., Amharic, Eng. subt.) | 1,338 | 709 | {
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| 4. Adjectives: | 6. Uniform (clothing revision): |
|----------------|--------------------------------|
| آرام دوہی ہوئے ہیں، مہنگا، عالمی، مہنگا کے متعلق | جیکے، ناکام، شریت، ایک کتاب کی کان، |
| 5. Accommodation: | تیزی، سوہنے، موزے، نہیں، نہیں، |
| ایک ہوٹل، ایک ہوٹل پر ساتھ، پہچھا سکتے، | ایک پارک، ایک پارک، ایک پارک، ایک پارک، |
| یہ گیٹر روم، یہ گیٹر روم، یہ گیٹر روم، | ایک ہوٹل، ایک ہوٹل، ایک ہوٹل، ایک ہوٹل، |
| 6. Key verbs: | 7. Adjectives: |
| کرایے، اکثر، شریت پیش، تیز، نہیں، نہیں، نہیں، | جدید، پہا، انا لو سی، چھوڑو، پڑا |
**Grammatical structures and skills:**
1. Giving a range of opinions on school subjects using correct agreement
2. Describing daily routine and life at school in the present tense
3. Using comparatives to compare school subjects
4. Direct object pronouns
5. Using ‘میرے سے’ to describe school
6. Perfect tense using ‘کیا’ and ‘کیا’ with past participles to describe a day at school
7. Using the imperfect tense to describe your primary school
**Grammatical structures and skills:**
1. Verbs: ‘رہتا’ and ‘کام کرنا’ full paradigms
2. Describing houses, giving opinions and justifications
3. Describing places in the town and what
**Grammatical structures and skills:**
1. Predicting the genre of the film using ‘مرے سے’
2. Using a range of adjectives to describe the film
3. Describing characters’ personalities and describing them physically
4. Giving predictions about what is going to happen in the film using the immediate future (3rd person singular)
5. Describing what happened in the perfect tense (3rd person)
**Grammatical structures and skills:**
1. Saying what jobs people do in the present tense
2. Giving advantages and disadvantages of different types of jobs using ‘کر کے ہیں’ + infinitive
3. Giving arguments for and against university/apprenticeships
4. Imperfect vs perfect tense - using them together to talk about a past festival experience (Using ‘کیا’ for descriptions in the past)
5. Reflexive verbs (full paradigm) in present tense to describe festivals
6. Perfect tense using ‘کیا’ and ‘کیا’ with past participles (3rd person plural present tense verbs)
7. Describing a festival in the past tense (perfect tense of ‘کیا’ and ‘کیا’ verbs full paradigm + past participles of ER/IR and RE verbs)
**Grammatical structures and skills:**
1. Describing a festival in the past tense (perfect tense of ‘کیا’ and ‘کیا’ verbs full paradigm + past participles of ER/IR and RE verbs)
2. Describing a festival in the past tense (perfect tense of ‘کیا’ and ‘کیا’ verbs full paradigm + past participles of ER/IR and RE verbs)
3. Describing a festival in the past tense (perfect tense of ‘کیا’ and ‘کیا’ verbs full paradigm + past participles of ER/IR and RE verbs)
4. Describing a festival in the past tense (perfect tense of ‘کیا’ and ‘کیا’ verbs full paradigm + past participles of ER/IR and RE verbs)
5. Describing a festival in the past tense (perfect tense of ‘کیا’ and ‘کیا’ verbs full paradigm + past participles of ER/IR and RE verbs)
6. Describing a festival in the past tense (perfect tense of ‘کیا’ and ‘کیا’ verbs full paradigm + past participles of ER/IR and RE verbs)
7. Describing a festival in the past tense (perfect tense of ‘کیا’ and ‘کیا’ verbs full paradigm + past participles of ER/IR and RE verbs)
| 8. Talking about the importance of holidays using ' + adjectives to describe what holidays/activities were like | 4. Saying what you could do in the past using ' + infinitive |
|---|---|
| 9. Using preposition ' + a range of infinitives: دورہ، سفر کرنا، کیسے کرو | 5. Using imperfect tense to describe what your house and area was like: میں رہتے تھے |
| 6. Perfect tense using 'کیا' and 'کیا' with past participle to describe what activities you have done | 7. Present tense + 'چھے' + time period to express how long something has been happening |
| 9. Impersonal expressions (school rules) + 'چاہوں کا(ش/چاہونگا)' | 4. Comparing different types of jobs/work experience 'چاہوں کے اس سے بہتر ہے یا نہیں ہے' |
| 5. Immediate future tense 'چاہوں' + infinitive (1st person) | 6. Simple future tense (1st person) |
| 6. Giving arguments for and against marriage using 'میں شادی کرنا چاہوں گا/میں شادی کرنا پیدا کرنا چاہوں گا' | 7. Using 'چھے' to say what you need to do in order to succeed in the future. |
| 8. Future tense using phrases. | 1. 'گریلری سے پاکی چھٹی ہوں تو' future tense (simple and/or immediate future) | | 2,034 | 1,424 | {
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Ancient tradition identifies that for the last thousand years this location has been the resting place for the greatest of Israel’s kings, the founder of Jerusalem, and the composer of the musical Psalms. During those long years in which Jews were denied access to the Western Wall, it was on the rooftop of this place that those pilgrims who wished to look out onto the Temple Mount and Western Wall, even from afar, would come.
THE SHEPHERD WHO BECAME A KING • David, King of Israel, founder of the dynasty of Israel’s monarchy, was born and raised in the city of Bethlehem on the outskirts of the Judean Desert. His dedication to his flock and his courage are described in detail in the verses of the Bible and in the words of the sages. After being disappointed by King Saul, G-d sent the Prophet Samuel to David’s family in order to anoint the next king of the Jewish nation. Seven of David’s brothers passed before Samuel, but it is said that “man looks on the outward appearance, but the Lord looks on the heart”. It was actually David, the youngest of the sons, the shepherd, who was chosen.
Young David’s greatness was revealed in the battle with the Philistines, when he defeated Goliath, the greatest of warriors, through his faith in G-d and his courage. Thus the entire nation of Israel discovered David’s spiritual power, a power completely composed of humility before G-d.
When King Saul of Israel understood that David was about to inherit his throne he began to chase after him. David escaped, but throughout the entire pursuit, avoided harming King Saul. David even went on to save the nation of Israel and went out to battle while he himself was still being chased by the king.
After King Saul’s death during the battle on the Gilboa, David was called upon to rule over Israel and revealed his hidden aspiration, “One thing have I asked of the Lord, that will I seek after: that I may dwell in the house of the Lord all the days of my life”. David conquered Jebus and there he founded his capital Jerusalem, even purchasing land there for the building of the Temple. He brought the Holy Ark to Jerusalem – but he was not privileged to build the Temple itself. His son, Solomon, built it only after his death.
“David, King of Israel, lives and endures”. The figure of the humble king, who saw himself at all times as the son and servant of the King of Kings, continues to bring the message of redemption to all of humanity. “And there shall come forth a shoot out of the stock of Jesse, and a twig shall grow forth out of his roots. And the wolf shall dwell with the lamb, and the leopard shall lie down with the kid”.
**KING DAVID AND THE BOOK OF PSALMS** - The Book of Psalms, with its one hundred and fifty psalms of praise, prayer, pleas, and gratitude, is ascribed to King David. During moments of sorrow and moments of joy, King David turned to G-d from the depths of his heart and created a poem-prayer that pierces hearts until today. “I will lift up mine eyes unto the mountains; from whence shall my help come? My help comes from the Lord”.
David’s life story, his hardships and hopes – his escape from Saul, the rebellion of Absalom and the struggle with the Philistines, and alongside them the dedication of Jerusalem and the glory of the monarchy – they all guided the Psalms as they are all intertwined in the story of the Jewish nation.
Remnants of the Book of Psalms were found in archeological excavations in the Qumran Caves on a scroll over 2,000 years old. But, unlike other ancient writings, the Book of Psalms can be found in every Jewish household. Its ancient words, full of joy and sorrow, holiness and repentance, and yearning to be close to G-d, still serve as prayer for millions around the world.
**CHAPTERS OF PSALMS TO RECITE AT THE GRAVESITE** - For centuries, Jews were prohibited from going up to Mount Zion and reciting Psalms at the marking of the grave of King David. Our generation is privileged to be able to come here, and now every worshipper has the opportunity to recite Psalms at this holy place.
**CHAPTER 122** - A song of ascents, by David. I rejoiced when they said to me, Let us go to the House of the Lord. Our feet shall stand inside your gates, O Jerusalem. Jerusalem is built as a city which is bound firmly together; There the tribes go up, the tribes of the Lord, as was decreed for Israel, to give thanks to the Name of the Lord. For thrones of judgment were set there, the thrones of the house of David. Pray for the peace of Jerusalem; those who love you shall prosper. Peace be within your walls, and prosperity within your palaces. For my brothers and companions’ sakes, I shall speak of peace in your midst. Because of the House of the Lord our G-d I will seek your good. | 1,858 | 1,066 | {
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Positioning
*There are many options for positioning your child. Please consult your Physical Therapist to see what options are best for your child along with duration and frequency.
**Supine**
Position child on their back. This is helpful to stretch out the child’s chest muscles. To make this fun for your child you can use their favorite toys to engage them. By moving the toy from one side of the child’s body to the other will engage the child in turning head towards the toy.
**Supported Sitting**
Have your child seated on floor or another stable surface. Use pillows to help support the child’s back to maintain an upright position. As the child’s strength improves you can gradually remove pillows from behind them and allow them to maintain a seated position independently. To engage your child, use their favorite toys. You can work on head turning by moving the toy from one side of the child’s body to the other.
**DO NOT:** Have your child sit in a W sitting position as seen in the image below. As this can create tight muscles in the legs and hips and may inhibit normal movements in your child. If your child has problems with W sitting consult your physical therapist for advice.
**Side lying**
Position child on their R or L side. It is beneficial to alternate sides to evenly engage and stretch muscles on both sides of the body. Position 1 you have the child side lying with no support under their head. Position 2 you can have a folded towel or pillow under the child’s head for support in a neutral position.
**Position 1:**
**Position 2:**
**Prone**
Position child on their stomach (Position 1). This is helpful to stretch out the child’s core and hip muscles while strengthening their neck and back muscles. To make this fun for your child you can use their favorite toys to engage them. If your child has tight hips or is not tolerating being on their stomach well, you can use towels and pillows to support under their hips (Position 2). As the gain comfort while on their stomach you can gradually remove the towel or pillow support.
**Quadruped**
Position child on hands and knees (Image 1). If needed you can provide support at the child’s hips. This position is helpful to strengthen the child’s arm and core muscles. To make this fun for your child you can use their favorite toys to engage them. You can have your child reach in various directions (forward, sideways, and crossbody) to work on coordination and strength (Image 2). If your child is refusing to use one hand you can use hand over hand constraint (Image 3). | 952 | 536 | {
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Week 1 (11th April 2025 – 17th April 2025)
Rainfall
- Light rain very likely at isolated places over the high and mid hills of the state during some days of the week 1.
- Rainfall anomaly very likely to be normal over many parts of state except Lahaul-Spiti and Chamba districts where it is likely to be below normal in the week 1.
Maximum Temperatures
- Maximum Temperatures are very likely to be in the range of 20-26°C over many parts of the high hills; in the range of 26-30°C over most parts of mid hills and in the range of 30-34°C over most parts of the lower hills/plains during many days of the week 1.
- Maximum Temperatures are very likely to be normal over most parts of the state in the week 1.
Minimum Temperatures
- Minimum Temperatures are very likely to be in the range of 14-18°C over most parts of lower hills/plains and in the range of 10-14°C over many parts of mid hills and in the range of 2 to 8°C over most parts of high hills during many days of the week 1.
- Minimum Temperatures are very likely to be normal over many parts of the state except Lahaul-Spiti, Kulu, Kinnaur districts where it is likely to be below normal in the week 1.
Week 2 (18th April 2025 – 24th April 2025)
Rainfall
- Light rain likely at isolated places over the state during some days of the week 2.
- Rainfall anomaly likely to be normal over most parts of the state in the week 2.
Maximum Temperatures
- Maximum Temperatures are likely to be in the range of 22-28°C over most parts of the high hills, in the range of 28-32°C over most parts of mid hills and in the range of 32-36°C in the lower hills in the week 2.
- Maximum Temperatures are likely to be normal to near normal over most parts of the state in the week 2.
Minimum Temperatures
- Minimum Temperatures are likely to be in the range of 14-18°C over most parts of lower hills/plains; in the range of 10-14°C over most parts of mid hills & in the range of 6-10°C over many parts of the high hills in the week 2.
- Minimum Temperatures are very likely to be normal over many parts of the state except Lahaul-Spiti, Kulu, Kinnaur districts where it is likely to be below normal in the week 2.
Outlook for next 2 weeks
| Week | Max. Temp | Min. Temp. | Rainfall Anomaly |
|-----------------------|-----------------|-------------------------------------------------|------------------|
| Week 3 | Normal | **High hills & Mid Hills**: Normal to Below Normal
| | | **Low Hills & Plain areas**: Normal | Normal |
| 25th April to 1st May | | | |
| Week 4 | Normal to Below Normal | **High hills & Mid Hills**: Normal to Below Normal
| | | **Low Hills & Plain areas**: Normal | Normal |
| 2nd May to 8th May | | | |
Regards
Met Centre Shimla
For latest Weather Bulletin and warnings kindly visit following links
Website: https://mausam.imd.gov.in/shimla/
Facebook: https://www.facebook.com/profile.php?id=100018411811087
Twitter: https://twitter.com/himachalmausam
IG: www.instagram.com/metcentresml/ | 1,831 | 786 | {
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SUMMER BOREDOM BUSTER CHALLENGE
BUILD
**Did You Know?**
- The longest bridge in the world is the Danyang–Kunshan Grand Bridge in China. It’s 102.4 miles long and was built for the Beijing-Shanghai high speed railway.
- Want a career designing bridges? Become a civil engineer!
**Fun Facts**
**What animal can jump higher than the Sydney Harbour Bridge?**
All animals. Bridges can’t jump.
**Steam Funnies**
**Steam Snack**
**Fruit Bridges**
**Ingredients**
- Toothpicks
- Grapes
- Crackers or cheese
**Recipe**
Construct a bridge using grapes and toothpicks. Drape crackers or cheese over the top of the bridge as a roadway. Then try to roll a grape across your bridge.
**What’s the Steam Behind It?**
Leonardo da Vinci was a painter, architect, and inventor who lived during the Renaissance era. In the late 1400’s, he designed a bridge that required no nails or glue for support. It only required a specific placement of boards to create a structure with great strength. To add even more strength, he added notches to the logs to help them fit together. In this bridge, we’ll use popsicle sticks instead of notched logs.
**Supplies:**
- 18 wide popsicle sticks
**Instructions:**
Arrange popsicle sticks as shown in the picture above. Make sure that sticks overlap correctly. It helps to press down on the bridge to make it flat when moving sticks around. Watch the video for exact instructions!
WHAT’S THE STEAM BEHIND IT?
A suspension bridge is a bridge in which the deck (the part that you drive across) is hung below suspension cables on vertical suspender cables. Typically, suspension bridges are built with two tall towers and a cable that travels from one shore, through the two towers and to the other shore. Vertical suspender cables hang from the main horizontal cable and hold the weight of the deck. The weight of the deck is supported by carefully balanced forces on the two towers. The force pulling inwards on the towers is equal to the force pulling outwards on the towers towards land. Because the forces are balanced, the weight pulls straight down into the towers and into the ground. The Golden Gate Bridge shown above is one of the most famous suspension bridges in the world.
DIFFICULTY: ★★★★
TIME: 30 MINUTES
SUPPLIES:
- Cereal box
- 4 toilet paper rolls
- Masking tape
- String or twine
- Small rubber bands (rainbow loom bands work well)
- Hole punch
- Scissors
INSTRUCTIONS: BUILD THE BRIDGE
1. Cut a strip of cardboard out of a flattened cereal box to make your bridge. You can tape on extra sections if you want to make a really long bridge.
2. Punch holes along the sides of the cardboard leaving a few inches on each end without holes. The un-holed section serves as the ramp to the “ground”. Try to approximately line up the holes across the cardboard to help increase stability in the bridge.
3. Thread a rubber band through each hole and loop back through itself to hold in place.
4. Create bridge towers by cutting two 1/2” slits in one end of the each tube. The slits should be slightly off the center and across from each other. See the blue lines in the picture above for guidance.
5. Tape down your towers. This was the trickiest part because these towers support all the weight on the bridge just like a real suspension bridge. Also be sure that the slits line up with the direction of the bridge.
6. Cut your cables out of a length of baker’s twine. Cut them about twice as long as your bridge because you can always cut the extra off later.
7. Feed each piece first through the slits in the towers and then through each of the rubber bands. Then pull the twine taught until the rubber bands stretch some and the bridge feels secure. Tape the ends of the twine to the floor.
8. Tape your road connectors over the bridge.
INSTRUCTIONS: TEST THE BRIDGE
Explore the strength of your bridge by pressing on it or adding weight (rocks and coins work well). How well does it hold? What can you do to make it stronger? | 1,653 | 900 | {
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American Deserts
Photography and Production
Ken Chan
10. 2009 California
Music: Ennio Morricone
Automatic advance
This show illustrates the natural beauty of the deserts in the American southwest, covering the states of Arizona, California, Colorado, Nevada, New Mexico and Utah.
See if you recognize the following places
Arches
Black Canyon
Bryce Canyon
Canyon de Chelly
Canyonlands
Cedar Breaks
Death Valley
Grand Canyon
Mesa Verde
Monument Valley
Valley of Fire
Zion
Don’t they remind you of your favorite western movies?
This land is grand
Monument Valley at sunset
Black Canyon
Grand Canyon
Canyonlands looks equally grand
Want to get down to the bottom of a canyon?
Try Canyon de Chelly - it is accessible and beautiful
The colorful Navajo sandstone formation
I am sure you know the red color is due to the soil’s iron content
iron + air + water = rust
Remember your high school chemistry?
Looks like this valley is on fire – it is so named Valley of Fire
This place near the Arizona-Utah border is called wave
It is a paradise for photographers
Would be a good place to play hide and seek
Delicate carving of the soft sandstone by wind and water
A massive display of nature’s carvings in Bryce Canyon
Looks too fragile to lean on
Better pray they don’t crumble when you are down there
Balance rock
Pharaoh talking to a veiled woman
Three wise men
Round the clock sentry
King Kong’s hand
No Match
The famous Delicate Arch
Arches National Park
Small one:
a natural window
Life of an arch / natural bridge (from left to right)
A hole is formed by erosion
Over thousands of years the hole enlarges, forming a natural bridge
The bridge gets too thin and finally collapses
Notice two new holes are developing
Sand particles are produced by rock erosion. Over millions of years, they are piled together by wind into Sand Dunes.
This one can swallow you.
Did people actually live here?
Yes, this land has been home to Native Americans for thousands of years.
This dwelling ruin in Mesa Verde is well preserved.
They left behind these petroglyphs
This spectacular view from Angel’s Landing in Zion is your reward for hiking uphill for 3 hours.
It does not look all dry and dead from here.
There are even trees (Checker Board in Zion)
There were trees back million of years ago
The Petrified Wood is the evidence
This living cedar at Cedar Breaks is more than 1,000 years old.
The giant Saguaro Cactus is a symbol of these deserts.
Cactus flowers are beautiful close up
But watch out for those spines
Spring wildflower blossom forms a yellow carpet in Death Valley
Some of the Wild flowers in the region
Indian paint-brush
Desert 5 spots
Heard of Columbine?
It is the name of the state flower of Colorado.
Even these unknown species are equally beautiful
I am sure you don’t mind these little creatures
Remember this is the wilderness
Trees thrive along riverbanks
There must be water under the dry soil
Plenty under the leaking roof of this cave
So there is water between these rocks
or on top of this mesa
It is a living desert
The End
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Masks are not a substitute or reason to eliminate any other preventative measures. Homemade masks help because they’re one of the cheapest ways to reduce the rate-of-spread, and keep us all safe, but only when used in conjunction with other measures. These masks should always be sterilized after use. Dip them in boiling water or wash with hot soapy water if the fabric allows.
**Instructions**
**Cutting Instructions:**
Cut 1 piece of fabric 7” x 19”
Cut 2 pieces of elastic 10” long
**Construction Instructions:**
We’re going to start with drawing our pleat lines. The first line should be 2” away from one long edge. The next line should be 3.5” away from one long edge (this will be down the middle of the piece.) The third will be 2” away from the other long edge.
Press the 2” line by folding the right side of the fabric together right on the line you marked. Bring that fold to meet the center 3.5” line and press to create...
another fold. Repeat on the other side, you should have a box pleat on the right side of the fabric.
Finish the short edges of your fabric using a serger, zig-zag stitch, or pinking shears. You will have to unfold your pleat in order to do this! It will remain unfolded until the mask is turned right side out.
Fold the fabric in half right sides together matching your short edges that you just finished using your preferred method.
We need to leave a hole to turn out the mask and insert a liner. Mark a line 2.5" down from each edge. You will start stitching at one corner, stop at your first mark, jump to your next mark and sew to the other corner. Sew this with a ½" seam allowance.
Press this seam open as nicely as possible using the tip of the iron.
Fold your mask in half so the seam you just stitched is on one side, use a pin to mark the fold, that is going to become the center front. Fold the mask so that the pin is on top of your seam and lightly crease the two sides. These are going to be the sides of the mask.
Mark 5/8" away from each fold on each long edge of the mask you will start and stop sewing at these marks. These openings will allow us to string our elastic through once we've turned the mask right side out.
Stitch from one 5/8" mark across the seam to the other 5/8" mark and repeat on the other side.
You can turn the mask out through the hole we left in the seam.
Find the creases you created at the beginning and re-press the box pleat all the way around the mask.
We are going to create a channel for the elastic on each side of the mask. Using a 5/8" seam allowance stitch down the box pleats on each side of the mask.
And that's all the sewing you have to do!
String each piece of elastic through the casing you created using a safety pin. Tie the ends of the elastic together and pull it until the knot is hidden inside your casing.
You're done!
This tutorial is available online. By gather here and make something.
This tutorial is available online. By gather here and make something. | 1,058 | 690 | {
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Over the past two decades, Pepin Academies has helped hundreds of learning disabled students light their own way to a better future. At first the nonprofit was only staffed to help high schoolers but soon grew to help those with special needs in grades 3-12 as well as offer job training for young adults around Tampa, Florida. Today, Pepin Academies is a tuition-free, award-winning, public charter school for students with learning-related disabilities, offering education for kids in elementary school all the way up to special needs students in their early 20s. Public schools, with their overstuffed classrooms and tight budgets, just weren’t able to give these kids the kind of attention and tools they needed to succeed.
In recent years, the school’s success allowed the Pepin Academies team to expand beyond downtown Tampa and add campuses in nearby Riverview in the southern suburbs and New Port Richey on the northern coast. That expansion came with heightened demands, though, as well as a much wider range of learning disabilities across a more diverse population. Pepin Academies contacted OneScreen to help it go above and beyond expectations.
**The Challenge:**
Daviera Powell at Pepin Academies laid out the mission of the school, “We wanted every child that comes here to know that they don’t have to be limited by their disabilities. The world needs everyone, no matter what their gifts and challenges are. Whether it’s learning a technical trade, going on to higher education or just gaining confidence in themselves, we want to provide the bridge to a better life for more children.”
When traditional classrooms and learning tools don’t deliver positive results, children with learning-related disabilities tend to blame themselves and get discouraged. This common problem launches a cycle of
declining performance that helps no one and hurts far too many.
Pepin Academies sought out next-gen learning tools and techniques to create a low-threat learning environment that boosted the self-confidence of each special learner.
**The Solution:**
Pepin Academies found that OneScreen combined the potential for unlimited teaching moments with simple, approachable technology. The students were awed and delighted by what they could achieve using a just few swipes of their fingers or clicks on a mobile device. The intuitive design of OneScreen helped them understand immediately that not everyone learns in the same way. Collaborative classroom experiences allowed off their abilities rather than spotlight their challenges. In the end, Pepin Academies installed more than 60 OneScreen whiteboards across its three campuses.
**The Results:**
M’liss Ferlita, who’s son Taylor was diagnosed with autism spectrum disorder, described what Pepin Academies and its new technology has meant for her family. “In kindergarten, he couldn’t recite his own name -- he was nonverbal. He also couldn’t write, and he would sit in the back of the room while the other children raised their hands when the teacher asked a question. He never interacted with the other kids,”
She explained. After Taylor got the attention he needed from Pepin Academy teachers, Ms. Ferlita said, “My son has gone through a complete transformation. He’s far exceeded everyone’s expectations! Pepin Academies is a true gem and a place where miracles happen.”
After graduation from Pepin Academies with a full high school diploma and a 4.0 grade-point average, Taylor was granted a Bright Futures Scholarship and was accepted at St. Leo University in Pasco County, Florida. That’s that kind of change the world needs to see on a grand scale, now more than ever.
---
**MY SON HAS GONE THROUGH A COMPLETE TRANSFORMATION. HE’S FAR EXCEEDED EVERYONE’S EXPECTATIONS! PEPIN ACADEMIES IS A TRUE GEM AND A PLACE WHERE MIRACLES HAPPEN.**
~ M’LISS FERLITA -MOTHER | 1,603 | 787 | {
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Cork is a natural fibre from the cork oak tree, considered to be one of the most sustainable forestry practices on the planet. Cork trees grow mainly in Southwest Europe and North African countries. Cork oaks are never cut down and usually live to be 200-300 years old. Adult cork oak forests are a valuable habitat for rare plants and animals, and a livelihood for countless people.
Cork fabrics, also known as cork leather, are made from bark taken from the cork tree. Most of the products are handmade. These thin cork sheets are laminated to the backing using specialist techniques. Cork fabric is the perfect alternative to animal leather.
Cork is taken from cork oak, the bark of which can be harvested every 9 years. Harvesting the cork is done by hand without cutting down or damaging the tree. Only the outer layer of bark is removed so the tree remains able to survive and grow. The life span of a cork oak tree is approximately 300 years. A single cork oak tree can be safely harvested up to 20 times during its life cycle, making cork a truly inexhaustible natural resource.
- Thermal insulation
- Acoustic insulation
- Abrasion resistant
- Non-toxic
- Anti-bacterial and hypoallergenic
- Elasticated
- Compressible
- Odourless
- Ultra low permeability to gases and liquids
- Recyclable
- Biodegradable
Cork oak forests absorb 14 million tonnes of CO2 per year.
Each cork absorbs an average of 112 grams of carbon dioxide.
Each hectare of cork absorbs 1.83 tonnes of carbon dioxide.
The process of converting one kilogram of cork into paper absorbs 73 tonnes of CO2.
For every tonne of cork produced, the cork forest can sequester up to 73 tonnes of CO2.
Cork oaks in Portugal alone absorb 4.8 million tonnes of CO2 annually, which is equivalent to the emissions of every 830,000 passenger cars in a year.
The unique honeycomb structure of cork makes it resistant to wear and tear, 60% of the air bubbles are air, and cork is highly elastic. The cork surface has a waxy coating which protects the surface structure very well. Cork wax grease is perfect for washing and cleaning. Thanks to its elasticity and resilience, cork can withstand a lot of weight without warping.
Being a very durable natural material, cork can be washed by hand or in the washing machine, or it can be put in the dryer. There are no special washing conditions for cork, which can also be brushed hard to remove the most harmful stains. | 1,029 | 537 | {
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Make Bullying A Myth
Recommended Bullying Prevention Books for Elementary School
**The Weird Series** by Erin Frankle
This 3 book series tells true-to-life stories of bullying from all perspectives: the child who is a target of bullying (Weird!), a bystander of bullying (Dare!), and one who is doing the bullying (Tough!). In *Weird!*, Luisa is tormented by Sam for simply being herself and wearing her favorite polka dot boots. In *Dare!*, Sam, who has been bullied by Jayla in the past, enlists her in bullying her friend Louisa. Because she is scared, Jayla reluctantly participates, until she finds the courage to stand up to him. In *Tough!*, Sam thinks people should have a tough skin in order to fit in. But when confronted by a concerned teacher, rethinks her treatment of others and shows heart. Readers can relate to these characters who overcome challenges with the help of friends, peers, and caring adults.
**Nobody** by Erin Frankle
Thomas just can’t get away from Kyle’s bullying. And the more Kyle picks on him, the more Thomas feels like a real nobody. But he has people around him who want to help. With support from his friends and adults, can Thomas turn his story around and start feeling like somebody again?
**Dexter the Tough** by Margaret Peterson Haddix
When his parents travel to Seattle seeking a cure for his father's cancer, fourth-grader Dexter is shipped off to stay with his grandmother in Kentucky. When he begins his first day of school, Dexter is already mad at the principal, the secretary, the janitor, and the kids laughing at him as the new kid. When his teacher asks the class to write a story, Dexter writes about how tough he is -- and how he's already gotten into a fight, but is any of Dexter's story true?
**Invisible Boy** by Trudy Ludwig
Meet Brian, the invisible boy. Nobody ever seems to notice him or think to include him in their group, game, or birthday party ... until, that is, a new kid comes to class. When Justin, the new boy, arrives, Brian is the first to make him feel welcome. And when Brian and Justin team up to work on a class project together, Brian finds a way to shine.
**Just Kidding** by Trudy Ludwig
Waiting to be chosen for a pickup game of basketball, D. J. hears Vince challenge Cody to a game of Rock Paper Scissors: "Loser gets D. J." It's not the first time Vince has crossed the line, but D. J. can't figure out how to respond. With a helpful suggestion from his dad and support from a teacher, D. J. begins to handle his problem. The book includes "Teasing Dos and Don'ts" for kids as well as detailed suggestions to parents and teachers trying to help children in this situation.
**My Secret Bully** by Trudy Ludwig
Monica and Katie have been friends since kindergarten, but lately Katie increasingly seeks to exclude and embarrass her pal in front of their classmates. Monica loves being around Katie when she’s nice, but there are times when she is plain mean. Monica eventually shares her anguish with her mother, who effectively counsels her without presenting any pat solutions or easy answers. Lists of resources for adults and children and discussion points are appended.
**Super Emma** by Sally Warner
Emma McGraw may be a bit shy, but when someone's being teased, she's the first one to defend them. So when Jared Mathews keeps picking on Ellray Jakes, Emma can't hold back. "Quit it, you big bully," she yells. But the results aren't exactly what she hoped for. Ellray is embarrassed to be rescued by a girl, kids are calling her "Super Emma," and now Jared is picking on her.
A Special Committee of the Washington County Coalition for Children compiled this list as part of the Coalition’s Bullying Prevention Efforts | 1,452 | 831 | {
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Canarian culture is the result of an open history marked by the contribution of three continents (Europe, America and Asia), which over the years has become a rich and diverse cultural identity.
The Canarian culture is very rich and diverse where we can highlight a series of activities.
Canarian folklore is the result of the mixture between music of aboriginal origin and the influence and culture of the Iberian Peninsula, where today the variety and richness of its songs and dances stands out. At the time of the conquest of the islands, it was spread by the European courts called the "dance of the canary". Currently the isas, folias and malagueñas are the most popular genres.
The isa is a dance that is danced freely due to its joy and showiness. After a series of transformations, it has resulted in a dance that is characterized by its aesthetics where the group makes a series of circles, bridges, chains and figures.
The folía is danced in a very delicate way with courtly forms, and is danced in a group of loose and independent couples.
The malagueña is a collective dance with calm music of five, six or more couples in which circles, figures, tunnels and braids are formed.
The dance of magicians has become one of the largest and most popular Canarian traditions where families and friends gather around a table to enjoy the rich Canarian gastronomy in company. To later dance until dawn with orchestras that liven up the night, to attend this type of event it is essential to wear the traditional typical costume. The most famous wizard dances are those of La Orotava, Garachico, Los Realejos and Santa Cruz.
The Canarian “romerías” are typical Canarian festivals that take place in the street where there are basically floats pulled by animals full of food, usually fruit and vegetables, and decorated with typical Canarian objects. To the rhythm of timples, guitars and drums, the streets are filled with festivities with the intention of mainly promoting and maintaining the agricultural and livestock tradition of the municipalities of the Canary Islands. Thus today, the pilgrimage is a traditional festival of the Canary Islands and of great importance for each town, where each one has its touch and is different in terms of flavors. The Canarian pilgrimage can last a whole day, where native sports activities are also carried out, such as the garrote, Canarian wrestling, among others; and traditional activities such as Canarian crafts, related to basketry, openwork and embroidery. These festivities are characterized by the tasting of typical products, folk music and traditional Canarian costume, among which there are small differences, which allow the inhabitants of one town or region to be identified from another, as well as from one island to another.
In Tenerife there are several towns that celebrate these traditional festivities and there are many people who come to celebrate at these festivities. The Socorro Pilgrimage held in the municipality of Güímar is the oldest and is celebrated in honor of the Virgen del Socorro. Other deeply rooted pilgrimages that enjoy great popularity on the island are those of San Isidro held in La Orotava, the pilgrimage of San Benito Abad in La Laguna, that of the Virgin of Candelaria, Patron Saint of the Canary Islands, and that of Tegueste in honor of Saint Mark.
THANK YOU FOR READING US | 1,334 | 686 | {
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Principal’s Foreword
Dreams Take Flight Here!
Dream fosters Achievements and Pursuit breeds Excellence
For the past 20 years, STMGSS has been striving extraordinarily hard to design a variety of Drama in Education Programmes for passionate youngsters to chase and realize dreams. Dreams take flight here.
We believe that drama is not solely about acting; it is also about nurturing empathy. We create a safe classroom environment where students express their feelings, take on different perspectives to understand why the characters behave or react the way they do. Students learn to draw parallels between the emotions
and situations of the characters and scenes presented to them in the play, and their own encounters in life. Ultimately, drama is a “Way of Seeing” that encourages critical thinking, dynamics among perspectives, contemporaneity and contextualization. It is definitely a “Way of Working” which embraces collaboration, communication, understanding, rigour and discipline.
**Building Positive Values through Drama**
Being one of the school’s Signature Programmes, it helps to empower students in the multi-faceted aspects of theatre production. By exposing young actors to an array of cross-disciplinary experiences from acting to stage managing, costume making, lighting, sound and props production, students are given ample chances to investigate and play; to make sense of the sounds, gestures, visual expressions, and images around them. By engaging in discussions about actors’ inspirations, performers’ interpretations and audiences’ receptions, they learn to value different perspectives, appreciate diversity and respect for others. Through the world of drama, we try to inspire creativity and confidence; develop character and values; cultivate positive attitudes and self-expression among dreamcatchers – *Building Positive Values through Drama*.
**Celebrating 20 Years of Excellence – A Milestone Moment for STMGSS**
Drama in Education @stmgss creates an innovative space which pushes students to discover and rediscover their true inner strides. Our public productions for the past 20 years include *Lost Touch 2021*, *Goodbye 2020*, *Wake Up 2019*, *Chicken Soup 2018*, *Missing 2017*, *Who’s There 2016*, *Oh My Verbs 2015*, *Dairy Queen 2014*, *Screen Out 2013*, *Reckoning 2012*, *Romeo on the Internet 2011*, *Star 2010*, *If only I could 2009*, *Secret Keeper 2008*, *Spare Part 2007*, *Your Turn Now 2006*, *Snow White Sequel 2005*, *Special Me 2004*, *Who’s Talking 2003* and *Take it Easy 2002*.
I would like to take this opportunity to express my heartfelt thanks to our dedicated, exceptionally talented and hardworking teacher advisors, led by Mrs ROSS Tricia, Kit-ying, who are committed to student achievement. They have been playing a critical role in the pursuit for excellence by shaping and advocating students’ whole person development.
My gratitude also goes to all our young adults and supporters who have shown enthusiastic participation and helped us develop and thrive ceaselessly throughout the years.
Don’t Let your Dreams be Dreams, Go and Catch them – the Ways Forward
In future, STMGSS will continue to invest abundant resources on Drama in Education by launching seed fund to support young dreamers to kick-start their startup ventures. It is important that every student is given the opportunity to discover and develop his or her interests and strengths, and be supported to dream big, set goals and take action – Don’t let your dreams be dreams, go and catch them.
I look forward to the next 20 years of Excellence! | 1,579 | 754 | {
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World Vision Hong Kong's Gift Catalogue is a list of thoughtful gifts for donors to choose and send to the children and communities in the poor countries. From a school uniform for one child, to a borehole that provides large water supply to a community, every gift would bring a lasting impact to the people in need.
In 2020, donors have sent these "Gifts of Hope" to children and communities in 14 countries:
**For Children**
These gifts equip children with the skills and tools they need to get an education and grow up healthy, safe and happy. We delivered:
- **Health and Nutrition**
- Nutritious supplements for 1,208 malnourished infants
- **Girls' hygiene**
- Menstrual hygiene kits for 688 girls
- **Education and Care**
- Early education and care for 95 children for a year
- Informal education for 65 street children for a year
- Scholastic items for 998 children
- Bicycles for 786 children
**For Families**
These gifts benefit the whole family by enabling sustainable sources of income. We delivered:
- **Health and Nutrition**
- Nutritious supplements for 95 pregnant and lactating women
- Treatment for tuberculosis for 264 patients
- **Special Support**
- Essential items for the cold for 329 families
- **Livelihood Support**
- Improved assorted seeds for 80 impoverished families
- Sewing machine and training for 23 families
- Productive tools for 8 families
- Support for 20 persons to start up grocery stores
- 630 goats, 614 pigs, 306 cows, 6,000 chicks and ducks
**For Communities**
These gifts empower the communities to enable the people to thrive and become self-reliant. We delivered:
- **Health and Nutrition**
- Medications for treating malaria, pneumonia and diarrhoea for 36 health centres
- Medical kits for 122 community health workers
- Emergency obstetric and newborn care equipment in 10 health centres
- **Community Infrastructure**
- 6 classrooms
- 1 latrine for a school
- 5 water supply and storage system
- 5 boreholes
- **Education and Care**
- 13 reading camps (for around 35 children per camp)
Due to COVID-19 and nationwide lockdown, vocational skills training for out-of-school adolescents was suspended in 2020.
---
**Pig Brings New Hope to Family in Burundi**
Lydie, a 13 years old grade 6 student from Nyaruzane commune in Burundi, she says, “My parents are farmers, and have 6 children to feed. We used to have a very small harvest due to a lack of animal manure. Luckily my parents received some female pigs from World Vision. This pig was a blessing to the family in many aspects. I was so happy when the pig first delivered 6 piglets. I used to help my mother to feed the piglets. This is how we have organic manure available for farming plots and the harvest is now improved.”
Beneficiaries of pigs were so excited about the gifts.
---
**Access to Safe Water Source in Village of Zimbabwe**
After Cyclone Idai struck in March 2019, a village in Zimbabwe lost its nearest safe water source. Boulah, a villager, shares, “We had to travel more than 7km to the nearest clean water source where we would have to join a long queue just for fetching one 20L bucketful of water. The person who fetches water was not sufficient for our family daily needs, so we had to use the water from an unprotected well near our village. We knew that the water from the open well was unsafe, but that was the only available water source we had.”
Fortunately, World Vision helped dig and construct a borehole which provides safe and clean water to the community, benefiting 400 people from 80 households. “Our spirits were rejuvenated when World Vision came to construct the new borehole for our village. Now we are happy to fetch water whenever we want in any amount we need,” Boulah Tumweya says gratefully. Moreover, the villagers are able to set up handwashing facilities to prevent COVID-19 and other diarrhoeal diseases because of the clean water source provided by the new borehole.
The unprotected well used by the community as a source of water after the cyclone.
Boulah fetching water at the new borehole built by World Vision. | 1,824 | 946 | {
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OK, NOW LET'S TALK ABOUT ZINES!
1st things 1st: WHAT EXACTLY DOES QUEER MEAN?
For many years, the word queer has been used as a slur against people who don't fit into mainstream norms for gender & sex.
Now, many people have reclaimed it to be a celebration of diverse, non-conforming gender & sexual expression.
Screw heteronormativity! The word queer rejects society's efforts to make everyone fit into narrow boxes of what gender & sexuality are "supposed" to look like.
Why Queer Zines?
Zines are a uniquely uncensored, accessible way to share info, ideas, stories, & self expression. You can make & distribute them without any specialized skills or expensive tools.
There's no publisher dictating what you can include, thus makes them a great option for people who may not be accepted by mainstream society, like queer folks & other oppressed groups.
You already know how to make a zine.
Also, zines are just independently made booklets. You could fold a piece of paper into pouches, write or doodle on it, or there write your identity & your story!
The skills you need for making zines are inside of you!
A great zine is non-fiction, fiction, non-fiction, both; they can be comics, stories, poems, collage, coloring books, word searches, tweets, a mix of all of these, or something else. Go wild!
You have interesting ideas, a unique way of looking at the world, & a personal wisdom that comes from your unique set of life experiences. There's open for instruction on zine like this one.
So, what will you make?
Is there anything that you wish existed? Make that.
What do you wish you could tell the world about queerness? Your queerness?
Happy crafting!
Made by Nicole Mazzeo & Pleasure Pie pleasurepie.org
How to get your zines to the world
- Zine fests
- Zine readings
- Open mics
- Have a table at an event related to your zine
- Zine displays
- Zine libraries
- Zine stores
- Art galleries
- Little free libraries
- Public libraries
- Zine cafes
- Write out the back that all are welcome to make cafes & share them
Sliding scale options: cost of privilege + cost of the time it takes to fold/bind is a reasonable lowest price.
Distributing for free is also totally respectable. It increases accessibility for people with less money.
FOLDING AN 8-PAGE ZINE
From a single sheet of paper
1. Fold a paper in half the short way.
2. Again.
3. Again.
4. Unfold it so it's only folded once.
5. Cut along the crease from the folded edge until you're halfway in.
6. Open the paper all the way.
7. Fold it the long way.
8. Push the outer pages to the middle, so they meet like this:
9. Fold it in half into a booklet! | 1,116 | 631 | {
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Dog Detective - Part 2
Flashcards
By Teresa Lewin and Joan Orr
A dogGone crazy!™ Book
The purpose of this book is to help children learn to speak dog and to pet only happy dogs.
The symbol \( \text{X} \) on a page in this book indicates that a dog with this expression does not want to be petted or played with - even their own dog!
Look for clues in each picture to decide if the dog is safe or dangerous. Turn the page for the answers.
**Did you know….**
- half of all children are bitten by a dog by the time they are 12 years old
- most dog bites to children occur at home or at a friend's house
- most bites to young children are on the face from hugging the dog
- even nice dogs may bite if provoked
Look for these clues...
- Happy, panting
- Half-moon eye
- Licking chops
- Mouth closed
- Yawning
- Tail up in the air
Panting Loose leash
doggone crazy!
Mouth closed
Has his ball
Lying on his mat
doggone crazy!
Panting
Lying, relaxed
doggone crazy!
Mouth closed
Ears sideways
Panting
Mouth closed
Wrinkles
Yawn
Yawn
Half moon eye
Yawn
X
Panting
Ears relaxed
doggone crazy!
Tongue flick (licking chops)
doggone crazy!
Panting
Panting Loose leash
dogGONE crazy!
Mouth closed
Head turned away
Ears laid back
Tight leash
X
Panting
Half moon eye
Possesses toy
Tongue flick (licking chops)
Has a toy
X
Panting
Mouth closed
Tail high
Panting
dogGode crazy!
Panting
Mouth closed
Has her bone
Head lowered
X
Panting
Paw tucked
FORT FRONTIER
doggone crazy!
Half moon eye
Mouth closed
Paw lift
Toes digging in to floor
Panting
Ears relaxed
Mouth closed
Tight leash
Ears forward
Parents: For more information and resources about child safety around dogs please visit...
www.doggonecrazy.ca
www.familypaws.com
Teach your kids to **Be a Tree** so a dog will go away if any dog is too frisky, is bothering or scaring them.
Stop
Fold in your branches
Watch your roots grow and count in your head
© 2019 Joan Orr and Teresa Lewin A doGGone crazy!™ product
www.doggonecrazy.ca | 975 | 577 | {
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Label Me Healthy!
1. A type of food that is high in fat and sugar, often found in fast food restaurants.
2. A nutrient that helps your body grow and repair itself.
3. A type of food that is low in fat and high in fiber, often found in fruits and vegetables.
4. A nutrient that helps your body make energy.
5. A type of food that is high in protein, often found in meat and dairy products.
6. A nutrient that helps your body fight off infections.
7. A type of food that is high in carbohydrates, often found in grains and starchy vegetables.
8. A nutrient that helps your body make energy.
9. A type of food that is high in fat and sugar, often found in snacks and desserts.
10. A nutrient that helps your body make energy.
11. A type of food that is high in protein, often found in meat and dairy products.
12. A nutrient that helps your body make energy.
13. A type of food that is high in fat and sugar, often found in fast food restaurants.
14. A nutrient that helps your body make energy.
Across
2 A ______ is the amount of food that you choose to eat for a meal or snack.
4 ______ can be listed on a food label as soluble or insoluble.
5 Your body uses ______ to make glucose which is the fuel that gives you energy and helps keep everything going.
8 It is recommended that 10–35% of your daily calories come from ________.
9 Complex and ______ are two main types of carbohydrates.
11 Make half your plate fruits and ________.
13 5% Daily Value (DV) or less per serving is ________.
14 The Nutrition Facts Label information is based on ONE ______, but many packages contain more.
Down
1 _______ is essential for our bodies because it is in every cell, tissue, and organ in your body.
2 _________ tells you how much of a nutrient is in one serving of food compared to the amount you need each day.
3 Limit foods with added ______, which add calories but not other nutrients, such as vitamins and minerals.
4 Keep total ______ intake between 20% to 35% of calories.
6 20% Daily Value (DV) or more per serving is ________.
7 The recommended daily limit for an average adult is 2,300 milligrams.
10 ______ fat doesn’t have a % DV, but consume as little as possible because it increases your risk of heart disease.
12 Add ______ to season food without adding salt. | 990 | 520 | {
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Instruction
Courses of Study
The Governing Board shall adopt districtwide courses of study designed to conform with district graduation requirements and with the requirements for admission to California public universities. Courses of study shall also provide students the opportunity to attain skills appropriate for entry-level employment in business and industry upon graduation from high school.
(cf. 6146.1 - High School Graduation Requirements/Standards of Proficiency)
Elementary School Courses of Study
The Board shall adopt courses of instruction for grades 1-6 which shall include the study of:
1. English: speaking, reading, listening, spelling, handwriting, composition, knowledge and appreciation of language and literature.
2. Mathematics: concepts, operational skills, problem solving.
3. Social Sciences: age-appropriate materials drawn from anthropology, economics, geography, history, political science, psychology and sociology with emphasis on California and the United States, the American economic system, man's relation to human and natural environments, eastern and western cultures, contemporary issues, and the wise use of natural resources.
4. Science, including biological and physical sciences, with emphasis on experimental inquiry and man's place in the ecology.
5. Fine Arts, including art and music, with emphasis on creative expression and the development of aesthetic appreciation.
6. Health: individual, family and community health principles and practices.
7. Physical Education, with emphasis on activities conducive to health and vigor of body and mind. (Education Code 51210)
The Board shall certify to the Superintendent of Public Instruction that it has adopted a policy to implement a course of instruction which sufficiently prepares district students for
Courses of Study (continued)
the required high school course of study specified in state law. (Education Code 51225.4)
(cf. 6141 - Curriculum Development and Evaluation)
(cf. 6146.5 - Elementary School Graduation Requirement/Standards of Proficiency)
(cf. 6161 - Equipment, Books and Materials)
Legal Reference:
EDUCATION CODE
51202 Instruction in personal and public health and safety
51203 Instruction on alcohol, narcotics and restricted dangerous drugs
51204 Course of study designed for pupil's needs
51204.5 History of California; contributions of men, women and ethnic groups
51210-51212 Areas of study for grades 1 through 6
51220-51229.5 Course of study for grades 7 through 12
51880-51921 Comprehensive health education
GOVERNMENT CODE
3543.2 Scope of representation
Policy adopted: November, 1990
NORRIS SCHOOL DISTRICT
Bakersfield, California | 1,349 | 532 | {
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Chronic Physical Illnesses: the Effects on Mental Health
Factsheet for parents and teachers
Children with a long-lasting physical illness are twice as likely to suffer from emotional problems or disturbed behaviour. This is especially true of physical illnesses that involve the brain, such as epilepsy and cerebral palsy.
Why are mental health problems so common?
Serious illness or disability can cause a lot of work and stress for everyone in the family, especially the parents. Children who are ill have many more stressful experiences than children without an illness. Most children will, at some time, get upset by this. Sometimes, the upset feelings and behaviour can go on and on. If they do, this can add to the child’s health problems by making their life even more difficult. Some illnesses and/or their treatments, also have direct effects on the brain and its function, just as illness can effect the kidneys, the liver, or other organ systems.
How does this affect the child and family?
Following the diagnosis of a potentially serious or long-term illness, most parents and children go through a process of coming to terms with it.
Long-term effects
The affected child might have fewer opportunities to learn everyday skills, and to develop their interests and hobbies. Educational problems are also common:
- Your child might have to miss a lot of school and have particular difficulties with learning.
- Be sure to be in touch with your child’s teacher on a regular basis. Your child might need extra help at school.
- Your child might see themselves as different from other children, and they hate this.
- Some children may become depressed (see Factsheet 34 on depression in children and young people).
- Some children may be vulnerable to bullying (see Factsheet 18 on the emotional cost of bullying).
It is easy for you as parents to be overprotective of your child. You may find it harder to say ‘no’ than you normally would, making it difficult to control your child. It is harder to allow them to manage the ‘rough and tumble’ of childhood. Sometimes it can be difficult and confusing to cope with all the different doctors, and other professionals involved with your child’s illness. This can be very stressful for everyone.
Brothers and sisters sometimes feel that they are being neglected. They may feel embarrassed by their brother or sister. They may feel responsible for them. They can miss out on school or their social life, get bullied or lose friendships.
How to help
It’s very important to remember that although long-lasting illness does make things very difficult, most children and their families cope well. It is only a minority who experience problems in adjustment at a degree which seriously interferes with their ability to manage their lives.
- Live as normal a life as possible.
- Be open with your child about their difficulties.
- Restrict them as little as possible.
- Help them to get out and about with other children of their own age.
- Encourage your child to be as independent as possible.
- Meet other families with similar experiences.
- Seek help if you feel that you’re not managing.
A lot can be done to prevent further problems developing. Parents who appreciate the emotional impact of the illness on the child, and on the rest of the family, are much better placed to spot problems early and do something about them.
Where can I get help?
Making sure that there is enough help and support is very important. In addition to support from family and friends, try:
- paediatricians
- your general practitioner
- voluntary support groups
- social services
- school
- health visitor
- school nurse.
If there are signs that your child is developing emotional or behavioural problems, your general practitioner can refer you to the local child and adolescent mental health service for specialist advice. They may suggest that some family work could be helpful. Also, it often helps to link up with the other professionals involved in the ill child’s care. This can help sort out any problems related to the treatment, and make sure that everyone is working together effectively. | 1,589 | 813 | {
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Microscope Set
INSTRUCTIONS
WARNING! Only for use by children over 8 years old. Only for use under the supervision of an adult. This toy contains functional sharp edges.
ADVICE FOR SUPERVISING ADULTS
a) Read and follow these instructions, the safety rules and the first aid information and keep them for reference.
b) The incorrect use of chemicals can cause injury and damage to health. Only carry out those preparations which are listed in the instructions.
c) This Microscope Set is for use only by children over 8 years.
d) Because children's abilities vary so much, even within age groups, supervising adults should exercise discretion as to which preparations are suitable and safe for them.
e) The supervising adult should discuss the warnings and safety information with the child or children before commencing the preparations. Particular attention should be paid to the safe handling of chemicals if used.
f) The area surrounding the preparation should be kept clear of any obstructions and away from the storage of food. It should be well lit and ventilated and close to a water supply.
g) The microscope set contains functional sharp parts.
SAFETY RULES
a) Do read these instructions before use, follow them and keep them for reference.
b) Do keep young children and animals away from the experimental area.
c) Do store microscope sets out of reach of young children.
d) Do clean all equipment after use.
e) Do wash hands after carrying out preparations.
f) Do not use any equipment which has not been supplied with the set.
g) Do not eat, drink or smoke in the experimental area.
h) Do not allow chemicals to come into contact with the eyes or mouth.
i) Do not replace foodstuffs in original container. Dispose of immediately.
CAUTION FOR HANDLING
1) The vital part of the microscope is the lens. Therefore, sufficient care must be taken in handling the lens.
2) If the lens gets dirty or dusty; wipe the lens surface with a clean lens tissue or soft cotton cloth. Don’t rub the lens with a finger or dirty cloth etc.
3) After it is used, put a cover on the microscope or put it back into the box for screening from dust.
4) Microscope should be stored in a moisture free place. Moisture buildup on the light causes a reduction in light intensity.
INTRODUCTION TO A MICROSCOPIC WORLD
In this world of ours there are an abundance of living things. Some are large and easily seen with our own eyes but others are so minute that millions could be placed on the head of a pin. These can only be seen through a microscope.
The microscope was invented many years ago and since then has opened a field of research as fascinating and beautiful as anything you can imagine. Now, all science from the most elementary study of biology to the highly specialised fields of astro-physiology use some form of microscope to enable the students of these sciences to better understand the intricate, complicated forms of living organisms or static materials that make up this world in which we live.
Your microscope will be a source of many hours of pleasure as a hobby or open the door to advanced knowledge in the varied fields of science. We hope you enjoy your experience.
INSTRUCTIONS FOR USE OF MICROSCOPE
1) First tilt the arm and adjust the position of the reflector so that the light is fully caught by the mirror.
2) When the light is fully reflected by the mirror, as can be seen through the eyepiece, the microscope will be ready for observation.
3) Next, put the prepared slide on the stage and fix it in place with the clips.
4) Now decide what magnification to use. The greater the length of the objective lens the greater the magnification. Observation is generally made starting at a low setting.
5) In order to change the magnification turn the revolving turret until you feel a click.
6) Using the focusing knob, lower the lens as close as possible to the prepared slide without actually making contact. Then, while looking through the eyepiece, turn the knob in the opposite direction until the image comes into focus.
HOW TO MAKE A PREPARED SLIDE
If the given sample is not thin and transparent, it cannot be observed by the microscope as the light from the reflector or the light source does not pass through it. Fibres of pollen or wool, or salt will be easy to observe and do not need a cover glass. | 1,781 | 908 | {
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Due: 12/13/2015 at 06:00am EST.
Students will be able to:
- Determine Domain of a Function
- Determine Range of a Function
**Functions and symbols that WeBWorK understands.**
**Links to some useful WeBWorK pages for students**
1. (1 pt) The domain of the function
\[ f(x) = \sqrt{16 - x^2} \]
is the interval
________ , ________ __,
and its range is
__________, __________ ___.
2. (1 pt) The domain of the function
\[ f(x) = \frac{x + 4}{x + 2} \]
is the set of all real number except
________ and its range is the set of all numbers except
________.
**Hint:** To find the domain observe that we can’t divide by zero. To find the range solve an equation.
3. (1 pt) Find the domain of each function. Write your answer in **interval notation**.
(a) \( f(x) = 5x + 8 \)
Domain of \( f(x) \) is ____________
(b) \( g(x) = \sqrt{- (9x + 4)} \)
Domain of \( g(x) \) is ____________
(c) \( h(x) = \frac{5x + 8}{\sqrt{- (9x + 4)}} \)
Domain of \( h(x) \) is ____________
**Note:** you want to use **interval notation** in your answers.
4. (1 pt) Find the domain of each function. Write your answer in **interval notation**.
(a) \( f(x) = \frac{8x}{x^2 - 64} \)
Domain of \( f(x) \) is ____________
(b) \( g(x) = \frac{8x}{x^2 + 64} \)
Domain of \( g(x) \) is ____________
**Note:** you want to use **interval notation** in your answers.
5. (1 pt) Find the domain of each function. Write your answer in **interval notation**.
(a) \( f(x) = \frac{4x + 8}{8x - 2} \)
Domain of \( f(x) \) is ____________
(b) \( g(x) = \frac{8x - 2}{4x + 8} \)
Domain of \( g(x) \) is ____________
**Note:** you want to use **interval notation** in your answers.
6. (1 pt) Find the domain of each function. Write your answer in **interval notation**.
(a) \( f(x) = \frac{-4x - 3}{x^3 - 16x} \)
Domain of \( f(x) \) is ____________
(b) \( g(x) = \frac{-4x - 3}{x^3 + 16x} \)
Domain of \( g(x) \) is ____________
**Note:** you want to use **interval notation** in your answers.
7. (1 pt) Let the function \( f \) be defined by \( f(x) = \frac{1}{\sqrt{1-x^2}} \). Indicate whether the following statements are True (T) or False (F). You must get all answers correct in order to receive credit.
- 1. 1 is in the domain of \( f \)
- 2. \( f(x) \) is never positive.
- 3. All positive real numbers are in the domain of \( f \)
- 4. 0 is in the domain of \( f \)
- 5. \( f(x) \) is never negative.
- 6. All negative real numbers are in the domain of \( f \)
- 7. \( f(x) \) is never zero.
**Hint:** Draw the graph of \( f \).
8. (1 pt) The domain of the function
\[ f(x) = \frac{\sqrt{4 - x^2}}{\sqrt{1 - x^2}} \]
is the interval
________ , ________ ___.
**Hint:** Both radicands must be non-negative, and we can’t divide by zero. | 1,818 | 979 | {
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Excess of uric acid deposition in the body may cause accumulation of sharp needle-like crystals in the joints or surrounding tissues resulting into swelling, acute pain and inflammation. This condition is known as gout. It basically affects bigger joints of the body like hands, ankles, arm, knees and toes. Some of the possible causes of gout may include stress, genetics, lack of exercise, alcoholic drink and lack of protein and carbohydrates.
Gout Home Remedies
There are many home remedies for gout which are safe to use and can be tried in the home easily. A few of the popular home remedies for gout are:
First thing do when you have a gout attack will be to rest with your joint in an elevated position.
- One of the effective home remedies for gout is the use of ice.
- Take an ice pack and apply it to the affected joint.
- This will numb the area and give soothing effect to the joint.
Cherry is Also One of the Efficient Home Remedies for Gout
All you need to do is consume fifteen to twenty cherries every morning after you get up. Cherries are known to have antioxidant which not only helps in giving rest from the inflammation but also reduce frequent flare-ups of gout.
- Take mustard natural powder and wheat powder in equal quantities and make a paste simply by mixing with water.
- Now apply this insert on the affected area and leave it there for overnight to get effective relief from pain.
- Those suffering from gout on toes can soak their feet thirty minutes in a mixture of water and also one third cup of ground ginger. This will make you sweat and as a result aid in eliminating uric acid.
- After soaking your feet immediately take a bath because if your skin dries then the ginger can cause skin irritation.
- Case of gout of the foot, mix several charcoal powder in water and soak your feet for the next thirty minutes to one hour into this mixture. It will give you instant relief from the pain.
Lime is also very helpful in treating gout.
- Lime is a good source of vitamin C so it helps in treating sore joints giving strength to the connective tissues.
- Lime is known to contain citric acid which is a solvent of uric acid.
- All you need to do is squash half a lime into glass of water and then drink this juice.
- Try to drink lime juice two times in a day.
- Raw vegetable juice can be effective in treating gout.
- Take 300 ml of carrot juice and also add 100 ml each of cucumber liquid and beetroot juice to it.
- Eat this mixture on daily basis.
- Consuming one apple after each meal can be very effective in treating gout.
- Apple contains malic acid which neutralizes the uric acid.
- Take a diet of eight to nine bananas only for three to four days and do not take anything else.
- It will be very beneficial in providing relief from the gout.
These were some of the effective home remedies for gout which are simple, cost-effective and safe to utilize.
Read more Home Remedies for Gout.
Also know useful Home remedies for Head Lice.
Read effective Natural home remedies for Defense mechanisms Weak point.
Disclaimer: Content in this document is an advertisement, therefore it may be biased and should not be considered an objective or independent review. Owner of this document may be compensated when you purchase a product by clicking a link in this document. The views and opinions expressed in this document are purely of the author. Any product claim or other representation about a product or service should be verified with the manufacturer, provider or party in question. Any health information in this document is for educational purposes only and is not intended to replace the advice of your health care provider. | 1,464 | 763 | {
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Domestic Violence: its effects on children
Factsheet for parents and teachers
What is domestic violence?
The term ‘domestic violence’ is used to describe the physical, sexual or emotional (including verbal and financial) abuse inflicted on a man or woman by their partner or ex-partner.
How are children involved?
In relationships where there is domestic violence, children witness about three-quarters of the abusive incidents. About half the children in such families have themselves been badly hit or beaten. Sexual and emotional abuse are also more likely to happen in these families.
How are children affected?
Obviously it is very upsetting for children to see one of their parents (or partners) abusing or attacking the other. They often show signs of great distress.
Younger children may become anxious, complain of tummy-aches or start to wet their bed. They may find it difficult to sleep, have temper tantrums and start to behave as if they are much younger than they are.
Older children react differently. Boys seem to express their distress much more outwardly. They may become aggressive and disobedient. Sometimes, they start to use violence to try and solve problems, as if they have learnt to do this from the way that adults behave in their family. Older boys may play truant and may start to use alcohol or drugs.
Girls are more likely to keep their distress inside. They may withdraw from other people and become anxious or depressed. They may think badly of themselves and complain of vague physical symptoms. They are more likely to have an eating disorder, or to harm themselves by taking overdoses or cutting themselves. Children with these problems often do badly at school. They may also get symptoms of posttraumatic stress disorder, for example have nightmares and flashbacks, and be easily startled.
What can help?
- Professionals working with children, including doctors, nurses, teachers and social workers, should make themselves available for the child to talk to, and offer the help and advice they need.
- Posters in community centres, schools and health centres can give information and guidance.
- Women’s Aid and Victim Support are national organisations that give information and support (see overleaf for further information).
Who can give mothers and children long-term help?
Help is often needed for a long time. Survival needs have top priority – safety from the abuse, a place to live, and money to live on. Then for the children involved, contact arrangements and school need to be sorted out. The mother is likely to be extremely stressed and may well need her own counselling, psychotherapy or treatment for depression or anxiety. Children showing teachers. If the children continue to be emotionally disturbed, it may be helpful for them to be seen at the local child and adolescent mental health service or some other local family and child counselling service.
Are there any long-term effects?
Yes. Children who have witnessed violence are more likely to be either abusers or victims themselves. Children tend to copy the behaviour of their parents. Boys learn from their fathers to be violent to women. Girls learn from their mothers that violence is to be expected, and something you just have to put up with.
Children don’t always repeat the same pattern when they grow up. Many children don’t like what they see, and try very hard not to make the same mistakes as their parents. Even so, children from violent families often grow up feeling anxious and depressed, and find it difficult to get on with other people.
People in general need to recognise how harmful domestic violence is to children. This can help the victims of violence to realise that it shouldn’t be happening to them, and that they can ask for help.
Acknowledgement: © 2004 Royal College of Psychiatrists | 1,466 | 743 | {
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Class Rules
- Be Respectful
- Pay Attention
- Participate
Say & Sign
We all learn differently. Students are expected to actively participate in order to increase comprehension, and to acquire the words faster.
Required Materials
- Pencil
- Pen
- Notebook
- Headphones
Hall Passes
2 passes per quarter
Unused passes can be redeemed for class rewards
Grading Scale
| Grade | Description |
|-------|-----------------------------------------------------------------------------|
| A | You are confident and are reaching for the next level. |
| B | You consistently meet the standard without help from the teacher and are ready to move on. |
| C | You can meet the standard in familiar tasks and situations. |
| D | You know what to do to meet the standard and can do some things, but need help accomplishing it. |
| E | You know what the standard is, but are confused and probably frustrated. |
| F | You need some help to get started! |
| N/S | You have not done enough to be evaluated. |
Grading Categories
- Reading (25%)
- Listening (25%)
- Writing (20%)
- Speaking (20%)
- Work Habits (10%)
Course Description
This class will focus on the acquisition of high frequency structures, the most frequently used words in a language, in Spanish. We will use these structures in class discussions, stories, and cultural expectations. You will be expected to recognize these structures when you read or hear them, and in time, be able to produce them in speech and writing.
Most of the class will be spent using Spanish, not English, to help students acquire the language at a higher rate.
Student Responsibilities
- Speak Spanish, not English!
- Be respectful of yourself, your teachers, your classmates, and your school.
- Come to class prepared with the materials you need to do your work.
- Pay attention to your teacher
- Participate actively
- Ask questions when you don’t understand
- Spend at least 15 minutes outside of each class each day looking over stories, vocabulary lists, etc.
- Complete all assignments on time.
- Practice and re-do everything until you understand it!
- Attend class every day.
Academic Integrity
Academic Integrity is being honest and responsible with regard to your schoolwork. Most basically, it means that your work is your work, and anything that you have found somewhere else is credited to its source.
Students will receive a non-negotiable “0” on any assignment in which academic integrity has been breached.
- You may not copy another student’s work or allow someone to copy your work.
- You may not use online translators to write sentences or essays.
- You must cite any website, book, article, etc. from which you gather information. | 1,403 | 578 | {
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Have you ever had the joy of an infant smiling back at you when you smiled at him or her? Or seen the excitement of the infant who just put one block on top of another? If you have, then you have seen firsthand the beginnings of learning. We start out as sponges for knowledge and it can continue until our end. All this back to school stuff has gotten me to think, “What should we be doing to continue to learn everyday of our lives, not just in school?”
Research has shown us when we continue to learn, we are healthier, more self-confident, happier and resilient. Learning makes up a lot of our wellbeing and keeps us curious, engaged, and gives us a sense of accomplishment.
There are many ways in which we can stay actively learning, both in and out of school. As children and adolescents we are required to get a certain amount of education. That education is evolving as we learn more about how the mind works. So what can we do to stimulate more learning in our children? It has to be a fun activity that sounds exciting and engaging. Most children will want to participate when their parents or other adults, like their grandparents, are motivated to do the activity with them. For example, when was the last time you flew a kite, or built a kite? This is a great activity to do with a child or just for yourself.
For a lifetime of learning we need to continually try new things, like acquiring a new language or taking up an instrument. Try being a mentor or a teacher. Once you have learned a new skill, teach it to others. We can learn so much from others when we are teaching and helping them learn new skills. Social media and computers are very much a part of the new learning curve. Skills such as email and programming are new to many in our society. It is fun to show others how to do these things. My mother is eighty-five years old and in teaching her how to use the computer, I have gained so much from the questions she has asked. At the office, I frequently get asked medical questions and sometimes I don’t have the answers. I love the challenge of researching to answer these questions.
There are many methods to assist us in our learning. Active learning is learning by doing. It is an instructional method that gets students involved in the learning process. To learn creatively is to imagine, create, play or implement, share what we have learned, reflect on the newly learned and start again with imagine. This is a concept that has been used very successfully in kindergarten. These tools are great for getting involved with our own learning process or with a group.
Wikipedia is an online encyclopedia that can be very helpful. Even our grandparents had encyclopedias that they used as a reference or to learn about something new. The difference is that the online encyclopedias are constantly being updated and it is free.
Finally, for me, my newest learning tool is writing and I am enjoying the challenge.
-K.J. Armann is a pediatrician practicing in Santa Clara Valley for over 25 years. His passion is the care and promoting lifelong health for every child. He is a San Jose native, graduated from Los Gatos High and took his residency at UCSF. Reach Dr. Armann through email at email@example.com or call the Los Gatos office at 408 356-0578. | 1,158 | 691 | {
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Santa Clara Valley was called the “Heart’s Delight.”
Vegetation and wildlife were everywhere in sight.
The valley’s changed a lot in the past two hundred years.
Running out of water is just one of our fears.
The Silicon Valley is what it’s called today.
One point seven million people living in the South Bay.
There are two west valley watersheds inside our county.
San Tomas is one of these defined by its boundary,
Home of the red-legged frog and burrowing owl,
Two endangered species since the government cried foul!
Saint Thomas Aquinas would be proud for the fame
Brought by a river that was given his name.
San Tomas Aquino is the name of the creek.
In Santa Clara County, it’s the watershed we seek.
This watershed is sixty-four square miles of terrain,
A “J” like strip of land from the Bay to Santa Cruz Mountain
San Tomas Aquino Creek here is the leader
Saratoga, Wildcat and Smith Creeks are its feeders.
Redwood and oak trees grow almost everywhere.
Travel in this watershed; see five cities there,
Parts of San Jose, Los Gatos, and Santa Clara
Monte Sereno and the city of Saratoga
Sanborn County Park is at the foot of the “J.”
Wade in five minor creeks in the park in a day.
Booker and Bonjetti and McElroy are three,
Sanborn and Todd, all fresh water, all flow free.
These flow to Saratoga Creek and out towards the bay.
Into San Tomas Aquino Creek, it is the only way.
Guadalupe Slough is the end of the line.
To the San Francisco Bay, fish and birds think it’s fine!
Walden West Science Camp is also in the park.
They teach five thousand kids a year, you bet they’ve made their mark.
Youth Science Institute runs the park’s Nature Center.
There they have year round classes that anyone can enter.
Page Ditch on Smith Creek has stories to tell,
First used for irrigation, then replenishing the wells.
It feeds eight percolation ponds putting water in the ground.
Twenty-eight acre feet per day sinks without a sound.
Rinconada Water Treatment Plant is in this watershed
It can clean eighty million gallons in a single day, it’s said
Actually sometimes it’s more, and sometimes it’s less
Need is the factor that is used, they confess.
It’s staffed twenty-four hours every day of the year.
Getting water from the delta and reservoirs that are near
Chlorinate, flocculate, remove the sedimentation.
Filtrate, and final disinfection by chloramination.
There is a lot to learn about this valley that we share,
Wildlife and creeks and streams and plants to compare.
There is no better place to live anywhere on the earth.
Try to buy a home and you will see what it’s worth! | 1,033 | 603 | {
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1. (19 pts) The frequency response curve of a circuit is shown below.
a) The circuit is what type of filter? Circle the best answer.
i) low pass
ii) high pass
iii) band pass
iv) band reject
v) sludge
vi) can't tell
b) Draw the asymptotic Bode plot of the filter (the straight-line approximation) right on the curve above.
c) What is the corner or "break" frequency ($f_c$)?
d) Which of the circuits shown below could possibly be the circuit? (Circle the best two answers.).
e) In each of the circuits above, $R = 130\Omega$. Find the values of all the other components in the two circuits that you circled.
2. (17 pts) For the 60 Hz load shown in the figure, the RMS voltmeter measures 110 V. The phasor diagram for the power is also shown. Find the following:
a) The complex power. $S = ?$
b) The apparent power. $|S| = ?$
c) The power factor. $\text{pf} = ?$
d) The item marked "WM" in the figure is a wattmeter, what does it read? (give a number)
e) The item marked "A" in the figure is an RMS ammeter, what does it read? (give a number)
f) The power factor is: i) leading ii) lagging (circle one)
3. Use constant-voltage-drop models for the diodes and LEDs on this page.
(4 pts) Find the current in the circuit shown
\[ V_S = 1.5 \text{ V} \quad R = 20 \Omega \]
LED needs 2V, it is not conducting \[ I = 0 \]
4. (23 pts) Assume that diode \( D_1 \) is conducting and that diode \( D_2 \) is not conducting.
a) Find \( V_{R1}, I_{R1}, I_{R3}, I_{D1}, V_{R2} \) based on these assumptions.
Do not recalculate if you find the assumptions are wrong.
\[
\begin{align*}
V_{R1} &= \text{__________} \\
I_{R1} &= \text{__________} \\
I_{R3} &= \text{__________} \\
I_{D1} &= \text{__________} \\
V_{R2} &= \text{__________}
\end{align*}
\]
b) Was the assumption about \( D_1 \) correct? yes no
How do you know? (Specifically show a value which is or is not within a correct range.)
c) Was the assumption about \( D_2 \) correct? yes no
How do you know?
(circle one)
5. (26 pts) Analysis of the circuit shown yields the characteristic equation and \( s \) values below.
The switch has been in the closed position for a long time and is opened (as shown) at time \( t = 0 \). Find the initial and final conditions and write the full expression for \( i_L(t) \), including all the constants that you find. Don’t let the odd position of the switch throw you, just use it to find your initial conditions.
Clearly show important numbers (like initial and final conditions) to get partial credit. If you can’t find some of these, guess so that you can move on and demonstrate what you do know.
\[
0 = s^2 + \frac{R}{L} \cdot s + \frac{1}{LC} \quad s_1 = -500 \cdot \frac{1}{\text{sec}} \quad \text{and} \quad s_2 = -1000 \cdot \frac{1}{\text{sec}}
\]
6. (11 pts) The transformer shown in the circuit below is ideal. Find the following:
a) \( I_1 = ? \)
b) \( I_2 = ? \)
Answers
1. a) ii b) straight lines: 3Hz, -40dB to 300Hz, 0dB to 1MHz, 0dB c) 300Hz d) 1st and 4th e) 4.08\(\mu\)F 69mH
2. a) 60 + 40j VA b) 72.1VA c) 0.832 d) 60W e) 0.656A f) ii
3. 0 4.a) 0.7V 3.5mA 4.6mA 1.1mA 0.46V b) yes, \( I_{D1} > 0 \) yes, \( V_{D2} < 0.7V \)
5. \( i_L(t) = 0 - 20 \cdot \text{mA} \cdot e^{-500t} + 40 \cdot \text{mA} \cdot e^{-1000t} \)
6. a) 0.4A b) 0.8A | 1,877 | 1,096 | {
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Write sentences about Joe’s plans. Use the words in brackets.
1 (Monday – play football)
__________________________________________________________
2 (Tuesday – visit his friend)
__________________________________________________________
3 (Wednesday – fly to Moscow)
__________________________________________________________
4 (Thursday – take photos)
__________________________________________________________
5 (Friday – go to St Petersburg)
__________________________________________________________
Complete the sentences with the correct word in brackets.
1 He said he ____________ sleepy. (is / was)
2 She said she ____________ twelve years old. (were / was)
3 They said they ____________ happy. (are / were)
4 Mum said she ____________ busy. (was / is)
5 Dan and Tom said they ____________ hungry. (was / were)
Match. Write the letter.
1 He felt better after ___ a the children went outside.
2 When the sun had become very hot ___ b they wanted to rest.
3 After she had done her homework ___ c everyone went to the beach.
4 When the rain had stopped ___ d he had eaten some food.
5 After they had walked for two hours ___ e she phoned her friend.
Write sentences with *What a …! What an …! or What …!
1 This mountain is a very big. ________________________________
2 These grapes are delicious. ________________________________
3 That dress is beautiful. ________________________________
4 That boy is very intelligent. ________________________________
5 That woman is very angry! ________________________________
Complete the sentences with the word in brackets.
1 He said he ____________ to be a geologist. (want)
2 She said she ____________ singing. (love)
3 They said they ____________ early every morning. (get up)
4 Mum said she ____________ fish for supper. (can cook)
5 Dan said he ____________ a lot of emails. (write)
6 They said they ____________ your email address. (know)
Write question tags.
1 Jenny is very clever, ______________
2 Her brother’s name is Sam, ______________
3 They are good at maths, ______________
4 Their mother is a nurse, ______________
5 Jenny and Mary are cousins, ______________
6 Sam is good at football, ______________
Answer 1
1 On Monday he is playing football. 2 On Tuesday he is visiting his friend.
3 On Wednesday he is flying to Moscow. 4 On Thursday he is taking photos. 5 On Friday he is going to St Petersburg.
Answer 2
1 was 2 was 3 were 4 was 5 were
Answer 3
1 What a big mountain! 2 What delicious grapes! 3 What a beautiful dress! 4 What an intelligent boy! 5 What an angry woman!
Answer 4
1 What a big mountain! 2 What delicious grapes! 3 What a beautiful dress! 4 What an intelligent boy! 5 What an angry woman!
Answer 5
1 wanted 2 loved 3 got up 4 could cook 5 wrote 6 knew
1 isn’t she? 2 isn’t it? 3 aren’t they? 4 isn’t she? 5 aren’t they?
6 isn’t he? | 1,716 | 685 | {
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I knew global warming was bad. I knew that we needed to change. But like many of us, I didn’t know the specifics. In her new book, *Field Notes from a Catastrophe*, Elizabeth Kolbert balances an information deficit on the topic by providing a beautifully written, first-hand accounting of the situation. Without doubt, the author is a vital teacher in tenuous times. The expansive treatise on global warming, begun as a series of articles for the *New Yorker*, follows Kolbert around the world on a quest for information, examples and answers.
In education lingo, she is adept at making content accessible. Given the breadth and scope of information presented, this is a formidable task. How does one explain that bit by bit, day by day, we are chipping away at the Earth’s ability to function as a sustainable atmosphere? Kolbert asks the right questions and takes us along for the ride. From Shishmaref, an Inuit village in Alaska whose land is receding, to the Cloud Forest in Costa Rica where the golden toad became extinct, she blends anecdote, observation and explanation to elucidate the phenomenon of global warming. Precise language and direct style only include technical terms where necessary, making the analysis both accessible and complete. But Kolbert does not shy away from complexities, such as a series of organic feedback loops that speed the warming process and climate reactions that could elicit floods and drought.
Perhaps most importantly, she makes us privy to experiences and responses through small but significant details of her travels. While at a research station in Greenland, she notices that snow under her tent is melting into a large puddle. She tries, but fails, to clean it up, concluding, “the puddle was too big, and eventually I gave up.” It is sad and frustrating. Poetic details like this one convey emotional resonance and humanize the problem.
In the second, longer portion of the book, Kolbert painstakingly lays out the hard realities of a civilization that is knowingly defeating itself. The carbon dioxide emissions resulting from cars, electricity, and even something as simple as turning on your coffee pot, accelerate the heating process. As an American, I read with a hard heart that we contribute 25 percent of carbon dioxide to the atmosphere. But harsh realities are tempered by potential solutions. We learn that mayors in the United States are banding together to try to meet or beat environmental standards, and several scientists discuss alternate energy sources. One of these, Robert Socolow, emphasizes that change is not a matter of practicality, but one of choice. Of the solutions he proposes, he says, “These things can all be done.”
Other species have altered the atmosphere, and other cultures have ended because of it. But Kolbert points out that “we are the first species to be in a position to understand what we are doing.” We only have one Earth. It isn’t disposable and we can’t afford to lose it. Yet every day, we are getting a little bit closer to doing just that. Will we choose to change before it’s too late?
– Annie Buckley | 1,171 | 634 | {
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The square root of 16 is 4, because $4 \times 4 = 16$.
A triangle is a polygon with three sides and three angles. The sum of the interior angles in any triangle is always 180 degrees. Triangles can be classified based on their sides (equilateral, isosceles, scalene) or their angles (acute, right, obtuse). They are fundamental shapes in geometry and have numerous applications in various fields such as architecture, engineering, and design.
A square with a circle in the center.
A black circle is centered within a white square.
I
I
I
The following is a list of the most common types of data structures and algorithms:
- Arrays
- Linked Lists
- Stacks
- Queues
- Trees
- Graphs
- Hash Tables
- Binary Search Trees
- Sorting Algorithms
- Searching Algorithms
- Dynamic Programming
- Greedy Algorithms
- Backtracking Algorithms
- Divide and Conquer Algorithms
Each of these data structures and algorithms has its own unique characteristics and use cases. Understanding them can help you solve complex problems more efficiently.
A pentagon is a five-sided polygon.
STOP
hexagon
0
1
A black square with a black triangle inside it.
A triangle is a polygon with three sides and three angles. The sum of the interior angles in any triangle is always 180 degrees. Triangles can be classified by their sides (equilateral, isosceles, scalene) or by their angles (acute, right, obtuse).
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History of Streetcars in Urbandale
By Virginia Gee
Trolley lines played an important role in the history of Urbandale. Developed by Des Moines City Railway started in 1905, streetcars operated on rails for public transportation on certain streets in and around Des Moines.
In the early years the streetcar came about every hour and a half, but by the 1930's a car came about every 15 minutes during the day, or every 5-7 minutes during rush hour. This was an important form of transportation for many people working or shopping in the Des Moines area. Coal miners came out to work in the mines in the Urbandale area. In the early years, hardware, feed, and grocery items were hauled, as well as passengers. Before the Urbandale High School addition was completed at 70th and Douglas in 1935, Urbandale students would ride to attend high school at North or Roosevelt.
Technically, a trolley was a grooved wheel at the end of a pole for transmitting electric current from an overhead wire to the streetcar operating on tracks. The term "trolley car" is thus often used for this electric streetcar that gets its power by means of the trolley.
A promotional advertisement in 1908 encouraged people to take a trolley ride and see Des Moines. "You can reach all points of interest in the city by trolley for a 5 cent fare. Cars are available for rides to Fort Des Moines, University, Ingersoll Park, Union Park, Valley Junction, Highland Park, and Grandview Park."
Summary of later transit data for one year for route number 7 said it was 15.2 miles round trip, 10 cars used on the line, 106 round trips per day, total passengers carried on an average day (including transfers and fares) 4,900, 23 per trip, took about 15 minutes to arrive at the hub at 2nd and Walnut. (Of course not all these riders were coming all the way or leaving from the Urbandale turnaround.)
Originally the cars had both a conductor and a motorman. Fares were collected or passes punched. By 1930 the streetcar became a one-man operation. Eventually streetcars were replaced by gas shuttle buses and curb liner operation that did not require rails. The last trolley cars ran in Des Moines in 1951. The rails west of 49th Street and the 36 foot long trestle bridge over Merle Hay Road at Urbandale Avenue were removed. Many of the MTA and DART buses today follow what were originally streetcar routes.
The brochure continues: "The Urbandale Line is a five mile ride northwest of downtown Des Moines, past the large brick and tile factories and coal mines, west into the country. Many fine suburban homes are being built along this line which makes it an interesting ride and well worth the time spent. A beautiful view of the Des Moines River may be had along this line and many Kodak friends take advantage of it every summer."
Urbandale Line #7 came north to the area of Veterans Hospital, and then generally followed the median of Urbandale Avenue until it made a turn-around at Walkers Station at what was to be 70th and Roseland in Urbandale. (Urbandale did not become an official community until 1917) F. L. Hays built a two-story building on the NE corner with a blacksmith shop, general store, post office, and drive-in shed where the farmers could tie their horses when the family came to take the streetcar. | 1,320 | 741 | {
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FIND YOUR FEET TASK
A LEVEL MUSIC:
TASKS
1. Brush up on basic music theory – rhythm and metre, scales and key signatures and intervals (see websites and online learning materials)
2. Listening and describing work – read through and listen to examples in the glossary (see websites and online learning materials)
3. Music history – read through Short History of Music (see websites and online learning materials)
4. Performance – Have a go and prepare for a performance – you could polish up a piece you are already working on and video it, resurrect an older piece that you really enjoyed or look at the graded lists for the level at which you are currently playing. Listen to the pieces and
RESEARCH
Research the life and music Franz Josef Haydn. You can use the Oxford Music Online Haydn, Haydn Wikipedia article, Classic FM, Philharmonia Haydn introduction, Naxos, BBC introduction, BBC Composer of the Week and Howard Goodall on Haydn. You can then present your work in any way you like. Online, as a poster, a booklet or a leaflet.
Research the biographies and key works of any of the following musical theatre composers: Richard Rodgers, Leonard Bernstein, Stephen Sondheim, Claude-Michel Schonberg, Andrew Lloyd-Webber or Stephen Schwartz.
RECOMMENDED READING
Sion, Colborne, Gardiner, Pankhurst et al (2017) Eduqas AS and A Level Music Study Guide, London: Rhinegold [covers the background information needed for the course – useful but not essential to read before the A level starts]
Winterson and Harris (2014) Music Theory: The Essential Guide London: Faber [if your basic theory is a bit ropy then this is good for making sure you know up to Grade 5 theory stuff]
WEBSITES AND ONLINE LEARNING MATERIALS
Musictheory.net
Complete the following:
The Basics – all sections
Rhythm and Metre – all sections
Scales and Key Signatures – all sections
Intervals – all sections
The first two lessons from Chords, Diatonic Chords and the first from Chord Progressions would be a bonus
https://alevelmusic.com/4-short-history-of-music/ - read this as one of the preparation tasks
https://alevelmusic.com/9-gcse-revision-ridgewood/ - read through and listen to examples in the glossary
CONTACT
For any questions about your Find Your Feet task, please e-mail: email@example.com | 1,087 | 532 | {
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If you are approached by the media about vectorborne disease in your jurisdiction, the following talking points may be helpful.
1. Blacklegged ticks (also known as deer ticks) can carry bacteria that cause Lyme disease and other diseases.
2. Use an insect repellent approved by the Environmental Protection Agency and follow label instructions.
3. Wear light-colored, protective clothing to better see ticks or mosquitoes.
4. Check yourself for ticks after walking in high grass, heavily wooded areas, and bushy areas with leaf litter.
5. If you find a tick embedded in your skin, remove it immediately to prevent infection by grasping the head with tweezers.
6. Prevent mosquito breeding by draining standing water from gutters, wading pools, and old tires.
Some additional talking points to include, if applicable:
7. If you are having symptoms or illness that you think is from an insect bite, contact your doctor [insert correct resource] right away.
8. For more information about ticks and mosquitoes, contact your local health department or visit the Wisconsin Department of Health Services web page on ticks at dhs.wisconsin.gov/tickborne or mosquitoes at dhs.wisconsin.gov/arboviral.
Message mapping is one of the most important risk communication tools that public health agencies can employ. The goal of a message map is to convey important information in a concise and easy to understand fashion.
General Guidelines for Completing a Message Map
- Stick to three key messages or one key message with three parts for each underlying concern or specific question.
- Keep key messages brief. The reader should ideally spend less than 10 seconds per line.
- Develop messages that are easily understood by the target audience. (For communications with the general public, use a 6th to 8th grade readability level.)
- Place messages within a message set. The most important messages should occupy the first and last positions.
- Develop key messages that cite credible third parties.
- Use graphics and other visual aids to enhance key messages.
- Keep a positive tone. Messages should be solution-oriented and constructive. Try to balance negative messages with positive ones.
- Avoid unnecessary use of “absolute” words, such as no, not, never, nothing, and none.
The following is a message map that could be used when addressing the general public regarding ticks and mosquitoes.
| Key Messages | Supporting Information |
|--------------|------------------------|
| **Message 1** Be quick and remove that tick. | **Supporting Info 1** Ticks often found in Wisconsin are the deer tick and the wood tick, which are most active during warm-weather months.
**Supporting Info 2** The blacklegged (deer) tick must be attached for 12-24 hours before bacteria can be transmitted.
**Supporting Info 3** If you find a tick burrowed into your skin, remove it immediately with tweezers and be sure the head remains intact. |
| **Message 2** Reduce exposure to mosquitoes. | **Supporting Info 1** Mosquito-borne diseases are rare in Wisconsin, but people should still take steps to prevent being infected.
**Supporting Info 2** Use insect repellents and avoid being outside at times of high mosquito activity (dawn and dusk).
**Supporting Info 3** Wear light-colored, loose clothing when doing activities outdoors in dense mosquito areas. |
| **Message 3** Keep ticks and mosquitoes away. | **Supporting Info 1** Avoid areas with high grass and heavily leafy areas where ticks and mosquitoes commonly live.
**Supporting Info 2** Drain areas with standing water to eliminate mosquito breeding.
**Supporting Info 3** If in areas with high tick and mosquito activity, wear protective clothing and use repellents with DEET or permethrin (follow product instructions). | | 1,611 | 782 | {
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HISTORY OF MAY DAY
May 1st has been celebrated throughout the world as International Worker's Day (May Day) for over a century. Its history dates back to 1856 when workers in Australia went on a work stoppage for an 8-hour working day.
- In 1886 workers in America supported the struggle for an 8-hour working day with massive strikes and demonstrations. Labour leaders were then charged with conspiracy - and hanged. These were the workers' first martyrs.
- In 1890, May 1st was accepted as the Workers' International Day of Solidarity. By this time "Workers of the World Unite!" had become a popular slogan.
- 1918 is regarded as the beginning of May day for Black South African Workers because of their meetings, processions etc., that year.
- In 1931, the African May Day Committee organised a March through the streets of Johannesburg. The procession led to clash with the police. Many workers were injured and some were sent to prison.
- In 1950, the ANC (Tvl), TIC and the Johannesburg District Committee of the CPSA jointly organised a stayaway on May 1st. The highly successful stay-away led to clashes between workers and police in Orlando, Alex, Brakpan and Sophiatown. Nineteen workers were killed and 20 injured.
- In 1959/1960-1 the Government abolished May Day as a paid holiday for workers in SA. By this time progressive trade unions like SACTU, which was affiliated to the World Federation of Trade Unions, had come under severe attack from the Government.
SADWU'S GUIDELINES FOR DOMESTIC WORKERS
The South African Domestic Workers' Union (SADWU) has outlined the following guidelines for domestic workers:
- Suggested minimum wages for domestic workers:
- Semi-skilled person: R150 per month.
- Someone with special skills or special responsibilities such as cooking, baking or looking after small children: R200 per month.
- Both suggested salaries are for an eight-hour working day.
- Workers should be provided with three meals a day and working clothes.
- A transport cost should be provided for workers living out.
- If you cannot afford the full recommended wage, then pay for the number of hours you can afford.
- A part-time living-out worker, for example, could then be employed on a pro rata percentage of the recommended wage for a full-time living-out domestic worker.
- A daily casual worker: Minimum wage: R18.10 per day plus transport. Meals must be provided. A morning is four hours, but should be paid rather more than half of an eight-hour day as one works harder during the first four hours.
- A gardener should earn the same as domestic workers, except the daily casual who earns R20 per day. Meals and transport should be provided.
- Hourly rate: R2 per hour.
- Overtime: R2.50 per hour.
- Baby sitting: R2.50 per hour.
Continue struggle for May Day
- May 1st 1986 was the 100th Anniversary of May Day. Last year's call by COSATU to celebrate May Day as a paid public holiday was an outstanding success.
- This coupled with the growing struggles and solidarity of the workers forced the Government to recognize the importance of May Day. But instead of recognizing May Day as Workers Day, the Government has declared the First Friday of May as South African Workers' Day.
- COSATU has rejected this so-called concession and has pledged itself to continue the struggle to recognize 1st May as a paid public holiday for all workers in SA.
- The TIC fully stands behind COSATU. | 1,539 | 766 | {
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Volvo Ocean Race Team Will Raise Awareness Of Ocean Plastic Danger
June 21st, 2017 by Steve Hanley
A team in this year’s Volvo Ocean Race is dedicated to raising global awareness of danger posed by ocean plastic. The Volvo Ocean Race is one of the premier sailing competitions in the world. The course is more than 40,000 miles long and takes 9 months to complete. All of the energy needed to compete comes from two renewable sources — wind and muscles. The boats and sails are all identical, which makes the competition all about skill and endurance, rather than equipment.
The boats are equipped with a Volvo Penta marine engine which provides power for low-speed maneuvering while in port. It also powers a desalination system that makes fresh water for the crew members and allows them to reconstitute the freeze-dried food they carry on board. It is forbidden to use the engine for propulsion during the competition.
Given sufficient wind, the boats are capable of sustained speeds of 25 knots or more. They can sail in winds up to 60 knots — more than 65 miles per hour. With seas crashing over the bow most of the time, competing in the Volvo Ocean Race has been compared to “sailing into a fire hose.” The conditions, once under way, are rigorous by any measure.
In the last race, an all-female crew sponsored by SCA, a global manufacturer of sustainable paper products, was one of the eight teams in the race. Team SCA actually won one of the legs of that race. This year, a team composed of half men and half women will compete under the name of “Turn The Tide On Plastic.”
Headed by Dee Caffari, a veteran of the Team SCA campaign, the team is focused on raising awareness about the global threat of ocean plastic. It is supported in part by the Mirpuri Foundation and the Ocean Family Foundation, two groups deeply committed to preserving the oceans from further pollution by plastics. Ocean plastic was the subject of the UN Oceans Conference held in New York during the first week of June. The following video is in Portuguese, but the images make its message crystal clear.
The Mirpuri Foundation was established by Paulo Mirpuri, a prominent Portuguese businessman, to help educate people about the dangers faced by the world’s oceans from human pollution and create a strong offshore legacy for future generations of Portuguese sailors. Caffari will include two other Portuguese sailors in her crew and intends to compete with an all-Portuguese crew in the future.
“We feel immense pride to be backing this incredible ocean health campaign which we are sure will provide a great contribution to the health of our wonderful blue planet,” says Mirpuri. “We must act immediately if the next generation is to inherit seas and oceans which resemble those that we knew as children.
“In Portugal, we have long held a rich maritime heritage, and this youth-orientated campaign is a major step towards shaping the world-class future of Portuguese offshore racing. The Mirpuri Foundation looks forward to working closely with the Volvo Ocean Race to achieve that objective over the coming years.”
Ocean plastic is not some mere annoyance. It is a scourge that endangers many of the creatures who live in the sea. Recently, British researchers found that remote Henderson Island — 500 miles from shipping lanes and visited by humans only every 5 years or so — is littered with more than 38 million pieces of plastic that have washed ashore.
Other researchers have found the amount of plastic trash on the bottom of the Arctic Ocean has increased 20 fold in just the past decade. In the last Volvo Ocean Race, which ended two years ago, the sailors reported they could see the increase in the amount of plastic debris infesting the waters they were sailing through with the naked eye.
“The Ocean Family Foundation is delighted to be supporting this exceptional campaign to support ocean conservation and clean-up,” said spokesperson Peter Dubens. “Plastic pollution has emerged as one of the greatest challenges facing our globe, with plastic debris forecast to double over this decade, causing huge damage to our oceans as well as to humans. With her public profile as a British world record-holding athlete, Dee Caffari is the perfect leader to raise awareness of the need for urgent action.”
Caffari says, “It’s an honour to represent this landmark campaign, and to lead the team on such a prestigious platform is exciting. Seeing the amount of plastic in the ocean is heartbreaking. We’re abusing our planet and this campaign is about pushing people to proactively do something about it. We will be sailing with a youth-orientated team because the reality is, it’s going to be the next generations who inherit the mess that we’re making now. This is a major issue and we need to encourage this generation, and future generations, to step up.”
In case anyone thinks the Volvo Ocean Race is a pleasure cruise for fairweather sailors, slip on your life jacket, buckle your seatbelt, and enjoy this video from the 2014–2015 race.
Source and Dee Caffari photo credit: Volvo Ocean Race | 2,021 | 1,037 | {
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Phonics, Reading and Writing Meeting
Reception
Meeting contents:
- Speaking and listening
- Nursery
- Fine motor skills
- Mark making
- Letters and sounds.
- Reception
- Reading
- Phonics
- Writing
- Things you can do at home to help your child
Speaking and listening
• A child that is not at expected standard in language development at age 5 years is 11 times less likely to achieve the expected level in Maths at age 11.
Education Policy Institute
Early Years Intervention Foundation
Reading - Phonics Letters and Sounds
What is Phonics?
“Words are made up from small units of sound called phonemes. Phonics teaches children to be able to listen carefully and identify the phonemes that make up each word. This helps children to learn to read words and to spell words.”
Phonics play
“...written language is basically a kind of a code. Teaching phonics is just teaching children to crack that code.”
What is taught in Phonics?
Three main things are taught in phonics:
GPC (Grapheme Phoneme Correspondence - Knowing the sounds)
Segmenting
Blending
Now it’s your turn
sat pin md go ck k
eur h bf l j v w x y
z qu ch sh th ng ai ee igh
oa oo ar or ur ow oi ear air
Now let’s try blending
got cat big with went
Nonsense words
mip fop
Tricky words
I to no the
The Alphabet is still important!
Reception Reading at School
- We are currently learning how to read and write individual sounds.
- Majority of children are just beginning to blend simple words using the sounds we have already learnt.
Reading Books
- It is important that you continue to read books with your children at home so they have plenty of opportunity to experience a range of books.
- We change reading books once a week
How to Use the Reading Books
- We want to develop children’s confidence as a ‘reader.’
- Children decode words by sounding out, recognising the shape of the word and considering the context and illustrations.
- If your child doesn’t feel confident enough to read independently try reading the book to them and sounding out simple words for them to blend.
- It is important that your children understand what they are reading. Discussions and questions after every few pages will ensure that they are reading for meaning.
Things You Can do at Home
• Practise reading the high frequency words in the handout given to you. Make it fun.
• Your child has been bringing home sounds sheets. Practise the sounds.
• Please keep us up to date with your child’s reading at home by writing a quick note in their reading records.
• Book bags make it easier.
Practise writing letters using the letter formation sayings included in your handout.
It is important children form these letters correctly for when they come to join their letters later on.
Please make sure children only use capital letters where needed.
Around the dinosaur’s bottom, up his tall neck and down to his feet.
MAKE IT FUN!!!
http://www.letters-and-sounds.com/
http://www.familylearning.org.uk/phonics_games.html
www.teachfind.com/national strategies - articulation of phonemes. | 1,311 | 687 | {
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Teaching and Learning in Circles: Building Community, Developing Relationships and Enhancing Learning – Mission Impossible?
email@example.com
Hull Centre for Restorative Practice
Collingwood Primary School
A RESTORATIVE SCHOOL
What's the point?
Pearson report May 2011
Primary Policy Watch
-the pupil premium ‘toolkit’
after school programmes:
ability grouping:
assessment for learning:
arts participation:
block scheduling:
early intervention:
effective feedback:
homework
individualised instruction:
ICT
learning styles:
meta-cognitive and self-regulation strategies:
one-to-one tutoring
parental involvement:
peer tutoring / peer-assisted learning strategies:
performance pay:
reducing class sizes:
school uniforms:
sports participation:
summer schools:
Approaches in the top left corner were found to promote maximum benefits at low cost. Those towards the top right had high impact, but at a correspondingly high cost. Approaches in the bottom left corner were found to be low impact and low cost. Those in the bottom right corner were found to be low impact, but at a correspondingly high cost.
A reason to talk or a reason to listen?
Building a community that promotes learning.
In what way does our learning promote community?
When using circles virtually any topic can be incorporated, but there should always be an emphasis on the manner in which the learning takes place.
Montessori International July-September 2005
Circles can be related to course content or interpersonal
IIRP circles training
SWAP TO SNAP BACK
Assessment for Learning?
IDEAS
Basic toolkit of strategies to be used regularly throughout all year groups to promote talk for learning
INDIVIDUAL THINK TIME
POINT BULLET THINKING AND TALKING
SNAP TO...SNAP BACK
TALK PARTNERS
ENVOYING
Developments of envoying – consider your ‘reason to listen’ Use them when appropriate
SNOWBALLING
JIGSAWING
INFORMATION GAP
RAINBOW GROUPS
SCAN & CHECK
YES / NO QUESTIONS
THOUGHT SHOWERS
ROLE PLAY
When using these activities consider AIL possibilities through developing the listener’s ‘reason to listen’.
HOT SEAT
MINI PRESENTATION
ACTIVE LISTENING
Interested? Further information? E-mail firstname.lastname@example.org
Does this way of working…
• Build a sense of community?
• Build a sense of interdependence?
• Build social capital?
• Enhance and build upon other strategies used to develop a strong community?
• Enhance learning?
Where else?
• Restorative questioning for learning – developing meta cognition
What are you going to do with this?
email@example.com
Hull Centre for Restorative Practice | 1,383 | 593 | {
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HU·MOR or HU·MOUR - noun
plural noun: humor or humors?
quality of being amusing or comic - especially in literature or speech -
or - as defense against being taken &/or judged too seriously.
verb: present: humors - past tense: humored - present participle: humoring -
LOG·IC - noun
plural noun: logic or logics?
system - or set of principles to perform a specified task - w/underlying elements of proof & inference - to be ignored for a time when useful - but not/never abandoned.
JEW - noun
plural noun: Jews
member of the people & cultural community -
who trace origins through the ancient Hebrew people of Israel - to Abraham - or - to rosie & sammie - &
to aunts paulie, yettie, irene, ruthie & to grandma fannie wunderlich.
FILM - noun
plural noun: films
thin flexible strip of plastic or other material coated with light-sensitive emulsion for exposure in a camera - used to produce photographs or motion pictures - also called cinema, flick & photoplay - or the piktchas or moovies ya see as a kid inna local loews - every saturday or sunday.
VICE VER·SA - adverb
early 17th century: from Latin - literally ‘in-turned position’ – the other way around - conversely, inversely, contrariwise - “dancers can teach actors a lot and vice versa” - the opposite of what you just said - you say - can also be true - what if - you ask the dancer - what if - you reverse that phrase? what if - we use the back as front? what if?
Copernicus was the first to suggest - the earth revolves around the sun - and not vice versa.
QUAR-TET - noun
plural noun: quartets;
noun: quartette; plural noun: quartettes
set of 4 people or things.
early 17th century/French quartette - Italian quartetto - Latin quartus.
quartets are interesting aren’t they?
i love lucy is a quartet & will & grace & who’s afraid of virginia woolfe?
all in the family - bobbsey twins (2 setsa twins) & verdi’s rigoletto quartet -
& the four tops - & don’t forget - the marx brothers start as a quartet –
& what about the beatles?
CON-CLU-SION – noun
plural noun: conclusions
end of an event or process - summing-up of argument or text -
settling or arrangement of treaty or agreement - act of concluding or finishing something -
but conclusions are temporary - if ya stop eating - don’t mean ya never gonna wanna eat again -
or eat more later - or what about dessert - it means no more fa now. temporary end - full fa now...
in-ven-tion – noun
plural noun: inventions
action of inventing something - typically a process or device.
creative ability.
pan·a·ce·a - noun
solution or remedy for all difficulties or diseases.
work·man·ship - noun
'wərkmən,SHip/ - degree of skill with which a product is made or a job done. | 1,267 | 678 | {
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**Holiday Honors**
At this Holiday season, we’d like to say thanks to the men and women of the Police Department, Fire Department, and Emergency Medical Services who protect and save our lives every day throughout the year.
**What’s on YOUR plate?**
**Into the frying pan, out of the fryer!**
Think all fried foods are bad for your health?
True, most deep-fat-fried foods are very high in calories and fat, but not all “fried” foods are created equal. Stir-frying uses only a little bit of healthful oil, like olive oil, and keeps veggies crispy and tasty and sliced lean meat or chicken flavorful and healthy!
Learn more at [www.CHOOSEMYPLATE.gov](http://www.CHOOSEMYPLATE.gov) or [http://kidshealth.org/kid/stay_healthy/food/pyramid.html](http://kidshealth.org/kid/stay_healthy/food/pyramid.html)
**Menus for December 2022**
**this month: asparagus**
There are some foods that most kids don’t like, but most adults do. Why? It’s a mystery! Take asparagus, for instance. Most kids won’t even touch it -- it looks kind of weird, the texture is strange, and the taste is a little bitter. But most adults will agree that asparagus – grilled, roasted, stir-fried, or steamed crisp -- is one of nature’s top treats!
**Monday, December 5**
- **Breakfast**
- Grab & Go
- Asst. Fruit &/or Juice
- Milk
- **Lunch**
- Chicken Nuggets
- Dinner Roll
- Carrots
- Asst. Fruit
- Milk
**Tuesday, December 6**
- **Breakfast**
- Grab & Go
- Asst. Fruit &/or Juice
- Milk
- **Lunch**
- Taco Tuesday
- Refried Beans & Cheese
- Asst. Fruit
- Milk
**Wednesday, December**
- **Breakfast**
- Grab & Go
- Asst. Fruit &/or Juice
- Milk
- **Lunch**
- Tony’s Pizza
- Tossed Salad
- Asst. Fruit
- Milk
**Thursday, December 8**
- **Breakfast**
- Grab & Go
- Asst. Fruit &/or Juice
- Milk
- **Lunch**
- Cheeseburger
- French Fries
- Asst. Fruit
- Milk
**Friday, December 9**
- **Breakfast**
- Grab & Go
- Asst. Fruit &/or Juice
- Milk
- **Lunch**
- J Cup Pizza
- Broccoli & Dip
- Asst. Fruit
- Milk
**Brain Ticklers**
What do you call someone who’s afraid of jolly, bearded fat men in red suits?
(Hold the page upside down and read it in a mirror for the answer!)
©carolynhogan
**Fuzzy Math.**
Doctors say we should try not to eat any trans fat at all. But if a food serving has less than .5 grams of trans fat, the label can claim zero grams. And if you eat 4 or 5 servings, that adds up. Want to be sure? If "partially hydrogenated" oil is listed in the ingredients, then the food definitely contains trans fat.
**We wish you & your family a warm & happy holiday season!**
From Your Nutrition Services Staff!
**Happy Hohodays!**
**Holiday Helpings!**
It's fine to indulge in a sweet treat or fatty food on occasion during the holidays -- just try not to get carried away! In the puzzle below, see if you can find these twelve foods.
brownie butter chocolate danish fudge
gravy ice cream margarine
mayonnaise pie sugar cookie syrup
Answers could run left to right, top to bottom, or diagonally. We've given you the first one to get you started. Good luck!
**Time to turn the page!**
Winter Holiday begins at the end of classes Wed., Dec. 21st
Classes resume: Thurs., Jan 5th
We look forward to serving you in 2023! | 1,662 | 918 | {
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Autumn Fun Facts
1. People disagree over when Autumn begins—as there are two different dates! Autumn depends on the Earth's journey around the sun, and can fall on either the 22nd or 23rd September!
2. One of the most obvious signs of autumn is the turning of the leaves. Trees do this on purpose! When it is winter, there's not enough light for trees' food production—so they close their food system down!
3. Chlorophyll is the chemical which makes tree leaves green; it is not produced in the winter and that is why other chemicals turn leaves red, orange and yellow! Some of these chemicals are the same ones that give carrots and egg yolks their colours!
4. A study found that babies born during the autumn months are more likely to live to 100 than those born during the rest of the year!
1. On what TWO dates could Autumn begin?
2. Why do leaves change colour in Autumn?
3. What is the name of the chemical which makes tree leaves green?
4. When leaves turn yellow and orange their chemicals change. Name ONE food that has the same chemicals.
4. 'A study found that people born in Autumn are less likely to live past the age of 100'. TRUE or FALSE?
5. During autumn the days get shorter. The length of day (light) and night (dark) are equal at the start of autumn- but then the number of dark hours increases!
6. Sometimes, Autumn does not begin on the 22nd OR 23rd... but the 24th of August! Because our calendar is not quite lined up with the Earth's orbit, autumn will very occasionally fall on September 24. This last happened in 1931 and will next happen in 2303!
7. The Ancient Greeks thought that autumn began when Persephone was taken by Hades to be the Queen of the Underworld! In sadness, her mother, Demeter (the goddess of harvest), caused all the crops on Earth to die until her daughter was allowed to return!
8. Many people think 'fall' is the American version of the word 'autumn'... but that's not true! 'Fall' is short for 'fall of the leaf', and was used in England until the 18th century- when the French word 'Automne' began to be used instead!
5. In Autumn, what happens to the length of the day?
6. Why can autumn sometimes begin on the 24th of August? BONUS: When will this next happen?
7. What do the Ancient Greeks believe about the beginning of August?
8. Where does the term 'fall' come from?
9. When did people in England stop calling Autumn 'fall'? Why? | 988 | 563 | {
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课题：Getting Started/ Reading A/ Vocabulary Focus
课时学习目标：
- 能通过阅读语篇 A，获取语篇大意，掌握以人物经历、事物发展变化和情感为主要内容的记叙文的文体特征，理解语篇的情景语境，梳理相关话题词汇语义网；
- 能运用思维图，梳理、整合主人公 Jim 写作的心路历程，概述语篇内容；
- 能判断语篇 A 的语篇目的、语篇对象和语篇所讨论的问题等；
- 能通过小组讨论，分析 Jim 的作文获得老师称赞是否合理，发现并理解语篇中包含的文化价值观念，如创新、独立等。
I. Lead-in
➢ What do you expect most from your senior high school? Can you share your expectations with us?
II. Preview
1. Preview the text and answer the following questions.
➢ What is the main idea of the story?
➢ Who are the main characters in the story?
➢ How is the passage organized?
2. Identify learning activities involved in a writing lesson from the text and write down words and expressions you have learned through preview.
| CONTENT WRITING LESSON | LANGUAGE KEY WORDS & EXPRESSIONS |
|------------------------|----------------------------------|
| ● | ● |
| ● | ● |
| ● | ● |
| ● | ● |
III. Close Reading
1. Read through the passage and complete the following table with Mrs Peabody’s and Jim’s behavior and Jim’s feelings based on the information from the text.
| Mrs Peabody’s Behavior | Jim’s Behavior | Jim’s Feelings |
|------------------------|----------------|----------------|
| | | |
| | | |
| | | |
| | | |
2. Figure out the structure of the story.
[ ] ➔ [ ] ➔ [ ] ➔ [ ] ➔ [ ]
3. Draw up an outline of the story with a thinking map individually. Compare it with your group members and changes if necessary.
IV. Post-Reading
1. Retell the story according to the outline you have drawn up.
2. Think and answer the following questions.
➢ Who is this passage written to?
3. Discuss in pairs and tell your partner whether you think it was fair that Mrs Peabody gave Jim an A for his assignment. Use the expressions in the box to help you.
V. Assignments
1. Complete the exercise in Key Vocabulary (P7, I);
2. Write a diary entry and include your opinion on whether it was fair that Mrs Peabody gave Jim an A for his assignment.
Dear Diary,
Today I read a story in the English lesson. It is about a writing assignment a student called Jim did on his own imagination. The teacher, Mrs Peabody, asked the students to write something related to their summer vacation. However, Jim felt bored and made up a science fiction story instead. To everyone’s surprise, he got an A and was praised for his courage and imagination. Personally, I (don’t) think it was fair that Mrs Peabody gave Jim an A for his assignment.
Above is my opinion on Jim’s writing. I really hope someday my writing will be graded A as well! | 1,588 | 716 | {
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Assess Essential Pre-Literacy and Oral Language Skills
Acadience® Reading Pre-K: PELI® is a storybook-embedded assessment of essential pre-literacy and oral language skills needed for kindergarten. Designed to identify students who are experiencing difficulties acquiring these skills, the assessment provides information to guide the instructional support needed to improve future reading outcomes.
The assessment is designed for preschool and pre-kindergarten students (ages 3–5), and measures alphabet knowledge, vocabulary and oral language, phonological awareness, and listening comprehension.
Benchmark assessments occur three times per year (beginning, middle, and end of year). Assessments are untimed but take approximately 15 minutes to administer. Presented in a storybook format that is familiar to most preschool students, each PELI book is designed around a central theme to include titles such as:
➔ On the Farm
➔ Cooking with Mom
➔ A Day at the Beach
➔ Grandma’s Birthday
➔ A Trip to Outer Space
➔ New Puppy
➔ Time for Bed
Why Use PELI?
- Helps early childhood programs identify curricular needs at the system level
- Tracks students who receive targeted early literacy instruction through progress monitoring
- The storybook embedded assessments are child friendly, engaging, and age appropriate
HIGHLIGHTS:
- PELI benchmark goals are research based and help predict a student’s chance of meeting later literacy goals
- PELI forms are reliable and valid
- PELI has been specifically designed to be used within an Outcomes-Driven Model of decision-making and is appropriate for use within a Response to Intervention model
Powerful and Practical Assessment by Renowned Researchers
Acadience® Learning was founded by Dr. Roland Good III and Dr. Ruth Kaminski and focuses on conducting high-quality research and creating assessment solutions to help improve student, teacher, and school outcomes. Dr. Ruth Kaminski is the lead author of PELI.
Insight at Your Fingertips with Acadience Learning Online
Acadience® Learning Online (ALO) is an assessment and data management platform that allows educators to enter scores online and receive immediate results and actionable data through an interactive experience. Educators can enter PELI scores to visualize data through a dynamic dashboard and view robust reports at the student, class, school, and district levels.
The Acadience suite is available exclusively through Voyager Sopris Learning®. Contact your Voyager Sopris Learning sales representative to learn more.
voyagersopris.com/acadience • 800.547.6747
© 2023 Lexia Voyager Sopris. Other copyrights included herein are property of their respective owners. | 1,260 | 547 | {
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Please observe the following while you enjoy visiting the Island!
- Dogs must be kept on a leash at all times.
- No motorized vehicles.
- Camp in designated areas only, stay on marked trails and keep fire in rings at campsites.
- Practice Leave No Trace: If you carry it in, carry it out!
- Observe wildlife from a distance. Respect posted signs March-August to limit disturbance on nesting shorebirds and sea turtles.
- Contact FWC’s Wildlife Alert at 888-404-3922 if you suspect a fish, wildlife, boating, or environmental violation. Use this line to also report dead, sick, or injured sea turtles, birds, and marine mammals.
Contact Us
Apalachicola National Estuarine Research Reserve
Nature Center & Staff Offices
108 Island Drive
Eastpoint, FL 32328
Phone: 850-670-7700
Visit on the web:
http://apalachicolareserve.com/
Find Us On:
Visit Our Nature Center
Open Tuesday through Saturday 9 a.m. to 4 p.m. Aquatic tanks, historical and cultural exhibits, and outdoor boardwalks are featured and admission is free. Come check us out!
Welcome to the Island
Little (Cape) St. George Island (LSGI) is approximately seven miles south of the town of Apalachicola, Florida. The island is separated from St. George Island by Sikes Cut, a man-made pass dredged in 1954, and St. Vincent Island by West Pass, a natural inlet into Apalachicola Bay.
The state purchased LSGI in 1977 through the Environmentally Endangered Lands Program of Florida’s 1972 Conservation Act in order to protect the island from development and contribute to the protection of Apalachicola Bay. The property was incorporated into the Apalachicola National Estuarine Research Reserve (ANERR) in 1979 and is currently managed by DEP’s Florida Coastal Office.
In addition to nine miles of undeveloped beach front, the island consists of 2,300 acres of pine flatwoods, rosemary-oak scrub, salt marsh, freshwater wetlands and dunes. LSGI offers a tremendous variety of recreational opportunities including boating, kayaking, fishing, hiking, primitive camping, wildlife viewing and beach activities.
Exploring LSGI
Depending on the time of year and weather, the island can be a challenging environment. ANERR encourages visitors to practice these safety tips:
- Beware of venomous snakes and biting insects. Wear bug spray and closed shoes.
- Protect yourself from the sun. Apply sunscreen frequently and cover up.
- Bring plenty of water and food for the day.
- Be conscious of where you are located and follow maps, road signs or a compass to navigate.
- Keep a sharp eye on the ever-changing weather.
- Use caution when fishing from the jetties.
Marshall House Area
The center of the island can be explored on foot via sand roads and trails. From the Marshall Dock, take the Short Road (0.75 miles) or Long Road (1.2 miles) south to access the Gulf Beach. The primitive Island Ridge Trail extends west (1.2 miles) from the Short Rd and meets up with Old Bay Road (1.1 miles) at the bayshore to make a moderate 3-mile loop from the house. Two primitive campsites are available at the Government Dock area as well as a trail that meanders about 1 mile to the beach.
West Pass
At the kiosk on the beach, look across West Pass to see the cabin on St. Vincent National Wildlife Refuge. A short trail (0.2 miles) gives access to two primitive campsites in the dunes and pines.
Sike’s Cut (Gov Cut)
The east end of LSGI is a great place to fish from shore, the jetties, or by boat and kayak. On the land side, Sike’s Cut Trail coupled with the Gulf beach makes an easy hiking loop (1.6 miles). Two primitive campsites can be accessed from the bayshore or by landing at the cut and crossing back behind the dunes on the designated trails. | 1,704 | 863 | {
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The Great Lakes Great Apple Crunch
What is the Illinois Crunch?
From the northern border to the southern tip, over 1,200 schools, daycares, offices, hospitals, and residential programs across the state of Illinois are celebrating National Farm to School Month with a Crunch!
The Illinois Great Apple Crunch is an annual celebration of fresh, local apples on the second Thursday of October, during National Farm to School Month.
The Illinois Crunch is part of the Great Lakes Great Apple Crunch, which is also celebrated in the neighboring states of Indiana, Michigan, Minnesota, Ohio, and Wisconsin.
Illinois participants will join our Great Lakes neighbors in Minnesota, Wisconsin, Michigan, Indiana and Ohio in crunching into locally or regionally grown apples for the 5th annual Great Lakes Great Apple Crunch. In total, over 588,000 Illinois participants -- and over 1.3 million people across the region-- took part in local Crunch events in 2019.
How do I register?
All K-12 schools, early childhood sites, boarding facilities, groups at home and on local farms, or in community programs, along with businesses and organizations across Illinois can join us to celebrate the Crunch!
Registration for the Great Lakes Great Apple Crunch begins in August at: http://illinoisfarmtoschool.org/great-apple-crunch/
Ways to Participate
Participating in the Illinois Great Apple Crunch is easy. It’s a celebration of local food, namely, apples! You can purchase local apples for your celebration in a number of ways, and your celebration can be held in the cafeteria, outside in a garden or lawn space, or in the classroom.
Beginning in 2021 we encourage groups at home, and in the community to join us for the Crunch! Family groups, daycare, after-school groups, local businesses and organizations, and groups on Illinois farms are encouraged to register and join in the Crunch.
Crunching into local apples on Apple Crunch day, which is always the second Thursday in October, can become a yearly event at your school, or program site. We encourage participants to include educational enrichment activities on that day to promote the knowledge of where food comes from and healthy eating habits.
Check out our web page to see the many ways you can celebrate in school, at home, or in a garden or culinary program!
http://illinoisfarmtoschool.org/great-apple-crunch/
Stay Connected!
Email Us:
email@example.com
Join Our Network: illinoisfarmtoschool.org
Facebook: Illinois Farm to School Network
Twitter: @ILFarm2School
Instagram: @ilfarm2school
The Illinois Farm to School Network is a program of Seven Generations Ahead and a Core Partner of the National Farm to School Network. | 1,192 | 563 | {
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Unique materials help insects with tiny muscles puncture tough skin
You may have wondered how spiders, scorpions, ants and other small organisms can so easily puncture your skin, while you would have a hard time biting through the same skin, even with your vastly stronger muscles. The answer is that they focus their tiny forces using very sharp fangs, stings and mandibles. But growing sharp puncturing tools that stay sharp is tricky. Unique materials have evolved that can make scalpel-sharp, damage resistant tools, materials that are full of individually bound zinc or manganese atoms, so many metal atoms that they can make up more than 20% of the total weight of the material.
We studied the materials in the teeth, claws and other “tools” of ants, scorpions, spiders and other small organisms by developing miniaturized testing machines and techniques that can measure mechanical properties of ant teeth and other tiny samples, and we used atom probe tomography to disassemble the materials almost atom-by-atom to study their composition. We found that, if these small organisms made their tools of the same organic material as other stiff parts of their exoskeletons, the sharp edges would deform more, they would not be as hard, and they would...
often wear away much faster. On the other hand, if they used the calcified material that human teeth are made of, their tools would be hard enough, but they wouldn’t be sharp enough because of the large mineral chunks. The solution, we think, was the evolution of materials that are based on proteins, taking advantage of the pre-existing control of shape for protein-based structures in order to form sharp tips and precise edges. The properties of the protein structure are then changed by filling the space in between the proteins with large quantities of individual atoms of zinc and other heavy elements. We suggest that these materials, that we call Heavy Element Biomaterials (HEBs), represent a third class of structural biomaterials, after plain-organic (like claws and fingernails), and biomineralized materials (like teeth and bones).
Human engineers might learn from this biological trick. The hardness of ant teeth, for example, increases from about the hardness of plastic to the hardness of aluminum when the zinc is added. While there are much harder engineering materials, they are often more brittle or ductile.
The advantages of using these materials are significant. We estimated that by allowing for sharper, damage-resistant tools, heavy element biomaterials made it possible for the organisms we studied to use 60%, 20% or even less of the force that they would have to use if their tools were made of plain organic or biomineralized materials. Because less force is required, they can have smaller muscles and spend less energy to obtain food. The large savings are probably strong adaptive advantages from an evolutionary perspective, for example, the energy savings may mean that more energy can be spent producing offspring. These advantages may explain the widespread use of these materials – every spider, ant, many other insects, worms, crustaceans and many other groups of organisms use them. | 1,210 | 627 | {
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I’ve been thinking, dad.
Good, Grogg. What about?
Well... ...the planet is really big, right?
Yep. It’s a huge sphere that is about 40,000 km around at the equator.
And it spins around once a day. So...
THE LITTLE MONSTERS LIVE ON A PLANET THAT IS A LOT LIKE OURS. EARTH IS ABOUT 40,000 KM AROUND (ALMOST 25,000 MILES).
...a monster who is standing on the equator goes 40,000 km every day as the Earth spins around?
Yep.
But monsters near the poles don’t go as far.
Where we are, we go more than 24,000 km every day.
A day is 24 hours. So, that means we’re going...
...more than 1,000 km every hour!
That’s right.
Shouldn’t we be holding on to something?
It gets crazier! Every hour, our planet travels more than 100,000 km as it travels around the Sun.
And the Sun is traveling around the center of the galaxy even faster than that!
Why can’t we feel it?
You don’t feel how fast you’re going for the same reason you don’t feel the speed in a bus on the highway.
In a bus, you and everything in it are all going the same speed. If the bus is going 100 km per hour, so are you!
Oh, yeah.
It hardly feels any different from sitting in a bus that isn’t moving at all.
Exactly. Especially if the road is smooth.
We don’t feel speed. We feel acceleration.
I see.
The planet is like a giant bus going around the Sun.
Since it isn’t speeding up or slowing down, we don’t notice how fast we’re going.
But the planet does spin around. Shouldn’t we feel that?
It takes a whole day just to turn around once, so the turn is too gentle to notice.
I guess everything is moving...
...depending on where you watch from.
Monsters on the shore can see us moving downstream.
But to the fish drifting along in the river below us, we’re in the same place we were five minutes ago.
We’re all moving about the same speed as the water in the river.
Unless we paddle. Let’s go, Dad!
Wahooo!
FEELING ACCELERATION
If you’re in a car going a constant speed down a smooth road, you won’t feel the motion. You might feel vibrations from the engine or road, but if you close your eyes, you can’t feel the car pushing you forward. It feels the same as if the car were stopped.
You do feel it when the driver speeds up, slows down, or turns. These types of motion are acceleration, and when the car accelerates, you can feel it!
PRACTICE:
Answer the questions below about what you feel when you are in a car that is accelerating.
1. You are in a car at a traffic light that turns green. The driver steps on the gas and the car speeds up quickly. What do you feel?
- Your body presses back against the seat
- Your body presses forward against the seat belt
- None of the above
2. You are in a car headed toward a traffic light that turns red. The driver steps on the brake and the car slows to a stop. What do you feel?
- Your body presses back against the seat
- Your body presses forward against the seat belt
- None of the above
DISCUSSION:
3. When do you feel the acceleration in a car the most: when the driver slams on the gas, or when the driver slams on the brakes? Why?
PRACTICE:
You may have ridden in a bus, a plane, or on a hilly road like the one below. If you’ve never been in one of these situations, try to think of a similar experience that will help you answer the questions below.
4 Lisa stands on a bus as it moves through the city. She holds a rail to keep her balance. When is it easiest for Lisa to keep her balance?
- While the bus speeds up from a stop
- While the bus makes a quick turn
- While the driver hits the brakes
- While the bus keeps a fast speed
5 On flights, there are times when staff and passengers can walk freely around the plane. When do you think is it easiest to walk around in a plane?
- While the plane speeds up on the runway
- While the plane gains speed after takeoff
- While the plane flies at top speed
- While the plane brakes after landing
6 How would it feel to ride in a car on the road below at a constant speed? Does a car on this road accelerate even if its speed doesn’t change? Explain. | 1,661 | 997 | {
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1. **Recommended Varieties**
- Pritam/Long Purple
- Chahat
- Sigatoka Beauty
2. **Yield**
- 20 - 25 tonnes/ha
4. **When to plant**
Can be planted all year round, however there may be a drop in yields during the cool season.
5. **Seed Rate**
- 300 g/ha
6. **Spacing**
- 1.5m between rows and 0.5m within rows
7. **Land Preparation**
- Two ploughings and two harrowings are recommended for good soil tilth.
8. **How to grow good seedlings**
- Use only recommended varieties for high yields and quality produce.
- Prepare seedbed on a well-chosen site.
- Seedbed should be raised, well-drained and rich in organic matter.
- If possible dig in compost while preparing your seedbed.
- Sow seeds thinly and cover with soil to prevent over growing and outbreak of damping off disease.
- Water the seedbed either early in the morning or late in the afternoon when it is cool.
9. **Where to plant**
- Eggplants require well structured, deep alluvial, volcanic loam or sandy loam soils.
10. **Fertilizer**
- Poultry manure at the rate of 12 t/ha 2 to 3 weeks before planting.
- NPK (13:13:21) 200kg/ha before planting.
- Urea at the rate of 100kg/ha. Top dress 4 and 6 weeks after planting in two split applications. A dose of 25kg/ha of urea is required after every 3 to 4 months during the production life span.
11. **Pest Control**
- Lygus Bug - apply Malathion at 30ml/15L of water or Diazinon at 45ml/15L of water.
- Tobacco Flea Beetle - apply Malathion at 30ml/15L of water or Spray Acephate 75% a.i at 20g/15L of water (Acephate is sold as Orthene & Sunthene).
- Thrips - apply Conifor at the rate at 5ml/15L of water or Sunchoropid at the rate at 15ml/15L of water.
12. **Disease Control**
*Damping - off*
- Avoid excessive watering of seedbed. Use Kocide at 30g/15L of water to prevent fungal infections.
*Blossom blight*
- Practice good field sanitation. Collect all mature fruits and throw them outside the field.
13. **Harvesting**
- After 60 to 90 days from planting, eggplants are ready to be picked and continues for more than 6 months for export. For local market harvesting can continue for a longer period.
- Only pick well developed and tender fruits.
14. **Field planting**
- Transplanting when seedlings are at 3 leaf stage.
- Harden seedlings before transplanting.
- Seedbed should be watered half an hour before lifting the seedlings.
* Lift. Don’t pull seedlings out.
- Transplant late in the afternoon or on a dull day.
15. **Cultivation**
- Keep the field weed free but be careful not to disturb the base of the plants during weeding.
- Inter-row cultivation using horse/bullock driven implements.
- Keep the field clean i.e. collect all fallen eggplants, do not let it rot in the field.
16. **Returns**
- Good quality fruits can fetch up to $0.50 to $0.80/kg.
- Expected yield is 20 - 25 tonnes/ha.
- Expected income $10,000 to $16,000.
17. **Food value**
- A good source of dietary fibre and vitamin C.
18. **Bilateral Quarantine Agreement for Export**
- Field should be clean at all times (weed free and well maintained)
- Spray with recommended chemicals for respective target pests.
- Remove and dispose off ripe, overripe, fallen and discarded fruits.
- Harvest quality eggplant for export
- Follow recommended agricultural practices to achieve good quality. | 1,805 | 938 | {
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SECTION A
Q1. Answer the following in about 150 words each:
(a) Enlist the agroclimatic zones of India and give their important cropping patterns.
(b) What is rainfed farming? Discuss the technologies for stabilizing agriculture production in rainfed areas.
(c) Maintenance of soil health needs regular recycling of lignocellulolytic materials to the soil. Justify.
(d) What is multiple cropping? Give its significance in increasing the crop production.
(e) Discuss the effect of environmental factors on crop distribution and production.
8×5=40
Q2. Answer the following in about 200 words each:
(a) Discuss how the agroforestry system helps in improving the livelihood of rural people.
(b) Mention the principles of weed management and give their merits and demerits.
(c) Define runoff, give factors affecting it and explain soil loss equation during water erosion.
(d) Highlight the effects of environmental pollution on living beings.
10×4=40
Q3. Answer the following in about 200 words each:
(a) Justify the importance of forms of nutrients, their concentrations and ratios to other nutrients in soil for their uptake and crop growth.
(b) Discuss how contingent crop planning helps in dryland agriculture.
(c) Explain green-house effect and sources of their emission.
(d) Describe aquatic weeds and their control management.
10×4=40
Q4. Answer the following in about 200 words each:
(a) Discuss the major constraints in pulse production in India.
(b) What is propagation? Give advantages of micro-propagation with reference to plantation plants.
(c) What is soil genesis? Discuss the role of factors of soil formation.
(d) What soil and water conservation practices are required to be adopted under hilly regions?
10×4=40
SECTION B
Q5. Answer the following in about 150 words each: \(8 \times 5 = 40\)
(a) Define and explain consumptive use of water, evapotranspiration and water use efficiency.
(b) Discuss the significance of advance farm planning for optimum use of resources.
(c) What is agricultural cooperative farming? In what way is cooperative farming helpful to small and marginal farmers?
(d) Describe agricultural price policy and instruments of price policy.
(e) Discuss the role of farmers’ participation in identifying needs of the area for planning and development.
Q6. Answer the following in about 200 words each: \(10 \times 4 = 40\)
(a) What are drip and sprinkler irrigation? Give their merits and demerits.
(b) How does the principle of opportunity cost help farmers to decide what to grow?
(c) Explain marketing of farm products and marketing functions.
(d) What is programme planning? Explain its evaluation.
Q7. Answer the following in about 200 words each: \(10 \times 4 = 40\)
(a) How is drainage important? Explain its types.
(b) What is farm budgeting? How is it important to farmers?
(c) Give different approaches to study marketing and problems in marketing of agricultural produce.
(d) How do self-help groups help to provide economic empowerment to rural women?
Q8. Answer the following in about 200 words each:
(a) What is selective mechanization and progress of farm mechanization? Explain advantages and disadvantages of farm mechanization.
(b) How is indigenous technical knowledge (ITK) useful to formulate the future programmes?
(c) Specify the criteria for time of irrigation.
(d) Discuss the importance of farm management and its scope, with characteristics. | 1,583 | 723 | {
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INTERCULTURAL COMPETENCE
A 21st Century Skill
In our highly interconnected and interdependent world intercultural competence is indispensable. It is listed among the most important skills for the 21st century and future work skills. (Partnership for 21st Century Learning)
A Definition
Intercultural Competence is the ability to interact in an effective and appropriate manner in intercultural situations; it is supported by a specific set of attitudes, skills and (inter)cultural knowledge.
FRAMEWORK FOR INTERCULTURAL COMPETENCE
- Personal Competence
- Social Competence
- Professional & methodological Competence
- Context-related Competence
SELF-COMPETENCE
- openness
- curiosity
- flexibility
- (cultural) self-awareness
SOCIAL COMPETENCE
- knowledge of other languages
- culture-specific knowledge
- empathy and ability to change perspective
- intercultural communication
METHODODOLOGICAL COMPETENCE
- critical reflection
- self-directed, intercultural learning
- problem-solving skills
- specific profession-related knowledge and skills
CONTEXT COMPETENCE
- knowledge about and experience in/with work-specific context, organisational cultures, regional and sub-cultures, working sectors in society
# GLOSSARY
## Intercultural Competence
### PERSONAL / SELF-COMPETENCE
**openness** - suspending judgment and criticism of other people and cultures; exploring and investigating cultural similarities and differences; being ready to be proven wrong
**curiosity** - seeking interactions with people from other cultures, viewing difference as an opportunity for learning, knowing that you know nothing (yet)
**flexibility** - readiness to learn new things, correcting own thinking and behaviour, ability to adapt quickly to new unfamiliar situations, improvise and to acquire new skills
**(cultural) self-awareness** - being aware of and articulating how one’s own culture has shaped one’s own identity and world view
### SOCIAL COMPETENCE
**knowledge of other languages** - acquiring basic local language skills, articulating differences in verbal and non-verbal communication in order to understand other people’s way of thinking and expression
**culture-specific knowledge** - knowledge about one’s own and other cultures (history, values, politics, economics, communication styles, values, beliefs and practices)
**empathy and ability to change perspective** - ability to put oneself into the position of other people, both emotionally and mentally
**intercultural communication skills** - the ability to approach others in a communicative way, build relationships and establish communication networks
### PROFESSIONAL AND METHODOLOGICAL COMPETENCE
**critical reflection** - questioning one’s own point of view, ability to see and interpret the world from other individuals’ and cultures’ point of view
**self-directed, intercultural learning** - willingness to learn from intercultural interactions, ability to take the learning process in one’s own hands: being aware of one’s needs, setting goals, planning process, assessing progress and evaluating results of intercultural learning
**problem-solving skills** - ability to address misunderstanding, tensions and conflicts in a solution-oriented way, being able to try out new and creative ways of solving problems and create solutions based on synergies
**specific profession-related knowledge and skills** - abilities that are connected to a certain job/profession and its aims and tasks
### CONTEXT COMPETENCE
**knowledge** about and **experience** in/with work-specific context, organisational cultures, regional and sub-cultures, working sectors in society
### DEVELOPING INTERCULTURAL COMPETENCE
Intercultural competence cannot be acquired in a short space of time or in a single training module. Developing ICC is a life-long learning process which needs to be addressed explicitly with intercultural training and coaching.
Michael Kimmig, August 2018
“Tolerance, inter-cultural dialogue and respect for diversity are more essential than ever in a world where peoples are becoming more and more closely interconnected.”
— Kofi Annan | 2,000 | 833 | {
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The Early Childhood Education program at the Frederick V. Pankow Center is a class for high school students who would like to explore a career in education relating to preschool-aged children. Students in this program gain hands-on experience working in the “Tens for Tots” preschool that is housed at the Pankow Center. The high school students write lessons and create educational activities for the children in the preschool as part of their study and get an opportunity to teach the children bi-weekly rotations.
The preschool is licensed by the State of Michigan and is taught by Mrs. Annie Gorman, Ms. Kathy Dier, and Mrs. Claudia Hofbauer. Together, they organize and plan a unique experience for both the high school students and the preschool children. The preschool is offered to the community with different options depending on the age of the child and can accommodate roughly two dozen children.
Preschool is offered on Tuesday and Thursday from 8:00-11:15am for children who are 3-4 years old. Curriculum is based on a different theme each week and classes focus centered around acclimating children to school and to developing them socially, physically, and emotionally.
Preschool is also offered for children who will be entering kindergarten in the Fall of the following school year. They meet twice a week, Monday, Tuesday, and Thursday from 8:00am until 11:45am. The curriculum focuses on preparing students for the start of kindergarten. The high school students create learning centers that are designed to develop the whole child physically, socially, emotionally and intellectually.
Students who like NCIS might be interested in the Medical Investigations course at the Pankow Center! Students interested in career paths such as Medical Research, Biotechnology, Forensics, or Clinical laboratory science can obtain a solid foundation of this field after taking this course.
Medical investigators are employed by many different industries such as food, drug, and agricultural companies, as well as government entities, colleges and universities. Throughout the course of one year, students specifically learn about, and perform, microscopy skills such as; preparing solutions and dilutions, plate streaking and gram staining of bacteria, microscopy, and testing diseases for normal and abnormal states.
Medical Investigations emphasizes the diagnostic and medical research end of the healthcare industry focusing on the clinical laboratory skills and procedures required for these types of occupations.
Students in the Construction Technology program at the Pankow Center learn many foundational skills that apply to various trades in the construction industry, including basic drafting. To begin the class work, students first draw the project and estimate the materials necessary for completion. This ‘design-build’ approach to teaching construction is designed to mirror what has to happen in industry for a project to be completed effectively and efficiently.
This fall, students designed and built work benches in shop class. These benches are being used for a functional purpose for other projects throughout the year. They also designed and built “corn hole” board games. This was a great opportunity for students to showcase their individual skills. “Of course, when the kids come back, I had to try them out!” said instructor, Brian Manninen. The construction program is working in conjunction with the Honors Art Club at L’Anse Creuse High School North under the direction of Mrs. Patty Willoughby in order to paint the completed games. Some of these games will be donated to a local children’s hospital and some will be for sale.
Also this fall, students finished framing and siding a storage garage on the Pankow campus. Inside, they constructed storage shelving for various materials used for students’ projects. This project was a team effort and according to Mr. Manninen, “students fell pride in their work after coming together to finish the garage”, saying that “it’s brought them together”. Other projects completed this fall were individual student interest projects and a few dog houses.
This winter, students will design house plans and get some experience using CAD (computer aided design). In the spring, students will be back outside in the build space using their new design skills to construct storage sheds. “Students have already learned and performed a wide variety of skills and they seem eager to go on to the next level” said Mr. Manninen.
This is a great program for students to learn construction basics and to become confident in their ability to create. Beyond that, it is the aim of this program to provide students with a cursory view into the variety of well-paying careers in the construction industry that are currently in high-demand.
For more information about any of our career based courses, visit us at theLcps.org web site / The Frederick V. Pankow Center page
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God’s Perfect Design
Your child is at a prime age for fostering a growing sense of awareness and of wonder at the many forms of life that God creates. Your child may watch and wonder at the lively creatures he or she sees each day, from tiny insects to a litter of new puppies or kittens. Your child may also take interest in caring for plants, watching them grow, and enjoying the fruit or flowers they produce. Through discovery and with your guidance, your child will begin to see that all living things have a way of reproducing and that new life is a beautiful part of God’s plan.
In God’s design, life is precious and fragile—a blessing to be valued and celebrated—and we welcome new life with joy and hope.
We know that God has a plan for each baby, just as he planned the Holy Family. God’s only Son is a gift to the world, and God chose Mary and Joseph to be Jesus’ parents. They nurtured him and welcomed him into their family. Teach your child that each new baby is a blessing to his or her parents in much the same way. He or she was born to be a son or a daughter and a brother, a sister, or an only child. Each child is precious, unique, and born with a special purpose. Encourage your child’s wonder and curiosity about all life to increase appreciation for the gift it is.
Lead Your Child to Grow with God: Spiritually, Socially, and Physically
**Spiritual** At the breakfast table or at dinnertime, have your child think of one or two things he or she is thankful for. Add your own ideas and express thanks to God for his goodness and faithfulness in your lives.
**Social** Model for your child how to welcome others every time you meet someone new. Invite your children to help you include someone who may otherwise be left out of a group or gathering. With your child, brainstorm phrases he or she might use when meeting new children.
**Physical** Help your child identify the five senses and use them to explore God’s creation in a new way. For example, take your child outside and invite him to cover his or her eyes. Tell your child to listen for sounds and to feel and smell the air. Ask your child to describe or identify the sounds, feelings, and scents. Encourage him or her to take time to use all the senses God has given us to appreciate his world.
---
**Reflection**
Some children face a difficult life. Not all children are sheltered and loved as they should be. Children across the world suffer from a lack of food or clean water because of poverty or war. Some children have parents who are incapable of loving their children as they should be loved. Jesus reminds us that children are a gift from God, made in God’s image. In welcoming them, we welcome God into our lives.
**Questions**
How can I help my child feel cared for and welcome? How can I help my child develop a loving and welcoming spirit?
**Prayer**
Pray to Jesus, using this prayer or one of your own.
*Jesus, thank you for giving me the opportunity to receive, care, and share your love with the child (or children) you have sent me.*
---
**Safe and Sacred at Home**
*Positively Catholic* (Loyola Press)
by Michael Leach
Pope John Paul II compared God’s love to the love that only a mother can give: “tender, merciful, patient, and full of understanding.”
In Lesson 6, your child will:
- identify all human life as a precious gift from God.
- tell that Mary and Joseph welcomed Jesus to their family as a baby.
- discuss what makes his or her family special.
- define welcome and newborn.
Words to Know
welcome • To greet in a warm and friendly manner
newborn • A recently born human or animal
Bringing the Lesson Home
Determine ahead of time when and where you and your child will engage with the lesson content. Read or complete Side A of the worksheet with your child.
STEP 1 ENGAGE & EXPLORE
SAY: Parents prepare for and welcome their babies with joy and excitement! Share with your child your experience of waiting for his or her arrival and the things you did to prepare for being a parent. SAY: All of God’s creatures have babies. Some babies, like sea turtles, can take care of themselves right away. Others need to be nurtured and taught for years before they start to do things for themselves. Talk to your child about the things you did for him or her as a newborn.
SAY: Tell me some things you have learned to do for yourself. Give your child time to answer. Add your own observations about ways in which your child already takes care of himself or herself.
SAY: I am so thankful that God made you and that I get to be your parent.
STEP 2 REFLECT & RESPOND
Read or complete Side B of the worksheet with your child.
SAY: Each new life is a blessing from God. You are a blessing to me and to our family. Tell your child the story of his or her birth or adoption. Look at photos of your child as a newborn and of his or her Baptism. If this is not possible, talk about how your child has blessed you and your family, and how you are grateful to God for his plan for each of us.
SAY: New friends are blessings to us too.
Use the blackline master to spark a discussion about ways to welcome a new friend.
SAY: Let us pray together. Pray the prayer from the Pray Together feature or a prayer of your own. Begin and end the prayer with the Sign of the Cross.
Pray Together
Lord Jesus, thank you for the blessing of family. Please help us to welcome others the way you welcomed us into your family through Baptism.
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The woylie, or ‘brush-tailed bettong’ (*Bettongia penicillata ogilbyi*) is a small member of the kangaroo family found mainly in Western Australia. These marsupials can be thought of as tiny landscape engineers; their foraging forms small diggings in the soil which trap nutrients native plants need to grow. Woylies are also good at saving food for later inside little pouches in their cheeks.
Before European settlement, woylies ranged across the southern part of the continent. Now, they remain only in an area in southwest Western Australia and six fenced reserves across Western Australia, South Australia and New South Wales. Predation by foxes and feral cats is the greatest cause of their decline, though research has also pointed to disease as a potential factor.
The spotted handfish (*Brachionichthys hirsutus*) is a speckly, bottom-dwelling fish with unusually ‘handy’ fins. Rather than swimming, it makes its way along the sandy seabed by walking. These fish are also family-oriented; both parents look after the eggs and young, and offspring stay close to home for life.
The species was common throughout the Derwent estuary in Tasmania’s south-east prior to the 1980s, according to the state government. Today, small remaining populations persist around the estuary mouth. Causes of decline are uncertain, although research suggests lower numbers are related to predation of eggs by the northern Pacific seastar (*Asterias amurensis*), loss of sandy habitat by land clearing and heavy-metal contamination. Monitoring of extant populations and education programs supports this species’ survival.
The regent honeyeater (*Xanthomyza phrygia*) is an elegant white, black and gold honeyeater that used to be common across a large part of southern Australia. This bird has a knack for finding good food. As nomadic gourmet travellers, regent honeyeaters migrate hundreds of kilometres seasonally to reach spots where they can get their favourite meal: eucalyptus nectar from mugga ironbark, yellow box, white box or swamp mahogany.
Land clearing has largely devastated the woodlands and forests of box ironbark trees that form regent honeyeater habitat. An estimated 17% of ironbark habitat in Australia remains, according to research by Max Kelly from Deakin University and David Mercer from RMIT University in Melbourne. The species persists inland of the Great Dividing Range in New South Wales and Victoria. To save this species from extinction, a breeding program led by Taronga Zoo has begun building up natural honeyeater populations. Conservationists report the program is achieving positive outcomes: released captive-bred individuals are behaving in the same way as honeyeaters in the wild and have started breeding in their new homes.
Short-nosed sea snakes (Aipysurus apraefrontalis) live in a small area on the coast of northern Western Australia. Members of the species have an impressive breathing ability. They can spend up to two hours under water, exchanging oxygen by means of a single long lung when they surface. To help them in the deeps, they also respire cutaneously: small blood vessels in the skin take in oxygen from water and diffuse out carbon dioxide.
In the 1990s the short-nosed sea snake was listed as the 3rd most common sea snake in Ashmore and Hibernia Reefs, according to marine diversity researchers Michael Guinea and Scott Whiting. Since 2000, however, the species has not been detected at all, indicating a dramatic decline in the last 15 years. The major cause of this decline is uncertain, but warming ocean temperatures are likely to be behind it: coral bleaching reduces available habitat, and higher water temperatures themselves make survival more...
Dinosaur ants (*Nothomyrmecia macrops*) are an example of a ‘living fossil’, likely to be one of the most primitive ant species alive. They are unusual in resembling wasps, from which all ants evolved more than 100 million years ago. The species has an intriguing (and inflexible) foraging habit. Worker dinosaur ants prefer to leave the nest at night-time, and only when temperatures are below 5°C. This preference for cool conditions could be linked to their ability to capture prey more easily, and avoid competition with ants that forage during the day.
Dinosaur ants were originally discovered close to Mt Ragged, Western Australia, but the known distribution is now limited to Eyre Peninsula, South Australia, according to research by Robert Taylor from the Australian National University in Canberra.
Bushfires and climate change are considered the greatest threat to this species. Canopy fires reduce food resources and leave worker ants outside the nest vulnerable. As climate change warms night-time temperatures, the ability for dinosaur ants to forage will be reduced. Mitigating climate change is the best hope for this unique Australian insect. | 1,957 | 1,015 | {
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TERM 2 HOME SCHOOLING
USP EDUCARE CENTRE
3rd May To 9th July 2021
Children engaging in gardening activities, learning about soil and plant care.
What Plants Need to Grow
- Water
- Sunlight
- Air
- Soil
- Seeds
Letter of the Week: "E"
- Elephant
- Envelope
- Egg
- Eat
- Explosion
- Eggplant
- Emu
- Earth
- Exercise
- Eight
- Excited
Educate and Care
Educate and Care
Bloom, Grow, Thrive
Educate and Care
Children are learning to grow their own vegetables and herbs in the garden. They are also learning about composting and recycling.
Educate and Care
USP EDUCARE CENTRE
USP Educare Centre
"Educate and Care"
USP Educare Centre
Educate and Care
Educate and Care
USP EDUCARE CENTRE
Educate and Care
Educate and Care
Educate and Care
USP Educare Centre
Educate and Care
USP EDUCARE CENTRE
Educate and Care
USP EDUCARE CENTRE
GLOBE Coloring Page
Monkey’s Lunch
Thursday
Ria's Nursery
Educate and Care
USP EDUCARE CENTRE
Educate and Care
Welcome to our virtual classroom! We hope you enjoy exploring our learning journey together.
- **Maths**
- Counting and number recognition
- Addition and subtraction
- Shapes and patterns
- **Science**
- Planting and gardening
- Observing and recording growth
- Simple experiments with water, air, and light
- **Art and Craft**
- Drawing and painting
- Collage and mixed media
- Creating nature-inspired art
- **Literacy**
- Reading and storytelling
- Writing and dictation
- Alphabet and phonics
- **Music and Movement**
- Singing and dancing
- Rhythm and beat games
- Creative movement activities
- **Social and Emotional Learning**
- Sharing and turn-taking
- Problem-solving and conflict resolution
- Empathy and kindness
We encourage you to share your child's progress and any questions or comments you may have. Let's continue to learn and grow together!
**Teacher:** Ms. Priya
**Email:** firstname.lastname@example.org
**Phone:** +91 8023456789
**Website:** www.kiddiescorner.in
The Women’s Leadership Network (WLN) is a group of women from the Pacific who have come together to share their experiences and learn from each other. The WLN was established in 2015 with the aim of promoting gender equality and empowering women in the Pacific region.
The WLN has a diverse membership, including women from different countries and backgrounds. The network provides a platform for women to connect, share ideas, and work towards common goals. The WLN also organizes events and workshops to promote gender equality and empower women in the Pacific.
The WLN has made significant progress in promoting gender equality in the Pacific region. The network has worked with governments, non-governmental organizations, and other stakeholders to promote gender equality and empower women. The WLN has also worked to raise awareness about gender-based violence and promote women’s rights.
The WLN continues to grow and expand its reach. The network is committed to promoting gender equality and empowering women in the Pacific region. The WLN is a powerful tool for promoting gender equality and empowering women in the Pacific region.
A child’s life is like a piece of paper on which every person leaves a mark.
Teachers who love teaching, teach children to love learning.
With patience to guide us & passion to thrive
What others call work We call changing young lives. | 1,646 | 791 | {
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Эта тематическая неделя, согласно рабочей программе в средней группе, «Путешествие по экологической тропе».
Родителям было предложено способствовать дальнейшему познанию ребенком мира природы. Познакомить с признаками и свойствами растений (питаются, дышать, растут). Расширять представление о сезонных изменениях, связях в природе; закреплять знания о правилах безопасного поведения в природе; воспитывать бережное отношение к природе, умение замечать красоту весенней природы.
Задания в группе WhatsApp давались ежедневно. Было предложено провести беседу по вопросам. Вопросы высылались в виде фото из программы. Родители с детьми учили стихотворение А.Прокофьева «Люблю березку русскую», «Одуванчик». Предлагалось нарисовать березу. Так же предложили, по возможности, показать детям изображения луговых и садовых цветов. Сделать фотографии с цветами, аппликацию.
Предлагалось слепить гусеницу и поговорить о ее строении, окрасе и составить загадку. По программе предусмотрена поисково-познавательная деятельность «Как спрятаться насекомым?».
В пятницу предложили поговорить об осе: кто такие осы, что любят, как надо вести себя рядом с ними?
Прочитать стихотворение Ю.Мориц «Веселый завтрак».
Напомнили о повторении счета, выделении первого звука в словах.
Dear Grandpa,
I hope you are well and happy. I drew a picture for you. I love you very much.
Your loving granddaughter,
[Name]
Веселый Рождество!
A girl holding up her drawing of a tree.
Mushroom
1. Draw a mushroom shape on paper.
2. Color the mushroom with yellow and pink.
3. Add details like spots or lines to make it look more realistic.
Enjoy your creative drawing!
I love my tree!
A girl holding up a drawing of a dove with a rose in its beak.
A young girl proudly displays her drawing of a tree, showcasing her creativity and artistic skills.
A collage of images showing a child engaged in various craft activities, including cutting paper, assembling a model tree, and working with clay or playdough. The child appears focused and concentrated on their tasks.
A young boy is sitting at a table with a creative project in front of him. The project features a tall, white birch tree made from paper, decorated with green leaves and branches. Surrounding the tree are various colorful mushrooms, including one with a red cap and another with a brown cap. The background is a green surface, possibly representing grass or soil. The boy appears to be proud of his work, smiling at the camera.
A girl holding a container with a colorful caterpillar made from playdough.
A young girl is holding a colorful caterpillar figurine in her hand, smiling at the camera. She is wearing a green and yellow dress with floral patterns. The background shows a table with a white tablecloth and some chairs.
AMAZING L...
A young girl proudly displays her creation, a colorful caterpillar made from clay and skewers, in a clear plastic container.
Girl
Girl
The Very Hungry Caterpillar
Butterfly Art Project
Materials:
- Colored paper
- Pencils
- Crayons
- Scissors
- Glue
- Optional: markers or paint
Instructions:
1. Draw a butterfly shape on the paper using a pencil.
2. Color the wings with crayons or markers, leaving some areas white for contrast.
3. Cut out the butterfly shape.
4. Glue the butterfly onto a piece of construction paper to create a colorful background.
This project is perfect for kids who love nature and creativity!
A young girl is squatting in a field of dandelions, wearing a pink cap and a red vest over a patterned shirt. The background includes green grass, a dirt path, and some buildings.
A young girl is holding a small, handmade flower made from yellow and green paper. She is wearing a turquoise long-sleeved shirt and purple pants with black polka dots. The background shows a tiled floor and part of a red rug. | 1,289 | 963 | {
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Year 3 Art
Watercolours of Spinalonga in Crete
We have been learning about the artist, Paul Klee and his work. We have been using watercolours to create our own landscapes.
In Art, we have been learning about the work of the artist, Paul Klee. We looked at his paintings and discussed what we could see in them. We then used watercolours to create our own landscapes.
The children have been working hard on their watercolour paintings. They have been using the photographs we took in the village to inspire them and they have been using the techniques we have learnt in art lessons to create their own pieces of art.
Year 4 have been working hard on their watercolour landscapes. They have used a range of techniques to create texture and depth in their work. Well done Year 4!
00
00°
A watercolor painting on a square piece of paper, featuring a house with a green roof and a tree in front of it. The background is a mix of blue and yellow hues, giving the impression of a sunny day. The painting is placed on a dark surface, possibly a table or a desk.
We have been learning about the artist, Paul Klee and his use of colour to create mood in his paintings. We have used watercolours to create our own landscapes.
The painting is a watercolor landscape featuring a beach scene with a sandy shore, a body of water, and distant hills or mountains. The colors used include shades of blue for the sky and water, yellow for the sand, and green for some vegetation. The brushstrokes are loose and expressive, giving the painting a dynamic feel. The overall composition suggests a serene coastal environment.
Year 4 have been learning about the artist Piet Mondrian and have created their own abstract landscapes using watercolour paints.
The painting depicts a scene with a person sitting in a chair, possibly in a room or a garden setting. The background includes elements such as a fence and some greenery, suggesting an outdoor environment. The colors used are vibrant, with a mix of yellows, blues, and greens, creating a lively atmosphere. The overall composition is somewhat abstract, with loose brushstrokes that give it a dynamic feel.
Year 5 have been learning about the artist Paul Klee and have created their own landscapes inspired by his work.
We have been learning about the artist Paul Klee and his work. We have used watercolours to create our own houses.
The island of Rhodes is one of the most beautiful in Greece, with its stunning beaches and picturesque towns. The main town, Rhodes Town, is located on the eastern side of the island and is known for its well-preserved medieval walls and charming streets. The town is also home to the famous Acropolis of Rhodes, which offers stunning views of the surrounding area.
One of the most popular attractions in Rhodes is the ancient city of Lindos, located on the southeastern coast of the island. The city is known for its well-preserved ruins, including the Temple of Athena and the Acropolis of Lindos. Lindos is also home to the famous Lindos Beach, which is one of the most beautiful beaches in Greece.
Another must-see attraction in Rhodes is the Monastery of Saint Paul, located on the western side of the island. The monastery is known for its stunning architecture and beautiful gardens, and it offers visitors a peaceful retreat from the hustle and bustle of the modern world.
Rhodes is also home to several other interesting attractions, including the ancient city of Kamiros, the ruins of the ancient city of Lindos, and the ancient city of Ialysos. Each of these sites offers visitors a glimpse into the rich history of the island, and they are all worth visiting during a trip to Rhodes. | 1,285 | 827 | {
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Osmosis Diffusion Lab
Biology
PART I: Modeling Diffusion Across A Membrane
You will use a baggie as a model of a cell membrane. Other materials you will have available:
- Starch solution
- Glucose solution
- Iodine solution
- Water
1. In this part you must use what you learned about chemistry and biomolecules in the last unit (you might want to draw the chemical structure of the molecules and look at their relative size.) Hypothesize as to which of the solutions will pass through the “membrane” and which won’t pass through the membrane. Use evidence to support your hypothesis—remember, a hypothesis is NOT a guess!
2. Have the teacher initial your hypothesis.
3. With your group, plan an experiment to test your hypothesis. Be very specific about the steps of the procedure.
4. Run your experiment. Collect the data in table format AND in drawings. Include “BEFORE” and “AFTER” drawings. (While you wait for results, run PART II)
5. Was your hypothesis supported or not? Explain.
PART II: Observing the Effects of Osmosis on Plant Cells
1. Prepare a slide of Elodea (just like in the cell observation lab).
2. While focused on 100X, diagram 2 or 3 cells. Label the following in your diagram: cell wall, nucleus, chloroplasts. Label the diagram with a descriptive title and magnification.
3. Without taking the slide off of the microscope, add a drop of salt solution to the slide, next to one edge of the cover slip. Place the corner of a paper towel next to the other edge of the cover slip. This will pull the salt solution into contact with the cells. (What property of water enables it to be pulled by the paper towel?)
4. Observe the cells again. Diagram what the cells now look like.
5. Repeat step 3 using plain water rather than salt solution.
6. Observe and diagram the cells again.
7. Describe in words what you observed in both processes.
After Labs:
Use the results from Part I, Part II, and your text to answer the following:
a. What is the difference between diffusion and osmosis?
b. How does osmosis and diffusion occur?
c. Within a cell, when equilibrium is established, does diffusion stop?
d. Which molecules were able to pass through the membrane model (baggie)? What evidence do you have to support your answer?
e. Why do you think some molecules could pass through?
f. Define hypertonic, hypotonic, and isotonic. (FOR BIO I…PROBABLY WOULD USE A FILL IN THE BLANK HERE…For example: when the concentration of solute (or dissolved) molecules is higher outside the cell than inside the cell, the solute can be described as _______________. When…)
g. Which way will water diffuse fastest when a cell is placed in a hypertonic solution (into the cell or out of the cell?)
h. When you put the plant cells in a hypertonic solution (added the salt water), what happened to the cell?
i. When you put the plant cells in pure water, what happened to the cell?
j. What would happen to a red blood cell if you put it into a 10% salt solution? Use diagrams to illustrate your explanation.
k. When you get an IV in the hospital, the solution they start you off with is either a dilute sugar water or a dilute salt solution. What might happen to some of your red blood cells if they used plain water instead?
l. If you eat a lot of salty foods, you feel thirsty. The sensation of thirst is a response from your body that your cells need more water. Explain why your cells need more water. Use osmosis in your answer. | 1,449 | 794 | {
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bitter taste of the Maror reminds us of the suffering of the Children of Israel at the hands of the Egyptians.
Matzah—Unleavened bread served to remind us that the Israelites had to leave Egypt in haste and had no time to wait for their bread to rise.
Pesach—This is the Hebrew word for Passover, reminding us of how the Angel of Death passed over the homes marked with the blood of the lamb as God told the Jews to do the night of the last of ten plagues on Egypt. The Hebrew spelling is פסח, which is the word on the front of this booklet.
Seder—This is the Aramaic word for “order.” The Passover seder is the order of service for the Passover celebration. A seder book is called a Haggadah.
A Wandering Aramean—This refers to Jacob, named Israel by God. He came to settle in Egypt during a time of famine in Canaan. The Children of Israel would later be enslaved by the Egyptians and God would call Moses to go to Pharoah and demand that he let the Israelites go.
Zero’a—A roasted lamb shankbone with some meat on it reminds us of the Paschal lamb sacrificed in the Temple at Passover.
“Next Year in Jerusalem”
Each Passover Seder ends with this saying. It was a hope and prayer for generations of Jews separated from their homeland. This prayer was answered in our lifetimes with the creation of the modern State of Israel in 1948. The saying also points to hope for an ultimate redemption for the world as Jerusalem has come not just to mean the earthly city of Jerusalem, but it also signifies the eternal Jerusalem, a symbol of everlasting peace.
What is the Passover Seder?
For thousands of years, the Jews have remembered that their ancestors were slaves in Egypt. The passage from slavery to freedom is the central story of Judaism. It was only after being led from bondage that the Children of Israel were prepared to receive God’s teaching (Torah) at Mount Sinai. Each generation is to renew this story of liberation in its own lives. The Passover Seder then is a central act of remembrance in the lives of the Jewish community and the time set aside for remembering bondage and liberation.
This booklet gives the meaning of a number of key Passover terms to better help in understanding the Seder and its many parts. You do not have to know all (or any) of these words to appreciate the Seder, but it can give you some additional context for what is taking place.
Afikomen—The “official” dessert of the Passover, this is a piece of matzah hidden during the meal by the head of the seder. Modern Jewish scholars think it is from *aphikomenos* the Greek for “he who comes,” referring to the Messiah.
Betzah—A roasted, hard-boiled egg. The egg is a symbol of birth and represents the festival sacrifice (*Hagigah*) that was offered at the Temple. Roasting the egg became a tradition to mourn the loss of the Temple, which was destroyed by the Romans in the year 70 and has yet to be rebuilt.
Chametz—This is the Jewish word for leaven. No leavened foods are served at the seder to remind us that the Children of Israel had to leave Egypt in haste as they escaped from the Pharaoh.
Charoset—This sweet mix of apples, nuts, cinnamon and a little red wine are said to remind us of the mortar the Israelites used to build store houses for the Egyptians.
Dayenu—Hebrew for “enough.” One seder song reminds us of all that God did for the Children of Israel, with each line ending by saying that even just that one act of God’s alone would have been enough. Through the song, we see how God has done well more than enough for us all. One tradition calls on people at the seder to add their own verses telling how God has acted in their lives.
Elijah—A great prophet of Israel who scripture tells us must return to prepare the way for the Messiah. A cup of wine is left out to welcome Elijah if he should come to the Passover celebration. Toward the end of the meal, a child is asked to go check at the door for the prophet.
The Four Questions—A child asks four questions which ask about why Passover is different from all other nights. Questioning itself is a sign of freedom and the Four Questions lead the seder to the answer that on this night we remember that *we* were slaves in Egypt. The key is that we remember that *we* were slaves, not *they* were slaves as we make their story of deliverance from bondage our story.
Haggadah—Literally, legend or telling, a Haggadah is a book which gives the Passover Seder, often with interpretive material. Plural is Haggadot. The Haggadah is the one Jewish book to traditionally be illustrated by artists and many stunningly beautiful Haggadot have been produced through the centuries.
Hillel Sandwich—Matzah is sandwiched together with maror and charoset to remind us of the great Jewish Rabbi Hillel who ate his Passover meal in this manner.
Karpas—Parsley, radishes or celery are dipped in salt water to remind us of the tears the Israelites wept in bondage.
Kashrut—The laws which tell us what foods are kosher. Some items, such as leaven, are kosher throughout the year, but not for Passover.
Maror—Sliced or grated horseradish or the root of lettuce. The | 1,990 | 1,182 | {
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BACKGROUND
The Cos Cob Power Plant site is located in Greenwich, Connecticut on Sound Shore Drive. The facility operated from 1907 to 1986 as a power plant dedicated to providing electricity to the New York, New Haven and Hartford Railroad. Thermal insulating materials containing asbestos, used to retain heat, were applied to boilers, piping, generators, tanks and cables. Fire-resistant construction materials containing asbestos were also used throughout the building. The facility was permanently closed in September of 1986.
The approximately 12 acre site includes the main building where power generation occurred, and a number of smaller buildings. The nearest residential area is located approximately 400 feet north of the site. The Cos Cob Train Station and parking lots are located across the train tracks to the northwest.
A recent site visit by state and federal officials found that the building has significant structural damage, including failed roofs and walls, and broken windows. Large quantities of asbestos containing materials were found throughout the site.
HOW CAN NEARBY RESIDENTS AND OTHERS BE EXPOSED TO ASBESTOS?
Current conditions at this site pose a public health threat. Asbestos-containing materials in a condition that could release asbestos fibers into the air are present throughout the main building. This material could be released to the outside air because of failed roofs and walls, and broken windows. In addition, a variety of building materials containing asbestos are on the exterior of the main building and are in various states of deterioration.
The most significant exposure would likely result in the event of a storm, fire or building collapse which would result in a major release of asbestos. This could result in exposures and environmental contamination. *This presents an urgent public health hazard.*
In addition, residents living close to the facility could be exposed periodically to low levels of asbestos fibers when wind and weather conditions carry asbestos from the site. Trespassers have and will continue to be exposed to asbestos if they enter the main building or go on the site.
Other hazards may be present at this site. Other chemical wastes associated with power generation and associated equipment may be present on site or may have been disposed of on site. In addition, coal ash
**WHAT ARE THE HEALTH CONCERNS?**
Asbestos is a mineral made up of long, thin fibers that occur naturally in the environment. Asbestos fibers are very strong and resistant to heat and chemicals. Because of these properties, asbestos has been used in many products including insulation and brake pads. Asbestos is very stable in the environment – it does not evaporate into air, dissolve in water, or break down over time. Everyone can be exposed to asbestos from both natural sources and the breakdown of manufactured products. Low levels of asbestos can be found in almost any air sample.
Government agencies have determined that asbestos is a known carcinogen (causes cancer). The most serious exposures have occurred in certain workplaces such as mines and shipyards. Breathing asbestos fibers can increase the risk of lung cancer and mesothelioma (cancer of the lining around the lungs and other organs). Smoking significantly increases the risk of developing asbestos-related disease. Health effects have been seen in those who have been exposed to a high level of asbestos over a long period of time.
**WHAT RECOMMENDATIONS HAVE BEEN MADE?**
⇒ The asbestos-containing materials need to be removed in a safe, controlled manner.
⇒ Nearby residents should be informed about the risks associated with exposure to asbestos and trespassing on the site or in the buildings.
⇒ Access to the site should be further restricted.
⇒ Physical and other hazards need to be fully evaluated and addressed.
**WHO CAN I CALL FOR ADDITIONAL INFORMATION?**
*For Health Questions:*
CT Department of Public Health …… 860-509-7742
Greenwich Health Department ……… 203-622-7836
*For Questions About Clean-up:*
Greenwich Dept of Public Works…….. 203-622-7740
**MEETING FOR NEARBY RESIDENTS**
RE: COS COB STATION
Monday, August 2
7:00 pm – 9:00 pm
Greenwich Town Hall | 1,890 | 836 | {
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I Listening and Speaking [Oral]
Note: 1) Read out the following passage or a listening passage from Talking Train from the reader My English World – III (Page No. 138) and then ask the following type of questions. Read it twice if necessary.
2) Consider any three responses for grading.
It was a holiday. Anu and Sunny are getting ready. Anu put some toys in her bag. Sunny packed his bat and ball. “Anu! Are you ready?”, mother called, “Yes, mom, I am ready”, Anu replied. Anu, Sunny and their parents went to the Railway Station. They waited for the train. The train was late by 15 minutes. Then it came with a “Chuk Chuk” sound.
1. What did Anu and Sunny take with them?
2. Why did they go to the Railway Station?
3. Have you ever got into the train or bus? If so tell me your experience.
4. How long they waited for the train?
5. What is the sound of the train?
II Reading and Responding (Oral)
Note: 1) Ask the pupils to open their reader page no (3)
2) Make them read the following passage once / twice . . . .
3) Then ask the following type of questions.
4) Consider two responses for grading.
I have no legs. I can move like you. I have many wheels. I run on rails. I have an engine as my face. I have cars as my tail. I am very long. I make the sound “Coo coo”, “Chuk. . . . . chuk . . . . I go to different places.
1. Who is saying these lines?
2. How many wheels does the train have?
3. What is its face?
III Creative Expression (Oral)
Note: 1) Ask the pupils their choice of place to visit by train / bus / auto.
2) Frame the questions in the following way.
3) Consider one response for grading.
1. Which place do you like to visit? {temple / garden / town}
2. How do you go? {By train / bus / auto / cycle}
3. Tell something about the train / bus / auto / cycle.
IV Conventions of writing [written]
❖ Read the following statement and correct the punctuation marks.
(NTPLiqjP “gNRPuLHf[—s »R%xmsöVüÁo xqsljjiqj[çojD LS° kqVLi[zr]l)
anu and bunny got into the train (a<<sVW2P[V »R%xmsöVtAV°yôLi[V])
----------------- -----------------
V Vocabulary [written]
Write the names of animals in the boxes given.
Lion
Forest
VI Grammatical awareness (written)
Choose the correct word from the below bracket and fill in the blanks
1. The train goes .................. forest.
2. It goes ...................... rivers.
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Gov. Edwards proclaims May is Air Quality Awareness Month
BATON ROUGE -- Governor John Bel Edwards proclaimed May to be Air Quality Awareness Month in Louisiana. Air quality is the best it has been since the Clean Air Act was promulgated. The entire state is in attainment for ozone and fine particulate matter (PM 2.5). The key to maintaining and continuing to improve our air quality is awareness and cooperation. Governments, industry, business owners and citizens all play a part in protecting the air quality and environment in Louisiana.
May is the beginning of ozone season as clear, windless days become more common. The days we enjoy so much in the spring are not necessarily good for ozone levels as volatile organic compounds (VOC) and nitrogen oxides (NOX) can combine to form ozone on sunny, still days. If ozone levels begin to rise, LDEQ calls for Air Quality advisory days. Air Quality advisories are based on a forecast, and like the weather forecast, the prediction for high ozone does not always result in a high ozone day. The purpose of the forecast is to help sensitive populations make informed decisions about outdoor activity and to take preventative actions to prevent ozone formation.
The ozone and the PM 2.5 forecast are determined by a set of variables: the presence of precursor pollutants, plus the amount of sunlight and wind. Ozone forms in the highest concentrations, mainly on sunny days with light wind speeds. Louisiana’s background levels of ozone are raised close to the standard from natural precursors, biogenic chemical compounds emitted from trees, plants, lightning and other natural occurrences. This, coupled with man-made pollutants in the presence of sunlight and stagnant winds, can result in air quality advisories.
It is important to be aware of the air quality, and you can do this by signing up for EnviroFlash. This free, automated air quality notification system will send you an advisory, by email or text, when an Air Quality Advisory is forecast. You can also sign up to receive information daily by simply registering for EnviroFlash at http://deq.louisiana.gov/page/enviroflash. If you need real-time data from monitoring sites, the forecast and to receive notifications, you can access air quality monitoring information at http://airquality.deq.louisiana.gov/. Being air aware allows you to make the best choices for your health and the environment.
PROCLAMATION
WHEREAS, clean air is important to the health and well-being of Louisiana residents; and
WHEREAS, the state of Louisiana is currently in attainment for the ozone and fine particulate matter (PM2.5) standards; and
WHEREAS, Louisiana prioritizes air quality and has shown steady reductions in levels of air pollution in outdoor air over the past four decades; and
WHEREAS, when individuals, businesses, industry, local government and the federal government work together, we can achieve still cleaner air; and
WHEREAS, daily awareness of air quality through utilization of the Air Quality Index and using the EnviroFlash air quality notification system is simple and can help protect the citizens and our communities health; and
WHEREAS, the state of Louisiana through the Louisiana Department of Environmental Quality encourages citizens to be air aware and to take personal measures to improve air quality; and
WHEREAS, the federal government has declared the week of May 1 through May 5, 2023 as National Air Quality Awareness Week.
NOW, THEREFORE, I, John Bel Edwards, Governor of the State of Louisiana, do hereby proclaim May 2023 as
AIR QUALITY AWARENESS MONTH
in the State of Louisiana.
IN WITNESS WHEREOF, I have hereunto set my hand officially and caused to be affixed the Great Seal of the State of Louisiana, at the Capitol, in the City of Baton Rouge, on this 1st day of May A.D., 2023.
John Bel Edwards
Governor | 1,713 | 796 | {
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HEALTHY RELATIONSHIPS IMPROVE YOUR HEALTH
We all know that having friends or being in a romantic relationship makes us feel good emotionally. But did you know that good relationships can help you to maintain good physical health too?
Research shows that:
- Having a wide circle of friends can make you recover from illness faster.
- Being touched by friends often can lower stress levels, even if the touch is as brief as a pat on the back.
- Having a good support system can mean you live longer.
- People who have supportive relationships are less likely to have mental health problems.
With all these benefits, both physical and emotional, it obviously makes sense to take the time to invest in building healthy relationships. Here are some suggestions that can help. The tips given here can be applied to any relationship - romantic, family, or "just friends".
- Healthy relationships don't just happen automatically. First, we have to be open to having a relationship and then we have to be willing to **take the time** and energy to work on it. Notice that this is true even in a family setting. The sibling or cousin we are closest to is likely to be the one that at some point we chose to spend most time with.
- In healthy relationships people have mastered the skills of **good communication**. You don't have to be born a good communicator. It is a skill that can be learnt. So practice listening without interrupting. Listen for feelings as well as facts and respond to the feelings also. Ask appropriate questions (but don't cross-examine the person). Share information about yourself (but not so much that the other person does not get their turn).
- In healthy relationships people are **trustworthy**. If you make a promise be sure to keep it. If something changes so you can't do what you said, then be sure to inform the other person as soon as possible.
- In healthy relationships people recognise that disagreements are inevitable and so they learn suitable ways to handle them. This involves learning to **attack the problem**, not the person. Staying focused on the issue at hand makes it possible to resolve the problem. Focusing on your friends' faults and blaming them only tends to make them more defensive. Being willing to apologize when you are wrong is also important. Repeated apologies for the same action can wear thin however. If you truly believe that your behaviour is problematic then you need to work to bring about the necessary changes.
Showing affection is important in healthy relationships. This can be done in simple ways - sending a birthday card (real or virtual), buying lunch for your friend, loaning a book, giving a hug - the possibilities are endless. Make sure there is a balance; be open to receive not just give. Remember too that showing non sexual affection in romantic relationships is an important ingredient in keeping partners from feeling used.
In healthy relationships you are free to be yourself. Relationships where you have to change too much to suit the other person or where you have to spend lots of energy wondering if you are pleasing your friend are just too taxing to be worthwhile long-term.
In healthy relationships we acknowledge that change is inevitable. Hopefully the changes we make will enhance and deepen the relationship, but there are times when these changes will weaken the relationship. It is important to recognize when a relationship has changed in such a way that it is no longer healthy. We need to protect ourselves from unhealthy relationships. Sometimes this will mean that we can no longer have regular contact with people with whom we had previously had a good relationship. If this happens it is important not to let ourselves become bitter. Work at forgiving the person who hurt us. Turn to other supportive relationships for help at those difficult times. And remain open to developing other new, healthy relationships.
Prepared by:
The University Counselling Service (UCS),
Room 14, UWI Health Centre
11 Gibraltar Camp Way
Telephone: 970-1992/927-2520
Extns 2270/2370
Also available on the UCS website:
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1066
The Battle of Hastings
Maths:
Place value & number: Represent numbers to 1000 in different ways, using knowledge of place value. Investigate the position of numerals on number lines to 1000. Partition amounts into 100s, 10s and ones. Find 1, 10, 100 and 1000 less than given amounts. Compare and order objects and amounts to 1000. Roman numerals to 100. Rounding to the nearest 10 and 100.
Addition & Subtraction: Adding and subtracting up to 4 digit numbers with and without crossing 10 or 100 using formal written and columnar methods. Discuss ways to solve mathematical problems and record in different ways.
Art: To explore sections of the Bayeux tapestry, make detailed drawings of sections. Create personal versions of the Bayeux tapestry using various art forms, tools and medium.
RE: Exploring the question: Is it better to express your religion in arts or architecture?
History: To learn about the Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the confessor. To develop understanding of significant events in history and their place on a timeline.
DT: To understand and use mechanical systems in products to explore, design and create catapults and drawbridges. To select and use a wide range of tools and equipment to perform tasks.
English
To continue to develop phonic and spelling skills as appropriate. To spell words with prefixes and suffixes as well as the common exception words. To compose and rehearse sentences orally, building a varied and rich vocabulary and an increasing range of sentence structures. To write for a variety of purposes including job applications, poetry, diaries, letters and playscripts. Reading: To read books that are structured in different ways and read for a range of purposes. To review and discuss books with others.
JIGSAW
Being Me in My World
To make our school community a happy, safe and secure place to be. To understand how democracy works. To care about and work well with others.
Geography: To use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans, graphs and digital technologies.
Music: Listening to and appraising a range of songs. Singing and performing as an ensemble through the song. Explore improvisation using voices and instruments.
German: To learn words and phrases when out and about in the local area.
Computing: To use the internet to find information to develop knowledge of the theme. To use technologies to collect, analyse, evaluate and present data and information. | 1,075 | 549 | {
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Things to keep in mind as you lead discussion with your kids:
- The goal of these Home Family Guides is to equip you, as parents, to help lead your kids in learning what it means to follow Jesus. The message today gives great resources for you to be that spiritual leader in the lives of your children. Refer to the “Practical Tips for Leading Your Kids to Jesus” and “Prayers for Kids” provided on our resource page.
- To help your children better grasp the story, try reading it together from their Adventure Bible or another children’s Bible. If this is not available, we recommend the NIV or NIRV versions available online.
Bible Page Numbers
Mark 10:13-16 – Adventure Bible pg. 1222, Hands On Bible - pg. 262
Spend some time discussing the meaning of Communion with your children. Check out the video from Pastor Kevin on our resource page and use the conversation below to help guide you in discussing this topic.
What to Say: In the Bible, Jesus used two things to help His disciples remember the sacrifice He made. Do you know what the two things were? (Take answers. For each symbol, ask kids what it represents.) That’s right—the bread reminds us of Jesus’ body and the grape juice (or wine) reminds us of His blood. Did you know that people still eat bread and drink grape juice at church in order to remember the sacrifice that Jesus made? It’s called “Communion”.
At our church, we take Communion on the first Sunday of every month. Whenever we take Communion at church, it helps us remember how Jesus gave His body and shed His blood on the cross for the forgiveness of our sins. But there’s something else that’s supposed to happen during Communion. Let’s take a look at this Bible verse to find out.
“Everyone should take a careful look at themselves before they eat the bread and drink from the cup.” 1 Corinthians 11:28
When people take communion, God wants them to do something else. He wants people to seek within their heart and find any sin that’s there. Communion is a time for people to take a careful look at themselves and ask Jesus for forgiveness.
Of course, Communion isn’t the only time you can do that. You can do that anytime, you can take a careful look at yourself and ask Jesus for forgiveness. Anyone can do that at any time!
Activity Option 1: Mark 10:14 Coloring Page
What you need:
Print the PDF coloring page, coloring utensils
What to say: Jesus loved the children in the Bible and Jesus loves you! His disciples thought he should be spending time with important leaders to improve His status but Jesus didn’t need to make Himself look more powerful. He wanted to be there for His people and that included everyone, even little children!
For the above activity, you can always add other textured materials. Another option is if you have play doh! You can make little play doh sculptures of Jesus and children!
Activity Option 2: Prayer Cards
What You Need:
4 sheets of paper, coloring utensils, [optional - packing tape (to “laminate”), hole punch, binder clip or string]
What You Do:
1. Refer to the PDF “Prayer for Kids” on our resource page
2. If you do not have a printer, create 8 boxes on each sheet of paper
3. Copy down each Prayer in each box (decorate however you would like!)
4. Cut out each of the cards
5. Laminate OR use packing tape to reinforce the cards
6. Hole punch each card at the top left hand corner
7. Feed each card on the binder clip or string (tie off)
Viola! Prayer cards!
What You Say:
Prayer is so important. We are able to talk to Jesus whenever we would like, but when we sit and really focus on prayer, it is like picking up the phone and having a direct conversation with Jesus. These cards are a great way to specifically pray for you. Each of these prayers turn me to scripture and are decorated by you! It makes it that much more special.
Are there ways you can pray for me? (OPTION: Guide your child to make their own prayer cards with pictures and prayers for you as their parents.)
Discussion Questions:
- Why are you special to Jesus?
- What does Jesus do to show He loves you?
- How do we live for Jesus?
Prayer:
What you say:
Let’s pray and ask God to help us put our hope and trust in Him.
Dear God,
Thank You that You love us and want us to come to You as Your children.
In Jesus’ name, amen.
Memory Verse:
Parents: We want to encourage you to spend time each week as a family memorizing a passage of Scripture. We have provided two different versions to choose from.
Mark 10:14b (NIV)
“Let the little children come to me. Don’t keep them away. God’s kingdom belongs to people like them.”
Mark 10:14b (ESV)
“Let the children come to me; do not hinder them, for to such belongs the kingdom of God.”
Let the little children come to me.
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After the Order of Melchizedek
Sunday, October 18, 2020
Tips for your Family Guide time:
• Gather in a cozy spot together and bring your children close.
• Explain that you get to do “home church” together, framing it as a special opportunity to gather as a family!
• Protecting this as a positive time is key! Shorten, lengthen, or modify the lesson as needed to suit your family.
Bible Page Numbers
Adventure Bible pg. 1424 (Hebrews 7:18-25)
TALK ABOUT IT
Pastor Jeff is going to continue the journey through Hebrews today. He will talk about the importance of hope and drawing closer to God.
As a family, define and discuss the word HOPE and what it means to each of you.
Hope:
1. a feeling of expectation and desire for a certain thing to happen.
2. a feeling of trust.
(more on the next page)
Explain: When we say, “I HOPE I have pizza for lunch,” we’re saying that we wish it would happen. But, when we say that we HOPE in God we are saying something different… we are saying that we TRUST Him and know that He will do what He says He will do.
Watch this week’s Sermon and Worship Set
Activity Options
Activity: Being Close to God
What you Need:
Popcorn
What you do:
Divide the family equally and have them stand in two lines, facing each other, about 10+ feet apart. Each person will need to be facing another person. Everyone will then take turns tossing a piece of popcorn back and forth to the person across from them.
Give everyone in the first row, “Row A”, a piece of popcorn. Instruct them that on your signal, they will toss the piece of popcorn 10 feet across to the person directly facing them in “Row B”.
Give the signal and have the children toss the popcorn. Many of the tosses will fall short since the children are so far apart.
Make sure each person in “Row B” now has a piece of popcorn. Have everyone in “Row B” take one-step towards “Row A.” Then on your signal, have the children toss the popcorn again.
Do this several more times, each time taking one-step closer until the two rows are together. Once together, every one can simply drop the popcorn into the hands of their partner, resulting in no misses.
**What you say:**
“In this activity, the popcorn represents our relationship with God. The further away from each other, the harder it was to catch the popcorn. Likewise, the further we are from God, the harder it is to have a relationship with God. On the other hand, the closer we are to God, the easier it will be to have a strong relationship with Him.”
**Discussion:**
**Where Do We Begin?**
Despite the sin all around us, God is always close! The experience of God’s closeness is not out of reach. He is present right here and now, ready to help us again and again.
What HOPE this brings! Even when sin is overwhelming and feels like it is destroying everything, there is a clear pathway to better days. Draw near to God, and He will draw near to you.
Finish today, by discussing ways you can draw closer to God?
- As a family
- As individuals
**Examples:** reading the Bible, praying, tithing, and fasting
Prayer:
What you say:
Let’s pray… Dear God, we thank You for all You do for us. We want to be closer to You. Help us to remember to pray, read our bibles, and sing songs of worship to You. Thank You for giving us so many ways to draw closer to you. And thank You for praying for US! We love You, God. In Jesus name, Amen.
Memory Verse:
Parents: We want to encourage you to spend time each week as a family memorizing a passage of Scripture.
Hebrews 7:19 (NIV)
The law didn’t make anything perfect. Now a better hope has been given to us. That hope brings us near to God.
Hebrews 7:19 (ESV)
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Soapy was a young man. He had left his home and parents. He became a vagabond. He spent his days alone in Madison Square. It was all right in summer. He made his bed warm with three newspapers. There were quite a few others like him living there.
What would happen during the winter? He started feeling uneasy. The winter was coming. He felt cold on the park-bench. He realised the need to find some cozy place. But he did not think of going to warmer regions outside the country. Just three months in the prison on Blackwell’s Island was what he wanted. There he was sure of getting food and a bed every night. He would be safe from cold wind and also from fear of the police. He had been to prison for a number of times during winter.
He decided to go to prison somehow. If he goes to any other place, he would have to pay for the room and meals. He might be asked to wash their clothes and answer all of personal questions. Prison was better than all other options. He would be his own master there.
Soapy thought of easy ways to reach the prison. If he goes to eat at restaurant and then tell them he had no money they would call a cop who would arrest him. Next morning the judge would send him to jail. His face was clean and his coat was good enough. But as soon as he put his foot inside the restaurant, the waiters blocked his entry.
He next went to a shop with a glass window. He threw a big stone through the glass. A cop arrived. But the cop did not consider soapy to have done because he had not tried to run out. The cop saw another man running, and went after him. Soapy was shocked at heart for failing two times.
Next he went to another restaurant and sat down at a table was soon eating a big dinner. When he had finished he said that he had no money. Soon he was thrown on the street outside by the waiters. His dream of being taken to prison failed again. No cop was going to arrest him.
Then he began to shout as if he had drunk too much. He danced and cried out. The cop ignored him, taking him for some noisy college boy.
Then he stole a man’s umbrella, kept beside a shop door. The owner followed him. But he let Soapy go because he himself was carrying a stolen umbrella.
Soapy, at last, came to a quiet street. He stopped at his old childhood home. There was a sudden change in his soul. He felt sorry for wasting his life in such a way. He decided to pull himself out of the mud, and get a job. Soon there came a cop who arrested him for hanging around there. Next morning the judge sent Soapy to prison on Blackwell’s Island for three months.
TEXTBOOK QUESTIONS SOLVED
EXERCISE
Answer the following questions:
1. What are some of the signs of approaching winter referred to in the text?
Ans. The signs of the approaching winter are the movement of birds to warm south, the woollens needed by people and the dead leaves covering the ground.
2. Write ‘True’ or ‘False’ against each of the following:
(i) Soapy did not want to go to prison.
(ii) Soapy had been to prison several times.
(iii) It was not possible for Soapy to survive in the city through the winter.
(iv) Soapy hated to answer questions of a personal nature.
Ans. (i) False (ii) True (iii) True (iv) True
3. What was Soapy’s first plan? Why did it not work?
Ans. He would go to eat at restaurant and would then tell them he had no money. They would immediately call a cop who would arrest him. But as soon as he put his foot inside the restaurant, the waiters blocked his entry. Thus his first plan did not work.
4. “But the cop’s mind would not consider Soapy”. What did the cop not consider, and why?
Ans. The policeman did not believe that Soapy had broken the window glass. The reason was that no such criminal would stop and talk to a policeman.
5. “We have orders to let them shout.” What is the policeman referring to?
Ans. The policeman means to say that he had got orders not to arrest the unruly and shouting college students.
6. Write ‘True’ or ‘False’ against each of the following:
(i) Soapy stole a man’s umbrella.
(ii) The owner of the umbrella offered to give it to Soapy.
(iii) The man had stolen the umbrella that was now Soapy’s.
(iv) Soapy threw away the umbrella.
Ans. (i) True (ii) True (iii) True (iv) True
7. “There was a sudden and wonderful change in his soul”. What brought about the change on Soapy?
Ans. The sight of the home where Soapy had spent his childhood suddenly changed his outlook. The old memories of his mother and the sweet music revived his love for a decent life. He decided to work and become somebody in life.
Discuss the following topics in groups:
1. Suppose no cop came at the end. What would Soapy’s life be like through the winter?
Ans. In case Soapy was not arrested and sent to prison he would have started a new life. He might have taken up some job and lived like a normal gentleman. But through the winter he might have faced the icy winds.
2. Retell an episode in the story which is a good example of irony in a situation.
Ans. Soapy was keen to be sent to prison for the three cold months. He made several attempts to get arrested. But none of his plans worked. Finally, when he decided to live a decent life honestly, he was arrested. Such an episode is ironical. | 1,855 | 1,231 | {
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Day 1
Grade 4
The Donkey and the Salt:
A Fable
Long ago, a merchant bought big sacks of salt at the market. He loaded the sacks onto his donkey's back, and the two set off for home.
They came to a stream and began to wade across it. The heavy burden caused the donkey to lose his balance. He slipped and fell into the water. When the donkey stood up again, his load was much lighter. Most of the salt had dissolved in the water.
The merchant returned to the market and bought salt again. Once again, he loaded the sacks onto the donkey's back. When they came to the stream again, the donkey remembered how to lighten his burden. He purposely fell into the water. The salt disappeared, and the donkey rose to his feet without the weight of his load.
The merchant watched with a knowing look. Then he led the donkey back to the market. This time, the merchant did not buy salt. He bought a load of sponges. When the donkey came to the stream, he quickly lay down. The sponges filled with water. Back on his feet, the donkey was surprised to find that his load was much heavier than before.
KEY VOCABULARY
- **merchant** (noun) A merchant is a person who buys and sells things.
- **wade** (verb) To wade is to walk through shallow water.
- **burden** (noun) A burden is a heavy load.
- **dissolved** (verb) To dissolve is to become mixed into a liquid.
▶ How many times does the donkey fall in the stream?
▶ Explain why the donkey's load is lighter after he falls in the stream the first time?
▶ Illustrate two scenes from the fable: the first time the donkey falls in the stream and the second time he falls. Describe how the scenes are similar and how they are different.
▶ What might the donkey do differently the next time he crosses the stream with sacks on his back?
▶ Do you think the merchant did the right thing? Why or why not?
▶ Write your own story in which one character teaches a lesson to another character.
DIGIT DETECTIVE - A
To solve the puzzle, here’s what to do. Cross off the numbers that fit each clue.
With clever sleuth-work, when you’re done, you’ll be left with only one!
Greater than 8 x 62
Inches in 7 yards
Less than 4 x 54
6 x 45
9 x 33
What number am I?
215 270 510
252 498 277 208
210 297 502 | 870 | 577 | {
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"ALL THE LAWS BUT ONE,": A WRIT OF HABEAS CORPUS
Fort McHenry, May 1861
Among the many historic events which occurred during the Civil War, one stands out in special relation to Fort McHenry. It was an event which tested the powers of the President against the limits of power of the Presidency written into the Constitution. At the beginning of the war Lincoln stretched his powers to the edge. In the eyes of many, he went over that edge and violated constitutional law.
The war began in 1861, and until Congress could convene in July the President was forced to make decisions without the advice and consent of Congress. One of these was deciding on measures to take to insure Maryland did not secede and join the Confederacy.
Maryland was rife with secessionists. Many prominent citizens in the state openly voiced their hatred for Lincoln and the U.S. Army. Many supporters rallied to their call of "Secession" in Baltimore. Obviously, Lincoln was desperate to keep Maryland in the Union for it was through Baltimore that vital rail and telegraph lines passed from the west and north before proceeding to Washington. So determined was the President to preserve the north's tenuous hold on Maryland, that he sanctioned extreme measures against the state's secessionists.
A Writ of Habeas Corpus
On April 27th Lincoln startled the country by suspending the Constitutional privilege of the Writ of Habeas Corpus along the military lines from Washington to Philadelphia. Habeas Corpus is a personal right that goes back to English common law, predating our own Constitution. In short, the Writ says that a person being arrested must be charged with a specific crime or he/she must be released. It is a safeguard against unlawful seizures and violation of due process. By suspending the Writ, Lincoln gave de facto powers to the U.S. Army to arrest, and hold indefinitely, anyone it pleased. Lincoln's aim was to silence any opposition that might catapult Maryland into secession and to preserve national safety.
John Merryman
On May 25, 1861, U.S. Soldiers arrested John Merryman at his home "Hayfields" in Cockeysville, Maryland. He was a lieutenant in the Maryland State Militia who had (under orders from the Governor) burned rail bridges north of Baltimore to prevent the passage of northern troops through the city. The army confined Merryman at Fort McHenry, and he was held without charges and denied legal counsel.
Chief Justice Roger B. Taney
Hearing of Merryman's plight, Chief Justice Taney intervened. He issued a Writ of Habeas Corpus to Fort McHenry's commanding officer, Major George Cadwalader. However, citing military orders from the President, Cadwalader had the Writ refused at the Forts outer gate. Taney's written opinion, known afterwards as "Ex Parte Merryman," stated that only Congress has the power to suspend the Writ, and then, only in cases of extreme emergency. He admonished the President for overstepping his Constitutional limits; as he had no right to suspend the Writ.
The President's Response
Lincoln read Taney's opinion, but decided not to honor it. He felt the state of affairs warranted emergency action, and since Congress was not in session, he had to act on its behalf. In response to Taney's opinion, Lincoln wrote, "Are all the laws but one to go unexecuted and the government itself go to pieces lest that one be violated."
As the war progressed, the arrests continued, and Lincoln suspended the Writ as far north as Maine.
On March 3, 1863, Congress authorized the President to suspend the Writ.
In The Minds of the People
In the minds of Lincoln's supporters, these actions were necessary to preserve the Union, and essential to the survival of the United States. The Southern leaders, however, condemned Lincoln, calling him a dictator and a man who would stop at nothing to gain total power.
Was all this necessary? Was he a dictator, or were these actions necessary to hold together the country in its most perilous hour? Think about it. You decide!
Prepared by M. Dumene, 11/18/86 / Revised by S. Sheads, 02/02/92
For further reading we suggest the following:
"Ex Parte Merryman," Maryland Historical Magazine, Dec 1961, pp.384-398. | 1,760 | 920 | {
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Drip Irrigation
Wes Brittenham
Why Irrigate?
- Unless you landscape with the native plants that were on the site where your home was built before any disturbance, you will have to water.
- Planting native, edible, pollinator friendly, habitat encouraging is a wise use of irrigation.
Why Drip Irrigation?
- Drip is precise
- Efficient
- Direct
- Flexible
- User Friendly
- Easy to repair
Parts of the system
- Manual valve. This is the first part used to separate your irrigation system from your potable water supply.
- Piping to zone valves. PVC is typically used here.
- Zone valves. These are the valves that control irrigation to various areas of the landscape.
Vacuum Breakers
- This is the part that “sticks up and goes through this brass angle thing with a hexagonal screw cap on top”.
- The vacuum breaker is what keeps the irrigation water from flowing backwards into your home supply.
Sand Filters
- The sand filter keeps particulates from entering your drip system with fine mesh screens.
- These screens may need periodic cleaning or replacement.
- For drip systems this part is often called a “Y” filter.
Pressure Regulators
- The pressure regulator’s function is to reduce the static pressure from the source to a level that provides optimum function to a drip system without “blowing off” the emitters or the emitter flag caps.
- Generally, 20 and 30 psi (pounds per square inch) are the most commonly used.
Poly Supply Tubing
- Poly tubing is used to supply the water throughout the drip system. Most commonly used is a \( \frac{3}{4} \)” or \( \frac{1}{2} \)” size.
- Associated compression fittings are utilized to customize the layout of the supply line.
- Connectors, “T’s”, elbows, and end caps are the major fittings used.
“Spagetti”
- This is the term most use for the \( \frac{1}{4} \)” tubing that is connected to the poly supply with couplings and ends in an emitter or emitters to each plant.
- It is best to “punch” into the \( \frac{3}{4} \)” poly at a 45 degree angle for the insertion of the coupling. This reduces breakage from overhead pressure.
Emitters
- There are a large number and variety of emitters available, disc, flag, micro spray, adjustable, etc.
- Flag emitters in 1 gph (gallon per hour) and 2 gph are the most efficient and long lasting in my experience.
- By installing the appropriate gph on each individual plant, zoning is simplified.
Zoning
- Having more than one “zone” is usually required due to variables such as static water pressure, size of landscape, and types of plantings.
- These could be tree and shrub zones, perennial beds, an herb or vegetable garden, or a very xeric area.
Order of Installation
- The most practical order of installation of a landscape project is to first do the demolition, removals and grading.
- Planting follows grading.
- Irrigation follows planting. Drip supply tubing should be buried 4” - 6” deep.
- Mulch and fabric (if used) next, leaving holes large enough for mature plant.
Maintenance
- Emitters should show approximately 2” – 3” above mulch at base of plant to observe function.
- Plant will hide emitters as it matures, but it will still be accessible for maintenance and repair/replacement.
- Inspect system on a regular basis to ensure proper function.
Sources
- It is recommended that you purchase all of your irrigation system components from an irrigation supplier, not a hardware store or “Big Box”.
- This is to assure consistent compatibility of all associated parts of the integrated system.
Issues
- Disc emitters clog easily and cannot be cleaned, so you must replace them.
- Micro sprays (adjustable or static) are not a good option except for limited shallow rooted ground cover areas (think iceplants).
- Incorrect gph can be fatal to plants, too much or too little.
Applications
• Any zone in your landscape can be effectively and efficiently watered with drip irrigation.
• There are products such as “Netifim” and “Turf Bubblers” for irrigation of some lawn type installations.
• It is easy to separate water use zones appropriately with drip. | 1,790 | 919 | {
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The Martin-Suisun Historic Park is being developed by the Martin-Suisun Historic Park Association for the people of Solano County as a whole, although the site is within the boundaries of the City of Fairfield, the owner of the land. It is located in Suisun Valley between Cordelia and Rockville and directly across from the campus of Solano College at 4015 Suisun Valley Road. It occupies three acres adjacent to the stone mansion of pioneer settler Samuel Martin, which has been a local landmark since it was built in 1861 on the former site of Francisco “Chief” Solano’s adobe during the Mexican rancho period.
The site contains vestiges of an ancient spring which attracted the Suisun Indians to settle here 4000 years ago. A religious rock with pecked cup shapes and an extensive bedrock mortar complex are evidence of their occupancy. The landscape contains fine examples of native oaks which provided them with acorn supply, the main staple of their diet. The Suisun Indians lived here until the year 1810 when the Spanish military destroyed the village and moved the survivors to the Bay Area missions.
The park program will include planting an arboretum of native plants with emphasis on the plants used by the Indians for food, fiber and medicine. Samples of harvested items and handicraft products derived from them will be displayed. Pathways will be laid out to the planted areas and the ancient monuments. A Suisun dwelling will be constructed to complete the context of the Indian way of life. Tours and lectures for visiting groups will be the primary activity of the Association members.
The educational program will include publications and displays not only on the prehistoric Indian presence, but also on the Mexican mission occupation of the area as a branch farm of the Sonoma mission from 1824 to 1835, and the following rancho period from 1836 to 1850, when Chief Solano and later General Vallejo owned the Suisun Rancho. It will cover the agricultural history of the area as exemplified by the farm operation of Samuel Martin and his descendants from 1850 to 1967, when the farmland was sold to the Solano College District.
In 1977 the Martin house and surrounding archaeological site were placed on the National Register of Historic Places in recognition of the cited historic facts and the architectural work of Julia Morgan in remodeling the building in 1929. The Martin-Suisun Historic Park Association members spearheaded the successful public campaign from 1989 to 1991 to preserve the historic site from destruction by residential subdivision.
The Martin-Suisun Historic Park Association is a non-profit, tax-exempt corporation under Section 501(c)3 of the Internal Revenue Code. It has no paid staff and depends on volunteers to accomplish its goals. For information on how you can help, write to the Association at Post Office Box 273, Fairfield, California 94533-0027, or call (707) 864-1305.
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What is measles?
Measles is an acute, highly contagious respiratory disease caused by a virus. The virus normally grows in the back of the throat and in the cells that line the lungs. Since the introduction of the measles vaccination in 1963, the number of measles cases has decreased to about 100 cases reported annually in the United States.
Who gets measles?
Most people in the United States are protected against measles through vaccination, so measles cases in the U.S. are uncommon compared to the number of cases before a vaccine was available. However, measles is still brought into the United States by unvaccinated travelers who get measles while they are in other countries. They can spread measles to other people who are not protected against measles, which sometimes leads to outbreaks. This can occur in communities with unvaccinated people; for example, in 2014 there was a measles outbreak in an unvaccinated community in Ohio.
How is measles spread?
The virus resides in the mucus in the nose and throat of the infected person. When that person sneezes or coughs, droplets with virus spray into the air. The virus can land in other people’s noses or throats when they breathe or put their fingers in their mouth or nose after handling an infected surface. The virus remains active and contagious on infected surfaces for up to 2 hours. Measles spreads so easily that anyone who is not immunized will probably eventually get it.
The disease is highly contagious, and can be transmitted from 4 days prior to the onset of the rash to 4 days after the onset. If one person has it, 90% of their susceptible close contacts will also become infected with the measles virus.
What are the symptoms of measles?
An individual’s symptoms usually begin to appear about 10 to 12 days after exposure to the virus. The infected person first experiences a fever greater than or equal to 101°F that lasts about 2 to 4 days. The fever can peak as high as 105°F. This is followed by the onset of cough, runny nose, and/or conjunctivitis (pink eye). A red blotchy rash usually appears about 14 days after exposure and lasts 5 to 6 days. It begins at the hairline, then involves the face and upper neck. Over the next 3 days, the rash gradually proceeds downward and outward, reaching the hands and feet. Koplik spots (little white spots) may also appear on the gums and inside of the cheeks.
How soon do symptoms appear?
Symptoms usually appear within 14 days after exposure, although they may occur as early as 7 or as late as 21 days after exposure.
When and for how long is a person able to spread measles?
An individual is able to transmit measles from four days prior to and four days after rash onset.
Does past infection make a person immune?
Yes. Permanent immunity is acquired after contracting the disease.
What is the treatment for measles?
There is no specific treatment for measles.
What are the complications associated with measles?
Approximately 20% of reported measles cases experience one or more complications. These complications are more common among children under 5 years of age and adults over 20 years old. One out of ten children will develop ear aches. As many as one out of 20 children with measles gets pneumonia, and about one child in every 1,000 who gets measles develops encephalitis (an acute inflammation of the brain). For every 1,000 children who get measles, one or two will die from it. In developing countries, where malnutrition and vitamin A deficiency are prevalent, measles has been known to kill as many as one out of four people. It is the leading cause of blindness among African children. Measles kills almost 1 million children in the world each year.
How can measles be prevented?
Adults born in 1957 or later who do not have a medical contraindication should receive at least one dose of MMR vaccine unless they have documentation of vaccination with at least one dose of measles-containing vaccine or a history of physician-diagnosed measles or laboratory confirmation of measles immunity. With the exception of women who might become pregnant and persons who work in medical facilities, birth before 1957 generally can be considered acceptable evidence of immunity to measles, mumps, and rubella. Children should receive two doses of MMR vaccine: the first dose should be given at 12 to 15 months of age and the second dose at four to six years of age (school entry). MMR vaccine is recommended for all measles vaccine doses to provide increased protection against all three vaccine-preventable diseases: measles, mumps and rubella. Measles immunization is required of all children enrolled in daycares and schools in Ohio. Persons traveling out of the country need to make sure that they and their travel mates (including family members) are vaccinated against measles. | 1,983 | 1,006 | {
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COURSE COM2015: MEDIA IMPACT
Level: Intermediate
Prerequisite: COM1005: Visual Composition
Description: Students explore different media forms and examine their impact on personal, community and national interests. Using various media, students plan, create and present a simple message.
Parameters: Specialized facilities depend on the direction taken in the course. Students should have access to still and video cameras, video and image software, some type of print production equipment and a computer with appropriate software (either in the lab or through a community source).
Supporting Course: COM1015: Media
Outcomes: The student will:
1. analyze various media messages, e.g., radio, television, photography, Web or print, and describe the impact of the various messages from a personal, community and national perspective
1.1 describe the various roles of media; e.g., advertising, role modelling, stereotyping, cultural representation, propaganda, consumerism
1.2 identify a current issue of media interest and describe its impact from a personal, community or national perspective
1.3 identify and describe the media format(s) used to present selected commercially produced messages and the impact of the media on the effectiveness of message delivery
1.4 develop and apply criteria to compare the anticipated effectiveness of media selected for delivering the message to the actual effectiveness of the result (audience reaction)
2. design and produce a simple message, and communicate it through a specified media; e.g., print, audio, video, animation or combination
2.1 develop a plan for producing a message in specified media or multimedia; e.g., consider target audience, intent of message, type of media
2.2 use appropriate planning procedures for selected media; e.g., storyboard, script, outline, shot list, thumbnails, composites
2.3 produce a specified media message from a personal, community or national perspective in one or more media formats; e.g., commercial or advertising layout, news item or interview (audio, video, print or combination), public service announcement, billboard design
3. identify copyright restrictions and permissions and put them into practice
4. present a selection of work completed in this course to an audience
4.1 discuss work regarding:
4.1.1 how the elements and principles of design help facilitate good composition in his or her work
4.1.2 the technical and creative aspects of the work; e.g., quality, uniqueness
4.1.3 areas of concern/difficulty (if applicable)
4.1.4 meeting school and community standards; e.g., appropriate language
4.1.5 the use of tools and equipment
4.2 participate in peer/teacher assessment
4.3 add the selected work to a portfolio
5. **apply consistent and appropriate work station routines**
5.1 demonstrate good health and safety practices; e.g., posture, positioning of hardware and furniture
5.2 demonstrate security for hardware, software, supplies and personal work
6. **demonstrate basic competencies**
6.1 demonstrate fundamental skills to:
6.1.1 communicate
6.1.2 manage information
6.1.3 use numbers
6.1.4 think and solve problems
6.2 demonstrate personal management skills to:
6.2.1 demonstrate positive attitudes and behaviours
6.2.2 be responsible
6.2.3 be adaptable
6.2.4 learn continuously
6.2.5 work safely
6.3 demonstrate teamwork skills to:
6.3.1 work with others
6.3.2 participate in projects and tasks
7. **identify possible life roles related to the skills and content of this cluster**
7.1 recognize and then analyze the opportunities and barriers in the immediate environment
7.2 identify potential resources to minimize barriers and maximize opportunities | 1,930 | 845 | {
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INTRODUCTION
English and Irish colonists from St. Kitts first settled on Montserrat in 1632. The British and French fought for possession of the island for most of the 18th century, but it finally was confirmed as a British possession in 1783. The island's sugar plantation economy was converted to small farm landholdings in the mid-19th century. Much of this island was devastated and two-thirds of the population fled abroad because of the eruption of the Soufriere Hills Volcano that began on 18 July 1995.
GOVERNMENT
Chief of State
Queen ELIZABETH II
represented by Governor Andrew PEARCE
Head of Government
Premier Easton TAYLOR-FARRELL
Government Type
parliamentary democracy; Overseas Territory of the UK with limited self-government
Capital
Plymouth; note - Plymouth was abandoned in 1997 because of volcanic activity; interim government buildings have been built at Brades Estate, the de facto capital
Legislature
unicameral Legislative Assembly (11 seats)
GEOGRAPHY
Area
Total: 102 sq km
Land: 102 sq km
Water: 0 sq km
Climate
tropical; little daily or seasonal temperature variation
Natural Resources
negligible
ECONOMY
Economic Overview
formerly high-income economy; volcanic activity destroyed much of original infrastructure and economy; new capital and port is being developed; key geothermal and solar power generation; key music recording operations
GDP (Purchasing Power Parity) $167.4 million (2011 est.)
GDP per capita (Purchasing Power Parity) $34,000 (2011 est.)
Industries
tourism, rum, textiles, electronic appliances
Agricultural products
cabbages, carrots, cucumbers, tomatoes, onions, peppers, livestock products
Exports $4.4 million (2017 est.)
sand, iron products, seats, medical instruments, fish (2019)
partners: Antigua and Barbuda 19%, US 18%, France 17%, Singapore 14%, Belgium 9%, Netherlands 5% (2019)
Imports $39.44 million (2017 est.)
refined petroleum, cars, oranges, electric motors, broadcasting equipment (2019)
partners: US 70%, UK 6% (2019)
PEOPLE & SOCIETY
Population
5,390 (July 2021 est.)
Population Growth
0.52% (2021 est.)
Ethnicity
African/Black 86.2%,
mixed 4.8%,
Hispanic/Spanish 3%, Caucasian/White 2.7%, East Indian/Indian 1.6%, other 1.8% (2018 est.)
Language
English
Religion
Protestant 71.4% Roman Catholic 11.4%, Rastafarian 1.4%, Hindu 1.2%, Jehovah's Witness 1%, Muslim 0.4%, other/not stated 5.1%, none 7.9% (2018 est.)
Urbanization
urban population: 9.2% of total population (2021)
rate of urbanization: 0.94% annual rate of change (2020-25 est.) | 1,436 | 690 | {
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Policy statement
Our provision regards snack and meal times as an important part of our day. Eating represents a social time for children and adults and helps children to learn about healthy eating. We promote healthy eating using resources and materials from various sources. At snack and meal times, we aim to provide nutritious food, which meets the children's individual dietary needs.
Procedures
We follow these procedures to promote healthy eating in our setting.
- Before a child starts to attend the setting, we find out from parents their children’s dietary needs and preferences, including any allergies. This is recorded on their registration form.
- We display current information about individual children’s dietary needs so that all staff and volunteers are fully informed about them, this ensures that children only receive food and drink that is consistent with their dietary needs, preference and parent’s wishes.
- We plan snack menus in advance.
- We display the menus of snacks on our notice board for the information of parents.
- We provide nutritious food for all snacks, avoiding large quantities of saturated fat, sugar and salt and artificial additives, preservatives and colourings.
- We include a variety of foods:
- dairy foods, grains and cereals, fruit and vegetables.
- We include foods from the diet of each of the children’s cultural backgrounds, providing children with familiar foods and introducing them to new ones.
- We take care not to provide food containing nuts or nut products and are especially vigilant where we have a child who has a known allergy to nuts. We are a nut free zone.
- Through discussion with parents and research reading by staff, we obtain information about the dietary rules of the religious groups to which children and their parents belong, and of vegetarians and vegans, and about food allergies. We take account of this information in the provision of food and drinks.
- We require staff to show sensitivity in providing for children’s diets and allergies. Staff do not use a child’s diet or allergy as a label for the child or make a child feel singled out because of her/his diet or allergy.
- We organise meal and snack times so that they are social occasions in which children and staff participate.
- We use meal and snack times to help children to develop independence through making choices, serving food and drink and feeding themselves.
- We provide children with utensils that are appropriate for their ages and stages of development and that take account of the eating practices in their cultures.
- We have fresh drinking water constantly available for the children. We inform the children about how to obtain the water and that they can ask for water at any time during the day, they also have continuous access to their own drink.
- We ensure that the children eat their lunch within 3 hours, they are stored in the kitchen until lunchtime.
In order to protect children with food allergies, we discourage children from sharing and swapping their food with one another.
We provide a drink of milk or water at snack time.
**Packed lunches**
- We regularly inform parents of our policy on healthy eating;
- We encourage parents to provide sandwiches with a healthy filling, fruit, and milk based deserts such as yoghurt or crème fraîche. We discourage sweet drinks and can provide children with water upon request.
- We ask that the children start their lunch with their sandwiches then moving on to their fruit and yoghurts.
- We discourage packed lunches that consist largely of crisps, processed foods, sweet drinks and sweet products such as cakes or biscuits. We will remind the parents of our policy on food and drink and provide a list of alternatives.
**Food Poisoning**
- We notify Ofsted of any food poisoning affecting two or more children looked after on the premises as soon as is reasonably practicable, but in any event within 14 days of the incident.
This policy was adopted at a meeting of St Philip’s Preschool
Held on 24/06/2013
Date to be reviewed 24/06/2014
Name of signatory
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Summary
Four shapes – Circle, Square, Triangle and Rectangle – argued about who was the best. They each gave reasons why their shape was superior. They met a wise star who convinced them to stop fighting and work together. The shapes realized their mistake and became friends again.
New words
Beautiful: lovely, gorgeous, attractive
Refused: Declined, rejected
Sweets: Candy, desserts
Listening: Hearing, paying attention
Loud: Noisy, booming, deafening, blaring
Voice: Tone, sound, utterance, vocalization
Mountains: Peaks, highlands, alps, massif
Laughed: Chuckled, giggled, roared, cackled
Fight: Battle, argument, struggle, conflict
Thought: Idea, notion, belief, conception
Important: Significant, crucial, essential, weighty
Around: Surrounding, nearby, encircling, enclosing
Amazing: Astonishing, incredible, phenomenal, miraculous
Wonders: Marvels, miracles, curiosities, mysteries
Realised: Understood, perceived, dawned on, acknowledged
Mistake: Error, blunder, slip-up, miscalculation
Never: Not ever, at no time, in no way, for evermore
Exercise
Let us think
A. Answer the following.
1. Who were the four friends?
Ans. The four friends were – Circle, Square, Triangle and Rectangle
2. Why were they fighting?
Ans. They were fighting about who was the best shape.
3. Who helped them to end their fight?
Ans. A wise star helped them to end their fight.
4. What lesson did the friends learn in the end?
Ans. They learned that they are all special and can create wonderful things together by working together.
5. Write ‘T’ for true and ‘F’ for false.
a) The circle does not have sharp edges.
T
b) A square has four sides but not all of them are equal in size.
F
c) The triangle has two sides.
F
d) The friends could decide who was the best among them.
F
6. Who is your friend? What are the things you can do when your friend helps you?
Ans. Aarv is my best friend. I can play some card games which need more than one person to play.
7. Look around you. Talk about the shapes of what you see.
Ans. These are everywhere
- Rectangles : Tables, desktops, doors, windows, picture frames
- Squares : Chessboard, craft papers, pizza box, a wall clock, handkerchief
- Circles : A clock face, a button on a remote control, or a plate on a table.
- Triangle : Sandwich, Pizza slice, Road sign
Let us learn
Read the following lines.
A pigeon and an ant became friends. Notice that we used ‘a’ before pigeon and ‘an’ before ‘ant’. We use ‘a’ before singular nouns that begin with consonants. ‘An’ is used before singular nouns that begin with vowel sounds (a, e, i, o, u). Using this information, fill up the following blanks.
A. Fill in the blanks using ‘a’.
1. A dog is barking at the postman.
2. My mother gives chapattis to a cow everyday.
3. In summers, a sparrow builds its nest on the mango tree near our house.
B. Fill in the blanks using ‘an’.
1. I saw an eagle yesterday.
2. Maya bought an umbrella for the monsoon.
3. An ice-cream man brings his cart in the evenings.
C. Fill in the blanks using ‘a’ or ‘an’.
1. A brown hen laid an egg.
2. An eagle sat on a building.
3. Mary ate an apricot, a chikoo and an orange.
Let us write
A. Paste the picture of your friend in the book.
B. Write a few lines about your friend by filling in the blanks.
My Friend
1. My friend’s name is Heena.
2. She is a girl.
3. She is 8 years old.
4. Her favourite colour is pink.
5. She likes to play carrom.
6. She wants to become pilot.
I love my friend.
My Friend
1. My friend’s name is Umesh.
2. He is a boy.
3. He is 9 years old.
4. His favourite colour is blue.
5. He likes to play cricket.
6. He wants to become cricketer.
I love my friend.
Let us do
A. Use the space given below to draw the four friends you met in Chapter 3. | 1,603 | 1,000 | {
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Visitors' Impact on Greens Island
Sustainable practices on island
• elevated floor
– allow people to walk on
– keeping natural habitat
• chopping of trees
– place them back to the original habitat for natural decomposition
• Area for visitors to swim
– Between red and yellow flags
Unsustainable practices on island
• Passive encouragement of smoking
– no regulations and no penalty
– inclusion of a smoking area
– poor enforcement/ butts bin
• noise pollution
– people/ visitors
– engine of submarine
Unsustainable practices on island
• Feeding/ over feeding
• Human activity
– Stepping on the coral reefs
– Ships/ submarine
→ increase shade
→ suppress photosynthesis
→ suppress growth of coral and sea grass
– Dust → affect coral smothering
Environmental Side
Misbehavior of the tourists
- Littering
- Smoking in the prohibited areas
- Stepping on the grass
- Disturbing the coral reefs
• Noise pollution – no. of the tourists
• Water pollution – commercial activities
Positive Impact
• Economic Gains
• Conservation and environmental works
Causes of negative impacts
• Lack of supervision and management
• Visitors are irresponsible
Suggestions
• Better management
• Increase the no. of guides and signs
Resources Utilization
• Present: Optimal level
– Coral Reef recovering from the 90’s
– Comprehensive management
– Controlled human activities, e.g. water sports
• Approaching maximum capacity
→ Risk of over-exploitation
In the future...
• Tourism Growth
→ Tighten control of tourist volume
• Further exploitation not recommended
• Education
→ Changing mindset for both tourists & staff
Conclusion
• Education
– Staff (work just for money?)
• Management
– Subsidize conservation work
– Providing stocks’ market value
• Current situation
– Acceptable
– If increase in visitors number?
– If issues not well addressed?
Issue we want to raise
• The private operation of a conservation area
– Conservation VS Profit Maximization
– Stock has no market value
• In Australia
• In other place
• In terms of the Green Island, the corals may not have a direct market value – market failure to value other values e.g. the corals’ environmental values. Therefore, governments need to subsidize the conservation practices to counter this market failure. | 1,261 | 526 | {
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34 Electromagnetic Induction
34.1 Induced Currents
34.2 Motional emf
1. The figures below show one or more metal wires sliding on fixed metal rails in a magnetic field. For each, determine if the induced current flows clockwise, flows counterclockwise, or is zero. Show your answer by drawing it.
a.
b.
c.
d.
e.
f.
2. A loop of copper wire is being pulled from between two magnetic poles.
a. Show on the figure the current induced in the loop. Explain your reasoning.
b. Does either side of the loop experience a magnetic force? If so, draw and label a vector arrow or arrows on the figure to show any forces.
3. A vertical, rectangular loop of copper wire is half in and half out of a horizontal magnetic field. (The field is zero beneath the dotted line.) The loop is released and starts to fall.
a. Add arrows to the figure to show the direction of the induced current in the loop.
b. Is there a net magnetic force on the loop? If so, in which direction? Explain.
8. A circular loop rotates at constant speed about an axle through the center of the loop. The figure shows an edge view and defines the angle $\phi$, which increases from $0^\circ$ to $360^\circ$ as the loop rotates.
a. At what angle or angles is the magnetic flux a maximum?
b. At what angle or angles is the magnetic flux a minimum?
c. At what angle or angles is the magnetic flux changing most rapidly? Explain your choice.
9. A magnetic field is perpendicular to a loop. The graph shows how the magnetic field changes as a function of time, with positive values for $B$ indicating a field into the page and negative values a field out of the page. Several points on the graph are labeled.
a. At which lettered point or points is the flux through the loop a maximum?
b. At which lettered point or points is the flux through the loop a minimum?
c. At which point or points is the flux changing most rapidly?
d. At which point or points is the flux changing least rapidly?
34.5 Faraday’s Law
10. Does the loop of wire have a clockwise current, a counterclockwise current, or no current under the following circumstances? Explain.
a. The magnetic field points into the page and its strength is increasing.
b. The magnetic field points into the page and its strength is constant.
c. The magnetic field points into the page and its strength is decreasing.
11. A loop of wire is perpendicular to a magnetic field. The magnetic field strength as a function of time is given by the top graph. Draw a graph of the current in the loop as a function of time. Let a positive current represent a current that comes out of the top and enters the bottom. There are no numbers for the vertical axis, but your graph should have the correct shape and proportions.
12. A loop of wire is horizontal. A bar magnet is pushed toward the loop from below, along the axis of the loop.
a. What is the current direction in the loop? Explain.
b. Is there a magnetic force on the loop? If so, in which direction? Explain.
Hint: A current loop is a magnetic dipole.
13. A bar magnet is dropped, south pole down, through the center of a loop of wire. The center of the magnet passes the plane of the loop at time $t_c$.
a. Sketch a graph of the magnetic flux through the loop as a function of time.
b. Sketch a graph of the current in the loop as a function of time. Let a clockwise current be a positive number and a counterclockwise current be a negative number.
14. a. Just after the switch on the left coil is closed, does current flow right to left or left to right through the current meter of the right coil? Or is the current zero? Explain.
b. Long after the switch on the left coil is closed, does current flow right to left or left to right through the current meter of the right coil? Or is the current zero? Explain. | 1,600 | 866 | {
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Good Morning,
Although we’re entering the middle of May... it is hard to believe that we experienced a short burst of snow this weekend! I guess with everything else going on these days... it seems about right! Hopefully, it did not place a damper on your weekend and everyone had enjoyed a pleasant Mother’s Day weekend!
Note: As you may know that many states are beginning to re-open. However, since NY State was extremely affected by the Virus, we are working and looking at all options that will allow us to open safely while remaining compliant with state guidelines. We will keep you posted as we approach re-opening.
Our next meeting will be Thursday May 14, 2020
10:15am - 3 year olds
10:45am - 4 year olds.
**Book of the week**
"Pete the Cat: I love my white shoes"
https://youtu.be/fj_z6zGQVyM
**Verse of the Week**
"Do not be afraid for I am with you."
Isaiah 43:5
**Fun, Hands-On Learning Activities To do with your preschoolers at home!**
**LITERACY ACTIVITY**
**What’s Missing**
**THINGS NEEDED**
10 items from around your house - literally anything! a LEGO, spoon, marble, piece of yarn, dog toy, etc. and a towel to cover the items with. Let your child choose 10 items - it’s great counting practice!
**WHAT TO DO**
Place the 10 items on the floor. Have your child count them, name them, discuss what they are used for. Then, cover the items with a towel. Reach under the towel and remove one of the items without your child seeing which item it is (hide it between your knees/legs so they can’t see it!).
Uncover the remaining items and ask "What’s Missing?". Give your child time to think about and recall the previous items and see if they can identify the missing object. Play again and as long as there is interest (let your child be the one to hide an item for YOU to guess what is missing). Variation: Instead of removing one item, try removing 2, 3 or more to see if they can guess the items that are missing!
EXTRA ACTIVITY ON NEXT THE NEXT PAGE
FRUIT COUNT
Math Activity For Preschoolers
Circle the number that tells how many fruit there are! Count carefully!
| 2 | 4 | 5 |
|---|---|---|
| | | |
| 8 | 6 | 7 |
|---|---|---|
| | | |
| 7 | 2 | 1 |
|---|---|---|
| | | |
| 1 | 8 | 3 |
|---|---|---|
| | | | | 1,083 | 594 | {
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When something unexpected happens which turns our world upside down,
we can find ourselves swirling, and tumbling around.
All of a sudden things don’t feel right.
What we know is now not there and the new world can be a fright.
While the world outside of us puts itself back together,
we can build a world inside of us to keep and treasure.
Let’s imagine there is a castle inside of you which is strong, safe and peaceful.
A place that nobody else can enter, it is only for you.
Your challenge is to create this safe and secure castle, what would it look like?
Choose one of our ideas to make your castle...
Recycle- collect any paper, cardboard or plastic and make a castle
Make an indoor den- use blankets, pillow and anything you have to create a cosy cave
Go outdoors! Collect sticks, moss, bark and anything else to create a castle
Draw! Draw castles for different creatures..
Use lego, blocks or even books and create a tower. Talk about what it would be like living high off the ground
Make a list of things that make you feel safe or homely. Compare your answers
For this activity you need to find some space as you’re going to be moving around and you’ll need some music. It works best for a group of children – as it is a version of “musical statues”.
Cut out the characters below and show them to the group. Discuss which emotion each character has and what they are doing.
Once the music starts the children have to move around in the style of whichever character you hold up.
Once the music stops whoever moves is out until there is a winner.
Change the characters about during the song and don’t forget to award the best mover!
Let’s Move it!
1. Invite the child to make a list of different things which help them feel good. Encourage them to think about a variety of activities which link to different aspects of their well-being (spending time with others, hobbies, learning, physical etc).
2. Using the template, ask them to create a card for one of the feel-good activities. On the back of the card ask them to identify who they enjoy doing this with or who helps them to include this into their week.
3. Task the child to share their card with the person who they have identified on the back.
Why not create another – there is no limit to how many activities they wish to share. You could even create a “deck” of Comfort Cards.
Write the activity here
Draw the activity here
Tell us more about it
When do you do it?
Where?
What’s the best part?
How many stars would you give it?
Colour them in
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Value of the term: Respect
“True humility is intelligent self-respect which keeps us from thinking too highly or too meanly of ourselves. It makes us modest by reminding us how far we have come short of what we can be.”
Ralph W. Sockman
And just like that, another term has come to an end and we find ourselves at the half-way mark of the academic year! Spring 1 has been full of fun and significant progress. Our children continue to make us proud and achieve new heights in their academic, spiritual and character development. We wish you a joyful, restful and productive break and look forward to greeting the children back to school on Monday 24th February, equipped with stories to tell, as well as their completed homework and reading books to exchange!
Many thanks and kind regards, Mr Burton.
Stay on Green champions: Reception
Attendance
Whole school: 95.43%↑
Reception: 97.50%
Year 1: 98.93%
Year 2: 95.77%
Year 3: 97.14%
Internet Safety Day
This year, to mark safer Internet Day, our children designed posters to demonstrate and share their knowledge of how to stay safe online. Highlighting the risks browsing the internet can present, as well as exploring the steps we can take to stay safe and use the internet wisely, our children excelled at producing informative and eye-catching posters.
Among the many creative, colourful and information-filled posters made, those which emerged as the most effective in spreading the word of safety online were produced by Keshavi, Nabhya, Vihaan, Kaya and Kahaan.
Parent Stakeholder Election
We are pleased to announce that after a very even count, Mrs Anjana Patel has been duly elected as a parent stakeholder. Mrs Patel is the parent of a child in the Reception class and we welcome her to the Stakeholder Committee.
Key dates coming up:
- Monday 24th February – Return to school for the Spring 2 term
- Friday 28th February – Arts and Crafts after-school club begins
We had a 3 day visit from Ms Toyin this week - a teacher at Springhall British School in Nigeria. She spent 3 days in KAPSC, learning about our school systems and sharing theirs. She sampled some of our lunchtime cuisine, was an independent witness at the Parent Stakeholder elections and even had a gift exchange at the end of her visit. There is so much we can learn from others.
Huge thanks to Mr and Mrs Dave in the reception class, who have purchased two brand new ceramic hobs and a fridge freezer for our specialist teaching room. We are very touched by this generous gift, which will really help our children to develop their food technology skills.
Playground Markings
We have secured some funding to have playground markings. The School Council has been busily asking children what they would like to have in the playground to further enhance the play experience and we have a range of ideas now, which we will be following up on. We are aiming to have the markings done during the Easter holiday.
Back to Old Ground
We went back to where our school started this week. Minster School had a Prayer Space project, to which the whole school was invited. Children took part in creative activities around topics such as ‘Challenges Children Face’, Veganism, Fruits of the Spirit and the ‘Impact of Natural Disasters.’ The visit was meaningful to all.
Year 2 had a week packed with a variety of events, culminating on Friday afternoon with a pizza making bonanza! Comments such as ‘This is the best pizza ever!’ and ‘We should open up a shop and sell these pizzas,’ highlight how impressed the children were both with the vegan recipe they expertly followed. | 1,425 | 778 | {
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Thank you for your interest in Corwin.
Please enjoy this complimentary excerpt from Rebellious Read Alouds.
Learn more about this title!
THE INVISIBLE BOY
Written by Trudy Ludwig
Illustrated by Patrice Barton
BOOK BIOGRAPHY
Brian is invisible. Not really, but it sure does feel that way. The teacher is too busy dealing with other kids. Students don’t include him in their celebrations, games, or lunchtime conversations. It seems like no one sees him, or at least no one cares enough to see him. Until one day, when a new student comes to school, and changes everything.
VERA’S VIEW
Admittedly, I was never a child like Brian. I was (and still am) loud, took up space, and demanded attention from anyone who would listen. But it wasn’t until I met my husband, and learned about his experience in school, that I thought about what a child must feel like to go through school (and sometimes life) unseen. I think about how many Brians may have gone through my classroom completely unseen. No one deserves to feel invisible.
START SMALL
Opening pages (double spread)
Can you see Brian? Do you think he is really invisible? What do you think it means to be invisible even when you aren’t really invisible?
BE CONSISTENT
Nathan and Sophie …(page 4)
What does it mean for someone to take up a lot of space?
Can you think of a time or place when you take up space?
Can you think of a time or place where/when you don’t take up enough space? Why?
At lunch, Madison … (double spread)
What would you do if you were in the lunchroom with these characters?
What could Brian have done at this moment? What advice about taking action could you give to Brian during this moment?
The next day … (double spread)
What action did Brian take? How do you think Justin feels about the action Brian took?
The entire book … (all pages)
As we go through the story, we notice that Brian develops color and is no longer invisible by the end of the story. What did it take for Brian to become visible and gain his color?
KEEP CONSTANT
Sometimes action means speaking up when you see something wrong, like a friend being made fun of. Sometimes action means inviting a friend to color with you when you notice they are sitting alone. Sometimes action means not laughing when someone tells a mean joke, AND telling that person that their joke wasn’t funny. Action looks different based on what’s happening, but it is always important to speak up or take action when you see something you know isn’t ok.
LET’S MAKE A PLAN OF ACTION
- Think about the times you might take up space, and don’t allow others to have a chance to share that space. What can you do to share your space with others?
- What can we do when we hear a friend say a mean joke? What can we do for the person that the joke was about?
- Taking action can look a lot of different ways depending on the situation, think about the ways you are most comfortable taking action. Make a list of the ways you feel comfortable taking action.
Because I read this book, I now know ____________________.
Because I read this book, I wonder ____________________.
Because I read this book, I understand ____________________. | 1,235 | 689 | {
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“While many big-ticket items, such as updating septic systems and sewers have been addressed, Euclid Creek still has water quality impairments typical of a highly developed watershed. People need to understand how their actions on the land affect water quality.”
– Elizabeth Hiser, Euclid Creek Watershed Program Coordinator.
To learn more about stormwater management, visit the Cleveland Water Pollution Control website at clevelandwpc.com
WATER POLLUTION CONTROL
12302 Kirby Avenue • Cleveland, Ohio 44108
216.664.2513 | clevelandwpc.com
Cover photo courtesy of Friends of Euclid Creek.
WHAT IS A WATERSHED?
A watershed is an area of land that drains, or sheds, rain and snowmelt into a specific larger waterway, such as a river or lake. Everyone lives in a watershed, and our actions on the land have a significant impact on water quality.
The largest watershed in Northeast Ohio is Lake Erie Watershed, which is made up of dozens of smaller watersheds. Protecting the Lake Erie watershed is important to the environment, public health and the economic well-being of Greater Cleveland. Lake Erie is Northeast Ohio’s source of drinking water and major fishing and water recreation area.
Non-point source water pollution is the biggest threat to watersheds. When stormwater (rain or snow melt) flows over the ground it carries away natural and human pollutants from sidewalks, parking lots, yards and construction sites. That water flows to a nearby waterway and eventually makes its way to Lake Erie. Common non-point source pollutants are automobile fluids, paint, pet waste, cigarette butts, and even soil.
Stormwater runoff can result in flooded streets and properties, sewer overflows, land erosion, and polluted waterways.
ABOUT EUCLID CREEK WATERSHED
The Euclid Creek Watershed is one of the most densely populated and highly developed watersheds (85%) along Ohio’s Lake Erie coastline. Cleveland makes up only about one square mile of the watershed, but because of the large urban landscape of impervious/impenetrable surface, stormwater runoff creates poor water quality, and flooding and erosion are major concerns. Some areas of the watershed drain directly to Lake Erie or its tributaries untreated.
Cleveland is one of 11 communities located within the Euclid Creek Watershed, which encompasses 24 square miles in northeastern Cuyahoga County and a part of Lake County. The Euclid Creek itself includes more than 40 miles of stream (30 miles open channel and 10 miles culverted/underground).
Explore How’s My Waterway? at https://mywaterway.epa.gov to learn about the current water quality of Euclid Creek Watershed.
HOW YOU CAN HELP PROTECT YOUR WATERSHED
- Treat waterways with respect—all life depends on it.
- Pick up trash, such as snack wrappers, Styrofoam and plastics.
- Avoid using pesticides, herbicides, and anti-bacterial products—they end up in water and harm wildlife.
- Reduce pervious pavements and create more green spaces to let the rain soak into the ground so soil bacteria can break down pollutants.
- Remove invasive weeds without using pesticides.
- Use native plants in your garden.
- Pick up your dog and cat poop and dispose of it in the trash.
- Wash vehicles at a car wash so detergents and toxins can drain into a bay.
- Recycle used oil, paint and other hazardous materials properly. Do not pour them down house or street drains.
- Use a rain barrel to capture rainwater and gray water for landscaping and gardening.
- Plan and/or participate in water quality events, such as stream or neighborhood cleanups.
- Join a watershed group; learn more and help educate others.
FRIENDS OF EUCLID CREEK
firstname.lastname@example.org
P.O. Box 21384
South Euclid, OH 44121
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WEEKLY HOMEWORK AGENDA
Home Learning: 3A, 3B, 3C, 3D, 3E
January 29th – February 2nd, 2024
Monday, January 29th:
- No Homework: I-ready Diagnostic 2
Tuesday, January 30th:
- I-ready: Pass one lesson in your green lesson path
- Write a sentence for each spelling word
Wednesday, January 31st:
- CommonLit: Michael Jordan
Thursday, February 1st:
- I-ready: Pass one lesson in your green lesson path
- Review for tomorrow’s spelling quiz
Friday, February 2nd:
- Have a wonderful weekend!
Weekly Class Reminders
- Please bring your copy of “The Lemonade Wars” to class daily.
- Optional Extra Practice: HMH: Mr. Kean’s Garden Read Aloud and Selection Quiz
- Spelling Words: squeak, squeal, scratch, splash, wedge, quart, quick, nudge, ledge, stage, huge, quiver, constant, budget, enrage
- Portfolio Assessment: Thursday, February 1
Character Perspective
A character’s perspective is the way that character sees, thinks, or feels about something.
Hey, there’s little Jack! I hope we can be friends.
How do the characters view the other characters?
How do the characters experience the events?
How do the characters think and feel about the situation?
It’s a matter of perspective!
Figurative Language
Figurative Language creates a special effect or feeling or makes a point. This includes “figures of speech” that compare, exaggerate, or mean something different from what is expected.
Simile A comparison of two things using “like” or “as”
I’m happy as a clam!
Personification Gives human qualities or characteristics to an animal or object
The moon follows me when I walk at night.
Assonance A sound device used to repeat the same vowel sounds in nearby words
The cat ran past the man.
Metaphor A comparison of two things by saying one thing is another thing
You must be a walking encyclopedia to know all those facts!
Alliteration A sound device used to repeat the same consonant sound at the beginning of nearby words
Susan Sells Susan some samples of soup.
Sensory Language Words that appeal to the five senses
The summer breeze smelled like fresh-cut grass.
Theme
The theme is the main message, lesson, or moral of the text.
The theme can be stated in text. Fables and myths might tell the theme at the end.
The theme can be implied. Use text clues to figure it out.
What happens to the characters? How do the characters react? What do the characters learn? How do the characters grow or change?
ASK: What is the author trying to teach me?
Examples
Be kind to others.
Friends are important.
Don’t give up.
Vocabulary
Context Clues
Good readers use clues in the text and visuals to find the meanings of unfamiliar words.
Word Parts
Lumin = light
We stared at the luminous stars in the sky.
Examples
Crustaceans, such as shrimp, lobster, and crabs, live in salt water.
Definitions
The calyx, the leaf-like parts that cover a flower bud, are green.
Visuals with Labels
Visuals show pictures of the word’s meaning.
Synonyms
= same Luke wanted to rectify his mistake. If he could correct it, he would.
Antonyms
= opposite Ana would rather be industrious than lazy. | 1,386 | 737 | {
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