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Hermeneutics and Exegesis
Study the Bible passages, meditate on what they mean, and use other study resources such as those provided here. Bible Hub has many features. Use commentaries, cross references, and other tools to do exegetical research. You can also consult other study Bibles and commentaries you may have, as well as search other internet resources. As you go through the questions, write your answers on paper. When you finish your research, you can start the quiz, enter your answers, and submit the quiz for grading.
2 Kings 6:8-23
What genre is 2 Kings 6:8-23?
Who was the king of Israel when this story happened?
Name two verses from Psalms that speak of God's angels guarding those who trust in the Lord.
Where in Ephesians does the Bible talk about eyes being opened?
Name a verse from Genesis in which angels bring blindness on enemies.
What other miracles did God perform through Elisha?
Elisha told the king of Israel not to kill the enemy troops but to feed them. Name a passage from Proverbs giving similar instruction for dealing with enemies.
2 Kings 6:23 says, "And the Syrians did not come again on raids into the land of Israel." Understood in the wider context, does this mean that Syria (Aram) and its king never again caused trouble for Israel after this incident?
Elisha was protected and spared from being captured and killed. Looking at Scripture as a whole, are God's people always spared from suffering and death if they have enough faith?
How does the ministry of Elisha foreshadow the ministry of Jesus?
Matthew 18:21-35
In Judaism forgiving ___________ times showed a generous spirit. Jewish rabbis commonly taught that you should forgive another person _____________ times.
When Jesus tells Peter to forgive his brother not seven times but seventy-seven times, what does Jesus mean?
What genre is Matthew 18:23-34?
What was the value of ten thousand talents?
What was the value of 100 denarii?
The unforgiving servant was handed over to torturers. What did this mean in Jesus’ time?
Where else in the gospel of Matthew does Jesus say something similar to Matthew 18:35?
What are some verses in the New Testament epistles that speaking of forgiving others as we have been forgiven?
Is forgiving other people a good work we must do in order to earn God’s forgiveness and deserve salvation?
What does Jesus say will happen to unforgiving people? | 989 | 528 | {
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Story Speculations
White Fang by Jack London
Give out one sentence per child. Using the Voice 21 groupings of 'Onion' or 'Traverse', each child reads their sentence to the child opposite them and spends one minute discussing the clues and what the story could be about. They could also just move around the class choosing other children at random. When they move on, they use the new and previous clues to guess the following aspects of the story, piecing together evidence to back up their theories. You may wish to use our 'Book Knowledge Organisers' to go through the book in more detail at the end if you or the children are unfamiliar with the story.
setting
characters plot
genre
1.) Down the frozen waterway toiled a string of wolfish dogs.
2.) The grey light of day that remained lasted until three o'clock, when it, too, faded, and the pall of the Arctic night descended upon the lone and silent land.
3.) "Kind of strange colour for a wolf," was Bill's criticism. "I never seen a red wolf before."
4.) They were meat, and it was hungry; and it would like to go in and eat them if it dared.
5.) The teeth of one had closed upon his arm.
6.) She turned and trotted back into the forest, to the great relief of One Eye, who trotted a little to the fore until they were well within the shelter of the trees.
7.) He was the one little grey cub of the litter.
8.) He was a fierce little cub. So were his brothers and sisters.
9.) squirrel, running around the base of the trunk, came full upon him, and gave him a great fright.
10.) So he started out to look for the cave and his mother, feeling at the same time an overwhelming rush of loneliness and helplessness.
11.) For a week she never left the cave, except for water, and then her movements were slow and painful.
12.) One of the Indians arose and walked over to him and stooped above him.
13.) He watched the man-animals coming and going and moving about the camp.
14.) Then it was cold. Here was no warm side of a tepee against which to snuggle.
15.) In the third year of his life there came a great famine to the Mackenzie Indians.
16.) It was at Fort Yukon that White Fang saw his first white men.
17.) He would stand off at a little distance and look on, while stones, clubs, axes, and all sorts of weapons fell upon his fellows.
18.) Also, they feared him. His cowardly rages made them dread a shot in the back or poison in their coffee.
19.) Grey Beaver refused to sell the dog.
20.) For Beauty Smith was cruel in the way that cowards are cruel.
21.) Then there was a payment of bets, and money clinked in Beauty Smith's hand.
22.) Men stared at him, poked sticks between the bars to make him snarl, and then laughed at him.
23.) It began to look as though the battle were over.
24.) "Poor devil," Scott murmured pityingly. "What he needs is some show of human kindness," he added, turning and going into the cabin.
25.) "What the devil can I do with a wolf in California?" he demanded.
26.) Later in the day, he chanced upon another stray chicken near the stables.
27.) Once he got up and walked over to the trough for a drink of water.
28.) There were revolver shots.
29.) But there was one particular nightmare from which he suffered--the clanking, clanging monsters of electric cars that were to him colossal screaming lynxes.
30.) "Yes, Blessed Wolf," agreed the Judge. "And henceforth that shall be my name for him."
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Submitter:
Jacqueline Christnot
On Behalf Of:
PROTECT STUDENTS FROM CENSORSHIP
Committee:
Senate Committee On Education
Measure:
SB1583
Dear Oregon Lawmakers,
I am submitting written testimony to support SB 1583 and share why we must protect students' rights to read, learn, and share ideas – free from discriminatory censorship.
Our schools are the most welcoming and effective when students see their identities and experiences reflected in their schools, books, and learning materials, and when students have access to the histories and stories of all the diverse people and communities that make up our country and world.
Unfortunately, in Oregon and across the country, a vocal but small number of people with fringe views have amounted record numbers of book challenges in the last few years. A Washington Post analysis determined that 60% of all book challenges across the U.S. in the 2021-2022 school year were initiated by the same 11 people. (link: https://www.washingtonpost.com/education/2023/09/28/virginia-frequentschool-book-challenger-spotsylvania/)
Usually, the books challenged are authored by women, LGBTQ+ people and people of color, and feature race or racism, LGBTQ+ identities and experiences, and sexrelated education.
The vast majority of Oregonians and people across the country, however, do not support book bans and censorship:
— Most parents and voters hold librarians in high regard, have confidence in their local libraries’ decisions about the books made available, and agree that community libraries do a good job of offering books that represent a variety of viewpoints.
— The majority of public school parents also agree that various types of books should be available in school libraries on an age-appropriate basis — including content about slavery and racism, books for young adults that portray police violence against Black people, and both fiction and non-fiction books about lesbian, gay and transgender individuals.
Book bans and censorship have incredibly harmful impacts on people who teach our youth; authors whose works are targeted; families who want their children in diverse, supportive schools; students who deserve a full and rich education; and all of us.
Indeed, this is an important First Amendment and democracy issue. The U.S. Supreme Court ruled in 1969 that students do not "shed their constitutional rights to freedom of speech or expression at the schoolhouse gate." According to the high court, freedom of speech includes not just the right to speak but also the right to learn.
I urge you to support our democracy, our youth, and our state's future by voting YES on SB 1583. All of Oregon's children deserve to feel safe, welcomed and represented in their schools. SB 1538 is Oregon's chance to curb oppressive, anti-democratic, and discriminatory acts of censorship and book bans in our public schools.
In summary, censorship is anti-democratic and it leans towards facism. In our democracy, students and young people have a right to access representative, engaging and diverse stories featuring a variety of authors, viewpoints and experiences — even if a vocal minority with fringe views doesn't like it. | 1,398 | 636 | {
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Cavendish Close Infant and Nursery School
A rich, relevant, broad and balanced curriculum contributes to outstanding learning and achievement, significant growth in pupils' knowledge, and excellent attitudes to learning
Subject area: Religious Education
End of Early Years Foundation Stage expectation
National Curriculum End of Key Stage 1 expectation
Children in the Early Years Foundation Stage will:
- Study at least one other religion – Hinduism.
- Study the main stories of Christianity.
- Study any other religions of interest to pupils.
ELG – Children talk about past and present events in their own lives and in the lives of their family members. They know that other children don't always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families and traditions.
Exceeded
- Knows the differences between past and present events in their own lives and some reasons why people's lives were different in the past.
- Knows that other children have different likes and dislikes and that they may be good at different things.
- Understands that different people have different beliefs, attitudes, customs and traditions and why it is important to treat them with respect.
Children in Key Stage 1 will:
- Study at least one other religion – Hinduism (Year 1) and Sikhism (Year 2).
- Study the main stories of Christianity.
- Study any other religions of interest to pupils.
Incorporate the importance of British Values, through RE By making us become responsible, active citizens who participate in democracy and public life with respect for diversity and a commitment to working towards greater community cohesion. Personal, Social, Health Education and Citizenship (PSHE&C) is at the heart, which emphasises the difference between right and wrong and respecting & tolerating differences in a very diverse and modern Britain.
The Religious Education curriculum should ensure children have:
- An outstanding level of religious understanding and knowledge.
- A thorough engagement with a range of ultimate questions about the meaning and significance of existence.
- The ability to ask highly reflective questions about religion and demonstrate an excellent understanding of issues related to the nature, truth and value of religion.
- Exceptional independence; the ability to think for themselves and take initiative in, for example, asking questions, carrying out investigations, evaluating ideas and working constructively with others.
- A strong understanding of how the beliefs, values, practices and ways of life cohere together.
- Significant levels of originality, imagination or creativity, which are shown in their learning of R.E.
- A wide knowledge and deep understanding across a range of religions and beliefs.
- The ability to link the study of religion and belief to personal reflections on meaning and purpose.
| EYFS 1 (30-50 months) | EYFS 2 (40-60 months) | Year 1 |
|---|---|---|
| Shows interest in the lives of people who are familiar to them. Remembers and talks about significant events in their own experience. Recognises and describes special times or events for family and friends. Shows interest in different occupations and ways of life. Knows some of the things that make them unique, and can talk about some of the similarities and differences in relation to friends and family. | Enjoys joining in with family customs and routines. Identifies and talks about events in their own life and in the lives of family members, e.g. birthday, visit to grandparent. Begins to differentiate between past and present. Shows interest in the lives of people familiar to them. Notices that other children don’t always show the same interests. Notices that others have different special days, e.g. birthdays. | To understand beliefs and teachings: Describe some of the teachings of a religion. Describe the main festivals or celebrations of a religion. To understand practices and lifestyles: Recognise, name and describe some religious artefacts, places and practices. To understand how beliefs are conveyed: Name some religious symbols. Explain the meaning of some religious symbols. To reflect: Identify the things that are important in their own lives and compare these to religious beliefs. Relate emotions to some of the experiences of religious figures studied. Ask questions about puzzling aspects of life. To understand values: Identify how they have to make their own choices in life. Explain how actions affect others. Show an understanding of the |
term 'morals'.
behaviour.
- Describe how some of the values held by communities or individuals affect behaviour and actions.
- Discuss and give opinions on stories involving moral dilemmas. | 1,957 | 969 | {
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The Kathmandu Valley: Three Cities in One May 2010 Scott Coates Take 1 For Agoda.com
Few cities on earth are as accessible, while totally unique, and a world unto their own like Kathmandu and its greater valley. Steeped in rich history, mixing Buddhism, Hinduism and other beliefs with traditional yet friendly culture, an incredible array of food, and stunning sites, all this is bundled into one supreme destination. And it's reachable from most Southeast and South Asian countries in just a few hours by plane. This area really is one valley with three distinct cities.
Modern Nepal was formed in 1768 by Prithvi Narayan Shah who united varied and unforgiving territory, and a wide range of peoples, under what is now more less modern day Nepal. Prior to this the Kathmandu Valley had three city-states: Kathmandu, Patan and Bhaktapur. Each had their own sitting kings and elaborate Durbars (Royal palaces), which today are UNESCO World Heritage Sites and serve as the centerpieces to each city. Not only do these Durbars rank as must-see during a visit but the cities and their residents are very unique, holding stories and allure around every corner.
Kathmandu has always been the trading point between India and Tibet, with people converging to trade their goods and while doing so meet friends, have a drink, mix and mingle. As a result it's always been more open and tolerant, with a vibrant mix of people and food. Over the centuries many people have moved here and the old structure of societies have eroded. Its old buildings have and are being replaced with new ones, a sign that people don't traditionally value these items as much and are looking for progress. People from all over Nepal come to live in the modern day capital, with older settlers moving a bit further afield to municipalities like Swayabunath, famous for the 'Monkey Temple' as it's known to most visitors, and renting out their houses in Kathmandu proper.
Patan is the city of artisans, and as such is rich in heritage preservation, not only because foreign aid dollars have been thrown at it, locals also see the value in preserving old ways, designs, and keeping crafts alive. These items are not only beautiful but often useful in their culture, religion and of course for selling as a source of income too! The city holds a nice mix of old and new and they've not gone overboard with tearing down old structures in favor of new ones. A good balance has been struck, with many residents renovating and upgrading existing structures, showcasing their beauty for feature generations. It's a closely-knit society here: Patan people live in Patan.
Bhaktapur has always had a slower heartbeat and is the city of farmers. Its residents have never had the same financial means as those in the other cities; it's not been as open to foreigners and has remained a rather closed society over the centuries. As they don't have much financial means, it's still much the way it was hundreds if not thousands of years ago.
Non-governmental-organizations have seized this city-stuck-in-time over the last couple decades and have been restoring its structures, helping to keep it much as it's always been. It remains very conservative and its UNESCO World Heritage Status means can't change its current make-up very much, ensuring it will likely remain a celebration of a time almost gone by. | 1,277 | 707 | {
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Starting with Lucy Terry of the early 18th century and finishing with poet laureate Rita Dove, this anthology edited by Catherine Clinton captures the talent and passion of black poets. Powerful and diverse, I, Too, Sing America is a forum for voices baring their souls, speaking their minds, tracing their roots, and proclaiming their dreams. Each of the 25 poets is introduced with a brief biography and poetry notes to help the listener place his or her work in context. Included in the anthology is: I, Too, Sing America by Langston Hughes Bars Fight by Lucy Terry Liberty and Peace by Phillis Wheatley On Liberty and Slavery by George Moses Horton Yes! Strike Again That Sounding String by James M. Whitfield Bury Me in a Free Land by Frances Ellen Watkins Harper The Song of the Smoke by W. E. B. Du Bois Lift Evry Voice and Sing by James Weldon Johnson We Wear the Mask by Paul Laurence Dunbar The Black Finger by Angelina Weld Grimke Your World and Interracial by Georgia Douglas Johnson Children of the Sun by Fenton Johnson If We Must Die and The White House by Claude McKay Beehive by Jean Toomer Heritage and To a Dark Girl by Gwendolyn Bennett A Black Man Talks of Reaping by Arna Bontemps Harlem, The Negro Speaks of Rivers, Merry-Go-Round, and Cross by Langston Hughes Tableau, Saturdays Child, and Incident by Countee Cullen Sorrow Home by Margaret Walker Martin Luther King Jr., Malcolm X, and We Real Cool by Gwendolyn Brooks Still I Rise by Maya Angelou Rites of Passage by Audre Lorde In the Year by Amiri Baraka The Funeral of Martin Luther King, Jr. by Nikki Giovanni Women by Alice Walker Primer by Rita Dove
I, Too, Sing America: Three Centuries of African American Poetry I, Too, Sing America: Three Centuries of African American Poetry reflect the African-American struggle for equality from the early 1800s to the present. I, Too, Sing America: Three Centuries Of African American Poetry by Powerful and diverse, this unique collection of African American poetry spans three centuries of writing in America. Poets bare their souls, I, Too, Sing America: Three Centuries Of African American Poetry From the first known African American poet, Lucy Terry, to recent poet laureate Rita Dove, I, TOO, SING AMERICA captures the enormous talent and passion of I, Too, Sing America: Three Centuries of African American Poetry [PDF] I Too Sing America: Three Centuries of African American Synopsis: From the first known African American poet, Lucy Terry, to recent poet laureate Rita Dove, I, TOO, SING AMERICA captures the enormous talent and I, Too, Sing America : Three Centuries of African American Poetry by : I, Too, Sing America: Three Centuries of African American Poetry (9781883332570) by Professor Catherine Clinton and a great selection of I, Too, Sing America: Three Centuries of African American Poetry Powerful and diverse, this unique collection of African American poetry spans three centuries of writing in America. Poets bare their souls, I, Too, Sing America: Three Centuries of African American Poetry by Powerful and diverse, this unique collection of African American poetry spans three centuries of writing in America. Poets bare their souls, speak their minds, [PDF] I Too Sing America: Three Centuries of African American From the first known African American poet, Lucy Terry, to recent poet laureate Rita Dove, I, Too, Sing America captures the enormous talent Download I Too Sing America: Three Centuries of African American I, Too, Sing America: Three Centuries of African American Poetry. Catherine Clinton, Author, Stephen Alcorn, Author, Stephen Alcorn, Illustrator Houghton Mifflin I, Too, Sing America: Three Centuries of African American Poetry - 6 secWatch [PDF] I Too Sing America: Three Centuries of African American Poetry Download Full
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The General Assembly of the United Nations (UNGA)
What is the United Nations General Assembly?
The United Nations General Assembly is the main deliberative body of the UN. It is one of six organs of the UN, and makes decisions on important questions concerning peace and security.
The UNGA was established in 1945 under the Charter of the United Nations, and comprises all 193 members of the UN.
The UNGA is also made up of various boards, commissions, committees, councils, panels and working groups. The subject of these sub-bodies focuses on both the running of the General Assembly and discussion of priorities and issues.
Who is the President of the General Assembly?
Ahead of each session of the GA, a new President is elected. The President of the 73rd General Assembly is María Fernanda Espinosa, former Minister of Foreign Affairs of Ecuador. Out of 73 Presidents, she's only the fourth woman and the first Latin American woman ever to hold the office. Learn more about the women who have held that position with UN News's photo story.
What is the General Debate?
Every year the representatives from each member state - often the head of state - take turns to address the assembly in a General Debate lasting five days.
Each speech is allotted 15 minutes, although they can overrun. The longest speech in UN General Assembly history was made by Cuba's then-Prime Minister, Fidel Castro lasting for more than four hours.
In 2006, Venezuela's President, Hugo Chavez, labelled the then-US President, George W. Bush as "the devil," saying the podium still "smells of sulphur" from Mr. Bush's speech the day before.
In 2009, Libya's Muammar Qaddafi, reading from a sheet of handwritten notes, exceeded his allotted time by 85 minutes, speaking for more than an hour and a half, in a furious rant against the Security Council.
According to Guinness World Records, the longest statement made at the UN (not the General Assembly) was given by V.K. Krishna Menon of India. His statement to the Security Council was given during three meetings on 23 and 24 January 1957. According to the times listed on the meeting records, the meetings lasted more than 8 hours.
What was the theme of the UN General Assembly General Debate 2018?
Each year the General debate is given a theme for discussion. The 2018 theme was "Making the United Nations relevant to all people: global leadership and shared responsibilities for peaceful, equitable and sustainable societies." It was announced by this year's president as a part of her key aims.
Who speaks first at the General Debate?
The general debate, is not actually a debate. Member States take turns delivering speeches and are given a right of reply when required. Since the early years of the GA, the first country to speak has been Brazil because, according to the UN Protocol and Liaison Services, no one seemed to want to be the first to speak, and Brazil went first on several occasions, which then became a tradition.
The second spot goes to the host country (the US), and then the order of speakers follows a complex algorithm reflecting level of representation, geographical balance, the order in which the request to speak was recorded, and other considerations.
When does the UNGA meet?
The UNGA meets from September to December each year, and then from January to August as required. Although there is great fanfare around the big gathering of nations each September, the discussions that begin at the main general assembly continue throughout the year within six committees. The UNGA allocates items to the committees by subject, from disarmament to climate change and everything in between. Once the committees have met, smaller working groups are formed to hammer out details.
Where is the UNGA?
The UNGA takes place in the UN's permanent headquarters in New York, where it has been held since October 1952.
NGO Office20 October 2018 | 1,634 | 811 | {
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Weekly Reading Tasks
* Ask your child to read a chapter from their reading book or library book.
* What mood has been created by the author? This can be quite difficult to do and may need you to sit and look closely at the words that the author has used in the text.
* Ask your child to choose a 'mood', for example, happy. What could a character say or do that would show happiness? Can they think of words and phrases that would show happiness? Ask them to create a mind map of their ideas.
* Ask your child to read a biography of their favourite celebrity. What can they learn about this person?
Weekly Spelling Tasks
* Encourage your child to practise some more of the spellings from the Year 5/ 6 Spelling List. This can be found in your child's Reading Record.
* Practise our weekly spellings using Spelling Shed.
The spelling lists change weekly, each Wednesday.
* Add more words to their vocabulary bank, adding new words they discover in their reading books, when completing any other work or following conversations at home.
* In a game of Scrabble, each letter is worth a certain number of points. Ask your child to write their spelling words and then add the total of the letters. Which of their spelling words has the highest total value?
Weekly Maths Tasks
* Your child can log in to Times Table Rockstars.
* Get your child to write down everything they know about area and perimeter. This could include diagrams, calculations or written descriptions.
* Get your child to log on to MyMaths and work through the area and perimeter lessons. They can also work through other activities on MyMaths to reinforce prior learning.
* Get your child to log on to PurpleMash and work through the area and perimeter activities in Maths, Measures.
* Work through the BBC bitesize lessons on area and perimeter.
https://www.bbc.co.uk/bitesize/articles/zh9brj6 https://www.bbc.co.uk/bitesize/articles/zfhkd6f
Weekly Writing Tasks
- Ask your child to write a poem about our senses. This could be an acrostic poem, a humorous poem, or one which considers the wonders of our senses and how we can enjoy the world through them.
- Children should have a minimum of 2 hours exercise each week at school.
Ask your child to consider both sides of this argument. Make a table with arguments for and against the statement. Using this information, write a balanced argument, considering the pros and cons and conclude with their decision, after carefully considering both sides of the argument.
- Send your favourite teacher or teaching assistant a postcard! Tell them briefly what you have been doing, draw a picture to show where you have been staying during lockdown then send it to school (via email or the post!)
Learning project for this week:
The project this week aims to provide opportunities for your child to learn more about the human body. The human body is fascinating and has many functions. Your child will have learnt in previous years at school about the digestive system.
Circulatory system: what is the circulatory system and what does it do? How does it help us? Ask your child to find out all the parts of the circulatory system and make a mini fact file on each (heart, lungs, blood vessels etc). Your child could even draw and label each part, making a scientific full colour diagram.
Blood travel: how does the blood travel around the body? Ask your child to find out the direction of blood flow around the body, and colour this on a map of vessels. They could also act out the flow of blood around the body by placing a heart, lungs and body station in the garden. They can pick up a red item from the lungs, run to the heart and then the body, where they swap it for a blue item. They can then walk to the heart and jog to the lungs to retrieve another red item.
What is the blood made of: ask your child to find out about platelets, plasma, red blood cells and white blood cells. What is the job of each part of the blood? Your child can make their own 'blood' using red food colouring, water, marshmallows for white blood cells, Cheerios for red blood cells and pom poms for the platelets.
Exercise and the heart: ask your child to carry out an experiment to find out how exercise affects their heart beat. They can learn how to take their pulse and then carry out an activity for thirty seconds at a time to work out what happens to their heart beat each time. They could record this in a table and even draw a graph to show their findings.
Healthy heart: ask your child to find out what keeps the heart healthy. They could write a fact file advising other people in the community how they could protect against their heart. This could involve smoking, exercise, diet etc. | 1,747 | 1,001 | {
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Reverse Mean
Challenge Side - GREEN
1. The mean of 4 numbers is 5. If one of the numbers is 5, what is the mean of the other 3 numbers?
2. The mean of 6 numbers is 5. If one of the numbers is 10, what is the mean of the other 5 numbers?
3. The mean of 8 numbers is 9. If one of the numbers is 16, what is the mean of the other 7 numbers?
4. The mean of 7 numbers is 9. If one of the numbers is 15, what is the mean of the other 6 numbers?
5. The mean of 6 numbers is 8. If the sum of two of the numbers is 20, what is the mean of the remaining numbers?
6. The mean of 7 numbers is 11. If the sum of two of the numbers is 12, what is the mean of the remaining numbers?
7. The mean of 9 numbers is 7. If the product of two of the numbers is 13, what is the mean of the remaining numbers?
www.accessmaths.co.uk
Reverse Mean
Help & Hints Side - RED
1. The mean of 4 numbers is 5. If one of the numbers is 5, what is the mean of the other 3 numbers?
2. The mean of 6 numbers is 5. If one of the numbers is 10, what is the mean of the other 5 numbers?
3. The mean of 8 numbers is 9. If one of the numbers is 16, what is the mean of the other 7 numbers?
If the mean of 4 numbers is 5. Then the total of those numbers will be:
‘4 x 5 = ______’ ‘______ ÷ 4 = ______’
There are 4 numbers left. Take 5 away from your total and find the new mean.
If the mean of 6 numbers is 5. Then the total of those numbers will be: There are 5 numbers left. Take 10 away from your total and find the new mean.
'____ x ____ = ______'
'______ ÷ 5 = ______'
If the mean of 8 numbers is 9. Then the total of those numbers will be:
There are 7 numbers left. What do you need to take away from the total?
'____ x ____ = ______'
4. The mean of 7 numbers is 9. If one of the numbers is 15, what is the mean of the other 6 numbers?
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Japan to make crater on asteroid to get underground samples
March 18 2019, by Mari Yamaguchi
1/4
agency says its Hayabusa2 spacecraft will follow up last month's touchdown on a distant asteroid with another risky mission—to drop an explosive to make a crater and collect underground samples to get possible clues to the origin of the solar system. (JAXA via AP, File)
Japan's space agency said Monday that its Hayabusa2 spacecraft will follow up last month's touchdown on a distant asteroid with another risky mission—dropping an explosive on the asteroid to make a crater and then collect underground samples for possible clues to the origin of the solar system.
Hayabusa2 made history on Feb. 22 when it successfully touched down on the boulder-strewn asteroid and collected some surface fragments.
The Japan Aerospace Exploration Agency said Hayabusa2 will drop an impactor the size of a baseball weighing 2 kilograms (4.4 pounds) on the asteroid on April 5 to collect samples from deeper underground that have not been exposed to the sun or space rays.
The mission will require the spacecraft to move quickly to the other side of the asteroid so it won't get hit by flying shards from the blast, JAXA project engineer Takanao Saeki said. "It will be very challenging."
While moving away, Hayabusa2 will leave a camera to capture the outcome. The spacecraft is to wait a few weeks before returning to the area above the crater for observations.
The mission will allow JAXA scientists to analyze details of the crater to determine the history of the asteroid, said Koji Wada, who is in charge of the project.
2/4
A day before the mission, Hayabusa2 will start descending to the asteroid from its home position of 20 kilometers (12 miles) away. It will drop a cone-shaped piece of equipment containing explosives that will blast off a copper plate on its bottom. That will turn into a ball and slam into the asteroid at 2 kilometers (1.2 miles) per second.
JAXA projects it will create a crater of up to 10 meters (32 feet) in diameter with a depth of 1 meter (3.3 feet) if the underground structure is soft. A crater created on a rock-like structure would be smaller.
During its February touchdown, Hayabusa2 extended a sampler pipe and shot a pinball-like bullet into the asteroid surface to collect dust and tiny fragments.
JAXA plans to have Hayabusa2 briefly land in the crater, but agency researcher Takashi Kubota said they may prioritize safety for the spacecraft and not do so. If it is successful, it would be the first time for a spacecraft to take materials from underground, Kubota said.
Hayabusa2 is scheduled to leave the asteroid at the end of 2019 and bring surface fragments and underground samples back to Earth in late 2020 for analysis.
In a 2005 "deep impact" mission to a comet, NASA observed fragments after blasting the surface but did not collect them.
The asteroid, named Ryugu after an undersea palace in a Japanese folktale, is about 900 meters (3,000 feet) in diameter and about 300 million kilometers (180 million miles) from Earth.
© 2019 The Associated Press. All rights reserved.
Citation: Japan to make crater on asteroid to get underground samples (2019, March 18)
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retrieved 20 April 2024 from https://phys.org/news/2019-03-japan-crater-asteroid-underground-samples.html
This document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no part may be reproduced without the written permission. The content is provided for information purposes only.
4/4 | 1,549 | 799 | {
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| | Length of unit: 2 weeks | Week beg: | Year: 2 |
|---|---|---|---|
| Prior Learning: Check that children can already • count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number • count, read and write numbers to 100 in numerals; count in multiples of twos, fives and tens • given a number, identify one more and one less • identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least • read and write numbers from 1 to 20 in numerals and words • compare, describe and solve practical problems for: • lengths and heights [for example, long / short, longer / shorter, tall / short, double / half] • mass or weight [for example, heavy / light, heavier than, lighter than] • capacity / volume [for example, full / empty, more than, less than, half, half full, quarter] • time [for example, quicker, slower, earlier, later] • recognise and use language relating to dates, including days of the week, weeks, months and years • sequence events in chronological order using language [for example, before and after, next, first, today, yesterday, tomorrow, morning, afternoon and evening] • recognise and know the value of different denominations of coins and notes • measure and begin to record the following: • lengths and heights • mass / weight • capacity and volume • time (hours, minutes, seconds) | | | |
Guidance
Pupils record, interpret, collate, organise and compare information (for example using many-to-one correspondence in pictograms with simple ratios – 2, 5, 10)
Also see guidance from 2.1.
Learning objectives
Pupils should be taught to:
Number and place value
* count in steps of 2, 3 and 5 from 0 and in tens from any number, forward and backward
Multiplication and division
* recognise odd and even numbers
Statistics
* ask and answer simple questions by counting the number of objects in each category and sorting the categories by quantity.
* interpret and construct simple pictograms, tally charts, block diagrams and simple tables
Pupil outcomes:
I can use my counting in twos to help me draw a pictogram to show flowers with different numbers of petals growing in the school grounds, using one picture to represent two flowers.
I can explain why, when sorting 137 socks into pairs, there will be one sock left over. | 1,049 | 563 | {
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This Month's Book Nook Topic Is…
By Antoinette Portis
Why We Chose This Book
There's something wonderful about the possibilities of an empty box. In this book, we meet a rabbit who turns an empty box into a number of fun and imaginative props such as a race car, a robot and a hot air balloon. This simple and relatable story draws on children's imagination and experience with pretend play and offers many opportunities to pause and invite the child to share their knowledge and ideas.
Turn Book Reading into a Conversation with Not a Box
Children benefit when adults read with them, rather than to them. What's the distinction? Reading with a child means that they are actively engaged in a conversation throughout – giving them more opportunities to practice their language and literacy skills. When you turn bookreading into a conversation, children are more likely to:
* Understand the story
* Talk about their interests
* Connect what happens in the book to their own life.
` `
Get the Conversation Started
The first step in turning book-reading into a conversation is to Observe, Wait and Listen (OWL™). This means finding times to wait, without talking, while you observe the child to see what interests them about the story. They may smile, point or say something about the story. This is an important strategy because it helps you find out what the child is interested in, making it easier to encourage conversation. Some good times to wait during book reading are:
* Before or after you turn the page
* After you make a comment about the story
* After you point to and comment on an illustration
* When something exciting happens in the book
* After you ask a question
Once the child has shown you what interests them, Follow the Child's Lead by making a comment about what they noticed or communicated. For example, read the title and then wait before you open the book. If the child repeats the word "box", you could say, "Yes, that is a box! I wonder why this book title says it's not a box." After you comment, wait again to see what the child says or does next.
Keep the Conversation Going
Try to keep the conversation going back and forth by using a balance of comments and questions related to the child's interests. Ideally, you'll be able to keep the conversation going until you've each taken two or three turns. There are many different directions the conversation could take, but here are a few examples of what you could talk about while reading Not a Box.
Make Predictions
Making predictions about what might happen is a great way to build back and forth conversations and encourage children to draw on their knowledge, experience and reasoning skills to deepen their understanding of a story.
After the child has seen the first couple of pages in this book, pause before turning a page and ask a question like, "What do you think the rabbit will turn the box into next?" Wait to give the child a chance to continue the conversation. After the child responds, you can make a prediction of your own, like, "I think the rabbit will turn the box into a bathtub! Let's see what he does next."
Talk About the Child's Experiences
Relating what's happening in the book to a child's existing knowledge and experiences is a great way to build the child's understanding of the story and keep the conversation going.
With this book, you could ask the child, "Have you ever played with an empty box before? What did you do with it?" Listen to the child's experiences and share some of your own! Keep the conversation going for several turns by commenting and asking questions that invite the child to contribute. Remember to wait after making a comment or asking a question. Waiting gives the child time to think and respond with a comment of their own.
`
Continue the Conversation Beyond the Book
After reading Not a Box, children may want to play with some empty boxes to re-enact what happened in the story or to imagine new ways to play with a box. Keep the conversation going by continuing to talk about their interests.
For example, if the child turns their box into a robot, ask, "What does your robot like to do?" Wait for the child to respond and then make a related comment. If the child says their robot likes to play games, you could say, "Having a robot that likes to play games would be really fun because you'd always have someone to play with!"
Children are likely to enjoy hearing and talking about this story again and again. Revisiting the same book encourages children to contribute to the conversation in new ways with every reading!
Happy rhyming and reading!
About The Hanen Centre
The Hanen Centre is a Canadian not-for-profit charitable organization committed to supporting all the important adults in young children's lives to build the best possible social, language and literacy skills. This includes children with or at risk of language delays/disorders, autistic children, and children who may benefit from social communication support.
Visit www.hanen.org for more information.
The Hanen Centre is a Registered Charitable Organization (#11895 2357 RR0001) | 1,819 | 1,058 | {
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[PR]
C nstruction of C on Cthe Tunnel C C in Perth C
Digging through the sides of mountains too high to climb, building paths through the seabed to link islands — tunnels connect geographically isolated places. In both Japan and Australia, tunnels are an important part of the national infrastructure, one example of which is Perth City centre's Mandurah Line tunnel, which was opened to traffi c in 2007.
Japan is an archipelago and, as at least half of the country is mountainous, there are many tunnels built to ensure the convenience of communication and transportation. Among these, the Seikan tunnel, at 53.85km, stands as the longest railway tunnel in the world. The Seikan tunnel runs beneath the Tsugaru Strait seabed, connecting Aomori Prefecture, at the northern edge of Japan's main island, and Hokkaido. Work began on the Seikan tunnel in 1972, and was completed in 1985. The section of the tunnel that is underwater is slightly less than half of the total length, at 23.3km, and runs 100m below the 140m deep seabed. Kumagai Gumi Joint Venture performed the Seikan tunnel's entire construction, including the seabed portion. Kumagai Gumi is one of Japan's major construction companies, currently working with the use of cutting-edge technology in civil engineering for such things as bridges and tunnels, architecture for offi ce buildings and community facilities, environmental decontamination and afforestation of areas affected by soil pollution, as well as urban redevelopment. The construction of the Seikan tunnel earned Kumagai Gumi the 1983 Outstanding Civil Engineering Achievement Award in Japan for its record length, evacuation of soil from the seabed, and exhaust system. In addition, joint enterprises with overseas companies have to date produced such engineering feats as the Sydney Harbour Tunnel, Hong Kong, Singapore, Delhi, Bangkok's Metro, and Taipei's skyscraper Taipei 101.
As a part of the New MetroRail City Project, Kumagai Gumi and
Traversing the Seikan Tunnel – the train connecting Hokkaido to Aomori Prefecture. It became possible to transport both people and freight without concern for the weather, which had previously caused accidents that cost a number of lives.
Australia's Leighton Contractors organised a joint venture, called Leighton Kumagai Joint Venture (LKJV), for the construction of t h e M a n d u r a h R a i l w ay Line, which was opened in December 2007. In order to link the Mandurah Line with other pre-existing surface lines operated by Transperth, LKJV took charge of the tunnel running
A large hole is bored at the position of the present Esplanade Station. From there the components of the Tunnel Boring Machine are brought in.
north-south from the city centre. Having previously constructed many domestic and overseas tunnels by Kumagai Gumi, LKJV judged the method of construction known as the Earth Pressure Balanced Shield to be the most appropriate, based on such things as soil quality, scale of equipment required, and environmental impact. From the east of the Perth Convention Exhibition Centre, to the west point of the Perth station, known as Perth Yard, construction of some 1.1km of tunnel began in February 2004, starting from the present Esplanade Station, judiciously verifying changes in environment such as soil quality, as it progressed. Excavation and construction of what would become tunnel walls progressed at a rate of several metres a day, with two tunnels dug, one for each direction of traffi c. The entire tunnel was completed in September 2007.
Kumagai Gumi project manager, Mr. Kiyohiko Akabane, took great pride in the completion of the project, stating, "the tunnel which we constructed is now in use, and especially when I see the train running from the Narrow Bridge towards the Convention Exhibition Centre, I feel a sense of achievement; it really is a delight. Regarding the opening of the Mandurah Line, seeing things like the atmosphere in the city, and the change in people's lifestyles, it makes you aware of how environmental consciousness, seen in things like the Park 'n' Ride, has increased."
For the people of Perth, the Mandurah Line has already become a part of their lives. Behind that construction lies Japanese tunnel construction technology, which is of an internationally competitive standard of excellence.
Information and Photos:
KUMAGAI GUMI CO., LTD www.kumagaigumi.co.jp/english/
The Perth Express
© | 1,929 | 962 | {
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Single-Variable Calculus I Section 11
Math 1231 Spring 2024 Mastery Quiz 1 Due Tuesday, January 23
This week's mastery quiz has one topic. Please do your best on that topic. Don't worry if you make a minor error, but try to demonstrate your mastery of the underlying material. Feel free to consult your notes, but please don't discuss the actual quiz questions with other students in the course.
Remember that you are trying to demonstrate that you understand the concepts involved. For all these problems, justify your answers and explain how you reached them. Do not just write "yes" or "no" or give a single number.
Please turn this quiz in class on Thursday. You may print this document out and write on it, or you may submit your work on separate paper; in either case make sure your name and recitation section are clearly on it. If you absolutely cannot turn it in in person, you can submit it electronically but this should be a last resort.
Topics on This Quiz
ˆ Secondary Topic 1: Estimation
Name:
Recitation Section:
Secondary Topic 1: Estimation
(a) Suppose f(x) = x 2 + 3x, and we want an output of approximately 10. What input a should we aim for if we want a > 0? Find a δ so that if our input is a ± δ then our output will be 10 ± 1. Justify your answer.
Solution: We want an input of about a = 2. Our output error will be |x 2 +3x−10| = |x + 5| · |x − 2|. We know that x + 5 ≈ 7 < 8, so we have
so we need |x − 2| < 1/8. So we can take δ = 1/8.
(b) We want to amplify an electrical signal. Our amplifier will multiply the voltage by a factor of six, and we want an output signal of 24 ± ε volts. Find a formula for δ in terms of ε, so that if the input error is less than δ then the error in the output is less than ε. Make sure your formula gives the largest δ possible, and justify your answer.
Solution: Our output error is |6x − 24| = 6|x − 4|, and we want this to be less than ε. So we get
So if we take δ = ε/6, then whenever the error in our input voltage |x − 4| < δ then the error in our output voltage should be less than ε. | 887 | 543 | {
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NATIONAL UNIVERSITY OF LESOTHO
COMMUNICATION AND STUDY SKILLS UNIT
ELG1316: ACADEMIC AND PROFESSIONAL COMMUNICATION FOR SOCIAL SCIENCES (B)
MAY 2023
MARKS: 100
TIME: 3 HOURS
INSTRUCTIONS:
- Answer ALL questions
- Write legibly.
- Marks will be awarded for grammar and style.
.
QUESTION 1
Write the correct form of the verb in Brackets in the following sentences. Write only the answers against the alphabets.
(a) Across the river (were/was) so many buffaloes.
(b) Ronaldo and Messi (are/is) the greatest football players of the 21 st century.
(c) Everything (works/work) fine when it's done correctly.
(d) Neither my parents nor I (was/were) aware of the incident.
(e) Here (lies/lie) the tomb of Moshoeshoe I.
(f) Either she or her friends (are/is) responsible for this accident.
(g) A pack of lions (was/were) approaching the camp.
(h) The jury (were/was) not convinced.
(i) Thabo, together with his wife, (greet/greets) the guest of the party.
(j) To cry (are/is) never the solution to any problems.
[10]
QUESTION 2
The management committee of your Programme Association is almost ending and there will be an election of a new committee soon. You are a fourth-year student and you wish to run for president of the Association. To achieve this, you have to write and submit a manifesto detailing why you should be elected as president. Write one paragraph that may appear in your manifesto on this topic.
The order of the sentences in your paragraph should be as follows:
a) Simple sentence
b) Compound sentence
c) Complex sentence
d) Complex sentence
e)
Simple sentence
QUESTION 3
Attempt either A or B in this question.
(a) You are employed at a youth empowerment organisation where you work in teams. As a team leader, you have been assigned a task to prepare an oral presentation for a substance abuse awareness campaign, targeting the youth in Maseru district. Discuss any five aspects that you should consider when preparing for the presentation.
(b) Read the following text carefully and then attempt the question below.
The University of Edinburgh, unlike other Scottish universities, is composed of Colleges. There are three of them: Science and Engineering, Humanities and Social Science, and Medicine and Veterinary Medicine. Each College covers both undergraduate and graduate programmes of study. Although students are generally admitted to one college only, they may have the opportunity to study subjects of another. Undergraduate programmes generally last three years (or four for honours). There is an extensive variety of postgraduate programmes of study, including a 9-month diploma, a 12-month master's and doctoral research programmes lasting at least 36 months.
In not more than 55 words, summarise the programme structures of the University of Edinburgh. [25]
QUESTION 4
MALUTI Youth Initiative is looking for a suitably qualified full-time Youth Specialist who will oversee the day-to-day operations of the house and make sure that individual needs of the youth residents are cared for.
Duties and responsibilities:
- Teaching, modelling, and assisting youth in learning and practising independent living skills such as budget shopping, cooking, cleaning, doing laundry, resolving conflicts etc.
- Assisting youth as may be required with dressing, homework, hygiene, health and medication, and any other basic needs.
Educational qualifications:
- Bachelor of Arts in Sociology or an equivalent
Interested candidates should apply and mail their cover letters and CVs to the Human Resources Manager, MALUTI Youth Initiative, Maseru 100, by the 15 th May 2023. [50]
[15]
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Mechanisms
Here are some useful resources related to mechanisms including pulleys, levers and gears. Please note we cannot control the content of external websites.
Curriculum links
Science – Year 5
* Recognise that some mechanisms, including levers, pulleys and gears, allow a smaller force to have a greater effect
Design Technology
* KS1 – Explore and use mechanism [for example, levers, sliders, wheels and axles] in their products
* KS2 – Understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages]
Useful videos
* OK Go – This too shall pass – Why not see how many simple machines your students can spot in this video? https://www.youtube.com/watch?v=qybUFnY7Y8w
* How bike gears work https://www.youtube.com/watch?v=YhOT5GYUZJw
Historical links
There are lots of different ways that simple machines could link with your history topics. You could look at technology in different time periods and see if any simple machines were used. For example:
* the use of pulleys, levers and gears in mining
* the use of levers in signal boxes and the development of the railways
* the Archimedes screw if studying the Greeks (this machine also has local links to Cragside in Northumberland)
* the use of mechanisms in farming, for example in horse gins https://www.locallocalhistory.co.uk/brit-land/power/page03.htm
Lesson plans/ classroom activities
Primary Science Teaching Trust
A full series of lesson plans on Forces (Year 5) is leading to them creating a chain reaction machine in the last lesson. There is also a comprehensive booklet and matrix available to download. The lesson plan document available to download also includes a page of links to useful websites.
https://pstt.org.uk/resources/curriculum-materials/chain-reaction
Practical action
Squashed tomato challenge. Challenge your students to create a system to get tomatoes safely up and down a mountain!
https://practicalaction.org/schools/squashed-tomato-challenge/
Ogden Trust
Physics related activities on their website aimed at schools.
Timeline of simple machines activity https://www.ogdentrust.com/assets/general/till-rolltimeline-simple-machines.pdf
Making gears classroom activity https://www.ogdentrust.com/resources/resources?type=&age=&series=phizzi-practicals
NUSTEM
Our project partners at Northumbria University have a helpful page of links for teachers https://nustem.uk/activity/levers-pulleys-and-gears-key-stages-1-2/#activities
Teach Engineering
What are gears and what do they do?
https://www.teachengineering.org/lessons/view/umo_challenges_lesson02
Inventors of tomorrow – Lesson ideas and links to simple machine activities https://inventorsoftomorrow.com/2016/10/26/simple-machines-engineering-for-kids https://inventorsoftomorrow.com/2016/09/26/pulleys-2/ | 1,394 | 653 | {
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Cenchrus macrourus
COMMON NAME
African feather grass
SYNONYMS
Pennisetum macrourum Trin.
FAMILY
Poaceae
AUTHORITY
Cenchrus macrourus (Trin.) Morrone
FLORA CATEGORY
Vascular – Exotic
STRUCTURAL CLASS
Grasses
CONSERVATION STATUS
Not applicable
HABITAT
Terrestrial. A plant that likes damp situations such as swamps and the borders of streams, but can also tolerate drought and establish on dry shady banks. A plant that prefers light sandy soil. In New Zealand this plant has shown no preference for soil types or locality. A plant that grows in pastures, roadsides, urban areas, wasteland and roadsides, swamps and streambanks. The plant has been found growing in grazing land, cemeteries and private sections and amenity areas.
DETAILED DESCRIPTION
Perennial, clump-forming grass to 2 m. Roots deep, fibrous. Rhizomes 7 mm diam, up to 2 m long, forming new aerial shoots and roots. Leaves light green, strongly ribbed, darker green underneath, 13 mm × 1.2 m, tough and harsh. Stems erect, round, up to 2 m tall, purplish-white; with many fine hairs, which break off when touched, causing skin irritations. Flowerhead narrow, cylindrical, spike-like, 10–30 cm long, 10–20 mm diam; containing many seeds, each with 10 mm bristles.
SIMILAR TAXA
African feather grass is easily identified by the 20–40 cm spike-like inflorescence on 2m tall clumps. C. purpureus is a similar or even larger plant, but has panicles only to about 14 cm.
LIFE CYCLE
Perennial. The seeds germinate in autumn (some in spring) forming large numbers of new plants. A young plant starts to develop at about 7 months and by 32 months can have produced a clump of new shoots up to 1.5 metres in diameter. New colonies will arise from moved or broken rhizomes. A plant with a vigourous creeping root system. New roots and shoots develop from nodes on the rhizomes, which grow rapidly in spring and summer. Large numbers of seeds are produced. A prolific seeder. 88% of the seeds are viable. Barbed bristles on the seed husk assists dispersal of the seed, by wind and in animal hair. The seed is also dispersed by water. Wind dispersal is only local.
YEAR NATURALISED
1940
ORIGIN
Tropical and southern Africa.
Cenchrus macrourus. Photographer: Auckland Regional Council, Licence: Public domain.
Cenchrus macrourus; spike. Photographer: Auckland Regional Council, Licence: Public domain.
REASON FOR INTRODUCTION
Ornamental.
TOLERANCES
Established plants are tolerant to drought.
ETYMOLOGY
cenchrus: From the Greek cenchros which means millet
NATIONAL PEST PLANT ACCORD SPECIES
This plant is listed in the 2020 National Pest Plant Accord. The National Pest Plant Accord (NPPA) is an agreement to prevent the sale and/or distribution of specified pest plants where either formal or casual horticultural trade is the most significant way of spreading the plant in New Zealand. For up to date information and an electronic copy of the 2020 Pest Plant Accord manual (including plant information and images) visit the MPI website.
MORE INFORMATION
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Busy Bees, Busy Blooms
Activity Overview:
Guide: Adapted from Project WILD K-12 Curriculum & Activity Guide (4th edition)
Suggested Grade: Lower Elementary, Upper Elementary
Setting: Indoors
Theme: Pollination, Adaptation, Ecological Relationships
Subject Areas: Science, Environmental Education
Adaptation Time: 50 minutes
Recommendations for Using this Activity:
* Online Project WILD Professional Development for Educators: Conduct synchronously using an online meeting platform with breakout rooms function.
* Online Instruction for Students: Conduct synchronously using an online meeting platform with breakout room function. Depending on the age of the students, it may be beneficial to include more detailed information within the educator Google Slides about flower structure, pollination, and pollinators. If using this activity with lower elementary students the pollination simulation can be done as a teacher-led whole group activity instead of dividing into small groups.
Additional Modified Use:
* Completed Independently Asynchronously with Students: If students are completing this activity asynchronously slides 1-4 may need to be adapted or added to, to include more information about pollinators and pollination so that students may review this on their own. The educator would share the instructions and Google Slides with students and have them complete the pollination simulation independently and submit their Busy Bees Flowers, Busy Bees Chart, and Busy Bees Reflection Questions to the educator.
Getting Ready:
Review the activity background material from the Project WILD Activity Guide.
Technology tools, set up and tutorials:
* Make a copy of the Busy Bees, Busy Blooms Google Slides. See Using Google Docs, Sheets, and Slides Tutorial for instructions on how to make a copy.
Participant Materials: Participants will need the link to the educator's copy of the Busy Bee, Busy Blooms Google Slides with the link setting set to "Anyone with the link can edit."
Doing the Activity:
1. Introduction (estimated 10 minutes): In a live virtual setting with the students, complete steps 1 through 4 as written in the "Busy Bees, Busy Blooms" activity in Project WILD K-12 Curriculum & Activity Guide (4th edition) using slides 1-4 in the Google Slides. (Estimated 10 Minutes)
3. Pollinator Journey (Estimated 20 Minutes): After demonstrating the busy bees pollination simulation with students divide them into small groups and share with them a link to the copy of the Busy Bee, Busy Blooms Google Slides. Let students know that they will need to select one person to share their screen and map out their pollinator's journey, one student to spin the spinner and roll the die and one student to record their pollination in the Busy Bees Chart. Also remind students that they will only have 10 minutes to do the pollination activity, so they will want one of their group members to be a timekeeper. Then put each group into their own breakout room. The small groups can now begin the busy bees pollination simulation by following the instructions on the Google Slides. Visit the breakout rooms to make sure that everyone is doing a job and also to remind the groups that once they have completed their pollinator journey, they should work together to answer the reflection questions for their group.
2. Becoming a Pollinator (Estimated 10 Minutes): Tell students they are going to become pollinators. Referring to the directions on Google Slides 6-7, demonstrate for students how to become a pollinator, how they will pollinate and record their journey using Google Slides 8-9.
4. Wrapping Up (Estimated 10 Minutes) : Bring the whole group back together and discuss the small group reflection questions and any key takeaways they would like to share from their group discussion.
Getting Outdoors
Head outside to observe flowers and pollinator visitors. Have students draw and label pictures of what they see.
Keep safety in mind and follow guidelines for #ResponsibleRecreation. See https://www.fishwildlife.org/responsible-recreation.
Assessment: Use the small groups' completed Google Slides for assessment.
Additional Options:
Virtual Field Trip: Students can view live pollinator/wildlife cams example: Live Honey Bee Cam https://explore.org/livecams/honey-bees/honey-bee-landing-zone-cam
Photograph Attributions:
Click here
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COMPREHENSION QUESTIONS ANS ANSWERS MODEL 1962021647
atikaschool.org/kcse-english-grammer/comprehension-questions-ans-answers-model-1962021647
Read the following comprehension and answer the questions that follow in the spaces given below. (20mks)
COMPREHENSION
Hare, Elephant and Hippo
One day Hare, popularly known as Ogila Nyakarondo, met Elephant on his way to the forest. As Hare is a cunning and clever animal, he wanted to fool Elephant on some issue. He started talking to Elephant; ' Elephant my brother, good morning. What is the matter? Why are you walking alone like that my friend? Why don't you ask me to walk along with you through the forest?
After they had walked together for some time Hare said, 'Elephant my brother, I want to go on a rope- pulling contest with you. I know that I can defeat you miserably, for I am stronger than you.' Elephant replied, 'iii! Ogila Nyakarondo, you are too small to contest with me. You are playing about, my brother. Think twice.
They then planned to go on a contest the next day in the forest, but Elephant went laughing, thinking that Ogila could do nothing to him.
The same day, Ogila met with Hippo and started talking to him saying, ' Hippo my brother, I want you to contest with me one of these days. We shall pull a rope across the forest and see who will be the winner.' Hippo said, ' Don't play with me , Hare my brother, you are just too small to contest with me.' He made the same plan, just as he had planned with Elephant to pull the rope in the contest across the forest.
The next morning, Hippo and Elephant went to each side of the forest thinking that they were going to contest with Hare. They started pulling the rope. Meanwhile Hare was sitting on a high hill looking at what was happening below. He sang a song to taunt Elephant and Hippo. As he sang, Hippo and Elephant pulled even harder. They pulled and pulled and got very tired. At dusk, they almost fainted and stopped pulling.
Hare immediately ran to Elephant and asked,' am I not great?' elephant told Hare, ' Oh Hare my brother, I have agreed that you are really great. I have had it tough the whole day.'
Hare then ran to Hippo and told him the same thing he had told Elephant. Hippo wondered at the strength of the Hare and said, ' Hare my brother, I have just realized that you are very strong. In fact you should be made the king of the jungle.' Hare went away merrily playing his guitar.
(Adapted from African Oral Literature for schools by Jane Nandwa and Austin Bukenya, Longman Kenya.)
1/2
(i) Classify the above narrative. (2 marks)
(ii) How was hare popularly known? (1 marks)
(iii) Why was elephant so sure that the hare could not beat him in the contest?(2 marks)
(iv) Why did hare sing when the Elephant and Hippo were pulling the rope? (2 marks)
(v) At what time and why did the elephant and the hippo stop pulling? (2marks)
(vi)What is the moral lesson in this story? (1marks)
(vii)Identify and illustrate any two features of oral narratives in the story. (4marks)
(vi) Discuss the character of:
a. Hare. (2marks)
b. Elephant. (2marks)
(vii) Explain the meaning of the following words as used in the passage. (2marks)
a. Contest……………………………………………………………………………………..
b. Merrily……………………………………………………………………………………..
COMPREHENSION(20MARKS)
i. Trickster narrative.(1mark).The hare fooled Hippo and elephant in believing they were competing with him.(1 mark)
ii. Ogila Nyakarondo
iii. He knew that he was stronger than hare.(1mark).Hare was also of small size. (1mark)
iv. To taunt Elephant and Hippo.(2marks)
v. At dusk.(1mark).because they got very tired and were almost fainting.(1mrk)
vi.
we should not be arrogant and proud
To be clever and witty (Any relevant-1mark)
Opening formula(1mark)-One day(1marks)
-Timelessness (1mark)-One day (1mark)
-Personification (1mark)-Hare, Elephant and Hippo talking-Hare plays the guitar
-Element of Fantasy (1mark)-Animals talking-Hare plays the guitar (Any two illustrated points)
-witty,clever,cunning(1mark)Illustration(1mark)
-foolish,arrogant,proud(1mark)Illustration(1mark)
Contest-competition(1mark)
merrily-happily(1mark)
vii.
viii.
ix.
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Children's Mental Health Week: 1 – 7 th February 2021
Andrea Davis, Mental Health Lead, St Mark's Primary
MONDAY 1 st FEBRUARY – HOPE
In St Mark's, we picked 'Hope' as one our values because as well as being a positive life skill it is also one of our Christian Values to be forward looking.
The Dictionary definition of the word 'Hope' is to "want something to happen or to be true".
For pupils that have hope for good things to happen, it can become inspirational and encourage them to seek creative solutions. These children often have a more positive outlook on life and a greater sense of self-esteem.
We can all think about some personal hopes we have for 2021.
ACTIVITY:
Hope is everywhere we look in nature. From a tiny tree sapling stretching up into the sky hoping to find sunlight, to a squirrel scurrying around the woods always hopeful that he finds some nuts.
For today's activity please take a local walk outdoors in an area of beauty. Perhaps at Weston Woods, follow a cycle path or visit the Worle Nature Reserve. Take time to look for some new plants growing and see if you can spot any wildlife along the way. When you find a suitable spot, ask your adult to help you clear an area on the floor. Use leaves, flowers, sticks and rocks to make a nature picture to show something you may hope for in 2021. Frame it if you can with natural items. It could be a picture of a new pet you may hope to own, or you playing with a new friend you may hope to make once school is back to normal. Alternatively, you can spend time creating a pattern or shape with the natural resources. See if you can spot the hope for better weather on the photos at the bottom of this section.
Send your creative artwork into the Let Your Light Shine email address to be shared on the school website; firstname.lastname@example.org
WHY WILL THIS ACTIVITY HELP SUPPORT CHILDREN'S MENTAL HEALTH?
Being outdoors in natural surroundings improves well-being and lifts moods. It can stimulate learning about the environment whilst giving children's brains a break from paper and pencil or online learning. Having some good quality family time together outside in your safety bubbles can be a bonding experience and help create some lovely memories. It can also relieve boredom by having a change of scene from the same four walls and use up all that excess energy! We are very lucky to be able to explore a range of 'green' areas a safe, socially distanced manner right on our doorstep.
Samples of artwork created outdoors using natural objects. What picture can you create to express yourself? | 1,017 | 554 | {
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Center for Environmental Sciences and Engineering
University of Connecticut
Protecting Children's Health
Preventing Lead Poisoning from Contaminated Soil in Community Gardens
Community gardens are public spaces where local residents can grow fresh, inexpensive, and healthful fruits and vegetables. In addition, these gardens often provide other benefits: they can connect neighbors, foster community self-reliance, provide opportunities for recreation and exercise, and reclaim neglected parcels of land. Dozens of Connecticut towns and cities now offer low-cost garden plots to their residents.
may breathe in contaminated soil dust, eat garden produce contaminated with soil particles that contain lead, and eat plants that have taken up lead from the soil.
The University of Connecticut's Soil Nutrient Analysis Laboratory, the Connecticut Agricultural Experiment Station in New Haven, and the Connecticut Community Gardening Association are addressing the concerns of community gardeners about lead and other heavy metals. These agencies are working together to assess soil and plant contamination in Connecticut's community gardens, to educate community gardeners about potential hazards, to develop guidelines for acceptable levels of heavy metals in garden soil, and to help gardeners find alternatives to contaminated soils.
Sample analyses have shown that some community garden soils exceed the U.S. Environmental Protection Agency's lead level of concern (400 parts per million).The Soil Nutrient Analysis Laboratory now routinely screens for lead when it assesses soil nutrients, flagging high levels for further analysis. The lab also distributes outreach materials to educate clients about the lead results.
UConn faculty: Dawn Pettinelli, Department of Plant Science and Cooperative Extension
Collaborators: David Stilwell and Thomas Bott
2007
But community gardeners—in urban, rural, and suburban areas—are increasingly concerned with possible soil contaminants, such as lead. Lead is a toxic metal that can damage every system of the body. Although lead affects people of all ages, it is especially dangerous to fetuses and young children. It can harm their developing nervous systems and cause lifelong learning, behavior, and physical problems.
In Connecticut, the most common sources of lead in the soil are dust and chips from lead-based paints, exhaust from leaded gasoline, and lead arsenate in pesticides. Although all of these leaded products were banned by the 1980s, their toxic legacy remains. Once lead enters the soil, it stays there.
Gardeners and their families may be exposed to lead in soil through several pathways. Young children may be exposed by touching contaminated soil or plants and engaging in normal childhood behavior—putting their hands in their mouths. Both children and adults
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How to Inventory and Check-Out Sheet Music
Sheet Music / Musical Scores with all the instrument parts can easily be inventoried and checked out to students and performers.
Steps to create Inventory:
1) Create a record for each score (piece of music). The record can include the title, composer, publisher, date of printing, ISBN number and more details. Be sure to include the title you want on the label (Label Abbrev). It could be your school/band name or the name of the music.
2) Create a record for each instrument/choir part (Trumpet, Oboe, Percussion, etc.) (The list of instrument parts can be updated on the Scores Utilities menu.)
1) Enter the Due Date when the music is to be returned.
3) Enter the number of copies you have all together.
2) Enter the Starting number for the barcode.
4) Click on "Create Checkout Copies" button
3) Print Inventory Labels from the Reports menu with the title (ab
breviated) and a barcode and ID. The labels are designed to be printed on Avery Label # 5195 (2/3" x 1 3/4" labels) that are available from most office supply stores.
Steps to Check-out music to students / performers:
1) Create a record for each student / performer in the Students section of the database. Enter as much or as little contact information as you want. Once their record is created and they have checked out music you can see a list of what they have on their record.
2) Select a student name from the drop down list on the Sheet Music / Check out Music to Students form.
3) Print out a list of the Check-out records from the Report Menu.
Steps to Check-in music from students/performers:
With a Barcode Scanner:
1) Go to the sheet music record you are checking in.
2) Click on Quick Check-in.
3) With the cursor in the Enter/Scan box - scan the barcode on the sheet music. The Student name and Part Description will appear in the "Checked In" list.
From the Sheet Music Screen:
Find the student's record and look for the "Date Checked In" field. There are 3 ways to enter the date:
a) Click in the "Date Checked In" field. Type in the date b) Move the mouse to the calendar icon and click. Select the date off the calendar
c) Double click in the "Date Checked In" field
Reports
The Reports screen will let you print a variety of reports for this piece of music or all music in the collection. The reports include Check-out Lists, Music Still Checked out and Music Checked out by Student Name, and more.
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What names did angels call Jesus by?
1. There are two types of angels: those who obey God known as good (unfallen from heaven) and those who disobey God known as evil (fallen from heaven). Both groups of angels recognize Jesus and know Him by various names. What do you learn from them?
Good Unfallen Angels
But while he thought about these things, behold, an angel of the Lord appeared to him in a dream, saying, “Joseph, son of David, do not be afraid to take to you Mary your wife, for that which is conceived in her is of the Holy Spirit. And she will bring forth a Son, and you shall call His name Jesus, for He will save His people from their sins.” (Matt 1:20- 21, NKJV)
He will be great, and will be called the Son of the Highest; and the Lord God will give Him the throne of His father David. And He will reign over the house of Jacob forever, and of His kingdom there will be no end.” (Luke 1:32-33, NKJV)
Then the angel said to them, “Do not be afraid, for behold, I bring you good tidings of great joy which will be to all people. For there is born to you this day in the city of David a Savior, who is Christ the Lord. (Luke 2:10-11, NKJV)
Evil Fallen Angels
Now there was a man in their synagogue with an unclean spirit. And he cried out, saying, “Let us alone! What have we to do with You, Jesus of Nazareth? Did You come to destroy us? I know who You are—the Holy One of God!” (Mark 1:23-24, NKJV)
2. Do you observe a difference between the names good and evil angels use for Jesus?
What names did angels call Jesus by? Teacher Notes
1. There are two types of angels: those who obey God known as good (unfallen from heaven) and those who disobey God known as evil (fallen from heaven). Both groups of angels recognize Jesus and know Him by various names. What do you learn from them?
Read each passage to the student or write them on a white board so that the class can read this together. Circle or underline key words to help the student with his observation. The objective here is to raise the student's awareness that there are different types of angels and their view of Jesus are not the same.
Good Unfallen Angels
But while he thought about these things, behold, an angel of the Lord appeared to him in a dream, saying, "Joseph, son of David, do not be afraid to take to you Mary your wife, for that which is conceived in her is of the Holy Spirit. And she will bring forth a Son, and you shall call His name Jesus, for He will save His people from their sins." (Matt 1:2021, NKJV)
Ask the student: what does the name Jesus mean? Does the biblical text give you a clue?
While the name of Jesus is known, many do not know the meaning of His name. Jesus is the Greek translation of the Hebrew name Yēšua' which means "Yahweh is salvation." This is the name God gave to Jesus.
He will be great, and will be called the Son of the Highest; and the Lord God will give Him the throne of His father David. And He will reign over the house of Jacob forever, and of His kingdom there will be no end." (Luke 1:32-33, NKJV)
Ask the student: what name for Jesus do you notice?
Son of the Highest. Ask the student: highest of what?
Then the angel said to them, "Do not be afraid, for behold, I bring you good tidings of great joy which will be to all people. For there is born to you this day in the city of David a Savior, who is Christ the Lord. (Luke 2:10-11, NKJV)
Ask the student: what name for Jesus do you notice?
Savior and Christ the Lord. Ask the student: what does "christ" mean?
Christ means "anointed one" in Greek. In Hebrew, this word is translated as "Messiah."
Evil Fallen Angels
Now there was a man in their synagogue with an unclean spirit. And he cried out, saying, "Let us alone! What have we to do with You, Jesus of Nazareth? Did You come to destroy us? I know who You are—the Holy One of God!" (Mark 1:23-24, NKJV)
Ask the student: what name for Jesus do you notice?
Holy One of God. Ask the student: what does holy mean?
Holy means to be set apart for God like something special you keep separate just for God.
2. Do you observe a difference between the names good and evil angels use for Jesus?
Review the different names. Do you see a difference?
Good unfallen angels use names for Jesus that reflect some reverence to God's position or role in God's plan.
Evil fallen angels use names for Jesus that reflect only a respect of His person and power. | 1,798 | 1,116 | {
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In EYES FOR ME, You can..
BE WHO YOU ARE
LEARN WHO YOU ARE
SHARE WITH OTHERS WHO YOU ARE
The tipi was used as a shelter, but also as a teaching tool to pass on traditional teachings to the young
Our message that we want to share with youth is to learn your language, culture and be proud of who you are; also to continue to be positive and follow your dreams.
Knowledge is power; never stop learning and growing. Youth are the leaders of today and we are depending on you to pass on our traditions and be our storytellers.
'Each one reach one, each one teach one, each one bring one into the sun.' -- A motto from a youth program in New York city, that every youth has a place and it is up to each and every person to bring young people into a circle that makes a young person's own personal light shine, meaning the best of youths gifts and talents are being spotlighted, supported, nurtured and encouraged in the best way possible.
EMPOWERING YOUTH ENGAGING SPIRITS FOR MOTHER EARTH
EYES for ME
Ji-zhaabwiing
800 ADELE ave
Winnipeg, Manitoba
R3E 0K6
Phone: 204-772-9900
Fax: 204-786-1362
EYES FOR ME
Your Culture, Your Identity, Your World
EMPOWERING YOUTH ENGAGING SPIRITS FOR MOTHER EARTH
Phone: 204-772-9900
WELCOME, TO EYES FOR ME.
We are glad you are interested in finding out more about this exciting project.
OUR PROJECT
Empowering Youth Engaging Spirits for Mother Earth (EYES for ME) is a project developed by the Southern First Nations Network of Care. The EYES for ME project seeks to en-
Through a series of modules and teaching sessions, the project provides cultural repatriation, a sense of identity, and Aboriginal history, to youth who have not had the opportunity to experience otherwise. Several traditional and healthy living activities will take place such as: ceremonies, pipe teachings, Sweat Lodge, Sundance, drumming, medicine gathering, traditional skill building, historical analysis and perspectives, resi-
To this day most indigenous people refer to North America as Turtle Island dential school impacts, urban awareness such as gangs, suicide, healthy sexuality, and learning sessions on topics such as tribal histories, identity, clans and treaties.
gage willing Aboriginal youth currently in care and at risk youth within the City of Winnipeg who are between the ages of 10 – 24 years old.
OUR STAFF
Raena Baker
The Medicine Wheel represents harmony and connections.
Is a proud Ojibway woman born and raised in the Winnipeg area. She has recently, in these past few years, started exploring her Aboriginal identity and putting both feet forward to becoming a positive role model to our youth;
who are our leaders of today and tomorrow.
Lawrence Angeconeb
An Anishnabe from Red Lake, Ontario region, who grew up and was raised in the North End, graduated from Children of the Earth High School, has been involved with numerous youth initiatives in Winnipeg.
WHERE DO YOU FIND US?
Our program primarily operates out of the Ji-zhaabwiing cultural room located on 800 Adele Avenue. We run program in the evenings and sometimes upon request during the day. Feel free to contact us as we are open to coming to your location to do
presentations.
Also if you would like a Calendar of our months activities either phone us or email one of the youth coordinators.
The Thunderbird is a powerful creature in our stories that watches over us and protects us.
Please note evening program requires youth attend- ing to be supervised and have their own transportation. We look forward to your inquiries and interest.
We may be contacted through phone or via email:
email@example.com
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Probability Distributions:
Geometric Distribution
Imagine a binomial distribution, but you're only allowed one success (P), and then you have to stop.
J. Boulton
If you fail your G2 twice, and then pass...
If you hit your snooze button 8 times, and then finally wake up...
If you call your ex-girlfriend 16 times, and she finally answers her cell...
If you ask Mr. Gallant or Mr. Boulton 32 times for extra marks, and we finally agree....
Then you have participated in a geometric distribution.
P
1. Which of the following situations is modeled by a geometric distribution? Explain your reasoning.
a) rolling a die until a 6 shows
b) counting the number of hearts when 13 cards are dealt from a deck
c) predicting the waiting time when standing in line at a bank
d) calculating the probability of a prize being won within the first 3 tries
e) predicting the number of successful launches of satellites this year
2. For a 12 sided die,
a) what is the probability that the first 10 will be on the third roll?
b) what is the expected waiting time until a 1 is rolled?
3. To finish a board game, Sarah needed to land on the last square by rolling a sum of 2 with two dice. She was dismayed that it took her eight tries. Should she have been surprised? Explain.
4. A teacher provides a pizza for his class if they earn an A-average on any test. The probability of the class getting an A-average on one of his tests is 8%. a) What is the probability that the class will earn a pizza on the fifth test?
b) What is the probability that the class will not earn a pizza for the first seven tests?
c) What is the expected waiting time before the class gets a pizza?
7. In repeated rolling of a pair of dice,
a) What is the probability that the first roll of doubles occurs on the third roll?
b) What is the expected waiting time (number of rolls) before you roll doubles?
8. In a gambling game, Simon tosses a coin until a head is uppermost. He then receives $2n, where n is the number of tosses.
a) What is the probability that Simon receives $8.00 in one play of the game?
b) If the player must pay $5.00 to play, what is the win/loss per game?
J. Boulton
5. Minh has a summer job selling replacement windows by telephone. Of the people he calls, nine out of ten hang up before he can give a sales pitch.
a) What is the probability that, on a given day, Minh's first sales pitch is on his 12 th call? b) What is the expected number of hangups before Minh can do a sales pitch?
6. Despite its name, Zippy Pizza delivers only 40% of its pizzas on time. a) What is the probability that its first four deliveries will be late on any given day? b) What is the expected number of pizza deliveries before one is on time?
Answer Clues
1a) yes b) no - binomial probability
c) yes d) no - binomial probability
e) no - binomial expected value
2a) 7%
b) 11 rolls
3) no; 35 is most likely.
4a) 5.7% b) 4.5% c) over 11 tests
5a) 3.1% b) 9 hang ups
6a) 5.2%
b) one and a half
7a) 11.6%
b) 5
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_____________________________________________________________________________________________________
17
Tips for trainers saboteur r
Alan Margolis
* Purpose
* Comments
* To show how communication and group work can be easily disrupted;
* As an energiser and equalizer.
* To create a group norm about sabotage and strategies to deal with it; and,
* Time
15 minutes or longer, depending on the length of feedback.
* Materials
Groups of three chairs.
* Steps to follow
The participants are divided into groups of three. Each sub-group is divided into three roles: the speaker, the listener and the saboteur. The speaker and listener face each other to talk, while the saboteur can move. The speaker is asked to talk on any topic, possibly a problem, to the listener. The saboteur is asked to try to sabotage (i.e. disrupt) this conversation in any non-violent manner. Roaming saboteurs can move between groups; these may include the trainer plus any others who did not join groups when the full group was divided. After two minutes ask participants to change roles, and again after two more minutes, as it is essential for all participants to have the opportunity to play all three roles. Everybody should know what it feels like to be a saboteur and to be sabotaged.
Discussion after this exercise is essential. To establish a group norm, it is necessary to get participants to reflect on how they felt.
"What was it like to be a saboteur or be sabotaged?"
"Did you find it easy or difficult to disrupt the conversation?"
Then ask everyone to call out the different types of saboteur and put these on a flipchart sheet. Examples include: interruptions with answers/questions, joking, rudeness, silent, taking over with enthusiasm and physical distraction by fidgeting.
Then ask the participants to reflect on ways to deal with such sabotage, i.e. sabotaging the saboteurs.
"How have you or could you deal with saboteurs?"
"What are the ways groups can deal with saboteur individuals (outsiders or team members)?"
Write these strategies on another sheet. Examples include:
* Ignore politely;
* Definite stopping of the interview;
* Polite/clear interruption;
* Talk it out (publicly or personally);
* Divert attention (form subgroups or set task);
* Acknowledge and postpone;
* Use saboteur for debate;
* Simply allow it.
* Ask others for help; and,
____________________________________________________________________________________________________________
_____________________________________________________________________________________________________
These can be stuck to the wall for all to see and can be referred to during the rest of the workshop.
This exercise and discussion may be particularly useful if there are particularly disruptive group members. Such an exercise may be an opportunity for them to reflect on their behaviour and for the group to develop ways of dealing with the disruption. It can also prepare the group well for potentially difficult interviewing situations in the field.
More important, though, it introduces the notion of sabotage to the whole group, as well as focuses on strategies to deal with it. During the rest of the workshop, the trainer can guarantee that participants will self-regulate without any trainer input needed. Any group interruption will be greeted by calls of 'Sabotage!'.
* Alan Margolis , Hampstead Training.
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Article published Dec 29, 2010
New water machine at Spaulding High will save green — and blue
ROCHESTER — When Spaulding High School science teacher Jerry Lachance went to a green conference in Boston at the end of August, he found out about a water machine that might just help the school reduce its carbon footprint.
Taking the idea of this machine to his honors environmental science class, they decided to make it a reality at the school and after a semester-long effort, the machine was installed Dec. 22 right outside the cafeteria.
The water machine, created by Pura Vida H2O out of Massachusetts, will allow students to fill up a water bottle or canteen at around 25 to 50 cents for a 16- to 24-ounce serving of cold, purified water. The honors class hopes that the machine will reduce the consumption of plastic bottles at the school. Lachance said that there are approximately seven to 10 large recycling bins of plastic recyclables taken from the school every day.
"There is no other machine like this in a school in New Hampshire," Lachance said.
The machine was installed free of cost with the company receiving a percentage of the profits. The rest of the money made will go back to the students and be put into a student activity account.
The machine will be installed with a 90-day trial run and, if it is successful, will remain. Lachance said that the company is looking at eight servings an hour being a good success rate.
"If it all works out maybe we'll get a second one," he said with a smile.
All maintenance, including weekly filter changes, will be taken care of by Lachance's honors class.
The class has been working on the project since September and say they are excited to see it become a reality. Many didn't realize all the effort it took to get something like it in the school.
"It's a long process," senior Andrew Bosco said. "It wasn't as easy as someone just putting it together."
This process included creating a contract and marketing, and many of Lachance's students were amazed to find they had to involve a district lawyer to make sure everything was done properly.
The students even put together a survey to find out whether the machine would be useful at the school. The survey, produced in late October, was sent to the entire student body and received responses from a third of the population. From it, students learned that only around 7 percent of the students at Spaulding use the water fountains and that of the kids who purchase water from vending machines, 51 percent do not reuse the bottle.
"That just puts that many more bottles in recycling," senior Shannon Douglas said.
In addition, the students also found out that the water machine will actually conserve water. Senior Lincoln Date explained that it takes seven times as much water to make a plastic bottle than what is actually in it. Since the machine refills canteens and water bottles, it eliminates the need to create more plastic bottles.
It also saves more water than a water fountain. When taking a drink, not all the water goes into the person's mouth and many people just leave the water running. With the machine, there is a spigot so the water is poured directly into the bottle with no excess water being wasted.
Lachance said the most challenging task for his class now is to convince the rest of the student body to use the machine. The class is working with the school store to sell 100 canteens donated by Pura Vida H20. The canteens will be sold for around $5 each and Douglas said they are working to have them personalized.
In addition, Lachance said they're marketing the machine as a New Year's resolution, giving students the chance to make their lives more eco-friendly, but the students in his class don't seem to think convincing students to use the machine will be a problem.
Douglas said she has had many students come up to her and ask her about the bulletin board advertising the machine.
"When I explain they think it's cool," she said. "... A lot of kids are really excited about going green."
Senior Mary Nelson said she has been receiving similar responses.
"A lot of people said they'd rather (use the machine) than drink from a plastic bottle," she said.
Even Principal Rob Seaward said he is eager to use the machine.
"The water is pure if not purer than the bottled water," he said. "I personally would feel better getting clean water from the machine then the water fountain. From the plant to the school it has to go through lots of pipes. I would always wonder what's in whatever I'm drinking."
The students are now patiently waiting to see whether all their hard work will pay off.
"We had to wait a long time and now it's right around the corner and we can use the machine," Nelson said. "It's exciting. A lot of work, but worth it in the end." | 1,702 | 1,021 | {
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How to Feed a Picky Toddler / Child
1. Your child will eat when she is hungry. If she does not eat her meal then she is either not hungry and should not be forced to eat, or being picky and should not be indulged with snack foods to just make her eat something. It is not uncommon for a toddler (or adult!) to sometimes skip a meal. Standing over your child and forcing her to eat will let your child know you are stressed about it. She would sense that and try to manipulate your emotions. Just make the mealtime pleasant and stress free. She is in control of whether she will eat; you are in control of what she will eat.
3. If your child refuses to eat your foods, do not offer other foods. Even when not hungry, most people will be happy to eat a snack food that they really like. By providing your child with only foods he likes, you can encourage pickiness and can stimulate overeating. Try to avoid this. This will mean there are times when your child will eat nothing for a meal, and when parental guilt could set in. Remind yourself that a normal child will eat when he really needs to. Studies have shown that it takes introducing a food up to thirty times for a toddler to eat it. So be persistent and keep trying.
2. Feed your child only the healthy well-balanced foods that you eat. If he is a "typical" picky toddler that only wants macaroni and cheese and chicken fingers, he should only be given that for dinner if that is what the whole family is eating. Remember the nutritional value of fresh fruits and vegetables.
4. If your child skips her meal, she is not to be rewarded with a snack later. If she refuses lunch, for example, offer lunch again later. If she skips lunch just hang in there and be ready to offer a good healthy dinner. A healthy snack after a meal is appropriate if the meal is eaten well. However don't use the snack as a bribe. If you find that she eats a particular meal well followed by enjoying a snack and then consistently skips the following meal then consider cutting that snack out.
6. Avoid too big of a breakfast. Many breakfast foods tend to be high in protein and fat while others are high in sugar and low in vitamins and fiber. Some kids will just eat a large breakfast and nothing else for the day. If you see this happening you might try controlling the breakfast portion to improve the variety of foods eaten.
5. Control liquid intake. Some kids will drink so much they won't eat. Kids should drink 3 cups of milk and about 2 cups of water per day. Distribute the liquids throughout the day.
7. If you find that your child is now eating at each meal but still refusing healthy vegetables, then you could consider stepping up your mealtime rules. Try offering food in courses, serving the vegetable first. Let her see you eat your dinner in that order also. A good rule of thumb as you are introducing vegetables or any other food your child is refusing is this: one bite per age in years. Example: a two year old eats two green beans, etc. Allow her any dip she chooses for the vegetable. Let her pick which vegetable will be eaten (fresh is always best). Let her help you prepare it also. Increase your vegetable servings as your child realizes she needs to eat them.
9. If you follow these recommendations, almost all kids will eat better, but probably not without some disapproval. Your child will "buck" the system. Expect pickiness and sometimes tantrums to escalate as you introduce this. Stick to your guns. Remember the value of eating healthy in this age of epidemic proportions of child and adult obesity. However, if you are worried your child is getting dehydrated or losing weight, please make an appointment.
8. You must be a role model. If you were picky growing up, let your child know that you overcame this because you knew how important it was to eat healthy. Let him know how you overcame pickiness. If you are still picky, let your child see you willingly eat healthy foods.
*To see what types of healthy foods your child should be eating, refer to the Food Guide Pyramid at: //kidshealth.org/kid/stay_healthy/food/pyramid.html *A good resource you might find helpful is How to get your child to eat but not too much by Ellyn Satter. | 1,450 | 915 | {
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The Outside Story
Tapestry of Light
By: Susie Spikol
I've taken to wandering the night lately – one of the pleasures of having a puppy. Willow, my pup, and I walk at all hours, from twilight to midnight and into the shadowy early morning. Some nights we walk under the cover of stars and moonlight, and other nights the world is so dark my black dog disappears and I wonder what exactly is on the end of my leash.
Void of visual stimulus, any earthbound glimmer of light is noteworthy. One night I saw the glow of two small eyes, like gold coins caught in the arc of my headlamp. I watched the weasel – a long small body, and bold shimmering eyes – disappear down the crevice of a stonewall. Since then I've become obsessed with eyeshine.
Eyeshine in animals is produced by a special membrane, called the tapetum lucidum ("tapestry of light"), a reflective surface that is located directly behind the retina. When the small rays of light found in the night, like starlight or moonlight, enter the eye, they bounce off the membrane, giving the eye a second chance to use the light. For animals that have this membrane, it is like having a built in flashlight that lights a path from the inside out.
The tapetum lucidum, coupled with big eyes and lots of light-sensing rod cells, allow nocturnal mammals to see well in dark or dim conditions. But eyeshine isn't limited to mammals. Once, while at the edge of a pond listening to the midnight chorus of frogs, my flashlight caught the glimmering, emerald-green eyes of a huge bullfrog. And in my obsession over eyeshine, I am eagerly looking forward to the summer, when I will be searching the forest floor for the ruby red glow of a wolf spider's eyes. I only wish that my eyes would glow, a fierce sapphire blue in the darkest of night, but although humans have many interesting adaptations, good night vision is not one of them. Our abundance of cones and lack of rods mean we see more colors than most other animals, but we can't see in the dark. And we don't have a tapetum lucidum – when our eyes appear red in photographs, it's a reflection of the camera's flash off the red blood cells of the choroid, which is a vascular layer behind the retina.
Eyeshine color varies by species, from the amber glow of a bobcat to the red glint of a black bear. The different colors are produced by the mineral content and the structure of the tapetum lucidum, as well as varying pigments in the retina. There does seem to be some overlap of colors, like bobcat and raccoon having yellow/amber eyeshine.
So is it at all possible to identify an animal by eyeshine color alone? According to ecologist and long-time tracker Dr. Rick van de Poll, eyeshine is somewhat variable so that even within the same species the color can look a bit different. Factors that influence individual eyeshine color, according to van de Poll, include the age and individual chemistry of the animal, as well as seasonal variation and the angle and intensity of the light hitting the eye. But this doesn't deter van de Poll from using eyeshine as a clue to identifying mammals. "It's part of the information" he said, "but you have to also be paying attention to the animal's behavior, the shape and placement of the eyes, and how the animal moves away from the light, or if it even moves away from the light at all."
As we head out into the night, my headlamp strapped on above my eyes, I catch Willow's red glowing eyes looking up at me. Out in front of us is a field, and we watch a set of green/white eyes lift up and turn towards us. These eyes are high and wide. There is a stamp and a snort and the eyes are gone – starlight on the move. My light catches the flash of a white tail as the deer disappears into the night.
This article is reprinted with the permission of the Center For Northern Woodlands Education. A not for profit organization, Northern Woodlands seeks to advance a culture of forest stewardship in the northeast by increasing understanding of and appreciation for the natural wonders, economic productivity and ecological integrity of the region's forests. Subscribe or donate at www.northernwoodlands.org.
Susie Spikol is Community Program Director for the Harris Center for Conservation Education in Hancock, New Hampshire. The illustration for this column was drawn by Adelaide Tyrol. The Outside Story is assigned and edited by Northern Woodlands magazine (northernwoodlands.org) and sponsored by the Wellborn Ecology Fund of the New Hampshire Charitable Foundation (email@example.com). | 1,669 | 1,006 | {
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Construct 3D Model
STRAND: Measurement and Geometry
STRAND CONCEPT: Plane (2D) and Solid Figures (3D) –Compare, Contrast, and Construct
SOL 8.8
Remediation Plan Summary
Students construct a three-dimensional model, given the front, side, and top views.
Common Misconceptions
Students have a difficult time understanding how a solid figure can be drawn on a flat surface. They can't translate the 2D drawing into a 3D shape.
Materials
- Cubes (linking or non-linking)
- Isometric dot paper
- Copies of the attached "Orthogonal Views: 2-D to 3-D" worksheet
Introductory Activity
Discuss the meaning of the work orthogonal in preface to having students practice drawing orthogonal views. Distribute isometric dot paper to students, and ask them to explain how this paper is different from regular graph paper. Have students practice drawing single cubes, and discuss sketching strategies. One method is to draw a Y in the center and circumscribe a hexagon around it. A method for sketching a cube on plain paper is to draw two squares and connect corresponding vertices of the squares. Have them label the vertices of one cube with different capital letters. Then, have students use their cube sketch as a reference to name the following:
- a pair of parallel lines
- a pair of perpendicular lines
- a pair of skew lines
- a square
- a right angle
- a face diagonal
- a diagonal of the cube
Plan for Instruction
1. Before class, use eight cubes to create a 3-D model, draw the top view of it on the board, showing how many blocks are in each stack, and hide the model away.
2. Give each student eight cubes, and ask them to use their cubes to build a model of the object shown in your drawing, as seen from the top view.
3. Next, ask students to draw the top, side, and front views of their model.
AR Remediation Plan – Plane (2D) and Solid Figures (3D)-Compare, Contrast, and Construct
4. Bring out your 3-D model, and check student models and sketches for accuracy. Discuss the term "perspective" and how the various views represent the same object from various perspectives. For students who have trouble visualizing, have them look at the model at eye level and at close range, focusing only on one view at a time. Ask students what the volume of the object would be in cubic units.
5. Distribute additional cubes and copies of the "Orthogonal Views: 2-D to 3-D" worksheet. Have students build the 3-D models from the orthogonal views and complete the worksheet. Have each student explain one model to the class.
Pulling It All Together (Reflection)
Think-Pair-Share: Have student pairs discuss which model was most difficult to construct from the views, explaining their reasoning and identifying the strategy that helped most in building the model. Have pairs join a second pair to share strategies for building their most challenging model. Have groups report strategies to the class. List these on the board, and have students record effective strategies in their math logs to use in future constructions.
Note: The following pages are intended for classroom use for students as a visual aid to learning.
Name:
Orthogonal Views: 2-D to 3-D
For each of the following questions, use the three orthogonal views to build each figure with cubes. Record the total number of cubes used for each figure and the volume of each cube.
Top View
Front View
Right Side View
1.
Total number of cubes: ______ Volume in cubic units: ____________
2.
Total number of cubes: ______ Volume in cubic units: ____________
3.
Total number of cubes: ______ Volume in cubic units: ____________
4.
Total number of cubes: ______ Volume in cubic units: ____________
5.
Total number of cubes: ______ Volume in cubic units: ____________ | 1,710 | 829 | {
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Scientific Reasoning
Scientific reasoning is the foundation supporting the entire structure of logic underpinning scientific research.
It is impossible to explore the entire process, in any detail, because the exact nature varies between the various scientific disciplines.
Despite these differences, there are four basic foundations that underlie the idea, pulling together the cycle of scientific reasoning.
Observation
Most research has real world observation as its initial foundation. Looking at natural phenomena is what leads a researcher to question what is going on, and begin to formulate scientific questions [1] and hypotheses [2].
Any theory, and prediction, will need to be tested against observable data.
Theories and Hypotheses
This is where the scientist proposes the possible reasons behind the phenomenon, the laws of nature governing the behavior.
Scientific research uses various scientific reasoning processes to arrive at a viable research problem [1] and hypothesis. A theory is generally broken down into individual hypotheses, or problems, and tested gradually.
Predictions
A good researcher has to predict the results of their research, stating their idea about the outcome of the experiment, often in the form of an alternative hypothesis [2].
Scientists usually test the predictions of a theory or hypothesis, rather than the theory itself. If the predictions are found to be incorrect, then the theory is incorrect, or in need of refinement.
Data
Data is the applied part of science, and the results [3] of real world observations are tested against the predictions.
If the observations match the predictions, the theory is strengthened. If not, the theory needs to be changed. A range of statistical tests is used to test predictions, although many observation based scientific disciplines cannot use statistics [4].
The Virtuous Cycle
This process is cyclical: as experimental results accept or refute hypotheses, these are applied to the real world observations, and future scientists can build upon these observations to generate further theories.
Differences
Whilst the scientific reasoning process [5] is a solid foundation to the scientific method [6], there are variations between various disciplines.
For example, social science, with its reliance on case studies [7], tends to emphasis the observation phase, using this to define research problems [1] and questions.
Physical sciences, on the other hand, tend to start at the theory stage, building on previous studies, and observation is probably the least important stage of the cycle.
Many theoretical physicists spend their entire career building theories, without leaving their office. Observation is, however, always used as the final proof.
Source URL: https://explorable.com/scientific-reasoning
Links:
https://explorable.com/statistically-significant-results, [4] https://explorable.com/statistics-tutorial, [5]
[1] https://explorable.com/defining-a-research-problem, [2] https://explorable.com/research-hypothesis, [3]
http://philosophy.hku.hk/think/sci/hd.php, [6] https://explorable.com/what-is-the-scientific-method, [7]
https://explorable.com/scientific-reasoning https://explorable.com/case-study-research-design, [8] https://explorable.com/users/martyn, [9] | 1,448 | 659 | {
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Biblical Name Meanings
1. Meaning of the name: Gabriel
messenger of the Lord
mercy
faithful
man of God
Christ is God
2. Meaning of the word: Genesis
origin
fall
sufferings
travels
3. Meaning of the word: gentiles
the spreading peoples
many waters
the nations
pagans
4. Meaning of the name: Gideon
I will deliver
hewer down
I will remember the Lord
the great harvester
5. Meaning of the name: Golgotha
a wine press
house of olives
a skull
millstone
6. Meaning of the name: Hagar (wife of Abraham and mother of Ishamel)
flight
God hears me
maiden of the Lord
bondage
7. Meaning of the word: hallelujah/allelujah
sing praise to Him
praise ye the Lord
it is good
gloria to God
8. Meaning of the name: Ham (son of Noah)
hot
hairy
angry
red
9. Meaning of the name: Hannah
grace
compassion
charity
10. Meaning of the word: hosanna
save now
I am the Lord
praise to the Lord
God is love
God will be glorified
11. Meaning of the name: Immanuel/Emmanuel
God save us
son of God
master
God with us
12. Meaning of the name: Isaac
heir of righteousness
son of the covenant
he laugheth
God praises
13. Meaning of the name: Isaiah
the Lord is salvation
I will praise Him forever
God is my savior
God is my tongue
14. Meaning of the name: Ishmael
God saveth
God speaketh
God heareth
God loveth
15. Meaning of the name: Israel
Lord of the nations
one who prevails with God
God is the father
father of all
16. Meaning of the name: Jacob
supplanter
God will protect
the bargainer
shelterer
17. Meaning of the name: Jeshua (a form of Joshua)
the Lord watches
the Lord quickens
the Lord saveth
the Lord heareth
18. Meaning of the name: Jesus
God is help
prince of peace
Messiah
19. Meaning of the name: Lazarus
helped of God
He healeth me
God is my strength
He raiseth me
20. Meaning of the name: Leah
princess
exalted
daugter of God
weary
21. Meaning of the name: Levi
allowed
divided
joined
withheld
22. Meaning of the name: Lot
a covering
a tree
a tower
a cartwheel
23. Meaning of the name: Lucifer
serpent
father of lies
the shining one
exalted son
24. Meaning of the name: Malachi
good teacher
healer of men
my servant
my messenger
25. Meaning of the name: Manasseh
remembering
forgetting
keeping
sharing
26. Meaning of the name: Manna
meat from God
"Whose is this?"
"What is it?"
bread of heaven
27. Meaning of the name: Matthew
gift of God
God's mouth
God's teacher
right hand of God
28. Meaning of the name: Matthias
the Lord is my strength
gift of Jehovah
the Lord is my arm
he follows Jehovah
29. Meaning of the name: Melchizedek
king of righteousness
leader of all
great teacher
son of the morning
30. Meaning of the name: Michael
who speaks with God
who is like God
who walks with God
who follows God
31. EGYPTIAN meaning of the name: Moses
to find a treasure
to rear a leader
to beget a child
to build a stronghold
32. HEBREW meaning of the name: Moses
to lead on
to send forth
to draw out
to burn through | 1,617 | 1,101 | {
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rful
MEDIA
Subject:Exploring the Peculiar Chav Culture
I. True or false.
a. Stereotypical chavs are known to like sportswear.
b. The term chav gained popularity in the 70s.
c. The term chav comes from the Middle Ages and has ties to the word chivalry.
d. The chav trend took off in 2020 on YouTube.
e. Redneck is the word used to describe the poor and naïve citizens of the rural parts of the United States.
II. Match the idioms and expressions with their meanings.
a. to sweep under the rug
b. to work one's hand to the bone
c. at one's expense
d. a big break
e. to pigeonhole
1. to work very hard
2. to ignore a problem
3. an opportunity that leads to success, i.e. in professional life
4. to categorise somebody or something
5. paid for by someone
englishmatters.pl 104/2024
rful
MEDIA
III. Match the words with their synonyms.
a. kitschy
b. amusement
c. come off
d. let down
e. wealth
1. enjoyment
2. gaudy
3. appear
4. riches
5. disappoint
IV. Match the words to form collocations and phrasal verbs found in the article.
a. working
b. get
c. take
d. make
e. gain
1. the memo
2. momentum
3. class
4. the crown
5. ends meet
V. Complete the sentences with the correct words.
scrutiny•gather•harm•resemble•equivalent
1. I get stressed when my superiors watch me work. I guess I can't work under…
2. The mayor apologised and assured he meant no … with his recent remark.
3. Many people say I look just like my Mum, I always though I … my Dad more.
4. Elevator is the American … of the word lift.
5. He was let off the hook, as the police failed to … sufficient evidence.
VI. Answer the questions.
1. Since when is the word chavvy used?
a. 2003
b. 1975
c. 1860s
d. 1960s
2. Knock-off clothing of which brand is stereotypically associated with the chav subculture?
a. Gucci
b. Louis Vuitton
c. Burberry
d. Versace
3. Which years mark the peak popularity of the TikTok chav trend?
a. 2017 and 2018
b. 2019 and 2020
c. 2020 and 2021
d. 2021 and 2022
rful
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Feeding Toddlers and Preschoolers
Children need less food than adults. What may seem like a small amount to an adult may be the right amount for a child. Most children are capable of "listening" to their body cues and will stop eating when they are full if you allow them. Not paying attention to hunger and fullness cues can lead to overeating or turn children off to foods they should be eating.
What counts as one serving?
In general, a toddler-size portion is ¼ to ½ an adult size portion. A preschoolersize portion is close to or the same size as an adults. For example, a one-year-old child would start with a one-quarter serving, while a 3-year-old would start with a half. NOTE: this refers to serving sizes recommended by the 2010 Dietary Guidelines and MyPlate, not portions served in many restaurants.
General Guidelines
For each type of food offered, serve:
1) about 1 tablespoon per year of age, OR
2) a portion the size of the child's palm.
Always start by offering one serving of each food and then let the child decide how much to eat.
The table below offers more specific measurements:*
If he or she is still hungry, they can ask for more food.
*These are general guidelines to give you an idea of how much food to offer young children at meal time; children may eat much more or less than what is listed here. Pay attention to children's hunger and fullness cues; if you are concerned about your child's weight or eating habits, consult their pediatrician.
**For reference, 3 oz of cooked meat is about the size of a deck of cards.
Tip:
Not sure what a tablespoon or a ¼ cup of food looks like? Use measuring spoons and cups to portion out foods for a few days until you learn what the appropriate portion size looks like on your plates and bowls.
Tip:
Offering two or three types of fruits and vegetables at each meal will help children meet the daily recommendations.
How do I know if a child who can't talk yet is full?
Watch for these signs:
pulling away from the spoon
turning away/become distracted
no longer opening mouth for food
pushing food or spoon back out of the mouth
throwing the food on the floor/playing
shaking head "no"
Children's appetites change from day to day. It is okay if your child does not eat a whole serving or asks for more food. Children tend to eat just the amount they need over several days.
DON'T force more food or stop your hungry child from eating. DO provide meals and snacks at the same time every day and offer a variety of foods in child-size servings.
Trust your child to eat the amount that is right for him or her.
Resources: 1) eatright.org - American Dietetic Association 2) www.extension.org - University of Maine Cooperative Extension
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Early Childhood Education
FCCLA STAR Events Information
(Students Taking Action with Recognition)
An individual event, Early Childhood Education recognizes participants who demonstrate their ability to use knowledge and skills gained from their enrollment in an occupational early childhood program. Participants must prepare a portfolio and a resource container. On site, participants must plan and present to evaluators an activity related to the theme in response to a case study provided during the event and an oral presentation describing the activity. Event is offered to members in the following category: Occupational (grades 10-12), Postsecondary
Project Connections
Top 5 Skills Students Report Learning Through Participation
Creativity
Leadership
Responsibility and Time Management Self-Confidence
Public Speaking
Career Clusters
National Family and Consumer Sciences Standards
Reasoning for Action Comprehensive Standard
1.0 Career, Community and Family Connections
4.0 Education and Early Childhood
6.0 Family
Common Career Technical Core/Career Ready Practices
1.0 Act as a responsible and contributing citizen and employee.
2.0 Apply appropriate academic and technical skills.
4.0 Communicate clearly, effectively, and with reason.
6.0 Demonstration creativity and innovation.
FCCLA Programs
Projects may qualify to compete at the annual National Leadership Conference.
Turn this page over to see examples of projects from across the nation and participation data.
For information on state participation, contact your state adviser.
12.0 Human Development
13.0 Interpersonal Communications
15.0 Parenting
8.0 Utilize critical thinking to make sense of problems and persevere in solving them.
9.0 Model integrity, ethical leadership and effective management.
10.0 Plan education and career path aligned to personal goals.
11.0 Use technology to enhance productivity.
Early Childhood Education
FCCLA STAR Events Information
(Students Taking Action with Recognition)
Examples of Early Childhood Education Projects:
This event utilizes a yearly theme. The 2016-2017 Theme Was "The Five Senses"
"Keeping in mind the diversity of children, I created a lesson plan that includes math, language arts and science standards. The lesson will be able to be adapted to all early childhood age levels." Arizona FCCLA Member
"My portfolio is based upon my knowledge of what I learned in my Early Childhood Education class and my internship experience. My lesson is designed for ages 4-5 and incorporates each of the five senses." Colorado FCCLA Member
"What about students with a visual or hearing impairment? Through adaptations such as using Braille and Sign Language, I developed a lesson for students to learn how those with disabilities learn through their senses." Georgia FCCLA Member
"My project consisted of developing a "texture hand" to educate children on types of textures. Teaching children to recognize texture will help them increase their perception skills. This project helped me increase my leadership skills and creativity when it comes to lesson planning." North Carolina FCCLA Member
"This project made me realize the importance of time management, and how to communicate more effectively. My portfolio contains my work in the lab school and my lesson planning skills." New Hampshire FCCLA Member
Early Childhood Education By the Numbers: 2016-2017
Participants Nationwide: 186
Categories: Occupational, Postsecondary
Type of Event: Career Focused
Nationwide Impact: 6,728 people
93% of Early Childhood Education participants indicated this event is extremely or very useful to their future. 78% of Early Childhood Education participants indicated they would pursue higher education related to the career chosen in their project.
To learn more about FCCLA STAR Events, visit the national FCCLA website, www.fcclainc.org, or email email@example.com. | 1,888 | 748 | {
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Pollination Video| Polar Bear Class Activity| Endangered Species In the News
CLEAN STEM Flash
A Timely Climate and Energy E-Learning Series to Use and Share
Topic: Endangered Species
CLEAN Resource Feature
Video: Feeling the Sting of Climate Change
How is plant-pollinator interaction impacted by climate change?
Video length: 4:58
Find more resources related to beesand pollinationin the CLEAN Collection.
This video discusses the data provided by the MODIS Satellite that determined a correlation between earlier springtime greening and bee pollination rates.
https://mailchi.mp/d08c0bb35385/plants-and-animals-in-danger-1053357
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CLEAN Resource Feature
Activity:March of the Polar Bears: Global Change, Sea Ice, and Wildlife Migration
In this class activity, students use data from NASA satellites to study changes in temperature and snow-ice coverage in Alaska.
Activity length: Two 50-minute class periods. Computer access is necessary. Find more class activities focusing on the Polar regionsfrom the CLEAN collection here!
Help your students to understand how climate change impacts wildlife in polar regions by engaging directly with scientific data. International Polar Bear day is coming up on February 27, which makes this the perfect resource to keep in your back pocket!
Climate & Energy in the News
Due to a long history of whaling, the North Pacific right whales are critically endangered. Why have so few people heard of them?
https://mailchi.mp/d08c0bb35385/plants-and-animals-in-danger-1053357
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Check out this article
from Climate.gov on the North Pacific right whales and why experts hope they might still have a fighting chance.
Explore the CLEAN collection of climate & energy learning resources
CLEAN supports teaching and learning about climate and energy with 650+ free peer-reviewed, scientifically accurate, and classroom-ready resources.
Browse the CLEAN collection by NGSS topics.
Check out the CLEAN STEM Flash Library of past issues.
Received this as a forward?Sign upto get future issues sent to your inbox. Like CLEAN
https://mailchi.mp/d08c0bb35385/plants-and-animals-in-danger-1053357
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Copyright © 2018 CIRES Education Outreach, University of Colorado Boulder. All rights reserved.
email@example.com
CLEAN is funded by grants from theNational Oceanic and Atmospheric Administration(NA12OAR4310143, NA12OAR4310142), theNational Science Foundation(DUE-0938051, DUE-0938020, DUE-0937941) and theDepartment of Energy.
Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.
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Writing an Argument
When completing a shared writing of a new text type for students, it is helpful to walk the students through the same process you will ask them to use on their own. Here, I've listed each step on the "how to" chart the students will have, then described what the teaching might sound and look like as you collaboratively work through the process for the first time. Since there will be so much guidance and support during the shared writing phase, you can choose to take on a more complex topic such as one from your science or social studies curriculum.
1. Research a topic that you care about.
Generate a list of topics to explore for argument writing with your students. You will choose one for the group essay, and later the students may choose others from the same list for their own essays. See page 15 for many possibilities.
Once the topic is chosen, read and research as a whole class on the topic. This is a good time to teach students how to choose good search terms, evaluate the credibility of websites, and keep track of the information they glean in on-line or paper notes. You'll also want to teach them how to list their sources using whichever format your school chooses to teach.
2. State your claim: choose an argument that is well supported with evidence.
Use "Take a Stand" or "Talk Tickets" to guide the students to developing claims about the topic. Since this will be a group essay, you'll have to choose one claim to support in the class essay. You may want to vote to choose a side.
3. List evidence you will use. Focus on the most credible sources.
Introduce whichever graphic organizer for planning you want them to use. Have the students write the claim and gather evidence for their argument into the organizer. You may want to do this on a large chart with students offering their evidence via white boards, for example.
4. Choose your best evidence
With your guidance, choose the best evidence and arguments for your claim and put a check mark, or star next to them. You can also use numbers to order these to show the sequence you will use in your essay.
5. Write your introductory paragraph. Begin with a hook, then write a topic or thesis sentence that states your claim.
As you and the students begin writing the essay, have them refer to the language frames guide to create sentences to suggest for the class essay. Refer to the chart for hooks to generate possible first sentences as well. Students can write possibilities as pairs, then display their suggestions and the class can vote.
WEEK 2
Write paragraphs outlining your argument with evidence.
Continue writing the rest of the essay with input from the class. Feel free to guide the class to the best sounding language and the clearest structure. You'll want the resulting effort to reflect at least grade level standards for argument writing: clearly established claim, organized writing in multiple paragraphs, good use of transitions and linking words, effective conclusion.
7. Use linking words to connect your ideas.
Refer to the transitions/cues words chart as you go to select the best ways to link ideas throughout the essay.
8. Write a conclusion to remind the reader of your claim and/ or call for action
Try a few ideas for the conclusion before choosing one. You may want to refer back to the mentor texts from week one to give them ideas.
9. Reread and revise: Does it make sense? Sound convincing? Any missing information?
If you have time, you could refer here to the A.R.M.S. poster and look at the essay again for each element (Add, Remove, Move, Substitute)
10. Reread and edit: Check
* capitals
* spelling
* punctuation
11. Type or write a final draft!
12. Celebrate your hard work!
Since you as teacher will have typed this up with the class as it is composed, you won't need to edit, but do celebrate! You could print it out and give it to a staff member or the parents for feedback, for example. Do print a copy of this as well for each student as a reminder of the elements of an argument essay.
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United States Department of Agriculture National Agricultural Statistics Service
California Crop Weather
Cooperating with the California Department of Food and Agriculture
Pacific Region• P.O. Box 1258 • Sacramento, CA 95812 • (916) 738-6600 • (855) 270-2722 FAX • www.nass.usda.gov/ca
WEEK ENDING: May 24, 2020
RELEASED: May 26, 2020
FREQUENCY: Weekly
VOL. 40 NO. 31
WEATHER
Temperature highs ranged from the low 50s to low 80s in the mountains, mid 60s to low 90s along the coast, low 60s to mid 90s in the valley, and low 70s to low 100s in the desert. Temperature lows ranged from the mid 10s to low 60 in the valley, mid 20s to high 30s in the mountains, high 30s to mid 50s along the coast, and low 30s to mid 60s in the desert.
FIELD CROPS
In Tulare County, winter row crops were rapidly being chopped and harvested. Almost all fields have been harvested and were being fertilized and tilled. In other areas, winter small grains including wheat were being harvested for silage as well as cut, dried, and baled. Many farmers were beginning pre-irrigation to ready the fields for summer crops. Fields were being fertilized, cultivated for weeds, and tilled for corn and sorghum planting. Fields were also being planted with corn and cotton. Alfalfa continued to be cut, dried, and baled with some delay due to the recent rains. Rice crops were looking above normal condition in the Sacramento Valley.
FRUIT CROPS
Stone fruit orchard development continued. Some cherry harvest continued as others matured. Apple and pear crop progressed steadily. Plums and grape vineyards were thinned as fruit size increased. Kiwi bloom progressed. Nectarine, peach, and apricot harvest continued. Citrus groves were pruned and topped. Valencia and late Navel oranges were picked. Grapefruit, lemons, limes, tangelo, and pomelo harvest remained consistent. Olive growth and pruning was ongoing. Strawberries and blueberries continued to produce an ideal harvest with the help of continuous warm weather.
NUT CROPS
Almond crop continued to look favorable and pesticide applications were made. Stored almonds, walnuts, and pistachios continued to be shipped out.
VEGETABLE CROPS
Asparagus harvest continued. Tomatoes for processing continued to be planted. In Tulare County, summer vegetable crops continued to be planted and have developed well with the warm temperatures and adequate rains. Spring and winter vegetables were being harvested and sold at local roadside stands and farmers markets. Local small plantings of garlic, onions and peas were growing well under mulch.
LIVESTOCK
Foothill rangeland and non-irrigated pasture were reported to be in good to excellent condition. Movement of cattle to higher elevation pasture continued. Sheep grazed fallow fields. Some bees were moved out of state, while some were placed in kiwi vineyards and melon fields for pollination.
Page 1 of 2
California Crop Weather (May 26, 2020)
USDA is an equal opportunity provider, employer, and lender.
USDA, National Agricultural Statistics Service, Pacific Regional Office
1/ Precipitation (rain or melted snow/ice).
2/ Normal periods 1980-2010 used in departure from normal calculations.
3/ Total number of days with precipitation events this season.
Data retrieved from NOAA and NWS, and calculated by USDA NASS All rights reserved.
Page 2 of 2
California Crop Weather (May 26, 2020)
USDA is an equal opportunity provider, employer, and lender.
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NASA sees Hurricane Olaf move into central Pacific Ocean
October 20 2015, by Rob Gutro
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NASA's Terra satellite saw Hurricane Olaf moving into the central Pacific Ocean with a visible eye. Credit: NASA Goddard's MODIS Rapid Response Team
NASA's Terra and Aqua satellites saw Hurricane Olaf move west over the longitude line of 140 degrees that separates the Eastern Pacific from the Central Pacific. On October 20, Olaf strengthened to a Category four hurricane on the Saffir-Simpson Scale.
On Oct. 19 at 19:35 UTC (3:35 p.m. EDT) the MODIS instrument aboard NASA's Terra satellite saw Hurricane Olaf moving into the central Pacific Ocean with a visible eye. Powerful thunderstorms circled the eye and extended in a thick band in the eastern quadrant from north to south.
Later in the day at 22:35 UTC (6:35 p.m. EDT), the Atmospheric Infrared Sounder or AIRS instrument aboard NASA's Aqua satellite gathered temperature data using infrared light. AIRS data showed Olaf's cloud top temperatures exceeded -63F/-53C which indicates powerful storms with the heavy rainfall.
At 5 a.m. EDT (0900 UTC) on Oct. 20, Hurricane Olaf's center was located near latitude 10.3 north and longitude 140.4 west. That's about 1,175 miles (1,890 km) east-southeast of Hilo, Hawaii.
Despite being so far from Hawaii and because Olaf is a powerful hurricane, large swells generated by Olaf will begin to arrive along east facing shores of the main Hawaiian Islands over the next couple of days. The CPHC said that resultant surf will be large...potentially lifethreatening and damaging.
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Olaf is moving toward the west-northwest near 10 mph (17 kph) and the Central Pacific Hurricane Center (CPHC), who has taken over forecast responsibilities now that Olaf has crossed the 140 degree longitude line, expects Olaf to turn toward the west-northwest and then northwest by October 21.
Maximum sustained winds are near 150 mph (240 kph). Olaf is a category four hurricane on the Saffir-Simpson Hurricane wind scale. Some additional strengthening is forecast on Tuesday, Oct. 20 and fluctuations in intensity are possible Tuesday night and Wednesday. The estimated minimum central pressure is 938 millibars.
Olaf is expected to remain a major hurricane for the next couple of days and begin curving to the northeast and away from Hawaii by Friday, October 23. For updates, visit: http://www.prh.noaa.gov/cphc.
Provided by NASA's Goddard Space Flight Center
Citation: NASA sees Hurricane Olaf move into central Pacific Ocean (2015, October 20)
retrieved 11 September 2024 from
https://phys.org/news/2015-10-nasa-hurricane-olaf-central-pacific.html
This document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no part may be reproduced without the written permission. The content is provided for information purposes only.
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CARBON MONOXIDE – THE SILENT KILLER
For the safety of all residents, Carbon monoxide (CO) alarms have been installed in each of the homes on Presidio of Monterey, La Mesa and Ord Military Community, many others are installed in rental units and private homes throughout the area; however, it cannot be assumed that everyone is familiar with the hazards of carbon monoxide poisoning in the home. Often called the silent killer, carbon monoxide is an invisible, odorless, colorless gas created by burning organic fuels (such as gasoline, wood, coal, propane, etc.) In the home, heating and cooking equipment that burn fuel are potential sources of carbon monoxide. Vehicles or generators running in an attached garage can also produce dangerous levels of carbon monoxide.
Facts & figures
According to the National Safety Council, 200-300 unintentional-injury deaths a year are due to carbon monoxide poisoning.
* The dangers of CO exposure depend on a number of variables, including the victim's health and activity level. Infants, pregnant women, and people with physical conditions that limit their body's ability to use oxygen (i.e. emphysema, asthma, heart disease) can be more severely affected by lower concentrations of CO than healthy adults would be.
* A person can be poisoned by a small amount of CO over a longer period of time or by a large amount of CO over a shorter amount of time.
Symptoms of CO poisoning
CO enters the body through breathing and it replaces the oxygen in the blood. CO poisoning can be confused with flu symptoms, food poisoning and other illnesses. Some symptoms include shortness of breath, nausea, dizziness, light-headedness or headaches. High levels of CO can be fatal, causing death within minutes. The risk of CO poisoning is higher for infants, 4 years old or less, and for the elderly, 75 years or more.
Safety tips
* Test CO alarms at least once a month and replace CO alarms according to the manufacturer's instructions.
* Call your local fire department's non-emergency number to find out what number to call if the CO alarm sounds On OMC the number to call when the CO alarm sounds is (9-1-1). Post that number by your telephone(s). Make sure everyone in the household knows the difference between the fire emergency and CO emergency numbers (if there is a difference).
* CO alarms are not substitutes for smoke alarms. Know the difference between the sound of smoke alarms and CO alarms.
* When purchasing new heating and cooking equipment, select products tested and labeled by an independent testing laboratory.
* Have fuel-burning heating equipment (fireplaces, furnaces, space or portable heaters, etc.) and chimneys inspected by a professional every year before cold weather sets in.
* When using a fireplace, open the flue for adequate ventilation.
* When buying an existing home, have a qualified technician evaluate the heating and cooking systems, as well as the sealed spaces between the garage and house.
* Never use your oven to heat your home.
* If you need to warm a vehicle, remove it from the garage immediately after starting it. Do not run a vehicle, generator, or other fueled engine or motor indoors, even if garage doors are open.
* When camping, remember to use battery-powered lights in tents trailers, and motor homes.
* Only use barbecue grills – which can produce CO – outside. Never use them in the home, garage or near building openings.
If your CO alarm sounds
* If anyone shows any symptoms mentioned above get them medical attention immediately
* Immediately move to a fresh air location, leave the doors to the building open and call for help. Remain at the fresh air location until emergency personnel say it is ok.
* If the audible trouble signal sounds, check for low batteries or other trouble indicators. | 1,616 | 794 | {
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The Church's Feasts and Seasons 2017 - 2018 Year B is the Year of St Mark's Gospel
God's unchanging love.
We follow a calendar based on a cycle of liturgical seasons including feasts and saints' days. We are constantly nourished by the story of Jesus and guided by our ancestors in the faith, living witnesses of
ADVENT
THE CHRISTMAS SEASON
The 'Church year' begins on The First Sunday of ADVENT December 3, 2017
begins Christmas Day Monday, December 25, 2017 and concludes on January 8, 2018
It is a period covering the four Sundays before Christmas 3, 10, 17 & 24 during which we prepare to celebrate Christ's birth, His coming into human history, & His ever constant coming into our lives and world, until finally there is a new heaven and a new earth.
LENT
Begins on Ash Wednesday February 14, 2018
The 40 days of Lent are a time of spiritual renewal and preparation for the celebration of Easter.
Over this time of penance we strive to give more depth to our prayer, and grow in compassion through fasting, self-denial, and acts of generosity and kindness.
March 25 Palm or Passion Sunday
This marks the beginning of Holy Week The Easter Triduum (3 days) is the heart of our Liturgical Year, from the evening Mass of the Lord's Supper on Thursday evening until dawn Easter Sunday morning.
March 29 HOLY THURSDAY
March 30 GOOD FRIDAY
March 31 EASTER VIGIL
April 1
EASTER SUNDAY
Monday January 1 New Year's Day is the Solemnity of Mary, Mother of God
Sunday January 7,The
Epiphany.
Sunday January 14, to February 11 (inclusive) covers Sundays 2 to 6 in Ordinary Time
THE EASTER SEASON
During the six weeks of the Easter Season (50 days), we celebrate many significant Church feasts:
ORDINARY TIME
Feast days/weeks of significance in this time are:
Ordinary Time resumes Week 10 on June 10 and continues to Feast of Christ the King, which marks the end of Year B.
Aug 6
Transfiguration of the Lord
The new cycle begins in Advent 2018, December 2 nd , which is Year C – The Year of St Luke's Gospel
St Therese's Parish School Sacrament Dates for 2018 | 1,039 | 526 | {
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Safeguarding the Body's Sentry: Q&A with Joel Baumgartner, MD
By Yadira Galindo | May 07, 2015
Skin is the largest and fastest growing organ in the human body. It envelopes all of our other organs, muscles and bones. It is our first line of defense against invasive pathogens. It helps regulate body temperature. It facilitates your sense of touch. Given such vital roles, it's critical to safeguard the protector from sun damage, not just during the coming summer months, but year-round.
Skin cancer makes up almost half of all cancers in the United States. According to the American Cancer Society, 3.5 million cases of basal and squamous cell skin cancer are diagnosed nationally each year. Approximately 73,000 new cases of melanoma, the most serious type of skin cancer, are expected to be diagnosed in 2015.
Joel M. Baumgartner, MD, a UC San Diego Moores Cancer
Center surgical oncologist with expertise in cancers of the gastrointestinal tract and melanoma, offers a few simple tips for reducing the risk of skin cancer.
Question: Most moles on most people are harmless. When should a mole be examined by a medical expert?
Answer: It's true that most moles are harmless and will never develop into a cancer. However, there are certain features that a mole may have that should prompt further evaluation – the socalled ABCDE criteria. Moles that are Asymmetric, have an irregular Border, have Color variation, have a Diameter greater than 5 millimeters or are Evolving (changing) should be seen by a medical expert. Another high risk feature is the "ugly duckling" sign, in which one mole looks markedly different from the others. These should also be further evaluated.
Q: What type of sunscreen is best to prevent skin cancer?
A: Different sunscreens contain a variety of compounds which act as filters to block or reflect ultraviolet (UV) radiation. The specific filter used is not as important as the spectrum of UV protection. Sunscreens that are labeled "broad spectrum" block UVA and UVB radiation, and should be used over those that only block UVB, as UVA is also thought to contribute to skin cancer. For daily use, sun protection factor (SPF) 15 is sufficient for most individuals, while SPF 30 should be used for outdoor activities in sunny conditions. Sunscreen should be applied liberally (one ounce for the entire body) to sun-exposed areas 15 to 30 minutes prior to activities in the sun, and it should be re-applied at least every two hours.
Q: Is there anything else besides sunscreen people can use to prevent skin cancer?
A: In addition to sunscreen, other UV protection measures include avoiding the sun during peak hours of the day (10 am to 3 pm) and using sun-protective clothing, such as hats and tightlywoven, dark-colored clothing.
Q: Are only young people who use tanning beds or layout at the beach at risk of skin cancer?
A: It is true that UV exposure is a major risk factor for developing skin cancer. It is also true that heavy UV exposure in the young is especially risky because skin cells are damaged early in life and have many decades to become cancerous. However, most people have only accumulated about 25 percent of their total lifetime UV exposure by age 18, so UV protection measures as an adult can still help reduce the risk of UV-related skin cancers. It is also important to remember that UV exposure is only one risk factor for skin cancers, as genetics and other environmental factors play a role as well. However, UV protection is the one risk factor that can be modified. So one should know one's family history of skin cancer and do self-skin checks, in addition to practicing UV protection.
Q: Sun exposure is an important source of vitamin D, but how much unprotected sun is okay?
A: Vitamin D must be acquired by oral intake (diet) or by sun exposure of the skin. Sunscreen does reduce the amount of vitamin D created in the skin. However, in no studies of real-life sunscreen use have individuals been found to have vitamin D deficiency from sunscreen. The amount of vitamin D created in the skin varies by region and skin type. In San Diego, for individuals with no oral vitamin D intake, the amount of sunlight exposure without sunscreen required for sufficient vitamin D synthesis is as little as five minutes per day.
Care at UC San Diego Health
Dermatology
Melanoma and Skin Cancers | 1,813 | 937 | {
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JADYN BEGLEY
OCS PRIMARY SCHOOL PRE-PRIMARY SEMESTER 1 2013
Comment
Jayden listens to stories and attends for longer periods when on the mat. He loves to retell stories he has heard and does so with energy and enthusiasm using picture clues from the text. When speaking he is beginning to more often put words into small meaningful phrases such as 'black and red car' to describe a news item, or 'go to the bus' to describe the next action. He shares his news and asks simple questions of others. With support he matches words and pictures and 'reads' repetitive text. He writes his own name and recognises the names of all his class mates.
Mathematics
Exploring
Comment
Jayden joins in number mat sessions with his peers and can attend and be engaged for significantly longer periods of time. Jayden recognises all numerals to twenty and can count forwards and backwards from twenty. He counts and orders collections to twenty and matches them with the appropriate numeral. He understands and orders first, second and third. He 'reads' the calendar daily and with support can find specific dates. He enjoys number rhymes and joins in with the actions.
Knowledge of their World
OCS Primary School
Comment
Jayden has an emerging understanding of his place in the community and the world and enjoys investigating the world around us.
Personal and Social Learning
Comment
Jayden is beginning to recognise and regulate his emotions, manage his behavior, make and develop friendships. His capacity to work interdependently is emerging. He can take on the perspective of other class members, and recognises that they have their own views.
Creative and Critical Thinking
Comment
jayden is beginning to be able to use information and communication technologies to find and use information, investigate, and represent their learning and thinking. He can discuss simple ideas and represent his ideas.
Health and Physical Wellbeing
Comment
Jayden loves playing outside. He takes turns when kicking the ball with his friends and understands and follows the routines and boundaries of outside play. Jack uses scissors with little support and can successfully cut out simple shapes. He has been working hard to develop his drawing skills and has made significant progress. He is always happy to have a go at writing numbers and letters.
Personal Development and Learning Behaviours
Consistently
Often
Sometimes
Seldom
Not Assessed
Works to the best of their ability
ü
Shows self respect and care
ü
Shows courtesy and respect for the rights of others
ü
Participates responsibly in social and civic activities
ü
Cooperates productively and builds positive relationships with others
ü
Is enthusiastic about learning
ü
Perseveres with tasks and shows pride in work
ü
Making positive choices and decisions
ü
Cares for the environment
ü
Demonstrates independence
ü
OCS Primary School
Jadyn Begley Pre-Primary
Semester 1 2013
Number of half day absences:
Semester 1
Percentage Attendance:
Jayden is a bright, pleasant natured little boy who comes to school daily with a big smile on his face. He greets staff and students cheerfully, follows the early morning routines and then happily plays alongside his friends. Jayden works cooperatively when the task is made clear to him, and works best when routine is ensured. He has responded well to the use of visuals which enable him to know and understand the timetable for the day. We have structures in place to support and encourage Jayden to be able to spend longer periods of engagement on the mat, and to pre-empt any unplanned changes. He enjoys table activities with his peers and completes the activities with enthusiasm. His progress thus far has been most pleasing and we have all enjoyed developing the skills to help Jayden adapt to school life, and it has been most rewarding to celebrate the successes as they come. Great work,
Mr G. Graeme, Form Teacher
Ms P. Collett, Principal
Date: 06 November 2013 | 1,607 | 829 | {
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What makes a question P4Cable?
You've just presented a picture book to a class. The story is rich with problems and juicy, contestable concepts like fairness, trust and greed. You're waiting to see what questions they come up with. And the first question is…
"Where did the frogs go?"
One of the difficulties of getting children to understand the difference between questions suitable for P4C and other kinds of questions is that they don't have enough examples to go on. So textual and factual questions can come thick and fast to begin with. More trickily, it can be hard for them to distinguish between open ended questions where "anything goes" because they are a matter of pure imagination, and those that might have different answers but where you can still work towards better answers by a reasoned argument.
Here's a reminder of the "Question Quadrant" from Pocket P4C, my take on an idea of Phil Cam's. It's best to mark it out with tape and labels in the middle of the circle.
Argue
competing
reasonable
answers
Agree
one
accepted
answer
Our world
provoked by the story
but going beyond it
about the
characters or story
Stimulus/story world
Enquiry
together
Imagine
a possibility
Look
in the text
Ask
an expert
Below are a variety of questions using the story Goldilocks as a stimulus. You could get the group to retell the story briefly (you can do this with teenagers too – they know it's just for a training exercise). Get each person in turn to stands at the centre of the quadrant and asks one of the questions. The rest then point to the section they think the questioner should be in, and a few give their reasons.
You could then proceed to getting them to come up with their own questions, again with the group telling each questioner where to stand.
Some questions will fit into two or more categories depending on how the question is interpreted (as is the case with the examples). You could have a vote for a question to discuss, but this is mainly intended as a skill building exercise. The moving around makes what could be a rather dry activity a little more engaging and informal.
There's another debate to be had about whether all questions in the "enquiry" section are "philosophical enough" for P4C. But that's for another day.
What do bears really eat?
Why did Goldilocks like the baby bear's bed?
What did the bears do next?
Does Goldilocks have any brothers and sisters?
Can it ever be right to steal?
Was it wrong for Goldilocks to go inside?
If someone's door isn't locked, is it OK to go inside?
Whose porridge did Goldilocks like best?
Why did Goldilocks go into the house?
Why do girls in story books usually have blonde hair?
Can bears talk?
How do people become spoilt?
Is it good to be fussy?
How much should people share with each other?
Do bears eat people?
Do bears get jealous? | 1,064 | 634 | {
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Fun With the Triple Strum
The triple strum is a fundamental rasgueado technique in flamenco guitar music. It was a stylistic trademark of the great British comedian and banjo 'ukulele player George Formby. He pioneered this flashy and exciting strum on the 'ukulele. It is a welcome variation to basic down-up strumming patterns, and when played quickly, it can create bursts of energy with strumming flourishes. It is also one of the most effective ways to strum 3/4 time and odd meters like 5/4 and 7/8.
The basic right hand motion of the triple strum is: down, down, up.
The letters p, i, m, and a are used to designate which fingers on the right hand should be used to pluck strings. The letters are abbreviations of Spanish words: p = pulgar (thumb), i = indice (index finger), m = medio (middle finger), and a = anular (ring finger). The pinky is not used, so it is not assigned a letter.
You can use any fingers on your right hand to play the triple strum. Experiment with the following suggestions to see what feels most comfortable to you.
Fingering pattern #1:
Fingering pattern #2:
Fingering pattern #3:
I prefer fingering pattern #3 because it takes advantage of four fingers and avoids using any finger twice. This is especially important when playing faster passages. For example, a common way to pluck linear melodies is by using traditional classical guitar fingering—alternating between the index and middle fingers of your right hand. Sometimes, it feels natural to repeat a finger when transitioning from one string to another. However, the overall speed of the passage is limited to how fast you can repeat that finger. If you compare your fingers to cylinders in a car's engine, each of the four cylinders in a Mini will be moving a lot faster than the twelve cylinders in a V12 Jaguar E-Type. Also, like fingering pattern #2, the first downstrum is played with the middle and ring fingers. The first beat of the triple strum is accented, and strumming it with two fingers results in a natural accent without having to strum it harder. The following examples will show fingering pattern #3, but feel free to use one of the other fingerings or create your own.
The most obvious use of the triple strum is in meters that have three beats like 3/4 or groups of three beats like 6/8. The following example is a common chord progression in doo-wop music.
The following triple strum is a signature George Formby pattern. The 4/4 bar is made up of two triple strums and a down-up strum. It is convenient to think of it as 3 + 3 + 2, exactly as the eighth notes are beamed together in the example. Notice the first strum of each grouping is accented and played with two fingers while the other unaccented strums are only played with one finger. This pattern works well on rock songs.
Hawaiian turnarounds are almost always dominant-circle-of-fifths chord progressions. Triple strums are often played in Hawaiian turnarounds to add interest and energy.
The following are examples of how the triple strum can be used to play odd meters such as 5/4 and 7/8. Basically, the notes are grouped into sets of three or two.
Finally, using the triple strum as a flourish is one of its most attractive applications. This march-like rhythm has a quick triplet at the end of each measure. Try emulating a snare drum by muting the strings with your left hand while strumming the pattern.
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Hypoxylon: The OTHER Oak Tree Disease
Whenever anyone in this part of Texas thinks of a disease of trees, or just thinks of trees dying, they always think of oak wilt. And with good reason. Oak wilt is probably the proximate cause of the death of more mature oak trees in the Hill Country than any cause, other than man.
But there is another fungal disease, called hypoxylon or hypoxylon canker (Hypoxylon atropunctatum) that infects and kills oaks. Both oak wilt and hypoxylon are caused by fungus, both cause a destruction of the vascular tissue of the trees. Red oaks are the most susceptible and quickest to die from both diseases.
That is about where the similarity ends. Oak wilt is a primary pathogen which means it can infect a perfectly healthy host. Hypoxylon is an opportunistic pathogen which means it is always or usually ever-present but only infects the host when the host is stressed.
Oak wilt fungi can travel from tree to tree via interconnected roots and thus can kill many live oaks in an area from a single initial infection. Hypoxylon either never or very seldom moves through the roots from tree to tree, so only individual trees are infected rather than a whole grove. The spores of oak wilt fungus are transmitted to new sites by sap beetles seeking fresh sap on wounded trees. The spores of hypoxylon fungus are airborne and are thus everywhere. Painting wounds on trees probably will not prevent hypoxylon infection.
The consequences of the above characteristics are that most trees in Texas killed by oak wilt are live oaks infected by the fungus moving from an infected tree to a healthy tree through the roots. Red oaks infected with oak wilt usually die quickly but, being less likely to be connected to other trees through their roots, usually only one tree dies. Perfectly healthy trees can become infected with oak wilt.
Hypoxylon, on the other hand usually only kills stressed trees. Stress can come from being watered too much, compacted soil over the roots, fill soil placed over the roots, or, usually, drought. Red oaks appear to be the most susceptible, although all oaks can be infected and indeed, at least in some states, hypoxylon has been found in elms, pecans, sycamores and other trees. I have observed hypoxylon in post oaks and Lacey oaks, but mostly in blackjack and Spanish oaks. Sometimes hypoxylon will be seen on only a single limb or on only part of a tree and it may take a year or two to totally kill the tree. Rarely the tree is not totally killed and may give rise to new growth.
Unfortunately, the symptoms of hypoxylon infection are generally not evident until the tree is mortally infected. The symptom then is sloughing bark down to the cambium and a brown velvet-like coating of spores on the trunk where the bark once was. This brown color usually eventually turns light grey with dark tar-like patches on the bare trunk.
There is no known method to prevent hypoxylon except to keep the tree from becoming stressed by watering during droughts and not damaging the root zone. Like oak wilt, there is no cure for hypoxylon either.
All of the above was brought home to me back in late 2011 and 2012 when I took a walk around a part of our property comprising about 4 acres and counted a half dozen blackjack oaks with hypoxylon, none of which showed any symptoms a year before. The drought of 2011 clearly stressed these trees, some of which lost their leaves that fall. Previously, over the ten-year period prior to 2011, I had only observed about the same number trees with hypoxylon on over 20 acres of woodland-savanna consisting mainly of live oaks, blackjack oaks and post oaks. I continued to find new trees with the disease even into 2013.
If you have a tree showing the signs of hypoxylon, its chances are not good, but I wouldn't be in any hurry to give up on it. I have one tree in our yard that had hypoxylon even before 2011, but parts of it are still alive today. I would give it plenty of time, at least until the next spring or early summer, to put out some new green before I would give up on it. One thing is pretty clear, if you decide that the tree is dead and you cut it down, it certainly will be
Until next time…
Jim Stanley is a Texas Master Naturalist and the author of the books "Hill Country Ecology," "Hill Country Landowner's Guide" and "A Beginner's Handbook for Rural Texas Landowners." He can be reached at firstname.lastname@example.org. Previous columns can be seen at www.hillcountrynaturalist.org .
Caption, "A post oak tree showing the classic signs of hypoxylon." | 1,819 | 1,032 | {
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Revision Notes for Mechanics 1
S = ut + ½ at 2 v = u + at v 2 = u 2 + 2as s = ½ (u + v)t s = vt – ½ at 2 For each question, write down what you want and what you've got then choose which formula to use.
Motion at a constant acceleration Learn these formulae:
Pulleys
To find the acceleration, resolve using f=ma for each object separately then solve the 2 equations simultaneously. Decide which way you think the objects will move and resolve in that direction e.g. so you get T - mg for one object and mg - T for the other.
For vehicles towing, same process applies so either resolve (f=ma) for each object and solve simultaneously or look at the whole system as one.
Variable Acceleration
If the question has an expression for the displacement, velocity or acceleration, then need to differentiate or integrate to move between the 3 measurements.
Remember the constant when integrating and you will have enough information to find it.
Objects on a Slope
Resolve parallel and perpendicular to the slope using F=MA and F=µR if friction present. Remember if it is on the point of moving, it is limiting friction so friction is a maximum and the forces are balanced. This means you can find µ as friction is at a maximum. N
Remember if an extra horizontal force is applied, the normal contact force will change as the new force is pushing into the slope as well so friction will change.
Momentum
Then find momentum before = momentum after. (momentum is conserved)
Decide which direction you are taking as positive and stick to it.
mu = mv
Remember to apply frictional force if there is one.
Projectiles
Use equations of constant acceleration from above as acceleration is only due to gravity. Decide which way is positive and stick to it. Usually use the direction it is projected in at first.
S = displacement so if it goes up and then comes down, s=0 on 2 occasions (e.g t=0 and when it comes back down.) You will probably use s=ut + ½ at 2 and solve for t.
Graphs
For displacement against time: Gradient = velocity
For velocity against time:
Gradient = acceleration Area = displacement
To find the area can use the area of a trapezium: (Sum of the parallel sides) x height.
Forces from a Point
2
Either: 1) Resolve vertically and horizontally then use Pythagoras to find the magnitude of the resultant and trig for the angle.
2) Use triangle law to combine 2 forces and find the resultant. | 1,047 | 552 | {
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Metacognition
Just practicing the core intelligence skills is not enough to unlock your child's real learning potential. Your child must also learn to monitor, evaluate and expand his or her own thinking skills. This is calledmetacognition. In each of the lessons, it is theLEARNING HOW WE THINK section.
Just as you consciously helped your child learn to talk, you can consciously direct and improve your child's development of an inner thinking language. WithThe Art of Learning®, you have the opportunity to become aware of and guide your child's inner thinking voice.
The metacognitive skills you teach your child now will lay the foundation for your child to develop, plan and expand his/her strategies as your child grows older. Thus, you can give your child the tools to help navigate the way to becoming a lifelong learner and feel comfortable in new learning situations.
Teach your child to make connections between past learning experiences and current learning. Adults, especially parents, can help a child make connections between a familiar situation and a new one. When you build on a child's existing understanding to teach your child something new, it is far more likely that your child will acquire a more thorough understanding of the new skills.
Because little learners often have difficulty verbalizing their thoughts, you should encourage your child to continue to express his/her thoughts. At first, your child may reply, "I don't know… I just did it." Take time to teach your child to wonder why he/she is doing what he/she is doing and how he/she could do it differently or better next time. Try to understand what is going on in your child's mind and to ask a question or indicate a step that could have occurred to your child.
If your child is having difficultly verbalizing or remembering in theLEARNING HOW WE THINK section, then ask your child to think aloud in thePRACTICEsection. Guide your child to express everything he/she is thinking, stepbystep, during in thePRACTICEsection. Encourage your child with such questions as: "tell me what you are thinking?"…"what is your next step…?" Over time, you will want your child to be able to focus on the exercises in thePRACTICEsection and then discuss it with you in theLEARNING HOW WE THINKsection.
Be patient, positive, and encouraging! Allow your child time to process and learn new information. This is the age at which your child is developing his/her thinking habits. When possible, make sure your child understands problems before jumping immediately to solution strategies. Help your child refine and improve his/her problemsolving strategies, even when those strategies are not quite right, and... build on prior success. Help your child develop a sense of how, when and what has been learned that can be used in a new or different situation. Give your child feedback about the degree to which they know when, where and how to use the knowledge they are learning. Teach your child how to selfcorrect his/her mistakes, develop new strategies, and be open to other people's strategies.
TheLEARNING HOW WE THINKsection of each lesson is a first step in teaching your child metacognitionstrategies. As your child develops,metacognitionstrategies should include predicting outcomes, planning ahead, and explaining problems and solutions in order to improve understanding and future problem solution. Look for opportunities to incorporate these strategiesin everyday life; suggestions are provided in theHAVE FUN SHARPENING THE BRAINsection of each lesson. | 2,044 | 1,305 | {
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Eat Healthy, LIVE Healthy
Servicing the Bowen region and surrounding areas through nutrition support and to provide culturally appropriate, targeted and comprehensive health and lifestyle promotion and education, health screening, and to help prevent and manage health conditions of clients with, or at risk of, chronic disease.
Regular exercise and the consumption of a healthy diet can lead to a host of benefits, including increased energy, happiness, good health and even a long life. Exercise and diet are pivotal to determining a person's overall health, and making them both part of your lifestyle can make a dramatic difference in how you look and feel.
Girudala Community CoOperative Society Ltd
Eat Healthy, LIVE Healthy
Nutrition Support in Bowen and its surrounding areas..
Nutrition Awareness
Creating an awareness of and building the knowledge of nutrition is an important part of life, we aim to promote eating healthy and living a healthy life to prevent and/or manage chronic illness which, I'm sure, has affected us all in some way. Chronic disease commonly refers to:
Stroke
Cancer
Diabetes
Heart disease
Although not all of these chronic diseases are preventable, it is highly beneficial to start living a healthy lifestyle to both manage and hopefully prevent these diseases.
Obesity and heart attacks are major health problems in Australia, therefore most dietary recommendations are aimed at preventing these two diseases. Obesity comes over time by eating more calories than your body burns. Obesity can be a direct cause of many diseases not just the above mentioned. These also include
Sleep apnea
High Blood Pressure
Liver disease
Gallstones
Arthritis
Gout
This is why it is SO important to Eat Healthy and LIVE Healthy!
Planning is the secret to healthy eating especially when you're on a budget..
Plan your meals and snacks for the week
Make a list and stick to it
Don't shop when you're hungry, this restricts unplanned purchases and impulse buying
Spend most of your money on the five food groups—Breads/Meat/Dairy/Fruit/Vegetables
Think hard about why you are buying discretionary foods, and how much you REALLY need to buy. (Discretionary foods are from the "only sometimes" section of the food chart; chips, sweets, soft drinks etc.)
These tips will help you to get started on your healthy eating journey, for more information, to have a chat or nutritional help please contact Kat Ive at Girudala 47861000, help is available!
Welcome to the Good Quick Tukka Cook it, Plate it, Share it
Program!
The aim of this program is to increase the number of meals being prepared at home among Aboriginal and Torres Strait Islander people by teaching you basic cooking skills that you can then pass on to others. As a result, the program hopes to help you develop more confidence in cooking by increasing cooking skills while having FUN!
If interested in attending, please contact Kat Ive on 47861000 or email at
firstname.lastname@example.org
Girudala Community Co-Operative Society
50 George Street
Bowen QLD 4805
Phone: 07) 47861000
Fax: 07) 47863136
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Student Questionnaire
Name
1 = not at all; 5 = very much
PRACTICING:
1 2 3 4 5 I like to practice hard new music
1 2 3 4 5 I like to practice easy new music
1 2 3 4 5 I like to polish music I am playing
1 2 3 4 5 I like to memorize
1 2 3 4 5 I like my parents to listen to or help me practice
1 2 3 4 5 I like to practice technique and warm-ups
1 2 3 4 5 I like to practice sight-reading
1 2 3 4 5 I practice as much as I think I need to
1 2 3 4 5 I could find more time to practice if I wanted
1 2 3 4 5 I find my teacher's practice suggestions helpful
PERFORMING:
1 2 3 4 5 I get nervous playing in private lessons
1 2 3 4 5 I get nervous playing for groups of students
1 2 3 4 5 I get nervous playing in recitals
1 2 3 4 5 I get nervous playing for adjudications or competitions
1 2 3 4 5 I get nervous playing accompaniments or duets
1 2 3 4 5 I enjoy performing
I like to perform on piano for (circle all that
LISTENING:
1 2 3 4 5 I like to listen to current popular music
1 2 3 4 5
I like to listen to classical music
1 2 3 4 5
I like to listen to jazz
1 2 3 4 5 I like to listen to older pop music or musicals
1 2 3 4 5 I like to listen to folk music
1 2 3 4 5 I like to listen to church music
1 2 3 4 5 I like to attend concerts
1 2 3 4 5 I like to read and study about composers and music history
THEORY:
1 2 3 4 5 I like to do worksheets
1 2 3 4 5 I like to analyze music I play
1 2 3 4 5 I like to do keyboard technique (chords, scales, harmonization, arpeggios, Hanon)
1 2 3 4 5 I like to do theory on the computer
1 2 3 4 5 I like to do theory in monthly classes
1 2 3 4 5 I like to improvise or compose
1 2 3 4 5 I like to apply theory I am learning to the music I am playing
I take lessons because (circle either or both):
I want to
My parents want me to
What are your favorite parts of piano lessons?
What are your least favorite parts of piano lessons?
My long-term or life-time goals in piano playing are (a certain piece, a certain level, a certain career, a certain service, a certain skill, a certain feeling):
My short-term goals in piano playing for this year are:
I especially enjoy playing pieces that are:
I dislike playing pieces that are: | 1,070 | 718 | {
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Kids First Children's Services – Free resources for families
Activities to Improve Your Child's Visual Attention & Visual Memory
Kids First Occupational Therapy team
There are a variety of different visual memory activities and tasks that you can use at home to help your child develop their memory skills. As you begin to search and explore these activities, keep in mind that all children function at a different level and you may need to adapt the activity to meet your child's individual needs.
Start with simple activities and move to more a complex one… and don't forget to always make the task achievable and successful for your child. Most importantly, have fun playing and learning together!
If you are in doubt, seek help for your child from the children's occupational therapy team at Kids First!
Games that support children's visual memory skills
I Spy.
1.
Try playing this game using the colour of objects as a clue rather than the first letter.
2. Simon Says
3. What's missing?
Get somebody to put a number of objects on a tray for a few seconds (start with 5 then work up as recall improves). Cover them up and ask the child to remember them, or cover them up and remove one, asking the child to identify which object is missing.
4. What moved?
With a friend sit in a room and have a good look around. Close your eyes whilst your friend carefully moves one object in the room. Open your eyes and try to remember what has been taken away or moved.
Kids First Children's Services Paediatric Health, Therapy & Education Centre
527 Pittwater Road, Brookvale NSW 2100
Phone: 9938 5419
Email: email@example.com www.kids-first.com.au
5. Find it in a book
Using a very detailed picture book, ask somebody to name an object and see how quickly you can find it, or remove the picture and ask the child to remember as many items in the picture as possible (can use words / sentences / numbers)
6. Spot the difference
These days it's easy to download worksheets from the internet or puzzle books that will challenge your child to find objects that are similar and different.
7. Unscramble those words
Choose a word that you know your child can spell. Write the letters of that word on separate pieces of paper – jumble them up and ask your child to unscramble them to spell the word correctly.
8. Matching card games
Old fashioned favourite like Concentration and Memory are great…and so is one of Kids First'very favourite card games, Spot it. Why not search on-line for apps that add a bit of digital device excitement to your child's Visual Memory practice too?
9. Copying
You would be surprised at how tricky it can be for a child with Visual Memory problems to copy a picture. Star with very simple drawings from a colouring book and encourage your child to work their way up.
10. Construction games
Games that engage your child in 2D or 3D copying are great for building Visual Memory skills. Try games like Blokus, Rush Hour and Jenga.
Other Strategies to Help Develop Visual Memory
- Write small lists of things to do
- Place items of similar classification in the same places
- Chunk words together into known symbols, or two or three letters at a time
-
Memory teaching techniques i.e. read – cover – write – check
- Visual imagery e.g. S looks like a snake
- Memory hooks – making things meaningful e.g. a 'u' can catch rain like a cup
527 Pittwater Road, Brookvale NSW 2100
Phone: 9938 5419
Email: firstname.lastname@example.org www.kids-first.com.au
© 2015 Kids First Children's Services | 1,474 | 780 | {
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Health and wellness tips for your work and life— presented by
Do You Know the Signs of a Kidney Stone?
A recent study published in the Mayo Clinic Proceedings journal found that the prevalence of kidney stones has increased more than fourfold in women and more than twofold in men over the past 30 years.
If treated in a timely fashion, kidney stones usually don't cause permanent damage. Seek immediate medical attention if you experience any of the following:
* Pain so severe that you can't sit still or find a comfortable position
* Pain accompanied by nausea, vomiting, fever or chills
* Blood in your urine
* Difficulty passing urine
5 Healthy Snacks to Satisfy Your Workday Hunger
Snacking can be an important part of a healthy diet. Healthy snacks can provide midday energy boosts and fuel for exercising, and can help decrease your hunger and the odds of overeating at mealtime. Try incorporating these five simple snacks into your meal plan.
1. Almonds—1.5 ounces of almonds (about 35 nuts) provides enough fiber, protein and good fats to keep you feeling full until your next meal.
2. Greek yogurt parfait—1 cup of Greek yogurt with berries is a great way to get protein, calcium, fiber and antioxidants.
3. Blueberries and mini Babybel cheese—1 cup of fresh blueberries has only 80 calories. When paired with two mini Babybel cheeses, you get a high dose of fiber, antioxidants, protein and calcium.
4. Apple and ½ cup roasted chickpeas—Apples are fat-, sodium- and cholesterol-free. What's more? One mediumsized apple has less than 100 calories. When paired with ½ cup roasted chickpeas, you get a snack that provides protein, and good fats and carbs.
5. Veggies with hummus—Snacking on raw, fiber-rich vegetables during the day can help keep you full between meals. For extra protein, eat your veggies with hummus. Be sure to check the serving size on your hummus container to keep your portion size in check.
Apple Sage Wild Rice Stuffing
4 ounces pecans (chopped)
4 tsp. canola oil (divided)
1 ½ cups celery (diced)
1 ½ cups onions (diced)
1 medium-sized red apple (peeled, diced)
2 cups brown rice (cooked)
1 cup wild rice (cooked)
½ cup cranberries (dried)
1 jalapeno pepper (finely chopped)
1 ½ Tbsp. fresh sage (chopped)
¾ tsp. salt
PREPARATIONS
1. Heat a large skillet over medium-high heat. Add the pecans and cook 2-3 minutes or until beginning to brown, stirring frequently. Set aside on separate plate.
2. Heat 1 tsp. of the oil over medium heat. Cook the celery and onion 8 minutes or until beginning to lightly brown on edge, stirring occasionally.
3. Add the apples and cook 4 minutes or until fork-tender.
4. Stir in the pecans and the remaining ingredients and cook 3-4 minutes or until the rice mixture is heated, stirring occasionally.
Makes: 12 servings
Nutritional Information (per serving)
Source: USDA
Save Lives: Don't Be a Distracted Driver
According to the Centers for Disease Control and Prevention, nine people are killed and over 1,000 others are injured every day in accidents that involve a distracted driver in the United States. The National Safety Council observes April as Distracted Driving Awareness Month to draw attention to this epidemic.
Distracted driving is driving while doing another activity that takes your attention away from the road, and can greatly increase the chance of a motor vehicle crash. While there is little you can do to control other people's driving, there is plenty you can do to reduce your own distractions.
There are three main types of distractions:
1. Visual: taking your eyes off the road
2. Manual: taking your hands off the wheel
3. Cognitive: taking your mind off of driving
By practicing safe driving techniques, you can significantly reduce your chances of being involved in an auto accident. In addition to avoiding distractions, it's important to be aware of other drivers around you and make adjustments to your driving accordingly. | 1,710 | 877 | {
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Figure 6.1.
Libby Ancheta's 5-paragraph Theme Assignment and Position Paper Guide
Taking a Stand (50 points)
Pro/Con Outline Rough Draft: 5 points, Due____
Socratic Forum Participation: 10 points, Due _____
Final Paper: 35 points, Due _____
Assignment Summary: Henry Wirz, the main defendant in the Andersonville Trial, was sentenced to hang for his role in the death of thousands of Union POW's at Camp Sumter in Andersonville, GA. At the end of the play many of you questioned the verdict and the punishment. We further discussed capital punishment in a Socratic forum after reading "Should the Death Penalty be Abolished?" Hopefully, the assignments we have completed have led you to take a stand on capital punishment, either for or against. In this position paper you need to clearly state your position, and provide support for it. Follow the position paper guide titled How to Write a Position Paper.
Purpose: To take a position on an issue
Writer's Role: You will be writing as yourself
Audience: The teacher
Form:
(over) [See How to Write a Position Paper]
Length:
Five paragraphs with a minimum of 300 words, word count at the end
Focus Correction Areas: (FCA's)
1.
Followed all directions: 10 points
2.
Sufficient and strong support of thesis: 15 points
3.
Evidence of effort (i.e.: Few, if any errors in spelling and mechanics): 10 points
Final Copy:
Legibly write in blue or black ink, on every other line, front and back.
Typing paper will be provided for you. For additional space, add your own paper.
If you type: Times New Roman, Double-Spaced, 14 point font.
Prior to turning in your final copy, read the content to yourself to check for errors and clear communication. Also provide a word count at the end.
Order: Outline, rough copy, final copy, and this prompt sheet.
How to Write a Position Paper
The purpose of a position paper is to take a stand on an issue. It should be clear from your paper what your position is on the issue. For this paper the topic is capital punishment.
Step 1:
Read the article in class and fill out the pro con sheet
Step 2:
Take a stand: decide your position. This needs to be stated in your thesis
Step 3: Pick three claims that support your position.
Step 4:
Pick one claim that is a counter argument to one of your three supporting claims. This is an argument that does not support
your position. This is a point someone against your views would bring up.
However, you will use your supporting claim to refute it.
Step 5: Write your rough draft, then final copy, following the guide below.
First Paragraph: Introduction
* Introduce the topic. Make sure to gain the reader's interest so that they will be interested in reading your essay
* Provide background on the topic and explain why it is important
* Take your stance: Show your position. You do this with your thesis statement. Remember to start broad on the topic but definitely within the context of the topic, and then gradually lead to your thesis.
Body Paragraphs (For this essay you will have three)
* Use one of your points of evidence in each paragraph to support your claim/prove your thesis true.
* In one of your three body paragraphs you need [to] refute a strong counter claim. You must take their argument serious and not mock it, but present well thought out facts showing that you have researched the topic (both sides) and therefore know what you are talking about (i.e., - Some people opposed to capital punishment believe that life long prison sentences are a viable option instead of
the death penalty, however this costs the tax-payers money and keeps the prison populations higher.)
Last Paragraph: Conclusion
* Restate your stance
* Draw everything together by supporting your introduction (restating your stance) and your body paragraphs in a strong manner
* Do not introduce any new information
Make sure you use signal words throughout your essay to introduce your essay, transition between paragraphs, and conclude your essay. A hand-out of signal words is being provided. | 1,722 | 876 | {
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Owl Class Newsletter – Spring Term
If I haven't already greeted you – Happy New Year to everyone and thank you all for my lovely Christmas presents! I think we're all looking forward to the Spring term; not only in school terms where we seem to get loads done, but also with the promise of longer, lighter days, which always makes people feel more positive. Here is what I have planned for Owl class:
English
This term, the focus will be on a variety of non-chronological texts which will set out, balance and evaluate different points of view. The children will be taught how to write their own persuasive texts in the form of letters, adverts, leaflets, invitations, notices and public information documents. We will also be studying and comparing a range of poetic forms, eg kennings, haikus, tankas.
Maths
Revision of the four rules will be a priority, using different strategies where appropriate. The children will be constantly asked to apply their mathematical knowledge to solve problems. Other work will concentrate upon shapes, measures, fractions, decimals and percentages. We are happy to welcome back Jacky Allman for this term. This means that along with myself and Hanne Green, we are able to provide very concentrated maths support for the various groups within the cohort.
Science
The study of light and how we see things, changing simple electric circuits and then looking at the impact of diet and exercise on the human body are our main topics this term. The children will need to be able to design and conduct investigations in these areas so make sure your main fuse board is locked! (only joking!)
History
We will finish off our topic on crime and punishment through the ages. Exploring the reasons why such legends as Robin Hood and Dick Turpin were turned into heroes will be part of our studies. We shall end the topic with how the police force came about and then (hopefully) inviting a local magistrate in to talk about young people and the law.
Geography
As a little extra study, Owl class will be looking at Japan, its culture, people and traditions. We continue to discuss and locate world events. The children seem to be developing an interest in current affairs and handle the most sensitive issues in a mature way. Please assist your child in their exploring of the news – Remember the quotation "Knowledge is power" (Francis Bacon).
PE
There is a variety of competitions and tournaments the children will be able to participate in this term. Year 6 pupils also thoroughly enjoy Tom's early morning Mind Game sessions (which are free) each Monday at 7.45am.
SATs hour
Every Monday afternoon, the class will be looking at old SATs papers and questions in an endeavour to show them how to approach these tests; not so much hothousing, but rather tactics which should be employed to get the most out of test situations.
Thank you for your continued support and co-operation.
Cathy Newland | 1,132 | 597 | {
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The Rite of Christian Initiation of Adults (commonly known as the RCIA) is the normal way in which adults become fully active, participating members of the Catholic Church. It is a community journey and a personal journey. It involves the whole parish in prayer, in hospitality as new members are welcomed, and in specific ministry as team members, sponsors and catechists. The RCIA helps adults grow in their relationship with God, grow in their understanding of Catholic teachings and practices, get acquainted with people in the parish and get involved in service with the parish or the wider community.
The RCIA is for three groups of people:
1. Those who are not baptized.
2. Those who were baptized into another Christian denomination and wish to enter into full communion with the Catholic Church.
3. Baptized Catholics who were never formed in the Catholic faith and have not completed their initiation; that is, who have received neither of the sacraments of Confirmation and Eucharist.
The RCIA consists of four periods of formation which are marked by rituals that celebrate what has been completed and call a person into the next phase. There is no specific length of time for each period. The RCIA is a journey that "takes as long as it takes," according to each individual.
Many who want to join the Catholic Church have already been baptized in another Christian Church. They will not be rebaptized, but will follow the steps adapted to the particular needs of Christians from another faith.
First Step: Period of Inquiry (Evangelization)
How one comes to consider joining the Catholic Church is unique to each individual. Years of marriage to a Catholic, conversations with a Catholic friend, or even something written or viewed in the media can move an adult toward membership in the Catholic Church. At some point, the person may contact a Catholic parish and begin to meet with other adults who are also inquiring about the Catholic faith. These adults, with members of the RCIA team, will take time to tell their own stories and connect them with the faith stories found in scripture.
Second Step: Period of Teaching (Catechumenate)
Some of the Inquirers become firm in their desire for initiation and decide that they would like to begin more formal study of the teachings and practices of the Catholic Church. They enter into the next step through a special ceremony called the Rite of Acceptance into the Order of Catechumens, where the Church symbolically claims these men and women for Christ by signing them with the cross.
Third Step: Rite of Election and Period of Purification and Enlightenment
The period of the Catechumenate ends when the catechumens discern, with the help of their sponsors and RCIA team, that God is calling them to receive the sacraments of initiation (Baptism, Confirmation and first Eucharist) at the Easter Vigil. Before they can be initiated they must be officially called to the sacraments by the bishop or someone designated by him. This Rite of Election, which marks the end of the normal study of the teachings and practices of the Church, is celebrated on the first Sunday of Lent in the cathedral. The catechumens are now called the elect. The weeks of Lent are a time of intense prayer as the elect prepare themselves to celebrate the resurrection at Easter and to receive the sacraments of initiation.
Fourth Step: Initiation and Mystagogia
A period of 50 days from Easter to Pentecost completes the initiation process. It is a time of the newly received to find a place in the community.
For more information, please contact Mary Malley at the parish office (609-882-6491 x165) | 1,487 | 763 | {
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Juice and a healthy diet
Truth about juice:
The health and nutrition benefits of eating daily serves of fruit and vegetables are widely accepted and scientifically proven.
Less known are the health benefits that come from consuming 100%, unsweetened fruit juice as part of a healthy, balanced diet and lifestyle.
100% unsweetened juice:
Fruit Juice Australia (FJA) defines 100%, unsweetened fruit juice as beverages composed exclusively of liquids extracted from one or more fruits with no added sugars or artificial sweeteners.
It is these fruit juices that bring the goodness of essential vitamins and minerals that are great for the body and your overall health and wellbeing. They also provide carbohydrates, natural sugars called 'fructose' (or fruit-sugar), and may also provide some fibre.
100% juice maintains many of the key nutrients found naturally in whole fruit and so can also contribute to your daily recommended serves of fruit.
While juice has less fibre than whole fruit, it still contains vitamin C, beta carotene (which converts to vitamin A in the body), folate, potassium, plus antioxidants such as anthocyanin, catechin and phenols.
Children and juice:
The 2007 Australian National Children's Nutrition and Physical Activity Survey found that fruit juice is a substantial part of the total fruit intake for many children and a major contributor to total nutrient intake. Without it, many kids wouldn't get regular fruit serves.
Only 1% of 14-16 year olds consumed the recommended amounts of fruit. When juice was included as a 'fruit serve', this increased to 24% 1 .
Find us on Facebook:
http://www.facebook.com/pages/ Get-the-Juice-with-Fruit-JuiceAustralia/418308024867275
Did you know?
Fruit juice contains antioxidants which are associated with range of health benefits including reducing the risk of certain cancers as well as cardiovascular disease 2 .
Citrus juices may protect against common chronic diseases such as cancer, degenerative eye and cognitive conditions 3 .
Daily Fruit Serves
* A small glass (125ml) of 100%, unsweetened fruit juice can count as a daily fruit serve.
* Nearly 50% of Australians do not eat the recommended two serves of fruit a day 5 .
Nutritionist & Health Scientist Kristen Beck
It's important to eat fresh whole fruit, which offers the most fibre. But it's also okay to have a glass of 100% juice, with all its health nutrients, particularly if you want something other than water or you're struggling to get 2 serves of fruit into your day.
It's all about helping you make healthy choices for your family.
Juice is great for fussy eaters and active kids.
Daily fruit servings needed:
Recommended fruit serves per day by age group:
4-7 years - 1 serve 8-11 years - 2-3 serves 12-18 years - 2-3 serves Adults - 2 serves
One serve of juice can count towards your daily fruit intake.
Drinking a glass of orange juice, rich in vitamin C, your breakfast cereal can help boost the amount of iron your body absorbs from the cereal 4 .
This brochure is designed as a general guide only. For specific health information seek assistance from a suitably qualified health practitioner. August 2012
1
Landon, S., (2011) Fruit juice in the diet of Australian children, Food Australia;
2
Johnson IT (2007), Phytochemicals and cancer. Proc Nutr Soc.66:207-
215;
3
Baghurst, K., (2003) CSIRO Health Sciences and Nutrition, The Health Benefits of Citrus Fruits;
Nutrition Survey in Australia.
4
NHMRC 2003;
5
Source: ABS 1995, National | 1,625 | 779 | {
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Disaster News
Oct. 15, 2004 DR-1555/1557-PA-PR033
Media Contacts
FEMA: 717-526-7013
PEMA: 717-526-7166
SBA: 800-659-2955 ext. 202
CLEAN FLOOD-DAMAGED HOMES TO PREVENT MOLD
HARRISBURG – Disaster recovery and health officials continue to warn that victims of flooding caused by September tropical storms should clean and thoroughly dry any areas of homes that have gotten wet from floodwaters.
Here are some frequently asked questions about mold and cleanup tips to avoid serious health problems:
MOLD—WHAT IS IT?
Molds are simple microscopic organisms found virtually everywhere, indoors and outdoors. When molds are present in large quantities, they can cause allergic symptoms similar to those caused by plant pollen.
SHOULD I BE CONCERNED ABOUT MOLD IN MY HOME?
Absolutely, especially if the contamination is extensive. When a large number of airborne mold spores are present, they can cause allergic reactions, asthma episodes, infections and other respiratory problems.
WHO IS AT GREATEST RISK WHEN EXPOSED TO MOLD?
The following appear to be at higher risk for adverse health affects from molds and should consult a physician if they are experiencing any health problems:
- Elderly
- Infants
-
Individuals with compromised immune systems (HIV, liver disease, in chemotherapy, etc.)
- People with existing respiratory conditions such as allergies, multiple chemical sensitivity and asthma.
- Pregnant women
WHAT CAN I SAVE? WHAT SHOULD I THROW AWAY?
Porous materials can trap molds. Items such as paper, rags, wallboard and rotten wood should be thrown out. Harder materials like glass, plastic and metal can be kept—after they are cleaned and disinfected.
REMOVING MOLDY MATERIALS
- Remove porous materials (examples: ceiling tiles, Sheetrock, carpeting, and wood products.)
- Wear a filter mask and gloves to avoid contact with the mold.
- Carpeting can be a difficult problem—drying does not remove the dead spores. If there is heavy mold, disposal of the carpet should be considered.
- Allow areas to dry two to three days before replacing damaged materials.
- If Sheetrock is flooded, remove all Sheetrock to at least 12 inches above the high water mark.
GENERAL MOLD CLEAN-UP PROCEDURES
- Clean, disinfect and dry the moldy area.
- Identify and correct the moisture source. Remove all water and fix any leaks before cleaning.
- Bag and dispose of any material that has moldy residue, such as rags, paper, leaves or debris.
- Use non-ammonia soap or detergent, or a commercial cleaner in hot water. Scrub the entire area affected by the mold.
- Wear protective gloves and a filter mask
- Use a stiff brush or cleaning pad.
- Rinse with clean water.
DISINFECT SURFACES
- After thorough cleaning and rinsing, disinfect the area with a solution of 10 percent household bleach (1-1/4 cup bleach per gallon of water)
- Wear a filter mask and protective gloves when using disinfectants.
- NEVER mix bleach with ammonia—the fumes are toxic.
- Let disinfected areas dry naturally overnight to kill all of the mold.
Be aware that exposure to mold can occur during cleanup. To minimize exposure, consider using a breathing mask or respirator, wear rubber gloves and take breaks in a well-ventilated area.
On March 1, 2003, FEMA became part of the U.S. Department of Homeland Security. FEMA's continuing mission within the new department is to lead the effort to prepare the nation for all hazards and effectively manage federal response and recovery efforts following any national incident. FEMA also initiates proactive mitigation activities, trains first responders, and manages the National Flood Insurance Program and the U.S. Fire Administration.
###
More disaster information is available on the Internet at www.fema.gov or www.pema.state.pa.us, and SBA information at www.sba.gov. Disaster recovery assistance is available without regard to race, color, sex, religion, national origin, age, disability or economic status. Anyone who believes he or she has been discriminated against should contact the federal or state coordinating officer. | 1,983 | 905 | {
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APRD Kindergarten Basketball – Week 2
Review Ground Rules (stopping on the whistle, no dribbling while coach is talking, etc)
Stretching
Ball Handling
- One handed dribbling, switch hands, low dribble, high dribble, pass ball around waist, legs, head (go for accuracy, then speed)
- Introduce "TRIPLE THREAT POSITION" - both hands on ball, squeezing slightly, wide elbows, wide feet, knees bent, protecting the ball. "Triple threat" because we can dribble, pass or shoot from this position.
- Talk about how this work will make us better dribblers, and how they can work on this with MINIMAL space at home!
Week 2 Skill Focus - MOVING while Dribbling
In basketball, when we move from one spot to another, we must dribble the ball, which means we have to be able to look where we are going and keep bouncing the ball on the floor. This will be difficult for some kids to do, but let them know it's okay to struggle with this! They will get better this season.
GAME - Shark Tank
- Set up 3 "Islands" using ½ the court and cones or other simple marker. What is not an island is the Shark Tank. Coach and / or parent volunteers are sharks.
- Kids must "swim" around the tank while dribbling their ball. When the coach yells out "SHARK" kids must dribble quickly to an island, and then get into the stop / triple threat position. No carrying the ball to the island… must dribble.
- When it is safe, kids can leave the island. Come up with some creative ways to get the sharks to go away... pass the ball around your head 3 times, dribble 5 times with left hand and right hand, pass 3 times with mom or dad, etc.
Week 2 Skill Focus – Shooting
Review of Form... straight line from hand to elbow, directly under the ball, pushing the ball up, by dropping it to our chest first... as we get stronger, we won't need to push so hard. Practice pushing ball into the air, try to land it in the "Pelican's Mouth".
GAME - "Around the World" - Set Shots
- Everyone Starts with a ball.
- Working on proper form. There will be 3 spots in front of the hoop, to the right, in front, and to the left, marked by cones (or something similar). Place 2-3 kids at each spot. Each kid shoots the ball from each spot. Coaches will assist with rebounding to prevent kids getting hit under the hoop. After each attempt, child rotates to the next spot ("Around the World" style). Going through the line once or twice.
- Once they get used to different shot locations, you can try different shot distances. This will help them start developing shooting touch, and learn that a longer shot requires more push (and more involvement of the legs).
- If they seem ready, you can create little competitions… split the team into two, and see which team can make more total makes after all kids have attempted their shots.
REVIEW FOR GAME | 1,103 | 672 | {
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Journeys of St.Paul
Antioch on Orontes, Ephesus, and Corinth, cities second in wealth and importance in the Roman Empire only to Alexandria in Egypt and to Rome, are inseparably linked with the early history of Christianity. According to the information supplied by Acts it was in Antioch that the word 'Christians' was first used to refer to the adherents to the new religion.Yet it was not only in these great cities that Christianity found adherents, for it gathered them also in far distant towns and communities of Anatolia, Macedonia and Greece. From the Levant through the uplands of the Taurus and to the well settled valleys of western Anatolia, cities to the other side of the Aegean, to all these places, on foot or riding or by slow moving ships, St. Paul, the tireless apostle, carried the Gospel.At each place he gathered into fellowships of churches men and women, Jews and Gentiles, rich and poor, who had accepted the message and he nurtured the faithful, both by his presence and his letters. Although born as a movement within Judaism, it was in Anatolia and the immediate lands on the other side of the Aegean that the Gospel first took root, largely as a result of St. Paul's missionary work in about the middle of the first century. It was in these countries that Christianity developed away from its origins in Palestine to become a religion of the Greco-Roman world, and ultimately of the present.St. Paul's journeys through Anatolia, Macedonia and Greece are recorded in the second and longer part of the Ads of the Apostles, written in Greek by the evangelist Luke, author of the Third Gospel perhaps a few decades after the martyrdom of St. Paul. A sequel to his Gospel, Acts continues Luke's history of Christian origins and tells us the story of the early church and how it spread from Jews to Gentiles, largely through the efforts of St. Paul. In regard to the subject matter of this book the absolute chronology of these journeys and their length are circumstantial.The works of various Greek, Roman and Jewish authors and other contemporary sources, as well as discoveries in archaeology, help to shed light on this period and on the world in which St. Paul traveled. St. Paul's journeys fall into the history of the Greco-Roman world when the spark of the Hellenistic period had come to an end. The Roman overtake of Macedonia, Greece, Anatolia and the eastern Mediterranean was followed by the economic collapse of these countries because of the exploitation of Roman tax farmers (Mt 11.19 and others) and the harshness of Roman laws of debt. In these countries the first century BCE is marked by other disasters brought by the Mithradatic wars, the feud between Pompey and Julius Caesar, the wars between the latter's murderers Brutus and Cassius and his avengers Octavian (later Augustus) and Mark Antony, and finally between the avengers themselves.Big earthquakes may be added to these conflicts. Still, beginning with Julius Caesar the economic conditions of the Roman provinces saw a relative rehabilitation which was best reflected in the architecture of big cities. Thus St. Paul could see what had been left from the Hellenistic age and what was built at the time of the early Roman rulers: Caesar, Augustus, Tiberius, Claudius and Nero, and by Herod the Great in the East.St. Paul's letters do not give any hint about the routes that he followed during his journeys. Apart from Acts 17.1 where two stations on the Via Egnatia, and 28: 15 two more on the Via Appia are mentioned we are not informed about the roads the apostle traveled. At some sites that St. Paul should have visited there has been little or no excavation, and in towns and cities that have been continuously inhabited there is sometimes virtually nothing to be seen, as the remains of earlier ages have either disappeared or lie beneath the existing structures.Nevertheless, in one form or another, be it a stretch of Roman road and a milestone, or the remains of a synagogue, a bridge still in use after some two millennia, or a dedication to Artemis or Hermes, such evidence can help us to understand something of the Greco-Roman world in which St. Paul traveled and make so-called educated guesses about St. Paul's routes.Ultimately Anatolia, Macedonia and Greece became the most Christianized region in the Roman Empire and it was at the middle point of these countries, on the Bosphorus, at Byzantium that the victory of St. Paul's missions was officially acknowledged by Constantine the Great, who would found his new and Christian capital as New Rome and dedicate it in 330.
Journeys of St. Paul
About St. PaulTraveling in St. Paul’s Time City of St. PaulAntioch on the OrontesSeleucia PieriaFirst JourneyMinistry in Antioch - Orontes Second JourneyThird JourneyArrest and ImprisonmentJourney to RomeStory of Paul and TheclaSt. Paul's Letters | 1,981 | 1,056 | {
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6
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9
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14
15
16
17
SECTION-13: Symmetry-Math (SM) Notation for Numbers Raised to Powers
In Broken-Symmetry (BS) math the (-) dash sign used as a superscript does not mean to subtract.
This is another poor use of a symbol. This (-) dash sign when used as a superscript means to divide the number into one.
0.001 = 1<3 = 10<4 =100<5
1
10
1
X
x
NEVER 10
-x
BS Math's Illogical and Incorrect Numbers Raised to Powers: 18
19
21
BS math: In BS math, only a positive number can have an 22
answer if "n" is an even number (2,4,6, etc.) 23
6 4 2 ...... ...... D D D (solutions) 24
25
All negative numbers have no solutions. 26
6 4 2 ...... ...... D D D (no solutions) 27
28
SM: In SM, just add a direction and any number gives the correct 29
answer. 30
31
( ) n C D 32
33
n = 2 ; D = 16 16( ) 4( ) C 34
35
37
BS Math: In BS math, the following equation has no solutions 38
because any value of "X", negative or positive is a positive 39
number. 40
41
X
X
X
X
42
43
1
44
1
45
46
1
47
0
1
2
2
2
X
48
49
1
2
0
52
53
54
55
56
57
58
59
60
61
62
63
64
65
has no solutions because of the + sign.
can be solved.
66
67
68
69
70
71
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
88
89
90
91
92
93
94
95
96
97
98
99
100
101
102
103
104
105
106
107
108
109
110
111
112
SM:
Because there are NO positives or negatives, these are simple equations.
BS Math:
A negative number has no square root answer in BS math.
Had to invent imaginary numbers: i 2 =-1
SM: There are no negatives. There are just directions in space. These equations are easily solved without the use of imaginary numbers with SM.
113
114
115
116
117
118
119
120
121
122
123
124
125
126
Pythagoras theorem:
2
2
2
R
X
Y
In BS math, Pythagoras' theorem provides only the magnitude.
In BS math, Pythagoras' theorem can never have a negative answer or an answer showing a negative direction in space.
For positive direction, the equation provides correct answers.
For the negative direction, we know the answer is (-5), we insert (-5) for the (a) to check the answer. BS math cannot provide a negative answer. The (–5) second equation is not true. (-5) does not equal (+5).
With SM, Pythagoras' theorem provides magnitude and direction.
(
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2
2
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PE Days
Wednesday and Friday
Reading books
Reading books will be changed every Monday and Thursday. Please read with your child every day at home and write in their home school diaries that they have read with you. If your child has read at home 4 times then they will receive 'Regular Reader' Dojo points.
Homework
Home work is set on a Wednesday and due in the following Tuesday. Homework will be set and submitted on Microsoft Teams. If you have any questions about this then please do not hesitate to ask.
How to help your child at home
- Practise writing simple words or sentences, encouraging children to form letters correctly.
- Recap counting, recognising and ordering numbers to 20.
- Practise 1 more and 1 less than a number to 10 and adding and taking away single digit numbers.
- Practise naming and describing 2D shapes.
- Encourage your child's independence at home, especially when dressing and fastening coats and shoes.
- Read daily and record it in your child's diary.
Thank you so much for your continued support at home. If you have any questions please do not hesitate to ask.
Brooksward School
Curriculum Information
Spring Term 2023
Foundation
Butterflies class
This leaflet is to provide you with some information about what the children will be learning this term within each area of the Early Years Foundation Curriculum.
If you need further details about anything in this leaflet then please contact your child's teacher who will be more than happy to help.
We look forward to working with you during the year so that your child can enjoy school life and achieve as much as they possibly can.
The Foundation Team
Topics
Spring term 1: People Who Help Us
Spring term 2: Growing
Reading and Writing
This half term we will be consolidating our sound knowledge of Set 1 and 2 sounds from 'Read Write Inc.' to help the children to blend and segment simple words. We will begin to form simple sentenc-
es within our literacy lessons. Through our topics we will be learning about non-fiction texts and using books to find facts. We will also read a variety of fiction stories based on life cycles and different occupations. We will be putting a focus on new vocabulary and using this language within our independent learning.
Maths
The children will build on their knowledge of numbers and become confident recognising, ordering and writing them accurately. We will learning about number representation and composition for numbers to 10. We will also be learning how to add and subtract two single digit numbers. We will recap our learning
about shapes and will build on our knowledge of measures, by investigating weight, length and capacity.
Communication and Language
We will learn to retell familiar stories and develop our own narratives in our play. We will also become more confident with responding to 'how' and 'why' questions and speaking clearly and confidently.
Understanding of the world
During our 'People who help us' topic we will be learning about a range of occupations and the role they play in our community. During our topic 'Growing' we will be observing the changes to plants we have grown, learn about what plants need to grow and how we need to care for living things. We will also watch our very own caterpillars transform into butterflies. We will also learn about Lunar New Year as well as read the Easter story and talk about how these are both celebrated.
Personal Social and Emotional
We will be learning more about how to resolve conflicts between our friends and the concept of compromise as well as staying safe, through our learning character, Marie.
Expressive Arts and Design
We will be constructing junk model emergency vehicles and learning to
join pieces together. The children will also get the opportunity to act out a range of occupations in our role play areas. We will also use a variety of materials, colours, forms and textures to create pieces of art linked to our topics such as watercolour paintings of flowers, symmetrical butterfly printing and transient art using natural materials.
P.E
The children have PE twice a week which is taught by Coach Dave or Coach Culley. They will be taught a range of skills through multiskills and also dance. Please ensure that the children have the correct PE kit in school all week in case of any extra activities they complete.
PE kits should include: Plain white t-shirt, black PE shorts, black plimsolls for indoor PE and trainers for outdoor.
Warm outdoor PE kit should be brought in during colder weather: sweatshirt, tracksuit and trainers. | 1,780 | 932 | {
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Team Toss Review Questions and Teacher Guide
GAME INSTRUCTIONS
* Print onto cardstock and cut out one set of 12 Answer Cards.
* Tape the Answer Cards to the floor.
* Divide the class into 2–3 teams.
* Tape a line on the floor at a challenging distance from the answers on the floor.
* As you read the questions from this Teacher Guide, a student on each team will answer the question to earn one point.
* Then allow each team to toss the beanbag to the correct answer on the floor. The team that gets the beanbag closest to the correct answer will earn another point.
REVIEW QUESTIONS
1. What is the memory verse we have been working on? John 14:6.
2. What does Jesus say about Himself in John 14:6. I am the way, the truth, and the life.
3. What do disciples of Christ deny? Themselves.
4. Who does a disciple of Christ put before anything in his life? Jesus.
5. What did Jesus say His followers must take up? A cross.
6. Jesus said we must lose our life. What life was He talking about? Physical life on earth.
7. Jesus said if we lose our life, we will find it. What life will we find? Eternal life in heaven.
8. What is the greatest commandment according to Jesus? Love the Lord your God with ALL your heart, mind, and soul.
His own soul.
9. If a person lives to gain the world and the things of the world, what might he lose?
10. What are people who follow Jesus and put Him first in their lives called? Disciples.
11. Who should we put before Jesus in our life? No one.
12. Why should we love Jesus more than the things this world has to offer, including money and people? Jesus is the Savior and offers eternal life.
John 14:6
I am the way, the truth, and the life.
ANSWER CARDS: Print, preferably onto cardstock, and cut out one set of 12 cards. Tape the Answer Cards to the floor. See the Team Toss Review Questions and Teacher Guide for complete instructions.
Themselves.
Jesus.
ANSWER CARDS: Print, preferably onto cardstock, and cut out one set of 12 cards. Tape the Answer Cards to the floor. See the Team Toss Review Questions and Teacher Guide for complete instructions.
A cross.
Physical life on earth.
ANSWER CARDS: Print, preferably onto cardstock, and cut out one set of 12 cards. Tape the Answer Cards to the floor. See the Team Toss Review Questions and Teacher Guide for complete instructions.
Eternal life in heaven.
Love the Lord your God with ALL your heart, mind, and soul.
ANSWER CARDS: Print, preferably onto cardstock, and cut out one set of 12 cards. Tape the Answer Cards to the floor. See the Team Toss Review Questions and Teacher Guide for complete instructions.
His own soul.
Disciples.
ANSWER CARDS: Print, preferably onto cardstock, and cut out one set of 12 cards. Tape the Answer Cards to the floor. See the Team Toss Review Questions and Teacher Guide for complete instructions.
No one.
Jesus is the Savior and offers eternal life.
ANSWER CARDS: Print, preferably onto cardstock, and cut out one set of 12 cards. Tape the Answer Cards to the floor. See the Team Toss Review Questions and Teacher Guide for complete instructions. | 1,351 | 727 | {
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Siberia Heat 'Almost Impossible' Without Climate Change
By Patrick Galey for AFP
July 16, 2020
Temperatures in Siberia were more than 5 degrees Celsius hotter than average between January and June. Stanislav Krasilnikov / TASS
A recent heatwave in Siberia that saw temperature records tumble as the region sweltered in 38-degrees-Celsius highs was "almost impossible" without the influence of manmade climate change, leading scientists said Wednesday.
An international team of researchers found that the record-breaking warm period was more than 2 C hotter than it would have been if humans had not warmed the planet through decades of greenhouse gas emissions.
Related article: Siberia Swelters in the Age of Climate Change
The five hottest years in history have occurred in the last five years and there's a better-than- even chance that 2020 will be the hottest ever recorded.
Earth's poles are warming faster than the rest of the planet, and temperatures in Siberia — home to much of the world's carbon-rich permafrost — were more than 5 C hotter than average between January and June.
One town, Verkhoyansk, recorded a temperature of 38 C — smashing previous records.
Andrew Ciavarella, senior detection and attribution scientist at Britain's Met Office, described the findings as "staggering."
"This is further evidence of the extreme temperatures we can expect to see more frequently around the world in a warming climate," he said.
The impact of climate change on extreme weather events such as super storms and droughts is now well-established, but until fairly recently scientists have been unable to definitively link an individual event to global warming.
As part of a growing area of climate research known as attribution science, the team ran computer simulations of temperatures with the climate as it is today — around 1 C hotter than the pre-Industrial era baseline.
They then compared this to a model generating temperatures over Siberia this year without human influence — that is, without the additional manmade 1 C.
They found that the prolonged heat would happen less than once every 80,000 years without human induced climate change.
This makes the heatwave "almost impossible in a climate that had not been warmed by greenhouse gas emissions," the team said, adding that carbon pollution had made the extreme event at least 600 times more likely to occur.
'Important for everyone'
The team behind the calculations stressed that the Siberian heatwave was a problem for the entire globe.
Some 1.15 million hectares of forest going up in flames released millions of tons of CO2 into the atmosphere. At the same time, the wildfires and sustained heatwaves accelerated the region's permafrost melt.
Related article: Nearly 300 Wildfires in Siberia Amid Record Warm Weather
This caused an oil tank built on frozen soil to collapse in May, leading to one of the region's worst-ever oil spills.
"Such a prolonged heat wave is important, not only for its influence on people, but also from a scientific point of view," said Olga Zolina, from Russia's P.P. Shirshov Institute of Oceanography.
"The Arctic is very, very important generally for forming of weather and circulation. So such high temperatures are really important for the whole globe."
While the research was compiled rapidly and has not yet been subjected to peer-review, authors said it produced "among the strongest results of any attribution study conducted to date."
'No chance'
The 2015 Paris climate deal commits nations to capping temperature rises to "well-below" 2 C (3.6 degrees Farenheit) above pre-industrial levels and to strive for a 1.5 C limit if at all possible.
With just 1 C of warming so far, Earth is already buffeted by record-breaking droughts, wild fires and super storms made more potent by rising sea levels.
To keep in line with the 1.5 C target, the United Nations says global emissions must fall by 7.6% every year this decade.
Sonia Seneviratne, from ETH Zurich's Department of Environmental Systems Science, said the research showed the heatwave was an example of "extreme events which would have almost no chance of happening" without manmade emissions.
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GROUP FITNESS CLASS DESCRIPTIONS
All Classes open to ages 12 years and older. Children 12-13 years must have adult in class with them.
Circuit Training - An efficient and challenging form of conditioning which develops strength, endurance, flexibility, and coordination utilizing a variety of exercises and workout stations
Pilates - A system of exercises designed to improve physical strength, flexibility, and posture, and enhance mental awareness.
Seated Aerobics - Nonimpact aerobics. Work up a sweat while seated and working all body parts. All ages are welcome! Great for post rehab patients.
Sculpting - A workout challenging your major muscle groups by using the weight-room exercises.
A 45-50 minute energized indoor bicycling workout. Instructors guide participants through workout phases like warm-up, steady uptempo cadences, sprints, climbs, cool-downs, etc. You can wear tennis shoes or Shimano-style SPD cleats. Bring a towel and water
SPIN bottle. Bikes are 1st come/1st serve until further notice.
SPIN & Sculpt
- 35 minutes of energized indoor bicycling workout. Including warm-up, steady up-tempo cadences, sprints, climbs, cool-downs, etc.
Then transition into a 25 minute Sculpting Class that will challenge major muscle groups by using weight-room exercises.
YOGA - Yin – is a slow-paced style of yoga as exercise with asanas (postures) that are held for longer periods of time
Slow Flow – allows beginners to create their own synchronized flow, while learning poses and how to move, breathe and stretch between poses
Hatha – creates balance between body and mind through breathing, postures and meditation
Restorative - is a practice that is all about slowing down and opening your body through passive stretching
Chair – modified yoga poses done while seated or supported by a chair. Suitable for anyone, but especially for those mobility issues.
Zumba - The program fuses hypnotic Latin rhythms and easy-to-follow moves. The routines feature fast, and slow rhythms and resistance training are combined to tone and sculpt your body while burning fat.
AQUATIC FITNESS CLASS DESCRIPTIONS
A.B.C. - (Aquatic Body Conditioning) - Expect 25 minutes of cardio, plus toning with the aqua barbells, and stretching. Abdominals and arms are primary focus of toning. (Level 3 Intensity)
Aqua Therapy - Restore range of motion, build muscles to support shoulder, hip, ankle joints and core. (Level 1 Intensity)
Aqua Yoga - Combined Yoga movements on a floating Aqua Mat. Focusing on improving strength, balance, and coordination. (Level 2 Intensity)
Bootcamp Cajun Style & Everything Noodles- Expect 35-45 minutes of high intensity cardiovascular workout. Abdominals and toning are included. Using a variety of Aqua equipment. (Level 4 Intensity)
Deep Water Fitness - A great opportunity for people with different levels of fitness to exercise as your body becomes weightless in the deep pool creating no pressure on your joints and less stress to the muscles and bones. The compression of the deep water plus exercises improves circulation and keeps blood pressure and heart rate low, as well as benefitting the lungs, abs, joints and muscles. (Level 3 Intensity)
Hydro Power - Expect 30-40 minutes of medium/high intensity. Some hopping, jumping during cardio workout. Abdominals and toning are included in all Aquatic Fitness Classes. (Level 4 Intensity)
Silver Aquacise - Medium intensity workouts in Teaching Pool. Open to all ages. Beginners are encouraged to attend this class. (Level 2 Intensity) | 1,668 | 767 | {
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Free, printable resource from San Diego Voice and Accent email@example.com
The Three American T Sounds
The T sound has three pronunciation variations depending on the context. However, most IPA dictionaries don't differentiate between the three T sounds! You will most likely always see the /t/ symbol used in the IPA transcription, but that's not always correct.
T Pronunciation #1: True T or Released T /t/
This T sound is probably the one that you learned to pronounce. It is made by touching the tongue tip to the roof of the mouth, just behind the front teeth (the bumpy ridge called the alveolar ridge). Air builds behind the tongue, and then a puff of air is released as the tongue comes down.
You use this T sound at the beginning of a word or syllable or within a t-cluster (two or more consonants that are together), like in t ie , a t omic , and ins t i t ution .
T Pronunciation #2: Flap /ɾ/
The flap is one of the sounds that makes American English different from other versions of English, and Americans use the flap frequently. It will improve your American accent greatly to learn about the flap!
The flap is similar to a light D sound. You make a flap by lightly "flapping" the tongue tip to the roof of the mouth, just behind the front teeth (the bumpy ridge called the alveolar ridge). The flap is very quick - if you put too much time into the flap, then you will make an actual D sound. One important note: The flap is the same as the R sound in other languages, like in Spanish, in which a speaker will use a flap in the word caro /kaɾo/ (meaning expensive ).
The flap is used in words like wa t er , to t al , and la dd er . We can also use the flap between words in a sentence, like in I hi t it . The flap can be used for both the /t/ and /d/ sounds. Note: Cambridge Dictionary uses this symbol /t̬ / for the flap.
Luckily, there are rules for when we use the flap /ɾ/:
Rule #1: When /t/ or /d/ occur between vowels and in an unstressed syllable, they become the alveolar flap
Free, printable resource from San Diego Voice and Accent firstname.lastname@example.org
- Example : I t aly /ˈɪɾəli/, uses a flap vs. I t alian /ɪˈtæǀjɪn/, uses a released T
Rule #2: Initial T and final T are never flaps at the single word level…but in a sentence, they can be flaps (speaker's choice), especially if the T comes between two vowel sounds
- Example: Pu t it down! That first T is a flap because the T comes between the /ʊ/ in put and /ɪ/ in it .
Rule #3: When T or D occur after the letter "r" and before a vowel, they become the flap
- Example: dir t y , har d y , par t y all have the flap
T Pronunciation #3: Glottal Stop /ʔ/
The glottal stop /ʔ/ (also known as glottal T) is made at the level of the vocal cords. Say the words "uh oh" - you should feel that the stop portion of these words is made within the throat. That feeling is coming from your vocal cords, closing together to stop the airflow.
.
The glottal stop is used in words like ro tt en , co tt on , and a t mosphere
There are a couple of rules that dictate when we may use a glottal stop:
Rule #1: The T in the middle of a word becomes a glottal stop /ʔ/ when it comes before a final syllable ending with N
- Example: ro tt en , sa t in , forgo tt en
Rule #2: At the sentence level, we may use a glottal stop when a word ends in T, and especially when the next word begins with a stop consonant (but it can happen in other contexts).
- Example: Put i t down! The T in it is a glottal stop. Notice how the next word down begins with a stop consonant.
- Example: My ca t took a ca t nap . Both the T in cat and the T in catnap are glottal stops, but notice how the T in catnap is followed by an N sound.
Free, printable resource from San Diego Voice and Accent email@example.com
Practice Words:
True T or Released T
Flap /ɾ/
Glottal Stop /ʔ/
Thanks for reading! Make sure you watch the videos that go along with this resource (The Top 5 Problematic Sounds In American English: The "T" Sound and The American T in Sentences ) and contact me if you have any questions! Happy studying!
Julie
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Old Testament Basics
Prophetic Books
Listening Guide
Introduction
[1] What two categories of prophets are introduced in this paragraph?
The Beginning of the Prophetic Office
[2] In what passage did God institute the prophetic office?
[3] Who was the first prophet?
[4] What four things does this passage tell us about the prophetic ministry?
The Prophets' Time and Place
[5] Why are there two ways of counting the prophetic books?
[6] What must we know about a prophet if we want to make sense of his writing?
[7] Where did the theme of the prophets' messages come from?
Six Groups of Prophets
|
OT128
[8] In what six groups do we place the writing prophets?
[9] What two things must we know about each prophet?
The Prophets' Dual Ministry
[10] What are the two foci of the prophets' ministry?
[11] Which of the two was primary?
[12] Briefly explain the time orientation of most Old Testament prophetic visions of the future.
A Closer Look at the Prophets
[13] It would help you to summarize this section about the prophets' chronology in writing. You have it in narrative form in the paragraph and as a graphic. But creating your own diagram should help you remember when the prophets lived.
[14] What is the difference between a major and a minor prophet?
[15] Which books are the Major Prophets?
The Prophets' Messages
[16] Where did Amos live, and where did he minister?
OT128 Course Study Guide | © 2016 Our Daily Bread Ministries. All Rights Reserved.
|
Lesson 10
|
[17] What was Amos's profession?
[18] What did God ask Hosea to do to demonstrate how He viewed Israel's idolatry?
[19] Why is Isaiah called the prince of writing prophets?
[20] How did Isaiah's ministry differ from most other writing prophets?
[21] What was Habakkuk's first complaint?
[22] Why did he complain again?
[23] What do we learn about the prophets from Habakkuk's experience?
[24] What was Jeremiah's relationship with Judah's kings like?
[25] What great event in Judah's history caused Jeremiah to weep and to write his lament?
[26] Where did Ezekiel live and minister?
[27] How did his ministry relate to Jeremiah's ministry?
OT128 Course Study Guide | © 2016 Our Daily Bread Ministries. All Rights Reserved.
|
Lesson 10
|
[28] Where did Daniel live when he ministered?
[29] How was Daniel different from the other prophets?
[30] Why do we list Daniel with the prophets?
[31] What was the focus of Haggai's and Zechariah's ministry?
Conclusion
[32] What are some of the ways these prophets were different from each other?
[33] What are some ways there were alike?
[34] When did God institute the prophetic office?
[35] Why is a proper understanding of the time period of a prophetic book essential?
[36] How would you summarize the collective eternal message of the prophets?
OT128 Course Study Guide | © 2016 Our Daily Bread Ministries. All Rights Reserved.
|
Lesson 10
|
Reflection
Record one new fact or insight you discovered in this lesson.
Application
Jesus' final commission to His followers was, "You will be my witnesses" (Acts 1:8). Do you sense your calling as God's prophet for your time and your situation? What are some ways you could minister God's Word to the people around you? In your answer, consider how God asked Hosea, Isaiah, and Ezekiel to "live" His message so people could see it.
OT128 Course Study Guide | © 2016 Our Daily Bread Ministries. All Rights Reserved.
|
Lesson 10
| | 1,642 | 828 | {
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? What can you do? Follow these simple steps to keep everyone healthy and safe. ♦ ♦ If you smoke, quit. Talk to your doctor about free resources and programs in your area. ♦ ♦ Avoid smoking in your house or car or in areas where your family spends a lot of time. ♦ ♦ Don't allow family or visitors to smoke in your home or car. ♦ ♦ Hire only nonsmoking babysitters and care providers.
Replace and repair to reduce smoke residue.
Thirdhand smoke cannot be completely eliminated. In homes where regular smoking has occured, the following may be needed to reduce thirdhand smoke residue:
♦ ♦ Replace carpets ♦ ♦ Replace furniture ♦ ♦ Replace bedding ♦ ♦ Replace countertops ♦ ♦ Replace wallboards/drywall
Free help to quit smoking
1-800-NO-BUTTS
www.nobutts.org
(1-800-662-8887)
https://smokefree.gov
☎ California Smokers' Helpline Smokefree.gov
Sources
1. California Department of Public Health. California Tobacco Control Program. 2017. Thirdhand Smoke.
3. Centers for Disease Control and Prevention. How Does Smoking During Pregnancy Harm My Health and My Baby? Updated 2016. www.cdc.gov/reproductivehealth/ maternalinfanthealth/tobaccousepregnancy/ [Accessed October 2016]
2. Smith, Caitlin O., 'Thirdhand smoke' exposure another threat to children, AAP News, American Academy of Pediatrics. 2009: 30;8
4. U.S. Food and Drug Administration. Secondhand (and Third-Hand) Smoke May Be Making Your Pet Sick. November 2016. www.fda.gov/ForConsumers/ ConsumerUpdates/ucm530220.htm [Accessed May 2017]
© 2017. California Department of Public Health. Funded under grant #16-10064. www.tecc.org 1-800-258-9090
Thirdhand Smoke
Learn how you can protect yourself and your family from this unseen danger.
What is thirdhand smoke?
If you've ever smelled smoke on a smoker's hair or clothes, or smelled smoke in a room where no one is smoking, you've experienced thirdhand smoke. It is a toxic residue that is left on surfaces long after the cigarette smoke is gone. It can also come from hookah and electronic cigarettes.
The dangerous chemicals that are found in tobacco smoke have been shown to remain on all indoor surfaces including counter tops, walls, furniture, toys, and even on our skin and hair. 1
"Cigarettes' lingering after-effects are just as dangerous to children as secondhand smoke." 2
American Academy of Pediatrics
Why is it dangerous?
♦ ♦ Thirdhand smoke contains high levels of nicotine and cancer-causing chemicals. 1
♦ ♦ Some of the chemicals in thirdhand smoke are different from those found in fresh smoke because it changes over time and becomes even more toxic. 1
♦ ♦ Exposure to thirdhand smoke damages genetic material (DNA), and increases the risk for short- and long-term health problems including asthma and cancer. 1
♦ ♦ Common cleaning methods such as vacuuming, wiping surfaces, and airing out rooms do not completely remove thirdhand smoke. 1
♦ ♦ Layers of smoke residue can build up over time on surfaces and in household dust where it can remain for years. 1
Who is most at risk?
Babies & children
♦ ♦ They are closer to most of the contaminated surfaces because they are crawling on rugs and furniture.
♦ ♦ The nicotine and chemicals in thirdhand smoke can be absorbed through the skin or inhaled. 1
♦ ♦ Infants and toddlers can swallow smoke residue when teething or playing with contaminated objects. 1
Pregnant people
♦ ♦ Nicotine is a health danger for pregnant people. It can damage a developing baby's brain and lungs. 3
Your pets
♦ ♦ Pets spend most of their time on the floor or on furniture, where thirdhand smoke settles.
♦ ♦ The smoke also settles on animal fur (or feathers). When pets groom themselves they can ingest the toxic chemicals from the smoke. 4
You can protect yourself, your family, and your pets by keeping your home and car tobacco free. | 1,754 | 926 | {
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Weed: fireweed. Note the difference in fireweed numbers between the densely grassed road verge in the foreground and the grazed paddock over the fence.
Jackie Miles/Max Campbell
Molonglo Catchment Group Weed Fact Sheet
FIREWEED
(Senecio madagascariensis)
Why is fireweed a weed?
Highly invasive in grazed pasture where there is bare soil present for seedlings to become established •
Invades native grassland, woodland, forest and road verges •
Toxic to stock, causing progressive liver damage (the plant becomes more toxic when flowering and seeding) •
Not readily grazed (except by sheep and goats which tolerate toxins better than other stock) •
Each plant can produce thousands of seeds that are light enough to be carried great distances on the wind, accelerating its spread, and density in pasture can become very high, greatly reducing carrying capacity •
It is beginning to invade the Southern Tablelands from the south coast where it is well established in pockets and is continually expanding its range, south from the Sydney and Illawarra areas and north from Bega Valley •
Frost tolerant and can grow through the winter •
Description
Plant: low branching annual herb
Leaves: 2-6 cm long, occasionally 8-10 cm on older, vigorous plants. Bright green, thin, slightly fleshy, toothed or smoothedged, hairless, alternate on stem
Seeds: very fine, 'dandelion' style seed heads. Usually seeds during spring
Flowers: 13-petalled yellow daisy flowers held on slender stems in branched terminal open clusters from April to September. Before opening, the flowers are enclosed by a single row of green bracts (a ring or crowd of modified leaves, usually smaller than a true leaf) which have a darkened tip (see photo below). The bracts are easiest to count just before the flower opens out to reveal the 'petals', when the bract tips are all clustered at the top of the 'bud', or after the seed has been shed when the bracts remain behind. Typically fireweed has about 21 bracts, which helps to distinguish this species from similar native daisies in the genus Senecio.
Dispersal via
Seeds carried on wind •
Possibly moved around in soil and on vehicles •
In fodder and with movement of livestock •
Jackie Miles/Max Campbell
Weed: fireweed Note the 'dandelion' style seed heads
Weed: fireweed bracts with brown tips (usually 21 bracts). A useful ID feature.
Fact sheets are available from the Molonglo Catchment Group website. Visit www.molonglocatchment.com.au or call 6128 3376 for more information about getting involved in your living environment.
Information used to compile this fact sheet was kindly provided by the Southern Tablelands and South Coast Noxious
Plants Committee: www.southeastweeds.org.au | 1,165 | 638 | {
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HOW TO SUCCEED IN ENGLISH 10/HONORS
The most important thing you can do in order to succeed in this class is to understand the expectations, and work with a positive attitude towards achieving them. Here are some other tips:
Set Goals
Knowing where you want to be and how to get there will make your time at this school well spent. Make goals for yourself every year, every term, every week, every day, whatever works for you. This could me something like "I am going to learn 10 new words this week" or "I am going to really try to raise my hand today." Everybody's different, and your goals should be too.
Prioritize
Know the difference between what is important and what seems important. Even though it might seem more enjoyable to just go home and binge an entire show on Netflix, consider the feeling of accomplishment you'll get from doing all of your homework or catching up on your reading, then devouring pop culture ad nauseam. Moreover, don't get hung up on smaller assignments if there are larger assignments that need your attention!
Analyze Your Habits
Have you been successful in English in the past? Why or why not? What change(s) might you make that could help you improve? If you don't know, ask me for some more tips. If you find that you spend the time working on your writing but still don't get the grade you want, ask me what you can do next time. It may simply be that you're not using your effort effectively—a problem that can usually be remedied.
Create a Work Space
Have a designated place and time to do your school work. This should not be near a TV, phone, or other distraction. Create a comfortable, clutter free environment for yourself, even if it is just a corner of a room in your house or the library.
Do the Work
Now that you have a space, do what is assigned. Read directions carefully and follow them completely. It really is that simple.
Communicate
If there is a problem, or you do not understand something, talk about it. If you would rather not ask in front of the whole class, see me outside of class time. I am happy to spend time helping you—it's why I'm here!
Reward Yourself
If you find that you have succeeded in reaching a goal (like you earned a great grade on that writing assignment you worked for weeks on or you knew the answer to a difficult question or you actually completed ALL 25 pages of your reading assignment) reward yourself! Do something fun that you enjoy! | 906 | 538 | {
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Toys To Share
Play To Care
SOCIAL INCLUSION BEGINS WITH YOUNG CHILDREN'S EAGERNESS TO PLAY TOGETHER
TOY for Inclusion moves away from the perspective that some children and families are harder to reach than others. Instead, we bring services where they are needed. We promote inter-sectoral work, flexible solutions and contextualized responses to the specific needs of young children (0-8 years old) and their families.
Increased access of vulnerable children (0-6) to inclusive and quality ECEC settings and improved their transition experience to school
Improved parental skills and increased trust in the local services. Increased trust between families of different cultural and ethnic background
Increased knowledge and skills of practitioners and local policy makers to work together with and for all children and families
MORE CHILDREN PLAYING AND LEARNING PER YEAR
CHILDREN 4000
Over 30% of children were from vulnerable groups
Involved in Play Hub activities
Participated in activities organized in the Play Hubs
PARENTS & GRANPARENTS 2000
ACTIVITIES AND WORKSHOPS PER YEAR
Workshop and events included: parenting support, intergenerational activities, hand-craft and toy-making workshops, info-sessions for parents in cooperation with other community services
WHAT DOES TOY FOR INCLUSION DO?
The project strengthens integration and social cohesion by bringing children and families from different backgrounds together. A particular focus is put on Roma communities. By creating Play Hubs at local level, TOY for Inclusion provides opportunities for children, adults and communities to integrate and develop.
WHAT ARE THE PLAY HUBS?
The Play Hubs are non-formal high‑quality inclusive spaces where children and families are brought together to play, meet and take part in creative and social activities. Particular attention is given to reaching out to Roma, migrant and socially disadvantaged families. Play-based activities are organized to support creativity, increase confidence and develop social and verbal skills. This helps to prepare children for formal education.
The TOY for Inclusion approach builds parenting skills and improves the co‑operation between civil society and local agencies that are involved in promoting the well-being and education of young children. The approach also promotes the organization of intergenerational activities between older adults and young children.
DO YOU WANT TO OPEN A PLAY HUB?
Our dream is to have Play Hubs in every city in Europe and for local authorities to embed the TOY for Inclusion approach in their inclusive educational policies.
Do you want to be involved?
Contact us at email@example.com.
TOY for Inclusion is active in:
Croatia, Hungary, Italy, Latvia, Netherlands, Slovakia, Slovenia and Turkey
Project Partners | 1,384 | 558 | {
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Module 2 – Networks and decision mathematics
Before answering these questions, you must mark the 'Networks and decision mathematics' box on the answer sheet for multiple-choice questions.
Use the following information to answer Questions 1 and 2.
Consider the graph below.
Question 1
Which one of the following calculations could be used to calculate the number of faces in the graph above?
A. 6 – f – 8 = 2
B.
6 – 8 +
f
= 2
C.
6 –
f
– 2 = 8
D.
8 – 6 –
f
= 2
E. 8 – 6 + f = 2
Question 2
The sum of the degrees of the vertices in the graph above is
A. 6
B.
8
C. 15
D. 16
E.
17
Question 3
Consider the graph below.
10
The maximum flow for the graph is
A.
15
B.
C.
16
17
D.
19
E. 24
Module 2 – Networks and decision mathematics
Question 1 B
Euler's formula is vertices – edges + faces = 2
There are six vertices and eight edges.
Substituting in with faces missing gives 6 – 8 + f = 2.
Question 2 D
Question 3 A
The maximum flow is equal to the minimum cut, which is 15.
Question 4 E
The critical path is A–C–E–I–J (5 + 3 + 4 + 10 + 3 = 25).
Question 5 A
The difference between the earliest start time and the latest start time is 1.
Question 6 A
Stage B takes 3, so stage F can start after 3.
Question 7 A
Belle is the only person who has a zero for project 1, and so she should complete project 1 and not project 2 to minimise completion time.
Question 8 D
6 + 5 + 3 + 4 + 3 + 5 = 26
Question 9 A
An Eulerian trail must start and end on an odd vertex. Currently there are 4 odd vertices, so 2 of these must be joined to make them even vertices. Of the options given, only B and E are both odd vertices.
Question 10 C
6 + 4 + 3 = 13, which is the shortest route, so the answer is A–B–D–F. | 906 | 531 | {
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Guatemala volcano eruption cools as Independence Day celebrations heat up
Thousands were evacuated in Guatemala yesterday when the Volcano of Fire had its strongest eruption in more than 30 years.
By Kara Andrade, Contributor / September 14, 2012
Volcan de Fuego or Volcano of Fire blows outs a thick cloud of ash as seen from Antigua Guatemala, Friday. The volcano spewed rivers of bright orange lava down its flanks on Thursday. Authorities ordered more than 33,000 people from nearby communities evacuated.
Moises Castillo/AP
Enlarge
LA ANTIGUA, GUATEMALA
Guatemalans received a scare on the eve of their Independence Day celebrations. The Volcano of Fire, Fuego, had its strongest eruption since 1974 on Thursday leading to the evacuation of around 6,500 people, according to CONRED, the Guatemalan disaster agency. Close to 900 people are in shelters after the eruption created massive plumes of smoke and ash that could be seen from Guatemala City and neighboring UNESCO heritage city La Antigua, both less than 46 miles away.
"On a scale of 1 to 5, with five being the worst, I would say this was a 3.5," says David De León Villeda, spokesperson for CONRED.
In Pictures: Guatemala sinkhole
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On the morning of the explosion motorcycle shop owner Ignacio Nuñez had a clear view of Fuego from his shop in downtown La Antigua. "It's been bad, but I've never seen it this bad. If it blows its cone, we're done," Mr. Nuñez said.
"But I don't think that will happen, the worse is that all access to the nearby villages will be sealed off, that's happened before and that's total chaos."
Since Tuesday Fuego was registering an increase in seismic activity with more lava flow,
Related stories
Guatemala volcano erupts, forcing 33,000 to evacuate homes
Video: Guatemala volcano forces 17 villages to be evacuated
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Click Here for your FREE 30 DAYS of The Christian Science Monitor Weekly Digital Edition ash, rumblings, and a quickly worsening situation, Mr. Villeda says. It was the strong explosion and the falling of ash in nearby communities that prompted the national call for evacuations in seven communities totaling 30,000 residents in the western part of the country.
The 12,345-foot tall volcano is one of three active volcanoes in the area – the other two are Pacaya and Volcán Santiaguito – and there is a total of 33 in the country. The last big eruption happened in 2010 with the eruption of Volcano Pacaya that is south of Guatemala City and led to the evacuation of half as many people. Some could not return to severely damaged homes for months and lived in temporary shelters erected by the government.
Many of the communities situated at the foot of the volcanoes are made up of people who were displaced during Guatemala's 36-year armed conflict. They live there despite the lack of road access and infrastructure.
Villeda says residents took the evacuation alerts seriously after several trainings and simulations were conducted in the communities this year.
"When you co-habitate with the volcano you know perfectly well that things could worsen quickly – early warning signals can save your life," Villeda says.
The volcano's activity has decreased dramatically. Today, marching bands pour through the streets of the capital and La Antigua against the back drop of a blue sky. The sounds of drumming and students marching in commemoration of the country's independence seems to distract residents and tourists alike from the ongoing, albeit smaller, explosions, lava flows, and visible columns of ash coming from the volcano. Fuego is returning to its previous state, Villeda says, at least for now.
Related stories
Think you know Latin America? Take our geography quiz. Guatemala volcano erupts, forcing 33,000 to evacuate homes Video: Guatemala volcano forces 17 villages to be evacuated
From The Web
by Taboola
Is This What's Putting Tanning Salons Out of Business? Tan Physics
Billionaire Tells Americans to Prepare For "Financial Ruin" Moneynews | 1,996 | 982 | {
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Ages 3–5: Little Ramblers
Children ages 3–5 will grow and learn while immersed in nature. We will explore ponds and streams, observe tadpoles and butterflies, and build knowledge and relationships. Summer Camp at the Schuylkill Center is the perfect place for young children to deepen their connection to the natural world while getting messy and having fun through unstructured, imaginative play. Uncover the skills that we need to improve our world and take simple steps to care for the earth.
Group Selection
Little Ramblers are divided into three groups, Crawling Caterpillars, Slimy Slugs, and Wiggly Worms. If coordinating with others to attend camp together, please be sure to communicate your group selection prior to registration.
Monday–Friday 9:00 am–3:30 pm | Members: $360/week Non-members: $400/week
Children attending our full program will participate in a mid-day siesta to rest for the afternoon activities. We also offer a morning option until 12:30 pm. | Members: $270/week Non-members: $300/week **Our camp themes are often emergent, following children's interests and allowing for deeper connections and more child-led learning. Please feel free to join us any week. Children must be toilet trained and toilet confident to attend our program.
Our adult:child ratio is 1:6
Please be sure to have your camper bring a child-sized backpack containing a labeled water bottle, a healthy lunch, multiple snacks, sunscreen, bug spray, and an extra set of play clothes.
Marvel at Mammals | June 15 ‐ 19
Mammals have hair everywhere and two floppy ears. Come experience our furry woodland creatures and all of the things that make them special as we explore our marvelous mammals.
Our Beautiful Birds | June 22 ‐ 26
An abundance of birds fly through our property: hummingbirds in our meadow, chickadees in our forest, and vultures high above us. Let's explore the life of birds.
Slimy or Scaly | June 29 ‐ July 3
What's hidden under logs and rocks? Experience the thrill of hands-on learning with the reptiles and amphibians that inhabit the world on the forest floor below our feet.
Getting Buggy with It | July 6 ‐ 10
What would it be like to be as small as an ant? What would you see through the eyes of a dragonfly? Take a closer look at cool critters that fly, float, or forage underground.
Plenty of Plants | July 13 ‐ 17
Explore and investigate the importance of plants: what can they do and who else needs them? We will cultivate a garden to ask questions about plants and food.
It's Invasive | July 20 ‐ 24
It's invasive, boogie-woogie, woogie. We'll visit diverse habitats: hiking to wetlands, climbing in Pine Grove, making pine and wineberry tea, and scanning meadows for invasive invaders.
Wild About Water | July 27 ‐ 31
Children will delight in first-hand discovery while exploring our ponds and streams, running through sprinklers, painting with mud, and playing in Rain Yard—our environmental art installation.
We See the Signs | August 3 ‐ 7
Scat, tracks, and all of that. Learn about the creatures that live in our forests and the role that they play in our ecosystem. We'll use tools to take a closer look at the animals that live around us.
True Adventurers | August 10 ‐ 14
Discover new places and find your way in the woods. Using loose parts like rocks, twigs, and feathers, young explorers will learn about the world as they begin to see the forest in new ways.
Nature Chefs | August 17 ‐ 21
Be a miniature mad scientist and make a mess—the bigger, the better. Nature is alive in all our senses, so let's make, explore, and experiment. See nature in action through the natural world. | 1,477 | 834 | {
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Bullying – What Can I Do About It?
What is bullying?
It's more than just fighting with or not liking someone. It's being mean to someone over and over again.
Bullying is an ongoing or repeated misuse of power in relationships, causing harm on purpose. Bullying behaviours can be verbal, physical or social.
Bullying can happen anywhere – at home, online, with friends, in a group, on the bus or at school.
Bullying is very common
"A study reported 1 in 4 Australian students experience bullying.
So if you're being bullied, you're NOT alone."
There's always something you can do.
Here are some ideas:
* Keep your distance from bullying
* Don't bully them back
* Tell them what they are doing is not ok
* Talk to an adult you trust
* Take time to do something nice for yourself
Have someone help you report cyberbullying or assault
Kids Helpline can help!
If you're being bullied, it's really important to talk to someone you trust.
Kids Helpline is always there to help.
Give them a call, start a WebChat or email them today.
https://kidshelpline.com.au/
What if I'm the bully?
Have you been told by others that you're a bully? Are you losing friends and getting into trouble?
How to know if you're cyberbullying someone
Sometimes it's tricky to see how our behaviour affects somebody else, especially if you can't see the other person.
Sometimes you might want to lash out at someone online because you're feeling down or upset. While this might make you feel good in the moment, it's probably not going to help the situation.
It can be hard to know how to act online in a way that is respectful and caring of others, especially if you're used to seeing cyberbullying online.
Here are a few tips for recognising when you might be cyberbullying someone:
* Are you using language that might hurt somebody's feelings?
* Are you swearing at somebody? Or yelling (using CAPS) at them?
* What would your mum say if she saw it?
* How would you feel if someone sent that message to you?
* Would you say it to someone's face?
* Are you being kind and caring toward that person?
* Do you feel upset or angry?
How to have good relationships online
Here are our tips on how to have good interactions online and avoid falling into the cyberbullying trap:
* If it doesn't feel right, don't send it
* Remember that things can be misunderstood very easily online
* If you're upset or angry wait until you feel calm before posting/sending anything
* Be kind toward people and try posting/sending positive messages instead of negative ones
* Treat people online as you would want to be treated
* Get the person's permission before posting/sending photos or videos of them
* Understand that everybody is different and be respectful toward people even if you don't like or agree with them
* Think about what you're posting/sending before you do it – check with yourself using the questions above before sending anything you might regret
Information sourced from https://kidshelpline.com.au accessed 10/11/2020. | 1,146 | 666 | {
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Unit H - Advanced Coordinate Geometry
Overview
In this final unit, students link what they have learned in Algebra I about graphing equations to the concepts they have learned throughout this Geometry course. The work in this unit will create a smooth bridge to the work done in Algebra II.
21 st Century Capacities: Synthesizing, Analyzing
with the same solutions.
CCSS.MATH.CONTENT.HSA.REI.C.6 Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in two variables.
CCSS.MATH.CONTENT.HSA.REI.C.7
Solve a simple system consisting of a linear equation and a quadratic equation in two variables algebraically and graphically. For example, find the points of intersection between the line y = -3x and the circle x 2 + y 2 = 3.
CCSS.MATH.CONTENT.HSA.REI.D.10 Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line).
CCSS.MATH.CONTENT.HSA.REI.D.12 Graph the solutions to a linear inequality in two variables as a half-plane (excluding the boundary in the case of a strict inequality), and graph the solution set to a system of linear inequalities in two variables as the intersection of the corresponding half-planes.
CCSS.MATH.CONTENT.HSG.GPE.B.4
Use coordinates to prove simple geometric theorems algebraically.
CCSS.MATH.CONTENT.HSG.GPE.B.5 Prove the slope criteria for parallel and perpendicular lines and use them to solve geometric problems (e.g., find the equation of a line parallel or perpendicular to a given line that passes through a given point).
Acquisition:
Students will know…
Students will be skilled at…
1. Slope intercept, point slope and general linear form of lines and how to fluently use the form to get information about the line
2. A system of equations has either one, no or an infinite number of solutions
3. That the graph of a system of inequalities represents the points that are a solution to all the inequalities in the system
4. Vocabulary: system
1. Verifying if a point is a solution to an equation
2. Graphing an equation, inequality or a system of equations or inequalities
3. Using geometric properties learned throughout the course to solve problems on the coordinate plane including those involving slope, distance, area
4. Writing equations of lines from given information
5. Solving a system of equations by substitution, addition algorithm, graphing
6. Identifying the center and radius of a circle given in standard form and graph it
7. Writing the equation of the graph of a circle | 1,255 | 568 | {
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Practice #10
Preparation
* Become familiar with the One Minute Talk Activity
* If necessary, you might need to pick up a few materials for the project presentation depending on what your team decided to do.
Beginning
5 min - Go over the plan for today's practice with the team
Explain that the team will review CORE value #6, give a short speech, continue robot programming and developing their part of the team presentation, and run through their entire research project presentation as a team.
15 min – Review Core Value #6 – We share our experiences with others
How will they do this? Teams will typically share their experiences in several different ways, but the main ones that I can think of right now are through the bake sale fundraiser and through the presentations that their team will give to different groups or 4-H clubs in the county. They can also share within their own families and through classmates.
Team Building Activity
15 min – One Minute Talk
http://www.teachthought.com/pedagogy/student-engagement/10-team-building-games-forthe-first-day-of-class/
Students are chosen to give 60 second talks on anything, from self-selected topics they are passionate about, have specific expertise in, etc., to topics given from teacher. Give everyone a few minutes to come up with their 1-minute talk, and then give each member a chance to give their talk uninterrupted.
This exercise is geared towards helping the team to start working on public speaking skills since they are in the middle of developing their presentation.
Main Part of Practice
60 min – Programming Robot Missions and Research Project
(30 min) Group 2 – Research Project - work in individual roles in presentation You don't have to do it this way, but I have found it helpful to divide the group in half for this next part of the practice. One group will pick a mission to work on and continue programming. The other group with work on their research project. Half-way through the main part of the practice, switch groups.
(30 min) Group 1 – Program Robot Mission
Break? - If your team is made up of mostly 4 th or 5 th graders, they might need a little break between switching from the robot programming group to the research project group. Use your best judgment
Wrap Up
25 min - Bring the whole team together for first run through of the research project presentation
This will be really rough, but it will help the team to see how much they need to work on what they are going to say and how they are going to present it. And, remember that the presentation is only 5 minutes.
Coach's Follow Up
The coaches will need to start contacting 4-H clubs, Rotary clubs, other civic organizations, or classrooms to present their presentations to. There are 10 clubs in Gillespie County who meet monthly at various times, so there is a group that would be willing to hear your presentation. You will want to make these arrangements for your team. | 1,182 | 617 | {
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QUESTION 4 (6 marks)
Meiosis occurs in the gonads of all sexually reproducing organisms and involves two divisions of the parent cell.
a) Compare and contrast Metaphase I and Metaphase II of meiosis by drawing a cell of each type that would be found in a Drosophila melanogaster fly with diploid number 2n = 6. Show the two unique processes that occur in Prophase I and are still observed in Metaphase I by clearly labelling the paternal and maternal chromosomes. Label a chromosome, a chromatid and an homologous pair where appropriate on both drawings, and any other labels that aid in comparing and contrasting the two stages.
[4 marks]
b) Explain the importance of the two processes that occur in Metaphase I to the survival of the species.
[2 marks]
QUESTION 5 (5 marks)
Salmon migrate from freshwater streams to the ocean but then return to these streams to spawn. When migrating from their stream of birth to an estuary and out into the sea, salmon tend to swim in large schools. In a study of salmon population size in a migrating school of salmon, 400 fish were caught and marked with a small snip out of their tail fin. When the fish arrived at the sea, a random sample of 400 were collected by net. In this sample, 50 of the fish were marked.
a) Use the formula for the Lincoln index, M × n m N = , to determine the estimated number of salmon in the migrating population at the beginning of the migration.
[2 marks]
b) During the migration, the salmon will be exposed to various biotic and abiotic limiting factors that affect survival of the fish.
Explain the meaning of this statement, using at least two examples relevant to salmon to support your explanation.
[3 marks]
QUESTION 3 (3 marks)
In the food web, acacia seeds and shoots come from producers and provide food, and therefore energy, for the first-order consumers pigeons and parrots. In 2014, the unusually large number of parrots would have eaten much of the available seeds and shoots, especially from the acacias.
Beetles and ants are first-order consumers that provide food for the malleefowl, a second-order consumer. With fewer available acacia seeds and shoots for the malleefowl, they would have eaten more ants and their numbers would have decreased.
The malleefowl would have then started to eat more beetles, causing the observed significant decrease in the beetle numbers.
QUESTION 4 (6 marks)
a)
equator
one chromosome
one chromatid
homologous
pair
crossing
over
one chromosome
one chromatid
Metaphase I
Metaphase II
paternal chromosome
maternal chromosome
[4 marks] Award 1 mark for drawing the two cells. Award 1 mark for appropriate labels. Award 1 mark for showing independent assortment. Award 1 mark for showing crossing over.
[1 mark]
[1 mark]
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We need people pushing the boundaries. Exploration is what we, as humans, do. Heidi Hammel
Text
spaceplace.nasa.gov/ menu/explore/
Choose 3 articles; summarise each into 1 image, 100 words and 1 big question
Thinking Focus: Space Exploration
Using advanced technology to seek out, investigate and utilise off-Earth objects.
Curriculum Focus
Space exploration is exciting, inspiring and innovative. It provides multiple opportunities for students to study a range of topics/themes - physics, advanced technology, space flight, robotics, survival, aspiration, colonisation, human values, perseverance etc. - each one a stimulus to independent study, group investigation or whole class exposition.
Knowledge, Skills & Values
Space exploration challenges us to contemplate where we are coming from, where we are going to, and why. Students will develop an expansive perspective, much broader than their day-today concerns; they will have the opportunity to inquire about topics of interest, and then connect them together. They will contemplate humanity's motivation to explore space.
Data
Map
en.wikipedia.org/wiki/ Timeline_of_artificial_ satellites_and_space_ probes
Choose 1; investigate; record a 20 second audio summary geoawesomeness.com/ the-history-of-spaceexploration-on-a-singlemap/
Zoom in (ctrl +); choose the most interesting feature; justify choice to your group
1. Basic Learning Tasks
What is space exploration? Why do humans try to explore space? Find, research and describe:
- A space ship
- A space exploration robot
- An artificial satellite
- A possible second Earth
- A space explorer
Make a model satellite, space craft or robot.
2. Deeper Learning Tasks
Make 5 links between space exploration and Earth exploration
Rank these reasons for exploring space:
- Scientific research
- Future survival of humanity
- Military/Political supremacy
- Uniting nations
- Exploiting asteroid resources
Debate whether space exploration is justified.
3. Long-term Learning Tasks
Check-in weekly with an ongoing space mission such as: voyager.jpl.nasa.gov
Define your personal understanding of 'exploration' and use this to think about your own journey in life challenges, struggles and exciting opportunities.
Revisit your learning whenever you come across new technologies, such as artificial intelligence/robotics.
Purpose
virgingalactic.com/purpose/ blueorigin.com/our-mission pacex.com/about
Compare the mission statements of SpaceX, Blue Origin and Virgin Galactic then create a combined mission statement of 20-50 words and a single, simple logo.
Thinking Focus: Space Exploration
Space exploration is a force of nature unto itself that no other force in society can rival. Neil deGrasse Tyson
Media
The Martian: book and
film
Explorers: Short
Film - youtube.com/
watch?v=WQpfUbOqIV0
Star Trek
Extend
youtube.com/ watch?v=xRFXV4Z6x8s
Research Breakthrough Starshot and create music, sound effects and commentary for the animation. | 1,422 | 628 | {
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Q:1 A girl picks up a hot plate. A reflex action causes her to drop it.
The diagram shows some of the structures involved in this reflex action.
Use words from the box to name the structures labelled A, B, C and D.
brain gland muscle neurone
receptor
spinal cord
A
B
C
D
(4 marks)
Q:2 The diagram shows the structures involved in the knee-jerk reflex. When the tendon is struck with the hammer, the receptor is stimulated and the lower leg moves forward.
(a) Name the structures labelled A, B and C.
A
B
C
(b) How is information passed from structure A to structure B?
(c) What is the effector in this response?
(3 marks)
(1 mark)
(a) Name two different sense organs she would use to detect when it is safe to cross the road.
1
2
(2 marks)
(b) Which sense organ contains receptors that help the child to keep her balance?
(1 mark)
(c)(i) Complete the sentence.
A car driver automatically brakes if a child dashes out into the road.
This is called a
action.
(1 mark)
(c)(ii) Draw a ring around the correct answer to complete the sentence.
effectors
In the nervous system, information passes along cells called neurones.
synapses
(1 mark)
Q:4
Reflex actions are rapid and automatic.
(a) Name the following structures in a reflex action.
(a)(i) The structure that detects the stimulus.
(1 mark)
(a)(ii) The neurone that carries impulses to the central nervous system.
(1 mark)
(a)(iii) The neurone that carries impulses away from the central nervous system.
(1 mark)
(a)(iv) The structure that brings about the response.
(1 mark)
(b) Describe what happens at a synapse when an impulse arrives.
(2 marks)
(c) Some people have a condition in which information from the skin does not reach the brain.
Explain why this is dangerous for the person.
Q:5 The diagram shows the structures involved in a reflex action.
(a) On the diagram, name the structures labelled W, X and Y.
(3 marks)
(b) The control of blood sugar level is an example of an action controlled by hormones. Give two ways in which a reflex action is different from an action controlled by hormones.
1
2
(2 marks)
(2 marks)
(a) Use words from the box to answer the questions.
brain eye nose skin tongue
Which organ contains receptors that allow a person to:
(a)(i) read the newspaper
(1 mark)
(a)(ii) smell the coffee
(1 mark)
(a)(iii) feel how hot the cup is
(1 mark)
(a)(iv) taste the coffee?
(1 mark)
(b) Smoking is banned in the café.
Name one disease that is caused by smoking tobacco.
(1 mark)
(c) A cigarette manufacturer increased the amount of nicotine in cigarettes by 11 % between 1997 and 2006. The manufacturer did not tell the public about this change.
(c)(i) Suggest one reason why the manufacturer increased the amount of nicotine in the cigarettes.
(1 mark)
(c)(ii) Suggest one reason why the manufacturer did not tell the public about the change.
(1 mark)
Q:7 A student accidentally touches a sharp object.
Her hand is immediately pulled away from the object.
The diagram shows the structures involved in this response.
(a) Use the correct word or phrase from the diagram to complete each sentence.
(a)(i) The stimulus is detected by the
(1 mark)
(a)(ii) Impulses travel to the central nervous system along a
cell called a
(1 mark)
(a)(iii) Impulses travel from the central nervous system to the effector
along a cell called a
(1 mark)
(a)(iv) The hand is pulled away from the sharp object by the
(1 mark)
(b) Where in the body are there cells sensitive to:
(b)(i) light
(1 mark)
(b)(ii) sound
(1 mark)
(b)(iii) changes in position?
(1 mark)
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Science & Living in God's World - Grade 1 Text GOD'S LAWS FOR HIS WORLD
The symbol on this page has certain definite meanings.
Man under God - Father, Son, Holy Spirit - is the ruler of Earth. The earth is God's gift to His people through His love for them.
God gave man the plan for ruling the earth. Man is God's steward of creation. "the earth is the Lord's and the fullness thereof and all that dwell therein." (Ps. 23;1)
If man follows the divine plan for the earth, he attains fullness of life for his body and soul, temporally and eternally. Man rules for his own good and that of the world when he uses the gifts of the earth to promote his neighbor's welfare as well as his own.
The discovering of the divine plan for the world by the child at various age levels is a primary objective sought in this series. Through the activities described in the text and teacher's manuals, the child acquires an appreciation of his God-given heritage of material gifts. He learns to use them in making a better life for himself and for his fellow man.
Nihil Obstat: Nicolas L. Gross
Imprimature: †Stanislaus V. Bona - Bishop of Green Bay
CHRISTIAN SOCIAL LIVING SCIENCE SERIES Monsignor E. J. Westenberger, Ph.D., Director sponsored by Diocesan Department of Education, Green Bay, Wisconsin Reverend Richard Kleiber, Ed.D., Superintendent
SCIENCE AND LIVING IN GOD'S WORLD
God's Laws for His World by
Sister M. Blanche Marie, O.S.F. Sister M. Francis Regis, S.S.N.D. Sister M. Margarita, O.P.
in collaboration with
Sister M. Aquinas, O.S.F.
Supervisor of Science
Original Illustrations by Raymon Naylor - Beth Wilson - Chryssie B. Tavrides
Original Copyright 1961by LAIDLAW BROTHERS Publishers
Reprinted in 1998 by
LEPANTO PRESS 421 S. Lochsa Street Post Falls, ID 83854
CONTENTS
1
For the teacher:
In Science and Living in God's World, Grade 1, the world around us is presented through the fascinating story of creation, and God's care for it through the operation of His laws. Abundant situations are provided for the child to observe the unfailing functioning of these laws in living and nonliving things. A study of the marvelous harmony, order, wisdom, and purpose in creation will help the learner realize the need for law and order in his own daily living. Thus the child's love for God will inspire him to do His will and make him aware of his own destiny-here on earth as well as in the next world.
UNIT 1. GOD CREATED A WORLD FOR US.
We call God's world Earth. The earth has land and water. God made many things to live on the earth.
1. What does the picture mean?
2. Why did God create the world?
3. Talk about God's gift to us.
God created Light.
God made the day and the night. We need light to live. We need the night, too.
Things to Talk About
1. What do these pictures show?
2. Tell the different ways that light helps us.
3. Why do we need the night?
God made the air.
The air makes the blue sky. Water in the air makes the clouds. Rain comes down from the clouds.
Things to Talk About
1. Where is the air? How do you know?
2. Why did God give air to us?
3. How does rain help us?
God created land and water.
God put the land in one place and the water in another. He made plants grow on the land and in the water.
Things to Talk About
1. What do you see in the picture?
2. Talk about these gifts that God gave us.
3. Why did God give us these things? | 1,508 | 857 | {
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Lesson Plan
Subject: Grade 2 Math
Lesson: We Have All the Time in the World
Standards Addressed:
* Understand place value (NC.2.NBT.2)
* Build understanding of time (NC.2.MD.7)
Objectives:
* Students will count within 60; skip-count by 5s.
* Students will write the time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.
Materials Needed:
* Device for showing We Have All the Time in the World video
* Colored pencils
* "What Time is it Mr. Clock?" Activities
Outline:
* Prior to this lesson students should understand:
o Skip counting by 5s
o Basics of time
o What an analog clock face looks like
* Before the video, have students look over the 2 activities and review some of what you have learned about skip counting, hours and minutes.
* Watch the video with students.
* After the video, students may complete the activity sheets individually.
Take It Further: Go to https://www.scientificamerican.com/article/its-about-time-to-make-asundial/ to make and observe a sundial with the students.
Cross-Curriculum Connection: Play the group game, "What time is it Mr. Fox?" Mr. Fox starts out at one end of a field, room, or designated area with his back to the group. The group at the other end then yells out "What time is it Mr. Fox?" Mr. Fox then holds up a large clock with movable arms instead of calling out the time (on the hour). The group then takes that many steps. When the group gets to where the fox is, but not past him, and asks the time, the fox can yell "Midnight!" The fox then turns and chases the group. Those that he catches are to sit out. The last one left becomes the fox.
To add complexity, set the minute hand at :00, :15, :30 and :45 using baby steps to add to the full step that represents the hour.
What Time is it Mr. Clock?
Grade 2 Math
Name: ______________________________________
Date:______________________
What Time is it Mr. Clock?
Grade 2 Math
Name: ___________________________________ Date:________________________
Activity 2: Circle what day it is today.
Monday Tuesday Wednesday Thursday Friday
Write what time it is: ___________________
It is morning/afternoon. (Circle one.)
Activity 3: The Digital clock says 2:05 and 2:40. Draw the hands on the clocks below to show these.
2:05 pm
2:40 am
What Time is it Mr. Clock?
Grade 2 Math
Answer Key
What Time is it Mr. Clock?
Grade 2 Math
Name: ___________________________________ Date:________________________
Activity 2: Circle what day it is today.
Monday Tuesday Wednesday Thursday Friday
Write what time it is: ___________________
It is morning/afternoon. (Circle one.)
Activity 3: The Digital clock says 2:05 and 2:40. Draw the hands on the clocks below to show these.
2:05 pm
2:40 am | 1,380 | 664 | {
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To keep your property toad free:
3 Remove as much free standing water as possible.
3 Cover swimming pools where appropriate.
3 Turn off as many outside lights as possible.
3 Maintain your fence to ensure there are no gaps, using anything from shade cloth to mesh with a minimum size of 25 millimetres square.
3 Do regular toad busts in your yard.
For native frog identification download the Cane toad app through iTunes.
For more information and assistance contact:
For Kimberley residents and visitors please call the Department of Parks and Wildlife's Kununurra office on (08) 9168 4200
For all other areas of WA please call 1800 44 WILD (9453)
Poisons Information Line 13 11 26
Kimberley Vet Centre on (08) 9169 1229
www.dpaw.wa.gov.au/canetoads
Information current at July 2013.
This publication is available in alternative formats on request.
20120460 0713 PDF
Safety and cane toads
Cane toads secrete a toxin that is poisonous to humans and animals. This brochure provides information about managing symptoms caused by cane toad poison but it does not replace the need to consult with your doctor, healthcare professional or veterinarian.
Cane toads are poisonous at all stages of their life cycle, including the egg and tadpole stage. The toxin is secreted and possibly squirted when the animal is roughly handled or feels threatened. The toxin is produced on the toad's shoulder glands and is present on the skin of its back.
To have an effect the venom needs to be swallowed or absorbed through mucous membranes such as those of the eye, nose or mouth.
What you can do
Treatment for people
When the toxin is squirted onto the skin or into the eyes, first aid should be performed immediately. Poisoning advice is available on 13 11 26 anywhere in Australia, 24 hours a day, 7 days a week.
Cane toad toxin can cause pain and severe irritation to the eyes and temporary visual disturbances. First aid treatment includes washing the eyes, mouth and nose with lots of water. Seek medical attention.
Prevention
To avoid coming into contact with cane toad toxin treat the animal with respect, wear gloves and wash your hands thoroughly with an antiseptic wash after touching frogs or toads.
Supervise and teach children the correct way to handle a cane toad and the potential dangers.
Treatment for pets
Cane toad poisoning occurs when dogs and cats pick toads up in their mouths. After coming into contact with cane toad toxin, your pet may:
If toxin is squirted into the mouth, immediately flush the mouth with water and take the patient to the nearest hospital that has an emergency department. When swallowed, the toxin may affect the heart, blood pressure and breathing and can cause paralysis, salivation, twitching and vomiting. Death is possible in severe cases through cardiac arrest, sometimes within 15 minutes.
* Drool and shake its head. Due to its corrosive and irritant nature, the poison will cause profuse salivation soon after your pet bites the toad. Following this, vomiting often occurs, especially in cats. Cats also show hindquarter weakness and adopt a fixed trance-like stare.
* Experience severe muscle trembling and shaking, which occurs rapidly.
* Stagger and appear to lack coordination.
* Have difficulty breathing.
If your dog is poisoned, it will usually suffer from seizures or convulsions. These convulsions are usually fatal unless you seek urgent veterinary attention.
The poison can also affect the heart of dogs and cats, causing immediate cardiac arrest. The animal will then lapse into a coma and rapidly progress to death.
Management
If your pet mouths a cane toad, it is vital that you remove all traces of the poison from its teeth and gums. Flush your pet's mouth and face with lots of running water by pointing a hose forward out of your pet's mouth, not down its throat. Tilt the animal's head down so you do not cause your pet to choke. Wash its eyes as well. Seek urgent veterinarian assistance.
Prevention
Cane toads are mostly active at night. To prevent your pets from being poisoned, place them in an area of your yard that you can keep free of cane toads. Check this area for cane toads regularly, especially at night.
For more information about identifying native frogs visit www.museum.wa.gov.au/frogwatch | 1,762 | 922 | {
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Making Limits Exist
Student Activity
Problem 1 – Linear Piecewise Function
Graph the piecewise function f (x) = a , x ≥ 1 1,x < 1 ⎧ ⎨ ⎩ where a is a constant.
Step 1: Press o and enter the two equations you see at the right into your device. The inequality symbols can be found by pressing y». Note that we have begun with an avalue of 5.
Note: To set the domain for piecewise functions, each piece must be entered into its own equation line and be divided by its restricted domain.
Step 2: Set the viewing window to standard by pressing q and selecting ZStandard.
Step 3: Press r and use the left/right arrow keys to move along the domain of each piece. Press the up/down arrows to move between the pieces.
1. Graphically, what do the following one-sided limits appear to be?
Name
Class
Making Limits Exist
Student Activity
Step 4:
Try other values for
a
in our piecewise function
exist. Remember, Y1 is the function that has the a-value we are changing. In the screen to the right, a has been changed to 2. After changing the a-value, press s to see the resulting changes in the graph. Try different values for a. Graph it to see if f(x) appears continuous.
Step 5: Check your answer numerically to determine if your a-value is correct. Set up the table by pressing y p and changing the settings to those on the right.
Class
Step 6: Now, press y s to view your table. Use the up and down arrows to move through the table. The table will show ERROR for any x-value that is not in the domain of the Y2 or Y2.
2. After checking graphically and numerically, what value of a resulted in f(x) being continuous?
Problem 2 – Linear and Quadratic Piecewise Function
Repeat the steps from earlier for the function g(x) = a ⋅ x 2 , x ≥ 1 x + 2,x < 1 ⎧ ⎨ ⎩ ⎪ starting with an a-value of 5.
3. Graphically and numerically, what do the following one-sided limits appear to be?
Making Limits Exist
Student Activity
Name
Class
4. a. After checking graphically and numerically, what value of a resulted in g(x) being continuous?
b. Show calculations of the left hand limit and the right hand limit to verify that your value for a makes the limit exist.
Problem 3 – Trigonometric Piecewise Function
$$Repeat the steps from earlier for the function h(x) = a + 3sin x − 4 ( )π 2 ⎛ ⎝ ⎜ ⎞ ⎠ ⎟ , x ≥ 2 2sin (x − 1) π 2 ⎛ ⎝ ⎜ ⎞ ⎠ ⎟ , x < 2 ⎧ ⎨ ⎪ ⎩ ⎪ starting with an a-value of$$
5.
5. Graphically and numerically, what do the following one-sided limits appear to be?
$$h(x) = 5 + 3sin x − 4 ( )π 2 ⎛ ⎝ ⎜ ⎞ ⎠ ⎟ , x ≥ 2 2sin (x − 1) π 2 ⎛ ⎝ ⎜ ⎞ ⎠ ⎟ , x < 2 ⎧ ⎨ ⎪ ⎩ ⎪$$
6. a. After checking graphically, and numerically, what value of a resulted in h(x) being continuous?
b. Show calculations of the left-hand limit and the right-hand limit to verify that your value for a makes the limit exist. | 1,317 | 832 | {
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NO ROSES FOR HARRY!
by Gene Zion, ill. by Margaret Bloy Graham
Themes: Gifts, Pets, Gratitude
Grade Level: 1-3
Running Time: 10 minutes
SUMMARY
Harry (Harry the Dirty Dog) is back and more fashion-conscious than ever. After receiving a comfy, but rose-covered, sweater from Grandma, Harry determines to lose it. He tries leaving it all over town, but much to his chagrin, it is always returned. It isn't until a bird catches sight of a loose thread that Harry's luck changes. But what will he do when Grandma comes to visit and his sweater is nowhere to be found? Harry will continue to delight children with his funny and innocent personality in this latest video of his escapades.
OBJECTIVES
* Students will discuss gift-giving and receiving and will learn the etiquette of these practices.
* Students will learn about character development.
BEFORE VIEWING ACTIVITIES
NO ROSES FOR HARRY!
* Based on Harry's behavior in Harry the Dirty Dog, how do you predict he will act in No Roses for Harry!
* Introduce character traits. Have students describe the character traits of someone they know well, for example, a parent or sibling.
draw pictures of their characters and list some of the traits. Using the individual characters that students create, write a group story.
Discuss gift-giving and receiving with students. Brainstorm with them about when they've received gifts. Generate a list of etiquette for receiving gifts. Based on this list, ask students to watch the video and decide whether or not Harry showed good etiquette when he received the gift from Grandma. Guiding questions:
* Why are gifts given?
* When are some times that you have received gifts in your life?
* What do you do if you don't like a gift?
* How would you feel if you gave a gift and the person you gave it to lost it, gave it away, or told you that she/he didn't like it?
* How do you feel when you give a gift?
* How can we show that we are grateful to a person for giving us a gift?
AFTER VIEWING ACTIVITIES
Discuss with children what they learned about Harry's character from this video. Add to the list generated before viewing the video. Students can also determine if their predictions about Harry were correct.
Read aloud Harry the Dirty Dog and/or view the video available from Weston Woods. Discuss Harry's character with the students. Guiding questions:
Practice gift-giving and receiving with the students. Ask students to work on making gifts for each other. Arrange for students to pick each others' names out of a hat to ensure that everyone receives a gift. After making and giving the gifts, teach a lesson on how to write a thank-you note. Students should write thank-you notes for their gifts.
Other videos for teaching character development available from Weston Woods are:
Frog Goes to Dinner
The "Frog" Series based on the books by Mercer Mayer:
Frog on His Own
Frog, Where Are You?
The "
A Boy, A Dog, and A Frog
Ralph S. Mouse
Ralph S. Mouse
" Series by Beverly Cleary:
Runaway Ralph
The "
The Mouse and the Motorcycle
Harold and the Purple Crayon
Harold
" Series by Crockett Johnson
A Picture for Harold's Room
Harold's Fairy Tale
* How would you describe Harry's personality? This is a good opportunity to discuss adjectives and build vocabulary.
Have students create a character using what they have learned about character traits. Students can
The "Corduroy" Series by Don Freeman Corduroy A Pocket for Corduroy
CALL 1-800-243-5020 TO ORDER THESE AND OTHER WESTON WOODS VIDEOS! | 1,588 | 802 | {
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Freshman Checklist
Use this checklist during your freshman year of high school to help you stay on track for college.
Study hard.
Build good study habits to keep your grades in tip-top shape.
Look for scholarships at
UCanGo2.org and
OKcollegestart.org.
Freshmen should begin applying for college scholarships now.
Save money.
Sign up for a college savings account from Oklahoma's 529 College Savings Plan (OK4Saving.org) or continue to add money to an existing account. It's generally best to keep most savings in your parent(s)' or guardian(s)' name(s).
Apply for Oklahoma's Promise.
If you didn't apply during 8th grade, visit okpromise.org
for program requirements and to sign up for this scholarship program.
Talk about it.
Complete the Individual Career Academic Plan (ICAP) activities assigned by your school and discuss your future plans with your counselor, teachers, family members or other trusted adults. You can explore careers you're interested in on OKcollegestart.org.
Take the right classes.
* 4 units of English
To be college-bound, you'll need to take and pass the following classes in high school, as determined by Oklahoma's College Prepatory/Work Ready Curriculum standards. Plan to take at least four college-prepatory classes per year.
* 3 units of math (at or above Algebra I)
* At least 6 electives
* 3 units of history/citizenship skills
* 1 unit of fine arts or speech
* 3 units of laboratory science
* Demonstrate knowledge in Personal Finance Literacy
* 2 units of non-English language OR computer technology
*
CPR/AED
* 1 additional unit selected from competencies listed so far
* Complete Individual Career Academic Plan activities
Visit UCanGo2.org for a detailed checklist and summary of Oklahoma's curriculum standards and testing requirements.
Track it and file it.
Download the Tracking My Classes & Achievements worksheet at UCanGo2.org to plan ahead and keep a record of your accomplishments and volunteer work. This information will be helpful when you start scholarship and college applications.
Check it out.
Investigate course requirements and guidelines for college admission and Oklahoma's Promise. Visit OKcollegestart.org to find this information and to utilize school exploration tools.
Think it through.
Think about the university, college or technology center you'd like to attend. Download Making the Most of Campus Visits at UCanGo2.org, which provides a list of ideas to help you set up a successful college tour.
Take it to the next level.
Investigate AP and other honors-level courses to know what's available and if you're eligible to enroll.
The Oklahoma State Regents for Higher Education, in compliance with Titles VI and VII of the Civil Rights Act of 1964, Executive Order 11246 as amended, Title IX of the Education Amendments of 1972, Americans with Disabilities Act of 1990 and other federal laws and regulations, do not discriminate on the basis of race, color, national origin, sex, age, religion, handicap or status as a veteran in any of its policies, practices or procedures. This includes, but is not limited to, admissions, employment, financial aid and educational services. This publication is issued by the Oklahoma State Regents for Higher Education, as authorized by 70 O.S. 2001, Section 3206. Copies have not been printed but are available through the agency website at www.ucango2.org. Two printout copies have been deposited with the Publications Clearinghouse of the Oklahoma Department of Libraries. FSCL - 20 | 1,613 | 744 | {
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BIOGRAPHY
Catherine D. Fellows
Catherine Fellows almost didn't make it into this world. In 1927, before she was born, and while her American missionary parents and brother were living in Anking, China, the city and their home were looted by Nationalist Chinese forces. The family was forced to evacuate by American gunboat to Shanghai. Catherine's aunt, Jans Deahl (Turner), in her Memories of Catherine written in 1994 about her missionary sister, explained:
One terrible episode must be mentioned. Several women, including Catherine, holding [baby] Mac in her arms, were lined up to be shot during a War Lord uprising. Then … something occurred that the soldiers decided was funny and they abandoned the whole idea … American ships patrolling the river evacuated them to Shanghai.
Catherine Deahl Fellows was born in 1931 in Shanghai, China. Her father, Mac Carlyle Fellows, had been recruited by the Foreign Missionary Society of the Protestant Episcopal Church to serve as a dentist in China. Catherine's mother, Elizabeth Catherine Deahl, born in Alexandria, Virginia, was also an Episcopal missionary in China. Her parents met and married in China in 1924. Catherine's mother died in 1931 in China. After America's entry into World War II, Mac Fellows became a Japanese prisoner-of-war. Her father and his second wife Evy died in the early 1970s, and Catherine's brother, Mac, Jr., died in 1986.
Catherine lived in Nanking until 1937 when the Japanese invaded the city. When she returned to America, she lived with relatives, first in Alexandria and then in Detroit, Michigan. In 1949, Catherine left Detroit for New York City where she worked for American Home Foods. In 1951, she moved to 107 W. Walnut Street in Alexandria, working for the Alexandria Redevelopment and Housing Authority until 1952. That year she began a career with the Department of the Army, remaining until 1960. Three of those years -- 1954 to 1957 -- were spent at Headquarters, U.S. Army Europe, Heidelberg, Germany.
Returning to Alexandria in 1957, Catherine rejoined the Department of the Army in the Pentagon, leaving in 1960 to work for Time, Inc., and, later, The Washington Post. In 1963, Catherine entered Radford College, Radford, Virginia. Applying for a scholarship, she was offered a full-time position as housemother of one of the smaller dorms which paid her room, board, and tuition. She graduated in 1966 with a Bachelor of Science degree in English and History. She returned to the Department of Defense in October 1967 where she worked as a writer-editor until she retired.
Catherine has lived in Fairlington from 1960 to 1963 and from 1967 to the present. In 1993, she wrote Fairlington at 50: May 1943 - May 1993, which was published by the Fairlington Citizens Association (FCA). At the FCA-sponsored Fairlington 50th Anniversary Celebration on May 22, 1993, Catherine was honored by the community at a book-signing event.
From: Fairlington at 50: May 1943 – May 1993 60 th Anniversary Edition By Catherine D. Fellows
Catherine Fellows died at her home on Monday, April 26, 2010. A memorial service was held at 3:00 PM, Sunday, May 16 th at Demaine Funeral Home in Springfield 5308 Backlick Road, Springfield, VA 22151 | 703-941-9428
The republication of Catherine's 1993 issue of Fairlington at 50, as the 60 th Anniversary Edition, was published by the Fairlington Historical Society in conjunction with the Fairlington Citizens Association in 2003. | 1,622 | 836 | {
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Reflections in Motion
by – Johanna Bowman
Activity overview
Students will observe relationships in reflected images that can be stretched vertically or horizontally.
Concepts Triangles Geometric analysis Transformations
Teacher preparation
Load calculator activity on each student calculator. Have viewscreen or multi-media projector available for display and discussion.
Classroom management tips
Students can be grouped in pairs to enable peer assistance. Provide assessment rubric and explanation of expectations prior to activity.
TI-Nspire Applications
none
Step-by-step directions
Students will use the calculator activity to prepare to create a paper and pencil version of the Reflections.
There should be some discussion to review the properties of reflected figures and similar triangles.
Students should work at their own pace, individually or in pairs, with whole class discussion when necessary.
Subject: Algebra I - Geometry
Time required: 45 to 90 minutes
Students will learn to hide the axes and the circumscribed circle by using the Hide/Show function of the TI-Inspire.
Students should write observations on paper to use in the final part of the activity.
Discussion should mention congruency of angles and proportional relationships of the corresponding segments.
With the circumscribed circle hidden, the students should grab and move the points along the horizontal axis and list their observations.
Depending on the length of the lesson, students can be encouraged to find the areas of the matching triangles, and compare the ratios of corresponding sides.
Students should move points vertically and make written observations of the corresponding triangles and images.
Reflections in Motion
by: Johanna Bowman
Subject: Geometry
Grade level: 8-10
Time required: 45 to 90 minutes
Materials: TI-Nspire Calculator Activity
Students should be encouraged to move the points at random and compare the corresponding relationships.
At this point students should use the copy and paste feature of the TI-Nspire to add a final page to this document.
Each student should manipulate the figures to create a unique design. Measure angles and segments in order to transfer this design to a paper construction.
Make a paper copy of the design and write a hand-written summary of the properties of the reflected images.
Save the calculator document with an appropriate filename.
Reflections in Motion
by: Johanna Bowman
Subject: Geometry
Time required: 45 to 90 minutes
Grade level: 8-10
Materials: TI-Nspire Calculator Activity
Assessment and evaluation
* Students can return to the calculator activity and review their work. Paper constructions can be used to facilitate understanding.
Activity extensions
* Some students may be able to use the Animation feature of the TI-Nspire to create a visual display of the Reflections in Motion.
* A collection of reflected images from the real world may help students recognize the relationships.
* Mirrors can be used to produce reflected images and patterns.
Student TI-Nspire Document
Reflections in Motion
Reflections in Motion
by: Johanna Bowman
Subject: Geometry
Grade level: 8-10
Time required: 45 to 90 minutes
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THE ANCIENT CULTURAL HISTORY OF "THE MATANZA"
by Marcella Trujillo Melendez
Beginning over 350 years ago and continuing throughout the first part of this century, rural New Mexican families raised a family pig for the purpose of butchering it in the traditional matanza, a public ritual which is still practiced by some families to this day. The question is, where did this practice have its start?
A search for the historical roots of the matanza tradition leads one across the ocean, back to around 500 B.C. in Spain, when Celtic tribes occupied that part of the world. Pigs were known to be important to the Celts who would carve granite statues that looked like pigs to be used as tombstones and territorial markers.
However, between the years 711 and 1492, the period during which Spain was under Moorish rule, the matanza took on greater significance; it became the symbol of political and religious resistance. The pig became the line of demarcation which separated the Christian Spaniards from their conquerors. Spaniards loved pork while the Moors, like the Jews, rejected pork because of religious dietary reasons.
The pig came to be known as a marrano, a word derived from an Arabic root meaning "prohibited thing," or "outsider."
Catholic Spain fought back for seven centuries, finally defeating the Moors in January 1492 and then, two months later, issuing an edict to expel the Jews .
La Matanza has been part of the cultural life in Hispanic New Mexico for as long as anyone can remember. It arrived with the first Spanish colonies.
Before electricity was available to rural New Mexicans, the matanza was a practical way of feeding the villagers. Each family fattened their own pig and during the winter months, when fresh food and house flies were scarce, the villagers would gather nearly every weekend at the home where the matanza was being held.
After a full day of eating, visiting, singing and celebrating, what was left of the pig was divided among the families of the village. Those unable to attend received a package of chicarrones, carne adobada, burritos and red matanza chile. There were no leftovers to spoil.
Good eating was only one of the benefits derived from la matanza. As the villagers rotated from house to house throughout the winter months, assuring everyone plenty of fresh meat, they also received something much more valuable: the intangible, emotional and spiritual good resulting from the camaraderie and entertainment which are part and parcel of the matanza.
Today, with electricity, refrigerators, freezers, supermarkets, cars and freeways available to everyone, need for fresh food is no longer the reason for having a matanza.
In the process of having achieved affluence and self-reliance, we find ourselves with a great spiritual hunger which can still be easily satisfied through the kind of camaraderie that comes with la matanza.
The matanza remains a bridge to the past which connects the present and future generations to our ancestors. For hundreds of years some families have been passing on their treasured matanza equipment such as the jarrias, giant copper kettles which are an indispensable matanza utensil, to a family member who is entrusted to make it available for use to other family members and finally to pass it on to the younger generation, thereby perpetuating the tradition.
At this time in history, it is apparent that the matanza is much needed as a symbol of resistance, not to people, but to those attitudes of selfishness and self-centeredness that threaten the values most important to Hispanics: love of God, love of family and love of life.
Long live la matanza!
NMGS member Marcella Trujillo Melendez wrote this article for the Genealogist from her current home in Culver City, CA. She was born in Bosque, New Mexico at a time when the matanza was still a dominant part of life, and bases much of her information for this article on first-hand experience and observation. She currently works as a reporter for La Cruz de California, an independent monthly Spanish language newspaper which is distributed throughout Southern California and Baja California. Her autobiography, which describes the customs, traditions and daily life of growing up in Bosque in the 1940s, is included in a book titled Prodigal Daughters, a collection of women's stories edited by Donna Steichen. The book is available from Ignatius Press, P.O. Box 1339, Fort Collins, CO 80522-1339 or through www.amazon.com. | 1,817 | 949 | {
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Milestones For College Success
As students progress through their 4K-12 academic careers, they strive for and reach a number of key milestones. The Mequon-Thiensville School District (MTSD) has determined seven milestones that are used as benchmarks to guide our efforts to ensure students will experience college and future career success.
Our goal is that when our students graduate from high school, they have the knowledge and skills necessary to succeed in a post-secondary education. Each milestone is rigorous and requires students to develop higher-level thinking and problem-solving skills necessary to meet the challenges of a changing global environment.
MTSD's Seven Milestones For College Success include:
1. Reading to Instructional Level (K – 2nd grade) – Students that are reading at or above their instructional level by the end of third grade are likely to experience success in their post-secondary endeavors. Reading to instructional level (as measured on the Fountas & Pinnell Text Level Gradiant) is the ability at which the student can read without additional support (i.e., challenging but manageable text for the reader).
2. Reading Attainment (3rd – 8th grade) – Students who score at or above the 66th percentile at grade level on Measures of Academic Progress (MAP) tests demonstrate reading skills that will likely lead to college success.
3. Math Attainment (3rd – 8th grade) – Students who score at or above the 70th percentile at grade level on Measures of Academic Progress (MAP) tests demonstrate mathematics skills that will likely lead to college success.
4. ACT Benchmark Attainment (8th – 11th grades) – Students who meet or exceed all four ACT Benchmarks in English, math, reading, and science associated with this exam have a high probability for success in respective college credit-bearing courses. The ACT series of assessments can be used to assess college readiness.
5. Algebra 2 Completion – Students who take advanced math in high school are much more likely to attend, and graduate from college. By completing Algebra 2 by the end of 10th grade with a "C" or higher, students will have access to rigorous pre-college mathematics course options in grades 11 and 12.
6. Success in Advanced Coursework – Students who successfully complete advanced coursework [i.e., take Advanced Placement exams (score 3 or better) or dual-credit courses (attain a "B" or better)] prior to high school completion perform better in college.
7. Student Engagement (4 th – 12 th grades) – Students who are engaged at school (average > 3.0 on a 4.0 scale) are likely to further their education and experience post-secondary success. The School Perceptions Student Engagement Survey measures six indicators including Connectedness, Drive, Leadership, Motivation, Social & Emotional Aptitude, and Wellness.
MTSD Milestones for College Success Dashboard:
What percentages of our students met MTSD Milestones in the 2015-16 school year? | 1,360 | 613 | {
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Dates
Dates
Daisy Promise Center
Earn the Promise Center by saying the Girl Scout Promise and what it means to you!
Lupe Petal: Honest and Fair
When you've earned your Lupe Petal, you will know how to be honest and fair, just like Lupe the Lupine.
Sunny Petal: Friendly and Helpful
When you've earned your Sunny Petal, you will know how to be friendly and helpful, just like Sunny the Sunflower.
Mari Petal: Responsible for What I Say & Do
When you've earned your Mari Petal, you will know how to be responsible for what you say and do, just like Mari the Marigold.
Dates
Clover Petal: Using Resources Wisely When you've earned your Clover Petal, you will know how to use resources wisely, just like Clover.
Dates
Zinni Petal: Considerate and Caring
When you've earned your Zinni Petal, you will know how to be considerate and caring, just like Zinni the Zinnia.
Dates
Tula Petal: Courageous and Strong
When you've earned your Tula Petal, you will know how to be courageous and strong, just like Tula the Tulip.
Gloria Petal: Respect Myself & Others
When you've earned your Gloria Petal, you will know how to respect yourself and others, just like Gloria the Morning Glory.
Dates
Gerri Petal: Respect Authority
When you've earned your Gerri Petal, you will know how to respect authority, just like Gerri the Geranium.
Dates
Dates
Dates
Vi Petal: Be a Sister to Every Girl Scout When you've earned your Vi Petal, you will know how to be a sister to every Girl Scout, just like Vi the Violet.
Rosie Petal: Make the World a Better Place When you've earned your Rosie Petal, you will know how to make the world a better place, just like Rosie the Rose.
Cookie Literacy Leaves
When you've earned this leaf, you'll be able to decide how to best use your cookie money.
Dates
When you've earned this leaf, you'll know how your cookie money adds up.
Dates
Financial Literacy Leaves
When you've earned this leaf, you'll know more about how to make choices involving money.
Dates
When you've earned this leaf, you'll know more about money and what it's worth.
Dates
Skill-Building
Dates
Dates
Good Neighbor
Board Game Design Challenge
Buddy Camper
Skill-Building
Dates
Dates
Roller Coaster Design Challenge
Outdoor Art Maker
Model Car Design Challenge
Progressive Badges Robotics
What Robots Do
Dates
How Robots Move
Dates
Design a Robot
Dates
Engineering Journey
Dates
Take Action
Think Like an Engineer
Outdoor STEM Journey
Dates
Take Action
Think Like a Citizen Scientist
Computer Science Journey
Dates
Take Action
Think Like a Programmer | 1,221 | 633 | {
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Ayeka? Where Are You?
How you show up for your friends, family, classmates, and co-workers says a lot about who you are and the diverse roles you play in your relationships. After Adam and Eve eat of the Tree of Knowledge of Good and Evil (Genesis, Chapter 3) they recognized their nakedness and hid from God among the trees of the Garden of Eden. "Ayeka?" calls God to Adam. Not merely a question of location, God is asking "Where do you stand?" "Who are you and how are you showing up before me?" This is the question we must ask in all of our communities. How are we showing up? What are the many different roles we play?
This text study is designed to get us thinking about these questions and to help us answer the question "Ayeka?" with the prophetic response, "Hinei" – Here I Am.
Find a chevruta (study partner). Select from among the texts below. For the text you select, ask three questions:
1. What does the text say? (State the simple meaning of the text as written)
2. What does the text mean? (Uncover the author's intent)
3. What does the text mean to me? (Explore how this text asks you to show up for your colleagues)
Most of life is showing up. You do the best you can, which varies from day to day. (Regina Brett, journalist, The Cleveland Jewish News)
Rabbi Eliezar said, "Your friend's honor should be as precious to you as your own." (Pirkei Avot 2:9) 1
"As human beings, our job in life is to help people realize how rare and valuable each one of us really is, that each of us has something that no one else has--or ever will have--something inside that is unique to all time. It's our job to encourage each other to discover that uniqueness and to provide ways of developing its expression." (The World According to Mister Rogers)
Hillel says, "Do not separate yourself from the community." (Pirkei Avot 2:4)
"He who [is occupied with Torah] for its own sake is called beloved friend; he loves God, he loves mankind; he is a joy to God and a joy to mankind." (Pirke Avot 6:1)
Vulnerability is about showing up and being seen. It's tough to do that when we're terrified about what people might see or think. (Brene Brown, research professor)
1 Pirke Avot, "Ethics of the Fathers," is a compilation of ethical and moral teachings and aphorisms that claim to be handed down from Moses to the Rabbis to the next generations)
[Rabbi Tarfon] used to say, "You are not expected to complete the work and yet you are not free to desist from it."
(Pirke Avot 2:16)
Shimon the Righteous...used to say, "The world is based on three principles: on the Torah, on avoda, and on gemilut chasadim."
(Pirke Avot 1:2)
Hope begins in the dark, the stubborn hope that if you just show up and try to do the right thing, the dawn will come. You wait and watch and work: you don't give up. (Anne Lamott)
Hillel says, "Be the disciples of Aaron, loving pace and pursuing peace, loving your fellow men, and drawing them near to the Torah." (Pirkei Avot 1:12)
And it is taught in a baraita: A Torah scholar is not permitted to reside in any city that does not have these ten things: A court that has the authority to flog and punish transgressors; and a charity fund for which monies are collected by two people and distributed by three, as required by halakha. This leads to a requirement for another three people in the city. And a synagogue; and a bathhouse; and a public bathroom; a doctor; and a bloodletter; and a scribe [velavlar] to write sacred scrolls and necessary documents; and a ritual slaughterer; and a teacher of young children. With these additional requirements there are a minimum of 120 men who must be residents of the city. They said in the name of Rabbi Akiva: The city must also have varieties of fruit, because varieties of fruit illuminate the eyes. (Babylonian Talmud, Sanhedrin 17b) | 1,519 | 945 | {
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Old Wives Tales
About House and Home
Use a word from the list on the right to fill in the blanks of the "Old Wives Tales" you find on the left. You may only use each word once.
Scatter Solomon's seal on the floor to banish ___________ from the room.
To protect your house from ______________, gather hazel tree branches on Palm Sunday and keep them in water.
Add _________________ to chicken feed to keep poultry from wandering.
Stuff ___________ in your keyhole to protect against witches.
Never carry a _________ into the house. If you do so by mistake, carry it out again, walking backward to avoid bad luck.
Never walk under a __________, it brings bad luck.
If you give a ____________ to a friend, make the recipient pay you a penny to avoid cutting the friendship.
Never pound a _________ after sundown, or you will wake the tree gods.
Nail an ____________________ to new rafters to bring good luck.
An __________________, hung high, will bring good luck to a house.
When you move to a new house, always enter first with a ____________ and a new broom.
Never bring an old _______ into your home- it may still carry remnants of the past, and if it falls, it means company is coming.
Make sure you exit by the same __________that you entered or you will never settle.
If you find a ______________ inside your home it means luck.
A __________flying through a window means death.
If a ______________ land on your house it will soon burn down.
If a __________________ nests under the eaves you will be protected.
Ivy growing over the top of your house keeps you safe from _______________.
Never give a _________as a housewarming present -your new neighbor will become an enemy.
Never sweep over a ____________ or you will sweep all the good luck out.
Grasshopper
Steel Blade
Black Magic
Fennel
Loaf of Bread
Hoe
Knife
Evergreen Branch
Swallow
Caraway Seeds
Ladder
Broom
Bird
Nail
Lightning
Serpents
Swarm of Bees
Trash
Threshold
Empty Hornet's Nest
Door
Old Wives Tales
About House and Home
ANSWER KEY
Scatter Solomon's seal on the floor to banish serpents from the room.
To protect your house from lightning, gather hazel tree branches on Palm Sunday and keep them in water.
Add caraway seeds to chicken feed to keep poultry from wandering.
Stuff fennel in your keyhole to protect against witches.
Never carry a hoe into the house. If you do so by mistake, carry it out again, walking backward to avoid bad luck.
Never walk under a ladder, it brings bad luck.
If you give a steel blade to a friend, make the recipient pay you a penny to avoid cutting the friendship.
Never pound a nail after sundown, or you will wake the tree gods.
Nail an evergreen branch to new rafters to bring good luck.
An empty hornets' nest, hung high, will bring good luck to a house.
When you move to a new house, always enter first with a loaf of bread and a new broom.
Never bring an old broom into your home- it may still carry remnants of the past, and if it falls, it means company is coming.
Make sure you exit by the same door that you entered or you will never settle.
If you find a grasshopper inside your home it means luck.
A bird flying through a window means death.
If a swarm of bees land on your house it will soon burn down.
If a swallow nests under the eaves you will be protected.
Ivy growing over the top of your house keeps you safe from black magic.
Never give a knife as a housewarming present -your new neighbor will become an enemy.
Never sweep over a threshold or you will sweep all the good luck out.
If you sweep trash out the door after dark, it will bring a stranger to visit. | 1,565 | 849 | {
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14. (267) The lute was introduced by _______ through ________. Be able to describe it. What is the tuning?
Chapter 12 The Rise of Instrumental Music
1. [264] What are two reasons why there is little surviving instrumental music?
2. What are the forms that don't depend on vocal music?
3. (265) Name the two books and their authors.
4. T/F Professional musicians specialized on one instrument like we do today.
5. Do you remember the two meanings of haut and bas?
6. (266) In Performance. What are the terms for the decorative figures that are ornamentations for long notes?
7. T/F. Embellishments were only for the top voice.
8. Who are the authors of treatises that deal with embellishments?
9. Were these examples of embellishment exactly adhered to or for guidance?
10. (267) What is a consort? TQ: What is a chest of recorders? TQ: What is a broken consort?
11. The wind instruments already in use are:
12. What are the new instruments?
13. What about percussion music?
15. (268) A Spanish guitar is the __________.
16. Did viols (or viola da gamba) tune their strings like violins or lutes? Were the tenor and bass of this family played like lutes, violins, or cellos?
17. TQ: What is the tuning of the violin? How many strings does the early violin have? TQ: The modern violin?
18. (269) _______ (= ________________) were added to the organ. The pedal was found only in the _____________. TQ: Do you know why?
19. Of the small organs, which survives?
20. What are the two types of keyboard string instruments? Which one has a tangent? Which a plectrum?
21. What are the various names for a harpsichord? TQ: Why isn't the last in bold font?
22. TQ: What is the author's opinion of playing that music on "period" (= genuine) instruments?
23. List the five types of instrumental music.
24. (270) What are the two types of dance music? TQ: What does stylized mean?
25. Give a general view of dances.
34. (275) What are the various ostinatos?
26. (270) The basse danse was a ______ dance with couples raising and lowering the body. The three branles were branle _____, branle _______ (both in _____ meter) and the branle ______ in ________ meter.
27. (271) SR: How important is dance in the Renaissance? Who is the author of the dance book? TQ: Do you agree in principle with the very last sentence?
28. (272) How many dances in a group? What was the favorite combination? What is the example cited? What is the combination in Italy?
29. (273) Turning a vocal piece into an instrumental one is called _______________. In doing so, one has to consider the idiomatic capabilities of the instrument. (TQ: What does idiomatic mean?) What is the ornamentation called?
30. (273) TQ: Setting of Existing Melodies. In the first paragraph, there are three sentences. The second sentence was added in the 8th edition. Why?
31. What is an organ verset (or verset)? What is an organ mass?
32. How was "alternation" handled in the Lutheran Church before and after 1570? TQ: What would be the cantus firmus in "the more elaborate settings and embellished paraphrases"?
33. What is the famous English c.f. and it's origin? How many pieces?
35. What is the term for Spanish variations?
36. In Narváez' variations, what remains constant?
37. Who are other Spanish composers of variations?
38. (276) Who are the English composers? What's the name of the collection?
39. (277) What's the pattern in English variations?
40. (278) SR: TQ: Fact or fiction?
41. (279) Pieces that derive from improvisation include what? The composer cited is ____________.
42. What is the main keyboard type after 1550? Who is the composer cited?
43. (280) What is an alternative name for toccata-like pieces?
44. The ricercar is an instrumental ________, in that it is sectionalized. It eventually turns into a ________.
45. (281) The canzona is an instrumental ____________.
46. What are the characteristics of a canzona?
47. (282) Who are the composers of St. Mark's? Organists?
48. (283) SR: List Gabrielli's works.
49. What are polychoral motets? What is cori spezzati?
50. (284) What is a sonata? What is the famous example? Why is it famous?
51. (285) TQ: Could you write a summary statement about 16th-century instrumental music such as the one on this page? | 2,022 | 1,076 | {
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HARRIS LEARNING LIBRARY
Library Tips for Students
www.eclibrary.ca
Twitter & Instagram: @Library4NUCC
Need information for an assignment? Start at www.eclibrary.ca
Use the Catalogue to look up:
books, e-books DVDs, videos audiobooks CDs, games kits, puppets course reserves
Go to E-Resources to find:
journal articles magazines
newspapers e-books
government documents statistics
maps streamed video
online dictionaries & encyclopedias
Search Journals by Title to see:
if the Library has the specific journal, magazine or newspaper you need
Logging into E-Resources
Canadore students:
Username = student number Password = birthdate (mmddyy)
Nipissing students:
Password = MyNipissing password
Username = MyNipissing username
Searching for Books & Articles
- Identify the main ideas or concepts of your topic.
- Think of single words or short phrases that best describe these ideas.
- Use these as search terms in a "keyword" search. Examples: medieval, global warming
- Try more than one search using variations of your search terms.
The Call Number is a book's "address" on the shelf, and is a combination of letters and numbers.
Example: E96.5 .S64 2012
Renew Your Books Online!
Click on the My Account tab on the library website. Log in using your student # and birthdate.
Finding Course Reserves
Go to the Catalogue, select first drop-down menu to choose 'Course Reserves.' Search by Course Name, Course ID, or Instructor Name.
Reserves are kept at the Circulation Desk:
- Bring the call number (see above) of the item to the Circulation Desk and staff will retrieve it for you.
- Short Loan Reserves are also kept at the Circulation Desk. These are 2-day loans that can be taken out of the Library.
- Most are 3-hour loans, in-library use only.
August 2018
Too few articles?
Try using:
- variations of your search terms
- broader search terms
- a different database
Too many articles?
Narrow your search by:
- using a more specific search term
- adding another search term
- clicking on a subject heading
selecting a publication type,
- i.e. academic journals
Articles not relevant?
Try using:
- synonyms, different spellings or related words
- a different database
- the Help or Tips in the database
Searching for Articles
www.eclibrary.ca
→ E-Resources
→
Choose a subject or "general"
→
Use the database descriptions to help you select one suitable for your topic
Looking at Your Search Results
Finding the "Full Text" of Articles
- Look for a "full text" link, or click on
if the article is available in another database, get it! will link you to it. →
get it! will also indicate if the article is available in print or microform format in the Library. →
- If the full text of an article is not available, it can be requested through Interlibrary Loan.
Saving your articles
Most databases allow you to:
Print, save, or email articles
Export article links to RefWorks
RefWorks
- Import, store and organize references into your personal RefWorks account.
- Share your references with other people.
- Format in-text citations and bibliographies.
- See the RefWorks Help link for tutorials.
Interlibrary Loan
Need a book or article that is not available at this Library? Request it online through RACER. (Most ILLs are free!) See Interlibrary Loan at www.eclibrary.ca
Evaluating Websites
Information from the Internet used for university or college assignments must be critically evaluated for reliability.
- Determine who wrote the information. Are they an expert on the subject? Is the site affiliated with a credible organization? Look for an "About Us" link.
- Check the URL—it may indicate the website type: commercial, educational, government, etc.
- Was the website created to share information, sell something, or promote a point of view?
- Is the content accurate? Are references provided to back it up? Are there spelling or grammar errors?
- Is the information up to date?
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Christine Stent Pinha RD.SA
BSc.Dietetics.UP Pr # 0040398
Registered Dietitian; Corporate Nutrition Specialist; Brain Chem.Coach
Healthy Lunches for Children
Healthy lunches for school don't have to be complicated. In fact, often the easiest ideas are the most delicious! It is all about planning ahead, experimenting and getting excited about new lunch options.
These suggestions below can be used for school or for snacks/lunches when at home:
Sandwich Ideas
Cookie cutters – Kids of all ages, love food in shapes. Surprise them with different shapes over the week.
Alternatives to bread: whole wheat bagels or wholewheat pitas or tortillas.
Aim to use protein on sandwiches - Serve lean sliced/shaved cold meats (MSG FREE), chicken, tuna or egg salad.
Meatless filling options: peanut butter works well! Very nutritious. Some kids don't like peanut butter, then try cashew nut butter or almond butter! Low fat cottage cheese or white cheeses on low GI bread are options.
Optional spreads: mustard, low fat mayonnaise, tomato sauce or chutney.
Tea sandwiches: These are bite-sized sandwiches. You can make your child a low fat cream cheese tea sandwich with very thin cucumber slices. Serve sliced lean cold meats rolled up into tubes and offer the bread separate.
Bite-Sized Food Ideas
Toothpicks can add some fun too . So make a mini-sandwich and place a toothpick in it. You can get toothpicks with fun designs at party stores.
Make your own Japanese rolls: Use Korean roasted seaweed (this has a nice sesame flavor to it) and sticky rice. Just roll up the rice into a mini-cylinder shape. (Tip: get your child involved. Let him/her help you the night before).
Add dips. Dipping food enhances the food experience! Fruits and veggies are great for dipping! - - Baby carrots (buy the carrot balls or julienne carrots); slightly steamed broccoli, sliced apples (use lemon juice to keep them from browning), baby corn; baby tomatoes, celery sticks…. Dip into peanut butter, low fat smooth cottage cheese, lite mayonnaise, etc….
Sweet potato can work. Cook in microwave and slice into circular shapes. Sprinkle a dash of sugar or Xylitol.
Take advantage of tropical fruits such as mango slices or kiwi (easy to scoop out with a spoon).
Cube cheese or Laughing Cow Lites and offer it on a toothpick.
Trail mix (nuts, dried cranberries, mixed seeds).
Yoghurt and berries. Add some granola or raw nuts on top (Tip: place in small coloured plastic container).
Cereal. Ensure it is low fat (i.e. <10g total fat per 100g) and high in fibre (>3g per serving). Provide a container with a top and a spoon. Your child can eat dry or add a small yoghurt or small drinking probiotic milk.
Healthy Snack foods for children
For younger children: put snacks in small colourful containers, wrap in cartooned or coloured wax paper, cut into shapes where you can (e.g. you can use shaped cut-outs on pineapple pieces)
- Raw nuts
- Popcorn
- Baked pretzels (Sunbites pretzels) or Clicks Pops range
- High fibre crackers with cheese wedges/blocks
- Lean biltong (about 35 – 40g packs)
- Carrot sticks and cucumber slices with hummus dip
- Ants on a stick: celery stick/carrot stick with peanut butter and raisins on top
- Apple slices spread with peanut butter
- Dried fruit (Limit to maximum 1 closed handful per day for weight loss)
- Fresh fruit (Limit to maximum 3 – 4 for weight loss)
- Low fat yoghurts and milk drinks and Woolworths probiotic drinks
- Low GI muffin or low GI banana bread (see recipe) – put some Nutella chocolate spread
- Oatees or Coco Pops cereal with raisins and nuts – in a container
- EATRITE biscuits (2 – 3)
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Insights Mindmap
General Studies-3; Topic: Conservation, environmental pollution and degradation, environmental impact assessment.
India's climate imperative
Introduction
* In the absence of COVID-19, climate change-induced disasters would have been India's biggest red alert in recent years.
* The heatwave this year; torrential downpours in south India in 2021; and the super cyclone Amphan in 2020 are symbols of man-made climate change.
Rising Temperature
* Temperatures over the Indian Ocean have risen by over 1°C since the 1950s, increasing extreme weather events.
* Heat waves in India have claimed an estimated 17,000 lives since the 1970s.
* Labour losses from rising heat, by one estimate, could reach ₹1.6 lakh crore annually if global warming exceeds 2°C, with India among the hardest hit.
* Heatwaves are aggravated by deforestation and land degradation, which also exacerbate fires.
Climate-resilient agriculture
* Agriculture, being water-intensive, does not do well in heat wave-prone areas.
* A solution is to promote agricultural practices which are not water-intensive.
* Insurance schemes can transfer some of the risks of extreme heat faced by industrial, construction and agricultural workers to insurers.
* Weather-based crop insurance would help.
Page 1
Insights Mindmap
* Climate-resilient agriculture calls for diversification — for example, the cultivation of multiple crops on the same farm.
Floods and storms
* Floods and storms are worsened by vast sea ingress and coastline erosion in the low-lying areas in the south.
* Southern States need stronger guidelines to avoid construction in locations with drainages.
* It is vital to map flood-risk zones to manage vulnerable regions.
*
Environment Impact Assessments must be mandatory for commercial projects.
* Kerala has some flood-resistant houses constructed on pillars.
* Communities can build round-shaped houses, considering optimum aerodynamic orientation to reduce the strength of the winds.
Arresting climate change
* Adaptation alone will not slow climate damages if the warming of the sea level temperatures is not confronted.
* Leading emitters, including India, must move away from fossil fuels.
* Nearly 295 dams in India are more than 100 years old and need repairs.
* Regulations must stop the building of dams on steep slopes and eco-fragile areas, as well as the dynamiting of hills, sand mining, and quarrying.
* India could cut its pollution by half just by providing clean cooking fuel to rural households in the Indo-Gangetic plains.
* Nature-based solutions, such as increasing forest area, would be valuable to India's climate adaptation programmes.
Way Forward
* India needs to adapt to climate impacts by building resilience against weather extremes.
* India's share in disaster management should be raised to 2.5% of GDP.
* States can tap into the Union government's resources, financial and technological, from early warning meteorological systems to centrally sponsored climate schemes.
* MGNREGA funds can be used for climate adaptation in agriculture, waste management and livelihoods.
* States could make compensatory payment to local self-government resources for climate adaptation.
* For public pressure to drive climate action, we need to consider climate catastrophes as largely manmade.
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CURRICULUM MAP (Long term plan)
SUBJECT:______MATHS_________________________
YEAR GROUP ____8_____________________
A3 – Manipulating and Simplifying Expressions 2:
- Expanding a single bracket, simplifying expressions involving expansion of brackets.
- Factorising into a single bracket.
- Expanding two simple binomials.
- Writing more complex algebraic expressions.
A4 – Linear Equations:
- Understanding equality and balancing.
- Simple one-step solutions (four rules).
- Two-step solutions (four rules), including with brackets.
- Solving equations with the unknown on both sides.
- Simple equations with the unknown in the denominator and applications and problems, including forming and solving equations in a geometric or "real-life" context.
NP10 – Proportional Reasoning:
- Direct and inverse proportion.
- Comparing quantities (value for money, exchange rates, etc).
- Scaling up/down - recipes, shapes (simple enlargements), etc.
- Percentage increase and decrease, decimal multipliers.
- Finding a percentage change.
NP11 – Ratio:
- Ratio notation, expressing relationships as ratios.
A5 – Formulae:
- Evaluating expressions and formulae by substitution, including inputs and outputs (function machines where necessary).
- Writing formulae in words and letters, including SDT/DMV/PFA.
- Generating sequences from formulae.
- Rearranging linear formulae.
- Rearranging non-linear formulae (involving powers and roots).
A6 - The Cartesian Grid:
- Drawing an accurate Cartesian grid and plotting 2D coordinates in four quadrants.
- Introduction to two-dimensional vectors.
- Finding the midpoint of a line segment.
- Expressing number relationships algebraically.
- Expressing number relationships graphically, as a means of picturing the relationship.
- Plotting quadratic number relationships on a Cartesian grid given the algebraic form of the relationship.
- Reading values of variables from a graph (including quadratic, piecewise linear, exponential and reciprocal graphs).
- Graphical representations of discrete numerical data - vertical line, bar charts, pie charts, pictograms, stem and leaf, etc.
- Measures of central tendency of ungrouped data - mean, mode and median, from lists and from a frequency table, including solving simple problems (such as finding the missing number).
- Measures of spread - range, interquartile range, outliers (by sight).
- Compare data sets through graphs, central tendency and spread.
- Selecting the best graph for the job and know how graphs can mislead.
SP2 – Bivariate Data & Time Series:
- Draw a scatter graph; Interpret relationships and correlations from a scatter graph, recognise correlation does not imply causation, identify outliers.
- Draw a line of best fit by sight, interpolate and extrapolate trends and know the dangers of extrapolation.
- Interpret and construct tables and line graphs for time series data (including moving averages as extension).
A7 – Sequences 1:
- Generate terms of a sequence from term-to-term and position to term rules. | 1,479 | 624 | {
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King Edward VI Camp Hill School for Girls
Maths Department Newsletter
29th February 2016
11 is the only palindromic prime with an even number of digits
News
Maths Word
You may not know this but a person who is born on the 29 th February is called a
'leapling'. These people only have a birthday once every 4 years 1 , which means they will be well into retirement before they can officially celebrate their 18 th birthday. This is a little bit like cats. To convert a cat's age into an equivalent human age, their first year of life counts as 15 years, their second year counts as 10 years, and every year after that counts as 4 years. This means that my 16 year old cat is really 15 + 10 + (14 × 4) = 81 years old. However, if a cat is born on the 29 th February, the formula is rather more complicated. Can you work it out?
Joke
A 'frustum' is what you get if you slice off the top of a cone or a pyramid.
Sometimes you might see it spelt as 'frustrum' 2 but this is a mistake. Frustum is a Latin word meaning 'piece', whereas 'frustrum' is the Latin word from which we get the word 'frustrating'. The fact that teachers get frustrated by the amount of times people make this error is just a strange coincidence.
Maths Quote
"It is not knowledge, but the act of learning, not possession but the act of getting there, which grants the greatest enjoyment."
Carl Friedrich Gauss
If, however, you don't seem to be getting there as quickly as you would like, why not come along to maths workshop, which takes place every Friday lunchtime in room 13
Competition
Like some of these axes, this joke has a serious point to it.
Don't forget, if you're going to enter the University of Southampton Maths Challenge, to hand your work in to Mr. Bettison as soon as possible. He will be sending it all off on Monday 14 th March.
1. If you ever have children, try to have them on 29 th February. You'll save a fortune only having to buy birthday presents every 4 years.
2. This has even been spotted in some maths textbooks!
Extreme BIDMAS
Near the beginning of this year, we saw this, during our daily check of the internet looking for maths things we've not seen before:
We wondered how difficult it was to construct this sort of thing. After a minute or two we came up with this:
and we decided that, even though it looks quite tricky, perhaps it isn't that difficult after all.
So what we want to know is, can you make 2016 using only the digits 1, 6 or 9, and using the digit no more than 10 times in your calculation?
Let us know if you can and we'll put the best ones in the next newsletter.
Famous Mathematician
Hypatia of Alexandria was a Greek mathematician and astronomer, who lived in Egypt, then a part of the Roman Empire, between about 360 and 415 AD. Unfortunately for
her, the early fifth century was a time of major political and religious upheaval. Barbarians threatened the Roman Empire and sacked Rome itself in 410 AD, sending shock waves 3 around the Mediterranean. In antiquity, there were four branches of mathematics: arithmetic, geometry, astronomy and music. The first two were classed as 'pure' and the second two 'applied'. Hypatia worked in the first three, studying and teaching both arithmetic and geometry. Sadly, Hypatia was horribly murdered after getting caught up in a feud between Orestes, the Governor of Alexandria and Cyril, the Bishop of Alexandria. She is still remembered, however, for being the first ever famous female mathematician.
If you want to find out more about her, you could watch the film Agora 4 , which is about her life and death. 5
Competition Winner
The year 7 competition about the family of flowers was won by Maleeha Ahmad from 7W. As always, if you have anything interesting that you think should go in the next newsletter, please let us know.
3. Not literal ones; metaphorical ones.
4. Hypatia would teach in an 'agora'; an open space used for public assemblies and markets in Ancient Greece.
5. Although one student, after we watched some of it in class, was heard to say, "What on earth was that? That was the weirdest film I've ever seen!" (but don't let that put you off – they were probably just agoraphobic) | 1,668 | 992 | {
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Reading Rhythms and Sightreading
* Tricks to sightreading in 6/8
* Reading swing rhythms
* How to sightread better
Let's start with a brief explanation of 6/8…
In 6/8, technically the eighth note gets 1 beat. However, in reality, we usually think of 6/8 in 2, with the . getting 1 beat. This is crucial to understanding the tricks to sightreading in 6/8.
When reading rhythms in 6/8, don't worry about how it's counted. Instead, try to take a step back and look at the big picture. When you do, you'll notice that the notes are usually flagged in a way that shows where the big beats are in each measure.
The first part of the trick is to always VISUALLY IDENTIFY the BIG BEATS. For example…
The next part of the trick is to realize that, in 6/8, everything happens in 1 of 3 places: ON THE BEAT, BEFORE THE BEAT, or AFTER THE BEAT
The last part of the trick is to keep a steady beat and allow every note to fall in one of those three places.
Let's look at how this works in real life…
What questions do you have?
Reading Swing Rhythms…
It's really not possible to learn how to swing in words. The ONLY way to learn how to swing is by LISTENING and IMITATING.
Learning how to read swing rhythms is also best learned by listening and imitating. However, some discussion can give us a starting point.
"doo dit dit"
=
* Eighth notes that are written as tied to other eighth notes are usually played as a "dit".
* Quarter notes that land on off-beats are usually played as "dit" unless marked long.
Step 1: Listen! (internalize it, feel it)
Step 2: Sing it! (match everything exactly)
Step 3: Play it! (match the articulations and feel that you sang)
Let's listen & sing it (1 st me, then together) with the "scat syllables":
Now, I'm going to play through it (in concert key). Sing the scat syllables along with me as I play it. Does it line up? (If you are a concert key instrument and would like to play along, feel free)
What questions do you have?
How to Sightread Better…
1. Keep a steady beat.
I highly recommend using a metronome whenever you sightread!
2. Look at the BIG PICTURE and visually identify where your downbeats are.
Just like we did with 6/8 rhythms
3. The most important thing is playing correct RHYTHMS. Correct notes are secondary.
You could play all the right notes, but if you don't put them in the right spots, they're not right notes anymore because you're not with the band.
4. Try to think in your key signature.
It might help to play through the major scale that goes with that key signature before you start sightreading.
5. Focus on putting correct notes on the downbeats.
When you think in your key signature and you put the right notes on the downbeats, you'll be surprised at how many correct notes you'll play in between the downbeats!
6. Sightread as OFTEN as possible!
Buy a new etude book and force yourself to sightread one etude each day, slowly, with a metronome. It really is true that the more you do it, the better you get at it.
7. Pretend like you know what you're doing Confident sound, posture, keep going, don't stop/restart… You just might surprise yourself!
What questions do you have?? | 1,251 | 800 | {
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Nutrition Nutrition
and Heart Disease and Stroke
Poor nutrition is a risk factor for heart disease and stroke. Making healthy food choices can improve your health and help reduce your chances of having a heart attack or stroke.
Nutrition in Missouri
In recent years, unhealthy food choices have contributed to a rise in obesity, which increases a person's risk for heart attack and stroke. In Missouri, 63.3 percent of adults are overweight or obese. 1
An important part of a healthy diet is eating plenty of fruits and vegetables. But only 20.2 percent of Missourians eat the recommended fi ve or more servings of fruits and vegetables every day. 1
What is a healthy diet?
In addition to fruits and vegetables, a healthy diet includes low-fat dairy products, lean meats and whole grains. Guidelines for good nutrition include:
* Limit foods that can raise your cholesterol, such as those that are high in saturated fats, trans fats and cholesterol.
* Eat at least fi ve servings of fruits and vegetables a day. Choose produce of varying colors to get a variety of nutrients. For example, orange fruits and vegetables such as carrots, sweet potatoes and cantaloupe, contain large amounts of vitamin A, while green vegetables such as spinach and broccoli are high in vitamin C.
* Make at least half of the grains you eat whole grains. Eat at least three servings of whole-grain bread, cereal and pasta every day.
* Limit processed foods that are high in sodium and avoid adding extra salt to food.
More information can be found at:
- www.dhss.mo.gov/Nutrition_Everyone/
- www.dhss.mo.gov/HeartDisease/
- www.dhss.mo.gov/Stroke/
Tips for healthy eating
* Include fruits and vegetables in all meals and snacks.
* Start the day with a good breakfast.
* Use leaner cuts of meat. Trim away all visible fat from meat and remove the skin from chicken before cooking it. Serve more fi sh.
* Choose fat-free or low-fat milk and other dairy products.
* Eat fewer fried foods. Broil, pan-broil or bake meat instead of frying.
* Season food with herbs and spices to reduce the amount of salt you use.
* Avoid overeating. Stop eating when you are comfortable – not full.
* When eating out at a restaurant, avoid fried foods, sugar-sweetened beverages and alcohol. Order a salad instead of French fries. Try water with a lemon wedge instead of soda.
Data Source: 1. Behavioral Risk Factor Surveillance System, 2007 | 1,028 | 528 | {
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