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King Edward VI Camp Hill School for Girls
Maths Department Newsletter
31st October 2020
There are 75 ways to rank 4 numbers, if you allow tied ranks
Ghosts
News
Do you believe in ghosts? If the answer is no, then do you believe in mathematics? If you do believe in mathematics, then maybe that means you believe in ghosts too. Maybe the laws of logic and physics are just ghosts, but we are just so
Talking of Isaac Newton, a very rare first edition copy of his book The Mathematical Principles of Natural Philosophy (a.k.a. Newton's Principia) has recently sold at auction for £22,000. It was discovered by a family in Wales who were having a clear out during lockdown. 2
used to them that we don't notice this, and they actually seem real. If you think that ghosts don't really exist because they only exist in your mind, then think about what this really means. Did the laws of gravity exist before Isaac Newton discovered them in the 17 th century? It would seem sensible to say they did because things still fell when you dropped them before Newton was born. So when did these laws start existing? Have they always existed? But if they did, they had no mass, no energy of their own, and they were not inside anyone's mind. And yet we say they still existed. So what does it actually mean then to say that something doesn't exist? It would seem that before Newton, the laws of gravity would pass every test of non-existence, and yet it seems like common sense to say they existed. Maybe they didn't exist before Newton, until they arrived one day in his head and then got passed around to other heads, including ours. Either way, how exactly are the laws of maths and physics any different from ghosts? Maybe it's fair to say that all mathematicians believe in ghosts and work with them every day. 1
Joke
1. These ideas are taken from chapter 3 of a very famous book called Zen and the Art of Motorcycle Maintenance.
2. https://www.bbc.co.uk/news/uk-england-gloucestershire-54452971
Is zero more than one?
Have you noticed that, at least in English, zero is plural? You can have three books, two books, one book, or no books. Why is 'nothing' plural? Is zero more than one? If you think about it though, it's not quite that straightforward. Whether zero is plural or not seems to depend on what the alternative would be. If the expectation is that you had two pens, you would say "I have two pens" or maybe "I have one pen" or "I have no pens". In other
words, if the expectation is plural, then zero seems to be plural. On the other hand, if the expectation is that your dog has one nose, you could say "my dog has one nose" or maybe "my dog has no nose" 3 . In other words, if the expectation is singular, then zero seems to be singular. This is quite strange. Why should zero care whether people or dogs usually have one or more of something? If you speak a language other than English, please let us know how this works in your language. When you say you have 'no' or 'zero' of something, do you say 'something' or do you say 'somethings'? What do the rules seem to be?
Puzzle
Here is a fiendish little puzzle for you.
1 1 1 1 1 1 1 2 4 8 9 30 45 3 x y + + + + + + =
What are the values of x and y, if x is between 9 and 30, and y is between 30 and 45?
3. Although, if my dog had no nose, how would he smell?
4. We mentioned this back in maths newsletter #1
. 5. For more about John Conway, see newsletter #61.
Did You Know?
'eleven plus two' is an anagram of 'twelve plus one'.
Perron's Paradox
Hopefully, when I asked you if zero is more than one, you immediately knew it wasn't. Obviously, zero can't be bigger than one, because the German mathematician Oskar Perron proved that 1 is the largest positive integer. The proof goes like this:
Let N be the largest positive integer.
Then, clearly, either N = 1 or N > 1.
If N > 1, then multiplying both sides by N tells us that N 2 > N.
But this cannot be the case, since N is the largest positive integer.
Therefore N = 1.
This is called a proof by contradiction, but clearly something has gone wrong here because we know that, for example, 2 is bigger than 1. This counterexample proves that 1 cannot be the largest positive integer, although the proof seems to show that it is. Can you work out what is wrong with the proof?
Eight Eighth Powers
Did you know that an eighth power used to be called a zenzizenzizenzic? 4 Talking of eighth powers, it just so happens that
8
8
+8
8
+5
8
+9
8
+3
8
+4
8
+7
8
+7
8
= 88593477
One Last Puzzle
This is a tricky one from John Conway! 5 What is the next number in the sequence 0, 0, 0, 0, 4, 9, 5, 1, 1, 0, 55, 55, 1, 0, 1, …? A clue is that it has something to do with Roman numerals. Let us know if you work it out! Bye for now | 1,963 | 1,228 | {
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PENGUIN MEET THE
ABOUT ME
WHY WE ARE IMPORTANT
I'm an African Penguin. I am a member of the banded group of penguins. We are also known as the Black-footed Penguin and the Jackass Penguin (from the braying sound we make). I have a black face and nape with a white stripe that runs around the back of my face and connects at my throat and chest.
My eyes are brown and my legs and feet are black with spots of pink.
What colour are your eyes?
We are only found on the south-western coast of Africa. We move large amounts of nutrients from the ocean to our colonies, which helps our ecosystem and other marine areas to work well. Our poop is washed into the sea, which helps algae growth. This helps the growth of other marine life which supports shorebirds and other marine invertebrates. We help with the access to food for other species, like herding schools of fish upwards where other birds can feed on them.
DID YOU KNOW?
I have small pink glands above my eyes, which helps me to cope with high temperatures. Blood is sent to the glands where it is cooled by the surrounding air, which keeps me cooler. The glands get pinker the hotter it gets.
How do you protect yourself from the sun when it is too hot?
DID YOU KNOW?
We are great divers!
When I dive, I can stay under water for about two to three minutes, and I can dive about 30m deep. Some penguins have reached up to 130m deep! That's really deep.
How long can you hold your breath under water?
MY NAMES
My name, 'PENGUIN', comes from two Welsh words, pen and gwyn, which mean "head" and "white". We are also known as the JACKASS PENGUIN (from the braying sound we make).
How many names do you have?
WHAT WE LIKE TO EAT
We are CARNIVORES.
We like to eat small fish such as pilchards, anchovies, horse mackerel and herring and sometimes we eat squid and crustaceans in places where there are few fish left, due to overfishing.
MY FAMILY
TOP THREATS
We have SO many threats! In the water our biggest threats are leopard seals, sharks and killer whales to name a few. On land we are hunted by snakes, feral dogs and cats. Our eggs get taken by predator birds. Our species has been in danger for a long time due to overfishing, habitat destruction, coastal development and a number of other human influences. This has resulted in over 70% of us disappearing in the last 30 years!
A group of penguins in the water is called a raft but on land we're called waddles. Other names for a group of penguins include rookery, colony, and huddle.
Most penguins are monogamous we have one mate for life.
Do you like to eat seafood? | 1,043 | 622 | {
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Strategies for Effective Practicing
Practicing for Improvement vs. Playing for Pleasure
Practicing for Improvement – structured time with your instrument in which you set specific goals for yourself and work systematically to achieve those goals.
Playing for Pleasure – Playing through things that you enjoy alone or with others for the purpose of having fun.
Hopefully, your Rehearsals and your Practice Sessions will involve a little bit of BOTH of these!
1. DO NOT start at the beginning!
2. Break it down, fix the pieces, put them back together again.
3. Structure your practice time.
1. DO NOT start at the beginning!
- Identify and circle the tough parts (visually or in rehearsals).
- Start there!
- If you make a mistake, STOP. Go back and start just before the mistake. Repeat. If there's still a mistake, do it again, but slow it down. (I highly recommend using a metronome, AKA lie detector)
- Use the metronome to find the tempo at which you can play the excerpt perfectly. Do it a few times at that tempo. Then, speed it up 4 clicks. Play it 3 times perfectly, then speed it up 4 more clicks. Continue this process until you get it to your goal tempo, or until you get bored. Write in your final tempo and the date in your music. Start at that tempo for your next practice session.
2. Break it down, fix the pieces, then put them back together again.
- Usually, when we make a mistake, the issue is actually happening between 2 notes. Start by identifying the measure where the issue is, then slow it down and try to identify EXACTLY where the issue or difficulty is happening, meaning what 2 notes are causing the issue?
- When you identify those two notes, just play those two notes, back and forth.
- (Keep your fingers/hands close to the instrument. Make sure you're not maintaining too much tension or moving too far from the instrument to cause the issue.)
- After you get comfortable going between those two notes, put it in rhythm (keep it under tempo if necessary). Then add in a few notes before that to get used to going into it. Then, add in a few notes after it to get used to moving out of it. Finally, put it into context by playing the entire phrase in which the issue was contained. Now, work it back up to tempo (if necessary) by following step 1.
3. Structure your practice time.
- Where: Be consistent with where you practice. Pick a quiet location that is well-lit, allows for good posture, allows you to focus without interruption (if possible), and has a music stand available (if possible).
- When: Try to get in a routine where you can practice every day, preferably around the same time every day. The amount of time that you practice is not as important as having consistency in doing it regularly.
- What: Plan your practice routine so that you are efficient, focused, and still can have fun.
Here is a sample practice routine…
Long tones
Scales
Scale patterns
Sight-read etudes
Repertoire
Jam for fun
Tips:
It's not necessary to assign a specific amount of time for each activity. Some days you may want to spend more or less time on each activity.
I always recommend using a metronome.
If your face gets tired or you get bored, take a break. Don't burn yourself out physically or mentally. It's perfectly OK to break up your daily practicing into a few sessions – you do not need to do everything in one practice session.
Reaching a state of mindlessness when practicing is a good thing. If your mind wonders to other topics, let it wander. This means that your muscle memory is kicking in and that's good.
Research suggests that practicing before going to bed (or pretendpracticing in your mind without your instrument) is at least somewhat effective in helping you to progress towards your goals. | 1,471 | 850 | {
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King Edward VI Camp Hill School for Girls
Maths Department Newsletter
14th February 2016
10 is the base of our decimal number system
Valentine's Day
Once again, it's the time of year when people send cards to each other with poems inside like
Roses are #FF0000, Violets are #0000FF, Hexadecimal is awesome, And so are you!
And at this point you know you must be reading the maths newsletter, because where else would you find silly Valentine's Day poems 1 based on hexadecimal 2 colour codes? Obviously, we all love maths at Camp Hill but if you love a person as well and are thinking of sending them a Valentine's card, here are some of our favourite maths-related lines you could write in your card.
If you were sin 2 x and I was cos 2 x, then together we'd make one.
My love is like an exponential curve it's unbounded.
You're good at algebra. Will you replace my x without asking y?
Being without you is like being a metric space in which exists a Cauchy sequence that does not converge.
You fascinate me more than the Fundamental Theorem of Calculus.
Maths Word
A 'cardioid' is a heart-shaped curve traced out by a point on the circumference of a circle as it rolls around another circle.
Make your own cardioid on the back of this sheet.
Maths Quote
"Mathematics reveals its secrets only to those who approach it with pure love, for its own beauty."
Archimedes
If, however, you're not really feeling the love at the moment, why not come to maths workshop, Friday lunchtime in room 13.
The Mathematics of Love
If you want to know the mathematical formulas for finding love, why not watch Hannah Fry's TED talk on this subject?
1. The newsletter is red, the footnotes are blue, this seemed like a sensible thing to do.
2. Hexadecimal is base 16 and it's used quite a lot in computing.
Competition
It's that time of year again when the University of Southampton announces its annual maths challenge. This is a words, consists of "interesting and challenging the students attempt in their own time." Although it's a national competition, place, place in the last competition that, in their mathematical questions which Camp Hill Girls have had a 1 st a 2 nd place and a 3 rd 2 years, so it's definitely worth entering. If you would like to enter, you can get the details from Mr. Bettison in the maths office. Alternatively, you can download them directly from the
university website at http://www.southampton.ac.uk/maths/ outreach/activities/challenge-16.page
Make your own Cardioid
To make your own cardioid, follow these instructions: The circle has 60 dots around the edge. Number the dots from 1 to 60 (you don't need to label every dot). Go all the way around the circle, connecting each dot with a straight line to the dot with double its number. When you multiply a number by 2 and get a number bigger than 60, subtract 60 from your answer to work out which dot to connect it to. Continue like this all the way around the circle until your cardioid is complete. | 1,236 | 696 | {
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Natural Resources Conservation Service
Soil and Plant Science Division—Region 9 Southern Great Plains Region
Key Differences of Ground Cover Identified by Rainfall Simulator
Purpose
Kenny Hall and Cody Langston, soil scientists with the Rosenberg, Texas Soil Survey Office, Soil and Plant Science Division, Region 9, demonstrated a rainfall simulator to local elementary students at the Fort Bend County Fair and Rodeo.
Classes that promote soil health and sound management of the soil resources are a priority in Region 9. This demonstration highlighted the effects of rainfall on various soil surface cover and 4th graders from schools in Fort Bend County were the audience.
Background Information
The Fort Bend County Fair and Rodeo provides opportunities for people to learn about agriculture. Each year the Texas A&M AgrilLife Extension Service sets up an area depicting various facets of agriculture, such as, having animals and crops on display. It is known as the "Agtivity" Barn. In many cases this is the only hands on agricultural experience school aged kids receive.
Key Outcomes
This year the NRCS soil survey and field offices partnered with the Texas A&M AgriLife Extension Service to help promote the Fair's theme of Farm to Table by running a rainfall simulator.
Kenny Hall explaining the importance of grass to minimize runoff and to increase infiltration.
The simulator shows how water quality in the form of runoff and infiltration from a rain is impacted by various ground covers. Hall and Langston demonstrated what happens to rain once it comes in contact with grassy versus bare soil versus concrete plots. The kids were fascinated at the differences between the three ground covers. Hall and Langston explained why the grassy plot had the least amount of runoff and the clearest water from infiltration. They also described why the bare soil plot yielded the dirtiest water and why the concrete plot had the most runoff. Hall emphasized the importance of minimizing erosion with cover, by keeping rainwater from detaching soil particles and washing away topsoil that would eventually end up polluting rivers and lakes. Langston warned the students how erosion destroyed the land making it hard for farmers to produce the food they eat. Hall added that increased runoff could lead to increased flooding. Many of the students were directly affected by flooding caused by Hurricane Harvey in 2017, and readily agreed that they didn't want that to happen again.
Future Goals
At the end of the demonstration, Hall and Langston asked the students several questions about what they had just seen. It was clear the students had learned the key points by the answers given. Teachers accompanying the 4th graders told Hall and Langston that the students would be studying soils later in the school year and wanted to schedule the soil scientists to supplement the classroom curriculum.
Continual outreach and hands-on demonstrations provided by soil scientists, especially to students, ensures the public gains a better understanding of soil health and its impact on their daily lives..
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The Eight Responsibilities of a Partnership
The Four Responsibilities for the HORSE
The Four Responsibilities for the HUMAN
1. Don't act like a prey animal – a mad one, scared one. Act like a partner.
This means that when your horse is acting that way, you need to help him change his behavior. Don't allow it to go on. Get control, get them to relax. You cannot teach or perform with a horse in this emotional state.
2. Maintain gait
This is the horse's job, not yours. Don't keep pushing him to keep going, and don't hold him back when he's going too much. Allow the horse to make the mistake of breaking gait, and then communicate: "You should be…
trotting/cantering/walking/standing still, etc." Use patterns and clear boundaries to teach the horse to be in harmony with you. "Not that! This." The horse has to know when he's right and be clear on the goal.
Correct and re-direct with love… not aggression or frustration.
3. Maintain direction
If the horse strays from the direction, put him back. If his nose is going the other way put it right, if his hind end is crooked straighten it, etc. Make brief corrections - with love – and be sure to let the horse know he's right immediately. Do not hold onto the rein or stay strong with your leg, this will only make the horse dull and stop him from thinking and taking responsibility next time. Again, "Not that, this."
4. Look where you are going
It is the horse's job to watch out for obstacles in his path and either jump them or avoid them or negotiate them in the appropriate way. Don't do it for him, and don't add pressure right when he's going to do it! This is when he has to concentrate. He does not need us distracting him or making it difficult to concentrate.
1. Don't act like a predator – a mad one, a frustrated one, a scared one. Act like a leader and a partner.
Be mentally and emotionally fit. Think before you react. Have a plan, be clear and fair. If you're afraid or nervous, you're in no condition to lead. Get in a safe place first so you are not in danger. If you're emotional, try 5 deep breaths. It will lower your heart rate and stabilize your emotions – must be 5!
2. Have an independent seat… and feet.
Use your feet and hands on purpose, not unconsciously. Become aware of how much you move them and how much this affects the clarity of your body language. The less you move your hands and feet, the easier your horse will understand you – whether on the ground or riding! Use your body language, ride more like a 'torso' with your seat and energy and body, not your hands and heels. Do in your body what you want your horse to do in its body, physically and energetically.
3. Think like a horse, before you think like a human.
See things from the horse horse's perspective, not just yours. "Hmm, how interesting!" will help you take a moment to consider WHY your horse might have reacted that way and then you have the chance to use the appropriate strategy to correct or change it. Remember – Horses are just like computers; they never do what you ask but they always do what you tell them… or what they are programed to do!
4. Use the natural power of focus.
This is not just about where you put your eyes, it's about your goal, your plan. When you are clear about what you want, how you want it, where you are going, how fast, how slow, what quality, in what state of mind… then your horse has a chance to get in harmony with you. This is about good leadership – calm, assertive, friendly, clear. | 1,288 | 834 | {
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For Release: March 22, 2018
Contact: James Fields, Health Educator
(405)247-2507
OSDH Encourages Planning Ahead to Stay Healthy During International Travel
As Oklahomans prepare for international travel for business, leisure, or volunteer activities, the Oklahoma State Department of Health (OSDH) is encouraging travelers to do their research to make their trip a healthy one.
"It's important to be proactive by learning about travel advisories for your destination, planning ahead to obtain any recommended vaccines or preventive medications, or deciding if travel should be rescheduled for persons at high-risk of illness," State Epidemiologist Dr. Kristy Bradley said.
Examples of current travel advisories include an outbreak of listeriosis associated with processed meat products in South Africa; and an outbreak of yellow fever in multiple states of Brazil, where a vaccination to protect against yellow fever is recommended at least 10 days before travel.
Yellow fever is a mosquito-borne illness, and is just one of a number of illnesses that are a common threat while traveling internationally. Malaria is another prominent mosquito-transmitted disease that should be avoided. Malaria is present in large areas of Africa, Latin America, southeast Asia, and the South Pacific.
Travelers should do their research and obtain anti-malarial drugs from their healthcare provider if their travel destination is an area at high risk for malaria. Mosquitoes are common in countries or islands with warm climates. Travelers are urged to take mosquito precautions such as wearing appropriate clothing, using insect repellent with DEET or picaridin, and using bed nets if sleeping in open rooms, lodges or tents.
The OSDH recommends the following tips for staying healthy during international travel:
Preparation Tips Before Travel
- Be aware of the current health risks at the travel destination. The Centers for Disease Control and Prevention (CDC) travelers' health website (www.cdc.gov/travel) provides current information about common diseases, emerging health threats, recommended vaccinations, preventive medications, and food and water safety by country.
- Get all recommended travel vaccines. Since some vaccines require multiple shots and take time to become fully effective, visit a healthcare provider at least four to six weeks before travel.
- Talk with a healthcare provider about any needed travel medications such as preventative medicine for malaria or an antibiotic for traveler's diarrhea.
- Women who are pregnant or plan to become pregnant should talk to a healthcare provider about the risk of traveling and precautions.
- Prepare a travel kit which includes:
- Enough prescription medications and any other medications your physician may recommend to last through the duration of the trip.
- Sunscreen
- Insect repellent, ideally containing DEET or picaridin.
- Alcohol-based hand gels containing 60 - 95 percent alcohol.
- Prepare a list of contacts in the event an illness or injury occurs while traveling. Include the local health jurisdiction and local U.S. Embassy or Consulate in case you need assistance.
General Tips for Staying Healthy While Traveling
- Wash hands with hot, soapy water before touching food, after using the bathroom, after blowing your nose, sneezing or coughing, and after touching animals.
- Carry alcohol-based hand sanitizers to clean hands when they are not visibly dirty or when hand-washing facilities are not available.
- Use caution around all wild and domestic animals. If you are bitten, clean the wound with soap and water and consult a local healthcare provider for further evaluation. Follow up with a healthcare provider after returning home.
- Avoid drinking or using untreated water for brushing teeth, particularly in areas where hygiene and sanitation are poor. Use only bottled or boiled water in these regions.
- Select food with care, especially in areas where hygiene and sanitation are poor, or in areas with untreated water. Raw foods may be contaminated, so avoid fresh vegetable or fruit salads, uncooked vegetables, and unpasteurized milk and milk products such as cheese. Eat food that has been cooked and is still hot.
- If you become ill after returning home, inform the healthcare provider of the countries visited.
For more information about international travel safety, visit the CDC travelers' health website at www.cdc.gov/travel or the OSDH travelers' health web site at https://go.usa.gov/xQxW7.
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Name
Hour
Video Worksheet
Directions: Answer the following questions and fill in the blanks while watching the video "How I Learn: Ages & Stages of Child Development."
1. Name four reasons infants cry. a. b. c. d.
2. What is an infant's first big milestone?
3. Intellectually, 1 to 3-month old infants are gathering . Socially, they like to follow people and objects with their . By 4 to 6 months, they a lot, gurgle and imitate . They figure out that their and are attached. They can things, if propped and put things in their .
4. What do adults do to stimulate interaction with infants?
5. Infants 7 to 12 months old are more . They and crawl, pull themselves up to standing and some even . They can remember what they like to and . They know who they are in the .
6. Stranger shyness comes from separating the from the.
7. Good toys for this age are household.
8. Between 7 and 12 months an infant begins to know his/her own , understand many and starts to .
9. (ages 1 to 2) are busy growing up. They like to others, help with _______ and and are proud of the things they can .
10. Describe the parallel play of toddlers.
11. Give an example of a make-believe activity that toddlers enjoy.
12. A favorite word of the toddler is .
13. Although they like to learn new things, the 2 to 3-year-old child gets when something is too hard.
14. What skills are particularly developing?
fine motor skills
large motor skills
15. What is the common favorite word of the 3 to 5-year-old child?
16. What kinds of actions do 3 to 5-year-olds find particularly funny?
17. Because of their increased attention span, what are some things 3 to 5-year-olds like to do?
18. The school-age child (ages 5-8) is beginning the process of figuring out what they and and their in the world around them.
19. List the four ways children develop. Give an example of each.
Video Worksheet Answer Key
Directions: Answer the following questions and fill in the blanks while watching the video "How I Learn: Ages & Stages of Child Development."
1. Name four reasons infants cry.
a. fed
b. burped
c. diapered d. too hot/too cold
2. What is an infant's first big milestone?
lifting head and turning head toward sound
3. Intellectually, 1 to 3-month old infants are gathering information . Socially, they like to follow people and objects with their eyes . By 4 to 6 months, they smile a lot, gurgle and imitate sounds . They figure out that their hands and feet are attached. They can hold things, sit up if propped and put things in their mouth .
4. What do adults do to stimulate interaction with infants? make funny noises in their face
5. Infants 7 to 12 months old are more mobile . They creep and crawl, pull themselves up to standing and some even walk . They can remember what they like to eat and drink . They know who they are in the mirror .
6. Stranger shyness comes from separating the known from the unknown .
7. Good toys for this age are household pots and pans.
8. Between 7 and 12 months an infant begins to know his/her own name , understand many words and starts to talk .
9. Toddlers (ages 1 to 2) are busy growing up. They like to imitate others, help with tasks and chores and are proud of the things they can accomplish .
10. Describe the parallel play of toddlers.
side by side play; no sharing/cooperative interaction
11. Give an example of a make-believe activity that toddlers enjoy.
setting the table
12. A favorite word of the toddler is mine .
13. Although they like to learn new things, the 2 to 3-year-old child gets frustrated when something is too hard.
14. What skills are particularly developing?
X fine motor skills
large motor skills
15. What is the common favorite word of the 3 to 5-year-old child?
Why?
16. What kinds of actions do 3 to 5-year-olds find particularly funny?
spitting, burping
17. Because of their increased attention span, what are some things 3 to 5-year-olds like to do?
listen to a chapter of a book; work for a long time on an art project
18. The school-age child (ages 5-8) is beginning the process of figuring out what they like and don't like and their role in the world around them.
19. List the four ways children develop. Give an example of each.
a. physical - large motor and fine motor skill development; their bodies grow and change
b. social - recognize others; parallel and cooperative play
c. emotional - separate from parents; empathy and moral; reasoning
d. intellectual - talking and thinking; problem-solving; creative play | 1,822 | 1,087 | {
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Bispham Drive Junior School Science Curriculum Overview 2019 2020
In our science teaching we develop practical skills of observation and investigation across all year groups. Children are encouraged to explore new ideas, working cooperatively to develop hypotheses, try them out, evaluate results and come to conclusions. Knowledge is built up across the 4 years to provide a solid grounding in chemistry, biology and physics to prepare children for further learning in key stage 3.
We seek to inspire children by providing opportunities to work with 'real' scientists and engineers, particularly during STEM week and by giving real life context to the investigations they undertake.
| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 |
|---|---|---|---|---|
| | Light & Shadows Recognise that they need light in order to see things and that dark is the absence of light Notice that light is reflected from surfaces Recognise that light from the sun can be dangerous and that there are ways to protect their eyes Recognise that shadows are formed when the light from a light source is blocked by an opaque object Find patterns in the way that the size of shadows change. | Forces & Magnets Compare how things move on different surfaces Notice that some forces need contact between two objects, but magnetic forces can act at a distance Observe how magnets attract or repel each other and attract some materials and not others Compare and group together a variety of everyday materials on the basis of whether they are attracted to a magnet, and identify some magnetic materials Describe magnets as having two poles Predict whether two magnets will attract or repel each other, depending on which poles are facing. | Rocks & Soils Compare and group together different kinds of rocks on the basis of their appearance and simple physical properties Describe in simple terms how fossils are formed when things that have lived are trapped within rock Recognise that soils are made from rocks and organic matter | Plants Identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers Explore the requirements of plants for life and growth (air, light, water, nutrients from soil, and room to grow) and how they vary from plant to pla Investigate the way in which water is transported within plants Explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal. |
| Animals, including humans Describe the simple functions of the basic parts of the digestive system in humans | Sound Identify how sounds are made, associating some of them with something vibrating | Living Things and their habitats Recognise that living things can be grouped in a variety of ways Explore and use classification keys to help group, identify and name a variety | | Electricity Identify common appliances that run on electricity Construct a simple series |
Recognise that ibrations of living things in their local and wider
electrical circuit,
| | | changes of state are reversible changes Explain that some changes result in the formation of new materials, and that this kind of change is not usually reversible, including changes associated with burning and the action of acid on bicarbonate of soda. | |
|---|---|---|---|
| Electricity (link to WW2) stem.org.uk Associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit Compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches Use recognised symbols when representing a simple circuit in a diagram | Light (link to WW2) Stem.org.uk Recognise that light appears to travel in straight lines Use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye Explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes Use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them. | Animals inc humans Identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood Recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function Describe the ways in which nutrients and water are transported within animals, including humans. | Living things and their habitats Describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including microorganisms, plants and animals Give reasons for classifying plants and animals based on specific characteristics. | | 1,981 | 950 | {
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Bronfenbrenner
The design of the Pyramid Model was influenced by Positive Behavior Interventions Supports (PBIS), a multi tiered approach to preventing challenging behavior and promoting appropriate social behavior. Like the Pyramid Model, PBIS is a framework to use when thinking about children's social and emotional learning. The focus of these frameworks is the prevention of behaviors that interfere with a child's ability to learn and have positive social relationships.The framework also provides a means for teaching children socially appropriate behavior to use as a replacement of disruptive behavior.
Behavior is a broad term that describes a child's actions, and these actions can be viewed as either positive, or negative. A positive behavior is one in which a child demonstrates an expected social response. A child who follows a direction when asked is demonstrating a positive behavior. A negative behavior is when a child uses a response that is counterintuitive to the expected response. An example of a negative behavior is when a child uses/refuses to follow a given direction, and expresses their refusal by saying "no". Challenging behavior is a term meant to capture the negative behavior. The term is frequently used to describe types of negative behaviors that are viewed as disruptive and/or interfere with a child's participation in everyday activities. It's important to consider that the ways in which adults interpret behavior can influence whether we determine them to be challenging or not. Two adults might see the same behavior in 2 very different ways, depending on each adult's individual background and culture, temperament, and other factors.
Whether a behavior is interpreted as negative or positive, it is through behavior that a young child can express their wants and needs. This is particularly true for young children whose expressive language is just developing, children whose expressive language is delayed , or for a child who is an Dual Language Learner. When adults can view a child's behavior as a form of communication, it allows them to begin to think about what the child is trying to tell us, rather than to react.
Common communication functions of challenging behavior are wanting a desired object or person, wanting to escape an un-preferred activity, or wanting to gain control of their environment. Recognizing that a child's behavior is a form of understand what the child is trying to say. Once that information is known, then it can be used to make
communication allows the adult to begin to look for information that can help them to
FEATURED ARTICLE
decisions about how to teach the child a more appropriate way to communicate.
Every Child needs at least one adult who is crazy about them – Urie
A Program-Wide Model of Positive Behavior Support in Early Childhood Settings
What is Early Childhood PBIS?
CHILDREN’S BOOKS
I Show Respect!
By David Parker
Know and Follow Rules
By Cheri Meiners
Words areNot
for Hurting
By ElizabethVerdick
Can You Listen with for
Your Eyes?
By NitaEverly
EFFECTIVE TEACHING
Children use their behaviors to communicate, so when a child is engaging in challenging behaviors it is important to ask yourself, what is the child telling you? For example, a child may hit a the block center because they want the blocks that are being used by their peer.
Once we understand why the child hits the peer, we can choose appropriate strategies to help the child engage in socially appropriate behaviors to get their needs met.
Strategies used to change behavior include teaching new skills and preventing the occurrence of challenging behavior, with a goal of supporting the child in achieving positive longterm outcomes.
TRICKS OF IMPLEMENTATION
• Positive Behavior Support - the Pyramid Model
PARENT RESOURCES
• How to Understand the Meaning of Your Child’s Challenging Behavior
• How to Help Your Child Recognize & Understand Anger
• Teaching Your Child to: Cooperate With Requests
University of Connecticut Center for Excellence in
263 Farmington Avenue, Farmington, CT 06030-6222
Developmental Disabilities Education, Research and Service
Telephone: 860-679-1500 / Toll-Free: 866-623-1315
www.uconnucedd.org
TTY: 860-679-1502 / Fax: 860-679-1571 | 1,957 | 884 | {
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Sermon: Taking Refuge in God's King.
Series: Psalms of Hope and Encouragement.
Date: April 24, 2022
OBSERVATION -- As a group, talk through and summarize the passage. Think through Who, What, Where, When, How, Why questions together.
INTERPRETATION -- Answer these questions together:
1. What does this passage teach us about us?
a) How are the nations described in verses 1-3? What examples of "nations raging against God" can you think of?
b) What are some ways that you are tempted to be the king of your own life? Why is it so important for us to remember that we can't be our own king? Our own refuge?
2. What does this passage teach us about God?
a) Psalm 2:4-5 speaks about God's wrath. Why is God angry in this Psalm? Does God's wrath over how we treat Jesus (his Anointed) bother you? Why or why not?
3. What does this passage teach us about grace/salvation? How does it point to Christ?
a) Jesus is God's king. In what way did Jesus fulfill Psalm 2 at the cross? In what way will he fulfill Psalm 2 in the future?
b) "Blessed are all you take refuge in him." In what ways have you personally taken refuge in Jesus Christ? In what way might you need to take refuge in him this week?
APPLICATION
a) Once we have taken refuge in Christ, we are IN CHRIST. Now, in Christ, we can: 1. Live as sons of God (v7). 2. Ask of the Father (v.8). 3. Make the nations Christ's inheritance (v8). 4. Crush our enemies' arguments (v.9). 5. Serve with fear (v.11). 6. Rejoice with trembling (v11.). 7. Kiss the Son (v.12). 8. Be a refuge (v12).
Which of these applications stands out to you? Why? What is a practical way you can embrace this truth?
FIGHTER VERSES: Isaiah 53:4-6.
PRAYER
* Praise God for setting his King on his holy hill.
* Thank Jesus for being the refuge where we can find love and grace.
* Confess ways that you have "raged against God" this week.
* Ask God to grant you the humility to give up your own kingdom and embrace the kingdom of Christ . | 906 | 529 | {
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Promoting interest and collaboration for watershed stewardship
River Restoration: Karst Plays Key Role in Keeping River Cold
KARST
No, it's not the new word of the day on Wordle. Karst is a landform that develops in areas where bedrock consists of carbonate-rich rock that is easily dissolved (think limestone). As a result, karst landscapes feature caves, underground streams, and sinkholes. It is through these natural hollows and underground fissures that cold water flows and sometimes bubbles up along the river. In fact, karst is one of the main sources of cold water in the South River, and many fish and other aquatic organisms need cold water to survive. What does all this have to do with river restoration? Keeping areas of the river cold is a key part of past, current, and future restoration efforts. After remediating and stabilizing riverbanks, trees were planted to shade the river. Planting shade trees is also an important part of most riparian buffer projects. (See May 2021 Issue.) The South River restoration has also included the removal of the Rife-Loth dam, the DuPont dam, among others. Cold water is now free-flowing and no longer warms up in ponds behind these dams. Keeping the river cold and preserving the health of the South River Watershed requires everyone's participation. Read "Connections" to see how you can make a difference in your own backyard.
Did You Know?
* About 20% of the United States is underlain by karst, and 40% of groundwater used for drinking comes from karst aquifers.
* That old harvest gold, avocado green, or pink toilet? Help conserve water by replacing it (and other toilets installed before 1992) with new low-flow models.
* Heavy rainfalls that occur in a short span of time in karst topography can cause a booming sound that can be
Image Credit: Tip of the Mitt Watershed Council
Connections: Considerations for Water Conservation
Conservation efforts can have a ripple effect in a community. One person learns something new that they find enlightening. They share the new insight with a few friends, and they share with their friends! In an effort to start a ripple, here are a few thoughts about everyday water conservation.
* Eco-friendly cleaning supplies are not just better for you, but better for your water too. Some soaps and shampoos aren't removed from water when treated, and they can end up disrupting the pH balance of the water and encouraging algae growth.
* Organic fertilizers stimulate beneficial soil micro-organisms, improve the structure of the soil, and provide a nontoxic alternative that doesn't harm groundwater.
* A rain garden can reduce stormwater runoff pollution by 99%. Wow! Here is a six-minute video from This Old House to show you how to build one. You may even be able to get cost-share assistance from the Virginia Conservation Assistance Program (VCAP).
* Car wash soap can contain toxins, so if you choose to wash your jalopy in your driveway, be sure to choose an eco-friendly soap.
Pictured: Ira Driver tending his lime kiln near Mount Sidney (Courtesy Augusta County Historical Society from David McCaskey)
Take a Walk Back: Limestone Burned for Centuries in Virginia
Do you know what "lime" (the fruit) and "lime" in limestone have in common? Not much! The only thing that connects them is the spelling of the word! The word for the fruit comes from "lima," the Spanish word for citrus. The word for the rock is derived from "lim" in Old English, "leimaz" Proto-Germanic, and Latin "limus" as a reference to its slimy, sticky, mortar-like texture. Lime is made by burning limestone—without melting it. Early 19th century farmers built lime kilns for their own or local use on a lot near a limestone quarry or on a woodlot, depending on whether they wanted to carry the stone or the fuel to the kiln. In addition to agricultural use, lime produced from limestone has been used in the manufacturing of paper, glass, and whitewash; in tanning leather and sugar refining; and as a water softener and bleach. It is also used to make mortar and cement. Today, only the remnants of early lime kilns remain in the Valley, but the area is still rich in limestone. You can see the wonders of limestone formations at Grand Caverns, Luray Caverns, and in others like them. Learn more about the limestone industry in Virginia here.
Add me to the distribution list!
February 2022 Volume 3 Issue 2 Copyright (C) 2022 South River Science Team. All rights reserved.
Our mailing address is: 510-D West Broad Street Waynesboro, VA 22908 | 1,830 | 1,005 | {
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Personal, Social and Emotional Development
We will:
- Encourage the children to develop concentration skills in large and small groups
- Practice social skills and a readiness to help each other
- Learn about keeping safe
- Continue to support them in developing independent and self-help skills
Physical Development
We will:
- Encourage the children to remove and put on their shoes and socks for more formal PE sessions in the school hall. Please send them in in socks and shoes they can manage by themselves. The PE sessions will include movement, dance, and using small & large apparatus.
- Continue to practice using pencils, scissors and other one-handed tools with good control
- Hold a pencil correctly and use it to begin to form letters
Expressive Art and Design
We will:
- Spend time listening to different types and moods of music
- Develop imaginative play through role play
- Continue to develop colour mixing skills, painting and printing techniques
- Use a range of media and materials to design and create
Literacy
PSHE / School 1
This term our focus is on growth and the world around us. Our focus stories this half term are: 'You Choose' and 'The Bog Baby', we will also be using lots of non-fiction texts to explore and find out about our topic.
We will also:
- Continue to introduce Phase 2 Letters and Sounds. We will learn the sounds that letters make, playing games with initial sounds in words. We will practise recognising the letters and begin to know how to form them. We will introduce the next six sounds: MDGOCK
- Encourage children to make marks and give meaning to them
- Support children recognising and writing their names
Nursery Spring 2 Me and My World
Communication and Language
We will:
- encourage the children to speak in more detail about what they have seen or heard
Understanding the World
We will:
- Look closely at the changes in the environment in spring, including going on a spring walk.
- Visit the school pond and look for pond creatures
- Look closely at our natural environment and begin to talk about it, asking questions to find out more
Maths
We encourage you to read regularly to your children at home, to support them in achieving their goals.
We will:
- Introduce some more numbers above 5
- Continue to use the numbers we have learnt in different ways, including finding ways to make each number
- Practise subitising up to 5
- Talk about the shape and size of objects and use mathematical vocabulary
Another information (reminders and dates etc):
Monday 22 nd February: Spring 2 Begins Tuesday 23 rd March & Thursday 25 th March: Virtual Parents Evening
Wednesday 31
st
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Pancreatitis Nutrition Therapy
The fat in food is especially hard for your body to digest and may cause pain.
The pancreas is an organ that helps your body digest and absorb nutrients in food.
When you have pancreatitis, your body may not be able to digest food well.
Nutrition therapy limits the fat in your diet while providing nutrients you need.
Tips for Healthy Eating for Children with Pancreatitis
Eat nonfat or low-fat foods that meet the US Dietary Guidelines (see Recommended Foods). For most children goals should be:
o Grains: At least 6-1 ounce (oz) servings each day (1 oz = 1 slice bread, 1 cup breakfast cereal, or ½ cup cooked pasta or rice)
o Vegetables: 2-3 cups each day
o Fruits: 1½-2 cups each day
o Meats and beans: 3-5 oz each day (1 egg or ¼ cup beans count as 1 oz)
o Milk and dairy foods: 2-3 cups (1 ½ oz cheese counts as 1 cup milk)
Avoid high fat foods.
Talk with a registered dietitian about which foods are best for you.
Notes:
Recommended Foods
| Food Group | Recommended Foods |
|---|---|
| Milk and Milk Products | Skim or reduced-fat (1%) milk Skim and reduced-fat cheeses Nonfat yogurt |
| Meat and beans | Very lean cuts of meat Skinless poultry, except duck Eggs Beans |
| Grains | Whole wheat and enriched bread Tortillas Low-fat crackers Brown and wild rice Pasta and couscous Ready-to-eat and hot breakfast cereals |
| Vegetables | All |
| Fruits | All fruits except avocado All juices |
| Fats and oils | Limit fats and oils to less than 4 teaspoons per day. |
Foods Not Recommended
| Food Group | Foods Not Recommended |
|---|---|
| Milk and Milk Products | Whole or low-fat (2%) milk Cream; half-and half Regular (not reduced-fat) cheese Dairy products made with whole milk or cream |
| Meat and beans | Fatty cuts of beef, pork, and lamb. Regular (75% to 85% lean) ground beef Regular sausages, hot dogs, and bacon; high-fat luncheon meats High-fat types of poultry, such as duck; poultry with skin Nuts and seeds |
| Grains | Products made with added fat (such as biscuits, waffles, and regular crackers) |
| Vegetables | Breaded or fried vegetables Vegetables with cheese, cream, butter, or oil-based sauces |
| Fruits | Avocado Fruit dishes prepared with added fat |
| Fats and oils | Limit fats and oils to less than 4 teaspoons per day |
| Desserts | Desserts, pies, and cookies made with whole milk, eggs, and added fat |
Sample 1-Day Menu
Label Reading Tips
Food labels provide information that can help you stick to a low-fat meal plan. Your registered dietitian can help you learn your goals for specific nutrients.
Check the Nutrition Facts label to find out how much fat is in one serving of a food. Look for Total Fat in grams. The grams of fat listed on the label are for one standard serving. Check the label for the serving size and compare it to the amount you eat. If you eat two servings, you will get twice as many grams of fat. If you eat half a serving, you will get half the grams of fat.
Foods that are labeled "low fat" have no more than 3 grams of fat per serving.
Fat-free foods have less than 0.5 grams of fat per serving.
Additional Information:
If you have questions, call: , Registered Dietitian Phone: (717) 531- or (717) 531-8406
Copyright Academy of Nutrition and Dietetics. This handout may be duplicated for client education. | 1,591 | 836 | {
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MOUSE POO MULCH
Mouse Poo Mulch is made from the composting of organics waste from DoLittle Farm.
The waste material is a consistent mix of;
- Soiled pine shavings bedding from mouse cages and quail cages
- Fines from our ground and heat treated mouse pellet and quail feeds
- Mouse faeces and urine
- Quail faeces and feathers
- Maybe a few dead mice
The Process:
STAGE 1: Waste material is mixed with water to raise moisture content above 60%, kickstarting the composting process. S1-material is then piled in a concrete bunker and left to "do it's thing". S1material will reach a composting core temperature exceeding 90C. S1-material is very light in colour, like straw or pine shavings.
STAGE 2: S1-material is 'turned' using a bobcat, adding additional water and driving oxygen into the material. S2-material is then piled, and again it will reach a high core temperature, usually about 80-85C. S2-material has begun to darken, looking more orangey brown.
STAGE 3: S2-material is 'turned' again, driving in further oxygen with water added only if needed (this is drastically impacted by rainfall). S3-material is then piled, and core temperature will reach about 70C. S3- material is a rich milk chocolate brown.
STAGE 4: S3-material is 'turned' and piled into low windrows. Windrowing allows oxygen to enter the compost freely, and heat dissipates from the S4-material rapidly. S4-material is a dark chocolate brown.
STAGE 5: S4-material has cooled, averaging about 25C. It has now completed its composting phase, and can be piled once more, ready to despatch. MousePoo Mulch is ready to go, and can be used immediately on gardens.
Using MousePoo Mulch:
MousePoo Mulch is a stable, nutrient rich product. Most of the nutrients are not "freely" available, but locked inside the organic structure of the mulch. Soil microbes and precipitation will unlock these nutrients for your garden in a timely, steady manner, allowing your soil and plants to uptake them.
Here's a few ways we've used MousePoo Mulch;
SOIL AMENDMENT: Mix MousePoo Mulch into soil at 10-30%. This will instantly impact the organic makeup of your soil, and infuse biology, and biology fuel, to your soil. You can plant immediately.
GARDEN MULCH: Add MousePoo Mulch to your garden at a rate of 100mm thick. Water your garden before applying MousePoo Mulch, and again after applying. Rewater every 2 days for the first week. Water as per normal after this.
SINGLE TREE: Dig a larger-than-normal hole for a single tree. Mix half the removed soil 50:50 with MousePoo Mulch. Plant the tree in the hole using your mix. With the left over soil, make a 100mm high soil wall about 350mm or so from the tree (so the ring is about 700mm in diameter). Fill inside the ring with MousePoo Mulch, so that it's acting like a mulch for your tree. Water until the ring is full, and it will slowly seep down watering your tree. And it looks really tidy.
LAWN TOPDRESS: Mow your lawn, then topdress with MousePoo Mulch at a rate of 1 bucket (9L) per 1sq.m. Rake across your lawn. Apply with rain imminent or put the sprinkler on. Repeat watering every 2 days for a week. Water as per normal after this. Be prepared to be constantly on the mower next week!
GREEN LEAF VEGGIES: Fill a container with MousePoo Mulch. Make sure it has good drainage. Plant leafy greens like lettuce directly into MousePoo Mulch. Water as normal. Watch the magic.
VEGGIES BOXES: Fill a container with 50:50 soil:MousePoo Mulch. Make sure it has good drainage. Plant as normal. Water as normal. Watch the magic.
ANALYSIS:
MousePoo Mulch has been laboratory analysed for it's chemical composition. Page 3 is a copy of that certification.
PERSONAL SAFETY:
Like all composts and organic materials, the use of PPE when applying MousePoo is encouraged. MousePoo is safe if used sensibly. If it is swallowed, please speak to your doctor.
Once applied and watered in, we have no known reactions from people or animals to MousePoo Mulch. | 1,763 | 987 | {
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PERSONAL, SOCIAL AND EMOTIONAL
I can talk about feelings I can choose what I need to complete a goal (short term) I am starting to follow instructions I can identify a range of different feelings I can keep on trying when I find something difficult I am starting to sit and listen more consistently during adult focus time I can follow simple instructions
UNDERSTANDING THE WORLD
I can talk about the different jobs people do
I can name some members of my family and talk about them
I can talk about myself and some of the ways I have changed
I can talk about changes that have happened to me throughout my life
Mrs Rumsey and Mrs Delves I can talk about my family and people in the community and their roles
I am becoming more aware of the past linked to myself and my family and how it has changed
I can talk about what I can see in pictures of the past
EXPRESSIVE ARTS & DESIGN
I can start to join materials together
I can explore art materials and colour mixing freely
I can develop my own ideas for art
I can develop my own ideas for art and start to talk about them
I can start to develop my own stories linked to what I know through role & small world play I can use various tools for artwork and design e.g. playdough tools
I can select my own art and design materials to create with
I can tell others what my artwork is and signal key parts
I am starting to recreate familiar stories
PHYSICAL DEVELOPMENT
I can climb stairs using alternate feet
I can develop movement
I can work with others to manage large items
I show a preference for a dominant hand with a comfortable pencil grip
I can draw a picture
I can use lots of different ways of moving I can climb over, under and through obstacles I can show good pencil control when mark making and drawing
I can use cutlery and other one handed equipment
COMMUNICATION AND LANGUAGE
I can follow a one or two part instruction I enjoy joining in at group times and story times I can talk to others and take it in turns to speak I can demonstrate good listening behaviours I can follow simple instructions (with two or more parts) reliably
I engage in story times
I like to join in with familiar songs and rhymes
NUMBERS
I can show numbers to 5 using concrete resources
I can match numeral and quantity to 5
I can say one number name for each item
I can quickly say how many there are (up to 3)
I can solve some simple problems with numbers to 5
I can count to 5 using different mathematical resources
I can match numeral and quantity to 5
I can quickly say how many there are (up to 3) in different arrangements
I can start to show how numbers can be made up
LITERACY
I can write some letters from my name
I can orally segment single sound CVC words e.g. c-a-t
I can say the initial sounds in most words
I can write some initial sounds
I can write my own name
I can write some lower case letters correctly
I can write some upper case letters that I know (e.g.
name, Mum, Dad, sibling name, etc)
I can identify known letters to match initial sounds
(phase 2)
I can match phase 2 letters and sounds
I can write CVC words and labels e.g. c-a-t
I can write simple labels
I can start to write simple captions
I can say a simple sentence for writing (oral and count words)
Read at least 5 – 10 minutes daily (3 days decoding and 2 days comprehension skills)
Beech Home Learning Menu
Home learning activities will be introduced when the teachers feel the learner is ready.
Phonics Shed challenge
This could be sound revision or word reading such as common exception words or high frequency words. | 1,407 | 802 | {
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Good day Worthy Knights In this part 9, we explore the concept of Damnatio Memoriae. (Wikipedia)
Following the battle, Constantine ignored the altars to the gods prepared on the Capitol to receive sacrifices appropriate for the celebration of his victorious entry into Rome, and the new emperor instead went straight to the imperial palace without performing any sacrifice.
He chose to honour the Senatorial Curia with a visit, where he promised to restore its ancestral privileges and give it a secure role in his reformed government. There would be no revenge against Maxentius' supporters.
But Maxentius was condemned to damnatio memoriae, all his legislation was invalidated and Constantine usurped all of Maxentius' considerable building projects within Rome, including the Temple of Romulus and the Basilica of Maxentius.
Damnatio memoriae is the Latin phrase literally meaning "damnation of memory" in the sense of removal from remembrance. It was a form of dishonour that could be passed by the Roman Senate upon traitors or others who brought discredit to the Roman State.
Etymology
The sense of the expression damnatio memoriae and of the sanction is to cancel every trace of the person from the life of Rome, as if he had never existed, in order to preserve the honour of the city; in a city that stressed the social appearance, respectability and the pride of being a true Roman as a fundamental requirement of the citizen, it was perhaps the most severe punishment.
Lucius Aelius Sejanus suffered damnatio memoriae following a failed conspiracy to overthrow Emperor Tiberius in 31. His statues were destroyed and his name obliterated from all public records. Coins from Augusta Bilbilis, originally struck to mark the consulship of Sejanus, have the words L. Aelio Seiano erased.
Practice
In Ancient Rome, the practice of damnatio memoriae was the condemnation of Roman elites and Emperors after their deaths.
If the Senate or a later Emperor did not like the acts of an individual, they could have their property seized, their names erased and their statues reworked. Because there is an economic incentive to seize property and rework statues anyway, historians and archaeologists have had difficulty determining when damnatio memoriae actually took place. The practice of damnatio memoriae was rarely, if ever, an official practice.
Any truly effective damnatio memoriae would not be noticeable to later historians, since by definition, it would entail the complete and total erasure of the individual in question from the historical record. However, since all political figures have allies as well as enemies, it was difficult to implement the practice completely.
For instance, the Senate wanted to condemn the memory of Caligula, but Claudius prevented this.
Nero was declared an enemy of the state by the Senate, but then given an enormous funeral honouring him after his death by Vitellius.
While statues of some Emperors were destroyed or reworked after their death, others were erected. Historians sometimes use the phrase de facto damnatio memoriae when the condemnation is not official.
As indicated, among those who did suffer damnatio memoriae were Sejanus, who had conspired against Emperor Tiberius in 31, and later Livilla, who was revealed to be his accomplice. The only emperors that are known to have officially received a damnatio memoriae were Domitian and later the co-emperor Publius Septimius Geta, whose memory was publicly expunged by his co-emperor brother Caracalla, in 211.
Examples of damnatio memoriae in modern times include the removal of statues of Stalin and other Communist leaders in the former Soviet Union.
Ukraine successfully dismantled all 1,320 statues of Lenin after its independence, as well as renaming roads and structures named under Soviet authority.
In a somewhat analogous fashion, in the United States, the monument for the Battle of Saratoga has a blank niche where Benedict Arnold's name is missing from the list of victorious generals.
Various other Revolutionary War monuments either omit his name, or in the case of West Point, anonymously list only his rank and date of birth.
The treatment of Chinese Statesman Zhao Ziyang following his fall from grace inside the Chinese Communist Party is regarded as a modern case of Damnatio Memoriae.
The diplomatic practice of persona non grata has thematic similarities to damnatio memoriae. | 1,810 | 904 | {
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Sunday School Grade 9 A.G.A.P.E. Curriculum
[Appreciating God-Given Abilities of Persons with Exceptionalities]
Coptic Orthodox Diocese of the Southern United States
Under the Auspices of His Grace Bishop Youssef
Piman~epickopoc n~remn~,ymi `n~or;odoxoc `n~te ni;ws ethwtp etcaryc
Sunday School Grade 9 A.G.A.P.E. Curriculum
* The A.G.A.P.E. curriculum is for exceptional student education [ESE] for Sunday School. It is designed by the Coptic Orthodox Diocese of the Southern United States.
* This is a modified curriculum designed for individuals with special needs.
* This curriculum is intended to be taught alongside with the general Sunday School program for each grade.
Sunday School Grade 9 A.G.A.P.E. Curriculum
* Inclusion is an important aspect of the social and learning paradigm of individuals with special needs.
* Stewards serving children and youth with special needs should try to integrate the students in the mainstream classes for as much time as can be tolerated by the student with special needs.
* Integration and inclusion foster friendships among the same age peer group.
Preparation for David's Sins, Results and Repentance Lessons for Pentecost
* Lesson Outline: Week 2
– David was strong and courageous before he sinned against God.
– After he sinned against God, David became worried and weak. He started to depend on his own strength.
– David did not repent for a whole year.
– David confessed his sins. He wept and asked God for forgiveness.
– If we feed our mind with Christ, the output would be good deeds.
– Be aware of your free time, and try to occupy your mind with useful spiritual work.
Word Bank
* King David
* Wept
* Courageous
* Repent
* Worried
* Deed
Objective: To contemplate on the causes and results of sinning and the acceptable repentance towards God.
Memory Verse: "Against You, You only, have I sinned, And done [this] evil in Your sight" (Psalm. 51:4).
David was strong and courageous before he sinned against God.
After he sinned against God, David became worried and weak. He started to depend on his own strength.
David did not repent for a whole year.
David confessed his sins. He wept and asked God for forgiveness.
If we feed our mind with Christ, the output would be good deeds.
Be aware of your free time, and try to occupy your mind with useful spiritual work.
David's Sins, Results and Repentance Lessons for Pentecost
* Conclusion
– David was strong and courageous before he sinned against God.
– After he sinned against God, David became worried and weak. He started to depend on his own strength.
– David did not repent for a whole year.
– David confessed his sins. He wept and asked God for forgiveness.
– If we feed our mind with Christ, the output would be good deeds.
– Be aware of your free time, and try to occupy your mind with useful spiritual work.
* To God be the glory, forever, Amen.
Resources
* Application
* Activities—Customize according to student abilities, speech, and fine and gross motor skills.
– Coordinate a time for A.G.A.P.E. students to interact with non-A.G.A.P.E. students.
– Coloring/Painting
– Music/Games
– Cut and Paste
* References
– http://www.suscopts.org/ssc/Grade09.pdf | 1,449 | 753 | {
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Good day Worthy Knights,
In this part 68, Laurel Wreath (Wikipedia)
A laurel wreath is a round wreath made of connected branches and leaves of the bay laurel (Laurus nobilis), an aromatic broadleaf evergreen, or later from spineless butcher's broom (Ruscus hypoglossum) or cherry laurel (Prunus laurocerasus).
It is a symbol of triumph and is worn as a chaplet around the head, or as a garland around the neck. The symbol of the laurel wreath traces back to Greek mythology. Apollo is represented wearing a laurel wreath on his head, and wreaths were awarded to victors in athletic competitions, including the ancient Olympics, for which they were made of wild olive-tree known as "kotinos" (κότινος) and in poetic meets.
In Rome they were symbols of martial victory, crowning a successful commander during his triumph. Whereas ancient laurel wreaths are most often depicted as a horseshoe shape, modern versions are usually complete rings.
In common modern idiomatic usage, it refers to a victory. The expression "resting on one's laurels" refers to someone relying entirely on long-past successes for continued fame or recognition, where to "look to one's laurels" means to be careful of losing rank to competition.
Background
Apollo, the patron of sport, is associated with the wearing of a laurel wreath. This association arose from the ancient Greek mythology story of Apollo and Daphne. Apollo mocked the god of love, Eros (Cupid), for his use of bow and arrow, since Apollo is also patron of archery.
The insulted Eros then prepared two arrows, one of gold and one of lead. He shot Apollo with the gold arrow, instilling in the god a passionate love for the river nymph Daphne. He shot Daphne with the lead arrow, instilling in her a hatred of Apollo. Apollo pursued Daphne until she begged to be free of him and was turned into a laurel tree.
Apollo vowed to honour Daphne forever and used his powers of eternal youth and immortality to render the laurel tree evergreen. Apollo then crafted himself a wreath out of the laurel branches and turned Daphne into a cultural symbol for him and other poets and musicians.
Did any of the Roman emperors wear an actual crown? Yes, but only in the later years of the Empire. The wreath or crown made from leaves and worn around the head was an important part of Ancient Greek religion, which was also adopted by the Romans during the Republic era.
Just as the ancient Greeks and the Etruscans before them, the ancient Romans associated the laurel wreath with victory and success. They saw it as a badge of honour and was only given to a select few who had achieved something extraordinary. The Etruscans gave their kings thin gold wreaths.
Julius Caesar
The Roman general Julius Caesar wore a wreath of laurel on the head to show that he was a powerful and strong leader.
He received the wreath for his many victories on the battlefield. It was awarded to him at his triumphal procession through Rome in April, 46 BCE. A Roman triumph (triumphus) famous for its extravagance, hailing the commander for his victories in four wars: the war in Gaul, the war in Egypt, the war against Pharnaces of Pontus and the war against King Juba of Numidia.
The laurel wreath was normally worn only on the day of the triumph, but when Caesar was appointed dictator in 44 BCE, he was wearing the wreath again.
According to the Roman author Suetonius, the wreath suited Caesar especially well with the green leaves hiding his balding head.
The laurel wreath was not the Romans only badge of honour. They used many types of wreaths produced by different plants to reward their heroes. | 1,490 | 824 | {
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Children Picture Amazing Creature 11: A Guide to the Most Fascinating Animals on the Planet
Are you ready to embark on an incredible journey into the wonders of the natural world? Children Picture Amazing Creature 11 is the ultimate guide to the most fascinating animals on our planet, featuring stunning photographs, engaging facts, and fun activities that will ignite your child's curiosity and imagination.
5 out of 5
FASCINATING HAWAIIAN BOBTAIL SQUID:Do Your Kids Know This?: A Children's Picture Book (Amazing Creature Series 11) by Alyssa Satin Capucilli
Language: English
File size: 1001 KB
Text-to-Speech: Enabled
Screen Reader: Supported
Enhanced typesetting: Enabled
Word Wise: Enabled
Print length: 24 pages
Lending: Enabled
Meet the Stars of the Animal Kingdom
From the majestic blue whale to the tiny hummingbird, the animal kingdom is filled with a diverse array of creatures that possess extraordinary abilities and unique characteristics. In this book, your child will encounter:
The chameleon, a master of disguise with the ability to change its color and texture
The electric eel, capable of generating a powerful electric shock that can stun or even kill prey
The anglerfish, a deep-sea dweller with a glowing lure that attracts unsuspecting victims
The tardigrade, a microscopic creature known for its incredible resilience and ability to survive extreme conditions
The peacock, a vibrant bird with an elaborate tail that is a symbol of beauty and grace
Discover Fun Facts and Amazing Adaptations
Each animal featured in Children Picture Amazing Creature 11 comes to life through captivating photographs and fascinating facts. Your child will learn about:
The blue whale's tongue weighing as much as an elephant
The electric eel's ability to generate enough electricity to power a light bulb
The anglerfish's lure actually being a modified dorsal fin
The tardigrade's ability to withstand extreme temperatures, radiation, and dehydration
The peacock's tail containing over 150 feathers, each with its own unique pattern
Fun Activities for Hands-On Learning
In addition to the fascinating facts, Children Picture Amazing Creature 11 includes a variety of engaging activities that make learning about animals fun and interactive. Your child can:
Create their own animal fact sheets
Design animal masks and costumes
Play animal-themed games and quizzes
Conduct experiments to explore animal adaptations
Visit zoos and wildlife sanctuaries to observe animals in their natural habitats
A Valuable Resource for Parents and Educators
Children Picture Amazing Creature 11 is not only a captivating book for children but also a valuable resource for parents and educators. It provides:
A comprehensive overview of animal diversity and adaptations
Engaging activities that foster curiosity and critical thinking skills
A starting point for further research and exploration
A way to connect children with the natural world and inspire their love for animals
Order Your Copy Today!
Give your child the gift of wonder and discovery with Children Picture Amazing Creature 11. Order your copy today and embark on an unforgettable journey into the fascinating world of animals.
FASCINATING HAWAIIAN BOBTAIL SQUID:Do Your Kids Know This?: A Children's Picture Book (Amazing Creature Series 11) by Alyssa Satin Capucilli
Language: English
File size: 1001 KB
Text-to-Speech: Enabled
Screen Reader: Supported
5 out of 5
Enhanced typesetting: Enabled
Word Wise: Enabled
Print length: 24 pages
Lending: Enabled
Her Turn On Stage: Stepping Into The Spotlight Of Empowerment, Confidence, and Transformation
In the realm of personal growth and empowerment, there's a transformative moment that ignites a flame within us, a moment when we step out of the shadows and onto the...
Mastering the Pick Indicator System: A Comprehensive Guide with Trading Rules
In the ever-evolving world of trading, traders constantly seek reliable and effective tools to enhance their decision-making and improve their... | 1,849 | 824 | {
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VIRTUAL CHILDCARE PARENT SUPPORT SERVICES
VOLUME #41 SIGN LANGUAGE
HELLO PARENTS,
Sign language is considered a world language, the same as any other spoken language. Sign language that we can teach hearing children is a simplified version that uses selected words that help young children express their needs and communicate even before they learn to talk. The ability to communicate decreases frustration and fosters early language development as children begin to associate words and actions, and learn the meaning of words. In this newsletter, you will find easy ways to engage your child in learning basic sign language.
ACTIVITIES
INFANTS (3 – 18 MONTHS)
SIGNS: "MORE," "ALL DONE," "EAT"
MATERIALS:
* Your child's lunch or snack
* A high-chair/tray
* Signs for "more", "eat", and "all done" (Click here for signs)
DIRECTIONS:
* Put some food on the tray or start feeding your child.
* Let the child eat and explore the food.
* Ask your child if they want "more" food by saying the word slowly and making the sign.
* Continue by adding more food and encourage your child to repeat the words and signs.
* When your child does not want any more food, say and use the sign "all done" and remove the food from the tray.
Click here for more words in sign language.
TODDLERS (19 MONTHS – 2.5 YEARS)
PLAYING AND LEARNING
MATERIALS:
* Different toys (ball, train, cars, doll, etc.)
* Signs for toy names (found in the link below)
DIRECTIONS:
* Give the toys to your child and let them play.
* When the child picks up a toy (e.g. a ball), show them the sign for the toy (make the sign of the ball).
* Continue interaction with your child for other toys and ask your child to say the words and sign after you.
* Try to use other signs such as, "play", "your turn", "my turn", etc.
Click here for signs of different toys.
PRESCHOOLERS (2.5 – 5 YEARS)
GO, STOP, WAIT!
MATERIALS:
* Signs for "go", "stop", and "wait" (click on each word to learn the signs) DIRECTIONS:
* Line up all the players on one side (you can play this game outside or in a large room indoors).
* One player will be the signer on the opposite side.
* The signer signs "Go" and the players move forward until the signer signs "Stop".
* Everyone waits without moving while the signer signs "Wait".
* When the signer signs "Go" everyone moves forward again until the signer signs "Stop" again.
* If the runner does not stop when the "Stop" is signed, they must go back to the beginning.
* Continue like this until the first person reaches the other side and now becomes the next signer.
Click here for more signing activities.
For more information visit www.ncceinc.org | (519) 258-4076
JK/SK (4 – 6 YEARS)
GUESS WHAT I AM!
MATERIALS:
* Different toys and objects
DIRECTIONS:
* Choose a toy, hide it behind your back, and describe it by using signs.
* Have your child guess and find which object you are hiding.
* Let your child take turns in guessing and describing the toy.
* Whoever guesses the most toys wins the game.
Click here to learn how to sign animals.
SCHOOL-AGERS (6 – 12 YEARS)
ALPHABET SIGN LANGUAGE CHARADE
MATERIALS:
* Paper
* Scissor
* Pencil
* Bowl
DIRECTIONS:
* Click here to watch the "Learn the alphabet" sign language video.
* Practice the signs as you watch the video.
* Cut the paper in square pieces.
* Write down each letter from the alphabet on separate pieces of paper and put them in a bowl.
* One player choses a card from the bowl and signs the letter chosen (example: if you chose the letter B, you sign the letter and the other players have to guess it).
* For a more challenging activity write down different words on a piece of paper (example: more, thank you, yes, no, mine, please, etc.)
* Sign the word that you choose, and the other players have to guess the word.
Click here to learn how to sign more objects.
WE WOULD LIKE TO HEAR FROM YOU! PLEASE, SEND US YOUR FEEDBACK, COMMENTS OR SUGGESTIONS TO firstname.lastname@example.org
A TIP FOR TODAY
* Learn together with your child.
* Try using different words/signs every day with your child.
* Say the words slowly and clearly as you make the signs.
* Be consistent; the more you practice, the faster your child will begin to use sign language to communicate. | 1,961 | 1,032 | {
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SEED COLLECTION REQUEST
Common Name: Willowleaf Sunflower
Helianthus salicifolius
Scientific Name:
Morphological Characteristics:
− Perennial, native, warm-season forb
− The narrow, drooping leaves are 8-16 inches long and are cover with short, soft hair
− Slender, smooth stems reach 3-8 feet in height
− Typical sunflower flower heads are about 2 inches across and have yellow to purplish-brown disk flowers and large yellow to lemon-yellow ray flowers.
− Palatable, nutritious, and readily eaten by all classes of livestock.
− Found on rocky outcrops of heavy soils and shallow, rocky limestone slopes
− Seed is eaten by bob-whites, prairie chicken, and other wild birds.
Conservation Use:
Why collect this plant? Texas Plant Materials Centers have identified this plant as having potential benefits to the following conservation practice standards:
− 550- Range Planting
− 342- Critical Area Planting
− 647- Early Successional Habitat Development/Management
− 327- Conservation Cover
− 645- Upland Wildlife Habitat Management
Your assistance in collecting this plant helps support the NRCS conservation practice standards which are employed daily to conserve the natural resources of Texas!
Center Requesting Seed:
USDA-NRCS James E. "Bud" Smith Plant Materials Center 3950 FM 1292 Suite 100 Knox City, TX 79529
How to Collect Seed:
1. Identify native plant stands in your area. You can go to the following websites for helpful photos.
3. Hand strip mature seed by grasping the bottom of the seed head, then gently pulling away from the base of the plant. Deposit seed in a brown paper bag or seed envelope.
2. Determine if seed is mature. Mature seed is typically dry and will easily separate from the seed head.
a. Please do not use a plastic bag
4. Collect seed from a minimum of 30-50 plants.
b. Moisture will collect and mold seed.
5. Label each collection as it is made so collections do not get mixed up. Information required includes:
b. Location (county, city, highway, and GPS coordinates)
a. Collector's name, number of plants collected
c. Site description (soil type, slope, and plants growing in association).
6. Complete NRCS-ECS-580, plant collection information form, and mail with collected seed to the NRCS Plant Materials Center requesting the collection.
Helpful Tips:
Look for superior plants that display differences in color, height, or forage abundance and record observations. Differences in growing site or location should be made into separate collections if they are separated by more than 1 mile.
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Math s - Telling the time
1 Complete the clock series and the sentences.
It's ________ o'clock.
It's
________
It's ________ o'clock. It's
________
o'clock.
2 Match the actions to the times.
It's time for school.
3 Draw and complete.
It's my bedtime at
______________.
It 's ________ o'clock.
It's
________
o'clock.
This page has been downloaded from www.onestopclil.com.
© Copyright Susan House and Katherine Scott. Published by Macmillan Publishers Limited 2006.
•
PHOTOCOPIABLE
CAN BE DOWNLOADED
FROM WEBSITE
•
PHOTOCOPIABLE
CAN BE DOWNLOADED
FROM WEBSITE
•
TEACHER'S NOTES
* Point to the fourth clock (with no hands). Ask What's the time?
Telling the time
Objective: working with clocks and time Vocabulary: school, bedtime, playtime, day, o'clock, numbers
Introduction
The division of the 24 hour day into segments and the activities carried out at different times of the day, is an area studied by this age group. Pupils need a lot of practice telling the time from an analogical clock.
Warm up
* Stand with your back to the class and hold your arms out to show (four) o'clock.
* Ask the class What's the time?
* Ask for volunteers to show the time.
* Repeat with different times.
Activity 1
* Point to the clock faces and explain that this is a number series.
* Point to the first clock and ask What's the time? Repeat with the second and third clocks.
* Pupils draw the hands on the clocks and complete the sentences.
Answers: one o'clock; three o'clock; five o'clock; seven o'clock; nine o'clock, eleven o'clock
Activity 2
* Read the first speech bubble out loud. Check pupils understand them, then ask What's the time?
* Continue with the rest of the speech bubbles.
* Pupils match the activities to the time.
Answers: 1-nine o'clock; 2-one o'clock; 3-nine o'clock; 4-four o'clock
Activity 3
* Ask a few pupils When is your bedtime?
* Pupils complete the sentence about themselves and draw the hands on the clock.
Project ideas
* Pupils do a class survey to find out different bedtimes.
* Pupils make a daily timetable showing the number of hours they spend at school / at home, meal times, bedtimes, other daily activities, etc. | 1,050 | 545 | {
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Resources – Strangers
What to Teach Kids About Strangers
http://www.ncpc.org/topics/violent-crime-and-personal-safety/strangers/
Information about the differences between strangers kids should look out for and strangers kids can trust
Kids see strangers every day in stores, in the park, and in their neighborhoods. Most of these strangers are nice, normal people, but a few may not be. Parents can protect their children from dangerous strangers by teaching them about strangers and suspicious behavior, and by taking a few precautions of their own.
Who is a stranger?
A stranger is anyone that your family doesn't know well. It's common for children to think that "bad strangers" look scary, like the villains in cartoons. This is not only not true, but it's dangerous for children to think this way. Pretty strangers can be just as dangerous as the not-so-pretty ones. When you talk to your children about strangers, explain that no one can tell if strangers are nice or not nice just by looking at them and that they should be careful around all strangers.
But don't make it seem like all strangers are bad. If children need help--whether they're lost, being threatened by a bully, or being followed by a stranger--the safest thing for them to do in many cases is to ask a stranger for help. You can make this easier for them by showing them which strangers are okay to trust.
Who are safe strangers?
Safe strangers are people children can ask for help when they need it. Police officers and firefighters are two examples of very recognizable safe strangers. Teachers, principals, and librarians are adults children can trust too, and they are easy to recognize when they're at work. But make sure that you emphasize that whenever possible, children should go to a public place to ask for help.
You can help your children recognize safe strangers by pointing them out when you're out in your town. Also show your children places they can go if they need help, such as local stores and restaurants and the homes of family friends in your neighborhood.
Recognizing and Handling Dangerous Situations
Perhaps the most important way parents can protect their children is to teach them to be wary of potentially dangerous situations – this will help them when dealing with strangers as well as with known adults who may not have good intentions. Help children recognize the warning signs of suspicious behavior, such as when an adult asks them to disobey their parents or do something without permission, asks them to keep a secret, asks children for help, or makes them feel uncomfortable in any way. Also tell your children that an adult should never ask a child for help, and if one does ask for their help, teach them to find a trusted adult right away to tell what happened.
You should also talk to your children about how they should handle dangerous situations. One ways is to teach them "No, Go, Yell, Tell." If in a dangerous situations, kids should say no, run away, yell as loud as they can, and tell a trusted adult what happened right away. Make sure that your children know that it is okay to say no to an adult in a dangerous situation and to yell to keep themselves safe, even if they are indoors. It's good to practice this in different situations so that your children will feel confident in knowing know what to do. Here are a few possible scenarios:
255
- A nice-looking stranger approaches your child in the park and asks for help finding the stranger's lost dog.
- A woman who lives in your neighborhood but that the child has never spoken to invites your child into her house for a snack.
- A stranger asks if your child wants a ride home from school.
- Your child thinks he or she is being followed.
- An adult your child knows says or does something that makes him or her feel bad or uncomfortable.
- While your child is walking home from a friend's house, a car pulls over and a stranger asks for directions.
What Else Parents Can Do
In addition to teaching children how to recognize and handle dangerous situations and strangers, there are a few more things parents can do to help their children stay safe and avoid dangerous situations.
- Know where your children are at all times. Make it a rule that your children must ask permission or check in with you before going anywhere. Give your children your work and cell phone numbers so they can reach you at all times.
- Point out safe places. Show your children safe places to play, safe roads and paths to take, and safe places to go if there's trouble.
- Teach children to trust their instincts. Explain that if they ever feel scared or uncomfortable, they should get away as fast as they can and tell an adult. Tell them that sometimes adults they know may make them feel uncomfortable, and they should still get away as fast as possible and tell another adult what happened. Reassure children that you will help them when they need it.
- Teach your children to be assertive. Make sure they know that it's okay to say no to an adult and to run away from adults in dangerous situations.
- Encourage your children to play with others. There's safety in numbers!
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Shincliffe CE Primary School Home / School Links
During this half term the children in Year 5 will be looking at the following areas:
| Curriculum Area | Content to be taught in school |
|---|---|
| English | This term we will continue to develop a sound knowledge of grammar, specifically parts of speech, fronted adverbials and auxiliary verbs, and punctuation. We shall practice applying this in our writing. We will be using our Geography topic of ‘Extreme Earth’ as inspiration for our writing. We will be looking at descriptive writing and a newspaper report. We will also be looking a poetic writing. We will also spend time analysing and discussing a range of texts. |
| Maths | This term we shall continue to work on the children’s written arithmetic skills and they will have a weekly test. We shall work on their times tables each week so that they can confidently recall them. As well as continuing to work on addition, subtraction, multiplication and division, we shall also be looking at place value, factors, primes, angles and converting between different measures. Every week we will apply our mathematical knowledge to a range of different tasks and real life situations. We shall also complete problem-solving tasks to help us to deepen our understanding. |
| Science | This half term we will be looking at forces. We will learn about the effects of gravity, friction, air and water resistance, through a range of experiments, and build |
| | models to explore the ways in which pulleys, levers and gears work. |
|---|---|
| Computing | This half term we will learn how to search for information effectively and efficiently, edit images on paint.net and to combine text and images on publisher. |
| RE | This half term the children will be reflecting upon what they believe about God. We will also begin looking at Hinduism and finding out what Hindus believe about God and comparing it the beliefs of Christians. |
| Geography | This half term we will be finding out about our Extreme Earth. We will find out about extreme weather conditions around the world, volcanoes, earthquakes and tsunamis. |
| PE | The children will be learning a game called fives and threes that is based upon netball. They will be looking at the different types of passes and how to effectively defend, attacks and work as a team. |
| Music | This half term we will be completing a unit of work based upon ‘Don’t stop believin’ by Journey. They children will learn to perform the song with accompaniment and compare it to other music also produced in the 80s. |
| Art | This half term we will be looking at landscapes and observational drawing. The children will use watercolour to produce a tsunami landscape, complete observational drawings of flowers and look at the work of Tom Yendell. | | 1,100 | 594 | {
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Shincliffe CE Primary School Home / School Links – Autumn 1
During this half term the children in Year One will be looking at the following areas:
| Curriculum Area | Content to be taught in school |
|---|---|
| English | In English we will be writing a recount of a familiar even. We will be identifying the main events and characters in stories. Children to retell stories, ordering events using story language. We will discuss familiar story themes and link to own experiences. Children to use a simple story structure to write in a same/similar form. Children to write simple sentences. We will explore the differences between non-fiction and story books and introduce the basic features which show us a book is an information book. |
| Maths | In Maths we will be counting, reading and writing numbers to 20 and identifying numbers one more and one less. Children will be encouraged to use language such as equal to, more than, less than, fewer, most and least to compare numbers. We will be developing addition and subtraction skills, interpreting and using the related mathematical symbols (+, -, =) and solving one-step problems. Children will be taught number bonds to 10 and will encouraged to recall the bonds quickly. |
| Science | In Science children will learn about the seasons and how the day length and weather changes. They will look for signs of Autumn in their environment and make daily observations of the weather. They will learn how animals and humans adapt to the different seasons. Through the topic of ‘Materials’ the children will be naming different materials and describing and sorting them in terms of their simple physical properties ie soft, hard, rough, smooth, shiny, waterproof, bendy. |
| Computing | This half term term children will learn what a simple algorithm is and how to input simple programs into a Beebot. They will use iPads to create sound and participate in making a class Photostory linked to the Geography topic. They will also build on previous learning about keeping safe online. |
| Geography | This half term children will be developing their geographical and fieldwork skills by using maps, photographs and plans to discover more about our school. They will learn to draw simple maps and plans and how these can be used. |
|---|---|
| PE | Children will be developing their games skills, particularly throwing, working to improve each week by completing various activities both by themselves, with a partner and as part of a group. |
| Music | This half term’s unit ‘Sounds interesting’ will develop the children’s ability to identify different sounds and to change and use sounds expressively in response to a stimulus |
| Art | Children will explore with colour, collage and printing to create pieces of art linked to the weather and the season of Autumn. They will experiment with mixing primary colours and making darker and lighter shades. They will look at the work of different artists and begin to use similar media, materials and colours to create their own piece of natural art. |
| French | Children will practise numbers to 10 in French. Their learning will be through practical activities, drama and songs. They will reinforce their knowledge of greetings, colours and classroom instructions. |
| Proposed Educational Visit | Visit to St Mary’s Church in Shincliffe | | 1,320 | 672 | {
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This Power Point explains some of the names we give to types of words
NOUNS
The huge spider silently crept across its silvery web.
The words highlighted in yellow are NOUNS. They describe an object, thing or feeling.
To avoid repeating a noun, we often use a pronoun.
The huge spider silently crept across its silvery web. When it reached the fly, it stopped and looked around.
A pronoun takes the place of the noun in a sentence.
There are several different types of pronoun
Jane read the book then lent the book to Jane's friend.
it replaces the noun book
She read the book then lent it to her friend.
she replaces the noun Jane her replaces the noun Jane's
There are several different types of pronoun
Lionel wasn't sure if Lionel's brother should eat the sweets his replaces the noun Lionel's
He wasn't sure if his brother should eat them.
he replaces the noun Lionel them replaces the noun sweets.
The nouns in this sentence are SINGULAR
The huge spider silently crept across its silvery web.
There is only ONE spider and only ONE web.
The nouns in this sentence are PLURAL
The huge spiders silently crept across their silvery webs.
There is MORE THAN ONE spider and there is MORE THAN ONE web.
SINGULAR & PLURAL NOUNS
SINGULAR
SINGULAR
A robot puts the carrot into a box.
To change a SINGULAR noun into a PLURAL noun, we often add s or es
PLURAL
PLURAL
The robots put carrots into boxes.
(Notice how the verb, 'put' has to change so that it agrees with the noun)
SINGULAR & PLURAL NOUNS
SINGULAR
SINGULAR
The baby ate the potato.
To make the plural, sometimes we take off the y and add ies
PLURAL
PLURAL
The babies ate the potatoes.
SINGULAR & PLURAL NOUNS
SINGULAR
SINGULAR
The child's milk tooth fell out.
Some nouns have a different word as the plural
PLURAL
PLURAL
The children's milk teeth fell out.
You are learning about…
NAMES for WORDS
SYNONYMS
A synonym is a word with a similar meaning
SYNONYMS
The
huge
spider
silently
crept
across
its
silvery
web.
arachnid
massive
colossal
large
quietly
noiselessly
tip-toed
slunk
sneaked
onto
through
glittering
shiny
grey
net
snare
mesh
creature
ANTONYMS
An antonym is a word with an opposite meaning
ANTONYMS
The
huge
spider
silently
crept
across its
silvery
web.
tiny
small
minute
loudly
noisily
clumped
tramped
stomped
dull
SUMMARY
> Pronouns replace nouns to avoid repetition
> Singular nouns refer to ONE thing
> Plural nouns refer to MORE THAN ONE thing
> Synonyms are words with a SIMILAR meaning
> Antonyms are words with an OPPOSITE meaning | 1,281 | 681 | {
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Castleknock Coach Education Program 2007 Session 2 - 1/2/07 Indoor Hurling Drills & Games
Dáire O'Neill
1. "Playtime"
When players arrive early for training it is common for coaches to warn the players off from taking the balls from the bag. Really we should be doing the opposite and encouraging them to be creative for the few minutes before the coaching begins.
Allow players to "play" before the session begins. As they arrive give them a ball each and challenge them to do the following:
o Solo with the ball
o Throw against wall and control on hurl
o Throw against wall and catch
o Bounce on ground and catch
o Ground strike against wall
2. "Dribbling"
Set out a grid 10m x 10m (depending on age). Each player has a ball and dribbles the ball inside the grid. To challenge the players, on the coaches whistle the players do –
o 5 roll lift
o 5 catches
o 5 solos
Introduce 2 players (or more depending on amount performing the exercise) to act as "tacklers". These players will try to dispossess the others and flick their ball out of the grid. 1 point for every ball dispossessed.
Duration – 30 seconds each.
3. Ball Control
Ball between 2. Players stand 5m apart. Player A rolls the ball to Player B who stops the ball on the ground and returns it to his partner. Repeat 5 times. Get players to gradually increase the speed of the delivery.
Variation:
o Introduce a goal where the player stopping the ball must move the left / right to ensure opponent won't score
o Change the delivery to a ground strike
B
A
Ensure players have the correct stance and technique for controlling the ball.
4. Ground Tussle
Ball between 2 and players tussle to keep / win possession from their partner. The player with possession when the whistle is blown is the winner.
Ensure players use their body to protect the ball.
Duration – 20 seconds each.
5. Ball Control and Dribbling
Set out cones as below. Distance may vary depending on age group.
5m
10m
A B
C
Players start at cone A and dribble to cone C. They then roll the ball back for the next player who must control it before it passes cone B.
This will ensure players come to meet the ball rather than standing still and waiting for it.
Variations:
o Player meeting the ball must control ball to hand
o When returning the ball the players throw it back for a high catch
o When returning the ball the players ground strike
o Players solo out to cone C
6. Roll Lift
Stationary
Ball between 2 and player A roll lifts while player B counts how many roll lifts in 30 seconds. Players then changeover.
On the move
Set up cones as shown below
10m 2m 2m 2m 5m
A
B C D E F
Player starts at A, roll lifts at B and places the ball at C. Repeat for D and E. Player then repeats task on way back.
7. Ground Striking
Ball between 2 and players stand the width of the hall apart. Players strike the ball to each other. Introduce a small goal in the middle for players to score.
Variations:
o First to 5 goals
o Players must knock cones in centre over.
8. Batting
Set up as below.
Player A – Goalkeeper (and thrower)
Player B – Attacker (batter)
Ball between 2. Player A throws the ball up for B who bats the ball and attempts to score.
A
B
Players switch rolls after 5 / 10 attempts. Set players targets such as first to 5 goals, most saves, goalkeeper vs attacker etc.
9. Four Team Dribble Game
Set up playing area as below
Place are sliators in the centre of the grid.
Divide players into 4 teams of equal numbers.
Each team gets a base / cone each.
On the coaches whistle players run to centre and dribble a ball back to their base (1 at a time)
When all balls are gone from the centre players may now rob From opposing teams
Play stops on the coach's whistle. The team with the most amount of balls at the end are the winners.
10. Hurling Tennis
Divide hall into grid as below. 2 courts and 4 teams
Team 1 Vs Team 2 Team 3 Vs Team 4 (2 separate games)
Team 1 ground strike the ball across into Team 2s zone. They must stop and return the ball. Teams score by hitting the ball off the back wall of the opposing team's zone.
Variations:
o Teams have only 5 seconds to return ball
o Penalty (score) for hitting ball out of court
o Ball is not allowed to stop in your zone
o Penalty (score) for kicking the ball or using your foot
o Penalty (score) for not striking ball on the side it comes to you at (i.e. Favouring the strong side)
o The player who stops the ball must pass to teammate who will strike the ball
N.B "All activities should be practiced on both left and right sides" | 1,998 | 1,126 | {
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Phone: 480-945-8484 / Fax: 480-945-8766
Hours: 24 Hours a day, 7 Days a Week!
Website: www.tsvcpets.com
Heatstroke: A Summertime Danger to All Pets in Arizona
Between 2000 and 2012, 1,535 humans died in AZ from exposure to excessive natural heat (per Arizona Department of Health Services). The risk of heatstroke is much greater for animals than humans because pets cannot control their own environment as well as we do.
Often the severity of heat stroke is not apparent to owners until the animal goes into shock. Signs include excessive panting or open mouth breathing, vomiting, bloody diarrhea, pale gums (gray color) and seizures.
If you suspect heatstroke in your pet:
* Move your animal into an air-conditioned area immediately, and apply room temperature water to the entire animal. Do not cool the animal too rapidly (such as with ice) as hypothermia can follow the heat stroke creating additional complications.
* Take a rectal temperature. Normal temperature is 99-103 degrees F. Most heat stroke temperatures are > 105 degrees F.
* Proceed immediately to your veterinarian or any emergency veterinary hospital!
Tips to help your pet avoid heatstroke:
* Make sure all animals kept outside have access to water and shade. The water dish should be stable so it does not accidentally tip over. If animals are outside for long periods of time, you might consider installing a misting system.
* NEVER LEAVE YOUR PETS IN AN UNATTENDED CAR. On a hot day the temperature inside a car can reach 215 degrees within 10 minutes – even with the windows cracked open!
* Try not to walk your animals during the heat of the day, 10:00 a.m. to 5:00 p.m. Neoprene booties will help prevent them from burning their feet on concrete and asphalt surfaces.
* Small animals (such as rabbits and guinea pigs) can die from heatstroke if they are left in the sun. This can happen in as little as 10 minutes in temperatures as low as 90 degrees.
* Two-liter bottles or five-gallon buckets of water can be frozen and left for your pets (homemade air conditioner)
* Animals with heart problems, diabetes, Cushing's disease, obesity, advanced age, and brachycephalic dog breeds (Pugs and Bulldogs) are much more susceptible to the heat than other breeds. | 1,015 | 519 | {
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University of Nebraska - Lincoln
DigitalCommons@University of Nebraska - Lincoln
Module 1 - How People Reason
Workshop Materials - College Teaching and the Development of Reasoning
October 2007
The Mealworm Puzzle
Follow this and additional works at: http://digitalcommons.unl.edu/adaptworkshopmodule1 Part of the Curriculum and Instruction Commons
"The Mealworm Puzzle" (2007). Module 1 - How People Reason. 4.
http://digitalcommons.unl.edu/adaptworkshopmodule1/4
This Article is brought to you for free and open access by the Workshop Materials - College Teaching and the Development of Reasoning at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Module 1 - How People Reason by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln.
The Mealworm Puzzle
Some experimenters wanted to test the response of mealworms to light and moisture. To do this they set up four boxes as shown in the diagram below. They used lamps for light sources and constantly watered pieces of paper in the boxes for moisture. In the center of each box they placed 20 mealworms. One day later they returned to count the number of mealworms that had crawled to the different ends of the boxes.
What can you conclude from these diagrams? The diagrams show that mealworms respond to (response means move toward or away from):
A. light but not moisture
B) moisture but not light
C) both light and moisture
D) neither light nor moisture
Please explain your choice.
How did you think your way through the problem? Did you think at once of the way to do it, or did you first think of a way that had to be modified or abandoned?
_________________________________________________________________
When you are done, examine a collection of student responses, next page.
The following are typical student responses and their explanations to the Mealworm Puzzle. Read these responses and compare them with your own. Look for similarities and differences between type B and type A responses.
Student B1 (College Junior)
D. "No definite pattern was followed by the mealworms."
Student B2 (Norma Kuhn - Age 20)
D. "Because even though the light was moved in different places the mealworms didn't do the same things."
Student B3 (College Freshman)
A. "They usually went to the end of the box with the light."
Student B4 (High School Sophomore)
A. "Because there are 17 worms by the light and there are only 3 by the moisture."
Student B6 (Harold O'Keefe - Age 20)
A. "Because in all situations, the majority go where there's light.
Wetness doesn't seem to make a difference."
Student A1 (Barbara Downing - Age 21)
C. "Boxes I and II show they prefer dry and light to wet and dark, Box IV eliminates dryness as a factor, so they do respond to light only. Box III shows that wetness cancels the effect of the light, so it seems they prefer dry. (It would be clearer if one of the boxes was wet-dry with no light)."
Student A2 (David Kenting - Age 19)
C. "When the light was on the dry side they all crowded to the dry side. When it was on the wet side, an equal amount went to each side."
Student A3 (High School Freshman)
C. "In experiment 3 the mealworms split 1/2 wet, 1/2 dry. So it's safe to assume that light was not the only factor involved."
Student A4 (Delores Johnson - Age 19)
B. "I, II, and IV show that mealworms seem to like the light, but in III they seem to be equally spaced. This leads one to believe that mealworms like the dryness and the reason in pictures III and IV they are by the light is because of the heat that the light produces which gives a dryness effect."
Student A5 - (John Blake - Age 16)
C. "The mealworms in all cases respond to light. However, in box 3 the division is about 1:1. This shows that they worms are attracted to the light but do not like the situations where the dry area was next to the light. When there is no choice between wet and dry such as in case IV the worms turn to the light. Note: We might also test a box like this wet dry with no light to further verify the effect of moisture."
Now answer the questions on the following page.
Questions
1. What similarities did you find among the type A responses? Please record your analyses here.
2. What similarities did you find among the type B responses? Please record your analyses here.
3. Can you find features that distinguishes type A from type B responses?
4. Looking back, did your own solution resemble any of the above? If so, how?
Now proceed to another puzzle or the self-check on page Module 1, Page 2. | 2,032 | 1,076 | {
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Derung
Location: More than 6,000 members of the Derung nationality live in some of the most isolated terrain in all of China. Ninety percent of the Derung live in the extreme northwestern part of Yunnan Province, along the Dulong River basin in Gongshan County. The Derung region is "highly mountainous and rainfall is abundant. Virgin forests cover the mountain slopes, and wild animals abound." 1 Twenty-one Derung live in Zayu County, Tibet. In addition, the Derung are also found in northern Myanmar.
Identity: The Derung are the fifth smallest of China's 55 official minority groups. Their self-name is Turung which the Chinese have transliterated as Derung. A visitor in the 1920s described them as "a primitive, harmless jungle people who live in trees like monkeys." 2 The Derung and Nu claim they were once brothers who were separated and forced to live
120 DERUNG
on different sides of the river.
Language: In addition to the ethnic Derung, 5,500 people belonging to the Nu nationality speak Derung as their mother tongue. 3 Derung is one dialect of the larger Rawang group in Myanmar, which contains an astonishing 75 to 100 dialects. 4 Four dialects are reportedly spoken in China. 5 Few Derung are able to speak Chinese. Because they did not have a script, the Derung formerly kept records by carving notches on wood or by tying knots.
History: Before 1949 there were 15 patriarchal clans called nile among the Derung. Each nile consisted of several family communes. Each commune possessed its own territory which was marked off by boundaries such as streams and mountain ridges. Each clan was further divided into keeng — villages where people lived in common long houses. The members of each ke-eng regarded themselves as descended from the same ancestor. The Derung gained notoriety for defeating a British military expedition in 1913.
Customs: The Derung are one of the most remote groups in China. There are no roads to their villages, many of which are only accessible by several days' walk over treacherous trails. 6 The Derung wear their hair down to their eyebrows in the front. Until recently, Derung girls tattooed their faces at the onset of puberty with designs according to their respective clans. The dead are buried in hollow logs, except when death is the result of a major disease. Then the corpse is cremated and the ashes disposed of in the river. 7
Religion: In the past, each Derung clan had its own shaman who directed warfare and healed the sick. Modern health clinics have put the shamans out of business.
Christianity: The first missionary among the Derung was a French Catholic priest in 1907. In 1935 the Morse family came to the Derung area. People from four villages accepted Christ and six churches were built. 8 Through the work of the Morse family, almost the entire Rawang tribe in Myanmar was converted. 9 Today the number of believers among the Derung in China is uncertain. One source states, "Some estimate that there are as many as 5,000 Derung Christians in China (85.97%) while 25% Christian (about 1,450) is estimated by one
Western worker close to the situation." 10
Population in China:
5,316 (1990)
6,850 (2000)
8,840 (2010)
Location: Yunnan, Tibet
Religion: Animism
Christians: 1,450
Overview of the Derung
Countries: Myanmar, China
Pronunciation: "Deh-rohng"
Other Names: Drung, Trung,
Tulung, Turung, Dulong, Khanung,
Kjutzu, Ch'utzu
Population Source:
5,816 (1990 census);
11
4,682 (1982 census);
3,090 (1964 census);
Also in Myanmar
Location: NW Yunnan:
90% live in the Derung River valley, in the
Gongshan Derung-Nu County;
SE Tibet: Zawa in Zayu County
Status:
An official minority of China
Language: Sino-Tibetan, Tibeto-
Burman, Nungish
Literacy: 38%
Dialects (4): Melam, Metu,
Tamalu, Tukiumu
Religion: Animism, Christianity,
Polytheism, Shamanism
Christians: 1,450
Scripture: Rawang Bible 1986;
New Testament 1974;
Portions 1952
Jesus film:
None
Gospel Recordings: None
Christian Broadcasting: None
ROPAL code: DUU00
A= Have never heard the gospel
B
= Were evangelized but did not become Christians
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Sunday, May 20, 2016
Alumni Speaker-Natural Sciences
Dr. Teresa Munoz, MD
Good morning and congratulations to all of you. You have completed years of hard work, dedication and, for many of you, significant sacrifice.
Before I start, I would like to thank the College of Natural Science and the College of Communication and Education for asking me to speak to you today. It's an honor, and I stand before you very humbly.
This is quite emotional for me. I walked the halls of Chico State 15 years ago. This is where my love for science flourished. This is where I received the education that formed the foundation on which I have built my career as a doctor.
My life has been the culmination of the efforts and hard work of those around me. I stand here today because of the courage my parents had when they left their home in Mexico, crossed a border and started a life in a new country, because of the curiosity my high school biology teacher sparked in me, because of the passion I gained for science from my classes at Chico State and from hours spent in the lab.
I am here because my older sister left a path for me as she made her way through medical school. I am here because so many believed in me and this list could go on forever.
Each one of you has a list of people who have helped you get here, too. They are excited to see what you do as you go out into the workforce. I am excited.
Our world today is changing fast. We are in an era where technology is at the fingertips of almost everyone in the world.
Last month I met a woman whose son works in the tech industry, and she told me we will soon run out of broad band space. I don't even know what this means.
But I do know that the Internet is growing exponentially, and that there are almost 14.5 billion devices connected to the
World Wide Web, that's twice the number of people in the world.
There are predictions that by the year 2020 there will be six devices per person. We have driverless cars and socially intelligent robots around the corner. However, the problems of yesterday remain, and we cannot forget them.
The environmental crisis is worse than it has ever been, there are more people in the world than ever before, there continues to be hunger and poverty, violence plagues many communities, and the worse problem of all, human disconnection. People are now extremely disconnected from each other and from nature.
So what will you do? You have the power to change the course of our world.
In a recent article, I read that Millennials, your generation, think they can change the world; that was the top goal for most people in their twenties.
I agree you can change the world. In fact, I say you have to. I urge you to create a sustainable way of life, a world where no human is left behind, and to truly see the light inside every one of us.
We do not need a world or country, for that matter, where we all assimilate. We do not need to be a melting pot. We need to celebrate our differences and our strengths. Help each other feel comfortable enough to speak up and contribute, to face our fears and accept our power.
Now is the time to embrace peace and treat each other with honesty, respect and kindness. It is the time to create a world that praises all of us because for our cultural background, our religious beliefs, and our disabilities and helps us become the beings we are meant to be.
One of my favorite quotes says that the meaning of life is to find your gift and its purpose is to give it away.
So take the gifts you have developed here at Chico State and use them to solve the problems that really matter: Figure out how to distribute sustainable energy, water, education and health care to everyone on the planet.
Come up with innovative ways to help the planet deal with the 7 billion people living on it. Use your technology to connect people of different backgrounds and exchange ideas to solve these problems.
As you do this keep everyone in mind and see the world as others see it. Don't forget the Mayans in Guatemala, the Aborigines in Australia and all the other indigenous people still present today. Don't forget the men, women, and children still living in poverty. Let's be done with the idea that money and power are more important than being humans. Let's stop working for money and use it instead to help us create a lifestyle that is sustainable for everyone.
Let's connect and change the world. And let's demand this way of thinking from all, for there's no room for complacency if we are to meet the needs of tomorrow. I really believe we can do it; I believe you can do it.
Thank you and congratulations again. | 1,617 | 998 | {
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PLAN DE ESTUDIOS/SYLLABUS 2020-2021
SECUNDARIA/ SECONDARY SCHOOL
9no GRADO
GEOMETRY
9 A - Mrs. Ana María Perla - email@example.com
9 B – Mr. David Argueta -firstname.lastname@example.org
LIFE AHEAD METHODOLOGY
The School is following life´s ahead methodology in the classroom.
1. The teacher explains and the students pay attention.
2. The students work independently to see if they have understood the topic.
3. The students work in groups to solve doubts and help other students.
4. The students have feedback of the work they did.
COURSE DESCRIPTION
Geometry is a course that opens the vision to the world and the Universe.
Learning about patterns, triangles, polygons, area, perimeter, surface area of 3D figures and volume of solids. It is a course where the students face the shapes in everything around them. Almost at the end of the year the students will learn about trigonometric ratios to find the length of an apothem to find the area of any polygon.
OBJECTIVES
Identify the different shapes that we see in our environment. To learn how to find the perimeter and area of flat shapes and their applications. To identify the 3D figures, their surface area and volume. To realize that if we understand geometry, we can understand our world and apply it to our daily lives.
CONTENT
Patterns.
- Building blocks of Geometry (points, lines, planes.)
- Angle relationships. Adjacent, complementary, supplementary, and
- Angles between parallel lines. Slopes, equations of lines.
- Coordinate Plane. Distance between two points and midpoint of a segment.
- Triangles: Congruence, Especial segments, area and perimeter. Trigonometric ratios. Especial triangles.
- Circle: Area and circumference
- Quadrilaterals: Properties, diagonals, sides, area and perimeter
- Polygons. Properties, angles inside a polygon, area and perimeter.
- Solids: Surface area and Volume.
SKILL STRANDS
The students need:
- To use order of operations from their algebra I.
- To solve linear equations, Pythagorean Theorem and simultaneous equations for application problems.
TEXT BOOK
- Geometry Mc Dougal Littell.
- Reference Book: Geometry Pearson Prentice Hall.
EXPECTATIONS
The student must:
- Be able to work during class time.
- Be able to respect the teacher and classmates.
- Be able to take notes during class time following special format
- Be able to catch up all the work done in class when absent.
- Be able to remain quite when the teacher is explaining.
- Be able to wait for his/ her turn to ask and answer question.
- At the end of the year the student must
- Be able to Identify triangles and find the area and perimeter.
- Be able to work with angles and identify angle´s relationship.
- Be able to identify quadrilaterals , angles inside them , area and perimeter.
- Be able to identify and work with any polygon, finding its area and perimeter.
- Be able to find area and perimeter of composite functions.
- Be able to find the surface area , and volume of 3D figures.
ASSESSMENT
60% Tests and Quizzes.
40% Homework and Quizzes
50 % Midterm.
50% Final.
Midterm and Final Exam are the fifth period.
WEEKLY FOLDER
Every week each student is taking home a folder with quizzes and tests done in one or two week's ´s period.
CITAS
Si necesita consultar o expresar alguna inquietud sobre el desarrollo o evaluación de la materia, puede solicitar una entrevista con el (la) docente en recepción al 2316-7800 o enviar correo electrónico a email@example.com
INFORMACIÓN
Para mayor información lo invitamos a visitarnos en:
www.colegiomaya.edu.sv /colegiomayadeelsalvador
colegio.maya
V. 2070 | 1,745 | 869 | {
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Building Character and Resilience
| Approved by: | Governing Body |
|---|---|
| Last reviewed on: | |
| Next review due by: | |
Our Philosophy
Character and resilience are defined by many features including:
* Caring about other people
* Responsibility
* Honesty
* Being good citizens
* Saying no to bullies
* Being true to ourselves
* Resilience
This is integral to everything we do at Belle Vue. Photographs around our school show us engaging in many activities which demonstrates our approach in building character and resilience.
How do we do this?
Our character-building activities build both positive values and self-esteem. We model our values and work on them throughout the day in school. However, our pupils also need explicit teaching so we do this through many different activities.
Some of the activities include;
* Showing acts of kindness to others
- Recognising strengths and positive attributes, we show others acts of kindness.
* Being a good friend
- Being taught social skills and friendship skills. We teach getting on with each other and tolerance. Adults model this through all of their relationships in school.
* Charity events and helping others
- We have engaged in fundraising for the cat sanctuary, the British Legion and Children in Need.
* Show and Tell
- Pupils share items conveying their culture, individuality, and unique interests and experience. Students learn both diversity and empathy as well as what is truly important to them and to their classmates.
* This Is Me
- Pupils demonstrate their individual strengths in a positive manner. They learn about themselves and others.
* We take them out into the real world
- Pupils learn to interact with the world around them, how to conduct themselves and how to enjoy their surroundings.
Bullying
Any incidence of a bullying nature is dealt with as soon as it is identified and we routinely engage in appropriate discussions on the topic in school. As a school we also actively engage in the anti-bullying week which reinforces our zero tolerance to bullying. Pupils know who to speak to if they feel they are being bullied and our Head boy and Head girl take a proactive peer to peer approach in identifying and reporting any issues.
Make a Difference
We take pride in our environment and pupils take responsibility for keeping the garden and play spaces tidy. Pupils openly speak about this being 'their school'.
Do the Right Thing
We teach pupils how to keep safe and help pupils learn to navigate situations using role playing in various scenarios. We also help them identify wrongs, know when to report matters and who to report to.
Character Building Games
We play games with the pupils where they learn to take turns and to share. Importantly, they learn to both win and lose.
Resilience
We teach skills of resilience so pupils can bounce back and learn from their experiences. | 1,207 | 602 | {
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Series
STUDENT'S CORNER
The Magic Tea Kettle
ONCE upon a time there lived a poor man who had an antique store. One day he found a tanuki (raccoon dog) caught in a trap. Feeling sorry for the creature, he set it free. The tanuki visited the man that night. "Thank you very much for your kindness," he said. "As a token of my gratitude, I will tell you something valuable. The priest at the temple is looking for a tea kettle. I will disguise myself as a tea kettle so that you can sell it to him." The tanuki then somersaulted into the air and transformed himself into a splendid gold tea kettle.
After the priest brought the tea kettle back with him to the temple, he ordered a novice priest to wash it. The novice priest promptly went to the river behind the temple and began to scrub the tea kettle hard. Suddenly the tea kettle cried, "You're hurting my bottom! Please wash me a bit more gently." The novice priest was astounded, and told the priest, "The tea kettle spoke!" But the priest did not believe him. "Nonsense! It is not possible for a tea kettle to speak," he said.
The man took the tea kettle to the temple priest the next day, who said, "What a beautiful tea kettle!" The priest was very pleased with the kettle, and paid a high price for it.
The priest then decided to boil some water. He filled the tea kettle and placed it on the fire. The tanuki, disguised as the tea kettle, was shocked. "It's hot!" he screamed. Unable to stand the flames, the tanuki half-transformed
|
back into his true form and ran back to the poor man's home.
That night, the tanuki offered an idea to the man. "Let's go into town together," he suggested. "I will remain in this tea kettle form and perform a tightrope walk, so please gather some people to watch me."
The Temple Associated with "The Magic Tea Kettle"
So the man and the tanuki went into town the next day, and the man set up a show tent. "Come one, come all, and see the amazing tea kettle tightrope walking show!" he loudly announced at the entrance. Inside, the tanuki tea kettle nimbly walked across the rope, drummed his belly and sang.
Word spread quickly that there was an amazing tea kettle that performs stunts. The tightrope-walking tea kettle became very popular, and day after day the show drew enthusiastic crowds.
And so, thanks to the tanuki's help, the man became very wealthy. The tanuki remained in the form of the little tea kettle, and eventually lost its ability to move. Eventually it was returned to the priest at the temple, where it was safely stored as a valuable temple treasure.
Morinji, a Buddhist temple of the Soto School located in Horikucho, Tatebayashi City in Gunma Prefecture, is closely associated with the legend of "The Magic Tea Kettle." Various tanuki-themed goods from all over Japan as well as stuffed tanuki are on display at the temple. Throughout the temple grounds are Shigaraki stoneware tanuki, and the magic tea kettle owned by the temple can be viewed by the public.
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DSC Hansa (Access) 303W Racing Rules 2021-2024 v.1.4
Note: These Rules are adapted from the World Sailing (ISAF) Introductory Rules for Sailing Version 1.01 (February 2008) and the NZIODA Green Fleet Rules for Racing (May 2010) with some language copied verbatim. They are intended to facilitate racing for sailors new to the sport on The DSC home waters. The corresponding rule in the official World Sailing Racing Rules of Sailing are listed in grey in parentheses ( ).
Basic Rules
1. Do what you can to keep yourself and others safe (1.1).
2. Comply with the principles of good sportsmanship (2).
3. Avoid crashing and bumping into other boats (14).
4. Keep trash out of our waters (Basic Principle & Fundamental Rules).
5. The point of the race is to get around the racecourse as quickly as possible without fouling other boats. "Go Fast Turn Left!"
Rules When Boats Meet
6. When you and the other boat are on opposite tacks, if the wind is blowing over your left (port) side you must avoid the other (starboard tack) boat (10).
7. When you and the other boat are on the same tack, you must steer to avoid the other boat
a. If it is downwind (to leeward) of you (11).
b. If it is in front of you (even if it is going slower) (12)
.
8. Do not steer in a manner that causes another boat to crash into other boats (15, 16, 19).
9. If you are on starboard tack (wind on your right side) and on a collision course with a port tack boat, maintain course so the port tack boat can steer to avoid you (16).
a. If the port tack boat does not see you, shout your presence and turn the boat to avoid crashing (14).
10. If you are close to another boat and either of you needs to avoid an object to avoid crashing, work together to avoid crashing. (19).
Rules At Marks
11. When rounding or passing a mark:
a. Try not to hit the mark (you might get stuck on it if you do) (31)
.
b. The boat closest to the mark gets to round it first (18).
c. Try to sail so that all boats can get around the mark and keep racing to the next mark.
DSC Hansa (Access) 303W Racing Rules 2021-2024 v.1.4
Rules When Starting
12. At the start of the race, your boat must be behind the starting line.
a. If you over the starting line too early, you must avoid other boats and restart correctly.
i. The Race Committee will call you back if you are "over early" (21).
13. When starting:
a. Make your final approach to the starting line on starboard tack (wind on your right side) (10). This is not a rule but a very strong recommendation.
b. Avoid tacking too close to other boats (13).
Taking Penalties
14. If you foul someone, your penalty is one of the following:
a. If you can do it safely without fouling more boats, spin the boat in a circle and keep sailing (44 - this modifies RRS 44.1).
b. If you are close to other boats, or if you can't do the penalty turn for any reason (21), the race committee will give you a "go slow" penalty that has a similar result to a penalty turn.
Other Rules
15. You shall sail your boat using the sails and by steering normally. No paddling, getting towed by a powerboat, etc. (42). | 1,273 | 791 | {
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What Are Federal or Tribal Reserved Water Rights?
Italicized terms are defined in Fact Sheet #10
Water Fact Sheet #9
The rights to use water on federal and tribal reservations of land within Montana are known as federal or tribal reserved water rights, or Winters rights, named for the U.S. Supreme Court case that established the existence of these rights in 1908. The landmark Winters v. United States involved a dispute between the Fort Belknap Indian Community in north central Montana and upstream farmers on the Milk River. When farmers began diverting water upstream from the reservation, this diminished water supplies for agriculture on the reservation. The dispute eventually made it to the U.S. Supreme Court. The Court sided with the tribal nations, holding that the 1855 treaty establishing the reservation had implicitly reserved an amount of water necessary to fulfill the purposes for which the reservation was established.
April 2015
Although the principle of implied rights was originally established in the context of an Indian reservation, the rule of the case, known as the Winters Doctrine, has since been applied to any federal reservation of land requiring water to accomplish the purpose of the reservation. The Doctrine holds that with the withdrawal of land from the public domain, whether by executive order, treaty, or Act of Congress, there is an implied reservation of water sufficient to accomplish the purpose(s) for which the land was reserved. Such rights have a priority date of the date the reservation was established. Because the amount of water reserved is determined by the purpose(s) of the reservation, these rights are not established or determined by beneficial use, as state-based rights are. In addition, federal and tribal reserved water rights cannot be abandoned through non-use.
In Montana, reserved water rights have been claimed for seven Indian reservations, for national parks, forests, monuments, and wildlife refuges, and for federally designated wild and scenic rivers.
office. The Commission negotiates on behalf of the Governor's Office and represents the interests of Montana water users. The DNRC staff supports the Commission.
The requirement to file claims with the Montana Water Court in statewide general stream adjudication process is suspended for the tribal nations and the federal agencies pending the resolution of all negotiations by the Commission. This suspension ends June 30, 2015. Tribes and federal agencies for which no compact has been ratified must file their claims by that date.
Settlements negotiated by the Commission on behalf of Montana must be ratified by the Montana Legislature, appropriate federal authorities and also Tribal Councils in the case of settlements. In cases where federal appropriations are needed to implement provisions of the settlement, congressional approval is required. Once approved, the compacts are sent to the Water Court to be decreed.
Montana's Reserved Water Rights Compact Commission (Commission) was established by the Montana Legislature in 1979 as part of the state-wide general stream adjudication process. The Commission is authorized to negotiate settlements with federal agencies and Indian tribes claiming federal reserved water rights within the state of Montana. The Commission includes nine members, each serving a fouryear term. Two are appointed by the Speaker of the House, two by the President of the Senate, one by the Attorney General's office and four by the Governor's
Citizen participation is an essential element of each settlement negotiation. It ensures that the Commission's deliberations on behalf of Montana address the concerns of the public.
So far, there have been 18 compacts negotiated by the Commission and approved by the Legislature. The Legislature has approved compacts for seven Indian reservations in Montana, as well as for five federal agencies administering federal lands in the state.
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Archaeology in the Classroom Fort Osage National Historic Landmark July 18-22, 2022
Workshop for Teachers, Interpreters, Museum Docents
Jackson County Parks + Rec invites you to take an exciting trip back in time!
Schedule: *
Practice the basics of scientific inquiry using archaeological data. Learn how archaeologists investigate and interpret past cultures and peoples. Finally, learn how to incorporate all of this into your classroom or other settings. Archaeology is an excellent tool for engaging youth in STEM education.
Participants will receive full instruction in archaeological science and complete curriculum guide and materials.
school students will use geography, history, and archaeology to learn about a Pawnee earthlodge, the Pawnee ancestors, and the tribe today. Photographs, artifacts, and maps are used in historical inquiry. Students meet a Pawnee tribal member through reading a biography. Then they "uncover" a real archaeological site, classify artifacts, and infer how the Pawnee lived in their environment.
In this investigation upper elementary and middle
Participants in this workshop can also engage in archaeological fieldwork (optional) at the Cave Hotel near the site of the Lone Jack Civil War Battlefield.
***Optional: up to 2 graduate credit hours can be taken from Lindenwood University. Tuition is $75 per hour.***
July 18-19 (8:30-4:00): Fort Osage Education Center Fort Osage National Historic Landmark 105 Osage Street, Sibley, MO 64088 July 20 (8:30-4:00) (optional) Truman Home and Presidential Library, Independence Courthouse July 21-22 (8:30-4:00) (optional) Cave Hotel, 301 S. Bynum Rd., Lone Jack, MO
Instructors:
Virginia Wulfkuhle, Kansas Project Archaeology Facilitator
Gail Lundeen, Missouri Project Archaeology Coordinator
Sally Bell, Missouri Project Archaeology Facilitator
Patrick Salland,
Mark Adams, Truman Library Education Director
Jordan Malhiot,Fort Osage National Historic
Missouri Town
Landmark
*This schedule and list of places to visit is subject to change due to the public health regulations at the time of the class.
Thanks to a generous grant from the Institute for Heritage Education, the first ten people to sign up will receive free registration and a $50 stipend for attendance on Monday and Tuesday of the workshop. The registration fee for all other participants will be $45.
For more information contact Gail Lundeen email@example.com To register contact Stephenie Thompson firstname.lastname@example.org
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INNOVATIVE ARTISTS
Series
Designer Risa Kojo brings a deep understand- ing of the history of her art to the intricate, age-old craft of Ise-katagami pattern making.
Risa Kojo Photo: Ryu Kodama
TOSHIO MATSUBARA
Cutting-Edge Kimono
Kimono fabric design traditionally draws on the skills of a designer, who creates the patterns, a stencil carver, who cuts the patterns into paper stencils, and a dyer, who uses the stencils to dye the fabric.
Risa Kojo is a pattern designer who has received a great deal of attention in recent years for the contemporary flair she brings to kimono design.
Kojo moved to Boston in the United States with her family when she was a high school student, and studied graphic design at the School of Visual Arts in New York. After graduating in 2004, she began working as a freelance graphic designer. However, she returned to Japan in 2010.
"Without exception, every skillful creator has an understanding of his or her background. And they incorporate it into their expression as their original style," says Kojo. "I therefore asked myself, 'What is my background?' If I did not face this question, I would become stuck one day. I therefore decided to return to Japan."
Shortly after Kojo returned to Japan, she stayed in Mie Prefecture for business during the period of preparation for the Shikinen Sengu of Ise Shrine. The Shikinen Sengu is a ceremony that takes place every
A papercut work by Risa Kojo titled "Forest of Deer" Photo: Ryu Kodama
twenty years, when all the shrine buildings are rebuilt. The ritual has been repeated at Ise Shrine for 1,300 years. In addition to Ise Shrine, Mie Prefecture and neighboring Wakayama and Nara Prefectures are home to a number of age-old sacred sites including the World Heritage Kumano Kodo Pilgrimage Routes.
Ise-katagami is distinguished by its fine-cut, intricate patterns.
While designing kimono patterns as a pattern designer for Isekatagami stencils, Kojo also organizes events such as papercutting workshops and exhibitions of her own artwork produced by the techniques used in creating Isekatagami stencils.
"During my stay in Mie Prefecture, I experienced culture shock in so many situations. One of these was when I visited a shrine sacred to a big rock called Hana no Iwaya, where I was overwhelmed by the energy of the place," Kojo says. "The people living there had a strong sense of being protected and guarded by the gods. I realized that in Japan, a sense of awe for unseen power has been passed down from ancient times to the present day. At that moment, I felt that I had approached the background I was seeking."
In Mie Prefecture, Kojo encountered the traditional craft of Ise-katagami, which has a history of over 1,000 years. Ise-katagami is stencil paper used in the pattern-dyeing of kimono fabric.
"I am convinced that nothing but what is created by hand will enrich people," says Kojo. "My art-making is based on communicating with people through artwork."
Kimono titled "Wasarasa with Tachiwaku pattern" designed by Risa Kojo Photo: Mayumi Ishii
|
Ise-katagami stencils are produced by highly skilled carvers who cut patterns into traditional Japanese paper with a stencil carving knife based on the pattern designs created by designers. Kojo, who had been making papercutting artwork as a form of art expression while working as a graphic designer, was fascinated by the stunning patterns of Isekatagami and its craftsmanship.
While learning patternmaking for katagami stencils, Kojo deepened her exchanges with the craftspeople. Soon, one of the Isekatagami carving masters advised her to become a pattern designer, saying, "To pass down the tradition of kimono in the future, we need new patterns just like those you create."
"I always draw patterns by hand, because the differences in pen pressure and strokes create pauses and inconstancy unique to handwork," says Kojo. "Not only pattern design, but also the craftspersonship of the kimono involves this beauty of inconstancy." | 1,686 | 916 | {
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Geol 2312–Igneous and Metamorphic Petrology
Take Home Exercise 4
Name ___________________________
DUE April 20
Mineral Reactions
This exercise will familiarize you with metamorphic reactions and how to use chemographic diagrams to portray those reactions. Chapter 26 will come in handy in answering the questions below.
1. Assume the following minerals and formulas (A, B, and C are fictitious elements):
In a portion of a field area, the following mineral assemblages occur in equilibrium:
a-x-z b-x-z
a-x-c
a. Draw an accurate A-B-C compatibility diagram (projected from quartz) for this area. Assume that quartz is present in all rocks as you answer the following questions.
b. Can a quartz-bearing rock contain both z and c at this grade? Why or why not?
c. As we traverse up metamorphic grade, we encounter the "w-in isograd." Show/explain how you can use the chemographics to determine the approximate (unbalanced) reaction involved with this isograd #1. Draw the new chemographic diagram for the zone above isograd #1.
d. Balance the reaction.
e. Illustrate the T-P dependence of the reaction on a T-P phase diagram (assuming p P H O lith 2 = ), drawing and explaining the appropriate shape of the reaction curve (see Figure 26.2). Also label the appropriate phases on each side of the curve.
j. What would you name isograd #2 and the zone above it? Why?
k. Draw the compatibility diagram for the zone above isograd #2.
o. Draw the compatibility diagram for the zone above isograd #3.
f. Illustrate the T-X fluid dependence of the reaction on a T X - CO 2 phase diagram (assuming that the fluid is a CO 2 -H 2 O mixture), drawing and explaining the appropriate shape of the reaction curve. Also label the appropriate phases on each side of the curve.
g. At a higher grade yet, minerals a and x are no longer stable together. Show/explain how you can use the chemographics to determine the approximate (unbalanced) reaction involved with this isograd #2 (assuming that mineral y does not become stable until higher grades).
h. Balance the reaction.
i. Why might some rocks show no evidence of the reaction? Be specific and refer to your diagram.
l. As we traverse up metamorphic grade, we encounter the “ y -in isograd.” Show/explain how you can use chemographics to determine the approximate (unbalanced) reaction involved with this isograd #3.
m. Balance the reaction.
n. Is isograd #3 a better or worse practical field isograd than isograd #2? Why?
p. What are three possible reactions that may occur at the next isograd? (You need not balance them.)
t. Assuming that you won’t be able to get into the field in the near future, what would you need in order to determine which of the three reactions should occur next, if at all? | 1,215 | 637 | {
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Code of Conduct
Schools' Football: The Spirit of the Game
The principal objective of the Scottish Schools' Football Association (SSFA) is to foster the mental, moral and physical development and improvement of pupils through the medium of Association Football and to that end the SSFA offers the following paragraphs for consideration by everyone involved in Schools' football.
1. Code of Conduct for Players
a) Learn and observe the laws of the game.
b) Beat opponents by skill and not by unfair means.
c) Never argue with the referee or linesmen.
d) Retire quickly when a free-kick is given against you.
e) Do not appeal for throw-ins, off-sides, free-kicks, etc.
f) Give the ball promptly to opponents for throw-ins, free-kicks, etc.
g) If an opponent gives you the ball for throw-ins etc, do not take advantage of him being out of position.
h) Keep your self control at all times and do not retaliate.
i) Do not overact when your team scores a goal.
j) Accept victory modestly and defeat graciously remembering that your school will be judged by your behaviour.
2. Adult Attitudes a) Reflected Glory
All adults in attendance must show by example that they are more concerned with the wellbeing of the young people and the good of the game, than with satisfying their own need for reflected glory.
b) Mismatching
In the event of one team totally overwhelming the other it should be rememberedwhat a damaging effect such a situation can have on a young player. Winning by a vast score is just as dangerous as losing heavily. Those who win easily are not challenged in terms of skill and are liable to become lazy and arrogant. On the other hand, those who suffer a crushing defeat may become disheartened and can lose interest in the game. ('of soccer' deleted.)
c) Brain over Brawn
Players should be encouraged to display creative skills and discouraged from trying to win through primitive and violent means.
d) Fun First
Fun and skill should have higher priorities than winning. Adults should remember that when dealing with young people. All research shows that an over emphasis on winning at an early age will reduce the numbers playing the game and will lower the ultimate standard of skill in most players.
3. Competitive Sport
Competition is a necessary element of sport and is encouraged by the Scottish Schools' Football Association. However, everyone involved should be aware of the consequences of too great an emphasis on a competitive approach.
Schools' Football competitions give pupils the opportunity of broadening their horizons and an indication can be given by the following examples:
The pupils:
a) are part of a team with its implications for support and co-operation. b) play against other schools and meet their opponents.c) must always strive to improve their own standards.d) experience both self and team discipline.
e) learn to appreciate the efforts of others.f) improve their physical fitness.g) meet others and make new friends and possibly lasting friendships.
All those factors are in line with the objectives of the Scottish Schools' Football Association.
Healthy and properly structured competition is excellent preparation for some of the pressures that life will bring to the young people as well as being a source of enjoyment.
4. Discipline in Schools' Football
It is a fact of football that rules will be broken during football games. Causes of indiscipline are many and varied and can arise because of misdemeanours by players, teachers, spectators and referees. The following points should be kept in mind and when any fault is recognised then appropriate remedial action may be taken.
a) Differing refereeing standards.b) Inexperience of some teachers taking teams.
c) An unfortunate 'win-at- all-costs' attitude of the person in charge. d) Outside influences of parents and friends.e) Copying the less health aspects of the game as seen on TV.f) Current social trends.
The remedies for misdemeanours in Schools' Football lies in the hands of all the parties involved. All should be aware of the responsible behaviour expected of them. It is the duty of teachers to encourage players to develop to the limit of their varying capabilities, and to create an atmosphere so that the game may be enjoyed by everyone concerned – players, spectators and teachers.
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Amy Namey in Ace Reporter
Written by: Megan McDonald
Illustrated by: Erwin Madrid
Amy Namey, Ace Reporter, is on the hunt for a good news story. But not a lot happens in the town of Frog Neck Lake. So what's a budding reporter to do? Team up with Judy Moody! With Judy along to sniff out a story, anything can happen.
Lexile: 390AR Level: 2.9
Author Website: www.judymoody.com and http://www.meganmcdonald.net/ Illustrator Website: http://www.shannonassociates.com/kidshannon/artists/erwinmadrid Author interview: http://www.readingrockets.org/books/interviews/mcdonald
Food: A baloney sandwich with double mustard and one whole dill pickle. (Amy used Judy's sandwich for bait when they went sea monster hunting, pg. 30)
Eraser: Pencil Shaped Erasers from Oriental Trading. Product #IN-13653717
Nonfiction Titles:
Christensen, Bonnie, The Daring Nellie Bly: America's Star Reporter. Macy, Sue, Miss Mary Reporting: The True Story of Sportswriter Mary. Minden, Cecilia, How to Write a News Article.
Introduction: Provide examples of newspapers, ask students if they or their family reads the newspaper. Ask if they have ever thought about being a news reporter. Show students the pictures and bios of children their age who are the Scholastic News Kids Press Corps at: http://magazines.scholastic.com/kids-press/Meet-the-Kid-Reporters and discuss what they would write about if they had the opportunity to write for Scholastic News.
Story time Activities:
Students can work in teams to create their own newspaper. Using Read Write Think website's printing press at: http://www.readwritethink.org/classroom-resources/student-interactives/printingpress-30036.html. Each team works on their own story and then all the groups come together to create their newspaper.
Read a story about someone in the news you would like to know more about. Pretend you are going to interview that person and write questions you would ask.
Read an article in the newspaper about something that happened in your community. How do you feel about it? Happy, angry, worried? Write your feelings down as a letter to the editor.
Using the newspaper, cut out words or pictures to complete the following sentences. I want….., I like……, I dislike…….., I have……., I live……
Ask students to find a photo in the newspaper and have them write their own headline and/or short article to match the picture.
Discussion Questions:
1. What does it mean to be above the fold?
Answer: (pg. 10) The story in the newspaper is on page one at the top (it is considered a big deal).
2. Who is the famous Around-the-World Reporter that Amy wants to be like?
A. Tom Brokaw
C. Nellie Bly
3. What does Amy end up writing about for her above the fold article in her newspaper that ends in a cliffhanger?
B. Barbara Walters
D. Katie Couric
Answer: C. Nellie Bly (pg. 37)
Answer: (pg. 48) The Great Virginia Sea Serpent
4. What is the name of Amy's newspaper and why does she call it that? Answer: (pg. 6) The Big Scoop
5. If you were a newspaper reporter, what would you want to write about? (examples might include: sports, current events, entertainment) | 1,383 | 761 | {
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The Early Modern Olympics
with curator Eric Jentsch
Find this podcast at: http://amhistory.si.edu/thinkfinity/podcast/EarlyModernOlympics.mp3
Pre-Listening Questions
- How old do you think the modern Olympics are? Why do you think that?
- What do you think the first few modern Olympic Games were like? Why do you think that?
- Do you think major themes and events in history impacted the Olympic Games? If so, how?
Discussion Questions
- What were the 1904 Olympic Games like?
- What do you think the Olympic Games will look like in another 100 years?
- Did the 1904 Olympic Games reveal anything about that time period? What and how?
Related Resources from the Smithsonian
- Past Imperfect: The 1904 Olympic Marathon May Have Been the Strangest Ever http://blogs.smithsonianmag.com/history/2012/08/the-1904-olympic-marathon-may-havebeen-the-strangest-ever/
Related Resources from the National Museum of American History
- Sports: Breaking Records, Breaking Barriers http://americanhistory.si.edu/sports/exhibit/olympians/first/index.cfm
- Louis S. Nixdorff 1928 Olympic Games Collection, 1926-1978 http://www.americanhistory.si.edu/archives/d9443a.htm
Related Resources from History Explorer
- History Explorer Summer Sports Theme
http://historyexplorer.si.edu/search/?query=sports&
se ar
ch_origin=se
ar ch&
grade
=&era=&su bjects=&results=0&tab=resources&session=349
72.633148512556
Related Thinkfinity Resources
- National Science Foundation—Science of the Summer Olympics: Engineering in Sports http://www.nsf.gov/news/special_reports/summer_olympics/
Related Standards for U.S. History (National Center for History in the Schools)
- Era 6: The Development of the Industrial United States (1870-1900)
o Standard 2: Massive immigration after 1870 and how new social patterns, conflicts, and ideas of national unity developed amid growing cultural diversity.
Related Standards for World History (National Center for History in the Schools)
- Era 7: An Age of Revolutions (1750-1914)
o Standard 6: Major Global Trends from 1750-1914
Find this and many more podcasts at http://americanhistory.si.edu/podcasts
Name:
Date:
Period:
Pre-Listening vocabulary- Define these words:
Anthropology
Amateur World’s Fair Strychnine
Pre-Listening Question:
How old do you think the modern Olympics are? Why do you think that?
What do you think the first few modern Olympic Games were like? Why do you think that?
Do you think major themes and events in history impacted the Olympic Games? If so, how?
Listen to the podcast. Take notes and answer the questions.
How and when were the modern Olympic Games founded?
What were the 1904 Olympic Games like?
Did the 1904 Olympic Games reveal anything about that time period? What and how?
What do you think the Olympic Games will look like in another 100 years?
Find this and many more podcasts at http://americanhistory.si.edu/podcasts | 1,501 | 689 | {
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Name of the test:
ABO Grouping and Rh Typing.
Alternative name(s) of the test:
None.
What this test is used for:
This test is used to determine ABO blood group and Rh type.
Erythrocytes have antigens on their surface which determines the blood type of the person. Different types of antigens are A and B. If only A antigen is present on the cell, the blood type is A. If only B is present, the blood type is B. People with A and B antigens belong to AB group, and those who have neither antigens belong to O blood group.
Another important antigen is Rh (Rhesus) factor. If it is present on erythrocytes, the blood is Rh positive (Rh+), otherwise it is Rh negative (Rh-).
Here is a table which shows different antigens and the corresponding blood types:
People do not have antibodies to the antigens of their own erythrocytes. So, for example, if someone is B positive (B antigen and Rh factor are present in his blood), then this person will not have antibodies against B antigen or Rh factor. Same will not be true for A antigen though. This means that this person cannot receive blood of A or AB groups, because A antigen is present in both of these types.
Transfusing the incompatible type of blood can be fatal, therefore it is absolutely important to determine the blood types of both the donor and the recipient prior to transfusion.
Also, when a pregnant woman is Rh negative and the fetus is Rh positive, antibodies against Rh factor start developing in the body of a mother. These antibodies can cross the barrier of placenta and destroy erythrocytes of the fetus. For this reason, Rh incompatibility between a mother and a fetus should be detected early and the pregnant woman should receive treatment which prevents destruction of the fetus' red blood cells.
When the test is ordered:
The test is performed when blood transfusion is needed – blood donors and recipients have to get tested. It is also ordered in pregnant women in order to detect Rh incompatibility between the mother and fetus.
How this test is performed:
A blood sample is taken from a vein.
How to prepare for the test:
No preparation is needed.
Interpretation of results:
Based on the test results the patient's blood group (O, A, B or AB) and Rh type (positive or negative) can be determined. This, in turn, gives us information which type of blood is safe for the person to receive. It also tells us if there's incompatibility between a pregnant woman and her fetus and if the treatment is required or not. | 1,056 | 550 | {
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Phase 4 - Assessment
Name:
Class:
Date:
Tested by:
- Show each flashcard. If the child can say the correct phoneme – tick the first box.
- If at any time a child seems to find it too difficult – stop the assessment at that point!
- Hide the flashcards. Say each phoneme and ask the child to write the grapheme on a whiteboard or piece of paper. - If they write it correctly - tick the second box.
- Even at the start of Phase 4, children should get ticks in the majority of these boxes.
| j |
|---|
| v |
| w |
| x * |
| y |
|---|
| z |
| qu * |
| ch |
|---|
| sh |
| th |
| ai |
|---|
| ee |
| igh |
| oa |
| oo |
| ar |
| or |
| ur |
| ow |
| oi |
| ear |
| air |
| ure |
| er |
Phase 4 - Assessment
Blending Assessment (Phase 4 nonsense words)
Name:
Class:
Date:
Tested by:
Show the child the flashcard with the first (nonsense) word on it. Ask them to soundtalk (say each sound in the word) and then blend the word together. If they just read it, ask them to go back and soundtalk. Tick if they can soundtalk and blend correctly. Repeat for all words. Stop if children are struggling! At the start of Phase 4 children may well get very few ticks.
Sound and words
Tick if correct – otherwise record exactly what child said or did
1. glang g-l-a-ng
2. plick
3. vust
4. ploach
5. neest
6. quorst
7. stroink
8. clights
9. thrunch p-l-i-ck
v-u-s-t p-l-oa-ch
n-ee-s-t qu-or-s-t
s-t-r-oi-n-k c-l-igh-t-s
th-r-u-n-ch
10.splaish s-p-l-ai-sh
Segmenting Assessment (Phase 4)
Say the first word to the child. Ask them to segment orally and then write the word in their whiteboard. Tick if they spell the word correctly. Repeat for all words. Stop if children are struggling! At the start of Phase 4 expect children may well get very few ticks.
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Why are there different 'flavors' of iron around the Solar System?
20 February 2017
A scanning electron microscope image of one of the experiments in Elardo and Shahar's paper that shows a bright, semi-spherical metal (representing a core) next to a gray, quenched silicate (representing a magma ocean). Credit: Stephen Elardo.
New work from Carnegie's Stephen Elardo and Anat Shahar shows that interactions between iron and nickel under the extreme pressures and temperatures similar to a planetary interior can help scientists understand the period in our Solar System's youth when planets were forming and their cores were created. Their findings are published by Nature Geoscience.
Earth and other rocky planets formed as the matter surrounding our young Sun slowly accreted. At some point in Earth's earliest years, its core formed through a process called differentiation—when the denser materials, like iron, sunk inward toward the center. This formed the layered composition the planet has today, with an iron core and a silicate upper mantle and crust.
Scientists can't take samples of the planets' cores.
But they can study iron chemistry to help understand the differences between Earth's differentiation event and how the process likely worked on other planets and asteroids.
One key to researching Earth's differentiation period is studying variations in iron isotopes in samples of ancient rocks and minerals from Earth, as well as from the Moon, and other planets or planetary bodies.
Every element contains a unique and fixed number of protons, but the number of neutrons in an atom can vary. Each variation is a different isotope. As a result of this difference in neutrons, isotopes have slightly different masses. These slight differences mean that some isotopes are preferred by certain reactions, which results in an imbalance in the ratio of each isotope incorporated into the end products of these reactions.
One outstanding mystery on this front has been the significant variation between iron isotope ratios found in samples of hardened lava that erupted from Earth's upper mantle and samples from primitive meteorites, asteroids, the Moon, and Mars. Other researchers had suggested these variations were caused by the Moon-forming giant impact or by chemical variations in the solar nebula.
Elardo and Shahar were able to use laboratory tools to mimic the conditions found deep inside the Earth and other planets in order to determine why iron isotopic ratios can vary under different planetary formation conditions.
They found that nickel is the key to unlocking the mystery.
Under the conditions in which the Moon, Mars, and the asteroid Vesta's cores were formed, preferential interactions with nickel retain high concentrations of lighter iron isotopes in the mantle. However, under
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the hotter and higher-pressure conditions expected during Earth's core formation process, this nickel effect disappears, which can help explain the differences between lavas from Earth and other planetary bodies, and the similarity between Earth's mantle and primitive meteorites.
"There's still a lot to learn about the geochemical evolution of planets," Elardo said. "But laboratory experiments allow us to probe to depths we can't reach and understand how planetary interiors formed and changed through time."
More information: Non-Chondritic Iron Isotope Ratios in Planetary Mantles as a Result of Core Formation, Nature Geoscience, nature.com/articles/doi:10.1038/ngeo2896
Provided by Carnegie Institution for Science APA citation: Why are there different 'flavors' of iron around the Solar System? (2017, February 20) retrieved 19 September 2020 from https://phys.org/news/2017-02-flavors-iron-solar.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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Urban Watershed – Wastewater & Drinking Water (HS One-Day Option)
Rubrics
Level 4
* Student understands the source of our drinking water and can explain Augusta's process of taking raw water through chemical and physical treatment to become potable water.
* Student can accurately define the term "wastewater" and give more than five examples of what contributes to city wastewater.
* Student can describe the processes of preliminary treatment, primary treatment, and secondary treatment at Augusta's wastewater treatment plant.
* Student understands that there are both harmful and beneficial bacteria and understand the role of bacteria in wastewater treatment as well as the need to treat for pathogens.
* Student understands the significance of the Clean Water Act in setting standards for discharge to our rivers and the importance of a healthy watershed.
Level 3
* Student understands the source of our drinking water and can explain most of Augusta's process of taking raw water through chemical and physical treatment to become potable water.
* Student can define the term "wastewater" and give more than three examples of what contributes to city wastewater.
* Student can describe most of the processes of preliminary treatment, primary treatment, and secondary treatment at Augusta's wastewater treatment plant.
* Student understands that there are both harmful and beneficial bacteria and the need to treat for pathogens, but are unsure of the role of bacteria in wastewater treatment.
* Student understands the importance of a healthy watershed but not the significance of the Clean Water Act.
Level 2
* Student is unsure of the source of our drinking water and can only partially explain Augusta's process of taking raw water through chemical and physical treatment to become potable water.
* Student has a minimal understanding of the term "wastewater" and can only give one or two examples of what contributes to city wastewater.
* Student can describe some of the processes that occur during preliminary treatment, primary treatment, and secondary treatment at Augusta's wastewater treatment plant, but they may be inaccurate in what they remember.
* Student understands what bacteria are but not that there are both harmful and beneficial bacteria.
* Student understands the importance of a healthy watershed but not the significance of the Clean Water Act.
Level 1
*
Student is unsure of the source of our drinking water and can not explain Augusta's process of taking raw water through chemical and physical treatment to become potable water.
* Student has an inaccurate definition of the term "wastewater" and can only give one or two examples of what
contributes to city wastewater.
* Student has no knowledge of the processes that occur during preliminary treatment, primary treatment, and secondary treatment at Augusta's wastewater treatment plant.
* Student understands what bacteria are but not that there are both harmful and beneficial bacteria.
* Student does not understand the importance of a healthy watershed or the significance of the Clean Water Act.
Phinizy Center for Water Sciences | 1,199 | 571 | {
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Woodland Schools – Reception
Stanley's Stick- 15.11.16
Key Value: Creative
Who can find a leaf with 2 or 3 colours on it? Scarlett – mine has green and yellow. Ella – mine is brown and orange. It is a sycamore leaf. William – I have brown and black. The children were very focussed looking for and talking about the different leaves. They tried to see if they could match the leaves to the tree they came from.
Reception enjoyed listening to Stanleys stick and talking about what they've used sticks for before. We talked about how Stanley felt at different stages of the story and they had a go at predicting what was going to happen next in the story.
After listening to the story the children decided that they would like to make dens from the sticks they'd used to make a bridge. They quickly organised themselves so that they could transport the branches. Oliver – I'll tell you when to drop it. 1,2,3 drop. Josh – we need 4 to carry this but we only have 3. They worked really well together, asking when they needed help and keeping out of each other's way when they were transporting.
Ella – I'm going to make a den for my stick. She worked by herself transporting sticks and leaning them against a tree to make a den.
Francis – I have found a feather. I think it is a pigeon because they are grey and black. I told him that magpies were also black and white and it could be that too. He thought it was more grey than black.
'Look my stick is a horse! What is your stick?'
Francis went straight to the bank that he was playing on last week and checked that he could still balance on it without falling off. He could.
Georgia – we can still see camp so we're ok. The children travelled a lot further, independently, today but were really good at checking that they could still see camp.
Climbing the bank and negotiating the best way to get back down again.
I asked the children to find me a beech leaf. All could identify beech. Pearl was also quick to identify sycamore.
Scarlett – I liked playing music with our sticks because I made a lot of noise.
Oliver – I liked everything because it's fun and interesting.
James – I liked making houses because I like making.
Pearl – I enjoyed using the sticks on the wall to make music because I made lots of tunes.
Isla – I liked playing stick hide and seek just because it's fun.
William – I enjoy mettling the stick (whittling). That means taking all the wood off and it's brilliant.
Ella – I liked making my den because I am proud of it.
Josh - I liked making the house from sticks and accidently made a house for a spider. I liked playing stick hide and seek.
Georgia - I enjoyed making houses down there but we didn't finish. I liked it because it was exciting.
Francis – I liked playing stick hide and seek because it makes me happy.
A group of children started using their sticks to make music. They tapped different rhythms on the side of camp and were quick to realise that different parts of the shelter made different sounds. | 967 | 674 | {
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Healing and Our Relationship to the Environment - Part 6
David Carlson September 2022
Finally, I would like to touch briefly on the topic of healing and our relationship with our environment. Our environment is a "mixed bag" when it comes to our health. It was mentioned above the many toxins which exist in our environment, which have a deleterious effect on our health. There is not really much that we can do about such poisons except to try as much as possible to avoid them, and to strengthen our immune systems as a means of protection against them. These toxins are not natural; they are all man-made. On the other hand, much has been written also about the various herbs and medicinal plants, and other sources of healing elements which exist in our environment. (94) There are people who advocate gardening as good for our health. Among those who encourage working in or with a garden is Kevin Trudeau, who says:
Being in the physical universe, working with living things and creating things with our hands is incredibly beneficial. Working in a garden provides an outdoor environment, exercise, stress reduction, and many more mental, emotional and physical benefits. (95)
Unfortunately, it is our modern technology that has introduced the many environmental toxins which afflict us; they are usually artificially-made substances, not naturally occurring in nature. Andrew Weil points out the dangers of being exposed to the many toxins which exist around us, and the importance of guarding ourselves against "toxic injury."(96) He devotes an entire chapter of his book to "Protecting Yourself from Toxins."(97) He states: "Your body's ability to eliminate unwanted substances depends on the healthy functioning of four system: the urinary system, the gastrointestinal system, the respiratory system, and the skin; it can discharge wastes through urine, feces, exhaled air, and sweat."(98) He adds that you can ensure that these systems are in "good working order" by drinking enough pure water to help the kidneys maintain a good output of urine, by eating enough fiber to ensure regular bowel function, by exercising your respiratory system regularly, and by periodically increasing output of sweat through aerobic exercise or exposure to heat (as by taking saunas or steam baths). (99)
In this same chapter, he talks about air pollution, contaminated water, toxins in food, drugs, cosmetics, and other sources of toxins, as well as toxic forms of energy. (100) Again, one of the best ways to guard against toxic injury is by optimizing the power of the "healing system." Moreover, as if all of this were not bad enough, yet even worse than the various kinds of physical environmental pollution which surrounds us (chemicals, radiation, etc.) is the spiritual pollution which surrounds us. This is the invisible pollution which affects our mind and spirit. As we are told in a Chung Pyung booklet:
In the last phase of the twentieth century, all mankind seriously suffered from pollution…there is another enormous pollution yet unknown to [the] humanity, and this is the spiritual pollution. Few people know that the invisible spiritual pollution is more dangerous than visible pollution. (101)
Fortunately, on the other hand, "spiritual" healing is also possible, and there are gifted individuals who are able to effect such healing. This topic will be addressed more at length later in this book, when I offer some observations about the phenomenon of Chung Pyung works.
All of the new perspectives described above are adding considerable insight to our understanding about health and healing. In many ways, each of us is his or her own physician. Not only will this give us a much greater sense of control over our lives, but it will reduce medical costs, which are a burden to many people. | 1,513 | 760 | {
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www.pollinator.ca/canpolin
Walnut, Butternut, & Heartnut
uglans spp.
J
Tree nuts are usually grown under warmer conditions than are found in Ontario, but there are several types of nuts native to the province that are of interest for local consumption or commercial development (beaked hazelnut, black walnut). There are some non-native commercial species that have been imported. Many nuts require long hot growing seasons, and because they are growing near the northern limit of hardiness, they can be a risky crop. Most are wind-pollinated and selffruitful, although there are exceptions, and wild populations of at least some species appear to have mechanisms in place to encourage cross-fertilization, and produce higher quality nuts when cross-pollinated.
Pollination Recommendations
Cultivated members of this group in Ontario includes the native black walnut (Juglans nigra) and butternut (J. cinerea), and the exotic Japanese walnut, also known as the heartnut (J. ailantifolia). The cultivated walnut familiar to most consumers is the Carpathian walnut (J. regia), which is comparable to apple in hardiness for Ontario. There is also a hybrid of the butternut and the heartnut, which is known as the buartnut. Members of genus Juglans are monoecious and wind-pollinated, with the male and female reproductive structures in separate flowers on each tree. Male flowers are found on long, pendulous catkins, while female flowers are small and inconspicuous, borne near the tips of the growing branches. Individual trees, while self-compatible, typically release pollen before or after the female flowers are receptive (depending on cultivar), which limits self-fertilization. Thus, other trees of an appropriate cultivar are necessary to ensure that pollen is available during female receptivity. Pollination by a suitable cultivar is generally required to set a nut crop. Even species and cultivars that are self-fruitful, such as the heartnut, will produce a larger crop if cross-pollinated.
References
- De Oliveira, D., Gomes, A., Ilharco, F.A., Manteigas, A.M., Pinto, J. & Ramalho, J. 2001. Importance of insect pollinators for the production of the chestnut Castanea sativa. Acta Horticulturae 561:269-273.
- Free, J.B. 1993. Insect Pollination of Crops, 2nd edition. Academic Press.
- Jackson, J.F. 1996. Gene flow in pollen in commercial almond orchards. Sexual Plant Reproduction 9:367-369.
- McCarthy, B.C. & Quinn, J.A. 1989. Within- and among-tree variation in flower and fruit production in two species Carya (Juglandaceae). American Journal of Botany 76:1015-1023.
- McCarthy, B.C. & Quinn, J.A. 1990. Reproductive ecology of Carya (Juglandaceae): phenology, pollination, and breeding system of two sympatric tree species. American Journal of Botany 77:261-273.
- Ortega, E., Martinez-Garcia, P. J., & Dicenta, F. 2006. Influence of self-pollination in fruit quality of autogamous almonds. Scientia Horticulturae 109:293 -296.
- Polito, V. S., Aradhya, M., Dangl, J., Grant, J., Pinney, K., Simon, C., Vaknin, Y., & Weinbaum, S. 2003. Walnut pollination dynamics: pollen flow and pollen loads in walnut orchards.. HortScience 38:741 (Abstract).
- Wood, B.W. 1997. Source of pollen, distance from pollinizer, and time of pollination affect yields in block-type pecan orchards. HortScience 32:11821185. | 1,588 | 846 | {
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Christmas Eve: See The Light
"In those days Caesar Augustus issued a decree that a census should be taken of the entire Roman world. (This was the first census that took place while Quirinius was governor of Syria.) And everyone went to their own town to register. So Joseph also went up from the town of Nazareth in Galilee to Judea, to Bethlehem the town of David, because he belonged to the house and line of David. He went there to register with Mary, who was pledged to be married to him and was expecting a child. While they were there, the time came for the baby to be born, and she gave birth to her firstborn, a son. She wrapped him in cloths and placed him in a manger, because there was no guest room available for them. And there were shepherds living out in the fields nearby, keeping watch over their flocks at night. An angel of the Lord appeared to them, and the glory of the Lord shone around them, and they were terrified. But the angel said to them, "Do not be afraid. I bring you good news that will cause great joy for all the people. Today in the town of David a Savior has been born to you; he is the Messiah, the Lord. This will be a sign to you: You will find a baby wrapped in cloths and lying in a manger." Suddenly a great company of the heavenly host appeared with the angel, praising God and saying, "Glory to God in the highest heaven, and on earth peace to those on whom his favor rests." When the angels had left them and gone into heaven, the shepherds said to one another, "Let's go to Bethlehem and see this thing that has happened, which the Lord has told us about."" Luke 2:1-15 NIV
"Now after Jesus was born in Bethlehem of Judea in the days of Herod the king, behold, wise men from the East came to Jerusalem, saying, "Where is He who has been born King of the Jews? For we have seen His star in the East and have come to worship Him."" Matthew 2:1-2 NKJV
"When they heard the king, they departed; and behold, the star which they had seen in the East went before them, till it came and stood over where the young Child was. When they saw the star, they rejoiced with exceedingly great joy. And when they had come into the house, they saw the young Child with Mary His mother, and fell down and worshiped Him. And when they had opened their treasures, they presented gifts to Him: gold, frankincense, and myrrh." Matthew 2:9-11 NKJV
Without Light
[x] Darkness covers the earth.
"For behold, darkness will cover the earth and deep darkness the peoples." Isaiah 60:2 NASB
[x] Darkness confuses the people.
"They do not know, nor do they understand; They walk about in darkness; all the foundations of the earth are unstable." Psalms 82:5 NKJV
[x] Darkness claims our future.
"My days are over. My hopes have disappeared. My heart's desires are broken. These men say that night is day; they claim that the darkness is light." Job 17:11-12 NLT
Light In The Darkness
"Arise, shine; for your light has come, and the glory of the LORD has risen upon you. For behold, darkness will cover the earth and deep darkness the peoples; but the LORD will rise upon you and His glory will appear upon you. Nations will come to your light, And kings to the brightness of your rising." Isaiah 60:1-3 NASB
"In the beginning was the Word, and the Word was with God, and the Word was God. He was with God in the beginning. Through him all things were made; without him nothing was made that has been made. In him was life, and that life was the light of all mankind." John 1:1-4 NIV
"In him was life, and that life was the light of all mankind. The light shines in the darkness, and the darkness has not overcome it." John 1:4-5 NIV
"There was a man sent from God whose name was John. He came as a witness to testify concerning that light, so that through him all might believe. He himself was not the light; he came only as a witness to the light. The true light that gives light to everyone was coming into the world." John 1:6-9 NIV
1. See the Light.
2. Follow the Light.
3. Become a Light.
"He was in the world, and though the world was made through him, the world did not recognize him. He came to that which was his own, but his own did not receive him. Yet to all who did receive him, to those who believed in his name, he gave the right to become children of God— children born not of natural descent, nor of human decision or a husband's will, but born of God." John 1:4-13 NIV | 1,596 | 1,081 | {
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Potato Leafhopper Facts
* One of the most common and destructive insects affecting alfalfa
* No reliable method to forecast damage
* Scouting fields and using a sweep net is the only effective method to monitor PLH activity
* Once visible symptoms of hopperburn and plant stunting become evident, it is too late for corrective action
* PLH-resistant alfalfa varieties can simplify and improve management
Identification
* Adults are yellowish, lime-green, wedgeshaped insects about 1/8 inch long
* Nymphs are paler in color, smaller in size and lack wings
* Adults jump or fly when disturbed
* Nymphs crawl rapidly sideways and hide when disturbed
Life Cycle and Development
* Adults overwinter in the southern/southeastern US
* Adults migrate to the northern and eastern US in the spring, carried by prevailing weather systems
* Females deposit eggs into the stems, petioles and leaf veins of alfalfa
* Eggs hatch in 7-10 days into wingless nymphs that become fully grown winged adults in ~ two weeks
* Populations greatly increase by early summer
* Can cause major economic damage on new seedlings and second- and third-cutting alfalfa
* Optimum temperatures for reproduction and growth are between 70 and 90 degrees F
Plant Symptoms
* Wounds from PLH feeding cause leaf chlorosis ("hopperburn") and plant stunting
* Initial symptom is V-shaped yellowing at leaf tips
* With severe or prolonged PLH feeding stress:
* Leaves turn reddish or bronze
* Plants stop growing and appear stunted
* The shorter the alfalfa, the more susceptible it is to damage from PLH. This includes:
* Very young plants
* Early stages of regrowth
* Stress by other factors
Impact on Crop
* Greatest impact on crop is yield reduction
* Severe damage can reduce crude protein content, carbohydrate reserves in taproot and plant regrowth
Leafhopper Management Practices
* Chemical control – Growers have a choice of several effective insecticides
* Mechanical Control – Harvesting infected stands may be required
* Harvesting potentially reduces egg, nymph and adult populations
* Harvesting severely damaged alfalfa stands may be the only method to initiate regrowth of alfalfa stems
Thresholds for treatment
* Scout alfalfa field using a sweep net
* For non-LH resistant varieties, spray when leafhopper count per ten sweeps exceeds average plant height in inches
* For LH resistant varieties, spray when leafhopper count per ten sweeps exceeds 3X the alfalfa height in inches
PLH Resistant Varieties
* Resistance comes from small hairs on the stem that repel the leafhopper
* Pioneer brand 53H92 has best-in-class leafhopper resistance when compared to competitor varieties
* Pioneer 53H92 has outperformed competitors in Pioneer and university trials across multiple locations and years
* This variety is recommended where intense LH pressure spans 2 to 3 cuts per year
* Because not all plants in an alfalfa variety are genetically identical, some plants in an LH resistant variety do not carry LH resistance
* Some feeding symptoms may be noticed on non-LH plants
Selecting a Resistant vs. Non-resistant Variety
* If scouting and spraying offer adequate control, growers may choose varieties that are not LH resistant
* If scouting and spraying does not normally control potato leafhopper, an LH-resistant variety is a good choice
* First-year LH-resistant alfalfa may need chemical control | 1,629 | 731 | {
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Highfield Community Primary School
Curriculum Intent Statement
The aim of Highfield Community Primary School is to provide opportunities for children to develop as independent, confident, successful learners with high aspirations who know how to make a positive contribution to their community and the wider society. There is a high focus on developing children's moral, emotional, social and cultural understanding.
We aim for all learners to enjoy their education, make progress and achieve their potential. Those who are most able are challenged and supported through appropriate extension activities. Those who struggle are encouraged and given targeted support to embed skills, to develop at their own pace or simply to learn in a style that best suits their individual needs.
The school's focus on curriculum development has been carefully designed to ensure coverage and progression. It provides pupils with memorable experiences, in addition to diverse and rich opportunities from which children can learn and develop a range of transferable skills. The children's own community is frequently used as a starting point for engaging interest. A primary focus of our curriculum is to raise aspirations, engender a sense of personal pride in achievement, and provide a purpose and relevance for learning. As the school serves a community where there is a high percentage of disadvantaged pupils, we provide activities that children may not otherwise experience. We recognise that the children need both a sense of valuing themselves, and developing aspirations for their future and for their community.
Subject leaders play an important part in the success of the curriculum by leading a regular programme of monitoring, evaluation and review. They each collate evidence in subject leaders' files and regularly hold pupil interviews in order to check on knowledge and skill acquisition. Subjects are planned to ensure progression of knowledge and skills across school. The curriculum design ensures that the needs of individual and small groups of children can be met within the environment of high quality first wave teaching, supported by targeted, proven interventions where appropriate. In this way it can be seen to impact in a very positive way on pupil outcomes. Enjoyment of the curriculum promotes achievement, confidence and good behaviour. High quality visits and visitors enhance the curriculum and provide opportunities for writing for a purpose.
To promote physical health and wellbeing, a range of extra-curricular clubs gives learners an opportunity to access a variety of sports clubs after school hours. Our PSHE scheme provides children with opportunities to discuss and learn about personal health, wellbeing, safety, relationships (including anti-bullying work), differences and aspirations. Values education is embedded into the school curriculum to inspire children and adults to adopt and live positive human values. The focus on ethical and emotional intelligence, deepened relationships, social cohesion and a strong values-culture give pupils skills and attitudes to succeed in school and throughout their lives. Our diversity work helps children to realise that everyone is special and unique and we should celebrate differences and different kinds of families.
In recognising the development of the whole child the pastoral support given to children so they can access the curriculum is very strong. Various programmes of support, such as a Nurture group and access to a school counsellor, are provided for children where a need has been identified such as self-esteem, anger management and bereavement. | 1,484 | 635 | {
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PSED
Express their feelings and consider the feelings of others.
See themselves as a valuable individual.
Build constructive and respectful relationships.
Show resilience and perseverance in the face of challenge.
Learn how to understand own feelings and those of others
Follow classroom rules and routines
Helping each other, treating each other with respect.
Health and wellbeing: healthy eating
Mathematical Development
Developing positive attitudes and interests in mathematics
Representing numbers to 5
Composition of 4 and 5
One more and less
Shapes with 4 sides
Time
Introducing zero
Comparison to 5
Compare mass
Compare capacity
Expressive Arts and Design
Singing new songs, using percussion. Performing.
Wax crayon rubbings
Use stencils with paints and sponges
Paint – wax resist
Malleable materials – roll and shape by hand
Transient art – glueless collage/loose parts
Paint – different brushes, different surfaces
Leaf collages, make binoculars for bird watching,
Design and make bird feeders.
Communication and Language
Focus attention, asking and answering questions Speaking clearly & listening to others
Taking part in conversations
Learning words of the week and new vocabulary
Learn to use prepositions
Ask and answer how and why questions
Listening to, and engaging in, stories
Use Messaging and work at the Drawing Club
Talking about likes and dislikes
Talking about characters and events in stories
Learning songs and rhymes
Use new words in the role play
If you go down to the woods today
Elm Class
Helping at home
*reading to your child regularly
*listening to your child read daily Getting changed independently.
*Eating independently
*Practise zipping up their coat
*Practise taking turns and sharing when playing games
*Speaking in clear sentences and extending vocabulary
Please ensure your child has their reading book in school every day.
Physical Development
Develop core strength, stability, balance, spatial awareness, co-ordination and agility
Den building
Large construction outdoors
Using small equipment safely and with imagination
Develop correct scissor grip and cut straight lines
Use a knife and fork to cut and load food
Demonstrate more control with fine motor skills and writing tools.
Show an awareness of a healthy diet.
Literacy
Continue to develop a life-long love of reading
Enjoy stories, poems, rhymes and songs together
Engage with Talk for Writing to learn to recite and act out stories
Develop phonological awareness – recognise phase 2 letter sounds and tricky words
Writing symbols and messages, own name, initial letter sounds, CVC words and captions
Using correct letter formation
Recognising familiar words in the environment and in books Share books regularly at school and at home.
Understanding the World
Explore the natural world around them
Learn about our local area,
Identify trees and plants, woodland animals, and habitats
Use Beebots and program using basic operations
Compare times – differences in houses past and present
Explore light and colour
Seasonal changes – Winter,
Celebrations - Bonfire Night, Remembrance Day, Advent,
Christmas | 1,409 | 639 | {
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History of ecology
The term ecology was first used by German zoologist Ernst Haeckel (1869), however, this science has its origins in other sciences such as biology, geology and evolution among others.
Lamarck with his theory of evolution, proposed that the environment is in constant transformation, by which agencies need change and make an effort to achieve this, and this is a mechanism of evolution, one of the main bases of ecology taking into account the relationships of organisms and their environment.
On the other hand, not only the agencies change and evolve, but also the Earth's crust. The English geologist Charles Lyell found that the Earth's crust is the result of gradual changes throughout the history of the planet. Giving way to the transformation of ecosystems and their functions.
Modern ecology, actually had its principles with the development of the theory of Darwinian evolution. He noted that the environment is constantly changing which causes the agencies with best adaptations are those who survive by the mechanism of natural selection. Highlighting the importance of the interaction of organisms with their environment.
Although the ecology was born in the 19th century, with the work of Haeckel, ecology began to flourish until the 20th century, when the first ecological journals and ecological societies appeared.
The definition of Haeckel, has been the subject of interpretations something different and perhaps more profound since 1900. For example, the English ecologist Charles Elton defined ecology as the "scientific natural history" which deals with the "sociology and economy of animals". An American plant ecologist, Frederick Clements, considered that ecology was "the science of the community", and the contemporary American ecologist Eugene Odum defined, perhaps too widely, as 'the study of the structure and function of nature'.
The first conceptions of the "genotypic" begin in the third decade of the 20th century or ecology
1 / 2
of communities, where the concept of community as superior hierarchical level of organization, includes different people interacting with its environment. However this concept, attached to the biological origin of ecology, once again was decoupled agencies that defined it. Later, as it is the case still, stood "biotope" as a place where is found the community but by characteristics inherent in the physical environment, not by their relationship to agencies.
In the Decade of the 40s, Tansley (1935) proposed the concept of "ecosystem". This term was later developed by Lindeman (1941), who conceived it from exchanges of energy, in response to the need for concepts that link various agencies to their physical environments. In the texts of ecology of the 1950s and still later, designating ecosystem as the sum of the various communities (or biocoenosis) and biotope (inert atmosphere). In this type of definition is notable as agencies or the community are made disociadamente of the environment, because that ecosystem is defined by the sum of terms.
2 / 2 | 1,271 | 614 | {
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Young at Heart Exercises – Handout 4
Always begin in good posture before you begin any exercise. These exercises below are designed to help you build strength, increase flexibility, and improve balance. Work within your pain free range of motion.
STRENGTH – UPPER BODY – YAH CHEST PRESS
1. Sit in good posture towards the edge of the chair with legs and feet planted on the floor, hip width apart. Place tube behind chair and hold the handles in front of shoulders, with palms facing down.
2. With both arms out at chest level, palms facing down, visualize pushing against a wall that is in front of body. DO NOT lock the elbows on the extension.
3. Return to starting position while maintaining resistance.
4. Repeat 6 times.
STRETCH – HUG A TREE
1. Lace your fingers and extend your arms in front with palms facing you. Push your knuckles forward rounding your upper back and shoulders.
2. Release your hands and clasp your hands behind your back, if you can. Gently squeeze your shoulder blades together, and release.
STRENGTH – LOWER BODY – YAH HIP PENDULUM
CAUTION: PARTICIPANTS WITH HIP REPLACEMENTS SHOULD NOT CROSS LEGS AT THE KNEES OR BRING HIP HIGHER THAN HIP LEVEL. CHECK WITH DOCTOR FOR PROPER RECOMMENDATIONS. IF SITTING AND LEG IS ALREADY SET AT A 90 DEGREE ANGLE AT THE HIP LINE OF THE BODY, THE EXERCISE MUST BE DONE STANDING OR BY JUST SLIDING THE LEG OUT TO SIDE WHILE KEEPING THE FOOT ON THE FLOOR.
,
Revised June, 2015
STEP 1
STEP 2
STEP 3
1. Sit or stand in good posture with both feet flat on the floor and hip width apart, hold onto the sides of the chair if needed.
2. Lift the leg farthest from the chair (if standing) up to a 90 degree angle.
3. Bring the leg away from the midline (about 45º).
4. Lightly tap the floor and then reverse, bring the leg up, in, and return to original position (out & in = 1 rep). Repeat 6 times on each leg.
STRETCH – LEG CROSS OVER
1. Sit in good posture with feet hip width apart.
2. Cross the right knee over the left. DO NOT twist the upper body, sit nice and tall. Hip Replacements, cross the ankles only and slightly bend forward from the hip.
3. Hold for 5-10 seconds and slowly return to starting position and repeat on other side.
BALANCE – YAH MARCH IN PLACE WITH HEAD TURNS
1. Begin marching for 8 counts with eyes directed forward.
2. Continue marching for an additional 8 counts while turning head one quarter turn to the right and hold there for the 8 counts.
3. Turn head back to forward position while continuing to march for 8 counts.
4. Turn the head one quarter turn to the left while continuing to march for 8 counts. *As balance improves reduce counts to 4 then 2.
*As balance improves turn body one quarter turn with each turn of head. | 1,410 | 665 | {
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CALIFORNIA STATE SCIENCE FAIR 2008 PROJECT SUMMARY
Name(s)
Project Number
S1103
Autri Chattopadhyay
Project Title
An Analytical Study of the Effects of iPods on Hearing Loss: Continuation of Research Year 2
Objectives/Goals
Abstract
The objective of my research is to find the effects certain patterns of iPod useage have on our hearing both at rest and when exercising.
I required an iPod Video, a pair stock iPod headphones, a Sony Stereo and a quiet environment. There were two parts to my experiment. First I surveyed a group of 200 individuals to see the trends of iPod use and analyze them. Then, I had actual hearing tests where a subject listened to a song and I recorded at what levels he/she could hear and then reconducted this test using the same song after iPod use. I did this after listening at rest and at exercise. This was to see a measure of the change in audible range or the occurence of a threshold shift.
Methods/Materials
Results
Conclusions/Discussion
I found through the survey that 86.5% of those surveyed owned an iPod. Of these 200, 58 listen at volumes of 60% or higher and 41 people listen longer than 10 hours a week. Trends showed that at 70 and 80 percent, over 65% of the users faced some hearing discrepancies. 88 people workout with their iPods and over 12% do so for more than 10 hours a week. Through the hearing tests, notices a large threshold shift at volumes of 60% or higher. Effects were minimal at 30 and 40% volume. Exercise doubled the effects on our hearing at volumes of 70% or higher, but still increased the effect of the noise at other volumes as well.
Through my study, I was able to estbalish a direct correlation between volume and the degree of threshold shift. This signifies a direct relationship between the volume we use our iPods and Noise induced Hearing Loss. However contrary to my thesis, exercise did not double the effects on our hearing for all of my test subjects but only those listening at 70% or higher. I would like to raise awareness of the importance of listening at safe volumes as I do not want my generation to suffer from "self-induced" hearing loss.
Summary Statement
I tested to see how different patterns of iPod usage including duration, volume and exercise affect our hearing.
Help Received
Parents helped me build my board and drove me everywhere. | 1,003 | 521 | {
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Chahta Nan Ikhvna: Choctaw Education
This month's edition of Iti Fabvssa is about the Choctaw education. We, as Choctaw people, have placed value in learning since time immemorial.
From interactions with family and the community, to sharing stories and experiences we pass down knowledge to our future generations, thus preserving our unique identity as Choctaw people.
However, as with all cultures, we adapt and change in order to perpetuate our way of life. This natural process is what allows us to sustain our culture as Choctaw people in today's modern world.
Before moving to Oklahoma, and the relocation of many families to other parts of the United States, the majority of Choctaw people lived in communities located in our homelands of Mississippi and Alabama.
Throughout daily life infants would be watched by their mothers, aunts, and grandmothers until they reached an age where they could begin to help the community.
Once able to walk, young girls would interact with their mothers and aunts while young boys would interact with their maternal uncles to learn the skills and knowledge necessary for every Choctaw man.
Oral education through storytelling was common within the family and in the community. At the beginning of each community meeting an elder man would recite the full history of that individual community.
Education on Choctaw life was done through immersion, allowing students to learn interactively throughout each day. At night, elders would gather the youth and tell them stories and metaphors to explain the Choctaw world view.
Society began to change as Choctaws interacted with European nations. Trade with these nations brought new ideas and materials into the community. Choctaws quickly adapted to new clothing materials like cloth and wool, metal for tools and knives, and guns for hunting. In return, European nations began trading for our pottery, basketry, spices, horses, animal products, and most importantly food.
Near the end of the 1700s after the civil war between Britain and the American Colonies, the United States replaced the French and Spanish as our primary trade partner. As American expansion grew, so did the relationship between Choctaws and the United States.
Choctaw leadership viewed the United States as a strong partner and accepted our warriors to aid in the War of 1812. However, continued pressure from American settlers and federal agents pushed Choctaw leaders to construct a strategy to ensure the continuation of Choctaw Sovereignty.
Choctaw leaders understood that pressures would continue with the United States. Planning for the future, Choctaw chiefs wanted to educate upcoming generations of Choctaw youth.
In 1818, Choctaw leaders invited a Protestant missionary, Cyrus Kingsbury, into the Choctaw Nation to build schools using funds they had acquired through the 1816 Treaty of Choctaw Trading House.
Elliot Mission was quickly constructed near the Yalobusha River. The school required Choctaw students to move there to attend.
Securing more funding in the Treaty of Doak's Stand, Choctaw leadership asks for more schools to be constructed throughout the nation. By 1824, there were eight schools within the Choctaw Nation and in 1825, the Choctaw Academy in Kentucky was opened as a school for higher learning (Kidwell, 1995). By 1830, four more schools were built within the Choctaw Nation.
Overall, there were 528 students that attended schools, with 278 attending mission schools, and 250 going to day schools within the villages. It is estimated that 4.8 percent of the school age population attended these schools (Kidwell, 1995).
While few Choctaw youth attended school, many that went to the Choctaw Academy came back to become important leaders within the Choctaw community and would later come back to preserve our Choctaw sovereignty.
Today, school is part of everyday life for many Choctaw people. From youth in head start to adults and elders returning to school, we have a long legacy of education that continues today. We go to school to learn about the American world, and we go to our elders, our parents, and our community to learn about the Choctaw world. | 1,642 | 871 | {
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English:
Narrative – Traditional Tale – Hansel and Gretel Persuasive Letter – Letter to Scrooge
*We will be developing our skills for writing by firstly imitating a variety of sentence structures.
*Our sentence structures will allow us to rehearse the skills of applying high quality word choices
combined with the appropriate grammatical structure.
*We will cohesively stack our sentences.
*Independently, we will be challenged to write our own Narrative and Persuasive Letter applying the skills learnt.
History
Life in Victorian Britain – Dark Age or Golden Age?
*What were the main changes that took place during this time?
* What were the effects of changes in industry, especially factories?
*How did town life compare to life in the countryside?
* What were the main changes in transport and what effects did they have on the lives of different social groups?
How was going to school different for rich and poor?
Computing:
How to be safe and responsible digital citizens.
French:
We will be looking at cultural and geographical aspects of France.
We will also be making presentations in class using our language skills about ourselves.
PE:
Picasso class will be developing their skills of communication and cooperation through physical Outdoor Adventurous Activities.
Picasso Class Autumn B – 2021/22
RE:
How do Christians show their belief that Jesus is God incarnate?
We will:
Engage with the idea and meaning of the word 'incarnation' for Christians. Enquire into how and why Christians portray Jesus as God in human form (incarnate) and what questions this raises. Explore the Christian belief in 'incarnation' through church practise, church living and the Bible.
Evaluate our RE learning about the
Christian belief that Jesus is the incarnation of God.
Express our RE learning about the Christian belief in Incarnation so it can be shared with others.
Maths:
Mrs Jackson's Maths Group Fractions:
*Use common factors to simplify fractions.
*Compare and order fractions.
*Generate and order linear number sequences (with fractions).
*Add and subtract fractions with different denominations and mixed numbers, using the concept of equivalent fractions.
*Multiply and divide proper fractions.
*Recall and use equivalences between simple fractions, decimals and percentages.
Mrs McCabe's Maths Group
*Apply our place value knowledge to multiplying and dividing by 10, 100 and 1000.
*Multiply numbers up to 4 digits by a 1 or 2 digit number using a formal written method, including long multiplication for two-digit numbers.
*Divide numbers up to 4 digits by a one-digit number using the formal written method of short division and interpret remainders appropriately for the context.
Geography
Mountains - We will establish the geographical location of the main continental mountain ranges, develop our map skills and investigate how mountains form. We will also extend our human geographical understanding by studying land use, economic activity and the distribution of natural resources in our focussed areas.
Science:
We will be continuing to work scientifically exploring Properties and Changes of Materials. | 1,383 | 617 | {
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Fallbrook Trail Ranch
Camp 2025
Programs suitable for children ages 4 & up Monday to Friday 9 am to 4:30 pm
Adventure Camp – for ages 6-12 including:
New Program!
Juniors Introduction to Riding Animal Care Games & Play
Learn:
Responsibility Solid Work Ethic Independence
14097 Ninth Line Georgetown, ON L7G 4S8
1. Sports & Activities geared towards learning
2. Swimming in our heated pool with a certified lifeguard
3. Crafts& Games
4. Activities based on the theme of the week
5. Hay Rides
Cost: $350/week
Junior Camp – for ages 4 and up including:
1. One hour horseback riding
2. Animal Care – get hands on experience grooming and feeding our horses
3. Swimming in our heated pool with a certified lifeguard
4. Crafts
5. Games
6. Activities based on the theme of the week
7. Hay Rides
Cost: $575/week
– for children ages 10 and up who want
Rancher Program to learn all about horses.
1. Practice riding a variety of different horses
2. Lesson and trail ride each day
3. Learn about grooming, feeding, handling our horses4.
Work towards completing Riding Levels
4. Rodeo every Thursday
5. Swimming every day in our heated pool
Cost: $700/week
Office: 905-873-6588
Email: firstname.lastname@example.org
Web: www.fallbrooktrail.com
Fallbrook Trail Ranch
Themes 2025
Cooking th th
June 30 – 4
Crafty Critters July 28th – Aug 1 st
Do you enjoy helping in the kitchen? This week will include time in the kitchen or around the bonfire making a variety of fun foods! The best part is that you get to eat what you make! Sweet!!!
Pickleball July 7th –July 11th
Learn the basics of Canada's fastest growing sport. We have four courts and all the balls and paddles you need to learn this exciting game. End the week with a fun tournament among friends!
Kicks for Kids July 14th – July 18 th
Learn about a range of Martial Arts for fitness, flexibility and self-confidence. See how you can take care of yourself and develop balance and confidence.
Woodworking 1 July 21 st – July 25th
Do you love crafts . . . then this is the week for you because there will be double craft time and we have so many different projects for campers to use their imagination to be creative with the materials we have all around us!
Splish Splash Aug 4 th – Aug 8 th
Have fun in the sun with some exciting water activities. Water charades, water balloons, swim like a fish, Marco Polo and much more!
Archery Aug 11 th – Aug 15 th
Enjoy fun filled activities that focus on hitting a target. Archery will be the main focus supported by lawn darts, bean bag throwing, football through a hula-hoop, ball games and water bombs. Target practice helps with physical balance and concentration and it's so much fun!
Woodworking 2 Aug 18 th – Aug 22 nd
Build and finish a small woodworking project that you get to take home and share with family. Learn some basic skills working with your hands and develop problem solving abilities.
Build and finish a small woodworking project that you get to take home and share with family. Learn some basic skills working with your hands and develop problem solving abilities.
Nature Aug 25th – Aug 29 th
Go on walks to see who and what lives in the woods. Campers will learn about the trees, plants and animals of the Niagara Escarpment while making shelters and using natural items for their crafts.
Office: 905-873-6588 Email:
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Family Activities:
Chain Reaction:
Make a "God is Good" chain. Cut paper strips and write or draw ways that God is good or things you are thankful for on the strips. Connect them together to form a chain that you can display as a reminder of God's goodness. (1)
Blessing Box:
Give everyone a piece of paper. Ask them to write or draw things that they are thankful for. Put the papers in a blessing box or jar. Use the blessing box or jar as a centerpiece on Thanksgiving Day. Before, during, or after your meal, pass the box around the table, invite each person to take out a slip of paper and share what is written or drawn on it.
Name Tags:
Create a name tag for every person who will share in the Thanksgiving meal. Write a note of thanks or gratitude for each person on the card.
Read a Book Together:
Here's a suggestion: Thank You, God by J. Bradley Wigger Visit picturebooktheology.com for additional ideas
Thanksgiving Family Resources
Family Activities:
Chain Reaction:
Make a "God is Good" chain. Cut paper strips and write or draw ways that God is good or things you are thankful for on the strips. Connect them together to form a chain that you can display as a reminder of God's goodness. (1)
Blessing Box:
Give everyone a piece of paper. Ask them to write or draw things that they are thankful for. Put the papers in a blessing box or jar. Use the blessing box or jar as a centerpiece on Thanksgiving Day. Before, during, or after your meal, pass the box around the table, invite each person to take out a slip of paper and share what is written or drawn on it.
Name Tags:
Create a name tag for every person who will share in the Thanksgiving meal. Write a note of thanks or gratitude for each person on the card.
Read a Book Together:
Here's a suggestion: Thank You, God by J. Bradley Wigger Visit picturebooktheology.com for additional ideas
Thanksgiving Family Resources
Prayers:
A Word of Thanks For health and strength and daily food; for all the joys that make life worth living; for the opportunity to help those who need us so very much, we give you thanks, O God. In Jesus' name. Amen. (2)
O God for all the blessings we enjoy, we give you thanks. Help us look at the world around us in such a way that we see your hand in creation and in those we meet. Help us be a blessing today to those gathered around this table and in all our days to those we meet at home, at school, in church, and in our community. Amen. (3)
Generous Gratitude:
Collect and donate food or other needed items to a local food pantry to shelter. Contact a Senior Center or Care Facility in your area about ways that you could bless them (color thanksgiving placemats, notes for residents, etc.)
Additional Resources:
Find additional resources and links at: michiganumc.org/resources/childrens-ministry-toolbox/thanksgiving/
(1) - https://buildfaith.org/thanksgiving-activities-for-church-and-families/
(2) - (Alexander Campbell, Pilgrim Prayers for Mealtime,
Pilgrim Press 2013)
(3) - https://www.umcdiscipleship.org/resources/thanksgiving-celebrations-for- the-home
Prayers:
A Word of Thanks For health and strength and daily food; for all the joys that make life worth living; for the opportunity to help those who need us so very much, we give you thanks, O God. In Jesus' name. Amen. (2)
O God for all the blessings we enjoy, we give you thanks. Help us look at the world around us in such a way that we see your hand in creation and in those we meet. Help us be a blessing today to those gathered around this table and in all our days to those we meet at home, at school, in church, and in our community. Amen. (3)
Generous Gratitude:
Collect and donate food or other needed items to a local food pantry to shelter. Contact a Senior Center or Care Facility in your area about ways that you could bless them (color thanksgiving placemats, notes for residents, etc.)
Additional Resources:
Find additional resources and links at: michiganumc.org/resources/childrens-ministry-toolbox/thanksgiving/
(1) - https://buildfaith.org/thanksgiving-activities-for-church-and-families/
(2) - (Alexander Campbell, Pilgrim Prayers for Mealtime,
Pilgrim Press 2013)
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Energy Grid
Grade/Subject: Physics
Strand/Standard: Physics 2.5 Design a solution to a major global problem that accounts for societal energy needs and wants. Define the problem, identify criteria and constraints, develop possible solutions using models, analyze data to make improvements from iteratively testing solutions, and optimize a solution. Emphasize problems that require the application of conservation of energy principles through energy transfers and transformations. Examples of devices could include one that uses renewable energy resources to perform functions currently performed by nonrenewable fuels or ones that are more energy efficient to conserve energy. (PS3.A, PS3.B, PS3.D, ETS1.A, ETS1.B, ETS1.C)
Lesson Performance Expectations:
* Students will analyze the electrical grid in the United States and identify the types of systems. They will then play the "Power the Grid" game and identify the type of grid and its features.
Materials:
* Student sheet
* One computer per student with internet access
Time: 50 minutes unless students wish to play again, to win.
Teacher Background Information:
* Play the game yourself to make sure you understand how it is set up. There are not many instructions. The students will most likely pick it up fairly easily but you may need to help.
* This activity is based on a video "game" based on energy use. The link below opens the game and allows the student to balance the electrical grid in a city. The energy produced must meet the demand.
* Background info:
https://www.epa.gov/green-power-markets/us-electricity-grid-markets
Student Background Knowledge:
* Students should be aware that electricity is involved in many applications in their daily lives. Many have seen the power lines extending from very tall towers around their city. You may wish to see if they know the difference between electricity and fuel burning as cars and homes are increasingly using both sources of energy.
Teacher Step by Step: A 3-D lesson should insist that students think deeply. Provide time and space for the students to experience the phenomenon and ask questions. The student sheet provided below provides guidance but is only an example of how students might respond.
1. Introduce Phenomenon: Turn off the lights and any other electrical components in your classroom. Ask students how their day would be different without electricity. Ask them where the electricity for the lights in the school comes from?
2. Share the student sheet with students and provide time to read the website. Ask them to record ideas on the student sheet that are new to them. Review these ideas and make sure students read the whole article.
3. Draw student attention to the questions before they begin. They are based on the article and the game itself.
5. After as much time as you can stand the background music (mute is a good idea), ask students to stop and record their results (using the bar across the top) and answer the questions. Ask students to determine a "winner" based on their results.
4. Introduce the "Power the Grid" game at: https://kbhgames.com/game/power-the-grid
6. Students should then answer the questions and, if time allows, play the game from a more knowledgeable perspective.
Assessment of Student Learning.
1. What are parts of a power grid? Choose all that apply:
a. Substations *
b. Transmission lines*
c. Homes*
d. Gasoline powered cars
e. Power station*
f. Energy storage facility*
g. Gas furnace or fireplace
h. Transformers*
2. What is the advantage of a large network of power sources on a grid?
a. If one source becomes unavailable, other sources can fill the gap.*
b. There is an unlimited amount of power because of the large network.
c. The electricity will be cheaper and more available for everyone.
d. The electricity will move more quickly through the grid.
3. How is electricity different from solid or gas fuel sources?
a. Electricity does not yet have advanced storage methods.*
b. Electricity has more energy per unit mass.
c. Electricity can be stored more cheaply.
d. Electricity is found in all locations.
4. Which of the following is true of the electrical grid that Utah belongs in? Choose all that apply.
a. It is composed of many Western States in the US.*
b. Customers have only one choice of who to buy power from*
c. Utahns enjoy unlimited power from many different sources.
d. There is very little management of the movement of electricity.
Extension of lesson and Career Connections:
Ask a parent or guardian to see a power bill for your home or apartment. What information do you see? When does your living space use the most electricity? Why? | 1,956 | 978 | {
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'
SMART CHALLENGERS
SMART CHALLENGERS QUESTIONS – FEBRUARY 2025
1. she has been gregarious off late and it’s something that i can not digest. what do you mean by the word gregarious?
A
irritated
B
social
C
hostile
D
raged
2. after so many medical tests and check up my uncle got a clean bill of health. what does clean bill of health mean?
A
poor health
B
average health
C
perfect health
D
sinking health
3. diamond is harder than any other metal in this world.how do you use hard in the sentence without having a change in the overall idea of the sentence?
A
diamond is the hard metal compared to other metals in the world
B
diamond is hard than any other metal in this world.
| C | |
|---|---|
| D | |
| | 4. passive voice is used when |
| A | |
| B | |
| C | |
| D | |
| | 5. CHOOSE THE WORD THAT CAN BE USED AS AN ADJECTIVE AND ADVERB IN A SENTENCE |
| A | |
| B | |
| C | |
| D | |
| | 6. We use ie: instead of that is in sentences. how do you expand this abbreviation? |
| A | |
| B | |
| C | |
7. my little brother is as cool as a cucumber when he faces crises in life pick the figure of speech used in this sentence
A
simile
B
metaphor
C
hyperbole
D
irony
8. A man is facing north. He turns 90° to his right, then turns 180° to his left and then turns 90° to his left again. Which direction is he facing now?
A
North
B
East
C
South
D
West
9. If A is the brother of B, B is the sister of C and C is the father of D, how is D related to A?
A
Nephew
B
Sister
C
Brother
D
Mother
10. 1+2+3+...+1000 = ?
A
5050
B
5500
C
500500
D
500050
11. If today is Tuesday, what will be the day after 46 days?
| A | |
|---|---|
| B | |
| C | |
| D | |
| | 12. If ENGLAND = 1234526 |
| | FRANCE = 785291 |
| | GREECE = ? |
| A | |
| B | |
| C | |
| D | |
| | 13. If a : b = 2 : 3, b : c = 4 : 5, then find a : b : c? |
| A | |
| B | |
| C | |
| D | |
| | 14. Find the angle made by the hour hand and minute hand at 8:20. |
| A | |
| B | |
| C | |
| D | |
| | 15.Which property generally increases across a period in the periodic table? |
| | 16. Which gene is commonly mutated in many cancers? |
|---|---|
| A | |
| B | |
| C | |
| D | |
| | 17. A light wave moves from air into water. Which of the following |
|---|---|
| | properties remains unchanged? |
| A | |
| B | |
| C | |
| D | |
| | 18. Which of the following is a possible disadvantage of oligopoly? |
|---|---|
| A | |
| B | |
| C | |
| D | |
| | 19. A company writes off a customer's irrecoverable debt of $5,000. How will this | |
|---|---|---|
| | affect the financial statements? | |
| A | | Increase profit and increase total assets |
| C | Decrease profit and increase liabilities |
|---|---|
| D | No effect on the financial statements |
| | 20. How did the Vietnam War impact American society in the 1960s? |
|---|---|
| A | |
| B | |
| C | |
| D | |
| | 21. ………………… is a virtual representation of a real-world object or system. These |
|---|---|
| | virtual models are used to digitally represent performance, identify inefficiencies, and |
| | design solutions to improve their physical counterparts. |
| A | |
| B | |
| C | |
| D | | | 1,967 | 1,156 | {
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Learning Activity 1
The Musical Fifties
Areas of Learning
Primary
Language and Literacy The World Around Us
Post-Primary
English Environment and Society Science and Technology
Cross-Curricular Skill Using ICT
Setting the Scene
What to Do
Creating the correct atmosphere is essential for learning to take place. This theme includes suggestions for incorporating Music and Using ICT into your lessons. You can stimulate your learners' senses through a range of activities using sights, sounds and textures.
Depending on the age of your learners, you may want to transform your classroom into a 1950s dance hall or give it a Disney theme (Disneyland opened in California in the 1950s). Use your learners' artwork to transform your classroom door into a time machine (perhaps a phone box or Dr Who's TARDIS). This will help create an atmosphere from the moment your learners arrive at their classroom door.
Stepping Back in Time
2
At the start of the lesson, play Reverse Time available from My School – Audio Networks through C2k.
Ensure all your learners are sitting comfortably facing the screen (for showing the Whiteboard Slides).
Explain to your learners that they are going on an adventure through time. This will involve lots of music, dance, dressing up, exploring technologies and tasting favourite foods from the past.
Turn off the lights and make the room as dark as you can.
Play a piece of fifties music (available from Audio Networks through C2k) to set the scene.
Make sure you have all your props ready before you start.
Introduce your learners to Resource 1: The Fifties.
During the lesson, make a note of your learners' preferences and/or reactions so that you can provide a choice of preferred and non-preferred items during slide 13 of the presentation. Make sure you have handheld mirrors so that your learners can see themselves and you during each activity.
Further Suggestions
Timelines
Search online for resources that might help you to advance the topic such as www.timetoast.com/categories
What You Need
Resource 1:
The Fifties (Whiteboard Slides)
* Data projector attached to a laptop
* Interactive whiteboard
* Internet access
* Sound of a manual typewriter (available online) recorded onto an augmented alternative communication device or button
* Video clips of:
– – Elvis singing Blue Suede Shoes
– – Teresa Brewer singing The Hula Hoop Song and
– – the scene from The Wizard of Oz when Dorothy arrives in Oz and the film changes from black and white to colour (available online)
* Music or video clip of a song from The Sound of Music (available online)
* Access to My School (Audio Networks through C2k)
* Handheld mirrors
Fabulous
50s 50s
* Old typewriter
* Blue suede or velvet
* Hula hoops, tinsel and glitter
* Bunch of grass or candle scented like grass or outdoors
* Fan, switch and PowerLink (to make the fan switch accessible)
* Disney characters or toys, Mickey Mouse ears
* Barbie and Ken dolls
* Glow sticks
* Multi-coloured silk scarves or parachute
* Coloured balls
* Coloured ribbons
* Perfume and aftershave
* Crown covered in jewels, bright colours and different textures (add some small battery-operated lights to the crown, so you can use it in a darker environment)
* Cotton wool balls
* Prince and princess dressing up clothes
* Grapefruit, fruit cocktail and frozen melon balls
* Crushed ice and fruit juices
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Healthy Lifestyle Tip Sheet…….
Eat from the Rainbow
Color is proof that—besides vitamins, minerals, fiber, and flavor—your meals and snacks provide powerful phytonutrients. These colorful plant chemicals seem to help the body fight disease, and some help to slow the signs of aging. Choosing different colors also helps you get the 5 to 9 daily servings of fruits and vegetables that your body needs for good health. A plant's color gives a clue to its health benefits. Check out the chart below.
| Color | Some Sources | Benefits |
|---|---|---|
| Blue/ purple | Purple grapes, dark raisins, plums, blueberries, purple cabbage, dried plums | May reduce the risk of cancer, heart disease, and complications from diabetes. May help control high blood pressure and slow some effects of aging. |
| Red | Tomatoes, tomato products (spaghetti sauce, tomato juice, etc.), watermelon, guavas Cherries, strawberries, beets, red apples, red onion | May reduce the risk of certain types of cancer. May reduce the risk of cancer, heart disease, and complications from diabetes. May help control high blood pressure and slow some effects of aging. |
| Dark Orange | Mangos, sweet potatoes, cantaloupe, carrots, apricots, butternut squash | May reduce the risk of cancer and heart disease. Helps maintain good vision and strengthens the immune system. |
| Yellow- Orange | Oranges, grapefruit, papaya, nectarines, pears | May reduce the risk of cancer and heart disease. May strengthen bones and teeth, help the body heal wounds, keep skin healthy, and maintain eyesight. |
| Yellow- Green | Spinach, collard greens, kiwifruit, romaine lettuce, green peas | Helps maintain eyesight and may reduce the risk of vision problems common in later life. |
| Green | Broccoli, green cabbage, Swiss chard, bok choy | May reduce the risk of cancer and help the body get rid of cancer-causing chemicals. |
| White | Onions, garlic, leeks, scallions, chives | May reduce the risk of cancer, heart disease, and infection. May help lower high cholesterol and control high blood pressure. |
The University of California prohibits discrimination against or harassment of any person employed by or seeking employment with the University on the basis of race, color, national origin, religion, sex, physical or mental disability, medical condition (cancer-related or genetic characteristics), ancestry, marital status, age, sexual orientation, citizenship, or status as a covered veteran (special disabled veteran, Vietnam-era veteran or any other veteran who served on active duty during a war or in a campaign or expedition for which a campaign badge has been authorized).
University policy is intended to be consistent with the provisions of applicable State and Federal laws. Inquiries regarding the University's nondiscrimination policies may be directed to the Affirmative Action/Staff Personnel Services Director, University of California, Agriculture and Natural Resources, 1111 Franklin, 6th Floor, Oakland, CA 94607-5200 (510) 987-0096.
What is a Serving?
1 medium-sized fruit or vegetable
1/2 cup fresh, frozen, or canned* fruits or vegetables *canned fruit packed in 100% fruit juice
1 cup salad greens 3/4 cup 100% fruit or vegetable juice
1/4 cup dried fruit
Source: The California 5 a Day Campaign | 1,514 | 737 | {
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Learning Activity 6
Pieces of Eight!
Setting the Scene
No pirate ship would be complete without the Captain's parrot. In Robert Louis Stevenson's novel Treasure Island, the one-legged pirate Long John Silver had a parrot which cried 'pieces of eight'. The parrot's name was Captain Flint. This lesson gives some ideas for sensory art activities to create your class ship's parrot.
What to Do
Gather learners together in the art area. If possible source a squawking parrot hand puppet. Use the puppet to 'call' learners to the circle. Once all learners are together the puppet can say 'hello' to learners individually, and learners can reply by activating parrot sounds on a communication device or tablet. Read the poem together.
Captain Hook he had a bird And it could talk, oh how absurd! With multicoloured feathers bright His plume was such a glorious sight Yellow, red, green and blue With yellow feet and big beak too On captain's shoulder he'd be perched As over the waves the Jolly Roger lurched But he'd never say 'Who's a pretty boy?' Cos the pirate parrot shouts 'Land Ahoy!
Footprint 'Flint'
Dip learner's full foot in paint or use sponges, rollers or brushes to paint feet depending on sensory preference. Add extra multicolours to the toes and toe pads. Support learners to stand on a piece of card or press the card against the foot. Attach a pre-cut beak onto the side of the heel print. While the paint is still wet support learners to explore glitter, sparkles and coloured sand and drop or sprinkle over allowing it to stick in the wet paint.
A Pirate's Life for Me!
12
Feathered ‘Flint’
Have a variety of real feathers of different colours, lengths and texture for the learners and feather shapes cut from foil, crepe, tissue and cellophane. Support learners to explore the different colours and textures of the feathers and to grasp and release where appropriate onto a pre-glued parrot cut-out.
Fingers ‘Flint’
Turn the learner’s handprint into a colourful parrot by making the thumb the head by adding a beak and eye and making the fingers the brightly-coloured feathers. Explore different textures of ‘paint’ by adding sand to paint, mixing paint with shaving foam and PVA (stays puffy when dried), mixing glitter with paint or mixing talcum powder with paint. For an added olfactory element put a few drops of scents like lemon, mint or strawberry essence in the corresponding paints. Remember that some learners may be tactile defensive and may not want to flatten their hands out to print. With repetition and gentle encouragement they may be able to work towards placing their prints on the page.
Areas of Learning
Primary The Arts (Art and Design)
Post-Primary The Arts (Art and Design)
What You Need
* Parrot puppet
* Communication device/ Tablet
* Paper/Plain card
* Variety of paints
* Variety of feathers
* Variety of pre-cut feathers in foil/cellophane/tissue/crepe
* PVA glue
* Variety of sponges, brushes and painting utensils
* Glitter, sparkles
* Coloured sand
* Shaving foam
* Talcum powder
* Variety of essential oils/
essence
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SUBJECT: RELIGIOUS EDUCATION
Year Group:
YEAR 8
Rationale: The theme for this year is: 'Who are people of God?'.
By the end of the year of study, all students should be able to describe who people of God are and use multiple sources to explain such diversity. Students will begin to develop their reasoning skills and articulating this reasoning with evidence. This year's student work on world religions will be more in-depth as they explore the different beliefs within and between, different faiths. Using our 3 year 'E Model' at Key Stage 3, students will take time throughout the year to become more proficient in enhancing their work via the use of scripture and or Church teachings.
| | | Autumn Term | Autumn Term 2 | Spring Term 1 | Spring Term 2 | Summer Term 1 |
|---|---|---|---|---|---|---|
| | | 1 | | | | |
| Topic/Unit: | Vocation and Monasteries | | Inspirational Christians | Christian Denomination s | Lent & Holy Week | A study of another faith: Judaism |
| Knowledge: | Pupils will have an understanding of the term vocation and be able to give examples of how people obey God’s call within life. Pupils will compare and contrast features of daily life in a medieval monastery with that of a contemporary monastery. Build Upon: Community Y7 Autumn 1: individuals that make up a community. | | Pupils will study the lives of a number of Inspirational Christians and examine why their life is so inspirational. Pupils will: Identify key moments in their lives and explain how their religion motivated them. Pupils will also be able to explain ways in which they tried to make the world a better place. Build Upon: Building God’s Kingdom Y7 Spring 1: Using the teachings of Jesus Christ within your daily life. | Pupils will be able to explain the growth of Christianity throughout the ages and the reason for the initial schism of the Church. Pupils will be able to understand how there are many denominations within Christianity and be able to explain the differences between them both in attitude and sacramentally. Build Upon: Sacraments Y7 Spring 2: Particular focus on the practice of Baptism and Eucharist between different denominations. | Pupils will be able to explain how Catholics observe Lent and analyse the challenges of following these teachings today. Pupils will be able to explain the importance of each day of Holy Week and how and why these are celebrated today with clear and frequent reference to Jesus’ passion. Build Upon: Knowledge gained in primary school surrounding the Easter Story. Y8 should build upon this and include other influential figures. | Pupils will be able to identify key religious beliefs in Judaism: • Monotheism • Worship • Shabbat • Festivals Pupils will develop their knowledge of the lives of both Moses and Abraham and why these are considered as being important people for the Jewish religion. Build Upon: Some feeder primary schools have covered elements of Judaism at KS2. This does not apply to all students. |
St Edmund ArrowsmithCatholicHigh School: Curriculum(2022-2023)
| Assess- ments | Assess- | Assessment: Written Create a modern Religious order: Write to the Pope to explain the need for your order in the 21st Century. | Assessment: Oracy Prepare a presentation to the rest of the class about the practices of a specific Christian denomination and compare this to the Catholic Church. | Assessment: Keywords Understanding of keywords and key pieces of scripture from this unit of work. | Assessment: Keywords Understanding of keywords and key pieces of scripture from this unit of work. | Assessment: Teacher & Written Explain, with reference to Bar/Bat Mitzvah, how people celebrate the passage from childhood to adulthood. End of Year Assessment testing knowledge from topics undertaken throughout the year. |
|---|---|---|---|---|---|---|
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Gospel Harmony Event # 73
Matthew 18:1-14; Mark 9:33-50; Luke 9:46-50
[Question #1] Then a dispute arose among them as to which of them would be greatest. Then He came to Capernaum. And Jesus, when He was in the house, perceiving the thought of their heart, asked them, "What was it you disputed among yourselves on the road?" But they kept silent, for on the road they had disputed among themselves who would be the greatest.
[Question #2] And He sat down, called the twelve, and said to them, "If anyone desires to be first, he shall be last of all and servant of all."
At that time the disciples came to Jesus, saying, "Who then is greatest in the kingdom of heaven?"
Then Jesus called a little child to Him, set him by Him in the midst of them. And when He had taken him in His arms, He said to them, "Assuredly, I say to you, unless you are converted and become as little children, you will by no means enter the kingdom of heaven. Therefore whoever humbles himself as this little child is the greatest in the kingdom of heaven. Whoever receives one of these little children in My name receives Me; and whoever receives Me, receives not Me but Him who sent Me."
[Question #3] Now John answered Him, saying, "Teacher, we saw someone who does not follow us casting out demons in Your name, and we forbade him because he does not follow with us."
But Jesus said, "Do not forbid him, for no one who works a miracle in My name can soon afterward speak evil of Me. For he who is not against us is on our side. For whoever gives you a cup of water to drink in My name, because you belong to Christ, assuredly, I say to you, he will by no means lose his reward."
[Question #4] "But whoever causes one of these little ones who believe in Me to stumble, it would be better for him if a millstone were hung around his neck, and he were thrown into the depth of the sea. Woe to the world because of offenses! For offenses must come, but woe to that man by whom the offense comes!
[Question # 5] "If your hand causes you to sin, cut it off. It is better for you to enter into life maimed, rather than having two hands, to go to hell, into the fire that shall never be quenched— where
'Their worm does not die
And the fire is not quenched.'
And if your foot causes you to sin, cut it off. It is better for you to enter life lame, rather than having two feet, to be cast into hell, into the everlasting fire that shall never be quenched— where
'Their worm does not die
And the fire is not quenched.'
And if your eye causes you to sin, pluck it out. It is better for you to enter the kingdom of God with one eye, rather than having two eyes, to be cast into hell fire— where
[Question #6] 'Their worm does not die And the fire is not quenched.'
[Question #7] "For everyone will be seasoned with fire, and every sacrifice will be seasoned with salt. Salt is good, but if the salt loses its flavor, how will you season it? Have salt in yourselves, and have peace with one another."
[Question #8] "Take heed that you do not despise one of these little ones, for I say to you that in heaven their angels always see the face of My Father who is in heaven. For the Son of Man has come to save that which was lost.
[Question #9] "What do you think? If a man has a hundred sheep, and one of them goes astray, does he not leave the ninety-nine and go to the mountains to seek the one that is straying? And if he should find it, assuredly, I say to you, he rejoices more over that sheep than over the ninety-nine that did not go astray. Even so it is not the will of your Father who is in heaven that one of these little ones should perish.
1. Is this dispute related to the disciples' recent experiences? [Matthew 18:1; Mark 9:33-34; Luke 9:46]
2. How does the character of little children represent the character of those who are great in the Kingdom of Heaven? [Matthew 18:2-5; Mark 9:35-37; Luke 9:47-48]
3. Was the man John saw casting out demons a disciple of Jesus? Explain your answer. [ Mark 9:38- 41; Luke 9:49-50 ]
4. How can one cause one of “these little ones” to stumble? [Matthew 18:6-7; Mark 9:42 ]
5. Explain the phrase “It is better for you to enter life maimed, rather than having two hands, to go to hell” and the repetitions regarding feet and eyes. [Matthew 18:8-9; Mark 9:43-48 ]
6. What is the worm that does not die and the fire that is not quenched? [Mark 9:44, 46, 48]
7. Explain the analogy of salt. [Mark 9:49-50
]
8. What does it mean that the little ones’ “angels always see the face of My Father who is in heaven”? [Matthew 18:10-11]
9. What does the parable of the shepherd and his sheep tell us about the character of God? [Matthew 18:12-14] | 1,797 | 1,208 | {
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RATS
Rats make great pets because they're intelligent, sociable, and affectionate. They're also quiet, clean, and fairly easy to care for. There are hundreds of different breeds of rats, but "domestic" or pet rats have been bred for many years and therefore, have different characteristics than wild rats.
HOME SWEET HOME
Your rat needs a cage that is at least 20 inches long by 14 inches wide by 24 inches high. Increase the floor area by one square foot for each additional rat. A wire cage with a raised mesh floor and removable tray provides the best air circulation and is the easiest to keep clean. Be sure to include a "house" for privacy, small wooden ladders for climbing, and a thin board so your rat can get off the wire mesh. Be sure to also keep the cage away from direct sunlight and out of drafts.
Rats are very clean by nature and will appreciate a clean home. Many types of bedding are available. Recycled paper pellets are highly soluble and help to maintain a healthy home. Pine bedding also works well and is highly used. Cedar chips are NOT recommended, as they emit a substance call "phenol" which irritates a rat's nasal passages, throat, and lungs and can lead to serious illness and organ failure. Corncob bedding is also not recommended, as it is very hard on your rat's feet.
CHOW TIME
Rats have complex vitamin and mineral requirements. Commercial rat food is available at pet supply stores and will provide a nutritionally balanced diet for your rat. Use a sturdy crockery bowl that can't be tipped over and is easy to clean. You can supplement your rat's diet with small pieces of fruit, vegetable, and salad greens. Nuts, seeds (NO apple seeds), hard boiled eggs, unsalted/unbuttered popcorn, and unsweetened cereals make good occasional treats.
Introduce new foods slowly and in small amounts to reduce the risk of diarrhea. A piece of dog biscuit should also be available as it contains protein and minerals and helps wear down your rat's teeth. Keep fresh water available in a suspended "licker" water bottle at all times.
HEALTH MATTERS
The average life span of a rat is two to three years. They're sexually mature at about six to eight weeks.
Because your rat's teeth grow continuously, it's essential that you provide it with hard things to gnaw on to prevent its teeth from growing too long. Untreated hard wood, dog biscuits, and hard bread crusts are some suggested items.
HANDLING WITH CARE
Approach your rat slowly and be careful not to startle it. Speak softly and let it sniff your hand before you attempt to pick it up. Feeding it a little treat from your fingers will help it to trust you and associate good things with your presence. However, if you give them a treat every time you see them, they may start grabbing your fingers, even if you don't have a treat.
Pick up your rat gently, but firmly, enclosing your hand around its whole body, and supporting all four feet. You may also offer your hand and allow it to climb up your arm and on to your shoulders. Never pick your rat up by its tail, because it's painful and could result in injury. The more you handle your rat, the friendlier and tamer it will be.
If you have children, be sure to supervise them whenever they handle the rat. Never allow them to pick the rat up by its tail or let its body hang.
BEHAVIOR BITS
Rats are naturally social animals and don't do very well when isolated. If you don't have a lot of time to spend with your rat, you'll want to consider getting it a companion. Littermates of the same sex tend to get along the best. A neutered male and a female will get along fine, as well.
Rats love to play and are fun to watch. They'll explore everything, so you must always be responsible for their safety. If you "rat-proof" an area in your home for your rat, then your rat can have free time running and playing with you on the floor. Look around for holes and block them securely to keep your rat from escaping.
Rats like to chew and nibble, so protect anything valuable like important documents, electrical wiring, and houseplants.
Rats can't be housetrained, but they can learn to ride on your shoulder, understand basic commands, and do tricks through positive reinforcement training, like clicker training. Use very small treats to encourage your little friend to come when you call, to reach up and beg, and to navigate mazes.
If introduced to an exercise wheel when young, your rat will continue to use it. Be sure to use a solid wheel, as your rat's tail could get caught between metal bars and break.
REFERENCES
American Fancy Rat & Mouse Association. 9230 64th Street. Riverside, CA 92509-5924; 626-966-0330 (Louise Stack); http://www.afrma.org/.
National Fancy Rat Society. http://www.nfrs.org/.
Cardinal, Ginger. The Rat: An Owner's Guide to a Happy Healthy Pet.
Fox, Susan. Rats. T.F.H. Publications.
Himsel, Carol A. Rats: A Complete Pet Owner's Manual. Barron Book Series. | 2,001 | 1,149 | {
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Restorative Approaches in Schools Project
Fact Sheet
The Restorative Approaches in Schools Project is a crime-prevention initiative being led by the departments of Justice and Education.
Why a Restorative Approach in Schools?
* School is a big part of a young person's life. A restorative approach in school requires students to think about themselves and how they deal with one another, and to work on developing healthy relationships and learning how to manage conflict.
* Adopting a restorative approach in a school can have a positive ripple effect into the home and the community.
What are the benefits to students?
* A child's first year, first month, first week, and even their first day in school will have a significant impact on how they view schooling for the rest of their lives and on how they view themselves relative to their peers. A restorative approach in the early school years and continued throughout a child's education will have a strong influence on the individual.
* Students will have more opportunities to figure out how to be in appropriate relationships and to manage diversity. This has important implications for how students get along and will play a role in reducing bullying behaviours.
* A restorative approach gives students better skills and knowledge for problem solving.
* Students will largely avoid the stigma of being "sent to the office" or being suspended. We should not underestimate the negative side effects of a child's experience at school if that experience involves multiple trips to the principal's office or suspensions from school.
What results will students and families see?
* A restorative approach in schools offers new knowledge, methods and skills for problem solving. Children using these restorative skills latch on to them and thrive, leading to better behaviour and relationships overall.
* Schools that use this approach report that students often solve problems on their own without adult intervention.
* Parents will notice that their children are demonstrating a different way to resolve conflict at home. Parents with children in schools using a restorative approach report more
harmony at home as they and their children practice the same skills that teachers and students are using at the school.
What results will schools see?
* A restorative approach in schools helps students become more attached to their school, which encourages education and discourages absences or "dropping out," giving students a better chance at being successful in life.
* A restorative approach in schools works alongside and supports all the other things we are doing to keep kids in school.
* A restorative approach in schools gives back time to educators so they can focus on teaching.
* A consistent restorative approach reduces the level of stress around relationships, whether student-to-student or student-to-teacher.
* A common thread that runs through almost every conflict that schools deal with is the perception that only one side is being heard, that one side is being valued over the other. A restorative approach reduces that perception and supports faster and more satisfying conflict resolution.
What are some of the methods that are used?
* A collection of restorative practices support a restorative approach in schools. Some examples of restorative practices are:
o affective statements and questions (language that describes how something made someone feel – sometimes students are not aware of the impact their behaviour might have on others).
o restorative conversations (conversations that help teachers support an open dialogue starting with questions like "Can you tell me what happened and how you became involved?" instead of "Why did you do that?").
o restorative meetings (staff meetings and parent/School Advisory Council meetings that are organized to encourage authentic engagement through the use of circle processes).
o restorative conferences (formal responses to serious incidents led by a facilitator that involves all parties including support persons).
o classroom circles (circles are structured but semi-formal opportunities for connection among students. They can include, check-in circles and check-out circles to gauge how students are feeling at the beginning and at the end of the day, circles to establish classroom norms, circles to discuss academic goals, circles to address behaviour problems or even proactive circles. They are an effective tool to build community in a classroom). | 1,802 | 822 | {
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RUEDAFESTIVAL 2017 - LIST OF FIGURES
To take part at the workshops, it requires to know these commands:
Intermediate:
at least 6-8 months of experiences in dancing Rueda, rather slow speed, Basic figures to be known
Advanced: at least 15-18 months of experiences in dancing Rueda, average speed
Experts:
at least 24-30 years regularely experiences in dancing Rueda, fast speed, difficult figures should be learned quickly
Master/
Teacher and "nerds of Rueda" with years of intensive experiences in dancing Rueda, very fast speed, complex figures
Teacher:
For each classification, you should know about 80% of these commands (The advanced and masters should take care of the whole list).
| INTERMEDATE | ADVANCED |
|---|---|
| al centro | doble play |
| (tiempo Espana) Vamos arriba | festival de… |
| (tiempo Espana) Vamos abajo | mujeres… |
| un tarrot | hombres… |
| repite | coca-cola |
| …con una, dos, … | …con mambo |
| dile que no | patin |
| dile que si | camina(la) |
| dame (una), (dos) (tres) | echevarria |
| dame otra | principe malo |
| vacilala | setenta complicada |
| setenta | … a la izquierda |
| enchufla | …dos veces |
| enchufla doble | …sin soltar |
| enchufla y quedate | dame directo |
| pelota una, dos, tres | cubanito |
| la prima | cubanita |
| prima con hermana | …con clave |
| (prima von hermana y) familia | pa ti pa mi |
| exhibila | yogur |
| sacala | sabrosura |
| (un) fly | pricipe bueno |
| sombrero | puente |
| …y al medio / …y al centro | …a la derecha |
Every chain is only as strong as its weakest member. This can also be transfered well to Rueda de Casino. Therefore we ask all participants to maintain the levels. All levels offer interesting topics. The workshops for the advanced and masters are explicitly reserved for these groups. If somebody is not sure which is his own classification should feel free to contact the team at the ruedafestival. In addition, the team reserves the right to request individual participants to switch to another workshop (at a lower level) at any time if it is necessary or useful to guarantee a smooth flow of the festival. | 1,093 | 576 | {
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Integration of Curriculum in Story Telling: 'Virtual Joy of Reading'
(Experiences of a Volunteer StoryTeller, Lockdown 2020)
Story telling is the oldest teaching tool, we all have stories to tell. Stories help create visual pictures, arouse curiosity and energize the neurons in the brain.
It was lockdown 2020 due to COVID virus! Schools, shops, institutions were all closed. Families huddled together whether in 5 bedroom house or a one shanty room, in urban and rural areas.Life presented new challenges, new learning! Virtual Joy of Reading Program was organised by Food4thoughtfoundation started to promote and bring together rural kids and volunteer storytellers, every Sunday morning.
"What you give is your ONLY investment in life' quotes the Bhagwad Gita.
As an experienced primary teacher and storyteller I volunteered for 10 story telling sessions for children .I would be excited to greet children virtually from PAN India every week, they speaking different Indian languages. Our medium was English storytelling.
Initially, I narrated stories from Panchatantra, Akbar & Birbal, Mahabharata and animal stories. Children listened and I asked them to draw, write or design props out the story as homework for following week, to maintain a connection thread. Other volunteers participated in Telugu, Marathi, Bengali , Kannada and Hindi storytelling.
Further all the stories narrated were uploaded in youtube channel for those students who would have missed the sessions https://www.youtube.com/watch?v=k7NOOwJKurU&list=PLv51mYb9KRS0Q3
hulmJW6l-u94kx2P-68
Youtube: Virtual Joy of Reading (Veena/English storytelling)
After few days , I changed the concept of storytelling by integrating stories with some fun learning –topics in Science, Math, Grammar concepts. The objective was to keep children interested and evolving in education which was the need of the hour! Sometimes, teachers and parents joined in too to observe our interactive sessions, making learning for a broader reach out.
Example building Science in Story Session:
Imagine you are learning about plants and the teacher reads out notes from the Science book in a monotonous tone, never really looking at the children.
What would be the learning /reaction of the students?
On other hand, Imagine another teacher brings REAL leaves, brown branches and some seeds and shows it to the class. She narrates a story about different trees and monkeys swinging from them using simple REAL props she have brought to class. Children discuss animals and homes and their food habits as part of story extension.
What would be the learning /reaction of the student?
Keeping this in viewpoint one Sunday, I showed children a photo of a green, fat caterpillar that I saw in our garden. They were SUPER excited and started talking about its colour, legs, size, eating leaves, rainy season etc.. Then I read out the story of Hungry Caterpillar by Eric Carle. We discussed the life cycle of butterfly and some children asked if I would show them a butterfly formation next week!
One parent watching with child was excited too and showed us her farmland – papaya trees, onion and ginger plants and the roots. Real life observation made storytelling more interesting and fun learning of Science concepts.
Learning Outcome for Students:
"Where do you find stories?" I asked one Sunday. "Stories are found in newspaper, books, family members, Internet" answers came from the children promptly. I showed them my homework – notes, magazine cut outs for October 2 nd Gandhi Jayanti story session. Reading short notes from newspaper soon became fun History lesson about marching 880 villages for Dandi Yatra and other details. One child quickly brought her History book, another recited Gandhi poem and spoke about cleaning home and toilets and she did same at home. They could recall dates and story details much quicker. A very satisfying session!
Stories integrated into curriculum add interest and motivation, makes easy learning of concepts. Story telling improves communication and listening skill.
Author: Veena S. (email@example.com) | 1,610 | 841 | {
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Stress
Management
What
Works
The Nature of What Works
One of the advantages of getting older is the experience we gain in learning what works and what doesn't. I've had the honor to work with thousands of students and clients who have made significant improvements in their lives over the past thirty-eight years. Some things worked, some didn't. Reflecting, learning, and adapting over time helped me sort out what makes sense and was helpful in resolving a wide range of struggles and stressors that diminish our effectiveness and satisfaction in activities and relationships.
I was fortunate at age twenty, to have a professor who implanted the idea of making improvement a priority. Every conflict, mistake, frustration, loss, and disaster becomes a learning opportunity (once we have properly apologized, recovered, mourned and repaired the damage, of course). Forty years of regular reflection on lessons about how to manage life's challenges more effectively revealed consistent patterns of what seems to work and not work in various circumstances.
Improvement can become an attitude and an integral part of how we view problems and difficulties. When that happens, our quality of life becomes less dependent on the kinds of challenges and setbacks we face, than on how well we learn to handle them. Over time, it is not the cards we are dealt, but how we play them that matters. When improvement becomes a habit, each year is better than the previous one. Life becomes easier and more fulfilling as we age.
One thing that works consistently, from my experience, is to provide a clear, simple explanation of what is happening in our body, mind, and emotions when we struggle
By: Bob Van Oosterhout, M.A. www.bobvanoosterhout.com with stress, anxiety, depression, relationship conflicts, chronic pain and a host of other difficulties. Having a clear picture of how things work provides the understanding and motivation to follow through on what works to resolve these issues. New developments in brain research and body chemistry have supported what made sense in helping people in my classrooms and practice understand and resolve their difficulties.
A common theme that weaves through what I have learned in helping people solve problems and improve their lives over the past four decades is the power of nature in healing and recovery. We often hear the comment "That's human nature" to describe weakness, frailty, greed, or impulsiveness. These are common human responses, but they are influenced by context, personal history, culture and perception. Holding onto the attitude that we are essentially flawed creates a self-fulfilling prophecy where we dismiss our shortcomings as "being human" and don't address them because "you can't change human nature." Its like saying that the nature of an oak tree is to be stunted and spindly based on seeing some of them grow on the north side of a dry, rocky slope with little sun or moisture. The true nature of an oak tree (when it receives proper nourishment) is to send roots deep into the earth and to develop a solid trunk that creates a strong foundation for tall, arching branches that reach for the warming rays of the sun.
I believe that nature is a driving force in recovery from a wide range of mental and emotional disorders. The build up of stress and tension, anxiety, depression, hostility, impulsiveness and most problems in human relationships can be traced to distortions in what I believe to be our true nature. Our natural state is to be healthy, open, and receptive. The natural state of relationships is to grow and deepen. In my experience, recovery from mental, emotional, and relationship disorders involves understanding and removing obstacles that distort our nature. Our body, mind, and emotions are able to naturally heal from trauma if we eliminate obstructions and provide time and space for recovery. This becomes a relatively simple process to the extent we understand how nature works and how we can work with it.
I was asked to write this column by a former student who stated that the approach she learned had "helped immensely in (her) life." Future columns will describe what works both in general terms across a wide range of stressors and struggles, as well as with specific problems such as anxiety, depression, chronic pain and stress. My hope is that others may benefit from what we have learned and, more importantly, that we can join in a process of exploring and discovering what works and what doesn't in reducing stress, tension, and conflict as we work to restore health to our world.
About Bob VanOosterhout
Bob Van Oosterhout is a Licensed Masters Social Worker and Limited Licensed Psychologist who provides counseling to patients at MidMichigan Health Park - Houghton Lake. He teaches Stress Management both on-line and on-campus in the Physical Fitness and Wellness Department at Lansing Community College. Additional writing and resources along with previous and future articles in this series can be found on his website at www.bobvanoosterhout.com | 1,971 | 1,012 | {
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Summer Reading Assignment: AP English Literature and Composition
AP English Literature and Composition is a skills based course teaching you how to read and write clearly about novels, poetry, and drama. The course is designed and organized to help you achieve a high score on the AP Exam in the spring. I am only assigning you two books to read this summer, but you can do yourself a favor by reading as much as you can.
1. First, read How to Read Literature Like a Professor by Thomas Foster. This is a helpful guide to reading literature independently. It will help you learn how to find the kinds of depth a lot of stories and poetry has on your own. When you read, pay particular attention to his introduction. His purpose is described there, and finding and understanding it will help you understand the reasons behind his reading strategies.
2. Read George Orwell's 1984 or J.D. Salinger's The Catcher in the Rye. These two thoughtful novels have been influential for decades. 1984 is very political. It is about a man living under a tyrannical government. The Catcher in the Rye is about a young man growing up in the 1950s, who has to navigate his teenage angst, relationships, and mental illness without many supportive family ties. Use Thomas Foster's ideas about reading literature to guide your interpretation of your reading.
3. Write an essay about the novel you chose. Here are the parameters of the essay:
A. Write an argument about the novel. This is the role of your thesis statement. The thesis statement makes a claim about the novel.
B. Use quotes and evidence from the novel to support your argument.
C. Organize your thoughts into multiple paragraphs dealing with different aspects of your argument.
D. Include a conclusion. Remember, you are writing an argument. Think about what you're writing and ask yourself so what? Why does this matter at all? The answer to that question should be your conclusion. Make a connection to the world outside of the pages of the text.
E. Edit and revise your essay draft once you've finished writing it. Your essay shouldn't have any spelling errors or any serious grammar errors. You can have someone help you proofread it before you turn it in.
F. The essay should be no less than 1,000 words. You will submit it to turnitin.com before Monday, August 17th, at 7:30 AM.
The essay is worth 20 writing category points, the most heavily weighted category in my class. There will be time given during the first two days of school for you to ask clarifying questions about the assignment, or to come in and receive help revising. | 1,020 | 558 | {
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TIPS TO TRAIN SHORTHAND SPEED DICTATIONS
Prof. Waldir Cury
* Always train hard-to-trace words of each dictation (repeating it several times for many days - until you feel that you are writing in shorthand with no hesitation as to how to make the signs).
* Translate, either orally or in writing (preferably by typing into the computer) each dictation you write in shorthand. The translation will help you see your weaknesses, the words that need further training and thus, it will help you to get better at deciphering the shorthand signs. When translating, always seek to understand the sense of each sentence, the subject - this helps the translation a lot. The rule then is: Wrote in shorthand? Then, translate it! Remember: shorthand is not an end in itself. What is the purpose? It is the translation!
* When training dictations of a certain speed (i.e. 70 wpm), always train, at the same time, one minute at a speed above that (in this case, a minute of 75 wpm). I usually tell my onsite students that this tactic is to "push speed up". After training several dictations for one minute at 75 wpm, while still training dictations at 70 wpm, increase to 2 minutes at 75 wpm. And so on. When reaching 5 minutes at 75 wpm, start to train a dictation for one minute at 80 wpm.
* Try to accrue well at each speed. Do not be tempted to "cut corners". The rule then is: try to "digest" each dictation. Do not jump from dictation to dictation without having studied each one very well. No "hype" with dictations.
* Amazingly, the shorthand speed is less in the hand and more in the brain! What slows the speed and fluency down in a dictation are certain words that are more
1
difficult to trace, which generate doubts (hesitation) in the brain, when transforming the sounds heard into shorthand signs. Hence the need to make a list of those words from each dictation and train them well, until they cause no more hesitation at the time of shorthand, or more precisely, when drawing the words (outlines) in the brain.
* Because they are extremely valuable to speed, brief forms deserve a special attention. A practical way to study them is to do so in "rotation", that is, a continuous repetition. For example, in one day the student studies the brief forms of the letters "A and B". The next day, the brief forms of the letters "C and D ". And so on. When the student reaches the letter Z, start the whole procedure again that is, study again the brief forms starting at the letters "A and B ", after the letters "C and D" and so on. This pattern of continuous repetition of brief forms is important, because the greater the shorthand speed a student trains, the faster and more automatic the brief forms will be written in shorthand.
* The same is true for Special Initial and Terminal Signs (Prefixes and Suffixes). They have great importance with regards to speed. Therefore, they should be studied in a methodical and repetitive manner until the student knows them by heart, to the point of being able to write them without hesitation, without any doubt, very fluently and instantaneously.
* There is a trend of increasing the number of signs while speed is escalating. In the rush to quickly write in shorthand in order to simultaneously keep up with what is being dictated, the student ends up making the sign bigger than it should be, and the sign often turns out to be a real scrawl.
* To avoid the increase and distortion of the shape of the shorthand sign, the best solution is to make copies of the dictations slowly, observing the proportion and size of the signs. And while training hard-to-trace words repeatedly, try to do them slowly and at a smaller size. Here is where the rule fits well: if you want to run, first go slow!
* A great exercise, which represents a real antidote against large and misrepresented signs, is the "microshorthand". It consists in making a shorthand copy of a text, seeking to make the signs very small, excessively small, in very narrow lines. | 1,549 | 902 | {
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diversity bead activity
Objective: To help students understand how they define diversity and to assist in group development.
Materials
* resealable plastic zipper bags
* beads of several different colors or types
* string
* key rings (optional)
* index cards
Teacher prep
* Start with an even number of resealable plastic bags (8, 10, or 12).
* Fill each bag with several beads of the same color or type. Each bag should contain only one color or type of bead (e.g. one bag of yellow beads, one of green beads, one of red, one of striped, etc.).
* Randomly pair up the bags of different-colored beads. For each pair of bags, fill out an index card on which you've written a particular question with two different answers. For example:
* At different stations around the room, place one index card with a pair of bags. Label one bag with one of the answers on the index card, and label the other bag with the second answer.
* Provide each student with a piece of string on which he or she can string beads collected during the activity. Another option is to give each student a key ring with a piece of string already attached.
Framing the activity
Introduce the students to the idea of diversity, and then ask them:
* Is this group diverse?
* In what ways are we diverse; in what ways are we not diverse?
After some discussion, have students offer their own definitions of diversity and what it means to them.
Procedure
* Have students circulate around the room to every station. After reading the question at each station, students should take a bead from the bag labeled with their answer to that question (instruct students not to select beads based on color). Students should not discuss their answers with classmates.
* Once students have selected all their beads, they can string the beads in any order they choose.
* Moving around the room, students should find one person who has the same color bead(s) as they. Once they find a classmate who shares a bead color, the two students can identify the attribute they have in common. They should then try to identify something else they have in common.
* Students should switch classmates until they've paired up with two or three others.
Questions to use for processing
* Did your opinion of this group's diversity change?
* Did you find someone new with whom you have some things in common?
* Were there any surprises; if so, what?
* Did you find anyone with all the same beads as you?
NCDA guidelines for personal social development
* develop an understanding of yourself to build and maintain a positive selfimage
Vermont's Framework of Standards vital results
Section 3 Personal Development Standards — Making Decisions
3.3 Students demonstrate respect for themselves and others.
3.11 Students interact respectfully with others, including those with whom they have differences
VTSCA career standards
Standard A: Students will acquire the knowledge, attitudes, and interpersonal skills to help them understand and respect self and others
PS A1.1 Students develop positive attitudes toward self as a unique and worthy person
PS A2.3 Students will recognize, accept, respect, and appreciate individual differences
Vermont Student Assistance Corporation
10 East Allen Street PO Box 2000
Winooski, VT 05404
Toll-free
800-642-3177
In the Burlington area655-9602
Visit our Web site at E-mail us at firstname.lastname@example.org
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World of Warcraft Lesson Plan Becky Hayes, Danielle Butts, Colleen Griffiths
Concept: Improving social interactions
Grade: 8
Age: 1314
Goals:
* Practice meeting new people
* Improve communication skills
* Increase selfconfidence
Objectives:
* Given an avatar in WoW, learners will speak with 10 other players within one hour.
* Given an avatar in WoW, learners will add 5 friends within one hour.
Required Materials:
* Computer with reliable Internet connection
* WoW
* Avatar
* Realm
* Digital journal OR Paper and pencil, if learner chooses to keep log and reflection on paper
StepbyStep Procedures:
* Get World of Warcraft account
* Download World of Warcraft
* Create avatar in World of Warcraft
* Choose realm
* Explore realm and talk to other avatars
* Talk to other avatars by: use mouse or direction keys on keyboard to go up to avatars; Left click on avatars to talk to them
* Make friends by searching for their name in the search bar, click on their name, and select 'add friend'.
* Write down the names of the avatars you talk to and friend in your journal. Also include your thoughts and feelings on the activity.
Closure:
After one hour, students log out of WoW and come back for debriefing and class discussion.
Assessment:
1. Log of interactions including names of players/avatars and brief summary of interaction
2. One page reflection on experiences speaking with new people virtually and how it compares to meeting people in real life. | 908 | 523 | {
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Youth Art Month is a month of promoting art and art education in the United States. It is observed in March, with thousands of American schools participating, often with the involvement of local art museums and civic organizations.
WHAT IS YOUTH ART MONTH?
A national arts advocacy program, Youth Art Month was initiated in 1961 by the ACMI (Art and /Craft Materials Institute.)The CAE (Council for Art Education, INC.) administers the program along with the sponsorship of NAEA. Its goal was to "emphasize the value of participating in art for all children. "It was renamed Youth Art Month in 1969, to include secondary school student s.
The goals of Youth Art Month are:
* To recognize art education as a viable factor in the total education curricula that develops citizens of a global society.
* To recognize art is a necessity for the full development of better quality of life for all.
* To direct attention to the value of art education for divergent and critical thinking.
* To expand art programs in schools and stimulate new art programs.
* To encourage commitment to the arts by students, community organizations, and individuals everywhere.
* To provide additional opportunities for individuals of all ages to participate in creative art learning.
* To increase community, business and governmental support for art education.
* To increase community understanding and interest in art and art education through involvement in art exhibits, workshops, and other creative ventures.
* To reflect and demonstrate the goals of the National Art Education Association that work toward the improvement of art education at all levels.
Since 1989 Tulare City School Elementary District has partnered with Tulare Historical Museum to showcase excellence in Visual Art by participating in National Youth Art Month Exhibit. Elementary, Middle and High School works will be on display throughout the Month of March in the Heritage Art Gallery honoring the participating student artist with an Artists Reception where scores of students, family and community members attend. This year's artist reception will be held in the Heritage Art Galley 444 W. Tulare with an artist reception for participating artist, their family and friendsMarch 5 th 2015 from 4-‐6 P.M. | 1,017 | 809 | {
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Constructions
April 7, 2018
1. There are two egg timers: one for 7 minutes and one for 11 minutes. We must boil an egg for exactly 15 minutes. How can we do that using only these timers?
2. There are two buttons inside an elevator in a building with 20 floors. The elevator goes 13 floors up when the first button is pressed, and 8 floors down when the second one is pressed (a button will not function if there are not enough floors to go up or down). How can we get to the 8th floor from the 13th?
3. The number 458 is written on a blackboard. It is allowed either to double the number on the blackboard or to erase its last digit. How can we obtain the number 14 using these operations?
4. Cards with the numbers 7, 8, 9, 4, 5, 6, 1, 2, and 3 are laid in a row in the indicated order. We are allowed to choose several consecutive cards and rearrange them in the reverse order. Is it possible to obtain the arrangement 1, 2, 3, 4, 5, 6, 7, 8, 9 after three such operations?
5. The numbers 1 through 16 are placed in the boxes of a 4 × 4 table as shown in Figure (a). We are allowed to to increase all the numbers in any row by 1 or decrease all the numbers in any column by 1. Is it possible to obtain the table shown in Figure (b) using these operations?
6. Is it possible to write the numbers 1 through 100 in a row in such a way that the (positive) difference between any two neighboring numbers is not less than 50?
7. Divide a set of stones which weigh 1g, 2g, 3g, . . . , 555g into three heaps of equal weight.
8. Fill the boxes of a 4 × 4 table with non-zero numbers so that the sum of the numbers in the corners of any 2 × 2, 3 × 3, or 4 × 4 square is zero.
9. Is it possible to label the edges of a cube using the numbers 1 through 12 in such a way that the sums of the numbers on any two faces of the cube are equal?
10. Is it possible to place the numbers 0 through 9 in the circles in Figures 59 without repetitions so that all the sums of the numbers in the vertices of the shaded triangles are equal?
11. Prove that it is possible to cross out several digits at the beginning and several at the end of the 400-digit numbers 84198419 . . . 8419 in such a way that the sum of the remaining digits is 1984.
1
12. Find a two-digit number, the sum of whose digits does not change when the number is multiplied by any one-digit number.
13. Do there exist two consecutive natural numbers such that the sums of their digits are both divisible by 7?
14. Do there exist several positive numbers, whose sum is 1, and the sum of whose squares is less than 0.01?
15. A castle consists of 64 identical square rooms, having a door in every wall and arranged in an 8 × 8 square. All the floors are colored white. Every morning a painter walks through the castle recoloring floors in all the rooms he visits from white to black and vice versa. Is it possible hat some day teh rooms will be colored as a standard chessboard is?
16. Can one place a few dimes on the surface of a table so that each coin touches exactly three other coins? | 1,225 | 814 | {
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WMS Curriculum Statement
Winnipeg Montessori School Inc is a non-profit nursery school which provides a safe, nurturing and stimulating environment to help children develop socially, intellectually, emotionally and physically. Our curriculum is based on Montessori principles encouraging self motivated learning, choice making and respect for self and others. We continuously encourage children to engage themselves in activities and to interact with the children and staff around them. We do this by sitting with the children at eye level either on the floor or at a table. We ask questions and provide age appropriate materials to enhance learning. In this way, children learn social and emotional skills such as sharing, turn taking, cooperation, conflict resolution and independence. They develop cognitive skills such as creativity, problem solving and retention of information such as colors, letters, and numbers when they work with the Montessori materials. These materials include letter tracing, phonetic matching, number rods and object counting. The children develop physical skills through fine motor activities such as pouring and spooning, and gross motor activities such as running, jumping and climbing.
The children's daily learning experiences are passed on to the parents by the teachers through verbal communication and our monthly newsletter. We also have a Communication Board in our front entrance that highlights the activities, songs and snack enjoyed by the children that day. This helps us build a positive relationship with our families so they are comfortable sharing with us.
We provide learning experiences based on the interests of the children as observed by the classroom teachers all day long. We also follow a flexible curriculum schedule we have created to further stimulate the learning process. The activities planned by the teachers are actively modeled while the teachers work with the children. The teachers give lessons to the children to demonstrate how an activity is done or how to work with a certain piece of equipment. Each group has their daily program schedule which is flexible based on the developmental capabilities and interest of children and is inclusive of children with additional support needs. We may extend work times when children are actively engaged as this will further their learning and development.
The teachers make observation notes on the children that are used as the basis in planning and implementing age appropriate activities. The duration of developmental activities changes depending on the level of interest of the children. The children's art related to the planned activities is displayed on the classroom bulletin boards to showcase the children's work. The teachers record the planned activities and keep them in bins which store the materials used. Our classrooms are organized based on the 5 Montessori learning areas. The materials in each learning area are regularly changed to support and enhance the interests of the children.
We incorporate the similarities and differences of the children and their families as part of multiculturalism such as getting information from the families about their culture and practices. We share this information during group time. Parents are welcome to come and speak about their culture to the children as well as lend samples of cultural attire to have on display. The teachers also regularly play music from different cultures for the children to enjoy. | 1,310 | 604 | {
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Procedure name: Clothing and Footwear Procedure
Review date: June 2021
Purpose and Scope
Comfortable, appropriate clothing is important as it makes it easier for children to take part in daily activities and to perform routine tasks as well as providing sun protection. As respected professionals employed by the Education Directorate all CWSC Preschool educators are required to dress in a professional manner which allows for their tasks to be carried out safely.
Procedure
Families' Responsibilities
Families are asked to dress their child in the CWSC school uniform which is easily laundered, fits into the sun protection guidelines and allows the child to participate in all experiences. It also assists the child to develop their sense of belonging.
Families will:
* Provide at least one complete set of spare clothing. This includes underwear, socks, bottoms, t-shirt and a warm top. Please note that the weather in Canberra can be very changeable and a variety of clothing is recommended
* Label each item with the child's name
* Provide additional clothing for their children in the process of toilet learning
* Ensure that their child's shoes fit correctly, do not have slippery soles and are firmly secured to the foot. Thongs, dress-up high heels, backless and platform shoes should not be worn
* Provide a t-shirt or a rash vest ('rashie') when students attend all day outdoor swimming carnivals or water based activities.
Educators' Responsibilities
Educators will:
* Ensure that each child is adequately dressed for weather conditions and play experiences
* Ensure that children are comfortably dressed for rest-time
* Respect the children's individual/cultural clothing preferences
Preschool Responsibilities
The Preschool will:
* Have a supply of school clothing which will cater for different weather conditions should a child not have the appropriate items of clothing available
* Make available protective clothing (aprons, smocks etc.) for messy activities.
Educators
Educators are required to dress in a professional manner, and a way, which is appropriate to their role within the preschool. Appropriate footwear can minimize injuries to the feet as well as contribute to safety for back care particularly for those who are engaged in regular physical activities with the children.
Educators will:
* Wear clothing that does not restrict their ability to perform their duties
* Wear clothing that is respectful (i.e. no mid-drift tops, no short clothing, no underwear revealed)
* A wide brimmed hat must be worn at all times outdoors, except for the months of June and July according to our Sun Protection procedures.
* Wear at least a t-shirt or a rash vest ('rashie') when attending all day outdoor swimming carnivals or water based activities.
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Pigeonhole Problems
1. Can one find 4 integer numbers such that the sum and the product of these numbers are both odd?
2. A high school is struggling to come up with football(11 players), basketball(5 players), baseball(10 players), and volleyball(6 players) teams. Students are free to choose which team they want to be on(only one team per student). How many students need to sign up so that at least one team will be definitely complete(the minimum)?
3. At a party 20 people shook hands. Nobody shook hands with himself and no two shook hands twice. Prove that there are at least 2 people who shook hands the same number of times.
4. A contractor needs to create a team of 9 carpenters, a team of 3 electricians, and a team of 4 plumbers. Each available worker can perform only one kind of job. What is the minimal number of workers the contractor needs to choose from to guarantee that at least one team is complete?
5. 102 animals(cats and dogs) broke into McDonalds and ate 506 burgers. Each cat ate 5 burgers, and each dog ate 6 burgers. How many cats and dogs were there?
6. Show that in any group of n people, there are two who have an identical number of friends within the group.
7. Six distinct positive integers are randomly chosen between 1 and 2006, inclusive. What is the probability that some pair of these integers has a difference that is a multiple of 5?
8. Prove that among any ten points located on a circle with diameter 5, there exist at least two at a distance less than 2 from each other.
9. Prove that from any set of one hundred whole numbers, one can choose either one number which is divisible by 100, or several numbers whose sum is divisible by 100.
10. You want a fruit basket to contain either at least 8 apples, or at least 5 bananas, or at least 7 pears. What is the smallest number of pieces of fruit you need to choose from to guarantee this?
11. You have 5 bags with gold coins that look the same. 4 bags have real coins, 1 bag has fake coins. Real coins weigh 10 grams each, but fake coins weigh 11 grams each. The pirates have a scale that can tell you the exact weight of coins, but it can only be used once. | 857 | 519 | {
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nutrition
18 CHOICES
september 2009
elow are five facts you need to know about diet soda. The first one will make diet-soda fans smile, but the next four won't.
FACT 1:
Diet sodas are calorie-free. If your main reason for drinking diet soda is to consume fewer calories, you are meeting your goal. For example, both Diet Coke and Diet Pepsi have zero calories. Meanwhile, regular soda is full of calories. A twoliter bottle of regular Coke contains 100 calories per serving. The same is true of a two-liter bottle of regular Pepsi. That's a lot of calories.
FAct 2: Diet soda lacks nutrients to help your body stay healthy. Other than sodium, diet soda contains nothing of substance for your body. Contrast that with calcium-fortified orange juice, which contains not only calcium but also nutrients like vitamin C, vitamin D, folic acid, thiamine, and potassium.
FAct 3: Diet soda doesn't contain
a diet soda nutrition label.
sugar, but it still has a sweet taste. That taste comes from the artificial sweetener aspartame. While the U.S. Food and Drug Administration has assured consumers that aspartame is safe, some studies have linked it to health problems. Aspartame has been connected to severe headaches and depression, according to Betty Kovacs, a registered dietitian and director of nutrition for the New York Obesity Research Weight Loss Program.
FAct 4: Drinking diet soda may actually
FAct 5:
Use the words in the box to complete each sentence. You will not use every word in the box. Answers are in the Teacher's Edition.
test YOURSELF
gain stomachaches lose nutrients headaches diet
1Even though diet soda is supposed to help people consume fewer calories, some people actually _________________ weight when they drink lots of it.
contribute to weight gain. Recent research has shown that artificial sweeteners in soda may interfere with the body's ability to estimate how many calories have been consumed. The result is that you end up eating more than your body needs, which leads to putting on weight. For every diet soda you sip daily, your risk of becoming overweight can rise by 37 percent, according to researchers at the University of Texas Health Center in San Antonio, Texas.
Drinking excessive amounts of diet soda can lead to a combination of serious health problems, including high blood pressure, elevated glucose levels, and obesity. This triple threat can lead to development of type 2 diabetes and heart disease. In a 2008 study published in the scientific journal Circulation, people who drank diet soda on a daily basis were 34 percent more likely to develop high blood pressure, elevated glucose levels, and obesity.
Scientists at Purdue University have also been studying this issue. "Sweet tastes trigger the body to believe that nutrients are coming," says Susan Swithers, a professor of psychological sciences at Purdue University. "When you consume artificially sweetened products, the sweet receptors of your taste buds are activated, but your stomach never receives the anticipated calories. That could disrupt the body's physiological response, possibly causing people to eat more food overall."
So are we telling you to stop drinking diet soda altogether? No. It's not realistic to expect teens to never drink soda. "Diet-soda drinkers can take heart—as long as they are not overdoing it or using diet soda as an excuse to consume lots of calories from other foods," says Jeannie Moloo, a spokesperson from the American Dietetic Association. In other words, balance your diet-soda intake by drinking other fluids like juice, milk, and water.
—Alexis Burling
2The artificial sweetener aspartame has been linked to severe _________________ and depression.
3Orange juice contains many _________________ that diet soda doesn't have.
CHOICES
september 2009
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CS/MC 4122
11 June 2019
Dear Parents
Bring a song
Year 3 have been invited to Stockham Primary School on Friday 14 June 2019 for a music afternoon, an event for all Springline Partnership Schools. We have organised a coach to pick up the children at 1.00 pm and they will return in time for the end of the school day.
Permission is to be granted through the tucasi payment system.
Swimming
There will still be swimming on Friday 14 June 2019 and children are asked to bring in pyjamas for teaching water survival techniques. Please no onesies, as these are heavy. If you do not have pyjamas, please provide a loose t-shirt and something full leg length (e.g. leggings). This will be worn over their normal swimwear.
Please also see the water safety code SAFE on the reverse of this letter.
Yours sincerely
Chris Savage
Year 3 letter
The Hendreds Primary School Ford Lane East Hendred Wantage Oxfordshire OX12 8JX
tel: (01235) 833379
e-mail: firstname.lastname@example.org Website: www.hendreds.oxon.sch.uk
Headteacher: Christopher Savage
The water safety code
1. Spot the dangers
Whenever you're near water always take extra care:
- Never fool around or run besides water – you might trip and fall in
- Take care on the riverbank – it may be slippery and can crumble
- Keep away from the edge of canals – the water is often very deep
- Beware of locks and weirs – the water flows very quickly
2. Take safety advice
To be safe, choose a swimming pool or beach where there are lifeguards:
- Always follow the advice of a lifeguard – find out where and when it is safe to swim
- Look for signs or flags which tell you if it is safe to swim
- Never swim where a sign or flag tells you not to
3. Do not go alone
If you're alone there will be no-one to help you if you get into trouble in the water:
- Never go swimming, fishing or boating on your own
- Go with a friend who can help you if you're in trouble in difficult water – even if they cannot help you out, they can get help
- Always make sure a grown-up knows where you are going and when you will be back
4. Learn how to help
If you see someone in trouble in the water, here's how you can help:
- Keep calm – always think before you act
- Try and get help – shout "help, help" as loud as you can
- Reach out with a stick, a pole, a towel or clothing to pull the other person to the water's edge – always lie down when you are trying to pull someone to the side so that you don't get pulled in
- If you can't reach the person and no-one comes when you shout for help, telephone 999 or 112 and ask for help
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Listening: A1 Shopping for clothes
Listen to a conversation in a shop to practise and improve your listening skills.
Before listening
Do the preparation task first. Then listen to the audio and do the exercises.
Preparation task
Write the words in the correct group.
jumper green
red shirt
black trousers
large skirt
extra large medium
blue small
Tasks
Task 1
Put the questions in the order that you hear them.
Where are the changing rooms?
Would you like a bag for that?
What size do you need?
Can I help you?
How much is this?
Can I pay by credit card?
Task 2
Match the answers with the questions.
Yes, you can. Of course.
It's £29.
I'm just looking, thanks.
Yes, please.
They're over there.
Extra small, please.
1.
Can I help you? …………………………………………………………………
2. Where are the changing rooms? …………………………………………………………………
3.
What size do you need? …………………………………………………………………
4. How much is this? …………………………………………………………………
5. Can I pay by credit card? …………………………………………………………………
6. Would you like a bag for that? …………………………………………………………………
Discussion
Do you enjoy shopping? How often do you go shopping for clothes or shoes?
Transcript
1
Shop assistant: Hello, can I help you?
Customer: I'm just looking, thanks.
2
Customer: Excuse me?
Shop assistant: Yes?
Customer: Where are the changing rooms?
Shop assistant: They're over there. Behind you.
Customer: Thank you.
3
Customer: Hi. Excuse me again. Do you have this jumper in black?
Shop assistant: Yes, just a moment. What size do you need?
Customer: Extra small, please.
Shop assistant: Here you are.
4
Customer: How much is this?
Shop assistant: It's £29.
Customer: Can I pay by credit card?
Shop assistant: Yes, you can. Of course.
5
Shop assistant: Would you like a bag for that?
Customer: Yes, please.
Answers
Preparation task
Task 1
2. Where are the changing rooms?
1. Can I help you?
3. What size do you need?
5. How much is this?
4. Can I pay by credit card?
6. Would you like a bag for that?
Task 2
2. They're over there.
1. I'm just looking, thanks.
3. Extra small, please.
5. Yes, you can. Of course.
4.
It's £29.
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K-3rd Grade | Core Academic Track Curriculum Book List | 2019-20
Welcome to the 2019-20 School Year!
Our K-3rd Grade Core Academic Track provides delight-filled, hands-on unit studies using the best in childrenʼs literature. We aim to launch learning in the classroom so that it can be connected and expanded at home in the areas of Language Arts, Science, Social Studies, Bible, and Art. All families have access to grade-specific Home Lesson Plans (HLPs), which provide a learning guide for each book, including project ideas, discussion questions, resource hyperlinks, and assignments.
At the elementary school level, Circle requires five core subjects to be taught – Language Arts, Math, Science, Social Studies, and Bible. However, Language Arts should be divided into categories in order to ensure complete coverage of the subject. Here is a summary of what our K-3rd Core Track covers (and what it does not):
Language Arts: Reading Comprehension, Writing Composition, Grammar & Vocabulary | Included in Home Lesson Plans; no additional curriculum needed.
Science | Included in Home Lesson Plans; no additional curriculum needed.
Social Studies | Included in Home Lesson Plans; no additional curriculum needed.
Bible | Included in Home Lesson Plans; no additional curriculum needed.
Math | NOT provided in Core Home Lesson Plans. Parents responsible for instruction and curriculum.
K-3rd Core Track academic requirements:
* Purchase or borrow the books for your child's grade
* Have your student regularly attend class
* Complete 1-3 HLP assignments per subject area, per week at home
* Add Math, Reading, Handwriting, and Spelling curriculum and instruction at home
Parent Partnership
Through Home Lesson Plans (HLPs), our classroom teachers provide assignments to complete at home and opportunities for students to present what they are learning each week. In class, teachers launch learning and celebrate student work, but they do not grade assignments.
At home, we invite parents to use our HLP resources to guide the early elementary years of their children. Depending on a student's grade level, parents will need to round out language arts by selecting curriculum. Also, parents are responsible for selecting and teaching a math curriculum. Parents grade all student work and complete monthly reports in compliance with Circle policy.
Please see the included list of our suggested at-home curriculum.
Have a Great Summer!
We look forward to seeing you at our Lower School Orientation!
Language Arts: Reading Instruction/Phonics, Handwriting & Spelling | NOT provided in Core Home Lesson Plans. Parents responsible for instruction and curriculum.
Welcome to Kindergarten!
Books may be purchased new or used, borrowed from friends, or checked out of the library.
When purchasing online, please consider using Amazon Smile and selecting "Circle Christian School, Inc" to support.
For additional assistance in selecting curriculum for your student, call the Circle Bookstore at 407-740-8877.
Welcome to First Grade!
Books may be purchased new or used, borrowed from friends, or checked out of the library.
When purchasing online, please consider using Amazon Smile and selecting "Circle Christian School, Inc" to support.
For additional assistance in selecting curriculum for your student, call the Circle Bookstore at 407-740-8877.
Welcome to Second Grade!
Books may be purchased new or used, borrowed from friends, or checked out of the library.
When purchasing online, please consider using Amazon Smile and selecting "Circle Christian School, Inc" to support.
For additional assistance in selecting curriculum for your student, call the Circle Bookstore at 407-740-8877.
Welcome to Third Grade!
Books may be purchased new or used, borrowed from friends, or checked out of the library.
When purchasing online, please consider using Amazon Smile and selecting "Circle Christian School, Inc" to support.
For additional assistance in selecting curriculum for your student, call the Circle Bookstore at 407-740-8877. | 1,853 | 807 | {
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Comet Class - Term 5 Learning News!
Maths
Life Skills
Literacy
Number: We will be generalising our number knowledge in all areas of our school curriculum. We will be counting vegetables in cooking, counting steps on our walks and counting items/places on maps.
Shape, Space and measure: We will talk about the shapes and sizes of vegetables and countries.
ICT
We will be using ICT for leisure and learning purposes. We will be developing our sharing and turn taking skills through the interactive whiteboard screen. We will also look for different places on maps.
PE
In Term 5 we will take part in simulated road crossing activities at school. We will also practice how to wait at a real zebra crossing out in the community during our ASDA trip.
LIFESTYLES
This term in PE we will continue using benches and apparatus to create different circuits to develop our gross motor skills, core stability and strength. We will also learn different relaxing techniques.
Food Technology
This term we will be chefs! We are learning about different jobs. We are going to role-play that we are chefs and we will promote healthy eating by learning how to make salad.
Speaking: We will be developing our communication skills with unfamiliar people.
Listening: We are developing our turn taking skills and sharing skills whilst using the interactive whiteboard screen to choose English/Maths songs.
Writing: We will make marks/circle on maps to find familiar places.
Reading: We will be reading instructions to make pasta.
General Homework Ideas…
Chopping some vegetables to help make salad. Making marks/drawing on maps. Talking about different jobs that people have. Playing games such as bingo, Pop-Up Pirate and iPad games to develop turn taking and sharing skills.
Art
This term we will be making marks on maps and we will follow different paths to find our way to the school/shop/park, etc.
Class News Term 5 2018
Forest School will continue on Thursdays throughout this term, we go out in most weather so please ensure pupils have waterproof coats and wellies if you have them.
Each week we will be going shopping to ASDA and then to the Café to choose a drink. Please can we have a voluntary contribution of £1 every week. Thank you
Elm the Tree Farm will continue on Fridays, throughout this term, we go out in most weather so please ensure pupils have waterproof coats and wellies if you have them.
We like to hear about exciting events at home such as days out, birthday celebrations, holidays. So, we can have supported conversations with pupils about their evenings/weekends. We also love to celebrate pupil success so please let us know about achievements, such as new words/signs, increased independence with selfcare/life skills etc. A note in the diary or an email and even photos would be lovely, thanks! | 1,103 | 576 | {
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The Little Red Hen
By J.P. Miller
In this classic tale, the hen finds out that none of her lazy friends are willing to help her make the bread, but all of them would like to help her eat it.
BEFORE READING:
- Show the children the front of the book. Ask them to guess what the book is about.
- Ask them what the animal is doing on the back of the book.
- Ask them if they know what animals are on the front cover.
WHILE READING:
- Stop at any time if there is something you or the children would like to talk about.
- Ask them questions so that they can connect what is happening in the book to things they already know about. Try some of these ideas:
What things do you do around the house like Little Red Hen?
Have you ever baked a loaf of bread?
What kind of bread do you like to eat?
AFTER READING:
Spend some time talking about the story. Ask the children things like:
What did Little Red Hen do with the wheat she found?
Why didn't the other animals help Little Red Hen?
Who ate the bread that Little Red Hen made?
Read this book several times to the children. Hearing the same story again and again helps them learn new words and understand the ideas they hear better. Each day, pick a different activity to do with the children after reading "The Little Red Hen".
MSU is an affirmative action, equal opportunity employer. Michigan State University Extension programs and materials are open to all without regard to race, color, national origin, gender, gender identity, religion, age,
height, weight, disability, political beliefs, sexual orientation, marital status, family status or veteran status.
MATH AND SCIENCE
Find a recipe that you and the children can make. Count the number of ingredients you will need. Measure each ingredient, or show the children how to measure. Let them pour it into the bowl. Be sure to use words like one half, cup, tablespoon, and full so they hear about measuring tools and fractions.
READING READINESS
Before reading the story, ask the children to listen for how many times the little red hen asks for help from her friends. Have them raise a finger each time the hen asks so they can keep track. At the end of the story, ask them if they remember what the hen's friends offered to help with.
MUSIC AND MOVEMENT
Make a list of two or three chores the children could do together. Play music and sing and dance as you work.
MOTOR SKILLS
Play follow-the-leader with the children. Tell the children to do exactly what you do. Move your arms and walk, hop, skip and jump around the room. Then, take turns and follow them as they lead.
THINKING SKILLS
Set out cups or bowls that are different sizes. Ask the children to put them in order from biggest to smallest. When they are finished, ask them if they can think of another way to sort them.
ART
Experiment with making dough. Have the children put some water and flour into a large mixing bowl. Have them stir the mixture until it is blended together and doughy. Then sprinkle some flour on the counter and have them roll the dough with a rolling pin or a full pop can. See how flat they can make the dough. Then, have them cut out shapes with cookie cutters or roll out the letters in their name.
PRETEND PLAY
Pretend that you are the little red hen and one of her friends. Make believe that you are making a loaf of bread, and do everything the little red hen did. Take turns with the children thinking of nice ways to ask for help as you pretend to make the loaf of bread together.
For more information visit: http://msue.anr.msu.edu/topic/info/early_childhood_development | 1,358 | 827 | {
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Over the summer, you can support your child's reading development by…
reading aloud to your child for at least 20 minutes each day.
providing many books and opportunities for your child to read.
making reading part of the whole family's daily routine.
bringing books instead of video games while waiting at an appointment or while riding in the car.
choosing books from a variety of authors, bestsellers, and different genres or types.
visiting the public library as a regular part of the summertime schedule.
encouraging reading on an e-reader or the computer (with supervision as needed).
downloading an app that tracks summer reading.
Did you know…
many students experience a drop in their reading ability over the summer?
the Massachusetts Department of Elemen-
tary & Secondary Education recommends certain authors for students to read?
Resources to get your summer reading started:
Borrow print and digital books for e-readers for free from the
Marlborough Public Library:
http://www.marlborough-ma.gov/gen/ MarlboroughMA_PubLibrary/index
Scholastic Summer Reading Challenge:
This website includes activities children can complete after they read a book and lists of books for parents. There are also resources for graphing reading time.
http://www.scholastic.com/parents/resources/ collection/more-reading-resources/keep-your-kidsreading-all-summer-long
Kid Reading by the Numbers from Scholastic http://www.scholastic.com/teachers/sites/default/ files/asset/file/reading.pdf
Research Summary on the lasting importance of reading 20 minutes a day- http://www.nea.gov/research/toread.pdf
Brochure created May 2013 By the Marlborough Public Schools For students entering 2nd or 3rd Grade (book cover graphics retrieved from amazon.com)
Marlborough Public Schools: Summer Reading
Summer reading suggestions for students entering Second and Third Grade
Dear Marlborough Family,
The Marlborough Public Schools values the importance of reading in school and at home. Over the summer, it is recommended that students continue to read at home. Research shows that reading just twenty minutes a day drastically improves school performance, vocabulary, thinking skills and reading skills. Help foster the love of reading and improve your child's success by reading to or with your child everyday.
Great Reads
Humorous Books by John Scieszka
Other Great Books:
Let's Read and Find Out Science Series
That's Not a Good Idea by Mo Williems
Freckle Juice by Judy Blume
Summer According to Humphrey by Betty Birney
Up, Tall and High by Ethan Long
Readers
Early Chapter Books
Mercy Watson Series By Kate DiCamillo
Calendar Mystery Series
Judy Moody by Megan McDonald
Other chapter books or series books to read:
Stink books by Megan McDonald
How to Train Your Dragon by Cressida Cowell
Ivy and Bean by Sophie Blackall
Junie B. Jones by Barbara Park
Flat Stanley by Jeff Brown
Favorite Authors
Check out a book by these favorite authors for young readers-
Recommended authors are listed in the Massachusetts English Language Arts Curriculum Framework- http:// www.doe.mass.edu/frameworks/ela/0311.pdf | 1,487 | 672 | {
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At the CampsiteBurning Wastes
If disposable dishes, cups, and glasses cannot be avoided, bring paper products which burn cleanly.
Do not burn plastics, polystyrene (Styrofoam), glass, batteries or any metal in the park.
Recycle or burn all you can and dispose of the rest of your garbage in the proper place.
Enjoy your stay in Bremer County!
Turn in Polluters!
Dumping of garbage or items considered not recyclable in the recycling bins is considered Illegal Dumping. Illegal Dumping is punishable by a $150.00 fine, in addition to court costs and community service.
Campers who see instances of illegal dumping or non-campers using the garbage dumpsters, are asked to call the BCCB office at (319) 882-4742 or call the Sheriffs Department at (319) 352-4500.
Bremer County Conservation Board
1104 S. Main
P.O. Box 412
Tripoli, IA 50676
Phone: 319-882-4742
Fax: 319-882-4741
E-mail: firstname.lastname@example.org
Recycling at Cedar Bend Park
A guide to the recycling facilities available for park and campground visitors.
Waste Disposal is No Picnic!
The cans, bottles, wrappers, food waste, and other items discarded by campers and park visitors really add up.
After years of collecting garbage in the parks, park workers discovered that much of what was tossed in the dumpster each year could be recycled instead.
In the summer of 1999, Bremer County Conservation Board staff spruced up an old shed for campground recycling in Cedar Bend Park.
Help us conserve resources, save energy, and lengthen the life of the County Landfill by placing materials in the Recycling Shed instead of in the dumpster.
Recycling Shed
Recyclable Items
1. Tin Cans, rinsed
2. Clear Jar Glass Only, rinsed, no lids
3. Milk Jugs & #1 and #2 Plastics, rinsed w/ no lids (No plastic bags)
4. Paper, (Newspaper, Junk Mail, Magazines, Office Paper)
5. Nickel Deposit Beverage Cans and Bottles
Reduce, Reuse, Recycle!
Reduce wasteful habits by:
* purchasing reusable products
* avoiding disposables and individually wrapped items
Reuse resources by:
* selecting durable rather than disposable dishes, cups, & bowls
* renting or borrowing camping items you use infrequently
* using washable cloth napkins, table cloths, and towels
* refilling liquid fuel stoves and lanterns. Avoid butane cylinders and sterno cans.
Recycle :
at the recycling shed located near the maintenance shop at the beginning of the campground. | 1,130 | 580 | {
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Ask the children: "Please mention some examples of when we can give the good news with a few simple words?" (On the train, while visiting friends, etc.) Let the people give examples.
Draw a cross, for the children to copy.
* Let the older children help the younger.
* Let them show the pictures to the adults at the worship time and explain that it shows how Jesus suffered and died.
* Let them tell the Good News in three parts:
1. Jesus was punished for our sins and died.
2. He rose from the dead and lives always.
3. God forgives our sins and gives us new life.
Memorize the Good News in Luke 24:46-49. Small children might learn only verse 46.
Poem. Let three children each recite a verse from Psalm 13:3, 4 & 5.
Prayer: "Dear Lord Jesus, you suffered and died for us, just as the Scripture said you would. You rose back to life on the third day. You let us repent and be forgiven from our sins in your name. You send us your Spirit so that we can tell others the Good News with your power. You fill us with great joy."
Jesus Told His Followers to Tell His Good News to Others
Teach children how to tell the Good News in simple words.
Prayer. Dear God, please help the children to know and tell the Good News about Jesus."
Choose any, or all, of these children's learning activities.
Let an older child or teacher read the story of how Jesus, after rising from death, told the Good News, Luke 24:1–8 and 36–50. This story shows how we can tell the Good News to others in a short, easy message.
After telling the story, ask:
* What made the disciples fearful, when they saw Jesus risen from the dead? [Answer: verse 37]
* How did Jesus show to them that he had a real body? [39–43]
* Where in the Bible can we find prophesies about Jesus? [44]
* What did the Scriptures say would happen to the Christ? [46]
* What did Jesus tell us to proclaim to all nations? [47]
Paul-Timothy Children's study — Evangelism, #50 — Page 2 of 4
* What did Jesus promise that His disciples would receive from 'on high'? [49]
* What did the disciples do after Jesus ascended to heaven? [52] Dramatize parts of the story of the Good News.
Use your time with the children to prepare this drama. You may shorten it.
Let older children or adults play the parts of …
* Jesus. Have a table or chair ready, and something simple to eat.
* Narrator. Summarize the story and help the children remember what to say.
Let younger children play the parts of the Disciples.
Drama, Part 1, Luke 24:36–43
Narrator: Tell the first part of the story (verses 36–43). Say, "Hear what the disciples say."
Disciples: "Can Jesus be alive?" "Did he rise from death back to life?" "Peter said he saw him." "The two disciples from Emmaus said that they saw him!" "I do not believe it!"
Jesus: "Peace be with you!"
Disciples: Act frightened. Scream. Say, "Oh, no!" "It's a ghost!" "I am afraid!"
Jesus: "I am not a ghost. Touch me! Look at me. Give me something to eat. A ghost does not eat, for it has no body! I have a body."
Disciples: Give Jesus something to eat. Say, "Look, he is eating fish. He cannot be a ghost!"
Drama, Part 2, Luke 24: 44–53
Narrator: Tell the second part of the story (verses 44–53). Say, "Hear what Jesus says."
Jesus: "Why are you surprised? The Bible told you this would happen to me. I had to suffer, die and rise again."
Disciples: "How wonderful! We did not understand!"
Jesus: "Now you are to proclaim repentance and forgiveness of sins in my name to people in every country. But wait until my Father sends his Spirit so that you can witness with his power. Come, let us go."
All: Walk together for a moment.
Jesus: Raise your hands to bless the disciples, and then go up into 'heaven' (climb up on a chair or table).
Disciples: Kneel on the ground and sing a verse of a worship song to God. Rise and say, "Jesus is Lord!" "We will worship and serve Him with all our hearts!" "We will tell everyone about him."
Narrator or older child: Thank everyone who helped with the drama. Thank the adults for listening.
Arrange with the leader of the congregation for the children to:
* Present the drama to the adults during the worship time.
* Ask the adults the questions that are listed near the beginning of this study.
* Present the poem, show their pictures and anything else that they have prepared. | 1,701 | 1,077 | {
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OVERVIEW
Minnesota's Knowledge and Competency Framework (KCF) outlines what early childhood professionals need to know and what they need to do when delivering quality care. The Minnesota Department of Education (MDE) created the KCF in 2015 to replace the Minnesota Core Competencies and align with Board of Teaching Standards.
[x] The KCF can be used to:
* Give providers a clear path to plan professional growth
* Highlight skills providers need to help children succeed
[x] There are three versions:
2. Infants and Toddlers
1. Preschool-Aged Children in Center and School Programs
3. Family Child Care
[x] There are eight content areas (*seven for Family Child Care):
II. Developmentally Appropriate Learning Experiences
I. Child Development and Learning
III. Relationships with Families
V. Historical and Contemporary Development of Early Childhood Education
IV. Assessment, Evaluation and Individualization
VI. Professionalism
VIII. Application through Clinical Experiences*
VII. Health, Safety and Nutrition
[x] There are three levels of progression in each content area:
2. Implements: Understands developmental stages; Focusing on needs of individual children; Reflection leads to improvement
1. Explores: New to the field or content area; Relies on observation
3. Designs and Leads: Highly involved in decision making; Constantly evaluating, communicating, and collaborating to improve
[x] There are several KCF resources available:
* Download KCF versions on the MN Department of Education website
*
* Questions? Email Cory Woosley at Child Care Aware of Minnesota (firstname.lastname@example.org)
Search for training events by KCF content area on Develop (www.developtoolmn.org)
* COMING SOON! Statewide KCF training for all trainers and providers.
CONTENT AREAS
While the KCF was designed to replace the Minnesota Core Competencies, many of the new KCF content areas align or overlap the Minnesota Core Competencies. The icons below represent the eight different content areas. The chart on the next page shows how each KCF content area aligns with the Minnesota Core Competencies and CDA content areas.
I. Child Development and Learning II. Developmentally Appropriate Learning Experiences
IV. Assessment, Evaluation and Individualization
III. Relationships with Families
V. Historical and Contemporary Development of Early Childhood Education
VII. Health, Safety and Nutrition
VI. Professionalism
VIII. Application through Clinical Experiences*
(Applies to only Preschool-Aged, and Infants and Toddlers)
CONTENT CROSSWALK
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REDUCE MAINTENANCE BY REMOVING NOXIOUS WEEDS
By Gwen Steele
One of the biggest causes of escalating landscape maintenance tasks is the failure to remove weeds before they set seed or establish extensive root systems.
Recently I discovered an infestation of Blueweed on the edge of a downtown gravelled parking lot. Like many noxious weeds, they thrive in dry conditions and populate disturbed soil.
Blueweed (Echium vulgare) is about two feet high and of variable width. Masses of small brilliant blue flowers are followed by up to 2,000 burr-like seeds. They spread easily by sticking to clothes and animal fur. It has the same invasive potential as knapweed so we all need to act now to eradicate it in our area.
The plant looks nice, so is not recognized as a weed until it comes up everywhere the next year.
Do not put noxious weeds in your green waste bin. Put them into your garbage bin to be buried in the landfill.
For more information and pictures of local invasive weeds search:
http://bcinvasives.ca/ resources/publications/growme-instead-booklet and http://bcinvasives.ca/ resources/publications/fieldguide-to-noxious-weeds-andother-selected-invasive-plantsof-BC.
In the past, two species of large shade trees have been used extensively for their fast growth.
Both are now considered invasive in many parts of North America.
Late in May, Siberian Elms (Ulmus pumila) 'snow' their millions of white dime-sized discs of seeds all over the valley. The trees can be seen in the small park to the west of the road into Knox Mountain Park.
This month, Tree of Heaven (Ailanthus altissima) will be topped with a froth of orange/ yellow flowers. From late summer to next spring they each shed millions of seeds. The trees look a bit like Sumac or Walnut but are easily identified by rubbing leaves or bark – both stink, hence the common name, Stink Tree.
Very bad infestations of Tree of Heaven can be found on the west face of Knox Mountain in Poplar Point, along the hike to Paul's Tomb, and throughout Okanagan Centre. Seeds of both these species are blown everywhere. Because they are tough and need little water they grow almost anywhere.
They are often found growing in cracks in sidewalks and against foundations where they are hard to remove. Both are invading the wild, out-competing native species. With their fast growth and massive root systems, these two species are a weeding nightmare.
Unless they are noticed and removed when very small they are hard to dig out, especially when they have hidden inside hedges or grown up through other plants. Search on Google images to identify their seedlings.
Although not invasive in the wild, in irrigated landscapes Maple trees produce many seedlings. These are also difficult to remove when allowed to grow past seedling size.
As with all deciduous trees (ones that drop their leaves in fall), unless all roots are removed, they will continue to grow even when cut down. | 1,202 | 638 | {
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Common Core Mathematics Practice for Grade 4
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CCSS.Math.Content.4.NF.A.2 - Worksheet #31348
Name:
____________________________________
Standard: CCSS.Math.Content.4.NF.A.2
Description: Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.
Order three fractions (Hard) from smallest to largest:
1. 93/84 85/63 64/56:
6. 88/92 33/29 93/83:
2. 68/68 74/91 21/23:
7. 54/24 73/34 53/29:
3. 81/87 19/20 61/67:
8. 50/57 79/97 73/95:
4. 26/48 66/98 43/79:
9. 56/49 88/94 43/45:
5. 53/72 76/97 62/87:
10. 13/14 31/36 75/70:
Printable #: 31348-CCSS.Math.Content.4.NF.A.2
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Communication and Interaction Team
Supporting Safeguarding Conversations for Children and Young People with Communication and Interaction Needs
"The need for good communication is crucial when considering safeguarding concerns. It is important to remember that communicating with young people is a two-way process – it not only relates to a young person's ability to communicate but also relies upon the professional's competency in communication." NAS: Safeguarding Young People on the Autistic Spectrum
It is important to recognise that children and young people with communication and interaction needs may be more vulnerable to abuse because of differences in communication, social interactions or interpretation of others' motives. Management of a disclosure or a conversation around safeguarding with a child or young person with SLCN or autism can be particularly complex All adults supporting a child or young person with Communication and Interaction needs should be aware of the following:
* The TED approach - (Tell me, Explain, Describe) requires a high level of receptive and expressive language skill. Some children and young people will benefit from visuals to prompt and support the conversation, even if they can usually express themselves verbally. These visuals should be at an appropriate language level to the child or young person. It is important that the visuals are not used to present leading questions however. Ensure that these resources are named, copied and shared with the disclosure so that, in the possible event that at a later date there is challenge around 'leading questions' being assumed, there is a clear record of the support materials used to enable voice of the child and that these are part of the support for an individual's language and understanding.
* Sometimes seemingly good expressive language skills can mask the difficulties a child or young person may experience with interpreting others' motivations interpreting non-verbal cues. A supporting adult may need to be curious around different situations of concern or behaviours the child or young person is showing.
* Naturally, conversation around safeguarding will increase the anxiety levels of a child or young person and this anxiety is very likely to diminish a child or young person's ability to communicate – to both speak and understand. Again, visuals appropriate to the ability of the child or young person may be needed to support their communication. In addition to this, try to keep questions simple, using limited language.
* Allow a child or young person time to process questions asked. Repeating it or re-phrasing of questions too quickly may delay or confuse processing.
* Explicit verbal reassurance or feedback might be needed to assure a young person that they are doing well during a
* Children and young people who appear to have good expressive language skills or a large vocabulary, may not necessarily be able to communicate abuse or know how to ask for help. This means that it is important to consider what a child or young person is communicating nonverbally about an indicator of possible abuse. Asking non-leading questions can help to start a conversation if you are worried for example – "Tell me the best and worst thing today?"
difficult conversation. They will not necessarily be able to read the listener's non-verbal cues.
Useful Links:
* It is likely that a child or young person will need a break if making a disclosure or communicating about an uncomfortable subject. This break will support regulation and so effective communication. A visual tool such as a 'break card' can be used to support the young person's ability to request a break. In addition to this the adult may need to notice that a break is needed and initiate introducing it for the young person.
* In terms of seating arrangements, it may be better for a child or young person to be sat by the side of an adult, which is less demanding than sitting face to face.
* Consider where a safeguarding conversation will take place. A child or young person is most likely to be able to communicate best within a familiar and comfortable environment.
* A visual, for example a simple flow chart which is appropriate to the language level of the child or young person, will support their understanding of the process following disclosure. They are likely to need time to process any information given verbally. A visual is concrete and permanent and is something the child or young person can refer back to for reassurance if needed.
'How it is' is an image vocabulary that has been developed to help children communicate about a range of important issues. It has been developed by Triangle and funded and supported by the NSPCC
* https://learning.nspcc.org.uk/safeguar ding-child-protectionschools/safeguarding-children-withspecial-educational-needs-anddisabilities-send
Safeguarding children with SEND:
* https://learning.nspcc.org.uk/safeguardin g-child-protection-schools/safeguardingchildren-with-special-educational-needsand-disabilities-send
* https://preventforfeandtraining.org.uk/ | 2,024 | 971 | {
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Volatile Organic Compounds (VOCs) Fact Sheet
VOCs are a group of chemicals that are released into the air as gases. They can be formed during the burning of tobacco and fuels, such as gasoline or oil. Some VOCs are also used to make consumer products like household cleaners, paints, and carpets. VOCs are generally found at higher levels indoors compared to outdoors.
VOCs are found in
Possible health concerns
* Tobacco smoke and aerosol from electronic cigarettes.
* Motor vehicle exhaust.
* Smoke from burning of wood, oil, and gas; building fires; and wildfires.
* Emissions to indoor air from:
o Some laser printers, 3-D printers, and photocopiers.
o Some building materials, such as certain types of insulation, carpets and carpet backing, and synthetic rubber flooring.
o Consumer products, including some rugs made with synthetic materials, furniture, household cleaners, glues, paints, and craft kits.
o Fumes from cooking oils heated at high temperatures, such as when deep-frying foods.
* Emissions to outdoor air from vehicle service stations, natural gas and petroleum products, waste disposal sites, pesticide use, and some industrial processes, such as chemical, rubber, and plastics manufacturing.
* Residue on food treated with some pesticides.
* Food and beverage containers made from plastics and foam, such as some reusable plastic cups, thermoses, and take-out containers.
* Some contaminated drinking water sources.
Health concerns associated with VOCs depend on the specific chemical. Some VOCs:
* Can increase cancer risk.
* Can harm the nervous system.
* Can harm the development of the child if exposure occurs during pregnancy.
* May cause eye, nose, and throat irritation.
* May cause kidney damage.
* May harm the reproductive system in men and women.
Possible ways to reduce exposure
* Do not smoke or allow others to smoke in your home, car, or around your child.
* To reduce exposure to vehicle exhaust, start and operate motor vehicles in a well-ventilated area. Do not idle cars inside garages, especially garages attached to your home. When exercising outdoors, choose areas away from highways and other high traffic roads.
* Increase ventilation when using products that emit VOCs (e.g., printers, household cleaners, paints, glues) and turn off equipment when not in use. Avoid burning wood, especially for home heating.
* Always use an exhaust fan or open windows when cooking indoors, especially when cooking with oils heated at high temperatures, or whenever using a gas stove.
* If possible, use a high-efficiency filter in your home's central heating and air system. Consider buying a portable air cleaner (or "air purifier") that can remove VOCs from the air in your home. See links to additional resources below.
* Limit contact with gasoline and fumes. Pump gasoline carefully to avoid spillage or contact with skin.
* Choose non-plastic containers for food and drink when possible and avoid heating food or drinks in plastic or foam containers that may contain VOCs (often labeled with the recycling symbol "6" or "7").
* Consider purchasing carpets, rugs, or other products that have lower VOC emissions.
* If you use well water, have it tested for VOC contamination (especially benzene). Water from a public system is tested regularly.
For more information:
HEPA filters: https://www.epa.gov/indoor-air-quality-iaq/what-hepa-filter
Guide to air cleaners: https://www.epa.gov/sites/default/files/2018-07/documents/guide_to_air_cleaners_in_the_home_2nd_edition.pdf
Identifying greener carpets: https://www.epa.gov/greenerproducts/identifying-greener-carpet
Green Label Plus information: https://carpet-rug.org/testing/green-label-plus/ | 1,661 | 783 | {
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The Maple family is a large group of trees and shrubs with only 6 species native to Ontario. Maples can be distinguished from other tree species by their wing-shaped fruit. Maples are an important symbol of Canada and have ecological and economic significance. Maple tree sap contains sugar and is boiled into syrup which was first discovered by Indigenous peoples. Canada is a leading producer of maple syrup and other maple products. Maple trees have also been used for their wood and medicinal properties and are known for their brilliant fall colours of red, orange and yellow 1 .
There are three non-native, invasive maples that are present in the Severn Sound Environmental Association (SSEA) area: Amur Maple (Acer ginnala), Manitoba Maple (Acer negundo), and Norway Maple (Acer platanoides). Manitoba and Norway maple are the most common invasive maples.
___________
1 The Canadian Encyclopedia (2019). Retrieved from https://www.thecanadianencyclopedia.ca/en/article/maple
LEAF ANATOMY
The leaf can be the easiest way to tell maple species apart. Lobes are partially rounded portions of the leaf that are divided by a Sinus. The Sinus is the deep indentations in the leaf. The Petiole is the stalk that attaches the leaf to the stem.
MAPLE IDENTIFICATION FEATURES
Identification features for Norway maple, Manitoba maple and four common native maple species.
Name(s)
Status
Leaf shape
Autumn leaf
colour
Fruit
)
* Divided into 3-5 smaller leaves that are attached to the same petiole (resembles ash leaves)
Up to 3 lobes
NORWAY MAPLE
The Norway Maple is an invasive tree that originates in Europe and western Asia. It was introduced to North America as an ornamental tree, and is now commonly planted as a street tree across Ontario. Norway Maple grows quicker than native maples and produces a dense canopy. It becomes a threat when it invades forests as it blocks sunlight from other native trees and plants. Its roots grow shallow which can also prevent native plant growth.
To learn about the black spots that appear on Norway Maple, visit SSEA's YouTube Channel.
MANITOBA MAPLE
Manitoba maple is native to the Canadian prairies, however, in Ontario, it is considered invasive. Manitoba maple grows fast, is relatively short-lived and forms a dense canopy at maturity, shading out native plant species. Branches are brittle and often break during storms, creating a hazard.
WHAT CAN YOU DO?
Participate
* Participate in the Ontario Invasive Plant Council's Look Before You Leave Awareness Program.
* Report sightings of invasive species.
* The Grow Me Instead Guide helps you to landscape with native plants and avoid invasive ones
Participate in the Ontario Invasive Plant Council's Look Before You Leave Awareness Program.
We can accidentally introduce invasive species to new areas by not properly cleaning vehicles, equipment, clothing and pets. Make sure when you are leaving an area, you are free of mud, plants and wildlife, which can all be carriers of invasive species.
Report sightings of invasive species.
* You can report your local sightings to SSEA at email@example.com
* Submit sightings online to EDDMapS Ontario
* Call the toll-free invading species hotline (1800-563-7711)
Remove invasive trees and replace with native alternatives.
Avoid using invasive plants while landscaping on your property. The Grow Me Instead Guide helps you replace invasive plants with native ones. To remove invasive maple trees, follow the Ontario Invasive Plant Council Best Management Practices. You may require a Registered Forestry Professional to remove an invasive tree.
To report an invasive species in the Severn Sound area, email us at: firstname.lastname@example.org
FOLLOW US ON:
489 Finlayson St, PO Box 460, Port McNicoll ON L0K 1R0
December 2020 | 1,710 | 814 | {
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PRESS RELEASE
Turkey Takes Sweeping Action to Protect Endangered Sharks & Rays
Conservation Groups Applaud Big Step Toward Safeguarding Mediterranean Species
London, UK. April 20, 2018. A year after denouncing Turkey for the landing of 30 Endangered Giant Devil Rays, the Shark League is applauding the country for announcing protections for this and 13 other species of rays and sharks. The fish are being added to the government's list of prohibited species, which until now included only five kinds of sharks.
"Turkey's new rules will help safeguard some of the most threatened sharks and rays in our oceans, including Critically Endangered angel sharks and Shortfin Makos," said Ali Hood, Director of Conservation for the Shark Trust. "We congratulate the Turkish government officials and conservation groups involved in this decision. It represents a significant step toward Mediterranean shark and ray conservation and a solid example for other countries in the region."
In 2012 the General Fisheries Commission for the Mediterranean (GFCM), which includes Turkey, adopted a measure to end fishing and retention of 24 imperiled shark and ray species listed under a special protocol of the Barcelona Convention. Implementation at national levels, however, has been slow.
"We are particularly excited to welcome Turkey's first protections for skates and rays, as these exceptionally vulnerable species are too often overlooked," said Sonja Fordham, President of Shark Advocates International, a project of The Ocean Foundation. "We are relieved that our calls to prevent another significant take of Giant Devil Rays have been heeded, and also pleased to see new protections for six other ray and skate species, especially the Mediterranean's two Endangered guitarfishes."
(Before this action, Turkey had prohibited take of Basking Sharks, Spurdog, Porbeagle, Tope, and Sandbar Sharks.)
The Shark League will use a GFCM Working Group meeting next week in Beirut as an opportunity to press for continued progress towards full implementation of the 2012 GFCM shark and ray measure. Specifically, the coalition is urging other Mediterranean countries to follow Turkey's lead in protecting endangered sharks nationally, while encouraging Turkey to protect the remaining species listed in the GFCM measure, including Smooth Hammerheads, Spiny Butterfly Rays, and White Sharks.
Media contact : Patricia Roy, tel: +34 696 905 907, email: email@example.com
Shark Trust, Shark Advocates International, Project AWARE, and Ecology Action Centre form the Shark League, a coalition focused on responsible regional conservation of sharks and rays in the Atlantic and Mediterranean. | 1,151 | 528 | {
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PHOTO ESSAY
Now more than ever, the power of storytelling ought to be harnessed. But telling a story with photos takes more than just a skillful photographer. An impacting photo story can only be developed by skillful photographers who understand the emotions and concepts behind ever-great story.
In the last twenty years, video and film have become the predominant forms of modern storytelling. But before video, there was photography. And for the last one hundred years photography and storytelling went hand in hand.
The form of such a story is called the photo essay.
A photo essay is very simply a collection of images that are placed in a specific order to tell the progression of events, emotions, and concepts. Used by world class photojournalists such as Lauren Greenfield, James Nachtwey, and Joachim Ladefoged to name a few, the photo essay takes the same story telling techniques as a normal essay, translated into visual images.
A photo essay isn't simply for photojournalists however. Every human being is drawn to stories. Whether you are an amateur or a professional, the photo essay is a brilliant way to bring your images to life and touch your family, friends, and coworkers.
1. Find a topic: Photo essays are most dynamic when you as the photographer care about the subject. Whether you choose to document the first month of a newborn in the family, the process of a school drama production, or even a birthday party, make your topic something in which you find interest.
2. Do your research: If you document a newborn's first month, spend time with the family. Discover who the parents are, what culture they are from, whether they are upper or lower class. If you cover the process of a school's drama production, talk with the teachers, actors and stage hands; investigate the general interest of the student body; find out how they are financing the production and keeping costs down. If you photograph a birthday party, check out the theme, the decorations they plan on using, what the birthday kid hopes to get for his or her gifts. All of these factors will help you in planning out the type of shots you set up for your story.
3. Find the "real story": After your research, you can determine the angle you want to take your story. Is the newborn the first son of a wealthy family on whom the family legacy will continue? Or does the baby have a rare heart condition? Is the drama production an effort to bring the student body together? Or is it featuring a child star? Is the birthday party for an adolescent turning 13, or the last birthday of a dying cancer patient? Though each story idea is the same, the main factors of each story create an incredibly unique story.
4. Every dynamic story is built on a set of core values and emotions that touch the heart of its audience. Anger. Joy. Fear. Hurt. Excitement. The best way you can connect your photo essay with its audience is to draw out the emotions within the story and utilize them in your shots. This does not mean that you manipulate your audience's emotions. You merely use emotion as a connecting point.
5.Plan your shots: Whether you decide to sit down and extensively visualize each shot of the story, or simply walk through the venue in your mind, you will want to think about the type of shots that will work best to tell your story. I recommend beginners first start out by creating a "shot list" for the story. Each shot will work like a sentence in a one-paragraph story. Typically, you can start with 10 shots. Each shot must emphasize a different concept or emotion that can be woven together with the other images for the final draft of the story.
Remember that story telling takes practice. You don't have to be an incredible writer to pull off a powerful photo essay. All you need is a bit of photographic technique, some creativity, and a lot of heart. And once you begin taking pictures in stories, your images will never be the same. | 1,397 | 819 | {
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Jiang Shuo
Biography
Jiang Shuo was born in 1958 in Beijing, China. She studied sculpture at the Central Academy of Arts and Design, now the Academy of Fine Arts, Tsinghua University, Beijing, China from 1978–1982, and was one of the few women to do so. She studied under the sculptor Professor Zheng Ke for three years, becoming the first sculptress in China to complete a post-graduate degree. Jiang then became a lecturer at the school from 1986-1989. After winning a scholarship to a university in Austria in 1989, she immigrated with her sculptor husband, Wu Shaoxiang and their three-year-old son. They settled in Klagenfurt, Carinthia where they established a joint studio. Since then Jiang has widely exhibited her sculptures around the world, including Austria, Indonesia, Singapore, and Switzerland. Her works are also regularly sold through galleries, and at auctions in Beijing, Hong Kong, and New York. Many of her works are included in major private and museum collections as well.
Early works
Jiang's earlier works in bronze possess a folk-like quality. These achieved recognition in China before she left for Austria in 1989. Such sculptures hint at blissful childhood memories of innocent children enjoying themselves in sport, playing music, and returning their mothers' warm embrace – which suggest Jiang's strong family values.
Later works
Red Guards - Going Forward! Making Money!, a 2004 sculpture by Jiang Shuo, exhibited in the lobby of Langham Place Hotel, in Hong Kong.
However, Jiang became famous with her iconic "Red Guard" series begun in 2003. These anonymous, open mouthed warriors who wear the Red Guard uniform, are cast in the ancient lost wax technique. They carry either a red flag or The Little Red Book, and reflect both her personal experience as a young Red Guard during the Cultural Revolution, and her observations from abroad of China's emergence into a capitalistic machine.
In 1993, after her family gained Austrian citizenship, Jiang returned to China and witnessed first-hand the changes that were occurring, and the ironic situation that was taking place; the Red Guards who previously persecuted the "bourgeois" elements of society had now become the successful businessmen or capitalists driving China's burgeoning economy.
As Jiang's work progressed her Red Guard figures, for example, Cloud Rider Terracotta Red (2008), and Run 2 (2006), began posing alongside material items that replaced The Little Red Book. They now sang karaoke, drank Coca Cola, ate McDonalds, rode atop flashy automobiles – all reflective of the lifestyles of rich businessmen pursuing a life filled with commercial luxury. | 1,182 | 553 | {
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