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Pumps
Noise from pumps can disturb neighbours, disrupt their sleep and interfere with normal daily activities. If loud enough, it can also affect their health. Council receives numerous complaints about noise from pumps each year. Most complaints concern pumps operating late at night. This fact sheet can help you to reduce noise and meet legal requirements.
Be a good neighbour
timer to ensure it operates at appropriate times.
Talk to neighbours. Find out what concerns they may have before installing equipment and seek suggestions about solving any problems. Solutions can often be found that satisfy everyone.
The law
Queensland's Environmental Protection Act includes noise limits for pumps and Council of the City of Gold Coast (Council) is legally required to enforce these limits. If issues between neighbours cannot be resolved and complaints continue, an investigation will be carried out.
If a pump exceeds noise limits, Council may issue an on-the-spot fine to the value of 15 penalty units (for an individual) or 75 penalty units (for a corporation). See the City website for information about penalty unit values.
Allowable noise limits
If noise from a pump exceeds the following levels when measured at a neighbouring premises, the owner may be issued with an on-the-spot fine.
7am to 7pm – where noise is more than five decibels above the background noise level.
7pm to 10pm – where noise is more than three decibels above the background noise level.
10pm to 7am – where noise can be clearly heard.
Background noise is that measured in the absence of the problem noise. For example when the pump is not operating.
Ways you can reduce noise
A range of measures can be used to reduce noise impacts from a pump. These include:
Limiting hours of use
Find out if there are particular times when the pump disturbs neighbours. Most people are concerned about noise at night. Depending on the pump's use, consider a
If it's a swimming pool pump
Know how long the pool filter needs to run for acceptable water quality. In most cases, this is only necessary to allow pool water to turn over once or twice a day. For an average pool, run the pump for three to six hours per day. Make sure the required maintenance measures are carried out, such as chlorination and pH adjustment. Talk to the local pool shop or pool pump manufacturer for information.
Select a quieter pump
Older units can be noisy and an undersized pump may need to run longer to maintain pool water quality. Replacing the pump with a quieter or appropriately-sized model may help solve the problem.
Choose location carefully
Locate the pump as far away as possible from neighbours and away from sensitive areas, such as bedroom windows and offices. When installing a pump, ask the installer for advice. Avoid noise-reflective surfaces, such as walls or alcoves.
Regular maintenance
Lack of maintenance can cause higher noise levels and reduce the effectiveness of the pump. For pool pumps, keep the filter clean and contact the manufacturer or installer for advice.
Install fences or barriers
A solid fence without gaps can help reduce noise levels.
Consider an acoustic enclosure
Consider enclosing the unit in a ventilated wooden box with an absorbent lining. Contact the manufacturer or installer for advice.
Modifications to the motor or pump unit
Sometimes modifications can be made to the unit to reduce noise. Discuss this option with the manufacturer or installer.
For more information
P
07 5581 6220
email@example.com
Wcityofgoldcoast.com.au
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Introduction to Engineering Design First Year Course
Introduction to Engineering Design (IED)
ü Learn the Engineering Design Process; concept to creation.
ü Create Engineering Drawings with pencil and then with Computer Design Tools.
ü Use AutoDesk Inventor CAD Software to create 3D models of parts and engineering drawings.
ü Create a wooden puzzle cube prototype from engineering drawings.
ü Present product ideas to others using modeling tools and prototypes.
Principles of Engineering Second Year Course
Principles of Engineering (POE)
ü This course explores the wide variety of careers in engineering and technology.
ü Students learn to design mechanical machines, electronic control and structural integrity.
ü Activities include building a car powered by water (hydrogen fuel cell) and solar cells.
ü Through projects, students learn how engineers use math, science, and technology in an engineering problem-solving process, to benefit people.
ü Students learn how math and science is used by engineers to design products.
Civil Engineering & Architecture Aerospace Engineering Third Year Courses
Civil Engineering & Architecture (CEA)
ü Students learn important aspects of building and site design and development.
ü Apply math, science, and standard engineering practices to design both residential and commercial projects.
ü Document their work using 3-D architectural design software.
Aerospace Engineering (AE)
ü Students learn the fundamentals of atmospheric and space flight.
ü Students design airfoil, propulsion system, and rockets.
Engineering Design & Development Practicum Fourth Year Courses
Engineering Design & Problem Solving (EDPS)
ü Invent a new product or innovate an existing product.
ü Brainstorm a problem to solve and possible ways to solve it.
ü Do a patent search to research existing solutions.
ü Create design documentation, then build and test a product prototype.
Practicum In STEM
ü Get experience and licensing as a UAS pilot
ü Learn about the opportunities available to UAS operators
PLTW Engineering Teachers at Little Elm High School:
ØValentine Cardenas, firstname.lastname@example.org ØZachary Shaffer, email@example.com
Research shows that Project Lead The Way® (PLTW) students are more likely than their peers to pursue science, technology, engineering and math (STEM) majors in college.
Project Lead The Way® (PLTW) began as a school improvement initiative designed to address the shortage of engineers in the United States. The basic concept was simple—combine a rigorous and relevant curriculum with projectbased and problem-based instruction. After over a decade, almost 3,000 schools in the U.S. offer PLTW courses.
Forging the Innovation Generation
Little Elm HS PLTW Courses:
* Introduction to Engineering (IED)
* Civil Engineering & Architecture (CEA)
* Principles of Engineering (POE)
* Aerospace Engineering (AE)
* Practicum in STEM
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TIPS FOR EFFECTIVELY TEACHING YOUR SUBJECT IN ENGLISH
What if you are expected to teach your subject in English? What to do if it is not your first language? Is it just about clear pronunciation, speaking in grammatically correct sentences and using the proper terminology?
Teaching your subject in English requires much more than simply translating your lecture. As a lecturer, you must not only have the necessary proficiency in the English language but, maybe more importantly, you need the didactical skills to connect language and content.
Student Affairs has designed a checklist with important strategies for effectively teaching your subject in English. This checklist will help you identify which adjustments you may have to make in your teaching style. It also gives you insight into the way learning through a foreign language can impact your students.
CREATING TOMORROW
STUDENT AFFAIRS
EFFECTIVE TEACHING IN ENGLISH
1. INTERACTION
Teaching in English has an impact on the interaction with and among students.
- I ask open and activating questions to frequently check if my students have understood the language and concepts
- I write down my questions or put them in my slideshow
- I have students write down their answers or have them discuss these in smaller groups first
- I offer sufficient processing and thinking time for students' response
- I offer various communicative activities (e.g. discussions, group tasks, role play) to develop both language skills and comprehension of the topic
2. LANGUAGE USE
As a lecturer you will have to adjust your language to serve the needs of your students.
- I use language that is adapted to my students' language level: comprehensible and slower-paced
- I use academic as well as non-academic language
- I use linking words and phrases to structure my lesson content
3. LANGUAGE SUPPORT
When selecting your classroom material, keep in mind that you're not just selecting content learning material, but also language learning material. Think about what kinds of language demands your texts make on your students and decide where they might need more support to be able to understand and participate in the lesson.
- I use the whiteboard in addition to my slideshow to write down and clarify terminology or concepts
- I visually support my content through body language, mind maps, charts, tables, etc.
- I check if there is technical or specialised vocabulary that my students need to know for the class or to understand the material I provided. I also provide my students with a list of these key words or phrases and their definitions, either in the syllabus, as a handout or on the whiteboard. I regularly repeat them throughout the lecture series
- I try to use texts that are accompanied by illustrations, have structural markers (headings, sub-headings) and a clear organisation
- I help students by formulating and paraphrasing their answers, providing synonyms and repeating and summarising the content of the lecture
- I help my students with language related skills, such as strategies for reading difficult texts and understanding authentic source documents
- I regularly assess students' understanding of the lecture content, I do this by encouraging student-led discussions, informal mini-presentations and pop-quizzes
4. CONTEXT
When preparing for a lecture, most of us focus on the content we will teach. Often, there is less time spent on bridging the gap between students' existing knowledge and new material. This may cause your students to fail to correctly understand the new concepts.
- I introduce new concepts by contrasting them with concepts that have already been learned. In this way I make use of prior knowledge to aid my students in the learning of these new concepts
- I provide lecture outlines in order to help students follow the larger argument of the lecture. Students can also use them to facilitate their note taking
- I construct learning objectives for content as well as language
5. PRESERVING YOUR TEACHING IDENTITY
Teaching in English can feel restrictive and may cause limitations in your teaching performance. You might feel afraid or unable to use humour, tell anecdotes or give spontaneous examples. You can overcome part of this by changing the way you prepare your lectures.
- I look up the key words and phrases of my story and know how to pronounce them
- I make a list of standard phrases so I can properly instruct my students
- I work out the instructions for group work or other assignments in advance. I break them down into small, distinct steps
- I practice my examples and anecdotes beforehand
- I look up sayings and expressions
Diana Spierings: firstname.lastname@example.org | 1,994 | 980 | {
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Mains Marathon
Day 36: Morality is not doctrine of how we may make ourselves happy but how we may make ourselves worthy of happiness. (150 words)
15 Aug 2022 | GS Paper 4 | Theoretical Questions
Approach / Explaination / Answer
Give a brief introduction about happiness and morality.
Explain about being worthy of happiness.
Give a fair conclusion.
Answer:
Morality is a set of norms that allow individuals to live harmoniously in their communities. It is what civilizations deem "proper" and "acceptable". Happiness is a state of mind, not a fundamental attribute. it is a momentary, changing situation, as opposed to a long-lasting, permanent feature or personality trait.
People who behave morally deserve to be happy, especially when doing so costs them happiness. Happiness is associated with emotions of satisfaction or pleasure, implying that it should not be mistaken with joy, excitement, bliss, or other stronger emotions. Happiness may be either felt or shown, implying that it is not always an internal or external phenomenon, but can be both. As a value phrase, 'happiness' is basically identical with well-being or thriving. Happiness brings life fulfillment, pleasure, or a favorable emotional state. When someone does the right thing, it faces difficulties and pain but eventually benefits them.
What an individual should do and what an individual wants to accomplish are incompatible concepts. When a person does what they want, they wind up on a path that will provide them instant enjoyment but will not help them in the long term. Morality's objective is not to make us happy, but to do the right thing for the sake of doing it. Doing the correct thing will lead us to our desired destination. If we do not have perfect control over the repercussions of our acts, we should not blame or reward. When making a decision, if a person cannot generalize their behavior without conflict, the decision should be avoided. Emotions are not stable, so it is not a reliable source for moral judgements since they are always changing. People will argue over whether respect is an emotion, but it is not the same as fear or want. Morality in the question alludes to the notion of happiness as something to be worthy of, in order to be worthy of happiness, a person would need to work hard and persistently towards giving shape to and excelling in one's interest.
Happiness is nearly synonymous with well-being or success as a value expression. Life satisfaction, pleasure, or a positive emotional state are all brought about by happiness. Morally upright people should
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be happy, even if it costs them their happiness. We shall arrive where we want to go by acting morally. We shouldn't point the finger or give praise if we can't fully control how our actions will have an impact.
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Chickens and Eggs
Have you ever noticed a big difference in prices of the eggs that are sold in grocery stores? Eggs can cost less than $2 a dozen and as much as $8 a dozen. There are several different factors that go into the pricing of the eggs, including population density. In your local store, you might see words like "cage free," "free range," or "pasture-raised". Each phrase has a specific meaning when it comes to how much space each chicken is given.
Cage Free means the chickens are raised with at least 1.5 square feet per hen (.67 chickens/ft 2 ). Free Range means that each bird has a minimum of two square feet (.5 chickens/ft 2 ). To earn the Pasture-Raised description means each bird is given 108 square feet (.01 chickens/ft 2 ). If the egg carton doesn't say cage free, free range or pasture-raised, the eggs are from a large chicken farm where each chicken gets less than half of a square foot and never goes outside.
1) As a consumer, which type of eggs would you prefer to buy? Why?
2) As a farmer, which eggs would you prefer to produce? Why?
Two Chicken Coops
3) What do you notice about the two chicken coops?
4) Record the data for the two chicken coops in a table:
5) Is Coop A or Coop B more crowded? How do you know?
For the next few questions, create your own chicken coops. Decide on the size and how many chickens it will hold. Add the information to the table above.
6) Create a coop that is less crowded than both Coop A and Coop B.
7) Create a coop that is more crowded than both A and B.
Chicken Coop Practice Questions
8) If you added 25 square feet to Coop A, what would the new density be?
9) If you added 50 chickens to Coop B, what would the new density be?
10) What is the area of a chicken coop with a width of 4 feet and a length of 4.5 feet?
A. .5 ft 2
B. 8.5 ft 2
C. 18 ft 2
D. 180 ft 2
11) If you were a farmer, how many chickens could you raise in Coop B…
If you wanted to call the eggs Cage-free? _______________
If you wanted to call the eggs Free Range? _______________
If you wanted to call the eggs Pasture-Raised? _______________
12) Chicken farmers sell eggs at a higher price when they have a lower population density
because ________________________________________________________ _______________________________________________________________
13) Someone who buys eggs might be concerned about population density on poultry
farms because ___________________________________________________ _______________________________________________________________
14) Challenge question: In many large chicken farms, each chicken has the space of an 8 ½" by 11" sheet of paper. What is this area in square feet? ________ sq. ft.
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1. Ejercicios condicionales en inglés para resolver
¿Listo para poner en práctica las reglas? Rellena los huecos utilizando los tres tipos de oraciones condicionales:
1. If I ______ (know) the truth I wouldn't have said that.
2. If you don't hurry up, you _____(be) late.
3. If I ______(win) the lottery, I would travel around the world.
4. Water _____(boil) if you heat it enough.
5. If he ______(speak) better English, he would move to London.
6. If Peter ______(study) more, he would have passed the exam.
7. If Anna was taller, she _____(not wear) heels so much.
8. _______you_____(go) to the park if it doesn't rain?
9. I would be so happy if I _____(be) to get married.
10. If we miss the plane, we ______(go) by bus.
2. Más ejercicios condicionales en inglés
Completa las siguientes oraciones con el tipo de condicional correcto:
1. If I _____ (know) the truth I wouldn't have said those stupid words.
2. If I _____ (have) more money I would buy a new house.
3. John _____ (come) if Mary calls him.
4. If I _____ (be) you, I would visit Ann.
5. You _____ (not arrive) on time unless you hurry up.
6. If I _____ (study) harder I will pass my two exams tomorrow.
7. Rose _____ (come) if you hadn't been so stupid with her.
8. If you heat the water, it _____ (boil).
9. Maria's baby _____ (sleep) if you kept silence.
10. Vanessa _____ (pass) her exams if she feels confident.
3. Ejercicios condicionales inglés PDF: Tipo Condicional
Completa las frases con la forma correcta del verbo que se encuentra entre paréntesis.
Sample
If I win the lottery, I ____ (buy) a new car.
will buy
Q1 of 8
If we spoke better English, we ____ (move) to the United States.
Q2 of 8
If it ____ (rain), we should go to the movies.
Q3 of 8
They ____ (wait, not) in the rain, had you called them to tell them you were going to be
late.
Q4 of 8
If Peter ____ (work) less, he would have more time to study.
Q5 of 8
It would have been a nice holiday, if I ____ (break, not) my leg.
Q6 of 8
_____ you _____ (go) to a different show if you can't get tickets to "Les Miserables"?
you
(go) to a different show if you can't get tickets to "Les Miserables"?
Q7 of 8
If she were shorter, she ____ (wear) high heels more often.
Q8 of 8
_____ you _____ (be) angry if I hadn't called to tell you I would be late?
you
(be) angry if I hadn't called to tell you I would be late?
Soluciones
1 Soluciones:
1. Had known
2. Will be
3. Won
4. Boils
5. Spoke
6. Had studied
7. Wouldn't wear
8. Will / go
9. Was
10. Will go
2 Completa las siguientes oraciones con el tipo de condicional correcto:
1. If I (had known) (know) the truth I wouldn't have said those stupid words.
2. If I (had) (have) more money I would buy a new house.
3. John (will come) (come) if Mary calls him.
4. If I (were) (be) you, I would visit Ann.
5. You (won't arrive) (not arrive) on time unless you hurry up.
6. If I (study) (study) harder I will pass my two exams tomorrow.
7. Rose (would have come) (come) if you hadn't been so stupid with her.
8. If you heat the water, it (boils) (boil).
9. Maria's baby (would sleep) (sleep) if you kept silence.
10. Vanessa (will pass) (pass) her exams if she feels confident.
3 Respuestas
1/8: If we spoke better English, we would move to the United States.
2/8: If it rains , we should go to the movies.
3/8: They would not have waited / wouldn't have waited in the rain, had you called them to tell them you were going to be late.
4/8: If Peter worked less, he would have more time to study.
5/8: It would have been a nice holiday, if I had not broken / hadn't broken my leg.
6/8: Will you go to a different show if you can't get tickets to "Les Miserables"?
7/8: If she were shorter, she would wear high heels more often.
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Verb to be (Am – is – are )
Hello, I……… Duygu. I……… from Turkey. I……… ten years old. I live in Trabzon. I……… a student. My father……… Ali. He ……… very handsome. My mother……… Aslı and she ……… beautiful. They……… teachers. They are kind and generous. I have a brother and His name……… Emre and I have a sister and her name……… Esra. They……… students. I love my family. We……… a great family.
I
He
She
It
We
You
They
am
is
are
I am tall.
He is a teacher.
She is beautiful.
It is a cat.
We are handsome.
You are intelligent.
They are clean.
I'm
Am I tall?
He's
She's
It's
We're
You're
They're
Is he a teacher? Is she beautiful? Is it a cat?
I am not tall.
He is not a teacher.
She is not beautiful.
It is not a cat.
We are not handsome.
You are not intelligent.
They are not clean.
Are we handsome? Are you intelligent? Are they clean?
To be Form
Rewrite the sentences using the short form
1.I am Tim.
……….……….
2.They are happy.
……….……….
3.It is a lion.
……….……….
4.He is fat.
……….……….
5.We are Turkish.
……….……….
6.She is ten years old. ……….……….
7.She is hungry.
……….……….
8.I am not ill.
……….……….
9. She is a doctor.
……….……….
10.It is cloudy.
……….……….
Fill in the blanks with "am – is – are"
1. He………. Tom.
2. I……….sad.
3. They ……….cats.
4. It……….big.
5. He………. Turkish.
6. We………. ten years old.
7. She……….thirsty.
8. You……….right..
9. I………. a farmer.
10. It……….dangerous.
Change the sentences into Negative
1. My father is a teacher.
……………………………..
2. My brothers are at school.
……………………………..
3. There is a cat under the table.
……………………………..
4. They are very rich.
……………………………..
5. I am angry.
……………………………..
Change the sentences into Questions
1. It is expensive.
……………………………..
2. You are nine.
……………………………..
3. They are strong.
……………………………..
4. Ali is old.
……………………………..
5. Trabzon is hot today.
……………………………..
Fill in the blanks with "am – is – are"
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NITROGEN-PHOSPHORUS-POTASSIUM VALUES OF ORGANIC FERTILIZERS
Organic fertilizers are used to improve soil quality and tilth, and to provide nutrients for plant growth. They provide nitrogen, phosphorus, and potassium, as well as other elements essential for plant development and overall good health.
Nutrient values vary greatly among organic fertilizers. They also vary greatly for a given organic fertilizer. For example, as the table on the following three pages shows, the nitrogen in raw bone meal ranges from 2 to 6%, and the phosphorus from 15 to 27%. Differences reflect variations in the age of organic material, its decomposition rate, application method and timing, incorporation time, time exposed to the elements (rain, sun), the percentages of organic matter and water the material contains, carbon-to-nitrogen ratio, microbe population, and soil type. Values for manures vary according to time of year, time in the open air, percentage of added straw, and rate of incorporation. The speed of release shown in the table indicates how quickly nutrients are made available to plants.
Some materials are regulated by Oregon Tilth. To be considered organic, they must result from organic farming methods. For example, cocoa shell meal and cottonseed meal must not be contaminated with pesticide residues. Raw manure is also regulated; composted manure is not. Wood ashes must not be from treated wood.
Nitrogen, phosphorus, and potassium are represented by N, P, and K in the table headings, to conform to standard commercial practice in labeling fertilizers. Phosphorus is actually present in the form of P2O5, potassium as K2O.
Top Sources of Nitrogen, Phosphorus, and Potassium
LC437
Material
%N
%P
%K
Release Speed Effectiveness
Comments
Material
%N
%P
%K
Release Speed
Effectiveness
Comments
3
Written by Ross Penhallegon, OSU/Lane County Extension Horticulture Agent; edited by Karen Ailor © 5-2003
Oregon State University Extension Service offers educational programs, activities, and materials—without discrimination based on race, color, religion, sex, sexual orientation, national origin, age, marital status—as required by Title VI of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, and Section 504 of the Rehabilitation Act of 1973. Oregon State University Extension Service is an Equal Opportunity Employer.
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COMMUNITY POLICY BRIEF
Building Resilience after Disasters through the Youth Leadership Program: The Importance of Community and Academic Partnerships on Youth Outcomes
Howard Osofsky, MD, PhD 1 , Joy Osofsky, PhD 1 , Tonya Hansel, PhD, LMSW 1 , Beverly Lawrason, MEd 2 , Anthony Speier, PhD 1
(1) Louisiana State University Health Sciences Center; (2) St. Bernard School District
What Is the Purpose of the Study?
* The Youth Leadership Program is a school, community, and university partnership designed to better understand the concept of personal resilience and overcoming the mental and emotional components of extreme events such as hurricanes.
* Describe the program and how it was effective in helping youth and communities recover from the most costly hurricane in the history of the United States.
* The current project examined the role of positive activities in school and community settings.
* The importance of leadership through action, as a feature of resilience for personal recovery, begins with engagement of youth.
* Describe and demonstrate features of self-efficacy, and its positive influence on leadership skills, because studying trauma symptoms alone is only part of the recovery equation.
What Is the Problem?
* The impact of natural disasters is frequently studied form the point of view of individual loss.
* Resilience studies tend to focus on the threats to personal resilience, not on ways to increase resilience.
* Rarely is resilience in youth reviewed from the point of view of activities that build and strengthen resilience.
* Displacement of youth into new communities can increase loneliness and lead to the loss of community connectedness.
What Are the Findings?
* This study demonstrates how exposure to hurricanes and the mental health of individual youth influences their perceived capabilities to achieve goals and increase their resilience.
* Youth are exposed to different disaster experiences and vary in the type of trauma symptoms they experience.
* Decreases in trauma symptoms were more likely with increases in self-efficacy.
* Programs like the Youth Leadership Program can address issues of loneliness in displaced students after a major disaster incident.
* The Youth Leadership Program demonstrates the importance of providing leadership opportunities to help student's personal growth and resilience.
4 Who Should Care Most?
* Teachers of middle school and high school students.
* School administrators.
* Behavioral health professionals, guidance counselors, and coaches.
* Ministerial alliances.
* Parents and youth.
* Public mental health and social service providers.
* Community leaders.
Recommendations for Action
* Assess the availability of youth leadership programs in local schools.
* Engagement of students into their home, community, and school disaster preparedness plans.
* Establish community mentors and roles for students in the response and recovery aspects of disaster preparation activities. | 1,335 | 555 | {
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Mains Marathon
Day 31: People with ordinary Intelligent Quotient (IQ) surpass those with higher Intelligent Quotient more frequently. The reason for this is emotional intelligence (EQ). Illustrate. (150 words)
10 Aug 2022 | GS Paper 4 | Theoretical Questions
Approach / Explaination / Answer
Give a brief introduction about Intelligence Quotient (IQ) and Emotional Intelligence (EI).
Explain the importance of Emotional Intelligence in association with Intelligence Quotients.
Give a fair conclusion.
Answer:
The Intelligence Quotient is a measure of a person's intelligence in numbers. Emotional intelligence (EI) is the ability to understand, control, and quantify emotions. While some academics claim that emotional intelligence is an innate quality, others think it can be taught and developed.
A standardized "intelligence" examination yields a score known as the Intelligence Quotient (IQ). The Emotional Quotient (EQ), measures your capacity to recognise, regulate, evaluate, and express your emotions.
There is a connection between intelligence and being emotionally intelligent. Emotional Intelligence empowers the Intelligence quotient of an individual in several ways:
Individuals can learn how to interact with people and circumstances in more productive ways.
The ability to deal with obstacles matures, and the utilization of knowledge and logic-based approaches becomes more intense.
You learn techniques to empower yourself via education and skill development.
Children who are emotionally intelligent have the capability to become better leaders. They are more cooperative and may take the lead in any teamwork. As a result, they attempt to provide a positive example for others.
Individuals who are intelligent and have high emotional intelligence may finish their tasks while motivating others to do the same.
They are the team players. This is why employers seek emotionally competent personnel.
They are the leaders who are just beyond bookish Intelligence.
You would understand how others felt if you had a high EQ and would treat them accordingly. A good leader must possess this trait. You should be able to guide people who look to you for advice as a leader. This entails broadening your reading and expanding your understanding of relevant subjects.
Powered by TCPDF (www.tcpdf.org)
A variety of factors influence one's level of success in life. Both EQ and IQ are significant factors in determining success, health, happiness, and even financial success. It is vital to understand the importance of diversifying your skill set. Combining learning and studying with emotional focus is a triedand-true method for overall success.
PDF Refernece URL: https://www.drishtiias.com/mains-marathon-daily-answer-writing-practice/papers/202 2/people-ordinary-intelligent-quotient-surpass-those-with-higher-intelligent-quotient-more-frequently-thereason-for-this-is-emotional-intelligence-illustrate-gs4-theoretical-questions/print | 1,277 | 575 | {
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King Edward School Sport Partnership
Competition Formats 2022-23
Introduction
This year, all our events will have a specific intent – this will help guide schools to select the appropriate young people for each event.
KESSP will be showcasing some new events as well as covering activities that we know you love to take part in. Look out for our 4 symbols – they will tell you what type of event you will be attending.
These events focus on having fun, making new friends and developing fundamental skills.
These events are one off competitive events. Come and try new sports and activities and develop your skills!
These competitions have a league format and run over a number of weeks. Develop your tactics and play for our KESSP engraved trophies.
Leadership opportunities give all students the chance to lead, officiate and record in a variety of activities.
School Games Values
All our competitions and events are based on the School Games Values. Pupils who display these values at events and competitions will be rewarded with a special school games pin badge. Each competition has been assigned a value, so look out for these at the event – there are 7 badges to collect!
Teamwork:
Treating everyone equally, supporting each other and working together to have fun and achieve. Celebrate each other's success and be a positive team player.
Honesty:
Be honest with others and with yourself. Have the courage to do the right thing and what you know is right.
Passion:
Giving it 100 per cent. Put your heart and soul into the game and never give up. Passion makes you enter the race and passion makes you finish it.
Self Belief: You've got to believe to achieve. Have the selfbelief and confidence to succeed and reach your personal best.
Determination:
Keep going no matter what. Determination is about the journey you go on to push yourself and achieve your dreams. Have the mental strength and self discipline to overcome obstacles, commit to your goals and keep working everyday to become the very best you can be.
Respect: Show respect for the referee, for the opposition, for your team mates, for yourself and for the game. Accepting victory and defeat with grace, treating others politely and with understanding. Have respect every day, in every sport and for everyone.
Eco-Friendlyy
Show your eco-friendly ideas through School Games events to help protect the environment. Work on your own or with a group to practise eco-friendly ideas.
Talent Festival
Event Intent:
Aimed at young people in secondary school settings.
* Develop self-confidence.
* Increase aesthetic appreciation.
* Demonstrate respect towards other performers.
School Games Value:
Show respect for other participants and judges. Accepting victory and defeat with grace, treating others politely and with understanding. Have respect every day, in every sport and for everyone.
Contact Us:
www.kessp.com
@kesspb.com firstname.lastname@example.org
Event Format
Number of Pupils: Up to 20 per act
Year Group: Year 7-11
Venue: Sutton Coldfield Town Hall, Upper Clifton Road, Sutton Coldfield, Birmingham, B73 6DA
Time: 9.30– 12.30 pm
Date: 8 th November 2022
Dance, sing, play an instrument or bring another talent to the show!
Acts will last no more than 4 minutes.
A selected panel of judges will select the best act.
Music will need to be passed to your SGO no later than 1 st November.
** The best dance acts will automatically progress to the county Dance finals.
These events are one off competitive events. Come and try new sports and activities and develop your skills!
Scan the QR code to download your School Games Values logbook and try and collect all 7 values!
Birmingham School Games Vision
The Birmingham School Games will create happy, healthy and well-rounded individuals. We will develop opportunities for every young person to lead a healthy, active lifestyle and achieve their very best. We will be a catalyst for change that makes us proud to be part of Birmingham's future. | 1,672 | 844 | {
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IAVA Education Day Bees Presentation
Why Spelling Bee?
* Help students improve their spelling
* Increase their vocabularies
* Learn language concepts
* Develop correct English usage that will help them all their lives
Excel in communication
What is the Scripps National Spelling Bee?
* A competition for kids in 1st-8th grade
* Conducted for 90+ years
* During Memorial Day weekend in Washington DC
* 11 million kids compete in spelling bees all around the US
* Only around 300 make it to the nationals
After IAVA, It could easily be you!
Structure of IAVA's Bee
* Written Test (we are anticipating to only use this if there are enough spellers competing)
- 25 Spelling Words
- Pronouncer will say words out loud and provide all information
- Speller should write the word on a piece of paper provided
* Preliminary Round (separated: Grades 2-5 and Grades 6-8)
- two rounds of spelling
- if you miss, you are eliminated
- from the 300-word list
* Grand Finale (separated: Grades 2-5 and Grades 6-8)
- spell until we have the last few winners
- single-elimination
- from off the list
What is in for YOU at IAVA Spelling Bee?
* You learn a lot of new words.
* You increase your self-confidence
* You improve your comprehension and school grades
* You show-off your hard work to your near and dear ones
You will be ready to compete at Scripps!
What should you do before IAVA spelling bee?
* Familiarize with the rules of the spelling bee
* Study the word list for your category
* Practice spelling words out loud – engage your family
* Prepare for off-list words – Be friends with Dictionary
Enjoy your learning experience!
What to expect on the day of the spelling bee?
* Relax! Have a good meal!!
* Review the list one last time
* Arrive 30 minutes before the start of the competition
* Follow the instructions from the volunteers
Remember to have a LOT of fun!
How can I get to Scripps National Spelling Bee
* Win Classroom, School, County and Regional Spelling Bees
* Use the study sources
o Spell It (myspellit.com)
o School List (released every year)
o 5000 SAT Words
o Words, words, everywhere!
* Participate in Minor League Spelling Bees
- North South Foundation (northsouth.org)
- South Asian Spelling Bee (southasianspellingbee.com)
- For those in 4th grade or younger: MastiSpell (mastispell.com)
Math Bee
Math Bee Level 1: Grades 3, 4, and 5
Math Bee Level 2: Grades 6, 7, and 8
Math Bee Rules
Phase I:
* 25 questions in 40 minutes
* Scratch paper will be provided
* Contestants will be required to return the answer sheet at the end of the testing session
* Everybody will move onto Phase II
Math Bee Rules (contd.)
Phase II:
* 20 questions, 90 seconds each
* Questions will be projected onto a screen
* No questions will be seen again once the next question is presented
* Questions will be called out
Math Bee Rules (contd.)
Extra Notes:
* No calculators or similar aids will be allowed
* All papers will be given to the proctors at the end of the testing sessions
* Illegible writing is open to interpretation, so write clearly
* There will be no partial credit | 1,479 | 762 | {
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Crescent Falls Provincial Recreation Area
Phone: 1–877–537–2757
Public Safety
Swift Water
The Bighorn River is fast flowing with cold mountain water. Do not wade or swim in the water above or below the waterfalls. The waterfalls have a strong undertow that goes down 30 feet which can drown a person. The river will sweep you off your feet and pull you down stream. Severe injury or death have occurred.
Below Waterfalls – Access Prohibited
The cliff sides and area below the waterfalls is managed as a special protection zone. This area is closed. Access is prohibited. Stay to the day use areas, designated trails and behind fences at all times to protect yourself and the fragile environment.
Responsible Use
* Open fires are prohibited. Fires are allowed in designated pits.
* Using dead wood lying on the ground (deadfall) for firewood is prohibited.
* Leave no trace – pack out everything you pack in.
* Stay on trails – it is important for personal safety and conservation to stay on designated trails at all times.
* Liquor consumption is prohibited in any public areas including trails and day use.
* Use of drones or unmanned aerial vehicles (UAVs) are prohibited in the park.
* Pets are required to be leashed at all times within the park boundary.
* There is no cell phone service anywhere in the park. Please plan ahead.
Wildlife
* Do not approach, feed or harass wildlife.
* Keep your campsite clean to avoid attracting wildlife.
Trails
Bighorn Canyon Trail
This trail is approximately 3 km long (oneway) and rated to be a moderate hike due to the steep cliff edge. Please be cautious when hiking and ensure you have proper footwear. Access to the trail head is in the lower day use area. The end of the trail overlooks Bighorn Canyon at a viewpoint. Return the way you came.
Bighorn Meadows Equestrian Access Trail
This 1 km trail provides access through the Park to the Bighorn Meadows backcountry equestrian trail. The trail starts on the west side of the road below the upper parking lot. Equestrian use is not permitted outside of this access trail.
Camping Facilities
* All sites are non-serviced with 22 drive-in sites and 12 of walk-in tenting sites. There are no reservations. Cash and cheque accepted, or pay with credit/debit card at the Bear Essentials store in loop 3 at Fish Lake Campground: 10 minutes east on Highway 11.
* Firewood is for sale from campground attendant.
* Note: Equestrian camping has been removed.
* Caution: Access to the campground requires a creek crossing which may not be suitable for all trailer lengths. Campers are urged to walk down to the creek crossing to make a decision.
Permits
Permits are required for all commercial guiding, special events and commercial photography/ filming. To apply for a permit please go to: https://www.albertaparks.ca/albertaparksca/ visit-our-parks/permit-portal/. | 1,205 | 638 | {
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Academic Vocabulary
Tier Two words (what the Standards refer to as general academic words) are far more likely to appear in written texts than in speech. They appear in all sorts of texts: informational texts (words such as relative, vary, formulate, specificity, and accumulate), technical texts (calibrate, itemize, periphery), and literary texts (misfortune, dignified, faltered, unabashedly). Tier Two words often represent subtle or precise ways to say relatively simple things—saunter instead of walk, for example. Because Tier Two words are found across many types of texts, they are highly generalizable. (CCSS, Appendix A, pg. 33)
Beck, I.; McKeown, M.; & Kucan, L. (2002).
The Guildford Press.
Students are likely to see the word often in other texts and across domains.
The word will be useful in students' writing.
The word relates to other words or ideas that the students know or have been learning.
Word choice has significance in the text.
The context does not provide enough information for students to infer the meaning.
Students are likely to see the word often in other texts and across domains.
The word will be useful in students' writing.
The word relates to other words or ideas that the students know or have been learning.
Word choice has significance in the text.
The context does not provide enough information for students to infer the meaning.
Students are likely to see the word often in other texts and across domains.
The word will be useful in students' writing.
The word relates to other words or ideas that the students know or have been learning.
Word choice has significance in the text.
The context does not provide enough information for students to infer the meaning.
Students are likely to see the word often in other texts and across domains.
The word will be useful in students' writing.
The word relates to other words or ideas that the students know or have been learning.
Word choice has significance in the text.
The context does not provide enough information for students to infer the meaning.
Students are likely to see the word often in other texts and across domains.
The word will be useful in students' writing.
The word relates to other words or ideas that the students know or have been learning.
Word choice has significance in the text.
The context does not provide enough information for students to infer the meaning.
Students are likely to see the word often in other texts and across domains.
The word will be useful in students' writing.
The word relates to other words or ideas that the students know or have been learning.
Word choice has significance in the text.
The context does not provide enough information for students to infer the meaning.
Bringing Words to Life: Robust Vocabulary Instruction.
New York, NY: | 1,165 | 626 | {
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Bird Art 6-8
By: Shirley Rose
Lesson
The 3 R's: Recycle, Reuse, Reduce!
Reduce (To use less of)
The best way to reduce waste is to buy in bulk, buy items with less packaging & switching to reusable instead of single-use items. In addition to benefiting the environment, these efforts often save the us money.
Reuse (To use again in the same or different way)
In the United State every person generates about 4.7 pounds
of waste a day. Most waste can be reused to minimize the strain on the environment & municipal waste management. For example, you can reuse plastic containers with lids for storage. This minimizes the amount of plastic thrown in your garbage.
Recycle (to make something new from something used)
Separating items for recycling is important. Recyclables include, paper such as newspaper, unwanted mail, magazines, & cardboard are placed in your yellow bin & plastic bottles, plastic containers, aluminum cans, steel cans, glass jars, milk & juice cartons in the blue bin. This makes it easier to be recycled & made into the same type item or something new.
Disposal (To get rid of)
Daily waste that cannot be reused or recycled in some form, finds its way to your garbage can. Things that cannot go in your recycle bins include fabric, plastic bags, baggies. used pizza boxes, used paper plates, & all types Styrofoam. It is best to check with your municipal waste management for their bin regulations.
Recycling helps protect the environment. Recycling reduces the need for extracting (mining, quarrying & logging), refining & processing raw materials. Such as cutting down trees & processing their wood to make paper. All of these create a lot of air & water pollution. Recycling reduces the use of landfills & incineration.
Questions for students
What does it mean to recycle?
How can you help to reduce your waste?
How many pounds of waste do you produce daily?
In Palm Beach County what do you place in your yellow recycling bin? How does using the 3 R's help the environment?
Please us the Other Resources Page before you start the art project
Other Learning Resources
Books to Read
Taking Out the Trash :
A No-Nonsense Guide to Recycling.
by Jennifer Carless
Beyond Recycling: A Re-Users Guide: 336 Practical Tips – Save Money and Protect the Environment by Kathy Stein
Videos About The 3 R's
https://www.youtube.com/watch?v=s4LZwCDaoQM
https://www.youtube.com/watch?v=6BkcviD65Bo https://www.youtube.com/watch?v=AOvcW8l3RzE
https://www.youtube.com/watch?v=Q0Nq4b_07Fc
Materials
* 1 piece of cardboard
* 1 Magazine
* Glue Stick
* Scissors
* Various Colors of construction paper or scrapbooking paper
* Pencil
Instructions
1. Gather all your materials.
2. Cut out a square piece of cardboard from a packing box or cereal box or the back of a paper pad. It can be any size you like.
3. Cut out squares & rectangle columns of black text only, (no color headings or photos) from a magazine or newspaper.
4. Decide what color papers you want your birds, branch & leaves to be. You can add a sun in background or flowers on the tree. Make it your own design.
5. In the top corner, glue one text sheet & smooth out with the palms of your hands. Apply more glue & layer more sheets, over lap them, place them at angles until you fill the cardboard.
6. Lightly sketch a branch on you're the color paper you choose. Cut inside the lines or erase them when you are done cutting it out. Draw & cut leaves from the scrap of the branch. Glue branch ½ inch up from the left corner of the cardboard. You can cut & slightly leave space between your branch to add more interest. See example.
7. Draw a bird the size needed to fit on the branch (See drawing to the left.) Draw a circle for the head, a teardrop for the body, a triangle for the beak & tail, then draw a smaller teardrop for the wing. Now, take the color paper for your second bird & put behind this one. Cut them out together. Turn the bird with the lines on it over when gluing on your artwork. Exchange the colors of the wing on the birds. Glue on the wings.
8. Now, glue on the leaves, let them extend past the edge of the board to add dimension. Your picture is now complete, but you may like to add extras, like adding a sun, rainbow or clouds. Add a little sparkle with glitter. If you have stick on letters, or stencils & markers, you may want to add your name. You can add a word or two by cutting them from a magazine. You can even add a colorful boarder with washi tape, construction paper or glued on buttons. Be Creative! Add string or pipe cleaner on the back with tape & hang in your room. | 1,935 | 1,071 | {
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Planting Nassau's Future Media Release
For Immediate Release
Lynda Bell
Keep Nassau Beautiful
904-261-0165
email@example.com
Planting Nassau's Future with Fernandina Beach Middle School
Three-hundred Florida-friendly flowering plants and three Live Oak trees planted at Fernandina Beach Middle School.
Fernandina Beach, Florida, May 28, 2021. – In celebration of Earth Day, Keep Nassau Beautiful (KNB) partnered with Fernandina Beach Middle School (FBMS) to plant 300 Florida-friendly flowering plants. The project required support from many sponsors including school custodians and maintenance for installation of irrigation, KNB volunteers to construct five 4'x8' raised beds, Lowe's to help source supplies, Liberty Landscape Supply to sponsor and deliver 34 yards of soil, Dune Science Group to assist with sourcing the plants, Fernandina Beach Parks and Rec to maintain the plants until the beds were ready for planting, and volunteers from the Florida Native Plant Society, IXIA Chapter to provide the plant recommendation and youth education.
Assistant Principal Kathryn Benson was the school champion for the project. Students quickly became enthusiastic for the project and as a result the FBMS Garden Group was formed to participate in the planting and maintenance of the beds. School educator Katie Haynes volunteered to lead the Garden Group and manage the watering schedule. The beds are planted with 7 species of Florida-friendly flowering plants. The milkweed quickly provided an educational opportunity for the students. Monarch Butterfly eggs, larva, and caterpillars were visible from day one. Very shortly caterpillars were observed transitioning to chrysalis, and within a few weeks the first Monarch Butterfly emerged to repeat the cycle.
Momentum has continued to build for the project and the Garden Group. KNB recently held an educational event to answer questions from the Garden Group regarding the lifecycle of a Monarch butterfly, and other insects observed in the raised beds. Additionally, with contributions to its Legacy Tree program from Amelia Island Foundation and an anonymous donor, KNB provided three 30-gallon Live Oak trees which were supplied by Liberty Landscape Supply. The live oak trees were planted along a common area walk-way and will provide shade and benefits for many years to come!
Contact:
"Fernandina Beach Middle School deeply appreciates the support Keep Nassau Beautiful has poured into our school," said Kathryn Benson, Assistant principal. "As a result of Executive Director Lynda Bell's leadership and the generosity of Keep Nassau Beautiful and its partners, our students are now immersed in a living lab that allows them to observe the scientific processes taking place all around them, as they participate in hands-on learning opportunities; their excitement for this endeavor is contagious, and our Garden Club has swiftly grown to become the largest club on campus with nearly 1 of every 9 students involved in taking care of and nurturing these plants and the animal lives they sustain. We are so very grateful for how our community has rallied around us in providing our students this incredible opportunity."
"We appreciate the support of Fernandina Beach City Commissioners and the Florida Department of Transportation, whose grant programs made this educational project possible," said Lynda Bell, Executive Director KNB. "Together with these sponsors and educators we are building a curiosity for the love of nature in the minds of our Nassau County youth."
For information and to get involved in Planting Nassau's Future: www.KeepNassauBeautiful.org or 261-0165.
FBMS Garden Group participate in Planting Nassau's Future. Sandy Mellin, FBMS, Chadd Scott and Betsy Harris, KNB.
FBMS Garden Group, with Keep Nassau Beautiful, and newly installed Florida-friendly pollinator gardens.
Amelia Island Foundation donation to Keep Nassau Beautiful for Planting Nassau's Future and the benefit of Fernandina Beach Middle School. Pictured left to right, FBMS educators Katie Haynes and Sandy Mellin, Amelia Island Foundation's Maurie Dugger, KNB Lynda Bell and Chadd Scott, Principal Edward Brown, Assistant Principal Kathryn Benson, and KNB Betsy Harris.
About Keep Nassau Beautiful
Keep Nassau Beautiful, Inc. is working to inspire, educate, and equip individuals, groups, businesses, and governments to take action to make Nassau County a place where residents, visitors and wildlife can thrive and experience the beauty of Nassau County. www.keepnassaubeautiful.org | 2,029 | 928 | {
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A CICLOS FORMATIVOS DE GRADO SUPERIOR
LENGUA EXTRANJERA (INGLÉS)
PRUEBA DE ACCESO JUNIO 2010 PARTE COMÚN APARTADO A2
Duración: 45 minutos.
LONDON
London is located in the south of England and on the River Thames, which crosses the city from the southwest to the east. It has a population of over 14 million inhabitants and is the largest urban zone in the European Union.
Samuel Johnson* said when a man is tired of London, he is tired of life. There is such a big variety of places, it is not easy to choose: from the best museums in the world and smart churches, to markets and shops, without forgetting libraries, art galleries, concerts, plays, films and live shows…
London, whose ancient name was Londinium, is a beautiful city full of gardens and parks, where you can not only walk but also lie on the green grass and relax. It is famous for its pubs, where drinks and meals are served.
In spite of London's winters, chilly and rainy, autumns are mild and summers are glorious. However, the best of London is the diverse range of peoples and languages, whose cultures are not only respected, but also fostered*, making London the leading global city and also the world's largest financial city.
*Samuel Johnson: an 18th century English author who wrote the Dictionary of the English Language
* Foster: help, promote, support.
Read the instructions to each question carefully before answering.
1. Answer the following questions. Give complete answers. (2,50 p.)
b. What does when a man is tired of London, he is tired of life mean?
a. Why is London considered the leading global city?
2. Choose the best option. (1,50 p.)
a. drink, but not eat.
1. In English pubs you can …
b. eat and have beer, wine or spirits.
c. drink and eat.
2. In London parks and gardens …
b. you have to walk along the paths.
a. you can't walk on the grass.
c. you can walk and lie on the grass.
3. London weather is…
b. cold and wet in winter, but fine in other seasons
a. cold in winter, but rainy in autumn.
c. fine in spring, but chilly and rainy in winter.
3. Are the following sentences true or false? (1,00 p.)
4. Write a composition. (50 words) Choose one of the following topics. (5,00 p.)
b. Describe a city, a town or a village you have visited.
a. Describe your hometown.
- Todas las cuestiones puntúan igual.
CRITERIOS DE EVALUACIÓN Y CALIFICACIÓN
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Checklist for sustainable tourism
On the Path:
Save Energy
[ ] Install thermostatic radiator valves if you don't already have them.
[ ] Install a smart energy meter to monitor usage and save costs.
[ ] Switch light bulbs to LED.
[ ] Undertake a full insulation audit to make sure your building is as well insulated and draughtproofed as possible.
[ ] Install shades/blinds on south-facing windows to reduce temperatures in summer and reduce the need to use air conditioning and fans.
[ ] When it's time to replace appliances/equipment, choose the most energy efficient models you can afford.
[ ] Measure your carbon footprint and understand your environmental impact, with a view to reducing your carbon footprint. You could use the Carbon Trust's SME Carbon Footprint Calculator or the World Wildlife Fund Footprint Calculator
Sustainable Travel
[ ] Introduce small discounts or other incentives for visitors arriving by public transport or bicycle, or offer transport to get from local bus and train stations.
[ ] Think about the facilities you provide – what do you offer for walkers, cyclists, nature watchers and other outdoor enthusiasts? How can you enhance your appeal to these visitors?
Support Local
[ ] If you serve local produce or mention local suppliers, don't just say or write 'local', give full details of their name, exact location (& distance in relation to your business) and any other useful information you have about them.
[ ] Consider how much of your menu is actually made from local ingredients? Is any of your furniture made locally? What other local suppliers do you use?
[ ] Actively promote local artists and craft-makers.
Protect Nature
[ ] Always buy peat-free compost.
[ ] Create your own nutrient-rich compost by composting garden waste and vegetable peelings.
[ ] Try to plant native trees and shrubs.
[ ] Take part in the RSPB Bird watch and tell your guests about the local birds and wildlife. The RSPB Birdwatch helps to monitor how garden birds are faring, and explains how it is vital we do all we can to look after our birdlife.
[ ] Consider making your own cleaning products. Vinegar, lemons, and bicarbonate of soda are the base for many really effective cleaning products.
[ ] Try to use water-based paints when decorating, instead of oil-based ones which are less ecofriendly.
Save Water
[ ] Collect rainwater in a water butt for the garden
[ ] Water your garden plants at a cooler time of day so they retain more moisture.
[ ] Don't cut grass too short – longer grass retains more moisture so doesn't need watering during the hotter summer months. Even if it goes brown, grass quickly bounces back.
[ ] Reduce washing, e.g. replace towels less frequently
[ ] Ensure toilets have a dual-flush system.
[ ] Carry out a flow rate assessment of taps and showers.
Reduce Waste
[ ] Use shampoo bars and soap, or refill shampoo and shower gels at zero-waste shops.
[ ] Buy environmentally friendly toilet rolls that use recycled paper and aren't wrapped in plastic.
[ ] Use wax wraps to keep food longer, instead of cling film.
[ ] Use fabric wraps for gifts instead of paper. | 1,365 | 672 | {
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e
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MARCH 5,
D
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2021
SENATE RESOLUTION 520—DESIGNATING MARCH 6, 2020, AS ''NATIONAL SPEECH AND DEBATE EDUCATION DAY"
Mr. GRASSLEY (for himself, Mr. COONS, Ms. ERNST, Ms. KLOBUCHAR, Mr. CRAPO, Mr. DURBIN, Mr. BRAUN, Mr. KING, Ms. WARREN, and Mr. COTTON)
S. RES. 520
Whereas it is essential for youth to learn and practice the art of communicating with and without technology;
Whereas speech and debate education offers students myriad forms of public speaking through which students may develop talent and exercise unique voice and character;
Whereas speech and debate education gives students the 21st-century skills of communication, critical thinking, creativity, and collaboration;
Whereas critical analysis and effective communication allow important ideas, texts, and philosophies the opportunity to flourish;
Whereas personal, professional, and civic interactions are enhanced by the ability of the participants in those interactions to listen, concur, question, and dissent with reason and compassion;
Whereas students who participate in speech and debate have chosen a challenging activity that requires regular practice, dedication, and hard work;
Whereas teachers and coaches of speech and debate devote in-school, afterschool, and weekend hours to equip students with lifechanging skills and opportunities;
Whereas National Speech and Debate Education Day emphasizes the lifelong impact of providing people of the United States with the confidence and preparation to both discern and share views;
Whereas National Speech and Debate Education Day acknowledges that most achievements, celebrations, commemorations, and pivotal moments in modern history begin, end, or are crystallized with public address;
Whereas National Speech and Debate Education Day recognizes that learning to research, construct, and present an argument is integral to personal advocacy, social movements, and the making of public policy;
Whereas the National Speech & Debate Association, in conjunction with national and local partners, honors and celebrates the importance of speech and debate through National Speech and Debate Education Day; and
Whereas National Speech and Debate Education Day emphasizes the importance of speech and debate education and the integration of speech and debate education across grade levels and disciplines: Now, therefore, be it
Resolved, That the Senate—
(1) designates March 6, 2020, as ''National Speech and Debate Education Day'';
(2) strongly affirms the purposes of National Speech and Debate Education Day; and
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Year 2:
Relationships
R8. to identify and respect the differences and similarities between people
R9. to identify their special people (family, friends, carers), what makes them special and how special people should care for one another
R10. to judge what kind of physical contact is acceptable, comfortable, unacceptable and uncomfortable and how to respond (including who to tell and how to tell them)
R11. that people's bodies and feelings can be hurt (including what makes them feel comfortable and uncomfortable)
R12. to recognise when people are being unkind either to them or others, how to respond, who to tell and what to say
R13. to recognise different types of teasing and bullying, to understand that these are wrong and unacceptable
R14. strategies to resist teasing or bullying, if they experience or witness it, whom to go to and how to get help
Health and well-being
H8. about the process of growing from young to old and how people's needs change
H9. about growing and changing and new opportunities and responsibilities that increasing independence may bring
H10. that household products, including medicines, can be harmful if not used properly
H11. rules for and ways of keeping physically and emotionally safe including responsible ICT use and online safety, road safety, cycle safety and safety in the environment, rail, water and fire safety
H12. about people who look after them, their family networks, who to go to if they are worried and how to attract their attention
H13. to recognise that they share a responsibility for keeping themselves and others safe, when to say, 'yes', 'no', 'I'll ask' and 'I'll tell' including knowing that they do not need to keep secrets
H14. what is meant by 'privacy'; their right to keep things 'private'; the importance of respecting others' privacy
Living in the wider world
L6. that money comes from different sources and can be used for different purposes, including the concepts of spending and saving
L7. about the role money plays in their lives including how to keep it safe, choices about spending or saving money and what influences those choices
L8. ways in which they are all unique; understand that there has never been and will never be another 'them'
L9. ways in which we are the same as all other people; what we have in common with everyone else
L10. about the 'special people' who work in their community and who are responsible for looking after them and protecting them; how people contact those special people when they need their help, including dialling 999 in an emergency. | 950 | 543 | {
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Communication Checklist
Some simple Guidelines…
If you suspect your preschool child may have a communicating problem, take a few minutes to complete the following checklist.
By 3 months, does your child: Yes No
- Turn to where the sound is coming from?
- Startle at a sudden sound?
- Make sounds ("oo", "ahh", etc.)?
- Smile in response to you?
- Look at you with interest when you speak?
By 6 months, does your child: Yes No
- Make several different sounds?
- Make sounds and smile in response to your expressions and sounds?
- Try to get your attention by looking at your face or making sounds?
By 9 months, does your child: Yes No
- Respond to his/her name?
- Reach out to be picked up?
- Make speech-like sounds ("baba", "gaga", etc.)?
- Turn to look where spoken words are coming from?
- Babble musically when playing alone?
- Enjoy being played with, taking turns making sounds back and forth?
- Understands "no"?
By 12 months, does your child: Yes No
- Imitate or use gestures like waving bye-bye?
- Use a finger to point things out to you?
- Make his/her needs known by a combination of sounds and actions?
1 This information as adapted by staff of RFECY from information found on Durham Preschool Speech and Language Program website http://grandviewkids.ca/programs/speech-languagepathology
This documentation is provided for information purposes only and does not imply that Resources for Exceptional Children and Youth – Durham Region recommends, condones or supports the implementation of this information.
- Bring toy to you to show you or play with?
- Understand simple phrases like "come here" and "don't touch"?
- Enjoy games like peek-a-boo or pat-a-cake and sometimes initiate these games?
By 15 months, does your child: Yes No
- Repeat phrases you've used?
- Usually look at you when communicating?
- Seem to be talking in sentences but not using "real words"?
- Understands simple questions and commands, like "go get a diaper" or "where's the ball"?
- Say one or two words?
By 18 months, does your child: Yes No
- Use the word "no"?
- Point, look at you and then at the thing he/she is talking about?
- Have a vocabulary of 10 words or more?
- Understand and use the names of familiar objects such as "ball", "bed", "and car", "light"?
- Sometimes answer the question "what's this"?
- Use toys for pretend play?
- Take turns when playing with a partner?
By 2 years, does your child: Yes No
- Point to some body parts?
- Use two word combinations like "me go" or "more cookie"?
- Use descriptive words like "hungry", "big", "hot"?
- Ask questions like "what dat"?
- Enjoy listening to simple stories?
2 This information as adapted by staff of RFECY from information found on Durham Preschool Speech and Language Program website http://grandviewkids.ca/programs/speech-languagepathology
This documentation is provided for information purposes only and does not imply that Resources for Exceptional Children and Youth – Durham Region recommends, condones or supports the implementation of this information.
By 3 years, does your child? Yes No
- Participate in short conversations?
- Follow two-part directions like "go to the kitchen and get your cup"?
- Use sentences of three words or more?
- Ask "why" questions?
- Talk about something that happened in the past?
- Do people outside your family circle understand half of what your child says?
By 4 years, does your child? Yes No
- Tell a story that is easy to follow?
- Talk in whole sentences using adult like grammar?
- Ask many questions?
- Use "I, me, you, he or she" properly?
- Answer "who, how, how many" questions?
- Start a conversation and continue it, staying on the same topic?
- Do people outside your family circle understand more than threequarters of what your child says?
- Use language to create pretend situations when playing with others?
By 5 years, does your child: Yes No
- Answer "when" and "why" questions?
- Explain how an object can be used?
- Talk about past, future, and imaginary events?
- Do people outside your family circle understand most of what your child says?
- Participate in long detailed conversations?
3 This information as adapted by staff of RFECY from information found on Durham Preschool Speech and Language Program website http://grandviewkids.ca/programs/speech-languagepathology
This documentation is provided for information purposes only and does not imply that Resources for Exceptional Children and Youth – Durham Region recommends, condones or supports the implementation of this information. | 2,027 | 1,022 | {
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Advent
Christmas lights: sharing the light of Christ
and a message of hope in our communities
'The light shines in the darkness and the darkness has not overcome it.' (John 1:5)
You'll need:
* One larger candle or enough candles for everyone
* Matches or lighters
Candle lighting
At the end of the reading light a candle, or invite everyone to light their own candle. Spend a few quiet moments observing the flame. If you are using this reflection as part of a group, ask people to notice the difference that the light makes.
Reflection
We are aware of the darkness around us. The darkness of poverty, inequality, anxiety, and injustice. We are aware that right now people are struggling without light and warmth and hot food. The impact of the issues facing individuals and families in our communities seems overwhelming and we can feel lost and helpless in the darkness.
Sometimes it is easier to dwell on the darkness than search for the light, but the simple act of lighting a candle can redirect us to hope. Even a single candle transforms a room and makes a difference.
Light provides warmth and comfort. Light can guide us by highlighting danger or revealing that there is nothing to be afraid of after all. Light marks moments of celebration and joy.
In the reading from John, we are reminded to look to Jesus, the light of the world, our comforter, healer, guide. We are called to do the same for others.
When we feel overwhelmed by the darkness, we can turn to the light of Jesus that is full of grace and truth and hope for us and for our communities. And we can share this light with others through our words and actions.
Advent (continued)
Questions for reflection (as a group or for individual reflection)
* Where are you aware of darkness in your community? What are people struggling with? Where do you see poverty, suffering, fear or injustice?
* Where do you see light in your community? Who are the people, organisations and projects that are making a difference and bringing hope?
* How can you share the light of Christ this Christmas? Is there one thing you could do individually or as a group to make a difference? Can you encourage or join in with something that is already happening?
Closing Prayer*
People of God: awake!
The day is coming soon when you shall see God face to face.
Remember the ways and the works of God. God calls you out of darkness to walk in the light of his coming.
You are God's children.
RESPONSE:
Lord, make us one as we walk with Christ today and for ever.
Spend some time praying for your community
- focusing on the challenges and opportunites you have identified.
IDEA!
* You will need clean jam jars, thin paper, simple stencils, scissors and glue.
* Cut a strip of paper or thin card so that it is long enough to wrap around the jar with some overlap, and tall enough to cover the height of the jar.
* Draw and then cut a shape – we suggest a star or a heart – in the strip of paper (you could provide biscuit cutters for people to use as a stencil).
* Wrap the paper around the jar fairly tightly and glue the two ends together where they overlap.
* Place an unlit tealight in the jar and ask an adult to light it carefully with a long taper or lighter.
Staying safe: Never leave a burning candle unattended. Never burn a candle on or near anything that might catch fire. Keep candles out of the reach of children and pets. | 1,253 | 724 | {
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8th Grade
1st Place
Carlee Stanton, L'Anse Creuse Middle School East
Teacher: JeanneMarie E. Rettich
Q: Suppose that jurors are using their cell phones to Google for background information while serving on jury duty. Should jurors in Michigan be allowed to use electronic communications during a trial?
The American judicial system is based on the presumption of innocent until proven guilty. Each accused is guaranteed the right to be judged by a jury of their peers. The responsibility of a juror is to base his decision strictly on facts presented at trial; outside influences and bias cannot impact their verdict. This is the very essence of a jury: impartiality. A jury cannot gain knowledge from any source other than the prosecuting attorney, defense attorney and witnesses called to the stand. Gaining access to inaccurate information could alter their opinion, leading them to make a decision based on misinformation. All of this is crucial to the fate of the accused, which is why I believe a juror should not be allowed to use a cell phone to google for background information while serving on jury duty.
The core democratic value of justice states clearly that all people should be treated fairly in the court of law. The great statesman, Alexander Hamilton, once said, "The first duty of society is justice." A person charged with a crime is deemed innocent until proven guilty. This is the foundation of the Due Process Clause of the Fourteenth Amendment. The Sixth Amendment guarantees the defendant the right to an impartial jury. By bringing technology into the courtroom, jury members are no longer forming their opinions based solely on what is presented in court; gone are the words "unbiased" and "impartial," along with the suspect's right to a fair trial.
Sheppard v. Maxwell, 384 U.S. 333 (1966) was a landmark Supreme Court Case. In 1966, Sam Sheppard was convicted of murder for the death of his pregnant wife. Throughout his trial, media swarmed the courthouse. Broadcasting stations gathered beside the jury room, exposing jurors to incriminating information not presented at trial. Neglecting to sequester jurors before deliberations and inadequately supervising their telephone calls, the judge failed to take effective measures against the pervasive publicity. Sheppard challenged the verdict, stating it a product of an unfair trial, due to the massive media exposure surrounding his prosecution. His case was appealed to the Supreme Court, where he received an 8 to 1 ruling in his favor. If the primitive technology in the sixties was capable of altering the course of a trial, imagine the effects of twenty-first century technology, should jurors use electronics while serving on jury duty. This statement is affirmed in the words of Justice Clark, who declared, "…Given the pervasiveness of modern communications and the difficulty of effacing prejudicial publicity from the minds of the jurors, the trial courts must take strong measures to ensure that the balance is never weighed against the accused." It is the responsibility of our judicial system to ensure that modern technology does not infringe on suspects' rights in the court of law.
"I consider trial by jury as the only anchor ever yet imagined by man, by which a government can be held to the principles of its constitution," proclaimed Thomas Jefferson. I believe every suspect is entitled to a fair trial along with an impartial jury, which is why I strongly feel jurors in Michigan should not be allowed to use electronic communications during a trial. | 1,421 | 701 | {
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The Ukrainian Museum and Library of Stamford
ThecollectionsofourMuseum andLibraryareperiodicallyenrichedwith rareanduniqueartifacts,books,periodicals, photographs, recordings, and archival materials. These items are donatedbyindividualswhocollected,accu-
PYSANKY – Ukrainian Easter Eggs - Part I by Lubow Wolynetz, Curator
the intimate spirit and wisdom of the people" of the pysankaled her to completely immerse herself in the study and research of this art. The numerous pysanka exhibitions she or- during her many years of research and replication.
numbering over 700 from Tanya Osadca. She is a pysanka artist, a lifelong researcher, and a collector of this traditional and singular folk work of art. Her pysanka collection is one of the largest and finest in the Diaspora, displaying authentic traditional designs which she unearthed
The artist and researcher Tanya Osadca became fascinated by the art of the pysanka while still a young girl in her native town of Kopychyntsi (Ternopil region, western Ukraine). She watched her grandmother and mother do the pysanky and learned from them. In addition, she received from her uncle the ganized, publications of articles on the subject, lectures, classes, and demos of the craft helped to propagate and popularize the art among Americans. Although Tanya could not do her research in Ukraine dur-
ing the Soviet days, nevertheless she managed to accumulate a wealth of source materials available in libraries of the United States. She devoted much of her work to the study of the regional variants of the pysanka designs, replicating them, familiariz- seums of Ukraine about which she had only read previously.
fundamental knowledge about folklore and instructions on how to study and collect folklore material. In the course of time, her interest and enthusiasm in Ukrainian folklore and the art of the pysanka never diminished. However, it was not until after World War II and her immigration and settlement in the
ing and enlightening other pysanka artisans to the wealth of symbolic motifs arranged in countless compositions on a simple chicken egg. This aspect of her work broadened and enhanced awareness of this subject matter even more.
Ontheoccasionofthe75thanniversary ofourMuseumandLibrarywereceived an outstanding collection of pysanky mulated, or created them during their lifetime;andultimatelydonatedthemtoa museum or library for preservation for posterity, as well as to make them available for the benefit and appreciation by thegeneralpublic.
United States that she was able to devote most of her spare time to the research and study of the pysanka. As she herself said "I experienced, as a young mother, the atavistic need to make pysanky for Easter." This need to do a pysanka, to learn about the various regional designs, to decipher the meaning of the designs, and "the symbolic language that captures and transmits self-contained frames with 20 individual pysanky in each. Every frame contains pysanky from a particular region, and each pysankais identified as to its provenance and the source from which the artist copied it. The traditional use and the
The pysanka collection which our Museum received from Tanya Osadca consists of 20
art of the pysanka was preserved and popularized among Americans and Ukrainians in
When Ukraine became free in 1991, Tanya Osadca not only visited her land of birth but also exhibited her pysanky collection in many cities of Ukraine, e.g., Kyiv, Poltava, Lviv, etc. These visits also gave her the opportunity to study her subject even further. She was now able to view first hand pysankacollections in the various mu-
Explore and Experience Our Past
SOWER
The Tanya Osadca pysanka collection will be on permanent exhibit in our Museum.
the Diaspora by such devotees to this art as Tanya and others. Her serious and in depth research of this folk art creation is an extremely important accomplishment, of which we should be very proud and for which we should be very grateful.
FEBRUARY 24, 2013 | 1,726 | 858 | {
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6.3
Change each decimal to its simplified fraction equivalent. Show all steps of your work.
a) 0.042
b) 0.36
6.4
With the denominator given, write one fraction that is close to, but larger than, the given fraction and one fraction that is close to, but smaller than, the given fraction.
larger
smaller
a) 2 5 , denominator 180
b) 1 6 , denominator 72
7.1
Determine the perimeter and area of the rectangle.
3
2 cm
8
Show your work.
Perimeter: _______________
Area: _________________
7.2
Determine the sale price of a chair originally priced at $280 marked 15% off. Show two distinct arithmetic methods.
Method I
Method II
7.3
Kiley has 7 8 cups of sugar and a cookie recipe calls for 1 4 cups. How many full recipes can she make and how much sugar will she have left over?
1
2
1 8 . 3recipes and cup of sugar left over B
1 8 . 7recipes and cup of sugar left over C
1 2 . 3recipes and cup of sugar left over D
1 4 . 4recipes and cup of sugar left over E
. 4recipes and cup of sugar left over
A
8.1
At Riverdale Middle School, 1 6 of the students are in the band. Two out of every three students in the band are girls. The strip diagram shown represents all students in the school. Divide and label the rectangle according to the information given.
a) The number of boys in the band is _____ times the number of girls in the band.
b) What fraction of the students who play in the band are boys?______
c) What fraction of the students at Riverdale are boys who play in the band?______
d) The number of girls in the band is _____ times the number of students in the school.
8.2
Three construction crews worked on a repaving project. Crew A completed one third as much as Crew B. Crew C completed twice as much as Crew B. If they repaved 12 miles of highway, how many miles did Crew B complete?
. 2.4miles A
. 4miles B
. 3miles C
. 3.6miles D
. 1.2miles
E
9.2
A child says that the two situations below would give the same "chocolatey-ness," since "Each way has one more spoonful of chocolate sprinkles." Do they?
I 3 spoonfuls of chocolate sprinkles on 2 scoops of vanilla ice cream
II 4 spoonfuls of chocolate sprinkles on 3 scoops of vanilla ice cream
Amount of chocolate sprinkles per scoop of ice cream in I:_____________
Amount of chocolate sprinkles per scoop of ice cream in II:____________
Which situation is more "chocolatey?" Circle your answer: I II
If you had 17 scoops of ice cream and you wanted to match the "chocolatey-ness" of situation II, show the use of the unit ratio to determine the number of spoonfuls of sprinkles you would need.
9.3
Travis' rent is now $864. That is 20% more than his rent last year. What was his rent last year? Make a strip drawing to illustrate this problem. Include labels and numbers as appropriate. Set up a proportion that could be used to solve this problem.
Answer: _____________
10.1
Place these numbers correctly on the number line given.
0
1
10.2
Match the operations and the names of the properties by placing the correct number to the left of the letters A-E. Not all properties on the right will necessarily be used; some may be used more than once.
1. Associative property of multiplication
2. Additive identity property
3. Multiplicative inverse property
4. Additive inverse property
5. Commutative property of addition
6. Associative property of addition
7. Distributive property of × over +
8. Multiplicative identity property
9. Commutative property of multiplication
Show how to use open (positive) and shaded (negative) chips to model the following:
A.
4 6
B.
5 2
10.3
$$1 7 5 12 3 $$
17
130
17
130
13
115
13
115.
.
.
.
. None of the above
A
B
C
D
E
Answer
Show the use of signed number arithmetic to solve these problems. Write your answer in sentence form.
A. Since the recession began, Mike's sandwich shop has been losing 20 customers per month.
If this trend continues, how will his number of customers in 5 months compare to his present number of customers?
B. Since the recession began, Mike's sandwich shop has been losing 20 customers per month.
Four months ago, how did his number of customers compare to this month? | 2,019 | 1,158 | {
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Will Automated Cars Save Fuel?
Information technology is transforming cars faster than anyone expected, and it can do more than let drivers update their statuses on
Facebook. It could also save them a
lot of fuel.
These days, the design and control of more fuel-efficient engines and hybrid vehicles depends on computers. Yet the potential of IT to save fuel goes beyond improving a car's fuel economy rating. It could save fuel by gradually reducing—and before too long eliminating—the need for drivers.
Drivers cause all sorts of problems. They hit the brakes too much and accelerate too quickly. That can waste a third of the gas on a typical drive.
Bad driving also creates traffic jams. In the U.S., drivers waste two billion gallons of fuel each year while stuck in traffic, according to a study by the Texas Transportation Institute. Just think of the gas burned in that 2010 Chinese traffic jam that lasted almost two weeks.
Until recently, the idea of taking drivers out of the loop has always seemed a distant possibility. Engineers in Detroit imagined a complex system, in which all of the vehicles on the road would be controlled by a central computer. The infrastructure required would be expensive. And the system wouldn't work until every vehicle on the road was equipped with the necessary technology, says Lawrence Burns, the
Page 1 of 3
Will Automated Cars Save Fuel?
Published on Wireless Design & Development (http://www.wirelessdesignmag.com)
retired head of research and development at General Motors.
But now, Burns says, technologies pioneered in several companies are making it "a lot faster for the world to get on with it." Processors are speeding up and sensors are becoming cheaper, and almost every automaker now offers cars equipped with adaptive cruise control, which uses radar to sense vehicles in the lane ahead and change the car's speed to avoid accidents. And Google's experimental automated Priuses proved cars could drive themselves entirely on public roads surrounded by conventional vehicles. In 2013, BMW will start selling a production version of its i3 concept car, which can drive itself at speeds of up to 25 miles per hour.
Simulations suggest that only a few cars need to have the technology to make a significant impact. If 1 percent to 5 percent of cars can send real-time data about their speed to a central hub, traffic jams can be spotted within five minutes, and cars equipped with GPS systems can be offered alternate routes to avoid them.
Adaptive cruise control could also prevent many traffic jams from forming in the first place. Drivers tend to change speed on hills or when approaching tunnels, which can cause traffic to bunch up. They also brake too much in response to vehicles ahead of them. After a few drivers in a lane do this, traffic can come to a halt. Cars with adaptive cruise control keep a steady speed on hills and brake more gradually if cars slow down.
Werner Huber, who heads driver assistance systems development at BMW, estimates that if one in five cars had adaptive cruise control, it would smooth out traffic by interrupting the chain reaction that causes traffic to come to a standstill. If all cars had it, it could increase the capacity of roads by 20 percent and decrease fuel consumption by 83 percent in congested areas, according to a study by researchers in Japan.
The total impact of vehicle automation on fuel consumption is hard to predict. When traffic congestion eases, more people may decide to commute by car, or live further from work, says Tim Lomax, research engineer at the Texas Transportation Institute.
Ultimately, automakers may find that the technology is the only way to keep driving satisfying. At a recent Mobile World Conference in Barcelona, Bill Ford, chairman of
Page 2 of 3
Will Automated Cars Save Fuel?
Published on Wireless Design & Development (http://www.wirelessdesignmag.com)
Ford, warned of an impending catastrophe as cities become more congested. He said vehicle automation will be key to cars moving at all, since some predict that the number of vehicles on the road will increase from one billion to four billion. "When we do the math, and when we look at the global vehicle population, there's cause for real concern if we do nothing. That raises the possibility of global gridlock. A never-ending traffic jam that wastes time, energy, and resources."
www.mashable.com [1]
Posted by Janine E. Mooney, Editor
April 23, 2012
Source URL (retrieved on 07/25/2014 - 8:45am):
http://www.wirelessdesignmag.com/news/2012/04/will-automated-cars-save-fuel?qt- digital_editions=0&qt-blogs=0
Links:
[1] http://www.mashable.com
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4.1 An Intuitive Proof for The Product Rule
At this stage of the A-Level course, the mathematics that is needed to rigorously prove The Chain Rule has yet to be developed. However why The Chain Rule is of the form it is can be intuitively visualised.
The starting point is to imagine that a rectangle at some time, t, has a height given by a function u(t) and a width given by a function v(t).
The area of the rectangle, A(t), is then given by A(t) = u(t) v(t).
Some time later, say 1 second, the size of the rectangle will have changed. Derivatives can be thought of as "rates of change". Let the rate of change in the height be given by u′(t) and the rate of change in the width be v′(t).
The key question is what is the rate of change of the area of the rectangle, A′(t) ?
In the diagram above, this is the region shaded blue. It can be divided up into three rectangles one with area u(t) v′(t), one with area u′(t) v′(t) and one with area u′(t) v(t).
In other words,
The final step is to let the time interval tend towards zero; to get the instantaneous rate of change.
The interesting observation is that the contribution of the orange rectangle, representing u′(t) v′(t) is becoming more and more negligible in comparison to the contributions from the blue rectangle, representing u(t) v′(t), and the green rectangle, representing u′(t) v(t).
4.2 Exercise
Question 1
Marks Available : 40
6
f (x) = ( 2 x 4 − 3x + 6 )5 f ′ (1) = 5 Given that, show that
Question 2
g (x) = 5 x 2 − 4 g′ (2) = 2.5 Given that, show that
Question 3
y = ( 5 − 2x ) 3 A curve C has equation Find the tangent to the curve at the point P with x-coordinate 2
[ 3 marks ]
[ 3 marks ]
Question 4
Use differentiation to find the stationary points of the curve with equation,
Question 5
The yellow cuboid to the left of the photograph measures 7 × 2 × 4. It's extended to measure ( 7 + 2 ) × ( 2 + 1 ) × ( 4 + 3 ) as shown to the right of the photograph.
( i )
Calculate the increase in the volume of the cuboid.
[ 2 marks ]
( ii ) Calculate the percentage of the extra volume that is given by the red, brown and blue parts.
( iii ) If the original 7 × 2 × 4 cuboid had been extended to measure ( 7 + 0.2 ) × ( 2 + 0.1 ) × ( 4 + 0.3 ) what percentage of the extra volume would be given by the new red, brown and blue parts.
[ 5 marks ]
( iv ) Explain the significance of the answers to parts (ii) and (iii) in relation to the circumstances in which the calculation of the extra volume can be approximated by just the red, brown and blue cuboids, without a significant loss of answer accuracy.
[ 2 marks ]
( v ) A function V(x) is the product of three other functions,
$$V (x) = u (x) v (x) w (x)$$
Keeping in mind the earlier parts of this question, and the proof of The Chain Rule at the start of this lesson, make an inspired guess as to what the formula for the derivative of V(x) is likely to be.
Question 6
Question 7
y = mx + c Find an equation of the tangent to C at A in the form
[ 5 marks ]
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Activity Packet
Make a Worry Doll
Worry dolls sometimes referred to as trouble dolls are a traditional Guatemalan toy that are small, colorful little people that a person places under their pillow after telling them something that is bothering them, and then goes to bed. Overnight, the worry dolls are said to worry in the person's place, letting them sleep peacefully.
Wooden Clothespins, Yarn or Embroidery Thread, Pipecleaners
Wrap & twist a pipecleaner around the clothespin to create arms. Cut to size for arm length.
Begin wrapping your clothespin with yarn. Wrap over the pipecleaner as well.
Breathing Exercises
Breathing exercises are another tool we can use to calm our racing heart when worries seem overpowering. Here are 3 breathing exercises to try when you are worried:
Bee breathing: Breathe in deeply through your nose counting to 4. Hold the breath for a count of 4 and then blow it out while buzzing like a bee. See how long you can make your buzz last.
Animal friend breathing: This can be done with any kind of stuffed animal. Lie on your back on the floor and place a stuffed animal on their belly. Inhale for a count of 4, watching the animal rise up as their lungs are filled with air. Hold the breath for a count of 4 and then slowly release for a count of 7, watching the animal slowly fall back down. This method helps to really visualize the rise and fall of your breaths.
Lazy 8 breathing: For a silent, seated breathing exercise you can do anywhere, practice lazy 8 breathing. You will need a printable of the number 8 lying on its side. You begin on one side of the 8, tracing it with your finger. You will inhale as you trace half of the 8 and exhale as you trace the other half of the 8.
Focus on Control
Sometimes it is helpful to understand what we can and cannot control and then focus on the things that we can actively do to help ourselves.
You will need to gather a rock and play dough. The rock represents things we cannot control. The play dough represents things we can control. What happens when we squeeze a rock? Nothing. We can't change the rock. What happens when we squeeze play dough? We can shape it, mold it, and change it. The same is true for worries. When we worry about things outside of our control, we do not change them. When we instead focus on things we can control, we can make positive changes to help ourselves feel better.
Make Worry Stones
Worry is a very normal thing, but it sure doesn't feel that way when your heart starts to race and your palms get all sweaty.
How to Make Worry Stones
A traditional salt dough takes on a magical spin with the addition of sparkles and an accompanying calm down strategy.
Making the Salt Dough:
* four
* salt
* warm water
* gel food coloring
* sparkly glitter
Mix 2 parts flour and salt in a bowl. Add 1 part warm water and stir it to create a doughy paste. If it is too dry add a little more water until a dough is formed.
Tint the dough with the food coloring and mix in the glitter.
Now turn the simple salt dough into a worry-busting tool by forming the dough into small cubes and indenting the sides a little bit with your thumbs.
Let sit overnight or until completely hardened.
How to Use Worry Stones
You gently rub the sides of the stones with your thumbs and forefinger to calm yourself down. You can put them in your pockets to use when you are going to face a situation that may make you worry.
Worry Bubbles
Sometimes worry feels like little bubbles inside our mind. We can feel worry in our tummies, in our brains, or pretty much anywhere inside our bodies. This activity is designed to help us release worry bubbles so that we feel more calm and relaxed.
1. Find a bottle of bubbles
2. Think about the worry that is bothering you and picture that you are blowing the worry into the bubble as you blow a bubble
3. Picture the worry inside the bubble.
4. Watch it float away and pop, carrying the worry far, far from you.
5. Know that the worry has popped and is outside of you now, unable to bother you anymore.
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Section 1- Food and Fuels
Energy is measured in joules (J). 1000 J = 1 kilojoule (kJ).
There are different amounts of energy in the chemical store of food and fuel.
You need different amounts of energy for different activities:
* Sitting uses 6kJ per minute
* Walking uses 13kJ per minute
* Running uses 60kJ per minute
Section 4b – Energy Transfer - Convection
When particles are heated they begin to vibrate this allows them to move apart; becoming less dense. The heated particles rise.
As they cool the particles move closer together again becoming denser; this causes them to sink. They heat again at the bottom. This creates a convection current.
Convection
occurs only in
liquids or gases.
Section 2 – Energy Adds Up
The law of conservation of energy states "Energy cannot be created or destroyed; it can only be transferred"
When thermal energy is transferred to the surroundings we say the energy has dissipated.
Section 3 – Energy and Temperature
Thermometers measure temperature in degrees Celsius (°C).
Temperature measures the average energy present.
The thermal energy store is the total energy present.
As we heat things particles gain kinetic energy and vibrate faster. The energy required depends on:
* The mass of material.
* What the material is made of.
* The temperature rise required.
Section 5 – Energy Transfer - Radiation
Section 4a – Energy Transfer - Conduction
Thermal energy can be transferred by conduction, convection or radiation.
When particles in a solid are heated they begin to vibrate, this causes them to collide; passing on the energy.
Hot end of spoon
Cool end of spoon
Heat only goes this way
Particles
vibrate rapidly
Vibrations passed on
as energy transfers
Eventually vibrations
will reach cool end
and it will warm up
Materials that let energy pass through them easily are called conductors.
Conduction happens most efficiently in solids; liquids are poor conductors.
Materials that do not allow energy to pass through them easily are called insulators.
Section 6 – Energy Resources
This type of heat transfer does not involve particles. Heat is transferred by infrared radiation, which is a wave of energy; this is how energy is transferred from the Sun.
Radiation can be reflected, transmitted or absorbed.
All objects emit infrared.
The amount emitted depends on: temperature, the colour of the surface and how rough or smooth that surface is.
Shiny
Black
Matt
black
White
Silver
Reflector
Emitter and absorber
best
best
worst
worst
Section 8 –Work, Energy and Machines
Sometimes energy is transferred by doing work e.g. lifting a book against the force of gravity.
To make the work easier you can use a lever. This increases the force you are using. E.g. opening a paint tin with you hand or a screwdriver.
Gears work in a similar way; they are turning levers. Gears can be used to increase the force, change direction or go faster.
Section 7 – Energy and Power
Power is the rate at which we transfer energy, it is measured in watts (W). 1000 W = 1 kilowatt (kW).
You can calculate your energy usage in kW/hour | 1,395 | 689 | {
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Further Advice
If you wish, you may get a private pest control company to help you.
The following companies are based locally and will charge for their services:
Rentokil:
0800 218 2210 (Residential)
0800 917 1989 (Commercial)
WIES (Western Isles Environmental Services)
07831 295 158
Stornoway Grounds Maintenance
0800 182 2733
Colin Newton, Uist Pest Control
07824 905 709
Woodworm Treatment:
Long Island Ltd01851 702083
Tighean Innes Gall 01851 706121
Alternatively, if you wish to tackle the problem yourself. You can buy suitable pesticides and traps from DIY stores, Garden Centres and Supermarkets.
Please read and follow instructions carefully to ensure safe and effective use.
Comhairle nan Eilean Siar
Communities Department Sandwick Road Stornoway
Isle of Lewis HS1 2BW
Phone: 01851 822 694
email@example.com
Pest Control
IMPORTANT INFORMATION
The Comhairle does not provide a pest control service. Officers from the service can provide you with advice on rodents, insects or birds
Common queries concern:
Vermin (mice and rats)
Wasps and wasps nests
Insects; flies, beetles, ants etc
Birds; seagulls, pigeons etc
Bees
It is normally advised that bees are left alone. They are beneficial insects. Some species are now considered to be endangered. If you need further information, a helpful site is that of the British Beekeepers' Association which can be found at www.bbka.org.uk/
Wasps
Being stung by a wasp is a painful experience and can be life threatening to those who are allergic to stings and may suffer anaphylactic shock.
Ensure that wasps nests are properly treated or removed, to reduce the risk of being stung.
Psocids
Tiny insects in the kitchen? These may be 'psocids' otherwise known as booklice. They are not associated with poor hygiene but rather dark, warm, humid conditions. For example these conditions can be created in kitchen cabinets by use of an electric kettle, washing machine, dishwasher or tumble drier. This can encourage the growth of mould which is what these insects feed on.
Always keep dry foodstuffs, such as cereals, in a cool, dry, well ventilated area and clean the storage area regularly.
Slaters / Woodlice
Woodlice / slaters are not insects. They are land dwelling crustaceans, which is why they like cool, damp, dark locations and they feed on decaying wood and other vegetation.
Their presence is usually an indication of dampness somewhere nearby and the most effective control is to identify and remove the cause of the dampness.
Birds
Seagulls and pigeons can cause problems and can carry diseases that are harmful to humans. The public can help by disposing of unwanted food and food containers responsibly and not feeding them.
You might need to consider bird proofing and deterrent solutions such as bird nets, bird spikes and wire deterrent on your property.
Vermin
Rats and mice are prolific breeders and can quickly rise to significant numbers. They can also do significant damage to your home by gnawing through wood and plastic. They carry disease and should be considered a serious cause for concern in any building.
Ultrasonic repellers emit sound that is uncomfortable for vermin but cannot be heard by people. These may help as a deterrent to mice trying to enter a home in the first place, but they are not recommended for existing infestations as vermin can quickly get used to ultrasound.
Flying Insects
There are such a variety of flies which can create a nuisance, such as bluebottles, houseflies, fruit flies and filter flies. If the problem is not resolved by using a fly spray in accordance with the manufacturer's instructions, you may need to get the flies identified to find out what the underlying cause is.
Comhairle nan Eilean Siar
Communities Department Sandwick Road Stornoway Isle of Lewis HS1 2BW
Phone: 01851 822 694
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1.1 Study Skills: How learning takes place
oYour brain is designed to learn.
oWhen you were born your brain had all its nerve cells (often referred to as neurons)
oHowever, not all your neurons were connected to one another
oOver time, they become connected as you learn, and messages travel from one neuron to the next.
oThe more active your brain is, the stronger the connections become
Learning to write
• This must have been a tenuous task, but the more you practiced, your neurons sent messages back and forth about each skill, until a strong connection was created
* Learning shapes the brain
* Example: you were not born being able to write, you had to learn
* Thus, if you do not use your neurons, you will lose them.
* The neurons that are used regularly grow stronger.
* Meaning, your brain will NEVER stop: thinking, learning, remembering and exploring unless YOU stop using it.
* The more you learn, the better you will be at learning.
Creating a Practice of Studying
Do the following everyday:
Learn
Solve problems
Recall
Read
Think
Calculate
Reflect
write
Practice Makes Perfect
• Learning something new requires repetition (e.g. studying for an exam, learning a new song/lines for a concert)
• The more you do something, the better you learn how to do it.
• Practicing, repeating and revising results in you becoming better
• You may feel happy when learning something new
• Link what you are learning with what you already know
Evaluate how effective your learning is
Your marks for your 7 subjects will give you an indication of how well you learn
Even if you are getting high marks, you may be able to improve your learning to obtain higher marks
Activity 1: Quiz on how you learn
1. Answer 'yes' or 'no' to the questions in this quiz. Be honest, as this quiz can help you find out more about how you can learn.
2. Then check the guide at the bottom of the page to see how you are doing.
When you learn, do you:
Yes/No
How effective is your learning?
Some learners struggle to study.
It's not that the work is difficult, but rather they are not using helpful study skills.
1. Your brain is special and unique
4.3 how you remember information for exams
4.2 your understanding of school subjects.
2. Each brain prefers to learn in a particular way.
Every individual's brain is different, because of the way in which it is wired.
4.1 you may improve your way of doing tasks and studying.
3. You need to find a learning style that suits the way your brain is wired
4. If you get to know what your brain prefers, then you can improves various aspects of your schooling
Function of Left and Right Brain
Key word: Dominance
When one aspect is stronger that the other
1. Your learning preference depends on whether you lean towards the right or left side of your brain
5. Everyone needs to develop both sides of their brain
2. Thus, no one is 100% left brained or 100% right brained
3. There is instead a preference/domina nce for either your left or right side
4. One side is not better than the other.
If you are more right-brained:
1. Finish what you start.
3. Make an extra effort to hand your tasks in on the due date.
2. Keep your daydreaming under control.
8. Write down instructions if they are given to you verbally.
7. Use: images, symbols, drawings, mind maps and charts when studying
6. Try to be more organized: create a study plan.
4. Make summaries to help you keep focus.
5. Manage your time during exams: do not spent too much time on one question.
If you are more left-brained
1. Answer the factual questions in your test/exam first
2. Work on your strengths. Enter math, science and accountancy competitions.
7. Practice answering open-ended questions.
6. Study in a quiet room.
5. Try to be more creative. Do not criticise your efforts at art, music or writing.
3. Join a math or science group and help other learners.
4. Keep all your notes organized and ready for when you want to study.
Activity 3: Quiz to find your brain dominance
1. Find out if you are more right-brained or more leftbrained. Read the statements in the Table 2 (circle the numbers that are true for you).
2. Then add up to see if you have more circles on the left or the right side.
3. Write a paragraph stating whether you are more rightbrained or left-brained dominant. Give practical examples.
Left-brain dominance
Right-brain dominance
1. You first want to understand one paragraph, before
1. You want to understand the whole chapter first,
Complete Activity 4 page 105
Know your learning styles:
1. Summarise how you need to study to suit your left-brain or right-brain dominance.
2. Explain which learning styles you will use to suit your stronger intelligence. | 1,827 | 1,113 | {
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"Passing the Torch"
Bible Crafts from 2 Kings 2:11-12 on the Elijah and Elisha
Passing on the Torch…
Craft Ideas for Elijah and Elisha
The prophet Elijah is a fascinating figure to explore. He was truly a man of God, used by Him to speak to a people that often ignored His words. In this story, though, we see the ultimate victory of Elijah. The man who once called fire down from Heaven was taken up into Heaven by a chariot of fire. The lesson here focuses on Elijah and his successor.
Elisha saw his teacher depart, and pleaded with him to receive an extra measure of spiritual ability after he left. These crafts celebrate the flaming transport that took Elijah, as well as the concept of passing on duties to the next in line.
Verses or Captions to Consider…
And as they still went on and talked, behold, chariots of fire and horses of fire separated the two of them. And Elijah went up by a whirlwind into heaven. 12 And Elisha saw it and he cried, "My father, my father! The chariots of Israel and its horsemen!" And he saw him no more. - 2 Kings 2:11-12
Pass on the torch…Carry the Gospel!
Keep it going… a Student for the Lord
Chariots of Fire…Elijah meets God!
Listen to teachers…carry on the Word!
Watch the video demonstration of this craft on our YouTube channel
Craft one: "Chariots of Fire"
You will need:
* Cups (foam or paper)
* Paper or cardstock
* Scissors
* String or pipe cleaners
* Glue or tape
* Crayons or markers
* Hole punch
* Popsicle stick or spoon (optional)
Procedure:
1. Decorate your cup to make it a "chariot" seat. If desired, decorate a spoon or popsicle stick to place "Elijah" inside the chariot.
2. Color and cut a horse picture, or cut out a horse from construction paper or cardstock.
3. Use a hole punch to attach the horse to the cup using pipe cleaners.
4. Cut out small circles for "wheels" and paper "flames", and attach to the side of the chariot.
5. Use your flaming chariot to recount the Elijah story from 2 Kings 2!
Craft Two: "Pass on the Baton Torch"
You will need:
* Paper (construction or cardstock)
* Markers or crayons
* Stickers, glitter, or other decorations
* Paper towel or toilet paper tube
* Scissors
* Tape or glue
* Tissue paper (optional)
Procedure (use one of these ideas or adapt and do others):
1. Decorate the towel tube with captions, verses, stickers, and other decorations.
2. Cut "flames" from construction paper, or use colored tissue paper for fire.
3. Glue or tape the paper fire elements into the tube.
4. Use the "torch" to recall the story of Elijah and importance of carrying on the legacy someone else starts.
This message was prepared by Kristin Schmidt, who serves at the Epiphany Lutheran Church in Castle Rock, CO.
She has shared her teaching gifts through Ministry-To-Children since 2014 and now serves as our lead curriculum writer.
Kristin has a professional background in elementary and pre-school education. A graduate of Biola University, she holds a Master of Education and will receive the Master of Theology degree from Concordia University, Irvine, California, in May 2020. Kristin grew up in southern California and lived the past 10 years in Georgia. She is a long-distance runner and voracious reader.
* Over 400 Printable Bible Coloring Pages
* Over 800 Bible Lessons and Complete Sunday School Curriculum
* New Children's Sermons Object Lessons every week
* Our sister website called Sunday School Works!
If your church buys resources, please consider using The Sunday School Store. Church budgets are tight. That's why our digital curriculum is half the cost of printed material. Even when finances are limited, your teaching can make an eternal difference. | 1,615 | 867 | {
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Easter Craft Ideas
He is Risen! (John 20:1-18)
Easter is here! After journeying through the season of Lent and the solemnity of Good Friday, Easter is a joyous celebration. There are many fun and festive possible activities to create in celebrating springtime or Easter. As with most things in life, the central element here should be the Gospel of Christ. These crafts suggest creative ways to consider the joy and miracle of the Resurrection. A jelly bean
mosaic provides a colorful way to contemplate Easter symbols. A "transforming" caterpillar and butterfly craft invite students to recall how Jesus died and came back to life. Happy crafting!
Verses or Captions to Consider…
But the angel said to the women, "Do not be afraid, for I know that you seek Jesus who was crucified. 6 He is not here, for he has risen, as he said. Come, see the place where he lay.
- Matthew 28:5-6
7 Then go quickly and tell his disciples that he has risen from the dead, and behold, he is going before you to Galilee; there you will see him. See, I have told you." 8 So they departed quickly from the tomb with fear and great joy, and ran to tell his disciples. -Matthew 28:7-8
Therefore, if anyone is in Christ, he is a new creation. The old has passed away; behold, the new has come. -2 Corinthians 5:17
He is risen!
Hallelujah!
Happy Easter
Jesus rose from the dead and brings new life!
More Teaching Ideas:
* Watch the video demonstration of this message and related craft ideas
* Compare our Sunday School Lesson on John 20:1-18.
* Compare another Easter lesson or see all our Easter Ideas for Children's Ministry
* See all our latest children's sermons, Sunday School Lessons, and Sunday School curriculum
You will need:
* Scissors
* Construction paper (any color)
* Markers or decorating materials
* Glue or tape
* Stencils (optional)
* Paper Plates (optional)
* Jelly beans
* Pipe cleaner or string (optional)
Craft one: "Jelly Bean Mosaic"
Procedure:
1. Select a paper, cardstock, or paper plate as a base.
2. Use a stencil or free hand to draw an outline of desired image (cross, butterfly, heart, etc.). Color, if desired.
3. Attach additional decorations and/or verses or captions.
4. Spread glue on the shape, a section at a time. Attach jelly beans to the glue in varied colors. Allow to dry thoroughly.
5. Add a string or pipe cleaner if desired, to hang.
Craft Two: "Butterfly Resurrection"
You will need:
* Construction Paper or tissue paper
* Glue, tape, or staples
* Google eyes or pom-poms (optional)
* Scissors
* Pipe cleaners or string
* Coffee filters or cupcake liners
* Paper bags
* Toilet paper or paper towel rolls
Procedure:
1. Decorate your tube (toilet paper or paper towel) like a caterpillar, attaching a "face" and legs, if desired. Use curled pipe cleaners for antennae.
2. Decorate the paper bag like a chrysalis, adding stickers and verses or captions.
3. Use coffee filters, cupcake liners, or accordion-folded paper to create "wings."
4. Attach wings to caterpillar body to create a butterfly.
5. If schedule and audience allow, place the caterpillar into the chrysalis, and "transform" into butterflies on the sly. Alternatively, allow students to turn their own caterpillars into butterflies. Emphasize the resurrection element in play.
Thank you for downloading these free materials. Our team is grateful for your trust and pray that God will bless your ministry.
This resource was prepared by Kristin Schmidt (pictured right). She serves at the Epiphany Lutheran Church in Castle Rock, CO. She has shared her teaching gifts through Ministry-To-Children since 2014 and now serves as our lead curriculum writer.
Kristin has a professional background in elementary and pre-school education. A graduate of Biola University, she holds a Master of Education and will receive the Master of Theology degree from Concordia University, Irvine, California, in May 2020. Kristin grew up in southern California and lived the past 10 years in Georgia. She is a long-distance runner and voracious reader.
My name is Tony Kummer (pictured below). I started Ministry-To-Chidlren.com in 2007 as a free resource for anyone sharing Jesus with kids. It is my personal honor to share these resources with churches around the world.
Reader donations and your support at The Sunday School Store fund these free materials. Please keep us in mind when you are choosing your next children's ministry curriculum.
If you enjoy our material, be sure to sign-up for my free email newsletter called "Sunday School Works!" Every Tuesday, I send the latest new lessons, crafts, and coloring pages in print-friendly format to make your lesson planning easy.
May God continue to bless your ministry! | 2,027 | 1,073 | {
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Calibration Worksheet
Record numbers in the spaces below as a record for your calibration spreadsheet or software.
1. Tractor speed measurements
Tractor RPM ________ Tractor Gear ________ Pump Pressure (psi)_______
Measured Distance (feet) ________
Time (seconds)
Trip 1 ________
Trip 2 _________ Average ________
2. Sprayer Output
Starting volume in gallons of water ________
Duration needed to spray measured volume in minutes: ________
Ending volume in gallons of water ________ (if not sprayed to empty)
3. Nozzle Output
Test duration in minutes _______
Unit of volume (fluid ounces, mL, grams or ounces) ________
* left side when looking from behind the sprayer.
The number of nozzles will vary among different sprayers.
4. Calculate the linear row-feet per acre (LRFA) and the time it takes to spray one acre
𝐿𝑅𝐹𝐴= 43,560 𝑟𝑜𝑤 𝑠𝑝𝑎𝑐𝑖𝑛𝑔 = _____________
𝑚𝑖𝑛𝑢𝑡𝑒𝑠 𝑝𝑒𝑟 𝑎𝑐𝑟𝑒=
𝐿𝑅𝐹𝐴
𝑡𝑟𝑎𝑣𝑒𝑙 𝑠𝑝𝑒𝑒𝑑 𝑖𝑛 𝑓𝑡. 𝑝𝑒𝑟 𝑚𝑖𝑛.
= _____________
5. Calculate the sprayer output in gallons per acre (GPA)
𝐺𝑃𝐴= 𝑔𝑎𝑙. 𝑝𝑒𝑟 𝑚𝑖𝑛. 𝑥 𝑡𝑟𝑎𝑣𝑒𝑙 𝑠𝑝𝑒𝑒𝑑 𝑖𝑛 𝑚𝑖𝑛. 𝑝𝑒𝑟 𝑎𝑐𝑟𝑒 = ____________
6. Tree-Row-Volume Measurements
𝑇𝑅𝑉=
(𝑡𝑟𝑒𝑒 ℎ𝑒𝑖𝑔ℎ𝑡 𝑥 𝑡𝑟𝑒𝑒 𝑤𝑖𝑑𝑡ℎ 𝑥 𝑠ℎ𝑎𝑝𝑒 𝑓𝑎𝑐𝑡𝑜𝑟 𝑥 43,560)
𝑟𝑜𝑤 𝑠𝑝𝑎𝑐𝑖𝑛𝑔 𝑥 1000
= _____________
*0.75 when upper canopy is noticeably more narrow than the lower canopy
0.9 when upper canopy is almost as wide as lower canopy
1.0 for fruiting wall and when upper canopy is as wide as the lower canopy.
7. Determine the concentration factor
𝑇𝑅𝑉
𝐴𝑐𝑡𝑢𝑎𝑙 𝑔𝑎𝑙𝑙𝑜𝑛𝑠 𝑝𝑒𝑟 𝑎𝑐𝑟𝑒
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Telephone: (08) 8386 1971
Moana Kindergarten Schooner Road SEAFORD SA 5169
Facsimile: (08) 8327 2852
Email: email@example.com
Food and Nutrition Policy of Moana Kindergarten
Staff at this preschool aim to promote nutritional eating habits. We believe that early childhood is an important time for establishing lifelong, healthy eating habits and can benefit children in three ways:
2. Long term: Minimises the risk of diet related diseases later in life e.g. heart disease, strokes, cancers and diabetes
1. Short term: Maximises growth, development and activity whilst minimising illness
3. Advice from speech pathologists and dentists indicates that children should be eating crunchy foods.
Therefore:
- food and drink are consumed in a safe, supportive environment for all children
- staff at this preschool model and encourage healthy eating behaviours
- parents and caregivers are encouraged to supply healthy foods that fit within the Right Bite strategy for their children at preschool.
This food policy has been established after consultation with staff and parents within the preschool community.
Curriculum
- is consistent with the Dietary Guidelines for Children and Adolescents in Australia, and the Australian Guide to Healthy Eating
Our preschool's food and nutrition curriculum:
- includes activities that provide children with knowledge, attitudes and skills to make positive healthy food choices and learn about the variety of foods available for good health
food
- includes opportunities for children to develop practical food skills like preparing and cooking healthy
- integrates nutrition across the Early Years Learning Framework where possible, relating to the Learning Outcome 3: 'Children have a strong sense of wellbeing'
The Learning environment
- have fresh, clean tap water available at all times and are encouraged to drink water regularly through the day
Children at our preschool:
- will eat routinely at scheduled break times
- use the preschool garden to learn about and experience growing, harvesting and preparing nutritious foods
- eat in a positive, social environment with staff who model healthy eating behaviours
- understands and promotes the importance of breakfast and regular meals for children
- is a breastfeeding friendly site
- teaches the importance of healthy meals and snacks as part of the curriculum
Food Supply
- encourages healthy food and drink choices for children.
Our preschool:
- encourages food choices which are representative of the foods of the preschool community
- ensures a healthy food supply for preschool activities and events
- ensures healthy food choices are promoted and are culturally sensitive and inclusive
- displays nutrition information and promotional materials about healthy eating
- has the following guidelines for families for food brought from home or provided by staff within preschool time:
Fruit Time:
o provide children with important minerals and vitamins
Parents and carers are encouraged to supply fruit and vegetables at fruit time to:
o encourage a taste for healthy foods.
o encourage chewing which promotes oral muscle development
Food and drinks provided to children:
o parents and carers are encouraged to provide healthy food and drink choices o staff will ensure that food provided to children by the preschool is in line with the Right Bite strategy.
Food safety
- promotes and teaches food safety to children as part of the curriculum
Our preschool:
- encourages staff to access training as appropriate to the Right Bite Strategy
- promotes and encourages correct hand washing procedures with children and staff.
- provides adequate hand washing facilities for everyone
Food-related health support planning
- liaises with families to ensure a suitable food supply for children with health support plans that are related to food issues.
Our preschool:
Working with families, health services & industry
- invites parents and caregivers to be involved in the review of our whole of site food and nutrition policy
Our preschool:
- provides information to families and caregivers about the Right Bite Strategy through a variety of ways including:
o policy development/review
o newsletters
o information on enrolment
Note: If your preschool has a child with a serious food allergy (eg. nuts), a separate policy for the duration of that child's involvement with the preschool should be developed and communicated to parents and staff.
o pamphlet/poster displays
Endorsed by Governing Council | 1,970 | 850 | {
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GALLSTONES
The Gall bladder is an organ which lies just below the liver. It is a side pouch lying to the right of the main channel which carries bile from the liver to the intestine. This channel is called the Common Bile Duct (CBD). The Gall Bladder stores bile that is secreted by the liver. In the gall bladder bile is concentrated. When food is taken and reaches the duodenum, (the first part of the small intestine), it contracts and the bile reaches the duodenum to mix with food and enhance digestion.
A number of patients develop stones in the gall bladder.
Why do gall stones develop?
- Gender: Females are twice as likely as malesto develop gallstones. Hormonal variations either natural or ingested appears to increase the level of cholesterol. Ggallbladder movement, is decreased in pregnancy, which can lead to gallstones.
- Genetics: Gallstones often run in families, pointing to a possible genetic link.
- Weight. Overweight people have an increased risk for developing gallstones. The most likely reason is that the amount of bile salts in bile is reduced. Bile salts act almost like soap and dissolves cholesterol. The result of this is that cholesterol starts to drop out of solution. Obesity is a major risk factor for gallstones, especially in women.
- Diet. Diets richin fat and cholesterol and poor in fiber increase the risk of gallstones due to a relative increase in cholesterol compared to bile salts and reduced gallbladder emptying.
- Rapid weight loss. "Crash diets and crash weight losing courses"— causes gall stones as the body metabolizes fat during this period—the liver excretes extra cholesterol into bile, which can cause gallstones. In addition, the gallbladder does not empty properly.
- Age. People older than age 60 are more likely to develop gallstones than younger people. As people age, the body tends to secrete more cholesterol into bile.
- Geography. People from Northern and Eastern Indian States are more prone to Gall stone formation. This is probably due to differences in diet.
- Cholesterol-lowering drugs. Some medicines that lower cholesterol levels in the blood actually do so by increasing the amount of cholesterol excreted into bile. In turn, the risk of gallstones increases.
- Conditions in which Red Blood Cells break down rapidly. The increasing load of pigment to the gall bladder causes stones to fall from solution. These stones are pigment stones.
- Diabetes Diabetics generally have high levels of triglycerides. These type of fatty acids may increase the risk of gallstones.
WHY HAVE SURGERY?
The types of gall stones are,
1. Cholesterol
2. Pigment
3. Mixed
Of these, cholesterol stones are the vast majority.
Stones can stay asymptomatic but can cause a number of diseases.
Gall stone colic – pain as a result of stones blocking the neck of the gall bladder (1)
Acute Cholecystitis and Empyema – as a result of infection in a blocked gall bladder.
Chronic Cholecystitis – chronic infection as a result of stones causing inflammation or infection in the gall bladder (2).
Obstructive Jaundice – as a result of the stone travelling down the bile duct. (3)
Acute pancreatitis – a deadly disease. The stone may block the mouth of the pancreatic duct. The is some times a common channel between the pancreatic and the common bile duct. (4)
Gall bladder Cancer – there is an increased incidence in the North Indian
states of Gall Bladder cancer adeadly disease. While the relationship with gallstones is not established most studies say that the highest incidence is in women with a single large stone from the Gangetic plain.
SURGERY
The gold-standard of Gall Bladder surgery, where the Gall Bladder has to be removed, is by the Laparoscopic procedure. However, some local conditions prevent this and a small percentage will still need Open Surgery. The decision to convert to open surgery is most often an indication of maturity on the part of the Surgeon. | 1,633 | 837 | {
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Daniel chose to follow God. You can follow God, too.
Draw a circle around things you can do to please God.
Draw an X on things that do not please God.
Pray.
Hit other people.
Be kind and share.
When you sin, tell God you are sorry.
Do what your parents say.
Take all of the toys and keep them.
Complain about everything.
Think of others.
Go to church.
Read the Bible every day.
Hidden Words
Use the word bank and what you know about the story to complete the sentences. Then look in the word search to find the words you wrote.
RKLKHQLJRTZCOKB
YEIOBOFMROEJSNE
XNTDORTANETBTIS
GLRTIKMLEINADRT
VBXEESKPEHCCDDL
YFNEKBDODMATDD
O
QDQLIUFANFOODH
W
SFIGRKZS
GOXLUO
K
King Nebuchadnezzar took over Jerusalem. The king took some men of Israel. The _____________ gave them his food and drinks. He said the men should be taught for three years. Then they would work for the king. Daniel and three friends were picked. Daniel said he would not eat the king s __________. He would not drink the king s ____________. The king s men liked Daniel. The leader said to ______________, The king said to eat his food and drink his drink. If you do not, you will look skinny and tired. The king will kill me. Daniel said, Let us eat vegetables and drink water for ________ days. Then look at us and see how we ____________. After ten days, Daniel and his friends looked ________________ than the men who ate the king s food. So Daniel and his __________________ got to eat and drink what they wanted. God made them very _____________ and wise. After three years, the king talked with them. The king liked Daniel and his friends the most. They were so wise. Daniel and his friends worked for the king. They were the ____________ workers the king ever had. b l D t f s f dr k b 3 3 3
Word Bank
look best friends food better smart ten king drink Daniel | 841 | 548 | {
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Coronavirus staying at home
The Government has asked everyone to stay at home because of Coronavirus.
Coronavirus is a disease which is making people very ill.
Only people who have jobs that help others stay well are allowed to leave their homes to go to work.
Some of these are doctors, nurses, carers and support workers.
You should only leave your home to go to the shops for food and for one hour of exercise each day.
If you go outside, you must keep 2 metres away from other people.
We cannot got to other people's homes until the Government tells us it is safe to do so.
There are lots of things that you can do so that you don't get fed-up or feel lonely.
Talk to your support worker who can help you with this.
Some people like to have a plan of activities that they want to do each day.
Your support worker can help you with this.
You can keep in touch with family and friends by telephone, by email or by writing a letter.
People use their phones and computers to see and talk to family and friends by video. Your support worker can help you with this.
If you have a garden, looking after the plants or spending time in your garden can help you feel good.
Exercise is good for your health and can make you feel happy. You can exercise in the garden or in the house.
You can march on the spot, dance or stretch. Your support worker can help you find exercise videos that are right for you.
Staying at home gives you more time to clean your home or sort out your things.
You could sort out your photographs, tidy your wardrobe or sort through your books.
Staying at home gives you more time to get better at doing things. You could learn to bake a cake or make your favourite meal at home.
You could learn how to paint or make models. You could make a card to send to a friend or to someone in your family.
Staying at home gives you more time to do fun things with your family or the people you live with.
You could sing songs together, have an indoor picnic or have a dress up day.
Every Thursday night at 8 o'clock people go to their doorstep or into their garden and clap their hands.
This is to say thank you to doctors, nurses, carers and support workers who are helping people.
Our staff will do their very best to support you to stay well and safe.
They will let you know when the government says it is safe to meet family and friends again. | 744 | 514 | {
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These programs offered by the Utah Safety Council offer practical strategies to reduce collision related injuries and fatalities on Utah roadways.
Safety Fact Sheet
WHAT TO DO IF YOU HAVE A BLOWOUT ON THE HIGHWAY
Having a flat tire while driving on any road is always a problem. Experiencing a flat or blowout while traveling on an interstate highway or other high-speed roadway can present special dangers.
The Utah Safety Council offers these tips for coping with tire trouble:
* At the first sign of tire trouble, grip the steering wheel firmly
* Turn your emergency flashers on
* Don't slam on the brakes
* Let the car slow down gradually by taking your foot off the gas pedal
* Work your vehicle toward the breakdown lane or, if possible, toward an exit
* If it is necessary to change lanes, signal your intentions to drivers behind and do so smoothly and carefully, watching your mirrors and the traffic around you very closely
* Steer as your vehicle slows down. It is better to roll the car off the roadway and into a
safe place than it is to stop in traffic and risk a collision from other vehicles
* When all four wheels are off the roadway—brake lightly and cautiously until you stop
* It's important to have the car well off the pavement and away from traffic before stopping, even if proceeding to a place of safety means rolling along slowly with the bad tire flapping. You can drive on a flat if you take it easy and avoid sudden moves. Don't worry about damaging the tire. It is probably ruined anyway
* Once off the road, keep your emergency flashers on. If you know how to change a tire, have the equipment and can do it safely without being near traffic, change the tire as you normally would
* Remember that being safe must take precedence over your schedule or whatever other concerns you may have. Changing a tire with traffic whizzing past can be nervewracking at best and dangerous at worst. Therefore, it may be best to get professional help if you have a tire problem or other breakdown on a multi-lane highway
* Raise your hood and tie something white to the radio antenna or hang it out a window so police officers or tow truck operators will know that you need help
* Don't stand behind or next to your vehicle
* All interstate highways and major roads are patrolled regularly. If you have a cell phone you can call right from the roadside. It is inadvisable to walk on a multi-lane highway. However, if you can see a source of help and are able to reach it on foot, try the direct approach by walking but keeping as far from traffic as possible.
These are the most important things to remember when dealing with a flat tire on the highway:
* Don't stop in traffic
* Get your vehicle completely away from the roadway before attempting to change a tire
* Tackle changing a tire only if you can do so without placing yourself in danger
* Finally, the National Safety Council recommends that you have a qualified mechanic check your vehicle after having a flat tire to be sure there is no residual damage from the bad tire or the aftermath of the flat
U TA H SA F E T YCO U N C I L .O R G | 1,219 | 664 | {
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The pitfalls of eco-efficiency
January 16 2020, by Régis Chenavaz
Credit: AI-generated image
The saying "the road to hell is paved with good intentions" can be applied to many situations, and among them are companies' efforts to preserve natural resources. For example, changes intended to reduce resource use can in the end have the opposite effect.
For a company, "eco-efficiency" means using fewer natural resources in the production process to obtain the same quality and quantity of a
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particular product. Coca-Cola and Nestlé, for example, strive to reduce their water use and Siemens is trying to use less electricity. This environmental effort is important, knowing that Coca-Cola needs 70 liters of water to produce 1 liter of soda and that they are responsible for considerable plastic pollution.
While "greener" products are very much in vogue, energy savings have the advantage of lowering production costs. Offering consumers products that are less resource intensive also sends out a positive signal. Let's take a closer look at the mechanics of such an approach and how it can sometimes backfire.
Rebound effects
Many believe that an eco-efficiency approach aligns business' economic objectives with the environmental objectives of reducing the use of natural resources. However, it is not that simple. We need to distinguish between the natural resources used per unit produced—often highlighted by companies engaged in an eco-efficiency approach—and the natural resources consumed overall, which are linked to global demand for these resources. It is this last point that determines the environmental impact.
For example, let's examine the case of a car that is more fuel efficient, traveling more miles per gallon of gasoline. Less fuel is required to make the same trip, which also means that the same trip has now become cheaper. This money savings can encourage us to drive more, and therefore to consume more petrol—this is known as the "rebound effect."
We observe the same effect for LED bulbs, which cost less to use than incandescent bulbs. We can make fewer efforts to turn off these lowconsumption lights than those with incandescent bulbs, which can paradoxically can increase energy use.
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By reducing production costs, eco-efficiency can thus have a "cost effect": As production costs decrease, the selling price also decreases and, consequently, demand and production can rise. We consume more, which runs counter to our environmental objectives. This argument seems valid in mass markets. When total resource use increases as a result of an eco-efficiency policy, it is said that there is a "rebound," with an ultimately negative impact on the environment.
The case of luxury goods
But there is also what we call a "negative rebound," when resource use decreases more than expected. This is the case for luxury goods or niche markets, when companies use the green credentials of their products as a sign of differentiation. The consumer is then ready to pay more for greener products—for example for electric or hybrid cars or recyclable batteries. Today, hybrid cars are more expensive to produce than conventional ones, the process being relatively new and cost of development needing to be amortized. But at the same time, price is also higher because consumers are attracted to hybrid cars.
If companies take advantage of this and increase their prices, this results in a decrease in the quantities demanded and therefore in the total resources consumed. In the end, the environmental benefit is greater than expected. Paradoxically, it is when companies raise their prices for more eco-efficient products that the environmental impact will be most favorable.
To be genuinely beneficial to the environment, eco-efficiency policies must therefore not encourage demand too much and manage both the efficiency of resource use and the total amount of resources consumed. Such an holistic eco-efficiency management carefully balances the impact on price and demand, ensuring that good intentions become good environmental deeds.
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The Beam
Objective:
To get the beam to hit as many discs as possible over the course of the game.
Components:
* 6 x 6 grid - row and columns labelled 1-6
* 12 discs - 3 red, 3 yellow, 3 green, 3 blue
* 24 sticks - 12 for mirrors, 12 for barriers
* 24 number cards
Set up:
* Remove six cards numbered 1-6 from the pack.
* Place three discs of one colour on each row as detailed below. Determine the positions of each disc by randomly drawing one of the six cards. The number on the card indicates the column to place the disc in.
- 3 yellow discs on row 3
- 3 blue discs on row 4
- 3 green discs on row 5
- 3 red discs on row 6
* Place a barrier on the grid line on the bottom edge of each square containing a disc.
* Replace the six cards, shuffle the whole deck and split the deck in half - forming two separate decks.
How to play:
There are 12 rounds to the game. On each turn, players each have a specific task - Task 1, Task 2, Task 3, and Task 4. The tasks are always performed in order - from 1 to 4. After each round, the players rotate to the next task. Each player will execute each task 3 times during the game.
Players may not talk!
Task 1: Turn over two cards
Turn over the top card of each deck - revealing two numbers.
Task 2: Allocate numbers
Choose which of the revealed numbers represents the mirror . Give this card to the player executing Task 3. The other number represents the beam. Give this card to the player executing Task 4.
Task 3: The mirror
Take a mirror action on the row that corresponds to the allocated numbered card. Choose one of the following mirror actions:
* Place a new mirror on one of the empty squares on the row. A mirror is placed diagonally across a square.
* Rotate a mirror on the row. Rotate through 90 degrees so that the mirror is on the other diagonal.
* Remove a mirror from the row completely.
Task 4: The Beam
Stand at the bottom of the grid by the column that corresponds to the allocated card. Now move into the grid - moving upwards along the column. You are taking the path of a beam of light.
* If you reach a barrier - the beam stops. Your journey ends.
* If you reach a mirror - bounce off it at 90 degrees - according to the angle of the reflection and continue the path of the beam.
* If you reach a disc - pick up the disc and continue in the same direction.
* If you reach the edge of the board - the beam stops. Your journey ends.
Place any discs you have collected in a scoring pile, well away from the grid.
After task 4, the round is complete. Players now rotate roles as detailed below and a new round begins.
❏ Task 1 → Task 2
❏ Task 2 → Task 3
❏ Task 3 → Task 4
❏ Task 4 → Task 1
End Game & Scoring
The game ends after 20 minutes or after the 12th round (when both decks of cards are empty), whichever is first.
The team calculates their score according to the number of discs they have removed from the board.
Yellow discs = 1 point Blue discs = 2 points Green discs = 3 points Red discs = 4 points
Notes on Physical Movement
Each player should have a spot on the floor which they must start the round on as shown in the diagram.
Player doing Task 1 - stands in position 1. The two decks of cards are to the far left and far right of the top of the grid, as shown, so this player must move from their starting position to the far left to collect one card and then the far right to collect the second card. They must then take the cards to the player standing in position 2. This player may now stay at Position 2 (ready for the next round).
Player doing Task 2 - stands in position 2. This player first gives one card to the player in position 4, then gives the other card to the player in position 3. This player may now stay at Position 3 (ready for the next round).
Player doing Task 3 - stands in position 3. The player takes a mirror action on the row indicated. The pile of mirrors is close to position 3. This player now moves to Position 4 (ready for the next round).
Player doing Task 4 - stands in position 4. The player walks the path of the beam on the grid. Any discs that are collected are placed in the scoring pile behind position 1. This player now moves to Position 1 (ready for the next round). | 1,732 | 1,032 | {
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Advocacy Statement
Collective Singing as Intangible Cultural Heritage
Call to safeguarding collective singing traditions
In an era of increasing cultural awareness and preservation, it is imperative to acknowledge that Collective Singing represents a vital facet of our Intangible Cultural Heritage.
With the European Union declaring 2018 as the European Year of Cultural Heritage, broader public awareness for the safeguarding of our heritage increased across Europe, and new initiatives and projects were born. Yet, despite the 20-year existence of the UNESCO Convention for the Safeguarding of the Intangible Cultural Heritage, there is still and too often a focus on tangible heritage, or as it says in the blog of the Europeana project: "In the past, the importance of intangible heritage has not always been fully recognised and little effort was invested in documenting, preserving and sharing it."
According to UNESCO, "Cultural heritage does not end at monuments and collections of objects. It also includes traditions or living expressions inherited from our ancestors and passed on to our descendants, such as oral traditions, performing arts, social practices, rituals, festive events, knowledge, and practices concerning nature and the universe or the knowledge and skills to produce traditional crafts". Music has an important place within the performing arts, and vocal music has the biggest number of examples listed, which includes numerous choral and other collective singing traditions.
In a recent webinar, the European Choral Association presented the Baltic Song and Dance Celebrations in Estonia, Latvia and Lithuania, which were recognised as UNESCO intangible cultural heritage of humanity in 2008. Other examples are the Canto a tenore, Sardinian pastoral songs recognised in 2008 and Klapa multipart singing of Dalmatia in Southern Croatia – recognised in 2012. Next to the UNESCO lists (good safeguarding practices, representative list and list of ICH in urgent need of safeguarding), there are also national lists of intangible cultural heritage, and in Germany, this list includes singing in amateur choirs.
The UNESCO Convention for the Safeguarding of the Intangible Cultural Heritage recognises the "importance of the intangible cultural heritage as a mainspring of cultural diversity and a guarantee of sustainable development". It is "transmitted from generation to generation and provides them with a sense of identity and continuity, promoting respect for cultural diversity and human creativity."
To recognise intangible cultural heritage is to recognise the value inherent in every culture of the world, as well as to understand that heritage is a living practice of communities globally and a vector for social cohesion, democratic participation and improved physical and mental health (see #BenefitsOfSinging and www.cultureforhealth.eu/knowledge).
Yet, many traditions considered as intangible cultural heritage are under threat, and collective singing has especially suffered for being banned in many countries during the pandemic. It is therefore more important than ever to promote the safeguarding of these traditions through performances, recordings and documentation, research and educational activities.
We therefore call on:
- decision-makers to recognise the importance of all activities contributing to the safeguarding of intangible cultural heritage including collective singing practices and to adopt appropriate measures of support, protection and promotion;
- cultural heritage professionals to fully recognise the importance and role of intangible cultural heritage worldwide and to join efforts to document, research, preserve and share it;
- persons active in the formal and non-formal education sector to integrate collective singing traditions in their work with children, youth and adults; | 1,621 | 696 | {
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Milestone Early Years Home Activities 'Night and Day' Term 3 201516
Welcome to our new parents who have joined us through the last term and this term.
https://www.youtube.com/w atch?v=I3k7a_DO4L
Physical Development We are enjoying gymnastics sessions with Beam Gymnastics. It is great to encourage you child to follow your movements stretching, bending, curling, rolling, jumping and balancing.
Topic Story One
Once there was a boy, and that boy loved stars very much. So much so that he decided to catch one of his very own. But how? Waiting for them to grow tired from being up in the sky all night doesn't work. Climbing to the top of the tallest tree? No, not tall enough. The boy has a rocket ship . . . but it is made of paper and doesn't fly well at all. Finally, just when the boy is ready to give up, he learns that sometimes things aren't where, or what, we expect them to be.
Topic Story Two
https://www.youtube.com/ watch?v=9U9y35kWBvM
The hour was late and Mr. Bear was tired. But he could not sleep however he tried and wherever he tried. Snore, Snore went Mrs. Bear. TickTock, TickTock went the clock. Would he never get to sleep?
Stay and Play
Wednesday 3rd February
Parents and Carers come and join us - enjoy a fun morning followed by coffee and updates on Tapestry and behaviour strategies.
Save your stars from Christmas and enjoy counting activities, big and small. Find them in, under and on objects in the home and garden.
Make rockets
Make starfish from sandpaper and feel the texture. Find other textures around the house.
Join us and explore at home
Soft feeling something soft can immediately make you feel better. Some everyday items that have a soft texture may include a favorite stuffed animal, a fleece sweater and cotton balls.
Smooth What do a polished rock, common? They're all smoothtextured piece of satin,and a window have in and easily touched for a learning experience. Have fun putting your cheek on a cool window or running a smooth rock up and down your arm. Bumpy S andpaper has different types of rough surfaces. A tightly woven basket, for example, has a rough, bumpy texture upon feeling it. A single layer of macaroni noodles or beans spread in the bottom of a bowl as a rough texture when you place your hand on it.
Topic Story 3
https://www.youtube.com/w atch?v=e6aYYiyQUmY
watch and listen to the story
"I want my mommy!" Three baby owls awake one night to find their mother gone, and they can't help but wonder where she is. What is she doing? When will she be back? What scary things move all around them? | 1,393 | 965 | {
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Week 9: Jesus Loves the Children
Scripture:
Matthew 19:13-15
Memory Verse:
Psalm 139:14a - I am fearfully and wonderfully made.
Song Tune: Deep and Wide I- am, fearfully (point to self, arms out) And- wonderful-ly- made (wave arms in the air) I- am, fearfully And wonderfully- made
God-- said, in the Psalms (point up, place hands together to form a book) 139 verse 14 I- am, fearfully And wonderfully- made
Song:
Jesus Loves the Little Children
Traditional
Jesus loves the little children (point up) All the children of the world (spread arms wide) Red and yellow, black and white (point 4x across body) They are precious in His sight (point to eye) Jesus loves the little children of the world (point up)
Comprehension Questions:
Who wanted to see Jesus? Who tried to stop the children from seeing Jesus? Why do you think the men didn't want the children to see Jesus? Why did Jesus want to see the children?
Objective:
Jesus loves children.
Books of the Bible
Song:
Galatians - 2 Thessalonians
Activity and Craft
Supplies:
* Heart Printable
* Glue
* Tissue Paper Squares
Choose the activities that are best for your children and situation.
Snack Options:
Teddy Grams
To Purchase Books and Licenses: ABCJesusLovesMe.com/sunday-school-curriculum
© ABCJesusLovesMe.com/JLM Media, LLC
1
Use in home or with Active License Only
Week 9: Activities
Activity:
Red Light, Green Light: Using only the green (go) and red (stop or freeze) concepts of this game, instruct the child to walk toward you when you say "come, come, come" and go backward when you say, "no, no, no."
Craft:
Jesus Loves Me Heart: Give each child a heart printable. Glue squares of tissue paper on the heart.
Poem:
Jesus Loves Me (Adapted from LoopKids.org):
Jesus loves me if I'm small (squat down) Jesus loves me if I'm tall (reach for sky) No matter what I've said or done (shake head no) Jesus loves me and everyone (hug, reach out)
Additional Ideas:
Additional teaching ideas
are available on the
ABCJLM website.
* ABCJLM Ideas: ABCJesusLovesMe.com/ideas/jesus-loves-the-little-children
To Purchase Books and Licenses: ABCJesusLovesMe.com/sundayschool-curriculum
© ABCJesusLovesMe.com/JLM Media, LLC
2
Week 9: Bible Time
Flannelgraph:
* Bible
* Water/Sky Board with Land, S4
* Jesus on rock - 4, 194
The flannelgraph provides a visual component, but is 100% optional.
* Children - 108, 110, 114, 119, 120
* Disciples - 20, 21
Today we are going to talk about one of the most important things that you will hear at church. Jesus loves you. Even if you are little, Jesus loves you because Jesus loves children! Say, "Jesus loves kids!"
But one time in the Bible some people said that Jesus didn't have time for children! These people thought that kids were too little for Jesus to care about. But they were wrong.
Let's look in the book of Mathew to find the true story about Jesus and children. Open your Bible to Matthew, the first book in the New Testament.
One day some parents brought their children to Jesus so Jesus could pray for the children. But the disciples scolded the parents for bothering Jesus. That means that the disciples weren't very nice to the parents. The disciples told the parents, "Get these children out of here!"
The disciples thought Jesus was too busy for the children. The disciples thought that Jesus needed to be spending His time healing people and telling people about God's love. Pretend to be a disciple, shake your finger at the parents and say, "Go, go, go."
When Jesus saw what was happening, Jesus was frustrated with His disciples. Show me a frustrated face. Jesus was frustrated because Jesus loves children. Jesus said to the disciples, "Let the children come to me. Don't stop them! For the Kingdom of God belongs to those who are like these children. I tell you the truth, anyone who doesn't receive the Kingdom of God like a child will never enter it." Jesus told the disciples that He loves children and that adults need to slow down and look at Jesus like children do. Pretend to be Jesus, wave to the children, and tell the children, "Come, come, come."
Then Jesus took the children in His arms and placed His hands on their heads and prayed for them. Jesus took time to hug children just like you because Jesus loves you a whole lotta much! Give yourself a hug and say, "Jesus loves me!"
To Purchase Books and Licenses: ABCJesusLovesMe.com/sunday-school-curriculum
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Experiment 8
Temperature & Thermometers
▲ Warning: Liquid nitrogen may be used. University regulations require students to have splash proof safety goggles, long pants, and closed toe shoes.
In this experiment you "build" a thermometer by calibrating the output of a thermometric system. The system is a sealed container of air at fixed volume. The output is the pressure of the gas in the container. The calibration is achieved by relating the pressure to temperature in units of degrees Celsius. Once you have a working thermometer, you use it to determine some temperatures.
Preliminaries.
Temperature scales are based on convenient and accessible points, usually the freezing and boiling points of water. The Celsius scale assigns 0 o C to the freezing point and 100 o C to the boiling point, evenly splitting these points with 100 divisions. Once the degree size is determined, the Celsius scale is extended above 100 o C and below 0 o C. But how far does this linearity go? All the way to zero thermal energy?! At this point, the molecules hitting the walls of the vessel are not moving? The pressure they exert is zero? Can we show this? This point would be called Absolute Zero, or 0 K, for Kelvin. Do you think things can get colder than this?
State the ideal gas law, and using this fluid model, what do you expect to happen to the pressure of the gas as the temperature drops?
State the assumption of kinetic gas theory, and what does this say about what should happen as the temperature of the gas drops?
Physical systems cannot be cooled beyond a certain limit, called absolute zero. This observation underlies the Kelvin scale, which is the most useful in physics. The Kelvin scale has units of Kelvins (K). A Kelvin is the same size as a Celsius degree. Absolute zero is, by definition, at 0 K .
You may notice that, on some gauges, the interval from 0 to 5 psi is subdivided into only four divisions, not five. In fact, 1 psi is not included on the gauge. To read the gauge properly for pressures less than 5 psi, read down from 5 rather than up from zero.
As you change the temperature of the bulb, what changes, and what is always the same?
At one point, you can open the valve of the bulb – when the valve is open, what do we know for sure about the gas in the bulb? What does this action change?
Procedure.
* How do you make sure that the bulb is thermalized (all at one constant temperature)?
* Atmospheric pressure is about 14.7 psi. What if the treading doesn't agree with this because the needle has been pushed? What will you do?
* Make a graph of temperature and pressure. Should this be linear, or is there some other way you should graph it? Extrapolate your graph to be where the pressure is zero. What temperature does this correspond to?
* Do this experiment for different amounts of air in the bulb, at least two. How would you change the amount of air in the bulb? Put these data on your graph. What do you notice.
Questions (Answer clearly and completely).
1. What value do you determine for the Celsius value of absolute zero? What is the percent difference from the accepted value? Is this within your expected uncertainty?
2. What value do you determine for the temperature of the carbon dioxide / alcohol solution? What is the percent difference from the accepted value?
3. Estimate how many moles of air, molecules of air, and grams of air are in the bulb
My expectations:
Please submit to me a Lab Report complete with:
1) A statement of purpose
3) A graph
2) A drawing
4) A conclusion that must use the words… something like:
a) "our findings are consistent (inconsistent) with…." Or "our findings support (conflict) with…."
b) …based on the xyz of our graph
PVS. 5/15
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Math 10 Chapter 1
1. Identify the following data by type (categorical, discrete, continuous)
a. Number of tickets sold at a rock concert.
c. Age of a fossil.
b. Make of automobile.
d. Temperature of a nuclear power plant core reactor.
f. Cost per unit at a state University.
e. Number of students who transfer to private colleges.
g. Letter grade on an English essay.
2. Identify the following level (nominal, ordinal, interval, ratio)
a. Number of tickets sold at a rock concert.
c. Age of a fossil.
b. Make of automobile.
d. Temperature of a nuclear power plant core reactor.
f. Cost per unit at a state University.
e. Number of students who transfer to private colleges.
g. Letter grade on an English essay.
3. 1038 Americans were asked, "What is your favorite sport to watch?" The results were summarized into a pie graph.
a. Interpret the pie graph.
b. Do you think a different graph would have a clearer way to show this data? Explain.
c. Using the same data create a bar graph. Instead of labeling each bar with counts, use percentages.
d. Compare the bar graph to the pie graph. In your opinion, which of these two graphs better explains the data?
4. The two frequency histograms represent the ages of 78 Male US Senators and 22 Female US Senators. Ages were evaluated on October 20, 2017.
a. Estimate the center of each graph. Does there seem to be a difference in average age due to gender in the US Senate?
b. Estimate the range of each graph. there seem to be a difference in age spread due to gender in US Senate
c. Is there a difference in shape between the two graphs?
d. Senator Diane Feinstein of California, who is 84 years old, represents an outlier among the females. Would your answers to parts a, b or c change if Senator Feinstein were removed from the data? Explain.
5. An experiment was conducted on string bean plants. The plants were broken into three groups. The first group was given Fertilizer 1, the second group was given Fertilizer 2, and the third group was given no fertilizer. After 2 months, the heights in inches were measured with results shown in the dot plot. From the dot plots, describe the center, spread, shape and unusual features of each group, and then make an overall statement about the fertilizers. | 948 | 514 | {
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STOCKHOLM INTERNATIONAL WATER INSTITUTE
HEALTH
2014 STOCKHOLM STATEMENT ON WATER
Global demand for freshwater is projected to grow by 55% between 2000 and 2050. This poses a huge risk for increased competition over water from different users.
A Sustainable Development Goal (SDG) on water is a unique opportunity to holistically address our world's water related challenges, avoiding potentially fragmented and unsustainable solutions which can increase competition between different water users.
SUSTAINABLE GROWTH
AGRICULTURE
ENERGY
CLIMATE
THE EFFECTS
of climate change impact the agricultural sector, specifically increased competition over
resources and extreme, increasingly unpredictable water patterns. Global food and water security depends on the agricultural sector achieving greater water use efficiency and sustainability.
WHAT IS HAPPENING NOW?
Rainfall and snowmelt patterns that affect the water cycle are being distorted by our changing climate. Simultaneously, demand for finite and irreplaceable water resources is booming. As an outcome of the World Food Summit in 2009, it was suggested that by 2050, 70% more food will be needed to meet the growing global population's dietary demands as compared to 2005/7. In 2012, FAO and other agencies revised the figure to 60%. Currently 800 million people are undernourished. They also predominantly come from the same underprivileged communities who lack safe sanitation. As a large and relatively inefficient water user, the agricultural sector holds a major key to unlocking the global water demand dilemma.
WHAT NEEDS TO HAPPEN NEXT?
The effective and sustainable use of fresh water is critical to achieving global food security. Major changes across the entire food chain and in consumer behaviour are needed to ensure that available water resources are properly used to meet growing demands for food and other agricultural products. Improving rainfed farming systems through, conservation agriculture including rain water management, as well as increasing water productivity in irrigated farming systems are key elements.
► Watch SIWI's five thematic films
and corresponding Stockholm Statements on Water to learn more about the centrality of water in building resilient future societies.
www.siwi.org/stockholmstatement2014
A Sustainable Development Goal
(SDG) on Water is essential for our shared future
What would an SDG mean for Agriculture?
A dedicated SDG on water will facilitate coherent decisions on how to best share water between users, helping to provide a stable and sustainable supply of global food resources.
FACTS
* THE TOTAL AMOUNT OF WATER available for irrigation globally is projected to decrease by around 350 km 3 (15%) between 2000 & 2050, as demand for freshwater grows in other economic sectors.
* RAINFED AGRICULTURE is the world's predominant agricultural system, and also hosts the majority of the rural poor. Yields in rainfed systems vary but are often much below the potential in many low-income countries. Inadequate and variable rainfall is generally a significant constraint in agricultural production and a more widespread challenge as compared to land availability. | 1,489 | 628 | {
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Class Reference Information: Reception Robin and Wren (EYFS/Foundation Stage)
Key Stage 1
(KS1) Year 1: Swift, Nightingale Year 2: Woodpecker and Kingfisher
Lower Key Stage 2 (LKS2) Year 3:Osprey, Falcon, Year 4: Buzzard and Skylark
Upper Key Stage 2 (UKS2) Year 5: Kestrel, Red Kite Year 6: Owl and Eagle
Newsletter 3
6 th October 2023
It has been a busy couple of weeks at school with children doing all sorts of different activities to enhance their learning.
The children in Reception have been helping their puppet friends to learn how to count this week. They have been using a magic counting wand to practise with the puppets which number to start with and which number we end up with to find the total amount.
This week Year 1 have been learning about St Paul's Cathedral. We experienced what it is like to paint a ceiling by attempting to colour in a pattern that was taped to the underside of a table. It made everyone's arms ache, so we decided it would have been very tricky to have painted the huge ceiling!
Year 2 enjoyed an interactive bridge building workshop run by Tower Bridge. We constructed a variety of bridges and tested them for strength.
The children in Years 4 and 5 have been learning all about positive communication and resilience when trying to complete challenges as part of a team. They had a special team building day.
On Wednesday morning, the Year 5 and 6 pupils went to Bourn Farm to participate in the Network CB23 Year 5 and 6 Careers Convention. There was an exciting range of exhibitors attending this year, from archaeology to medical physics, apprenticeships to engineering, and sustainability to IT. All the exhibitors volunteered their time and were very helpful and willing to answer questions about the various job and career paths in their field for our pupils. The children spent time brainstorming some good questions to ask during the event and enjoyed participating in the interactive stands, filling in their booklets throughout the morning. We also had many happy faces collecting the badges, stickers, and bags on the day! The organiser of the event sent a follow up email to compliment the school on the children's behaviour and their enthusiasm. The teachers were very proud of them.
A successful partnership between parents and school will have a positive impact on children's well-being and learning. At GVP, we aim to work closely with parents so that they know what their children have been learning about and how they can best support them. This is one of the reasons that we do productions and class assemblies – we plan for each year group to do one of these. We also arrange meetings between parents and teachers regularly. Our formal parent consultations are coming up immediately after the half-term holidays; some parents are invited in next week. Sign up for these. We have open classrooms to inform parents about their child's work. Look out for more information on Parenthub.
At school, we seek to work positively with parents. If you have any concerns, please do ask to meet with class teachers so that we can work together to bring about a resolution.
Reminders:
Coming Up:
Between 8:30am and 9:00am and 3:00pm and 3:30pm, the school car park is only for staff, blue badge holders and taxis. Part of the car park is coned off to allow children to walk safely through the car park – please use the paths and coned off area to keep everyone safe.
Reading Books:
We are very excited to announce that we have a free trial to MyOn. This is an online reading platform for children to access articles, non-fiction and fiction texts on any device. This links to their school Renaissance Accelerated Reader account and any quizzes that are completed will be reflected on their account and work towards their targets which is excellent. Our trial ends on 23rd October and we are hoping to see many children log on and have a go. With many different books available from several different genres there is something for everyone! To log in please follow the instructions below.
Go to https://www.myon.co.uk and enter your login information:
School Name: Summer Reads
Username: Emma
Password: SUMR123!
Monday 16 th Oct.:
Individual photos
Monday 16 th Oct.:
BMX Assembly
Monday 16 th Oct.:
EYFS open classrooms
Tuesday 17 th Oct:
LKS2 open classrooms
Wednesday 18 th Oct:
KS1 & UKS2 open
classrooms
Wednesday 18 th Oct:
Kestrel Class Assembly
Thursday 19 th Oct:
Red Kite Class Assembly
Friday 20 th Oct:
Run for Fun Day
Friday 20 th Oct.:
Last day of Autumn 1
Monday 30 th Oct:
Return to School
Wednesday 1 st Nov:
RSE Consultation @ 9am
Wednesday 1 st Nov:
Parent Consultations
Thursday 2 nd Nov:
Parent Consultations | 2,018 | 1,057 | {
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Experiment 3
Vibrating Strings
In this experiment you shake a stretched flexible string. When you shake rhythmically at the correct frequency, the string forms a large standing wave pattern. The vibrating string resonates at certain frequencies, which are determined by the properties of the system. You use your observations to determine the wave speed on the string.
Preliminaries.
This experiment investigates the resonance conditions of a simple system consisting of a taut cord fixed at the ends and connected to an external driving mechanism.
Procedure.
* Make sure you know what measurements you are going to take
* Set up standing waves of different frequencies using the speaker driver. How will you identify a resonant frequency? You should try making the amplitude as small as possible and then make it bigger. Setting it too high may damage the speaker!! Is it easier to identify the resonant frequency with small driving amplitude or large driving amplitude? Find out!
Figure 1. Schematic for Standing Waves Experiment
* Calculate the wavelength from the average
distance between nodes.
Introduction
1) What does theory tell us about the speed of a transverse wave on a string? What does it depend on? How will we measure the properties of the string that are necessary to determine the theoretical speed of a wave on the string?
What happens when a generated wave hits a (fixed) boundary and reflects back? Can you explain how a standing wave is formed when the reflected wave interferes with the incident wave? What does your theory tell you about the allowed wavelengths of a standing wave on a string fixed at both ends? Please make a drawing showing the nodes and antinodes. What are the allowed frequencies?
We are able to measure the frequency with which we excite the string, and the wavelength. This will yield the experimental speed of the wave on a string. How you determine the wave speed from experimental measurement of λ and f. Should the wave speed change with different selected values of f ?
* Look for at least four other resonant frequencies. Record the frequency and the wavelength for each standing wave.
* Graph the data with the "wavelength" on the vertical axis and "frequency" on the horizontal axis.
* Make another graph so that there is a linear relationship (it can be fit with a straight line). How will you measure the experimental wave speed from this graph?
* Calculate the theoretical wave speed from string properties.
* State if your experimental results support the predominant theory. Does the experimental measurement of wave speed match the theoretical wave speed within expected uncertainties?
4. Suppose you redo the experiment with the same cord pulled to a longer length. Explain how the
following quantities change: string tension, mass density, wave speed, wavelengths of standing waves, frequencies of standing waves. How would your straight line graph change with this new system?
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Experiment 7
Thin Lenses
We will measure the focal lengths of lenses and investigate the equations that people use for lenses. At every step, you should be able to understand what you see and express it with a ray diagram
Preliminaries Converging Lens
When you make an image with a lens, theory gives the following:
where f is the focal length of the lens, M is the magnification, s and s' are the object and image distances, respectively, and y and y' are the object and image heights. The trick in using equations 1 and 2 is the correct assignment of signs. We won't worry about these rules, but rather, we will understand the geometry with a drawing. Please derive equations 1 and 2 using similar triangles.
A real image is formed if rays actually come from the location of the image. A virtual image forms at the point from which the rays appear to diverge, and it cannot be viewed on a screen. However, you can sometimes make these rays converge to a real image with a converging lens.
Procedure
Part A: Converging Lens
1. Find a way to measure the focal length of the converging lens.
2. Make a real image. Do this a bunch of times. What do you get if you graph s against s'? According to the theory, what would you graph to
make a straight line? How is the focal length expressed in this graph?
3. Do your data support eq. 1 and eq. 2?
4. One interesting thing to try is: Given a distance that is large enough to produce a real image, there are two places you could put a real image. Please verify this. Can you explain why this would happen with a ray diagram?
5. What if you cover part of the lens with a piece of paper? What happens?
6. What happens if you decrease the "aperture" of the lens – that is you cover up all but a smaller circle in the middle? Note what happens if you do this when the image is in the wrong place – that is it is not in focus? Can you explain why this would happen with a ray diagram? What does it mean when we say "Photographers increase the field of view by closing down the aperture."
Part B: Diverging Lens or Other Virtual Image
1. Find a way to measure the focal length of the converging lens if you can.
2. Can you make a real image with nothing but a diverging lens? Explain why with a drawing.
3. View the object through a concave lens. Can you find a way to measure the approximate distance of the image by focusing your eyes or some other method? Can you verify what you see with a ray diagram?
4. Use a converging lens to make a real image from the light making the virtual image you see. As far as the convex lens is concerned, the light producing your real image is coming from the virtual image.
5. Find the distance between the concave lens and
the virtual image. Do this experimentally and data from your graph in part A.
6. From the distances above, calculate the focal length of the diverging lens. Does this agree with the measurement you made in #1?
7. You can repeat this experiment for a virtual image produced by a convex lens too! …if you like.
Questions (Answer clearly and completely).
1. Do your data support equations 1 and 2?
2. Did your two methods finding the focal lengths of the converging lens agree?
3. Did your two methods finding the focal lengths of the diverging lens agree?
4. What happens to the image if half of the converging lens is covered?
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Which of these is one of the results of the schenck decision
the court ruled to remove protection from dangerous speeches. Charles Schenck was an anti-war activist who spoke out against the war and was arrested for espionage. It is believe that he was threatening the war effort with his speeches and was charged as a result.
How to tell if an equation is exothermic or endothermic?
Which polynomial contains the powers in descending order? A. 3x6 + 10x2 + x8 + 8x3 - 2
B. 10x2 + 8x3 + x8 - 2 + 3x6
C. x8 + 10x2 + 8x3 + 3x6 - 2
D. x8 + 3x6 + 8x3 + 10x2 - 2
It takes 30 cups of milk to make 4 sticks of butter. find the unit rate
In this excerpt ,the uniqueness of Laura's speech isn't revealed by her
Which value of x makes the following equation true? 4(x - 1) = -4x + 60
A. 8
B. 12
C. 11
D. 9
True or false : Scientific theories have withstood the test of time and are accepted as proven fact.
Which mass is the most reasonable for an orange?
A 125 kg
B 125 g
C 125 mg
D 1.25 g
Marketing creates, communicates, and delivers value to the firm's chosen customers. This enables the firm to attract and keep customers. Attracting and keeping customers drive _____________ for the firm.
Which sentence best describes popular sovereignty? The will of the people should dictate who would be governor. The people that live in a territory should choose whether to allow slavery or not. The president should make decisions about slavery. The popular vote is more important than the electoral vote. Which of the following forms the eastern boundary of the Olympic Peninsula?
How to simplify the fraction 9 50
Kimberly has been married to Leslie for 3 months now. When her father asks how things are going, Kimberly says: Things are wonderful. Leslie is the best partner I could ask for. This unrealistically positive rating of her new wife is an example of the ______effect.
Questions about gun control
Kim and her husband are opening a restaurant. While in the planning stages it is important for them to create an environment in which patronus are most likely to be comfortable, relaxed, and likely to spend money. These factors are called A) halo effect. B) perceptual set. C) framing effects. D) contrast effect. E)
context effects.
B.how has this work increased my knowagle of a subject, issue or event?
Which question should you as during your first read of the multi-draft reading process? A.what is the authors pourpus in writing this peice? .
C.What evidence does the author present to explain or support the central idea? D.What is the author's point of view or opinion?
How do enzymes speed up chemical reactions? Enzymes A) lower the activation energy of chemical reactions.
Kenji wants to divide 48.6 by 0.15. What is the first step that Kenji must complete?
B) raise the temperature of the cell, speeding chemical reactions.
D) act as miniature 'transfer trucks', gathering m
C) store ATP, allowing more energy to be used in chemical reactions.
A car traveled 280 miles at 55 mph. About how many hours did it take for the car to reach its destination?
1. Home
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BIO-SAND TECHNOLOGY ADOPTED IN INDIA FOR SUSTAINABLE WATER FILTERING
By Daysi Mamani Suaquita
Tested and approved by various governments and research centers, the Bio-sand technology has effectively been introduced in over 66 countries, one of them is India, where this lowcost technology is being use to solve the problem of the scarcity of clean water.
Scarcity of clean water is an impacting problem in India. Citizens, industry and farmers have been guzzling surface water; groundwater levels are reducing, the amount of pollutants in water is increasingly rapidly and heavy metals exceed the national safety limits as well. Most villagers consume unsafe drinking water on a daily basis. Some families opt for boiling the
water prior to drinking which can be costly. Those who can afford it, buy bottled water to reduce the risks of such diseases, while economically and financially weaker people continue to consume impure water, which eventually causes disease and death.
The Bio-sand filter costs in India about $44 and works for 30 years. It is easy to maintain and filters 84 liters of water daily, enough for 10-12 people, or 70 schoolchildren. No chemicals, moving parts, exterior pipes or electrical apparatus are used. There is virtually no maintenance, no operating and no electricity costs.
The Bio-sand filter is made of locally available cement, sand and pebbles. It consists of various layers of sand and pebbles, and a 2-inch standing water layer known as the "bio-layer". The dirty water is poured on top, and meets with the bio-layer where bacterial predation occurs. Then the water moves through the filtration sand and, because of an electrostatic charge, viruses adhere to the fine sand and are trapped within. This is known as adsorption. Furthermore, because there's no food, no light, and no oxygen, further pathogen die-off takes place. The water then flows down into the pebbles and comes back up in an outlet tube, and is stored in a clean water container with a lid to protect it from re-contamination.
Many NGOs in India like South Asia Pure Water Initiative (SAPWII) and Dhan Foundation, are distributing bio-sand filters in 12,000 villages and have positively impacted more than 100,000 villagers. Michael B. Lipman, President of SAPWII, stated that their five-year goal is to place 15,000 filters into service in South India by 2016 and provide ongoing water and sanitation education.
The Bio-sand filter was designed by David Manz, a former professor at University of Calgary, Canada. Using his expertise in water engineering and wastewater treatment,
he developed a low cost Water Filter that effectively removes all the dissolved particles and pathogens from the water. This slow purifying process manages to remove up to 98% of bacteria, 100% of viruses, 99% of parasites, protozoa, amoebae, and worms, 95% of heavy metals, and with a slight modification, 93% of arsenic. It manages to eliminate illnesses such as Typhoid, Cholera, Hepatitis A, Rotavirus, Ecoli bacteria, and other dysentery causing organisms.
Technical information on Bio-sand filters are available in the manual developed by CAWST (Centre for Affordable Water and Sanitation Technology).
David Manz has trained many organizations on how to design, construct, install, operate and maintain the Bio-sand filters. David Manz is also co-founder of CAWST, which in June 2009 estimated to have deployed more than 200,000 Bio-sand filters in over 70 countries worldwide. More technical information concerning the construction of Bio-sand filters are available on the website of David Manz.
To know more
Bio-sand filter in indiawaterportal website
South Asia Pure Water Initiative in Facebook
Bio-sand filter
Bio-sand in thebetterindia website
Bio-sand in thealternative website
Bio-sand in sapwii website
Bio-sand in IDRC website http://www.manzwaterinfo.ca/bsf/bsf1.html
http://www.manzwaterinfo.ca/bsf/bsf5.html
Manual on Bio-sand filter-Spanish http://www.cawst.org/ | 1,809 | 891 | {
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Abstract（
Rewritten: 15-07-2021）
The visual world of children's books
Children's literature in various formats: books, multimedia, Internet etc
Kamishibai : an alternative format of children's literature (presentation)
Kamishibai is a unique Japanese cultural asset, born in the 1930's in Tokyo. A
kamishibai shows a certain number of loose sheets that have a picture on the front and text on the back. The presentation of kamishibai always needs a performer, who stands
facing the audience. The sliding-out and sliding-in motions of the picture serve the purpose of moving the story along, while the performer is reading the text.
More and more librarians, educators, speech therapists, performers, and researchers as well as creators in the world come in contact with kamishibai. Many of them make use of it, because although the story and illustrations are quite simple, kamishibai offers great joy of literature for a wide range of the public, including toddlers, immigrants, children with disabilities, and even adults and the aged. Kamishibai's format is different from picture books, so it has its own key features. Being an administrative member of the International Kamishibai Association of Japan (IKAJA), I want to clarify these key features in my presentation.
For my clarification, I will use some kamishibai works of Seizo Tashima, shortlisted for the H.C. Andersen Award 2020. Seizo Tashima was born in Osaka Prefecture and spent
his childhood in Kochi Prefecture. In 1969, he moved to the village of Hinode in the
Tokyo area with rich nature, and joined movement against the construction of a garbage incineration plant in the village.. In 1998, he moved to the Izu Peninsula and he
dedicated himself to creations that focus on nature He has illustrated or written and illustrated numerous picture books, including Chikara Taro (Powerful Taro, published
by Poplar Publishing Co.), winner of the Biennale of Illustrations Bratislava (BIB)
Golden Apple Award in 1969; Tobe batta (Fly, Grasshopper, published by Kaiseisha), winner of the Shogakukan Illustration Award in 1989. His latest work published in
2020, Tukamaeta (I've got it, published bu Kaiseisha) is based on the unforgettable experience of childhood, which depicts the summer day when he caught a big fish.
He has created not only picture books but also masterpieces of kamishibai. Among others, three kamishibai will be focused, which are based on the folktales in France, India and Japan respectively: Ahiru no Osama (Duck the King, 1970), Kashikoi Kanfu (The Wise Kanfu, 2007), and Shippei Taro (2017), which are all published by Doshinsha His powerful line, strong colors and the inner rhythm really fit the art of kamishibai, which is a combination of the oral and visual literature. | 1,215 | 658 | {
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VII. Curriculum and Instruction B. Framework of Problem-Based Learning Themes
There are several in-common components of the IPLA curriculum used to support each of the ISSL Standards and problem-based themes. These components are essential to the learning of the participant to skillfully use as future leaders. Participants practice these skills throughout the program. The use of the action research model is continually repeated to use learner and learner environment data; to develop a deep understanding of theory, research, and best practice; and to practice setting goals and making action plans. The incommon elements include:
* Conduct Action Research Study: Action research study is used for each of the problem-based themes to provide practice with a methodology to use consistently with staff to analyze data of the learner and of the learning environment, and to conduct a specific study of current research and best practice before developing goals and action plans.
* Develop a Professional Development Plan: A professional development plan is completed for each theme area. Each Iowa district and/or building completes a plan annually.
* Participate in Field Activities: Activities conducted in the field are the heart of the IPLA process. Participants are immersed in theory, research, and best practice during the seminars (approximately 40%), and the field activities connect learning regarding the specific topic, grade level, or activity selected to actual experience (approximately 60%).
* Engage in Cohort Group Activities: Cohort groups meet face-to-face a minimum of three times during each ISSL Standard. During the Saturday meetings, different expert faculty/mentor practitioners provide theory, research, and best practice concerning application in the field. Primary activities include relationship building, networking, teamwork, sharing, inquiry, and reflection.
* Track Competence Through Portfolio and Log of Activities: A portfolio is developed to demonstrate competence in each problem-based theme and ISSL Standard. The Program Director and/or mentors continuously monitor the portfolio. Each participant is required to achieve the proficiency level of 4 or higher on the rubric for each Standard and problem-based theme. A log of activities is kept to demonstrate the time spent on each of the requirements, and provides necessary data for the participant and the Program Director.
* Monitor Reflective Thinking Through Journaling: This process allows participants to relate personal learning to demonstration of ability to thoughtfully and insightfully come to understandings of methods to improve teaching and learning in the school.
* Complete Tool Box Activities: These activities explore daily management and organizational expectations of districts/buildings, and are aligned with the ISSL Standard and the problem-based theme.
* Evaluate Learning Through Assessment Activities: Evaluation and assessment include: 1) continuous monitoring and feedback on progress by the Program Director through a minimum of two on-site visitations during each Standard and by email, ICN, or other method, as determined by the participant and the Program Director; 2) continuous monitoring and feedback on activities by mentors through cohort activities, email, ICN, site visits, etc., as needed; 3) review of portfolio, log, journal, and tool box activities with the Program Director for approval, with additional work assigned by the Program Director and/or mentors; and 4) successful completion at proficiency level (4 or 5) on the rubrics for each Standard.
* Faculty and Mentors: These people are responsible for delivery of the seminars. Each participant is teamed with a mentor to provide support. Mentors will support any portions of the of the clinical activities and tool box activities for each ISSL Standard. Additional support in mathematics, science, reading, Special Education, English Language Learner, at-risk, Talented and Gifted, multi-cultural gender-fair, differentiated learning, etc. is available at the Area Education agency. The building principal or other district staff may choose to provide additional support by mentoring the IPLA participant. | 1,854 | 786 | {
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GPS tags reveal movements of Herring and Lesser Black-backed Gulls along the Belgian coast
Stienen Eric W.M. 1 , Peter Desmet 1 , Luc Lens 2 , Hans Matheve 2 , Francisco Hernandez and Willem Bouten 4
3
1 Research Institute of Nature and Forest (INBO), Kliniekstraat 25, B-1070 Brussels, Belgium E-mail: firstname.lastname@example.org
2 Terrestrial Ecological Unit (TEREC), Ghent University, B-9000 Ghent, Belgium
3 Flanders Marine Institute (VLIZ), InnovOcean site, Wandelaarkaai 7, B-8400 Ostend, Belgium
4 Institute for Biodiversity and Ecosystem Dynamics (IBED), University of Amserdam, 1090GE Amsterdam, the Netherlands
As part of our terrestrial observatory for LifeWatch, the Research Institute for Nature and Forest (INBO) is tracking large birds with lightweight, solar powered GPS tags. The project builds upon the extensive knowledge INBO has acquired over the last 12 years in studying postnuptial migration, and mate and site fidelity of large gulls, using sightings of colour-marked individuals ringed in Belgium.
The GPS tags, which are developed by the University of Amsterdam Bird Tracking System (http://www.uva-bits.nl) and funded by LifeWatch, allow us to study the migration patterns and habitat use of the gulls in more detail, and are no longer biased towards locations where observers can see the birds. In 2013, we equipped 25 Lesser Black-backed Gulls Larus fuscus (LBBG) nesting in the port of Zeebrugge and 5 Herring Gulls L. argentatus (HG) nesting in the port of Ostend with the GPS tags, which automatically record the movements of the gulls over the next few years.
The study is conducted in close collaboration with the Terrestrial Ecological Unit (TEREC) of the University of Ghent, the Flanders Marine Institute (VLIZ) and the University of Amsterdam (UvA). Here we report on the specific movements of one breeding Lesser Black-backed Gull and two Herring Gulls during and after the breeding season, showing how the movements of the gulls vary during the course of the breeding season and fluctuate with tidal movements. The movements are visualized with CartoDB, an open source tool to visualize and analyse geospatial data on the web.
The GPS positions of the LBBG called Eric show that he changes his foraging behaviour to fulfil the growing energetic needs during the breeding season. When still incubating eggs in Zeebrugge, Eric mainly foraged in the agricultural areas to the southeast of the colony. He also made regular trips to Moeskroen, about 65km from the colony site, to feed on potato chips that were declared unfit for human consumption and dumped in containers. After hatching of the eggs and with the growth of the chicks, energy needs rapidly increased and Eric more and more foraged at sea probably to feed on energy rich discarded fish.
During incubation of the eggs in May, Jurgen, a HG that nested on a roof top in Ostend, most often foraged close to his nest (within 10km) mainly at the hard substrates probably to feed on crabs and shellfish. Sometimes he made longer trips to the open sea. During the chick-rearing season Jurgen more often made trips to the sea, up to about 30km form the colony. After his chicks had fledged (August and September) and energy demands decreased his foraging range reduced and he almost exclusively foraged and rested at the hard substrates (jetties) in the vicinity of Ostend. In October Jurgen again changes his foraging strategy and he now regularly feeds inland in the agricultural areas to the southeast of Ostend and less often returns to the colony site.
Finally we show the micro-scale movements of Anne, a HG that nested in Ostend. Even more than Jurgen, Anne was regularly found feeding and resting on the jetties and the beaches near Ostend. If we zoom in on her behaviour clear tidal patterns can be seen. At low tide, Anne used the mudflats and the lower parts of the jetties to feed on arthropods and shellfish. During high tide she rested on the higher parts of the jetties or at the beach.
These analyses use only a small part of the tracking data of the gulls that were received until now. We hope to answer many research questions at multiple scales with the data gathered over the next few years. These data will also be made available as open data to stimulate further use. A subset of the data for the LBBG Eric can already be visualized and downloaded at http://lifewatch.inbo.be/blog/posts/tracking-eric.html. | 1,940 | 1,013 | {
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http://Public.Health.Oregon.gov
Protecting Oregon from Communicable Disease Threats
Public health: a critical role in communicable disease protection
Oregon's public health system protects people in Oregon from all kinds of diseases, such as:
* Emerging diseases such as Zika and Ebola
* Common deadly illnesses such as foodborne illness and flu and
* Outbreaks such as meningococcal disease and cryptosporidiosis
Oregon's low vaccination rates make it challenging to protect the most vulnerable people from vaccinepreventable diseases.
A modern public health system in Oregon protects every person from communicable disease threats.
Gaps in protection
According to the 2016 Public Health Modernization Assessment, Oregon has not fully implemented communicable disease prevention. One in four people in Oregon, or 1 million people, lives in an area that cannot fully identify, prevent and control a disease outbreak.
Oregon's hepatitis C mortality rate is nearly twice the national average. There are currently no dedicated funds to identify, control and prevent hepatitis C in Oregon.
1
Oregon evaluated the health and economic benefits of modernizing Oregon's public health system. Initial findings show the economic burden from just a few of our health challenges far exceeds investing to modernize our public health system. For example, foodborne illness sickens one in six people a year and costs Oregon $229 million a year. Modernizing Oregon's public health system will help us identify and prevent foodborne illness and significantly lower costs to our communities.
Road ahead
A modernized public health system will help protect all Oregonians from communicable disease. The public health system will prioritize the biggest communicable disease threats identified in the State Health Improvement Plan.
Communicable disease priorities in Oregon
* Improve immunization rates
* Protect the population from foodborne illnesses
* Prevent health care-associated infections
* Reduce the spread of sexually transmitted diseases
* Reduce the burden of hepatitis C
Closing the public health system's gaps will ensure a healthy life is within reach for everyone in Oregon.
.
Learn more at healthoregon.org/modernization or email@example.com
Learning from Deschutes County: Increasing immunization 2013–2015
Deschutes County increased immunization rates in 2-year-olds from 64% to 78% between 2013 and 2015. They achieved success by:
* Partnering with local federally qualified health centers to get free vaccines for uninsured and vulnerable patients.
* Working with school-based health centers during school exclusion time. This ensures students get needed immunizations and can stay in school.
* Promoting other places such as pharmacies for immunization services.
* Consulting with clinics on strategies to increase immunization rates.
Expanding a modernized health system across Oregon will protect people from vaccine-preventable diseases.
PUBLIC HEALTH DIVISION
healthoregon.org/modernization
You can get this document in other languages, large print, braille or a format you prefer. Contact the Office of the State Public Health Director at 971-673-1222 or email firstname.lastname@example.org. We accept all relay calls or you can dial 711.
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DID YOU KNOW?
Eating cooked beets may boost running performance according to a study published in the Journal of the Academy of Nutrition and Dietetics in 2012.
The pigments that give beets their rich colors are called betalains.
The ancient Romans were one of the first civilizations to cultivate beets to use their roots as food.
Beet juice can be used to test the acidity of a liquid.
WELLNESS TIP
Get the whole family involved. It is easier to encourage your family to get moving when you do it with them. Encourage your family to join you on walks around your neighborhood.
When handling beets, wearing gloves may be a good idea, because beet juice can stain the skin.
beet
ROOTING FOR A HEALTHY HEART
Beets are an excellent source of fiber and potassium, two nutrients important for heart health. As a naturally sweet vegetable, beets can easily be incorporated into most smoothie recipes for an extra boost of nutrition.
SHOPPING, PREPARING AND STORING
ROASTED ROOT VEGETABLES
serves 4
Choose medium-sized or smaller beets for a sweetertasting vegetable.
To prevent wilting, beet greens should be trimmed off 1/2 inch above the root and can be stored in the refrigerator for up to two weeks.
COOKING TIPS
Beets are an excellent low-calorie substitute for starchy-vegetable-heavy dishes such as mashed potatoes.
Beets can be eaten raw, baked, steamed, roasted or pickled.
* 4 medium beets, chopped
* 2 medium carrots, chopped
* 1 medium sweet potato, chopped
* 1 medium sweet onion, chopped
* 3 tablespoons olive oil
* 3 tablespoons parmesan cheese
* 1/2 teaspoon pepper
1. Preheat oven to 350 °F.
3. Spread vegetables onto a baking sheet evenly.
2. Place vegetables in a medium bowl and pour oil over the top. Add pepper and cheese; mix well.
4. Bake vegetables in the preheated oven for about 1 hour or until vegetables are tender.
Recipe adapted from What's Cooking? USDA Mixing Bowl, United States Department of Agriculture
Calories: 206; Total Fat: 12 g; Saturated Fat: 2.5 g; Total Carbohydrates: 20 g; Protein: 5 g; Sodium: 201 mg
CHOOSE MYPLATE!
Switch to fat-free or low-fat (1%) dairy.
Make at least half your plate fruits and vegetables.
Make at least half your grains whole grains.
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Course Title
Te toi whakairo (the art of carving)…….in the Early Years
Course outline
Carving is an expression of our cultural identity. Learn how to master some of the basic techniques of this art-form to allow children to express themselves in a way that will captivate others.
Come and find out how to help your children translate their drawings into a tangible form that will last. Find out what is required in terms of tools and equipment and take advice on what works and what does not at this age.
Courses detail
This course is designed for the novice and is not a master class in carving. It is an opportunity for you to appreciate the joy in helping young people find another means of self-expression safely.
You will be introduced to the techniques of low relief and sunk relief and will use both modern and traditional tools and techniques to shape material. Reference will be made to appropriate materials that can be used along with suitable finishing techniques.
The intention is that you will complete a simple piece of artwork within the set time period to be used as an exemplar within your school or kindergarten. Advice and notes on purchasing tools will be offered to those wishing to take this art-form further.
Time frame
Minimum three hours
Course numbers
Maximum 4
Photos/web link
Take a look at the following weblink to see numerous examples of what has been achieved by a wide range of children.
Note that these pictures illustrate what is possible when working with children in this manner. Carving is however, by its very nature, a time consuming activity. Take time to enjoy the process with your children…and yourself.
Materials, background reading list, essential equipment required
None except some copies of artwork that children have produced. Advice on this will be offered at the time of booking. Slabs of material will be provided to practice upon.
A work bench or other table to work at would be useful.
Please ensure clothing worn is not so precious that a little dust and dirt is a problem.
Brief resume of tutor
In the last eighteen years I have developed a successful career in teaching, where I have led a number of initiatives in the special needs sector. I am a qualified, secondary trained, Design & Technology teacher. Much of my work is outdoors, constructing things that change the lives and the surroundings of my students. In 2012, I was recognised as one of New Zealand's 'Most Inspiring Teachers'. My teaching career has consolidated my experience in leadership, management, data analysis, logistics and Health and Safety.
For the past five years I have provided my own brand of specialised technical support to schools and kindergartens. I provide a range of educational services designed to develop confident learners. Specifically I work with staff and children to nurture a broad range of competences through a holistic approach to the design and build process.
Much of my success is grounded in thirteen years of industrial experience across a number of disciplines where I achieved chartered status in mechanical design and production. I have also studied green woodworking in the UK and am a practicing 'Bodger' with my own pole lathe.
In 2005 I took six months unpaid leave of absence to provide humanitarian support in Thailand after the Tsunami. There I led an international workshop project that involved locals in the production of their own furniture (Thaikea).
In short I have a passion for making things. I am happiest when surrounded by those that share my passion.
Course cost
$600 plus GST (this is a total cost for up to 4 participants)
Travel costs may apply
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Planting and caring for your trees and shrubs
The woody plants you have ordered will come in 5-gallon containers and will be about 18-24 inches tall. Their small size is an advantage, because young trees will establish much more quickly and need less coddling than full-grown trees. They will be much more likely to survive the first year, and they will be much less stressed by transplanting, so they will grow quickly. Within a few years, your tree or shrub should be filling out the space you have planned for it. Starting with young plants also is much more affordable than buying full-grown trees.
Since your woody plant is starting out small, be sure to leave extra space around each plant to allow room to grow. The descriptions of each species on the website (www.gogreenwilmette.org/plantsale) will help you know how large to expect each plant to grow.
If possible, plant your tree or shrub on a day that is cloudy, not too hot, and not very windy. Better yet, plant just before a nice, gentle rain! Planting in the evening can help avoid harsh conditions if the weather is hot and sunny.
Dig a hole about twice as wide as the pot and several inches deeper. Turn the pot sideways, hold the plant where the stem meets the soil, and gently coax it out of the pot. If the roots are very thick and matted, take a serrated knife or trowel and run it across the roots in a few places to break them up. This encourages new root growth and can prevent overgrown roots from strangling the plant.
Toss a few inches of potting soil or good, loose dirt into the bottom of the hole, and then place the plant in the hole, retaining as much of the attached, potted soil as possible. Gently scoop in potting soil or loose dirt around the plant. Plant the seedling no deeper than its original depth.
Water the newly planted tree very thoroughly, until the soil no longer holds water. You can place a garden hose at the base of the tree, turn it on to a low trickle, and leave it there for several hours. (Set a timer so you don't forget!) Water again the next day, and at least once a week for about a month – more often if it is hot and dry. After this, you only need to water if the weather is very hot and dry or if the plant looks stressed or wilted.
Hardwood mulch (available free at the Wilmette Park District's West Park) placed around the tree will help retain moisture. However, mulch should be kept away from the stem – shape it like a doughnut around the tree. Mulch also should not be very thick, as this may encourage the tree to develop shallow roots rather than putting down deep roots in search of water. Mulch is generally not necessary, so long as the tree is well watered during the first season, and during any stressful weather thereafter. | 1,000 | 634 | {
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Popup Workshop: Supporting and Observing Children's Pop-up Design
Ph.D. Dissertation Proposal Susan L. Hendrix Department of Computer Science University of Colorado at Boulder 28 April 2004
Children and design
Thesis question
This proposal
The domain and previous work
The system
Evaluation
Contributions
Schedule
Overview
Children make physical objects and could use software help in designing them. But what sort of help? How much help?
Children's design
To examine design software for children, we need a domain–one that will be engrossing and fun for the child, and informative for the investigator.
Pop-ups are interesting
People enjoy them.
While everyone likes them, few people make them.
Can be very simple to make.
Children can and do make them.
Pop-ups in the classroom
Mathematical instruction:
iteration series
limits
fractals
Also have been used in writing and art classes at the primary level.
Pop-ups as design domain
Can be simple or complex.
Modular construction--made of simpler elements.
Constrained by physical rules in order to open and close smoothly .
Paper is strong, common and cheap.
Construction can be difficult for children–due to complex constraints.
There is no current flexible tool for children.
Thesis question
Can a computer-aided design system using constraint satisfaction algorithms, which present pop-up books and cards as dynamic objects, be created that will enable children to design pop-ups and that will add to our knowledge of the process of design and the features of software which support children's design?
Build a children's pop-up design system with animation using constraints and recording ability.
This proposal
Use this environment to study how children use it to design, how their designs change over time, and how their descriptions change.
Single-sheet
Pop-up elements
Applied
Element Constraints
single slit
parallel double slit
non-parallel double slit
Single-sheet elements
Hypergami, Javagami, MachineShop
Related work - software
3D Card Maker
Other related work
Glassner: Single-sheet elements and v-folds Formulas, not constraints Drag and drop interface
Lee: Mathematical treatment of v-folds
Popup Workshop Prototype
single-sheet elements add, delete, change, replicate
animation via simple constraint system
Major changes to prototype
Add save, open, print, and export
Better constraint system for animation
Add tool for recording (with redo and undo)
Add applied element type(s)
Evaluation
Think-alouds for system evaluation
Case studies
6-8 students
4th to 7th grade
Videotaped
Single student at a time
During case studies
Before the experiments
Conversation and construction
During the experiments
Work periods with tool and construction of pop-ups
After the experiments
Conversation and construction
System evaluation
Design process: order and type of operations
Analysis
Changes in designs and construction: novice vs. expert
Vocabulary:
From observations
Contributions - design tools
It will have created a tool which can be used by children to create pop-ups.
It will have shown that constraint systems can be used in modelling pop-up action.
It will have produced data to determine to what extent automated data collection and analysis can illuminate our understanding of computerized design tools.
Contributions - children's design
It will have produced data about the kinds of pop-up designs produced by children, and how they change over time.
It will have produced data about the design processes in paper engineering used by children.
It will have produced data about vocabulary and the change in vocabulary used by children in describing pop-ups.
Spring 2004 Propose Coding and testing
Summer 2004 Get HRC approval
Coding and testing Informal user testing Test protocols complete Find subjects
Fall 2004
User testing System modifications
Schedule
Spring 2005
User Testing
Begin analysis
Begin writing
Summer 2005
Finish analysis Write dissertation
Fall 2005
Write dissertation Defend dissertation
Michael Eisenberg Glenn Blauvelt Tamara Sumner
Thanks to
Eric Scharff Alena Sanusi Kirsten Butcher Leah Buechley
Supported by National Science Foundation Grant REC0125363 | 1,977 | 868 | {
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CHANGES ON EARTH
Layers of Earth
Under the Earth's crust is the layer called the mantle. The Earth's mantle is made of igneous and metamorphic rocks.
The inside layer of the Earth is called the core.
The Earth's core is made of metal. The Earth's core is so very hot, hot enough to melt but the center of the core is packed together so tightly it is solid. The outer section of the Earth's core however is hot, thick liquid.
Lesson Checkpoint:
What types of rocks make up the Earth's mantle?
Earth's Landforms
Landforms are many different solid features formed on top of the Earth's crust. Some also involve bodies of water.
A glacier is a slow moving large body of ice. An ocean is made up of saltwater. Oceans cover just about ¾ of the Earth's surface. A river is a natural flow of water that is larger than a brook or a creek. A lake is large body of still water surrounded by land. A coast is the land that is right next to the ocean that forms the coastline.
A valley is a low, narrow area that is formed by rivers and glaciers. A plain is a large, mostly flat area of land. A plateau is a plain that is up higher than all the land surrounding it. Sometimes you will find a plateau on a mountain.
A hill is an elevated land but it is not as tall as a mountain. A mountain is elevated land that reaches high above the Earth's surface and is larger than a hill.
Lesson Checkpoint: Which is taller, a hill or a mountain?
A volcano is an opening in the Earth's crust from which hot, melted rock forcefully comes out when pressure is built up inside the Earth. Magma is what we call the melted rock that is beneath the Earth's surface. When it bursts out of the volcano and flows on land we call that same molten rock lava.
Volcanoes erupt when magma is close to the Earth's surface and pressure builds up forcing the magma out of the Earth's crust.
Lesson Checkpoint: What is the difference between magma and lava?
An earthquake is a sudden shift in the Earth's crust that causes the ground to shake and vibrate violently. Most earthquakes happen near faults. Faults are large cracks in the Earth's crust.
Weathering is the process of rocks being changed over time by conditions such as rain, snow, ice, pressure. Rocks can change shape, size, or break into smaller pieces from weathering. | 898 | 514 | {
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Rights and Responsibilities
What are they and how are they connected?
In Australia, we enjoy many rights and freedoms that are a normal part of everyday democratic life. We can seek legal recourse if we are not paid fairly for the work we do, live without discrimination, be married if we choose and to whomever we choose, can start a family, and follow the religious practices of our choice.
But what is a right in comparison to a responsibility and how are they connected?
Rights
Responsibilities
Rights are entitlements individuals hold that are protected by law or morality.
They can be:
* Positive – the entitlement to do or have something
* Negative – the entitlement to be free from something (sometimes called 'freedoms')
* Individual – belonging to the person
* Collective – belonging to a certain group
In a democracy, many rights entitle citizens to be involved in the running of the country, including the right to vote, the right to speak freely, the right to protest and the right to be elected as a member of parliament. We also have other rights that allow us to live freely, such as the right to education, the right to own property and the right to be treated equally.
These rights give us the ability to choose how we want to live, and to do so without discrimination. However, where we have rights, we also have responsibilities.
A responsibility is a duty or obligation to act in a certain way and is governed by law or morality.
They can be:
- Positive – the duty to do specific, identified things.
- Negative - the duty not to do something.
When we exercise our rights, we must also consider how enjoying our rights might impact on other people's access to their rights. We have a responsibility to ensure that other people can exercise their rights equally. We have an individual and collective responsibility to ensure that people act in ways that respect the rights of other people, fostering safe and respectful communities.
Rights are not absolute and there are times when the government also has a responsibility to introduce (and enforce) laws that limit certain rights to protect other rights and prevent violations.
Example: The Right to Freedom of Speech
Freedom of speech is a fundamental human right. It includes the freedom of thought, the freedom of receiving and giving information, freedom of conscience and freedom of expression. Importantly, it includes the right to express your opinion and explore different perspectives even when other people, including those in power, may disagree. In Australia, freedom of speech is an inherent right protected by common law. In international law, the right to freedom of opinion and expression is protected by articles 19 and 20 of the International Covenant on Civil and Political Rights (ICCPR).
Freedom of speech also has responsibilities. While we have the right to speak freely, we must exercise this right responsibly, respecting others' rights and refraining from limiting other human rights (such as the right to privacy, the right to be free of discrimination or the right to feel safe). At an individual level, this can be achieved by respecting the right of others to have their opinion and views, even if they differ from your own.
In a democracy, the government also has a collective responsibility regarding freedom of speech. The government must ensure citizens are free to express their thoughts, debate ideas and highlight issues regarding those in power.
The Government may also, at times, limit and restrict freedom of speech to protect other human rights. They do this by creating laws that can regulate serious abuses which are then administered by the Courts. For example, the Racial Discrimination Act 1975 (Cth) makes it unlawful to "do an act reasonably likely to offend, insult, humiliate or intimidate another person or group if the act is done because of the race, colour or national or ethnic origin of the person or group".
The Government also has a responsibility to ensure these laws are enforced. | 1,570 | 783 | {
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Watch for mites as the weather warms
By Steven D. Frank
Meet the perp
#1 Twospotted spider mites, Tetranychus urticae, are the most common spider mite pest in greenhouses. Adults are yellowish with a large black spot on each side. Twospotted spider mite eggs are round and pale yellow. Spider mites also produce silk webbing that accumulates shed skins and debris.
#2 Twospotted spider mites feed on most greenhouse vegetables and transplants including tomatoes, peppers, cucumbers, squash and lettuce. Spider mites do not fly, so they enter greenhouses on new plants, employee clothing and even vents since young mites can travel in wind currents.
Twospotted spider mite adults with eggs.
#3 Twospotted spider mites feed on hundreds of plant species so they are found throughout the outdoor environment. In greenhouses, they feed on crop plants but can also reproduce on weeds and stock plants. Spider mites feed on the underside of leaves. They inflict damage leaves by puncturing leaf cells with their mouthparts and sucking out cell contents. This results in tiny brown dots on the leaf surface called stippling. Extensive stippling gives foliage a gray or brown cast and reduces plant growth.
#4 Twospotted spider mites can be present in greenhouses year-round. There is a greater chance mites will enter your greenhouse in summer when they are flourishing on weeds, field crops and other outdoor plants.
Produce GrowerJune 2015 www.producemag.com
Monitoring
Because they are so tiny and reproduce quickly, monitoring for spider mites is essential. Don't wait for mite damage to appear. Mite damage could take weeks to become noticeable on leaves. At that point, mites have been feeding for a while and you probably have a huge population.
Scout for mites by beating foliage against a white sheet of paper on a clipboard or paper plate. Mites will look like small dark spots moving slowly on the paper. You can also flip individual leaves to look for small dark spots and debris. Inspect any leaf that shows stippling.
48
Case No. Name:
03 Mites
Prevention
Sanitation is the best line of defense against spider mites. Mites will reproduce on weeds, so be sure to remove weeds from the inside and around the outside of greenhouses. Inspect new plants and cuttings before bringing them into a greenhouse as they could have mites. Over-fertilizing makes crop plants more nutritious for spider mites and can cause more rapid mite development. Some pyrethroid and neonicotinoid insecticides can also increase spider mite outbreaks.
Treatment of pest when present
A couple of predatory mite species and other biological control organisms are available to help manage spider mites. These — like all biological controls — are best used preventively because they do not provide rapid suppression of large populations.
Spider mite management should be implemented as soon as small populations are detected since mites are so damaging and reproduce so quickly. Select an appropriate miticide that is labeled for your crop since most insecticides do not kill mites very well. Each miticide only kills certain spider mite life stages. For example, some kill only juveniles or juveniles and adults, but some miticides also kill eggs.
Generally, I recommend making a couple of applications about a week apart. This improves management because if your miticide does not kill eggs then even if you killed every other mite in the greenhouse (and you won't) eggs would hatch the next day. If your miticide doesn't kill adults then you will have adults laying eggs even if you kill all the juveniles. Most miticides are not systemic, so thorough coverage of the undersides of leaves and inner leaves is critical.
Rotate between three different miticides with different modes of action. This will slow the development of resistance to a particular product. It will also help control mites that may have developed resistance elsewhere but come into your house on seedlings or cuttings.
Evaluate the efficacy of each application so you can switch products or apply on longer or shorter intervals as needed.
Steve Frank is Associate Professor and Extension Specialist at North Carolina State University. He conducts extension and research related to greenhouse pest management.
www.producemag.com June 2015Produce Grower49 | 1,709 | 898 | {
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Sample Guided Reading Lesson Grade Seven Reading Level
Y / Lexile 850-1150
Grade Seven Equivalent
Strategy: Good readers use clues in the text to figure out unknown words*.
Before Reading: Pop quiz! How many unfamiliar words do children encounter when reading YA books / 1000 words? (31) What about adult books? (53) Comic books? (53) Popular magazines (66) Newspapers? (69)
Source: Hayes and Ahrens 1988
Mini Lesson: Try to guess the meaning of the following words without context:
1. Abjure
2. Acerbic
3. Alacrity
4. Anathema
Now, try to figure them out in context
1. The president abjured the policies of his predecessor; he disagreed with them.
2. Randy is acerbic; he cruelly makes fun of his friends.
3. Maria is able to do things with incredible speed and diligence. She can go through an obstacle course with amazing alacrity.
4. Cruella Deville is an anathema. She is so horrible. She tries to kill puppies!
Our understanding of the words got so much better when we were able to see them in context.
During Reading: As the students read aloud, ask kids to flag unknown words (not including proper nouns). Then, conference with them as they try to figure out the unknown words. Push for text evidence.
Share: Tweet a summary of todayʼs strategy in 140 characters or less.
Sample Guided Reading Lesson Grade Seven Reading Level
Y / Lexile 850-1150
Grade Seven Equivalent
Strategy: Good readers push to comprehend the fine print by figuring it out and paraphrasing*.
Before Reading: What are different bills that adults have to pay? (Make a list)
Think-Aloud: When you sign up for a service, like a cell phone, you have options. You can go with T Mobile, AT&T, etc. You can get an i-phone, Galaxy, etc. It can get overwhelming. Whatʼs even more overwhelming, is the contract. Itʼs literally written in tiny print! (show an example) The text is full of hard words. Companies hope that we donʼt read the fine print. But, letʼs say you want to break your contract. You didnʼt read the fine print. All of a sudden you have a $1500 fee! What?! Itʼs really important to read the fine print.
Find an example of fine print of a contract like a cell phone. Model in a read-aloud/think-aloud asking questions and then paraphrasing to figure it out.
During Reading: Give students different samples of fine print, like calling card plans. Students ask questions then paraphrase as they go through the fine print.
Share: What was most difficult about todayʼs lesson?
* derived from Reading Reasons by Kelly Gallagher (2003) | 1,127 | 627 | {
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(H) Nothing But Net(works) (1/3) [15 points]
You have just crashed your spaceship at the Viterbi Spaceport. Being unfamiliar with spaceship repair, you're very much at a loss--but then a friendly-looking being from Rigel sidles up to you and says:
(Okay, maybe that's not so helpful after all.)
Luckily for you, English and Rigelese are related languages, and you own a GalactiLang translation device that can translate from the Rigelese sound system into more familiar English. This translator first turns the Rigelese word into a sequence of 4 numbers, then uses a neural network to transform those 4 numbers in some way (more about this in a minute), and then it transforms those final numbers into English letters using the following table:
Here are a few examples of the translator in action:
(H) Nothing But Net(works) (2/3)
"But wait," you ask, "what's that big jumble of arrows in the middle of each translation?" To which we respond: The jumble of arrows stands for a neural network, which is an abstract computational structure that can be used to approximate any function. The network consists of several layers, including an input layer (the data to be processed), an output layer (the result of the computation), and potentially some middle layers in between the input and output layers. The network is trained on real data, and from this training process it learns how to transition from one layer to the next. Here is an example of a neural network:
2
This network takes two numbers as its input, then transitions from those two numbers to another two numbers in the middle layer, and then those two middle numbers get turned into a single output. The transitions between the layers are governed by the numbers written next to the arrows (these numbers are called weights). Here is an example of this network in action: Given the inputs 13 and 9, it yields the output 31 (after computing the middle layer of 13 and 44).
(H) Nothing But Net(works) (3/3)
It is left to you to figure out exactly how the transitions are computed. In this case, if we call the inputs a and b, the output can be easily represented as a + 2b. However, neural networks can also represent many other more complex calculations that cannot be as easily expressed otherwise, and these other calculations have proven to be extremely useful in computational linguistic applications.
Now, returning to the Rigel example: When you try to translate the message from the Rigelian, your translator runs out of power after only computing one step of the translation. As a result, this is all that it gives you (each diagram represents the translation process for a single word):
Word 1
Word 2
H1. Finish the translation that the translator started. Write your answers in the Answer Sheets. Although you can see the six example translations at the start of this problem, you do not know what weights are attached to the arrows in the diagram (although you do know that the weights are the same across the translations for all four words). Therefore, you will have to use those diagrams to figure out the exact inner workings of the translator. | 1,235 | 664 | {
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Experience The World Of Mathematics
sCaVeNgEr hUnT
See if you can search out these Math morsels in our Puzzles, Proofs and Patterns Scavenger Hunt!
1. This mathematician solved part of one of the most difficult mathematical puzzles of modern times – Fermat's last theorem.
2. Afer growing weary of writing, "is equal to", over and over again this mathematician created the equals symbol (=).
Answer: ___________________________
Answer: ___________________________
3. There is a computer language named in this mathematician's honor for work that was foundational to modern computer science.
Hint: Child of the poet Lord Byron.
Answer: ___________________________
4. This mathematician founded a field of mathematics that sought to describe the irregularly shaped objects and natural phenomena found in nature.
Answer: ___________________________
5.What number is known as the "Hardy-Ramanujan number"?
Answer: ___________________________
6. The constant in Albert Einstein's famous equation, E=mc 2 .
Answer: ___________________________
7. This is the largest polyhedron in the Puzzles, Proofs and Patterns exhibit. It has twelve faces, thirty edges and twenty vertices.
Answer: ___________________________
8. This shape resembles a doughnut.
16. This symbol represents the ratio of a circle's circumference to its diameter.
WORDS
Answer: _________________________
9. A massive hexagonal pattern can be seen at the north pole of this planet in our solar system.
Answer: _________________________
10. This shape is a repeated curve on a surface or line. It is a common shape that occurs in nature.
Answer: _________________________
11. This is a closed shape containing three or more sides.
Answer: _________________________
12. This hexagonal pattern is found in nature in the nests of certain insects.
Answer: _________________________
13. What is the word for someone who has a fear of the number thirteen?
Answer: _________________________
14. How many “Open Problems” did David Hilbert pose in 1900?
Answer: _________________________
How many have been solved so far?
Answer: _________________________
15. This mathematical discipline deals with the chances that some event will occur.
Answer: _________________________
Answer: _________________________
17. A logical argument that employs deductive reasoning, which links conclusions, to demonstrate the truth of a statement is called a
_______________________________.
18.What is the length of a "royal" cubit?
Answer: _________________________
19. How old is the first evidence of written “counting systems”?
Answer: _________________________
20. This is considered the most basic unit in geometry.
Answer: _________________________
21. The length of a segment that connects any two points on a circle while passing through its center is known as this.
Answer: _________________________
22. This Greek mathematician was the author of the first known Algorithm.
Answer: _________________________
23. These are the first 5 numbers in the Fibonacci sequence.
Answer: _________________________ | 1,727 | 624 | {
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Environmentalists sue over California drought management plan
By Dale Kasler email@example.com
In a fresh challenge to California's management of the drought, a group of environmentalists has sued state and federal officials, charging that they're harming fish and wildlife in their efforts to deliver more water to farms and cities.
A group led by the California Sportfishing Protection Alliance announced Thursday it has sued the State Water Resources Control Board, state Department of Water Resources and U.S. Bureau of Reclamation, saying they've redirected water to human needs at the expense of Chinook salmon, Delta smelt and other endangered species.
The suit, filed in U.S. District Court in Sacramento, comes less than a week after the water board issued an order temporarily curbing the flow of water from Lake Shasta to farms and cities. The board decided it needs to keep more water in Shasta to cool the reservoir's temperature and thereby protect the winter-run Chinook salmon, whose population needs cool water to survive.
Andrew Packard, a lawyer for the environmentalists, said it's "too soon to say" if the water board's order will help the fish population. He said the lawsuit represents an effort to put additional pressure on regulators to help the fish.
The suit revolves around the federal and state government's management of the Central Valley Project and State Water Project, the two man-made plumbing networks that bring supplies to farms and cities primarily south of the Sacramento-San Joaquin Delta. Simply put, water flowing through the Delta is split. Some of it is pumped through an elaborate system to deliver water to CVP and SWP customers. Much of the rest flows out to the ocean and helps protect the fish populations.
Over the past two years, the water board has redirected additional waters to the CVP and SWP. The lawsuit says that must stop. "The CVP and SWP projects rely on the state board to bail them out by relaxing (environmental) standards and reducing water flows crucial to water quality and healthy and reproducible fisheries," the suit says.
The suit says that while some fish species are "on the lip of extinction," agriculture has proved resilient despite cutbacks in water. It noted that crop revenue and farm employment have stayed high during the drought. "Central Valley agriculture has not experienced impacts comparable to the precipitous declines suffered by the Delta smelt," the suit says.
The federal Bureau of Reclamation, which runs the Central Valley Project, declined comment. Officials with the state agencies couldn't immediately be reached.
Dale Kasler: (916) 321-1066, @dakasler | 1,075 | 531 | {
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March/April 2017 Fabulous First Grade News
Ms. K. Diaz Ms. N.Diaz Ms. Gandolfo Mrs.Hunter Mrs. Rossi lb
Important Messages
h
u Make sure your child arrives to school on time. They are marked tardy if not in the classroom by 8:05.
u If your child is absent, you must call the office or send in a note to excuse the absence.
u Have your child read every night and enter it on their reading log in their agenda.
u Please review any homework assignment before it is
turned in.
u Car Loop- please hang the card listing your child's name and teacher's name to help speed up the process. Please do not hold up the line to talk to your child's teacher.
u Please send in a snack daily.
u If your child is cold in the classroom, please send in a jacket.
Upcoming Events & Dates
3/3- Volunteer Appreciation Breakfast
3/9- Spring Pictures
3/10- Movie Night
3/13-3/17- Book Fair
3/23- Early Release @ 12pm
3/24-No School- Teacher
Planning Day
4/10-4/14- Spring Break
4/20- Report Cards
4/28- Spaghetti Family Night
Math Skills
Chapter 8 Two-Digit Addition and Subtraction
* Add and Subtract within 20/ Add and Subtract Tens
* Use a Hundred Chart to Add
* Use Models to Add
* Make a Ten to Add
* Solve Addition Word Problems
Chapter 9 Measurement
* Order Length
* Indirect Measurement
* Use Nonstandard Units to Measure Length
* Make a Nonstandard Measuring Tool
* Measure and Compare
* Time to the Hour and Half Hour
Reading Strategies Stuck On A New Word?
b
When your child gets "stuck" on a word, it is important that they use their reading strategies.
"Tryin' Lion" -
Try It Again!
-Try to reread the sentence.
-Try a word that makes sense.
Writing Tips
Try This with your child:
Ø After reading a story, have your child write about it. For example, have him/her sequence the story using beginning, middle, and end. Also, have your child write the character, setting, and problem & solution.
Ø Have your child do an opinion writing piece about their favorite things. For example, "I think vanilla ice cream is the best for three reasons."
Ø Pick a nonfiction book and have your child find and write 5 facts about that particular subject.
Science Update
Living and Non Living:
- Make observations of living things and their environment using the five senses.
- Differentiate between living and nonliving things.
- Make observations that plants and animals closely resemble their parents, but
- Identify the major parts of plants, including stem, roots, leaves, and flowers.
variations exist among individuals within a population.
- Through observation, recognize that all plants and animals, including humans, need the basic necessities of air, water, food, and space.
Essential Question: What traits do living things have and what traits do nonliving things have? What things do living things need to live on earth? What resources do animals use to live? What resources do humans use to live on earth? How does a plant use natural resources to grow from a seedling to an adult plant? | 1,376 | 714 | {
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Which Plants Should Be Started Indoors?
Tomatoes, peppers and eggplants require a long growing season, so they are almost always started indoors. Broccoli, cabbage, cauliflower, lettuce, melons and onions can be started either indoors for an early crop or outdoors for a fall crop, depending on variety and climate. Begonias, zinnias, coleus, petunias and impatiens are among the flowers recommended for seeding indoors.
What You Will Need
Seed - Use fresh, quality seeds. Seedway varieties are specifically selected for high performance.
Soil Mix - Select a weed and disease free medium with good water holding and drainage.
Lighting - When seedlings emerge, remove the cover and move the tray to a brightly lit area. Fluorescent lights provide the light plants need.
Containers - Start seeds in a sterile container with good drainage, 2 - 3 inches deep. After emergence, use peat or plastic pots.
Fertilizer - As young seedlings develop, give them a boost with fertilizer.
The 10 Easy Steps
1. Fill the tray within 1/2 inch of the top with a growing medium. Avoid using unsterilized garden soil due to the potential for damage from diseases, weeds and insects.
2. Water the soil mixture with warm water. The soil should be thoroughly and evenly moist but not soggy.
3. Mark seed rows about 2 inches apart and sprinkle seeds along the rows. Cover vegetable seeds with 1/8 inch of soil. Some flower seeds require light for germination, so check seed packages for specific information.
4. Place the tray in a warm area and elevate it so warm air can circulate around it, or use a heating cable. Different varieties germinate best at different temperatures, but usually 65-70ºF is fine.
5. Mist the soil regularly so it doesn't dry out. To prevent moisture loss, cover the tray with a pane of glass or sheet of plastic, or put the whole tray in a plastic bag.
6. When the seedlings emerge, remove the plastic or glass cover and move the tray to a brightly lit area. Fluorescent lights suspended 6 inches above the plants for 14 hours a day provide necessary light and prevent leggy plants.
7. Once the plants have developed two sets of leaves, transplant the strongest ones into individual containers.
8. Keep the plants in a bright location. Moisten the soil regularly. Fertilize every three weeks. If the light comes from only one direction, turn the plants every few days.
9. One or two weeks before garden planting time, move the plants to a cold frame or protected place outdoors for a few hours each day, while reducing the frequency of watering to condition the plants to the outside environment.
10. When the outside soil temperature reaches 60-65 degrees F and there is no longer any danger of frost, set the plants into your garden and protect them from the wind. Place peat pots below the soil level to prevent drying out. Water thoroughly. | 1,118 | 619 | {
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Welcome to Libya
By Abdelsalam M Areibi, 2014-2015 International Student and Denis Scott, WVU Extension Specialist
Geography
The African country of Libya is considered to be mostly desert. Libya stretches about 1,000 miles along the southern coast of the Mediterranean Sea. It is surrounded by six neighboring countries: Tunisia and Algeria to the west; Egypt on the east; and Sudan, Chad, and Niger to the south.
Weather and Climate
Populated areas of Libya have an extremely mild climate when compared to West Virginia. The Mediterranean Sea in the north and Saharan deserts on the south have a great influence on Libya's climate. The southern side is mostly desert and is very sparely populated because of the dry, hot climate. Most Libyans live on the northern coastal side where the weather is moderately mild with a reasonable amount of rain. During the summer, the temperatures range between 86 to
104 degrees Fahrenheit. Because of the hot weather during this time, many families who live by the sea camp on the sandy beaches.
Population and Economy
Libya has a small population of approximately 6.2 million residing in a land area of 1,759,540 square kilometers (a geographic area slightly larger than Alaska). Since the discovery of oil in 1959, the country's economy has relied heavily on money generated from the exportation of oil.
Clothing
The traditional dress and accompanying jewelry are very expensive in today's market. There are many dresses for both males and females that are considered traditional. These special clothes are only worn when family and friends gather to celebrate the rarest of occasions, such as the wedding celebration that continues for up to three days.
National Holidays in Libya
* Eid Al-Fitr is celebrated at the end of Ramadan, the month of fasting. On the day of Eid, people gather in the early morning to go to mosques to perform the Eid prayer. After the Eid prayer, people usually visit various family and friends. People give gifts at this time – especially to children.
There are three official holidays in Libya:
WL 603
* Eid Al-Adha is a religious holiday, which translates into the "Feast of the Sacrifice." Since it commemorates Abraham's willingness to sacrifice his son, it is typically celebrated by sacrificing an animal. The meat is distributed among family, neighbors, friends, and through donations to poor people.
* Libyan Independence Day (December 24, 1951 celebrates the formal establishment of Libya as an independent country through rule separation from the United Kingdom and through resolutions by United Nations.
Sources
Port of Tripoli: www.flickr.com/photos/
giopac/5390936177/ by Giovanni Paccaloni Fashion photo: www.flickr.com/photos/ sebastiagiralt/1324927202/ by Sebastià Giralt Celebration photo: www.flickr.com/photos/martinjuen-fotografie/6273942985/ by Martin Juen
Programs and activities offered by the West Virginia University Extension Service are available to all persons without regard to race, color, sex, disability, religion, age, veteran status, political beliefs, sexual orientation, national origin, and marital or family status. Issued in furtherance of Cooperative Extension work, Acts of May 8 and June 30, 1914, in cooperation with the U.S. Department of Agriculture. Director, Cooperative Extension Service, West Virginia University. | 1,467 | 701 | {
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Fragrant waterlily (Nymphaea odorata)
Introduction: Fragrant waterlily is a floating, aquatic perennial plant that grows in lakes, ponds, and slow-moving streams. Its nativity is questionable: some sources indicate it is native to all of North America while others indicate it is native to eastern North America and considered introduced or naturalized in western regions of the continent where it sometimes exhibits invasive behavior. The first record of fragrant waterlily in the northwestern United States was in 1933 in Pierce County, WA, and it was reported in Missoula County, MT, soon after in 1937. Fragrant waterlily is listed as a noxious weed in Washington.
Identification and biology: As the name implies, fragrant waterlily has sweet-scented flowers that are white to pink and very eyecatching. Flowers are 3 to 5 inches wide with broad petals that curve lengthwise to form a slight channel in the center. The center of each flower has one pistil and is densely packed with bright yellow stamens. Flowers close at night. The floating leaves are 4 to 12 inches wide, glossy, heart-shaped and broadly rounded. Fragrant waterlily emerges from fleshy rhizomes in early spring and grows through the water column until it reaches the surface where it produces flowers from early summer through early fall. After flowers are pollinated by bees or beetles, they recede underwater by a corkscrew-like curling of the stem. Leiberg's waterlily (Nymphaea leibergii), native to Montana, is similar in appearance to fragrant waterlily but has fewer petals and stamens, among other small differences.
Habitat and spread: Fragrant waterlily grows in still, relatively shallow (5 to 7 feet) water of ponds, lakes, streams, and ditches. Fragrant waterlily reproduces both by seed and vegetatively, and seeds are dispersed to new areas by floating or dispersal after animals eat the fruits. Available for purchase through the horticulture industry, fragrant waterlily spreads to new areas primarily through intentional plantings in water gardens and ponds.
Impacts: Peer-reviewed literature about the ecology and impacts of fragrant waterlily are generally lacking. Fragrant waterlily is reported to form monotypic stands in some shallow lakes, and these dense populations can impede recreational opportunities like boating, fishing, and swimming. Dense infestations have also been reported to clog irrigation equipment. However, fragrant waterlily has value as an ornamental species in the horticulture industry, and wildlife such as waterfowl, deer, and moose eat the leaves and seeds. Given the species' questionable nativity in some regions of North America and its perceived beauty and beneficial impacts versus negative impacts, there is a diversity of opinions on fragrant waterlily.
Management options: Preventing movement, either intentional or unintentional, of fragrant waterlily is a management priority for most areas. In areas where fragrant waterlily is established and has demonstrated invasiveness (e.g., some lakes in Washington), mechanical and chemical control options are available. Cutting and hand-pulling all emerging leaves can be effective if regularly repeated. Boat-mounted harvesters or cutters can be used on larger infestations. Aquatic-labeled herbicides containing the active ingredients imazapyr, imazamox, 2,4-D, and glyphosate can also reduce populations of fragrant waterlily. Monitoring after control efforts is important as this species readily reestablishes from the seed bank.
1
Monthly Weed Post
Crossword Puzzle: Test your knowledge of fragrant waterlily
Solutions are posted to the MSU Extension Invasive Rangeland Weed website: http://msuinvasiveplants.org/extension/monthly_weed_post.html
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Parents as Partners Conference
Workshop Session: A2, B2, C2
Room: 200B
Honouring the Sacred Lodge Within: Holism through an Indigenous Lens Aboriginal Community Advisory Committee (ACAC)
This session is dedicated to enhancing participants' knowledge in Indigenous Ways of Knowing/Being specifically related to the self. In today's society, adolescents/youth struggle with self-identity. Indigenous perspectives in today's context are an infusion of both traditional and contemporary philosophies that are guided by the Medicine Wheel Modality. The Life Cycle Teachings provides insight to the significances of Self-Identity. Through this insight, practical approaches can be applied in the classroom to empower our youth. Participants will learn indigenous perspectives to holism guided by the Medicine Wheel Modality. Participants will learn the significance of the "Sacred Lodge Within" while applying simple self-balancing tools. Participants will engage in a group dialogue on acceptable/best practices to incorporating Indigenous learning perspectives and activities in the classroom.
EJ Kwandibens
Member of the Loon Clan
EJ Kwandibens is a member of the Loon Clan and is of Ojibway descent originating from Whitesand First Nation community located 20+ hours north of Toronto. Currently he resides in Toronto. He is a northern style traditional and grass dancer for approximately 35 years. He has designed and constructed Aboriginal traditional apparel for approximately 30+ years as a selftaught Artist mentored by his mother Elsie Kwandibens and other northern woodland Ojibway elders. EJ Kwandibens has travelled across North America learning and attending traditional ceremonies since he was eight years old. His traditional Elders and mentors have provided him a strong foundation of his knowledge which has been influential in his personal and professional life. EJ Kwandibens is an Aboriginal 2 Spirited single parent who raised his 18 year old daughter. He has attained 25+ years of social work experience working in all streams which include education, child welfare, social services, mental health, corrections and the judicial system. EJ also held the position of Board Chair for the 2 Spirits organization in Toronto for five years. He has coordinated small to large productions including the 2 Spirits Pride Toronto float for 5 years to coordinating and choreography for World Pride 2014 opening ceremonies. As an Indigenous cultural educator for 10+ years, he has provided educational presentations to many TDSB schools and organizations throughout the GTA and the Province of Ontario. EJ currently works as a Culture & Traditions Instructor for Eastview Public School in Scarborough. | 1,195 | 528 | {
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Name: _____________________________
Commissions and Graduated Commissions 1 .
Some employers pay their employees a commission instead of a set salary or hourly wage. Employees earn a commission by selling a product or service offered by the company. Commissions are paid as a percentage of sales or a set amount per sale. Graduated commissions are paid based on a different rate for different levels of sales.
Formulas for Calculating Earnings
Total Sales x Commission Rate = Commission
Sum of Commissions at Different Sales Levels =
Total Graduated Commission
Directions: Read each question carefully and write your answer on the line provided.
1. Wilson Green sells home security systems. He earns an 11 percent commission on every system he sells. Wilson’s sales for this month totaled $4265.00. What is Wilson’s commission? _______________
2. Bethany Richards is a book rep. She sells books to schools and libraries. She earns a 9 percent commission on every book she sells. Bethany’s sales for the last four weeks were $963.25, $742.00, $614.35, and $837.10. What is Bethany’s monthly commission? _______________
3. Christy Rhodes sells makeup and gift items. She earns a 15 percent commission on her first $500 worth of sales, 25 percent on the next $1,500 in sales, and 50 percent on all sales exceeding $2,000. For this campaign, Christy sold $2,250.00 worth of makeup and gift items. What is Christy’s total graduated commission? _______________
4. Rodney Blevins is a vacuum cleaner salesman. He earns a 22 percent commission on every vacuum cleaner he sells. In the month of December, Rodney sold 10 vacuum cleaners costing $1,258.00 each. What is Rodney’s commission for the month of December? _______________
5. Juan Garcia sells life insurance policies. He earns a 12 percent commission on every policy he sells. Juan made the following sales this week: Monday $425.00, Tuesday $694.25, Wednesday $296.14, Thursday $501.85, and Friday $358.76. What is Juan’s commission for the week? _______________
6. Gina Reed sells food storage container sets. She earns a 12 percent commission on her first $350 worth of sales, 25 percent on the next $650 in sales, and 35 percent on all sales exceeding $1,000. This month Christy sold $1,495.00 worth of food storage container sets. What is Gina’s total graduated commission? _______________
7. Ray Welborn is a car salesman. He earns a 7 percent commission on every car he sells. If he sold two cars this month totaling $58,965.00, what is the amount of Ray’s commission? _______________
8. Shelly Crane is a realtor. She is paid a 3 percent commission on every house she sales. Her sales for the month of March were $95,900.00, $129,650.00, and $378,420.00. What is Shelly’s commission for the month of March? _______________
9. Derek Tindale sells appliances. He is paid a 6.5 percent commission on every appliance he sells. Derek sold $9,732.00 worth of appliances this week. What is Derek’s commission? _______________ | 1,462 | 705 | {
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The Geology of Dalkeith Country Park
Building in sandstone Restoration Yard
The Orangerie
Produced by Lothian and Borders GeoConservation
SANDSTONES FOR BUILDINGS
Sandstone is the most important rock type used to construct the buildings in Dalkeith Country Park, from the magnificent Dalkeith Palace to more mundane buildings such as the Stables. Magnificent and mundane buildings, as well as sandstone exposures, can be seen at the points marked on Map 1.
Sandstones consist of grains of minerals, most commonly quartz, that have been packed together and then cemented by other minerals. Good quality sandstones with small grains cemented tightly together can be intricately carved, whereas poorer sandstones have larger grains with cements such as iron or calcite which sometimes don't hold grains together firmly. By looking closely at local buildings you will be able to see variations in the nature of different sandstones.
MAP 1 LOCATIONS
Orangerie
The close-up photo of a section of a wall in Restoration Yard shows the yellow, orange and brown colouration which comes from iron-rich solutions which drained through the sediments after burial under further deposits of sand. Some of the stones show intensely folded beds, formed when the wet sand grains were stirred up by local movements in the earth's crust.
The sandstones found in the Dalkeith area are not fine-grained or well-cemented enough to use for carvings on prestigious buildings. Dalkeith Palace, St Mary's Church and Montagu Bridge are likely to have been faced by Craigleith Sandstone extracted from one of several quarries at Granton, north of Edinburgh. Imagine the labour of men and horses bringing stone from such a distance!
RESTORATION YARD 1
The two-storied stables and coach house around the courtyard were designed by William Adam in 1740 and built in distinctive red sandstones, probably brought from the Borders. Coarse-grained sandstones of varying colours were used, as these were not buildings which were designed to impress visitors.
2 THE ORANGERIE
The Orangerie was designed by William Burn and built around 1832-4, possibly from Craigleith Sandstone which is 340 million years old. The building has twelve sides and twelve Roman Doric columns, with radial iron trusses to support the glazing. Designed to cultivate oranges, the combination of soot from the chimney which darkened the glass and the polluted local water supply meant that the experiment failed and the building was used to grow ferns instead.
3 CARBONIFEROUS TIMES
The pink and orange sandstones seen in the river bank opposite the Orangerie are 310 million years old. The beds of rock slope gently downstream towards the west, because they are on the eastern side of a downfold of Carboniferous rocks running from the Firth of Forth towards the south-west, as shown in Map 2.
4 CARBONIFEROUS RIVERS
In the banks and bed of the River South Esk, seen from the footpaths to the south of Restoration Yard, are red sandstones, slightly older than the sandstones at the Orangerie. These beds are not evenly spaced and this tells geologists that the sediments were deposited in river channels, deeper in the middle of the river than on the banks, so that the beds are curved like saucers. These sandstones don't easily form rectangular building blocks unless worked by stonemasons. Many of the stones in Restoration Yard have chisel marks on their surfaces.
These rocks were originally laid down in horizontal layers. Then 300 million years ago, a collision of tectonic plates caused the rock layers to be squeezed, bent and broken to form folds and faults.
During the Carboniferous period (359-299 million years ago), large river channels meandered across flat plains depositing sand grains as floods receded. The land-mass, of which Britain was a part, was moving northwards due to the process of plate tectonics. By 330 million years ago there were many large rivers and tropical forests because the continent was close to the equator where the climate was hot and wet.
MAP 2 GEOLOGY MAP OF EDINBURGH and MIDLOTHIAN
ACKNOWLEDGEMENTS
Produced by Lothian and Borders GeoConservation, a committee of the Edinburgh Geological Society, a charity registered in Scotland. Charity No. SC 008011
: Volunteers from Lothian and Borders Geoconservation
: Alison Tymon, Howard Turner
: Alison & Barry Tymon, Angus Miller, Richard Bell
email@example.com www.edinburghgeolsoc.org © 2023 Lothian and Borders GeoConservation | 1,952 | 998 | {
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Tip 4: Learn to S.E.W.
SEWing helps you stitch together a successful paper. The three letters mean "Say," give "Example," and explain "Why." The acronym helps you remember not to make your point and stop there, but to support your point with evidence and analysis. That's what professors like.
Here's how SEWing works
(Say) The supervisor responsible for training at Three Mile Island didn't behave ethically. (Example) In his memo of July 11, 1978, he ordered his team not to include new information on how to handle a low coolant event. (Why) According to Markel's guidelines for technical writing, deliberately suppressing information is unethical.
Follow this simple advice to SEW your papers together unless your assignment calls for a different style or your instructor says otherwise.
Tip 5: Draft & Revise
In How a Writer Works, Roger Garrison advises, "Rewriting is the key to good writing." Never has any writing advice been more true. Leave yourself time to rewrite your first version before handing it in.
When you write your first draft, don't be supercritical. Give yourself some freedom. Then go over the draft carefully. Make sure your paper has a main point to which each paragraph contributes in its development. Paragraphs state their own points clearly, and these points relate to the paper's focus.
Also be sure you give transitions to new paragraphs and that you use clear, specific examples. Feel free to change the organization and wording, add or delete points, or refine what you've said. One of the best ways to revise is to read your draft to yourself slowly.
How to Do a Writing Assignment
Art by Kyle Elzy & Text by Michael Jackman
n the first day of class I ask students to tell me something about their writing skills and background. I get many different types of answers such as: O
"I do consider writing, by far, my weakness over any other activity in school."
"I am scared to death, feeling extremely lost and confused."
"While I honestly do not enjoy writing, I know it is important on my road to achievement and promise to put forth my best effort."
Writing doesn't have to be unenjoyable, scare you to death, or be a weakness. Just a few simple tips can help you improve your writing. Here are five tips to help you get started.
Tip 1: Understand the Assignment
A Writing Assignment is illustrated by IU Southeast English major and award-winning writer Kyle Elzy, but this brochure is not about him. What the brochure is about is five tips that will help you to improve your writing.
It's always important to understand your assignment. Make sure you're writing about the right topic. If you're not sure, ask your professor to clarify what you're supposed to be writing. If you don't know that, you're not ready to write.
Tip 2: Follow the Criteria
Each writing assignment should have a clear list of criteria, or requirements. Your grade will depend on both including those requirements and following them well.
For example, if a writing assignment requires citing at least three sources in MLA style, then meet that criterion by citing three excellent, relevant sources cited in perfect MLA style. If you're not sure what the criteria are, ask.
Tip 3: Always Be Specific
The more specific you are about your thesis, or point of your paper, the more you show your professor how much you know. Here's a multiple choice quiz: Which is the best paper thesis?
a. Teenage Pregnancy
b. The Rise in Teenage Pregnancy
c. Education Has Not Slowed the Rise in American Teenage Pregnancy
If you guessed "c," you are right. A specific thesis not only tells the reader exactly what the paper is about, but it helps you write clearly and stick to your topic.
One more quiz: Which is the best thesis sentence?
a. The Three Mile Island disaster caused problems.
b. When the nuclear disaster happened, nuclear power became unpopular.
c. After the Three Mile Island nuclear power plant accident in 1979, nuclear power became unpopular in America.
Again, the specifics of "c" demonstrate to the reader that the writer knows his or her subject. | 1,632 | 863 | {
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K-Career Coalition Long Term Outcomes and Objectives
AN #1 – Children Succeed Academically in Healthy Schools
1. Schools fully embrace diversity, equity, and inclusion
Objective 1: By 2025, a fully encompassing Diversity, Equity & Inclusion (DEI) needs assessment, will be developed for the County districts.
Objective 2: By 2028, districts will have an increased number of education navigators to help underserved families (e.g., immigrant families, students with disabilities, and other underserved populations) navigate the school system.
2. Students' basic needs are met, so they are ready to learn.
Objective 1: By 2025, more parents in the county will be equipped to navigate the education system/supports (e.g., IEP development/testing, mentors, etc.).
Objective 2: By 2028, districts will have an increase in wrap-around supports centers (e. g., food bank, clothes bank, job training programs, etc.).
3. Improved mental and behavioral health among students, staff, and families.
Objective 1: By 2025, Social Emotional Learning (SEL) curriculum/programs (e.g., Raising Healthy Children, trauma-informed instructional practices, restorative practices, etc.) will be implemented in the Doña Ana County (DAC) school districts.
Objective 2: By 2028, students will have increased access to behavioral health services in the schools (the % of students feeling sad or hopeless in Doña Ana County reporting will decrease).
Objective 3: By the end of 2026, parents/families will have increased awareness regarding mental/behavioral health issues from a culturally responsive lens & in a format that is language accessible (Ex. signs & symptoms & where to go/what to do). Pre and post-test training will show improvement.
4. Students have equitable access to resources and student supports.
Objective 1: By 2026, school-based mentoring and individualized advising will be developed at more middle and high schools.
Objective 2: By 2025, the # of businesses/community and industries connected to schools in the county will increase.
AN #2 – Equitable Access and Success in Higher Education & Career
1. Increased equity in higher education enrollment, retention, and completion. Higher education demographics more closely match DAC demographics.
Objective 1: By 2028, more low-income, students with disabilities (SWD), English Language Learners (ELL), Hispanic/Latinx, African American/Black, and Native American students will be enrolled in Early College High School (ECHS)/dual credit/college prep programs.
Objective 2: By 2028, there will be an increase in wrap-around services for higher education students (e.g., food banks, housing support, decrease food and housing insecurity).
2. Students participate in career and work-based learning opportunities.
Objective 1: By 2026, the % of students enrolled in work-based learning (WBL)/experiential learning/internship programs will increase (including on-site and virtual programs to increase equity)
Objective 2: By 2026, the number of businesses, nonprofits, and college departments partnering with districts for youth WBL will increase.
3. Highly skilled workforce in DAC. Increased number of people in sustainable careers.
Objective 1:
By 2028, the # of students completing certificate/degree programs and obtaining local higher-skilled jobs increases (to align the “supply & demand”).
Objective 2: By 2028, wraparound supports for employees and job seekers will be developed (e.g., transportation, child care services, job training opportunities, etc.).
4. All students have early exposure to career knowledge.
Objective 1: By 2026, the number of students and families accessing in-person career and education counseling will increase.
Objective 2: By 2028, the % of middle and high schools integrating career and experiential learning opportunities into the core curriculum will increase. | 1,814 | 818 | {
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| Photo source Werewool
Innovation > Fashion & Beauty > Regenerative fibres for the fashion industry
REGENERATIVE FIBRES FOR THE FASHION INDUSTRY
FASHION & BEAUTY
One startup is redesigning textiles to promote a circular economy
Spotted: According to one Quantis report, apparel is responsible for 3,290 million metric tonnes of CO2-equivalent emissions a year. And finishing processes for textiles are also especially harmful, with dyeing causing over 20 per cent of global water pollution and generating huge volumes of wastewater. To tackle this issue, women-led biotech company Werewool is using biomimicry to engineer high-performance, protein-based textile fibres, with innovative technology that's copatented between the Fashion Institute of Technology and Columbia University.
Instead of requiring harmful dyeing, Werewool's fibres – which are made from agricultural waste – use naturally coloured proteins. By altering the DNA of a protein, Werewool's team can then tweak the colour of the protein. Connecting these proteins to the circular fibres colours them naturally, without polluting waterways. The final fibres are fully biodegradable and circular. Instead of needing petroleum-based raw materials and synthetic dyes, Werewool utilises natural and renewable resources, with a regenerative process that returns nutrients to the Earth at the end of a garment's life.
Though the company is currently focusing on 'dyeing' textiles, Werewool's technology could be used to replace other chemical-based finishing techniques. After identifying organisms with desirable properties in the natural world, the necessary DNA can be redesigned for its protein-based fibres. This means that Werewool could, in future, replicate any natural property in its fibres, including making them antimicrobial, stretchy, or waterproof.
While the company is still in the early stages of development, Werewool recently announced a$3.7
million
(around €3.4 million) seed round led by Sofinnovva Partners and Material Impact. The money will be used to develop the company's first product that will use neon pink protein fibres, as well as expand manufacturing capacity and grow the team.
The fashion industry is constantly growing, and Springwise has spotted many innovations trying to make it more sustainable. These include climate-positive cotton T-shirts and a process that transforms pollution into sustainable fabrics.
Written By: Anam Alam
26th May 2023
Website: werewool.bio
Contact: werewool.bio/contact
Download PDF
Takeaway:
The fashion industry represents an integral part of our economy, with a value of over $2.5 trillion and employing more than 75 million people across the globe. But as the industry booms, so does its environmental damage – including pollution of clean water and carbon emissions. Werewool's platform provides an eco-friendly alternative that could reduce our dependence on petrochemicals, slash harmful emissions and pollution, and minimise the number of products going into landfills by providing biodegradable alternatives. | 1,401 | 658 | {
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Name______________________________________ Date_______________________ Period______________
Ramp 'n Roll
Purpose:
To predict and verify position-‐time, velocity-‐time and acceleration-‐time graphs for a simulation of a ball rolling down a ramp.
Pre-‐lab Questions:
1. If the ball begins at rest, what is its initial velocity?
2. If the zero-‐position is on the left hand side of the ramp, what would a positive initial velocity tell you about the ball's motion?
3. If the zero-‐position is on the left hand side of the ramp, what would a negative initial velocity tell you about the ball's motion?
4. What does negative acceleration mean?
Procedure:
2. Describe the motion of the object using words like speed, direction, starting position, and make a motion map.
1. Begin this worksheet by examining the illustration of the ball on the ramp, it's initial position and initial velocity. Using pencil, sketch predictions of what this motion will look like on the three different graphs.
3. Go to the website:
http://www.wsst.org/applet/applet.html
4. Select "Edit" to change the track. Click "Done" when you have changed the track to match the set-‐up for each problem.
5. Press "Start" to roll the ball. The correct position-‐time graph will appear. Draw the correct graph for position-‐time, paying careful attention to scaling.
6. Press "Velocity vs. Time" to change to the velocity-‐time graph. Press "Start" again to roll the ball. Record the correct velocity-‐time graph.
7. Press "Acceleration vs. Time" and repeat the steps above.
8. When you are finished, select "Position vs. Time" again and edit the next track.
Predictions:
Correct Graphs:
Correct Graphs:
Q1: What are the similarities and differences for trials 1 and 2?
a)position-‐time
Predictions:
Correct Graphs:
a)position-‐time
4.
Description:
Correct Graphs:
Predictions:
Correct Graphs:
a)position-‐time
Predictions:
Correct Graphs:
Predictions:
Correct Graphs:
Q5: What are the similarities and differences for trials 6 and 7?
a)position-‐time
Motion Map:
Predictions:
Correct Graphs:
Correct Graphs: | 1,043 | 1,519 | {
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Young Athlete Program: Bicycling Injuries
"It's as easy as riding a bike" — as long as you're not injured! Kids usually get their first taste of freedom when they learn to ride a bicycle. But ill-fitting equipment and traffic put riders at risk for falls, sprains, strains, and more serious injuries. Simple adjustments to their bike and helmet, plus learning the rules of the road, can keep your young rider peddling safely.
Heading for Serious Injury
Did you know?
* 70 percent of children ages 5 to 14 ride bikes regularly
* This group rides 50 percent more than adults
* This group makes up 50 percent of all bikingrelated injuries
Estimates show that young riders use bicycle helmets just 15 to 25 percent of the time. Almost half of the young people hospitalized from bike-related accidents suffer traumatic brain injuries. This risk can be reduced by 85 percent simply by wearing a bike helmet. Choosing not to wear a helmet also makes a rider 14 times more likely than one with a helmet to be involved in a fatal crash.
In addition, incorrect size or adjustment of a bike may cause the rider to suffer a repetitive or overuse injury. Knees and ankles can be strained because the bike is too high or too low. Common biking injuries include tendonitis of the knee and calf muscles.
Preventing Injuries
In order to prevent head injuries, a helmet must fit properly. What's the right fit? Follow the eyes, ears, and mouth rule:
* Eyes: Position the helmet on your child's head. When the child looks up, they should see the bottom rim of the helmet. The rim should be one to two finger-widths above the eyebrows.
* Ears: Make sure that the straps, when buckled, form a "V" under the ears. The straps should be snug but comfortable.
* Mouth: Have your child open their mouth as wide as possible. Can they feel the helmet "hugging" their head? If not, tighten the straps and be sure the buckle is flat against the skin.
Proper fit doesn't stop there. The bike must fit the rider, too. One of the more common mistakes is buying a bike a child can "grow into." It may be economical, but it's not safe. The young rider will have a tough time controlling a bike that's too large.
There should be one to two inches of clearance between the rider's crotch and the bicycle's top tube when the rider is straddling the bike flat-footed. For a girl's bike, imagine that there is a top tube extending horizontally from the front of the bike and measure from there.
In addition to having properly fitting equipment, all bikers can benefit from hip, thigh, and calf strengthening to prevent wear and tear on muscles, tendons, and ligaments.
Safety Rules
These rules will help you ensure the safety of your young bike rider.
Always model and teach proper behavior. Learn the rules of the road and obey traffic laws.
* Ride on the right side of the road with traffic, not against it. Stay as far to the right as possible.
* Use proper hand signals.
* Obey traffic signals, stopping at all stop signs and traffic lights.
* Stop and look left, right, and then left again before entering a street or crossing an intersection. Prior to turning left, look back and yield to traffic coming from behind.
Supervise your child's riding until you're sure your child has good traffic skills and judgment.
* Restrict children to off-road cycling (sidewalks and paths) until age 10.
* Don't allow your child to ride in traffic until he/she displays riding skill and understands the rules of the road.
Don't allow your child to ride after dark, in fog, or in other low-visibility conditions.
* Those who must ride at dusk, dawn, or in the evening should have reflectors and a light on their bikes.
* Be sure clothes and accessories have reflective materials added to make riders more visible to motorists.
Screening Young Athletes
Our team of sports rehabilitation experts provides injury prevention screenings to young athletes. These screenings can help uncover existing injuries and areas of weakness, and can help prolong participation in sports.
These 45-minute screenings include:
* Flexibility
* Functional movement assessment
* Strength
The results of the screening will help determine if a young athlete needs to consult with a physician, participate in physical therapy, or consider sport-specific performance training. UPMC Sports Medicine has the expertise and comprehensive services to support young athletes.
Contact the Young Athlete Program
Regardless of age or sport, the Young Athlete Program has the expertise, technology, and services to make a difference for your athlete. For more information or to make an appointment, call 1-855-93-SPORT (77678) or visit UPMCSportsMedicine.com.
@UPMC Sports Medicine
@UPMCSportsMed @UPMCSportsMed
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Name: __________________________
Period: ________
LOTF Reading Questions Ch. 34
CHAPTER 3
1. How do we know that time has passed since the last chapter?
2. What does the description of Jack at the start of the chapter reveal about his character?
3. Who is building the shelters?
4. Describe Simon's character.
5. Why is Ralph so angry at Jack?
6. What does Jack think he needs in order to kill the pig and not just injure it?
7. Why is Ralph frustrated with the littluns? What are they acting like?
8. What is the most important thing according to Ralph?
9. What would Jack like to do before this happens?
10. Jack has to try to remember what?
LOTF Ch. 34
Mrs. Bowyer | EDHS
11. What does the final description of Simon reveal about him?
Who Said It?
_______________"You can feel as if you're...being hunted, as if something's behind you all the time" (p. )
_______________"I was talking about smoke! Don't you want to be rescued?" (p. )
CHAPTER 4
1. Why were the littluns used to "Stomach aches and a sort or chronic diarrhea?"
2. Who is Henry?
3. What do Maurice and Roger do to the castles? Why does Maurice "still felt the unease of wrongdoing?"
4. What excites Henry on the beach? What does this show about human nature?
5. Why does Roger throw the stones near the littlun instead of directly at him?
6. Jack compares hunting to what? What does this say about his character?
7. How was Jack "liberated from the shame of selfconsciousness?"
8. What does Piggy suggest they make? This shows his desire for what?
LOTF Ch. 34
Mrs. Bowyer | EDHS
9. What is the boy's response when they see the smoke in the distance?
10. Why does the boys' plan for rescue fail?
11. What caused the hunters, who had promised to keep the fire burning, to neglect it?
12. Describe the way the boys discuss killing the pig. What do they chant?
13. What does Jack do when Piggy confronts him? What does this reveal about Jack?
14. What does Simon do in this chapter to show his compassion and kindness?
15. What breaks in this chapter? What could this symbolize?
16. What does Ralph do at the end of the chapter to restore order?
Who Said It?
_______________"They let the bloody fire go out" (p. )
_______________"There was lashings of blood...you should have seen it!" (p. )
_______________"You and your blood, Jack Merridew! You and your hunting!" (p. )
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Mrs Elshaw 3rd grade STA Math
x when done
Monday's Objective
Monday:
- Write a division number sentence to represent a story problem.
- Solve a story problem by using a division number sentence.
-Practice multiplication facts by completing a math fact sheet.
Monday’s Assignment - Lesson 85 odds & fact sheet
1. Read through lesson 85 beginning with the New Concept heading.
2. Complete L 85 A-D # 1-19 odds and Early Finishers Math book L 85 Complete one side of a fact sheet Fact Sheet 1.pdf
3. Check answers Answer Key Lesson 85
❏ Read L 85
❏ Complete problems
❏ Fact Sheet
Tuesday's Objective
-Identify the dividend, divisor, and quotient in a division number sentence.
-Identify and write an example of a multiplication and division fact family.
-Use the inverse relationship of multiplication and division to find missing factors.
-Practice multiplication facts by completing a fact sheet.
Tuesday’s Assignment - Lesson 86 evens & a fact sheet
1. Read through L 86 beginning with the New Concept Math book L 86
2. Complete L 86 A-J, 1-19 Odds. Answer key Lesson 86.pdf Email this assignment to Mrs. Elshaw
3. Complete one side of a Fact sheet 1 Email this to Mrs. Elshaw
Tuesday:
❏ Read L 86
❏ Complete problems
❏ Fact Sheet Email assignments to Mrs. Elshaw
Zoom meeting work
❏ Gather materials
Wednesday Zoom meeting
❏ Bring Movie Marathon packet
❏ Copy graph paper and long division from Long Division Papers
❏ Pencil and extra paper
Wednesday's Objective
-Use the steps for long division to solve problems
-Practice math facts
Wednesday's Assignment
1. Practice facts using Boom Cards - Multiplication Facts
Wednesday:
Zoom meeting
❏ Bring needed materials
Assignment
❏ Complete Boom Cards
Thursday's Objective
-Use long division to solve problems
-Review and utilize Elapsed Time Anchor Chart
-Practice multiples of 11
Thursday's Assignment
1. Complete page 3 and 4 in Movie Marathon Movie Marathon Answers
2. Complete elapsed time sheet Elapsed Time Worksheet Answer Key
Thursday:
❏ Movie Marathon pages 3 & 4
❏ Elapsed Time
Friday: Please use today to make sure you are done with all math work, explore specials links, or Khan Academy mappers. 🙂
Friday:
❏ Email L86 and Facts to Mrs. Elshaw
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You Choose– Reception Autumn 1 2020
Reception Autumn 2020 Welcome to our Autumn Term Curriculum Flyer. These are our areas of focus for this half term. Please use this information to support discussion of learning at home. If you have any questions or concerns, please see me at the end of the day or contact me via email. Mrs Bradley firstname.lastname@example.org
Communication and language We will be focusing on listening and attention. Children will be working mostly in small groups to help them settle into the routine of the day. We will learn how to be good listeners, how to follow a sequence and how to listen and respond to other children.
Literacy For the first few weeks we will be securing children in Set One letters in phonics where we are beginning to learn the initial sounds of letters, using the Read Write Inc scheme. We will be focusing on giving writing a go and ensuring that we are holding the pencil using the tripod grip. We will focusing on the topic Ourselves and looking at the book 'You Choose'
Maths In Maths we will be focusing on counting objects one to one and knowing the number. Recognising for example that 3 dots on the dice is number 3 and can say when a domino with 4 dots is not the same. We will also be looking at patterns and shape.
Physical Development Fine Motor Every morning the children work on their fine motor development. This help to strengthen their fingers to enable children to hols a pencil and use scissors.The children will also do exercises and use the climbing equipment in the garden.
Understanding the WorldWe will be focusing on ourselves, our likes, dislikes, what makes us special and our families. We will be looking at different types of families, comparing our similarities and interests . We will be talking about Autumn and Harvest.
Personal, social and emotional Development Our main focus will be settling in to a new environment, with new adults and children. We will be doing lots of activities based around keeping ourselves safe , establishing some class rules and learning how to be a good friend.
Expressive Art and Design We will be showing the children how to access the different opportunities in the creative area. We will be exploring the musical instruments, acting out popular stories and making representations of themselves and people who are special to us.
Lunches
A menu will be sent out each week. Please discuss with your child the different lunch options and selected which meal your child will having for the following week. Please return the completed sheet each THURSDAY so that we can order the correct meals.
Reading On Fridays your child will have the opportunity to take home a reading book from the class library. This is an opportunity for you to share the book with them. It is not expected that your child will be reading the words of these books. We cannot give your child a new book until they have returned the old one. Children will be sent home reading books with words to practice their reading at home using their growing phonics skills.
PE
The children do not need a PE kit at the moment. We will ley you know when PE actually starts and then the children will come to school with their PE kit on. PLEASE CAN YOU ENSIURE THAT ALL THEIR NAMES ARE ON THEIR BELONGINGS Water Bottle, Jumpers, Coats, Book Bag , Indoor shoes, outdoor shoes.
Keywords
Numeral/ digit : a number
Phoneme: the letter which represents the sound
CVC words: simple three letter words (constant-vowel con- stant: dog, pig, sit, run)
Key Dates
Half term—26th October –3rd November Any worries and concerns please do not hesitate to contact by e mail STAFF Mrs Bradley—all day Mrs Timony PM
ESafety
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General Tasks
Remember to keep up with reading, both silently to yourself, but also regularly out loud to someone else, in order to practise expression and flow.
Continue to practise your times tables, using a range of online games as well as getting an adult to test you orally. Remember to aim for answers within 6 seconds and without using fingers!
Literacy and Maths tasks will be sent on a weekly basis, on a grid like this. We will also be setting Mathletics tasks and checking them often. Have a go, but please do not stress if you find any of them too hard. Lastly, continue your workouts with Joe Wicks.
Geography:
We use land for many different things:
- Agriculture (farming)
- Business (offices)
- Leisure (cinema, swimming pools etc)
- Housing
- Industrial (factories)
- Retail (shops)
Think about the place where you live. Write examples of the different land uses there. Are they all used? Can you find out any information about them, such as when they were built?
Science:
We would like you to research an animal that is extinct. Can you find out what happened to make it become extinct, when it became extinct and if there are any animals around now that are similar to it.
French:
Using the sheet below, can you match up the animals and their name? You could either cut them out and stick them onto paper, or draw them and write the name. You may need to look a few up!
PSHE:
It is important to look after yourself both physically and mentally (your well being). We have talked about acts of kindness towards other people but it is also important that you are kind to yourself!
We would like you to make a list of things that you do for yourself that make you happy.
It could be anything, e.g. sleep with your favourite teddy, feel proud of your achievements or treat yourself to things you like.
RE:
A pilgrimage is a special type of journey, usually a long one for many people,to a special place that is important for religious reasons. These special places are considered sacred (connected with God or a god). They are different to places of worship (such as churches or temples) as they are considered to be important by everyone in the religion.
We would like you to write about a special place that you have travelled to and why it is special. It may be somewhere local to you that you and your family like to walk to, it may be a holiday that you have been on or you could even describe a place that you would like to go to but haven't yet. | 866 | 532 | {
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RE, Philosophy and Ethics (RPE) –
Closure work for Year 9
Continuing with this topic on the Philosophy and Ethics of Relationsips, you are going to understand what it means to be human, according to a religious person. Then, you are going to investigate what St. Thomas Aquinas, a Philosopher, said about what it means to be human.
Tasks
1. Read the knowledge
2. Summarise the knowledge in your notes
3. Create an information page (could be a mind map/ learning diagram/ poster) about St. Thomas Aquinas' Natural Law. Make sure you include:
a. Who St. Thomas Aquinas was
b. What his theory says
c. Example of how it could be applied to real-world situations (if you're struggling, think about: not looking after the environment, not going to school, contraception)
What it means to be human
Religious ideas about humanity usually include the belief that God created all human beings. Many religious people see a human being as a combination of a body and a soul. All religions value human life and believe that it always deserves respect.
Sexuality
Human beings are a combination of different characteristics. These include:
- the physical, or bodily
- the spiritual, or what goes beyond the body to give a deeper sense of existence
- the emotional, which guides the way a person responds to situations, eg anger, hatred
- the mental, which is how a person's mind works and responds
- the sexual, which deals with sexual instincts, physical attraction and sexual interactions with others.
All of these aspects are fundamental to someone's personality. Each person has a different type of combination, but everyone has some element of each aspect. Sexuality is as important to the individual as any other of these features and it never leaves the individual.
Heterosexuality
'Hetero-' is a Greek prefix meaning 'different'.
Heterosexual is the word to describe people who are sexually attracted to people of the opposite gender.
Homosexuality
'Homo-' is a Greek prefix meaning 'same'.
Homosexual is the word used to refer to people who are sexually attracted to people of the same gender. Men who are attracted to each other are often referred to as gay men and females who are attracted to each other as lesbians.
Aquinas' natural law
Thomas Aquinas
Thomas Aquinas was a Catholic priest, philosopher and theologian who lived from c.1225-1274.
Thomas Aquinas developed an ethical theory known as natural law. The purpose of ethical theories is to help people to make moral decisions about various issues they may face in life.
Five Primary Precepts
Aquinas stated that there were certain fundamental laws set by God and that humans should follow these laws and apply them to decision making throughout life. These laws are:
- self-preservation
- continuation of the species through reproduction
- education of children
- to live in society
- to worship God
He called these the Five Primary Precepts, and from these developed secondary precepts which are to help people live by the five primary ones.
Example
Taking the primary precept of 'continuation of the species through reproduction', a secondary precept of this would be that contraception is wrong, because it prevents reproduction.
Interpreting Aquinas' natural law
People have different ways of interpreting Aquinas' natural law.
Catholics take an absolutist approach. They believe that the rules should always be followed, no matter what, eg they do not agree with the use of any type of contraceptive.
Other Christians, such as the Church in Wales take a more relativist approach. They believe that natural law should not be seen as a set of rules that can never be broken, but more as guidance for people to use their human intelligence to decide what is right and wrong in each situation. In this case there could often be circumstances where using contraception could be considered the most responsible thing to do. | 1,632 | 806 | {
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Facilitating Student Learning and Academic Success: Excel Functions Activity
Goal: Learn to use new Excel resources to facilitate student learning and academic success.
Objectives:
- Describe different types of Excel-related problems that your students encounter in course-related problems.
- Access Excel Functions, http://denisemeeks.com/science/notebooks/notebook_excel.php
- Practice sorting functions by type and by function, searching for a function, selecting parts of Excel Functions to print or save to a PDF file, "jumping" to a section by type, and using the Top button.
- Investigate some of the resources connected to Excel Functions.
- List functions that are "new" to you and explain how you and/or your students could use them to solve Excelrelated problems.
Learning Skills and Strategies:
- Understand: Explain ideas and concepts.
- Apply: Use information from provided resources to solve Excel-related problems.
- Analyze: Experiment with http://denisemeeks.com/science/notebooks/notebook_excel.php and Excel .
Required Resources:
- Computer
- Internet access
Introduction:
Several U of A business, math, statistics, and communications courses require students to use Excel. Online Excel Help can take time to navigate, it is difficult to access and print parts of Help files in a way that makes them useful, and determining what functions work best to solve a particular problem or perform a specific calculation can be cryptic.
The purpose of this session is to provide you with an Excel resource, Excel Functions, http://denisemeeks.com/science/notebooks/notebook_excel.php, that you and your students can use. This resource will enable you to search for commands, quickly locate examples, and print parts of this online resource. The information we will review will hopefully make you a more knowledgeable Excel user, enabling you to help students improve their Excel skills and solve problems more efficiently and effectively. Feel free to share this resource.
Many of the functions listed on Excel Functions include links to external websites that provide detailed examples and additional information.
Activities:
D. Meeks, v. 3, 11/22/19 denisemeeks.com/science/documents/meeks_excel_functions_activity.pdf
2.
Assessment:
1. Explain how to:
a. sort functions by type or by function:
b. select and print parts of Excel Functions:
c. search for a function:
d. "jump" to a group of functions:
e. use the Top button
2. Investigate some of the websites connected to 3 functions.
Discussion and Feedback: (Please write your responses to the following on a piece of paper and submit to Denise before leaving today's session. You do not need to include your name unless you wish to do so.)
1. What did you learn, if anything, about Excel during today's session, that you didn't already know?
2. What information, if any, that you acquired during today's session, will you incorporate in your tutoring sessions to facilitate students' learning and Excel competency? In other words, what did you learn about Excel that will help you to help students use their calculators more effectively?
3. What else should we have covered during today's session?
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Factoring Difference of Squares
1. Find the square root of both terms
a. If there is a coefficient in front of the variable(s), make sure that it is also a perfect square to be able to continue
2. For the parentheses, one will be an addition, and one will be a subtraction
3. Plug in the two answers you found from part 1
```
Examples: 𝑥 2 −9 The square root of 𝑥 2 is x, and the square root of 9 is 3 Therefore, the factored form is (𝑥+ 3)(𝑥−3) 𝑥 2 −𝑎 2 The square root of 𝑥 2 is x, and the square root of 𝑎 2 is 𝑎 Therefore, the factored form is (𝑥+ 𝑎)(𝑥−𝑎) 25𝑥 2 −64𝑦 2 25 is a perfect square, as is 64, so we are able to continue to factor as a difference of squares The square root of 25𝑥 2 is 5x, and the square root of 64𝑦 2 is 8y Therefore, the factored form is (5𝑥+ 8𝑦)(5𝑥−8𝑦)
```
*Note, the sum of squares is not factorable with real numbers. For example, 𝒙 𝟐 + 𝟐𝟓 cannot be factored with real numbers.
Factoring a Sum or Difference of Cubes
1. Take the cube root of both terms
a. If there is a coefficient in front of the variable(s), make sure that it is also a perfect cube to be able to continue
2. For the first parentheses, the two terms will be the cube roots found in part 1. The sign inside that parentheses will be the same as the original sign in the problem
3. For the second parentheses, the first term will be first cube root found, and then squared. The second term will be both cube roots multiplied together. The third term will be the second cube root found, and then squared.
4. The first sign in the second parentheses will be the opposite of the sign in the first parentheses. The second sign will ALWAYS be an addition sign.
Examples: 𝑥 3 −27
The second parentheses has three terms: (𝑥) 2 , 3 ∙𝑥, (3) 2 𝑜𝑟 𝑥 2 , 3𝑥, 9
The cube root of 𝑥 3 is x, and the cube root of 27 is 3. Therefore, the first parentheses is (𝑥−3) Therefore, the second parentheses is (𝑥 2 + 3𝑥+ 9) And thusly our factored form is (𝑥−3)(𝑥 2 + 3𝑥+ 9)
8𝑥
3
+ 125
The cube root of 8𝑥 3 is 2x, and the cube root of 125 is 5
Therefore, the first parentheses is (2𝑥+ 5)
The second parentheses has three terms: (2𝑥) 2 , 2𝑥∙5, (5) 2 𝑜𝑟 4𝑥 2 , 10𝑥, 25
Therefore, the second parentheses is (4𝑥 2 −10𝑥+ 25)
And thusly our factored form is (2𝑥+ 5)(4𝑥 2 −10𝑥+ 25)
343𝑥
3
−216𝑦
3
The cube root of 343𝑥 3 is 7x, and the cube root of 216𝑦 3 is 6y
Therefore, the first parentheses is (7𝑥−6𝑦)
The second parentheses contains: (7𝑥) 2 , 7𝑥∙6𝑦, (6𝑦) 2 𝑜𝑟 49𝑥 2 , 42𝑥𝑦, 36𝑦 2
Therefore the second parentheses is (49𝑥 2 + 42𝑥𝑦+ 36𝑦 2 )
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1
What's it about?
Let's try and find out more about a place's history. What has changed? What is still the same?
Talk to a parent, grandparent, other relative or friend to see what you can find out! You can do this for your own town or a different place.
Make a plan!
* WHO…are you going to talk to…a grandparent, aunt or uncle, a family friend? Ask a parent to organise a video or phone call.
* WHERE…what's the place? Where did they grow up?
* WHAT… are your questions? Think about what you can ask… We've given you some ideas below.
* WRITE…it down. You can add the interesting things you find out to a map of your place in Digimap for Schools!
What…?
Here are some ideas for questions you could ask. Remember to check your list with a parent before your video or phone call.
* Where did you grow up?
* What was your home like?
* Is your childhood home still there?
* Where was your school?
* What did you like about school?
* What are your memories of school?
* Who was your best friend? Did they live nearby? What did you do or play together?
* Did you have a job? If yes, what was it? Do people still do that job today?
* Where did you shop for food? Small shops or a supermarket?
* Did you know where the food came from? What can you buy now that you couldn't buy when you were a child?
* When did you leave home? Where did you go then?
* What was your job? Do people still do that kind of job now?
*
What's the first memory you have?
* What did you do for fun? Was there a cinema or places for dancing or sports?
* What places do you remember that are not there now?
Write…it down
First, find a map of your place.
1. Login to Digimap for Schools.
o Select the Login button
o Go to: https://digimapforschools.edina.ac.uk/
o Put in your username*
o Select Log In
o Put in your password*
*Ask a teacher if you don't know this
2. Go to your place. You can type the place name or postcode in the Search box.
3. Zoom in or out until you can see enough detail.
4. Now open the Map Selector.
5. Try the different maps…just select the button to the right of any map name to open it.
6. What map works best? A historic map, or a current one? A 1950s map is ideal for the person I interviewed – they grew up in the 1940s. But your person may be much younger and so you might want an Ordnance Survey map or Aerial map.
Now write down some answers
With the Drawing Tools, you can add text, emojis and shapes to a map. Try and record some of the answers you got.
1. Select Drawing Tools – look on the left.
3. Can you find where they lived (if it's still there) and add a marker? Just choose your marker then select the house or street.
2. Add a text label: maybe something like 'Grandma's town' or 'Talking to Aunty Louise'.
4. Try and add markers or emojis for important places like their school, places they had fun or worked.
5. Add labels or text boxes with any of the interesting things they told you.
6. Keep adding emojis, text and labels until you are happy with your map 😊😊
Share your work
1. Select Print – look above the map
2. Type in a title, your name.
4. Your computer will ask you where to save your PDF file.
3. Select Generate Print file.
5. You now have a map you can share with your family, teacher, friends or US! We would love to see it. Tweet us @digimap4schools.
Copyright
©EDINA at the University of Edinburgh 2020
This work is licensed under a Creative Commons Attribution Non-Commercial Licence
Images
Image by Anastasia Gepp from Pixabay https://pixabay.com/photos/girl-young-board-phone-mobile-3718512/
Acknowledgements
© CollinsBartholomew Ltd (2019) FOR SCHOOLS USE ONLY
© Crown copyright and database rights 2020 Ordnance Survey (100025252). FOR SCHOOLS USE ONLY.
Aerial photography © Getmapping plc. Contains OS data. FOR SCHOOLS USE ONLY.
Historic mapping courtesy of the National Library of Scotland. FOR SCHOOLS USE ONLY. | 1,653 | 965 | {
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School-Based Enterprises (SBE)
Entrepreneurial Education Funds
There have been many questions regarding business started either by students or by the school district related to instruction in the classroom. The following guidance should clarify what can and can't be done due to financial restrictions or Iowa Code.
https://www.legis.iowa.gov/docs/code/298A.pdf (Entrepreneurial education funds 289A.15)
Highlights are as follows:
1. Students cannot be paid for work
2. A public school cannot run a for-profit enterprise
3. A public school cannot compete with private industry (taking away unfair competition at a lower expense by using students for labor, public equipment, etc.)
4. Equipment and machinery that is donated to a school becomes publicly owned equipment. Public equipment can't be used for private benefit
5. Even if the school-based enterprise is run at a breakeven level, there is still a benefit for the single business
6. The activity must have an instructional benefit for students. For example, building a home teaches students all aspects of home building. The home should be sold to the public with the money going back into the program.
In addition, the Iowa Department of Education has published Frequently Asked Questions (FAQs) regarding the student activities funds. Although these refer to fund raising activities, they would apply to entrepreneurial activities as well. Some of these FAQs are below:
Question: Does the money collected through a specific sport or activity belong to that sport or activity to be used solely for its benefit?
Answer: If the public is told that the proceeds would go to one specific activity or use, then the district must honor what it told the public. Otherwise, the entire Student Activity Fund is one fund under the control of the board.
Individual accounts in the Student Activity fund are for the convenience of activity sponsors to track fundraisers and club activities—they do not imply ownership of any monies by any entity other than the board. The board has authority to move money within that funds from one account to another as it chooses.
Question: What kinds of revenues belong in the Student Activity Fund?
Answer: Revenues to the Student Activity Fund are those moneys received by the district that are directly related to district-sponsored activities (curricular, co-curricular, extracurricular) for its students beyond the curriculum or student-initiated groups which are sponsored by the district. Revenues would include gate receipts to student activities, activity fees when fees are appropriate, student dues to student organizations sponsored by the district, fundraisers established by student groups or student activities to fund the program of that activity or other kinds of revenues directly tied to district-sponsored activities for its students beyond the curriculum or student-initiated groups which are sponsored by the district.
School-Based Enterprises (SBE)
Question: Can a district's student council, or other student group, give a scholarship to a graduating senior?
Answer: No, this would not be an appropriate expenditure form any student activity; doing so would be using public funds for private purposes rather than a benefit to the student activity program. It is a benefit to an individual student. The student groups should select uses that are appropriate and support the student activity itself.
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Proverbs 22:6
Raising Kids Without Raising Your Blood Pressure
"Train up a child in the way he should go, and when he is old he will not depart from it." - Proverbs 22:6
Why is Raising Children Sometimes Frustrating?
1. We don't always know what to do.
2. We feel the weight of the responsibility.
The starting point in raising your child is in knowing your child.
"Train up" means:
* Create a thirst
* Direct or lead
"In the way he should go" means:
* According to his unique character
Two Major Mistakes in Raising Kids
1. Raising our kids the way we were raised.
2. Comparing our children with each other.
Parents' Responsibilities
1. To give security to our children.
Secure people
* know who they are
* like who they are
* are who they are
Secure people are "real"
2. To develop good "leanings" in our children.
"For you created my inmost being; you knit me together in my mother's womb. I praise you because I am fearfully and wonderfully made." - Psalm 139:13,14
Good leanings are developed when the parent...
1. Understands God has a plan for that child.
2. Looks for the uniqueness of that child.
3. Provides opportunities to use those gifts.
4. Provides a climate of encouragement.
3. To battle the bad "leanings" in our children. We do this by....
1. Getting inside help.
2. Understanding each child's detour.
3. Disciplining them consistently.
Application - Four Suggestions
1. Determine your priorities.
2. Record your observations.
3. Share your feelings.
4. Pray with your children.
June 18, 2017
Raising Kids Without Raising Your Blood Pressure
Parents' Responsibilities
1. To give ____________ to our children. Secure people
"Train up a child in the way he should go, and when he is old he will not depart from it." - Proverbs 22:6
Why is Raising Children Sometimes Frustrating?
1. We don't always know _______ ___ ___.
2. We feel the weight of the _____________________.
The starting point in raising your child is in knowing your child.
"Train up" means:
* Create a _________
* Direct or _______
"In the way he should go" means:
* According to his unique ____________________
Two Major Mistakes in Raising Kids
1. Raising our kids the way ____ were raised.
2. Comparing our children with ________ _________.
* ________ who they are • _______ who they are
* ______ who they are
Secure people are "real"
2. To develop good "leanings" in our children.
" For you created my inmost being; you knit me together in my mother’s womb. I praise you because I am fearfully and wonderfully made ." - Psalm 139:13,14
Good leanings are developed when the parent...
1. Understands God has a _______ for that child.
2. Looks for the uniqueness of that child.
3. Provides ____________________ to use those gifts.
4. Provides a ____________ of encouragement.
3. To battle the bad "leanings" in our children. We do this by....
1. Getting ___________ help.
2. Understanding each child's detour.
3. Disciplining them __________________.
Application - Four Suggestions
1. Determine your _________________.
2. Record your observations.
3. Share your ____________.
4. ________ with your children. | 1,532 | 759 | {
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Stanford eCorner Experience Can Create Blind Spots 08-10-2014
URL: https://stvp.stanford.edu/clips/experience-can-create-blind-spots
Leadership educator and author Liz Wiseman warns of people's tendency to fill in gaps in knowledge by assuming things based on previous experiences. If people think they recognize a pattern, Wiseman says they may stop seeing new data points, perspectives and possibilities.
Transcript
So in my research I studied about 400 different scenarios.. Pieces of work, projects like debug a program, write a proposal, teach a class, build a campus.. And we looked at how experienced people did that and how people who are rookies doing it for their very first time did that work.. Looked at the common elements.. Here's what we found.. The first thing we found is that experience creates a number of blind spots.. Now with experience, we obviously get knowledge, wisdom, we gather data points which actually informs our powers of intuition.. We build confidence, we build networks, but we create blind spots.. What happens when we know the pattern? What happens when we know the code, so to speak? What do our minds do once we have seen a pattern before? You stop innovating.. You stop....
...innovating.. You stop innovating.. What do you stop seeing? Possibilities.. You stop seeing opportunities, you stop seeing possibilities and sometimes, we start, as my teenager say, making stuff up like "Mom, you just make stuff up." Sometimes, we fill in the gaps.. Is there someone with a nice loud voice who would read this for us? I will.. Yeah, thanks.. Make it loud for us.. It doesn't matter in what order the letters in a word appear, the only important thing is that the first and last letters are in the right place.. The rest can be a total mess and you can still read it without problem.. Okay..
Okay.. you've done a really nice job and it sounds good too.. Your mind is reading this automatically Often once we know the patterns, we stop seeking feedback, input.. What happens when we know the pattern? What happens when we know the pattern? And sometimes we start answering questions before the question has actually been asked.. Sometimes we stop seeing new data points, we stop seeing contrary points of view.. Often once we know the patterns, we stop seeking feedback, input.. As was said, we stop seeing new possibilities and with experience typically comes bad experience and scar tissue.. And what do our scars - you might think about the scars that you have on your body, what do they tell you? They remind you about your mistakes that you've made.. This one reminds me do not bet your husband a cheeseburger that you can hit a ball at 70mile per hour in the fast pitch cage, don't do that again.. And I have a whole set of scars that remind me not to do things that didn't seem to work out very well the first time..
And as you enter into the workforce, you will have ideas that touch on people's scar tissues, and they will quickly say, no, no, tried that, didn't work.. Experience creates a number of troubling blind spots... | 1,166 | 655 | {
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LET'S TALK FIRE SAFETY
Valdosta Fire Department
School Safety
School Fire Facts:
In 2011-2015, U.S. fire departments responded to an estimated average of 4,980 structure fires in educational properties, annually.
Structure fires in educational properties have fallen by 67% since 1980.
Safety Tips
can recognize the sound of the alarm and knows what to do when it sounds.
- Fire drills must be held at least once a month while school is in session.
These fires caused an annual average of one civilian death, 70 civilian fire injuries and $70 million in direct property damage.
Fires in educational properties accounted for 1% of all reported structure fires in 20112015.
- Teachers, officials and staff should be familiar with the school's fire protection system, including the location of fire alarm pull stations and sprinklers.
In 2011-2015, 45% of structure fires in educational facilities were intentionally set.
Nearly four of five fires in educational properties (3,910 fires, 78% of total) occurred between the hours of 6 a.m. and 6 p.m.
- Principals, teachers or other school staff must inspect all exits daily to ensure that stairways, doors and other exits are working properly and are unblocked.
- Every room in the school should have a map posted identifying two ways out. In schools with open floor plans, exit paths should be obvious and kept free of obstruction.
- Students with specific needs should be assigned an adult or a student buddy to assist them. Fire drills help to identify who requires extra assistance.
National Fire Protection Association
Automatic sprinkler systems limit the impact of fire in educational facilities.
- On the day of the drill, the emergency drill alarm should be sounded on the school fire alarm system. Make sure that everyone
https://www.nfpa.org/Public -Education/By-topic/ Property-type-andvehicles/School-fires
Education is not the filling of a pail, but the lighting of a fire.—W. B. Yeats
It is important to have different alarms sounds for different alarms such as fire drills or tornado drills because different alarms require different actions.
School fire drills are a model for students to use in their homes. Encourage students to practice their escape plans at home—just as they do at school.
Have a fire safety question you would like for the Fire Department to answer? Please contact Ms. Tangela Rowe at 229333-1835 or you can send an email to:
email@example.com
Volume 3, Issue 8 August 2018
Solve the Fire Wuzzles
WUZZLES are word puzzles consisting of combinations of words, letters, figures or symbols positioned to create disguised words, phrases, names, places, sayings, etc.
For example, the solution to NOON GOOD is "Good afternoon" and LINE READ LINE is "Read between the lines."
______________ ______________
Answers to last month's wuzzles are down on luck & do a double take
Fire Safety Quiz
1. Fire drills should be held both at expected and unexpected times, and under varying conditions in order to simulate the conditions that can occur in an actual emergency.
A. True
B. False
2. Use ______ to ensure that every student is accounted for.
A. film
B. rosters
C. calendars
D. all of the above
Answers to last month's quiz are 1. A. & 2. C. | 1,511 | 729 | {
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List of Shrines Performing Extraordinary (rinjisai) Rain Rituals
Kiu, praying for rainfall, has functioned as one of the most important rituals in agriculture-centred Japan since the ancient period. As an official ritual, the names of shrines that performed kiu rituals are referred to in the extraordinary festivals section (book 3) of Engisiki. In total, there are 52 shrines (85 deities). A list is provided above. Most are the same as myōjin taisha listed in the Jinmyōchō and the shrines that perform myōjinsai (myōjin festivals) listed in the extraordinary festivals section of the Jinmyōchō; however, a few shrines on the list do not appear in the Jinmyōchō. Most of them are located near the capital and in its vicinity (Kinai), especially in Yamato province. With regard to the characteristics of the deities worshipped at these shrines, most of them are yamaguchi-sha or mikumari-sha, which are connected to the distribution of water since the kiu ritual is so strongly connected to rain and water. The number on the list indicates the number of deities who receive imperial offerings. The asterisk(*) indicates that the shrine is listed as observing myōjinsai in the section on extraordinary festivals in the Jinmyōchō.
| Yamashiro | Minushi sha 10 |
|---|---|
| | Kabai sha 1 |
| | Konoshima sha 1* |
| | Hatsukashi sha 1 |
| | Otokuni sha 1* |
| | Waki sha 1 |
| | Kibune sha 1* |
| Yamato | Ōyamato sha 3* |
| | Ōmiwa sha 1* |
| | Isonokami sha 1* |
| | Futo sha 2* |
| | Hitokotonushi sha 1* |
| | Kataoka sha 1* |
| | Hirose sha 1* |
| | Tatsuta sha 2* |
| | Kose yamaguchi sha 1* |
| | Katsuragi mikumari sha 1 |
| | Kamo yamaguchi sha 1 |
| | Taima yamaguchi sha 1 |
| | Ōsaka yamaguchi sha 1 |
| | Ikoma yamaguchi sha 1 |
| | Ikoma sha 1 |
| | Iware yamaguchi sha 1 |
| Settsu | Tarumi sha 1* |
|---|---|
| | Natsugi sha 1 | | 1,019 | 615 | {
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Lesson 1: Yes or no questions
Data and information – Branching databases
L.I. Can I create questions with yes/no answers?
Steps to success:
* I can investigate questions with yes/no answers
* I can make up a yes/no question about a collection of objects
* I can create two groups of objects separated by one attribute
2
Different questions
* When do you eat breakfast?
* How do you get to school each morning?
* Is it raining?
* What is your favourite food?
* Is a parrot a bird?
* Are the walls in the classroom pink?
3
Different questions
Think:
* What is different about the answers you gave?
* Would everyone give the same answers to these questions?
* Questions can need different types of answers.
4
Open-ended questions
* Some answers are open-ended. You can give an opinion or add more detail.
5
Yes or no questions
* Other answers are factual and can only be answered yes or no.
6
Yes or no questions
Think:
* Why can a yes or no answer be useful?
7
Yes or no questions
Think:
* Why can a yes or no answer be useful?
* Quicker to give
* Easier to understand
* Clearer
8
Can you ask questions to guess which object is chosen?
* Play this game with someone at home. You can play more than once.
* One of you chooses a picture from this slide
* The other asks questions to find out which object was chose – what questions could you ask?
* You can only ask questions with yes and no answers!
9
Think: How have these objects been grouped?
Think: How have these objects been grouped?
Think: How have these objects been grouped?
Think: How have these objects been grouped?
Can you think of other ways to group the objects?
You have been grouping objects by their attributes
Colour
* Is it red?
Material
* Does it have any metal?
Attribute is another way to say property
Answer...
1. Does your school teach computing?
2. Is it raining?
3. Is it morning?
4. Does your school start at 9am?
Tell your partner the answer...
1. Does your school teach computing?
2. Is it raining?
3. Is it morning?
4. Does your school start at 9am?
* Each answer is either yes or no
* The questions start with is or does
* Everyone has the same answers because they are facts
Think: Think of three questions you could ask about this motorbike
* Is it...
* Is it...
* Does it...
* Remember: The answer must only be yes or no!
Can you write questions to group the objects?
* Use the activity sheet to complete this task
What questions could you ask to make two similar sized groups?
Yes/no questions describe an object's attributes
* Think: What question could be used for the attribute, 'material'?
Next lesson
In this lesson, you...
Thought of questions about objects that had yes or no answers
Linked questions to attributes and separated objects into even groups
Next lesson, you will…
Learn what a branching database is
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Circles all Around
Introduction
This activity provides students an opportunity to explore the relationship between the diameter of a circle and its circumference.
Grades 6-8
NCTM Measurement Standards
* Apply appropriate techniques, tools, and formulas to determine measurements
* Solve problems involving scale factors, using ratio and proportion
Files/Materials Needed
Files: DiameterCircumference.act
Materials: measuring tapes (customary and metric units), string (optional), variety of objects with a circular section (soda can, garbage can, top of stool, etc.), access to at least one object that it is difficult to measure either the circumference or diameter (such as a round building column or center circle on a basketball court)
PART 1 FIND MEASUREMENTS
PART 2 DISCOVERING PI
1
a. Launch TI-Navigator™ on the computer and start the session.
b. Have each student log into NavNet on their calculator.
2
a. Load the DiameterCircumference.act. activity settings file in Activity Center and start the activity. This sets up four lists – MDIA (metric diameter), MCIR (metric circumference), CDIA (customary diameter), CCIR (customary circumference) – on each student calculator.
b. Have students work individually or in pairs to measure the diameter and circumference of several circular objects.
c. Tell students to record their measurements in the lists on their calculator and select SEND when they are finished measuring all the objects.
d. For later, have students write down on a piece of paper any objects where they could not find both the circumference and diameter.
e. After all of the students have turned in their data, send it back to them by clicking on Configure and Existing activity lists. By starting the activity again, students will receive the aggregated lists that were just created.
Getting Started with the TI-Navigator™ System: Middle Grades
6691.indd 45
3
In Activity Center, four plots are already set up and are defined as follows:
Exploring the Ratio Pi
Plot 1: Customary Diameter vs. Customary
Circumference
Plot 2: Metric Diameter vs. Metric Circumference
Exploring the conversions between centimeters and inches
Plot 3: Metric Diameter vs. Customary Diameter
Plot 4: Metric Circumference vs. Customary
Circumference
4
a. Turn on Plot 1 by clicking Configure Plots and checking On for Plot 1.
b. Talk about the graph. Display the graph and list, and have students estimate what can be done mathematically to get from diameter to circumference.
c. Have students use the graph to estimate the circumference or diameter of the objects they listed in Step 2d.
4/9/06 8:12:05 PM
Circles all Around
d Ask students a variety of questions such as:
* Why doesn't the plot make a perfectly straight line?
* If you were to apply a rule to the diameter to find the circumference, what would it be?
e. Tell students to exit NavNet and use the calculator to divide CCIR by CDIA to find all of the ratios between the two lists. Have them store the results in L1 and find the mean of the list.
f. Ask students questions such as:
Why are we taking the average? •
Does the result look familiar? •
How does this change your rule for finding the circumference when you know the diameter? •
PART 3 What happens in a different measurement system?
5
a. Remind students that the data in MCIR and MDIA represents the metric measurements of the objects measured earlier in this activity.
b. Before turning on Plot 2, ask the students:
* How is this plot going to be different than Plot 1?
* Do you think the ratio will still be ? Why or why not?
c. Turn off Plot 1 and turn on Plot 2. Discuss the results.
d. Find the ratio of MCIR to MDIA to confirm that the ratio remains unchanged.
6691.indd 46
EXTENSION: CONVERTING CENTIMETERS TO INCHES
6
Turn off the axis labels and use Plot 3 and Plot 4 to establish the scale factor from centimeters to inches (0.39) and from inches to centimeters (2.54).
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Maths at Bedwell
Each half-term, every class in the school focuses on one key area of maths, based on strengths and weaknesses identified by all of our teachers at the start of the year. Your child's targets are explained over the page, along with some ideas for how you can support your child with them at home. The targets are split into 3 sections - the 'Should' target is age-related, based on national standards for maths, and is the point most children should reach. For some children maths can be difficult and therefore they are targeted to get the 'Must'. For others who really excel at maths there is the 'Could' target, which challenges them to work at a higher level.
Each class also selects a key set of number facts - their 'Learn-Its' - which they practice every day. These are explained below, and again it would be a huge help if you could spend a few minutes every day helping your child to learn these.
xx Learn-Its: 6x & 8x tables
This half-term, Mrs Draper's and Mr Hollingsworth's classes will work on the 6x table, Mr Roberts' set will be practicing the 8x table, and Miss Shaw's group will focus on square & cube numbers. Here are a few things you could try together:
Try making-up rhymes to help remember number facts ("4 x 8 is 32, I love watching Dr Who!")
Write-out tables with finger paints, chalk or water-on-tarmac, or make them from playdoh or fridge magnets.
Chant, sing, whisper... Say tables out loud together whenever you have the chance silly voices and silly ways to say them really stick in the memory.
Look for numbers in that table in the world around you - on doors, car number plates, in phone numbers or when you're out shopping.
Practice a table by rolling two dice to pick random numbers, For instance, when practicing the 8x table, if you roll a 9, what is 9 x 8? This kind of quick-recall of tables facts out of sequence is what Learn-Its are all about.
Properties of number
Maths Targets
| | | Introduction to concept of tar Must Note on age related expectati | gets; Should ons | Could |
|---|---|---|---|---|
| | I ca up t I re up t sq | n identify prime numbers o 100, and prime factors of 2-digit numbers cognise square numbers o 144 and can calculate uare and cube numbers | I can find common factors and common multiples for pairs of whole numbers | I can quickly recall the square root of square numbers up to 144 and can calculate the square root of perfect squares to 10 000 |
This half-term we're focussing on properties of number - which means being able to use terms like multiple, prime, factor and square number correctly. These ideas and labels are all based around tables facts, so the number one way you can help is to support your child in learning their times tables - and we'll be sending home extra resources to help you with this over the next two weeks.
How you can help (and what all that vocabulary means) :
Multiples are numbers in a particular times table - so multiples of 4 would include 4,8, 12, 20, 40, 400 etc. Can we find these in the world around us? How many multiples of 8 can we find in a trip around Tesco?
Common-multiples are in two tables - so 20 is a common multiple of 5 and 4, because it's in both tables. Challenge your child to you find a common multiple of (say) 7 and 5 hidden in any of the number plates in your street.
Factors are the reverse of multiples - 7 and 3 are factors of 21 because 21 is in both the 7 and 3 times tables. Pick a target number and see how many factors you can find together - what tricks can help us
spot tables facts quickly (eg. all even numbers are in the 2x table, so have 2 as a factor; all numbers that end in 5 or 0 are in the 5x table, so have 5 as a factor etc).
Square numbers are made when you multiply a number by itself so 9 is a square because it's 3x3, 100 = 10x10, 900 = 30x30 etc. How many square numbers can we find on front doors or signposts? | 1,571 | 1,010 | {
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Pop That Stereotype: An Exercise in Empathy Superperson Monologue
by Tori Rice, inspired by Reneé Weissenberger's artist book, Pop That Stereotype: An Exercise in Empathy
The following exercise was designed to complement Unit 2 Empathy & Critical Thinking, Section 2.4 Pop That Stereotype https://online.sanfordharmony.org /courses/sfwd-grades-Grade-3Unit-2-Empathy-and-CriticalThinking/.
Description
Students become a superperson, popping stereotypes with a monologue. They can then share out with household members or through classroom distance learning.
Materials
Step 1
Step 2
Step 3
Step 4
paper, marker, pen, or pencil, optional: costume materials, e.g., a sheet becomes a cape!
Write your title. Include your superperson name using your name and a descriptive word, as well as your goal to pop stereotypes!
"Terrific Tina Pops Stereotypes"
Write about a situation that you have seen. Write down as many stereotypes and assumptions you can think of.
"My name is Terrific Tina and my goal is to pop stereotypes! One day I noticed Maria sitting by herself. Other kids were making comments like, 'Maria's quiet and moody' and 'What a snob!' Other's said ,'Maria thinks she's better than me' and 'She's stuck up!' One kid even called her 'a drama queen!'"
Now write about how you challenged those stereotypes and helped others to reconsider their thoughts, and be kind and gracious. You might include a superperson costume.
"Time for me to spring into action! I put on my cape and glasses and popped those stereotypes, asking the other kids to think differently. I reminded them that maybe Maria is stressed out or she might not feel well. She might be shy or sad. You know, she might need a friend. Let's ask her if she'd like to sit with us."
Close out your monologue by encouraging others to become a superperson, too, by treating one another with respect and kindness, and popping stereotypes:
"You can be a superperson, too! Consider how your actions and words could make another person feel. Put yourself in their shoes. You might even make a new friend!"
Step 5
Perform for your household and/or classroom using long-distance learning technology. Be sure to speak clearly and make eye contact with your audience. And remember, by popping those stereotypes, you have the power to make the world a better place! | 966 | 520 | {
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THE HEALTH AND SOCIAL CARECURRICULUM MAP
Curriculum Intent (CLF):
Health and Social Care is taught only as an option for KS4 students. This course teaches students about how an individual progresses through different life stages and how we can aid their development. Additionally, it will discuss the factors which make an individual a successful practitioner in the Health and Social Care setting.
The course is mainly coursework based allowing students to draft their work and develop ideas as they go through KS4. Students must work well to deadlines and work hard within lessons to ensure they are able to apply the principles into their coursework.
The units which are completed are externally selected by the exam board, but we have chosen this exam board due to the depth and breadth of knowledge it provides students, setting them up for further learning in Post 16 if required.
Students can use their knowledge developed
throughout this course as a foundation for
Level 3 Health and
Social Care. Students may also wish to use
their knowledge and understanding to
apply for an apprenticeship in the
sector.
Curriculum Implementation & Impact Statements
Implementation.
Students will be taught this course through a double and single lesson each week across the two years of KS4. There are two internally assessed units (unit 1 and 2) which are coursework based. For each of these units students must submit two pieces of coursework, providing four in total. In year 11 there is one external exam which is in February.
The units students complete are:
Unit 1 – Human lifespan development
Unit 2 – Health and social care services and values
Unit 3 – Health and wellbeing
During Year 10 students will complete units 1 & 2, ensuring they have completed the coursework element in one year. Coursework will be permitted to be resubmitted once, allowing students to develop their work once it has been formally marked. However, this requires students to remain focused and have a high level of motivation as multiple resubmissions are not an option. Assignment time in class is provided, additional homework time supports students however students will need to continue working on this at home to allow them to achieve higher grades.
In Year 11 students will focus on unit 3; the exam based unit. This exam will combine all 3 units and test students knowledge from across the whole curriculum.
Impact
The impact of this course is to allow students to understand the Health and Social Care industry in more detail and the individuals who require it. This course does not build on any prior learning which students may have done, however the content is often very relatable to real life situations and many examples are provided to students throughout the course. | 1,153 | 542 | {
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Wallace Road, Bilston WV14 8BS
T: 01902 558966
E: email@example.com www.stmartinsprimary.org.uk
Reading
Your child will bring home a book that is matched to their phonic knowledge. Please hear your child read at home for ten minutes every evening and books will be changed once a week. There will be more guidance coming soon to help you support your child with reading at home.
PE
Our PE day is Tuesday. Please make sure your child comes to school dressed in their P.E kit. They will stay in their kit all day so will not need their uniform to change into. We will endeavour to do P.E outside where possible, so jogging bottoms would be most suitable during the Autumn term. Please also ensure that earrings are removed on P.E days otherwise your child will be unable to participate. We are unable to use plasters to cover up earrings.
Autumn Term
Welcome to Year 2. We are very much looking forward to working with you and your child this year. In this leaflet you will find out about what your child will be learning in all areas of the curriculum during this term and some ideas about how you can help at home.
We see this as a great opportunity for you to share in your child's education.
Thank you for your support!
Miss Caine and Miss Foster
Are you fit for Royalty?
Did you know Queen Elizabeth II owns an elephant, two giant turtles, a jaguar and a pair of sloths? These were presents from other countries, all of which live in London Zoo!
Our Topic
This half term our topic is all about royalty. Children will be developing skills in all areas of the curriculum through this topic. They will be finding out about important kings and queens from the past, looking at the features of castles and locating castles around the UK. Children will also be creating castle art work based on the artist Paul Klee as well as designing and making their own castles.
We'd love for you to get involved and help your child get a better understanding of the topic. You could:
- Researching different Kings and Queens
- Learn about Queen Elizabeth II
- Find out about different castles or even visit one such as Warwick Castle
RE
In RE children will be learning about creation. They will be learning how God made the universe and have opportunities to reflect on how beautiful our world is and how we should care for the world we live in.
Maths
In Arithmetic, we will be working on place value so that children are confident identifying the value of each digit in a number. We will also be learning how to calculate vertical maths stories as well las using cups to solve calculations involving ½ and ¼ cups. In Geometry, we will identify 2D shapes and describe them using their properties. In Data and Measure, children will be learning how to tell the time to the quarter of the hour and draw hands onto clock accurately to show a given time. In Reasoning, children will be learning how to find the inverse of calculations to prepare them for finding missing number problems. You can help at home by practising addition and subtraction facts with 10 and 20 to build fluency as well as practising skills such as counting in 2s 5s and 10s.
Science
Our topic for science this half term is all about materials. We will be identifying different materials and their properties. The children will be carrying out experiments to find the best materials for a waterproof coat for our class bear.
English
During English lessons children will be following the Read Write Inc Phonics programme.
In additional English lessons, they will be completing work based around our class texts for this half term: Cinderella and Prince Cinders. The children will be learning to write riddles, write five part stories as well as writing a letter to the Fairy Godmother asking her for help. We will focus on developing our use of adjectives to make our writing exciting and using a joining words like 'and' to extend our sentences. You can help at home by practising handwriting you're your child and choosing some of the spellings from the year 2 word list to practise.
Don't forget….
- Your child must wear their P.E kit to school on Tuesdays.
- Half term dates: 26 th October-30 th October.
- Please make sure your child brings their book bag every day. | 1,601 | 906 | {
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Spelling/Reading
Write your rainbow writing.
spelling words in
Each letter different colour.
should be a
Eg:
Write your curly writing:
spelling words in
Eg:
Write your bubble writing:
spelling words in
Eg:
P1B Home Learning Plan- Week 1
Writing/Phonics
Maths
Health & Wellbeing
Other Areas
RME-Christianity story of Jesus and
You can watch the https://www.youtu
be.com/watch?v=Si
French vocabulary.
https://www.youtu be.com/watch?v=G
Draw the weather today and record in
| Create a mindmap for your sound. Draw pictures to illustrate. Practice handwriting your sound by joining it carefully. Please concentrate on correct formation e.g. make sure my pencil starts at the correct spot (see attached sheet), is it a tall or small letter, does it have a tail that sits under the line | Make a numicon numberline to 20. Choose 2 or 3 pieces and add them together. Remember when adding we build a tower. Write the sum on paper. Complete 10 addition sums like this. | | HWB: practice |
|---|---|---|---|
| | | | mindfulness to help calm |
| | | | ourselves. Spotlight |
| | | | focus- find an object and |
| | | | focus your mind on it. |
| | | | Practice breathing in and |
| | | | out 10 times. |
| | | | Follow up with yoga to |
| | | | help with calming |
| | | | ourselves. Follow Cosmic |
| | | | kids yoga: |
| | | | https://www.youtube.com/ |
| | | | watch?v=tbCjkPlsaes&t=8 |
| | | | 32s |
| Word Hunt: Using a book you have been reading, search for your ng sound. Write down how many words you found. Build a word: Using the letters from your learning pack, make the words you have written from your mindmap or from the book you read. | Play the following maths games on your laptop, computer or tablet from the website: https://www.topmarks.co.uk /learning-to-count/place- value-basketball | PE: If fit and well, go for a 20-minute walk outside with a family member. | |
Write your dotted writing:
Eg:
King and label his sceptre, crown.
that make you feel move along to the
beat of the music.
Choose 3 activities to do each day. Don't worry about crossing off after you have finished as you can do most of these activities multiple times! Children have been provided with Log In details for SumDog and Education City. Activities have been set for them on these sites.
| | Select numbers to 19 Or extra challenge numbers to 99. | |
|---|---|---|
| | Ask a grown up to give you 10 takeaway sums. Use your numicon to calculate the answers. Remember to place the numicon on top of each other and see how many are left | PE: Healthy plate: https://www.youtube.com/ watch?v=L9ymkJK2QCU. Create a healthy snack with a parent. |
| Use your words from your mindmap (or any words with ng) | | |
| to create a silly sentence. Draw a picture for each | | |
| sentence. Try to make sure you have a : | | |
| - Capital at the start | | |
| - Finger spaces | | |
| - A full-stop at the end | | |
| - Can you read your story? | | |
| Phoneme | Word examples | Common words (spelling words) |
|---|---|---|
| ng | strong, ring, long, king, sing, swing, thing, fang, wing | old, do, going | | 1,541 | 895 | {
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Common Water Snake (Nerodia sipedon)
Nuh-roe-dee-uh sip-eh-don
Harmless/Nonvenomous
Description: 24 to 48 inches. The Northern water snake is a medium sized to large, heavy bodied snake ranging in color from gray, tan, or light to dark brown with darker brown, reddish-brown to black cross bands on the front third of the body, grading into 3 rows of dark alternating blotches. Older individuals may often be black or very dark colored. The belly is usually cream colored with grayish to reddishorange speckling and crescent shaped flecks.
Scales: Semi-Keeled
Anal Plate: Divided
Taxonomy and Classification:
Life: All living, physical, and animate entities
Domain: Eukaryota
Kingdom: Animalia
Phylum: Chordata/Vertebrata
Class: Reptilia
Order: Squamata
Suborder: Serpentes
Infraorder: Alethinophidia
Family: Colubridae
Subfamily: Natricinae
Genus: Nerodia
Species: Nerodia sipedon*
*Taxonomy subject to change and revision.
Similar/Confusing Species: Queen snakes (Regina septemvittata) have dorsal, lateral, and ventral longitudinal stripes and paler labial scales. Eastern fox snakes (Panthertophis vulpinus) have uniform blotching throughout the body, and a dirty yellowish and black checkered ventral surface. Milk snakes (Lampropeltis triangulum) have smooth scales, and undivided anal plates.
Etymology: Nerodia- Neros (flowing or liquid) or Nereis (a Greek sea nymph). sipedon-sepedon (rottenness, decay, a serpent whose bite causes mortification).
Subspecies: Northern Water snake (Nerodia sipedon sipedon).
Range & Habitat: Northern water snakes range statewide in Wisconsin, but seem to be less common in northern Wisconsin. They often are seen in and near permanent to semi-permanent bodies of water with ample rocks, logs, and overhanging shoreline vegetation for basking including lakes, ponds, rivers, streams, marshes, and river backwaters.
Habits & Natural History: Northern water snakes are among the more commonly encountered larger snake species in Wisconsin, but unfortunately are often mistaken for a water moccasin, and are http://www.madisonherps.org
persecuted. Cottonmouths, or water moccasins *do not* occur anywhere in or near Wisconsin. They are often defensive if captured or corned, and may bite, and expel noxious smelling musk, but are nonvenomous and pose no threat if left alone. These snakes often feed on small fish, frogs, and aquatic invertebrates. Ovo-viviparous, or live bearing.
Phenology: Northern water snakes emerge from overwintering as early as mid to late April or May, and remain active throughout the year through late September or October (or even later into the year if warmer temperatures persist or otherwise permit).
Conservation Status: WI Common, with no special protections, but regulated by the WI DNR. IUCN Red List Least Concern (LC).
Contact
Authored by Eric Roscoe. For any additional questions, comments, and/or concerns regarding this species, group of species, or this informational sheet, please email and contact the Madison Area Herpetological Society at email@example.com
*Copyright Madison Area Herpetological Society, 2017 | 1,439 | 753 | {
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