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The Eastgate Center designed by Mick Pearce uses passive and energy-efficient mechanisms of climate control to cool residents.
Benefits
Reduced costs
Passive cooling
Energy saving
Applications
Commercial and residential buildings
UN Sustainable Development Goals Addressed
The Challenge
The climate of Harare, Zimbabwe usually requires buildings to be cooled year-round. This means the purchase, installation, and maintenance of a traditional air-conditioning system for a building has immediate and long-term costs. The challenge was to create a self-regulating ventilation system that would keep a building at temperatures that are comfortable for workers and residents.
Innovation Details
The Eastgate Centre is a shopping center and office building located in Harare, Zimbabwe. Rather than using a traditional fuel-based air-conditioning system to regulate temperature within the building, the Eastgate Centre is designed to exploit more passive and energy-efficient mechanisms of climate control. The building's construction materials have a high thermal capacity, which enables it to store and release heat gained from the surrounding environment. This process is facilitated by fans that operate on a cycle timed to enhance heat storage during the warm daytime and heat release during the cool nighttime. Internal heat generated by the building's occupants and appliances also help to drive airflow within the building's large, internal open spaces, as it rises from offices and shops on lower floors toward open rooftop chimneys. Various openings throughout the building further enable passive internal airflow driven by outside winds. These design features work together to reduce temperature changes within the building interior as temperatures outside fluctuate. The $35 million building saved 10% on costs up-front by not purchasing an air-conditioning system. Rents are less expensive in this building compared to nearby buildings because of the savings in energy costs.
https://asknature.org/innovation/passively-cooled-building-inspired-by-termite-mounds/
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At the time of the building's design, researchers had proposed that termite mounds maintained stable internal climates by having a physical structure that enables passive internal airflow. While subsequent research on termite mounds has altered our understanding of the function of mound structures, the Eastgate Centre still achieves a controlled internal climate with the help of cost-effective and energy-efficient mechanisms originally inspired by termite mounds.
A schematic showing the natural ventilation used in the Eastgate building in Harare.
https://asknature.org/innovation/passively-cooled-building-inspired-by-termite-mounds/
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Biomimicry Story
It was previously thought that termite mounds functioned to continuously maintain the nest's internal temperature within a narrow range in the face of extreme outside temperature fluctuations. However, the most recent published research on termite mounds suggests that they function much like mammalian lungs and act as accessory organs for gas exchange in the underground nests. During the day, changes in internal nest temperature are less extreme than changes in outside temperature, but over the course of a year, nest temperature does vary and closely follows the temperature of the surrounding soil.
https://asknature.org/innovation/passively-cooled-building-inspired-by-termite-mounds/
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The Mission Community of Ipplepen with Torbryan,
Denbury, Broadhempston and Woodland
www.missioncommunity.org.uk
Rector: Rev'd Andrew Down (01803) 813403
Church Office: email@example.com
Readings – Monday 27 th July to Saturday 1 st August 2020
Mon 27 th July
Matthew 13.31-35
The Parable of the Mustard Seed
He put before them another parable: 'The kingdom of heaven is like a mustard seed that someone took and sowed in his field; it is the smallest of all the seeds, but when it has grown it is the greatest of shrubs and becomes a tree, so that the birds of the air come and make nests in its branches.'
The Parable of the Yeast
He told them another parable: 'The kingdom of heaven is like yeast that a woman took and mixed in with three measures of flour until all of it was leavened.'
The Use of Parables
Jesus told the crowds all these things in parables; without a parable he told them nothing. This was to fulfil what had been spoken through the prophet:
'I will open my mouth to speak in parables;
I will proclaim what has been hidden from the foundation of the world.'
Tues 28
th
July
Matthew 13.36-43
Jesus Explains the Parable of the Weeds
Then he left the crowds and went into the house. And his disciples approached him, saying, 'Explain to us the parable of the weeds of the field.' He answered, 'The one who sows the good seed is the Son of Man; the field is the world, and the good seed are the children of the kingdom; the weeds are the children of the evil one, and the enemy who sowed them is the devil; the harvest is the end of the age, and the reapers are angels. Just as the weeds are collected and burned up with fire, so will it be at the end of the age. The Son of Man will send his angels, and they will collect out of his kingdom all causes of sin and all evildoers, and they will throw them into the furnace of fire, where there will be weeping and gnashing of teeth. Then the righteous will shine like the sun in the kingdom of their Father. Let anyone with ears listen!
Wed 29 th July
Matthew 13.44-46
Three Parables
'The kingdom of heaven is like treasure hidden in a field, which someone found and hid; then in his joy he goes and sells all that he has and buys that field.
'Again, the kingdom of heaven is like a merchant in search of fine pearls; on finding one pearl of great value, he went and sold all that he had and bought it.
Thurs 30 th July
Matthew 13.47-53
'Again, the kingdom of heaven is like a net that was thrown into the sea and caught fish of every kind; when it was full, they drew it ashore, sat down, and put the good into baskets but threw out the bad. So it will be at the end of the age. The angels will come out and separate the evil from the righteous and throw them into the furnace of fire, where there will be weeping and gnashing of teeth.
Treasures New and Old
'Have you understood all this?' They answered, 'Yes.' And he said to them, 'Therefore every scribe who has been trained for the kingdom of heaven is like the master of a household who brings out of his treasure what is new and what is old.' When Jesus had finished these parables, he left that place.
Fri 31 st July
Matthew 13.54-End
The Rejection of Jesus at Nazareth
He came to his home town and began to teach the people in their synagogue, so that they were astounded and said, 'Where did this man get this wisdom and these deeds of power? Is not this the carpenter's son? Is not his mother called Mary? And are not his brothers James and Joseph and Simon and Judas? And are not all his sisters with us? Where then did this man get all this?' And they took offence at him. But Jesus said to them, 'Prophets are not without honour except in their own country and in their own house.' And he did not do many deeds of power there, because of their unbelief.
Sat 1 st August
Matthew 14.1-12
The Death of John the Baptist
At that time Herod the ruler heard reports about Jesus; and he said to his servants, 'This is John the Baptist; he has been raised from the dead, and for this reason these powers are at work in him.' For Herod had arrested John, bound him, and put him in prison on account of Herodias, his brother Philip's wife, because John had been telling him, 'It is not lawful for you to have her.' Though Herod wanted to put him to death, he feared the crowd, because they regarded him as a prophet. But when Herod's birthday came, the daughter of Herodias danced before the company, and she pleased Herod so much that he promised on oath to grant her whatever she might ask. Prompted by her mother, she said, 'Give me the head of John the Baptist here on a platter.' The king was grieved, yet out of regard for his oaths and for the guests, he commanded it to be given; he sent and had John beheaded in the prison. The head was brought on a platter and given to the girl, who brought it to her mother. His disciples came and took the body and buried it; then they went and told Jesus.
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WRONG ASSUMPTIONS ABOUT DISABILITY
What exactly is an assumption? It is something that is accepted as true without any real proof. Sometimes assumptions end up being true. Often assumptions are not true. When they end up not being true, they can lead to trouble, hurt feelings, embarrassment, and more. I am sure you have heard of the following adage about what happens when we assume things. If not, I have edited it a bit below. I am sure you can decode the "A" word below.
It's time to address some of the many wrong assumptions that exist surrounding disability. Trust me, there are no shortages of them in the world that we live in. So, check out the following list. Hopefully, we can challenge some false beliefs that you have or at minimum help you from stepping in "it."
30 Wrong Assumptions
1. People with disabilities can not make their own decisions.
2. You can easily tell if someone is disabled just by looking at them.
3. Someone who uses a wheelchair is also intellectually and developmentally disabled.
4. Someone who uses a wheelchair cannot walk or move at all.
5. Someone who cannot speak verbally cannot comprehend what you are saying.
6. Someone who chooses not to speak verbally cannot.
7. I should speak to someone with a disability as I would speak to a child.
8. There is no point in teaching someone with an intellectual or developmental disability because they won't understand or retain what they are being taught.
9. People with disabilities always need our help there is no point in asking permission to help.
abilityministry.com
@abilityministry
10. A person's disability completely defines who they are.
11. People with disabilities cannot work.
12. People with disabilities do not want to work.
13. People with disabilities would not make very good employees.
14. People with disabilities who are successful in life are superheroes or superhuman.
15. It does not matter if I park in a handicapped parking space if there are others still available.
16. People with disabilities live in constant pain or is always sick.
17. People with disabilities are all the same.
18. People with disabilities do not have sexual or romantic needs.
19. Having a disability prevents intimacy.
20. Disability is a tragedy and should always be pitied.
21. Disability is always a burden.
/abilityministry
@abilityministry
22. Disability is an abnormality that needs to be corrected.
A few words of wisdom when it comes to disability etiquette and assumptions.
23. People with intellectual or developmental disabilities get a free pass to heaven from God.
24. People with disabilities can not lead a productive life.
25. People with disabilities need to be treated differently because they are "special".
26. I should avoid people with disabilities because we have nothing in common.
27. Having a disability makes life not worth living.
28. If someone with a disability has an aid with them, I should simply talk to the aid and not the person with the disability because they won't understand me.
29. People with disabilities are not able to be leaders.
30. People with disabilities are dumb.
This is by no means an exhaustive list. Feel free to share your own with us about an assumption you have encountered. We would love to add to the above list. Make sure you share this list with others as we hope to dispel some of the hurtful assumptions that exist around disability.
abilityministry.com
@abilityministry
/abilityministry
@abilityministry
* People with disabilities are people first.
* We are all more alike than different.
* Always assume competence.
* Treat others the way you would want to be treated.
* It is okay to ask.
* Smile don't stare.
* Start with hello!
* Treat adults like adults.
* Ask before you help.
* Speak directly to people with disabilities. | 1,510 | 793 | {
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Part 4
Questions 21–25
Read the text and questions below. For each question, mark the letter next to the correct answer A, B, C or D on your answer sheet.
My Job at a Summer Camp, by Charlie Rose
Every year I work at a summer camp for kids and I really enjoy seeing the children do things they never thought they could do. Nearly all the kids know how to swim and play table-tennis before they come, but things like rock climbing are new experiences for most. Some of them are very nervous, but after a bit of encouragement, they agree to try and they all get to the top in the end, which makes them feel great.
The kids stay several weeks and some do miss home. You might expect it to be the really young ones who feel like that the most but it's actually the ten- to thirteen-year-olds. We don't let them use their mobile phones all the time. First we tell them they can phone home after lunch. Then when they ask again, usually after dinner, we say it's a bit too late to phone and suggest doing it the next day. Most children are fine in a couple of days and at the end of their stay, it's amazing how many come and thanks us because they have had a great time.
It's not just the children who get lonely. We get parents who are on the phone the whole time, asking how their child is getting on, which is quite unnecessary. Often their son or daughter will be busy, playing games or doing something else, so we have to tell parents to ring back another time.
Some kids arrive dressed in smart, designer, new clothes and they sometimes argue when we tell them to change into something they won't mind getting dirty, but before long they realise what we mean.
21 What is the writer trying to do in this text?
A describe how children make friends at a summer camp
B suggest how parents should choose a summer camp for children
C explain what it is like for children at a summer camp
D advise children how to behave at a summer camp
22 What does the writer say about rock climbing at the camp?
A Some children already know how to do it.
B Some children prefer to swim or play table-tennis.
C Some children refuse to take part.
D Some children find it more enjoyable than they expected to.
23 What surprises the writer about the children who stay at the camp?
A The youngest ones find it hard to be away from home.
B They complain if they cannot phone their parents.
C They miss meal times with their parents.
D They seem grateful for their experience here.
24 What does the writer think about some parents?
A They should visit their children instead of phoning them.
B They don't need to keep on phoning the camp.
C They shouldn't allow their children to bring phones to camp.
D They need to be reminded to phone their children.
25 Which postcard might a child at the camp send home?
A
I was annoyed when they suggested I put on old jeans, but I guess they were right.
B
It's so unfair that everyone else can use their mobile phone, but they won't let me use mine.
C
I've made some good friends but we're all bored because there isn’t much to do here.
D
I was really frightened every time we went rock climbing, so they let me do something else instead. | 1,088 | 700 | {
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Chickahominy Reservoir
Harney County
Malheur River Basin
| | Location | | | | |
|---|---|---|---|---|---|
| Area | | 491 acres (198.7 hect) | | Elevation | 4,280 ft (1,304.5 m) |
| Type | | reservoir | Use | recreation, irrigation | |
| Location | | 32 miles w est of Burns | | | |
| Access | | directly north of Ore Hw y 20 | | | |
| USGS Quad | | Riley (24K), Burns (100K) | | | |
| Coordinates | | 43˚ 32' 36" N, 119˚ 36' 47" W | | | |
| USPLSS | | tow nship 23S, range 26E, section 28 | | | |
Chickahominy Reservoir (also known as Clusters Lake) was created during 1951 and 1952 by the construction of a dam on Chickahominy Creek. It was built with private funds to provide storage of irrigation water for the Silver Creek Ranch. However, as of 1970 the reservoir had never filled to capacity and it proved to be inadequate for its intended purpose. It has since been obtained by the Oregon Department of Fish and Wildlife for sport fishing, and has developed into one of the best fisheries in southeastern Oregon. The reservoir had received its first plant of fish in 1957, a load of Kamloops trout, which prospered in spite of competition for food with an abundant population of rough fish. Despite a series of treatments, the rough fish were not eliminated until the reservoir dried up completely in 1968, and no trash fish have been recorded since that time. In recent years stocking has been primarily fingerling rainbow trout, and fish as large as 32 inches have been caught. The reservoir is open all year and winter ice fishing has been good. In 1981 there were 73,175 visitor days, of which 24,880 were for fishing only. Land ownership around the reservoir is almost totally private, with the exception of about 40 acres near the dam which are administered by the Bureau of Land Management; recreational facilities and a boat launch are provided by the B.L.M. The drainage basin is a semi-arid rangeland covered by sagebrush, with sparse stands of junipers at higher elevations.
Morphometrically, the reservoir is shallow with a maximum depth at full pool of only 28 feet. Bottom material is composed primarily of silt, lava rock, and detritus from decaying vegetation. The concentrations of ions are above average for Oregon lakes, because of the arid climate of the area. During summer, surface water pH rises and sometimes exceeds 8.5. During mid to late summer surface water temperatures become quite warm. There is some growth of macrophytes in the shallow areas, and the reservoir contains some submerged and decaying sagebrush. Frequent blooms of planktonic algae occur during the summer, including species of blue-green algae, and there are reports of occasional winter fish kills owing to oxygen depletion after the die off of the planktonic algae and submerged macrophytes. The reservoir is in fact quite eutrophic, with high phosphorus concentration and limited water transparency.
| | Lake Morphometry | | | | | | | | | | |
|---|---|---|---|---|---|---|---|---|---|---|---|
| Area | 491.0 acres (198.7 hect) | | | | | Depth | | | 28 ft (8.5 m) 10ft (2.9 M) | | |
| Ave/M ax Depth Ratio | | | | 0.340 | Volum e | | | | 4,720 acre ft (5.83 cu hm ) | | |
| Shoal area | | 55% | Volum e factor | | | | 1.03 | | Shape factor | 3.13 | |
| Length of Shoreline | | | | 9.7 mi (15.6 km) | | | | Retention tim e | | | 4 mo | | 1,746 | 975 | {
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Dakota County Technical College
ECYD 1230: Guiding Children's Behaviors
A. COURSE DESCRIPTION
Credits: 3
Lecture Hours/Week: 2
Lab Hours/Week: 1
OJT Hours/Week: *.*
Prerequisites: None
Corequisites: None
MnTC Goals: None
This course examines positive strategies to guide children's behavior in the early childhood setting. It also examines ways to establish supportive relationships with children and guide them in order to enhance learning.
Note: This course requires a clear Minnesota Criminal Background Study.
B. COURSE EFFECTIVE DATES: 11/10/2010 - Present
C. OUTLINE OF MAJOR CONTENT AREAS
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05/06/2016 12:33 AM
D. LEARNING OUTCOMES (General)
1. Actively communicates with children and provides opportunities and support children to understand, acquire and use verbal and nonverbal means of communicating thoughts and feelings
3. Addresses behaviors or situations rather than labeling the child
2. Adapts the learning environment and curriculum to minimize potential for challenging behaviors, especially in multi-age settings
4. Alerts children to changes in activities or routines well in advance
6. Builds a trusting relationship with children, providing physical and emotional security
5. Avoid actions that would cause physical and emotional harm to children and identifies illegal strategies
7. Builds relationships with parents that allow for constructive communication about children's behavior
9. Encourage children to take initiative in generating ideas, problems, question and relationships
8. Differentiates between discipline, punishment and positive behavior guidance
10. Establishes and communicates limits for acceptable behavior
12. Gives, tells, redirects, and shows children acceptable alternatives to unacceptable or undesirable behaviors
11. Facilitates smooth transitions of individuals and groups from one activity to activity
13. Interacts in a manner that encourages empathy and mutual respect among children and adults
15. Provides a supportive environment in which children can learn and proactive appropriate and acceptable behaviors as individuals and as a group
14. Maintains professionalism and respect for children when communicating with other adults
16. Provides an environment that helps all children to know, accept and take pride in their identities and to develop a sense of belonging and inter-dependence
18. Reports positively to families about children's progress and challenges
17. Provides appropriate supervision
19. Responds to children's behavior in ways that encourage self-regulation and self-esteem
21. Understands observation methods that inform guidance strategies
20. Shows respect for children in all situations
22. Uses a variety of age-appropriate, positive direct and indirect guidance methods and avoids negative methods
24. Uses strategies to assist children in learning to express emotions in positive ways, solve problems and make decisions
23. Uses culturally responsive guidance strategies
E. Minnesota Transfer Curriculum Goal Area(s) and Competencies
None
F. LEARNER OUTCOMES ASSESSMENT
As noted on course syllabus
G. SPECIAL INFORMATION
None noted
05/06/2016 12:33 AM
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Greater Noida World School Affiliated to CBSE Summer vacation home work Class- Prep (2018- 19)
Dear Parents,
We hope the children enjoyed their first spell in school as much as we enjoyed getting to know them. The school is a second home. Hope our children have started feeling at home in school by now.
GENERAL INSTRUCTIONS:-
Summer vacations are just round the corner. To keep our little ones indoors in the sweltering heat and to utilize their time with constructive and creative activities, we are sending assignments that would help the child get a grasp of the work done in the school.
- Home work should be done under parent's supervision.
- Parents should teach their kids about Time Management.
- Encourage your child to read two or three letter words from the Phonics book.
- Let your child watch movies like KUNGFUPANDA, JUNGLE BOOK, BABY'S DAYOUT, ICEAGE, HOMEALONE 1, 2, 3…..etc.
PERSONALITY DEVELOPMENT
Inculcate following 'Life skills' in your child to help him/her become independent.
- Buttoning his/her shirt.
- To develop fine motor skills encourage your ward to make at least four hand drawing on sheet and color them.
- Tying his/her shoe laces.
- Packing his/her school bag.
- Keeping his/her belongings back in their place.
- Filling the water bottles.
IMBIBE 'SOCIAL SKILLS' IN YOUR CHILD
- Greeting with a smile when someone comes to the house.
- Conversing freely with visitors, relatives coming over to the house.
- Spending time with grandparents.
- Keeping the house clean.
- Watering the plants.
- Using four magical words PLEASE, SORRY, EXCUSEME, THANKYOU.
ASSIGNMENTS:
PROJECT WORK
1. Make scenery by using colorful ice-cream sticks.
3. Find an empty Pepsi bottle and with the help of your parents plant a sapling in it in the first week of your vacations and bring it to the school on the reopening day.
2. Paste any five pictures of domestic animals, five vegetables, five fruits, our helpers (E.g. Doctor).
WRITTEN AND ORAL HOMEWORKS
MY SECOND BOOK OF PHONICS – Read page number 5, 6, 7.
LITERACY SKILLS - Page number 32, 33, 34, 35.
MY SECOND BOOK OF HANDWRITING – Write one page daily in cursive.
GENERAL AWARENESS – Page number 16,17, 18, 19, 22, 23, 24,25.
NUMERACY SKILLS – Page number 23, 24, 25, 26, 33, 34, 35.
CONVERSATION –
How are you? I'm good. Thank you.
Myself/My family/my school/Good habits.
I am thirsty. Please give me water.
I have finished my work.
Please open/close the door.
Please switch off/on the light/fan.
STORY TIME:
The musical Donkey.
Read the following stories with parents help.
The moon god and the king of Elephants.
ENJOY YOUR VACATIONS , STAY FIT, STAY HEALTHY. SCHOOL REOPENS ON 2 ND JULY 2018. | 1,366 | 716 | {
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EECS 70 Discrete Mathematics and Probability Theory Fall 2014 Anant Sahai Discussion 9M
1. Probability Practice
(a) A message source M of a digital communication system outputs a word of length 8 characters, with the characters drawn from the ternary alphabet {0, 1, 2}, and all such words are equally probable. What is the probability that M produces a word that looks like a byte (i.e., no appearance of '2')?
(b) If five numbers are selected at random from the set {1, 2, 3,..., 20}, what is the probability that their minimum is larger than 5? (A number can be chosen more than once.)
2. Clinical tests
You may want to use a calculator for this problem.
Let's say that there is a rare disease, and only p = 1% of the human population has that disease.
Let's also assume that there is a clinical test available for the disease, but the test is not perfect. The chances that the test is accurate are only q = 90%. So, if 1000 people who have the disease are tested, the test will come out positive in only about 900 of these cases. Likewise, if 1000 healthy individuals are tested, the test will come back negative in only about 900 of these cases.
(a) Suppose an individual drawn randomly from this population tests positive. What are the chances that this individual actually has the disease?
(b) Suppose an individual drawn randomly from this population tests negative. What are the chances that this individual does not actually have the disease?
(c) Suppose a group of scientists get together and develop a new test that has an accuracy of q = 99.9% (a major improvement that replaces the old test overnight). Now how do the chances in parts (a) and (b) above change?
(c) Suppose a group of scientists get together and develop a new test that has an accuracy of q = 99.9% (a major improvement that replaces the old test overnight). Now how do the chances in parts (a) and (b) above change?
3. Best choice problem
Three princes are going to stop by Alice's house and invite her to their parties. Alice has not met them before so she does not know who she likes most. There are two strategies:
1 Go with the first prince.
2 Reject the first prince. If she find she likes the second prince more than the first one, she will go with him. Otherwise, she will go with the third prince.
Which strategy gives Alice the highest probability to go with the prince she likes the most? | 1,008 | 553 | {
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What is UV?
Ultraviolet (UV) radiation is a type of energy produced by the sun and some artificial sources, such as solariums.
The sun's ultraviolet (UV) radiation is the main cause of skin cancer. UV damage also causes sunburn, tanning, premature ageing and eye damage.
UV radiation isn't like the sun's light or heat, which we can see and feel. Your senses cannot detect UV radiation, so you won't notice the damage until it has been done.
The UV Index
The World Health Organization's Global Solar UV Index measures UV levels on a scale from 0 (Low) to 11+ (Extreme). Sun protection is recommended when UV levels are 3 (Moderate) or higher.
The UV level is affected by a number of factors including the time of day, time of year, cloud cover, altitude, how close you are to the equator, scattering and reflection.
Sun protection times
The sun protection times show when UV levels are forecast to be 3 or higher
During the sun protection times remember to protect your skin and eyes by using covering clothing, sunscreen, a hat, shade and sunglasses. Don't just wait for hot and sunny weather.
Health effects of too much UV radiation
Too much UV radiation can cause skin and eye damage, sunburn, tanning and skin cancer .
Some UV exposure is recommended for vitamin D.
Sunburn
Sunburn is a UV radiation burn to the skin. In Victoria's summer months, skin can burn in as little as 11 minutes and can take days or weeks to heal.
Mild sunburn can be treated at home, but you should see a doctor immediately for severe and/or blistered burns.
While the signs of a sunburn fade with time, the damage can't be undone and adds to your lifetime tally of UV damage, which increases your risk of skin cancer.
The school's Sunsmart policy requires all students to wear wide-brimmed hats during Terms 1 and 4 during the year. Even if it's cloudy outside you still need to wear your hat.
Questions:
1. What is UV and how is it dangerous to humans?
2. How would you know if you have been affected by UV radiation?
3. At what level on the scale should you use sun protection?
4. How long can it take to get sunburnt during a Victorian summer?
5. Research Vitamin D and write 3 facts about it.
6. Find what the UV ratings are in Shepparton for the next few days.
7. Design a UV Index Scale. | 969 | 524 | {
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DATE -
21
st
December 2017
CLASS –
VIII-A
NAME OF THE CLASS TEACHER- Mrs. Nishi Sharma
THEME- Being Heroic
No. of students on roll.- 47
No. of students absent- 03
No. of students present- 44
No. of presentations- 7
No. of props used- 17
Anchoring done by- Utkarsh Rathore and Shruti Garg
No. & Name of the students in Prayer : 44
No.& Name of students in National Anthem: 44
Presentation No 1-
NEWS
No. & Name of students –(3)
Ansh Malhotra-National News and International News
Megha Gupta-Weather report.
Vanshika Tyagi - Sports News
Synopsis –Students presented news to create awareness, so that all should remain connected with local& global issues.
Presentation No 2-
Thought of the Day
No. & Name of students –(1) Bhumi
Synopsis –"Thought of the day"
Presentation No 3-
House message
No. & Name of students –(1) Akshat Goel
Synopsis –"House message"
Presentation No 4.
Aspects Of a Hero
No. & Name of students –(15)
Kashish,Akshita,Ritika,Preeti,Urvi,Aman,Yashika,Gunjan,Vanshika,Yashika,Abhishek,Diva,
Chirag Jain
Synopsis –
A hero is somebody who is selfless, who is generous in spirit, who just tries to give back as much as possible and help people. A hero to me is someone who saves people and who really deeply cares.
Presentation No 5
Poster presentation
No. & Name of students –(4) Garav Aggarwal,Abhishek Roy,Akshat Goel,Ayush Mittal
Presentation No 6
Presented a Poem
No. & Name of students –(2)
Name of Poem presenters... Aastha Aggarwal,Kushagra Goel
Synopsis –
A hero is someone who understands the responsibility that comes with his freedom.
ASSEMBLY REPORT
Song Recitation and Dance
No. & Name Of Students- Complete Class
Synopsis -
Heroes represent the best of ourselves, respecting that we are human beings. A hero can be anyone from Gandhi to your classroom teacher, anyone who can show courage when faced with a problem. A hero is someone who is willing to help others in his or her best capacity.
Synopsis Of Teacher Talk
A real hero is one who stands up to others.
Stand for the underprivileged, the poor, the down trodden; motivate and inspire people around with
Everyone lives for self, but a real hero thinks of others and lives for them. your acts of kindness and compassion. That's what a real hero would do. | 1,184 | 607 | {
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What We Are is Known to
God
This weekly bulletin insert complements the curriculum published by the Department of Christian Education of the Orthodox Church in America. This and many other Christian Education resources are available at http://dce.oca.org.
Saint Ciaran is a sixth-century saint of Ireland. His name is sometimes spelled Kieran, and with that spelling the pronunciation (Keer-un) is a more familiar name.
Ciaran's family provided a mix of experiences for the young boy. His maternal grandmother was a poet and lover of history. From her and his mother he learned to enjoy study and reading.
On his father's side he was descended from people who worked with their hands. His own father was probably a carpenter, and Ciaran was given menial jobs, including herding the family's cattle.
Different as his parents were, they were both devout Christians, and they saw to it that he was raised as a believer. He was tutored by a scholarly deacon for many years.
As he grew older, Ciaran wanted to further his education at the school run by Saint Finian and his monks in the town of Clonard, but his family was too poor to send him. He set out on foot for the school anyway, not sure how he would pay to attend. But a
cow began following him, perhaps sensing that he was an experienced and kind herder. Boy and cow arrived at the school together, and the monks, startled at first, agreed to accept the milk the cow would provide as payment for the eager boy's expenses.
Ciaran became known as a brilliant and prayerful student. A holy monk named Enda, who headed a monastery in the Aran Isles, had a vision in which he saw Ciaran like a tree spreading its protective branches over Ireland and lands beyond. He told Ciaran, "Go, with God's word, and establish a church by the bank of a stream."
Enda's prophecy that Ciaran would found a monastery by a "stream" was ultimately fulfilled. His monastic school, built on the banks of the river Shannon, drew thousands of students from Europe and became a famous center of learning for centuries. But disaster assailed it often: its wooden buildings burned down several times, it was decimated by plague, and invaders both foreign and domestic plundered it. Finally, after almost ten centuries, the monastery was forced to close.
Ciaran never got to see the increasing greatness of the monastic center he founded. Plague killed him in 544, just a short time after it opened. But it was his character, formed by prayer, fasting and the will to work, that inspired those who followed him.
Saint Paul writes in II Corinthians 5: 11 that "what we are is known to God." The world didn't get to know Saint Ciaran all that well, because he died at the age of 33. But God knew him, and knew that even in a relatively brief life he could establish a place of prayer and learning that would serve His people for a long time.
Our own time on earth may not be lengthy, but that doesn't keep us from doing great things for God, if we are ready to try. | 1,082 | 664 | {
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SKETCHING & DRAWING – THE FOUNDATION OF ALL ART
with Brandon Schaefer
LESSON 1: MATERIALS, USING THE MATERIALS, AND SIMPLE LINES & SHAPES
SUPPLIES:
Blending Stumps, Pencil Sharpener
Strathmore
Toned Tan Sketchbook
80lb/118gsm
medium surface
Any size
Other Supplies:
Blending Stumps, Pencil Sharpener
Lyra Graduate
Graphite Pencils
Lyra Sandpaper Block
Lyra
Kneadable Eraser
Lyra Rembrandt
White Pastel Pencil
In this video we will be learning all the materials you will need to start sketching and drawing in your sketchbook. Try to simplify your materials as much as possible and only use what is necessary for you. It's too easy to become overwhelmed by an excess of materials, so it's best to avoid this if possible and keep it simple.
STEP 1:
Gather all your materials and begin by testing out your graphite drawing pencils. Use each pencil and start by drawing some simple lines. In this stage, we are only trying to understand the materials we have. See what kind of marks and lines each pencil makes and get a feel for how they feel when using them – each pencil is different.
2
STEP 2:
Begin testing all your other materials like erasers, blending stumps, pencil sharpener, and sandpaper block. Most importantly, spend a lot of time using your eraser and understand how much graphite it can lift off the page. The information you gather at this stage will be important for all future sketches and drawings you do.
STEP 3:
Try creating a simple gradient from a very light value all the way to a very dark value using only 1 pencil. Do this with a few different pencils and observe how different each pencil responds. Some pencils can go quite dark while others are only meant to create lighter lines. Use the numbers and letters on each pencil to understand the scale of darkness and softness (8B, 7B, 6B, etc.) all the way to the very hard and light pencils (2H, 3H, 4H, etc.).
LETTERS:
NUMBERS:
B = Black
H
= Hard
H = The higher the H number the lighter the shade
B = The higher the B number the darker the shade
F = Fine Point
HB = Hard Black
STEP 4:
Test your pressure sensitivity by drawing simple lines which start off very light and as you're drawing the line, increase the pressure to draw a darker line. Also try doing the reverse – dark to light. Having this level of control and sensitivity is very important for sketching and drawing. Most of the time, we want to keep our lines toward the lighter side. These lines are easier to erase and work with.
3
STEP 5:
Now try exploring simple shapes like triangles, squares, rectangles, and circles. Be sure to create imperfect polygons as well. Look around the room and find simple objects and begin to understand what simple shapes can create these objects. Draw them on the paper.
4
STEP 6:
Lastly, draw many simple shapes which are made up of curved and straight lines combined. These shapes will look more organic than the shapes in Step 5. We want to get used to drawing all kinds of shapes, lines, and curves so spend a lot of time drawing many shapes. Take your time and don't rush. Have fun and enjoy the process. | 1,323 | 727 | {
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Western Lowland Gorilla
Scientific Name: Gorilla gorilla gorilla
Class: Mammalia
Order: Primates
Family: Hominidae
Western lowland gorillas are the largest of the great apes. They are sexually dimorphic with males weighing on average 374 pounds while females weighing on average 154. Adult males are called silverbacks due to a streak of silver hair that runs the length of their back from their shoulders to rump. Adult males also have a prominent sagittal crest, a large protrusion on the top of their head which is made of the skull, connective jaw muscles and fatty tissue. Gorillas have dark brown to black hair and black skin, with bare faces, hands, feet and chests.The population is estimated at 130,000, although it is declining due to human induced habitat loss and degradation, disease and hunting for the bushmeat trade.
Range
Western lowland gorillas are found in Central African Republic, Equatorial Guinea, Gabon, Republic of Congo, Angola, Cameroon, and the Democratic Republic of Congo.
Habitat
The western lowland gorilla inhabits lowland tropical forests and swamp forests.
Gestation
Gestation in the western lowland gorilla lasts about 8.5 months (on average 256 days).
Offspring
Western lowland gorillas give birth to one offspring at a time, though rare instances of twining have occurred.
Behavior
Although western lowland gorillas are primarily terrestrial, like other primates they are capable of climbing. Surface locomotion is quadrupedal, with the soles of the feet and the middle phalanges of the fingers placed on the ground during locomotion. Gorillas are social, living in groups. When two groups meet they may ignore each other, temporarily associate, or express hostility. Groups can range from 2 to 30 in number and are commonly composed of an adult male, several adult females and their immature offspring. Males who are unable to acquire females will either form all male groups, referred to as bachelor groups, or will live alone. Gorillas communicate through a combination of vocalizations (including grunts, rumbles, whimpers, whines, and play chuckles), gestures and body posturing.
Reproduction
There is no evidence of a breeding season for western lowland gorillas, and females give birth once every 3½ to 4½ years unless the infant dies. The estrous cycle lasts 26 days, with estrus being 1 to 3 days. Physiologic sexual maturity is 8 years for females and 10 for males, although breeding does not usually occur until 10 in females and 15 in males. Females will often give birth to only 2-3 offspring in her lifetime.
Wild Diet
In the wild gorillas have a diverse diet of 180 species of plants. From these plants gorillas will consume bark, fruit, flowers, herbs, leaves, pith, roots, seeds, shoots and stems. In addition, wild gorillas have been observed to consume ants and termites. | 1,204 | 635 | {
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Mark zucker
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Why Do Math Homework for Middle Schools Matter?
Why Do Math Homework for Middle Schools Matter? As a middle school student, it is no secret to you that the majority of the great teachers at that level (if not all of them) understand that mathematics is a definitive subject for students to learn. Hence they look to teach middle and high school scholars how to learn it comprehensively rather than exhaustively. Since there are real-life applications of the concepts taught in calculus,approximately five- and six-year-old, it is inevitable that somewhere in their academic life, they encounter a topic that is challenging for them to grasp and comprehend. They find that it very hard because it makes them feel like they are no where to put their brain when it comes to solving the problem. Subsequently, the introductory phase of algebra is the gateway through which students progressively refine themselves on the fundamental concept. A correct answer to the above question may look like something that you cannot adequately explain in class. Therefore, after grade seven, it is common for students to turn to a program that specializes in that kind of arithmetic. The goal of algebra is to give understudies deep insight into the ideal way to absorb information, evaluate it, and solve the numerical problems that are usually associated with those subjects. Benefits of Using Math Homework Software There are several advantages that a scholar can accrue from using a particular math homework program. The first advantage is that it is fast and has no limit on the number of times an undergraduate learner might ask for assistance with their assignment. Additionally, it allows the instructor to track and receive feedback on the quality of work that has been delivered. The other benefit is that if you submit a polished paper, your teacher will be able to show you how far she has gotten in that topic. This means that if you were not keen on either of the answers, or the sections of the homework that are unclear, a fifth party, more often than not, will be interested in seeing if you could generalize the result. Another great thing about math homework is that it uses an algorithm to determine the percentage of appropriate sources to use. As a result, if a professor notices that you made a decent statement, they will be much more willing and eager to have a second opinion. It Helps You to Understand Noting Assignments When it comes to grading, a teacher will take sufficient time to assess every single task that a scholar has done. They will, in return, measure the areas that are most difficult and the weak ones. Based on these assessments, the best strategy to care for an upcoming exam will be to consider the exact points that the student should be expecting from that paper. | 1,079 | 566 | {
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Create your Ideal Life
Purpose
What is your point to being alive? What is the meaning of life?
+/-
Select Top two from each column
Look for over lap
General knowledge versus specialised knowledge.
Purpose Statement
Build your purpose
The Equation = Something you care about, with something you enjoy and are good at.
Create the Vision of your Ideal Life
What I want: This list is for the material things you wish to have in your life. From houses, cars, even owning a business.
What I want to be: This list is for the type of person you want to be, from happy and positive to being a leader in your field.
What I want to achieve before I die: This list is practically a bucket list. Think about the things that you want to achieve in lifetime.
Categorise the list of 60
1. Rank each of the above from 1-20
2. Put each of them into one of the following categories
3. Select the top 2 from each
* Work/career – What are you doing for your career? Is it something that you enjoy? Is it something you can have freedom? Can you gain independence financially?
* Finances – What does your financial situation look like? Are you out of debts? Passive income and investments.
* Free time/Fun – What do you do in your free time? What do you enjoy the most?
* Health/Fitness – What is your ideal fitness? Are you 80 still in great physical and mental health?
* Relationships – Marriages, kids, parents, everyone etc.
* Contribution to the world – Do you give back to society?
* Personal goals – What do you want to do before you die?
Does your purpose align with personal vision?
If not, Repeat Purpose
Goals and action plan
Building blocks to life the game
Expand each of the 14 important things above into an actionable plan
S – Specific: Vision – What you want. Who, what, where, when, how & Why?
M – Measurable: Something measurable on what you want to achieve.
A – Attainable: Personal inventory. Where are you now? Believe that your goal is attainable, developing the skills and attitude to achieve them
R – Realistic/Relevant: Plan and make it happen! Just make sure it aligns with your vision.
T – Timely: Break it down. Put a date against the end goal and make sure to put it into small achievable goals.
Goals Timeline
Long term planning
Breaking it down and reverse engineering it
Use this page to draw your goals on the previous page where they sit along the timeline to help and visualise further .
Where do you want to be and why?
Current Age:
Work/career
Finances
1 Year
3 Year
5 Year
10 Year
15 Year
Free time/Fun
Health/Fitness
Relationships
Contribution
Personal goals
1 Year
3 Year
5 Year
10 Year
15 Year | 1,116 | 615 | {
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Key Stage 1: Music
National Curriculum: Music
Children will:
* perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians
* understand and explore how music is created, produced and communicated, including through the interrelated dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations
* learn to sing and to use their voices, to create and compose music on their own and with others, have the opportunity to learn a musical instrument, use technology appropriately and have the opportunity to progress to the next level of musical excellence
* use their voices expressively and creatively by singing songs and speaking chants and rhymes
* listen with concentration and understanding to a range of high-quality live and recorded music
* play tuned and untuned instruments musically
* experiment with, create, select and combine sounds using the interrelated dimensions of music
Key Stage 1: Music
Listening
Listen with concentration and understanding to a range of high-quality live and recorded music.
Pulse & Rhythm (Theme: All About Me)
Key Themes
Vocabulary
and short sounds.
Composing
Performing
Rhythm
- A pattern of long
Use their voices expressively and creatively by singing songs and speaking and speaking chants and rhymes. Play tuned and untuned instruments musically.
Topics
Pitch & Tempo
(Theme: Superheroes)
Nativity Rehearsals & Performance
Duration - The length of time each note is played for (long or short).
Pulse - The heartbeat of the music. Sometimes called the 'beat'.
Dynamics
- The volume of
- Something the music (loud or quiet).
that gives you an idea
Inspiration about what to create.
sound is.
Pitch
- How high or low a
Structure - How the music is organised into different sections.
(thick or thin).
Tempo - The speed of the music (fast and slow). Texture - How many layers of sound the music has
Experimenting with, create, select and combine sounds using the inter-related dimensions of music.
On This Island
(British Songs And Sounds)
Recorders
Timbre - The quality of sound e.g. smooth, scratchy, twinkly.
Compose - To create or write an original (new) piece of music.
Accelerando - A musical term to describe when the speed of the music gets faster and faster.
Term: Autumn 2022 - Summer 2023
Topic:
2
1
3
4
5
Topic:
Topic:
1
2
3
4
5
Topic:
2
1
3
4
5
Topic: | 1,138 | 559 | {
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What questions do we bring?
Introductions of all present and share questions that brought you to the meeting:
* Parents
* Campus staff
* District staff
What is a Standards-Based Report Card?
A standards-based report card (SBRC) is a detailed report to parents every 9 weeks that shows:
❑ The skills and expectations that have been taught during the grading period
❑ The degree to which students have mastered these skills at this point in the year
What was the district's process for transitioning to SBRCs?
2013 - 1st grade (Glenhope Elementary pilot - then adopted districtwide)
2014 - Kinder
2015 - 2nd grade
2016 - 3rd grade
2017 - 4th grade (pilot)
2018 - 4th grade full implementation
Teacher reps (from each grade) selected and categorized the reported standards based on required state curriculum - Texas Essential Knowledge and Skills (TEKS)
Teachers and curriculum staff update documents annually
Why did we change to this kind of report card?
Questions to consider:
* When students were given a single percentage grade or letter grade for a subject, what could parents tell about their children's specific performance on specific standards (ELA = spelling, phonics, reading, writing, grammar; Math = problem solving, addition, subtraction, money, geometry)?
* When grades are averaged across the 9 weeks, how could parents tell the accurate level of mastery by the end of the grading period rather than the composite of performance that might have actually included a decline in performance later in the grading period?
* In a traditional system, what role did behavior/work habits play in the reporting of a grade? In what ways might this have masked reporting of actual skill level related to TEKS?
How are the standards chosen?
The standards on the report card include the most critical Texas Essential Knowledge and Skills (TEKS) from our state's curriculum.
They are sequenced on the report card in a way that matches the order they are taught in GCISD.
How do the teachers assess the standards?
* By using classroom activities to determine/assess progress.
* By tracking progress on every standard on every child.
* By using a rubric for each standard to determine progress toward a "3" which equates to a consistent demonstration of the skill.
How do I use the information to benefit my child?
What if my child isn't progressing as expected?
They will continue to receive instruction and support as they progress toward the standard. With standards-based assessment, students keep working toward each skill until mastery is achieved.
What if my child has already mastered most of the grade level standards?
Their teacher will realize this because of the specific assessments they're constantly conducting and will enrich and extend children's learning accordingly. Information about these enrichment/extension opportunities will be shared with individual parents as appropriate.
For more information...
Additional information about the benefits and logistics of standards-based report cards can be found on the GCISD website. Here, parents will be able to:
◆ See the list of standards being assessed in each grade
◆ Access a GCISD Parent Guide for more information about the specifics of our newly revised report cards
◆ Read more about the rationale for using this form of assessment
◆ See the list of standards being assessed in each grade
◆ Access a GCISD Parent Guide for more information about the specifics of our newly revised report cards
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EMPOWERED
To have power or authority, to become more aware and more confident.
"I learned this, at least, by my experiment; that if one advances confidently in the direction of his dreams, and endeavors to live the life which he has imagined, he will meet with a success unexpected in common hours."
― Thoreau, Henry David
What happens when you think and feel like you can soar to the top of the highest mountain, ace a math test, or score the winning goal? Are you knowing and feeling your power? Is your awareness of self and your confidence soaring too? That awareness and confidence are your superpowers. When you know yourself, what you are really good at doing, what you love and enjoy and you are able to go out into the world and do it, you are rocking it. You are empowered.
Conversation Starters
* Are there things we, as a classroom community can do to help empower one another?
- For example, create some phrases that resonate with your students to help motivate and empower them.
Maybe it's a quote from their reading:
"Instinct is no match for reason."― Richard Connell, The Most Dangerous Game
* The goal is to get students trusting themselves, their intuition and building their awareness and confidence, so they feel empowered.
* Establishing a culture based on creating safe and secure spaces using supportive language will help each member of the classroom community feel as though they belong and can show up and make a mistake without being judged. They will feel empowered to learn and get better.
* Many of the characters they read about have experienced a tremendous amount of adversity which has caused them to question their abilities and strength to endure. They eventually learned they had the strength and courage to overcome their adversity and survive. The classroom is their safe space to explore and grow from their mistakes and ultimately thrive.
The Learning
Have the students answer these questions for themselves and a character they have been introduced to through their reading. It is important for them to know that everyone questions their abilities and has self doubt at some point in their lives.
2. Do you/ the character have words of encouragement you use to help motivate you/ them?
1. What does it mean to you/ the character to feel empowered?
3. What do you think is the connection between self-awareness and feeling empowered? Do you see a connection in the story?
4. What needs to happen for you to feel mentally, physically, and emotionally empowered and ready to learn/ work?
"And if we want to achieve our goal, then let us empower ourselves with the weapon of knowledge and let us shield ourselves with unity and togetherness."
-Malala Yousafzai, UN Speech
Empowered Assignment
* Have your students set goals that challenge them to move out of their comfort zone. This is a good exercise for you to also complete with them.
Create:
■ Academic goals
■ Social Goals (meeting new friends, trying new activities, sitting with different groups of friends during lunch)
■ Community Impact Goals (community building activities, organizing fundraisers and volunteering)
Take examples from the reading, characters or events that demonstrate being empowered and accomplishing goals.
The assignment is to encourage students to think about what they want to achieve throughout the school year and know that if they set their minds, bodies and hearts to accomplishing their goals, they will. | 1,291 | 707 | {
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'Bringing the Golden Pea Bee back to the burbs'
In 2022-23, bee specialist Dr Katja Hogendoorn is leading a project to get the Golden Pea bee back to the burbs. The Golden Pea Bee is an iconic, specialist bee species that relies for its reproduction on pollen from certain native pea species (Fabaceae). Bees that specialise on a few plant species for pollen and nectar are particularly vulnerable to habitat loss and extinction.
The Golden Pea Bee is a case in point: these bees still occur in areas with sufficient native peas in the Adelaide Hills, but are largely absent from suburban gardens and parks, where the plant species that the bees require are in short supply.
Background
The Golden Pea Bee (Trichocolletes venustus) is a local native bee that uses pollen from only a few species of native peas to produce its offspring. The Golden Pea Bee nests in the ground. Adult males and females are only seen end of September and October, when the suitable species of native peas are flowering. The bees are nearly as large as a honeybee, but much faster flying. The female has beautiful golden bands, the male has abundant red hair (Fig.1).
These bees are important pollinators, not only for the pea species they visit, but also for donkey orchids, which are food mimics of peas. The orchids do not offer any rewards to the bees, but the bees mistake them for peas, and as a consequence of these mistakes, visit and pollinate the orchids. Pea bees are regularly observed carrying the pollen packages ('pollinia') of donkey orchids (Fig. 2).
In the Adelaide Hills, the Golden Pea Bee still occurs locally, in conservation areas with sufficient densities of the appropriate native pea species. However, the pea bee has disappeared from the leafy green suburbs in the foothills, probably due to a lack of food plants.
Together, we can help this bee survive and thrive, simply by growing the food plants it depends on
To raise awareness of the importance of this bee, and its specialised food requirements, Green Adelaide is funding a community project:
'Bringing the golden pea bee back to the burbs'.
The project includes demonstration plantings, information sessions for community groups and high school projects.
One demonstration site with an information board will be at Eden Hills railway station, where the bee has not yet been seen, but travellers have time to read and look. This will be done in collaboration with the volunteers that work in the stations gardens.
The other demonstration site will be in Belair NP, where the bee still occurs, and visitors will be able to observe the bee in October
Katja Hogendoorn firstname.lastname@example.org
This project is seeded by Green Adelaide. | 1,066 | 579 | {
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Focus: Cardio IntensiveCardio
Strength
EQUIP: Cones, Timer, skipping ropes
Set up: 5 Lines of cones – See diagram
Warm-up:
Walk half way around oval or open space, pick up to a jog – jog once more around and start Indian runs - go for 4 minutes. Change direction at half way point (2 minutes).
Exercise one: Line Drills 25 minutes 5 5's with decreasing reps, (using 5 lines, starting from 1 st line) 3 circuits in total. Each circuit goes through entire exercise set starting with 5 exercises repeated 5 times each. Campers then Sprint to end and back to 2 nd line completing exercises 4 times through, repeat sprints and return to 3 rd line with 3 exercises etc. Continue until down to completing exercises just once through.
5 5's with decreasing reps
1 st Set: Prisoner Squats – Deep Squats with a 5 second pulse at bottom – High Jump Squats – Spilt Jump Lunges – Tuck Jumps or High Knees.
2 nd Set: Full Push ups – Knee Push ups wide arm – Close grip Push ups (Triceps) – Mountain Climbers – T rotation
3 rd Set: Burpees – Jumping Jacks – Side Ski Jumps – Small Jumps forward and back on spot – Run on spot.
Exercise Two: Cardio Fun Skipping 15 minutes
Divide into two groups Red Team and Blue Team. Get your Campers to try skipping while moving before you start the exercise. If they find it too hard they can either skip on the spot or skip forward without the rope moving arms and keeping elbows locked into sides.
Red Team – Start at the 1 st line with skipping ropes and skip forwards for approx. 60mtrs
Blue Team – Does Jump Squats until they get back – Swap over
Red Team – Skip forward again and Blue Team does 1min of Burpees – Swap
Blue Team – Skip Forward and Red Team does Split Jump Lunges – Swap
Red Team – Skips forward and Blue Team does Mountain Climbers – Swap
Red Team – Skips forward and Blue Team Push ups wide – Swap
Red Team – Skips Forward and Blue Team does Touch Jumps or Hi5 Sky to Ground (hand must touch ground) – Swap
Exercise Three: Partner Ab's Circuit 10min
Divide into two groups as previous exercise Red Team and Blue Team. Get your Red Team to weave through the cones starting from far right cone on 1 st row and moves all the way up to top right cone on line 5. From here they move accross to 5 th line 2 nd cone in and weave back to 1 st line etc. Continue up and down until all the lines have been run and change over groups.
Each exercise goes for as long as it takes for Red Team to run one line of the circuit. (From 1 st line to 5 th line at the start of the 2 nd row) – Change over the exercise.
1. Plank Hold (hands or forearms) with leg lifts – lift leg alternatively until group is back – change exercise.
2. Spiderman Climb – Start in Push up position and as you lower yourself, slowly bring your right knee up to your right elbow. Keep your right foot off the ground as you do so. Push through your chest, shoulders and triceps to return to the start position, and complete on other side.
3. Plank Up and Down – Start in the plank position on your elbows and raise your body up into a push up position. Lower yourself back down to your elbows. Keep your core tight and your back straight throughout the movement. .
4. Side Bend Squat – Stand with feet wider than shoulder-width apart, toes turned out 45 degrees. Bring hands to touch behind head, elbows bent out to sides, and lower into a sumo squat.
5. Hundreds – Vigorously pump your arms 6 inches up and down, reaching with your fingertips. Inhale for 5 pumps and then exhale for 5 pumps. Be sure to curl your chin in toward your chest.
After each group has completed both runs and Ab's
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Untangling Tanghulic (10 marks)
As you may know, languages form "families" in which languages descended from a common ancestor (ancient language) show systematic similarities and differences. For example English, Dutch and Danish are all from the same language family, and the systematic difference can be seen in the words for brother, mother, father in Dutch (broeder, moeder, vader) and Danish (bror, mor, far). The French words frère, mère and père are also (more distantly) related, and show slightly more complex differences. This problem concerns Kachai, Tusom, and Ukhrul, which are three languages from the Tangkhulic subfamily of the Tibeto-Burman family of languages. They are spoken in Manipur state, India.
The words from these languages that are given here form 20 sets of three that are descended from the same word in the shared ancestor of the three languages. The Ukhrul words are given with their English translations. The Kachai and Tusom words are given in no particular order.
Q2. Link the Kachai words a-t and the Tusom words A-T to their Ukhrul equivalent 1-20.
Pronunciation notes:
* The small raised h symbol indicates that the preceding consonant is aspirated, i.e. pronounced with an exaggerated puff of air.
* ʔ is a glottal stop, the sound between the two syllables of the expression uh oh.
* ŋ represents a velar nasal, the 'ng' sound in a word like sing.
* ð is the 'th' sound at the beginning of this.
* c is pronounced like 'ch' in church.
* x is pronounced like 'ch' in German Bach or Scottish loch.
* j is the 'y' sound in yes (rather than the 'j' sound in jam).
.
* ə represents a schwa vowel like the first sound of the word approach
* ɯ is a vowel pronounced like 'oo' in book, but with spread lips, a bit like when you show distaste ugh.
* ɐ represents a vowel somewhere between the 'a' in cat and the 'o' in cot.
* ə̃ is a nasal vowel, similar to the sequence ən.
* y is a vowel equivalent to a fronted [u], like French u or German ü
* ʃ is the 'sh' sound in ship.
.
Untangling Tanghulic (10 marks)
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EZRA JACK KEATS BOOKMAKING
Illustrating a Children's Book: Teaching Artist, Katie Yamasaki*
Illustrating Tutorial 2 of 3 - approx. 12 minutes
Planning Your Visual Story
1. (00:10) - Create the Look of Your Characters (see pg. 2 below)
2. (02:46) - World Building - Details, Details
3. (04:50) - Storyboarding (see pg. 3 below
)
4. (06:37)- Thumbnail Sketches (see pg. 4 below)
5. (09:25) - Dummy Books & Visual Pacing
6. (10:20)- Using Storyboards, Thumbnails & Dummy Books Together
* Katie Yamasaki is a muralist and children's book artist. She has painted over 80 murals with diverse communities around the world, exploring issues of social justice. Her children's books focus on similar themes of social justice and underrepresented communities. Her books When the Cousins Came and Fish for Jimmy recount personal family stories about the internment camps of WWII and growing up in a multi-racial family. Katie's most current book, Dad Bakes will be released in Sept., 2021 and have starred reviews from Kirkus and Publishers Weekly. Katie worked as a public school Spanish and Art teacher in both the Detroit and NYC public schools for 14 years. www.Katieyamasaki.com or @katieyamasaki
Create the Look of Your Character
Your character(s) should be as unique and specific as you are. Think about the physical traits of your character as well as their mood/personality
* List 6 things related to how each of your character(s) looks in particular situations:
- 3 physical traits- posture, skin tone, hair texture/style, favorite objects, clothing and shoe style, favorite colors, skin/fur/feather textures (if animal character), missing teeth, things in pockets, etc.
- 3 moods your character often experiences- joyful, quiet, furious, terrified, exhilarated, silly, angry, worried, lonely, excited, hopeful, etc.
Link one of the character's physical traits to one of her moods and make a rough sketch of what she looks like in that mood. For example, if your character has a broken leg in a cast and is terrified, perhaps you can draw her running with crutches from something scary, like a dragon. Think about the moods and details that will make your character unique. Do this exercise as many times as you'd like. Don't forget, these are rough sketches.
Storyboarding Exercise
Print this page for your students or have them draw their own boxes as needed. Make sure students number each page and write a brief description about what is happening in each spread, just below, to avoid confusion.
This exercise is modeled in the video along with a discussion of different types of illustrations (spreads, single page and spot illustrations), as well as storyboarding.
Thumbnail Sketches
This exercise will relieve your student's anxiety as they develop and sketch their ideas for the book's illustrations. Refer to the video at timestamp 14:51 for a demonstration of this activity. Students should separate their text and assign sections to each page or spread. Then they can create their own thumbnail squares and use as many as they need to work through their ideas for each page of the book. | 1,360 | 697 | {
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The Violence Inside The Country And Japanese Racism In The Book Farewell To Manzanar
An untold part of World War II that many people do not know about is the imprisonment of thousands of Japanese Americans along the west coast. After pearl harbor was attacked by Japan in 1941, the United States Army believed that all Japanese Americans were disloyal to America. For the Japanese people, this meant that they would be locked away in internment camps for years. On the other side of the war, American citizens were losing their loved ones every day. A combination of stress and loss during war creates a damaging impact on our citizens rather than a benefit to America.
As depicted throughout Farewell to Manzanar by Jeanne Houston, Japanese Americans living on the west coast faced extreme racism and dehumanization during World War II. Jeanne, the main character and her family were moved out of their home into a camp called Manzanar. Reflecting on the poor conditions of the camp, Jeanne states "Whatever dignity or feeling of filial strength we may have known before December 1941 was lost, and we did not recover it until many years after the war."(33) As they worked hard trying to make the camp livable, the prisoners seemed to forget who they were as humans while trying to survive. Not only did they face hardships inside the camp, but they had already been demonized by the public by the time they were free to leave. As illustrated on page 115, "Worst, the very thought of going back to the West Coast filled us with dread… Three years of wartime propaganda-- racist headlines, atrocity movies, hate, slogans, and fright-maks posters-- had turned the Japanese face into something despicable and grotesque."(115) Leaving the camp, the prisoners were framed as America's enemy. To the public, they were locked away for being traitors to the country, but in reality, it was only because of their race. Throughout the novel, Houston recounts her personal experiences from World War II to represent how the Japanese people at the time were faced with unimaginable circumstances at this point in history. edubirdie.com
In contrast to the oppression of Japanese Americans, American soldiers were put in a different kind of misery during World War II. The poems Anthem for Doomed Youth and In Flanders Fields surround the theme that with war comes great loss. In the poem Anthem for Doomed Youth, Wilfred Owen discusses the soldiers of World War II, all whose lives were lost in battle. "What passing-bells for these who die as cattle? Only the monstrous anger of the guns, Only the stuttering rifles' rapid rattle can patter out their hasty orisons."(Owen) The author is representing how the soldiers were being killed off like animals, and the chilling sound of the rifles was what they heard more than anything else. Also, as expressed in the second stanza of In Flanders Fields, "We are the Dead. Short days ago We lived felt dawn, saw sunset glow, loved and were loved, and now we lie in Flanders Fields" (McRae) The death caused by the war took a great toll on American families across the nation. In death, these men were taken away from their homes and their loved ones. Within these poems, Owen and McRae depict the sad reality of the war.
Under the physical and mental stress of war, people can end up losing their ability to empathize, resulting in a negative change in behavior. One reason for this is because of a molecule inside the human brain that dictates our ability to behave morally; also called oxytocin. "High stress inhibits oxytocin release and makes us temporary psychopaths…. Stress narrows one's focus
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on oneself and we cease to be morally competent." A person's "moral molecule" is compromised under the stress of war, and as a country, people can create an unwelcoming society to live in. In Farewell to Manzanar, Jeanne's father, or Papa lost his moral molecule between prison and the internment. The quote "And he was of course a prisoner of war." (53) symbolizes how he had gone mad amid all the fighting in the country. Even so, Papa was just one of the many people in the book that lost their old selves during that time. In all, the loss of oxytocin in many Americans and Japanese people created the grim atmosphere of World War II.
Clearly, war in American history has put a great strain on society and its moral behavior. As observed throughout the sources, Japanese Americans faced severe cruelty, while American soldiers were all surrounded by death. This shows how violence inside the country caused extreme suffering, rather than an eventual benefit.
edubirdie.com
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Focus: Cardio Leg FocusCardio
Strength
EQUIP: Coloured Cones, Skipping Ropes, dumbbells and Bench's
Warm up:
10 minutes
Have Campers one at a time run up grab a cone and complete the exercise. Start with about 20 cones at one end of oval and continue until warm.
Use a different colour for each exercise if you only have 2 colours of cones choose 1st round Yellow – Lunging, Orange – Jog. Then change exercises 2nd time through
Yellow – Side Shuffle
Orange – Run Forwards
Blue – Jog
Red – Side Shuffle
White – Run backwards
Exercise one: Cardio mainly Leg focus 15 min – Moving fast between exercises no rest for 5 minutes or 3 complete sets.
1 minute of Pulsing Squats / 45 Seconds of Skipping
1 minute of
Triceps Dips on bench/ 45 Skipping on 1 foot
(If not enough Bench space split
Campers in 2 & have one group complete Skipping First)
1 minute of Dumbbell Push Ups Back Row / 45 seconds of Skipping other foot
1 minute of Forward & Back Lunge, Right side first / 30 seconds of front and back skipping
1 minute of Forward & Back Lunge, Left Side / 45 seconds of Side to Side skipping
1 minute of Reverse Lunge Flys / 45 seconds of Skipping High Knees
1 minute of Sumo Squat with Dumbbell on end between legs / 45 seconds Skipping
Exercise two:
Repeat with 30 seconds of each exercise and change skipping to shuttle runs / or stair runs only 30 seconds.
Exercise three: Legs Drill 15 minutes
1 st set: Need to be near a step or Bench or Street Curb – Set up cones at least 25mtrs away from step, this is where the Campers start. Complete as a group, with dumbbells.
45 secs of Jump Squats (No DB's) – Walking Lunges with DB's to step (If any get their before the group they must start step ups, timing starts when all are at the step).
45 sec Step ups Left Leg – Followed by Push ups onto step for 30 sec
45 sec Step ups Right Leg – Followed by Dips onto step for 30 sec
Repeat Lunges with Dumbbells back to starting point followed by 45 sec of Burpees
2 nd set: Repeat whole set with 30 seconds of 1 st exercise 15 seconds of 2 nd.
30 sec Step ups Left Leg – Followed by Push ups onto step for 15 sec etc.
.
Exercise four: Partner Abdominals & Leg Work
Campers to complete 2 minute on each exercise, run through twice.
A) Over and Under Combo (2 minutes each Camper)
B) Wheel Barrows – 2 minute each Camper
C) Wheel Barrows Squat Combo – 1 minute each Camper
D) Hand Held Squats (Hold opposite hands and perform a deep squat)
E) Up Down Clap Combo – 1 minute
F) Crunches with Hand Touch– 2 minutes (Crunch, touch hands in middle and Crunch again).
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Coping with COVID-19
Many of us are now feeling more stress and anxiety—some of us may at times be near panic. Remember: anxiety is one of our survival skills. In times like this, however, we must soothe and manage it—even though it's against our instinct to do this. Purposeful practice is key. During heightened stress, practice heightened coping.
Find Your Calm Space
Our fight or flight stress hormones trigger the unpleasant physical response we're all familiar with. This can then trigger a sense of alarm, and as our body signals our brain to worry more, it affects our thinking.
These hormones may also cause us to overestimate danger and underestimate our own coping skills and ability to respond. All of this makes sense when there's a tiger in the forest, but less so today. Some of the best helpful practices include:
- Controlled breathing. Slow your breathing regularly—a full minute twice a day, and every time you think of it.
- Physical activity. Put your adrenaline to good use. Even a little is better than none, and a little nearly every day is better than occasional.
- Enjoyable activities. To counter our many hours of work, we need small pleasures. These can help reduce both anxiety and depression, just as eating reduces hunger. Plan for or notice at least one thing every day, paying attention to tiny, momentary pleasures. Think of how you feel when you smile or laugh – as they say, laughter is the best medicine.
- Accomplishment. While work often fills this need, right now you may need to take more moments throughout your day to notice and say, "I got that done."
Remember – if you're feeling more stress, the activities above are literally counterinstinctive, so scheduled, purposeful effort is needed. You are worth the effort and will reap the rewards.
Move Through Worry
Rather than trying to limit worry (you can't not think!), ask yourself, "What is the worst that might happen"? This allows your mind to do what it needs to do – jump to worst case scenarios. It's better to meet your fears and give yourself permission to feel them than try to push them out. Then you can form responses. Your "What if?" becomes "Then what?" Allow yourself to consider the following:
- "If my worst-case scenario should really come to pass, how will I cope?" List all that you can do, including peaceful acceptance of what may come. While we may not have control over everything that happens, we do have the most control over how we prepare, process, and move through things.
Minimize Damage
Take care not to practice unhealthy coping strategies like over-using alcohol and other substances. Social withdrawal or staying engaged without any rest are other ways of coping. Over-consuming daily news is another way for some of us. Consider what you can do to guard against things that may cause more harm than good.
Name it and Tame it
Because anxiety "shouts", it makes it hard to notice other emotions. Recognizing the softer ones helps balance the noise. Try finding descriptive words (use this list of feelings if you need help) to identify what you feel at any moment. And remember, sadness is ok when you allow yourself to feel it, and then move through it.
Let Values Guide You
What would you do if distress wasn't taking up your energy and time? Whether it's home relationships, community, exercise, religion/spirituality, study, arts – whatever values you hold high, don't give anxiety the power to take you from them.
Discover Opportunity
Highly disruptive times have unexpected positive outcomes. Amidst stress, pain, fatigue and loss, our shared purpose in facing adversity gives rise to wonderful collaboration and innovation. You could develop levels of maturity and wisdom you never expected. You may experience – whether within yourself or others – grace, citizen leadership, new reserves of strength, and quiet acts of unsung heroism. This is your moment to seek and seize such amazing opportunities.
First, settle. Then shine. | 1,488 | 820 | {
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File #: Res 0150-2010, Version: *
Res. No. 150
Resolution declaring the fourth Wednesday in May as "Stroke Awareness Day" in the City of New York.
By Council Members Eugene, Barron, Dickens, Dromm, Fidler, James, Koslowitz, Nelson, Reyna, Rodriguez, Rose, Vann and Halloran
Whereas, The National Institute of Neurological Disorders and Stroke (NINDS) defines stroke, also known as a cerebrovascular accident, as an event that occurs when the blood supply to part of the brain is suddenly interrupted or when a blood vessel in the brain bursts, spilling blood into the spaces surrounding brain cells; and
Whereas, NINDS indicates that brain cells die when they no longer receive oxygen and nutrients from the blood or there is sudden bleeding into or around the brain; and
Whereas, Stroke is the third leading cause of death nationwide, killing 160,000 people each year, and the leading cause of adult disability; and
Whereas, Approximately 780,000 strokes occur annually of which 500,000 could be prevented; and Whereas, Two million brain cells die every minute during a stroke, increasing the risk of permanent brain damage, disability or death; and
Whereas, Recognizing stroke symptoms and acting fast to get medical attention can save a life and limit any potential disabilities; and
Whereas, Almost every minute in the United States, a person experiences a stroke; and
Whereas, About 33 percent of people who have had a stroke and survived will have another stroke within five years; and
Whereas, The risk of having a stroke increases with age and 72 percent of all strokes occur in people
The New York City Council
Legislation Text
File #:
Res 0150-2010,
Version:
*
over the age of 65, and
Whereas, Persons over age 55, males, African-Americans, persons with diabetes, and those with a family history of stroke are at a greater risk of having a stroke; and
Whereas, Few Americans know the symptoms of a stroke, however learning to recognize such symptoms and knowing what to do when they occur could save lives; and
Whereas, Prevention includes learning about lifestyle and medical risk factors that may contribute to stroke such as smoking, being overweight, drinking too much alcohol, high cholesterol, high blood pressure,
heart disease, and carotid artery disease; and
Whereas, The month of May is National Stroke Awareness Month; now, therefore, be it
Resolved, That the Council of the City of New York declares the fourth Wednesday in May as "Stroke
Awareness Day" in the City of New York.
LS# 720
Res. No. 1959-2009
S.O.
4/7/10
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The Assumption of Mary, Cycle C
Focus: Mary, Mother of God
Gathering (children find/sit on a carpet square) Say: Good Morning everyone, my name is ______. Last week we talked about trusting God and following his treasures. Did anyone say a prayer or discover one of God's
treasures last week?
Today we are going to talk about Mary, the Mother of God.
Opening Prayer
Together we make the Sign of the Cross (do in reverse so children can mirror). Say: Now let's put our hands together and bow our heads.
Dear Mary, Thank you for saying 'yes' to the angel Gabriel when he asked you to be Jesus' Mother. Thank you for listening to our prayers and helping us understand what we need to do. Amen
Song/Movement (Hand out Attendance stickers at this time)
"Rejoice in the Lord Always" track 25 from America's 25 Favorite Bible Songs Play music, encourage children to stretch or move to the music (clapping, stamp feet march in place to the beat), turn to each other and shake hands, saying hello, etc. Have children sit on their carpet squares when finished.
Rejoice in the Lord always. And again I say rejoice. (2x)
Rejoice! Rejoice! And again I say rejoice. (2x)
Repeat.
Creative Movement (try it if you feel brave)
Have kids form two equal lines facing each other. To the beat of the music have them take four steps toward each other and clap the hands of the child facing them, then take four steps back and clap their hands together. Repeat.
Filename: F20.TheAssumptionofMary, CycleC.doc
Memory Verse
Say: Now let's take a moment together to learn a verse from the bible.
My soul proclaims the greatness of the Lord-my spirit rejoices in my Savior.
-Luke 1:46-47
Have the children repeat the verse after you a couple of times.
Say: When we know that God is with us and cares for us we feel peaceful inside and can tell everyone how great and wonderful he is, just like Mary.
Gospel Story
Say: Today we are reading from the Gospel of Luke.
Have children make sign of the cross on their forehead, mouth and heart saying. "Lord, open my mind, my lips and my heart so that I may learn it, speak it and love it."
Read:
Pages 158-160, Mary Visits Her Cousin Elizabeth, from The Family Story Bible.
Note: Read from Page 158, paragraph 8 (Mary decided that…) to top of page 160 (…go home to Joseph)
After the reading say: The Gospel of the Lord
Children respond: Praise to you Lord Jesus Christ
Ask: What has happened in this story? What other time of year do we hear this story? Mary goes to see her cousin-they share their love for God and Mary says an important prayer that praises God and how he takes care of everyone-no matter if they are rich or poor, weak or strong.
Gospel Activity
(Do not have to complete all of these, any necessary materials will be in cabinet) See the Filler Options Sheet if you need more activities.
Meditation with Mary:
Say: Mary was Jesus' mother, she was a very special person. She was the first person to understand about life in heaven. She listens to our prayers and helps us to know God's love for us. Let's take some time to imagine sitting with Mary and Jesus-what do they say to each other, what do they say or do with you?
Say the Hail Mary with the children
Say the Rosary with the children See the ABC's of the Rosary for Children (in the cabinet)
Complete the weekly bulletin as a group
Closing Prayer
(Children respond: "We Believe!")
Ask:
Do we believe in God, who we praise in song?
Do we believe in Jesus, who is the son of Mary?
Do we believe in the Holy Spirit, who helped Mary say yes to God?
Sending Forth
Say: Practice the 'Hail Mary' with your family.
Lining Up/Closing Song
Play "Oh, How I Love Jesus" track 7 from "America's 25 Favorite…" while children put away any materials and line up. Hand out weekly bulletins. Remind them it is important that they return to their family quietly so that we may all listen and pray together in church.
Oh, how I love Jesus. (3x) Because He first loved me.
There is a name I love to hear.
I love to sing its word. It sounds like music in my ear. The sweetest name on earth.
Oh, how I love Jesus. (3x) Because He first loved me.
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My lists of plants and photographs are arranged alphabetically by genus and species. Find the common name in this list to see how that plant is listed.
common name genus
species cultivar or variety
ageratum, hardy or wild
Allspice, Raulston
Eupatorium coelestinum
Calycanthus raulstonii
Bush-Honeysuckle, Southern
R. V. James plant common name list.xlsx
My lists of plants and photographs are arranged alphabetically by genus and species. Find the common name in this list to see how that plant is listed.
common name genus
species cultivar or variety
Butterfly Bush butterfly gaura
Buddleia
Gaura
R. V. James plant common name list.xlsx lindheimeri
My lists of plants and photographs are arranged alphabetically by genus and species. Find the common name in this list to see how that plant is listed.
common name genus
species cultivar or variety
False Cypress, Sawara
False Golden Aster
Chamaecyparis pisifera
Devon Cream
Chrysopsis villosa
R. V. James plant common name list.xlsx
Common names of plants in my garden
My lists of plants and photographs are arranged alphabetically by genus and species. Find the common name in this list to see how that plant is listed.
common name genus
species cultivar or variety
hardy geranium
Harebell
Geranium
Campanula
R. V. James plant common name list.xlsx
Common names of plants in my garden
My lists of plants and photographs are arranged alphabetically by genus and species. Find the common name in this list to see how that plant is listed.
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Created by leading educators, these colorful, large-size dictionaries introduce beginning language learners to more than 1,550 commonly taught basic words. Each Lets Learn Language Picture Dictionary in the series boasts 30 delightful two-page spreads that vividly illustrate the meanings of words. Fun-filled panoramas focus on scenes familiar to children aged three through eight, such as home life, the classroom, city life, sports, the zoo, and even outer space! Learners will love to revisit these detailed depictions of people, places, actions, and objects, each time improving their recall. Featured words are set off with individual illustrations and definitions to help learners at various levels build vocabulary. Includes an index and glossary of all the individually illustrated words. An ideal selection of first word books for parents and teachers who want to encourage second language acquisition.
The Red Badge of Courage (Websters Indonesian Thesaurus Edition), Batman and Robin (2011-) #10 (Batman and Robin (2011- )Graphic Novel), Stranded with the Rancher (Texas Cattlemans Club: After the Storm), Dark Eye: The Films of David Fincher, Taro and Poi (Cookbook/History/Recipes), Gravity (Artistic Pricks Ink Book 1),
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Let's Learn Italian Picture Dictionary has 17 ratings and 1 review. Created by leading educators, these colorful, large-size dictionaries introduce begin. Created by leading educators, these colorful, large-size dictionaries introduce beginning language learners to more than commonly taught basic words. Let's Learn Italian Picture Dictionary - This book is ideal for English-speaking children learning Italian. A description for this product is not currently available. Buy Let's Learn Italian Picture Dictionary from Dymocks online BookStore. Find latest reader reviews and much more at Dymocks. Let's Learn Picture Dictionary is an ideal first word book for children beginning to learn to read in a language. It has been created by leading.
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[PDF] Stranded with the Rancher (Texas Cattlemans Club: After the Storm)
[PDF] Batman and Robin (2011-) #10 (Batman and Robin (2011- )Graphic Novel)
[PDF] Dark Eye: The Films of David Fincher
[PDF] Gravity (Artistic Pricks Ink Book 1)
[PDF] Taro and Poi (Cookbook/History/Recipes)
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NCJPS
British Values Policy
March 2015
Contents:
Statement of intent
1. Legal framework
2. Roles and responsibilities
3. Democracy
4. The rule of law
5. Individual liberty
6. Mutual respect
7. Tolerance of those of different faiths and beliefs
8. Staff training
9. Review
Statement of intent
This policy sets out the framework in which North Cheshire Jewish Primary School will ensure that it actively promotes the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.
These values are officially taught through the Jewish Studies, and Personal Social and Health Education (PSHE) curriculum and are further nurtured through the school's ethos and promotion of spiritual, moral, social and cultural (SMSC) understanding.
Signed by
Headteacher
Date
Next review date:
1. Legal framework
1.1. This policy will have consideration for the following guidance:
- Ofsted, School Inspection Handbook, 2015.
- DfE, Improving the Spiritual, Moral, Social and Cultural (SMSC) development of pupils, 2013.
1.2. This policy is carried out in conjunction with our following other policies:
- Behaviour Policy
- Jewish Studies
- PSHE
2. Roles and responsibilities
2.1. NCJPS understands the importance of promoting British values through a comprehensive and unprejudiced curriculum.
2.2. The Headteacher will ensure that all teachers and staff are aware of the requirement to uphold British values through the methods outlined in this policy, and will ensure that the appropriate procedures are in place to carry out these methods.
2.3. Teachers and support staff will ensure that their lessons are inclusive of, and sensitive to, the fundamental British values.
2.4. Pupils are expected to treat each other and staff with respect, in line with the school's Behaviour Policy.
3. Democracy
3.1. At NCJPS pupils have numerous opportunities to have their views heard through pupil questionnaires and the pupil elected school council.
3.2. Our pupils are encouraged to have an input into what and how they learn to instil an understanding of democracy for their future.
4. The rule of law
4.1. NCJPS has a high regard for the laws that govern and protect us, the responsibilities that this involves and the consequences when laws are broken. Our pupils are involved in the creation of classroom rules and adherer to the schools 6 Golden Rules.
4.2. At NCJPS pupils are taught these values and the reasons behind laws, whether they govern the class, the school or the country, that are essential for their well-being and safety. Pupils are allowed healthy debate in class on the matter to encourage recognition of the importance of the law.
4.3. NCJPS organises visits from authorities throughout the academic year in an effort to reinforce the reality and importance of this message.
5. Individual liberty
5.1. At NCJPS we foster a safe and supportive environment where pupils are actively encouraged to make choices. Whether it is choosing a challenging task or an extracurricular club, pupils have the freedom to base their choices on their interests.
5.2. Pupils are taught about their rights and personal freedoms and are encouraged and advised on how to exercise these safely, for instance through our teaching on esafety and PSHE lessons.
6. Mutual respect
6.1. Respect forms a core pillar of NCJPS's ethos. Pupils are treated with respect and learn to treat each other and staff with respect.
6.2. This is reinforced through our Behaviour Policy and the 5 Golden Rules, which are displayed in every classroom throughout the school.
7. Tolerance of those of different faiths and beliefs
7.1. NJCPS acknowledges that tolerance is achieved through pupils' knowledge and understanding of their place in a culturally diverse society and the opportunity for pupils to experience such diversity.
7.2. Throughout the year, assemblies are held focusing on bullying, with reference to prejudice based bullying, and discussion is encouraged.
7.3. Tolerance of those of different faiths and beliefs is supported by the PSHE, school assemblies and liaising closely with other faith and non-faith schools in the area.
7.4. We encourage our pupils from different faiths or religions to share their knowledge with their peers to enhance their learning.
8. Staff training
8.1. At NCJPS staff are made aware of their responsibilities in terms of British values during their thorough staff meetings and staff inductions.
8.2. Staff will be offered the opportunity for further training on upholding the British Values Policy.
9. Review
9.1. This policy will be kept under regular review by the Headteacher and amended as appropriate to reflect any changes to regulations. | 2,040 | 1,008 | {
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Maths - We will build on our skills and develop our fluency with facts about numbers:
- Count to and across 100, forwards and backwards.
- Solve doubling and halving problems practically
- Solve addition, subtraction and missing number problems.
- Recognise, understand and use ½ ¼ and ¾ in practical situations.
- Begin to solve simple problems involving sharing and grouping in 2's, 10's and 5's.
- Count in multiples of 2's, 5's and 10's.
- Compare, describe and solve practical problems for capacity and volume.
Science - We will develop our scientific skills while learning about:
- Animals including humans.
- Plants.
- Seasonal change- spring.
- Forces of push and pull.
- Properties of materials.
Computing – We will:
- Use technology safely and respectfully.
- Create a simple graph and interpret data.
- Navigate a network to import photos into our work.
- Explore saving, retrieving and editing including taking and uploading of photos.
- Recognise and know the value of different coins and notes.
Geography - We will:
- Compare locality of surrounding area with that by a coast.
- Use basic geographical vocabulary to refer to:
- key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather.
- key human features, including: city, town, village, factory, farm, house, office, port.
- Use aerial photographs to recognise landmarks and basic human and physical features.
- Devise a simple map and construct basic symbols in a key.
History - We will:
- Compare aspects of life, identifying similarities and differences in homes, toys and sea-sides
- Use evidence that has survived from the past
Comparing where people live. Year 1 Summer Term 2017
DT - We will:
- Develop our skills to design, make and evaluate.
- Focus on designing our homes/islands, toys and healthy snack/fruit faces.
Key Hole…
Art - We will:
- Investigate the work of artists, illustrators and craftspeople.
English - As well as weekly Read Write Inc, Book talk, Spelling, Grammar and Punctuation lessons we will:
- Read stories around our topic to inspire our learning e.g. Happy Family series by Janet and Alan Ahlberg, Old Bear stories by Jane Hissey, Mr Ben by David Mckee, Katie Morag stories by Mairi Hedderwick. Handa's Surprise by Eileen Browne.
- Learn about the features of non-fiction books based on frogs, ladybirds and butterflies as well as those on coastal towns and islands, common trees and plants, materials and toys.
- Make our own information books, riddles, leaflets, posters and postcards.
- Further develop our sentence building skills linking ideas using 'and, so, because' with the correct punctuation.
PSHE - SEAL
- Relationships – exploring feelings within families and friendships.
- Changes – preparing for moving on, exploring positive and negative aspects.
PE
- Athletics - Run at different speeds, jump with accuracy, and use a small range of techniques. Change speed and direction, link running and jumping, throw accurately.
- Ball skills - Children are looking at their accuracy in throwing and catching. rolling, aiming and stopping the ball.
Music
- What`s The Score – exploring instruments and symbols.
- Rain, Rain Go Away – exploring timbre, tempo and dynamics.
Religious Education
- Our focus for R.E. will be 'Holy books and Stories'.
Year 1 Summer Term 2017
'Enjoying Our Learning Journey, Travelling Forward Together'.
WELCOME BACK FOR OUR FINAL TERM IN YEAR 1!
We hope you had a wonderful Easter and are rested ready for the start of our busy term!
Our topic focus for this term is Through The Key Hole … We will be comparing where people live. The children have begun to talk about what they already know and have decided on areas they would like to find out about during our Summer term topic. These include looking through the key hole at different homes around the world and the UK and seeing how homes have changed over time. We will compare what is the same and different whether inland or by the sea. The children want to find out more about creatures, insects and plants by being scientists and investigate life cycles of these living things. The children are also keen to develop skills with how things are made and what they are made of. So as we look through the keyhole we will explore the food, toys and materials we find in different homes to develop our skills. If you have any resources, books or artefacts which you feel would enhance our work, we would love to see them in class! Please ensure they are named. We have attached a copy of the overview of the term so that you can see some of what we will be learning in year 1.
Mrs Akers Mrs Wood Mrs Crellin Mrs Matthews | 2,026 | 1,025 | {
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Yuccas
Yucca spp.
Alex X. Niemiera, Professor, School of Plant and Environmental Sciences, Virginia Tech
Yuccas are evergreen plants. They are very drought tolerant landscape plants, and are therefore very suitable for dry sites. They will languish in poorly drained soils. Due to their relatively long sword-shaped leaves and upright stiff habit, yuccas yield a bold and sometimes "xeric" (arid/desert) appearance in the landscape. This look may not mesh with the theme of other plantings, thus yuccas should be carefully used in the landscape. They can be used as a specimen plant, in mass, or as accent plants. White yucca flowers, usually occurring in late spring/early summer, are quite showy and add a few weeks of drama to the landscape. Flowers are produced on "spikes" that rise above the foliage which makes them especially eye catching. Some species have sharp spine-tipped leaves which pose a safety problem to pedestrians. Also, some species are not cold hardy in the entire mid-Atlantic region; hardiness zones will be noted for individual species (see Additional Information section). Since the cultural information is similar for yucca species, the Summary information will encompass most yucca species; individual species differences will be noted. Cultivar information will be noted for each species.
There are a few yucca species used in the eastern US but there are several other species that are used in the southern and southwestern portions of the US. This article will cover those species those species which are suitable for Virginia and other mid-Atlantic states.
Summary:
Foliage: Relatively long sword-shape leaves; evergreen
Height: About 5 feet
Spread: About 3 feet (will produce side shoots which will expand plant width)
Shape: Upright
Main features: Yuccas are very drought tolerant plants with a bold landscape look. Their swordshaped foliage and late-spring flowers are very attractive features.
Plant Needs:
Zone: Depends on species
Light: Full sun to part shade
Moisture: Average to dry
Soil type: Most soils but must be well-drained
pH range: Acid to alkaline
Functions:
Yuccas can be used as a specimen plant, in mass, or as accent plants.
Care:
Yuccas do not have any special care requirements other than removing flower stalks (spikes) at the end of the flowering period. Plants may be divided, or side plants removed, to propagate new plants.
Additional Information:
Adam's-needle Yucca Yucca filamentosa
Adam's-needle yucca is a very hardy species and can be grown in zones 4 to 9. There are several cultivars listed in the trade as Adam's-needle yucca, but may actually belong to other species.
'Bright Edge' narrow green leaves with bright gold margins 'Color Guard' center of leaf has a cream-yellow central stripe 'Golden Sword' center of leaf has a yellow central stripe
Small Soapweed
Yucca glauca
Small soapweed is a short yucca with narrow glaucous (bluish) green leaves and is hardy in zone 4 to 8.
Spanish-dagger Yucca gloriosa
Spanish-dagger is a tall-growing yucca (6 feet or higher) with glaucous green leaves and is hardy in zones 7 to 9 (perhaps 6b?).
MargaritavilleTM ('Hinvargas') with yellow to yellow-green vertical stripes in leaves 'Variegata' thick blue-green leaves with a wide gold margin
Curveleaf Yucca
Yucca recurvifolia
Curveleaf yucca is quite similar to Spanish-dagger and sometimes listed as a variety of the Spanish-dagger species. It is hardy from zones 7 to 9 (perhaps 6b?) | 1,490 | 810 | {
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Baptism of the Lord, Year C – 13 th January 2019
Introduction
Today we celebrate the day when Jesus was baptised, by John the Baptist, in the river Jordan. In baptism we were cleansed by water and freed from original sin and like Jesus we received the Holy Spirit. We thank God for our own baptism and for all the graces we have received through this sacrament.
Make the Sign of the Cross – a sign of the love God has for us. (This is optional, as we have already done this at the start of Holy Mass, but for young children it helps to demonstrate and practice how to do this correctly.
Light the candles on the table next to the Lectionary. An adult lights the candles).
Penitential Act
Ask the children to think about how they have behaved in the past week. Ask them if they have always been kind and helpful to others, obedient to their parents, listened to their teachers etc.
Lead the children in singing the "sorry song".
Heal us Lord, (sung to tune of Frere Jacques)
We are sorry, Truly sorry, In Your love, Help us to do better, Help us to be kinder. Forgive us, Forgive us.
Gloria (sung)
Choose a children's version of the Gloria from one of our listed Children's Liturgy Resource books, or you may have another CL resource. You will probably want to practice your chosen Gloria and use it every week so that everyone becomes familiar with it.
All stand to welcome the Gospel singing the Gospel Acclamation
God the Father Voice from heaven Spoke of Jesus (same tune as above) Saying of Him "My beloved Son In You I am pleased." Alleluia, Alleluia.
Gospel
Select the correct Gospel from the Children's Lectionary. This week it's on page 19 of "Sunday. Book of Readings. The Lectionary Adapted for Children." (Year C)
Luke 3:15-16, 21-22
"A reading from the Holy Gospel according to St. Luke".
Explain and demonstrate – make three crosses: one on your forehead, one on your lips and one on your heart (in this way we think God's word, speak God's word and keep God's word in our hearts) as we say together "Glory to You, O Lord."
Read the Gospel aloud to the children. At the end say:
"The Gospel of the Lord".
All reply: "Praise to You, Lord Jesus Christ".
Ask everyone to be seated.
:
Lead a Discussion on the Gospel
Where did the Baptism of Jesus take place? (The river Jordan)
Jesus had never sinned and so had no need to have any sins washed away by Baptism so why did He get baptised? (Jesus was baptised in order to receive the Holy Spirit that appeared as a Dove above Him. The Holy Spirit strengthened Him to help Him in His preaching and teaching and curing the sick and performing other miracles. He was baptized so that people would realise He was the Son of God as proclaimed by the "voice from Heaven"
Why did the people come to John to be baptised? (They wanted to make a fresh start by having their sins washed away).
Remind the children of what happens at a baptism (usually as a baby)
As the Priest pours water over the baby's head, the stain of original sin is wiped away from their soul and they receive the Holy Spirit.
The priest then anoints the baby with the oil of Chrism a Holy oil and so they become member of the church, a child of God, sharing in salvation.
The baby wears white clothes that represent purity.
The parents receive a Baptismal Candle on behalf of their newly baptised infant a symbol of the light of Christ that the child has just received.
After Baptism we are to be like lights leading others to Jesus.
Discuss with the children if they have witnessed a Baptism and what they can remember from the points highlighted above.
Prayers of the Faithful ( optional/ time dependent)
You may wish to prepare some of these yourselves or ask the children for their prayers. Here are some suggestions for today:
Dear God, Thank you for sending your Holy Spirit to us in Baptism. Please help us to grow in love for You and stay close to You always.
Lord, in Your mercy.
All reply: "Hear our prayer."
Dear Jesus, Help us to bring the light of Your love to others we meet, by being kind and helpful.
Lord, in Your mercy.
All reply: "Hear our prayer."
Closing Prayer
Dear Heavenly Father, Through our Baptism we became your children. Look after us always we pray and lead us safely home to Heaven.
Amen.
Now ask for volunteers for the Offertory Procession. After the procession, children return quietly to sit with their families in church. | 1,800 | 1,007 | {
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Town of Boone Public Utilities
Frequently Asked Questions
This month I have a large water bill. What should I do?
If your regular meter reading has unusually high consumption it may be an indication of one of the following problems; leak in commode tanks, leaky faucets, leak in main house shut off, underground leaks. If you have any questions, contact the Utilities Billing Division at (828)2624550 or the Public Utilities Department at (828)266-1183.
What is wastewater?
Wastewater is sewage. This charge covers transport and treatment of sewage, from residential and commercial sources. The Town of Boone releases treated wastewater safely into the New River.
Information about the Water's Taste, Smell, Appearance or Water Pressure
My water is cloudy and/or tastes bad. Who should I contact?
Contact the Utilities Operations Division at (828) 266-1183 to report concerns about the taste, smell or appearance of your water. Hydrant flushing may be required to clear lines of cloudy water due to construction or maintenance of water mains.
I have low water pressure in my home. Who should I contact?
Contact the Utilities Operations Division at (828) 266-1183 for water pressure problems.
What is the range of water pressure in Boone?
The range of water pressure is between 40 and 225 psi (pounds per square inch).
Water Leaks, Sewer Backups and Overflows
Who is responsible for water leaks?
The Town of Boone is responsible to repair leaks between the water meter and the street. The customer is responsible to repair leaks between the water meter and their house.
Who should I contact if I see a water leak or a water main break?
To report water leaks during regular business hours contact the Public Utilities Department at (828)266-1183 or the Boone Police Department at (828) 262-4500 anytime.
Who should I contact if I see a hydrant leaking?
Contact the Utilities Operations Division at (828) 266-1183.
What should I do if I witness a sewer overflow?
Report the overflow immediately to the Public Utilities Department at (828)266-1183 and if after operational hours please contact the Boone Police Department at (828) 262-4500.
Who should I contact if I have sewer backed up in my home?
Contact the Utilities Operations Division at (828) 266-1183.
Water Supply and Treatment
Where does our water come from?
The Town of Boone's water comes from Winkler's' Creek and the South Fork of the New River. The water is treated at our water treatment facility and delivered to your house via underground pipes.
Are we under water restrictions?
The Town of Boone is not currently under any water restrictions.
Town of Boone Employees Working in Your Neighborhood
Why would the Town of Boone change my water meter?
To insure continued accuracy, the Town of Boone schedules to replace water meters every 10 years.
Why do Town employees operate hydrants?
Hydrants are opened twice per year to clear out sediment and keep the hydrants in good working order in case of fire. Some hydrants at the edges of the city limits where water is not running through the lines at high volumes are also flushed more regularly in order to maintain water quality.
Why are they digging a hole in the street and/or blocking traffic?
When the Town of Boone digs a hole in the street, we are generally repairing or replacing water or sewer lines. | 1,470 | 710 | {
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SBI4U
Biology
Grade 12 University Preparation
2016-17
Course Description
This course provides students with the opportunity for in-depth study of the concepts and processes that occur in biological systems. Students will study theory and conduct investigations in the areas of biochemistry, metabolic processes, molecular genetics, homeostasis, and population dynamics. Emphasis will be placed on achievement of detailed knowledge and the refinement of skills needed for further study in various branches of the life sciences and related fields. Further information about this course can be found at http://www.edu.gov.on.ca/eng/curriculum/secondary/science1112curr.pdf
Course Information
*Note: The order and duration of the units may be subject to change.
Biochemistry
- Technological applications that affect biological processes and cellular functions are used in the food, pharmaceutical, and medical industries.
- Biological molecules and their chemical properties affect cellular processes and biochemical reactions.
- Biochemical compounds play important structural and functional roles in cells of all living organisms.
Metabolic Processes
- All metabolic processes involve chemical changes and energy conversions.
- An understanding of metabolic processes enables people to make informed choices with respect to a range of personal, societal, and environmental issues.
Molecular Genetics
- DNA contains all the genetic information for any living organism.
- Proteins control a wide variety of cellular processes.
- Genetic research and biotechnology have social, legal, and ethical implications.
Homeostasis
- Organisms have strict limits on the internal conditions that they can tolerate.
- Systems that maintain homeostasis rely on feedback mechanisms.
- Environmental factors can affect homeostasis.
Population Dynamics
- Population growth follows predictable patterns.
- The increased consumption of resources and production of waste associated with population growth result in specific stresses that affect Earth's sustainability.
SBI4U
Biology
Grade 12 University Preparation
2016-17
Teaching Strategies
You will have opportunities to learn and be assessed (formative assessment) before evaluations. Teaching strategies which may be used (but are not limited to) are: quizzes, tests, problem-sets, laboratory activities, hands-on activities, independent study, problem-based learning, role-plays, and simulations.
Assessment and Evaluation:
To promote student success, ongoing assessment and feedback is given regularly to the students. A variety of assessment and evaluation strategies are used in this course. Expectations are evaluated based on the provincial curriculum expectations and the strands and/or categories outlined in the ministry document.
Evaluation of the achievement of the overall curriculum expectations is based on the achievement chart for science. The achievement chart for science can be found at www.edu.gov.on.ca. Guidelines are consistent throughout the province. Marks are weighted according to the achievement chart categories (Knowledge/Understanding, Thinking/Inquiry, Application and Communication)
These categories help guide the creation of assessment and evaluation tools.
Each student's term mark will be in the form of a percentage grade based on their achievement in the following areas:
The breakdown of the final mark is as follows:
The final evaluation will be completed during the examination period and will be a written exam.
In addition to students' performance in the achievement categories, students will also be assessed on their performance in the following learning skills:
- Responsibility
- Independent Work
- Organization
- Collaboration
- Self-Regulation
- Initiative
For specific policies on assessment and evaluation, and academic honesty, please refer to School Procedures in the student agenda. | 1,787 | 701 | {
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New Science Curriculum – Year 5
Key: Biology
Physics
Chemistry
Living things and their habitats
- I can describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird
- I can describe the life process of reproduction in some plants and animals.
Ideas for working scientifically:
Observe & compare life cycles of plants and animals in local environment with those from around world(in rainforest, oceans, desert); grow new plants from different parts of the parent plant e.g. seeds, stem & root cuttings, tubers, bulbs; observe changes in animal over period of time e.g. hatching chicks, comparing how different animals reproduce.
Animals, including humans
- I can describe the changes as humans develop to old age.
Ideas for working scientifically:
Research gestation periods of other animals and compare with humans; find out and record length and mass of a baby as it grows.
Properties and changes of materials
- I can compare and group together everyday materials on the basis of their properties, including their hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets
- I can use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating
- I know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution
- I can give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic
- I can demonstrate that dissolving, mixing and changes of state are reversible changes
- I can explain that some changes result in the formation of new materials, and that this kind of change is not usually reversible, including changes associated with burning and the action of acid on bicarbonate of soda.
Ideas for working scientifically:
Carry out tests to answer q's e.g.'Which material would be most effective for a warm jacket, for wrapping ice-cream to stop it melting or making blackout curtains?'Compare materials in order to make a switch in a circuit; observe & compare changes when burning different materials or baking bread or cakes; research & discuss impact of chemical changes on our lives e.g. cooking; discuss creative us of new materials e.g. polymers, super-sticky & superthin materials.
Earth and Space
- I can describe the movement of the Earth, and other planets, relative to the Sun in the solar system
- I can describe the Sun, Earth and Moon as approximately spherical bodies
- I can describe the movement of the Moon relative to the Earth
- I can use the idea of the Earth's rotation to explain day and night and the apparent movement of the sun across the sky.
Ideas for working scientifically:
Compare the time of day at different places on Earth through internet links & direct communication; create simplre models of solar system; construct simple shadow clocks & sundials, calibrated to show midday & start/end of school day; find out why some people think structures such as Stonehenge might have been used as astronomical clocks.
Forces
- I can explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object
- I can recognise that some mechanisms, including levers, pulleys and gears, allow a smaller force to have a greater effect.
- I can identify the effects of air resistance, water resistance and friction, that act between moving surfaces
Ideas for working scientifically:
Explore falling paper cones or cup-cake cases, design & make variety of parachutes & carry out fair tests to find most effective design; explore resistance in water by making and testing boats of different shapes; design and make products that use levers, pulleys, gears and/or springs and explore their effects. | 1,610 | 786 | {
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Step 1: Formulate a Question
Think about a decision or problem you are currently faced with and formulate a question in your mind. Ask this question internally and consider your possible responses to this particular issue.
In the spaces below, write down two potential choices you have in regards to this issue. Let's call them Option A and Option B.
Write down option A below:
Write down option A below:
This step is about directing your attention to the heart area. To begin, stand or sit comfortably with your spine straight, and relax your body completely.
With your hand placed over your heart, take three deep breaths and think of your breath as flowing in and out through this area.
Keeping your hand placed over your heart, inhale slowly through your nose [five seconds], and imagine your breath is coming in through your heart area. As you breathe in, expand your abdomen outwardly as your lungs fill with air.
Exhale slowly [five seconds] through your mouth and imagine the breath is flowing out through the heart. Contract your abdomen inwardly towards your spine as your lungs empty of air.
Continue breathing in this way until you find a natural rhythm that feels good to you.
Now imagine yourself making choice A.
Keep your attention focused on the area of the heart. If you feel your mind begins to wander, simply bring your attention back to the heart.
Observe the sensations you feel in your heart without trying to change them or making them go away.
How does your heart feel in response to making this particular choice?
Perhaps it feels warm, light, and open? Or tight and tense? Is your chest expanding quickly in and out with the flow of your breath? Or is it shallow and constricted?
Write down all the sensations you feel in your heart in the space below.
What do these sensations tell you about this decision?
Do you feel optimistic and energized? Or do they alert you to something that should be given extra attention?
Step 4: Connecting to Your Intuition with Choice B
Now imagine yourself making choice B.
Keep your attention focused on the area of the heart. If you feel your mind begins to wander, simply bring your attention back to the heart. Remain quiet as you allow yourself to imagine making choice B.
Observe the sensations you feel in your heart without trying to change them or making them go away.
How does your heart feel in response to making this particular choice? Perhaps it feels warm, light, and open? Or tight and tense? Is your chest expanding quickly in and out with the flow of your breath? Or is it shallow and constricted?
Write down all the sensations you feel in your heart in the space below.
What do these sensations tell you about this decision?
Do you feel optimistic and energized? Or do they alert you to something that should be given extra attention?
Were you able to notice a difference between the sensations around your heart that emerged after concentrating on choice A versus choice B?
If so, how would you describe the differences?
Were you able to discern a definite "yes" or a definite "no" to the question you asked?
Which of the options 'felt right'?
What made this choice seem better than the other?
Did you notice any physical sensations that you might not normally have noticed?
Yes
No
If so, what?
If you described physical sensations, would you recognize these sensations as a sign of intuition in the future?
We often "know" but are unwilling to trust what we know.
Can you identify instances in the past when you listened to what your heart was telling you?
Can you identify times in your life when you ignored what your heart was telling you? How might these situations have turned out differently if you had paid attention to your intuition?
What has this exercise taught you about the connection you have with your intuition?
Remember that listening to your intuition is a process that takes time. Through practice, you will become better at connecting with your intuition. | 1,479 | 799 | {
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Programme of Study: English
Year 12 English Literature
Programme of Study: English
Year 12 English Literature
* show knowledge and understanding of a range of ways to read and experience texts, responding critically and creatively
* respond to and evaluate texts, drawing on their understanding of interpretations by different readers such as literary critics
* identify and explore how attitudes and values are expressed in texts
* communicate fluently, accurately and effectively their knowledge, understanding and evaluation of texts
* use literary critical concepts and terminology with understanding and discrimination
* make appropriate use of the conventions of writing in literary studies, referring accurately and appropriately to texts and sources.
* Foreshadowing
* Melodrama
* Hubris
* Metaphor
* Pathos
* Motif
* Protagonist
* Tableau vivant
* Symbolism
* Tragedy
Further key vocabulary:
http://holytrinity.academy/wpcontent/uploads/2017/04/LiteraryTerminology.pdf
23 Explore the presentation of desire in A Streetcar Named Desire. You must relate your discussion to relevant contextual factors.
OR
24 Explore the ways in which Williams presents masculinity in A Streetcar Named Desire. You must relate your discussion to relevant contextual factors.
Homework: Teachers are encouraged to set a variety of tasks, including:
* Collaborative planning tasks: students working in small groups to plan a response to an examstyle question.
* Independent research tasks linked to context e.g. Jacobean England for Othello; 1940s American society for A Streetcar Named Desire.
* Further reading relevant to the study of tragedies and their relevance to theatre today.
Listening Communication Presenting Teamwork Problem solving Staying positive
Enrichment opportunity: live theatre performances
Online lectures/workshops
Desire e.g. Steve and Pablo.
Omission of consideration of playwright's intentions and motives when analysing techniques / methods.
Misuse and poor application of critical theory from anthology when analysing Othello.
Programme of Study: English Year 12 English Literature
Programme of Study: English
Year 12 English Literature
* show knowledge and understanding of the ways texts can be grouped and compared to inform interpretation
* show knowledge and understanding of the contexts in which texts have been produced and received and understanding of how these contexts influence meaning
* communicate fluently, accurately and effectively their knowledge, understanding and critical evaluation of texts
* identify and explore how attitudes and values are expressed in texts
* use literary critical concepts and terminology with understanding and discrimination
* make appropriate use of the conventions of writing in literary studies referring accurately and appropriately to texts and sources.
* The Lammas Hireling by Ian Duhig
* A Minor Role by U.A. Fanthorpe
* To My Nine-Year-Old Self by Helen Dunmore
* The Gun by Vicki Feaver
* The Furthest Distances I've Travelled by Leontia Flynn
* Giuseppe by Roderick Ford
* Out of the Bag by Seamus Heaney
* Effects
by Alan Jenkins
* From the Journal of a Disappointed Man by Andrew Motion
* Genetics by Sinead Morrissey
* Look We Have Coming to Dover! by Daljit Nagra
* On Her Blindness by Adam Thorpe
* Please Hold by Ciaran O'Driscoll
* Ode on a Grayson Perry Urn by Tim Turnbull
Compare the methods both poets use to explore adults looking back on childhood incidents.
(Total for Question 2 = 30 marks)
Teamwork Problem solving Staying positive
Enrichment opportunity: Wordsworth Trust workshop/Dove Cottage visit
Live theatre performance/cinemastreamed theatre performance
Programme of Study: English Year 12 English Literature
Programme of Study: English Year 12 English Literature | 1,844 | 790 | {
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75_Emotional storms and the power of closeness
When we feel scared, anxious, or nervous, we experience these feelings not only emotionally, but also physically. These sensations become noticeable, for example, through altered breathing, increased heart rate and tension in the body. In these situations, physical closeness is very healing. The vagus nerve plays a major role in this context.
"Because the vagus nerve not only transports emotions from the brain to the rest of the body - it also transmits signals from the body back to the brain and thus makes a decisive contribution to calming down the highly excited nerve cells there. In practical terms this means: Anything that helps calm an agitated body also relaxes the brain." (Imlau, 2018, S.54) 1
For this reason, hugs, loving touches and appreciative accompaniment in challenging moments are particularly important, because the closeness provided ensures mental and physical well-being. In addition, the feeling is conveyed: "I'm not alone, someone is helping me, I'm being held, I'm safe."
Emotional and physical closeness, the foundation for a happy life
Repeatedly being there for each other gives children a basic trust in themselves and their environment, which strengthens them for their whole life:
"Because people who are always lovingly accompanied as children through their emotional storms develop such a strong vagus nerve over time that it gradually needs less and less help from outside to unfold its calming effect. This develops so-called self-regulation ability, which is so important for a healthy and happy life - i.e. the ability to get oneself out of the greatest stress in crisis situations, take a deep breath, shut down, find the way back to peace." (Imlau, 2018, p .55) 2 Science thus confirms that it is fundamentally important not to leave children alone in their emotional turmoil, but to accompany them so they learn how to calm themselves.
The daily dose of closeness
Cuddling, being hugged and the feeling of security are not only healthy and beneficial in exceptional circumstances. They can also be consciously integrated into family life, especially after a busy day; loving touches not only reduce the stress hormones in the body and increase the feeling of happiness, but also have a relaxing effect on parents and children alike.
Text: Corinna Bertagnolli
Recommended literature:
1/2Nora Imlau, (2018), So viel Freude, so viel Wut. Gefühlsstarke Kinder verstehen und begleiten (So Much Joy, So Much Anger. Understanding and Accompanying Emotionally Strong Children), Kösel-Verlag, in the Random House GmbH publishing group, 5th edition, Munich | 1,064 | 562 | {
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HOW TO MAINTAIN YOUR GRASS DRAINAGE SWALE
What is a grass drainage swale?
SUGGESTED MAINTENANCE ACTIONS*
MONTHLY
- Inspect your swale during and after storms to make sure that rainwater has drained and there is no erosion.
- Remove sediment and debris from in and around the swale.
- Remove weeds and plants that do not belong.
- Check for any obstruction or blockage of flow along inflow areas or pipes, including trash, debris, or sediment.
SEASONALLY
- Mow grass no shorter than 3 to 6 inches. Remove and compost all grass clippings.
- Adjust mower height to avoid scalping the edges of the side slopes.
- Remove and compost leaves in the fall and spring. Leaves may smother the grass and block the flow or rainwater.
AS NEEDED
A grass drainage swale is an open channel that collects water from hard surfaces and allows it to percolate into the ground, reducing the amount of runoff leaving the road or property. The grass covering the side slopes and swale bottom provides a filtration surface for the water and helps to reduce the flow velocity. In steeper areas, some swales have stone or concrete 'check dams' across the width to help slow the flow rate, promote infiltration, and prevent erosion. Swales are commonly found along roads, parking lots, or between properties of some residential lots.
Typical grass swale
- Reseed bare areas to avoid erosion. Be sure to water during the initial establishment period.
Who is responsible for this maintenance?
As the property owner, you are responsible for mowing & maintenance of your grass drainage swale. Some grass swales are structurally maintained by Anne Arundel County.
Department of Public Works Watershed Protection & Restoration Program 2662 Riva Road, Suite 450 Annapolis, MD 21401
www.aarivers.org
- Inspect and maintain or repair components.
- After rainfall, check the swale to ensure the water does not pond longer than 2 or 3 days after a rain storm.
DO NOT:
- Use excessive fertilizer or pesticides in your swale.
WHY IT'S IMPORTANT TO MAINTAIN YOUR GRASS DRAINAGE SWALE
An unmaintained grass drainage swale area may:
- Stop filtering the rainwater and allow trash and pollutants to enter into our local streams.
- Block the flow of rainwater and cause local flooding.
- Allow water to pool on the surface long enough to allow mosquitoes or other insects to breed (longer than 3 days).
* Please refer to the Maryland Stormwater Design Manual, Volumes I and II for minimum requirements and procedures for maintaining BMPs. This document serves as the official guide for stormwater management principles, methods, and practices in the State of Maryland. Visit http://bit.ly/MDESWDM.
Mowing
Troubleshooting Issues
Recommended timeframes for routine maintenance
Dec
*
Watering, replanting, erosion control
—- As needed —-
Typical Grass Swale Cross-Section (for illustrative purposes only) | 1,296 | 642 | {
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Exam 2018 Do five questions. 100 points total
1. 20 points total. Consider the following quote from CBB: "War is the collective pursuit of a dangerous activity. But the collective pursuit occurs person by person. Why do individuals participate in war, whether voluntary or conscripted? In battle, what makes the fighting unit stay together as a collective, even as the lives of the individuals are at stake?"
(a) 10 points. Explain for an audience that has not had this course, e.g., one of your parents, why the participation of individuals in combat is seen by economists as problematic. That is, what assumptions about the motivation of individual soldiers and asumptions about their interactions make their participation in such a dangerous activity a puzzle?
(b) 10 points. Explain some of the techniques devised by military and societal leaders to try and make soldiers "be brave" and not "shirk."
2. 20 points. The efficacy of bombing in WWII has generated much debate. With use of the basic economic principles listed in CBB, critically evaluate the theory and practice of strategic bombing. Critically evaluate any ethical issues surrounding strategic bombing.
3. 20 points. Explain why to understand war and other conflicts it is necessary to understand the reasons for bargaining failure. Then discuss at least two of the various reasons for bargaining failure.
4. 20 points. Moral hazard is any situation in which one person makes the decision about how much risk to take, while someone else bears the cost if things go badly. Discuss the idea of moral hazard as it applies to issues of war.
5. 20 points. Discuss the causes and conduct of WWI from the perspective of economics.
6. Each part worth 10 points.
(a) "27" and RAD are Maymester fashionistas, and want to wear their tank tops to class. But being the only one wearing a tank top makes them uncomfortable. Their strategies are thus tt and s, mnemonic
Determine the Nash equilibria (if any) for this game. Your answer should have the form: "The Nash equilibria (equilibrium) is the pair (a, b), (or, "there is no Nash equilibria in pure strategies"). Explain your reasoning.
(b) R and C, two other Maymester fashionistas, like to wear their favorite tank tops-which are identical- on co-curricular activities. But they really hate it when they both are wearing the same top. Their strategies are thus tt and s, mnemonic for "tank top" and "sleeves,"
and their payoffs are
. Determine the Nash equilibria (if any) for this game, and explain your reasoning.
7. 20 points. From 1980 to 2000, the proportion of SUV's on American roadways increased from .22 to .39. One suggested reason for the increase is that an SUV is safer for its occupants in a car crash with a non-SUV, such as the smaller, environmentally-friendly Leaf. Consider the following description of strategies and payoffs of the choices faced by two citizens:
(a) I am safest if I have an SUV, and you have a Leaf; you are safest if you have an SUV and I have a Leaf.
(b) If we both have Leafs, we are both equally safe, but better offthan if we both had SUV's because we get a warm glow from believing we are helping the environment.
(c) Because of the safety aspect of a crash, it is more desirable for me to have an SUV and for you to have a Leaf than for each of us to have the same thing, i.e., both of us having SUVs or both of us having Leafs. Likewise, you are better offhaving an SUV and me a Leaf rather than both of us having the same type vehicle.
We can summarize these ideas in the matrix game:
Explain what the prediction of this game is for the choices of both players, and opine on whether government policy could affect the well-being of both players.
8. 20 points. Discuss either "Hamlet" or "Peter Pan" from the perspective of conflict economics.
9. 20 points. Explain the paradox of civilization. As part of your answer, make sure you discuss what is paradoxical about civilization in this context, and what are the conditions necessary for civilization to arise.
10. 20 points. Describe what you have gained from this course, in terms of both cognitive development and exposure to new ideas and experiences. | 1,696 | 955 | {
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REMBRANDT TIMELINE USING THE CC TIMELINE CARDS
I am not affiliated with Classical Conversations in any official capacity. I am a tutor for one chapter within Classical Conversations, and try to use the curriculum in as many ways as possible to tie the various strands of knowledge together. This timeline is constructed using the Acts and Facts Timeline cards, the Artist and Composer Cards, and the Scientist Cards, all of which are published by Classical Conversations. And obviously, there are other events that happened during Rembrandt's lifetime as well.
To Use: I simply use my cards to construct a timeline in my classroom or the art room prior to the school day beginning. While we briefly cover the artist's history, I ask my class to look at the timeline (often laid out on the floor or a couple long tables due to length) and see if they recognize anything or anyone. I don't take a lot of time to specifically point any one thing out, but the kids and their parents get a kick out of seeing who and what was going on around the artist's lifetime and starting to put together the context of what we going on at that time.
1 Japan's Tokugawa Shogunate rose in 1603, but it wasn't until the 1630s that the Isolationist (Sakoku) edicts were issued. AS a result of those edicts, the Dutch became the only European country permitted to directly trade with Japan, and even then, it would be under severe restrictions.
Baroque Artist: Rembrandt van Rijn (1609 – 1669)
Timeline constructed using Timeline cards published by Classical Conversations
Additional Resources in the Acts and Facts Timeline Cards:
There are also three Rembrandt works featured in the Timeline cards:
* Card 21: Israel's United Kingdom; "David Playing the Harp before Saul" Rembrandt ca 1658; The Hauge, Netherlands
* Card 30: Babylon falls to Persia "Das Gastmahl des Belsazar" (Belshazzar's feast) Rembrandt ca 1635; National Gallery, London
* Card 98: Baroque Period of the Arts "Militia Company of District II under the Command of Captain Frans Banninck Coc" (A.K.A. "The Nightwatch") Rembrandt ca 1642
There are several other works in the Timeline cards from the Baroque Period which will have similarities to Rembrandt's style:
* Card 9: Patriarchs of Israel: "Isaac blessing Jacob" by Govert Flinck 1638; Netherlands
o Flinck lived from 1615-1660.
o Not only was Flinck another Dutch Golden Age Baroque artist, he was Rembrandt's star pupil.
* Card 27: Assyria falls to Babylon: "Semiramis receiving the word of the revolt of Babylon" by Guercino, 1624. Museum of Fine Arts, Boston, USA
Timeline constructed using Timeline cards published by Classical Conversations
o Guernico, (real name Giovanni Francesco Barbierei) was an Italian artist who lived from February 8, 1591 to December 22, 1666.
* Card 43: 'Jesus the Messiah" "Simeon with the Infant Jesus" by Petr Jan Brandl, c 1725; National Gallery, Prague, Czech Republic.
o Brandl (1668 – 1735) was a Czech artist of the Baroque period who was the son of craftsmen. Due to the Iron Curtain in the 20 th century, he's lesser known than many other Baroque painters, but he was famous during his time period. His work employs the thick paint and loose brushstrokes of Rembrandt's later years.
* Card 45: Persecution Spreads the Gospel "Martyrdom of St Peter" by Guernico 1618 (see Above)
* Card 52: Jerome Completes the Vulgate "Saint Jerome" by Caravaggio, ca 1605
o Caravaggio, (full name: Michelangelo Merisi (or Michael Angelo Merigi or Amerighi)) was born on 29 September 1571 and died on 18 July 1610. Living and working in Italy, Caravaggio's works, with their strong light and shadows, was one of the earliest works which inspired the eventual "Baroque Period" style. | 1,702 | 938 | {
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Basic Clay Animal In-The-Round
Animals have been a part of human history since the beginning. They have fed us, clothed us, helped us, and been part of the family for centuries. As such, artists throughout the centuries have depicted them in their art. Even creatures from mythology have come to life in art.
This lesson teaches elementary students to create a basic clay animal sculpture. While this lesson shows the making of a dragon, any creature can be made using these techniques. This lesson encourages a student's creativity and imagination.
tools & Materials
l Drawing Paper
l Pencils
l AMACO® Low Fire White Art Clay No. 25M (45015Y)
l AMACO® Lead Free Low Fire "LG" Gloss Glazes
l AMACO® Lead Free Low Fire "F" Semi-Opaque Glazes
l Assorted AMACO® Brushes
l AMACO® Scoring Tool
l Assorted AMACO® Wooden Tools
l Plastic Bags
l AMACO® Sponges
l Optional: Clay Wedging Board or Canvas Covered Board
Technique
1. Have the students sketch three different views of the animal in the style they have chosen. These views should be from the top, side and front.
2. Provide students with a lump of clay about 8 to 10 inches square. Show them how to wedge the clay to prepare it for sculpting. For younger students, you may want to give them clay which has already been wedged.
3. There are two main methods which may be used for sculpting their animal.
4. One method (which the dragon illustrates) is to start with a round ball of clay for the body, push your thumb into the ball, and then pull and pinch the clay into the unique features of the animal you are creating.
5. The other method is to start with the clay in the basic shape of your animal and then carve away clay until you are left with the shape you are trying to achieve.
6. Make sure students are aware that with each method, it is important to keep the clay thickness roughly the same so the clay will dry evenly.
7. Show students how to use a slightly moist sponge to smooth rough spots they may have.
Lesson Plan Goals and Objectives
l Students will create a 3-dimensional animal sculpture.
l The lesson will incorporate art history, aesthetics, and criticism with a hands on activity.
l The lesson focuses on ceramic techniques, design elements, as well as self-expression.
This lesson is suitable for grade school students.
National Visual Arts Standards
l Understanding the visual arts in relation to history and culture.
l Understanding and applying media, techniques, and processes.
l Making connections between visual arts and other disciplines.
8. Students may add texture or detail with various ceramic sculpting tools.
9. Have student sign their last name on the edge or base of the piece
10. Allow the clay to dry slowly by placing in open plastic bag for one day.
11. After one day of drying, the clay will be close to a leatherhard stage. This is a perfect time to carve in finer details or add incised designs.
12. After the students are sure their sculpture is finished, have them wrap the piece loosely with the plastic bag. For the third day of drying, have them remove the plastic bag and let their sculpture sit until it is completely dry (greenware stage). Greenware must be bone dry before firing or it may crack or explode in the kiln. Have students check for dryness by touching the piece to a cheek or the inside of their wrist. The clay will feel cold if not completely dry. One may also see darker patches of color in the clay which indicates moisture is still present.
13. Once the clay is bone dry, bisque fire to Cone 04 at a slow speed.
14. Have the students select the glaze colors they desire then show them how to apply the glaze by brushing on three coats. The coats should be applied in a "cross-hatch" manner with the first coat side to side, the second coat up and down and the third coat side to side. This will guarantee an overall coverage of the glaze. Let each coat dry before applying the next.
15. Once the sculptures are glazed, fire a second time to Cone 05 at medium speed.
Written and developed by Penny Lycan, an art teacher at Robinson High School from Robinson, Illinois.
For more lesson plans ideas, visit amaco.com/amaco-lesson-plans/ amaco.com (800) 374-1600 Teacher Support 8am-5pm EST M-F | 1,729 | 953 | {
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Stepping Stones Childcare
Mealtime and Feeding Policy
Mealtimes are a social occasion to be shared with both adults and children. Adults sit at the table with the children and eat their meal, talking to the children and encouraging eating and good manners.
Children's placements will indicate their seat and before the meal begins ask the children to put their hands on their knees while waiting for their dinner to be served. Do not allow the children to play with the cutlery and check that their chairs are under the table (to make it easy for them to reach their food and to reduce the amount of food spilt on the floor).
When the children and adults are ready, Debbie our cook who serves the meal will invite the child servers to come and give out the dinners. The children should do this in an orderly manner – no running or rushing. The children seated at the tables should be reminded to keep their hands on their knees to enable the servers to place their dinner in front of them.
During the meal there should be quiet conversation between adults and children – no calling across the room or loud voices. Staff feeding the babies should also engage in conversation with them while gently encourage them to eat their dinner.
Please note:-
* Any child who shows signs of distress at being faced with a meal they do not like, despite encouragement to eat, will have the food removed without any fuss.
* If a child does not finish their first course, they will still be offered a dessert but not a second helping.
* The force feeding of children will not be tolerated in the nursery.
* Children are given time to eat at their own pace and not rushed.
* Quantities of food offered take into account the ages of the children being the recommended portion sizes for babies and young children.
* Children who refuse to eat at mealtime are offered food later in the day ie after sleep time.
* No child is ever left alone when eating/drinking to minimise risk of choking.
* Special diets are catered for and children with this requirement should not be made to feel uncomfortable about this. The placemats of children with special diets will have their name and dietary requirement written on the placemat.
When a child has finished their dinner and would like a second helping they must wait until the adult at the table says they may go to Debbie. Children go one at a time to Debbie, to avoid knocking into each other. If a child does not want a second helping then they should keep their empty plate in front of them until the adult sitting at the table clears the empty plates for desserts.
All children whether they finished their dinner or not, are given dessert. Only children who ate all their dinner are allowed a second helping of dessert, this encourages children to eat their dinner so they can have a second dessert if they wish. Children are offered a drink of water during the meal. The older children can pour their own drink from the jug on the table.
During the meal if a table comes messy with spilt food or drink, the staff supervising dinner should wipe immediately, do not wait until the end of the meal.
When the meal is over the younger children must be taken to the toilet, hands and mouth washed and taken to their bed as soon as possible. The older children remain seated until their turn.
Please remember that only the adult serving should wait the tables, all other staff remain seated throughout the meal. The staff serving will clear all the tables returning all the cutlery and dishes to the serving trolley – scrape any food into the 'waste dish' and stack the plates tidily and place the cutlery into the bowl of soapy water.
Tables and chairs must be wiped down and all the chairs stacked in a neat pile beside the tables. | 1,298 | 762 | {
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2020 AP ENGLISH LANGUAGE AND COMPOSITION SUMMER READING
Ms. Strauss
firstname.lastname@example.org
1. Purchase this book:
Thank You for Arguing Third Edition
What Aristotle, Lincoln, and Homer Simpson Can Teach Us About the Art of Persuasion
By Jay Heinrichs
Three Rivers Press | Paperback | 978-0-8041-8993-4
2. Answer the following Pre-Reading Questions
Type questions and answers. Share in class discussion. Due 2 nd week of school.
questions for discussion or writing
1. What makes someone persuasive to you personally? What makes someone unpersuasive to you personally?
2. Persuasion is often thought of as deception and manipulation, but when is persuasion necessary for good and ethical outcomes?
3. Is rhetoric good or bad? Why?
4. Discuss the differences between arguing and fighting.
5. Discuss the differences between argument and persuasion.
6. What are some situations where the truth is available but persuasion is still needed? When do we need more than just logic and facts?
7. What is the difference between rhetoric and deception?
8. At what age should people be taught the basics of rhetoric and argument? Why?
9. What does "responsible rhetoric" mean to you?
10. Who is your favorite rhetor (online, television, radio, classmate)? Why? You might be surprised by the diversity of answers.
11. What are your favorite three words or phrases to use when arguing? Why?
12. What are you unpersuadable about?
13. What are some topics on which you want to be persuaded to change your mind?
14. Which parts of life are not affected by rhetoric? Does everything have a rhetorical aspect to it? Discuss several examples.
15. Discuss your classroom's rhetorical atmosphere. What are its rules, patterns, expectations, and opportunities? In what ways is your classroom's rhetorical atmosphere similar to/ different from that of your other classes? *You may wait to answer this one or answer it based on a previous classroom.
16. Discuss the rhetorical styles among your closest friends. How do you persuade each other? What are the rules, patterns, expectations, and blind spots? In what ways is your friend group's rhetorical style similar to/different from that of other groups of friends?
3. Read INTRODUCTION 1. "Open Your Eyes" (Pages 3-11) and complete the following corresponding activity. Type your response.
activities ch. 1 — open your eyes
* Your Rhetorical Day: Write your own rhetorical day in the style of this chapter, taking us through the various persuasions happening around you. | 1,106 | 557 | {
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dental hygiene facts
Enamel Erosion
Dental erosion is the break down of tooth structure caused by the weakening or loss of the tooth's outer layer (called tooth enamel).
THE IMPACT ON ORAL HEALTH
Generally, saliva helps to restore the natural balance of acid in the mouth. When acidic food or drink is consumed, the enamel will soften for a short time. If foods high in acid are consumed on an excessive basis, the mouth can't repair itself and there is greater chance for dental erosion.
The acid breaks down tooth enamel around dental sealants and restorations further compromising teeth and leading to more extensive dental treatment to prevent tooth loss. Teeth may become overly sensitive and unsightly.
CAUSES AND RISKS
Teeth are at risk for erosion when the protective enamel layer is softened. Food and illness can change mouth acidity and weaken the enamel's strength. For instance:
Acid in food/beverages
When acidic food is consumed on an excessive basis, the mouth cannot repair itself and there is greater chance for enamel erosion.
Common food/beverages with acid include:
* Regular and diet soft drinks – phosphoric acid
* Fruit and fruit products – citric and malic acids
* Fermented products (yogurt) – lactic acid
* Grapes and wine – tartaric acid
* Pickles and salad dressing – acetic acid
Gastro-esophageal reflux disease (GERD)
Diet
Vegetarian diets or any diet having fruit comprising more than 66 per cent of the total food intake also make teeth more susceptible to erosion.
Eating disorders
Eating disorders such as anorexia nervosa and bulimia can have a devastating effect on tooth enamel. Long-term exposure to the acid from vomiting erodes the surfaces of the teeth. People with eating disorders tend to brush aggressively, which can further aggravate enamel erosion, resulting in sensitivity to hot and cold.
Aggressive brushing
Improper and vigorous brushing can erode enamel.
TREATMENT AND PREVENTION
Dental hygienists can discuss individual causes and symptoms of enamel erosion and provide a customized treatment plan.
* Maintain a healthy diet that is low in acidic food and beverages.
* Visit a dental hygienist for regular cleanings and fluoride treatments, if appropriate.
* Use a toothbrush with extra soft bristles and a nonabrasive toothpaste.
* Use fluoride toothpaste if recommended by a dental hygienist.
* Don't sip soft drinks throughout the day as this can increase acid attacks.
GERD or acid reflux (heartburn) is a disease in which gastric acid is returned from the stomach through the esophagus into the oral cavity. GERD without the symptoms of acid burn or heartburn could still erode tooth enamel.
* Drink from a straw to reduce contact between the beverage and teeth.
* Reduce consumption of regular and diet pop, fruit juices and sports drinks.
* Rinse with water for 30 seconds after drinking a beverage that contains acid.
* Delay brushing for at least an hour after consuming acidic food or beverages. Instead, rinse with water, eat hard cheese or chew a stick of sugarless gum.
As professional health-care providers, dental hygienists are primarily concerned with promoting good oral health. Dental hygiene is among the largest of the regulated healthcare professions in the province. In Ontario all dental hygienists are registered with the College of Dental Hygienists of Ontario, which regulates the profession to ensure the public receives safe and ongoing comprehensive oral care.
VFS18.1
Dental Hygienists: Your Partners in Oral Health www.odha.on.ca | 1,579 | 751 | {
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Webquest: People not Property
Target grade levels: 7-12
Explore Historic Hudson Valley's interactive documentary People Not Property: Stories of Slavery in the Colonial North to complete this webquest.
Chapter 1: Defining Slavery
Labor Systems
1. Why were some indigenous peoples able to escape enslavement?
2. In what ways were indigenous communities devastated as a result of contact with Europeans?
3. What was the term for Europeans peasants who came to the colonies in a form of contracted labor? Explain this arrangement.
4. Why did this system fail?
5. Why did European colonists choose Africa as their source for enslaved labor?
6. What made it difficult for African captives to run away?
Establishing Slave Laws
7. Watch the video The Impact of Slave Laws. How did colonial laws affect the enslaved community?
The Middle Passage
8. Watch the video The Story of the Charles. How do you think a journey like this impacted the BaKongo captives who survived? Explain.
The Business of Slavery
9. What were some of the ways that wealthy enslavers made money from the system of slavery?
10. How many of the "founding fathers" who signed the Declaration of Independence were also enslavers?
11. What does it say about the founding of American democracy that many of the men who signed a document claiming that "all men are created equal" were also enslavers?
Chapter 2: Being Enslaved
Skilled Labor
12. After watching Caesar's Skills, identify two types of specialized knowledge developed by kingdoms in different regions of Africa.
13. What kinds of knowledge and skills did Caesar, the enslaved master miller, need in order to do his job? How does this kind of specialized knowledge contradict the idea that enslaved labor was "unskilled labor"?
14. In Recognition for Caesar, what advantages might Caesar have gained by being a master miller?
15. Explain what Dr. Leslie Harris meant when she said that even a skilled worker like Caesar was "at the end of the day…still an enslaved person."
Family
16. Watch the three-part video Joan & John Jackson's Story. What methods did John Jackson use to try to reunite his family?
17. Do you think that John Jackson was a hero? Explain why or why not.
Community
18. What are some examples of ways that African culture and traditions have become part of our American culture and identity? Identify at least five contemporary examples and explain their African origins.
1.
2.
3.
4.
5.
19. Find the story of a person, family, or group from any of the sections in this chapter. Summarize their story. What can their story tell you about the institution of slavery?
Chapter 3: Choosing Resistance
20. Identify four examples of individuals or groups who resisted enslavement. In what way did each resist? What were the results of their resistance?
1.
2.
3.
4.
21. What are the dangers involved in resisting? In spite of the dangers, why did enslaved individuals choose to resist?
Negotiation
22. Watch Jack and Parthenia's Story. How is this story an example of negotiation?
Seizing Opportunity
23. What similarities do you see between the stories of Bridget and Titus? How did each use the Revolutionary War to their advantage?
Running Away
24. Read the interactive document "Ben…Supposed to be drowned."
a. What steps did Ben take to plan his escape?
b. What clues in this document tell you more about Ben's possible motivations for self-emancipating?
Fighting Back
25. Watch the two-part video series Burning of the City of New York.
a. Explain the events that took place in New York City in 1741.
b. What similarities can be seen between enslaved individuals rebelling against their enslavers in 1741 and American patriots rebelling against England 35 years later?
Chapter 4: Pursuing Justice
26. Explain how enslaved people took legal actions to gain freedom. Find one example in each section "Purchasing Freedom," "Using the Law," and "Emancipation and Abolition."
1.
2.
3.
27. What was gradual emancipation? How did these laws benefit the enslaved community? How did they benefit enslavers?
Confronting the Past
28. Watch the video Erasing History.
a. Why don't many northerners learn about slavery in the North?
b. Why is it important to learn about slavery in the North and South?
Finding Connections
29. Watch the video A Legacy of Racism. How does a deeper knowledge of the North's involvement in slavery help us to better understand the current issues with racism in America? | 1,975 | 971 | {
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The 7 Contininents
Asia
- 2/3 of the world's population live in Asia.
- Major countries include India and China.
- The Himalayas, the world's tallest mountains, are found here.
- The Dead Sea, the lowest point on land, is also in Asia.
- Asia is home to monkeys and giant pandas.
Africa
- Africa has 54 countries, more than any other continent.
- Major countries include Egypt, Nigeria and South Africa.
- Africa has the longest river in the world, the Nile.
- Africa also has the world's biggest non-polar desert, the Sahara.
- In Africa, you will find elephants and lions.
South America
- South America only has 12 countries.
- Major countries include Brazil and Argentina.
- The Amazon, the world's biggest rainforest, is found here.
- Tomatoes, potatoes and chocolate all come from South America originally.
- South America is where you will find sloths and jaguars.
North America
- Major countries in North America include the USA and Canada.
- Pumpkin and corn originally came from here.
- North America is home to bears and skunks.
Antarctica
- Antarctica is almost completely covered in ice.
- It is surrounded by the Southern Ocean.
- It is the coldest and windiest continent.
- Each year, hundreds of scientists live and work in Antarctica.
- Antarctica is home to albatross and seals.
Europe
* Europe is the most densely populated continent. It has 44 countries altogether.
* Major countries include France, Germany and the United Kingdom.
* Apples, pears and raspberries all originally come from Europe.
* The majority of Australians have ancestors from Europe.
* Europe is home to wolves and bears.
Australia
- Australia is sometimes called an island-continent.
- The Great Barrier Reef, the world's largest coral reef, is in Australia.
- Australian Aboriginal people first came to Australia more than 50 000 years ago.
- The continent nearest to Australia is Asia.
- Australia has many unique animals including koalas and emus.
Match the continent to the animal
I come from a continent where it is sometimes called an island continent. I come from the same continent as The Great Barrier Reef. The continent I come from is ________________.
The continent I come from only has 12 countries in it. Some of the food that comes from this continent are tomatoes and chocolate. The continent that I come from is ________________.
The continent I come from has 44 countries in it all together. Some of these countries include France, Germany and the United Kingdom. The continent I come from is ___________.
The countinent I come from has the world's tallest mountains, The Himalayas. The continent I am from is home to monkeys, giant pandas and me. The contient I come from is _________.
This continent we come from has 54 countries in it, more than any other continent. This continent has the longest river in the world, the Nile. The continent we come from is
______________.
Major countries in this continent include the USA and Canada. This continent is home to bears, skunks and me. The continent I come from is
____________________.
The continent we come from is completely covered in ice! It is surrounded by the Southern Ocean. The continent we come from is
____________________.
Antarctica North America Africa South America Europe Asia Australia
Which continent?
Which continent has the worlds biggest non=polar desert, the Sahara?
Which continent to potatoes come from?
Which continent is home to sloths?
Which continent is covered in ice?
Which continent did apples, pears and raspberries originally come from?
Which continent has major countries like China and India in it?
Which continent has hundreds of scientists living and working in it each year?
Which continent is home to koalas? | 1,600 | 793 | {
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W/C Monday 18th May 2020
Kyra Wellbeing Newsletter
Blog: Anger, Confusion and Fear
Blog written by Claire Blackburn BSc (HONS) dip couns BACP (reg), Counsellor Private Practice.
"Unknowns can be scary to us as humans as we don't know if we are exposed to risk or how much of a risk we are potentially exposed too and we may feel out of control. In any 'unknowns,' self-care and support can be helpful for our wellbeing. You're not alone in this."
CLICK HERE TO READ THE FULL BLOG POST
Blog: Reflections
A thought-provoking message from Helen Taylor, Assistant Head teacher of Saint Lawrence C of E Primary School, sent to their school families this week. Shared with kind permission:
1. What do you miss from your old normal?
3. What will you keep when things go back to normal?
2. What do you like about your new normal?
CLICK HERE TO READ THE FULL BLOG POST
Home Schooling Week 9 – "It's okay if you don't know everything."
Helen Taylor, Assistant Head of St Lawrence Primary School
I saw a post on social media recently that said 'it's okay if you don't know everything' and it reminded me of the times in the classroom when we say this to the children. They seem to have the opinion that teachers know everything and that they have all of the answers. Maybe that is something that you have experienced as you have been helping them at home with their learning? When one of the Owls asks me something that I am not sure about, I can often be heard saying, 'let's find out together' or 'I don't know that YET'. I think there is a great deal of power in that. The children realise that it's okay to not know everything and also begin to understand that there is plenty that the adults don't know either. There are great benefits to be had from finding things out together and learning as a team. Now that I have an almost 18 year old at home, I am finding
Mental Health Awareness Week
This week is Mental Health Awareness Week 2020 and this year's theme is kindness. Challenge your children to complete the 7 day Kindness Challenge! Kindness and mental health are deeply connected; giving and receiving kindness really will make a difference. It's guaranteed to make your day and someone else's day brighter!
Useful Links
Award a Place2Be Kindness Cup for Mental Health Awareness Week: The
Place2Be Kindness Cups provide an opportunity to recognise the children, teachers, parents/carers and other individuals who have made a positive difference through their kindness at this challenging time. Click here.
Mentally Healthy Schools – Resources to deal with the effects of lockdown toolkit: This
Toolkit focuses on managing the effects of lockdown, including loneliness, boredom and family problems. It contains resources and activities for school staff, children and parents, including guidance on family problems; a kindness calendar; and a 'brain breaks' activity to support concentration with school work. Click here.
Healthy Minds Lincolnshire: Relaxation and breathing exercises for children and an online workshop based around managing worries and anxieties for primary and secondary pupils.Click here.
more and more that my children know things that I don't! They are always telling me I just don't get it, or I'm too old to understand! I think what's important is that we continue to foster the creativity and love of learning so we never stop asking questions.
So, just in case you ever feel like you don't know the answers and you should, be kind to yourself. Remember, learning and finding out together is a great way to deepen understanding as you talk things through as a team. Maybe magpie (steal!) some of the phrases above if you are asked something you don't know at home. I know Mrs Blackbourn is a big believer in the word YET - maybe this will help you sometime. | 1,500 | 833 | {
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Freebord – The Deer's Leap
by Max Lankester and Ron Crompton
Walk out of Roehampton Gate and turn immediately left down the alley towards Palewell Common, or leave Bishop's Gate and turn right along the passage. You're now on the Park's freebord.
The freebord is a legal term ('bord' being the same word as border) and is 'the right to a narrow strip of land outside the fence or wall around a park or forest', so that the owner of the park can inspect, maintain or repair it.
Richmond Park's freebord was established when it was enclosed in 1637 and is a 'rod' wide (the old medieval measurement, equal to 16 ½ feet or about 5 metres). More romantically, it's also known as the 'deer's leap' – the story being that if an escaping deer managed to leap beyond the freebord it would no longer be on Park land and could not be recaptured.
Over the years some of the freebord has been sold off, for example most of the stretch between Petersham Gate and Ham Gate. Elsewhere it's been encroached on by developments but is still Crown land and The Royal Parks licenses it for an annual fee to people who use it. The fee currently ranges from £10 a year for a few very old licences to £200300 for more recent ones. The licence also has restrictions on the use of the freebord, and on building and tree planting or felling on it.
There's a long list of residential properties, businesses, schools, cemeteries, public parks and gardens, allotments and public roads that have the freebord as part of the land they use. Part of the Alton Estate Junior School in Roehampton is on the freebord; the whole of the small back gardens of Florence Terrace next to Robin Hood Gate are on it and the trees on the Park side of Fife Road in Sheen are also on it.
In many areas the freebord forms an important green bridge between the Park and adjacent green spaces. There are about 1,000 trees on the freebord and The Royal Parks has the responsibility for managing them, so that they continue as valuable wildlife habitats and don't damage the wall or cause injury to local residents and the general public from falling branches.
The freebord may seem an archaic relic from 1637, but without it the repair work that The Royal Parks plans on four stretches of the wall this year would be much more difficult.
See Further details about the freebord in an article by Robert Wood published by the Richmond Local History Society.
Photo: © Robert Wood. Freebord to Bishop's Gate, with Bishop's Lodge on the left and a house on Chisholm Rd on the right. | 1,002 | 585 | {
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Rate Contests
Name____________________
Date____
A. Bubble Gum Blowing: Assign a counter, a timer, a blower and a scribe. Blow as many bubbles as possible in two minutes.
1. Write a ratio comparing the number of bubbles and the number of seconds in two minutes.
2. Find your blower's rate of bubbles per second. Then, find the rates for the other teams in the class.
3. Explain how you know which team won by using their rate per second rather than their total number of bubbles.
4. About how many bubbles would you expect to have blown if the contest had continued for 10 minutes. Explain how you decided that number.
B. Ball Bouncing contest: Assign a timer, a bouncer, a counter and a scribe. Bounce a ball and catch it waist high for 20 seconds. Rotate roles so each team member has a turn to bounce and catch for 20 seconds.
5. Write the ratio of bounces caught in 20 seconds for each person on your team. Find each person's rate per second.
6. If you had continued bouncing and catching for a minute at the same rate, how many bounces caught would you have? Write your rate per minute. Explain how you came up with that rate per minute.
Soda Guzzling: Two class members will guzzle. Two other class members will pour to keep a few three ounce Dixie cups about 2/3 full on a table. Guzzlers will guzzle for 30 seconds.
7. Write a ratio for each guzzler using ounces to 30 seconds. Find each guzzler's rate per seconds.
8. If a 2 liter soda bottle contains approximately 67 ounces, how long would it take each guzzler to drink the entire bottle at their rate? Show all your reasoning.
High Jumper: Measure your height in centimeters. Tape a couple of meter sticks to a wall beginning at 100 centimeters up, so they extend upward well above reach. You will need a recorder and 2 sighters. Each person begins at a stand still and jumps as high as possible touching the meter stick. Jumpers may crouch, but may not run for momentum. The sighters use a pointer or another meter stick to mark the touch spot and say how many centimeters high that was, and the recorder writes the ratio of height jumped to height of jumper.
9. Find the rate for centimeters jumped per inch of your height.
10. Write the ratio and find the rate for the others in your group. Compare rates to determine who can jump the highest for their height.
Heart Rate: Find pulse in your neck or wrist. Time keeper times for six seconds as students count heart beats. Multiply the number of beats by 10 to get beats per minute (60 seconds). Next do jumping jacks or running in place for 1 minute, stop, find pulse. Repeat timing and counting.
11. What was your resting heart rate?
Active heart rate?
12. Write the rate for someone in the class whose resting rate was lower than yours, and someone whose resting rate was higher than yours. Do this for active rate too.
Lower resting ____ higher resting ____ lower active ____ higher active ____
A Better Buy-Shopping War: Two players: Using a card deck, each player picks two cards. The first is the price for an item in dollars. The second is the number of items purchased. Each player finds the rate for each item. The player with the better buy, keeps all four cards. Ties remain on the table until the next hand is played. Player with the most cards at the end of the deck, wins. (Aces are 1, Kings are 0, Queens are 12, Jacks are 11).
13. Not counting zeros, describe which pairs of cards in the deck would give you the better buy. Explain why this rate is a better buy. | 1,430 | 839 | {
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Sleep
Preview Points
* Sleep disturbances or challenges occur occasionally for most people.
* Chronic insomnia or regular sleep disturbances may arise for one in six.
* The amount of sleep varies for people.
* Challenges relating to sleep may relate to difficulty of falling asleep, difficulty staying asleep, or poor quality of sleep. These sleep challenges may come in various combinations.
* Sufficient sleep is necessary for human functioning.
Contents
Sleep is said to occur in five stages:
Stage 1: The transition from wakefulness to sleep
Stage 2: A light sleep
Stage 3: "Delta sleep," the deepest stages of sleep
Stage 4: "Delta sleep," the deepest stages of sleep
Stage 5: REM or "rapid eye movement" sleep
People tend to progress from Stages t1 to 4, then back to Stage 2, and then "to REM sleep in about ninety minutes. The typical sleeper will go through four to six of these cycles per night…We obtain most of our deep sleep during the first half of the night and most of our dream sleep during the second half. It is normal to wake up several times during the night and not remember this the next morning" (Benson & Stuart, 1992, pp. 291 – 292).
It helps to be aware of one's sleep patterns and to reflect on what the effects of sleep loss may be. People have differing needs for the amount of sleep that they may need.
2
Ways to enhance sleep are to establish regular patterns of sleep. It helps to avoid alcohol, caffeine or food consumption a few hours before rest. Also, avoid exercise before trying to get restful for Stage 1 sleep. The bedroom should not be used for non‐relaxing activities.
People may develop relaxation and pre‐sleep activities like playing music or watching television to relax. Others may find eye covers and ear plugs helpful for a state of relaxation.
Having sufficient sleep is an important aspect of a healthy and balanced life. Setting aside time is a helpful way to make healthy sleep an integral part of one's life.
Concluding Points
* Sufficient sleep is necessary for proper functioning.
* People need to be aware of their sleep patterns and needs.
* It helps to have relaxation strategies in place to relax.
References
Benson, H. & Stuart, E.M. (1992).The Wellness Book: The Comprehensive Guide to Maintaining Health and Treating Stress‐Related Illness.New York: Birch Lane Press. 289 – 303. | 1,392 | 923 | {
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Water in the Desert: Morocco
Created by: Jennifer Valentine
Lesson Plan
Goal:
Students will develop an increased awareness of water use and scarcity. Students will be able to make comparisons between how Americans use water and how people in southern Morocco use water.
Objectives:
At the application level, SWBAT reflect on water use prior to and after the Powerpoint, as demonstrated by complete and descriptive written and oral sentences to thematic questions.
At the understanding level, SWBAT locate Morocco on a map, and distinguish between a city, state/province, country, and continent, as demonstrated by 80% accuracy on a multiple-choice assessment.
th
5
Grade
C2, PO3: Identify the location of significant geographic features from content studied on a physical or political map.
C2, PO2: Locate features in the world (e.g., continents, waterways, mountain ranges, cities) on a map using latitude and longitude.
Introduction:
Day 1:
Materials: Water Use Reflection, Water Use Activity Two, 4 th /5 th Geography Activity
Students complete the Water Use Reflection activity. After they have done this independently or with a partner, guide them in a discussion of how they determined the relative importance of their water uses. The goal is for students to be able to justify their responses, and listen to how other students may think of water uses differently. For example, one student may consider showers essential, while another student may realize that as unpleasant as it may be, one will not die from not taking a shower, and thus rank it as important.
4 th and 5 th grade students complete Water Use Activity Two on estimated water use for a few specified agricultural activities. Discuss the fact that we are removed from most of our water uses by technology and by the fact that other people grow and raise our food for us. Brainstorm all the possible things we use or do during the day that have a water footprint. (Almost everything – example: computers take a lot of water during the production stage). Watch the video clip and fill in the actual amounts.
Day 2:
Materials: Water in the Desert Powerpoint, grade specific questions
SW watch the Powerpoint "Water in the Desert: Morocco" and respond to questions throughout the program.
Day 3
Materials: Water Use: Post Slideshow Reflection
SW fill out a reflection page on their water use, focusing on any uses they left off their previous chart or any changes that they would like to make. | 1,057 | 514 | {
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CONSEILS AUX ETUDIANTS ADMIS EN CLASSE PREPARATOIRE DE LETTRES, DEUXIEME ANNEE KHAGNE LYON (ENSL2) RENTREE 2021
ANGLAIS – TRONC COMMUN LVA
1) L'explication de texte littéraire constituera une part importante du travail en khâgne. Il est donc important de continuer à se familiariser avec quelques grands auteurs anglophones. Il est conseillé de lire au moins une œuvre classique et une œuvre moderne choisie dans les listes suivantes :
19e siècle: Jane Austen (Pride and Prejudice, Sense and Sensibility), Charles Dickens (Hard Times, Oliver Twist, Great Expectations), les soeurs Brontë (Jane Eyre, Wuthering Heights), Henry James (The Turn of the Screw), Oscar Wilde (The Picture of Dorian Gray), Bram Stoker (Dracula)…
20e siècle: Scott Fitzgerald (The Great Gatsby); Virginia Woolf (Mrs Dalloway), William Golding (Lord of the Flies), George Orwell (1984), A. Huxley (Brave New World), J.D. Salinger (The Catcher in the Rye), Toni Morrison (The Bluest Eye, Sula)
Quelques nouvelles également pourraient vous accompagner en vacances : allez donc voir Munro, Flannery O'Connor, Poe, McCullers, Dahl, Sillitoe, Joyce Carol Oates, Saki, James Joyce...
Ces listes ne sont en aucun cas limitatives, juste quelques pistes !
2) Ouvrage de référence dont l'achat est obligatoire:
-Concise Oxford English Dictionary (OUP). Ce dictionnaire unilingue est autorisé pour l'épreuve écrite de tronc commun du concours des ENS. Il sera donc utilisé systématiquement en première année, notamment lors des concours blancs.
3) Pour travailler la langue, je vous recommande le site suivant qui est très bien fait http://www.bbc.co.uk/worldservice/learningenglish (allez dans les onglets Grammar, Vocabulary, Pronunciation)
4) Version à faire pour la rentrée :
It was quiet in the waiting room of the remote little station, except for the night sounds of insects. You could hear their embroidering movements in the weeds outside, which somehow gave the effect of some tenuous voice in the night, telling a story. Or you could listen to the fat thudding of the light bugs and the hoarse rushing of their big wings against the wooden ceiling. Some of the bugs were clinging heavily to the yellow globe, like idiot bees to a senseless smell.
Under this prickly light two rows of people sat in silence, their faces stung, their bodies twisted and quietly uncomfortable, expectantly so, in ones and twos, not quite asleep. No one seemed impatient, although the train was late. A little girl lay flung back in her mother's lap as though sleep had struck her with a blow.
Ellie and Albert Morgan were sitting on a bench like the others waiting for the train and had nothing to say to each other. Their names were ever so neatly and rather largely printed on a big reddish-tan suitcase strapped crookedly shut, because of a missing buckle, so that it hung apart finally like a stupid pair of lips. "Albert Morgan, Elie Morgan, Ellie Morgan, Yellow Leaf, Mississippi." They must have been driven into town in a wagon, for they and the suitcase were all touched here and there with a fine yellow dust, like finger marks.
Elli Morgan was a large woman with a face as pink and crowded as an old-fashioned rose. She must have been about forty years old. One of those black satchel purses hung over her straight, strong wrist. It must have been her savings which were making possible this trip. And to what place? you wondered, for she sat there as tense and solid as a cube, as if to endure some nameless apprehension rising and overflowing within her at the thought of travel. Her face worked and broke into strained, hardening lines, as if there had been a death – that too-explicit evidence of agony in the desire to communicate.
The Key Eudora Welty A Curtain of Green and Other Stories 1941
Je vous souhaite de bonnes vacances,
Laurent Maestracci (professeur d'anglais). | 1,744 | 954 | {
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Volume 25
Number 5 The Iowa Homemaker vol.25, no.5
1945
U. S. Christmas, 1956 Combines Customs of the Centuries
Louise Stuckert Iowa State College
Follow this and additional works at: http://lib.dr.iastate.edu/homemaker
Part of the Home Economics Commons
Recommended Citation
Stuckert, Louise (1945) "U. S. Christmas, 1956 Combines Customs of the Centuries," The Iowa Homemaker: Vol. 25 : No. 5 , Article 10.
Available at: http://lib.dr.iastate.edu/homemaker/vol25/iss5/10
This Article is brought to you for free and open access by the Student Publications at Iowa State University Digital Repository. It has been accepted for inclusion in The Iowa Homemaker by an authorized editor of Iowa State University Digital Repository. For more information, please contact firstname.lastname@example.org.
Article 10
U.S. CHRISTMAS, 1945
Symbols from all over the world are combined in our American Christmas says Louise Stuckert
T HE evergreen tree with colorful lights shining from branches weighted down with gay ornaments and silvery tinsle is one of the many symbols of an American Christmas.• The origin of the decorated spruce is the union of two elements. The first was a pagan custom of adorning houses with trees and winter greenery. This idea was imported to the Nativity Festival from the Roman Kalends of January where evergreens were used widely as a symbol of good luck. Second and most important was a wonderful legend that told how, on the night that Christ was born, all the trees in the forest, despite snow and ice, bloomed and bore fruit.
Nicholas was wonderfully transformed by early settlers into Santa Claus. Saint Nick lost his legendary pale face and took on the tint of rosy apples; from a lean, ascetic man he became a fat, jolly old fellow and more a humanist than a saint. He added to this, a cap and suit of brilliant red, trimmed with ermine. He traded his gray horse for a reindeer and sleigh and became the human symbol of the Yuletide season for the children.
Martin Luther introduced the first Christmas tree, decorated with cut paper and candles, into the domestic celebration of Christmas.
" 'Twas the night before Christmas," undoubtedly did much to make Santa Claus or Saint Nicholas and the colorful stocking, hanging from the fireplace, popular with young Americans.
The belief of Saint Nicholas, dates back to the third or fourth century. St. Nick was a son of wealthy parents. With his inheritance he joyfully, but secretly, bestowed his riches on poor, needy families. After his death many traditions sprang up and his birthday, December 6, was celebrated by prayer and festivity.
Tradition of St. Nick was carried on, but his birthday was pushed up to that of Christ's. In America Saint
Holly leaves and ribbon-wound Christmas candles surround the madoua figurine in a decorative theme for a fireplace mantle
Christmas cards were originated in 1846 in England by Joseph Lundall, a London artist. They were printed by lithography and colored by hand, and were the usual size of ladies' calling cards. In 1862, Christmas card manufacturing gained a foothold and experiments were made with ordinary calling cards. Inscriptions of Merry Christmas and Happy New Year were tried on the cards.
Customs come and customs go, but those of Christmas' remain forever. The custom of sending Yuletide greeting cards, or even using lighted candles, are an inherent part of the Christmas atmosphere. Cards help produce the Christmas spirit and good cheer.
Gradually more complex ideas and intricate shapes and designs were used and until today Christmas cards still are the essence of good cheer and convey the Yuletide spirit.
Christmas carols were at first Yuletide drinking songs and then they were welcomed aids to cheerful piety. Carols were adopted by Saint Francis of Assisi and his comrades to diffuse religious knowledge among the common people. They were bright, homely songs that praised the Child of Bethlehem.
The tradition of lighted candles is a carry-over from the Middle Ages, when one single, large candle was set up in remembrance of the Star of Bethlehem. In some countries it was believed that the lighted candle was there to light the Christ Child on his way.
There can be little oubt that midnight mass on Christmas Eve originated in a belief that the Birth of our Lord occurred about midnight.
The holly and ivy wreathes, which adorn modern front doors, were once believed to have the power to bring the woodland spirit into the home.
T he mode of saluting or more modernly- kissingunder a sprig of berried mistletoe may be a "naughty child" of the pox vobiscum, the kiss of peace, which was practiced in the ancient church, in token of the divine embrace of man in Christ, which made of believers one loving household of faith. | 1,986 | 1,048 | {
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Sciences
Subject Group Overview
Year 1:
Physical
Science
Unit 1:
Scientific
Method
Unit 2:
Forces and
Motion
Unit 3:
Energy
Unit 4:
Waves
(Science and
Design
Unit)
can human beings really control motion?
184.108.40.206.2
Identify the forces acting on an
Unit 5: The
Nature of
Science -
Engineerin
g
is no perfect design and that new technologies have
Year 2: Life
220.127.116.11.2 Plan and conduct variables, ensuring that one
and any other variables are
Unit 2: Cells difference between the
make informed experiment to find out
kept the same (controlled).
variables and the control?
decisions more information, carry
For example: The effect of conclusions (explanation).
when similar investigations whether the differences are
the many functions needed and that specialized cells in
multicellular organisms are part of different organs and
Unit 3: Cell of different parts of the
cell.
18.104.22.168.1 Recognize that cells carry out life functions,
and that these functions are carried out in a similar way
in all organisms, including,
22.214.171.124.3 Use the presence cells carry out life functions,
and that these functions are carried out in a similar way
in all organisms, including, sugars from carbon dioxide
stored for later use, or used
Reproduction
Human Body
Cell Processes Vocab make more cells for growth
126.96.36.199.2 Recognize that in come from a single parent,
the human immune system microscopic organisms and
enter from outside the body cells that arise from within.
188.8.131.52.2 Describe how the
184.108.40.206.1 Recognize that all multicellular organisms are
Unit 6:
Coming
Soon!
Year 3: Earth
Measurement
Properties
body when it is not functioning properly.
organs that perform specialized functions.
designed systems in Earth density, melting point and
mixtures and identify pure
Unit 2: Earth's structure and
an ice cube from melting in this between metals and
220.127.116.11.1 Identify evidence formation and temperature
their fossils to infer relative changes in environmental
appearance and extinction satellite images and other
predictions about local and
18.104.22.168.2 Understand that
Weathering and Erosion
Unit 4: Rocks and Minerals
observations and analysis of data
landforms result from the erosion and deposition of
22.214.171.124.2 Explain the role of weathering, erosion and
glacial activity in shaping
126.96.36.199.4 Recognize that whose properties include a
sour taste, characteristic color changes with litmus
identify rocks and minerals including, but not limited
to, density, hardness and composition and texture to
physical conditions at the igneous, sedimentary and
reasoning and imagination
Interdisciplina ry Unit with
Tectonics reasoning to identify
to develop descriptions, satellite images and other
predictions about local and satellite images to identify
energy through the layers of the Earth and across its
erosion and deposition of
MN State Standards
Explain and calculate the acceleration of an object
forces in one dimension.
Identify the energy forms and explain the transfers
of energy involved in the
Calculate and explain the energy, work and power
Unit 1:
Dimension
Unit 2:
Unit 3: Free transfers in a mechanical
Use Newton's universal describe and calculate
massive objects based on the distance between
Year 5:
Physics
Unit 1:
Dimension
MN State Standards describe force, position,
velocity and acceleration
Unit 3: Free
Explain and calculate kinetic energy involved
in objects moving under the influence of gravity
and other mechanical
Use gravitational force to explain the motion of
objects near Earth and free-body diagrams to
describe force, position, velocity and acceleration
Apply Newton's three calculate and analyze
the effect of forces and momentum on motion
Use gravitational force to explain the motion of
objects near Earth and | 2,003 | 873 | {
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Social Emotional Language from Sensei for the Classroom/School
Questions
What are you? (A leader!) Who are we? (We are Lakes!)
Should you ever let anyone hurt you? Should you ever let anyone hurt your feelings?
Would you rather be first or best?
Who's ready to be the best they've ever been?
Who's ready to make your friends, class, school the best friends, class, school ever?
Who's ready to have the best day ever?
Should we be respectful and kind to everyone?
Does everyone NEED to be your friend? Does everyone DESERVE to be your friend?
Are you being the best version of you? Is that how a type 1 person would do/act?
Can you read my mind? Who's going to be the best mind reader ever?
Affirmations
Lock it up—Check your posture (legs-back-hands-eyes)
Notice-Choose-Act (to power through your fears or to do just a little bit more)
Feedback-Use your words
The adults stop the big stuff but I stop the small stuff!
I can do it! I got this!
Use the friendship target!
Gossip, rumors, and drama are poison! (X)
To make a good friend, you have to first BE a good friend!
Be respectful and kind to everyone!
There is no competition at the top
"Just a little bit more" is a CHOICE!
I love problems—There is no problem bigger than me! When I am tested—I just get stronger!
NEVER give up!
This is just how we do it at Lakes!
Themes
#1—I always stand up for myself and others! (stand up for yourselves and use the four steps)
#2—When I back away from a fear the fear gets bigger, but when I power through a fear I get bigger! (be a "fear detective" and uncover the small fears then power through them)
#3—I'm always a good friend and I expect the same from you! (no more drama, use the friendship target to manage your friends)
#4—I always to a little bit more than anyone expects! (Be a TYPE 1 person)
#5—No one out works me! (Hard work beats talent and brains every time)
Leader's Creed
Now I have found my voice . . . and I have made my choice. I will lead, not follow. I will create, not destroy. I will believe, not doubt. I am not better than anyone else . . . but no one is better than me. I was put on this earth for a reason. I will make a difference because . . . I am a Leader. | 859 | 554 | {
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Exam 3; Phys 185
Name
Note: As I walk around, you can ask me for help; for example, to supply an equation or a number you have forgotten down, or to give you algebra aid. If you do, however, I will write down what help I provided on your exam, and grade your answer accordingly.
1. (20 points) Explain why heat flows from hot to cold but not the other way around.
2. (40 points) You take a table tennis ball with mass 0.0027 kg, and attach it to the bottom of a tub of water with a thread. The radius of the ball is 0.020 m, and the depth of the ball is 0.26 m. The density of water is 1000 kg/m 3 . The volume of a sphere is 4 3 πr 3 .
(a) Find the tension in the thread.
(b) You fail to use waterproof glue, and the thread comes unattached to the ball. How long does it take for the ball to rise to the surface, assuming there is no drag force on the ball?
(c) More realistically, the drag force in the water is large, and the ball will reach terminal speed almost instantly. With D = 1 2 C D ρAv 2 , where C D = 0 . 52 and A is the crosssectional area of the ball, calculate how long it will take the ball to rise to the surface.
3. (50 points) You have a monatomic ideal gas with an initial pressure of 2.0 × 10 5 Pa and volume of 1.0 m 3 (state 1). You then put it through the cycle shown in the p–V graph.
(a) For the process taking the gas from state 1 to state 2, find ∆Eth (the change in thermal energy), Q (the heat added to the gas), and W (the work done by the gas).
(b) Find ∆Eth, Q, and W for the process 2 → 3.
(c) Find ∆Eth, Q, and W for the process 3 → 4.
(f) The cycle is a heat engine. If you total the positive Q's from the steps in the cycle, you will get QH, the amount of heat input to the gas over a cycle. If you total the negative Q's, you will get −QC, the discarded exhaust heat. Find QH, QC and W for this cycle as a heat engine.
(g) Find the efficiency of this heat engine.
4. (30 points) A person with surface area of 2.0 m 2 and a skin temperature of 34 ◦ C stands naked in a room where the air is 22 ◦ C but the walls are 16 ◦ C.
5. (30 points) As in your lab exam, you have a cart with mass m on a horizontal track. Assume friction, weight, and the normal force are the only forces acting on the cart. You let the cart go and watch it slow down. Your motion detector gives you xi and vi at time ti, xf and vf at time tf , and the constant acceleration a between times ti and tf .
(a) Write down an equation for Wf , the work done by friction in this interval.
(b) If ∆K is the change in kinetic energy between ti and tf, mathematically show that ∆K = Wf or that ∆K ̸= Wf. (Hint: For 1D motion with constant acceleration, v 2 f = v 2 i + 2 a ( x f − x i ).)
6. (30 points) You have two identical-looking cylinders, with the same mass m and radius r. Cylinder 1 has a moment of inertia I1 = mr 2 , while cylinder 2 has I2 = kmr 2 , with k an unknown constant. You let them go from rest from the exact same height on an inclined plane, and let them roll without slipping. When they reach the bottom of the incline, you measure their center-of-mass speeds, finding v1 = 0.94 v2. What is k?
(d) Find ∆Eth, Q, and W for the process 4 → 1.
(e) Find the total ∆Eth, Q, and W values for the full cycle. Are these as you would expect?
(a) The thickness of the "dead air" layer next to the skin is 0.004 m, with thermal conductivity 0.025 W/m·K. What is the rate of this person's heat loss due to conduction?
(b) If skin's emissivity is 0.95, what is the net radiative heat loss to the walls? (StefanBoltzmann constant: 5.67 × 10 − 8 W/m 2 ·K 4 .)
(c) When at rest, this person has a power consumption of 100 W to keep their metabolism going. How much total power do they need from their food to stay alive? | 1,632 | 1,075 | {
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HEMES
NATIVE SON BY J. M. HOCHSTETLER A STUDY GUIDE TO THE SPIRITUAL T
For each point, find scripture passages that back up your answers.
1. How did Elizabeth and Carleton individually react to Washington's unexpected opposition to their marriage?
2. Have you ever been faced with the indefinite delay of a dream that was dear to you? How did you react? What was the outcome of your response?
3. Knowing they might never have another opportunity to fulfill their love, both Elizabeth and Carleton were deeply tempted to seek temporary comfort in physical intimacy. Why did Carleton refuse to give in to it? How did he demonstrate his deepest love for Elizabeth and honor her by refusing to succumb to momentary desire?
4. When everything important to Carleton, even his very identity, was stripped away, what was his response?
5. Have you ever faced extreme suffering—whether it was physical or emotional, or both—similar to what Carleton faced during his enslavement by the Seneca? What carried you through your time of testing?
6. What do you think God's purpose is in allowing the kind of suffering Carleton experienced? Do you think it is ever God's will for his children to suffer? Would that be the action of a loving parent?
7. Does suffering only result when we are disobedient to God's laws and will? Does God ever make someone do what is wrong? When other people treat us unfairly, even persecute us, is it ever God's fault?
8. Do you think God sometimes allows us to suffer even when we are fully submitted to him and obeying his leading in our lives? If yes, why do you think he permits our pain when we are being obedient?
9. Explain what free will means. Should God keep someone from choosing to do what is wrong and hurting others? Should God have made us so that we have no choice but to obey him? Find scripture passages that support or contradict your opinions.
10. How did his own enslavement change his attitude toward the black slaves he held in bondage, though unwillingly? What did he resolve to do?
11. When months passed after Carleton's disappearance, and Elizabeth began to give up hope that he was still alive, she found herself being drawn to another man. Why was she attracted to him? In what painful dilemma did this attraction place her?
12. Tess counseled Elizabeth to wait for God's perfect will for her life. Have you ever gone through a painful time of doubt and of questioning what the Lord's will was for your life, when there seemed to be no answer? What did you choose to do? What was the result of your decision? What would you resolve to do today? | 994 | 563 | {
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ToxMystery Lesson Plan 2: Case Book: Catch That Hazard!!!
Grade Level: 2-6
Description: This lesson plan is a follow-up lesson to the introductory ToxMystery activity lesson. It is a paper-based activity that incorporates the character "Toxie" from the computer game activity into a detectives' "Case Book". Students will work with the packet "Catch That Hazard!!!"
They will follow the clues provided, and work with the ToxMystery computer game activity to fill in the clues. The chemicals to be investigated are introduced on the cover of the Case Book activity packet. After reviewing the clues with the ToxMystery game the students will fill out the final sheet of the Case Book packet.
National Science Educational Standards
Science as Inquiry:
* Abilities necessary to do scientific inquiry
* Understanding about scientific inquiry
Science in Personal and Social Perspective:
* Personal health
*
Types of resources
* Natural hazards
* Science and technology in society
* Changes in environments
History and Nature of Science
* Science as human endeavor
* Nature of science
Learning Outcomes
Students will be able to:
* Compare and analyze appropriate uses for chemicals and other household products
* Identify potential environmental health hazards in and around their homes
* Describe what they found in the activity in written and verbal formats
1
Background
ToxMystery is a computer game activity developed by the National Library of Medicine to increase awareness of possible environmental health hazards around the house. ToxMystery was developed with ages 7 to 11 in mind. The activity presents Toxie the Cat as the narrator. Students navigate through Toxie's house and detect hazards in each of the rooms. When a health hazard is discovered, the student is then presented with a multiple choice question about the health hazard. The activity is complete when the student has successfully answered all of the questions in each of the rooms of the house. The activity is enhanced through the use of animation, audio, and music. Toxie, the narrator, is a friendly guide to the mystery of environmental health hazards.
Time Needed
Two forty-five minute class periods
Materials Needed
* Computer
* Copies of the "Case Book" worksheets
* ToxMystery Game (online or CD-ROM)
* Pencils, pens, markers, etc.
Procedure
Lesson 2: Group Lesson
1. Load ToxMystery onto all computer stations that will be used during the lesson.
2. Introduce the students to the lesson by beginning a discussion of the first ToxMystery lesson. Write down concepts and terms that come up in discussion on the board. Include in the discussion mystery stories and detective work. Ask the students if there are detective stories that they enjoy reading.
2. Divide the students into groups and assign them to available computer stations that have a connection to the ToxMystery game on them (via web or CD-ROM).
3. Hand out the Case Book activity packet to each student or group. Ask students to go through the clues together and write down the location of the hazards in the notebook found on the chemical pages.
4. When the students have finished writing clues in their packet, bring the class together and give each student a copy of the " Arrest Warrant" for the chemical hazards.
5. Students will finish the lesson by filling out the "Arrest Warrant" page either individually or in groups by copying the clues from the notebooks in their Case Book activity packet.
Evaluation
The following questions can serve as an additional evaluation and reinforcement
1. Which culprits were found in many places?
2. Which ones were not found in very many places?
3. Name some ways that you can make your house safer for younger children or animals that live in your home.
4. What can you do to make sure that the hazards we found today don't hurt anyone? (Ideal answers: tell adults when we spot containers with hazards or hazards themselves, make certain our pets/brothers and sisters don't play around with hazards, etc.)
5. Tell me something you learned about these hazards today. What do you know now that you didn't know before? (This is an open-ended discussion question.)
Students will demonstrate their ability to:
* Identify hazards that are found in the home, both chemical and natural.
* Report on findings in a log or journal
* Read and follow directions
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ToxMystery Lesson Plan 1: Introduction to Common Household Chemical Hazards
Grade Level:
2-6
Description: This lesson plan will introduce students to potential environmental health hazards in their day-to-day environment. Students will be introduced to ToxMystery, a computer game activity, and either individually or in groups, they will find potential environmental health hazards in each room of the house that is presented by the game. They will then answer multiple choice questions posed by the game about the hazards they encounter and complete assigned activity sheets.
National Science Educational Standards
Unifying Concepts and Processes:
* Understanding of evidence, models, and explanation
* Understanding of form and function
Science as Inquiry:
* Abilities necessary to do scientific inquiry
* Understanding about scientific inquiry
Science in Personal and Social Perspective:
* Personal health
* Natural hazards
* Types of resources
* Changes in environments
* Science and technology in society
History and Nature of Science
* Science as human endeavor
* Nature of science
*
History of science
Learning Outcomes
Students will be able to:
* Compare and analyze appropriate uses for chemicals and other household products
* List and describe several chemicals and their potential dangers.
* Describe, in written and verbal form, the actions that can be taken if environmental hazards are encountered.
Background
ToxMystery is a computer game activity developed by the National Library of Medicine to increase awareness of possible environmental health hazards around the house. ToxMystery was developed with ages 7 to 11 in mind. The activity presents Toxie, the Cat as the narrator. Students navigate through Toxie's house and detect hazards in each of the rooms. When a health hazard is discovered, the student is then presented with a multiple choice question about the health hazard. The activity is complete when the student has successfully answered all of the questions in each of the rooms of the house. The activity is enhanced through the use of animation, audio, and music. Toxie, the narrator, is a friendly guide to the mystery of environmental health hazards.
Time Needed
One hour class period
Materials Needed:
* Computer
* Large paper (for discussion time for recording notes)
* Tox Mystery Game (online or Cd-Rom)
* Markers/Pencils
* ToxMystery Paper Quiz: ( located in Teacher Resource Section with answer key)
* ToxMystery Activity page(s) or Packet
Procedure:
Lesson 1: Group Lesson
1. Assess student awareness about potential hazards in the home and where they might be found. Record their responses on large paper, the blackboard, or a projector.
2. Show ToxMystery to classroom and begin to navigate the game. Explain that Toxie is their guide, and they are going to help him look for potential hazards in his home.
3. Engage students by asking in which room they would like to begin.
4. Continue to engage students by asking them what to click on as you roll over the hotspots.
5. As you discover the hazards in the room, encourage discussion about the environmental hazards in the room and record feedback and concerns.
6. Introduce vocabulary and terms as you go through the house. Encourage discussion and record interesting points on blackboard. (link to glossary and terms)
7. Have students point out where the same chemical hazard may appear in a different place in the house.
8. Review the activity after all of the hazards have been found. Encourage discussion on positive action that can take place if a potential hazard is discovered. Discuss why it is important to develop awareness of potential environmental health hazards.
9. Discuss one example of a hazard found in ToxMystery and discuss what action could be taken if the hazard was discovered at home.
10. Hand out printouts of the certificate and have students sign their names and color certificate if it is a black and white print out.
Evaluation
The ToxMystery activity sheets in the teachers resource section can serve as a reinforcement and evaluation tool.
Students will demonstrate their ability to:
* Identify where potential environmental health hazards may be found in the home.
* List at least two actions to take when an environmental health hazard is discovered.
* List and describe some of the uses of products that contain the potential hazards | 1,893 | 868 | {
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Name: _________________________________
Typing Activity
Below is a box with 12 of your spelling words in it. Use a computer word processor to type 12 sentences. Each sentence should have a spelling word in it.
Word Box
1.
carousel
5. jewel
2. middle
6. multiple
3. eagle
7. bicycle
4. cancel
8. towel
9. noodle
10. couple
11. wiggle
12. scramble
Step 1: Write sentences with your spelling words in them.
- Type your name at the top of the page.
- Use each word in a complete sentence.
- Each sentence should have at least six words in it.
Number the sentences 1 through 12.
Underline the spelling word in each sentence.
Check to be sure all words are spelled correctly.
Be sure each sentence makes sense, begins with a capital letter, and ends with a punctuation mark.
- Check to make sure you underlined each spelling word.
- Be sure each sentence has six or more words in it.
- Check to make sure you numbered your sentences and typed your name at the top of the page.
Step 3: Adjust the font and size.
- Choose a basic font that is easy to read, such as Arial or Verdana.
- Your font size should be between 12 and 16 point.
Step 4: Save or print your file, as per your teacher's instructions.
Teacher Notes
* For this activity, you can use any word processor, such as Microsoft Word or OpenOffice, or GoogleDocs.
* We suggest you disable automatic numbering. It can be confusing for students, especially if they are leaving blank lines between sentences with the enter key.
* We also suggest that you disable the spelling auto-correct feature. This will prevent the
computer from correcting words automatically, without the student noticing.
Name: _________________________________
Spelling Level D, Unit 14
Score
______ / 25
Student wrote 12 complete sentences. Each sentence makes sense
and has 6 or more words in it.
______ / 50
All words in the sentences are spelled correctly.
______ / 10
Student has correctly used spaces, capital letters, and punctuation.
______ / 10
Sentences are numbered, and spelling words are underlined.
Student has chosen a font size and style that is easy to read.
______ / 5
Student has successfully saved or printed the file, as per the teacher's
instructions.
______ / 100 total score
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Introduction
Technology today is such a varied and flexible career field that you can never know where it might take you. Learning to code will equip you with all the tools necessary to accomplish any task and solve whatever problems are thrown your way, with any career choice that you make.
Coding is easier than you think. Whilst the process of learning to code may start off being a little intimidating at first, it does get easier over time. The reality is, it's more to do with the breaking down of a problem logically rather than writing complicated algorithms. You don't have to be a genius in order to code.
Coding skills allow you to build websites and applications you need to get tasks done without having to rely on others to do it for you. In a business world where websites and applications are important parts of the landscape, your ability to do these things for yourself will increase your productivity and efficiency. Whether you want to earn money from what you make or change the world for the better by helping people through technology, learning to code is such an empowering skill to learn.
"Everybody in this country should learn to program a computer… because it teaches you to think."
Logical Thinking
You learn how to break down a problem into individual steps and to use a language that the computer understands to logically create a working program whilst communicating your thoughts in a structured way. Any professional job or career that you pursue is going to favour and reward quick thinking and the ability to solve problems in nimble ways. Consider learning to code as an advanced course in critical thought. One that just brings a solid skill foundation along with it.
Bring Ideas to Life
The nearly endless ways of coding and solving problems can inspire ideas to grow. You will start to develop a certain mindset on approaching problems and enabling you to look at challenges from a bigger picture to adapt to working through issues. You will get the chance to personally develop the projects that match your vision without having it lost in translation, which is always the risk when you're working with other people.
Grow Confidence
You become more confident in using your computer as you begin to understand how it works and how it can be controlled through programming. Confidence will grow further and have a positive affect on your social life as coding can provide an outlet for you to interact with the rest of the world. You develop the ability to make applications and websites for things you care about and want to share.
"One of the best feelings is knowing that you accomplished something great. Learning to code gives you that excitement and empowerment."
Everyone has their own coding tips, here at First Coding we've listed a few of our own.
* Always carry a notebook: Ideas and solutions to coding problems can appear at any time, anywhere and having a notebook close to hand ensures that you can record your thoughts easily. Be sure to write down every idea, good or bad. This will also prove useful in tracking the progress of ideas.
* Learn to play chess: Chess is a good way of training your brain to think ahead. This is a great coding skill, being able to think ahead and cater for a multitude of scenarios.
* Keep your code simple: Why use a sledgehammer to crack a nut? A solution to a problem is often solved in just a few lines of code. This will also make it easier for someone else to read and understand.
* Watch your syntax: Always be careful of your spelling.
* Sensible naming: Name elements such as variables in your code sensibly. What job does your variable or function have in your code? Choose a name to reflect this.
* Start small: Start off with small projects and be patient. Don't try to run before you can walk, experience comes with time.
* Code of practice: If you are revisiting one of your old programs or collaborating with other programmers on a project, always leave code in a better state than you found it.
* Keep learning: Develop the ability to continually learn through books, blogs and experimenting with new concepts. This is why side projects are so important in learning new skills and experimenting with new ideas.
* Maximise your time: Planning your work before you sit down at the computer is a great way to maximise your coding time. Set a limit and don't go over your allotted coding time, your body and brain need breaks. Don't get distracted, there are so many distractions all around us that it's hard at times to remain focussed. Plan your work goals for the day and you'll have no problem in making the time you have available as efficient as possible.
* Keep practicing: Practice, practice and practice again.
"The programmers of tomorrow are the wizards of the future… coding is the closest thing to a superpower." | 1,708 | 946 | {
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In the days before matches were invented, a flint and steel were the fastest and most reliable way to start a fire and widely used. They were so important that they would be kept on the person at alltimes, often hung around the neck or from a belt. A tinder box and flint would have been anindispensable piece of equipment for anyone wishing to light a fire and an essential piece of kit forthose serving in the military or traveling out of the cities in India prior to the arrival of fast and reliableforms of transportation from city to city, specifically the railways.
The box would be used to store the fine dry tinder which would be initially required to start a fire. Certain dried leaves, fungi, wood shavings or charred cloth were favourite tinder, whichever material was most convenient and highly combustible. Once the fire was built, the flint would be struck repeatedly on a piece of steel, commonly a knife, which would produce small sparks. These sparks would ignite a small pile of fine dry tinder which would be gently blown upon and fanned until a small flame was produced. At that stage, larger pieces of dry tinder would be introduced before using this bundle to set alight to the larger twigs and branches necessary for a good fire. A good fire gave warmth, allowed cooking and warded off predatory animals.
This antique Indian silver fire striker compendium comprises a box with a hinged lift up lid and a protruding silver thumbpiece to facilitate easy opening. Below this hangs a curved silver frame to hold the flint. The flint is in place and probably original. There is a sturdy ring to the top of the box which would accept a silver chain, leather thong or thick cord.
There are two repousse and chased panels to front and back, both feature designs after illustrations by Solvyns and both have a connection with fire. To the front is a copy of Solvyns portrait entitled 'Paramhamsa, a Purum Hungse'. This was the name of a particular type of fakir who superstitious Hindus believed was a man who had descended from heaven and had lived for thousands of years without taking any nourishment. They believed that if this man was thrown into water or fire, he would suffer no fatal effect from either experience. The inspiration for the back is another Solvyns illustration entitled 'Sahagamana, A Sho Hogomon, 3' which shows a widow about to step onto the funeral pyre of her late husband.
'When the Flemish artist Balthazar Solvyns arrived in Calcutta in 1791, the debate over sati (suttee) was just beginning as missionaries, amongst others, condemned official toleration of the "dreadful practice" and called for its suppression. Of all Hindu customs, none more fascinated--or appalled--the Europeans than "suttee," the practice of widow-burning. The term sati is Sanskrit for "virtuous woman," but it is used principally to refer to the faithful wife who "becomes sati" through selfimmolation on the funeral pyre of her husband. Europeans erroneously took the word to mean the practice itself, and suttee, the European corruption, has become the conventional term for the wife's self-immolation. Solvyns uses neither suttee nor sati as terms in his description, but rather the Sanskrit word he spells phonetically from Bengali pronunciation. The practice by which the wife joins her husband in the flames and becomes sati is termed sahamarana, "dying together," also known as sahagamana--Solvyns's Shoho-Gomon--meaning "going together."
The practice was prevalent in Bengal in the eighteenth and early nineteenth centuries. Benoy Bhusan Roy, in 'Socioeconomic Impact of Sati in Bengal', writes that suttee was most frequent among Brahmins, but that the practice was found among the families of lower castes that had distinctive positions in wealth or property. Indeed, the possible increased frequency of suttee may have reflected an aspiration to higher social status among upwardly mobile sudra families. But, as official records in the early nineteenth century reveal, suttee was not limited to the more affluent. The practice was tobe found among many castes and at every level of society.
Amongst European travelers in India during the late eighteenth and early nineteenth centuries, no description was complete without a reference to suttee--preferably with at least one eye-witness account! Pierre Sonnerat, who traveled in India in the 1770s, describes the practice and provides an engraving of an Indian woman going to be burned with the body of her husband. Another French traveler, Grandpre, writing of his experience in Bengal in 1789 and 1790, relates his ownunsuccessful effort to rescue a beautiful young woman who was to become sati, and notes that thepractice of suttee was particularly "horrible" in Bengal. Failed intervention was a frequent theme inEuropean accounts, as in Thomas Twining's description of his thwarted effort to prevent a sutteesome 60 miles outside Calcutta in 1792. Confirming accounts of restraints to prevent the woman'sescape, Edward Thompson writes in Suttee that "Especially in Bengal, [the woman] was often boundto the corpse with cords, or both bodies were fastened down with long bamboo poles curving overthem like a wooden coverlet, or weighted down by logs." | 2,042 | 1,131 | {
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Name:_________________________
1. Consider the We Are Jeans store. It costs the business $29 to make a pair of jeans. This includes materials and labor. There's also the fixed cost amount to consider. Fixed costs can include salaries of employees, insurance, mortgage payments, equipment, and so on. The fixed costs are shared by all the different products sold. In this case, for the jeans, the fixed costs come to $1,000. The store sells the jeans for $49 per pair. How many pairs of jeans do they have to sell to start making a profit on them? What is the break-even point?
𝑅(𝑥) = 49𝑥
Break-even point: 50 pairs of jeans, $2450
Any jeans produced and sold after the 50 th pair will produce a profit.
2. You are a manager of a small company that produces and sells pavers for driveways. You sell the pavers in bundles that cost $200, and each bundle has 144 pavers in it. You have $1000 in fixed costs each month and it costs you $160 to produce each bundle of pavers. How many bundles of pavers do you need to sell each month to break even? Create a model of your linear equations and shade the area that represents profit. What would your profit be if you sold 30 bundles of pavers? 20 bundles?
𝐶(𝑥) = 160𝑥+ 1000
𝑅(𝑥) = 200𝑥
Break-even point: 25 bundles of pavers, $5000
At 30 bundles of pavers, the company would have a profit of $200. At 20 bundles of pavers, the company would have a loss of $200.
Name:_________________________
3. You decide to sell snow cones at a local park as a summer job. The snow cone machine costs $120 per month to rent. The cost to make each snow cone is $0.25. If you sell each snow cone for $1.50, determine the break-even point each month. Create a model of your linear equations and shade the area that represents profit.
𝐶(𝑥) = 0.25𝑥+ 120
𝑅(𝑥) = 1.50𝑥
Break-even point: 96 snow cones, $144
4. A coffee bean importer is analyzing his start-up business finances. He will has spent $40,180 on means of transportation, and warehousing. It will cost him $0.80 per pound of imported coffee beans. If he can sell the beans for $1.78 per pound, how many pounds of coffee will he need to import? How much profit will he make if he imports 30,000 pounds of beans? How much profit will he make if he imports 50,000 pounds of beans?
𝑅(𝑥) = 1.78𝑥
Break-even point: 41,000 pounds of coffee beans, $72,980
At 30,000 pounds of beans the company loses $10,780.
At 50,000 pounds of beans the company has profits of $8,820.
Name:_________________________
5. The solar panel manufacturing company you work for must consider many variables in the business to make its many decisions. The company records show that fixed costs over the past year have averaged $8000 per month. In addition, each panel costs $95 in materials and $55 in labor to manufacture. A marketing survey indicates that the company can sell all the panel it produces if the panels are priced at $350 each. How many panels need to be sold each month to break even? How much money will the company make if they sell 20 panels next month? 100 panels?
6. A small business produces soap and lotion gift baskets. Labor, utilities, and other fixed expenses cost $6,000 a month. Each basket costs $8 to produce, and sells for $20. How many baskets does the company need to sell each month to break even?
```
𝐶(𝑥) = 150𝑥+ 8000 𝑅(𝑥) = 350𝑥 Break-even point: 40 panels, $14,000 At 20 panels the company loses $4,000. At 100 panels the company has profits of $12,000.
```
𝐶(𝑥) = 8𝑥+ 6000
𝑅(𝑥) = 20𝑥
Break-even point: 500 baskets, $10,000 | 1,651 | 999 | {
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Hello! I hope you have all enjoyed your summer break! I hope you feel refreshed and ready to begin Autumn Term 2019. Parents, if you have any skills, resources or experiences that you could share with us on our topic that may support our learning intentions, we would love for you to share them.
This term the children will undertake a project on The Ancient Greeks.
In our History lessons, children will find out who the Ancient Greeks were and plot important developments on a timeline as well as other world and British national history. They will research what life was like in the ancient cities of Athens, Sparta and Corinth. They will learn the importance of the Greek gods and that it was extremely unwise to make them angry! Greek society (including politics, clothing and food) will be explored and related to modernday Greece to investigate what has survived of the Ancient Greeks. Their unfortunate demise will be explored and questioned. In Geography, Ancient Greece as well as the seas surrounding it will be studied, including the vast empire of Alexander the Great.
Numeracy will form an integral link in our project, as the children focus on and learn about the work of Greek mathematicians Archimedes and Pythagoras, even looking into ancient cyphers made by Polybius. Much focus will be on Number work, in particular place value and the four operations of calculation. Knowledge of times tables will be at the forefront of everyday group tasks, supported by a variety of iPad apps and written work.
Literacy work will focus on the structure and language of newspaper reports, a form of recount writing, with the children gaining their inspiration from our class text, 'Girl of Ink and Stars' by Kiran Millwood Hargrave. As well as our class text, Greek myths and legends will be read and analysed during Guided Reading, where questions that encourage the children to infer (read between the lines) and explain will be answered together. Personal opinions will be shared and discussed with reference to the text.
The children will once again form a company that will specialise in an aspect of the Ancient Greeks. The Collection, Lincoln and their events department are keen to work with us and a project commission will centre on promoting Greek Legacy in the 21st Century.
Science will explore 'Earth & Space' and DT 'Greek inventions', both of which will link to the project. In PSHE, we will consider 'New Beginnings', in RE our learning will be around Hinduism. In PE, the children will be undertaking activities MSP and will be developing ball skills, control, coordination and teamwork through multi-skills activities. Computing skills will continue develop, alongside awareness of online safety.
Kind regards, Mr Anderson and Mrs Higginson
Update:
Thank you for continuing to engage with Class Dojo to keep up to date with what is happening in school. Please check the 'Class Story' and 'Pupil Story' updates which give a window into the classroom. 'Pupil Story' allows your children and myself to share photos with only their parents.
Please listen to your child read 3-4 times a week for 10-15 minutes, it makes a huge difference to their learning and understanding.
Messages:
P.E will continue to take place on Wednesday and Thursday. Please ensure that your child has a labelled kit in school on these days – it is typical to keep the kit bag in school all the time.
For PE, earrings must be removed after the 6weeks by the child themselves or your child should cover their lobes with a plaster/micropore. Long hair must be tied back securely. | 1,400 | 736 | {
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Progress
Sea rangers close in on Gulf's killer nets
Along Australia's remote northern coastline, indigenous sea rangers have been working with government and nongovernment organisations to clean up a deadly threat to marine life.
Northern Australia is under attack by a new threat – ghost nets. These are fishing nets that have been lost, abandoned or deliberately discarded, but that continue to 'fish' indiscriminately.
Due to its unique shape and location, the Gulf of Carpentaria acts as a catchment for marine debris from the entire IndoPacific region. The ghost fishing nets are swept in by the monsoonal winds over summer and, aided by the south-east trade winds during the winter season, the result is a steady stream of nets all year round.
The Gulf's strong clockwise circular current, or gyre, means that the nets become stuck in an endless cycle of 'ghost fishing', bringing with it a huge and devastating catch of precious marine life.
At Cape Arnhem between 1996 and 2003, derelict fishing nets entangled around 185 of the 205 stranded marine turtles – including four species listed as endangered or vulnerable. The floating nets also get caught up in propellers, rudders and even engine intakes.
Only 5 per cent of nets originate in Australia; most originate from fishing activities outside the Gulf, making it harder to deal with the issue through negotiations with commercial fishing bodies or awareness-raising among fishermen.
The Carpentaria Ghost Net Programme was set up with the help of a Natural Heritage Trust grant in 2002. The program involves a network of indigenous sea rangers from small coastal communities removing decades of accumulated ghost nets from the coast of the Gulf of Carpentaria and the Torres Straits.
With the help of a WWF net identification guide, the sea rangers record information about the nets, which will help negotiations to stop the problem at its source. Over 200 different types of nets have been identified to date.
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When the rangers find animals, especially turtles, still alive in the nets, they are able to release them back into the wild.
In the past 18 months, the program's 90 or so sea rangers have removed 2174 pieces of net with an average length of 28.3 metres from accessible parts of the northern coastline. This equates to approximately 59 kilometres, or 60 tonnes, of net.
The largest net was a 6-tonne, 19kilometre-long Taiwanese gill net found off the coast of Arnhem Land in 2006. The removal of this net required the combined resources of Customs, the Australian Fisheries Management Authority, Dhimurru Rangers, NT Parks & Wildlife, and two local charter vessels. It took five very long hours to get this net from water's edge to landfill!
Individuals involved with the project learn skills in project planning and management, information recording and reporting.
The flexibility of the project allows for a high variation in literacy and numeracy skills – from simple data entry in the survey sheets supplied to GIS mapping. The project encourages individuals to selfassess and improve their skills, continually raising the bar by providing a range of training options.
The program is managed by the Northern Gulf Resource Management Group and has taken out Banksia Awards in 2006 and 2007 as well as the Queensland Coastcare Award 2005.
It involves a diverse cross-section of partners … from the Northern Territory,
Queensland and Australian governments, and non-government participating organisations – Northern Gulf Resource Management Group, WWF, Northern Land Council, North Australian Indigenous Land & Sea Management Alliance, Clean Up Australia, Oceanwatch Aust Ltd and Conservation Volunteers Australia. • Riki Gunn & Erlend Haugen, Landcare Australia Ltd
Riki Gunn works in the Northern Gulf Resource Management Group's Karumba office and is the coordinator and instigator of the Carpentaria Ghost Net Programme. Erlend Haugen is from Landcare Australia Ltd. This is an edited version of an article that first appeared in Vol 13(2) of Waves, the newsletter of the Marine and Coastal Community Network.
More information: Carpentaria Ghost Nets Programme: www. ghostnets.com.au Marine and Coastal Community Network: www.mccn.org.au
ECOS 11 | 1,874 | 888 | {
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EXPLORING 'WHO?' BY ANNIE FISHER
Resource written by Rachel Piercey
Riddle poems
Annie's poem is part of a long tradition of riddle poems, which describe something without telling us its name. The reader has to guess what, or who, is being described. Some of the earliest poems written in the English language are riddle poems – and scholars are still not entirely sure of many of the answers!
Do your class know any riddles? One of the most famous is 'The Riddle of the Sphinx', well over two thousand years old: "Which creature has one voice and yet becomes four-footed and twofooted and three-footed?" The answer is a human, who crawls on all fours as a baby, then walks on two feet as an adult, and then needs the assistance of a walking stick as they get older.
Riddles like this one take the form of a single sentence – but it still has some of the characteristics of a poem, such as repetition, wordplay and the power of three. Riddle poems have the space to offer lots of different clues, and to make the language interesting, beautiful and memorable.
Getting to know the poem
Ask your pupils to sit with their eyes closed and read the poem out loud to them. Stop before the last verse. Who has guessed the creature's identity?
After you have finished, ask them what they thought and which parts stuck in their minds. There are no wrong answers! Display the poem (see below) or hand out individual copies and read it again.
Rhyme scheme
Ask them if they noticed the sounds of the poem. Annie has rhymed the second and third line of most verses. In the first verse, all three lines rhyme, and the last verse is a little different. Annie has had fun inventing her own rhyme scheme – and your poets should feel free to do the same.
Similes
There is one simile in the poem – can your class pick it out? What does the description of the creature shining "like a sucked sweet" add to the picture they are building in their minds?
As a group, come up with some new similes to describe a slug. Try to make your similes as interesting and inventive as possible! You might like to show them this video all about slugs, to kickstart ideas.
* Silent like…
* As slow as…
* For gardeners, they are as scary as…
* It moves like…
Clues
Make a list of the types of clues Annie gives us about the creature, e.g. texture ("goo"), movement ("shimmies", "lurks"), appearance ("shines like a sucked sweet", "leaves a silvery trail"), habits (laying eggs, consuming plants), reaction from others ("gardeners fear"), what it is not ("grub" etc).
Individual writing
Invite the children to write their own poems, inspired by 'Who?'. Ask them to choose their own creature and offer a series of clues, inspired by the list above. They could add some more, too – what does their animal sound like? What is its habitat?
Will they invent their own rhyme scheme, follow Annie's, or not use rhyme at all? It's up to them!
Encourage them to redraft, scribble out and change things – poets almost never get their poem right first time and their notebooks tend to be very messy! When they're ready to write it up neatly, you may like to use the print-out template below. What will they choose as their title?
Explain that if you have written a poem inspired by someone else, it's important to acknowledge them – and the easiest way to do this is with a short line underneath the title (see below).
We would love to see what your pupils come up with! Tag us on Twitter @tygertygermag with a picture, or email us on email@example.com for some personalised feedback.
…………………………………………………………………………………………………………………………………………………………….
after 'Who?' by Annie Fisher
by ………………………………………………………………………………………
tygertyger.net
WHO?
by Annie Fisher
Who
has one foot, but no shoe; is all goo?
Who shimmies down round your feet; shines like a sucked sweet?
Who
leaves a silvery signature trail;
is a sort of a snail?
Who lays five hundred eggs every year;
is the visitor gardeners fear?
Who will consume
every cauliflower, sprout and legume?
Who lurks in wet mud;
is not grub, is not beetle or bug?
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Annual Targets / Personal Learning Goals
The students' personal learning goals are decided following assessment using MSI Curriculum Profiles and/or Routes for Learning as appropriate + any other assessment tools as deemed necessary (e.g. the communication matrix, pragmatics profile, etc). To this, therapists, following conversations with teachers and parents, may add other individualised targets, i.e. physiotherapy targets and/or OT targets, that will be incorporated in the students' learning opportunities to support their development.
Teachers use their knowledge of the students to select 8 to10 targets from the 8 MSI curriculum domains. Depending on the students' needs, some of the curriculum domains will be prioritised when selecting targets and programmes of learning. Because of the particular impact of their multisensory impairment, the domains of Understanding of time and place, Orientation, movement and mobility, Ownership of learning and Responses to routines and changes need to feature within the students' targets.
The figure below provides a visual representation of how the 8 MSI curriculum domains relate to the 4 learning areas of the Education Health and Care Plans.
Communication and interaction
Social and emotional
Cognitive development
Physical and sensory
Communication
Social relationships and emotional development
Conceptual development
Sensory responses
Understanding of time and place
Orientation, movement and mobility
Ownership of learning
Responses to routine and change
Students will have long-term targets set for the key stage with a minimum of one annual short term target per long term target, with up to 10 annual short term targets.
For the purpose of assessment and tracking, these short-term annual targets are, then, broken down into 4 small steps measured as percentages towards achievement of the target. The level of progress (below expected, expected, above expected) is determined by the overall review of the student's achievements for each of the annual targets.
To show progress, one of the tools used at the Alba Centre and across the school is Earwig, an online tool. We use the headings of the EHCP to group the targets in Earwig to make it user friendly, especially when a multidisciplinary group of professionals and parents who might not be familiar with the 8 domains of learning could be inputting evidence or information. This also makes reporting on the progress of the targets easier.
It is important to state that in the Alba Centre we do not teach to a set of targets. We provide a holistic and relevant learning environment for the students that reflects the students' phase of learning. We then plan and timetable learning opportunities that support the development of the 8 MSI domains for each student. The EHCP targets are, then, used as a guide to assess and track learning along with other tools. Instead of a focus on what pupils will learn, with a clear set of linear, product-based learning outcomes on which to measure progress, the MSI Curriculum focuses on how children learn and especially on the development of effective learning and interaction skills. It is a process-based, branching, learner-centred curriculum, which specifies staff behaviour rather than learner behaviour, and emphasises cross-curricular working.
Below is a visual representation of how the 8 domains of the MSI curriculum are linked to both the EHCP targets and National Curriculum subjects.
Communication
and interaction
Social and
emotional
Cognitive
development
Physical and
sensory
Communication
Social relationships and emotional development
Conceptual development
Sensory responses
Understanding of time and place
Orientation, movement and mobility
Ownership of learning
Responses to routine and change
English
PSHE and
citizenship
Maths
Geography
Science
RE
History
MFL
Art and design
Design and
technology
Music
PE
ICT | 1,704 | 757 | {
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www.ecosmagazine.com
Published: 15 December 2014
Global and Australian warming continues: CSIRO
The World Meteorological Organization (WMO) reports that 2014 is on track to be possibly the world's hottest year on record. Meanwhile, there's been a lot of public commentary lately about the so-called 'hiatus' in global surface temperature over the past 18 years, recent sea-level rise, and what it all means.
Credit: CSIRO & Bureau of Meteorology
So what do CSIRO's research and observations tell us? According to Dr Helen Cleugh, Science Director, CSIRO Oceans and Atmosphere Flagship:
'[The research shows] that average surface air temperatures have continued to rise during the past two decades, but not as fast as in preceding decades. In other words, while the rate of temperature increase is lower, the temperatures themselves are not lower.
'It is also important to note that when climate scientists use the term "global-mean surface temperature" they refer to near-surface air temperatures. Surface air temperature is an incomplete measure of warming of the planet; oceans store huge amounts of heat, with about 93 per cent of the extra heat stored by the Earth over the past 50 years being found in the oceans.
'The ocean today is warmer, and sea levels higher, than at any time since the instrumental record began. As the oceans warm, they expand and sea levels rise. Using a combination of coastal tide-gauge and satellite-altimeter data, CSIRO and others have shown that, globally, sea level has been rising since the late 1800s. Global-averaged sea level rose at an average rate of about 1.6 mm per year over the 20 th century, but this rate has accelerated to about 3 mm per year as measured by satellite altimetry and tide gauges since 1993. So the rate of sea-level rise has not slowed; it has increased.
'Our measurements across the land, atmosphere and oceans show that warming has continued unabated throughout the past 18 years.
'Last year was Australia's warmest year on record, followed by 2005 and 2009. For global land and ocean temperatures, 2013 tied with 2003 as the fourth warmest year globally; and 13 of the 14 warmest years ever measured occurred in the 21 st century. As reported by the WMO, this year is shaping up to be the world's warmest year – the year to the end of October is the planet's warmest on record.
'It is not unusual to see changes in the rate of surface warming. Over the past 120 years, there have been decades where global-mean air temperature has warmed more rapidly, and decades where relative cooling has occurred.
'Increases in greenhouse gases provide a warming effect but, due to natural variability, climate trends based on short records are very sensitive to the beginning and end dates, and do not reflect long-term climate trends.
'The rate of warming in any shorter period fluctuates because of factors such as short-term natural variability, ocean absorption of heat from the atmosphere, volcanic eruptions, changes in the 11-year solar cycle, and so on. This does not change any conclusion about the long-term trend of warming due to human activities, which have increased the concentration of greenhouse gases in the atmosphere.
'CSIRO research has shown that there is less than 1 chance in 100,000 that global mean air temperature over the past 60 years would have been as high without human-caused greenhouse gas emissions. That is, the probability of global temperature increases being due to human activity exceeds 99 per cent.
'The world is not cooling.'
Source: From an article by Helen Cleugh originally published in The Canberra Times.
From ECOS online http://www.ecosmagazine.com/?paper=EC14303 | 1,587 | 790 | {
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Home
Health
Food and nutrition
Healthy eating
Food safety
General food safety tips
Reusable grocery bags and bins
Video Gallery Full/Transcript
Reusable grocery bags and bins can collect harmful bacteria from foods. These bacteria can also contaminate other foods or items in the bags/bins and put you at risk of food poisoning.
Lower the risk of cross-contamination and food poisoning by following these food safety tips.
On this page:
At the store
At home
Cleaning reusable bags
Cleaning reusable bins
At the store
Wrap your raw meat, poultry, and seafood in individual plastic bags (found in most produce and
http://healthycanadians.gc.ca/...rition/healthy-eating-saine-alimentation/safety-salubrite/tips-conseils/reusable-bags-sacs-reutilisable-eng.php[2/11/2016 10:26:55 AM]
meat sections). This will help prevent juices from leaking out and contaminating your reusable bags/bins and other foods.
Wrap fresh produce in plastic bags to help protect them from contamination. It's particularly important to avoid contaminating fresh foods that will not be cooked before eating.
Use separate bags/bins for produce and raw meat, poultry, and seafood.
At home
Clean and/or sanitize any areas--such as counters and tables--where you placed your bags/bins.
Cleaning reusable bags
Machine-wash your cloth bags frequently, especially after using them to carry fresh produce, meat, poultry, and seafood.
Hand-wash reusable grocery bags inside out with hot soapy water if they aren't machinewashable.
Dry your grocery bags after washing.
If juices from food have leaked into the bag, make sure to wash it thoroughly before using again.
Thoroughly wash your bags before using them for groceries if they've been used to carry nonfood items.
Cleaning reusable bins
Plastic bins should be washed using hot soapy water and/or sanitized with a mild bleach solution on a regular basis.
Dry your grocery bins after washing.
If juices from food have leaked into the bin, make sure to wash it thoroughly before using again.
Thoroughly wash your bins before using them for groceries if they've been used to carry nonfood items.
What the Government of Canada does to protect you
The Government of Canada is committed to food safety.
Health Canada establishes regulations and standards relating to the safety and nutritional quality of foods sold in Canada. Through inspection and enforcement activities, the Canadian Food Inspection Agency verifies that food sold in Canada meets Health Canada's requirements.
For more information
http://healthycanadians.gc.ca/...rition/healthy-eating-saine-alimentation/safety-salubrite/tips-conseils/reusable-bags-sacs-reutilisable-eng.php[2/11/2016 10:26:55 AM]
Safe food handling tips
Food recalls and advisories
Report product-related health and safety concerns
Video: Reusable grocery bags and bins
Be Food Safe
Food Safety Portal
Food safety tips
For industry and professionals
Date modified: 2013-01-09
Government of Canada activities and initiatives
Canada welcomes 25,000 Syrian refugees
The Government of Canada is taking immediate action to welcome 25,000 Syrian refugees to Canada through a five-phase national plan. #WelcomeRefugees
National Inquiry into Missing and Murdered Indigenous Women and Girls
The Government of Canada is launching a national inquiry into missing and murdered Indigenous women and girls.
Pre-Budget Consultations 2016
http://healthycanadians.gc.ca/...rition/healthy-eating-saine-alimentation/safety-salubrite/tips-conseils/reusable-bags-sacs-reutilisable-eng.php[2/11/2016 10:26:55 AM]
Growing our Economy Together – Pre-Budget Consultations 2016. Have your say! #PBC16
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Canadian Prime Minister Justin Trudeau escorts Elder Levinia Brown on Parliament Hill in Ottawa Sept. 29, 2021, the eve of Canada's first National Day for Truth and Reconciliation. The day honored the lost children and survivors of Indigenous residential schools, their families and communities. (CNS photo/Blair Gable, Reuters)
by Christopher White
Vatican Correspondent
ROME — Pope Francis has, in theory, agreed to visit Canada — at a date to be determined — following an invitation from Canada’s Catholic Bishops in an effort to help the reconciliation process with Indigenous peoples, the Vatican said in a statement on Oct. 27.
The Vatican’s announcement comes one month after the leadership of the Catholic Church in Canada “unequivocally” apologized to the Indigenous peoples for the suffering endured in residential schools. The apology comes after years of pleas from survivors and their families and previously mixed responses from the country's Catholic hierarchy.
More than 150,000 First Nations children were required to attend state-funded Christian schools from the 19th century until the 1970's in an effort to forcibly assimilate them into the country. Up to 60% of the schools were operated by Catholic organizations.
Children attending these institutions were stripped of their Native languages and culture and forced to convert to Christianity. Widespread abuse has been documented, with up to 6,000 deaths reported.
Last summer alone, over 1,000 unmarked graves of Indigenous children were discovered at four residential schools in Canada. In June, Francis expressed his closeness to the country’s Indigenous peoples, saying it is important to walk "side by side in dialogue, mutual respect and recognition of the rights and cultural values of all the daughters and sons of Canada."
In 2015, the Canadian Truth and Reconciliation Commission's Call to Action called on the pope to issue and apology to survivors and their families "for the Roman Catholic Church's role in the spiritual, cultural, emotional, physical and sexual abuse of First Nations, Inuit and Métis children in Catholic-run residential schools."
"We call for that apology to be similar to the 2010 apology issued to Irish victims of abuse and to occur within one year of the issuing of this report and to be delivered by the pope in Canada," their statement read.
Canadian Prime Minister Justin Trudeau, a Catholic, has also called on the pope to formally apologize, as has the Canadian Parliament.
Indigenous leaders from Canada are scheduled to travel to Rome from December 17-20, during which time they are slated to meet with Pope Francis at the Vatican.
Pope John Paul II visited Canada on three occasions, including a 1987 meeting with Indigenous leaders.
"Be assured that the Church will walk that path with you," he told those gathered in the Dene Nation homeland, although no apology was issued.
In an interview with the Argentine news agency Telam, published Oct. 22, Francis said he hopes to visit Oceania and Southeast Asia in 2022. No mention was made of a potential trip to Canada.
A version of this story appeared in the Nov 12-25, 2021 print issue under the headline: Pope to visit Canada amid reconciliation process. | 1,393 | 648 | {
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PART 1
Questions 1 - 5
You will hear five short conversations.
You will hear each conversation twice.
There is one question for each conversation.
For questions 1 - 5 put a tick (✓) under the right answer.
Example:
0) How many people were at the meeting?
3 13 30
A B C ✓
1) What doesn’t the girl like about her photo?
A B C
2) Which is the boy’s next lesson?
A B C
3) What will the woman do first?
A B C
4) What do they need to buy for dinner?
A B C
5) What did Joe get for his birthday?
A B C
PART 2
Questions 6 - 10
Listen to Gemma and her husband, Harry, talking about pictures for their new house.
Which picture will they put in each room?
For questions 6 - 10, write a letter A - H next to each room.
You will hear the conversation twice.
Example:
O) living room B
| Rooms | Pictures |
|----------------|---------------------------|
| 6) bathroom | A) beach |
| 7) bedroom | B) cathedral |
| 8) kitchen | C) Gemma's parents |
| 9) hall | D) Harry's village |
| 10) dining room| E) horses |
| | F) mountains |
| | G) racing cars |
| | H) river |
PART 3
Questions 11 - 15
Listen to Grace telling a friend about a hotel.
For questions 11 - 15, tick (✓) A, B or C.
You will hear the conversation twice.
Example:
O) Which ice cream will they have at the party?
A Rosebank Hotel ✓
B Rosewood Hotel
C Rosemount Hotel
11) The hotel is
A in a town
B on a mountain
C near the sea
PART 3 - CONTINUES ON NEXT PAGE
12) At the hotel, Grace could
A play golf
B play tennis
C use the swimming pool
13) In Grace's room, there was
A a fridge
B a video player
C a coffee machine
14) In the restaurant Grace had?
A too few vegetables
B a lot of fried food
C chips with every meal
14) Grace says the hotel was
A cheap
B boring
C noisy
PART 4
Questions 16 - 20
You will hear a conversation about a holiday English course.
Listen and complete questions 16 - 20.
You will hear the conversation twice.
HOLIDAY ENGLISH COURSE
Place: Oxford
Students must be: 16) ____________ years old or more.
Starting date: 17) ___________________ July.
Students stay with: 18) English ________________
Price of course: 19) £_______________________
College in: 20) ______________________ Street.
PART 5
Questions 21 - 25
You will hear some information about an air museum.
Listen and complete questions 21 - 25.
You will hear the conversation twice.
AIR MUSEUM
Place: 140 planes
Museum is near village of: 16) _______________________
From village, get bus number: 17) _______________________
Summer opening times: 18) 10 a.m. to ___________ p.m.
Price of family ticket: 19) £__________________________
Day for plane trips: 20) _____________________________
You have now 8 minutes to write your answers in the answer sheet. | 1,781 | 774 | {
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Merriam Webster’s dictionary defines disaster as, a sudden calamitous event bringing great damage, loss, or destruction or a sudden or great misfortune or failure.
Barker, NY. Barker’s Village Hall/Library was located in an old Train Station on the Rome, Watertown and Ogdensburg Railroad, fondly known as the Hojack line. “Hojack originated from the engineer of the first train, who was named Jack Welch (often called “Big Jack”). Welch used to be a farmer and was more familiar with horses than steam locomotives. When he stopped the trains he would shout “Whoa Jack!” This became Hojack over time.” (Wikipedia) Somewhere after 1876 the “Barker Station” was built. Closed in 1959, the station became property of the Village and was used for storage. In 1963, it housed the Village Clerk’s office and in 1969, it housed the Public Library.
On a bitterly cold day, Sunday January 20, 2019, just before midnight disaster struck. The old Train Station now housing the Public Library and Village Hall was on fire, flames through the roof. After hours of fighting the fire, the building was a total loss. Gone were years of history, a library full of books, and many records stored on computers. Many of their written records were stored in fire proof containers that were mostly salvageable. Almost everything else was lost.
It is tough to prepare for a disaster like this. Many places have a “This could never happen to us” attitude. It can happen and it does happen. A building can be replaced. A new building, hopefully properly protected with an alarm system and a fire protection system can be built. How do you protect your data? There are many secure “cloud” based options on the market; research what is out there, ask your neighboring systems what they recommend. Back up your data regularly, store the backup in a secure location.
Many municipalities store credit card information for online payments so it needs to be secure. Mirror your data on a laptop, just be sure it is kept in a safe place. Size your “fireproof” storage according to your current and future needs.
You don’t need to wait for a disaster to protect your data. That is something that can be done now. Choose a secure backup option. Almost any building can be retrofit with an alarm and sprinkler system.
Barker is moving forward with an upbeat attitude. They will rebuild and are making plans to properly backup their data. A Village is more than a building; it is people who care coming together to rebuild after a disaster.
I am looking forward to our next visit. I will see you in my travels. Quality on Tap! 💧💧
Quality On Tap!
Our Commitment Our Profession | 1,043 | 574 | {
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Japanese Barberry – Invasive Species that Attracts Ticks
You may love that attractive Japanese Barberry in your garden, with its gorgeous fall colors and leaves the deer won’t eat. But there are two important reasons not to love it. This non-native plant is invasive, and research has shown that there is a higher density of deer ticks (the ones that cause Lyme Disease) under the bushes.
Japanese Barberry (Berberis thunbergii) is native to Japan and the eastern part of Asia. It was imported as an ornamental from Russia in 1875 to the Arnold Arboretum in Boston, and was promoted as an alternative to the native barberry, which was susceptible to black stem grain rust. The plant has escaped cultivation and spread north to Nova Scotia, south to North Carolina, and east to Montana.
Japanese Barberry grows 2 -8 feet high in a variety of locations – sun, shade, a variety of soil types, open fields, woodlands, and roadsides. It has an arching stem with spines under the leaf cluster. Its small leaves - green, burgundy, or chartreuse – are oval with smooth edges, in contrast to those of the native species, which have toothed edges. It has small yellow flowers followed by ½ inch red berries which last into winter and provide food for birds, who carry the seeds to new locations.
Japanese Barberry seeds have a 90% germination rate, and can remain dormant for up to 10 years. Any stem that touches the ground can root, and the roots also spread underground, invading natural areas. The sharp spines make the plant deer-resistant, so when deer numbers are high, barberry moves in to replace those plants eaten by the deer.
Surprisingly, although the plant repels deer, it welcomes deer ticks. In recent years scientists have discovered that under the plants there are increased numbers of ticks, and also white-footed mice, crucial to the life cycle of the tick, which have higher levels of Lyme-infected ticks than those found elsewhere. When the barberry is removed, these numbers drop.
So there are two very good reasons not to have Japanese Barberry in your garden. Your first line of defense is not to plant it. If you do have it, it needs to be removed. You can dig out as many roots as possible, or cut the plant back, and bag the stems and roots in heavy duty garbage bags. If the plant returns, it can be mowed or treated with a propane torch. Small shoots can be pulled out. Treatment with glyphosphate (Roundup) is an option, although not my first choice. It is best to remove the plant before autumn when the seeds form.
More information about Japanese Barberry can be found at invasivespeciesinfo.gov | 1,010 | 571 | {
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ALASKA
Презентация выполнена Гончаровой А.М.
9-10 класс
Alaska is the largest state of the United States of America located in the extreme northwest portion of the North American continent. It is situated on Alaska Peninsula, the largest peninsula in the Western Hemisphere.
Alaska does not border any U.S. state.
Alaska lies on the Arctic Circle.
ALASKA
©1997 MAGELLAN Geographix™ Santa Barbara, CA (805) 685-3100 www.maps.com
State Nickname - The Last Frontier
Motto: North To The Future
Origin of the Name Alaska - The word Alaska is from the Aleut Indian word "alaxsxaq" that mean the mainland or shore.
Alaska adopted the flag for official state use in 1959. The blue field represents the sky, the sea, and mountain lakes, as well as Alaska's wildflowers. Emblazoned on the flag are eight gold stars: seven in the constellation the Big Dipper. The eighth being the North Star, representing the northern most state.
THE SEAL OF THE STATE OF ALASKA
The moose, the largest member of the deer family is a large animal with long legs and distinctive antlers. The front legs are longer than the rear legs.
Alaska's state flower is the alpine forget-me-not. It was chosen in 1949. The alpine forget-me-not is a perennial that grows 5 to 12 inches high in alpine meadows. The best time to see the alpine forget-me-not is midsummer, from late June to late July.
Alaska is the least densely populated state in the U.S. with 0.4247 people per square kilometer.
The Alaska Native population includes Eskimos, Indians, and Aleuts. About half of all Alaska Natives are Eskimos.
State Capital - Juneau
Juneau is Alaska's capital and its third largest city.
It has a population of over 30,000. Located at the foot of Mount Juneau, across from Douglas Island, Juneau is accessible only by air and sea, but was a pivotal part of the Gold Rush of the late 1800s. Juneau offers travelers a wide variety of attractions such as the Alaska State and Juneau-Douglas City Museums, the Mt. Roberts Tram, the Mendenhal glacier and the Tongass National Forest.
It has been the capital of Alaska since 1906.
Alaska’s largest city, Anchorage is a modern city set in the south-central area of the state. Surrounded by glaciers, shoreline and mountains, the city of 200,000 offers a unique mix of wildlife and city life.
Russian culture was an early and prominent influence as can be seen by the Russian Orthodox churches scattered throughout many of Alaska's cities.
One of the attractions is Alaska's official sport: dog-sledding or "mushing". | 1,151 | 605 | {
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Margaret Hillert’s
Why We Have Thanksgiving
A Beginning-to-Read Book
Illustrated by Stephen Marchesi
The books in this Beginning-to-Read collection may look somewhat familiar in that the original versions could have been a part of your own early reading experiences. These carefully written texts feature common sight words to provide your child multiple exposures to the words appearing most frequently in written text. These new versions have been updated and the engaging illustrations are highly appealing to a contemporary audience of young readers.
Begin by reading the story to your child, followed by letting him or her read familiar words and soon your child will be able to read the story independently. At each step of the way, be sure to praise your reader’s efforts to build his or her confidence as an independent reader. Discuss the pictures and encourage your child to make connections between the story and his or her own life. At the end of the story, you will find reading activities and a word list that will help your child practice and strengthen beginning reading skills. These activities, along with the comprehension questions are aligned to current standards, so reading efforts at home will directly support the instructional goals in the classroom.
Above all, the most important part of the reading experience is to have fun and enjoy it!
Shannon Cannon,
Literacy Consultant
Norwood House Press • www.norwoodhousepress.com
Beginning-to-Read™ is a registered trademark of Norwood House Press.
Illustration and cover design copyright ©2017 by Norwood House Press. All Rights Reserved.
Authorized adapted reprint from the U.S. English language edition, entitled Why We Have Thanksgiving by Margaret Hillert. Copyright © 2017 Margaret Hillert. Reprinted with permission. All rights reserved. Pearson and Why We Have Thanksgiving are trademarks, in the US and/or other countries, of Pearson Education, Inc. or its affiliates. This publication is protected by copyright, and prior permission to re-use in any way in any format is required by both Norwood House Press and Pearson Education. This book is authorized in the United States for use in schools and public libraries.
Designer: Lindaanne Donohoe
Editorial Production: Lisa Walsh
LIBRARY OF CONGRESS CATALOGING-IN-PUBLICATION DATA
Names: Hillert, Margaret, author. | Marchesi, Stephen, illustrator.
Title: Why we have Thanksgiving / by Margaret Hillert ; illustrated by Stephen Marchesi.
Description: Chicago, IL : Norwood House Press, [2016] | Series: A beginning-to-read book | Summary: An easy-to-read fictional retelling of the journey of the Pilgrims to America, their struggles during the first year, and celebration of the first Thanksgiving. Includes reading activities and a word list. | Description based on print version record and CIP data provided by publisher; resource not viewed.
Identifiers: LCCN 2016020725 (print) | LCCN 2016001932 (ebook) | ISBN 9781603579711 (eBook) | ISBN 9781599538099 (library edition : alk. paper)
Subjects: I CYAC: Thanksgiving Day--Fiction. I Pilgrims [New Plymouth Colony]--Fiction.
Classification: LCC PZ7.H558 (print) | LCC PZZ.H558 Whi 2016 (ebook) | DDC [E]-dc23
LC record available at https://lccn.loc.gov/2016020725
Synchred Read-Along Version by:
Triangle Interactive LLC
PO Box 573
Prior Lake, MN 55372
288N—072016
ISBN-13: 978-1-68444-398-7 (e-book)
Manufactured in the United States of America in North Mankato, Minnesota.
I want you to go there.
You have to do what I want.
Go there. Go there.
We do not want to go there.
We do not like it.
We want to do what we like.
You can not do what you like.
Get in here.
Get in here.
This is the spot for you.
We do not like this.
Oh, we do not like this.
What can we do?
What can we do?
We can go away.
Yes, we can go away.
That is what we can do.
We can go in a boat.
A big, big boat.
You’ve Just Finished your Free Sample
Enjoyed the preview?
Buy: http://www.ebooks2go.com | 1,863 | 917 | {
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1. Tick the representations that show $\frac{3}{4}$
2. Colour $\frac{3}{4}$ of each shape.
3. Rosie is sharing out 16 strawberries. She shares them into 4 equal groups.
a) What is $\frac{1}{4}$ of the strawberries?
\[
\frac{1}{4} \text{ of } 16 = \square
\]
b) What is $\frac{2}{4}$ of the strawberries?
\[
\frac{2}{4} \text{ of } 16 = \square
\]
c) What is $\frac{3}{4}$ of the strawberries?
\[
\frac{3}{4} \text{ of } 16 = \square
\]
d) What is $\frac{4}{4}$ of the strawberries?
\[
\frac{4}{4} \text{ of } 16 = \square
\]
4. Work out $\frac{3}{4}$ of £20
\[
£ \square
\]
5 Year 2 are planting sunflower seeds.
Annie has 4 pots and 12 seeds.
She plants the same number of seeds in each pot.
a) Draw the seeds she puts in each pot.
b) Complete the number sentences.
\[
\frac{1}{4} \text{ of } 12 = \square \\
\frac{3}{4} \text{ of } 12 = \square
\]
6 The bar model is split into 4 equal parts.
a) What is the value of each part?
Label it on the bar model.
b) Use the bar model to find \(\frac{3}{4}\) of 8
7 Draw a bar model to find \(\frac{3}{4}\) of 40
\[
\frac{3}{4} \text{ of } 40 = \square
\]
8 Write <, > or = to compare the statements.
a) \(\frac{1}{4}\) of 4 \(\bigcirc\) \(\frac{3}{4}\) of 4
b) \(\frac{1}{2}\) of 20 \(\bigcirc\) \(\frac{3}{4}\) of 20
9 Scott has some seeds.
He puts \(\frac{3}{4}\) of the seeds into his hand.
He puts the rest of the seeds on the table.
How many seeds does Scott have in his hand?
Use a bar model to help you. | 864 | 550 | {
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Textbooks for All: The promise of accessible digital books for learners with disabilities
Textbooks are key to education of children with disabilities
Textbooks are not available or accessible to many children, especially children with disabilities.
Besides the serious problems with quality of content, cost of production and effective distribution of textbooks...
...many learners are “PRINT DISABLED”.
Overall Objective of Innovation
UNICEF seeks to harness technologies to ensure ALL children can access books and assistance with learning.
- books need to be produced in text and digital formats
- Digital textbook need to be accessible to all children via open-source software and include guidelines and guiding principles.
DAISY Consortium
Develops technology solutions to enable access to information for people with disabilities
Works on accessible reading in the most advanced nations, and in developing countries
Partners with the global technology giants and with teachers and end users
Luisterpunt is a member of the DAISY Consortium
What can accessible digital textbooks do now?
Choose size and style of text, magnify the pictures
Helpful for people who:
• have sight problems
• are Dyslexic or have other specific learning disabilities
Read the text aloud
Helpful for people who:
• are Dyslexic or other specific learning disabilities
• Are blind or partially sighted
Read the text as braille
Helpful for people who:
• are blind
• are deafblind
But what about...
• Sign language?
• Easy to read?
Activities to Date
• Development of Prototypes
• Engaging with Publishers/Authors
• Evaluation with end users (students and teachers)
• Conducting Expert Workshops
El gato con botas- signed video
Workshop at Gallaudet, US university for people who are deaf or hard of hearing
Universal design textbook prototypes
Universal design textbook prototypes
LOOK AT THIS SCENE
YOU WILL COLOR THE PICTURE.
PICK DIFFERENT COLORS FOR:
• THE CHILDREN
• THE ADULTS
• THE PLANTS USED FOR EATING
• THE PLANTS NOT USED FOR EATING
• OTHER ANIMALS
Accomplishments
• Innovative reading software applications are currently under development
• First accessible digital textbook prototype of Brazil being tested and validated in 30 schools
• In Paraguay, ten children’s books with sign language and narration were launched
• Publishers and authors engaged through presentations and dialogue at the London Book Fair and other fora
Conclusions
• Currently digital textbooks provide great accessibility for many learners with disabilities— but not all.
• The existing technologies could be extended to include signed and simplified content.
• More evaluations with learners and teachers are required to ensure technical solutions solve the human issues.
For more information
Richard Orme
Chief Executive
DAISY Consortium
email@example.com | 1,445 | 569 | {
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Writing Poetry Outdoors
Write a poem inspired by being outdoors!
Leaf
Yellow, orange, honestly I don’t know what color you are.
At the tip, you are as crisp as a potato chip.
In the middle, you are a sky with yellowish sun and orange bursting out like a firework.
–Kyla Z., 3rd grade
You will need:
something to write with: pencil or pen.
something to write on: paper, clipboard, or journal.
Find somewhere to write.
- Choose a spot.
- Slow down and take a big breath.
- Notice what is around you.
I notice: Write what you see, hear, smell, touch.
• Focus on anything that catches your interest!
• If you’re in a group, share some observations out loud.
Example: Ants crawl in a line.
I wonder: Write questions about what you notice or anything!
Example:
How many times have ants crawled along this path?
It reminds me of: What memories, ideas, or objects come to mind?
Examples:
- They remind me of people walking on a busy sidewalk.
- Ants, their shiny bodies move like lines of seeds.
Write about how you’re feeling right now.
Examples:
• Sitting here leaning against the tree trunk, with friends around me, I feel calm, like I have strong roots too.
• I feel grateful and sad remembering looking at leaves with my grandma.
Make a poem by combining or changing the order of your lines.
- Include what feels meaningful to you.
- Shift between observations, thoughts, and feelings.
- Poems don’t need to rhyme.
Stuck? Look around.
• Notice something and write it down.
• Then, notice what that makes you think of and write that down.
There are no rules. If the poem goes somewhere unexpected, follow it.
“Poems hide . . . What we have to do is live in a way that lets us find them.”
—Naomi Shihab Nye
First Rain
First rain
strikes the heron-blue lake. (I notice)
Water meets itself
with a million tiny hands.
Applause. (It reminds me of)
—Arthur Dawson
When revising your poem, you may choose to include the words I notice, or leave them out.
For example:
• I notice the first rain strike the heron-blue lake.
OR
• First rain strikes the heron-blue lake.
Read and write more poems.
• Read more poems.
• Try writing more poems in different places.
Tree Circle
I notice roots of a tree growing into the ground. They remind me of elephant legs, or columns on a building.
I wonder how many people have visited this place? How many birds have sat on this tree?
I notice sitting here leaning against the trunk, with friends around me, I feel calm, like I have strong roots too.
—Alex P., 9th grade
My Leaf
My leaf smells like a rose,
stem like yarn.
How long have you lived?
Why did you fall?
Must your tree tell the tale,
or does it know at all?
You remind me of the fall.
So crisp. Wet in the heavy mist.
My leaf.
—Max S., 4th grade
My Backyard in the Spring
I sit in the backyard for hours looking up and noticing the clouds swiftly drift by.
When I’m there I hear the bees buzzing, the birds chirping, and wind gently blowing the trees.
I let the low wind hit my face with warm spring air.
I let the warm air flood through my body.
I sink into the hot grass trying to figure out the shapes of the clouds. The wind gently pushes the trees toward us.
—Brooke Y., 3rd grade
If you want, you can share your poem.
Read your poem to a friend or family member.
Take a photo and share it online.
Think back on your experience.
Discuss or share with a partner:
• What was it like to write a poem?
• Did anything surprise you about the process?
To see more *Flipping Through Nature: Card Decks to Guide Outdoor Exploration* activities, visit [lwrnce.org/center-for-environmental-learning](http://lwrnce.org/center-for-environmental-learning). There you will also find guides for using the *Flipping Through Nature* card decks, photo and poetry acknowledgments, and more information.
Funding for *Flipping Through Nature: Card Decks to Guide Outdoor Exploration* has been generously provided by Woka Foundation. | 1,591 | 926 | {
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The village is located close to the municipality of Tresana, in the province of Massa Carrara, 350m above sea level. The castle stands on a buttress on Mount Alpicella, which nowadays is located in the forest but once overlooked the wonderful Penolo valley, lying on the ridge of the watershed Vara-Magra. Shepherds used to pass through this area.
**Type of castle:** Castle with tower and marquis residence.
**Construction period:** 13th century thanks to Manfredi and Morello Malaspina.
**First appearance in historical sources:** The Pelavicino code includes several documents from the Middle Ages about Giovagallo. These documents state that the place name already existed in 1188, while the castle was mentioned in 1206 in a document about the power of the Bishop Gualtiero and the Malaspina over this area.
**Strategic role:** The strategic function of the castle of Giovagallo is probably linked to its central position in comparison to that of the fief of Manfredi, and to the proximity of the road linking the Apennines and the plain of Luni, which is nowadays known as Alta Via dei Monti Liguri. It also controlled the road that led to the Penolo valley towards Liguria.
The village of Kibber, with its distinctive white buildings and central temple, is nestled in the heart of the Spiti Valley.
The Castle of Giovagallo
Further in use: Beginning of the 17th century.
Current condition: Remains of the tower and of the defensive walls.
Viewing: The remains are abandoned.
History: In 1266, the fief of Giovagallo was assigned to Manfredi Malaspina – one of the sons of Corrado l’Antico – together with Lusuolo, Madrignano, Virgoletta and the fourth part of Arcola. The castle and built-up area were constructed between the 13th and the 14th centuries and became the residence of Morello Malaspina and his court. The brave captain of several victorious battles in Tuscany for Black Guelphs who was mentioned by Dante in the Divine Comedy, was the husband of Alagia Fieschi, niece of Pope Adrian V. After the extinction of the Malaspina di Giovagallo in the middle of the 14th century, the fief was included in the Malaspina di Villafranca marquisate and then in Lusuolo. In the 15th century, the power passed to the Duchy of Milan until it became part of the Florentine Republic. Giovagallo again became an independent fief under the rule of Prince Corsini.
Structure: The tower is located on top of the hill and is the most important remains of this site. It was linked to another impressive structure, the only remains of which are the ground. Both ruins date back to the Middle Ages, which we can tell from the construction technique, and they were certainly residences. The perimetral defensive walls surrounding the top of the hill enclosed a built-up area, which developed until the beginning of the 17th century. | 1,163 | 653 | {
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TITLE: HOW I TEACH PATTERNS IN A GRADE ONE CLASS
Nomathamsanga Mahlobo and Rosemond Ntombela
Centre for Advancement of Science and Mathematics Education
Fundakahle Primary School
INTRODUCTION
Patterns are things, numbers, shapes, images that repeat in a logical way. Patterns help children learn to make predictions, to understand what comes next, to make logical connections, and to use reasoning skills. The elements of a pattern repeat in a predictable manner. Patterns can be based on a template or model which generates pattern elements, especially if the elements have enough in common for the underlying pattern to be inferred, in which case the things are said to exhibit the unique pattern www.wikipedia.org. Finding and understanding patterns gives us great power. With pattern we can learn to predict the future, discover new things and better understanding of the world around us www.mathisfun.com. Numbers can be arranged into a pattern, you can make your own patterns with numbers. Number patterns such as 1; 2; 3; ……… are familiar to Foundation Phase learners, these are first patterns they learn. As learners advance they learn number patterns with different sequences. Patterns can also be formed with shapes, pictures, colours and words.
PRESENTATION
In the first demonstration lesson learners were given square grid papers to write numbers 1; 2; 3 in the first three squares. They were to repeat these numbers until they filled in the whole grid. As they were sitting in groups of three in a desk, they were expected to turn in writing these numbers on the grid. After completing the writing of numbers they were asked to choose a colour for each number and then colour each square with the selected number, for example if they choose green for number 1, red for 2 and pink for 3 like in the example on the picture below. The competent groups were later given a smaller grid to complete as an individual activity.
In the second demonstration lesson they were given different shapes to colour using their own design. They were also asked to take turns in colouring the design. Others managed to repeat a specific pattern some just colour the shapes to make beautiful decoration but failing to produce a repeating pattern out of the chosen colours.
The third lesson was on application where learners were expected to first make a design of the colours of unifix cubes they will use to make a necklace. A demonstration on how to make a design on the grid was first conducted together with the class. One group was asked to do an activity for the class by first selecting the colour of the unifix required for the design. A demonstration on how to thread the unifix following the pattern on the grid was shown to the learners.
The groups were then asked to make their own designs with not more than three different colours. After finishing the design they collected the colours of the unifix they need for their necklace.
The majority managed to create good patterns but others were still struggling in identifying the pattern they have followed in their design. The picture below shows the products of different groups as I have stated that others did not managed to follow specific pattern in their design. What I have observed in these lessons is that learners enjoyed working with concrete objects in making their patterns.
The last demonstration lesson was a class activity which combines colour and shapes. We were designing a T-shirt changing it from a plain white to a colourful garment. A plain white T-shirt was pasted on the board, learners were asked to select the shape they will use to design the shirt. They first selected a triangle and a row of triangles with alternating colours was pasted by learners taking turns on the shirt. Different shapes and colours were used and the picture below was a complete product of learners’ design with shapes and colours.
Conclusion
In our discussion with the teachers who observed the lesson; they highlighted high learner participation in the lessons. The majority of learners were able to finish their individual activity after completing the group activity. The teachers were able to see that the group activity provided learners with opportunity of peer support, learners learn more from others while doing an activity in a group. When asking learners to explain how they created their patterns assisted the teachers with ideas of engaging learners not only with the “what” questions but also the “how”. Learners were also able to predict if you give them an idea of the pattern and also count the number of unifix they needed to complete their necklace.
REFERENCES
1. www.wikipedia.org
2. www.mathisfun.com | 1,728 | 908 | {
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How To Use This Product
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Print all pages you need (color or black and white). Cut on the dashed line below the page title. i.e. cut below “Fall Math” and “Crossword Puzzle” etc.
Once all pages have been cut, stack pages together so that all “Previous Page Here” on the top of the pages are lined up.
Staple front cover to the rest of the activity pages or glue pages together along the top.
Your booklet is complete!
First Days Of School Activity Book
Name: ________________
On my first day of school I felt ________________
Draw your face to show how you felt on your first day.
First Day Feelings
First Weeks of School
My name is ____________________________
My teacher’s name is _______________________
My school is ______________________________
I am in grade _____________________________
My self portrait
All About Me
My favorite things we have done so far in school are...
Draw pictures to show 2 of your favorite things.
Favorite Things
A few things I hope to learn are...
Print or draw 4 different things you hope to learn.
Learning Goals
My Classroom
Draw a map of your classroom.
Black And White Copies
First Days Of School Activity Book
Name: ________________
On my first day of school I felt ________________
Draw your face to show how you felt on your first day.
First Day Feelings
First Weeks of School
My name is ____________________________
My teacher’s name is _______________________
My school is ______________________________
I am in grade _____________________________
My self portrait
All About Me
My favorite things we have done so far in school are...
Draw pictures to show 2 of your favorite things.
Favorite Things
A few things I hope to learn are...
Print or draw 4 different things you hope to learn.
Learning Goals
My Classroom
Draw a map of your classroom. | 1,826 | 813 | {
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Foster Families
Sometimes children can’t stay at home because their parents are unable to care for them. The court may decide it’s best for a child to stay with relatives or a foster family until they are able to return home.
Usually, a relative’s home is the first choice for a child who needs temporary care. If this is not possible, he or she may need to stay in a foster family’s home.
Children do best when they can stay in their own school, keep their friends and see birth parents often. Children services agencies try to place each child in a foster family within the child’s neighborhood. Agencies support foster families and train them how to help a child and the birth parents.
Foster families care for children until a court decides they can return home. They sometimes work directly with the birth parents, teaching them skills and encouraging them.
Most children return to their birth parents or another relative within a year. Sometimes it takes longer. Foster parents agree to care for the child as long as needed. They often continue to encourage and support the child and family after the child returns home. Foster families receive payments and medical coverage to help meet the daily living needs of the child.
You don’t need a fancy house or a graduate degree to be a foster or adoptive parent. What you do need is 100% heart:
- You can be married, single or divorced.
- You can have other children.
- You can own or rent your house or apartment.
- You must be at least 18 to foster or adopt.
If you’re interested in becoming a foster or adoptive parent, a social worker will help identify your parenting strengths and tell you about programs to help meet children’s financial and medical needs. You’ll also receive training both before and after you make the commitment.
Adoptive Families
Children need stability. Without it, they can’t grow and feel good about themselves.
Sometimes, a court may decide it’s not in a child’s best interest to return to a parent or a relative. The court may decide it’s best for a child to have another permanent family.
If this happens, the court will usually order the children services agency to find another permanent home for the child as soon as possible. The agency will then look for an adoptive family for the child. The adoptive family could be a relative, a foster parent or another family not known to the child.
All children need safe, stable families in which to grow. For some children who are abused or neglected, this may mean a foster or adoptive family. On any given day, Ohio has nearly 16,000 children in foster care and more than 2,600 awaiting adoption. All types of foster and adoptive parents are needed. Ohio especially needs those who can care for teenagers and sibling groups.
For more information, visit FosterAndAdopt.jfs.ohio.gov.
Children are the future of our communities. It’s up to all of us to make sure they have families to help them grow and be safe. Children who have been abused or neglected need caring people to open their hearts and homes as foster or adoptive parents.
If you’re interested in taking on the challenges and rewards of becoming a foster or adoptive parent, here’s how to get started:
1. Visit FosterAndAdopt.jfs.ohio.gov for useful information to help you get started on your journey.
2. Check out the “Ohio Adoption Guide: A Handbook for Prospective Families” (JFS 01675). You can get it at your county agency or at jfs.ohio.gov/form01675.
3. Check out AdoptUsKids.org. This site contains profiles of children waiting for adoption, including a brief description of their talents and characteristics.
FOSTER AND ADOPT IN OHIO
Mike DeWine, Governor
State of Ohio
Matt Damschroder, Director
Ohio Department of Job and Family Services
JFS 08013 (Rev. 7/2021)
This institution is an equal opportunity provider and employer. | 1,537 | 820 | {
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Apollo 11 FactFile:
Apollo 11 – 50 Years On!
What is the Moon?
The Moon goes round and round the Earth. The Earth only has one Moon.
Is the Moon Made of Cheese?
No. The Moon is made of rock. We know this because Neil Armstrong brought some Moon rocks back to Earth with him.
What is the Earth?
The Earth is a planet. It is then third planet from the Sun. Like all the other planets, it goes round and round the Sun.
Have We Ever Been to the Moon?
Twelve people have been to the Moon. The first was Neil Armstrong – in the year 1969. It took his spaceship – Apollo 11 – nearly four days to get there.
Are There Any Aliens on the Moon?
Neil Armstrong didn’t meet any aliens when he was there! We are sure there are no aliens on the moon. But we are looking for life in other places ...
On July 20th 1969, a small spaceship called The Eagle landed on the moon.
Two astronauts stepped out. The first was called Neil Armstrong.
There is no weather on the moon – so the footprints they left will last for at least ten million years!
The moon is our closest neighbour in space. But the solar system is so big that it still takes nearly four days to get there!
That’s one small step for man, one giant leap for mankind.
Neil Armstrong spent nearly a day on the moon. Together with his friend Buzz Aldrin, he explored and collected rocks.
Over the next three years, another ten astronauts visited the moon. But no-one has been there since!
The moon is over 4 billion years old. And for almost all of that time, it has been a mystery to us.
On July 20th 1969, a small spaceship called The Eagle landed on the moon.
Two astronauts stepped out. The first was called Neil Armstrong.
That’s one small step for man, one giant leap for mankind.
Neil Armstrong and another astronaut, Buzz Aldrin, spent almost a day on the moon. The rock samples they collected helped scientists understand more about our only satellite and how it was formed.
Over the next three years, another ten astronauts visited the moon. But no-one has been there since!
We keep on learning about the moon, though. Now we know there is frozen water at its poles. A discovery that might change space travel forever ...
The moon is over 4 billion years old. And for almost all of that time, it has been a mystery to us.
On July 20th 1969, a small spaceship called The Eagle landed on the moon.
Two astronauts stepped out. The first was called Neil Armstrong.
We keep on learning about the moon, though. Now we know there is frozen water at its poles. A discovery that might change space travel forever …
That’s one small step for man, one giant leap for mankind.
Over the next three years, another ten astronauts visited the moon. But no-one has been there since.
And we might soon be back. In January 2019, a robotic Chinese spacecraft, Chang’e-4, landed on the dark side of the moon – sending back the first ever close-up pictures of this part of the lunar landscape. | 1,093 | 662 | {
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Topic 3 - Thermal Physics
Temperature → We can think of temperature as:
- the degree of "hotness" or "coldness"
- measure with a thermometer ⇒ calibrated in °C or K
0°C ⇒ melting/freezing
100°C ⇒ boiling/condensation
- SI unit is the kelvin (K)
Transfer of heat (thermal energy)
Heat flows from areas of higher temperature to areas of lower temperature.
Temperature determines the direction of the thermal energy transfer between two objects.
↑ Another way to define temperature.
* It is only temperature that determines the direction of thermal transfer. The direction of thermal transfer is NOT determined by the amount of internal energy in a body.
* The direction of thermal transfer is determined by temperature alone ⇒ high temp to low temp.
(heat flow)
Two bodies are in "thermal contact" if thermal energy can be exchanged between them.
The direction of heat flow does not depend on:
- the mass of the bodies
- the internal energy of the bodies
- the size of the bodies
Heat flow only depends on temperature!
Thermal Equilibrium
Two bodies are in thermal equilibrium if, when they are in thermal contact, there is no transfer of thermal energy between them.
Since thermal energy flows between two bodies when they are at different temperatures, then the two bodies must be at the same temperature if they are in thermal equilibrium.
Kelvin & Celsius Temperature Scales
Boyle's Law - The pressure of a fixed mass of gas at a constant temperature is inversely proportional to its volume.
\[ P \propto \frac{1}{V} \]
Isothermal Process - A process which is done at constant temperature.
i.e. Boyle's Law would not apply to a bicycle pump since it gets warm when compressing the air inside. (Ok if done very slowly)
Charles's Law - The volume of a fixed mass of gas at a constant pressure depends linearly on its temperature (\( ^\circ C \)).
Gay-Lussac's Law (Pressure Law) - The pressure of a fixed mass of gas at a constant volume depends linearly on its temperature (\( ^\circ C \)).
Extrapolation of pressure + volume graphs back to zero:
Charles' Law
\[ V \propto T \]
Gas A
Gas B
Gay-Lussac's Law
\[ P \propto T \]
Gas A
Gas B
\[ \text{for an "ideal" gas} \]
The Kelvin temperature scale
The kelvin is the SI unit for temperature.
The zero of kelvin is taken to be at -273°C and the size of the kelvin is the same as the size of the Celsius degree.
There are 273 kelvin between -273°C and 0°C.
Converting between kelvin and degrees Celsius.
\[ T/K = t/°C + 273 \]
Example:
\[ 350K = (350 - 273) = 77°C \]
\[ 100°C = (100 + 273) = 373K \]
Note that temperature changes are the same i.e. a temperature increase of 40°C = a temperature increase of 40 K.
Better version?
\[ \Delta T = \frac{\Delta V}{V_0} \]
Absolute Zero
- The temperature at which both the volume and pressure of a gas will be zero.
- The Laws of thermodynamics show that absolute zero (-273°C or 0 K) is the coldest temperature and it can never be reached.
Near absolute zero, some strange things happen:
- Superconductivity (electrical resistance is zero)
- Superfluidity (viscosity of a fluid is zero)
- At about $10^{-9}$ K => Bose Einstein condensate (a new state of matter)
Formula for temperature
It can be shown using kinetic theory (more... later), that the temperature in Kelvin is related to the mean translational kinetic energy per particle.
$$E_k = \frac{3}{2} kT = \frac{1}{2} m v^2$$
$k =$ Boltzmann's constant
$= 1.38 \times 10^{-23} \text{ J K}^{-1}$
Conversions:
1. 27°C to kelvin
$$300 \text{ K}$$
2. 100 K to degrees Celsius
$$-173^\circ \text{ C}$$
3. -100°C to kelvin
$$173 \text{ K}$$
4. A change in temperature of 100°C to kelvin
$$100 \text{ K}$$
3.1 Thermal concepts (may 8).notebook
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In earlier days, the forerunners of the piano were the Harpsichord, the Clavichord and the Spinet.
These instruments had a tinkling sound compared with the piano of to-day and because they had very little sustaining power, the music written for them contained many graceful ornaments and running passages such as scale and arpeggio figures.
The following is an example of the type of music heard on these instruments. Because of their construction it was necessary to play each key with a sharp, decisive finger attack. When playing this piece, use your best possible finger action and try to imitate the effect of a Harpsichord.
**Sonatina**
*Allegro moderato*
---
*Handel at the Harpsichord—Permission of Steinway & Sons*
Here is an old tune that was a favorite in your great-grandmother's day.
It was heard as background music in the melodramas of that period and later it was put to the same use in silent movies.
Use the pedal carefully and play the melody with your best possible singing tone.
from
Flower Song
Gustave Lange
(arr.)
Andante
poco animato
Wrist Staccato
This song was composed by Patrick Gilmore during the War between the States. He was, at the time, on duty in New Orleans as bandmaster in General Butler's command. It became very popular among the soldiers who made up many verses of their own to sing while on the march.
Apply a bouncing wrist staccato in the left hand for the first eight measures. Later the accompaniment appears as a broken chord figure which should be rolled and tossed off sharply.
When Johnny Comes Marching Home
Allegro con brio
Patrick Gilmore (arr.)
The Dotted Eighth Note
The Dotted Eighth Note is treated exactly the same as other dotted notes you have learned. That is, the dot increases the length of the note by half its value.
Always think of the dot as an imaginary Tie which joins the original note to another note of the same pitch but next smaller in size.
**Written**
The Dotted Half
The dot ties the half note to the next smaller note which is a quarter note.
The Dotted Quarter
The dot ties the quarter note to the next smaller note which is an eighth note.
The Dotted Eighth
The dot ties the eighth note to the next smaller note which is a sixteenth note.
Play the following and notice that the Rhythmical Pattern remains exactly the same whether playing dotted halves, dotted quarters or dotted eighth notes.
All that is changed is the speed (Tempo), each example being twice as fast as the one preceding.
The Dotted Eighth in Three-Four
The following excerpt from Ludwig van Beethoven is a fine example of the dotted eighth note followed by a sixteenth.
Beethoven must have been very fond of this theme as he made use of it twice — once in a Sonatina for piano and later in his famous Septet for Violin, Viola, 'Cello, Bass, Clarinet, Bassoon and French Horn. The version shown here is the one used in the Septet.
Minuet
from "Septet"
Ludwig van Beethoven (arr.)
Moderato
Beethoven From a painting by Schloesser
The Dotted Eighth in Four-Four
Another example containing dotted eighths. Apply sharp rhythm and keep strict tempo.
March Tempo
The School Band
1.
2.
The melody does not always appear in the upper voice. Sometimes it may be in the bass and sometimes in one of the inner voices — alto or tenor.
In the following piece, it will be found in the lower voice of the right hand. Be sure to give it proper significance by making it sing out like a solo part.
**The Lily Pond**
*Moderato*
\[
\begin{align*}
&\text{Moderato} \\
&\text{W.M.Co. 7373}
\end{align*}
\]
The Trill
The following piece contains many little trill figures which, when properly played, will imitate bird calls.
Three sets of fingering are given and all three should be learned — one at a time.
After the piece has been thoroughly mastered, try playing it one octave higher than written and you will find the bird effect even more pronounced.
Allegretto
Bird Song
Ped. simile
Fine
Syncopation
Another example in syncopation.
Be sure to observe all accents and staccato marks as they have a decided bearing on the rhythm.
Jam Session
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Since you may receive partial credit for many of the problems, it is important to show ALL work in the spaces provided in this book. When you see the words Show All Work, be sure to
- show all the steps needed to solve the problem
- make your handwriting clear and easy to read
- write the answer on the answer line
1 Look at the lines below.
Do the lines appear to be parallel, perpendicular, or oblique?
Answer ____________________________
On the lines below, explain how you determined your answer.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2 Look at the equation below.
\[ y = x + 5 \]
Complete the table below using the given values of \( x \) in the equation.
| \( x \) | \( y \) |
|--------|--------|
| 5 | |
| 6 | |
| 7 | |
| 8 | |
| 9 | |
On the lines below, explain how the values of \( y \) will change if the equation is changed to \( y = x + 8 \).
3 It takes Sashi 40 minutes to arrive home from school if she rides the school bus. If her mother picks her up, it takes only 15 minutes.
At what time will Sashi arrive home if she rides a bus that leaves the school at 2:45 p.m.?
Answer _______________ p.m.
How much time can Sashi save in 5 days if her mother picks her up?
Show All Work
Answer _______________________
4 A librarian is organizing six journals by their copyright date. The copyright date for each journal is shown below.
1918 1901 1915 1907 1933 1925
Plot the point for each of these numbers on the number line below. Write the number below each point.
Go On
5 Jenny painted her bedroom wall. A diagram of the wall is shown below.
It took Jenny 30 minutes to complete section A of the wall.
About how long will it take, in minutes, for her to finish section B?
Answer ___________ minutes
On the lines below, explain how you found your answer.
6 Look at the place-value blocks below.
What number is represented by the place-value blocks?
Answer ______________________
Look at the place-value blocks below.
If these blocks are added to the first group of place-value blocks, what new number will be represented?
Answer ______________________
2 Chris wants to cover a bathroom floor that is 7 feet long and 5 feet wide. The tiles Chris is using are 1-foot squares and come in boxes of 12 tiles for $34.80.
How much will it cost for Chris to tile the bathroom floor?
Area of rectangle = \( lw \)
= length \( \times \) width
Show All Work
Answer $ ___________
Use your ruler and protractor to solve this problem.
Bob and Tom followed the directions below to draw a figure.
- Draw line segment AB that is $1\frac{1}{2}$ inches long.
- From point B, draw line segment BC that is $1\frac{1}{2}$ inches long and forms a $70^\circ$ angle with line segment AB.
- From point C, draw line segment CD that is $1\frac{1}{2}$ inches long and forms a $110^\circ$ angle with line segment BC.
- From point D, draw line segment DA that is $1\frac{1}{2}$ inches long and forms a $70^\circ$ angle with line segment CD.
The figures Bob and Tom drew are shown below. | 1,809 | 767 | {
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We thought parents and family members might like to hear about some of the many ways we teach Catholic Social Teaching through the work we do in school. This leaflet shows just a few of the things we have done this year.
CATHOLIC SOCIAL TEACHING
COMMON GOOD
Our dedicated staff share their time and talents with other schools across our Trust and the North East, delivering training and sharing their talents for curriculum planning. This is because we believe every child has the right to a quality education and to achieve that our experienced teachers share their knowledge with staff from other schools through the research school, Archimedes Maths hub, Carmel Teacher training programme and the Science Learning Partnership.
HUMAN DIGNITY
We feel it is so important that our pupils learn to treat everyone with the dignity they deserve as a fellow brother or sister made in God’s image.
This year some of our older pupils have trained as dementia friends to understand some of the older members of our community better and to enable them to demonstrate their care for others.
OPTION FOR THE POOR
Classes have fundraised to purchase some ‘World Gifts’ for communities less fortunate than ourselves. We have bought some mosquito nets to go above children’s beds and reduce their risk of contracting malaria and some chickens for a community in Peru.
PARTICIPATION
Pupils in Year 6 participate in the Faith in Action Award each year. They do acts of service to our community and the wider world throughout the year. Some of the things we did last year were: organise a Macmillan coffee morning, go on a litter pick in our local area, sent gift boxes to a school in Malawi, collect for our local foodbank and visited the Dementia Café.
PEACE
We continue to pray for peace throughout our world at this troubled time.
RIGHTS & RESPONSIBILITIES
Each year all of our classes design a shared code of conduct for their class to agree to. This way we all follow the classroom rules we’ve agreed to and are Ready, Respectful and Safe throughout the year. We all have the right to a vote, to elect our school councillors for that year.
SOLIDARITY
Each year we learn about Fairtrade and how workers around the world deserve a fair price for their produce.
STEWARDSHIP
We have been learning about ‘Laudato Si’, Pope Francis’s letter to the world to plead with us to look after our common home. We have been thinking throughout school about ways we can do this.
SUBSIDIARITY
The principle of subsidiarity is that everyone should have a voice and that problems should be sorted at a local level wherever possible. Our local MP Peter Gibson came into school to answer pupils’ questions on a range of local issues including what he will do about litter in our local area. | 1,114 | 568 | {
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Color Me Safe
When I Wear My Helmet
mercy.net/injuryprevention | safekidsspringfield.org | Check us out on Facebook
Mercy is a proud leader of SAFE KIDS SPRINGFIELD
THIS BOOK BELONGS TO:
________________________________________
PRINT YOUR NAME HERE.
THIS BOOK WAS ASSEMBLED BY DR. SAMI KHOSHYOMN AND YOUR FRIENDS AT MERCY CLINIC PEDIATRIC NEUROSURGERY PART OF THE MERCY CHILDREN’S HOSPITAL. WE HOPE THIS WILL HELP YOU KNOW THE BENEFITS OF SAFE BIKING PRACTICES AND WEARING A HELMET.
WRITTEN BY: ROSE NELSON
COVER ILLUSTRATION BY: BAILEY STEELE
ILLUSTRATED BY: CHUCK CLORE
HAVE FUN COLORING!
Ben and Mary go outside to ride their bikes.
Mary puts on her helmet. Ben does not.
Ben laughs at Mary. Ben thinks Mary looks silly in her helmet.
It is a beautiful day for a fun bike ride, but suddenly...
...Yikes! Ben’s bike tire slips and he falls off his bike.
Ben hits his head on the ground. Mary goes to get help.
Mary’s mom calls 911.
Ben has to go to the hospital in an ambulance.
Dr. Sami meets Ben at the hospital.
Dr. Sami takes good care of Ben.
Ben has an x-ray taken of his head and stays all night in the hospital so Dr. Sami can see if Ben hurt his brain.
Ben injured his head and had to have stitches. He gets to go home from the hospital.
Thanks to Dr. Sami, Ben knows to ALWAYS wear his helmet. It is the safe and right thing to do.
Remember: Bike wrecks can happen on your sidewalk, driveway, bike path, street or in your park. Every time you get on your bike, you must wear your helmet. Protect your Head and Wear a Helmet!
Here are some other activities where you must always wear a helmet.
What is wrong in this picture?
Right! Even grown-ups need to wear helmets!
Connect these words and pictures together and find Dr. Sami’s secret phrase!
THIS BIKE & HELMET BELONG TO ___________________________ PRINT YOUR NAME HERE.
Place a picture of your bicycle here.
Place a picture of your helmet here.
Hi Kids!
My name is Dr. Sami Khoshyomn.
Please call me Dr. Sami. I work at Mercy and I am the area’s only pediatric neurosurgeon. What is a pediatric neurosurgeon? A neurosurgeon works with people that have problems with their brain or spine. Pediatric means that I like working with kids like you.
I see many children in the emergency room that have a head injury from not wearing a helmet while playing sports, riding a bike or an ATV. Some of the kids are hurt more than others and it is my job to help them get better. Most of these injuries don’t have to happen.
I am asking you and your parents to help protect your head. Please make sure you always wear your helmet when playing sports and riding bikes or ATV’s. Some kids may think it’s silly to wear their helmet but that is not true. A helmet can save your life.
If you or your parents have questions, please call me anytime at my office. My number is 417-820-5150. I help all kids even if they don’t have the money to pay.
And kids and parents should always remember,
Protect your head, and wear a helmet.
Mercy Injury Prevention Center
1570 Battlefield, Suite 110 | Springfield, MO 65807 | 417-820-7233
mercy.net/injuryprevention
Mercy is a proud leader of SAFE KIDS SPRINGFIELD | 1,555 | 795 | {
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island
straight
natural
To survive on the island, I had to forage for nuts and berries.
Now write sentences containing the spelling words
I can create a character
Today we will:
• Read a new book
• design a new character
Key words: adjectives personality
I can create a character.
Let's read another book about pirates...
https://www.youtube.com/watch?v=QamzY39CT6o
I can create a character.
How would you feel if a pirate moved in next door?
I can create a character.
What sort of character might love to have a pirate neighbour?
What character might hate it?
Think:
- where they live
- personality
- appearance
- behaviour
I can create a character.
Here's an example...
A Grumpy 'Groan' Up
Bushy moustache
Uses a walking stick
Shiny, bald head that birds like to land on
I can create a character.
Include:
- where they live
- personality
- appearance
- behaviour
Why would they love or hate it if a pirate family moved in next door?
MUST: Use interesting adjectives and adverbs
SHOULD: Use a range of conjunctions to extend your sentences (which, that, with)
COULD: Use subordinate clauses to give more details
Draw your character and label their features.
Make notes on the setting and what might happen after the pirates have moved in next door to your character.
I can add amounts of money
Starter for ten
Which is the odd one out? Can you tell me why? Is there more than one answer?
50 + 20 =
5 + 5 + 5 =
20 + 10 =
40 + 10 =
5 + 50 =
Remember to spend 10 minutes on times table rock stars
The tutorial for today's work recaps adding money and is found at: https://vimeo.com/498286318
1) Complete the part whole models
a)
£\[\square\] and \[\square\]p
b)
£\[\square\] and \[\square\]p
2) Dora buys two birthday cards.
Complete the sentences to show how much money Dora spends.
£\[\square\] + £\[\square\] = £\[\square\]
\[\square\]p + \[\square\]p = \[\square\]p
Dora spends £\[\square\] and \[\square\]p.
3) Complete the number sentences.
a) £3 and 12p + £5 and 12p = £\[\square\] and \[\square\]p
b) £3 and 30p + £5 and 30p = £\[\square\] and \[\square\]p
c) £3 and 50p + £5 and 50p = £\[\square\] and \[\square\]p
d) £4 and 50p + £5 and 50p = £\[\square\] and \[\square\]p
What do you notice?
4) Arthur has £3 and 40p
Eric has £4 and 35p
How much money do they have altogether?
£\_\_ and \_\_p
7) Felix (still hungry) buys a packet of crisps for 75p
and a donut for 67p
What does he spend in total?
8) Annie and Alex are having pizza for lunch.
Tomato pizza £5 and 40p
Vegetable pizza £7 and 75p
Potato wedges £1 and 79p
Cheese bites £2 and 83p
a) Annie orders a tomato pizza and cheese bites.
How much does it cost?
£\_\_ and \_\_p
b) Alex has £10
She wants to buy potato wedges and a vegetable pizza.
Does she have enough money? ________________
Explain your answer.
I can investigate gas
What do we know about gases?
I can investigate gas
This is the method for our investigation:
1. Place a towel at the bottom of a cup.
2. Tape it securely in place.
3. Turn the cup upside-down and push it down into a large bowl of water.
Make a prediction for what you think will happen to the towel. Why?
I can investigate gas
Prediction
Method
Discuss: What is happening to the towel?
I can investigate gas.
Why is the towel dry?
What we found out:
Explain why the paper towel stayed dry.
I can investigate gas
What are the basic properties of a gas?
Let's learn: 🌐
https://www.bbc.co.uk/bitesize/topics/zkgg87h/articles/zsgwwxs
I can investigate gas
Another experiment!
https://www.bbc.co.uk/bitesize/clips/zt3fb9q
You could try this at home. All you need is a fizzy drink, a cup, something to stir it with and a pair of scales.
I can investigate gas
Under your experiment write up, add in any facts you have learnt about gases
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Dear Parents,
This is to inform you that Half Yearly Examination will be conducted as per the given schedule.
| Date | Day | Subject | Portion |
|------------|---------|---------|------------------------------------------------------------------------|
| 04.09.2023 | Monday | English | Lesson no. 3 : I just want to Go to School !<br>Grammar : Types of Sentences, Object and Subject<br>Lesson no. 4 : The Great Lemon Bake-Off<br>Grammar : Nouns (Concrete & Abstract)<br>Lesson no. 5 : Doctor’s Home<br>Grammar : Degree of Adjectives<br>Lesson no. 6 : The Animal Bridge<br>Grammar : Suffix<br>Creative writing : Acrostic Poem, Story Writing and Informal letter writing |
| 05.09.2023 | Tuesday | ICT | Lesson no. 1 : Let’s Enter the Digital World<br>Lesson no. 2 : Let’s Write<br>Lesson no. 3 : Let’s Work with Numbers |
| 06.09.2023 | Wednesday | Drawing | Rain , Train, Ganesha |
| 07.09.2023 | Thursday | | Holiday – Gopalkala |
| 08.09.2023 | Friday | Hindi | Lesson no. 4 : स्वारिक गुणां<br>Lesson no. 6 : सूक्षमताची हितस्मृती<br>Lesson no. 8 : पिण्डको/पिण्डकों कृष्ण बचाउँछ<br>Poem no. 5. मैथि और सात्रा<br>व्याकरण, संज्ञान, विशेषण, विशेषण, लिखा, निर्देश (51-60 )<br>रचनात्मक लेखन : अनुप्रेष्ट लेखन |
| 09.09.2023 | Saturday | | Day off |
| 10.09.2023 | Sunday | | Holiday |
| 11.09.2023 | Monday | Mathematics | Lesson no. 2 : (2.3 & 2.4) Subtracting numbers with and without regrouping and estimating the sum/difference<br>Lesson no. 3 : Multiplying & Sharing (3.1, 3.2, 3.3, 3.4)<br>Lesson no. 4 : Multiples,factors & Divisors (4.1, 4.2, 4.3, 4.4 )<br>Lesson no. 5 : Fractions (5.1, 5.2, 5.3). |
| 12.09.2023 | Tuesday | | Preparatory Off |
| 13.09.2023 | Wednesday | EVS I | Lesson no. 5 : Journey of food<br>Lesson no. 7 : Classification of Animals<br>Lesson no. 8 : Flowers and its types |
| 14.09.2023 | Thursday | | Preparatory Off |
| 15.09.2023 | Friday | Marathi | Lesson no. 5 : आजीविका सिकावण<br>Lesson no. 6 : आनंद<br>Poem 4 : जन्य जन्य जन्य किसान<br>Poem 7 : बाबा<br>Grammar as per lesson.<br>अक्षरप्रयोग : 21 ते 30<br>Creative Writing : निर्धारित |
| 16.09.2023 | Saturday | EVS II | Lesson no. 3 : A School for Everyone<br>Lesson no. 4 : A Good Citizen<br>Lesson no. 6 : Crops |
**Kindly Note :**
a. The timings for grade I-V from Monday, 04.09.2023 to Saturday, 16.09.2023 will be 12.45 p.m to 4.15 p.m.
b. P.E and Yoga written quiz will be conducted on Tuesday, 26.09.23 and Wednesday, 27.09.23 respectively during regular school hours.
c. Mark allotment : 50 mark. ICT : 25 marks. P.E and Yoga : 10 marks
d. Absenteeism must be avoided. In case of ill health, a written application along with supporting medical certificate to be submitted to the office or the Grade Teacher.
e. Dates are subject to change. Parents will be duly notified for the same.
Principal | 1,770 | 974 | {
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minute
grammar
appear
The obnoxious child rudely corrected the accidental grammar mistake.
Can you write your own sentences using the spelling words?
I can use personification in my writing
Today we will:
• read our new book
• learn what personification is
Key words
personification feelings emotions
I can use personification in my writing.
These are my scissors:
I'm going to personify them.
Gracefully, the scissors danced through the paper.
Personification is where you give something, which is not human, human qualities.
I can use personification in my writing.
Choose an object from somewhere in the room to personify.
Use your imagination. How could you use human qualities to describe what the object is doing?
How are they doing it? Can you add adverbs or feelings?
I can use personification in my writing.
Can we add more detail with a subordinate clause? Remember, subordinate clauses add more info to a sentence.
Violently, the tree shook its branches as it was angry.
Since the rubber had not been used for ages, it sulked at the bottom of the tray.
The ruler, which was tall and straight, felt sad.
Unfortunately, the pencil sharper, who was rather naughty, devoured the pencil.
I can use personification in my writing.
Write sentences about different objects, bringing them to life.
MUST: Write in full sentences with neat handwriting, full stops and capital letters.
SHOULD: Use interesting verbs and adverbs to say what the objects did.
COULD: Use subordination to explain why the objects feel the way they do.
I can interpret pictograms
Starter for ten
What is the difference between the largest and smallest even numbers?
1 12 10 205
5 57
Remember to spend 10 minutes on times table rock stars
Use the video found here to support your learning:
1. Dora, Dexter and Jack play basketball at break time. They record the goals they score in a pictogram.
| Name | Goals |
|------|-------|
| Dora | 🏀🏀 |
| Dexter | 🏀🏀🏀🏀🏀 |
| Jack | 🏀🏀🏀🏀🏀🏀 |
a) Complete the sentences.
Dora scores [ ] goals.
Dexter scores [ ] goals.
Jack scores [ ] goals.
b) How many goals do they score altogether?
c) How many more goals does Jack score than Dexter?
d) How many ways could you work out the answer to part c)?
2. Two classes go on a trip to the zoo together. There are two coaches to take both classes.
| Coach 1 | Coach 2 |
|---------|---------|
| Boys | 🥰🥰 |
| Girls | 🥰🥰 |
| Boys | 🥰🥰 |
| Girls | 🥰🥰🥰🥰 |
Key
Tick the correct answer.
a) Which coach has more boys?
b) Which coach has more girls?
Coach 1 Coach 2 They have the same
c) How many girls are there in total? □
d) How many more girls than boys are there on Coach 2? □
e) How many more girls than boys are there on the trip to the zoo? □
f) How did you work out the answer to part e)?
3 At the zoo, Mo keeps a record of how many big cats he sees.
| Big Cat | Key |
|---------|-----|
| Leopard | 4 |
| Cheetah | 6 |
| Lion | 3 |
| Tiger | 8 |
Key: 1 paw = 2 big cats
a) Choose a word to complete the sentence.
more fewer
There are __________ leopards than lions.
There are __________ lions than cheetahs.
b)
If I add the number of cheetahs and lions together then it will be equal to the number of tigers.
Is Rosie correct? ___________
How do you know?
c)
Each paw represents 2 big cats so I can just double the amount of paws and that will be how many big cats there are.
Is Alex correct? ___________
How do you know?
I can research the benefits of tap and bottled water.
Which would you prefer to drink? Why? Discuss.
I can research the benefits of tap and bottled water.
Let's have a look at some of the facts about tap and bottled water:
https://www.youtube.com/watch?v=XbxQy5En5Rw
https://www.youtube.com/watch?v=Se12y9hSOM0&t=108s
Whilst watching, make notes about the reasons why people drink either bottled or tap water.
What are the good things about drinking tap water?
Are there any benefits to bottled water?
I can research the benefits of tap and bottled water.
Use your notes to create a page showing what you have learnt.
You may want to split your page like this example.
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Activity Title: Accountaball
Grade: 4-12
Objective: To work together as a team to score points using your body and brain.
Explanation: Playing ultimate ball (same as ultimate Frisbee), students will work together to move the ball across the court and past the opponents end-line. If the ball touches the ground it is a turnover. When a team successfully passes the ball over the end-line the Accountaballers (one per team) run to the mid-court sideline. The teacher asks the Accountaballers a question (While this is happening, a new game starts on the court). The first person to answer correctly gets an additional point.
Modification: Accountaballers run to mid court and answer a pre-written question (short answer or multiple choice) on their teams Accountasheet and the answers are totaled as a group as a formative assessment at the end of the game.
Directions:
1. Make two teams (use flags, or pennies).
2. Pick one person to be the Accountaballer for each team.
3. On the teachers signal to start both teams begin passing the ball and trying to get it across the opponents end-line.
4. Students can only take 2 steps with the ball and hold it for 3 seconds.
5. Turnover if: take more than 2 steps with the ball, hold it for more than 3 seconds, it hits the ground, you score.
6. If a team scores by crossing the end-line the Accountaballers run to the sideline and get ready to answer a question.
7. The next game continues without the Accountaballers.
8. The teacher asks a question. Whichever Accountaballer answers correctly gets a point for their team.
9. After the question, the Accountaballers re-enter the game, give their ‘Accountaballer jersey’ to a new student on their team and continue.
10. You can score points by working as a team to make the ball cross the end-line or by answering a question correctly as an Accountaballer.
FOCUSED FITNESS
Assessment Ideas:
- Direct your questions to the Accountaballers that are specific to your big idea ie: SMART goals, FITT principle, components of fitness, nutrition
- Have Accountaballers write their answer and review all questions as a class at the end of the game.
Equipment:
Flags for each team, two pennies (one for each Accountaballer), ball or Frisbee, 2 hula hoops, questions for Accountaballers.
Diagram:
Accountaballers Questions
END LINE
KEY:
Blue team---------- Accountaballers hula hoops------ Red team---------- Accountaballers------------ | 1,034 | 557 | {
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Sequences and Series Lab
Introduction
A sequence is an ordered list of numbers; the numbers in this ordered list are called elements or terms. A series is a sum of the terms of a sequence, which we call the sum. For instance, \{1, 2, 3, ...\} is an example of an infinite sequence whose terms start at 1 and go up by 1 each term without end. On the other hand the \{2, 4, 6, 8\} is an example of a finite sequence since it has finitely many terms. Correspondingly we can find the sum of these sequences as
\[1 + 2 + 3 + 4 + 5 + ... = \sum_{n=1}^{\infty} n\]
and
\[2 + 4 + 6 + 8 = \sum_{n=1}^{4} 2n\]
In general it is customary to denote an infinite sequence or series of terms as \(\{a_i\}_{i=1}^{\infty} = \{a_1, a_2, a_3, a_4, ...\}\) and \(\sum_{i=1}^{\infty} a_i = a_1 + a_2 + a_3 + ..., \) while denoting a finite sequence or series of terms as \(\{a_i\}_{i=1}^{n} = \{a_1, a_2, a_3, ..., a_n\}\) and \(\sum_{i=1}^{n} a_i = a_1 + a_2 + a_3 + ... + a_n.\) In the above finite case we had \(n = 4\) terms, which were \(a_1 = 2, a_2 = 4, a_3 = 6\) and \(a_4 = 8.\) We were able to express any term as a function of its place in the sequence, namely we said \(a_k = 2k.\) Notice the relationship here between the index of \(a_k\) and the term \(2k.\) Ideally we would like to be able to write a sequence or series in its most compact form since determining properties like convergence are much easier to find if we know the form of the general term or \(a_n.\) However, it is not always guaranteed that we can write the general form as a function of its index or place in the sequence as we will soon see.
Exercises:
Directions \(I_1\) and \(I_2:\) Find the relationship between the terms and their place value or index then write the sequence or series in its most compact form, e.g. In the above example the infinite sequence could be written compactly as \(\{n\}_{n=1}^{\infty}\) and the finite sequence as \(\{2n\}_{n=1}^{4}.\) Note that we have already written their corresponding series compactly. If no relationship exists then state as much.
\(I_1\)
(a) \(3, 6, 9, 12, ...\)
(b) \(6, 9, 12, 15, 18, ..., 33\)
(c) \(2, -4, 6, -8, 10, ..., 20\) (We call a sequence of this type an alternating sequence since the signs alternate between terms). | 1,076 | 727 | {
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John Chapter Five
Keys to This Chapter
Key Passage: Verses 28-29
“Do not marvel at this; for the hour is coming in which all who are in the graves will hear His voice and come forth—those who have done good, to the resurrection of life, and those who have done evil, to the resurrection of condemnation.”
Key People
The Jews
Jesus
Infirm man
John (the Baptist)
Moses
Key Places
Jerusalem
Pool of Bethesda
Key Words
Paralyzed
Infirmitiy
Sabbath
Judgment
Authority
Execute
Resurrection
Key Lesson
Questions on the Text
1. What brought Jesus to Jerusalem?
2. What was by the Sheep Gate in Jerusalem? Why were a number of infirm people present there?
3. What did Jesus ask an infirm man? What was his infirmity? How long had he had it? (vv. 5-6)
4. Why, according to verse seven, had this infirm man not been healed?
5. What did Jesus command the infirm man to do? What was the result? (vv. 8-9)
6. Why did the Jews object to what Jesus had done? What did it prompt them to do? (vv. 10, 16)
7. What additional motive did the Jews have for seeking to kill Jesus? (v. 18)
8. Who, in verse 24, did Jesus say would have everlasting life?
9. Who will come forth from their graves at the resurrection? How will they be divided? (vv. 28-29)
10. Whose “will” did Jesus seek? (v. 30)
11. Who, according to verses 32 through 35, gave witness of Jesus?
12. What gave witness of Jesus in verse 36?
13. Who, in verses 37 and 38, gave witness to Jesus? How was His witness received?
14. What testimony did the Scriptures give? (v. 39)
15. Who accused unbelievers to the Father? (v. 45)
Matching
_____ 1. Jesus A. Has borne witness to the truth.
_____ 2. John B. Have not seen His form or heard His voice.
_____ 3. Works C. If bear witness of Himself, His witness is not true.
_____ 4. The Father D. Jews thought they had eternal life in them.
_____ 5. Scriptures E. Witness that the Father sent Jesus.
Discussion Question
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Sweetieraptors is designed to:
- introduce simple, core Scots vocabulary, eg *birl*, *broon*, *jaggy*, *shoogle*
- encourage **interactive reading**, by prompting children for their own responses to the questions in the text
- encourage **creative word-building** by showing children how to make up new words by joining together familiar words
If your class is not familiar with reading or hearing Scots, concentrate first on the **dinosaur names** in the text, and discuss the meaning of the names with your class, using the pictures as a guide.
The dinosaur names in Sweetieraptors are created by adding a Scots word, eg *dreich*, onto a familiar ‘dinosaur’ ending, such as -saurus or -pod. Try inventing new ‘Scots’ dinosaurs with your class, using a mixture of Scots and English, or all Scots (eg Clartyfit, Tousieheid).
Here are some **dinosaur endings** you can use:
- -saur or -saurus (=lizard)
- -dactyl (=finger/toe; Scots -finger, or -tae)
- -don (= tooth)
- -pod (= foot; Scots -fit)
- -raptor (=eater, grabber)
- -tops (=head; Scots -heid)
And here are some more **Scots words** that might make good dinosaurs! :
bonnie, bowfin, crabbit, drookit, fantoosh, feart, foostie, gallus, gowden, mingin, muckle, peeliewallie, perljink, pernicketie, stourie, strippit, tottie, wabbilt; dunt, fankle, greet, guddle, pech, puggle, rin, scunner, skite, skoosh, slaister, sook, taigle, trauchle
If you need help finding Scots words to use, there are some more examples in the Animal ABC.
**Ideas for Class projects:**
- **Draw** your Scots dinosaurs and ask others to guess what they are called.
- **Act out** being your Scots dinosaurs; tell others in the class what you are like, what you like to do, or what you like to eat.
- **Play charades**, trying to guess what each other’s dinosaurs are called.
- **Make models** of Scots dinosaurs (for example, paint an eggbox to look like a dinosaur, then fill it with sweeties to make a ‘Sweetieraptor’ sweetie dish!). | 868 | 534 | {
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Young Children, Public Spaces and Democracy Project (BRIC)
Background
The BRIC Project is for 3 years from January 2015. The project involves preschool teachers, young children and parents in exploring democratic engagement in public and civic spaces. Participants in the project are from England, Italy and Sweden. The project is funded by the European Union and led by Professor Tim Waller at Anglia Ruskin University.
Aims and objectives
BRIC aims to achieve the following objectives
1) An exchange of ‘good practice’ between preschool teachers in three countries (Italy, Sweden and the UK);
2) Systematic education and training around democratic engagement in public spaces;
3) The development of open educational resources and targeted activities to engage early childhood professionals, parents, the local community and key stakeholders, including local politicians and representatives from business.
Methods
Two main methods are used in BRIC:
1. Participatory Action Research (PAR) - the construction of a common grammar through PAR.
2. ‘Polyvocal’ – many voices
First Voice – The film of young children in public spaces
Second Voice – reflections of children and pedagogues in setting
Third Voice – reflections of pedagogues in the same culture
Fourth Voice – reflections of pedagogues in different cultures
Fifth Voice – reflections of the researcher/s
BRIC methods are drawn from the well-known studies of *Preschool in Three Cultures* by James Tobin (Tobin, Wu and Davidson, 1989 and Tobin, Hsueh, and Karasawa, 2009)
Project Activities and Actions
BRIC will involve teachers, children, parents (citizens) and politicians seeking to participate in democratic engagement around three specific **Focus Spaces**:
- the pavement (footpath, marciapiede, or equivalent),
- an indoor space (such as a library, but not a preschool)
- a green outdoor space (such as a park or woodland).
These activities will be documented and reflected on by the participants and disseminated through Local Forums, Transnational Exchanges and Webinars.
Impact and dissemination
Wider dissemination of BRIC will be made via the project website and Documentation Centre. In addition, impact will be strengthened through:
- The publication of a series of Case Studies and Vignettes drawn from BRIC activities
- The establishment of Permanent Open Forums in each participating country.
An International Conference in Brussels will be held at the completion of the project in 2017.
BRIC Pilot Project
A pilot project was established to explore the validity of the BRIC model of cross-cultural dialogue, documentation and reflection between preschool teachers in three countries; England, Italy and Sweden. The pilot took place between November 2013 and February 2014. The BRIC pilot project demonstrated that there was a generally very positive response to the BRIC project, from all preschool teachers and head teachers in the three countries involved. In addition, the pilot has shown how an exchange of ‘good practice’ between preschool teachers in three countries is feasible and is both desirable and highly valuable for the preschool teachers’ continuing professional development leading to deeper reflection and understanding.
The participating preschool teachers in England, Italy and Sweden agreed that for the main BRIC project the starting point is the dialogue with children and that there is a need for sustained and frequent engagement in a particular place – or public space.
*Also, for the BRIC project to succeed it is important for the children to leave traces of their engagement and the project must involve and inform local politicians and policy makers as well as parents.*
Project website: [www.bricproject.org](http://www.bricproject.org)
Contact: firstname.lastname@example.org | 1,748 | 752 | {
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THE ICE AGE
At one time in earth’s history, ice and snow (areas in white) covered nearly 30% of the earth’s surface. Some evolutionary scientists believe this ice age started about 2 million years ago and ended about 11 thousand years ago. Most earth science textbooks claim there were many ice ages (from 4 to 20) with long periods of time between each one. However, creationists looking at the same evidence believe there was only one Ice Age.
Over the years there have been over 60 different ideas of where all this ice and snow came from. However, all these ideas have great problems. Some scientists believe if the winters became colder we could have an ice age. Yet, even though the winters in Siberia are very cold, there are no ice sheets.
In order for any ice age to happen, huge amounts of water would need to evaporate from the oceans and fall as snow onto the earth’s surface. Simply cooler weather would not produce the right conditions because there would be less evaporation, and therefore, less snow. What is really needed for an ice age is not colder winters, but wetter winters. Much cooler summers are also needed to prevent the snow from melting.
The Bible records a time during the after effects of Noah’s Flood when these ice age conditions were possible. In Genesis 7:11 it says, “…all the fountains of the great deep [were] broken up…” When the earth was split open, hot water poured out to the surface. This splitting open of the earth would have also allowed volcanic lava and ash to pour out. A lot of water vapor would have been thrown into the atmosphere. As the hot waters poured into the sea, the oceans would have become warmer and the resulting evaporation would have put much moisture (water) into the atmosphere. All the volcanic ash in the air (along with clouds formed from evaporation) would have blocked out a large amount of sunlight cooling the land. The cooler land and warmer oceans would have created the right conditions for lots of snowfall. Because of much cooler summers (possibly 20° to 40° Fahrenheit colder than they are today), the snow that built up during the wetter winters could grow deeper and deeper. After several years, the weight of the snow would cause it to squeeze into ice.
After about 500 years, the oceans would have become cool enough that evaporation slowed. As the weather dried from less evaporation, the ice sheets would stop growing and begin to melt. Some scientists believe the ice would have melted in less than 200 years.
During the Ice Age, lots of the water in the oceans was locked up in the ice sheets. This would have lowered the sea levels exposing land bridges that would have allowed animals and people to move onto different continents.
When the ice sheets began to melt, it was sometimes fast enough that rivers would trap large animals such as rhinoceros, mammoths, reindeer, musk ox, and even hippopotamus! Some of these animals that were buried in the riverbanks would become fossils.
The conditions we see today could never make an ice age. However, the catastrophe of Noah’s Flood and the changes in the weather due to volcanic ash and warmer oceans can explain how an Ice Age could happen.
More information on the Ice Age can be found in *Life in the Great Ice Age*, by Michael & Beverly Oard, and *The Revised and Expanded Answers Book*. Both are available at www.discovercreation.org
NUMBER FILL-IN
God’s Word, the Bible, is a collection of 66 books. Use the BOLD numbers below to fill in the puzzle. One number has been inserted to help get you started. The answers are at the end of the page. However, the numbers have been changed to letters. A=0, B=1, C=2, J=9…etc.
TWO NUMBERS:
21 Letters (Epistles) in NT
27 Books in NT
39 Books in OT
40 Actually more than this number of authors of the Bible
THREE NUMBERS:
150 Chapters in Psalms (Longest Book)
176 Verses in Psalm 119 (Longest Chapter)
260 Chapters in NT
929 Chapters in OT
FOUR NUMBERS:
1189 Chapters in Bible
1200 Number of languages the Bible has been translated into (as of 2001)
3358 Number of times the word "God" appears in the Bible
7736 Number of times the word "Lord" appears in the Bible
7959 Verses in NT
FIVE NUMBERS:
23214 Verses in OT
SIX NUMBERS:
168000 Number of new Bibles sold or given away each day (as of 2001)
181253 Words in NT
593493 Words in OT
Starting from top left going clockwise: Paperclips, Pencils Erasers, Coins, Computer Keyboard Middle: Scissors
Kid's Think & Believe Too is published tri-monthly by Alpha Omega Institute, P.O. Box 4343, Grand Junction, CO 81502. Editors: Lanny and Marilyn Johnson. Kid's Think & Believe may be freely copied and distributed in its entirety for non-commercial use. AOI is a tax-exempt non-profit organization under Section 501(c)(3) of the Internal Revenue Code. © 2004 Alpha Omega Institute. | 2,021 | 1,098 | {
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Balance of the Opouahi Scenic Reserve (as shown on deed plan OTS-201-31)
For Ngāti Kurumōkihi, the balance of the Opouahi Scenic Reserve (the Reserve) and environs are integral to the distinct identity and mana of the Hapū. The importance of the Reserve derives from its position along the eastern slopes of Maungaharuru (the Maungaharuru Range) and the location of Lake Opouahi within the Reserve. Accordingly, the following statement of association is relevant to the Reserve.
- Peaks of Maungaharuru Range.
Spiritual importance
Lake Opouahi is regarded as a particularly spiritual place of Ngāti Kurumōkihi. The tuna (eels) were renowned as being unique to Lake Opouahi. Oral traditions tell of tuna known as the kēhua tuna (ghost eels). The tuna would often challenge whānau (families) in defiance of being harvested. They were famed as the kaitiaki (guardian) of Ngāti Kurumōkihi and the area. Also in this area appeared a tipua (a supernatural being) in a form similar to a white pig. This tipua was revered as a tohu (sign) and would appear at a time of misfortune, either after the event, or as a warning. Patupaiarehe (fairies) are also known to dwell in the area.
Kōrero tuku iho – historical importance
Nearby the Reserve and at the foot of Maungaharuru are several pā (fortified villages) that are associated with Ngāti Kurumōkihi and are still identifiable today. They are Kokopuru and Matarangi. Kokopuru pā was built on the hill of the same name. Kokopuru pā was heavily fortified and surrounded by extensive cultivations, wāhi tapu (sacred places), midden, ovens and cave shelters. According to a source who visited the pā in 1882, the main defensive structures were, at that time, almost intact, with heavy palisades of upright tōtara poles and boughs stood in a circular formation around the hill.
Close by is Matarangi pā, on a peak near Lake Opouahi. The pā was formerly surrounded by cultivations where kūmara (sweet potatoes) and taewa (potatoes) were grown and the water supply came from two lakelets – Ngā Ipu-o-Te-Amohia. Another prominent feature was a carved meeting house which was unfortunately destroyed during a skirmish with a warparty. Over the generations, a number of Ngāti Kurumōkihi chiefs, including Waiatara, based themselves at Kokopuru and Matarangi.
In the vicinity of Lake Opouahi are a number of caves that are also known to have been occupied from time to time, and some are the ancestral resting place for tipuna (ancestors).
The Reserve is one of the few areas of remnant and regenerating native ngahere (forest) on Maungaharuru. It is located at an altitude of 500 to 700 metres above sea level.
In this area, plentiful flora and fauna were available for harvesting. In particular, rongoā (medicinal plants) were abundant, including red matipo, māwe, parapara, harakeke (flax), mānuka (tea tree), kāmahī, tawa, rewarewa (New Zealand honeysuckle) and tātarāmoa (bramble / bush lawyer).
The ngahere provided the ideal habitat for a large number of native birds including kiwi, kārearea (native falcon), kākā (native parrot), kererū (native pigeon) and tūī (parson bird). Many of these birds were harvested for kai (food) and their feathers used for decorating garments and personal adornments.
Lake Opouahi and its associated waterways were also significant sources of kai for the Hapū. The lake and waterways supplied uniquely tasting tuna, kākahī (freshwater mussels), kōura (freshwater
crayfish) and kōkopu (freshwater fish), as well as the daily water supply for the Hapū, as Lake Opouahi is a deep, spring-fed lake.
The Hapū have cultural, spiritual, traditional and historic associations with the Reserve and its environs, its waters, associated land and flora and fauna. The Hapū have a responsibility as kaitiaki in accordance with their kawa (rules) and tikanga (customs) to restore, protect and manage all those natural and historic resources and sites. This relationship is as important to present day whānau (families) as it was to their tīpuna (ancestors). The continued recognition of the Hapū, their identity, traditions and status as kaitiaki is entwined with Maungaharuru, including the Reserve and associated resources. | 1,888 | 1,065 | {
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