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On a hot day in June it is fun to go to a baseball game. Many kids in Boston like the Red Sox. Lots of people go to the games. They yell when someone on the home team smacks a home run or strikes out the side. They eat hot dogs and popcorn and drink lots of tonic. The fans like it best when the home team wins the game, but sometimes that does not happen.
When the Red Sox are not winning many games, some people like to tell an old tale about Babe Ruth. Babe Ruth used to play baseball for the Red Sox from 1914-1919. He was one of the greatest hitters of all time. He once hit the ball more than six-hundred feet. He hit 714 homeruns in his lifetime. He was also a great pitcher. He could strike out lots of batters. All the fans loved the Babe, but the children loved him most of all. He would visit children who were not well. Babe knew how to make kids smile.
Babe went to play for the Yankees in 1920. The Red Sox did not trade him. They sold him for lots of cash. The fans were quite mad and many kids were very sad. Some fans said that selling Babe would bring the Red Sox bad luck. When the Red Sox do not win, some people think the tale is true even today.
On a hot day in June it is fun to go to a baseball game. Many kids in Boston like the Red Sox. Lots of people go to the games. They yell when someone on the home team smacks a home run or strikes out the side. They eat hot dogs and popcorn and drink lots of tonic. The fans like it best when the home team wins the game, but sometimes that does not happen.
When the Red Sox are not winning many games, some people like to tell an old tale about Babe Ruth. Babe Ruth used to play baseball for the Red Sox from 1914-1919. He was one of the greatest hitters of all time. He once hit the ball more than six-hundred feet. He hit 714 homeruns in his lifetime. He was also a great pitcher. He could strike out lots of batters. All the fans loved the Babe, but the children loved him most of all. He would visit children who were not well. Babe knew how to make kids smile.
Babe went to play for the Yankees in 1920. The Red Sox did not trade him. They sold him for lots of cash. The fans were quite mad and many kids were very sad. Some fans said that selling Babe would bring the Red Sox bad luck. When the Red Sox do not win, some people think the tale is true even today. | 741 | 558 | {
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Isotopes and atomic mass worksheet answers
SUBATOMIC PARTICLES and ISOTOPES WORKSHEET
Complete the following table using the information discussed in class and your Periodic Table. All atoms are neutral.
| Element Name | Atomic Number | Mass Number | Number of protons | Number of neutrons | Number of electrons | Isotopic notation |
|--------------|---------------|-------------|-------------------|--------------------|---------------------|------------------|
| oxygen | 8 | 17 | 8 | 9 | 8 | $^{17}_{8}O$ |
| phosphorous | 15 | 31 | 15 | 16 | 15 | $^{31}_{15}P$ |
| strontium | 38 | 88 | 38 | 50 | 38 | $^{88}_{38}Sr$ |
| neon | 10 | 20 | 10 | 10 | 10 | $^{20}_{10}Ne$ |
| fluorine | 9 | 19 | 9 | 10 | 9 | $^{19}_{9}F$ |
| gold | 79 | 197 | 79 | 118 | 79 | $^{197}_{79}Au$ |
Identify the neutral atom described by name and mass number (i.e. oxygen-16).
1) The atom with 2 neutrons and 1 proton is **hydrogen-3**.
2) The atom with 17 electrons and 18 neutrons is **chlorine-35**.
3) The atom with 6 protons and 8 neutrons is **carbon-14**.
Answer each of the following using your knowledge of chemistry and the Periodic Table.
4) An atom contains 55 protons. What is the element symbol? **Cesium (Cs)**
5) An atom contains 31 protons, 39 neutrons and 31 electrons. Identify the mass number of this atom. **70**
6) What is the atomic number of bromine? **35**
7) What is the number of total subatomic particles in an atom of B-11? **16**
8) What is the atomic number of Zn-65? **30**
9) How many neutrons are in an atom of Hg - 201? **121** | 1,446 | 534 | {
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Plural form of criterion
Continue
**LES ARTICLES INDEFINIS**
| Masculin | Féminin |
|----------|---------|
| Singulier | Pluriel |
| Pluriel | |
- **un garçon**
- **une fille**
- **un ami**
- **une amie**
- **un collège**
- **une école**
**LES ARTICLES DEFINIS**
| Masculin | Féminin |
|----------|---------|
| Singulier | Pluriel |
| le garçon | la fille |
| l'ami | l'amie |
| le collège| l'école |
---
**Plural Noun Forms**
**Regular Plurals**
The plural form of most nouns is created simply by adding the letter ‘s’ to the end of the word.
For example:
- minute - minutes | horse - horses | bag - bags
Nouns that end in -ch, -sh, -x, -ss, or -z or a silent -s sound, the plural is formed by adding ‘es’ to the end of the word.
For example:
- church - churches | box - boxes | gas - gases | desk - desks | class - classes
Nouns that end in a single -c, the plural is formed by adding ‘es’ to the end of the word.
For example:
- quick - quickness
Most nouns ending in -y preceded by a consonant also form their plurals by adding ‘ies’.
For example:
- garden - gardens | tomato - tomatoes | umbrella - umbrellas
However many newly created words and words with a Spanish or Italian origin that end in -y just add an ‘s’.
For example:
- photo - photos | piano - pianos | perfect - perfects
Nouns ending in a consonant + y, drop the y and add ‘ies’.
For example:
- party - parties | lady - ladies
Most nouns ending in -f or -fe, drop the f and add ‘ves’.
---
**Rule 2:** Nouns that ends in –s, -ss, -x, -sh, or -ch form their Plurals by adding –es to the Singular.
| Singular | Plural |
|----------|--------|
| Gas | Gases |
| Glass | Glasses|
| Box | Boxes | | 989 | 518 | {
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Follow the Drinking Gourd
When the sun comes back and the first quail calls - Follow the drinking gourd.
For the Ole Man's a-wait-ing for to car-ry you to free-dom Fol-low the drink-ing gourd.
Follow the drink-ing gourd Follow the drink-ing gourd for the old man is a-wait-ing for to car-ry you to freed-dom Fol-low the drink-ing gourd.
2. On the river bank makes a very true road.
Dead trees will mark the way.
The left foot, peg foot, traveling on.
Follow the drinking gourd.
Chorus:
Follow the drinking gourd.
Follow the drinking gourd.
For the Old Man is a waiting for to carry you to freedom
Follow the drinking gourd.
3. Now the river ends in between two hills,
Follow the drinking gourd.
There's another river on the other side.
Follow the drinking gourd.
Chorus:
4. When the great big river meets the little river
Follow the drinking gourd
For the Old Man is a waiting for to carry you to freedom
Follow the drinking gourd.
Chorus:
For information on the background of this song, and ideas on how to teach it, see Teaching American History with Favorite Folk Songs (2002) Tracy West. Scholastic Professional Books, New York. This publication includes other songs from American history, a CD with recordings of all songs, and many activities to reinforce understanding of American history.
SINGING
This song is an example of one way the slaves communicated so their white masters would not understand. A drinking gourd was a hollowed-out gourd used for drinking. But in this song the slaves used the term to refer to a similar shape made by the stars in the sky. Invite the children to listen and tell you what they think the drinking gourd really was. (The big dipper). Sing the song several times, asking the children to listen for other code words or phrases in the song. Leading questions might include: What time of year was it? Spring--sun comes and first quail calls. When should they travel? Night--when the drinking gourd is out. What did they use for a road? Riverbank. How many rivers did they follow? Three (Tombigbee, Tennessee, Ohio). Tell them that there is a story about a man named Peg-leg Joe. He is the “Old Man” in this song. He put marks on trees so the slaves would know which way to go. When they arrived at the last river, he picked them up in a boat and carried them across the river into Canada, where they would be safe.
Invite class to keep beat while singing and determine the pattern of strong and weak beats in four. Teach them to conduct while they sing. Let children take turns conducting the class singing.
PLAYING INSTRUMENTS
Play guitar or autoharp while singing this song. Help children become aware that a song has a melody and may have an accompaniment. Tell the children the song is in a minor key which gives it kind of a mysterious feeling. The autoharp plays chords which help create the minor sound. Teach children which chords to use on the autoharp and let them take turns accompanying this song. Notice that some of the chords are major and when they play the song has a major sound. Children might also enjoy creating sound affects for this song. Help them determine what instruments or voice sounds would work at certain places to add to the mood of the words.
CREATING
Invite children to make up a verse to the song using coded directions. Perhaps they could sing about going from the class room to the lunch room, or to a nearby store. Think of things they pass on the way and how they could use those in the song. Dramatize the song and use instruments to make sound effects for the drama.
LISTENING
*Scholastic puts out a magnificent work book and CD recording of this song. “Teaching American History with Favorite Folk Songs.” ISBN: 0-439-04387-5. It is wonderful! Play the recording and invite the children to sing along. *Play major and minor chords for children on the autoharp. Help them notice the difference. Ask them to use words to describe the difference in feeling. Play a game where children have to guess which chord you are playing--major or minor. Play like a relay. The winning side can chose one of its members to play the song on autoharp while everyone sings.
INTEGRATING
Read Follow the Drinking Gourd by Jeanette Winter. Dragonfly Books. ISBN: 0-679-81997-5. Notice how the story and song work together. Study the history of the Civil War and include stories of the Underground Railroad. Invite children to do research on slavery in America. Put the words of the song on a chart and encourage children to read the words as they sing the song.
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The Birth of Venus (El nacimiento de Venus)
Traditional Aztec story
Marcos Carías
The good god and creator Quetzalcoatl performed two miracles for human beings. First of all, he made corn so that human beings would have food, and secondly, he sent his son, Ce Acatl Topiltzin Quetzalcoatl (Our Prince One-Reed Feathered Serpent), to govern them.
There never was a better ruler and never did the people live so happily. However, all this made Tezcatlipoca and his followers very envious. Tezcatlipoca was the brother of the good god and creator Quetzalcoatl, although a very mean brother because all he ever did was send down calamities on the humans.
Topiltzin loved peace. Tezcatlipoca and his followers loved violence and war. They wanted war so that they could steal other people’s possessions and take prisoners for slaves or kill them.
So Topiltzin’s enemies tricked him. They mixed a potion into his cup of chocolate that made Topiltzin fall into a deep sleep. Once he was asleep they took his clothes off and poured liquor all over his body, from his head to his toes, to make him act and smell like a drunk.
Then, they went and told the inhabitants of Tollan that the good king wanted to receive them all the next morning. And when the inhabitants went to see their king, they found him drunk, talking nonsense and stinking of alcohol. Everyone laughed at him.
The young Topiltzin had such a good heart that he was incapable of imagining that anyone could have tricked him. He thought he had misbehaved and blamed himself. He gave up his throne and abandoned the kingdom. His enemies had triumphed and there was no more happiness in the land.
Topiltzin reached the seashore. It was past dusk and already dark. The good god and creator, Quetzalcoatl, his father, decided to offer human beings a gleam of hope by sending Topiltzin up into the sky to become the evening star.
The young Topiltzin asked his father if he could also contemplate the Earth in the morning to cheer humans up with his light when they got up. The good god and creator agreed and made him into the morning star as well. As the young prince of the feathered serpent reached the sky, the celestial body now known as Venus was born.
Dawn and dusk
Although we cannot see the Sun in the sky in the early morning or late evening, the sky itself does not become light or dark immediately. At daybreak the light gradually increases, while it decreases at nightfall. This occurs because even though the Sun is below the horizon, its light shines on the atmosphere and the air spreads the light. | 893 | 575 | {
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Meditation Exercise for Student Writers and Others
This is an optional exercise. It was taught to me by one of my teachers and I highly recommend it. If you try it and don’t like it, then by all means stop. But I have found that it tends to make people, including me, more relaxed, productive and creative even though initially it can feel like a “loss” of time (20 minutes).
**Purpose**
Students face all sorts of stresses in their busy and complicated lives as they respond to school, work, and home-life pressures. Writing, in particular, can allow stress to rise to the surface because when people write they usually do so in less distracting environments, and this is when they often notice whatever stresses they may be feeling. “Writer’s block,” a feeling of being frozen when one first faces the blank page or computer screen, is similarly an anxious response to pressure and tension. While stress is an inevitable part of life and can even add to one’s creativity, students are rarely offered training at school in how to deal with stress when it becomes overwhelming and psychologically disruptive. Students may forget that they are not alone in facing such common and very human feelings; feeling alone, in turn, often merely adds an overlay of anxiety to stress.
Meditation techniques can help with such stresses and anxieties. In meditation, one goes psychically inward and attempts simply to notice whatever one is feeling, without adding any layers of judgment to that feeling. By getting in touch with one’s emotions, being attentive to the body’s signals, and remembering to be loving and accepting towards oneself and others, one’s own healthy relaxation responses kick in as one reestablishes a sense of personal equilibrium and perspective. Meditation also allows the unconscious to “speak” in its own unexpected ways, potentially releasing creative ideas and energy.
**Method**
There are many forms of meditation, from assuming the double lotus posture for hours and chanting mantras to short “sitting” exercises. Here is what I recommend.
First, download a brief meditation tuning fork-based musical piece called “Moses Code Meditation,” by Jonathan Goldman (it is part of the *I Am Wishes Fulfilled* album by Wayne Dyer and James Twyman, but you need not buy the whole album). You can get this on iTunes or in another online or offline music store.
Now find a quiet place to lie down and use headphones to listen to the music. While you are listening, you can let your mind wander, or you can do one of these exercises:
- Think about all of the positive motivations for doing what you are doing as a student (such as interest, responsibility, joy; you can choose your own), and let go of any negative motivations (such as guilt, fear of consequences for not doing it, risk of the negative judgment of one’s parents or oneself, etc.). Keep focusing on these positive motivations until you begin to really feel them.
- Stage a debate between two “parts” of yourself, such as the part that wants to accomplish something and the part that wants to procrastinate (or to judge). Ask the procrastinating part to explain its reasoning, and listen carefully. Is procrastinating a protection against the risk of failure? Is it a way of distracting oneself from complicated emotions having to do with success or failure to live up to one’s ideals? Suggest to the procrastinating part of oneself that you understand its motives, but that you are going to find other ways to deal with these issues – ways that are more self-affirming.
- If you tend to turn off your emotions under pressure and then get confused about what you are feeling, spend the meditation time exploring your feelings by imaginarily going “into” the part of your body where the most painful feelings manifest themselves. Touch that interior part of yourself with imaginary hands, and let your body know that you are not ignoring these feelings but are instead trying to come to terms with them.
- Remind yourself that a world without guilt, without punishment of oneself (or others), is possible. Remind yourself to forgive your errors and to love and accept yourself fully.
- Most of all, enjoy the music. It is probably not the kind of music you listen to in other contexts, and you may not like it at first. But give it a chance: although one might not describe it as “great music,” it is music that skillfully uses tuning forks to create an effect on you, or with you, in a different way.
Try this exercise today. Repeat it tomorrow. Repeat again. See how you feel after a week or two.
—Lincoln Z. Shlensky | 1,709 | 940 | {
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Artificial womb created to save premature babies
An artificial womb and placenta has been developed by scientists who hope that it can dramatically improve the survival chances of extremely premature babies.
The earliest that babies routinely survive birth is after 22 to 23 weeks’ gestation. Even then between 80 and 90 per cent quickly die, and most of the survivors have disabilities — many caused by the fact their lungs cannot cope with breathing and their immune systems cannot deal with exposure to the air.
Now a US team has shown they can incubate premature lambs in a device that mimics the wombs of their mothers. Alan Flake, from the Children’s Hospital of Philadelphia, said he hoped it would one day help to save human babies. “When premature babies are delivered, they are ventilated with gas, which impairs lung development, exposed to pathogens, and their very immature organs are not ready to be delivered,” he said. Many develop severe respiratory problems and infections as a result.
In research published in *Nature Communications*, he and his colleagues showed they could transfer lamb foetuses to a bag filled with artificial amniotic fluid and connect their umbilical cords to an artificial placenta that circulated oxygenated blood. Rather than suffer the developmental problems that would be expected with lambs removed so early, they survived and thrived.
“They appear to have normal development in all respects,” said Dr Flake. “We’ve bottle-fed them, grown them up. There’s no intelligence test for lambs, but we think they are pretty smart lambs.”
If the same technique could be shown to work in humans it would be revolutionary. In Britain, about one baby in 300 is born extremely prematurely, defined as before 28 weeks’ gestation. Parents are warned that such babies’ prognosis is not good, and whatever the outcome the children are very costly to the health service.
Any babies who might benefit from this would need to be delivered by Caesarean section and transferred across to the womb immediately in the operating theatre.
This new approach offers a far closer approximation to the natural environment, right down to the fact that it is the foetus’s own heart that pushes the blood through the placenta.
Dr Flake hopes to move to human trials in a few years, and argued that because of the extreme mortality rates using current apparatus it was important to move fast. However, other researchers said it might still be some time before artificial wombs are seen in hospitals.
“This is a really attractive concept and this study is a very important step forward,” said Colin Duncan, from the University of Edinburgh. “There are still huge challenges to refine the technique, to make good results more consistent. This will require a lot of additional preclinical research and development and this treatment will not enter the clinic any time soon.” | 1,149 | 565 | {
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In today’s society, we expect to be able to find information instantaneously. How often do you or your child have a question about something or need to research a topic? For many of us the answer is easy, just Google it! However, doing a Google search is not always the most effective way to get your answer!
At your child’s and your fingertips is a powerful resource known as POWER Library. By typing in www.powerlibrary.org, you can chat with a librarian, utilize E-resources, or explore the digitized documents and photographs associated with Pennsylvania. This is a service of Pennsylvania’s public libraries, school libraries, and the State Library. To access these resources from home all you need is a public library card or an electronic card that is available on the site by going to https://powerlibrary.auto-graphics.com
Available resources are:
- **AP Images** - a primary source database from the Associated Press including photographs, news clips, graphics, and news stories.
- **Auto Repair Reference Center** - comprehensive collection of automobile information.
- **BookFlix** - an online resource for preK to 3 that includes video related to nonfiction eBooks.
- **Business Source** - scholarly business e-resource of magazines and journals.
- **Consumer Health Complete** - a resource that provides information related to health topics.
- **Contemporary Authors** - a source of biographical and bibliographic information about influential authors.
- **CyberSmarts** - an e-book collection targeted for students in grade 3-6 addressing online safety issues.
- **eBooks from EBSCO** - a collection of eBook titles.
- **Greenfile** - an e-resource that connects environment and agriculture, education, law, health and technology.
- **Kids Search** - resources targeted for grades K-8.
- **MasterFILE (EBSCO)** - a multidisciplinary e-resource of reference resources, magazines and journals.
- **Middle Search** - resources targeted for middle school students.
- **Newspaper Source** - a comprehensive source of full-text newspapers.
- **Primary Search and Searchasaurus** - resources targeted for elementary school students.
- **SIRS Discoverer** - a general reference database for elementary and middle school students.
- **Professional Resources** - which includes LISTA (Library, Information Science & Technology Abstracts) and Teacher Reference Center.
Even with the powerful resources available, your child and you might need some help in obtaining your answer so you can use Chat with librarian. A librarian is available 24/7 to provide an answer or point you in the right direction. As a resident of Pennsylvania, you have access to these resources and services. Use the power of POWER Library! | 1,292 | 548 | {
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First Examination
Thursday, Friday, February 14, 1997
Instructions: This exam should be done on your own paper. Your name should be on each sheet and on the back of the last sheet; the answers should appear written carefully and in order. If in doubt, show intermediate steps. Full credit may not be given, even for correct answers, unless work is arranged clearly. This exam is closed book. You may leave after handing in your exam paper, but be sure to check your answers carefully. Each entire problem is worth 20 points.
1. The amount of sales tax collected in a certain city rose at a constant rate from 1960 until 1973. Between 1973 and 1982, the amount of sales tax collected increased exponentially. Between 1982 and 1986, the amount decreased gradually. From 1986 until 1990, the amount decreased exponentially. From 1990 through 1996, the amount increased exponentially, and in 1996, the amount exceeded the amount collected in 1982.
(a) State which of the graphs in Figure 1 best approximates the graph of the sales tax collected versus time in years.
(b) (important): Describe, individually, why each of the other graphs is not a good representation.
2. A body of mass $m$ is falling downward with velocity $v$. Newton’s Second Law of Motion, $F = ma$, says that the net downward force $F$ on the body is proportional to its downward acceleration $a$. The net force $F$ consists of the force $F_g$ due to gravity, which acts downward, minus the air resistance $F_r$, which acts upward. The force due to gravity is $mg$, where $g$ is a constant. Assume that the air resistance is proportional to the velocity of the body.
(a) Write an expression for the net force $F$ as a function of the velocity $v$.
(b) Write a formula giving $a$ as a function of $v$.
Figure 1: The graphs for problem 1
(c) Sketch $a$ against $v$.
3. In the middle of the nineteenth century, a prominent London citizen remarked that “If the number of horses in this city continues to increase at the present rate, by 1950 all London streets will be 6 feet deep in horse manure.” Assume that the statement was made in 1850, that there were 50,000 horses in London then, and that each horse is responsible for $1/500,000$ of a foot of horse manure in the street.
(a) Write down an exponential model for the amount of horse manure in the street as a function of time. Call the rate constant $\alpha$, and let $t = 0$ correspond to 1850.
(b) If there were indeed 6 feet of horse manure in London in 1950, then compute the rate constant $\alpha$.
(c) With that $\alpha$, compute the percentage increase per year in the number of horses in London.
(d) What is wrong with applying such an exponential model over the period 1850–1950?
4. Each of the following functions tends to $\infty$ as $x \to \infty$, but they increase at different rates. Rank them from slowest to fastest; that is, list the one whose graph is on the bottom for large $x$ first, then the one whose graph is next from the bottom, etc.
\begin{align*}
(a) & \quad f(x) = e^{0.0001x} \\
(b) & \quad f(x) = \sqrt{x} \\
(c) & \quad f(x) = x^2 \\
(d) & \quad f(x) = \log(x) \\
(e) & \quad f(x) = x^{1/3} \\
(f) & \quad f(x) = x^3 \\
(g) & \quad f(x) = x^2 + e^x \\
(h) & \quad f(x) = e^{x^2}
\end{align*}
5. The earth’s orbital axis changes its orientation with respect to fixed stars, or precesses with a period of approximately 22,000 years. A very rough model for the earth’s climate assumes that the primary cause of ice ages is this precession. The minimum temperature during the last ice age was roughly 11,000 years ago, so that, according to the rough model the earth is near the maximum global temperature today. Assume that the temperature today is roughly $10^6$ centigrade warmer than it was 11,000 years ago.
(a) Write down a trigonometric model for the deviation from average temperature of the world, as a function of time $t$. Take the present time to be $t = 0$.
(b) According to this model, how many degrees cooler will the earth be 1000 years from now? How many degrees cooler was the earth in the year 997 AD?
(Note: A more realistic trigonometric model is based on the Milankovich theory, in which three different periodic processes affect climate. Modern theories also include alterations to the atmosphere due to human activities.) | 1,943 | 1,084 | {
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Play-Doh—it’s the childhood favorite that every parent loves (and loves to hate for its messiness). This modeling clay was originally made as a wallpaper cleaner in the 1930s but was reborn as an educational toy in the 1950s. Play dough is the perfect toy for kids of all ages because it is non-toxic and reusable.
Benefits for Children
- Feel competent
- Proud of their accomplishments
- Outlet for extra energy
- Help children cope with strong feelings
- Sensory processing
- Compare and contrast
- Imagination
- Practice listening and talking
- Fine-motor skill development
- Hand-eye coordination
Basic Play-Doh Recipe
- 1 cup white flour
- 1/2 cup salt
- 2 tablespoons cream of tartar
- 1 tablespoon oil
- 1 cup water
- Food coloring and/or spices as desired
Combine dry ingredients in a medium-size pan. Mix well. Add water, oil and food coloring if desired. Mix well. Cook over medium heat stirring constantly for several minutes. Mixture will thicken and begin to clump. Continuing stirring until large clump forms. Remove from heat. Allow to cool enough to handle. Knead dough for several minutes or until texture is smooth and consistent. Store in sealed plastic container or bag.
Around-the-House Playdough Props
Squishing, rolling, sculpting, molding . . . young children love to play with playdough. Add some props from around the home and playdough play becomes a powerful way to support your child’s learning.
- Bottle caps
- Cookie cutters
- Combs
- Garlic press (be prepared to give it up forever)
- Large buttons and other objects that can be pressed into the playdough to make a design
- Feathers, leaves, twigs, pebbles
- Plastic knives, forks, and spoons
- Rolling pin or bottle
- Small toy people and animals
- Straws, string or shoelaces
- Tea strainer
- Toothpicks (only for older children)
Play-Doh Activities
**Play-Doh dress up**
Gather up some plastic animals and kids can give them a whole new look!
**Play-Doh poke-ins**
Poke in toothpicks to make all kinds of prickly creatures. Try straws, pipe cleaners, marker caps, googly eyes—all are fun to press in for kids.
**Rolling snakes is fun but how about making other animals?**
You could talk about what scares them and mold it together.
**Stamping Play-Doh**
Pressing things into Play-Doh is fun for kids to see the impression left behind.
**Pretend play animal setup**
Use the lid of a big or small plastic container to press Play-Doh into and create a pretend play setup for toddlers. Bring out some plastic animals and loose parts like corks, popsicle sticks and straws to add to the fun.
**Make Play-Doh monsters**
This is a great Play-Doh activity for all ages and you can certainly vary the loose parts offered depending on your child. Some fun options include: googly eyes, toothpicks, beads, pipe cleaners, cut straws and popsicle sticks.
**Create a Play-Doh family**
Observe who and how they create each family member. | 1,254 | 690 | {
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Teach Me to Walk in the Light:
Dark VS Light Activities
This page outlines 3 different introduction activities to help distinguish light from dark in preparation for learning Teach Me to Walk in the Light. Each of the following activities requires very little prep and can be a great way to introduce this song in primary!
‘Picture Perfect’ Activity:
1. Start by finding 8-10 pictures of items or scenarios that represent light or darkness.
2. Print out your pictures and place them around the room in primary.
3. At the beginning of primary, create a T-Chart on the board with one side being "Light" and the other side saying "Dark."
4. Invite children to take turns choosing pictures and placing them on one side of the t-chart.
5. Discuss why each item fits in its category. You might also ask, "Which feels better, light or darkness?"
6. Begin teaching Teach Me to Walk in the Light
‘Pick an Item’ Activity:
1. Choose 5-8 items that represent either darkness or light. Some examples might include: a candle, a dark-colored shirt, a flashlight.
2. Place all items in a large bag and keep them hidden.
3. At the beginning of primary, have children choose one item at a time. Discuss whether each item represents darkness or light.
4. Begin teaching Teach Me to Walk in the Light.
‘Searching in the Darkness’ Activity:
1. Before children come into the primary room, turn the lights out. If it is too dark, you might choose to turn on a small candle or light.
2. Choose a large item to hide in the room.
3. When you begin primary, invite children to think about how they feel when it's dark. Do they feel nervous? Afraid? Confused?
4. Explain to the children that you have hidden an item in the room. Invite a child to find the item.
5. Once the item has been found, turn on the lights.
6. Have a child leave the room and hide the same item around the room.
7. When the child returns, have them find the item with the lights on.
8. Start teaching Teach Me to Walk in the Light.
A light bulb, a snowy mountain landscape, blue candles, and a person swimming in a pool with goggles on. | 801 | 553 | {
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[Oslo, 13 October 2006]
The Norwegian Nobel Committee has decided to award the Nobel Peace Prize for 2006, divided into two equal parts, to Muhammad Yunus and Grameen Bank for their efforts to create economic and social development.
Muhammad Yunus has shown himself to be a leader to benefit millions of people, not only in Bangladesh, but also in many other countries.
Loans to poor people without any financial security seemed to be an impossible idea. More than thirty years ago, Yunus has, first and foremost through Grameen Bank, developed micro-credit into an instrument against poverty. Grameen Bank has been a source of ideas and models around the world.
Every person on earth has the right to live a good life. Yunus and Grameen Bank have shown that even the poorest can work to bring about their own development.
Micro-credit has proved to be an important liberating force in societies where women in particular have to struggle against repressive social and economic conditions. Economic growth and political democracy can not achieve their full potential unless the female half of humanity participates on an equal footing with the male.
Yunus's long-term vision is to eliminate poverty in the world. That vision can not be realized by means of micro-credit alone. But Muhammad Yunus and Grameen Bank have shown that, in the continuing efforts to achieve it, micro-credit must play a major part.
I. Comprehension Check: (5)
1. Who or which group won the Nobel Peace Prize in 2006?
(A) The Norwegian Nobel Committee.
(B) Muhammad Yunus and Grameen Bank.
(C) The poor people in Bangladesh.
(D) The women working in Grameen Bank.
2. What did Grameen Bank develop to save the poor people?
(A) An instrument of financial security.
(B) A system of food supply.
(C) A safety for women and children.
(D) A source of basic education.
3. What does “in particular” mean in paragraph 5, line 2?
(A) Popularly.
(B) Surely.
(C) Especially.
(D) Safely.
4. Which of the following is NOT Yunus’ efforts?
(A) To fight against poverty. (B) To improve life better.
(C) To borrow money from the poor. (D) To struggle for women’s freedom.
5. About the “micro-credit,” which is its main idea?
(A) It helps economic growth of a country.
(B) It moves political democracy of a country.
(C) It fulfills the dream to be a millionaire.
(D) It drives life condition away from poverty.
II Words for Learning: (10)
| EX: do (v.) – did – done | 做 | p. 257 (字典裡的頁碼) |
|--------------------------|----|---------------------|
| I did my homework last night. | | (抄字典裡的例句) |
1. award (v.)
2. peace (n.)
3. benefit (v.)
4. loan (n.)
5. major (adj.)
III. What reasons or problems do you think cause poverty? (5) | 1,380 | 705 | {
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Caring for Your Lawn and Garden
Leave grass clippings on the lawn.
A healthy, established lawn with recycled grass clippings needs little or no additional phosphorus fertilizer. Yard waste such as leaves, grass clippings, and weeds can also be composted. Grass clippings should never be blown back into the street or curb line.
Mow turf grass at appropriate heights.
Mow turfgrass at the height of 2-3” and never remove more than 1/3 of the leaf.
Avoid overwatering.
Overwatering isn’t healthy for your lawn. The excess runoff also carries pollution into the storm drainage system. Check with the local water department or county extension service for watering tips. Adjust sprinkler heads to ensure they are watering only plants and not hard surfaces.
Use alternatives to insecticides and pesticides.
Consider using non-chemical methods for controlling pests. Ask your lawn care company if they offer Integrated Pest Management (IPM) services as an alternative to harmful chemicals.
Store your lawn and garden chemicals properly
Store fertilizers, herbicides, and gasoline in a secure, covered area to prevent accidental poisonings or contamination of runoff.
Dispose of lawn and garden chemicals properly.
Use your local recycling center or take advantage of local household chemical round-ups. Buy only what you need. Never pour chemicals into the storm drains — it’s illegal and it pollutes the water.
Landscape or mulch bare areas.
Rain, snow melt, and wind can erode exposed soil. Soil washed into the storm drains pollutes our waterways with sediment.
Landscape with native and xeriscape plants.
Plant alternatives to bluegrass lawns, such as buffalo grass. This not only conserves water but lowers fertilizer and pesticide requirements. Native plants are better adapted to our climate and more capable of surviving without chemical assistance.
Do your part to keep our water clean!
Dumping liquid or solid waste into a storm drain or creek is a crime. If you see illegal dumping, report it!
This brochure was created by and used with the permission of the City and County of Denver, the City of Aurora, the City of Lakewood and the Urban Drainage and Flood Control District.
Clean water – we need it to survive
Rivers, streams, creeks, ponds, lakes, reservoirs — the metro area’s waterways are some of our most precious resources. They provide drinking water, recreation, and wildlife habitat — but only if the water remains clean and unpolluted.
This brochure offers ways to care for your lawn and garden that will help prevent water pollution and keep our streams, rivers, and lakes clear and clean.
The gutter in the street outside your home carries water into a network of storm drains that lead straight to local creeks and rivers. Storm drains are separate from the sanitary sewer system (which handles wastewater from your sinks, tubs, and toilets). Unlike wastewater, stormwater is not treated at a sewage treatment plant. Stormwater goes directly from the storm drainage system into local creeks and rivers.
Anything on the sidewalks and streets such as excess fertilizer, grass clippings, leaves, pet waste, or trash is carried away by runoff or snowmelt and ends up in storm drains, where it flows into rivers, lakes, and streams.
What you do makes a difference!
You might not think that you can help solve the problem, but you can. Lawn and garden chemicals such as insecticides, pesticides, and fertilizers contaminate the stormwater if used improperly. Soil in bare areas can be washed away during heavy rains, polluting our water with sediment.
A healthy lawn helps water quality
Caring for your lawn and garden properly protects water quality and conserves water resources. Research has shown that healthy lawns:
- Improve water quality
- Prevent soil erosion
- Reduce air pollution
- Provide wildlife habitat
Caring for your lawn and garden
Amend soils.
Soil amendments mixed into the soil increase water and nutrient holding capacities which reduce runoff and promote a healthy root system.
Apply fertilizer sparingly and at the right time.
Excess fertilizer washes off and ends up in stormwater. Be sure to apply fertilizer, according to manufacturer guidelines, in early October before the grass goes dormant. Never apply fertilizers before a storm event. Sweep fertilizer from sidewalks or driveways back into lawn areas, not into the street. | 1,731 | 887 | {
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Queen and Commonwealth (Woodpeckers)
Wow Starter: Virtual plane journeys. Mystery tickets to two different countries within the Commonwealth.
Final Event: Welcoming parade for HRH Elizabeth II and Prince Philip. Welcoming party to give gifts and perform dances, songs and poems.
UNDERSTANDING THE WORLD
Location knowledge LKS2
- ge35 I can use latitude and longitude and can locate and name the Equator, North and South Poles, hemispheres, the Tropics of Cancer and Capricorn and the Arctic and Antarctic circles
- ge37 I can use maps and atlases to locate the Prime/Greenwich Meridian and explain its governance of time zones (including day and night)
Geographical skills and fieldwork LKS2
- ge46 I can use a variety of paper-based and digital resources to locate and identify places and features around the world
We will be taking virtual trips to two different Commonwealth countries. We will be learning about where they are in the world, the continent that they are in and using a variety of paper-based and digital resources to compare and contrast their country. We will be revisiting the meaning of latitude and the significant lines of latitude. We will then be learning about longitude and about time zones around the world.
PHYSICAL EDUCATION
LKS2
- pe17 I can respond to music to create and perform dances, on my own or with a group, that incorporate a range of more complex, controlled and precise movements
We will be learning short dance sequences from Samoa and Kenya to perform in small groups at our Welcoming Parade.
EXPRESSIVE ARTS AND DESIGN
LKS2
- art12 I can show examples of drawing using pencil and charcoal.
LKS2
- mus11 I can sing in a group, or on my own, with expression, awareness of others and in tune
- mus18 I can listen carefully and perform accurately from memory
- mus20 I can identify music from different traditions
In preparation for our Welcome Parade, we will be making Samoan inspired floral collages. We will also be creating Samoan artworks based around the theme of silhouettes. We will be learning a traditional song from Samoa to perform to parents.
COMMUNICATION AND LANGUAGE
LKS2
- sl21 participate in discussions, presentations, performances, role play, improvisations and debates
- sl22 gain, maintain and monitor the interest of the listener(s)
Through class circle times, we will be discussing the role of the Queen. We will be thinking about rights and responsibilities one has towards the Queen. We will be focusing upon the Christian value of Service.
LITERACY
Reading - comprehension LKS2
- e143 preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action
We will be learning poems about our Queen off by heart. We will be considering our audience and how we can capture their attention. We will be discussing the use of tone, volume and intonation. We will perform our poems at our Welcoming Parade.
PSED & RELIGIOUS EDUCATION
DL LKS2
- pa3 I can say who or what inspires me (OS)
RE – Learning From Religion LKS2
- pa32 Identify how commitment to a religion is shown
- pa33 Understand that there are responsibilities as well as rights.
PSED Preparing to play an active role as citizens LKS2 | 1,394 | 703 | {
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1. (2 points) The following statement is true: “If you forget your password, then you will not be able to log on.” Given that, answer the following questions by circling the correct choice.
(a) You forgot your password. Will you be able to log on? Yes / No / Maybe
(b) You were able to log on. Did you forget your password? Yes / No / Maybe
(c) You were not able to log on. Did you forget your password? Yes / No / Maybe
(d) You did not forget your password. Will you be able to log on? Yes / No / Maybe
2. (2 points) The following statement is true: “If and only if you lose a library book, then you will have to pay for a replacement.” Given that, is it possible for each of the following statements to be true? Circle the correct choice.
(a) You lose a library book and pay for a replacement. Yes / No
(b) You do not lose a library book but you pay for a replacement. Yes / No
(c) You lose a library book but do not pay for a replacement. Yes / No
(d) You do not lose a library book and you do not pay for a replacement. Yes / No
3. (2 points) Consider the statement: “If everything is awesome, then you are living the dream.” Which of the following statements are logically equivalent? Circle all of the correct answers.
(a) If everything is not awesome, then you are not living the dream.
(b) If you are living the dream, then everything is awesome.
(c) If you are not living the dream, then everything is not awesome.
(d) Either you are living the dream and everything is awesome or you are not living the dream and everything is not awesome.
4. (4 points) Consider the following statement: “This cup of tea contains milk or sugar.” Circle all statements below that are logically equivalent. There may be more than one correct answer.
(a) It is not true that this cup of tea does not contain milk or does not contain sugar.
(b) It is not true that this cup of tea does not contain milk and does not contain sugar.
(c) This cup of tea contains milk or it contains sugar but not milk.
(d) This cup of tea contains milk or it contains both milk and sugar.
5. (4 points) Is \((\overline{p} \lor q) \rightarrow (\overline{p} \land q)\) logically equivalent to \(p \leftrightarrow \overline{q}\)? Use a truth table to justify your answer.
6. (2 points) Calculate all terms for the following formula and write your answer on the line.
\[ a_n = 4^n - 1 \quad \text{for} \quad 0 \leq n \leq 2 \]
7. (3 points) Write a recursive formula for the following. Draw a box around your answer.
\[ 5, 11, 17, 23, \ldots \]
8. (5 points) Consider the following.
\[
\frac{7}{8} + \frac{7}{9} + \frac{7}{10} + \cdots + \frac{7}{25}
\]
(a) Is this a sequence or a series? Circle one: sequence / series
(b) Is it finite or infinite? Circle one: finite / infinite
(c) How many terms does it have?
(d) Rewrite it using sigma notation. Don’t bother calculating the total.
For the questions on this page: if you are using the Laws of Logic, remember to use one law of logic per line, and be sure to state the name of the law you are using!
9. (4 points) Simplify the following using the laws of logic. If you’re stuck, try using a truth table for part marks.
\[(\overline{p} \land (q \lor 0)) \lor (\overline{p} \land (\overline{q} \lor \overline{q}))\]
10. (2 points) Simplify the following. This is the nasty question I promised you and credit will only be awarded if the laws of logic are used to simplify the expression.
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2020
PSYCHOLOGY
(Theory)
Full Marks : 70
Pass Marks : 21
Time : Three hours
All the questions are compulsory.
The figures in the right margin indicate full marks for the questions.
Answer Question Nos. 1 – 3 in about 120 words each.
1. What is Pro-social behavior? What are the factors influencing Pro-social behavior. 2+3=5
2. How can you reduce social Loafing in group? 5
3. How can the environment be protected from pollution? 5
Answer the following questions. Each question carries 3 (three) marks. Answers of each question should be limited to about 50 words. 3×7=21
4. (i) What is the difference between Intellectual deficiency and Intellectual giftedness?
(ii) What are the main approach to the study of Personality?
(iii) What do you understand by substance Abuse and Dependence?
(iv) What are the goals of Psychotherapies?
(v) Compare and Contrast formal group and informal group.
(vi) Differentiate between Instrumental aggression and Hostile aggression.
(vii) What are the characteristic of effective helper?
Answers of each item in about 30 words. Each item carries 2 marks only.
\[2 \times 10 = 20\]
5. (i) What is psychological test?
(ii) What are the stages of personality according to Sigmund Freud?
(iii) What are the factors that lead to Positive Health and wellbeing?
(iv) What is Psychoneuroimmunology?
(v) Draw a figure showing structures of Personality in Freudian therapy.
(vi) What are the symptoms of Post-traumatic stress disorder (PTSD)?
(vii) Mention the strategies for Handling Prejudice.
(viii) Why do people obey even when they know that their behavior is harming others?
(ix) What is interpersonal communication?
(x) What is the typical format of Counselling interview?
Answer each of the following questions in a word or group of words or a sentence each. Each question carries 1 (one) mark.
\[1 \times 10 = 10\]
6. (i) What is Aptitude?
(ii) What proposes the structure of Intellectual model?
(iii) Who developed the Thematic apperception test?
(iv) Mention one source of stress.
(v) Diagrammatically show the relation of stress with illness.
(vi) What is Bipolar mood disorder?
(vii) What is empathy?
(viii) Mention one ethics of Psychology.
(ix) What is Social Loafing?
(x) What is Paraphrasing?
7. Complete each of the following statements by giving appropriate word for the blank. Each item carries 1 (one) mark only. \(1 \times 4 = 4\)
(i) IQs below 25 are categorized as………………………… retardation.
(ii) ………………………… is present when client has feelings of hostility, anger, resentment towards the therapist.
(iii) …………………………… phenomenon by which majority group places the blame on a minority outgroup for each own social, economic or political problems.
(iv) The norm of …………………………… states that we should help others wherever we find it is fair to do so. | 1,378 | 667 | {
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11/15/18 Be able to use percents to solve real world problems.
Tip - Standard is 15% of the bill
$100 dinner $\frac{15}{100} = \frac{x}{100}$
$15 tip
$115 total bill
Sales tax - most states have
$67 shoes .0625(67) =
$4.19 6.25%
$71.19 total
Mark-up
$225 original $49.50 22% markup
$274.50 new price
Discount
$200 original $60 30% discount
$140 sales price
Your bill for a meal at a restaurant is $45. A 6% sales tax will be added to the bill. You leave a 15% tip. What is the total cost of your meal?
\[
\text{Tip} = 45 \times 0.15 = \$6.75 \\
\text{Sales tax} = 45 \times 0.06 = \$2.70 \\
\]
\[
\begin{array}{c}
45 \\
+ 6.75 \\
+ 2.70 \\
\hline
\$54.45 \\
\end{array}
\]
A computer is originally priced at $1800 and is on sale for 10% off. After continuing not to sell, the computer gets marked down an additional 15%. What is the new price of the computer?
\[
\begin{align*}
10\% \quad & 1800(.1) = 180 \\
\text{off} \quad & 1800 \\
- & 180 \\
\hline
& \$1620
\end{align*}
\]
\[
\begin{align*}
\text{Additional} \quad & 15\% \\
\text{off} \quad & 1620(.15) = 243 \\
& 1620 \\
- & 243 \\
\hline
& \$1377
\end{align*}
\]
A shoe store in Oregon is selling a pair of basketball shoes for $145. The shoes are $160 at a store in Washington, but they are on sale there for 15% off the original price. A sales tax of 6.5% will be added to the original price. Should you buy the shoes in Oregon or Washington?
\[
\begin{align*}
\text{Oregon} \quad & 145 + (145)(.065) = 153.225 \\
\text{Washington} \quad & 160 - (160)(.15) = 136 \\
& 136 + (136)(.065) = 144.94
\end{align*}
\]
$145 $144.84 | 1,006 | 572 | {
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Identity theft is big business! Personal and financial data stolen online is sold in the underground economy, and is misused by criminal organisations all over the world. Protecting your data doesn’t just save you the inconvenience of having to change your passwords and credit cards, by making it more difficult for criminals to obtain your details you can help in the fight against organized crime and terrorism.
**DOS**
- **BE AWARE.** Treat unsolicited emails or pages asking for personal information with suspicion, particularly those claiming to be from banks and credit card companies. A quick web search can tell you if the email you’ve received is a known scam. Remember that you can always check with your bank or credit card company if the email you received is really from them.
- **UPDATE YOUR SOFTWARE REGULARLY.** Many malware infections are the result of criminals exploiting bugs in software (web browsers, operating systems, common tools, etc.). Keeping these up to date can help to keep you safe.
- **USE ANTI-VIRUS SOFTWARE.** Anti-virus (AV) software can help keep your computer free of the most common malware. You can easily find many free options of such software. Always check downloaded files with AV software. Do not install programs or applications on your computer if you don’t know where they have come from.
- **RESTRICT ACCESS TO YOUR PERSONAL DETAILS ON SOCIAL MEDIA.** The more information criminals have access to, the more effectively they can target you. Limiting the amount you share and with whom makes their job harder.
- **ALWAYS USE STRONG PASSWORDS.** Computers can crack most common passwords very quickly. Make sure that your password is strong - above 8 characters and using numbers, letters and symbols can help.
- **REPORT IT.** If you are a victim of ID theft, report it immediately to your local police and the company affected (bank, online service, etc.). Law enforcement agencies throughout the EU and around the world work together to disrupt the activities of identity fraudsters and bring scammers to justice. The more information you give to the authorities, the more effectively they can target the most dangerous criminal organisations.
**DON’TS**
- **CLICK ON ATTACHMENTS AND LINKS WITHOUT KNOWING THEIR TRUE ORIGIN.** What looks like a harmless video or image can actually be malicious software designed to steal your data. Even opening a spam email can put your address on a spammer’s future hit list.
- **GIVE AWAY MORE INFORMATION THAN NECESSARY.** Your bank and credit card provider already know your PIN number and address. They don’t need you to tell them via email, phone or a web page.
- **ACCESS ONLINE BANKING FROM SHARED OR PUBLIC COMPUTERS.** You never know what might be lurking on their hard drives.
- **SHARE PASSWORDS, EMAIL ACCOUNTS, OR ANY OTHER ONLINE PERSONAL DATA WITH OTHER PEOPLE.** It’s so much harder to protect when more than one person has access.
- **SAVE CREDENTIALS IN BROWSERS.** Would you store your password on a sticky note? Saving them in a browser is just as dangerous.
- **TAKE ANYTHING FOR GRANTED.** If an offer in an email or on social media sounds too good to be true, it probably is. It’s also really easy for criminals to fake company logos and the identity of senders. | 1,602 | 688 | {
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Context
Madagascar is among the five countries most affected by chronic malnutrition and the ten countries most vulnerable to climate change. Antananarivo has experienced an increase in the rate of malnutrition caused by the rapid growth in the urban population in extreme poverty. Children’s food and nutrition security continues to require urgent action. The World Food Programme (WFP) and the Ministry of National Education (MINE) operate a programme to improve school children’s food security by providing food for school canteens in Antananarivo. The food from this programme do not include fresh vegetables, however Antananarivo is also extremely vulnerable to natural disasters linked to climate change. The City Council of Antananarivo, the Institute for City Trades (IMV/Insee France) and WFP have collaborated to respond to the challenges of both food security and nutrition as well as climate change through urban agriculture involving schools.
Overview of the food practice
In 2015 the city of Antananarivo launched an “Urban Agriculture Programme” which promotes the installation of micro-vegetable gardens in the city’s low-income neighborhoods to improve food security and create income-generating activities for the sale of locally produced fresh vegetables. In just three years, the Urban Agriculture Programme has spread to 24 districts, 21 training centers and 15 000 beneficiaries. The School Gardens Project links urban micro-vegetable gardens to 21 school canteens. There are two objectives: (1) improving the food and nutritional security of children and their school performance through food diversification via vegetable gardens, and (2) popularizing urban agriculture practices among students so they can transform their parents the possibility of having a vegetable garden at home. Demonstration sites and training courses helped raise awareness of the project, and gardens were stocked with materials for above-ground vegetable production. By 2017 the school gardens reached 15 000 students in the 24 districts and provided diversification of children’s diets two to three times per week. The process used to implement the school gardens were:
1. Identification of schools
2. Preliminary diagnosis of beneficiaries in the field
3. Sensitization of beneficiaries to the implementation of urban agriculture schemes, such as bags of rice transformed into cultivation containers or “agrisacs”
4. Agreement between the main actors of the programme
5. Start of the training at the municipal nursery
6. Installation of the production site (vegetable garden)
7. Follow-up of beneficiaries for 18 months with intermediate training sessions as required (maintenance, disease control, fertilization)
8. Support for beneficiaries until autonomy has been reached
Results and lessons learned
A key benefit of the School Gardens Project is that the area and resources required are very modest. Water requirements are low and the micro-gardens can be managed by men, women, children and elderly. Ninety percent of the beneficiaries are women who are recognized as local producers of quality food. Both the school gardens and micro-gardens in neighborhoods can be adapted for diverse contexts, including disadvantaged neighborhoods where space is limited.
The City of Antananarivo today supports urban agriculture as it is a major source of urban food supply and a promising form of implementation of Sustainable Development Goals and targets. Furthermore the school canteens are seen as platforms for exchange, innovation and environmental awareness. The integration of urban agriculture into school curricula is taking place through collaboration between schools, parents’ associations and local neighborhood authorities. | 1,627 | 696 | {
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Myths About Homelessness
Myths About the Homeless
- They’re all Lazy and Unemployed
- They’re all Drunks and Drug Addicts
- It’s Their Fault
- There’s Nothing I Can Do
What is Homelessness?
What is Homelessness?
People Living on the Streets
What is Homelessness?
People Without a Place of Their Own
- Friends’ Homes
- Shelters
Who is Homeless?
Who Is Homeless?
Who Is Homeless?
15% of Local Homeless are Children
14% of Local Homeless are Veterans
Who Is Homeless?
Who Is Homeless?
9% of Homeless are in College
17% of Homeless are Over 50
Who Is Homeless?
- People who are Disabled
- 39% are physically or developmentally Disabled
- People with Mental Disorders
- 24% suffer from treatable mental illnesses
- People who Work
- Over 40% of the Homeless nationwide have Jobs
Alcohol, Drugs and the Homeless
Drugs and the Homeless
Myth
“All Homeless People are Alcoholics, or Drug Addicts”
Drug and Alcohol abuse actually increases with income
Drugs and the Homeless
Myth
“They can Quit at Anytime”
Price of Rehabilitation
$10,000 - $32,000
Why do you believe people become homeless?
Why are People Homeless?
It’s a Thin Line
- Experts agree people need to save enough money to cover at least 3-6 months of expenses (Food, Rent, Gas, Bills)
Stories of the Homeless
Dr. Phil
- During his teenage years, he lived in a car with his dad
- YMCA and a college scholarship helped him out
Frederick Jefferson (Local)
- Didn’t know he had traffic fines, and lost his license and job
- Recent California law allowed him to get his license and job back
Simple Acts of Kindness We Can All Do
Simple Things We Can Do: Water
- Hard to find water without a house
- Water is healthier, and better for people trying to stay hydrated
- Keep water in your car and give when you can
Simple Things We Can Do: Food
Fruit Snacks and granola bars are small yet effective items.
Trying keeping these in the same place as the water bottles!
Simple Things We Can Do: Socks
Socks are rarely donated, but are an important part of staying healthy, especially in cold weather.
Simple Things We Can Do: Shelters
For the Riverside Area:
Path of Life Ministries:
Shelter for single men and women
(951)683-4101
Riverside Men and Family Shelter:
Shelter for single men and Shelter for single women or single parents with children (909) 386-0787
We also have additional resources for shelters outside of Riverside. Please let us know if you are interested.
Simple Things We Can Do: Vote
Local laws can be the difference between giving someone a shot at a job, or staying on the streets.
- California passed a law allowing people to lower traffic ticket prices and keep driving.
- One South Dakota city attempted to ban temporary job placement offices, making it harder to find work.
Simple Things We Can Do:
Compassion | 1,370 | 679 | {
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Kumbaya my Lord, kumbaya.
Kumbaya my Lord, kumba - - ya.
Kumbaya my Lord, kumbaya;
Oh Lord, kumbaya.
Someone's crying, Lord, come by here.
Someone's crying, Lord, come by here.
Someone's crying, Lord, come by here;
Oh Lord, come by here;
Someone's praying, Lord, kumbaya.
Someone's praying, Lord, kumbaya.
Someone's praying, Lord, kumbaya;
Oh Lord, kumbaya.
Someone's singing Lord, come by here.
Someone's singing Lord, come by here.
Someone's singing Lord, come by here;
Oh Lord, come by here.
Someone's laughing, Lord, kumbaya.
Someone's laughing, Lord, kumbaya.
Someone's laughing, Lord, kumbaya;
Oh Lord, kumbaya.
Kumbaya my Lord, come by here.
Kumbaya my Lord, come by here.
Kumbaya my Lord, come by here;
Oh Lord, come by here.
History
“Oh Lord, Kumbaya” Also spelled *kum ba yah*, *cumbayah*, *kumbaya*, and probably a few other ways. If you look in a good songbook you’ll find the word helpfully translated as “come by here”.
Kumbaya apparently originated with the Gullah, Americans living on the Sea Islands and adjacent coastal regions of South Carolina and Georgia. The best known Sea Island is Hilton Head, the resort area. Having lived in isolation for hundreds of years, the Gullah speak a dialect that most native speakers of English find unintelligible on first hearing but that turns out to be heavily accented English with other stuff mixed in. The dialect appears in Joel Chandler Harris’s “Uncle Remus” stories, to give you an idea what it sounds like. In the 1940s the pioneering linguist Lorenzo Turner showed that the Gullah language was actually a creole consisting of English plus a lot of words and constructions from the languages of west Africa, the Gullahs’ homeland. Although long scorned as an ignorant caricature of English, Gullah is actually a language of considerable charm, with expressions like (forgive my poor attempt at expressing these phonetically) *deh clin*, dawn (literally “day clean”); *troot mout*, truthful person (“truth mouth”), and *tebble tappuh*, preacher (“table tapper”).
And of course there’s *kumbaya*. According to ethnomusicologist Thomas Miller, the song we know began as a Gullah spiritual. Some recordings of it were made in the 1920s, but no doubt it goes back earlier. Published versions began appearing in the 1930s. It’s believed an American missionary couple taught the song to the locals in Angola, where its origins were forgotten. The song was then rediscovered in Angola and brought back here in time for the folksinging revival of the 50s and 60s. People might have thought the Gullahs talked funny, but we owe them a vote of thanks. Can you imagine sitting around the campfire singing, “Oh, Lord, come by here”?
*Cecil Adams, September 1998*
*and http://www.africanamericancharleston.com/gullah.html* | 1,257 | 690 | {
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Electricity Distribution Discussion Questions:
1) How is electricity generated?
2) How does electricity get from the power station to your house?
3) What are some safety issues regarding electricity supply?
Michael Faraday was a British chemist and physicist who experimented with electromagnetism and electrochemistry during the 1830s. He found that an electric current could be produced when a copper disc was rotated between the poles of a magnet. His work in the field of electromagnetic induction led to the production of the transformer and the generator.
A modern electric motor (or generator) works using the same principle. Metal wire is coiled around a metal rod. The rod spins within a strong magnetic field. Electric current is generated and pushed along within the wires.
Power stations produce electric current using the same method. A coiled metal rod spins within a magnetic field inside a turbine. The power to turn the turbine usually comes from steam. (The steam comes from water that is heated by burning coal or by nuclear fission.) Alternative methods of turning the turbine include wind power, and the power of moving water.
How Electricity is Supplied to Households.
1. Electricity is produced in generators at the power plant.
2. The current is sent through transformers to increase the voltage so it can travel a long way.
3. The current travels through high voltage wires across the country.
4. The voltage is lowered at substations so that the current can run through smaller wires.
5. The current travels through distribution wires to all areas.
6. The voltage is lowered again so it can be distributed to households.
7. The distribution wires connect to your household wiring.
Why don’t birds get electrocuted when they sit on the overhead wires?
Why don’t birds get electrocuted when they sit on the overhead wires?
You might think the reason is because overhead electric wires are encased in a protective covering, but they are not.
Electricity travels along the path of least resistance from areas of high energy to areas of low energy.
If the bird were to put one foot on a high voltage wire and one foot on a lower voltage wire then electricity from the high voltage wire would pass through the bird’s body to get to the lower voltage wire. The bird would be electrocuted.
The same thing would happen if the bird could place one foot on the wire and one on the ground.
Birds can only sit on overhead wires safely if they are not touching anything else.
If you touch a live wire electricity will flow from the wire, through your body to get to the ground you are standing on. Never touch exposed electric wires or poke things into a power socket! | 1,044 | 533 | {
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Amami Islands National Park is located in southern Kagoshima Prefecture. Amami Islands National Park includes several islands, but Amami Oshima is the largest island within the national park. The area designated as Amami Islands National Park was also designated as a national park because it preserves a diverse natural environment, rare ecosystems that can only be found in this area, and cultural landscapes.
**Amami Islands National Park**
- **Designation:** March 7, 2009
- **Area:** 42,181 ha (land area), 33,082 ha (sea area)
- **Place:** Kagoshima Prefecture
**Rare Creatures of Amami**
Percentage of creatures that are only found in Amami among those living in Amami
- **amphibian**
- 9/10 species
- 90%
- **land mammal**
- 8/13 species
- 62%
- **reptiles**
- 10/16 species
- 63%
Top left: Forest with subtropical plants
Top right: Mangrove forest
Bottom left: Four species of sea turtles come ashore to lay eggs from May to July
Bottom right: Amami Oshima and Tokunoshima only inhabitant, the Amami rabbit
In recognition of its biodiversity and rich nature, four areas of Amami Oshima, including Tokunoshima, northern Okinawa Prefecture, and Iriomote Island, were designated as World Natural Heritage sites in 2021. In these areas, which are home to a number of endemic and endangered species, are the focus of various efforts to protect their rich natural environment. In Amami Oshima, promoting eco-tourism by training eco-tour guides, maintaining the Amami Trail, and making rules.
**Biodiversity and Culture of Amami**
Amami Oshima Island has a unique traditional culture that makes the most of its rich natural environment, and is imbued with the wisdom of "protecting nature while using it sustainably."
**Traditional Crafts - Oshima Tsumugi**
Oshima tsumugi, a traditional craft of Amami Oshima Island, is characterized by the glossy black color produced by mud dyeing. Many of the woven patterns of Oshimatsumugi are based on motifs of Amami's animals and plants. Seaweed and coral are also used as materials for the dyeing, showing that the rich nature of Amami Oshima is the reason for its culture.
Top left: Experiencing mud dyeing
Top right: Rhaphiolepis umbellata used as a raw material for dyeing
Bottom left: A village where traditional coral stone walls still remain
Bottom right: Noodles (udon) and porridge made from cycad nuts
**To protect the nature of Amami Oshima Island**
The national park includes 17 villages, where visitors can experience not only the natural environment but also the traditional culture that has been nurtured in harmony with nature and the lives of the local people. The park is also a place where one can experience the traditional culture that has been nurtured in harmony with nature and the lifestyles of the people of the region. However, due to lifestyle changes and other factors, people are losing their connection with nature. In the future, it will be important not only to protect nature, but also to pass on cultures and traditions that are deeply connected to nature.
More information
email@example.com
This poster was funded by the Japan Fund for Global Environment. | 1,453 | 727 | {
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APEC AND CLIMATE CHANGE
Climate change is an existential threat for humanity as a whole. APEC economies are disproportionately affected by, and contribute to, climate change.
AN APEC PROBLEM
Due to their location and geographic diversity, APEC economies are exposed to climate change, and suffer from more than 70% of global natural disasters.
Some effects of climate change:
- Higher sea levels, extreme rain, and droughts can make land economically unproductive.
- Higher temperatures reduce both agricultural yields and labor productivity.
- Flooding can amplify health risks from water-borne diseases.
If climate policy remains business-as-usual, resulting in an estimated temperature increase of 3.2°C, the region can expect up to 18.3% GDP loss within the century.
HOW APEC CONTRIBUTES TO CLIMATE CHANGE
Between 1990 and 2018, the region’s greenhouse gas (GHG) emissions increased from 16.5 to 27.8 billion tons of CO2 equivalent.
- APEC makes up 38% of the world’s population and 55% of GDP, but contributes 60% of global greenhouse gas emissions and 65% of carbon emissions.
- 7 of the world’s top 10 CO2 emitting economies are in APEC.
- APEC’s share of global greenhouse gas emissions is increasing.
NO, COVID-19 DID NOT FIX CLIMATE CHANGE
The COVID-19 pandemic led to severe restrictions on transportation and movement, which resulted in a 75% reduction in air traffic. People stayed home more and used land transportation less. According to the International Energy Agency, this resulted in a 6% decline in global energy-related CO2 emissions.
However, economic resumption in the latter part of 2020 resulted in a similar recovery in emissions: by December 2020, CO2 emissions were 2% higher than pre-pandemic levels.
APEC'S RESPONSE
APEC HAS MADE EFFORTS TO ADDRESS CLIMATE CHANGE
- The region’s forest cover increased by 22.7 million hectares in 2008–2020
- Economies are on track to doubling the share of renewables in their energy mix by 2030
- The share of trade in environmental goods has increased to 5.2% of merchandise trade in 2019
- Bonds issued to finance new or existing green projects reached USD 92.3 billion in 2020
The APEC Putrajaya Vision 2040 aims to pursue growth that is strong, balanced, secure, sustainable and inclusive by promoting economic policies that will tackle environmental challenges like climate change.
BUT APEC NEEDS TO DO MORE
To limit the rise of global temperature to no more than 2.0°C, APEC must reduce GHG emissions by about 900 million tons of CO2 equivalent per year until 2030, then achieve net-zero by 2070. This is roughly like eliminating the carbon emissions of 117 million cars every year for the next 50 years.
APEC needs to do a lot more to address climate change. The post-pandemic recovery can be an opportunity to rebuild better and greener.
Action beyond commitments
- Climate change requires a holistic approach
- Green policies need to address negative side effects
Concrete measures and policy analysis
- Standardize measurements and monitor against climate change targets
- Evaluate impacts of green policies
Strengthen global and regional cooperation
- Make APEC relevant in addressing the climate change crisis
This is just the tip of the (melting) iceberg. You’ll find more information about this issue in the full report. Download it at www.apec.org/publications | 1,672 | 745 | {
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JACQUES PÉPIN: A LEGACY OF TECHNIQUE
PROGRAM HIGHLIGHTS
Learn how to cook more like Jacques Pépin in this 30-hour course featuring:
• 11 Units | 48 Lessons | 180+ learning tasks
• Over 140 instructional videos featuring Jacques Pépin
• Over 130 recipes that reinforce key techniques and concepts
• Over 15 hours of video
Unit 1: Introduction
In this unit you will receive an overview of Jacques Pépin | A Legacy of Technique: the structure of this course, an introduction to our instructors and a walkthrough of the course platform. We hope you will take a moment to complete a welcome survey.
Unit 2: A Legacy of Technique
In this unit you will gain insight and understanding into Jacques’ core principle that food is precious and worthy of respect. You will learn how to organize yourself mentally and physically to cook, that practice and repetition are necessary for mastery, the importance of knowing and cooking for an audience, and that food is a powerful force for community, health and well-being.
Unit 3: Are You Ready to Cook Like Jacques?
In this unit, you will learn knife basics, gain an understanding of Jacques’ interpretation of mise en place, and get an overview of Jacques’ pantry and his approach to selecting ingredients.
Unit 4: Tender Green and Leafy Vegetables
In this unit you will begin to discover the enormously diverse world of tender and green vegetables, some of the fundamentals of vegetable preparation and cooking techniques. The unit introduces categories of techniques including raw, sautéed, blanched and roasted preparations. As in every unit, each preparation is supported with recipes and videos demonstrating the techniques and illustrative descriptions explaining the underlying cooking principles and food science.
Unit 5: Firm Vegetables
In this unit you will learn preparations for firm vegetables, such as potatoes and other root vegetables, squashes and firm aromatic vegetables. Recipes, videos and discussion focus on select vegetables as exemplars for a variety of techniques ranging from raw and pickled to sautéed to shallow braised to roasted.
Unit 6: Eggs
Jacques loves eggs! In this unit you will discover the versatility of eggs through a collection of Jacques’ techniques and recipes. You will build your own repertoire of preparations and techniques by exploring examples of eggs cooked simply with direct heat in a pan, with water, or with dry heat, and of course Jacques’ signature French omelet.
Unit 7: Poultry
In this unit you will learn the skills needed to effectively take apart a whole chicken and to cook its parts and pieces in a variety of different techniques. You will learn techniques for cooking chicken in a sauté pan or pot with liquid, as well as how to best roast a whole turkey or chicken.
Unit 8: Fish and Shellfish
In this unit you will be exposed to the wide variety of aquatic life that makes up the complex category of seafood. The unit provides background to aid you in making good, sustainable seafood choices. Jacques offers excellent entry points to stimulate your appetite and appreciation, while offering the best paths to excellent results.
Unit 9: Fruit as Your Sweet
In this unit you will learn some basic handling and cutting techniques for fruit, as well as simple methods for raw and cooked fruit presentations. Throughout the unit, emphasis will be placed on evaluation of the ripeness of the fruit and the application of appropriate techniques to simply exalt the end of a meal.
Unit 10: Graded Activity | Jacques as Your Guest
In this unit you will apply all you have observed and practiced to complete a meal for the most appreciative of guests, Chef Jacques Pépin.
Unit 11: Final Summary
In this unit, the primary objective will be to review the course and to complete a final knowledge check. You will also be afforded the opportunity to explore the legacy of Jacques Pépin including his cookbooks and video series, as well as further readings about the Jacques Pépin Foundation. Thank you for being our guest. | 1,670 | 819 | {
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Welcome to school!
September 2020
What will it be like?
Here is a book to read with your parents and carers at home.
It will tell you what it will be like when you come back to St Clement Danes for the new school year.
Contents
Page 3 What is a bubble?
Page 4 At School
Page 5 How can we all keep safe?
Page 7 What you can bring to school
Page 8 Things to remember
What is a bubble? Who is in your bubble?
When we welcome you in September, you will be in your new class with your new teacher and all your class friends.
To make sure we all stay as safe as possible, all our classes will now be joined up with another one to make a ‘bubble’.
You will start and finish school, and have all your lunch times and playtimes with your bubble.
You will only play with the other children in your bubble.
At School...
• You will be making new friends and doing a lot of fun indoor and outdoor learning!
• You will need to wear your smart school uniform every day. (This includes wearing black school shoes; not boots or trainers. Hair accessories need to be black, navy or white. Coats need to be plain black or navy. [Uniform list](#))
• Our classroom will have a lovely Book Corner with lots of books to enjoy!
• We will all wash and sanitize our hands a lot!
• As usual, you won’t be able to bring in any toys from home. “Home toys stay home, school toys stay at school.”
How we can all help each other to stay safe?
As well as staying in our classes and bubbles, we all need to follow some rules to keep everyone safe:
CLEAN HANDS
Use the school’s hand sanitizer stations when you arrive at school and when you enter your classroom.
Clean your hands regularly throughout the day, especially before you go home and before and after playtimes.
Wash your hands regularly with soap for 20 seconds, especially:
- before you eat
- after you use the toilet
- after you sneeze, cough or blow your nose
Try your best not to touch your face.
CATCH IT
Cough into a tissue.
BIN IT
Throw your tissue in the bin after blowing your nose or coughing.
KILL IT
Wash your hands with soap for at least 20 seconds.
How we can all help each other to stay safe?
✓ Speak to an adult if you feel unwell or worried.
✓ If you or someone else in your household shows symptoms of coronavirus then you will need to stay at home until we know it’s safe for you to come back to school.
This seems a lot to take in but the teachers will help explain it all to you when you are at school. 😊
What you can bring to school
A checklist of what you can bring to school:
- A water bottle (Please make sure it has your name on it!)
- You may bring a St CD school bookbag but no other rucksacks please
- A healthy, nut-free packed lunch (if you’re not having a school lunch)
- A healthy fruit snack if you wish
- You can bring in your own hand sanitizer (which can then be kept in school). Please make sure it has your name on it.
- You can bring your scooter to school if you wish. These will now be kept in the Early Years Playground.
- Reception Only – Your school PE kit (Please make sure this is in school from day 1).
As always, please remember **not** to bring in any toys from home.
Please make sure all your uniform & belongings are clearly named.
Things to remember for your child’s first day
1. Put name labels on your child’s uniform and their bag.
2. Pack a bag the night before and show your child what is inside.
3. Leave plenty of time to enjoy the journey to school on Monday morning.
4. Explain your child who will be them up and where at the end of the day.
St Clement Danes
We are looking forward to seeing you! | 1,363 | 844 | {
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Objective: Students will create and observe visual displays of sound vibrations, and they will create their own artworks inspired by different types of music.
Materials:
- A wide pipe, tube, or drum with an open end such as a paint bucket or a coffee can.
- Plastic to stretch over the pipe such as plastic cling wrap, trash bags, or packaging.
- Tape such as duct tape to secure the plastic to the pipe.
- Speakers and/or instruments such as horns, kazoos.
- Construction paper or thin cardboard such as is used in food packaging.
- Sand and rice.
- Paper and drawing tools (one or any combination of paint and paintbrushes, sharpies, colored pencils, crayons, or oil pastels).
Anticipatory Set
Ask students to journal for a few minutes in response to the questions: “What does sound look like? What does music look like?”
Procedure
1. Have students turn and talk about their responses, and invite a few to share.
2. Explain that some artists are thought to have experienced synesthesia, where one sense is stimulated by another— for example they might see music as an array of visual shapes and colors. The Russian artist Wassily Kandinsky demonstrated this
multisensory experience as he explored color and shape through music. Explain that although music can inspire artwork, it can also create artwork with its own vibrations.
3. Explain that today students will learn about a process by which sound vibrations create visual effects.
4. Review vocabulary.
**Vocabulary**
Wave: represents a disturbance traveling through a medium or space.
Cymatics: The study of the visual representation of sound waves and vibration. Standing Wave: When two waves traveling opposite directions with the same amplitude and frequency overlap creating a wave that does not appear to be moving.
Node: The part of the wave that does not look like it is moving.
Antinode: The part of the wave that is moving the most.
Tonoscope: an instrument that renders sound vibrations visually.
Synesthesia: a sensation produced in one modality when a sensation is produced in another modality. For example, an artist might hear a certain sound when they see color, or a chef might taste something when they hear certain sounds.
5. Explain that German physicist and musician Ernst Chladni (1756-1827), informally known as the father of acoustics, invented a technique that demonstrated a visual effect for sound vibrations where sand on a thin glass plate moved into different patterns, called nodal patterns, as the sand would gather in lines where no vibration occurred. Chladni would create vibrations on the plate by exposing it to sound. The patterns created became known as Chladni figures.
6. Show students a few examples of Chladni figures.
7. Show students Impossible Science Cymatics video, pausing for students to write down definitions and ask clarifying questions.
8. Explain to students that they will create their own tonoscopes and capture the visuals of different sounds.
9. Demonstrate for students how to stretch plastic film over the open end of a tube, drum, or bucket and secure it with tape so that it is pulled taught and smooth across the surface.
10. Tape construction paper around the edge to create a barrier to hold the sand inside.
11. Place sand or rice on the surface of the plastic film.
12. Blast music into the side of the tube or around the tube and watch as different Chladni figures are formed.
**Assessment:**
Working in mixed-ability small groups, students should build their own tonoscopes and choose three to six different sounds (loud trumpet, club music with heavy base, etc.) and take photos of the images they create with the sand or rice. Students should display their photos on a slide or poster with the sounds described and have the class guess which sounds created which patterns.
**Extension:**
Play a variety of different instrumental music with different pace and mood (jazz, classical, ambient, bluegrass, etc.), and invite students to create automatic artworks by moving their instrument (paintbrush, marker, oil pastel, etc.) to the sounds for two minutes each. Categorize the artworks by song and display.
**Safety Note:**
Adult Supervision Recommended
Lesson Plan by Whitney Gallagher based on the “Impossible Science” series. Find more at impossiblescience.com | 1,739 | 885 | {
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Summative Assessment: Athletics
What I've Learned
--- If you have intrinsic motivation, self-believe, and you independently train, you will have more chance of winning/being a champion.
--- You should visualize, believe you can do it, and take a deep breath before you run, jump, or throw. This way, you have more chances to win.
--- When you run the 50 meters or the 400 meters, you have to lean forward when the referee says the word 'go'.
--- When you do the high jump and you jump, your legs should be straight. This way, you can pass that level easily.
--- When you throw the discus/shot putt, you can turn your body a little. Then, you will be able to throw more far than a 'no turning body' throw.
My Experience From The Athletics Carnival
Question: Is the Athletics Carnival good for you? Or is it bad and you haven't done a good job?
Answer: Well, I'm kind of in the middle. It was good and it was bad. The good part is that I jumped over 1 meter and 10 in the high jump. The bad part is that I wasn't able to get to any finals (only semi-finals) and of course, I didn't win/be any champion.
Question: What would you like to improve on? What could have you done better?
Answer: Oh yes! I should not have waited a second or two when the whistle blew and I was supposed to run. It wastes time. My legs should be more straight when I jump the high jump. And I should use more force to throw the shot putt. I should have trained harder before the Athletics Carnival came.
Intrinsic Motivation
Q: How was this skill connected to the unit?
A: The meaning of intrinsic motivation means self motivation, which means you want to do something. If you want to win a champion, you will work hard, then you might be champion. So that's why this skill is related to this unit and why it is important.
Q: How can you apply this term into your life?
A: Say you are doing a competition for a job. You want that job, but another person also wants that job. So you have to compete. And, you have to 'want to get that job' so that you can win. If you don't want to, why are you competing?
Skills
Q: How was this skill connected to the unit?
A: Independence is all connected to yourself. It means that you do something independently. When you are training, you do it by yourself. You don't need anyone to rely on. When you train independently, you will improve on your skills.
Q: How can you apply this term into your life?
A: When you are working, you are independent. When you live by yourself, you are independent. When you compete with somebody, you are independent. You are not relying on anyone. Independence is very important.
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"SONGS AND THINGS MUSICAL"
"For here are the songs of long ago,
That father and mother sang, you know.
Their fathers and mothers and grandparents too,
Sang these selfsame songs...I wonder, do you?"
Our family has always been a singing family. The piano and other musical instruments always held a special place at our house. I can remember Mom at the piano. Her songs were often filled with pathos. She'd learned to play on the huge rosewood piano grandpa brought from St. Louis by wagon. People came from miles around just to take a look at it and to have she and her sisters play for them. Dad used to sing 'Round One Window Tidy-o', 'Old Dan Tucker', and other folk songs which today's authorities tell us were brought with other customs and traditions when the early settlers came to the mid-west.
Moma believed in singing to her babies, as did her mother and her mother before that. One sad, sad song she sang, I've taken the trouble to include on the following pages. Its chorus, we remembered, but some of the stanzas were forgotten. Not long ago I ran across the complete song in 'Early American Literature'. I was glad because a million bitter Hudgens tears have been shed as Mom sang the sad song of 'The Babes in the Woods'.
Dad and mother attended the World Fair in St. Louis in 1902. There they bought several pictures for the house. Among them was 'Babes in the Woods'. I have it today, and my children are as fond of the picture as were my brothers and sisters. Words and music for the song are on the following pages. Give it a try! Take your handkerchief with you, if you are a sentimentalist. Of course, nobody could summons up the kind of wail, Bertie Fly had mastered.
THE BABES IN THE WOODS
My dear you must know,
That a long time ago
Two poor little children,
Whose names I don't know,
Were stolen away
On a fine summer day,
And left in the woods
I've heard people say.
Chorus
Pretty babes in the woods,
Sweet babes in the woods,
Have you ever heard,
Of the babes in the woods?
And when it was night,
So sad was their plight,
For the sun went down,
And the moon gave no light.
They sobbed and they sighed,
And they bitterly cried,
And the poor little things,
They lay down and died.
Chorus
And when they were dead
The robin so red,
Brought strawberry leaves and
over them spread...
And all the day long,
Ere branches among,
They sang to them softly,
And this was their song.
Chorus
Pretty babes in the woods,
Sweet babes in the woods,
So hard was the fate,
Of the babes in the woods. | 947 | 599 | {
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Jessica Rawson
Professor Rawson teaches us how to pay attention to objects and their settings, how people have attempted to give these objects meaning and how cultures have used these objects to order the world they live in.
**Helped the West understand Chinese culture through art**
Unearthed stories of early contact by investigating Chinese and Eurasian visual systems and deciphering meanings (values, beliefs, and traditions) that transcend time, place, and culture.
**Illuminated early exchange between the East and West through visual systems**
Discovered the trajectory of cultural interactions and exchanges across Eurasia to show the nuances and multidirectional nature of exchange between the East and West.
Why is a glass used as a glass? The Language of Objects
Why is red wine served in a Bordeaux or Burgundy glass?
- Each culture has a language of objects that helps us understand the objects in our daily lives.
- Within this language, conventions dictating how to design and use objects make up what Professor Rawson calls visual systems.
- These systems determine the patterns and combinations of material, form, and decoration used. Cups, jewelry, bronze and porcelain, for example, all have their own visual systems.
Visual systems are embedded in our lives and cover conventions and ideas about society, belief systems and more. They are unique to each society and time period, and also influence how we see and interpret. Only those brought up in or educated in a specific society can easily navigate them.
Professor Rawson explores visual systems to illuminate how languages of objects shape the way cultures read objects. Her breakthroughs have provided new evidence for early contact and exchange.
Ancient Tombs: Small Clues Lead to Big Findings
In the Lord of Rui’s tomb (8th century BC), a gold belt and carnelian beads were excavated.
- During that period, gold and carnelian were rare in China, but were used to make accessories in the Western steppes.
In other Western Zhou tombs, two types of cheek-pieces were found—a rectangular bronze one and a rod-shaped antler version.
- The rectangular cheek-piece is standard Shang form; the narrow rod-shaped form was used in the steppe.
- Rod-shaped versions in bronze were also found in Zhou tombs.
To most, these beads and harness may be insignificant. But for Professor Rawson, they show previously unknown connections between Bronze Age China and other regions.
Before cars, horses were not only beasts of burden in early societies. They were also used in war, in hunting and as a means of transport.
Yet, climate conditions are key for horse breeding. The cold and dry conditions of the western steppes are suitable while the hot and wet conditions of the Great Plains are not. This led to the silk trade to buy horses through intermediaries from the Loess Plateau (Arc area). Professor Rawson’s work on the introduction of steppe horses has led to new ideas on the origins of the Silk Road.
Acanthus
When Professor Rawson came across a strange leaf for the lotus on porcelains, she wondered why it did not resemble the real leaf. Probing deeper, she traced this leaf back to the popular acanthus scroll.
The acanthus is an ornament commonly found in classical Greek architecture.
Similar foliage scrolls permeate our surroundings today.
Architectural Styles: From the West to the East Through Buddhism
- Through the spread of Buddhism, the visual systems of the West and the East interacted to create new fusions.
- Classical architectural styles of the Mediterranean were brought to West Asia through conquest and then integrated with Buddhism. Along the Silk Road, both religion and architecture spread to China, manifesting in the form of Buddhist cave grottos.
- This new style featured stone structures and the incorporation of statues into architectural settings known as framing. No comparable system existed in China before the arrival of Buddhism.
(Source: Chinese Ornaments: the Lotus and the Dragon)
The History of Exchange Through Mute Objects
Jessica Rawson
• Professor Rawson’s vast visual learning has opened up a new dimension in the field of Chinese art and archaeology, deepening our understanding of cultural exchange between Chinese and Eurasian civilizations.
• Her contributions show that besides the written word, there is a language of objects, a visual learning, that is equally important in the field of Sinology. | 1,896 | 882 | {
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Building Well-Being
For Parents K-5
Perspective-taking and empathy:
We are social beings who need relationships to thrive. When we mindfully practice perspective-taking, we get better at considering the viewpoints of others and responding with empathy. This helps us build healthy relationships and resolve conflicts peacefully.
Problem-solving steps:
The following tips are helpful for both children and adults.
- Walk yourself through each person’s point-of-view
- Try imagining yourself in the other person’s shoes. “What is this person thinking or feeling in this situation?”
- Acknowledge and value differences.
- Then consider some ways to solve this problem while keeping in mind everyone’s needs.
Optimism:
Optimism isn’t simply wishful thinking and believing that everything is wonderful. It’s a willingness to try new things and plan for the best outcome, knowing that both success and failure are valuable to our development.
Optimism is important to well-being!
Research has shown that optimists have:
- better physical and mental health.
- greater success.
- more satisfying relationships.
- live longer lives.
Seeing the glass half empty? Catch your thoughts, check them, and change them.
1. Catch your thoughts: Notice your thoughts and thinking patterns.
2. Check and challenge your thoughts: Are they accurate or distorted? Look out for patterns of language that may be unhelpful (for example, “It’s impossible for me to do that”).
3. Change your thoughts: Re-frame your thinking. Is there a different way of looking at this? Ask yourself how a friend would deal with the situation.
“Focusing on happiness is not a frivolous pursuit; it is one of the emotions that can inform the trajectory of our lives.”
—10 Mindful Minutes, Goldie Hawn
Building Well-Being
For Parents K-5
Practices for YOU: Perspective-taking and empathy
Seek to Understand:
Listen mindfully to the perspectives of others. Consider what they might be feeling.
Walking in My Child’s Shoes:
Consider what it’s like to be your child. Can you look at situations from your child’s perspective? What emotions would you experience? Are they different from your own?
Optimism
An Optimistic Playlist:
Music is a powerful tool to change our mood. Having your favorite upbeat songs available for the times when pessimistic thoughts start to take over can be really helpful!
Catch the Happy Moments:
Sometimes, we get caught up in daily hassles and forget to focus on the good things. Catch the things that make you smile, and share the happy experience with your child.
Practices with your child: Perspective-taking and empathy
Story Time:
Discuss the different perspectives of characters in stories that you read together. Ask your child to think about how the characters may be feeling, and why, or how they would feel if they were in the story.
Peaceful Problem Solver:
When your child needs to solve a friendship problem, encourage them to look at the problem from another perspective and then work through the issue. Can they practice using empathy? “How might the other person feel?”
Optimism
Model Optimistic Thinking:
When things don’t go to plan, verbalize optimistic thinking to your child. For example, when you’re stuck in traffic, instead of saying, “We’re never going to get there with all this traffic,” try, “The traffic is bad today. Oh well, we’ll get there when we can.”
Create a Joybox:
Create a record of happy memories — a treasure chest (old shoebox), photo book, scrapbook, video, or diary. Have discussions about the different items in your Joybox and why you included them. | 1,419 | 744 | {
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The time for the garden to awaken, and all those garden chores... Once the leaves are bagged, the beds edged and the mulch placed, it is time to plant, hooray!
Today I would like to touch on some basic advice for you to garden by. There are just too many things that people overlook when putting those new green pieces of life into the ground, and these very things could be cause for demise. Losing plants is heartbreaking for many reasons: expense, labor expended, and of course the thought that you will never find that exact specimen again!
Without getting into the science of photosynthesis, I would like to discuss what each and every tree, shrub, perennial, groundcover or even weed, for that matter, needs to survive and flourish.
Sunlight - They all need light, but each and every plant has its own preferences. First, we have full sun, which means 6 full hours of pure unadulterated sunlight beating down on that plant. No tree or other obstacles can block out the sun in that time period.
Part-sun comes next, with a requirement of 3-6 hours of unlimited exposure to that golden ball in the sky. After that, part shade, which has just one bit of difference from part-sun.
The part shade plant prefers 3-6 hours of early morning or late day sun, and not the stronger rays of midday.
Lastly, full shade, where fewer plants survive, at less than 3 hours of sunshine per day. That is where hostas are in their glory. What would we do without them?
Water - More preferences are obvious in the water category. You must be aware of the water requirements of all those green beauties basking in the sun, or bam, the kiss of death! Therefore, a plan should be in place to group your leafy friends by their water needs. We all know what a hydrangea looks like at the end of a hot day.
Proper Soil - And by that, I mean not just dirt! Soil should have proper drainage, and nutrients that are the food that provides our green buddies with the capabilities to grow, and flower and set seed. The nutrients are nitrogen—which gives our plants a nice rich green color, potassium—a powerhouse that builds strong roots and fights off diseases, and phosphorus—for flower power and strength to cope with stressful conditions.
So there you have it. I’ve given you the boring basics. The worst is over. But, before you head out to the nursery, intoxicated by Spring Fever, do your research. Understand the specific conditions that exist in your garden, and choose the plants that will thrive there. And whatever you do, don’t forget to water!
Karen Marks has been a Huntington Bay resident for the past 19 years. A passionate gardener with a gift for design, Karen has been creating in varied facets – store design, kitchen design and garden design. She is also an active member of the Huntington Historical Society and Rescue Coordinator for Springer Spaniel Rescue (ESSCLI). You can visit her website at www.compleatgarden.com. | 1,045 | 631 | {
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**TABLE TALKS**
*Elaine Andrews*
Eggs are one of the most versatile foods in the world, and they are used in cooking, baking, salad dressings, sauces, and desserts.
They can be boiled, poached, fried, or scrambled, and they are often served as a breakfast dish. Eggs are also used in making soufflés, omelets, and casseroles. They are a good source of protein and contain essential vitamins and minerals.
Eggs are a good source of protein and contain essential vitamins and minerals. They are also used in making soufflés, omelets, and casseroles. They are a good source of protein and contain essential vitamins and minerals.
**Bengaline Egg Surprise**
1 tablespoon butter
2 tablespoons flour
1/4 teaspoon salt
1/4 teaspoon pepper
1/4 cup evaporated milk
1/4 cup water
1/4 cup chopped nuts
Melt butter in saucepan over medium heat. Add flour, salt, and pepper; stir until smooth. Gradually add milk and water, stirring constantly. Bring to a boil; cook and stir for 2 minutes. Remove from heat; stir in nuts. Serve hot with toast or crackers.
**After a Century Meat Still Fresh**
A problem that has baffled scientists for years is how to preserve meat without using chemicals. Now, a new process developed by a team of French researchers may have found a solution.
The process involves combining ice and heated water to create a gel-like substance that can be used to preserve meat. The gel is then frozen and sealed in plastic bags, which can be stored at room temperature for up to a year.
This new process has been tested on various types of meat, including beef, pork, and chicken. The results have been promising, with the meat remaining fresh and safe to eat even after being stored for months.
**Making Grandpa and Grandma Brainer**
Grandma and Grandpa are always looking for ways to keep their minds sharp. Here are some tips to help them stay mentally active:
1. Read books and newspapers daily.
2. Play games like chess and checkers.
3. Take classes in subjects like history and science.
4. Attend lectures and seminars on topics of interest.
5. Visit museums and art galleries.
6. Travel to new places and experience different cultures.
These activities will help keep their minds sharp and prevent cognitive decline.
**Science Continues Its War On Cancer**
Countless Bold Experiments Delve into Complex Mysteries of Disease
**By Pat Ingersoll**
In laboratories all over the U.S. and Canada, scientists and young medical students are working feverishly to find cures for cancer.
They have just completed a nationwide tour of these laboratories, to find out what progress has been made. And there has been progress, but not nearly enough.
One of the most promising areas of research is immunotherapy, which uses the body's own immune system to fight cancer. Scientists are developing new vaccines that can stimulate the immune system to attack cancer cells.
Another promising area is gene therapy, which involves altering the genes of cancer cells to make them more susceptible to destruction by the immune system.
There are also many other promising areas of research, such as targeted chemotherapy, which uses drugs that specifically target cancer cells, and radiation therapy, which uses high-energy radiation to destroy cancer cells.
Despite these advances, cancer remains one of the leading causes of death in the world. But scientists are determined to find a cure, and they are making great strides every day.
**She Really Played Cards "For Keeps"**
When she was five, she first played cards with her father, who was a sailor on the Spanish Main. She won $100,000,000 in a single game against a group of pirates. She then went on to win $100,000,000 more in a single game against a group of Spanish soldiers. She was the first woman to win a million dollars in a single game.
**Plywood Shelves Spotlight Collections**
*By Anna Miller*
Collections are a wonderful way to showcase your favorite items. Plywood shelves are an excellent way to display your collections, whether they be stamps, coins, or other items.
When you choose plywood shelves, you can select from a variety of styles and finishes. You can choose from solid wood, veneer, or laminate options. You can also choose from a variety of colors and finishes, such as natural, stained, or painted.
When you install plywood shelves, you can do so yourself or hire a professional. It's important to follow the manufacturer's instructions carefully to ensure that your shelves are installed properly.
Once your shelves are installed, you can begin displaying your collections. You can use the shelves to display your items in a variety of ways, such as stacking them, hanging them, or placing them on top of each other.
Plywood shelves are a great way to showcase your collections, and they are easy to install and maintain. So why not give them a try today? | 1,924 | 1,027 | {
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Engaging citizens for energy-efficiency
Ivanić-Grad, Croatia
Mayor Boris Kovačić
Ivanić-Grad is a town 30 km south-east of Zagreb with a total population of 15,000. Despite its small size the municipality has been a regional pioneer in promoting sustainable energy and engaging citizens in energy-saving actions. By 2020 Ivanić-Grad expects to have reduced CO₂ emissions by 21% as part of its Covenant of Mayors commitment. A large part of this reduction will come from the positive impact of awareness-raising campaigns with the citizens.
There was a time when natural resources were plentiful and saving energy was not a priority. But since 2008 campaigning about energy issues has started in Ivanić-Grad. The municipality has put a lot of effort in education-based programmes for citizens, especially children, with the aim of changing behavior and improving quality of life. Boris Kovačić, Mayor of Ivanić-Grad
Since 2010, some 300 citizens of all ages and backgrounds have been actively involved in energy-saving activities through the ENGAGE campaign. The objective of the campaign is to make citizens sign a personal energy-saving pledge on a poster that shows how they are going to use less energy in their everyday activities. All posters are then exposed in public spaces across the town during large events like the European Mobility Week, local celebration days such as the Pumkpin Festival or the city day.
79 out of these 300 citizens also accepted to have their energy consumption monitored. They provided data on their energy consumption at home and on their mobility habits. All the information was then put together in a document that was revised a year later to assess the changes in the energy consumption. The results were very positive, with an average 17% reduction in individual CO₂ emissions.
Several young families were very happy to join the ENGAGE campaign to learn how to save on their energy bill and to sensitize their children to environmental issues. Some families engaged to go to work or shopping by bike or on foot instead of taking the car. Many citizens also committed to sharing travel costs by carpooling to work.
Private companies have also been involved in the campaign which they considered an opportunity to improve cooperation with local authorities and to promote their services to the citizens. For instance, some taxi drivers have committed to start using biofuel instead of gasoline and diesel in their cars thus reducing greenhouse gas emissions.
ENGAGE is a pan-European communications initiative that seeks to engage citizens and stakeholders at a local level to play their part in building a sustainable energy future. More than 60 European cities and almost 9,000 citizens, stakeholders, public servants and elected representatives have been participating in the campaign since 2010.
**Ivanić-Grad Key facts**
- Total population of around 15,000 inhabitants
- 77 tonnes of CO₂ emissions prevented and 64,000 KWh of primary energy saved by engaging citizens and renovating public buildings within a year
- On average, a citizen has reduced his/her annual CO₂ emissions by 17% within a year thanks to the campaign
- Joined the Covenant of Mayors in 2009
*As a signatory to the Covenant of Mayors the city of Ivanić-Grad commits to reducing its CO₂ emissions by 21% by 2020*
Contacts & further information
Vlatka Berlan Vlahek / email@example.com / +385 1 2831 369
Covenant of Mayors contact point
firstname.lastname@example.org / +32 (2) 552 08 51 | 1,577 | 749 | {
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says there are seven heavens above us. The explains the functions of these different heavens, some of which can be seen and some of which cannot. See the image below for the names and functions of these areas.
Seven Heavens
- **Heavenly city of Jerusalem, the Holy Temple and Altar**
- Bands of ministering angels sing
- Millstones grind Manna for the righteous
- Sun, moon, stars & constellations
- Reveals light and darkness
- **Mills**
- Righteousness, justice, charity
- Storehouses of destructive snow, hail, etc.
- **Abode**
- Arsenal
- Plains
The importance of Torah study cannot be overstressed. ריש לקיש describes the importance and reward for engaging in Torah learning.
ריש לקיש says that if one involves himself in Torah study at night, Hashem will "pull a thread of kindness" over him by day. This means Hashem will make him appear charming in the eyes of other people.
This is how ריש לקיש understands the verse, "In the day Hashem will command His kindness, and at night His song is with me" (ט, תהילים מvb, Ps. 42,9). This means, because at night one was with Hashem's "song" (Torah), Hashem will give him kindness by day (charm).
Some say ריש לקיש says if someone works at Torah study in this world, Hashem will make him charming in the World to Come.
רבי לילי warns, if someone pauses during his Torah learning to chat with someone about idle matters, he will be fed coals of wood! This shows the importance of not interrupting Torah study.
Did You Know...
The sun and the moon were created on the first day but where only put in their places on the fourth day.
A מדות Moment
"Zechariah," said his mother, "please help your brother move his desk into his room."
"Why should I help out?" asked Zechariah. "He can do it himself!"
"The Sages teach that one of the pillars upon which the world stands is רחמים, kindness. Without kindness the world would literally collapse. Imagine a world where no one gave directions to anyone, or smiled at people or helped someone move a piece of furniture when asked to! When someone asks you for help, remember, if you can help but don't...you could be collapsing the world!"
Game
WHO AM I?
Can you identify each Heaven?
1. I am the highest heaven
2. I contain the stars and sun
3. It might get a bit chilly...
4. Only angels are here
5. I am the lowest heaven
Review Questions – חינוך דף יב
1. Name one of the seven heavens and its role.
2. What does Hashem do for someone who studies Torah at night?
3. When were the sun and moon created? | 997 | 652 | {
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GENERAL SUMMARY
The summer drought continued this month, which was cool, sunny, and dry. There were many pleasant days. Monthly sunshine was 5% above normal. Monthly rainfall was unevenly distributed, but averaged 56% of normal. Monthly rainfall over a 15-mile belt south of the Pennsylvania Line from Garrett County to Baltimore County, inclusive, was the least of record for that area in September. Underground water was low.
Monthly rainfall was decidedly below normal over the northern third of the section and well below normal over the remainder of the section, except above normal in eastern Sussex, Wicomico, Worcester, and Somerset Counties, at Solomons, at Annapolis, in Prince Georges and southern Montgomery Counties, and in the District of Columbia. Totals were mostly between 0.1 and 0.5 inch in western Maryland and northern New Castle County; mostly between 0.5 and 1.0 inch in the northern-border counties of north-central Maryland and in northern and central Cecil and central New Castle Counties; between 1 inch and 2 inches over a narrow belt south of the preceding area, over the west-central portion of the Eastern Shore, and in Charles and St. Mary's Counties, except more than 3 inches in the areas of above-normal rainfall with greatest of 5.10 inches at Takoma and 6.25 inches at Snow Hill.
Crops and pastures were fair to good during the first and second decades and fair during the third decade in Garrett County and the La Plata district. Over the remainder of the section crops were poor or very poor and pastures were dry or brown. Feed and hay were fed to livestock.
Cutting field corn began and cutting buckwheat ended during the second decade and digging early potatoes ended during the last week in Garrett County. Digging late potatoes began during the second decade in western Maryland. Late potato tubers formed and were developing in the central and eastern divisions. Filling silos and husking corn began during the second week. Picking tomatoes, apples, peaches, and pears, cutting field corn, sweet corn, early tobacco, and soybeans, digging sweet potatoes, harvesting truck crops, and threshing clover were in progress. Some wheat, rye, barley, clover, alfalfa, and spinach were sown in some areas.—J. B., Jr.
TEMPERATURE
The monthly mean for the section, 65.9°, is 1.8° below normal. The highest monthly mean was 71.1° at Crisfield; the lowest, 55.4°, at Sines. The highest temperature, 99°, occurred at Charlotte Hall, Huntingtown, and Milford on the 1st and at Snow Hill on the 2d; the lowest, 25°, at Cheswsville on the 26th and at Oakland on the 27th. The greatest local monthly range was 71° at Tolonoway; the least, 44°, at Ocean City.
PRECIPITATION
The monthly average for the section, 1.84 inches, is 1.45 inches below normal. The greatest monthly rainfall was 6.25 inches at Snow Hill; the least, 0.04 inch at Luke's. The greatest 24-hour rainfall was 3.15 inches at Cheltenham on the 32-4th.
MISCELLANEOUS PHENOMENA (WITH DATES)
Frost, 15th, 16, 3, 4, 10, 7, 9, 10, 15, 16, 18, 19 to 23, 25, 27 to 30. Frosts, dense—3 to 7, 9, 15, 21, 22, 27, 29. Frosts, light—Allegheny Mountain highlands, 10, 14; Allegheny Mountain region, 12; Piedmont Plateau, 10, 14, 15; west and central portion of north-central Maryland, 10; northern and southern Maryland, 10, 14; light—Western Maryland, 13, 19. Frosts, killing—Allegheny Mountain highlands, 11, 24, 25, 27, 28, 29; western Maryland, 1s; western Maryland and central Frederick County, 26. | 1,615 | 940 | {
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JESUS TELLS A TERRIBLE PARABLE
[Jerusalem] — Jesus went to Jerusalem because he knew God wanted him to go there to die for us. While he was in the beautiful stone temple there, he taught about God’s kingdom. He knew God’s enemies wouldn’t listen unless he found a way to get their attention. So he told parables (picture stories) to teach about God.
Jesus told about a man who owned a vineyard (a place where grapes are grown). He let some workers take care of the vineyard but told them to give him some of the grapes afterwards, since he owned the vineyard. They decided to get greedy and steal the vineyard for themselves. They chased away all the servants who came to collect some grapes for the owner. Then the owner sent his own son. The workers killed him so they could have the vineyard.
Jesus told his enemies in Jerusalem that they were like the wicked workers. When God sent his son [Jesus] they killed him instead of listening to him and doing what God wants.
Matthew 21:33-43
MISSING WORDS:
1. Jesus went to JERUSALEM.
2. God WANTED Jesus to go to Jerusalem.
3. Jesus taught about God’s KINGDOM.
4. Jesus told a parable to teach about TEMPLE.
5. Jesus told PARABLES to teach about God.
6. A parable is a picture STORY.
7. There was a man who owned a VINEYARD.
8. A vineyard is a place where GRAPES are grown.
9. WORKERS took care of the vineyard.
10. The GREEDY men decided to STEAL the vineyard.
11. The owner sent his own SON to collect.
12. The workers KILLED the son.
13. Jesus said his ENEMIES were like the wicked workers.
Finish The Picture. Connect all the numbers to make a picture of something important in today’s Gospel story.
Missing Words. Below are sentences taken from today’s Gospel story. Fill in the blanks with the word from the Word List that completes that sentence.
WORD LIST:
TEMPLE JERUSALEM PARABLES GRAPES
VINEYARD STEAL WORKERS STORY
GREEDY ENEMIES SON KINGDOM
WANTED
1. Jesus went to ____________.
2. God ____________ Jesus to go to Jerusalem.
3. Jesus taught about God’s ____________.
4. Jesus was in the beautiful stone ____________.
5. Jesus told ____________ to teach about God.
6. A parable is a picture ____________.
7. There was a man who owned a ____________.
8. A vineyard is a place where ____________ are grown.
9. ____________ took care of the vineyard.
10. The ____________ men decided to ____________ the vineyard.
11. The owner sent his own ____________ to collect.
12. The workers ____________ the son.
13. Jesus said his ____________ were like the wicked workers. | 1,185 | 644 | {
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Sophia laughed as she ran through the meadow that was in the back of her house. She always thought it amazing that, on one side of the house, there was the bustling city, filled with the crash and rattle of cars and the yelling, talking, laughing, screaming sea of people. But, on the other side, there was just her, the music of the birds, and the whispering of the leaves of the trees as the wind blew through them, talking in a secret language that she could never understand. The meadow, Sophia knew, was a magical place.
Every day, Sophia went outside, through the tall grass, until she got to a tall, tall tree that she called the “Wise Old Oak.” Whenever Sophia went up to the tree, and sat down beside it, she wasn’t alone anymore. The meadow seemed so much more alive. When Sophia had troubles, Wise Old Oak comforted her. He whispered secret words to her that she could never understand, and the wind played with her hair. Then, before Sophia left, she gave something to him: an offering. She left it for the animals, the plants, and the fairies. Sophia knew they were there, somewhere. Sometimes, her offering was a piece of cake, or fruit. Perhaps it would be a small doll or toy. Maybe a little note, or poem. Sometimes, she sang for her gift. And, sometimes, the tree left her something: a leaf, or a nut, or a flower, or a stone. Small things, common things, but Sophia felt they were left for her.
One day, Sophia told her mother of Wise Old Oak.
“There is a tree, in the meadow, and it is special,” Sophia told her, “his name, or what I call him, is Wise Old Oak. He comforts me when I am sad, and whispers words that I cannot understand but are filled with knowledge. He is my best friend.”
“Oh, yeah? The words are just the wind. And just the presence of nature is what comforts you. The name is simply a name, nothing more. Your affection, my dear, is sweet, but the tree is not alive. It cannot speak, and it is not wise. It is simply a tree,” she said.
Sophia knew her mother was trying to be kind, to be comforting, but the words stung. They made her doubt in Wise Old Oak’s power, that he was real, that he was more than just a tree. But, the next day, when Sophia went to see him, there was a tiny clear stone there, sparkling in the sunlight. She picked it up, and it cut her. It looked, she realized, like a tiny diamond, though it was uncut.
“Thank you,” Sophia whispered to the tree, “I’m sorry I ever doubted you. You are real, I know you are.”
The wind caressed her face, and she felt better. But Sophia did not tell her mother, or anybody else, about the stone, or Wise Old Oak, ever again.
When it was summer, Sophia found some leaves on the ground. They were a bronzy color, and they were from Wise Old Oak. When she lay next to
him, she felt, somehow, a sense of urgency. Sophia grabbed the leaves, and rushed back to the house.
“Mom!” Sophia yelled. She rushed downstairs.
“What is it?” Sophia’s mother’s voice sounded urgent.
“I found these leaves on the ground. Can you tell my what they are? Why are they this color?” Sophia asked. Her mother picked up the leaves, and turned them over and over.
“These are oak leaves,” she said. ‘I know that! Tell me more!’ Sophia thought, silently willing her to explain.
“This oak,” Sophia’s mother went on, “is sick. It has a disease known as Oak Wilt. It will die by winter. I don’t know of anything you can do.” Sophia felt like she was falling down, down, down, and there was no way up. Sophia walked slowly up to her room. She lay down on her bed, and cried her heart out. The tears rained down, and drenched her pillow.
Sophia couldn’t bring herself to go and see Wise Old Oak. She couldn’t even bring herself to go to the meadow. Her life seemed pointless with the knowledge that Wise Old Oak might not be there to help her, to guide her, to be her friend. Sophia hoped, against everything she knew, that Wise Old Oak would survive, but she didn’t really think that he would. She hoped, though, for that was all she could do, as far as she knew. Sophia didn’t look up Oak Wilt.
She didn’t want to know how Wise Old Oak would die. Her mother knew something was wrong.
“What’s wrong? Why don’t you go to the meadow anymore?” she asked Sophia.
Sophia always came up with some excuse.
“There’s a test,” or, “I’m reading,” or, “I’m growing out of it,” she’d say. Eventually, Sophia’s mother stopped asking.
At last, in autumn, Sophia went to the meadow again. A cold wind blew through the meadow. The meadow was silent, waiting. It seemed sad. Sophia went up to Wise Old Oak, and hugged him. He seemed to have been waiting for her, hanging on, so that she could say goodbye. Sophia hugged him some more, and emptied her pockets. Fruit, a little doll, some candy, and so many notes tumbled out.
“I’m sorry I didn’t come to see you,” Sophia told him. She was crying again. And then the wind blew stronger past her face. Sophia thought she heard some sort of voice, but it could have been her imagination.
“I forgive,” it told her, “Thank you for everything.” And then, Wise Old Oak was no more. Sophia knew it in her heart. The wind ended, and the birds began to sing. Wise Old Oak was real, Sophia was sure of it. And, even though he wasn’t alive right in front of her, Sophia knew that Wise Old Oak would live forever in her heart. And then, for the first time in her life, Sophia heard the
meadow song. It was a lively tune. The birds set the beat, and the wind was the words. It was the most beautiful thing she had ever heard. Sophia promised herself that she would always come back to the meadow, every single day. And she did. Every time, she could hear the meadow song. She always brought a gift for the meadow, for the plants, for the fairies, and for the spirit of Wise Old Oak. And sometimes, she found something from the meadow, right next to Wise Old Oak’s body. | 1,958 | 1,408 | {
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Young people are the future of triathlon and British Triathlon is committed to ensuring that all young people involved within the sport are able to:
- Make new friends within the sport
- Enjoy participating in training and events and ultimately have fun
- Be safe while taking part in any aspect of triathlon
- Develop new skills to achieve their goals
You should always feel safe when Training, Competing and during every day activities. Triathlon should be fun and this can be difficult if you are unhappy, stressed or feel pressured. Bullying and abuse is unacceptable in our sport, whether it’s by another child, young person or an adult.
If you are being bullied or abused you should always:
- Keep a note of the time and place and who may have seen what happened
- Speak to your Club Welfare Officer
- Tell someone you know and trust
Remember it’s not your Fault
Sport is for enjoyment of yourself and others. So here are some Do’s and Don’ts to keep you and others safe:
**Don’ts**
- Shout or Swear
- Disrupt the group/training session
- Talk to strangers
- Leave the session without speaking to the coach
- Be a bully
- Arrive late to sessions/training
- Put yourself in dangerous situations
- Allow yourself to be alone with an adult
- Send or post inappropriate, unkind or threatening messages, pictures or videos via mobiles or social networking sites.
**Do’s**
- Listen and Co-operate
- Be dedicated and follow the Rules
- Respect everyone’s views
- Be friendly and help others
- Make sure an adult you know and trust knows where you are at all times.
- Tell a coach if you have any medical conditions or injuries they should be aware of.
- Keep in a group with others
- Tell an adult you trust if something is worrying, frightening or upsetting you
When do you know if something is wrong? If someone is:
- Constantly teasing you, shouting at you or calling you names
- Using violence or hurting you in any way
- Damaging or stealing your belongings
- Always being unkind and mean to you
- Doing anything to make you feel lonely, upset or unsafe
- Making you feel uncomfortable by touching you
- Sending inappropriate, unkind or threatening messages
- Pressuring you to do something you don’t want to directly or online
- Threatening you
Remember it’s not your fault, Make a note of the time, date, place, what happened, who witnessed the incident, who was involved, take screenshots and how you felt.
Tell someone you know and trust:
- Parents/Carers
- Club Welfare Officer
- Club Coach
- A Teacher
If you are being bullied or someone tries to make you do something you do not want to do, it’s not your fault and the following can help stop the behaviour:
- Be FIRM and tell the person to STOP!
- Say “NO!” in a very loud voice
- Make a lot of noise to attract attention
- Get yourself out of the situation as soon as possible
- If the abuse is online, do not respond, report it to an adult
If you don’t feel comfortable talking to someone within the club or other adults that you may know, there are other options including:
- Contacting the Home Nations Triathlon Lead Safeguarding Officer using:
- Triathlon England: 01509 226159 email@example.com
- Welsh Triathlon: 0300 300 3128
- Triathlon Scotland: 07545697841 firstname.lastname@example.org
- Discussing the problem with Childline:
- www.childline.org.uk
- 0800 11 11
Calls are free and will not show on phone bills. They keep conversations confidential.
You can speak with your local Children’s Social Care Team – you will be able to find their details online, in the phone book or by calling 118 118
If in an Emergency you can ring the Police by calling 999
Please remember that if you speak to an adult about any concerns that you have, they will keep it confidential unless you, or someone else is potentially in danger or at risk of being hurt. | 1,635 | 886 | {
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Print and cut out around the outside of each 3-part box.
It’s not in a shoe.
It’s not in a jar.
Number 2 Clue is hidden where we park the car.
Fold in half.
Fold in half again.
The team/clue marker should be on the outside facing up.
The letter should be on the outside facing down.
The clue should be on the inside.
It’s not in a shoe.
It’s not in a jar.
Number 2 Clue is hidden where we park the car.
Your next clue is hidden on or around a box that transmits visual images.
The letters on each clue will be used to spell two words that will give the location of the hidden surprise. Those words will be... HALL CLOSET. Be sure to let the teams know they have to collect the letters. Don’t tell them why.
Both teams will be personally handed their first clue and may read it and begin their hunt when you say GO.
Both teams' second clues will be hidden in the garage (anywhere, but in a shoe or a jar - see clue 1).
Note: Be careful when hiding the clues. Don't hide the clue that leads to the garage in the garage, etc. It can sometimes get confusing. Keep reminding yourself that the clue that leads to the next location needs to be hidden at the location before it. This may not be a problem for you, but it sometimes happens.
From the garage onward each team will take a different path, till they end up at their final destination...the HALL CLOSET.
When hiding the clues be sure the side with the team/clue marker is visible and notify your teams that if they see a clue from the other team, they should leave it where it is and not give any indication that they know where it is, otherwise they could unknowingly be helping the other team. Each team has their own color.
If you can’t read backwards look at this message in a mirror to find the location of your next clue.
Remember - Clue 1 is handed to the teams when the game begins. Treat bags need to be hidden somewhere in the HALL CLOSET.
The other clues will need to be hidden in the following locations:
GARAGE
Clue 2 - Team 1
Clue 2 - Team 2
MICROWAVE
Clue 3 - Team 1
DRYER
Clue 3 - Team 2
TV
Clue 4 - Team 1
DESK
Clue 4 - Team 2
MAILBOX
Clue 5 - Team 1
Clue 9 - Team 2
REFRIGERATOR
Clue 5 - Team 2
Clue 10 - Team 1
BATHROOM
Clue 6 - Team 1
DISHWASHER
Clue 6 - Team 2
WASHER
Clue 7 - Team 1
COFFEE TABLE
Clue 7 - Team 2
KITCHEN TABLE
Clue 8 - Team 1
BOOKCASE
Clue 8 - Team 2
PATIO Clue 9 - Team 1
Clue 10 - Team 2
Your next clue is hidden in or an area that rhymes with...
Take the 10 letters you’ve found on the backs of the clues you’ve collected and unscramble these letters to spell 2 words which will let you know the location of a special hidden surprise.
CLUE 9
TEAM 1
To find the location your next clue decide which letters below belong on each of the dashes.
E - I - E - A - O -
G R T F R
Copyright © 2006, scavenger-hunt-fun.com | 1,232 | 792 | {
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As one travels around the desert one can’t help but notice the large number of dead or stressed plants. When temperatures exceed 115 degrees, which occurred over five days in June, even plants that normally tolerate desert conditions can experience damage. At these temperatures there are many factors that can determine whether or not damage to plants may occur. These factors include; plant maturity, establishment, proximity to roads, walls, hardscapes, time or amount of irrigation, recent pruning, etc. At high temperatures little things can make a big difference. It is often an accumulated effect of many of these things and not any one factor that ultimately causes decline.
When evaluating the reason plants have died or are suffering there is a simple answer and a more complicated answer. The simple answer is lack of sufficient water. The more complicated answer attempts to explain all of the various factors that when combined with the reduction of water leads to plant decline or death. These factors include; plants that are marginal for desert landscape conditions, inadequate irrigation design, turf conversions, and extreme heat. Typically when marginal plant material dies suddenly it is due to exceeding a threshold. An example of exceeding a threshold is, when a plant’s water consumption exceeds the rate at which the plant can absorb water through the roots. Extreme events such as 120 degree temperatures in June are the “straw that brake’s the camel’s back”.
Because of drought restrictions and price increases, the amount of water applied to Coachella Valley landscapes has been reduced and in some cases drastically. This has had an adverse effect to much of the plant material used in these landscapes. The summer of 2016 is the second summer that plants have had to exist with lower irrigation levels.
Below is a partial list of marginal plants that historically have been damaged or killed during summer months prior to restricted or decreased irrigation. Any cultural practice that increases stress on these plants can drastically affect their survivability. These plants are most affected by extreme events:
**Trees**
- African sumac
- California pepper
- Ash
- Carob
- Brazilian Pepper
**Shrubs**
- Pittosporum sp.
- Carolina cherry
- Texas privet
- Nandina
- Japanese Blueberry
- Roses
- Japanese boxwood
- Hibiscus
- Raphiolipis
In general Coachella Valley irrigation systems were not designed for water efficiency or conservation. Water use was a low priority in most landscapes. Now that water allocation has been reduced to marginal amounts these irrigation systems are no longer adequate to sustain some plant material. Deficiencies are magnified as water is reduced. Plant decline will continue as landscapes adjust to lower water levels.
Removing turf is one of the best ways to reduce water consumption in the landscape. Where there are existing trees or shrubs adequate water must be maintained in the existing root zones of these trees or shrubs or they will decline and eventually die. Trees will require adequate distribution of water throughout the drip zone or there will be a high probability of failure. | 1,275 | 605 | {
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account for about 90% of all U.S. wetlands. They are inland, freshwater areas of marshes, bogs, and swamps, and some brackish and salt marshes in arid and semi-arid areas.
Wetland plants are particularly efficient converters of solar energy. Their major food value is achieved when they die and fragment to detritus. Numerous fish and wildlife species feed in marshes and swamps or on organisms that were produced in such areas. Some animals spend their entire lives in floodplain wetlands, while others use the wetlands primarily for reproduction, nursery grounds, or for drinking water. About 50% of the endangered species in the United States require wetland habitat at some point in their life cycles; wetlands are crucial to the survival of the American crocodile, the manatee, the whooping crane, and the Mississippi sandhill crane. Both coastal and inland wetlands also provide valuable habitat for such furbearers as muskrat, beaver, otter, mink, and raccoon, as well as numerous reptiles and amphibians. Large mammals, such as black bears, white-tailed deer, and caribou, also find refuge and food in wetland areas.
**Riparian Systems**
Riparian floodplains are distinct associations of soils, flora, and fauna that occur in narrow strips along rivers, streams, or other bodies of water and depend for survival upon high water tables and occasional flooding. They are
---
**FLOODPLAINS AS HABITAT**
- Black ducks migrating in the Atlantic flyway use the northern salt marshes as their primary wintering grounds.
- Intertidal mudflats along the coasts are the principal feeding grounds for migratory shorebirds; most shorebirds breed in Alaskan and other tundra wetlands.
- Mississippi River floodplains are the major resting and feeding grounds for ducks and geese during their fall and spring migrations.
- During droughts in the prairie pothole region, Alaska's wetlands are heavily used for nesting by North American waterfowl.
- Hawaii's wetlands are especially important to endangered birds.
- Arizona's native cottonwood-willow associations support higher densities and a greater diversity of breeding bird species than any other desert habitat.
- The prairie pothole region of the Dakotas is the main breeding area for waterfowl in the United States.
- The San Pedro River's riparian ecosystem in southeastern Arizona provides nesting, migratory, or wintering habitat for at least 20 raptor species and about 210 species of other birds. A study recorded 78 species of mammals in the grasslands corridor between the riparian woodlands and adjacent mountains, the second-highest mammalian diversity in the world.
*Canvasback duck, salt marsh, New England*
*Great blue heron, Merrimack River, New Hampshire* | 1,148 | 592 | {
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Herring Gull (Larus argentatus). This species continues to increase at an almost alarming rate. In 1967 1608 nests were counted. This year 2399 (to an accuracy rate of + or - 100) were recorded. This indicates an increase of 600 to 700 in two years. During the count the writer noticed on several occasions adult birds of this species attacking young on their first flights. This resulted in the death of at least 6 in one morning.
Kittiwake (Rissa tridactyla). This is another species increasing on the island. In 1962 there were 760 breeding pairs, in 1967 1256 nests and this year 1441 nests. The entire breeding population occurs from Jenny's Cove northwards, and the entire North End around to Gannet's Rock.
Razorbill (Alca torda). Due to the type of nesting sites chosen this is a most difficult species to count accurately. In 1967, 1602 birds were counted—almost 1000 fewer than in 1962. In 1969 584 nests were counted. This represents almost 1200 birds. From this figure it can only be hoped that the serious decline is perhaps easing.
Guillemot (Uria aalge). For this species the requirement of "Operation Seafarer" was to count individual birds. Unfortunately this revealed a continuing decrease as follows:—figures for the counts of 1962, '67, and '69 are 3,560, 2,355, and 1,647 respectively.
Puffin (Fratercula arctica). Forty-one nests were counted this year (this includes sites apparently used for breeding purposes). Since the count was finally completed in July it is likely that the number of Puffins on the island is higher than supposed. The non-breeding birds are possibly still at sea when part of the count in June was done. It is reasonable to suppose that with the non-breeders the population is 90 to 100 birds. The previous count in 1967 revealed 110 birds.
The Lundy Puffins are now scattered in small colonies from Battery Point northwards to the single pair in Puffin Gully. It is apparent that on Lundy the Puffin is becoming increasingly a crevice nesting species using similar sites to Razorbills. In many cases the colonies are less accessible—this may be a change in habit which will assist in the preservation of the species on the island.
REPORT ON THE SEAL COUNT ON JULY 5th, 1969
By R. W. Britton
The species being counted was the Grey Seal (Halichoerus grypus).
Volunteers to spend a little of their valuable time were eager to assist in this interesting task. The plan was to divide the coastline of the island into sectors equal to the number of individuals, or parties, engaged. These observers were in their pre-arranged positions and the count began at 3 p.m. The weather for several days prior to the count and on the day of the count was clear and warm with a light N.W. breeze. At the time of the count the state of tide was low water spring. This gave the advantage to observers who then were likely to see the maximum number of seals hauled out on rocks and skerries.
The details of the count are as' ollows:—
| Sector | Number of seals |
|---------------------------------------------|-----------------|
| Landing Bay to S. of Battery Point | 37 |
| N. Battery to Dead Cow Point | 0 |
| D.C. Point to N. end Jenny's Cove | 16 |
| N. End Jenny's Cove to N.W. Point | 6 |
| N.W. Point to Gannet's Rock N. side | 12 |
| Gannet's Rock to Brazen Wood | 6 |
| Brazen Ward to Tibbett's Point | 0 |
| Tibbett's Point to \( \frac{1}{2} \) Wall Cotts. (off) | 3 |
| \( \frac{1}{2} \) Wall Cotts to Landing Bay | 0 |
| Total | 80 |
The writer thanks all those who took part in this task, particularly the divers who so kindly took him by boat to Seal's Hole and around the S.W. Corner. | 1,929 | 931 | {
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The following is a list of the most important and commonly used terms in the field of AI:
- **Artificial Intelligence (AI)**: The ability of a computer or machine to perform tasks that typically require human intelligence, such as visual perception, speech recognition, decision-making, and language translation.
- **Machine Learning (ML)**: A subset of AI that involves training algorithms on large datasets to enable them to learn from data and make predictions or decisions without being explicitly programmed.
- **Deep Learning (DL)**: A type of machine learning that uses neural networks with multiple layers to model and solve complex problems, particularly in image and speech recognition.
- **Natural Language Processing (NLP)**: The use of computational techniques to enable computers to understand, interpret, and generate human language.
- **Computer Vision**: The ability of machines to interpret and understand visual information from the world around them, similar to how humans see and process images.
- **Robotics**: The design, construction, operation, and application of robots, which are mechanical devices that can perform tasks autonomously or under human control.
- **Expert Systems**: Computer systems designed to mimic the decision-making abilities of a human expert in a specific domain.
- **Neural Networks**: Mathematical models inspired by the structure and function of the human brain, used for processing and analyzing data.
- **Reinforcement Learning**: A type of machine learning where an agent learns to make decisions by interacting with an environment and receiving rewards or penalties based on its actions.
- **Unsupervised Learning**: A type of machine learning where the algorithm learns patterns from input data without any labeled examples.
- **Supervised Learning**: A type of machine learning where the algorithm learns from labeled examples to predict outcomes for new, unseen data.
- **Transfer Learning**: The process of using knowledge gained from one task to improve performance on another related task.
- **Generative Models**: Machine learning models that can generate new data samples that resemble the training data.
- **Convolutional Neural Networks (CNNs)**: A type of neural network architecture commonly used in computer vision tasks, especially for image classification and object detection.
- **Recurrent Neural Networks (RNNs)**: Neural networks that have loops allowing information to flow in both directions, making them suitable for sequential data like time series and natural language.
- **Transformer Models**: Neural network architectures that use self-attention mechanisms to process sequential data efficiently, often used in NLP tasks.
- **Autoencoders**: Neural networks that learn to compress and reconstruct input data, useful for tasks like dimensionality reduction and anomaly detection.
- **BERT (Bidirectional Encoder Representations from Transformers)**: A pre-trained transformer model widely used in NLP for various tasks including question answering, sentiment analysis, and text classification.
- **GANs (Generative Adversarial Networks)**: A type of machine learning model consisting of two neural networks that compete against each other to generate realistic data samples.
These terms represent some of the foundational concepts and technologies in the field of artificial intelligence, each playing a crucial role in advancing the capabilities of AI systems across various applications. | 1,548 | 628 | {
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A Little Compassion
By: Patrick McKay
A short story about good deeds and their sometimes not so kind rewards.
Published on
Booksie
booksie.com/Patrick McKay
Copyright © Patrick McKay, 2015
Publish your writing on Booksie.com.
The sunrise was about an hour away. The air was full of skunk gunk and bushes rummaging with the sounds of hungry raccoons. I loved early morning walks. It was peaceful. No cars, except for the occasional police car or railroad maintenance vehicle. Strolling along, I approached a bridge and took a quick peek over the expressway. To my surprise I saw two young children playing tag. Both had blonde hair and blue eyes. They looked like a male pair of identical twins. I quietly shouted,
â Psssst what are you kids doing out so late? Where are your parents?â
The two children looked up at me surprised, and continued playing.
I went around the bridge and quickly rushed down the expressway ramp to where the children were playing.
Again, with frustration I said,
â Where are you parents, kids?â
The two kids looked at me and pointed to a sleeping man accompanied by a really large sleeping bag. From what I could see, he had a large, gray beard and wore steel toe boots.
The thought struck me rather quickly: these were two homeless children frolicking early in the morning, while their father slept.
â Are you guys hungry?â
â Sure.â Said one of the children.
â Alright, Iâll run over to the coffee shop.â
â My dad likes coffee.â
I gave a quick smile and took off towards the coffee shop.
I couldnât believe what I had run into. I rarely saw homeless people. I mean it wasnât the first time, but kids; that was definitely a first. The amount of compassion I felt for them made my heart pound ferociously. Their innocent young faces running around like nothing was wrong.
I returned to the expressway with a dozen sandwiches, a dozen doughnuts, coffee and tea. The children were still playing tag. The father was awake. He was quite tall with his steel toe boots. He did not look happy.
â Good morning.â I said.
He looked at me with a frown.
â I saw your children playing, and thought Iâd bring you guys some breakfast.â
He looked at me with beady blues eyes and said nothing.
As I handed him the breakfast he said,
â Thanks a lot. We appreciate it very much, if only more people like you existed, the world would be a much happier place.â
Thanks a lot, just doing a good deed. I said.
His voice was clear, and his wording seemed quite concise. There was a moment of silence until I broke it.
Well I must be off now, time for work.
Oh, no please don’t go yet, have some coffee, this must be a fresh batch, either that or they don’t like giving homeless people fresh coffee.
Well sure why not? I said.
He poured me a cup of coffee with some sugar and cream on the side. I turned away to see what the kids were up to. They were nowhere in sight.
I could hear childish laughter, but couldn’t spot it. I looked up and there were the two children waving to me from the bridge. I waved back. Suddenly I felt a big thump on my head. It was the homeless man. He had hit me with a brick. I was nearly unconscious. He kicked my face and ribs with his steel toe boots until I started coughing up blood. I could hear his two children laughing and cheering him on. He took off after then minutes.
From a distance I could see him gather his sleeping bag and other supplies and head up the ramp. I held my stomach in severe pain, and waited until someone had enough compassion to stop and call an ambulance. What was compassion worth these days?
A Little Compassion
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What are the effects of Persistent Absence?
There’s a clear link between poor attendance at school and low levels of achievement. Poor attendance can disrupt a pupil’s own learning and that of other students. It has a damaging effect on a child’s education and work missed while a child is off school is never made up.
Students who attend school regularly are likely to leave school with more qualifications and increased access to employment opportunities than children with persistent absence.
Children with persistent absence are at increased risk of involvement in crime, child exploitation and anti-social behaviour.
What do Department of Education figures show?
- Only 10% of persistent absentees achieve 5 GCSEs at Grades 5 - 9 compared with 38% of occasional truants and 64% of regular attenders.
- 21% of persistent absentees had no qualifications, as opposed to only 3% of regular attenders.
- Truants are more likely to offend and, of the group of young people offending, 66% had truanted.
What are the consequences of Persistent Absence?
If a parent/carer fails to secure their child’s regular attendance at school, they could be found guilty of a criminal offence under section 444 of the Education Act 1996.
As part of the criminal investigation, parents/carers may be interviewed under caution. In accordance with the Police & Criminal Evidence Act 1984, this may be recorded and could be used as evidence in court.
The parents/carers may be subject to legal proceedings in the magistrates Court.
What are the outcomes of legal proceedings?
If you are found guilty, magistrates can impose a fine of up to £2,500 and/or three months imprisonment. Parents/carers may also be ordered to pay substantial legal costs.
If convicted, parents/carers could get a criminal record.
The court has the power to direct the child to be brought before a Family Proceedings Court.
Statutory Defence include:
1. School grants leave of absence
2. Sickness/unavoidable cause
3. Day exclusively set apart for religious observance
Why is there a law about poor school attendance?
The law is there to protect children who have poor school attendance.
Unauthorized absence from school can be a cause for concern in relation to child welfare, safety and protection.
Under the Education Act 1966, parents and carers have a legal duty to secure their child’s regular and punctual attendance at school.
As well as being a legal requirement, it also ensures your child has access to the best start in life and that they are able to benefit fully from the education they are entitled to receive.
Good attendance is vital in enabling pupils to maximize the opportunities available to them.
Absence?
A pupil is defined as a “Persistent Absentee” if they miss 10% or more of all possible school sessions, regardless of whether the absence is authorised or unauthorised.
What does good school attendance look like?
We take absence seriously. We identify students whose attendance falls below 95% and provide supportive intervention to improve this.
We run attendance challenges throughout the year to help students maintain and improve their attendance.
Please do not let your child miss out on the education they deserve.
Every school day counts.
It is vital that parents/carers work with schools when a child is near the 10% persistent absence threshold to prevent emerging patterns of absence.
If your child does not attend school they will not achieve
We want all students to achieve high levels of attendance and give themselves the very best life chances and choices.
There are 175 non-school days per year for holidays, shopping and appointments.
There should be little need, except in “exceptional circumstances” for your child to miss a day’s education.
90% attendance may look impressive but it means they miss 19 days of education in a school year and risk dropping one grade in their GCSEs.
DID YOU KNOW? A two week holiday in term time means that the highest attendance you can achieve is 94.7%. | 1,744 | 811 | {
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Where and what is Egbert's Stone? Introduced by Peter
Egbert was Alfred's grandfather and was King of Wessex.
"The location of Egbert's Stone, where Alfred gathered his army before the battle of Ethandun, has been a subject of debate for many years. There are several possible locations, but clear evidence is very slight, and the conclusions drawn by historians are really only based on calculated guesswork. Wiltshire folklore indicates two sets of sarsen stones which are in the right general area and which might be Egbert's Stone. The first is the boundary stone (ST773312), which was traditionally set up by Egbert at the side of the river Stour where the borders of Wiltshire, Somerset and Dorset meet. The place where three roads or boundaries meet is a powerful place in folklore, and this might indeed be a favoured location for a meeting-place. The other place is at Kingston Deverill, where some sad-looking sarsen stones are propped together in an enclosure near the church. We are told in Wiltshire Archaeological Magazine that in 1877 "certain large stones were examined: they are called 'Egbert's Stones' or 'King's Stones' and are spoken of by the Saxon Chroniclers; they were brought by a farmer from King's Court Hill, where King Egbert is traditionally said to have held court..." The Haunted Landscape
Peter prefers the boundary of the 3 counties as the true location and can lead us to the stone.
Looking at an 1815 map the boundary is where the old main road, which followed Long Lane and went straight on to Zeals, crosses the River Stour - seems like a good place to meet!
Peter read from a translation of the Saxon Chronicles (here is the Britannia's translation)
"In the Easter of this year King Alfred with his little force raised a work at Athelney; from which he assailed the army, assisted by that part of Somersetshire which was nighest to it. Then, in the seventh week after Easter, he rode to Brixton by the eastern side of Selwood; and there came out to meet him all the people of Somerserstshire, and Wiltshire, and that part of Hampshire which is on this side of the sea; and they rejoiced to see him. Then within one night he went from this retreat to Hey; and within one night after he proceeded to Heddington; and there fought with all the army, and put them to flight, riding after them as far as the fortress, where he remained a fortnight. Then the army gave him hostages with many oaths, that they would go out of his kingdom.
They told him also, that their king would receive baptism. And they worthiest men that were in the army, came to him at Aller, which is near Athelney, and there the king became his sponsor in baptism; and his crisom-leasing was at Wedmor. He was there twelve nights with the king, who honoured him and his attendants with many presents."
http://www.britannia.com/history/docs/871-78.html
There was a lump of earth near the stone - a burial mound perhaps, though it has never been excavated.
The History of the Church introduced by Charles Buckler
Charles first quoted from Arthur Mee’s book “King’s England”
You’ll find dates and facts about the church on the village website at http://penselwood.ning.com/page/church-1 There is a Norman doorway and a Norman font. William Barnes visited and included the doorway in his Somerset engravings. Charles passed round a copy.
It is a 14th C church the tower was rebuilt in 1450.
Charles particularly drew attention to engraved ends of pews. Richard Place has photographed these in his collection (see Peter to borrow the folders). They were carved by Mrs Angel, and depict figures engaged in agricultural pursuits and there are 3 panels containing the name of people liable for Lay subsidy, and the names and occupations of the tithing men of 1560 and 1569.
He gave us details of the bells. Again facts and figures are on the website.
Charles estimated that at the time of Doomsday the population stood at 100+
Where was the Common Land in Pen Selwood?
Peter introduced this topic and shared some fascinating maps, which identified two large areas of common land which were later split into ‘allotments’. [Peter, what were their names?] Leigh Common is probably a third.
Enclosures - a division of common land. For more background see http://www1.somerset.gov.uk/archives/ASH/Encs.htm
There is a good radio programme with Melvyn Bragg discussing the Enclosures at http://www.bbc.co.uk/programmes/b00b1m9b | 1,771 | 1,002 | {
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We must not shrink from letting the young for whom we have responsibility know where we stand on the important issues of the day. It is our own fault if they think that we do not care about world peace, pollution, poverty and starvation. Have we ever taken the trouble to talk to them, to tell them what we think? We are so terrified of seeming to dogmatize of being called propagandists that we say nothing at all and the young, very understandably, come to the conclusion that we have no convictions. What we must never do is simply shout them down or refuse to listen to them on the grounds that they are talking nonsense or that we have not time. The fact that more often than not they will be talking nonsense, or at least what seems to us like nonsense, is no reason at all for not giving them a hearing. Only if we are prepared to listen to them will they be prepared to talk to us. There will be no generation gap if the people on either side are ready to employ reasoned arguments rather than prejudiced opinions, and in this dialogue it is the adult who must take the initiative. If we are, as we claim, wiser, better informed, more mature, infinitely more experienced, better balanced than the young, then it is up to us to prove it by using our superior attributes in order to help them. They certainly cannot help themselves or each other, so who else can they turn to but us? It does not matter that, as often as not, they will seem to refuse our help: we must still continue to offer it. We must never reject them, however often they may reject us.
Some while ago the public was shocked by a film called “Gale is dead” all the more so because they had seen this heroin addict, very much alive, even though a sick girl with little hope of the future. What emerged painfully from that film was that the real reason why she had died was because there was absolutely nobody in the world who cared sufficiently to want to keep her alive, and she knew it. Even those who knew her and were genuinely concerned for her could not spend sufficient time from their pressing concerns to give her the attention and the love she so desperately needed. Because she needed people, people with enough concern and time; and first and foremost the most important persons of all are the parents; but it is the parents more than anyone else who seem to have opted out.
There are posters in the library showing children in potentially hazardous situations, situations which could easily lead to delinquency. The caption reads: Do you know where your child is? Do you care? Or is it too much trouble to take time off from your own affairs to find out?
I- Give a title to this passage 1 mark
II- VOCABULARY only ONE choice is possible 5 x 1 = 5 marks
1-shrink from: A- hide the truth B- avoid responsibilities C- tell lies D- ignore the young
2-to dogmatize: A- to exaggerate B- to neglect C- to convince D- to stick to one’s opinions
3- attributes: A- personality B-quality C- experience D- knowledge
4-genuinely: A- visibly B- really C- desperately D- affectionately
5- opted out: A- understood B- reacted C- given up D-supported her
III- TRUE /FALSE QUESTIONS Justify your answer in your own words students who copy down the text will be penalized 3 x 2 = 6 marks
1- In reality, parents have no convictions concerning many world issues, such as poverty and pollution T F
2- Actually, the generation conflict can be avoided if the young do not reject their parents T F
3- The successful development of a teenager depends mainly on responsible parents
IV- COMPREHENSION QUESTIONS answer fully the following questions using your OWN WORDS
1- According to the author, what attitude should parents adopt in order to help their children? 3 marks
2- What message does Gale’s case convey to the readers? 2 marks
3- Apart from parents, what are the other influences that may play a positive role in helping teenagers? 3 marks | 1,525 | 863 | {
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Driving your bus through intersections can be tricky. You have people, cars and bicycles coming at you from all directions, and you need to think fast. But if you remember the following tips, you'll make your trip a safe one for the passengers and pedestrians along your route.
**Look before you move**
When you stop at an intersection to let off school children, you need to know where every child is before you move your bus. "Look high, look low, look all around the bus," says Carlisle Beasley, director of school transportation for Metro Nashville Public Schools, whose system operates 503 buses daily.
Don't move the bus until you count the number of children outside the bus to verify that it matches the number who got off. "If you unload five kids, don't move until you know where they all are," says Beasley. One may be crossing the road and another may be bending down to pick up a backpack, out of your line of sight. A child may have even gone under the bus to retrieve a ball or toy.
**Expect the unexpected**
At intersections, the rule is "anticipate the unexpected." For example, when you approach an intersection, look for cars coming through from the right and left, even when you have the green light and the right of way.
Be on the lookout for cars speeding through the intersection or running red or yellow lights. Look for bicycle riders who are not obeying traffic signals. They may pass your bus and not be visible in your mirrors.
**Check those mirrors**
Remember, your bus is between 35 feet and 60 feet long and you have limited sight distance, advises Robert Cox, risk manager with the Phoenix Transit System. So use your mirrors and use them wisely. Know what each mirror is for.
When you approach an intersection, check your left and right-hand mirrors. Then while you’re passing through the intersection, check the mirrors again. Scan the intersection the same way you scan the mirrors — look left, right, then left again.
On a passenger bus, use your interior mirror to see if any passengers are standing in the rear door step area, ready to exit. Once a passenger exits the bus, be aware of where that passenger moves. She may be crossing against the light or walking in front of your bus. Make sure all passengers are a few steps away from the bus before you move.
**Pedestrians count**
Even when the light is green and you are approaching the intersection, glance at the “Don’t Walk” device. If it’s flashing, but you don’t know how long it’s been flashing, use extra caution because a pedestrian may not be through the intersection.
When you pull up to a bus stop at an intersection, be careful of people on the curb. Although your outside right mirror is high, it could hit a tall pedestrian or passenger.
**Don’t get your signals crossed**
When you pull up to a bus stop at an intersection, use your turn signals. Only use your red flashing lights when you’re loading and unloading passengers. Don’t use these lights when you aren’t loading or unloading, or you’ll confuse other drivers. “Tell the truth with your signals,” says Beasley. Use your hazard lights only in an emergency or when boarding a disabled passenger.
When you approach an intersection, take your foot off the gas to slow the bus down and hold it over the brake in case you need to press it. Louis G. Maiello, superintendent of transportation training for New York City Transit, calls this “covering the pedal.” This way, you’re prepared to stop if something or someone unexpected comes through the intersection.
When you stop at a red light, don’t bring the bus all the way up to the crosswalk line. Stay back, and stop right before the first crosswalk line. Make sure you can see both crosswalk lines. Be on the lookout for pedestrians walking outside of the crosswalk when they cross the intersection.
When you stop just short of the crosswalk, you delay your entrance into the intersection when the light turns green. This way, it’s easier to make sure that the intersection is clear of cross traffic, drivers running red lights and pedestrians before you proceed through the intersection.
Remember, when you drive through an intersection, always expect the unexpected. | 1,490 | 869 | {
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Pork is an important part of our diet. It provides our body with protein that builds strong muscles. Pork is also a great source of iron, zinc and B-vitamins.
Modern technology, along with the work of farmers, have brought consumers the leanest bacon, ham, sausage and other pork products possible. Electronic equipment allows farmers to monitor the fat content of a pig and adjust the pig's diet to produce very lean meat. This equipment, along with breeding techniques, allows farmers to choose leaner animals for breeding stock and to supply consumers with lean, tasty products they want.
- **Farrowing Barn**
The Farrowing Barn is where piglets are born. A mother pig, or sow, is put into a special area called a farrowing stall. This stall has adjustable rails to separate the sow from her piglets. This way she won't hurt the piglets when she lies down or turns over, but she can still nurse (provide the piglets with milk).
- **Nursery**
Once the piglets reach the right age and weight, they are weaned from the sow and moved to the nursery. Here the pigs get a specially mixed starter diet of corn, soybeans and supplements of vitamins and minerals to help them stay healthy and grow quickly. The pigs will stay in the nursery until they reach around 50-60 pounds. At this point some gilts, female pigs that have not given birth, are selected and sent for breeding.
- **Finishing**
From the nursery, pigs are moved to the finishing barns. Here they will continue to eat grains like corn and soybeans until they reach a market weight of roughly 280 pounds. Pigs are one of the few animals that won't overeat. A pig eats about 870 pounds of corn and 120 pounds of protein and minerals to reach market weight.
**Farmer Talk**
There are many different terms farmers use to talk about pigs. Here are just a few:
- **Boar** is a male used for breeding.
- **Barrow** is a male pig that is not used for breeding.
- **Farrow** means to give birth to piglets.
- **Gilt** is a female pig that has not given birth.
- **Litter** means a group of piglets born at the same time. Litter sizes are usually between 8-12 piglets.
- **Piglet** is a baby pig.
- **Pork** is the food and products that come from pigs. Pork chops, bacon, ham, sausage, and pork roast are some examples of pork.
- **Sow** is a female pig that has given birth. Pigs are pregnant for three months, three weeks, and three days.
- **Wean** means the piglet is big enough to eat on its own and doesn’t nurse anymore. | 967 | 585 | {
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Quran Appreciation - Fall Term (Sep - Dec 2017)
The Story of Lady Hannah and Lady Maryam (a)
Growth in all aspects of Life
Verse for the session
فَتَقَبَّلَهَا رَبُّهَا بِقَبُولٍ حَسَنٍ وَأَنْبَتَهَا نَبَاتًا حَسَنًا وَكَفَّلَهَا زَكَرِيَّا
So her Lord accepted her with a good acceptance and made her grow up a good growing and gave her into the charge of Zakariya
(Sura Aale Imran, verse 37)
Reflections
- what growing is referred to here?
- how can growth be good? or bad?
- If you think of God as the gardener who makes us grow, what are we growing into?
Cross reference verses
1) Believers grow in stages. Comparison to the growth of the tree - 48:29. To vegetation growing from the earth - 71:17
Tafsir
When Allah accepts Maryam (a), He nurtures her growth and progress. The word *anbata* here is the same word used for the growth of plants and the progress towards perfection of a tiny seed. A similar term of growth is used in Sūratul Fath where Allah talks about the growth of those who are with the Holy Prophet (s): like a seed that puts forth its sprout, then strengthens it so it becomes stout and stands firmly on its stem, delighting the sowers (Q 48:29).
Allah helped facilitate the growth of Lady Maryam into a virtuous and spiritual woman. Growth is towards perfection, to the fulfillment of the actual purpose of existence. All aspects of lady Maryam’s life were perfected; her worship and closeness to God, her Akhlaq and character, her knowledge and wisdom . . . such that she was then chosen as one of the four special women of the Islamic Ummah. According to the Holy Prophet (s) these are Asiya the wife of Firaun, Maryam the mother of Nabi Isa (a), Khadija, the wife of the Holy Prophet (s), and Fatima Zahra the daughter of the Holy Prophet (s).
The inner potential of human beings can be nurtured into progressive growth leading to perfection. Just as a seed has potential that can be nurtured by skilled gardeners and can eventually become a beautiful plant; a human being has potential that can be nurtured. Under the care and guidance of Divine leaders with their wisdom and knowledge, a human being can bloom and make manifest the potential that Allah has placed inside him.
**Conditions for Growth**
Plants (nabaat), grow from the earth and evolve toward the source of light, but they must be "cultivated". There are four fundamental stages in cultivation. They are:
1. Cleaning or changing the environment. This includes removing weeds (harmful things), internal and external debris from the soil.
2. Breaking up the soil - to prepare for sowing seeds.
3. Sowing / planting seeds.
4. Nurturing - which includes plenty of sunlight and water.
(from http://www.islamicbulletin.org/newsletters/issue_21/life.aspx)
These are the basic steps we must follow when we grow plants, or grow a garden of plants. These steps can also be applied to us and our spiritual life as believers.
**Important Lessons**
1) A human being is always growing, physically as well as emotionally, mentally and spiritually.
2) There must be nurturing of good growth by providing the necessary requirements.
3) Allah gives us situations in life through which we grow.
**Ideas**
1) Children can do an activity on the growth of a tree.
2) Play a game where you put up different scenarios or circumstances in life. Let children go around in groups and write how each helps them grow in different ways. (Example; failing a test. Opportunities for Growth in it - learning to take disappointment, not resenting others success, working harder next time, taking things more seriously . . . )
Check this: http://thunterajh.blogspot.ca/2011/07/there-tree-in-that-seed.html | 1,541 | 878 | {
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THE SIGNIFICANCE OF THE FALL OF VICKSBURG. Vicksburg, and the simultaneous repulse of Lee's invasion at the battle of Gettysburg, marked the beginning of the end for the Confederacy. Previously, there had been confidence that victory, although demanding desperate measures, could yet be achieved. Afterward, there was only the hope that the North might sicken of the frightful cost of continuing the war and terminate hostilities. The great objective of the war in the West—the opening of the Mississippi River and the severing of the Confederacy—had been realized with the fall of Vicksburg. While in the East the Union armies battled on in bloody stalemate before Richmond, the armies of the West would now launch their columns deep into the vitals of the Confederacy.
Grant emerged from the Vicksburg campaign with a hard-won reputation as a master strategist, which prompted President Lincoln to place him in supreme command of all the armies of the United States. From this position he was destined to direct the final campaigns of the Civil War and to receive Lee's surrender at Appomattox. As for Pemberton, the fall of Vicksburg subjected him to painful criticism from those who held that a more resourceful defense might have saved the city, or his army, or both. Essentially, both commanders had disobeyed orders in like manner—Grant in striking behind Vicksburg alone rather than waiting to combine forces with Banks; Pemberton in deciding to protect Vicksburg at all cost rather than joining Johnston and risking loss of the city. But Grant's gamble had succeeded and Pemberton's had failed; and in war, as a leading Confederate commander had soberly remarked, the people measure a general's merit by his success. "I thought and still think that you did right to risk an army for the purpose of keeping command of even a section of the Mississippi River," President Davis wrote to General Pemberton after the fall of Vicksburg. "Had you succeeded none would have blamed, had you not made the attempt few if any would have defended your course."
In the Confederate capital, Gen. Josiah Gorgas, one of the most able of Southern leaders, confided to his diary the implications of the calamitous change in fortune to the South attending the twin disasters of Gettysburg and Vicksburg:
Events have succeeded one another with disastrous rapidity. One brief month ago we were apparently at the point of success. Lee was in Pennsylvania threatening Harrisburgh, and even Philadelphia. Vicksburgh seemed to laugh all Grant's efforts to scorn. . . . All looked bright. Now the picture is just as somber as it was bright then. Lee failed
at Gettysburgh. . . . Vicksburgh and Port Hudson capitulated, surrendering thirty-five thousand men and forty-five thousand arms. It seems incredible that human power could effect such a change in so brief a space. Yesterday we rode on the pinnacle of success—today absolute ruin seems to be our portion. The Confederacy totters to its destruction.
In Washington, a grateful President sat at his desk seeking words to express appreciation to Grant “for the almost inestimable service you have done the country.” Explaining the fear he had entertained that the Union Army might be destroyed during its daring thrust in the rear of Vicksburg, which he believed at the time to be “a mistake,” Lincoln wrote to Grant, “I wish now to make the personal acknowledgement that you were right and I was wrong.”
On July 9, the Confederate commander at Port Hudson, upon learning of the fall of Vicksburg, surrendered his garrison of 6,000 men. One week later the merchant steamboat Imperial tied up at the wharf at New Orleans, completing the 1,000-mile passage from St. Louis undisturbed by hostile guns. After 2 years of land and naval warfare, the Mississippi River was open, the grip of the South had been broken, and merchant and military traffic had now a safe avenue to the gulf. In the words of Lincoln, “The Father of Waters again goes unvexed to the sea.”
The Union Army passing the courthouse as it took possession of Vicksburg on July 4, 1863. From a wartime sketch. | 1,667 | 878 | {
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1) Using the information from the reading, provide two main reasons why the concept of barrier-free should be developed and underline directly in the text where these two main reasons are indicated. Provide the answer **in English**. (underline CLEARLY so that the lines are VISIBLE!) (4pts.)
__________________________________________________________________________________________
__________________________________________________________________________________________
2) Using the words in the reading, find the Japanese word that best expresses the meaning of each of the following English words. Write down the **equivalent Japanese words** found in the reading next to each English word (2 pts each):
| Safe | Wheel chair |
| Elders | Blind people |
| Crutch | Street signs |
| People with disabilities | People (adults) without disabilities |
(1) – physically – _______________________
(2) – in general – _______________________
3) Circle the letter of each detail that is mentioned in the reading (Note: Be careful! Not all the information is mentioned in the article!!)
As for the information that IS mentioned in the reading, locate the information in the text and CIRCLE the sentence(s) IN THE TEXT. Make sure to write down the letter which corresponds with each circle you draw in the text! (you can find an example in the page 1 of the reading.) If any of the information below is not mentioned in the reading, find the correct information from the reading and write it down in the space next to the incorrect information provided below in English (3 pts each).
A. Among people with disabilities in Japan, the largest population consists of people with disabilities with walking and using hands.
________________________________________
B. Among people with disabilities in Japan, the second largest population consists of people who are blind.
________________________________________
C. Elders cannot walk due to the pain in their hip.
D. Foreign people cannot read street signs in Japanese.
E. Small children cannot walk fast and fall easily.
F. Among blind people, one out of ten people can see slightly and the rest of the people are completely blind.
G. Elders have difficulties seeing and hearing.
4) Answer the following question by providing as many reasons as you can. Your responses may be in English. (2pts each)
a) In the first paragraph, you find a word 「やさしいまち」. What does this mean? Using the information in the text, explain as many details as possible as well as providing two examples.
b) Why do you think creating a “barrier-free” environment is important?
Bonus! (1 pt) Write your answer in Japanese IN ADDITION TO the answer in English for b. | 1,315 | 534 | {
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Some of the species most numerously represented are Starling, 107 stomachs, Rook, 288, and Black-headed Gull, 137. The results are given in numerical form and the identification of items is in most cases very definite. Summaries for the various species note the number of stomachs containing items of various economic groups.
The preface explains why no percentage system is used in the following passage quoted from Mr. C. F. Archbald: "it would be unwise to attempt to show the proportion in which the components of their food are consumed because individuals of the same species vary much according to opportunity and their own particular fancy. For this reason it would require records extending over several years, and including observations on an enormous number of birds from different localities, to enable us to draw any definite conclusions as to the proportionate amount of good and harm with which each species should be credited."
This is the theoretical opinion of one who has not given percentage methods a thorough trial. As a matter of fact even a moderate number of stomachs will give results as to proportions of principal items of food that will not materially be changed by doubling or trebling the number of stomachs. Moreover every economic investigation should aim at ultimate completeness, and it is just as well to do the earlier work in the style that must eventually be adopted for handling a large mass of data.
Among the general conclusions are the following: the Starling and the Rook are too numerous; the Herring Gull is spending more time inland and feeds extensively on grain; it and the Common Gull (Larus canus) should be left unprotected until their numbers have greatly decreased; the Black-headed Gull is beneficial.—W. L. M.
Feilden on Birds of Trinidad and Tobago.\(^1\) — This paper contains notes on 35 species; about 300 are known from these islands. Notes on the food of several species are included, though few of them are very definite. The most interesting annotation refers to the Oil-bird (Steatornis caripensis). It is as follows: "The food consists of fruit and berries. It is the only fruit-eating night bird. It feeds on the wing, picking off the fruit as it passes the tree. The stones of the fruit are subsequently ejected from the mouth. A species of palm Thrinax argentea growing in the Botanic gardens was visited nightly by these birds to the number of three or four as long as the tree remained in fruit. As the only known colonies of these birds are on the north coast of the island, it is probable that they made the long journey nightly in order to secure food. The Guacharo...is of economic value, the young becoming very fat when about a fortnight old. They are then collected and the fat melted down into a colorless oil which is used for purposes of cooking and illumination" (pp. 31–32). With all the modern methods of producing light, it would seem the Oil-bird might be excused from serving as a substitute.—W. L. M.
\(^1\) Feilden, G. St. Clair, Notes on some birds of Trinidad and Tobago. Bull. Dept. Agr. Trinidad and Tobago, Vol. xiii, Jan. 1914, pp. 25–33. | 1,207 | 681 | {
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EMOTIONS OF PRESCHOOLERS
The preschooler is full of emotions that contradict themselves. One minute they feel one way, the next minute they feel just the opposite. They cannot always control these emotions. It is the responsibility of the adult working with the child to help the child learn to control these emotions.
INDEPENDENCY/DEPENDENCY: Preschoolers go through times when they want to be and insist on being independent. They refuse help from adults and others. There are other times when they are very dependent and want to be helped. Parents and caregivers should show unconditional love and respect for the child's feelings and strive to recognize when to help and when to step back. Simple measures, such as arranging the home in such a way that make it easy for preschoolers to be independent help to eliminate power struggles; e.g., low coat hooks for children to hang their coats on, small chairs for their size, etc.
FEAR/ANXIETY: Fear and anxiety are a natural human protector against danger. However, too much or too little fear and anxiety are not healthy. Preschoolers' fears usually become more intense than during the toddler years. They show fear of the unknown or they imagine monsters, vampires, etc., that are associated with the dark. They often fear injury and pain. To deal with these fears, a parent or caregiver should:
- Listen to and accept the child's fears.
- Resolve or handle one fear at a time.
- Assure the child that you will protect him/her and keep them/her safe.
- Be a role model of courage. (Don't pass on your own fear of things, such as animals or thunderstorms, to the child.)
ANGER/AGGRESSION: Anger and aggression become specific during the preschool years. Instead of general anger and aggression displayed during the toddler years. Anger is a feeling, an emotion that is expressed if they fall off a bike or do not get to play with a certain toy, etc. Aggression is an attempt to hurt someone or something. Aggression is seen when another person takes away a toy and the child hits, kicks, or bites the individual. Anger, the emotion, should be contained or stopped. Preschoolers need to learn how to get rid of and deal with their feelings of anger in socially acceptable ways. Aggression, on the other hand, does need to be contained because it could be harmful to another human being. A child's aggressive acts should NEVER be disciplined with aggressive forms of punishment, such as spanking. This only demonstrates that a person can get what they want by hitting. The best way to limit aggressive acts is to prevent them from occurring; e.g., eliminate competition, encourage cooperation, and redirect activities that begin to get "heated" before they turn into a problem.
JEALOUSY/SIBLING RIVALRY: Jealousy occurs when a child recognizes that he/she must share the love and attention of an adult with another person. When that other person is a sibling, often times sibling rivalry occurs. Preschoolers, like toddlers, may resort to crying, sucking a bottle, clinging, wetting their pants, and signs of dependence to express their jealousy. These are called regressive behaviors. Parents should discuss the child's feelings. The parent and child should spend their own special time together going to the zoo or to the store. If the jealousy is over a new baby, provide a doll for the older child to play with. This helps him/her limit the feelings of jealousy. Having the child help with the needs of the new baby may cause increased jealousy and sibling rivalry.
GRIEF: Preschool-age children are just beginning to understand the concept of death and, therefore, begin to have feelings of grief over a death of a person and/or pet. If the child asks about death, at anytime, parents should talk about it and answer his/her questions openly and honestly. If a terminal illness occurs or a death occurs, the parents or adult should explain, truthfully, their personal belief concerning death. This should be on the child's level. The child should be encouraged to ask questions. Children also sometimes blame themselves for a death. This belief should always be addressed by the parent or adult to make sure the child does not feel this way. Most importantly, the child should be encouraged to talk about the memories of the person (or animal) that died, as well as ask questions and discuss death for a long time after the death. Children should know it is OK to feel sad or to cry. Adults should allow the child to see them cry or feel sad at times.
Decisions concerning the child's presence at funerals or viewing services should be based on the child's age, the child's wishes, and the belief of the family. For example, some believe that the child actually seeing the body and coffin and grave sight help the child to say good-bye and make the death more real. Others believe it is too much for the child and that the child should remember the person as living. If the child is to attend the services, the rituals and things that the child will see should be explained in advance and discussed afterwards as well. An adult should be by the child to explain what is happening and to answer the child's questions. | 1,918 | 1,070 | {
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of Columbus) in respect to our knowledge of terrestrial space. It not only infinitely extended our insight into creation, but also, besides enriching the sphere of human ideas, raised mathematical science to a previously unattained splendor, by the exposition of new and complicated problems. Thus the increased power of the organs of perception reacts on the world of thought, to the strengthening of intellectual force, and the ennoblement of humanity. To the telescope alone we owe the discovery, in less than two and a half centuries, of thirteen new planets, of four satellite-systems (the four moons of Jupiter, eight satellites of Saturn, four, or perhaps six of Uranus, and one of Neptune), of the sun's spots and faculae, the phases of Venus, the form and height of the lunar mountains, the wintery polar zones of Mars, the belts of Jupiter and Saturn, the rings of the latter, the interior planetary comets of short periods of revolution, together with many other phenomena which likewise escape the naked eye. While our own solar system, which so long seemed limited to six planets and one moon, has been enriched in the space of 240 years with the discoveries to which we have alluded, our knowledge regarding successive strata of the region of the fixed stars has unexpectedly been still more increased. Thousands of nebulae, stellar swarms, and double stars, have been observed. The changing position of the double stars which revolve round one common center of gravity has proved, like the proper motion of all fixed stars, that forces of gravitation are operating in those distant regions of space, as in our own limited mutually-disturbing planetary spheres. Since Morin and Gascoigne (not indeed till twenty-five or thirty years after the invention of the telescope) combined optical arrangements with measuring instruments, we have been enabled to obtain more accurate observations of the change of position of the stars. By this means we are enabled to calculate, with the greatest precision, every change in the position of the planetary bodies, the ellipses of aberration of the fixed stars and their parallaxes, and to measure the relative distances of the double stars even when amounting to only a few tenths of a seconds-arc. The astronomical knowledge of the solar system has gradually extended to that of a system of the universe.
We know that Galileo made his discoveries of Jupiter's satellites with an instrument that magnified only seven diameters, and that he never could have used one of a higher power than thirty-two. One hundred and seventy years later, | 975 | 519 | {
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Kateri and Modern Youth
by
Anne Tansey
She has much in common with modern youth
Although Kateri Tekakwitha was an Indian girl and lived back in the 1600's she had much in common with modern youth. She lived under similar conditions in many ways and faced the same spiritual and moral problems as Catholic boys and girls of today. Evil surrounded her on all sides, but she did not succumb to it. Wrapping the light of Christ closely about her Kateri emerged unscathed and set her footsteps firmly on the pathways which lead to sainthood.
Today Catholic youth is living in the midst of modern pagans, many of whom do not believe in God and deny His existence. It was the same with Kateri. Her people, the Indians, were pagans who rejected the teachings of Christ as brought to them by the missionaries. Kateri had to keep her Faith a secret and when it was discovered she was ridiculed and actively persecuted. Like many Catholics behind the Iron Curtain in our day Kateri had to flee her native village in order to safeguard her Faith and be able to practice her religion.
The pagan Indians, like many of our modernists ate to the point of gluttony and drank themselves into a state of intoxication. Kateri would have been very popular if she had joined her relatives and neighbors in this feasting and drinking, but she was not that kind of a girl, she would not participate in pagan orgies while professing to be a Catholic. Rather than offend God by being "one of the crowd," she remained in her own quarters fasting and praying. Modern girls can remember her example when faced by similar temptations, when the crowd is off to some questionable drinking place or night club.
The Indians with whom Kateri lived were as proud and vain as many of our modernists. The girls painted their faces, strutted about in pretty dresses and adorned themselves with costume jewelry. Rather than follow their example Kateri dressed as simply as possible and wore no jewelry at all after she grew up and could do as she chose. Like some modernists Indian girls as a rule were very lazy and wanted nothing but good times. Unlike them Kateri was very industrious and never idled a moment. She not only worked for herself but for others as well, in spite of the fact that she was in very poor health.
Another modern evil which was quite prevalent among the Indians was the consulting of fortune tellers. Just as modern youth go to Coffee Annies and Tea Marys, Kateri's Indians friends went to the tents of fortune tellers among the Indians. This Kateri refused to do as it was a sin to inquire into the future through such occult means.
Unfortunately modern youth is quite given to gossiping and slander. These two evils beset Kateri also. The Indians were greatly given to gossiping and told terrible lies about each other. Oftentimes the missionaries had a hard time ascertaining the truth, even among their Christian converts. Kateri never engaged in such practices. Serious lies were told on her, but she took no reprisals and eventually was exonerated. She freely forgave those who had slandered her.
Impurity and sex crimes were as prevalent among the Indians in 1676, when Kateri was 20 years old, as they are today in 1952. It was very hard for a girl to live chaste and pure in Kateri's surroundings, with sin and temptation on all sides, just as it is today when running around with the crowd. Kateri did not run around with any crowd. She chose the companionship of only virtuous and pious women. While others were out having "a good time" offending God, Kateri was praying and doing penance. She might well be called the first Catholic girl on this continent in the full sense of the word, and as such is a worthy patron of modern youth, who, like Kateri, are surrounded by sin and paganism on all sides. Kateri can lead others along the path which she followed, setting the example of a real Lay Apostle. | 1,438 | 858 | {
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What else did Paul say?
Count the cracks on each tombstone to put the letters in order.
alive in to
sin Christ God but
to dead Jesus
“Count yourselves
1 2 3 4
alive
5 6 7 8
9 10.”
Paul wrote a letter to the Christians in Rome. He told them, “Just as Christ was raised from the dead through the glory of the Father, we too may live a new life.”
Find the letters of the words “A NEW LIFE” hidden below.
Cherryvale UMC
Paul wrote, “We will certainly also be united with Him in …” what?
Solve the Sudoku puzzle, by making sure each row, column and box contains the numbers 1-9. Then use the letters that go with each number to fill in the blanks below.
“His …”
Paul wrote,
“Our old self was crucified with Him.”
What else did he say about this?
Starting in the top left corner, follow the arrows on the crosses below to find the message.
“If we believe in Christ, we will live to Him.”
“____ ___________ ___________ ___________ ___________,
____ ___________ ___________ ___________ ___________ ___________ ___________.”
We are alive to God in Christ Jesus!
Use the chart to decode the message.
| | A | B | D | E |
|---|---|---|---|---|
| G | H | I | L |
| N | O | R | S |
| T | U | V | W |
| | | | |
Circle the 3 letters that appear in the same order in every word inside the heart. Write them on the blanks.
sink
resin
closing
cousin
Sinai
sing
using
sine
basin
since
sinew
casino
single
sinister
singes
assassin
We died to ___ ___ ___; how can we live in it any longer?
Cherryvale UMC
Let’s be dead to sin, but alive to God in Christ Jesus.
Match the puzzle pieces. Write in the letters.
Live a New Life
Don’t live in sin.
Christ died for our sins.
Match the pictures and shadows.
When we are baptized, we have a new life in Christ.
Circle the 1 picture that is different.
Christ died once for all. The life He lives He lives for God.
Match the shapes.
We are alive in Christ.
Match and trace the letters.
Ages 3+
June 21, 2020 • Romans 6:1-11
Alive in Christ
Jesus died and was raised again.
Match the pictures and shapes.
Cherryvale UMC
Baptism is a death of your old life and a birth of a new life.
Circle the hidden words in the puzzle.
BAPTISM OLD NEW LIFE
We will live with Jesus.
Jesus is walking with us everywhere we go. Follow the maze.
BEGIN
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Summer Term 2022
Year 1
Year 1 is taught by Miss Kenny and supported by Miss Fowler and Mrs Brayshaw.
**English**
In English, we will begin the term by embedding previously taught skills and applying them to a range of writing genres including letter writing, poetry and non-chronological reports. During the summer term, we will revise all the phase 5 phonics sounds and continue to use them within our writing and identify them when reading. Please continue to encourage your child to use these skills when they are reading and writing at home.
**Maths**
In Maths, we will continue to consolidate all previous learning, especially number facts such as addition and subtraction facts to 20, number bonds and counting in multiples of 2, 5 and 10. We will further our understanding of doubling and halving to learn about multiplication using the array method and division through sharing. Then these new ideas will be applied to a range of mathematical problems to develop our mathematical reasoning as we explain our answers and working out. In addition to this, we will begin to look at multiplication and division, fractions and representing data using graphs and charts.
**Science**
In Science, we will continue to learn about plants, especially the common plants that we see around us in our local environment. We will learn about a range of plant types and explore what plants need to survive. We will also revisit and extend our learning about materials, grouping and classifying, investigating properties and carrying out fair tests.
**Topic**
Our topics for this term are ‘Significant People’ and ‘What is the geography of my local area?’. We will begin by discussing a variety of historical figures and investigating what makes them significant. We will make comparisons between people from explorers of the past and in the modern day world. After the half term holiday, we will start to investigate our local area and examine the human and physical features of the area. We will also develop our understanding of key geographical terms and use some mapping technology.
**RE**
In RE, we will be learning about baptism and linking this to the idea of ‘belonging’ to different groups. We will re-enact a baptism in the classroom, discussing the meaning of each part of the ceremony. We will then explore ceremonies from other faiths that focus on ‘belonging’ and make comparisons between these different ceremonies. Also in RE, we will explore the question ‘What is a Saint?’ by discussing our ideas and taking other ideas from a range of sources.
**Music**
Children will explore timbre, tempo and dynamics. They will perform a chant and change their voices to describe different feelings eg hot, tired, sad. They will select and layer sounds for an accompaniment to a song and create musical interludes to perform with the song ‘Noah’s Ark’.
**PE**
With the Sports Coaches, the children will be focussing on improving their understanding and skills through a range of sports.
Helpful information:
Reading books – Please bring them every day, with reading records so children can read in school. Books will be collected in on a Wednesday for changing.
PE – Week A - Tuesday and Wednesday.
Week B – Tuesday and Friday
Spelling test – Friday
Homework:
Reading – everyday, please sign your child’s reading record each time they read with you.
Spellings – short practice every day.
Other homework will be issued on a Friday to be back in school by the following Wednesday. | 1,342 | 704 | {
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Early Works at Earl Boyles
Key Findings From 2015-2016
What is Early Works at Earl Boyles?
Early Works started at Earl Boyles in 2010 with the goal of preparing young children for kindergarten and setting them on the path to third grade readiness. When children read at grade level by the end of third grade, they are four times more likely to graduate from high school.
To get kids ready for school, Early Works focuses on three key areas: high-quality early learning, health, and supporting family connections to their children’s education.
What’s new at Early Works at Earl Boyles?
Early Works has helped develop new opportunities at Earl Boyles. These opportunities include:
- Public preschool
- Neighborhood Center and Early Learning Wing
- Lending library
- Housing Advocate who helps families access housing resources.
- Playgroups for parents with infants and toddlers
- Parent-teacher home visits
- Parent education and adult learning opportunities
- Community Health Worker to connect children and families to health and community services
How can I get involved with Early Works?
- Join the Parents United Group (PUG) or apply to become a Community Ambassador.
- Volunteer in the classroom, lending library, or with the SUN School program.
- Attend a Neighborhood Center meeting or a parent and adult education opportunity.
- Participate in a parent-teacher home visit.
For more information about getting involved, contact Maya Crone: firstname.lastname@example.org
Earl Boyles Elementary - School Profile
- 49% of students meet third-grade math benchmarks.
- 46% meet third-grade English language arts benchmarks.
- 35% are English language learners.
- 81% qualify for free or reduced-price lunch.
- 10% of students are absent on a regular basis.
- 9% of kindergarteners are absent on a regular basis.
**Early Works strengths**
- Kindergarteners who went to Earl Boyles Preschool knew the most letters compared to peers who did not attend preschool.
- Kindergarteners improved their self-regulation skills (managing emotions, listening attentively) during the year.
**Early Works opportunities for growth**
- **Daily reading.** Earl Boyles encourages families to tell their children stories and to read to them every day to support learning at home.
- **Building early vocabulary.** Expose children to more words through books, stories, songs, and talking.
- **Health and well-being in the community.** Earl Boyles now has a community health worker and housing specialist on site.
**Help your child build reading skills**
Literacy and reading skills are important for kindergarten readiness and life-long success. Here are a few ways you can help your child develop a love for reading.
- Read and talk to your child as much as you can starting at birth.
- Visit the library.
- Find 10 minutes each day to sit and look at books with your child. Mark it on your calendar.
- Ask your child about the pictures and stories in the books you read together.
- Make reading a family affair. Older siblings, aunts and uncles, and grandparents can read to your children, too.
Many thanks to the families, teachers, school staff and community partners for their participation in this project!
For more information contact: Maya Crone, Earl Boyles Early Works Site Liaison, email@example.com | 1,466 | 688 | {
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Around 1 in 5 Australians have a disability and more than half of people aged 55 years and over have difficulties with mobility, sight, and hearing. Applying simple strategies to improve customer service for people with disability can help ensure everyone can access information, services and supports.
Below are some general guidelines to use when supporting customers with disability:
**FOCUS ON THE PERSON**
Focus on the person and not their disability. Speak directly to the customer enquiring and not the person who may be accompanying them (carer or interpreter). If it is not necessary to discuss the person’s disability, then don’t. If it is relevant to their service, they will bring it up. Remember that many disabilities are not visible.
**CLEAR COMMUNICATION**
Always face the customer when you are speaking with them, use clear and concise language and check for understanding. Avoid covering your mouth or turning your back when speaking to ensure that customers who lip read have good visibility of your lips.
Use your normal tone of voice and volume. If possible, move away from loud background noise.
Never pretend to understand what a person is saying. If you don’t understand them, ask the person to repeat or rephrase it or offer them a pen and paper. Don’t attempt to speak for or finish a person’s sentence.
BE RESPECTFUL
Treat people with disability with the same respect as you would anyone else. Don’t speak down to people with disability or use patronising language. Many people with disability find it offensive when they are referred to as courageous or inspirational for living with their disability and going about their daily tasks.
ALLOW TIME
Be patient and acknowledge that some customers may require extra support or time. Give the opportunity for the customer to ask questions and reassure them that you are there to help.
GUIDE AND ASSISTANCE DOGS
Assistance animals are not pets, but rather are highly trained disability support services that enable a person with disability to safely participate in personal and public life activities.
A person using a harnessed Guide Dog or Assistance Dog in NSW is allowed entry into all public places, transport, and food service businesses. It is an offence to deny or charge a fee for the entry of a Guide or Assistance Dog.
Don’t pat, feed, or otherwise distract the Guide or Assistance Dog when it is working.
EASIER ACCESS
Consider how someone using a wheelchair or mobility aid can move easily around the customer area and keep walkways and open spaces as clear as possible. Portable ramps can be purchased if an entryway isn’t wheelchair accessible. A clear view of the entrance area can make it easier for customer service staff to identify if someone needs assistance.
Perspex and glass shields at counter fronts can make it difficult for a person with a vision impairment to see where to exchange documents or make payments. A simple line of coloured tape at the end of the shield can make a huge difference.
Printed and digital information can be made more accessible by using plain English and using high contrast colour schemes e.g., dark text against a light background. It is helpful to avoid using high gloss paper and bold and italicised text. Important documents should also be available in Easy Read and Braille wherever possible. Printed material can also be made available in large font versions.
WANT TO LEARN MORE?
HERE ARE SOME RESOURCES THAT WILL SUPPORT YOU WHEN WORKING WITH PEOPLE WITH DISABILITY.
https://www.and.org.au/pages/tips-for-welcoming-customers-with-disability.html
https://www.and.org.au/pages/etiquette.html
https://www.and.org.au/pages/inclusive-language.html
https://pwd.org.au/resources/disability-info/language-guide/
ACKNOWLEDGEMENT:
This guide has been produced with information sourced from
NSW Business Chamber (2017) Missed Business: How to attract more customers through better access.
Australian Disability Network website https://www.and.org.au/articles.php/12/9-tips-for-assisting-customers-with-disability [accessed 08/02/21]
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| First name | |
|------------|---|
| Middle name | |
| Last name | |
| Date of birth | Day | Month | Year |
| School name | |
| DfE number | |
H00060A0120
[BLANK PAGE]
Please do not write on this page.
Instructions
You must not use a calculator to answer any questions in this test.
Questions and answers
You have 30 minutes to complete this test.
Work as quickly and as carefully as you can.
Put your answer in the box for each question.
All answers should be given as a single value.
For questions expressed as common fractions or mixed numbers, you should give your answers as common fractions or mixed numbers.
If you cannot do a question, go on to the next one.
You can come back to it later, if you have time.
If you finish before the end, go back and check your work.
Marks
The number under each box at the side of the page tells you the number of marks available for each question.
In this test, long division and long multiplication questions are worth 2 marks each. You will be awarded 2 marks for a correct answer.
You may get 1 mark for showing a formal method.
All other questions are worth 1 mark each.
1. \[ \square = 4,000 + 70 \]
2. \[ \square = 6,345 + 62 \]
3. \( 734 = 700 + \square + 4 \)
4 \[ \_\_ + 5 = 281 \]
5 \( 9 \times 61 = \)
6 \( 4.67 + 4.153 = \)
| | |
|---|---|
| 7 | $270 \div 3 =$ |
| 8 | $130 \div 13 =$ |
| 9 | $578 \times 0 =$ |
10 \( \frac{104}{8} = \)
11 \( \quad = 98 - 76 \)
12 \( 502 - \quad = 496 \)
| | |
|---|---|
| 13 | $1,320 \div 11 =$ |
| 14 | $85.52 \times 10 =$ |
| 15 | $72 \div (40-31) =$ |
16 $4^3 =$
17 $201 \times 1,000 =$
18 $20\%$ of $5,000 =$
| | |
|---|---|
| 19 | $8 - 3.35 =$ |
| 20 | $0.3 \div 100 =$ |
| 21 | $8 - 1.6 =$ |
22
\[ 1\frac{2}{6} - \frac{4}{6} = \]
Show your method
23
\[ 726 \times 37 \]
24 \[ \frac{1}{6} + \frac{3}{5} = \]
25 \[ 35945 \]
Show your method
26 \( \frac{1}{2} + 2\frac{1}{5} = \)
27 35% of 520 =
28 \( \frac{2}{9} - \frac{1}{5} = \)
29 51% of 200 =
30
| | 3 | 4 | 6 | 8 |
|---|---|---|---|---|
| x | 4 | 2 |
Show your method
31 $\frac{1}{3} \div 7 =$
32 $2\frac{2}{3} - \frac{4}{6} =$
33 36% of 450 =
34 $1\frac{3}{15} \times 10 =$
35
\[
\frac{5}{7} \times 490 =
\]
1 mark
36
Show your method
827872
2 marks
[END OF TEST]
Please do not write on this page.
[BLANK PAGE]
Please do not write on this page.
For more copies
©
Re-use of Crown copyright in test materials
Exceptions – third-party copyright content in test materials Y
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Continue the adventure after each episode with our Everyday Magic Activity Guide!
Thank you for being magical with us!
Ep. 5: Born to be Wild
# Table of Contents
- 🐍 Jungle Scavenger Hunt
- 🐍 Jungle Jam
- 🐍 Crafting Corner: Rainstick
- 🐍 Time for Talking
- 🐍 Books to Read
Jungle Scavenger Hunt
Guide your little one to find these suggested outdoor treasures:
- Long sticks
- Rocks
- Leaves
- Uniquely shaped pebbles
- Flowers
- Long grass
- Other jungle items that you come up with!
Give them clues for where to look such as “Find something long and thin that grows on trees.” See how many different shapes, sizes, colors, and textures they can find!
Let them describe how each of the items feels. Encourage them to tell a story using each of the items, turning their treasures into a creative play, magical sensory experience.
Bonus: Use some of these jungle treasures to make a sensory bin - don’t be afraid to get messy!
Jungle Jam
We love to dance just like Michael! Let’s bring the dance party to your home!
Pull out some fun music and have yourself a big dance party! Play with tempo; how do our bodies move to fast beats and slow beats? You can use different speeds of music and let your little one move the way the music makes them feel!
Afterwards, take some time to relax by listening to the sounds of the jungle: https://www.youtube.com/watch?v=pPrO2ilay40&t=20s.
Bonus: Cool down time is a great chance to talk to your little one about their feelings and how to express them!
Crafting Corner: Rainstick
Materials: paper towel roll, paint, markers, beans, construction paper, tape, rubber bands
Step 1: Take a paper towel roll and decorate it. You can use whatever you have handy--paint, markers, crayons, stickers, construction paper, you name it!
Step 2: Cover one end of your rainstick with construction paper or tape. You can use rubber bands or more tape to make sure it’s tight.
Step 3: Add some beans to the rainstick. Don’t fill it up all the way--you want to give those beans room to dance and make noise in there!
Step 4: Close the other end of the rainstick with construction paper and tape. Then move it left, right, up, down, fast, and slow to see what sounds it can make.
Michael learned this week that feelings are our friends. Use the questions below to start a conversation with your little one about their feelings:
1. What are some of the feelings you had this week? What made you feel that way?
2. What are some things we can do when we are feeling sad? Feeling excited?
3. When you’re feeling sad or disappointed, what are some things that help cheer you up?
Books to Read
Giraffes Can’t Dance by Giles Andreae
I Got the Rhythm by Connie Schofield-Morrison
Mela and the Elephant by Dow Phumiruk
My Friend is Sad by Mo Willems
The Rabbit Listened by Cori Doerrfeld
Support for *Everyday Magic* is provided by the Alexandria Commission for the Arts, the National Endowment for the Arts, and the Virginia Commission for the Arts.
Thank you for being a part of the Arts On The Horizon Family! If you would like to make a donation to support continued programming during the pandemic, please check out our donation page: [https://www.mightycause.com/organization/Arts-On-The-Horizon](https://www.mightycause.com/organization/Arts-On-The-Horizon) | 1,358 | 786 | {
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AL FURQAN ANNUAL QURAN COMPETITION 2024
Study Guide
CATEGORY 10
What's the Big Idea?
“About what are they asking one another? About the great news” Surat an-Naba’ is named after the word (an-Naba’) mentioned in its second ayah, which means (the news). Do you know, my dear kids, what does Allah want to tell us here? He wants to tell us something about the Day of Judgment.
In the Shade of the Ayat
“Indeed, the Day of Judgement is an appointed “time” يوم الفصل is one of the names of the Day of Judgment. It is the day when life on earth will come to an end and the life of the Hereafter will begin. On that Day, Allah will give every person what he deserves - He will enter the believers to Jannah and punish the disbelievers in the Hellfire. Believing in the Day of Judgment is one of the pillars of faith, which every Muslim should believe in.
“Indeed, for the righteous is attainment” Allah gave good news to His servants who do good deeds that He loves them – He told them that they will be admitted to Jannah. So, every Muslim who likes to be from among the people of Jannah should do many good deeds in order to be with them.
Quran Knowledge & Action
I always choose to do good deeds – which Allah loves and commands – so that He is pleased with me and takes me to His Jannah.
In the Shade of the Ayat
"Or add to it, and recite the Quran with measured recitation". When a Muslim wants to recite few ayat of Al Quran, he should not rush but recite them slowly and calmly; practicing rules of Tajweed and making proper pronunciation of it's words. For if he is mindful when reciting the Quran, he will understand it and his Iman will be increased.
" [He is] the lord of the East and the West; there is no deity except Him, so take Him as Disposer of [your] affairs." Muslims rely upon Allah SWT and seek His help when they face difficulties, because Allah SWT is the Caretaker of everything on this earth. Who deserves to be taken as a refugee other than Him SWT? Who does have the power to help us better than Allah SWT? No one.
Quran Knowledge & Action
When you are sad, just remember that Allah SWT IS with you and near you. Keep your tongue moist with Allah's remembrance. Get to know Him SWT more, for He SWT is with His servants in difficulty and ease.
"And [there is a share for] those who came after them, saying 'our lord, forgive us and our brothers who preceded us in faith and put not in our heart [any] resentment towards those who have believed. Our lord, indeed, You are kind and Merciful'. This ayah teaches us a dua to seek Allah's forgiveness for ourselves and for those who came to faith before us. We learn also to ask Allah SWT to remove from our heart envy, hatred and grudges toward our believing brothers and sisters. Because we like for them what we like for ourselves.
"O you who have believed, fear Allah. And let every soul look to what it has put forth for tomorrow and fear Allah. Indeed, Allah is Acquainted with what you do". A Muslim is constantly watching out for his actions and intentions. He calls himself to account when he falls short of acting good. For he knows that whatever he is doing of good or bad in this worldly life if recorded with Allah, the All-Aware. And that Allah swt will compensate his good act with goodness and his bad act with punishment and disgrace. So, he should adhere to Taqwa and fear of Allah, the Al mighty, in order to be enveloped with the mercy of Allah."
Before I sleep, I take note of what I have done during my day- I call myself to account to seek forgiveness of Allah SWT for any shortcoming I committed. I renew my intention to do more acts of obedience and abstain from doing evil acts All along my life. | 1,457 | 859 | {
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EXPOSURE TO AIR POLLUTION CAN MAKE COVID-19 WORSE
New research suggests that people exposed to air pollution are more likely to die from COVID-19 than people living in areas with cleaner air. These findings are an ominous sign for developing countries, where air pollution levels often far exceed World Health Organization guidelines. Worse, the air inside people’s homes can be magnitudes more polluted than the air they breathe outside.
This is due in large part to how people cook.
- Globally, almost three billion people rely on open fires or inefficient stoves to cook their food, filling their homes with dangerous levels of smoke. Exposure is particularly high among women and children, who are more often near the cooking fire or stove.
- Household air pollution from cooking increases susceptibility to respiratory infections such as pneumonia and aggravates respiratory illnesses like asthma – which can lead to higher mortality rates after a COVID-19 infection.
- Effective social distancing can be a significant challenge in countries with informal job markets or overcrowded urban areas. Families may have to choose between risking increased exposure to the virus – including to collect fuel – and foregoing critical income.
- The current economic slowdown could cause a return to firewood or other polluting cooking methods for households that use cleaner cooking fuels, due to loss of income or disruptions in fuel supply chains.
There are proven methods to boost access to clean cooking, which can be incorporated into broader containment and response efforts.
Governments must make clean cooking part of their pandemic emergency response plans.
- India is giving away millions of cooking gas cylinders to those in need. Ghana is subsidizing electricity costs for three months for the poor. Other governments should follow their lead, while ensuring clean cooking fuel providers are supported with the resources needed to minimize supply chain disruptions.
Governments must not allow short-term responses to undermine long-term health goals.
- Clean cooking solutions are critical to reducing household air pollution and building people’s longstanding resilience to respiratory illnesses.
Donors, developed-country governments, and multilateral organizations must provide critical support.
- Developing countries are going to need strong support. Many organizations and governments are already stepping up, including the Netherlands, Norway, the United Kingdom, the WHO, and the World Bank. This must continue, and where possible be expanded. New donors must join their efforts to address the household air pollution crisis. This issue is now more critical than ever.
Public and private capital providers can help increase long-term access to clean cooking.
- Many clean cooking businesses are pioneering scalable business models and high impact technologies but are at a pivotal stage of development. Impact investors must urgently offer the financial resources to ensure businesses’ sustainability and ability to provide a growing market with modern cooking solutions.
For more information, please visit CCA’s COVID-19 Resource Page at www.CleanCookingAlliance.org/covid19.html
1 Xiao Wu and Rachel C. Nethery. “COVID-19 PM2.5: A national study on long-term exposure to air pollution and COVID-19 mortality in the United States.” Harvard T.H. Chan School of Public Health (5 April 2020)
2 Moses Odhiambo. “Gas and bread to go up in Covid-19 tax proposal.” The Star Kenya (3 April 2020)
3 “Ujwala beneficiaries to get 3 free cylinders till June.” The Economic Times (26 March 2020)
4 Ellen Dapaah. “ COVID-19: Government to absorb electricity bills for the poor, others to enjoy 50% slash.” Citi Newsroom (9 April 2020)
About the Clean Cooking Alliance
CCA works with a global network of partners to build an inclusive industry that makes clean cooking accessible to the three billion people who live each day without it. Established in 2010, CCA is driving consumer demand, mobilizing investment to build a pipeline of scalable businesses, and fostering an enabling environment that allows the sector to thrive. Clean cooking transforms lives by improving health, protecting the climate and the environment, empowering women, and helping consumers save time and money.
www.cleancookingalliance.org | +1.202.887.9040 | firstname.lastname@example.org | 1,940 | 843 | {
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The Dionne Quintuplets
Reading
1. Annette, Cecile, Emilie, Marie, and Yvonne Dionne were sisters. They were born on May 28, 1934, in Ontario, Canada, during the Great Depression. Their parents were very poor and already had five children. The sisters soon became internationally famous as the first surviving quintuplets. The quintuplets’ doctor, Dr. Dafoe, also became famous.
2. The Ontario government and Dr. Dafoe took the children away from their parents. Dr. Dafoe put the baby girls in a special hospital of their own across the road. Their new “home” was called Quintland. It was more like a theme park. At Quintland, as many as 6,000 visitors a day came to watch the girls play. The girls’ story inspired three Hollywood movies. The Dionne Quintuplets became Canada’s number one tourist attraction during the late 1930s.
3. But the quintuplets’ father wanted his daughters back. Finally, after nine years of fighting the Ontario government, the girls went to live with their parents again. At home, life was not easy for the sisters. Today, only two of the sisters survive. They have written a book called *We Were Five*. The book tells about their lives, Quintland, and their abusive father.
Reading Comprehension
Answer the following questions using complete sentences.
1. Were Annette, Cecile, Emilie, Marie, and Yvonne brothers?
2. When were they born?
3. Where were they born?
4. Why did the sisters become internationally famous?
5. Who also became famous?
6. Who took the children away from Mr. and Mrs. Dionne?
7. Where were the baby girls put?
8. Did visitors come to watch the girls eat?
9. Were the Dionne Quintuplets Canada’s number two tourist attraction?
10. How many years did Mr. Dionne fight the Ontario government?
11. Was life enjoyable for the sisters at home?
12. Today, how many of the sisters survive?
13. What is the name of the book the sisters wrote?
14. What is the book about?
Vocabulary Review
A. Unscramble the Words
Unscramble the words below from the story.
Then write one original sentence for each word.
| WORD | UNSCRAMBLED | SENTENCE |
|------------|-------------|-----------------------------------------------|
| 1. tsleupnuquit | | |
| 2. orop | | |
| 3. tenmonrevg | | |
| 4. eehmt | | |
| 5. troisvis | | |
| 6. usrviev | | |
| 7. ctatronait | | |
| 8. visebua | | |
B. Find the Words
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Stress: Teaching suggestions
1. Get a student to read the instructions out loud and check that the students understand them.
2. Let the students do the activity individually before comparing their lists with their partner.
3. Stop the activity.
4. Elicit feedback.
Activity 2
1. Get a student to read the instructions out loud and check that the students understand them.
2. Let the students do the activity individually before checking in pairs.
3. Monitor closely.
4. Stop the activity.
5. Elicit feedback.
6. Rather than give answers at this stage, go straight to Activity 3.
Answers: See Activity 3
Activity 3
1. Get a student to read the instructions out loud and check that the students understand them.
2. Let the students do the activity.
3. Monitor closely.
4. Stop the activity.
Answers:
1. strongest
2. strain
3. emphasis
4. prioritize
5. anxious
6. pressure
7. rhythm
Activity 4
1. Get a student to read the instructions out loud and check that the students understand them.
2. Let the students begin their conversation, in English, in pairs or small groups.
3. Monitor closely.
4. Stop the activity.
5. Elicit feedback.
Activity 5
If your students don’t have access to computers in the classroom, set this for homework.
Answers:
1. Four main reasons are given for stress.
2. Over 30 million working days are lost annually in the UK alone.
3. Monday (morning).
4. See next page
Quick Quiz Answers
Read the clues below and write the solutions on a piece of paper. Then take the first letter of each answer and rearrange them to find the word connected with this month’s talking point subject, ‘Stress.’
1. In its severest forms stress can ……LEAD……to hypertension, heart attacks and mental breakdown.
2. Changes in our bodies through ….ADOLESCENCE…. the aging process, being ill, etc. can cause people to feel stressed.
3. Any changes in our lives (be they bad or good) can cause a person to feel stressed and lead to ……RELATED……..physical symptoms.
4. The number of working days lost through stress-related problems is so great that the World Health Organisation has dubbed stress ‘a global ……EPIDEMIC…..’
5. Surgeons cannot simply …X-RAY….. a patient suffering from stress, locate the source of the complaint and then operate to remove it!
Answers:
RELAX (R for Related [3], E for Epidemic [4], L for Lead [1], A for Adolescence [2], X for X-ray [5]).
Activity 6
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Spool Racer
Race your friends with kinetic and potential energy!
Materials
- Large thread spool
- Paper clip
- Tape
- Two toothpicks
- Thin rubber band
- Two thick rubber bands
- Small metal washer, about 1/2” in diameter
1. Straighten a paperclip, leaving a hooked end small enough to fit through the spool. Place the thin rubber band on the hook.
2. Push the paper clip’s straight end through the hole in the spool. Pull the rubber band through until both ends of the band are sticking out.
3. Break one toothpick in half and thread it through the loop in the rubber band.
4. Pull the other end of the band so that the toothpick is held in place against the spool. Tape it.
5. Add tires by stretching the thick rubber bands over the raised outer edges of the spool.
6. Thread the rubber band through a washer. Thread another toothpick through the loop in the band.
7. Wind up the rubber band using the toothpick.
8. Holding the toothpick so that the rubber band doesn’t unwind, put the racer on a flat surface, then let it go!
The most important part of any car is the engine, which turns the energy stored in a source such as gasoline, electricity, or a spring, into the energy of motion. The engine of your spool racer is a rubber band, which, when stretched and twisted, becomes a combination torsion/extension spring. Let’s explore the science behind your spool racer!
**Anatomy of a Spool Racer**
- **The larger toothpick** is a crank for winding the rubber band. When you release the spool racer, the toothpick drags on the surface, preventing the rubber band from untwisting rapidly in the air. This forces the potential energy in the rubber band to be expended by rolling the spool.
- **The half toothpick** anchors the other end of the rubber band permanently, which also prevents the rubber band from untwisting in the air when you release your racer.
- **The thin rubber band** is a combination torsion/extension spring that powers your racer. It stretches *and* twists as it acquires energy when you wind it up.
- **The thick rubber bands** are tires that create equal friction between each side of the spool racer and the surface so that the spool rolls in a straight path.
- **The washer** minimizes friction between the toothpick and the spool so that the spool can turn easily as the rubber band unwinds.
---
**Potential and Kinetic Energy**
Energy is the ability for things to change and move. It can be the energy of an object’s motion, called kinetic energy, or it can be the energy stored in an object because of its position or state, called potential energy. Think of potential energy as kinetic energy waiting to happen! Imagine a roller coaster: when it is at the top of the hill, the car has a lot of potential energy due to its height and its ability to move downward, but it has no kinetic energy (motion). As the car zooms down the hill, its potential energy is released and converted into kinetic energy. As the potential energy decreases, the kinetic energy increases. At the bottom of the hill there is no more potential energy. It has all been used up to move the car!
---
**Elastic Potential Energy: Springs**
Elastic potential energy is potential energy stored in things that can change their shape when force is applied. When you stretch and twist a rubber band in your spool racer, you are using kinetic energy from your hand to store elastic potential energy in the rubber band. When you release the rubber band, its elastic potential energy is converted back into kinetic energy to power your spool racer. Any object that can store elastic energy can be called a spring. The most common types of human-made springs are compression springs, extension springs, and torsion springs, often in the shape of coils.
**Compression Springs**
- Compression springs acquire energy when they’re compressed to make them smaller. They release their energy by getting bigger in order to return to their original shape.
**Extension Springs**
- Extension springs acquire energy when they’re pulled to make them bigger. They release their energy by getting smaller in order to return to their original shape.
**Torsion Springs**
- Torsion springs acquire energy by being twisted. They release their energy by untwisting in order to return to their original shape. | 1,675 | 926 | {
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Everyday Integration of SEL into Your Classroom
by Shreya Nachane
“So, this is another article on SEL. Let me scroll down as our school counselor will take care of these lessons for my students”. Hold on! Don’t leave us just yet! Start your journey towards collaborative classroom culture, engagement, and student’s personal growth by choosing to make SEL integral part of your teaching agenda! Here are few tips to get you going…
Build strong connections with your students: Show your students that you care about them and are always interested in knowing them better. Show interest in their extracurricular activities, family members, culture and overall, their life beyond school. Carve time to have them share something about themselves every week! These connections stimulate students’ self-awareness, AND gives you more insight into your students’ world. Asking questions, checking in, leaving space for students to talk about their lives, and providing a way for students to ask questions confidentially will build trust.. Having a good relationship with teachers results in students looking forward to school each morning and working harder in class.
“Children experience a variety of emotions throughout the school day”
Offer ample opportunities for peer interaction: By providing opportunities and structures for students to learn more about each other, educators can foster a learning environment that enables students to feel collective responsibility for their peers, overall success, and well-being. This can be achieved through team building activities, discussing glows and grows at class meetings, and/or a routine where students express their gratitude towards their classmates or appreciate their classmate’s acts and gestures.
Present choices: Since responsible decision-making and goal setting are core components of SEL, give students a chance to make choices in class. These decisions can be in the form of choice boards for work, what goes on the bulletin board, allowing students to pick their favorite color for their homework binder, how to spend free time, classroom rewards and consequences, and/or any other simple classroom choices. Small decisions can be extremely meaningful as learning tools and will empower students to learn responsibility and cultivate autonomy in positive ways.
Equip your class with tools for self-regulation: Children experience a variety of emotions throughout the school day. Train your students to self-regulate during the school day by providing them with a “toolbox” to help them calm and focus. This toolbox can have positive note cards, fidgets, stress balls, sensory bottles, art supplies, joke books, feelings books, earmuffs, sensory books, springs, sensory brush, etc. If a student feels uncomfortable, upset, sad, frustrated, or mad, give them an option to pick one activity from the ‘toolbox’ that helps them feel ‘just right.’ Explain what ‘just right’ is, i.e., when you have just the right amount of energy to do the activity that you need to do at that moment, when you feel good, etc. They may come up with their own ‘just right’ description. Also, be sure to explain that these are tools, not toys, to help to get to that ‘just right’ feeling for the task at hand. | 1,226 | 624 | {
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Building Strong Families in Todd County
Our Focus
Family and Consumer Sciences (FCS) Extension is committed to improving the health and well-being of individuals and families throughout Kentucky. Our educational programs focus on making healthy lifestyle choices, nurturing families, embracing life as we age, securing financial stability, promoting healthy homes and communities, accessing nutritious food, and empowering community leaders.
Our Success
In 2020-2021, Family and Consumer Sciences Extension made 6,343 direct and 33,545 indirect contacts with individuals and families in Todd County.
Spotlight: Todd County
Learn how ‘The Power of Your Pantry’ can help during a pandemic
Early during the pandemic, many people tried to minimize trips to the grocery store to avoid potentially contracting COVID-19. As a result, community members began stocking up on groceries for their pantries, refrigerator, and freezer. A well-stocked pantry has benefits aside from emergency preparedness. It can increase the likelihood to cook, decrease the amount of prep time, reduce the need to use a recipe, save money, and contribute to nutritious and balanced meals. To help consumers experience these benefits, the Todd County FCS Extension agent, in partnership with two other counties, offered The Power of Your Pantry, a three-part pantry cooking series taught through Zoom. A total of 55 participants attended the classes. After the program, all participants reported they now know how to use substitutions when cooking from their pantries.
Family and Consumer Sciences (FCS) Extension professionals actively work to reach our goals by offering educational programs that serve to improve the quality of life for individuals and families in our Commonwealth.
Todd County’s FCS Extension programming in 2020-2021 led to the following results.
- 55 demonstrated safe handling of food
- 67 individuals made healthier eating choices
- 85 participants gained financial management knowledge
- 64 participants reported preparing more healthy homecooked meals
- 195 participants reported gaining knowledge
Connect with us!
- WEBSITE: FCS.uky.edu
- FACEBOOK: facebook.com/UKFCSExt
- INSTAGRAM: instagram.com/UKFCSExt
- PODCAST: UKFCSExt.podbean.com
Plate it Up!
Browse and download more than 100 delicious, healthy recipes from Plate it Up Kentucky Proud.
PlateltUp.ca.uky.edu
Listen. Learn. Live Well.
University of Kentucky Family and Consumer Sciences Extension brings you a podcast focusing on nutrition, health, resource management, and more. Available on Apple Podcasts, Google Play and UKFCSExt.podbean.com.
Source: Kentucky Cooperative Extension Reporting, FY2021
Download this and other county profiles at hes.uky.edu/StrongFamilies
Educational programs of Kentucky Cooperative Extension serve all people regardless of economic or social status and will not discriminate on the basis of race, color, ethnic origin, national origin, creed, religion, political belief, sex, sexual orientation, gender identity, gender expression, pregnancy, marital status, genetic information, age, veteran status, or physical or mental disability. | 1,485 | 627 | {
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Teton Middle School Science Fair
March 3, 2016
Science is learning about the world around us. Science answers questions like how things work and why. Your science fair project should answer a question that can be tested through an experiment. This worksheet will help you through the process.
My project title is:
Make Observations
Draw on your previous observations to come up with a question. Example: Will fertilizer "X" or "Y" cause tomato plants to grow taller?
The question I would like to answer is:
As you prepare to form a hypothesis about how to answer your question there are some helpful definitions you will need to know. The cause is something that can be changed, for example fertilizer “X” or “Y”. This is called the Independent Variable. What is your Independent Variable?
The effect is the result of the cause, for example the growth of the tomato plant. This is called the Dependent Variable. What is your Dependent Variable?
Make more observations and gather information. What experiments can you find that are similar to the experiment you are proposing?
Use at least two other sources in your research or background information.
What results did others obtain?
Form a Hypothesis
Use this information to form a hypothesis. Write your hypothesis as an “If/Then” statement.
If tomatoes receive fertilizer “X” then they will grow taller.
My hypothesis is__________________________________________________________
Test the Hypothesis
Write the procedure for your experiment. A procedure is like a recipe. You need to include times, amounts, sizes, order of each step, etc. Include a list of materials needed. As you plan out your experiment make sure you include a control group. A control group is a group that does not include the Independent Variable. This part is easy, for example grow one tomato without any fertilizer.
List of Materials:
Procedures:
Analyze Results
Tell us what you have learned from your experiment. Include a detailed description and show results in at least one of the following ways: Data tables, Charts, Graphs, Bar graphs, Line graphs or Pie charts.
Draw Conclusions
Do your conclusions support your hypothesis? Tell exactly what happened in your experiment. What did you learn? What would you do different?
Communicate Results
Your report will be handing in this worksheet. Attach work, charts or anything that won’t fit into the spaces above. Another part of your report will be your display for the Science Fair. Be neat and thorough. Make your presentation as professional as possible. Good luck and have fun with science! | 1,076 | 516 | {
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Reference Point Discovery Home Assignment
Module 2
Name: ___________________________________________ Vehicle Make/Model: _______________
Off-street Location: ________________________________________________________________
Parent/Guardian Signature: _________________________________________________________
Goal: Student will demonstrate the ability to position the family vehicle 3 – 6 inches away from the right, left, front and rear limits by discovering and utilizing reference points for precision vehicle placement.
Discovery Sequence:
1. Position your family vehicle the required distance from a line or curb without going over for each situation.
2. Secure your vehicle and check for accurate positioning. Reposition your vehicle if necessary to reach that goal.
3. From the driver’s seat, look for your reference point. Remember it will be that point on the vehicle that aligns with the line or bottom of the curb.
4. Once you have discovered your reference point do the following:
a. Record what/where the reference point is located on the vehicle
b. Mark that location on the corresponding diagram
c. Draw in your sightline, from your marked reference point to where you see it in relationship to the line or curb.
Right Side Limit – Position your family vehicle 3 – 6 inches away from and parallel to a line on the right
1. What is your Reference Point? ________________________________________________
2. Mark its location with an X on the diagram below.
3. Draw in your sightline from the reference point to where it aligns with the line.
3 Feet From Right Side – Position your vehicle 3 feet away from and parallel to a line on the right
1. What is your Reference Point? ________________________________________________
2. Mark its location with an X on the diagram below.
3. Draw in your sightline from the reference point to where it aligns with the line.
Left Side Limit – Position your family vehicle 3 – 6 inches away from and parallel to a line on the left
4. What is your Reference Point? ________________________________
5. Mark its location with an X on the diagram below.
6. Draw in your sightline from the reference point to where it aligns with the line.
Front Limit – Position your family vehicle 3 – 6 inches away from and perpendicular to a line in the front
7. What is your Reference Point? ________________________________
8. Mark its location with an X on the diagram below.
9. Draw in your sightline from the reference point to where it aligns with the line.
Rear Limit – Position your family vehicle 3 – 6 inches away from and perpendicular to a line in the rear
10. What is your Reference Point? ________________________________
11. Mark its location with an X on the diagram below.
12. Draw in your sightline from the reference point to where it aligns with the line. | 1,397 | 572 | {
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Gandhi: A March to the Sea
Alice McGinty
5th Grade Illinois Reads Lesson Plan Materials
By, Sania Zaffar
Image from Bing; Gandhi: A March to the Sea
Click-Click-Clunk
Click-Click-Clunk
As you read, to self-monitor progress, this strategy will help you figure out unknown words that are interrupting your comprehension.
Click-Click-Clunk
Along with over 70 marchers, Mohandas Gandhi begins his journey. Gandhi bathes in the sea and walks to a hollow in the muddy ground. All around India, Hindus, Muslims and Untouchables scoop salt from the sea, boil it, clean it, sell it, buy it, and sprinkle it.
• Choose a word in this sentence to practice the strategy on your own!
Inferring
The Process of Inference
- What are the facts?
- What are the questions?
- What are the inferences?
Inferring
Questions
- Why are they hungry?
- Why are they poor?
- What caused their hunger?
Inference
- The food is too expensive.
- They can’t afford the food.
Inferring
Questions
- How are the British related to India?
- What are the worries and the rumors? Do they effect the marchers or the officers?
Inference
Inferring
Questions
Inference
Marching is against the law.
“Every man is ready to walk this risky road. Each stride they take, each law they break: peaceful steps toward freedom.” (pg. 5)
Inferring
Questions
- How does garment spinning connect to the march?
- Are all Indians effected by the law?
Inference
Many people are involved in this movement.
Questions
Inference
MAIN POINT AND DETAILS
https://wethevoters.com/film/why-we-march
Look For...
- What is the big idea the author is trying to get across?
- What are the details that support the big idea?
- What are the specifics you need to know in order to understand the larger idea?
Marching is our right and can change circumstances
Boston Tea Party
Civil Rights Movement
Taxation is charging others for goods and services
Jigsaw
Jigsaw
• You will be working in groups find:
• Main Idea
• Textual evidence to create inferences
• You will then share your example with other groups, being the expert on the one your group found!
| Main Idea | Textual Evidence | Page Number | Inferences |
|-----------|------------------|-------------|-----------|
| Citizens might have to go against their government when they want change. | “British Officers mix with the crowd of marchers.” | Pg. 3 | -The marchers are breaking the law.
-The officers are there to stop the march. |
| | | | |
|---|---|---|---|
| | | | |
| | | | |
| | | | |
| | | | |
Cause and Effect
Cause
Students write their answers on the white board under this title
Effect
Students write their answers on the white board under this title
Cause: Gandhi marched to the Salt Sea.
Effect
Cause
Effect
Gandhi and the marchers drew in large crowds.
Compare and Contrast
Compare
Students brainstorm ideas by writing on the white board
Contrast
Students brainstorm ideas by writing on the white board
The Selma March
- Marched to Selma
Gandhi
- Marched to Sea
Both:
- Marched to change policy/law. | 1,566 | 758 | {
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Armbagsleken från Evertsberg
(Sweden)
Translation: Elbow dance from Evertsberg.
Pronunciation:
Cassette: Englund cassette - Stockton 1991
Formation: 1st Variation Music - very slow tempo
Beginning position: equal numbers of M and W in a circle holding hands down.
Facing from front, W are in a half circle on the L, M in a half circle on the R.
2nd Variation Music - slow tempo
Beginning pos like above but with dancers very close to each other.
Hold: Elbow hold, free arm hanging.
Steps: Step A.
With slightly bent knee, R ft takes one step fwd (1); rest (2); make 1/4 turn to the R
on R sole while lifting L ft (2 and); L ft steps in front of R ft while hand hold is
dropped (3); slight turn to L on L sole (3 and).
Step B.
With slightly bent knees, step fwd on R ft (1); rest (2); make 1/4 turn to the L on R
sole while lifting L ft (2 and); fwd step with L ft (3); turn slightly to the R on the L
sole (3 and).
R ft steps in front of L (1); rest (2); and so on ...
Note that the rest takes place on the and 2, the turning on 2 and, and 3 and. R ft steps
decisively.
Execution: During the 4 introductory cts, the hold is dropped. The dancers turn so that the lead
cpl (standing together in the front) are facing one another, W CCW, M CW. The
dancers behind the lead cpl face the same direction as the lead cpl.
Lead cpl start dance with Step A by reaching out R arms and grabbing the ptr’s elbow
from underneath thereby causing the insides of the lower arms to be resting on one
another (1); rest (2); release grip (3). On the next meas the next cpl in line enter the
dance with Step B by turning to the L on the L sole (3 and) taking L elbow hold and
taking a step fwd on the R ft.
One by one, the dancers who have so far stood still get into the dance, every other
one starting with R elbow hold and Step A, and L elbow hold with Step B until all are
dancing.
Presented by Tommy and Ewa Englund
FOLK DANCE CAMP - 1991 | 890 | 534 | {
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Fulling consists of cleaning and thickening the cloth, and it was, and is still, a pretty smelly business.
To clean the cloth in Roman times, slaves called "Walker's" would stand ankle deep in tubs of urine and cloth, stamping their feet, walking round and round. The urine contained ammonium salts which cleaned the cloth, and was so valuable it was taxed. It's astonishing that our grasping politicians have not cottoned on to this lucrative source of income, but it must only be a matter of time.
In the Middle Ages fuller's earth was used in conjunction with urine and nowadays soap is used. Once the cleaning was done, cloth made from short staple wool had to be strengthened by matting the fibres together; this was unnecessary for material made from long staple wool. Water was used for this, and also to rinse out the foul liquids used earlier in the process. As water mills came into common use, some of them were modified to mechanise the cleaning and thickening by the operation of hammers battering the cloth as it passed slowly through tubs of wash, and then over rollers and a stream of water.
Once this was complete, the cloth was stretched out to dry by being fastened on hooks to a device known as a tenter, hence the expression (to be on tenterhooks) meaning to be in a state of suspense.
If you are careless with woollen jumpers etc, when washing them by using water too hot, or setting the machine on the wrong cycle, you will achieve much the same result, a lump of thick, heavy, and shrunken cloth.
According to the Doomsday Book, there has been a mill on the site at Walk Mill Ever since those far off days, and in 1219, the lease for the mill was one pair of gloves. In the media, the homes and the rich and (in) famous and solicitors up and down the land, there is currently such talk of pre-nuptial settlements, but this is nothing new. On 21st April 1692 there was a pre-nuptial agreement between John Bruen and Honor Winnington which included Walk Mill and its land.
There are two mills at Stapleford, Walk Mill and Stapleford Mill halve a mile or so further down the river., and in 1792 they were both sold, along with other land to pay debts to the tune of £6,460 of Richard Ashton, a monumental sum for those times. History does not record how those debts were incurred - slow horses and fast women perhaps? However dedicated he was to these pursuits, it's difficult to believe these debts were solely to blame responsible his downfall. Walk Mill ceased to be occupied in 1959 and soon became the victim of the lack of use and was demolished in the mid 1960's. The present mill is now a brand new building with a café where confectionary and flour ground on the premises to make bread is sold. | 1,003 | 610 | {
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Road Signs & Guardrails
New Year's resolutions are starting to fall into disfavor in our culture a little bit. We're becoming jaded about most of our ideals because we find them difficult to live up to. I mean, when was the last time you actually followed through on a New Year's resolution?
But despite our lack of follow-through with them, New Year's resolutions play a good and important role in our lives.
New Year's resolutions are recognition that there is a right path for us to follow. There are things that are physically healthy for us that we sometimes neglect. New Year's Day is a good reminder for us to do what's right for our bodies. The same is true for our spirits, and for our relationships. There is a right path for our lives to take. New Year's resolutions recognize that and move us to get back on track.
New Year's resolutions fit human nature because we like to set up structures and guidelines to move us toward our goals. Think about how we create our resolutions. If we're smart, we don't just say, "I'm going to exercise more." We buy a membership to a gym, or we purchase a specific exercise program, and we commit ourselves to a specific structure. It feels good to make concrete progress toward our goals.
New Year's resolutions remind us that we always have a chance to start over. For Catholics that "do-over" can happen every time we go to the sacrament of Confession. But new beginnings that are built into our lives - like New Year's Day - are also good reminders to us that we can always pick ourselves up and get ourselves back on the right track.
Even when resolutions are short-lived, they remind us of what is good for us to do. If we don't continue going to the gym every day, we at least become more aware that we need to remain active and to eat healthier.
Parents can do the same thing for their children that New Year's resolutions do for us. By setting up pro-active expectations for our children, we give them much-needed guidance toward those good things in life that helps us find health and happiness.
Because humanity passes by way of the family...
We can (and should) build positive expectations for our children in each area of human development.
- **Physical expectations** might include healthy eating and physical activity.
- **Personal expectations** might include ways your children talk about themselves or how they handle challenges.
- **Social expectations** might include the way your children treat each other, how they respect you, how they treat their friends, or how they act around guests in the house.
- **Emotional expectations** might include ways that your children handle and express anger or encouraging your children to share their emotions about their daily experiences.
- **Intellectual expectations** might include discussing decisions in a family meeting or talking about good media choices.
- **Spiritual expectations** might include going to Mass, saying daily prayers, and participating in the sacraments.
By setting these positive expectations for our children, we set them on the right path for their life. This is the path of happiness, health and most importantly, holiness. Think of your positive expectations as helpful road signs that show our children where to journey.
Once we get them on the right path, we also need to help them stay on that path. So we set up boundaries and rules. These are the guardrails that are erected especially around the most dangerous parts of the road - sharp curves, steep cliffs, and deep ditches.
Both road signs (positive expectations) and guardrails (rules that set limits and boundaries) are necessary parts of guiding our children toward the good that God has planned for them.
**Here is your January Challenge**
Your challenge for January is to make some "New Year's resolutions" for your children by deciding which road signs and guardrails you will put in place in 2015. [Download the challenge here: http://goo.gl/mkSrPH](http://goo.gl/mkSrPH). Under the road sign for each area of human development, choose at least one pro-active positive expectation that you can promote for your children. Under the guard rails on the third page, choose three boundaries or limits you’ll put on their behavior in order to keep them physically and spiritually safe. Then have a discussion with your children about your new expectations.
Are you ready to meet this month’s challenge? Give it a try! Hopefully you’ll come away with a different view of having high expectations for your children. This challenge is just a small part of good Catholic parenting. Visit.twl4parents.com for more strategies that will help you become the best parent you can be. And for the best systematic approach to parenting, consider purchasing the Teaching the Way of Love program, which can be found at the same website.
This article series is brought to you by Alice Heinzen and Jeff Arrowood, authors of the Teaching the Way of Love home study series for parents. Find out more at [www.twl4parents.com/teaching-the-way-of-love](http://www.twl4parents.com/teaching-the-way-of-love). | 1,951 | 1,041 | {
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The Voisin Rational grazing system is a methodology that enables the livestock production on pasture, aiding in increasing the productivity and quality of pastures.
Within the Voisin system pasture is divided with electric fences in small batches (paddocks), which are temporarily occupied by livestock. The standing time of each paddock is proportional to the pasture recovery time after occupation, which depends on conditions such as soil quality, precipitation and temperature, in other words respects the physiology of plant growth. For example, if the resting time is 30 days and the farmer occupy two paddocks per day, he will need a total of 60 pickets on the property. Therefore, the system allows a great development of forage in different paddocks, increasing production. The water is pumped from the rivers and streams to a reservoir and subsequently distributed to each paddock.
In properties where this system is implemented, there is the aim of recovering the riparian areas, in this way preserving the water quality, reducing the problem with erosion and re-establish the local biodiversity, ensuring a more sustainable production.
In General, the deployment of Voisin is related to social, economic and environmental improvements, such as: a) Earth higher productivity, increasing profits for farmers; b) increased capacity of the pasture lands, increase in the herd and the quality of fodder; c) reducing emissions of greenhouse gases by the animals; d) improvement of the structure and fertility of the soil by favouring the biocoenosis, improving infiltration and water retention, and water quality improvement) due to the reduction in the use of fertilizers and pesticides; f) improvement in animal health.
With all these advantages, there is one aspect that is not supplied, which is one of the bigger challenges of Voisin Rational Grazing, the lack of shade for the cows, an effect that inflicts damage to animal welfare by reducing
production and milk quality. To meet this need, it was created the idea of planting trees in pasture, in order to provide shade for animals and to improve soil conditions. That is, the introduction of a Silvipastoril system.
Silvipastoris systems are very interesting in livestock production, because with the increased complexity of the system, it is expected an increase of productivity and improvement of animal welfare, due to the condition of the shade provided by trees that generates an environment more pleasant and healthy for the animals. The use of native species to compose this system is important because it promotes a restoration of the original landscape, conserving the biodiversity of the biome. In addition to the shade and the maintenance of biodiversity, the use of these species of native trees offers other benefits such as: encouraging the production of honey and fruit (for example, the acai), in addition to the use of wood in species with the characteristic of regrowth. The laminar erosion control and recovery of degraded pastures are also expected features in a Silvipastoril system.
In this way, with fusion of these two productive techniques, we obtain a more sustainable production, providing a better quality of life of the peasants, with the increase of income and the preservation of natural resources; the production of healthier products with higher added value, because it is a more ecological management; and the incentive for farmers to regain the local biodiversity.
This new methodology is illustrated in Figure illustrative of a scale model, which follows below. You can see in this the pickets formed, the recovery of riparian forest, with the restoration of native fauna and forestation.
IMAGE 01. Aerial view of model. FONT: Luiz, 2012.
IMAGE 02. Diagonal view of the model. FONT: Luiz, 2012. | 1,516 | 741 | {
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b This is the first time Sts are sent to the Writing section at the back of the Student’s Book. In this section, Sts will find model texts, with exercises and language notes, and then a writing task. We suggest that you go through the model and do the exercise(s) in class, but set the actual writing (the last activity) for homework.
Tell Sts to go to Writing A description of a person on p.187.
Before Sts read the two emails, you might want to check they know what an au pair is. You could explain that the word is French. Model and drill its English pronunciation /əu ˈpeɪ/.
Now focus on a and give Sts time to read the two emails and answer the questions.
Check answers.
1 Because she is looking for an au pair and Sofia’s friend, Kasia, told Angela she might be interested in working in England as an au pair.
2 Yes, she does.
Now focus on b and tell Sts to read Sofia’s email again and to correct the five spelling mistakes.
Check answers by getting Sts to spell the correct version and write it on the board.
interested interested
responsible responsible
forgetfull forgetful
photography photography
independant independent
Now focus on c and tell Sts to read Sofia’s email again and answer questions 1–4.
Get Sts to compare with a partner, and then check answers.
1 intelligent, hard-working, mature, responsible, friendly, independent
2 She likes going to the cinema, listening to music, and taking photos.
3 She’s quite shy, a bit forgetful, and her English isn’t very good.
4 Yes, she does.
Now focus on d and tell Sts to look at all the highlighted expressions in the second email and explain that they are all expressions that modify adjectives. Point out that the sentences in the chart should go from very positive to negative. Show Sts that the first one (very) has been done for them.
Give Sts time to complete the other sentences in the chart.
Check answers.
| incredibly | really |
|------------|--------|
| Kasia is | very |
| | quite |
| | a bit |
Highlight that we normally only use a bit (or a little) with negative adjectives.
Focus on the Describing a person box and go through it with the class.
Now focus on e and tell Sts to imagine they received the email from Angela and they need to write back.
Focus on the plan and go through it with the class.
Remind them to use the language in the Describing a person box as well as the Vocabulary Bank Personality on p.225.
You may like to get Sts to do the writing in class, or you could set it as homework. If you do it in class, set a time limit for Sts to write their description, e.g. 15–20 minutes.
Finally, focus on f and get Sts to check their work for mistakes before giving it in. | 1,097 | 627 | {
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Fun with shapes!
FIND IT! SHAPE SCAVENGER HUNT
Shapes are everywhere! Challenge your child by asking these questions:
- How many different shapes can you find in a specific room of your home?
- Do you see any decorations that have circles? Triangles? Squares?
- Have your son or daughter count as many circles as they can find in your kitchen. Can they find more than ten?
TRY IT! SHIFTY SHAPES
This is a fun game that will help your child practice identifying different shapes (and maybe get them to clean up their room!)
What will you need?
- Any kind of tape
- Lots of different objects!
- A timer or some music
How do you do it?
- Create large shapes out of tape on the floor. You might try a circle, square, rectangle, or triangle to start.
- Set a time limit or explain that your child will have the length of one song to find as many objects as possible that are the same shape.
- Turn on the music or set the timer and watch them go!
- When they have finished, help them count how many different examples of each shape they found. Which was the most common?
- Bonus! As you clean up from the game, see if your child can make certain shapes with their hands or whole bodies.
BOOKS ABOUT SHAPES
The following books are great ways to keep talking about shapes with your child.
Perfect Square by Michael Hall
Lots of Dots by Craig Frazer
Shapes, Shapes, Shapes by Tana Hoban
Press Here by Hervé Tullet
Mouse Shapes by Ellen Stoll Walsh
Shape by Shape by Suse MacDonald
MORE FUN WAYS TO LEARN AND BE CREATIVE
- As you set the table for a meal, ask questions such as “What do you see here that is shaped like a square?” “Do you see any circles?” “What shape is the table?”
- Present foods in a fun way. Cut sandwiches into shapes such as triangles or circles.
- Let your child play with a deck of cards. Sorting them by colors or numbers will help him or her to develop skills that are important for learning math.
- Trying new things can be scary to children but it is a critical part of learning. Make a game out of trying new things. Try one new thing during the day, with your child, then at the end of the day, talk about what you tried. You can cut out pictures of “Things Tried” and display them on your refrigerator.
- Sometimes, young children have to try many times before completing or learning something. Talk to your child about something that was hard to do at first, but now she or he does easily. | 951 | 556 | {
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6th Grade - 2015-2016
My S.M.A.R.T. goal for Literacy is that I will master at least 5 of the seven ELA report card standards with no grade lower than a 2.5.
I will monitor my goal by: I will make a data table to record my grades and I will check in every week.
Goal Mastered: ✓ Date: 5-20
My S.M.A.R.T. goal for Math is that I will master at least 6 of the six math report card standards with no grade lower than a 3. And at least 4 30s.
I will monitor my goal by: viewing my graded work and checking my report card. To achieve my goal I will participate in class and correct my work.
Goal Mastered: ✓ Date: 5-20
My S.M.A.R.T. goal for Science is that I will master at least 7 of the nine science report card standards with no grade lower than a 2.5.
I will monitor my goal by: graphing my grades.
Goal Mastered: Date:
My S.M.A.R.T. goal for Social Studies is that I will master at least 7 of the ten social studies report card standards with no grade lower than a 2.5.
I will monitor my goal by: keeping all my social studies grades on one piece of paper.
Goal Mastered: Date:
My S.M.A.R.T. goal for Habits of Scholarship (7 Cs) is: I can consistently complete homework and use my agenda effectively.
I will monitor my goal by: I will have a chart on how many days I did homework on time.
Goal Mastered: ✓ Date: 5-20
Student: Gracie Chaves Crew Leader: Shiloh Parent: Nellie Chaves
7th Grade - 2016-2017
My S.M.A.R.T. goal for Literacy is that I will master at least 6 of the seven ELA report card standards with no grade lower than a 2.5.
I will monitor my goal by: going on IXL frequently and mastery most ELA standards.
Goal Mastered: ✓ Date: 5-8-17
My S.M.A.R.T. goal for Math is that I will master at least 6 of the six math report card standards with no grade lower than a 2.5. At least one 30.
I will monitor my goal by: I will check the website to see if I have a test to study then I’ll do IXL and if I get a bad grade I will reake.
Goal Mastered: ✓ Date: 5-8-17
My S.M.A.R.T. goal for Science is that I will master at least 4 of the six science report card standards with no grade lower than a 2.5.
I will monitor my goal by: always studying a week prior to the test and re-take my tests if I fail.
Goal Mastered: ✓ Date: 5-8-17
My S.M.A.R.T. goal for Social Studies is that I will master at least 9 of the eleven social studies report card standards with no grade lower than a 2.5.
I will monitor my goal by: reviewing the material before test and I will re-take my test if I get a bad grade.
Goal Mastered: ✓ Date: 5-8-17
My S.M.A.R.T. goal for Habits of Scholarship (7 Cs) is: I can consistently do my homework in Asp and use my agenda effectively.
I will monitor my goal by: having a chart of how many days I met the goal.
Goal Mastered: ✓ Date: 5-8-17
Student: Gracie Chaves Crew Leader: Parent: Nellie Chaves | 1,267 | 795 | {
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The empirical formula is the simplest whole number ratio of atoms in a compound. The molecular formula is the same as or a multiple of the empirical formula, and is based on the actual number of atoms of each type in the compound. For example, if the empirical formula of a compound is $C_3H_8$, its molecular formula may be $C_3H_8$, $C_6H_{16}$, etc. An empirical formula is often calculated from elemental composition data.
Determine the empirical and molecular formula for a compound with 40.0% C, 6.72% H, 53.3% O, and a molar mass of 180 g mol$^{-1}$.
\[
M(C) = 12.0 \text{ g mol}^{-1}, \quad M(H) = 1.00 \text{ g mol}^{-1} \quad \text{and} \quad M(O) = 16.0 \text{ g mol}^{-1}
\]
| | C | H | O |
|---|-------|-------|-------|
| Write the percentage as a mass | 40.0 g | 6.72 g | 53.3 g |
| Calculate amount in mol; (n = m/M) | 40.0/12.0 = 3.33 | 6.72 / 1.00 = 6.72 | 53.3 / 16.0 = 3.33 |
| Divide each answer by the smallest number to get a ratio | 3.33/3.33 = 1 | 6.72 / 3.33 = 2 | 3.33/3.33 = 1 |
| x2 or x3 etc only IF numbers are not approx. whole numbers | n/a here (as 1:2:1) |
| Write the empirical formula | CH$_2$O |
| Molar mass of empirical formula | M(CH$_2$O) = 12.0 + (2 x 1.00) + 16.0 = 30 g mol$^{-1}$ |
| Divide molar mass (molecular formula) by molar mass (empirical formula) to find a multiple | 180 / 30 = 6 |
| Write the molecular formula (empirical formula x multiple) | CH$_2$O x 6 | C$_6$H$_{12}$O$_6$ |
Guaifenesin is a drug sold over the counter to assist the bringing up of phlegm from the airways in respiratory tract infections. Determine the empirical and molecular formulas of guaifenesin from the following percentage composition data. 60.6% C, 7.07% H, 32.3% O. The molecular mass of guaifenesin is 198 g mol$^{-1}$.
| | C | H | O |
|---|-------|-------|-------|
| Write the percentage as a mass | 60.6 g | 7.07 g | 32.3 g |
| Calculate amount in mol; (n = m/M) | 60.6/12.0 = 5.05 | 7.07/1.00 = 7.07 | 32.3/16.0 = 2.02 |
| Divide each answer by the smallest number to get a ratio | 5.05/2.02 = 2.5 | 7.07/2.02 = 3.5 | 2.02/2.02 = 1 |
| x2 or x3 etc only IF numbers are not approx. whole numbers | 2.5 x 2 5 | 3.5 x 2 7 | 1 x 2 2 |
| Write the empirical formula | C$_5$H$_7$O$_2$ |
| Molar mass of empirical formula | M(C$_5$H$_7$O$_2$) = (5 x12.0) + (7 x 1.00) + (2 x 16.0) = 99 g mol$^{-1}$ |
| Divide molar mass of molecular formula by molar mass of empirical formula to find a multiple | 198/99 = 2 |
| Write the molecular formula (empirical formula x multiple) | C$_{10}$H$_{14}$O$_4$ | | 1,665 | 944 | {
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The height, $h(t)$, in feet, of an object shot from a cannon with initial velocity of 20 feet per second can be modeled by the equation $h(t) = -16t^2 + 20t + 6$, where $t$ is the time, in seconds, after the cannon is fired. What is the maximum altitude that the object reaches?
A. 13.5 feet
B. 12.25 feet
C. 10.25 feet
D. 1.5 feet
A ball is thrown upward. Its height ($h$, in feet) is given by the function $h = -16t^2 + 64t + 3$, where $t$ is the length of time (in seconds) that the ball has been in the air. What is the maximum height that the ball reaches?
A. 3 ft
B. 51 ft
C. 63 ft
D. 67 ft
Congruent squares, with side lengths of $x$, are cut from the corners of a 12-inch-by-16-inch piece of cardboard to form an open box. Which equation models the surface area, $y$, of the open box after the corners are cut away?
A. $y = (16 - 2x)(12 - 2x)$
B. $y = (16 - 2x)(12 - 2x) + 4x^2$
C. $y = 192 - 16x^2$
D. $y = 192 - 4x^2$
The height (in feet) above the ground $H(t)$ at time $t$ (in seconds) of an object thrown down from a cliff is represented by the function $H(t) = -4.9t^2 + 12t + 30$. At what height was the object when it was released?
A. 31.7 feet
B. 30 feet
C. 27.8 feet
D. 25 feet
If an object is thrown upward from an 80-foot-high platform with an initial velocity of 64 feet per second, then its height in feet is given by $s(t) = -16t^2 + 64t + 80$ where $t$ is time in seconds. What is the maximum height reached by the ball?
A. 64 feet
B. 80 feet
C. 144 feet
D. 272 feet | 802 | 518 | {
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The Commonwealth of Massachusetts
In the Year One Thousand Nine Hundred and Eighty-Nine.
AN ACT TO ADJUST CERTAIN DRUG RESEARCH REPORTING REQUIREMENT.
Be it enacted by the Senate and House of Representatives in General Court assembled, and by the authority of the same, as follows:
1. Massachusetts General Laws Chapter 94C, Section 8(a) is hereby amended by striking therefrom the words "and the commissioner of mental health."
The following is a list of the most common types of problems that can occur with a home's electrical system:
- **Short Circuits**: A short circuit occurs when two wires come into contact with each other, causing an electrical current to flow through them. This can cause a fire or damage to the wiring and appliances.
- **Overloads**: An overload occurs when too much electrical current flows through a circuit, causing the wires to heat up and potentially melt. This can also cause a fire or damage to the wiring and appliances.
- **Ground Faults**: A ground fault occurs when an electrical current flows through a wire that is not properly grounded. This can cause a shock hazard and damage to the wiring and appliances.
- **Arrestors**: Arrestors are devices that are installed in the electrical system to protect against overloads and ground faults. They work by diverting excess electrical current away from the wiring and appliances.
- **Surge Protectors**: Surge protectors are devices that are installed in the electrical system to protect against power surges. They work by diverting excess electrical current away from the wiring and appliances.
- **GFCI Outlets**: GFCI outlets are devices that are installed in the electrical system to protect against ground faults. They work by detecting any imbalance in the electrical current and shutting off the power to the outlet.
- **Arc Fault Detectors**: Arc fault detectors are devices that are installed in the electrical system to protect against arc faults. They work by detecting any imbalance in the electrical current and shutting off the power to the circuit.
- **Smoke Detectors**: Smoke detectors are devices that are installed in the electrical system to detect smoke and fire. They work by detecting any changes in the air quality and sending a signal to the control panel.
- **Carbon Monoxide Detectors**: Carbon monoxide detectors are devices that are installed in the electrical system to detect carbon monoxide gas. They work by detecting any changes in the air quality and sending a signal to the control panel.
- **Power Strips**: Power strips are devices that are used to connect multiple electrical devices to a single outlet. They work by providing a convenient way to connect multiple devices to a single outlet.
- **Extension Cords**: Extension cords are devices that are used to extend the length of an electrical cord. They work by providing a convenient way to extend the length of an electrical cord.
- **Light Fixtures**: Light fixtures are devices that are used to provide light in a room. They work by converting electrical energy into light energy.
- **Appliances**: Appliances are devices that are used to perform specific tasks. They work by converting electrical energy into mechanical energy.
- **Electrical Panels**: Electrical panels are devices that are used to distribute electrical power throughout a building. They work by providing a central location for controlling the flow of electrical power. | 1,479 | 667 | {
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Children need to be active participants in becoming good digital citizens; they need to define their rights and responsibilities online, and have the skills to exercise their values and judgments to be as safe and secure as possible. Good digizens’ can also be role models for others and inspire the online community in which they live.
Will Gardner, CEO, Childnet International, U.K.
www.childnet-int.org
Teaching our children how to safely, ethically and productively use technology is a key component to ensuring a well-prepared workforce. What you do online and how you use technology has the potential to affect everyone—at home, at work and around the world. Practicing good online habits benefits the global, digital community. Microsoft has been a productive and positive partner with the NCSA by providing guidance and resources to empower a well-equipped digital citizenry.
Michael Kaiser, Executive Director, National Cybersecurity Alliance, U.S., www.staysafeonline.org
Good digital citizenship is key to everybody’s safety and success online, including children’s. At its core is learning how to be good to one another, which protects individuals and communities, increases social capital, and enables effective participation in today’s very social media environment. It brings relevance to online safety for youth because it demonstrates respect for their agency and the technologies they find so compelling and empowering. It turns users into stakeholders and agents for social good.
Anne Collier, Co-Director, ConnectSafely.org, U.S.
www.connectsafely.org
Life online is what you make of it; just like in the real world there are simple steps you can take to ensure you have a safer internet experience. It is important to ensure that the public is educated on internet safety and that children know how to use the internet and devices safely. Being an ethical and law-abiding digital citizen is essential to having safer and more secure interactions online.
Kevin Zuccato, Assistant Commissioner, Australian Federal Police, Australia
By marrying the innovative approach of teaching 21st century skills with new notions of digital diplomacy, we can create 21st century citizens to inherit and inhabit our digital world. With the right combination of tools, rules and schools, we can inspire children to become good digital citizens by providing them with the skills they need to make smart choices online.
Stephen Balkam, CEO, Family Online Safety Institute, U.K. and U.S. www.fosi.org
Our goal in the UAE is to foster a tech-savvy, self-aware youth. Microsoft is providing an excellent example of corporate social responsibility through its provision of resources worldwide to law enforcement services in the area of child awareness.
Lieutenant Colonel Faisal Al-Shamari, Member & Rapporteur of the United Arab Emirates Higher Child Protection Committee, Director of Child Protection Centre, Ministry of Interior
Our world is drastically different than the one in which our parents, or even we, grew up. Interpersonal relationships, the foundation of every society, are changing as technology has made it easier for people to engage with others located anywhere from their backyards to the Outback. Learning to be safe, ethical, healthy and resilient digital citizens is critical for youths’ success today and in the years to come.
Marsali Hancock, President and CEO, iKeepSafe, U.S.
www.ikeepsafe.org | 1,459 | 671 | {
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WHEAT AS A FOOD FOR GROWING AND FATTENING ANIMALS.
During the past year there have been numerous inquiries in regard to the chemical composition of wheat as compared with corn and oats, its relative value as a food for growing and fattening animals, and the method of feeding which would produce the best results. These inquiries have, doubtless, been suggested by the great change in the comparative prices of the grains just mentioned. In the past we have been accustomed to see a bushel of wheat sell for two or three times as much as a bushel of corn. Recently we have seen 56 pounds of corn sell for more than could be obtained for 60 pounds of wheat. This readjustment of the prices of grain evidently calls for a reconsideration of the methods for disposing of the cereal crops in order to determine which is most profitable under present conditions.
The purpose of this circular is to give a direct and definite answer to the questions which have been most frequently asked concerning the use of wheat as a food for stock.
Comparative Digestible Values.
The quantity and proportion of the different proximate constituents which are present in a digestible form in 100 pounds of some of the common feeding stuffs is compared in the following table with the German feeding standards.
This table presents the chemical aspect of the subject, and is valuable in the indications and suggestions which may be obtained from it. The information which it contains should, however, be used in connection with our knowledge of the habits of animals and the practical results of feeding. We should not care to assert, for instance, that wheat screenings are in general more valuable as a food for animals than the plump, sound wheat, although the table would indicate this to be the case. We may, however, safely conclude that the screenings and imperfect wheat should be fed and only the best wheat put upon the market.
It is seen that wheat contains practically the same amount of protein per 100 pounds as oats, and that both wheat and oats contain about 30 per cent. more protein than corn. On the other hand, wheat only has about one-half as much fatty matter as corn and oats. In carbohydrates the position of wheat is about halfway between that of corn and oats.
Protein, that is the albuminoid constituents of grain, goes to build up the albuminoid tissues of the animal body of which the muscles are the most prominent part, but it may also be changed into fat. The fat in the animal body comes, therefore, both from the fat and the protein in the food which is eaten. The carbohydrates sustain the heat of the body and must be present in sufficient quantity or the more valuable fat which has already been assimilated will be used for this purpose. Young growing animals require more protein than older ones, and also more than fattening animals, in order to supply material for building up the muscles, tendons, and other albuminoid structures.
Fattening Quality of Wheat.
We must not conclude from these facts, as some have, that because wheat is particularly indicated for young growing animals it is not adapted for those which are fattening. The fallacy of such a conclusion is shown by the following comparisons.
This table brings out in the clearest possible manner, first, the near approach chemically of 36.6 pounds of wheat to the German standard ration for growing cattle from 6 to 12 months of age, and, secondly, the fact that 38½ pounds of wheat comes much nearer the feeding standard for fattening cattle than does the same quantity of corn. The proportion of the protein to carbohydrates and to fat is very much nearer the standard in wheat than in corn. Tried by these standards wheat is better both for growing and fattening animals than is corn.
These standards, however, are not to be considered as perfect. Corn comes nearer being an ideal grain for fattening animals in this country than is indicated by the tables. Such animals apparently do not need as much protein as is contained in the standard, and may take with advantage more carbohydrates and fat. Equal parts of wheat and corn should, therefore, prove better for fattening animals than either of these grains alone. For growing animals corn is plainly not so suitable as is wheat or oats.
Equal Conditions Favor Wheat Feed.
When wheat and corn are the same price per bushel, it is preferable to feed wheat and sell corn: First, because wheat weighs 7 per cent. heavier per bushel than corn; secondly, because wheat is weight for weight an equally good grain for fattening animals, and better for growing animals; and thirdly, because there is much less value in fertilizing elements removed from the farm in corn than in wheat.
There are certain points to be borne in mind when one is commencing to feed wheat. Our domesticated animals are all very fond of it, but are not ac- | 1,797 | 990 | {
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DIPLOMA EXAMINATION IN ENGINEERING/TECHNOLOGY/
MANAGEMENT/COMMERCIAL PRACTICE — APRIL, 2019
REFRIGERATION AND AIR CONDITIONING
[Time: 3 hours]
(Maximum marks: 100)
[Note:— Steam table and psychometric charts are permitted.]
PART — A
(Maximum marks: 10)
Marks
I Answer all questions in one or two sentences. Each question carries 2 marks.
1. State the first law of thermodynamics.
2. Define the C.O.P of refrigerator.
3. List the commonly used refrigerant.
4. State Dalton’s law of partial pressure.
5. Define the term HVAC system. \((5 \times 2 = 10)\)
PART — B
(Maximum marks: 30)
II Answer any five of the following questions. Each question carries 6 marks.
1. Define: (a) Sensible heat (b) Latent heat (c) Critical temperature.
2. Write the advantages and disadvantages of Air refrigeration system.
3. List the desirable properties of refrigerant.
4. What is defrosting? List different methods of defrosting.
5. Draw and explain the experimental set up of sling psychrometer.
6. Explain heating and humidification process with simple diagram and represent it on psychrometric chart.
7. List the factors affecting the human comfort. \((5 \times 6 = 30)\)
PART — C
(Maximum marks : 60)
(Answer one full question from each unit. Each full question carries 15 marks.)
UNIT — I
III (a) Explain the Carnot refrigeration cycle with p-v and T-s diagram.
(b) The atmospheric air 1 bar and $10^\circ\text{C}$ is drawn and is compressed to 5 bar. After the compression the air is cooled up to $15^\circ\text{C}$ at constant temperature, before expanding back to a pressure of 1 bar.
Determine: (i) theoretical COP, (ii) Net refrigerating effect, if it is working on Bell - coleman refrigeration cycle. Take $C_p = 1.005\text{KJ/KgK}$ and $C_V = 0.718\text{KJ/KgK}$.
OR
IV (a) Explain the working of a simple vapour compression refrigeration system with flow diagram.
(b) A reversed Carnot refrigerator having capacity of 10TR when working between $-10^\circ\text{C}$ and $30^\circ\text{C}$. Neglecting all losses.
Determine: (i) COP (ii) heat rejected from the system per hour (iii) power required.
UNIT — II
V (a) With the help of a diagram explain the working of refrigerating system for a domestic refrigerator.
(b) Compare the vapour compression system with vapour absorption system.
OR
VI (a) Explain the working of an Electrolux refrigerator with suitable sketch.
(b) Distinguish between natural convection type and forced convection type evaporator.
UNIT — III
VII (a) With the help of psychrometric chart explain sensible cooling.
(b) Humid air at $30^\circ\text{C}$ DBT and $21^\circ\text{C}$ WBT is cooled to $20^\circ\text{C}$ without removal moisture. Find the RH and DPT in final state. What is the change in enthalpy?
OR
VIII (a) Define: (i) specific humidity (ii) relative humidity (iii) absolute humidity (iv) degree of saturation.
(b) With the help of schematic diagram explain cascade refrigeration system.
UNIT — IV
IX (a) Explain the working of year round air conditioning with line diagram.
(b) Define cooling load. Explain the components of cooling load.
OR
X (a) Explain with sketch working of central Air conditioning system.
(b) List the classification of air conditioning system on the basis of function, season, equipment arrangement. | 1,775 | 847 | {
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The Post Boom Years 1900-1914 Part 1
With the great boom ended, Washburn struggled to recreate its economic base and regain the familiar prosperity and "good times." Community leaders were confident that if everybody pulled together, if the city were cleaned up and beautified, if Washburn's "natural advantages" were widely publicized, new businesses and industries would soon be established and Washburn would be prosperous and growing once again. But this was wishful thinking for Washburn, whatever its "natural advantages," could not compete with Ashland and Duluth-Superior as a commercial and industrial center and port at the head of the Great Lakes. A new economy did emerge, but it did not create the levels of prosperity of the boom years. Its main components were shipping, lumbering, wood products, and the Du Pont explosive plant.
Washburn continued to be a busy port after the boom ended with imports of coal, freight, and merchandise, and exports of grain and lumber. While coal imports remained large, the grain elevator closed in 1907, and lumber exports decreased from 95 million board feet in 1894, at the height of the boom, to a post-boom total of 23 million board feet in 1906. But lumbering played an important role in the post-boom reconstruction of Washburn's economy. While Hines and the other big companies had left Chequamegon Bay for more profitable timber regions, Washburn remained an attractive location for lumbering operations because of its ship and rail connections and its force of skilled mill workers. Timber was rafted to Washburn from the Bayfield peninsula, the Apostle Islands, the Bad River area, northern Michigan, and even from the north shore of Lake Superior. The Thompson mill, the last of the large mills, continued to operate under various owners, while a small mill, erected by O.E. Lamoreaux, E.E. Kenfield, and Monroe H. Sprague, sawed rafted-in timber.
Employment at the plant fluctuated, reported to be from 100 to 400 men at different times. The plant continued to expand with many buildings constructed and new explosive products produced. The Omaha Railroad provided four coaches to transport workers from Washburn to the plant. But while the plant provided employment for so many men and infused money into the local economy, it also extracted a terrible toll of injuries and deaths. In January 1907 an explosion seriously injured one man and the following October an explosion killed three men, seriously injuring five others. What little remained of the bodies of the men was buried in a common grave. Barely a year later, in September 1908, another explosion killed one man and seriously injured another. This time no remains of the victim were found. Thus, in a little over three years the toll from explosions at the plant stood at four dead and seven injured, some severely so. The Du Pont Company, perhaps concluding that it would cost less to try to prevent such catastrophes than to pay for their consequences, established an elaborate safety program about 1912, hiring a safety manager, educating workers about safety and setting up a system of safety awards with "safety first" adopted as a motto. To turn the immense wilderness area occupied by the plant to a useful purpose, in 1911 about 100 acres were cleared and planted with lawn and farm crops, both beautifying the grounds and producing a profitable crop. A "scientific farmer" was hired to oversee the project, and a number of farm buildings were constructed, so that there was a regular farm operation alongside the explosives plant. In 1909 the company organized a boarding club for single members of management, named the Haskell Club, after a company executive. The upper two floors of the city hall and the former Washburn Bank building were leased and refurbished as club rooms.
Smaller enterprises, which also contributed, if somewhat erratically, to Washburn's economy, will be the subject of part 2. | 1,521 | 812 | {
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The Peoples Temple recruited members from African American communities in San Francisco and Los Angeles; by 1973 there were more than 2,500 members. Some lived in communal housing and worked full time for the Peoples Temple, others contributed significant portions of their income and property to the church. Operations included real estate management, home care facilities for seniors and youths, publishing, and maintenance of a fleet of buses to transport members to services throughout California and across the country.
The Peoples Temple Collection
One of the top news stories of 1978 was the deaths of 918 people in Jonestown, Guyana, a small country in the jungles of South America. Members of the California-based Peoples Temple had developed an agricultural community in Guyana; California Congressman Leo J. Ryan organized a fact-finding mission to Jonestown in response to questions raised by the U.S. media and former followers. His visit ended in tragedy: on November 18, a long-time member, Ryan, and three journalists were killed by Peoples Temple members. That day, more than nine hundred Jonestown residents died from poisoning, and four members died in Georgetown, Guyana’s capital.
In San Francisco, surviving Peoples Temple members immediately filed papers to dissolve the church. The superior court of California appointed a receiver to oversee the winding up of the Peoples Temple estate, a process that took five years. In 1983, the receiver placed the official records at the California Historical Society. Since then, former members, relatives, and
In 1973, the Peoples Temple voted to establish an agricultural and rural development mission in Guyana, South America, that became known as Jonestown. Early settlers cleared the land and began construction at the site, building a communal kitchen, housing, schools, farm buildings, and a medical facility and day-care center surrounding an open-air pavilion.
scholars have donated additional materials related to Peoples Temple.
The Peoples Temple Collection currently contains more than 170 boxes of letters, documents, photographs, and audiotapes, including original items from the 1950s; government records from the FBI, CIA, and other agencies; and personal papers of former members and their families. Recent additions to the collection include papers collected by a psychologist who worked with former members of Peoples Temple and Jonestown survivors; nearly 1,200 slides of Peoples Temple activities in the United States and Guyana from the late 1960s to 1978; and nine hundred audiotapes of church services, amateur radio transmissions, and media broadcasts.
Recently, the collection has been featured in several new works that explore a wide array of perspectives on the Jonestown tragedy. In April 2005, the California Historical Society Press released *Dear People: Remembering Jonestown*, a selection of letters, personal histories, and photographs from the collection. This publication coincided with the world premiere of
In 1977, former members and relatives organized a group called the Concerned Relatives to protest Jim Jones's treatment of church members. Child custody issues and living conditions in Jonestown were at the center of the conflict between the Peoples Temple and the Concerned Relatives. Media coverage of Peoples Temple practices and political activities led the government to investigate the church's financial and social welfare programs. The Peoples Temple closed many of its businesses, sold its properties, and relocated hundreds of its members to Guyana.
Leigh Fondakowski's *The People's Temple*, a play based on contemporary interviews and archival materials, produced by Berkeley Repertory Theatre and Z Space Studio. A documentary about the making of the play, produced by KQED, San Francisco's local PBS station, will air in November 2005. In 2006 the PBS series *American Experience* will broadcast award-winning filmmaker Stanley Nelson's documentary about the story of Peoples Temple.
The Peoples Temple Collection is available to researchers in the North Baker Research Library at the Society's headquarters in San Francisco. For current reading room hours, check the CHS website at www.californiahistoricalsociety.org.
All photographs are from the Peoples Temple Collection at the California Historical Society. | 1,893 | 832 | {
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Your Circulatory System
Your Circulatory System is comprised of your ______________________, _______________________, & ________________________.
Your heart's main job is to _______________ _______________ throughout your body.
There are 3 types of blood vessels. Your ________________________, ________________________, & ________________________.
The largest blood vessels are your ________________________ & ________________________.
The arteries move blood _____________ from the heart. The veins bring blood ____________ to the heart. Arteries carry the most _____________ and have the strongest _______________. Veins have the _______________ walls.
The smallest blood vessels are your ________________________. These veins carry blood very close to the cells and tissues of the body in order to exchange _____________, _____________, & ________________________.
The average human body contains ___________ to __________ liters of blood.
The blood carries many substances throughout the body and helps maintain ______________________________ of nutrients, gases, and waste.
The Circulatory System of Music: Rhythm
We already learned that music has a beat, similar to your heart maintaining a steady beat as it pumps blood through your body.
Just like the body has different sizes of blood vessels to transport blood throughout the body, music has different lengths of _______________ to carry the music forward throughout the piece of music.
As we learn together, write the names of the notes underneath each. Also, write how many beats each note gets on the second line.
The first three notes are similar to your arteries and veins because they are longer notes.
The last note we are learning is the _______________ note. This note is special because it gets ____________ notes for _________ beat. So each note is worth a _______________ of a beat.
Any notes smaller than a quarter note are similar to your capillaries because they are the smallest notes.
Just like the different blood vessels have different reasons for being different sizes, it’s important to have different lengths of notes for different reasons. Listen to how a song sounds if we keep all the notes the same length.
Just like blood is in charge of maintaining homeostasis, music is balanced by having _________________ to keep notes and beats organized.
Activities:
1) Here is a line of music. It is divided into measures with 4 (heart) beats in each measure. Practice clapping a steady beat as you say "ta" "ta" "ta" "ta" for each quarter note.
2) Here is another line of music. Practice clapping once for each half note as you say "ta-a" "ta-a" "ta-a" "ta-a".
3) Here is another line of music. Practice clapping once for each whole note as you say "ta-a-a-a" "ta-a-a-a".
4) Here is another line of music. Practice clapping once for each eighth note as you say "ti-ti" "ti-ti" "ti-ti" "ti-ti".
5) Now you get to write your own rhythm! Use a mix of notes, but remember how many beats each gets. Quarter note=one, half note=two, whole note=four, eighth note=half.
Activities:
Now use the remaining lines to write as many of your own rhythms as you wish! | 1,542 | 673 | {
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To help children as they settle into September and the routines of school, the Neighborhood offers a month of programs about LEARNING, MAKING & CREATING, CELEBRATING, and PLAYTHINGS.
Many of those themes that sound like "play" are, in fact, closely related to learning. That's because children don't "just play." When they play, they are learning -- about themselves, about other people, and about how the world works. The kind of play that is most closely connected to learning is open-ended, creative play.
Here are some ways to stimulate creative play:
*Offer playthings that help your child play in different ways -- like crayons, stuffed animals, dress-up clothes, and blocks. That way, your child can play about whatever is important to him or her at that moment.
*Suggest that your child make a collage from "throw-away" things you have collected, like:
- used greeting cards,
- stickers from junk mail
- mail order catalogs
- old calendar pages
* Start a story and ask your child to continue it, taking turns with you, adding a little as the story goes along.
* Keep a few things in an easy-to-carry bag to help your child manage waiting time creatively:
- small notebook and pen or pencil
- handkerchief and yarn or string
- pipecleaners
- bag of plastic zoo or farm animals
**************************
Photo caption:
Trumpeter Wynton Marsalis visits MISTER ROGERS' NEIGHBORHOOD on program #1563, scheduled for September 18 during the week about CELEBRATIONS.
Ask open questions, like:
- what if...everything was purple!
- what if...you were a giant...
- what if...
As children settle into the routines of school, the Neighborhood offers themes about learning. Many of the programs center around themes about play. Playing and learning go hand in hand.
Here are some ways to encourage your child to play:
As children settle into the routines of school,
Because August is the month when families help their children make the transition from summer into school, MISTER ROGERS’ NEIGHBORHOOD schedules its classic programs about STARTING SCHOOL August 19-23. During the week, Mister Rogers rides on a school bus and visits a kindergarten and a first grade.
Here are some ways families can make the first days of school more comfortable for their children:
If your child has friends in the neighborhood who will be going to the same school, arrange with parents for the children to get together and play -- maybe even about what they think school will be like.
Call the school to arrange for your child to tour the school building and meet the new teacher. It helps when a child knows more about a new experience beforehand.
Put a family photograph in your child’s lunchbox. That’s a caring reminder about being together at the end of the day.
For more ideas, including a message from Mister Rogers for children, send for a free booklet "When Your Child Goes to School," with a self-addressed business size envelope to Family Communications, Inc., Department M, 4802 Fifth Avenue, Pittsburgh, PA 15213.
Photo caption:
For many children, going to the doctor for an immunization is part of getting ready for school. Helping children deal with their feelings about injections, Mister Rogers gets an immunization from Registered Nurse Joyce Sadik on program #1709, scheduled on PBS August 29 in the new week of MISTER ROGERS' NEIGHBORHOOD programs about BRAVE & STRONG. (Photo: Richard Kelly) | 1,405 | 732 | {
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These days ‘modern life’ can mean that we’re a lot less active- we often don’t move about as much, or eat as well, as we possibly could. But making a Change4Life doesn’t need to be difficult.
With a little help from Bigfoot and our World Renowned Master Chef Bakewell, students will discover how fun and rewarding it is to create their very own ‘Healthy Long Life Pie’ by taking part in the cookery show ‘A Slice of Life’!! And as a registered partner of Change4life, Bigfoot are fully committed to their approved behaviours and seek to provide young people, their families and schools, with an accessible and enjoyable means through which to explore and learn about these key initiatives:
• Sugar Swaps
• 5 a Day
• Meal Time
• Me Size Meals
• 60 Active Minutes
• Up & About
• Cut Back Fat
• Snack Check
Following the assembly, selected class groups will take part in more specific drama or dance workshop sessions aimed to further explore what they can personally do to make healthy choices and changes in their lives to eat well and move more.
Professor Plum is on a mission; to find out exactly what it takes to be a real life Super Human. Do such people really exist? Join in the discovery to unearth the answer and explore how we can create our own super humans by following a simple magic formula......
This programme aims to explore the importance of having a balanced diet, regular exercise, enough sleep, an effective hygiene regime, drinking the recommended intake of water, and maintaining a happy and positive attitude. Students are therefore encouraged, using the vehicle of drama, to discuss and explore all the above issues in order to understand how and why they are so necessary to our wellbeing.
Participants will work with the professor to embark on an exciting challenge and experimentation of what makes us healthy whilst simultaneously questioning:
- How does the environment impact our health?
- What can we do to look after our minds and bodies?
- How can we challenge and change our unhealthy habits?
Following the assembly, selected class groups will take part in a series of more specific workshop sessions that will provide the students with further subject knowledge regarding healthy living.
**THE RESOURCE PACKS**
Both programmes are accompanied by a comprehensive resource pack, which includes detailed plans of the session and worksheets, making the programme completely sustainable.
**REQUIREMENTS**
Please note that the workshops are strictly designed for a maximum of 30 students (excluding assemblies) A member of staff must be present during all sessions. Please note that workshops are a minimum of one hour in length, although wherever possible we will tailor make the format to accommodate your specific needs.
For more information please contact:
t: 0800 644 6034 e: email@example.com
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left continuous tribes, endowed with money and with brains. But many of our early noted and strong men, save in their noble and useful lives, are perpetuated only in names of counties and towns. Possibly the Washburns may prove an exception.
The progenitors of William R. Merriam's family on the paternal side were of Scotch origin; on the maternal side they were French. John L. Merriam, father of the governor, traced his ancestry to that William Merriam who was born at Bedford, Massachusetts, in 1750, and served with the "Minute Men" in the war of the Revolution. He took part in the memorable fight at Concord Bridge, April 19, 1775. He was chairman of the Board of Select Men in Bedford, 1777. He was a prominent and well known citizen. The members of this particular branch of the Merriams located in northern New York. The father of the governor was born in Essex county, in 1828, and in time became a merchant at Wadham's Mills, and was also engaged in the iron trade, as were many others of the family. At one time, 1857, he was the treasurer of the county. His wife, Mahala De Lano, who, as the name indicates, was of French descent, was a woman of many estimable qualities, and strong, vigorous character.
To this excellent couple was born William Rush Merriam, the future governor, July 26, 1849, in Essex county, N. Y., a region of beautiful and picturesque scenery. His birthplace was in a small village, called Wadham's Mills, where there were iron mills and manu-
306
Lines of the Governors of Minnesota.
By James H. Baker. St Paul, Minn: Minnesota Historical Society, 1908.
facturing industries, and the few citizens were intelligent, industrious, and thrifty.
His middle name, Rush, was for the celebrated Dr. William Rush, of Philadelphia, a family relative, of Revolutionary fame.
When William was but twelve years of age, in 1861, his father removed to Minnesota and settled at once in St. Paul. It was years before the advent of railroads, and in connection with those vigorous pioneers, James C. Burbank, Captain Russell Blakeley, and Colonel Alvaren Allen, he engaged in the stage and transportation business, under the name of the "Minnesota Stage Company." This firm secured all the mail contracts of the Northwest, and, with their passenger and express business, were men of great business affairs. John L. Merriam at once exhibited the pushing, energetic business qualities which made him eminently successful. In 1870 he was elected to the legislature, and again in 1871, and in both sessions he was made Speaker of the House. The son, as events proved, followed the footsteps of his father.
Colonel John L. Merriam was known as one of the most enterprising and valuable citizens, whose unblemished character and fine social qualities gained him the esteem of all.
From the time of the family's arrival in St. Paul till he was fifteen years of age, young William led an uneventful life, and was habitually in attendance at the public schools. In 1864 he was sent to school at Ra-
307
Lives of the Governors of Minnesota.
By James H. Baker. St. Paul, Minn: Minnesota Historical Society, 1908. | 1,273 | 720 | {
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POLK COUNTY'S SEMI-CENTENNIAL.
On the 8th day of July, 1896, the capital county of Iowa was fifty years old. This event was elaborately and fittingly celebrated in the city of Des Moines, the programme occupying the entire day. There was a salute of fifty guns at daybreak, fired by the artillery squad from the local companies of the National Guard; a gathering of thousands of people—among whom the early pioneers of Polk and adjoining counties were especially prominent and honored; parades in the streets and on the river; and addresses, historical and eloquent, by four gentlemen, three of whom were born in Des Moines. A delegation of Tama county Indians (Musquakees) were present during the day, dressed in the gaudy costume of the tribe. They marched in the procession, gave several exhibitions, including their war dance, and as primeval inhabitants, uniting the present with the far past, were objects of much interest. The day was one of great delight to the pioneers, who met old friends for the first time in many years, exchanging hearty congratulations, and narrating experiences of other days. The industrious and enterprising journalists of the city gathered up a world of facts connected with or illustrating the progress and development of the town and county, presenting an interesting detail
of personal memoranda, and of facts and events, which our limited space prevents any attempt to follow. Suffice it to say, that all this valuable historical matter was carefully preserved in the State Historical Department, in convenient shape for reference or use hereafter. The capital city and county did themselves great credit in thus observing the close of the first half century of their existence.
THE INDIAN CHIEF WAPELLO.
McKenney and Hall’s great work on the Indian Tribes of North America contains a fine portrait—a lithograph colored by hand—of this distinguished Musquakee Chief, in all the glory of feathers, bead work and red and yellow paint. We have attempted its reproduction by the halftone process, but not with as good a result as we had hoped. No portrait of this estimable, peace-loving Indian, whose name was given by law to one of our richest and most populous counties, has ever before been published in our State. A better one may some day appear—when some artist paints his portrait in oil—but this presents a good representation of his dress and general appearance.
According to the late Hon. A. R. Fulton’s “Red Men of Iowa,” (p. 252), Wapello was born at Prairie du Chien, Wisconsin, in 1787. The name signifies prince or chief. At the time of the erection of Fort Armstrong, Rock Island, he is said to have ruled over one of the principal Indian villages in that vicinity. In 1829 he removed to Muscatine Slough on the west side of the Mississippi, and afterward to a point in the vicinity of the present city of Ottumwa, near which he died, March 15, 1842. Judge
Copyright of *Annals of Iowa* is the property of State of Iowa, by & through the State Historical Society of Iowa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. | 1,300 | 696 | {
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Keeping Calves Cool in Hot Weather
Hot and humid weather can take its toll on people, but calves are also susceptible to heat stress. To ensure calves stay healthy and maintain their growth rates, it’s important to keep them cool and comfortable during the sticky summer months.
Calves are at their best in environments between 12 – 25 degrees Celsius. Once it gets warmer than that, they’re eating less and using energy trying to keep cool instead of devoting that energy to growth.
Calves suffering from heat stress will show signs of reduced movement, decreased feed intake, higher water consumption, rapid respiration, open-mouth breathing and a lack of co-ordination in their movement.
Here are some top tips to keep calves cool in hot weather:
• Try to do stressful activities, like moving, grouping, handling or vaccinating in the morning hours when it is cooler. Although evening temperatures can seem cool, a calf’s body temperature can lag behind ambient temperature by four to six hours so it is best to limit stressful activities to morning hours.
• Make sure calves have plenty of cool, clean and fresh water. This helps ensure they don’t get dehydrated and keeps their internal temperature down. A heat-stressed calf can drink between 11 and 22 litres of water per day.
• Provide fresh feed daily to ensure calves continue to eat even in hot weather.
• Feed calves before or after peak times of heat and humidity. Calves’ digestion peaks approximately four hours after feeding so altering your feeding time will ensure this doesn’t happen during the hottest time of the day.
• Clean and sanitize water and milk pails regularly – this prevents algae, mold and bacteria growth.
• Keep calves well-bedded and dry. Sand bedding will keep calves cooler and also helps control flies.
• For calves housed outdoors, make sure there is access to shade and protection from wind or heavy rain.
• Fresh, clean air is important to maintain calf health. Either natural ventilation or total air exchange with fans is essential to keep their immune systems strong. In naturally ventilated buildings, all vents and sidewall curtains should be completely open. Bad ventilation can result in respiratory problems, decreased feed consumption and reduced gain.
• Make sure there is good airflow in and around hutches. Keep hutch vents and doors open.
• Lift the back of the hutch slightly off the ground. This lowers temperature and carbon dioxide levels inside the hutch and boosts air movement.
• Situate calf hutches in shaded areas. If you do not have naturally shaded areas, consider building temporary shade structures – like those used to protect grazing crops from the sun – to keep the hutches cool. Feed and water should also be kept in the shade. These should be at least 14 feet (4.26 m) high to ensure good airflow.
• Calves with dark hides are more susceptible to heat stress than those with lighter-coloured hides.
Manure Tags – Why They’re a Problem and What To Do About It
As veal producers, we’ve all seen those calves covered in manure tags. What’s the problem? Why can’t veal cattle be shipped covered in manure? Shipping finished cattle covered in manure tags is a food safety concern. Manure that is embedded in the calf’s hair can contaminate the meat at slaughter with harmful pathogens like *Escherichia Coli* (*E. Coli*) O157:H7, which causes people who consume contaminated food to become very sick. This bug can live in the intestines of healthy cattle, so you may not have any indication that this pathogen lives on your farm.
As a rule of thumb, the VVP recommends that 75 per cent of calves on-farm have no more than 30 per cent of their abdomen covered in manure. To help keep calves sufficiently clean at all times, including their flanks and legs, there are a few things you can do:
1. Keep calves bedded.
2. Avoid overcrowding.
3. Clip calves with long hair.
Other factors to consider include diet, housing, overall calf health and weather conditions. It’s important to adjust your bedding needs accordingly to prevent calves from lying in manure.
The VVP recommends that producers evaluate the calves’ cleanliness at shipping and note it in the Outgoing Veal Record, which lists the animals being shipped, along with any notes about the cattle such as broken needles. It also verifies that the withdrawal periods for medications and vaccines have been met, providing a little reminder to check the withdrawal dates before shipping to ensure the finished cattle you are marketing are safe. | 1,801 | 928 | {
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**Shooting Stars** (Primula Family)
*Dodecatheon hendersonii*, blooms January to March
Also known as Mosquito Bills, this plant is widespread in moist grassy places in open woods or brush. You can see it on Ring Mountain.
After the flower has been pollinated, it points up. This lets bees know which flowers still need pollinating.
Pomo Indians dangled Shooting Stars above a baby’s cradle, much as we dangle a mobile above a crib.
Photo by William Follette © Creative Commons BY-NC
---
**Fiddleneck** (Borage Family)
*Amsinckia intermedia*, blooms February to June
Fiddleneck grows at the edge of brush and in grassy fields. You can find it at the entrance to Elliot Nature Preserve at the end of Cascade Drive in Fairfax, on Ring Mountain, and in Mount Burdell Open Space.
There are three species of Fiddleneck in Marin; one is rare.
Fiddleneck provides food for the caterpillars of Painted Lady butterflies.
Photo by Theresa Fisher © Creative Commons BY-NC
---
**Cow Parsnip** (Parsley Family)
*Heracleum maximum*, blooms March to August
Cow Parsnip is found in moist places next to roads and at the edges of woodlands. You can find it at the Limantour end of Muddy Hollow Trail.
Cow Parsnip is a big plant – it can grow to be 10 feet tall. Because of its size, the scientific name recalls Hercules.
Miwok Indians boiled the roots to make cough medicine. Kashaya Pomo Indians in Sonoma County ate new shoots, boiled or raw.
Photo by Bruce Homer-Smith © Creative Commons BY-NC
---
**Checkerbloom** (Mallow Family)
*Sidalcea malviflora*, blooms May to August
Also known as Wild Hollyhock and Checkermallow, this plant is widespread, and is found in grasslands. You can see it on Ring Mountain and at Chimney Rock.
A rare species of Checkerbloom, the Point Reyes Checkerbloom, grows in marshes.
Checkerbloom provides food for caterpillars of West Coast Lady, Common Checkered Skipper, and Painted Lady butterflies.
Native Americans parched Checkerbloom seeds with hot coals, and then ground them into flour for pinole.
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Who Are We?
Diversity Role Models is a dynamic charity whose vision is a world where everyone embraces diversity and can thrive.
Our mission is to promote understanding and acceptance of individual differences and end LGBTQ+ bullying in schools. We do this by harnessing the power of storytelling and delivering pioneering educational workshops.
Our mission is to create an education system in which every young person will know they are valued and supported, whoever they are.
The Challenge
42% of secondary students say pupils who are gay or thought to be gay are bullied at their school (Diversity Role Models, Embracing Difference, Ending Bullying Impact Report, 2022)
54% of secondary and 42% of Year 5 & 6 pupils say homophobic, biphobic and transphobic language is common at their school (Diversity Role Models, Pathways to LGBT+ Inclusion, 2020)
65% of secondary students said they would report bullying or prejudice to a teacher if they witnessed it (Diversity Role Models, Embracing Difference, Ending Bullying Impact Report, 2022)
23% of secondary students think someone who is LGBTQ+ would feel comfortable coming out at their school (Diversity Role Models, Impact Report, 2022/23)
Diversity Role Models welcomes partnerships with organisations of any size from across a wide spectrum of sectors whose values align with our own.
The Solution
Our workshops, training, and inclusive teaching resources help young people feel less alone by equipping them with the compassion, knowledge, and confidence to become ‘upstanders’ rather than ‘bystanders’ when they witness bullying.
The highlight of our workshops is the opportunity to hear from Volunteer Role Models who share their lived experiences.
Their stories build empathy and connect with young people to drive positive change in their behaviour. From this, pupils begin to recognise the (often unintended) impact of their language and actions, as well as build confidence to respond to bullying when witnessed.
Our Impact
Secondary School students that said they would support a friend that came out as LGBTQ+ after attending one of our workshops.
Primary pupils said that they would feel more comfortable to do something if they witnessed bullying after attending one of our workshops.
74%
90%
Quotes
Thank you so much for this lesson. It has really helped me understand the challenges some people may face. Before I had less of an understanding of this matter but I learnt a lot from your talk.
Thank you for sharing your story with us - it was inspirational.
Student, Scotland
Diversity Role Models welcomes partnerships with organisations of any size from across a wide spectrum of sectors whose values align with our own.
Our Partners
Our partner organisations come from across many different sectors including but not limited to finance, insurance, retail, hospitality, entertainment and education.
All organisations that we work with openly share our values when it comes to ending bullying and making schools a safe and fulfilling place for all young people.
Contact Details
Thank You
No two organisations are the same. We have years of experience developing and tailoring our partnerships to meet the aims and goals of our partners.
If you would like to discuss how you can Partner with Diversity Role Models, please contact our CEO, Alex Feis-Bryce:
email@example.com
+44 204 570 3313
www.diversityrolemodels.org
Copyright © 2025 Diversity Role Models. Registered charity number: 1142548
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Self-care
Looking after yourself is one of the most important steps in coping with grief.
Here are some examples of small actions you can take to alleviate overwhelming feelings:
- Seek help from someone you trust
- Eat nourishing food
- Accept help when offered
- Sleep, or rest if sleep is challenging
- Cry when you need to
- Be gentle with yourself
- Be kind with your self-talk
- Talk about your loss
- Do some gentle walking with a friend
- Keep hydrated but avoid alcohol
- Take one day at a time
- Keep a journal of your experience
- Try to focus on things you are grateful for
- Find joy in small things
- Consider joining a support group
- Spend time with people who have had a similar experience
What is grief?
Grief affects every one of us and every aspect of our being. The impact of grief can be felt physically, mentally and emotionally and sometimes we don’t know how to manage these responses, which can be very overwhelming.
Having to deal with grief changes us. But over time we can use grief as an opportunity to learn more about ourselves and what really matters to us, which can result in feelings of strength and personal insight.
If you have lost someone that was an important part of your life, you may feel grief for a long time. Letting people know you need help, and accepting support when offered, can be a crucial part of working through your grief.
If over time you feel nothing is working and you can’t see a way through your grief, you may need professional support (like counselling). Understanding that grief takes time and every grief experience is unique can help to relieve feelings of stress or anxiety about whether our feelings are normal.
Feelings of grief
Grief is a normal reaction to loss and it shows up in ways you may not expect. Grief can cause a range of different feelings and responses. These will come and go – you may feel one or many of them as part of your process.
Here are some common reactions:
ANGER:
- At ourselves for our actions or responses
- At others, like medical professionals, for not doing enough to help
FRUSTRATION:
- At how we feel towards our grief
- At others for their actions or how they are reacting to your grief
GUILT:
- I didn’t do enough
- I shouldn’t be feeling like this
- I need to be stronger for my family
LONELINESS:
- Feeling isolated from others
- Not knowing how to reach out and ask for help
- Feeling that no one understands what you’re going through
STRESS/ANXIETY:
- Panicking over small things
- Feeling overwhelmed when something is asked of you
- Trouble controlling your thoughts
- Crying for no apparent reason
- Obsessive thoughts about the deceased
PHYSICAL REACTIONS:
- Trouble sleeping too much or not enough
- Change in appetite or digestive problems
- Headaches, aches or pains
- Issues with energy levels
SOCIAL INTERACTION:
- Worry about relying on friends and family too much
- Reluctance to contact friends and family for help
- Wanting to be alone
- Not finding enjoyment in usual social outings
- Needing to be out-of-the-house every day
- Buying things you don’t need
- A desire to sell everything and move away
FORGETFULNESS:
- Trouble remembering things you’ve just read or why you needed to go somewhere
- Feelings of general confusion or being uncharacteristically absent-minded
These are all common reactions. Grief is a very complex and unique experience. Whether you have felt one, a few, all or none of these – it is completely normal.
When grief gets tough
While you may feel as if you will never ‘get over’ your grief, how you experience the loss of a loved one is intensely personal and cannot be rushed – it takes time.
How others have described their grief:
“It was about getting my heart and head connected”
“I lived and managed one day at a time”
“When I need a good cry, I have a good cry”
“I learned to go with the flow”
“The group I joined helped to normalise my grief and helped me feel that I’m not going crazy”
“It won’t always be this bad”
“Believe it or not, the pain does ease”
Those closest to us don’t always know how to cope with supporting someone through a grief process. You may find support in a place that surprises you but try to remain open to any offers of help that come your way and more importantly, don’t be afraid to ask for help if you need it.
You will grieve in your own time and in your own way. Allow that process to happen, even if it feels uncomfortable, and trust that time will heal. It may feel like you are stuck in your grief at times, or that you keep falling back into how you felt when the death first happened. There will be times when it feels as if life will never be the same again. In truth, it never will be the same as it was before, but that’s ok.
Again, don’t be afraid to reach out for help if you need it. The support of another person is invaluable during this challenging time.
Grief is like the ocean; it comes in waves, ebbing and flowing. Sometimes the water is calm, and sometimes it is overwhelming. All we can do is learn to swim.
~ VICKI HARRISON | 1,974 | 1,126 | {
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Young Children
What foods on the table are crunchy? Chewy? Sweet? Spicy?
What is one of your favorite colors? Do you see anything that color on the table?
Help plan dinner for one night this week. What foods would you like to help cook?
If you were a food, what would you be? Why?
After our meal, what game or activity can we do together?
What new food would you like to try next week?
Choose a food. Describe it using all five senses (taste, smell, sight, sound, feel).
How does your body tell you when you are hungry?
What is your favorite fruit? What are some ways you like to eat it?
What is the best thing that happened to you today?
What kind of games do you like to play outside?
What is one thing you are really good at?
What are all the different colors you can see in our meal?
Where would you go if you had your own wings to fly?
School-age Children
What are your favorite foods we make at home? What other foods would you like to try?
What do you like about school/work?
What is your favorite sport or exercise?
How do you feel after being physically active?
If you gave yourself an award, what would it be for?
What is your favorite vegetable? What are some ways you like to eat it?
If there was a reporter here, what kind of story might she come up with as she watches us now?
What is your favorite home-cooked meal?
What is your favorite season? Why?
If you only had one wish and you couldn’t ask for more wishes, what would you wish for?
What would you eat if you were on a deserted island?
How does your body tell you when you are full?
What sport or activity would you like to learn or try?
If you were asked to invent a new holiday, what would it be for? How would you celebrate?
Adolescents
How can you tell that someone is your friend? What do you need to do to be a friend?
What place would you most like to visit? Why?
What recipe would you like to cook?
What can you do to be more accepting of people of all shapes and sizes?
If you could speak any language, what would it be? Why?
What is your favorite type of music? Why?
Name the two people in history who are most important to you? Why?
Choose a food from our meal. How was it grown and produced?
What is something you have memorized and still remember?
What activities help strengthen your muscles?
If you were asked to write a recipe for success, what ingredients would you choose?
What is unique about the person on your left?
What is one of your favorite eating places when you are away from home? Why?
What is the best tasting food you have ever eaten?
If you could eat dinner with any famous person, who would it be and what would you ask them?
EFNEP Icebreakers
How do you most enjoy the “fruit” or “vegetable” that is on your name tag?
How long you’ve been involved in EFNEP and in what capacities?
What is the weirdest thing you have ever eaten?
What physical activity would you like to learn or try?
What is the most interesting question you’ve been asked by an EFNEP paraprofessional or a client?
What will EFNEP look like in your state in ten years?
What is the tastiest food you have ever eaten?
What makes EFNEP successful?
If you could spend all day with a friend, who would it be and what would you do?
If you gave yourself an award, what would it be? | 1,161 | 751 | {
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Mapping water with remote sensing data
Surface water
Both optical and radar data are sensitive to surface water. We can use long time records of satellite data to explore long-term patterns in surface water.
The below maps are based on 35 years of Landsat data, displaying the number of months in which an area has at least occasional surface water. Some areas – for example, water holes, lakes, and reservoirs – are much more frequently flooded than lake edges, ephemeral streams, and the Etosha Pan which is rarely underwater. Surface water is present in some locations for up to ~80% of the year, though most areas are wet less than 10% of the time; these numbers are limited by the size of wet areas visible to the satellite. Small areas – such as water holes – may be undercounted with this technique.
These patterns can be used to help predict flooding, erosion, and water quality over large areas.
Occurrence of surface water throughout the Etosha/Oshana region. Percentages calculated over 35 years (1985–2020) of Landsat data by taking the number of months where surface water was detected in any given location. Color scale weighted towards low surface-water occurrence, as the majority of regions have only sporadic surface water. Some regions go far beyond the 25% maximum of the color bar (up to ~80%), for example in larger water bodies and in town water-storage facilities.
Sub-surface water
It is much harder to map sub-surface water – most satellite data only covers what you can see on the surface. However, radar data is sensitive to the properties of the surface and top few centimeters of soil, and can reveal the presence of soil moisture at or just below the surface.
Sentinel-1 radar data is freely available, and carries two polarizations. These two polarizations have slightly different responses to near- and sub-surface water, meaning that they can be compared to estimate near-surface water availability. In the above map, red areas indicate high amounts of near-surface water, such as throughout the Oshana region. Conversely, light blue areas represent surface water, and show similar patterns to the maps based on optical data (previous page).
Ground deformation
Radar data can also be used to map surface deformation. In dry environments, much of the surface deformation is caused by the movement of wind and water through the landscape.
Blue areas indicate deposition and/or uplift, while red areas indicate erosion and/or subsidence. Radar data can hence be used to map the extraction of groundwater, erosion patterns, and how water both moves along the surface and underground. Detailed information on surface and subsurface changes can help contextualize studies of water quality and water use throughout the region.
References
Gorelick, N., Hancher, M., Dixon, M., Ilyushchenko, S., Thau, D., Moore, R. (2017). Google Earth Engine: Planetary-scale geospatial analysis for everyone. Remote sensing of Environment, 202, 18–27.
Authors
Taylor Smith (University of Potsdam), Martin Hipondoka (UNAM¹), Bodo Bookhagen (University of Potsdam)
¹ University of Namibia
The ORYCS Project
The German-Namibian research project “ORYCS – Options for sustainable land use adaptations in savanna systems” aims to assess the suitability of wildlife management strategies in Namibia as options for adapting land use to climate change in savanna ecosystems.
www.orycs.org
The ORYCS project is part of the SPACES II research program and is funded by the German Federal Ministry of Education and Research (BMBF) under the funding reference FKZ 01LL1804A-C.
Project Coordination
German Coordination
PD Dr. Niels Blaum
E-Mail: firstname.lastname@example.org
Namibian Coordination
Dr. Morgan Hauptfleisch
E-Mail: email@example.com
Published by:
ORYCS Project Consortium
Frankfurt am Main, Potsdam, Berlin, Windhoek
May 2023
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Non-native Species: A species living outside its native distributional range, but not inherently harmful and may not impact their new environment.
Invasive Species: A subset of non-native species that spread rapidly in a new environment, causing significant harm to the ecosystem. Often outcompeting native species and leading to environmental degradation.
Islands are isolated land masses that frequently exhibit simplified ecological systems, often with small population sizes, low reproductive rates, and a lack of predator defenses. These attributes make island ecosystems more susceptible than mainland ecosystems to human-related impacts, such as the introduction and establishment of non-native species. This poster examines several key invasive species, their impacts on Puerto Rico, ongoing mitigation efforts, and the lessons these situations provide for global biodiversity conservation.
Cane Toad (Rhinella marina): Introduced in the 1920s to manage pests in sugarcane fields, the cane toad's toxic skin has devastated native predators, such as the coqui frog, which lack resistance to the toad's poison. This is a stark example of the dangers associated with introducing non-native species.
Green Iguana (Iguana iguana): These iguanas cause significant damage to structural vegetation and compete with native endemic iguana species for resources, highlighting the ecological risks associated with the exotic pet trade.
Giant African Land Snail (Achatina fulica): These snails consume over 500 types of plants and can carry the rat lungworm, a parasite that may cause meningitis in humans. They also damage plaster and stucco in buildings, serving as a stark example of the dangers of exotic animal trade.
Kudzu Vine (Pueraria montana): The most impactful of all the species discussed, Kudzu was brought to Puerto Rico by Spanish settlers to feed cattle and stabilize soil, it has since become a major invasive problem in the El Yunque Rainforest. It smothers native plants by rapidly overgrowing them, blocking sunlight, and depleting nutrients in the soil, which alters the forest's structure and reduces biodiversity drastically.
As an island community, Puerto Rico serves as a critical case study in global biodiversity conservation. The rapid spread and significant impact of invasive species here mirror potential threats elsewhere, highlighting the importance of vigilance and proactive management. Understanding and addressing these issues in Puerto Rico can provide valuable lessons for other regions facing similar challenges, emphasizing the global interconnectedness of environmental health.
Efforts to mitigate the impact of invasive species include enhancing biosecurity measures to prevent further introductions, supporting research and development of control methods, and engaging local communities in eradication initiatives. Public education campaigns can increase awareness and participation in conservation efforts. Additionally, international cooperation is crucial in managing the spread of these species across borders. | 1,305 | 554 | {
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