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On the International Space Station, are they at risk of hitting one of the satellites we use for phone links and GPS?
Let’s talk about the earth using a scale we can all understand.
Imagine a sphere 3-1/8” (8cm) in diameter. A bit smaller than a baseball; a large clementine. We’ll measure the distance around this sphere (its circumference) by sticking a long piece of tape around its “equator,” cutting it off so it doesn’t overlap. Now imagine pulling the tape off and using its length to measure a distance from the earth (the clementine). Your tape will be 10” (25 cm) long.
The distance around the earth is 25,000 miles and the distance those geostationary satellites have to be from the earth is about this same distance (22,236 mi.) in order for their orbits to match the speed of the earth’s rotation to stay directly above the same place on the equator. So in our scale model, imagine a thin ring above the “equator” of your clementine suspended the length of your tape (10”) away from the clementine, like a two-foot diameter thin wire halo floating around your clementine.
This demonstrates the scale of the earth in relation to the orbits of those satellites. At this small scale, the geostationary satellites around our clementine would be so small they’d be invisible, just as you wouldn’t be able to discern a cruise ship on our clementine-size earth.
Now imagine measuring that 10” (25cm) with a ruler. The International Space Station’s orbit is only 248 miles above the earth. That’s about one hundredth of the distance to the orbits of those geostationary satellites, one tenth of an inch (2.5mm) above the skin of the clementine. The ISS orbit is tilted in relation to the earth unlike satellites on equatorial orbits. The space station is going 17,150 miles per hour, completing an orbit every hour and a half, 16 times per day.
Well, that’s pretty low! Why doesn’t the ISS need to be streamlined like a plane, to deflect the wind?
The air around the earth (the troposphere) is only about 9 miles deep. The passenger planes you use for vacations fly at about 35,000 feet. That’s about 6-1/2 miles up. At 248 miles, the ISS doesn’t encounter any air.
Since those geostationary satellites are so very far out there (your 10 inches from the clementine) how far away from the earth is the moon?
The moon is about ten times as far from the earth as those satellites! (238,855 mi.) So in our clementine scale model, a hundred inches (2.5 meters)! Eight feet four inches. (The ceiling in an average bedroom is eight feet above the floor.)
The moon is about 1/4 the size of the earth, so about 3/4 of an inch (a large, spherical grape) way out there over eight feet from the clementine.
OK, on this scale model, now that we have the earth and the moon, where’s the sun? How far away and how big is it compared to our clementine and our grape that’s eight feet away?
This is going to be harder to visualize. If you’re a football fan, it might help. If you were in the stands in a football stadium or watching the game on TV, you wouldn’t be able to even SEE our clementine down there on the field. Let’s put our clementine outside one end zone. Beyond the far end zone is a huge sphere, over a hundred times the size of the clementine, the size of a two-story house, 28 feet tall. That’s the sun. It takes light 8 minutes and 20 seconds to reach the earth from the sun. Light reflected from the moon takes one and a third seconds to reach the earth. Here’s the scale of the solar system: https://youtu.be/Kj4524AAZdE
—12/02/20 Bruce Philpott | 1,409 | 866 | {
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Dear Parents,
Our Christian Value this half term is:
Love and Compassion
Thank you God for your love for everyone. We show kindness and love towards others in the same way that Jesus does. How do we show kindness and respect to one another? How do we help other people less fortunate than ourselves? Love is about showing other people that we care and understand when they are unhappy.
Ephesians 4:32 Be kind and compassionate to one another, forgiving each other, just as in Christ God forgave you
Celebrating our children:
What Would Jesus Do Awards:
Atlantis: Bluebell for showing love and compassion to our year 1 children.
Enterprise: Tom for showing love and kindness all week in everything he does.
Endeavour: Josh E for showing the values of compassion for others in his class, offering help and guidance in a lovely way.
Our GRIT Champion:
Get Ready I am Trying!
Atlantis: Bella for great perseverance with her spellings. Discovery - Millie for never giving up on her phonics.
Enterprise: Aura for giving absolutely EVERYTHING her best go this week. Super proud!
Endeavour: Vika for putting all her effort into writing, trying hard to use the new techniques we have been taught in our story.
Discovery and Atlantis: We have been busy in Woodland Wednesday this week. Atlantis - have been busy searching for their spellings outside.
Enterprise: Race and spell fun!
Endeavour: We have been on an equivalent fraction match hunt outside!
Enrichment
Discovery and Atlantis: All of KS1 have been busy this week rehearsing their Nativity, and can't wait for you all to see it!
Enterprise: Christmas Fair craft prep!
Endeavour: This week, Liz has been into Endeavour to support our learning in RE. She talked to us about as a Christian, what she thinks is the most important part of the Christmas story, just like Matthew and Luke did in the gospels. We then had to do the same.
Do Good December:
Discovery: Have been bringing a smile to those around us.
Atlantis: Have been treating everyone with kindness and filling up our Compassion Christmas tree.
Enterprise: We have enjoyed new music
Endeavour: During our Headsup work, we have been thinking about what makes a healthy friend. We have then been trying to make sure we are a healthy friend.
Parent’s Evenings: Thank you for attending our Autumn Term Parent’s Evenings. We hope you found them informative. It was lovely to hear your very positive comments, very proud parents.
Christmas Treats:
Christmas is coming very fast. We have been busy making calendars, cards and lots of festive crafts FOR OUR Christmas Fair tonight. ‘Lights, Camel, Action’ is looking and sounding amazing. You are in for a treat on Wednesday at 5pm! We are then all off to the panto on Thursday and Christmas Lunch is on Friday! So another busy week!! Please check Dojo for all our activities next week.
Book your children in for:
Christmas at Club!
CELEBRATE WITH US
31ST DECEMBER
BREAKFAST AND
AFTERSCHOOL
Hot Chocolates
Christmas Crafts
Christmas Snacks
and good old fashion cheer!
We look forward to ‘Music and Mince Pies’ on Monday 18th December at 2pm. (Limited tickets available)
Keeping Our Children Safe At Christmas Time:
Online safety is when young people know who they can tell if they feel upset by something that has happened online.
Parents please contact your school to express attending their child’s class assembly or to come along.
Working with Home Office ‘PREVENT’, The Police and Crime Commissioner and Children’s Safeguarding Partnerships to help keep children safe online.
Skips Educational Email: firstname.lastname@example.org Tel: +44 121 227 1941
www.skipssafetynet.org
Important dates for your diary!
13th December:
- Infant Nativity (5pm only)
14th December:
- Whole school pantomime at The Atkinson Theatre
15th December:
- Christmas dinner
18th December:
- Music and Mince Pies at 2pm
20th December:
- Christmas Party Day
21st December:
- School Church Carol Service at 9am
- Hubberstly at 3pm
- School closes at 3.20pm for Christmas, After School Club closes at 4pm.
Have a lovely weekend everyone. | 1,777 | 927 | {
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Make an Earth Fan
Fan yourself with Earth’s layers!
We spend pretty much all our time on Earth’s crust. It’s where all the land and oceans are. But below the crust, there’s a lot going on.
The crust is just like the skin on an apple. It doesn’t go very deep. But it’s still deeper than you could ever dig. It’s 18.6 miles (30 km) deep on land. At the bottom of the ocean, the crust is still about 3 miles (5 km) deep.
Below the crust is Earth’s biggest layer, the mantle. It’s a hot soup of molten rock. The mantle goes 1,801 miles (2,900 km) deep. Below the mantle is the outer core; it’s made of liquid iron and nickel. At the center of Earth is the inner core. It’s a solid center made of iron and nickel metals.
To remember that Earth is much more than just the surface we see every day, make this Earth layer fan.
What you need:
- 3 copies of the Earth Fan Worksheet
- Scissors
- Glue stick
- 2 jumbo popsicle sticks
Find this activity online and learn more by visiting NASA Space Place: http://spaceplace.nasa.gov/earth-fan. Find more fun activities at http://spaceplace.nasa.gov/menu/do.
What to do:
1. Cut out the three square shapes.
2. Fold along the first dotted line.
3. Flip over the paper and fold to the next dotted line.
4. Keep folding, turning the paper over after each fold, until you've folded a fan.
Find this activity online and learn more by visiting NASA Space Place: http://spaceplace.nasa.gov/earth-fan.
Find more fun activities at http://spaceplace.nasa.gov/menu/do.
5. Fold the fan in half.
6. Glue the inside of the fold together to create a small fan section.
7. Repeat steps three through seven with the other two printouts. Now you have three small fans.
8. Glue the first section to your popsicle stick with the fold of the fan touching the top of the popsicle stick.
9. Glue the next fan section on top. Make sure the fan folds point the same direction.
10. Glue the last fan section on top.
11. Glue the other popsicle stick on top. Press down to get a good seal.
12. Let the glue dry for a few minutes.
13. Open your fan and cool yourself off.
Find this activity online and learn more by visiting NASA Space Place: http://spaceplace.nasa.gov/earth-fan. Find more fun activities at http://spaceplace.nasa.gov/menu/do.
Earth Fan
Find the full directions at spaceplace.nasa.gov/earth-fan
Directions:
1. Print three copies of this page.
2. Cut out the square shape.
3. Fold along the dotted lines in alternating directions.
4. Assemble your fan according to the directions at spaceplace.nasa.gov/earth-fan
Earth Fan
Find the full directions at spaceplace.nasa.gov/earth-fan
Directions:
1. Print three copies of this page.
2. Cut out the square shape.
3. Fold along the dotted lines in alternating directions.
4. Assemble your fan according to the directions at spaceplace.nasa.gov/earth-fan | 1,273 | 691 | {
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Welcome to the National Museum of American Diplomacy (NMAD). While still under development, we are pleased to share a glimpse of what’s to come through our preview exhibit, *Diplomacy Is Our Mission*.
*Diplomacy Is Our Mission* is about a shared commitment to service. It is about the people who have dedicated their lives to protect and strengthen our country by pursuing our national interests. From the founding of our nation to the global challenges of today, American diplomats, staff, and citizens have built bridges of cooperation and understanding around the world. Through the words, images, and artifacts of these diverse practitioners, *Diplomacy Is Our Mission* tells the often surprising story of how diplomacy has shaped and benefited our nation.
**Security**
**Prosperity**
**Democracy**
**Development**
Four words loom large in this exhibit: security, prosperity, democracy, and development. Together, they capture the mission of the State Department and frame the stories found in each enclosure. These historic and contemporary stories highlight the efforts of U.S. diplomats and how they work with international partners to create a more stable world.
Four Secretaries of State, spanning four centuries, invite you to discover why diplomacy matters.
Four questions help guide you through this exhibit:
- What is diplomacy?
- Who are America’s diplomats?
- How does diplomacy benefit our nation?
- How does diplomacy benefit me?
Visit each enclosure to find examples of diplomacy through stories, artifacts, and videos.
Security
How does an aid worker who provides medicine to combat an epidemic practice diplomacy? Or a Public Affairs Officer who works with artists and journalists?
Find the graphic novel displayed: How do you think this information would help protect citizens in the United States?
Le Virus Ebola! graphic novel (2014)
Prosperity
How do political, economic, and financial relationships facilitate international investment, trade, and entrepreneurship that benefit Americans?
Find a medal coin in the case: Why would this event be commemorative? How did this visit contribute to a prosperous relationship between the United States and Japan?
Japan delegation commemorative medallion (1860)
Democracy
How does the work of diplomacy expand responsive, transparent, and responsible governments that support a clean and healthy environment?
Find the largest object in this enclosure: Which images in this space help you understand the need to study the air quality? How does placing an air quality monitor on the roof of the U.S. Embassy Beijing model democracy?
L.A. County Fire Department fire helmet (2015)
Development
How does the work of diplomacy build collaboration with nations and communities to meet the needs of citizens through better access to health care, public safety, education, and economic opportunity?
Find the hard-hat helmet: How is a firefighter a citizen diplomat? How does assisting in humanitarian crises benefit the United States?
Air quality monitor (2008) | 1,333 | 579 | {
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The Norwalk Health Department partners with Norwalk Public Schools to monitor the rates of childhood obesity in the community. The Health Department uses height and weight information from students’ health assessment records to calculate body mass index (BMI), a measure that is often used for obesity surveillance. To protect students’ privacy, only a school nurse can access the school district records, and student names are removed from the information provided to the Health Department. With the help of the Yale Rudd Center for Food Policy and Obesity Research, the Health Department and Norwalk Public Schools calculate age- and gender-standardized percentiles to help measure the health of Norwalk children and to track the community’s progress in the fight against obesity.
In the most recent data—from the 2009-2010 school year—some alarming statistics emerged. First, among all the students in the database (kindergarteners, sixth graders, and ninth and tenth graders), 39% of children were overweight or obese. In many cases, these figures were higher than state and national averages.
(continued on next page)
**Key Findings**
- In total, 39% of Norwalk Public School children in the database were overweight or obese. In many cases, these rates were higher than state and national averages.
- Minority children were at higher risk of unhealthy weight than White children, as were children of all races from lower-income families.
- Trends in overweight and obesity remained consistent over the years, with a few exceptions. However, a child’s weight status in kindergarten is highly predictive of his/her weight status in middle and high school.
Significant differences in rates of overweight and obesity existed between kindergartners (34%) and students in middle school (43%) or high school (40%). The reason for this difference between elementary school and middle school is not clear and requires more research.
As seen in other US studies, Black and Hispanic children were often at higher risk of unhealthy weight than White children. For example, in kindergarten, Hispanic children had significantly higher rates of overweight and obesity (44%) than White children (26%) or Black children (29%). Also, children of all races in lower income families (as measured by eligibility for free and reduced-price lunch) were more likely to be overweight or obese.
Over time, the trends in overweight and obesity in each grade remained consistent, with a few exceptions. In addition, weight status in kindergarten was highly predictive of weight status in later grades. In other words, a child who enters kindergarten at an unhealthy weight is three times as likely to be at an unhealthy weight in high school as a student who was at a healthy weight in kindergarten. Also, the high rate of unhealthy weight in children as young as kindergarten highlights the need to address obesity in early childhood.
**Small Steps for a Healthier Tomorrow!**
- **Eat more fruits and vegetables every day.** Make sure at least half your plate is fruits or vegetables at every meal. Dietary guidelines for adults and children can be found at www.ChooseMyPlate.gov.
- **Get moving.** Kids should get at least 1 hour of active play most days and limit screen time—that’s time in front of a TV, computer screen, or other electronic device. For more information about how to get active, see Let’s Move! at http://www.letsmove.gov/.
- **Cut down (or eliminate) sugary drinks.** Choose water or low-fat/no-fat milk instead. To learn how sugary drinks are marketed to kids, see the Yale Rudd Center for Food Policy & Obesity Research at http://www.yaleruddcenter.org/
**Working Toward a Healthier Community**
The childhood obesity epidemic is a complex problem that requires a multipart solution. The Norwalk Health Department, Norwalk Public Schools, and other Norwalk organizations provide valuable programs and services to help children and families eat right and stay active.
To get healthy and stay that way, Norwalk families need help from neighbors, schools, daycare providers, health care professionals, businesses, and community leaders. To this end, the Health Department leads the Norwalk Childhood Obesity Prevention Committee, a group of organizations that work together to promote healthy policies and programs in Norwalk and to educate and empower children, their families, and their caregivers to make healthy choices.
**Contact Us**
For more information, contact the Norwalk Health Department
(203) 854-7776
http://www.norwalkhealth.com. | 1,954 | 897 | {
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Campobello Whale Rescue Team
FISHERMEN HELPING FISHERMEN RESCUE WHALES
Whale Rescue Goals
• Support the fishing industry and encourage stewardship of whales among fishermen and those making a living on the water.
• Increase public awareness of the efforts to reduce the adverse effects of whale entanglement.
How?
By providing a whale disentanglement and release program in Quebec and the Maritimes.
• Encourage the fishing industry and other mariners to report whales in distress.
• Maintain a whale rescue team to provide a timely response to assess, document and, if possible, release the whale from entangling lines.
The Issue
• Right, humpback, fin, minke and other large whales can become entangled in fishing gear and entrapped in fishing weirs in Canadian and US waters.
• Entanglements can range from minor to severe and are sometimes lethal for the whale.
• Entrapments are not usually lethal to large whales if they can be released in a timely manner.
The Process
• Do not try to disentangle the whale yourself. Do not cut trailing lines and buoys from the whale. The entangling gear is used by the team in the whale rescue attempt.
• The CWRT will respond immediately; weather and time of day permitting.
• It is critical that the reporting vessel stand by the entangled whale if possible.
• Once the CWRT arrives on scene, the entanglement will be assessed and documented.
• The CWRT will attempt to disentangle the whale if it is feasible and safe.
About the Campobello Whale Rescue Team
The Campobello Whale Rescue Team of the Canadian Whale Institute is an organization of fishermen and biologists. They have firsthand knowledge of Maritime waters as well as fishing gear and whale behaviour.
Team members are trained in the use of specialized equipment to disentangle large whales from fishing gear and work with weir owners to release entrapped whales.
• The CWRT is licensed and permitted by DFO to disentangle whales in the Maritimes and Gulf of St. Lawrence and by the U.S. government for responses in U.S. waters.
• The CWRT provides basic training for others interested in supporting the program.
To report marine animal emergencies, please call the Marine Animal Response Society (MARS) at 1-866-567-6277 or the Canadian Coast Guard on VHF channel 16. Entanglements are relayed to the Campobello Whale Rescue Team (CWRT).
Program partners include: Fisheries and Oceans Canada (DFO) and MARS. Additional photographs provided by the Center for Coastal Studies and New England Aquarium. | 1,105 | 546 | {
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City of Vista Stormwater Program
The City of Vista is committed to protecting and enhancing water quality in local waterways, all of which eventually flow to the Pacific Ocean. The City appreciates your cooperation in this effort and staff are available to assist you with any questions or concerns.
If businesses and residents help us to prevent urban runoff pollution, our local environment and community will benefit. For more information regarding the City’s Stormwater and Water Quality Protection Program, please visit our website at: cityofvista.com/stormwater
If you have questions about pollution prevention at your business or observe polluted runoff, please contact the City of Vista’s Water Quality Hotline at:
760.643.2804 (English and Spanish)
firstname.lastname@example.org
Commercial and Industrial
Spill Response & Training
- Have a spill kit on site. Consider having brooms, mops, towels, absorbents and safety supplies readily available.
- Develop a spill response plan and provide employees with training.
- Provide information about pollution prevention in employee areas.
Stormwater Compliance Business Inspections
City of Vista staff regularly inspect businesses to assess pollution prevention measures and ensure compliance. Facility inspections include a meeting with business representatives, a walkthrough of the facility, evaluation of pollution prevention measures, and recommendations for additional measures that may be required.
City staff appreciate your efforts in preventing pollution and are available to assist you with identifying site-specific pollution prevention measures.
Did You Know …
The network of catch basins and underground pipes that direct runoff away from streets, parking lots, and rooftops during rain events is called the storm drain system. This system prevents flooding by directing runoff to nearby creeks. Because runoff is not treated at a treatment plant, it can collect a variety of pollutants, including trash, bacteria, dirt, pesticides, and fertilizers. This pollution can adversely affect the environment and quality of life in Vista.
Best Management Practices
Because stormwater runoff can carry pollutants in the environment, businesses are required to implement pollution prevention measures and activities, referred to as Best Management Practices. This brochure provides businesses with an overview of important pollution prevention measures required by Vista Municipal Code (Chapter 13.18, Urban Runoff Management and Discharge Control Program). *Vista Municipal Code prohibits all pollutants and irrigation runoff from entering the storm drain system.*
Good Housekeeping
- Routinely sweep or mop sidewalks and pavement. Do not wash surfaces with water unless it is collected for disposal or directed to landscaped areas.
- Keep site clean by regularly removing trash, dirt, leaves, and debris.
- Place trash and recycling bins around the site.
- Regularly inspect site storm drain features and identify sources of pollution.
- Wash company vehicles at a commercial car wash, not on site.
Landscaping
- Inspect irrigation system; and make adjustments to prevent runoff.
- Minimize use of fertilizers, pesticides, herbicides.
Waste Management
- Keep trash enclosures, dumpsters, grease bins clean.
- Dumpsters and grease bin lids must be kept closed.
- All hazardous materials/waste must be disposed of in accordance with applicable State and Federal laws and regulations. Contact San Diego County Environmental Health Hazardous Materials Division for questions regarding disposal of hazardous materials/waste at 858.505.6900.
Material Storage & Handling
- Cover outdoor materials with a roof (permanent) or tarp (temporary), and elevate materials, where possible, to prevent contact with rain water.
- Store all hazardous materials in designated areas with cover and secondary containment. | 1,742 | 709 | {
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CITY OF MILTON
NEW BUSINESS GUIDE:
PLEASE REPORT IF YOU SEE ANY OF THE FOLLOWING:
If you witness someone littering and/or dumping illegally.
If you see a storm drain blockage or the potential for blockage.
If you see trash and/or debris in a drainage ditch, creek bed, or other natural drainage feature.
Spills or dumping of hazardous material, such as oil, antifreeze, and other cleaners and solvents.
Sediment tracking on the roadway from construction sites.
WHY SHOULD YOU CARE?
The Blackwater River and the Gulf of Mexico are vital components of our economic vitality and our community's health. We need to protect our waters, our wildlife, and our economies by reducing and preventing illicit discharges.
During and after rainstorms, pollutants on the earth's surface are washed into our stormwater conveyance system. The Stormwater System carries rainwater, along with pollutants and contaminants, into our local streams and rivers. These pollutants are harmful to humans, they degrade our water quality and harm our environment.
VIOLATION OF OR NONCONFORMANCE WITH ARTICLE 13 OF THE UNIFIED DEVELOPMENT CODE
Could result in Enforcement action that may include fines of up to $300.00 per offense, per day.
WHAT ARE SOME EXAMPLES OF ILLICIT DISCHARGES?
Subsection 13-7 of the City of Milton’s Unified Development Code prohibits the discharge “into the municipal storm drain system or watercourses any materials including but not limited to, pollutants or water containing pollutants that cause or contribute to a violation of applicable water quality standards, other than stormwater.” That can include:
- Litter, trash, debris;
- Effluent from a failing septic system;
- Sediment tracking from a construction site (into the street, storm drain, or body of water);
- Spilled chemicals (from improper oil disposal, roadway accidents, automobile maintenance, etc.) that find their way to a storm drain.
DID YOU KNOW?
The Storm drains that collect rainwater from our roads, parking lots, driveways, & yards DO NOT lead to the treatment plant. Our storm drains discharge into our local waterways, including Collins Mill Creek, Lockin Lake, and the Blackwater River. Everything that you put into a storm drain ends up in our water bodies – where we boat, swim, and fish.
WHAT IS AN ILLICIT DISCHARGE?
An Illicit Discharge is any kind of emission or release to a municipal separate storm sewer system (MS4) (Storm Drain) that is not entirely composed of storm water. The MS4 consists of storm drains, ditches, man-made channels, and municipal streets. Eliminating illicit discharges into the storm water system will reduce pollution of our waterways.
HOW CAN I PREVENT ILLICIT DISCHARGES?
Follow Best Management Practices that include pollution prevention, education, maintenance procedures, and other important steps that seek to reduce and prevent illicit discharge. For new development, common BMPs include:
- Increased Landscaping / xeriscaping
- Decreases in impervious surfaces.
- Spill prevention Plans.
ALSO:
Never pour cleaners, solvents, oils, antifreeze, and paints on the ground. Dispose of them properly.
Maintain your property to ensure any drainage ways and inlets are kept free of trash and debris.
Pick up litter in front of your business. Provide additional trash and recycling receptacles.
Store any harmful materials so that they are not exposed to the rain.
Ensure that sewer laterals from rest rooms, kitchens and laundry rooms are properly connected to the sanitary sewer. If not contact a certified plumber.
Never pour Fats, Oils, and Grease (FOG) down your drains. FOG materials, once solidified in our sewer system pipes, can cause blockages and overflows that are not only expensive to repair and clean up but if the waste water flows into the stormwater system it can cause irreparable damage to our local waterways and wetlands. | 1,774 | 819 | {
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Rainforest Leaflet Challenge!
Present a case for why the rainforest must be saved!
Student Introduction
- Rainforests are important. Can you find the key information on why the rainforests are worth keeping?
- You will research how and why the rainforests are being threatened, and convince others to take action.
‘I visited the Amazon basin in South America and saw for myself the effects the destruction of the rainforest was having on native wildlife and the indigenous people. I came home determined to make people aware of the desperate situation and how close to extinction some of the animals and plants really are.’
Derek and Sandra Curtis
Owners of Amazon World Zoo Park
COLLECT SOME INFORMATION
Your Task: collect information for a leaflet to explain:
- why the rainforests are worth keeping
- how and why they are being threatened
- how readers can take action to help
The information collected should be developed into paragraphs for a leaflet when back at school.
1. What is a tropical rainforest and whereabouts are they found?
Factual info
2. What features make it a special habitat for wildlife?
*Factual info and descriptive detail*
3. Give examples of critically endangered species that live in the tropical rainforest.
*Factual info*
4. How do the native (indigenous) population make a living?
*Factual info*
5. What products do we obtain from the rainforests?
*Factual info*
6. How are rainforests under threat? Why is this?
*Explanation*
7. Why would it matter if rainforests ceased to exist? Why are they worth saving?
Opinion supported by facts
8. How are zoos like Amazon World helping? (Breeding programmes)
Explanation
9. What can we do to help, as individuals?
Advice
10. Consider any images you may wish to use and take photographs if appropriate.
Task: Create a leaflet.
Audience: Those interested in environmental issues.
Purpose: To explain the critical situation that rainforests are in and to persuade the reader to support the campaign to save them.
- Research any extra information required
- Write up draft paragraphs
- Decide on layout and headings/subheadings
- Select appropriate images
When writing up your paragraphs, remember to:
- consider appropriate tone and language to suit your audience and make your explanations clear e.g. passive voice
- use conjunctions to show cause and effect, and for cohesion within and between sentences and paragraphs
- make thoughtful vocabulary choices that will influence your reader
- choose appropriate headings and subheadings to guide your reader. | 1,095 | 537 | {
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Your kitten is your new best friend and you want to give them the best foundation to grow and thrive. How do you know what your kitten really needs as they grow? Here are some common questions and a few important tips to help you put the perfect portion on your kitty’s plate!
What’s the most important thing to know about feeding your kitten?
Unlike people, cats are obligate carnivores. This means their body needs to eat meat in order to thrive; cats can’t eat a vegetarian diet. They shouldn’t exclusively eat muscle meat, though. Wild cats eat their prey whole - bones, organs, and stomach contents all included. So for your kitten, a balanced diet matters! To be sure you’re feeding an appropriate food, check the bag for the AAFCO feeding statement to be sure your food is labeled for “growth” or “all life stages”. Ask your veterinary team for more information.
How much do I feed my kitten? Wet or dry?
Ask your veterinary team to help determine the right amount of food for your kitten. Some cats are casual eaters and some will overeat, so you can’t allow your kitten to decide! It’s good to offer both wet and dry foods. Cats tend not to drink enough water because their kidneys are very efficient. This is useful when they are young, but can lead to kidney injury when they are older. Wet food can help them stay well-hydrated. Dry, crunchy food can help reduce plaque buildup and keep their teeth in good shape.
Which brands should I consider?
Most foods on the market are safe to feed. There are always fads in pet foods; the best choice is a cat food that has been around for a long time with few issues or recalls. Science Diet, Purina products, Royal Canin, and Natural Balance are good options.
More Thoughts:
Should I give vitamins?
High-quality diets should provide all the nutrients needed, making vitamin supplements unnecessary.
Is some diarrhea normal?
Even if your kitten feels great, they should not be throwing up or having loose stools. Call your vet if your kitten is having these issues.
How about homemade?
Homemade diets are risky for young animals. The chance for nutrient imbalance is too high during such a critical phase of growth.
What about treats?
Treats should make up less than 10% of your kitten’s diet. Don’t feed onions, garlic, chocolate, grapes, raisins, or dairy products (most cats are lactose intolerant). Avoid jerky treats and treats made in China. | 921 | 513 | {
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Positive Health Outcomes in Monroe County
Site Plan Review Reference Guide
Will there be waste disposal activities?
What is the source of water? Is there potential for contamination of wells?
Are there wetlands or other natural features on the site that should be protected?
Does the site fall within the known 100 year flood plain?
Is there a space for gathering?
Can the tree canopy be increased to add shade and cooling?
Does the site provide access for pedestrians and bicycles?
Is bicycle parking provided?
Are there features, like lighting, that make the site safe and inviting?
Is there an accessible bus stop within walking distance?
Is there a shelter or a bench provided for transit users?
Are existing trees being preserved?
Is there a backup power source?
Is there an on-site wastewater system?
Is there the potential for standing water on the site?
Does the site meet Americans with Disabilities Act standards?
Is stormwater runoff controlled on site? Are Low Impact Development practices such as bios-wales and bioretention areas used?
Positive Health Outcomes in Monroe County
Development Review Reference Checklist
In addition to the concerns illustrated in the Site Plan Review Reference Guide, there are considerations that Planning Commissioners should keep in mind when reviewing proposals for such things as Redevelopment Sites, Neighborhood Plans, Corridor Plans, and Sub-area plans.
Redevelopment Proposals:
- What were the prior uses of this site?
- Are there abandoned septic fields or above and/or below ground storage tanks located on the site?
- Will the site require substantial remediation? If so, what type of remediation is necessary?
- Is there historic evidence of solid or hazardous waste disposal or releases on or adjacent to the site? If so, where is the contamination located in relation to natural assets or waterways?
- How will this development impact the adjacent area?
- Will the redevelopment cause significant noise pollution? Are there plans in place for buffering noise?
Transportation or Corridor Plans
- Is the transportation network designed to accommodate bicyclists, pedestrians, public transit users, and motorists?
- Does the project comply with ADA requirements for design? For example; new sidewalk construction must include curb ramps.
- Will the tree canopy be preserved and/or will additional street trees be planted to attain a 30% canopy cover?
- Are there plans for on-site stormwater collection and retention such as bioswales or rain gardens?
Neighborhood Level Plans
- Are open spaces and trails included to provide regular opportunity for physical activities such as walking and biking?
- Does the proposed project include safe routes to school with safe street crossings and high visibility for children walking to school?
- Will parks and recreation areas include a place to seek refuge in the event of a severe storm?
- Are public spaces and right-of-ways designed for ‘eyes on the street’ to prevent crime and increase the perception of safety? | 1,374 | 574 | {
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Sun Protection
Purpose
The purpose of the policy is to ensure St Mary’s Primary School promotes and practices sun smart procedures.
“Sun exposure in the first fifteen years is linked to the increased likelihood of skin cancer, including melanoma, as an adult. Schools have a responsibility to provide a safe and healthy environment including protection from the sun.” (http://www.cancercouncil.com.au)
St Mary’s School helps reduce the incidence of skin cancer and the number of related deaths by encouraging all members of the school community to take effective skin-protection measures.
The implementation of Sun Smart is year round practice. A combination of sun protection measures are used when the UV Index levels are 3 and above. Particular care is needed from the beginning of August until the end of May during the peak UV times of 10am to 2pm (11am to 3pm daylight saving time).
Policy
The goals of the Sun Smart Policy are to:
- Increase student and community awareness about skin cancer and sun protection
- Encourage the entire school community to use a combination of sun protection measures whenever the UV Index levels are 3 and above
- Work towards a safe school environment that provides shade for students, staff and the school community
- Assist students to be responsible for their own sun protection
Definitions
Nil
Procedures
1. As part of general skin-protection strategies:
1.1 As part of the normal Health curriculum students, across all year levels, will be taught the principles of sun protection.
1.2 Children will wear school hats which protect the face, neck and ears whenever they are outside e.g. sport, sports carnivals, outdoor excursions and activities.
1.3 Children who do not have their hats with them will sit in a designated area, protected from the sun, on the verandah of the hall.
1.4 Children will be encouraged to use available areas of shade for outdoor play activities.
1.5 Outdoor activities will be held in areas of shade whenever possible. Sun protection will be considered when planning all outdoor events e.g. sporting events, excursions etc.
1.6 Teachers will schedule outdoor activities before 10am and after 2pm (11am and 3pm daylight saving time) whenever possible.
1.7 Staff will be encouraged to act as role models by practising sensible sun behaviour. They will be expected to wear protective hats and appropriate clothing for all outdoor activities, use a SPF 30+, broad-spectrum water-resistant sunscreen for skin protection and seek shade whenever possible.
2. Our school will:
2.1 In determining school uniform, school boards will ensure uniforms are sun smart and ensure that school hats are appropriate and satisfy Cancer Council guidelines.
2.2 Ensure that adequate shade is provided at sporting carnivals and outdoor events as well as in areas on the playground where students tend to congregate e.g. Canteen.
2.3 As part of the School Registration and Review process schools to carry out an audit of the school plant ensuring adequate shade and shelter for students, staff and parents.
2.4 Provide SPF 30+ broad-spectrum, water-resistant sunscreen for staff and student use when it is not provided by the parents.
2.5 Incorporate programs on skin cancer prevention in its curriculum.
2.6 Reinforce regularly this Sun Smart Policy to the whole school community in a positive way through newsletters, during assemblies, parent meetings, and student/teacher activities.
2.7 Reinforce the Sun Smart Policy on out of uniform days. Children would be required to wear appropriate clothing that would protect them from ultra violet rays. For example, children should wear t-shirts with sleeves and collars, and hats with a brim.
2.8 Ensure that children wear appropriate Sun Smart clothing to sporting events such as swimming and athletic carnivals. For example, children wear rash shirts and protective hats at the swimming carnival.
3. When enrolling a child, parents will be:
3.1 Informed of the Sun Smart Policy.
3.2 Requested to purchase and label a school hat for their child’s use.
3.3 Encouraged to provide SPF 30+ broad-spectrum, water-resistant sunscreen for their child’s use.
3.4 Encouraged to practice skin-protective behaviour themselves.
References
Archdiocese of Canberra Goulburn, Catholic Education Office
Cancer Council
NSW Board Of Studies PDHPE Documents
Forms
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Happy New Year!
Your teachers are:
Mr Backett, Miss Fisher, Miss Hall,
Mrs Higgins and Miss Chan-Bell
Remember you can find up-to-date information on our year group by following Cyril Jackson on twitter: www.twitter.com/CJ_Year6
YEAR 6 PUPILS...
During your time in Year 6, we will expect you to:
- Always put in 100% effort
- Be kind and considerate to everyone
- Do your homework - hand it in every Tuesday and it will be given out again on Wednesdays
- Read regularly to an adult, and independently at home
- Look after your own things
- Make sure you wear the correct uniform with the appropriate footwear
I will be learning...
LITERACY
Year 6 will be diving into the world of fairy tales, where we will become detectives searching for clues to solve some mysterious crimes.
MATHS
After revising the four operations, we will use them to solve multi-step word problems before identifying different features of shapes.
SCIENCE
We will be looking at Forces in action and how friction can influence objects and materials. We will also be looking at reversible and irreversible changes, this will involve practical experiments to determine if changes are reversible or irreversible. Look out for Science Day in Spring 1.
TRIPS
This term we will be visiting the Science Museum to see the presentation of 'Feel the Force!'. We will also be visiting Launchpad to take part in some practical experiments.
COMPUTING
We will be planning and making our own apps this term! We are very fortunate to have the expertise of Mr Perry who will support us in this process.
MUSIC
Children will continue to learn the guitar and take part in singing assemblies.
ART & D.T.
We will be designing and then creating our own fairground ride, including the electronics to make our rides move and light up!
P.E.
Our PE day will be on Fridays. Children will be taught lessons on fencing and volleyball.
R.E.
This term children will be exploring the values of Christians and Humanists.
HOMEWORK
Children will continue to complete numeracy and literacy homework which will be due in each week. It is very important that children complete their homework to the highest standard possible. Homework will be set every Wednesday and will be expected in on the following Tuesday.
Dear Parents & Carers...
Please continue to do the following, so that the build up to SATS is as smooth as possible for your child.
- Ensuring that they have the correct uniform and that all their clothing is labelled with their name.
- Encouraging your child’s growing independence - let them sort out for themselves the items they will need for school such as their lunchboxes, coats and shoes etc.
- Listening to them read or asking them about the books they are reading and encouraging them to read every day.
- Practising maths skills in a friendly and informal way – number games, mental arithmetic and times table facts.
- Encouraging and supporting them to do their homework by themselves. Remember it’s their homework not yours.
- If you have any questions or if you or your child have any worries – no matter how small – please come and let us know.
We are always happy to listen, so please just pop in and ask!
What you will need in Year 6…
SCHOOL SHOES
Plimsolls or lace-ups. Trainers can be worn, as long as they are completely black.
P.E. KIT
Shorts, T-shirt, plimsolls or trainers in a small bag - drawstring if possible.
A SCHOOL BOOK BAG
Please try NOT to bring rucksacks or large bags to school - space is limited!
MARY the COOK
MRS KEMP
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ADVANCED MENSURATION
Created by T. Madas
Question 1 (**)
A water tank has a square base of length 48 cm and height 25 cm.
It is filled with water to a height of 10 cm.
When a solid sphere is placed in the tank the water level rises by $\pi$ cm.
Assuming the sphere is fully submerged determine the radius of the sphere.
$r = 12 \text{ cm}$
The figure above shows two circles, with centres at $M$ and $N$, with respective radii 7 cm and 3 cm touch each other. The points $M$, $N$ and $C$ lie in a straight line and the straight line $ABC$ is a common tangent to the circles.
Determine the length of $MC$.
$$|MC| = \frac{35}{2}$$
Question 3 (***)+
A circular cylinder and a sphere both have radius \( r \) cm.
The total surface area of the cylinder is twice as large as the surface area of the sphere.
Determine the ratio of the volume of the cylinder to the volume of the sphere.
\[
9 : 4
\]
The figure above shows a circle with centre at $O$, inscribed in a square $ABCD$. The diagonal $AC$ meets the circle at the points $P$ and $Q$.
a) Show clearly that $\angle PDQ = \arccos \frac{1}{3}$.
b) Given that the triangle $PDQ$ is of unit area, determine the exact area of the triangle $APD$.
\[
\text{area} = \frac{1}{2}(\sqrt{2} - 1)
\]
The figure above shows a Reuleaux heptagon, $ABCDEFG$, constructed as follows.
Firstly a regular heptagon $ABCDEFG$ with centre at $O$ and radius $r$ is constructed. This is shown dotted in the figure.
A circular arc $\overparen{AB}$ is drawn with centre at $E$ and radius $EA$. A second circular arc $\overparen{BC}$ is drawn with centre at $F$ and radius $FB$.
A third circular arc $\overparen{CD}$ is drawn with centre at $G$ and radius $GC$ and the process is repeated, forming a curved heptagon known as a Reuleaux heptagon.
Show that the area of this Reuleaux heptagon is
$$r^2 \left[ 2\pi \cos^2 \left( \frac{\pi}{14} \right) - \sin \left( \frac{\pi}{7} \right) \right].$$
$\square$, proof
The figure above shows the cross sectional view of a solid sphere that just fits inside a right circular conical shell of radius 6 cm and height $h$ cm.
If the sphere occupies $\frac{3}{8}$ of the volume of the conical shell determine the two possible values of $h$.
$h = 8, 24\sqrt{3}$
The figure above shows a triangle $ABC$, where $|AB| = a$ and $|AC| = 2a$.
The angle $BAC$ is $\alpha$, where $\tan \alpha = \frac{3}{4}$.
The side $BC$ is extended to the point $D$ so that the angle $ACD$ is denoted by $\theta$.
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CODE OF CONDUCT FOR SOCCER SPECTATORS
1. As spectators we will refrain from booing or yelling at officials at any time during a match because we are aware of the following:
a. Such behavior on our part sets a poor example of sportsmanship.
b. Such behavior reflects negatively on our community, our team, our players and us.
c. Most youth soccer officials have had limited experience and formal training and do the best job they can, given these limitations.
d. Most soccer officials make correct calls even though we sometimes see the incident otherwise.
e. If officials do make incorrect calls during a match, the following circumstances usually apply:
i. The number of poor calls usually balances out for both teams.
ii. No one is perfect.
iii. The officials don’t have the same observation point afforded the spectators sitting in the bleachers.
iv. An occasional incorrect call seldom affects the outcome of a match.
v. There are more effective channels for correcting poor officiating than verbal abuse during the match.
vi. We don’t really know how difficult it is to officiate a soccer match until we’ve run on the ‘pitch’ in the official’s ‘boots.’
2. During a match we will refrain from yelling at players on either team because we are aware of the following:
a. They are young people, not soccer professionals, who, due to limited playing experience and great enthusiasm, may make mistakes.
b. Encouragement and praise should be made in public; constructive criticism is best made in private.
c. The coach is the best equipped to analyze and correct deficiencies in soccer skills. Our attempts to be helpful in this respect may only confuse the players.
d. The golden rule applies. Treat other players with the courtesy, respect and consideration, which we want other supporters to show our own players.
3. At soccer matches we will refrain from being argumentive or using abusive language towards supporters of the players on the opposing team because we are aware of the following:
a. Others are judging us on our actions and words. We will always strive to insure that the results of this judgment are a verdict of SPORTSMANSHIP.
b. We will conduct ourselves in such a courteous and restrained manner that if called upon to do so, we could line up in front of the bleachers after the match and shake hands with each supporter of the opposing team in the same way players are expected to do after each match.
4. If our team loses, we will demonstrate our ability to cope with the loss in both deed and word, because we are aware of the following:
a. In soccer, as in other aspects of life, it is not always possible to win no matter how supreme the effort.
b. When victory eludes us, we must learn to accept it as graciously as we do our triumphs.
c. It may be just possible that a loss is due to the fact that the opposing team played the match better than our team.
d. Our players should learn from our reactions to a loss that:
i. We feel they played their best; which just wasn’t good enough on this particular day.
ii. They should hold their heads up high; there is no shame attached to honest effort – win or lose.
iii. There is always something to learn from a loss.
iv. There is nothing gained from brooding: players should be encouraged to put the match behind them and look forward to the next opportunity to play.
v. Seeking scapegoats, such as ‘biased officials’, ‘poor turf’, or ‘poor performance by one or two teammates’ is not a mature or healthy reaction to the loss. Such a crutch prevents acceptance of reality.
5. Whether away from or at the field, our words and actions should convey a philosophy of soccer which includes:
a. The real purpose of soccer competition is to have FUN, to be able to participate to improve skills, to learn sportsmanship, to develop a sense of responsibility and self-discipline, to develop a group loyalty and comradeship, to learn to compete within established rules, to accept decisions of authorized officials, to seek interpretation or change through proper channels and to develop sound minds and bodies. | 1,662 | 874 | {
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Mrs. Isabel's elementary class participated in a math and science activity using melted crayon art. The students created their own art masterpiece by melting crayons with a hair dryer. The Unique Curriculum unit for the month of January is all about Physical Science. The students saw how heat from the hair dryer made the crayons melt. The melted crayon wax dripped down on the paper and created a unique piece of art! Mrs. Isabel's class did a great job observing and discussing the physical changes that took place.
Southminster Presbyterian Church in Gastonia will be hosting a special event called "Night to Shine Prom." This special prom is sponsored by the Tim Tebow Foundation and will be held at Southminster Presbyterian Church on Friday, February 12. Any person with special needs ages 16+ in our community are invited to attend. Volunteers are also needed for this event. Visit the Tim Tebow Foundation website for more details. Please contact your student’s teacher if you need assistance with registering or have additional questions.
http://www.timtebowfoundation.org/index.php/outreach/
www.southminsterchurch.com
Our Webb Street Annual Basketball game versus the Gaston County Sheriff’s Department will be held THIS Friday, January 29 @ 12:30pm. Our students and staff always look forward to this special event with our friends from the Sheriff’s Department. Friends and family are invited to attend!
WORDS FOR THE MONTH
Parents/Guardians: Practice these words with your students over the month of February. These are the high frequency sight words for each grade level in their Unique Curriculum unit.
Elementary: a, girl, not, he, not, was, play, people, about, friend, man, one, be
Middle: was, but, did, some, this, no, name, want, change, better, got, thing, hurt, love, like, hand, stop, became
High: then, end, she, also, work, because, better, want, girl, school, tell, use, didn’t, change, hard, help, woman, money
FAMILY FUN NIGHT IS COMING TO WEBB!
Do you want to learn more about the new Unique Learning Curriculum our school has implemented this year? Would you like to have a chance to socialize and meet other parents? Please SAVE THE DATE for a Family Fun Night on Thursday, February 18 from 5:30-7pm. Come learn about the exciting new curriculum we have implemented while enjoying a free meal! Webb Street will provide a hot dog supper and activities for the students to do while the parents learn more about the Unique Learning Curriculum. Dinner will be served from 5:30-6 and the parent information session will be from 6-6:45 in the library. Students will be supervised in the gym during the parent information session. Please be on the lookout for more details to come about this exciting opportunity!
http://www.gaston.k12.nc.us/webbst
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Dolphin society and conservation through acoustics
Keywords: Dolphin, Communication, Evolution, Society, Conservation
Background and Motivation
Dolphins are one of the most important mammals to understand evolutionary pathway of human society because of their complex nested society. They can catch prey such as fish and squid in a totally dark night by using their superior echolocation ability, and can maintain group cohesion by their various sounds. To think in reverse way, we may reveal their superior ability and their complex society by reading the information embedded in their sounds. Recently there are reports that dolphins are become fewer because of the increasing human activity around coastal area where dolphins live throughout the year. We are now developing and utilizing several innovative techniques including bioacoustics to conserve dolphin populations.
Originality
We are basically studying dolphins from a biological perspective. However, due to the technological limitation, it is difficult to reveal the dynamic social relationship among dolphins. Japan has various cutting-edge innovative technologies, and I’m sure that those technologies speed dolphin studies up. We’ve already started projects in the body size estimation using the latest image processing techniques and the sound localization of dolphin sounds. These studies are non-invasive, basic studies which were previously needed to catch animals. We already have the condition that we do such studies not only on captive dolphins but also on free-ranging wild dolphins.
Impact and Perspective
Dolphins went into aquatic environment about 50 million years ago. We human have a lot of things to learn from dolphins who are the specialist for living aquatic habitat. The study of their superior echolocation ability or acoustic communication may improve ship’s instruments or meters. From our previous studies, however, dolphins have acquired such ability under several biological, physiological and physical limitations. It means that the signal which dolphins use now is NOT the best signal for their environment, but BETTER signal for the environment under the several limitations. So I think it is better for us not to mimic dolphin ability absolutely, but to sort out the best part which we should mimic after checking biological limitation of dolphins.
For more information:
http://www-u-tokai.ac.jp/tuist/tt/2013_morisaka.html
CONTACT:
Tadamichi Morisaka, Ph.D.
Tokai University Institute of Innovative Science and Technology
3-20-1 Orido, Shimizu-ku, Shizuoka-shi, Shizuoka 422-8610, JAPAN
Phone +81(54)-334-0411 (Ext. 3431)
Email email@example.com
The system to measure dolphin body size
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Our Commitment to Achieve the Goals
To achieve the goals related to becoming a Creative City of Gastronomy, which is the purpose of this plan, the following specific projects will be implemented based on the above-mentioned basic guidelines.
(1) Commitment to Creation
- Promotion of preservation and succession of traditional farming and indigenous crops
- Promotion of eco-friendly agriculture
- Promotion of "Agri-XXX" policies
- Promotion of activation plans for semi-mountainous and rural areas by means of gastronomy (gastronomic small business)
- Creation of new specialties (processed foods), etc.
(2) Commitment to Eating
- Commending cooks (Sponsoring a creative chef award, etc.)
- Creation of a direct shipping network between farmers and chefs
- Development of restaurants in historic buildings (Bases for gastronomic creation)
- Development of restaurants promoting local production and local consumption
- Fusion of gastronomy and healthcare/tourism (Creation of industries combining gastronomy, healthcare and agriculture, development of gastronomic tourism) etc.
(3) Commitment to Transmission
- Recording, preserving and exhibiting traditional gastronomy (archives)
- Attempt to be included in the Memory of the World Register -Gastronomy-
- Elaboration of a picture book "Tsuruoka's Vegetables"
- Establishment of "Gastronomy Day," etc.
(4) Commitment to Fostering
- Implementation of a curriculum that includes creative activities related to gastronomy in high schools in Tsuruoka
- Implementing a food education program called "Chefs and Children" in primary and secondary schools
- Promotion of UNESCO School
(5) Commitment to Learning
- Encouragement of research on local foods and agricultural traditions
- Innovative gastronomic research and development using state-of-the-art biotechnology
- Partnerships with developing countries in academic/research fields, etc.
(6) Commitment to Connecting
- Dissemination of attractive information on local gastronomy
- Hosting Gastronomic Film Festival
- Organizing an indigenous crops fair at the restaurants in Tokyo metropolitan area
- Promotion of sake brewed in Tsuruoka as international brands
- Establishment of a Creative City of Gastronomy Network in Japan (participating as a secretary)
- Sending out the "Tsuruoka Model" all over Japan and to the world to activate local communities through gastronomy
- Promotion of communications and exchanges with other member cities of the UNESCO Creative Cities Network
- Hosting "Gastronomic Festival" etc.
Promoting Organization
All the citizens of Tsuruoka will promote this plan in unison with the Tsuruoka Creative City of Gastronomy Promotion Council, which was founded as a collaboration of citizens, industry, academia and government, inviting participation and collaboration of citizens' groups, NPOs and other organizations. | 1,373 | 583 | {
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Preface
This plan aims to set forth guidelines for the city of Tsuruoka to develop itself as a Creative City of Gastronomy by joining the UNESCO Creative Cities Network.
The idea of the Creative Cities Network, which was established by UNESCO in 2004, is the promotion of a sustainable regional culture and international coordination through maintenance of the cultural diversity characteristic to each region and creating an industrial economy that fully reflects the cultural background.
Following this idea, the city of Tsuruoka has been committed to preserving and fostering our proud gastronomic culture through various creative activities while at the same time developing gastronomic value-added industries of the post-mass production era.
Creating a cycle that may lead to the birth of a new gastronomy through our efforts, we intend to contribute to solving global environmental issues and develop a sustainable local society while contributing to mutual development through international exchanges.
Positioning of the Plan
- This plan is intended to set forth a project to create a Creative City of Gastronomy, following the basic guidelines for the municipal government, Tsuruoka’s Comprehensive Plan.
- This plan is created in conformity with various projects of the municipal government relating to preparations for the Creative City of Gastronomy, such as Tsuruoka Food Education/Local Production and Local Consumption Project, Tsuruoka Agriculture/Rural Development Project, etc.
- This plan is created in coordination with the action plan for a long-term strategic framework for the concept “Food Capital of Shonai” and with the guidelines to deploy “Traditional Vegetables of Yamagata,” which have been established by the government of Yamagata Prefecture.
[Timeframe for the Plan]
- In accordance with Tsuruoka’s Comprehensive Plan, this plan will commence in April 2013 and continue for three years until March 2016, and then be reviewed and modified on a rolling basis of every two years, in time for submitting activity reports to UNESCO, considering the project’s status and the analysis of its outcomes and effectiveness.
Basic Concepts
(1) Preserve and inherit gastronomy cultivated in the community to achieve new creations and development
- Reassessing, with a broad vision, the value of Tsuruoka’s gastronomy, which is based on our spiritual culture and the tradition of wisdom and creativity fostered in nature, we will create new future-oriented gastronomy, while carefully inheriting the essence of the traditional one.
- We will be committed to ensuring the persistent efforts of people of Tsuruoka to pursue authenticity and enhancing further the value of the local gastronomy.
(2) Promote a creative city planning that takes the gastronomy into account.
- Taking advantage of the abundant natural resources that vary from season to season in an effective manner, we aim to become a local society with creativity.
- Cooperating with other communities around the world, particularly those member cities of the UNESCO Creative Cities Network, we will contribute to sustainable development of the network while appreciating the diversity of different local cultures.
- Propagating strongly the safety, reliability and high quality of our local food both inside and outside of the country, we will guide and contribute to a firm reconstruction of the Tohoku Region following the Great Earthquake.
(3) Produce creative industries, taking advantage of the full benefits of the local gastronomy, through cooperation with other cities inside and outside of the country.
- Through bold attempts to activate our community with the advantages of the local gastronomy, we will aim to become a model for revival of devastated local economies in Japan.
Future Vision and Goals of the Creative City of Gastronomy That the Plan is Directed to Tsuruoka.
Tsuruoka, the Creative City of Gastronomy, aims to take advantage of its attraction as a treasure house of food, and become a “Utopia of Food” with the following future vision of the city:
A city where you feel traditional gastronomy
To create a city where the tradition of enriched gastronomy continues to attract visitors
A city with a significantly creative gastronomic industry
To create a city where a creative gastronomic industry is fostered so that the local economy is enhanced
A city with communities with enriched local gastronomy
To create a city where people can enjoy health and joy in their daily lives and lifestyles
A city engaged in the international exchanges through gastronomy
To create a city whose people actively take part in local and worldwide exchanges and cooperate with each other to enhance our cultures while respecting the diversity | 1,957 | 908 | {
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Facts and Issues
As stated above, the city of Tsuruoka boasts a traditional gastronomy unique to the region which has been protected and fostered by its citizens. This plan has been set forth to benefit fully from such appealing local gastronomy and its potential. Before implementing it, however, some of facts and issues need to be clarified and shared, mainly from the following points of view:
- With its vast plain surrounded by the Sea of Japan, mountains and rivers, Tsuruoka is abundant in food sources, due to its unique geographical features and four varying seasons. Thus, further promotion will be necessary to increase the number of restaurants serving such cuisine.
- Tsuruoka has inherited the agricultural wisdom and creativity of our forerunners, such as rice growing, indigenous crops, etc. To preserve such a tradition, the region needs to be better understood by, for example, offering opportunities for citizens to know what is going on in traditional agricultural sites.
- To clarify the history, characteristics and benefits of the local gastronomy, and to pass it down to the next generation, it is important to encourage the recording, preservation and exhibitions of local gastronomy, as well as to promote further research in relation to such activities.
- There is a greater awareness of environmental issues among Japanese people in general, as a reaction to the past emphasis on profit-making and destruction of nature. Tsuruoka, as an advanced city in environmentally friendly agriculture, needs to promote further projects in relation to environmental conservation.
- Based on our traditional gastronomy, Tsuruoka needs to create a new local gastronomic culture, establishing the brand “Tsuruoka,” while promoting some industries reflecting fully the attractive local cuisines.
- The decreasing and aging population of the mountain and rural areas is resulting in fewer people taking over the gastronomy of Tsuruoka. Some strategic projects will be necessary to attract young people in the region and outside visitors to be involved in activities related to our local food and to live here permanently.
- To infiltrate further the concept of “developing and taking advantage of our local food” (local production and local consumption), it will be necessary to encourage people to take over their home cooking, which fully incorporates the local gastronomy, while disseminating and implementing further the education on health benefits through local cuisine.
- Since Tsuruoka is full of attraction and potential in relation to the local gastronomy, it will be necessary to provide places within the region by coordinating local chefs to take advantage of such attractive aspects of the city.
- Tsuruoka, with several educational and state-of-the-art agricultural and life science research institutions integrated in the area, will need to encourage more coordination with other academic research institutions within and outside of Japan, taking full advantage of its potential.
- Regarding Tsuruoka’s gastronomy, more anecdotal information will need to be disseminated to increase visitors who enjoy local foods, since not enough information has been sent out so far to introduce our city as a treasure house of food.
- Tsuruoka possesses a unique gastronomic world fostered in the spiritual culture born from *Shugendo* (a unique Japanese religion in which ancient mountain worship and Buddhism were integrated) in the Three Mountains of Dewa and from some of the traditional performing arts, such as Kurokawa Noh. Thus, it will be necessary to utilize this attractive world strategically to deploy our gastronomic industry overseas.
- Tsuruoka has a history of international exchange programs mainly with sister cities. Placing such exchange activities at its core, it will be necessary to introduce our gastronomic culture outside of the prefecture and the country and further strengthen our ties with other regions in relation to gastronomy.
Basic Guidelines for Implementation
Considering the facts and issues mentioned above, the following are the basic guidelines for activities to realize the future image of the Creative City of Gastronomy set forth in this plan.
- The activities to create a new gastronomic culture are sorted into the six following elements. From each point of view, necessary mechanisms and places will be prepared to implement these interrelated activities. | 1,793 | 835 | {
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A Present For Our Teacher
Topic: School and community
Curriculum link: Society and Environment; Mathematics
Text type: Recount
Reading level: 9
Word count: 189
High-frequency words: we, but, to, the, she, he, for, my, her, his, our
Vocabulary: teacher, school, present, money, washed, raked, cleaned, fed, watered, brother
Possible literacy focus:
Understanding the use of writing conventions such as speech marks and how these enhance the meaning of the text.
Follow-up activities
Syllables
Ask children to choose words from the book and to identify the number of syllables in each word. They can clap to show the number of syllables. Make a list to show where the syllable break occurs.
| pres/ent |
| tea/cher |
| be/fore |
| mon/ey |
| per/son |
Explain that every syllable has a vowel sound in it. Children could use other books to find and list words with one, two, three and four syllables.
Raising money
As a class the children could decide on a charity to raise money for. Then, in small groups, they could come up with a plan of how they could raise the money. Once the teacher and/or parents check the plans, the children can put them into action. To keep the children focused, you could provide a cue card. For example:
Your Task
Decide on a way to raise money, e.g. doing odd jobs, having a stall, selling things.
Organise how this will be done.
When will you do it?
What do you need to make/bring?
Who do you need to tell? How will you do this? (posters, newsletter)
Readers theatre
In pairs, children read the book to each other, taking it in turns to read the direct speech parts. They then join with another pair to practise reading and role-playing the book ready to perform to the whole group. Encourage children to read with expression and fluency.
Make a card
You will need:
cardboard, coloured paper, felt pens, glue
1. Make a card for the teacher (or someone else you want to say thank you to).
2. Write a message inside telling why you think they are great.
Presents, presents, presents!
You will need:
advertising catalogues, scissors, glue, cardboard
1. Look at the catalogues.
2. Cut out pictures of presents.
3. Paste onto cards.
4. Order the cards from the best present to the worst.
A present for the teacher
Make a book.
Instructions Ask the children to retell the story to match each picture. Encourage the children to compare their retelling with the book. When finished, each strip can be cut out and assembled into a book.
Find and colour
Colour the pictures that start with ‘pr’.
Use ‘pr’ to finish these words.
Instructions Ask the children to say the name of each picture and listen for the ‘pr’ blend. Children then write ‘pr’ to finish the words. | 1,081 | 642 | {
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A fire department connection, commonly known as a “dry hydrant” was recently placed into service on the East end of Jackson Township at the Millardsville Quarry. The dry hydrant is the Eagle Scout project of Myerstown Troop 20 Eagle Scout candidate Michael “Vito” Heck III, age 16.
The dry hydrant allows any fire department pumper to connect and draft water from the quarry. Being spring-fed, the water in the quarry does not freeze during the winter. This water can then be pumped into tanker trucks for transport to a fire scene or pumped through hoselays to a fire in the immediate area. An estimated 2,105,000 gallons of water is available at the hydrant.
Constructed of 8-inch pipe, the dry hydrant is capable of supplying more than 1000 gallons of water per minute to a fire truck.
Eagle Scout candidate Vito Heck was responsible for all design, planning, permitting, finance, public relations, procurement and project management efforts. In the process of planning and securing permits for his project, Vito was required to meet with representatives of the Pennsylvania Department of Conservation and Natural Resources, Jackson Township supervisors, Lebanon County Conservation District, the private landowner, attorneys for both the township and landowner, local Fire Chiefs and other involved parties. The U.S. Fish and Wildlife Service and the Pennsylvania Fish and Boat Commission also have jurisdiction over projects involving Pennsylvania waterways.
Volunteers from Myerstown Boy Scout Troop 20, members of the Jackson Township Highway Department, volunteers from Myerstown’s Keystone and Goodwill and Richland’s Neptune Fire Companies as well as parents and friends volunteered labor for the construction of the project.
The project was funded by Jackson Township supervisors, who authorized a budget of $4000.00 for the project. Through generous donations of labor, materials, services and supplies from the local community, the project was completed for a total investment of $901.44.
A dedication event will be held in the spring of 2016.
Congratulations to Eagle Scout candidate Michael “Vito” Heck for an outstanding job that will benefit all of the residents and businesses of Jackson Township.
Myerstown Boy Scout Troop 20 is headed by Scoutmaster Mr. Dennis L. Palm. Go to www.myerstownboyscouts.org for more information about Scouting in Myerstown.
The installation of the new water main was completed on December 10, 2019. The new water main is 6 inches in diameter and runs from the existing water main to the new water tower. The new water main will provide a more reliable source of water for the town and will help to reduce the amount of water that is lost through leaks. | 1,142 | 559 | {
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JOSEPH SMITH INN (PIERCE HOMESTEAD)
By Mollie Pierce King
Joseph Smith may have acquired his first piece of land in Clarendon under a Lydias title since records seem to confirm that he built upon it an inn, perhaps as early as 1773. He purchased several additional tracts of land later from Wentworth proprietors, one on September 11, 1779 from Jeremiah Whittemore who was an original proprietor of a Benning Wentworth grant though he never came to Clarendon to settle, and in fact may never have even seen his property there.
Joseph Smith's Inn in Durham, the name given the greater portion of Clarendon by Colonel Lydias, was very well known. Its location at the intersection of the Boston Road and the main route to Albany, New York made it accessible to travelers from both directions. The fact that Joseph
Smith was known to be a loyal New Hampshire man led his inn to become a headquarters of sorts for Ethan Allen and his Green Mountain Boys. During those years before the Revolutionary War, they were acting against the New Yorkers who were granting land in Clarendon.
The story of Benjamin Spencer is well known. He lived in the south part of Durham, and "was active as a York justice and assistant judge" and was also an active agent of the New York speculators in their attempts to obtain the land and rid it of the Green Mountain Boys. To punish Mr. Spencer for his activities against the interests of the New Hampshire grantees, Ethan Allen and a group of his followers moved against him in the autumn of 1773. He was captured and taken to "the house of Joseph Smith of Durham, innkeeper." Here he was held until he chose to be tried in front of his own home. He was convicted and punished by having the roof of his house removed. As a result Mr. Spencer gave up the position of New York justice which he held. He gave and kept his word to never again spy upon the activities of the Green Mountain Boys or any others who had obtained their land grants from Benning Wentworth, governor of New Hampshire.
There are other stories, passed down by word of mouth and less well documented, of Ethan Allen at this inn. It is said that he requested that Mr. Smith have the road, running north and south past his home, laid out at double the normal width so that Allen and his men could make use of it for military training. This was done and when a survey was made in the 1920s prior to rebuilding, engineers wondered why this particular section was so much wider than any other part of the route through Clarendon.
Another story which was told by Arthur Holden, a Clarendon citizen, who had a keen interest in the history of the town, has Ethan and several of his men dining at the Inn. During the course of the meal Mr. Smith’s daughter, Sarah Smith Bowman, who was serving the men asked if they would care for more tea. One of them hastily answered, “No, thank you.” Ethan instantly struck the man with the back of his hand. ‘No man speaks for me”, said Allen, “Yes, Mrs. Bowman I will have more tea.”
In 1776 Joseph Smith sold his inn to his daughter and son-in-law Sarah and John Bowman. Since no town records were kept till 1778, this transfer is recorded in that year. The Bowmans ran the Bowman Tavern there for fifty-one years. It was a Clarendon landmark, where town meetings were held, officials chosen and the traveling public accommodated. As age crept upon the Bowmans they sold the property on July 3, 1827 to Edward Dyer for $3000. He later sold to Harvey Hawkins who on July 17, 1835 sold this property to Christopher Pierce.
The Pierce family have lived at the Corner for four generations. Christopher Jr. the first Pierce owner, died in his thirties, and his widow Aletta Wecks Pierce and her two small sons John and Cornelius became the owners. When Cornelius married Clara Steward in 1858, and she came there to live, the house stood very much as Joseph Smith had built it in 1773. The fireplaces in every room had been removed though in some cases their framework and mantels were still there. In the front west room, which was believed to have been the inn’s barroom, two large hooks still remained in the ceiling. From these the bar was hung. The story goes that this bar was hung high so if one was tall enough to look over it he was judged old enough to be served.
On October 22, 1959 the old building was destroyed by fire. About all that now remains to remind one of its long and colorful history are the two routes that still lead to Boston and to Albany and an occasional colonial coin of Spanish origin or a Vermont Constellation of 1785 both of which have been unearthed on the premises. | 1,789 | 1,030 | {
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INTERNATIONAL SCHOOLS POLICY
Approved: May 2017
Review Date: May 2020
“What you are is God’s gift to you, what you become is your gift to God”
Rationale
Through the inclusion of an international focus in All Saints CE Primary School, we are able to offer to our children, a range of experiences that will enhance their learning and raise awareness of their national and international identity.
The governors and staff recognise that:
- global issues are an important part of the lives of our pupils living in a world where economies are increasingly interdependent and global communication is a daily reality. Our children have access to the internet and increased opportunity to travel, watch news stories from around the world, as they develop and follow for example, international sporting events as they happen
- the global dimension should be reflected in the attitudes and values of our pupils, the Christian ethos of the school which, by its nature, is global in scope and the curriculum
- as a school we have a commitment to both gender and racial equality
Purposes
- To provide an informed awareness of countries, cultures and languages other than our own
- To encourage greater involvement in environmental issues
- To develop curiosity about other cultures and respect and value different cultures and beliefs
- To enable children and staff to experience daily life in other countries
- To promote the use of computing in meaningful contexts for the development of communication skills
- To provide an added opportunity for the promotion of equal opportunities, racial equality and Citizenship
- To celebrate the rich and diverse heritage represented in our school, and local communities.
- To understand complex international interdependencies in the global economy
- To enjoy regular contact with students and adults living in different countries
Guidelines
By having an international dimension as part of our ethos, we can provide children and staff with a wider variety of experiences both within, and in addition to our school curriculum:
- develop links with schools in other countries
- welcome to our school teachers and pupils from other countries
- raise awareness of socio economic, historical, geographical, ethical and environment issues other than those in our locality through joint projects
- encourage interest and motivation through the provision of first hand experiences of life in another country
- promote communication through writing letters and emails to friends abroad
- provide staff with opportunities to compare different teaching and learning styles
- raise awareness and appreciation of other environments and what is happening in the world
- develop cross-curricular activities with an international theme for the children
- actively encourage the study of foreign languages for all our pupils by offering a range of appropriate language options
- organise regular celebrations of our rich and diverse heritage
Evaluation
This policy will be continually evaluated as part of the annual review process. A statement of evaluation will also appear in our annual School Improvement and Development Plan | 1,345 | 569 | {
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InfoSheet Child Control Version 4. 020714
A PROJECT LOOKING AT PEOPLE'S DNA (SCOTLAND)
INFORMATION SHEET FOR CHILDREN (CONTROLS)
Why are we doing this study?
We are a group of doctors and scientists who are trying to find out things about a chemical that everyone has in their bodies called DNA. DNA tells all the cells in people's bodies how to work. We are interested in how DNA changes and how these changes can sometimes make people unwell.
Why are we writing to you?
We are asking if you would like to take part in a study to find out how and why DNA changes in people.
Why are we inviting you to take part?
You have been invited to join our study because you are healthy and we would like to compare your DNA to DNA from children who are unwell.
What happens if you take part in our study?
If you decide to take part, we will ask your doctors to take a sample of blood, skin or spit from you. We will ask him/her some questions about you and your health.
Do I have to take part?
No, you do not have to join in and no-‐one will be upset with you if you say 'No'.
Thank you for reading this.
Contact details
Dr Serena Nik-‐Zainal MBBChir MRCP PhD
Wellcome Trust Intermediate Clinical Fellow
Wellcome Trust Sanger Institute email@example.com
01223-‐834244 | 560 | 1,016 | {
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Modern harvesting The latest technology is used in harvesting and taking wood to roadside storages. On-board computers in the harvesters have been equipped with digital maps (GIS, Geographical Information System), which include information on logging sites and protected areas.
Illustration designed by fi ne-n-dandy
Purchase of wood The purchaser and the forest owner plan together how and where the log- gings should be done. Each purchase contract gets a unique number. The number is entered into an information system, where it accompanies each batch of wood from the forest to the mill gate. The origin of the wood can be thus identifi ed at the mill.
Log piles
In the roadside stock, logs are piled according to their size. The largest logs are used for building material and furniture; the smaller trees and treetops are used for paper and pulp. Each pile is tagged with the purchase contract number. Twigs and branches can be collected separately for use as biofuel.
Transport Data on logs to be transported is transferred electronically to a centralized haulage system, which is used to plan transportation to the mills as cost-effi ciently as possible. Timber trucks collect the logs from the roadside storages and deliver them to the mills.
Planting Forests are regenerated after loggings. For each tree felled several seedlings are planted. There will also always be a signifi cant number of naturally regenerated seedlings, so the forests will develop as mixed forests containing different tree species.
Pulp and paper mills The logs are transported to pulp mills, where the batch is entered into the mill’s information system. This information follows each pulp delivery to paper mills.
Chain of Custody This certifi cate system verifi es the wood’s origin. It shows that the mill has traced the exact origin, and allows it to use the forest certifi cation label when the volume of certifi ed wood in each product meets the required percentage.
The fi nished product The magazines come out of the plant, pristine and ready to read.
Distribution The fi nished product arrives at the newsstand or in the mail. People read them, pass them on to friends, store them away…
Recycling Recycled paper is an important source of raw material for the paper industry. In Europe, more than half of all paper is recycled. However, wood fi bre deteriorates in recycling, so fresh fi bre must be constantly added to the cycle.
Forest certifi cation Forest certifi cation is increasingly being utilised to ensure that wood-based products are made from raw material originating from sustainably managed forests. The forest is audited by an independent third-party according to the requirements of the system – such as PEFC or FSC.
The illustration is based on Metsäliitto’s wood procurement practises in Finland.
PULP
The drivers of timber trucks utilise digital maps (GIS) and GPS (Global Positioning System) to locate the roadside timber storages. Location of roadside storage
PULP
Printer The paper travels by road, rail or ship to printing plants. If a printer wants to have the PEFC/ FSC logo printed on its end product, it will need a certifi ed Chain of Custody to be able to apply for the right to use the logo. | 1,287 | 684 | {
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DEVELOPMENTAL MILESTONES: Your Child at Twelve Months
What are developmental milestones?
Your Child at 12 Months Old
This is what most children do at this age:
Social/Emotional
* Cries when mom or dad leaves the room
* Is shy or nervous with strangers
* Has favorite things and people
* Hands you a book when he wants to hear a story
Developmental milestones are skills that are achieved by most children by a certain age. Developmental milestones include physical, social, emotional, cognitive and communication skills that are appropriate for the child's age. Milestones give important clues to a child's health and well-being. Any child who is delayed in their milestones should be further evaluated by a health or developmental professional.
* Social and Emotional milestones include how children learn about their own emotions and the emotions of others. These milestones also involve learning how to interact and play with other people.
* Movement/Physical development involves both grossmotor skills and fine-motor skills. Gross motor skills are typically the first to develop. Gross motor skills include the ability to support their head, sit up, stand, crawl and walk. Fine-motor skills involve precise movements such as grasping a spoon, picking up small objects, and drawing.
* Language and Communication milestones involve language, speech, and nonverbal communication (for example, hand gestures or facial expressions). These milestones include a baby's babbling, first words, and even the art of listening to others and holding a conversation.
* Cognitive (learning, thinking, problem-solving) milestones are centered on a child's ability to think, learn and solve problems. Cognitive milestones include an infant learning how to react to different facial expressions and a preschooler learning to say the alphabet.
As a parent, you spend the most time with your child and know them the best. If your child is not meeting these milestones for his or her age, or if you think there could be a problem with the way your child plays, learns, speaks, or acts, it is important to tell your health care provider so they can assess your child's development. Discuss any concerns with your primary care provider at your child's 1-year well child exam.
Reference and Resources
http://www.cdc.gov/ncbddd/actearly/pdf/parents_pdfs/
http://www.cdc.gov/ncbddd/actearly/milestones/index.html developmentalscreening.pdf
http://www.dars.state.tx.us/ecis/ (Texas Early Childhood Intervention services)
* Shows fear in some situations
* Repeats sounds or actions to get attention
* Plays games such as "peek-a-boo" and "pat-a-cake"
* Puts out arm or leg to help with dressing
Language/Communication
* Uses simple gestures, like shaking head "no" or waving "bye-bye"
* Responds to simple spoken requests
* Makes sounds with changes in tone (sounds more like speech)
* Tries to say words you say
* Says "mama" and "dada" and exclamations like "uh-oh!"
Cognitive (learning, thinking, problem-solving)
* Finds hidden things easily
* Explores things in different ways, like shaking, banging, throwing
*Looks at the right picture or thing when it's named
* Starts to use things correctly; for example, drinks from a cup, brushes hair
* Copies gestures
* Bangs two things together
* Let's things go without help
* Puts things in a container, takes things out of a container
* Pokes with index (pointer) finger
* Follows simple directions like "pick up the toy"
Movement/Physical Development
* Pulls up to stand, walks holding on to furniture ("cruising")
* Gets to a sitting position without help
* May take a few steps without holding on
* May stand alone
Tell your doctor if you notice any of these signs of developmental delay for this age. Every community should also have an early childhood intervention program that can help assess your child.
To refer a child to Texas Early Childhood Intervention Services for developmental evaluation and developmental support services, call: 1-800-628-5115 | 1,793 | 860 | {
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AIM: The Latin American Revolutions
1. The Latin American "social pyramid" – What did it look like?
2. What was the significance of the "creoles"? What were the characteristics of the creole class? How can this class be compared to the French "bourgeoisie"? or the American "Founding Fathers"?
3. Why do the creoles become leaders of the revolutionary movements in Latin America? – What were the important GRIEVANCES?? Why is Simon Bolivar's "Jamaica Letter" such an insight into their status? Why was Spanish rule so "odious"?
4. If the creoles were inspired by Enlightenment ideas and previous revolutions, then why were the outcomes of the Latin American revolutions so CONSERVATIVE? And, in what ways?
What do the quotes tell us about the Creoles?
-
What do these quotes from the reading "From Colonies to Nations" represent?
[x] (Mexico) " … feared social rebellion more than they desired independence."
[x] (Mexico) " … little recognition was given to the social aspirations and programs of Hidalgo and his movement." (Why is Father Hidalgo killed?)
[x] (Brazil) " … they feared that any upsetting of the political system might lead to a social revolution or, even worse …"
[x] (Brazil) " … men of goods and property were unwilling to risk political change."
[x] " Egalitarian sentiments often were tempered by fears that the mass of the population was unprepared for self-rule and democracy."
[x] (Brazil) " … independence did not upset the existing social organization based on slavery, nor did it radically change the political structure."
5. The article "From Colonies to Nations" states that "By 1825 all of Spanish South America had gained its political independence. … all of them emerge as independent republics with representative governments. The nations of Spanish America were born of the Enlightenment …" So, many nations in Latin America start as republics, but do NOT end up that way? In what ways were they not enlightened or egalitarian?
-
6. How did the revolutions in Latin America compare to the revolutions in:
o Haiti?
-
-
o France?
-
-
-
o America?
-
-
-
-
7. How does Simon Bolivar view the future prospects for success in Latin America after independence? What does the Jamaica Letter tell us? Why does he believe Latin America to be “ungovernable?”
8. Where do the “caudillos” fit into all of this? Why do they come to power in so many Latin American nations? | 1,105 | 539 | {
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For immediate release (Offert en français sur demande)
Media Release
Dental Hygiene and Your Diet
March 22, 2017 (Ottawa, ON) — During National Nutrition Month this March, dental hygienists— your partners in prevention—remind everyone of the important link between proper nutrition and oral health.
Dental hygienists see first-hand how poor diet and nutrition can affect a person's oral and overall health. Foods high in sugar, such as candy, sweet baked goods, and carbonated drinks, may contribute to tooth decay and periodontal disease, which in turn has been identified as a risk factor for more serious illnesses, such as diabetes, lung and heart diseases, and stroke. Acidic foods like tomatoes, pickles, and citrus can lead to an erosion of tooth enamel. "Our teeth and gums require essential nutrients to resist oral diseases," explains Gerry Cool, president of the Canadian Dental Hygienists Association (CDHA). "Eating well-balanced meals is an important part of maintaining both oral health and overall health."
Dental hygienists will help you to identify healthy food and beverage choices during regular appointments. As primary health care providers, they also offer the following general tips to keep your mouth and body healthy.
* Choose water over fruit juice or carbonated beverages.
* Eat foods from all four food groups. Fruits and vegetables are particularly good at stimulating saliva production, which helps to wash away food and neutralize acid in the mouth.
* Avoid sugary snacks and chewy, sticky foods that cling to the teeth.
* Brush your teeth twice a day with fluoride toothpaste for two minutes each time.
* Clean between your teeth and use an antibacterial mouthwash daily.
"By making a commitment to healthy eating and good oral hygiene today," Cool adds, "you will enjoy a healthy smile for a lifetime."
Serving the profession since 1963, CDHA is the collective national voice of more than 28,495 registered dental hygienists working in Canada, directly representing more than 18,000 individual members including dental hygienists and students. Dental hygiene is the sixth largest registered health profession in Canada with professionals working in a variety of settings, including independent dental hygiene practice, with people of all ages, addressing issues related to oral health. For more information on oral health, visit: www.dentalhygienecanada.ca.
– 30 –
Angie D'Aoust, Director of Marketing and Communications 1-800-267-5235 ext. 134, or by email firstname.lastname@example.org www.cdha.ca | 1,127 | 535 | {
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1 Maths curriculum & assessment
The 2014 national curriculum for mathematics has been designed to raise standards in maths, with the aim that the large majority of pupils will achieve mastery of the subject. It is broken down into:
number
addition and subtraction
number and place value
multiplication and division
fractions, decimals and percentages
measures
measurement
geometry
position and direction
properties of shape
statistics
2 MATHS PROGRAMMEOF STUDY
End of Key Stage One – Year Two
* Paper 1: Arithmetic (max. 15 marks)
End of Key Stage Two – Year Six
* Paper 2: Mathematical fluency and reasoning (max. 35 marks)
Paper 1: Arithmetic (max. 30 marks, 30 mins)
Paper 2 and Paper 3: Mathematical fluency, solving problems and reasoning (max. 40 marks per paper, 40 mins per paper) Year Two and Year Six Tests 2016
Arithmetic KS1 Sample questions NC Tests 2016
1/4 x 1/8 =
95 % of 240 =
Key Stage Two Sample questions NC Tests 2016
Pupils become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately. Developing fluency
Pupils reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language. Mathematical reasoning
Which is the odd one out?
Why?
6, 15, 28, 36, 66
Pupils can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.
This could mean starting rather than ending, a topic with a problem, and whether problems provide a suitable context for learning, developing and securing new concepts. Problem solving
Ben spent 2/5 of his money on a CD.
The CD cost £10.
How much money did he have at first?'
The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. When to progress should always be based on the security of pupils' understanding and their readiness to progress to the next stage.
Pupils who grasp concepts rapidly should be challenged through rich and sophisticated problems before any acceleration through new content.
How to help at home:
* It is important to say the whole table, not just the answers, again and again and again and again!
* When your child has begun to learn a table, practise the table for five minutes each day with them.
*
* Work on pairs of tables. For example, if your child is learning the two times table, they can use their doubling facts to calculate the four times tables.
Break down each table into manageable chunks. For example, ask them 1 x 6, 2 x 6 and 5 x 6 until they know the answers. Then add the next one.
* Test your child by firing questions at them out of order, reminding them that they can use facts that they are confident with to work out trickier ones. For example, if they know 4 x 6 = 24 just double to find 8 x 6.
* Use a range of vocabulary — times, multiply, lots of, sets of.....
* Keep checking that they still know the facts they have learnt and revisit previously learnt facts.
Numberjacks £1.49
Addition facts to 10
Bugs and Numbers £1.99
Andrew Brodie – Mental Maths Y1-6 £1.99 each
DK – 10 minutes a day – FREE
Squeebles – Times Tables £1.49 MATHS APPS
Playing number games, including board games like Snakes and Ladders, has been proven by research to increase children's understanding of relative number size, as well as counting. Playing games
* Look for and talk about numbers in the environment
* Shopping and giving change.
* Play games
* Number bonds for 10, 20, 100
* Cooking
* Times tables
* Telling the time and reading timetables How you can support your child at home? | 1,771 | 937 | {
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Walking for Exercise: Care Instructions
Date: 9/16/2024 Patient: Ron Zzz
Walking for Exercise: Care Instructions Your Care Instructions
Walking is one of the easiest ways to get the exercise you need for good health. A brisk, 30-minute walk each day can help you feel better and have more energy. It can help you lower your risk of disease. Walking can help you keep your bones strong and your heart healthy.
Check with your doctor before you start a walking plan if you have heart problems, other health issues, or you have not been active in a long time. Follow your doctor's instructions for safe levels of exercise.
Follow-up care is a key part of your treatment and safety.
Be sure to make and go to all appointments, and call your doctor if
you are having problems. It's also a good idea to know your test results and keep a list of the medicines you take.
How can you care for yourself at home?
Getting started
Start slowly and set a short-term goal. For example, walk for 5 or 10 minutes every day.
Bit by bit, increase the amount you walk every day. Try for at least 30 minutes on most days of the week. You also may want to swim, bike, or do other activities.
If finding enough time is a problem, it is fine to be active in blocks of 10 minutes or more throughout your day and week.
To get the heart-healthy benefits of walking, you need to walk briskly enough to increase your heart rate and breathing, but not so fast that you cannot talk comfortably.
Wear comfortable shoes that fit well and provide good support for your feet and ankles.
Staying with your plan
After you've made walking a habit, set a longer-term goal. You may want to set a goal of walking briskly for longer or walking farther. Experts say to do 2½ hours of moderate activity a week. A faster heartbeat is what defines moderatelevel activity.
To stay motivated, walk with friends, coworkers, or pets.
Use a phone app or pedometer to track your steps each day. Set a goal to increase your steps. Once you get there, set a higher goal. Aim for 10,000 steps a day.
If the weather keeps you from walking outside, go for walks at the mall with a friend. Local schools and churches may have indoor gyms where you can walk.
Fitting a walk into your workday
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Park several blocks away from work, or get off the bus a few stops early.
Use the stairs instead of the elevator, at least for a few floors.
Suggest holding meetings with colleagues during a walk inside or outside the building.
Use the restroom that is the farthest from your desk or workstation.
Use your morning and afternoon breaks to take quick 15-minute walks.
Staying safe
Know your surroundings. Walk in a well-lighted, safe place. If it is dark, walk with a partner. Wear light-colored clothing. If you can, buy a vest or jacket that reflects light.
Carry a cell phone for emergencies.
Drink plenty of water. Take a water bottle with you when you walk. This is very important if it is hot out.
Be careful not to slip on wet or icy ground. You can buy "grippers" for your shoes to help keep you from slipping.
Pay attention to your walking surface. Use sidewalks and paths.
If you have breathing problems like asthma or COPD, ask your doctor when it is safe for you to walk outdoors. Cold, dry air, smog, pollen, or other things in the air could cause breathing problems.
Where can you learn more?
Go to
NextGen Knowledgebase.
Enter R159 in the search box to learn more about "Walking for Exercise: Care Instructions."
Current as of: May 5, 2019
Content Version: 12.4
© 2006-2020 Healthwise, Incorporated.
Care instructions adapted under license by your healthcare professional. If you have questions about a medical condition or this instruction, always ask your healthcare professional. Healthwise, Incorporated disclaims any warranty or liability for your use of this information.
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Monitoring wildlife
Context
For his digital technology project, Finn has elected to design and build a system to help a local ecosanctuary monitor wildlife. The system needs a web-based interface so that staff and volunteers can remotely monitor the enclosures and a graphical function to make the best use of the data.
Insight 1: Research and end-user consultation
In order to understand the requirements and purpose of the project, I met with a range of end-users and stakeholders, including the primary manager of the site, the volunteers who help manage the wildlife, and an electronics expert who understands electronic systems in outdoor environments. I also needed to visit the site to understand the physical requirements and constraints.
From my research, I realised that my system had to be accessible for people such as the volunteers at the ecosanctuary, so it needed to have a user-friendly interface and be easy to maintain.
I could see I would need to integrate specialised knowledge from a range of digital technologies, including electronics, programming, databases, and web coding, in the development of my outcome. For example, I needed to develop a way to graph the data collected by the system. Graphing shows visible trends in data over time and would help the ecosanctuary staff to analyse the data collected.
I researched some existing graphing-interface solutions, using GitHub and YouTube, to see how they were designed. I decided to use HTML5 to create the graphs because it's up-to-date, fast, and secure. I wanted to build something based on current technology to future-proof the system as much as possible.
Insight 2: Key design decisions
I decided to use online project-management and code repositories to manage the project and version control.
When developing the hardware and software for the website's front and back ends, I considered:
* which devices and alert representations would best suit the volunteers
* how to develop a system that would suit a volunteer organisation with limited funding
* how to set up the system so that it could be maintained and developed in the future without incurring major costs.
I decided that my platform would be released as open source and that I would only use opensource software to develop the outcome. This was both an ethical and a cost-saving decision. I also decided that all of the components should have a modular structure to make it easy to add new alerts or monitoring in the future.
Insight 3: Building and testing the system
This system is for use in monitoring outdoor areas, so my solutions had to be weatherproof. I tested different casing options to find one that would be both inexpensive and watertight.
I had to work out how to transfer data from the sensors to the central system in an outdoor environment in which network wires are impractical because of the distances involved. I ran a series of tests for radio range and frequency propagation over terrain to determine the impact that weather or radio interference would have on reception.
I configured the software to trigger the alert system if a gate was triggered and had been open too long. Data was sent via Picaxe using a RADIUS (Remote Authentication Dial-In User Service) server that I also configured.
To determine if gates were open or closed, I first tried a Hall Effect Sensor. However, a pin broke off the HES I was using, which raised concerns over the delicacy of the device and how to secure it to a gate.
I decided that a more robust solution was a magnetic reed switch. I drilled the magnet and embedded it in the gate, and used the same poking-through-wood approach for the sensor. The Picaxe was protected in a plastic container attached to the side of the fence post, making it both decent looking and weather resistant.
I knew that the application needed to be user-friendly, so it was important to get the interface to work well on mobile devices to provide quick and easy access to data. After some research, I chose a system that uses two cascading style sheets (style.CSS and mobile.CSS) for the different screen sizes of computers and cellphones.
This was far easier than having two different websites and meant I could manage them both from one codebase. Also, the ability to download data makes it easier to analyse (for example, in custom programs). To allow this, I created a PHP script that automatically gets the relevant data from MySQL and puts it in a CSV file.
Downloaded from http://technology.tki.org.nz
or http://seniorsecondary.tki.org.nz/
Technology/Digital-technologies
Github® is an exclusive trademark registered in the United States by GitHub, Inc.
YouTube™ is a registered trademark of Google Inc., used with permission.
MySQL™ is a trademark of Oracle and/or its affiliates.
Copyright © Ministry of Education 2018, except for student work copyright © student
The programs used in this exemplar are not officially endorsed by the Ministry of Education.
ISBN: 978-1-77669-259-0
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Objects in Focus Number 10:
The Wind in the Willows Display
The Wind in the Willows by Kenneth Grahame was published in 1908.
After his mother died, Kenneth and his siblings were sent to live with their Granny Ingles and their uncle David, their mother's twin, in a spacious house called The Mount in Cookham Dean. There they learned to love the river, boating and the 'wild woods'. When grown up, Kenneth returned to live in Cookham and told his own son bedtime stories about the Wild Wood, which is certainly Quarry Wood across the river from Marlow. These stories were eventually published as The Wind in the Willows.
The Story - a summary
With the arrival of spring and fine weather outside, the good-natured Mole loses patience with spring cleaning. He flees his underground home, emerging to take in the air and ends up at the river, which he has never seen before. Here he meets Rat (a water vole), who at this time of year spends all his days in, on and close by the river. Rat takes Mole for a ride in his rowing boat. They get along well and spend many more days boating, with "Ratty" teaching Mole the ways of the river, with the two friends living together in Ratty's riverside home.
One summer day, Rat and Mole disembark near the grand Toad Hall and pay a visit to Toad. Toad is rich, jovial, friendly and kind-hearted, but aimless and conceited; he regularly becomes obsessed with current fads, only to abandon them abruptly. Having recently given up boating, Toad's current craze is his horse-drawn caravan. He persuades the reluctant Rat and willing Mole to join him on a trip.
Toad soon tires of the realities of camp life, and sleeps in the following day to avoid chores. Later that day, a passing motor car scares the horse, causing the caravan to overturn into a ditch. Rat threatens to have the law on the car driver, while Mole calms the horse, but Toad's craze for caravan travel is immediately replaced by an obsession with motorcars.
Mole wants to meet the respected but elusive Badger, who lives deep in the Wild Wood (Winter Hill), but Rat - knowing that Badger does not appreciate visits - tells Mole to be patient and wait for Badger to pay them a visit himself. Nevertheless, on a snowy winter's day, while the seasonally somnolent Rat dozes, Mole impulsively goes to the Wild Wood to explore, hoping to meet Badger. He gets lost in the woods and hides under a tree, trying to stay warm. Eventually, the three characters do meet and attempt to rescue Toad from himself - but not before further adventures along the way.
Can you name the four principal figures of the story as shown here?
Henley's River and Rowing Museum have an excellent exhibition on this subject and a visit is highly recommended.
This article is by David Part. | 1,022 | 628 | {
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Different Types of Listening
This resource was produced by Indigo therapists with funding received from Telethon 2021
All bodies and brains learn and listen, not all in the same way.
"Whole Body Listening" is a common classroom strategy where children show they are listening by sitting, looking, and being still and quiet.
For many neurodivergent individuals, these skills are extremely difficult, may cause stress, or are simply not possible.
When asked to "sit still", "pay attention", or "look", these individuals are being asking to perform their listening to suit others.
What is Neurodiversity
Neurodiversity means that someone thinks, learns, attends, processes differently to the way the majority (neurotypical) of society does.
It is a term coined in the 1990s to describe a new social justice movement towards neurological diversity being recognised, accepted, and respected.
Aim
To improve recognition of neurodiversity in the classroom.
To reduce the extra pressures faced by neurodivergent students navigating a neurotypical world.
To teach children and adults that all bodies and brains learn and listen in different ways.
"If I'm asked not to fidget, it becomes hard for me to listen because I'm so focused on not fidgeting. I'm not moving, but I'm not listening either."
Adult with ADHD, reflecting on experiences in education
Recognising, accepting, and respecting neurodiversity in the classroom
Recognise:
* What does listening look like for different students
* Talk to the student
* Talk to families
* Talk to therapy teams
* Work together to look for signs the student is listening
Accept:
* Use visual tools to talk about listening looking different for everyone (toys, wall posters, sorting...
* Incorporate visuals into everyday discussions
* Talk explicitly about how different students are listening
* Reinforce with all adult visitors to the classroom
Respect:
* Use language that includes a diverse range of experiences
* Help incorporate accommodations into the classroom
* Help students advocate for themselves
* Help create individual visual tools
Plan to support different types of listening
It can be helpful to think about how different students listen in order to ensure their needs are met.
In the planning process, consider what the student might be doing when they are listening:
* What are their eyes doing
* What are their hands doing
* What sounds seem to help / hinder
* What are their bodies doing
* What are their mouths doing
For more information
For more information visit our website: Telethon: Country Kids Communicate (indigosolutions.org.au) 1
Download this as a PDF document: Different Types of Listening 2
📞Phone: 08 9381 0600
🔗Web: www.indigosolutions.org.au
📧 Email: email@example.com 3
1https://www.indigosolutions.org.au/our-services/services-for-schools/telethon-country-kids-communicate
2https://www.indigosolutions.org.au/docs/default-source/telethon-resource-
sheets/02_differenttypesoflistening. pdf
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Beginning Bar Model Boot Camp: Getting Started with Model Drawing NCTM – April 2018
MATHCHAMPIONS.COM
Cassy Turner
email@example.com
Beth Curran firstname.lastname@example.org
BAR Model or TAPE DIAGRAM
A drawing that looks like a segment of tape, used to illustrate number relationships. Also known as a strip diagram, bar model, fraction strip, or length model.
Concrete - Pictorial - Abstract =
PROGRESSIONS DOCUMENTS FOR THE COMMON CORE MATH STANDARDS
http://ime.math.arizona.edu/progressions/
TECHNOLOGY – Drawing Models
* Thinking Blocks: MathPlayground.com and iPad
* Conceptua Math: ConceptuaMath.com/bar-models-tool
* The Singapore Maths Teacher: thesingaporemaths.com
* Ultimath Modeler: ultimath.com
* Houghton-Mifflin: Proprietary with curriculum and iPad
iPad Apps
* Xyla and Yabu:
* Visual Math Word Problems
Essential Discussions & Questions:
What is the word problem about? What is happening? Can you visualize the story? Can you restate the word problem without any numbers?
What will the answer look like? Can you make an estimate? (Units of measurement, multiple answers, level of accuracy, etc)
How can we draw a picture to solve this problem?
What do the bars represent?
What information do we know? What do we need to find?
Are we given the total? Parts?
How do you find a missing part?
Is the problem asking for the difference between two numbers or are we given the difference?
Are we comparing two amounts?
Is there a more efficient strategy to solve this problem? Are there other approaches that would work?
Can we check the answer?
Word Problems
There were ___ chocolates in a box. After eating some of them, Tara found that she had 5 8 of the chocolates left. How many chocolates did she eat?
A scooter costs _____. A bike costs _____ less than the scooter. Mr. Turner bought both the scooter and the bike. How much did he spend?
James bought a bag of jellybeans. 1 4 of the jellybeans were cherry, 1 8 were apple and 1 5 of the remainder were blueberry. If there were ___ blueberry jellybeans, how many jellybeans did he buy?
Running errands, Mr. Turner spends 1 3 of his money at the thrift store. He then spends 1 3 of the money he has left at the dollar store. Finally, he spends his remaining $40 on Powerball tickets. How much money did Mr. Turner have at first?
The sides of a triangle are in the ratio 4:5:6. If the perimeter of the triangle is 60 cm, find the length of the shortest side.
The difference between two numbers is 3146. If the larger number is three times the smaller number, find the sum of the two numbers.
A shopkeeper had 150 lb. of rice in his bag. He sold 2 5 of it and packed the remainder equally into 5 bags. Find the weight of rice in each bag.
ADD TO:
TAKE FROM:
PUT TOGETHER/TAKE APART
COMPARE
EQUAL GROUPS:
COMPARE: | 1,349 | 691 | {
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Giant Garter Snake (Thamnophis gigas ) Status - Federal: Threatened; California: Threatened
The giant garter snake is considered the largest of the garter snakes, with some adults reaching a length of more than 5 feet. Since most individuals are smaller, size may not be the best means of identification.
The snake is usually dark brown to olive or tan; northern snakes are often darker-colored and have bolder stripes than San Joaquin Valley snakes. The snake has
three stripes that can be pale, yellow or even orange. Along its side it has rows of black dots that may appear as a checkered or blotched pattern. Snakes emerging from dormancy are often muddy and may appear to be a solid, dark color.
Habitat
The giant garter snake requires habitat that offers permanent or summer water with vegetative cover, dense populations of food organisms, and higher elevation uplands not subject to flooding. (over)
California Department of Pesticide Regulation
Endangered Species Project www.cdpr.ca.gov/docs/endspec/index.htm
Giant Garter Snake
During its active period (March 1 through October 31), the giant garter snake emerges in March or April and mates. It remains close to its denning habitat until May or June, then moves throughout the available aquatic habitat. It inhabits natural and artificial wetlands. It lives in rice fields, irrigation supply and drainage canals, freshwater marshes, sloughs, ponds, and other aquatic habitats.
The snake uses grasses, weeds, cattails, tules, and other vegetation for basking, foraging and cover. It might also be seen on roads or in drains, check dams, culverts, rocks, fallen logs, debris piles, and other structures.
Food
The snake feeds on tadpoles, frogs, small fish, and other small vertebrates, and may be drawn to receding wet areas where prey is concentrated.
Denning
During its dormant period (October 31 through March 1), it requires denning areas that remain above floodwaters. Snakes spend most of their dormant period in small mammal burrows located on elevated roads or in fields, railroad trestles, and riprapped ditch banks.
Range
Giant garter snakes can occur in suitable habitat, as described, throughout the Sacramento and San Joaquin Valleys, including the following counties: Butte, Colusa, Contra Costa, Fresno, Glenn, Madera, Merced, Sacramento, San Joaquin, Solano, Sutter and Yolo.
For more information contact: Sacramento Fish & Wildlife Office (916) 414-6600 | 1,054 | 548 | {
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Y3 Autumn
THEME: Chocolate
Spiritual, Moral, Social and Cultural Development:
Personal, Social, Health and Emotional Development:
[x] Class/school codes of conduct:
[x] Shropshire Respect Yourself Eat Better: Food groups; importance of food and nutrients; food plate and plan a meal; plan a packed lunch
[x] Say No to Bullying
[x] Shropshire Respect Yourself RSE: Healthy Choice challenge; who and what helps; celebrating
In our exploration of faith we will:
[x] Shropshire Respect Yourself RSE: Lifecycle – link to science
- RQ13: How does religious belief guide and influence. Y5 unit based on Sikhism – link to place of worship visit
PE:
- RQ14: Why Celebrate (y6 unit Diwali/Xmas) Incarnation (UC): What Jesus the Messiah? (2b.4)
Net Wall unit
Gymnastics.
Invasion unit: passing and controlling and receiving
As Historians:
We will focus on a non-European society that provides contrasts with British history –Mayan civilization c. AD 900;
- Answer our own questions about the origins of chocolate
- Aztec tribes – When? Who? What? Where? Why?
- Explorations of Christopher Columbus
As designers we will:
- design own snack bar with a healthy twist
- Use a graphic design program to design packaging suitable for supermarket shelves (google sketch)
As artists we will:
- Develop line drawing/cartoon skills
- Autumn in watercolour use
- Darwin sketches
- Study of South American Art
As musicians we will:
- Consider African work/slave songs and African rhythm
- Music for Christmas production
- We will compose our own African music
As experts in technology we will
- Be web developers, this will include: cyber safety, research and internet safety, recognise acceptable/unacceptable behaviour and identify a range of ways to report concerns about content and contact (5.4).
- Email and skype: Email communication development.
- Be marketers – we will produce marketing materials for a healthy snack. 6.6
As linguists we will explore the French language through:
- Focus on numbers 1 – 60 min
- Focus on colours
- Focus on alphabet
- Portraits Unit 4
- Giving instructions/directions Unit 15
As Scientists we will:
All Living Things (Plants):
[x] Describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals
[x] Flowering plants, life cycles, parts and purpose, pollination, seed dispersal, photosynthesis (Investigate: what do seeds need to germinate?)
[x] Conditions that affect the life of a plant (Investigate: under what conditions do plants live the best?)
[x] Give reasons for classifying plants and animals based on specific characteristics.
As Geographers we will:
[x] Explore the climate for cocoa bean cultivation – where in world today – compare and contrast landscape, climate and lifestyle.
[x] Fair trade principles
[x] Locate the world's countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities.
[x] Understand geographical similarities and differences through the study of human and physical geography of a region within North or South America
Literacy: As appropriate for pupil progress – see expectations for year group.
[x] Explanation Writing – link to science
[x] Stories by Significant authors – Charlie and the Chocolate Factory (stories in historical settings).
[x] Persuasive writing – Educational reasons to go to Cadbury World. Debating fair trade issues.
[x] Playscripts – in Aztec world
[x] Recounts
[x] Poetry linked to Santa Maria focusing on similes, metaphors, personification and powerful images
Numeracy: As appropriate for pupil progress – see expectations for year group. Units as appropriate for pupil progress. Problem solving linked to trip to Cadbury's World. | 1,975 | 846 | {
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As the temperatures rise this summer, we are all finding ways to cope with the heat – a cool dip in the pool, ice filled beverages, retreating to the air conditioned indoors. It's important not to forget what it must feel like for our furry four legged friends. Not only do pets have to wear a thick fur coat all year round, but also they are limited in their abilities to escape the weather.
There is a lot of press coverage out there on the dangers of leaving a pet unattended in a vehicle in the heat. Even in more moderate weather, it can only be a matter of minutes before the inside of a car reaches deadly temperatures. However, with the onset of the summer heat there are a lot of other instances where the high temperatures can be deadly to pets.
Probably most important is to ensure adequate shade and shelter for your pet when outdoors. If your pet is kenneled outside, make sure that there is shade available throughout the entire day as well as access to plenty of water. Consider having multiple bowls available or tip-proof bowls so that the dog is not without water if it knocks its bowl over. Free roaming pets often don't have difficulties finding shade, but keep in mind that this can include under or behind vehicles, so be sure to look around your vehicle before driving. This also applies for pets going with you to work in the fields – stopped farm equipment is a good source of shade, but often results in severe injury.
Cats usually have enough sense to laze around on these hot days. Dogs tend to be a different story. Try to prevent heat stress and heat stroke by exercising in the cooler times of day. If you are leaving the house, carry plenty of water for the dog (and yourself). Know when it is time to take a break – there are a lot of dogs out there that just don't know when to quit. Dogs and cats have no sweat glands (except in their feet), so their main method of cooling off is panting. If your dog is panting heavily, it is time to offer water and stop the activity. To help cool off, some dogs enjoy chewing on ice cubes; you can try offering ice water, or hose the dog down with water. Some toys can be soaked in water then put in the freezer before play. Try activities that will keep the dog cooler, such as going to a pond or creek or playing fetch into a sprinkler. Access to a small kiddie pool in the yard is also a good way for a pet to cool off. If all else fails, don't forget to play indoor games with your pet to burn some energy. Training to do tricks is not only fun (and a good way to show off for your friends), but also helps keep your pet entertained when it is unable to play outside.
Whether you are exercising your pet or not, on hot days it is important to monitor for signs of heat stress – a life threatening rise in internal body temperature. Although this is mainly a problem in dogs, it can occur in cats (as mentioned earlier, most cats are not athletes and do not tend to overexert themselves). Plus, some animals are more susceptible to heat than others. In particular overweight pets, shorter nosed breeds (such as pugs, bulldogs, boxers and boston terriers), and pets with a history of respiratory problems such as asthma are high risk for heat stress; some may not even need to exercise to overheat.
The main signs of heat stress are vigorous panting, with the pet lying on its side, unable to rise. With milder forms of heat stress, the pet may still be standing, but very agitated and restless. The head may be extended, the legs may be rigid or stiff. If the body temperature stays high for too long, the pet may experience organ failure, may enter into shock, and/or can seizure. Any of these symptoms can ultimately lead to the death of the pet.
To treat heat stress, the goal is to bring the pet's body temperature down as soon as possible, but not too quickly. If you suspect your pet may have heat stress, begin cooling the body with cool water mostly over the belly, legs and head (not cold or ice water) and contact your veterinarian as soon as possible. The pet will likely need additional treatment (such as fluid therapy and medications for shock and potential organ damage) and monitoring, depending on the severity of heat stress.
Like many other health problems, heat stress is much easier to prevent than to treat. Remember that as owners and caregivers, it is our job to help pets have a safe, comfortable summer.
Dr. Cole is a local veterinarian and will begin seeing small animal patients at the O'Neill Veterinary Clinic this August. | 1,633 | 989 | {
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Light Listener
Guided Project Instructor Set
Figure 1 Example completed light listener
Learn It!
Your eyes and ears are two finely tuned inputs for analog information in your surroundings. Your eyes are able to process light as well as images flickering at lower frequencies of around 30Hz, while your ears can process sounds that span between 20 and 20,000Hz. After about 30Hz, your eyes no longer can decipher the flickering light and instead process it as a constant with varying intensity that follows the frequency of the flickering light. While your eyes may be limited in what they can see, what if you could hear light flickering?
In this activity, you will create a simple circuit to measure the voltage of a solar panel. By monitoring the variation in the voltage of the solar panel and sending that signal to a set of headphones, you can "listen" to changes in light. You will be able to hear the signal of infra-red flashes from a remote control without ever seeing those flashes!
Build It!
Task 1: Design a circuit that will read the differential signal from a solar panel with the analog input channels of your acquisition device. You can use the concepts gained from the Lights Out Core module to properly wire a differential signal. Figure 1 shows an example finished circuit.
Guiding Questions:
- What are some benefits of measuring a signal differentially?
- What range did you use to read your signal and what is its significance?
- Describe the noise you see on the signal, how can we remove that noise in hardware? How can we try to remove that noise in software?
"You will be able to hear the signal of infrared flashes from a remote control without ever seeing those flashes!"
Figure 2 Solar cell differential connection
Related Core Concepts:
Mini-mixer
Lights Out!
Task 2: Create in LabVIEW, code that will process the signal read into your acquisition hardware and output it on the audio output lines. Vary the amplitude of your output to find where the signal begins to distort. Include functions that will allow you to view the frequency spectrum of the signal you are acquiring.
Figure 3 Example code showing how to acquire data and pass it back out using analog input and output
Guiding Questions:
- Gather light data from several sources (at least 5, one being infrared) and describe the frequency content of each of them. What do you think is the reason for the different peaks in frequency you encountered?
- How strong is the sound signal you are hearing? Is there a way to make this stronger?
Expand it!
- Using a TV remote and your light listening system, devise a way to interpret the information coming from the remote. See if you can figure out the packet of data sent from a particular button press. Use this to characterize multiple buttons.
- Create a simulation to display a button press from your remote on the front panel.
Guiding Questions:
- How is the data being displayed back in the time domain? Is it repeating?
- Is there a constant amount of time between lows and highs in the signal you are seeing?
- Does this follow some sort of communication protocol?
- Does the sound change for each button press? What type of communication is this?
Caption describing picture or graphic.
Research it!
Include a list of sections of textbooks this project touches on. Include the title, chapter and section name as well as page numbers. This section can also contain a listing of sections that can be taught in parallel with or after this project. | 1,402 | 708 | {
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Initial Characterizations: The Fambly
Directions: In your group, you will be assigned a character or characters. Complete the chart in a detailed fashion. For each piece of TEXT EVIDENCE, label it with the appropriate page number. Under general conclusions, describe the character and their role based on your evidence. Be prepared to present your characters. While you may "…" your presentation should include a reading of the full quotation.
Character Methods of Characterization
Comments and Conclusions
Tom Joad
(Son of Ma and Pa; Brother of Noah, Al, Rose, Ruthie, and Winfield)
How is the character described physically?
What does the character say? What does the character do?
What is said about the character either through narration or other characters?
Jim Casy (Family friend)
How is the character described physically?
What does the character say? What does the character do?
What is said about the character either through narration or other characters?
E11 TR 3.7
What is said about the character either through narration or other characters?
Character Methods of Characterization
Comments and Conclusions
Noah Joad
(Son of Ma and Pa; Brother of Tom, Al, Rose, Ruthie, and Winfield)
How is the character described physically?
What does the character say? What does the character do?
What is said about the character either through narration or other characters?
Pa Joad (Son of Grampa; Brother of John; Husband of Ma; Father
How is the character described physically?
of Noah, Tom, Al, Rose, Ruthie, and Winfield)
What does the character say? What does the character do?
What is said about the character either through narration or other characters?
Uncle John Joad
(Son of Grampa and Granma; Brother of Pa; Uncle of Noah, Tom, Al, Rose, Ruthie, and Winfield)
How is the character described physically?
What does the character say? What does the character do?
What is said about the character either through narration or other characters?
What is said about the character either through narration or other characters?
Uncle John Joad
(Son of Grampa and Granma; Brother of Pa; Uncle of Noah, Tom, Al, Rose, Ruthie, and Winfield)
How is the character described physically?
What does the character say? What does the character do?
What is said about the character either through narration or other characters?
Character Methods of Characterization
Comments and Conclusions
Ruthie and Winfield Joad
(Children of Ma and Pa; Siblings to Noah, Tom, Al, and Rose)
Where possible delineate
How is the character described physically?
What does the character say? What does the character do?
between the two.
What is said about the character either through narration or other characters?
Rose of Sharon Rivers (Daughter of Pa and Ma; Husband of Connie Rivers; Sister of Noah, Tom, Al, Ruthie, and Winfield)
How is the character described physically?
What does the character say? What does the character do?
What is said about the character either through narration or other characters?
Connie Rivers
(Husband of Rose of Sharon; Son-in-law of Ma and Pa; Brother- in-law of Noah, Tom, Al, Ruthie, and Winfield)
How is the character described physically?
What does the character say? What does the character do?
What is said about the character either through narration or other characters?
E11 TR 3.7
Character Methods of Characterization
Comments and Conclusions
Al Jo ad
Ma;
How is the character described physically?
Granpa; Grandma of Noah, Tom, Al, Rose, Ruthie, and Winfield)
What does the character say? What does the character do?
What is said about the character either through narration or other characters?
Ma Joad
(Daughter- in-law of Grampa and Granma; Wife of Pa; Mother of Noah, Tom, Rose, Al, Ruthie, and Winfield)
How is the character described physically?
What does the character say? What does the character do?
What is said about the character either through narration or other characters?
E11 TR 3.7
Muley Graves
(Family friend)
How is the character described physically?
What does the character say? What does the character do?
What is said about the character either through narration or other characters?
E11 TR 3.7
E11 TR 3.7 | 2,041 | 929 | {
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Congress Reintroduces Bill to Protect Marine Life, End Drift
Bill Will Save Whales, Sea Turtles, Dolphins, Sharks and Other Animals from Drowning in Large-mesh Drift Gillnets and Encourages Shift to More Sustainable Fishing
Monday, February 8, 2021 Washington, DC
The bi-partisan Driftnet Modernization and Bycatch Reduction
Act was introduced in the Senate, led by Senators Dianne Feinstein (DCalif.) and Senator Shelley Moore Capito (R-W.V.) to end the destructive use of large-mesh drift gillnets in U.S. ocean waters and save countless whales, dolphins, sea turtles, and sharks as well as sportfish. These mile-long, nearly invisible nets drift overnight to catch swordfish off California, but entangle, injure and kill more than 70 other species of marine life. According to federal data, more dolphins are killed in the California drift gillnet fishery than all other observed U.S. West Coast and Alaska fisheries combined.
The federal legislation will prohibit the use of large mesh drift gillnets in United States federal waters (out to 200 miles from shore) in five years and promote the adoption of cleaner fishing gear that reduces the incidental catch of marine wildlife. California recently established a transition program where fishermen can receive funding for turning in their nets and permits. The federal legislation authorizes the federal government to provide additional funding to fishermen to facilitate this transition to cleaner methods, namely deep-set buoy gear. Deep-set buoy gear uses hooks set during the daytime that selectively catch swordfish and are actively checked by fishermen, as opposed to a large net left unattended for hours like a drift gillnet. The actively tended gear not only greatly reduces harm to wildlife but also leads to higher quality swordfish. The gear type has been successfully proven to be profitable and sustainable, resulting in its authorization in 2019 by the Pacific
Fishery Management Council. Drift gillnet fishermen who participate in the transition program will be first in line for new federal deep-set buoy gear permits.
In 2020, deep-set buoy gear caught four times more swordfish than drift gillnets and garnered a 62% higher price per pound due to the quality of the fish and sustainability of the gear. According to landing data from the Pacific Fisheries Information Network, drift gillnets caught 19.8 metric tons of swordfish in 2020 at an average ex vessel price of $3.62/lb worth a total of $157,728. Deep-set buoy gear caught 79.4 metric tons of swordfish at an average of $5.88/lb worth a total of $1,028,932. All deep-set buoy catch was caught with Exempted Fishing Permits.
Conversely, large mesh drift gillnets throw overboard more wildlife than what is kept and due to their wasteful nature, these nets are banned in many places around the world. Ocean waters off California and Oregon are the last places in the U.S. where large mesh drift gillnets are still allowed.
Congress passed similar legislation last year by unanimous consent of the Senate and a bi-partisan majority of the House of Representatives; however, President Trump vetoed the bill in the final hours of the Congressional session.
{note: Mr Trump said publicly he vetoed because he doesn't like CA) | 1,422 | 689 | {
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Homework 7 (55pts)
1. (a) (5 points) Illustrate the execution of Dijkstra's algorithm on the following graph to construct a shortest path tree rooted at vertex a.
(b) (5 points) Give an example of a weighted directed graph G with negative-weight edges, but no negative-weight cycle, such that Dijkstra's algorithm incorrectly computes the shortest-path distances from some vertex v. Trace the execution of Dijkstra's algorithm to show where it goes awry.
(c) (5 points) Consider the following greedy strategy for finding a shortest path from vertex start to vertex goal in a given connected graph with positive edge weights.
1. Initialize path to start
2. Initialize visitedV ertices to {start}
3. If start = goal, return path and exit. Otherwise, continue.
4. Find the edge (start, v) of minimum weight such that v is adjacent to start and v is not in visitedV ertices.
5. Add v to path.
6. Add v to visitedV ertices.
7. Set start equal to v and go to step 3.
Does this greedy strategy always find a shortest path from start to goal? Either explain intuitively why it works, or give a counter-example.
2. (10 points) There are n trading posts along a river, numbered 1 to n as you travel downstream. At any trading post i you can rent a canoe to be returned at any of the downstream trading posts j, where j ≥ i. You are given a table R[i, j] defining the cost of a canoe which is picked up at post i and dropped offat post j for 1 ≤ i ≤ j ≤ n. Assume that R[i, i] = 0 and that you can't take a canoe upriver (so perhaps R[i, j] = ∞ when i > j). However, it can happen that the cost of renting from i to j is higher than the total cost of a series of shorter rentals. In this case, you can return the first canoe at some post k between i and j and continue your journey in a second (and maybe third, fourth ...) canoe. There is no extra charge for changing canoes this way.
Describe an efficient algorithm to determine the minimum cost of a trip by canoe from each possible departure point i to each possible arrival point j. Analyze the running time of your algorithm.
3. (10 points) Suppose you are given a diagram of a telephone network, which is a graph G whose vertices represent switching centers, and whose edges represent communications lines between two centers. The edges are marked by their bandwidth. The bandwidth of a path is the bandwidth of its lowest bandwidth edge. Give the pseudocode for an algorithm that, given a diagram and two switching centers a and b, will output the maximum bandwidth of a path between a and b. (Just report the maximum bandwidth; you do not have to give the actual path). Analyze the running time of your algorithm.
4. (10 points) NASA wants to link n stations spread over the country using communication channels. Each pair of stations has a different bandwidth available, which is known a priori. NASA wants to select n−1 channels (the minimum possible) in such a way that all the stations are linked by the channels and the total bandwidth (defined as the sum of the individual bandwidths of the channels) is maximum. Describe an efficient algorithm for this problem and determine its worst-case time complexity. Consider the weighted graph G = (V, E), where V is the set of stations and E is the set of channels between the stations. Define the weight w(e) of an edge e ∈ E as the bandwidth of the corresponding channel.
5. (10 points) In this problem, you will show the execution of the minimum spanning tree algorithms that you studied in class on the following graph:
(a) Trace the execution of Prim's algorithm to find the minimum spanning tree for this graph. At each step, you should show the vertex and the edge added to the tree and the resulting values of D after the relaxation operation. Use START vertex as the first vertex in your traversal.
(b) Trace the execution of Kruskal's algorithm to find the minimum spanning tree for this graph. Give a list of edges in the order in which they are added to the MST.
6. [WILL NOT BE GRADED] Trace the execution of the Edmonds-Karp maximum flow algorithm on the graph shown below. To break ties during BFS, visit the edges for each vertex in order. Show the augmenting path chosen in each step (and the flow of that path), as well as the final flow for each edge and the value of the maximum flow. | 1,832 | 1,012 | {
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This program is intended to exhibit examples of the karst landscape on a walking tour of the park. Students will learn about different features of karst geography and how they form.
Grade Level: 4-5
NGSS: 4-ESS1-1, 4-ESS21, 5-ESS2-1, 5-ESS3-1, 5LS2-1, MS-LS1-5,6, MSLS2
Duration:
Activity: 1 hour
Setting:
Outdoors, along trail system.
Cooperative Approach:
This program works great with the Cave Boat Tour by providing the students a view of karst from both the surface and subsurface. This program can also work well with the Geology Rocks program as the hands-on experiments provide a basis for understanding the chemical erosion of limestone that creates karst features.
Vocabulary:
Bedrock
Groundwater
Aquifer
Karst
Objectives:
Alterations:
This program is designed to be a talk and hike. The goal is to encourage the students to observe the areas around them and ask questions. By the end of the program, they should have a better understanding of:
* What Karst is
* How Karst features form
* Hydrologic connections between Karst features
* Be able to recognize Karst features they see in their daily lives
Making Connections:
Most students have seen sinkholes and know there are caves in the area. They may have even been in a cave before, or have a sinkhole on their property. However, few children understand how sinkholes and caves form and how they are connected to the water under the ground. Hiking the Lost River Cave property and visiting various karst features will help them to identify features of a karst area as well as understand the sensitive connections of the surface and subsurface.
Cost:
Program: $3.00 / student
Program + Boat Tour: $8.00 / student
Grades K-3
Without changes, this program may be too intense for a k-2 audience. Therefore to provide a K-2 group with the Sinking into Karst program, several alterations would be required. Changes would include:
-Shortening the tour to only 30 minutes by reducing the interpretive stops to only 3 locations: The Sinkhole, The Wetland, and Blue Hole #3.
-Altering the content of the discussion at each stop to appeal to the K-2 knowledge base.
Grades 6-12
Without changes, this program may not reach the expectations of the 6-12 knowledge base. Therefore, to provide Grades 612 with the Sinking Into Karst program, Program Guides will incorporate more in-depth information pertaining to chemistry and biology. It is recommended that
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Linear Law – Practice 3
1. The following table shows the corresponding values of two variables, x and y, that are related by the equation x y pk = , where p and k are constants.
(a) Plot log10 y against x . Hence, draw the line of best fit
(b) Use your graph in (a) to find the values of p and k.
| x | 1 | 4 | 9 | 16 | 25 | 36 |
|---|---|---|---|---|---|---|
| y | 1.8 | 2.7 | 4.05 | 6.08 | 9.11 | 13.67 |
We focus on Answering Exam Questions
[Ans : p=1.23, k=1.5]
Linear Law – Practice 3
2. The table below shows the corresponding values of two variables, x and y, that are related by the equation 2 5 k y hx x h = + , where h and k are constants.
(a) Using a scale of 2 cm to 1 unit on the x - axis and 2 cm to 0.2 units on the y x – axis, plot the graph of
(b) Use your graph in (a) to find the values of
y x against x . Hence, draw the line of best fit.
(i) h,
(iii) y when x = 6.
(ii) k,
We focus on Answering Exam Questions
[ h ≈ 0.05, k ≈ 0.15; y ≈ 26.88]
Linear Law – Practice 3
3. The table 7 below shows the values of two variables, x and y, obtained from an experiment. The variables x and y are related by the equation 1 = + a b y x , where k and p are constants.
| x | 1.5 | 2.0 | 3.0 | 4.0 | 5.0 |
|---|---|---|---|---|---|
| y | 5.004 | 1.54 | 0.93 | 0.77 | 0.702 |
Table 7
(a) Based on the table above, construct a table for the values of 1 x and 1 y . Plot 1 y against 1 x
using a scale of 2 cm to 0.1 unit on the 1 x -axis and 2 cm to 0.2 unit on the 1 y -axis. Hence, draw the line of best fit.
(i) a,
(b) Use the graph from (b) to find the value of
(ii) b.
We focus on Answering Exam Questions
[a=0.505,b=-1.356]
,
Linear Law – Practice 3
4. The table below shows the corresponding values of two variables, x and y, that are related by the
equation p y qx qx = + , where p and q are constants.
| x | 2.5 | 3.0 | 3.5 | 4.0 | 4.5 |
|---|---|---|---|---|---|
| y | 1 | 2.7 | 4.1 | 6.5 | 6.8 |
One of the values of y is incorrectly recorded.
(a) Using scale of 2 cm to 5 units on the both axis, plot the graph of xy against 2 x . Hence, draw the line of best fit
(i) State the values of y which is incorrectly recorded and determine its actual value.
(b) Use your graph in (a) to answer the following questions:
(ii) Find the value of p and of q.
We focus on Answering Exam Questions
] | 1,285 | 833 | {
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my-GCSEscience.com
The leading source of online video tutorials dedicated to the new 9-1 Science GCSEs
Tricky vocabulary in biology
By KATIE ROSS
Biology is a vocab-heavy subject. You need to learn lots of words (often based on tricky Latin or Greek terms). And so many biology terms are similar yet have very different meanings. Time and again, students get confused in the exams. This blog highlights some common confusions and explains the tricky vocabulary so that you get it right in the GCSE!
Much of the confusion occurs with the 'A' word and the 'G' words. Often students get mixed up with their acids, and confuse mitosis with meiosis. Below, we go through all of these in turn.
The 'A' Team
Let's start with the words beginning with 'A'; antigen, antibody, antibiotic. Not only do they look similar but they all belong in the topic associated with communicable or infectious diseases.
Antigens
The term antigen translates to antibody generating. All cells have surface proteins called antigens, which serve as unique identity markers. If pathogens (harmful cells with different antigens) are present, the body's own security guards (the white blood cells) will quickly seek out and destroy these cells using weapons called antibodies, which have specific shapes.
Antibodies
Antibodies are mass-generated in response to a specific antigen entering our bodies. Often our own immune system can generate the correct quantities of the antibody to help us recover from an infection.
Antibiotics
In cases where the infection is bacterial and it is stronger than our bodies can cope with, we can be prescribed antibiotics. These are drugs that destroy the bacteria or prevent the bacteria from replicating. In the latter case, this will buy some time for other white blood cells (the phagocytes) to go around and 'gobble up' or engulf the pathogens!
Don't Guess the 'G' words!
The words beginning with 'G' belong to different topics.
Glucose, Glycogen, Glucagon
If there is too much glucose in the blood, some of it is converted into glycogen and stored in the liver or in muscle cells. When glucose levels drop, such as during a spell of exercise, extra glucose can be released from glycogen but only when the signal is given. This signal comes in the form of a hormone called glucagon. Remember: when the glucose has gone, glucagon comes to the rescue!
Glycerol
The final 'G' is glycerol. This has nothing to do with glucose or carbohydrates. Instead, it's part of a lipid molecule, alongside fatty acids.
The acids
That brings us to our next source of confusion: acids.
* Lipids break down into fatty acids and glycerol.
* Hydrochloric acid is found in the stomach.
* Amino acids are the building blocks of proteins.
* Lactic acid is formed during anaerobic respiration – think about all those P.E. lessons when you got muscle fatigue after sprinting!
Mitosis and meiosis
Last but not least, it's easy to get mixed up between the two types of cell division.
Mitosis
Mitosis (pronounced my-toes-sies) is the formation of new cells that are identical to the parent cells. Toes are not sexy!
Meiosis
Meiosis is sexy. Well, it's not really. But it does lead to the formation of gametes (sex cells) and the word itself has the letter 'e' in it which (obviously) stands for 'egg'. That'll help you remember meiosis in its correct context.
Now it's one thing knowing the difference between these two words, but you're also expected to actually spell both of them correctly! So before the exam, write them both out repeatedly. Again and again and again… and while you write them picture cells dividing again and again and again! | 1,490 | 809 | {
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A Christmas Sensory Story:
WAKE up santa!
If you want to add some props into this story you can use: a cup and teaspoon, a packet of porridge oats (or use a different kind of cereal if it is easier) and a dishcloth. Directions for actions are in the square brackets.
It was Christmas Eve in Santa's magic house. Santa had fallen asleep.
[Mime sleeping]
A little mouse came out of her mouse hole and ran up and down his sleeve.
[Use two fingers as 'paws' and 'run' up and down your arm, or your child's arm.]
'Santa, you've fallen asleep!
The children won't get any presents!' said the mouse.
But Santa went on sleeping!
[Mime sleeping]
On the table next to Santa was a cup and spoon.
[Show cup and spoon]
The cup on the table said:
'Mouse, mouse, why do you run up and down?'
'Santa has fallen asleep! The children won't get any presents!' said the mouse.
'In that case I will rattle,' said the cup.
And so the cup rattled.
[Rattle the spoon in the cup]
And the mouse ran up and down and up and down.
[Two fingers running up and down your arm, or your child's arm]
But Santa went on sleeping.
[Mime sleeping]
On the shelf was a packet of porridge oats.
The oats on the shelf said:
'Cup, cup why do you rattle?' 'Santa has fallen asleep!
The children won't get any presents!' said the cup.
'In that case I will jump,' said the oats.
And so the oats jumped and jumped and jumped.
[Shake the box of oats]
A Christmas Sensory Story
WAKE up santa!
The cup rattled.
[Rattle the spoon in the cup]
And the mouse ran up and down and up and down. [Two fingers running up and down your arm, or your child's arm]
But Santa went on sleeping.
[Mime sleeping]
In the corner was a dishcloth hanging on a hook.
The dishcloth said:
'Oats, oats, why do you jump?'
'Santa has fallen asleep. The children won't get any presents!' said the oats.
'In that case I will flip and flap,' said the dishcloth.
And so the dishcloth flipped and flapped.
[Shake the dishcloth]
The oats jumped. [Shake the box of oats]
The cup rattled.
[Rattle the spoon in the cup]
And the mouse ran up and down and up and down.
[Two fingers running up and down your arm, or your child's arm]
But Santa went on sleeping. [Mime sleeping]
Outside were Santa's reindeer.
The reindeer looked in the window.
The reindeer said:
'Dishcloth, dishcloth why do you flip and flap?'
'Santa has fallen asleep. The children won't get any presents!'
said the dishcloth.
'In that case we will run!' said the reindeer.
And so the reindeer ran round and round and round Santa's house!
[Drum your hands on your knees and stamp your feet at the same time.
Or gently tap your child's knees rhythmically]
And the dishcloth flipped and flapped.
[Shake the dishcloth]
(continued)
A Christmas Sensory Story
WAKE up sant a! (continued)
The porridge jumped.
[Shake the box of oats]
The cup rattled.
[Rattle the spoon in the cup]
And the mouse ran up and down and up and down.
[Two fingers running up and down your arm, or your child's arm]
The reindeer ran faster.
[Stamp your feet faster]
The dishcloth flipped and flapped more!
[Shake the dishcloth vigorously]
The porridge jumped so high!
[Shake the box of oats vigorously]
The cup rattled and rattled.
[Rattle the spoon in the cup very noisily]
And lots and lots of mice came out of their mouse holes and ran up and down and up and down and up and down.
They even danced on Santa's head!
[Using all your fingers, make them run up and down your arms and then 'dance' on your head, or your child's arms and head]
And – at last – Santa woke up.
He got up.
He got on his sleigh.
He flew far away.
He was taking the presents to the children!
[Mime the sleigh flying away]
The reindeer disappeared into the clouds with Santa.
[Make running sounds by hitting knees – fade these away]
The dishcloth got back on its hook.
[Shake dishcloth and stop]
The porridge stopped jumping.
[Shake porridge and stop]
A Christmas Sensory Story
WAKE up sant a! (continued)
The cup stopped rattling.
[Rattle and stop]
All the little mice went back into their mouse holes.
[Hold up all your fingers, waggle them and then make them disappear behind your back.]
The first little mouse ran round and round and then fell asleep, in Santa's little house.
[Using your finger as a mouse make it run around and round your own palm or your child's palm and then mime falling asleep]
And everyone had a very happy Christmas!
Story by Ailie Finlay flotsamandjetsam.co.uk
Illustrated by Kate Leiper kateleiper.co.uk
more sensory ideas
Mouse's Squeak
Use the 'squeak' from an old baby toy to make the mouse's squeak. (You could cut this out of an old toy and put it in a little fabric bag to make it easier for a child to use.)
Reindeer Hooves
For the noise of the reindeer hooves you could bang together two coconut shells or the tops from two bottles of laundry detergent. Jingle some bells for Santa leaving on his sleigh.
Santa Hat or Snow
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PARABLE of the Unforgiving Slave: MERCY and FORGIVENESS
PUPPET VOICES:
- Narrator – 5 parts
- Master – 1 part
- Slave – 2 parts
- Fellow Slave – 1 part
************************************************************************************************
Narrator:
Shalom!! There is a wonderful parable or short story, written in Matthew 18, verses 21-35 that Yahshua gave to teach us about mercy and forgiveness. He was with the disciples when Peter asked him how many times he should forgive his brother with him who is at fault. He asked Yahshua if he should forgive him up to seven times.
Yahshua said to Peter, "I do not say to you, until seven times, but rather until seventy times seventy seven".
Then Yahshua began telling him, the kingdom of Heaven has been compared to a man, a king, who desired to take account with his slaves.
He having begun to reckon, one debtor of ten thousand talents was brought near to him. But he not having any to repay, his master commanded him to be sold, also his wife and children, and all things, as much as he had, even to pay back.
Then having fallen down, the slave bowed the knee to him, saying…
Slave:
Master, have patience with me, and I will pay all to you.
Narrator:
Being filled with pity, the Master of that slave released him and forgave him the loan. But having gone out, that slave found one of his fellow slaves who owed him a hundred denarii.
Seizing him, he choked him, saying…
Slave:
PAY ME WHATEVER YOU OWE!!!
Narrator:
Then having fallen down at his feet, his fellow slave begged him, saying…
Fellow Slave:
Have patience with me, and I will pay all to you!
Narrator:
But he would not, having gone away he threw him into prison until he should pay back the amount owed. His fellow slaves, seeing the things happening, they were greatly grieved. They reported to their Master all the things happening. Then having called him near, his Master said to him…
Master:
Wicked slave! I forgave you all that debt, since you begged me. Ought you not also to have mercy on your fellow slave, as I also had mercy?
Narrator:
Being angry, his Master delivered him up to the tormentors until he pay back all that debt to him.
So, Yahshua told Peter, that My heavenly Father will do to you unless each of you from your hearts forgive his brother their offenses.
Do you understand the lesson Yahshua is teaching us? When somebody does something wrong to us and asks for our forgiveness, Yahshua wants us to have mercy and compassion on them and to forgive them with our whole heart. He doesn't want us to be angry or bitter against them.
He said to forgive seventy times seventy seven! Wow, that's a lot of times! Yahshua is telling us that we need to ALWAYS have a heart to forgive no matter how many times a wrong is done against us.
If we choose not to have mercy and don't forgive someone who did something wrong to us, the heavenly Father will not forgive us of our sins.
So remember, forgive always! SHALOM!!! | 1,119 | 693 | {
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The Importance of Detoxification
Your body produces toxins during normal body functions. It is also exposed to pollutants, or toxicants, in the air, drinking water, and food. In Functional Medicine, detoxification or "detox" refers to the body's process of making toxins, toxicants and hormones less harmful. This process is also referred to as "metabolic detoxification."
Studies on how drugs are broken down and cleared from the body have helped us to understand the detox processes. There are well-defined pathways in the body that are responsible for changing toxicants into chemical compounds that are easier for the body to eliminate. This happens primarily through the urine or stools.
Scientists estimate that the average adult carries within her or his body at least 700 toxins. A newborn's body can contain over 200 toxins.
Our society is becoming more and more toxic. The constant exposure is resulting in an ever-increasing body burden, or toxic load, of chemicals. One of the most common exposures is to toxic farm chemicals: pesticides, herbicides, and fertilizers. Other sources of toxicants include materials used in new construction, carpet chemicals that can off-gas into the air, paint, household cleaners, mixed metals used in dental repairs, synthetic materials found in dental products, and even personal hygiene products applied to face, skin, and hair. Air pollutants are found in regional or work industrial areas, primary or second-hand smoke exposure, and auto exhaust. On a daily basis, your liver, kidneys, large intestine, lymphatic system, and sweat glands work to reduce the body burden, or buildup, of these environmental contaminants.
Your toxic body burden is a result of three main factors:
§ § The amount of toxicant exposures from both internal and external sources.
§ § Your ability to produce detox enzymes for processing these compounds. This is based on your unique genetics and familial influence.
§ § The amount of detox supporting nutrients consumed in your diet. Specific foods support the processes of changing toxic chemicals and waste products to less harmful forms and assist in their elimination.
Toxic symptoms may occur when you reach your personal limit of accumulated toxins and are not able to clear them quickly or efficiently enough. Researchers are recognizing the following symptoms related to the buildup of toxins:
§ § Obesity
§ § Fatigue
§ § Type 2 diabetes
§ § Metabolic syndrome
§ § Infertility
§ § Allergies
§ § Neurological conditions such as tremors, headaches, and cognitive difficulties
§ § Cancer
§ § Behavior and mood disorders
§ § Parkinson's and Alzheimer's Diseases
The goal of a clinically-directed metabolic detox protocol is to provide nutritional support for the pathways involved in the processing and elimination of toxins. A detox program results in improved symptoms and an increased sense of wellbeing for most individuals. Many who participate in a personalized detox program describe improvement in pain and fatigue levels, enhanced cognitive function and moods, more effective and satisfying sleep cycles, and weight loss.
References
1. Sears ME, Genuis SJ. Environmental determinants of chronic disease and medical approaches: Recognition, avoidance, supportive therapy, and detoxification. J Environ Public Health. 2012;2012:356798. doi:10.1155/2012/356798.
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3 Festive Fine Motor Activities for Thanksgiving
What are the 3 Festive Fine Motor Activities for Thanksgiving?
The Hungry Turkey Challenge upcycles an empty plastic bottle and turns it into a turkey. With just paint, wiggly eyes, and construction paper, you can create a game that asks children to use their fine motor skills to pick up pompoms with tweezers or their fingers and put them in the decorated bottle to "feed" the turkey.
Children can further practice their fine motor skills with the Trace and Lace Turkey. Simply cut out a turkey shape from the flap of a cardboard box, decorate it, and add holes around the edge for children to lace.
The Turkey Feathers Game is the third activity and requires a few simple supplies, such as a cardboard box, paint, glue, and construction paper. It challenges children to use their fine motor skills to pick up feathers and place them in the appropriate holes on top of the decorated turkey box.
Required Materials:
* Construction Paper (Item #46047)
* Wiggly Eyes (Item #47372)
* Scissors
* Glue (Item #22958)
* Cardboard Box
* Empty Plastic Bottle
* Acrylic Paint (red, orange, yellow, and brown) (Item #30446)
* Pompoms (Item #31594)
* Paint Sponge
* Easy-Grip Tweezers (Item #91081) or Squeezy Tweezers™(Item #31224)
* Marker
* Box Cutter (adults only)
* Tape
* Hole Punch (Item #47601)
* Laces (Item #87055)
* 6" Cork Circles
* Feathers (Item #88907)
* Pencil
1. Hungry Turkey Challenge
Cut out four feathers, a nose, and a wattle from fall-colored construction paper. Glue two wiggly eyes, the nose, and the wattle on the front of a recycled plastic bottle. Glue the turkey feathers together, and then glue the group of feathers onto the back of the bottle to make the turkey. Take a paint sponge and dab brown acrylic paint around the outside of the bottle. Let dry. Set out a variety of pompoms, and give children pairs of tweezers to use to pick up the pompoms and "feed" the hungry turkey. If children have a hard time with the tweezers, encourage them to use their hands to pick up the pompoms and put them in the turkey bottle.
2. Trace and Lace Turkey
Use a box cutter to cut off the two shorter flaps of a cardboard box. Use a marker to draw or trace a turkey shape onto both flaps of cardboard. Cut out the two cardboard turkeys, and then glue wiggly eyes, a paper nose, and a paper wattle on the front of the turkey. Once that's done, use a hole punch to go around the edges of the cardboard turkeys and make holes for children to lace. Tape one end of a lace to the back of the turkeys, and then encourage children to practice their lacing skills.
3. Turkey Feathers Game
Tape the top of the cardboard box you used for the Trace and Lace Turkey activity together, and then turn it over to where the bottom of the box is now the top. Next, glue wiggly eyes, a paper nose, and a paper wattle onto a Cork Circle and glue the circle onto the front side of the box (should be one of the shorter sides). Use a pencil to punch numerous holes in the top of the box. Cut out seven large feathers from fall-colored construction paper, glue the feathers together, and then glue the group of feathers on the back of the turkey box (the other short side of the box). Take a paint sponge and blend red, yellow, orange, and brown acrylic paint all around the cardboard box. Let dry. Give children feathers to stick into the holes to fill in the turkey's feathers.
Scan this QR Code to view this activity on our website and to check out more of our Insights and Inspirations articles! | 1,452 | 838 | {
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W/C 29.06.20 -Around the world/ Class - Reception
Weekly Reading Tasks
Weekly Phonics Tasks
| Monday- Share the book “Emma Jane’s Aeroplane” which can be found here https://safeYouTube.net/w/wgQL Afterwards, have a chat about which places you both enjoyed visiting. Think about why you liked the look of them. | | |
|---|---|---|
| Tuesday- Which place did you like the most from yesterday’s story? Could you do some research about this place with your adult? Think about all the landmarks you would like to visit there. | | |
| Wednesday- Have a look through your stories at home, what sort of places are in your stories? Can you find a cold place? A hot place? A place with tall buildings? A place with lots of animals? | | |
| Thursday- Use at atlas or a globe to find different places in the world. Can you find where we live? Can you find a country close by? Can you find a country far away? Can you find somewhere hot? Can you find somewhere cold? | | |
| Friday- Follow the story “When I Coloured in the World”, you can find it here https://safeyoutube.net/w/Rxi6 What would your child change about the world? Ask them to draw a picture of their ideal world. | | |
| | Weekly Writing Tasks | Weekly Maths Tasks |
| Monday-Draw a picture of a landmark from this week’s book “Emily Jane’s Aeroplane”. Can you label it? Can you write a sentence about why you would like to visit? | | |
| Tuesday- Ask you child about a place they have visited that they like. Can they write about why they liked the day? What did they do? Can they draw a picture to go with it! | | |
TOPIC TASKS – To be completed through the week
Our learning this week is based around the theme of 'Around the world'. Here are some tasks to try.
Research
Encourage your child to look at the food in your kitchen and find out what countries some of it comes from. You could search on a map for those countries. You might even want to have some of the food you have found for dinner – ask your child to create a menu for the meal like at a restaurant!
Create
Look at flags from around the world. Click here flags from around the world Discuss which are your child's favourites and why? Ask your child to design and make their own flag. They might use craft materials, or objects from around the house.
Build
A bridge helps people move over obstacles like a river, a valley or a busy road. The world's longest bridge is in China and is 164.8km long. It would take more than two days to walk the length of this bridge. Do you have any bridges near your home? What do they look like?
Try building a bridge out of paper, Lego or any other building materials you might have at home. Your bridge needs to be big enough for a toy car or small toy to travel over.
Where in the World?
Discuss with your child where your family comes from in the world. If you have them available, show your child photographs of where you, or their grandparents, grew up. This might be similar to where they live now or completely different. Encourage your child to think about the differences between the places.
RE
There are many different religions followed and celebrated all over the world. Use the websites below to explore some of the teachings and traditions of these religions.
https://www.bbc.co.uk/teach/class-clips-video/religions-of-the-world/zfxwpg8
On Monday 29 th June it is the feast day of St Peter and St Paul. You may want to use this resource with your family to celebrate these important saints and to learn about how they travelled all around the world to spread the Good News of Jesus.
Additional learning resources parents may wish to engage with
The below are websites which are free or are offering free subscriptions during the period of school closures. Please use these when looking for additional learning opportunities. Don't forget to share your learning with us on Twitter @StTeresasRCP.
Classroom Secrets Learning Packs - These packs are split into different year groups and include activities linked to reading, writing, maths and practical ideas you can do around the home.
Phonics play – There are lots of free phonics games and activities available here.
Phonics hero - Go to www.phonicshero.com and enter the log in details
Number bots – Go to https://play.numbots.com/#/account/school-login/7451 and enter log in details
Oxford owl free eBook library – Lots of books to read together, with activities to do afterwards.
www.imoves.com/the-imovement - This website is full of quick blast and brain break activities. | 1,773 | 1,038 | {
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A Transition Roadmap For Families Journey to 3!
Transition Planning Conference
Shareinformationaboutyour child. Ask questions about next steps and educationalprogram options.Stafffrom perspectiveeducational programs may attend.
Review Information
Birth to 3 Programrecordsare shared,if parents/guardians consented. The evaluationteam asks parents/guardiansfor additionalinput.Appropriate assessment measuresare determined.
Evaluation Meeting
This meeting is to determine yourchild'seligibility for special educationandrelated services ANDthe educational needs of your child. You are an important partofthe evaluation/IEP team!
Notice of Placement
Parents/guardianswillreceive an offerof placement from theschooldistrict. Specialeducation servicesmay begin after aparent/guardian provideswritten consent.
IEP Review
A meeting mustbeheld annually,orwhen requested bya team member(including parents/guardians), to review/revise the IEPas necessary.
Referral
When the schooldistrict receives a written referral for your child, you will be notified in writing.
Additional Assessment
If additional assessment is needed, parents/guardians will be notified in writing. Assessments require written consent froma parent/guardian before they are administered.
IEP Meeting
The meeting occurs at a mutually agreeable time and date. The team will work together to design an Individualized Education Program (IEP) when a child is found eligible. Birth to 3 Program staff may attend with parent/guardian consent.
Services Begin
The servicesprovidedby the Birth to 3 Program conclude prior to your child receiving services from the schooldistrict.
Re-Evaluation
Your child's eligibility for special education services will be re-evaluatedevery three years, unless otherwise determined by the IEP team.
Resources to Explore
Special Education in Plain Language. A user-friendly handbook on Special Education laws, policies and practices in Wisconsin.
WI Special Education Procedural Safeguards. Rights for parents and children, including information for key contacts.
WSPEI Student Snapshot. A form to fill out by the family to help school staff get to know the child better.
Wisconsin DPI Special Education Acronyms. A list of frequently used acronyms/terms in special education.
Wisconsin DPI IEP Discussion Tool. Guiding questions to help identify a student's present levels of academic and functional performance and develop annual IEP goals and special education services to address the student's disability-related needs.
Wisconsin Model Early Learning Standards. A framework that specifies developmental expectations for children from birth through entrance to firstgrade.
Learn the Signs. Act Early. Developmental milestones from Birth-5 from the Centers for Disease Control and Prevention.
Wisconsin Statewide Parent Educator Initiative (WSPEI). Helps families and school districts build positive working relationships that lead to shared decision making and children's learning.
Parent to Parent of Wisconsin. Offers parent support to parents of children with special needs through a one-to-one connection with another parent who has similar experience.
WI Department of Public Instruction. Provides information about things happening in Wisconsin schools, as well as information about how our system of public education works.
Feeling Lost? Reach Out!
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Keeping an Eye on Children's Worries about Hand Washing
Kate Zinsser, PhD & Elyse Shenberger, MA
Many preschool teachers have been impressed with how adaptive young children have been to living during a pandemic. Even children as young as two are successfully wearing masks and following new routines for shared materials. Their comfort in these new experiences can be attributed to their how well their caregivers have reinforced these new behaviors.
Handwashing in particular has received extra attention, and everyone from Dr. Fauci to Elmo are encouraging children's good habits. With all of this talk about handwashing, though, some children may be wondering when they are clean "enough." Teachers may have noticed that some children seem to wash their hands more than is necessary or become distressed when handwashing practice decreases.
As adults, we know that some germs are good and getting dirty is sometimes part of the fun. But lately, children have mostly been hearing about the bad germs – the ones that cause the Corona virus and can make them or their family sick. Children take their cues from their adults. The more emphasis we place on something, the more they will believe it is important.
This is normally a good thing, but it also means that children can notice adults' worries and anxieties. Watching teachers and parents frequently wiping down surfaces, disinfecting toys, and using hand sanitizer may lead some children to think a lot about germs and keeping clean. Teachers may notice that some children, especially those who are prone to worry, ask to use hand sanitizer or wash more frequently than is necessary.
There's no doubt about the fact that hand washing is the most important thing children can do to prevent the spread of many illnesses. At the same time, if a child begins to develop rituals and fixations around handwashing, adults should take notice.
Does handwashing interfere with a child's ability to engage fully in the classroom? If they cannot wash their hands at a particular time, does a child get distressed?
If a child can be re-directed easily, then there is likely no reason for concern. But if teachers are noticing that a child becomes upset when they get dirty, or tantrums when they're told they need to wait to wash, it may be time to examine how the classroom environment is contributing to their fixation.
Here are some guiding principles to consider:
1. Start by validating their feelings. Acknowledge that the child is upset and avoid shaming or minimizing their distress.
2. Consider how your language and your classroom's sanitizing procedures may be cuing children to think a lot about cleanliness. Can they be scaled back or done when children are less aware?
3. Is handwashing part of the routine in the classroom? Is it included on your daily schedule? Treating handwashing as a regular part of the routine may help deemphasize it.
4. How often is handwashing occurring? As CDC guidelines regarding frequency for handwashing evolve, consider decreasing the frequency that children are washing their hands, keeping this practice to before meals and in situations that warrant additional cleanliness.
If you have additional questions or concerns about a specific child, please contact Dr. Kelley Volpe (email@example.com), Department of Psychiatry. Contact Dr. Kate Zinsser, Director of the Social-Emotional Teaching & Learning Lab in the Department of Psychology at firstname.lastname@example.org | 1,318 | 687 | {
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Computing Curriculum Statement – Kilmington Primary School
The National Curriculum
The national curriculum for computing aims to ensure that all pupils:
[x] can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation
[x] can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems
[x] can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems
[x] are responsible, competent, confident and creative users of information and communication technology.
Curriculum Intent
A high-quality computing education should equip pupils to use computational thinking and creativity to understand and change the world. Computing has strong cross curricular links with most subjects and particularly with mathematics, science, and design and technology. Computing can provide further insights into those subjects. Pupils are taught the principles of information and computation, how digital systems work, and how to put this knowledge to use through programming. Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content. Computing also ensures that pupils become digitally literate – able to use, and express themselves and develop their ideas through information and communication technology as active participants in a digital world.
Curriculum Design
Kilmington School operates with mixed age classes and follows a two year rolling programme to cover the full range of topics in each curriculum subject. Units of learning are planned to motivate and inspire pupils through meaningful and purposeful learning opportunities, using the 'Kapow' scheme of work as a foundation. These units will draw knowledge and understanding together in a coherent manner through generating and exploring 'key questions' and using a variety of equipment and activities. E=safety is not only taught as a stand-alone unit within Computing and PSHE, but also across the curriculum. Memorable experiences are often incorporated into the sequence to enhance learning and create an exciting learning environment. This might be a trip, a special visitor, an extraordinary activity or event.
There is a clear skills development pathway identified for each curriculum area which sets out expectations in each Key Phase: EYFS, KS1, LKS2 and UKS2. This enables teachers to plan a curriculum that builds on previous learning and develops skills at an appropriate level.
Nurturing lifelong learning behaviours through Computing
Evaluation
Debugging a program can be frustrating. Breaking commands down to individual steps.
Creating an algorithm requires careful thought and planning. What happens if…? I will need to use these ideas to solve this task.
Sharing equipment Giving and following instructions (an algorithm)
Using clear file names so files can be easily located Debugging a program: Why does this not work as I expected? Can I predict what this will do?
The curriculum is reviewed on a yearly basis to ensure that it is responsive to the needs of our current pupils. | 1,345 | 592 | {
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FOR IMMEDIATE RELEASE
Melissa Harville Marketing & Events Manager, History Museum of Mobile (251) 301-0273 email@example.com
HISTORY MUSEUM AND BARTON ACADEMY PARTNER ON INNOVATIVE EXHIBIT
The History Museum of Mobile is proud to announce a new partnership with Barton Academy for Advanced World Studies. This semester, Barton's eighth grade class is curating an exhibition using objects in the History Museum's collection that relate to the historic school. An example of projectbased learning, this new endeavor highlights both institutions' commitment to innovative community partnerships.
The media is invited to join Barton Academy at the History Museum of Mobile on Thursday, February 17 between 8:30am and 9:30am. The students will be examining about 40 artifacts during this period, selecting certain ones for inclusion in their exhibition. Teachers and museum curators will be available for interview at approximately 9:20am.
From the History Museum's collection of over 118,000 objects, 223 of those objects relate to Barton Academy. From graduation gowns, to fine art, to commencement programs and yearbooks, the History Museum's collection documents the 186-year history of Barton Academy.
The eighth grade class has begun learning about curation and conceptualizing their exhibition, which will be installed at Barton Academy later this semester. The students will participate in every aspect of curating an exhibition. They will decide on themes and a narrative for the exhibit, select objects to be included, write text panels and object labels, design graphics and printed materials, and practice giving tours once the exhibit is installed.
Originally founded in 1836, Barton Academy reopened in 2021 as a magnet school with a focus on global studies and entrepreneurship, taught through a project-based approach.
"The project is an example of the innovative curriculum and unique educational opportunities Barton affords its students," said Dr. Amanda Jones, principal of Barton Academy. "Project-based learning allows our students to solve problems through exploring real-world situations. Our partnership with the History Museum is a chance for our students to practice how museums analyze, interpret, and exhibit history for the public."
"Most people interested in museum work don't get to curate an exhibition until graduate school, said Melissa Motes, eight grade history teacher at Barton Academy. "I'm so glad we're able to introduce our eighth graders to the practice of public history."
"This collaboration is an example of how a school and a museum can partner in innovative, even groundbreaking, ways," said Meg McCrummen Fowler, director of the History Museum of Mobile. "Designing this project is part of the museum's commitment to serve the city and citizens of Mobile through our collection."
HISTORY MUSEUM OF MOBILE: The History Museum of Mobile is where Mobile's story begins. Over 118,000 objects weave together the rich, diverse, and often turbulent histories of Mobile and the surrounding area, from the prehistoric past to the present. Located in the heart of downtown, the History Museum of Mobile operates three campuses: The primary exhibitions are located in the Old City Hall-Southern Market building at 111 South Royal Street; Colonial Fort Condé is at 150 South Royal Street; and the Phoenix Fire Museum is at 203 South Claiborne Street. For more information, please visit: www.historymuseumofmobile.com.
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Beach Ball Activities
1. Relay Races
Relay races are great to play with your family or a small group of friends outside! Have 2 people race against each other at a time. Race ideas: run with the beach ball between your knees. Have two people run with the beach ball held between their backs or their sides.
2. Hula Hoop Baskets
Create a version of basketball with hula hoops and beach balls. Have one player hold a hula hoop and the other shoot hoops with the beach ball. See how far back you can step back and still make a basket.
3. Clapping Competition
Throw your beach ball high in the air. See how many times you can clap while your beach ball is in the air. Compete against yourself or play with someone else.
4. Laundry Basket Soccer
Grab two laundry baskets and put them on either end of your play area (front driveway, nearby park, etc.). Pass the beach ball between players in the air until someone scores a goal.
5. Ice Breaker Questions
Take a sharpie and write some of these questions all over the beach ball. Throw it around a circle of people and have each person answer the question that their right thumb lands on (or close to).
* Which country do you want to visit?
* What super power do you wish you had?
* What's something you will never do again?
* What's your favorite genre of music?
* Which animal does your personality remind you of?
* What's your favorite family tradition?
* What's your favorite smell?
* What's something that always puts you in a good mood?
* What's something that really annoys you?
Beach Ball Devotion
For a beachball to be fun to play with, it first needs to be inflated. In the same way, in order for us to pour out our love to other people, we need to let God's spirit fill us up. When the Holy Spirit is inside us, we are more loving, joyful, peaceful, patient, kind, good, faithful, gentle, and in control of ourselves. The best way to stay full of God's Spirit is to pray and read our Bibles.
If the cover to the little valve is opened on the beachball, the air will seep out and the ball will deflate. In the same way, if we allow God's spirit to seep out of our lives, we will spiritually deflate. Instead of being full of all those wonderful things that come with being full of God's Spirit, we'll let things like anger, hatred and jealousy seep in. Here's the good news: if you ever feel like you are deflating, you can ask God to fill you back up. God speaks to us in many ways—one important one is through scripture. Spend some time reading these life-giving verses:
Use these verses to answer the questions below:
Romans 15:13 2 Corinthians 3:17 2 Timothy 1:7
Luke 11:13
Galatians 6:8
Psalm 139:7-8
According to Romans 15:13, what two things does God promise to fill you with as you trust in Him?
________________ and _________________
According to 2 Corinthians 3:17, where the Spirit of the Lord is, there is what?
___________________
2 Timothy 1:7 tells us that God's Spirit does NOT make us what?
____________________
In Luke 11:13, what does it say that our Father in Heaven will give to anyone who asks?
___________________________________
According to Psalm 139:7-8, is there a place that you can escape the Spirit of God?
_________ | 1,290 | 775 | {
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Grades 3–5
3.5.3-5.U Technology and Engineering: Design in Technology and Engineering Education
Students who demonstrate understanding can evaluate designs based on criteria, constraints, and standards.
Clarifying Statement: Students in this grade band develop an appropriate vocabulary to identify and discuss design parameters or requirements. They can recognize that purposeful design decisions are based on criteria and constraints.
Assessment Boundary: N/A
| Science and Engineering Practices (SEP) | Disciplinary Core Ideas (DCI) | Technology and Engineering Practices (TEP) |
|---|---|---|
| Engaging in Argument From Evidence | ETS1.B: Developing Possible Solutions | Critical Thinking |
| Engaging in argument from evidence in 3–5 builds | • Tests are often designed to identify failure | |
| on K–2 experiences and progresses to critiquing the | points or difficulties, which suggest the | • Knows how to find answers to technological |
| scientific explanations or solutions proposed by | elements of the design that need to be | questions. |
| peers by citing relevant evidence about the natural | improved. | |
| and designed world(s). | | |
| • Respectfully provide and receive critiques from | | |
| peers about a proposed procedure, | | |
| explanation, or model by citing relevant | | |
| evidence and posing specific questions. | | |
Pennsylvania Context: Examples of Pennsylvania context include but are not limited to manufacturing businesses.
Pennsylvania Career Ready Skills: Select coping skill strategies response to adverse situations (e.g., positive self-talk, talking to others, taking a break, taking care of oneself, avoiding negative self-talk).
Connections to Other Standards Content and Practices
| Standard Source | Possible Connections to Other Standard(s) or Practice(s) |
|---|---|
| PA Core Standards: Reading | CC.1.2.3.G: Use information gained from text features to demonstrate understanding of a text. |
| and Writing in Science and | CC.1.2.4.G: Interpret various presentations of information within a text or digital source and explain how the information |
| Technical Areas | contributes to an understanding of text in which it appears. |
| | CC.1.2.5.G: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a |
| | question quickly or to solve a problem efficiently. |
| | CC.1.4.3.V: Conduct short research projects that build knowledge about a topic. |
| | CC.1.4.4.V: Conduct short research projects that build knowledge through investigation of different aspects of a topic. |
| | CC.1.4.5.V: Conduct short research projects that use several sources to build knowledge through investigation of different |
| | aspects of a topic. |
| | CC.1.4.3.W: Recall information from experiences or gather information from print and digital sources; take brief notes on |
| | sources and sort evidence into provided categories. |
| | CC.1.4.4.W: Recall relevant information from experiences or gather relevant information from print and digital sources; take |
| | notes and categorize information, and provide a list of sources. |
| | CC.1.4.5.W: Recall relevant information from experiences or gather relevant information from print and digital sources; |
| | summarize or paraphrase information in notes and finished work, and provide a list of sources. |
| PA Core Standards and | MP.2: Reason abstractly and quantitatively. |
| Practices: Math | MP.4: Model with mathematics. |
| | MP.5: Use appropriate tools strategically. |
| Science, Technology & | N/A |
| Engineering, and | |
| Environmental Literacy & | |
| Sustainability Academic | |
| Standards | | | 1,867 | 831 | {
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Grades 3–5
3.5.3-5.EE Technology and Engineering: Nature and Characteristics of Technology and Engineering
Students who demonstrate understanding can explain how solutions to problems are shaped by economic, political, and cultural forces.
Clarifying Statement: For example, the interests, desires, and financial resources of a group of people will influence the type of transportation system developed for that community. A transportation system for a large city may rely on mass transit, while one in a smaller town might rely on personal vehicles. Assessment Boundary: N/A
| Science and Engineering Practices (SEP) | Disciplinary Core Ideas (DCI) |
|---|---|
| Engaging in Argument From Evidence | N/A |
| Engaging in argument from evidence in 3–5 builds | |
| on K–2 experiences and progresses to critiquing the | |
| scientific explanations or solutions proposed by | |
| peers by citing relevant evidence about the natural | |
| and designed world(s). | |
| • Make a claim about the merit of a solution to a | |
| problem by citing relevant evidence about how | |
| it meets the criteria and constraints of the | |
| problem. | |
Pennsylvania Context: Examples of Pennsylvania context include but are not limited to Pennsylvania Department of Labor and Industry regulations.
Pennsylvania Career Ready Skills: Identify one's own strengths, needs, and preferences.
Connections to Other Standards Content and Practices
| Standard Source | Possible Connections to Other Standard(s) or Practice(s) |
|---|---|
| PA Core Standards: Reading | CC.1.2.3.G: Use information gained from text features to demonstrate understanding of a text. |
| and Writing in Science and | CC.1.2.4.G: Interpret various presentations of information within a text or digital source and explain how the information |
| Technical Areas | contributes to an understanding of text in which it appears. |
| | CC.1.2.5.G: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a |
| | question quickly or to solve a problem efficiently. |
| | CC.1.4.3.V: Conduct short research projects that build knowledge about a topic. |
| | CC.1.4.4.V: Conduct short research projects that build knowledge through investigation of different aspects of a topic. |
| | CC.1.4.5.V: Conduct short research projects that use several sources to build knowledge through investigation of different |
| | aspects of a topic. |
| | CC.1.4.3.W: Recall information from experiences or gather information from print and digital sources; take brief notes on |
| | sources and sort evidence into provided categories. |
| | CC.1.4.4.W: Recall relevant information from experiences or gather relevant information from print and digital sources; take |
| | notes and categorize information, and provide a list of sources. |
| | CC.1.4.5.W: Recall relevant information from experiences or gather relevant information from print and digital sources; |
| | summarize or paraphrase information in notes and finished work, and provide a list of sources. |
| PA Core Standards and | MP.2: Reason abstractly and quantitatively. |
| Practices: Math | MP.4: Model with mathematics. |
| | MP.5: Use appropriate tools strategically. |
| Science, Technology & | 3.3.5.F: Generate and design possible solutions to a current environmental issue, threat, or concern. |
| Engineering, and | |
| Environmental Literacy & | |
| Sustainability Academic | |
| Standards | | | 1,745 | 796 | {
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practice test chapter 3 (Homework)
For answers, send email to: firstname.lastname@example.org.
Include file name: Chemistry_Worksheet_0119
Price: $3
(c) 2012 www.tutor-homework.com: Tutoring, homework help, help with online classes.
1.
Convert 125.8°C to K. Enter the correct number of significant figures.
2.
Classify the following as homogenous mixtures, heterogenous mixtures, elements or compounds.
(a) salt water
(b) water
(c) magnesium oxide
(d) shampoo
(e) salad dressing
3.
Select the best separation technique that could be used to separate each of the following mixtures.
(a) two colorless liquids
(b) a nondissolving solid mixed with a liquid
(c) red and blue marbles of same size and mass
4.
Which of the following are examples of substances?
Explain why each is a substance. (3.1)
5.
Identify each of the following as an extensive or intensive physical property. (3.1)
(a) melting point
(c) density
(d) length
6.
Is a change in phase a physical change or a chemical change? (3.2)
Explain.
7.
Which of the following indicators suggest that a chemical change has probably taken place? (Select all that apply.) (3.2)
8.
Which of the following are characteristics of a mixture? (3.3)
9.
Classify each of the following as a homogeneous mixture or a heterogeneous mixture. (3.3) (a) brass (an alloy of zinc and copper)
(b) a salad
(c) blood
(d) powder drink mix dissolved in water
10.
A 4.90 g nugget of pure gold absorbed 288 J of heat. What was the final temperature of the gold if the initial temperature was 24.0°C? The specific heat of gold is 0.129 J/(g·°C).
11.
A 155 g sample of an unknown substance was heated from 25.0°C to 40.0°C. In the process, the substance absorbed 5696 J of energy. What is the specific heat of the substance?
Identify the substance among those listed in Table 16-2.
Table 16-2
12.
What is the specific heat of an unknown substance if a 2.39 g sample releases 13.1 cal as its temperature changes from 25.7°C to 20.3°C?
13.
If313g water at66.9°C loses9760J of heat, what is the final temperature of the water?
14.
How is a qualitative observation different from a quantitative observation? Give an example of each.
15.
Are the following physical changes or chemical changes?
(a) Water boils.
(b) A match burns.
(c) Sugar dissolves in tea.
(d) Sodium reacts with water.
(e) Ice cream melts.
16.
Classify these as heterogeneous or homogeneous mixtures.
(a) salt water
(b) blood
(c) 14 k gold
(d) concrete
17.
Nickel freezes at 1455°C. What is the melting point of nickel?
18.
Is the overall processing of food in your body an exothermic or endothermic process?
19.
Is the melting of candle wax an exothermic or endothermic change?
20.
Identify the following as an element, compound, homogeneous mixture, or heterogeneous mixture.
(a) nitrogen
(b) polyethylene plastic
(c) clear apple juice
(d) wood
(e) syrup
(f) granite
(g) soda
21.
Identify each of the following as either chemical or physical properties of the substance.
(a) Copper is drawn into wires.
(b) Salt dissolves in water.
(c) Magnesium burns in air.
(d) Gold jewelry is unaffected by perspiration.
(e) Baking soda is a white powder.
(f) Potassium is a highly reactive element.
22.
Identify each of the following as either chemical or physical changes.
(a) Magnesium burns in air.
(b) Air is squeezed by a pump and forced into a tire.
(c) A lump of gold is pounded into a large, thin sheet.
(d) Baking powder bubbles and gives off CO2 when it is moistened.
(e) A pan of water boils on the stove.
(f) Hydrogen sulfide gas causes silver to tarnish.
23.
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LESSON PLAN Step 1
How Does Pollination Work?
Objectives
Procedure
I Identify the animal (bee) structures involved in pollination.
I Identify the plant parts involved in reproduction.
I Demonstrate how pollen moves from the male stamen to the female stigma.
1. Give each student a photocopy of Activity Page 1A. Have them study the line drawing of the flower. Ask them to identify and write down each plant part described below.
Materials
I A small dish or container filled with talcum powder. You can also use corn starch, flour, or different colors of chalk dust. I Cotton swabs
I Copies of Activity Pages 1A and B.
Subjects
I Science, language arts
* Female and sticky or feathery to trap pollen (the stigma)
* Female and contains the egg-producing ovary (the pistil)
* Female and holds up the stigma (the style)
* Male and produces pollen grains (the anther) 2. Give each student a photocopy of Activity Page 1B. Have them study the line drawing of the bee. Ask them to identify and write down the bee structure or structures that do the following:
* may carry pollen (bristles, legs and baskets, head)
* collect nectar (proboscis)
4 Smithsonian in Your Classroom
3. Divide the students into two groups: the pollinators (bees) and the plants. Give each member of the plant group a cotton swab and a small amount of "pollen" (talcum or other type of powder) in a container or dish. Instruct each member of the pollinator group to visit a member of the plant group and dip a finger into the pollen. At this point, ask the class to name the part of the plant that the pollinators touched (the stamen, which consists of the anther and the filament) to get the pollen on their fingers. Have them determine whether it is a male or female part. Ask the students what parts of the pollinators' "bodies" (represented by their finger) touched the stamen that could carry the pollen to the next plant. Ask what they were looking for when they got to the plant (nectar) and what appendage they used to get it (proboscis bristles).
November/December 1997
Plants and Animals: Partners in Pollination
4. Have each member of the plant group hold aloft a cotton swab. Explain that the pollinators have just visited one plant and will now move on to another plant of the same species. Instruct the pollinators to visit a different member of the plant group and rub some of the pollen they are carrying onto that plant's swab. Ask the students what part of the flower the swab represents (stigma) and whether it is a male or female part (female).
5. Have each group meet separately to discuss its specific role as a pollination partner and how it benefitted from the pollination process. Have each group select a spokesperson who will take notes and report the findings to the class.
ACTIVITY PAGE 1A
Flower Anatomy
Name each part of the flower
described below.
stamen
filament
stigma
style
ovary
pistil
anther
1. Female and sticky or feathery to trap pollen:
3. Female and contains the egg-producing ovary:
2. Female and holds up the stigma:
4. Male and produces pollen:
Smithsonian in Your Classroom
November/December1997
Plants and Animals: Partners in Pollination
5
ACTIVITY PAGE 1B
Bee Anatomy abdomen
thorax leg
pollen
basket (right
corbiculum)
leg
proboscis
(tongue)
head
abdominal
spiracle
Name the part or parts of the bee that do the following:
1. Collect nectar:
2. Carry pollen:
6 Smithsonian in Your Classroom
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Sponsored Educational Materials
Teacher Lesson Plan 2
Objectives:
* summarize a poem
* determine the theme of a poem
3 Read the poem out loud once to model fluent reading, then have students read the poem out loud to a partner.
Materials: What Does This Poem Mean? Student Worksheet, teacher-selected poem for class analysis
Possible poems:
* "Life Doesn't Frighten Me" by Maya Angelou
* "Your World" by Georgia Douglas Johnson
Time: one 40-minute class period
Essential Question: How does analyzing a poem help us to understand it better?
Lesson Steps:
Explain to students that poetry is a way that writers express themselves. We often understand poetry better if we read or hear it several times and analyze it, or look closely at the meaning. 1
Have students complete the What Does This Poem Mean? Student Worksheet to apply these skills to a new poem. 8
Express Yourself Poetry Contest
Explain that understanding what happens in the poem is the first step in analyzing poetry. As a class, paraphrase the poem, either by assigning each stanza to a small group of students or by completing a think-aloud as a whole class. 4
If necessary, stop to define any terms in the poem that are unfamiliar to students. 5
Point out that understanding the feeling of the poem is an important step in analyzing it. Reread the poem, focusing on the question "What type of feeling or mood does this poem have?" Use think-pairshare to collect students' ideas. Invite students to circle the words or punctuation marks that helped create the mood of the poem. 6
Reread the poem, focusing on the question "What message is this poem sending?" Use think-pairshare to collect students' ideas, and mark the words and phrases that support the theme. 7
Your students could win a $400 Scholastic Gift Card OR an American Girl® 2017 Girl of the Year TM Gabriela TM Collection— plus, you receive a $100 Amex Gift Card!
Visit scholastic.com /poetryismypower
Display the selected poem, either written on chart paper or projected on a screen. 2
Made possible by:
NO PURCHASE NECESSARY. Void where prohibited. The Express Yourself Poetry Contest (the "Contest") is open to students in grades 3–5 who are enrolled in public schools, accredited private schools, or home schools in compliance with the laws of the students' primary state of residence ("Schools") and who are legal residents of the 50 United States or the District of Columbia (hereinafter referred to as "Student" or "Students"). Entries must be submitted on behalf of the students by teachers of any grade from 3–5, who currently teach in public schools, accredited private schools, or home schools in compliance with the laws of their primary state of residence, or parents or legal guardians. Official Rules at scholastic.com/poetryismypower.
Name
Poem
Emily Dickinson (1830–1886) was an American writer who used poetry to express herself. Read her poem "Autumn" and answer the questions about the meaning of the poem.
Read the poem one time. What happens in this poem? 1
Read the poem again. Circle three descriptive words. What moods or feelings do these words give the poem? 2
Read the poem one more time. Put a star next to two details that gave you a clue about the person speaking. What do these clues tell you about the speaker and what she is speaking about? 3
What do you think is the message or theme of the poem? Why? 4 | 1,486 | 776 | {
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Fair Trade & Health Care 101
Use these facts to educate yourself and others about how Fair Trade supports health care
Fair Trade promotes access to health care around the world. Fair Trade standards require health and safety protections, and communities use Fair Trade premiums improve access to health care, through projects like building clinics, hiring doctors and dentists, providing mobile health services and medical insurance.
Fast Facts
* The WHO Constitution states that the highest attainable standard of health is a fundamental right of every human being.
* Over half of the world's population doesn't have access to essential health services. 800 million people spend at least 10 percent of their household budget on health expenses, enough to push many into extreme poverty.
* Every day, around 800 women die from preventable causes related to pregnancy and childbirth.
* More than three million people die from vaccine preventable-diseases every year.
* According to the UN, there is a close connection between the strengthening of health systems and other development priorities.
Fair Trade and Health Care
* Farm work is one of the most dangerous jobs in the world. It's ranked among the ten most dangerous in the U.S.
* Fair Trade farmers and workers receive vacation, sick and maternity leave benefits.
*
Workers at Fair Trade farms are guaranteed access to cool water and shade, to protect against heat stress.
* Fair Trade farmers and workers are provided with medical care in case of work-related illness or injury.
* Fair Trade standards require that pregnant or nursing women are not assigned hazardous work.
* From the purchasing of ambulances to the creation of employee health care benefits, communities have been able to use Fair Trade premiums to better health care conditions in their communities.
Fair Trade Premiums Support Education
* In Arizona, Wholesum Harvest invested in health insurance for workers, leading to an increase from 5 percent to 88 percent enrollment in the employee-provided health insurance program.
* In the Dominican Republic, cocoa cooperative CONACADO used Fair Trade premiums to pay for a clinic, free medical checks and clean water projects that are improving health in the community.
* In India, workers at the Sewpur Tea Estate use some of their premium funds to purchase medicines for the Sewpur Tea Estate hospital.
* In the Ivory Coast, enterprise cooperative ECOOKIM provides social support by assisting members with health care costs and providing hospital transport for seriously ill patients.
* In Ghana, the Kuapa Kokoo cocoa cooperative provides mosquito nets to the community of Kumasi to help combat malaria.
* In Pakistan, workers at a Fair Trade certified bedding factory used their Fair Trade premium to open and run a health clinic that is available to over 7,000 workers and their families.
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Integrated Therapy Service
THERAPY GUIDANCE SHEET
Food Chaining
A way to expand the diet of your child
Food Chaining is a way of taking a food which is liked and accepted by your child and slowly adding subtle variations to this food to allow your child to make the bridge to new foods. The idea behind food chaining is that you start with a food your child already likes and accepts and look for links between this food and the new food you are going to offer.
These steps need to be small and the pace of the food chain needs to be dictated by the child. There is no hiding of food, switching packets or force feeding your child, all food chains happen with your child's knowledge and consent. For example, if McDonald's French fries are accepted and nothing else a food chain might look a little like this:
- McDonald's French fries
- French fries from other fast food restaurants (Burger King, KFC)
- French Fries cooked at home from a packet (McCain's, Supermarket own brand, etc)
- Homemade French fries
- Different shaped French fries ( potato smiles, alphabet shapes, potato waffles)
- Fried slices of potato
- Roast potato
- Mashed potato
A food chain is not a linear thing. At any point you can branch off and start a new chain toward a new food. Different shaped French fries might lead on to potato skins and from here the addition of different toppings – maybe even a meat or vegetable. Another example would be to go from French fries to sweet potato fries and then on to sweet potato. In time this process has some serious potential to increase the number of foods your child will eat!
TGS 001
Food chaining is not force feeding. The child leads, the team guides. If a child makes a bold leap from homemade fries to broccoli, our role is to encourage, support and get busy working on a whole new chain. If he doesn't want to move past French fries, we focus on another chain, maybe the one that starts with another preferred food such as pancakes or apple. There is never to be any pressure to eat anything and preferred foods should always be offered alongside new foods which are being tried.
If your child is really struggling to make the transition from one food to another look at the size of the step you are asking them to make. If it is too big see if you can make some smaller links. You may be able to start with changing the way you present the child's preferred food as a way of getting them used to small changes. For example you could:
Cut their sandwiches into different shapes- squares, soldiers, triangles, cookie cutters.
Present their food on a different plate, sit them at a different place at the table, encourage them to pour their packet of crisps into a bowl or eat their yoghurt tube with a spoon.
Put a sticker on their favourite cup they use to drink from
Change the temperature of the food- can you eat the yoghurt tube as an ice lolly or heat up the milk on their breakfast cereal?
Points to remember when food chaining
Keep the steps small and try and link the new food to the existing accepted food as much as possible.
Offer the new food alongside the existing food. Your child may start by having one McDonald's chip followed by one 'new' chip and then go back to McDonalds chips for the rest of the meal. Gradually increase the amount of the new food the child is offered and is eating.
Once the child is regularly eating a reasonable amount of this new food, it must become a regular part of their diet alongside the other foods. Continue to offer the old foods and the new foods regularly to ensure they remain in your child's diet.
Use visual supports to show your child all the foods they like and have tried. If you can, included pictures of your child eating and enjoying the foods. This can be useful for the days when your child refuses a preferred food.
If your child refuses a food, try not to comment and make a fuss. Simply offer the food again another day and keep offering other preferred foods on rotation as well.
It may take children 10-20 exposures of a new food to accept it into their diet. Keep going and try and keep mealtimes relaxed and stress free. Your job as a parent is to offer foods (both accepted foods and new foods) and it is your child's job to decide what they eat and how much.
Food chaining is a way of rapidly increasing the number of foods your child eats but it does take time and patience. If you are worried that your child is losing weight, refusing more foods or becoming more distressed at mealtimes please contact your child's therapist.
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Central Alberta Co-op Ltd.
Soil Health – The Framework
It is virtually impossible to pick up any agricultural publication and not find at least one article talking about soil health. But really what is soil health? One of the more recent definitions states; "Soil health is the capacity of soil to function as a living system, to sustain plant and animal productivity, maintain or enhance water and air quality, and promote plant and animal health." This is a very concise explanation, but we need tangible benefits, reasons and strategies that can be used on the farm to improve soil health. Leaders in the industry believe that moving towards a more focused and sustainable approach to soil health could make growers more resilient going forward.
So now let us consider what good soil health looks like and why a grower might implement practices that improve soil health. Good soil health will:
* Improve water infiltration due to improved soil structure, increased soil organic matter and reduced compaction of a soil.
* Increase water holding capacity meaning a soil can retain more water (like a sponge) for crop production especially during periods of low rainfall.
* Create diverse communities of soil organisms which have been shown to help alleviate plant disease, insect and weed pests as well as forming symbiotic associations with plant roots.
* Store soil organic carbon which is the main source of energy for micro-organism populations as well as removing that carbon from the atmosphere (greenhouse gases).
Now with an understanding of what soil health is and why a grower would consider improving their soil's health, how could they go about doing that.
1. Minimize soil disturbance –Less microbial disruption and more capacity for those microbes to promote crop development. Less disturbance also improves overall physical, chemical, and biological properties of a soil.
2. Keep soils covered with plant residue (known as soil armor) -This stabilizes soil temperature and reduces erosion creating favorable conditions for soil micro-organisms who in turn recycle nutrients, combat pests, and create pores for plant roots to develop.
3. Maintain living roots year-round (even in cold climates) -Roots provide food sources for beneficial bacteria and mycorrhizal fungi. Roots help overall soil structure and are a key ingredient for increasing soil organic matter.
4. Increase plant diversity -Studies show that soils are more productive when there are various plants/ roots leading to an assortment of microbes. This is accomplished through a diverse rotation and, or multi species cover crops.
5. Incorporate livestock where possible – This could be any type of off-season grazing, forage crops or even applying manure. These options improve nutrient cycling and stimulate nitrogen fixing bacteria activities.
Sounds interesting, right? But, will improving soil health make more money, save more money, gain access to more markets, reduce workload, improve quality etc. etc. The answer is highly likely! Improving soil health should capture some of these benefits in the long-term even though there may be short-term setbacks when learning a new management strategy. Change is difficult and can be risky thus requiring a thorough understanding of the soil health strategy with a strong commitment to the final goal. Studies have shown that as soil health improves, the soil's capacity to produce increases while potentially requiring the same or less inputs. More and more end users are putting emphasis on "how" was it produced instead of "how much" does it cost with sustainable and environmentally friendly practices leading the list. And finally, reduced tillage and potentially fewer pesticide applications mean less man and machine hours at the end of the season.
As stewards of the land, farmers want to leave things better than they found them. What better way to create a legacy than investing some time and focus on building soil health?
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These tasks will help you prepare a piece of writing to enter the Orwell Youth Prize, on the theme for 2023
'Who's in Control?'
LESSON 1 – Behind the scenes: Orwell the Dishwasher!
George Orwell: 'plongeur' – and
Being poor in Paris gave the writer the chance to think carefully about the role of each worker in a restaurant – and how much control each one has. Orwell wrote this:
observer.
The waiter's … work gives him the mentality, not of a workman, but of a snob. He lives perpetually in sight of rich people, stands at their tables, listens to their conversation, sucks up to them with smiles and discreet little jokes. He has the pleasure of spending money by proxy. Moreover, there is always the chance that he may become rich himself, for, though most waiters die poor, they have long runs of luck occasionally. At some cafés on the Grand Boulevard there is so much money to be made that the waiters actually pay the patron for their employment. The result is that between constantly seeing money, and hoping to get it, the waiter comes to identify himself to some extent with his employers. He will take pains to serve a meal in style, because he feels that he is participating in the meal himself. (Down and Out in Paris and London, by George Orwell, Ch. 14)
Now it's your turn to find out Who's in Control – in today's workplace.
1) Research:
Choice 1: Think of a place of work near you – perhaps where a family member or family friend works. Interview at least one employee (ideally two, at different levels in the organisation) with the same questions. You could do this via email, or in person if they're in your own family.
1. How is your organisation led and managed? How would you describe the style of management? How much autonomy do you and other employees have?
2. How are the interests of employees represented to management? Trade union? Professional association? Formal or informal procedures?
3. How do employees express their preferences and grievances?
4. How are conflicts resolved?
Choice 2: Alternatively, research an organisation online and find out the answers to the same questions.
Choice 3: Workplace tour or visit
* Please note: any visits must be arranged with permission of parent or guardian – and following the safeguarding procedures of your school/college and the workplace
Many employers are happy to host students as visitors or for work experience. Careers Guidance personnel at school are often eager to help.
At the visit, observe all you can about who is in control and in what ways. For instance, do managers regularly check workers or give frequent instructions? Do workers seem to be autonomous, making most decisions themselves? And so on. You can use the four questions above as guidance.
2) Share: bring the findings from your research to the class, ready to summarise them and share one or two things you found interesting.
3) Think: always the trickiest part! What have you learnt about 'who's in control' in the workplace? Do certain jobs or roles give more or less control? Is control always a matter of negotiation or is it sometimes enforced? What makes some people feel less in control than others?
4) Write: persuasive letter or neutral report:
Imagine you are an unhappy employee. Write a letter to your employer or manager, to persuade them to give employees more control. Explain how the changes would make you happier and more productive workers.
OR
Imagine you are a consultant, hired to help a company understand its employees better. Write a neutral report which describes how much or how little control the workers feel they have. Then recommend specific changes to help workers feel more in control and become more productive. | 1,439 | 769 | {
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Published on Explorable.com (https://explorable.com)
Home > Creating an Excellent Presentation
Creating an Excellent Presentation
Liya Panayotova, Psychologist, liyap.com6.4K reads
The ability to create a solid presentation can be a tremendous aid to your public speaking events. Although you will address the most important information orally, your audience will also need the visual stimulation of a presentation.
A well-made presentation is an excellent opportunity to create a long-lasting, positive impression of yourself and your topic. Visual aids are not demanding, in terms of time and effort, in addition to being a great source of tension relief, through creativity. Besides, a visual presentation would remind you of what follows next in your speech, so that your mind is left to focus on quality explanation, rather than progression.
Keep It Simple
If you decide to use PowerPoint or a similar program, you will find a lot of options that allow you to experiment with color and design. Although your slides should certainly stand out and make an impression, the focus should be on the content, not on the form. It is usually most effective if you use simple slide designs, with no more than a few colors. If you have the time and desire, you can do some color research, and see what colors usually appeal most to people.
Use Only Key Information
It might seem very appealing to place all of your written content within the visual slides, but that is not a good idea. Sure it could save the time you plan to spend on memorizing your speech, but a presentation with a lot of words will confuse and distract the audience. Instead, use only partial sentences and key points, that would remind you of what you need to say and will elicit important information to the audience. What is more, having a lot of written content in your presentation is visually displeasing.
Use Graphs and Images, Instead of Words
Whenever you can explain something via a graph, table or chart, it is useful to consider doing so. Presenting data in this way makes it easy for the audience to assimilate and remember. Besides, it is a great way to remind yourself of statistics, without using an overwhelming amount of written content. If the topic of your speech permits it, use images that can replace sentences, but make sure they are practical and purposeful.
Use Standard Fonts
While designing a presentation, you may feel tempted to use extravagant fonts, to make your visual aid unique and distinguishable. However, that can backfire – the audience may have a difficult time reading what you've written, the computer at the event may not recognize the fonts and fail to display them, etc. When choosing a font, you can't go wrong with an option that is clean, simple, and classic. After all, the visual form of your presentation should be in service to content, not the other way round.
Use Flash Cards
Create a flashcard for each slide in your presentation, and use it while rehearsing. Whether your flash cards are in paper form or electronic is up to you, and there are now plenty of phone applications you can use as well. With each rehearsal, you'll rely on your flash cards less and less, until you don't need them at all. You compose your entire speech on the cards, but in that case, be sure to rehearse your tone of voice. If you read your presentation, word for word, many times, you run the risk of sounding robotic, but rehearsing your intonation can help you sound smooth and natural.
Create Structure
An outstanding presentation always has its cleverly planned structure. The framework consists of an introductory part, which can contain your introduction, and icebreakers, such as a joke, as well as an opening question, to engage your audience. What follows is the main body, where you elaborate on the topic. Finally, you arrive at the conclusion, which should cover consequences, implications, summary, and perhaps even inspirational food for thought.
Be Cautious of the Time
Make sure that you plan, organize and execute your presentation in a way that leaves you with enough time for questions and impressions from the audience. If you have 20 minutes to speak, use approximately 15 minutes for the presentation, so there's enough time for questions. When rehearsing, use a stop-watch or timer, so you are aware of your time requirements, as well as the adjustments you need to make, to fit into the preset timeframe.
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What to Do if Someone Goes Missing:
*This information was adapted from work by Lissa Yellowbird-Chase, Sahnish Scout of North Dakota. For more information, visit https://www.facebook.com/ScoutsND/ or email email@example.com
This information is meant to help families and communities find and protect people they care about. This is not everything that may need to be done and is simply meant to be a starting point. You are not alone. Connect with organizations and people for help.
Make the Call!
* Many family members do not want to call law enforcement because they think they are "overreacting"
* Law enforcement may not be "responsive" to calls for help
* They don't want to cause trouble for a family member because they may be doing something illegal
* Get the Report Number
* Document EVERYTHING
* It is not normal behavior to be gone for long
Beginning your Search:
* Learn local laws
* Document EVERYTHING
* Important tools include a journal and digital audio recording device
* Set aside items for canine searches/DO NOT TOUCH to retain scent
* Protect your scene/evidence
* Identifying information sources
* Create a poster
* Use social media
* Use clear pictures including both face and body
* Contact Information
* Known location(s)
* Medical Information, including identifiable birthmarks, tattoos, etc.
Planning should include who you can ask to help with:
* Documenting EVERYTHING
* Monitoring social media
* Making calls
* Putting up posters
* Identifying who the contact person/s
* Searching immediate & frequented areas
* Taking photos of different possible locations ASAP for future reference
Start a Timeline:
* The most crucial information comes from tracking your loved one's last known location and up to 72 hours before their disappearance
* Document EVERYTHING
* Answer the who, what, where, why, and when?
* Ask your Law Enforcement Agent to file a "Letter of Preservation" to Cell phone company
* *If your search passes the 48–72-hour mark, days & weeks start to blend together and you'll have to rely on your timeline.
* Most cell phone companies begin to purge info within 72 hours
* In many cases the concern for "preservation" happens too late
* Additional apps on the phone will require a separate letter directly to the App provider (texting apps, Facebook, Snapchat, Instagram, etc.)
Additional sources to track:
* Bank records
* Child support
* Social service ~ EBT cards
* Social Security
* Digital footprints
* Tribal/BIA accounts
* Document EVERYTHING
Be watchful for potential fraudsters or opportunists:
* People wanting financial gain
* Document EVERYTHING
* If fundraising, be careful with who acts as financial agent
* For example, providing "services" for a cost
* People taking advantage of vulnerable families
* Most legitimate helpers do not charge
Self-Care:
* It can be easy to exhaust yourself under these circumstances.
* Remember to sleep, nap, rest as you are able
* BREATHE!
* Drink lots of water
* Seek out spiritual help. Remember spiritual help is not always human.
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Physical Development
- Use hall equipment to make an obstacle course and to move in a variety of ways, under, over and through. Talk about the physical effects this has on their body.
- Using larger areas to mark make i.e. outside with chalks, draw bear feet, paint fence etc.
- Talking about healthy eating, children to explore a variety of healthy foods.
- Scissor control, have different size bears for them to cut out, more abled children to follow the lines.
- To help the children with pencil control.
Mathematical Development
- Children to count steps, using happy street people pretending they are going on an adventure.
- Whilst playing for children to Count from a larger group in play i.e. can you give me five, six etc.
- Using a variety of shapes to create pictures.
- Talk about sizes Big, little, linking with Goldilocks and the three Bears.
- Begin to match numerals and quantity correctly.
- When story mapping talk about how many people are joining our adventure, how many vehicles we will need, are they big or little etc.
Expressive arts and design
- Wellie, hand, feet printing etc, on large paper outside, where can the prints take us?
- Make clay models, using bears cutters, then decorate them. With the playdough add eyes and buttons with cutters to extended their imagination.
- Draw pictures on pebbles or card of different places, transport, animals etc hid them in sand and see if they can make a story around it.
- Follow bear footprints to find a hidden bear in the forest, giving clues along the way.
- Build up stories with available props, set a scene for the children to use their imagination.
Understanding the World
- Talk about special events i.e. Pancake Day, Easter etc.
- Talk about the environment and community we live in, take photos of local places, i.e. the shops, library, park, rose gardens to help with the decisions.
- Ask the children where they would go on an adventure, would it be with their family, what's their favourite place.
- Plant veg/flowers outside/inside, watching them grow and how taking care of them.
- To provide a variety of technology for the children to operate.
Communication and Language
- Carry on with jigsaw Jenie, complete puzzle 1 and move on to puzzle 2.
Literacy
- Story telling – we're going on a bear hunt.
- Look at main characters, events, setting of the stories.
- To story map with the children, emphasising how a story is structured, start, middle, end, adding characters, place etc.
- To encourage the children to access the story area and rhyme basket more, to introduce wooden rhymes characters for the children to use independently.
- Help the children to write their own stories by scribing for them.
- When the children are at the mark making table, to continue placing their name cards in front of them to encourage them to form recognisable letters.
Personal, Social and Emotional Development
- Whilst joining the children's play, use prepositions, such as "can you put the person on top of the house? put the train next to the track, put the baby under the blanket" etc.
- Encourage children to talk about past events, i.e. 'I went to the shop' staff to ask questions i.e. 'who went to the shop, what shop' etc.
- To support the children to use their words to build up on their vocabulary, modelling language back.
- Story mapping – encourage the children to listen to others with increasing attention and recall when mapping together using each other for ideas (link with Literacy).
- Who we live with, children to talk about who they live with at home and who's in their family.
- The children can bring in their favourite teddy and together we will have a teddy bears picnic. To make a list of food the children would like and ask parents to help cater for this.
- To continue with restorative practice, encouraging the children to use the effective statements, to solve conflicts themselves with less adult support.
- Look at the feelings of characters in books that we share, relating them to experiences that has happened.
- Support the children in their play extending on their ideas, building up a role-play with others. For example, adventures on a pirate ship, train journey, to the sea side. | 1,590 | 904 | {
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For years, the humble moth has existed in the shadows behind the spectacular and well-loved butterfly, forever compared to its beautiful lepidoptera cousin.
Recently, there's been a change in mindset towards these nocturnal flying insects with several articles expounding the virtues of this nighttime pollinator and its importance in the ecology of the backyard garden. As adults, moths are an essential food source for many animal species including birds such as martins, flycatchers, whippoorwills, bats, toads, and other small vertebrates. And moth caterpillars are extremely important as food for most of our baby songbirds including chickadees, nuthatches, bluebirds, and the rose breasted grosbeak. As entomologist Doug Tallamy, author of Bringing Nature Home and Nature's Best Hope says, "Caterpillars are like the bread of the diet of baby birds. They're a staple."
Moths are not only valued as an essential food source for other species but like bats are nocturnal pollinators. Planting pale or white fragrant flowers, flowers that open late afternoon or night, grow in clusters, provide easy landing platforms, and are ample nectar producers such as morning glory, heliotrope, four o'clocks, monarda, tiarella and oenothera, will attract pollinating moths to your nighttime garden. An interesting factoid: While most pollinators travel about to different gardens, moths may live their entire lives in one garden.
But for all their beneficial garden work, they've been generally considered pests of the night sky, relegated to electric moth zappers engulfing them in shots of flame or sprayed with insecticide as they gather around outdoor light fixtures. Asked in a recent interview if outdoor lighting affects insect populations, Doug Tallamy said, "Yes, particularly moths and those powerful lights that draw them in. The Saturniids [a family of large North American moths including the Luna Moth and Cecropia Moth] that are drawn into the security lights and never leave. A lot of these moths don't eat as a moth and so they emerge as an adult with all the energy they will have. If they spend it all flying around light, then they run out of energy and that's that. It's also a place where the bats come and pick them off. So, these night-time lights are death traps for moths and many other insects. Lastly, you can put motion sensors on your security lights or replace white bulbs with yellow LEDs. White lights draw insects all night long, exhausting them and making them easy prey but yellow bulbs attract few insects. If each of the millions of lights we turn on in this country, mostly out of habit, kill a few insects each night — well, you can do the math."
With the moth's new-found fame, it's not surprising that comparisons with their cousin, the butterfly, would arise. Physically, some differences are readily apparent. In most species of moths, wings are positioned vertically rather than the horizontal positioning of most species of butterflies. At rest, butterflies usually fold their wings back, while moths flatten their wings against their bodies or spread them out horizontally. Although butterflies often appear in spectacular colors, moths are generally not conspicuously colorful, with few exceptions; the luna and hummingbird moths are both beautifully colorful. Note: both luna and hummingbird moths have horizontal wing positions just like butterflies.
Many species of moths and butterflies overwinter in leaf litter such as luna moths, great spangled fritillary butterfly and woolly bear caterpillars (the Isabella tiger moth) another similarity in both the moth and butterfly.
The differences become more apparent when you compare their behavioral traits; moths are nocturnal and butterflies are diurnal, or active during the day. But they do work compatibility within these split shifts, with some minor exceptions. There are some moths active by day, most notably the hummingbird moth. Generally, after dark, moths, and bats, take over the night shift for pollination.
And there's one more tragic similarity between moths and butterflies. Moth populations, just like butterfly populations, have declined approximately 85% since the 1950s due to the use of chemical pesticides and loss of safe habitats. Additionally, a European tachinid fly, (Compsilura concinnata), introduced to control gypsy moth populations also kills the larvae of over 200 other species of moths and butterflies.
So, let's take Doug Tallamy's advice and change those white security lights to yellow bulbs or motion sensors, leave the leaves under trees to preserve moths and butterflies, and plant flowers that attract these amazing nightshift pollinators to our gardens. | 1,784 | 986 | {
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Lesson 16: Constructing Nets
Classwork
Opening Exercise
Sketch the faces in the area below. Label the dimensions.
© 2014 Common Core, Inc. Some rights reserved. commoncore.org
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
Exploratory Challenge 1: Rectangular Prisms
a. Use the measurements from the solid figures to cut and arrange the faces into a net.
b. A juice box measures 4 inches high, 3 inches long, and 2 inches wide. Cut and arrange all 6 faces into a net.
c. Challenge: Write a numerical expression for the total area of the net for part (b). Explain each term in your expression.
Exploratory Challenge 2: Triangular Prism
Use the measurements from the triangular prism to cut and arrange the faces into a net.
© 2014 Common Core, Inc. Some rights reserved. commoncore.org
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
Exploratory Challenge 3: Pyramids
Pyramids are named for the shape of the base.
a. Use the measurements from this square pyramid to cut and arrange the faces into a net. Test your net to be sure it folds into a square pyramid.
b. A triangular pyramid that has equilateral triangles for faces is called a tetrahedron. Use the measurements from this tetrahedron to cut and arrange the faces into a net.
© 2014 Common Core, Inc. Some rights reserved. commoncore.org
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
Problem Set
1. Sketch and label the net of the following solid figures, and label the edge lengths.
a. A cereal box that measures 13 inches high, 7 inches long, and 2 inches wide
b. A cubic gift box that measures 8 cm on each edge
c. Challenge: Write a numerical expression for the total area of the net in part (b). Tell what each of the terms in your expression means.
2. This tent is shaped like a triangular prism. It has equilateral bases that measure 5 feet on each side. The tent is 8 feet long. Sketch the net of the tent, and label the edge lengths.
3. The base of a table is shaped like a square pyramid. The pyramid has equilateral faces that measure 25 inches on each side. The base is 25 inches long. Sketch the net of the table base, and label the edge lengths.
4. The roof of a shed is in the shape of a triangular prism. It has equilateral bases that measure 3 feet on each side. The length of the roof is 10 feet. Sketch the net of the roof, and label the edge lengths.
© 2014 Common Core, Inc. Some rights reserved. commoncore.org
This work is licensed under a
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Year 9 GEOGRAPHY REVISION CHECKLIST.
Summer Examinations
As you begin your revision, complete this honestly to help you see where your priorities should lie for your revision. The target is eventually to get all your ticks in the left hand column.
| I CAN: | ☺ |
|---|---|
| Identify the countries of the continent of Europe on a map | |
| Identify the main cities of the continent of Europe on a map | |
| Identify the main oceans and seas on a map of Europe | |
| Identify the main mountain ranges on a map of Europe | |
| Describe the historical growth of the population of the world | |
| Know the meanings of key population terms: Birth Rate, Death Rate, Natural Increase, Life Expectancy, Infant Mortality. | |
| Know the meanings of key population terms: Population pyramid, population distribution, population density | |
| Explain how the population changes – using terms such as birth rate and death rate | |
| Explain the impact that a large young population may have on a country. | |
| Explain the impact that a large elderly population may have on a country. | |
| Give reasons to explain why birth rates are different across the world | |
| Give reasons to explain why death rates are different across the world | |
| Explain what a population pyramid shows | |
| Draw and explain the shape of a population pyramid for a LEDC | |
| Draw and explain the shape of a population pyramid for a MEDC | |
| Use evidence from a population pyramid to answer questions about the population of an area/country | |
| Calculate the population density of an area (when given population and area statistics) | |
| Explain (in detail) why some areas in the world are sparsely populated. | |
| Explain (in detail) why some areas in the world are densely populated. | |
| Explain what migration is. | |
| Explain the difference between an immigrant and an emigrant. | |
| Give several push and pull factors which lead to migration. | |
Recall at least three positive impacts migrants can have on the area into which
| Recall at least three negative impacts migrants can have on the area into which they have moved |
|---|
| Use the choropleth shading technique to display information on a map. |
| Interpret a choropleth map. |
| Distinguish between constructive and destructive waves and consider their impact upon coastal environments. |
| Describe the erosional processes of abrasion, attrition, hydraulic action and solution and their impact upon the coast. |
| Describe and explain the transportational process of longshore drift. |
| Outline the conditions under which coastal deposition may occur. |
| Describe and explain the formation of coastal features such as headlands, bays, wave-cut platforms, caves, arches, stacks and stumps. |
| Describe ways in which humans interact with the coast. |
| Suggest methods of coastal management. |
| Evaluate the effectiveness of coastal management techniques. |
| Explain the difference between weather and climate. |
| Explain how the following elements are measured: temperature, precipitation, wind speed, wind direction, air pressure, cloud cover. You need to know the instrument and unit of measurement for each. |
| Describe and explain the best place to measure: Rainfall, wind speed, wind direction, temperature. |
| Describe the characteristics of a Stevenson Screen: colour, structure, height, contents. |
| Explain the characteristics of a Stevenson Screen. |
| Interpret the key synoptic symbols – wind speed/direction, temperature, cloud cover, precipitation. |
| Describe the characteristics of cumulus, cirrus, stratus and cumulonimbus clouds. |
| To recall the steps involved in the creation of “rain”. |
| To be able to draw a diagram and give a written explanation for the formation of frontal rainfall. |
| To be able to draw a diagram and give a written explanation for the formation of relief rainfall. |
| To be able to draw a diagram and give a written explanation for the formation |
Chgs/cst/revision Geography
| of convectional rainfall. |
|---|
| Construct and interpret a climate graph. |
| Explain the factors that influence climate – latitude, distance from the coast, prevailing wind, ocean currents, altitude, shelter, urbanisation. | | 1,940 | 931 | {
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South Carolina
South Carolina is located in the southeastern portion of the United States. It is bordered by North Carolina, Georgia, and the Atlantic Ocean. It is located within only one climate region, the humid subtropical region.
* Our state is divided by a fall line.
* The part of the state north of the fall line is sometimes called the "Upcountry".
* The part of the state south of the fall line is sometimes called the "Lowcountry".
* There are six regions – Blue Ridge, Piedmont, Sandhills, Inner Coastal Plain, Outer Coastal Plain, and Coastal Zone.
Blue Ridge Region *the smallest region in South Carolina (p. 44-45)
Physical Features "landforms" - mountains and forest (rural)
```
Water Systems - streams, rivers, and lakes Natural Resources – water (hydroelectricity) and trees *used to have logging, but now much of the land is protected Major Cities – Clemson, Walhalla, Sassafras Mountain, Lake Jocassee Climate – cooler, the coldest region, gets the most snow Economy (Jobs and Tourism) – camping, hiking, fishing, white water rafting
```
Piedmont Region *Where We Live - ANDERSON (p. 46-47)
Physical Features "landforms" – rolling hills, many shallow valleys, foothills (at the base of the mountains)
monadnock-flat hill made of rock example: Table Rock
Water Systems – lakes (example: Lake Hartwell), swift-flowing rivers, streams, and waterfalls
Natural Resources – trees (to build homes and furniture) and water (helps make electricity)
Major Cities – Anderson, Greenville, Spartanburg
Climate – mild (not too hot or cold)
Economy (Jobs and Tourism) – textile (mills and factories that make cloth), parks, peaches (cash crop), and farming
Sandhills Region (p. 50-53)
The old coastline used to be where the Sandhills region is now.
Physical Features: small hills, flat land with sandy soil, the fall line is where the river forms rapids
Water Systems: rapid-moving rivers that are rocky and shallow
Natural Resources: water (hydroelectricity)
Major Cities and Sites: *Columbia-our state capital is located here, Aiken, Camden, Lexington
Climate: hot
Economy (Jobs and Tourism): state government jobs are here, factories such as textile "cloth" industry
Inner Coastal Region (p. 54-55)
Physical Features: plains – flat grassy lands, some rolling hills, more than ½ of the region is covered in forests, contains a floodplain (an area bordering a river that is made of soil deposited during floods)
*has the BEST soil in the state
Water Systems: rivers
Natural Resources: center of the state's cotton production, wheat, soybeans
Major Cities: Congaree National Park, Darlington (racetrack), Florence, Sumter
Climate: hot
Economy (Jobs and Tourism): farming
Outer Coastal Region (p. 60-61)
Physical Features: flat, swamp lands (wet, soggy land)
Water Systems: rivers, streams, swamps, canals to connect river systems
Natural Resources: pine trees and cypress trees
Major Cities and Sites: Conway
Climate: hot, humid, and muggy
Economy (Jobs and Tourism): shipping goods by canals and railroads
Coastal Zone (p. 62-63)
Physical Features: sandy beaches, barrier islands
Water Systems: Atlantic Ocean, marshes (swampy), rivers
Natural Resources: seafood
Major Cities and Sites: Charleston (oldest city), Myrtle Beach "The Grand Strand", Hilton Head Island
Climate: hot and humid
Economy (Jobs and Tourism): fishing, people who work at the sea ports (shipping) | 1,624 | 823 | {
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HSML Summer Pre-Pre-Algebra Course Preparedness Test
High School Math Live wants parents to be well informed. We want your student to be placed in the appropriate course so that they will be successful and challenged while learning the beauty of mathematics. The questions we have below will be a good indicator to whether your student is ready for Pre-Pre-Algebra.
Please have your student complete the test and then scan their work and answers, making sure that the answers are in the same order as the problems on the document. The scan should be emailed as a single PDF document to Mrs. Wolff at firstname.lastname@example.org .
Mrs. Wolff will contact you with results of the test. If the results do not demonstrate a strong readiness for Pre-Pre-Algebra, it does not mean you won't be allowed to take the course, but we want you to know if the class is going to be a significant stretch for your student. Prior to classes starting, if you have registered and decide not to take the course based on the results of this test, you will receive a full refund of the $125 first payment.
Please view our website, www.highschoolmathlive.com, to read other details including what makes a successful HSML summer student and online learner.
For these questions, no calculator should be used.
Part 1. Simplify the following.
1. 7.5 2.15 +
2. 13.2 5.36 −
3. 246 38 −
Part 2. Rounding
1. Round 4145 to the nearest hundred.
2. Round 1.563 to the nearest whole number.
3. Round 81.48 to the nearest tenth.
Part 3. Order these set of numbers in order from least to greatest.
421.41 501 632 508 421.647
Part 4. Fractions/Decimals
1. What mixed fraction is equal to 14.25?
2. What is the improper fraction for 38 3 ?
3. What is the decimal that is equal to 7100 4?
4. What is the decimal that is equal to 2 5 ?
5. What is the least common denominator for 3 4 and 2 3 ?
Part 5. Miscellaneous Problems
1. If you can paint 4 walls in a house per day, how long will it take you to paint 16 walls?
2. Laura received 400 emails in a week. Her sister, Kathy, received 231 emails that same week. How many more emails did Laura receive than Kathy?
3. I was paid $32.10, $12.25 and $8.02 for some work on a website development. What was my total pay for this work?
4. I want to redecorate my bedroom. Earlier, I bought 9 feet of a border. I have used 12 2 feet already. How much do I have left over to redecorate my room?
5. If I purchased a used video game for $4.48 and gave the cashier $10, how much change did I receive?
6. I will be making 12 4 inch cloth strips to go along one edge of a quilt. My quilt edge measures 81 inches. How many strips will I use if they are placed end to end along the edge?
Part 6. Geometry
1. What is the area of this rectangle?
3 feet
10 feet
2. The figure is a square with side length 5 inches. What is the perimeter of this square? | 1,273 | 760 | {
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TEAK/TA
Teaching
Workshop
Session 1: Introduction and Classroom Management
Dr. Elizabeth DeBartolo, Mechanical Engineering Dr. Margaret Bailey, Mechanical Engineering Sarah Cass, RIT Teaching and Learning Center
Introductions…
* Take 1 minute to write down:
* Write down your name
* A topic you'd like to practice teaching
* A list of things you know about teaching and a list of things you'd like to learn about teaching
* Meet the class…in groups
* Name, year, why are you here, etc.
* Teaching topic
Instructors (syllabus)
* Dr. Elizabeth DeBartolo
* Dr. Risa Robinson
* Other guest lectures as appropriate
Session Activities…
* Introduction to TEAK and this teaching workshop, basic classroom management
* Objectives:
* Be aware of the objectives of TEAK and this workshop
* Know your audience
* Learn some techniques for setting the stage in your classroom
What is The TEAK Project?
* Provide opportunities for KGCOE students to enhance their understanding of engineering by teaching others
* Provide opportunities for KGCOE students to improve their communication skills and confidence
* Create a series of portable kits and webbased activities to introduce middle school students to engineering.
Why this workshop?
* Provide participants basic teaching skills
* Apply in middle school classrooms (TEAK)
* Apply in RIT classes/labs (TA)
* Apply in outreach events
* Apply in your career
* Practice teaching exercise(s) and get feedback from an audience of your peers
* Record and watch video of yourself teaching
Expectations
* Everyone participates – small groups and full class
* Ask questions
* Be respectful
* Be constructive
Workshop Outline (syllabus)
Setting the Stage
* Planning the event
* Room setup
* Warm-up Activity
* Introduce Yourself
Setting the Stage
* Setting the classroom environment
* Attitude
* Presence
* Voice
* Tone
* Setting expectations/classroom behavior
* Parking Lot
* Traffic Light
Warm-ups
* How did we start this morning?
* What did it achieve? (hopefully…)
* Why bother?
* Some ideas…
For more ideas:
http://www.residentassisstant.com/games/icebreakers
Activity: Applying Techniques to Your Lessons
Directions:
* List some expectations you have for your class and ideas for conveying them?
* How can you get your class warmed up and ready to learn?
Know Your Audience
Who is your audience?
* Take 30 seconds to write down your potential audience(s).
* Based on the title of your chosen topic/field, are there any words in there that your audience won't recognize? How about…
* …a middle-school student?
* …a high school student?
* …a 1 st or 2 nd year RIT student?
* Have we used any terms in this session that you don't understand?
How much time do you have?
* Not time in class…time when you've got your group's attention!
* Varies by age and interest in the subject.
* Not too long for any group!
* Discuss more in a later session…
Activity: Applying Techniques to Your Lessons
Directions:
* Come up with a list of words you shouldn't assume your audience already knows. (2 min)
* Get input from a neighbor once you've done your own assessment.
* Share with group.
Support for this work was provided by the National Science Foundation's Course, Curriculum, and Laboratory Improvement (CCLI) program under Award No. DUE-0737462. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation. | 1,730 | 780 | {
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CHAPTER EIGHT
THE HAUSA TEXTILE INDUSTRY: ORIGINS AND DEVELOPMENT IN THE PRECOLONIAL PERIOD
Marisa Candotti
1. Introduction
Textiles are finished products which represent not only the material resources of an area but also the culture of a people. In Hausaland, cloth had many functions; for centuries it was used for clothing, to transfer wealth, as a medium of exchange, as tribute, as an item in religious and burial rituals and as a symbol of differences in religious, economic, political, ethnic and social status. The symbolic functions of cloth were as important as the practical ones and influenced the demand for textiles.
Different uses required different kinds of cloth, which varied according to size, quality, colour and durability; this led to significant product differentiation and economic specialisation. This helps to explain the development of the textile trade. Cloth-producing areas frequently imported different kinds of cloth from other producing areas. Different techniques of weaving, dyeing and tailoring in various areas contributed to the complex pattern of trading relations within the separate Hausa areas, as well as between them and other areas beyond Hausaland. The manufacture of textiles was not just the prerogative of a few specialised artisans, but involved the whole population scattered throughout the territory. Textiles were produced in both urban and rural areas and, although clothing was a symbol of religious and social identity, the making and trading of cloth in Hausaland was the expression of a culture that tended to integrate different strata of the population regardless of ethnic identity.
This complex pattern of trade and manufacturing developed over many centuries and was closely connected to the flow of events and historical circumstances. Textile production was not characterised by a uniform development but by different phases, reflecting the political
and economic changes that took place in the region. The nineteenth century saw an unprecedented growth in the Hausa textile industry, a growth that was not limited to a few cities, as in the past, but extended to all the Hausa territories; its main causes are still a matter for discussion. Moreover, not much is known about the origins and development of the Hausa textile industry before the nineteenth century. Most of the existing literature has focused on the period just before and after colonisation, at the beginning of the twentieth century, analysing the artistic and technical aspects of cloth; only a few pioneering studies have explored textile trade and manufacturing (cf. Shea 1974, 1975, 1983; Johnson 1973, 1976, 1977, 1978).
The aim of this chapter is to identify the main characteristics of the Hausa textile industry, exploring its origins, development and main distinguishing economic features in the precolonial period. A focus on the history of cotton growing and textile manufacturing allows us to study the evolution of Hausa material culture from the perspective of the interrelationship between rural and urban areas. 1 Finally, this chapter aims to contribute to the debate on the distinctive characteristics of what Adamu (1978) calls the 'Hausa factor', which can be primarily identified as the potential capacity to integrate foreigners into the Hausa network of trade and production and its system of recruiting and organising labour on a pluralistic ethnic basis.
2. Cloth and Muslim traders before the nineteenth century
The origin and spread of clothing and trade
Written sources are almost silent on the manufacturing of cloth in the Hausa-speaking area before the nineteenth century. They testify to the use and spread of clothing among the different peoples in this area and the opportunity for trading in cloth by foreign merchants. However, looking at these aspects helps to identify the origins of a culture that led to the development of the Hausa textile industry. It is clear that the use of clothing accompanied the spread of Islam and the rise of an urban culture mainly influenced by the beginning of a network linked to trans-Saharan trade and the establishment of Muslim merchants
1 Unfortunately, it remains unclear when cotton was first used generally in West Africa (see Kriger 2006: 26, 73–76). | 1,781 | 819 | {
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Cartoons for the Classroom Presented by NIEonline.com and the Association of American Editorial Cartoonists (AAEC)
Tooning into the campaign: Politics of change
Get out your newspaper
Cartoon courtesy Pat Oliphant (c) 2007 The Washington Post. Reprinted by permission of Universal Press Syndicate. All rights reserved.
Talking points
2. Oliphant makes a point about "empty rhetoric." Define "rhetoric" (look it up) and explain what the cartoonist means by the phrase.
Gather a collection of political cartoons from your newspaper dealing with campaign issues. Using the Cartoon Evaluation Worksheet (available online at the NIE Website) analyze each cartoon and explain the issues addressed. Find newspaper stories about the issues and reevaluate the issues and the opinions expressed.
1. In a recent Los Angeles Times article, Timothy Noah pointed out: "It's hard to think of a more meaningless political watchword than 'change,' but 'change' is what the presidential candidates are promising." Pat Oliphant's cartoon, published way back in February, 2007, shows that the 2008 campaign buzz word is not new. As the politicians line up to promise change, "Washington" relaxes, knowing that nothing will really change. What is it politicians are promising to change? What do you think needs changing? Why aren't candidates more specific?
3. Examine the quotes from the candidates on this page. Which are Democrats and which Republicans?
Additional resources
More by Pat Oliphant: http://www.gocomics.com/patoliphant/
Association of American Editorial Cartoonists http://editorialcartoonists.com/
Between the lines
"I want to make change, but I've already made change. I will continue to make change. I'm not just running on a promise of change. I'm running on 35 years of change."
"We are choosing hope over fear. We're choosing unity over division, and sending a powerful message that change is coming to America." -- Barak Obama
-- Hillary Clinton
"Everywhere I go people say Washington is broken. And they know that those who've spent their careers in Washington can't change Washington. It's long past time to bring real change to Washington." -- Mitt Romney
"It's about people who love America but want it to be better and believe that change is necessary, and it's not going to happen from within Washington." --Mike Huckabee
"The results show that the American people are ready for a president who will stand up to corporate greed and fight for hard-working families, someone who will fix the broken system in Washington and achieve real change in this country." -- John Edwards | 1,101 | 543 | {
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The Domestic Sunday Horarium
Sunday
The most important day of the Liturgical Year is Sunday. Known as the first day of the week, the Lord's Day, and as a "little Easter", Sunday is the primordial feast day celebrating the Paschal Mystery. The celebration of Sunday gives us our identity as Christians.
For most of us, Sunday centres on going to church for Mass and engaging in other activities with community members and family. The rhythm we follow from week to week gives us a sense of belonging, comfort, and purpose.
'Self-isolation' and 'social-distancing' may be new terms for most of us in 2020 but some Christians have been setting themselves apart for centuries. Concerning prayer, Jesus says to all of us: when you pray, go into your room, close the door, and pray to your Father, who is unseen (Matt. 6:6). Monastic life takes this prescription full-time and looking to it for inspiration can help us to express and even strengthen our identity as Christians through our domestic celebration of Sunday.
Monastic Horarium
One of the hallmarks of monastic life is the structure. The monastic timetable, called a horarium, not only has fixed times for communal prayer but also for waking, sleeping, eating, study, work, personal prayer, rest, and recreation. It is not possible to say you became so caught up in your study that you forgot to eat or to recreate at the expense of your work. When the bell rings it is time to move to the next item on the horarium.
This global pandemic has disrupted our usual Sunday observances from gathering for the celebration of the Eucharist and visiting loved ones, to sharing meals and playing games together. Creating a domestic horarium can help you and your family mark the Lord's Day and stay grounded in your Christian identity in this time of flux.
Your Domestic Horarium
Every household is different so the division of the hours should be up to you but these are some elements from the Tradition to integrate:
* Keep consistent times for waking and sleeping
* Change into daytime clothes rather than spending the whole day in pyjamas
* Observe set meal times
* Schedule prayer time, especially at the traditional times of morning and evening. The Liturgy of the Hours is a public liturgical prayer even for those who are reciting it alone. Download a family-friendly form of Morning and Evening Prayer for the Sundays in Lent.
* If you live with others, plan time to be alone and to observe silence
* If you live alone, schedule time to connect with others via phone or electronically | 973 | 532 | {
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APPLICATION BULLETIN UGANDA
Background: Uganda, an East African country, sits on the equator. It is landlocked by Kenya, Sudan, Democratic Republic of the Congo, Rwanda and Tanzania. It is a country that has been ravaged by civil unrest. Life expectancy is 44 years, the GDP per capita is USD1200 and it is ranked as 157 th on the Human Development Index.
For nineteen years, war has plagued northern Uganda. The Lord's Resistance Army (LRA) has brutalized the Acholi, the largest ethnic group in the north. It is estimated that around 1.6 million people, have been internally displaced, and up to 500,000 have died. There is a push to resettle the communities who have been affected by the LRA, however much of the infrastructure has been destroyed and essential services such as sanitation and water are sadly
lacking. Lack of access to safe water is an impediment to the progress of public health, education and poverty reduction in Uganda.
The Need: Partnerships and networks are increasingly recognised as effective means of achieving development goals, such as safe water and sanitation. The projects in this bulletin illustrate how the collaborative efforts of small organisations and individuals make a real and immediate difference to the lives of those living without access to safe water and sanitation. Bill McKay and Hunter Beattie from Western Australia work in partnership with 'Drop in the
Bucket' to provide equitable and sustainable water and sanitation systems to small bush schools and orphanages in northern Uganda. The SkyJuice Foundation shares the same goal of affordable safe water, and donated two SkyHydrant water purification units for projects in Iganga and Kampala.
The schools/orphanages are generally church run as there is little likelihood that the government will provide this essential service to remote communities. In order to ensure the ongoing care and maintenance of the water supply, a water committee made up from school and village is formed. The best results are when there is more than 50% female representation, as culturally the women are responsible for water. The water committee
organises everything associated with the payment for water to ensure that there is money available when maintenance is required. Although it sounds simple, it is one of the most important aspects of a successful project.
Most of the school projects involve installing an under ground (UG) tank at the hand pump and siphoning off about 20% of the hand pumped water into the UG tank. This is then pumped to the school reservoir tank using one of the roundabout pumps. The tanks are made from local bricks which the villagers supply as their contribution to the scheme. They are also responsible for any manual labour such as digging trenches. As a result, communities enhance their ownership of the water and sanitation activities through active participation in the project.
Villagers supply labour and building materials for the water and sanitation projects
One of the SkyHydrant water purification units has been installed at the Iganga Babies home near Iganga. Sister Elizabeth Achieng runs the orphanage for 35 babies who have generally either been abandoned or the parents have died. The other unit is installed in a church where a micro finance scheme aimed at breaking the poverty cycle is being established. The church is located in a poor area in the outskirts of Kampala. The community had little choice but to drink scheme water which is not potable, and has to be boiled. It is now gravity fed through the SkyHydrant into 200 ml bags which are sealed using an impact sealer. The water will be chilled then distributed to schools and other outlets by bicycle. It is anticipated that eventually the micro finance scheme participants will be able to sell as much as several thousand litres of water per day at an affordable price for the local population who cannot afford bottled water. It is anticipated that there will be further opportunities for setting up micro finance schemes to provide safe water after the success of the venture in Kampala has been established.
SkyHydrant installed at the Iganga Babies Home supplying safe water to staff and orphans | 1,697 | 837 | {
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NATURE| NEWS
Electronics' noise disorients migratory birds
Man-made electromagnetic radiation disrupts robins' internal magnetic compasses.
Jessica Morrison
07 May 2014
Delpho/ARCO
European robins are among the bird species that orient by detecting magnetic fields.
Interference from electronics and AM radio signals can disrupt the internal magnetic compasses of migratory birds, researchers report today in Nature 1 . The work raises the possibility that cities have significant effects on bird migration patterns.
Decades of experiments have shown that migratory birds can orient themselves on migration paths using internal compasses guided by Earth's magnetic field. But until now, there has been little evidence that electromagnetic radiation created by humans affects the process.
Like most biologists studying magnetoreception, report co-author Henrik Mouritsen used to work at rural field sites far from cities teeming with electromagnetic noise. But in 2002, he moved to the University of Oldenburg, in a German city of around 160,000 people. As part of work to identify the part of the brain in which compass information is processed, he kept migratory European robins (Erithacus rubecula) inside wooden huts — a standard procedure that allows researchers to investigate magnetic navigation while being sure that the birds are not getting cues from the Sun or stars. But he found that on the city campus, the birds could not orient themselves in their proper migratory direction.
"I tried all kinds of stuff to make it work, and I couldn't make it work," Mouritsen says, "until one day we screened the wooden hut with aluminium."
Peace at last
Mouritsen and his colleagues covered the huts with aluminium plates and electrically grounded them to cut out electromagnetic noise in frequencies ranging from 50 kilohertz to 5 megahertz — which includes the range used for AM radio transmissions.
The shielding reduced the intensity of the noise by about two orders of magnitude. Under those conditions, the birds were able to orient themselves.
When the team disconnected the grounding, the aluminium plates failed to keep the artificial noise out, and the robins
could not find their way. To further test whether electromagnetic noise was responsible, the researchers simulated it using a commercially available signal generator. The birds again became disoriented.
Before sharing the results, the team spent seven years conducting double-blind tests, independently replicated by different generations of students. "We wanted to make sure that we could really document that what we were seeing was real," says Mouritsen.
Navigational error
The findings imply that the birds' navigation is controlled by a biological system sensitive to artificial electromagnetic noise, but the biophysical mechanism is unclear. Even so, the work raises the controversial prospect that it might be necessary for humans to stop using the relevant part of the electromagnetic spectrum, says Joseph Kirschvink, a geobiologist at the California Institute of Technology in Pasadena, and the author of a commentary accompanying the paper 2 .
Roswitha Wiltschko, a bird navigation researcher at the University of Frankfurt in Germany, has not seen the effect in her own work. "We never used any shielding, and our birds were perfectly oriented," she says. "This is really a surprising thing for me that there can be such a strong disrupting field."
Wiltschko cautions against concluding that electromagnetic noise affects migratory birds in all cities, but other researchers report seeing evidence of the phenomenon. "These effects are real," says John Phillips, a sensory biologist at Virginia Tech in Blacksburg. Phillips conducts behavioural studies related to navigation and spatial memory in other species, including mice and newts, and shields them from electromagnetic interference that he contends could skew experiments. "You wouldn't study a vision mechanism with flashbulbs going off at irregular intervals," he says.
Mouritsen plans further work on the effects of electromagnetic noise, in part to examine the precise workings of the birds' magnetic sense. But he says that noise could already be causing practical problems for birds: "If birds can't use one of their most significant compasses when they are in towns, what effect will that have on survival?"
Nature doi:10.1038/nature.2014.15176
References
1. Engels, S. et al. Nature http://dx.doi.org/10.1038/nature13290 (2014).
2. Kirschvink, J. L. Nature http://dx.doi.org/10.1038/nature13334 (2014). | 1,923 | 923 | {
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World Pulses Day: Let's get back to basics for sustainable agriculture and nutrition
10 February 2024 (Canberra) – The key to sustainable eating lies within our pantries however, Australians consume less than a third of a serving of pulses per week on average. World Pulses Day is the perfect opportunity to highlight the ways pulses contribute to conservation agriculture and nutritious diets.
"We know that Australians are looking for ways to eat more sustainably and for more plant-based sources of protein, which the farming sector has been positively responding to. Fortunately, the solution is simpler than it seems," said Chief Executive Officer of CropLife Australia, the national peak industry organisation for the plant science sector, Mr Matthew Cossey.
"Pulses like lentils, chickpeas, beans and peas are one of the best examples of how the Australian Dietary Guidelines align with sustainable agriculture practices. While pulses are still relative newcomers in large-scale Australian cropping systems, they are having a resurgence as farming practices become increasingly tailored to local environmental conditions.
"With Australia's shallow, dry and nutrient-poor soils, Australian farmers are excellent adopters of conservation agriculture techniques like cover cropping, crop rotation and chemical fallow. Pulses are a key crop that farmers are incorporating into these management techniques to prevent erosion, maintain soil moisture, improve soil carbon and prevent pesticide resistance.
"Although tailored approaches are necessary for different crops and environmental contexts, there is increasing evidence that incorporating pulses into crop rotation is an important tool in integrated pest management strategies. This prevents the same pest or disease from returning, hence reducing the need for pesticides and encourages the use of products with different modes of action which prevents resistance against these crucial tools.
"It's a great to see more Australians becoming interested in food production systems and the impact of their food choices on their health and the environment, however no one has time to calculate environmental impact scores when trying to feed their family on a budget.
"Opting for a diet based on whole and fresh foods is not only more environmentally sustainable, but also offers significant cost savings for Australian families, amounting to up to $78 per week, according to recent data released by The University of Wollongong.
"Pulses are not just for vegetarians. Pulses are a versatile, inexpensive and important source of protein, micronutrients and prebiotic fibre supporting healthy gut microbiome. Experiment with new recipes and add pulses into a broad range of other vegetables in your weekly meal planning.
"Australian farmers, supported by the plant science sector, use the most advanced technology and equipment to produce pulses of the highest quality. Combined with our favourable growing environments, good crop management and care in handling, pulses should rightfully become a staple in Australian diets," Mr Cossey concluded.
- ENDS
Contact: Elyse Denman | 0459 550 010| firstname.lastname@example.org
CropLife Australia is the national peak industry organisation representing the plant science sector in Australia. CropLife's members are the world-leading innovators, developers, manufacturers and formulators of crop protection and crop biotechnology products. The plant science industry, worth more than $31.6 billion a year to Australian agricultural production, provides products to protect crops against pests, weeds and diseases, as well as developing crop biotechnologies key to the nation's agricultural productivity, profitability and sustainability. CropLife is a part of the plant science industry's 91 country international federation.
CropLife Australia is the national peak industry organisation representing the plant science sector in Australia. CropLife's members are the worldleading innovators, developers, manufacturers and formulators of crop protection and crop biotechnology products. The plant science industry, worth more than $31.6 billion a year to Australian agricultural production, provides products to protect crops against pests, weeds and diseases, as well as developing crop biotechnologies key to the nation's agricultural productivity, profitability and sustainability. CropLife is a part of the plant science industry's 91 country international federation. | 1,925 | 804 | {
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Year 4 overview plan
Term
Topic Statutory requirements
Non statutory guidance focus
Autumn Electricity identify
Pupils should construct simple series
| 1 | | common |
|---|---|---|
| | | appliances that |
| | | run on electricity |
| | | construct a simple |
| | | series electrical circuit, |
| | | identifying and naming |
| | | its basic parts, including |
| | | cells, wires, bulbs, |
| | | switches and buzzers |
| | | identify whether or |
| | | not a lamp will light in a |
| | | simple series circuit, |
| | | based on whether or not |
| | | the lamp is part of a |
| | | complete loop with a |
| | | battery |
| | | recognise that a |
| | | switch opens and |
| | | closes a circuit and |
| | | associate this with |
| | | whether or not a lamp |
| | | lights in a simple |
| | | series circuit |
| | | recognise some |
| | | common conductors |
| | | and insulators, and |
| | | associate metals with |
| | | being good conductors. |
| Autumn 2 | Living | recognise that living |
| | things | things can be grouped |
| | and their | in a variety of ways |
| | habitats | explore and use |
| | | classification keys to |
| | | help group, identify and |
| | | name a variety of living |
| | | things in their local and |
| | | wider environment |
| | | recognise that |
| | | environments can |
| | | change and that this can |
| | | sometimes pose |
| | | dangers to living things. |
Spring 1
Living things
Pupils should explore examples of
[x]
recognise that environments can
human impact (both positive and and their
change and that this negative) on environments, for
| | habitats | can sometimes pose |
|---|---|---|
| | | dangers to living |
| | | things. |
| Spring 2 | States of | compare and group |
| | matter | materials together, |
| | | according to whether |
| | | they are solids, liquids |
| | | or gases |
| | | observe that some |
| | | materials change |
| | | state when they are |
| | | heated or cooled, and |
| | | measure or research |
| | | the temperature at |
| | | which this happens in |
| | | degrees Celsius (°C) |
| | | identify the part played |
| | | by evaporation and |
| | | condensation in the water |
| | | cycle and associate the |
| | | rate of evaporation with |
| | | temperature. |
Summer 1 Digestion
Pupils should be introduced to the main body parts associated with the
[x]
describe the simple functions of the basic
parts of the digestive
| | | system in humans |
|---|---|---|
| | | identify the different |
| | | types of teeth in |
| | | humans and their |
| | | simple functions |
| | | construct and interpret |
| | | a variety of food chains, |
| | | identifying producers, |
| | | predators and prey. |
| Summer | Sound | identify how sounds |
| 2 | | are made, associating |
| | | some of them with |
| | | something vibrating |
| | | recognise that |
| | | vibrations from sounds |
| | | travel through a medium |
| | | to the ear |
| | | find patterns |
| | | between the pitch of a |
| | | sound and features of |
| | | the object that |
| | | produced it |
| | | find patterns |
| | | between the volume of |
| | | a sound and the |
| | | strength of the |
| | | vibrations that produced |
| | | it |
| | | recognise that |
| | | sounds get fainter as |
| | | the distance from the |
| | | sound source |
| | | increases. |
digestive system, for example, mouth, | 2,028 | 1,130 | {
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5 Little goats jumping on the bed.
1 fell off and bumped his head.
Mummy phoned the doctor and the doctor said,
"No more goats, jumping on the bed"
4 little goats ……………………
3 little goats……………………… etc
The Three Billy Goats Gruf St cky Knowledge Organiser
i
Once upon a time there were three billy goats gruff who wanted some fresh green grass. They came to a bridge, but under the bridge lived a wicked troll who ate anyone who tried to cross the bridge. The littlest billy goat gruff started to cross the bridge……trip trap, trip trap. The troll jumped up and said, "Who's that triptrapping over my bridge?" "It's only me," said the littlest billy goat gruff. "Please let me pass to eat the green grass." The troll said, "No, I'm going to eat you". "Oh, please don't," said the littlest billy goat gruff, "the second billy goat is much bigger and fatter than I". The troll thought: "Mmmmm that's worth a try." So, the littlest billy goat gruff skipped over the bridge. Soon the middle-sized billy goat gruff started to cross the bridge…. Trip trap, trip trap. The troll jumped up and said "Who's that trip trapping over my bridge?" "It's only me," said the middle-sized billy goat gruff. "Please let me pass to eat the green grass!" The troll said, "NO, I'm going to eat you!" "Oh, please don't," said the middle-sized billy goat gruff. "the third billy goat is much bigger and fatter than I." The troll thought: "Mmmmm that's worth a try." So, the middle-sized billy goat gruff skipped over the bridge. Soon the big billy goat gruff started to cross the bridge …trip trap, trip trap. The troll jumped up and said, "Who's that trip trapping over my bridge?" "It's me," said the big billy goat gruff. "I'm going past to eat the green grass." The troll said, "No, I'm going to eat you!" The third billy goat said in a voice like thunder "OH NO YOU'RE NOT!" Down went the billy goats head and up went the troll up into the air and over the bridge, into the river with a splash. Then the big billy goat skipped over the bridge to join his brothers. The three billy goats munched happily in pastures new saying "Mmmm this grass is so good to chew".
Key Words
Three Billy Goats Gruff Trip trap Troll Bridge Green grass | 817 | 567 | {
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RE curriculum at Brownhills Ormiston Academy
The department's vision
* Religious Education at Brownhills Ormiston Academy enables pupils to explore Christianity alongside the other major world religions. Pupils will also explore secular views and Humanist views as we consider approaches to ethical issues. At our academy, RE makes a major contribution to pupils' awareness, appreciation, and exploration of the British Values.
* We encourage all learners to be thoughtful about their own beliefs and worldviews, learning to express their ideas and disagree respectfully.
* RE is not about making pupils into believers but tries to help them become literate and articulate about religions and beliefs, and to be thoughtful members of society, so that in learning from religion they are able to make informed choices about how they want to live their lives whilst also understanding more about the faith of other people they meet.
* We aim to equip students to meet these challenges of life in 21 st century Britain, so they can contribute towards a cohesive local community and can promote values that enable all within the local and wider community to live and work together harmoniously.
Sequencing of lessons
In year 7 pupils will study, 'what is belief?' The unit looks at what it means to be a theist, atheist or agnostic. They will learn to articulate what they believe and learn more about what it means to live a life of faith. This sets them up to explore the origins and evolution of the Abrahamic faiths - Judaism, Christianity and Islam. We will bring this together by exploring worship and celebration across faiths to finish the year.
Year 8 begins with a study of the range of beliefs held about life after death. We will explore the Abrahamic view to supplement learning from year 7 and introduce the concept of reincarnation ready for the Sikhism unit that follows. This is a key distinction between the two schools of faith and will equip pupils with a wide range of knowledge to draw on during their first ethical units, poverty and wealth and evil and suffering.
Year 9 topics of study focus on good and evil and the ethics surrounding human rights. Students learn about crime and punishment comparing punishment in the UK with methods of punishment in Scandinavian countries as well as religious attitudes to corporal and capital punishment. Unit two addresses the theme of applied ethics. Students learn about euthanasia, abortion; the ethical treatment of animals and the value of the natural world. They will finish year 9 by exploring the religious approach to achieving peace and critically evaluate the concepts of Just and Holy war.
KS4 non-GCSE will begin by further developing their understanding of core religious beliefs, such as the sanctity of life and stewardship. This will support and exploration of relationships and family and social justice. Year 11 sees students consider medical ethics including organ donation and genetic engineering. Their religious education at Ormiston
RE curriculum at Brownhills Ormiston Academy
Brownhills Academy concludes with a unit on the existence (or non-existence) of God, which they will be able to apply their learning throughout their time with us to answer with articulation and reason. This is the ultimate end goal after the first unit on 'what is belief?', where students will be able to see the progress they have made.
Please note, this is our new curriculum model and some units are covered in a slightly different order academic year 23-24 to ensure no learning is duplicated.
Assessment
Asking students to demonstrate their understanding of the subject matter is critical to the learning process in RE. Students will receive regular formative assessment. Lessons will begin with a 'Do now' activity recapping previous learning to develop recall skills. Peer and self-assessment are embedded into schemes of learning, it helps to foster a number of skills, such as reflection, critical thinking and self-awareness to help students reach their full potential.
At the end of each unit students will sit a summative assessment focusing on the core knowledge and understanding taught during the most recent topic of study alongside elements previously taught. Students will have the opportunity to complete RTM (response to marking) and complete mastery tasks on target areas before moving onto new content. | 1,731 | 843 | {
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English Martyrs' Catholic Primary School – English Curriculum
| ENGLISH – YEAR 5 | | | |
|---|---|---|---|
| Texts | | Summer 1 | Summer 2 |
| | • Narrative - Plan and write a non-linear story e.g. flashbacks, parallel narrators. Experiment with different formalities for different shifts • Persuasion, Local Area – Plan, compose, edit and refine a piece of persuasive writing for different audiences, shifting levels of formality embedded within it by focussing on use of vocabulary or adding quotes or references. | | |
| Beyond the | | | |
| Lines | | | |
| Stimulus | | | |
| letter from | | | |
| Local | | | |
| Authority | | | |
| about the | | | |
| possibility | | | |
| of the | | | |
| Washington | | | |
| Wetlands | | | |
| being | | | |
| transformed | | | |
| to a skate | | | |
| park | | | |
| The Giants | | | |
| Necklace | | | |
| What do | | | |
| you want to | | | |
| be? | | | |
English Martyrs' Catholic Primary School – English Curriculum
* Use the non-linear structure to show changes in atmosphere and mood
* Add an additional voice demonstrating a change in formality
* Consider how another genre can be placed within the text with a shift of formality e.g. instructions or explanation embedded within the report
* Change to a non-linear structure with choices for the reader to refer to different sections. Interweave the use of diagrams and illustrations to show shifts in formality. Independently choose to use apt structural, vocabulary and grammar choices based on the form and audience.
* Choose to combine text types to support overall effectiveness of the writing
* Write effectively for multiple audiences selecting appropriate levels of formality and vocabulary choices
* Select precise vocabulary and grammatical structures
* Make writing succinct by using all grammar and punctuation taught so far precisely to engage the reader
* Use the full range of punctuation taught correctly and appropriately
* Evaluate and edit by proposing changes to vocabulary for meaning, effect and emphasis
* Develop own success criteria and make choices on audience and form of writing | 1,159 | 550 | {
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Flirt English – Fitness and Flirting
Reconstructing the dialogue
This script is a complete mess. Read the sentences and then watch the scene from 06:44 to 07:51. Reconstruct the dialogue. Number the sentences to show the correct order. Afterwards, compare with your partner.
Nino: Hi! Can I help you?
Nino: Do I have to clean the toilets?
Nino: Yes I am. Well, German and Serbian.
Nino: Excuse me for one second.
Nino: And the toilets?
Nino: There. It was on … "hold"
Nino: You're welcome. What speed?
Girl: Oh hi. I want it to go faster, but it's sort of stuck.
Girl: Oh OK.
Girl: 10ks please. You sound German.
Girl: Interesting.
Girl: Oh thanks.
Manager: Oh no, mate. We already have someone who does that.
Manager: What about the toilets?
Manager: towels and stuff – keeping the equipment clean…
So, the crucial part of the job is the tidying up – you know, collecting up dirty
Manager: Excuse me, Miss. Great that the speed is sorted, but this chap needs to show me what else he can do before the end of his interview.
Flirt English – Fitness and Flirting
Flirt English – Fitness and Flirting
solution
Nino: Hi! Can I help you? 7
Nino: Do I have to clean the toilets? 4
Nino: Yes I am. Well, German and Serbian. 13
Nino: Excuse me for one second. 6
Nino: And the toilets? 2
Nino: There. It was on … "hold" 9
Nino: You're welcome. What speed? 11
Girl: Oh hi. I want it to go faster, but it's sort of stuck. 8
Girl: Oh OK.
Girl: 10ks please. You sound German. 12
Girl: Interesting. 14
Girl: Oh thanks. 10
Manager: Oh no, mate. We already have someone who does that. 5
Manager: What about the toilets? 3
Manager: So, the crucial part of the job is the tidying up – you know, collecting up dirty towels and stuff – keeping the equipment clean… 1
Manager: Excuse me, Miss. Great that the speed is sorted, but this chap needs to show me what else he can do before the end of his interview. 15
16
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Lincoln Highway Heritage Byway Corridor Management Plan Meeting Mount Vernon/Lisbon
July16, 2015 Lisbon History Center
Meeting Notes and Community Member Input
How has the Lincoln Highway enhanced your community up until now?
- Lincoln Fest was once held together with Mt Vernon and Lisbon- could they partner more?
- Cross country races held. One guy stopped in at the Lisbon History Center
- Used to be lots of 1 lane bridges. People would need to wait their turn to cross the bridge
What could the Lincoln Highway mean to your community in the future? What ideas do you have?
- Could commission the Cornell staff to do plein air landscaping or have a high school class take it on as a project
- Develop oral histories
- Mt Vernon/Lisbon has a great website and could use it as a model for the country- link Lincoln Highway sites to it.
- Develop strategies to replace volunteers as they age out.
- Takes inordinate amount of time to scan documents, catalogue items. Knowledge is lost. How to mitigate challenges?
- Use self-driving cars on the highway
- Use segues as mode of transportation- perhaps for a tour.
- When a bypass happens to Lisbon/Mt Vernon- how to attract visitors to stop into town? More signage from other roads?
- How to brand nationally?
- Expand merchandising
- Promote small businesses like Sleep Inn – Mt Vernon
- Get Lincoln Highway history into the schools
- Could be the next "first" road to use new material for road construction ( like ground up recycled tires)
- Put more recharging stations on Lincoln Highway (one just installed by building with Grant Wood Mural)
Intrinsic Qualities Identified
Historic:
- Abbe Creek School
- Bridge over Railroad tracks (had picture of it)
- Dale Weeks house was a gas station- it is a virtual museum.
- Cornell College and commercial district
- Two old gas stations in Lisbon (one for sale)
- Gettysburg boulder in cemetery
- Historic interpretive panels around Lisbon
- Old concrete markers in Lisbon and Mt Vernon
- Opera House- used to make surgical tables
- Downtown could qualify for National Register of Historic Places
- Seedling Mile- Hills were steeper and area was very muddy. People would charge high rates to pull you out. Robbed by the "mule skinners" and their horses and that is one reason they picked that area for the "seedling mile".
- Happy Valley gas station at end of the Mile with a restaurant.
- Cabins in Lisbon- Dick Moore
- Old Military Road (now #1)
- Bank in Lisbon with old doors, safe. Donated doors to Cornell, but not sure where they are today.
- Audio tour – cell phone
- Cabins between Abbe School and Seedling Mile
Natural:
- Big Creek
- Area looks like a Grant Wood painting
- Hill north of town on Springville Rd is the highest point in the county.
- Palisades Park
- In the drift plain of glacier
- Norton Museum at Cornell College has a map in geological department
Cultural:
- Sauerkraut Days
- Mark Benesh (artist) – barn east of Palisade Park is a replication of Grant Wood Building
- Landscaping along Lincoln HighwayPlein air concept
- Marion sculpture
- Lincoln Highway Arts Festival
- Chalk the Walk
- Antique Fest
- Heritage Days
- Murder Mystery
- Grimes Poznikov ("Human Jukebox" got his start at Cornell College)
- Benny the Bat- thought she was a vampire
- Grant Wood
- Cornell College collections-Thomas Nast, Phoenician glass, Indian Artifacts
- Scale Model of the Solar System
- Working Artist
- Best Chicken in state in Lisbon
- Bill's – 1976 painting on inside wall
- Tiffany window in Methodist Church
- Heritage Hall brings in top flight groups- poetry readings, string quartets. Has great acoustics.
- Cornell College has best theatre building for a college
- Finest example of steamboat gothic at Cornell College by Frank Lloyd Wright
- Bowman-Carter Hall is prime example of 1880 women's dormitory architecture
- Two art galleries in Mt Vernon
Scenic:
- Views from Mt Vernon
- Seedling Mile where state fair award winning photo taken
Archaeological:
- Mills south of Lisbon
- Quarry- now a nature park
- Bricks made at Mt Vernon/Lisbon- book about it at Historical Center
Recreational:
- Mt Vernon Road- need to share with bicyclists (possible hazard)
- Parks
- 2 Disc golf courses
- Dog Park
- Nature park | 2,039 | 971 | {
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World Ozone Day for the Preservation of the Ozone Layer
Today, 16 September, the world is celebrating the World Ozone Day 2022. This year we celebrate 35 years of the Montreal Protocol. The theme for this year's celebration, 'Montreal Protocol@35: global cooperation protecting life on earth', has been retained to acknowledge the importance of multilateralism and effective international cooperation in addressing the depletion of the ozone layer implying that human life and vital ecosystems will be able to survive and thrive while shielded from harmful UV radiation. Ozone layer protection also contributed to slow climate change: if ozone-depleting chemicals had not been banned, we would be looking at a global temperature rise of an additional 2.5°C by the end of this century. This would have been a catastrophe.
The ozone layer is in fact a region of the earth's atmosphere known as the stratosphere, that absorbs most of the sun's ultraviolet radiation, which otherwise would have had a detrimental effect on the health of living things of the planet in particular humans and plants. Without the ozone layer, it would be nearly impossible for anything to survive on the planet.
Trade in ozone depleting substances is regulated under the Vienna Convention and the Montreal Protocol. Ozone depleting substances are substances used as refrigerants in air conditioners, refrigerators, aerosols, fire extinguishers etc. Examples of Ozone Depleting Substances include Chlorofluorocarbons (CFCs), Hydrochlorofluorocarbons (HCFCs), Halons, Carbon tetrachloride, Methyl bromide, Carbon tetrachloride and Methyl chloroform.
Mauritius joined the Montreal Protocol in 1992 and has since then, complied with all of its provisions. After successful banning of CFCs in 2005 (five years ahead of the schedule for developing countries), Mauritius embarked in 2011 on the implementation of the Hydrochlorofluorocarbons Phase out Management Plan. The objective is to phase out import and use of Hydrochlorofluorocarbons by 2025, again five years ahead of the date scheduled for developing countries. However, the interim alternatives to CFCs and HCFCs, mainly the use of Hydrofluorocarbons (HFCs) have proved to be potent greenhouse gases. Studies have shown that the increasing trend in the use of HFCs could rise by 30% by 2030. It is projected that, by reducing the use of HFCs, a global temperature rise of 0.4 o C could be avoided. Along this line, the Montreal Protocol has been accordingly amended to phasedown the use of HFCs through the Kigali Amendment which was adopted in 2016.
Mauritius has ratified the Kigali Amendment on 1 st October 2019. It has started its implementation namely through awareness raising campaigns and training of technicians in the refrigeration and air conditioning sector on natural refrigerants. A Hydrofluorocarbons Phase down Management Plan will be prepared and will include mainly technology transfer to both ozone and climate friendly technologies. Under the Kigali Amendment, Mauritius, being a developing country, will be required to freeze the import of HFCs as from 2024.
In Mauritius, HCFCs and HFCs are used mainly in the refrigeration and air-conditioning sector at both domestic and industrial levels. These include ozone and climate friendly refrigerators which are already available on the local market. The public in general are encouraged to use ozone and climate friendly appliances and help protect the ozone layer as well as contribute in the reduction of green-house gases emission. We wish you all a happy International Ozone Day. | 1,518 | 779 | {
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Freezer Surprise
My family considers our freezer unorganized. There is a system (only known to me) but I admit there are several unlabeled items. Unfortunately, my family doesn't share my excitement for freezer surprises.
One of my memorable freezer surprises happened when I was thawing refried beans. I used the microwave to thaw the brown mixture. After stirring, I realized it was not refried beans but beef stroganoff. I had used a container that would have required labeling with tape. I didn't have tape in a convenient location and I thought "I'll remember what is in this container." Unfortunately, it was a freezer surprise.
Using a freezer is a great method of food preservation. Food kept at 0 ºF will keep safe indefinitely but quality will reduce over time. Some foods (lettuce, cream sauce, and mayonnaise) do not freeze well. Raw meat and poultry maintain quality longer than cooked items because moisture is lost during cooking.
If you find a freezer surprise, check the odor. Some foods will develop a rancid or off odor when frozen too long and should be discarded. Some foods may not look picture perfect or be of high enough quality to serve alone but may be edible; use them to make soups or stews.
Freezer burn is a disappointing freezer surprise. It may occur when air comes in contact with the surface of the food. Options include cutting away freezer-burned portions before or after cooking. Sometimes, the food might have to be discarded for quality reasons.
It is safe to freeze meat or poultry directly in its original packaging. This type of wrap is permeable to air, so quality may diminish over time. For longer storage, overwrap these packages and label with contents and date.
To maintain quality, freeze food as fast as possible. Slow freezing creates large, disruptive ice crystals. Rapid freezing is preferred. Avoid stacking packages to be frozen; instead, spread them out. Ideally, a food (2-inches thick) should freeze completely in about 2 hours. Packages can be stacked once frozen solid.
My favorite items to freeze include peeled ginger, peeled bananas, breadcrumbs, cheese, and leftovers. After using my food processor to grate cheese, I will spread it out on a pan and freeze. After about an hour, the cheese is frozen and can be transferred to a zip bag or other container. (If possible, use a pan with a lid so the cheese doesn't spill for an unnecessary freezer surprise).
For food safety tips and ideas, follow @CowleyCountyExtension on Facebook or visit cowley.k-state.edu. Phone calls are always welcome - 221-5450 or 441-4565. I like hearing about freezer surprises and other food adventures.
Source: www.fsis.usda.gov
-30-
K-State Research and Extension is a short name for the Kansas State University Agricultural Experiment Station and Cooperative Extension Service, a program designed to generate and distribute useful knowledge for the well-being of Kansans. Supported by county, state, federal and private funds, the program has county Extension offices, experiment fields, area Extension offices and regional research centers statewide. Its headquarters is on the K-State campus in Manhattan. | 1,262 | 664 | {
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Virtual School Guidance Fall 2014 Administration
Ohio's new Kindergarten Readiness Assessment consists of three different item types. These item types are selected response, performance task and observational rubric. There are specific administration procedures for completing each item type. The purpose of this document is to provide virtual schools with a description of item types and guidance on alternative formats for administration.
Administration of Selected Response and Performance Task Items
* For selected response items, the teacher reads a scripted prompt that could include a story or pictures and asks the student to respond to a question by selecting one of three answer choices.
Selected response and performance task items require the teacher and the student to interact directly. These are contained in the language and literacy and mathematics/science sections of the Kindergarten Readiness Assessment.
* For performance task items, the teacher reads a scripted prompt that could include a story or pictures. The teacher asks the student to respond to a question through an action or verbal response, such as producing a rhyming word.
The area should be prepared before testing begins. Any visual aids that could assist the student while testing (e.g., an alphabet chart with picture cues for letter sounds) must be removed from the room or covered completely.
The student should sit or stand in a position that allows the teacher to easily view the student and that allows the student to easily view the test item images.
The teacher must follow the directions exactly as written in the teacher administration manual.
Virtual School Considerations
* In-person, individual appointments - More than one appointment for each child may be required to allow for sufficient time to allow numerous breaks for the student
Direct assessment items may be administered in the following ways:
* In-person in a simulated classroom experience, social activity/play group, or field trip experience with intermittent direct assessment
A qualified test administrator must be physically in the same room as the student during administration of direct assessment items.
Administration of Observational Rubric Items
Observational rubric items, contained in the observational section of the Kindergarten Readiness Assessment, do not require the teacher and the student to interact directly. Observations occur in the classroom and other educational settings. Descriptions in the rubric determine scores. For rubric items, the teacher observes the student engaged in everyday routines and activities. The teacher rates the student on a demonstrated set of skills. A rubric contains three description levels for each skill.
Video Evidence
Evidence of skills and behaviors may include video recordings of everyday activities. Evidence is scored in the observational rubric. Prior to any recording, the school should obtain family/parent permission to collect, store and distribute any video evidence. The school is responsible for obtaining family/parent permission prior to videotaping. This includes recording storage and distribution of video evidence, as applicable.
Recording video of any Kindergarten Readiness Assessment items or materials is not permitted.
Virtual School Considerations
* Family collection of evidence with teacher scoring
Observational items may be completed in one or both of the following ways:
o Provide a modified observational item planning grid to families that they can use to gather evidence of the child's skill level related to each item.
o The teacher who completed the Kindergarten Readiness Assessment training uses the anecdotal evidence to rate the child's skill level for each item.
o Evidence can be anecdotal, video, audio or photo.
* Teacher collection of evidence and scoring
o Play group, social meeting or field trip activity
o Simulate a classroom experience (Using church, library or other community spaces set up like early childhood classrooms) | 1,686 | 710 | {
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Mark making
Handprints, scribbles, and messy splodges are all part of learning to write. It will really help if you encourage all of these – and more – right from your child's first few months.
First marks
The first marks that babies and toddlers make are often a result of exploring food with their fingers. You may have noticed your child
making handprints, smearing food or perhaps leaving finger trails in a spilt drink. While this is sometimes messy, it can be helpful to know that these marks are your child's first steps to becoming a writer.
Using their hands and fingers in this way is really important for developing the muscles they will need to hold and control anything that they want to make a mark with. Later, this will be a pen or pencil for writing – and they need lots of practice!
Try giving your baby the opportunity to explore and make patterns in spilt food or drink before you wipe it up – even if it's a bit messy!
Making marks
Early marks are often the result of movements and gestures made with arms, hands and fingers – perhaps a yoghurty handprint on a highchair, or a finger trail on a steamed-up window or mirror.
As your child grows and develops, they'll learn that they can use other things to make marks too. They will enjoy making marks in lots of different ways:
- wet or muddy footprints
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- using objects to make prints in playdough
- brush marks with paint or water
- using sticks to make trails in sand or mud
- a scribble from a crayon or felt tip pen
To start with, toddlers will find chunky mark-making tools such as big crayons and brushes easier to grasp using their whole hand/fist. They'll need lots of practice to develop the strength and control to be able to hold and use a pencil later on.
Choosing mark making activities
The things you provide for your baby or child to make marks with will depend on their age and stage of development – and your
preferences too. Your Peep Practitioner will be able to give you some suitable ideas.
Whatever you choose, always stay with your baby or young child when they are mark making – that way you can make sure they stay safe and you can join in the fun too!
Encouraging mark making
When you respond positively to the marks that your child makes they will want to continue exploring. Your encouragement will help them develop the skills they will use later when they draw and write recognisable pictures and letters.
When babies and children feel that their efforts in making marks are valued, they are likely to want to continue exploring.
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Some children can be a little unsure when exploring new things.
They may need time to build their confidence and get used to new textures, smells, colours etc. You can help by modelling ways of exploring mark making materials and by gently encouraging your child to have a go. If it's enjoyable, they will soon discover that mark making can be a fun and happy time.
Mark making muscles
Physical activities are an important part of learning to write.
Before children can make small, controlled marks on paper, they need to build up the muscles in the centre of the body (trunk), their shoulders and arms. These muscles support their balance and give them upper body strength so they can sit up and control their arm movements.
You can help your child to build these muscles by giving them opportunities to crawl, pull themselves up, climb, swing and do other physical activities. A trip to the park is ideal – you could take along some plastic squirty bottles filled with water (e.g. sports drink bottles) and brushes to explore outdoor mark making too!
When children get control of their big muscles, they can concentrate on strengthening and developing the smaller muscles in their hands and fingers. Mark making activities gives children opportunities to:
- move and control their wrists
- move their fingers separately as well as use their thumb and index finger to pick up small items
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- develop hand-eye coordination
- practise the little movements that they will use when they start to write.
Mark making activities help babies and young children to develop the physical strength, skills and co-ordination that they need to manipulate tools for mark making, and later for writing.
Meaningful marks and significant scribbles
Babies and young children are often very interested in the marks they make. These early marks sometimes simply mean 'I was here!'
When toddlers begin to grasp chunky crayons or paint brushes and realise that their movements can make marks, they often stop, look and try to change them. In this way, they are letting us know that their marks mean something.
As their strength and control of the tools they are using grow, their marks get more complex – from blobs, wavy lines and dots to the curves and other shapes that they will use later to form letters.
What adults often think of as scribbles are often meaningful to young children.
Try talking to your child when they are making marks and asking them about the marks they have made – you may get an interesting response!
As babies and young children realise that their actions can leave marks, they begin to develop the understanding and the skills they will need to become writers.
Learning together programme topic handout
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Getting your kids to trade screen time for physical activity may be the most challenging — and the most important — item on your to-do list. Walking is a great start, but there are other ways to get your whole family moving together.
Be a good role model. You don't have to be perfect all the time, but if your kids see you getting physically active and trying to eat right, they'll notice your efforts.
Get the whole family moving. Don't just send your kids out to play. Plan times for everyone to get moving together. Take walks, ride bikes, go swimming, garden or just play hide-and-seek. Everyone will benefit from the exercise and the time together.
Break it up. The American Heart Association recommends 150 minutes a week of exercise, but if that sounds overwhelming, try three 10-minute workout sessions a day.
Don't make exercise a punishment. Forcing your child to go out and play may increase resentment and resistance. Try using physical activity to counter something your child doesn't want to do. For example, let your kids ride bikes for 30 minutes before starting homework after school. Your child will beg for 20 more minutes outside just to put off the homework!
Build confidence and find an activity they love. Some kids are embarrassed to participate in sports because they don't think they're good enough. Find time to practice together and boost their confidence. Try swimming, dancing, cycling, skateboarding, yoga, walking or jumping rope. Encourage your child to explore multiple activities to find one they really enjoy.
Get your kids active while doing housework. Put a sticky note on all the items that need cleaning or tidying (like the kitchen table, the sofa, the bed). Ask your child to collect each sticky note after they clean the item. Make it a friendly competition to see who collects the most stickies. You could even offer a prize (like a Frisbee or jump rope from the dollar store) for the winner. Your kids will be physically active, helping with household chores and having fun!
Be realistic. Setting realistic goals and limits are key to adopting any new behavior. Small steps and gradual changes can make a big difference in your health over time, so start small and build up.
The more active your family gets, the more inspired you may feel to tackle other areas. Need tips for dealing with a picky eater? We've got 'em. Want to learn how to make fast food healthier when you're on the go? We can help. On a budget and need quick ideas for healthy foods that are under $1? Check out this list.
And remember: Something is always better than nothing! Physical activity is anything that makes you move your body and burns calories, even raking leaves, walking the dog or climbing stairs. | 944 | 566 | {
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Test your knowledge of centrifugal pumps
Sidney Innerebner
1. Match the labels below to the correct piece of the pump on the diagram above.
■ Impeller
■ Wear ring
■ Thrust bearing
■ Shaft
■ Volute
■ Radial bearing
Match the labels above to the function they perform.
2. Connects impeller to motor: ___________
3. Prime mover of water: ___________
4. Ensures stuffing box is air-tight: ___________
5. Adjusts leakage rate from stuffing box: ___________
6. Channels water to impeller: ___________
7. Rotates impeller: ___________
8. Prevents fluid from reaching bearings: ___________
9. Sacrificial metal – protects pump housing: ___________
10. Connection point for seal water: ___________
11. Stabilizes shaft: ___________
See answer key on p. 58.
Sidney Innerebner is principal and owner of Indigo Water Group LLC (Littleton, Colo.).
Adapted from Workshop 15: Practical Operation and Maintenance of Pumps: Centrifugal and Rotary Lobe Pumps presented at WEFTEC ® 2015.
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JANUARY 2016
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■ Lantern ring
■ Packing
■ Gland
■ Slinger
■ Suction/inlet
■ Discharge
■ Case/housing
■
Seal water
■ Motor
57
Certification quiz answer key
(See quiz on p. 57.)
1. Match the labels below to the correct piece of the pump on the diagram.
Match the labels above to the function they perform.
2. Connects impeller to motor: Shaft
3. Prime mover of water: Impeller
4. Ensures stuffing box is air-tight: Seal water
5. Adjusts leakage rate from stuffing box: Gland
6. Channels water to impeller: Suction/inlet OR Volute
7. Rotates impeller: Motor OR Shaft
8. Prevents fluid from reaching bearings: Slinger
9. Sacrificial metal – protects pump housing: Wear ring
10. Connection point for seal water: Lantern ring
11. Stabilizes shaft: Radial bearing and/or Thrust bearing
58
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Research: Blueberry Leaf Substance Can Extend Shelf-Life
Oregon State University
CORVALLIS, Ore. — An Oregon State University researcher has helped discover a substance in blueberry leaves – which are usually wasted – that can be added to berry coatings, extending their shelf life while adding antioxidants.
Working with an international team of scientists in China, OSU food scientist Yanyun Zhao found that an edible coating containing blueberry leaf extracts helped delay decay and retain water, which slowed down their natural deterioration. The extra weight could also mean extra cash for growers, because blueberries are often sold by volume.
The natural coatings can allow fresh blueberries to be washed and prepared as ready-to-eat products. Most blueberries in stores are unwashed because rinsing them removes their natural waxy coating that preserves the fruit.
"Normally, blueberry leaves fall to the ground as waste," said Zhao, a food science and technology professor in OSU's College of Agricultural Sciences. "We've discovered a use that can change how the berries are stored, sold, as well as increasing their nutritional value."
Blueberry leaves, which have been used as an herbal remedy, contain high levels of antioxidant phenolics – chemical compounds with antimicrobial properties that protect against fungi and bacteria, such as E. coli and Salmonella.
To create the coatings, researchers mixed these phenolic extracts with chitosan, a natural preservative that comes from crustacean shells. OSU tested coatings made from leaves that were picked at different stages of berry maturity, and leaf extracts were formulated into five different coating treatments based on varying levels of phenols.
Blueberries were dipped in the liquid coating and then dried at room temperature to form dried coatings. Nozzles can also spray the coatings on the surface of the berries as they pass by on a conveyor belt, according to Zhao, a value-added food products specialist with the OSU Extension Service.
Coating the blueberries will add to their cost, she said, although it's unclear how much.
The research was conducted in collaboration with scientists in China, including Yun Deng, at Shanghai Jiao Tong University at the school's Bor Luh Food Safety Center, and published in the journals of Food Control and Postharvest Biology and Technology.
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Research: Blueberry Leaf Substance Can Extend Shelf-Life
Published on Food Manufacturing (http://www.foodmanufacturing.com)
About the OSU College of Agricultural Sciences:
The college contributes in many ways to the economic and environmental sustainability of Oregon and the Pacific Northwest. The college's faculty are leaders in agriculture and food systems, natural resources management, life sciences and rural economic development research.
Source URL (retrieved on 01/24/2015 - 10:56pm):
http://www.foodmanufacturing.com/news/2014/06/research-blueberry-leafsubstance-can-extend-shelf-life
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This booklet was developed by the park rangers at Manzanar National Historic Site in partnership with the individuals profi led and their families.
The National Park Service cares for special places saved by the American people so that all may experience our heritage. To learn more about your national parks, visit the
National Park Service website at www.nps.gov. To learn more about Manzanar National Historic Site, please visit our website at www.nps.gov/manz.
Manzanar National Historic Site P.O. Box 426, Independence, CA 93526 Tel. 760-878-2194 E-mail: firstname.lastname@example.org
Printing was made possible by a grant from the California Civil Liberties Public Education Program.
Manzanar
In 1942 the United States Government ordered over 110,000 men, women, and children to leave their homes and detained them in remote, military-style camps. Two-thirds of them were born in America. Not one was convicted of espionage or sabotage.
In this booklet, you will read the story of a person who lived this history, in his or her own words.
Wind and Dust
This wind and dust I have to bear How hard it blows I do not care. My morale is pretty low.
But when the wind begins to blow -I know that I can see it through Because others have to bear it too. So I will bear it with the rest And hope the outcome is the best.
MANZANAR
Location: Inyo County, California, at the eastern base of the Sierra Nevada.
Environmental
Conditions: Temperatures can be over 100 degrees in summer and below freezing in winter. Strong winds & dust storms are frequent.
Acreage: 6,000
Opened: March 21, 1942 as a Reception Center and June 1, 1942 as a War Relocation Center.
Closed: November 21, 1945
Max. Population: 10,046 (September 1942)
Demographics: Most internees were from the Los Angeles area, Terminal Island, and the San Fernando Valley. Others came from the San Joaquin Valley and Bainbridge Island.
SHINO BANNAI
Family # 1107
Camp: Manzanar, CA
Address: 5-5-1
I was a 43 year old housewife with a husband and fi ve children living in Los Angeles when the unbelievable news of war exploded the life of our family with drastic anxiety and uncertainty that would last for the next six years.
Prior to leaving for the desert camp we had only a few days to dispose of a lifetime's possessions at ridiculous prices set by merchants who knew we had no choice. The only items I would not sell were the china pieces we had used to share meals together as a family. These I shattered piece by piece in the backyard so none could violate what had been our personal ritual of being a family.
The pain I felt in the shameful experience of camp was for my children rather than for myself. The laws of the U.S. prevented us from
The pain I felt in the shameful experience of camp was for my children rather than for myself.
becoming citizens, but my children had been born and raised here and were always told to be good Americans.
I knew they had no future staying in the desert behind barbed wire, and despite my reluctance to lose them and break up the family, I encouraged them to apply for schooling through the help of the American Friends (Quakers) whose caring support was a rare beacon.
When my son, Paul, volunteered for the Army I was ostracized by my neighbors and questioned as to how I could allow such a thing. I could only reply that we had always told him since childhood that he owed America his patriotism. He was our fi rstborn, and being born on the 4th of July we had named him for Paul Revere, a great patriot. My three daughters left, one by one, and while I had fearful concerns on how they would
When my son, Paul, volunteered for the Army I was ostracized by my neighbors and questioned as to how I could allow such a thing.
be treated, and how they would manage. I knew I could not keep them with me, limiting their future. At the time I was losing my eyesight, but the presence of my last child, 7 year old Ted, was my help and consolation.
My son spent the war years serving in the U.S. Military Intelligence in the jungles of New Guinea, Borneo, Philippines, and loaned to the Australian Army. I worried about what could happen to him if he became a prisoner of the Japanese, being seen as a "traitor" because he looked Japanese.
My daughters returned one by one to California in the years 1946 to 1948. I studied for my citizenship papers when the laws were changed to allow it, and though blind by this time, I was allowed to answer orally, and proudly passed the test.
On the day that my husband and I attended the induction of our son, Paul, as the fi rst JapaneseAmerican to sit in the California State Legislature I felt rewarded for the way I had always told him to serve his country as the fi rst son of the fi rst son, recorded for 43 generations of Bannais but the fi rst born in America. | 1,960 | 1,113 | {
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GREEN BIZ IS PART OF CORPORATE SOCIAL RESPONSIBILITIES (CSR)
Keys to success
A. Introduction - Climate change has already happened and represents one of the greatest environmental, social and economic threats facing our planet. The fight against climate change has become one of today's most challenging tasks. UN and many nations have put forward number of proposals, legislations etc., to combat climate change and promote renewable energy; that will help transform them into a low-carbon economy and increase their energy security. Many have also set themselves the target of increasing the share of renewable energy.
These efforts are also shared by Global business houses and private sectors who have designed and implemented initiatives to cut greenhouse gas emissions, improve energy efficiency and increase use of renewable energy. These companies have their own environmental policies that play an important role in the fight against climate change. Their efforts have far-reaching influence on their internal operations, suppliers as well as their customers both within and outside of their country.
B. Importance of Green Businesses – 'Going Green' is all the buzz these days. Operating a green business is not only good for the environment but good for your business's bottom line because conserving resources and cutting down on waste saves money. The good news is that whether you run a homebased business or an off-site enterprise, there are simple things you can do to run an environmentally friendly business. Many large corporations have their own "Green" policies and seem to out "Green" their competition. From small business to small manufacturing companies, any company can easily compete with big business when "Going Green".
Business leaders today are responding to growing concern about pollution, renewable energy etc. These "Green" policies by a company have become key success factor when doing businesses with most of the companies in developed and emerging economic countries. These business sectors can create and develop a competitive edge by being ahead of competition "Going Green" – "Green Business" as one of their key marketing strategies (part of the Corporate Social Responsibilities). These companies encourage their suppliers and others in the industry to accept "Going Green" as a business practice. "Going Green" create a good corporate image and build credibility for businesses in international arena.
C. Corporate Social Responsibility (CSR) - Corporate sustainability encompasses strategies and practices that aim to meet the needs of stakeholders today while seeking to protect, support and enhance the human and natural resources that will be needed in the future.
CSR is a way of thinking about and doing businesses, which needs to be 'mainstreamed' across business operations and into company strategy. It is not just a task for the public relations department but needs to permeate across the company. csr
In other words, CSR means different things to individuals, governments and businesses. For some individuals, it simply refers to how 'good' or ethical a company is. For governments, it can be about the contribution that the corporate sector can make to a government's own policies, for example, on urban regeneration or sustainable development. For businesses themselves it can mean anything from ensuring that their global workforce is treated in accordance with rigorous ethical guidelines, to ensuring that office supplies are recycled. Its meaning will vary according to size, sector, country and the views of management and other stakeholders. What is increasingly clear is that despite the differing interpretations, CSR does and will increasingly matter to all companies.
Now, at least four themes are increasingly common across sectors and countries – Environment, Community, People, and Ethics/Governance, each of which relates to areas such as:
* Environment – waste management, use of office space, energy and water use and travel
* Community – charity, sponsorship, education and community development
* People – reward/recognition, work-life balance, health & well-being, diversity & equality and development
* Ethics/ Governance – ethical decision-making, transparency, business conduct, and quality control
Clearly, whilst CSR does include "Green issues", that are at the forefront of consumer consciousness, it covers a broader range of issues that are of concern to diverse stakeholders such as investors, supplychain partners, regulators, employees, special interest groups and government
Source : http://saferenvironment.wordpress.com/2009/10/01/green-business-is-part-ofcorporate-social-responsibilities-csr-%E2%80%93-keys-to-success/ | 2,004 | 864 | {
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Kindergarten Chronicles March 29, 2018
In Fundations, the children worked on segmenting sounds in words in order to write them. The children also worked on blending sounds together when reading words. Additionally, the children worked on putting all of the letters of the alphabet in alphabetical order, using their magnetic letter tiles. Lastly, the children continued to work on reviewing all of the letters, their sounds, and how to correctly write all uppercase and lowercase letters.
In Writer's Workshop the students published their favorite narrative story this week. The children did an amazing job this term working on their narrative stories. We will start our final opinion unit next week.
We added the words, little, said, was and his to our word wall this week. Please make sure you are practicing the new words with your child each week. These words are in our Reader's Workshop books and it is so much easier to read the books if they can read these words in a snap! Thank you for your support!
In Reader's Workshop, they continued their work with non-fiction texts. They continued to find wow parts and parts they were wondering about. They are working so hard to read these difficult texts and share them with their partners. They are continuing to amaze us with their growing reading and comprehension skills!
In math we started a new unit, How Many Noses? How Many Eyes? In this unit, the students will work more with data collection. This week, the students discussed attributes of attribute blocks and buttons. They worked with a partner to play attribute and button match up. They also grabbed one or two handfuls of pattern blocks, sorted them, recorded how many of each they had, and the total. We also recorded our favorite part of lunch, grouped the data and analyzed the graph.
Have a great long weekend and Happy Easter and/or Passover if you celebrate either holiday!
The Kindergarten Team
High Frequency Words we have learned thus far: am, a, an, and, at, as, are, can, come, do, for, go, his, has, have, I, is, it, little, like, no, on, play, so, see, said, the, this, to, up, we, was, went, you
*Flip over for updates and reminders
Updates and Reminders:
-Wednesday, April 11 from 5:30-6:30 pm is our spring open house. It is a great time for you to come in with your child and see all of his/her hard work in kindergarten. Looking forward to seeing you all!
-Wednesday, April 4th is an early release day, dismissal is a 1:15
-School vacation week is the week of April 16-20. | 972 | 580 | {
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PONDER! Read 2 Samuel 9:1-11 with your family. Talk about how David showed kindness to Mephibosheth. What did David invite Mephibosheth to do? You can show kindness, too! Who can you show kindness to? How can you show kindness to them?
PRAY! Pray this prayer each day this week: "Thank You, God, for showing kindness to us. Help us to show kindness to each other. Amen."
PLAY! Make a snack to show kindness to your family or friends. Invite them to eat at the table with you. Tell them about how David invited Mephibosheth to eat with him at his table. Teach them how to say the name Mephibosheth: Meff + hibbo + sheth.
K&K Ages 4-K U8L42
PONDER! Read 2 Samuel 9:1-11 with your family. Talk about how David showed kindness to Mephibosheth. What did David invite Mephibosheth to do? You can show kindness, too! Who can you show kindness to? How can you show kindness to them?
PRAY! Pray this prayer each day this week: "Thank You, God, for showing kindness to us. Help us to show kindness to each other. Amen."
PLAY! Make a snack to show kindness to your family or friends. Invite them to eat at the table with you. Tell them about how David invited Mephibosheth to eat with him at his table. Teach them how to say the name Mephibosheth: Meff + hibbo + sheth.
K&K Ages 4-K U8L42
PONDER! Read 2 Samuel 9:1-11 with your family. Talk about how David showed kindness to Mephibosheth. What did David invite Mephibosheth to do? You can show kindness, too! Who can you show kindness to? How can you show kindness to them?
PRAY! Pray this prayer each day this week: "Thank You, God, for showing kindness to us. Help us to show kindness to each other. Amen."
PLAY! Make a snack to show kindness to your family or friends. Invite them to eat at the table with you. Tell them about how David invited Mephibosheth to eat with him at his table. Teach them how to say the name Mephibosheth: Meff + hibbo + sheth.
K&K Ages 4-K U8L42
PONDER! Read 2 Samuel 9:1-11 with your family. Talk about how David showed kindness to Mephibosheth. What did David invite Mephibosheth to do? You can show kindness, too! Who can you show kindness to? How can you show kindness to them?
PRAY! Pray this prayer each day this week: "Thank You, God, for showing kindness to us. Help us to show kindness to each other. Amen."
PLAY! Make a snack to show kindness to your family or friends. Invite them to eat at the table with you. Tell them about how David invited Mephibosheth to eat with him at his table. Teach them how to say the name Mephibosheth: Meff + hibbo + sheth.
K&K Ages 4-K U8L42 | 1,026 | 712 | {
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Kindergarten Chronicles
January 25, 2019
Our kindergarteners had a fabulous four-day week in Kindergarten! In Reader's Workshop the children had "Reading Playdates". The children learned that when they are reading with their reading partner they can go on a sight word hunt, make predictions about what will come next in the story, pretend to be the characters in their books, etc. The children loved reading different books in their book bags and then acting out the story like it was a play. Please continue to encourage your child to read at home! We also encourage you to read a story to your child, and talk about what is happening in the story, in order to continue to boost their comprehension skills.
In Fundations, we worked on uppercase letters I, J, K, L, M, N, O, and P. The children also worked on tapping out the sounds of simple three letter words. For example, when reading the word 'lip', the children tapped out the three individual sounds, l - i - p, and then blended those three sounds together to read the word 'lip'. The children also worked on putting their magnetic letter tiles in alphabetical order. We also learned two new sight words this week: here and are.
In Writer's Workshop, the children continued to work on their new informational writing unit. The children loved brainstorming ideas of what they could write about in thier "How To" books. For one lesson, we wrote a book as a class called, "How To Do a Somersault". We talked about checking our writing to make sure that all of the steps in our book were clear, and made sense. We then practiced acting out the steps in book. We also talked about the importance of including labels and diagrams in our "How To" books.
This week we also sent home a class list for Valentine's Day. Please encourage your child to try to write their classmates' names on their valentines. This is an excellent way for your child to practice writing! We wanted to give a class list ahead of time so your child would have time to write one or two names a day instead of all of their friends' names at once! We are slowly building our students' writing stamina!
In math we started Unit 6, "How Many Now?". This past week, the children played the game "Collect 20". To play this game, the children rolled a dice with numbers 1-3 and had to put the corresponding amount of pennies on their ten frames until they reached 20. The children also recorded what was inside of their inventory bags by using pictures, words, and addition notation to represent that quantity.
The Kindergarten Team
High Frequency Words:
I, can, the, a, to, is, my, go, me, like, on, in, so, we, it, and, up, at, see, he, do, you, an, no,am, said, went, come, here, are
Updates and Reminders:
- If you send an e-mail about a change to your child's dismissal, please make sure to also send it to our secretary, Mrs. Halloran (email@example.com). That way, if your child's teacher is absent from school that day, Mrs. Halloran will also have a record of your child's dismissal change.
* Dismissal Changes:
* Our first field trip is planned for Thursday, March 28th to the Boston Children's Museum. If you would like to chaperone, please let your child's teacher know and double check that your CORI is up to date with the front office. Each child is allowed to have one parent chaperone and we would like as many parents to come as possible!
* Don't forget the school calendar as well as other important information can be found on the school website: danverspublicschools.org/Highlands. | 1,323 | 807 | {
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ANCIENT GREECE
History/Geography- Ancient Greece
Through the topic the children will…
investigate and interpret the past build an overview of world history
understand chronology communicate historically
* use evidence to ask questions and find answers to questions about the past.
* suggest suitable sources of evidence for historical enquiries.
* use more than one source of evidence for historical enquiry in order to gain a more accurate understanding of history.
* describe the social, ethnic, cultural or religious diversity of past society.
* describe the characteristic features of the past, including ideas, beliefs, attitudes and experiences of men, women and children.
* place events, artefacts and historical figures on a time line using dates.
* understand the concept of change over time, representing this, along with evidence, on a time line.
* use dates and terms to describe events.
* use appropriate historical vocabulary to communicate, including: dates, time period, era, change, chronology.
* use literacy, numeracy and computing skills to a good standard in order to communicate information about the past.
Science- Helping plants grow well
Through the topic the children will…
* children will understand that plants can provide food
* make accurate measurements
* explain how to compare measurements
* describe the differences in the way the plants grow
* relate the differences in how plants grow to difference in leaves
* children can explain roots need more room so they can take in more water
* children will plan and carry out complete experiment of own making and feedback their answers to the class.
* children will make drawings showing red dye part way up stem and explain what has happened and how they know this.
* measure specified amounts of water
* measure the height of a plant
* state that plants need water to grow, but that too much water may kill them
* describe what grass or plant looks like
* explain that this is because it didn't have light
* make a generalisation from the results
* identify warmth as a factor affecting growth of plant
* recognise what is an unfair test
* suggest ways to carry out a fair test
Modern Foreign Languages - Spanish
Through the topic the children will…
* listen attentively to spoken language and show understanding by joining in and responding
* explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words
* engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help
* speak in sentences, using familiar vocabulary, phrases and basic language structures
* develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases
* present ideas and information orally to a range of audiences
*
read carefully and show understanding of words, phrases and simple writing
* appreciate stories, songs, poems and rhymes in the language
* broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material
RE – Understanding Islam
PE – Athletics and Striking and Fielding | 1,309 | 618 | {
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HOW TO PUT ON AND TAKE OFF A FACE MASK
How to put on a face mask (medical facemasks, cloth face coverings, or personal masks)
1. Clean your hands with soap and water or hand sanitizer before touching the mask.
2. Check mask for any defects such as tear or missing tie or ear loop.
3. Determine which side of the mask is the top. The side of the mask that has a stiff bendable edge is the top and is meant to mold to the shape of your nose.
4. Make sure the exterior (usually yellow or blue) side of the mask is facing out, away from your face.
5. Follow the instructions below for the type of mask you are using.
* Face Mask with Ear Loops: Hold the mask by the ear loops. Place a loop around each ear.
* Face Mask with Ties: Bring the mask to your nose level and place the top tie over the crown of your head to secure with a bow and secure the bottom tie at the nape of your neck.
* Face Mask with Bands: Hold the mask in your hand with the nosepiece or top of the mask at fingertips, allowing the headbands to hang freely below hands. Bring the mask to your nose level and pull the top strap over your head so that it rests over the crown of your head. Pull the bottom strap over your head so that it rests at the nape of your neck.
6. Mold or pinch the stiff edge to the shape of your nose.
7. Pull the bottom of the mask over your mouth and chin.
How to remove a face mask
1. Clean your hands with soap and water or hand sanitizer before touching the mask. Avoid touching the inside of the mask. It may be contaminated from your breathing, coughing or sneezing. Only touch the ear loops/ties/ band. Follow the instructions below for the type of mask you are using.
* Face Mask with Ear Loops: Hold both of the ear loops and gently lift and remove the mask.
* Face Mask with Ties: Untie the bottom bow first then untie the top bow and pull the mask away from you as the ties are loosened.
* Face Mask with Bands: Lift the bottom strap over your head first then pull the top strap over your head.
2. Discard mask appropriately based on type of mask (below).
* Cloth mask coverings or personal masks brought from home: Take mask off per user discretion and discard or launder appropriately. Do hand hygiene after taking mask off.
* If using a cloth face covering borrowed from OMC, please take masks off upon leaving facility and place in designated deposit location. Do hand hygiene after taking mask off.
* If using a medical mask provided by OMC, take mask off upon exiting facility and discard appropriately. Do hand hygiene after taking mask off. | 1,012 | 578 | {
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United Kingdom Mathematics Trust
British Mathematical Olympiad
Round 2 : Thursday, 31 January 2008
Time allowed
Three and a half hours.
Each question is worth 10 marks.
Full written solutions - not just answers - are required, with complete proofs of any assertions
you may make. Marks awarded will depend on the clarity of your mathematical presentation. Work
in rough first, and then draft your final version carefully before writing up your best attempt.
Rough work should
be handed in, but should be clearly marked.
* One or two complete solutions will gain far more credit than partial attempts at all four problems.
* The use of rulers and compasses is allowed, but calculators and protractors are forbidden.
* Staple all the pages neatly together in the top left hand corner, with questions 1,2,3,4 in order, and the cover sheet at the front.
In early March, twenty students will be invited to attend the training session to be held at Trinity College, Cambridge (3-7 April). At the training session, students sit a pair of IMO-style papers and 8 students will be selected for further training. Those selected will be expected to participate in correspondence work and to attend further training. The UK Team of 6 for this summer's International Mathematical Olympiad (to be held in Madrid, Spain 14-22 July) will then be chosen.
Do not turn over until told to do so.
Instructions
*
United Kingdom Mathematics Trust
2007/8 British Mathematical Olympiad
Round 2
1. Find the minimum value of x 2 + y 2 + z 2 where x, y, z are real numbers such that x 3 + y 3 + z 3 − 3xyz = 1.
2. Let triangle ABC have incentre I and circumcentre O. Suppose that AIO = 90 ◦ and ̸ CIO = 45 ◦ . Find the ratio AB : BC : CA.
3. Adrian has drawn a circle in the xy-plane whose radius is a positive integer at most 2008. The origin lies somewhere inside the circle. You are allowed to ask him questions of the form "Is the point (x, y) inside your circle?" After each question he will answer truthfully "yes" or "no". Show that it is always possible to deduce the radius of the circle after at most sixty questions. [Note: Any point which lies exactly on the circle may be considered to lie inside the circle.]
4. Prove that there are infinitely many pairs of distinct positive integers x, y such that x 2 + y 3 is divisible by x 3 + y 2 . | 1,040 | 566 | {
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