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Hawaii Opae Ula FAQs
1. Do the Opae Ulas live in fresh or salt water?
Opae Ulas live in anchialine ponds which is brackish water. They are quite adaptable and hardy so have managed to survive in a wide range of salinity and temperatures.
2. How do I keep them in brackish water?
We send the Opae Ulas with starter water. If you need to replenish the water or completely change it out, we send an instruction booklet on how to do that. Basically, you can add distilled water to replenish due to evaporation. If you need to fill a container, pet stores sell a salt mixture that you can add to the distilled water.
3. What do I feed them?
In their natural habitat, they eat algae. We send starter food which is spirulina for human consumption. The rocks we send are loaded with algae.They will require very little food if they are near a light source so that the algae can reproduce.
4. From where do these Opae Ulas originate?
These originate in anchialine ponds on private properties in the midst of the jungle in East Hawaii. Since they are still in their natural habitat, they are quite healthy and active.
5. How long do they live?
The Opae Ulas can live as long as 20 years in a sustainable environment.
6. Can I put them in my saltwater aquarium?
If they are acclimated properly, it is very possible they can live in a saltwater
Hawaii Opae Ula Farm and Aquarium, Big Island, Hawaii 877 721-3999 www.hawaii-opaeula.com aquarium. We send instructions on how to test your water for salinity, temperature and gravity. However, if you have fish or larger shrimp in your aquarium, the little Opae Ulas will be eaten by your marine life.
7. What size tank/container do I need?
About 40 Opae Ulas can live in a gallon container, so about 200 for a 5 gallon tank. We send information on how to prepare the tank and water before they arrive.
8. I have seen some of these shrimp in sealed jars. Why don't you sell them that way?
There are several types of environments in which these rare Opae Ulas are sold:
(a) Completely sealed environments which sellers say never require feeding or any maintenance. This is not a long-term sustainable environment for these little animals. They will slowly starve to death without ever breeding.
(b) Traditional aquariums which require more maintenance because it is not selfsustaining. Because of the lighting and filtering of water, algae does not grow well. The shrimp will need to be maintained like aquarium fish.
(c) We promote and sell products for environments that emulate the natural habitat as much as possible. With the live rocks, live water, natural lighting and location in a warm space, these Opae Ulas require little feeding or maintenance. You might have to add water and feed occasionally, but the rest of the time you can enjoy watching them feed and breed.
9. What if I want to keep them at work?
The Opae Ulas can be desktop pets if…
(a) They are in an environment with the live rocks, live water, natural lighting and location in a warm space. They should not have more that 10-12 hours of fluorescent lighting. Natural indirect sunlight is best.
(b) Keep a lid on their environment so it does not accidentally spill on your computer but take the lid off at night to replenish the air.
(c) Keep them away from electronics and areas of high vibrations and noise.
10. How are they shipped?
We put the Opae Ulas in a plastic bag with water or in a plastic jug with water. It is infused with oxygen. Then we put the live rocks in a ziplock with a little water. We ship by overnight express through Fed-Ex or UPS. This will take about two days and someone will need to be available to receive shipment.
11. What if some die during shipping?
It is possible that some of the little Opae Ulas expire during the shipping. Our instruction booklet informs you on how to handle this. Our policy is to send more than you order so that if some die, you will still have the amount you ordered. If more die than the extra we send, we will ask you to immediately send back ALL of the expired Opae Ulas in a ziplock by regular mail. Once we receive them, we will replace them for you or credit you on prorated basis. You can always maintain a credit balance with us to apply to future orders of Opae Ulas or their products. | 1,698 | 979 | {
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Marfan Syndrome Support Group Irl 1 Oakwood Lodge Youghal Road Midleton, Co. Cork EIRE
email@example.com www.marfan.ie
Originally created in the U.S.A.
www.marfan.org
© National Marfan Foundation Used with permission
Cardiovascular Features:
Common Types of Heart and Blood Vessel Problems in People with Marfan Syndrome
Cardiovascular (heart and blood vessel) problems are common in people with Marfan syndrome. In fact, cardiovascular problems affect about 9 out of every 10 people diagnosed with Marfan syndrome.
The most common of these problems affects the aorta (the main blood vessel that carries blood away from the heart). Heart valves can also have problems. Less often, people have problems in blood vessels other than the aorta.
Here is a diagram that shows the main sections of the heart and aorta. As you can see, the aorta has four segments: 1) aortic root and ascending aorta, 2) aortic arch, 3) descending thoracic aorta, and 4) abdominal aorta.
Here are some facts about common types of heart and blood vessel problems in people with Marfan syndrome:
AORTIC DILATION AND AORTIC ANEURYSMS
These are very serious cardiovascular problems because a significantly enlarged aorta is at risk for dissection (tear) or rupture. Aortic dilation (enlarged aorta) and aortic aneurysms (bulging sides of the aorta) can occur along any segment of the aorta. For most people with Marfan syndrome, the problem starts in the aortic root (aortic segment closest to the heart.)
Doctors use a person's age, height, and weight to determine whether the aorta is enlarged. For this reason, people with Marfan syndrome should talk with their doctors about what size aorta is within normal limits for them.
over
AORTIC DISSECTION
This happens when there is a tear between layers of the aorta. Most people know when this happens because of severe pain in the center of their chest, abdomen (stomach), or back. The pain may be "severe", "sharp", "tearing", or "ripping" and may travel from the chest to the back and/or abdomen. Sometimes, the pain is less severe, but a person still has a feeling that "something is very wrong." If a dissection is suspected, a person needs to go to a hospital emergency room right away. There are two types of aortic dissection:
* Dissection of the ascending aorta. This is the most common dissection in Marfan syndrome. It is life-threatening (people can die if not treated right away). If this kind of dissection happens, people need immediate surgery.
* Descending aortic dissection. This can often be managed just with medication and monitoring (watching). People only need surgery if they have serious complications. These include loss of blood flow to vital organs or an aorta that is severely dilated.
MITRAL VALVE PROLAPSE
This is a "billowing" (motion) of the mitral valve when the heart contracts. Symptoms can include irregular or rapid heartbeats and shortness of breath. Some people also have mitral valve regurgitation (leaking of the mitral valve). A small amount of leaking is often not a problem, but a person may need surgery if the mitral valve leaks a lot.
AORTIC REGURGITATION
This is when the aortic valve does not fully close and blood leaks back into the heart. The only symptoms a person may have are forceful heartbeats and shortness of breath during light activity. Aortic regurgitation often happens because of aortic dilation (when the aorta is so enlarged that the valves cannot fully come together).
Cardiovascular problems in people with Marfan syndrome can be very serious. The good news is that there are many ways to help. This includes surgery and medication. New research studies show that many people with Marfan syndrome may live normal life spans. New research is also finding more helpful medications.
Ways to Learn More
* Contact the Marfan Syndrome Support Group Ireland at firstname.lastname@example.org.
* Talk to your doctor. Sometimes it helps to use information like this fact sheet when you speak with the doctor.
* Visit the Marfan Syndrome Support Group website at www.marfan.ie.
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Digital Citizenship Lesson Plan
Remix
General Topic (as defined in the Digital Literacy Framework)
Creativity and Innovation
a) Specialized and Advanced Skills for Creative Expression
Applicable Grade Range
10-12
Outcome(s) to be Addressed
The student remixes different existing digital content into something new.
Importance / Significance of Lesson
Remixing content is prevalent in today's society. Contemporary singers use a remix of choruses from older songs to make their product recognizable and popular over a vast audience, slideshows use existing media, mashed together, to create new ways to express ideas, news reports mix video, audio and written reports to deliver a message and parody pieces take elements of media and remix them into an entertaining piece. Remixing is something students have likely seen and is a way for them to express their individuality or ideas.
Duration
Numerous sessions will be needed to collect or create media, edit and produce a remix.
Overview
Students will watch a variety of samples of remixes and then choose a topic of study and program to create their own remix.
Please note that the videos used in this lesson are from Youtube channels and so teachers must be cautious of advertisements on the page and the potential for inappropriate comments in the discussion on each video.
Required Resources
Computer hooked up to a projector Class set of laptops/access to the computer lab Set of class accounts for chosen publication software
CIA6
Lesson Plan and Extension Activities
Have students watch the following 'remixes' and note different types of media content that was included in each:
http://www.youtube.com/watch?v=zaSZE194D4I Pitbull – Back in Time video includes footage from the Men in Black 3 movie, elements of Mickey and Sylvia song Lover Boy and new content. (also contains images of drinking, shooting aliens, parties and women in alluring clothes – check for appropriateness)
http://www.youtube.com/watch?v=nGeKSiCQkPw Ultimate Dog Tease – voice over original video
Movie montages: various examples to choose from – depending on age level and interest:
http://www.youtube.com/watch?v=gsxEBelxVug 80's kids movies http://www.youtube.com/watch?v=Doq2p5IZqfs Christmas TV and movie montage http://www.youtube.com/watch?v=JEwHAxUWmXQ Greatest movie montage (there are many to choose from to suit your needs searching Youtube)
Each student will choose a topic of interest to them (could be a video game, a movie, a book that they are reading, a song they've written, etc.) and create their own remix presentation using videos, pictures, audio files and text to tell a story or share their views. A substantial amount of practice may be required to become proficient using a variety of software programs.
When presentations are complete, students can share their remixes with the class.
Adaptations
Younger students will be able to complete this lesson on a smaller scale, perhaps joining pictures, music and audio to create a slideshow or Powerpoint presentation.
Older students will have knowledge and access to a wider variety of media, remix programs and information and will be able to create dynamic and thoughtful remixes.
Additional Resources
Editing software options:
http://audacity.sourceforge.net/
http://mp3.about.com/od/essentialsoftware/tp/bestaudioeditors.htm http://www.techradar.com/news/software/applications/best-free-video-editing-software-9-topprograms-you-should-download-1136264
Presentation program options:
www.slideshare.net www.prezi.com
www.voicethread.com http://cooltoolsforschools.wikispaces.com/Presentation+Tools
http://blog.crazyegg.com/2013/05/28/online-presentation-tools/
Other tools:
Powerpoint
Apple apps:
SonicPix
Camera
Students will likely use programs of their own choosing to develop their own remixes.
Cross-curricular Outcomes Also Addressed
Language Arts – written scripts or poems or other forms of expression
Science or Social Studies or Second Language– presentations on topics of interest using existing content
Fine Arts – sharing finished work in an exciting way, presentations on an artist, composer or actor they admire
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The article below is the property of the author. Permission for private use is granted. Distribution, either electronically or on paper is prohibited without her expressed written permission. For permission please contact:
firstname.lastname@example.org
Regarding Role-Playing in Storytelling Eric Miller C. 2016
A storyteller narrates what happened, and also has the option at any moment to jump into, act-out, and speak as, any of the characters in a story.
(Note: It is also possible to perform a combination of narrator and character -- by continuing to speak as the narrator, but having the narrator speak in such a way that she is illuminated by the emotions of a character.)
Choosing when to jump into a character and speak as that character is one of the important types of decisions a storyteller makes.
This is a decision involving editing. Because it usually is quicker and smoother to remain narrating – as narrator one can give a summary of what happened, and gloss over events.
It is often when one speaks as a character that the performer and listeners really "get into" what a character is going through.
Here we really discover -- we can see for ourselves -- what a character is thinking and feeling, step by step, as a conversation or other type of situation develops.
When one first decides to tell a story, one might think about, "What is this story is really about?" -- in terms of
1) the yearnings, motivations, and other emotions the characters are experiencing,
2) the relationships and the other situations they are in, and
3) the possible meanings of the story.
Then one might choose and plan at which times one might go into character. One may choose to do so at the most emotional scenes, at the Turning Points, etc, of a story.
Two ways one can speak as a character are:
1) Speaking words a character says to another character.
2) Speaking words a character says to herself.
When one speaks as a character, one puts one's listeners -- in a playful, fantasy psychological way -- in the position of the character who is being addressed by the character one is enacting.
Especially a listener with whom the storyteller makes eye-contact is put into the position of the character who is being addressed by the character the storyteller
is enacting.
In the course of telling, one often reverses roles, first telling what Character A said to Character B, then telling how Character B responded to Character A, etc.
Being put in the position of one character after another is a big and fun emotional workout for listeners.
Tellers and listeners are often not aware of this type of audience participation. If you the storyteller are aware of it, you can play with it -- and increase the dramatic and participatory effect.
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End of Year Expectations for Year 2
(Maths, Reading, Writing & Science)
This booklet provides information for parents and carers on the end of year expectations for learners in our school. These expectations are based on the New National Curriculum and the age expected standards for the year group.
All the objectives will be worked on throughout the year and will be the focus of direct teaching. Any extra support you can provide in helping your child to achieve these is greatly valued.
If you have any queries regarding the content of this booklet or want support in knowing how best to help your child, please talk to your child's year group staff.
Maths
* Compare and order numbers up to 100. Read and write all numbers to 100 in digits and words.
* Say 10 more/less than any number to 100.
* Count in steps of 2, 3, and 5 from 0, and in 10s from any number, forwards and backwards.
* Recall and use multiplication and division facts for 2, 5 and 10 tables.
* Recall and use addition and subtraction facts to 20. Derive and use related facts to 100.
* Recognise place value of any 2-digit number.
* Add and subtract: 2-digit numbers and ones, 2-digit numbers and tens, two 2-digit numbers and three 1-digit numbers. Recognise and use the inverse.
* Recognise, find, name and write: 1/3, 1/4, 2/4, 3/4.
* Calculate and write multiplication and division calculations using multiplication tables. Recognise and use the inverse.
* Recognise equivalence of simple fractions.
* Tell time to five minutes, including quarter past/to.
* Recognise and use the symbols for pounds (£) and pence (p). Find different combinations of coins that equal the same amounts of money.
* Identify and describe the properties of 2-D and 3-D shapes, including the number of sides, lines of symmetry, number of edges, vertices and faces.
* Draw pictograms, tally charts, block graphs and simple tables.
Reading
* Reads ahead to help with fluency and expression.
* Recounts main themes and events.
* Comments on plot, setting and characters in familiar and unfamiliar stories.
* Comments on structure of the text.
* Read aloud with expression and intonation.
* Use commas, question marks and exclamation marks to vary expression.
* Recognises speech marks and contractions.
* Identify past/present tense.
* Use content and index to locate information.
Writing
* Write different kinds of sentence: statement, question, exclamation, command.
* Use expanded noun phrases to add description and specification.
* Write using subordination (when, if, that, because).
* Correct and consistent use of present tense and past tense.
* Correct use of verb tenses.
* Correct and consistent use of capital letters, full stops, question marks and exclamation marks.
* Commas in a list.
* Apostrophe (omission).
* Introduction of speech marks.
* Write under headings (as introduction to paragraphs).
* Evidence of diagonal and horizontal strokes to join.
Science
All Living Things and their Habitiats
* Explore and compare the differences between things that are living, dead, and things that have never been alive
* Identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend on each other
* Identify and name a variety of plants and animals in their habitats, including micro-habitats
* Describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food.
Plants
* Observe and describe how seeds and bulbs grow into mature plants
Animals, including Humans
* Find out and describe how plants need water, light and a suitable temperature to grow and stay healthy.
* Notice that animals, including humans, have offspring which grow into adults
* Find out about and describe the basic needs of animals, including humans, for survival (water, food and air)
* Describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene.
Uses of Everyday Materials
* Identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses
* Find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching. | 1,857 | 948 | {
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NUTRITION & HEALTHY LIFESTYLE TIPS FOR CHILDREN 2-5 YEARS OLD
WHAT CAN I EXPECT MY PRESCHOOLER TO DO AS HE GROWS?
- Pour liquids from a small pitcher
- Request a favorite food
- Enjoy foods in various shapes and colors
- Enjoy imitating the cook and helping to prepare food
- May be influenced by TV
- Able to use a knife and fork by 4 years
- More interested in talking than eating
- Continue to have food pickiness (when she only wants to eat a particular food)
- Influenced by his peers or siblings
HOW CAN I TEACH MY PRESCHOOLER HEALTHY EATING BEHAVIORS?
- Make one "family" meal, but offer several "side" dishes that your child may chose from (bread, yogurt, fruit, cheese sticks, etc.). Serve an unfamiliar food with a familiar food. Don't cater to your child's finicky appetite by making him a "special" meal; this just makes him even more finicky!
- Offer fruits and vegetables at every meal – we want kids to love fruits and veggies as snacks just as much (or more) as they love their crackers.
- Continue to limit milk consumption to 12 to 16 oz. per day. The milk should be 1% or skim. Offer water for thirst. Discourage juice and pop. Vitamin D intake should be 600 IU per day.
- Involve your preschooler in meal planning and preparation. Children are more likely to try a food they have helped to prepare. Even young children can help stir, mash, pour and measure.
- Offer a new food multiple times… don't give up. Many young children must be offered a food 8 to 10 times before they find they like it.
- Imitation is a powerful learning tool, so be a role model. If you want your child to drink milk or eat fruits and vegetables, make sure he sees you drinking milk and eating fruits and vegetables!
WHO IS RESPONSIBLE FOR WHAT?
- Establish eating and mealtime responsibilities: It is your responsibility as a parent to determine when meals and snacks will be served, and what foods will be served. It is your child's responsibility to decide what to eat and if to eat at all!
HOW CAN I MAKE MEALTIMES MORE ENJOYABLE?
- Avoid mealtime power struggles. Do not force your child to clean his plate before leaving the table.
- Create a relaxed setting for meals. Cut down on distractions. Turn screens off.
- Let your child leave the table when he has finished eating.
- Praise your preschooler for trying new foods and for practicing appropriate behavior at the table.
- "A taste is just a taste" or the "One Bite Rule": your child must at least taste a new food, but let her decide the amount to try, even if it's a very, very small bite.
The Daily 5-2-1-0
5
servings of fruits & vegetables
NM 07/2017
2 hour limit on screen time (TV, computer, & video games)
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English
Theme: 'Beast Creator'
Class Novel: Charlotte's Web by E B White.
Spoken language: Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas.
Writing: Select appropriate vocabulary and grammar to write their own version of 'A Bug's Life' using visual Literacy and to create their own adverts for a 'Minibeast Hotel'. In Learning Journey children will be transferring their writing skills of proof reading and checking spelling and punctuation to create Non-Chronological Reports about the worlds deadliest Minibeasts as well as describing their habitats.
Reading: Retrieve, record and present information from fictional and non fictional texts.
At home: Read a variety of texts relating to Minibeasts, possibly by visiting the library, to support learning and to explore their own interests relating to the topic.
Summer 1 2019 Curriculum Overview — YEAR 5
Creative Curriculum
Paths
Theme: 'Beast Creator'
The children will be:
Going on a Minibeast Hunt then using scientific skills record their findings.
Learning to make detailed drawings of Minibeasts.
Match Minibeasts to their habitats.
Locate where the deadliest Minibeasts are located around the world.
Topic: Beast Creator
Maths
Theme: 'Measurements/Geometry
The children will learn to:
Find fractions/decimals and percentages of measurements.
Apply their knowledge of measurements to problems. Identify types of angles.
Estimate and compare angles on a straight line.
Investigate angles on a point.
Find missing angles.
Investigate the properties of angles in triangles.
Investigate the properties of angles in quadrilaterals
Apply angles knowledge in context.
Compare and classify 2D shapes.
Compare, describe and classify 3D shapes. .
Music
Theme– 'Dancing in the Street'
The children will learn about:
Children will listen to and appraise various artists from this period of music.
Children will study rhythm and pitch of songs.
Children will compose their own music from this era.
Theme: Feelings in Relationships
Exploring feelings between peers and between adults and children.
Applying problem solving to complex feelings and situations.
Feelings about school and having goals, effort and outcome and building resilience.
RE
Theme-Choice
Children will learn about:
What influences behaviour?
How does religion help you to respond to things that make you angry?
Can others depend on you?
French
The children will be learning:
Revision of numbers
Colours
PE
Theme: Sporting Skills
Children will learn to:
Use running, jumping, throwing and catching in isolation and in combination
Play competitive games, modified where appropriate [and apply basic principles suitable for attacking and defending
Develop flexibility, strength, technique, control and balance, through athletics and gymnastics
Science
Theme: 'Life Cycles '
In this unit children will learn that plants and animals have life cycles and that reproduction is a part of this cycle. They will recognise that each life cycle has distinct stages but that these can vary between species, for example they may describe and contrast the stages of the human life cycle with three and four stage metamorphosis in insects and amphibians. They will understand the importance of reproduction for the survival of a species. Children will have the opportunity to undertake an educational visit to a botanic garden, zoological garden or a similar site to experience field study related to life cycles.
Working Scientifically, children will plan and carry out investigations and observe, measure and record the growth of animals and/or plants over time. They will use secondary research to develop their understanding of life cycles in different species. They will draw conclusions from their investigations, and present their conclusions in a variety of ways including written and oral presentations.
Computing
Theme: 'We are artists'
The children will learn how to:
develop an appreciation of the links between geometry and art become familiar with the tools and techniques of a vector graphics package
develop an understanding of turtle graphics experiment with the tools available, refining and developing their work as they apply their own criteria to evaluate it and receive feedback from their peers
develop some awareness of computer-generated art, in particular fractal-based landscapes. | 1,893 | 846 | {
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Newsletter
Key Stage One Summer Term
We would like to welcome you back to school after what we hope was a lovely Easter break.
Author of the term
This term our topic is 'The Circle of Life' which we hope will become as inspiring as last terms topic. During this topic the children will be given the opportunity to explore the life cycles of animals, including humans and plants and will have the opportunity to explore the geographic features of the local area as well as studying diversity in our local and wider environments. Initially we will be focusing on the diversity of plants and habitats as well as learning to identify unique features of our local area.
In English this term the children will be developing reading and comprehensions skills, using a variety of information resources to answer questions and carry out research. In writing, we are focusing on developing our understanding of sentence types and punctuation and develop greater consistency in using these skills across different genres. We will continue to develop our use of noun phrases, adjectives and conjunctions in order to develop our independent writing skills.
We will not be using a specific author in our English sessions but will be looking at the author 'Nick Butterworth' who wrote the Percy the Park Keeper collection which will support our role play.
In Maths we will be continuing to focus on number work with a focus on problem solving and applying knowledge through simple and 2-step calculations. We will also be developing our knowledge of fractions, money, time, shape and measure.
Geography – This term we are learning about the features and names of different environments and habitats, with a focus on our local area. We will also continue developing our compass and map work skills.
Science – We will be identifying, naming and classifying the key features of different plants, as well and learning how to sort them into their correct animal group. We will also be learning about the life cycles of different living things.
Design and Technology – The children will be making and designing seed packets and studying the work of a famous designer.
Art – Children will be studying the work of Andy Warhol and developing sketching skills by studying different plants, seeds and fruits.
Computing – We will be focussing on developing basic communication skills using programs such as email and working with data for simple research.
Homework
Please listen, read and share stories as often as you can with your children, talking about events from the story and identifying any new or tricky words. We will continue to reward frequent readers with house points so please encourage your child to swap their books when they are ready to do so. Please ensure your child brings their Reading Folder to school every day.
P.E
We will have P.E twice a week on a Monday and Tuesday. One of these will be outside so please ensure your child has suitable labelled outdoor clothing, ie: joggers/leggings, t-shirt, hoody and trainers. We encourage that children should leave PE kits in school all week, in case of a change of plan and to prevent forgotten kit on PE days.
And a final plea…
Name Labelling
Now the weather is getting warmer, PLEASE ensure that all your children's belongings, especially coats and jumpers etc, are clearly labelled.
Show and Tell
Children may bring in objects, books, pictures or drawings linked to the topic. We also enjoy hearing about special achievements and rewards from out of school activities.
Spare Clothing
If anyone has spare clothing (pants, socks and trousers) to fit 5, 6 and 7 year olds, we would appreciate them to use, in case of accidents.
Sun cream and hats
As the weather warms up, sun cream can be sent to school for the children to apply themselves at lunch time. Hats may also be worn. – please ensure both the cream and hat are clearly labelled.
Upcoming Dates for your diary – details to follow
Homework, targeted at your child's ability will be sent home on a Friday. This will include spellings and either a Maths, English or Topic piece of work. Remember to practise the 100 / 200 key words and the weekly spellings, spellings will continue to be tested on a Friday. Please return homework by the following Thursday.
Apr 30 th and May 2 nd – Parent Evening
May – Y2 SATs
May – Local artist visit
June 10 th -14 th - Y1 phonics screening
TBC – summer topic trip
*Please see school newsletter for general dates this term*
We look forward to another exciting term
Thank you for your continued support
From the Key Stage One Team | 1,869 | 932 | {
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Foundation Stage 2 English Overview
Communication and language is at the heart of all that we do. Central to this is daily sharing of stories and rhymes and the development and enrichment of vocabulary both planned through topic work and spontaneously as we work and play together. Children can be at very different stages in their understanding and use of language and we aim to tailor our provision to meet their needs whatever their starting point through skilful modelling and scaffolding
I will have opportunities for mark making for a purpose across the curriculum I will develop my pencil skills and letter formation including the letters in my name and the sounds that I have learned in phonics.
Spring A Off we go
Spring B From Tiny Seeds
Language and Communication (All term)
greater detail
I will talk about favourite stories and retell them in
Look at and talk about non-fiction books
Ask questions for myself
Learn rhymes and songs including Poetry basket T2
Express ideas and thoughts more fully and in longer phrases – adding details and my interests.
Develop my vocabulary based around the topics
Literacy
phonological development
I will read books matched to my stage of
I will continue to learn RWI set one sounds (more able start on set 2)
I will practice my skills in segmenting for spelling and write cvc words and begin to write captions in my writing and mark making for a purpose across the curriculum
I will continue to practice oral blending and reading cvc words and begin to read simple phrases and captions
I will continue to practice my pencil skills and letter formation of all letters
Summer A Farmyard Fun
Summer B Near and far
Communication and Language
Listening in large and small groups
I will develop my skills in
Listening to longer stories
Engaging in extended conversations with peers
Using non-fiction texts to gather information and familiar or unfamiliar adults
Literacy
I will develop my confidence in expressing ideas, opinions and explanations using new vocabulary (including story language) spontaneously in longer phrases and full sentences
I will read books matched to my stage of
I will continue to learn RWI set one and set 2
phonological development sounds (more able start on set 3)
Christmas stories - 'There's an Elf in my Book', 'Arthur's Christmas Countdown', 'Santa Needs a Wee', Ten Tiny Gingerbread Men', 'Santa's Christmas Munch', 'Sam's Snowflake', 'The Best Christmas Present Ever', 'Santa Selfie', 'When I Dream of Christmas
Key texts
The train ride (June Crebbin)
Spring A
The journey home from Grandpa's
Duck in a truck
Mr Gumpy's Outing, Oi Get off our train, Mrs Armitage on Wheels Non-fiction – transport
Spring B Key texts The Tiny Seed, Jack and the Beanstalk, Titch Dora's eggs/Dora's chicks We're going on an egg hunt
Other stories
Jasper's Beanstalk, Super Tato stories, Oliver's Vegetables/Fruit salad, Titch Dora's Eggs, Dora's chicks Non fiction egg to chicken
Summer A
Farmyard Hullabaloo
Key texts
What the ladybird heard
Little Red Hen
Farmer Duck
Other farm stories Rosie's Walk, Cheer Up Chicken, Little Red Hen, What the Ladybird Heard Next, The Farmer's Away! Baa! Neigh!, Say Hello to the Animals, I love Animals, I Love Animals, Mummy do you Love me?, The Pig in the Pond, Little Pink Pig, A Spot of Bother, Wake up Time on Bumble Farm, Hibernation for winter- Snow Bears, Bear
I will continue to practice oral blending and read cvc words, simple phrases, captions and sentences I will practice my skills in segmenting for spelling and write cvc words, captions and sentences in my writing for a purpose across the curriculum and begin to use full stops and capital letters I will continue to practice my pencil skills and letter formation of all letters
Snores On) The Bad tempered Ladybird, Spot on the farm (good for learning baby animal names), Oh Dear, Oliver's Milkshake
Summer B Key texts Atinuke Splash Anna Hibiscus, Baby goes to Market, Lima's red hot chilli Stories that reflect the different communities within the year group | 1,761 | 885 | {
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Reading Bingo
Search for "summer" on the Lightbox Learning platform. Pick a book about summer to read.
Search for the My Cat or Fantastic Cats series. Pick a book about your favorite type of cat.
Choose a human body system, such as the skeletal or circulatory system, to read a book about.
Read a book about a land habitat, such as a forest, desert, mountain, or grassland.
Search for the Sea Life or Creatures of the Sea series to read about a sea animal.
Read a book about your favorite reptile.
Choose a book to read that has "dog" in its title.
Read a book about a water habitat, such as a lake, river, wetland, or ocean.
Search for the All about Clouds series. Read a book about one of the three main types of clouds.
Explore a new language. Pick a World Languages title to read, and then read it in a second language.
Select a fiction title of your choosing to read.
Choose a sport, such as soccer or cheerleading, and read a book about it.
Pick a biography title to read, such as Taylor Swift or Stephen Hawking.
Read a book about a holiday that you are looking forward to.
Read a book about an object in space, such as the Sun, the Moon, the stars, or any planet.
Search for "Aesop's Theater" and select one of Aesop's fables to read.
Select a book about your favorite National Football League (NFL) team to read.
Read about an animal that lives in Africa. Search for the African Safari or Animals of Africa series.
Search for "dinosaur" and pick a book about dinosaurs to read.
Read a book about a country or continent of your choosing.
Read a book about a mythical creature in the Legends and Fairytales series.
Select a title in the Origami series to read.
Read a book about a musical instrument or your favorite type of music.
Choose a book about a sports championship, such as the Super Bowl or Stanley Cup, to read.
Create Your Own Reading Bingo
Have your students explore the books available in their Lightbox Learning platform. Then, help them create their own Reading Bingo cards. These can be completed indiviudally or in groups. Students can even have contests with their classmates!
Directions
* Step 1: Get Your Supplies Ready Gather all the materials you need. Print the blank Reading Bingo cards (enclosure I). If necessary, provide your students with pencils, pens, or markers.
* Step 2: Create a List of Books
With your students, come up with a list of 25 to 30 types of books they could read. These could be books on the Lightbox Learning platform, books available in your school library, or a combination of the two. For example, bingo entries could include:
– 'Read a book about _______ .' (your favourite pet) (chemistry) (sports)
– 'Search for a book with "_______" in the title.' (summer) (football) (music)
– 'Read a book in the _______ series.' (All about Space) (Coding) (Origami)
* Step 3: Fill in the Grid
In each square of their grid, have students write down a different item from the list. When they are done, there should be 24 unique squares. The center square of the grid is a Free Space that can be crossed off without reading a specific book. Bonus Challenge: Have the students fill in their grids in a random order.
* Step 4: Start Reading!
Once the bingo cards are complete, it is time for the students to start reading. As they complete each reading challenge, they can mark off the corresponding square on their card. One way to do this would be to glue a bingo chip (enclosure J).
* (Optional) Step 5: Interesting Facts
Have students write down an interesting fact they learned from each book they read. Alternatively, they can write down a question they have. These can then be shared with the rest of the class.
* Step 6: Bingo!
Completing the full grid could be the final challenge for the most motivated readers.
Students should try to complete a row, column, or diagonal on their bingo card. Find a way to celebrate their reading achievements! Bonus Challenge: Award students for each completed row, column, and diagonal.
Reading Bingo
Reading Bingo
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2D EMERGENCY RESCUE SQUADRON
"Mission Improbable" by Colonel Bill Helmantoler
In 1944 the Pacific War was moving west and north toward the Philippines and Japan. As an operations officer in 13th Air Force headquarters I was about to become involved in the most significant bombing missions I would ever personally touch.
The targets were the oil refineries in a place called Balikpapan on the faraway island of Borneo. The Japanese armed forces depended greatly on those refineries to fuel their ships and airplanes. Nobody I knew doubted the strategic importance of the targets; almost everybody I knew doubted that our B-24's could reach the targets and return to base. The missions would be hundreds of miles longer than we had ever flown before.
I knew many of the pilots and operations officers who would make the flights. I watched those brave, skilled airwarriors plan the missions that several of them believed would be their last. Some of them were clearly scared. I felt for them. Their hope for success rested almost entirely on recommendations put forth by Charles A. Lindbergh, once the most famous pilot in the world. In 1944 he was flying missions with some of the fighter groups in the Pacific. My friend and classmate Dick Lake told me how Lindbergh had shown his group how to extend the range of their P-47s.
Lindbergh's idea was to lean the fuel mixture as much as possible. "Just give the engine another drop of gasoline whenever it threatens to quit," he was quoted as saying. Pilots who had tried it called the setting "automatic rough."
The procedure reduced engine power and aircraft speed in addition to causing the engines to operate at exceedingly high temperatures. The high temperatures caused excessive wear and tear and frequent engine failure. The procedure departed significantly from the way the pilots had been taught to fly; but it, at least, gave them some hope of making it to Balikpapan and back.
After several days of preparation and testing, the first of some fifty B-24s began its take-off run from Noemfoor Island at two o'clock in the morning. Those lumbering fourengine bombers were "loaded to the gills" with fuel and bombs. I watched with my heart in my throat as the first airplane failed to get airborne and rolled off the end of the runway into the ocean. Crash trucks and boats went into action to save the crew.
The second B-24 in line also failed to get off, but it stopped short of the water. I stood on the tarmac with the generals and colonels and wondered what the pilot of the third airplane was thinking and feeling.
Regardless of what he was thinking and feeling, he applied full power and released his brakes. Cheers of victory went up from the on-lookers as that forlorn bomber lifted off and climbed slowly into the dark sky. The darkness of the night hid the tears of joy on our cheeks.
Several hours later when the bombers reached Balikpapan, they found the targets obscured by broken clouds. The leader courageously made a wide circle, waiting for a hole to open over the target area.
This maneuver increased the time they were exposed to heavy anti-aircraft fire. Many of the airplanes were hit, and some went down. Losses were heavy, but those brave aircrews delivered their bombs on the refineries and oil wells below. Some of the airplanes were in the air for an incredible 17 hours from take-off to landing. Some ditched at sea. Some crash-landed on an unfinished airstrip on
Morotai Island.
After a few days of intensive recovery efforts another strike was scheduled. Fear-induced illnesses hit some of the aircrews. Some turned in their wings because they didn't believe they could function. Pilots and navigators who normally filled staff positions were pressed into combat roles. Losses again were heavy as the B-24s fought through fierce flak to deliver their bombs.
Before a third strike could be mounted, our reconnaissance aircraft reported a newly scraped-off airfield with 350 Japanese fighter aircraft on it. Not only would the B-24s have to fly too far, too long, and through devastating anti-aircraft fire; but now they would also be attacked by hundreds of fighters. Morale plummeted into the pits.
Lt. Col. Charles Pierce led the third mission. The first burst of flak seen that day exploded inside his open bomb bay. His wingman told me how the airplane disintegrated. I was one of Charlie Pierce's chief admirers. I felt bad that I hadn't flown on his "mission improbable." | 1,718 | 984 | {
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Duration: 30 min. for each stop
Field Practical Test
Field kit: Hammer, dilute hydrochloric acid, and magnifying glass
STOP 1. Identification of minerals and rock at the top of Mt. Biseul
Q1) Select ALL the geological characteristics you can observe in this stop. (Circle your choices.)
a. It is a rock made of multiple minerals.
f. It has cross-bedding.
b. It has bedding.
c. It has a micro-crystalline structure.
d. It is a rock made of one mineral.
g. It has fine-grained crystals (invisible to the naked eye).
h. It has minerals aligned in a specific direction.
e. It has a crystalline structure.
i. The minerals are randomly oriented.
Q2) Based on your observations, what can you conclude about the nature of the rock here? (Circle your choice. Only one answer.)
a. It is a marine sedimentary rock.
b. It is a continental sedimentary rock.
e. It is a rock formed by regional metamorphism.
c. It is an intrusive igneous rock (plutonic)
f. It is a rock formed by thermal
d. It is an extrusive igneous rock (volcanic)
metamorphism.
Q3) Using your field kit, identify ALL the minerals listed below that likely make up the rock here. (Circle your choices.)
a. Calcite
f. K-feldspar
Q4) Using your field kit, identify the rock here. (Circle your choice. Only one answer.)
a. Asphalt
i. Quartzite
b. Basalt
c. Chert
d. Clay
e. Dolomite
f. Gabbro
g. Gneiss
h. Granite
j. Limestone
k. Marl
l. Schist
m. Porphyritic rock
n. Obsidian
o. Sandstone
Date: August 30, 2019
STOP 2. Rock structure near the top of Mt. Biseul
Q1) Which type of joint is dominant (most common) in this outcrop? (Circle your choice.)
a. Columnar joint
b. Sheet joint
c. Radial joint
d. Extension joint
e. Shear joint
Q2) Choose ALL the physical changes required to form the dominant joint type in this outcrop.
(Circle your choices.)
a. Unloading
b. Compression
c. Expansion
d. Heating
e. Shearing
Q3) Which processes of the rock cycle are demonstrated by the phenomenon here? (Circle ALL possible processes.)
a. Melting
b. Only slow cooling
c. Eruption
d. Intrusion
e. Only fast cooling
f. Slow cooling followed by fast cooling
g. Uplifting
h. Mechanical erosion
i. Weathering
j. Transportation
k. Sedimentation
l. Lithification
m. Burial
n. Regional metamorphism
Q4) Chronologically order ONLY those processes that you marked for Q3 above. Write the corresponding letters inside the boxes.
Note: The number of boxes does not indicate the number of correct processes!
a
Oldest
Youngest
STOP 3. Formation of big boulders and soil near the Azalea Hotel
Q1) This question pertains to the formation of the boulders. (Circle your choice.)
The spheroidal exfoliation (onion-skin structure) developed in the boulder formed by _________. (Circle the correct answer.)
a. regional metamorphism
b. thermal metamorphism
c. mechanical weathering
d. fast cooling of magma
e. slow cooling of magma
f. chemical weathering
Q2) Which geological process was responsible for the formation of clay minerals in the soil around the boulders? (Circle your choice.)
a. Oxidation of quartz
b. Reduction of pyrite
c. Hydration of feldspar
d. Dissolution of calcite
e. All of the above processes
Q3) The boulder and the soil here resulted from a SEQUENTIAL combination of some of the geological processes. What processes led to formation of the boulder and the soil after rock formation?
First, circle ALL the possible geological processes; Next, write the corresponding letters inside the box in a CHRONOLOGICAL order.
Note: The number of boxes does not indicate the number of correct processes.
a. Melting
b. Intrusion
c. Volcanic eruption
d. Fast cooling
e. Slow cooling
f. Uplifting
g. Mechanical weathering
h. Chemical weathering
i. Sedimentation
j. Lithification
k. Regional metamorphism
l. Thermal metamorphism
Oldest
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COPPER EXPOSURE TEST
DESCRIPTION
Copper is an important mineral that is incorporated by the body into enzymes. These enzymes are used for the regulation of iron metabolism, the proper functioning of organs, specifically the nervous system, the production of melanin which provides color in the body, the formation of connective tissue and energy production. Copper is easily obtained through a normal diet and can be found in nuts, chocolate, dried fruits, shellfish, liver, whole grains and mushrooms. Copper is sometimes absorbed by copper pipes and copper cookware, then deposited in drinking water or in food cooked or served in the cookware. Normally the body regulates the amount of copper in the body removing the excess through the liver and through urine.
Although copper is important for critical bodily functions, extremely high levels can be dangerous and can lead to copper poisoning. Excess copper can be caused by a rare condition called Wilson disease, an inherited disorder, which causes the body to retain too much copper or by conditions that block or prevent copper metabolism or liver disease. Overexposure to copper can occur through environmental exposure to extremely high copper in drinking water or the consumption of copper salts. Low levels can also be dangerous and is associated with seizures, delayed development and abnormal artery development in the brain. Copper deficiencies can be caused by malabsorption or a genetic condition carried on the X-chromosome, Menkes kinky hair syndrome that causes copper deficiencies in infants.
WHY DO I NEED THIS TEST?
Copper poisoning can be fatal. Excess copper can cause tissue damage and should be treated immediately. Symptoms include anemia, nausea and abdominal pain, jaundice, fatigue, behavioral changes, tremors, difficulty walking or swallowing and persistent muscle contractions that cause limb twisting and repetitive motions (dystonia). If you think you have been exposed to excess amounts of copper and are vomiting or have diarrhea you should be tested immediately. Copper poisoning can cause long term damage to the liver and/or kidney. Symptoms of copper deficiency include osteoporosis and anemia .
AM I REQUIRED TO FAST FOR THIS PANEL OF LAB TESTS?
No. You are not required to fast for this test.
WRITTEN BY:
EKAN ESSIEN, MD, MPH MEDICAL DIRECTOR
Ekan Essien, MD, MPH, a native Georgian, received his BA from Duke University. Dr. Essien continued his education at Florida A&M University where he received his Masters of Public Health in Epidemiology; received his medical degree from Meharry Medical College in Nashville, Tennessee; and obtained training in general and trauma surgery at Grady Memorial Hospital at Morehouse School of Medicine. He is a candidate in the post graduate fellowship in anti-aging and regenerative medicine from the American Academy of Anti-Aging Medicine. | 1,297 | 591 | {
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Parts of the Plant cell
Label the parts of the plant cell below.
Cytoplasm
Word Bank
Chloroplast
The Golgi
Apparatus
Vacuoles
Druse Crystal
Amyloplasts
Central Vacuole
Cell Wall
Cell Membrane
Nucleus
Nucleolus
Smooth Endoplasmic
Reticulum
Mitochondrion
Endoplasmic
Reticulum
Rough Endoplasmic
Reticulum
It is a series of
flattened sacs that help
sort proteins
synthesized in the
rough endoplastic
reticulum.
It breaks down sugar
(from the chloroplast) into
energy that the cell can
use. It is also called the
"powerhouse" of the cell.
It is a thick liquid that
fills spaces in the cell
to help retain its
form.
This ER helps in the
production and quality
control of proteins. It also
has millions of ribosomes.
Through
photosynthesis, this
organelle makes sugar
for the cell.
It stores waste,
water, and nutrients.
Most plants only
have one vacuole.
Found inside the cell wall, it controls what materials go in and out of the cell.
It is the cell's outer
cover. It protects and
gives shape to the
cell.
It is where protein
synthesis takes
place.
This ER helps in the
production and synthesis
of lipids. Unlike rough ER,
it does NOT have
ribosomes.
It creates and
transports materials
into different parts of
the cell.
It stores excess calcium,
called calcium oxalate, in
plants. High amounts of
this calcium makes a
plant poisonus to
humans.
It serves as starch
storage for plants.
It gives instructions
for different
activities in the
cell.
It is the "brain" of the
nucleus. It helps in the
synthesis and
production of
ribosomes.
Parts of the Plant cell
Answer Key
CENTRAL VACUOLE
It stores waste, water, and nutrients. Most plants only
It is a thick liquid that fills
It serves as starch storage
It stores excess calcium, called calcium oxalate, in plants. High
amounts of this calcium makes a
It is a series of flattened sacs
that help sort proteins
synthesized in the rough
endoplastic reticulum.
GOLGI APPARATUS
AMYLOPLAST
DRUSE CRYSTAL
It breaks down sugar (from the
chloroplast) into energy that the
cell can use. It is also called the
"powerhouse" of the cell.
Mitochondrion
spaces in the cell to help
retain its form.
SMOOTH Endoplastic
reticulum
ROUGH Endoplastic
reticulum
ribosomes
NUCLEUS
nucleolus
cell wall
cell membrane
CHLOROPLAST
CYTOPLASM
This ER helps in the production and
quality control of proteins. It also
has millions of ribosomes.
Through photosynthesis, this
organelle makes sugar for the
have one vacuole.
Found inside the cell wall, it
controls what materials go
in and out of the cell.
It is the cell's outer cover. It
protects and gives shape to
the cell.
It is where protein synthesis
takes place.
This ER helps in the production and
synthesis of lipids. Unlike rough ER, it
does NOT have ribosomes.
Endoplastic reticulum
(ER)
It creates and transports
materials into different parts
of the cell.
plant poisonus to humans.
for plants.
It gives instructions for
different activities in the
cell.
It is the "brain" of the nucleus. It
helps in the synthesis and
production of ribosomes.
cell. | 1,419 | 822 | {
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Literacy
Key Text: Rumble in the Jungle by Giles Andrea Purpose for writing: Poem (to entertain) and Setting description (to entertain).
Writing: Children will identify the language used in different poems around jungle animals and will use this to write their own poem of a different jungle animal. They will use expanded noun phrases, similes, verbs and adverbs to create a poem with ambitious vocabulary. They will then learn to write a setting description based on the landscape of a jungle. During this, they will explore the use of their sense to describe. They will begin to focus on the word classes and begin to discuss the impact of their word choice. They will embed correctly punctuating a sentence and begin to vary the beginning of their sentence. They will use these skills to write a setting description of a jungle during the night.
Grammar: Children will embed their knowledge of different word classes (nouns, verbs and adjectives, adverbs). They will focus on punctuating a sentence correctly (finger spaces, capital letters, full stops, comma in a list.
Word reading/Comprehension: The children will focus on inferring from a text. They will make and justify inferences using clues and evidence from the text. They will also explore the meaning of new words, the sequence of events and how to make informed predictions based on what they have read. They will explain their preferences on text and learn to recite poems.
Geography
Focus: Place knowledge - Kenya.
The children will start by learning about the seven continents and five seas. We will use a range of sources to deepen our understanding of Africa; finding out about the different countries, human and physical features and life in the villages, towns and cities. We will create a case study of one rural location in Kenya. The children will be able to describe the features of the rural village and reflect upon what it might be like to live there. They will then identify similarities and differences to our town, Burton Latimer.
Art
Focus: Drawing and Painting—African Landscapes
Children will create landscapes by experimenting with making different shades of colour, through adding black to create the shade. The children will also focus on how to keep paint within the lines and stop contamination of colours.
Year 1/2
Autumn 1
Computing
Focus: Online safety, exploring Purple Mash and Unit 2.5 effective searching.
Going on safari
Focus: Kenya, Africa
Music
Unit: Hey you
Focus: How pulse, rhythm and pitch
PE
Focus: Agility, co-ordination and balance.
PSHE
Focus: Health and well-being. The children will explore :What is being healthy? Who will keep us safe? They will also begin to recognize and discuss emotions.
Maths
Key Facts: count forwards and backwards to 20/100; recognize the +, - and = symbol; number bonds to 10. Place Value: Year 1 children will consolidate their knowledge of numbers to 20, learning to represent numbers in many ways. They will begin writing numbers as words and will be introduced to using the <, > and = signs to compare numbers. Year 2 children will be given opportunities to consolidate their place value skills from Year 1, before applying their knowledge to larger numbers, focusing on numbers within 100. Addition and Subtraction: Year 1 will be introduced to a partpart-whole model as a way of representing addition and subtraction problems. They will focus on learning number bonds to 10, adding by counting more and subtracting by finding how many left. Year 2 will recap their learning of number bonds and apply this to number bonds to 20 and 100. They will learn an array of different methods to solve increasingly complex addition and subtraction problems.
Science
Biology: Living things and their habitats.
Throughout the unit, the children will explore different habitats in Africa, including deserts, oceans, grasslands and rainforests. They will focus in particular on the animals and plants that live in the Sahara Desert, the Atlantic Ocean, the Savannah grasslands and the Congo Rainforest. The children will explore how animals and plants have adapted to suit their environment and understand that fundamental things a habitat needs. Following this, the children will then explore microhabitats in the surrounding environment and microhabitats found in Africa, along the coast and in the rainforest.
RE
Focus: Explore who is a Muslim and how they live. The children will begin to explore what is important to them and then begin to understand who and what is important to Muslims including Allah and his 99 names. | 1,784 | 937 | {
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The Process of Addiction
LESSON OBJECTIVES
* students will become aware of the process of addiction
* students will become aware that developing an addiction is a process that happens over time
* students will identify resources in the community
CONTENT AND TIME (40-MINUTE LESSON)
1.1 Introduction: The Process of Addiction (15 minutes)
1.2 Activity: Levels of Use (15 minutes)
1.3 Activity: List of Resources (10 minutes)
REQUIRED MATERIALS
HANDOUT 1.1
: Levels of Use
HANDOUT 1.2: List of Resources
657A-V3 (November 2019) Provincial Addiction Prevention, Addiction & Mental Health
1.1 Introduction: The Process of Addiction
(15 minutes)
The progression of an addiction reflects movement along a spectrum of substance use or gambling behaviors, meaning that people use substances or gamble for different reasons and at varying levels. People may use different substances or gamble at different levels of the spectrum at different times in their life. It is also important to note that some people choose not to use substances or gamble at all.
No use
There is no use of substances or gambling. People have their own reasons for this, including religious beliefs, their age, or health risks in their family.
Beneficial use
Use that has positive health, social or spiritual effects (e.g., medicines, coffee/tea, ceremonial or sacred use of a substance, gambling for entertainment).
Casual/Non-problematic use
Using substances or gambling occasionally with no negative consequences (e.g., drinking a glass of wine with a meal). For young people, this might include experimental use.
Problematic use
Use that begins to have negative consequences such as health problems, conflict with friends and family or impaired driving charges.
Chronic dependence
Compulsive use of substances or gambling despite negative consequences in major life areas.
Adapted from: BC Ministry of Health (2004). Every door is the right door: A British Columbia planning framework to address problematic substance use and addiction. Retrieved from http://www.health.gov. bc.ca/library/publications/year/2004/framework_for_substance_use_and_addiction.pdf.
HANDOUT 1.1
Levels of Use
Check the behaviours you see in yourself then circle the level of use you think you are at:
List of Resources
The Process of Addiction
If you are concerned about your own or somebody else's (a friend or family member's) use of alcohol, other drugs or gambling, it is important to know where to go for help. On your own, or in small groups, identify the places and people in your community that could help you.
Local Addiction Counselling Office
Self-Help Groups (AA, NA, Alanon, etc.)
Counsellors
Crisis Centres
Detox Centres or Hospitals
Doctors
Teachers
Family
Friends
Others
HANDOUT 1.2 | 1,354 | 612 | {
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AP ENVIRONMENTAL SCIENCE
Summer 2020
Thank you for your interest in AP Environmental Science (APES) and choosing to accept the exciting challenges presented in this course.
Your summer assignment is…GO OUTSIDE !!! Spend time outside with your family, your friends, or even by yourself. Research supports that time spent outside is good for your health. So, fight the heat, the mosquitoes, the creepy crawlies, and enjoy some good times out of doors. Enjoy the water at a beach, a lake, or a pool. Take a boat ride down the river or kayak in the creeks. Enjoy a walk through the forest, a stroll on the beach, or a hike in the mountains. Enjoy time around a campfire or a grill. Catch lightning bugs, crawdads, June bugs, or fish. Observe wildlife and clouds. Enjoy a concert on
Market Square or a concert of cicadas. Visit the zoo or Ijams. Enjoy some time on the porch in a rocker or porch swing and watch it rain. Meditate while watching a beautiful sunrise or sunset. Spend time with your grandparents and other family. Enjoy your hammock. Make homemade ice cream. You may bring the outdoors inside and help with canning and preserving the fruits and vegetables of summer's bounty. Prepare a meal using fresh vegetables. Take some time this summer to unplug and enjoy nature.
You need to report to class with a "VIRTUAL SCRAPBOOK" of 10 ACTIVITIES you completed OUTSIDE THIS SUMMER . (not last summer, not 2 years ago, it should be this summer)
* Your "virtual scrapbook" may be a PowerPoint presentation, Google Slides presentation, Prezi presentation, movie, or any other multimedia presentation viewable using our class A/V materials. You may share via google, YouTube, email, or flash drive.
* Your 10 activities are completely up to you. Do things you enjoy and share with your classmates via your presentation. The above ramble was not a requirement list. You may choose activities you want to do. Again , the activities must be from this summer .
* NOTE: DO NOT use bikini or swimsuit photos in your presentation.
* If you have any questions or concerns, feel free to email me at: email@example.com I will try to respond in a timely manner, but hopefully I will be unplugged and outside! | 950 | 527 | {
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The Impact of Development on Trees
When does construction damage a tree?
Trees are damaged by construction activities through the physical wounding of the roots, trunk and limbs, or through changes in the site and the tree's environment. Once trees are damaged it is difficult, and often not possible, to correct the damage. Wilting, browning or shedding of leaves may be a tree's immediate reaction, but more often symptoms of damage will show up months and even years later in the form of reduced shoot growth, twig and crown dieback and insect and disease infestations.
COMMON EXAMPLES OF DAMAGING PRACTICES:
Roots
Trunk
* Crushing of roots by driving or parking equipment on the roots.
* Soil excavation or trenching for utility line installation.
* Wounds (crushing wounds without bark removal and those that remove the bark and expose wood).
* Soil backfill over tree roots.
Crown
* Improper pruning.
* Wounding or breaking limbs.
* Excessive heat from fires, equipment exhaust pipes, etc.
* Tearing or ripping of roots.
* Excessive heat from fires, equipment exhaust pipes, etc.
Trees, when wounded, cannot heal themselves. They can seal off the damage and continue to grow around it, but damage almost always leads to infection by fungi, bacteria or insects, decline in tree health and finally loss of strength and a greater risk of failure. To keep a tree healthy and safe, the roots and soil within the critical root zone and within 3 feet of the surface must be protected in addition to the entire aboveground portion of the tree.
Some species of trees are more tolerant than others to physical damage or changes in their environment. Oaks, hickories, and conifers are particularly sensitive. Healthy trees can take more damage than trees already under stress. Older trees are more sensitive to damage and changes in their environment than young, vigorously growing trees.
Learn more and leave comments at DecaturNEXT.com
The Impact of Development on Trees
Development Stats for Decatur:
* Within the City, 85% of properties are residential, and 15% are commercial.
* There were 44 demolition permits issued in the 6 months between July 1, 2013 and December 4, 2013. In fiscal year 2013 (July 1, 2012-June 30, 2013) there were 55 demolition permits issued.
o *Prior to 2012, demolitions were combined with SFD building permit and demolitions were counted during fiscal year.
* Since 1993, single family developments have averaged 40 units per year, and townhomes have averaged 18 units per year. The number of total building permits, single-family building permits, and townhouse building permits are shown in the following chart.
* Generally, Building Permits are 12% new construction, 25% large renovations, 30% small renovations and 33% accessory buildings, fences and hardscape projects.
* From January 1, 2013 – December 4, 2013
Learn more and leave comments at DecaturNEXT.com | 1,286 | 643 | {
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Try out some of our recommended comic and animation creators this July! You may discover your inner artist and your students can express themselves in unique ways! All of these comic creators are free! Be Funky--Change a photo into a cartoon or add other cool effects.
http://www.befunky.com/
Comic Master--Create a comic strip with superheroes and captions. You must login to save. http://www.comicmaster.org.uk/
Funny Time Cartoon Playground--Your cartoons can be created and then shared via social networking sites
http://www.funnytimes.com/playground/#.Ucrv5D54blk
Make Belief Comics can be written in English, French, German, Spanish, etc. Perfect for foreign language or ESL classes.
http://www.makebeliefscomix.com/
ReadWriteThink Comic Creator is for younger students. They may print their cartoons or save them as a PDF.
http://www.readwritethink.org/files/resources/interactives/comic/index.html
Super Action Comic Maker—Create a superhero comic and save to their gallery. http://www.artisancam.org.uk/flashapps/superactioncomicmaker/comicmaker.php?PHPSESSID=f5c3b9a9df3b7450ff4dd808674235af
Witty Comics
—You can join and save your comics for free.
http://www.wittycomics.com/
Write Comics—Create your own comic strip and you can save it as a web page or image. http://writecomics.com/
Unleash your inner creativity!
Infotopia Comic Creators Page—Choose from a number of additional comic creators on our comic strip creation page. http://www.infotopia.info/comic_strip_creation_tools.html
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These are our 'Top Tips' to help you enjoy your child's journey of learning together…
Take an interest in the things your child has discovered. Try to answer any questions your child asks. If you don't know the answer, show how you could find one, by asking other people, using books, the internet or the library.
Share your own interests and knowledge with your child – about sports and hobbies, work together or tasks such as cooking, repairs or gardening.
Talk to your child about your 'job' as the children enjoy knowing, talking and speculating about what their Mummy and Daddy do.
Ask questions to encourage your child to talk about why certain things happen. For example, what happens to the raindrops on a window? After it rains, why is there always a puddle on that bit of the pavement?
Let your child become familiar with and use, when safe, ordinary pieces of equipment around the house. They can learn what tools are used for what jobs and how to use them safely and effectively.
Children can learn to use technology such as computers and tablets, from a young age. Sitting with your child, he or she can begin to learn how to use equipment under your guidance, to explore software and apps, such as drawing programs, interactive story telling etc. Show your children how technology can be a good source of information and connection with others.
Young children can start to explore technology through supporting your child to co-ordinate their actions for example to explore push button toys, open and close flaps in books and make a call on a telephone.
Support your child in playing with blocks or construction toys. Don't tell them what to make but ask questions to expand on what they are doing.
Spend time talking about the adults in their lives who are important to them. It is great to use family photographs to share. Use the photographs of the family to talk about 'past' events and begin to talk about the 'future' of now and next. Use photos or memories to help them think about their own life span.
Talk about family traditions, festivals such as birthdays and anniversaries and any foods special to your family.
When you are out, help your child to recognise familiar features in the area such as trees and rivers, schools, libraries and the doctors surgery. You might also look at features that are less desirable, such as litter and what we should do with it.
The Early Years Foundation Stage recognises 7 different areas of learning. Understanding the World is one of the 4 Specific Areas.
Science is about making and testing hypotheses. This is what infants do all the time! They are continually experimenting and asking "What if" in actions rather than words. The first time a baby knocks a cup from the highchair, it's an accident. Next time, it's on purpose to check if the falling cup will cause the same intriguing splash on the floor and the same exciting noise from mum!
As long as these little investigators are surrounded by interesting things and as long as they feel secure, they will continue to investigate and learn. Their active brains have a lot to process. No wonder they sleep so soundly at the end of the day.
The Early Learning Goals:
(This is the level of attainment which children should be expected to attain at the end of the foundation stage, age 5.)
More information about the Early Years Foundation Stage is available from the foundation years website: www.foundationyears.org.uk.
Other useful websites:
http://www.nurseryrhymes4u.com http://www.familylearning.org.uk
http://www.sesamestreet.org/
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Laer Meisieskool
La Rochelle
Girls' Primary School
Religious policy
Revised on 24 January 2017
Introduction
At La Rochelle Girls' Primary, we strive for holistic education within a diverse environment. We recognise the "particular value of the rich and religious heritage of our country" and therefore promote the role of religion in education.
The La Rochelle Girls' Primary School's Religious Policy is based on the Department of Education's "Policy on Religion and Education" of September 2003. This policy for the role of religion in education is driven by the dual mandate of celebrating diversity and building unity at our school, as well in our country.
To achieve the goals of the Department of Education in terms of religion and education, the relationship between religion and education must be guided by the following principles:
- In all aspects of the relationship between religion and education, the practice must flow directly from the constitutional values of citizenship, human rights, equality, freedom from discrimination, and freedom of conscience, religion, thought, belief, opinion.
- All public institutions have a responsibility to teach about religion and religions in ways that reflect a profound appreciation of the spiritual, non-material aspects of life, but which are different from the religious education, religious instruction, or religious nurture provided by the home, family, and religious community.
- Religion Education should contribute to creating an integrated and informed community that affirms unity in diversity.
Religion education
Religion Education includes teaching and learning about religion, religions, and religious diversity in South Africa and the world. The teaching of Religion Education is encapsulated in the relevant outcome and assessment standards of the Life Orientation Learning Area curriculum, which is offered from Grades 4-7.
Learning Outcome 2 of the Life Orientation Learning Area requires that:
"The learner will be able to demonstrate an understanding of and commitment to constitutional rights and responsibilities and to show an understanding of diverse cultures and religions".
It is expected of all educators to be impartial, irrespective of their own beliefs, when conveying information relating to religion.
Religious holidays
The annual school calendar allows for religious holidays. Religious observation may not exceed 3 (three) working days per annum for educators [Circular 19/2004 Annexure J 1(a) (iii)].
The school will, as far as possible, take religious holidays into consideration when the assessment programme is drawn up.
Religious observances during assemblies
A Religious Observance may form part of the school assembly. However, as a matter of priority, the topics discussed during Assemblies should focus on shared, universal values.
Appropriate and equitable means of acknowledging the multi-religious nature of the school community may include the following:
- Selected readings from various texts emanating from different religions;
- The use of a universal prayer.
In this way, Religious Observances are used as a system for the transmission of core values (equity, tolerance, openness, accountability, social honour, justice, mercy, love, care, commitment, compassion, co-operation, etc).
At La Rochelle Girls' Primary, we ensure and protect the equal rights of all learners and educators at the school. Furthermore, we appreciate the right of all learners and educators to have their religious views recognised and respected. Therefore, no learner or staff member will be discriminated against in any way, based on their religious beliefs. | 1,569 | 680 | {
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Welcome
History – We will be focussing on WW1 Life in the past 100 years and famous people.
Science – This term we will be studying forces.
Design and Technology - The children will develop their skills using recycled materials to make a new toy.
Geography – We will develop our knowledge of Europe.
Art – The children will focus on the artists Picasso and Monet and look at Cubism.
ICT- The children will develop their word processing skills. They will use I pads particularly for Numeracy and research. We will also study internet safety and multi- media.
Music- In our lessons the children will find out about famous composers and develop their singing, listening and composing skills. We will learn some World War 1 songs.
PE The focus will be on developing ball skills through simple rugby and football games.
R E- We will focus on the question What makes Jesus an inspiration to some people?
PSCHE This term we will be having metacognition lessons which focus on how we can improve our learning. Literacy- This term we will be focussing on realistic fiction and writing newspaper reports, poetry, instructions and letters. Spellings to learn at home will be given out on Mondays with a test the following Monday..
Reading We are aiming for your child to have a love of books and reading. It is very important that children read and share their reading at home and we hope that you enjoy this special time together. Please encourage your child to de-code new words using their knowledge of phonics and look and say words. To help your child to understand more about a book, challenge their understanding by using questions eg. What do you think the main character was thinking? What would you do if you were in this story? What could happen next? Why do you think the character felt like that? Think of questions based around
Who,Why,What,When,Where? If Please sign your child's reading record book to show that they have read and remind them to change their reading book when it is finished. We will be expecting the children to take responsibility for changing their books.
We do plan to have a special Homework Challenge. We will send out another letter about by 9 th October and the children will have 5 weeks to complete the challenge.
Numeracy
Some of the basic requirements that the children need to know this term and you could help them with include the following :-
Represent numbers to 1000 in Year 3 and 10 000 in Year 4
Recognise the place value of each digit in 3 and 4 digit numbers.
Count in 25s, 50s, 100s and 1000s
Find 10 or 100 more or less than a given number.
Add and subtract numbers mentally including 3 and 4 digit numbers.
Use formal written methods of column addition and subtraction.
Year 3 children will learn the 3, 4 and 8 times tables and Year 4 children will learn the 6, 7 and 9 times tables.
To develop strategies for reasoning to solve problems. | 1,120 | 628 | {
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Clippings
A weekly column about plants, yards & gardens
By: Margaret Murphy, Horticulture Educator, Lyon-O'Brien-Osceola-Sioux Counties ISU Extension & Outreach
Gardening in Straw
Have you ever thought about creating a vegetable garden in a bale of straw? Well, it's not as crazy as it may sound. It even comes with certain advantages. No digging is required as the bales are placed right on the ground. They can also be placed on a patio or rocky surface. Straw bale gardening actually has much in common with traditional raised bed gardening. It allows you to garden in areas of the yard that have poor soil conditions. For those with limited mobility, the height of the bales makes it easier to tend the plants. Plus, there are generally less pests and diseases to deal with. An added bonus is that after the growing season, the bales can be recycled. Use them for compost or work them into the soil to add organic matter.
If using fresh straw bales, they first need to be conditioned. Conditioning helps get the decomposition process going inside the bale. Fresh straw bales must be allowed to decompose for a few weeks before planting since during this time the bales will get hot. This heat can damage seeds or seedlings placed directly into a fresh bale. If you are using older bales from the year before, you can skip this step.
Conditioning involves keeping the bales wet for three to four weeks prior to planting. If time is a factor you can add fertilizer to help things along. Adding fertilizer will speed up the decomposition process so that a fresh straw bale is usually ready for planting in less than two weeks. To do this method, West Virginia University Extension Service suggests keeping the bales wet for three days. Then on days 4, 5, and 6, sprinkle a nitrogen-rich fertilizer such as a ½ cup of urea (46-0-0) on top of each bale. You can also fertilize with bone meal, fish meal, or compost tea. Work it in well with water and continue to keep the bales moist.
On days 7, 8, and 9, cut the fertilizer application in half adding only a ¼ cup of urea on each bale per day. Again, continue to moisten the bales daily. On day ten, stop fertilizing but still keep the straw damp. Finally, with day eleven check the tops of the bales for heat. They should be warm as a result of the decomposition. Once the bales are cool to the touch, you can start to plant. You can also insert a meat thermometer several inches into the bale to check whether or not the temperature is cool enough to plant.
The bales should be at our body temperature or lower. Keep in mind that with the decomposing straw may come a few mushrooms. It is not necessary to remove them, however, don't eat them.
Now that the bales are ready it is time to plant. Gardeners typically use one of two types of planting methods. One is to dig individual holes in the top of the bale and carefully place a seedling in each. Then carefully firm the straw together with some good quality potting mix around the roots of the plant. For seeds, make several small holes in the top and fill each with potting mix before sowing. The other method consists of spreading soil on top of each bale to about a three inch depth. Then add the seedlings or seeds. After planting, water thoroughly.
You can grow a variety of vegetables in straw bales. How many plants to use per bale will depend on the type of crop. Washington State University Extension suggests for tomatoes use 2-3 plants; for peppers 4 plants and for cucumbers 4-6 plants. With larger vegetables such as pumpkins and winter squash use two plants per bale and with zucchini up to three. Vegetables that you would seed such as lettuce or beans can be spaced as directed on the seed package.
Now that your garden is planted, water the bales as needed. For ease of watering you might consider using a sprinkler or soaker hose. To ensure a well-balanced diet, your straw bale garden will need an occasional boost of fertilizer. Use a water-soluble all purpose gardener fertilizer. Organic fertilizers such as compost tea, blood meal, or fish emulsion can also be used.
For more information on growing plants in straw bales, you can check out a publication titled Straw Bale Gardening by West Virginia University Extension Service and one with the same title from Washington State University, Benton County Extension. For any questions, please feel free to contact me at my email email@example.com, by phone at (712) 472-2576 or through your local County Extension office. | 1,780 | 1,003 | {
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Methley Primary School Policy for Design and |Technology
Why do we study DT at Methley Primary?
- Develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world,
- Build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users,
- Critique, evaluate and test their ideas and products and the work of others,
- Understand and apply the principles of nutrition and learn how to cook.
What are the main aspects pupils will be taught:
Foundation Stage
Through a variety of creative and practical areas of provision pupils will use and explore a range of materials, tools and techniques used for designing and making. They will experiment with colour, texture, form and function, using a variety of tools safely and will represent their ideas. They will think critically and creatively to talk about their creations. They will have access to the following continuous provision for designing and making: - Large wooden blocks, - Small wooden blocks, - Box modelling equipment with tape and glue, - Painting, - Dough, - Collage
Key stage 1:
Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They should work in a range of relevant contexts [for example, the home and school, gardens and playgrounds, the local community, industry and the wider environment].
When designing and making, pupils should be taught to:
Design
- Design purposeful, functional, appealing products for themselves and other users based on design criteria
- Generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology
Make
- select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing]
-
select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics
Evaluate
- explore and evaluate a range of existing products
- evaluate their ideas and products against design criteria
Technical knowledge
- build structures, exploring how they can be made stronger, stiffer and more stable explore and use mechanisms [for example, levers, sliders, wheels and axles] in their products
Key stage 2:
Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They should work in a range of relevant contexts [for example, the home, school, leisure, culture, enterprise, industry and the wider environment].
When designing and making, pupils should be taught to:
Design
- use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups
- generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design
Make
- select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately
- select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities
Evaluate
- investigate and analyse a range of existing products
- evaluate their ideas and products against their own design criteria and consider the views of others to improve their work
- understand how key events and individuals in design and technology have helped shape the world
Technical knowledge
- apply their understanding of how to strengthen, stiffen and reinforce more complex structures
- understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages]
- understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors]
-
apply their understanding of computing to program, monitor and control their products
What parents can do to help:
Watch Grand Designs, Cook at home, Make anything using anything, Design imaginary things together like a dog walking machine perhaps, Look at how playground things work and discuss, How do cars work-look at the engine safely?
Methley Primary School follows the National Curriculum Guidelines and ensures that the curriculum is tailored to meet the needs of ALL our pupils. The school runs an Inquiry Curriculum and Design and Technology will form part of pupil inquiries throughout the year. | 2,037 | 917 | {
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Language Modeling With Dual Language Learning Infants
Children who learn two languages from infancy are simultaneous dual language learners. They are learning different language systems at the same time. As they hear the sounds of their languages and interact and listen to adults and older children, infants begin to learn and sort out the sounds and sound patterns associated with each of their languages.
Which language should I use with an infant if I don't speak the language his family uses at home?
◗ ◗ Speak primarily your own strongest language. Speaking a language you know very well provides even the youngest child with a deeper, fuller language experience.
◗ ◗ Babies will feel more comfortable if they hear their home language sometimes. Hearing their home language may actually support their English language learning. Caregivers can learn from children's families how to sing the children's favorite songs or lullabies and use important words, such as "milk" and "sleep," in the home languages, even if the caregivers are not fluent in the languages.
◗ ◗ Caregivers can also play recordings to babies of family members singing and speaking in the home language.
When adults provide children with a safe, warm, predictable environment and engaged, attentive, and responsive language interactions, children have the security and motivation to explore, learn, and grow.
Adults support babies' language development by:
◗ ◗ Noticing what draws a baby's attention—what the baby looks at; what soothes or excites him or her
◗ ◗ Extending a child's actions and interests by entering into the child's play and talking about what the adult is doing (self-talk) or what the baby is doing (parallel-talk) in the adult's own language
◗ ◗ Using and playing with sounds and words from a baby's earliest days by rhyming, singing, and talking to help the child learn the sounds associated with the languages
◗ ◗ Learning from the baby's family members what their child likes and does not like and incorporating that knowledge into their interactions with the child to help increase the child's comfort and engagement
1
The caregiver in the following example applies all of these principles: noticing, extending, using and playing, and learning from and connecting to family life:
Alvin looks up at a red ball, brought from home, that dangles above his infant seat. His caregiver Nan bats it and the ball swings. Nan says, "You like this red ball, Alvin. Here it is again!" He keeps staring, enjoying the movement. Nan smiles and bats at the ball, saying in a sing-song voice, "Here's the ball!" as the ball swings above him. She continues for as long as the activity holds Alvin's attention.
Joint attention, which Alvin and his caregiver share as they both watch the swinging red ball, is a very important aspect of learning any language. Note that:
◗ ◗ Nan notices that Alvin is interested in the red ball.
◗ ◗ Nan responds to Alvin's interest by batting the ball and sharing his joy at watching it swing.
◗ ◗ When Alvin stares at the red ball's movement, Nan keeps the interaction going, continuing to swing the ball.
◗ ◗ Nan uses language to engage Alvin—she talks to him, naming the ball and its color.
◗ ◗ Nan plays with language and sounds, saying "Here's the ball" in a sing-song voice and linking her language to the movement of the ball.
◗ ◗ Alvin is learning that his caregiver cares about what interests him and that language can describe what he sees, while he is also learning more about the sounds of words as well as the words themselves.
The caregiver in the next example also makes connections to the infant's family life and language:
Four-month-old Janjak is lying in his crib after having a bottle. He hears his caregiver Lina singing a familiar Haitian Creole lullaby that his mother taught to her. Having a bottle, then lying in the crib while hearing the song, signals to Janjak that it is naptime. He begins to sleep. When he wakes, Lina cheerily greets him with her favorite wake-up song in English.
Lina has learned Janjak's napping routine from his family and has incorporated some of it into his routine in her room. While Lina does not speak Haitian Creole , she has learned a Haitian Creole lullaby, which soothes Janjak. Lina speaks English with
Janjak, including her wake-up song. The rhyming song exposes Janjak to the sounds and delights of English, especially since Lina clearly enjoys singing it and joyfully picks him up before changing him and starting new activities.
This document was prepared under Grant #90HC0001 for the U.S. Department of Health and Human Services, Administration for Children and Families, Office of Head Start, by the National Center on Cultural and Linguistic Responsiveness http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/cultural-linguistic
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Activity 1.4 Making Homemade Garden Paper
Overview: Through making their own paper students will learn the origin of paper, its history, folklore, and the use and origins. Students will add seeds to plant the paper in the ground.
Lesson Background: Paper is a mat held together by a fiber's roughness, and can be made from almost any fibrous material (cotton, hemp, or recycled paper).
History of Paper:
Ancient Egyptians invented the first substance like the paper we know today called Papyrus. Papyrus scrolls were made by taking slices of the inner part of the papyrus stem, flattening it and then poured into a hard, thin sheet. The word "paper" comes from the word "papyrus."
Papermaking was invented in China in the second century A. D. The paper was made one sheet at a time until 1798. The process begins when trees (grown specifically for papermaking) are harvested and transported to a paper mill. At the mill, machines strip away the bar and shred the logs into millions of chips. The chips travel to gigantic pulp cookers where chemicals and steam are added. The mixture is heated and pressurized and breaking the chips into even smaller pieces. Water is added and the final product which turns the chips into a pulp. After cleaning and screening the pulp, dyes and pigments may be added. The paper is spread onto a wide screen. After the water drains, the paper remains and the paper is dried for its final stage.
INSTRUCTIONS:
1. Rip Paper into small pieces
2. Soak in Warm Water (you can skip this step and just add paper and warm water in blender)
3. Add mixture to blender until soupy (make sure there is no glue or glossy paper or it will clog the blender)
4. Start blender slowly at first, then speed up
The Garden Project of Southwest Colorado
School Garden Resource Guide
Grade Levels: Elementary
and above
Core Subjects: Science,
Social Studies, Visual Arts and Language Arts
Objectives: Students will be able to identify the origin, use and history of paper. They will practice a method of recycling and reusing natural materials.
Materials:
[x] Lint
[x] Screen- window
[x] Rolling Pin
[x] Blender
[x] Recycled Paper
[x] Warm Water
[x] Wash tub, Large Bowls or sink
[x] Table for drying
[x] Absorbent towels
[x] Optional- seeds, lint, thread, flower petals, leaves*
[x] Add thread after mixture is blended. If you want to use flower petals leaves or seeds, place them on the screen before pouring your mixture.
5. Lay a large towel, with a screen on top. (add flower petals, seeds and spread onto screen if using)
6. Add paper mixture, mush paper by hand, cover with another screen same size use rolling pin to evenly smooth out paper
7. Add absorbent towel to top.
8. Replace towels if wet, to aid drying and prevent molding paper.
9. Leave flat and let dry. Drying times varies. 3 hours to 3 days depending on mixture.
Notes about Types of Paper:
[x] Newspaper makes paper thinner and grey
[x] White computer paper makes it lighter but chunkier
[x] Tissue Paper makes the paper finer
[x] Glossy papers should be avoided if possible
Options for Types of Paper to Use
[x] Newspaper
[x] Computer Paper
[x] Magazines
[x] Egg Cartons
[x] Old Cards
[x] Toilet Paper
[x] Non-waxed boxes (pre-soak in warm water)
[x] Office Paper
[x] Tissue Paper
[x] Napkins
[x] Construction Paper
Resources:
Pioneer Thinking: A Refreshingly New Perspective http://www.pioneerthinking.com/makingpaper.html
Classroom Discussion before and during Paper Making:
Recycling and Reusing Materials History of Paper
Leave Participants with Instructions on How to Plant Seed Cards
* Let paper dry completely.
* Water daily or keep moist until seeds sprout.
* Cover with ¼ inch to 1 inch of soil (depending on seed size)
* Include names of plant seeds used. | 1,711 | 876 | {
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Name: ___________________________________________
Date: ___________________
World War II
Across
Down
1. British-American declaration that stated the countries aims for the outcome of the war.
2. policies, views, or actions that harm or discriminate against Jews
4. a country that can influence events throughout the world
6. a person or group of people on whom is blamed for others' problems (like in WWII, Jews for Germany)
8. WWII Japanese pilots trained to make a suicidal crash attack, usually upon a ship
9. in World War I the alliance of Great Britain and France and Russia and all the other nations that became allied with them in opposing the Central Powers
10.
Japan, Germany and Italy
12. prison camp for civilians who are considered enemies of the state
15. Oahu, Hawaii
20. Leaders who ruled their nations by force. Hitler/Mussolini
23. during WWII, Navajo soldiers who used their own language to radio vital messages during the island-hopping campaign
26. code name for the Allied invasion of Europe in 1944
27. practice of giving in to aggression in order to aviod war
30. rooted in miliarism, extreme nationalism, and blind loyalty to the state; dictators vowed to create new empires
31. n World War II the alliance of Germany and Italy in 1936 which later included Japan and other nations
34. day of the invasion of Western Europe by Allied forces-June 6, 1944 (Allied forces landed at France, freed Paris; slowly advanced to Germany)
35. Germany's failed attempt to subdue Britain in 1940 in preparation for invasion (Germans bombed Britain continuously but Britain resisted with fighter pilots and Hitler gave up invasion)
36. a small slender short-haired breed of African origin having brownish fur with a reddish undercoat
37. the mass murder of Jews under the German Nazi regime from 1941 until 1945
38.
during WWII, Allied strategy of capturing Japanese-held islands to gain control
of the Pacific Ocean 39. a 1942 battle in the Pacific during which American planes sank 4 Japanese aircraft carriers (protected Hawaii)
3. WWII military alliance of Italy, Japan, Germany, and 6 other countries
5. WWII military alliance of Britain, France, Soviet Union, China, the U.S., and 45 other countries
7. make ready for action or use
11. Decoding device used against Germany
13. Allies' meeting in Potsdam, Germany, to plan the end of the war
14. German counter-attack in December 1944 that temporarily slowed the allied invasion of Germany (Audie Murphy was the hero)
16. Meeting of Chamberlain (Great Britain), Daladier (France), and Hitler to divide up Czechoslovakia
17. agreement signed between Hitler and Stalin in 1939 in which the two dictators agreed not to attack each other
18. Nazi war crime trials held in 1945 and 1946
19. country where a single party controls the government and every aspect of people's lives
21. groups of ships that were escorted across the Atlantic by warships for safety
22. "lightning war"; swift attacks launched by Germany in WWII during the night
24. warlike act by one country against another without a just cause
25. message sent by the Allies in July 1945 callin for the Japanese to surrender
28. member of the National Socialist German Worker's Party; under Hitler's command
29. a policy of nonparticipation in international economic and political relations
32.
Most decorated hero WW2
33. Royal Air Force
40. great naval invasion took place in France | 1,614 | 762 | {
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Growing kits
Meadow Mushrooms
The brief
Meadow Mushrooms approached Wright Communications to provide a solution to the problematic statement that children just don't like mushrooms! They wanted to entice children to eat Meadow Mushrooms, so they set to work to change the thinking of New Zealand kids by enabling them to grow their own mushrooms.
The Wright approach
Wright Communications decided to create Meadow Mushrooms Growing Kits so as to allow children to be able to grow their own mushrooms at home. As mushroom spores cannot be purchased, this created instant excitement on social media. We knew that if we sent just one growing kit to the influencers' children, this would create some really nice social media posts but it would not highlight the purpose of the kit. To take this one step further we decided to send them a second growing kit so that their children could take it to school to share the excitement of growing mushrooms with their fellow classmates, this would endorse the campaign messaging. This aligned perfectly with the issue around kids not eating mushrooms. Wright Communications knew that sending a box of compost to influencers was going to be an interesting challenge, so to ensure that the Meadow Mushrooms Growing Kits looked amazing and aligned well with the brand, they replicated the Meadow Mushrooms punnets and included some fun facts about mushrooms on the boxes appealing to kids. Wright Communications carefully selected influencers that had the right school-aged children and connected with them prior to the growing kits being delivered to ensure they were up for the challenge.
Outcomes
The growing kits were incredibly well-received by influencers and their children and they continually posted fantastic images of mushrooms popping up so rapidly. The social media posts included images of kids picking and eating the mushrooms straight from the box, families cooking delicious mushroom recipes and the kids being generally fascinated with how quickly the mushrooms grew.
Within 24 hours of the Meadow Mushroom Growing Kits appearing on influencers social media, Meadow Mushrooms had received hundreds of requests for the kits via a link on their website. A social media post to give away two growing kits, resulted in 36,000 people being reached – instantly sparking more interest.
Although Meadow Mushrooms do not intend to sell the growing kits, they have been inundated with requests from the public and supermarkets asking where the kits can be bought from.
Of course this campaign was always about getting kids to eat mushrooms. Meadow Mushrooms are now distributing growing kits to various schools and education facilities around the country so children can learn how mushrooms grow and allowing them to try them.
Meadow Mushrooms has been able to generate some interesting content to share on their own social media platforms by showcasing the delivery of the kits and sharing some of the wonderful posts from the influencers.
Wright Communications reached well over a million Kiwis in two months and successfully extended the Meadow Mushrooms brand to children. | 1,156 | 566 | {
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Progress check
Year 6
Mathematics
reasoning and problem solving
Paper 2:
First name
Middle name
Last name
Date of birth
Day
Month
Year
Teacher
Published Autumn 2017
These assessments have been designed by White Rose Maths. For more information, please visit www.whiterosemaths.com
[BLANK PAGE]
Please do not write on this page.
Instructions
You may not use a calculator to answer any questions in this test.
Questions and answers
You have 35 minutes to complete this test.
Follow the instructions for each question.
Work as quickly and as carefully as you can.
If you need to do working out, you can use the space around the question.
Some questions have a method box like this:
For these questions you may get a mark for showing your method.
.
If you cannot do one of the questions, go on to the next one
You can come back to it later, if you have time.
If you finish before the end, go back and check your work.
Marks
The number under each line at the side of the page tells you the maximum number of marks for each question.
2
13,562
Thirty thousand, two hundred and four
4,045
Which is the greatest number?
Which number rounds to 13,000 to the nearest 1,000?
Complete the missing numbers.
13,302
1 mark
1 mark
2 marks
A submarine is 5 metres below sea level.
A crane lifts the submarine 8 metres upwards.
How far above sea level is the submarine now?
m
4
6 friends share some pound coins equally.
They each receive 3 pound coins.
There are 2 pound coins left over.
How much money did they share?
£
Here are the capacities of three football stadiums.
What is the total capacity of all three stadiums?
What is the difference between the capacity of Huddersfield Town and Halifax Town?
1 mark
Louisa uses these digit cards to complete a calculation.
7 Five lollipops cost the same as three chocolate bars.
One chocolate bar costs 85p.
How much does one lollipop cost?
Her answer is a multiple of 3 but not a multiple of 6
Complete Louisa's calculation.
What is the answer to Louisa's calculation?
2 marks
2 5 8
+ ×
2 marks
Tick the shapes that show 2 3 shaded.
Complete the boxes to make the fractions equivalent.
1 mark
y
A
0
1
-5
-6
2
1
3
-4
4
2
5
-3
3
-5
-4
-2
4
-3
-2
-1
5 6
-1
x
1 mark
1 mark
What are the co-ordinates of vertex A?
Write the co-ordinates of the vertices of the new rectangle.
Translate the rectangle, 4 squares left and 7 squares down.
Draw the new rectangle.
( , ) ( , )
( , )
( , )
( , )
1 mark
Use <, > or = to make the statement correct.
Explain your reasoning.
12
1 mark
A pile of 15 identical books is 1,860 millimetres tall.
1
Sami takes
3
of the books off the pile.
How tall is the pile of books now?
2 marks
13
P and Q are different one-digit prime numbers.
R is a square number.
Find values for P, Q and R.
28 m
5 sheep need 350 m 2 of field.
Is the field big enough for 10 sheep?
You must show all your working out.
Jenny has a bottle of juice.
Each day, Jenny uses 30 ml of juice.
After 3 days, Jenny has 4 5 of the juice left.
How much juice was in the bottle to begin with?
2 marks
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FORM TEACHER'S TERMLY WELCOME NEWSLETTER
Reception: Spring Half-Term 2019
Dear Parents,
Welcome back! We hope you all had a lovely Christmas and enjoyed some relaxing time together at home. We are very excited about this half-term's new topic; 'Dear Fairy Godmother' and can't wait to try to help her to solve lots of problems and dilemmas to do with the Traditional Tale characters.
We have been thinking about the Princess from 'The Frog Prince' and believe she may have low self-esteem! We want to help her to believe in herself and look at her strengths. We are going to the same in this half-term's Show and Tell! We would like your daughter to think of something that makes her special, for example learning a new skill, ie riding a bike without stabilizers, Gymnastics, learning to play an instrument or something that makes her unique, ie love of cooking, being creative or performing arts. Your daughter could bring in something to show to her friends, send in a film clip for us to watch on the Smartboard or simply tell us about her talents! Please see the dates below:
During this half-term, we will be solving problems for Goldilocks and the Three Bears for example 'How can the bears cool their porridge down?' We will be using the story of The Gingerbread Man to solve lots of difficult questions, such as 'What would happen to the Gingerbread Man if he fell into the water?' We will be cooking with different ingredients and watching what happens to them during heating, cooling, melting and dissolving. We will be using the story of The Frog Prince to explore floating and sinking. We will be using the story of Little Red Riding Hood and Hansel and Gretel to learn more about map making. We will also be having a 'Superhero' week where we will thinking about freezing, melting and which superpower we would like!
In Physical Development we will be continuing to develop our skipping skills during Skipping Workshop and focusing on our fine motor skills during short, snappy and fun daily sessions to improve our letter formation. In Mathematics, we will be focusing on Shape, Space and Measures, including length, weight, money, 3D shapes, time, directional and positional language. We will also be focusing on Numbers, including ordinal numbers, word problems including subtraction and addition.
Please keep an eye on your Calendar of Events, interactive calendar on the school website and notices displayed on the EYFS notice board.
Dates for your diary for next half-term –
If your daughter has anything topic related at home, such as a book, that she would like to bring in to share with the class, please feel free to do so.
Many thanks,
Mrs Bishop, Mrs Kendall, Miss Smith and Mrs Houten | 1,029 | 572 | {
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Grade 7 English A
The Giver, by Lois Lowry
Project: Your Perfect World
Name:__________________
DUE DATE:_______________________
It is the year 2020.
The Earth has been destroyed. The last nuclear bomb has exploded.
When it was obvious to everyone that the war would come, a world famous scientist had filled a spacecraft with scientifically sleep-induced children. His name was Dr. Kafka.
The children ranged from pre-born embryos (in a kind of warm yellow gel) to 12-month-olds, from a wide variety of groups, from all over the world.
Years before the war, Dr. Kafka had found, orbiting a distant star, a planet that was a nearly perfect copy of Earth, the same atmosphere, plants, forests, islands, deserts, and animal life…except there were no people there. Dr. Kafka dreamed of saving the human race. With the end near, he planned to build a colony on that "sister planet" of earth. He wanted to start over from the beginning, fresh, with a generation raised in innocence, humans who had never heard of war, or hatred, or any of the problems on earth.
One of the children on that spaceship was your brother, Stephen, a three-month-old infant. You came aboard the ship secretly, and when the steel door slammed shut, you were taken by surprise, and trapped. The floor began to tremble. You were in a room surrounded by sleeping, dreaming young lives. The ship began to break the earth's atmosphere just as the bombs began to fall…
You never found Stephen among the "nursing capsules" that survived take-off.
After a time, you found Dr. Kafka in another part of the ship. You were amazed; his experiments with radiation had left him sick and pale. He did not have long to live. Indeed, after four terrible months, Dr. Kafka was dead, leaving the project of designing a new way of life in your hands…
Your job is to describe the colony that Dr. Kafka dreamed of.
Don't worry about how to raise those babies! They were all raised fine. TEN GENERATIONS HAVE PASSED. Those children have grown up, and their children, and their children, etc. The population is in the hundreds of thousands. All your plans have succeeded! They are living in the world YOU designed, under the system YOU established. What is that system?
RULE: You have access to any kind of technology that exists on our world (television, computers, etc.) BUT you DO NOT HAVE TO use it, and you CANNOT use any science fiction new technology that does not really exist. (Also: Do NOT just copy ideas from The Giver, of course.)
YOUR ASSIGNMENT:
What is the system you set up in the world? Describe:
[x] Your system of laws, rules, and punishments
[x] Your system of how people are educated
[x] Your system for finding and choosing leaders, and how the government runs
[x] Your social system & how people raise families, and find enjoyment
Those four things will be the biggest part of your planning. But you can also think of city plans, music, sports, and anything else you want to.
What will the final project look like?
It has to include lots of information about how your world works…
* It might be a poster, with pictures and text.
* It might be a story or diary entry, as long as it tells all of the information above.
* Be creative, as well as informative. You need the information and content; the style is up to you.
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Pattern Practice Problems
1. a. Find and circle some helpful sets/groupings in the pattern below/
b. Write an explanation of how to draw the 10 th shape in the pattern.
c. Find a formula that tells how many dots will be in the n-th shape of the pattern. Explain how your formula matches the visual pattern.
2. This pattern is made out of dominos: rectangles 1 unit wide and 2 units long. Find a formula to tell what the perimeter of the n-th pattern is, and explain your formula.
3. In the rocket pattern (below)
a. Find a formula that tells how many dots it takes to make the n-th rocket. Explain how your formula fits the pictures.
b. What is the biggest rocket you can make using only 80 dots?
c. Explain how to find the biggest rocket you can make using D dots.
d. What is the smallest rocket that has at least 100 dots?
e. Explain how to find the smallest rocket that has at least N dots.
4. Amy has round beads in 7 rainbow colors (ROYGBIV) and she has magnet beads that she puts on the ends as fastners (all the same length). She is using them to make necklaces. She made a necklace with one rainbow with magnet ends for a Barbie doll, and she made a necklace with 2 rainbows and magnet ends for another doll.
a. If Amy made a necklace with 3 rainbows, how many beads would it have?
b. Amy cut a length of bead wire long enough for 57 beads. Show how to figure out how many complete rainbows can she make on a necklace with this bead wire.
c. Explain how to figure out how many complete rainbows can be made on a necklace like this on a bead wire that is long enough for N beads.
5. a. Draw a visual (number of squares) pattern for the function: 5n+4
b. Make a table and a graph showing how many squares are in the nth pattern.
c. Show on your table how much the pattern grows by each time. Is the pattern linear or slower than linear or faster than linear in how it grows?
6. a. Draw a visual (number of squares) pattern for the function: 2n 2 +3n+5
b. Make a table and a graph showing how many squares are in the nth pattern.
c. Show on your table how much the pattern grows by each time. Is the pattern linear or slower than linear or faster than linear in how it grows?
7. Use the order of operations correctly to calculate:
n=1 n=2
n=3
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turtle threats - commercial fishing
Turtles are vulnerable to a range of threats because:
* When baby turtles are born they are on their own; their mothers aren't around to care for them or teach them how to avoid threats.
* Development and lighting along the coast disturb turtles that need to nest on or close to the same
* They don't begin breeding until they are about 30 to 40 years old (depending on the species). This means they have to survive a long time before they start breeding and produce more offspring of their own to keep the life cycle going.
beach that they originally hatched on and stops the hatchlings from being able to find the ocean.
* They make long migrations. Spending so much time travelling in the water means that they are exposed to more impacts, as turtles may travel from safe waters to waters that are full of dangers such as fishing nets, boats or marine debris. They have poor hearing and sight when above the surface of the water. This means boats often hit them.
* Their gender is dependent on the temperature of the sand the eggs are hatched in: the warmer the sand the more females will be born. This means that climate change – which will raise temperatures around the globe – could result in too many female turtles and not enough males.
* There are a range of threats to nesting beaches and nests, including predators, people, vehicles, varying temperatures, and flooding or natural erosion (washing nests away).
How does commercial fishing threaten turtles?
* Large and small fishing vessels often accidently catch turtles. Caught in nets, on lines or on hooks the turtles will often drown. They are then thrown back into the sea as bycatch or sold for money.
* Turtles are also still hunted in large numbers to be sold in commercial markets.
* Turtles are still hunted by Indigenous communities for traditional ceremonies and food, although this practice is declining in some places.
* Many fishing vessels will throw old nets into the sea. These are known as ghost nets. As they drift, ghost nets entangle anything in their path. This includes fish, sharks, dolphins, seals, marine turtles and seabirds. They have also been known to kill crocodiles, dugongs and other vertebrates. But it is marine turtles that are most at risk.
turtle threats - commercial fishing
Once you have read through this information, you will then need to work in your groups to create a poster or presentation to share this information with the other people in your class. You will need to undertake the research necessary to find out the answers to the following points and then include this information in your poster or presentation:
* A description of the threat
* Where this threat occurs
* How this threat affects turtles
* The particular species of turtle that is/are affected
answer: In addition, pick one of the following questions to
* How are the threats of ghost nets being addressed in northern Australia?
* What is one thing that you found interesting or important about commercial fishing and/or turtles that you want to share with the class?
* What is one thing we can all do to minimise the impacts of commercial fishing on turtles? e.g. which types of fishing have the least amount of bycatch?
Work in your groups to create a poster or presentation to share the information you have found.
Some places to get information about marine turtles:
* WWF - Green Turtle and Hawksbill Turtle
* Australian Government Department of Environment and Energy - Marine Turtles in Australia
* Great Barrier Reef Marine Park Authority - Marine Turtles
* Sea Turtle Foundation
* Department of Environment and Heritage Protection - Marine Turtles
* Western Cape Turtle Threat Abatement Alliance
* Reef Guardian Schools - Marine Turtles
Some places to get information about commercial fishing:
* WWF - Wild Seafood
* National Geographic - Sustainable Fishing
* Australian Marine Conservation Society - Fishing Issues | 1,545 | 782 | {
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Nationwide, 12.2 % of public school students received special education in 2013–2014.
In Oregon, of public school students received special education that year.
12.5 %
Rates of SLD & OHI
special education in among students receiving
2015–2016
State Snapshot Oregon
25,931 children
were identified in 2015-2016 with specific learning disabilities (SLD) in Oregon, where they accounted for the largest of the 13 disability categories covered under special education law.
Children are often classified under the category of other health impairments (OHI) when ADHD is the primary reason they qualify for special education. OHI can cover other health conditions but is used here as a rough proxy for students receiving special education who have ADHD.
For more information about the challenges and opportunities for the 1 in 5 students with learning and attention issues, visit
ncld.org/stateofld
Educational Environment
As detailed in this chart, many students receiving special education spend 80% or more of the school day in general education classrooms. Inclusion can improve outcomes— if teachers have the skills needed to help diverse learners.
Data from 2015–2016
In Oregon students identified with SLD or OHI accounted for
State Literacy Laws
Oregon law requires each student to be screened for dyslexia risk factors. It also requires a state dyslexia specialist to develop training opportunities and a plan to provide dyslexia screening and guidance for schools. Each school district must ensure a teacher at each school receives dyslexia training, and educator preparation programs must include instruction on dyslexia.
Oregon does not have a law addressing
reading by third of students with disabilities who received out-of-school suspensions in 2014–2015
Discipline
Nationwide, students with disabilities are more than twice as likely to be suspended as those without disabilities, and the loss of instructional time increases the risk of academic failure and school aversion.
Leaving High School
Students with learning and attention issues are as smart as their peers and, with the right support, can achieve at high levels. But too often students with these issues leave school with a certificate of completion—instead of a regular diploma—or drop out altogether. Here's a look at outcomes for students receiving special education in Oregon, where 73.8% of all students graduated in 2014–2015.
grade, though
38 states in the country do.
Sources: IDEA 618 data, Civil Rights Data Collection, and White House graduation data.
© 2017 National Center for Learning Disabilities, Inc.
All rights reserved.
59.4 %
Contact:
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1. What is KS3/KS4?
Key Stage 3 (commonly abbreviated as KS3) is the legal term for the three years of schooling in maintained schools in England and Wales normally known as Year 7, Year 8 and Year 9, when pupils are aged between 11 and 14.
Key Stage 4 is the legal term for the two years of school education which incorporate GCSEs, and other examinations, in maintained schools in England normally known as Year 10 and Year 11, when pupils are aged between 14 and 16. (In some schools, KS4 work is started in Year 9.)
You can view the school curriculum for KS3 and KS4 here http://www.todhigh.co.uk/school-curriculum/
.
2. What is Progress 8?
Progress 8 is a new measure of school performance. It replaces the previous measure of 5A*-C including English and maths, and shows how well pupils of all abilities have progressed, compared to pupils with similar academic starting points in other schools.
Click here to view a short educational video on Progress 8.
In addition to Progress 8 a key headline measure is the Basics Measure. The Basics Measure shows the percentage of students who achieve a grade 4+ in Maths and English and a grade 5+ in Maths and English. A grade 4 is considered a standard pass and a grade 5 a strong pass.
3. How is my child assessed?
Please visit our Data Check and Assessment page (previously called STARS) to see how we assess your child in school, you will also find a useful link there regarding GCSE grades http://www.todhigh.co.uk/data-check-and-assessment/
4. What is the EBacc and do I need it?
The EBacc refers to a combination of subjects that the government thinks is important for young people to study at GCSE. It includes:
* English language and literature
* maths
* the sciences
* geography or history
* a language
The DfE says that the English Baccalaureate – though not a qualification in itself – is a measure of success in core academic subjects; specifically English, mathematics, history or geography, the sciences and a language.
These are subjects most likely to be required or preferred for entry to degree courses and ones that will keep the most doors open. The English Bac aims to reverse the long-term drift away from students taking the likes of history, geography, French, Spanish and other modern languages.
Universities will be most likely to look for specific GCSE grades in English, maths and possibly science – but these subjects are compulsory for you to take anyway.
It's up to you to decide whether to take one or more of the optional subjects. On the plus side, taking a mix of these will ensure you can be more flexible in your university course choices later down the line – especially if you're not sure what you want to do yet.
But if you feel you're weaker in these subjects, don't feel that you must take them in order to go to university.
For more information visit these links:
https://www.gov.uk/government/publications/english-baccalaureate-ebacc https://independenteducationconsultants.co.uk/what-is-the-english-baccalaureate
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Academic year: 2020/21
Term 1
Year 7
This introductory unit will take students on a tour of Office 365 and file saving procedures. They will be shown how to collaborate appropriately through email and social media. Lastly, students will be introduced to some of the dangers of collaborating online.
Collaborating Online Safely
Programming Fundamentals
In this introductory unit, students will be introduced to the concept of computer programming. They will instruct a BBC Micro:bit to carry out some basic functions using a block-based programming language.
Term 2
Year 7
Cryptography
Students will develop their super spy skills,
Students will develop their knowledge of by deciphering encrypted messages.
how
computers use encryption for secure communication
Control Systems
to real life problems with the use of algorithms. Using Flowol software, Students
Students will develop their logical reasoning and problem solving skills by finding solutions create algorithms for a Ferris Wheel, smart home and traffic lights.
Term 3
Year 7
Computer Systems
Students will strip down a computer and explore the main internal components. They will then have the opportunity to work in teams and discover the functions of the components; before assembling the computer.
Graphic Design
This is a foundational unit, to prepare students for the succeeding graphical units in year 8 and 9. They will be introduced to a graphics editor and some
Curriculum Plan Key Stage 3 Computer Science
Head of Department: Mr D Chattell (email@example.com)
Year 8
Year 9
Imagine a world without computer networks; there would be no World Wide Web and no sharing of files. Learners will develop an understanding of the terms, 'internet' and 'World Wide Web', and of the key services and protocols used.
Networks
Web Design
Programming Concepts
Students will be making the transition from block-based programming to text-based programming. Using Python programming language, they will have the opportunity to write more complex programmes and experience the language used by professional programmers.
Year 8
Web Design
Students will be introduced to the web authoring software – Dreamweaver. Students will learn some basic functions of Dreamweaver, including how to create web pages, adding text/ images and general formatting techniques.
Data Representation
This unit conveys essential knowledge relating to binary representations. The activities gradually introduce learners to binary digits and how computers use them to represent text and numbers.
Year 8
Computer Systems II
Students will be introduced to embedded/ general-purpose computer systems, before exploring the internal components of a computer system in more depth. Exploration of components will include: storage/memory and fetch-decodeexecute cycle.
Graphic Design
Following on from Graphic Design in Year 7, students will be introduced to other features of the graphics editor, which will allow them to create more complex
Students will be introduced to more advanced features of Dreamweaver. They will create a fully working website site, using sub-pages and hyperlinking. They will use house styles and templates for a consistent look and feel.
Algorithms
Before programming, there is an algorithm. It is the blueprint to which a programmer works to. Students will explore in more detail the format for writing algorithms.
Year 9
Programming Concepts II
Students will explore iteration, selection and sequencing in more depth. They will be introduced to while/for loops in order to repeat instructions and data structures like dictionaries, where numerous types of data can be stored
Media
Using a client's brief, Students will be taught the skills of deducing a client's requirements for a digital product. Students will also learn to determine the look and feel of a product, using preproduction documents
Year 9
Data Representation II
In this unit, learners will focus on digital media, such as images and sounds, and discover the binary digits that lie beneath these types of media.
Graphic Design
Students will be introduced to more advanced features of the graphics editor. This will allow students to create professional looking digital images.
basic functions, before completing a mini graphical project.
images. Students will use their skills to create a digital image for potential client.
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LGBTQ Safety and Schools
Because children spend more than a quarter of their day at school and find many of their role models within, schools have a unique opportunity to deliver effective prevention programs and positively impact the lives of young people. Students and families that identify as LGBTQ are members of our school community and their needs, safety, connectedness and academic success are paramount to our district and our department's vision and mission.
Historically, The School Board of Broward County has always been committed to the safety of students in our schools. In 2009 the Office of Prevention Programs collaborated with a team of community members, agencies and parents to craft a comprehensive Anti-Bullying Policy that would provide schools the vehicle for delivering a foundation for administering anti-bullying procedures. The Broward County School Board approved the Anti-Bullying Policy 5.9 immediately following the passage of Florida Statute 1006.147 (2008), which prohibits bulling or harassment of any student or employee of a public K-12 educational institution. Furthermore, Broward's Anti-Bullying Policy 5.9 prohibits the bullying, harassment, cyberstalking and cyberbullying of any student or employee on the basis of any one of the following protected categories: sex, race, color, religion, national origin, age, disability, marital status, socioeconomic background, ancestry/ethnicity, linguistic preference, political belief, social/family background, gender, sexual orientation, gender identity or gender expression.
This website is provided for our staff, parents, students and community members who would like more information, tools and resources about LGBTQ topics in a school setting. It is also a conduit for providing culturally competent and culturally responsive information and guidelines for the school and community at large in addressing the unique needs of LGBTQ youth and their families. With continued efforts from the School Board of Broward County administrators, teachers, students and parents, our schools will be a place where everyone can call home.
The School Board of Broward County knows that harassment and bullying are serious problems in our nation's schools. Our district was the first in Florida to implement guidelines and procedures to ensure the safety of our youth through Anti-Bullying Policy 5.9. Students who identify as LGBTQ are the targets of disproportionate shares of these problems. Thirty-two per cent of students aged 12-18 experiences verbal and physical bullying nationwide during the 2008-2009 school year and according to a recent survey, more than 90 per cent of LGBT student in grades 6-12 reported being physically harassed during that school year. High levels of harassment and bullying correlate with poorer educational outcomes, lower future aspirations, frequent school absenteeism and lower grade point averages.
In the national landscape, school year 2010-2011 and 2011 -2012 brought to our attention a spate of tragedies involving LGBT students and students perceived to be LGBT. In the spring of 2011, President Barack Obama released a video underscoring the need to ensure the safety of LGBTQ or perceived to be LGBTQ students in our nation's schools and announced a 'call to action' to let youth know that they are not alone and can turn to trusted adults for support and connection. | 1,451 | 652 | {
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DISCOVERY CENTER
W H ER E SCIENCEHISTORYANDART C ONN E C T
04737 Fuller Rd | East Jordan, MI 49727 | 231-536-3369 | email@example.com | www.MiRavenHill.org We are currently open noon to 4pm Saturdays and 2-4pm Sundays. Open holidays and other times by appointment. Raven Hill Discovery Center, incorporated in 1991, is a 501(c)(3) tax-exempt corporation.
Mission: Raven Hill provides a place that enhances hands-on and lifelong learning for all ages by connecting science, history & the arts.
Raven Hill Discovery Center's Story
Raven Hill Discovery Center provides a place that enhances hands-on & lifelong learning for all ages by connecting science, history and the arts. Located in northern Lower Michigan, Raven Hill is a place where children and adults can link science, history & the arts with hands-on activities and explorations both inside and out. Connections emerge through exhibits, facilities & programs that provide opportunities for all ages to learn, create, grow & play. For 30 years, Raven Hill's focus on the connections between science, history & art has strengthened. Visitors experience the strands of science & technology, history and the arts interwoven through the Center's hands-on exhibits. Raven Hill Discovery Center's mission continues to guide its growth and development.
Facilities include the Main Museum, Fiber Studio, Print Shop, Wood Shop, School House, Energy House and the Evolving Technology (ET) Building. On Raven Hill's 175 acres, outdoor exhibits range from the Watershed Model; Medicinal Gardens; Earth Tones Music Garden; Beyond Jurassic Park: The Earth's Geologic History; Tree House; Wetlands Boardwalk; Taxonomic (Taxi) Trail; The Ancient World; the Viewing Platform at Deer Creek, plus the new Evolving Technology Addition that illustrates the clothing, shelter, transportation, road construction and energy from the Stone Age to the Information Age. Soon to be completed is the Solar SMART exhibit that will illustrate the energy efficiency of solar panels placed in different direction and with various slopes. The new Connections Trail with its learning stations spaced out along a half-acre pathway allows students and families to enjoy hands-on science, history and art activities in an outdoor setting.
Normally, Raven Hill's programs change with the season. In the spring, schoolchildren come by the busload to experience the hands-on museum, the exotic animals and the outdoor exhibits. Summer brings tourists and summer residents to explore and attend classes and camps. Fall and winter are filled with outreach programs into schools and libraries. The Center continues to explore ways to expand exhibits on the existing 175 acres.
Recent highlights include NASA in Your Neighborhood in 2016 (the only site in Michigan) & Smithsonian Museum on Main Street (MoMS) Water/Ways exhibit in 2018 (one of six sites in Michigan). In 2019, the Smithsonian selected Raven Hill to collaborate on a pilot project (one of ten sites in the USA) about the history of work. The Smithsonian Labor Days: A History of Work opened in August of 2021 and remained open through the end of 2022, along with a companion exhibit, History, Heritage and STEM of Work, which is still available to travel to schools, libraries and other venues. In late 2022, Raven Hill was chosen to host a second Smithsonian MoMS exhibit called Spark! Places of Innovation, which will be on display from August 26 to October 7 of 2023 at Raven Hill. The Center was also chosen to participate in a program, Youth Innovation in Rural America, which asked local youth to identify a challenge in their community and then use the innovation design process to come up with a solution to that challenge. Student groups showcased their challenge, innovative process and solution during an open house on May 6, 2023.
Raven Hill appeals to everyone, especially families. The Center is open to the public year round on weekends—noon to 4pm on Saturdays and 2pm to 4pm on Sundays, plus holidays and other times by appointment. Hours expand to include weekdays—10am to 4pm—between Memorial Day and Labor Day and for special exhibits. | 1,873 | 868 | {
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The Mauritius Blue Pigeon (Alectroenas nitidissima) is an extinct species of blue pigeon formerly endemic to the Mascarene island of Mauritius in the Indian Ocean east of Madagascar. It has two extinct relatives from the Mascarenes and three extant ones from other islands. It had white hackles around the head, neck and breast and blue plumage on the body, and it was red on the tail and the bare parts of the head. These colours were thought similar to those of the Dutch flag, a resemblance reflected in some of the bird's names. It was 30 cm (12 in) long and larger and more robust than any other blue pigeon species. It could raise its hackles into a ruff, which it used for display. Its call sounded like "barf barf" and it also made a cooing noise. It fed on fruits, nuts, and molluscs, and was once widespread in the forests of Mauritius. The bird was first mentioned in the 17th century and was described several times thereafter, but very few accounts describe the behaviour of living specimens. Several stuffed and at least one live specimen reached Europe in the 1700s and 1800s. Only three stuffed specimens exist today, and only one bird was ever depicted when alive. The species is thought to have become extinct in the 1830s due to deforestation and predation.
The Mauritius Blue Pigeon (Alectroenas nitidissima) is an extinct species of blue pigeon formerly endemic to in the Indian Ocean east of Madagascar. It has two extinct relatives from the Mascarenes and three extant o hackles around the head, neck and breast and blue plumage on the body, and it was red on the tail and the were thought similar to those of the Dutch flag, a resemblance reflected in some of the bird's names. It was robust than any other blue pigeon species. It could raise its hackles into a ruff, which it used for display. Its made a cooing noise. It fed on fruits, nuts, and molluscs, and was once widespread in the forests of Mauriti 17th century and was described several times thereafter, but very few accounts describe the behaviour of li least one live specimen reached Europe in the 1700s and 1800s. Only three stuffed specimens exist today, when alive. The species is thought to have become extinct in the 1830s due to deforestation and predation. | 809 | 516 | {
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Dear 8th Grade Middle School Parents and Students,
As you head into your exciting summer, I encourage you to take some summer reading with you! The more you read, the better! That being said, when you return to school next year, you will be expected to have read at least two books during your summer break. Please choose two books from the list below.
* Out of the Silent Planet by C.S. Lewis
* Chains by Laurie Halse Anderson
* Nowhere Boy by Katherine Marsh
* Wonder by R. J. Palacio
* Carry On, Mr. Bowditch by Jean Lee Latham
* Wednesday Wars by Gary D. Schmidt
* The Giver by Lois Lowry
After reading a book, please select one of the following projects to complete. You must do a different project for each book. Any of these choices can be completed digitally using Google Slides, Google Docs, Canva, or any other program of your choice. You can also complete one of these assignments using traditional pen and paper. To submit a hard copy assignment, you can either hand it in on the first day of school or take a photo and submit it digitally.
Be sure to include your full name and the title and author of your book in the file name of your projects. Submit completed projects to the following Google Form. If you do not have a school Google account or access to a Google account, you may bring your completed projects with you to school on the first day, or email a digital copy of your project. If you do have a Google account, please do not email your project to me. These projects are due by the first day of school. 8th grade summer reading projects
In addition to the books you choose from the reading list, please continue reading all summer. At this age, reading levels and interests widely vary. Therefore, I encourage parents to look at these selections with your child when they are choosing. Common Sense Media (https://www.commonsensemedia.org/) is a wonderful website to preview books before your child reads them. In some cases, you may want to read the book with your child to discuss difficult topics, and don't dismiss reading aloud to each other. They are NOT too old! No matter what they choose to read for pleasure, it is important to simply get them reading. A short, easy read can spark an interest and encourage reluctant readers to keep reading. You can never read too many books!
.
Summer is also a great time to continue building grammar skills. A great website for grammar practice is www.ixl.com This is completely optional.
I hope you enjoy your summer reading, and I will see you in August!
Sincerely,
Mrs. Lindsay Anderson email@example.com
Timeline
Create an illustrated timeline of important events in the novel. You must include at least ten of the most meaningful developments. (Hint: Think of the plot diagram as you complete this assignment.)
Graphic Novel Scene Choose a scene from the novel to depict in graphic novel style. Include at least ten squares in your new interpretation. Research popular graphic novels to get inspiration for your own.
Book Talk Pitch the book to an audience in a detailed 5 minute presentation. You should be persuasive in tone and convince them to read it. (This will be written, not performed.)
PROJECT CHOICE BOARD
Postcard
Illustrate a detailed postcard from one character to another. Include setting information from the novel as well as a letter that would show important details about both characters.
Rewrite the Ending Hate the way the story ended? Write a new one! Choose an important scene from the story and plot the rest of the novel from there. Your new version should be at least 500 words.
Letter to the Author Write a letter to the author of the novel. Include your opinion of the text as well as any suggestions you would make to improve the story.
Movie Poster/Trailer
Design a movie poster for the novel. Include an important scene as the main image. Write the script for the movie trailer.
Character Sketch Pretend you are creating a profile for someone searching for your character. Include an actual sketch, physical details, actions, personality traits, or anything that might help someone find your character.
Selfie Reactions Timeline Create a selfie reactions timeline on a Google slide of one character's reaction to important events in the novel. For each event, take and embed a selfie reaction (surprise, sadness, horror, etc.). Be sure to write about their thoughts on the event, and incorporate a fun design! (Hint: Think of the plot diagram as you complete this assignment.) | 1,790 | 940 | {
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Best Value (F)
A collection of 9-1 Maths GCSE Sample and Specimen questions from AQA, OCR, Pearson-Edexcel and WJEC Eduqas.
Name:
Total Marks:
1. Soap powder is sold in three sizes of box.
A 2 kg box of soap powder costs £1.89
A 5 kg box of soap powder costs £4.30
A 9 kg box of soap powder costs £8.46
Which size of box of soap powder is the best value for money?
You must show how you get your answer.
2. Helen needs to buy 6 packs of tea.
This table shows the offers available in two shops.
A single pack of tea costs the same in each shop.
[3]
Which shop is cheaper for Helen?
Explain how you decide.
3. Toilet rolls come in packs of 4 and 9
Which pack is better value? You must show your working.
4. Cola is sold in packs of 6 and packs of 8 What is the cheapest way to buy 48 cans of cola? You must show your working.
[3]
[3]
CREDITS AND NOTES
Notes:
These questions have been retyped from the original sample/specimen assessment materials and whilst every effort has been made to ensure there are no errors, any that do appear are mine and not the exam board s (similarly any errors I have corrected from the originals are also my corrections and not theirs!).
Please also note that the layout in terms of fonts, answer lines and space given to each question does not reflect the actual papers to save space.
These questions have been collated by me as the basis for a GCSE working party set up by the GLOW maths hub - if you want to get involved please get in touch. The objective is to provide support to fellow teachers and to give you a flavour of how different topics "could" be examined. They should not be used to form a decision as to which board to use. There is no guarantee that a topic will or won't appear in the "live" papers from a specific exam board or that examination of a topic will be as shown in these questions.
Links:
AQA http://www.aqa.org.uk/subjects/mathematics/gcse/mathematics-8300
OCR http://ocr.org.uk/gcsemaths
Pearson Edexcel http://qualifications.pearson.com/en/qualifications/edexcel-gcses/mathematics-2015.html
WJEC Eduqas http://www.eduqas.co.uk/qualifications/mathematics/gcse/
Contents:
This version contains questions from:
AQA – Sample Assessment Material, Practice set 1 and Practice set 2
OCR – Sample Assessment Material and Practice set 1
Pearson Edexcel – Sample Assessment Material, Specimen set 1 and Specimen set 2
WJEC Eduqas – Sample Assessment Material www.justmaths.co.uk | 1,180 | 608 | {
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Science
We will look at forces resisting movement through water; begin to understand buoyancy and density. We will study water's physical property melting/boiling/saturation point, and its capacity as a 'universal solvent'. We will also look at water as a freshwater, and saltwater habitat.
Maths
We will begin work on finding the area, perimeter and volume of shapes, followed by a block on: conversions; position/direction; properties of shapes; ratios; scale factors, and a basic introduction to algebra
Junior Class Y6- Summer term (Water)
Revelations 21:6
'…I am the Alpha and the Omega…To the thirsty I will give from the spring of the water of life, without payment.'
English…
Our Guided reading text will be How to train your dragon' by Cressida Cowell (A Viking adventure story) We will work on our comprehension and analysis skills using passages of the text.
Topic
SPaG - inverted commas, active/passive voice, etymology, formal/standard language, antonyms and synonyms
Writing/composition - Writing to instruct, writing to entertain (fiction: hero story inspired by Norse legends) Poetry - Narrative poem, Beowulf
PE
Music
Clarinet lessons, led by the Music Hub. Children can talk about musical instruments they play at home at tutor time, and can perform for the class.
In PE we will be doing athletics. We will work on our running, jumping and throwing skills ready for competing in various events at the Christian Schools Sports Day in Oxford in June.
In the first half term , we will focus on the Vikings as seafarers; looking at some of their journeyings, raids, and settlements. We will learn about their attack on Lindisfarne, their settlements in England, including the Viking controlled territory within England (Danelaw). finishing with the end of Viking rule in England in 1066. In the second half term we will study learn about major rivers in the Uk and in the World; the journey of a river and its associated landforms; including erosion, deposition, and the building of dams. We will also look at canals and waterways in and around Sheffield.
Français
This term we will be studying interesting topics such as food & drink, healthy eating & healthy lifestyles, as well as the weather and the environment. We will be aiming to improve our speaking and writing through lots of enjoyable activities in class. Merci beaucoup.
RE TBC
Art - Note please your children need art aprons this term.
We will begin the term working on a large display showing the Water cycle. This will include Art History - looking at how artists have portrayed the sea, land & mountains of the UK: Monet, John brett val d'aosta, Charles Herbert Moore, Turner, Paul Nash, Pauline Price. Then they will work in groups using mixed media to produce a big display. The next project will link to Topic - we will produce mixed media collage pictures of Viking Ships, before looking at Monoprinting (Gyotaku)
PSHE
We will be learning about what he Bible says about justice, loving others and looking after God's creation, and how this relates to environmental issues such as global warming.
DT
Cooking - gaining confidence with kitchen skills by cooking a variety of sweet and savoury dishes construction - making Viking themed pop up books. sewing - refreshing basic sewing skills; making a drawstring sewing bag; sewing a tea-cosy
Computing
We will explore the 2-Create tool on Purple Mash to explore and produce a text-based adventure story, including writing codes for a map-based adventure story. | 1,477 | 765 | {
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Term Project 2: Data Visualization
Points: 100 Points
Prompt: The two term projects are meant to be more involved than the class projects. In this second term project, you will generate a series of maps, text, and graphics to summarize real data. The data used is up to you. Some appropriate examples include socioeconomic data (for example, Census data in the United States or Eurostat data in the European Union), climate/climate change data, watersheds/hydrology, land cover/land use, geohazards, flooding, erosion, agriculture, resource extraction, etc. You may also choose to use multiple datasets. However, they must be linked or related.
In order to explore, visualize, and summarize the data, you will make a series of maps and graphics with associated text. You must produce:
At least five maps using at least three different types of symbology (choropleth, proportional symbol, graduated symbol, dot density, isopleth, flow map, etc.). Make sure the symbology used is appropriate for the data being displayed.
The product should be delivered as a PDF report that includes the following:
At least three graphs of at least two different types (for example, histograms, boxplots, bar graphs, scatter plots, etc.).
o All maps and graphics imbedded as figures. Figure captions must be provided for all figures. All figures must be referenced in the text.
o Text including (1) an introduction describing the data and goals of the report, (2) the findings of the data analysis (i.e., explain your maps, tables, and graphics), and (3) a conclusion highlighting the key findings of the study/analysis.
o At least two tables representing or summarizing the dataset. Table captions must be provided for all tables. All tables must be referenced in the text.
Rubric:
Report is well organized, well written, well formatted, and grammatically polished. (15 Points)
All maps will be judged based on the quality of the layout, visual hierarchy, data symbology, and presentation. All maps should be polished and of professional quality. Make sure to symbolize data using appropriate symbology. (20 Points)
All tables are well formatted and represent the data accurately and appropriately. Make sure to use appropriate layouts and number of significant figures. All measurement units should be clearly defined. (10 Points)
All graphs will be judged based on the quality of the layout, visual hierarchy, data symbology, and presentation. All graphics should be polished and of professional quality. (15 Points)
The conclusions should be clearly defined and supported by the data, analysis, and visualizations. (5 Points)
The text should be well structured and correctly describe the data used, goals of the analysis, and findings as presented in the tables, graphics, and maps. (15 Points)
Appropriate credit and citations should be provided for all sources and data. (10 Points)
The report, tables, graphics, and maps should use a consistent theme. (10 Points) | 1,293 | 647 | {
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Translating the Subject: KS3 Languages
What will you see in a languages lesson?
What will you see in pupils' languages books?
The pupils' books are their main source of reference. Their books have an A3 sheet at the front providing pupils with the course overview for the year and also the 'Key Concepts' and 'Linguistic Competencies' of the subject. At the end of each half term, pupils fill in the Key Concepts document to capture succinctly their understanding of particular key concepts met that half term. Over the year, the document evidences the build up of knowledge.
Learners will practise all four skills of reading, writing, listening and speaking. Pupils will engage in activities, some with a competitive edge, to promote the four skills such as verbal chorusing, listening activities -songs as well as dialogues- translations and written responses.
The key to learning a language is acquiring key concepts such as: grammar; tenses; word order; gender. These key concepts, particularly grammar is firstly taught in meaningful chunks and structures for communication with grammar explanations coming later to promote mastery and independence. The topics covered act as contexts to master the key concepts described above.
Modelling; Explanation; Practice
Our approach is to secure the key structures of the language by exposing the pupils to high levels of recognisable language and retrieval tasks. After securing the structures, the grammar underpinning the structure is then explained and explored for the pupils to then practise to achieve accuracy and fluency.
What formative assessment will you see in Language Lessons
Each pupil has a Quizlet account to self-quiz as part of a weekly homework where scores and participation are tracked.
Pupils are questioned and quizzed throughout the language lesson to check for pupil understanding. This can be through whiteboard work in response to retrieval activities on the board; partner work with the teacher listening in or direct questioning and elaboration led by the teacher.
Formative assessment is also provided in the form of personalised written feedback towards the end of each half term.
Their books also capture activities completed in class to practise the language. 'Sentence Builders' are a common feature across the three languages which act as knowledge organisers and support learning as are listening and writing activities as well as translations.
Assessments and assessment feedback are also highly visible in pupils' books. Pupils respond to feedback by completing 'next steps' as well referring back to targets in order to address them on a lesson for lesson basis.
What is the department currently accessing and discussing, and why?
* Lupin (French Netflix series)
* Lyricstraining.com
* Nico's Weg
* Siempre Bruja
* ARD.de (German TV)
Why?
Pupils need to access real-life, authentic language sources. Lyrics training offers listening activities by listening to music and completing gap fills. Authentic language sources can be found on Netflix such as the French detective series 'Lupin' or the Spanish series ' Siempre Bruja'. 'Nico's Weg' tells the story of a young Italian new to Germany through several short clips and ARD is the German equivalent of BBCiPlayer. | 1,386 | 644 | {
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ROSARY SERIES
The Rosary Series focuses on the Mysteries of the Holy Rosary and How to Pray the Rosary. This is an opportunity for youth and adults to learn more about their faith.
RELIGIOUS TRAIL SERIES
The Religious Trail series helps Scouts deepen their faith by visiting revered religious sites, which can be considered a spiritual pilgrimage, a longstanding tradition in the Catholic Church. The Catechism tells us that "pilgrimages evoke our earthly journey toward heaven and are traditionally very special occasions for renewal in prayer." We will offer additional Trails as part of this series as we develop them. Our first activity is focused on Washington DC.
HERITAGE SERIES
The Heritage Series includes a limited number of long-standing Religious Activities to which some groups share a special devotion.
MARIAN SERIES
The Marian Series examines seven of the Marian feasts commemorated in the United States, including the only Church-recognized Marian apparition in our country. The goal of each activity in this series is to learn more about how and why the Church has honored our Holy Mother Mary for nearly 2,000 years.
AMERICAN SAINT SERIES
These activities honor men and women who led heroic lives of faith that have greatly influenced American Catholics. Their words, their deeds, and their devotion to prayer and the sacraments inspire all American Catholics. Most of these men and women lived and worked in what is now the United States. They have all had a huge impact on the Catholic American landscape. All of them sought to follow Jesus.
MODERN SAINT SERIES
The Modern Saint Series honors people who lived in the 20th and 21st centuries who have had a profound impact on many people around the globe. The goal of each activity in this series is to share the lives of these inspiring individuals so that young people might relate to what they have done and look to them as role models.
ELIGIBILIITY
All youth and adults—Scouts or non-Scouts, Catholic or non-Catholic—are welcome to participate in the Religious Activities provided by the National Catholic Committee on Scouting. All these activities may be used by groups, families, schools, or any Cub Scout, Scouts BSA, Venturer, Sea Scout, Girl Scout, American Heritage Girl, or Campfire USA member.
Visit http://www.nccs-bsa.org/ religiousactivities for more information about the Religious Activities offered by National Catholic Committee on Scouting.
FAITH SERIES
The Faith Series examines seven traditions and teachings of the Catholic Faith. The goal of each activity in this series is to help young people and adults learn more about the traditions and teachings of the Catholic faith.
INTERNATIONAL SERIES
The International Series consists of activities that encourage youth and adults to learn about Scouting and Catholicism around the world. Laudato Si helps Scouts learn how to care for our common home and understand that how we treat our home reflects how we care for each other. The activity about Venerable Jacques Sevin teaches about the "father" of Catholic Scouting.
Religious Activity programs offered by:
National Catholic Committee on Scouting® NCCS | 1,446 | 635 | {
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Compilers [Fall 2017]
Test I
NAME: ______________________________________________________
Instructions:
1) This test is 7 pages in length.
2) You have 75 minutes to complete and turn in this test.
3) Essays and short-answer questions will be graded on how clearly you've communicated the necessary ideas. Write in complete English sentences.
4) This test is closed books, notes, papers, friends, phones, neighbors, smartwatches, etc.
5) Use the backs of pages in this test packet for scratch work. If you write more than a final answer in the area next to a question, circle your final answer.
6) Write and sign the following: "I pledge my Honor that I have not cheated, and will not cheat, on this test."
_______________________________________________________________________ _______________________________________________________________________
Signed: ______________________________________________
1. [10 points] [Short essay, 3-5 sentences]
With regards to CFGs, what is a derivation? Include an example in your explanation.
2. [10 points]
Write a flex rule (i.e., regular expression) for tokenizing floating-point literals, which are defined as follows:
- A float may optionally begin with a plus or minus sign.
- A float may optionally end with an exponent portion. Exponent portions of floats must begin with the character e or E, then may contain a plus or minus sign, and then must contain a nonempty sequence of digits.
- A float may contain any natural number of digits but must contain at least one digit.
- A float must contain at least one digit before the exponent portion, if one is present.
- A float may optionally contain a decimal point. Any natural number of digits may appear before a decimal point, but at least one digit must appear after a decimal point. If the float contains both a decimal point and an exponent portion, then at least one digit must appear between the decimal point and the exponent portion.
Keep your response simple enough that it cannot be simplified in any significant ways.
3. [15 points]
Let R be the RE (1|01|001)*(ε|0|00).
(a) In English, succinctly describe the strings R matches. [1 sentence]
(b) Define a DFA recognizing exactly those strings over {0,1} matched by R. Show that your DFA is minimized.
4. [15 points]
Define an algorithm that inputs RE1 and RE2 (which both use the same alphabet ) and outputs a DFA accepting exactly those strings matched by both RE1 and RE2.
```
5. [25 points] G is: 0 S -> A$ 1 A -> AxB 4 B -> By 2 A -> ε 5 B -> ε 3 A -> y
```
a) Draw an LALR(1) parse table for G.
b) Show an LALR(1) parse trace for input xxy$ according to G. If the trace ever gets stuck due to a conflict or parse error, just note the conflict or error at the point it occurs and stop the trace at that point.
6. [25 points]
Consider the following grammar for multiplying numbers (n).
```
S-> E$ E-> n | E*E
```
Let's add properly balanced parentheses to these multiplication expressions. For example, we should allow the following program to be considered valid:
a) Write a grammar that exactly matches multiplication expressions with balanced parentheses.
b) If your grammar from Part (a) is left-recursive, remove the left recursion, and if your grammar can be left factored, do so. For whatever grammar you end up with, after these at-most-2 transformations, show the LL(1) parse table.
Undergraduates stop here. The remaining problem is for graduate students.
7. [15 points]
Draw an LR(2) parse table for G'. | 1,781 | 814 | {
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Citywest ETNS
Welcome to Junior Infants! Let's talk about the first day!
Has your child spent time away from you?
Build up the length of time you are away from them so they know you will come back.
School will be scary for your child if it is the first time they have been away from you.
Over the summer
* Talk about school as a happy place where your child will have friends.
* Talk about school casually without making too big a deal of it.
* If your child sees you upset or worried, they will think they should be upset and worried; if your child sees you calm and happy, they will know to be calm and happy.
What happens next
School starts at 9.10am on Thursday 30th August
Parent Evening in September
Always read emails and texts from the school and make a note of future events or requirements.
First Day - trust the teacher!
* Parents invited to the class for 10 minutes
* Leave the classroom and go to the PE hall
If your child is upset, trust that the teacher will help your child to settle and will come and look for you if you are needed.
Most children settle easily once parents have gone.
What your child needs for school
1. Comfortable clothes, shoes with velcro
2. Lunch and drink in a school bag
3. A calm morning
Your child should be able to
* put on and take off coat
* open and close lunchbox and drink
* open and close trousers
* sit quietly for 20 minutes (without a screen)
* share toys
Toilet
Your child must be able to:
- toilet independently
- clean their own bottom and dress themselves again
- flush toilet, wash and dry hands
- respect the privacy of others
Important Phrases
Make sure your child can understand "Show me."
"Yes."
"No."
"Stop."
Important Phrases
```
Make sure your child can say, in English: "Help please." "Toilet" "I am sick." "Stop." "My name is _________." "My teacher is _________."
```
How to be a friend!
Your child needs to be able to say and needs to be able to hear and respect these words:
"Please stop. I don't like it."
Questions
If you have any further questions, check our website. There are lots of answers there!
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Year 7 English Terms 3-4 The Art of Storytelling
In this unit, students will:
1. Study a full novel (A Monster Calls)
2. Learn about the different purposes of storytelling and read a range of short stories that showcase these.
3. Write their own short story.
Students are studying these topics at this point in Year 7, because this will enable them to build on all of the skills they have been working on in Year 7 so far. By this point, our curriculum aims to have: developed students understanding of language and its effects; introduced the idea of context and its role in analysing texts; taught students analytical comparison skills; enabled students to practise selecting relevant evidence to support ideas; harnessed their imagination through creative projects; practised using descriptive techniques in both their fiction and non-fiction writing.
A Monster Calls includes challenging subject matter, which we feel students at the end of Year 7 have the maturity to deal with (in contrast to the start of Year 7). This scheme builds on the previous literature scheme (Romeo & Juliet), which focusses on the reader's interpretation, the writer's intentions and how these link to the text's context. In the AMC scheme, we will introduce students to language analysis and teach them how to interpret this alongside the interpretation and contextual skills they have already practised.
Successful narrative writing is a more difficult skill to master than descriptive writing, so students at the end of Year 7 w ill be better-equipped to approach the short story writing unit, having been exposed to different texts (including for their fortnightly reading homework). They will also be able to incorporate into their narrative writing the descriptive writing skills learnt in the first set of units.
Previous topic:
Epic Worlds (reading a range of non-fiction travel writing and creating their own. Creating a description of their own fantasy world)
Next topic:
Love Through Time (Romeo & Juliet; comparing how love is presented in a range of poems/extracts; stagecraft unit designing an adapted performance of Romeo & Juliet)
Core knowledge/skills/concepts
As part of this (and all KS3 English topics) we have split our thematic focus into two or three 'strands' which usually focus on: 1) a key text (novel or play), 2) extracts form a range of texts and 3) creative writing. All three strands link together under the topic title of The Art of Storytelling.
Year 7 English
Terms 3-4 The Art of Storytelling
Essential vocabulary
The Oral Tradition
Narrative
Climax
Morals/proverbs
Protagonist
Antagonist
Framed narrative
Literary Tradition
Inference
Theme
Symbolism
Motif
Simile
Metaphor
Alliteration
Sibilance
Personification
Threshold concepts
* Reading comprehension skills
* Understanding the basic structure of a story (e.g. start – middle – end)
* Common conventions of fiction
* Selecting evidence from a text
* Some confidence with the 'What, How, Why' paragraph structure
* Have some ability to form opinions and inferences independently
In their writing:
* To be able to choose vocabulary appropriate to tone (e.g. scary, tense)
* Grasp of basic grammar
* The be able to have some ideas in relation to creating a story
How and when will the core learning be assessed?
Pupils will complete two extended writing 'assessments' for this topic; one for strand one and one for strand three.
Strand 1 Assessment: Explore how Ness presents the monster as a good storyteller.
Strand 2 Assessment: To write the final draft of a short story with a purpose.
Opportunities for reading
Reading will be part of every lesson:
* A Monster Calls by Patrick Ness
* Reading example responses as models for analytical writing
* A range of short stories
* Reading back over own writing and other student's writing during drafting process
* Reading homework remains as part of library lessons
Links to other topics/subjects
Links with previous Year 7 schemes:
Identifying how an idea or character is presented
Identifying words which are used to create this presentation
Forming opinions about a text
Selecting evidence to support ideas.
Linking points to contextual information
Using descriptive writing techniques
Links to other subjects:
Drama – creating plots for performances
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The Sun blasts out an X1-Class solar flare
July 9 2012, By Nancy Atkinson
An active region on the Sun, AR1515, has been putting on quite a show over the last 8 days, sending out all sorts of solar flares. Scientists were sure the huge sunspot was building up to produce an X-class explosion, and they were right. At 23:08 UT on July 6, 2012 it unleashed an X1-class solar flare. The explosion hurled a coronal mass ejection into space, and scientists say the cloud appears to be heading south and away from Earth; however, there is the possibility of a glancing blow to our planet on July 8th or 9th. There could be some auroral activity today,
1/3
July 7, from a previous batch of CME's hurled from the same active region.
According to the Solar Dynamics Observatory team, the movie above shows the X1 flare in various different wavelengths, which show different layers and temperatures. Each segment is about 30 minutes in real-time.
Below is another video from July 5-6, where AR1515 pulsed with with C- and M-class solar flares, about 14 flares in all:
"X1-class solar flare on the right, new active region on the left. Will the action continue?" asked Camilla_SDO, the mascot for the Solar Dynamics Observatory, via Twitter.
So, what's the difference in the classes of solar flares and how could they affect us on Earth?
Flares happen when the powerful magnetic fields in and around the Sun reconnect. They're usually associated with active regions, which we call sunspots, where the magnetic fields are strongest.
Flares are classified according to their strength. The smallest ones are Bclass, followed by C, M and X, the largest. Similar to the Richter scale for earthquakes, each letter represents a ten-fold increase in energy output. So an X is 10 times an M and 100 times a C. Within each letter class, there is a finer scale from 1 to 9. Although X is the last letter, there are flares more than 10 times the power of an X1, so X-class flares can go higher than 9.
C-class flares are too weak to noticeably affect Earth. M-class flares can cause brief radio blackouts at the poles and minor radiation storms that might endanger astronauts. The most powerful flare on record was in
2/3
Powered by TCPDF (www.tcpdf.org)
2003, during the last solar maximum. It was so powerful that it overloaded the sensors measuring it. They cut-out at X28. A powerful Xclass flare like that can create long lasting radiation storms, which can harm satellites and even give airline passengers, flying near the poles, small radiation doses. X flares also have the potential to create global transmission problems and world-wide blackouts.
That's why we keep an eye on all this activity.
Source: Universe Today
Citation: The Sun blasts out an X1-Class solar flare (2012, July 9) retrieved 25 July 2024 from https://phys.org/news/2012-07-sun-blasts-x1-class-solar-flare.html
This document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no part may be reproduced without the written permission. The content is provided for information purposes only.
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Year 8 Music - Curriculum Overview and KS3 Progress Descriptors 2023/24
Aims and Rationale
The aims and rationale of the curriculum in Years 7- 9 in Music are:
1) To expose students to a wide variety of different musical genres in order that they can understand, appreciate and comment upon familiar and unfamiliar genres of music.
2) To teach students the basic skills they need to access performance tasks (an understanding of different forms of notation and an introduction to a variety of different instruments).
3) To help students understand the important role that music plays in societies all around the world.
The three strands that are covered in the Music curriculum (KS3, GCSE and A Level) are appraising, composing and performing. The KS3 curriculum is designed to introduce students to these three strands. Different topics may place greater emphasis on one skill over the others, but all are included in each year of KS3. Appraising skills are included in each topic as a means of discussing and understanding the key features of the genre. Appraisal skills are tested through the end-of-year exams.
Curriculum Content
Autumn Term:Reggae Music, Theme and Variations
Spring Term: Film Music
Summer Term: Musical Theatre, Djembe Drumming
Key Terms/Themes
Performing
Composing
Listening and Appraising
How we assess at Key Stage 3
At Hitchin Girls' School our curriculum is our progress model. Students benefit from a broad, diverse and challenging curriculum which increases in difficulty and challenge as students progress through the school. The expectation is that all students meet our curriculum at their relevant age range and as such meet the minimum of the secure descriptors below. Those working at an advancing level are working above, while those excelling are consistently working at a level far above their age range.
Year 8 Music - Curriculum Overview and KS3 Progress Descriptors 2023/24
sense of direction throughout.
Year 8 Music - Curriculum Overview and KS3 Progress Descriptors 2023/24
Listening and appraising
* Will occasionally be able to describe the different purposes of music.
* Understands the significance of purpose and intention in music.
* Has a basic knowledge of general musical terminology, and may occasionally be able to understand specific vocabulary.
* Is able to understand basic musical features
* Demonstrates an understanding of the significance of purpose and intent in music, and is able to suggest a suitable context for a specific genre/piece of music.
* Has a limited knowledge of general musical terminology. Attempts to use correct vocabulary to describe music.
* Has a limited knowledge of simple musical features and is able to use musical terms to explain these.
* Has a thorough knowledge of musical terminology and is able to demonstrate specific understanding of different genres/styles through use of correct vocabulary.
* Is able to apply knowledge of musical features and devices to an unfamiliar piece of music.
* Is able to evaluate the stylistic features of a piece of music in conjunction with its intended purpose or context.
* Has an excellent understanding of specific musical terminology. Can use correct vocabulary to evaluate the effectiveness of music and to justify opinions of music.
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Happy Halloween to My Hands, Arms, Chest, and Feet!
Did you know that there are 206 bones in your body? How many are your hands, arms, chest, and legs? Check it out.
Hand Bones
* The total number of bones in 2 hands is 2 6 – 10, or _____ bones. That means that there are, ______ bones in each hand.
* Of the bones in one hand, the wrist has 2 3 bones, the palm has 5 bones, and together, the finger and thumb (called digital bones) have_____ bones.
* Of the digital bones in one hand, the number of bones in each finger is the same.
The number of bones in the thumb is one less than in each finger, or ______ bones.
Each finger has ____ bones.
Arm Bones
* Each arm has ______ bones. Of those 1/3 or _____ is in the upper arm (humerus), and 2/3, or 2 bones are in the forearm. (ulna and radius).
* In 2 arms, there is a total of _____ bones, or ______ bones less than in 2 hands.
Chest Bones
* The human chest has 25 bones. Of those, 96% are ribs. There are ______ ribs in the chest.
* Half the number of ribs, or ____, ribs are on each side of the middle bone. The middle bone or sternum is the 25 th chest bone. It connects the ribs.
Foot Bones
* There are 3 3 + 1 bones in your toes, with _____ toe bones in each foot.
* In each foot, the big toe has 2 bones. The remaining ______ bones are spread equally among the other four toes, with ____ bones in each of those four toes.
The remaining ______ bones in your body are in other locations.
Happy Halloween to My Hands, Arms, Chest, and Feet!
Did you know that there are 206 bones in your body? How many are your hands, arms, chest, and legs? Check it out.
Hand Bones
* The total number of bones in 2 hands is 2 6 – 10, or _____ bones. That means that there are, ______ bones in each hand. 54 27
* Of the bones in one hand, the wrist has 2 3 bones, the palm has 5 bones, and together, the finger and thumb (called digital bones) have_____ bones. 14
* Of the digital bones in one hand, the number of bones in each finger is the same. The number of bones in the thumb is one less than in each finger, or ______ bones. Each finger has ____ bones. 2 3
Arm Bones
* Each arm has ______ bones. Of those 1/3 or _____ is in the upper arm (humerus), and 2/3, or 2 bones are in the forearm. (ulna and radius). 3 1
* In 2 arms, there is a total of _____ bones, or ______ bones less than in 2 hands. 6 48
Chest Bones
* The human chest has 25 bones. Of those, 96% are ribs. There are ______ ribs in the chest. 24
* Half the number of ribs, or ____, ribs are on each side of the middle bone. The middle bone or sternum is the 25 th chest bone. It connects the ribs. 12
Foot Bones
* There are 3 3 + 1 bones in your toes, with _____ toe bones in each foot. 14
* In each foot, the big toe has 2 bones. The remaining ______ bones are spread equally among the other four toes, with ____ bones in each of those four toes. 12 3
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8
protects you from evil feelings.
You must not sacrifice yourself. You have your own life and it belongs to you alone! Wear something green. The colour green and loved.
Listen to your heart! Your stomach tells you when you have eaten enough. Your head tells you what you think. Your heart tells you when you are loved. Be with the parent who makes you feel safe
YOU want.
When you are dealing with people from the Council, or from the Court because your parents are fighting over you, say what
Tell them about the weirdness.
What will help you? Meet your friends, people who are kind to you and whom you trust, as often as possible.
to grow up happy and healthy.
4. You can't help weird people. You are not a doctor. You are a child and are supposed
✄
7. Children have the right to have their privacy and dignity respected.
8. Children have the right to be protected from violence, abuse and exploitation.
9. Children have the right to special protection in war, and when fleeing from danger.
10. Children with additional needs are entitled to special care and support, so they can participate actively in society.
people understand.
3. It is very important for you to have people you can trust. You should only share your feelings with people you can trust. Tell them about your strange experiences with your Daddy or your Mummy. Tell them until they understand. We are working on making more and more
2. You are not alone with your feelings. Unfortunately, there are many children who experience situations just like yours. These children don't know how to explain this weirdness either. That's why you don't know them yet, and they don't know about you.
alright to you.
Very important! 1. Your feelings are right! You are right! Trust your own feelings when they warn you about something. Do not let anybody persuade you everything is alright when it doesn't feel disorder. People can go to a doctor to get healthy again, but this can take many years.
4
✄
2
each other. This kind of weirdness is a sickness. It's got a name and it's called narcissistic personality
That's why they use other people like characters in a game, but the game they play with other people is very mean. It can damage them so severely that they can never be happy again. That is a weird person's aim. The more people are unhappy, the more comfortable weird people become, because then they don't feel alone anymore. But the world would be a sad place without happiness. Everyone would only hate each other and do nasty things to
The worst thing for weird people is to see other people being happy. Happiness is a feeling weird people don't have. They envy other people for it.
can't have that.
distract people and deliberately gossip and tell lies about others, so that nobody looks at their own failures. That's why weird people cannot be compassionate, for if they were, they would give themselves away. And they
What is normal?
Most people know that they are part of a community. They are able to love each other. They know what really matters.
There is no such thing as normal. Everybody is special, but there are means of social interaction that we consider normal. Most people are kind to each other. They say Hello, they are sincere and honest. They help each other and care when someone is sad. This is called empathy. They can feel joy, and can show their feelings. Their feelings are appropriate to their situation. When they are angry, they can identify the reason for their anger.
What is weird?
There are people who are unable to love. They lack empathy. They do not react appropriately to situations. They do not feel real joy. Very deep inside of them, there is a great fear. They fear not being special; not belonging to a community. This fear is so terrifically strong that they are ashamed to show it. They will to anything to hide it. To hide their fear, they
6
They rarely laugh. In spite of all this, they are still able to work very hard. They do anything to satisfy the weird person, so the weird person stops hurting them. But it can never be enough for the weird person.
The person who lets themselves get hurt has lost something very important: himself or herself. These people no longer know what they love to do best, what their favourite meal or game is. Very often, they lose their happiness.
It is similar with people. Only, in this case, it is not a happy holiday echo; it is very sad.
destroy your head and your heart. When you let this happen to yourself, despite the pain you feel inside, you have become a kind of echo of someone else . Maybe you've heard echoes on holidays, up in the mountains, or in a cave by the beach. You shout something, and the rocks repeat what you shouted.
Echoism It does you no good to put up with too much from someone. You might put up with them, even though it hurts. The pain inside and can
A weird person needs lots of echoes. When an echo learns to love itself, it stops being an echo.
Children's rights
1. All children have the same rights. No child can be put at a disadvantage.
2. Children have the right to live a healthy life, to find security and not suffer distress.
3. Children have the right to live with their parents. If the parents do not share a home, children have the right to see both parents regularly.
4. Children have the right to play, to recover and to express themselves artistically.
5. Children have the right to learn to learn skills for a profession according to their needs and abilities.
6. Children have the right, in all matters concerning them, to be informed, to have a say and to speak their mind. fold here
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Created in Kenya, February 2016
Prosopis juliflora
Recognize the problem
Family: Leguminosae (sub-family Mimosoideae) (bean family).
Common names: Prosopis, mesquite.
Kiswahili: Mathenge. Afar: Dergihara. Amharic: Woyane zaf.
Perennial, broadleaved, woody shrub (3-5 m tall) or tree (up to 15 m tall); bark thick, rough and grey-green becoming scaly with age; often multi-stemmed, especially following cutbacks (coppicing), with abundant large and very sharp thorns measuring up to 5 cm; deeply rooted.
Leaves: Doubly-divided composed leaves (6-8 cm long), 12-25 pairs of oblong leaflets per leaf, each 6-16 mm long and 1.5-3.2 mm wide.
Flowers: Fragrant golden-yellow, in dense spikes about 5-10 cm long.
Fruits: Cylindrical or slightly irregularly curved green pods which turn yellow upon ripening (10-20 cm long); containing 10-20 hard oval or elliptical seeds (2.5-7 mm long).
Seeds: Brown, oval in shape.
Background
Origin: Mexico, Central America, the Caribbean and tropical South America.
Introduction: As a fuel and fodder species.
Habitat: Tropical regions; adapted to a very wide range of soil types and habitats; generally found in areas where plant growth is predominantly limited by water and soil fertility as the weed is able to thrive on very poor land; frost sensitive.
Coppicing Prosopis and dense infestation. (Photo by René Eschen/CABI)
Prosopis inflorescence. (Photo by Colin Hughes, University of Oxford, in ISC)
Spread: Seeds often spread via the digestive tract of animals such as goats, cattle, camels and some wild herbivores; also spread by water during heavy rains.
Invades: Establishes readily in cleared land and overgrazed areas; replaces native vegetation through competition for space and water and takes over rangelands.
Impacts: Negative effects include complete loss of pasture and rangelands for both domestic and wild ruminants (such as cattle, goats, camels, giraffes), losses due to restricted access to water, and illness and death of livestock due to eating the pods and being injured by the sharp and stout thorns. Other impacts are loss of cropland and increased management cost of invaded areas. Humans also sustain injury due to the thorns and can suffer from the subsequent inflammations. Dense stands can obstruct roads and block smaller trails reducing land available as pasture or croplands, water sources and fishing areas, and may block irrigation channels.
Scientific name(s) > Prosopis juliflora
The recommendations in this factsheet are relevant to: All Countries
Authors: CABI. Edited by participants from Kenya and Ethiopia at a workshop in
Nairobi, February 2016
CABI
tel: +254 (0)20 2271000 email: email@example.com
Edited by Plantwise
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REDUCING STRESS
Stress is our mental, physical, emotional, and behavioral reactions to any perceived demands or threats. Any change, good or bad, requires adjustment and can cause stress. This handout offers healthy strategies for coping with stress.
Relaxation Techniques
DEEP BREATHING
Sit comfortably, with your eyes closed and bring your attention to your breathing. Imagine that you have a balloon in your stomach. Every time you breathe in, the balloon inflates. Each time you breathe out, the balloon deflates. Breathing from your abdomen, inhale through your nose slowly to a count of four. Pause and then slowly exhale through your mouth to a count of four. Repeat for 3 to 5 minutes.
TENSE-RELEASE
Alternate tensing and relaxing muscle groups for 5-10 seconds while seated:
* Raise your eyebrows and wrinkle your forehead. Hold…and release.
* Clench your jaw and close your eyes as tightly as you can. Hold…and release.
* Lift your shoulders up to your ears. Hold… and release.
* Tense your fists and your arms. Hold…and release.
* Tense your leg and buttocks muscles. Hold…and release.
* Tense your toes and feet. Hold…and release.
* Tighten all of the muscles in your body as tight as you can. Hold…and release, feeling all tension leaving your body.
GUIDED IMAGERY
With your eyes closed, take a moment to create, in your mind's eye, an ideal spot for relaxation. You can make it any place – real or imagined. See yourself completely relaxed and take a few deep breaths. Once you have created this place in your mind, you can go back there whenever you want an escape from your busy day or a stressful situation.
MINDFULNESS MEDITATION
moment with all of your senses. Notice in detail what it looks like, feels like, smells like, sounds like and tastes like (if applicable). Give the activity at hand your full attention free from distractions. Breathe slowly while experiencing the activity and do not focus on any particular thought.
Focus your awareness on the present
Other Stress Reduction Ideas
PHYSICAL ACTIVITY
Physical activity has stress - busting benefits like pumping up your endorphins, improving your mood, and increasing self-esteem. Try to do something active for 20 minutes a day.
SLEEP
Good sleep habits reduce stress. Try to get 7-8 hours of sleep a night and/or take short naps (less than 30 minutes).
EATING SMART
Eating breakfast and eating regularly through- out the day (every 3-5 hours) prepares your body to better cope with stress. Skipping meals lowers your energy and your ability to focus. Choose more whole and unprocessed foods, and eat a lot of colorful fruits and vegetables to feel your best.
MASSAGE
Massages release a hormone called oxytocin, which turns off your stress response and promotes a sense of relaxation. Give yourself a hand or foot massage or exchange massage with a friend.
CHANGING YOUR ENVIRONMENT
Changing your environment can create a sense of calm and help to relieve stress. Suggestions include getting rid of clutter, bringing something from nature into your room (like a small plant or fountain), using natural light, displaying images or photographs that inspire you.
Aromatherapy is a scientifically proven technique which uses your sense of smell to change your mood. Use the guide below to relieve stress, energize your mind and body, and encourage better health.
AROMATHERAPY
You can purchase ready-made products in the form of shower gels, lotions, room spray, candles, incense or tea; or buy essential oils to create your own experience. | 1,486 | 767 | {
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The Netherlands' Rural Development plan
Country profile:
- Agricultural sector: 56% of the total Dutch area (including water), just from the land surface it amounts to 2/3 of the area.
- Agricultural employment: 10% of the total national workforce works in agriculture and its related sectors. Nevertheless more than 30 % of Dutch farmers earn less than the minimum income and the number of farms has fallen by 28 % in the last 10 years.
- Productivity of the Dutch agricultural and food sector is 2.5 times higher than the average in Europe. Net value of exports of agricultural and agricultural related products amounts to € 20 billion.
- Dutch rural areas are characterised by the wide diversity of nature and landscapes and with the characteristic elements like dykes, ditches, ponds and rivers, which sometimes flood. The area of nature is stable; there is even growth in the area of forest. The Dutch rural areas comply to the description of rural areas with a high peri-urban character.
Chosen strategy corresponding to the profile:
- Transformation of the agricultural sector
- to preserve a viable and active countryside, improve the state of the environment (less nitrates, less pesticides….) and promote sustainable development
- The Dutch government will strive to achieve a good balance between the quality of nature and landscape on the one hand and the use of space for homes, recreation, health and personal well-being on the other hand.
Budget overall and share of EU funding:
Total public expenditure: € 973 million of which € 486 million EARDF (European Agricultural Fund for Rural Development)
* TA stands for technical assistance for the implementation of the programmes.
Overall aim of RD programme in country
The overall challenge will be the integrated approach to the transformation of the agricultural sector. Where possible measures designed to increase innovation and improve the structure of rural areas will be combined with measures to address the equally important challenges of further reducing the environmental impact of the agriculture sector and complying with the obligations arising from the Water Framework Directive. It goes without saying that sustainable development is the only way forward.
Axis 1 budget allocation and main priorities: In total: € 145 440 000 EAFRD (Leader excluded)
- to improve entrepreneurship, and in particular the innovative capacity of the agricultural cluster;
- to enable farmers to better meet social demands in terms of the environment, water management, food quality, animal health and animal welfare ;
- to improve the physical conditions under which farming has to operate;
- to improve the quality of products and production processes, in particular by strengthening the production chain;
Axis 2 budget allocation and main priorities: In total: € 144 710 000 (Leader excluded)
- to encourage farms in particular to engage in sustainable management of Natura 2000 areas and increase biodiversity ;
- to preserve and strengthen valuable man-made landscapes, especially in the so-called National Landscapes ;
- to expand forests on agricultural land and sustainable, multifunctional management of forests ;
- to restore water systems with a view to maintaining economically and ecologically sustainable water levels, preserving the quality of ground water and surface water and preventing desiccation in nature areas and on agricultural land
Axis 3 budget allocation and main priorities: In total € 145 080 000 (Leader excluded)
- to encourage diversification in agriculture;
- to strengthen micro enterprises in rural areas ;
- to improve access to the countryside and promote rural tourism Leader budget allocation: € 48 360 000 | 1,646 | 707 | {
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Pneumococcal Disease:
Facts About Pneumococcal Disease in Adults
I'm committed to helping reduce pneumococcal disease among US adults because over the years, I have seen too many lives cut short by this disease.
—Mark Metersky, MD
University of Connecticut School of Medicine
What is pneumococcal disease?
Pneumococcal disease is an infection caused by common bacteria called "pneumococcus" [noo-muh-kok-uhs]. It can lead to severe illnesses like pneumonia, meningitis, and blood infections (bacteremia).
Is it dangerous?
Pneumococcal disease is serious and deadly. Pneumococcal meningitis and blood infections kill thousands of Americans each year. Most of these deaths are in adults. For those who survive, these infections can lead to hospitalization, long recovery time, and devastating health problems such as hearing loss, seizures, blindness, and paralysis.
Pneumococcal pneumonia is also dangerous. As many as 175,000 people are hospitalized each year with it and some of these patients will have a heart attack or heart failure as a result.
What are the symptoms?
Pneumococcal disease can strike quickly and without warning, but symptoms are not the same for everyone. Depending on whether the infection causes pneumonia, blood infection, or meningitis, people may have some combination of the following:
■ abrupt onset of fever
■ shaking/chills, cough
■ shortness of breath
■ chest pain
■ stiff neck
■ disorientation
■ sensitivity to light
Saving Lives:
Integrating
Vaccines for
Adults Into
Routine Care
December 2012
Pneumococcal Disease: Facts About Pneumococcal Disease in Adults
How do people get pneumococcal disease?
Pneumococcal bacteria spread through coughing or sneezing or through direct contact, such as kissing. Not everyone who carries the bacteria becomes ill, so it's possible to "catch" pneumococcal disease from someone who appears healthy.
Who can get pneumococcal disease?
Anyone can get pneumococcal disease, but those age 65 and older and younger adults with certain chronic health conditions are more likely than others to get it. They are also at greater risk for serious illness.
Is there anything I can do to keep from getting pneumococcal disease?
Getting vaccinated can help prevent pneumococcal disease. Medicare and most private insurance companies pay for vaccination for patients who need it. It's also important to get an influenza vaccination every year because having the flu increases the chances of getting pneumococcal disease.
Which adults need pneumococcal vaccination?
CDC currently recommends pneumococcal vaccination for:
■ All adults age 65 and older
■ Adults age 19 through 64 years with lung, heart, liver, or kidney disease; asthma; diabetes; alcoholism; immunocompromising conditions; cancer; a damaged or missing spleen; cochlear implants; or cerebro-spinal fluid (CSF) leaks
■ Adults living in nursing homes or other long-term care facilities
■ All adults who smoke cigarettes
There are two types of pneumococcal vaccines available for adults: a pneumococcal polysaccharide vaccine (PPSV23) and a pneumococcal conjugate vaccine (PCV13).
Adults with any of the following need to receive both vaccines: immunocompromising conditions (eg, HIV/AIDS, leukemia, lymphoma, and Hodgkins disease); a damaged or missing spleen; cochlear implants; or CSF leaks.
Other adults who are recommended for pneumococcal vaccination only need PPSV23, but may need more than one dose. For more information, speak with your healthcare professional.
Are there side effects from vaccination?
Mild side effects such as redness or pain at the injection site may occur. Very rarely, fever, muscle aches, or more severe reactions may develop.
For more information, speak with your healthcare professional or visit Adultvaccination.org.
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Personal, social and emotional development
We will be learning how to solve problems independently in our play.
We will be learning how to ask questions to find out more information.
We will be sharing our news, ensuring we have an awareness of the audience.
We will be learning how to be a good listener. We will be continuing to learn how to look after our classroom environment and the garden space. We will be remembering our 'choose it, use it and put it away' rule.
Expressive arts and design
We will be using a variety of tools and techniques to create models and pictures.
We will be exploring colour and thinking carefully about what colours we need for our artwork.
We will be learning to adapt our work and choose resources carefully.
Understanding the world
We will be learning to use time when talking about our news from home. For example, talking about last week or the weekend. We will be talking about our similarities and differences.
We will be using cameras to take photos of important things in the classroom. E.g. a model we have made.
Reception
Although we follow the children's lead below are some of the key aspects of a child's development that we would be encouraging through play.
Our focus this half term is 'The World' and 'Growing and life cycles'.
Communication and language
We will be continuing to enjoy reading books and singing songs.
We will be learning how to be a good speaker and listener. We will be using our 'Rules for talk' to help us. Please see below for our rules for talk.
We will be learning to follow a familiar story with no props or pictures.
We will be continuing to create our own helicopter stories.
Supporting your child at home:
Support your child with learning to write their name and numbers.
Help your child to develop their muscle strength in their hands – use playdough, tweezers, elastic band boards or threading. These are all great for muscle strength.
Share a book at home and listen to your child read.
Physical development
We will be continuing to ensure we can after our belongings, including our bags, coats and jumpers/cardigans.
We will be using tools to make changes to materials. For example scissors to snip material.
We will be learning to throw and catch during PE. We will be talking about how to keep our bodies healthy and how to stay safe when we exercise. We will be learning about the importance of hand washing, drinking water and brushing our teeth.
Mathematics
We will be learning about the numbers 1 – 10 including number formation.
We will be learning about 3d shapes, their names and properties.
We will be learning about money and how to use it to pay for things like snack.
We will be learning about time and significant times in our day. E.g. Lunchtime.
Literacy
We will be learning letter sounds that make up the initial code and using these to read and write words.
We will be learning about how to write a sentence.
We will be learning how to hold a pencil correctly.
HISN Ground Rules for Talk
* Use full sentences
* Speak clearly
* I say, you say, we all say…
* Show me you are listening
* Use precise words
* Eyes on me, tummy buttons facing me
Key Information
Your child may come into school from 8.40am every day. They need to be in school by 8.55am. If your child arrives late you will need to go to the office to sign in via our Inventry system.
Please write your child's name in everything, including coats and shoes!
Please send your child to school with their book bag every day. It can help your child to identify their book bag quickly if there is a key ring on the outside.
Please send your child in with a named water bottle every day. Please fill bottles with water rather than juice.
WANTED: We love to get busy making in Reception and are currently low on junk modelling resources. Please send in any cardboard, tubes, envelopes and empty boxes for us to use in the classroom. NO NUTS PLEASE!
Year R Spring Term 2023
Key Reception Information
In Reception we firmly believe that every child learns best through child-initiated play. These purposeful play experiences ensure each child can build important life skills such as curiosity, concentration, creativity, problem solving, widening their vocabulary and persistence.
We follow a play based curriculum that allows us to follow the children's lead and recognise every child will have a different starting point. The children gain independence and confidence and their natural curiosity is encouraged at all times.
The Reception children have access to the garden area all day, every day whatever the weather. We are teaching them to be independent when learning outside and this may mean at times they forget to put on an apron when using the mud kitchen. This is part of their learning and development and the mess will lessen as they get older.
Wanted:
We are running low on playdough ingredients. If you are happy to send in donations we need: flour, salt, oil and cream of tartar. We also enjoy learning through sensory play and are in need of donations of: dry pasta, dry rice, dry lentils, dried chickpeas. Thank you 😊
Welcome message…
We are very proud of all of the Reception children for their first term at school. We thought their part in our Christmas show was brilliant. We hope you enjoyed watching it together. We know how hard all of the children have worked throughout the Autumn term and it has been wonderful to get to know the children over the last term. We hope you all had a restful break and cannot wait to help your children learn even more during the Spring term. Thank you to all of our families for our continued support. | 1,999 | 1,176 | {
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Kindergarten – Wednesday, April 15, 2020
Math
Sight Words
Subtraction Dice Game Partner Game / Use the dice recording sheet.
Roll 2 dice. Record the bigger number in the first box. Subtract the smaller number.
Find the difference. Record it on the line.
Let your partner do the same thing. If your DIFFERENCE is LESS, you earn 5 points. If your DIFFERENCE is MORE, you earn 0 points. Count up your points. The person with
the most points is the winner.
Complete the subtraction sheet – Submit to your teacher.
https://schoolwires.henry.k12.ga.us/Page/130238
PE:
Music:
https://schoolwires.henry.k12.ga.us/Domain/10581
Practice your sight words from your list. Meet with your teacher during her office hours to read them!
Daily Reading
Read for 20 minutes. Record on Reading Log
Compass Math
Log in and work on Compass Math
Science:
HMH Unit 3 Lesson 9 Many Plants Read pages 35 -38
Find the following in your yard and take a picture of it: tree, shrub, and grass
Submit the pictures to your portfolio.
I can compare the similarities and differences in groups of plants.
Phonics:
I can blend sounds together to write words.
Write the word cast on a card and say, "What is this word?" When students identify the word, say, "What rhymes with cast but starts with /p/?" past Continue with these words and sounds: Write these words on index cards and let the student read the word after he/she guesses the word after the clue is given.
What rhymes with sand but begins with /l/?
What rhymes with Blake but begins with /f/?
What rhymes with task but begins with /m/?
What rhymes with tanner but begins with /m/?
Dictate this sentence: Pam had to tape the map.
Have your child write this sentence remembering capitalization, punctuation and spacing.
Skills Practice 191
Phonics:
www.lalilo.com
Code: AXZJCV (optional)
Perryman:
Learning Target (1.OA.3): I can apply properties of operations and the relationship between addition and subtraction.
Task: Practice adding and subtracting on a number line. Print number line handout or create your own on a separate sheet of paper. Roll two dice and add the sum of the two numbers. Use dice from home or use these virtual dice. For example, if I rolled a 5 and 6 I would have 11. Then, roll one dice. For example, I may roll a 4. Then, subtract the two numbers on a numberline. See instructional video below. Write the numbers as an equation. For example, 11 - 4 = 7. Now encourage your child to turn this equation into an addition problem. Start at 7, then add 4 on the number line. Write this addition problem as an equation. For example 7 + 4 = 11. For more of a challenge, roll three dice for your starting number and two dice to subtract.
Bonus Challenge: Roll three dice to start. Add all three dice together. For example 3 + 4 + 6 = 13. Then roll two dice. Add the two dice together. For example 5 + 4 = 9. Subtract both numbers, 13 - 9 = 4.
Instructional Video: https://drive.google.com/file/d/1CtY4QPhD0uivRi_vSFhKdojtl2JxVkfG/view
Mrs. Perryman's Office Hours:
9:30-10:30 (https://meet.google.com/qxz-cdet-pyx)
12:00-1:00 (https://meet.google.com/cux-zjrh-bdj)
Harvel / Eadie:
Remediation:
Optional Activity to Support Learning
Math Learning Target: I can subtract numbers within 10.
Task: Today, you will solve 4 subtraction problems using one of the subtraction strategies on the instructional video. You may record the problems in your math journal or write the problems on a piece of paper. Write the equation, and draw a picture of the math strategy used to solve each problem.
Instructional Video for Subtraction
Strategies: https://drive.google.com/file/d/1RZ87czNeaWNttTohFabREVg8dzeKTVGj/view
Subtraction Problems: 5-2 = 8-4 = 9-6 = 10-3 =
Please click on the link for Mrs. Harvel's Office Hours:
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BRACKENWOOD JUNIOR SCHOOL PROGRESSION CHART- ART AND DESIGN
Developing ideas
Understanding how ideas develop through an artistic process.
Mastering techniques
Developing a skill set so that ideas may be communicated.
SCULPTURE
* Use a combination of shapes.
* Use rolled up paper, straws, paper, card and clay as materials.
* Include lines and texture.
* Use techniques such as rolling, cutting, moulding and carving.
DRAWING
* Colour (own work) neatly following the lines.
* Draw lines of different sizes and thickness.
* Show pattern and texture by adding dots and lines.
* Show different tones by using coloured pencils.
PRINT
* Use repeating or overlapping shapes.
* Use objects to create prints (e.g. fruit, vegetables or sponges).
* Mimic print from the environment (e.g. wallpapers).
* Press, roll, rub and stamp to make prints.
SCULPTURE
* Show life-like qualities and real-life proportions or, if more abstract, provoke different interpretations.
* Use tools to carve and add shapes, texture and pattern.
* Combine visual and tactile qualities.
* Use frameworks (such as wire or moulds) to provide stability and form.
DRAWING
* Use a choice of techniques to depict movement, perspective, shadows and reflection.
* Use a variety of techniques to add interesting effects (e.g. reflections, shadows, direction of sunlight).
* Choose a style of drawing suitable for the work (e.g. realistic or impressionistic).
* Use lines to represent movement.
PRINT
* Build up layers of colours.
* Use a range of visual elements to reflect the purpose of the work.
* Create an accurate pattern, showing fine detail.
* Make printing blocks (e.g. from coiled string glued to a block).
Take inspiration from the greats
Learning from both the artistic process and techniques of great artists and artisans throughout history.
* Describe the work of notable artists, artisans and designers.
* Use some of the ideas of artists studied to create pieces.
* Replicate some of the techniques used by notable artists, artisans and designers.
* Create original pieces that are influenced by studies of others.
* Give details (including own sketches) about the style of some notable artists, artisans and designers.
* Show how the work of those studied was influential in both society and to other artists.
* Create original pieces that show a range of influences and styles.
SCULPTURE
* Create and combine shapes to create recognisable forms (e.g. shapes made from nets or solid materials).
* Include texture that conveys feelings, expression or movement.
* Use clay and other mouldable materials.
* Add materials to provide interesting detail.
DRAWING
* Annotate sketches to explain and elaborate ideas.
* Use different hardnesses of pencils to show line, tone and texture.
* Sketch lightly (no need to use a rubber to correct mistakes).
* Use shading to show light and shadow.
* Use hatching and cross hatching to show tone and texture.
PRINT
* Use layers of two or more colours.
* Make precise repeating patterns.
* Replicate patterns observed in natural or built environments. | 1,395 | 647 | {
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OtterCares Illumination Fund Request
Business Plan Template
What is a business plan?
A business plan is a written roadmap for your business. It describes your products/service idea and lays out a plan for how the business will make a profit.
Why do you need a business plan?
The business plan serves as a guiding document that will help you plan your business on paper and help avoid unnecessary mistakes. It can help you plan for the costs of starting a business and show banks or investors that you will spend their money wisely. To receive funding from OtterCares, your business plan should be detailed, realistic and feasible to take to market within three months.
IDEA
In one sentence, describe your big idea. Is it a product or a service?
What need does this idea fill or what problem does it solve?
What makes your idea unique? How is it better or different from existing products or services?
MARKETING
Who are your customers?
(Kids, adults, teens? Where do they live? What do they like? Describe your target customer in as much detail as possible)
Where will you sell your products or service?
(for example: setting up a lemonade stand in your driveway, at a specific store, selling online)
How will you get the word out about your business?
(Email, social media, putting up signs, other?)
What is the name of your business?
(Consider what the name says about your business. Is it unique, memorable, and easy to pronounce?)
FINANCES
How much will it cost to start your business?
(What do you need to buy before you can start and how much will each of these items cost?
These are called "Start-up Costs".)
If you need more room, please use a separate Excel spreadsheet using this format and make sure to include it with your application.
Where will you get the money to cover your startup costs? (OtterCares grant? Loan from a family member? Money from your savings?)
What is your cost per unit?
(The cost of making a single unit of your product or providing an hour of service. Cost per unit = Total Start Up Costs/Total Number of Units)
How much will you charge?
(Make sure you set your price above your cost per unit.)
What will be your profit?
(How much will you make on each sale after subtracting expenses? Profit = income - expenses)
Sale Price of Item
Cost of Item -
Profit =
What will you do with the money you make?
(Buy more supplies, save for college, donate to a nonprofit, etc. Make a plan for spending, saving and sharing. Be as specific as possible) | 1,036 | 536 | {
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FACT SHEET: Climate Change Can Be COLD!
(General)
States like Texas were caught off guard by the sudden cold, which led to waves of blackouts and lack of heat and water as pipes froze. North Texas experienced its coldest day in 72 years (minus 18C).
With average temperatures rising around the world due to greenhouse gas emissions, there is more heat in the global climate system. That's already having some predictable impacts, like an increase in the frequency and intensity of heat waves.
Global Warming Can Have the Opposite Effect
* Some researchers are concerned that warming in the Arctic will increase the chances of frigid polar air spilling further south, leading to more periods of extreme cold in the near term.
* Ordinarily, the freezing air of the Arctic remains over the North Pole encircled by a fast-moving narrow band of winds called the jet stream. These winds, which can reach 400 kilometers per hour, are between 8 and 14 kilometers above the Earth's surface.
* The jet stream acts as a barrier between the spinning cold air in the north and the warmer air to the south. This trapped area of cold air is known as the polar vortex.
* The jet stream has been described as a rim around a bowl, keeping the cold air of the polar vortex in place. The cold air is heavier, so it stays in this "bowl" and is "stable".
But what happens when the Arctic gets hit with warm weather?
* As Arctic air warms, it becomes less dense and has more energy. It can more easily break out over the "bowl" and cause waves in the jet stream. The polar vortex ends up being less stable and cold air spills out to the south.
* These waves in the jet stream can appear anywhere and bring cold, severe weather southward.
The February 13–17, 2021 North American winter storm had widespread impacts across the United States, Northern Mexico, and parts of Canada.
The storm caused blackouts for over 9.9 million people in the U.S. and Mexico, most notably the 2021 Texas power crisis. By March 25, the death toll had risen to at least 137.
What does climate change mean for extreme cold events in the future?
* Scientists expect that winters will warm faster than summers across North America. More heat records will be broken in the coming years than cold records.
* It is possible winters can warm up over the long term while the polar vortex may spill over more frequently in the near term. Scientists do expect to get a better handle on what to expect with cold weather extremes as they gather more data.
For More Information:
The polar vortex, explained - National Geographic (includes video)
https://www.nationalgeographic.com/environment/ article/polar-vortex
The polar vortex is coming - National Geographic (video included)
https://www.nationalgeographic.com/environment/ article/the-polar-vortex-is-coming-raising-odds-forintense-winter-weather
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The Importance of Self-Care – in 2020 and Beyond
Bullying Prevention Starts With Adults
Low-Cost Internet for Families
Para leer en español, clic aquí.
THE IMPORTANCE OF SELF-CARE – IN 2020 AND BEYOND
When we as parents think about how a day can be – whether it's chaotic, confusing, hectic, sad, disappointing or full of excitement – it's OUR day. We own it, no matter how it's packaged. But a big question we need to ask ourselves is "did I take the time to care for myself so that I can unwrap the gifts the day is offering?"
How well do we as parents take care of ourselves and meet our own needs for a mentally, physically and emotionally healthy life?
"Self-care is a broad term that can include physical, emotional, cognitive, social, and spiritual aspects of your life," Joshua Klapow, Ph.D., clinical psychologist and host of The Kurre and Klapow Show, told Bustle.com. "All are important, and all are associated with more positive experiences, longevity, and a better quality of life."
Making time for yourself matters for everyone, including (and especially) parents. Proper self-care can improve your well-being and your family's. Here are five self-care activities to get you started:
Take the self-care assessment from NAMI to help discover what areas of self-care you can improve in
Aim for at least seven hours of sleep each night for emotional and physical self-care
Try to do one thing every day that improves your mental of physical health in some way, i.e. go for a walk after dinner, or call a friend that you haven't seen in a while
Check out this list of self-care apps* that puts wellbeing just a tap away
Start a self-care journal, and reflect on how you took care of your health each day
As we approach the new year, resolve to make time for self-care rituals every day. Let 2020 be your year of renewal and rejuvenation
* Inclusion of this link does not imply endorsement nor support of these apps by PTA
BULLYING PREVENTION STARTS WITH ADULTS
Kids may not always recognize teasing as bullying – especially when it happens online – and some may be too embarassed or ashamed to talk to their parents about it. That's why it's important to talk about online and digital behavior before your child starts interacting with others online.
To prepare your child to go online – or if you know that your child is being bullied online – offer them these steps that can be taken immediately:
Sign off the computer. Ignoring a bully and walking away is definitely not a coward's response! Bullies thrive on the reaction they get, and if you walk away or ignore hurtful emails or instant messages, you're telling the bully that you won't engage.
Don't respond or retaliate. If you're angry or hurt, you might say things you'll regret later. Cyberbullies often want to get a reaction out of you, so don't let them know their plans have worked.
Block the bully. If you get mean messages through an instant messaging or a social networking site, take the person off your buddy or friends list. You also can delete messages from bullies without reading them.
Save and print out bullying messages. If the harassment continues, save the evidence. This could be important proof to show parents or teachers if the bullying doesn't stop.
Talk to a friend. When someone makes you feel bad, sometimes it can help to talk the situation over with a friend.
Tell a trusted adult. A trusted adult is someone you believe will listen and who has the skills, desire and authority to help you. Telling an adult isn't tattling – it's standing up for yourself. And, even if the bullying occurs online, your school probably has rules against it.
For more information and resources on bullying prevention, visit www.capta.org/bullying-prevention.
LOW-COST INTERNET FOR FAMILIES IN CALIFORNIA
Did you know that low-income families may be eligible for discount internet service at home for $10-$20 a month? Offers are available from AT&T, Spectrum, Comcast, Cox, and Frontier. Learn if your household qualifies by visiting www.everyoneon.org/capta.
Please distribute information at your school, community events and your
organization's newsletters. You can find printable flyers in English and Spanish and access detailed information at www.internetforallnow.org/educators_toolkit.
TAKE ACTION!
Our store now has certificates, ribbons, medallions and lots of other items with the 2019-20 theme "Look Within." SHOP NOW
Monthly Arts Poll Question
Units are invited to apply for a monetary donation from the Smart & Final Charitable Foundation. READ MORE
Help our arts education advocates by taking a quick survey about dance education in your child's school.
TAKE THE SURVEY
Unsubscribe | Manage Subscription | Forward Email | Report Abuse | 1,992 | 1,026 | {
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Does My Writing Flow?
One of the most frequent questions writers ask themselves or others is "does my writing flow?" Other variations of this question include "does this make sense?" and "can you understand what I am saying?" The term flow is a vague term that writers use when describing some concern of clarity, coherence, or conciseness. However vague this term may be, writers know it is a very important concern about their work. If you find yourself concerned about the flow of your writing, then here are some strategies to improve it.
1. Pretend you are the reader of your paper.
* By looking at your paper from the perspective of a reader, you are checking and making sure your writing is clear to someone who might not be as informed of the paper's topic as you are.
* Often when we write, our work makes sense to us because we are the ones who create it. However, at a certain point in the writing process, our writing may become unclear even to us. When we as authors begin to lose sight of our paper's train of thought, other readers are sure to be confused as well.
* Some questions you might ask to place yourself in the reader's shoes are:
ii. How do my body paragraphs connect back to my thesis, and is the connection easy to see?
i. Would my classmates be able to understand the level of vocabulary I am using?
iii. Would someone not in my class understand what I am trying to say?
* Outlining is not only a great pre-writing exercise, but it also can serve as a great post-writing tool. Reverse-outlining means just what it sounds like. It breaks down an already written essay into its basic parts (such as thesis statement, topicsentences, and the points of proof/explanation used within your body paragraphs), and it allows a writer to see how well topic sentences and paragraphs fit into an essay.
2. Reverse-outlining
* Here is how to reverse outline:
ii. Write down each topic sentence of each body paragraph
i. Write down the thesis statement
1. Also write down the main points of evidence or explanation used within your body paragraphs.
iv. Check all points of proof/explanation and make sure they pertain to the topic of the paragraph and provide adequate support.
iii. Check every topic sentence and make sure it is clearly related to a part of your thesis statement.
v. If there is a topic sentences that does not clearly relate to the thesis statement, then either revise it and its supporting points of proof/explanation or take it out entirely.
* If it is easy to write a reverse outline, then it's a good sign that your paper is wellorganized. If you have a hard time creating a reverse outline, then your thesis statement and topic-sentences might be unclear.
* If you are not up to making a complete outline (or if you are not very good at outlining – lots of people aren't), then no need to feel bad. You can add headings and sections to your paper. This method achieves a similar effect to reverse outlining.
3. Add Headings and Sections to your paper
* By splitting a paper into sections and sub-sections with headings, the paper is telling the reader what each part is all about.
4.
Use Transitions or "Flow" Keywords
* For most papers, headings are not necessary. However, you can still make use of them as a tool for drafting and revision. By adding headers to the different sections of a paper, you can easily begin to see the main "parts" of your paper and how they work together.
* Using appropriate transition words improves the flow of your paper. These words act as guide posts, indicating the relationship between thoughts, sentences, or paragraphs. You can always make your essay "flow better" by adding appropriate transitional words and phrases.
Here is a handy list of transitional words and phrases you can use to improve the "flow" of your paper:
Transitional words and phrases:
* To show causes and effects: accordingly, as a result, because, consequently, hence, so, then, therefore, thus
* To show contrasts or exceptions: although, but, even though, however, in contrast,
* To show comparison: also, in the same way, likewise, similarly
instead, nevertheless, nonetheless, on the contrary, on the one hand . . . on the other hand,
* To show examples: even, for example, for instance, indeed, in fact, of course, such as
still, yet
* To show place or position: above, adjacent to, below, beyond, finally, furthermore, last, moreover, next, too
* To signal a summary or conclusion: as a result, as we have seen, finally, in a word, in any event, in brief, in conclusion, in other words, in short, in the end, in a final analysis, on the whole, therefore, thus, to summarize.
* To show time: after, as soon as, at first, at the same time, before, eventually, finally, immediately, later, meanwhile, next, simultaneously, so far, soon, then, thereafter | 1,793 | 1,049 | {
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September Epidemic
SEPTEMBER 01, 2008
DENVER —
Respiratory infections and emergency room visits sharply rise during first month back in school
Most people associate cold-and-flu season with the cold, dark days of late fall and winter. But as soon as children are confined in classrooms and start swapping germs, the incidence of respiratory infections rises sharply. Colds due to rhinovirus peak in September, with other viral infections also increasing. While this poses a problem for all parents, it is especially hazardous for parents of children with asthma.
"The kids once again get around each other and the germs spread like wildfire," said Kirstin Carel, MD, Assistant Professor of Pediatrics at National Jewish Health and NJ4Kids. "Unfortunately children with asthma run a much higher risk of contracting a serious illness."
Viral infections cause more than 80% of asthma attacks in children and more than half of all asthma attacks in adults. Asthma attacks requiring hospitalization are so frequent in September that the "September epidemic of asthma exacerbations" is a recognized phenomenon. A quarter of all children hospitalized for an asthma attack are admitted in September.
All parents can reduce their children's chances of catching a cold or other respiratory infection by having their children wash their hands well and often. Lung Line nurse Deborah Fending recommends says people need to wash their hands for 20 to 30 seconds. She recommends children sing two refrains of "Happy Birthday" to make sure they wash their hands are truly clean and germ-free. Other strategies to prevent getting and spreading colds include avoiding touching the nose, eyes and mouth, covering the mouth while coughing and sneezing, and using disposable tissues.
No matter how vigilant they are, however, children will still get colds.
One of the most effective ways to prevent respiratory infections from causing asthma attacks is for patients to properly manage their disease, especially with the controller therapy. Inhaled steroids are the most effective controller therapy for most patients. Research at National Jewish has shown that proper use of inhaled steroids reduces hospitalizations, urgent care visits and oral-steroid use. Unfortunately, many children and their parents become lax about asthma care during the carefree months of summer.
"Studies have shown that use of asthma controller therapy is at its lowest level immediately before school returns," said Dr. Carel. "Children and parents both need to be extremely diligent about making sure that medication prescriptions are being closely adhered to and that inhaler technique does not slip with the chaos of the back-toschool period."
Dr. Carel practices at both National Jewish Highlands Ranch and the main campus in Denver. For appointments at National Jewish Highlands Ranch call 303-703-3646.
National Jewish Health is the leading respiratory hospital in the nation. Founded 120 years ago as a nonprofit hospital, National Jewish Health today is the only facility in the world dedicated exclusively to groundbreaking medical research and treatment of patients with respiratory, cardiac, immune and related disorders. Patients and families come to National Jewish Health from around the world to receive cutting-edge, comprehensive, coordinated care. To learn more, visit the media resources page.
Media Contacts
Our team is available to arrange interviews, discuss events and story ideas.
William Allstetter 303.398.1002 firstname.lastname@example.org
Adam Dormuth
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OUR EARTH
ACROSS
DOWN
1 precipitation which alters the pH of lakes
5 large masses of ice that move across the land
8 the art, science, and production of food and fiber and management of natural resources
9 rock formed by compression of successive layers of soil
12 the charge of clay and organic matter
14 matter with a definite shape and volume
16 breaking down of rocks and other materials on Earth's surface by wind and/or rain
18 the complete path of an electric current
19 one who studies science
21 heat energy measured with a thermometer
2 a very thin sheet of mica used as glass in wood burning stoves in the 1800's
3 detachment and carrying away of soil by water or air
4 the largest soil particle, has a gritty texture
6 matter with no definite shape but with a definite volume; the form of water in oceans
7 a soil particle of the smallest size; carries a charge
8 the management of plants, animals and land
10 an area made up of living and nonliving organisms
11 vertical slice of soil showing its properties
13 a force on earth preventing us from floating in air the act of water falling from clouds to oceans
Sherry Fulk-Bringman Suzanne Cunningham Department of Agronomy Purdue University
ACROSS continued
22 type of area described by the plants growing there
28 organisms that have decayed or broken down, what gives soil its black color
29 a mix of sand, silt, clay, minerals, organic matter, and living forms in which plants grow
30 was once referred to as the amount of land a yoke of
29 oxen could plow in a day
31 a soil particle with a soft, powdery texture
36 the process by which liquid water changes to a gas
37 opposite of a base, makes food taste sour
38 land covered by trees
39 a group of organisms in an area that interact with one another together with their environment
Sherry Fulk-Bringman Suzanne Cunningham Department of Agronomy Purdue University
DOWN continued
15 the process by which water moves from clouds to the earth
16 as a gas it fills clouds, as a liquid it fills lakes, and as a solid its called a glacier
17 the movement of water between oceans, clouds, rivers, plants, soil, and animals
20 a two-dimensional figure with three sides
23 the opposite of an acid, tastes like soap
24 contamination of the land, sea or air
25 the form of water when it is in a cloud
26 land covered by grasses
27 an ecosystem of land and water
32 a mixture of sand, silt and clay
33 the ___ of clay particles attract or repel nutrients
34 form of nitrogen that contaminates our water
35 the material that forms the earth's crust | 1,104 | 578 | {
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Learning From Experts in the Outdoor Classroom by Sabrina Carlson
On October 4, 2016, 120 6th, 7th, and 8th grade students from Curt Craig's team at Mount Elden Middle School gathered at Aspen Corner to learn from teachers and other members of the science community.
We were blessed with excellent warm weather and not a cloud in the sky. When we arrived we were greeted by Clare Stielstra, a hydrologist from Tucson, and Brenda Strohmeyer of the US Forest Service. With a group this large, it is vital to divide the students into smaller groups to manage both lessons and impact on the environment. Even better when we can provide opportunities for the students to connect to the larger community to meet experts from a variety of fields and get a taste of career options they might one day consider.
For my part of the rotation we studied how landforms, like the Peaks, impact the formation of clouds and weather patterns. We reviewed the difference between weather and climate and observed that the weather today was indeed very rainy. Next we performed the
"Dance of the Molecules" in which we acted out the actions of water molecules as they heat and cool to form ice, liquid, and vapor.
Hiking into the outdoor classroom.
Discussing the concept cartoon.
Then we split into groups to ponder a "concept cartoon." Concept cartoons are a popular formative assessment strategy that get the students thinking and talking, while helping the teacher identify possible misconceptions the students might have. The cartoons contained three possible explanations for the tendency of clouds to form over mountains more than other places. As I had done with another group a few weeks before, we began to act out the action of gasses and water vapor as it rises in the atmosphere. We had a new challenge this day however. Wind! Our previously successful game with balloons became a race to keep our lesson materials from becoming litter! A learning experience for us all. In the end we were still able to contemplate the action of wind, landforms and gasses in creating clouds.
One of the MEMS teachers lead a guided reading and journaling activity on the history of the Arizona Trail and its founder, Dale Shewalter. Our guest speakers led activities to demonstrate how to measure the health of a forest ecosystem and why it is important, and how the health of trees, grasses and animals impact our water table and community.
It was a gorgeous day to connect with friends, teachers, and guests alike. And everyone agreed that our classroom had the best view of any in Arizona, perhaps the world.
This Seeds of Stewardship outing made possible with support from: | 1,009 | 537 | {
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Drones and artificial intelligence show promise for conservation of farmland bird nests
14 July 2020
at high latitudes, the temperature of these nests is typically higher than that of the surrounding environment. Hence, we thought that thermal cameras could assist. A small pilot study indicated that thermal vision is hampered by vegetation and objects on the ground. Therefore to make this an efficient system, we thought that the camera could be flown using a drone, and artificial intelligence could help to analyze the resulting thermal images. We show that this works. However, the system performed best under cloudy and cold conditions, and on even grounds," says Andrea Santangeli, an Academy of Finland fellow at the Finnish Museum of Natural History Luomus, University of Helsinki.
Credit: CC0 Public Domain
Farmland bird species are declining over most of Europe. Birds breeding on the ground are particularly vulnerable because they are exposed to mechanical operations, like plowing and sowing, which take place in spring and often accidentally destroy nests.
Locating nests on the ground is challenging for the human eye, and highly time-consuming
Researchers flew a drone carrying a thermal camera over agricultural fields to record images. These were then fed to an artificial intelligence algorithm capable of accurately identifying nests, a first step to aid their protection. Researchers tested the system in Southern Finland near University of Helsinki's Lammi Biological Station, using wild nests with eggs of the Lapwing Vanellus vanellus.
"We have been involved in conservation of groundnesting farmland birds for years, and realized how difficult it is to locate nests on the ground. At least
Drone technology becoming rapidly popular in conservation
It is possible to map in near real-time the spread of diseases on crops in agricultural areas using drones with various sensors. The latter is an integral part of precision agriculture, a new way of crop production that makes large use of drone technology to monitor crops and maximize production efficiency.
Studies like this one can help pave the way to integrate bird nest detection within the drone borne sensors used in precision agriculture, and automate a system for saving those nests.
"The conservation community must be ready to embrace technology and work across disciplines and sectors in order to seek efficient solutions. This is already happening, with drone technology becoming rapidly popular in conservation. A next and most challenging step will be to test our system in different environments and with different species. Our auspice is that this system will be, one day, fully integrated into agricultural practices, so that detecting and saving nests from mechanical
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destruction will become a fully automated part of food production," says Andrea Santangeli.
More information: Andrea Santangeli et al, Integrating drone-borne thermal imaging with artificial intelligence to locate bird nests on agricultural land, Scientific Reports (2020). DOI: 10.1038/s41598-020-67898-3
Provided by University of Helsinki APA citation: Drones and artificial intelligence show promise for conservation of farmland bird nests (2020, July 14) retrieved 13 May 2021 from https://techxplore.com/news/2020-07-drones-artificialintelligence-farmland-bird.html
This document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no part may be reproduced without the written permission. The content is provided for information purposes only.
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YOUR POD and COVID-19 YOUR POD
WHAT IS A POD?
A pod (or a social bubble) is a small group of people who agree to socialize in person only with each other and stick to the same COVID-19
prevention measures, both when the bubble is socializing together AND in daily life. Members of your pod include people you live with (e.g., housemates, family members) and can include people who you do not live with, but who agree to be part of your pod.
ADVANTAGES OF A POD
Our mental and emotional health are important during the pandemic. Feeling connected to others can help reduce stress and anxiety. A small, tight circle of contacts within a pod, in addition to staying connected virtually with those outside a pod, can help.
Before joining a pod, consider if you are at risk for getting very sick—or getting others sick—from COVID-19.
While a pod can give you more in-person interactions, it doesn't mean socializing with everyone you know. Pods need to be kept small to be effective in protecting people inside the pod, especially if there is a lot of COVID-19 activity in your community.
Think carefully about each person who is in your pod. If one pod mem ber has exposure to risk, the entire pod is then exposed to that risk. The more social, work, and academic situations your pod chooses to be in, the greater your chances are of exposure to COVID-19.
REMEMBER: Even with extra steps to try and stay safe, meeting with people who are not your housemates does increase your risk for getting and transmitting COVID-19.
HELP KEEP YOUR POD SAFE
POD COVID-19 EXPOSURE
* Adjust pod numbers accordingly and follow any updated gathering guidelines set by the local health department and University of Virginia.
* Before you form a pod, talk openly about expectations, risks, and fears with other potential members. Once the pod is established, continue that open communication.
those whom you tr Be upfront about expectations • and only interact with ust will follow the guidelines.
* Don't include anyone who doesn't take precautions seriously.
, .............. . • For more UVA-specifc information about resources and protocols related to COVID-19, please visit: studenthealth.virginia.edu/COVID-19
*• • • • • • • • • • • • • • • • • • •..If
* Keep your pod to the same people; every additional person adds more risk.
coronavirus.virginia.edu
ADAPTED FROM: https://www.vdh.virginia.gov/content/uploads/sites/182/2020/12/Social-bubble.pdf
* Communicate openly with pod members if something happens that might put others at risk of exposure.
* If one person in the pod tests positive for COVID-19, that person will need to be isolated for at least 10 days and everyone who had close contact with that person will need to quarantine. Students should call the SHW Exposure Call Center at (434) 924-5362 to discuss all potential exposures to COVID-19. | 1,293 | 638 | {
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Psychologists say babies know right from wrong even at six months
10 May 2010, by Lin Edwards
yellow triangle that helps it up the hill by getting behind it and pushing. At other times the red ball is forced back down the hill by a blue square. After watching the puppet show at least six times the babies were asked to choose a character. An overwhelming majority (over 80%) chose the helpful figure. Prof. Bloom said it was not a subtle statistical trend as "just about all the babies reached for the good guy."
(PhysOrg.com) -- The currently prevailing theory on human development is that human beings start their lives with a "moral blank state," but new research contradicts this view. The researchers have found babies as young as six months old already make moral judgments, and they think we may be born with a moral code hard-wired into our brains.
The research was carried out by a team led by Paul Bloom, professor of psychology at the Infant Cognition Center at Yale University in Connecticut in the US, and used the ability to differentiate between unhelpful and helpful behavior as their indicator of moral judgement. The results contradict the theories of Sigmund Freud and others, who thought human beings start out as "amoral animals", or a moral blank state. Bloom said there is mounting scientific evidence that this may not be true and that "some sense of good and evil seems to be bred in the bone."
In one experiment babies between six and ten months old were repeatedly shown a puppet show featuring wooden shapes with eyes. A red ball attempts to climb a hill and is aided at times by a
In another experiment the babies were shown a toy dog puppet attempting to open a box, with a friendly teddy bear helping the dog, and an unfriendly teddy thwarting his efforts by sitting on him. After watching at least half a dozen times the babies were given the opportunity to choose one of the teddy bears. The majority chose the helpful teddy.
A third experiment used a puppet cat playing with a ball with a helpful rabbit puppet on one side and an unhelpful rabbit on the other. The helpful rabbit returned the ball if the cat lost it, while the unhelpful rabbit stole the ball and ran off with it. In this test five-month-old babies were allowed to choose one of the rabbits, and most chose the helpful one. When the test was repeated with 21-month-old babies they were asked to take a treat from one of the rabbits. Most took the treat from the unhelpful rabbit, and one even gave the rabbit a smack on the head as well.
Lead author of the study, Kiley Hamlin, said people worry a lot about teaching children the difference between good guys and bad guys but "this might be something that infants come to the world with." Other psychologists have cautioned that adult assumptions can affect how babies' reactions are interpreted, and that babies begin to learn from the moment they are born.
© 2010 PhysOrg.com
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APA citation: Psychologists say babies know right from wrong even at six months (2010, May 10) retrieved 23 January 2018 from https://medicalxpress.com/news/2010-05-psychologists-babies-wrongmonths.html
This document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no part may be reproduced without the written permission. The content is provided for information purposes only.
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Arc Guide to Advocacy Services
What is advocacy?
* Actions that speak in favor of, argue for, recommend, support or defend
* Dialogue to discuss issues/concerns
* Process to change "what is" into a "what should be"
* Proposed solution(s) through an inclusive and engaging process
In all advocacy situations, it is important to:
* Know what is wanted and how it will help
o Be specific about what is wanted
* Be prepared
o Make notes before a meeting to remember what to talk about, what to say, and possible solutions. Notes can also help you stay on track.
* Know the laws, rules and policies about a specific service or program
o Save all important papers. It may be beneficial to staple the envelope onto documents so you can determine when they were mailed or note "date received" on the document
* Document, document, document
o Keep notes during phone conversations and meetings
o Use email cautiously. While email can be useful documentation, messages can be misunderstood and can be forwarded to others.
* At the beginning of the meeting, be sure everyone introduces themselves and states their role
* Use "I" statements whenever possible. "You" statements are easily interpreted as blaming
* Ask questions and listen to the answers. Ask for clarification when necessary and repeat to check for understanding
* Remember everyone involved may believe they are acting in the best interests of the person with a disability. Treat others the way you would like to be treated.
o Focus on strengths, concerns and priorities
* Propose solutions to identified problems/issues
o Identify your BATNA (Best Alternative to a Negotiated Agreement) and WATNA (Worst Alternative to a Negotiated Agreement)
o If you disagree, clearly state why, what you disagree with, and if possible, propose a solution or alternative
The Arc Minnesota recommends NOT:
* Feeling obligated to sign and approve documents at the meeting. You need time to process and review the document before signing.
* In some situations, it will be important for an Arc Minnesota advocate to attend a meeting with you.
* Signing blank or partially completed forms
The Arc Greater Minnesota advocates:
* Use a person-centered process and philosophy to coach and empower individuals
* Help parents and individuals with IDD clearly identify issues and options within a given system. Knowledge gained through this process is utilized to make decisions, create and implement a plan of action
* Maintain a comprehensive understanding of pertinent laws, rules, policies, governing systems and due process rights
* Empower parents and individuals with IDD to advocate for themselves
* Respect choices made by individuals with IDD, their parents, guardians and family members
* Assist parents and individuals with IDD to prepare for and participate in meetings
For further information or advocacy services, contact The Arc Minnesota at 952920-0855 or toll-free at 833.450.1494 or visit www.arcminnesota.org. (Please note: This document is not legal advice, and should not be construed as such. Thus, no information herein should replace the sound advice of an attorney.)
All rights reserved (c) 2019 The Arc Minnesota
September 2018 | 1,364 | 641 | {
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5 Tips for Explaining Migraines to Family and Friends
Explain that a migraine is different from a regular headache. 1
The first thing your loved ones need to know is that a migraine is not "just a headache." The pain can be intense, and you can have different types of pain, such as stabbing or throbbing sensations. You can have pain on one or both sides of your head, and it often gets worse when you move (which is one reason migraines can interrupt work and other activities).
A headache is usually just that: pain in your head. Migraines cause many other symptoms, such as sensitivity to light/sounds/smells, nausea, vomiting, vision problems, and difficulty thinking or finding words. A migraine can last between 4 hours and
3 days. Many people feel sick and have a headache even after the migraine itself ends.
Nonprescription medications such as aspirin or Tylenol usually help a headache. These medications help some people with migraines, but not everyone. And even though there are more migraine medications than there were in the past, they don't work for everyone. Even prescription medication does not help everyone.
A migraine can last between 4 hours and 3 days
Help them understand that migraines are physical, not mental. 2
A common myth is that migraine is a mental or emotional condition. Today, scientists know that changes in the brain cause migraines, and these changes are probably genetic. In other words, if your mother had migraines, you might have them, too.
The good news is that making positive lifestyle changes such as lowering stress and exercising, eating, and sleeping on a regular schedule can help prevent migraines. So although migraines start in your physical brain, taking care of your mental and emotional well-being can help stop them.
Tell them how migraines affect your life. 3
You might try to hide the effects of migraines from friends and family, but telling them how migraines affect you can help them understand this condition.
Write down the main ways migraines affect your life on the lines below. Then use these notes to explain to loved ones how migraines affect you.
How migraines affect my life:
4
Explain what you can and cannot do during a migraine.
During a migraine, you probably need to limit your activities. Some people cannot do anything but lie quietly in a dark room. Others might be able to watch a quiet movie with family members.
Write down what you can and cannot do during a migraine below. Every migraine is unique, so you might be able to do different things at different times. But think about what you usually can or cannot do. Then you can show this to your loved ones or talk with them about your limits.
Some people cannot do anything but lie quietly in a dark room
During a migraine, I usually cannot:
During a migraine, I usually can:
Consider writing your friends and family a letter. 5
Author Teri Robert writes about migraines to help educate patients and families. She wrote a letter for family and friends of people with migraines so they can learn more about this condition (www.helpforheadaches.com/lwfiles/Family_Migraine_Letter.pdf). You can print this letter and give it to loved ones to help explain your migraines, or write your own letter.
Developed by Med-IQ in collaboration with the National Headache Foundation
Supported by an educational grant from Allergan, Inc.
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COMPARING MORE THAN TWO FRACTIONS WRITING FRACTIONS FROM LEAST TO GREATEST
Determine the half way point of each fraction and write if the original fraction is greater, smaller, or equal.
7 8 A. Divide 8 by 2
4
7
4
is greater than
4
The half way point,
8
8
8
equals one-half.
7 8 If we were comparing other fractions to we now know it is one of the larger fractions in the group.
B.
8
8
The half way point, equals one-half.
9.5
19
19
9.5
19
19
9.5
is smaller than
Divide 19 by 2
8 19 we now know it is one of the smaller fractions in the group. If we were comparing other fractions to
Did you notice that
8
19
9.5
19
? This means it is almost in the middle.
is very close to
Now your turn. Determine the half way point and write if the original fraction is greater, smaller, or equal.
5 12 1.
8
2.
6
9 10 3.
4 7 4.
13 26 5.
21
12 SMALLER
18 31 6.
31 GREATER
15.5
21
10.5
7.
2.5
5
SMALLER
2
5
SMALLER
10
5
GREATER
8.
19
19
38
38 EQUAL
7 GREATER
3.5
11 20 9.
20 GREATER
10
26
13
9.5
19
EQUAL
7 19 10.
SMALLER
COMPARING MORE THAN TWO FRACTIONS WRITING FRACTIONS FROM LEAST TO GREATEST
Now your turn. Write the fractions in order from least to greatest.
Use your knowledge of one-half to separate the fractions into two groups, and write the fractions in order from least to greatest.
10.
3 2 1 5
4 , 11 , 5 , 8
11.
YOU DO NOT HAVE TO COMPARE ALL THE FRACTIONS TOGETHER. INSTEAD, ONLY COMPARE THE TWO LARGER FRACTIONS AND THEN COMPARE THE TWO SMALLER FRACTIONS.
3
5 Fractions greater than
4
one-half
AND
2
11
AND
8
1
5
2
one-half
Fractions less than
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Food Chains
Producers – make their own food e.g. plants get their energy from the sun
Predators – animals that eat other animals e.g. lion
Prey – animals that are eaten by others e.g. mouse.
Skeletons and Muscles
Support, protection, movement
Teeth
Incisors and canines – cut and tear food. molars and pre-molars – chew and grind
Jamie Oliver Healthy Chef
Joe Wicks
The Body Coach
We are Scientists…
Types of animal
Animals Including Humans
What do animals eat?
Fish – have gills, fins and live in the water e.g. goldfish and trout
Amphibian - have a back bone and are able to live in both water and on land e.g. frog, toad
Reptile - cold blooded and lay a soft-shell egg e.g. snake and tortoise
Birds - wings, feathers and beak and lay a hard-shelled egg e.g. chicken and house martin
Mammals - warm blooded and give birth to live young e.g. human, dog and dolphin
Carnivores – meat eaters e.g. badger, fox, otter
Herbivores – plant eaters e.g. rabbit, red deer
Omnivores – eat plants and meat e.g. red squirrel, hedgehog
How to stay healthy
Exercise, variety of food, hygiene
Drugs
Something you eat or drink that has an effect on your body – good or bad
Impact of exercise
Circulation, stamina and fitness, strength.
Life processes common to all living things
Movement, Reproduction (having offspring), Sensitivity (using the 5 senses), Nutrition (food), Excretion (getting rid of waste!), Respiration (breathing), Growth
We are curious, we are unique, we are together, we are Whiteshill!
Digestive System
Mouth - breaks food in to smaller pieces
Oesophagus - squeezes it down to stomach
Stomach - breaks it down with acid and releases nutrients
Small intestine - absorbs nutrients into the blood
Large intestine - water absorbed and waste removed
Circulatory System
Heart - strong muscle which contracts and relaxes to pump blood around your body
Blood vessels - three types – arteries carry blood away from the heart, veins carry blood back to the heart and capillaries carry blood in to your organs and tissues.
Blood - red blood cells transport oxygen, white blood cells protect against disease, platelets clot and form scabs, plasma carries these cells and nutrients around the body. | 1,006 | 538 | {
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Laundering money—literally—could save billions of dollars
January 8 2014
A dollar bill gets around, passing from hand to hand, falling on streets and sidewalks, eventually getting so grimy that a bank machine flags it and sends it to the shredder. Rather than destroying it, scientists have developed a new way to clean paper money to prolong its life. The research, which appears in the ACS journal Industrial & Engineering Chemistry Research, could save billions and minimize the environmental impact of banknote disposal.
Nabil M. Lawandy and Andrei Smuk point out that replacing old currency is a growing problem. When bills become too dirty, central banks take them out of circulation and replace them with crisp new bills. As a result, the world's treasuries print nearly 150 billion new banknotes
1/3
every year at a cost approaching $10 billion. And about 150,000 tons of old bills become destined for shredding and disposal. The main culprit for this costly turnover is human sebum, the oily, waxy substance the body produces to protect skin—also the bane of acne-prone teenagers. Over a bill's lifetime of about 3 to 15 years depending on the denomination, sebum accumulates on its surface, reacts with oxygen in the air and turns a yellowish hue. To delay a banknote's retirement, Lawandy's team decided to see if they could just clean it, removing the accumulated sebum.
They turned to "supercritical" CO2, which acts like both a gas and a liquid and is commonly used in other cleaning applications. When they tested it on banknotes from around the world, they found that it effectively removed oxidized sebum and motor oil while leaving intact security features such as holograms and phosphorescent inks.
More information: "Supercritical Fluid Cleaning of Banknotes" Ind. Eng. Chem. Res., Article ASAP. DOI: 10.1021/ie403307y
Abstract
With nearly 150 billion new banknotes being manufactured and printed every year around the world, the replacing of unfit currency is approaching $10 billion annually. In addition, central banks must also deal with the environmental challenge of annually disposing of nearly 150,000 tons worth of notes unfit for recirculation. Seminal work by the De Nederlandsche Bank (DNB) has identified that soiling is primarily a yellowing of the notes due to the accumulation of oxidized sebum. We show that supercritical CO2 (SCCO2) can be effectively utilized to remove sebum and other oils and contaminants, including common bacterial colonies, from both paper and polymer banknotes without destroying the costly and sophisticated security features employed by central banks to prevent counterfeiting. SCCO2 cleaning at 60°C and 5000 psi was shown to be effective in cleaning conventional straps of
2/3
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100 banknotes, extracting nearly 4% of the initial strap weight. Measurements of note soiling distributions on a banknote sorting machine running at 10 banknotes per second showed a significant shift in soiling levels after cleaning, supporting the claim that processing of SCCO2-cleaned notes would result in significantly fewer notes being classified as unfit due to soiling and shredded.
Provided by American Chemical Society
Citation: Laundering money—literally—could save billions of dollars (2014, January 8) retrieved 25 April 2024 from
https://phys.org/news/2014-01-laundering-moneyliterallycould-billions-dollars.html
This document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no part may be reproduced without the written permission. The content is provided for information purposes only.
3/3 | 1,604 | 788 | {
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Simplifying expressions
Collecting terms
Multiplying terms
Remember that a 'term' has a sign, a number and a letter. The sign stays 'glued' onto the number and letter so you can move them around...
E.G. 1. So5x3y−3x
2y is the
same as 5x−3x3y
2y because I just moved the -3x. This works out to be 2x 5y
E.G. 2. Sometimes you have to think about the directed numbers,
so7x−4y−3x−
6y is the same
as 7x−3x−4y−6y=4x−10y
E.G. 3. Powers must be treated as different symbols, so in the expression 5p2 −3p−2p 2 7p , you treat p 2 as different to p, giving 2 2 2
5p −2p 7p−3p=3p −4p
Try the ones on the practice sheet now before moving on...
Remember
* Y × X = YX
* P × P = P 2
* –4 × 5 = –20
* –7 × –9 = +63
So
The steps
1. Sort out the signs
2. Multiply the numbers
3. Multiply the letters
Some examples
1. −4r×3q=−12rq
2. −6x×8y=−48xy
3. x× x×x× x=x 4
4. 3×r×r×h=3 r 2 h
5. 2x×−3y×12x=−72 x 2 y
Make sure you know how the examples work, and then try the ones on the practice sheet before moving on...
Dividing terms
Remember
* You can divide powers of the same number by subtracting the powers, so
*
−12 −3
8
=
2
The rules are the same as for multiplying
The steps
1. Sort out the signs
2. Cancel the numbers
3. Work out the powers of the letters
A few examples
1. 15xy 5x = 3y Xs cancelled
Your turn, try cancelling the algebraic fractions on the practice sheet...
Multiply out brackets
BODMAS says
* 347=3×11=33
You can also do the sum like this
* 347=3×43×7=33
So, look at the lines...
Try to follow these examples (and remember your directed numbers)
1. 23x−5=6x−10
2. −32x−1=−6x3
3. −53−2x=−1510x
4. −2y3x4 =−6xy−8y
A minus sign outside the bracket simply switches all the signs in the bracket.
If there are two brackets, just
1. Multiply out the first
2. Multiply out the second
3. Collect the terms!
Your turn... | 984 | 745 | {
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Our recovery curriculum
We have been thinking about what a curriculum might look like for children in this next phase of school and have used some guidance from research to help us with this. Starting in September we will be implementing a "recovery curriculum" which acknowledges that there have been some losses to children as they have been learning at home and that these losses can contribute to gaps in learning and impact on children's mental health.
The research
In the think piece 'A Recover Curriculum: Loss and Life for our children and schools post pandemic' Barry Carpenter (CBE, professor of Mental Health in Education, Oxford Brookes University) and Matthew Carpenter (principle, Baxter College, Kidderminster) have outlined some considerations for schools returning after the COVID-19 pandemic.
In this research they suggest that schools 'must consider the gradual implementation of any form of curriculum to recover from loss'.
They remind us that 'Our quest, our mission as educators, should be to journey with that child through a process of re-engagement, which leads them back to their rightful status as a fully engaged, authentic learner'
They suggest that the recovery curriculum is based on 5 levers.
The 5 levers of a recovery curriculum
Lever 1: Relationships - 'use the relationships we build to cushion the discomfort of returning.'
Lever 2: Community – 'Understand the needs of our community and engage them in the transitioning of learning back into school'
Lever 3: Transparent curriculum – 'all of our students will feel like they have lost time in learning and we must show them how we are addressing these gaps'
Lever 4: Metacognition – 'It is vital that we make the skills for learning in a school environment explicit to our students to reskills and rebuild their confidence as learners'.
Lever 5: Space – 'to be, to rediscover self, and to find their voice on learning in this issue'.
Phase 1 of our recovery curriculum
At Crowle Primary school we will have 4 key aspects to phase 1 of our recovery curriculum. These make up a CALM approach to rebuilding learning.
C –Creative
A –Active
L – Learning
M – Mental wellbeing
The CALM curriculum and the levers
The diagram below shows how out 4 areas of our CALM curriculum interlock with the 5 levers;
The CALM curriculum
Creative - art project, take one picture
Active - a focus on outdoor learning and PE activities
Learning - focus on basic skills in short bursts
Mental wellbeing - use of a variety of resources to allow children to explore and express how they feel
What do we hope to achieve?
Focus on artistic and
craft based learning
to support fine motor
skills and
concentration.
Undertake creative
learning to encourage
communication with
work attached to
children’s needs.
C
Work in small groups
to support
reengagements with
friends allowing them
time to talk and
communicate with
each other whilst
focussing on tasks
What do we hope to achieve?
Children will have spent a large amount of time in their homes, leading to a challenge to stay physically active. Inactive behaviour and low levels of physical activity can have negative effects on quality of life, health and wellbeing of children (Yarimkaya& Esenturk, 2020).
Curriculum will
promote physical
activity outside,
within the
framework of
social distancing.
A proportion of
the school day will
be spend engaging
in learning
activities that
encourage play
and sport.
A
Use of the school
grounds to
support children to
learning in the
open air.
What do we hope to achieve?
Gaps in learning and knowledge will need to be supported.
Planned learning
will reinforce the
key basic skills of
maths, reading,
writing, spelling
and grammar.
The planning of
the curriculum will
support a steady
development of
the learning that
has been missed.
L
Learning will be
planned in short
bursts to support
children’s
reengagement.
What do we hope to achieve?
Re-instatement of
high expectations
for all leaners.
Revisit
metacognitive
strategies to
support learning.
L
Support for
children to display
good attitudes for
learning through
consistent use of
the behaviour
policy.
What do we hope to achieve?
Children will need to speak about their experiences with specific focus on trauma informed approaches.
The use of a
variety of activities
(PSHE association,
KAPOW, Jigsaw)
will support
spiritual
development.
Check in boards to
support the
language of
emotional
wellbeing in
classrooms.
M
Support for
children to
rediscover their
inner resilience.
Autumn term recovery curriculum
The curriculum will be delivered in phases during the Autumn Term as detailed below. The length of the phases will be determined by the needs of the children. | 2,039 | 1,061 | {
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Fun and Games
Prepared by Curtis Liu & Sunny Liang for Advanced 1
2024-02-04
Introduction
This handout contains descriptions of 6 games. Soon, your team of 2 will compete with other teams for points. The team with the most points wins. For the first hour or so, you will have some time to prepare and strategize. Your strategy will often depend on whether you go first or second, so make sure to consider both cases.
When playing, take note of what other teams come up with, we may study some of these strategies in the future. Not all of these games are solved (i.e. have a known optimal strategy), but some of them are. Good luck!
1 Prisoner's Dilemma
You and your opponent were caught for stealing prime numbers. The integer police don't know which one of you did it, so they offer you both a deal:
* Each team may choose to tell on the other team or stay silent
* If both teams stay silent, both get 1 point
* If both teams tell on the other, both get 0 points
* If one team tells and the other stays silent, the telling team gets 2 points and the silent team loses 1 point.
Simple enough right? But wait, there's more!
We will repeat this process ten times in a row. Your team must write down a set strategy beforehand that may only depend on the other team's guesses. Think of it like writing a computer programming that will play against another team's program on your behalf. Here are a few examples of some (not very good) strategies:
* always stay silent
* if the other team stayed silent on the first turn, tell on all subsequent turns
* do the opposite of whatever the other team did on the previous turn
* stay silent for 3 turns, then do what the opponent did 3 turns ago
Have fun!
1
2 Nim
16 matchsticks are arranged in 4 rows as shown in my awesome drawing below.
Teams take turns taking match sticks away. On each turn, you may remove any number of match sticks from any one row. The team that removes the final matchstick loses.
The winning team wins as many points as the number of matchsticks they removed.
3 Dots and boxes
Given 9 dots arranged in a 3-by-3 grid, teams take turns drawing a line between two adjacent dots (no diagonal lines). If, on a turn, you complete a box, you get to mark off the box with an X and win a point. You also get to go again. This goes on until all possible lines are drawn.
4 Jump Chess
Chess... except rooks and queens can jump over other pieces. Winner gets 3 points.
5 Ultimate Tic-tac-toe
Tic-tac-toe, except to fill in a square, you have to win a mini-game of tic-tac-toe.
Winner gets 3 points.
6 Symbol Strike
Each team starts with 11 spaces on a piece of paper. On the first turn, each team fills in one of the spaces with a symbol that is one of:
* the digits from 0 to 9.
* the four basic arithmetic operators +, −, ×, or ÷.
On the next turn, the teams swap papers and add a symbol to one of the other team's spaces. The selection and placement of symbols must follow these rules:
* Operators may not be placed next to each other or at the ends
* No symbol may be used more than once in the same expression
Each team's final expression will be evaluated according to order of operations, and the team with the largest number wins.
Winner gets 5 points.
Bonus Games
This section will be used if time permits. If it is not covered, try to come up with a strategy at home and challenge your parents to play these games!
7 Chips
There are n chips on the table. Two players, Player One and Player Two, alternate turns by removing chips from the table. On the first move, Player 1 can take any number of chips except for the whole pile and zero. On each following move, the player is not allowed to take more chips than the other player did on the previous move.
For example, if Player 1 made the first move to remove two chips, Player 2 is allowed to remove either one or two chips. If Player 2 chooses to remove one chip, then on the next move, Player 1 is only allowed to remove one chip. The player that takes the last chip is the winner.
8 Centipede Game
Alice and Bob are sitting across the table from one another playing the following game. At the beginning, there is $1 located closer to Alice, on the table. On the first move, Alice can either take the dollar and end the game or she can move the dollar across the table. If she moves the dollar across the table, one more dollar is added to the game.
On his move, Bob can either take $2 and end the game or he can move the two dollars across the table. In this case, another dollar is added to the game. Alice and Bob alternate taking moves this way. If the game reaches the state with $100 on the table, it ends and each of the players gets $50. Find the ways for Alice and Bob to win the largest possible amount of money. | 1,837 | 1,112 | {
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Don't Immediately Assume That There Are No Pests
When a customer complains of bites from insects that can't be seen, you might immediately suspect delusory parasitosis. Sometimes you're right, but sometimes you can be wrong if you don't first conduct an inspection. Delusory parasitosis is a psychological condition in which the person believes that bugs or parasites are crawling, biting, or burrowing into and out of his or her body. Nine out of ten times, the "bites" turn out to be something else, usually a combination of environmental conditions and physical factors that cause skin irritation that mimic bug bites perfectly, often complete with bumps and swellings. But one out of ten times, actual pests are the cause.
Ask the customer to collect specimens of the biting pest by either picking up the pest on a wet cotton ball and dropping it in a jar of rubbing alcohol, or using a piece of Scotch tape to gently stick the bug and tape onto a piece of paper. You can leave sticky traps in the rooms where the customer complains of bites. Collect dead insects and mites from window sills, table tops, and other areas and place them in a sealed plastic bag for identification.
Consider bird or rodent mites - When young birds leave the nest, mites that have been feeding on the birds will migrate looking for a new host. Similarly, mites can migrate out of mouse or rat nests. Ask the customer about nearby bird nests, especially nests under eaves, in vents, in air conditioning units, or near windows.
Consider bed bugs - Check the bed, especially if the customer complains of bites during the night or found first thing in the morning. Make sure you have done a thorough inspection around the headboard, mattress and box spring to rule out bed bugs.
Consider fleas - Ask the customer about pets and whether they have been treated for fleas. Check pet resting and sleeping areas. In rare cases, even in homes without pets, fleas can result from wild animals in crawl spaces or from pets that were visiting.
Consider chiggers and other outdoor pests - During warm weather, people work or play outside in areas where chiggers occur. Chigger bites, and even mosquito bites, often don't become apparent until a day or two after the bite so people may not associate the bite with the circumstances. Question your customer about outdoor activities in chigger-prone areas.
Consider environmental conditions - Check the humidity level. In winter, especially, dry air and static electricity combine to cause carpet fibers, paper splinters or fiberglass fibers to "jump" onto arms and legs. The particles can feel like pinpricks or bites, especially when combined with already dry skin. Simply using a humidifier, along with moisturizing skin lotions, can make a big difference.
Other pests that can cause "bites" and irritation are lice and human itch mites (scabies). These, however, are personal medical (not pest control) conditions and need to be addressed by a physician. | 1,140 | 615 | {
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Whiteshill Primary School Music Curriculum
Two-year Rolling Programme
The intent of our music curriculum is to ensure that all pupils at Whiteshill:
* perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians
* learn to sing and to use their voices, to create and compose music on their own and with others, have the opportunity to learn a musical instrument, use technology appropriately and have the opportunity to progress to the next level of musical excellence
* understand and explore how music is created, produced and communicated, including through the interrelated dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations
EYFS – See separate EYFS MTP for Music. Charanga Units used to enhance plans.
| Elm Class | Autumn | Spring | | |
|---|---|---|---|---|
| Year A | Gloucestershire Music 10 week tuned instrument tuition with specialist teacher. Nativity Performance | Charanga Original Scheme (Yr 1) In The Groove (Blues, Baroque, Latin, Bangra, Funk) | Charanga Original Scheme (Yr 1) Round and Round (Bossa Nova) | Charanga Original Scheme (Yr 2) Hands Feet and Heart (Afro-pop, South Africa) |
| Year B | Gloucestershire Music 10 week tuned instrument tuition with specialist teacher. Nativity Performance | Charanga Original Scheme (Yr 1) Hey You (Old School Hip Hop) | Charanga Original Scheme (Yr 1) Your Imagination (Pop) | Charanga Original Scheme (Yr 2) I Wanna Play in a Band (Rock) |
| Maple Class | Autumn | | Spring | |
|---|---|---|---|---|
| Year A | Charanga Original Scheme (Yr 3) Let Your Spirit Fly (R+B) | Charanga Original Scheme (Yr 3) Dragon Song (World Music) | Charanga Original Scheme (Yr 4) Blackbird (Beatles) | Charanga Original Scheme (Yr 4) Stop (Grime) (Composition unit- read Charanga lesson plans) |
| Oak Class | Autumn | | Spring | |
|---|---|---|---|---|
| Year A | Charanga Original Scheme (Yr 5) Livin’ On A Prayer (Rock) | Charanga Original Scheme (Yr 5) Fresh Prince of Bel- Air (Old School Hip-Hop) | Gloucestershire Music - 10 week tuned instrument tuition with specialist teacher. | Charanga Original Scheme (Yr 6) Music and Me (Inspirational Women in Music) (Composition Unit- read Charanga lesson plans) |
| Year B | Charanga Original Scheme (Yr 5) To Make You Feel My Love (Pop Ballads) | Charanga Original Scheme (Yr 5+6) Classroom Jazz 1+2 (Jazz) (Composition and improvisation unit- read Charanga lesson plans) | Gloucestershire Music 10 week tuned instrument tuition with specialist teacher. | Charanga website- Yu Studio section. Hip Hop (Music technology- composition unit- read Charanga lesson plans) | | 1,490 | 718 | {
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Organics in Metro Vancouver
Metro Vancouver is set to ban food scraps from garbage by 2015. This means that every residence and every business in the Metro Vancouver area will need to have an organic recycling program! Please see the following link for full information on this ban
Metro Vancouver Link - http://www.greenchairevents.com/news/ban-on-food-scraps-in-2015.html
Organics Recycling at BFI Canada
- Conduct a minimum of one awareness meeting with key participants\employees\residents
BFI Canada offers a full range of programs and services to meet your needs in all areas of resource management including Organics. Aside from the proper bins and service schedule, the key to a successful launch and ongoing maintenance of an organic program is participant awareness, education and auditing. When implementing an Organics program, BFI sustainability staff will - Conduct an onsite audit
- Conduct ongoing visual audits for the length of the agreement
- Report Monthly on results
Please contact the BFI Sales Department at 604-525-2072 for further details and information on our Organics Recycling Program
Organics Information
Compostable organic materials (yard trimmings and food scraps) make up over 30 percent of Metro Vancouver's residential waste stream. By recycling these materials locally we help keep valuable nutrients in the community, reduce greenhouse gas emissions, produce renewable energy, and provide green jobs.
BENEFITS OF COMPOST Composting is the natural decomposition of organic material into a dark, crumbly humusric h soil amendment known as compost. It is nature's way of recycling. Compost: · Adds nutrients into the soil;
Improves soil structure, texture and aeration;
*
* • Increases the water-holding capacity of soil; •
*
Loosens clay soils and helps sandy soils retain water;
* • Reduces the need for irrigation; • Retains and filters storm water; •
Promotes soil fertility;
Stimulates healthy root development;
Controls erosion and storm water sediment.
Reduces reliance on petroleum-based fertilizers, pesticides and herbicides;
What Goes In The Organics?
fruits & vegetables
* • bread & pasta •
egg shells
FOOD SCRAPS
FOOD-SOILED PAPER •
*
*
napkins
*
coffee filters
*
pizza boxes paper towels & plates
tea bags
*
*
*
*
*
*
*
*
dairy products coffee grounds
meat & bones newspaper
waxed paper boxes paper bags
paper take out boxes wooden chopsticks
*
YARD TRIMMINGS •
*
flowers & plants
*
leaves & weeds
*
grass clippings
PLEASE AVOID • diapers • pet waste & kitty litter • plastic bags •
small branches less than 4" in diameter unpainted, unvarnished wood less than 4” in diameter
*
*
*
*
* concrete & brick
*
stumps and Christmas tress rope, wire & cables
construction materials
* • milk (or other) cartons • No liquid fat, oil or grease
rocks, dirt, soil & sod metal, foil, plastics, glass & Styrofoam
juice or soup boxes (tetra-packs) | 1,458 | 657 | {
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THE PRIMAL FEAST
"You are what you eat." That's the message of Susan Allport's The Primal Feast: Food, Sex, Foraging and Love (260pp, Harmony House, 2000). Drawing on biologists and anthropologists, and reading the nutritional stories told by ancient bones, Allport sketches food's influence over all life. She shows how it has shaped, and continues to shape, our world. How it shapes our health, values, behaviors, sexual roles, body size, brain and belly size, social structures, where we live, population limits, and how we treat nature – to name just some of the more important.
Of 50,000 plant species worldwide, humans eat thirty. When the brain detects a bodily need – blood sugar, insulin, salt – this get translated into a desire for foods containing these. For instance, humans have, and have always had, a "fat tooth" as well as a "sweet tooth."
For animals, and to an extent for ourselves, some of food's roles have not changed much over time. Worldwide, humans all still need the same forty to fifty different nutrients, and can survive only on diets that provide those – something that hasn't changed much in 40,000 years. Those species which evolved with big brains (preeminently humans) have small stomachs, because they can find quality foods. Those with small brains (herbivores) need big stomachs where millions of bacteria can covert low grade foods – grass, leaves – into life sustaining nourishment.
For omnivores, pleasure is central to eating, and variety is central to pleasure. Many primate males use gifts of food to gain sexual favors, as humans, on dates and at dinner parties, continue to barter meat and wine for sex or friendship.
But if some of food's effects continue unchanged, most shifted, and shifted dramatically, after 11,000 B.C. That was when humans began turning from hunter-gathering to agriculture, in all but the most inhospitable of earth's environments. After their switch to agriculture, humans had poorer teeth, lost stature and led sicklier lives. So it's worth asking what happened and why the switch was made.
And because we share food, we can use it to control others. Our earliest ancestors used food as barter, though only among modern humans does denying food yield power – think of the great political fasters, like Gandhi.
Allport's answer is: because hunter-gatherers became too successful. They expanded until they filled every desirable niche on earth. Those who learned to domesticate and cultivate grains were able to pass their knowledge on. And since a cultivated acre can support a hundred times as many folks as a wild one, world population began its climb to its present dizzying heights.
Allport touches on many interesting food topics – gorillas fed meat and eggs grew obese and suffered arteriosclerosis; human females, generally smaller than males, store more body fat, essential for healthy birthing; carbohydrates are the best brain foods, not proteins; the chief purpose of cooking, initially, was to detoxify foods; 90% of us are right-handed, probably because early females
With agriculture came settlement and crowding, with all their attendant ills – increased pollution, disease, famine, war, slavery, men's domination of women, and destruction of wild nature. And these continue to the present.
carried infants in their left arms and gathered food with their right.
At the end she asks, can we super-successful food producers survive without wiping out every other life form? If we continue to need insects to pollinate crops, and plants to provide oxygen, maybe. And if we learn to adjust populations to resources, and to care about wild things for their own sakes. We learned to share food to survive; now we need to learn to share the planet. | 1,455 | 791 | {
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Dragonfly: Impact Education
Thrive 365
Did you know?
What used to be known as 'school refusal' refers to when a child's anxiety reaches a level where they can't go to school.
It's now called Emotionally Based School Avoidance (EBSA) because 'school refusal' makes it sound like the child's choice not to attend. This is 'within child deficit' - which means assuming it is the child/young person who needs to change or be 'fixed' rather than their environment.
https://www.supportservicesforeducation.co.uk/Page/20029
A meeting between a member of staff from the school, the child and a parent can help to begin form a plan of what can be adapted to reduce some of the anxiety.
Tailored plan
The stress hormone cortisol is often higher in the morning (to help get us out of bed!), however this can make feelings of anxiety worse in the mornings. It can therefore be helpful to focus on morning routines to start with - maybe arriving 10 minutes early to do a 'job' or chat with a mentor. This also provides them with a 'safe space' in the school.
www.dragonflyimpact.co.uk www.dragonflyimpact.com/how-we-can-help
@dragonflyimpact
Exploring reasons
There are lots of possible reasons for a child's level of anxiety to build to the point that they don't feel able to go to school. These might be to do with the school environment - perhaps it's related to SEND, or social problems in school. Or, it might be because of family breakdown, or bereavement.
Sometimes the child can't express why they are anxious. Rather than ask 'what's wrong?', Young Minds recommend drawing an 'anxiety iceberg' with them. Here's a video explaining how: https://youtu.be/s5IqvDmJ9I
Build on strengths
It can be helpful to normalise anxiety and let children (and parents) know that school is a demanding place, so lots of people feel anxious from time to time.
Work with the young person's strengths and areas of interest and resilience - point out past successes and positive relationships. Then build these things into a support plan. For example, if a young person has had past success in maths, part of the plan might be the initially coming in for these lessons and building from there.
Email: email@example.com
Islands in the Stream:
in Schools
Senior Mental Health Leads by Claire Pass & Rachael Bushby | 975 | 520 | {
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Week 5 U10 –11—Control with Change of Direct on
i
Coaching Points:
* Feint: slight movement of the hips or shoulders that suggests of move in one direction before moving sharply in the other direction
* Inside Cut: using the inside of the foot to change direction of play
* Outside Cut: using the outside of the foot to change the direction of play
Warm Up—Ball at Feet
* 15 x 15 yard area
* Each player with a ball at their feet
* Have players move around the area and perform the following actions:
* Free Dribble - all players moving around the area with ball at feet. 1 minute
* Toe Taps - on command players perform 10 toe taps then dribble. Repeat 3 times
* Side to Side - players play ball from left to right with inside of foot flor 30 seconds then dribble. Repeat 3 times
* Side to Side moving forward for 10 seconds then dribble. Repeat 3 times
* Side to Side moving backward for 10 seconds then dribble. Repeat 3 times
Technical—Double Box Drill
* Create a large 15 yard box with a smaller 5 yard box in the middle
* Have equal number of players at each corner of the larger box with a ball
* First player in each line dribbles from the starting spot to the cone that is in front of them and performs the following skill:
Dribble up the right side of cone and use inside right cut to go around cone and back to where they started
Dribble to the left side of the cone and use inside left cut to go around cone and back to where they started
Dribble up the right side of the cone and use the outside left cut to go around cone and back to where they started
Dribble up the left side of the cone and use the outside right cut to go around the cone and back to where they started
Dribble at cone, feint right and go left. All players will dribble at cone, feint right and go to the cone to the left. 1 to 2, 2 to 3, 3 to 4 and 4 to 1
Dribble at cone, feint left and go right. 1 to 4, 4 to 3, 3 to 2 and 2 to 1
Coordinat on—Change of Direct on
i
* Groups of three with one ball with the player in the middle
* Each teammate is 5 yards from the player in the middle
* This will be a competition between all the groups of three
* Player in middle starts with the ball and on coach's command dribbles towards one of their outside teammates, who they dribble around and back towards the other teammate.
* Player must dribble around both teammates and end up back in the middle where they put their foot on the ball and yell out the team name. Rotate players after each turn.
* Progress thru the change of directions we are coaching: Inside cut, outside cut, right foot (inside or outside cut), left foot (inside or outside cut)
Two Goal At ack
t
* Set up field of 20 yards long by 15 yards wide with two goals on one end
* Split team into attackers and defenders with the defenders standing between the two goals with the collections of balls
* 1st defender in line passes the ball to the first attacker in line and the defender engages the attacker
* Attacker controls the ball and attacks one of the two goals
* Encourage the attacker to use a change of direction to beat the defender and make sure to point out good examples of this
* The attack is over once the attacker has scored or the ball has been put out of play
* The players switch lines after each turn
Scrimmage
Split the team into 2 equal teams and scrimmage. Be sure to emphasize instances where the players are exhibiting good change of direction technique. | 1,368 | 851 | {
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Supporting Every Student Learning Series CONVERSATION GUIDE Creating Welcoming and Caring Environments for Refugee Students and their Families.
Part 1. Understanding Refugee Populations (with Roxanne Felix-Mah, Alberta Centre for Child, Family and Community Research) Understanding the refugee experience has important implications for educators
* In Canada, refugees may be privately sponsored, government assisted or jointly sponsored (government and private).
Key understandings · Refugees are people who are outside their country of nationality or habitual residence and have a well-founded fear of persecution because of their race, religion, nationality, membership in a particular social group or political opinion. · Worldwide, over 50 per cent of refugees are under 18. · Independent immigrants plan to leave home and settle in a new country. In contrast, refugees are forced to flee, often under traumatic conditions (e.g., war, political persecution, natural disasters). The refugee experience often includes loss, grief and trauma.
* In addition, temporary foreign workers may come to Canada with their own children, or have children while they are here.
* Currently, refugees make up approximately 10 per cent of the total number of immigrants coming to Canada, while economic immigrants (approximately 70 per cent) and family sponsored immigrants (approximately 20 per cent) account for the remaining 90 per cent.
* In 2002, Canadian immigration polity changed from selecting the most skilled to accepting the most vulnerable refugees. • In Canada, refugees must pay back government loans (up to $10,000 per family) •
* Before coming to Canada, some refugees may have been living for years in a refugee camp with no basic amenities, rationed food and supplies, and limited or no schooling or health services.
o their diverse backgrounds and experiences o the importance of identity and culture o pre-migration and post-migration challenges (e.g., economic integration, isolation, racism, uncertain migration status).
To support refugee students, schools need to consider:
Supporting Every Student Learning Series Refugee Students and their Families (Part 1 cont.)
Key understandings (cont.) •
o focusing on inclusion and social cohesion through whole school approaches that build social-emotional competency o recognizing and acknowledging that discrimination can impact students' lives o promoting activities such as sports and arts to build positive experiences and connections
Best practices for supporting students with refugee backgrounds include: o investing in thorough assessment o investing in school-community and family partnerships that address mental health and other social needs over the long term
o integrating student supports (e.g. English as Another Language teachers) with the whole school community.
* Research also shows that encouraging students to respect and appreciate both their home culture and Canadian culture results in higher educational achievement and higher levels of adult adjustment. Questions for reflection and discussion · What strategies can school staff use to better understand the refugee experience of students?
* Families and communities of refugee students can be a valuable resource for student success.
* Research shows that both intra- and inter-cultural relationships increase trust in others.
* How can schools ensure that families and communities of refugee students have opportunities to contribute to student success?
* What strategies can schools use to demonstrate respect and appreciation for students' home cultures? For more information • Visit the Alberta Teachers' Association website to view the resource, Here Comes Everyone: Teaching in the Intercultural Classroom. | 1,645 | 669 | {
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APPENDIXES
FORMULA FOR CALCULATION OF GLOBAL HUNGER INDEX SCORES
GHI scores are calculated using a three-step process:
First, values for the four component indicators are determined from the available data for each country. The indicators are
> > the percentage of the population that is undernourished,
> > the percentage of children under five years old who suffer from wasting (low weight for height),
> > the percentage of children under five years old who suffer from stunting (low height for age), and
> > the percentage of children who die before the age of five (child mortality).
Second, each of the four component indicators is given a standardized score based on thresholds set slightly above the highest country-level values observed worldwide for that indicator between 1988 and 2013.1 For example, the highest value for undernourishment estimated in this period is 76.5 percent, so the threshold for standardization was set a bit higher, at 80 percent.2 In a given year, if a country has an undernourishment prevalence of 40 percent, its standardized undernourishment score for that year is 50. In other words, that country is approximately halfway between having no undernourishment and reaching the maximum observed levels.
Third, the standardized scores are aggregated to calculate the GHI score for each country. Undernourishment and child mortality each contribute one-third of the GHI score, while the child undernutrition indicators—child wasting and child stunting—each contribute one-sixth of the score.
This calculation results in GHI scores on a 100-point scale, where 0 is the best score (no hunger) and 100 is the worst. In practice, neither of these extremes is reached. A value of 100 would signify that a country's undernourishment, child wasting, child stunting, and child mortality levels each exactly meets the thresholds set slightly above the highest levels observed worldwide in recent decades. A value of 0 would mean that a country had no undernourished people in the population, no children younger than five who were wasted or stunted, and no children who died before their fifth birthday.
Step 1 Determine values for each of the component indicators:
PUN: proportion of the population that is undernourished (in %)
CWA: prevalence of wasting in children under five years old (in %)
CST: prevalence of stunting in children under five years old (in %)
CM: proportion of children dying before the age of five (in %)
Step 2 Standardize component indicators:
Standardized PUN = PUN 80 × 100
Standardized CWA =
CWA
30
× 100
Standardized CST = CST 70 × 100
Standardized CM =
CM
35
× 100
Step 3 Aggregate component indicators:
1 3 × Standardized PUN
+ 1 6 × Standardized CWA
+ 1 6 × Standardized CST
+ 1 3 × Standardized CM
= GHI score
1 The thresholds for standardization are set slightly above the highest observed values to allow for the possibility that these values could be exceeded in the future.
2The threshold for undernourishment is 80, based on the observed maximum of 76.5 percent; the threshold for child wasting is 30, based on the observed maxi mum of 26.0 percent; the threshold for child stunting is 70, based on the observed maximum of 68.2 percent; and the threshold for child mortality is 35, based on the observed maximum of 32.6 percent. | 1,513 | 757 | {
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K-5 Physical Education
* The specific order of units is dependent on the availability of shared facilities.
| Course Title | Quarter 1 | Quarter 2 | Quarter 3 |
|---|---|---|---|
| JK & SK | Content: Basic Movement Patterns Skills: balancing on one foot and beam, jumping and landing from a low height, | Content: Basic Movement Patterns, Climbing wall Skills:.jumping and landing, rotating (log roll, egg roll, somersault), stabilizing, maintaining 3-points of content, moving laterally | Content: Swimming Skills: exploring underwater, floating without life jacket, kicking with board, moving in water |
| Grade 1 | Content: Dance, Gymnastics, Climbing Wall Skills: moving rhythmically, balancing with partners, jumping and landing from higher height, continuous rotations, navigating obstacles, maintaining balance, traversing | Content: Soccer, Jump rope, Hoops Skills: dribbling, passing, shooting, trapping, Jumping rope forward and back, spinning hoop around waist, jumping rope with a hoop | Content: Swimming Skills: floating without a life jacket, jumping into water, beginning elementary back and freestyle |
| Grade 2 | Content: Gymnastics, Basketball Skills: balancing in small groups, jumping and landing from higher height with twists, rotations from different pathways, passing, dribbling, shooting | Content: Soccer Skills: dribbling, passing, shooting, trapping, keeping everything in close proximity | Content: Swimming Skills: diving for objects in deep end, floating on front and back, mastering elementary back, practicing freestyle, beginning backstroke |
| Grade 3 | Content: Gymnastics, Basketball Skills: balancing – large groups, | Content: Soccer Skills: dribbling, passing, | Content: Swimming Skills: practicing backstroke, |
| | jumping and landing combination with rotations, passing, head up dribbling, shooting | shooting, trapping, throwing in, exhibiting greater speed and distance for each skill | diving from pool edge, treading water | leading, catching one-handed |
|---|---|---|---|---|
| Grade 4 | Content: Basketball Skills: passing, speed dribbling, shooting from chest | Content: Volleyball Skills: passing, setting, serving underhand | Content: Soccer Skills: dribbling through obstacles, passing to moving target | Content: Swimming Skills: mastering freestyle (25m) and backstroke (25m), beginning breaststroke |
| Grade 5 | Content: Basketball Skills: give-and-go passing, dribbling with cross over, shooting with form | Content: Volleyball Skills: passing, setting, underhand serve, spiking, rallying with a partner and in groups | Content: Soccer Skills: passing (give-and-go), shooting with non-dominant foot | Content: Swimming Skills: mastering breaststroke, executing handstands and somersaults | | 1,248 | 611 | {
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Name________________
Date________________
* Sentence Compl leti ion 2 Level 1
Directions: Complete the sentence using the word or set of words for each blank that best fits the meaning of the sentence as a whole.
1. Twenty-two is a ______.
A. food
B. number
C. color
D. car
2. Baseball is a ______.
A. country
B. city
C. sport
D. vegetable
3. Italy is a ______.
A. country
B. sport
C. city
D. color
4. Green is a ______.
A. fruit
B. language
C. number
D. color
5. A banana is a ______.
A. man
B. fruit
C. number
D. language
6. Spanish is a ______.
A. country
B. number
C. woman
D. language
7. A lion is ______.
A. a city
B. an animal
C. a vegetable
D. a child
8. Paris is a ______.
A. food
B. language
C. number
D. city
9. Gold is a ______.
A. metal
B. number
C. language
D. country
10. Mrs. Lily is a ______.
A. street
B. child
C. language
D. woman
1
Answers and Explanations
1) B
Twenty-two is a number. Choice(B) is correct.
(A) is incorrect because twenty-two is not a food.
(C) is incorrect because twenty-two is not a color.
(D) is incorrect because twenty-two is not a car.
2) C
Baseball is a sport. Choice (C) is correct.
(A) is incorrect because baseball is not a country.
(B) is incorrect because baseball is not a city.
(D) is incorrect because baseball is not a vegetable.
3) A Italy is a country. Choice (A) is correct.
(B) is incorrect because Italy is not a sport.
(C) is incorrect because Italy is not a city.
(D) is incorrect because Italy is not a color.
4) D Green is a color. Choice (D) is correct.
(A) is incorrect because green is not a fruit.
(B) is incorrect because green is not a language.
(C) is incorrect because green is not a number.
5) B
A banana is a fruit. Choice(B) is correct.
(A) is incorrect because a banana is not a man.
(C) is incorrect because a banana is not a number.
(D) is incorrect because a banana is not a language.
6) D Spanish is a language. Choice (D) is correct.
(A) is incorrect because Spanish is not a country.
(B) is incorrect because Spanish is not a number.
(C) is incorrect because Spanish is not a woman.
7) B
A lion is an animal. Choice(B) is correct.
(A) is incorrect because a lion is not a city.
(C) is incorrect because a lion is not vegetable.
(D) is incorrect because a lion is not a child.
8) D
Paris is a city. Choice (D) is correct.
(A) is incorrect because Paris is not a food.
(B) is incorrect because Paris is not a language.
(C) is incorrect because Paris is not a number.
9) A
Gold is a metal. Choice (A) is correct.
(B) is incorrect because gold is not a number.
(C) is incorrect because gold is not a language.
(D) is incorrect because gold is not a country.
10) D
Mrs. Lily is a woman. Choice(D) is correct.
(A) is incorrect because Mrs. Lily is not a street.
(B) is incorrect because Mrs. Lily is not a child.
(C) is incorrect because Mrs. Lily is not a language. | 1,426 | 795 | {
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Australia's Opal fields
are larger than all the Opal fields in the rest of the world combined.
In Aboriginal dreamtime stories, the Opal was created when the colours of the rainbow touched the earth.
AUSTRALIA'S ICONIC OPALS
1915
1938
PRIDE OF AUSTRALIA AKA RED EMPEROR
» Found 1915 at Lightning Ridge, NSW.
» Shaped like Australia.
» By 1954, it had toured at least five World Fairs as "the greatest Opal of Australia".
OPAL - AUSTRALIA'S NATIONAL GEMSTONE
Types of Opals found in Australia
» Common Opal does not exhibit a play-of-colour (aka Potch Opal by Australian Miners).
» Precious Opal displays play-of-colour
Australia is the only place in the world where you can find Opalised animal fossils, there are also many examples of Opalised plant fossils.
1946
On 23 July 1993 – the Governor-General, the Hon Bill Hayden AC, proclaimed the Opal as Australia's national gemstone.
In 1994 the Australian Women's basketball team adopted the nickname 'The Opals'.
1986
AURORA AUSTRALIS
» Found 1938 at Lightning Ridge, NSW.
FIRE OF AUSTRALIA
» Found 1946 in Coober Pedy, SA.
» Considered the world's most valuable black Opal.
» World's finest uncut Opal.
» Weighs 998g – size of two cricket balls.
Image source: M.Berrinton - Emil Otto Hoppe Estate Collection, Opals - Geoscience Australia.
Reference: Department of the Prime Minister & Cabinet, Geoscience Australia, Opals Down Under & SA Museum.
1989
HALLEY'S COMET
» Found 1986 at Lightning Ridge, NSW.
» Found about the time Halley's Comet appeared in Australian skies.
» Recorded as the world's largest uncut Opal.
SCIENCE KEY FACTS
Chemistry: SiO 2 nH2O
Hydrated
Opal is
Silica a type of
mineraloid
GALAXY Opal
» Found 1989 in Jundah, QLD.
» One of the largest and finest quality boulder Opals ever mined.
In 1965 CSIRO scientists discovered that the voids between Opal silica spheres caused light to be diffracted to create the play-of-colour, as seen in a rainbow.
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Dimension 1:Protein-related knowledge（7 items）
Protein is not stored in the human body, so it needs to be consumed every day.
Eggs and their products are a better source of protein than meat.
Protein in legumes belongs to high quality protein.
Protein can promote the growth and development of children.
Some of the amino acids are not synthesized by children themselves.
Protein is the primary nutrient for muscle energy.
The same equivalent carbohydrates and proteins provide the same heat value.
Dimension 2: Fat-related knowledge (7 items)
Appropriate lipids can improve children's immunity.
Red meat (such as beef, pork, etc.) all contains high saturated fatty acids.
Body fat plays an important role in the human body.
15%The energy provided by dietary fat should not exceed 15% of the daily energy supply.
Reducing the amount of fat and fat meat in the diet is good for your health.
Proper supplementation of lipids can improve the absorption of vitamin A among children.
Lipids can promote the development of children's intelligence.
Dimension 3: Vitamin-related knowledge (13 items)
People who participate in sports should be supplemented with a certain amount of vitamin.
Vitamins are also a good class of energy sources.
In general, fat soluble vitamin intake is not the risk of poisoning.
Green leaf vegetables and carrots are rich in vitamin A.
People can produce vitamin D through the sun.
Vitamin E is widely used in food, and it is not lacking for the human body.
Green leaves, beans and eggs are rich in vitamin B1.
Spinach, potatoes, oranges, and strawberries all contain more vitamin C.
Adequate intake of vitamin A can prevent night blindness, while also reducing the generation of free radicals.
Supplementing calcium with vitamin D, the effect is better.
Vitamin E can not only resist oxidation, delay aging, but also promote sex hormone secretion
Vitamin C is also called ascorbic acid.
"Beriberi" is a typical symptom of vitamin B2 deficiency.
Dimension 4: Calcium-related knowledge (4 items)
Carbonated drinks have a negative effect on calcium absorption.
Cauliflower is a vegetable rich in calcium.
Milk and dairy products are good sources of calcium.
Children should pay attention to the intake of sufficient calcium to meet the needs of growth and development.
Dimension 5: Dietary fiber-related knowledge (9 items)
Eating beans and soy products is good for health.
Eating a lot of fruit and vegetables is very good for health.
Eating more sugar is good for your health.
Eating different kinds of food is good for health.
Milk and dairy products are good for health.
Eating a large number of staple foods, such as rice, is unhealthy.
Eating beans and soy products is good for health.
A vegetarian diet increases the risk of iron deficiency.
Salt is one of the basic components of a healthy diet.
Dimension 6: Nutrient elements-related knowledge (3 items)
Meat and eggs are rich in zinc.
Potatoes, spinach, and bananas contain more potassium.
Diabetes causes more sugar to eat.
Dimension 7: Children's nutrition-related knowledge (10 items)
The number of "average dietary pagoda" of Chinese Residents.
Energy supply ratio of three meals at early and late evening.
How is the best nutritional supplement for children.
Optimal daily average salt intake for children (3-6 years old).
The optimal daily average consumption of oil and oil in children.
Children drink a small amount of water every day.
Daily average daily intake of vegetables in children.
Optimal daily fruit intake for children.
The best weekly exercise volume (unit: hour) for preschool children.
The optimum intake of calcium daily for children. | 1,623 | 760 | {
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How do you introduce more fruit & veg into your child's diet?
We know that children like to eat with their hands and are more likely to enjoy foods that are easy to eat. Preparing chopped vegetables or fruit, whole meal crackers or malt loaf in place of fatty, sugary foods allows your child to snack healthily.
It is important that you ensure meals are kept healthy throughout the day; we have provided suggestions on how to include more fruit and vegetables into your child's routine.
Breakfast: cereals can be high in sugar so try porridge or yoghurt with added fruit, or a slice of whole-meal toast.
Lunch time: include salad in sandwiches and carrot sticks, cherry tomatoes or seedless grapes as part of your child's packed lunch.
Dinner: try giving children two different vegetables with a source of protein – meat, fish or Quorn. Stews or casseroles are ideal for packing in lots of vegetables too.
What should you avoid?
If you provide your child with a nutritious lunch, they will be less likely to reach for an unhealthy snack later in the day. Treats such as chocolate, biscuits or cakes should be allowed in moderation – they are full of sugar!
Dried fruits count towards a child's five-a-day; however, the NHS recommends that they are best given as part of a meal – since they are high in sugar they can damage teeth. (NHS, 2017, para.2)
Always opt for sugar-free or no-added sugar drink options – therefore contributing to your child's healthy lunch.
Remember, treats are part of a balanced diet – providing they are given in moderation!
We aim to be a nut free school
Why are healthy lunches important?
Obesity is a fast-growing public health issue; over 1 in 5 children in Reception, and over 1 in 3 in Year 6, are overweight. (NHS, 2017, p.2) Providing your children with a balanced packed lunch will contribute to the prevention of obesity as it will limit fat to less than 30 percent, and saturated fat to less than 10 percent, of their weekly calorie intake. (LiveStrong, 2017, para.3)
A healthy lunch provides children with the key nutrients needed for the day – those that eat a healthy lunch will maintain a higher nutrient intake throughout the day compared to those who don't.
When provided with these valuable nutrients, children become more attentive. Children who eat nutritious meals and are active will have a higher performance level in school. Healthy foods boost energy; children will be less tired and able to retain more information.
This is beneficial for both us and our pupils as we want them to gain as much from our lessons as possible.
Schools aim to improve the nutrition of all pupils; adapting pack lunches is a vital step towards this goal!
Top tips for creating a healthy packed lunch:
No single food contains all the essential nutrients that your child needs; therefore, it is important that you provide a varied meal.
The following components help form a healthy and balanced packed lunch:
- Carbohydrates – starchy foods like bread rolls or potatoes will provide your child with energy to keep them alert during lessons.
- Protein – foods such as meat, fish, eggs, nuts or beans are high in protein and will provide your child with iron, magnesium and other essential vitamins.
- Calcium – milk, cheese and yoghurt are all high in calcium, which is a mineral required to help build and maintain strong bones – ideal for growing children!
- Fruit and vegetables – packed with nutrients, vitamins and healthy sugars, fruit and vegetables can replace unhealthy snacks.
- Drinks – fresh water, semi-skimmed or skimmed milk, or pure fruit juices are all healthy options. Full of nutrients, calcium and other vitamins; each beneficial to a growing child.
Government guidelines for packed lunches:
- One portion of fruit and one portion of vegetables or salad to be included daily
-
- Meat, fish or a non-dairy protein source should be included daily
- Oily fish, like salmon, should be included at least once every three weeks
- A starchy food, such as bread or pasta or rice, should be included every day
- Dairy foods such as milk, cheese or yoghurt should be included every day
- Pupils should have access to free, fresh drinking water at all times
- Packed lunches should include water), fruit juice, semi-skimmed or skimmed milk, or yoghurt drinks and smoothies
- Snacks such as crisps should not be included
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Physics 310/610 – Cosmology
Homework Set H
1. In class we modeled both the thin disk and thick disk as stars with number density given by
For the thin disk, assume 3500 pc r h = and 350 pc z h = . For the thick disk, 3500 pc r h = and 1200 pc z h = .
(b) What fraction of the stars are at a radius R < R0 for any given R0? Find the fraction of the disk stars closer than the Sun at 0 8300 pc R = .
(a) Find a formula for the total number of stars in terms of n0, hr, and hz. Make sure you are working in cylindrical coordinates!
(c) The Sun is about at 0 z = , and the local density of thin disk stars is about 0.14 pc -3 . Find the central density n0, and the total number of stars in the thin disk. Multiply by 0.6 M to get the approximate mass of the thin disk.
(d) The local density of thick disk stars is about 0.002 pc -3 . Repeat part (c) for the thick disk. What fraction of the disk stars are thick disk stars?
2. Find the Schwarzschild radius for a black hole with mass equal to the mass of the Earth (in cm), for the Sun (in km) and for the black hole at the center of our galaxy (in AU) assuming a mass of 6 4.3 10 M M = × . In the case of the Earth, draw a circle of approximately the correct radius for such a black hole on your paper. If it is too big to fit on your paper, or if it is too small to see, you have made an error.
PHY 610 – Do the following problem only if you are in PHY 610
3. An alien race with a similar situation to ours suspects there is a black hole at the center of their galaxy. They observe that it is circled by a star which they presume is moving in a perfectly circular orbit. The orbit does not look circular because the orbit it tilted with respect to the angle of observation. At right is the orbit as measured, with 1 cm representing 10 mas.
(b) A spectral line that would normally be at 589.00 nm is discovered to have a wavelength of 592.29 nm at point A and 585.73 at point B. At the position drawn, it is very close to the normal wavelength. What is the approximate speed of the star around the black hole?
(a) Based on the shape of the observed orbit, what is the tilt of the orbit α compared to the normal? The angle is defined so that if α = 0° it would look like a perfect circle, and if α = 90° it would look like a flat line.
(c) The star completes an entire orbit in 8.10 Earth years. What is the radius of the orbit, in AU?
(e) What is the distance of the black hole?
(d) What is the mass of the black hole, in solar masses? | 1,118 | 667 | {
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This month we explore tastetesting, an outdoor labyrinth and provide sun safety reminders.
EAT
ISSUE 66NDSU Extension
Julie Garden-Robinson, Ph.D., R.D., L.R.D., Food and Nutrition Specialist Kim Bushaw, M.S., Family Science Specialist
Being Present
Ihor Smishko_istock.com
Veggies in Homemade Cheese Sauce
June is Dairy Month, and that's a great time to explore the wide range of dairy products available, from cheese to yogurt. Many children enjoy cheese, such as American cheese, mozzarella and cheddar. Help them expand their taste buds by organizing a cheese tasting experience.
Pick three or more of the following, and purchase small amounts at a deli counter or in the dairy section of a grocery store. Cut into small cubes, label the serving plate, and provide crackers and water.
n Cheese curds – available in many flavors, such as garlic and dill.
n Colby – softer texture than cheddar cheese with a less tangy flavor.
n Feta – can be made with sheep's or goat's milk, but cow's milk often is used. Its tangy flavor and crumbly texture make it a good addition to salads.
n Fresh mozzarella – milky flavor, soft texture.
n Gorgonzola – a type of blue cheese with a crumbly, soft texture.
n Gouda – semi-hard cheese with a smooth flavor; can be sliced, cubed or melted.
n Muenster – pale yellow cheese with an orange rind, with a flavor ranging from mild to sharp.
n Parmesan – hard cheese with nutty flavor, can be grated over pasta.
n Swiss – light yellow in color, with holes, used in sandwiches.
Ask them some questions: How would you describe the flavor and texture? What other foods could you serve with this cheese?
Have you ever made a homemade white sauce? Younger children can help with measuring, and older children can make the sauce with a little guidance.
1 (16-ounce) package frozen vegetables of choice (such as peas and carrots, California blend, or broccoli), prepared as directed
2 tablespoons butter
2 tablespoons flour
1 cup low-fat milk
¼ teaspoon salt
½ cup cheddar cheese (or favorite cheese), grated
Cook vegetables as directed on package. Melt the butter in a saucepan. Add flour until blended and bubbly. Slowly add the milk and cook until thickened. Stir in the cheese and heat until the cheese melts. Drain vegetables if needed and add to cheese sauce.
Makes six servings (½ cup each). Each serving has 180 calories, 8 g fat, 6 g protein, 16 g carbohydrate, 0 g fiber and 230 mg sodium.
Menu Idea: meatloaf, baked potatoes, veggies in cheese sauce, strawberries and low-fat milk
CONNECT
Spring and summer are great for connecting with family around the picnic table! Try taking a meal outdoors whenever possible.
Tired of walking the same path? Together with your family, try making a labyrinth! Start by reading about them and drawing your own. Simply search labyrinth or use this link https://www. wikihow.com/Draw-a-Labyrinth. A labyrinth is a path made with stone, sand, snow, stones, bricks, rope, tape or whatever you would like to try. A labyrinth can be a great mindfulness tool. It represents wholeness. The idea is to walk to the center, then return to the beginning.
Remember Hopscotch? Red Rover? Duck, Duck, Goose? Teach the cousins or neighborhood kids some of the games you used to play outdoors as a child.
As you sit outdoors on a summer night, watch for fireflies, bats and other night creatures. Look near the edges of ponds and other marshy areas for fireflies. Bats typically come out at dusk and feed for an hour or two. Use your family calendar to keep a log of all of the wild visitors to your yard or neighborhood this month.
filadendron_istock.com
June 2023
Get this newsletter in your email every month. Subscribe at www.ag.ndsu.edu/food
Savor (Your Skin)
The sun's out! The action of sun on our skin can help restore the vitamin D stores in our body, but we need to protect our skin from damage.
Which of these tips do you and your family follow when you are enjoying some summer sun?
n Wear sunscreen with a sun protection factor of 30 or higher. Reapply after swimming or sweating.
n Stay in the shade as much as possible, especially during midday sun.
n Wear a head covering with a brim that shades your face, ears and neck. Ball caps do not provide this protection.
n Wear clothing that covers your arms and legs.
n Protect your eyes by wearing wraparound shades that protect against UVA and UVB rays.
n Seehttps://www.ndcancercoalition. org/for more information. | 1,873 | 1,024 | {
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Asian Culture Center of Tennessee P.O. BOX 31793
firstname.lastname@example.org
Knoxville, TN 37930 USA
【Introductory Japanese Part 3 】
COURSE DESCRIPTION
This is the final course of the three-part Introductory Japanese Language and Culture series. In this course, you will learn simple expressions that can be used while you are traveling in Japan, in situations such as taking a train or a taxi, reading a map, asking someone for directions, shopping or making plans to meet with a friend. You will also learn to describe what you did when you traveled and talk about your future travel plans. This course also introduces about 60 everyday Kanji characters.
Prerequisites: Completion of Introductory Japanese Language and Culture Part 1 & Part 2 or equivalent. You should be familiar with Hiragana & Katakana and have the knowledge and minimum skills in the list below.
- Greetings & talk about yourself.
- Talk about favorite food and eating out.
- Talk about family and home.
- Talk about daily activities, hobbies, and things you do on your days off.
* DATE/TIME: 8 Saturdays 1:00 – 3:00 pm 【 7/6, 7/13, 7/20, 7/27, 8/3, 8/10, 8/17, 8/24, 8/31, 9/7, 9/14 】
* LOCATION: Farragut Community Center, Medium classroom, 239 Jamestowne Blvd #201, Farragut, TN 37934
* CLASS SIZE: Min. 6, max. 10 people *If the enrollment does not reach the minimum, the class will not be offered.
* TUITION: $240 (textbook included)
* TEXTBOOK
Marugoto: Japanese language and Culture Starter A1 Coursebook for communicative language activities by Japan foundation.
* Covers topics 7~9.
* Introductory Japanese Language and Culture Part1, Part 2, and Part 3 will complete the textbook.
CURRICULUM
| Week | | |
|---|---|---|
| 1 | | Review; Intro to Kanji 一 二 三 四 五 六 七 八 九 十 |
| | | 魚 肉 卵 水 食 飲 (food) |
| 2 | L13: Getting around when travelling in Japan. 大 小 新 古 (home) 時 分 半 (time) | |
| 3 | | L14: Tell how to get to a destination using a map; tell where you are. |
| | | 月 火 水 木 金 土 日 (days of the week) |
| 4 | L15: Talk about what you want to buy and where to shop. 言 話 読 見 聞 書 (activities) 年 月 日 (dates) | |
| 5 | | L16: Do shopping at shops! |
| | | 東 西 南 北 口 (town) |
| 6 | L17: Talk about what you did on your days off and how it was. 買 金 一 百 千 万 円 (shopping) | |
| 7 | | L18: Talk about your past travels and places you want to visit in the future. |
| | | 行 来 会 休 日本 東京 (travel) |
| 8 | Review | |
INSTRUCTOR
Mahagi LaCure was born and educated in Japan. After receiving a master's degree in foreign Language education from the University of Tennessee, she has been teaching there for 3 decades. Now in semi-retirement, Mahagi welcomes the change. She is excited about working with the community and creating a classroom where students can enjoy learning the language and culture in a relaxed atmosphere.
Mahagi is also active in outreach programs such as Shamisen Knoxville which she coordinates.
REGISTRATION
This course is for adults ages 18 and up. Fill out the registration form and make a payment at www.knoxasianfestival.com/japanese-language-class.
POLICIES
Cancellation Policy
Cancellation and refund requests must be received via email (email@example.com) and at least Seven (7) days before the starting date of the class to receive a full refund.
If you withdraw less than a week before the start date, you will receive no refund. However, you will get credit which you can apply towards a Japanese course offered by Asian Culture Center of Tennessee within one year.
No refunds or credits will be issued once classes have begun.
Missed Class Policy
If you miss classes, no refund or make-up is offered. However, joining a class via Zoom when you cannot attend in person is possible. Contact the instructor.
Reschedule Policy
If the instructor is unable to teach the class due to unavoidable circumstances, the class will be rescheduled.
If unforeseen conditions prevent the class from meeting in person, it may switch to Zoom. | 1,991 | 1,066 | {
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Reflecting on our experience as learners in an iQualify course…
- Using H5P to embed dictation or speak the words.
Reflecting on our experience as learners in an iQualify course…
We struggled with... So we could think about...
Finding the time
Ensuring the task instructions are clear and concise.
- Giving a time indication for the pages (and specific activities as appropriate).
- Chunking the content and activities into "bite-sized" chunks (20-30 minutes).
Including incentives such as giving learners a chance to be creative or make their mark.
- Telling learners "what's in it for them"
e.g. Why should they do these activities? What will they get out of it?
- Running a pulse to get them to re-engage.
- Make it interesting through being...
Unscripted
Authentic
Humorous
Varied – tone, pace, activity types
Quiet – get the learners doing the talking!
Planning for alternative pathways e.g. including a task they can skip to and try to see if they have to go through any of the content.
- Using internal links to give learners direction on where they should start or go next.
- Including a set of "diagnostic" activities which have feedback to direct them to where they should go (based on if they got it right first time).
- Using clear titles for your units (pages) so that learners can read the title, understand what it's about and skip it if they want to.
Prepare learners for what's coming up by telling 'em what you're going to tell 'em (also supports above navigation past topics you know).
- Plan your structure before you start building to see the big picture flow.
- Use linking phrases (segues) at the beginning or ending of units
e.g. "Now that you've... let's take a look at..."
Supporting their reflections with a template or module.
- Providing feedback which gives questions to encourage learners to dig deeper into their initial reflection.
- Providing ideas and examples for how learners could measure the impact (for themselves or learners) on applying what they've learned.
Being engaged for long enough
Not having an easy way to navigate past things I already know
Getting a sense of flow
Having meaningful reflections for learners to take away
Reflecting on our experience as learners in an iQualify course…
It made us think about ... But how to do it...?
Icebreakers
Use the talk channels and do a quick search for online icebreakers to find one that suits you. (There'll be a knowledgebase article with ideas soon.)
Ensuring activities link with content
Importance of relatable video
Making a flow for my course
Providing feedback
Importance of interactives and engaging activities
Using more visuals
Use Biggs constructive alignment and a planning sheet which allows you to compare content, activities and outcomes.
Include video in your constructive alignment plan. And... think about including an activity either within (using EVA or EDpuzzle) or after the video.
See suggestions above for "Getting a sense of flow". To test this, you might ask a reviewer to complete their review over a number of days (as a learner would). That's when you can spot the kinds of support needed for greater flow.
Use feedback to incorporate more teaching via explaining rationale and linking out to further resources.
It can be difficult to write feedback for open-ended questions or questions that ask learners about their context as there is no one right answer. You could use some of these tactics:
- Give feedback that focuses on one example, but one you think would be common across many people. For instance, "Some people find that they revert to a different teaching style when they're tired or stressed. This is not surprising because...." This way you can use the activity to slip in some more learning.
- Give feedback that asks more questions. For instance, "As you read over your response, think about why that activity might have resulted in more discussion. Are there particular steps or strategies you used? What is it specifically about steps that encouraged more discussion?" When you do this, you can use the feedback to get learners to dig deeper and really explore their response. Often with these questions, you might also want to prompt learners to do something with their digging deeper or use it as a segue to a more complex idea.
- Feedforward to give learners their next steps. This can also support their view of themselves as a life-long learner or reflective practitioner.
Check you are supporting active learning through including regular activities. If you are asking them to reflect, scaffold them to reflection with activities along the way which break down the elements of experimenting, reflecting and evaluating.
Make use of multiple modes of representation (described above) and think about whether you can communicate a concept or model visually. For images that are more "supporting" than teaching Lots of free images through places like pixabay, digitalnz, Wikimedia commons and using the re-use filter in google images. | 2,004 | 1,016 | {
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Case studies- Ukrainians living in Sunderland (anonymous)
Case study 1. A family from Ukraine (a mother and an adult daughter) arrived in Sunderland early June and were placed with a host family. On Monday 20/06, the hosting family asked them to leave the property. That happened because the family had refused to clean the property and do odd jobs for the host family, as requested by the host family. The family then had to be moved to temporary accommodation (hotels) in Washington. The family still has no income, as they are still awaiting universal credit decision. They now have to be re-matched, change the address suddenly and also risk their documents going missing, if they are sent to an old address. The emotional effect on the family has been significant.
Case study 2. Two adult women from Ukraine live in Sunderland city centre and arrived in Sunderland at the end of April 2022. The host picked them up from an airport in another part of the country and has provided a lot of support to the family, including renovating the property. The host respects their privacy. They are now in receipt of benefits and both have now been able to secure part time jobs in the hospitality industry. The host even supported the Ukrainian women for an interview and bought bicycles for them and provided support with claiming benefits (although an ICOS staff member provides support at jobcentre meetings).
Case study 3. Ukrainian mother, aged 37, arrived in Sunderland 2 months ago. She has two sons, aged 10 and 13. Getting a school place for both of the sons was a struggle. Both of the boys got a school place 3 weeks later. Her younger son has settled into the new school but only later his mother found out that he was bullied. I work as a project trainee for ICOS and provide support and guidance to the Ukrainian families. The mother and I* had to go to school and speak to a year leader about the numerous bullying incidents. There was miscommunication between her younger son and a school staff member as he doesn't speak any English and school failed to book an interpreter and they sorted the issue out only after our meeting. All this resulted in the mother applying for a school place at a different school. We can only imagine the effect of bullying on any child but the effect it makes on a child who flees the war and in a foreign country is just unimaginable. This situation has also brought even more upheaval into the life of an already vulnerable family.
*Olena Davis, the ICOS project worker supporting Ukrainian families. | 951 | 523 | {
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Stars travel along different orbits through the Milky Way. Near our sun, stars are going mostly in the same direction, but from time to time they pass close together. Barnard's Star is currently in the constellation Ophiuchus, but travels across the sky so quickly that it traverses the diameter of the full moon every 180 years.
With the sun at the center of a Cartesian coordinate grid, Barnard's Star can be represented as a point located at (2.0, 5.6) where the units are in light years. But because it is moving through space at a speed of 143 km/sec, its future position relative to the sun changes quickly in time.
The parametric equations for the X and Y location of Barnard's Star can be approximated as follows:
where T is in thousands of years from the present time, and all units are in light years.
Problem 1 – What is the distance to Barnard's Star at the present time?
Problem 2 – What is the equation of the line y = Mx + B that is represented by the parametric functions?
Problem 3 – At what time, T will Barnard's Star be closest to the sun along this trajectory?
Problem 1 – What is the distance to Barnard's Star at the present time?
Answer: d = ( 2.0 2 + 5.67 2 ) 1/2 = 6.0 light years.
Problem 2 – What is the equation of the line Y = Mx + B that is represented by the parametric functions?
Since a point on this line is at (2.0, 5.6) we have y – 5.6 = M(x-2.0)
Problem 3 – At what time, T, will Barnard's Star be closest to the sun along this trajectory?
Take the derivative to get 2 D dD dt = 2 (2.0 + 0.09T)(0.09) + 2(5.67-0.25T)(-0.25)
Set this equal to zero to get 0 = -1.24 + 0.0706T then T = 17.6.
So in about 18,000 years from now, Barnard's Star will be at its closest to the sun. Its distance at this time will be d 2 = (2.0+0.09*17.6) 2 + (5.67 – 0.25*17.6) 2 = 14.5 so d= 3.8 light years. | 868 | 549 | {
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The ocean is missing….
and what we don't know can hurt us
The ocean is the most important global storage depot of carbon on Earth. It holds 50 times more carbon than the atmosphere soaking up more emissions than all the world's rainforests combined.
The North Atlantic Ocean is the most intense carbon sink on the planet, accounting for approximately 30% of the global ocean CO2 uptake. This vital carbon sink is particularly sensitive due to its location downstream of the Arctic Ocean and the Greenland Ice Cap, both of which are experiencing extreme warming resulting from climate change. For the first time ever, rain was recorded in Greenland above the Ice Cap, continuing the intensity of fresh water being released into the ocean.
There is compelling evidence that the biogeochemical carbon pump sustaining the North Atlantic carbon sink is changing. There is equal concern that climate estimates do not include ocean changes and therefore have incomplete data. And yet, inexplicably, the North Atlantic's vital carbon-absorbing function remains critically under-observed.
The ocean is missing and this gap represents potentially the most significant miscalculation of climate policy by the numbers. Incomplete and insufficient data harms the credibility of climate targets, including global net-zero aspirations.
This is a critical gap. Nations have the opportunity to ensure that international policy makers and institutional financial investors have confidence in the climate equation.
Climate calculations urgently need a focused carbon observation effort in the North Atlantic. Such an exemplar would allow decision makers to benefit from near real time assessment of how the ocean is changing the global carbon budget.
Data produced will also create the scientific baseline to measure the effectiveness of innovative technologies including Carbon Dioxide Removal (CDR).
For governments and financial institutions, it is essential that investments are focused in the best place to ensure climate targets are met.
In an open letter to the UNFCCC, Peter Thomson, UN Secretary General's Special Envoy for the Ocean, set out the ocean challenges: "The hope of all … is that the ocean's critical role in climate change mitigation and adaptation will be integral to CoP26 considerations."
US Special Envoy John Kerry specifically referenced the North Atlantic in the context of the climate–ocean nexus and his desire for an ocean 'outcome' at CoP26.
Starting in the North Atlantic, as a global exemplar, a focused ocean carbon observation effort will ensure climate target accuracy and spur innovation.
#Theoceanismissing
" the ocean is missing. incomplete data harms the credibility of global climate targets.
Dr. Anya Waite CEO, Ocean Frontier Institute | 1,173 | 515 | {
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Little Brother of War – Answer Key
Gary Robinson
1. What happened to Randy's older brother, Jack?
b. He died in the Gulf War saving other soldiers.
a. He lost his leg in an automobile accident.
c. He was a police officer killed in the line of duty.
d. In the Gulf War he lost both legs in a mine explosion.
2. When Randy has a dream about his brother, what does his brother tell him?
a. Don't follow his footsteps because they lead to war.
b. Be brave and fight for what he believes in.
c. He will be a great athlete.
d. Listen to their dad, even if he is gruff at times.
3. Where did Randy meet the elderly man making sticks for stickball?
b. Chickasaw Culture Days
a. Cherokee National Days
c. Choctaw Cultural Fair
d. Mohawk Olympics
4. What happened when Randy tried to return the sticks the elderly man had given him?
a. The man said they were a gift and would not take them back.
b. Randy could not find the man or anyone who knew where he was.
d. The man refused to take them back and wanted payment for them.
c. The stickball coach said the old man liked to give away sticks.
5. What reaction did Randy's father have when Randy told him he wanted to play stickball?
b. He became extremely angry and said no way.
a. He was disappointed that Randy did not want to play football.
c. At first he became extremely angry but then said he understood.
d. He calmly looked at Randy and told him he had to play football, not stickball.
6. What does Randy's father do when he learns that Randy has been playing stickball?
a. He is understanding and realizes how much the game means to his son.
b. He gets mad at Randy's mother for giving Randy permission to play.
d. He grabs his heart, stops breathing, and drops to the floor.
c. His eyes roll back in his head and he passes out.
7. What is the name of Randy's stickball team?
b. Oka Homma
a. Oka Reds
c. Tushka Neshoba
d. Red Water
8. What is the ancient name for the game of stickball?
a. Little Brother of War
c. Choctaw Net Ball
b. Mississippi Lacrosse
d. Stick War
9. What happened in the middle of the stickball field during the big game?
a. A tornado appeared and swept through the field.
b. Lightening hit the ground.
c. A dense fog rolled in.
d. A wind blew in from the east and the west and collided in a whirlwind.
10. Which family member did Randy's father tell him had also played stickball?
a. Randy's brother, Jack
b. Uncle Ray
d. Randy's great-grandfather
c. Randy's grandfather | 874 | 613 | {
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Time dilation near a black hole is a lot more extreme than what the GPS satellite network experiences in orbit around Earth (See Problem 29).
T = the time measured by someone located on a planet (seconds)
t = the time measured by someone located in space (seconds)
Artists illustration of a black hole with an orbiting disk of gas and dust. Friction in the disk causes matter to steadily flow inwards until it reaches the black hole event horizon. Magnetic forces in the disk cause matter to flow in complex jets and plumes. Time dilation causes delays in events taking place near the black hole compared to what distant observers will record.
M = the mass of the planet (grams)
R = the distance to the far-away observer from the planet (cm)
And the natural constants are: -8
10
G = 6.67 x 10
C = 3 x 10
Problem 1 - In the time dilation formula above, evaluate the quantity 2 G M /c 2 for a black hole with a mass of one solar mass (1.9 x 10 33 grams), and convert the answer to kilometers.
Problem 2 - Re-write the formula in a more tidy form using your answer to Problem 1.
Problem 3 - In the far future, a scientific outpost has been placed in orbit around this solar-mass black hole at a distance of 10 kilometers. What will the time dilation factor be at this location?
Problem 4 - A series of clock ticks were sent out by the satellite once each hour .What will be the time interval between the clock ticks by the time they reach a distant observer?
Problem 5 - If one tick arrived at 1:00 PM at the distant observer, when will the next clock tick arrive?
Problem 6 - A radio signal was sent by the black hole outpost to a distant observer. At the frequency of the signal, when transmitted from the outpost, the individual wavelengths take 0.000001 seconds to complete one cycle. From your answer to Problem 3, how much longer will they take by the time they arrive at the distant observer?
Answer Key:
Problem 1 - In the time dilation formula above, evaluate the quantity 2 G M /c 2 for a black hole with a mass of one solar mass (1.9 x 10 33 grams), and convert the answer to kilometers.
Answer - 2 x 6.67 x 10 -8 x 1.9 x 10 33 / (3 x 10 10 ) 2 = 281,600 centimeters or 2.82 kilometers.
Problem 2 - Re-write the formula in a more tidy form using your answer to Problem 1.
Answer -
where R is in units of kilometers.
Problem 3 - In the far future, a scientific outpost has been placed in orbit around this solar-mass black hole at a distance of 10 kilometers. What will the time dilation factor be at this location?
Answer - (1 - 2.82/10) 1/2 = (0.718) 1/2 = 0.847
Problem 4 - A series of clock ticks were sent out by the satellite once each hour .What will be the time interval between the clock ticks by the time they reach a distant observer?
Answer - Time interval = 3600 / 0.847 = 4,250 seconds.
Problem 5 - If one tick arrived at 1:00 PM at the distant observer, when will the next clock tick arrive?
Answer - 1:00 PM + 4250 seconds = 1:00 PM + 1 Hour + (4250-3600) = 2:00 PM + 650 seconds = 2:10:50 PM
Problem 6 - A radio signal was sent by the black hole outpost to a distant observer. At the frequency of the signal, when transmitted from the outpost, the individual wavelengths take 0.000001 seconds to complete one cycle. From your answer to Problem 3, how much longer will they take by the time they arrive at the distant observer?
Answer - 0.000001 seconds / 0.847 = 0.00000118 seconds. | 1,605 | 889 | {
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Sequences and Series
Sequences
Initial definition: a list of numbers.
Asking a group of people to each contribute a number resulted in a sequence like:
Such a sequence can best be described as a random sequence. Although random sequences have a place in mathematics, they are not what we normally think about when we refer to a sequence. We also usually, and will here, restrict ourselves to sequences of Real numbers, avoiding Complex numbers.
When we think of a sequence of numbers, we think of it as having some order, or predictability, or rule, so that we can determine new terms (numbers) in the sequence.
Thus, a modified definition could be:
A sequence of real numbers is a list of real numbers which follow some rule for being part of the sequence.
How do we define a sequence?
We could give the first few terms and see if that is enough. For example. . .
2, 4, ...
The following were suggested as next terms.
6, the sequence is simply the even positive integers,
8, the sequence is defined by doubling a term to get the next term,
16, the sequence is defined by squaring a term to get the next term.
Thus we see that each of the above third numbers in the sequence make sense for a specific rule which defines the sequence.
Consider the sequence which begins
2,4,8,16, . . .
What is the next term or number in the sequence? Many people would say 32, some might say 64. If you were told that the next number(term) in the sequence is 3, can you determine the rule?
The rule is defined by sets of 4 numbers as follows:
The first four positive powers of the natural numbers taken in order.
It is fairly clear that care must be taken to carefully define a sequence so that there can be no mistake about the terms of the sequence.
Before we look at ways to define sequences, we need some notation:
We can denote terms in a sequence by subscripted letters, for example: an would be the n th term of a sequence.
So the first term would be a1, the second term a2, the hundredth term a100, and so on.
Now we can define a sequence by giving a rule(function) for the n th term, and, unless we are told otherwise, the values of n are the natural numbers in order from 1.
A short notation for the sequence with general term an is {an}.
An example is the following:
{a
n
}={2 + (n− 1)2}give the sequence:
and so on forever.
The same sequence could be defined recursively as follows:
Here we explain how to get from one term to the next, and then give the first term.
Both of the above definitions give the sequence:
This is an example of an arithmetic series, as we get from one term to the next term by adding the same constant, in this case 2, to the current term. The constant which is added to each term to obtain the next term is called the common difference since it is the difference between any two consecutive terms.
Another example is:
{an} = {2 n } give the sequence:
and so on forever.
The same sequence could be defined recursively as follows:
Both of the above definitions give the sequence:
This is an example of an geometric series, as we get from one term to the next term by multiplying the current term by the same constant, in this case 2. The constant which each term is multiplied by to obtain the next term is called the common ratio since it is the ratio of any two consecutive terms.
If we are given a recursive definition for the sequence and we wish to find the formula in terms of n for an, there are a number of techniques which may have to be used. For simple recursions such as:
we can employ a summing approach as follows.
summing gives an + an−1 + · · · + a3 + a2 = an−1 + an−2 + · · · + a2 + a1 + 3(1 + 2 + · · · + (n − 1))
This simplifies to
or
We need to sum the positive integers from 1 to (n − 1).
If we add these together we obtain:
and so we have that
Thus we obtain for all n ≥ 1. | 1,573 | 979 | {
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