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Walk Tacoma 2021: The History Behind the Names Tour
For a man who never called Tacoma home, Charles Wright made a lasting impression on the city both professionally and personally. He served on the Board of the Northern Pacific Railway, which identified Tacoma as the best option for the location of the line's western terminus. Wright also served as President of the Tacoma Land Company, which oversaw the donation of several large tracts of land to the city to be used for parks. The Charles Wright Academy was rounded in 1957, named to honor the man who did so much to ensure Tacoma's success in the beginning and for future generations.
Narrator: Melissa McGinnis, Historic and Cultural Asset Manager at Metropolitan Park District of Tacoma
Willie Stewart has always been known for his long-term service and ongoing commitment to the community and Tacoma schools, particularly in the Lincoln District and the Hilltop. As a practitioner of racial reconciliation, he has been a consistent calming influence in situations involving racial friction or conflict. A longtime public school educator, Willie became the first black school principal in Tacoma history when he took on the role at Lincoln High School in 1970. He spent 36 years working for the Tacoma School District as a teacher and administrator and sat on the Tacoma School Board from 1999 to 2005 and remains heavily involved in local organizations.
If you have time, go visit the Willie Stewart Academy at 1818 Tacoma Ave South.
Narrator: Linda Caspersen
The oldest building in Downtown Tacoma was originally located at 750 St. Helens Avenue, and was home to Theodore Hosmer - the Northern Pacific Railroad's first general manager of the Tacoma Land Company - and his wife, Louise, from 1875-1882. Theodore was unanimously chosen as the first mayor of Tacoma in 1882. He was also a founder of the Union Club on Broadway and the Tacoma Yacht Club, president and founder of the Tacoma Opera House Company, a trustee of Annie Wright School, and a charter member of the Washington State Historical Society.
Narrator: Emily Nakada-Alm (Downtown On the Go Events Coordinator), with information from Tacoma Public Library's Northwest Room.
Tacoma's "working waterfront" has seen many changes since the late 1880s, and the Foss Boathouse (now Foss Maritime) has changed right along with it. Driving much of that change was the Foss family matriarch, Thea Foss. She was known not only for her business sense, but for her warm and generous heart. Learn more about this dynamic woman at the park that bears her name.
Narrator: Karen Haas; Learn about Karen at: http://karenstoryteller.com/
One often hears the name "Thea Foss" around Tacoma. They even named a waterway after her. But, who was she and why do we honor her memory? Visit the Thea Foss Waterway and listen to local historian Karen Haas tell the tale of this remarkable Norwegian immigrant who bought a rowboat and founded a maritime empire.
Narrator: Karen Haas; Learn about Karen at:
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Nutrition Requirements for Head Start Classrooms and
Family Child Care Homes
Head Start recognizes the important role nutrition plays in a child's physical, social, emotional, and intellectual growth. Nutrition and physical activity also play a role in good dental health and in the prevention of chronic diseases such as heart disease, diabetes, high blood pressure, and cancer.
The goal is to help ensure that children have the opportunity to eat nutritious foods that promote proper growth, to offer experiences that will teach healthy eating habits, to reinforce choices and habits that prevent disease and support a lifetime of good health, and to provide children and families with the tools to promote physical activity.
The Head Start Program will continue to provide children with foods that contribute to their daily nutritional needs, recognizing individual differences and cultural patterns. The meals and snacks offered consist of a variety of nutritious foods that are low in sugar, sodium, and the recommended fat intake as specified by the Dietary Guidelines for Americans.
All Head Start Centers and Family Child Care Homes comply with Child and Adult Care Food Program (CACFP) or National School Lunch Program, which follow the USDA Meal Patterns. These guidelines play a critical role in supporting the wellness, health, and development of children, through the provision of nutritious foods.
Head Start is required to follow the Head Start Program Performance Standards 1302.44 Child Nutrition:
* Meet the nutritional needs of and accommodate the feeding requirements of each child.
* Children with Special Dietary Needs will complete CF/HS-27, for special meal accommodations.
* Family style meals are encouraged.
* Provide appropriate healthy snacks and meals to each child during group socialization activities in the homebased option.
In order to ensure we are following guidelines, listed below are items not served at Head Start Centers and Family Child Care Homes:
* High sugar drinks (e.g., Kool-Aid®, fruit punch, fruit drinks, sodas, and flavored waters, etc.).
* High sugar foods (e.g., Jell-O®, popsicles, cookies, ice cream, candy, and sugarcoated cereals, etc.).
* Artificial sweeteners or products containing them (e.g., Sweet-n-Low®, NutraSweet®, aspartame, Splenda®, etc.).
* High fat foods (e.g., fried foods, chips, cookies, ice cream, buttered popcorn, pork rinds, cakes, doughnuts, etc.).
* Foods high in salt (e.g., chips, salted pretzels, etc.)
* Foods that do not model healthy food choices (e.g., donuts, cookies, cocoa puffs, pop tarts, etc.)
Children under age 5 are at the greatest risk for choking injury and death. Foods that are round, hard, small, thick and sticky, smooth, or slippery are high-risk foods often involved in choking incidents. Children are required seated while eating, and actively supervised during meal times. These items include, but are not limited to, hot dogs, popcorn, whole grapes, hard candy, etc.
Due to the many food allergies, substitutions for children with allergies are provided, and precautions are taken to ensure children with allergies do not come in contact with such foods (e.g. nuts, citrus, soy, etc.).
Any special occasion foods must follow guidelines listed above. Foods brought must be prepared in a commercial kitchen, unopened/sealed, and follow the Head Start Child Nutrition Policy PO-D03. | 1,520 | 697 | {
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Republic of India
As the second most populated nation on earth, India prides itself on maintaining unity while celebrating diversity. Consisting unofficially of over 6,000 distinct people groups as defined by ethnicity, religion, language, and caste, India is a culturally complex nation. Ranking today among the top 10 industrial nations of the world because of a booming computer industry, India is rapidly becoming a powerhouse in the global economic arena. This economic success, however, has not extended to the general population. Though services account for more than half of India's economic output, less than one quarter of the population in employed in industry. The large majority of Indians still depend on agriculture as their main income source. And with an average income of only $620 (US Dollars) per year, poverty is prevalent in this unique nation.
Hindi is the official national language of India but English actually dominates the business, governmental, and legal arenas. Most educated Indians speak English as their first language but across India there are at least 400 different languages spoken. Illiteracy is a huge problem in India, especially among the female population. In fact, only one in every three adult Indian women is functionally literate. More than 80% of Indians practice Hinduism and close to 13% are Muslim. Although full religious freedom is protected officially by the Indian constitution, religious extremism is rampant in India, creating religious strife and fueling a dangerous climate of persecution, especially toward Christians.
Still, India has the most (and largest) un-reached people groups than any other country on the planet…
E.C. Response… see more at www.ecchurch.co.in
Sensitive to the fact that each region of the diverse nation of India has its own unique culture and needs, the Evangelical Congregational work in India exists primarily in the state of Manipur, located in the hills of Northeast India. Ministering to the local tribal groups whose traditions are closely related to the Burmese (Myanmar) culture, the E.C. church has had a presence in India since 1966.
Drug addiction and HIV are becoming major issues in the region and the Still, residual hate from a 1990s civil war hampers outreach by Christians to local Muslims and Hindus. About 35% of the local Manipur population is Christian and Christ's movement in the region is unmistakable.
E.C. Church is working hard to implement educational programs to help combat these problems. Committed to reaching the world for Christ, the Evangelical Congregational Church of India (ECCI) has six conferences, with a total of about 60,000 members. ECCI's department of Missions and Evangelism ministers in the neighboring states and countries of the region. Evangelical College of Theology, the Bible College and Seminary of ECCI's members also trains men and women from over 20 different denominations and faith traditions. | 1,298 | 602 | {
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Written: July 2019
Next Review: July 2022
The Reddings Primary and Nursery School
Religious Education Subject Policy
Subject Statement
RE aims to enable pupils to become religiously and theologically literate so they can engage in life in an increasingly diverse society. It is not about telling pupils what religious views they should have but rather assists them in gaining shared human understanding, developing personal identity and searching for meaning in the context of evaluating different viewpoints.
The Reddings follow the Hertfordshire Agreed Syllabus of Religious Education 2017 2022 which we have used as the basis of our planning and delivery of RE
Progression of skills
The programmes of study are set out in eight key areas, which aim to enable pupils to develop knowledge and understanding of sources of wisdom and their impact whilst exploring personal and critical responses. Developing religious and theological literacy through religions and worldviews – this permeates through all areas of the programmes of study.
The Key Areas:
A. Sources of wisdom and their impact
All pupils should:
* know, understand and explore the significance and impact of sacred texts, other sources of wisdom and ways of expressing meaning
* express ideas and insights about the nature of beliefs, values and practices and their impact upon the identity of individuals and communities
* recognise and explore the diversity that exists within and between religious traditions
B. Personal and critical responses
All pupils should:
* express with increasing discernment their personal reflections, critical responses and connections to faith and belief enquiring into philosophical, moral and ethical issues
* engage with the questions and answers offered by religions and worldviews concerning ultimate questions and human responsibility
Next Review: July 2022
* develop the skills required to engage with others in dialogue and to cooperate in society with respect and compassion
Planning/Curriculum and Assessment
The Reddings follow the "Religion for Today and Tomorrow" for RE which builds-in coverage of and progression in both the content and concepts outlined in the Agreed Syllabus. This scheme shows how we have planned that "aspects of all six principal faiths are explored over key stage one and two". Our medium-term RE plans, which are from the Framework give details of the main teaching objectives for each term and define what we teach.
Teachers are also expected to provide regular opportunities for children to write in subjects across the curriculum. They ensure an appropriate balance and distribution of work across each term, copies of these plans are kept by the class teacher and annotated and highlight to show what has been taught.
Monitoring
Monitoring of Religious Education is in line with the Core Plan and takes place at least termly. This is led by the RE subject specialist and reports are produced as part of the Core Plan monitoring process. Outcomes of monitoring are fed back to the staff and teacher specific feedback forms part of the 'teaching over time' document. Monitoring of Religious Education includes: book looks, and pupil voice.
Governors will monitor the policy through their Governor visit programme which may include work scrutiny, pupil voice and progress data analysis.
Renewal of Policy
This policy should be reviewed at a minimum every three (3) years. Should key changes occur in the curriculum or with Religious Education teaching pedagogy, the policy should be reviewed earlier if necessary. | 1,497 | 667 | {
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Name _____________________________________
READ CLOSELY AND SHOW EVIDENCE OF THINKING BY ANNOTATING. Annotate all readings by highlighting the main idea in yellow; the best evidence supporting in blue, and any interesting phrases in green.
PYGMALION
by Ovid, translated by Anthony S. Kline1 A.D.
Pygmalion had seen them, spending their lives in wickedness, and, offended by the failings that nature gave the female heart, he lived as a bachelor, without a wife or partner for his bed. But, with wonderful skill, he carved a figure, brilliantly, out of snow-white ivory, no mortal woman, and fell in love with his own creation. The features are those of a real girl, who, you might think, lived, and wished to move, if modesty did not forbid it. Indeed, art hides his art. He marvels: and passion, for this bodily image, consumes his heart. Often, he runs his hands over the work, tempted as to whether it is flesh or ivory, not admitting it to be ivory. He kisses it and thinks his kisses are returned; and speaks to it; and holds it, and imagines that his fingers press into the limbs, and is afraid lest bruises appear from the pressure. Now he addresses it with compliments, now brings gifts that please girls, shells and polished pebbles, little birds, and many-colored flowers, lilies and tinted beads, and the Heliades's 1 amber tears that drip from the trees. He dresses the body, also, in clothing; places rings on the fingers; places a long necklace round its neck; pearls hang from the ears, and cinctures2 round the breasts. All are fitting: but it appears no less lovely, naked. He arranges the statue on a bed on which cloths dyed with Tyrian murex3 are spread, and calls it his bedfellow, and rests its neck against soft down, as if it could feel.
The day of Venus's4 festival came, celebrated throughout Cyprus,5 and heifers, their curved horns gilded, fell, to the blow on their snowy neck. The incense was smoking, when Pygmalion, having made his offering, stood by the altar, and said, shyly: "If you can grant all things, you gods, I wish as a bride to have..." and not daring to say "the girl of ivory" he said "one like my ivory girl." Golden Venus, for she herself was present at the festival, knew what the prayer meant, and as a sign of the gods' fondness for him, the flame flared three times, and shook its crown in the air. When he returned, he sought out the image of his girl, and leaning over the couch, kissed her. She felt warm: he pressed his lips to her again. The ivory yielded to his touch, and lost its hardness, altering under his fingers, as the bees' wax of Hymettus6 softens in the sun, and is molded, under the thumb, into
Myth of the Week #1-Pygmalion
many forms, made usable by use. The lover is stupefied,7 and joyful, but uncertain, and afraid he is wrong, reaffirms the fulfillment of his wishes, with his hand, again, and again.
It was flesh! The pulse throbbed under his thumb. Then the hero of Paphos,8 was indeed overfull of words with which to thank Venus, and still pressed his mouth against a mouth that was not merely a likeness. The girl felt the kisses he gave, blushed, and, raising her bashful eyes to the light, saw both her lover and the sky. The goddess attended the marriage that she had brought about, and when the moon's horns had nine times met at full, the woman bore a son, Paphos, from whom the island takes its name..
Notes
1. The daughters of Helios and the Oceanid Clymene, the Heliades were turned into poplar trees and their tears into amber after the death of their brother.
2. a belt or a sash of cloth
3. a luxurious purple dye harvested from sea snails
4. the Roman name for the Goddess of Love
5. an eastern Mediterranean island
6. a mountain range in Greece
7. Stupefied (adjective) : shocked or astonished
8. a coastal city in Cyprus
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Name _____________________________________
READ CLOSELY AND SHOW EVIDENCE OF THINKING BY ANNOTATING. Annotate all readings by highlighting the main idea in yellow; the best evidence supporting in blue, and any interesting phrases in green.
In 1877, the military announced that the Chief Joseph and his tribe of Nez Perce had to move onto a reservation in Idaho or face retribution. Desiring to avoid violence, Chief Joseph advocated peace and cooperation. But fellow tribesmen dissented and killed four white men. Knowing a swift backlash was coming, Joseph and his people began to make their way to Canada, hoping to find amnesty there. The tribe traveled 1700 miles, fighting the pursuing US army along the way. In dire conditions, and after a five day battle, Chief Joseph surrendered to General Nelson A. Miles on Oct. 5, 1877 in the Bear Paw Mountains of Montana Territory, a mere 40 miles from the Canadian border. The Chief knew he was the last of a dying breed, and the moment of surrender was heartbreaking.
The Speech
Tell General Howard I know his heart. What he told me before, I have it in my heart. I am tired of fighting. Our Chiefs are killed; Looking Glass is dead, Ta Hool Hool Shute is dead. The old men are all dead. It is the young men who say yes or no. He who led on the young men is dead. It is cold, and we have no blankets; the little children are freezing to death. My people, some of them, have run away to the hills, and have no blankets, no food. No one knows where they are – perhaps freezing to death. I want to have time to look for my children, and see how many of them I can find. Maybe I shall find them among the dead. Hear me, my Chiefs! I am tired; my heart is sick and sad. From where the sun now stands I will fight no more forever.
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Conserve Gray Bat to Achieve Recovery
Background:
Gray bat (Myotis grisescens) is a federally-listed endangered species. In 2005, Service and State biologists and others working towards the recovery of the endangered gray bat met in St. Louis, Missouri, to identify high priority recovery tasks for the species. The two main obstacles preventing consensus that the species is recovered were the lack of a recent, range wide survey of bats and lack of an accepted inventory and monitoring protocol (the Endangered Species Act requires a species to be monitored for 5 years following delisting). In addition, the assembled experts felt that certain other conservation actions were necessary to fully meet recovery plan goals. Those actions formed the basis of this Legacy-funded project.
Objective:
This project sought to engage several partners and their assets to complete the final conservation efforts to recover gray bat. The project engaged the organizations in a partnership to accomplish remaining protection and validation of hibernacula and a survey of three maternity sites in TN. Pearson's Cave was in private ownership and the site's protection needed to be secured. Bellamy Cave owned by The Nature Conservancy (TNC) was un-gated and unsecure. Access stairs to Jesse James' Cave were rotted and a safety hazard. Hibernacula site population surveys information required updating. Finally a report to U.S. Fish and Wildlife Service (USFWS) on the status of gray bat to support recovery and delisting was needed.
Summary of Approach:
Field work was initiated to compile needed data on the population of gray bats in TN during the summer. Field biologists surveyed caves, counting bats exiting the caves and assessing cave usage and population size by the presence of guano and/or dead juveniles. Beyond these sites, DoD biologists gathered data for a comprehensive report to USFWS on the status of the species throughout its range to support recovery and delisting. Finally, project partners determined the best way to secure the important sites within TN, which involved negotiating the purchase of Pearson's Cave and the gating of Bellamy Cave.
Benefit:
Gray bat occurs at 7 Army installations and several other DoD installations in the south central United
De D f e e f n e d n i d n i g ng Ou O r ur Na N t a i t o i n o ' ns 's R
States. If the gray bat is recovered, current constraints on military installations will be reduced or eliminated. Constraints that could be reduced include restrictions on the use of smokes and obscurants, restrictions related to noise and soldier activities, and restrictions related to habitat alteration (e.g. range construction). These issues are particularly relevant to the military readiness activities at Forts McClellan (Alabama), Leonard Wood (Missouri), Campbell (Kentucky), Knox (Kentucky), Redstone Arsenal (Alabama) and Arnold Air Force Base (Tennessee).
Accomplishments:
Project biologists surveyed about 5-10 high priority summer maternity sites in TN, and completed winter reviews of the condition and population of 3 caves in MO, 3 caves in TN, and 3 caves in AR. In addition, update surveys were conducted at 21 hibernacula sites. With this and other data, the Army produced a comprehensive report on the status of the species within DoD managed lands and provided the information to the USFWS in 2007 for consideration when reviewing the species for possible delisting.
Project partners were also eventually able to negotiate the purchase of Pearson's Cave and it is now under the protection of TNC. In addition, project funds were used to gate Bellamy Cave in 2007, thus protecting it from intruders. Finally, project partners removed the rotted stairs At Jesse James' Cave, thus removing a safety hazard and further discouraging public access to the site.
Contact Information:
Lewis Gorman III U.S. Fish and Wildlife Service 4401 N. Fairfax Dr. Arlington, VA 22203 703-358-1911 firstname.lastname@example.org
s es
-
Do D D oD Co C n o s n e s r e v r a v t a i t o i n on Pr P o r g o r r g am am
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Education
Wrist Fracture
What is a wrist fracture?
Your wrist is made up of eight bones. They attach to the bones in your forearm and the bones in your hand. A fracture is a break in a bone. When you break your wrist, you may have broken the ends of the forearm bones (radius or ulna) or one of the eight wrist bones.
How does it occur?
The usual causes of a wrist fracture are:
a fall
a direct blow to the wrist.
What are the symptoms?
Your wrist is painful and swollen. When the navicular bone is fractured, the area below the thumb is tender.
How is it diagnosed?
Your health care provider will examine your wrist and review your symptoms. An x-ray of your wrist may show a fracture. Sometimes a fracture may not show up in the first x-ray and your health care provider may recommend that you have a repeat x-ray in 1 to 2 weeks.
How is it treated?
If the broken bone is crooked, your health care provider will straighten it. Your provider will give you medicine first so the straightening is not too painful.
Your health care provider may prescribe anti-inflammatory medicines or other pain medicines.
You may be given a splint for your wrist for a few days until the swelling begins to go down. Then your wrist will be put in a cast for 4 to 8 weeks. Certain types of fractures may need to be in a cast longer and may eventually need surgery.
You should elevate your wrist on a pillow or the back of a chair as often as possible for the first 2 to 3 days. This will help control pain and swelling.
You may place ice packs over the cast for 20 to 30 minutes every 3 to 4 hours for the first 2 to 3 days. Take care not to get your cast wet if it is a plaster cast.
How long will the effects last?
Wrist fractures may take 6 to 12 weeks or longer to heal. Some fractures do not heal and require surgery. Some people may develop stiffness in their wrist.
When can I return to my normal activities?
Everyone recovers from an injury at a different rate. Return to your normal activities will be determined by how soon your wrist recovers, not by how many days or weeks it has been since your injury has occurred. The goal of rehabilitation is to return you to your normal activities as soon as is safely possible. If you return too soon you may worsen your injury.
You may return to your normal activities when you have full range of motion in your wrist without pain. Your injured wrist, hand, and forearm need to have the same strength as the uninjured side. If you return to using your wrist too soon after a wrist fracture there could be problems with healing. It is very important to be sure that none of your activities cause wrist pain or tenderness.
When should I call my health care provider?
Call your health care provider if:
Your pain is getting worse instead of better.
You feel that your cast is too tight and you have swelling that doesn't get better when you elevate your injury.
How can I prevent a wrist fracture?
Most wrist fractures are caused by accidents that you cannot easily prevent. However, when you do activities such as rollerblading, be sure to wear protective wrist guards.
Adult Health Advisor 2006.4; Copyright © 2006 McKesson Corporation and/or one of its subsidiaries. All Rights Reserved. Written by Pierre Rouzier, M.D. This content is reviewed periodically and is subject to change as new health information becomes available. The information is intended to inform and educate and is not a replacement for medical evaluation, advice, diagnosis or treatment by a healthcare professional. | 1,404 | 757 | {
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BUS-123 Spring 2020
Exam #4 -Show Your Work
Name: ________________
Instr: F. Paiano
Valuation & Yield Calculations
Chapter 10, Review 6
1) An 8%, 15-year bond has a par value of $1,000 and a call price of $1,080. It is callable in 5 years. The bond is currently selling for $1,150. Calculate its current yield, yield-to-maturity, and yield-to-call. (4 pts ‒ Do your best!)
2) A married couple from California is in the 35% Federal tax bracket and the 10% California tax bracket. They are considering a 4¾% Nevada municipal bond (Federal tax-free), a 4¼% California bond (double tax-free) and a 7½% corporate bond (fully-taxable). Calculate the taxable equivalent yield of each bond. Which is the best buy? (4 pts ‒ Show all your work!)
(Note: For the double tax-free bond, you may use the easy formula or the more complicated but more accurate formula.)
3) Using annual compounding, calculate the valuations for the following bonds: (4 pts ‒ Use the chapter 10 tables!) a) 10%, 20-year bond priced to yield 6% b) 4%, 10-year bond priced to yield 7%
4) Colgate-Palmolive (CL) is currently selling for approximately $71. Their dividend is currently $1.76 and they have been growing their dividend at a constant rate of 4%. If our required rate of return is 8%, using the constant perpetual growth model, what would we believe CL is worth? Is CL a potentially good investment? Would you buy CL? (Optional: What if we changed our required rate return to 6%?) (3 pts ‒ Don’t Give Up!)
5) Assume it is January 1, 2020. Merck Pharmaceuticals (MRK) is currently selling for $80. Dividends for 2020 are expected to be $2.44 per share. We expect that dividends in 2021 will be $2.54 and in 2022 they will be $2.64. We will be selling the stock at the end of 2022 and we expect the price to be $95 per share at that time. Our required rate of return is 10%. Using the Discounted Cash Flow Model stock valuation formula (Value of stock = present value of future dividends + present value of price of stock when we plan to sell) , calculate the present value of the future cash flows from this stock. Would you consider buying MRK? (3 pts ‒ Never Give Up!) | 1,060 | 571 | {
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Education
Addison's Disease
What is Addison's disease?
Addison's disease occurs when the adrenal glands (located above each kidney) do not work normally and do not produce enough hormones. Addison's disease may also be called chronic adrenal insufficiency or hypocortisolism.
How does it occur?
The adrenal glands, located near the top of each kidney, produce several types of hormones, including corticosteroids. These hormones affect a number of body functions, including blood pressure, the levels of minerals such as sodium and potassium in the body, defenses against infection and stress, and sugar levels in the blood.
The adrenal glands may stop producing enough hormones when they are damaged by infection, an autoimmune response, or cancer. This may also happen if you have been taking corticosteroid medicine on a regular basis and then stop taking it suddenly. Because the adrenal glands are controlled by the pituitary gland, sometimes the adrenal glands stop making hormones if the pituitary gland stops working normally.
What are the symptoms?
Symptoms of Addison's disease may start slowly. They include:
tiredness
loss of appetite
weakness
weight loss
muscle aches
dizziness when you stand up after sitting or lying down
nausea, sometimes with vomiting
patches of darkened skin or unexplained "tanning."
diarrhea
You may not notice your symptoms until your body is stressed by an infection, injury, or surgery. The stress may cause an Addisonian crisis. Without treatment, an Addisonian crisis can be fatal. Signs and symptoms of Addisonian crisis are:
sharp pain in the lower back, abdomen, or legs
low blood pressure
loss of too much fluid from your body (dehydration)
loss of consciousness.
How is it diagnosed?
Your health care provider will ask about your symptoms and medical history and examine you. You may have the following tests:
blood tests
CT scan of the adrenal glands or pituitary gland.
ACTH stimulation test (a test that checks the response of your adrenal glands to a pituitary gland hormone)
How is it treated?
Addison's disease is treated with replacement hormones. Your health care provider will prescribe a corticosteroid such as prednisone. You will need to take prednisone the rest of your life.
If the disease has affected the level of minerals in your body, your health care provider may also prescribe fludrocortisone. This medicine will help your body return to a normal balance of the minerals sodium and potassium. You may be able to stop taking fludrocortisone after a while.
How long do the effects last?
Addison's disease is a lifelong condition. With proper treatment, crises may be avoided and you will be able to lead a normal life.
How can I take care of myself?
Treat minor illnesses with extra salt and fluids. It is very important to avoid becoming dehydrated.
Ask your health care provider what shots you need to help prevent infections.
Carry a cortisol injection kit for emergencies. You might need an emergency shot of cortisol in situations where your body is stressed and needs stress hormones to help it respond properly--for example, if you are in an accident. Get a Medic Alert bracelet that says, "Addison's disease: takes cortisone daily." Wear it at all times in case of accidents. It alerts health care workers to your need for careful monitoring and extra cortisol.
Keep your regular follow-up appointments with your provider.
See your provider right away if you have any signs of infection, such as strep throat or bladder infections.
Call your health care provider right away if you have fever, vomiting, or diarrhea that lasts more than a couple of days. You may need treatment in an emergency room with IV fluids and hydrocortisone.
How can I help prevent Addison's disease?
There is no way to prevent Addison's disease.
Adult Health Advisor 2006.4; Copyright © 2006 McKesson Corporation and/or one of its subsidiaries. All Rights Reserved. Developed by McKesson Provider Technologies. This content is reviewed periodically and is subject to change as new health information becomes available. The information is intended to inform and educate and is not a replacement for medical evaluation, advice, diagnosis or treatment by a healthcare professional. | 1,760 | 870 | {
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Using, Storing and Preserving
Eggplant
Prepared by: Joyce McGarry, Extension educator
Eggplant is a cold-sensitive vegetable that should be started from transplants. Set transplants in the garden when the soil has warmed and the danger of frost has passed.
Storage and Food Safety
Recommended varieties
Large, oval fruit
Dusky (60 days to harvest, good size, early production)
Epic (64 days, teardrop-shaped fruits) Black Bell (68 days, round to oval fruits, productive)
Elongated fruit
Ichiban (70 days)
Slim Jim (70 days; lavender fruits turn purple when peanut-sized)
Little Fingers (68 days; clusters of slim fruit 6 to 8 inches long)
Eggplant fruits do not like cool temperatures, so they do not store well. Harvest and use immediately for best flavor. If you must store them, wrap in plastic and store for one to two days in the refrigerator. Use while the stem and cap are still greenish and fresh-looking.
To prevent cross-contamination, keep eggplant away from raw meat and meat juices.
Wash hands before and after handling fresh produce.
For best quality and nutritional value, do not preserve more than your family can consume in 12 months.
Lawn or garden questions?
Visit migarden.msu.edu. Call toll-free 1-888-678-3464.
Using, Storing and Preserving Eggplant
How to Preserve
References
Canning is not recommended for eggplant.
Freezing
Harvest before seeds become mature and when color is uniformly dark. Wash, peel and slice into ⅓-inch-thick pieces. Water blanch,* covered, for 4 minutes in 1 gallon of boiling water containing ½ cup lemon juice (fresh or bottled). Cool, drain and package, leaving ½ inch headspace. Seal, label and freeze.
* Water blanching: Use 1 gallon of water per pound of prepared eggplant. Put eggplant in blanching basket or strainer and lower into boiling water. Place lid on pan/ blancher. Return water to boiling and start counting blanching time as soon as the water returns to a boil. It should take only a minute to come back to a boil. If it takes longer than one minute, too much eggplant has been put in the boiling water.
Wolford, R., and D. Banks. 2013. "Eggplant." Watch Your Garden Grow. University of Illinois at Champaign-Urbana. Available at urbanext.illinois.edu/veggies/eggplant.cfm
Andress, Elizabeth and Judy A. Harrison. So Easy to Preserve. Bulletin 989, 6th Edition. Cooperative Extension University of Georgia, 2014.
Find out more about Michigan Fresh at msue.anr.msu.edu/program/info/mi_fresh.
MSU is an affirmative-action, equal-opportunity employer, committed to achieving excellence through a diverse workforce and inclusive culture that encourages all people to reach their full potential. Michigan State University Extension programs and materials are open to all without regard to race, color, national origin, gender, gender identity, religion, age, height, weight, disability, political beliefs, sexual orientation, marital status, family status or veteran status. Issued in furtherance of MSU Extension work, acts of May 8 and June 30, 1914, in cooperation with the U.S. Department of Agriculture. Ray Hammerschmidt, Interim Director, MSU Extension, East Lansing, MI 48824. This information is for educational purposes only. Reference to commercial products or trade names does not imply endorsement by MSU Extension or bias against those not mentioned. | 1,499 | 770 | {
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Nanoantennas hold promise for infrared photovoltaics
Published on Electronic Component News (http://www.ecnmag.com)
Nanoantennas hold promise for infrared photovoltaics
ECN Europe
Basic scientific curiosity paid off in unexpected ways when Rice University [1] researchers investigating the fundamental physics of nanomaterials discovered a new technology that could dramatically improve solar energy panels.
"We're merging the optics of nanoscale antennas with the electronics of semiconductors," said lead researcher Naomi Halas, Rice's Stanley C. Moore Professor in Electrical and Computer Engineering. "There's no practical way to directly detect infrared light with silicon, but we've shown that it is possible if you marry the semiconductor to a nanoantenna. We expect this technique will be used in new scientific instruments for infrared-light detection and for higher-efficiency solar cells."
More than a third of the solar energy on Earth arrives in the form of infrared light. But silicon — the material that's used to convert sunlight into electricity in the vast majority of today's solar panels — cannot capture infrared light's energy. Every semiconductor, including silicon, has a "bandgap" where light below a certain frequency passes directly through the material and is unable to generate an electrical current.
By attaching a metal nanoantenna to the silicon, where the tiny antenna is specially tuned to interact with infrared light, the Rice team showed they could extend the frequency range for electricity generation into the infrared. When infrared light hits the antenna, it creates a "plasmon," a wave of energy that sloshes through the antenna's ocean of free electrons. The study of plasmons is one of Halas' specialties, and the new paper resulted from basic research into the physics of plasmons that began in her lab years ago. It has been known that plasmons decay and give up their energy in two ways; they either emit a photon of light or they convert the light energy into heat. The heating process begins when the plasmon transfers its energy to a single electron — a 'hot' electron. Rice graduate student Mark Knight, lead author on the paper, together with Rice theoretical physicist Peter Nordlander, his graduate student Heidar Sobhani, and Halas set out to design an experiment to directly detect the hot electrons resulting from plasmon decay.
Patterning a metallic nanoantenna directly onto a semiconductor to create a "Schottky barrier," Knight showed that the infrared light striking the antenna would result in a hot electron that could jump the barrier, which creates an electrical current. This works for infrared light at frequencies that would otherwise pass directly through the device.
Page 1 of 2
Nanoantennas hold promise for infrared photovoltaics
Published on Electronic Component News (http://www.ecnmag.com)
"The nanoantenna-diodes we created to detect plasmon-generated hot electrons are already pretty good at harvesting infrared light and turning it directly into electricity," Knight said. "We are eager to see whether this expansion of lightharvesting to infrared frequencies will directly result in higher-efficiency solar cells."
SOURCE [2]
Source URL (retrieved on 11/24/2014 - 5:04pm):
http://www.ecnmag.com/blogs/2011/06/nanoantennas-hold-promise-infraredphotovoltaics?qt-recent_content=0&qt-most_popular=0
Links:
[1] http://www.rice.eduhttp://www.rice.edu
[2] http://ecneurope.wordpress.com/2011/06/14/nanoantennas-hold-promise-forinfrared-photovoltaics/
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Japan's Radioactive Water Leaks: How Dangerous?
Published on Chem.Info (http://www.chem.info)
Japan's Radioactive Water Leaks: How Dangerous?
Mari Yamaguchi
New revelations of contaminated water leaking from storage tanks at the tsunamiravaged Fukushima Dai-ichi nuclear power plant have raised alarm, coming just weeks after Japanese officials acknowledged that radioactive water has been seeping into the Pacific from the plant for more than two years, The government announced this week that it would contribute 47 billion yen ($470 million) to build an underground "ice wall" around the reactor and turbine buildings and develop an advanced water treatment system. A look at the problem, and the potential risks to fish and the humans who eat them.
Q: How much radiation-contaminated water is leaking into the sea?
A: Experts estimate at least 300 tons every day. And that's just from one of two major sources: groundwater that flows through contaminated maintenance tunnels and pits on site. Water with even higher levels of radiation is believed to be escaping through cracks in the basements of the damaged nuclear reactors and their turbines and slowly making its way through the ground to the sea. Exactly how much is unknown. Plant operator Tokyo Electric Power Co., or TEPCO, even says there is no clear evidence of any leaks, though it acknowledges that possibility.
Q: That sounds like a lot of water, but the ocean is big. How dangerous is it?
A: The main health concern is the impact on fish near the nuclear plant. Scientists have long believed that contaminated water was reaching the ocean, based in part on continuing high levels of radioactive cesium found in fish living at the bottom of the sea. A rise in strontium-90 and tritium levels in the past few months needs to be watched, said Ken Buesseler, a marine chemist at Woods Hole Oceanographic Institution. Strontium in particular accumulates in fish bones and remains longer than cesium in fish and the humans that eat them. The fisheries off Fukushima are currently closed.
Q: Why is there so much radioactive water?
A: The 300 tons per day is simply part of the underground water that runs down from surrounding mountains and through the nuclear complex on its way to the sea. In addition, nearly 400 tons of cooling water is pumped into the plant every day to keep the remaining fuel from overheating, and that water eventually spills into the basement. Another 400 tons of groundwater seeps into the basement through cracks, and mixes with the contaminated water. Water is constantly pumped out of the basements, but some of it escapes through other cracks. Half of the pumpedout water is re-used to cool the fuel, and the rest is stored in tanks.
Page 1 of 2
Japan's Radioactive Water Leaks: How Dangerous?
Published on Chem.Info (http://www.chem.info)
Q: What about the leaks in the tanks?
A: So far, that's a smaller problem, but there are fears it could become more widespread. The largest leak to date was 300 tons, and all the water in the tanks has been treated to remove cesium, one of most dangerous of the radioactive elements. The plant has more than 1,000 tanks holding 335,000 tons of contaminated water, and TEPCO plans to increase capacity up to 800,000 tons over the next three years.
Q: Is this problem ever going to end?
A: Ice walls aside, the most realistic solution is to purify water to safe levels and release it into the sea. A water treatment unit intended to do that failed during a test run and is being repaired. The government is planning to fund the development of a more advanced unit over the next two years. There is no technology to remove tritium, however, so that could become a risk if levels continue to rise.
See: Japan Invests In Ice Wall To Halt Reactor Leaks [1]
Source URL (retrieved on 11/24/2014 - 3:37pm):
http://www.chem.info/news/2013/09/japans-radioactive-water-leaks-howdangerous?qt-most_popular=1
Links:
[1] http://www.chem.info/news/2013/09/japan-invests-ice-wall-halt-reactorleaks#.UidGnPK1mSp
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Published on National Catholic Reporter (http://ncronline.org)
February's night skies
Rich Heffern | Feb. 14, 2011 Eco Catholic
On a clear February night, even with the moon up, one can see what is called the Winter Hexagon in the southern sky. These seven stars might be called ?beacon stars,? since they are very bright and most of them are very far away.
The band of the Milky Way runs through the center of the Hexagon, consisting of (listing clockwise) Aldebaran, Rigel, Sirius, Procyon, Castor and
Pollux almost together, and Capella. Betelgeuse is at the center, while Praesepe, also known as the Beehive cluster and the Pleiades cluster lie outside.
It is entirely a winter spectacle. Within little more than a month the Hexagon will be gone as the sky gives way to spring.
But the Milky Way, that gigantic cloud of several hundred billion stars that form our galaxy, will never be gone from our nights. Perhaps it will become more visible than in the last decade. As more and more lights are switched off after midnight for environmental and economic reasons, it may reappear in all its glory.
It was once thought that the Milky Way constituted the entire universe. In the 1920s Edwin Hubble and others discovered that many of the fuzzy splotches in the sky astronomers had been viewing for hundreds of years were actually galaxies in their own right. In the visible cosmos we now know there are hundreds of billions of other galaxies.
Some of them are utterly unlike our spiral-shaped Milky Way, some uncannily resemble it. One in particular is almost indistinguishable. UGC 12158, 400 million light-years away in Pegasus is like an exact copy. Conveniently, it can be seen face on.
Prominent in the night sky this month is Hydra the Water Snake, the biggest of all constellations, named after the many-headed sea monster killed by Hercules as one of his 12 labors. It has only one bright star, Alphard, or Alpha Hydrae, known as the Solitary One because it is alone in that region of the sky. Tycho Brahe called it the Heart of the Snake, but it is truly a lonely heart.
North of Hydra is another seemingly boring constellation, Sextans the Sextant. But on closer examination it can be seen to contain thousands of faint stars. It has two particularly interesting galaxies: the Dwarf Spheroid galaxy, only discovered in 1990, is a small galaxy that orbits the Milky Way just as the Moon orbits the Earth. It is only 295,000 light years away which is very close for a galaxy. Much further, at 32 million light-years, is the giant Spindle Galaxy (NGC 3115) that is several times bigger than the Milky Way.
Saturn rises at about midnight in Virgo, its rings partly open. On the 21st it is just north of the Moon. Jupiter sets at about 8.30 pm. Jupiter cannot be missed in the southwestern sky. It is the brightest light in the night sky except for Venus which only appears at morning and evening
Source URL (retrieved on 11/24/2014 - 15:28): http://ncronline.org/blogs/eco-catholic/februarys-night-skies | 1,261 | 703 | {
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B 3- High-Level Order & Ranking Quiz
1. To find the total number of the person sitting in a row or column:
→ When the rank of a person is given from both sides (i.e. from left and right both) of the row:
(r1 + r2) – 1 = Total
Example:
Sachin is 18th from left and 19th from right in a row. Total number of students in a row is,
(18 + 19) – 1 = 37 – 1 = 36.
When the rank of two persons and number of persons sitting
→
between them is given:
(r1 + r2) + Number of middle persons.
Example:
In a class, Sohan's rank is 9th from the left and Sohail rank is 7th from the right. If 6 students are sitting b/w them then calculate the total number of students in the class.
(9 + 7) + 6 = 22.
2. To find rank from either left/top or from right/bottom side:
(Total + 1) – Given rank = Required rank.
Example:
Priya is 24th from the right in a row of 40 girls. What is her position from the left end?
(40 + 1) – 24 = 41 – 24 = 17.
3. To find the number of persons sitting between any two persons:
For simple case:
Total – (Rank from left + Rank from Right).
Example:
In a class of 120 students, Vivek is 44th from the left and Yash is 46th from the right. Find the total number of students sitting between them? 120 – (44 + 46) = 120 – 90 = 30.
For overlapping case:
(Rank from left + Rank from right)–(Total + 2).
Example:
In a class of 90 students, Ram is 67th from the top and Ramesh is 57th from the bottom. Number of students sitting between Ram and Ramesh is (67 + 57) = 124 > 90, so it is a case of overlapping. Thus, the total number of students sitting between them is 124 – (90+2) = 32.
Note: When (Left + Right) position > The total number of persons, it is called the case of overlapping.
4. To find the number of maximum and minimum persons in a row or column:
When (smaller rank – number of middle persons) ≥ 2 then
Simple case will give total number of maximum persons, (r1 + r2) + Number of middle persons.
Example:
In a class, Vivek rank is 9th from the left and Sachin rank is 8th from the right. If 6 students are sitting between them then calculate the maximum number of students in the class.
(8 – 6) = 2 ≥2. So, the maximum number of students in the class is (9 + 8) + 6 =23.
Overlapping case will give the total number of minimum persons, (r1 + r2)–(Number of middle persons + 2).
Example:
In a class of 100 students, Virat is 67th from the left and Rohit is 57th from the right and the number of students sitting between them is 32. Calculate the number of minimum persons in the row.
(67 + 57) = 124 > 100. So, it is a case of overlapping. Thus, the minimum number of students in the row is (67 + 57) – (32 + 2) = 90.
When (smaller rank – number of middle) < 2 then
Only simple case is valid, so the total number of maximum/minimum persons is
(r1 + r2) + Number of middle persons.
Example:
In a class, Sohan's rank is 9th from the left and Sohail rank is 7th from the right. If 6 students are sitting between them then calculate the minimum number of students in the class.
(7 – 6) = 1 < 2. So, the minimum number of students in the class is (9 + 7) + 6 = 22. | 1,505 | 900 | {
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ORANGEBURG COUNTY
Population Trends
Tax Data
County History
Orangeburg County was named for William IV (1711‐1751), Prince of Orange, the son‐in‐law of King George II. Orangeburg District was established in 1769, and from 1785 to 1791 it included four counties: Lexington, Orange, Winton, and Lewisburg. The district was reduced in size when Barnwell (1800) and Lexington (1804) districts were formed; parts of Orangeburg also went to form Aiken (1871) and Calhoun (1908) counties. Swiss and German farmers moved into this region around 1735, and English settlers from the lowcountry followed. The battle of Eutaw Springs was fought there during the Revolutionary War on September 8, 1781; it was the last major battle of the war in South Carolina. Large plantations using slave labor were established in Orangeburg in the nineteenth century, and the county became a major producer of cotton. Railroads arrived in the area early; Branchville became the first railroad junction in the state in 1840. Union troops under General Sherman passed through Orangeburg in February 1865. Orangeburg County was the birthplace of historian Alexander S. Salley (1871‐1961) and singer Eartha Kitt.
County histories obtained from the S.C. State Library Reference Room at www.statelibrary.sc.gov/sc‐counties. All other sources listed in the county comparison tables in the appendix. | 861 | 515 | {
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How to Help Feed Your Birds
Our acknowledgements to RSPB for the information used
Throughout the year you can help birds by regular feeding and providing water. They will reward you with their exciting antics and spectacle of colours. An intimacy of expectation soon develops.
Bird tables that cats can't access are a very good way of feeding. If located near cover (shrubs and trees), small birds feel more secure. Hanging feeders are popular because the birds contort in many different positions as they indulge. Feeders need to be robust (preferably squirrel proof), fixed securely well above the ground and located near cover. Never fill too full to avoid moulds developing. There are different types of feeder for small seeds and for nut/large seeds. (Ensure that the mesh holes on nut feeders are adequate size to avoid trapping beaks and feet.) Many birds are ground feeders and a drained ground tray is ideal to keep the food clean. Locate it well away from any cover that may be used by cats. Tree bark, cracked logs and gaps in walls may be stuffed with fatty food mixes. Birds like these natural feed stations. Coconut shells, shallow plastic food cartons (carefully cleaned if they contained dairy products) and ceramic bells are good suspended feeders to use with home prepared mixes.
During the winter period it is particularly important to help birds by supplementing their diet. They will continue to hunt for food in your garden but there is less available during this time of year. Never feed them mouldy food, it will harm them. Only put out what will be consumed in a day. Remove old food as this becomes infected with salmonella bacteria which will kill the birds. Peanuts frequently contain high levels of a natural toxin that kills birds. Nuts should be purchased from specialist, reputable dealers. Hygiene is essential. Dispose of food contaminated by bird droppings; keep food away from dirty paving and out of puddles; clean and sterilise (5% strength) feeders and tables; avoid rodent problems.
Bread scraps should always be reduced to crumb size to avoid swelling bird stomachs and choking them. When feeding bread to waterfowl, always throw it into the water. Never feed bread when young ducks and geese are around as this badly affects their development, rendering them too weak to survive.
Preferred supplementary foods are:
Prepared bird seed mixtures. A good mix of seeds will attract a wide range of birds. In the winter, mixes containing whole peanuts are suitable. However, never feed whole peanuts in spring and summer.
Sunflower seeds. Stripped seeds are the best as they have higher oil content. Sunflower hearts are popular with siskin and chaffinch.
Nyjer seed is very good high oil content food.
Peanuts. In the winter these are very popular with a wide range of birds. Feed whole nuts and for smaller birds, crushed nuts.
Fat Balls. A good high energy food. The nylon bags can cause damage to bird feet and the tongues of woodpeckers. Remove from bag and place at height.
Bird Cake. Make bird cake by pouring melted fat (suet or lard) into a mixture of ingredients such as seeds, nuts, dried fruit, oatmeal, cheese and cake. One third fat to two thirds ingredients. Stir well and pour to set in a variety of containers for hanging, or turn it out onto a bird table.
Mealworms. Dried or live are firm favourites of robins.
Meaty dog and cat food. A good winter feed but may attract cats, rodents and large birds such as magpies and gulls.
Coconut. Fresh it is popular with wrens and robins. Remove if mildew begins to develop. Don't use desiccated coconut.
Rice and Cereals. Preferably cooked rice as it will attract more species. Uncooked porridge oats, but never cooked. Small quantities of breakfast cereal (without sugar or salt coatings) with water available nearby.
Fruit. Dried or fresh cranberry, grapes, currants and tree/shrub berries, sliced carrot and apple and pieces of banana will attract fruit eaters. Food can be loose or strung and hung above a branch of a tree.
A 'Fun-with-Learning' program document.
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Welcome to Year 3
Religious Education
Computing
Our R.E. work this term starts with a topic called Beginning with God, where we will be finding out where and how God is revealed to us. We will move on to Moses and the Burning Bush.
English
Through our writing, linked to our topics, we will work on securing the use of capital letters and full stops, using more interesting conjunctions, adjectives and adverbial phrases. We are looking at descriptive language and narrative through our class books 'The Wombles' and adventure stories about islands. Please continue to read to and with your child as often as possible.
Mathematics
Using programme, Maths No Problem, we will be consolidating the children's understanding of place value of numbers up to 1000, moving on to addition and subtraction. Every child will continue to be tested regularly on their Maths Passport and homework will be set on MyMaths.
Science
During the first half of term we will explore Forces and Magnets, through practical investigations, linking to our PE topic of Dance. After half term, we will learn about Rocks and Soils, linking with our history work on Ancient Civilisations.
History and Geography
Our first topic is Maps and Islands. We will learn how to map our school and our local area and find out about the British Isles. We will also investigate the effects of climate change on islands around the world and (together with the Wombles!) consider people's impact on the planet by learning about recycling. After half term we will learn about Ancient Civilisations in Britain, starting with the Stone Age. We will see how life changed as our ancestors learned to manipulate their environment and create our own 'artefacts' inspired by the Bronze Age and Iron Age.
As well as continuing to learn about how to use the internet safely, the children will learn to design and write programs that accomplish specific goals – coding.
Music
We will continue to work on basic music notation and begin to learn the recorder. We have an exciting opportunity to visit the Royal Albert Hall for the Primary Prom concert in October. Later in the term, we will be learning songs for our Christmas play.
Physical Education
Every Friday the children will have their PE lesson with Kick London. This term they will be learning football skills. In dance and gymnastics there will be links made with Science to explore forces and magnetism, remembering and connecting movements into set sequences. We will also learn group dances for our Christmas nativity play. PE kit is needed on Wednesday and the children will come to school on Friday wearing their PE kit.
Italian
In Italian the children learn to make simple statements and to ask and answer questions about themselves. They will also learn the numbers to 20.
Trips
Outings so far include a visit to South Street to map the area and a trip to the Royal Albert Hall for the Primary Prom (10 th October). Years 3 and 4 are booked to attend a professional Christmas pantomime production.
Christmas Production
As in previous years, priority for speaking parts in the Year 3 and 4 Christmas production goes to children in Year 4.
Parent Helpers
If you are available to help with a specific trip, or could help listen to readers in class, please speak to us! | 1,308 | 676 | {
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9.1 Area
The black line is the polygon.
The region bounded by that polygon is a polygonal region.
When we find the area of a polygon, we are actually finding the area of the polygonal region bounded by that polygon.
Postulate 8The Area Postulate
Every polygonal region has a positive number called its area such that
(1) congruent triangles have equal areas
(2) the area of a polygonal region is equal to the sum of the areas of its nonoverlapping parts
B
9.2 Squares and Rectangles
Postulate 9The area of a rectangle is the product of its base and altitude
Corollary to Postulate 9The area of a square is the square of its side
To divide a square into smaller squares each having a different area was once thought to be impossible. The figure seems to show a solution.
Given that the areas of squares C and D are 64 and 81 square units respectively, find the areas of the other squares.
9.3 Triangles
Theorem 38The area of a right triangle is half the product of its legs.
Theorem 39The area of a triangle is half the product of any base and corresponding altitude.
Corollary to Theorem 39Triangles with equal bases and equal altitudes have equal areas.
Heron's Theorem
The area of a triangle with sides a, b, and c is where s is half of the triangle's perimeter.
Suppose there are three triangles with the following sides:
1. Which triangle do you think has the greatest area?
2. Use Heron's Theorem to find the area of each triangle.
3. One of the "triangles" isn't really a triangle. Which one and why not?
Now, suppose there are two triangles with the following sides:
Triangle 4: 4, 6, and 8.
Triangle 5: 400, 600, and 1000.
9.4 Parallelograms and Trapezoids
Theorem 40The area of a parallelogram is the product of any base and corresponding altitude.
b | 1,107 | 718 | {
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Extreme Heat Protocols
When outdoor temperature exceeds 85 degrees, school leaders will monitor and communicate decisions regarding outdoor activities for K-12 Physical Education, K-12 School Sponsored Activities, Recess and Extended Day. The heat index ("real feel/feels like") will guide decisions. What is heat index? How hot it feels to the body when the air temperature (in Fahrenheit) and relative humidity are combined. Also known as "real feel" or "feels like." Odyssey will use the hourly weather estimates from AccuWeather Palm Bay or the National Weather Service as our resource for heat index temperatures.
Heat Index Guide
Designed to help protect students from incurring heat-related illnesses or problems, school personnel will reference the Heat Index Guide to modify and/or suspend outdoor activities. This guide applies to K-12 Physical Education, K-12 School Sponsored Activities, K-5 Recess and Extended Day. High School Athletics and Marching Band must reference the Zachary Martin Act linked below.
* Heat index is less than 95 degrees – Normal outdoor activities
* Heat index is 95-98 degrees – Outdoor activities should be limited or may be cancelled.
* Heat index is 99 degrees or above – Outdoor activities will be cancelled.
Playground equipment must be considered. Is it too hot for students to touch?
Hydration should be encouraged frequently before, during and after outdoor activities. Medical Conditions must be considered.
If students are outdoors, teachers should be aware of medical conditions, such as asthma, diabetes, epilepsy, allergies, medications, or other conditions which may place students at higher risk for heat-related illness. Students should not be outside if the parent has advised the school their child should not participate in outdoor activities due to the possibility of heat-related illness.
Sunscreen
Students may possess and use a topical sunscreen product while on school property without a physician note or prescription if it is approved by the United States Food & Drug Administration for over-the-counter use.
Athletics & Marching Band
Must follow the guidelines from the Zachary Martin Act on the link below: https://www.flsenate.gov/Committees/billsummaries/2020/html/2173
CS/HB 7011 – Student Athletes
Automated External Defibrillators
The bill is cited as the "Zachary Martin Act" and requires each public school that is a member of the Florida High School Athletic Association (FHSAA) to make its automated external defibrillator (AED) available on school grounds in a clearly marked, publicized location for each athletic contest, practice, workout, or conditioning session, including those outside of the school year.
Training for School Employees or Volunteers
The bill requires, beginning June 1, 2021, a school employee or volunteer with current training in cardiopulmonary resuscitation and AED use to be present at each athletic event during and outside of the school year. Each employee or volunteer expected to use an AED must complete this training and be annually notified in writing of each AED's location.
Heat Stress Monitoring, Hydration, and Cooling Zones
The bill specifies that the FHSAA must:
* Make training and resources available to each member school for the effective monitoring of heat stress;
* Require member schools to monitor heat stress and modify athletic activities based on heat stress guidelines, including making cooling zones available;
* Establish hydration guidelines, including appropriate introduction of electrolytes; and
* Require each school's emergency action plan to include a procedure for onsite cooling using cold-water immersion or equivalent means before transporting a student for exertional heat stroke.
The bill specifies that each athletic coach and sponsor of extracurricular activities involving outdoor practices or events must annually complete training in exertional heat illness identification, prevention, and response, including effective administration of cooling zones.
Medical Evaluation
The bill requires all students participating in conditioning and activities that occur outside of the school year to pass a medical evaluation prior to participation in such activities each year. | 1,916 | 806 | {
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Curriculum
Rationale for topic choices in each year group:
Pupils receive 3 hours of ICT weekly. Year 7-9 are taught together reflecting need. ICT is delivered through a range of 'Enterprise 'projects designed to engage interests and develop an understanding of the business world. The teacher is a subject specialist and previously been a GCSE and @A@ level examiner at both ICT and Business Studies. The topics take into consideration the 'levels of progression using ICT' framework'. They will prepare pupils for the Key Stage 4 Enterp
Long Term Plan: ICT
| Year group | Autumn term | Spring term | Summer term | Schemes of work and further information |
|---|---|---|---|---|
| 7 | Exploring Enterprise What does this mean? Different types of enterprise What is an entrepreneur? Roles within a business. Competition What are competitors Methods to compete Understanding market research Survey Spreadsheet to track results (Excel) | E Safety (Serif movie plus) Creating a movie to inform about subject Using sound and images from internet and primary sources. Create an enterprise Logo Business Plan Location Source stock | Access databases Setting up tables Forms Reports Queries Scratch Create project learning Sequencing Variables Commands Then look at fitness for purpose Give and act upon constructive feedback | https://theingots.org/community/siel2u4 https://theingots.org/community/siel1u1 https://theingots.org/community/siel2u3 https://theingots.org/community/siel2u9 https://theingots.org/community/siel2u10 https://theingots.org/community/siel2u7 |
| 8 | Exploring Enterprise | E Safety (Serif movie | Access databases | |
| | What does this mean? Different types of enterprise What is an entrepreneur? Roles within a business. Competition What are competitors Methods to compete Understanding market research Survey Spreadsheet to track results (Excel) | plus) Creating a movie to inform about subject Using sound and images from internet and primary sources. Create an enterprise Logo Business Plan Location Source stock | Setting up tables Forms Reports Queries Scratch Create project learning Sequencing Variables Commands Then look at fitness for purpose Give and act upon constructive feedback |
|---|---|---|---|
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NUTRITION NEWS: Celebrate National Nutrition Month® and "Go Further with Food!" The foods we choose can make a real difference in how we think, learn, and play! Here are some tips to "Go Further with Food" this month: · Make an effort to include a variety of healthy and colorful foods from all the food groups daily!
* Be sure to consume the appropriate portion size. Don't forget to use MyPlate as a guide for choosing the best foods to fuel your body!
* Think outside the box. Discover activities that you look forward to and make yourself a goal to be physically active every day.
All meals are served with the Vegetable of the Day and/or a selection from Mac's Veggie Patch, Fruit of the Day and Low Fat Milk
Choice
Student Lunch $3.25
Reduced Lunch $0.40
Adult Lunch $4.00
Monday: Tuna Sandwich
Tuesday: Hot Dog on a Bun
Wednesday: Chef Salad with Dinner
Thursday:
Friday: Chicken Salad with Roll
Roll
Turkey BLT Sandwich
Yogurt Bag with Creamy Yogurt, Bagel, and Low Fat Cheese Stick
Connect with us!
Fresh Vegetables, Featured Salads, Bean Salad, or Veggie Dippers Available Daily
Monday
5
Tuesday
Wednesday
Popcorn Chicken Soft Pretzel Stick Fresh Celery Dippers Fresh or Chilled Fruit or Juice
12
Grilled Cheese
Meatless Monday
Sandwich
Tomato Soup Fresh Veggie Dippers Fresh or Chilled Fruit or Juice
19
Sandwich
Crispy Chicken
Emoji Fries or Juice
Fresh or Chilled Fruit
26
6
Thursday
1
Dinner Roll Steamed Broccoli Fresh or Chilled Fruit
Creamy Mac & Cheese
Hamburger or Cheeseburger on a Bun Potato Wedges Fresh or Chilled Fruit
13
Twin Tacos with Taco Meat, Shredded Cheddar Cheese, Lettuce, Tomato & Salsa Rice Steamed Corn Fresh or Chilled Fruit
Taco Tuesday
20 Spring Picnic Pretzel Dog Baked Beans Country Slaw Fresh or Chilled Fruit
1st Day of Spring
7
Garlic Bread Sautéed Spinach Fresh or Chilled Fruit or Juice
Pasta with Meat Sauce
New Recipe!
8
Breakfast for Lunch
Bacon, Egg, &
Croissant
Cheese on a
Battered French Fries
Fresh or Chilled Fruit
14
Dinner Roll Mashed Potatoes Steamed Carrots Fresh or Chilled Fruit or Juice
Roast Turkey with Gravy
15
Sandwich Corn Fresh or Chilled Fruit
21
Hero
Meatball Parm
Vegetable Medley or Juice
22 Sweet & Sour Popcorn Chicken with Rice Broccoli Fresh or Chilled Fruit
Meatless Monday Cheese Lasagna Rollup with Marinara Sauce Warm Breadstick Broccoli Italiano Fresh or Chilled Fruit or Juice
27
Fresh or Chilled Fruit
28
29
Dinner Roll Green Beans Fresh or Chilled Fruit
Sandwich
Chicken Nuggets Philly Cheesesteak
Peppers & Onions Fresh or Chilled Fruit or Juice
Taco Meat & Cheddar Cheese over Rice with Lettuce, Tomatoes, & Salsa Tostitos SCOOPS! ® Tortilla Chips Steamed Corn Fresh or Chilled Fruit
Our well-balanced lunches available for the week, average between 600-650 calories, with less than 10% of total calories from saturated fat and 0 grams of trans fat!
School Closed
MENU SUBJECT TO CHANGE
Questions or Concerns?
"This institution is an equal opportunity provider"
Please Visit www.MaschioFood.com Or Call Maschio's Food Services at: 609-695-0110
Sloppy Joe
2
Friday
School Closed
Dr. Seuss' Birthday Read Across America
9
Mini Pizza Bagels Freshly Prepared Italian House Salad Fresh or Chilled Fruit or Juice
16
New Recipe!
New York Style
Bella's Pizza
Freshly Prepared
Gelatin Fruit Cup or
Caesar Salad
Fruit Juice
23
Stuffed Crust Cheese Pizza Freshly Prepared Cucumber & Tomato Salad Fresh or Chilled Fruit or Juice
30 | 1,898 | 889 | {
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Long COVID: Voice
After COVID-19, you might notice changes to the sound of your voice and the effort needed to use it. Many people see improvements in their voice within 6-8 weeks however sometimes voice changes continue for more than 12 weeks as part of long COVID. This advice will help you to care for your voice. It can be followed by adults and older children. Always seek advice from your GP if symptoms continue or worsen.
Common voice changes
* Croaky, hoarse or husky voice
* The voice gets tired the more you talk
* Difficulty raising your voice over noise or a loss of 'power' in the voice
Why has my voice changed?
Your voice box (larynx) is in your throat. Your vocal folds are inside your voice box, behind your Adam's Apple. To make sound, air comes up from your lungs and makes your vocal folds vibrate. We turn the vibrations into speech using our lips, teeth and tongue.
COVID-19 enters your body through your nose and throat. It can cause a sore throat, runny nose and cold/flu like symptoms. You may have had mucus/phlegm in your throat when you were ill making you want to cough or clear your throat. Coughing and throat clearing slams your vocal folds together. This can make them swollen and your voice may sound deeper and hoarse/husky. It is harder to talk if your vocal folds are swollen. You might try to talk louder which can strain the muscles, making them ache. Your voice box might need a rest to help with healing.
Long COVID: Voice | December 2023
How can breathlessness affect my voice?
Feeling breathless is a common symptom of long COVID. COVID-19 can affect how you breathe even if your lungs have not changed. This is because COVID-19 increases stress in the body causing you to breathe more shallowly and doing this for some time can make you feel more breathless and stressed.
You might notice:
* You are breathing through your mouth instead of your nose or breathing quickly or shallowly. These changes in your breathing pattern could affect your voice.
* It can feel like you are running out of breath when you talk.
* Talking can be very tiring.
* Breathing through your mouth dries out your throat and voice box which can make you cough. Coughing also makes your voice croaky/ hoarse.
If you are feeling breathless post COVID-19 speak to your GP. They can refer you to a specialist respiratory physiotherapist or respiratory speech and language therapist for help.
rcslt.org | 1
How can acid reflux affect my voice?
For more information please see the long COVID: Reflux factsheet.
How can I look after my voice?
Use a soft and gentle voice to talk. Try not to strain your voice.
Reduce talking over background noise such as music, television, or a car engine, as this can strain your voice and make it tired.
Do not whisper. It does not 'save' your voice. Whispering makes your voice tired.
Drink lots of water / water-based drinks. It is important to sip regularly throughout the day.
Inhale steam for five minutes twice a day breathing in through your mouth. You may use a bowl, towel and hot water or buy a steam inhaler cup. Do not add anything e.g. mint / menthol / herbs to the water.
Avoid sweets with mint, menthol and cough syrups. Have boiled fruit sweets instead. You can take them when you are ill with a cold, but stop when your cold has cleared up.
Keep your neck, shoulders and jaw loose and seek treatment for any neck or back problems.
Ask people to come closer to you so they can hear you rather than needing to shout or raise the volume of your voice.
Avoid long telephone calls or long video calls.
Avoid too much caffeine (coffee, tea, energy drinks) and alcohol.
Reduce throat clearing and coughing. If you feel like you need to cough or clear your throat, try taking a sip of water whilst putting your chin down when swallowing, or swallowing hard.
Treat symptoms of heartburn, indigestion or reflux. Avoid eating 2-3 hours before bedtime. Reduce rich, spicy or acidic foods. Avoid fizzy drinks, chocolate and smoking.
If you use an inhaler, ALWAYS use a spacer and rinse your mouth out afterwards. Speak to your pharmacist about an appropriate spacer for your inhaler.
Avoid breathing in dust or chemicals such as cleaning products and smoking as these can cause throat irritation.
If you use your voice for work or if you sing, remember to warm up and cool down. Until the voice is normal it is best to avoid 'athletic' vocal activities such as shouting and intense singing. Start with gentle warm up exercises and keep your volume and pitch in a comfortable range.
The Royal College of Speech and Language Therapists would like to thank the long COVID Working Group for drafting this factsheet.
Long COVID: Voice | December 2023
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Health Education expectations: secondary
Mental wellbeing
* How to talk about their emotions accurately and sensitively, using appropriate vocabulary
* That happiness is linked to being connected to others
* How to recognise the early signs of mental wellbeing concerns
* Common types of mental ill health (e.g. anxiety and depression)
* How to critically evaluate when something they do or are involved in has a positive or negative effect on their own or others' mental health
* The benefits and importance of physical exercise, time outdoors, community participation and voluntary and service-based activities on mental wellbeing and happiness
Internet safety and harms
* The similarities and differences between the online world and the physical world, including: the impact of unhealthy or obsessive comparison with others online (including through setting unrealistic expectations for body image or how people may curate a specific image of their life online); overreliance on online relationships including social media; the risks related to online gambling including the accumulation of debt; how advertising and information is targeted at them; and how to be a discerning consumer of information online
* How to identify harmful behaviours online (including bullying, abuse or harassment) and how to report, or find support, if they have been affected by those behaviours
Physical health and fitness
* The positive associations between physical activity and promotion of mental wellbeing, including as an approach to combat stress
* The characteristics and evidence of what constitutes a healthy lifestyle and maintaining a healthy weight (including the links between an inactive lifestyle and ill health, such as cancer and cardiovascular ill health)
* About the science relating to blood, organ and stem cell donation
Healthy eating
* How to maintain healthy eating and the links between a poor diet and health risks, including tooth decay and cancer
Drugs, alcohol and tobacco
* The facts about legal and illegal drugs and their associated risks, including the link to serious mental health conditions
* The law relating to the supply and possession of illegal substances
* The physical and psychological risks associated with alcohol consumption and what constitutes low risk alcohol consumption in adulthood
* The physical and psychological consequences of addiction, including alcohol dependency
* Awareness of the dangers of drugs which are prescribed but still present serious health risks
* The facts about the harms from smoking tobacco (particularly the risk to lung cancer), the benefits of quitting and how to access support to do so
Health and prevention
* About personal hygiene, germs (including bacteria and viruses), how they are spread, treatment and prevention of infection, and about antibiotics
* About dental health and the benefits of good oral hygiene and dental flossing, including healthy eating and regular check-ups at the dentist
* In late secondary, the benefits of regular self-examination and screening
* The facts and science relating to immunisation and vaccination
* The importance of sufficient good quality sleep for good health and how a lack of sleep can affect weight, mood and ability to learn
Basic first aid
* Basic treatment for common injuries
* Life-saving skills, including how to administer CPR (best taught after 12 years old)
* The purpose of defibrillators and when one might be needed
Changing adolescent bodies
* Key facts about puberty, the changing adolescent body and menstrual wellbeing
* The main changes which take place in males and females, and the implications for emotional and physical health | 1,629 | 670 | {
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MTBN.NET PLR Library
Text and Word PLR Article Packs available at PLRImporter.Com
Category: History File: Facts_and_Figures_about_the_Presidents_of_the_USA_utf8.txt
Title:
Facts and Figures about the Presidents of the USA
Word Count:
300
Summary:
The first president of the united States was not George Washington.
Keywords:
Article Body:
The first president of the united States was not George Washington.
Washington was the first president under the Constitution of June 21, 1788, ratified by 1790.
The first constitution of the USA was titled "Articles of Confederation" and was in force between 1781 and 1788. It created a single house of Congress and no executive - but for one year during this period (1781-2, John Hanson served as "President of US in Congress Assembled" - or, in short, President of the United States. He was elected by his peers, including George Washington.
Hanson was followed by Elias Boudinot (1783), Thomas Mifflin (1784), Richard Henry Lee (1785), Nathan Gorman (1786), Arthur St. Clair (1787), and Cyrus Griffin (1788).
Washington was the EIGHTH president of the USA.
Many of the features of the American presidency are fairly recent. The length of the presidency was not limited to 2 terms until 1951 in the 22nd Amendment to the US Constitution. Franklin Delano Roosevelt (1882-1945) was elected to 4 successive terms between 1932 and 1944.
The president's inauguration day used to be on March 4. After Roosevelt died in office in 1945, it was changed to February 20.
Blacks could not become president until 1870 and women not until 1920.
The presidential salary remained the same for almost 100 years. It was pegged at
MTBN.NET PLR Library
Text and Word PLR Article Packs available at PLRImporter.Com
Category: History File: Facts_and_Figures_about_the_Presidents_of_the_USA_utf8.txt
$25,000 per year until 1873 when it was doubled. The president had no expense account until 1907 when $25,000 were added to his compensation to cover expenses connected to his office. The salary today stands at $390,000 plus $50,000 in expenses.
Retired presidents were not eligible for a state pension until 1958. The Former President's Act gave them $25,000 a year, an office and minimal staff. The pension today stands at c. $161,000 - the same as a cabinet secretary.
Presidents are not elected by popular vote but by an electoral college representing the states. John Quincy Adams (1824), Rutherford Hayes (1876), Benjamin Harrison (1888) and George W. Bush (2000) lost the overall vote but won the presidency. | 1,264 | 612 | {
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Select one website from each section and design a power point presentation you could give to a group of students just beginning the A Level PE course. Include on each slide key information/diagrams from the website.
You will create 4 power point presentations.
SPORT PYSCHOLOGY
* Anxiety: https://www.livestrong.com/article/117970-anxiety-sports/
* Aggression: https://howtheyplay.com/misc/Aggression-in-Sport-Theories-and-Examples
* Motivation: http://ww.pponline.co.uk/encyc/motivation-in-sports-psychology-35892
* Social facilitation: https://www.simplypsychology.org/Social-Facilitation.html
* Group dynamics: https://www.brianmac.co.uk/group.htm
* Goal setting: https://www.brianmac.co.uk/goals.htm
* Self-efficacy and confidence: http://believeperform.com/performance/self-efficacysport-exercise-determining-effort-persistence-performance/
* Leadership: http://believeperform.com/coaching/leadership-and-the-role-of-a-leaderin-sports/
* Stress management: http://www.teachpe.com/sports_psychology/stress_management.php
SKILL ACQUISITION
* Skill, skill continuums and transfer of skills: http://www.jroscoe.co.uk/downloads/roscoe850section2ch5only.pdf
* Impact of skill classification on structure of practice for learning: https://getrevising.co.uk/diagrams/types_of_practice
* Use of guidance and feedback:
http://resource.download.wjec.co.uk.s3.amazonaws.com/vtc/2015-16/15- 16_30/eng/04-preparation/Unit4-guidance-practice-feedback.html
ROLE OF TECHNOLOGY IN SPORT SPORT AND SOCEITY
* Role of technology: http://www.topendsports.com/resources/technology.htm
* Violence in sport: http://www.bodywatch.com/violence-in-sport/
* Drugs in sport: https://www.theguardian.com/sport/drugs-in-sport
* Sport and the law: https://www.inbrief.co.uk/sports-law/sport-and-the-law/
EXERCISE PHYSIOLOGY
* Diet and nutrition and their effect on physical activity and performance: https://www.nutrition.org.uk/healthyliving/an-active-lifestyle/eating-for-sport-andexercise.html
* Preparation and training methods in relation to physical activity and performance: https://my.clevelandclinic.org/health/articles/improvement-of-performance-throughtraining-techniques
* Injury prevention and the rehabilitation of injury: http://www.stopsportsinjuries.org/STOP/Prevent_Injuries/Our_Resources.aspx | 1,357 | 569 | {
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Rise Up & Write!
WELCOME!
Class Writing Features
WHAT IS IN THIS MONTH'S ISSUE?
Mindful Moment
May Birthdays
Warm Weather Word Search
May 2022 Vol. 3
AJLA "Rise Up & Write" is a space for students of all ages to celebrate the writing that they have been working on at school. From building foundational literacy skills to crafting paragraphs of work- AJLA students cover it all! Please enjoy our class writing features, each displaying developmentally appropriate technique through drawing, letter formation, and spelling. Nurturing the progress of skills is our goal- not perfection!
Second Grade
In honor of Earth Day, the second graders wrote acrostic poems about how to take care of our planet. They learned about the importance of limiting water usage, eating less meat, and reducing, reusing, and recycling plastic or paper goods. We will continue highlighting these practices for the rest of the school year because we love our Earth!
MINDFUL MOMENT: COOL DOWN WITH MISS JEN
Let's learn a new breathing exercise to help us work through big feelings that might be interfering with our work and play!
Stuffed Animal Breathing:
Breathe in through your nose
Lie on your back with a stuffed animal resting on your belly
Breathe out through your mouth
Watch your stuffed animal rise and fall as you take your breaths
Rise Up & Write!
First Grade
First Graders have been focusing on writing about important story elements, like characters, setting, and main events! Students chose character traits for the main character from our interactive read aloud, "Lilly's Big Day" by Kevin Henkes. They used evidence from the story to back up their choice.
Rise Up & Write!
PreK White
During our Eric Carle author study, students listened to the story, "The Very Hungry Caterpillar." Students then used their fine motor muscles to trace and cut out circles to form their own caterpillars. They decorated their insects and illustrated food for their caterpillars to eat. At this age and stage, some children were able to dictate what their pictures represented, some were able to write the initial sound of words, and others used developmental spelling to write their own words!
May 2022 Vol. 3
PreK Green
Kindergarten
In Kindergarten we are working on telling stories about events that have happened in the past. We are focusing on highlights from our weekend! Our Kindergarten friends are working hard to write in complete sentences and add details to their writing and their pictures.
PreK Green has been investigating plants! For this investigation we decided to plant black bean seeds. Our class used journals to document the growth of the bean seeds. It was so much fun to watch the seeds develop roots, stems, and leaves!
WARM WEATHER WORD SEARCH
Rise Up & Write!
May 2022 Vol. 3
Third Grade
From haiku to cinquain, color poems to autobiographical poems, third graders have been exploring the art of poetry writing. During this unit, students have reviewed parts of speech, listened to a variety of poems by famous poets (we highly recommend the book "Hailstones and Halibut Bones!"), and discovered the importance of word choice in poetry.
MAY BIRTHDAYS
Amelia Pena- May 4th Mikey Leath- May 20th Hiram Saca- May 23rd Joah Murray- May 26th Heaven Crossman- May 30th Nevaeh Crossman- May 30th Sophia Pena- May 30th Reece Denton- May 31st
Rise Up & Write!
PreK 4
Now that April has drawn to a close, PreK4 has read and written many poems for National Poetry Month. We compiled our favorites into our own books of poetry! We published them and shared them with other grades. We also shared our favorites on Poem in Your Pocket Day as gifts to our poetry audiences.
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Curriculum Information for Parents Autumn Term 2
Literacy and Maths
Literacy:
This half term Year 5 will be looking at different writing genres, including: Poetry, Instruction writing, Letter writing and Information texts. Within Spelling Punctuation and Grammar Year 5 will continue to work on using commas to separate clauses; relative clauses and relative pronouns; subordinating and coordinating conjunctions.
Maths:
During Numeracy, your child will be looking at Squared and cubed numbers, Multiplying and dividing by 10, 100, 1000, Area of compound shapes and Measuring perimeter of rectilinear shapes. We will also continue to recap our understanding of Place Value, including partitioning, rounding, negative numbers and writing and reading numbers to 1,000,000.
Topics
Week 1 & 2: AMAZING AMERICAS
In this topic we will be looking at the human and physical features of North America, comparing it against the United Kingdom. Year 5 will also be comparing, reviewing, and evaluating music from North America across a range of historical periods, genres, styles and traditions.
Week 3 & 4: MAY THE FORCE BE WITH YOU
During this topic, Year 5 will look at different forces acting on objects and learn how to record data and results of increasing complexity using scientific diagrams and labels, tables, scatter graphs, bar and line graphs.
Week 5: VIVE LA FRANCE
In French Year 5 will learn to understand a range of familiar spoken phrases, greetings and teacher's instructions. The children will be taught how to say the days of the week and write numbers up to 50.
Week 7 & 8: IDEAS ABOUT GOD AND CHRISTMAS AROUND THE WORLD
During our last two weeks, Year 5 will be discussing what images we have of God and understanding that us as Christians believe God is three in one, the Trinity.
Religious Education
- Our Christian value this half-term is Compassion.
- Daily collective worship will take place in class and in year group bubbles.
- Year 5 will continue with their Understanding Christianity, applying their learning to the 'Big Frieze'.
Physical Education
Indoor PE:
Gymnastics
Outdoor PE:
Netball
Computing
This half term Year 5 will be looking at using word processing to create and research important information. The children will continue to develop their coding skills and 3D modelling, using Purple Mash.
Within the VIVE LA FRANCE topic, the children will be logging onto Linguascope to aid their learning.
Home Learning and Other Relevant Information
At St Thomas' we believe that the link between home and school is essential to ensure your child can continue to make good progress. Below are some of the ways you can help:
- Encourage your child to complete our 9 Grid homework every week. They will have a booklet for each term.
- Discuss your child's learning and topic work. Ask about their 'Always' badge.
- Your child will need his / her planner everyday so that we are able to keep in contact and it must be signed weekly. This is checked every Friday.
PE will be on Tuesday and Friday afternoons. | 1,356 | 658 | {
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India and SDG Goals
Why in news?
According to Lancet study, India is like to miss deadline for 50% of SDG indicators.
What are Sustainable Development Goals?
The SDGs were adopted by the United Nations in 2015 with a vision to achieve a better and more sustainable future for all.
The SDGs, officially known as 'Transforming our world: the 2030 Agenda for Sustainable Development' is a set of 17 Global Goals with 169 targets between them.
They are a new, universal set of goals, targets and indicators that UN member states will be expected to use to frame their agendas and political policies over the next 15 years.
The SDGs follow, and expand on, the Millennium Development Goals (MDGs), which were agreed by governments in 2000, and ended on 2015.
Enormous progress has been made on the MDGs, showing the value of a unifying agenda underpinned by goals and targets.
Despite this success, the indignity of poverty has not been ended for all.
The new Global Goals, and the broader sustainability agenda, go much further than the MDGs, addressing the root causes of poverty and the universal need for development that works for all people.
India is one of the signatory countries that has committed to achieving these goals by 2030.
What is the issue?
India is trailing behind in achieving more than 50% of indicators under the United Nations Sustainable Development Goals (SDGs) seven years before the 2030 deadline.
SDG Indicators – 75% of Indian districts are off target for 8 indicators: Poverty; Anaemia; Child marriage domestic violence; Stunting and wasting of children; Access to essential services; Modern contraceptive use; and Tobacco consumption.
India will not be able to meet the targets on anaemia.
Off-target Districts – They are concentrated in Madhya Pradesh, Chhattisgarh, Jharkhand, Bihar and Odisha.
SDG Index – India slipped 3 ranks from 117 to 120 on the SDG Index, according to the State of Environment report released by the Centre for Science and Environment.
This ranking placed India behind all South Asian nations except for Pakistan.
How India has performed so far?
India achieved the goal of one SDG indicator relating to adolescent pregnancy in the age group of 10-14 years.
The results point to an urgent need to increase the momentum on 4 SDG goals, No Poverty, Zero Hunger, Good Health and Well-Being and Gender Equality.
India faring well – These SDG indicators include bank accounts for women, birth registration, internet use, electricity access, vaccination, birth registration, and lowering of child marriage.
India has registered a significant decline in maternal mortality rates.
Meeting the targets – India may meet the target of improved water access, clean fuel for cooking, lowering teenage pregnancy age, and partner sexual violence.
References
The Hindu │ India likely to miss deadline for 50% of SDG indicators 1.
Financial Express │ India may not be able to meet 19 SDG goals by 2030 2. | 1,369 | 664 | {
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Banksy is a British street and graffiti artist. He likes to remain anonymous. He does not let people know his true identity. He draws in public places such as on buildings or train stations. His paintings are often about politics, war and other important topics.
His satirical street art and mind-hurting pictures combine dark humour with graffiti. The graffiti is done with a stenciling technique. Such works have been done on streets, walls, and bridges of cities throughout the world.
Ukraine's stamp showing a Banksy mural on a building destroyed by Russian artillery attacks: A small boy defeats Russian president Putin.
Stenciling is the method of applying a design on a surface by sponging, spraying, rolling, brushing, or dabbing paint through a cutout overlay placed on a surface. An advantage of using a stencil is that it can be used several times to reproduce design or letters.
Banksy's work started in the Bristol underground scene, together with musicians. He is the son of a photocopier technician. He trained as a butcher but became involved in the graffiti scene in the late 1980s. That's all we know about his person. Despite his identity is anonymous, Banksy was named in the Time Magazine's 100 most influential people in 2010. Other nominees were Barack Obama, Lady Gaga and Elton John.
In 2004, Banksy printed £1 million worth of fake £10 notes. He used Princess Diana's face instead of the
Queen's head and replaced the "Bank of England" with "Banksy of
England". The banknotes were dropped into the crowds at the the Notting Hill Carnival.
Banksy displays his art on public and private
surfaces such as walls. He does not sell photos of street graffiti directly himself.
Banksy draws attention to the ills of the world. It's about war, about racism and police violence, animal testing and climate change. Banksy shakes things up. Looking at a
Banksy is always a bit like reading the newspaper. He confronts you with the bad news of this world.
GIVE THE OPPOSITES. YOU FIND THE WORDS IN THE TEXT.
| false | true |
|---|---|
| private | |
| peace | |
| bright | |
| early | |
| buy | |
| never |
|---|
| genuine |
| heal |
| unimportant |
| indifference |
| pacifism | | 941 | 526 | {
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Augustus Brooks
Augustus was born in 1873 to Charles and Rosa (née Relf) who had married in 1860. They had four other children: Charles (1862); William (1864); Rosa (1865) and Henry (1868). According to the 1871 census, Charles senior was a sergeant in the Metropolitan Police. By 1881 he had retired from the police and was the landlord of the Waterman's Arms, Town Wharf, Isleworth. Charles junior was a railway clerk; William a dye worker and Rosa and Henry were at school.
By the 1891 census, the family had moved to 4 Blenheim Place, Worple Road Isleworth. Charles senior had died aged 61 in 1889 and Rosa was a widow. Augustus, now 18, was working as a house painter alongside his brother Henry, aged 23.
In 1901 Augustus and his siblings had moved to 2 Devon Villas, North Street, Isleworth. See right for a map of old Isleworth, including North Street, South Street and the junction of Worple Road in 1894. He was 28 and listed as an artisan painter, Charles was still working as a railway clerk and William as a tester in an Aniline Dye Factory. Rosa, now 35, is living with her brothers. Their brother Henry had married Minnie Philpott in 1897 in Thanet.
By 1911 Augustus, Charles and Rosa had moved to 52 North Street, Isleworth. His brother William had married Ellen Cripps in 1902 and they were living at 13 Montague Road, Hounslow and William was a practising chemist. Henry and Minnie were living in Margate with Minnie's mother, Sarah.
When the war broke out, Augustus enlisted on 7 th September, 1914 at Camden Town into the 19 th London Regiment. Although he was 41, he gave his age as 34 ½! His service number was 2719 and he was a Private in A company and was part of the Expeditionary Force to
France. He arrived in Le Havre on 10 th March and whilst marching to Allouagne, men complained of sore feet as often they didn't have the correct size boots. After swapping between themselves, this was partially remedied. They were billeted in farms around Allouagne and undertook training, church parades, twice daily rifle checks and digging trenches.
On 7 th April the Battalion marched to Bethune, occupying one wing of the girl's college. From here they marched onto Festubert where they took over from the Oxford and Bucks light infantry. On 3 rd May the Battalion moved back to Bethune. Between 16 th and 21 st May they were heavily shelled and suffered heavy casualties. On 21 st they moved to Beuvre where the enemy had shelled and wounded three of the advance party before the main company arrived. On 6 th June his Battalion relieved the Glasgow Highlanders at Labourse. They continued through the summer of 1915 in the area around Allouagne then took part in the Battle of Loos from 25 th September to 1 st October. He had served for just 1 year and 19 days before being killed in action on 25 th September, 1915 at the Battle of Loos. At this Battle, the 1/19 th London Regiment former part of the second wave as part of the 47 th Division attacking the southern side of Loos village. In total 14 officers and 372 other ranks were killed, including the CO. Augustus's body was recovered by a GC unit on 1 st October, 1915 and his death was reported on 20 th October, 1915. He was buried in the Loos Memorial Cemetery, grave ref 130135. He was awarded the 1915 Star, the Victory and British medals. He left everything he owned to his sister Rosa. He is also honoured in All Souls Church, Haliburton Road, then in Isleworth, as well as at All Saints Church, Church Street, Isleworth.
According to the 1939 Register records, Henry, now widowed and aged 71, had returned to live with his sister Rosa at "Mimosa", 295 St Margaret's Road. | 1,601 | 911 | {
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Learn together, grow together Progression in History
In History, pupils will find out about the past and how it influences the present, starting with their own lives. Pupils will learn a sense of respect, tolerance and appreciation for the past in order to understand why society is the way it is today. They will leave Medina with a narrative of Britain from the earliest times as well as the rise and fall of the Ancient Civilisations in the wider world.
| Reception | Year 1 | | Year 2 | Year 3 | Year 4 | Year 5 |
|---|---|---|---|---|---|---|
| All about me Space At the toy museum | | The lives of | The life of significant individuals Queen Victoria Significant places and events within our locality Portchester Castle and Southsea Castle, Titanic | The achievements of Ancient Civilisations – Ancient Egyptians A study of Greek life and achievements and their influence on the wider world - Ancient Greece Changes in Britain from the Stone Age to the Iron Age | The Roman Empire and its impact on Britain Britain’s Settlement by Anglo Saxons and Scots The Viking and Anglo-Saxon struggle for the Kingdom of England | A local history study – The Tudors in Portsmouth A non-European society that provides contrast with British History – the Mayan Civilization |
| | | significant individuals | | | | |
| | | – Florence | | | | |
| | | Nightingale and | | | | |
| | | Mary Seacole | | | | |
| | | Events beyond living | | | | |
| | | memory – The | | | | |
| | | Great Fire of | | | | |
| | | London | | | | |
| | | Changes within living | | | | |
| | | memory and | | | | |
| | | significant places and | | | | |
| | | events within our | | | | |
| | | locality – The | | | | |
| | | Seaside Then and | | | | |
| | | Now | | | | |
| Understand about the past through settings, characters and events encountered in books (Toys at the Museum, Peepo, Mary Anning, Neil Armstrong) | Begin to use words and phrases related to the passing of time. Sequence 3 events in chronological order (Florence Nightingale, The Seaside, The Great Fire of London). Recognise similarities and differences in London before and after the fire. | | Confidently use a range of words and phrases related to the passing of time. Sequence 3 events about the Titanic in chronological order. When learning about Portchester Castle and Southsea Castle, recognise and compare how castles changed over time and why this was. | Position the Ancient Egyptians, the Ancient Greeks on a timeline of world history. Place early settlers from the Stone Age, Bronze Age and the Iron Age on a timeline of British history and begin to establish the narratives between these time periods. Compare houses from the Stone Age to the Iron Age, identifying the reasons for change. | Position the Romans, the Anglo Saxons and the Vikings on a timeline of British history. Recap on the time periods studied in Year 3 and continue to establish the narratives between the periods studied in Year 4. Within each unit, understand and compare life in Britain before / after each period, identifying reasons for and impact of change (for example the Iron Age/ Romans). | Position the Mayans on a timeline of world history. Position the Tudors on a timeline of British history, continuing to establish the narrative of British History already learnt. |
Learn together, grow together Progression in History
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INFORMATION SHEET
PREFERENCE TESTING
Help gain motivation & focus when training
Ideas of what to test with
Over the years there have been a number of papers that have investigated whether animals have motivations and preferences, whether they make conscious choices, and if given various foods to choose among, do animals make adaptive choices that are good for them?
Why are such questions important when we come to train our animals?
Before animals make choices they go through a decision-making process guided by their motivations and preferences. In order to maximise the likelihood of our pet performing the behaviour we're after, we need to create motivation first. This can be facilitated by using rewards that our pet finds brilliant, rather than using what we think our they like. For example, I recently went to see a client who said their dog loved roast pork and had some cut up, ready for the session. However when given a choice, the dog repeatedly chose his dried kibble over the pork, then in the second test he repeatedly choose venison over the kibble - none of the pork was eaten! As you can imagine, this was a great surprise to the owner who was struggling with recall, and often used roast pork. You can use preference testing to understand your pet's 'pay scale'. In other words, what is their £5, £20 and £50 note equivalent. This can be done with food against food, food versus toys, and toys against other toys or games.
How to test
Gather 3 to 4 different items to test against. 1.
Ask your dog to sit & wait if they know how, otherwise get a helper to gently hold their shoulders. 2.
Place the 2 different items you're testing against around 1-2 feet apart in-line and approximately 8-10 feet from your pet. 3.
Use a release cue (e.g. "OK") and see which one he goes to. Avoid leaning to one side or looking at a particular item to reduce bias. 4.
Repeat at least 3 times to determine your pet's preference. If your dog goes to the same side each time, place the item to the other side and repeat the test. This is to rule out any right or left-hand preference, depending on whether an owner has typically rewarded the dog from one particular hand. 5.
Having determined your pet's favourite item, swop out the rejected item for a one and re-test against the previously favoured item to see how that fairs. 6.
Click the link to watch my video on How to Preference Test https://www.facebook.com/watch/?v=337267884527880
HANNE GRICE PET TRAINING & BEHAVIOUR 2021
When comparing foods, I typically start with the dog's kibble and compare this to another, such as a dried food treat.
Then I will move along the 'pay scale' to discover what the dog perceives as more valuable.
Make sure the pieces of food are cut around 3-5mm to avoid filling up your dog too quickly.
Below are the sorts of foods I will test with:
Kibble
Raw carrot
Dried commercial dog treats
Cucumber
Frankfurter
Cooked chicken
Mature cheddar cheese
Cooked salmon
Venison sausage for dogs
Dehydrated liver
Kangaroo sticks
Rabbit sticks
Here are some toy/other item ideas:
Tennis ball
Squeaky animal toy
Soft rope toy
Lotus ball
Rod or dog flirt pole
Empty clean water bottle
Wobbler / food dispensing toy
Frisbee
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Look early for warning signs of autism disorders
We know several families with children who have autism, Asperger syndrome, or a similar disorder. How common is this? Are there early signs to watch for?
Autism and other disorders on the autism spectrum are more common than many people think. The Centers for Disease Control and Prevention estimates that one in 150 children are diagnosed with autism or another disorder on the autism spectrum by the time a child is 8 years old. Boys are diagnosed more often than girls, but both are affected.
Autism spectrum disorders vary widely. Essentially they are developmental disabilities that affect social interaction and communica tion, also characterized by unusual behaviors and interests. According to the Autism Society of America, it is possible for children with the exact same diagnosis to act completely dif ferent from one another and exhibit varying capabilities.
Early warning signs may be subtle, but they're important to recognize. The earlier a child is diagnosed, the better chance an appro priate treatment can be prescribed. According to the organization, First Signs, Inc. (http:// www.firstsigns.org), parents often begin notic ing red flags when their child is about 15 to 18 months old.
Warning signs of autism have been detailed by The CDC on its Web site, http://www.cdc. gov/ncbddd/autism/. Children with an autism spectrum disorder might:
* Not play "pretend" games (pretend to
"feed" a doll).
* Not point at objects to show interest (point at an airplane flying over).
* Not look at objects when another person points at them.
* Have trouble relating to others or not have an interest in other people at all.
* Avoid eye contact and want to be alone.
* Have trouble understanding other people's feelings or talking about their own feelings.
* Prefer not to be held or cuddled or might cuddle only when they want to.
* Appear to be unaware when other people talk to them but respond to other sounds.
* Be very interested in people, but not know how to talk to, play with, or relate to them.
* Repeat or echo words or phrases said to them, or repeat words or phrases in place of normal language (echolalia).
* Have trouble expressing their needs using typical words or motions.
* Repeat actions over and over again.
* Have trouble adapting to changes in routine.
* Have unusual reactions to the way things smell, taste, look, feel, or sound.
* Lose skills they once had (for instance, stop saying words they were once using).
Parents who notice any of these behaviors should consult with their child's pediatrician.
Family Fundamentals is a monthly column on family issues. It is a service of Ohio State University Extension and the Ohio Agricul tural Research and Development Center. Send questions to Family Fundamentals, c/o Martha Filipic, 2021 Coffey Road, Columbus, OH 43210-1044, or firstname.lastname@example.org.
THE OHIO STATE UNIVERSITY OHIO STATE UNIVERSITY EXTENSION OHIO AGRICULTURAL RESEARCH AND DEVELOPMENT CENTER
For the month of April 2007
By Martha Filipic (614) 292-9833 email@example.com
Dear Subscriber: This column was reviewed by Pam Leong, family and consumer sciences educator for Ohio State University Extension in Shelby County.
To receive Family Fundamentals electronically, sign up at our subscription Web site, http://www.ag.ohio-state. edu/~news/subscribe.php. To get a PDF file e-mailed to you, contact Martha Filipic at firstname.lastname@example.org.
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OSU Extension embraces human diversity and is committed to ensur ing that all educational programs conducted by Ohio State University Extension are available to clientele on a nondiscriminatory basis without regard to race, color, age, gender identity or expression, dis ability, religion, sexual orientation, national origin, or veteran status. | 1,895 | 888 | {
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Providing Life-Saving Strategies and Emotionally Healthy Coping Skills
Empowerment Through Education
Diary of a Broken Mind: Post Traumatic Growth after devastating loss
Audience: For university students, high school students, RAs (resident assistants at universities), and community groups (like YMCA leader's clubs)
Time: 45 minutes to 1.5 hours, virtual or in person. Includes interactive activities including creating a crisis plan on an index card.
AnneMoss Rogers and her husband tried to find help for their struggling son, Charles, a creative genius and rap artist. Desperate to escape the darkness of his depression, Charles turned to heroin and died by suicide in 2015 at age 20.
How did AnneMoss find healing after the most devastating loss of her life? What strategies built resilience and became useful for managing other issues? And what can students do to support themselves, each other and understand that trauma of all kinds is painful but also fosters growth.
Learning outcomes:
* How stigma played into Charles's feeling of low self-worth
* The prevalence of suicide risk for those with SUD
* How to recognize signs of depression and suicide and what to do/say
* How to find your own path to healing after loss or tragedy
Themes: This presentation focuses more on resilience and healthy coping and touches on suicide prevention, hope and healing, SUD, grief, depression, anxiety, coping strategies, resilience. Anne Moss follows safe messaging reporting guidelines on suicide.
About AnneMoss
AnneMoss was the 昀椀rst non-clinician invited to speak on youth suicide at the National Institute of Mental Health, and she is one of the editors for the American Association of Pediatrics Blueprint for Youth Suicide Prevention. She is the author of two mental health related books, one written speci昀椀cally for educators focused on preventing suicide of school age youth.
AnneMoss Rogers is a Mental health & Suicide Education Expert, Professional Trainer, Speaker and Consultant. As one of the most sought-after mental health speakers, AnneMoss has lived the ultimate tragedy and become an expert on mental health, emotional wellness as well as suicide prevention. Her youngest son, Charles, was the funniest, most popular kid in school. As a teen, he wore the mask of a clown to hide his depression and anxiety and used drugs and alcohol to numb his thoughts of suicide. Ultimately, he became addicted to heroin and took his own life in 2015 at age 20. | 1,066 | 512 | {
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NỘI DUNG KIỂM TRA CUỐI KỲ 1 - MÔN ANH VĂN LỚP 12
I. CẤU TRÚC ĐỀ KIỂM TRA
- Đề gồm 50 câu trắc nghiệm
- Thời gian làm bài : 60 phút
- Hình thức kiểm tra : Trực tiếp – chia phòng
-
Thời gian kiểm tra tập trung : 25/4/2022 (theo KHGD của nhà trường)
- Thời gian làm bài : 60 phút
- Hình thức kiểm tra : Trực tiếp – chia phòng
-
Thời gian kiểm tra tập trung : 25/4/2022 (theo KHGD của nhà trường)
II. GIỚI HẠN KIỂM TRA :
- Các dạng cấu trúc ngữ pháp đã học
1, Tag question
2. The order of Adj
3. Passive voice
4. S- V agreement
5. Articles
6. Adverbial clauses
7. Verb tenses
8. Reduced Relative clause
9. Subjunctive
10. Inversion
11. Reported speech
- Ngữ âm+ Từ vựng + Bài đọc ( Unit 6+7+8+9 +10)
1. Pronunciation of –ed or s/ es ending
2. Idiom & Phrasal verb
3. Word formation
III. CÁC DẠNG BÀI TẬP :
1. Mark the letter A, B, C, or D on answer sheet to indicate the word whose underlined part differs from the other three in pronunciation in each of the following questions. ( 2 questions)
2. Mark the letter A, B, C, or D on your answer sheet to indicate the word that differs from the rest in the position of main stress in each of the following questions. (2 questions)
3. Mark the letter A, B, C, or D on answer sheet to indicate the word or phrase that is CLOSEST in meaning to the underlined part in each of the following questions. (2 questions)
4. Mark the letter A, B, C, or D on answer sheet to indicate the word or phrase that is OPPOSITE in meaning to the underlined part in each of the following questions. (2 questions)
5. Mark the letter A, B, C or D on your answer sheet t indicate the underlined part that needs correction in each of the following questions (3 questions)
6. Mark the letter A, B, C or D on your answer sheet to indicate the correct answer to each of the following questions (15 questions)
7. Mark the letter A, B, C, or D on your answer sheet to indicate the most suitable response to complete each of the following exchanges. (2 questions)
8. Read the following passage and mark the letter A, B, C, or D on your answer sheet to choose the word or phrase that best fits each of the numbered blanks. (5 question)
9. Read the following passage and mark the letter A, B, C or D on your answer sheet to indicate the correct answer to each of the following sentences. ( approx. 150 words – 5 questions)
10. Read the following passage and mark the letter A, B, C or D on your answer sheet to indicate the correct answer to each of the following sentences. ( approx. 220 words – 7 questions)
11. Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to combine two sentences to make a meaningful sentence. (2 questions)
12. Mark the letter A, B, C, or D on your answer sheet to indicate the sentence that is closest in meaning to each of the following questions. (3 questions)
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Lesson: The Invasive Big League and the Away Team Advantage
Activity: Design an Invasive All-Star
Copy Page
The Away Team Advantage: Examples of Invasive Species Adaptations.
Add your own discoveries to this table!
| Species | | Adaptations: What traits does the species have that contribute to its spread? | | | |
|---|---|---|---|---|---|
| | Physical Traits Such as size, colour, shape | | Behaviours of the invasive--or human behaviours-- that benefit it. | Life Cycle Such as life span, reproduction, dispersal | Food Chain Who eats it, who it eats, diseases, parasites |
| Yellow perch | Banded pattern camouflages young fish from predators | | People who like to fish add them (illegally) to lakes and ponds. | -spiral shaped strings of 15,000 eggs -reproduces earlier than other fish | -generalist omnivore, eating plants, invertebrates, other fish including young salmon |
| European starling | Larger than native cavity-nesting birds | | -Aggressively removes other birds out of nest sites (kills them and/or the eggs) - Social - can be in flocks of hundreds or thousands | -Nests in holes in trees OR buildings - Lays 4-6 eggs that hatch in only 12 days - females can be “nest parasites”, laying eggs in other birds’ nests | - generalist |
| Japanese beetle | | | Can fly up to 8 km with wind; grubs can be unknowingly transported in soil | Larvae spend the winter in soil under moist lawns and feed in early spring | Grubs feeds on roots of turf grass and adults feed on the fruit and leaves of more than 300 species of plants |
| Species | | | Adaptations: What traits does the species have that contribute to its spread? | | | |
|---|---|---|---|---|---|---|
| | | Physical Traits Such as size, colour, shape | | Behaviours of the invasive--or human behaviours-- that benefit it. | Life Cycle Such as life span, reproduction, dispersal | Food Chain Who eats it, who it eats, diseases, parasites |
| | PLANTS | | | | | |
| Baby’s breath | | | | Delicate and pretty, so people want to plant it, garden stores use in bouquets | -10,000 seeds - plant can roll like a tumbleweed and disperse seeds long distances - perennial (plant grows and reproduces each year) | Grazers and livestock don’t like to eat it |
| Spotted knapweed | | -Bright flowers attract insect pollinators - taproot, hogs water from other plants/does well in drought conditions | | Can be spread in hay and vehicles over long distances | -140,000 seeds per m2 -can self-pollinate or be pollinated by insects | Toxic to grazing animals and livestock |
| Eurasian watermilfoil | | | | -people move it to new locations on boat propellers, trailers or fishing gear, or from dumping aquarium contents | -spreads from roots, seeds, buds, and plant fragments | |
| Species | | | | |
|---|---|---|---|---|
| | Physical Traits Such as size, colour, shape | Behaviours of the invasive--or human behaviours-- that benefit it. | Life Cycle Such as life span, reproduction, dispersal | Food Chain Who eats it, who it eats, diseases, parasites |
| Giant hogweed | Up to 5 m tall | Introduced as an ornamental garden plant | 50,000 seeds on a plant | Has a toxic sap that can burn skin | | 1,607 | 836 | {
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Conditionals in English
If conditionals in English were simple, those who study this language would use them constantly. The first conditional is usually learned easily and is not too difficult to master, but the second and third usually are more confusing, and students often prefer to try to avoid them. It is not a bad strategy, although it sometimes makes it difficult to say exactly what you want to say.
Students can use conditionals to talk about the future, about possibility, about preferences or about what did not happen at a given moment.
It is common to hear teachers (and students) mention three conditionals, but in fact, there are more types. Some people prefer to number them (0, 1, 2, 3 and mixed), while others prefer to talk about "real" or "non-real" conditionals, which can be a useful distinction, as it helps understand a little more which one is appropriate in each case.
To talk about real situations in the present we can use the zero conditional (referring to facts and things that are always true) or the first conditional (to talk about how these situations will affect the future). We can use the second conditional for situations that are not real (although perhaps we would like them to be), and the third to imagine how the past could have been different.
The following table shows how the different conditionals are formed in English:
| | Type of | | Type of | Proposition with “if”, | | |
|---|---|---|---|---|---|---|
| | situa | | conditional | | | |
| REAL | | Zero conditional | | | If + subject + verb in | … subject + verb in |
| | | | | | present, | present or imperatif |
| | | | | | If you sleep badly, | you feel tired. |
| | | | | | (Si duermes mal, | te sientes cansado). |
| | | First conditional | | | If + subject + verb in | |
| | | | | | present (present | |
| | | | | | simple, present | |
| | | | | | continuous, present | |
| | | | | | perfect), | |
| | | | | | If it rains tomorrow, | |
| | | | | | (Si mañana llueve, | |
| UNREAL | Second conditional | | If + subject + verb in past | … subject + would + |
|---|---|---|---|---|
| | | | (past simple, past | basic form of the verb |
| | | | continuous) | |
| | | | | I'd buy a new car. |
| | | | If I had more money, | me compraría un coche |
| | | | (Si tuviera más dinero, | nuevo). |
| | Third conditional | If + subject + past perfect If I had studied in the USA, (Si hubiera estudiado en EE. UU., | | … subject |
| | | | | + would + have + past |
| | | | | participle |
| | | | | my English would have |
| | | | | improved. |
| | | | | mi inglés habría |
| | | | | mejorado). |
| | Mixed conditionals | If + subject + past perfect If I had listened to you, (Si te hubiera escuchado, | | … subject + would + |
| | | | | main verb |
| | | | | I would have got lost. |
| | | | | me habría perdido). |
| | | If + subject + past simple If I knew him, (Si lo conociera, | | … subject |
| | | | | + would + have + past |
| | | | | perfect |
| | | | | I would have invited |
| | | | | him to my party. |
| | | | | le habría invitado a mi |
| | | | | fiesta). |
Source: Cath McLellan - British Council | 1,810 | 1,021 | {
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DIY Bee Hotels
About 30% of the 5,000 native bee species in North America build nests in a variety of above ground cavities or tunnels. These solitary, nesting bees pollinate fruits, flowers, and vegetables. By providing wild bees with nesting places, you are participating in bee conservation. Solitary bees are nonaggressive; they rarely sting unless threatened or caught in clothing.
When you use appropriate nesting materials and careful management at key times of year, bee hotels can provide an important resource for wild bees in your landscape. Bee hotels can also be a great way to learn more about wild bees and help pollinate nearby flowers or produce.
Instructions
Bee Hotels can be as easy or complicated as you want them to be. They can be made out of expensive materials or recycled or scrap materials. There are also a variety styles and looks. Use non-chemically treated lumber. Provide a variety of size and shape nesting tubes. Plan regular cleaning and maintenance of your bee hotel.
Here are instructions for the bee hotels we made at the library.
Materials Used
1. Use a saw to cut 3 pieces of plywood to the desired size. The image show is 4 inch by 6 inch.
3. Use scissors to cut pieces of twine. Then use a crafting needle to thread through the pieces of plywood and connect into a triangle.
2. Use a drill to make holes along the short edge of the plywood.
4. Use a saw to cut bamboo sticks to the depth of the triangle.
5. Use a hot glue gun and glue sticks to secure the cut bamboo sticks into the triangle frame.
* Plywood
* Drill
* Saw
* Twine
* Scissors
* Crafting needle
* Bamboo sticks
* Glue sticks
* Hot Glue gun
Location
Nests should be placed in a location facing southeast to receive direct sunlight in the morning. Elevate the nest about 4-5 feet above the ground and attach it to a visible landmark such as a post, building, or isolated tree. Mount the nest firmly so they do not move or shake in the wind because it may disturb developing larvae. Be sure that there are flowering plants nearby that bloom in early spring and throughout the summer.
In early spring, place nest boxes outside at your chosen location and leave them until late October.
Pesticide Safety
If possible, do not use any pesticide in your garden. If you use insecticide in your lawn or garden, be sure to protect your bee hotel from drift. Avoid spraying when bees are active and do not spray any flowering plants.
Maintenance
If nests are never cleaned, they can harbor bee pests and diseases. We recommend rotating two sets of tubes of nesting structures for the bees; one set that you put out in the spring and another set that you clean after bees from the previous season have emerged.
You should clean tubes each winter to prepare them for the following year. Use pipe cleaners to clean out previous nests, replace paper inserts, or replace with entirely new nesting material. You can also clean wood blocks using a bleach solution during winter cleaning to prevent up of disease. Mix a half cup of bleach per gallon of water in a well-ventilated location, cover the surfaces with the solution, rinse and then dry. Replace natural reeds and wood block nests every 2 years as pathogens spread easily when tubes are close together.
Monitoring
Throughout the summer check for the following:
* Moisture getting into the nest box
* Paper wasp nests
* Ant infestations (they are attracted to protein-rich pollen provisions and eveloping bee larvae but can be prevented using sticky spray or ant bat at the foundation of the bee hotel)
* Predatory birds
* Spider webs (Their presence may indicate the nest location is too dark)
Information adapted from Michigan State University Extension document:
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Literacy Policy
Reviewed November 2021
1. AIMS
1.1 To be a school where all members of the community live according to Gospel values and the principles and teachings of Mary Ward, promoting the virtues of freedom, sincerity, justice, truth and joy, to allow all members of the community to feel secure and able to work and live in an atmosphere of courtesy and respect.
1.2 The Governors seek to ensure that the values of Mary Ward are reflected in the planning and delivery of all policies. The principle values covered by this policy are:
- Truth - Literacy is a vital skill to enable our pupils to search critically for answers to the great questions of life, and make reasoned argument both orally and in writing.
- Joy - This policy will allow pupils to appreciate the pleasure of reading and writing as a means of promoting delight for themselves and others.
1.3 To create a caring and stable environment, in which each person is respected as an individual with unique gifts, talents and ambitions, and is given the freedom and confidence to develop these.
2. INTENT
2.1 All members of staff at Loreto College are expected to help students improve their levels of oracy, reading and writing. This is so that students are better equipped to:
- explore, articulate and extend their understanding within every subject area;
- contribute successfully to society as adults.
- read and write with confidence, fluency and understanding, and
3. IMPLEMENTATION
3.1 Each department is expected to:
i) promote oracy by encouraging pupils to listen discerningly to others, to use appropriate English in their oral work, and to broaden their vocabulary;
ii) promote reading skills by using the academic reading strategies listed in the pupil planner, and
iii) promote writing skills by recognising and rewarding the use of good punctuation, spelling and grammar, by highlighting a selection of any mistakes made, and by providing pupils with an opportunity to correct these mistakes.
3.2 Each department also has its own policy providing further specific guidance on the promotion of literacy within the context of the subjects it delivers.
3.3 Staff will receive regular training in the promotion of literacy across the school. Where appropriate, the promotion of literacy may also be a feature of the performance management process.
4. IMPACT
4.1 The successful promotion of literacy will be assessed by:
- monitoring the progress of pupils in English language lessons and assessments;
- reviewing marking for literacy in work scrutinies for all subjects.
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Spreadsheets —Knowledge Organiser
Why do we use Spreadsheets?
Layout of a Spreadsheet
Spreadsheets are used to store information and data. Once we have our information in a spreadsheet we can run powerful calculations, make graphs and charts and analyse patterns.
Uses of spreadsheets:
* Budget tracker
* Stock tracking of a business
* Money use in a business
* Teacher may use it to keep a record of students grades
Cell reference
Sort & Filter
A cell reference is the name given to a cell to uniquely identify it. E.g. E4
An absolute cell reference ensures that 1 cell always remains constant even when autofill is used.
E.g. $E$4
Sorting data organises it in a specific way e.g. alphabetically
Filtering data makes it easy for us to find one specific piece of data without having to look through every piece of data
Formulas
Only use when creating a calculation between 2 cells.
E.g.
= A1 + B1 (adds)
= A1 - B1 (subtracts)
= A1 * B1 (multiplies)
= A1 / B1 (divides)
Graphs
Click on the insert tab at the top of Excel
Pick the chart that you need:
Autofill
Click on the cell you want to duplicate, grab the black cross in the bottom right-hand corner and drag it down to the remaining cells.
Data Validation
Click on the Data tab at the top of Excel
Click on this button to get the data validation window
Use these headings to set up your data validation.
Conditional Formatting
Click on this button to add conditional formatting
Then click on highlight cell rules, depending on what your rule is select
the next option that matches the rule you want to create.
Keywords
Formula
Worksheet
Cell
Cell
Borders
| Autofill/Fill Handle a software function that automatically enters data in spreadsheet s | Data Validation restrict data entry to certain cells, it displays an error message when a user enters invalid data. | Spreadsheet an electronic document in which data is arranged in the rows and columns of a grid and can be used in calculations. | Function a predefined formula that performs calculations using specific values in a particular order. | Formatting To change the appearance, layout or organisation of a spreadsheet |
|---|---|---|---|---|
| Sort the arrangement of data into a specific sequence. E.g. A-Z, smallest to highest | Filter to allow only certain data to be displayed. | Graphs/Charts a visual representation of data from a worksheet that can bring more understanding to the data than just looking at the numbers. | Conditional Formatting a feature of Excel which allows you to apply a format to a cell or a range of cells based on certain criteria. | Data types a particular kind of data item, as defined by the values it can take, e.g. Numbers, text, date |
| Ascending arranged in a series that begins with the least or smallest and ends with the greatest or largest | Descending arranged in a series that begins with the greatest or largest and ends with the least or smallest | Absolute Cell Reference A cell reference that does not change when the cell is moved, copied or filled | Column Heading is the grey- coloured row containing the letters (A, B, C, etc.) used to identify each column in the worksheet. | Rows the range of cells that go across (horizontal) the spreadsheet /worksheet. |
| Profit a financial gain, especially the difference between the amount earned and the amount spent in buying, operating, or producing something. | Columns a vertical series of cells in a chart, table, or spreadsheet. | IF statement The Excel IF Statement test s a given condition and returns one value for a TRUE result and another value for a FALSE result. | VLookUp ‘Vertical Lookup'. It is a function that makes Excel s earch for a certain value in a column (the so called 'table array'), in order to return a value from a different column in the same row. | Macro an action or a set of actions that you can run as many times as you want. When you create a macro, you are recording your mouse clicks and keystrokes. | | 1,736 | 872 | {
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Ohio Administrative Code 5123:2-17-02 requires all developmental disabilities employees to review Health and Welfare Alerts released by the department as part of annual training. All previous alerts are listed on the department's website.
Health and Welfare Alert
Dental Care #59-12-17
Taking good care of mouth, teeth, and gums is critical to a person's overall health. Good oral hygiene can help prevent bad breath, tooth decay, and gum disease and can help keep teeth healthy.
In general, people with developmental disabilities struggle to maintain good oral health and hygiene. According to a 2014 study by the American Dental Association, people with developmental disabilities have a high prevalence of cavities, gum disease, and tooth loss.
The study noted 85 percent of adults with developmental disabilities received assistance with teeth cleaning. It also found 63 percent of caregivers reported that behavioral problems interfered with oral health care routines more than any other factor.
Terms to Know
Decay – This is the destruction of tooth enamel, which is the hard, outer layer of teeth. Bacteria in the mouth use sugar from foods and drinks to produce acids that dissolve and damage the teeth. Repeated acid attacks make cavities grow bigger.
VIDEO: Dr. Danielle Johnson-Curry, dental director at Ohio State University Nisonger Center, explains helpful positioning techniques while assisting Jacob from Franklin County to brush his teeth.
Gum Disease (Periodontal Disease) – Untreated gingivitis can advance to periodontal disease. Tissues and bone that support the teeth are broken down and destroyed. It is irreversible.
Gingivitis – Irritated, red, swollen gums bleed easily. It is reversible.
Plaque – Sticky film of bacteria on teeth can contribute to tooth decay and gum disease.
Ohio Department of Developmental Disabilities • 30 E. Broad Street • Columbus, Ohio 43215 • (800) 617-6733 • dodd.ohio.gov
An Equal Opportunity Employer and Provider of Services
Dental Care #59-12-17
Steps to a Healthy Mouth
These are general guidelines about dental care. Check the person-centered plan for the person you support about their dental routine.
Timeline
Brush teeth twice daily
Brush tongue twice daily
Floss teeth once daily
Visit the dentist every six months
Tips
Use a soft bristle toothbrush
Use pea-size amount of fluoride toothpaste
Brush teeth in a circular motion from the gums to teeth
Replace the toothbrush at least every 3 months
National Core Indicators Survey
"Had a Dental Exam in the Past Year"
14,558 people
81 %
National Average
419 people
80 %
Ohio
SOURCE: NCI Adult Consumer Survey State Results: 2015-16
About 20 percent of Ohioans who were interviewed had not seen a dentist in the past year, according to the 2015-16 National Core Indicators Adult Consumer Survey.
21. However, most dentists recommend cleanings two times per year.
Some significant barriers for access to dental care include
* Access to quality care – Some dentists might not have experience treating people with disabilities.
* Funding – Medicaid will generally only pay for one dental cleaning visit per year for people age 21 and older, and two dental cleanings per year for those younger than
* Transportation – Getting to and from the dentist might be difficult for some people.
* Fear – People might have fears about going to the dentist or anticipate a painful experience.
If using an electric toothbrush, introduce gradually into routine
Check out this video from Dr. Johnson-Curry about daily tips to follow for good oral hygiene.
Ohio Department of Developmental Disabilities • 30 E. Broad Street • Columbus, Ohio 43215 • (800) 617-6733 • dodd.ohio.gov
An Equal Opportunity Employer and Provider of Services | 1,803 | 786 | {
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Nurturing Faith…
Every Day in Every Way
November 1, 2015
All Saints Day
Isaiah 25:6-9
Psalm 24 (5)
Revelation 21:1-6a
John 11:32-44
"A Saviour Who Weeps" Object: No object.
Do you ever cry? Of course you do. Even you big strong boys sometimes cry -- even though someone may try to tell you that "big boys don't cry." I made a list of some things that make us cry. Have you ever fallen off your bicycle and hurt yourself so badly that you cried? Have you ever slipped and fallen while carrying a tray of food in the school cafeteria, and though you weren't hurt, you were so embarrassed that you cried? Have you ever moved to a new school where you didn't know anyone and you were so lonely that you cried? Has anyone ever said something mean and hurt your feelings so badly that you cried? Have you ever had a friend that was crying, so you just cried along with them? I think that we all could answer, "yes" to at least one of these questions. We all cry, don't we?
Did you know that Jesus cried? The shortest verse in the entire Bible says, "Jesus wept." What are some of the things that made Jesus cry? I know of at least three things that made Jesus cry.
(2) The Bible also tells us that Jesus cried when he saw people who were missing out on what God wanted for them. Luke tells us that as Jesus approached Jerusalem and saw the city, he wept over it and said, "I wish that even today you would find the way of peace. But now it is too late, and peace is hidden from you." (Luke 19:41-42 NLT)
(1) The Bible tells us that Jesus cried when he prayed for others. It says, "While Jesus was here on earth, he offered prayers and pleadings, with a loud cry and tears." (Hebrews 5:7 NLT)
(3) Another time, the Bible tells us that Jesus cried when friends of his were hurting. Jesus had a friend named Lazarus who became very sick. His sisters, Mary and Martha, sent word to Jesus and asked him to come and heal Lazarus, but when Jesus arrived, Lazarus had already died. The Bible tells us that when Jesus saw Mary weeping because her brother had died, he cried too. That isn't all that Jesus did -- listen to what happened next.
Jesus went with Mary and Martha and some others to visit the grave where Lazarus was buried. It was a cave with a large stone across the entrance. When they arrived at the tomb, Jesus said to some of the men who were with them, "Take away the stone." Then Jesus called in a loud voice, "Lazarus, come out!" And Lazarus walked out of the grave. I imagine that when she saw that, Mary's tears of sadness turned to tears of joy.
Gospel Acclamation: Alleluia They are before the throne of God, and the one who is seated on the throne will shelter them. Alleluia (Rev. 7:15)
We all cry, and I am glad that we have a Savior who weeps too. I am glad that he loves us so much that he hurts when we are hurting. He feels our pain.
Dear Jesus, it is comforting to know that when we cry, you cry with us. But it is even more comforting to know that you have power over death and the grave. Amen. - Used by permission, sermons4kids
TEAR DROP HUNT: The teacher can cut out large tear drop drawings with words from today's lesson written on each tear drop. The children can be sent out to find some tear drops and bring them back to the classroom table. Discuss the words on the tear drops. Then tape the tear drops to a poster that will have a large title - JESUS WEEPS WITH HIS CHILDREN. BIBLE ART: Children can draw a Bible and cut it out. Then trace that Bible onto a larger paper and glue the two Bible tracings together. In various colored markers, children can decorate and write JESUS WEPT. With pencil or pen, children can write some of the reasons that Jesus wept. Encourage children to take their "Bibles" home this week and to remember that JESUS cried and HE cries with us and understands! | 1,440 | 936 | {
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PERTUSSIS (Whooping Cough)
Pertussis is a very contagious bacterial infection of the respiratory tract. Usually it appears as a persistent cough that follows what seems like a cold.
2. 4-6 years of age and who have not yet received the second booster dose (usually the fifth dose of DTaP) should be vaccinated.
Who gets this disease?
Pertussis occurs in all age groups. Untreated cases in older children and adults can spread pertussis to infants and young children at home. The most serious disease and complications are seen in infants and very young children.
How is it spread?
The bacterium is spread by direct contact with discharge from the nose or throat of an infected person, or by breathing in infected droplets in the air when an infected person coughs. The period of greatest risk of spread is during the first two weeks.
What are the symptoms?
The disease begins with the cold like symptoms such as runny nose and watery eyes, and progresses to include cough that becomes more severe and persistent. Within 2 weeks, the patient has episodes of violent coughing that sometimes end with the typical high-pitched "whoop." The "whoop" sound may be absent in older children and adults. Vomiting often follows the cough. Between bursts of coughing, the patient appears well. Coughing attacks may continue to occur for 10-12 weeks. Pertussis is frequently complicated by pneumonia and ear infections, particularly in infants. Death from pertussis is rare.
What if someone is exposed to pertussis?
For close contacts to a pertussis case:
1. Younger than 7 years of age who have not completed the four-dose primary series should complete the series with the minimum intervals.
3. 11 years old and older can receive a single dose of Tdap.
4. Pregnant women should receive Tdap with each pregnancy.
5. Your physician may recommend antibiotics for close contacts.
How can this disease prevented?
A combination vaccine of Diphtheria, Tetanus and acellular Pertussis (DTaP) is required for both childcare and school attendance. The Advisory Committee on Immunization Practices (ACIP) recommends immunizing children against pertussis, along with diphtheria and tetanus, beginning as early as six weeks of age. The fivedose series should be completed at 2 months, 4 months, 6 months, 15-18 months, and 4-6 years of age. If the child has a contraindication to the pertussis vaccine, they would receive a vaccine called DT which does not contain the pertussis antigen.
A single booster dose of Diphtheria, Tetanus, and acellular Pertussis (Tdap) is recommended for adolescents 11-18 years of age who have completed the recommended childhood DTP/DTaP vaccination series. Adults who are 18 and older should receive one dose of Tdap if they have not received Tdap previously. The Td booster is recommended every 10 years thereafter to provide protection.
Reportable?
Yes. Pertussis is reportable by New Hampshire law to the Division of Public Health Services, Bureau of Infectious Disease Control at (603) 271-4496.
Revised August 2018 | 1,339 | 688 | {
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VALMY 1792
This Revolutionary War battle made all later Napoleonic battles possible. The Allied monarchs wanted the French Revolution crushed as soon as possible and their veteran armies moved invincibly into France. After a series of demoralising French retreats, routs and leader defections the French novice armies finally made a stand against the Prussian Veterans on the 20 th September 1792 at Valmy.
N
Prussians:
1 x Sub Cdr (-1 CAP)
CinC
Brunswick
2 x HC
French:
1 x Sub Cdr
4 x LC(M)
3 x LC
2 x Lt
5 x LC
8 x Ms
CinCDumouriez(-1 CAP)
(French 'Battle Cavalry' of the time)
1 x Ms(E)
6 x Ms
4 x Ms/Lt(M)
1 x Lt
2 x FA(M)
(Range 100paces, Close Combat as Elites)
2 x HA(M)
This game is fought on the standard size table.
Prussian Infantry of this time only fought in line formation, did not use skirmish screens to support the Line Infantry and relied heavily on strong discipline and the bayonet in the assault. To reflect this Prussian Ms have a firing range of 100paces and cannot have '2 nd Rank Support' if attacking however all Prussian Ms close combat as Elites. The Prussian Ms may pursue one base depth after winning close combat.
Historically at this time the Prussian cavalry was far superior to French cavalry.
The French Ms/Lt (M) were Brigades of 'Massed Patriots' who were poorly trained but very adaptable. The French Regular Ms and Lt were the Ex Royal Infantry, they were adequately trained but were not so keen on close combat with the Prussian Veterans.
All 3 villages in this scenario were small but well developed, and therefore are classed as fortifications.
French deploy first, anywhere east of the dotted line. Prussians deploy west of the dotted line no closer than 400paces from any French unit. French move first. The game should last no more than 14 turns.
Both sides need 7 Victory Points (VP) to win (one point per casualty). The owner of the villages gain 1VP per village, therefore the French start with 3VP. This means, that as with the case in the actual battle, if the Prussians loose the first few combats they will withdraw from the battlefield with a dented pride and a French victory.
Infantry can cross the river as bad going, cavalry and artillery must cross at the bridges. | 1,016 | 538 | {
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Why Use Storytelling as a Teaching Tool?
1. Storytelling is the oldest form of education. Cultures have always told tales as a way of passing down beliefs, traditions, and history to future generations. Stories are at the core of all that makes us human.
2. Stories are the way we store information in the brain. A list of facts will be forgotten, but stories are remembered. Stories help us to organize information, and tie content together.
3. Stories go straight to the heart. Because students are emotionally involved and truly enjoy storytelling, it can help to create a positive attitude toward the learning process.
4. There is a difference between telling and reading. Without the book as a barrier, the teller looks directly into the eyes of the audience and is free to use gestures, facial expression, and body movements to enhance the telling and help children understand the story better. The reader sees only the words on the page, while the storyteller sees the wonder and excitement on the faces of the listeners.
5. Listening to stories instills the love of language in children and motivates them to read.
6. Storytelling stimulates the imagination. Scientist Albert Einstein said that "imagination is more important than knowledge."
7. Stories teach lessons. Stories are excellent tools for teaching about desirable behaviors and strengthening character.
8. Storytelling develops listening skills. Storytelling helps students develop concentration, and the pure pleasure that they experience while listening to a story helps them to associate listening with enjoyment.
9. Stories act as a humanizing element. They help to counteract the increasing emphasis on technology at home and in school.
10. Telling stories from around the world creates an awareness and appreciation of different cultures.
11. Storytelling by teachers motivates students to tell stories. Students recognize storytelling to be an authentic activity, and a skill that is well-worth acquiring. We have found this to be true whether they are telling world tales, works by other authors, or their own stories. But you, the teacher, must model for them.
You don't have to tell a story perfectly or very dramatically to be successful! Students of all ages love stories and are very forgiving audiences. After watching us tell stories, teachers often say: "Look at how quiet those kids were; they were mesmerized." We tell them it's not us creating the "hush." It's the stories. If you choose a story you really love and tell it from the heart, you'll have that great attention, too.
Copyright 2007 Martha Hamilton & Mitch Weiss, Beauty & the Beast Storytellers Adapted from Children Tell Stories: Teaching and Using Storytelling in the Classroom For more information, see: www.beautyandthebeaststorytellers.com | 1,018 | 564 | {
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The Lloyd Goddard Mystery
Year 9
Overall aims:
- To consolidate skills learnt during KS3: group skills, movement, use of space, Discussion, Listening skills, Narration, Hotseating
- To use Narration as a key story telling tool in a variety of interesting ways
- To introduce/ consolidate skills of abstract movement
The scheme is set out as 'sessions' rather than lesson so you can mix and match activities and move thing along at your own pace.
Pupils should be assessed on one piece of prepared performance but marking will reflect all of the work achieved in the sessions.
Session 1
Aim: to use hotseating to start building up a picture of what happened the night of the murder.
All pupils will listen and make notes about each of the suspects Most pupils will begin to make connections between characters to build up ideas of motive
Some pupils will be highly active in their role as questioner and begin to bring in outside ideas to the drama
have access to the boardroom and offices at any time. Lloyd's wife Clare and his nephew Bruce both work for the company along with his only daughter Jill"
Look at the file
- What are your first thoughts on seeing the body?
- What are your first thoughts on the timings of the murder?
- What possible motive could anyone have to kill Lloyd Goddard?
- Who would you like to talk to first?
Put the class into 3's and give 5 mins to write down any specific questions they may have for individual characters.
Choose 8 strong performers and allocate them roles. Hand them their role cards for the next activity. Ask them to learn their information and to take on a specific voice and gesture for their character.
3. Hotseating
Hotseat each character with the class writing info on their evidence sheet. Either do this as a whole class or as a carousel.
4. Recap evaluation
- Why use hotseating rather
- What drama techniques have we used today to find out information?
This could be in or out of role dependent on the group.
Again costume would help support this.
Focus on the importance of note taking and secrecy amongst groups to build up their own story of the murderer.
Interpretation, dramatic tension,
Session 2/3
Aim: to produce a duologue to show what happened the night of the murder and who the murderer was
All pupils will create a duologue which shows who killed Lloyd Goddard and why
Most pupils will begin to use the idea of climax to build up to the murder
Some pupils will use empathy to make the audience sympathetic to their motive
Session 4
Aim: to explore the motives and feelings of Alice
All pupils will explore Alice's monologue to understand who she feels towards Lloyd Goddard
Most pupils will use abstract still image to show externally what Alice feels internally
Some pupils will develop their work to include sophisticated transitions in their work
Session 5/6
Choice of crosscut scenes:
- Lloyd visiting Alice in Hospital and 'offering' her the job (why does she agree?)
- Alice getting her son ready for the first day of school
- Lloyd getting home immediately after the accident with blood on his shirt
- A police officer arresting Lloyd at work (why is the case dropped)
Focus on contrasts to show different sides to the story/ create contrasts of tone and mood. | 1,314 | 693 | {
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Single and Multivariable Calculus
Early Transcendentals
This work is licensed under the Creative Commons Attribution-NonCommercial-ShareAlike License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-sa/3.0/ or send a letter to Creative Commons, 543 Howard Street, 5th Floor, San Francisco, California, 94105, USA. If you distribute this work or a derivative, include the history of the document.
This text was initially written by David Guichard. The single variable material in chapters 1–9 is a modification and expansion of notes written by Neal Koblitz at the University of Washington, who generously gave permission to use, modify, and distribute his work. New material has been added, and old material has been modified, so some portions now bear little resemblance to the original.
The book includes some exercises and examples from Elementary Calculus: An Approach Using Infinitesimals, by H. Jerome Keisler, available at http://www.math.wisc.edu/~keisler/calc.html under a Creative Commons license. In addition, the chapter on differential equations (in the multivariable version) and the section on numerical integration are largely derived from the corresponding portions of Keisler's book. Albert Schueller, Barry Balof, and Mike Wills have contributed additional material.
This copy of the text was compiled from source at 19:59 on 5/16/2017.
I will be glad to receive corrections and suggestions for improvement at email@example.com.
For Kathleen, without whose encouragement this book would not have been written.
6 Contents
Contents
9
10
Contents
Introduction
The emphasis in this course is on problems—doing calculations and story problems. To master problem solving one needs a tremendous amount of practice doing problems. The more problems you do the better you will be at doing them, as patterns will start to emerge in both the problems and in successful approaches to them. You will learn fastest and best if you devote some time to doing problems every day.
Typically the most difficult problems are story problems, since they require some effort before you can begin calculating. Here are some pointers for doing story problems:
1. Carefully read each problem twice before writing anything.
2. Assign letters to quantities that are described only in words; draw a diagram if appropriate.
3. Decide which letters are constants and which are variables. A letter stands for a constant if its value remains the same throughout the problem.
4. Using mathematical notation, write down what you know and then write down what you want to find.
5. Decide what category of problem it is (this might be obvious if the problem comes at the end of a particular chapter, but will not necessarily be so obvious if it comes on an exam covering several chapters).
6. Double check each step as you go along; don't wait until the end to check your work.
7. Use common sense; if an answer is out of the range of practical possibilities, then check your work to see where you went wrong.
14 Introduction
Suggestions for Using This Text
1. Read the example problems carefully, filling in any steps that are left out (ask someone for help if you can't follow the solution to a worked example).
2. Later use the worked examples to study by covering the solutions, and seeing if you can solve the problems on your own.
3. Most exercises have answers in Appendix A; the availability of an answer is marked by " ⇒ " at the end of the exercise. In the pdf version of the full text, clicking on the arrow will take you to the answer. The answers should be used only as a final check on your work, not as a crutch. Keep in mind that sometimes an answer could be expressed in various ways that are algebraically equivalent, so don't assume that your answer is wrong just because it doesn't have exactly the same form as the answer in the back.
4. A few figures in the pdf and print versions of the book are marked with "(AP)" at the end of the caption. Clicking on this should open a related interactive applet or Sage worksheet in your web browser. Occasionally another link will do the same thing, like this example. (Note to users of a printed text: the words "this example" in the pdf file are blue, and are a link to a Sage worksheet.) | 1,723 | 942 | {
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Lab 21: Endothermic Animal
with their environment. However, God designed birds and mammals to be the only group of animals that are endothermic. Endothermic animals are able to regulate their body temperature internally and are not dependent on their environment. Although these animals are able to control their body temperature by controlling the amount of heat the body produces, God has given many birds and mammal additional adaptations to assist them in keeping cool on hot days or staying warm in cold environments. Among these adaptations are feathers, fur, layers of fat, and sweat glands.
Goals
1. To explore different adaptations endothermic animals have to assist them in maintaining proper body temperature in cold environments
Materials and Equipment
Thermometers (4) 2 plastic zipper bags Down feathers in a bag Wool in a bag
Material Not included
Lard or shortening
Introduction
Birds and mammals often live in climates that undergo extreme temperature changes. These temperature changes could be detrimental to the animal if their internal body temperature changed
Devotional
"Considered it pure joy, my brothers, whenever you face trials of many kinds, because you know that the testing of your faith develops perseverance. Perseverance must finish its works so that you may be mature and complete, not lacking anything." James 1:2-4
Principle: Being stretched by difficulties can make you stronger.
Our bodies have special mechanisms to keep the temperatures uniform. When the climate changes, our bodies actually can adjust to the changes. Such changes stress the body, but they are not necessarily destructive.
Difficulties in life are common. These difficulties may make us feel horrible and hurt on the inside. But for Christians, the difficulties can actually be quite helpful. The verse in James tells us that difficulties test our faith to ensure that it is genuine. They produce perseverance, and even maturity.
95
96
In the book of Hebrews, it tells us that God disciplines those he loves. The discipline, which is a kind of difficulty will produce righteousness and peace.
So you can see that difficulties can actually be very helpful, for they allow us to develop in ways we could not achieve otherwise. Through all the difficulties we can remember that God will never give us more than we can handle. Our way of escape is likely into God's capable hands. It is there that we will find help in times of need.
Procedure
Note: You can use an ice chest with ice in it if you don't have access to a freezer. Be sure to lay each bag on top the ice so it will have equal access to the cold ice.
1. Label the two empty zipper bags as Bag 1 and Bag 2.
2. Place a thermometer in Bag 1. Remove the air and seal the bag.
5. Put lard in Bag 2 and position the thermometer in the center of the lard. Seal the bag.
4. Label the bag with wool as Bag 3. Position a thermometer in the bag so the bulb of the thermometer is in the center of the wool. Remove the extra air without squishing the wool and seal the bag.
3. Label the bag with the down feathers as Bag 4. Position the thermometer so the bulb of the thermometer is centered in the down. Remove the extra air without squishing the down feathers and seal the bag.
6. Record the temperature on all four thermometers.
7. Place all 4 bags in the freezer.
8. After 5 minutes, record the temperatures of the thermometers.
9. Record the temperatures again after 10 minutes, 15 minutes, and 20 minutes.
Lab 21
Questions for Endothermic Animals
1. Calculate the temperature change for each bag.
2. Make a bar graph showing the resulting temperature change for each insulator.
3. Which material acted as the best insulator?
97
Life Science Lab Manual
4. While bag #1 acts as a control to show how quickly the temperature changes if there is no insulator, it is also a good representation of a species like humans that have little or no natural insulation. What did God give humans to overcome this that also allows humans the ability to survive in vastly different climates. In what ways would this be an evidence for God that extends to all regions and cultures, even places where they don't believe in God?
5. Explain how animals that live in climates that are warm in the summer and cold in the winter may use insulators to adapt to their environment.
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GEOMETRY POSTULATES AND THEOREMS
Postulate 1: Through any two points, there is exactly one line.
Postulate 2: The measure of any line segment is a unique positive number. The measure (or length) of AB is a positive number, AB.
Postulate 3: If X is a point on AB and A-X-B (X is between A and B), then AX + XB = AB
Postulate 4: If two lines intersect, then they intersect in exactly one point
Postulate 5: Through any three noncollinear points, there is exactly one plane.
Postulate 6: If two planes intersect, then their intersection is a line.+
Postulate 7: If two points lie in a plane, then the line joining them lies in that plane.
Theorem 1.1: The midpoint of a line segment is unique.
Postulate 8: The measure of an angle is a unique positive number.
Postulate 9: If a point D lies in the interior of angle ABC,
Theorem 1.4.1: There is one and only one angle bisector for any given angle.
Definition: "Officially", Perpendicular lines are two lines that meet to form congruent adjacent angles.
Theorem 1.6.1:
If two lines are perpendicular, then they meet to form right angles.
Theorem 1.7.1:
If two lines meet to form a right angle, then these lines are perpendicular.
Theorem 1.7.2: If two angles are complementary to the same angle (or to congruent angles) then these angles are congruent
Theorem 1.7.3: If two angles are supplementary to the same angle (or to congruent angles, then the angles are congruent.
Theorem 1.7.4: Any two right angles are congruent.
Given: ABC is a right angle.
DEF is a right angle.
Prove: ABC DEF
Theorem 1.7.5: If the exterior sides of two adjacent angles form perpendicular rays, then theses angles are complementary.
Theorem 2.1.1: From a point not on a given line, there is exactly one line perpendicular to the given point.
To construct this unique line with a compass, go to http://www.mathopenref.com/constperpextpoint.html
Postulate 10: (Parallel Postulate)
Through a point not on a line, exactly one line is parallel to the given line.
Postulate 11: (Corresponding Angles Postulate)
If two parallel lines are cut by a transversal, then the corresponding angles are congruent.
To construct this unique line with a compass, go to http://www.mathopenref.com/constparallel.html
Linear Pair Postulate If two angles form a linear pair, then the measures of the angles add up to 180°.
Vertical Angles Postulate If two angles are vertical angles, then they are congruent (have equal measures).
Parallel Lines Postulate
Through a point not on a line, exactly one line is parallel to that line.
To construct this unique line with a compass, go to
http://www.mathopenref.com/constparallel.htm l
l
m
Line l is the only line parallel to line m going through point C.
Corresponding Angles Postulate, or CA
Postulate If two parallel lines are cut by a transversal, then corresponding angles are congruent. (Lesson 2.6)
Alternate Interior Angles Theorem, or AIA Theorem If two parallel lines are cut by a transversal, then alternate interior angles are congruent. (Lesson 2.6)
Alternate Exterior Angles Theorem, or AEA Theorem If two parallel lines are cut by a transversal, then alternate exterior angles are congruent.
Consecutive Interior Angles Theorem
If two parallel lines are cut by a transversal, then alternate interior angles are supplementary.
A + C = 180, B + D = 180
Triangles
(no sides the same)
Isosceles Triangle
sides
2
Equilateral Triangle
Triangle Sum Theorem
The sum of the measures of the angles in every triangle is 180°. (Lesson 4.1)
Third Angle Theorem If two angles of one triangle are equal in measure to two angles of another triangle, then the third angle in each triangle is equal in measure to the third angle in the other triangle. (Lesson 4.1)
Triangle Exterior Angle Postulate The measure of an exterior angle of a triangle is equal to the sum of the measures of the remote interior angles. (Lesson 4.3)
sides
3
s'
2
and
Right Triangle
3
and
s'
If
F
C
E
B
D
A
then,
and,
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Safety Facts:
Hearing Conservation*
"Noise" is unwanted sound. The psychological effects of noise is that it can startle you, annoy you, and disrupt your concentration. Physiological effects include loss of hearing. Severe exposure to noise can cause pain and even nausea. Noise can also affect communications which interferes with both job performance and your safety.
Hearing loss isn't easy to notice but with time, overexposure to loud noises decreases our ability to hear. When you're exposed to excessive noise, damage occurs to tiny sensory cells (microscopic hair cells) deep inside your ear, so there's no way to see the damage, and there is no pain.
In industries with hazardous noise, its essential for you to take an annual hearing test. This test helps determine if your hearing is being damaged and what can be done to prevent further damage.
Damage Adds Up Over Time
The consequences of failing to protect your hearing may take years to show up. Prolonged exposure to noise exceeding 85 decibels (dB), about the same loudness as a vacuum cleaner, can cause permanent hearing loss.
Often, the first sign is that you won't be able to hear high-pitched sounds as well as you did before.
Key Characteristics of Hearing Loss
Signs and symptoms of hearing loss may include:
* Muffling of speech and other sounds.
* Trouble hearing consonants.
For more information visit us online at safetyalliancebc.ca
* Frequently asking others to speak more slowly, clearly and loudly.
* Needing to turn up the volume of the television or radio.
* Difficulty using the phone
* Loss of directionality of sound
* Difficulty understanding speech, especially of children and women whose voices are of a higher frequency.
Asociated Risk
Exposure to some of the following examples can affect your hearing:
* Percussion tools—chisels, puches, meat pounders
* Pneumatic tools—air powered tools
* Hammering
* Acoustic Trauma—injury to the inner ear that occurs after exposure to a single, very loud noise or from exposure to noises at significant decibels over a longer period of time.
* Ototoxicants—drugs that affect hearing (such as solvents, heavy metals, and asphyxiates)
For additional resources visit:
Worksafe BC, Hearing Loss Prevention CCOHS, Hearing protectors
Preventative Next Steps
You should wear hearing protection if you're exposed to noise levels:
* More than 85 dBA for 8 hours
* More than 88 dBA for 4 hours
* More than 91 dBA for 2 hours
□ □ Try to eliminate the exposure to the loud noise. If this cannot not be done follow the hierarchy of control.
□ □ Use PPE such as, Ear Plugs, Ear Muffs, Canal Caps or a combination of each depending on the level of the noise.
□ □ Ensure that noise hazard areas are identified an have signage.
□ □ Make hearing protection available for workers when entering noise hazard areas.
□ □ Conduct annual audiometric testing for staff.
Remember that noise is noise. Prolonged exposure to sound levels exceeding 85 dB can cause permanent damage. Your ears don't care whether the noise is being generated by a chainsaw or a chamber orchestra. Without hearing protection, your quality of life can suffer terribly over time.
Workers who attended
Name
Name
Initial
Initial
Safety Specific Training Requirements: Identified Hazards/concerns
Employee feedback/questions/recommendations
Name of Supervisor:
Date:
For more information contact us or visit us online at safetyalliancebc.ca
For more information visit us online safetyalliancebc.ca
Toolbox Talk*
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Host Instructions:
* Designate a judge to announce events
Manners Bingo Instructions
* Decide when to start and select your goal(s)
* Cross off events from the list below when announced
Goals:
* First to get all four corners
* First to get any line (up, down, left, right, diagonally)
* First to get two diagonal lines through the middle (an "X")
* First to get a "blackout" (all squares)
Guest Instructions:
* If you complete a goal, shout "BINGO!". You've won!
* Check off events on your card as they occur
* The judge decides in the case of disputes
This is an alphabetical list of all 38 events:
Always put your trash in the trash can, Apologize when you're wrong, Ask permission to borrow something, Ask to be excused before leaving the table, Be a good sport about losing a game, Be careful with a borrowed toy, Be on time, Be quiet during the movie, Be quiet in the library, Chew food with your mouth closed, Chew gum with mouth closed, Cover your mouth when you cough, Cut your food into bite sized pieces, Do no tattle on others, Do not gossip or talk about other people in a bad way, Do not interrupt someone when they are talking, Do not put your elbows on the table while eating, Don't talk while chewing your food, Give compliments when deserved, Help clear the table after eating, Hold the door open to help someone, If you bump into someone always say "I'm sorry", If you make a mess clean it up, Listen to your parents with respect, Move to your side of the sidewalk when someone else comes, Never use bad language, Pay attention to your teacher, Pick up toys after you are finished playing, Place your napkin in your lap while eating, Return something borrowed in good shape, Say "yes" when answering a question not "Yeh", Take pride but don't brag when you win, Use manner words like "please" and "thank you", Wait for others to get off the bus before getting on, Wait patiently for your turn, Wash your hands before you eat, When friends visit let them choose what to play, While shopping show respect for others-no shouting no running around.
Manners Bingo Call Sheet
This is a randomized list of all 38 bingo events in square format that you can mark off in order, choose from randomly, or cut up to pull from a hat:
Manners Bingo Call Sheet
This continues the randomized list of all 38 bingo events. The bingo squares are aligned on each page to allow for easier cutting.
This bingo card was created randomly from a total of 38 events.
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Pepper-Corn
Thomas Frederick Crane
Italian
Advanced
2 min read
Once upon a time there was an old man and an old woman who had no children; and one day the old woman went into the fields and picked a basket of beans. When she had finished, she looked into the basket and said: "I wish all the beans were little children." Scarcely had she uttered these words when a whole crowd of little children sprang out of the basket and danced about her. Such a family seemed too large for the old woman, so she said: "I wish you would all become beans again." Immediately the children climbed back into the basket and became beans again, all except one little boy, whom the old woman took home with her.
He was so small that everybody called him little Pepper-Corn, and so good and charming that everybody loved him.
One day the old woman was cooking her soup and little Pepper-Corn climbed up on the kettle and looked in to see what was cooking, but he slipped and fell into the boiling broth and was scalded to death. The old woman did not notice until meal-time that he was missing, and looked in vain for him everywhere to call him to dinner.
At last they sat down to the table without little Pepper-Corn, and when they poured the soup out of the kettle into the dish the body of little Pepper-Corn floated on top.
Then the old man and the old woman began to mourn and cry: "Dear Pepper-Corn is dead, dear Pepper-Corn is dead."
When the dove heard it she tore out her feathers, and cried: "Dear Pepper-Corn is dead. The old man and the old woman are mourning."
When the apple-tree saw that the dove tore out her feathers it asked her why she did so, and when it learned the reason it shook off all its apples.
In like manner, the well near by poured out all its water, the queen's maid broke her pitcher, the queen broke her arm, and the king threw his crown on the ground so that it broke into a thousand pieces; and when his people asked him what the matter was, he answered: "Dear Pepper-Corn is dead, the old man and the old woman mourn, the dove has torn out her feathers, the apple-tree has shaken off all its apples, the well has poured out all its water, the maid has broken her pitcher, the queen has broken her arm, and I, the king, have lost my crown; dear Pepper-Corn is dead."
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Rising Sun Martial Arts
Reference Page Level Green 1
Karate ni Sente Nashi – In Karate, There is No First Attack
During the Satsuma occupation of Okinawa, a Japanese samurai, who had lent money to a fisherman, made a trip on collection day to Itoman Province where the fisherman lived. Unable to pay, the poor fisherman fled and tried to hide from the samurai, who was famous for his short temper. The samurai went to the fisherman's home and, not locating him there, made a search of the town. As his search for the fisherman proved fruitless, the samurai grew furious. Finally, at twilight, he came across the fisherman cowering under an overhanging cliff. In anger, he drew his sword. "What do you have to say?" he shouted.
The fisherman replied, "Before you kill me, I want to make a statement. Can you grant me this humble request?"
The samurai said, "You ingrate! I lent you money when you needed it and also gave you a year to pay, and this is how you repay me. Out with it, before I change my mind."
"I'm sorry," the fisherman said. "What I want to say is this. I have just started to learn the art of the empty hand and the first thing I learned was the precept: 'If your hand goes forth, withhold your temper. If your temper goes forth, withhold your hand.'"
The samurai was astounded to hear this from the lips of this simple fisherman. He put his sword back into his scabbard and said, "Well, you are right. But remember this, I shall be back one year from today, and you had better have the money ready." Thereupon, he left.
Green Belt, 1 Stripe = Rokyu (6 th Kyu)
Night had fallen when the samurai returned home and, as was the custom, he was ready to announce his return when he noticed a shaft of light streaming from his bedroom through the door, which was slightly ajar.
He peered intently from where he stood and could see his wife sleeping and the faint outline of someone sleeping next to her. He was startled and exploded in anger as he realized it was a samurai.
He drew his sword and stealthily crept towards the room. He lifted his sword and was ready to charge into the room when the words of the fisherman came to him. "If your hand goes forth, withhold your temper. If your temper goes forth, withhold your hand."
He went back to the entrance and said in a loud voice, "I have returned." His wife got up, opened the door and came out with his mother to greet him. His mother had his clothes on. She had put on his samurai clothes to frighten away intruders in his absence.
The year passed quickly and, come collection day, the samurai made the long trip again. The fisherman was waiting for him. As the samurai approached his home, the fisherman ran out and said, "I had a good year. Here is what I owe you and interest besides. I don't know how to thank you."
The samurai put his hand on the fisherman's shoulder and said, "Keep the money. You do not owe me anything. I owe you."
From The Weaponless Warriors: An Informal History of Okinawan Karate by Richard Kim
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Editor's Letter
"Even though I have a certain engagement with science, there are a lot of tools that the artist has that the scientist doesn't. So I can use these tools—humor, irony, metaphor—these are the bread and butter of artists. What artists can really add to a particular kind of struggle is that we have this expanded tool bag."
— Mark Dion
So far, my students haven't complained about all our bird-themed projects this year. We've explored birdhouses, mixed-media birds, clay owls, other birds in nests, penguin collages, and prints. This all started when I received a grant to purchase enough recycled birdhouses for all of my fifthgrade students. I purchased the bird house from a considerate company called GreenBird (www. greenbirdhouse.com), who makes their houses from recycled paper. The birdhouses are intended for actual use, but the questions they prompt for exploring ecological issues may be their most lasting value for my students.
There is a reason canaries were used in coal mines; birds are often the most suscep-
Birdhouse by Cameron Byers.
tible of creatures to environmental toxins from fertilizers and pesticides, and to loss of habitat. For all these reasons, birds seemed like an engaging focus to approach the theme of ecology; the study of the way that living organisms interact with their environment. And it seems clear that humans have most impacted our environment, for better and for worse.
I adapted some of GreenBird's
instructional materials as questions to guide inquiry with my students: "What are some positive things humans do to the environment?" "What are some negative things humans do to the environment?" "How have artists depicted these concerns?" and "What can you do to make the world a better place for birds?"
One of the artists I featured in our study of birds was Mark Dion, a contemporary artist (guest speaker at the 2011 National Art Education Association conference in Seattle, and featured in the April 2011 issue of SchoolArts) whose work investigates ideas of nature through ecological issues. Birds appear in a number of Dion's installations, known for their combination of natural science collections with taxidermy animals and found objects. Dion's admiration of Alexander Wilson and John James Audubon provided me with additional ornithological artists to include in our classroom inquiry.
Now I'm back to bird watching out my window, hopeful that you will use Mark Dion's tools of humor, irony, and metaphor and SchoolArts' articles this month to explore ecological issues with your students.
schoolartsonline.com
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GUIDELINES FOR INSTALLING CONSTRUCTED FLOATING WETLANDS
1. Introduction to Constructed Floating Wetlands
Constructed Floating Wetlands (CFWs), also known as floating treatment wetlands, represent innovative man-made structures designed to facilitate the growth of aquatic plants above the water's surface to remove the pollutants present in the water. These structures allow aquatic plants to thrive in deeper waters than their natural root systems would typically allow. The roots of these plants extend throughout the floating platform, creating a robust and extensive root network. This intricate system offers an ample surface area, providing an ideal environment for microorganisms to attach and flourish.
2. Instructions
2.1. Evaluation steps for the installation of CFWs
2.2. Site assessment and selection
Tailoring the placement of the floating wetland rafts to align with their intended purpose is vital. First, determine the specific objectives of your CFWs project. Whether it's wastewater treatment, biodiversity enhancement, or aesthetic improvement, the purpose will guide your site selection. For urban wastewater treatment initiatives, existing water bodies within the city, including ponds, lakes, rivers, and canals, offer potential sites.
2.3. Selection of plant species
Choosing the right plant species for your floating rafts is a pivotal decision that significantly influences the overall effectiveness and success of your Constructed Floating Wetlands (CFWs) project. Opt for aquatic macrophytes that exhibit emergent growth characteristics. These plants are well-suited for floating rafts as they extend above the water's surface, interacting effectively with both the air and water environments.
2.4. Sizing and shaping the floating rafts
Five percent of the water's surface area to be occupied by rafts for optimal nutrient treatment efficacy. Plant life should ultimately blanket no less than 50% of the raft's surface. PVC pipes, bamboo, coir mats are used to make the raft.
2.5. Instructions to install CFWs
2.5.1. Materials and tools for making a raft
2.5.2. Steps to design rafts
- Step 1: Number the PVC pipes and cores
- Step 2: Place the pipes on the ground and check their sizes
- Step 3: Glue the joints and pipes to form the frame
- Step 4: Fix the net to the raft frame
- Step 5: Fix the baskets and place the plants into the baskets
2.6. Deploying and anchoring the rafts
Anchor the raft in close quarters to the point where the wastewater enters the water body. This augments the rafts' potential to absorb pollutants.
Position the rafts perpendicular to the water flow. Do not allow water to flow parallel to the rafts.
3. Operation and maintenance protocol
Operating a CFW is very simple, you just need to launch the raft into the water body to be treated. The raft works by itself by filtering the pollutants through the roots of the plants. However, to increase the efficiency of nutrient uptake by the plants, the raft should be taken out from the water after about 2 months of operation and pruning to reduce the plant biomass should be carried out. Please leave around 2-3 shoots/cluster for the plants to regenerate without needing to replace them.
4. Impacts of CFWs
- Creating beautiful landscapes and protecting the water environment
- Providing habitats for local wildlife (Biodiversity)
- Involving stakeholders
© Assoc. Prof. Dr. Ngo Thuy Diem Trang
College of Environment and Natural Resources
Can Tho University
Campus II, 3/2 Street, Ninh Kieu District, Can Tho City, Vietnam
Email:
email@example.com
(+84 (0) 909 243 703) | 1,560 | 779 | {
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10 th
June 2022
Dear Parent/Carer,
This school year we have been implementing the Personal, Social and Health Education (PSHE) programme across our school called Jigsaw, the mindful approach to PSHE. This half terms puzzle is called 'Changing Me'.
We would like to share what your children will be learning in each year group. This is so you are clear about the curriculum we intend to teach the children and why we feel this is so important. The content that is being covered within our PSHE lessons are part of the statutory Relationships Education and Health Education, based mostly around changes in the body and puberty.
Year 1: Children are introduced to life cycles. They compare this with a human life cycle and look at simple changes from baby to adult, e.g. getting taller, learning to walk, etc. They discuss how they have changed so far and that people grow up at different rates. As part of a school's safeguarding duty, pupils are taught the correct words for private parts of the body are also taught that nobody has the right to hurt these parts of the body. Change is discussed as a natural and normal part of getting older, which can bring about happy and sad feelings. Children practise a range of skills to help manage their feelings and learn how to access help if they are worried about change, or if someone is hurting them.
Year 2: In this Puzzle, children compare different life cycles in nature, including that of humans. They reflect on the changes that occur (not including puberty) between baby, toddler, child, teenager, adult and old age. Within this, children also discuss how independence, freedoms and responsibility can increase with age. As part of a school's safeguarding duty, pupils are re-taught the correct words for private parts of the body. They are also reminded that nobody has the right to hurt these parts of the body, including a lesson on inappropriate touch and assertiveness. Children practise a range of strategies for managing feelings and emotions. They are also taught where they can get help if worried or frightened. Change is taught as a natural and normal part of growing up and the range of emotions that can occur with change are explored and discussed.
Year 3: This Puzzle begins learning about babies and what they need to grow and develop including parenting. Children are taught that it is usually the female that carries the baby in nature. This leads onto lessons where puberty is introduced. Children first look at the outside body changes in males and females. They learn that puberty is a natural part of growing up and that it is a process for getting their bodies ready to make a baby when grown-up. Inside body changes are also taught. Children discuss how they feel about puberty and growing up and there are opportunities for them to seek reassurance if anything is worrying them.
Year 4: In this Puzzle, bodily changes at puberty are revisited with some additional vocabulary, particularly around menstruation. Sanitary health is taught, including introducing pupils to different sanitary and personal hygiene products. The Puzzle ends by looking at the feelings associated with change and how to manage these. Children are introduced to Jigsaw's Circle of change model as a strategy for managing future changes.
Year 5: In this Puzzle, the children revisit self-esteem, self-image and body image. They learn that we all have perceptions about ourselves and others, and these may be right or wrong. They also reflect on how social media and the media can promote unhelpful comparison and how to manage this. Puberty is revisited in further detail, explaining bodily changes in males and females. Reasons why people choose to be in a romantic relationship and choose to have a baby are also explored. Children look at what becoming a teenager means for them with an increase in freedom, rights and responsibilities. They also consider the perceptions that surround teenagers and reflect whether they are always accurate, e.g. teenagers are always moody; all teenagers have a boyfriend/girlfriend, etc.
Year 6: In this Puzzle, the children learn about puberty in boys and girls and the changes that will happen; they reflect on how they feel about these changes. They learn about different relationships and the importance of mutual respect and not pressuring/being pressured into doing something that they don't want to. The children also learn about self-esteem, why it is important and ways to develop it. Finally, they look at the transition to secondary school (or next class) and what they are looking forward to/are worried about and how they can prepare themselves mentally.
We hope you, you will see the materials in Jigsaw as educationally sound and beneficial to our children, helping to safeguard them, and will look forward to sharing them with you and answering any questions you may have.
Yours faithfully,
Miss Preston. PSHE Lead. | 1,829 | 972 | {
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Timeline of Truth – Abram Separates from Lot (Gen 13:1-18)
1 Then Abram went up from Egypt, he and his wife and all that he had, and Lot with him, to the South.
1.
Abram
_________________
Back to Canaan
2 Abram was very rich in livestock, in silver, and in gold.
God had blessed Abram with great wealth.
3 And he went on his journey from the South as far as Bethel, to the place where his tent had been at the beginning, between Bethel and Ai,
4 to the place of the altar which he had made there at first. And there Abram called on the name of the LORD.
2. Abram
_______________on the Name of the LORD
Abram gets back to his spiritual moorings.
What is YOUR response after you "blow it?"
5 Lot also, who went with Abram, had flocks and herds and tents.
6 Now the land was not able to support them, that they might dwell together, for their possessions were so great that they could not dwell together.
7 And there was strife between the herdsmen of Abram's livestock and the herdsmen of Lot's livestock. The Canaanites and the Perizzites then dwelt in the land.
3. Abram and Lot_________________
People problems are part of life.
Economic problems are part of life.
Major Decisions are part of life.
What are the possible responses to this problem?
8 So Abram said to Lot, "Please let there be no strife between you and me, and between my herdsmen and your herdsmen; for we are brethren. 9 "Is not the whole land before you? Please separate from me. If you take the left, then I will go to the right; or, if you go to the right, then I will go to the left."
4. Abram Graciously Gives Lot the
_________________
What was Abram's response?
Would this be your response?
What might this say about Abram?
10 And Lot lifted his eyes and saw all the plain of Jordan, that it was well watered everywhere (before the LORD destroyed Sodom and Gomorrah) like the garden of the LORD, like the land of Egypt as you go toward Zoar. 11 Then Lot chose for himself all the plain of Jordan, and Lot journeyed east. And they separated from each other.
5. Lot Chooses_____________(He Sees with His Eyes)
Lot chose visually.
Lot chose selfishly.
Lot chose thoughtlessly.
12
Abram dwelt in the land of Canaan,
6. Abram Follows Through
and Lot dwelt in the cities of the plain and pitched his tent even as far as Sodom. 13 But the men of Sodom were exceedingly wicked and sinful against the LORD.
7. Lot Makes More Poor_________________
Notice the progression of temptation and sin
- Saw
- Chose
- Journeyed
- Dwelt
- Pitched
14 And the LORD said to Abram, after Lot had separated from him: "Lift your eyes now and look from the place where you are-- northward, southward, eastward, and westward; 15 "for all the land which you see I give to you and your descendants forever. 16
"And I will make your descendants as the dust of the earth; so that if a man could number the dust of the earth,
thenyour descendants also could be numbered.
17
"Arise, walk in the land through its length and its width,
for I give it to you."
8. God_________________and_________________
His Land Promise
18 Then Abram moved his tent, and went and dwelt by the terebinth trees of Mamre, which are in Hebron, and built an altar there to the LORD.
9. Abram Continues His
_________________of God | 1,528 | 898 | {
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SMSC provision across the curriculum
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Spiritual development
Through the curriculum, pupils develop:
* An ability to be reflective about their own beliefs, religious or otherwise, that inform their perspective on life and their interest in and respect for different people's faiths, feelings and values
* A sense of enjoyment and fascination in learning about themselves, others and the world around them
* Willingness to reflect on their experiences
* A use of imagination and creativity in learning
Moral development
Through the curriculum, pupils develop:
* An ability to recognise the difference between right and wrong and readily apply this understanding in their own lives, recognise legal boundaries and, in so doing, respect the civil and criminal law of England
* An understanding of the consequences of their behaviour and actions
* An interest in investigating and offering reasoned views about moral and ethical issues and ability to understand and appreciate the viewpoints of others on these issues
Social development
Through the curriculum, pupils develop:
* A use of a range of social skills in different contexts, for example working and socialising with other pupils, including those from different religious, ethnic and socio-economic backgrounds
* A willingness to participate in a variety of communities and social settings, including by volunteering, co-operating well with others and being able to resolve conflicts effectively
* An acceptance and engagement with the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs; they develop and demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain
Cultural development
Through the curriculum, pupils develop:
* An understanding and appreciation of the wide range of cultural influences that have shaped their own heritage and those of others
* An understanding and appreciation of the range of different cultures within school and further afield as an essential element of their preparation for life in modern Britain
* A knowledge of Britain's democratic parliamentary system and its central role in shaping our history and values, and in continuing to develop Britain
* A willingness to participate in and respond positively to artistic, musical, sporting and cultural opportunities
* An interest in exploring, improving understanding of and showing respect for different faiths and cultural diversity and the extent to which they understand, accept, respect and celebrate diversity, as shown by their tolerance and attitudes towards different religious, ethnic and socioeconomic groups in the local, national and global communities | 1,468 | 618 | {
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Power of Music: Transforming Energy
The Power of Music - Teacher Notes
Challenge Background:
We want to focus on the conversion of energy without teaching the deletion of energy, since energy cannot be created of destroyed. Using words such as "converting", and "transforming" are very useful to get this concept across.
Challenge #1: String Phone (work in pairs)
Here we are creating a string phone to examine how sound waves can travel through a medium and be reconverted into sound at the end. It is the cup that is picking up and amplifying the sound waves that are captured from the first cup and transferred over to the second cup via the string
Teacher Preparation:
Materials Needed Per Pair:
- 2 styrofoam cups
- ~30 ft of string (can be precut or you can have them cut it themselves)
- Tape (optional)
- Pen
Hint: Try to make sure they do not pull the string through the hole in the bottom once the knot has been made. It will make it more difficult to both hold the string in place and to properly hear messages through the phone.
Waves move in an up-and-down motion or side-to-side motion to create vibrations to the molecules around it. Waves travel through gases, liquids, or even solids to create sound. A material that a wave travels through is called a medium.
Follow up questions:
What is a wave?
Name a couple things that a wave can travel through?
What are some other types of waves you know about?
Experiment #2: Model Eardrum (work in pairs)
The point of this challenge is to expose them to the ability to convert sound into energy. This is demonstrated by making salt jump on the model eardrum (movement = mechanical energy).
Teacher Preparation:
Materials Needed Per Pair:
- 1 Styrofoam Cup
- Plastic/Seran Wrap
- Rubberband
- Salt
- Water (This will get messy)
It is useful to work in pairs because it is difficult to get the plastic wrap tightly over the cup. Make sure to secure it with the rubber band.
*Note* 2 eardrums can be made from a single cup if there are not enough for each person to get one.
Experiment #3: DIY Speaker (work in groups of 3)
Speakers work because of the electromagnet within them. There is copper wire coiled around it and the magnet sits in the middle. As current flows through the copper wire, it creates a magnetic field with the magnet, causing it to vibrate up and down. These vibrations are then captured by the sound cone, in this situation that is the cup.
Teacher Preparations:
Materials Needed per group:
- 5 ft copper wire
- 1 button magnet
- 1 styrofoam cup
- Tape (optional)
- 2 alligator clips
Overall Materials Needed for Class:
- ~3 Soldering Board
- ~ 4 9V battery
The soldering boards are used to draw a more powerful signal than from a regular headphone jack. It will also allow them to experiment with their new speaker using the potentiometer.
If someone's speaker is not working, recommend recoiling their copper wire more neatly, or try using 2 button magnets instead of 1.
The speaker will work best if the magnet is inside of the coils and not on top of it. | 1,281 | 694 | {
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DT
PE & Games
Science
Science
Curriculum Summary 2019-20 Year 1
a variety of creative and practical activities.
- Eat more fruit and vegetables
- Gymnastics: bounce and jump using different levels and shapes both on and off small apparatus, use bouncing and sliding to travel during floor and apparatus work, roll in curled tight shapes and wide narrow shape linking movements together.
- Games: develop throwing and catching skills, dribbling skills and target skills using large balls; use a variety of equipment to help develop striking, sending and receiving of balls; develop skipping skills
Biology
- Identify basic plants
- Identify basic plant parts (roots, leaves, flowers, etc.)
- Identify and name basic body parts
- Identify and compare common animals eg. nocturnal animals
- Identify senses
Chemistry
- Distinguish between objects & materials
- Identify and name common materials
- Compare and classify materials
- Describe simple properties of some materials
- To experience generating, developing, modelling and communicating their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology.
- Moving Pictures
- To develop the necessary skills to use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing. To develop their evaluative skills by evaluating their ideas and products against design criteria.
- To understand that participating in sport supports their health and fitness.
- To develop fundamental movement skills, become increasingly competent and confident and access a broad range of opportunities to extend their agility, balance and coordination, individually and with others.
- To experience opportunities to engage in competitive (both against self and against others) and co-operative physical activities, in a range of increasingly challenging situations.
- To understand the uses and implications of science, today and for the future through the use of scientific knowledge
- To experience the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them
- To develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics
Artistic Expression
Spiritual Formation
PSHE
Curriculum Summary 2019-20 Year 1
- To experience competing individually and as a team and winning and losing gracefully.
- Sports' Day
- To develop resilience, teamwork skills, good sportsmanship and appreciation for the dedication required to win.
- Through clubs such as tennis, futsal, football and dance.
- To understand how creativity and the arts enrich their lives and our works.
- To develop the confidence and skills to create and engage in creative expression both individually and as a part of a group.
- To experience a variety of creative and artistic expression both as a participant and audience.
- To understand more about their own spiritual tradition and that of others, to understand the spiritual roots of the College and its founders.
- To experience Christian worship, in line with the founding aims of the College.
- To develop as critical thinkers as they reflect on their place in the world, philosophical questions of human existence, and Christian answers to those questions.
- To understand the critical opportunities and challenges which will keep them safe and healthy and prepare them for fulfilling lives.
- To experience interactions, meetings, discussions, and events which will prepare them to identify and manage opportunities and challenges that lead to healthy, safe and fulfilling lives.
- To develop skills to author their own lives as citizens and members of a community and to make good decisions about their safety, mental and physical health and wellbeing.
- Weekly Art/DT and music lessons
- Class assemblies, Christmas plays and end of year performances (e.g. Founders Day, Harvest Festival)
- Visits to art galleries, Philharmonic Hall music concerts
- Children attend assemblies led by the college chaplain with a Christian theme. Children attend the Anglican Cathedral on Founders Day. They also attend services in the chapel once a term- Harvest, Christmas and Easter
- Being in my world
- Dreams and Goals
- Celebrating differences
- Healthy Me
- Changing me
- Relationships
We additionally teach PSHE lessons that are responsive to the needs of the children in the class during the year. This can include topics like bullying as we feel it is important to address these issues in a timely manner. | 2,022 | 878 | {
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Hot School Meals
Following the introduction of Universal Free School Meals for children in Reception to Year 2, we strongly encourage you to take up hot meals at school. The school meals are cooked freshly every day, included is a two course hot meal and access to the salad and fruit. The meals are good quality from fresh ingredients and we have worked with our kitchen staff to ensure portion size is appropriate.
Drinks and Healthy Snacks
Third-pint cartons of cow's milk are available at a low cost; the scheme is organised by Cool Milk and you need to set up an online account. Children are required to bring a bottle of water (clearly named) to school every day. Water is also available from the drinking fountains around the school. All children have access to fruit or vegetable snacks every day in their classrooms as part of the National Fruit Scheme.
Promoting Healthy Eating in School
At Hampton Infant School and Nursery we are committed to encouraging and developing positive attitudes towards food and a healthy diet. Promoting a healthy lifestyle is integral to our curriculum and we recognise the importance of offering children the opportunity to make informed choices about what, when, where and why they eat. As a school we endorse fresh, local food. We know that food is fundamental to the quality of a child's life; not just in providing essential nutrition but in communicating and sharing positive values, attitudes and experiences with each other. We believe that adults (staff, parents and carers) should be good role models and should support the children in understanding how balanced nutrition contributes to a person's health, happiness and general well-being. We aim to develop healthy eating and drinking activities within the school that benefit children, staff, parents and the whole school community. At HISN we recognise the important connection between a healthy, balanced diet and a child's ability to learn effectively and achieve high standards in school.
Snacks
As a school we have agreed the following:
* Children in EYFS and KS1 benefit from the Government's Fruit and Vegetables Scheme. Children are encouraged to eat their piece of fruit or vegetable as part of their daily snack time.
* Snacks may be brought to school for after school clubs. Chocolate, sweets, biscuits, crisps, and cakes are not allowed as everyday snacks in school. Chewing gum and fizzy drinks are not permitted on the school premises or while the children are representing the school.
* For allergy reasons NUTS are also not allowed. As a school we have a duty of care to all our children.
* HISN recognises that healthy snacks are crucial to aid learning and development.
Lunchtime
We encourage our families to take up the offer of a free school lunch. However, a small number of children prefer to bring a packed lunch every day. I would like to remind parents that this lunch should not contain any sweets, fizzy drinks, chocolate, nuts or anything containing nuts. A healthy packed lunch should contain items from the key food groups. All packed lunches should be brought in a named lunch box/bag, please do not bring plastic bags.
Birthday Celebrations
When a child celebrates their birthday we ask parents NOT to bring in sweets, or cakes as a treat for the class, this is due to children's allergies. As a health conscious school we feel a more appropriate item would be an individual book the teacher can share with the class. | 1,386 | 683 | {
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De'Vincent
Initial Description
* De'Vincent is a student at Lincoln Middle School. He needs to perform well in his 8th-grade math class to be able to move on to high school.
* At least once a week, De'Vincent is sent to the principal's office by his math teacher and, based on his current performance, he will end the first quarter with an F.
* De'Vincent sits in the back of classes with his head down and often doesn't participate in class activities.
What does De'Vincent need to flourish (or continue to flourish) mathematically?
After the additional context is revealed, what does De'Vincent need to flourish (or continue to flourish) mathematically?
Portraits of Students Analysis
Portraits
Saadia
Initial Description
* Saadia Mahmud is a new student at Jefferson Middle School. Her family just moved into the area from Pakistan.
* Saadia enjoys solving problems by figuring out and applying patterns. Saadia also likes the challenge of taking known information and using it to find "the unknown".
* Based on her placement assessments, Saadia was put in an advanced mathematics class. At the end of the first quarter, Saadia had an A in the class.
What does Saadia need to flourish (or continue to flourish) mathematically?
After the additional context is revealed, what does Saadia need to flourish (or continue to flourish) mathematically?
Antwon
Initial Description
* Antwon is a 6th-grade student, in Advanced Math.
* He actively participates in discussions, asks questions, and completes all his assignments on time.
* He is the president of his middle school math club and regularly participates in math competitions.
* He currently has an A in mathematics class and has been recommended by his teacher, after consultation with his parents, to take Math 1 next year in 7th grade.
What does Antwon need to flourish (or continue to flourish) mathematically?
After the additional context is revealed, what does Antwon need to flourish (or continue to flourish) mathematically?
Zachary
Initial Description
* Zachary recently enrolled at Green Valley Middle School towards the end of the first quarter and was placed into a standard math course.
* When he first enrolled, he was completing most of his assignments regularly and had a good rapport with classmates and the teacher. He also made a B+ on his first major test.
* A few weeks later, Zachary began acting out in class. He was easily distracted, quick to get angry, and would often get frustrated and act disrespectfully towards his teachers.
* By the end of the second quarter, Zachary had disengaged from class discussions, held his head on the desk during most class sessions, had multiple missing assignments, and his math grade was now a D.
What What does Zachary need to flourish (or continue to flourish) mathematically?
After the additional context is revealed, what does Zachary need to flourish (or continue to flourish) mathematically?
Reflection question: What assumptions did you make about each student prior to learning their context? How did learning about their background change the type of support you would give each student? What a-has did you have from engaging in this activity? | 1,340 | 672 | {
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WISCONSIN MATHEMATICS, SCIENCE & ENGINEERING TALENT SEARCH PROBLEM SET V (2013-2014) February 2014
1. In the coordinate plane, we have points C1 = (0, 0), C2 = (18, 24), and C3 = (50, 0). Points A and B are in the plane so that the triangles 4ABC1, 4ABC2, and 4ABC3 all have area 1200. Find all the possible lengths for the segment AB.
2. Find all functions f from the positive real numbers to the real numbers such that for all positive real numbers x and y we have f(x + y) = f(xy).
3. We have a 2014 ⇥ 2014 board made up of 2014 2 unit squares. We would like to cover the board in a single layer with 3 ⇥ 3 and 4 ⇥ 4 tiles (made up of 9 and 16 unit squares, respectively). Each used 3 ⇥ 3 (or 4 ⇥ 4) tile will have to cover exactly 9 (or 16) of the board's unit squares, and each unit square will have to be covered by exactly one of the used tiles. Is it possible to find such a tiling?
4. Let X1, X2, . . . , X6 be the vertices of a hexagon. Suppose that O is a point in the hexagon such that for all 1 i 6 we have \XiOXi+1 = 60 ◦ (where X7 = X1). Suppose OX1 < OX3 < OX5 and OX2 < OX4 < OX6. Show that.
5. Is it possible to divide the numbers 1, 2, . . . , 1000 into two groups so that the sum of the squares of one group is equal to the sum of the squares of the other?
You are invited to submit a solution even if you get just one problem. Please do not write your solutions on this problem page. Remember that solutions require a proof or justification.
Find old and current problems and other information about the talent search on our webpage: http://www.math.wisc.edu/talent
⇤ Please check here if you would like to be emailed when new problem sets are available. | 800 | 512 | {
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GYMNASTICS WITH DESTINI MOORE
BABYNASTICS - 2 Yr Olds
INTERMEDIATE GYMNASTICS
Introduces the little ones to gymnastics & teaches them tumbles, coordination, and balancing. PARENTS ARE REQUIRED TO ATTEND THIS CLASS & ASSIST WITH CHILDREN.
BEGINNERS GYMNASTICS
Beginners Level will learn basic gymnastics including strength, balance, coordination, hand stands, back bends, cartwheels will also be taught.
*STUDENTS MUST BE EVALUATED & INVITED BY COACH DESTINI TO MOVE UP TO THE NEXT LEVEL.
Skills learned in Beginners will be continued and more advance tricks including: Kick over, hand stand, back bend, and round offs.
Bars and beams will start to be introduced.
ADVANCED GYMNASTICS
Skills learned in Intermediate will be continued and more advanced tricks including:back walkovers, round off, rebounds, 1-hand cartwheels and front limbers will be taught. Students will also work on floor, bars, and beam.
CHEER AND TUMBLING WITH RANDI
Students will learn cheers, jumps, chants, and basic tumbling skills such as cartwheels, back bends, forward roll, kick-over and hand stands.
CHEER LEVEL 1
Beginner Level, students will learn basic chants, jumps & routines along with handstands, forward rolls, and cartwheels.
LEVEL 2
Still basic cheer but will work on more advanced jumps and tumbling. Will learn a cheer routine.
(Must be able to complete a Cartwheel)
PRIVATE LESSONS
Classes are 1 day a week for 6 weeks.No more than 2 students allowed per private lesson so that each child will have one on one time with Coach Randi to work on and perfect skills.
Students will learn fundemental skills of a forward roll, straddle roll, back bend and hand stand.
TUMBLING LEVEL 1
Students will learn fundemental skills of a forward roll, straddle roll, cartwheel, and hand stand.
TUMBLING LEVEL 2
Students will continue what they learned in Level 1 & also begin learning more advanced tumbles & skills, such as round offs, back bends, front walk over
Everyone starts in Lvl 1 unless approved by Coach Randi to move up to Lvl 2.
BALLET, TAP, JAZZ WITH DANYELLE
Your child will learn the fundamentals of ballet and tap with fun routines to age appropriate music .
* Ages 4-9 will have some jazz incorporated into their lessons.
PRIVATE LESSONS With Danyelle Wallace
Classes are 1 day a week for 6 weeks. No more than 2 students per private lesson so that each child will have one on one time with Danyelle to work on and perfect dance skills.
Cheer & Dance With Danyelle Wallace
Danyelle will teach cheers, rountines & dance moves for the Summer Sessions that the girls will use when Fall Events start back. class is $40 for 6weeks
MONTHLY CLASSES
SUGGS' KARATE With DAVID GRAY
Students will learn discipline, control, strength, and competitive karate skills.
YOGA
With APRIL STANBERY
Students will learn basic yoga techiniques at their own pace. Yoga helps you become more flexible, relieve stress, and tone muscle.
Classes are twice a week for $55.00 a mth //$8.00 for a drop-in class
ZUMBA WITH TINA OF DOLLSTAR DANCE & FITNESS
Fitness Dance Work-out, Toning, Dance Zumba, and a Kids Dance Fitness Class. Come work off some energy & have fun!!!!
$30-UNLIMITED // $20-KIDS UNLIMITED // $8-WALK-INS
Line Dancing With Claire Carrier
Students will learn Intermediate & Advance Country Line Dance.
Low impact exercise, no partner needed. | 1,753 | 831 | {
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FLU CARE SHEET
The following information and recommendations are from the Centers for Disease Control and Prevention (CDC). More information is available at:
http://www.cdc.gov/h1n1flu/guidance/guidelines_colleges.htm
BACKGROUND
What are the symptoms of the flu?
Symptoms of the seasonal flu include fever, cough, sore throat, runny or stuffy nose, body aches, headache, chills and fatigue. A significant number of people who have been infected with the flu virus also report diarrhea and vomiting.
CARE
How do I know I have the flu?
If you have a fever of 100 ºF or more along with a cough or sore throat you are considered to have influenza-like illness or the flu. If you are not sure if you're sick, call Norton Medical Center (508-286-5400) or your home doctor.
What should I do if I have the flu?
* If you have a health condition such as asthma, diabetes or heart disease, check with Norton Medical Center (508-286-5400) or your home doctor about any special care you might need.
* Isolate yourself: To avoid giving the flu to others, students with influenza-like illness (i.e. fever with either cough or sore throat) should go home, if possible, or stay in their residence hall room and stay away from others. Do not go to class, work, athletic, or social events while ill. Notify your professor as soon as possible if you must miss class.
* Stay home or in your room for at least 24 hours after your fever is gone, except to seek medical care or for other necessities. (Fever should be gone without the use of a feverreducing medicine like Tylenol, Motrin or Ibuprofen.)
* Get plenty of rest.
* Drink clear fluids (such as water, broth, sports drinks, electrolyte beverages) to keep from becoming dehydrated.
* Cover coughs and sneezes or cough and sneeze into your sleeve. Clean hands with soap and water or an alcohol-based hand rub often, especially after using tissues and after coughing or sneezing into your hands.
* Wear a facemask—if available and tolerable—when sharing common spaces with roommates or others to help prevent spreading the flu. Contact Health & Wellness (508286-8210) if you need a mask.
What do I do if my roommate has a flu-like illness and cannot go home?
Protect yourself from flu exposure in the best way possible:
- Consider rooming with other campus friends.
- Limit visits to your room as much as you can.
- Encourage your sick roommate to wear a facemask when you and others are in the room.
- Support your roommate in care and recovery (see care tips listed above).
VACCINATION
Vaccines are the most powerful public health tool for control of influenza. Experts recommend that college students receive a flu vaccine every year. | 1,164 | 621 | {
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HS-PS1-6
Students who demonstrate understanding can:
HS-PS1-6.
Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium.* [Clarification Statement: Emphasis is on the application of Le Chatelier's Principle and on refining designs of chemical reaction systems, including descriptions of the connection between changes made at the macroscopic level and what happens at the molecular level. Examples of designs could include different ways to increase product formation including adding reactants or removing products.] [Assessment Boundary: Assessment is limited to specifying the change in only one variable at a time. Assessment does not include calculating equilibrium constants and concentrations.]
The performance expectation above was developed using the following elements from A Framework for K-12 Science Education
Science and Engineering Practices
Disciplinary Core Ideas
Crosscutting Concepts
Constructing Explanations and Designing Solutions
PS1.B: Chemical Reactions
Stability and Change
Constructing explanations and designing solutions in 9–12 builds on K– 8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific ideas, principles, and theories.
- In many situations, a dynamic and condition-dependent balance between a reaction and the reverse reaction determines the numbers of all types of molecules present.
ETS1.C: Optimizing the Design Solution
- Refine a solution to a complex realworld problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations.
- Criteria may need to be broken down into simpler ones that can be approached systematically, and decisions about the priority of certain criteria over others (tradeoffs) may be needed. (secondary)
Observable features of the student performance by the end of the course:
1 Using scientific knowledge to generate the design solution
a Students identify and describe* potential changes in a component of the given chemical reaction system that will increase the amounts of particular species at equilibrium. Students use evidence to describe* the relative quantities of a product before and after changes to a given chemical reaction system (e.g., concentration increases, decreases, or stays the same), and will explicitly use Le Chatelier's principle, including:
i. How, at a molecular level, a stress involving a change to one component of an equilibrium system affects other components;
ii. That changing the concentration of one of the components of the equilibrium system will change the rate of the reaction (forward or backward) in which it is a reactant, until the forward and backward rates are again equal; and
iii. A description* of a system at equilibrium that includes the idea that both the forward and backward reactions are occurring at the same rate, resulting in a system that appears stable at the macroscopic level.
2 Describing criteria and constraints, including quantification when appropriate
a Students describe* the prioritized criteria and constraints, and quantify each when appropriate. Examples of constraints to be considered are cost, energy required to produce a product, hazardous nature and chemical properties of reactants and products, and availability of resources.
3 Evaluating potential solutions
a Students systematically evaluate the proposed refinements to the design of the given chemical
- Much of science deals with constructing explanations of how things change and how they remain stable.
:
system. The potential refinements are evaluated by comparing the redesign to the list of criteria (i.e., increased product) and constraints (e.g., energy required, availability of resources).
4 Refining and/or optimizing the design solution
a Students refine the given designed system by making tradeoffs that would optimize the designed system to increase the amount of product, and describe* the reasoning behind design decisions.
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FEMA Announces National Preparedness Month, Urges All to 'Prepare to Protect' Before Disasters Strike
Release Date: Tháng 9 1, 2021
WASHINGTON -- September is National Preparedness Month, an annual observance to remind all Americans how important it is for individuals, families and communities to be prepared for disasters and emergencies that can happen at any time.
This year's theme is Prepare to Protect and highlights how preparing for disaster is to protect everyone you love. This year, Ready Campaign shifted its focus in support of President Biden's Executive Order on Racial Equity and FEMA's new strategy for cultural competence that includes empowering historically underserved communities to prepare for a disaster.
For the first time ever, the agency will feature a series of public service advertisements™ (PSAs) designed to resonate with Latino communities and beyond that will launch during National Hispanic Heritage Month. In fact, the theme "Prepare to Protect" which carries universal meaning and significance, was established based on research and focus groups with Latino communities led by the Ad Council that highlighted the idea of protecting one's family as a prime motivator to prepare for a disaster. The PSAs, in Spanish and English, will air during hurricane season and as wildfires continue to impact several states.
"Today marks the beginning of National Preparedness Month, as we're already in the height of a very active hurricane season, while wildfire threats to communities are increasing daily," said FEMA Administrator Deanne Criswell. "Now is the time that everyone should have a conversation with their family, neighbors or loved ones to discuss what you would do in the event of a disaster in your area. Use the resources on Ready.gov or Listo.gov to make sure you have taken the steps to get prepared."
Also, everyone should sign up to receive local alerts and warning on your mobile phone. Download the FEMA app and receive real-time alerts from the National Weather Service for up to five locations nationwide and have the steps to prepare for disaster with you at all times to keep you and your loved ones safe.
Each week during National Preparedness Month will focus on a theme with easyto-follow steps that individuals and families can take to enhance their emergency preparedness efforts. This year's weekly themes include:
.
Week 1 September 1-4: Make A Plan
Week 2 September 5-11: Build A Kit.
Week 3 September 12-18: Low-Cost, No-Cost Preparedness.
Week 4 September 19-25: Teach Youth About Preparedness.
Notable National Preparedness Month events:
In partnership with the American Red Cross, FEMA will co-host a "Prepare with Pedro" day. The day will highlight the "Prepare with Pedro" activity book on social media and encourage youth to help their families prepare for a disaster by building a kit and making a plan.
Region 1 is hosting a "Talk Shop" on Sept. 9 via Zoom for faith-based organizations, and how they can include themselves in emergency management and better serve their communities during disasters.
FEMA will publish the "2020 National Household Survey" full dataset on Open FEMA. The survey tracks progress in personal disaster preparedness through insights on Americans' preparedness actions, attitudes and motivations.
Region 2 is hosting FEMA "Ready Games" each Wednesday in September. The region encourages participants from the whole community to join the fun and learn about resilience, youth readiness, emergency management and the FEMA CERT program through bingo, trivia and much more.
Region 4 is hosting an online training for disability integration and accessibility stakeholders. The training is designed to help community-based organizations create a disaster response plan so they can stay open during disasters.
Regions 3, 4, 8 and 10 to host "Spaces" live conversations on Twitter throughout the month highlighting Tribal Nation preparedness, general preparedness and disability integration.
Region 10 is hosting a "Virtual Family Prep Night," an interactive event aimed to include the entire family in talking about and preparing for disasters.
Ready.gov/September has free resources online, including social media content in multiple languages, for public use. Help spread the word of how to be prepared for disasters and emergencies before they happen. For more information, visit Ready.gov and Listo.gov. | 1,887 | 857 | {
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STATE OF MAINE
_____
IN THE YEAR OF OUR LORD TWO THOUSAND TWENTY-THREE
_____
JOINT RESOLUTION RECOGNIZING FEBRUARY 2023 AS BLACK HISTORY MONTH
WHEREAS, Maine's Black history and the story of Maine's role in the global economy of enslavement have been largely effaced from our narratives and from our collective consciousness; and
WHEREAS, from the earliest arrivals of people from Europe and Africa in the Americas, Africans and African Americans have been part of the story of this land, and researchers have identified over 1,900 people of color who lived in what is now called the State of Maine prior to the year 1800; and
WHEREAS, Africans who were brought involuntarily to these shores suffered generations of enslavement, and their descendants faced the injustices of lynch mobs, segregation and the denial of basic fundamental rights; and
WHEREAS, people living in Maine engaged in the slave trade for at least 112 years, with the earliest known slaving voyage departing from Maine's shores taking place in 1749 and the last known slaving voyage on a Maine-built vessel taking place in 1861; and
WHEREAS, a total of 63 Maine-built vessels are known to have transported enslaved people, representing only the tip of the iceberg, and slaving vessels were constructed in at least 26 Maine towns; and
WHEREAS, Maine merchants were deeply entangled in the global economy of enslavement, as were the banks that handled their accounts and the insurance firms that secured their investments, and at a time when Havana, Cuba was the hub of the illicit slave trade, Portland was that city's number one trading partner; and
WHEREAS, it was not only Maine's coastal towns that were complicit in the global economy of enslavement through shipbuilding and merchant trading activities, but its inland regions as well: crops and livestock were routinely shipped in the "coastwise" trade to provision the sugar plantations of the West Indies, along with salted fish and even ice from this region; and
WHEREAS, great quantities of Maine timber were processed into barrel staves and shipped throughout the 18th and 19th centuries to the West Indies, where enslaved Africans were forced to fashion them into barrels; they then filled these barrels with the sugar and molasses that were shipped back to Portland and distilled into rum, which was used as currency in purchasing more captive Africans; and
WHEREAS, African Americans in all walks of life have shown resilience despite suffering under slavery and injustice and have made significant contributions throughout the history of the State and across the United States; and
WHEREAS, from the Revolutionary War through the abolitionist movement, to marches from Selma to Montgomery and across America today, and in this State, African Americans
have remained devoted to the proposition that all of us are created equal, even when their own rights were denied; and
WHEREAS, the month of February is officially celebrated as Black History Month, which dates back to 1926 when Dr. Carter G. Woodson set aside a special period of time in February to recognize the heritage and achievements of African Americans; now, therefore, be it
RESOLVED: That We, the Members of the One Hundred and Thirty-first Legislature now assembled in the First Regular Session, on behalf of the people we represent, take this opportunity to recognize the significance of Black History Month as an important time to honor the contributions of African Americans in the nation's history and encourage all people in the State to learn more about the past and to better understand the experiences that have shaped the State and the nation. | 1,554 | 750 | {
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This exam can be given any time after Mission 9. It was originally created as a midterm exam, but you can rename it to whatever you want. There are three parts. Use what you want.
* Multiple Choice (40 questions) https://forms.gle/3HzBw6iRpTBToLgk8
* Create a flowchart from code https://docs.google.com/document/d/1n1x5uIcXGo7PP_3Y7ofJR6hko3VlkySP_S8Pijam- ho/edit?usp=sharing
* Create code from a flowchart
https://docs.google.com/presentation/d/1P-ZM1kxUu6GPhUUxfZ9BEwj1gQyezkrqf-oDu GWK7r0/edit?usp=sharing
For review, students or your class can go over the Kahoots:
* After Mission 3 (no questions on exam):
https://create.kahoot.it/share/firia-labs-ap-csp-mission-1-2-3/5be3baab-3370-49ae-8912adf30394f2bd
* After Mission 4:
https://create.kahoot.it/share/firia-labs-ap-csp-mission-4/8dcfdc72-a9ba-415b-ba47-5db2
9d06003e
* After Mission 5:
https://create.kahoot.it/share/firia-labs-ap-csp-mission-5/534e2027-355c-432d-bd71-c29 384bd326c
* Flowchart Shapes:
https://create.kahoot.it/share/firia-labs-ap-csp-flowchart-shapes/883d78ee-287d-46b9-bf db-935a958f6320
* Types of Division Review:
https://create.kahoot.it/share/types-of-division-review/7c4b9298-1bc7-4ca7-9c85-050933 c2ef3b
Also, if students need more practice working with lists, use the "Midterm List Practice" document
The multiple choice questions are in a Google Form, with each question worth 1 point.
For Part B, students are given Python code and are tasked with creating a flowchart from the code. For Part C, students are given a flowchart and must create the code from the flowchart. This also tests their coding and debugging skills. Part B and Part C are on two separate documents, or put together on one document. You can decide if you want to give them both at the same time, or have them complete one before moving to the other. | 1,004 | 577 | {
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School Council – 08.11.19
Focus of the meeting today was to discuss the quiet area, Co-operative Enterprise - Groups working in the morning, Head Boy and Girl Elections and Mind-Up.
- Quiet Area.
- Ms Cooper discussed the idea of having a wooden cabin instead of a tent. One had been found, but we would have to check that they are still selling them as there had been a special deal on prices. The following advantages were discussed:
1) This would be better in the wind and the rain.
2) If it was really windy, then it wouldn't blow around.
3) If we put rugs on the floor, then these could be stored in the cabin.
4) The quiet area would have to be zoned, so that certain year groups had access to it every day.
5) The cabin would be a better place to read books.
6) We should make a special sign to go outside. Perhaps one of the morning groups could make it.
7) There should be a couple of knee high tables in here so that children can play games.
8) A couple of Prefects should have the responsibility of looking after the Cabin.
9) We could have an easel whiteboard so that the children can play hangman.
10) There could be fruit snacks and water available in the cabin.
11) Pens, pencils and crayons should be in the cabin for drawing and colouring.
12) A mural should be designed and made to go on one of the outside walls.
- Head Boy and Girl Elections.
- Ms Cooper talked to the School Council about the elections. She asked representatives to talk to their classes about voting and how important it would be to vote for the best person for the job.
Children were reminded not to be influenced by ideas that would never work in a school, e.g. having pizza every day for lunch.
- OGPS Co-operative Enterprise.
School Council talked about the different groups working in the morning. The following ideas were discussed as possible groups that could be added.
- Story sacks to be made to accompany books for KS 1 and Early Years.
- Puppets could be made for a puppet show.
- 'Make our own books'.
- Make pencil pots out of clay. These could then be glazed to make them stronger.
- Chess club to improve strategic thinking.
-
Mind Up.
Ms Cooper talked about this and asked how Brain Breaks were going in class. Everyone was very positive and said that they were going well. More sessions are going to be held next week.
- Yr 6 Rep additional item.
Dinner hall tables were discussed. It was mentioned that on the Residential, there were square tables and separate chairs. Year 6 said that these worked well being a different shape and not having fixed chairs. There seemed to be more room.
Ms Cooper said that the Meals Contractor supplies these, but she would enquire about changing them next year when there were going to be changes to the lunch hall.
The meeting closed at 12:30 | 1,021 | 612 | {
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Math 261 — Fall 2022
Number Theory
https://sites.aub.edu.lb/kmakdisi/
Problem set 7, due Friday, October 28 at the beginning of class
Exercise 7.1: Let p be a prime number of the form p = 4q + 1 with q prime. ( )
a) Show that 2 p = −1.
b) Show that 2 is a primitive root modulo p.
Exercise 7.2: a) Let p be a prime other than 2 or 7. Use quadratic reciprocity to show that the value of ( 7 p ) depends only on p mod 28. (Hint: the Chinese remainder theorem is useful at one point.) ( ) ( )
b) List all the values of p mod 28 for which 7 p = 1 and those for which 7 p = −1. You should write them in the form of a table where the first row gives the form of p, namely p = 28k + 1, p = 28k + 3, . . . and the second row gives the value of ( 7 p ) .
(By the way, why did I skip 28k + 2? What else needs to be skipped? Optional: View the choices of p mod 28 for which ( 7 p ) = 1 as a subset of (Z/28Z) ∗ . Do you notice anything interesting about this subset?)
c) Let n ∈ Z be any nonzero number (positive or negative). Use quadratic reciprocity (and not the key proposition from class) to show that for p not a factor of 2n, the Legendre symbol ( n p ) depends only on p mod 4n. Hint: factor n, and use the Chinese Remainder Theorem to look at the value of p mod each prime factor q of n. ( )
d) Improve part (b) to show that if n ≡ 1 (mod 4), then n p depends only on p mod n. (No fair using Jacobi reciprocity in parts (c) and (d), unless you prove it first.)
Exercise 7.3: Write the numbers 97, 90, and 485 as the sum of two squares (if possible, give two different solutions).
Exercise 7.4: Find the factorizations of the following numbers in Z[i] (i.e., factor into Gaussian primes, possibly times a unit):
65,
67,
134,
73,
100 +
i,
510 + 180
i.
Exercise 7.5: a) Factor 23400 into (a unit times) a product of Gaussian primes in Z[i]. b) Find a specific α = a + bi ∈ Z[i] whose norm is 23400. Try to make a choice of α that is easy to calculate.
c) How many different α ∈ Z[i] have norm 23400?
Exercise 7.6: Use the Euclidean algorithm to find the GCD (in Z[i]) of
Write the GCD as a linear combination of α and β (with coefficients in Z[i], of course). | 1,100 | 682 | {
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Brickhill Primary School Testimonial
Dan Wiltshire – Wellbeing Lead
We feel very lucky to have benefitted from the brilliant ideas and support that Making Me can offer schools. We initially tried to begin our Making Me journey only for it to be stalled twice due to the pandemic. Despite this, Making Me continued to offer support and offered us a bespoke introduction, showing resilience of their own as they delivered whole school training over zoom. From day one, we have been impressed with the resources and we knew that they would be even more crucial as the impact of pandemic on our young people became more clearer. The initial training is thorough, empowering and provides a clear purpose of what can happen if you embrace the Making Me materials.
The feelings barometers have become a key routine for our children and are instrumental in helping us address wellbeing concerns early and helping us to identify children who need additional wellbeing support. When children are being monitored for their wellbeing in class, the feeling barometer offers an easy way to track their emotions which can help us allocated resources for further support more efficiently. The feelings barometers have also encouraged children to share their feelings with more confidence, and not just with staff. They can often be seen noticing when a friend has signaled that they are feeling a negative emotion and are quick to offer their own support.
Our pupils and staff felt empowered after the Shields of Resilience workshops too. They provided children with a clear understanding of what resilience is, when we should show it and how we can develop it. It offered a shared language which is used between staff and pupils and the Shield of Resilience is among one of the most referenced point in school as we always bring the children back to it when they are struggling to overcome something that is challenging them.
Making Me have also been generous with their time in providing us with resources for AntiBullying Week. They have delivered assemblies over zoom for us as well as providing a recorded assembly for this year. Because the children are familiar with Making Me materials and KIPSY, this meant that we could tackle the issue of bullying in a way that was familiar for them.
Headteacher: Mrs D Wilson
"Together We THRIVE"
www.brickhillprimary.co.uk
Our younger children have particularly enjoyed listening to KIPSY stories and these have helped the children broaden their vocabulary when describing how they feel. They love the opportunity to help KIPSY and their friend out too! The stories have also helped developed shared techniques for calming down which we use across the school day as well as leading to some staff exploring other similar mindfulness approaches too.
A sample of comments from teachers:
Year 1 teacher:
It has really helped our Year 1 pupils identify their feelings better.
Year 3 teacher:
Using the Kipsy's every day has given us a clearer idea of how the children are feeling and in certain instances has lead us to look for further support - either from our pastoral support worker or the Mental Health Support Team. I have also meant that it has given me an easier way in to talk with the chn and build a relationship more quickly, as it is initiated by them.
I'm also impressed by the way, if I don't get to talk with someone on 'sad' or 'worried' until lunchtime, that the chn have often resolved this themselves and are happy to move on - both in their minds and with their Kipsy's.
Finally, when trying to help a pupil last week, it was really helpful to have the Kipsy's for him to articulate how he was feeling at different parts of the day.
Year 4 teacher:
The shield is frequently referred to. The children seem to be able to use emotional vocab more easily and are happy to discuss how they feel and what to do. Emotional literacy has definitely improved. Kipsy pops out when needed and they respond well to the stories and the prompts for ideas. Definitely helped when we have had fallings out at playtimes and the children need help to move on. I'd say a successful initiative, thank you.
We know that Making Me's resources for schools have a great impact on pupils and staff and can go a long way in helping school's improve their Personal Development as well as fitting perfectly alongside the PSHE curriculum. we would highlighly recommend working with Making Me to develop emotional literacy in your school. The team are positive, enthusiastic and true champions of child wellbeing. | 1,683 | 898 | {
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The Many Wines
by Rumi translated by Coleman Barks
God has given us a dark wine so potent that, drinking it, we leave the two worlds.
God has put into the form of hashish a power to deliver the taster from self-consciousness.
God has made sleep so that it erases every thought.
God made Majnun love Layla so much that just her dog would cause confusion in him.
There are thousands of wines that can take over our minds.
Don't think all ecstasies are the same!
Jesus was lost in his love for God. His donkey was drunk with barley.
Drink from the presence of saints, not from those other jars.
Every object, every being, is a jar full of delight.
Be a connoisseur, and taste with caution.
Any wine will get you high. Judge like a king, and choose the purest, the ones unadulterated with fear, or some urgency about "what's needed."
Drink the wine that moves you as a camel moves when it's been untied, and is just ambling about.
Historical and cultural context
Jalal ad-Din Rumi (aka Rumi) was a 13th-century Sufi poet and mystic. Rumi was also a professor, husband and father. Sufism is a mystical branch of Islam, a religion which emerged in Arabia in the 7th century at a time when excessive wealth from the spice trade, overuse of alcohol and other behaviours were affecting family relationships and tribal customs. The Qur'an (the holy book for Islam) says of wine and gambling, "In them is great sin, and some profit, for men; but the sin is greater than the profit." Many Islamic societies went
Instructional Outline
for English Language Arts 9
on to adopt formal rules against alcohol use. But like all major religions, there has always been great variation in beliefs and behaviours among followers of Islam.
Instructional strategies
1. Distribute copies of the student handout, read The Many Wines and discuss it as a class. You might use the following questions:
b. What does Rumi mean by "Be a connoisseur, and taste with caution?" What other advice does he provide?
a. What might Rumi include among the "many wines?" Link your answer to specific elements of the text.
c. In what ways might Rumi's historical and cultural context impact this poem? How does his perspective relate to our historical and cultural context?
2. Many poems (including song lyrics) feature messages about alcohol or other drug use. You might ask students to select a poem or song that addresses the benefits and/or risks of alcohol or other drug use and compare and contrast it with The Many Wines.
3. Have students write a poem about a psychoactive substance (e.g., coffee, cola, tea, chocolate, alcohol, tobacco, cannabis) that reflects insight into the associated benefits and/or risks and/or provides advice related to the use of that substance.
Drug Literacy
Big ideas
* Drugs can be tremendously helpful and also very harmful
Competencies
* As humans, both individually and as communities, we need to learn how to manage the drugs in our lives
* Assess the complex ways in which drugs impact the health and wellbeing of individuals, communities and societies
* Develop social and communication skills in addressing discourse and behaviour related to drugs
* Explore and appreciate diversity related to the reasons people use drugs, the impact of drug use and the social attitudes toward various drugs
* Develop personal and social strategies to manage the risks and harms related to drugs
Links to Curriculum
First Peoples' principles of learning
* Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors
* Learning is embedded in memory, history and story
* Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place)
English Language Arts 9
Big Idea
* Exploring stories and other texts helps us understand ourselves and make connections to others and the world
* Texts are socially, culturally, and historically constructed
* Questioning what we hear, read and view contributes to our ability to be educated and engaged citizens
Competencies
* Apply appropriate strategies to comprehend written, oral and visual texts, guide inquiry, and extend thinking
* Recognize and identify the role of personal, social and cultural contexts, values and perspectives in texts
* Think critically, creatively and reflectively to explore ideas within, between and beyond texts
* Construct meaningful personal connections between self, text and world
* Exchange ideas and viewpoints to build shared understanding and extend thinking
* Respond to text in personal, creative and critical ways | 1,943 | 981 | {
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When present in water,
microbial cysts can result
in gastrointestinal illness
Reference 7
Sediment or other
particulates such as
sand, soil, and rust
Most people can taste and/or smell
chlorine or chloramines at concentrations
below five mg per liter and some at levels
as low as 0.3 mg per liter
Reference 8
The average American family uses over 300 gallons of water per day. But how often do you think about what's in that water? Water makes a long journey to our faucets and becomes the centerpiece of so much of what we do in our homes—from our morning coffee cup to our baby's bottle. Families can choose to install home water filtration systems for the home, which can reduce multiple contaminants that may be found in water—including some systems that reduce up to 99% of lead. Reference 1
Water-Minded Facts & Figures
Water Filtration Solutions for Your Home
Did You Know?
There are approximately one million
miles of pipeline and aqueducts in the
United States and Canada—enough
to circle the Earth
Reference 2
A high percentage of the water
industry's structures are approaching
the end of their service life
Reference 3
Lead found in tap
water usually comes
from the corrosion of
plumbing fixtures,
pipes or from the solder
that connects pipes
Reference 4
40x
About
10
of Americans r
%
ely on water
from private wells, which
are not regulated under the
Safe Drinking Water Act
Reference 5
Lead in water isn't good for anyone —especially not children. Potential effects from long-term exposure to lead are delays in physical or mental development in children and kidney problems and high blood pressure in adults ,Reference 7 Reference 6
Cl
Chlorine
Pb
Lead
Do you realize how often we use water on a daily basis?
Morning Coffee
The Dog's Bowl
The Baby's Bottle
Food Prep
Brushing Your Teeth
3M offers many Water Filtration Systems that are certified to reduce certain contaminants that may be in your water and can be installed by professionals or DIYers. Look for the 3M filters that reduce over 99 percent of lead among other substances like microbial cysts, chlorine taste and odor, sand, sediment, rust and soil. Learn more at 3M.com/water
1 https://www.epa.gov/watersense/how-we-use-water
5
https://www.epa.gov/ground-water-and-drinking-water/basic-information-about-your-drinking-water
© 3M 2020. All rights reserved.
3
2
https://www3.epa.gov/safewater/kids/water_trivia_facts.html
4
https://www.cdc.gov/nceh/lead/tips/water.htm
7
6
8
https://www.epa.gov/ground-water-and-drinking-water/national-primary-drinking-water-regulations https://www.epa.gov/ground-water-and-drinking-water/basic-information-about-lead-drinking-water#health
http://www.who.int/water_sanitation_health/dwq/chlorine.pdf
3M is a trademark of 3M Company.
70-2016-0046-0
https://www.infrastructurereportcard.org/cat-item/drinking_water/ | 1,380 | 703 | {
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Chapter 6 Deformation of solids
6.1 Stress and strains
* Forces can deform an object.
* When an object is stretched by the force we say it is under a tensile load.
* When an object is compressed it is under compressive load.
* Recall when a tensile load is applied onto a spring, the spring will extend by x amount.
* Below is a revision of the terminology used in IGCSE/ SPM for the forceextension graph above.
* Hooke's Law: Springs extend in proportion to loads, as long as they are under their proportional limit.
* Limit of proportionality: Point and which load and extension are no longer proportional.
* Elastic limit: Point at which spring will not return to its original shape even after the load is removed.
* Spring constant k: The gradient of the graph is the spring constant which measures the stiffness of the spring in Nm -1 .
* A material obeys Hooke's Law if its extension (x) is directly proportional to its applied load (F).
𝐹= 𝑘𝑥
* If we normalize the tensile and compressive load with the area (divide F with A), we obtain the stress the object is under.
* Likewise, if we normalize extension (x) with the original length of the object (L) we obtain its strain (ε).
𝑥
𝐿
* We can plot stress vs strain just like the way we did force vs extension
.
* Likewise we can find the slope of the linear part of the curve (𝑆𝑡𝑟𝑒𝑠𝑠 𝑆𝑡𝑟𝑎𝑖𝑛 )
* The linear slope is called the Young's Modulus (E) of the object.
* E also measures the stiffness of the object.
* The SI unit is in Pa.
𝐸=
𝜎
𝜀
* A description of an experiment to find Young's Modulus.
6.2 Elastic and plastic behaviour
* Elastic deformation is the deformation that occurs before the elastic limit.
* If you removed the load before this point, the object will remove to its original shape.
* Plastic deformation is the deformation that occurs after the elastic limit.
* Load removal will not restore the object to its original shape.
* Recall that the area under a force-extension graph represents the work done to deform the material.
* The work done is equal to the elastic potential energy stored in the object (think spring).
* For an object that is deformed within the limit of proportionality (still linear), the EPE can be found from
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`
QUIZEN – Work and Energy (9P04)
Learning Level 1
Learning Level 2
Learning Level 3
Q - Remembering (knowledge-based questions)
U - Understanding
(comprehension-based questions)
I - Applying (application-based questions)
Z - Analyzing (analysis-based questions)
Learning Level 1
1. Define the term 'work' and write its SI unit.
2. State the law of conservation of energy.
3. What is meant by the term 'kinetic energy'? Write its formula.
4. Explain the difference between potential and kinetic energy.
5. How does the principle of conservation of energy apply to a swinging pendulum?
Learning Level 2
6. A block of mass 2 kg is pulled with a force of 20 N for a distance of 5 m. Calculate the work done on the block.
7. A car of mass 1000 kg is moving with a velocity of 20 m/s. What is its kinetic energy?
8. A ball of mass 0.5 kg is thrown vertically upwards with a velocity of 10 m/s. Calculate its potential energy when it reaches the maximum height.
9. A force of 50 N is applied to push a box of mass 10 kg for a distance of 2 m. Calculate the work done by the force.
10. A ball of mass 0.1 kg is thrown horizontally with a velocity of 5 m/s. What is its kinetic energy?
Learning Level 3
11. A machine can lift a load of 500 N to a height of 5 m in 10 seconds. Calculate the power of the machine.
12. A cyclist rides up a hill with a height of 100 m in 5 minutes. Calculate the power required by the cyclist if he weighs 60 kg.
13. A ball is thrown with a velocity of 20 m/s at an angle of 45 degrees to the horizontal. Calculate its maximum height and the total time it takes to hit the ground.
14. A pendulum swings back and forth between two points. Explain how the potential and kinetic energy inter-convert during its motion.
15. A roller coaster is designed in such a way that it starts with a steep drop, gaining a large amount of kinetic energy, and then climbs up a hill, losing kinetic energy as it gains potential energy. Explain how the principle of conservation of energy applies to this roller coaster ride.
E - Evaluating (evaluation-based questions)
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Horses blink less, twitch eyelids more when stressed
November 6 2019
Researchers attempted to startle the horses by throwing a ball in front of them.
Credit: University of Guelph
How can you tell when a horse is feeling stressed? It's all in the eyes and the way their eyelids twitch, University of Guelph researchers have
1/4
discovered.
A horse will blink less and twitch its eyelids more when it's under mild stress, the research team found—a new finding that could offer handlers a simple, easy-to-spot sign their animal is becoming agitated.
The study, published in the journal Animals, is thought to be the first to reveal the significance of eyelid twitches as an indicator of stress, says Prof. Katrina Merkies, the study's lead author.
"With humans, we already know our blinking changes when we are under pressure. Some studies have shown we blink more when agitated while others found we blink less. We wanted to see if horses blink rates change too," said Merkies, a professor in the Department of Animal Biosciences at the Ontario Agricultural College.
Although many horse handlers can tell when their animals are agitated, it can sometimes be hard to get a good read on a horse's mood—particularly if the animal has been well trained.
"When we train horses, we specifically teach them to suppress their stress responses because we don't want horses to react when they are startled or nervous. But even if they've learned to suppress their reaction, it doesn't actually decrease the stress they feel," she said.
While stress can be measured through heart rate monitors or blood cortisol levels, Merkies and her team wanted a non-invasive measurement, so they decided to test whether a horse's eyes could offer clues.
They recruited 33 horses of various breeds from three riding lesson facilities in eastern Ontario and exposed them to three mildly stressful scenarios.
2/4
In the first, a ball was thrown in front of the horse in an attempt to startle the animal. In the next, the horse was visually separated from its herd for a few minutes. Finally, the horse's food was withheld for three minutes at feed time while its herd mates were allowed to begin eating.
The researchers filmed the horses, watching for changes in eye and ear movement, head tilt and general restlessness.
They found that withholding the feed for a few minutes was the most stressful for the horse as indicated by its increased heart rate, restlessness and head movement. Conversely, separation and the startle test evoked little response.
Researchers attempted to startle the horses by throwing a ball in front of them.
"It's important to remember these were riding school horses, so they were used to being startled and being separated. But the withholding of food was new, so that's likely why they became stressed," she said.
When researchers reviewed videos of the horses' eyes during feed withholding, they noticed the horses blinked less but twitched their upper eyelids more.
On average, the horses' full blink rate decreased to an average of five blinks per minute during the stress compared to the eight to nine times per minute when relaxed. During the feed restriction, when the horses felt the most stress, their eyelid twitches increased from an average of two twitches per minute to six twitches per minute. There was no increase in eyelid twitches with the other stress tests.
Merkies said she hopes her team's finding will help horse handlers looking for simple ways to gauge their animals' moods.
3/4
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"There's no one measure that is going to tell us everything, but this is another tool we can add to the toolbox that we can use together to understand our animals better," she said.
More information: Merkies et al, Eye Blink Rates and Eyelid Twitches as a Non-Invasive Measure of Stress in the Domestic Horse, Animals (2019). DOI: 10.3390/ani9080562
Provided by University of Guelph
Citation: Horses blink less, twitch eyelids more when stressed (2019, November 6) retrieved 24 March 2023 from https://phys.org/news/2019-11-horses-twitch-eyelids-stressed.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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The Problem:
A Swine producer in Southern Ontario was experiencing higher than expected mortality rates in their nursery barn. The farm was delivering swine drinking water directly from the well with no treatment.
2022 CASE STUDY About Us Arbourdale is Canada's premier importer and distributor of environmentally responsible products for water, agriculture, livestock, and pets.
Arbourdale is the Exclusive Distributor of Huwa- San for Livestock use in Canada and the United States.
Insufficient or absent disinfection of livestock water permits the formation of biofilm and the proliferation of water borne pathogens, which can lead to serious health issues for swine.
* Case Study 2022 – Nursery Barn Swine Trial
* Objective: Treat nursery barn water to optimize water quality, increase water consumption, and decrease overall mortality.
The Solution
The Challenge
Drinking water systems in a swine barn are an ideal environment for the establishment and reproduction of bacteria and biofilm. The continuous biological push-back from the pigs, the high temperatures, and the medications/vitamin additives delivered through the drinking water support and enhance bacterial micro-organisms.
In this case, the initial water sample had high counts of E. coli and coliforms, as well as high mineral counts.
The value of clean drinking water in a swine barn is often underestimated. Our solution to ensuring clean drinking water for livestock is to treat the barn water supply with Huwa-San.
Huwa-San Stabilized Hydrogen Peroxide boosts herd performance with reduced mortality rates by improving water quality/productivity, improving gut health, and managing risk.
The composition of Huwa- San works in two ways:
Deactivates the respiratory chain of harmful micro-organisms
Deactivates the metabolic chain of micro-organisms, leading to its oxidation and death.
The Results
* By treating the drinking water with Huwa-San TR-25, at a rate of 25ppm, the E. coli and coliform counts were completely eliminated. Throughout the trial, water consumption increased while mortality decreased by an average 41.25 pigs per crop.
Reduction in Mortality
42.75%
Average Extra pigs per crop 41.25
Average feeder pig value $75
Total Sale Value $3,093.75
Average Cost HSP per crop $740.00
Added Profit per Crop (net)
$2,353.75
Additional notes
When considering water treatments there are several water characteristics that need to be considered:
* Microbiological Characteristic – bacteria levels such as E. coli
* Chemical Characteristics – mineral levels such as iron and calcium
* Physical Characteristic – taste and odour
* A comprehensive water test is always recommended prior to commencing any water treatment program.
* Each characteristic can affect sufficient consumption, the absorption of vitamin, vaccine, and medication additives, and the overall digestion process.
Arbourdale would like to gratefully acknowledge the support of SouthWest Vets in the execution and monitoring of this trial. | 1,423 | 612 | {
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United States History
COMMON CORE ALIGNMENT OVERVIEW
This document is intended for schools and individuals who use Oak Meadow curriculum and want to comply with Common Core Standards.
Included in this overview are suggested assignments to meet the following Common Core Standards:
Integration of Knowledge and Ideas
CCSS.ELA-Literacy.RH.11-12.7
Range of Reading and Level of Text Complexity
CCSS.ELA-Literacy.RH.11-12.10
Additional Assignment to Add to Lesson 8 U.S. History
In your own words, describe the main ideas found in the "Declaration of Sentiments" by the Seneca Falls Conference (1848). Compare this statement with the main ideas in the Declaration of Independence.
Additional Assignment to Add to Lesson 34 U.S. History
Compare and contrast how various media sources described and evaluated the events of 9/11. Make sure you include at least two major U.S. newspapers (The Washington Post, The New York Times, The Chicago Tribune, The Los Angeles Times, etc.), at least two major American broadcast networks (Fox News, MSNBC, CNN, CBS, NPR, PBS, etc.), and at least two major news media outlets outside the United States (BBC, Le Monde, Al-Jazeera, etc.).
Consider how these outlets used images or video in addition to narratives and commentaries. Compare the sources according to which pieces of material are included and which are not. What do such inclusions or omissions tell you about the biases or slants of the sources? Editorials, commentaries, and op-ed pieces are especially important in assessing the bias or slant with which each source structures its approach to the event.
Additional Assignments to Add to Lesson 35/36 U.S. History
1. Read Thomas Paine's pamphlet Common Sense. State the main ideas of his argument in your own words. Do you agree with him? Why or why not?
1
2. Read "The Virginia Statute for Religious Freedom" as drafted by Thomas Jefferson and moved through the Virginia legislature by James Madison in 1786. See also Madison's "Memorial and Remonstrance Against Religious Assessments (1785)" and Jefferson's "Letter to the Danbury Baptists (1802)." Compare these writings with that of the First Amendment of the Constitution. Then, look up the Supreme Court case of Oregon v. Smith (1990) and compare the opinions in that case with the documents above. In your opinion, are there any situations in which government has the right to regulate behavior by citizens who claim to be acting out of religious conviction? Explain and support your position citing specific examples from the documents.
3. Read George Washington's "Farewell Address (1796)" paying special attention to his remarks about political parties. What does he think about parties? Next, do some research into contemporary views of partisan politics in at least two major media outlets (newspapers, web-based journals on politics, cable networks, etc.). Summarize the main points of each article. Look for the slant or bias in your sources and assess how it may be influencing what you read.
Finally, answer the following question: Does Washington's assessment of the impact of parties on the fabric of American politics hold true today, in your view? Explain your position. | 1,476 | 680 | {
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How to come up with examples for your Skills Summary by Aidan
Video transcript and description
Aidan (19) talks about his experience coming up with examples for his Skills Summary
Hi, my name is Aidan and I'm here with Skills Summary to help with coming up with good personal examples to show off your skills.
The first skill I'd like to talk about is leadership. This is a very important soft skill to learn that can apply to almost any job you can think of. There are many different ways you could demonstrate this skill, such as:
being a part of a sports team, taking initiative in your local community or even through school projects.
I'm going to write about my experience with school projects and highlight how I used leadership skills within these projects to my advantage.
[ The following text is shown on the screen:
Leadership skills – level 1: personal example
- Title: School projects
- Please Provide an example for Leadership Level 1: When I worked as a part of a team on school projects, I took into account the strengths and weaknesses of the people around me to help delegate work in a way that will optimise our efficiency and quality of work. ]
Now I can submit this example and move on to the next one, which will be IT skills. Here you can show potential employers how you keep yourself connected to the online world. In school, you may have learned how to use programmes such as Powerpoint or Excel or if you needed to do something more creative you may have used Photoshop or Canva. These types of skills can translate really well into a work environment and showing how you used them to solve a specific problem is a great thing for employers to see. For my first example, I want to show off how I use the internet to my advantage in my daily life. For each person this will be different but I'm sure there is some way that you yourself use the internet to your advantage. For me in particular, I use the internet a lot to learn the skills I need to complete projects so that is what I have chosen to highlight.
[ The following text is shown on the screen:
IT skills – level 1: personal example
- Title: Applications
- Please Provide an example for IT Skills Level 1: In school and my own personal life I have familiarised myself with many different applications such as Microsoft Office and Python. I used online resources to teach myself how to use these programs and was able to complete projects using them. ]
Since I really want to highlight these skills, I will go ahead and go to level 2 and put in another example. Here I'm going to highlight how I use technology in my daily life to my advantage. I'll do this by giving a specific example of an app that I use daily. In my case I use an app called "To do" to keep track of things I need to get done.
[ The following text is shown on the screen:
IT skills – level 2: personal example
- Title: My Laptop
- Please Provide an example for IT Skills Level 2: I keep m,y laptop close to me at all times and love finding new was that I can use different applications to make my everyday goals easier, for example I've used Microsoft "to do" app to allow me to keep track of all the things I want to get done in a day. ]
Finally, I want to give an example for my organisational skills.
There's many different aspects of organisation you could talk about here. You can talk about how you organise your time, for example: do you keep a calendar or a timetable? How do you set reminders for yourself? How do you keep important documents organised? Have you ever been involved in organising an event? A simple example that I'm going to use is how I kept track of my Leaving Cert notes by organising everything into bookmark folders on Google Chrome.
[ The following text is shown on the screen:
Organisation skills – level 1: personal example
- Title: My Laptop
- Please Provide an example for Organisation Skills Level 2: During my Leaving cert I kept a folder on my bookmarks tab for each of my subject so that it would be easy for me to find material later such as exam questions, notes or useful websites. ]
Now that I've got some good examples down, I can go ahead and download a PDF of my Skills Summary.
I can attach this PDF along with my CV or even just use it as a way to practice talking about my skills. | 1,648 | 917 | {
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Free informational handouts for educators, parents, and students
What is "Flipped Learning"?
by Rynette R. Kjesbo, M.S., CCC-SLP
Flipped Learning is an approach to teaching in which the "teaching" part of a lesson takes place outside of the classroom and time spent in the classroom is used to give students the opportunity to apply the concepts they have learned in interactive and creative ways. The "teaching" part of a lesson is usually learner-centered (i.e., it is up to the student to choose when and where he/she will learn) and is often accomplished through supplemental videos, assigned reading, group discussions, research, or other tasks. Then, teachers structure classroom time in such a way as to engage students in the content, give them a chance to explore concepts, and apply information they have learned in ways that are meaningful to the students. Classroom activities often include the use of manipulatives, lab experiments, presentations, project preparations, and collaboration.
F-L-I-P, the Major Components of Flipped Learning
The Flipped Learning Network (FLN) has identified four major components, or "pillars" that teachers must incorporate into their classrooms in order to engage students in Flipped Learning:
*
F is for "Flexible Environment." In a Flipped Learning classroom, students have the flexibility to choose where they would like to work, when they would like to explore new concepts, how they would like to apply new skills, and whether they would prefer to work independently or in groups.
* L is for "Learning Culture." Students are actively involved in their own learning process by choosing activities that are meaningful to them and will help them to explore topics and curriculum content further.
* I is for "Intentional Content." Teachers must decide which concepts to teach and how to make the content accessible to their students. They must also decide what materials are needed to assist their students in applying their knowledge.
* P is for "Professional Educator." Teachers must constantly observe their students, provide feedback to them to assist them in learning, and assess their students' work.
®
www.handyhandouts.com • © Super Duper
Publications • www.superduperinc.com • Photos © Getty Images
®
Free informational handouts for educators, parents, and students (cont.)
Handouts
Flipped Learning – Flip or Flop?
Flipped Learning has been around since the 1990s and many teachers who have used it have reported success with it. Those teachers have stated that their students were more engaged, they performed better on standardized assessments, they outperformed other students in traditional classrooms, and their failure rates were lower. But does Flipped Learning work for all students? No. Just as there isn't a "one size fits all" approach to learning, there isn't a "one size fits all" approach to teaching. Critics of Flipped Learning have pointed out many shortcomings of the instructional method – it means more work for students and teachers, the supplemental lessons are not easily accessible to everyone (due to limited internet, inadequate technology, etc.), and some students don't do well in a self-directed learning environment so they fall further behind.
Students learn in different ways (See Handy Handout #369, "What are Learning Styles" for additional information) and most students can benefit from a variety of teaching methods. Flipped Learning is just one of many different instructional approaches that teachers can use to reach their students.
Resources:
"Why Flipped Learning Is Still Going Strong 10 Years Later," accessed October 6, 2017, https://www.edsurge.com/news/2017-10-03-why-flipped-learning-is-still-going-strong-10-years-later "Definition of Flipped Learning," accessed October 6, 2017, https://flippedlearning.org/definition-of-flipped-learning/
®
www.handyhandouts.com • © Super Duper
®
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PET CARE DURING A DISASTER
* If possible, take your pets with you if you evacuate. If it is not safe for you, it is not safe for them. Leaving them may endanger your pets and emergency responders.
* Plan in advance where you will go if you evacuate, as pets (other than service animals) are usually not allowed in public shelters.
* Contact hotels and motels outside your immediate area to check their policies on accepting pets and restrictions on the number, size, and species. Ask if "no pet" policies could be waived in an emergency.
* Ask friends, relatives, or others outside your area if they could shelter your animals. If you have two or more pets, they may be more comfortable if kept together, but be prepared to house them separately.
* Prepare a list of boarding facilities and veterinarians who could shelter animals in an emergency; include 24hour telephone numbers.
Ask local animal shelters if they provide emergency shelter or foster care for pets in a disaster situation. Animal shelters may be overburdened, so this should be your last resort unless you make such arrangements well in advance.
* Keep a list of "pet friendly" places, including their telephone numbers,
with other disaster information and supplies. If you have notice of an impending disaster, call ahead for reservations. Hotels and motels with "nopet" policies may waive these policies during a disaster, particularly if the pet is housed in a carrier. Contact establishments along your evacuation route to see if they will waive "no-pet" rules, and make sure you have adequate facilities and supplies for your pets.
* Carry pets in a sturdy carrier. Animals may feel threatened by some disasters, become frightened, and try to run. Being in its own carrier helps reassure a pet.
* Have identification, collar, leash, and proof of vaccinations for all pets. At some locations, you may need to provide veterinary records before boarding your pets. If your pet is lost, identification will help officials return it to you.
* Assemble a portable pet disaster supplies kit. Keep food, water, and any special pet needs in an easy-to-carry container.
* Have a current photo of your pets in case they get lost.
First Aid Kit for Pets
A fully equipped household first aid kit contains almost all of the supplies you may need for your pets. A simple first aid kit for your pets should include these additional items in a waterproof container:
* Latex (or hypoallergenic material) gloves
* Gauze sponges ( a variety of sizes)
* Gauze roll, 2-inch width
* Material to make a splint
* Adhesive tape, hypoallergenic
* Non-adherent sterile pads
* Small scissors
* Grooming clippers or safety razor
* Nylon leash
* Towel
* Muzzle
* Compact emergency "blanket" (available in the camping department of many stores)
* Water-based sterile lubricant
* Hydrogen peroxide (3 percent)
* Rubbing alcohol
* Topical antibiotic ointment
* Epsom salts
* Baby-dose syringe or eye dropper
* Sterile eye lubricant
* Sterile saline wash
* Diphenhydramine, if approved by your veterinarian
* Glucose paste or syrup
* Styptic powder or pencil
* Plastic card (such as old credit card) to scrape away stingers
* List of emergency phone numbers including those for your pet's veterinarian, an after-hours emergency veterinary hospital, and the National Animal Poison Control Center (1-888-426-4435)
* Petroleum jelly
* Penlight
* Clean cloth
* Needle-nose pliers
For a complete list of items for your pet first aid kit and detailed information on how to provide first aid for your pets, consult Pet First Aid by Barbara Mammato, DVM, MPH, a handbook sponsored by the American Red Cross and The Humane Society of the United States. | 1,649 | 815 | {
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Sir Hugh Calveley
Chronologically, the first of our heroes is Sir Hugh Calveley, born c.1320, the eldest son of David de Calveley of Lea, and his wife, Joanna. The family had held the manor of Calveley, a township of Bunbury, since the time of King John. During his lifetime Sir Hugh achieved both national and international fame for his exploits. At one time Hugh Calveley led a free company of soldiers perhaps best described, in modern terms, as mercenaries in the Hundred Years War, and received his knighthood after success in Brittany c.1346. Certainly some of Sir Hugh's exploits were of doubtful legality as in 1354 he was pardoned for "all felonies, trespasses and ouwlawries" committed before 10 September 1353 and granted letters of protection prior to further service in Brittany for the King. Clearly he received English Royal favour for, at various times, he was Seneschal of Calais, an Admiral of the English Fleet, Captain of Brest and Governor of the Channel Islands. Sir Hugh also campaigned in France, Gascony, Flanders and Spain. In Spain he received many honours from both the rival claimants to the throne of Castile and it has been stated that he married Dona Constance of Aragon, possibly a daughter of King Peter IV.
Sir Hugh Calveley's reputation has survived the centuries being described as "a giant of a man, with projecting cheek bones, a receding hair line, red hair and long teeth." He had a large appetite eating as much as four men and drinking as much as ten. He was kind and chivalrous, honoured among men and of great strength. He was a religious man, whenever he seized booty he had it sprinkled with holy water, to absolve him of his sins in taking it! In later life, he became a generous benefactor to Bunbury Church.
Sir Hugh's connection with Bunbury Church dates from 1385 when he purchased the advowson. Traditionally Sir Hugh is credited with being the founder of the present Bunbury Church, but architectural considerations suggest he adapted the existing stone church to his own needs, possibly to ease his way to heaven, after an adventurous and perhaps not, an entirely chivalrous career. He also founded and endowed a College at Bunbury in 1387, which consisted of a warden, sub-warden, two chaplains and two choristers, to say daily prayers for his soul, the king and their respective ancestors. Some years after the Dissolution in the reign of Edward VI, the patronage of the church was bought by Thomas Aldersey, a Haberdasher, in 1595. Later the patronage passed to the Worshipful Company of Haberdashers who remain the Patrons in the year 2000.
Without doubt Sir Hugh Calveley's association with Bunbury Church has been remembered continuously since his death on 23 April 1394. Certainly every bride coming to the altar has detoured around Sir Hugh's Calveley magnificent tomb situated in the centre of the chancel.
It is noteworthy that a chancel tomb location is usually assigned to none but a king, but maybe Sir Hugh, as "owner" of Bunbury Church thought he had a similar entitlement. The white alabaster effigy confirms his great stature and his claim to be "the giant of Bunbury".
Yet another puzzle concerning Sir Hugh Calveley is posed by his tomb for it is uncertain even if Sir Hugh was ever buried at Bunbury. There is no evidence for or against, and the tomb may be merely a cenotaph erected by his campaign companion and probably close relative, Sir Robert Knollys. In an attempt to clarify this uncertainty the tomb was opened on 25 April 1848, and according to Jno.Fenna, Churchwarden, "I found the fragments of an oak coffin, apparently of uncommon size, almost crumbled to dust; the handles of the sides being iron were nearly entire. By the side of his coffin lay a lead coffin quite fresh, with the initials D.M.C. which I suppose to be that of Dame Mary Calveley. I measured some of the bones, which I have no doubt were Sir Hugh's, from their extraordinary size, . . the thigh-bone, was two inches or more larger than the average size of men. He is supposed to have measured seven feet six inches in height when he lived. There is a mark on the wall in Bunbury Church [probably lost in the 1865 restoration] which old people say was the memorandum of his height." Despite the above statement, later historians consider the bones "were quite clearly those of Dame Mary Calveley (ob.1705) and her husband, another Sir Hugh Calveley (ob.1648)." What is certain, however, is that most of Sir Hugh Calveley's alterations beautified Bunbury Church and remain visible at the present day.
To conclude, the real facts about Sir Hugh Calveley's birth, his supposed marriage and his burial remain unresolved, but trying to ascertain true facts is the life-blood of Family Historians.
John Elsworth
Churchwarden Dated 23 May 2000 | 2,003 | 1,085 | {
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zz
Brampton: 220 Wexford Road Unit 2 Brampton, ON L6Z-4N7
Ph: (905) 840-WELL Fax: (905) 840 -LIFE
www.drjustineblainey.com www.blaineywellness.com
Jet Lag Hurts Both Mental and Physical Performance
By Dr. Mercola | February 23 rd , 2017
Jet lag, also known as flight fatigue, time zone change syndrome or desynchronosis, occurs when travel across time zones disrupts your internal body clock, resulting in mental, emotional and physical symptoms such as:
* Daytime sleepiness and lethargy followed by nighttime insomnia
* Anxiety, irritability, confusion and poor concentration
* Constipation or diarrhea
* Headache, nausea, indigestion, dehydration and/or general malaise
Helpful Tips to Minimize Jet Lag
As a general rule, your body will adjust to the time zone change at a rate of one time zone per day. To prevent athletic deterioration due to jet lag, Allada suggests baseball teams may want to make sure their starting pitchers are on location a day or two earlier when cross-country travel is required.
This would allow their internal body clocks to adjust to the local time zone, allowing them to perform at their best. Other athletes would be wise to follow the same advice — especially if you're traveling eastward, which tends to desynchronize your internal clock more severely than westward travel.
If you cannot squeeze in an extra day or two, you could fake it by pretending you're in your destination time zone while still at home.
This suggestion may be particularly helpful if you're traveling with young ones. It's hard to rest and recuperate when you have one or more bright-eyed and bushy-tailed children rearing to go at 4 a.m. once you reach your destination.
To do this, simply wake up and go to bed according to the destination time rather than your local time. In the morning, be sure to expose yourself to bright full-spectrum light. If the sun is not yet up, use a clear incandescent light bulb along with a cool-blue spectrum LED to shut down melatonin production.
As an example, if you were to travel from New York to Paris, start going to bed an hour earlier each day, three days ahead of your flight, and avoid bright light for two to three hours before going to bed.
This may necessitate closing the blinds or shades, and turning off all lights and electronic screens. Avoid stimulants such as caffeine and nicotine. When you wake, be sure to get some bright sunlight exposure.
If it's still dark out, use a light box or the artificial light combination mentioned above. Also be sure to shift your mealtimes accordingly.
Wear your blue-blocking glasses on the plane if you are traveling at night and continue wearing them until you get to bed. The excess blue light without the balanced red and near-infrared will seriously impair your melatonin production.
Once you get to your destination, it is best to get up close to sunrise and go outside and look in the direction of the sun. You can safely do this for about an hour after sunrise.
This will help to reset your melatonin production. If weather and circumstances allow, it would be best to do this outdoors with your bare feet on the ground.
Ancient Trick to Eliminate Jet Lag
1. The day of your trip, set your clock to match the local time at your destination (depending on the time of your flight, you may have to do this a day ahead)
2. At 11 a.m. (the local time at your destination), stroke your heart meridian three times on the left and three times on the right. Your heart meridian begins just to the outer side of your nipple, up through your armpit and down the ulnar aspect (inner side) of your arm, down the outside of your pinky. Once you reach the end of your pinky, gently press into the base of the fingernail (heart point in Traditional Chinese Medicine).
3. At noon, repeat the heart meridian strokes
Before and after boarding the plane, take a high-quality, broad-spectrum antioxidant. Astaxanthin may be an ideal choice, as it also helps shield against cosmic radiation exposure, provided you've been taking it for at least three days ahead of time.
Once you reach your destination, take a fast-acting sublingual melatonin along with a slow-release oral melatonin around 10 p.m. (or just before bedtime if you go to bed earlier). Keep in mind that only a very small dose is required — typically 0.25 mg or 0.5 mg to start with, and you can adjust it up from there.
Taking higher doses, such as 3 mg, can sometimes make you more wakeful instead of sleepier, so adjust your dose carefully. Also be sure to stay well-hydrated, whether you're flying or driving to your destination. Your brain controls sleep and it functions best when fully hydrated. | 1,848 | 1,057 | {
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√ Class: VI Subject: Chemistry Topic: Fibre to fabric No. of Questions: 20
1. What are natural fibres? Give example.
Ans: The fibres of some fabric are obtained from plants and animals. These are called natural fibres. For example-cotton, jute, silk etc. 2. Choose the correct option- a. Cotton is obtained from ____________of plant. (seed/stem) b. Nylon is ____________fibre.(natural/synthetic) c. Jute is obtained from ____________. (plant/animal) Ans: a) Seed. b) Synthetic. c) Plant. 3. From which parts of the plant cotton and jute are obtained? Ans: Cotton is obtained from the fruits of the cotton plant, called cotton balls. Jute fibre is obtained from the stem of the jute plant. 4. Match the correct option-
Ans: C, D, A, B
5. Explain the process of making yarn from fibre.
Ans: The process of making yarn from fibres is called spinning. In this process, fibres form a mass of cotton wool are drawn out and twisted. This brings the fibres together to form yarn.
Spinning is done at home using simple devices like hand spindle (Takli) and charkha. On large scale big spinning machines are used.
6. What are looms?
Ans: Looms are those on which weaving of fabric is done. They are either hand operated or power operated.
9. Synthetic fibers are obtained from______.
askIITians 7. Name the processes involved in making cotton fabric from cotton bolls Ans: 1. Hand picking cotton bolls: when cotton bolls mature, they burst out white cotton fibre. These bolls are hand picked. 2. Ginning : It is the process of removing cotton seeds from bolls. The seedless cotton mass is combed into lints and bales. 3. Spinning: It is the process of turning cotton mass into yarn. It is done by home made spinning machines like takli or charkha. At large scale big spinning machines are used. 4. Weaving and knitting: The process of combining two sets of yarns is called weaving it is done on a machine called loom (handloom or powerloom) . in knitting , single fibre is used to prepare a fabric . Knitting can be done by hand or by knitting machines. 8. What will happen if we pull the yarn from torn pair of socks? Why so? Ans: A single yarn gets pulled out continuously as the fabric gets unravelled. It is because they are made of knitted fabric.
a. Animals
b. Plants
c. Petroleum
d. All of the above
Ans: (C) Petroleum
10. Where does cotton wool come from?
Ans: Cotton wool is grown in fields. Plants are grown at places having black soil and warm climate.
11. Name two items that are made from coconut fibre.
Ans: Coir is the natural fibre obtained from coconut husk. Items made from coir (coconut fibre) are:
(i) Coir Mattresees
(iii) Baskets 12. How is spinning done on large scale? Ans: Spinning is done on large scale with the help of spinning machines. After spinning yarns are used for making fabric. 13. Name two items that are made from jute fibre. Ans: (i) jute sack bags (ii) Ropes 14. What happens after maturing of fruit of cotton plant (cotton bolls)? Ans: After maturing, the bolls burst open and seeds covered with cotton fibres can be seen. Then the cotton can be picked. 15. State whether the following statements are true or false: (a) Yarn is made from fibres. (b) spinning is a process of making fibres.
(ii) Mats
(c) jute is the outer covering of coconut.
(d) the process of removing seed from cotton is called ginning.
(e) weaving of yarn makes a piece of fabric.
(f) silk fibre is obtained from the stem of a plant.
(g) polyester is a natural fibre.
Ans: (a) true (b) false (c) false (d) true (e) true (f) false (g) false
16. Define weaving.
Ans: The process of arranging two sets of yarns together to make a fabric is called weaving. Weaving of fabric is done on looms.
17.
18.
19.
Classify the following fibres as natural or synthetic:
nylon, wool, cotton, silk, polyester, jute
Ans: Natural fibres: wool, cotton, silk, jute Artificial fibres: nylon, polyster
What is ginning?
Ans: Cotton fibres are separated from the seeds by combing. This process is known as ginning. Machines are also now used for ginning.
Define natural fibres.
Ans: The fibres which we botain from nature i.e. from animlas and plants are called natural fibres.
20. Write the difference between natural and synthetic fibres.
Ans: The fibres of some fabric are obtained from plants and animals. These are called natural fibres. For example-cotton, jute, silk etc. The fibres that are made from chemical substances are called synthetic fibres. For example-nylon, polyester etc. | 2,023 | 1,128 | {
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Study Guide on Thomas Aquinas' On Kingship
According to St. Thomas, what is the best form of government, and why?
Does St. Thomas consider government to be a natural good or a necessary evil? What premises underlie his understanding? Do they seem convincing to you? (See especially Book I, Chapter 1 of On Kingship. 1 )
What distinguishes kingship from tyranny? (See Kingship 4–10 for the basis for kingship and the definition of "king," and 8 for an account of "tyrant.") Is this a categorical distinction, or can a ruler be somewhere in between?
"Yet it is natural for man, more than for any other animal, to be a social and political animal, to live in a group" (4). What does St. Thomas mean by "natural" here? Explain how this idea of nature pertains to the overall argument regarding kingship and government.
Explain why, according to Aquinas, groups require some means by which to be governed (5–6)?
What is the end of kingship? What goal must the king strive to achieve? (See 11–12.)
What seems to be St. Thomas's view on the scope of government?
* How does the distinction between private and common good relate to this question? Consider that the common good is the proper concern of the king, yet this is something "higher" than the good of the single man.
* How does the authority of the king relate to the authority of the priests and especially the pope (61–63)?
* How might Aquinas respond to someone who claimed that, since men are fallen, it is better to have a weaker form of government than a stronger?
Why does Thomas think that, despite the evil of tyranny, kingship remains the most desirable form of government? (Consider Book I, Chapter 5.) What kinds of reasons does he give? Are they convincing? Consider:
* "It is expedient therefore that a just government be that of one man only in order that it may be stronger; however, if the government should turn away from justice, it is more expedient that it be a government by many, so that it may be weaker and the many may mutually hinder one another" (15).
1 Thomas Aquinas. On Kingship to the King of Cyprus. Translated by Gerard B. Phelan. Toronto: Pontifical Institute of Mediaeval Studies, 1949. (All page numbers refer to this edition.)
* " . . . When, on the other hand, one man is in command, he more often keeps to governing for the sake of the common good" (22).
* "A polyarchy deviates into tyranny not less but perhaps more frequently than a monarchy . . . " (22).
In what way is the good of one man subordinate to the good of the city? What implications does this have for the relation between government and the individual person?
What is St. Thomas's view of trade and its effects on men and the city (76–78)? Does trade necessarily lead to vice?
* "Again, if the citizens themselves devote their life to matters of trade, the way will be opened to many vices" (76).
* "Since the foremost tendency of tradesmen is to make money, greed is awakened in the hearts of the citizens through the pursuit of trade. . . . good faith will be destroyed . . . the cultivation of virtue will fail . . . " (76).
* "The pursuit of trade is also very unfavourable to military activity" (77).
* "[T]he perfect city will make a moderate use of merchants" (78).
How does the king bring about virtue in the kingdom? What hints does Aquinas give in these works as to the means at the king's disposal?
Consider Book II, Chapter 8. What ill effects come from overindulgence in pleasure, according to St. Thomas? Consider how each effect influences the life of the man and the life of the city.
Suggested use: This study guide includes a few questions and observations about Thomas Aquinas' On Kingship. Among possible uses, one could consider these comments while reading the work; or one could use them as starting points for a classroom discussion. | 1,590 | 873 | {
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TOPICAL QUESTIONS
CLASS: FORM FOUR
TOPIC:
SOIL CHEMISTRY
1. Give the meaning of the following terms:
i. Soil pH
ii. Liming
iii. Macronutrient
2. (i) Define soil erosion.
(ii) List down four main causes of soil erosion.
3. List down four advantages of organic manure over artificial fertilizers.
4. (i) What is meant by the term "nitrogen fixation"?
(ii) State two major processes by which the atmospheric nitrogen is converted to usable form in the soil.
5. (a) What do you understand by each of the following?
i. Soil reaction
ii. Fertile soil
(b) Differentiate active acidity from potential acidity
(c) State four (4) factors that affect soil fertility.
(d) Name four (4) nitrogenous fertilizers.
6. i. What is manure?
ii. Name four (4) types of organic manure.
7. (a) What do you understand by the following terms?
i. Soil erosion
ii. Leaching
iii. Soil fertility
iv. Soil pH
(b) The weight of fresh soil collected from a farmer's field was 24g. It was ovendried at 106°C for 22 hours, cooled in a desiccator and weighed. The oven-dry weight was 19.5g. What was the percentage of moisture in the soil sample?
(c) Explain why a good farmer is advised to include leguminous plants in crop rotation.
8.
a) Group the following plant nutrients into macro-nutrients and micronutrients:
S, Zn, Mo, N, Cl, P, Co, K and Ca.
b) Give one function of each of the following essential plant nutrients: (i) N (ii) P (iii) Zn
c) A certain soil requires 40kg of nitrogen per litre in order to fulfill the plant requirement of nitrogen. Calculate in kg the quantity of ammonium sulphate {(NH4)2 SO4} fertilizer required to meet the demand.
9. (a) Define the following terms:
i. Soil
ii. Soil profile
iii. Micronutrients
(b) Explain why a fertile soil is not necessarily productive.
(c) Soil erosion is one of the problems facing many farming areas in Tanzania leading to poor harvest. As a chemist give four advices to the farmers to overcome soil erosion.
10. a) The weight of a fresh soil sample from a school farm was 55gm. The sample was dried in an oven at 200°C, cooled in desiccators and re- weighed. The weight of the sample, after cooling to constant weight was 46gm. What was the percentage of water in the soil sample?
b) (i) List at least two chemical substances used to neutralize soil acid.
(ii) Why do we classify nitrogen as a macronutrient in regard to plants nutrients?
11. (a) (i) What are the natural causes of soil acidity?
(ii) What cations prevail in acidic soils?
(b) (i) On treatment with calcium hydroxide the soil pH was raised from E to 7. What can you say about the properties of calcium hydroxide-
(ii) What effects can the alkalinity of a soil have on the availability of nutrients?
(iii) Is it sensible to add lime to a field which has received an application of ammonium sulphate fertilizer? Explain.
(c) With reference to pH, solubility and any other factors, list the main properties of the following fertilizers used in our country:
i. Ammonium sulphate
ii. Super phosphate
iii. Urea
12. Addition of inorganic fertilization in the farm is not as important as addition of organic manure. Discuss the correctness of this statement in four points. | 1,525 | 799 | {
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Year 6 Home Learning Plan
| WEEKLY TIMETABLE | | | | | |
|---|---|---|---|---|---|
| Monday | Maths (1 hour) | Writing 1 hour) | Spelling (15 mins) | Reading (1 hour) | Daily diary (20 mins) |
| Tuesday | Maths (1 hour) | Writing (1 hour) | Spelling (15 mins) | Reading (1 hour) | Daily diary (20 mins) |
| Wednesday | Maths (1 hour) | Writing (1 hour) | Spelling (15 mins) | Reading (1 hour) | Daily diary (20 mins) |
| Thursday | Maths (1 hour) | Writing (1 hour) | Spelling (15 mins) | Reading (1 hour) | Daily diary (20 mins) |
| Friday | Maths (1 hour) | Writing (1 hour) | Spelling (15 mins) | Reading (1 hour) | Daily diary (20 mins) |
Here are some of the things you must do during the period when school is closed.
Maths
- Please ensure you complete the Power Maths pages of work set. The supported lesson content will be uploaded too to help you.
- Pages will also be set from your homework books each week.
- Check the Mathletics website to see and complete the tasks that have been set. https://www.mathletics.com/uk/
Writing
- Everyday, complete the writing task which will be uploaded to the website. There will be a week-long unit of work on a specific type of writing. The tasks throughout the week will lead towards a final extended piece of writing at the end of the unit.
Spelling
- Each week a spelling list of 20 words will be uploaded to the school website – over the week please learn the spellings, write them in a sentence and ask someone to test you on the Friday.
Reading
- Reading comprehension tasks will be set each day on the website.
- Read every day for at least 30 mins. Ensure you read a selection of texts including fiction and non-fiction.
- Fill in your reading record book.
- There will also be tasks set from the homework books.
Daily diary
- Complete a daily diary of what work and activities you do, remember to include your emotions and opinions.
PE
"PE with Joe." Joe Wicks (The Body Coach) will be hosting a live work out for kids on his You Tube channel every morning at 9:00am.
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Personalized Plan for Recovery and Resilience after COVID-19
1. Assess your needs:
Check any areas that are concerns for you currently.
| √ | Area of Need: |
|---|---|
| | Physical Health: concerns about your own or a family member’s physical health |
| | Safety: concerns for your own or your family’s safety right now or in the future |
| | Substance Use/Abuse: concerns about your own or a family member’s use of alcohol, drugs, or prescription |
| | medications |
| | Interpersonal Life: concerns about how you are getting along with people— your spouse/partner, family |
| | members, neighbors, friends, or people at work or school |
Distress is a function of the unique challenges of the role (not the individuals in the role!)
2. Prioritize your needs:
Make sure you are focusing on something you have control over. Circle the one area of need above you would like to focus on first.
| Focus on problems that are: |
|---|
Start small and build from there.
3. Brainstorm Solutions:
Use the space below to note possible solutions:
| | Start with what you know… |
|---|---|
| | What have you already been |
| | doing that is working? |
| What have you done in the past that has worked? | |
| | What ideas do you already have |
| | about possible solutions? |
Remember… you are already resilient
BONUS: Tool to support resilience & Recovery:
COVID Coach
Created for everyone, including veterans and service members:
* Education about coping during the pandemic
* Tools for self-care and to improve emotional well-being
* Trackers to check your mood and measure your growth toward personal goals
1
Personalized Plan for Recovery and Resilience after COVID-19
4. Build your skills
Use the chart below to identify 1-2 skills that you will learn or practice
| | Resilience and Recovery Skills | |
|---|---|---|
| Problem Solving Skills | Problem Solving Skills | Problem-solve specific problems |
| | | Other: |
| Positive Activities | | Plan positive activities |
| | | Use your creativity |
| | | Focus on meaning and purpose |
| | | Other: |
| Managing Reactions | | Square breathing |
| | | Journaling |
| | | Calming and soothing activities |
| | | Other: |
| Helpful Thinking | | THINK through your thoughts |
| | | Other: |
| Healthy Social Connections | | Map your connections |
| | | Other: |
Resilience is a skill that can be built with practice
5. Plan ahead for success!
Details…
When? Date? Time?
Where? How?
What do I need to be successful?
Who will support me? How will I seek their support?
What might get in my way or make it more difficult to stay focused on my plan? How will I know if I have been successful?
If I get off track, how will I reset and restart?
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Context Clues ____________________
Good readers look for context clues when they come upon an unfamiliar word. Using context clues means that you think about the meaning of all the other words in the sentence to help you figure out the unknown word.
Read each sentence below. Tell what the underlined word means. Circle another word (or group of words) in the sentence that gave you a hint to help you use your context clues.
The boy was exhausted. He had absolutely no energy left.
Exhausted means __________________________________________
The alligator looked vicious! It hissed, opening and closing its mouth.
Vicious means _____________________________________________
Since it is hard to do many things in high heels, my mother says they are impractical.
Impractical means __________________________________________
“This cat is enormous !” the veterinarian exclaimed when the scale reached 30 pounds.
Enormous means ___________________________________________
The illusion was amazing! I don't understand how the magician tricked us.
Illusion means _____________________________________________
I like to indulge in desserts! On Thanksgiving Day I ate apple pie, chocolate cake, pumpkin pie, and had ice cream.
Indulge means _____________________________________________
When using context clues to understand unfamiliar words, I feel:
___ confident ____ unsure ____ I need help.
Context Clues Answer Key
Good readers look for context clues when they come upon an unfamiliar word. Using context clues means that you think about the meaning of all the other words in the sentence to help you figure out the unknown word.
Read each sentence below. Tell what the underlined word means. Circle another word (or group of words) in the sentence that gave you a hint to help you use your context clues.
The boy was exhausted. He had absolutely no energy left. Exhausted means tired or worn out. (clue: no energy left)
The alligator looked vicious! It hissed, opening and closing its mouth. Vicious means aggressive, scary, or angry. (clue: hissed, opening mouth)
Since it is hard to do many things in high heels, my mother says they are impractical.
Impractical means not helpful or sensible. (clue: hard to do many things)
"This cat is enormous!" the veterinarian exclaimed when the scale reached 30 pounds.
Enormous means large, big, huge............... (clue: the scale reached 30 pounds)
The illusion was amazing! I don't understand how the magician tricked us. Illusion means fake eye/brain trick (or something similar) . (clue: tricked)
I like to indulge in desserts! On Thanksgiving Day I ate apple pie, chocolate cake, pumpkin pie, and had ice cream. Indulge means to enjoy with reckless abandon. (clue: number of desserts) | 1,339 | 577 | {
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Name:
Subject:
Course:
Paper:
Topic:
Dr. Rachana Shalini
Botany
Deg.-II (Hons. & Subs.)
IVth
Morphological and Anatomical Adaptations of Hydrophytes
Lecture no.-
08
Morphological and Anatomical Adaptations of Hydrophytes:
Morphological Adapatations:
1. Root system is poorly developed. Roots are often poorly developed (e.g.
Wolffia, Salvinia) or completely absent.
Root hairs have completely disappeared in some species of Ceratophyllum.
However, many hydrophytes have well developed root systems.
For example, Eichhornia and Pistia have well developed adventitious roots. In these free-floating rosette plants, the roots are at least partly responsible for
preserving the stability of their rosette leaves.
2. Roots of floating hydrophytes show very poor development of root hairs, absence of true root caps, with root pockets to protect their tips from injuries.
(e.g. Eichhornia)
3. Rooted hydrophytes
likeHydrilla, Vallisnera,
Elodia derive
their nourishment through their body surfaces. More plants partly depend on their
1
roots for the absorption of minerals from the soil. Roots are totally absent in Ceratophyllum, Salvinia, Azolla, Utricularia etc.
4. In Jussiaea repens two types of roots develop. Some of them are normal, while others are negatively geotropic, floating roots, spongy in nature and keep the plants afloat.
5. In free floating hydrophytes, the stem is thick and short, floating on the surface of water (e.g.) Eichhornia. The stem may be well developed (e.g., Ceratophyllum, Hydrilla), reduced (e.g. Wolffia ,Spirodela), or modified into rhizome (e.g., Vallisneria). Stem is spongy due to well developed aerenchyma. The spongy and elongated petioles of water hyacinth exhibit the development of so-called aerenchyma.
6. In Nymphaea and Nelumbium the stem is a rhizome. These rhizomes live for many years and produce leaves every year.
7. In rooted plants with floating leaves, the leaves are large, flat and entire (e.g.) Nymphaea, Victoria regia. Their upper surface is coated with wax. The wax coating protects the leaves from mechanical and physical injuries and also prevents clogging of stomata by water.
8. In floating plants of Eichhornia, Trapa etc., the petioles become characteristically swollen and become spongy, providing buoyancy.
9. Plants such as Limnophylla heterophylla, Sagittaria, Ranunculus, Salvinia, Azolla etc show heterophylly, with submerged dissected leaves offering little resistance against the water currents, and absorbing dissolved carbon-dioxide from water. The aerial leaves show typical mesophytic features. It acts as foliage leaf.
10. Pollination (e.g. Vallisneria) and dispersal of fruits and seeds are accomplished by the agency of water.
Many hydrophytes show heterophylly, i.e., production of different forms of leaves in the same plant. In submerged aquatics with free floating aerial leaves, the submerged leaves are generally linear, ribbon-shaped or finely dissected while the aerial leaves are complete and rounded or lobed.
In Sagittaria, the heterophylly seems to be due to the difference in the intensity of light in the submerged and aerial parts. More light intensity in the aerial parts favours formation of entire leaves. The floating leaves have waxy surface so that water may not wet the surface and block stomata. The presence of mucilage on the aerial organs seems also an adaptation for protecting them from getting wet. The propagation of most hydrophtes is vegetative.
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OnlineContinuingED, LLC PO Box 428 Wallingford, CT 06492 www.OnlineCE.com www.ChiroCredit.com Phone (860)463-9003 Fax (860)606-9555 firstname.lastname@example.org
Writing Multiple Choice Test Questions
Writing multiple choice questions may at first glance seem a relatively simple process. You ask a question, and then give one correct answer and a number of incorrect answers. While that is the basic process, there are a number of "rules" that make this type of assessment more effective and the results more reflective of the knowledge acquisition of the test taker. Here are ten rules for writing excellent multiple choice questions.
1. The questions should reflect the learning objectives of the course. The questions should serve to measure if the learner has acquired the knowledge and skills that are the main focus of the course.
2. Questions can be written to assess different levels of achievement. It is occasionally desirable to test if learners can recall specific facts. More often, assessing the learner's ability to apply the knowledge to reach a conclusion, make a prediction, or select a course of action, is of greater value. As a general rule, all test items should require the application of knowledge. Following is an example of the difference.
Knowledge Recall Item Question:
What area is supplied with blood by the posterior inferior cerebellar artery?
Application of Knowledge Question:
A 62-year-old man develops left-sided limb ataxia, Horner's syndrome, nystagmus, and loss of appreciation of facial pain and temperature sensations. What artery is most likely to be occluded?
3. The distractors should be plausible. The incorrect choices should be relevant and related to the test question topic.
4. Keep the answer choices approximately the same length. Avoid making the correct answer the longest or shortest of the answer options. Also, try to keep all the answers grammatically similar.
5. Vary the position of the correct answer. Avoid having the correct choice in the same answer location.
6. Try not to use negative questions . A learner’s ability to select the one incorrect answer does not necessarily indicate they know the correct answer.
Example of a negative question:
Which of the following areas is NOT supplied with blood by the posterior inferior cerebellar artery?
7. Avoid copying phrases directly from the text. Using a phrase or sentence as it appears in the course material only reflects the learner’s ability to recall and not synthesize.
8. Do not provide clues from one question to the next. Keep the questions independent from one another so the answer to one question is not contained in another question.
9. Avoid giving clues such as linking the stem to the answer. Test-wise students will know the correct answer based on clues rather than knowledge.
Example:
The primary goal of the study was to provide an __________. (In this case, the students might choose any answer that begins with a vowel.)
10. Items are more effective if presented as a question rather than as an incomplete statement.
Example:
Oxygen is transported in the bloodstream bound to the protein ___________ (poor)
What is the protein that binds oxygen for transport in the bloodstream? (better)
Bibliography and Resources
(1) Virginia Commonwealth University | Center for Teaching Excellence http://www.vcu.edu/cte
(2) University of Bridgeport | Center for Excellence in Learning and Teaching http://www.bridgeport.edu/facultyandstaff/celt
(3) Brigham Young University | Faculty Center http://testing.byu.edu/info/handbooks/14%20Rules%20for%20Writing%20Multiple-Choice%20Questions.pdf
(4) The University of Texas at Austin | Instructional Assessment Resources http://www.utexas.edu/academic/ctl/assessment/iar/students/plan/method/exams-mchoice-write.php
(5) Constructing Written Test Questions For the Basic and Clinical Sciences,
Contributing Authors Susan M. Case, PhD and David B. Swanson, PhD, http://www.nbme.org/PDF/ItemWriting_2003/2003IWGwhole.
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LESSON SIX
GOODNESS
BIBLE READING(S):
Genesis 1:27-31
Psalm 139:14
ELEMENTARY LESSON
The Fruit of the Holy Spirit is also goodness. The Bible talks a lot about goodness. Let's look at the very beginning of the Bible, in Genesis 1, to read about how God calls His creation "very good."
Read Genesis 1:27-31
God made so many wonderful things. He made all the water, plants, and animals. Finally, He made His very favorite thing in all creation: humans. He then looks at all He created and considers it to be "very good." He treasures His creation, and asks humans to look after it and take care of it. Unfortunately, sin tainted this goodness. It makes it difficult for us to be good and see good around us. We need the Holy Spirit's help.
What does this mean for you and me? It means that when we bear the Fruit of the Spirit that is goodness, we look at what God made and consider it to be good. And because our world is broken by sin, sometimes we have to look a little harder to see this goodness. Sometimes there are messy things that actually have so much of God's goodness in them. For example, a tired mom may have rumpled hair and bags under her eyes, but she's tired because she was up all night taking care of her baby. She was caring for a person made in God's image--her baby! God calls something like this good, and asks us to see it as good, too.
In Psalm 139, it says that we are "fearfully and wonderfully made." God cherishes you, a person created in His own image. That means that we reflect and express the Fruits of the Holy Spirit, because we are made in God's image and His Spirit dwells within us. That's amazing!
Because God says His creation is good, we can see it's goodness all around us. While humans are God's favorite part of creation, He made so many other amazing parts of the
THE FRUIT OF THE SPIRIT:
GOODNESS
earth. He made the stars we see at night. He made the trees that turn pretty colors in the fall. He made each and every pet. When we express the Fruit of the Spirit that is goodness, we look at these things and say, "Wow, God! This is so good!"
The goodness with which God saw His creation meant He loved it. He loved it so, so much. It broke His heart when Adam and Eve decided to choose their way over God's way, meaning that sin would be in the heart of every human born on earth. But God loves His good creation, and wants His people beside Him.
The only way for God to be with His good creation was for someone to pay the price for sin. Now, God could've had His creation pay the price. They were the ones sinning, anyway! But God loved His creation so much that He decided to die instead. That's why Jesus had to die--because God wanted to be close with His good creation.
Because Jesus died instead of His sinful people, we get to have His goodness in the eyes of God, even when we're not good. Furthermore, the Holy Spirit helps us to see the goodness around us. When we're struggling to see what is good, we can ask Him, "Holy Spirit, show me the goodness around me!"
OBJECT LESSON
You'll need: a shoebox and a hand mirror that fits in the box.
Hold up the box to show the kids, saying "I don't know what's inside this box, but the person who gave it told me that whoever looks inside will see God's greatest creation. They'll see what God calls good! Should I look inside?" Open the box and look confused. Say, "a mirror? Why is there a mirror in here?" In a moment of realization say, "Aww, there's a mirror in here because God's greatest creation is people!" Give the kids a chance to look in the box and see that they are God's greatest creation.
CLOSING PRAYER
Dear God, thank You for Your beautiful creation, the greatest of which is people. Help us to see Your goodness all around us, even on days when it's difficult. Amen.
THE FRUIT OF THE SPIRIT:
GOODNESS
GOODNESS CHALLENGE
What's a place that is full of God's good creation but we see it everyday so we may not see God's goodness in it? Our backyard! Take a video of yourself giving a tour of your backyard, pointing out all the good things that God made in it.
DISCUSSION QUESTIONS
What are some of the things that God calls good in Genesis 1?
How can we invite the Holy Spirit to help us perceive God's goodness around us? [We can say, "Wow, God! This is so good!"]
SONG RECOMMENDATIONS
"Goodness" by Vertical Worship
"Good Good Father" by Chris Tomlin
"Goodness of God" by Bethel Music
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T he Yak had some excellent adventures in reporting this special issue on Michigan's state symbols. But his favorite was visiting the University of Michigan's Edwin S. George Reserve, near Pinckney, to watch a turtle researcher dig up four painted turtle hatchlings from their nest.
upright and their heads covered by several inches of soil.
"They can and do sometimes freeze," said Justin Congdon, director of a 49-year-old study on the preserve's three turtle species: painted, snapping and Blanding's.
They looked like Milk Duds! Their tiny heads and legs were pulled inside their shells — and stayed that way for more than an hour until they warmed up. They had spent the winter huddled together like football players, with their shells
Only the painted hatchlings spend the winter underground.
"If you get a temperature of minus 20 for four days with no snow on the ground, they die," said Congdon, an expert on how
Painted turtles are often seen sunbathing on warm days. When it's chilly, they stay underwater. In Michigan, the females are usually about six inches long from the front to the back of their shell. But some in the Upper Peninsula grow up to nine inches long. Male painted turtles tend to be smaller than the females.
long turtles live and how they age.
"If there's snow on the ground, it insulates them."
It was early April and the temperature was near freezing. A light snow fell as Congdon gently scooped dirt from a small patch of earth that had been marked with sticks and a flag.
"If you don't see the female putting her eggs in the ground, you're not going to find them," he explained. "They put their eggs in the ground, cover them, walk away and that's it."
So for 45 days each year — from about May 15 to about July 4 — Congdon and as many students as he can recruit do little else but stalk female turtles from 6 a.m. to at least 10 p.m. — seven days a week.
"You get pretty tired watching females," Congdon said, laughing. He is absolutely devoted to his research and also studies turtles in
Minnesota and Arizona. In the 26 years he's been at George, half of the preserve's painted turtle nests have been destroyed by raccoons, skunks, moles and other predators.
7
PHOTOS BY KATHY KIELISZEWSKI
"Some years, you don't have any survivors — at least none that we see," he said. "One year, we observed 154 nests and predators destroyed all of them. Another year, they'll do really well — 65 percent will survive."
Turtle researcher Justin Congdon gently digs for turtles with a spoon. Will he find any? He never knows. Most hatchlings get eaten by predators that burrow into their nests.
Last year, Congdon and his assistants marked the location of 120 painted turtle nests. Only 11 were still intact last fall, and only seven had hatchlings when Congdon dug them up in April.
The surviving nests each netted three to 12 hatchlings, for a total of 52 new painted turtles. (George has about 1,500 painted turtles altogether, including a 57-year-old female that is still breeding and is the population's oldest member.)
Congdon digs up the hatchlings so he can tag them and take genetic samples, enabling him to identify them as well as their parents, grandparents and other relatives. Otherwise, they would emerge
These four painted turtle hatchlings were photographed a half-hour after being dug up from their winter nest. They were still too cold to stick their heads out into the world.
on their own once the temperature hits 70 degrees — and take off for the nearest body of water. He keeps them covered with moist towels in a barn until it's warm enough to safely release them outdoors.
On hot, sunny days, the water-loving reptiles can be seen basking in ponds and marshes all across Michigan.
"The painted turtle is the only turtle that's common anymore," said Jim Harding, a Michigan State University herpetologist, or scientist who studies reptiles and amphibians.
"It's kind of like the robin in that it's common throughout the central United States — from the Great Plains to the East Coast and down into Louisiana."
There's no way to estimate how many live in Michigan, but it's probably in the tens of thousands, said Harding.
"It's not yet an endangered species. If we keep building more roads and fragmenting habitat, the population will decline. But as far as wiping them out, I don't think we'll do that anytime soon."
By Patricia Chargot
Bonus question: How many turtle species are native to Michigan?
Answer: Nine or 10, depending on whether the red-eared slider is native, as some scientists believe, or was introduced in the 1950s, when thousands were imported for the pet turtle trade. (Or the species could be part native and part introduced.) The others are: Blanding's, snapping, musk, spotted, wood, eastern box, common map, painted and eastern spiny softshell. Only the spotted is officially threatened, but the wood, eastern box and Blanding's are of special concern and are also protected by state law. Never remove any turtle or other wild animal from its habitat. | 1,885 | 1,100 | {
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Head Teacher: Mr A Jackson
Email: firstname.lastname@example.org
Wymington Road RUSHDEN Northamptonshire NN10 9JU
Telephone No. 01933 356571
Dear Parents/Guardians,
Your child is using our DB learning platform.
What is the platform? It is a secure online environment where teachers and pupils can access learning materials, store information, communicate their learning and collaborate on school projects. Each child has their own login and password.
So now some IMPORTANT rules!
Before they embarked on their DB journey they were given internet safety training. Your child knows that they must keep their username and password a secret and that they must only ever talk to people they know when online. This account is for your child to use and no one else. Parents - please do not use it as a means to contact the class teacher.
Your child knows that they can click the 'whistle' at the top left hand corner of the screen if someone is mean to them or they see an image or message they do not like. Encourage your child to tell you what has upset them and/or ask you to look at the image/text they do not like before clicking the whistle. This way you are aware of any problems and the whistle alert is used carefully and responsibly. An alert will come through to me, Mr. Jackson and your class teacher. I will then check their emails and saved/deleted files and check they are ok. It is of the utmost importance that the children are supervised at home and at school when using the platform and that they always report any problems to a trusted adult. Every child MUST follow the DB platform rules to remain safe; in certain circumstances we hold the right to suspend a child's DB account.
Email
Your child can email their teacher, but please be aware teachers will only reply to an email that is connected to a set piece of work or project. Your child will be told what work they need to do on the platform and when, so the teacher will know when to check emails and respond. Most of the learning on the DB platform will take place in school and so will be closely monitored. We discourage personal/social type emails and ask the children to not upload images or videos of a personal nature. We may post learning videos and pictures at school, but these will be supervised by a member of staff. Always remember DB Primary is a LEARNING platform not a social networking site.
Your child is welcome to customise and personalise their page and blog at home if they wish to do so.
Deputy Head Teacher: Mrs S Ireton
So to recap the rules…
Do:
Let your child explore the learning libraries and the blogs/pages of children within their class.
Let your child customise their page.
Write blog entries about school or hobbies.
Use the paint tool to put drawings on their page.
Remind them to tell their teacher if there is a problem.
Remind them to click the alert whistle in the left corner if they receive an inappropriate email.
Don't:
Adults – Don't use your child's account to contact a teacher or another child. Don't let your child share personal images/photos or videos without your permission.
Don't let your child email the teacher unless it is a set piece of work and has been requested by the class teacher.
Don't let them use the platform without adult supervision.
Thank you for taking the time to read the rules. I'm sure you appreciate why we have clearly outlined the DO's and DON'Ts. We take our responsibility to keep children safe when using the www very seriously. We work alongside and with the guidance of DB Primary, NSPCC and CEOP (Child Exploitation and Online Protection service) to offer your child a safe electronic learning environment.
The platform is a fantastic way for children to communicate their learning and knowledge and facilitate ways of working together as a class. We hope they enjoy their experiences. Any problems please see you class teacher.
Many thanks
Claire Welford Computing Coordinator | 1,534 | 816 | {
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Maths – Activity Ideas to Support Pictorial Methods
Following on from the booklet which explains how we teach the different calculations, using pictorial methods, here are some activity ideas which will allow the children to apply those skills within different contexts.
The children are used to many of these activities and have completed them in school.
1. Correct or Not Correct
Provide the children with a completed number sentence (including the answer). They then use the appropriate pictorial method to work out whether the given answer is correct or not. Once they have done this, they have to give a reason.
2. Match Me Up
Provide the children with two columns. Column one has a series of number sentences and column two has the answers (not in line with the correct number sentence, muddled up). The children use their pictorial methods to calculate the answers to the number sentences and match them to the correct answer.
3. Odd One Out
Provide a series of number sentences. The children then use the pictorial methods to calculate the answers and find the number sentence with the answer that is not the same as the others.
4. Picture Maths
Provide children with a series of pictures e.g. fruit on a market stall, clothing items in a shop and so on. Give each item an individual price and then provide the children with some word problems. Children calculate the answers to the word problems by using the appropriate pictorial method.
- How many different costumes could you make by buying two things?
- Find the cost of two red wigs and a bowtie.
- I buy three different things from the fancy dress shop and spend 87p. What did I buy?
- I paid for one green wig using a 50p coin. How much change did I get?
5. Four Pictures
Provide children with four pictures e.g. fruit on a market stall, clothing items in a shop, ice-creams and toppings, jugs of juice and so on. Give each item an individual price or amount and then provide the children with some word problems. Children calculate the answers to the word problems by using the appropriate pictorial method.
- How much longer is the green ribbon than the blue ribbon?
- What is the total length of the two longest ribbons?
- I cut the yellow ribbon in half so I can buy ½. How much do I get?
- I need 60cm of green ribbon. How much more do I need?
- I want to divide the red ribbon into five equal pieces. How many pieces will I get?
6. Hoop-la score
This is an activity to practise number facts, like 2s, 5s, 10s timetables and number bonds to 10, 20 and 100.
Have a variety of numbers on tins and then give children a total that they have to make.
Give them a limited number of hoops to throw, might be two or three.
Use the three hoops, can you score 16 points?
Use the three hoops, can you score 13 points? | 1,109 | 618 | {
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Here are the details of our curriculum for this term.
English Writing
* Word level - To say a simple word, chop up the sounds and recall (mentally or use a sound mat) and write. Check and re-read.
*Say a simple 'shortish' sentence orally before writing it.
*Count - how many words came out!
*Sound out each word and write.
*Try and remember a space between each word.
* Keep reading what you have written and talking your sentence as you go along to keep track.
*A capital letter to start the sentence and full-stop to finish.
*To begin to form lower-case letters in the correct direction, starting and finishing in the right place.
* To write a sentence that can be read by you and others.
Understanding the world - Science
Seasonal change: What can we see in Summer time? How is it different to Spring? Discuss the different seasons, can you research why they change? How do different seasons affect our environment? Can you conduct an experiment to build a boat? Predict which material will work well and which might not be too good. Does it float or sink? How could you improve it?
English Reading
Read a simple sentence by applying phonics knowledge firstly to recognise sounds and then push the sounds together to blend and read the words.
Start to see and say small, familiar or repeated words in the text.
See and say more words building up sight sounds in words such as ai, oo, sh, th vocabulary and fluency and recognising trickier Can you understand and answer questions about what you have read?
Understanding the World – People
Talk about celebrating your birthday. Talk to grandparents… how did they celebrate birthdays when they were young? Is it the same or different? Can you find out how children in other countries celebrate birthdays? Are there any differences?
Maths
* Count reliably forwards and backwards
with numbers from 1 to 20 Challenge: to do this starting at different numbers.
* Recognise the numerals 1-20 and put them in order.
* Say which number is one more or one less than a given number, at first using a number-line to help you and moving towards rapid recall from memory.
* Using quantities and objects, add and subtract two singledigit numbers.
-Addition: Count out two sets, physically join them together and count them all.
-Subtraction: Count out the first set of objects, take away the second number of objects and count what is left.
* When able to do it with objects develop more abstract/efficient methods (See Early Number evening presentation on Facebook for more detail).
*Solve doubling, halving and sharing problems.
Being Creative
Reception Summer 2020
Personal, Social and Emotional Development-
Be an Independent Izzy! Try to learn to do something independently that previously you needed help with eg cutting up your food, fastening your coat etc.
When you complete your daily diary sentence talk to your grown up about how you are both feeling that day and how you are showing it. Play turn taking games. Work collaboratively with others to make up a game, listen to their ideas.
Music - Learn some Pirate songs and dance /move like a pirate. Experiment changing songs and movement to reflect the different actions of Pirates.
Art - draw, paint, use playdough, collage, construct using commercial construction and recycled materials.
Design Technology –
Exploring Media and Materials Use what you have learnt about materials in original ways, thinking about uses and purposes. Which materials would be suitable to make a hat for someone that helps us?
Shape Space and Measure
Practise using money in a pretend shop. Can you buy items using 1p and 2p pennies… remember to think about the value of the coins not just how many coins there are. Can you find some 3d shapes in the home? What is a cube shape? A cuboid, sphere, cylinder, Can you describe it for an adult?
Physical Development. Challenge yourself! Can you time yourself completing a range of exercises for 5/10 mins. Keep a log. Can you do even more next time? | 1,553 | 841 | {
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Supporting maths at home
Our simple maths guides are designed to help you as parents and carers to understand what your child needs to know by the end of Year 3.
It is important that your child has a concrete understanding of these core skills by the end of their year group as this will ensure that they are in line with national expectations. Practicing maths at home can help to improve your child's confidence and mathematical fluency as well as consolidating the learning within the classroom.
This links below have been put together to give you some idea about how to help you support your child on their mathematical learning journey at home. If you have any questions or are looking for advice, please arrange to see your child's class teacher.
Thank you!
Worksheets covering a mix of topics: https://urbrainy.com/maths/year-3-ages-7-8
Subject guides and example questions, covering mixed topics:https://mathsmadeeasy.co.uk/ks2-revision/year-3-maths/
BBC Bitesize: https://www.bbc.co.uk/bitesize/subjects/z826n39
Maths is Fun: https://www.mathsisfun.com/links/curriculum-year-3.html
Interactive maths vocabulary guide: http://www.amathsdictionaryforkids.com/dictionary.html
What does my child need to know by the end of year three?
To identify right angles and recognise the number of right angles in a ¼, ½, ¾ and whole turn
To recognise the place value of each digit in a three digit number
To find 100 more or less than a given number
To add and subtract numbers mentally a three digit number and tens and a three
including a three digit number and ones, digit number and hundreds
To multiply and divide by 2, 3, 5 and 10
To mentally recall the 3, 4 and 8 times tables
To tell and write the time from an analogue clock
To interpret data from bar charts, pictograms and tables
To recognise, find and write both unit and non unit fractions of a set of objects
To measure, compare add and subtract length, mass, volume or capacity
Equivalent fractions
Column method
Fractions that are the same in terms of shape and size but are expressed using different numbers. For example if you take two identical circles and split one into halves and the other into quarters you will see that 1/2 is exactly the same as 2/4.
The column method is a written method to solve addition and subtraction equations. The numbers are written under columns separated into ones, tens, hundreds and thousands. You always start by adding or subtracting the ones column first.
A formal written method is a way of solving a calculation using a specific strategy that is recorded. Once children are confident with various mental strategies they learn more formal methods.
Formal written method
Improper fraction
Missing number problem
An improper fraction is a fraction in which the numerator (top number) is greater than or equal to the denominator (the bottom number,
Missing number problems involve using the inverse operation and/or known facts to solve the equation. For example to find the missing number in 3 + ? = 10 children could take three cubes away from a stick of ten cubes. Or they could use their knowledge of bonds to 10 to know that 3+7=10.
Mixed number fraction
Non unit fraction
A mixed number fraction is made up of a whole number and a fraction.
A non unit fraction is a where the numerator (top number) is greater than one.
A number bond is a relationship between a number and the parts that make it. They are described as a 'part-part-whole' relationship. 7+3=10. The parts are 7 and 3 and the whole is 10. If you subtract a part away from the whole you will be left with the other part. Using this knowledge allows children to find related facts.
Number bond
Proper fraction
Place value
A proper fraction is a fraction where the numerator is less than the denominator. The value of a proper fraction will always be less than one.
Every digit in a number has a value defined by its place in the number. Each digit represents a value on the basis of its position in the number.
A unit fraction is a fraction where the numerator (top number) is one.
Unit fraction | 1,730 | 923 | {
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Checklist of ethical and practical issues when planning research with children and young people
Adapted from UNICEF 2002: We the children: meeting the promises of the world summit for children. United Nations
There are a number of useful questions worth considering before engaging in research with and by children and young people (adapted from Unicef, 2002):
1. What is the purpose of your research?
Is the topic worthwhile, will it add to what is already know and will it benefit children? If the findings are intended to support decision-making, who do they target and what will children's roles be in this decision making?
2. What are the costs and hoped-for benefits?
What contributions are children being asked to make? What cost might there be to them – time, intrusion of privacy, fear of repercussion etc? What might be the benefits – skills or knowledge development, satisfaction? What are the risks involved in the research process of causing potential harm to those taking part? How have they been assessed and what measures have been taken place to reduce or remove these risks?
3. How will issues of privacy and confidentiality be managed?
Will children be given privacy, or can they have parents / carers present if they choose? If a child shares a confidence which raises safeguarding concerns who will they report this to? Will there be a discussion with the child first? Is there clear guidance in place and has this ben explained to the children taking part? Will names be shared in reports? How will confidential data collected be stored? Have there been checks to ensure researchers in direct contact with the children do not represent a risk?
4. Selection, inclusion and exclusion
Is it clear how and why the children concerned have been selected to take part? Have efforts been made to engaged marginalised or disadvantaged children? Does the methodology accommodate differing capacities of some groups of children? Have some children been excluded, and can these exclusions be justified? Are the findings intended to be representative or typical of a certain group of children? If so, have the children in the study been sufficiently well selected to support these claims? Can children involved at any stage refuse to continue or withdraw?
5. Funding
Does funding allow for children's and parents' or carers' expenses to be repaid? Should children be paid or given some reward after helping with the activity? Is the role of the children play in the research process a factor as to whether they should be paid? How do the practices of paying children compare with payment of adults involved?
6.
Process of review and revision of the methodological proposal Have children helped to plan or comment on the methodological proposal and methods to be used? Have they been involved in the reviewing the ethical considerations, such as whether the methodological design in any way is unhelpful or unkind to children? Does the research design allow for taking into account comments and improving the design? Are the researchers accountable to anyone? Is there an agreed method of dealing with complaints?
7. Informing children, parents and other carers
Are the children and adults concerned given details about the purpose and nature of the research, the methods and timing, and the possible benefits, harms and outcomes? Are they given this information in an accessible format dependent on their level of understanding or literacy skills? If children are not informed, how is this justified? Are key concepts, such as 'consent', explained clearly? Does the information shared contain contact names of the research team and how and what to do if they wish to make a complaint?
8. Consent
Has consent been obtained where possible? If children are not asked for their consent, how is this justified? If it is not possible to obtain consent is this justified and alternative methods of 'assent' been explored? Are children told that they can consent or refuse to take part in the research at any stage? Do they know that if they refuse or withdraw that there will be no repercussions? Are parents or guardians asked to give consent? How will the situation be handled if a child wants to volunteer but the parents refuse?
9. Dissemination
Will the children and adults involved receive a report on the main findings? Are the capacities of children and their choice about how to receive feedback taken into consideration?
10. Impact on children
Has the possible impact on children been considered? Besides the children involved, how might the conclusions affect larger groups of children? Is the approach reflexive, in that those involved in data collection and analysis critically discuss their own prejudices and impact on the study? | 1,908 | 916 | {
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