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Home Learning
In the event of a hub closing, Home Learning materials will be emailed to you just as we did during lockdown. You will receive a 'Home Learning Grid' which will consist of activities for you to choose from linked to our half termly topic 'Olympics'.
We are available on email and can arrange telephone calls if you require specific strategies or advice to support your child's learning at home.
Physical Development
This half term we will continue our massage sessions. This will support your child with body awareness, dressing skills, co-ordination/ self-regulation.
Follow us 'greenmeadschool'
Friday 'Pathway' Assembly
This half term the Semi-Formal Pathway will be joining together to celebrate children's achievements across the week by looking at photos and recapping learning activities.
Rowenna Barbara
Class Teacher: Christina
Class Team: Tasha, Val, Lidia, Kelly and Holly
There are 7 children in Neptune Class
Olympics
CURRICULUM MAP
Semi-Formal Pathway Summer 2 2021
'Every Achievement Counts'
Areas of learning covered include:
Communication - integrating communication aids throughout the school day and Literacy skills
Cognition - problem solving, number, shape
How the World Works - Science, History, Geography, ICT
My Care and Independence - SRE, citizenship, RE, self-help and independence through integrated occupational therapy targets in daily routine
My Creativity - art and design, dance, music and design and technology
Physical Development - integrating physiotherapy targets, swimming, dance, yoga and PE (as appropriate)
Communication, Language and Literacy
Cognition and Maths
Topic - How the World Works—Geography
We will be continuing our mark making groups to develop our writing and fine motor development. This is taught in a highly structured way using a mini schedule to support pupil anticipation and general engagement.
For the first 2 weeks our key topic texts are 'The Frog Olympics' and 'Ready Steady Mo'.
These stories are both rhyming texts and can be used to teach rhythm as well as to words that sounds the 'same'.
Integrated maths concepts continue to be modelled throughout the school day in play based learning.
TEACCH station tasks this half term include:
- Identifying 2D shapes
- Concepts: big/small, long/short, heavy/light
- Tricky puzzles
- Counting from 1-5
We will be learning about the Olympics and countries around the world who participate.
We will visit 3 continents around the world: Asia, Africa and Europe
Children will be learning about different cultures in countries from these continents through art, textiles, traditions and food.
My Care and Independence
The semi-formal pathway classes now join together for play time which allows children to socialise with different peers and join in play with others. This has also offered more opportunities to generalise turn taking skills the children have been practising during structured groups.
Every Friday the semi-formal pathway will join together for Assembly time. Children will be supporting and celebrating each other for all of their achievements from that week. | 1,382 | 638 | {
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Sermon (All-age): 2021/04/04 (Easter Sunday, Year B) Isaiah 25:6-9; 1 Corinthians 15:1-11; Mark 16:1-16a_BTR
[Invite children to the front. Ingredients for making pancakes, bowl, woodenspoon; and three eggs emptied of their yokes, and with a small scroll of paper inserted into each 1. "He." 2. "Is." 3. "Risen."]
```
"Easter" - The Feast of the Resurrection - is a very, very special day. And a "special day" calls for a special breakfast. Don't you think? And I'm thinking...pancakes. (Any excuse, right?) So, I've got the ingredients here Milk Butter. Syrup. Sugar; and, of course, eggs. Let's begin, okay? Right - flour first. (In the bowl it goes.) The key, I've been told, is to make a little "well" in the center into which one should pour everything else. (Oh! It's like that TV show, 'The Great British Bake-off'!) Next: we crack the eggs. Here we go.... [Break egg no. 1] Oh! Huh. That's not at all what I expected. Where's the yoke? And what's that?! [Let a child retrieve and read from the scroll.] Weird! We can't cook with that. Let's try another:
```
[Break egg no. 2]
Not again! What's going on? The yoke isn't there either!
[Let a child retrieve and read from the scroll.]
But they do say: "the third time's the charm..."
[Break egg no. 3]
What?!
It's almost like a puzzle we need to solve.
[Let a child retrieve and read from the final scroll.]
I wonder: can you arrange those three words into a meaningful message?
[Wait.]
Yes He is!
Jesus is
risen.
When the women went to the tomb expecting to find Jesus' bruised, battered, bloodied body they didn't.
It was empty!
Well, almost empty - like my eggs:
they were missing what was supposed to be inside - the yokes - and instead we found notes of paper telling us an amazing message.
And what the women found instead of what was "supposed" to be there - a dead Jesus - there was an angel!
An actual
angel - from Heaven!
Sitting right where they had laid Jesus' poor, mistreated body.
And that angel told them that Jesus wasn't there.
He was alive.
He is alive, right now! In fact.
Just like He promised.
Alleluia!
Let's pray:
Lord God, you designed everything to wither and perish, so that there might be a Great. Circle. of Life. But though we will die, we know now that - because of the
Empty Tomb - there's no reason to fear, not for those who love you. "Sweep" away, then, any lingering anxiety about The Virus; and, by your Holy Spirit, remind us of what's most important: faithfulness. (Serving and glorifying you.) Give us, then, we ask, an exuberant, effervescent, throw-caution-to-the-wind faithfulness. In Jesus' triumphant name we pray, amen. | 1,130 | 711 | {
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Season 2, Episode 7: Celebrate Your Name Day
Join head counselor Zach to make a name sign, read THE NAME JAR, learn what's in a name! Meet macaws, play "Match My Height," use vegetables to design a t-shirt, go on a simple machines scavenger hunt, do yoga dance. Content partners include Appalachian Center for Crafts, Memphis Zoo, National Dance Institute, OK Go, Story Pirates.
Activity Guide
PARTICIPATE!
Use the template on the following page to make your own name tag to wear while you watch "Celebrate Your Name Day" on Camp TV!
Camp TV is a production of The WNET Group.
Major funding for Camp TV is provided by the Corporation for Public Broadcasting. Additional funding is provided by The Peter G. Peterson and Joan Ganz Cooney Fund and the Pine Tree Foundation of New York.
Camp TV Name Tag
1. Print out the template.
2. Write your name and decorate your name tag.
3. Cut out your name tag using safety scissors and wear it while you watch "Celebrate Your Name Day" on Camp TV!
MY NAME IS:
Materials List:
Design Your Own T-Shirt
* non-washable acrylic paints
* sliced veggies
* 100% cotton T-shirt (prewashed)
* cardboard
* masking tape (optional)
* Iron (optional)
*This activity should be done with the help of a trusted adult*
Instructions:
1. Lay the shirt flat and place a piece cardboard inside of the shirt to prevent the print from transferring to the back.
2. Prepare your paints. You can mix paints to create your own unique colors.
3. Decide how you want to lay out your pattern.
4. Tap the edge of your sliced veggies into the paint.
5. Stamp the veggies onto your shirt to create a print. Press hard and apply even pressure.
5. Continue to add more prints. Try using other veggies and colors to make different designs!
6. You can try using masking tape to add a break in your design. Stamp over the tape, then remove the tape to reveal!
7. After the paint has dried, you will need to set the paint with heat. You can use a hot iron for 5 minutes (use a piece of cloth between the iron and the freshly painted t-shirt) or throw it in the dryer for 30 minutes. Once it has set you can wear your new shirt!
Materials List:
* pipe cleaners
* glue
* cardstock
* hole punch
* pencil
* safety scissors
Instructions:
1. Write your name on a piece of cardstock using a pencil.
2. Then, bend some pipe cleaners into the shape of the letters that make your name.
3. Trace the letters on the cardstock with glue and put your letters on top.
Make a Name Sign
4. Punch two holes at the top of your sign.
5. Cut an assortment of multicolor pipe cleaners, about 6 inches in length, and wrap those pieces tightly around another pipe cleaner to form fuzzy beads.
6. Fold it in half to create a hanger. Twist each end of the hanger into the holes and fold to secure. Hang your sign on a wall, your bedroom door, or anywhere you'd like!
Materials List:
Match My Height
* tape measurer
* different household objects
* tape
Instructions:
1. Use a measuring tape to find your height in inches. It may be helpful to have someone assist you.
2. Collect different objects from around your house. List these objects in the chart.
3. Use the chart to make predictions about how many times you need to line up the object to match your height.
4. Lay a tape measurer on the ground. Mark your height on the tape measurer with a piece of tape.
5. Line up your object at zero. Use your finger to mark the length of the object and see how many times you need to line it up to match your height. Record the number in the chart and see how accurate your predictions were!
Match My Height
My Height: _____________ inches
OBJECT
GUESS
MATCH
| OBJECT | GUESS |
|---|---| | 1,595 | 867 | {
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1) For each question, calculate the value of the angles y and z. Think carefully about what you know about angles around a point, on a straight line and in different types of triangles.
Important note: triangles are not drawn to scale, do not use a protractor.
twinkl.com
1) For each question, calculate the value of the angles y and z. Think carefully about what you know about angles around a point, on a straight line and in different types of triangles.
Important note: triangles are not drawn to scale, do not use a protractor.
twinkl.com
1) a) Circle the angle statements that you can use to help you calculate the missing angles in this shape.
Angles around a point = 360°.
Vertically opposite angles are equal.
Angles in a triangle = 180°.
A right angle = 90°.
Angles on a straight line = 180°.
Isosceles triangles have 2 equal angles.
b) Label the shape above with all of the missing angles.
2) True or false? Explain how you know.
a) Angle y will measure 39° as it is vertically opposite the angle measuring 39°.
b) To find angle x, subtract 41° and the value of a right angle from 180°.
c) As angle z is one of 5 angles around a point, you can calculate angle z by dividing 360° by 5.
d) Find the missing angles x, y and z.
Important note: triangles are not drawn to scale, do not use a protractor.
twinkl.com
1) a) Circle the angle statements that you can use to help you calculate the missing angles in this shape.
Angles around a point = 360°.
Vertically opposite angles are equal.
Angles in a triangle = 180°.
A right angle = 90°.
Angles on a straight line = 180°.
Isosceles triangles have 2 equal angles.
b) Label the shape above with all of the missing angles.
2) True or false? Explain how you know.
a) Angle y will measure 39° as it is vertically opposite the angle measuring 39°.
b) To find angle x, subtract 41° and the value of a right angle from 180°.
c) As angle z is one of 5 angles around a point, you can calculate angle z by dividing 360° by 5.
d) Find the missing angles x, y and z.
Important note: triangles are not drawn to scale, do not use a protractor.
twinkl.com
1) Calculate the value of angles x, y and z.
2) Calculate all the angles indicated by a letter, giving reasons for all your answers.
3) Calculate all the angles indicated by a letter.
Important note: triangles are not drawn to scale, do not use a protractor.
twinkl.com
1) Calculate the value of angles x, y and z.
2) Calculate all the angles indicated by a letter, giving reasons for all your answers.
3) Calculate all the angles indicated by a letter.
Important note: triangles are not drawn to scale, do not use a protractor.
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Climate film >
Climate adaptation in South Africa
Changes in the climate will have an impact on people, society and the eco-system across the globe. Most exposed are low-lying regions, island communities, the Arctic and drought-ridden regions in Africa. In these areas it is often the poorest people that are most vulnerable. eThekwini Municipality in South Africa has accomplished a comprehensive climate adaptation project that at the same time is raising the standard of living for the population. This is one of many examples of climate adaptation established in the world that we can learn more from.
Assignments to complete before you watch the film
1. How do you think climate changes can affect drought-ridden regions such as in Africa?
2. Why do you think poor people are more vulnerable to climate changes than rich people?
Assignments relating to the film
1. Describe why the eThekwini Municipality in South Africa is an area that is particularly exposed to the climate?
2. Prepare an overview of initiatives that the eThekwini Municipality has implemented to ensure the community is better adapted to climate changes.
3. Both knowledge and economics are crucial for raising the living standard of a population. What physical measures have led to the improvement of the living standard for the population in Buffelsdraai?
4. Why is it important to plant new forests in Buffelsdraai?
5. Why is it important to remove foreign plant species in Durban?
6. Why is production of biocoal an initiative that results in both climate adaptation and soil enhancement?
7. What is the advantage with green roofs?
Intensified assignments
1. Do you think the initiatives that are implemented in Buffelsdraai, can be transferred to other parts of the world? Validate your answer.
2015
English
2. The risk for climate changes in a country or region occurs where three factors overlap each other. Danger: How much will the climate change, and what extreme incidents will we be faced with? Exposure: What is the extent of exposure for these dangers in the region/area? Vulnerability: How vulnerable are the people who live there to climate changes?
Illustration:: UN climate panel and the Norwegian Environment Agency Danger/Climate-related risk/Vulnerability/Exposure
a) Briefly describe how you think the factors of danger, vulnerability and exposure apply to Buffelsdraai in South Africa, and Kvam and Oslo in Norway. Feel free to use a table like the one shown below in your answer. If you need more information on how exposed Kvam and Oslo are to the climate, then watch the film "Klimatilpassing i Noreg" ("Climate Adaptation in Norway).
| | Danger | Exposure |
|---|---|---|
| Buffelsdraai | | |
| Kvam in Gudbrandsdalen | | |
| Oslo | | |
b) What do you think the biggest difference is between Oslo and Kvam with regard to the risk for climate changes?
c) What do you think is the biggest difference between Buffelsdraai and Kvam with regard to the risk for climate changes?
2015
English | 1,272 | 654 | {
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What's the Fuss about BPA?
The chemical Bisphenol A (BPA) has been used for years. BPA is a chemical used to make a hard, clear plastic known as polycarbonate. Polycarbonate has been used in products like reusable water bottles and baby bottles. BPA is also found in epoxy resins, which act as a protective lining on the inside of metal-based food and beverage cans. BPA used for bottles and can linings requires FDA approval and is treated as an indirect food additive or food contact substance. The chemical was originally approved for use in the 1960s.
Companies use BPA because of its properties. Polycarbonate plastic is very durable. It is used in building and construction, automotive headlamp lenses, CDs and DVDs and other applications. The long product life and reliable performance are important for these products. Polycarbonate is also almost unbreakable which makes it great for helmets, hard hats, protective visors, eyewear lenses, baby bottles and reusuable water bottles, among other products. Consumers derive great value from its properties but questions about its use have come from research into the effects of exposure to BPA used in food and water containers.
The Food and Drug Administration and the National Toxicology Program have not made regulatory recommendations on safe levels of exposure to Bisphenol A. BPA has been restricted in Canada and some U.S. states and municipalities because of potential health effects.
In its report on BPA, the National Toxicology Program expressed "some concern for effects on the brain, behavior, and prostate gland in fetuses, infants, and children at current human exposures to bisphenol A." but only "minimal concern for effects on the mammary gland and an earlier age for puberty for females in fetuses, infants, and children at current human exposures to bisphenol A" and "negligible concern" for other negative health outcomes.
In 2009 Consumer Report released their latest tests of canned foods and noted that almost all of the canned foods tested contain some BPA. In the report, they wondered at the appropriateness of federal guidelines which base an upper daily limit of safe exposure at 50 micrograms of BPA per kilogram of body weight, a level is based on experiments conducted in the 1980s. rather than hundreds of more recent animal and laboratory studies indicating serious health risks could result from much lower doses of BPA.
The BPA issue is very complex. Any change in the regulations would have great impact on food processing industries and developers of food containers. Changing a product composition would be very expensive for a company. Many water bottle and baby bottle companies have,
however, changed their product and packaging to be BPA free because of the possible health risk, consumer concerns and media attention to this issue. However, this change meant finding a new plastic. Their manufacturing process must be changed to match the new plastic. Suppliers and contracts must be found and arranged. These costs can easily put small companies out of business and the workers will lose their jobs.
Questions for Reflection and Discussion:
If you were ran a company whose food products used bottles or cans with BPA in the container or its lining: what would you do?
How sure of health risks should we be before refusing to use BPA in our food containers?
How serious must a health risk be before it becomes a factor in whether BPA is used in food containers?
Should the cost of switching to non-BPA containers be a factor in our decision?
Should parents allow their children to use bottles with BPA or eat food from containers lined with BPA?
References:
http://www.fda.gov/downloads/NewsEvents/PublicHealthFocus/UCM197778.pdf Consumer Report, December 2009.
Update on Bisphenol A for Use in Food Contact Applications, U.S. Food and Drug Administration, January 2010.
http://www.consumerreports.org/cro/magazine-archive/december-
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Here are some of the exciting things we have planned for this half term.
English
Writing – We will start by looking at the humorous Roald Dahl book, 'The Twits'. The children will get to explore their mischievous side and create some of their own pranks to play on Mr and Mrs Twit. This will be written as an additional chapter for the story.
Closer to Christmas, the next pieces of writing will take inspiration from Narnia. The children will produce a setting description for Cair Paravel as well as produce a Winter Warrior poem.
SPAG-Children will continue to have weekly SPAG lessons, in which they will learn key skills to enhance their writing. Alongside this, children will also have a discrete spelling lesson, learning important spelling rules and patterns which they will be required to learn at home in preparation for the weekly spelling tests.
Guided Reading- You will be aware that your child has been engaging with Accelerated Reader; they will continue to select texts from the school library and will complete online comprehension quizzes before they change their books.
The children will also have an additional weekly guided reading session where they will be exposed to a wide variety of fiction and non-fiction text types.
Maths
In Maths lessons we will continue to develop a range of mathematical skills. This term children will be taught to:
* use common factors to simplify fractions; use common multiples to express fractions in the same denomination
* compare and order fractions, including fractions >1
* add and subtract fractions with different denominators and mixed numbers, using the concept of equivalent fractions
* multiply simple pairs of proper fractions, writing the answer in its simplest form [for example, × = ]
* divide proper fractions by whole numbers [for example, ÷ 2 = ]
* identify the value of each digit in numbers given to 3 decimal places and multiply and divide numbers by 10, 100 and 1,000 giving answers up to 3 decimal places
Our aim is to not only develop competent mathematics skills but to practice applying these skills in a range of different contexts.
Science
In Science, children will be extending their pre-existing knowledge on Animals, including humans. Children will identify and name the main
parts of the human circulatory system, recognise the impact of diet, drugs and lifestyle on the way their bodies function and describe the ways in which nutrients and water are transported within animals, including humans.
Geography
In Geography, children will be learning all about mountains and rivers. This will include learning about the main events of the water cycle, identifying features of rivers and mountains and locating different rivers and mountains around the world.
Art
In Art lessons, the children will be looking at different artistic techniques in order to create some of their very own landscape paintings using a range of water colours.
PSHE
In PSHE, the children will be learning all about the nature and consequences of discrimination, teasing, bullying and aggressive behaviours (including cyberbullying, use of prejudice-base language, how to respond & ask for help).
Computing
In Computing, children will be following the 'We are programmers' scheme of work, whereby they will be continuing to develop their understanding and build their confidence further using the 'Scratch' computing program.
Music
Children will take part in a weekly music lessons with Mrs Bradley.
Homework
English (this will consist of weekly spellings, a SPAG/reading comprehension task) and a Maths task. Homework will be set on a Thursday and should be returned to school the following Thursday.
Ways in which you can help at home
* Read with your child regularly and encourage them to take reading quizzes.
* Encourage your child to bring their reading book to school every day.
* Support your child with their homework and spellings each week.
* Encourage Times Table Rockstars.
Reminders
* We encourage children to bring a bottle of water and a healthy snack of fruit, vegetables or yoghurt to school. Snacks can be consumed during break times.
* Please make sure your child has the correct PE kit in school every Wednesday (i.e. black/blue/grey shorts or tracksuit bottoms/leggings and a white/blue polo shirt with pumps/trainers. No football kits or football boots). Pupils are expected to remove their own studs for PE lessons. If your child is unable to do this, please ensure that all jewellery is removed before the school day begins.
* Please follow the new drop off/pick up procedures this school year. | 1,834 | 912 | {
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Sharing Family Stories
By Jolene Roehlkepartain
What do you know about your parents? Your grandparents? Other ancestors? Explore your family's rich history and dig into insightful stories of perseverance, faith, and love.
For
Teen Family
Season
Spring
Needed
Bible, Washington Post article: Importance of Family History for Teens, Our Family's Important Stories worksheet (see last page), pens or pencils, your family tree information (if you have it)
by justjorie
Prepare in Advance
* Download the Washington Post article: Importance of Family History for Teens.
* Make a copy of Our Family's Important Stories worksheet (see last page) for each person.
* Mark your Bible at Matthew 1:1-17 and Genesis 10:1-32.
Activity Plan
1. Say this prayer aloud to begin:
God, we give thanks for our family and the many family members who lived before us. Be with us as we explore the stories of our family. Help us to learn from them and be inspired to become the best people we can be. In Jesus' name. Amen.
2. Have each person take a quick look at Matthew 1:1-17 and Genesis 10:1-28 in your Bible. Do not read these passages aloud. Simply point out that both are genealogies. The Matthew passage gives the genealogy of Jesus Christ and his connections to important ancestors, such as David and Abraham. The Genesis passage tells of the family connections of Noah. Every family has a rich history of ancestors.
3. If you have a family tree or a list of ancestors, look together at that information. You don't need to go through it in detail, but invite each person to point out family members he or she remembers. Which family members do you wish you knew more about? (If you don't have any family history information like this, find out if another extended family member does. In the meantime, simply list family members you remember most vividly and those you wish you knew more about.)
4. Read aloud the article from the Washington Post titled "Study: Teens' Knowledge of Family History a Sign of Social-Emotional Health:" Importance of Family History for Teens. (Stop before the "Do You Know" questions.) Discuss the article: Do you agree with the author? Why or why not? When has a family story been important to you?
5. Give each person a copy of the Our Family's Important Stories worksheet and a pen or pencil. Take time for family members to complete the worksheet. When they finish, have a conversation about your responses. Give each family member a chance to talk, and respect your different perspectives.
6. Celebrate family's history. Talk about how it helps to shape who you are, but also how you have the ability to create new family stories by the choices you make each day.
1
Our Family's Important Stories
Families often tell stories about their ancestors. Use the following questions to help you remember some stories like this.
Which member of our extended family do you like best? Why?
Which family member do people say you look like or act like? Why?
What do you know about our great-grandparents and earlier ancestors?
Which countries did our ancestors come from?
Which story about a family member is your favorite? Which story is most memorable?
What have you learned from our family about being a Christian? How did you learn these things?
What does our family value? How can you tell? | 1,288 | 713 | {
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| | Grades | | |
|---|---|---|---|
| Subjects | 1 2 | 3 4 5 6 | 7 8 9 |
| Mother tongue and literature | 14 | 18 | 10 |
| A1-language ¹ | 2 | 9 | 7 |
| B1-language | ------------------------------ 2 | | 4 |
| Mathematics | 6 | 15 | 11 |
| Environmental studies | 4 | 10 | |
| Biology and geography ² | | | 7 |
| Physics and chemistry ² | | | 7 |
| Health education ² | | | 3 |
| Environment and nature studies in total | 14 | | 17 |
| Religion/Ethics | 2 | 5 | 3 |
| History and social studies ³ | ------------------ 5 | | 7 |
| Music | 2 | 4 | 2 |
| Visual arts | 2 | 5 | 2 |
| Crafts | 4 | 5 | 2 |
| Physical education | 4 | 9 | 7 |
| Home economics | ---------------------------------------- 3 | | |
| Artistic and practical elective subjects | 6 | | 5 |
| Artistic and practical subjects in total | | | |
| Guidance counselling | ---------------------------------------- 2 | | |
| Optional subjects | 9 | | |
| Minimum number of lessons | | | |
| (Optional A2-language) ⁴ | ------------- (12) | | |
| (Optional B2-language) ⁴ | --------------------------------------- (4) | | |
--- = Subject is taught in the grades if stated in the local curriculum.
¹ A1 language teaching begins at 1
st grade spring term at the latest, for at least 0.5 hours per week.
2 The subject is taught as a part of integrated environmental studies in the grades 1-6.
3
Social studies are taught in grades 4-6 for at least 2 hours per week and grades 7-9 at least 3 hours per week.
⁴ The pupil can, depending on the language, study a free-choice A2 language either as an optional subject or instead of the B1 language.
The pupil can study the B2 language as an optional subject. The free-choice A2 and B2 languages can, alternatively, be organised as instruction exceeding the minimum time allocation. In this case their instruction cannot be organised using the minimum time allocated in the distribution of lesson hours for optional or B1 language as defined in this paragraph. Depending on the language the pupil receives instruction in a B1 language or optional subjects instead of this B1 language. The distribution of lessons hours would be a minimum of 234 annual lessons for a pupil studying the A2 language as instruction exceeding the minimum time allocation. The corresponding number of annual lessons is a minimum of 226 for a pupil with the B2 language. The total number of annual lessons would be a minimum of 238 for pupils studying both the A2 and the B1 languages as instruction exceeding the minimum time allocation. | 1,502 | 685 | {
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Warwickshire Geological Conservation Group
| Warwickshire Local Geological Site | | |
|---|---|---|
| Site No: 06 | Rawn Hill | |
| Geological Formations | | |
| Criteria Form | | p 2 |
| Description | | p 3 |
| Photographs | | p 4 |
| Location Map | | p 5 |
Local Geological Sites (LoGS), designated by locally developed criteria, are currently the most important places for geology and geomorphology outside statutorily protected land such as Sites of Special Scientific Interest (SSSI). The designation of LoGS is one way of recognising and protecting important Earth science and landscape features for future generations to enjoy.
WGCG is responsible for the identification of LoGS in Warwickshire and the West Midlands.
Please note that designation of a site as a LoGS does not confer a legal right of access. Unless the site is on a designated public right-of-way, the landowner's permission is required before visiting.
Warwickshire Local Geological Site - Criteria Form
Site name: Rawn Hill
Also known as:
District: North Warwickshire
County: Warwickshire
Grid reference: SP312 967
LoGS Number: 6
ESCC Class: IS
Brief Description: A small hill situated just to the south of Atherstone and to the west of Mancetter. At present there are no exposures on this hill; however, it it thought to be a laccolith, a rare igneous body.
This site qualifies as a Local Geological Site for the following criteria:
A Good Example of a laccolith in the county.
Educational Fieldwork
1. Educational Potential
2. Physical access
3. Safety
Scientific Study
1. Diversity of interest
2. Rarity of interest
3. Size of feature
4. Typicalness of feature
5. Geological/physiographic linkage to:
Historical Value
1. Celebrity link
2. Pioneering research
3. Historical link
Aesthetic Value In The Landscape
1. Local importance in the landscape
2. Promotion of Earth science
Signed
I M Fenwick, Chairman,
Warwickshire Geological Conservation Group
Date first selected February 1992
Reviewed by LoGS panel Oct. 2009
Further survey required
LoGS Confirmed
Endorsed by
Warwickshire Museum
Natural England
J Radley, Keeper of Geology
J A Irving, Conservation Adviser
In the event of any development or planning consultation relating to this site or its surrounds please inform:
The LoGS Officer WGCG, c/o Keeper of Geology, Warwickshire Museum, Market Place, Warwick CV34 4SA (tel: 01926-418182)
WARWICKSHIRE GEOLOGICAL CONSERVATION GROUP LOCAL GEOLOGICAL SITE (LoGS)
| Site | 6 |
|---|---|
| Parish | |
| District | |
| County | |
| National Grid Reference | |
Location
A small hill situated just to the south of Atherstone and to the west of Mancetter. It can be reached from the towpath of the Coventry Canal at Rawnhill Bridge.
Summary of Interest
At present there are no exposures on this hill; however, it is thought to be a laccolith, a rare igneous body. As these features are so unusual it is proposed that the whole hill be preserved while further research is undertaken. | 1,619 | 771 | {
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Protecting hedgehogs
Hedgehog numbers are in decline, and it is important that we do everything we can to help give them a safe home to thrive again. After the State of Britain's Hedgehogs report was published in February 2018, we know that hedgehog numbers in the UK have fallen by around 50% since the start of the century.
In short, there's no better time to do our bit to make sure our gardens are hedgehog-friendly and, for that matter, are safe havens for all wildlife.
Encouraging hedgehogs
There are a number of ways you can give hedgehogs a home in your garden.
Making sure they have lots of thick dense undergrowth and a variety of lengths of grass to hide and nest in is always good. You can also make your garden a hot spot for the slugs, snails and bugs that hedgehogs like to munch on.
1. Create hedgehog highways
Hedgehogs travel up to one mile every night, so they need to be able to roam freely. The best way to ensure hedgehogs have travel rights is to team up with your neighbours and extend the highway within your community. Create holes or gaps between fences so hedgehogs can travel from one garden to another. Visit hedgehogstreet.org for more info.
2. Add a hedgehog house
You can buy a ready-built house like the one below, or you can build your own house based on an original design or create a more makeshift option using a pile of logs. Simply pile the logs in an unordered fashion and pad out the gaps with leaves. Log piles are great, not only do they provide shelter, they also provide food as they attract bugs and insects and they look pretty and natural.
Once you've got your box and you're ready to find a place for it in your garden, here are a few things to think about:
* Place the box out of direct sunlight, with the entrance facing away from prevailing winds.
* Put it in cover, under thick vegetation for example, or under the garden shed.
* If you know where a hedgehog has built its own nest in the past, consider putting your new one there, or in a similar environment.
* Resist the temptation to keep removing the lid to check if the box is being used. It is always best not to disturb any potential hedgehog residents.
3. Leave out water
Leaving clean water in small dishes around the garden is good for lots of wildlife if they pass through, especially in very cold months where most water is frozen at night. Leave a dish close to your hedgehog house.
4. Make a feeding station
If you want to make sure the snacks are not eaten by other animals, cut a hedgehog-size hole in the end of a Tupperware, turn it upside down and secure it to the ground with a weight or tent pegs. Put the food underneath the Tupperware and only hedgehog should be able to reach it.
Never feed hedgehogs milk or bread, they can't digest them - it upsets their stomachs. A particular favourite is hedgehog food, complete cat biscuits or meaty cat or dog food.
5. Leave them alone during hibernation
It's sometimes hard to know if you have a hedgehog hibernating in your garden – this happens between November and March – but, if you do, make sure you leave it alone. | 1,120 | 700 | {
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Hand-held Snow/Ice Removal Device
Contributor:
Terrace B. Thompson, Capt, USAF
Affiliation
United States Air Force Academy
Address:
Department of Engineering Mechanics
2354 Fairchild Drive, Suite 6H2
US Air Force Academy, CO 80840-6240
Phone:
(719) 333-2531
FAX:
(719) 333-2944
E-mail:
email@example.com
Type:
Design Problem
Time:
One Semester
Location:
Classroom/Take home
Summary
This project is for students taking the first-year engineering design course. The project is suitable for work in teams of 3 persons. This project relates to the design of a hand-held snow/ice removal device to remove ice and snow as quickly and safely as possible.
ABET Descriptors
Engr SCI Content: First Year Engineering
Type:
Component
Elements:
Establish objectives/requirements, analysis, synthesis,
evaluation
Features:
Development of student creativity, use of open-ended problems,
formulation of design problems statements and specifications, consideration of alternative solutions, feasibility considerations, production processes, detailed system descriptions
Constraints:
Economic factors, human factors, safety, environment, reliability, aesthetics Team
Effort:
Hand-held Snow/Ice Removal Device
You will work with two other students on this project to design a hand-held device to remove snow and ice from sidewalks and driveways as quickly as possible.
CONSTRAINTS:
1. You must examine and comment on the existing technologies for snow and ice removal.
3. Personal and environmental safety is a critical concern.
2. Your device must be able to remove an 18 inch wide path of snow and ice at minimum depths of 6 inches and 1/2 inch respectively at a minimum speed of 1 inch/sec.
4. Don't forget to consider affects on the human body ergonomically.
DELIVERABLES:
Written Report
1. Engineering report explaining your design including the results of your examination of existing the existing ice/snow removal devices or systems. Comment on alternative solutions, feasibility considerations, and production processes (can it be built?)
3. Show any calculations that you used in your design.
2. Include all pertinent engineering drawings.
4. Detailed design and performance specifications for each component used in the construction of your device. (What federal/state/local codes must you comply with?)
6. Control Diagram.
5. PERT/Gantt project scheduling and reporting charts.
7. Material and Labor Cost Estimates (What is your data source?).
8. Preliminary patent application paperwork.
Oral Presentation
1. 10-15 minute oral presentation using Powerpoint or other comparable computer graphics program.
Hand-held Snow/Ice Removal Device
Engineering Notes:
A multi-discipline approach may be the key to this design.
Objectives/Comments:
The primary objective of this project is to get students use to dealing with open-ended projects and how important teamwork is to the design process It will also help in understanding the importance of engineering drawing and the transformation of 3-D representation to 2-D. Students will get hands-on training on measurements and dimensioning.
Expected Outcomes:
Detailed report and drawings for ice/snow removal device. Were specifications met?
Discussion/Follow Up:
Discuss the engineering constraints with this type of problem.
Grading:
Grading could be based on the most feasible design (can it be built?), the students' use of the design process, and the design concept (did they meet the specifications?). | 1,660 | 728 | {
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Kindergarten ELA Farms Materials Interview
Interviewer: Please describe the instructional materials you are using for this lesson.
Teacher:
Aside from using the framework of the Wonders English language acquisition program, I am going to be using the Alias. Maybe not so much today that I am going to be using real crops from the farm but tomorrow I am going to be using real crops from the farm. I am also going to be using plastic items that look like the actual fruit. We also look at pictures, whether it be real pictures that I downloaded from the Google Images or even pictures, like on the internet. Just various ways of using different materials.
Likewise, like I said, I am going to be using a lot of pictures. A lot of teacher-made materials are going to be used not only for the lesson but for the labs too. The materials that I know that they will be interested in and it is really something that is of interest to them.
Interviewer: Why did you consider choosing these materials?
Teacher:
[00:02:00]
I chose these developmentally-appropriate materials to support a variety of child development domains; the creative, the emotional personal, the cognitive interpersonal, science, physical language literacy. Like I said earlier in the other interview, I like to address learning in various ways because it fits. I am sure you know, there is not enough time during the day. If we can address various disciplines at the same time, then it kills two birds with one stone kind of thing.
Interviewer: What is it that you like about these materials?
Teacher:
In the learning labs, the materials and activities provide structure in conjunction with imaginative possibilities. Not only does it promote cognitive development and supports the children's understanding of the thematic unit in different modalities, but it makes learning fun. I really believe in the constructivist approach to learning because learning becomes active as opposed to passive or passive learner.
Interviewer: Are there any changes you would make to these materials?
Teacher:
I think I would have to really look at it after they have experienced it because this is the first time I am doing it. I rarely do the same thing every year. I look at the kids and I look at their interests. I look at the time, et cetera. This is the first time I am doing this. I am going to have to really evaluate after the lesson.
Interviewer: How would you describe these materials as meaningful or relevant to their lives?
Teacher:
[00:04:00]
I feel that these materials are meaningful because like I said, I take into account this particular group of students' interests. Therefore, my materials are always changing from year to year. They are not static. Because most of my kids come from economically disadvantaged students and have a very limited English ability, the reality of real objects
Interviewer:
Teacher:
Interviewer:
gives them an opportunity or gives me an opportunity to bring the outside world into their limited life experiences.
That is perfect. Thank you very much. I like the word. I am going to bring that word with me.
Which word?
The reality. | 1,183 | 634 | {
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Name__________________________Advanced Placement Computer Science Final Exam, Part II
You are to produce an implementation of the game Connect 4 using the Java language.
Points: 50
Rules of the Game:
Connect-4 is a very simple game. It is a two-player game in which one player is designated `Red' and the other is designated `Blue'. Each player has a stack of chips of his/her colour. A 7x6 board is placed between the two players, propped up vertically. It has seven `slots' at the top of it, one slot for each column. When a game chip is dropped into one of these slots, it slides down until it either rests at the bottom of the board or on top of another chip. The two players take turns dropping a chip into a slot of their choice. The first player to connect four of his/her colour in a row is the winner. This connection can be vertical, horizontal or diagonal, but it must lie in a straight line and must be connected.
If there are no 4 chip sequences then the game is considered a draw.
You can use any type of interface that you desire. I recommend using the console and first developing an interactive version, then utilizing a text file reader.
Your grade will depend upon you handling 3 different connect 4 games and producing the correct output.
Input for the games will be of the following format;
0
3
0
1
4
2
1
etc for one game. Each game will be in a separate file.
where each number represents a player placing his/her chip in a column.
For testing purposes, have your program utilize a batch mode so it can understand game input as a sequence of numbers. There will 3 sequences of numbers in a file that your program must process, your program needs to display the results of each game in some capacity (pop up with player one wins or draw, etc, or writes to the console window.
Your program should give an error indication if one of the players attempts to place a chip on a full column. Your error message MUST print out in the console window
Your program should then read the next piece of data as the valid move for that player.
1
RUBRIC:
30 points for reading file and placing pieces
10 points for correctly functioning, checks wins
5 points each win, draw = 15 total points
Basic functioning Connect 4 Game attempt Connect 4 functioning correctly Test Cases with illegal moves when column full 5 points 3 Test Cases
THIS PROJECT IS TO BE COMPLETED WITHOUT HELP FROM OTHER STUDENTS OR INTERNET SOURCE CODE. I __________________________ confirm that I completed connect 4 without aid from other people and that it is my product exclusively.
Date_________
Signed_______________________________
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Sunday Morning, by Wallace Stevens
In A Nutshell
You know the story: a fresh-faced young writer has his or her first work published, the literary world takes notice of the next big talent, and the writer goes on to create some of the most famous and well-known works of his or her time. Now imagine that the "fresh-faced writer" is the middle-aged man who lives next to you and dutifully rides the train to his office job every morning wearing a shirt and a tie.
Meet Wallace Stevens in 1915, when "Sunday Morning," was published in Poetry one of America's premiere literary magazines. This was the work that made the literary world sit up and ask, "Who's the new guy?" Well, "the new guy" was an insurance executive and former lawyer in his late-thirties working as the vice president of the New York Office of the Equitable Surety Company. Not exactly the type you'd think would go on to become perhaps the most acclaimed American poet of the 20th century. In fact, it would be nearly another decade before he even published his first book of poems, Harmonium, in 1923.
"Sunday Morning" was published in two versions, and the version from Harmonium is the one that most people read today. With eight stanzas, it's the longer version. The one published in 1915 only has five stanzas. When he sent the poem to Harriet Monroe, the editor of Poetry, she said (essentially), "Wallace, this poem is fabulous! I love it! The only thing is that – see these three stanzas? – they don't work. We've got to cut them." And Stevens said (essentially), "You're the expert. OK."
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2
But, let's not be too hasty in judging poor Harriet. After all, she was one of the first bigwig types to recognize the genius of a man whom a lot of people probably would have thought too old to launch a career as a poet. The biggest change is that in the 1915 version, the eighth stanza with its immortal last words – "downward to darkness, on extended wings" – becomes the second stanza. It's still a great poem, just not as great as the version from Harmonium, so do make sure that you find the longer one.
Harmonium contained a bunch of classic poems like "The Emperor of Ice-Cream,"
"Disillusionment of 10 O' Clock," and "Thirteen Ways of Looking at a Blackbird." After it was published, Stevens became truly famous, at least among literary folks. Still, he continued
to live a double life from his humble home in sleepy Hartford, Connecticut: insurance man by day, modernist poet by night. And, it would take several more decades before his work was
finally recognized with a big award, the Pulitzer Prize, in 1955. He died that same year.
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* Sunday Morning Quotes
* Sunday Morning Summary
* Also: literary devices, characters, trivia, audio, photos, links, and more
Big Picture Study Questions
1 Does the poem present a fair representation of Christian beliefs about heaven and the afterlife? How might a religious person respond to the poet?
2 Stevens describes the poem as "simply an expression of paganism" (Stevens, Holly. Letters of Wallace Stevens. 1966: University of California Press. Pg. 290). Do you agree with him?
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2
3 The poem seems to suggest that the myths and religions of the world are products of the human imagination. What are the consequences of this view? Do you agree or disagree?
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This newsletter gives an overview of the content and skills we will cover during the second half of the Spring term.
.
Thank you very much for your continued support
Our new topic for the term will be…
During the second part of the Spring term, our English will be based on Harry Potter. In class we will be reading the book 'Harry Potter and the Philosophers Stone' and our writing will be inspired by this. We will write exciting character and setting descriptions and analyse the language that the author has used and its impact on the reader. Within the term, the children will be producing a new Hogwarts house, writing the rules and regulations for Quidditch, creating new spells and potions, write a report for a newspaper about the break in at Gringotts Bank and writing diary entries as one of the characters from the book.
Throughout the term, we will continue to teach grammar and punctuation within our English sessions. To begin with we will look at root words, prefixes and suffixes and will incorporate this within our writing. We will consider the use of passive and active voice and begin to use literary features to create effect for example alliteration, figurative language, similes, metaphors and personification.
Within Guided Reading, the children will be reading texts related to Volcanoes and Harry Potter. The children will be given opportunities to develop their reading and comprehension skills by making predictions, clarifying parts of texts, making connections to their own experiences, the world and to other texts they have read and summarising a text or key parts of it.
The children will be continuing to develop their computer programming skills. They will be using Scratch to develop algorithms and problem solving skills. The children will have to drive a sprite (car) using programming blocks.
Whilst following our new White Rose scheme in Mathematics, our main focus this term is fractions. In class we will look at the following areas:
- equivalent fractions
- converting between improper and mixed number fractions
- simplifying fractions
- adding and subtracting fractions with the same denominator
- finding fractions of amounts
- multiplying fractions by whole numbers
- solve problems related to fractions
In addition, we will also revisit the formal methods for multiplication and division and will continue with our daily Fluent in Five practice that provides various questions to develop fluency.
In Science this half term, our topic is 'Material World'. Within this topic we will be considering various materials and their properties, states of matter and reversible and irreversible changes. Our science lessons will be both practical and experimental.
In some lessons, the children will be developing their ability to write up an experiment formally with guidance. During the write up we will consider the aim of the investigation, make an appropriate prediction, list the materials used, write the method that was followed, make a record of the results in tables/graphs and evaluate the results and make conclusions.
We will be listening and responding to pieces of music. The children will try to understand how writers use music to convey mood. We will compose a fanfare to be played at the opening at the TriWizard Quidditch Tournament.
Our Art will be linked to our class reader 'Harry Potter and the Philosophers Stone' this half term. The focus will be creating an image of Harry Potter in a Pop-Art style. We will produce a whole-class collage of Harry Potter using a variety of mediums.
Homework will continue to be sent home on a Thursday and should be handed in the following Tuesday. Spellings are set on a Monday and tested a week later. Please encourage your child to learn these thoroughly.
Please continue to listen to your children read at home regularly (4 times a week).
Extreme Earth is our topic for this half term. We will identify the different layers of the Earth right down to the inner core! We will be researching how Volcanoes are formed and the technical language associated with this. In addition, we will also look at the effect Volcanoes have on people's lives and the risk and benefits of living near a Volcano.
Later in the half term, we will study what causes earthquakes, tsunamis and tornadoes. We will study the effect they have on people and their lives, how scientists collect data and where and why they occur in the world.
Ignite sports will be coaching both classes on a Thursday. This term will focus on 'net and wall games' (volleyball).
Please ensure that children have the correct PE kit consisting of shorts (or joggers), t-shirt and a pair of trainers suitable for outdoors in school.
The children will also have a second lesson of P.E with their class teacher, if they are not swimming, this will be on a Tuesday. Over this half term, the focus will be gymnastics.
Swimming will continue every Wednesday.
Term 4 – Mrs Redding's Class
In R.E., we will be covering Holy week and the Easter story. We will explore the reasons behind the celebrations and sequence the events in the Easter story.
Our PSHE lessons this term are based around our British value of 'mutual respect'. We will look at this in detail and identify ways that we can demonstrate mutual respect and the importance of being respectful. | 2,039 | 1,048 | {
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A pilgrimage is all about experiencing the sacred world of the people and places that one travels through. Traveling through the Andean World of Colombia, Ecuador, Peru, and Bolivia opened up a vista of a sacred landscape known by the Quechua and Aymara people as Pachamama (Mother Earth).
It was only aft er I had completed the Inka pilgrimage that I could fully appreciate all of the "Hidden Treasures of Pachamama" that I had seen:
The legendary gold at the Museum of Gold in Bogota, Colombia. The Salt Cathedral of Zipaquira and the Muisca culture. The San Agusti n archaeological site, where I walked with Luis Salazar through the groves of living stone statues. The contemplati on of all the images of the Virgin Mary at the Sanctuary of Our Lady of Las Lajas in Ipiales. Listening to Virgilio as he revealed the secrets of the Pyramids of Cochasqui near Quito. Swimming in the waters of the great Amazonia with Gabriel, who introduced me to the wisdom of the jungle people. Walking through the puma-designed Ingapirca archaeological site near Cuenca. Looking into the face of a centenarian, Lucila Guerrero, and discovering the Sacred Valley of Longevity. Spending a night at Orlando's Rumi Wilco Nature Reserve, and exploring his trail system. Encountering the Lord of Sipan in Chiclayo, and touring the Huacas de Moche with guide Wilmer Rodriguez near Trujillo, Peru. Seeing the great palace of the Chimu ruler at Chan Chan. Standing at the ancient civilizati on of Tiwanaku in Bolivia. Paying homage to the Virgin of Copacabana, patron saint of Bolivia. Spending two nights at Isla del Sol at Lake Titi caca, the place of origin of the Aymara and Inca people. Traveling on the Inka Express to Cusco (navel of the world). Hiking the Inka Trail with Hilbert Sumire to Machu Picchu.
Paul John Wigowsky is a lifeti me student of comparati ve religions. He earned two masters degrees from San Francisco State University: English, Russian.
He reti red from teaching aft er a producti ve twenty-seven year career at the elementary and middle school levels in Oregon. He wrote a book (Freedom For an Old Believer) about the religion, customs, and traditi ons of a community of Russian Old Believers he worked with in the school district.
In 2006, he wrote God in Three Persons: A Spiritual Odyssey – a historico-religious romance (semi-allegorical narrati ve) about three historical persons who appeared almost simultaneously on the stage of the fi rst century AD to transform the world.
In 2009, he took a pilgrimage to the Maya world of Belize, Honduras, and Guatemala, and ended up writi ng a book about it and the Popol Vuh: Maya Pilgrimage: Xibalba, MaXimon, and our GalaXy. He gave credit to his daughter, Susie Wigowsky, for being an excellent guide throughout the journey.
In 2010, he took a pilgrimage with his daughter to the South American countries of Colombia, Ecuador, Peru, and Bolivia, and ended up writi ng about it in this book: Inka Pilgrimage: Hidden Treasures of Pachamama. He gives credit in this book to his daughter, Susie Wigowsky, as a guide and co-author of an adventure that culminated with the Inka Trail to Machu Picchu.
Inka Pilgrimage:
Hidden Treasures of Pachamama
(Colombia, Ecuador, Peru, Bolivia)
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Check Your Risk for Falling
Please circle "Yes" or "No" for each statement below.
| Yes(2) | No(0) | I have fallen in the past year. |
|---|---|---|
| Yes(2) | No(0) | I use or have been advised to use a cane or walker to get around safely. |
| Yes(1) | No(0) | Sometimes I feel unsteady when I am walking. |
| Yes(1) | No (0) | I steady myself by holding onto furniture when walking at home. |
| Yes(1) | No (0) | I am worried about falling. |
| Yes(1) | No (0) | I need to push with my hands to stand up from a chair. |
| Yes(1) | No (0) | I have some trouble stepping up onto a curb. |
| Yes(1) | No (0) | I often have to rush to the toilet. |
| Yes(1) | No (0) | I have lost some feeling in my feet. |
| Yes(1) | No (0) | I take medicine that sometimes makes me feel light-headed. |
| Yes(1) | No (0) | I take medicine to help me sleep or improve my mood. |
| Yes(1) | No (0) | I often feel sad or depressed. |
L ive Independent Independent Stay
Step Up, Step On.
Contact your local community or senior center for information on exercise, fall prevention programs, or options for improving home safety.
For more information on fall prevention, please visit: www.utahfallsprevention.org www.cdc.gov/steadi www.stopfalls.org
Centers for Disease
Control and Prevention
National Center for Injury
Prevention and Control
Fall-related injuries are one of the main reasons why people lose their independence
Help Prevent Falls
1. Exercise regularly. Get up and move!
2. Regularly review your medications with your doctor and/ or pharmacist, including any over the counter supplements or vitamins you may take. Make sure side effects aren't increasing your risk of falling and take your medications only as prescribed.
3. Talk to your health care provider. Ask for an assessment of your risk of falling. Share your history of recent falls.
4. Get your vision and hearing checked annually and update your eyeglasses. Your eyes and ears are key to keeping your on your feet.
5. Talk to your family members. Enlist the support of family members in taking simple steps to stay safe. An unsafe home, makes a hazard for falling for the very young to the very old.
6. Keep your home safe. Remove tripping hazards, increase lighting in low light areas, make stairs safe and install grab bars in key areas of uneven flooring.
Keep Your Home Safe
Floors: Look at the floors in each room.
* Keep furniture out of walking path.
* Keep throw rugs out of walking path or use double-sided tape or non-slip backing so rugs won't slip.
* Remove obstacles from middle of floor (books, towels, shoes, magazines, boxes, blankets, etc.).
* Keep cords or wires out of walking path or tape or attach to the wall so they can't be tripped over.
Keep Your Home Safe (cont.)
Stairs and steps: Look at the steps both inside and outside your home
* Keep stairs free of loose objects (books, shoes, papers, etc.)
* Fix loose or uneven steps.
* Make sure stairs are well lit so that you can see the depth of the step.
* Make sure there are light switches at the top and the bottom of the stairs.
* Replace burned out light bulbs.
* Make sure carpet is firmly attached to steps.
* If handrails are loose, fix them or put up new ones. Make sure there are handrails on both sides of stairs.
Kitchen and bathrooms: Look at all kitchens and bathrooms
* Make sure that items that are used often are easy to reach.
* If you need a step stool to get things, make sure it is very steady and has hand rails to hold on to.
* Place a non-slip rubber mat on the floor of tub or shower.
* If you need support to get into or out of the shower or tub, put handrails up.
Bedrooms: Look at all bedrooms
* Place lamps or lighting close to beds where it is easy to reach.
* Keep path to bed clear and keep a night-light on.
Other things to do to prevent falling and to help if you fall:
* Get up slowly after sitting or lying down.
* Have uniform lighting in every room.
* Paint contrasting color at the top edge of steps so you can see them better.
* Keep emergency numbers near phone which should be close to the bed and close to the floor in case you fall.
* Don't get up immediately – Take time to check your body for injury and plan how to safely get up. | 1,781 | 1,034 | {
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Unit 1, Session 4
Noah and the Ark
Genesis 6–9
Story Point: God punished sin but chose to rescue Noah and his family.
Adam and Eve had many children and grandchildren. One day, God looked at all the people on earth and saw that they were choosing to sin. Every person's thoughts were evil, and God was sad that He made people. God decided to send a flood to clean up the world.
thing on the earth died; only Noah and those with him survived.
God showed favor to a man named Noah. He told Noah to make an ark to save himself, his family, and all kinds of animals. God told Noah exactly how to make the ark. God said that He would make a covenant, or agreement, with Noah and his family. Noah did everything that God commanded.
When the ark was finished, Noah went inside with his family and the animals, and God shut the door. Rain came for 40 days and 40 nights, and water rose from the ground.
The water rose higher and higher until all of the mountains were covered. Every living
Finally, the rain stopped and the water started to go down. Noah waited inside the ark until the ground was dry. Then God told Noah to bring all the people and animals out of the ark. So Noah did. God promised Noah that He would never completely flood the earth again.
God told Noah and his family to spread out over the earth and fill it with people. God placed a rainbow in the sky as a special sign of the covenant He made with Noah.
Christ Connection: God rescued Noah and his family from the flood. The story of Noah points ahead to a greater rescue. God's Son, Jesus—the only perfectly righteous One—came to take the punishment for our sin. By trusting in Him, we are saved from the punishment our sin deserves.
EXPERIENCE the Story
The Bible tells us what is true about God and about ourselves. All of the stories in the Bible fit together to tell us the big story of how God rescues sinners through His Son, Jesus.
* Draw a picture of something that happened in the Bible story.
* What does this story teach us about God?
* Why did God rescue Noah and his family?
CHRIST CONNECTION
God rescued Noah and his family from the flood. The story of Noah points ahead to a greater rescue. God’s Son, Jesus—the only perfectly righteous One—came to take the punishment for our sin. By trusting in Him, we are saved from the punishment our sin deserves.
* Why do you think God punished sin?
* Find Colossians 1:16-17 in your Bible and write the words below.
* What was God’s greater plan to deal with sin?
* Where do you see God’s mercy in this Bible story? Where do you see God’s mercy today?
Preteen Learner Guide • Unit 1, Session 4
16
* Write a prayer to God, telling Him how you feel about His plan to rescue sinners through Jesus.
READ THE WORD
Read one of the following passages each day this week:
❏ ❏ Hebrews 11:7
❏ ❏ Psalm 37:39
❏ ❏ 2 Peter 3:9
❏ ❏ Romans 6:23
❏ ❏ Galatians 1:3-4
❏ ❏ Proverbs 18:10 | 1,146 | 703 | {
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Cyanobacteria/ "Blue-Green" Algae Fact Sheet
What are algae and Cyanobacteria?
Algae are microscopic plants that grow naturally in rivers and lakes and are common in the Charles River. Most types of algae are harmless to people and are an important part of the food chain, though excess algae can cause problems like fish kills. "Blue-green" algae are not actually true algae, but are a type of microscopic organisms called Cyanobacteria. One of the common bluegreen algae found in the Charles River is Microcystis. Blue-green algae grow in the summer in calm, warm, shallow water that is rich in nutrients (nitrogen and phosphorous).
Blue-green algae are not always visible on the surface of the water. Generally, they become visible when they are present in large numbers in one area, blue-green algae "blooms." A bloom can be detected by a bright green coloration in the water or at the water surface. It may look like thick pea soup, green paint, or green cottage cheese. Blue-green algae mats may smell like freshly cut grass.
Why be concerned with blue-green algae?
Blue-green algae can produce natural toxins, which are released into the water as the algae die and break down. The toxins can persist for up to three weeks in the water after the bloom is no longer visible. The toxin can cause harm to people and their pets.
What are the health effects?
Blue-green algae and the toxins they produce may cause health effects. Skin rashes, and irritation of the nose, eyes, and or throat are common side effects that result from skin contact with water containing algal toxins. If water containing algal toxins is ingested, health effects include stomach ache, diarrhea, vomiting and nausea. Young children and pets are more at risk to algal toxins than adults, since they are more likely to drink contaminated water. Other health effects, which are rarer, include dizziness, headache, fever, liver damage, and nervous system damage.
What causes a bloom?
There is no single factor that causes a blue-green algae bloom. A combination of factors, such as excess nutrients, warm temperatures, and sunlight, encourage blue-green algae growth. The presence of excess nutrients, such as phosphorous, is mainly due to runoff from urban areas (streets, parking lots, lawns) and from direct discharges such as wastewater treatment facilities.
Are there any solutions?
Many organizations are working to reduce the amount of nutrients that enter the river by limiting fertilizer use, maximizing effectiveness of wastewater treatment, and treating stormwater before it reaches the river. There are currently no recognized methods to eliminate cyanobacteria from the water. The only way to prevent blooms from forming is to reduce the levels of nutrients and the water temperature in the river.
What is being done?
* Massachusetts Department of Public Health (MassDPH), in consultation with Massachusetts Department of Environmental Protection (MassDEP) and Massachusetts Department of Conservation and Recreation (MassDCR), created public health guidelines for blue-green algae and toxins
* CRWA, in collaboration with MassDEP, MassDCR, US Environmental Protection Agency (US EPA), Charles River Swimming Club, and a group of volunteers will monitor the river for conditions favorable for blue-green algal blooms, for blue-green algae presence, and for toxins
* MassDCR will post warning signs around water when blue green algae toxins reach levels that could pose risks to public health
* CRWA will include algae in its water quality flagging program. A red flag will be flown at participating boathouses when blue-green algae toxins or bacteria counts indicate potential public health risks. (For more information on bacteria in the Charles, please see the CRWA bacteria fact sheet.)
What precautions should you take on red flag days?
* Keep pets and young children away from the water
* Avoid unnecessary contact with the water
* Avoid river areas with obvious blue-green algae presence
* If you come into contact with the water, rinse your skin with clean water as soon as possible, and when you get home, take a shower and wash your clothes
* Remember that toxins may persist in the water after the blue green algae bloom is no longer visible
* If symptoms persist after a few days, consult your doctor
For more information on the flagging program, please visit www.charlesriver.org, call the daily water quality hotline at 781-788-0007 ext. 301, or contact CRWA at 781-788-0007 | 1,914 | 924 | {
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AHS Photography: Picture This!
By Lilly Ratledge | November 12, 2019
We live in the age of technology. Everything we do somehow connects back to it. Most people take the fact that we have the ability to instantly capture and store a memory for granted. It's so
easy for us to take out our phones, snap a pic, and post it on social media. At Allendale High School, the students of Ms. Overmeyer's class learn that photography is a layered art, and is more complex than just a quick picture.
The first pinhole camera was invented in 1839. The students of Photography 1 get to learn how to make these. It's one of their first projects. A pinhole camera is a camera without a lens, and instead of a lens, it has a tiny hole. Another one of their first projects is a photogram. A photogram is a picture produced with photographic materials, such as light-sensitive paper, but without a camera. They also learn how to use film, and how to develop it.
AHS Photography teacher, Ms. Overmeyer, was gracious enough to answer a few questions about her class.
Do you believe photography is important? Why?
Yes, photography is very important. It's important for documenting important moments' past or present.
What makes you like photography?
It's a very powerful tool. Photography is an amazing art medium. One picture can of course tell so many stories. It can capture moments, good or bad; it's a documentational tool.
What are some pros and cons of digital photography?
Well, one of the pros is that you can take an unlimited amount of photos, and you get instant results. One of the cons is that out of those thousands, you might only get two good ones (but that is true of film as well). The only factor that really limits digital photography is the amount of space you have to store the pictures.
What about film photography?
With film photography, some of the pros are the pictures are generally higher quality, better photos, and the fact that you have a limited amount of pictures to take; you only capture the best of the best pictures. One of the cons is that you have a limited amount of film, film is expensive, developing film takes time, and you don't know if you've captured the ultimate shot until the film is developed.
Photography has changed quite a bit over the years. In AHS photography class, the students incorporate past and present photography technology gaining knowledge about the history of photography and learning skills that help them to become better photographers. | 934 | 529 | {
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Conducting and Oral History
The Flood of 1955
Introduction
Oral histories are a method to record oral accounts of historical and current events. Interviewees provide oral testimony that is recorded and kept as a verbal document by the interviewer with the intent of preservation and to provide access to users, historians, and often the public either through recording or transcript.
Oral histories are unique and valuable as they typically aim to gather lengthy and in-depth accounts. Interviewers encourage interviewees to dig deep into their memory and share as much detail as possible. Historical events are often looked back upon from many different angles, a researcher might want to know general details about an event or want to understand the emotional impact of an event. Oral histories can be of value to learn details about the event as it occurred or its aftermath. For this reason, even the smallest detail is of value!
The Mattatuck Museum has completed to oral history projects previously and is working to make the interviews and collected images accessible to the public. Both the African American and Waterbury Neighborhoods projects provide a unique look at Waterbury throughout the years from the individuals who lived and worked here. There is added value in understanding the everyday lives of individuals rather than learning history from the top down. Oral histories allow for both individuals and researchers to reflect on their own position in historical events and how every individual actively shapes history.
Want to read short quotes pulled from the oral history projects completed by the Mattatuck Museum in 2007? The purpose of this project was to capture the diverse lives and experiences of Waterbury residents. Reach out to email@example.com
The Flood of 1955 happened 65 years ago this August 2020. Some of us might remember our grandparents or parents recounting the tragic event throughout the years. Their experiences are a valuable piece of historical testimony that will help preserve the memory of the event and its aftermath for years to come. Before planning your oral history, watch the video Mattatuck Moments: Buried in Water for necessary context and to hear verbal testimony of the Flood!
Mattatuck Moments: Buried in Water
Tips for Conducting an Oral History
Your oral history can be formal or casual. If you'd like to have a casual conversation use your notebook to take notes and remember the details of what you have talked about. If you'd like a more formal conservation, use the steps below as a guide. For further guidance and to learn more about oral history best practices guide published by the Oral History Association.
- Identify your interviewee
o Ensure that your interviewee is willing to participate and is aware that you will be recording your interview session. If you plan to share the recording, either informally or for a presentation, be sure to obtain consent.
- Schedule a time to talk
o Consider how you will record your interview and what tools you will need. If you live with a family member, sitting down at the kitchen table and setting up your phone to record would be a good option.
o Given the current safety standards, using Zoom to record a session with a family member or friend you don't live with is also an option!
- Prepare your questions
o What are you trying to learn about? Is it a single event or do you want to know more about this person's life in general?
o Having a set goal and list of questions to use, if need be, will help you guide the conversation.
o When preparing questions, try to avoid yes or no questions. Open ended questions will allow the person to take the conversation in whatever direction they wish.
o Asking one clear question at a time will ensure that you get a clear answer.
o Let your interviewee finish their answer before asking a follow up question.
- Gather supplies
o The supplies provided in this pack
o If you're talking over the phone, you can use a smartphone to record your phone conversation
o If you're talking through a video chat, providers like Zoom allow you to record a meeting. Find the instructions here.
- Conduct your interview
o Both you and your interviewee should introduce yourselves at the beginning of the recording.
o Include the date and time of your interview, so that if future researchers ever access your recording, they will have the necessary context to understand what they are listening to.
- Send thanks and follow up!
o Thank your interviewee for their time, and if you use their recording, share that with them. They might be happy to know their story is being shared. | 1,761 | 910 | {
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7157 Qanat
A qanat is an irrigation system widely used to deliver water in hot, arid climates. The technology was originally developed by Persians over 2000 years ago. In Morocco, qanats are known as khettara and are still used today in the southern part of the country.
The basic feature of a qanat is an essentially horizontal channel that brings water from an underground water source to an outlet near a civilization. There is also a shaft known as a mother well that rises vertically from the underground water source to the surface of a
mountain or hill. Creating such a system is extremely expensive, and was especially so in ancient times, since all of the materials excavated from the channel and mother well must be carried above ground, either through the channel outlet or the top of the mother well. To aid in the construction, there are often one or more additional vertical shafts placed at strategic locations above the underground channel. Although these shafts must also be excavated, they provide a means for lifting additional dirt from the horizontal channel as illustrated in Figure H.1.
For this problem, model the cross-section of a qanat as shown in Figure H.2, with the channel outlet at (0, 0), the water source at (w, 0), and the top of the mother well at (w, h) with w > h. The surface of the mountain extends along a straight line from (w, h) to (0, 0).
Every qanat must have a vertical mother well from the water source to the mountain surface above, along with n additional vertical shafts. The channel and all shafts are modeled as line segments. Your goal is to determine the placement for those additional shafts so as to minimize the overall excavation cost. This cost is equal to the sum of the distances that each piece of excavated dirt must be transported to reach the surface (using any combination of horizontal and vertical movement). For example, the cost of excavating a continuous section of dirt starting from the surface and going along a path of length ℓ (possibly including turns) is ∫
Input
The input file contains several test cases, each of them as described below.
The input consists of a single line containing three integers w (1 ≤ w ≤ 10000), h (1 ≤ h < w), and n (1 ≤ n ≤ 1000). The value w is the horizontal distance from the water source to the qanat outlet. The value h is the vertical distance from the water source to the mountain surface. The value n is the number of vertical shafts that must be used in addition to the mother well.
Output
For each test case. First, display the minimum overall excavation cost. Next, display the x-coordinates, in increasing order, for n optimally placed vertical shafts. If n > 10, display only the first 10 xcoordinates. Answers within an absolute or relative error of 10 − 4 will be accepted. You may assume that there is a unique solution. No test case will result in a shaft within 0.001 units from the outlet of the qanat channel or from another shaft.
Sample Input
8 4 1 195 65 2 10000 1 1000
Sample Output
31.500000
3.000000
12220.000000
48.000000
108.000000
30141.885677
9.956721
19.913443
29.870164
39.826887
49.783610
59.740334
69.697060
79.653786
89.610515
99.567245 | 1,410 | 768 | {
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Name_________________________________________________________ Date __________
6.3
Practice A
In Exercises 1–4, point P is the centroid of ABC. Use the given information to find the indicated measures.
In Exercises 5 and 6, find the coordinates of the centroid of the triangle with the given vertices.
In Exercises 7 and 8, tell whether the orthocenter is inside, on, or outside the triangle. Then find the coordinates of the orthocenter.
7. 1, 3 , 3, 1 , 0, 0 J K L
9. To transport a triangular table, you remove the legs. You secure the glass top to the frame by looping a string from a hole in each vertex around the opposite side, then pulling it tight and tying it. At what point of concurrency do the three strings intersect? Explain your reasoning.
10. Your friend claims that it is impossible for the centroid and the orthocenter of a triangle to be the same point. Is your friend correct? Explain your reasoning.
Name _________________________________________________________ Date _________
Practice B
In Exercises 1–3, point Q is the centroid of JKL. Use the given information to find the indicated segment lengths.
1. 21 AQ
2.
72
JA
3. 10 KQ
FindQLandAL.
FindQAandKA.
4. Find the coordinates of the centroid of the triangle with the vertices
A
6, 8 , 3,1 , and 0, 3 .
B
C
In Exercises 5 and 6, tell whether the orthocenter is inside, on, or outside the triangle. Then find the coordinates of the orthocenter.
5.
7. Given two vertices and the centroid of a triangle, how many possible locations are there for the third vertex? Explain your reasoning.
8. Given two vertices and the orthocenter of a triangle, how many possible locations are there for the third vertex? Explain your reasoning.
9. The centroid of a triangle is at 2, 1 and vertices at 3, 5 and 7, 4 . Find the third vertex of the triangle.
10. The orthocenter of a triangle is at the origin, and two of the vertices of the triangle are at 5, 0 and 3, 4 . Find the third vertex of the triangle.
11. Your friend claims that it is possible to draw an equilateral triangle for which the circumcenter, incenter, centroid, and orthocenter are not all the same point. Do you agree? Explain your reasoning.
12. Your friend claims that when the median from one vertex of a triangle is the same as the altitude from the same vertex, the median divides the triangle into two congruent triangles. Do you agree? Explain your reasoning.
13. Can the circumcenter and the incenter of an obtuse triangle be the same point? Explain. | 1,158 | 703 | {
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Installing the String Jack
A single String Jack can span 2, 3 or 4 strings and can be placed in any combination on top of the fretboard. Let's start with a String Jack that spans 3 strings. To position it, loosen the 1 st , 2 nd and 3 rd strings until you can easily lift them off the fingerboard. About 8 turns of the tuning peg. Next, while lifting the 1 st , 2 nd and 3 rd strings above the fingerboard, place the String Jack beneath the strings centered just before the 10 th fret. Make sure it is square with the neck and the strings are resting correctly in the grooves on top. It should look like the figure below.
Getting Started
Now that the String Jack has been positioned we need to tune the strings. For the first exercise let's tune the 1 st string to A, the 2 nd string to D and the 3 rd string to A. Drop the low E to D and A to G. The notation used to describe this configuration is:
Notice the strings in parenthesis are the ones supported by the String Jack and the pitches are the ones sounded in front of the String Jack. The 4 th indicates the interval the pitch behind and in front of the String Jack makes. The 10 indicates the nearest fret to align with the center of the String Jack. You will know when the String Jack is properly positioned when an interval of a fourth is made. The below figure shows all the available notes that can be made with the open strings.
Let's work through a musical example. Below is an excerpt from "Amazing Grace". The small number above each note is the interval of the bend. For example, the 3 in the first measure means bend to a major 3 rd , the 2 means bend to a major 2 nd . When bending a string to a pitch use the frets as a reference for where to apply downward pressure. The first bend for example, can be executed by pushing down the 2 nd string until it comes in contact with the fingerboard with the 3rd finger behind the 7th fret. The next note is played by pushing down on the 2 nd string with the finger behind the 5 th fret. After some experimentation you will find the "pocket" for each note.
Let's work through another musical example. Below is an excerpt from "The Arkansas Traveler".
Tune the 1 st string to F#, the 2 nd string to D and the 3 rd string to A. For the open strings drop the low E to D. The notation used to describe this configuration is:
Conclusion
One of the unique qualities of the guitar is the ability to tune it however you want. Although there are practical advantages to standard tuning, there are many tuning configurations to explore. Playing guitar with a String Jack can be a similar experience to playing with an alternate tuning. It can inspire new musical ideas. It can allow you to configure the String Jack to a song, or compose a song around a String Jack configuration.
The String Jack makes two other techniques more accessible on the guitar – applying the slide bar and violin bow. Like a Dobro guitar the high action of the String Jack makes applying a slide bar easier. And when used in combination with bending behind the String Jack it can produce unusual results. For the avant garde guitarists, a violin bow can be applied in front or back of the String Jack.
Here are some practical things to consider when using the String Jack.
- Loosen the strings before positioning the String Jack. About 8 turns or so.
- After a String Jack has been positioned the string tension should be less than normal.
- The area where to press down on a string to sound an interval will be more predictable if the String Jack is consistently positioned on the fretboard
- The String Jack is an experimental device. Care should be taken when placing it on the fretboard.
The combinations of using the String Jack and alternate tunings are endless and are waiting to be explored.
Have Fun! | 1,408 | 840 | {
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Refugee
(USA, 63 minutes)
Director: Spencer Nakasako Study Guide
Synopsis
In Refugee by Spencer Nakasako, three young Cambodian American men, raised on the streets of San Francisco's tough Tenderloin district, travel to Cambodia wielding video cameras to capture their experiences of meeting fathers, sisters and brothers for the first time. These family reunions reveal the quagmire of Cambodian political upheaval and military invasion, as well as the heavy toll of years spent apart in different worlds. As we follow their journeys we learn about the impact of war, refugee and immigrant culture, family, death, personal and political history, identity and, ultimately, reconciliation and forgiveness. In the seventies and eighties, many Southeast Asians, including Cambodians, fled war-torn countries and traveled to the U.S. as refugees. These families experienced tremendous turmoil, separations and culture shock upon arrival in their new home in America. Often, these communities faced difficulties in language, education and employment. Years later, the younger generation's exposure to this impoverished legacy and their increased fluency with the digital age has created a number of documentary films on this much-overlooked segment of American society. As we watch we learn that many other youth share similar issues: cultural barriers, war trauma, intergenerational misunderstandings, low-incomes, violence and drug abuse.
Discussion Questions
* Statements about the films. Agree, not sure or disagree?
-The father was responsible for the separation of Mike's family.
-The Aunt should have brought Mike's brother to escape.
- Mike's mother was right to not talk to him about his father and brother while he was growing up.
* Compare Mike, David and Paul's arrival and departure in Cambodia. What is different about their attitude and how it's represented?
* How do Mike, David and Paul differ in their relationship to Cambodia? How do their different attitudes affect their experiences?
* Why do you think the filmmaker chose to end Refugee at the Killing Fields? What are Mike's reflections in that scene? What do you think about him forgiving his father?
* Have you ever lived in or visited another country? What was different about this place and the people who lived there? How does your experience
make you think differently about where you live now?
* What are some examples of the different kinds of family represented in the film? Are there people outside your relatives who have become like family to you? What makes them like family? Do you feel like a stranger in your family? When and how?
* Where were you born? How has the place of your birth shaped how you identify yourself? | 1,079 | 536 | {
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CHARACTER PROFILE WORKSHEET
What is this person's name?
Why was s/he named that?
Age?
Birthday?
What astrological sign was s/he born under? Does it matter to him/her?
Where does s/he live? (Urban? Small town? Rural?)
Why did s/he choose to live there? Was this geographical location her choice or someone else’s?
Does s/he live in an apartment? a house? What architectural style? Did s/he choose the residence, and why?
Does s/he live by himself? with others?
What kind of vehicle does s/he drive?
What are his/her important material possessions?
Give a brief physical description.
What are his/her hobbies?
What kind of music does s/he enjoy?
Does s/he have pets? If not, why not? Would s/he like to have pets?
What are his/her favorite foods & drinks?
If s/he has an unexpected free half-day, how does s/he spend it?
How would a friend describe him/her?
What is his/her education?
What is his/her job?
Is this a long-term career or just a job?
Why did s/he choose that type of work?
How does s/he feel about his work?
What does s/he want to be doing in twenty years?
How does s/he feel about the opposite sex?
Why does s/he feel that way?
Is s/he married? single? divorced?
Does s/he have children?
Does s/he have former lovers?
How would a former date or lover describe him/her?
Who are his/her parents?
Does s/he have brothers and sisters?
Where was s/he born and raised?
How important is the family relationship to him/her?
Who is his/her best friend? Why?
Who is his/her worst enemy? Why?
Which one event in his/her life has made this person what s/he is today?
How does s/he feel about himself?
What trait does s/he have which s/he wants to keep secret from the world?
What does s/he like most about his/her life?
What does s/he dislike most about his/her life?
What one thing would s/he like to change about the world?
What would this person die to defend?
What is his/her most likeable character trait?
What is his/her most unlikable or troublesome character defect?
As the story begins, what is his/her problem?
What does s/he do that makes this problem worse?
Who is this person's love interest?
What is this person's ideal happy ending?
What reaction do you want the reader to have to this person?
Why should the reader care about this person? | 994 | 527 | {
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1 of 2
January 21, 2009 - Portland, Oregon
NEWS
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Scientists find benefit to fish poop
By Scott Sistek
You got me, this isn't really all that weather-related (at least, directly) but when else would I ever be able to get a blog entry with 'fish poop' in the title?
Here is the full story from the Associated Press:
WASHINGTON (AP) - The ocean's delicate acid balance may be getting help from an unexpected source, fish poop.
The increase in carbon dioxide in the atmosphere not only drives global warming, but also raises the amount of CO2 dissolved in ocean water, tending to make it more acid, potentially a threat to sea life.
Alkaline chemicals like calcium carbonate can help balance this acid. Scientists had thought the main source for this balancing chemical was the shells of marine plankton, but they were puzzled by the higher-than-expected amounts of carbonate in the top levels of the water.
Now researchers led by Rod W. Wilson of the University of Exeter in England report in the journal Science that marine fish contribute between 3 percent and 15 percent of total carbonate.
And the contribution may be even higher than that, say the researchers from the U.S., Canada and England.
They report that bony fish, a group that includes 90 percent of marine species, produce carbonate to dispose of the excess calcium they ingest in seawater. This forms into calcium carbonate crystals in the gut and the fish then simply excrete these "gut rocks."
The process is separate from digestion and production of feces, according to the researchers.
The team estimated the total mass of bony fish in the ocean at between 812 million tons and 2,050 million tons, which they said could produce around 110 million tons of calcium carbonate per year.
The carbonate produced by fish is soluble and dissolves in the upper sea water, while that from the plankton sinks to the bottom, the team noted.
The research was funded by the U.K. Biotechnology and Biological Sciences Research Council, The Royal Society, the U.S. National Science Foundation, the Natural Sciences and Engineering Research Council of Canada, United Nations Environmental Program, the Pew Charitable Trust and the U.K. Department of Environment, Food and Rural Affairs.
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1/21/2009 12:04 PM | 1,581 | 767 | {
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The bluffs at the David Weld Sanctuary
Linda Selvaggio
The above photograph represents the research I am conducting on the bluffs at the David Weld Sanctuary. The yellow numbers correspond to specific sedimentary features on the cliff and the blue numbers correspond to structural features. Link here for close up photos of these features.
To get a better understand the processes that have occurred in this area, I am including a brief glacial history and tutorial of sedimentary structures.
A brief glacial history of Long Island:
Approximately 20,000 years ago, glacial advances and retreats helped construct the hills and plains of Long Island. Acting like a giant bulldozer, it pushed sediment toward the South dumping its load to form a moraine that runs through central Long Island and extends to the south fork. This is the Ronkonkoma moraine. Another advance (from either the same glacier or another) created a moraine on the north shore known as the Harbor Hill moraine. The sediment in these moraines is typical glacial till, composed of unsorted material. Meltwaters running over the moraines deposited finer sediment called outwash. The outwash created the plains of Long Island.
Glaciers transport an enormous amount of sediment. When the material is unloaded from the various areas of the glacier, distinct landforms are created. In addition to landforms, glaciers leave many "footprints" that give clues to its presence. The temperature was extremely cold when they passed through this area and strong winds prevailed with speeds up to 100 MPH. Sand particles blew in the wind and acted like sandpaper, abrading rocks flat on one side. Rocks shaped in this way are called ventifacts. The rocks carried within the glacier were banged around during transport. The results of this are small crescent shaped indents called chatter marks. Another feature created during transport are striations, which are parallel grooves etched into the rock. The ice was quite thick and capable of lifting large boulders the size of houses and depositing them in areas different from their origin. These boulders are known as erratic boulders.
A little about the Long Island Sound:
The sound, which is 110 miles long, 21 miles wide and approximately 65 feet deep, was once a fresh water glacial lake for several thousand years. Sediment, hundreds of feet thick accumulated in this lake. Eventually it broke through in the east and drained. Sea level, which was 350 feet lower 20,000 years ago, began to rise from the melting glaciers, and the abandoned lake filled.
Sedimentary structures:
Just as the glaciers leave their "footprints", so do sedimentary structures. The importance of constructing a stratigraphic column is to analyze the sedimentary structures that are found within the beds to determine the depositional environment of the sediment. Certain features (such as fossils) are excellent indicators of the age of the sediment. Other features (such as ripples and clast orientation) reveal the flow direction of the water which deposited the sediment. It is even possible to discover climatic conditions during deposition.
Evidence of a glacier:
Scattered along the beach are an abundant amount of rocks containing striations, chattermarks and ventifacts. Erratic boulders rest along the shore and many more are exposed several hundred feet offshore, during low tide.
Getting the big picture:
When trying to reenact events that occurred in an area it is important to look at the "big picture" and not base your theories on an isolated spot. In the field, a sedimentologist will dig several columns a distance from each other, using one column as a reference to compare to the others. I not only dug three columns, but also dug many "half columns" between the main ones. The purpose of this exercise is to "connect the beds" over a broad distance. This enables you to isolate the minor events from the main one.
Return to Linda Selvaggio's home page
Return to Earth Science Research Project home page | 1,558 | 817 | {
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Marvin Redpost: Why Pick on Me?, by Louis Sachar – Lexile 290, 64 pages
Te Marvin Redpost series, by Louis Sachar, is a wonderful series for third-graders, not only for its readability but also for its humor. Your students will laugh out loud as they read this book, and will beg to read the rest of the books in this series. I recommend placing your students who are reading below grade level in this text.
Marvin Redpost: Why Pick on Me? Text Complexity
QUALITATIVE MEASURES
QUANTITATIVE MEASURES
Levels of Meaning
Te central message of this text is that it isn't fair to pick on people. Additional themes relate to right and wrong and respecting others.
Structure
Overall, the narrative uses a fairly simple, explicit, and conventional story structure.
Language Conventionality and Clarity
clear.
Louis Sachar uses language that is literal and
Knowledge Demands
Te characters in this text look at issues of right and wrong from two very different perspectives, causing the reader to challenge his or her own perspective. General background knowledge about how people define their moral code is needed.
Te Lexile level for Marvin Redpost: Why Pick on Me? is 290, based on word frequency and sentence length. Tis is below the range of the complexity band for 2 nd –3 rd grade according to the Common Core State Standards.
READER TASK CONSIDERATIONS
Tese should be determined locally with reference to motivation, knowledge, and experiences as well as to purpose and the complexity of the tasks assigned and the questions posed.
Jake Drake, Bully Buster, by Andrew Clements – Lexile 460, 67 pages
Te Jake Drake series, by Andrew Clements, is a slightly more challenging series than the Marvin Redpost series due to its complex structure and qualitative demands. Te story is written in flashback, and has a strong message that all students who have ever been picked on or bullied at school will relate to. I recommend placing students who are reading on grade level in this text.
Jake Drake, Bully Buster Text Complexity
QUALITATIVE MEASURES
Levels of Meaning
Te text offers multiple themes related to right and wrong. Tese themes include the importance of understanding the perspectives of other people and what it takes to build friendships. Tese themes will lead students to the central message, which is that it isn't fun to be mean.
Structure
Te challenge of this text is its complex structure. Te main story is told through a flashback—Jake Drake is telling the story of how he overcame a bully when he was in the second grade.
Language Conventionality and Clarity
Andrew Clements uses language that is fairly literal and clear.
Knowledge Demands
Tis text provides multiple themes. In this text, the characters look at issues of right and wrong from different perspectives, causing the reader to challenge his or her own perspective. General background knowledge about how people define their moral code is needed.
QUANTITATIVE MEASURES
Te Lexile level for Jake Drake: Bully Buster is 460, based on word frequency and sentence length. Tis is in the lower range of the complexity band for 2 nd –3 rd grade according to the Common Core State Standards.
READER TASK CONSIDERATIONS
Tese should be determined locally with reference to motivation, knowledge, and experiences as well as to purpose and the complexity of the tasks assigned and the questions posed.
Beezus and Ramona, by Beverly Cleary – Lexile 780, 183 pages
Beezus and Ramona, by Beverly Cleary, is a classic favorite of many young children and teachers. Students will be captivated by Cleary's humorous writing style woven throughout the book. Tis book is written in the third person, which may present an additional challenge for third-graders. I recommend placing students who are reading above grade level in this text.
Beezus and Ramona, Text Complexity | 1,679 | 859 | {
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Food
1. What is your favorite type of cuisine and why?
2. Do you prefer cooking at home or eating out? Why?
3. What is your go-to comfort food when you're feeling down or stressed?
4. Is there a specific food or dish that reminds you of your childhood?
5. Are there any foods that you don't like or refuse to eat?
6. What is your favorite fruit or vegetable? How do you like to eat it?
7. Do you have any food allergies or dietary restrictions? If so, how do you manage them?
8. Have you ever tried any unusual or exotic dishes? What did you think of them?
That's Conversation!
Do you like the free Conversation Cards? Do you use them in class?
Now you can access even more engaging and thought-provoking content ready to use in your conversation class.
Check out That's Conversation!
That's Conversation MniEbooks will provide you with intuitive exercises that both inspire discussion and teach new language. You can use them in their original digital format for your online class, or you can print them for use in a more traditional classroom setting.
For the topic of food
get:
That's Conversation! - Flavours
https://ice-breaker.pl/produkt/thats-conversation-flavours/
What's inside?
* Sixteen different tasks to get your B1/B2/C1 students talking about food and culinary traditions
* Tasks to enhance proficiency in using countable and uncountable nouns
* Practice exercises for quantifiers
* Suggestions for further or prior reading (articles) and listening (videos) with direct links
That's Conversation! - Arguments
https://ice-breaker.pl/produkt/thats-conversation-arguments/
What's inside?
* 16 different tasks to involve your B1/B2/C1 students in thought-provoking discussions
* Phrases and expressions of strong, neutral and partial agreement and disagreement
* Softening disagreement
* Suggestions for further or prior reading (articles) and listening (videos) with direct links
* Topics for students' own research, projects or homework.
* Topics for students' own research, projects or homework.
Zarówno karty konwersacyjne, jak i MiniEbooki "That's Conversation!" podlegają ochronie na mocy prawa autorskiego. Możesz je drukować i udostępniać uczniom wyłącznie na potrzeby prowadzonych samodzielnie zajęć. Nie możesz ich jednak kopiować w celu udostępnienia osobom trzecim, tak w celach komercyjnych, jak i bezpłatnie.
Copyright © 2023 IceBreaker Anna Barbarska | 1,087 | 571 | {
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For 4th to 8th Grade S.T.A.R. Cards (Students Thinking and Acting Responsibly)
From an early age, children are ready to learn the skills of citizenship. To do so, they need basic civic knowledge, practice with civil dialogue, and ways to be engaged community members.
S.T.A.R. Cards develop these skills. They start rich conversations that encourage all students to share and support their individual points of view.
S.T.A.R. Cards are perfect in a morning meeting, a writing assignment, and more. They support engaged civic learning where all students feel safe to participate.
Production is supported by the Committee of Seventy. Copyright © 2022 by Anne Spector. All rights reserved
Building Basic
Civic Knowledge
6. There are five freedoms in the First Amendment to the Constitution: freedom of speech, freedom of religion, freedom of the press, the right to petition, and the right to assemble. Choose one freedom and describe what you think it means to you in your day-to-day life.
Building Basic
Civic Knowledge
7. There are Constitutional rights that give students a voice. These rights come with responsibilities. Is there a rule in your home, school, or community for which you would like to suggest a change? Do you think you have the right to make this suggestion? If so, what change would you suggest?
Promoting Civic
Engagement
15. Our schools and our communities often have neighbors from many different cultures. What would you do to learn about and celebrate the different cultures in your classroom or school?
Promoting Civic
Engagement
23. You must be 18-years-old to vote for President of the United States. What are some ways you might get practice becoming an informed voter? Do you think it is important to vote even if who or what you vote for does not win? Why or why not?
Building Strong Voices
Practicing
Democratic
Deliberation
27. There are pros and cons about allowing cell phones in school. Take a poll of the students in your classroom as to whether they think cell phones should be allowed or not. Then ask what rules the class would suggest if there were cell phones allowed in the classroom.
Building Strong Voices
Practicing
Democratic
Deliberation
29. Since 1789, when the office of President of the United States was established, there have only been men who have served as president. Do you think it is time we have a woman president? Why or why not? | 979 | 514 | {
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Education in LEDCs
All people have a right to education under the Universal Declaration of Human Rights. Public education is an essential driver of economic development. LEDCs need to address two issues if their public education systems are going to produce the highly skilled, knowledgeable, and adaptable workers required to prompt economic growth. These are widening access and improving quality.
Widening Access
Access to education in LEDCs is notoriously sporadic. In LEDC's in Sub-Saharan Africa, over one-third of the population of 12-14 years old don't have access to education and a further 60% of 15-17-year-olds are uneducated before getting a job, only reducing the rate at which these countries develop and progress into major world powers.
Geographical accessibility is a key issue; transport networks in LEDCs are often unreliable, and even non-existent outside of urban centres. Children in rural areas often need to walk several miles to attend the local school. This is part of the reason why many families still discourage schooling for their children; such extended travel time can be seen as time wasted, especially when there is a financial imperative for children to lend a hand on the family's farm, or with domestic chores such as raising younger children.
Many LEDCs do not have the infrastructure to provide universal public education. As such, many schools are run by independent bodies and charitable organisations. Often, they charge fees – on average it costs $650 (USD) to educate one child. Many poverty-stricken families cannot afford to even contemplate paying these fees. The financial demands of educating children (the cost of losing their labour and the cost of fees, materials, and transport) are compounded by the size of families; in African LEDCs, there are roughly 5 children for every woman.
Young girls usually have even less access to education than young boys. Some LEDCs such as South Sudan, Ethiopia, Niger, Chad, and Liberia, actively restrict female access to education on the basis of their gender. In extreme cases, such as Niger, up to 80% of women are illiterate. If women continue to be excluded from education, then they lack essential knowledge about leading safer lives, contraception, and diseases from ill sanitation. Clearly, illiterate citizens are usually unable to contribute to the economic growth of a country too.
Improving quality
Furthermore, there are serious problems with the quality of education received by pupils in schools. Some statistics say that up to 37 million children who do attend an education service learn so little that they were not much better off than children that didn't receive and education.
SGSMUN 2019 Youth The Issue of Education in LEDCs Even worse still, in LEDCs across the world, there is not only a low quality of education but high rates of teacher absenteeism. In some cases, this has led to up to 200 pupils being taught in the same classroom by only one teacher. This simply isn't the one to one attention children need to develop the skills required to live in the outside world. Many LEDCs lack the resources within their education systems to provide materials essential for learning including textbooks. When combined with the low level of training which many teachers receive, it is clear to see that the pupils who manage to attend school are not making the progress needed. Low quality of provision leads to further problems with access, as families do not see the point of sending children to a low-quality school, thus creating a vicious cycle.
There are, also, ideological debates about what is to be taught in these schools. Many LEDC's, especially in Africa, are under the economic influence of much more powerful global nations. A key example of this is how China has helped countries such as Angola and Zimbabwe and then used them to establish communist dictatorships, possible spreading China's ideology through influence on the curricula. This must also be tackled when thinking about how these countries influence the education curriculum in these developing countries.
Points to Consider
* How can access to education in rural communities be improved?
* How can access to education for girls be widened?
* How can the culture of education in LEDCs be changed?
* How can quality education be guaranteed for all pupils in LEDCs?
* How can the issue of ideological interference be tackled, when many LEDCs will rely on the economic power of MEDCs to reform their systems?
Useful Links:
UNESCO Africa Education https://en.wikipedia.org/wiki/Universal_access_to_education | 1,926 | 894 | {
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PUBLIC INFORMATION OFFICE JET PROPULSION LABORATORY CALIFORNIA INSTITUTE OF TECHNOLOGY NATIONAL AERONAUTICS AND SPACE ADMINISTRATION PASADENA, CALIF. 91109. TELEPHONE (818) 354-5011
Contact: Diane Ainsworth
FOR IMMEDIATE RELEASE August 16, 1991
Investigations of the sun's fiery outer atmosphere will intensify when the Ulysses spacecraft passes behind the sun on Wednesday, August 21.
Conjunction will occur when the spacecraft and Earth are on opposite sides of the sun. Signals sent from the spacecraft to Earth during this alignment will be distorted by the denser part of the sun's outer atmosphere, known as the corona.
"A spacecraft such as Ulysses, which is slightly above the plane of the Earth's orbit, will appear to pass just above the sun," said JPL's Dr. Edward J. Smith, project scientist for NASA, which is managing the mission jointly with the European Space Agency (ESA). "At conjunction, radio waves transmitted from the spacecraft will travel through and become distorted by the innermost region of the corona."
While interference from the conjunction will temporarily degrade communications with the spacecraft, the alignment will create an ideal situation for radio science experiments, added Dr. Edgar Page, ESA science coordinator.
"The radio signals from Ulysses will pass close to the sun's surface and travel through the dense lower solar atmosphere," Page said. At closest approach, the signals will cross through
the sun's corona at four solar radii -- 2.9 million kilometers or 1.8 million miles -- from the center of the sun.
The Solar Corona Experiment, one of two radio science experiments using the spacecraft's two radio transmitters, will study the density, velocity and turbulence of the solar atmosphere. Dr. Michael Bird of the University of Bonn, Germany, is the experiment's principal investigator.
Scientists are interested in studying the innermost layers of the corona, where gases are particularly thick and dense. Subtle changes in the character of the radio waves reaching Earth from the spacecraft will be examined to provide information on the hot gases through which the waves have passed.
"This radio probing of the corona provides an opportunity to obtain information in solar regions where no spacecraft has flown," Smith said. "The Ulysses flight path is particularly favorable scientifically because the radio waves will travel through a region of the corona in which the solar wind is thought to originate."
"The spacecraft has been placed in a mode to operate autonomously during the conjunction," said Peter Beech, ESA mission operations manager. "The automatic conjunction mode allows the spacecraft to carry out pre-programmed computer instructions necessary to maintain on-board operations."
The mission operations team at Jet Propulsion Laboratory said routine maneuvering of the spacecraft will not be possible for about 15 days during the solar conjunction.
Once the spacecraft has moved away from the sun, ground controllers will reestablish routine commanding and begin to acquire the new data. The Solar Corona Experiment will continue to operate for about two weeks after solar conjunction.
On February 8, 1992, the spacecraft will fly by the planet at closest approach of about 235,000 miles above the cloud tops, using the gravitational pull of Jupiter to swing itself out of the ecliptic plane and onward to the poles of the sun.
Ulysses is presently traveling just above the ecliptic plane -- the plane in which the Earth and sun orbit -- on its way to Jupiter.
Ulysses is a five-year mission to study the poles of the sun, managed jointly by NASA's Office of Space Science and Applications and the European Space Agency. The spacecraft will begin its primary science objectives in June 1994, when it reaches 70 degrees south solar latitude.
#####
Tracking and data collection during the mission are provided by NASA's Deep Space Network, which is managed by the Jet Propulsion Laboratory.
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The Anarchist Library Anti-Copyright
Freedom Press Village Life in Dorsetshire October, 1887
Freedom: A Journal of Anarchist Socialism, Vol. 2, No. 13, online source RevoltLib.com, retrieved on May 8, 2020. Freedom: A Journal of Anarchist Socialism theanarchistlibrary.org
Village Life in Dorsetshire
Freedom Press
October, 1887
I remember when laborers were paid only seven or eight shillings a-week, and their food was mostly barley cake and potatoes. They used to help themselves to swede turnips out of the fields, and to all the fuel they cooked with. They are better off now, but still it is sad enough.
The people have been driven out of the villages to seek work in the towns. In 1857 the population of this village was 595, and in 1881 it was 422-a decrease of 173 in 30 years. The number of houses is less by 24.
At the present time a farm laborer has eleven shillings a-week wages, and a house valued at from one shilling to eighteen pence a week rent. In hay-making time he gets ten shillings beer money. At wheat harvest he has £1, and during wheat tying, which lasts about six days, he can earn five shillings a-day, harvest work being paid by the job. The same holds good of hoeing root crops, at which a man can get three and sixpence or four shillings a-day for about fifteen days in the year.
Carters receive from twelve to thirteen shillings a-week, a house and wood fuel free, and two hundredweight of coal, besides £1 at haymaking and £2 at harvest for beer money. Shep- herds get the same wages and beer money as carters, and an allowance of about one penny on each lamb they rear.
There is generally on each farm, besides the above, a "hedgecarpenter" and rick thatcher, who is paid fourteen or fifteen shillings a-week.
All these laborers have 20 or 30 lug of ground, rent free, to grow potatoes. (A lug is 5 1/2 square yards, yearly rent value 2d.).) But I very much doubt if the men get much benefit from these potato grounds, which they have to plant, hoe, and dig when they come home, tired out after a long day's work. They require more and better food and drink to enable them to stand this extra exertion, and they have to find their own tools.
During hay-making and harvest the laborers are working from four or five in the morning till nine or ten at night. Carters always have to be in the stable as early as 4 a.m. They go out with the plows at six o'clock, and return to the stable at two in the afternoon, feed the horses and go home to dinner. At three they must be back again to clean down the horses and the stable. Then they go home to tea, and at eight have to return to the farm to feed the horses again and bed them for the night. Not much time for potato hoeing after that!
As for the shepherds, during January and February, the lambing season, they have to sleep in the fields in a covered cart, called the shepherd's lambing house, or under some thatched hurdles; for many times during the night they must get up and see if the sheep want assistance.
The plan of granting a house rent free as part of wages puts the laborers under the farmer's thumb, and now all the landowners let their cottages to the farmers. Thus the laborers can be evicted immediately without the case going to the county court. A few years ago I saw three laborers„ with their wives and children, and their furniture, by the road-side at Milborne Bt. Andrews. They had been evicted by the farmer, because they were union men and would not work for the wages he offered. One of them had the pluck to turn a hive of bees loose in his cottage to prevent the furniture being thrown out. This same farmer was a queer fellow as well as a hard master. Once he had a wagon placed before his window, and set a man to turn the wheel all day long. A convict's task; one to make a fool of a man but the laborer had to do it or get turned off. In the end this village tyrant shot himself.
It must not be supposed that laborers are able to spend their extra harvest money on extra comforts or enjoyments. Alas! they are run too short all the rest of the year for that. As soon as a man gets his harvest wages, he must pay the shopkeeper, the shoemaker, etc., for the bills run up in winter. And then he has to buy his pig of the farmer. That costs £1, paid in installments of one shilling a-week. By harvest time the hog-tub is generally full of potato parings, and with these and small potatoes and a littler bran and barley, piggy is fattened. About Christmastime he is killed, but then half of him must be sold to pay the grocer's bill.
The food of a laborer's family is bread, skim milk cheese, fried potatoes and cabbage or parsnips for breakfast, with a little coffee to drink. Dinner consists of bacon, with potatoes and cabbage boiled; supper of bread and butter, with the invariable potatoes and cabbage or parsnips fried, or perhaps stewed turnips for a change. The wife always boils an extra quantity of vegetables at dinner-time, so as to have plenty ready to fry morning and evening.
There is no possibility of putting by money or feeding useless mouths, all the old folk have to go to the union workhouse.
Such is the life of a Dorset laborer. A lifelong, exhausting round of labor for the benefit of the monopolists of land and capital, the landlord and the farmer. A slavery which takes all joy out of the healthiest and most natural of human occupations, and drives men out of the country to overcrowd our large towns, where they are often far worse off in the end.
A DORSETSHIRE MAN. | 2,034 | 1,319 | {
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Faith
Coffee Talk: Catholic Identity in the Digital Age
Our Most Important Value!
Vatican documents on education identify several distinctive elements of Catholic education, including:
1. The centrality of community and importance of relationships;
2. The presence of a rich prayer and sacramental life;
3. The integral formation of students' minds, bodies, and spirits;
4. The development of a Catholic understanding of the world.
Heavenly Father, you gather us together in our faith journey
Trusting in you, we join one another as a community A community of faith on a journey A journey to grow ever deeper in our faith In our Love
In our Desire to long for you
Along the way, remind us of your Love
Of your sacrifice for us
Of your ever mindful presence
Let us never lose hope along the way
Help us to be strong
Strong in Faith
Strong in Love
Strong in our Desire to be ever mindful of your presence
For it is in your strength and Love and the Graces you bestow upon us, that we can go out and share in your Love and Faith with all those in our community. It is in the name of Jesus Christ our Lord who lives and reigns with you and the Holy Spirit one God For ever and ever
AMEN
The Things We Hold Dear
So much of who we are in Catholic education is based on our existence as a faith-based community, where we gather together to see, hear, and be with each other in prayer.
Participation in the Sacraments, feast-day celebrations, prayer, and rituals form the basis of daily interaction and activities.
Parents are the spiritual heads of the family
You are your child's first teacher in their faith journey - you are there to baptize and guide them.
Our School Community Cares!
Prayer
Daily morning prayer in the classroom
Mass
Seeking for ways to stream and celebrate the mass as one whole school community
Lessons
Religious Education Programming
Visits
We want to collaborate with you and your home schools and parishes to bring your pastors in for visits
Community
Gathering together in faith
Sacraments
It is through partnership with your home schools and parishes that we can support this special experience
How else can we celebrate the faith?
Online Resources to Deepen and Celebrate the Faith
Religious Mass Online:
http://kofc.org/en/news-room/articles/watch-mass-online.html
Lenten Reflections, religious movies, devotions, cartoons, and more:
https://watch.formed.org/browse
Holy Heroes Sunday Mass preparation for kids:
https://www.holyheroes.com/MassPrep-s/57.htm
Stations of the Cross with Fr. Robert Barron (for high school students and adults): https://www.Stations.wordonfire.org
Keep Connections Strong
Community
Stay connected with your parish what virtual opportunities do they offer? The St. John Paul II National Shrine streams Mass daily at noon: https://www.youtube.com/channel /UCFTeh0aaqAA3-nAYAI7K6zA/
Service
Even in times where we are physically apart, find ways to bring a servant/service oriented leadership forward like praying this novena for the Coronavirus: https://dcknights.org/2020/coronavirus -novena/
Prayer
Join a scripture study, rosary circle or other prayer group. If you don't know of any, maybe start one! Check out this Lectio Divina Resource Here: https://blog.theprodigalfather. org/lectio-divina | 1,519 | 756 | {
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Reading Days 1 and 2
Monday 20 th April
TIPS FOR THE WEEK – In maths this week the children will need to make a simple clock face with two hands before they can do the missions. This can be drawn on a piece of paper and two moveable hands can be drawn and cut out.
In writing, we are focussing on past, present and future tenses. The answers have been included where appropriate.
Reading Mission 30 mins
Children to read or be supported to read 'The Horribly Nice Pirate'. After, they can answer these questions. These can be verbal answers or they could be written down or typed. Suggested answers are in red.
1) What two things could Captain England see pointing uncomfortably towards his face? A number or cutlasses / a number of blades.
2) What do you think a 'cutlass' is? Give evidence from the text to support your answer. A sword / type of weapon. (Don't forget to find the evidence in the text.
3) 'To vent their disapproval towards their captain…' how else could the author have written this line? Accept any answer which reasonably rewords this statement keeping the sentiment eg: to tell the captain that they were unhappy / to show how much they did not like the captain / to shout about how they did not like what the captain had been doing.
4) '…Pillagin' an' plunderin' these seas since we was knee high to an octopus'. Why do you think the author writes in this way? The author is trying to replicate a pitate's speech/ the author is trying to include vocabulary that a pirate might use.
5) 'His eyes were wide and his face was getting quite pink'. Why do you think the first mate was like this? His face was becoming pink because he was angry with the captain and sometimes people's faces go red when they are angry / His eyes were wide and his face was pink because they captain was making him frustrated.
Writing Mission 30 mins
Your mission is to put the following sentences into the past tense. Remember, the past has already happened.
Maths Mission 30 mins
Can you write 5 of your own sentences in the past tense? Use the word mat below to help you.
Your mission today is to tell the time confidently (past the hour). You can use the clock below to look and create your own on paper by drawing around a plate. You will also need to make two clock hands. Remember that the minute hand must be longer than the hour hand. You can use your clock for every lesson this week.
three O'clock ten minutes past two
twenty minutes past four twenty five minutes past seven
half past twelve quarter past one
6:20 8:15 7:05 10:10 9:40 1:50 3:45
Topic Mission
You can choose 1 or more of the projects below to work on throughout the week.
1) Message in a bottle – Imagine you are aboard a ship with some nasty pirates. You find a plastic bottle and a sheet of paper. Your mission is to decorate your bottle so that people on land will notice it easily, and write them a note explaining who you are and why you are asking for help.
2) Treasure Map – Can you design and make your own 2D or 3D treasure map? You can also include a set of instructions for a family member to follow.
3) In the movie 'The Little Mermaid' Ariel found all sorts of everyday objects at the bottom of the sea and used them for different purposes eg: A fork became a comb for her hair. Can
you find a range of objects from around your house and create new purposes for them? You might want to take photos of what your object could become or draw and label pictures to explain them.
You might even want to create a drama sketch with your objects and film it. | 1,478 | 817 | {
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1L Class Newsletter Term 4, 2020
Welcome back to the last term of 2020! It is always wonderful to see the students return to school happy, refreshed and excited to see their friends and teachers. We are looking forward to the challenges our new learning experiences will bring this term! Term 4 is always a very busy term and one that highlights the learning achievements of the students across the year. This year has been a new and interesting year for us all, one that will be recorded in the history books. We look forward to celebrating, in whatever manner possible, the perseverance and growth of the students across 2020. As we reflect on the challenges 2020 has brought, there have also been great opportunities, one of the most notable, is the strengthening of home/school partnerships, as we collaboratively supported students through their home learning experiences. A huge thank you to families for all their support and understanding across the interesting year that was 2020.
Curriculum Overview Term 4
English: This term, students will be learning about persuasive texts. This will include writing and speaking persuasively. We will look at forming and justifying a point of view and articulating those ideas to a specific audience. In addition, we will be using our rich texts as a platform to develop students' critical and creative thinking skills, responding to texts through our discussion circles and creative writing endeavours. Our Soundwaves Program continues to be a highly effective whole school approach to teaching spelling and one that the students enjoy. Maths: This term we will be following our scope and sequence to ensure students are exposed to all the strands of the NSW Mathematics syllabus. We will also be revising and building upon the skills that we have been developing throughout the year. The students will cover a range of topics including time, money, measurement, 2 and 3dimensional shapes, data and chance, addition, subtraction, multiplication and division operations with numbers. They will engage in daily Number Talks to assist their working mathematically skills. We will continue to use Mathletics in the classroom as one of many ways to present content to students. We encourage the use of Mathletics at home to reinforce students' knowledge and skills.
Integrated Unit: This term our unit is titled 'My Family'. In this unit we will be exploring family structures and heritage. All students will be creating a family tree, locating places of family significance on a map of Australia and discussing how their families celebrate different events.
This unit is such an exciting one to foster a sense of belonging in students as well as strengthen the home/school connection, as children
will be sharing stories of their family with their teachers and peers.
Personal Development and Health (PDH): This term, as part of our PDH outcomes, the students will be looking at a unit called 'Who am I'. Students will focus on the following concepts:
Glimpses of Term 3
If paying online does not suit, you can also pay in person at the front office (EFTPOS or cash) or write a cheque made out to Wyrallah Road Public School.
Thank you to the parents that have already paid these fees, your contribution is appreciated.
Warm regards, Jessica Brewer-Charles (Mon-Thurs)
Monique Graham (Fri)
Email address: email@example.com
School office hours: 8:30am – 3:30pm
Email: firstname.lastname@example.org
School office hours: 8:30am – 3:30pm | 1,372 | 730 | {
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TE TIRITI O WAITANGI: QUIZ
Please indicate whether you think each of the following is true or false; if anything in the statement is false, tick the "false" box.
True False
1. The Treaty of Waitangi is generally recognised as law in NZ Courts ……………………………………………
2. The Māori Affairs Department was set up to give assistance to Māori people in 1953 ……………………….
3. The first education system here was set up by European missionaries ………………………………………...
4. The cost of Treaty settlements is undermining the economy …………………………………………………….
5. A Māori person wrote the Māori Text of the Treaty and a missionary wrote the English version …………….
6. Discrimination against Māori people has never been legal in New Zealand ……………………………………
7. Most of the land taken fromMāoripeople was confiscated by the Government as a result of the
land wars ……………………………………………………………………………………………………..
8. Abel Tasman discovered this place ………………………………………………………………………………….
9. The Waitangi Tribunal makes final decisions about grievances under the Treaty of Waitangi ……………….
10. The four Māori electoral seats were set up to ensure that Māori people would always be represented in
Parliament ………………………………………………………………………………………………………………
11. Māori protest over land and other justice issues started about 30 years ago …………………………………..
12. If everyone is treated identically, then everyone has an equal chance to succeed …………………………….
13. Past injustices have nothing to do with the present because we didn't do those things and we can't change
history …………………………………………………………………………………………………………………...
14. Some people advocate separate development for Māori people - that's the same as the apartheid policy in
South Africa …………………………………………………………………………………………………………….
15. The Māori King or Queen speaks for all Māori people …………………………………………………………….
16. Pākehā don't have any culture ……………………………………………………………………………………….
17. Government policy is to provide full recompense to Māori for land unjustly taken ……………………………..
18. The British government decided to act in 1840 to prevent the French government from colonising New
Zealand …………………………………………………………………………………………………………………
19. The British government never recognised the sovereignty of Māori ……………………………………………..
20. Moriori people were here before Māori people ………………………………………………………………….....
21. The Treaty is an agreement between Māori and Pākehā …………………………………………………………
Further reading:
Ross Calman Ranginui Walker
The Treaty of Waitangi
Ka Whawhai Tonu Matou: Struggle without End
This work is licensed under the Creative Commons Attribution-Noncommercial-Share Alike 3.0 New Zealand License.
Please acknowledge the source if copying.
Treaty Resource Centre
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"The Prayer" October 21, 2018 by Rebecca Enney
Pastor Ed has brought a basket of letters to the Sunday School class for the children to say a prayer over before they get mailed this week. (We can pretend the other children in the class are her too.)
"This is not just ordinary mail like advertising or junk mail or bills to pay. These are letters signed by adults here at church. They are being sent to the Senators and Representatives who are in a position to help poor people."
"Stop it!" Barabas loudly whispered to Gator. "You stop it!" Gator said back.
Pastor Ed noticed. "We will bow our heads to say a prayer of blessing over these letters because . . . "However, there was now a scuffle going on between Barabas and his brother Gator.
"Listen Gator! Stop bumping me with your tail! You are doing it on purpose! Stop it!"
"YOU stop it! It is just a tiny bump and I can't help it! You are making a big deal of nothing!” Gator snarled back.
"Boys!" Pastor Ed said. "What's going on here? You are disrupting the class!"
"He has been bugging me all morning!" Barabas complained.
"Like you haven't been asking for it! He woke me up like an hour early this morning playing with the dogs in our room, making them bark and all!"
"It seems like you brothers are having a hard time getting along today."
This happens you know. It happens to brothers and sisters your age and to brothers and sisters that are adults. It happened to James and John in the Bible lesson this morning. It seems they each wanted to sit in the best place beside Jesus.
Jesus told them that sitting there would be very difficult. He said that being in that special seat did not mean they would be like a King and get everything they wanted. It would mean they had to be like a servant, like a slave!
Barabas kind of already knew that he was making a big deal of very small bumps. And Gator really already knew he was doing it just to annoy Barabas. It's the kind of thing that brothers and sisters do on purpose. It is a foolish thing to do, because small things, done over and over, can become big things.
This makes me think of a hungry person. I suppose you could miss one meal and it would not be a big deal, but if you missed a meal every day, day after day, this will become a big thing! Jesus said we need to HELP HUNGRY PEOPLE!
Pastor Ed prayed: "Good and Dear Lord, stop our small grievances and help us to do your will, to reach out to the hungry, the poor and to all in need. Help these letters let our leaders know how very important it is to feed the hungry and house the homeless. We ask for you to bless these letters and to inspire the leaders who read them, to be servants and slaves just as Christ has instructed. Amen" THE END | 983 | 651 | {
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GEO-11
2020
Meteorites in New Hampshire
Meteorites are chunks of metallic or stony material that survive their plunge through the Earth's atmosphere and land on the Earth's surface. Intersecting the Earth's orbit and surviving a ride through the atmosphere without being vaporized is a very rare event. While out in space, debris in the solar system is called meteoroids. However, they become meteors when they enter our atmosphere. Meteoroids are generally the size of a grain of sand, and are quickly vaporized by the heat of friction created as they collide with air molecules of the upper atmosphere. We see this
vaporization as a "shooting star," or when several meteors appear seconds or minutes apart we see a "meteor shower."
A meteor that actually lands on Earth's surface is called a meteorite and is difficult to identify, especially if you did not actually see the "fall." Those meteoroids that endure the friction of the atmosphere are large enough to survive vaporization. Heating of the outside surfaces causes their surface to "melt" (ablate), giving parts of the surface a smooth molten appearance. However, the inside may still be cold, since out in space their temperature can approach absolute zero (0 = -273 ˚C) or be over 400 degrees ˚C if the meteoroid had been orbiting in direct sunlight.
Types of Meteorites:
- Metallic meteorites may have enough iron and/or nickel in them to be attracted to a magnet and will be heavy for their size. Sawing off a portion of an iron/nickel metallic meteorite may reveal a cross hatched pattern (called a Widmanstatten pattern). Having cooled slowly over several million years in orbit, the presence of this pattern proves that it is an extraterrestrial object.
- Stony meteorites are not magnetic or particularly heavy for their size. They may have what appear to be small "clumps" within the stony mass, which are rounded grains of silicate minerals called chondrules.
Why is it so difficult to find meteorites in New Hampshire?
New Hampshire's landscape was greatly altered by multiple glaciations in recent geologic time. Soil layers were scraped away completely in places to expose underlying bedrock, while in other places bedrock was buried under thick layers of stony glacial till or water-sorted deposits of sand and gravel. Any meteorites that might have been lying on or near the land surface before glaciation would have been thoroughly mixed up with all the other rock debris during the advance and retreat of the last glacier. Therefore, finding a meteorite in our rocky soil is much harder than finding one on the relatively "clean" surface of a glacier or sand dune. To complicate matters, New Hampshire's bedrock contains minerals that are magnetic and rocks commonly have been smoothed and polished by glacial ice or by being tumbled in rivers and streams. Also, industrial processes such as iron smelting and glassmaking in more recent times have left behind waste slags that once were in a molten state, and in the former case are also magnetic and feel relatively heavy for their size. Because meteorites are rare to begin with, finding one is like finding the proverbial "needle in a haystack." In fact, to date, there are no confirmed meteorite finds in New Hampshire. However, if you think you've found one, search the web for "Meteorite ID."
For questions, please contact NHGS Public Outreach at (603) 271-1976 or firstname.lastname@example.org. | 1,358 | 732 | {
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OME
GENERAL CHARACTERISTICS
The emission of exhaust fumes from road vehicles, heaters, power plants, factories and incinerators are a source of air pollution, in addition of the noise due to traffic.
Pollution concentrates especially in urban areas where traffic, industrial plants and heating systems have damaging effects on the quality of the air and on the health of the population.
One of the most dangerous pollutants for mankind and one found at the highest concentrations in cities is Pm 10.
The main culprit of this production is vehicle traffic, that emits into the air of cities about one fourth of Pm 10 and about one half of nitrogen oxide, carbon monoxide and benzene measured.
Famas System, committed, since its establishment, to favouring higher quality of life in cities, has designed the ENVIROMENT solution to precisely monitor air pollution in cities and in all sensitive areas.
ENVIROMENT
MONITORING AND PROTECTION
The ENVIROMENT solution uses intelligent environmental monitoring systems in a proactive manner within the integrated approach to the abatement of city smog.
The precise characterisation of air quality is performed using specific roadside units. This allows for the accurate study of the correlation of emissions with traffic flows, industrial emissions, etc., as well as the rapid assessment of the efficiency of any reduction and /or decongestion measures taken.
Using an adequately large network of pollutant measurement points, it is possible to identify critical areas that require special actions.
ENVIROMENT also provides operators with a series of data that can be used in decision-making processes regarding anti-smog measures.
MAIN FEATURES
Precise monitoring of air pollutants and • of noise caused by traffic, industry, house heating, etc.
Detailed and precise information regarding • air quality and noise
Generation of data that can be used to help • increase quality of life in cities and for decision-making
Environmental protection starting from • targeted and wide-ranging actions
TECHNICAL CHARACTERISTICS
ARCHITECTURE
Peripheral level: air quality and noise level • monitoring units
Central level: web-based integrated software • platform for the processing and display of data and for field system supervision
COMMUNICATION SYSTEM
Ethernet; Wireless; FO •
Mobile GSM/GPRS/UMTS network •
DATA DETECTED
Air quality data: gas pollutants (carbon • monoxide, nitrogen dioxide, ozone); Pm 10 particulate matter
SOFTWARE PLATFORM
Web-based •
WebGIS (indication of system location on maps) •
Accessible from fixed and mobile devices • (PC, tablet and smartphone)
Direct supervision and control of field systems •
Alarm generation •
"Trouble Ticketing" system for system • maintenance management
DATA ANALYSIS
Pollution mapping •
Graphs and tables (reporting) •
Environmental data: noise •
Statistical analysis •
The information contained in this document is the property of FAMAS SYSTEM S.p.A. It is forbidden to copy this document, even in part, without FAMAS SYSTEM S.p.A.'s written con- sent. FAMAS SYSTEM S.p.A. reserves the right to modify the data and specifications mentioned in this document without notice. Unless agreed otherwise in writing, this document
does not form part of a contract with FAMAS SYSTEM S.p.A.
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Modal verbs (Junior Secondary) Lesson Plan
Yeung, Ching Yee Annie; Siu, Ka Ka Katy; Lee, Fung King Jackie The Education University of Hong Kong
Level of students: Junior Secondary
Topic: Being a police officer
Duration: 75 minutes
Learning objectives
At the end of the lesson, students will be able to:
1. Use should and must to express obligations;
2. Demonstrate an understanding of the use of modal verbs might, could, should and must to express different levels of possibility;
3. Read a police report, identify the modal verbs used and tell the different levels of possibility indicated;
4. Write a recount for a suspect using might, could, should or must.
| Time | Procedure | Teaching aids |
|---|---|---|
| 10” | Recap 1. T uses the PPT to recap the use of should and must to express obligations learnt before. 2. T shows Ss a video clip about the conversations between a doctor and his patients. Ask Ss to tell what problems the patients have and what they should and must (not) do. 3. Ss tell T the difference between should and must in expressing obligations. 4. T introduces to students that in addition to expressing obligations, modal verbs can express other meanings, e.g. possibilities. | PPT Video clip https://www.youtu be.com/watch?v=q ScUhFfBntg (00:13-01:40) |
| 5” | Lead-in 5. T provides students with a context about a robbery case. Students take the role of newly recruited police officers and help solve the case. They need to learn in a workshop how to extract clues from the evidence. | PPT |
15" Input
| 10” | Task 1 - Reading a police report 8. T shows Ss a police report. 9. Ask Ss to identify the modal verbs used in the text and to order them in terms of the level of certainty. | PPT WS Task 1 |
|---|---|---|
| 15” | Task 2 - Complete the witness reports (Group work) 10. T tells the Ss that the police are asking four witnesses questions about the robbery. 11. Ask students to read what each witness said and to fill in the blanks on the worksheet with appropriate modal verbs. 12. Ask groups to read aloud the witnesses’ statements and tell the answers. 13. T asks Ss to justify their choice of the modal verb. | PPT WS Task 2 |
| 20’ | Task 3 – Suspects’ reflections 14. T tells the Ss that the three youngsters were arrested. 15. Provide some picture clues and ask students to guess what the three youngsters are thinking about. 16. Ask Ss to fill in the blanks in Text 1 (for Boy 1) with appropriate modal verbs (class construction). 17. Ss work in groups and write reflections with the picture clues and words provided for Boy 2 (group construction). 18. Show Ss picture clues for Boy 3, and Ss write reflections individually. | PPT WS Task 3 |
| 20” | An extended task 19. T chooses a news report about a crime. 20. S read through it. 21. Ask Ss to imagine that they are the suspect, and write down how they feel about the incident. Ss have to use at least three modal verbs in their writing. | An example of a news report from SCMP: http://www.scmp.c om/news/hong- kong/law- crime/article/1940 572/wan-chai- police-sergeant- |
PPT
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Oxford CBT Revised Children's Anxiety and Depression Scale.
Patient Name
Relationship to young person
RCADS. Parents.
Please click the box of the word that shows how often each of these things happens for your child. There are no right or wrong answers
| | Never | Sometimes | Often |
|---|---|---|---|
| 1. My child worries about things. | | | |
| 2. My child feels sad or empty. | | | |
| 3. When my child has a problem, he/she gets a funny feeling in his/her stomach. | | | |
| 4. My child worries when he/she thinks he/she has done poorly at something. | | | |
| 5. My child feels afraid of being alone at home. | | | |
| 6. Nothing is much fun for my child anymore. | | | |
| 7. My child feels scared when taking a test. | | | |
| 8. My child worries when he/she thinks someone is angry with him/her. | | | |
| 9. My child worries about being away from me. | | | |
| 10. My child is bothered by bad or silly thoughts or pictures in his/her mind. | | | |
| 11. My child has trouble sleeping. | | | |
| 12. My child worries about doing badly at school work. | | | |
| 13. My child worries that something awful will happen to someone in the family. | | | |
| 14. My child suddenly feels as if he/she can’t breathe when there is no reason for this. | | | |
| 15. My child has problems with his/her appetite. | | | |
| 16. My child has to keep checking that he/she has done things right (like the switch is off, or the door is locked). | | | |
| 17. My child feels scared to sleep on his/her own. | | | |
| 18. My child has trouble going to school in the mornings because of feeling nervous or afraid. | | | |
| 19. My child has no energy for things. | | | |
| 20. My child worries about looking foolish. | | | |
firstname.lastname@example.org
www.oxfordcbt.co.uk
Date
RCADS. Children.
Please tick the box of the word that shows how often each of these things happens for your child. There are no right or wrong answers
| 21. My child is tired a lot. |
|---|
| 22. My child worries that bad things will happen to him/her.. |
| 23. My child can’t seem to get bad or silly thoughts out of his/her head. |
| 24. When my child has a problem, his/her heart beats really fast. |
| 25. My child cannot think clearly. |
| 26. My child suddenly starts to tremble or shake when there is no reason for this. |
| 27. My child worries that something bad will happen to him/her. |
| 28. When My child has a problem, he/she feels shaky. |
| 29. My child feels worthless. |
| 30. My child worries about making mistakes. |
| 31. My child has to think of special thoughts (like numbers or words) to stop bad things from happening. |
| 32. My child worries what other people think of him/her. |
| 33. My child is afraid of being in crowded places (like shopping centers, the movies, buses, busy playgrounds). |
| 34. All of a sudden my child will feels really scared for no reason at all. |
| 35. My child worries about what is going to happen. |
| 36. My child suddenly becomes dizzy or faint when there is no reason for this. |
| 37. My child thinks about death. |
| 38. My child feels afraid if he/she has to talk in front of the class. |
| 39. My child’s heart suddenly starts to beat too quickly for no reason. |
| 40. My child feels like he/she doesn’t want to move. |
| 41. My child worries that he/she will suddenly get a scared feeling when there is nothing to be afraid of. |
| 42. My child has to do things over and over again (like washing hands, cleaning, or putting things in a certain order.) |
| 43. My child feels afraid that he/she will make a fool of him/herself in front of people. |
| 44. My child has to do some things in just the right way to stop bad things from happening. |
| 45. My child worries when in bed at night. |
| 46. My child would feel scared if he/she had to stay away from home overnight. |
| 47. My child feels restless. |
email@example.com
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www.ecosmagazine.com
Published: 26 May 2014
New research shows plants and rain may have a deeper connection
Current climate models may underestimate the full impact of forest vegetation on rainfall, meaning the potential consequences of land-cover change on global temperature increase can't be assessed with certainty, according to new research.
Credit: David Win CC BY-NC-ND 2.0
In a recent paper published in Trends in Plant Science, ecologist Douglas Sheil, from the Norwegian University of Life Sciences and associate researcher with the Center for International Forestry Research (CIFOR), concludes that erratic rainfall could worsen with deforestation.
Forest cover change could also be behind a perceived eastward shift of the rainfall zone over Southeast Asia, with a potential regional and global impact that may have been demonstrated by the ferocity of fires in Sumatra, Indonesia, in 2013 that caused a thick haze, Sheil said.
'Vegetation probably has an even bigger effect on climate than we've realised,' he added.
Standard models used to forecast climate change take into account the physical properties of forests — the way they reflect sunlight or the friction created as wind blows over them — but overlook biological processes that could affect air flow and cloud formation significant for rain production.
A recent study, cited in Sheil's paper, showed that winds travelling through forests typically produce more than twice as much rain as those that blow over open land, leading to predictions from scientists that by 2050, the tropics could see a 12 per cent and 21 per cent decline in wet and dry season precipitation, respectively.
Transpiration 'is an active biological process' that is not fully reflected in the physics of climate models, Sheil said.
Transpiration from vegetation may contribute as much as 90 per cent of the moisture in the atmosphere derived from land surfaces — far more than earlier estimates.
Trees produce flows of water vapour that are typically more than 10 times greater than from herbaceous vegetation per unit of land area, surpassing those produced by wet ground or open water.
Sheil concluded that, while increasing atmospheric CO2 could lead to larger, denser forests that store more carbon, it could also reduce the amount of atmospheric moisture they produce through their leaves — and, therefore, the amount of rainfall over the forest and downwind.
In the past, researchers have posited the idea of forests acting as a 'biotic pump,' that draw in moist air as it rises over forested regions, which then condenses and creates a low-pressure area that draws in more moist air, creating a positive feedback loop.
Deforestation breaks the cycle, disrupting precipitation and making it more variable, not only by reducing transpiration and cloud formation, but also by slowing or disrupting the flow of air inland from coastal areas.
That means less moisture arrives from outside the region to fall as rain, resulting in further drying of the forest, and less transpiration and precipitation. This sets up a negative feedback loop that could — in an extreme scenario — change a moist forest region into a dry environment, according to Sheil.
Trees also influence cloud formation by emitting carbon-based chemicals called volatile organic compounds (VOCs) into the atmosphere.
Some of those compounds are deposited on tiny airborne particles such as dust, bacteria, pollen and fungal spores. As the particles grow with the deposition of VOCs, they promote condensation and gather the resulting moisture, hastening cloud formation.
'It's amazingly complex, and in a sense we're still kind of in the dark ages. There is a link, but we don't really understand it,' Sheil said.
Source: CIFOR
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Bat
* eat insects, moths, and beetles
* hibernate in disused buildings, old trees and caves
* hibernate from November to April
Hedgehog
* eat insects, slugs, beetles snails and frogs
* hibernate in dry leaves and grass
* hibernate from December to April
Badger
* eat insects, small animals, worms, fungi and fruit
* live in woodland and farmland
* do not hibernate
Snake - Adder
* eat small mammals such as mice and voles
* live in woodland and grassland
* hibernate from October to March
Snail
* eat leaves, fungi and fruit
* lives in its shell during winter
* can hibernate for up to three years
Dormouse
| Size | 1 |
|---|---|
| Amount of food eaten | 2 |
| Time hibernating | 4 |
* eat insects, flowers, fruit and nuts
* hibernate rolled up in a small ball on the ground in leaves
* hibernate from October to April
Tortoise
* eat leaves, grass and flowers
* lives in its shell during winter
* hibernates for up to ten weeks
Bear
* eat grass, roots, insects and berries
* hibernate in caves or digs a den
* hibernate from October to April
Bumblebees
* eat pollen and nectar
* hibernate in hives
* hibernate from December to March
Whale
* eat small plankton and krill
* live in the ocean
* do not hibernate
Ladybirds
| Amount of food eaten | 1 |
|---|---|
| Time hibernating | 3 |
* eat insects, such as aphids
* live on plants and vegetation
* hibernate from November to April
Penguin
* eat krill
* live on the ice in Antarctica
* do not hibernate
Moth
| Amount of food eaten | 1 |
|---|---|
| Time hibernating | 3 |
* eat nectar and flowers
* hibernate as a caterpillar in vegetation
* hibernate from December to March
| Polar Bear | |
|---|---|
| Size | 4 |
| Amount of food eaten | 5 |
| Time hibernating | 0 |
| • eat seals • live on the ice in the Artic • do not hibernate | |
Frog
| Size | 1 |
|---|---|
| Amount of food eaten | 2 |
* eat insects, slugs and worms
* live in the mud in ponds during winter
* hibernates from February to March
Albatross
| Size | 3 |
|---|---|
| Amount of food eaten | 3 |
| Time hibernating | 0 |
* eat fish
* live on the coast in Antarctica
* do not hibernate | 1,101 | 672 | {
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1 of 1
Text
A Salad Lover's Guide to Greens
The meal of the diet-conscious populace may well be the salad. Practically no other dish consistently offers so many vitamins and minerals, fiber and variety. Plus, a wellprepared salad can inspire a main course, or become one.
When it comes to making salads, there are some tricks of the trade worth knowing, as we've outlined below.
Buying and storing
In general, the darker the leaf, the better it is for you. Best example: Romaine lettuce has six times as much vitamin C and eight times as much beta-carotene as iceberg lettuce.
For optimum freshness, greens should be kept cold. Your supermarket should have them displayed in refrigerated or iced racks.
Look over the greens before you buy. The leaves should be bright green and crisp. Watch out for heads with leaves that are wilted, decayed, bruised or brown along the edges. Greens should also have a fresh, clean smell.
Store greens, unwashed, in a perforated plastic bag in the crisper drawer of your refrigerator for up to one week.
Don't throw the outer leaves away -- these are the greenest and most nutritious.
Perfect salad technique
Gently rinse greens to remove sand or dirt. Soaking greens in a bowl of water can remove vitamin C and other water-soluble vitamins.
When using greens in a salad, ensure maximum crispness by drying the leaves after washing. Use a salad spinner or wrap the leaves in a clean, lint-free dishtowel and refrigerate until ready to use.
For optimum nutrition and flavor, mix a variety of compatible greens: red leaf lettuce and spinach leaves, for example.
Add thinly chopped or sliced carrots, tomatoes, mushrooms, cucumbers or green or yellow onions.
Choose a dressing that complements your salad and accompanying dishes. Be sure the dressing is well-chilled before using.
Use dressing sparingly. Pour on too much, and you're left with soggy leaves and an overload of fat. Rule of thumb: Use 1 tablespoon or less per person. To avoid wilted leaves, add dressing just before serving.
Tasteful extras
For added interest, use a variety of oils in your dressings. Flavored oils -- such as walnut, hazelnut, sesame, avocado, peanut and virgin olive oil -- have the same calorie and fat content as safflower or corn oil. Because of their richer flavor, however, you may end up using less.
While you're at it, add a few flavored vinegars to your pantry. Ones to try: balsamic, red wine, tarragon, rosemary or raspberry.
Fresh or dried herbs -- such as basil, tarragon, dill, sage and cilantro -- add flavor, but no fat, to dressings. The zest of lemons, limes or oranges makes a nice change of pace.
Mustard can add flavor and a smooth texture to your dressings with a minimum of calories and very little fat.
Green nutrition
A salad a day might well keep the doctor away, because a diet heavy in greens can help supply your daily intake of several important vitamins and minerals. Men should get 900 micrograms of vitamin A each day, and women should get 700 micrograms, according to the federal Institute of Medicine. Both men and women should get 60 mg a day of vitamin C. For calcium, both men and women should consume 1,000 to 1,300 mg of calcium. For iron, the daily requirements are 8 mg for men and postmenopausal women, and 18 mg for pre-menopausal women.
The StayWell Company, LLC ©2024
3/20/2024, 10:47 AM
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Tips to help your Child who is scared of Needles
- Be honest: Explain that shots can pinch, but that it won't hurt for long. Help your child focus on what they can do to help get through the shot.
- Focus on health: Remind your child that immunizations help protect them from getting sick.
- Bring distractions: Bring comforting items, like a favorite book or stuffed animal, to help calm and distract your child.
- Sit up: Ask the provider if your child can sit up instead of lie down for the shot. Children are more fearful when having to lie flat. If your child needs help holding still, try holding your child in a firm but comforting position on your lap.
- Use vibration: Apply vibration near the needle injection site prior to the shot to help minimize pain. A simple vibrating massager can help, but there are vibrating and cooling tools made specifically for this purpose.
- Keep your cool: Try your best to appear calm and keep a positive attitude. Your child will be more anxious if they sense that you are anxious as well.
- Use coping strategies: Encourage your child to use coping strategies, and practice the strategies before the appointment.
Coping strategies for Children
Coping strategies can help your child overcome their fear of shots and other challenging situations. Learning coping skills takes practice, so you may need to help your child adopt these strategies.
Guide your child through the different steps outlined below, then work to make these coping strategies part of their everyday routine. You can also model how you use coping strategies to face your own challenges and fears, which will help your child better understand their value.
- Deep breathing: Take 3-5 deep breaths. Take a big breath through your nose, then blow out through your mouth. To practice, make a paper flower and put to your nose to pretend. "Let's smell the flower, now let's blow it away." You can blow a pinwheel or bubbles as practice, too. Do this before, during and after the shot.
- Squeezing: Before your child gets their shot, have them squeeze their hands together or around a ball; squeeze and hold for five seconds, then release. Repeat this 3- 5 times. If this works well, you can also try tightening other parts of the body and then releasing. For example, close eyes tight and scrunch face for five seconds, then release. Start with the face and work down to the toes.
- Music: Sing or listen to soft music.
- Imagery: Before the shot, picture a favorite place or activity. Think about what you see, hear, smell and feel when you are there. Try to stay in this calming place during the shot.
Coping Strategies for Infants
Infants need help facing stressful situations, too. Luckily, there are many things you can do to help your baby cope with immunizations or other potentially frightening situations.
- Swaddle: Tightly wrap your baby in a blanket, leaving one leg out for the shot.
- Suck: Nurse your infant or provide them with a pacifier to suck.
- Skin-to-skin contact: Hold your baby close so they can feel your skin.
- Shushing sound/singing: Sing or shush softly in your baby's ear.
Source:
7 tips to help your child overcome a fear of shots - Penn State PRO Wellness (pennstatehealth.org) | 1,192 | 691 | {
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Welcome!
Welcome to Oxspring Primary School! We are very excited about the new school year and we are ready for a busy half term in Class One!
If you have any questions or any concerns, please call in to speak to us.
Expressive Art and Design
We will be learning how to mix paint to the right consistency and to make different colours. The children will be drawing and painting self-portraits. We will also be creating collages, prints and paintings linked to our topic work. The children will explore using construction kits, blocks and den making materials to create different structures including houses for the three pigs.
Initially we will be supporting the children to settle in. We will be helping them to make new friends, access the resources inside and outside independently and learn school routines. We will be focusing on 'ourselves' and giving the children plenty of opportunities to talk about their lives (family, friends, pets, hobbies etc), so it would be lovely if they could bring in a photograph of their family to share with the rest of the class. Once the children are settled we will be focusing on traditional stories, including 'Little Red Riding Hood', 'The Three Little Pigs' and 'The Gingerbread Man'.
Understanding the World
To begin with we will be learning about our bodies, how we are the same and what makes us different from others, for example eye colour, height. Linked to our work on 'Little Red Riding Hood' we will be looking carefully at different things you can find in a wood and talking about what they are and how they feel. We will also be finding out about which animals live in the woods. We will be using computer programmes to develop our mouse skills.
The majority of our literacy work will be around traditional stories. The children will be retelling the stories using props. They will be having a go at writing for different purposes, for example, a get well card and speech bubbles. The children will be practising writing their first names (leading on to surnames), forming the letters correctly. The children will be participating in daily phonics activities to learn the sounds of lower case letters, practise forming the letters correctly and begin to read and write simple words.
Class 1 have PE on Tuesday and Thursday
P.E. will be inside or outside depending on the weather so please make sure your child has a pair of pumps or trainers for outside. They will also need these for the daily mile.
In our first half term, we will be saying number names in order and counting objects and actions reliably. We will be reading numbers to 10 and beyond. We will be comparing two groups of objects saying which is more and fewer and solving problems saying which number is one more than a given number. We will also be naming and describing 2D shapes and using them to create pictures.
We will be using the outdoor area regularly so please make sure your child has a suitable coat and footwear. | 1,035 | 603 | {
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*
*
7 2 1 8
7218
: 80
3×10=30
PART—A Instructions : (1) Answer all questions. (2) Each question carries three marks. (3) Answers should be brief and straight to the point and shall not exceed five simple sentences. 1. List any three basic requirements of transducers. 2. Define accuracy. 3. State the importance of vibration monitoring. 4. Define the term temperature. 5. List any three IC temperature sensors. 6. State the necessity of pressure multiplexer. 7. List any three applications laser anemometer. BOARD DIPLOMA EXAMINATION, (C-20) FEBRUARY/MARCH — 2022 DAEI - THIRD SEMESTER EXAMINATION PROCESS INSTRUMENTATION Time : 3 hours ] [ Total Marks
8. State the principle of thermal flow meter.
9. List any three applications of liquid level sight glass level measurement.
10. Define density.
* /7218
*
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Instructions :
(1) Answer all questions.
(2) Each question carries eight
marks.
(3) Answers should be comprehensive and criterion for valuation is the content but not the length of the answer.
14. (a) Explain the principle of operation of capillary viscometer with legible diagram.
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(OR)
(b) Explain the principle of operation of capacitance type densitometer with legible diagram.
* /7218
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*
15. (a) Explain the principle of operation of hydraulic load cell with legible diagram.
(OR)
(b) Explain the principle of operation of electrolytic hygrometer with legible diagram.
10×1=10
with legible diagram. PART—C Instructions : (1) Answer the following question. (2) Each question carries ten marks. (3) Answers should be comprehensive and criterion for valuation is the content but not the length of the answer. 16. A platinum resistance thermometer uses the change in R to measure temperature. Assume R 0 – 50 Ω at T 0 = 20 °C. Temperature coefficient of resistance for platinum is 3.92 × 10 –3 (°C) –1 in this temperature range. Find the resistance at temperature 50.0 °C. ★ ★ ★ | 1,262 | 612 | {
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Title: New Kid
Author: Jerry Craft
Genre: Young Adult - Socio-Economic Differences
Respondent's Name and Grade: Zahra V., 8th Grade
Date Responded To: August 12, 2022
Questions:
1. What is the main plot of this book?
The main plot of this novel follows 12 year old Jordan Banks, who is one of the only colored kids in his new school. Jordan has a love for cartoons and art, but his parents want him to have the best opportunities, sending him to a prestigious private school called Riverdale Academy Day. There he has to learn to make new friends, find school activities, like any other kid. However, the biggest challenge is dealing with racist comments and finding a friend group where he fits it.
2.
Which character did you most identify with and why? I identified with Jordan the most because like his school, the majority of my school is white, and being a person of color makes you stand out. I enjoyed how I related to him, and saw how he had to navigate his way to finding a friend group that supported him because that is also something I have had to navigate.
3. What do you believe is the main message of this book?
I believe the main message of this novel is that judgment will come to you in any
situation, but you must persevere through it and find your own way. I believe that this is the main message because Jordan had to fight racist comments and privilege standards in his new school. Despite his struggles, he persevered through them and found his own friends and place to fit in.
4. Do you think the main message of this book was effectively integrated into the story, or did it come across as too "preachy"?
I think the main message of this book was effectively integrated into the story. The reason I say this is because throughout the entire novel, we see how Jordan has to fight his way through hardships in his new school. I did not find this to be preachy, as it is an experience many people of color have had to deal with in America.
5. If two or more perspectives on an important topic were explored/presented in this book, which one did you agree with and why?
Two perspectives that were introduced in the story were whether Jordan should give up and not try to find his own way to fit it or if she should persevere and keep trying. I agree with the latter perspective because in life many challenges will be thrown at you, but you must keep persevering, otherwise you will fail. Jordan showed many examples of this throughout the novel.
6. In what ways (if any) were your beliefs about a topic changed or reaffirmed through reading this book?
This book reaffirmed my belief that everyone is unique in their own way and that everyone deserves to find friends who understand and accept them for who they are. This book showed me the importance of friendship and not allowing your boundaries to falter because you deserve to have friends, despite being different from others.
7. What perspective, if any, do you think was missing from this book? I think the perspective of having a Black friend at school is missing and they could have acted as a refuge for Jordan and helped guide him with Liam. This would have brought hope to Jordan in the beginning and would also have been good for Jordan as he would have had more friends at the start of the story, and therefore be more confident.
8. Did this book encourage you to pursue any topics further through more reading,
research, action, etc., and if so, how? This book encouraged me to further look into the topic of people of color in majority white schools. I feel as though doing a survey in my school would be interesting to see how different kids fit in, and if any hardships and racist comments came along the way.
9. What type of reader (based on age, interests, perspectives, etc.) would you suggest this book to?
I would recommend this book to grades 5-10. I say this because it shows the journey of how any kid of any age can face hardships of fitting in, especially as a person of color. I also think it would be interesting to people who like graphic novels, since they are easier to read through for younger levels. I think that many ages who read this would be able to see the perspective of Jordan and relate to and understand how he feels.
10. What other book(s) have you read that you think would make a good addition to this category of the Perspectives Bibliography, and why?
Another book I believe would be a good addition to this category is Evicted by Matthew Desmond. I believe this because it shows how kids who are poor or different looking than others have a strugglesome time to fit in and how they persevere through. I also think this book is great for many age levels, since it is easy to understand the perspective of the main character and what hardships and trials they are going through. | 1,620 | 1,014 | {
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TECHNICAL COOPERATION PROJECT SUMMARY
PROJECT TITLE
COMBATING THE WORST FORMS OF CHILD LABOR THROUGH EDUCATION IN ECUADOR
REGION/COUNTRY
PROJECT DURATION
FISCAL YEAR & FUNDING LEVEL
PROBLEM TO BE ADDRESSED
RESULTS
PROJECT OBJECTIVES
THE AMERICAS/Ecuador
September 30, 2004 –September 26, 2008
FY 2003 and FY 2004: USD 3,000,000
Children employed in the banana and flower industries in Ecuador are exposed to toxic pesticides and fungicides, which are harmful to all farm workers, but especially to child laborers.
Children are involved in all farm activities from the hothouse to the harvest, and work primarily as seasonal laborers. Women and youth tend to be the principal workers on the flower farms and their presence has significantly altered traditional family and community relations, to the point where many youth end up living on the margins of their family unit and community, often beyond the influence of either.
By the time a child reaches the age of 14 years, more than a third of his or her cohort has dropped out of school. Studies indicate that the largest dropout occurs between elementary school (grade 7) and secondary school, with only 20% of elementary school graduates continuing on to secondary school.
The project withdrew or prevented 4,566 children from exploitive child labor in the banana and cut flower industries. The project gave special attention to children ages 5 to 12 years, and adolescents ages 13 to 15 years, including those from at-risk groups such as girls and indigenous children.
Development Objective:
To improve access to quality education and strengthen government and civil society's capacity to address the education needs of working children and those at risk of working.
Immediate Objectives:
- Increase access and opportunities in basic education for child laborers and children at risk in the project's target areas;
- Increase transition from elementary school to secondary-level education among elementary students in the target areas.
- Increase retention in basic education programs among children in the target areas; and
Combating the Worst Forms of Child Labor Through Education in Ecuador,
Page 1 of 2
U.S. Department of Labor, International Labor Affairs Bureau
TECHNICAL COOPERATION PROJECT SUMMARY
SUMMARY OF ACTIVITIES
- Improved the quality of education and encouraged participation of communities in local education system;
- Established quality education pilot programs for working children and children at risk of working (non-formal and vocational);
- Increased access to income generating activities for targeted families;
- Developed a social responsibility program among targeted businesses; and
- Provided training to education community in areas such as leadership, quality of education, gender sensitivity and diversity;
- Raised awareness on children's rights and protection at local and national levels.
Catholic Relief Services
GRANTEE
IMPLEMENTING PARTNERS
CARE International, Save the Children UK, Fundación Wong, La Conferencia Episcopal Ecuatoriana
CONTACT INFORMATION
Office of Child Labor, Forced Labor, and Human Trafficking (OCFT) (202) 693-4843 | 1,656 | 642 | {
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Title: A Song of Wraiths and Ruin
Author: Roseanne A. Brown
Genre: Fiction
Reviewer Name and Grade: Shan L., 8th Grade
Date Reviewed: March 22, 2021
A Song of Wraiths and Ruin is a story about a boy named Malik and a girl named Karina. Malik is a boy from an Eshran village. Forced to leave because he was able to see apparitions that no one else could. He is an intelligent boy, good at riddles and puzzles. He can run fast, and can perform magic. He and his two sisters leave the village after their parents and grandmother died, and head to the capital of Ziran. His younger sister, Nadia, gets a wish granted by magic, but it comes with a price. Nadia is captured by one of the grim folk, one of the creatures in the chain of hierarchy under elements but above humans, called Idir. Idir says to save his sister, Malik has to kill Princess Karina with a spirit blade by the end of the Solstasia festival, the biggest event that happens every fifty years. Princess Karina is a strong willed person, whose father and sister died when she was young. She heads to a pub one night, and wins a book in a wager against a bard. It shows her a resurrection spell, and when her mother dies, she seeks out the ingredients to perform it. One of those ingredients is the heart of a king. Every Solstasia, seven champions are selected, one for each elemental god. The Champions compete in three challenges to determine which patron god will rule over the next era(50 years), and the winning Champion wins the prize that is determined by the royal family. This year, Karina says that whoever wins, will get her hand in marriage. She intends to kill the person who winds and takes his heart.Everyone who is expected to be picked is picked except for one person; Malik. He uses his magic powers to show that his patron goddess picked him. Under a false name and false pretenses, he manages to get close to the Princess, but doesn't expect to fall for her. Throughout the challenges, Malik and Karina get closer and closer, and both end up deciding not to kill the other. Karina realizes that there is a traitor in the council, and intends to find out who it is by the end of Solstasia.
Did the plot (for fiction) or presentation of information (for nonfiction) keep you interested?
The plot of this book kept me interested through the whole thing. Each new development led to a new question, which led to new ways to do everything. Malik slowly evolved his knowledge of magic. Kariina was doing the same thing, even though neither knew what the other was doing.
Was the pace of the book too fast, too slow, or just right?
The pace of this book was just right, giving all the details for the parts where I wanted more details, but still not adding to much fluff that made the story confusing.
What grade level(s) is this book appropriate for?
I would say that this book is appropriate for middle schoolers and above, because there were some implications that might not be appropriate for elementary schoolers.
What type of reader would you recommend this book to?
I would recommend this book to people who like magic and fast paced adventure stories, because this is exactly what they would like. And there is a bit of romance that adds a small kick to the book, and the action makes you want to keep reading.
What other information do you think would be helpful for teens to know about this book?
Other information that would be helpful is that there is some discrimination that could make you mad, but that doens't mean you shouldn't read it. I think it helps you learn about what could have happened if only a few things were different in the world.
Rating:
I would rate this book 5 out of 5 stars because there were enough details to describe everything and give me a clear mental image, but not too much that it got boring and unreadable. Also, there was just the right amount of action to keep me reading, but not too much that it seemed like it was just one long battle. I think that people would really like this book and would want to read it, so thank you for reading this review! | 1,381 | 899 | {
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1 of 2
APRIL 26, 2013 6:00 AM • GENA KITTNER | WISCONSIN STATE JOURNAL | email@example.com | 608-252-6139
For three months, Juan Botella took hundreds of pictures a day, including 500 of one phenomenal moonrise, during an Antarctic expedition in 2011.
So picking 12 photos for the upcoming exhibit "ArtArctic Science" at the Overture Center was a "very grueling process for me," said Botella, a science teacher at Monona Grove High School.
The purpose of the trip through the PolarTREC
program (Teachers and Researchers Exploring and Collaborating) was to gather information about the water around Antarctica to learn how properties in the water have changed because of global warming.
During the expedition, Botella blogged, interviewed team members and built lesson plans, which he has since incorporated into his classes on climate and weather.
"The reality was more amazing than what I thought it would be," said Botella, who was chosen to help more than 30 researchers collect and study water samples from the Antarctic region.
The environment was "very quiet, very white," he said. "The glaciers just extend forever."
Botella also developed hands-on activities for his students based on water and ice formation and changes and how that's being modified because of climate change.
"I think students enjoy knowing it's a very current topic and cutting edge," he said.
He has also given several talks about his experience at places like the Madison Children's Museum and on the UW-Madison campus.
He had hoped to display some of his work in a local coffee shop, but after getting several positive responses, he decided to shoot big. The result is the Overture exhibit opening May 5 and running through June.
The exhibit will include a dozen of Botella's pictures and 11 pieces of art by four Monona Grove students and two recent graduates.
Jenna Farnsworth, who graduated from Monona Grove last year and is now studying at UW-La Crosse, painted mostly landscapes based on Botella's pictures.
"I knew this was going to educate a lot of people," Farnsworth said. "I wanted to be a part of
01/05/2013 2:08 PM
2 of 2
that.
"I took the pictures pretty literally … (but) I kind of put my own flair into it a little bit."
Beth Racette, program manager at Overture, said she liked the idea of showcasing Botella's photos and student art as a way to educate the public about Antarctica.
"People are very much aware and concerned about the Earth and learning about the Earth," she said. "Even though Antarctica is so far away, it really has a big impact on our lives and on the Earth. Art is a great way for exploration."
In the three months Botella spent on the boat, he said the crew left it only twice. Once was to test a one-speed transport boat, during which Botella was able to get photos of the icebreaker.
The other occasion was toward the end of the trip when the ship was trying to get close to shore, but the ice wasn't breaking. The boat went only 2 miles in 18 hours.
At the end of the day, everyone on board essentially went out on the ice to play, Botella said. Some researchers brought their instructional equipment, while another person brought his saxophone to play on the ice.
Submit your ideas
Got a suburban story idea others might want to hear about? Send it in an email to firstname.lastname@example.org.
01/05/2013 2:08 PM | 1,341 | 757 | {
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How the Car Changed North Carolina
A Worksheet Prepared for Use with North Carolina Maps: http://www.lib.unc.edu/dc/ncmaps/
1. From your reading, name three important ways the invention of the automobile changed the lives of people living in America:
a.___________________________________________ b.___________________________________________ c.___________________________________________
2. Go to the NC Maps Web site: http://dc.lib.unc.edu/u?/ncmaps,341 This is a map from 1872 showing railroad paths through North Carolina. Towns shown in bold along the railroad tracks were most easily traveled to. For each of the towns below, circle the name if it was accessible by railroad.
Asheville
Greensborough
Winston
Ashborough
Wadesborough Charlotte
Greenville
Wilmington
3. The more railroad tracks that ran through a town, the bigger the town was. Name the two biggest towns in North Carolina in 1872.
a._________________________ b.____________________
4. Go to the NC Maps Web site: http://dc.lib.unc.edu/u?/ncmaps,937 This is a map from 1920 showing highways paved or cut through North Carolina. The lines on the map are the roads, and the bigger the name of the town, the bigger the town was. Name three towns that people could use roads to get to that they couldn't take a train to in 1872.
a._________________ b.____________________ c.__________________
5. Just like with railroads, the bigger the town was, the more roads led in and out of it. According to the 1920 map, what are the two biggest towns in 1920?
a.____________________________ b.__________________________
6. Why do you think Asheville is so much bigger on the 1920 map than the 1872 map? What do people usually go to Asheville for?
7. How did the invention of the automobile change the lives of people in North Carolina? Where could they travel that they couldn't before? What towns prospered because people had cars?
North Carolina Maps is a comprehensive, online collection of historic maps from the North Carolina State Archives, North Carolina Collection at UNC-Chapel Hill, and Outer Banks History Center. North Carolina Maps is made possible by the Institute of Museum and Library Services under the provisions of the Library Services and Technology Act as administered by the State Library of North Carolina. Visit North Carolina Maps online at http://www.lib.unc.edu/dc/ncmaps. | 1,240 | 523 | {
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*
*
7415
BOARD DIPLOMA EXAMINATION, (C-20)
PART—A Instructions : (1) Answer all questions. (2) Each question carries three marks. (3) Answers should be brief and straight to the point and shall not exceed five simple sentences. 1. Draw the pin diagram of 8051. 2. Define the term interrupt. 3. List the serial port interrupts of 8051. 4. State the difference between Machine cycle and T-state of 8051. 5. List any three of arithmetic group instructions. 6. Define the term machine language. 7. Draw the flow chart for addition of two 8-bit numbers. JUNE/JULY—2022 DAEI - FOURTH SEMESTER EXAMINATION MICROCONTROLLERS AND APPLICATIONS Time : 3 hours ] [ Total Marks
3×10=30
: 80
8. State the use of sobroutine.
9. List the operating modes of 8257.
10. Define the term interfacing.
*
*
Instructions :
(1) Answer all questions.
(2) Each question carries eight marks.
(3) Answers should be comprehensive and criterion for valuation is the content but not the length of the answer.
11. (a) Explain the timers/counters of 8051. (OR) (b) Explain internal and external memory organization of 8051. 12. (a) Draw the timing diagram for memory write and memory read operations of 8051. (OR) (b) Explain different addressing modes of 8051. 13. (a) Explain nesting, multiple ending and common ending techniques in subroutines. (OR) (b) Write a program to find smallest number in an array using jump instruction. 14. (a) Explain the functional block diagram of 8255. (OR) (b) Explain the functional block diagram of 8257-DMA controller.
15. (a) Explain seven-segment display interfacing using 8051.
(OR)
*
(b) Explain stepper motor control interface using 8051.
/7415
*
*
Instructions :
PART—C
(1) Answer the following question.
(2) The question carries ten marks.
(3) Answers should be comprehensive and criterion for valuation is the content but not the length of the answer.
16. Write a program to transfer a block of 10 bytes from location 20H– 29H in internal RAM to location 30H–39H in internal RAM. * * * | 1,075 | 531 | {
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Are You Bready for Some Mold?
Dominique Henderson 2-16-22 Freshman
Abstract
* This science project was done to figure out what bread would mold the fastest with liquids that were put on the bread. My hypothesis was that if I moistened the bread with sugary drinks, I think the mold will like the one with the most sugar and it will grow faster. The experimental results did not support my hypothesis because no mold was growing on any of the eighteen breads I had used. My data also shows that the days were almost completely the same while I checked throughout each day.
Question, Variable, and Hypothesis
* Question - Which bread will mold the fastest in a period with the liquids that are used?
* Variables - Independent Variable- Liquids Dependent Variable- Mold
* Hypothesis - If I moisten the bread with sugary drinks, I think the mold will like the sugar and it will grow mold faster.
Background Research
Mold grows from tiny spores that float around in the air. When spores fall onto pieces of damp food, or any other materials, they will start to grow mold. The mold begins to produce chemicals that make the food breakdown and start to rot. Spores begin to take root; it starts to spread and create more spores. It develops quickly on the surface of the food.
Mold is a type of fungi which grows in multicellular structures called hyphae. The hyphae produce mold spores that can be found indoors and outdoors. Mold spores can be found everywhere, but for mold to grow it will require moisture. Therefore, mold can be general in refrigerators, shower rooms, and many other places that are moist. Although when mold grows in a home or business, it can be harmful causing property damage and health issues.
When mold first starts growing it feeds on materials it grows on, which results in irreversible damage. The mold releases tiny spores and byproducts in the air which can irritate or cause many illnesses. If the byproducts or spores are breathed in, they can lead to respiratory problems. There are many ways to tell how mold grows in a business or home. Smell and sight are simple and practical ways to identify mold growth indoors.
Different type of molds can take over food in a time of 12 to 24 hours, but other molds may take some weeks for the mold to form. However, if a food is wet the mold can grow on the damp surface within 24 to 48 hours. Some molds grow best in warm, humid condition, but can grow at refrigerator temperatures. The molds can tolerate salt and sugar and can survive on high acid foods for example like jams, pickles, fruit, tomatoes and some cured salty meats like ham, bacon, bologna, and many more. The reason sugar attracts mold faster is because the sugar is food for the yeast cells. The additional sugar there is, the more active the yeast cells are. Yeast cells eat down on the sugar molecules, which results in the sugar breaking them apart in a chemical reaction and turn them into simpler element and compounds including carbon dioxide.
Some tips to control mold is by keeping everything clean. The mold spores from moldy food that can build up in refrigerators, dishcloth, and other cleaning utensils, If you see moldy food, do not smell or sniff it. Throw the food out by putting in a small paper bag or wrap in plastic and throw away in covered trash can away from children and animals. Clean pantry and refrigerator where food was stored and check items nearby that mold has touched.
Material List and Experimental Procedure
Data Analysis
* I observed that from the bread I soaked with liquids in the different areas is that each bread responded differently. Most of the bread did not grow mold, they had decreased in size, or they were folded in different areas. Only one bread had completely deformed, and the bread was the caprisun that had the liquid all over it. Another thing I observed was that the breads that had tea on it had started bloating all over the place.
Conclusions
My hypothesis was that if I moisten the bread with sugary drinks, I think the mold will like the sugar and it will grow mold faster. My results do not support my hypothesis.
I think that the results didn't support my hypothesis is because my experiments that I tested none of the breads had gotten mold. They breads sat in the liquid, however one bread completely deformed.
I still don't know why the tests did not run smoothly. I put the Ziploc bags next to a humid area which it did not grow mold. Next, I tried putting it under my bed where there was no light, unfortunately it did not also work to grow the mold.
In the future, I would like to start this project earlier and put it in humid or colder places. I would like to do this because my bread did not grow any mold and if I had put it in different areas for example a place where no light was coming or being put onto the bread. If I tested different areas the bread may have grown mold and I could have a better experiment so I could answer my hypothesis and question. | 1,803 | 1,063 | {
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8 things keeping you from a good night's sleep.
Sleep is an essential aspect of a healthy life, but many people struggle to get the recommended 7-9 hours of sleep per night. There are several factors that can interfere with a good night's sleep. In this article, we will discuss eight things that prevent people from getting the restful sleep they need.
1. Poor sleep hygiene: Poor sleep hygiene is one of the most common reasons people have trouble sleeping. It includes practices like watching TV or using electronic devices in bed, irregular sleep patterns, and an uncomfortable sleep environment. Establishing a consistent sleep routine and creating a comfortable sleep environment can help improve sleep quality.
2. Stress: Stress is another common factor that can interfere with sleep. Whether it's work-related stress, relationship problems, or financial worries, stress can make it difficult to fall asleep and stay asleep. Engaging in stress-reducing activities like meditation, yoga, or deep breathing exercises before bed can help relax the mind and promote better sleep.
3. Poor diet: Eating a diet high in sugar and processed foods can cause fluctuations in blood sugar levels, leading to difficulty falling asleep and staying asleep. Consuming caffeine and alcohol close to bedtime can also interfere with sleep quality. Opting for a balanced diet rich in whole foods and limiting caffeine and alcohol intake can improve sleep quality.
4. Medical conditions: Certain medical conditions like sleep apnea, restless leg syndrome, and chronic pain can make it difficult to get a good night's sleep. Treating these conditions with medication, therapy, or lifestyle changes can improve sleep quality.
5. Medications: Some medications like antidepressants, steroids, and painkillers can interfere with sleep quality. Consulting with a doctor or pharmacist about the side effects of medication can help find alternatives or solutions to improve sleep quality.
6. Environmental factors: Environmental factors like noise, light, and temperature can all affect sleep quality. Creating a dark, quiet, and cool sleep environment can promote better sleep quality.
7. Technology: Technology like smartphones, tablets, and laptops emit blue light, which can suppress the production of melatonin, a hormone that regulates sleep. Avoiding technology use before bed or using blue-light-blocking glasses can help promote better sleep.
8. Mental health: Mental health conditions like depression, anxiety, and PTSD can interfere with sleep quality. Treating these conditions with therapy or medication can help improve sleep quality.
In conclusion, many factors can interfere with a good night's sleep. Poor sleep hygiene, stress, poor diet, medical conditions, medications, environmental factors, technology, and mental health are all factors that can affect sleep quality. By identifying these factors and taking steps to address them, people can improve their sleep quality and overall health. | 1,161 | 554 | {
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*
*
*
* 4020 *
4020
Board Diploma Examination, (C-14)
3
3
1×3=3
3
March/April—2018 DCE—First year Examination Surveying–I Time : 3 hours] [Total Marks : 80 PART—A 10 × 3=30 Instructions : (1) Answer all questions. (2) Each question carries three marks. (3) Answers should be brief and straight to the point and shall not exceed f ive simple sentence. 1. State any three purposes of surveying. 3 2. State the stages of survey operations. 3 3. What is a well-conditional triangle? Why is it necessary to use? 1+2 4. Sketch the conventional signs for the following : 1×3=3 (a) Chain lime (b) Beachmark (c) Wire fencing 5. What precautions a surveyor should observe in booking the field work in field book of a chain survey? 3 6. The length of a line measured with a chain having 20 meters was found to be 400 meters' the chain was found to be 10 cms too short. Find the true length of line. 3
7. Convert the following whole circle bearings into quadrantal bearings.
(a) 283 o 45' (b) 150 o 15' (c) 283 o 45'
1
1×3=3
[Contd...
(a)
(b)
Chain lime
(c)
Beachmark Wire fencing
*
*
8. List any three instrumental errors in compass survey.
1×3=3
9. The magnetic bearing of a line is 56 o 34' . Calculate true bearing if magnetic declination is 5 o 16' East. 1×3=3
10. State any three uses 'Abney level'.
6
6
030 030 030 030 PART–B 10 × 5=50 Instructions : (1) Answer any f ive questions (2) Each question carries ten marks. (3) Answer should be comprehensive and the criteria for valuation is the content but not the length of the answer. 11. (a) Discuss in brief the principles of surveying. 4 (b) State the classifications of survey based on instruments used. 12. (a) Explain the method of chaining on sloping ground. 4 (b) List out the instruments used in a chain survey and explain briefly the use of each instrument. 13. In passing an obstacle in the form of a pond, stations A and D , on main line, were taken on the opposite sides of the pond. On the left of AD , a line AB , 225 meter long was laid down, and second line AC , 275 meter long, was ranged on the right of AD , the points B , D and C being in the same straight line. BD and DC were then chained and found to be 125 meters and 137.5 meters respectively. Find the length of AD . 10 14. The following offsets were taken from a survey line to a curved boundary line.
*
*
*
17.
Find the area between survey line, the curved boundary line and the first and last offsets by —
(a) Trapezoidal rule
(b) Simpson's rule
5+5
15. (a) Define the following the terms :
2+2
(i) True and magnetic bearings
| Line | F.B. |
|---|---|
| AB | 110o 15' |
| BC | 35o 15' |
| CD | 276o 30' |
| DE | 3 195o 30' |
| AE | 0 132o 15' |
The following bearings were observed in running a closed traverse:
| Line | F.B. | B.B |
|---|---|---|
| AB | 3 74o 00' | 254o 00' |
| BC | 91o 00' | 271o 00' |
| 0 CD | 166o 00' | 343o 00' |
| DE | 177o 00' | 00o 00' |
| 0 AE | 189o 00' | 9o 00' |
(b) What is the use of Planimeter?
030 030 030 030 (ii) Whole circle and reduced bearings (b) Define local attraction. How do you detect it? 16. The following bearings were observed in running a closed traverse. Sketch and compute the interior angles of the traverse and apply the usual check: At what stations do you suspect the local attraction? Determine correct bearings. 18. (a) What is pantagraph? Explain the working principle of a pantagraph with a neat sketch.
* * *
*
6
10
10
6
2 | 1,803 | 1,055 | {
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Chapter Science Investigation
Name
Pushing and Pulling Boats
What You Need
Find Out
foam food container
Do this activity to see how the size of a load affects how an object moves.
Process Skills Observing Communicating Predicting Interpreting Data
Time
* 10 minutes to get started
* 1 hour of experimenting and recording
What To Do
1. Carefully poke a small hole in one end of the foam container with the pencil.
Be careful with sharp objects. Safety!
2. Tie a piece of string to the container. Put the container in the water.
3. Observe and record what happens.
4. Observe what happens if you tap the container with your hand.
5. Put five pennies in the container. Predict what will happen when you push and pull it.
6. Add five more pennies. Push and pull the container again.
7. Continue adding pennies and observe and record what happens.
Mark an X to show if you pushed or pulled. Record the number of pennies you used and record what happened each time.
| Push | Pull | Number of Pennies | Result |
|---|---|---|---|
Conclusions
1. What happened when you pushed and pulled the boat?
2. When did the boat need more force to start moving?
New Questions
1. Do you think that it would be easier to push or pull your boat in the water or on a table?
2. Why do you think this?
3. Write a new question you have about pushes and pulls.
Activity Journal
Lesson 1 • Movement
Name
Observing Movement
Measure how far the ball moves.
1.
5.
2.
6.
3.
7.
4.
8.
Make a graph of your measurements.
1 2 3 4 5 6 7 8
Name
What Happened
How far did the ball move each time? 1
What pushed on the ball to make it move? 2
What If
What other forces could move the ball?
Activity Journal
Lesson 2 •Force and Motion
Name
Investigating Friction
Write an x on the block that moved first, after you tilted the board.
Name
What Happened
Which block moved first? Which block moved last?
Why didn’t all of the blocks move as s o o n as 2 2
you started to raise the board?
What If
How could you change the blocks or the ramp to create less friction?
1 1
Lesson 3 • Machines and Magnets
Observing Magnets
Draw arrows to show how the magnets moved.
Name
What Happened
Which ends of the magnet were attracted? Which ends were not attracted? 1
What happened when the ends were not attracted? 2
What If
How could you use these magnets to help you do a job? | 1,044 | 604 | {
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Case study: Overseeding with Ian Jones
A farmer's drive to maintain sward quality
Name: Ian Jones
Farm Type: Mixed Organic
Location: Kent
Size: 800 acres
Soil Type: Wealden Clay
Mixes Used: Ryegrass/Clover Over-Seeding (Long Term Mix)
All meat and dairy produce from Silcocks Farm is sold through the on-site shop, with quality vital to its reputation. Traditional Hereford beef cattle and Romney, Poll Dorset and Southdown lambs are all finished on farm and sold to local people, as is Gloucester Old Spot pork. The shop also sells milk, cheese, cream and ice cream from the farm's herd of dairy Ayrshires.
Underpinning all of this is nutritious, plentiful forage.
An annual programme of over-seeding helps boost forage yields by around 20% while maintaining sward condition. It is also a valuable part of the weed control strategy on this organic farm. Around 20 to 30 acres are over-seeded each year to create a fresh ley in much less time than a total reseed would require. It also greatly reduces the need to plough and reseed which, in exposing the soil, encourages weed growth.
Over-seeding is timed to ensure new seeds have the best possible chance to establish quickly. Ian usually over-seeds after the first cut of silage in May when the existing sward is low enough to harrow the seed in and newly germinated seedlings will not be out competed. Facilitating fast establishment means that any gaps in the old sward are filled in by the new growth, reducing the space for weeds to grow into, as well as minimising the time the leys cannot be grazed.
After first cut, fields are tine harrowed once or twice, depending on soil moisture levels. An Accord Pneumatic Combi Drill is then run across the surface dropping the grass and clover seeds on the soil before another pass with the harrow and, lastly, flat rolling.
In the year of drilling the refreshed leys are lightly grazed with sheep, which encourages tillering in the ryegrass and ensures the clover is not smothered out. If there is more growth than can be
grazed in the first year, a topper is run over the swards. However, Ian avoids using heavy machinery on newly overseeded leys and so delays taking a cut of silage until the second year.
To maintain nutrient levels well-rotted farm yard manure is applied to the swards in late October just as the cattle are being housed for the winter. As the leys are clover rich, N levels are normally high, but P and K do need to be topped up to compensate for the nutrients taken off the fields as silage.
Once over-seeded, swards are expected to last for three to four years after which they are either over-seeded again, or ploughed up and drilled with cereals.
Whatever a ley's lifespan, the most important consideration is sward quality which keeps livestock thriving and the shop's customers happy.
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What Do You Say?
American Accents and Dialects
Week 4: Grammar and Syntax
The way you combine words into phrases and sentences is shaped by your dialect. We'll look at characteristic phrases of certain dialects ("might could" or "my car needs washed") and who says them. We'll talk about gender differences, unwritten rules, idioms and sayings, and relate it all to your idiolect—your personal way of talking. And we'll explore whether there's a California dialect.
* Goals of Week 4's study of grammar and syntax
* Learn to listen for grammar- and syntax-based dialect differences.
* Be inquisitive about sources of dialect differences.
* Identify unwritten rules of grammar and syntax.
* You're showing your age:
* Lost words and phrases http://verbivore.com/wordpress/old-words-andphrases-remind-us-of-the-way-we-word/
* Ad slogans
* African American English (AAE)
* AAE is a full-fledged dialect of English: not "bad" or "uneducated" English, not slang, not hip-hop.
Page1of2
* In some ways, AAE is more complex than Standard American English (SAE)
* SAE:
* Progressive shows continuous action (is working)
* Participle shows that action is finished (has worked, had worked)
* AAE:
* Habitual action: She be workin' on weekends
* Right now: She workin' today or she's workin' today
* Intensity: He steady working
* Indignation: He come talking that nonsense
* Resultative: "If you love your enemy, they be done ate you alive"
* Pastness: he done finished or he done did his homework
* Been: I been bought this jacket (a long time ago), I been married (long ago & still)
* Permanent state: He nice, she funny
* Teen English: Surfer dude, valley girl, and ways to use "like"
* Txting: Is it ruining our language? Or is it another dialect?
* Dialect-specific expressions
* "Y'all come back now!"
* Might could
* Idioms and other expressions: The meaning of an idiom can't be deduced from the meanings of its words
* Raining cats and dogs
* Straight from the horse's mouth
* Passing the buck
* Unwritten rules
* The difference between "grammatical" and "meaningful"
* Forming yes/no questions: The boy is running → Is the boy running?
* Adjective order
* "Garden Path" sentences
* Pragmatics: Understanding a conversational response in context
*
Prosody: The "melody" of language
* Is there a California dialect? Are there pronunciations, words, and syntax that set oldtime California residents apart from newcomers or visitors?
* If we have time: Yoda-speak
Thank You for sharing this linguistic journey!
Note: links to the videos used in this presentation can be found at tinyurl.com/OLLI-WhatDoYouSay .
Week 4, Summer 2023: July 27, 2023
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Pacific Pests, Pathogens & Weeds - Mini Fact Sheet Edition
https://apps.lucidcentral.org/ppp/
Nutgrass (453)
Relates to: Weeds
Photo 1. Mature plant, nutgrass, Cyperus rotundus, with adjacent 'daughter' plants arising from underground tubers.
Photo 3. Triangular flower stem, nutgrass, Cyperus rotundus.
Summary
Widespread. Asia, Africa, North, South and Central America, Caribbean, Europe, Oceania. In most Pacific countries.
Invasive, grows very rapidly in a wide variety of environments, irrespective of soil types. Problematic in field crops, orchards, vineyards, pastures, gardens, fallows, natural and waste areas, footpaths, roadsides, banks of waterways, produces underground tubers that regenerate plants, and is tolerant of many herbicides.
Plants 20-60 cm tall. Leaves, narrow, up to 20 cm long, at base of plants. Stems, underground, producing small tubers in chains, white and fleshy at first, later brown and wiry. Buds on the tubers form new plants. Flower stems, smooth, glossy, triangular in cross-section, with 3-8 branches of different lengths and leaf-like structures beneath; each branch bears several reddish-brown 'spikelets' with flowers. The fruits are 3-angled, brown or black, with a single seed inside. Germination very low, but many seed produced.
Spread: underground stems; by cultivation and machinery; seed (probability low); flood waters; as a specialist food.
Biosecurity: high risk of introduction; one of the worst 10 weeds in Fiji, French Polynesia, Guam, New Caledonia, PNG, Solomon Islands, Tonga. On Global Invasive Species Database of alien invasive species (IUCN, 2020). Biocontrol: a moth, Bactra species,
and a mycoherbicide, using Dactylaria higginsii.
Cultural control: hand weed; shade; plough and disc; polyethylene mulch; vehicle hygiene to remove tubers and seed; ducks and/or chickens will eat the tubers.
Chemical control: in Australia: glyphosate; 2,4-D; and the selective herbicide, halosulfuron-methyl. In Fiji, MCPA.
Common Name
Nutgrass; CABI prefers the name purple nutsedge.
Scientific Name
Cyperus rotundus. It is a member of the Cyperaceae.
AUTHORS Grahame Jackson & Aradhana Deesh
Adapted from Nutgrass (Cyperus rotundus) (2018) Weeds of SE Qld and Northern NSW. Lucidcentral. (https://www.lucidcentral.org/editors-pick-animal-and-plant-identification-keys/key-to-weeds-of-se-qld-and-northern-nsw ); and additional information from CABI (2019) Cyperus rotundus (purple nutsedge). Invasive Species Compendium. (https://www.cabi.org/isc/datasheet/17506); and Waterhouse DF, Norris KR (1987) Biological Control Pacific Prospects. Inkata Press, Melbourne; and from Coleman M et al., (2018) Nutgrass (Cyperus rotundus): Weed management guide for Australian vegetable production. School of Environmental and Rural Science, University of New England, Armidale. (https://www.une.edu.au/__data/assets/pdf_file/0006/235995/une-weeds-nutgrass.pdf). Photos 1&3 Rickjpelleg Nutgrass - Cyperus rotundus. Photo2 Joseph LaForest, University of Georgia, Bugwood.org; Photo 4 Cyperus_rotundus_by_Jeevan Jose, kadavoor, Kerala, India.
Produced with support from the Australian Centre for International Agricultural Research under project HORT/2016/185: Responding to emerging pest and disease threats to horticulture in the Pacific islands, implemented by the University of Queensland, in association with the Pacific Community and Koronivia Research Station, Ministry of Agriculture, Fiji.
This mini fact sheet is a part of the app Pacific Pests, Pathogens & Weeds
The mobile application is available from the Google Play Store and Apple iTunes.
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GIS Across Time and Space Nothing But Net 2012
Demographic and World Development Data
1. A Changing World www.gapminder.org
From the home page choose Gapminder World Click the play button and watch the animation
How does income affect a person's quality of life? Rank the continents in order of increasing quality of life. Open and click through the slide show on worldwide wealth distribution from the lower right corner.
Look for changes in either health or economic indicators. Can you describe what was happening in a country that might account for these changes? Support your answer with data.
Historical Boundaries of Nation States and Related images
2. http://www.chronoatlas.com/MapViewer.aspx
Follow a particular kingdom and find when dramatic changes occur and research the causes.
March of Time and other resources from ArcGIS online
3. www.arcgis.com/home
Search for March of Time
Online map version of Mapping Our World, March of Time lesson. What are some of the forces impacting the distribution in the world's largest cities at these time periods?
Great Graphic organization of European People and Places
4. http://www.worldology.com/Europe/europe_history_lg.htm
Choose a time in history and follow a people group to see how they influenced the formation of a region / country
Choose a country and work your way back to see how its borders are influenced by geography and particular events in history. "How the Eurostates got their shapes".
Use the imagery to show longer-term interactions between regional kingdoms.
Assign a kingdom and consider what political and migrational influences helped form its boundaries or what led to its demise.
Conflicts in history
5. http://www.conflicthistory.com/#/period/1688-1694
Investigate conflict throughout time to search for periods of higher or lower conflict. If they are evident, can a scan of time both before and after give evidence for the lack or abundance of conflict?
Narrow down or widen the time span to see if that helps narrow down changes in competition for resources.
Research webs of related conflict. Single characters' ambitions at unification (i.e.Alexander the Great). Larger competition between countries for resources (i.e. slavery, extraction resources, colonialization…)
Map visualizations in times of conflict 6. http://www.mapsofwar.com/download.html (if you want these without ads)
Choose the March of Democracy
Follow through and define the types of government highlighted in the animation.
i.e. The modern uptake of democracy
Highlight specific changes in history and have students find out what were the causes of these changes?
The change of feudalism to nationalism
How wars set the stage for changes in government Who are those responsible for propagating any one of these types of government.
What did it take to make any one of these types fail? (i.e. Why did the Roman Republic break apart into the feudal states in Europe? What has caused the fall of many communist states?)
Online map collections built to engage participant historians! 7. www.David Rumsey.com
At the bottom of the home page, maps of time-based phenomena are currently highlighted. The direct link for future reference is: http://www.davidrumsey.com/blog/2012/3/28/timeline-maps.
Old atlases show historic thinking. Descriptions from the students' viewpoint would be good for them to examine from our current vantage point. | 1,532 | 707 | {
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CIVIL DISOBEDIENCE MOVEMENT
Civil disobedience movement was a landmark event in the Indian Nationalist movement. In many ways, the civil disobedience movement is credited for paving the way for freedom in India. It was significant in many ways as it was a movement spread to the urban areas and witnessed the participation of women and people belonging to the lower castes.
Civil Disobedience Movement- How it Began
Civil disobedience was initiated under the stewardship of Mahatma Gandhi. It was launched after the observance of Independence Day in 1930. The civil disobedience movement commenced with the infamous Dandi march when Gandhi left the Sabarmati Ashram at Ahmedabad on foot with 78 other members of the Ashram for Dandi on 12 March 1930. After reaching Dandi, Gandhi broke the salt law. It was considered illegal to make salt as it was solely a government monopoly. The salt satyagraha led to a widespread acceptance of the civil Disobedience movement across the country. This event became symbolic of people's defiance of the government policies.
Effects of the movement
Following Gandhi's footsteps, C. Rajgopalchari in Tamil Nadu led a similar march from Trichinopoly to Vedaranyam. At the same time Sarojini Naidu, a prominent leader in the congress led the movement in Darasana in Gujarat. The police opened a lathi charge which led to over 300 satyagrahis being severely injured. Consequently, there were demonstrations, hartals, a boycott of foreign goods, and later refusal to pay taxes. A lakh of participants including women participated in this movement.
Reaction by the British government
In order to consider the reforms by the Simon Commission, the British government convened the first round table conference in November 1930. It was however boycotted by the Indian National Congress. The conference was attended by Indian princes, the Muslim League, Hindu Mahasabha, and some others. However, nothing came of it. The British realized that without the participation of congress no real constitutional changes would come about.
The viceroy, Lord Irwin made efforts to persuade Congress to join the second round table congress. Gandhi and Irwin reached an agreement wherein the government agreed to release all political prisoners against whom there were no charges of violence and in turn congress would suspend the civil disobedience movement. In the Karachi session in 1931, presided over by Vallabhbhai Patel, it was decided that the congress would participate in the 2nd round table congress. Gandhi represented the session which met in September 1931.
The Karachi Session
At the Karachi session, an important resolution of fundamental rights and economic policy was passed. Besides laying down the policy of the nationalist movement on social and economic problems facing the country, it guaranteed fundamental rights to the people irrespective of caste and religion and favoured the nationalisation of industries. The session met with the participation of Indian princes, Hindu, Muslim and Sikh communal leaders. However, the sole reason for their participation was to promote their vested interests. None of them were interested in the independence of India. Due to this, the second round table conference was met with a failure and no agreement could be reached. The government repression intensified and Gandhi and many other leaders were arrested. In all about 12,000 people were arrested. After the withdrawal of the movement in 1939, Congress passed a resolution that demanded that a constituent assembly, elected by the people on the basis of adult franchise, be convened. And that only such an assembly could frame the constitution for India. Even though Congress did not succeed, this garnered vast sections of the people to participate in the mass struggle. Radical objectives for the transformation of Indian society were also adopted.
Impact of Civil Disobedience Movement
The impact of the civil disobedience movement reverberated far and wide. It created distrust towards the British government and laid the foundation for the freedom struggle, and popularised the new method of propaganda like the Prabhat, pheris, pamphlets, etc. Following the defiance of forest law in Maharashtra, Karnataka, and Central province and the refusal to pay the rural 'Chaukidari tax' in Eastern India, the government ended the oppressive salt tax. | 1,771 | 871 | {
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First Base Ipswich & Bury St Edmunds Writing Policy
________________________________
First Base Writing Curriculum is derived from objectives given in the EYFS profile and the National Curriculum. For the Springboard Curriculum key skills have been identified and progression mapped through from Early Years standards to greater depth at Year two. First Base have a concentric curriculum to enable objectives to be revisited, to build on learning and for knowledge acquisition to be long term. Children will know more, do more and remember more.
The purpose of our Writing programme of study is for pupils to write fluently so that they can communicate their ideas to others in both narrative and non-fiction texts, to acquire the necessary skills to access the world and to improve their life chances. Teaching will mainly be focusing on word and sentence level with our pupils, in line with their starting points. We aim to increase the children's ability to use planning, drafting and editing to improve their own writing;
The fundamental areas in our Springboard Writing curriculum are;
* Transcription
* Composition
* Vocabulary, Grammar & Punctuation
These areas of study have been specifically chosen as they allow progression from EYFS to Year two. Within each area key objectives will be taught and assessed. As agreed with pupil's mainstream settings First Base will teach the agreed objectives but will not be responsible for teaching English in its entirety as outlined in the programme of study. Curriculum documents and assessment data will be shared with mainstream settings to enable them to fully understand which objectives have been taught during the First Base placement and consequently those they remain responsible for delivering.
At First Base we believe that a strong Oracy foundation will help to develop fluency in Writing. Pupils engage in an English lesson for 2 days a week, for 50 minutes. Learning objectives place an equal focus on oracy and writing during these sessions. Daily Phonics teaching also supports the development of word/sentence level writing skills.
At First Base, pupils will have access to;
* Exciting and creative writing opportunities for a variety of purposes
* High quality texts to inspire high quality writing
* A range of genres for writing
* Mark making tools and phonic games during choosing times
* Finger gym/fine motor activities to improve pencil control
* A key word display to expand vocabulary
First Base Ipswich & Bury St Edmunds
Writing Policy
________________________________
Teachers will assess learning objectives taught through a RAG rating system which will measure progress over time. Assessment is used to inform future planning and teaching. It is shared with mainstream schools to allow them to reach a holistic judgement to report statutory attainment. Gaps in learning and misconceptions are addressed rapidly. Pupils self-assess each lesson, against the objective, to enable them to develop an understanding of their own knowledge progression.
All teaching will be adapted to support pupil's individual needs, according to their starting point. First Base work closely with mainstream settings during induction to identify starting points and any specific strengths or difficulties. Pupils are encouraged during lessons to access challenge cards which provide regular opportunities to extend their learning.
Date reviewed: September 2024
Reviewed by: Stacey Laws | 1,508 | 634 | {
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New Report: If Only You Knew
The experiences of siblings of disabled children in school
Sibs supports siblings who have a brother or sister with a disability, special educational need (SEND) or long-term health condition. This report is the result of a survey with over 200 children and young people about their experiences of being a sibling to a disabled child and resulting impact this had on their school life. The children and young people responding were aged 5-16.
Key statistics are:
66% of children had told a teacher about their sibling situation 75% had told a friend or friends about their disabled brother or sister 74% didn't receive any help from school to support them as a sibling
What the children said they found the most difficult was school understanding sibling issues, getting homework done, dealing with friendship issues and being tired.
Dr Georgia Pavlopoulou, University College London Researcher and Sibs' Trustee says:
"Although schools are gradually recognising the significant impact of the unprecedented pressures on young people's lives, the needs and well-being of siblings of disabled children remain unrecognised. Whilst some siblings, just like every other student, are eligible to receive well-being support through general safeguarding and pupil support policies, these are rarely targeted specifically for the siblings of disabled children. Lockdowns have had a significant impact on the mental health of siblings with brothers and sister who have disabilities, special educational needs or long-term health conditions. Schools play a crucial role in providing opportunities for acceptance, connections, fun, growth and support overall wellbeing. The Green Paper in 2014 set a momentum for schools to have a clear pathway in offering proactive and reactive support to all pupils by 2025. Sibs' report emphasises the importance of recognising siblings needs and providing sensitive support tailored to their unique experiences."
Clare Kassa, Chief Executive at Sibs says:
"School life is a hugely important part of childhood and for very many siblings, school can be a source of respite from many of the challenges faced at home. But too many siblings face these challenges alone, because their teachers and schools simply do not know about their families. Being a sibling can impact all aspects of a child's life, especially their educational attainment. For many, being a sibling also brings caring responsibilities. Numerous children in our survey told us what they needed was understanding and some basic disability awareness education for their peer group and school communities. As one young sibling told us "Honestly, teachers understanding is all I would need." This shouldn't be too much to ask. We welcome the recent Disability Action Plan published by the Disability Unit which seeks to train professionals to identify sibling young carers in education – we would like this to go a step further and identify ALL siblings of disabled children and young people in school settings."
NOTES TO EDITORS:
Sibs charity
* Sibs www.sibs.org.uk is the only UK charity dedicated to supporting siblings who have grown up with or are growing up with a disabled brother or sister.
* Children and young people growing up with a disabled brother or sister, often get less attention from parents and have more worries and responsibilities than their peers.
* There are an estimated half a million young siblings growing up in the UK.
* Sibs provides direct support for young siblings through YoungSibs www.sibs.org.uk/youngsibs an online support and information service for children and young people aged 7-17 who have a brother who is disabled, has special educational needs (SEND) or a serious long-term condition.
* Sibs Talk Lite is a new set of FREE resources for primary schools to support siblings who are growing up with a brother or sister who is disabled or has SEND
* Sibs relies on the support of Trusts and Foundations and the generosity of individual donations to fund its work – Sibs receives no statutory funding.
* Sibs works towards a vision of a world in which siblings of disabled children and adults are seen, understood and valued.
* National Siblings Day is celebrated on 10 th April www.sibs.org.uk/nsd
Full report available: www.sibs.org.uk/ifonly
For more press information or opportunities please contact:
Clare Kassa, Chief Executive, Sibs e-mail firstname.lastname@example.org | 1,884 | 865 | {
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KS1 Newsletter
January 2025
Happy New Year! Welcome back. Read on to find out about our exciting term...
Mathematics
In mathematics we are learning about addition and subtraction, multiplication and division. Then we are learning about fractions, position and direction, weight, length and capacity. You can support your child at home with the following links Hit the Button - Quick fire maths practise for 6-11 year olds Cool online maths games for KS1, KS2, and KS3 children. - BBC Bitesize ictgames || html5 Home Page
Design Technology.
In Design Technology the children will learn about houses, how they were made in 1666 and what they were made off. Next they will design, make and evaluate their own house using materials. They will give reasons as to what materials they used and why. The fire service will come in to finish this topic of learning to talk to us being safe.
RE.
In RE the children are learning about Gospel. They will talk about good news and spend time learning about the good news that is in the Bible. We will also learn about 'forgive' and what that means.
Reading.
We love to read and want your child to love reading too! We have our secret story teller every Monday. If you would like to come in and read to your child's class please let their class teacher know and remember don't tell your child, it's a secret!
Ways to support at home
Please continue to read with your child every day. We will carry on tracking how often your child reads at home and school on their star chart and will reward them for every 50 reads!
As part of our phonics scheme of learning, children are primarily taught their reading skills through reading lessons three times a week where they will work closely with the teacher as well as reading as part of a group.
If you would like to support your child in their learning here are some useful websites to try:
Top Marks BBC Bitesize ICT Games
Diversity Weeks
Our first 2 weeks will be all about our own uniqueness, gifts and talents. The children will be creating their own poems all about themselves.
Fire Fire!
For our Terrific Take Off we have a visit from the Rainbow Theatre again! This time they are coming in to bring The Great Fire of London to life. All children will play a part in this story. The children will find out facts about the Great Fire of London, why it started, how long it burned for and how the fire got put out. The children will be making nonfiction books, posters and leaflets which will include facts and diagrams.
Upcoming Dates
Tuesday 21st January — Rainbow Theatre Tuesday 28th January—Chestnut Class Worship to parents Tuesday 11th February—Hazel Class Worship to parents Tuesday 4th March—Hawthorn Class Worship to parents Tuesday 11th March—Sycamore Class Worship to parents Tuesday 18th March—Apple Class Worship to parents
Reminders
On PE days, children should arrive at school in their Nyewood PE kit. Please ensure that earrings are taped or removed and long hair is tied up.
Please can you also make sure your child has a water bottle everyday. Do also provide your child with a named coat as we know the British weather can be very unpredictable! | 1,240 | 683 | {
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First Base Ipswich & Bury St Edmunds
Art and Design Policy
________________________________
The Springboard pathway delivers the Art and Design curriculum for the first 12 weeks of the placement. Pupils will access units being delivered at their individual placement time, within three-week topic units. See table below:
| | Autumn Term | | | |
|---|---|---|---|---|
| Topic | | Little Chef | Monsters & Wild Things | Animals Around the World |
| Art & Design | | Drawing | Painting | Printing |
| | Spring Term | | | |
| Topic | | Our Local Area | Unlikely Friends | Little Chef |
| Art & Design | | Drawing | Painting | Printing |
| | Summer Term | | | |
| Topic | | Animals Around the World | How to... | Our Local Area |
| Art & Design | | Drawing | Painting | Printing |
First Base Art and Design Curriculum is derived from objectives detailed in the EYFS profile and the National Curriculum. Key skills have been identified and progression mapped through from Early Years standards to the end of Key Stage One.
The purpose of our Art and Design programme of study is for pupils to produce creative work, to enable pupils to develop a wide range of techniques and use a variety of materials and to explore art through practical application of skills. They will learn about and be inspired by a variety of famous artists in different fields of work. Our artist spine is broken into celebrating diversity, celebrating history, female representation and joyful art experiences.
At First Base we are committed to Character Education; our Art and Design curriculum forms part of the creative strand as a means of supporting the children to develop their character. Our Art and Design curriculum will be taught through drawing, painting, sculpture and printing.
Within each unit key objectives will be taught and assessed. As agreed with pupil's mainstream settings, First Base will teach the units at the agreed times throughout the academic year. Pupils will access a 40-minute Art and Design lesson each week, for the first 12 weeks of their placement.
Teachers will assess learning objectives taught through a RAG rating system which will measure progress over time. Assessment is used to inform future planning and teaching. It is shared with mainstream schools to allow them to reach a holistic judgement. Pupils requiring extra support will be identified quickly. Pupils self-assess each lesson, against the objective, to enable them to develop an understanding of their own knowledge progression.
All teaching will be adapted to support pupil's individual needs, according to their starting point. First Base work closely with mainstream settings during induction to identify starting points and any specific strengths or difficulties. Pupils are encouraged during lessons to access challenge cards which provide regular opportunities to extend their learning.
Policy reviewed: September 2024
First Base Ipswich & Bury St Edmunds
Art and Design Policy
________________________________
Reviewed by: Stacey Laws | 1,442 | 615 | {
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The Borough Arms
In 1576 the Mayor and Burgesses of Sudbury applied for a Grant of Arms; this was given on the 20th September by Robert Cooke, Clarenciuex King of Arms. The original charter, on thick vellum, gives first a quaint preamble telling of the origin of the gift, and goes on to describe the arms. The principle charge in the coat, the hound (or Talbot), is taken from the paternal coat of that eminent native of the borough, Simon of Sudbury, while the charges on the chief are brought in from the Royal Arms, to illustrate the ownership of the Manor by the early Norman kings.
Town Coat of Arms Simon's Dog
The dog featured on the Town Coat of Arms and on the Mayoral Chain of Office is a heraldic Talbot. This early breed of hunting dog is thought to have been brought to England with William the Conqueror and to have links with the modern bloodhound and beagle. This dog was used to enhance the dignity of the Borough of Sudbury when in 1554 it received a Charter from Queen Mary I outlining its rights and privileges. The device of a Talbot was probably taken from the coat of arms of the Theobald family.
Around 1318 Simon Theobald or Tebauds was born into this wealthy and important family in the local cloth trade. This brilliant man eventually rose to become Archbishop of Canterbury and Lord Chancellor. These titles were a great honour not just for Simon but also for his home town of Sudbury: a local man was now the most powerful man in England apart from the King. Unfortunately he was a key figure in a government whose policies raised an eruption of violence rare in English history- the Peasants Revolt of 1381 and Simon took much of the blame. The people had many grievances but they all coalesced around the proposed new Poll Tax of one shilling and three groats to be paid by all people over the age of fifteen.
In 1381 an angry mob of peasants dragged Simon from his refuge in the chapel of the Tower of London and hacked him to death on Tower Green. His head was impaled and displayed on London Bridge, a fate usually reserved for traitors. Somehow it was brought back to his home town of Sudbury and was placed in St Gregory's church, perhaps in the hope that it would make St. Gregory's a place of pilgrimage similar to Thomas a Becket's shrine at Canterbury. His head is still kept in the vestry whilst his body lies in Canterbury Cathedral.
On Christmas Day the Lord Mayor and City Council of Canterbury process to his tomb where the Mayor lays a posy of Christmas roses and the Dean leads prayers. This tribute is in thanksgiving for Simon's rebuilding of the city wall, the Westgate and the Holy Cross Church which is now the Guildhall. This tradition is not upheld in Sudbury. | 1,066 | 595 | {
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SUPER POWER: Hinges and Levers!
LAB NOTES...
ELBOWS
Levers help us to move heavy objects more easily. If you can't lift a heavy object by yourself, putting it at the end of a long lever could help you. This is because a lever works by reducing the amount of force needed to move an object or lift a load. A lever is a rigid object which moves around a fixed point which we call the fulcrum. Levers make the work easier by spreading out the effort over a longer distance. ELBOW LEVERS
Our bodies are full of levers, our arms are one example. The pivot is at the elbow which is a hinge joint and our forearm acts as the lever. When you hold something heavy in your hand and try to lift it, your lower arm is acting as
1. Watch Nanogirl making her own elbow model.
2. On the card, measure and cut out two oval shapes, both 15cm long and 5cm wide in the middle. These will be the upper and lower parts of your arm.
3. Use the skewer to make one hole at one end of both ovals.
4. Take one oval and label it 'humer us'. This is the long bone in the upper arm. It is located between the elbow joint and the shoulder
the lever. The weight is at one end (in your hand), and at the other end is the fulcrum - your elbow hinge. That's the thing that stays in one place while the lever moves around it. You can prove this by putting your elbow on a table and lifting something with your hand while keeping your elbow on the table. You know that your elbow is the fulcrum because it doesn't move. You know that your arm is the lever because it does move.
When we throw something using our arm, the power comes from our upper arm muscles called the bicep and tricep. These two muscles work together and as a pair when one is stretched out the other one is contracted. There are lots of other muscles in your body that work together like your quadriceps and hamstrings in your legs.
5. Make two more small holes at the other end to the hole you already made.
6. Cut both of your elastic bands so they become strings instead of
10
MINS
TO MAKE YOUR ELBOW MODEL...
loops. These will represent your muscles - the bicep and the tricep.
7. Poke one end of each elastic band through each of the two holes you made next to each other in the humerus, tie a knot at the back of the card.
8. Take the other oval and label the radius at the top and the ulna be low it. These are the bones in your forearm.
9. Make two more holes in the fore arm, one on the left and one on the right of the original hole.
10. Push the long ends of the elastic bands through to these two holes in the forearm and tie at the back. The band that attaches to the lefthand hole will be your tricep and the right your bicep.
11. Cut 3cm off one end of your skew er and push half-way through the empty hole in the upper arm and the centre hole in the forearm - this is your elbow joint. Secure with blu-tack.
12. Draw and cut out a cardboard hand and stick to the end of the forearm.
TI
YOU WILL NEED
Place your hand around your upper arm when you lift something heavy upwards. Can you feel which muscle stretches and which muscle relaxes?
Measure your abilities: what's the furthest you can throw a ball of scrunched-up paper?
Can you find any other hinge joints or levers on your body?
Try throwing with your arm bent then with your arm totally straight which was more powerful?
Can you think of any animals that are great at throwing? Do they have long or short arms compared to us? | 1,240 | 822 | {
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Demographics
Household Characteristics
Household characteristics are used by the US Census to categorize the household by the type of relationship the people that live in that unit share and/or the gender of the person responsible for maintaining the household. One household includes all the people who occupy a housing unit as their usual place of residence. As defined by the Census: "Households are classified by type according to the sex of the householder and the presence of relatives. Examples include: married-couple family; male householder, no wife present; female householder, no husband present; spouse (husband/wife); child; and other relatives." The householder is typically the person in whose name the home is owned or rented.
41,8221-Person Household 7,547Female householder (no husband present), no own children under 18 11,519Female householder (no husband present), with own children under 18 3,068Male householder (no wife present), no own children under 18 2,878Male householder (no wife present), with own children under 18 25,564Married Couple Family, no own children under 18 20,832Married Couple Family, with own children under 18 10,836Non-Family Households, with 2 or more people 124,067Total Households for Which Household Characteristics is Determined
Page 1 of 3
Printed on 08/20/14
Per Capita Income in 1999
Per Capita Income is an estimate of the average income per person in a particular area. Every man, woman, and child living in a particular area is included in the calculation. The Census only uses the income of all people 15 years old and over. The Census considers the following to be counted as income:
Wage or salary income (including bonuses and tips) l
Self-employment income l
Interest, dividends, net rental income, royalty income, income from estates and trusts l
Social Security or Railroad Retirement income l
Supplemental Security Income l
Public assistance income l
Retirement, survivor, or disability income l
All other income (includes unemployment, Veteran’s Administration payments, alimony, child support, contributions received periodically from people not living in the household, military family allotments, and other kinds of periodic income other than earnings) l
$22,010
Population / Households
The total population is the estimated number of people who live in a particular area. It includes estimates for all males, females, adults and children.
A household includes all the people who occupy a housing unit as their usual place of residence. For example, there might be four people in a family living in one house. This would count as four people under population, but only as one household.
Page 2 of 3
Printed on 08/20/14
124,067Total Households
Racial & Ethnic Diversity
Race and ethnicity is the estimated number of people who classify themselves as being a member of a particular racial or ethnic group. It includes estimates for all males, females, adults and children. As part of the 2000 Census, the U.S. Census Bureau separated the categories of "Race" and "Hispanic Origin" and considers them two separate concepts. Additionally, it is important to note that the 2000 Census allowed people for the first time to select more than one race category to describe their racial identities.
1,268American Indian and Alaska Native
6,329,Asian
77,459Black or African American
254Native Hawaiian and Other Pacific Islander
12,372Some other race
301,863Total Population for Which Race & Ethnicity is Determined
9,603Two or more races
194,578White
Source: Data analysis completed by the Florida Center for Community Design + Research, School of Architecture and Community Design, University of South Florida , Hillsborough Community Atlas; Southwest Florida Water Management District (original data source)
Page 3 of 3
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National Organization on Fetal Alcohol Syndrome
Educating the public, professionals, and policymakers about alcohol use during pregnancy
FASD PREVENTION
What is FASD?
FASD is an umbrella term describing the range of effects that can occur in an individual prenatally exposed to alcohol. These effects may include physical, mental, behavioral, and/or learning disabilities with lifelong implications. New research shows that 2-5% of younger school-age children in the US have an FASD.
(May et al. 2009)
Baby at 6 weeks FAS-affected
How can you help prevent FASD?
- Do not drink if you are pregnant or intend to become pregnant
- If you drink and are a sexually active female of childbearing age, use contraception
Challenges for FASD prevention
- Binge drinking threatens peoples' health, safety, and general well being (CDC, 2013)
- For women, binge drinking means having 4 or more drinks on a single occasion
(CDC 2013)
- 1 in 8 women in the US binge drink, usually about 3 times a month
(CDC 2013)
- 49% of pregnancies are unplanned
(CDC, 2006)
- Many women do not know they are pregnant for weeks or even months during which time they may drink alcohol and cause significant damage to the fetus.
- 10% of pregnant women binge drink during the first trimester
(SAMHSA, 2010)
- 11% of pregnant women report current alcohol use
(SAMHSA, 2010)
- Health and social service professionals that provide services for women of childbearing age lack knowledge of, or training on, FASD
Use NOFAS
to find help!
- Encourage pregnant friends and family who drink to stop.
- Alcohol screenings of patients are not routine in healthcare settings.
What happens when a pregnant mother drinks?
- When a pregnant woman drinks alcohol, her developing baby does too.
- The developing baby's organs are not fully formed, so it can't process the alcohol like the mother. Alcohol stops the baby from getting the oxygen and nutrients it needs for its brain to develop normally.
(www.drinkaware.co.uk, 2013)
- Drinking between weeks 6 and 9 is most likely to lead to facial abnormalities associated with FAS (www.drinkaware.co.uk, 2013)
- Drinking during the first trimester can cause the heart and other organs including the bones, and the central nervous system to develop incorrectly (Mayo Clinic, 2013) | 1,118 | 537 | {
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Animation 4
1. Which Mel was the voice of Captain Smith in Pocahontas?
2. Who featured in 'Knighty Knight Bugs' in 1958?
3. Anne Bancroft provided a voice in which 1998 film about insects?
4. Who appeared with Beauty in the 1991 Disney film?
5. Which alter-ego of Mr Bean was the voice of Zazu in The Lion King?
6. Which Tarzan mate did Minnie Driver provide the voice for in Tarzan?
7. Which felines were the stars of a 1970 Disney classic?
8. In which canine caper was there a 'Twilight Bark'?
9. Which cartoon duck was usually dressed in blue and white?
10. Which film featured Buzz Lightyear and Mr Potato Head?
11. Which cartoon film series has Mike Myers and Eddie Murphy as lead voices?
12. Which rare Chinese Mammal is a Kung Fu expert in the 2008 film?
Name /
1.
2.
3.
4.
5.
6.
Team Name
_____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________
7. _____________________________________
8. _____________________________________
9. _____________________________________
10. _____________________________________
11. _____________________________________
12. _____________________________________
Score
woodenspoonquizzes.co.uk facebook.com/woodenspoonquizzes
Animation 4
1. Which Mel was the voice of Captain Smith in Pocahontas?
2. Who featured in 'Knighty Knight Bugs' in 1958?
3. Anne Bancroft provided a voice in which 1998 film about insects?
4. Who appeared with Beauty in the 1991 Disney film?
5. Which alter-ego of Mr Bean was the voice of Zazu in The Lion King?
6. Which Tarzan mate did Minnie Driver provide the voice for in Tarzan?
7. Which felines were the stars of a 1970 Disney classic?
8. In which canine caper was there a 'Twilight Bark'?
9. Which cartoon duck was usually dressed in blue and white?
10. Which film featured Buzz Lightyear and Mr Potato Head?
11. Which cartoon film series has Mike Myers and Eddie Murphy as lead voices?
12. Which rare Chinese Mammal is a Kung Fu expert in the 2008 film?
Quizmaster Answers
1. Mel Gibson
2. Bugs Bunny
3. Antz
4. The Beast
5. Rowan Atkinson
6. Jane
woodenspoonquizzes.co.uk
7. The Aristocats
8. 101 Damatians
9. Donald
10. Toy Story
11. Shrek
12. Panda
facebook.com/woodenspoonquizzes | 1,450 | 560 | {
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Workflow Cheatsheet
What Is A Workflow?
A workflow is all the steps you have to take from start to finish to complete something
Why Is My Workflow Important?
Your workflow can actually impede your ability or desire to do the thing that you want to be doing. So in the case of editing photos, you may want to edit your photos but never be motivated to actual do the edits because your workflow gets in your way. \
How To Evaluate Your Workflow
1. Document all the major steps in your workflow
In this step we're not going for details, but the major steps along the way. As such you may be able to do this without actually going through the process.
Example steps for editing photos:
Importing images Organizing images Culling images Making edit selections Editing selected images Share or deliver images
2. The next time you go through the actual process, document every step you take along the way.
This is the worst part of the process, but is absolutely necessary. Make sure you document every step, and most importantly, make sure you document anything in the process that frustrates you.
Example of documentation:
Importing images
Plug SD card into reader (I hate plugging the card into the back of the camera)
Open Lightroom
Hit import button
Review images for import (Trying to sort through images in the import dialog sucks) Make import selection (I'm always worried I'll miss some images when I make a selection)
Select import folder (I hate having to go through the import process multiple times to keep my images organized)
Click "import"
3. Review the steps and look for ways to automate or simplify the process.
This is the most abstract part because your workflow is unique to you and how you work. The best advice I can offer is to identify the problem, and then look for solutions to that problem. Sometimes it will be moving the step, sometimes it might be automating the step, and sometimes it might mean making changes to your physical work space.
4. Review the changes
After making changes it's always good to be conscious of how the new system is working for you. Make any notes as you test the new workflow out.
NOTES
Don't try to evaluate your entire workflow all at once. This is an overwhelming and exhausting task. Instead take it one step at a time. Sometimes it'll be one big step (like Importing photos), and sometimes it'll be one sub step (like figuring out the best way to make edit selections).
Sometimes you'll find yourself pouring hours into looking for a solution. Don't get discouraged, and don't think of this as wasted time. Finding the right solution can pay huge dividends once you implement.
On the flip side of that, perfect is the enemy of good. It's absolutely worth tweaking your workflow, but do not let the pursuit of a perfect workflow keep you from doing the actual work. | 1,082 | 625 | {
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Session 12: I Know My Own
Core Passage: John 10:7-14,25-30
Suggested Week of Use: February 19, 2023
News Story Summary
Every year, a huge migration of sheep takes place in Wyoming. With the help of sheepherders from Peru, thousands of animals make a 300-mile round trip through the lowlands and the mountains of southwest Wyoming in search of the greenest pastures. The U.S. Department of Agriculture estimates that there are currently about five million sheep in the United States, and Wyoming is the fourth largest sheep producer in the country. As the seasons turn, the sheep and their nomadic keepers move to higher elevations during the summer and fall. Then, as winter weather approaches, they reverse course and head back down toward better grazing land. The sheepherders, who are in the United States on work visas, make about $1,800 per month. With no permanent structures along the route, they sleep inside wheeled shacks that can accommodate two people each. They have no running water or electricity. Their cell phones and the solar panels they use to charge them are the only "conveniences" available to them.
For more about this story, search "10,000 sheep with Peruvian shepherds."
Focus Attention
To supplement FOCUS ATTENTION, share the story of the Peruvian shepherds and call for reactions. Ask: From this summary, what words would you use to describe the shepherds taking care of the sheep? How do they demonstrate care and concern for the sheep under their care? Point out that a lot of bad things could happen to the sheep if the sheepherders did not keep an eye on them and guide them to the right places. Note that the animals could get lost or injured or even killed by a predator. Emphasize that the sheep need the sheepherders. Share that in today's session, Jesus claimed to be the Good Shepherd who loves and cares for His sheep. Encourage adults to think about how Jesus acts like a shepherd in their lives as they study this passage.
Summarize and Challenge
To supplement SUMMARIZE AND CHALLENGE, remind the group about the Peruvian sheepherders. Say: Most of us have no idea what it would be like to drive thousands of sheep across hundreds of miles. Explain that the sheepherders can't get the sheep to the right grazing areas unless the sheep are willing to hear and obey. Ask: In what ways are we like sheep and how is Jesus our great Shepherd? Encourage adults to examine their lives in the coming week and to ask God to help them do whatever it takes to hear His voice more clearly and to obey His leadership in every area. | 986 | 564 | {
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English Language Resource Center, C-212
Free tutoring in writing, speaking, reading & grammar for BCC students who speak English as a second language
Combining Sentences: Coordinating Conjunctions
Directions: On the line below each group of sentences, copy the sentences and combine them by using and, but, or so. Remember to use correct punctuation.
When you are finished, you can check page 2 to see the answers. Try to write your own sentence before you see the answers.
1. Mary loves broccoli. Her husband, John, hates it.
_____________________________________________________________________________________
2. Keiko has a calculus test on Friday.
She needs to study.
3. Maria is typing a letter to her friend.
Her brother, Paul, is reading the newspaper.
4. Tom woke up late. He made it to school on time.
5. I am bringing a tuna casserole to the party. Mike is bringing potato salad.
6. Jim had to work on Saturday. He couldn't go to the park.
7. The water is very cold in January. The members of the Polar Bear Club go swimming anyway.
8. The air conditioning has been turned up really high.
I'm very cold.
9. The water was very rough. The lifeguards made all of the swimmers leave the water.
10. Mike jogs two miles every morning. Then he gets ready for work.
English Language Resource Center, C-212
Free tutoring in writing, speaking, reading & grammar for BCC students who speak English as a second language
Answer Key
1. Mary loves broccoli, but her husband, John, hates it.
2. Keiko has a calculus test on Friday, so she needs to study.
3. Maria is typing a letter to her friend, and her brother, Paul, is reading the newspaper.
4. Tom woke up late, but he made it to school on time.
5. I am bringing a tuna casserole to the party, and Mike is bringing potato salad.
6. Jim had to work on Saturday, so he couldn't go to the park.
7. The water is very cold in January, but the members of the Polar Bear Club go swimming anyway.
8. The air conditioning has been turned up really high, so I'm very cold.
9. The water was very rough, so the lifeguards made all of the swimmers leave the water.
10. Mike jogs two miles every morning, and then he gets ready for work.
English Language Resource Center, C-212
Free tutoring in writing, speaking, reading & grammar for BCC students who speak English as a second language | 987 | 541 | {
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KEEPING ACCURATE STATS FOR GIRLS LACROSSE-
In an effort to keep accurate statistics for players, teams, leagues, sections and to promote the accuracy of recording and reporting player or game statistics it is recommended that each coach familiarize themselves with the information below and choose a statistician that is informed of this information as well. This information is prepared in an abbreviated fashion. It is recommended that you refer to this manual for further descriptions or explanations for each of the statistical components.
Information taken from the 2020 Women's Lacrosse Statistician's Manual.
http://fs.ncaa.org/Docs/stats/Stats_Manuals/Lacrosse/wlax20.pdf
GOAL-
A goal should be credited to the player who shot the ball, scoring a goal for her own team. In certain situations, a Team Goal (also known as Own Goal) may be credited. However, statisticians should err on the side of awarding the goal to the player who took the original shot.
(1) A player's shot that enters the goal after a ricochet off a teammate's stick should be credited as a goal to the original shooter, unless the player the ball ricochets off of intentionally redirects it into the goal.
(2) A ball entering the goal that appeared to have been a pass to another player shall be counted as a shot and a goal for the player who made the pass.
(3) A Team Goal (also known as Own Goal) will be credited if a defensive player gains possession of the ball and then causes the ball to enter her own team's goal.
(4) A goal scored on an eight-meter (free- free-position) shot should be recorded as an eight-meter (free-position) goal.
ASSIST –
An assist is not necessarily credited to a player who makes a pass before a goal. There should be conscious effort on the part of the passer to find an open player for a shot or to help a player work free for a shot. There should be no particular time frame for an assist (although the pass and shot should appear to be part of the same play) nor should there be any rigid distance factor in the play (the player scoring the goal could take one step, several steps, or even run a number of yards with the ball and still have the passer credited with an assist). An assist should not be credited on a play when the goal scorer dodges a defensive player after receiving the pass before shooting unless, in the opinion of the statistician, it was the pass itself and not the dodge that led directly to the shot.
A player is credited with an assist when she makes, in the opinion of the statistician, a pass contributing directly to a goal. An assist cannot be credited to any player other than the one who had the ball immediately before the player credited with the goal.
SAVE –
The basic rule of a save is that any time a ball is stopped or deflected with any part of the goalie's body or stick, which if not stopped or deflected would have resulted in the ball entering the goal, a save is recorded. The statistician should focus on what would have happened to the ball if it had not been stopped or deflected by the goalie. If the shot would have scored, then award the goalie a save. If it would not have scored, do not credit a save. The tendency is to give a goalie a save every time she touches a shot; this creates inflated statistics. No matter how difficult it is to tell, the statistician should make consistent judgments on each shot that the goalie stopped or deflected. Consistency must be maintained so that the national statistics are meaningful.
Offensive efforts that the goalie prevents from going into the goal are considered saves. A team save can be credited in certain situations (see approved rulings below). If the goalie is in the goal circle, no one else can be credited with a save (including a team save).
AND A blocked shot by a defender is not considered a save unless the defender is in the goal circle and the goalie is not.
AND A shot that hits the pipe, rebounds off the goalie's body and would go into the goal if not stopped by the goalie is credited as a save. A shot that hits the pipe, rebounds off the goalie's body and would not go into the goal before picked up by another player is credited as a ground ball.
GROUND BALL –
A ground ball is recorded when a ball changes possession during live-ball play. A ground ball shall be awarded each time a live ball changes possession within the field of play. A ground ball shall not be awarded if the ball (pass or shot) is sent out of bounds as the ball is dead before possession is gained. Should a player be fouled in the act of attempting to possess a ball, while said player's stick is in contact with the ball, possession is to be assumed.
A shot returned to the field of play is considered a change of possession regardless which team gains possession of the ball.
A ground ball will also be awarded when a player makes an interception within the field of play. The ball does not have to hit the ground for a ground ball to be awarded as it marks instances of gained possession for a team. The player who makes the interception will also be awarded a caused turnover. | 1,923 | 1,076 | {
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New Terms
1. Aerating: Adding air to the growing media.
2. Anchorage: Plant roots and stems becoming stabilized or "anchored" in their growing media. In hydroponics systems, devices or systems must anchor plants in the absence of soil.
3. Geoponics: Growing plants in the soil found on the earth's surface. Geoponics can be looked as the "opposite" of hydroponics.
4. Hydroponics: The art and science of crop production in liquid media.
5. Nutrient: The mineral quantities plants need to obtain optimum growth.
6. Nutrient solution: The replacement of soil in a hydroponic solution that supplies the plant with nutrients, water, air, and anchorage.
7. Primary nutrients: The mineral nutrients plants need in the greatest quantities: Nitrogen (N), Phosphorus (P), and Potassium (K).
8. Respiration: The process by which the plant sugars produced in photosynthesis are used up (or burned) to produce energy for the plant's life processes.
9. Transpiration: Evaporation or loss of water through plant surfaces.
Teacher Material
Teacher Material
Plant Nutrients
Nutrients are essential to plant growth because they provide a constant source of food and energy. Without nutrients, the plant will not complete its life cycle in a normal manner. With prolonged deficiency, the plant will not survive. The primary nutrients involved in plant growth are nitrogen (N), phosphorus (P), and potassium (K).
The effects of these nutrients can be visually observed under many conditions:
Nitrogen (N)
Optimum: Plants with the optimum amount of N are dark green and high in protein content.
Deficient: Nitrogen deficiency is detected by a light green color. The lower leaves turn yellow and brown as they dry up. The plant is stunted, making the stem short and slender.
Excess: Too much N causes the plant to become very leafy. Flowering will be delayed.
Phosphorus (P)
Optimum: P stimulates root formation and growth, provides plants with a healthy start, and stimulates flowering and seed development.
Deficient: Phosphorus is needed for growth and flowering. If P is not provided, the plant grows slower and delays flower and pod development. The leaves in a P-deprived plant are dark green with purple or red appearing along the veins. Lower leaves turn yellow and brown as they dry up. The plant stem becomes short and slender.
Potassium (K)
Optimum: At optimum levels, K increases vigor and disease resistance. It also is important for the formation of starches and sugars.
Deficient: Chlorotic (yellowing) leaves result from K deficiency. Necrotic (tissue death) spots between the veins, margins, or leaf tips appear. The plant stem becomes slender.
Information about the NPK effects is provided by the Wisconsin Fast Plants Program, University of Wisconsin, Department of Plant Pathology. Investigating Plant Physiology. Copyright 1989. Carolina Biological Supply Company. | 1,252 | 620 | {
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Kennen und Wissen Theorie
problem
The problem is that there are two words in German for the word "know".
To avoid missunderstanding it's necessary to know the difference between "wissen" and "kennen".
1.) "Kennen" is used to express that we are familar with a person or a place.
examples:
* Ich kenne Nelson. Ich habe ihn letzte Woche getroffen. (I know Nelson. I met him last week.)
* Wer bist du? Ich kenne dich nicht. (Who are you? I don't know you.)
* Kennst du die Stadt Nideggen? (Do you know the city Nideggen?)
2.) "Wissen" is used to express that you know a fact. You've got knowledge about something.
examples:
* Ich weiß, wann du geboren bist. (I know when you was born.)
* Er weiß die Antwort nicht. (He doesn't know the answer.)
* Weißt du, wie spät es ist?. (Do you know what's the time?)
Unfortunately, these two easy rules don't explain all situations.
Therefore, you should consider these additional rules as well:
3.) "Kennen" is always used if you can answer a question just by one noun or pronoun.
examples:
* Kennst du das Lied? (Do you know the song?)
* Ja, ich kenne das Lied. / Ja, ich kenne es. (Yes, I know the song. / Yes, I know it.)
* Kennst du den Unterschied zwischen "wissen" und "kennen"? (Do you know the difference between "wissen" and "kennen"?)
* Ja, ich kenne den Unterschied. / Ja, ich kenne ihn. (Yes, I know the difference. / Yes, I know it.)
4.) "Wissen" is always used if your answer requires a whole phrase, not just one word.
The answer "Ich weiß es." or "Ich weiß es nicht." doesn't count.
Answer the question in another way and you know if it has to be "kennen" or "wissen".
© Thomas Höfler 2005 – 2009
1
Kennen und Wissen Theorie
examples:
* Weißt du, wo ich wohne? (Do you know where I live?)
* Ja, ich weiß, wo du wohnst. (Yes, I know where you live.)
* Wissen Sie, wann Zug kommt? (Do you know when the train arrives?)
* Nein, ich weiß nicht, wann er kommt. (No, I don't know when it arrives.)
A last hint:
A sentence with "wissen" is usually followed by a subordinate clause which starts with "wie, wann, wo, wer, warum ...".
conjugation of "kennen" and "wissen"
We spoke already about the conjugation of "kennen" and "wissen".
I'd like to refresh it, however.
© Thomas Höfler 2005 – 2009
2 | 1,090 | 642 | {
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Good2MeGood4MeGood4Earth:
How to Make it Earth Day EVERYDAY
By Renee Lea-Currie, Ph.D. April 7, 2018
Since 1970, Earth Day has been a global movement to make environmental friendly choices on April 22 each year. The goal is to stop our poisoning of the earth God gave us. Since CREATION, God has mandated that man (humans) take care of the earth as an example of good stewardship of our environment. The theme for 2018 Earth Day is to End Plastic Pollution.
Did you know that China, the largest receiver of recyclable products has banned receipt of recyclable materials ("foreign waste) since January 2018? This means that the majority of the recyclables from the US, Canada, Ireland, Germany now have no home. Does this mean we stop recycling? NO! NO! NO! It means we must be better stewards of the earth and REDUCE our use of plastic and live as if we have been charged with stewardship of our planet until Jesus returns. It means we must support US companies that use recyclable materials to produce the products such as reusable grocery shopping bags, toothbrushes, bottles, paper.
Why should I care? If you love the beach (as I do) you will want a clean natural environment and not one laden with plastic waste or high bacteria levels. In 2016 and 2017 Myrtle Beach, SC had several unsafe swimming warnings issued due to high bacteria levels caused by storm water waste. Less than 23% of plastic waste is recyclable. This means the majority does not break down and remains in our landfills and oceans for hundreds of years. But Jesus is coming soon so why should I care? I do not wish to be like the servant given the 1 talent who wasted his time using fear as an excuse and not being a good steward to use that talent to do good for his master. Stewardship begins with the belief that God wants me to care for the planet he so lovingly made. Caring for the Earth is also Good2Me and Good4Me
- In 2016, world plastics production totaled around 335 million metric tons.
- 4 trillion (1,000,000,000,000) plastic bags are used worldwide each year but only 1% are returned for recycling.
- It is estimated that by 2050, there will be more plastic than fish in the world's oceans
- There are 3,091 active landfills in the U.S. However landfills liners can leak and spread waste and bacteria into our oceans and water sources.
How can I start making a change that is Good2Me (convenient), Good4Me Good4Earth?
1. Bring your own reusable bags to the grocery store.
2. Return your plastic grocery bags to recycling centers. Some are available at grocery stores such as Food Lion.
3. Make sure to properly recycle and sort products if required by your area
4. Use recycled products such as recycled paper when making purchases for office of home use
5. Use reusable containers such as glass, ceramic, stainless steel for food storage
6. Buy and use a good reusable bottle for water. Glass and stainless steel are great affordable convenient options in a variety of sizes -even ones suitable for lunchboxes.
7. Find reusable alternatives for food items that are individually wrapped or packaged. Those 100-calorie packs are terrible for the environment, even though they help with portion control. (www.beezero.com)
8. Buy in bulk and store in reusable containers
9. Reuse containers. My washed and cleaned empty ketchup squirt bottle makes a great toilet bowl cleaner container (baking soda, natural soap, salt, essential oil) to clean
10. Make your own natural cleaners using inexpensive items such as vinegar, baking soda, salt, soda ash to reduce not only the toxic effects in your home but also in our water supply
11. Purchase reusable strong inert plastics such as one with recycling code #5 (polypropylene:PP)
12. Clean your recyclable containers before placing in your recycling bin
13. Compost your food scraps.
14. Start a garden. If space is limited, use a container garden
15. Use heirloom or organic seeds when possible to avoid GMO in your garden.
16. Start a Terracycle fundraising project to recycle and make money for your group
Good2MeGood4Me Earth Day 2018 Word Search
Check out the Earth Day Plastic calculator to see where you use the most plastic. This will help give you a starting point to reduce use. https://www.earthday.org/plastic-calculator/
CERAMIC
GARDEN
GROCERY BAG
OCEANS
RECYCLE
REUSE
TERRACYCLE
Resources
https://www.weforum.org/agenda/2016/10/every-minute-one-garbage-truck-of-plastic-is-dumped-into-our-oceans/ https://www.earthday.org/earthday/toolkits/ | 1,996 | 1,048 | {
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Exercises
1. Match each term with its definition:
a. ____________________: a strategic approach to attract, engage and ultimately convert your target audience into customers through the valuable, relevant content you create and publish.
b. ____________________: every activity that's targeted toward adding new subscribers to your email list.
c. ____________________: the art of re-arranging words to make things sell better. It is the process of writing advertising promotional materials.
d. ____________________: a marketing term for a free item or service that is given away for the purpose of gathering contact details
e. ____________________: a statement designed to get an immediate response from the person reading or hearing it. It's used in business as part of a marketing strategy to get your target market to respond through action.
f. ____________________: a standalone web page, created specifically for the purposes of a marketing or advertising campaign. It's where a visitor "lands" when they have
clicked on an ad or similar. It is designed with a single focused objective – known as a Call to Action (CTA).
g. ____________________: sending emails with the purpose of enhancing the relationship of a merchant with its current or previous customers and to encourage customer loyalty and repeat business
h. ____________________: a place on your website where the visitor opts in with their name and email address in order to receive something in return. Your opt in "gift" could be a variety of things such as a free e-book.
2. Why does your blog exist?
Complete these statements:
I educate/help/inspire _________________________________ who want to _________________________________________.
I show ______________________________________________ how ________________________________________________.
Once you have plugged in these pieces, you know why your blog really exists and who you are helping. This is you blog's purpose or value proposition.
3. Your blog as a driver of change.
Compare your readers´ "before" and "after" against these three components:
a. What are your readers going through?
b. What do your readers feel?
c. What thoughts run through their minds?
4. Content buckets.
Think of your content in terms of buckets. Each content category is a bucket and you can have up to 7 content buckets. Your content categories will support your blog's overall message. And within each category you have sub-categories and topics.
CATEGORY------- SUB-CATEGORY-------BLOG POSTS
Determine your main content buckets, i.e. your core blog categories:
5. Lead magnets
Think of 3 possible lead magnets you could create for your ideal reader/client:
4
Some interesting articles:
- http://inksights.rep-ink.com/2017/09/7-steps-to-developing-a-law-firm-contentmarketing-strategy/
- https://marketinginsidergroup.com/content-marketing/how-law-firms-get-startedcontent-marketing/
- https://good2bsocial.com/law-firm-lead-magnets/
- https://www.smartgrowthlabs.com/law-firm-lead-magnets/
- https://www.jamesattorneymarketing.com/2016/online-legal-marketing-tactic-uselead-magnets-for-targeted-leads/
- http://lawfirmmarketingmatters.com/lead-magnets-law-firms/ | 1,608 | 663 | {
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The Abbey became home to Benedictine Nuns in 967 AD when it was refounded by King Edgar the Peaceable. The nuns that lived there were very powerful women in Romsey which is unusual for women of this time. They were devoted to living a holy life and provided for the community through charity work and teaching.
The Abbey was very important as a learning centre. The nuns came from rich backgrounds, some of them were daughters and future wives of Kings, such as: Christina, sister to Margaret, Queen of Scots, who joined the Abbey 1086, Mathilda, became Queen of England in 1100 when she married King Henry I, and Princess Mary, daughter of King Stephen, who became Abbess in 1160.
'The Nuns of Romsey Abbey'
A fact sheet for younger people
Who were the nuns?
Can you draw a face on the nun?
Rule of St. Benedict:
* Nuns must obey the Abbess (most important nun) at all times
* Nuns were expected to be silent during the day and night
* Nuns were expected to pray seven times a day, even during the night!
* Nuns were not allowed to own personal possessions
* Nuns were expected to work every day, as well as pray
Rule of St. Benedict:
The Rule of St. Benedict is a simple guide for monks and nuns. The Rule makes suggestions for daily life such as: what to wear, where and when to sleep, what to eat and drink, how to care for the sick and when they were allowed to leave the Abbey. It also teaches religious ideas, such as: (read from the scroll)
A Day in the Life:
2am:
Wakeup call for choir practice, then back to bed
6am:
Wake up and thenunswere given tasks to do
Afternoon/evening: Teaching and reading
7pm:
Curfew (some of the nuns would stay up late into the night and gossip, which was not allowed)
The nuns seemed to drink lots of beer, but it was much weaker than alcohol is today. Their eating habits consisted of a light breakfast and a heavy dinner with some extra treats around feast days, but this was only for abbesses (most important nuns)!
St. Ethelflaeda – one of our patron saints
Ethelflaeda was the daughter of one of King Edgar's nobles called Ethelwold. When Ethelwold died, King Edgar married his widow Elfrida who was Ethelflaeda's stepmother. The king sent the orphaned girl in the care of Abbess Merwenna at Romsey. Some people think that the nunnery was founded with Ethelflaeda in mind and that she should become Abbess when she was old enough.
A 14th century document describes Ethelflaeda's holy life. When she thought she had done wrong she used to slip outside at night and stand in a running stream where she prayed many times to God.
A number of stories are about miracles which Ethelflaeda performed: for example, when darkness fell, she was able to read the Scriptures by light which glowed from her fingertips; as Abbess, she once gave away all the Abbey money to the poor, but after she prayed the Abbey had their treasury refilled.
These stories were told to show Ethelflaeda's character, which is described as:
"abundant in virtues, generous in alms, constant in watches, in speech vigilant, in mind humble, of joyful countenance and kindly mannered to the poor."
Ethelflaeda did become abbess sometime in the 990s. She died on October 23 in a year around 1016 and later she was made a saint for her good works.
Nuns who misbehaved
Over time, some of the nuns did not go to Romsey Abbey by choice so they had less interest in the church, and would sometimes get bored and misbehave. It was strictly forbidden to keep pets in the Abbey, but evidence shows that some nuns broke the rules by having pets, such as rabbits, birds, hunting dogs and even monkeys! On other occasions, they would sneak out late at night with their friends to eat and drink, which was also against the rules.
Bishops of Winchester came to visit Romsey Abbey, and recorded things that some of the nuns were doing wrong and made suggestions for how they could improve.
An example:
In March 1311, Bishop Brother Henry recorded all of the ways in which the nuns of Romsey should improve their behaviour. The nuns were told to:
* Wake up earlier to get to mass on time, at 9am
* Not to spend time out in town during the night
* Younger nuns to obey and show respect to older nuns and the abbess
Abbess Elizabeth Brooke, who lived in the Abbey from 1472-1502, is one of the most badly behaved nuns at Romsey Abbey. She broke the Rule of Benedict many times and was found guilty – for example, she admitted to Archbishop Morton that the Abbey owed £80 that they hadn't repaid yet.
Overall, it may seem like the nuns were always misbehaving but this was not true! Apart from a minority of cases like Elizabeth Brooke, the nuns were committed to providing for their community. Most nuns acted in the same way as St. Ethelflaeda through living a holy life and helping the poor. | 1,828 | 1,162 | {
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Name ______________________________________________
Due September 27
Use Chapter 6 in the MLA Handbook to complete the following questions. (If you have the 8th Edition, read pages 54-58 to help you. Reference the notes in the margins if you need to look up specific sections in Part 2.)
1. Which sentence would be incorrect in a research paper?
a. Steve Jobs was a technological genius (Isaacson 3).
b. Isaacson considered Steve Jobs to be a technological genius.
c. Steve Jobs was a technological genius.
2. Which sentence would be correct in a research paper?
a. Steve Jobs was a visionary creator who co-founded Apple in 1976 (Isaacson 5.)
b. Steve Jobs was a visionary creator who co-founded Apple in 1976. (Isaacson 5)
c. Steve Jobs was a visionary creator who co-founded Apple in 1976 (Isaacson 5).
3. Which sentence would be correct in a research paper?
a. Isaacson said Wozniak was an equal partner in Apple but "stayed out of the limelight" (7).
b. Isaacson said Wozniak was an equal partner in Apple but "stayed out of the limelight." (7)
c. Isaacson said Wozniak was an equal partner in Apple but "stayed out of the limelight" (Isaacson 7).
4. Read the following passage and circle what is incorrect. Write the correction on the line. Steve Jobs was a pioneer in the computing world, and his list of credits stretches from movie screens to the first handheld MP3 player. (Isaacson 45) With the support of his family and a team of engineers, Jobs built a billion dollar company with products used by millions of people around the world.
_______________________________________________________________________
5. Place the parenthetical reference at ________________________________ to avoid disrupting the flow of your writing.
6. Which sentence would be incorrect in a research paper?
a. Isaacson asserts that "Jobs wasn't a religious person" but instead deeply spiritual and reverent (65).
b. "Jobs wasn't a religious person," according to Isaacson, but he was deeply spiritual and reverent (65).
c. Isaacson asserts that "Jobs wasn't a religious person." Instead he was deeply spiritual and reverent (65).
7. When an entire paragraph is based on research from one source, it is useful to define the source at the start of the paragraph. True/False
8. What is the proper way to cite a source in the text when information is from two seperate pages?
a. (Isaacson 45, 62)
b. (Isaacson 45, Isaacson 62)
9. If a work has more than three authors, which is the proper way to cite the source in the text?
a. (Isaacson, Proffer, and Teal 45)
b. (Isaacson/Proffer/Teal 45)
c. (Isaacson et al. 45) | 1,266 | 634 | {
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Brown Shrimp Investigation Student Sheet
Lesson 3 > Part 3 > Changing Ecosystems
Expert Group 1: How Opening the Spillway Impacts the Fishing Industry
Read the article on page 20 and answer the questions below.
1. What is the one main problem identified in the article? Why was the spillway opened, and what problems does this cause?
2. What are two questions that you have after reading the article?
3. Write three words that you feel sum up the message of this article (they do not have to form a sentence).
4. How does this article relate to the investigation question for today: How are brown shrimp impacted by the changing coastal environment? How does this affect the people of Louisiana?
PROJECT
>
RESILIENCE
>
Lesson 3
19
Letters: Seafood industry hampered by spillway opening
Gulf seafood harvesters need federal disaster recovery funding to ease the suffering caused by the opening of the Bonnet Carre Spillway. The freshwater from this year's recordshattering flooding has harmed our fishing communities just as hurricanes and the BP drilling disaster have devastated our fisheries in years past.
In a letter to the U.S. secretary of commerce, Mississippi Gov. Phil Bryant stated that 70% of the Mississippi Sound's already imperiled oyster population is estimated to be dead, with the crab catch down by 35%. Shrimp season in Mississippi, which usually begins in June, will also be affected.
According to a news release from the Louisiana Department of Wildlife and Fisheries, oyster landings have declined by 80% from the average for the year-to-date and are 89 % below the average for March-April. Statewide shrimp landings declined by 36% for the month of March, and 63% for the month of April, when compared to the five-year average. Statewide blue crab landings have decreased by 33% for the month of March, and 45% for the month of April when compared to the five-year average. The opening of the Spillway is also reportedly affecting tourism.
While we support immediate mitigation and disaster relief, we also recognize the need for long-term solutions. The Bonnet Carre Spillway has now opened four times in the past four years. It will likely open with more regularity as upstream wetlands continue to be filled and climate change increases the volume of water circulating from the Gulf into rainfall events across the Mississippi River and Pearl River watersheds. The United States Army Corps of Engineers should be required to produce salinity modeling that can anticipate water quality impacts in the Mississippi Sound from these massive freshwater injections.
For 25 years, Healthy Gulf has been advocating for better water and wetlands management throughout the entire Mississippi River basin. Only by reestablishing floodplain wetlands at a large scale throughout the watershed will we be able to prevent regular catastrophic freshwater releases into the Mississippi Sound.
Kendall Dix June 16, 2019 - 6:00pm The Advocate
Workers open bays of the Bonnet Carre Spillway, to divert rising water from the Mississippi River to Lake Pontchartrain, upriver from New Orleans, in Norco, La., Friday, May 10, 2019. Torrential rains in Louisiana brought such a rapid rise on the river that the Army Corps of Engineers is opening the major spillway four days earlier than planned. Spokesman Ricky Boyett says the river rose six inches in 24 hours, with more rain expected through the weekend. (AP Photo/Gerald Herbert)
When the Bonnet Carre Spillway opens at this intensity, it connects the Mississippi Sound with the Mississippi River watershed. This connection brings all the problems associated with the river, including nitrogen and phosphorus pollution, microplastics, and other industrial waste from upriver states.
This is a national problem because the Mississippi River drains 41% of the continental United States. It's time for the rest of the country to step up for Gulf fishers. We need immediate federal disaster dollars for our coastal communities harmed by this year's flooding, but we also need the rest of the country to start doing its part to manage the water upriver. We're all in this together.
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Toilet Training
Advice for Parents of Children with Autism
Teaching your child to use the toilet is not always easy, whether they are on the autism spectrum or not. But if your child is autistic, the process of toilet training can start later and take longer. As with any child, toilet training needs to happen when your child is ready and relaxed with the process.
Using the toilet independently is what you want for your child but this may take a long time with lots of small steps along the way. For a child with autism toilet training is not just about physical aspects as social factors can also be a considerable issue. Autistic children tend not to have the social impulse to want to be like others and use the toilet. Your child might not see the point of using the toilet and may prefer to continue to use a nappy.
When Should We Start?
As with any child, there is no point starting until your child is ready and beginning to recognise that they need to use the toilet. Consider:
* Are they feeling uncomfortable in a full nappy?
* Have they shown interest in using the toilet?
* Do they let you know when they have urinated/defecated?
If the answer to these questions is 'yes', then they may be ready to start using a toilet.
Developing a Routine
Children with autism often benefit from routine and it's worth developing one when you start toilet training.
* Have the potty in sight early on so that your child can start to feel comfortable with it.
* Try changing your child's nappy where they can see the potty or toilet and begin to associate it with urination/defecation.
* Keep track of when your child urinates or defecates – if they have a regular pattern then sit them onto the potty or toilet at around that time.
* Take your child to the toilet at regular intervals during the day and ask them every so often if they need to use it.
* Use lots of positive reinforcement and praise.
* Use a visual sequence with an older child so that they understand what they need to do when they use the potty or toilet. Keep the sequence in the same order each time, e.g. take down your trousers; pull your pants down; sit on the toilet; use the toilet; wipe; pull your pants up; pull your trousers up; flush the toilet
Toilet or Potty?
This can depend on how old your child is and where they feel most comfortable. There needs to be a calm and relaxing environment so it could be that a younger child may feel happy sitting on a potty just outside the toilet. An older child may need to use the toilet as this is what they associate with needing to go.
Make the experience as comfortable as possible – have a footstool; a smaller training seat; a rail at the side for your child to hold onto.
Think about your child's sensory issues: Is there bleach or toilet cleaner that smells too strong? Is the light too bright? If so then make adjustments so that your child does not experience sensory overload
Your child needs to feel comfortable and relaxed enough to go to the toilet. Try having water running in the background or a toy for your child to look at or play with whilst they are on the toilet.
Other Issues
Some children like the feel of a full nappy as it satisfies sensory needs, which is comforting. Find a different way of meeting these needs like wrapping them in a weighted, warm blanket.
Others find defecation/urination scary as they do not know or understand what is happening, especially once a nappy has been removed. Try keeping the nappy on but cutting a hole in the bottom so that they can still feel tightness around the waist.
Try and keep things calm and normal when your child it toilet training as this will lower anxiety levels – if they are not ready then go back to nappies for a while and start again at a later date.
Remember:
You are not alone. If effective communication becomes too much of an issue, speak to your health visitor or doctor, or contact a local autism support group. | 1,400 | 835 | {
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"Carroll Turned to POWs During WWII Labor Shortages" Carroll County Times article for 26 June 2011 By Mary Ann Ashcraft
As America sent millions of her young men off to fight in World War II, the shortage of manpower became more and more critical here at home. Although women went to work in many industries, there were simply not enough of them nor were they physically capable of filling all the labor needs. The Times ran a photograph on June 18, 1943, with the caption, "Wanted: 3,500,000 Extra Farm Workers."
By June 1944, significant numbers of German prisoners had been captured in the European Theatre and some of them were incarcerated at Maryland's Fort Meade. Under the 1929 Geneva Prisoner of War Convention, it was permissible for "detaining nations" to benefit from "the production labor of enlisted prisoners." Here lay an answer to Carroll County's overwhelming need for farm workers that year.
A prisoner-of-war camp was set up in the woods near the present-day Wakefield Valley Golf Course outside Westminster where approximately 300 German prisoners, under guard, were housed in tents. Initially, the men were brought in to "work for Carroll county canneries and for Baltimore city packing houses which have viners in Carroll and Baltimore counties." However, they stayed longer, working not only for farmers and canners but other employers as well.
Before using POW labor, an employer had to prove there was "no free American labor available for the project." Once permission was obtained, prisoners worked eight-hour days six days a week. Each detail of 8-10 men was accompanied by a guard and the men had to work close enough that they were all constantly within sight. Their wages were sent to the U. S. Treasury, but each man was allowed 80 cents per day by the War Department – enough to furnish him with stationery, stamps and cigarettes at 1944 prices.
Dr. William Zinkham's family owned a 150-acre farm outside Taneytown during the war and he distinctly remembers his father employed prisoners of war on special occasions like threshing days. The men were "good workers," he recalled. His mother, Helena Lang Zinkham, had emigrated from Germany as a 12-year-old girl, so she could converse easily with the prisoners and help them with letter-writing. Although employers weren't required to feed the POWs, men employed on the Zinkham farm came inside for refreshment of some sort, and Helena's home-baked bread was greatly appreciated.
Near the end of the war, Virginia Ecker Hierstetter's father needed a new septic system for his house on the Old Westminster Pike. He called a plumber who brought approximately eight POWs to do the digging. Helen Shriver Riley speaks of German prisoners who helped in her family's large canning operation.
POW camps were also set up in agricultural areas of southern Pennsylvania such as Gettysburg and Stewartstown during the summer of 1944. Since the prisoners were housed in tents, it can be assumed they were returned to Fort Meade or another army base once harvesting was over and cold weather set in.
A German mother must have counted her blessings if she received letters from a son confined to a POW camp in Carroll County in 1944.
Posters such as this were widely distributed during World War II and used to address a variety of important issues. Other examples can be found on the National Archives website. Poster from the National Archives.
Mary Ann Ashcraft is a library volunteer at the Historical Society of Carroll County. Return to "Carroll Yesteryears" 2011 Index | 1,492 | 762 | {
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ADHD and Relationships
Those with ADHD have many positive traits and are often said to be fun, exciting, spontaneous and help others to be present.
However, ADHD can affect relationships with partners, families, friends and at work. The typical features of hyperactivity/impulsivity and inattentiveness often cause issues with communication and the required skills to create or maintain long term connections.
Strengths of ADHD
There are many strengths that someone with ADHD traits can bring to relationships
- Outgoing, sociable, funny, and often the "life and soul of the party"
- Exciting, easy to talk to, easily makes friends and often accepting of others
- Spontaneous and having a contagiously high energy
- Resilient and often bounces back
- Creative, resourceful, knowledgeable, and witty
- Able to hyper-focus on tasks and people too (which can be flattering)
Challenges of ADHD and the impact on relationships
- Reliance on others for structure, organising and reminders
- Impulsivity, anger, and a short-temper can lead to arguments and saying/doing regretful things
- Managing intense emotions and frequent mood changes may make it difficult to live with others
- Hyperactivity and restlessness can make it difficult to relax and sit still when others want to
- Distractibility may include zoning out of conversations and struggling to focus on one person
- Communication problems include talking excessively, difficulty waiting turn, and interrupting others
- Poor time management, disorganisation, and forgetfulness with errands, special occasions, events, and staying in touch with family and friends
How those with ADHD may feel:
How non-ADHD loved ones may feel:
- Frequently criticised and nagged
- Loneliness, having few close relationships, flitting between people, or losing touch
- Becoming easily bored and needing novelty can make it hard to maintain relationships
- Having conflict with family, friends or at work
- Ignored, underappreciated, boring, or not listened to
- Having unequal relationships, partner feeling like a parent/carer, taking on more chores
- Despite being fun, it can feel like an emotional rollercoaster and difficult to manage the pace
Strategies for Relationships
Being aware of your behaviour, learning how ADHD affects you, and accepting how your brain works will help with the challenges you face in all relationships.
Strategies for types of relationships
At work/formal situations
- Ask for an agenda in advance of meetings
- Think about what's appropriate, watch others, and follow social cues
-
Find allies or trusted colleagues
for support
- Under the Equality Act 2010, your employer must make reasonable adjustments to support you. For further information, check out our "Work" support guide online
In family/friend relationships
- Use diaries, planners and your phone to keep track of birthdays, dates, and plans
- Apologise if you interrupt someone or let them down
- Make staying in touch a priority or routine, e.g., have a regular time to call
- Do things together such as chores, shopping, and exercise
- Talk about how ADHD affects you and accept help from others
In romantic relationships
- Be honest and communicate
- Expect compromise, share responsibilities, and work to your strengths
- Choose like-minded partners, and find hobbies you both enjoy
- Have set times to remove distractions and be in the moment together
- Accept when either you or your partner need time alone for your individual needs. For example, if your partner needs to relax but you're always on the go
Communication tips
- Listen without defending or interrupting
- Clarify what's been said to avoid misinterpreting and show you're listening
- If you miss something, ask them to repeat
- Figure out when and where you find it easiest to communicate. You might prefer a space without distractions and set a time to talk – or you may need more stimulation and find going outside easier, such as walking or driving
- Have your non-ADHD loved ones write down what's been discussed for you to look back to
- Don't try to cover too many topics in one conversation
- Allow time to cool off following any conflict and address issues when things are calm
Visit our webpage for more information on ADHD
Web www.berkshirehealthcare.nhs.uk/adhd | 1,783 | 898 | {
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GUEST | Opinion This piece expresses the views of its author(s), separate from those of this publication.
We must act now to save trees for Florida's future generations
Meg Lowman
Published 7:12 a.m. ET Aug. 2, 2022 Updated 7:13 a.m. ET Aug. 2, 2022
North America's most iconic trees, the redwoods (a generic term that includes redwoods and sequoias, with the species California redwood specifically referring to Sequoia sempervirens) are in imminent danger of burning in wildfires.
Why does this matter to us in Florida?
Florida is not immune to wildfires either as we well know. In early May of this year, more than 22,000 acres were scorched in Florida wildfires. As the Sunshine State continues to experience an increasingly hotter climate with more frequent droughts, wildfires will become more frequent and fierce.
Did you know that trees shed their outermost branches during drought as a miraculous moisture conservation strategy? Doing so helps them survive but, unfortunately, it also creates an accumulation of dry tinder. Extreme drought, in combination with dry tinder, sets the stage for extreme fire risk. What's happening in California could well happen here. Could you imagine if this was happening in our beloved Myakka River State Park? We must look to California now for solutions that we may well need in Florida, and sooner than we might like to think.
Last year, approximately 10% of our country's remaining redwoods faced extraordinary threats of fire, and this year looks even more ominous. These giants of the tree world have existed for millennia, and while they used to thrive throughout the northern hemisphere, our country, specifically the northern pacific coast, is their only remaining home.
I was honored to write the science chapter in Save the Redwoods League's centennial book The Once and Future Forests – California's Iconic Redwoods (Heyday Books, 2018). The book is filled with stunning images, but what if all our children ever see of the redwood trees are photos in a
book? As compelling as the images are, they are nothing compared to protecting and being able to see the real thing: America's biggest, oldest and treasured trees.
While Notre Dame Cathedral in Paris is undergoing rapid reconstruction after the 2019 fire, redwoods can never be rebuilt. The restoration of a mature redwood grove will take thousands of years – if at all – because recreating the conditions for those delicate seedlings to germinate is a very complex ecosystem process.
And restocking all the thousands of species – probably millions – which inhabit enormous redwood canopies is probably impossible: it would require scientists create a vault to store all those insects, fungi, animals and birds for up to a thousand years' time while young redwoods grew to adult stature.
The stewards of redwood trees are proposing sprinkler systems to protect these wonderful giants. It's a good short-term solution. We install sprinklers for our best urban architecture, including Notre Dame and giant skyscrapers, all of which can ostensibly be replaced if damaged.
But redwoods can not be replaced within at least 50 generations of children, so the need is urgent to protect them before they become endangered by wildfire. The best solutions are to:
Ameliorate climate change.
Seek to minimize extreme droughts and heat waves that result when we spew carbon dioxide into our atmosphere.
Expand areas of pavement and urban roofing – neither of which conserve the natural water cycle very effectively.
One way to slow climate change is to eliminate deforestation of our vital forests around the planet. To act on this need, the TREE Foundation has launched MISSION GREEN, an international initiative to build canopy walkways for ecotourism in the top 10 biodiversity "Hot Spots." This would provide economic opportunities to local communities other than logging in areas where deforestation is destroying species habitat and contributing to global warming.
I certainly hope that the world's forests will not become strewn with sprinkler systems, but I passionately want my grandchildren to be able to look up in awe at a healthy 300-foot redwood – or walk under the gorgeous, uniquely-Florida forest canopy found at Myakka River State Park – and experience a sense of wonder for Mother Nature. We must act now to protect our trees for young and future generations.
Meg Lowman is the executive director of the TREE Foundation, which is based in Sarasota. She is also the founder of MISSION GREEN. | 1,853 | 926 | {
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2014 Regional Snapshot
What is the ecological condition of our rivers, streams and drains?
The drainage network is now the most common waterway in the South East NRM region–there are few natural rivers or streams. Both streams and drains provide water for agriculture and domestic use and habitats for native plants and animals, and the streams are places for recreation and are culturally important for Aboriginal people.
Aquatic plants and animals function together as ecological communities and improve water quality in rivers, streams and drains. These ecosystems are impacted by nutrients, sediments and pollutants in agricultural runoff and wastewater discharges. Feral and domestic animals, which graze and trample vegetation, and reductions in flow, due to dams, weirs, droughts, consumptive use and weeds, also impact rivers, stream and drains.
In 2009, the Environment Protection Authority assessed the condition of streams and drains in the South East NRM region based on water quality and the condition of invertebrate and plant communities. Assessments have been made at 71 sites, across the Glenelg River and Millicent Coast catchments. This report card summarises the information by catchment basins.
This report does not include the condition of the River Murray, which is summarised in two separate report cards, one on water quality and another on ecological condition.
State target
Improve the condition of terrestrial aquatic ecosystems
Trend (2009)
Unknown
Creek, stream and drain condition was assessed in 2009. A trend will be available in future versions of this report card.
Because most sites have only been assessed once, recent trends in stream and drain condition are not known (see map above). Future monitoring will determine trends in condition of our creeks, streams and drains.
The Government of South Australia and the regional NRM board are investing in on ground works to improve the condition of streams and drains to improve water quality and the condition of invertebrate and plant communities. Management efforts focus on controlling feral animals and weeds, fencing creek edges, working with land holders to reduce nutrient and sediment runoff and, where possible, restoring more natural flows.
Where we are at (
2009
)
Poor
Substantial investments are required over many years to improve water quality, and the condition of aquatic invertebrate and plant communities
Across the South East NRM region, our streams and drains are in poor condition (map on right). These assessments were done during the drought when the ecosystems were stressed from years of low flows. Since then the condition may have improved.
The Glenelg River and Lower Murray River catchment are in fair condition, and the Millicent Coast catchment is in poor condition.
Streams and drains that are in poor condition typically have elevated levels of nutrients, salt and fine sediment as well as sparse vegetation and abundant weeds along their banks.
Our use of aquatic environments for economic and recreation purposes has affected their condition to an extent that threatens the features that make them so attractive and valuable. Water diversions and other impacts are at critical levels, and are intensified by periods of drought. It is crucial that we take steps to improve the condition of our streams and drains.
Excellent
Very Good
Good
Fair
Poor
Very Poor
Unknown
Reliability of information
Very Good
Further information: Technical information for this report and EPA Aquatic Ecosystems Water Quality reports
Trends in the ecological
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The Muse Branch
By Bryan Seip - Montour Railroad Historical Society
Travelling along the Montour Trail in Cecil Township at Mile 24.2, at the end of the curve east of the yellow bridge over the Muse-Bishop Road, you can see an old right-of-way which diverges from the main trail and curves up behind the houses along the road. This was Muse Junction, the start of a branch line which ran 1.6 miles toward the town of Muse to service the coal mine located there.
The Muse Branch was constructed in 1921, to reach the loading tipple of the National Mining Company's Mine #3. National Mining was owned by U. S. Steel and Mine #3 would tap 2,199 acres of coal plus added an additional 1,500 acres of coal reserves belonging to near-by National #2 when that mine closed in 1928.
Typical of deep coal mines in the area, National #3 dug two shafts into the coal seam, which was about 230 feet below ground level. One shaft was located on top of the hill to the north of Muse, along with a bath house for the miners, storerooms and the mine offices. This shaft took men and supplies into and out of the mine as well as moving slate and rock waste out of the mine, which was spread over the surrounding hillsides. The other shaft was located several hundred yards to the east and was used to bring coal out of the mine and up into the loading tipple.
The Montour Railroad came into the mine complex and rails went under the tipple and beyond, with the loaded car yard running down the hill along the east side of the town, toward the school. There were no other rail served businesses along the branch at the time.
Miners and mine employees were the only people allowed to live in the company houses in Muse. It was a planned community. The H. C. Frick Coke Company, a U. S. Steel subsidiary, owned all the houses and took care of their maintenance. The company charged a modest rent for the homes and withheld the payment from the miners pay. The town featured several modern (in the 1920's) amenities. Muse was the first coal mining town in Western Pennsylvania with indoor plumbing and treated drinking water piped into every home. Concrete sidewalks, street lights, fire hydrants and backyard service alleyways completed the scene. A company store with a gas station, a post office, school, several boarding houses and businesses were built in Muse to serve the community. A ballfield in the center of town was one of the main social gathering points. Many coal towns supported community baseball teams and if you were a good ball player, you usually had no problem finding a job in the mines.
Each day at five o'clock, the miners would listen for the fire whistle at the mine to sound. This was the signal that there would be work at the mine the following day. If there was no whistle, no work and thus no pay.
In 1942, the H. C. Frick Coke Company took over operation of the mine and ran it until at least 1947. Operations later were transferred to U. S. Steel, who ran the mine until it was closed in 1954. The loading tipple and its yard tracks were then demolished and the mine shafts were filled and sealed.
After the mine closed, Chemicals & Solvents Company, an industrial waste reclamation operation, leased some of the mine buildings and operated on the site until railroad service in this area ended in 1982. Box cars of supplies and tank cars of chemicals were brought to and from this business, one of several non-coal customers on the Montour. As there was no place on the branch for a locomotive to run around its train, cars were shoved the length of the branch from the junction with the main line.
In April, 1982, the Pittsburgh & Lake Erie Railroad, which owned the Montour at that time, had a surplus of box cars and a train of 82 cars was backed onto the Muse Branch for storage. The cars were removed in September, 1983 as abandonment proceedings were completed for the ten miles of track from Gilmore Junction in Cecil Township to Thompsonville Siding in Peters Township, including the Muse Branch. The tracks and ties were then removed, ending the railroad life of the Muse Branch.
Thanks go to Jim McCauslin and John Soma, both of whom grew up in Muse during the mine's operation in the depression years. They each published remembrances of life in Muse and supplied some of the notes used in this column. Mr. McCauslin published a booklet titled "My Hometown Muse", excerpts of which can be found on-line at coalcampusa.com and Mr. Soma's memories can be found at museslatedump.org
This column appeared in the March-April, 2017 Montour Trail Newsletter. For more information on the Montour Trail – go to www.montourtrail.org | 1,767 | 1,050 | {
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GLOSSARY
ARCHEOLOGY
the study of what people were like and how they lived based on things that they left behind.
ARCHAEOLOGIST
MESOLITHIC
The 'Middle Stone Age' – 12,000 to 6,000 years ago – a time in Britain when people hunted animals, ate wild plants and lived in camps.
a person who studies or works in archaeology.
ANTLER
the horns that grow on the head of deer.
ANTLER BILLET
a piece of antler used as a hammer to make flint tools.
AWL
Awls are small and have a sharp point.
a tool used to make holes in leather or wood.
BORER
a sharp, pointed flint tool used to drill holes in hard materials like wood and stone.
CORTEX
the rough white skin on the outside of a flint nodule.
DOMESTIC ANIMALS
animals that can be controlled easily by people [humans] and live side-by-side with them.
FLINT KNAPPER
a person who makes tools out of flint.
FORAGE
to search for wild food.
HUNTER-GATHERERS
People who hunt animals and gather wild plants for food, like people in the Mesolithic.
LEATHER LOIN CLOTH
a strip of soft leather worn as underwear.
LUGS
a kind of knob attached to the side of a pot to make a handle.
NEOLITHIC
The 'New Stone Age' – 6,000 to 4,500 years ago – a time in Britain when people started to become farmers and lived in small villages.
NODULE
a round, lumpy piece of stone or flint.
OINTMENT
a soft cream normally rubbed into the skin.
PALISADE
a fence or wall made of wood.
PREHISTORY
A period of time in the past before people knew how to read and write.
QUERN
a flat stone used for grinding grain by hand to make flour.
SEA URCHIN
a small sea animal with a soft body inside a hard, round shell.
SHAMAN
a sort of priest or healer.
SHEPHARD'S CROWN
fossil sea urchins from millions of years ago, that have the shape of a crown.
SHERDS
pieces of broken pottery.
SINEW
a stringy material found in animal meat that can be used to sew leather pieces together.
TEMPER
powder, like crushed flint, added to clay to stop pots breaking when being baked in a fire to make pottery. | 943 | 541 | {
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Prepare for Large-scale Disasters!
Nankai Trough Earthquakes have occurred approximately every 90 to 200 years. To protect ourselves, it is essential to prepare. In the May edition of Living in Miyazaki, we shared information about tsunami and evacuation. This month, we'll be talking about what we need to survive for one week after disaster strikes, the time it is estimated that it will take for services to be partially restored.
- It's best to have enough food and water on hand to last a week, but be sure to stock enough for at least three days. Keep in mind that an adult needs 3 liters of water per day. This can be a combination of fluids such as water, tea and vegetable juice.
- Have enough of the staple food items you eat daily. It's a good idea to always have a little more of such items as frozen cooked rice and other frozen foods than you normally would.
- Stock quick-energy foods and foods you like. Stock up on food that you can eat for quick energy as well as snacks and other foods that you like.
- Prepare a bag with articles that you can grab quickly in an emergency. The bag should have emergency supplies (a flashlight, a portable radio, a battery for your mobile phone, etc.), clothes, sanitary products, medicines, cash, a copy of your ID card, etc.
〇 Plan for electricity and gas to be unavailable. Make sure to have a dry-battery lantern for indoor use. A portable cassette cookstove is helpful for heating food, and outdoor goods are always useful when disaster strikes.
- Flushing your toilet. If electricity is out and the water supply has been disrupted, you won't be able to use your toilet as you normally would. In addition to having sufficient drinking water, therefore, make sure that you have enough water in polyethylene tanks or other containers that can be used to flush your toilet as well as for other purposes such as washing yourself, dishes and clothes.
It is important for you to regularly discuss emergency preparation with your family. It is also important to get to know the people in your neighborhood and community through participation in local activities. Doing so makes it easier for neighbors to help one another in emergencies, and this helps to reduce damage and increase survival when disaster strikes. As the old Japanese proverb says, "Be prepared and you won't have to worry." We should raise our awareness to be better prepared for emergencies.
Miyazaki Prefecture has established an e-mail notification system for disaster mitigation and crime prevention in four languages (English, Chinese, Korean, and Vietnamese). Register to receive timely information about heavy rains, flooding, earthquakes, etc. in one of four languages. Use the QR codes on the right to register for English and Vietnamese. If you prefer Chinese or Korean, check Living in Miyazaki on the official Miyazaki International Foundation (MIF) website for the QR codes.
Vietnamese
On Saturday, September 10, MIF will hold its Seminar for Disaster Volunteers Supporting Foreign Residents in Miyakonojo City. On Saturday, September 17 both the Seminar for Disaster Volunteers Supporting Foreign Residents, and the Disaster Prevention Seminar for Foreign Residents will take place in Miyazaki City. If you are interested in learning about responding to emergencies and support for foreign residents when disaster strikes, please contact us.
Please feel free to contact us if you have any questions, comments, or requests related to this article. TEL: 0985-32-8457 FAX: 0985-32-8512 Email: email@example.com
If you have any questions or concerns regarding your daily life, please contact the Miyazaki Support Center for Foreign Residents.
TEL: 0985-41-5901 FAX: 0985-41-5902 Email: firstname.lastname@example.org
※日本語訳は後日、宮崎県国際交流協会のホームページに掲載されます。 | 1,554 | 816 | {
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SOLs
Grade 3 Sample Lesson Plan: Unit 2 – Healthy Relationships
* 3.1.o Describe positive interaction with family, peers, and other individuals.
* 3.1.q Describe behaviors that may cause the loss of a friend
* 3.1.s Identify positive ways to communicate and the benefits of having positive relationships with family and friends.
* 3.3.n Apply goal-setting strategies to make and keep friends.
Objectives/Goals
* The student will describe positive interaction with family, peers, and other individuals
* The student will describe behaviors that may cause the loss of a friend
* The student will identify positive ways to communicate and the benefits of having positive relationships with family and friends
* The student will create a list of strategies for making and keeping friends.
Materials
* PowerPoint: 3 rd grade All About Me Healthy Relationships
* Worksheet: How to Guide for Healthy Relationships
Procedure
* Using the Powerpoint as a guide, begin the lesson by reviewing the first topic (Positive Peer Relationships) of the lesson on slide 2.
* Slide 3: As a class, read the scenario, What Should I Do? Allow students to share their answers.
* Slide 4: Introduce the idea of respect, kindness, and empathy. Show the video clip and ask student to think about how they fill or could fill other people's buckets. Review the questions at the bottom of the slide.
* Slide 5: As a class, read the scenario, What Should I Do? Allow students to share their answers.
* Slide 6: Ask students to think about the qualities that they want in a friend. Allow students to share their answers. Also, allow students to share stories of when their actions or words had a positive or negative impact on a relationship. Read the
statements at the bottom of the page and allow students to decide if it is a positive or negative interaction.
* Slide 7: Review the characteristics of a friend and benefits to a positive friendship. Allow students to share additional characteristics and benefits.
* Slide 8: Introduce the second topic, Conflict Among Friends.
* Slide 9: As a class, read the three scenarios, What Should I Do? Allow students to choose the one that they most identify with and share their answers.
* Slide 10: Ask student to reflect on the three questions at the top of the slide. Allow students to share their stories. Show the video clip and ask students to reflect on the two questions. Allow students to share their responses after the video clip is over.
* Slide 11: Ask students to brainstorm actions or words that could cause a friendship to end (e.g., being unaware of the attitudes and feelings of others,
* using inappropriate language and behavior, excluding a friend from activities, breaking promises).
* Slide 12: Introduce the third topic, Positive Family Relationships.
* Slide 13: As a class, read the scenario, Can You Help Me? Allow students to share their answers.
* Slide 14: Ask students to read the questions and reflect on their answers. Allow students to share and give examples.
* Slide 15: Discuss the benefits of a positive relationship. Allow them to share their benefits.
* Pass out the classwork assignment, How to Guide for Healthy Relationships. Instruct students to create a guide for a healthy relationship with friends (on front) and with family members (on back). Allow students to share with a partner or as a class.
* End the lesson with a classroom energizer.
References
* Mary McCarley, 2018
Handout
The next page includes a handout for the lesson. The handout is designed for print use only.
How To Guide for Healthy Relationships
Guide to a Healthy Friendship
Directions: Reflect on your relationship with your friends and family members. Think about what you do to strengthen those relationships and ways you could improve those relationships. Create a guide to a healthy relationship by listing steps or strategies that you can do to make those relationships healthy, meaningful, and lasting. Draw pictures and add color to enhance your guide.
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SOLs
Grade 2 Sample Lesson Plan: Unit 2 – Body Systems
* 2.1.A Identify structures that form body systems, to include the heart and lungs (cardiorespiratory system), bones (skeletal system), and muscles (muscular system).
* 2.2.A Identify possible consequences of not caring for cardiorespiratory, skeletal, and muscular systems.
* 2.2.B Describe how food choices, regular physical activity, and getting enough sleep are essential components of a healthy lifestyle.
* 2.2.C Explain how regular physical activity and healthy eating habits and food choices keep the cardiorespiratory, skeletal, and muscular systems healthy.
Objectives/Goals
* The student will identify structures that form body systems.
* The student will identify possible consequences of not caring for cardiorespiratory, skeletal, and muscular systems.
* The student will describe how food choices, regular physical activity, and getting enough sleep are essential components of a healthy lifestyle.
* The student will explain how regular physical activity and healthy eating habits and food choices keep the cardiorespiratory, skeletal, and muscular systems healthy.
Materials
* PowerPoint: 2nd Grade All About Me Body Systems
* Worksheet: Cardiorespiratory, Muscular, and Skeletal System
Procedure
* Using the Powerpoint as a guide, begin the lesson on slide 2. The teacher will
* introduce the topic of the cardiorespiratory systems by asking students to fill in the blank in the sentence.
* Slide 3: Show students a picture of a heart and lungs.
* Slide 4: Introduce the topic of the cardiorespiratory system.
* Slide 5: Watch the video clip to learn more about how the heart and lungs
* work together.
* Slide 6: Allow students to feel their pulse and their lungs expand and contract.
* Slide 7: Discuss strategies for healthy heart and lungs.
*
Slide 8: Discuss consequences for not caring for the cardiorespiratory system.
* Slide 9: Introduce the next topic of bones and the skeletal system with the question, Can You Help Me?
* Slide 10-11: Introduce the topic of bones and the skeletal system.
* Slide 12: Watch the video clip to learn about bones and the skeletal system.
* Slide 13: Discuss strategies for healthy bones and skeletal system.
* Slide 14: Ask students to read the scenario and decide what is the better
* snack option.
* Slide 15: Review foods high in calcium.
* Slide 16: Discuss consequences for not caring for the skeletal system. Allow
* students to share stories.
* Slide 17: Introduce the muscular system with the question, Can You Help Me?
* Slide 18: Review the answer and introduce the muscular system
* Slide 19: Watch the video clip to learn how the muscles work.
* Slide 20: Discuss strategies for healthy muscles and muscular system.
* Slide 21: Discuss consequences of not caring for the muscular system. Allow students to share stories.
* Pass out the worksheet: Cardiorespiratory, Muscular, and Skeletal System.
* Allow time in class for the students to complete with a partner and record their answers. Reflect as a class.
* Slide 22: End class with a classroom energizer.
References
Mary McCarley, 2018
Handout
The next page includes a handout for the lesson. The handout is designed for print use only.
Cardiorespiratory, Muscular, and Skeletal System
Directions: Exercise is fun, and it strengthen the cardiorespiratory, muscular, and skeletal system. With a partner, do the following exercises and answer the questions related to each exercise. Take turns and cheer your partner on. | 1,589 | 778 | {
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SOLs
Grade 9 Sample Lesson Plan: Unit 6 – Stress
9.1 L Identify signs, symptoms and sources of stress and anxiety at home, at school, and with peers.
Objectives/Goals
Students will identify the signs & symptoms of stress
Students will identify healthy coping strategies
Students will identify sources of help within the school building
Introduction
Step 1
Introduce the vocabulary below to ensure that students can talk about this topic using appropriate, health-literate language.
* Stress - The reaction of the body and mind to everyday challenges and demands.
* Distress - Unpleasant feelings or emotions that impact your level of functioning.
* Eustress - A good form of stress that can increase our performance at a task and our general happiness and sense of well-being.
* Stressor - Anything that causes you stress.
* Social Support Network - A network of friends, family and peers that can provide you with a sense of belonging, an increased sense of self-worth and a feeling of security.
* Coping Strategy - A skill or action that helps an individual handle stress in a healthful, effective way.
Step 2
Ask students to individually list the top 5 stressors in their life. Encourage them to rank them if they can.
Step 3
Get students into small groups (4/5 works best) and ask them to share their stressors with each other before compiling a shared top 5.
Step 4
Ask a group to share their top 5 and write this list on the board. Then ask other groups to add any other stressors not already listed. Conduct a class discussion to create the ultimate Top 5 for this class. (This can be compared with other classes that you teach)
Step 5
Ask students to consider what symptoms they might display when they are stressed. Again this can be done individually, then in small groups and then presented back to the class.
Step 6
Finally, ask students what their go-to strategies are for coping with stress. Again, this can be done individually, then in small groups and then presented back to the class. What you have now is an excellent list of teen coping strategies – created by teens for teens. From this list you can get creative and make posters, or record the suggestions for a podcast or a PSA. This can allow you to move into discussions on advocacy.
Step 7
Before your discussions on this topic end it is important that you ask students who they should go to within the building if they or a friend are finding their stress levels too unhealthy.
* Optional Video - TedTalk: How to make stress your friend
https://www.ted.com/talks/kelly_mcgonigal_how_to_make_stress_your_friend?language=en
o This gives a positive spin on the healthy benefits of stress, as long as a balance and positive mindset is achieved.
Procedure
Step 1
Using the teacher instructions work your way through the discussion questions. Students will work individually, in small groups and also as a class to create lists of stressors, stress symptoms, and healthy coping strategies.
Step 2
The associated TED talk looks at ways of embracing stress. You can prompt student discussions by asking them:
What did you learn from the TED talk?
What emotions did you feel during the TED talk?
What information from the TED talk do you think you could apply to your own life?
Step 3
By the end of this discussion your students will have compiled a great list of resources –
stressors, symptoms and healthy coping strategies that can be used to raise awareness of
Health Smart Virginia Sample Lesson Plan stress. You could create posters to display. You could use the list to then write a script that could in turn become a podcast, or PSA.
*Ensure that before your end this topic you ask your students where they can go if they or a friend are having trouble coping with stress.
References
Andrew Milne, New Trier High School
TedTalk: Kelly McGonigal - How to make stress your friend https://www.ted.com/talks/kelly_mcgonigal_how_to_make_stress_your_friend?language=en | 1,651 | 853 | {
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A-Level Pure Mathematics, Year 1
Coordinate Geometry
Additional Mathematics
8.1 Diameter
In general, two points will fix the location of any straight line and three points the location of any circle, provided the three points are not collinear.
What does collinear mean ?
However, two points can fix the location of a circle, if those points are the end points of its diameter.
8.2 Example
The line joining the points ( , 4 ) and ( 5, 19 ) is the diameter of the circle C. − 3 Find an equation for C.
[ 1 mark ]
[ 6 marks ]
8.3 Solution to 8.2 Example
8.4 Exercise
Any solution based entirely on graphical or numerical methods is not acceptable
Question 1
A-Level Examination Question from January 2005, Paper C2, Q2 (Edexcel)
The pointsAandBhave coordinates ( 5, 1 ) and ( 13, 11 ) respectively
−
( a ) Find the coordinates of the mid-point of AB
[ 2 marks ]
Given that AB is a diameter of the circle C
( b ) find an equation for C
[ 4 marks ]
Marks Available : 61
Question 2
A-Level Examination Question from January 2007, Paper C2, Q3 (Edexcel) The line joining the points ( 1, 4 ) and ( 3, 6 ) is a diameter of the circle C − Find an equation for C
A-Level Examination Question from January 2012, Paper C2, Q2 (Edexcel) A circle C has centre ( 1, 7 ) and passes through the point ( 0, 0 ) − Find an equation for C
Question 4
A-Level Examination Question from January 2006, Paper C2, Q3 (Edexcel)
The end points of a diameter of the circle C are A( 4, 0 ) and B( 3, 5 ) Find
( a ) the exact length of AB
( b )
the coordinates of the midpoint
P
of
AB
( c )
an equation for the circle
C
[ 4 marks ]
[ 2 marks ]
[ 2 marks ]
A-Level Examination Question from May 2007, Paper C2, Q7 (Edexcel)
The points A and B lie on a circle with centre P, as shown.
The mid-point M of AB has coordinates ( 3, 1 ).
The point A has coordinates ( 1, 2 ). −
The line l passes through the points M and P.
( a ) Find an equation for l.
Given that the x-coordinate of P is 6,
[ 4 marks ]
( b ) use your answer to part (a) to show that the y-coordinate of P is 1, −
( c ) find an equation for the circle.
[ 1 mark ]
A-Level Examination Question from May 2018, Paper C12, Q13 (Edexcel)
The pointA( 9
lies on a circleCwith centre the origin and radiusr
, − 13)
( a ) Find the exact value ofr
[ 2 marks ]
( b ) Find an equation of the circle C
[ 1 mark ]
A 2y + 3x = k, k A straight line through point has equation where is a constant
( c ) Find the value of k
[ 1 mark ]
This straight line cuts the circle again at the point B
( d ) Find the exact coordinates of point B
A-Level Examination Question from June 2009, Paper C2, Q6 (Edexcel)
The circle C has equation
$$x 2 + y 2 − 6x + 4y = 12$$
( a ) Find the centre and the radius of C.
[ 5 marks ]
The point P ( 1, 1 ) and the point Q ( 7, 5 ) both lie on C − −.
( b ) Show that PQ is a diameter of C.
[ 2 marks ]
The point R lies on the positive y-axis and the angle PRQ = 90°.
( c ) Find the coordinates of R.
A-Level Examination Question from January 2009, Paper C2, Q5 (Edexcel)
The points P ( 3, 2 ), Q ( 9, 10 ) and R ( a, 4 ) lie on the circle C, as shown. −
( a ) show that a = 13,
Given that PR is a diameter of C,
( b ) find an equation for C.
[ 3 marks ]
[ 5 marks ] | 1,791 | 1,003 | {
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2016 Program Design Competition Problem
Irish Pot of Gold
The Game
The Irish Pot of Gold game consists of a group of squares where each square represents a region. Each region either contains an angry leprechaun or is blank.
The rules are simple:
- Uncover a leprechaun, and the game ends.
- Uncover an empty square, and you keep playing.
- Uncover a number, and it tells you how many leprechauns lay hidden in the eight surrounding squares—information you use to deduce which nearby squares are safe to click.
You open the region by left-clicking it, and mark a region by shift-clicking.
So, when starting your game, your first few clicks will depend on your luck (the luck of the Irish, so to speak) to find blank regions, but once you open a fair amount of blank regions, you can use logic to find the regions that contain those angry little Irish people.
Hints
- Mark the leprechauns. If you suspect a square conceals one, right-click it. This puts a pot of gold on the square.
- Study the patterns. For example, if three squares in a row display 2-3-2, then you know three leprechauns are probably lined up beside that row.
- Explore the unexplored. Not sure where to click next? Try clearing some unexplored territory. You're better off clicking in the middle of unmarked squares than in an area you suspect contains a leprechaun.
The minimum size of the playing field is 9 X 9, with 10 leprechauns. You can make the field bigger than 9 X 9, if you want. In a larger field, the number of leprechauns will be 10% of the total number of regions, with the number rounded up in case of a number with a remainder. For example, an 11 X 11 field would have 121 regions and 13 leprechauns.
The playing field on the next page shows 9 leprechauns successfully marked, but one region clicked on to by mistake to reveal the angry leprechaun. The numbers represent the total number of leprechauns that each region touches. NOTE: the field on the next page is only 8 X 8 and is for demonstration purposes.
The Instruction
The second part of the challenge is to write a lesson that instructs others how to create the game you just made. The methods for teaching can include, but are not limited to, Power Point presentations and mini-programs that demonstrate key parts of the code behind the game. You will not be able to give instructions on the entire code. Therefore, choose one or two main components of the code for your explanation, such as a loop or an IF function.
You can make your explanations very practical and straight-forward or you can make them a bit more fun, perhaps for a younger audience.
Program Development
You can develop this game using any software tools available to you. You may create a web based application, a C/C++ program, a Visual Basic/C++/C# program, Java, some other programming environment, or a combination of multiple programming languages. Your program MUST be able to run on at least one Window platform: a Windows 7, Windows 8 or Windows 10 computer using standard installation. If you choose a browser-based solution, it MUST work on at least one Web browser: Internet Explorer, Firefox or Google Chrome.
It is recommended you bring your own laptop to SDSU for demonstration and presentation during the competition day.
Your work will be judged on:
1. Correctness of the solution
2. Uniqueness of the design
3. Completeness of solution
4. User-interface design
5. Effectiveness of the teaching tool
All team members are encouraged to participate during the presentation. All parts of the presentation and source code should be burned to a clearly-labeled CD and submitted to the program design competition committee on the day of the competition.
If you have any questions regarding the problem, please do not hesitate to ask us at firstname.lastname@example.org.
Good luck and have fun! | 1,548 | 870 | {
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Fluids
When people think about their diet they nearly always focus on the food that they eat, and typically there is very little attention paid to the fluids they drink. In this article we will redress the balance and take a look at three liquids / substances that people interact with on a regular basis.
Water – everyone knows that water is an essential component of life. It is very clear that severe dehydration can seriously impact health, but too few people, with the exception of those in the sporting world, focus on optimal hydration as part of their wellbeing plan.
If someone is dehydrated by as little as 2%, mental productivity can fall by up to 8%; increase the dehydration level to 4% and the productivity loss will now stand at around 25%. At 5% people will start to make mistakes and experience symptoms such as headaches. It really doesn't take too much of a drop for changes to performance and health to occur.
So how can you monitor your hydration level and how much water should you drink on a daily basis?
With regard to monitoring, one of the most effective ways is to check the colour of your urine. If it is darker than the palest shade of yellow, start hydrating. The only exception to this is if you are taking a vitamin B supplement. This is likely to contain riboflavin (B2) and this does result in a yellow pigmentation in urine.
As for the question of how much water should you drink a day – well the books may say 2 litres or 6 cups, but I want to suggest that we change our thinking on this and suggest that the correct answer is as much as you need. On a hot day you will potentially need more than on a cold day; if you have done some exertional exercise and sweated, then you will need to take on board more fluid. You are the dynamic part of the equation, evaluate what you have been doing and how you are feeling and hydrate appropriately. Equally, the mantra 'if in doubt, drink' is also useful to follow!
Caffeine
The message on caffeine is a slightly mixed one. There is some good early stage evidence to show that controlled caffeine intake, in healthy individuals, can reduce the risk of cardiovascular disease by 15% and late life dementia by 65%. However, we should balance this by recognising that caffeine, through its inhibition of adenosine, is a stimulant that can interfere with the quality of our sleep. Adenosine is a substance that builds up as the day progresses and through its inhibitory action, it reduces the feeling of wakefulness. Caffeine does pretty much the opposite – if it is present in significant levels it will override the action of adenosine and make us feel alert, useful at times, but maybe not so if we are just about to go to bed.
We often don't realise how much caffeine there is in our drinks (the following table may help) and there is not a government guideline on weekly caffeine intake, in the same way that advice is given on alcohol consumption (The Mayo Clinic suggests up to 400mg caffeine per day). One of the real challenges that caffeine presents is its chemistry and in particular the fact that it has a half-life of around 5 hours – this means that if you have a large filter coffee at around 5 p.m. five hours later, at 10 p.m. you would still have around 150mg of a stimulant disrupting the calming action of adenosine. The important things to consider are dosage and timing.
Alcohol
Contrary to popular belief, alcohol is a depressant of the central nervous system. One of the first parts of the brain that it depresses is our inhibition centre, which is why people may initially become louder and more gregarious. Drink more and parts of the brain associated with speech and co-ordination are affected and people may start to slur their speech and lose their co-ordination. The significant consequences of being 'drunk' are known to most, however it is some of the impacts that arise with lesser amounts of alcohol that are not. One of the biggest challenges that alcohol presents is that the quality of our sleep can be impacted. The graph below shows heart rate variability data from the same person on two consecutive 24 hour periods. This is complex physiology but in simple terms, the red colour indicates when the body is under load (some people will call this stress or pressure, and this is very typical during the working day), the dark blue depicts physical activity and the turquoise colour signifies physiological recovery. On day 1 the person drinks no alcohol and on day two they take clients out for dinner and self-estimated that they drank 6 units. The person went to bed at the same time on both nights, but it is clear to see that on the second night that, whilst asleep, they were not recharging effectively.
The fluids we take on board may differ in taste, colour and consistency; they also vary in how they affect our ability to function effectively and be healthy. I drink water (not enough), and interact with both caffeine (probably more than I should) and alcohol (in moderation). The key point is to be more mindful around what the food and, in this case the drinks that make up our typical diet, do to us. | 1,908 | 1,084 | {
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PSHE and RSE- Skills Progression
Page | 1
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Being my best
- Recognise the importance of fruit and vegetables in their daily diet
- Select food from the Eatwell Guide to make a healthy lunch
- Recognise that they may have different taste in food to others
- Recognise which foods we need to eat more of and which we need to eat less of to be healthy
- Recognise and use simple strategies to prevent the spread of disease
- Recognise that learning a new skill requires practice and the opportunity to fail, safely
- Demonstrate attentive listening skills
- Suggest simple strategies for solving conflict situations
- Give and receive positive feedback
- Explain the stages of the learning line and the learning process
- Identify and describe where they are on the learning line in a given activity
- Help themselves and others to develop a positive attitude that supports wellbeing
- Apply positive mindset strategy to their own learning
- Explain things that they like and dislike
- Explain that some choices they have can be either healthy or unhealthy and can make a difference to their own health
- Explain how germs can be spread
- Describe simple hygiene routines
- Explain how each of the food groups on the Eatwell Guide benefits the body
- Give examples of what foods might make up a healthy balanced diet
- Explain what is meant by a balanced diet
- Explain how some infectious illnesses are spread from one person to another
- Explain how simple hygiene routines can help to reduce the risk and spread of infectious illnesses
- Suggest medical and non-medical ways of treating illness
- Develop skills in discussing and debating issues
- Demonstrate their understanding of health and wellness issues
- Identify ways in which everyone is unique
- Recognise that there are times that they will make the same choices as their friends and times they will chose differently
- Appreciate their own uniqueness
- Give examples of choices they make for themselves and choices that others make for them
- Suggest ways that the Seven Rs recycling methods can be applied to different scenarios
- Plan a menu that gives healthy balanced foods from across the food groups
- Define what is meant by the word "community"
- Suggest ways in which people support the school community
- Explain two harmful effects from smoking/drinking alcohol
- Explain the importance of food, water, oxygen, sleep and exercise for the human body and its health
- Demonstrate an awareness of the actual norms around smoking and the reasons for common misperceptions of these
- Explain the function of at least one internal organ
- Identify their own strengths and talents
- Identify areas that need improvements and describe strategies for achieving these improvements
- Identify aspirational goals
- Describe the actions needed to set and achieve these
- Explain what the five ways of wellbeing are
- Describe how the five ways of wellbeing contribute to a healthy lifestyle, giving examples of how they can be implemented in people's lives
- Present information they have researched on health and wellbeing issues, outlining the key issues and making suggestions for any improvements concerning those issues
- Identify risk factors in a given situation
- Explain the outcomes of risk
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