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4-H POULTRY PROJECT GENERAL INFORMATION 4-H project general description - A 4-H project consists of 6-8 hours of sequential learning experiences (over a period of at least a few days or weeks) exploring a general subject with the guidance of a leader or mentor. Translation… A poultry project leader or the club's team of poultry project leaders is/are planning/organizing/facilitating 6-8 hours (at least) of poultry topic related activities to help members learn about poultry and/or meet their poultry project goals. - For recognition of project work, members must be members in good standing and keep a member record and project record (see page two for record book details). - 4-H members ages 8+ may handle poultry. If Cloverbuds wish to gain exposure to poultry and animal care, an adult needs to be holding and in control of the bird. Cloverbud activities should be limited to feeding, petting, and stroking the birds. Caution should be exhibited when entering a coop or other area where poultry are loose, especially for the Cloverbuds. Those that handle poultry should heed the cautions and best practices as recommended by the Center for Disease Control and Prevention http://www.cdc.gov/Features/SalmonellaPoultry/ Project information specific to the poultry project: - Sharing birds for Educational purposes is allowed. - For showing 4-H, the sharing of project birds is not allowed. - Owning or leasing poultry is not required. o Project leaders may help members find poultry to purchase or lease - Members may choose to enhance the club project meeting learning in the poultry project area by participating in the following if/when available: o County quiz bowl practices and quiz bowl contests o Judging contests o Clinics, poultry shows*, workshops o Regional Day with a poultry presentation o Fairs/Field Days with a poultry presentation o Community Service Projects o Career Exploration - To find other information, rules, and documents like lease forms, approval forms, and record books related to the poultry project go to the poultry section on the 4-H projects page: www.uvm.edu/extension/4-hevents * To show in 4-H classes refer to the Poultry Show Guidelines General information about record books o Record books document project work and also include goals and a reflection piece to summarize the project experience. Most 4-Hers use the standard Record Books available through the 4-H program. Members may use alternative formats for records but must have prior approval from their 4-H Educator. Poultry Record Books o Members who own or lease poultry usually use one of the Poultry Project Record Books o Members without poultry may use the generic 4-H Project Record o Poultry members may use the Poultry Project Record or pages of it if they have been tracking, for learning purposes, the care and expenses of poultry that they don't own or lease. Project leaders would help determine if such an approach makes sense based on project goals. Out of State Opportunities for Poultry Congress Southern New England Poultry Show, UCONN Storrs, CT (April) Lease stipulations to consider: This is a partial list suggesting areas that should be considered and resolved before signing a lease/loan agreement. When including an item in an agreement, clearly state the item and the roles of the renter/borrower and owner (that is, who does what, who pays for what), being as specific and concise as possible. 1. Animal Health - veterinary fees, drugs, vaccinations, etc. 2. Liability - injury to the animal, injury by the animal 3. Feeding - costs, types of feed, source of feed 4. Returns to 4-H'er - for labor, for management, 5. Housing - specifications 6. Exhibiting* – transportation, disposition of premiums and awards 7. Arbitration of disagreement *4-Hers are expected to tend to the animal's needs (November 2012, R. Garritano) Revised for the Poultry Project area by Wendy Sorrell, April 2013
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Learning Quest Activity Grid – Foundation Term 3 Week 9 The focus for our Learning Quest is: How do people celebrate? For any task that is highlighted below, a photo or video must be taken and uploaded to Seesaw for feedback from the teacher. - - Task: Why do we celebrate? Watch the video: Celebrations (available on the Learning Web) What does your family celebrate? Talk about what your family celebrates. Using a double page in your book, create a mindmap with the word 'celebrations' in the centre. Draw small pictures and/or write words to show the different kinds of celebrations you and your family participate in. What else do we celebrate? Watch: Celebrating Achievements Add any more celebrations to your mindmap as well. Task: Birthdays Listen to the story 'Your Birthday was the Best' read by Mr. Bloomfield (available on the Learning Web). Look at what the children are doing to celebrate the birthday. Think about a birthday you have had (prior to lockdown) and talk about what you did to celebrate. Did you have a party? Did you have a special cake? Did you play some games? Draw 4 things that you did to celebrate your birthday. Write a sentence or some words to match each of your pictures. Watch the video: 10 Unexpected Ways Different Countries Celebrate Birthdays (watch until 5:18) Do you follow any of these traditions? Which tradition from around the world was the most interesting for you? Make a video explaining the tradition that interested you the most. Task: Australian Celebrations Practise our Acknowledgement of Country (You would notice that many special events or celebrations begin with an Acknowledgement) Watch: NAIDOC Week (available on the Learning Web). Make a video to answer: - Who is NAIDOC Week important to? Why? - How can you celebrate NAIDOC Week? Watch: Djeembara (You might see a familiar face) Talk about how this school celebrated Aboriginal culture. Watch: Yolngu Health Dance Make a video of you joining in with this dance. ANZAC Day: Listen to the story: My Grandad Marches on ANZAC Day Talk about how the characters in this story celebrated ANZAC Day. How do you celebrate this special day? Draw 3 pictures of how this girl and her family celebrate ANZAC Day. Task: Comparing Celebrations Watch these two videos and notice what happens during these celebrations: Chinese New Year Diwali Festival Talk to someone about what you notice is similar and different about these celebrations. Then divide your page into 3 parts: Draw and write about as many differences and similarities of these two celebrations. Create: Choose one of the follow crafts Make your own Chinese Lantern (following the video or using the template on the Learning Web) OR Decorate a rangoli (using the template available on the Learning Web )
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BINGE EATING SESSION 7 WORKBOOK Overcoming Binge Eating Session 7 – Body Image Body Image is the perception that a person has of their physical self and the thoughts and feelings that result from that perception. These feelings can be positive, negative or both, and are influenced by individual and environmental factors.' Task 1 Body image is defined by your attitude towards and your perception of your body. Attitudes may include positive and negative beliefs, which are strongly influenced by your experiences (e.g. family, friends, media places, things around us). Answer the following questions to help you work how you feel about your body: * How do I talk to myself about my body? * What do I see when I look in the mirror? * How do I treat my body? * Would others agree with my attitude? * How do I experience others talking about and treating my body? The Four Aspects of Body Image 1. The way you see yourself (Perceptual) 2. The way you feel about the way you look (Affective) 3. The thoughts and beliefs you feel about your body (Cognitive) 4. The things you do in relation to the way you look (Behavioural) Task 2 A good way of illustrating this is to draw a pie chart in which each slice represents an area of your life that you value ,its size being proportionate to it significance relative to other areas of your life. Follow these steps * List the things that are important to you in how you evaluate or judge yourself as a person * Rank the items on your list in terms of their relative importance * Draw your pie chart * Review your pie chart several times over next week . * Examine your pie chart and think about its implications Example -Someone without Binge Eating difficulties Someone with Binge Eating difficulties: Pie Chart Helpful Strategies Two strategies of reducing overconcern about weight and shape are: 1. Increasing the importance of other areas of your life. Look at your pie chart –are you overconcerned with your Weight and Shape ? is this the dominant slice ? What else do you see ? Is there few other slices? If you answered yes to these -This would indicate that there is not much else that you value . Is this right ?are you happy with this ? Is this the 'real you'? If you answered no to these questions this indicates you need to get more in your life - * Identify potential new activities –Remember you list from previous session –can this list be expanded on? * Next ,Identify one or maybe two activities you would be willing to try (important that these are not a one off event this is something that could take place weekly) . * Commit yourself to engaging in these activities on a regular basis – be aware obstacles may get in your way however utilise your problem solving skills to overcome these –(try your new activity at least three times before trying something different) . 2. Decreasing the importance of shape and weight. The best way of decreasing the importance of this is to tackle it's so called 'expressions'(these are behaviours and experiences that stem from the overconcern and maintain it ). To begin this process it is important to think which of these behaviours and experiences are relevant to you. The initial goal is to identify every time you do or experience the following: * Check your body or aspect of it * Become particularly aware of your body * Compare your body to that of others * Inspect someone else's body * Avoid your body * 'feel fat' Task – identify two days in your upcoming week to start to use this recording sheet: Task Focusing on your positive qualities, skills and talents can help you accept and appreciate your whole self. Make a list of these - things that aren't related to how much you weigh or what you look like. Consider the features that make other people attractive. Is it always purely their appearance? Or is it also their personality, attitude and actions? One list cannot automatically tell you how to turn negative body thoughts into positive body image, but it can introduce you to healthier ways of looking at yourself and your body. The more you practice these new thought patterns, the better you will feel about who you are and the body you naturally have. Homework Tasks * Review pie chart and work on developing other areas of interest * Monitor Body Image -identify two days in your upcoming week to start to Record this utilising the recording sheet in your workbook * Continue with self-monitoring * Exercise 3 x weekly SELF-MONITORING WORKSHEET TIME SELF-MONITORING WORKSHEET TIME
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Response to Question Three of the Proposed Right to Food (Scotland) Bill What do you think would be the main practical advantages and disadvantages of the proposed Bill? Twelve of us are writing today to respond to question number three of the public consultation on the Proposed Right to Food (Scotland) Bill. Our group is made up of three people from the Glasgow region, two from Central Scotland East, three from the Scottish Highlands and Western Isles, three from the Lothian region and one person from outside the UK. The members of our group come from a variety of different backgrounds, including Scottish civil society and the charity sector, Scottish food producers, academics and other members of the public concerned with this issue. The first advantage we believe would come from having a right to food enshrined in law would be the positive impact it would have on the lives of the Scottish people. One group member mentioned that for them, it would provide "better access to locally produced food, improved environment, improved health of my family and easier access to food." As a group we also identified that it could cause improvements in the wellbeing and health of adults and it would "ensure food banks are not relied upon to address food insecurity." We also think that ensuring a right to food for everyone in Scotland, regardless of social status, income or personal circumstance, would remove the divide from society and remove the stigma associated with food insecurity and poverty as a whole. As one of the people in our group said, the right to food could mean "reductions in systemic inequalities" and as someone else pointed out "when everyone has the same access to food, it makes for a more secure and safe society to live in." The final advantage we discussed was with regards to the law itself. One group member stated that "we would be able to hold the government to account. We would see an improvement in mental and physical health – with impacts on productivity, educational attainment. We could see local sustainable food accessibility." Someone else added, "The law will be a reference point for everyone involved in making sure the right to food is available, accessible and adequate." Having the right to food in law would give us a framework to measure our progress against. We did identify some possible disadvantages. For example, one person mentioned that "people may have issues with adapting to regulation" however they "don't think this would really be a disadvantage in the long run." While others pointed out that "we might see challenge and resistance from organisations and other areas of government" and that "a lot of time would be needed to educate people about healthy food and eating- many children have no idea where food comes from." However, our group was in agreement that the advantages most definitely outweigh the disadvantages. Although some possible issues were identified, the majority of our group could not think of any, and those that found some potential disadvantages are still in support of having the right to food in law.
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Providence's early connections to the U.I.C. brought permanent change to the community. Through its operation and service, the railroad contributed to the growth and development of the town, its businesses, and its individuals who worked for and dreamed of a better future for the city. As transportation service for freight and passengers declined the railroad could no longer maintain its lines, fund its employees, or pay taxes and interest on business loans. The memory of the train and its impact continues to live on within the community of Providence, Utah. Located at Zollinger Park 61 North 200 West near the Pavillion. The Limestone Quarry "The whole thing was a horse killer and a wagon smasher." Among the lesser known activities of the early settlers of Providence was prospecting and mining. Rudolph Hochstrasser and John Heyrend scoured the hills for 50 years, for lead, zinc, and coal with some success. About 1903 Elias Peter (Pete) Hansen discovered an out cropping of high grade limestone about three miles up Providence Canyon. Recognizing the value of limestone as a purifier in the use of production of sugar, Pete filed a claim, and began selling limestone to the newly organized Amalgamated Sugar Company. The lime stone rocks came from the quarry up Providence canyon. The plaque is located on 400 South at the Jays Well Park. Blacksmiths were kept busy With the quarry in operation, the Blacksmiths of Providence were kept busy repairing the wagons and taking care of the horses that pulled them. In fact, it was often said that the Blacksmiths were the only ones that made money back in those days. The wagon wheel came from a wagon that was used to haul the limestone from Providence Canyon. It was made by John Bartchi one of the Blacksmiths that worked in Providence. The plaque is located on 400 South at the Jays Well Park Honoring Providence Elementary School History Providence was founded in 1859 by pioneers belonging to the Church of Jesus Christ of Latter-day Saints. Because they had a firm belief that "the Glory of God is Intelligence," education was always a priority. The first public building had to be one large enough for church meetings on Sunday and a school on weekdays. Throughout the history of Providence, education has continued to play a pivotal role in community life. The plaque is located at the Providence Elementary School by the bell tower. The cattle industry began in Cache Valley in 1855 when Brigham Young, Heber C Kimball, and others brought their horned stock and range cattle here for the summer to graze. They established the Elkhorn Ranch across the Blacksmith Fork River west of Providence. The permanent cattle industry began in Providence in 1859 when the first settlers crossed the Wellsville Mountains with their wagons and small herds of cattle to settle in Providence. Located at Cattle Corral Park on 100 South between 100 and 200 East. Providence Water In April of 1859 In April of 1859, the first white settlers to arrive in the Providence area naturally set up camp near a water source. These settlers chose a perennial stream called Spring Creek (the source of the stream being a large spring). The settlement originally took its name from the stream but in the autumn of 1859 two visiting Apostles of the Church of Jesus Christ of Latter-Day Saints renamed the village Providence. Around twenty houses were built that fall. Initially, "modest diversion ditches" brought the waters of Spring Creek closer to homes for livestock, farming, and family use." Located at the Cattle Corral Park on 100 South between 100 and 200 East. Providence Pavilion The first and only private building erected for public entertainment in Providence was the Pavilion built in 1905 by a stock company. Most social events were held in the Rock Church or the school until 1905 when a group of stock holders got together and made plans for a larger, more useable facility to meet the cultural and sporting needs of the community. The plaque is located on the corner of Center Street and Main across the street from the Old Rock Church. Mercantile Stores Established Early Providence merchants were the Rice Brothers. Their stock consisted of a few groceries, some dry goods, and a little hardware. Samuel Hargraves operated a private store in 1865 which later was taken over by the Providence Co-op. The Co-op was organized in 1869, with shares at a value of $10 each. The officers included a President, a board of directors and a business manager. The plaque is located on the corner of Center Street and Main across the street from the Old Rock Church.
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PHILOSOPHY STATEMENT – ST. JOHN'S WEE CARE 1. St. John's Wee Care Learning Center is a mission and ministry agency of St. John's Lutheran Church. It serves the children and families of St. John's as well as those of the community. Its objectives include pre-kindergarten education in a Christian context for children ages 3, 4, and 5, to teach them the skills needed for kindergarten readiness. 2. A Christian Environment The environment in which Wee Care classes and programs is conducted is one that is not only physically close to the Church, but philosophically close as well. Staff members at Wee Care view all of the "subjects" they teach, and every other contact with children, as ways to witness to God's love for His children. All of life—not just "Jesus time"—is sacred. Our words and actions convey our deepest convictions, even when we are not conscious of them. 3. Wee Care's philosophy parallels that of the Lutheran Church. Children are born sinful (Psalm 51:5); Christ has saved the whole world from sin (John 3:16). Through the "Means of Grace" (Baptism: Romans 6, and the Word of God: Romans 10:17), children and all people can believe that Jesus Christ is their Savior and receive eternal life (Romans 10). 4. The Purpose of Christian Education Christian education; therefore, seeks to nurture this faith in such a way that it touches every area of life (Ephesians 2:10). Since even little children can have faith (Matthew 18: 1-6), they are to be shown how to live as God's people. The Christian values and virtues they are taught are not ways to gain God's favor, but rather ways to express the love of God to others in daily life. 5. Christ-Centered Teaching "Jesus Time" Bible lessons will, for example, emphasize that even great "Bible heroes" were sinners who were forgiven and empowered by God, even as we are. Their deeds, though exemplary, are not the main point of the story. The main point is God's work on our behalf, especially His work of salvation through Jesus Christ. 6. Goal: Discipleship as a way of life Christian living is a life of discipleship. "Discipline" is the root word of "disciple." At Wee Care, Christian discipline permeates the environment. Children are taught that their behavior is a positive way to give glory to God. Even misbehavior, though it brings appropriate consequences, does not cause God to love His children any less. We continually stress that Jesus died and rose to save sinners out of His great love for the world. Our behavior (children and adults) is motivated by His love for us. 7. St. John's Wee Care Learning Center is a vital element along the way to life-long Christian education in a developmentally-appropriate setting.
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Occupational Therapy Building Blocks Our experienced Occupational Therapy team supports children and young people to develop their fine and gross motor skills, cognitive skills, social skills and independent living skills in order to be successful in their daily lives. Intervention is delivered through individual and group programs targeting key skill areas of development including pre-braille, pre-writing, self-advocacy and school readiness. Tailored programs can also support children around sensory processing difficulties, sleep issues and toilet training. Building Blocks * 3 to 4 Activities: Target Group Children aged 3-5 years with a sensory impairment What to expect Building Blocks is a small group program consisting of 6-8 weekly sessions (50 minute session, with 10 minutes of feedback to families) delivered during the school term. The program may be based at one of our metropolitan centres. Sessions are run by an Occupational Therapist along with a support staff member or student. At the end of each session there is the opportunity for therapists to discuss progress with caregivers. Building Blocks group is directed at children getting ready to start kindy/school or those recently started at kindy. Each session will involve: * Structured group time – choosing name tag, singing hello song, learning other children's names, explaining concepts from the theme for the day (e.g. colours, numbers, animals etc) A helping hand for eyes and ears * Moving around activity – warm up, gross motor coordination, upper limb strength * Fine motor task – e.g. threading or building with focus on manipulating small objects and hand strengthening * One activity involving different textures – e.g. messy play (finger painting, play dough etc) * Pencil and scissor tasks * Children will be encouraged to work independently from their families as they would in a kindy/school environment. Aims of the program The aim of this group is to develop and improve children's fine motor development, attention and concentration, understanding of routines and turn taking, skills for communication and social interactions in preparation for the kindy/school environment. Goals of the program Goals are individually negotiated with the child, their family and educators. Occupational Therapy Building Blocks Outcomes Locations Children will develop skills require in preparation for kindy/school, including their: * Attention and concentration * Understanding of routines and turn taking * Skills for communication and social interaction * Fine and gross motor skills Eligibility Criteria Families must be registered for services with Can:Do 4Kids Staff Occupational Therapists are allied health professionals who promote health and wellbeing. They focus on assisting individuals to reach and/or maintain the highest level of independence and function in all aspects of their lives. Can:Do 4Kids Occupational Therapists work as a part of a multidisciplinary team alongside Early Intervention Consultants, Speech Pathologists, Assistive Technology specialists, Child and Youth Development Consultants, Orientation and Mobility specialists, Physiotherapists, Social Workers and Audiologists. An Occupational Therapist may see a child/young adult: * In the classroom * In the home * In the community * At one of our clinic locations Referrals Families can contact Can:Do 4Kids directly or with a referral from NDIS, your GP, Specialist or school. Funding Can:Do 4Kids are registered to provide services under a variety of funding models including National Disability Insurance Scheme (NDIS), Medicare, Private Health and self funded. If you are unsure of your eligibility, or would like to discuss the best funding method for your child please contact us for further information. Contact Us We would love to hear from you. For further information about our services and to discuss your childs needs please contact us; on Phone: (08) 8100 8200 Email: firstname.lastname@example.org Web: cando4kids.com.au Office: 59-61 Grange Road, Welland 2.8.16
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Home Practice Guide April—Trombone Name_________________________________________ School ______________________________________ Instructions for Home Practice Guide Completion: Each week, your child's practice should have a specific focus. We are providing you with practice goals and objectives for each week of the month. In most cases, your child will receive instruction on the material prior to playing the material at home. Each week, he/she needs to practice the assigned material repeatedly. Once your child feels prepared to play the assigned piece(s) for you, he/she will give you a short concert and/or explanation of the material. Once the concert is completed, please sign the appropriate week's box. End of the Year Spring Band Concerts (please save these dates) ** Monday May 8 th 6:15 PM-­‐ report time, 6:30 PM-­‐ 7:00 PM-­‐concert George White, Hidden Hills, and Wood Canyon Bands @ Wood Canyon Elementary **Tuesday May 9 th 6:15 PM-­‐ report time, 6:30 PM-­‐ 7:00 PM-­‐concert Del Obispo, John Malcom, and Lobo Bands @ Clarence Lobo Elementary **Thursday May 18 th 6:15 PM-­‐ report time, 6:30 PM-­‐ 7:00 PM-­‐concert San Juan Bands @ San Juan Elementary Many of our spring concert songs are posted online for practicing at our website: http://www.mrwentzel.com/bandpractice.html Name_______________________ Date____________________ Musical Crossword Puzzle II Complete the crossword puzzle using the clues below. ________________________________________________________________________________________ ACROSS DOWN 2. To play detached, short. 4. U 8. 9. To play smoothly between two or more different notes. > 10. 1. 2. ˙ # 3. 4. 5. ˙ b 6. To gradually slow down the tempo. p 7. f
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Dear Students and Parents/Guardians, We hope this letter finds you well. As the end of the school year draws near, we want to provide you with some resources so that you may continue to practice reading and writing throughout the summer. We are encouraging all students to participate in PGMS Summer Reading and Writing BINGO. This activity has many purposes. It helps to improve students' reading and writing stamina and confidence and prevent a drop off of skills during the summer. Our hope is that it inspires students to develop a lifelong love of reading and creating. We want to encourage students to read what they love: any genre, any medium, any style. By allowing students to select their own texts we hope students' identities as readers and writers will continue to grow throughout the summer months as they prepare for next year. PGMS teachers respectfully request you avoid reading any of the following books, as they are part of the curriculum. 6th Grade: • Academic: The Cay; My Life in Dog Years; Hatchet; Esperanza Rising; The Lightning Thief; Freak the Mighty • Advanced Academics: The Giver; Tom Sawyer; Mythology; The Shakespeare Stealer; One Crazy Summer 7th Grade: • Standard: Outcasts United; Fever 1793; American Plague; A Raisin in the Sun/Miracle Worker; Peak; Iqbal; Full Cicada Moon; The Giant and How He Humbugged America • Advanced Academics: Fever 1793; American Plague; Parallel Journeys; A Raisin in the Sun; Animal Farm; Iqbal; Hidden Figures 8th Grade: • Standard: Seedfolks; The Stars Beneath Our Feet, Roll of Thunder, The Outsiders, Hear my Cry; Walk Two Moons; I am Malala; Refugee; Chasing Lincoln's Killer • Advanced Academics: I am Malala; Refugee; A Narrative of the Life of Frederick Douglass; Midsummer Night's Dream; Dracula; The Princess Bride; Chasing Lincolns Killer; Killer Angels Parent Note: We encourage parents to select a book with their child to read this summer. Some books may have content or themes that are not suitable for all audiences. Since we do not know what school will look like when it returns, parents can help us by providing prizes for the bingo winner in their home to motivate and encourage participation. PGMS Summer Reading & Writing Bingo Books are available at: NEED SOME BOOK IDEAS? (Click on link for book information) If you havn't yet, joined the PGMS Library Group on Schoology. Mrs. Bunch has plenty of resources, ideas, and opportunities for fun in her group. You can also email her at email@example.com. Y
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Themes Picnic Pests Island Getaway Shapes and Colors Numbers 15-20 Letters R-Z Alphabet Words raccoon, sandwich, tent, umpire, visor, watermelon, X-ray, yarn, zigzag Sign Language August 2020 NEWSLETTER Theme Descriptions Picnic Pests: People love picnics and so do many types of bugs and other picnic pests! This theme provides opportunities for children to plan for and enjoy a picnic. They will also learn how to avoid the pests a picnic might attract! As children prepare to head back to school, important skills will also be reviewed and practiced. Island Getaway: Wrap up summer with an abundance of beach-related activities. The children will play in the sand and learn all about the creatures that live in it! The theme concludes with a tropical luau. Aloha! Activities for Home * Take a walk around the neighborhood to look for ants. When you find some, search nearby for their homes. Where might the ants live? Can you find an anthill close by? * Establish a library routine with your child. Take the Book Lists that can be found on these newsletters as a reference. Take some favorite books from your collection or library books outside. Spread out a large blanket and read under the shade of a tree. Reading aloud together improves your child's listening and thinking skills, expands his or her vocabulary, and instills a love of reading in your child! * Outdoor play is not only a form of exercise, but can also be a form of creative movement for your child. It fosters the development of large muscles, coordination, and balance. Provide your child with opportunities for vigorous outdoor play each day. Challenge your child's motor skills by asking how fast he can run or how far she can hop on one foot. Look for Books The best way to learn which books your child enjoys is to read children's books—lots of them! Check out funshineextras.com for Book Lists corresponding to each month's themes. Get to know your local librarians and ask for their recommendations as well. Watermelon Day by Kathi Appelt Seashells by the Seashore Pignic by Matt Phelan Amanda Panda Quits Kindergarten by Candice Ransom Sun by Marianne Berkes I Am Too Absolutely Small for School by Lauren Child The Sandcastle That by Megan Maynor Lola Built Commotion in the Ocean by Sam Usher by Giles Andreae Cooking Together When cooking with young children, allow them to help in a safe way with mixing, pouring, rolling, mashing, shaking, etc. Use words to describe what you are doing and what you plan to do next. Talk about what you see, smell, feel, hear, and taste. Bubble Solution 1/2 gallon water 3/4 cup liquid dish detergent 1/4 cup glycerin (for BIG bubbles!) Mix the ingredients and let them sit for at least one day. Store the bubble solution in a sealed container. Look around your kitchen or home for fun utensils and objects you can use for bubble blowers, such as slotted spoons, plastic berry baskets, or chenille stems bent into different shapes. © FunShine Express 2020 Sing Along with Me Find these songs at www.funshineexpress.com Busy Ants Sung to "Clementine" Ants are working, building anthills, They are busy as can be. They keep digging lots of tunnels. Ants are busy as can be! Let's Go to the Beach Sung to "Row, Row, Row Your Boat" Let's go to the beach. We'll play and swim and run. Let's build some castles in the sand. The day will be so fun! Let's go to the beach. We'll splash and float around. Let's build some castles in the sand. The day will be so fun! Reminders. . . Connect with Us! www.funshineexpress.com 1.800.340.8103
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TWELVE Ordinary Men and an EXTRAORDINARY GOD – Lesson 2 Phase 3 – Their calling to APOSTLESHIP Luke 6:12-16, Matt. 10:1-4 He appointed the apostles – Special _______________________ 1. The ______________ Luke 6:12-16 It was [a]at this time that He went off to the mountain to pray, and He spent the whole night in prayer to God. 13 And when day came, He called His disciples to Him and chose twelve of them, whom He also named as apostles: 14 Simon, whom He also named Peter, and Andrew his brother; and [b]James and John; and Philip and Bartholomew; 15 and Matthew and Thomas; James the son of Alphaeus, and Simon who was called the Zealot; 16 Judas the son of James, and Judas Iscariot, who became a traitor. A. By this point, ____________________ was building; Luke records just previous to this passage that the religious establishment opposed him for: 1) Eating and Drinking with ______________ 2) For his disciples plucking and eating grain on the ________________. 3) For ________________ a man on the Sabbath. B. At the time he selected the Twelve, the religious leaders were already looking to __________________ Jesus. 2. The ______________ A. Those he selected were ___________________, low-class, rural, uneducated people. They were commoners, nobodies. B. It is more real and more helpful to us to remember them not so much from their portrayal on stained-glass windows as much as their plain ways. God took them and ___________________ them into those stained-glass windows. 3. The __________________ A. Remember the ________________. 1) Knowing He will face His __________________ in a year and a half, Jesus intently focused on calling, equipping, and sending 12 Men. 2) These men would take His teachings, receive the ______________ and shake the world. B. Note his _____________________. 1) He _______________ intensely and intently. Luke 6:12 2) We know PRAYER was the ________________ of His life. Luke 5:15-16 4. The ____________. A. He discipled them to: 1) _______________ 2) Leave _____________________ B. They would then: 1) _____________ the call as Apostles and the Gifting of authority and miracle Power. 2) Be _________ out. 5. The __________________ A. They were lacking in __________________ understanding. 1) They were thick, dull, stupid, and slow to ___________________. 2) How did Jesus respond? He kept ______________ them, even after His resurrection. B. They lacked _______________. 1) They were _______________________ and self-promoting. 2) How did Jesus respond? By being an ______________ of humility. C. They lacked ____________. 1) "Oh, You of _________ faith." Four times in Matthew. 2) How did Jesus respond? He kept doing _____________ and wonderous works. D. They lacked _________________ 1) They _______ in the garden. Mark 14:50 2) How did Jesus respond: E. They lacked ________________ 1) They could not cast out ______________. 2) He sent them the _________ ____________.
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Essay Contest 2020 German Inventors Inventor Nikolaus Molitor There are many famous German inventors but for this essay, I have chosen my Great Grandfather Nikolaus Molitor. He invented a DC motor and produced electricity for several towns in Rheinland Pfalz. Around 1900, he bought a mill in Kobern-Gondorf, a town near Koblenz in Rheinland-Pfalz and used his inventions, including the DC Generator to produce electricity and bring light to the area. It was the first small power station in the Eifel region. Before his invention in the late 1890, the people living there had to use candles or oil lamps to have lights in their homes and had no electricity. During that time, not too many people were aware of electrical energy and had to live in the dark. Word got out that Nikolaus Molitor could power small towns with his invention. Some towns were across the river called "Mosel" and that presented a major obstacle. They thought, that they would never be able to be connected to his small power plant. My Great Grandfather came up with the idea to use a small boat to cross the river and place a thick cable on the bottom of the river. The cable was connected to his power station and he was able to deliver electricity to towns across the river. Little by little he connected all the small towns surrounding his power plant and produced electricity until the late 1930's and for his own house until 1960. When larger power stations threatened to take over my Great Grandfather's facility, he was prepared and started selling his other inventions. With his newly founded company MOGO (Molitor Gondorf), he manufactured and sold small home appliances, like small home heaters and water kettles. He also started selling and repairing radios. During World War II, people were only allowed to listen to sanctioned Nazi propaganda stations on their radios. It was forbidden to listen to "Feindsender", enemy radios stations, especially the British Broadcasting Corporation, BBC, which was airing news against the Nazi government. When my great grandfather heard that the SS was planning on confiscating all of the radios in his shop, he took out a small transistor from each radio. He then claimed to the SS soldiers that the radios were broken and did not work. Once the SS had left, he put the transistors back, and he and the towns people were able to listen to the BBC News again. My Great Grandfather kept inventing after the war, had many patents and expanded his services. My grandfather took over the company and opened a store in 1962. It still exists and my mom grew up helping in the store. Since my great grandfather, Nikolaus Molitor had done so much for the region, my grandfather Josef Karl Nikolaus Molitor opened a small "Heimatmuseum", where the inventions are displayed and preserved.
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Some companies use automated payment processing technology in which paper checks that may arrive at a lockbox are converted into electronic payments then the check itself is destroyed. this process is referred to as The answer in the given statement above is the accounts receivable conversion. This type of process allows an individual to receive the amount that he or she converts from paper check into a real amount when scanned under an electronic machine in which is being described above. Greg is designing a clock face. Using the center of the clock face as the origin, he keeps its diameter at 10 units. Match the positions of the hours on the clock face to their corresponding coordinates. What is the probability that a randomly chosen student has either blood group A or blood group B? A) 0.25 B) 0.60 C) 0.70 D) 0.81 200 elementary school students were surveyed to find their blood groups. Of those, 55 were of blood group A, 85 of blood group B, and 21 of blood group O. Discuss whether these findings about equality in hunter-gathering societies are of any relevance to 21st century society. What does the format painter button in excel do A 0.175 m weak acid acid solution has ph of 3.25 find ka for the acid Stan works on an assembly line. What would be the most appropriate way to cope with minor frustrations like hang-ups on a conveyor belt or annoying coworkers? Suppose y varies directly with x, and y = 8 when x = –6. What direct variation equation relates x and y? What is the value of y when x = –2? How is trade beneficial for developing countries? A medium that resists the flow of electric flow charge is a(n) A- conductor C- alternator B- insulator Im going to Nicaragua this summer with my church, and i am going to be their photographer. Where are best places to take photos? What advice would you give? Do Nicaraguans like people taking photos of them with permission? Which is biotic? Consider the food chain. What would MOST LIKELY happen if the bass started to disappear because too many of them had been caught during fishing season? What happened to the roman empire under constantine in 313 AD?? wind sunlight iron gate dead leaf On January 10, 2017, a man in Lebanon, Virginia, frustrated with the DMV bureaucracy, paid his DMV bill with 300,000 pennies that he carted into the DMV office in five wheelbarrows. The DMV had to count all these pennies and deposit them into the DMV bank account. After the DMV deposit and assuming a reserve requirement of 6 percent, calculate the initial change in Instructions: Enter your responses as a whole number. a. Money supply. b. Deposits. c. Total reserves. d. Excess reserves. e. Calculate the cumulative change in the banking system in lending capacity Ray charles was innovative in soul music because he combined what two styles? What effect does Hemingway's limited use of adjectives have? Glow Co. purchased machinery on January 1, 2015, for $880,000. The straight-line method is used and useful life is estimated to be 10 years, with a $80,000 salvage value. At the beginning of 2021, Glow spent $192,000 to overhaul the machinery. After the overhaul, Glow estimated that the useful life would be extended 4 years (14 years total), and the salvage value would be $40,000. The depreciation expense for 2021 should be:________. Discuss how the narrator's initial feelings about the blind man and his treatment of the blind man reveal problems in his relationship with his wife and even himself. 1. Home 2. More Solution
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Who are VIG guiders? The VIG guiders are professionals who are specially trained in the use of video. Sometimes the guiders will video themselves discussing the videos with you for their own supervision. What happens with the videos? - The videos will be stored safely and confidentially whilst the guider and you are meeting. Once you and the VIG guider have stopped working together, the videos will be deleted. - Only 'best positive clips' are kept. - The video clips, with your agreement, can be used in meetings, to share with other family members or in training. This will only be done with your consent. - If you would like a copy of the clips at the end of the work, you can be given a copy on request. A video and more information about VIG can be found at: www.videointeractionguidance.net Southwark Educational Psychology Service Email: email@example.com SOUTHWARKEDUCATIONAL PSYCHO LO GY S ER VI CE Dynamic Psychology– For better futures Video Interaction Guidance (VIG) Information Leaflet What is VIG? Video Interaction Guidance (VIG) is an evidenced based approach that hopes to strengthen skills in communication and interaction, leading onto improved relationships. Video clips are used to capture 'better than usual' moments which are shared with parents, carers or school staff that would like help to support a child's/ Young Person's (YP) communication and relationships. How will it help me? - It is hoped that the process will highlight strengths that you already have and some which you may not even be aware of. - Through a strengths based approach, you will be supported to use these skills to further improve communication and interaction with a child or young person. - People have found that when they see themselves communicating and interacting well with a child, this motivates them to use their skills more. This builds their confidence when they may have been worried that things were not working. - The VIG process will give you an opportunity to look and think about what helps communication and interactions to be more effective and positive. How does it work? The VIG guider will meet with you. They will explain the VIG process and together you shall set goals that you think will help. A short video clip is taken by the guider (about 5-10 minutes) of you and the child doing something you both enjoy. The VIG guider will take away the video, watch it and edit it to capture the best positive interactions. The VIG guider will then return at an agreed time to review and talk about the clips and they will take another recording of you and the child. You and the VIG guider will work together to bring about change where needed. How long will it take? The first session is about getting to know you and the child/ YP and setting goals. If there is time, a short video recording will be taken. This session will last for about 45 minutes to one hour. The following sessions (usually 2-3 more) will include reviewing the video and then taking another video – these sessions last from about 30 minutes to an hour. It is hoped that, after each video recording session, the VIG guider will see you one to two weeks later to review - each week noticing more and seeing what works.
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Water Wise Demonstration Garden Experimental Grass Plots The ten Experimental Grass Plots were installed to test the water needs, hardiness, ease of care and aesthetic qualities of various turf grass species and grass mixes available in Southeastern Colorado. Each plot has three watering zones that showcase the performance of each grass under these varying amounts of water. The plots are five feet wide by eighteen feet long. The signs at the far east edge of the plots show the different water zones across the plots. They are numbered 1-10 from right to left (west to east). Test Plot 1: Buffalo Grass Test Plot 5: Mountain Grass Mix Test Plot 2: Legacy Buffalo Grass Legacy was developed to replicate the lush green of higher water requirement lawns but is very drought and disease resistant. It can handle a little more traffic than other varieties of Buffalo grass. It is often available as "plugs" and will grow and fill in within one season. Test Plot 3: Prestige Buffalo Grass Prestige is another resent release from the University of Nebraska. It is a fine bladed soft green grass that grows to a height of 4" to 6". This is a very drought tolerant grass. Test Plot 4: Native Natural Turf Purity Variety Test Plot 6: Western Drought – Defy Test Plot 7: Forever Green Turf Mix Test Plot 8: Kentucky Bluegrass Sod Test Plot 9: Bella Bluegrass Bella Bluegrass, the only dwarf, vegetative bluegrass in the turf industry, is sure to revolutionize the bluegrass market. Originally developed by the University of Nebraska over a decade ago, Bella does not produce significant viable seeds, but because of its ability to re-grow from rhizomes and its rapid horizontal growth, it was a perfect candidate for vegetative propagation. "Bella has a dense turf canopy that helps prevent weed growth," said Wayne Thorson, owner of Todd Valley Farms, the licensed owner of Bella. "Since Bella only grows three to four inches tall, the end user can reduce mowing by 50 to 80 percent." Test Plot 10: Low Work and Water From High Country Gardens Slow growing & naturally dwarf fescue grass Dwarf Fescue Blend Tolerates Sandy, Clay and Average Soils USDA zones 4 through 10 Tolerates full sun to part day shade More information can be found on our website: www.secwcd.org/ content/turf- replacement
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The Legend of the Lost Emerald Educator Guide, Game Summary In The Legend of the Lost Emerald, learners in grades 4-6 will use the same tools, practices, and skills that maritime archaeologists use to locate and dive for shipwrecks on the Great Lakes and uncover the real treasure—the stories inspired by actual shipwrecks and Great Lakes history. Average time to play: 2 class periods of 35-40 minutes. Recommended browser: Google Chrome Language options: English, Spanish (To play in Spanish, click the "Options" button on the game home screen.) Learning Goals By playing the game, learners will: 1. INQUIRE: Engage in critical thinking and historical inquiry to solve mysteries of shipwrecks in the Great Lakes. 2. INVESTIGATE: Gather historical evidence from multiple sources by applying the language, practices, and tools of maritime archaeologists. 3. INFER: Practice using important reading, listening and language skills with primary and secondary source materials to support an evidence-based conclusion. Academic Standards Supported Wisconsin Standards for Social Studies : SS.Inq2, SS.Inq3, SS.Geog1, SS.Hist1 Wisconsin Standards for English Language Arts : R.4.4, RF.4.4a, RF.4.4c Wisconsin Standards for Information and Technology Literacy : ITL.KC1.c.2.i Guiding Questions & Key Terms Below are some guiding questions that you can ask learners. You may wish to emphasize the key terms (in bold) that can be found in the game. The 'before playing' questions include sample responses, but the 'while playing' and 'after playing' questions do not, as some are open-ended or depend on what a player is doing in the game. Use these questions with learners BEFORE playing the game. Use these questions with learners WHILE playing the game. 1. Is that artifact a primary or secondary source? How do you know? 2. I see you found a piece of evidence. Tell me how you can use it. 3. Explain how this new evidence fits with what you already know. 4. What new questions do you have after hearing from that character? Do you need more evidence to confirm what they said? 5. Do you have a prediction about the shipwreck after collecting that information? 6. Summarize with supporting evidence how you solved the mystery of that wreck. Use these questions with learners AFTER playing the game. 1. How would you describe Jules' job as a maritime archaeologist? 2. In this game, some of the initial ideas about where and how shipwrecks happened turned out not to be true. What did Jules need to be sure of what really happened? Where or how did she find that? 3. What role did ships play in the History of the Great Lakes region? 4. If you could do your own historical investigation… * What would it be about? * How would you set up your evidence board? * What types of artifacts would you be looking for? Go Deeper: Real Shipwrecks That Inspired the Game There are over 6,000 known shipwrecks in the Great Lakes! While the ones in the game are historical fiction, you can dive into deeper learning by investigating the real shipwrecks that inspired the game and researching other wrecks and their stories (see the next page for a chart to help you get started). In search of even more information? Visit www.wisconsinshipwrecks.org to do more research and explore more media on www.pbswisconsin.org/shipwrecks!
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Problem of the Week Archive Happy Flag Day! – June 12, 2017 Problems & Solutions A stand at a local parade is selling flags for observers to wave. The small flags each cost 2/3 the price of each large flags and each flag costs a whole number of dollars. If Frida bought 5 flags and spent $24.00, how much do each of the small flags cost in dollars? Because the numbers are small, guess and check may be used to solve this one. If the large flags each cost $6 dollars, the small flags would each cost $4. To make sure this is feasible: $4 + $4 + $4 + $6 + $6 = $24 . The American flag has 13 horizontal stripes. If the flag outside of Victor's house is 4 feet tall and 6 feet wide, how many inches tall is each of the 13 stripes? Express your answer as a mixed number. First, we need to convert the height to inches: 4 inches × 12 inches/foot = 48 inches. Now we can divide the height by the number of stripes: 48 inches ÷ 13 stripes = 3 9/13 inches per stripe. On a bright, sunny day, Janine is standing 6 feet 3 inches away from the base of a 20-foot tall flag pole. She notices that her shadow just touches the base of the flag pole. If Janine is exactly 5 feet tall, how long is the shadow of the flag pole at this same time? To solve this one we can set up a proportion: 6.25/5 = x/20 → 5x = 125 → x = 25 feet. Problem of the Week Archive Happy Flag Day! – June 12, 2017 Problems A stand at a local parade is selling flags for observers to wave. The small flags each cost 2/3 the price of each large flags and each flag costs a whole number of dollars. If Frida bought 5 flags and spent $24.00, how much do each of the small flags cost in dollars? The American flag has 13 horizontal stripes. If the flag outside of Victor's house is 4 feet tall and 6 feet wide, how many inches tall is each of the 13 stripes? Express your answer as a mixed number. On a bright, sunny day, Janine is standing 6 feet 3 inches away from the base of a 20-foot tall flag pole. She notices that her shadow just touches the base of the flag pole. If Janine is exactly 5 feet tall, how long is the shadow of the flag pole at this same time?
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Valentine Math Centers www.sharingkindergarten.com Valentine Math Centers 1. Candy Hearts- sorting coins and amounts 2. Time for Love- sorting time to the hour and half hour 3. Fill The Frame- 40 Addition Cards provided for sums up to 10 for 4 players. 4. Chocolate Covered Shapes- sorting solid and flat shapes 5. More or Less Cookies- sorting numbers more or less than 50 6. Tommy Says Teens- matching game for tens and ones using teen numbers and their tricky partner- ie 18 and 81. 7. You've Got Mail- subtraction from 10. 8. Blank sorting mat and chocolate pieces for your own game needs! Candy Hearts This activity is designed to allow students to sort coins and amounts into the correct jars. To prep—print out jar and coin heart onto cardstock. You can leave jars together as a mat or cut apart. Cut apart the page of coin hearts. Laminate all pieces and cut apart. Place at a center or station for student use. Time for Love This activity is designed to allow students to sort the clocks by time to the hour and half hour into the correct jars. To prep—print out jar and clock heart onto cardstock. You can leave jars together as a mat or cut apart. Cut apart page of clock hearts. Laminate all pieces and cut apart. Place at a center or station for student use. Fill The Frame This activity is designed to have students answer questions to earn a heart. The first one to fill their ten frame wins! This is made for 4 players. To prep—print out ten frames and hearts onto cardstock. Cut apart ten frames on the dotted line. Also cut apart hearts and laminate all pieces. Cut all parts out of lamination and place the like hearts in a bag. Have students read sight word, addition problem, reading comprehension question, or any other skill to earn a matching heart. * I provided Owl Addition cards with sums up to 10 to play here as an option if you want to use them. Chocolate Covered Shapes This activity is designed to allow students to sort flat and solid shapes. To prep—print out jars and shape strawberries onto cardstock. You can leave jars together as a mat or cut apart. Cut apart shape strawberries. Laminate all pieces and cut apart. Place at a center or station for student use. More or Less Cookies This activity is to practice number sense. Students should sort the cookies into the jars for more than or less than 50. To prep—print out the jars onto cardstock. Also print cookie cards onto cardstock. Cut apart cards, but not the jars. Laminate all pieces and cut apart. Place at a center or station for student use. *I included two types of jar options for those who know the symbols and those that do not. You do not need both.* Tommy Says Teens This activity is designed to provide students with extra practice identifying teen numbers by matching the Tommy card to the thought bubble. I added the challenge number cards like 18 and 81. To prep—print out the cards onto cardstock. Cut apart cards. Laminate all pieces and cut apart. Place at a center or station for student use. This can be a matching game or a pocket chart practice. You've Got Mail This activity is designed to provide students with extra practice subtracting numbers from 10. To prep—print out the mailboxes onto cardstock. Cut apart postcard problem cards. Laminate all pieces and cut apart. Place at a center or station for student use. (You can cut apart mailboxes if desired.) You do not have to use all the postcard pieces. Use only the ones you need or desire for your students. I hope you enjoy this math centers. I hope this saves you a ton of preparation time implementing fun and learning in your classroom. If you love this, please take a moment to rate it. If there is a mistake, email me at email@example.com Visit me at... www.sharingkindergarten.com www.facebook.com/SharingKindergarten Font by KG Fonts, Graphics by Scrappin Doodles These activities and ideas are mine. They are intended for a single classroom use only. Please be respectful of my hard work and do not share these activities with others without paying for an additional license. Thanks for understanding.
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Gerringong Public School and science teacher Sue Hassler catapulted themselves into the Kreative Koalas program with an unmatched enthusiasm to learn more about recycling and waste management. In doing so they not only won the award for best community project but were showcased on ABC’s “War on Waste” in 2018. The school combined their creative artwork, Captain Koala, with a TerraCycle Drop-off point and collected over 60,000 items for which the school received money they have directed back into their sustainability work. “We hope to inspire better knowledge of, and involvement in, recycling especially through the provision of this collection point for hard to recycle items such as toothbrushes, Nescafe coffee pods and pump dispensers,” the school said. During the Kreative Koalas journey, the school participated in a plastics audit and was astounded to collect 822 pieces of plastic including chip packets, snap-lock bags, clingwrap, foil and muesli bar wrappers. A second audit found an additional 494 pieces of plastic in the school’s water easement. These plastics became the focus of the school’s war on waste. “I showed the students Mission Blue with Sylvia Earle, and then we talked about plastics; their break-down periods, where they come from and why they are a problem,” Mrs Hassler said. “Then we looked at their lunchboxes and how we could minimise plastics in them. We saw a huge change in lunchboxes and there is now a lot less clingwrap, for example, coming into the school.” Gerringong Public School then overhauled its bin system. Now waste is separated into paper, foil and hard plastics, Terracycle (chip and muesli bar packets) and landfill. “With a school of 430 kids we’ve gone from filling 21 landfill bins each week to four and they are usually only a quarter full,” Mrs Hassler said. Sue Hassler Gerringong Public School Grand Champion Kreative Koala 2017 project SUE HASSLER TALKS KREATIVE KOALAS (CLICK TO WATCH) The school has been very successful in educating and engaging their local community using Facebook, school newsletters and their local newspaper The Bugle with Captain Koala now becoming a community TerraCycle facility. “There’s no point in teaching literacy and numeracy if we’ve wrecked our environment in the meantime,” Mrs Hassler said. “It becomes about starting independent action with nine and ten-year-olds and that’s just gold for me. I’ve got kids who’ll come to me and say, ‘On the weekend, we picked up all these plastics on the beach’ and I feel like they do get it and they’re implementing it in their own lives and making a difference.” In 2018 Sue Hassler became the Kreative Koalas Ambassador and brought together the six local primary and secondary schools to create the Kiama Community of Schools (KCoS), helping Australians meet the United Nations Sustainable Development Goals. Initiatives of the KCoS include formulating a Sustainability Action Plan and holding Sustainability Days. Kreative Koalas focus of collaborating with thought leaders who back the next generation of young people who are going to rethink the world and create a better future is something we can all be involved in and be proud of.
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Mt Sinai located in Arabia The mountain peak scorched by Supernatural heat Report from northwest Saudi Arabia The discovery of MOUNT SINAI Cartographers have traditionally recorded Mt Sinai in what is today referred to as the Sinai Peninsula. For centuries pilgrims flocked to the traditional mountain, not knowing the location of the Red Sea crossing site in the Gulf of Aqaba, it becomes obvious that the Biblical Mount Sinai must be in Saudi Arabia. The Bible itself bears witness to this fact, "...Mount Sinai was in Arabia..." (Galatians 4:25). The mountain now believed to be the Biblical Mount Sinai is known on modern maps as Jebel el Lawz. This mountain is large enough and high enough to accommodate millions of people and their flocks and herds. The mountain's peak has been blackened by Exodus 19:18, which reads "And mount Sinai was altogether on a smoke, because the LORD descended upon it in fire; and the smoke thereof ascended as the smoke of a furnace." The site shows all the evidence of being a camping ground for millions of people. The many ancient tent sites, evidence of a vast water supply, and even the altar upon which the Golden Calf was erected. Ron Wyatt first drew attention to this site in 1980 when the Saudi Authorities erected a wire mesh fence around the base and declared the area as an archaeological site, off limits to unauthorized personnel. Water from the rock The Rock in Horeb - The close-up reveals the significant water erosion The evidence of another Biblical miracle is still standing today! At the Lord's command, Moses smote what the Bible refers to as "the rock in Horeb". Fresh water gushed forth, supplying the Hebrews and their flocks for the two years they encamped there. Man-made channels run out from the rock into the plains where the Hebrews camped. It is well-encamped, precisely what one would expect to find. Altar of the Golden Calf Protected - Now fenced off by the Authorities At the base of Jebel el Lawz is a large altar with Egyptian Apis bulls, or calves, inscribed into it. When Ron Wyatt showed this altar to an archaeologist from Tel Aviv University, he immediately recognised the significance of it. There is no other site like it in Saudi Arabia. The story of the Golden Calf, in chapter 32 of Exodus, is very well known. But at the actual altar has been found. However, until the Saudi Authorities allow access to foreigners, viewing the site is extremely difficult. Yet despite this, some have successfully done so. Ron Wyatt: The Scientific approach The man behind these discoveries A profile of Ronald E. Wyatt by Bill Fry The work which Ron was led to become, confirming the validity of the Word of God, is touching an ever growing number of lives. Ron Wyatt was not a professional archaeologist. He was an anaesthetist by profession. He began his personal research into ancient history, the sciences and the Bible as a young man, driven by his own curiosity. In 1977 Ron began field work in Turkey. In 1978 he began work in Egypt, and in 1979, Israel. At first his "team" consisted of himself and his two teenaged sons, and later, other interested individuals offered their assistance. At the time of his death in August of 1999, Ron had made over 120 trips to the Middle East. Ron funded most of his work himself. Over the years, several individuals who believed in his work, also provided financial support. His work was based on his profound belief in the total accuracy of the Biblical account, and on this basis, his basic policy was to share these evidences with "those who will believe". Because Ron Wyatt's "Discoveries" testify to the veracity of the Biblical narrative, they are quite controversial in both the secular and scholarly communities. As a result, Ron never looked to scientists or scholars to "confirm" them. He employed scientific testing, then presented the evidence from those tests and the testimony of experts as to the results. He then presented the body of evidence, biblical, historical, archaeological and scientific, in the belief that each individual was capable of making their own decision. Ronald Wyatt passed away on the 4th of August 1999. He is greatly missed by those keenly involved with him. Many of these individuals are now carrying on the work he began.
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Methods for Teaching High School Students (Grades 9-12) A. How High School students (Grades 9-12) learn. You may not even have to teach them anything since they know it all. They are characterized by: 1. The search for, and establishment of, personal identity. 2. The profound influence of peers. 3. The continued shift toward abstract thinking. B. What works and what does not work for High School students. 1. Do’s for High School Classes: a. Do expect your students to challenge values and beliefs. Create an atmosphere where questioning is safe. b. Do encourage discussion, even in smaller groups. c. Do challenge your students to discover what is important to them. d. Do set up opportunities for group activities. e. Do encourage the exchange of ideas and much discussion. Find out what they are thinking. f. Do provide activities to encourage group problem solving. g. Do expose your students to moral reasoning and Biblical values. h. Do be a powerful positive role model. i. Do be a true friend. 2. Don’ts for High School Classes: a. Don’t discourage “big” questions. b. Don’t lecture exclusively. c. Don’t assume all students know what is important. d. Don’t rely on seatwork for the entire class period. e. Don’t do all the talking and expect the students to only listen. f. Don’t give students the answers. Help them to discover them for themselves. “Give me a fish and I eat for today. Teach me to fish and I eat for a lifetime.” g. Don’t hesitate to challenge students to think about their own moral beliefs. h. Don’t dictate to students how to apply what they have learned. i. Don’t underestimate the impact you are having on your students. C. Specific Suggestions: 1. Be sure to explain difficult words and customs. 2. Memorize Bible verses. 3. Study background materials. 4. Maps can be helpful. 5. Stress the Bible as the inspired Word of God. 6. Bible aids (Bible dictionaries, concordances, etc.) can be used. 7. Book reports can be made on Bible stories. 8. Be sure to relate Bible verses and lessons to problems of children. Judge current events and community news in the light of Bible principles. 9. Raise questions and require that answers be given by reference to verses. 10. Class projects can be a means of learning and growing. 11. Bible charts can be used to teach lessons. 12. Use written exams on the Bible occasionally. 13. Group discussions. 14. The Bible needs to be used to solve teenage problems. Establish relevancy.
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This FREEBIE is part of my comprehensive Bus Safety Packet. For your convenience, I've included a PREVIEW here with the free "Danger Zone" posters. Stay Out Of The Danger Zone! Danger from passing traffic. Danger Zone Extreme Danger 10 Feet Walking Area The packet includes 24 poster rules. They come 2-on-a page to conserve paper and ink. I printed mine on card stock then laminated. You can keep them separate and hang on the wall, or attach with a split ring to make a booklet. I’ve included a cover and last page for this. Patterns come in color so that you can quickly & easily make a sample to share, as well as BW for kiddos to color their own. Just the right size bus booklet with easy-peasy cutting. Students can simply straight cut around the square, or cut around the bus leaving a white edge. The bus is large, almost a full page, with the 9 smaller pages fitting on the "windshield". (5 little pages on a one-page pattern). Use all 9 pages, or make a smaller booklet for little ones, with less pages. My students absolutely LOVE this activity. Rules can get tedious & boring, so this craftivity is a super-fun way to check comprehension, at the same time reviewing & reinforcing the rules. Students make a “Popsicle stick Puppet Paddle Pal” Teacher reads the statements. Students figure out if this is a “Do” or a “Don’t” then face the appropriately labeled bus towards you. Happy, smiling bus = Do! Sad bus filled with monsters = Don’t! For an independent center activity, print, laminate & trim the 24 “Do” and “Don’t” cards for students to sort. Includes header cards. There are 12 cards on a one-page pattern. You can also pass the cards out to students, then ask them to show and share the card they are holding, telling whether this is a “Do” or a “Don’t” rule. I learned about bus safety today! Ask me to tell you some rules. Bookmarks with 12 to a one-page pattern. Paper Praise Inexpensive necklace. Strengthen finger muscles & improve dexterity, while practicing counting, making a pattern etc. I used "pony beads" and cut up plastic straws for extra things to string. You can buy both at The Dollar Store. I know bus safety! “Paper Praise” slap bracelets. Slap them on with a piece of Scotch tape at the end of the day. Parents will read and hopefully ask their child what they learned. 10 on a one-page pattern. Stop Look and Listen before you cross the street. Use your eyes and ears before you use your feet! At the Bus Stop Boarding the Bus Behavior On the Bus Getting Off the Bus Stay Out Of The Danger Zone!
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## December 2023 | MON | TUE | WED | THU | FRI | SAT | SUN | |-----------|-----------|-----------|-----------|-----------|-----------|-----------| | | | | | | | | | **4** | **5** | **6** | **7** | **8** | **9** | **10** | | What is D.N.A? Ages 7-9 | Age of Exploration Ages 10-16 | Confident Communication Ages 7-9 | Social & Emotional Club Ages 10-16 | What are Metaphors? Ages 7-9 | Urdu Story Time All Ages | Halaqah Ages 7-13 | | **11** | **12** | **13** | **14** | **15** | **16** | **17** | | Arts - Drawing & Sketching Ages 7-12 | Social & Emotional Club Ages 7-9 | What is Budgeting? Ages 7-9 | Current Events Ages 10-16 | Let’s Talk About Books Ages 7-9 | What are Metaphors? Ages 10-12 | Halaqah Ages 7-13 | | **18** | **19** | **20** | **21** | **22** | **23** | **24** | | Electric Cars Ages 7-9 | Age of Exploration Ages 7-9 | What is D.N.A? Ages 10-16 | Confident Communication Ages 10-16 | Let’s Talk About Books Ages 10-16 | Social & Emotional Club Ages 10-16 | Halaqah Ages 7-13 | | **25** | **26** | **27** | **28** | **29** | **30** | **31** | | Public Holiday | Social & Emotional Club Ages 7-9 | Food & Identity Ages 10-16 | Thinking like an Entrepreneur Ages 10-16 | What is Budgeting? Ages 10-16 | Halaqah Ages 7-13 | Halaqah Ages 7-13 | ### Important Note: You'll see some courses are offered more than once. Here's why: - They're popular and families love them! - We want to provide flexible scheduling. When learners take the same course more than once, some information will be repeated but the tasks and activities will be different. In other words, each time, they'll be learning something new while reinforcing the old. ### TIMINGS - **Weekday learning rooms:** 6 – 7 PM - **Saturday learning rooms:** 12 – 1 PM - Halaqah Ages 7-9: 7 PM - Halaqah Ages 10-13: 8 PM all times are in Pakistan Standard Time (PKT)
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Squash is a popular warm-season garden vegetable. Squash will grow well in all areas of Texas. Squash plants take up a lot of space, but because they are prolific producers it takes only a few plants to feed a family and all their neighbors. Squash is one of the plants grown in the traditional Native American vegetable growing technique called the Three Sisters. The other two plants in the Three Sisters are beans and corn. Each plant had its role in this companion planting tradition. Corn served as a structure for the vining beans to grow up. Squash served as a ground cover to prevent weeds from growing. Beans provided natural fertilizer for all. **Site selection** Like most vining vegetables, squash grows best in sandy, fertile soils with a pH between 6.0 and 6.5. **Soil preparation** Remove all rocks and trash from the soil. Work it up several weeks before planting, but only when the soil is dry enough not to stick to garden tools. Squash grows best in soils that have lots of organic matter. If possible, spread 2 to 3 inches of organic material such as compost, leaves, or rotted hay over the planting area. Then till to mix this organic material into the top 8 to 10 inches of soil. **Planting** Squash does not grow well in cool weather. Plant in the spring after all danger of frost has passed. For a good fall crop, plant early so squash will mature before the first killing frost. Plant squash in hills 18 to 48 inches apart on rows 3 to 8 feet apart. The vining types, such as Hubbard or acorn, need more room than the bush types (Fig. 1.) When seeding squash, plant five or six seeds about 1 inch deep in each hill (Fig. 2.) Water after planting the seed. After the seeds come up, thin them to three squash plants per hill (Fig. 3.) **Figure 1.** Plant squash on rows 3 to 8 feet apart. **Figure 2.** Plant five or six seeds in each hill. **Figure 3.** When plants are 3 to 4 inches tall, thin to three plants per hill. **Fertilizing** Add 2 to 3 pounds of fertilizer, such as 10-10-10, for each 100 square feet of garden area. If you plan to grow only a few plants, use 2 to 3 tablespoons of fertilizer for each hill. Scatter the fertilizer evenly over a 2-foot by 2-foot area. Work it into the top 3 to 4 inches of soil. **Watering** Water the plants enough to keep them from wilting. If the weather is really dry, squash plants should be watered at least once a week. Sandy soils need to be watered more often than heavy clay soils. **Care during the season** Keep squash plants free of weeds. Hoe around the plants to remove small weeds. When hoeing, be careful not to damage the roots (Fig. 4.) Hand pull the weeds close to the plants. When the first blooms appear, place about 2 tablespoons of garden fertilizer around each hill. Do not let the fertilizer touch the plants. Water the plants after fertilizing. **Figure 4.** Hoe carefully near squash plants so you will not hurt the roots. Hoe no deeper than 1 inch. Diseases Squash can get many diseases, especially when harvesting begins. Spray with an approved fungicide to help control most diseases. Ask your county Extension agent what fungicide to use, and follow all directions on the container. Insects | Name and description | Description | Control | |----------------------|-------------|---------| | Squash vine borer | White larva about 1 inch long; usually found inside the stem near the ground; causes vines to wilt and die. | *Bt* for prevention, as larvae cannot be controlled once they are inside the stem | | Squash bug | Large (½ to ¾ inch long); gray to brown; flat back. | Sevin® Thiodan® | | Cucumber beetle | Cream colored larva ¾ inch long; adult ¼-inch-long beetle with yellow body and black spots or stripes. | pyrethrin rotenone | Harvesting Harvest yellow and green (summer) squash when the fruit and seeds are small. Always harvest mature squash so the plants will keep producing. Harvest winter (hard rind) squash when they are full sized, the skin is hard, and the bottom of the fruit is cream to orange colored. A light frost will not damage fruits of winter squash. Squash is best when cut, not pulled, from the vine. Serving Fresh squash adds color and variety to meals. Green and yellow squash are fair sources of Vitamins A and C. Winter squash is a good source of Vitamin A and has fair amounts of Vitamin C. Squash can be served in many ways from fried dishes to casseroles. Winter squash is often baked. Cook all types of squash only until tender to keep the vitamin content. Storing Green and yellow squash can be stored in the refrigerator for about a week. Winter squash can be stored for several months. Cleanup Old squash vines should be added to the compost pile or worked into the soil well before the spring planting season. Acknowledgments The original version of this publication was authored by Sam Cotner.
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DEAR PARENTS SUMMER SUN It has been delightful to see the children enjoying the warmer weather in the garden this week. Activities have included throwing balls through hoops, balancing along beams, mark making on clip boards, finding hidden numbers and playing percussion instruments. You will have received an email regarding this lovely weather and as a reminder, we do recommend that parents send their children into school with a named sun hat and to apply a day-long protective sunscreen before coming to school. For health and safety reasons schools have been advised that staff should not apply sunscreen to individual children unless they have a specific medical condition. We will, of course, try to ensure that the children are not in the direct sun for prolonged periods of time and that they drink plenty of water. ASSESSMENT TALKS Thank you to all the parents who attended the assessment talk this week. I hope you found it useful. If you were unable to attend the talk this term, I will be repeating this in the autumn term. I would also like to thank parents who have met with me individually, via Zoom, in preparation for school applications. It has been a pleasure to meet with parents and to continue to build our relationships. Mrs Sylvester TERM DATES The summer term ends on Thursday 8th July The autumn term begins on Thursday 2nd September Concert Dates Reminder Class 8 - Monday 21 June Class 6 - Tuesday 22 June Class 7 - Wednesday 23 June Class 9 - Thursday 24 June Concerts will be held at 9.30am and 11am on all days. Problem solving is an important way of learning, because it motivates children to connect previous knowledge with new situations and to develop flexibility and creativity in the process. Therefore it is important that children see themselves as successful problem solvers who relish a challenge and can persist when things get tricky. Experiences in a familiar context with a clear purpose, such as sharing fruit, will enable children to deal creatively with more mathematically demanding challenges in the future, such as fractions. "Children also need to feel in control of the outcome, or they may only look for the correct answer." Rich and engaging problem solving activities are those which children understand in familiar contexts and where the outcomes matter to them - even if imaginary. Children problem solve best when they have control of the process and involves mathematics with which they are confident. In this way, children are able to apply their knowledge and understandings and demonstrate mastery of a concept. Class 6 have had a lovely week enjoying the sunny weather. We have been learning fun facts about creepy crawlly mini beasts and where we can find them. We have been practising our fine motor skills by making very hungry paperchain caterpillars and comparing the lengths of our creations. We have also spotted some real minibeasts in the garden! **ROLE PLAY** This week our role play area has been a construction zone where we have been using hammers, drills, screws and nails to make wonderful inventions. We have discussed the tools and their purposes, and how to use them safely. **IN MATHS...** we have been exploring solid shapes and their properties. We learnt all about the King Cube and his kingdom and had great fun investigating which shapes slide, roll and could be stacked. "In phonics we have been learning the digraph ‘sh’." We did really well at identifying lots of words with the sound in, such as shin and shark. We then practised our letter formation by writing the sound in the sand. **IN P.E...** we have been learning the rules of the game Cups and Saucers, which has been fantastic fun, running around and avoiding obstacles in the garden. We are very excited to continue our learning next week. We had great fun telling our friends our holiday news, where we worked on using full and extended sentences, and answering our friends questions at the end. We all had very exciting half terms!
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George Bridgman (1864-1943) George Bridgman, most widely known for his profound contribution to the academic fields of anatomy and figure drawing, is arguably one of the most influential figures in 20th century American art history. For nearly forty-five years he lectured and taught at the Art Students League of New York, influencing tens of thousands of students, including noted artists Norman Rockwell, Gifford Beal, Robert Beverly Hale, Paul Manship, Mark Rothko, and Lee Krasner. He created a unique language around anatomical drawing that explained how to capture human anatomy and gesture by dividing the figure into geometric forms. Bridgman published six books that included his anatomical drawings as well as his lectures. His book *Constructive Anatomy*, originally published in 1920, is a standard in the field today. Born in Bing County, Canada in 1864, Bridgman followed in the footsteps of his father Wesley Bridgman, a renowned portrait artist. He spent his early years in Paris studying under Jean-Léon Gérôme at the École des Beaux-Arts and then with figure painter Gustave Boulanger. Bridgman later moved to New York and began his lengthy teaching career at the Art Students League. According to the 1943-44 Art Students League catalogue, up until his death in 1943, Bridgeman was teaching morning and afternoon sessions six days a week. Bridgman had a vivacious and magnetic personality that kept his students fighting for his attention. A typical class would begin with Bridgman rolling out a large sheet of drawing paper at the front of the classroom. *FIGURE STUDIES I & II*, c. 1920, charcoal, 60 x 58 inches, Conner • Rosenkranz He would stand in the front of it, chewing on a cigar, and preach about the importance of mastering anatomy while he excitedly sketched the model. He was a highly critical teacher and walked around the classroom correcting his students, drawing directly on their works. He encouraged them to draw from observation while simultaneously pulling from a deeper understanding of the architecture of the figure. His speech was always vivid and descriptive, “The foot has strength to support the weight of the body. It also has flexibility, elasticity and beauty of form. Its construction is the envy of the bridge builders. The arrangements of its tendons and ligaments as they bind, pass round and through slits is akin with the belt, straps and ropes of the machine.” At the end of every class he would select a student’s work as number one, creating a spirited competitive environment. Norman Rockwell who began studying with Bridgman at the Art Students League in 1911 wrote in his 1960 autobiography, *My Adventures as an Illustrator*, “We worshipped George Bridgman.” In the summers from 1906 until 1922 Bridgman would lecture at the League’s summer school of painting in Woodstock, New York. All of his lectures involved demonstrations on large format drawing paper rolled out and pinned to the front of the room, and almost always the lecture demos were taken down and trashed at the end of class. However in Woodstock several of Bridgman’s sketches were neatly rolled and stored at the school and forgotten, until they were discovered in the late 1990’s. Apart from his published books, these demonstration sketches are the rare visual proof of his tremendous talent in his field. Copyright © 2013 Conner • Rosenkranz LLC
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**HAZARD** Know what the hazard is. **EXAMPLES** List hazards in the objects and activities in your planned work or environment. **MITIGATIONS** Examples of actions or checks that can help guard against identified hazards during a project or task **Controls** It is important that you select the most effective barrier to help ensure you and your co-workers safety. **HIERARCHY** 1) Elimination, 2) Substitution, 3) Engineering, 4) Administrative, 5) Protective equipment **EXPOSURE** When there is contact with the hazard, or controls to mitigate the hazard are not considered effective, MEANS OF EXPOSURE to the hazard. Identifying and knowing how the hazard may cause harm is an important step in choosing the most effective control. **Mitigations** - Remove, isolate, or contain materials - Provide engineering controls - Ensure lighting is adequate - Construct fire-safe habitat - Conduct continuous gas testing - Use appropriate PPE for exposure reduction and storage - Inspection of life conditions - Report illness and seek medical attention - Awareness of all individuals - Training for safe work practices - Retain and locate hoses when not in use - Test or analyze unknown material - Follow SES controls **Chemicals** The energy present in chemicals that inherently, or through reaction, has the potential to create a physical or health hazard to people, equipment, or the environment. **EXAMPLES** Flammable liquids, carcinogens or other toxic compounds, corrosives, combustibles, inert gas, welding fumes, H2S, brines, drilling & production fluids **Mitigations** - Remove, isolate, or contain materials - Provide engineering controls - Ensure lighting is adequate - Construct fire-safe habitat - Conduct continuous gas testing - Use appropriate PPE for exposure reduction and storage - Inspection of life conditions - Report illness and seek medical attention - Awareness of all individuals - Training for safe work practices - Retain and locate hoses when not in use - Test or analyze unknown material - Follow SES controls **Electrical** The presence and flow of an electric charge. **EXAMPLES** Power surges, lightning, energized equipment, wiring, batteries, sparks, frayed or damaged cords / wires / cables, poor electrical grounding **Mitigations** - Protect equipment and personnel - Inspect electrical leads from impact or damage - Ensure lighting is adequate - Ensure GFCIs are in working condition - Restrict access to authorized personnel only - Use appropriate PPE for exposure reduction and storage - Observe safe work distances for live cables - Use flash burn PPE suit - Use insulated gloves, tools, and mats **Gravity** The force caused by the attraction of all other masses to the mass of the earth. **EXAMPLES** A fall from height, a body tripping or falling, lifting operations, crash injuries **Mitigations** - Control equipment and personnel - Inspect equipment and personnel - Have a documented and approved lifting plan - Use signs and barriers to restrict access under loads - Use appropriate PPE for exposure reduction and storage - Verify fall restraint and arrest equipment certification - Observe safe work distances for live cables - Design fall rescue devices prior to work beginning
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Lesson 10 What Is Life All About? Theme: True Happiness – Seeing that God has set eternity in our hearts Memory Verse "Now all has been heard; here is the conclusion of the matter: Fear God and keep His commandments, for this is the whole duty of man. For God will bring every deed into judgment, including every hidden thing, whether it is good or evil." Ecclesiastes 12:13-14 Daily Bible Readings Thursday Ecclesiastes 1:1-6, 10-14 Friday Ecclesiastes 2:1-7, 10-11, 17 Saturday Ecclesiastes 2:18-19, 24-25 Monday Ecclesiastes 3:1-10 Tuesday Ecclesiastes 3:11-13, 19-22 The Old Testament book of Ecclesiastes opens with the question, "What does a man get for all of his work? Why does he work so hard on this earth?" (1:3, NIrV). The man who asked this question calls himself the Preacher. He was searching for something – some purpose, some meaning to his life in the world. This is an important search, and what he writes helps us learn what will make our lives the best they can be. Life Under the Sun "Under the sun" is the Preacher’s favorite way of describing life in the world. He searches for meaning in his life "under Ecclesiastes 1:1-6, 10-14 “Vanity” means … good. full. empty. What does it mean to strive or chase after wind? Ecclesiastes 2:1-7, 10-11, 17 According to these verses, what did the Preacher try to give some meaning to his life “under the sun”? Work Money Pleasure Now, list three pleasures the Preacher tried. 1. ____________________________ 2. ____________________________ 3. ____________________________ What is Life All About? The Preacher first tried education. He read books and gained knowledge. But he soon saw that this was like chasing the wind. Next he tried pleasure, just having fun. He had the money to do whatever he wanted to do. He drank wine, built houses and parks, and had entertainment. You would think this would be great. But do you know what he found? He found out that pleasure was empty and useless. It was vanity. The Preacher thought maybe work would make him happy. He worked wisely and hard. Then one day he began thinking about what would happen to all his money and things. He knew some day he would die and leave everything to others. They would get what he worked for and he could do nothing about it. He decided that hard work was also empty and useless. It was vanity. Is there Something More? The Preacher thought about life and saw that everything happens at certain times. The earth goes around and life continues. In one day, both good things and bad things happen in the world – birth and death, building up and tearing down, loving and hating, and much more. It just keeps going on and on. But the Preacher saw that nothing in the world really satisfied his heart and made him Ecclesiastes 2:18-19, 24-25 When a person dies, what happens to all the “stuff” he worked for? Ecclesiastes 3:1-10 True or False? God has provided a time and place for things in life. The wise man decided his work... • was the most important thing in life. • seemed to have no profit. • took too much time and effort. Life under the sun goes on. We live in the world. But it doesn’t take many years to see that what goes on in the world is not so great. It is vanity — useless. So, what do we do? Life has its good moments, but much of it is hard and bad. The Preacher just couldn’t find any great meaning for his life in this world. So he kept looking. What will he find? Ecclesiastes 3:11-13, 19-22 What did God put in our hearts that causes us to look beyond this world for meaning? • Love • Eternity • Desire for riches I remember that some things look fun but really aren’t fun. Put an X in the light that best describes you. Red — usually not Yellow — sometimes Green — all the time The wise man refers to striving or chasing after wind. Discuss with a parent what this means and define it here: Describe something you did that took a lot of time and hard work, but when it was finished it didn’t last — something like dusting the furniture. How is this like striving after the wind? **Shine a Light on the Bible Facts** Which books of the Old Testament are about kings ruling Israel and focus on the temple? Fill in the blanks with the Beatitudes: “Blessed are the ________ in spirit, for theirs is the ___________ of heaven. Blessed are those who ___________, for they shall be ___________. Blessed are the gentle, for they shall inherit the ___________. Blessed are those who ____________ and ____________ for righteousness, for they shall be satisfied. Blessed are the ________, for they shall receive ________. Blessed are the ________ in heart, for they shall see ________. Blessed are the ________________, for they shall be called _______ of God. Blessed are those who have been ____________ for the __________ of ________________, for theirs is the kingdom of heaven.” NASB On a map inside the back cover, locate the United Kingdom and the Twelve Tribes. Before you look at the map, write the names of the Southern and Northern Kingdoms.
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Russian Olive vs. Silverleaf Buffaloberry *(Elaeagnus angustifolia vs. Shepherdia argentea)* Russian olive is closely related to silverleaf buffaloberry. At first glance these two relatives appear very similar. They grow in common places, have thorns, and can take on shrub-like forms. However, upon closer inspection you will find several differences between these species. **Russian olive** *(invasive)* **Leaves** - Arranged in alternate pairs; useful memory trick: invasive has UNBALANCED arrangement - 0.8-4” long and 0.4-1.6” wide - Upper surface green-gray; lower surface silvery-gray **Flowers** - Yellow, bell shaped flower clusters; appear between May and June - Insect pollinated - Male and female flowers on separate plants - Flowers lack petals and have 4 petal-like sepals and 4 stamens **Fruit** - Newly-formed fruits are silver but become tan or brown as they mature - Shaped like small olives; contain a single seed - Eaten by over 50 species of bird or wildlife, 12 of them being game birds --- **Silverleaf Buffaloberry** *(native)* **Leaves** - Arranged in opposite pairs; useful memory trick: native has BALANCED arrangement - 1-2” long and about 3/8” wide - Silvery on both top and bottom - Leaves emerge 1-2 weeks after flowering **Flowers** - Small yellow flower clusters; appear April to mid-late summer - Insect pollinated; esp. attractive to honey bees and bumble bees - Male and female flowers on separate plants - Male flowers are longer (2-3 mm) and have 8 stamens **Fruit** - Fruit yellow or light orange in early summer; turn red later in season - Fruit drupe shaped; contain single seed - Important food source for many birds and animals including mule deer, bears, rodents and several bird species Russian Olive vs. Silverleaf Buffaloberry (Elaeagnus angustifolia vs. Shepherdia argentea) Russian olive is closely related to silverleaf buffaloberry. At first glance these two relatives appear very similar. They grow in common places, have thorns, and can take on shrub-like forms. However, upon closer inspection you will find several differences between these species. **Russian Olive (invasive)** - **Thorns** - Terminal thorns on twigs; alternately arranged - Sharp and numerous! - **Ecology & Habitat** - Native to Europe and western Asia - Considered an invasive plant - 12-45’ tall, 4-20” diameter trunks - Often forms dense thickets - Does not sprout asexually unless injured or top killed - Provides some wildlife habitat, but species richness higher in natives - Can occur from sea level to ~ 8000’ elevation - **Traditional Uses** - In Iran, the dried powder of the fruit is used mixed with milk to treat rheumatoid arthritis and joint pains - Flowers have been used traditionally to treat tetanus, among other health problems, including: “bringing people back from their deathbeds” --- **Silverleaf Buffaloberry (native)** - **Thorns** - Terminal thorns; oppositely arranged - Sharp and numerous! - **Ecology & Habitat** - Native to N. America - Important component of riparian ecosystems - 3.5-20’ tall, up to 10” diameter trunks - Can grow in thickets - Can sprout vegetatively - Provides ideal cover and nesting for many species - Typically grow between ~ 3500-7000’ elevation - **Traditional Uses** - Native Americans used fruits to treat a variety of health issues - Fruits also used for beverages, preserves, porridge, sauces, and dried cakes; Plains Indians often served a sauce made from the berries with bison meat (hence the name buffaloberry)
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The Night I lost my Father's car By: scully23 this is a short story i wrote when i was 11yrs old.... i found my old skool book when i was cleaning.. and i have a lot more storys in there that i will type up and post....?/ P.s i was just a kid, dont get toooooo critical...XD The Night I lost my Father's car On the 22nd of October at 6pm. My Father let me drive his car around town. I was so excited. I jumped for joy as I got the keys from my dad. At 6:30pm. I started the car motor and drove off into the night. I didn't get much to eat so I got $5 out of my purse and went into the shop to get a pie. When I finished the pie I had brought, I went back outside to hop in the car, but the car was gone. Just then I realised that I had left the keys in the car door. I was going to be in so much trouble, if my dad found out. So I started walking around town trying to find where my car had wandered off, it was pitch black. I couldn't see a thing, but as soon as I turned around to see what the funny noise was, I got struck by a car, with only a few minor scratches. It was around 9pm when I got hit by the car. As soon as I woke up from my concussion. I heard this crazy noise coming from the bushes. So I walked in to have a look at what it is. When suddenly!!!!! A murderer demanded my money. I was petrified; I just stood there looking dumb and pretty. The man looked at me as if he was lonely and in need of comfort, but he had a knife in one hand and a gun in the other hand. He snatched my purse out of my frozen like clutching fingers, and took off. I was going to run after the man, but heard a growling noise. I knew it was a dog, but not a huge vicious dog. It started gaining distance and advancing closer to me, so I ran away. I thought I would lose the dog if I ran into the forest, and headed that direction. I ran very fast because the dog was limping. I accidentally tripped over a tree root and hurt my knee. I finally had the energy to get up and found two teenage boys were smoking cigarettes around my father's car. So I jumped out and pretended to be such a jerk and looked freaky. As soon as they left I cracked up laughing. As I went to the car I got the keys from the door and drove home. My parents asked me why were you so late? and I replied it's a long story, and you wouldn't want to know and the next thing I knew I was grounded from having friends over. The end. P.s this was a story I wrote in grade 6, just to show you how much I loved writing, but never really got to showcase it!../? If you do not like this story then don't read it or comment. But apparently my teacher loved it (don't ask why)!? It was written in my year 6 books. The Night I lost my Father's car The Night I lost my Father's car Created from Booksie.com Generated: 2015-09-05 06:43:11
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Group 1 Section 1 Practise writing these tricky word spellings. no no no _______________________ of of of _______________________ I I I ___________________________ Section 2 Which tricky word has Mr Whoops been juggling with? h e t _____________________ Section 3 Unscramble this sentence: mud. pig in A the _____________________ _____________________ Section 4 Write these words. Circle the words that have a p sound. _____________________ _____________________ _____________________ Section 5 What are they doing? _____________________ _____________________ Section 6 Find the hidden words in this mini word search. not d h s p n e i k i h a s g t b i g s n m u m the not his mum big Group 1 Section 1 How many carrots are here? Section 2 Write the number that is one more. 12 → [ ] 16 → [ ] 19 → [ ] Section 3 Write the numbers in the box. twelve [ ] eight [ ] seventeen [ ] Section 4 10-1= [ ] 9-1= [ ] 13-1= [ ] Section 5 Write a number statement for the picture. [ ] + [ ] = [ ] Section 6 Put the missing numbers on the number line. 7 [ ] 9 [ ] 11 12 Section 7 Amir has 9 toy cars. He loses 1 car. How many cars does he have left? Section 8 What’s next? Write 3 more numbers in this sequence. 8 9 10 [ ] [ ] [ ] Group 2 Section 1 Add the suffix ‘-ed’ to these words: jump hunt buzz _________________ ________________ __________________ Section 2 Which common exception word, which you might remember from Year 1, has Mr Whoops been juggling with? __________________________ Section 3 Unscramble this sentence: loves great! Father because he’s Everybody Christmas _____________________________________ Section 4 This sentence doesn’t make sense. Add the word ‘and’ to make a proper sentence. I’ve got the delicious Easter eggs we are going to hide them in the garden for everybody. _____________________________________ _____________________________________ _____________________________________ Section 5 Match the contractions to the correct word pairs. he’s she will didn’t he is she’ll do not don’t can not can’t did not Section 6 Find the hidden words in this mini word search. children lsaztdjp iydoorhr mtiumvse behindpt oigfnbet steakpwy door children climb behind steak pretty Group 2 Section 1 Recombine these digits together to find what they make: 6 70 800 Section 2 300 + □ + 6 = 376 200 + □ + 3 = 283 Section 3 Complete the calculation: 65 - 39 = Section 4 Match up the 3D shapes to their names: cube cuboid sphere Section 5 15 ÷ 3 = 20 ÷ 10 = 12 ÷ 6 = Section 6 4 tickets cost £24 altogether. How much is one ticket? Section 7 Convert these kilograms to grams. ¼ kg = 1¼ kg = Section 8 Use the written formal method to answer: 83 x 3 =
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Show all work, including mental steps, in a clearly organized way that speaks for itself. Use proper mathematical notation, identifying expressions by their proper symbols (introducing them if necessary), and use arrows and equal signs when appropriate. Always simplify expressions. BOX final short answers. LABEL parts of problem. Keep answers EXACT (but give decimal approximations for interpretation). Indicate where technology is used and what type (Maple, GC). You may use technology for row reductions and root finding. 1. a) Express the vector \((8, 0, 2)\) in terms of the four vectors \(\{(1, -1, 1), (2, 0, 1), (3, 1, 0), (4, 2, 1)\}\) and then check that the linear combination that you find evaluates to the original vector. Be sure to state clearly all steps in the process. b) From your work for part a), state the linear relationship which exists among these four vectors. Explain. 2. \(800 y'' + 60 y' + y = 0, \quad y(0) = 4, y'(0) = 1\). a) Find the general solution \(y(x)\) of this differential equation by hand (no decimals). b) Find the particular solution \(y(x)\) which satisfies the initial conditions, by hand, using matrix techniques once you state the equivalent linear system of equations. c) Your solution should have a single local (and global) maximum for some \(x > 0\). Make an appropriately chosen window to plot your solution and estimate the location of this peak. Then find its \((x, y)\) values exactly using calculus and give accurate approximate numerical values; if you cannot find it exactly, at least find accurate numerical values. Do your numbers look right compared to your plot? Make a completely labeled sketch that conveys this information. 3. It is known that the three functions \(\{\sin(x), \sin(x)^3, \sin(3x)\}\) satisfy a triple angle identity which enables \(\sin(3x)\) to be expressed in terms of the first two odd powers of \(\sin(x)\). a) Evaluate the Wronskian matrix of these three functions (which form the first row, their derivatives the second row, and their second derivatives the third row), and then evaluate this result at \(x = \pi/2\) to obtain a matrix \(A\). b) Find the general solution of the linear system \(Ax = 0\) for the coefficients \(x = (x_1, x_2, x_3)\) of a linear relationship among these three functions. c) Use it to express \(\sin(3x)\) in terms of the other two functions. d) Check that it actually holds for \(x = \pi/6\) where you know the exact values of these functions. solution pledge When you have completed the exam, please read and sign the dr bob integrity pledge and hand this test sheet in on top of your answer sheets as a cover page, with the first test page facing up: "During this examination, all work has been my own. I give my word that I have not resorted to any ethically questionable means of improving my grade or anyone else's on this examination and that I have not discussed this exam with anyone other than my instructor, nor will I until after the exam period is terminated for all participants." Signature: ____________________________ Date: ____________________________
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| Key Vocabulary... | The British Values and Some Other Rights | |-------------------|----------------------------------------| | **Laws** | Rules which are set by the government that every single person must follow. | | **Election** | The event at which people vote to choose the government. | | **Respect** | Giving consideration to the feelings, wishes, needs or abilities of another person. | | **Racism** | Prejudice or discrimination based on someone’s skin colour or place of origin. | | **Sexism** | Prejudice or discrimination based on someone’s gender or biological sex. | | **Prejudice** | Making judgements about someone based on their gender, race, sexual orientation or religion. | | **Discrimination**| Mistreatment of someone based on their gender, race, sexual orientation or religion. | | **Protest** | A public demonstration of dissatisfaction with the rules. | | **Liberty** | Freedom, the right to make decisions about one’s own life. | **The Big Idea** In many countries the rights and freedoms of the people are not guaranteed and protected by law. We are very lucky in Britain to be living in a country which protects us in this way and allows us to live our lives as we choose, as long as we don’t have a negative affect on others. It has been a long journey through history to gain these rights and freedoms. Democracy, for example, has developed over more than 800 years, beginning with King John being forced by his barons to grant them some basic rights in a document which we now call Magna Carta, signed in the year 1215. Over this period, there have been many people who have fought for the rights of the British people, brave campaigners such as Annie Besant and William Wilberforce, who both worked hard to make sure that eventually all British people would be free and have a say in how the country is governed. Without these rights and freedoms there would be nothing to stop us being put on trial or in prison for voicing an unpopular opinion, and nothing to stop a dictator such as Adolf Hitler or Josef Stalin taking over the government and making laws which are cruel and ruin people’s lives. These rights and freedoms essentially give us the chance to lead a happy life. They don’t guarantee a happy life, they just give us the opportunity, as there are many more ingredients to leading a happy life and these will be different for each person. However they give us the opportunity to have an education, to learn all that we can about the world and try to find our place in it, and they give us the freedom to campaign for change in our society, where we see injustice such as racism or gender discrimination. These rights and freedoms give us the opportunity to chose our own path and attempt to follow it. **Activity** – Research the five key British Values of democracy, the rule of law, individual liberty, mutual respect and freedom of speech. Create a fact-file explaining how these rights and values are protected in Britain.
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Cranbrook School Year 9 Entrance Examination For September 2020 entry and onwards the Cranbrook School Year 9 Entrance Examination will consist of a paper based GL Assessment age appropriate Cognitive Abilities Test (CAT4). CAT 4 comprises of four test batteries, each of which contains two tests, and which take 8 to 10 minutes each. The tests access the main types of mental processing which play a substantial role in human thought. Together, they provide a comprehensive understanding of the core abilities related to learning. The test batteries are as below: **VERBAL REASONING BATTERY – Thinking With Words** The Verbal Reasoning Battery assesses reasoning ability with words representing objects or concepts. Whilst the test battery requires some reading ability, CAT4 limits the reading requirements to a modest level throughout and the vocabulary demands have been kept as low as possible. The background knowledge needed to answer the verbal questions is that which all pupils will have encountered in school or everyday life, rather than including topics that may only be familiar to certain socioeconomic or cultural groups. **QUANTITATIVE REASONING BATTERY – Thinking with Numbers** The Quantitative Reasoning Battery assesses reasoning ability with numbers. The test battery has been designed to be minimally reliant on mathematical knowledge. The Number Analogies test requires only basic arithmetical knowledge, and parallels the analogy tests in the Verbal and Non-Verbal Reasoning Batteries. The Number Series test focuses as far as possible on the identification of relationships between the elements of the questions, though basic arithmetical knowledge is required too. In this way, the Quantitative Reasoning Battery will give a genuine indication of most pupils’ ability to think with numbers, with the exception of children with particularly low arithmetic skills. **NON-VERBAL REASONING BATTERY – Thinking With Shapes** The Non-Verbal Reasoning Battery assesses the ability to think and reason with non-verbal material and measures something distinct from the Spatial Ability Battery. The materials used are still shapes but the difficulty in the task lies not in creating, maintaining and mentally manipulating precise images, but in reasoning with easily distinguishable shapes and designs. **SPATIAL ABILITY BATTERY – Thinking With Shape & Space** The Spatial Ability Battery assesses how well pupils can create and retain mental images of precise shapes and objects, and then manipulate these in their minds. This ability is critical to effective working in many ‘spatial’ disciplines and careers (for example engineering, physical sciences, mathematics and architecture). As spatial tests make no demands on verbal ability, they can be highly effective indicators of potential in pupils with poor verbal skills, as well effectively identifying the weaker abilities of those who have verbal strengths. This then provides a more comprehensive picture of the pupils concerned. GL Assessment information for parents can be accessed via: [https://www.gl-assessment.co.uk/support/cat4-product-support/cat4-information-for-parents/](https://www.gl-assessment.co.uk/support/cat4-product-support/cat4-information-for-parents/).
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I. Read the below text for baking chocolate cake. 1. Sift white flour with baking soda and chocolate powder. 2. Put sugar and curd, and blend well using your hands or a blender. 3. Gradually, add butter and milk, and continue blending. 4. Once smooth, take a floured baking pan and put the batter in it. 5. Bake the cake for 7-8 minutes. 6. Once done, let the cake rest for 5 minutes. 7. Reverse the pan and take the chocolate cake out. 8. Apply a frosting of your choice or serve as it is after slicing. Then make a list of the ingredients you will need to make the chocolate cake. Write it below. __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ II. Do you have a room of your own at home? If not, would you like one? Describe the room you would like to have. Write in detail about the furniture, the colours of the wall, the various kinds of decorations you would like to put up, and any other detail you can think of. __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ Reading I. Read the following stanza and answer the questions. No time to see, when woods we pass, Where squirrels hide their nuts in grass: No time to see, in broad daylight, Streams full of stars, like skies at night: 1. What is the poet trying to tell us in the above stanza? 2. Why is there no time in today’s world? II. Answer the following questions. 1. Why did Deva Sharma’s wife not leave her child with the mongoose? 2. Why did Deva Sharma want to buy a pet? Writing I. Read these well-known proverbs. Find their meaning and use them in a sentence. 1. Look before you leap. 2. Let bygones be bygones. 3. Half a loaf is better than no bread. 4. When the cat’s away, the mice are at play. 5. Pride goes before a fall. 6. Too many cooks spoil the broth. Grammar I. Fill in the blanks using the simple present tense of the verbs given in the brackets below. 1. Shhhhh! Be quiet! John usually (sleep) _______ at this time of the day. 2. I hate living in Seattle because it always (rain) _______ there. 3. Every Monday, Sally (drive) _______ her kids to football practice. 4. Don’t forget to take your umbrella. It (rain) _______ every evening these days. Vocabulary I. Think of two words each which also mean the following. 1. Greedy: ________________ ________________ 2. Busy: ________________ ________________ 3. Important: ________________ ________________ 4. Happy: ________________ ________________ * * * * *
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Measles What is it? - Measles is a serious and highly infectious viral disease that can make people very sick and can lead to hospitalisation or, in rare cases, death. - It is spread from person to person through the air by breathing, sneezing or coughing. Just being in the same room as someone with measles can lead to infection if you are not immunised. - One person with measles can pass on the disease to 13 other people who have not been immunised. - If you are not immunised you could have measles and spread it without even knowing it. - The only way to prevent getting measles is to get immunised. What might happen if I get measles? - Symptoms usually take about 10 days to develop but it might take as long as 18 days. - The early symptoms include fever, cough, runny nose, sore red eyes and white spots inside the mouth. After 3 to 5 days a rash appears on the head and then moves down the body. - Up to one in 3 people with measles develops complications, including ear infections, pneumonia or diarrhoea. - Acute encephalitis (brain inflammation) develops in 1 in 1000 cases, some of whom die and more than one third are left with permanent brain damage. - One in 10 people with measles will require hospital treatment. Who is at risk of getting measles? - If you were born after January 1969, and haven’t had two doses of measles vaccine, or had measles, you are at risk of catching the disease. - Babies are not the only ones at risk, older children, teenagers and adults who are not immunised are also at risk from getting sick from measles. - Anyone with a weakened immune system (for example, people who are receiving chemotherapy or radiotherapy for cancer or people who take high-dose steroid medications) is at higher risk of complications if they get measles. - Pregnant women who are not immunised and who get measles are at risk of miscarriage, still birth and low birth weights for their babies. Non immune pregnant women should not be immunised but it is very important their family and close contacts are immunised to protect the pregnant mother and unborn baby. How effective is the MMR vaccine against measles? - After the first dose of the MMR vaccine, about 90-95% of people will be protected against measles. - After the second dose almost everyone is protected. The only thing that can stop you or your child catching measles is getting immunised. The measles vaccination (MMR) is free from your healthcare provider. If you suspect you or your child is sick with measles phone your GP or Healthline on 0800 611 116. Fact sheet adapted from Auckland Regional Public Health Service October 2010
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The purpose of this checklist is to educate parents and caregivers on the typical development of a growing child. Each child reaches milestones at their own pace and a minor delay or setback is not a major concern; the concern is when those delays are consistent or there are multiple delays. This checklist is not, and should not be used, to diagnose a child as having developmental delays, but can allow you to make a determination if you should speak with a healthcare professional or if further testing may be necessary. It may be helpful to place the checklist in an accessible area and check for different items throughout the week to get a more thorough view of your child’s abilities. Prior to going through the checklist there are questions which can also be pertinent to your child’s development, please answer them appropriately. Does your child bear weight through legs when assisted? ____________________________________________ Is your child able to hold head up when in sitting or being carried? _________________________________ Is your child able to change positions without help? _______________________________________________ Does your child grasp and hold objects? _________________________________________________________ ## Pediatric Home Health Developmental Chart ### At 12 months **Gross motor skills** - Balances well on hands and knees - Gets to sit independently - Pulls to stand consistently at furniture - Stands momentarily - Crawls on hands and knees consistently - Walks with both hands held **Fine motor skills** - Bangs two cubes held in hand - Takes objects out of container - Releases objects voluntarily - Pokes with index finger - Tries to imitate scribble **Language skills** - Says *dada* or *mama* nonspecifically - Babbles with inflection similar to adult - Babbles single consonant - Babbles monologue when left alone ### At 15 months **Gross motor skills** - Stoops and recovers - Assumes and maintains kneeling - Falls by sitting - Transitions from belly to hands and knees into standing - Walks without support - Walks sideways **Fine motor skills** - Puts many objects into container without removing any - Marks paper with crayon **Language skills** - Shows understanding of words by appropriate behavior or gesture - Babbles in response to human voice - Says *dada* or *mama* specifically - Uses single word sentences - Greets with verbal cues ### At 18 months **Gross motor skills** - Runs—hurried walk - Able to balance in standing - Walks into large ball while trying to kick it - Throws ball forward - Pulls toys behind while walking - Begins to carry large toys while walking - Begins to push and pull large toys or boxes **Fine motor skills** - Uses both hands at midline for play - Builds tower using 3 cubes - Points with index finger **Language skills** - Babbles intricate inflection - Gestures spontaneously to indicate needs - Names one or two familiar objects - Uses 10-15 words spontaneously - Vocalizes wishes and needs at the table - Attempts to sing sounds to music If you have concerns with your child’s motor development please contact us for a phone consultation. During the phone consultation we will gather as much information and may ask the results of the checklist. If we determine that your child is a candidate for a Physical/Occupational/Speech Therapy Evaluation and you are in agreement we will assist with contacting your primary care physician. When contacting your physician we will request an order for the appropriate evaluation and explain your concerns along with the results of the phone consultation. Once we receive the signed order we can initiate treatment with your child. You can also go directly to your physician and discuss your concerns and request an evaluation at that time. We look forward to assisting your child reach their maximal potential. Our goal is to work as a team to develop the most appropriate treatment plan.
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A PROBLEM THAT AFFECTS EVERYONE We need to decarbonize the global economy; in other words, progressively reduce greenhouse gas emissions, especially carbon dioxide (CO₂). To do this, productive activities must generate less carbon dioxide than they consume. A GREAT ALLY Thanks to photosynthesis, the olive tree is able to extract CO₂ from the atmosphere and transport it to the ground, where it is trapped. Specifically, it has been estimated that a 40 year old olive tree can absorb around 110 kg of CO₂ per year. IF WE LOOK AT THE NUMBERS... The amount of CO₂ removed from the atmosphere in one year by all the olive trees on the planet (around 1.500 million), could be estimated at approximately 855 million tons, which is equivalent to 3 times the CO₂ emissions of the entire Spain during 2020. DID YOU KNOW THAT... During January 2022, a ton of captured CO₂ was paid at € 84 in the international emissions market? Sooner or later, agriculture will be incorporated into the global emissions market, so that farmers will be financially compensated for carrying out practices that retain and fix CO₂ in their soils. According to our estimate, olive farmers who have implemented sustainable management practices on their farms in recent years, especially the maintenance of cover crops, could receive an average of € 190 more per hectare than those who applied a conventional model. It is the award for their contribution to storing carbon in the soil and, therefore, to mitigate the process of climate change. KEEP IN MIND THAT... Soil has been shown to be one of the largest carbon reservoirs in terrestrial ecosystems. In the olive grove, the maintenance of a herbaceous cover crop, the input of organic fertilizers (composted olive mill pomaces, manure), the shredding of pruning remains and the reduction of soil tillage are practices that considerably enhance soil carbon sequestration in the form of organic matter. In fact, 1.7 extra million tons of CO₂ would be retained by soils if all the Andalusian olive groves implemented these good practices, which is equivalent to the CO₂ that would be emitted if all European cars drove for 40 km. SUSTAINOLIVE: Novel approaches to promote the sustainability of olive cultivation in the Mediterranean. Research project 2019-2023 Authors: Jose Lietor, Roberto García Ruiz, Julio Calero, Pablo Domouso, Milagros Torrús & Gustavo Francisco Ruiz-Cátedra (UJA), Alejandro Gallego (TKV) Contact: email@example.com
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Socratic Seminar Lesson Plan Teddy Jo Cumberworth Simon Rivera Early College High School Before the seminar (1 or 2 days) Go over seminar rules of conduct Provide mini lesson on the differences between the seminar and a debate. Explain Grading Procedures. Provide examples of appropriate responses. Explain and provide examples of level 3 questions. Have students create level 3 questions for use in the seminar. Choose the number of questions needed for the 2 day seminar based on the number of students that will be part of the inner circle on each day. Type the questions on strips and label each with the day and order in which you want the subject of the question addressed. (ex. Day 1 Question 1) 1 Day Before the Seminar: Place the question strips in a container that will allow students to choose a question from the container without seeing the words. Using the provided record of question assignments, record the day and question number that each student chooses. Provide time in class for the students to answer their questions and provide evidence from the text for their responses. (Remind them that they will also be responding to answers given on their day in the inner circle. They will need to be familiar with those questions as well.) (You can assign a daily grade for question prep based on student involvement of the task) Day 1 of the Seminar: Arrange the desks or chairs in an inner circle and outer circle. (Make sure you seat yourself where you can easily see and hear who is responding and what they are saying.) As the students enter class instruct those who have questions for day 1 to seat themselves in the inner circle, and those who have day 2 questions to find a seat in the outer circle. Remind all students about the scoring of responses for the final grade for the seminar. Students may be shy and unwilling to speak and share answers. (DO NOT SPEAK OR SHARE IDEAS IN AN ATTEMPT TO GET THEM TO RESPOND. THE QUIET WILL BE PAINFUL, BUT THE RESULTS WILL BE THE CONSEQUENCE OF NOT PARTICIPATING) As students answer record their participation on the scoring sheet using the icons provided. Make sure that you record each time a student in the inner circle responds both to his or her question and to the answers others provide. Students in the outer circle should be recording notes from the discussion of the inner circle responses. (As a debrief after the seminar have students share their notes from the outer circle which allows for deeper understanding. It also relieves the stress the outer circle students experience when they cannot offer their opinions. **Day 2 of the Seminar:** Follow the same directions as for Day 1 changing the students in the inner circle. After the seminar: Tally all of the points each student earned during inner circle. (Answering their question and a minimum of 3 other responses allow for a minimum grade for the inner circle. (70% of 50 points) The other points for the seminar come from the outer circle paperwork. (50 points)
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What Is Sinusitis? Four hollow spaces in bones of the face are sinuses. Each sinus has an opening to allow air and mucus in the nose to move in and out. If sinuses become blocked, sinusitis, or sinus infection, results. Sinusitis is inflammation or infection of one or more sinuses. Blocked sinuses can also lead to infection caused by bacteria. Sinusitis is very common. Sinusitis can be sudden and short (acute) or long-lasting (chronic). Sinusitis that lasts less than 4 weeks is called acute sinusitis. When symptoms last for more than 2 months it is called chronic sinusitis. What Causes Sinusitis? The cause can be bacteria, allergies, pollution, or nasal polyps. It often starts after a cold or allergic reaction. Having a deviated septum increases the risk of recurrent sinusitis. What Are the Symptoms of Sinusitis? Main symptoms are headache and pressure or pain in the forehead or face. The nose may be stuffed and runny, with a green or yellow-green discharge. Swollen eyes, with pain behind them and dark circles underneath, may occur. The throat may become sore. Children may be irritable, and have a long-lasting cough, in addition to sinus congestion. Symptoms usually go away in 7 to 21 days. How Is Sinusitis Diagnosed? The health care provider will examine the face, nose, and ears, and listen to the chest. X-rays or maybe other imaging tests of the sinuses may be done in people with chronic sinusitis who have not been helped with medications. If sinusitis is due to an allergy or sinusitis occurs three times a year or more, the health care provider may suggest seeing an allergist (specialist in allergies). Treatments include antihistamines for sinusitis caused by allergies. Use nasal sprays and decongestants for congestion and acetaminophen or ibuprofen for minor pain. Resting with the head slightly raised lets secretions drain. Drink plenty of fluids, especially water. Increasing fluid intake helps thin secretions. Don’t smoke. Smoking can worsen sinusitis. Don’t travel in an airplane during an acute attack. Pressure changes can make symptoms much worse. Use a saline nasal spray for nasal congestion. Call your health care provider if you have fever and chills, your face swells over the sinuses, or you have blurred vision or a severe headache that medicines don’t help. **How Is Sinusitis Treated?** The health care provider may prescribe antihistamines for sinusitis caused by allergies. Nasal sprays and decongestants help congestion. Increasing fluid intake helps thin secretions. Resting with the head slightly raised will let secretions drain easier. For minor pain, acetaminophen or ibuprofen can be used. For sinusitis caused by bacterial infection, the health care provider will prescribe an antibiotic. Most sinus infections are caused by viruses, and antibiotics don’t work and shouldn’t be taken. Acute sinusitis usually goes away in 2 to 3 weeks with treatment. **DOs and DON’Ts in Managing Sinusitis:** - **DO** drink plenty of fluids, especially water. - **DO** use a saline nasal spray for nasal congestion. - **DO** quit smoking. Smoking can worsen sinusitis. - **DO** use a vaporizer or inhale steam from a shower to relieve congestion. - **DO** use warm compresses over the sinus area four times a day, for 1 or 2 hours. - **DO** use a humidifier in the winter and an air conditioner in the summer. - **DO** call your health care provider if you have lasting fever and chills. - **DO** call your health care provider if your face swells over the sinuses. - **DO** call your health care provider if you have blurred vision or a severe headache that medicines don’t help. - **DO** avoid allergy triggers. - **DON’T** use over-the-counter nose sprays. They can make symptoms worse. - **DON’T** travel in an airplane during an acute attack. Pressure changes can make symptoms much worse. Check with your health care provider first if you must fly. **FOR MORE INFORMATION** Contact the following source: - American Academy of Otolaryngology–Head and Neck Surgery Tel: (703) 836-4444 Website: [http://www.entnet.org](http://www.entnet.org)
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What Are Urinary Tract Infections? The urinary tract consists of organs that make, store, and get rid of urine: kidneys, ureters, bladder, and urethra. Kidneys make urine. Urine then flows in tubes called ureters to the bladder. From the bladder, urine leaves the body through the urethra. Urinary tract infections (UTIs) are bacterial infections in any part of this tract. What Causes UTIs? The most common cause is a kind of bacteria named *Escherichia coli*, which is found in the intestines. Bacteria on the skin or near the anus can get into the urinary tract and move up. Women have a shorter urethra than men, so they get UTIs more often. Bacteria also get into the tract through catheters (tubes) used during medical treatment, when stones or congenital abnormalities block the tract, or after vigorous sex. UTIs can also occur when another infection travels to the kidneys. UTIs aren’t usually contagious, but sex can be painful during an infection and should be avoided. What Are the Symptoms of UTIs? Symptoms include feeling the need to urinate often, painful urination, urinating only small amounts of urine, no control of the urine flow, cloudy or foul-smelling urine, and blood or pus in urine. If the kidneys are infected, fever and back pain may occur. How Are UTIs Diagnosed? The health care provider may want to test the urine (urinalysis and urine culture). A clean-catch urine sample is needed. To get this sample, special cleaning methods are used and urination is started, stopped, and started again. If you have recurrent or persistent infections, your health care provider may order additional tests to determine if your urinary tract is normal. How Are UTIs Treated? Antibiotics are usually needed for 3 to 10 days. Fluid intake should be increased to help flush the urinary tract. Caffeine and alcohol should be avoided. The health care provider may prescribe medicine such as phenazopyridine to relieve pain when urinating. This drug will turn urine orange. Over-the-counter pain relievers (acetaminophen, ibuprofen) may also help. Sitz baths may ease discomfort. Rest until fever and pain are gone. A UTI usually clears up in 3 to 10 days with antibiotics. Drinking 6 to 8 glasses of water daily can help flush out your urinary tract. Drinking cranberry or prune juice can also help prevent UTIs by making urine more acid. No special diet is needed, but drinking juices (cranberry or prune juice) to make urine more acid may help, as can taking vitamin C; however, their efficacy is unknown and unproven. If you have frequent UTIs, your health care provider may order additional tests such as sonogram of kidneys and bladder. If a structural problem is found, surgical correction may be necessary. **DOs and DON'Ts in Managing UTIs:** - **DO** drink 6 to 8 glasses of water daily. Drinking water and cranberry juice may help the treatment of UTIs. - **DO** use good hygiene. Women should wipe from front to back after using the toilet. Avoid douches and sprays (increase chances of getting UTIs). Showers may be better than baths. Wear cotton underwear and avoid tight pants. - **DO** lower the risk of UTIs. Women can urinate just before and just after sex. Avoid using a diaphragm or spermicide. - **DO** try to urinate often and empty your bladder completely. - **DO** tell your health care provider if you take birth control pills. Some antibiotics interfere with birth control pills. - **DO** take antibiotics until they're gone. If you get UTIs often, your health care provider may give you antibiotics to prevent them. - **DO** call your health care provider if your fever continues after 48 hours of antibiotic therapy or symptoms return after you finish your antibiotics. - **DON'T** skip doses or stop taking antibiotics before they're gone. - **DON'T** have sex until fever and symptoms stop. - **DON'T** hold your urine for long periods. - **DON'T** drink caffeinated beverages or alcohol. **FOR MORE INFORMATION** Contact the following sources: - American Academy of Family Physicians Tel: (800) 274-2237 [Website](http://www.familydoctor.org) - American Urological Association Tel: (866) 746-4282 [Website](http://www.urologyhealth.org) - National Kidney and Urologic Diseases Information Clearinghouse Tel: (800) 891-5390 [Website](http://kidney.niddk.nih.gov)
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Lesson Plan 3 – STREAMS Education – Multiliteracies Lesson Plan: Multiliteracies and Climate Action for 8-12 Year Old Students Objective: Students will gain an understanding of the impact of climate change and learn ways to take action to reduce their carbon footprint. Materials: - YouTube videos on climate change and climate action (age-appropriate and authentic) - Chart paper and markers - Index cards - Sample quiz questions Procedure: 1. Introduction (10 minutes) - Begin by asking students if they have heard about climate change or global warming. - Discuss with them what they know about the topic, and what they think the impact of climate change might be. - Write their responses on the chart paper. 2. Watch Videos (30 minutes) - Show the class age-appropriate YouTube videos on climate change and climate action. Examples include: - “Climate Change Explained” by Kurzgesagt – In a Nutshell - “How to Reduce Your Carbon Footprint” by TED-Ed - “A Teenager’s Guide to Climate Change” by The New York Times - After each video, pause and ask students if they have any questions or comments. 3. Carbon Footprint (20 minutes) - Explain to students what a carbon footprint is and why it’s important to reduce it. - Have each student write down three things they do in their daily lives that contribute to their carbon footprint on an index card. - Collect the index cards and discuss ways to reduce their carbon footprint as a class. 4. Climate Action (20 minutes) - Have students brainstorm ways they can take action to reduce their carbon footprint and help the planet. - Write their ideas on the chart paper. 5. Assessment (20 minutes) - Distribute a quiz with questions that test their knowledge on climate change and climate action. Sample questions include: - What is a carbon footprint? - Why is it important to reduce your carbon footprint? - Name three ways you can reduce your carbon footprint. - After students complete the quiz, go over the answers as a class to reinforce their understanding. 6. Conclusion (10 minutes) - Review the importance of taking action to reduce our carbon footprint and help the planet. - Encourage students to continue learning and taking action to reduce their carbon footprint. Assessment: - Sample Quiz Questions: 1. What is a carbon footprint? a. The mark left by your shoes in the sand b. The amount of greenhouse gases released into the atmosphere by human activity c. The amount of water used in daily activities 2. Why is it important to reduce your carbon footprint? a. To prevent climate change and its negative impacts b. To save money on energy bills c. To get more exercise by walking or biking instead of driving 3. Name three ways you can reduce your carbon footprint. a. Turning off lights and electronics when not in use b. Eating less meat and dairy c. Using public transportation or walking/biking instead of driving. - Rubric: Quiz responses will be graded on a 3-point scale: 3 – demonstrates a thorough understanding of the concept 2 – demonstrates a basic understanding of the concept 1 – demonstrates a limited understanding of the concept
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### Possible District Timeline for Full Adoption of High-quality, Standards-aligned Instructional Materials #### Year Prior to Adoption 1. **February-March** - **Know Your District’s Needs.** - Meet with curriculum directors/teacher leaders to determine curriculum needs - Define district curriculum and look at current curriculum - Look at scope, sequence, format, and content - Establish a staff survey to determine strengths and weaknesses of current curriculum 2. **April-May** - **Identify district priorities, parameters, and a decision-making process.** - Review curriculum survey results - Ensure you understand the goals of curriculum/materials adoption (build capacity, revamp instructional programming, etc.) - Determine the budget for the adoption process, including funding for supplementary materials and educator training and support - Consider how decisions will be made for curriculum and instructional materials selection 3. **July** - **Engage educators and community members. Clearly define roles for educators within the selection process.** - Develop a shared vocabulary and understanding of the characteristics of high-quality, standards-aligned instructional materials - Develop a communication plan to update all district educators on progress and goals - Revise, restructure, and rewrite curriculum - Organize community listening sessions to engage the school board, parent groups, unions, and other key stakeholders to provide input 4. **August** - **Make instructional materials choices based on alignment to content area standards for ELA and Math materials.** - Review district standards as well as Nebraska’s Content Area Standards at www.education.ne.gov/contentareastandards - Identify which materials are aligned to state and district standards - Gather evidence about materials and their alignment to rigorous standards from www.nematerialsmatter.com ELA and Math reviews. 5. **September** - **Apply local priorities.** - Develop and apply a rubric for determining how well materials meet your local priorities - Establish guidelines and procedures for high-quality, standards-aligned materials adoption - Learn more about local priorities through pilots or through a PLC study of materials 6. **October-November** - **Make a Decision.** - Lead your team through a decision-making process - Review methods of materials evaluation - Ask publishers to begin sampling books with pilot schools - Arrange presentations from publishers and choose materials series - Share data and how the selection process worked with your school board and the full education community 7. **March-April** - **Create a Rollout and Implementation Plan.** - Submit choice(s) for school board approval - Order selected and approved high-quality, standards-aligned instructional materials - Map out how materials can be supplemented to become better aligned to district and state standards - Determine what professional development your instructional coaches, school leaders, and teachers will need - Provide professional development in using high-quality, standards-aligned instructional materials, as measured by reliable data collection 8. **Post Adoption** - **Monitor and assess the effectiveness of the materials.** - Assess how well the materials are working over the next several years - Look for gaps in meeting standards and supplement with high-quality, standards-aligned materials using free, open education resources
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this juncture he advanced $22,000 to aid Governor S. J. Kirkwood in raising, arming and equipping the 1st, 2d and 3d regiments of Iowa Infantry. He also furnished money very freely for the purpose of aiding various railroad enterprises of local and State importance. He was elected to the national house of representatives in 1862, and twice re-elected. He was again elected in 1876 and served four years. He was appointed Commissioner of Indian Affairs in 1881, serving four years. Upon retiring from this office he took up his residence in Washington, where he afterward remained. Mr. Price was an able and most upright and conscientious man. None ever questioned the strict integrity with which he discharged his multifarious public duties. He was a leading anti-slavery and temperance man, never compromising with any sort of opposition, and aggressive in sustaining and disseminating his radical views. Each of the past volumes of the 3d series of The Annals of Iowa contains articles by Mr. Price, or references to his public career. The opening article of Vol. I was written by him, giving his "Recollections of Iowa Men and Affairs." The same volume, pp. 584-602, contains a biographical sketch of Mr. Price, by his life-long friend, Hon. B.F. Gue. Each of these articles is illustrated by a fine steel portrait. The Historical Department owns his portrait in oil by George H. Yewell, the distinguished Iowa artist. Mr. Price some years ago privately printed a volume of his speeches in Congress, which may be found in many Iowa libraries. These materials, as well as the columns of the Iowa newspapers, for more than 40 years, contain full accounts of his useful career. His connection with the State Bank of Iowa is set forth in the present number of The Annals, by Major Hoyt Sherman, who was his business associate for many years. Henry C. Markham was born in New York City, July 24, 1812; he died at Mount Ayr, Ringgold county, Iowa, May 12, 1901. He was truly a pioneer, having lived in Iowa sixty-five years. His first halt on his western travels was in Ohio, but he came to Montrose, Lee county, Iowa, in 1836. That frontier post was then held by a detachment of United States soldiers. He was first employed as a clerk by an Indian trader. In the organization of Lee county he also took a part. Entering into the politics of the time he became deputy sheriff. While filling this office he participated in two famous "man hunts"—one for the Hodges brothers who murdered two Germans near West Point, and the other for the murderers of Col. Davenport on Rock Island. He married Miss Hannah Remington, who resided near Montrose, in 1844, and the following spring started to remove overland to Oregon. The outfit consisted of "a prairie schooner" wagon drawn by a yoke of cows and two yokes of oxen. It was winter when they reached Council Bluffs, where he erected a rude log hut and remained until spring. He then determined to abandon the idea of going farther west and returned to Lee county. He went into the mercantile business at Montrose, but some years afterward settled in Albia. He was appointed postmaster of that town by President Franklin Pierce, and held the office four years. In 1859-60 he was sheriff of Monroe county. At the outbreak of the rebellion he entered the military service as Captain of company I, Eighth Iowa infantry. Suffering from bronchitis he was mustered out of the service, but promptly re-enlisted in "the graybeard regiment," where he became First Lieutenant of company G, from which he was discharged at the close of the war. He settled at Mount Ayr in 1869, where he served as postmaster under President Grant. He withdrew from active business in the later seventies, after which time he lived a retired life. That he was a useful man is attested by his services as a soldier, as well as by the positions he had filled in civil life. He was known as "a kindly, reputable and honorable citizen." Copyright of *Annals of Iowa* is the property of State of Iowa, by & through the State Historical Society of Iowa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use.
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1. Circle the correct studio students’ responses. Patterson: blue cheese [suki / suki ja nai] Keith: fruit cake [suki / suki ja nai] 2. In Japan, most people are reserved about expressing their ____________________________. 3. In the video skit, what did the third girl say she likes. Write it in roomaji. 4. Fill in the blank with the appropriate particle in roomaji. When you talk about likes / dislikes, put _______ after the things you like, just as you would with hoshii. 5. Circle the word for which each student uses the phrase suki desu. Susan [fish / eggs / meat / vegetables] Patterson [romance / action / comedy / mystery] Dawn [older brother / mother / father / older sister] Keith [older brother / older sister / younger brother / younger sister] 6. Which school subject did the studio student choose as his / her favorite? Choose the letter from the subject list below, and then write their comments in roomaji. subject comments Keith ( ) ________________ Dawn ( ) ________________ (a) chiri (b) rekishi (c) ongaku (d) bijutsu (e) suugaku (f) taiiku 7. Place these words in order of preference on the given scale, the top being the most preferred. most preferred ( ) ( ) ( ) ( ) least preferred ( ) (a) anmari suki ja nai (b) daikirai (c) daisuki (d) kirai (e) suki 8. How do the following people feel about the following things? Circle the correct response. Keith: sakana [ likes a lot / likes / doesn’t like much / dislikes / really hates ] Patterson: kurasshikku [ likes a lot / likes / doesn’t like much / dislikes / really hates ] Susan: Atoranta [ likes a lot / likes / doesn’t like much / dislikes / really hates ] Dawn: tamago [ likes a lot / likes / doesn’t like much / dislikes / really hates ] Susan: koohii [ likes a lot / likes / doesn’t like much / dislikes / really hates ] Dawn: supootsukaa [ likes a lot / likes / doesn’t like much / dislikes / really hates ] Keith: furui kuruma [ likes a lot / likes / doesn’t like much / dislikes / really hates ] 9. How do you write the following sounds in katakana? Match the following roomaji to the appropriate katakana. a i u e o イ オ ア ウ エ
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It is well understood that a stimulating and imaginative play environment for children encourages physical activity, social interaction and creativity. When Nixon Street Primary School in Devonport, Tasmania redeveloped its playground, the design intent was to provide an enriched play experience for children. A precast concrete pipe was chosen as the focus for a new section of the playground for its versatility, durability and cost-effectiveness. What was a bare space has been transformed into a series of versatile play elements, where children can crawl, hide, shelter, slide and climb. While typically used underground, the simplicity of a precast concrete pipe can serve a multitude of purposes. In this playground there is only one pipe. While its main purpose is to serve as a tunnel, its robustness and cylindrical shape encourages physical skills of coordination, balance and motor skills, plus the development of an active imagination. At the same time, this concrete pipe is fostering adaption to environment amid the surrounding structures and awareness of the contrasting natural environment. As a locally owned family company, Launceston based National Precaster Hudson Civil is invested in its community. With a goal of excellence in service and product, the company has been supplying precast and civil products throughout Tasmania for many years. With the pipe already in stock – and not something that could be poured on site – the company was able to supply the product to meet Benson’s Landscaping’s tight schedule. With a 1200 millimetre diameter and 2.5 metre length, the pipe is one of the many products manufactured off-site in the company’s factory. The precaster’s other precast elements include culverts, pits, manholes, lids, retaining walls and bridge beams. Building elements are also able to be manufactured. It’s a protected environment where worker safety is paramount and quality is tightly controlled, ensuring a durable and robust quality result. With its more than 100-year design life, and being manufactured to Australian Standard 4058, this pipe will serve generations of children. It adds a dimensioned blank canvas for the children, which is only constrained by their imagination. It also encourages outdoor activity, something especially important in today’s digital world. National Precast’s CEO Sarah Bachmann says the works exemplify the impact that local infrastructure can have on local communities. “This project is a great example of how construction materials are able to be repurposed to enrich community spaces and enhance recreational opportunities for young individuals. In this case, it demonstrates the versatility and adaptability of precast pipes in creating an exciting and inclusive play environment for children,” she says.
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Student Voice YOUR VOICE MATTERS Good morning, and welcome to the English Campus TV program. Today, we will have the Student Voice program where we, the students, can share our thoughts and opinions on a topic. My name is Hebe Lam and today I would like to talk about Emotional Intelligence. Emotional Intelligence, or E.Q, is the ability to understand the way people feel and react and use this skill to make good judgments and to avoid or solve problems. It is generally said to include at least three skills: emotional awareness, or the ability to identify and name one’s own emotions; the ability to harness those emotions and apply them to tasks like thinking and problem solving; and the ability to manage emotions, which includes both regulating one’s own emotions when necessary and helping others to do the same. Why is EQ important? IQ determines 20-25% of business success EQ determines 75-80% of business success It’s important that we build our E.Q as it will help us achieve IQ determines 20-25% of business success EQ determines 75-80% of business success personal and professional success. IQ determines 20 – 25% of business success. EQ determines 75 – 80% of business success. Actually, I believe that I have good E.Q. I can handle my emotions very well. For example, when I am doing something serious or important, despite being unhappy or feeling frustrated, I will try hard to calm down and try to focus on my work. Another reason I think I have good E.Q is that for the majority of the time I can maintain good interpersonal relationships with my friends. In Hong Kong at present, the academic system puts students in a rat race. Students always learn by rote and lack critical thinking. A lot of students and parents ignore the cultivation of E.Q. Schools also seem to ignore it, perhaps because it is difficult to assess. How can we develop this important skill? First, I think parents can teach their children that their relationships are critical. If you want to have a good relationship with friends or classmates, the essential ingredients you need are honesty and humility. Also, teachers should develop empathy in students. Teachers should be role models for students and share their personal experiences. We all experience emotion such as sadness, fear and jealousy. Parents should not conceal their emotions. Rather they should share the reality of being human with their children and teach them how to cope. I hope my sharing has raised awareness on this topic Thank-you.
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A rain barrel is a container that captures and stores rainwater from roof downspouts. Barrels usually range from 50 to 80 gallons. Smaller rain barrels may be explicitly repurposed. All have a spigot for filling watering cans and sometimes a soaker hose connection. Installing rain barrels at childcare centers reduces water bills, slows storm-water run-off, and models responsible natural resource stewardship for children and adults. **STEPS** Identify downspouts suited for rain barrels and calculate the number needed. For a large roof area, consider interconnecting barrels at their upper level or a single, higher capacity cistern—available in various sizes from agricultural suppliers and home improvement stores. Ensure selected downspouts are free-flowing and functioning properly. Create a stable base for each rain barrel. Remove rocks, grass, and other vegetation from desired location. Level the soil. Apply a 2-inch layer of leveling sand if necessary. Rain barrels provide a “hydraulic head” for irrigation and rapid flow to fill watering cans. Elevate barrels so watering cans fit under the spigot by supporting the barrel base on a double stack of cinder blocks on the leveled ground. Stack the second row rotated in the opposite direction. Turn the block openings inward, to prevent children from climbing (Figure 2). Cut the downspout (Figure 2). With the barrel on top of stacked cinder blocks, mark the downspout connection point approximately 12 inches above the top of the barrel and cut to size with a hacksaw. Attach downspout connectors. Adjust the downspout height above the barrel so low-flow events can drip into the barrel and high flow events will not gush over the barrel edge. Downspout connectors or “elbows” may need to be purchased, or can be repurposed from the downspout pieces cut during the previous step. Connect an overflow hose. If an existing surface drainage system exists, connect a length of garden hose to the overflow spigot on the barrel (or end one of a series) and the other end to the existing system. If surface drains are absent, consider one of several possibilities. Connect the overflow hose to a dry stream bed (see InfoSheet 36: Dry Stream Beds) or with sufficient hydraulic head, connect a soaker hose... installed in a planting bed. As a last resort, overflow water should be directed via a hose away from the building to prevent standing water. Attach support strap. Attach an eye hook to a secure, stable part of a solid post or wall (Figure 3). Wrap the strap around the barrel and attach to the eye hook. This safety step prevents the rain barrel from tipping over. Discuss with staff, parents, and children the benefits of collecting rainwater and provide them with a link or print copy of this InfoSheet to encourage installation at home. Consider holding a rain barrel workshop to engage community members in helping with installation and sharing knowledge (see Resource 1 below). Engage children. Children love watering and will go back-and-forth endlessly filling watering cans and delivering water to plants (Figure 4). Rain barrel water can be used for all plants except vegetables. In periods of drought, use collected water more deliberately and discuss with children how life depends on water and the importance of not wasting it (see Resources 2 & 3 below). Discuss with children what messages could be painted on the barrel to help everyone understand what water does. Facilitate execution of the ideas (Figure 1). HEALTH AND SAFETY - Recycled rain water is not suitable for consumption, water play, or watering vegetable gardens. - Ensure that children wash their hands with potable water after handling recycled rain water. RESOURCES 1. NC State University Rainwater Harvester Model User Guide: https://content.ces.ncsu.edu/rainwater-harvesting-guidance-for-homeowners 2. How to Teach Preschoolers About Water Conservation: https://homeguides.sfgate.com/teach-preschoolers-water-conservation-78769.html 3. All the Water in the World, by George Ella Lyon & Katherine Tillotson An inspiring poem about the importance of water for plants, animals, humans, and other living things. Includes facts about water conservation for the health of all life on earth. Disclaimer: The Natural Learning Initiative (NLI), NC State University, its partners, and supporting entities assume no responsibility for consequences arising from physical interventions using information contained in this InfoSheet. Under no circumstances will liability be assumed for any loss or damage, including without limitation, indirect or consequential, incurred during installation, management, and use of such interventions. Highly recommended is adherence to relevant local, state, and national regulatory requirements concerning but not limited to health and safety, accessibility, licensing, and program regulation.
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HELP RESTORE MAINE’S GREAT RIVERS Reject LD 1979 and support science-based solutions for improving the health of Maine’s rivers and sea-run fish. The health of Maine’s rivers and sea-run fish – including the endangered Atlantic salmon – are threatened by dams that block upstream and downstream migration. - Atlantic salmon are on the edge of extinction in the United States. Their survival depends on reaching spawning areas on the Sandy River above Skowhegan, but their migration is blocked by dams on the lower Kennebec River. Other sea-run fish such as American shad, eels, and alewives are similarly impacted. - Brookfield Renewable owns four of the most damaging dams in Maine and has failed to propose adequate fish passage measures at these dams for nearly a decade. - Several harmful dams have already been removed from the Kennebec and Penobscot regions and enabled dramatically increased runs of sea-run fish, helped wildlife, generated recreational opportunities, and benefitted Maine’s commercial fisheries. Federal relicensing provides opportunities to re-evaluate the impact of dams, but dam owners are trying to limit the authority of Maine’s natural resource agencies to participate fully in this process. - The Federal Energy Regulatory Commission (FERC) is currently developing an Environmental Impact Statement for Brookfield’s four lower Kennebec dams, which could determine that the dams are harming endangered Atlantic salmon in violation of federal law. - Maine needs to be a full participant in the FERC process, but LD 1979 would disrupt the state’s ability to support science-based solutions for improving the health of Maine’s rivers. - Maine’s natural resource agencies must retain authority to improve the health of Maine’s rivers, including through recommending dam removal, despite the efforts of dam owners to protect their profits. The Legislature should not hamstring Maine’s resource agencies by preventing them from making science-based recommendations to restore our rivers and fisheries. - Maine has strategically removed a limited number of small, damaging hydropower dams that generated little electricity but blocked historically large runs of sea-run fish. Removal of these dams has led to thriving fish populations, cleaner water, and economic benefits for waterfront communities. - Maine’s most productive hydropower dams are mostly inland and do not block sea-run fish. - Lawmakers should reject proposals that would limit river restoration efforts. Oppose LD 1979. Protect healthy, free-flowing rivers in Maine. For more information, please contact Nick Bennett, Natural Resources Council of Maine, at firstname.lastname@example.org or (207) 621-2851. Maine’s Environmental Priorities Coalition is a partnership of 37 environmental, conservation, and public health organizations representing over 120,000 members who want to protect the good health, good jobs, and quality of life that our environment provides. We are counting on Maine policymakers to take the important steps needed to protect Maine’s extraordinary environment so all Maine people and Maine communities can thrive.
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LO: I am learning to explain the impact of discrimination. Context: LGBTQ+ Month What is discrimination? Example of Age Discrimination The middle-aged woman is hired; however, the old-aged woman is not hired. The middle-aged woman is hired because she can do a lot, but the old-aged woman is not because she can not do as much as the young; however, the old has more experience than the young. What is discrimination? discrimination noun 1. the unjust or prejudicial treatment of different categories of people, especially on the grounds of race, age, or sex. "victims of racial discrimination" synonyms: prejudice, bias, bigotry, intolerance, narrow-mindedness, unfairness, inequity, favouritism, one-sidedness, partisanship; More 2. recognition and understanding of the difference between one thing and another. "discrimination between right and wrong" synonyms: differentiation, distinction, telling the difference "the discrimination between right and wrong" The 9 protected characteristics - Disability - Gender - Age - Religion - Race - Pregnancy - Marriage - Gender changes - Sexual orientation What do we mean by 'sexual orientation'? Sexual orientation is the emotional, romantic, or sexual attraction that a person feels toward another person whether it is someone of the same gender or the opposite gender. Language - Homophobic language doesn’t just affect gay people. It affects pupils who have gay friends and family as well, by suggesting that there is something wrong or inferior with their friends and family members. There are around 20,000 young people growing up with same sex parents. Research by the University of Cambridge *Different Families* 2010 found that the children of these parents find the use of the word gay as an insult, upsetting and makes them think there is something wrong with their parents. Is this right? Think about... Watch the first 20 seconds. What is this video about? What message is it trying to portray in the opening scenes? How does it make you feel? Watch the rest of this video As you are watching, list the problems that the people in the video are facing and what challenges they have to deal with. Are all of the people in the video sad? What does this tell you? Now watch the video on this website. Write down any of the challenges the man mentions the people in the LGBTQ+ community, including himself, have had to face. https://www.bbc.co.uk/newsround/40459213 Your Task: You are going to tell me all of the challenges, you have learned about today, that members of the LGBTQ+ community may have faced. Is this right? Explain why/ why not. It is up to you how you present this. You could: - Write a short paragraph on Google Docs, - create a Google slides - draw pictures to illustrate, - create a mind map. Examples of how you could present your work: - Mindmap - Drawing - Google Slides - Write a short explanation FACING DISCRIMINATION Those who identify within the LGBTQ community face different challenges than those who do not. - Workplace discrimination - Violence - Internalized homophobia - Judgment/disapproval from family members - Judgment within the LGBTQ community The issue of workplace prejudice is especially relevant to LGBT people, who continue to experience negative cultural and social attitudes that can lead to harassment, discrimination, and even violence in the workplace. LGBT people also face discrimination in other areas of their lives, such as housing, health care, and education. The issue of discrimination against LGBT people is a complex one, with many factors contributing to it. It is important to understand the history of discrimination against LGBT people and the current state of affairs in order to address these issues effectively. If you want to challenge yourself, complete the question on the Google form you have been emailed this morning. Any questions? Anonymous questions If you have any questions about the learning you have completed today please email your class teacher. We will keep your questions anonymous but will send out a questions and answer sheet to the year group. | Attachment | Description | |------------|-------------| | Lets learn about the history of LGBT+ in the UK | | | That's So Gay.exe | |
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Any life is a life of change. We experience transitions in work and relationships, changes in our physical and mental health, and new events in our school communities and even in our world. Sometimes we know a change is going to happen, while other times it comes suddenly and unexpectedly. Maybe it is a disappointment, or maybe it is a wonderful surprise. As we start to re-adjust from isolation, and physical distancing to a “new normal”, it is important to come up with effective ways to deal with and bounce back from these situations. Here are a few healthy practices for increasing your level of resilience and coping with change and disappointment. **Activities to build resilience:** - **Storytelling Activity:** - Re-creating storylines we tell ourselves. - Consider a situation that produces worry or anxiety in your life. Try writing out a new version with a more positive interpretation. Recognize how you feel in the process. - **The Upside of Stress Anxiety:** - It is not all about differentiating if it is all good or all bad. It is about how choosing to see the good in stress how you can use strengths to deal with challenges. - Think of one of the most difficult events of your life. How you can use this story to help others. How can you leverage it to impact someone in a positive way? - **Perform Acts of Kindness** - Reflect on your individual talents and strengths and consider how you can make a difference using them. - **Engage in Gratitude Activities:** - Every day for the next week, write down 3-5 things each day that you are grateful for. - Start a gratitude blog/group text with friends. - Write a letter of gratitude to people who are special to you. - Tell people you see every day what you appreciate about them. - **Engage in the Three Good Things Activity:** - Consider ending your day by reflecting on and writing down 3 good things that happened today. Be intentional about reflecting on your experiences, noting how you felt, and what was the best thing about the experience. - **Doors Closed - Doors Open:** - Shift your perspective from focusing on what is not there anymore, to seeing the potential of the future. - **Using Values to Build Resilience:** - Manage stress by knowing what you value. - **Change your internal dialogue:** - Everything starts with your thoughts. Simply by switching your language from ‘I can’t do this’ to ‘I can do this’ can be really powerful. - **Change your external language:** - Once you’ve changed your internal dialogue it’s time to change your external dialogue. Start conversing with people using more positive language. For example, avoid using phrases such as ‘I’m no good at this’ and instead reframe your external dialogue and use more empowering language to build a growth mindset. Get into the habit of focusing on the good things in your life instead of complaining and talking about your problems. Tips to Coping with Uncertainty: Focus on what needs to be done next. When we get caught up thinking about the future or reliving the past, we often increase our levels of anxiety and uncertainty. If we shift our focus to what we need to do today or next, then we’re able to take meaningful steps forward. This helps us stay present and grounded. Ask yourself, ‘what do I need to do next?’ and then get to it. Challenge your expectations. Take a few minutes to reflect on the expectations you have for yourself and those around you, particularly in the current environment. Are these expectations attainable? Do they support positive relationships with yourself and others? Try identifying the actions and behaviours that will lead to fulfillment of your expectations and use them to create small achievable goals. Use growth mindset to guide your self-talk. Keeping this in mind allows us to speak to ourselves in a more supportive and encouraging fashion. Consider the following re-frames: Change “This is too hard” to “This may take some time and effort.” Change “I made a mistake; I am bad at this” to “Mistakes help me learn; with practice I can get better.” Use ‘and’ instead of ‘but’. When we use the word, ‘but,’ we often invalidate the part of the sentence that came before it. However, when we use the word ‘and,’ we allow both parts of the sentiment to exist together. Think about how the message of this sentence changes when read with an ‘and’ instead of a ‘but’: “I’m having a really hard time trying to keep all these balls up in the air, ‘and’/‘but’ I know I’m lucky to have a job.” Everyone has limits, and certain experiences really challenge our ability to cope, our ability to overcome. Each one of us have and will face personal loss, disappointment, and failure, and yet we survive; we adapt. We all have that resilience within us. We need to be reminded of it during times of uncertainty and times resulting in disappointment. Developing resilience is a personal journey and it takes practice and self-awareness. Engaging in any of the above resilience activities are ways you can further develop the skill. The key is to identify ways that will work well for you as part of your own strategy for fostering resilience.
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Uncovering the foraging movements of White-tailed Tropicbirds in the Western Indian Ocean White-tailed Tropicbirds are a common seabird species across all tropical oceans but their movement and foraging ecology has so far been poorly studied. A recent study tracked the feeding movements of White-tailed Tropicbirds breeding in Seychelles, which hosts the largest population of the species in the Indian Ocean. The study compared the feeding movements of two... populations: one on Aride Island, in the inner granitic islands, and one on Aldabra Atoll, a coralline outer island approximately 1200km southwest of Aride. Both islands sit within marine protected areas. The results showed that White-tailed Tropicbirds undertake long-distance movements to reach their feeding grounds, both during incubation and chick-rearing, often feeding hundreds of kilometres away from their colony. On both colonies, birds fed well outside the boundaries of the protected areas around the islands, highlighting their limitations in protecting the birds’ feeding areas. The White-tailed Tropicbirds on Aride were found to forage mostly north of the island (the foreign fishing vessel prohibited area lies mostly south), while on Aldabra birds fed mostly south, and to a lesser extent, north-east of the island, with a substantial proportion of their foraging grounds even outside of the Seychelles Exclusive Economic Zone. A surprising result was the substantial difference in foraging range between the two populations. The White-tailed Tropicbirds on Aride fed at least twice as far as those on Aldabra, averaging a total distance per trip of ~860 km during incubation and ~300 km during chick-rearing (vs ~360 km and ~140 km on Aldabra). Using habitat models, the study shows that this difference is likely driven by the birds’ preference for deep waters, which are more easily accessible from Aldabra than from inner Seychelles islands. These habitat preferences are likely linked with the presence of the birds’ main prey, flying fish and squid. (a) Map showing the Indian Ocean with water depth contours and locations of Aldabra and Aride. (b) Close-up map of Aldabra showing the distribution of seabirds. (c) Close-up map of Aride showing the distribution of seabirds. Another potential driver of the larger foraging range of White-tailed Tropicbirds on Aride could be reduced foraging opportunities associated with tuna. Tropical seabirds, including White-tailed Tropicbirds, can associate with sub-surface predators, which bring school of small fish closer to the surface. Tuna stocks in the Indian Ocean have greatly declined due to longstanding overfishing, and there are higher levels of industrial fishing effort and human activity in the feeding range of White-tailed Tropicbirds from Aride than around Aldabra. With the White-tailed Tropicbird population on Aride declining, there is an urgent need to better understand the extent of their reliance on sub-surface predators to feed, and the potential links between their longer foraging trips, higher exposure to industrial fishing and human activity in their foraging grounds, and demographic traits. Read the full paper here. Tracking data from this work are available from the seabird tracking database 2122 and 2158 This work was carried out in collaboration with, and with in-kind support from, the Seychelles Islands Foundation, the Island Conservation Society and the Island Biodiversity and Conservation Centre from the University of Seychelles. Related Articles Victory! NACES seafloor designated for protection https://www.birdlife.org/news/2023/06/30/naces-receives-fullSensitivity Mapping: Accelerating offshore wind expansion and protecting nature (https://www.birdlife.org/news/2023/02/20/sensitivity-mapping-accelerating-offshore-wind-expansion-and-protecting-nature/) New study on seabirds adds new perspective on how tracking data can identify important sites for conservation During the recent global summit on biodiversity, world leaders committed to protecting 30% of the world’s oceans for nature. But which 30% of the oceans... Subscribe to our email newsletter to keep up with the latest Seabird Tracking Database news from the BirdLife Seabird Tracking Database (https://www.birdlife.org). Email Address Subscribe ≈1 email/month • one-click unsubscribe • confidential Contact Us Privacy Terms of Use Cookie Settings © 2023 BirdLife International (https://www.birdlife.org/). All Rights Reserved. Website by TerraCommunications (http://terracommunications.org) & OctophinDigital (http://octophindigital.org)
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What is Mind Mapping? "The Mind Map harnesses the full range of the cortical skills - word, image, number, logic, rhythm, color and spatial awareness - in a single, uniquely powerful technique. And in doing so, it gives you the freedom to roam the infinite expanse of your brain." - Tony Buzan Mind Mapping - An intuitive thinking tool - Radiant Thinking - Allows you to... - ‘Sketch out’ the idea you are working on - See quickly and clearly how various parts relate - Experience noticeably more access to your unconscious mind A Brief History of Mind Mapping Tony Buzan wanted to know: “What is the nature of thinking?” “How do I learn how to learn?” These questions led to a study of... - Neurophysiology - Psychology - Psycho-linguistics - The general sciences - The notes of the great thinkers - Himself – what actually worked and what didn’t Over the next 40 years Buzan evolved the Mind Map. And in 1993 came his bestselling book: *The Mind Map Book ~ How To Use Radiant Thinking to Maximize Your Brain’s Untapped Potential* How To Mind Map 4 Guidelines when Mind Mapping Mind Maps are easy to create. There are a number of rules (Buzan calls them “laws” and we call them “guidelines”) that, when followed, put you in touch with more ideas than you knew were in there, and put them on the page in a way that makes sense to the brain. Overview - Central Image - Curvilinear Branches - Key Words - Colors & Images #1: Central Image - Crystalizes the subject of your attention - A picture is worth 1000 words - Stimulates memory, associations, and your thought process - A bad drawing is just as good as a good drawing! #2: Curvilinear Branches - Curved branches emanate from the central image - Nature abhors a straight line - Thinking is natural - it's organic, it flows, it curves - Tapering shape of the branches mirrors the brain's neural networks - The initial branches are thicker - There is a hierarchy - BOI: Basic Ordering of Ideas - 1st branches = "chapter headings" of your thought #3: Key Words - One key idea per branch - Key idea/word/image = exploding supernova of meaning - Have the freedom to generate ideas - Allow associations to happen - Give you more explosive freedom and creativity #4: Colors & Images **Color** - Part of nature - we are part of nature - Powerful thinking tool - Allows you to order, discriminate, code, highlight, generate thought, remember - Color is just plain powerful **Images** - Little codes, stick figures, 3-d shapes - A picture is worth 1000 words - Automatically create more powerful memory, stimulation, interest, associations When using color and images, more ideas flow in because you are... - Providing your brain with a little rest - Alternating between 'structure' and 'flow' - Going between 'concentrated thinking' and 'diffuse thinking'
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Objective? NII has established Speech Resources Consortium (NII-SRC) so as to promote dissemination and distribution of speech resources. NII-SRC conducts collection, distribution, investigation and research on speech resources (including speech data and software tools) necessary for developing science, education and industry related to speech. What are we doing? We contribute to the development of various research including speech recognition and synthesis by collecting and distributing speech corpora or speech databases which are difficult to develop individually. Another scientific contribution by supplying valuable material for phonetics and sociolinguistics by preserving dialects and minority languages. 1. What is “Speech Corpus/Corpora” What is corpus/corpora? A corpus means a systematic collection of data for research with some additional information to be used for research. (Ex.) Speech corpus, text corpus, multimedia corpus, image corpus, etc. Variety and use of speech corpora 【Use】 Analysis, synthesis, recognition of speech; analysis of discourse and dialects; preservation of languages, etc. 【Variety】 Isolated words, continuous speech, read speech, dialogues, dialects, multilingual speech; speech by non-native speakers, infants, aged people; speech in noisy or reverberant environments. Recording media of speech corpora The major recording media are used though it varies according to the use or data size. DVD-R is the most common currently. On-line distribution will be available soon. 【Recording media for speech corpora】 CD-R, DVD-R, HDD, DAT, LD, etc. Contents of speech corpora Analysis data Video Transcription data 3. Categorization of speech corpora Corpus attributes (8 attributes and 58 items) | Attribute | Item | |--------------------|----------------------------------------------------------------------| | Input device | 7 items Type of input device (ex. Desk-top microphone) | | Input environment | 5 items Recording environment (ex. Soundproof room) | | Number of speakers | 10 items Number of speakers | | Speaking style | 4 items Style of speech (ex. Continuous speech) | | Speech mode | 5 items Speech mode (ex. dialog, read speech) | | Data mode | 9 items Other information (ex. Sampling frequency) | | Language | 4 items Type of language (ex. Monolingual) | | Purpose | 14 items Keyword for use or development (ex. Recognition) | 4. Corpus similarity visualization Speech-related Organizations in the World. ELRA Chinese LDC SITEC NII-SRC GSK LDC Digit data corpora Close-talking microphone Read speech corpora Digit data Dialog corpora Continuous speech Dialog speech Large read corpora Read speech corpora Monolingual Over 100 Speakers Small corpora Fewer than 10 speakers
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Class 2 Autumn 2 The Royal Family. Over this half term we shall be learning about 'The Royal Family'. Our main subject focus for this half term is: History. Our key learning skill is: Reflection. History We shall be learning about the Royal Family. Who are our Royal Family and what is the monarchy? We shall be looking at the lives of Queen Elizabeth II and Queen Victoria, identifying similarities and differences between their role as a monarch. How has this role changed? We shall also be finding out how daily life in Britain changed during Queen Victoria’s reign. The children will also learn about Remembrance Day, and why it is important to commemorate this day each year. Queen Victoria The poppy is a symbol of remembrance for those who have died in war. It was first used by soldiers on the Western Front during World War I, and has since become an international symbol of peace and remembrance. We shall be continuing our learning about animals, including humans. This will focus mainly on animals during this half term; finding out that they have offspring that grow into adults, looking at some of their life cycles and their basic needs for survival. We shall be working scientifically, collecting and recording data to help in answering questions. A beagle puppy sitting in grass, a black and white rabbit sitting on grass, two kittens peeking out from under a car. The children learn to use logical reasoning to predict the behaviour of simple programs. They will need to follow instructions precisely and also be able to give clear instructions to form a sequence. The children will learn to follow a program step by step and predict what the outcome of that sequence will be. Music We shall be learning to sing songs for our Christmas performance. We shall also listen and respond to music used in Royal celebrations. The first step in the process is to identify the problem or issue that needs to be addressed. This can be done through research, surveys, or interviews with stakeholders. Once the problem has been identified, the next step is to develop a plan of action to address it. This plan should include specific goals and objectives, as well as a timeline for completion. It is important to involve all relevant parties in the planning process to ensure that everyone's input is considered. Once the plan has been developed, the next step is to implement it. This may involve changes to policies, procedures, or practices within an organization. It is important to communicate these changes clearly to all affected parties so that they understand what is expected of them. Regular monitoring and evaluation of the plan's effectiveness will help ensure that it is achieving its intended outcomes. Finally, it is important to celebrate successes along the way and learn from any setbacks. This can help build momentum and maintain motivation throughout the process. By taking these steps, organizations can effectively address problems and improve their performance over time. The children will be learning to mix primary colours to make secondary colours and to apply different colours to paper, maintaining their separateness. They will be gaining greater control and effective manipulation skills as they apply paint to paper. They will also be using a range of materials, including clay, to make 3D products. P.E. The children will continue to learn a variety of team games to develop spatial awareness, moving in different ways and along different pathways, dodging and changing direction. In R.E. the children shall be learning about how important religion and their faith is for some people. they shall also be developing an understanding of the Nativity Story as we celebrate Christmas, an important festival for Christians around the world. PSHE - Relationships We shall be learning that respect is two-way and that you should treat others as you expect to be treated. We shall discuss what it means to be a good friend. We shall focus on developing critical thinking about our ideas, reflecting on those things that went well as well as where we can improve our learning. Children will be encouraged to talk about their learning as they develop more self-awareness and are able to identify their strengths and where they may need more help. Homework Children always have reading as part of their homework and are expected to read at home regularly. In mathematics the children need to practise the number bonds to and within 10, initially and then use these to calculate number bonds to and within 20; as well as practising their 2’s, 5’s and 10 times tables. Spellings are uploaded on to Teams each week for the children to learn.
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We have lots of reasons to worry. A certain amount of worrying can be useful. It directs our attention to issues that might need to be managed. However, when worry leads to constant anxiety, things have gone too far to be useful. We’ve all heard that we should breathe deeply when we’re feeling anxious, but there are other possible solutions you may have never considered. TRY THESE IDEAS TO DEAL WITH ANXIETY IN A WAY THAT WORKS FOR YOU: 1. **Cold showers.** When you’re anxious, your mind is racing and focused on negative thoughts. One quick way to bring your mind back to reality is to take a cold shower. It can take your breath away, but it certainly brings your mind back to the presently quickly! 2. **Hold ice in your mouth.** This has a similar effect to taking a cold shower. In addition, breathing in that cold air that has passed over the ice is soothing to many people. 3. **Pretend you’re someone that handles stress and anxiety with ease.** Pick someone you know that exudes calm. Imagine being in their body. - What would you feel? What thoughts would you notice? How do you think they would view and approach the situation that’s causing you to feel anxious? Maybe you’ll discover something you can use. 4. Imagine yourself in a peaceful setting. What would be the most relaxing scenario for you? Would it be the mountains? The beach? A field of flowers? Who else would be there? What would they say? What would you smell and hear? What would the weather be like? Experience it fully. 5. Do something that takes your full attention. Whether it’s doing a crossword puzzle, playing chess, or walking on a slackline in the backyard. Anything that fully occupies your attention for a while will give your mind a break from whatever is bothering you. 6. Schedule worry time. Instead of worrying throughout the day, why not schedule some worry time? You can worry all you want for 30 minutes, but you can’t worry the other 23.5 hours of the day. Just knowing that you can worry later will ease your mind and allow you to accomplish more. How much time do you need to worry? Do you think that worrying for an hour would accomplish more than 30 minutes? Maybe 15 minutes is enough. 7. **Go to bed earlier and get up earlier.** Going to bed earlier will allow you to get more sleep. Getting up earlier will allow you to start your day with less rushing around. Try going to bed an hour earlier and get up 15 minutes earlier. The extra 45 minutes of sleep will do your mind and body some good. The extra 15 minutes of the morning will make your morning more relaxing. 8. **Go camping.** Or just get out of town. Sleeping on the ground or in a different bed in new surroundings can do a lot to change your perspective and alter your mood. If you need a change of pace, give yourself one. A weekend can do wonders. - Where could you spend a weekend that would be a drastic change from your normal environment? Anxiety can take all the joy out of life. When you’re worrying all of the time, it’s challenging to find any enjoyment. Just as creating a feeling of anxiety is a skill, you can also develop the skill of calming yourself. Consider anxiety-reducing ideas that might seem a little unusual. There’s no telling what will work for you until you try.
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Connecting children with nature in urban schools A childhood rich in nature has huge benefits for physical, mental, social, and emotional health. Time spent playing and learning outdoors helps to enhance children’s wellbeing, creativity, attention capacity and the ability to connect with others. Despite overwhelming evidence of these benefits, children are spending less time playing or learning through nature either at home or at school; particularly in urban areas where school grounds are often small and heavily tarmacked. By developing a better understanding of the challenges that schools face, we hope to address these barriers and support schools to implement nature-based learning more widely. About the Project The Growing among Trees project was a 12-month pilot, which sought to create a model for efficient, effective, transformational change in urban schools, giving pupils the opportunity for everyday connection with trees and woods. The project engaged nine schools in Islington, Greenwich, and Reading: six primary, one secondary, and two special schools. The project was delivered by a consortium of five practitioners: Trees for Cities, Nature Nurture CIC, The Garden Classroom, Sensory Trust and Green Schools Project. Growing among Trees set out to achieve the following: 1. Deliver Community Forest and Woodland Outreach (CFWO) with nine urban schools, testing what works well and identifying common barriers. 2. Create an evidenced package of Community Forest and Woodland Outreach interventions that support transformational change within one academic year, which is sustainable and replicable at scale for urban schools across the UK. 3. Develop the knowledge, skills, and capacity of schools and project partners to continue delivering (CFWO). “I now feel confident to lead outdoor learning sessions with groups of young people. My new understanding of nature connection theories and ideas has equipped me to deliver a much broader range of outdoor learning opportunities.” Secondary school teacher “The teacher commented how much they talked about it following last week’s session and also that several parents had also commented about how much their children had loved it; with many asking if they could do more of this sort of thing” Growing among Trees practitioner Key findings Growing among Trees collected a wealth of data and generated valuable evidence to inform future delivery of (CFWO) in urban schools. The key findings were: **Improved confidence** – A phased approach of delivery, co-delivery and supported delivery, alongside bespoke teaching resources, helped to effectively overcome lack of teacher confidence during the academic year. **A hyper-local approach** – Interventions that are delivered as local as possible to the school can help reduce key barriers such as staff time and resources. Projects should start with basic mapping of the school grounds and hyper-local area (within 5 minutes walking distance). **Time and resources** – An investment of 11 days of school staff time produced a breadth of outcomes and influenced teaching practices. **Whole school engagement** – The following processes all help to maximise the benefits of nature-based outdoor learning interventions: - Engage whole classes in pupil interventions - Deliver in collaboration with practitioners where this brings added value and builds confidence - Undertake regular monitoring of delivery with in-situ observations and note-taking to enable an ongoing process of learning - Engage the senior leadership team early on through clear messaging about the benefits to physical and mental health and well-being, school learning objectives and visions, and pupil development - Enable pupils to share their experiences with children across the school, for example, a whole school assembly. **Practical** – For some schools, a starter pack of equipment (e.g. tools, gloves, waterproofs, and wellies) for staff and pupils can help minimise costs. For more information please read the full report at www.treesforcities.org/our-work/schools-programme Growing among Trees is part of the Children and Nature programme funded by the Department of Education and administered by Natural England. Children and Nature comprises the Nature Friendly Schools project, the Care Farming project and five Community Forest and Woodland Outreach projects, of which Growing among Trees is one.
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The Norwegian early warning system for rainfall- and snowmelt-induced landslides Nationwide regional early warning of debris slide/debris avalanches, debris flow and slushflows in synergy with the flood forecasting service. In cooperation with the Norwegian Meteorological Institute, the National Public Road Administration and the National Public Railroad Administration. Landslide types Facts about Norway - Land area: 324 000 km² (± Svalbard) - Population: 5.2 million; Density: 13 km² - 490 000 km rivers and streams (250 000 lakes) - Precipitation: 200 – 5 000 mm/year, ~ 1/3 as snow - Topography: Mountains up to 2 500 m a.s.l. Climatic contrasts: The North Atlantic Current brings moist and relatively mild air to the west coast which gives a wet climate due to the orographic effect of the mountains. The inland experiences a more dry continental climate with cold winters and warm summers. Precipitation types: Frontal, orographic and showery. Snow and snow melt: Frequent mild weather episodes somewhere in the country. The snow pack stores precipitation, which can be released during a potentially short time span. Melt water acts as an important primer for and contributor to landslides during the spring snow melt season. Geology: Vast areas with shallow till deposits on top of a relatively impermeable bed rock, representing the most significant source for landslides in steep terrain. Soil freeze during winter and thawing during spring complicates matters. Organization 2009 – NVE is given the responsibility for coordination a national landslide risk management system Manage the landslide database; Susceptibility and hazard evaluation and mapping; Assist municipality in land use planning and for mitigation measures; Monitoring large unstable slopes; Early warning for snow avalanches and landslides (rock avalanche and debris flows); Assist during landslides emergency; Research and communication of risk 2011 – A new section for early warning of floods and landslides is established. Purpose to organize the early warning system for shallow landslides. Test phase of the landslide warning is initiated. 2013 – The landslide early warning is operational in October. Personnel: Background from hydrology, geology, geophysics, geography and glaciology. Some personnel are integrated into more than one of NVEs warning teams (landslide, flood or snow avalanche) to ensure sufficient coverage in longlasting situations, and also gaining cross field knowledge potentially benefitting the EWSs. Availability: 8 am to 9 pm every day of the year, and 24/7 during exceptional weather events. Tools Historical observations Statistics Map of thresholds Assessment XGEO Communication and performance Distribution of warning messages Occurs often About 300 days/year 5-15 days 1-5 days rarely 50 year flood Several landslides 5 year flood Few landslides
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About chronic kidney disease and feeding The kidneys filter blood and remove extra water, salt and waste in urine. However, babies and children with chronic kidney disease (CKD) have poor kidney function – their kidneys do not work as well as they should. It is important that your baby or child with CKD feeds or eats well. Good nutrition is essential for their growth and healthy brain development. It gives them strength to fight illness and infections. Some children with CKD struggle with eating. They will need extra support to make sure they get the energy and nutrients they need to grow and stay healthy. » Chronic kidney disease (CKD) – an introduction About your child’s care Your child will probably be referred to a paediatric renal unit, a specialised unit that treats babies, children and young people with kidney conditions and may be in a different hospital from the one you would normally visit. The renal team, a group of healthcare professionals who specialise in treating and caring for babies, children and young people with kidney conditions, will support you and your family. The team will include: - A paediatric nephrologist – a specialist doctor who treats children with kidney problems. - A paediatric renal dietitian – a healthcare professional who advises on what to feed your child to help control the effects of poor kidney function, and to ensure your child thrives. Feeding your baby Babies need to go through stages of feeding. This starts with milk. Breast milk is best for most babies, but some will need a special formula milk. They then move on to solid foods, often starting with pureed (mashed up) foods, and then on to lumpy foods. This is called weaning. Your baby’s healthcare team will check that he or she is getting enough milk or food to meet his or her needs. Coping with feeding problems Some babies and children with CKD struggle with feeding or eating. Children are more likely to be happy feeders if they sense that their parent is calm and relaxed. You may wish to talk to someone – a family member, friend or healthcare professional – to help manage your anxiety away from your child. This will help you to stay calm and in control, without leaving you feeling that you will raise your voice or force feed your child. Feeding devices Some babies and children cannot eat and drink the amount they need for their growth and development. If needed, they can be fed through a tube. All or some of their nutrition – and water and medicines, if needed – can be given through a nasogastric tube, a gastrostomy tube or gastrostomy button. Acknowledgements This topic was co-authored by Sarah Trace, funded by the BKPA. © BAPN and Kidney Care UK 2013-2022, all rights reserved For details on any sources of information used in this topic, please contact us through our website www.infoKID.org.uk. We take great care to make sure that the information in this leaflet is correct and up-to-date. However, it is important that you ask the advice of your child’s doctor or nurse if you are not sure about something. This information is intended for use in the United Kingdom, and may not apply to other countries. The British Association of Paediatric Nephrology (BAPN), Kidney Care UK and the contributors and editors cannot be held responsible for the accuracy of information, omissions of information, or any actions that may be taken as a consequence of reading this information.
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The independent guide to the referendum on blasphemy This guide is written for people with an intellectual disability Dear Voters, On Friday, 26th October 2018 you will be asked to vote on two things. You will have the chance to vote in an election to choose a president. You will also be able to vote in a referendum. This information is about the referendum. A referendum is a vote to change the constitution of Ireland. The constitution of Ireland sets out the rules of the country. This referendum asks: Would you like to change the constitution so the rules about blasphemy in Ireland can be changed? **Blasphemy** is being very insulting or abusive about things which are sacred to a religion, and deliberately hurting the feelings of people who follow that religion. The Referendum Commission gives you information about what your vote will mean. The Referendum Commission does not tell you to vote yes or no. You can vote yes or no using your ballot paper. It is up to you how to vote. It is important to vote. The constitution belongs to you. You can help decide whether to change the constitution or not. Make sure your voice is heard by voting on Friday, 26th October 2018. All the votes are counted at the end of the day. The constitution changes if most people vote YES. The constitution stays the same if most people vote NO. Isobel Kennedy Chairperson Referendum Commission The Constitution of Ireland sets out the rules of the country. This referendum asks you to vote about changing a rule. This rule is about what people can say or publish about a religion. Publishing includes writing something in a newspaper, magazine or on the internet. Blasphemy is about being very insulting or abusive about things which are sacred to a religion. Blasphemy is a crime. If it is proved that someone is guilty of blasphemy, they might have to pay a lot of money. The referendum asks if you would like to change what Article 40.6.1 says in the constitution. **Blasphemy in Ireland now:** - The constitution says that blasphemy is a crime. - In Ireland, someone cannot say or publish something very insulting about a religion, and deliberately hurt people who follow that religion. - This is breaking the law. They could be fined €25,000. - Nobody has been punished for blasphemy for a very long time. (More than 150 years) The proposed change to Article 40.6.1 The proposal is to take the word blasphemy out of the Constitution so that blasphemy won’t be a crime anymore. What will happen if most people vote yes? If most people vote yes to this referendum, the rules in the constitution about blasphemy will change. Politicians will be able to change the law that makes blasphemy a crime. What will happen if most people vote no? If most people vote no to this referendum, the rules will stay the same. The constitution will not change. Blasphemy will still be a crime. Some things will stay the same, whether most people vote yes or no. It will still be against the law to publish things which encourage people to hate other people. How to vote Polling stations open all day (from 7 in the morning to 10 at night) Voting in the presidential election will take place on the same day as voting in the referendum. You will be given two ballot papers to use. The white ballot paper is for the presidential election. This will have the names of people who would like to be President of Ireland. The green ballot paper is for the referendum. This will have boxes marked YES and NO. You can vote in the referendum by marking an ‘X’ in the YES box or the NO box. Only mark one box. Do not mark any other part of the ballot paper. Sample Ballot Paper An bhfuil tú ag toiliú leis an togra chun an Bunreacht a leasú atá sa Bhille thiosluaité? Do you approve of the proposal to amend the Constitution contained in the undermentioned Bill? An Bille um an Seachtú Leasú is Tríocha ar an mBunreacht (Cion a aisghairm arb éard e ní diamhaslach a fhoilsiú nó a aithris), 2018 Thirty-seventh Amendment of the Constitution (Repeal of offence of publication or utterance of blasphemous matter) Bill 2018 Ná cuir marc ach san aon chearnóg amháin Place a mark in one square only Má thoilíonn tú, cuir X sa chearnóg seo ........... If you approve, mark X in this square ............ Mura dtoilíonn tú, cuir X sa chearnóg seo ........... If you do not approve, mark X in this square........... An Coimisiún Reifrinn Referendum Commission
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Under the Individuals with Disabilities Education Act (IDEA), public schools must provide a free appropriate public education (FAPE) to all eligible children with disabilities. To do so, schools are required to develop Individualized Education Programs (IEPs) that identify the child’s educational goals and needs, including the need for accommodations and/or assistive technology (AT) devices and services. **UNDERSTAND THE IEP PROCESS** The process of developing a student’s IEP may differ from one school system to another. However, every school must contact parents in writing to request consent and invite the parent to all IEP meetings. The initial IEP evaluation must be conducted within 60 days of receiving consent. Remember that parents are a child’s most effective advocate. Use the time before the meeting to prepare. It may be helpful to talk with other parents who have IEP experience and to look online for family-friendly resources. CTD is one such source and can point you to others. **ATTEND THE IEP MEETING** The IEP team should have one or more family members and teachers who are familiar with the child’s strengths and challenges. The team may also include a school administrator or counselor. At least one team member should be knowledgeable about assistive technology options. In addition to the formal notes being taken, parents should take their own notes and keep good records of the entire process. Insist that consideration of AT devices and services be included in the IEP process. If the term “assistive technology” is not a separate section on the IEP form, look for terms such as “accommodations, supports, program modifications or supplementary aids and services.” These are places where AT devices and services can be identified. **APPROVE THE IEP** If you agree with the educational plan, approve the IEP and services will begin. Parents do have the right to disagree with the school’s decisions, including those concerning AT. Put all concerns in writing and then ask for a meeting to try to resolve disagreements. **REVIEW THE IEP ANNUALLY** Each student’s IEP must be reviewed at least once a year. Make necessary revisions to the IEP according to the child’s progress. Remember to allow “growth” in a child’s assistive technology tools, as children often exceed initial expectations. Learn about AT choices. Many are not specialized devices, but programs that run on widely available mobile devices. Assistive technology can be an invaluable aid to your child, allowing them to participate more fully with their peers and achieve their learning goals!
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The Osbornes’ New Pets A Coloring/Story Book by Alice & Joel Schick The Osbornes felt happy, comfortable, loose. Just what you'd expect from a family of moose. Cynthia, James, their Mom and their Dad Were all satisfied with the things that they had. Still, something was missing, and Dad said, "A pet! A cat or a dog, now which should we get?" Cynthia Osborne just looked at her brother. They couldn't decide between one and the other. "Imagine," said Mother, "how happy we'll be, When a dog and a cat join this moose family!" At the shelter were kittens and cats big and small, Calicos, tabbies, adorable all. There were shaggy dogs, smooth dogs, puppies who'd nuzzle, And dignified old dogs, all white in the muzzle. So many animals need homes so badly. "We can take only two," Mother Osborne said sadly. At last they chose two: A cat with white fur, Who, whenever you held him, would purr, purr, purr, purr. The pup that they chose would take any excuse To jump up and lick the soft face of a moose. Then Mother and Father, Cynthia, James Sat there and tried to think of some names. For the dog, well, there's Lulu. Or Spike. Are you crazy? Spike is not a good name. We will call our dog Daisy. We can call our cat Sparky or Snowball or Jackson. Then Cynthia said, “We can name our cat Max.” They filled out adoption forms, paid all the fees. Then the kind shelter manager said, “Listen up, please. You can’t take your animals home right away. It will take a few days to neuter and spay.” They will have operations so they don’t have babies. They’ll get shots from the vet so they will not get rabies.” The kids were excited, and waiting was hard. During that time, they fenced in their yard. A safe place for Daisy to romp and to play Ball with the kids every bright sunny day. On the other hand, Max would stay indoors always. He’d be safe when he played in the rooms and the hallways. The Osbornes went shopping for pet supply stuff. They bought so much stuff they had more than enough. Collars and leashes and bone-shaped name tags, Scratching posts, chew toys and carrying bags. Each pet had a bowl, bed, a brush and a comb. The Osbornes were ready to bring their pets home. So Daisy and Max were brought home, settled in. In a few weeks it seemed that they always had been Part of the family, part of the household, To play with and love and sometimes to scold. For example, one day, Max the cat pushed a clock off a shelf, and the dog chewed a sock. Max uses a litter box to pee and to poop. Mother says, "Kids, now remember to scoop!" When Daisy first got there, the kids had to train her to go potty outside in fine weather or rain. Now Daisy is walked at least three times each day. The moose scoop her poop, and they flush it away. When asked about cat school, Max just replies, "Meow!" But Daisy the dog goes to school to learn how To stand and to heel and to sit and to stay, To come when she's called and to not run away. And when Daisy the dog is out of the house, Max gets to play with his best catnip mouse. If you visit some evening, the family you’ll see On the sofa together, all watching TV. Four moose in the middle, their pets on the ends, The Osbornes are pleased with their animal friends. Mom and Dad, James and Cynthia shout out their cheers: "Max and Daisy will live here for many long years!"
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Plan of the day: Tours 🇫🇷 Bruxelles 🇧🇪 Frankfurt 🇩🇪 Zagreb 🇭🇷 What a florist life 😂🌸 I will be teaching for two days at the Gospodarska school in Čakovec as an invited expert for the Erasmus+ programme 😊 How do you mix colours harmoniously? How we need to choose the colours? It's not enough to use 3 colours in an arrangement. To achieve this, you need: 1. The dominant colour: it will take up most space. The secondary colour is brought in to complement the tonic. It has the same quantities but less intensity. 2. Work is done according to the 8/5/3 rule. Working with asymmetrical arrangements. How do you mix them harmoniously? How we need to choose which colour? It is not enough to use 3 colours in an arrangement. To achieve this, you need to choose which colour: 1. The dominant colour: it occupies the one that takes up most space. 2. The secondary colour complements the dominant one. It is less spacious and intensity, it is more delicate and lighter than the tonic. 3. The tertiary - the color is present in small quantities but is therefore the strongest in intensity. The students of the floristry class have been working hard to create beautiful floral arrangements for the upcoming Mother's Day. They have been learning various techniques and styles, from simple bouquets to more intricate designs. The class has been a great opportunity for them to develop their skills and creativity in the field of floristry. We are excited to see the final results of their hard work! The students of the 1st year of the floristic course have been working on their first practical work: making bouquets and floral compositions. They have been learning how to arrange flowers in vases, baskets, and other containers. The students have also been practicing their skills in creating floral arrangements for different occasions and events. The course is designed to teach students the basics of floristry, including flower care, arrangement techniques, and design principles. The students will continue to develop their skills throughout the year and will be able to apply them in real-world situations. Bouquet 1 The students of the 10th grade have been working on the project "Flowers and their symbolism". They have made bouquets with flowers that symbolize different emotions, such as love, friendship, gratitude, and respect. The students have also learned about the history and cultural significance of different flowers. This project has helped them to develop their creativity, teamwork, and communication skills. The students of the Faculty of Horticulture and Landscape Design have been working on creating floral compositions for the upcoming Christmas season. They have been learning about different techniques and materials to create beautiful and unique arrangements. The students have been working hard to perfect their skills and create stunning pieces that will be displayed in the faculty's exhibition. The students of the 1st year of the "Floral Design" specialty, under the guidance of the teacher Ms. Jelena Vuković, have successfully completed their first practical work on creating bouquets and floral arrangements. The students demonstrated their skills in creating beautiful and creative bouquets, which were highly appreciated by the teachers and the entire school community. Congratulations to all the students for their hard work and dedication!
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SADIE’S STUDIO @ Dowdell Library of South Amboy Contact the library for a schedule of events! MIY Make it yourself Technology Handcrafts & Creative Kits Cooking Studio Cooking Studio Nutribullet – is a blender that breaks down ingredients into their most nutritious, most absorptive state. Children/teens learn to MIY healthy smoothies in Creative Teen Chef programs. They have fun while working together interactively and follow step-by-step instructions. Panini Maker – is a grill designed specifically for heating sandwiches, meat products, vegetables or dessert menu items. Adults/teens create sandwiches or desserts while following the step-by-step directions of the librarian. Dowdell Library of South Amboy Elaine R. Gaber, Director Adjacent to the South Amboy High School 732.721.6060 firstname.lastname@example.org www.dowdell.org Sadie’s Studio @ Dowdell Library of South Amboy Named after Sadie Pope Dowdell, the Librarian who served for 47 years, Sadie’s Studio offers the community many opportunities to make it yourself… Learn New Technologies Explore Entertaining Handcrafts Become a Creative Chef **Technology** **Amazing Connect and Learn Science Kits** - Children/teens explore electricity as they build simple circuits which blow bubbles, float a ball in midair, move a robotic duck, and more! They use fun science kits following step-by-step instructions. **Button Maker** – Children/teens use a simple metal press machine to create personalized buttons. **Electrical Makey** - A simple invention kit that creates art, engineering projects and everything in-between. This device turns everyday objects into touchpads in conjunction with the Internet. Children/teens can use objects such as pennies, and play-Doh to play Pac-Man or the Piano on the computer. **Electrical Squishy** – Hands-on science fun with Play-Doh. Children/teens will use LED lights and Play-Doh to create simple circuits. **Kinetic Sand** – Hands-on MIY kit using sand that sticks to itself due to static electricity. Children/teens will use their imagination to make sculptures. Cookie cutter forms are used to build creative structures without getting messy. **Mechanical Toys** - Through building models and conducting experiments, children/teens learn the fundamental laws of mechanical physics with a hands-on approach. Teens/children build the models with step-by-step instructions and have fun test driving when finished. **Soldering** – Participants use solder material that melts when touched by a soldering iron; the melted solder cools and forms a bond between two items. Teens/adults learn to solder and make badges that light up under the supervision of a librarian. **Code4Fun** – Participants learn to use simple computer programming to control a robot. **Handcrafts & Creative Kits** **Rainbow Loom** - A plastic loom used to weave colorful rubber bands into bracelets, rings, and necklaces. Children/teens will be trained and then work on projects independently. **Weave Loom** - Using stretchable elastic, a loom, and directions, children make potholders, coasters, phone cases, and more. **Knitting** – A hand method by which yarn is stitched/looped in consecutive rows to create a fabric, which would be made into garments. Participants of all ages learn this craft from Dowdell’s Knitting Circle experts. **Lego Education Kits** – Toddlers use Duplo Legos to build fun structures while improving hand-eye coordination and developing counting skills. Children/teens will use Legos in MIY building contests and other creative programs. **Makerspace!** Community members of all ages can try out equipment; dabble in computer technology, or create fun do it yourself (DIY) projects.
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香港有多少種石珊瑚? 在印度太平洋熱帶地區,一個珊瑚礁己有超過200種的石珊瑚,有些甚至有300至400種之多。因為本地氣候、水文情況及其他人為因素,香港只有來自28個屬84種造礁珊瑚品種。這些珊瑚品種能抵受年中海水溫度及鹹度的大幅變化,也可抵受不時吹襲的颱風。牠們主要是表覆形或團塊形的蜂巢珊瑚及濱珊瑚。 How many species of stony coarals are found in Hong Kong waters? In the heart of the tropical Indo-Pacific, there are over 200 species of stony corals on a single reef. Some sites may house as many as 300 to 400 species of stony corals. Under the influence of local weather, hydrological conditions and anthropogenic perturbations, Hong Kong supports only 84 species of reef-building corals from 28 genera. Those coral species can tolerate wide annual fluctuations in water temperature and salinity as well as periodic typhoons and monsoons. The dominant species of reef-building corals are mainly encrusting or massive faviids and poritids. 香港有其他種類的珊瑚嗎? 除了石珊瑚之外,香港還有軟珊瑚、柳珊瑚、黑珊瑚和海筆等,最少有來自14個屬的29種軟珊瑚已被辨認及記錄。此外,香港有19個屬38種柳珊瑚,大多生長在鹹度變化較小的東面水域,牠們需要固著在堅穩的基質上,最喜歡生長在水深20至25米的地方。目前香港錄得有2個屬的6種黑珊瑚,牠們大多生長在東北水域水深10至20米的地方。 What is the diversity of other corals in Hong Kong? In addition to stony corals, soft corals, gorgonians, black corals and sea pens are also found in Hong Kong water. 29 species of soft corals from 14 genera have been recorded. In addition, there are 38 species of gorgonians from 19 genera found in Hong Kong waters. Gorgonians prevail in the eastern waters of less variable salinity. They require a firm substratum for anchorage and reach maximum abundance at about 20-25M deep. Six species of black corals from 2 genera have been recorded in Hong Kong waters. Most of them are found in the north-eastern waters at a depth of 10-20M. 香港珊瑚群落的海洋生物 雖然香港沒有珊瑚礁,但大型珊瑚群落一樣可提供棲所、屏障及基質給其他生物附著及生長。與珊瑚礁一樣,大型珊瑚群落的初級生產力很高,能夠提供充裕的食物給眾多生物。依靠珊瑚群落的動物很多,例如海綿、海葵、海星、海膽及珊瑚魚等,棲身珊瑚群落的魚類更多達320種。 Coral-associated marine life of Hong Kong Although there has no reef structure in Hong Kong, large coral community can provide hiding spaces, shelters and substrata for other organisms to settle and grow. Similar to coral reef, large coral community has also high primary productivity and therefore can provide numerous organisms with abundant food resources. The coral-associated animals found in Hong Kong are very diverse. Examples are sponge, sea anemone, starfish, sea urchin and reef fish. Some 320 fish species were recorded around local rocky reefs and coral communities. 珊瑚現正受到甚麼威脅? 在香港,甚至世界各地,珊瑚都受到同樣的威脅,包括: - 船錨破壞 - 沿岸發展 - 濫捕及破壞性捕魚活動 - 污染 - 被過度使用 為甚麼我們要保護珊瑚? - 牠們是許多重要食用魚、蝦、蟹及貝類的產卵場及育苗場。 - 許多珊瑚及珊瑚群落的生物體內含有豐富的天然藥物,可用來治療疾病。 - 珊瑚不僅能製造石灰及海灘,沿岸的群落還可以保護及穩固海岸,防止海岸被風浪侵蝕。 - 雖然香港沒有龐大的珊瑚礁,但珊瑚千變萬化的形狀及其區內多姿多彩的海洋生物,實在是一美麗的景觀,更是無價的觀光資源。 What are the threats to corals? In Hong Kong and other places in the world, corals are threatened by: - Anchor damage - Coastal development - Overexploitation and destructive fishing practices - Inland and marine-based pollution - Extensive recreational use Why do we need to protect corals? - Local coral communities are important spawning grounds and nursery grounds for many commercially significant fishery resources, such as fish, shrimps, crabs, and shellfish. - Corals and many coral-associated organisms contain natural products which are important pharmaceutical resources. - Corals not only deposit limestone and create beaches, but also protect the coastline and stabilize the substrata from wave action and storms. They are extremely important to the conservation of soil on the coast. - Although giant reef structure could not be found in Hong Kong, the myriad shapes of corals and the diversity of coral-associated organisms still attract lots of local snorkelers and scuba divers. 如何保護珊瑚? 遵守下列指引,有助保護香港珊瑚: 航行及其他船艇活動 ● 切勿在珊瑚區域下錨,改在沙質或碎石的海床下錨。 ● 如有的話,使用繫泊浮泡。 ● 不要放長錨繩或錨鏈,以免船隻拖錨。 沿岸發展 ● 施工前測繪有關水域的珊瑚位置和分佈。 ● 計劃、管制和監察影響珊瑚區的污水排放和沉積作用。 How to conserve corals? The following guidelines will help to conserve corals in Hong Kong: Boating ● Do not anchor in coral areas, choose sandy or rubble seabed instead. ● Use mooring buoys where provided. ● Keep anchoring rope or chain short to avoid dragging. Coastal development ● Map the location and distribution of corals in the areas of concern prior to commencement of works. ● Plan, control and monitor the sewage discharge and sedimentation affecting coral areas.
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STROKE HAPPENS. To you. To those you love. Know the signs. Act fast. A stroke happens when a part of the brain dies from lack of blood, usually because one of the arteries that supply oxygen-carrying blood to the brain has been damaged. There are two ways this can happen: 1. Clogged vessel or ischemic stroke: Caused by blockage of a blood vessel in the brain, usually by a blood clot or by fatty deposits on the vessel wall. 85% of strokes are ischemic. 2. Burst vessel or hemorrhagic stroke: Caused by a ruptured blood vessel, preventing normal flow and allowing blood to leak into brain tissue, destroying it. This occurs in 15% of strokes. Stroke is a common and often misunderstood condition and its early symptoms are often ignored. Some brain cells deprived of oxygen die within minutes. Others may take a few hours to die depending on the nature of the blockage or hemorrhage. The loss of physical and mental functions is often permanent and can include motor-function disability. The most effective treatment for stroke can be administered if it is within three hours of the onset of stroke. Although strokes can occur at any age, most stroke patients (two-thirds) are over the age of 65. Key Stroke Facts - Stroke is the 3rd leading cause of death in the U.S. behind heart disease and cancer. - Over 160,000 Americans die from stroke each year. - Stroke is the leading cause of serious long-term disability in the United States. - There are more than 6 million stroke survivors living today in our country and two-thirds of them are disabled. - There are approximately 700,000 strokes in our country each year. About 500,000 of these are first or new strokes. About 200,000 occur in people who have already had a stroke. - Strokes can and do occur at ANY age. Nearly one quarter of strokes occur under the age of 65. - The risk of stroke more than doubles each decade after the age of 55. - Each year, an estimated 4,500 Santa Clara residents are hospitalized for stroke and the cost for medical care and rehabilitation and lost productivity locally is about $300 million annually. - Up to 80% of strokes are preventable. ACT FAST! Facial Weakness Arm & Leg Weakness Speech Problems Time is Critical If you answered “Yes” to any of the above: CALL 911 IMMEDIATELY RISK FACTORS - High blood pressure - High cholesterol - Diabetes - Smoking - Family history of stroke - Obesity - Previous Strokes - 1 in 4 Americans could not name a single stroke risk factor. Source: GoesHere
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Objective Allows students to physically draw out the major moments in their lives and will them to reflect on who they are as a person. Risk Level: Beginner Cautions: None Description: Students will complete and share the Crucibles handout, which signifies events in their lives that have had an impact on why they are, how they act, their values, and how they put their values into action. SCM: Change, Consciousness of Self, Congruence Time: 20 Minutes Materials: Crucible Activity Sheet, blank sheet of paper printed for each student participating, writing utensils/markers Preparation: Review of the activity and materials gathered Follow Up: Facilitate the following questions: The definition of a crucible is a vessel made of material that does not melt easily and is used for high temperature chemical reactions to change the contents. Why would we refer to these significant life moments as crucibles? What about these events make them a significant part of who you are today? Instructions 1. The students will be given the explanation of how to make a crucible and what it is from the instructor (see attachment on page 2) and the instructor will create a sample one on a board to demonstrate. 2. Students will be given blank sheets of paper and be told to create their own crucible to signify changes and events within their own lives. 3. Students will be split into groups of 4-5 and will be told to share their crucibles within their small group. 4. Students will then be asked if they want to share with the group at large. 5. Students will be debriefed with the included discussion questions. Notes: Crucibles Moments of significance in our lives that impact who and what we are. Sometimes crucibles are easily defined; sometimes hidden in memory. What are your crucibles? To identify your personal crucibles, reflect on the significant moments of your life thus far – use last week’s personal map to help you identify these moments. What impact has this crucible had? How has it shaped your values and actions? How does this influence the choices you make? To the left are several empty crucible cubes. Let the questions in the cubes lead your thought process during the exercise. Assessment Questions: - How does this activity relate to the highlighted theme? - How does this relate to your life? Activity Specific: Change If you were to experience that crucible again, are there things you would do differently or ways in which you would react differently? Instructions Lead students in a dialogue using the assessment questions provided. Track your feedback as an assessment tool for your work, the toolbox, and leadership initiatives within the division. Please consider sharing some of the feedback with the Standing Committee for Student Leadership Development. Notes:
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Greening Detroit Public Schools to Reduce Costs and Strengthen Communities Published on 13 Mar 2013 Written by Alessandra Carreon, Alessandra Carreon Posted in Community Detroit Public Schools (DPS) is developing a comprehensive Sustainability Management Plan (SMP) to reduce costs, benefit communities, boost student achievement and prepare students for jobs. The SMP has six focus areas: Energy Management, Waste Management and Recycling, Indoor Environment, Outdoor Environment, Transportation, and Student Nutrition. DPS has also recently completed the construction of seven new schools pending LEED certification. To help implement the SMP and provide resources for student, teacher, and parent engagement, DPS has partnered with Detroit’s WARM Training Center, a non-profit organization and USGBC National Member, for the inaugural 2012-2013 DPS Go Green Challenge. Drawing on WARM’s 30 years of expertise in supporting community members in sustainability leadership, this collaboration engages students and staff in best-practice energy management in schools. To date, 34 participating schools have formed green teams in which students are actively empowered to lead sustainability projects such as: hunting for incandescent lights to replace with CFLs; forming “energy patrols,” which promote energy saving behaviors; creating school sustainability plans; and much more. The DPS Go Green Challenge doesn’t stop at school doors; “Bringing it Home” project components and direct parent engagement through workshops like “No Cost/Low Cost Ways to Cut Down on Your Energy Bill” reveal the collaboration’s message that “green is for everyone.” The DPS Go Green Challenge was born once DPS estimated that simple, no-cost behavioral changes could result in more than $1 million a year in energy savings for the district. The program is voluntary and challenges schools to reduce their energy usage while lowering their utility costs. Each school that lowers usage by more than 10 percent receives a cash award, and the school that reduces usage by the highest percentage in each category receives twice the original amount. For elementary schools, a 10 percent reduction earns a $750 prize, and the winning school earns $1,500. Middle schools that reduce utility bills by 10 percent earn $1,500; the winning middle school earns $2,000. Finally, high schools that reduce costs by 10 percent earn $1,200. The high school winner earns $2,400. Schools and students are supported by WARM’s AmeriCorps Green School Coordinators, some of whom are USGBC Detroit Regional Chapter members. Beyond gaining powerful mentorship, high school students involved in the Challenge can earn AmeriCorps scholarships worth $1,175 per student and paid green summer jobs. These students are responsible for managing community projects through the end of the 2012–2013 school year that are designed to incorporate sustainability principles. The Go Green Challenge received significant press this past year, including two articles in Triple Pundit and local news coverage. A WDET local radio station podcast of the Go Green Challenge is available as well. This collaboration is especially inspiring when considering the pressing budget crisis DPS faces. DPS Energy Manager Emile Lauzzana shares the collaboration’s belief that green schools are not more expensive, but rather a solution to financial crisis, emphasizing, “We can’t afford NOT to go green.” What are your city’s schools doing to go green? 1 Alessandra Carreon made 1 contribution in the last 6 months Alessandra Carreon Sustainability Business Analyst Chapter members USGBC Articles can be accessed in the USGBC app for iOS or Android on your iPhone, iPad or Android device.
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Vegetation of Koh Lom, A small rocky island west of Koh Chang. By Dr. Johs. Schmidt. (Translation). Facing the sea, towards the west, the rock falls straight down into the water, its rim here being fringed with oysters; on the side facing Koh Chang there is a strip of sandy beach where are found heaps of coral fragments; here, on the beach, there is, however, no vegetation by reason of the harshness of the waves and the monsoon. I collected all the higher plants growing on the island. Curiously enough *Avicennia officinalis* L. is met with here, a specimen grows at the northern extremity of the island; its respiratory roots, usually tall and well developed, are here thin and shrivelled. *Terminalia katuppa*, which rarely is missing on the coasts, grows also here, on a spot a little farther up than *Avicennia*. Still farther up on the rock one sees a large-leaved *Ficus* whose roots penetrate deeply into the cracks of the rock, on the top of which there grows a specimen of the small rubiaceous tree, *Morinda citrifolia* L. Several kinds of bushes are found such as *Colubrina asiatica* (L.) Brogn., with floating fruits, and another kind, *Premna integrifolia*, with thin, fresh green leaves which had quite recently appeared, also a small tree, *Guettarda speciosa* L., conspicuous by its naked branches bearing at their extremities diminutive leaves, just unfolding. The commonest plant of the island is probably *Ipomoea glaberrima* Boj. whose woody, and often very long, stems are seen crawling over the western side of the rock. Next comes a stiff-leaved fern, *Stenochlaena palustris* (L.), which I have met with on sandy coasts elsewhere, and another crawling plant, *Merremia umbellata* Hallier, var. orientalis Hallier, with fresh-green leaves. A Cyperaceae with waxy leaves, *Mariscus albescens* Gaud., grows in the cracks of the rock where its roots form a black-brown matted mass that sucks up the water; if one tears up this matted mass it comes away without leaving any trace of mould on the rock. The last, twelfth, of the higher plants is a grass, *Lepturus repens* Br., which has root-striking offshoots issuing from a solid central portion, its leaves are very small, waxy, completely folded up and with big compressed sheaths. Crustaceous lichens grow on the strongly heated surface of this rocky island as well as a single specimen of moss. A sea-eagle has its nest on the island, besides that I did not see any other land animals except the common big red ants which were very aggressive. Major E. Seidenfaden has very kindly translated the above note from Danish. It was written many years ago by Dr. Johs. Schmidt, now Director of the Carlsberg Laboratory, Copenhagen, who in 1899-1900 visited Koh Chang during the stay of the Danish Expedition in Siam. In a period of three months Dr. Johs. Schmidt made very extensive botanical collections on the island and in the surrounding sea, obtaining 1513 species of plants of which 194 were new to science. Even at that time Dr. Schmidt showed the bent for marine work which has since made his name famous, the plankton flora of the Gulf being well represented in his collections. The note on the vegetation of Koh Lom is valuable as it gives a complete list of the higher plants of that islet and is, therefore, a record for comparison with any future investigation. Several of the plants mentioned can be recognized in the accompanying photograph. A. Kerr. Vegetation of Koh Lom in March 1900. On the left side is *Terminalia Katappa*, in young leaf. On the central part of the island is *Morinda citrifolia*. The herbaceous plants are *Stenochlaena palustris*, *Ipomea glaberrima* and *Mariscus albescens*. The white belt at high water limit consists of oysters.
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2nd Grade Spotlight Second grade has been working hard over the last few months. Currently, we are learning about paleontologists and the tools they use during their expeditions. Students will create their own compelling narrative describing their own fossil discovery at the end of the unit. Students continue to learn new spelling patterns to apply in their reading and writing activities. Daily, students meet in small groups to practice those skills. In math, they have completed a unit on the study of measurement and are now using number lines to solve double digit addition and subtraction equations. Thank you for helping your student get to school every day, so they can continue to grow. January Dates January 2 - School Resumes January 12 - End of 1st Semester January 15-17 - No School January 18 - School Resumes, beginning of 2nd Semester January 23 - 5th Grade Band Concert at 6:30 in Hoyt Gym Acknowledging Students at Brubaker At Brubaker, we are Respectful, Responsible, and Safe. Students are recognized for following these expectations each day. Students can earn: - **Bark Tickets** - A daily recognition given to individual students when they are following expectations. - **Bulldog of the Month** - A monthly recognition given to one student in each class and presented at our monthly assemblies. - **Golden Awards** - A monthly recognition given to one class for following expectations. Golden Awards are given for the cafeteria and recess, and also the cleanest classroom. - **Behavior Celebration** - Each class sets a behavior goal each month. Classes who meet their goal during the month get an extra reward during our monthly celebration. - **Attendance Reward** - All classes who have an average attendance rate of 94% during the month will get an extra reward during our monthly celebration. ### December’s Golden Award Winners | Golden Jump Rope | Golden Dustpan | Golden Lunch Tray | |------------------|----------------|-------------------| | K – Oelmann | K - Woods | K - Howell | | 1 - Bennett | 1 - Allen | 1-Palminteri | | 2 - Leto | 2 - Doss | 2 - Leto | | 3 - Hopewell | 3 - Hyde | 3 - Kephart | | 4 - Moon | 4 - Scheer | 4 - Klages | | 5 – Grace | 5 - Pfannebecker| 5 - Weir | ### Attendance Goal Winners Congratulations to Mrs. Ira’s class for being Attendance H.E.R.O.s and reaching a 94% attendance rate during the month of December. They got to enjoy M&Ms during their Pajama Party on the day before break!
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Factoring $ax^2+bx+c$ if ‘a’ is not 1 and can’t be factored out 1. Check for a common factor 2. Multiply ‘a’ by ‘c’ 3. Find two integers who have a product of this number ($a \times c$) and a sum of ‘b’ 4. Break up the middle term into the integers that satisfy the product and sum 5. Factor by grouping Factoring $ax^2+bx+c$ if ‘a’ is 1 or can be factored out 1. Check for a common factor 2. Find two integers who have a product of ‘c’ and a sum of ‘b’ 3. Put those integers into $(x+r)(x+s)$ for ‘r’ and ‘s’ Completing the Square: Going from standard form to vertex form $y = ax^2 + bx + c$ to $y = a(x-h)^2 + k$ 1) Put brackets around the first two terms 2) Factor out the number in front of the $x^2$ (not the letter) 3) Look at the last term in the brackets, divide it by 2 and then square it. 4) Add and subtract that term behind the last term in the brackets. 5) Move the negative term outside of the brackets 6) Simplify the terms outside of the brackets. 7) Factor the perfect square trinomial $(x + b/2)^2$ Perfect Square Trinomial: $a^2 + 2ab + b^2 = (a+b)^2$ $a^2 - 2ab + b^2 = (a-b)^2$ Remember: the ‘c’ value of a perfect square trinomial is half of the ‘b’ value squared: $(b/2)^2$ Chapter 6 Solving by Factoring: 1) It must be set to equal 0. Before factoring, it must be in the form $ax^2 + bx + c = 0$ 2) Factor the left side of the equation 3) Set each factor to equal zero and solve for ‘x’. Use the discriminate to determine the number of roots: If $b^2 - 4ac$ is < 0 $\rightarrow$ 0 roots If $b^2 - 4ac$ is = 0 $\rightarrow$ 1 root If $b^2 - 4ac$ is > 0 $\rightarrow$ 2 roots Remember: the axis of symmetry is the x-coordinate of the vertex. Find the axis of symmetry by adding the x-intercepts and then dividing by 2. Use the axis of symmetry to find the y-coordinate of the vertex.
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After all players have mastered how to thump a Thingdoodle, make sure the Thingdoodles are randomly placed around the playing surface. Pass the spinner to the youngest player who will go first. **Play:** All players place their mallets on the table. Spin the spinner for all to see where the arrow lands. As soon as the spinner stops, all players pick up their mallets and start thumpin’ the correct color or type of Thingdoodle. Once all the correct Thingdoodles are thumped, each player counts the number of correct Thingdoodles wrapped around his or her mallet and crosses off that number of boxes on their score pad. **Note:** If a Thingdoodle is thumped but gets away from a player’s mallet, the Thingdoodle is out of play. After all players have recorded their scores, the spinner is passed counterclockwise to the next player for the next round to begin. **Win:** The first player to collect 20 or more Thingdoodles **WINS!** *If more than one player collects 20 or more Thingdoodles at the end of a round, those players participate in a thump off.* To start the thump off, participating players place their mallets on the table. All Thingdoodles are placed randomly on the playing surface. The youngest player says “Thump off! Ready, set, go!” All participating players pick up their mallets and race to thump as many Thingdoodles as possible. The player with the most Thingdoodles on their mallet once all Thingdoodles have been collected is the winner. --- **Objective:** Be the first player to correctly “thump” and collect 20 **Thingdoodles** to win the game! **Set-Up:** You will need a pencil for each player to keep score. Take a moment to meet the two types of Thingdoodles: Both types of Thingdoodles come in 4 colors: **blue**, **orange**, **green** and purple. Make sure all players can correctly identify these colors and tell the difference between **Doodledoes** and **Doodledoos**. Take a moment to familiarize all players with the spinner. Each player chooses a mallet and takes a score sheet. Place all Thingdoodles face up on a flat, hard surface within reach of all players. Practice hitting a Thingdoodle with your mallet. Notice how the Thingdoodle magically wraps around your mallet once it is hit. **Hint:** try to hit the Thingdoodle in the center.
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At a Glance: AAPIs in Hawaii - Hawaii is home to 708,074 Asian Americans (alone or in combination) and 296,496 Pacific Islanders, (alone or in combination) making up about 55% and 23% of the state, respectively. About 22% of Hawaiians are multiracial. - The AAPI vote is important in local and national elections, and Hawaii has a long history of electing AAPI officials since establishing statehood. - Political participation rates for Asians in Hawaii are comparable statewide but not high compared to other states—about 56% of the Asian VEP\(^1\) registered to vote in 2008. However, many recent Asian American immigrants still face challenges towards engaging in civic life. **A Large and Established AAPI Population** - There are 708,074 Asian Americans in Hawaii, making up 55% of the population. - There are 296,496 Pacific Islanders, making up 23% of the state’s population. - In addition, about 22% of Hawaii is of mixed-race descent. While the above numbers include multiracial AAPIs, there are 495,762 Asians of one race and 113,113 NHPIs of one race in Hawaii. - Hawaii is one of the two states in the US where non-Hispanic whites don’t form a majority. - About 4% of the country’s Asian only population resides in Hawaii. In the US, one in four single-race NHPIs lives in Hawaii. - Japanese make up the majority of the Asian population in Hawaii, (about 1 in 3) and Native Hawaiians are the majority of the state’s Pacific Islander population (over half). **Hawaii’s AAPI Turnout in 2008** - In 2008, there were 548,000 Asians who were eligible to vote in Hawaii, making up 56% of the state’s VEP. - Of AAPIs eligible to vote in Hawaii, 58% registered to vote, which is comparable to the statewide number. - Approximately 87% of registered AAPIs turned out to vote in 2008, which is comparable to the statewide figure. **National Elected AAPI Officials in Hawaii** - Hawaii has a long history of electing Asian American officials to national office. - Some notable AAPIs from Hawaii: current Senators Inouye and Akaka, who are of Japanese and Native Hawaiian/Chinese descent, Patsy Mink, the first Asian American woman elected to US Congress in 1964, and Hiram Fong, the first AAPI US Senator, elected in 1959. - In 2006, AAPIs had the potential to influence the Senatorial race. The AAPI VEP was 373,347, which exceeded the margin of victory, which was 84,077. - In 2006, the AAPI’s had the potential to influence the Congressional races in districts 1 and 2, where the AAPI voting eligible population exceeded the margin of victory. **Challenges to Voter Participation** - Almost 1 in 5 households in Hawaii with Asian and Pacific Islander languages is linguistically isolated.\(^3\) Those who struggle with English have trouble voting without language assistance. - While only 5% of Pacific Islanders, and 25% of Asian Americans in Hawaii are foreign born, Hawaii has large foreign born populations from China, Korea, Japan, the Philippines, and Vietnam. - More recent immigrants are likely to be limited in their English proficiency. - 18% of Pacific Islanders in Hawaii live below the poverty line, and many South East Asian immigrants also live below the poverty line. --- \(^1\) 2006–2008 American Community Survey; all other data from *A Community of Contrasts*, Asian American Justice Center, 2006. \(^2\) “VEP” stands for Voting Eligible Population– Citizens who are 18 years or older. \(^3\) A linguistically isolated household is one in which all members of the family over 14 years old experience at least some difficulty speaking English.
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Russia: The impact of World War 1: Initial reaction - War was popular with most Russians. - Most Mensheviks support war - Church makes the war a holy war - Anti-German fever (St Petersburg = Petrograd) Only a small number resist this mood: including Lenin & Bolsheviks who believed the war was the Tsar’s imperialist war and should be used to topple the autocracy. WW1 & the countryside - 15.5 million conscripted, mainly from the land = less labour on the land - Most military casualties = peasant soldiers. - Occupied lands in west were the most heavily populated and productive agriculturally - Russian civilian losses by 1917 = 2,000,000 (famine, disease, war) - Increasingly this turns the peasants against war (and Tsar) WW1 & industry - Blockade by Germany starves industry of raw materials - Raw materials from the western allies could not reach factories due to transport collapse = factory closures WW1 & towns - German occupation of west: = (1) refugees in towns with no work/ Shelter (1916: 3.3 million refugees) = (2) Shortages of food (1916 cereal production = 20% less than pre war) = cost of food rises = ruble inflation (400% 1914–1916) - Factory closures = unemployed seeking work = real wages fall as prices rise - Agitation grows in the towns: - 1916: 67,000 march to commemorate Bloody Sunday. 1917: 145,000 Sept 1916, 200,000 strike in Petrograd Strikes spread outside capital and become political in their demands Bolshevik agitation increases (1914–1917, 2,000,000 leaflets believed to be distributed in secrecy) Increasing military collapse - Losses so high, 33% of all men conscripted - 1914 = lost 500,000 - Reinforcements badly armed & equipped = desertion grows = self mutilation grows - By 1915 = lost 3,400,000 (dead, captured, wounded) men in war - Troops increasingly disillusioned by military leadership of Tsar and generals. Growing agitation by small number of Bolsheviks within the army. Incompetence of Tsar (See classwork) Figures from Alexander Grunt, “Russia at war”, a Soviet historian
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ing into a double line separated by grade. The students then marched up the steps to their respective classrooms. Their outer garments were hung on hooks along the walls of the hallway. The interior of the classrooms were essentially alike except for the height of the student desks. If my memory is correct there were six rows with eight desks in each row. The desks and chairs were firmly attached to the floor. The desks all had hinged lids which were slightly tilted toward the student. There was a minor difference, although all desks had a round hole for the insertion of an inkwell, only those in the upper four grades contained inkwells. The front of the room had large chalkboards mounted across its entire width. Above the chalkboards were mounted Rand McNally roll-up map cases. The teacher's desk and chair were centered in front of the chalkboards, facing the students. High on the wall above the chalkboards was a crucifix. In one front corner was an American flag. The first activity of the day was to stand and recite the Pledge of Allegiance, followed by the morning prayers. Then homework papers were collected. The first subject of the day was religion, commonly called Catechism. This was followed by a sequence of subjects whose titles varied by grade. In general, it was Reading, Writing, Arithmetic, History and Geography. Great emphasis was placed on Grammar, which included spelling. Nearly as much emphasis was placed on arithmetic: running the whole gamut from simple arithmetic (don't forget the multiplication table), through fractions and elementary geometry. Another subdivision of arithmetic was Units of Weight and Measure, i.e. ounces, pounds, pints, gallons, bushels, feet, yards, etc. History began with Christopher Columbus, the Jamestown and Plymouth colonies, right on through the Revolution, followed by the Civil War, up to and including WWI, complete with names of major players and dates of all significant events. In Geography we had to identify all ocean bodies and continents. We furthermore had to locate on a map every major country in the world including its capitol city. In the U.S. we had to locate and name every state and its capitol. Thrown in for good measure was the name and location of all major mountain ranges and rivers. Yes, we had to spell Mississippi too! Coming back to the classroom...as there were two classes in each room and only one teacher, subject matter was divided in two. While the teacher was lecturing to one class on a given subject, the other class was busy with study work: reading from their texts, solving arithmetic problems or writing answers to questions on the blackboard or at the end of a chapter in their textbooks. Halfway through the period the roles were reversed. All written material was collected at the end of the period, graded and returned on the following day. WOW! Talk about a workload. Working alone, some students, boys in particular, tended to daydream or amuse themselves by drawing pictures, or with other distractions. It was not unusual to be rudely awakened by a smart rap on the knuckles from a 12-inch ruler. More serious infractions resulted in being kept after school and having to write "I will not _____ ____ ___" 100 times. Cheating during a test resulted in having the test paper torn up and a different one completed during an "after school session." Throwing spitballs, shooting rubber bands and other methods of disrupting the class, usually resulted in a visit with Sister Superior. Instead of a ruler she was said to use a blackboard pointer, but not applied to the knuckles. Thank God for long underwear and thick trouser seats! Report cards went home monthly, to be returned signed by a parent. Subjects were graded A thru D. Final grades at the end of the year were "Pass or Fail." To fail meant the grade had to be repeated during the following year. A summer school was available where one could get help and usually resulted in advancement to the next grade. This was particularly important to children who had missed extended periods due to illness. One has to remember that these were the days before "shots." Every child could expect, within their lifetime, coming down with at least two out of the three most common diseases: measles, mumps or chicken pox. As I remember it...that's the way it was at the old St. Joseph's school. Many thanks to Frank for taking us down memory lane—and what a memory!
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6. Indian Agriculture and Nature’s Balance, Seventeenth Century ... It is their custom for every family to live on its fishing, hunting, and planting, since they have as much land as they need; for all the forests, meadows, and uncleared land are common property, and anyone is allowed to clear and sow as much as he will and can, and according to his needs; and this cleared land remains in his possession for as many years as he continues to cultivate and make use of it. After it is altogether abandoned by its owner, then anyone who wishes uses it, but not otherwise. Clearing is very troublesome for them, since they have no proper tools. They cut down the trees at the height of two or three feet from the ground, then they strip off all the branches, which they burn at the stump of the same trees in order to kill them, and in course of time they remove the roots. Then the women clean up the ground between the trees thoroughly, and at distances a pace apart dig round holes or pits. In each of these they sow nine or ten grains of maize, which they have first picked out, sorted, and soaked in water for a few days, and so they keep on until they have sown enough to provide food for two or three years, either for fear that some bad season may visit them or else in order to trade it to other nations for furs and other things they need; and every year they sow their corn thus in the same holes and spots, which they freshen with their little wooden spade, shaped like an ear with a handle at the end. The rest of the land is not tilled, but only cleansed of noxious weeds, so that it seems as if it were all paths, so careful are they to keep it quite clean.... 7. A Narragansett Leader Complains of English Encroachment, 1642 ... [O]ur fathers had plenty of deer and skins, our plains were full of deer, as also our woods, and of turkies, and our coves full of fish and fowl. But these English having gotten our land, they with scythes cut down the grass, and with axes fell the trees; their cows and horses eat the grass, and their hogs spoil our clam banks, and we shall all be starved.... 8. Mohegan Indians Describe Effects of White Settlement, 1789 ... The times are Exceedingly Alter’d, Yea the times have turn’d everything upside down, or rather we have Chang’d the good Times, Chiefly by the help of the White People, for in Times past, our Fathers lived in Peace, Love, and great harmony, and had everything in Great plenty.... But alas, it is not so now, all our Fishing, Hunting and Fowling is entirely gone.... 9. Father Sebastian Rasles Comments on the Hunting Practices of the Illinois, 1692 After three months in Quebec studying the Algonquin language, I embarked in a canoe to go to the Illinois Country, 1,200 miles distant. So long a voyage in those barbarous regions holds great risks and hardships. We had to cross vast lakes where storms are as frequent as on the ocean. We landed
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1. Read the passage given below and answer the questions which follow: The first postage stamp was issued in 1840. It carried the head of Queen Victoria. Some people felt unhappy that their queen's head was disfigured in the process of cancellation. The queen herself didn't seem to mind. In fact, she herself enjoyed walking to the local post office from her Balmoral Castle to buy stamps and chat with the postmaster. (a) Answer the following questions briefly: (i) When was the first stamp issued? (ii) What did it carry on it? (iii) Why did some people feel unhappy? (iv) What was the Queen's attitude? (v) What did she enjoy doing? (b) Say whether the following statements are True (T) or False (F): (i) The first stamp carried the head of Queen Elizabeth. (ii) Stamps were disfigured during cancellation. (iii) The Queen was upset. (iv) The Queen used to chat with the postmaster. (v) The Queen lived in Balmoral Castle. 2. Read the following passage and answer the questions which follow: Life was extremely hard for man in the early days. He had no house, no clothes except some skins of animals, and he must have been fighting most of the time. To get his daily food he had to hunt and kill animals or gather nuts and fruits. He felt he had enemies everywhere. Even nature seemed to him an enemy, sending storms and earthquakes. He was afraid of everything because he could understand nothing. Moreover, he was afraid of the gods he worshipped. (a) Answer the following questions briefly: (i) Why was life hard for man? (ii) What did he do to get food? (iii) Why did nature seem to be an enemy to man? (iv) Why was man afraid of everything? (v) Give the word opposite to 'enemy'. (b) Say whether the following statements are True (T) or False (F): (i) Life was easy for the early man. (ii) He had a number of houses. (iii) He kept fighting most of the time. (iv) He was afraid of nothing. (v) He did not understand anything. 3. (a) Match the words in Column A with their meanings in Column B: | Column A | Column B | |----------|----------| | chat | repel | | lorry | unfriendly | | meal | talk | | hostile | truck | | attract | food | (b) Write the words opposite in meaning to the following words: ugly, smooth, clever, high, loud. 4. (a) Fill in the blanks with the prepositions given below: at, with, on, after, under (i) The river flows ............ the bridge. (ii) The trade fair begins ............... Children’s Day. (iii) I enjoy eating curd ............ sugar. (iv) Everyone was relieved ............. the exams got over. (v) The minister arrived .............. 10 a.m. (b) Fill in the blanks with the correct words: (i) No one .......... (like/likes) to work in a noisy place. (ii) Savita is very fond ....... (of/off) sweets. (iii) A number of cars .......... (was/were) parked near the gate. (iv) Each boy should .......... (bring/brings) a bat. (v) Thieves are not .......... (scare/scared) of the police. 5. Write a paragraph in about 100 words on "My favourite sport". 6. Write a letter to your friend telling him about a film you have seen recently. You can speak about the actors, story, songs, music, cinematography etc.
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Dear Parents and Carers, Please find below some useful maths questions to which every upper key stage two student should know the answer. Please keep this information to hand and when and where possible, ask and rehearse the questions and answers with your child. Knowing quickly the answers to these questions will help the children with their understanding of the maths curriculum and ultimately the SATS that they take at the end of year six. 25 things every 10 year old should know... .....and most don’t. 1. Know all times-tables up to 12x12 2. How many weeks in a year? 3. How many days in the different months of the year? 4. How many days in a fortnight? 5. What is a 4 sided shape called? 6. How many years in a decade? 7. How many months in a year? 8. How many centimetres in a metre? 9. How many hours in a day? 10. What is a 6 sided shape called? 11. How many eggs in a dozen? 12. How many degrees in a right angle? 13. What do the internal angles of a triangle add up to? 14. How many millimetres in a centimetre? 15. How many metres in a kilometre? 16. What time is [?] on a 24 hr clock? 17. How many centimetres in a foot? 18. How many years in a century? 19. How many millilitres in a litre? 20. How many grams in a kilogram? 21. How many kilometres in a mile? 22. How many centimetres in an inch? 23. How many pounds in a kilogram? 24. What is a 5 sided shape called? 25. How many days in a year? “All children, by the end of year 4 are expected to be able to recall multiplication and division facts for multiplication tables up to 12x12.” Statutory requirements – Primary National Curriculum Thank you for your support in this matter. Mrs. Lindsay Deputy Head Teacher and Maths Lead (P.S. For your information: the answers are on the reverse of the letter!) 25 things every 10 year old should know .....and most don’t. The Answers 1. Know all times-tables up to 12x12 MATHexcellence 52 weeks 2. How many weeks in a year? 30 days has Sept.. 3. How many days in the different months of the year? 14 days 4. How many days in a fortnight? Quadrilateral 5. What is a 4 sided shape called? 10 years 6. How many years in a decade? 12 months 7. How many months in a year? 100cm 8. How many centimetres in a metre? 24 hours 9. How many hours in a day? Hexagon 10. What is a 6 sided shape called? 12 eggs 11. How many eggs in a dozen? 90 degrees 12. How many degrees in a right angle? 180 degrees 13. What do the internal angles of a triangle add up to? 10mm 14. How many millimetres in a centimetre? 1000m 15. How many metres in a kilometre? Add twelve 16. What time is [?] on a 24 hr clock? 30cm 17. How many centimetres in a foot? 100 years 18. How many years in a century? 1000ml 19. How many millilitres in a litre? 1000gms 20. How many grams in a kilogram? 1.6 km 21. How many kilometres in a mile? 2.5cm 22. How many centimetres in an inch? 2.2lbs 23. How many pounds in a kilogram? Pentagon 24. What is a 5 sided shape called? 365 days 25. How many days in a year? “All children, by the end of year 4 are expected to be able to recall multiplication and division facts for multiplication tables up to 12x12.” Statutory requirements – Primary National Curriculum
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**Question** What do I know about how a child grows, moves, and functions? We already have some ideas about how a child grows, moves, and functions. We also have lots of questions! **Foundation** What makes up our food? Food is made of molecules that contain matter and energy. These molecules have to get to cells in the animal's body. **Inquiry** What goes in when an animal eats? What comes out? The mealworms gained mass and the potato lost mass, but the mealworms didn't gain as much mass as the potato lost. Animals convert stored chemical energy into motion energy. **Explanation** Where did the missing mass go? Some matter leaves the body as urine and waste but most matter leaves the body as CO₂ during cellular respiration. **Explanation** What happens to food when it is in the body? Matter goes into the body and is broken down during digestion. Some matter is used for growth (biosynthesis). **Explanation** How do other animals grow, move, and function? All animals use the same carbon-transforming processes (digestion, biosynthesis, and cellular respiration) to move, grow, and function. --- **Lesson 1: Expressing Ideas** Students will take a pretest and share their initial ideas on the *Expressing Ideas Tool* about animal growth, identifying what animals need to grow and gain mass. **Lesson 2: Foundations: Materials in Our Food** Students will "zoom into" food and examine nutrition labels to learn about the materials in plants, animals and our food including organic materials (fats, carbohydrates, and proteins). **Lesson 3: Investigating Mealworms Eating** Students conduct an investigation to explore what happens when mealworms eat, move, breathe and grow. They use the *Predictions Tool* and the *Evidence-Based Arguments Tool*. **Lesson 4: Explaining How Animals Move and Function** Students model the oxidation of glucose to carbon dioxide and water using molecular model kits and use the *Explanations Tool* to explain what happens when cows move and function. **Lesson 5: Explaining How Animals Grow** Students trace the processes involved in a cow growing, digesting and biosynthesis on a poster of a cow, construct a model of the breakdown and rebuilding of molecules through digestion and biosynthesis and use *Explanations Tools* to explain digestion and biosynthesis. **Lesson 6: Other Examples of Digestion, Biosynthesis, and Cellular Respiration** Students practice explaining digestion, biosynthesis, and cellular respiration in other animals and then take the unit posttest.
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What is Heartburn? Heartburn, or reflux, occurs when stomach acid flows back up into the oesophagus (food pipe) which causes irritation to the inner lining of the oesophagus. Heartburn/reflux happens when the stomach’s valve, which separates the stomach and oesophagus, does not close properly. Symptoms can be worse when bending down/over. What are the Symptoms? - Pain and discomfort in the upper body and behind the breast bone - Fluid or food from your stomach coming into your mouth - An acid/sour/bitter taste in your mouth - Sudden increase in saliva (hypersalivation) - Burping - Dry cough (especially at midnight) What are some risk factors? Some factors can trigger or worsen heartburn, such as: - Some foods (spicy/junk foods) - Caffeinated drinks (coffee/tea) - Soft drinks and sodas - Having large meals - Eating too fast - Anxiety/stress - Lying down after eating - Physical activity soon after eating - Certain medical conditions Medicines and Treatments? Some medicines are available without a prescription from a pharmacy. A pharmacist can advise and/or refer you to a doctor when necessary. You should always let your pharmacist know of your medications, medical conditions, allergies or pregnant & breastfeeding status so they can recommend the right treatment for you. Medicines that help include: | Antacids | H₂-antagonists | Proton Pump Inhibitors (PPIs) | |----------|----------------|-------------------------------| | - Works by neutralising the gastric acid in the stomach for quick relief of symptoms - Preferred if pregnant or breastfeeding - Do not take within 2 hours of medications - Avoid using for longer than 1-2 weeks - Brands: Gaviscon, Mylanta | - Works by reducing the amount of gastric acid produced in the stomach - Can be used 30-60 minutes before eating if reflux occurs with food/drinks - Avoid using for longer than 1-2 weeks - Brands: Zantac | - Works by reducing the amount of gastric acid produced in the stomach - Used to prevent heartburn/reflux symptoms (does not provide a quick relief) → Can be used with antacids - Brands: Nexium | Self-care & Lifestyle Tips - Avoid or reduce consumption of trigger foods & drinks - Eat smaller meals more often than large meals less often - Do not rush when eating; chew slowly - Use an extra pillow or raise the bed’s head to avoid lying down flat - Wear loose clothing around your waist Resources: 1. Pharmaceutical Society of Australia Self-Care Fact Card: Heartburn & Indigestion 2. Pharmaceutical Society of Australia: Non-Prescription Medicines in the Pharmacy Supervised by Angela (Pharmacist)
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Hymn of the Day – “Jesus Christ Is Risen Today” 1. Jesus Christ is ris’n today, Alleluia! Our triumphant holy day, Alleluia! Who did once upon the cross, Alleluia! Suffer to redeem our loss. Alleluia! 2. Hymns of praise then let us sing, Alleluia! Unto Christ, our heav’nly king, Alleluia! Who endured the cross and grave, Alleluia! Sinners to redeem and save. Alleluia! 3. But the pains which He endured, Alleluia! Our salvation have procured; Alleluia! Now above the sky He’s king, Alleluia! Where the angels ever sing. Alleluia! 4. Sing we to our God above, Alleluia! Praise eternal as His love; Alleluia! Praise Him, all ye heav’nly host, Alleluia! Father, Son, and Holy Ghost. Alleluia! Word Scramble atEers rayM adeganMel otbm nealg srein ceretsriroun moewn leuAlila Produced by Heidi D. Sias. May be reproduced intact for congregational use only, not to be sold. For further permissions contact firstname.lastname@example.org. Front cover art (by Ed Riojas) copyright © 2006 by Higher Things. Used by permission. Available from Higher Things through their web store at: www.higherthings.org/store.html. Scripture quotations are from The Holy Bible, English Standard Version, copyright © 2001 by Crossway Bibles, a division of Good News Publishers. Used by permission. All rights reserved. Catechism excerpts from the 1912 Catechism, other art and all hymns are in the public domain. Remainder copyright © 2010 Heidi Dawn Sias. What to listen for during the service? Listen for the word “Alleluia.” How many times do you hear that word today? Why do we say or sing that word so many times today? What are we celebrating? Gospel Reading: Mark 16:1-8 (The Gospel Reading is from the part of the Bible that is about Jesus and his ministry.) 1 When the Sabbath was past, Mary Magdalene and Mary the mother of James and Salome bought spices, so that they might go and anoint him. 2 And very early on the first day of the week, when the sun had risen, they went to the tomb. 3 And they were saying to one another, “Who will roll away the stone for us from the entrance of the tomb?” 4 And looking up, they saw that the stone had been rolled back—it was very large. 5 And entering the tomb, they saw a young man sitting on the right side, dressed in a white robe, and they were alarmed. 6 And he said to them, “Do not be alarmed. You seek Jesus of Nazareth, who was crucified. He has risen; he is not here. See the place where they laid him. 7 But go, tell his disciples and Peter that he is going before you to Galilee. There you will see him, just as he told you.” 8 And they went out and fled from the tomb, for trembling and astonishment had seized them, and they said nothing to anyone, for they were afraid. Questions to talk about with your parents: 1) Who went to the tomb to anoint Jesus? 2) Jesus wasn’t in the tomb any more. Who did they find there instead? 3) What did the angel say to them? 4) What did it mean when the angel said “He has risen”? 5) Why were they afraid? People of the Bible: Mary Magdalene In the Gospel reading we hear about Mary Magdalene. But who was Mary Magdalene? We hear in Luke and Mark that Jesus cleansed Mary Magdalene of 7 demons. She then became a loyal follower and supporter of Jesus. We hear in Matthew 27 that Mary Magdalene was at the crucifixion of Jesus as well as His burial in the tomb. As we heard in the Gospel reading today, Mary Magdalene was also one of the women that went to the tomb on Easter morning and found the tomb empty. All four Gospels record that Mary Magdalene was among the first ones to see Jesus after His resurrection. Mary Magdalene believed that Jesus forgave all her sins and He was her Savior.
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INTRODUCTION: The chalutzim (early pioneers in Israel) felt that Israel needed to have a national style of art that reflected the way Jewish people had come to Israel from all over the world. The style, named “Bezalel,” was a mixture of European and Middle-Eastern, and was taught at the Bezalel School of Arts and Crafts. Students at the Bezalel School carved sculptures from the wood of Israeli olive trees. They also made ritual objects, like candle sticks, kiddush cups, and menorot. These were often made from metal. Bezalel students also designed posters to tell the rest of the world about Israel. The Bezalel School of Arts and Crafts was founded in 1906 and was named after Bezalel ben Uri, the man appointed by Moses to oversee the design and construction of the Tabernacle, the portable Temple that the Israelites carried with them in the desert. Today, the Bezalel Academy of Art and Design is Israel’s national school of art. Graduates are famous artists, architects, fashion designers and film makers. Their work is seen all over the world. ACTIVITY: DELET DECORATION (Delet דלת means door in Hebrew.) Make a beautiful sign for your door – Bezalel style! You’ll Need: disposable baking tin • scissors • ball point pen • pad of paper • tape • plastic spoon What to Do: 1. Use your scissors to cut away the sides of the disposable baking tin. After you have cut out the bottom, carefully fold down the edges so that they are smooth. 2. Cut a hole in the top of the sheet of metal so that you can hang it on your doorknob. Cut the hole in a square shape so you can easily fold the edges back and make them smooth. 3. If your disposable baking tin had any kind of writing or designs on it, place it on top of the pad and rub it with the plastic spoon until the writing disappears. 4. Draw your design on a sheet of paper. (design suggestions: your family’s name in Hebrew or English, symbols of Israel) 5. Place your metal sheet on top of the pad. Tape the paper with the design onto it so that it won’t slip. 6. Trace over the design with the ball point pen. Press hard, so the design will be raised on the metal. 7. When you are finished, hang your Delet Decoration proudly! Click on the photo below to see a video of the instructions. If the video doesn’t play, click here. CONVERSATION: • Do you have a special toy or other item that makes you feel calm and safe when you hold it? Is there a special place you like to go when you want to feel cozy? If you enjoyed this activity, subscribe to Chai Mitzvah’s Grandparents and Beyond! Receive a new sourcebook each month filled with meaningful conversations and fun activities to engage all ages. www.chaimitzvah.org
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SPRING READ ALOUD BUNDLE ELEMENTARY SCHOOL 8 DIFFERENT BOOKS ALSO INCLUDES GOOGLE SLIDES This bundle includes resources created for students with significant challenges (like autism and ID) and most were non-readers. This is a great way to expose all students the same curriculum their peers are following. This bundle includes 8 different books. Each has one week's worth of activities. It includes: - Busy Spring - Lola Plants a Garden - Spring Stinks - Spring Book - Toad Weather - When Spring Comes - Tops and Bottoms - The Tiny Seed All units have printable AND digital versions. Every unit has a table of contents. There is a separate file with directions and links to the digital activities. From: The Tiny Seed | Worksheet pages | Title | |-----------------|--------------------------------------------| | 4-5 | Story board | | 6-9 | What a seed needs to grow circle map | | 10-12 | Dangers the seed avoids circle map | | 13-14 | Sequence how a seed grows | | 15-17 | Sorting monthly events from the story | | 18-21 | Tiny Seed close worksheets | | 22-34 | Where is the Tiny Seed preposition booklet | | 35-36 | Terms of Use | In a separate file: • Directions and links to digital activities • Activities in black and white • Social Story Every unit has a storyboard to use while reading the book aloud. Suggestions for use are included. From: Tops & Bottoms Most books come with a circle map covering a concept in the book. These come with an errorless option and an option with wrong answers mixed in. From: Toad Weather Some units include a word map to introduce a word that may not be familiar to students. This is an errorless activity. From: Spring Stinks Sort the following things depending on if it would grow in Lola’s garden (flowers) or her mom’s garden (vegetables). Many units include a sorting activity. There are suggestions for differentiation included. From: Lola Plants a Garden Match the picture that goes best with each example of personification. | The rainbow painted color across the sky. | The lightning danced across the sky. | |------------------------------------------|-------------------------------------| | The garden was sleeping in the winter. | The bee flew by in a hurry. | | The birds chattered in the trees. | The plants raced to get more light. | | The flowers were begging for some water. | The petals came dancing down. | | The fireflies winked to me in the woods. | The robin told me spring was coming. | Many units include a matching activity. There are suggestions for differentiation included or a color-coded option is included. All units include a writing prompt. This is an errorless activity and allows students to write their own stories about winter. From: When Spring Comes Place the following in the circle map showing dangers the seed faced. - burned by the sun - icy mountain - drown in the ocean - die in the desert - eaten by a bird - eaten by a mouse - shaded by big plant - stepped on - picked There are digital versions of the activities included. Students click and drag the answers. From: The Tiny Seed Sort the pictures into those that show those things you would eat the tops of and those you would eat the bottoms of. If you are not sure, place it on the middle line. Included is a set that is completely differentiated using color. Also included is a video of the book read aloud from YouTube. Every resource comes in a zipped folder. You will need to unzip the folder to access all the contents which include: - Activities in color - Activities in black and white - Links and directions to digital activities
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April 16, 1929--Abraham Sztern (Stern) is born in Łódź, Poland with twin Helena, the youngest of 6 children. Winter, 1930--Twin Helena dies at 9 months of age from a tragic accident by the domestic help, who drops her on her head. 1940--Abe experiences acts of antisemitism from local Polish boys, and the Łódź ghetto is formed. Computerized sketch of Ghetto Litzmannstadt (Łódź ghetto), Oststraße street, Bundesarchiv, Bild 137-051639A / CC-BY-SA 3.0. Image provided to Wikimedia Commons by the German Federal Archive. European relief map showing the location of the city of Łódź, Poland. Courtesy of Wikimedia Commons. Winter, 1941--Abe and his family are forced into the Łódź ghetto. Although the family is allowed to stay together, everyone is required to work for food. They are ultimately put in a shared space with many other families. The crowded conditions allow easy transmission of disease and sickness. Łódź ghetto, 1940-1944. Map courtesy of the U.S. Holocaust Memorial Museum. August, 1944--After housing over 68,000 Jews, the Łódź ghetto is liquidated with most of the inmates sent to Auschwitz-Birkenau and Chelmno extermination camps. The Stern family is loaded in a cattle car to Auschwitz-Birkenau where they are then separated. Abe’s mother is sent directly to the gas chambers, his father is sent to Dachau. His 3 older sisters are sent to a camp in Czechoslovakia. Abe and brother Lazar are taken to a rubber factory, Continental Gummi-Werke AG, which makes tires for automobiles in Stocken-Hannover, Germany, a subcamp of Neuengamme concentration camp. U.S. Army 84th Infantry Division shoulder sleeve patch with an axe splitting a rail. Courtesy of the U.S. Holocaust Memorial Museum Collection. January, 1945--Abe and Lazar are transferred to a rock (asphalt) quarry in Ahlem, Germany, another satellite camp of Neuengamme concentration camp. April, 1945--As the Americans are closing in to the rock quarry, men are forced on a “death” march to Bergen-Belsen. Abe and several others, too weak and sick to march, hide in the asphalt quarry. Almost 90% of all the marching prisoners die on the march. Abe finds out that his brother was shot and killed for trying to share food with a fellow prisoner. April 10, 1945--Forced by starvation to come out of the quarry, Abe and the remaining men slowly emerge from their hiding place. They are greeted by the Americans who have liberated the camp. There are only about 30 prisoners alive when the 84th Infantry Division liberates the camp. Abe is taken to a hospital for care, weighing only 75 pounds. Summer, 1945--Abe stays in Germany, trying to get stronger and healthy after his ordeals in the camps. He begins working in a kitchen for the American Army Hospital in Marburg, Germany. He is able to locate his 3 sisters, all living in Poland, and brings them back with him to Germany. Abe is able to feed his remaining family by “borrowing” food from the kitchen, quietly approved by the army. Marburg, Germany in 1946 where Abe worked with some of his fellow survivors at an American Army kitchen. Abe is in the white shirt with an arm around his shoulders. Jack Tramiel is in front, the smaller of the two boys. Mickey Milberger is fourth (shortest boy) in the back row. They would all become lifelong friends. Abe and his three sisters are living in Marburg, Germany. Sitting are Rachel, Abe, Ruthie, with Sala standing behind Abe. Their clothes are partially made out of parachutes.
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The M-check is an easy way to make sure that your bike is safe to ride. It involves following an M shape to check five points of your bike. What you need If you are going to do your own basic repairs, tools you may need include: - Allen keys - Screwdrivers - Spanners - A pump - Lubricant - Puncture repair kit (Visit www.sustransshop.org.uk to view a range of eco-friendly bike maintenance products). Things to remember If you haven’t got the right tools or are unsure if your bike is safe to ride, visit your local bike shop. They will be able to make any necessary adjustments or repairs and are usually very good value for money. Activity instructions The M-check should be done on a regular basis, and when you get used to it, it won’t take longer than a few minutes to do. If you spot a problem while doing the M-check then tighten it, adjust it, lubricate it or pump it up… but if you are unsure how to fix it or don’t have the tools, visit your local bike shop who will fix it for you and ensure that your bike is safe to ride. 1. Is the front wheel secure? Is the quick release lever or wheel nut firmly tightened? - Lift the front of your bike and spin the wheel to check that it is straight. - Is the tyre inflated to the recommended pressure written on the tyre wall? - Check that the tyre tread isn’t worn and inspect for damage and bulges. - When squeezed, are the brake levers effective? - Are the brake pads worn or the cables frayed? - Make sure that the brake pads line up with the metal of the wheel rim and don’t scrape the rubber of tyre. - If you’ve been using your bike for a long time, especially with lots of hills or in gritty conditions, the wheel rims can become worn out by the brake pads making your bike unsafe to ride. - Is there any damage or wear to the rim or tyre? - Are the spokes free of defects? 2. Hold the tyre between your knees and try to move the handlebars from side to side to check that everything is correctly tightened and nothing creaks. - Is the handlebar stem correctly aligned with the front wheel? - Are the stem and handlebars fully secured? Check that the handlebar stem isn’t raised above the height limit mark. - Hold the front brake on and try to push the bike backwards and forwards. Any knocking or ticking indicates a loose headset which will need tightening (a bike shop will do this for you). 3. Inspect the frame to check for cracks or blistered paint that might indicate damage. Damaged frames need replacing. This is especially important if your bike has been in an accident. If you suspect there is a problem, take it to a bike shop. - Are both pedals and the chain set moving freely and smoothly? - Have a short test ride and run through your gears. Does each gear click in smoothly without the chain skipping or falling off? 4. Is your seat height correct? Your legs should be able to extend when pedalling but your hips shouldn’t be stretching to reach the pedals. Make sure the seat post isn’t raised above its height limit mark. - Is the seat firmly secured (hold the front and back of the seat and wiggle it – if it moves, it needs tightening). - Do your knees bend comfortably? If not, slide your seat backwards or forwards. - Are your handlebars in the correct place? If not, adjust them so that you can reach them comfortably. 5. Now do the same to the back wheel as you did to the front. See step 1. For more information, download our Basic bike maintenance activity sheet. Take our survey and win free books We want to know if this activity has helped you and your family or school to be more active. Your feedback will help us make these free resources as useful as possible in the future. The survey is super-quick to complete and you’ll be entered into a prize draw to win a copy of Make It Wild! and Cool Camping Kids, two books full of inspirational ideas for free range fun. Take the survey at https://survey.sustrans.org.uk/freerangekids Sustrans is the charity that’s enabling people to travel by foot, bike or public transport for more of the journeys we make every day. It’s time we all began making smarter travel choices. Make your move and support Sustrans today. www.sustrans.org.uk © Sustrans 2011. Registered Charity No. 326550 (England and Wales) SCO39263 (Scotland). While every effort has been made to ensure that the activities described on the activities sheets are safe, all activities are undertaken at your own risk and Sustrans cannot be held responsible for any accidents or injury resulting from taking part in these activities. All photos © Sustrans.
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Understanding brain development online course Brains aren’t just born; they’re built over time. Nurturing and responsive relationships and safe environments are key to developing thriving brains. About this course This course was developed by Emerging Minds in partnership with the Australian Research Alliance for Children and Youth (ARACY) and the Thriving Queensland Kids Partnership (TQKP), and in collaboration with The University of Queensland’s Queensland Brain Institute (QBI). TQKP received philanthropic funding from the Paul Ramsay Foundation, the John Villiers Trust, Hand Heart Pocket, the Bryan Foundation, and the Tim Fairfax Family Foundation. The experiences we have and the environments we live in directly shape our brains. Understanding how brains are built can help you to make a positive difference in the lives of children and families. Just as a house needs a sturdy foundation, a brain needs a good base to support all future development. This course will introduce you to the interactions, relationships and environments that lay the foundation for healthy brain development. It will provide you with an increased awareness, knowledge and understanding of foundational concepts of neuroscience, including how positive development in the early years sets us up for a lifetime of learning, health and wellbeing. This course explores neuroplasticity, the impacts of stress and trauma on brain development, and the important role of ‘serve and return’ interactions and executive functioning in supporting a child’s wellbeing. It also includes information on strategic framing, best practice and ‘what works examples’ to improve children’s mental health, development and wellbeing in your work context. Why was this course developed? Children’s brains are built through interactions with people, communities, systems and environments. And if thriving and healthy brains are built through relationships, then we all have a significant role to play in children’s development. Put simply, we are all brain builders, and we have a responsibility to ensure that children are provided with opportunities that allow their brains to develop and thrive. No matter the kind of service you work in, the learnings in this course will help you to support infants, children, adolescents and families to build resources for lifelong wellbeing. How was this course developed? This course draws on the latest research, clinical insights from academics and health and social service professionals, and the lived experience of child and family partners (parents). Who is this course for? This course is for anyone who interacts with children and families during their day-to-day service delivery. It will benefit practitioners across multiple sectors and systems including health, social and community services, justice, housing, and education. It will also be useful for professionals involved in management and leadership, policy making, strategic planning, quality improvement, and systems change. The course is suitable for people with no prior understanding of neuroscience, along with those looking to increase their knowledge of the research and best practice. What is included in the course? This course features reading materials, reflective activities, and video interviews with researchers, practitioners and parents. Visit our web hub today! Emerging minds.com.au
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1 Grad Se Beli (Croatia – Međimurje) 2/4 In 1990 I choreographed this dance, especially driven by the fact that the musical phrasing is irregular, which is not quite common for the music from Međimurje. The performers are the female choir “Ladarice” with Andela Potočnik and the record dates back to 1970. In later years Ladarice recorded new arrangements of Grad Se Beli, where the irregular phrasing was lost. Since the 1970 recording is less available on the internet, some people started using the later arrangements for my dance, but of course the main attractiveness (the irregular phrasing) was thus lost. Of course I will make available the “correct” version of the music via the FAC shop, so hopefully this will bring back the ‘original’ dance. The movements are based on patterns that can be observed not only in Međimurje, but in Croatia as a whole. It is a joyful mixed dance that can be danced in a large circle with the hands held down, in basket-front or basket-back position. 2 Švrćino Kolo (Serbia) 2/4 This dance was choreographed by Miodrag “Ciga” Despotivić and his wife Ivon. During their teaching careers they produced four albums and one CD. Most of these dances were created by Ciga and/or Ivon, based on authentic movements that they observed “in the field”. Since I was asked by Ciga and Ivon to preserve their legacy, I will usually include some of their dances in my repertoire. The music for this dance was shortened to fit better with nowadays audiences. It is a really joyful dance (once you are able to keep up with the tempo …) Švrćino Kolo was created in the early 1970’s and the music is by Ansambl Tihomira Paunovića (Tihomira is a renowned frula and dvojnica player). 3 Trenino Oro (Macedonia) 7/8 & 4/4 Choreographed by Ben Koopmanschap In 1988, a friend of mine sent me a copy of studio recordings by the musicians of Radio televizija Skopje. To my knowledge these recordings were never officially released on an album, cassette or CD. To make the recording of Trenino Oro more suitable for teaching purposes, I shortened the introduction and increased the dance part. The attractiveness of Trenino oro is that it consists of two parts; a slower part in 7/8 and a quicker part in 4/4. 4 Splet Pesama Iz Istočne Srbije (East Serbia) 2/4, 5/8 & 9/8 Before Christianity was introduced in the Balkans there were many pagan Slavic traditions and rituals. Some of these rituals are still practised today, such as “Dodole”. During the dry summer seasons, young girls would dress themselves with vines, small branches and leaves. They travelled from village to village and from house to house. Once arrived at a house they would perform ritual Dodole songs and dances. The host of the house would respond by sprinkling some water on the girls, in order to please the goddess of rain. The first time I heard the recording of Splet Pesama Iz Istočne Srbije (Three songs from East Serbia) it brought back my memories of observing the Dodole traditions. The atmosphere of the songs is similar to the authentic songs, although I must stress that these songs are NOT Dodole songs. So, the Dodole traditions and the atmospheric rendition of these three beautiful songs, formed the inspiration for the three dances that I choreographed. The performers are Grupa Pevača "Šumadija" and the Narodni Orkestar Radio Televizija Beograd. Serbia 1958, Dodole in Nedeljka Watering of Dodola by Uroš Predić – 1892 5 Tankosava (Serbia – Šumadije) 2/4 I created this dance in 2002. When I heard the music for the first time I just loved it and I couldn’t resist using this music for a dance. I edited the music to extend the length, so that we can enjoy it even longer. The performers are Predrag Gojković – “Cune” and Dragan Živković - “Tozovac” with the female choir “Šumadija”. The movements are inspired by the dances of the “Šetnja” family of dances; comfortable walking dances. I have seen various interpretations of Tankosava on the internet which don’t necessarily ignite my enthusiasm. During the workshop I will focus on the way I wish that the dance would be performed. Videos and music for these dances available through the Folk Arts Center’s music shop: store.facone.org
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About The Forest In 2019, AFER discovered that the Catchacoma Forest is the largest documented old-growth eastern hemlock Forest in all of Canada. Only a 45 minute drive from Peterborough, ON, the Forest is located on the north end of Catchacoma Lake and can be accessed from a bus-friendly trailhead off of country road 507. Facilitated by Ancient Forest Exploration & Research (AFER) and the Ontario Wilderness Committee (WC) A Class Visit to Catchacoma Old Growth Forest A memorable environmental education experience! Learn Among Towering Hemlocks A Phenomenal Outdoor Classroom The Catchacoma Forest is a classroom like no other. Guided by AFER and WC, students will have the opportunity to immerse themselves in the magical old growth and learn first-hand about tree identification, forest and wetland ecology, local species (547 species ID’d to date), and carbon storage in one of Eastern Canada’s most carbon-rich temperate forests. This education experience will look different based on the age and focus of the class (Ages 6+ recommended). Citizen Science If interested, it is also an option for students to learn first-hand about citizen science and fieldwork by collecting data in the Forest and learning valuable field skills using forest ecology equipment like DBH tapes and calipers. Environmental Advocacy As Catchacoma Forest is currently unprotected, some areas were logged in 2019-2021. Students will have the chance to walk through these logged areas on the way to the intact old-growth and learn about real-time advocacy efforts of the Catchacoma Forest Stewardship Committee (CFSC) to protect the Forest. Activities Other activities in the forest can include campfires and forest bathing—a guided, meditative experience that encourages participants to slow down, reflect, and experience the forest through all their senses. About Us AFER and WC are non-profit organizations that have been operating in Ontario for 30+ years. AFER is dedicated to research and education on Ontario old-growth forests, and WC aims to protect Canada's wild spaces and species. AFER and WC have been facilitating research, education, and advocacy in the Catchacoma Forest since 2019, bringing over 300 people into the Forest to learn about the landscape. Contact Us! If you are interested in bringing a class to the Catchacoma Forest or have any questions, please contact us at: email@example.com firstname.lastname@example.org For more information about AFER and WC: Peterborougholdgrowth.ca wildernesscommittee.org/ontario
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“Mommy, my teacher talked to us today about looking for ways to help change our world for the better,” Deidra explained as they walked home from school. “But I’m not sure what I can do.” “Helping to make a positive change in your world is a wonderful undertaking,” her mom said. “Did you know that changes can be small things you do around your community, but which help to make a difference? Taking care of our community, like the parks and general areas, is one way you can help. “It’s also being mindful of how you treat public property by not littering, not breaking things on purpose, and even avoiding walking on plants in flowerbeds. Helping out in the garden and removing your toys from the lawn and driveway helps to keep the neighborhood looking nice and is a way to make positive change.” Deidra thought for a while, then said, “Look, Mom, there is quite a bit of trash in the park. Could I go pick it up?” “That would be a lovely idea,” her mother agreed. “How about we go home and get some gloves to use and a basket to put the rubbish in?” After getting the necessary supplies, Deidra and her mother began picking up bits of trash along the way. “Why do people make such messes?” Deidra asked. “Well, sometimes people haven’t been taught to care about things, and they don’t understand how their lack of care hurts other people and nature. Sometimes, though, mess is just a part of life, and cleaning it up is something that has to be done.” “For example, maybe you’re eating in the park and your napkin blows away, and you may not be able to catch it that day and it settles somewhere else as litter. Or an animal might get into the rubbish bin and get trash everywhere that has to be cleaned up.” “Oh no, Mommy, there’s a broken bottle,” Deidra said. “Don’t touch it, Deidra!” her mom exclaimed. “It’s good that you want to help clean it up so no one gets hurt, but when you see a broken or sharp object on the ground, ask a grown-up to take care of it so that you don’t cut yourself.” “Hi, Deidra,” Jeffrey called out. “What are you doing?” “I’m helping to change the world,” Deidra announced. “By picking up trash, we’re making the park look nice again.” “Oh, that’s nice,” Jeffrey said. “Thank you. I’d like to help too. Can I, Dad?” “Of course, son,” his dad replied. “But you’ll need to get gloves and a bag or two first.” “I’ll be back soon, Deidra,” Jeffrey called as he ran back to his house. Deidra smiled. She was glad that not only was she making the park look better with her efforts, but she could also encourage her friends to make a difference too. Don’t belittle what you can do to change the world. Little things and little people are important! Whatever you can do to help make a difference matters. Caring for the world, even in little ways, when they all add up, can make big change happen. And it can start with YOU! Authored by Devon T. Sommers. Illustrations by Didier Martin. Colors and design by Stefan Merour. Published by My Wonder Studio. Copyright © 2017 by The Family International
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Objective: • Teach our youth the basics of how to plan a flight. • Review the wind triangle. • Explain terminology – course, heading, track, drift angle, WCA, ground speed. • Explain the steps required to plan a flight. • Avoid becoming a child of the magenta line! Materials: • E-6B flight computer • Navigation Log worksheet (Yes, I know - “there’s an app for that”) • Sectional charts • Pilots Handbook of Aeronautical Knowledge • Airport/Facility Directory (Now Chart Supplement) • Aircraft Operating Handbook The term “children of the magenta” traces to 1997, when American Airlines captain Warren Vanderburgh said the industry has made pilots too dependent on monitoring the magenta lines on the machines that are really flying the plane. (Source IEEE Security & Privacy Children of the Magenta Sept.-Oct. 2015, pp. 104-104, vol. 13) link No matter what you fly, regardless of how high or how fast, the basics matter. From the Pilots Handbook of Aeronautical Knowledge: Air navigation is the process of piloting an aircraft from one geographic position to another while monitoring one’s position as the flight progresses. It introduces the need for planning, which includes plotting the course on an aeronautical chart, selecting checkpoints, measuring distances, obtaining pertinent weather information, and computing flight time, headings, and fuel requirements. The methods used in this chapter include pilotage—navigating by reference to visible landmarks, dead reckoning—computations of direction and distance from a known position, and radio navigation—by use of radio aids. Figure 16-14. Aircraft flight path resulting from its airspeed and direction and the wind speed and direction. Figure 16-15. Effects of wind drift on maintaining desired course. Pilots Handbook of Aeronautical Knowledge Page 16-5 through 16-20 \[ \text{TC} \pm \text{WCA} = \text{TH} \pm \text{V} = \text{MH} \pm \text{D} = \text{CH} \] (page 16-20) - **TC** - True Course - **WCA** - Wind Correction Angle - **TH** - True Heading - **V** - Magnetic Variation - **MH** - Magnetic Heading - **D** - Magnetic Deviation - **CH** - Compass Heading • Course—intended path of an aircraft over the ground or the direction of a line drawn on a chart representing the intended aircraft path, expressed as the angle measured from a specific reference datum clockwise from 0° through 360° to the line. • Heading—direction in which the nose of the aircraft points during flight. • Track—actual path made over the ground in flight. (If proper correction has been made for the wind, track and course are identical.) • Drift angle—angle between heading and track. • WCA—correction applied to the course to establish a heading so that track coincides with course. • Airspeed—rate of the aircraft’s progress through the air. • Ground Speed (GS)—rate of the aircraft’s inflight progress over the ground. Quoting Wikipedia, “The wind triangle is a vector diagram, with three vectors. The **air vector** (shown in yellow) represents the motion of the aircraft through the airmass. It is described by true airspeed and true heading. The **wind vector** (shown in blue) represents the motion of the airmass over the ground. It is described by wind speed and the inverse of wind direction. Note that by convention wind direction is given as the direction... the wind is from. In a vector diagram such as the wind triangle, wind direction must be stated as the direction the wind is blowing to, or 180 degrees different from the convention. The **ground vector** (shown in green) represents the motion of the aircraft over the ground. It is described by ground track and ground speed. The ground vector is the resultant of algebraically adding the air vector and the wind vector.”
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Interaction Design for Electronic Musical Interfaces Bert Schiettecatte [firstname.lastname@example.org], Vrije Universiteit Brussel (ETRO/DSSP), Belgium CHI AND MUSICAL INTERFACES ABSTRACT: We propose a new Tangible User Interface, which is to be used by musicians and performers to create sounds and music in real-time and stimulate their creativity through experimentation. The interface consists of a number of programmable cubes, made of a translucent material. By positioning the cubes relative to each other, an optical audio processing network of audio signal processing algorithms can be created. The nature of the interface allows the user to achieve a level of interaction hard to achieve using audio software. Problem with existing audio/music soft-and hardware: complex user interfaces with lots of parameters. Existing hardware interfaces often try to control software through simple gesture to parameter mappings [1]. Is this a user-centered design? A NEW APPROACH: AUDIOCUBES We want to offer the musician or performer a better, more creative, easier way of working with sound and music. Classical tools: offer alternative interface to a sound processing algorithm. How can we do better? - Performer creates audio processing algorithm by arranging cubes (sound transmitted using light) - Re-positioning cubes = Changing DSP algorithm - Similar to BlockJam [2] (Sony CSL Interact. Lab) and Audiopad [4] (MIT Media Lab) BUT Audiocubes can process audio signals, they are not a new interface to control existing software on a computer! New tool for stimulating creative process needed! - Force the musician into re-thinking this creative process = persuasive technology? - Requires instrument that is completely unfamiliar ... - 'Reset' learning process: how does an artist work with sound and music? Let's start with simple gestures ... We now introduce the Audiocube: - Cube made of translucent material - Battery powered digital signal processor (DSP) - Programmed before performance from a PC - Optical emitter, sensor and full colour LED behind each face How can we implement the Audiocube and perform user testing? We will need to: - find a technically feasible way to build Audiocubes: first, a test platform using basic (opto)electronics - find musicians and artists willing to experiment with the Audiocubes and integrate them into performances - their feedback can be used to learn more about musical interface design and relevant CHI issues FUTURE RESEARCH Questions... - How do musicians interact with electronic musical instruments? - How to design instruments to improve this interaction? - What tools of CHI can be used when designing musical interfaces and what tools need to be modified in order to become useful? Audiocubes: - Can a musician understand the interaction between the cubes? - How can the game (entertainment) aspect contribute to the creative process, efficiency and satisfaction of the musician? - How can a set of Audiocubes stimulate social contact between musicians meeting each other? - How can children learn about sound design using the Audiocubes? REFERENCES [1] Hunt A., Wanderley M.M., Paradis M. The Importance of parameter mapping in electronic instrument design. In Proceedings of the New Instruments for Musical Expression conference, 2002. [2] Newton-Dunn H. et al. (2003) Block Jam: A Tangible Interface for Interactive Music. In Proc. of NIME 2003. [3] Orio N., Schnell N., Wanderley M.M. Input Devices for Musical Expression: Borrowing Tools from HCI. At the workshop on New Interfaces for Musical Expression, Conference on Human Factors in Computing Systems (CHI 2001). [4] Patten, J., Recht, B., Ishii, H., Audiopad: A Tag-based Interface for Musical Performance, in Proceedings of Conference on New Interface for Musical Expression (NIME '02), (Dublin, Ireland, May 24 - 26, 2002)
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For novice gardeners a few herbs grown in pots can be the perfect introduction to the joys of ‘growing your own’. For those more experienced gardeners, get inspired in the kitchen and try growing different herbs that suit your culinary style. - Most herbs in pots can be grown indoors and outdoors – choose a sunny windowsill when growing indoors. - If you want to try something different, plant a combination of Vietnamese mint, Thai basil and lemongrass – all wonderful additions to Asian cooking. - Over summer some herbs like coriander, parsley and basil are prone to go to seed. To avoid, water your herbs consistently, regularly pick, remove flowers and remove parts of the plant that go to seed. If your herbs do go to seed there is an upside – the flowers are great for beneficial insects like bees, and if you let them fully dry out you can collect the seeds for next season! - Pick fresh herbs and add to your salad or stir-fry. - If you have an excess of herbs, chop them up and freeze them in ice cubes – these can then be used in drinks and meals later in the year. Mint is especially good for this. - Hyssop deters white butterfly from brassicas like cabbages and Brussels sprouts. - Basil improves the flavour of tomatoes when planted alongside. - Some herbs tend to take over the garden once planted like mint. To avoid, plant in pots rather than garden beds. Grow a bumper crop of garden-fresh herbs with Tui’s 4 steps of herb care. Fragrant herbs will add a flavour punch to any meal, particularly when they are freshly snipped from your own garden. Plant in your garden beds, pots and containers, and you’ll be harvesting a bumper crop of homegrown herbs this season. **PREPARE** Choose a spot outside that is close to your kitchen, or put pots on a sunny windowsill inside, for easy access. Like building a house a good foundation is the key to success in your garden. The better the soil, the better your plants will grow. If you are starting with an existing garden bed dig in organic matter like sheep pellets and **Tui Compost** to your soil. Then you can add a layer of **Tui Herb Mix**, a free draining planting mix, rich in nitrogen to promote green, leafy growth and continuous harvesting. If planting in pots and containers, fill with **Tui Herb Mix**. **PLANT** If you’re a first time gardener you may find it easier to grow from seedlings, rather than seeds, although seeds are a more economical option. Some herbs are best grown from seed in your garden or pots, such as coriander and parsley. Check seed packets or plant labels for individual planting instructions. The best times to plant are early in the morning or late in the day, so the plants aren’t exposed to the hot sun straight away. Always water plants well before and after planting. Don’t be shy when planting herbs as they quite like close neighbours, and you can always plant herbs in between other plants as they make great space fillers and companion plants. **Directions for planting in garden beds:** - Dig a hole, approximately twice the size of the root ball of your plant. - Partly fill hole with **Tui Herb Mix** - Fill a bucket with water and add two capfuls of **Seasol**, a seaweed based plant tonic that promotes strong root growth and reduces transplant shock. **NOURISH** Feed your herbs and they will feed you. Plants use nutrients from the soil as they grow, so replenishing the nutrients ensures your plants grow to their full potential. Feed your herbs with **Tui NovaTec Premium** fertiliser. Well watered, well nourished herbs will have a better chance of keeping insect pests and diseases at bay. **PROTECT** The weather, weeds, pest insects and diseases can all impact on the success of your herbs. Protect your plants from the elements with layers of mulch, to help keep their roots moist and keep your garden weed free. Herbs aren’t generally affected by pests and diseases, although if your herbs are indoors, lack of sunlight and airflow can reduce plant vigour and attract insect pests like whitefly. To combat, move your herbs outside when you can, and if you get an infestation treat with **Tui Insect Control for Fruit & Veges**. Visit [tuiproducts.co.nz](http://tuiproducts.co.nz) for more information.
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Liam, the Brave is a beautifully illustrated story about a boy who overcomes his greatest fear: butterflies. Liam desperately wants to become The Bravest Boy in the World, and he goes through an extraordinary journey of self-discovery to face and overcome his fear. Beyond simply being a story about a boy with an irrational fear, it is also a story about perseverance and how accolades don’t matter. What is most important is being true to oneself. LIAM, THE BRAVE BY MICHAEL WANG ILLUSTRATED BY SIMON KOAY Marshall Cavendish Children For Liam, Have DREAMS that are as BIG as BLUE WHALES © 2016 Marshall Cavendish International (Asia) Private Limited Text © 2016 Michael Wang Reprinted 2018 Published by Marshall Cavendish Children An imprint of Marshall Cavendish International Times Publishing Group All rights reserved No part of this publication may be reproduced, stored in a retrieval system or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the copyright owner. Requests for permission should be addressed to the Publisher, Marshall Cavendish International (Asia) Private Limited, 1 Nee Soon Drive, Singapore 536982. Tel: (65) 6214 7000 E-mail: email@example.com Website: www.marshallcavendish.com/general The publisher makes no representation or warranty with respect to the contents of this book, and specifically disclaims any implied warranties or merchantability or fitness for any particular purpose, and shall in no event be liable for any loss of profit or any other commercial damage, including but not limited to special, incidental, consequential, or other damages. Other Marshall Cavendish Companies: Marshall Cavendish Corporation. 99 White Plains Road. Tarrytown NY 10591-9001, USA • Marshall Cavendish International (Thailand) Co Ltd. 253 Asoke, 12th Flr, Sathornvitt 21 Road, Khlongtoey Nuea, Watthana, Bangkok 10100, Thailand • Marshall Cavendish (Malaysia) Sdn Bhd, Times Sabang, Lot 46, Sabang Hilir Industrial Park, Batu Pga., 40000 Skudai Alor, Selangor Darul Ehsan, Malaysia. Marshall Cavendish is a registered trademark of Times Publishing Limited National Library Board, Singapore Cataloguing in Publication Data Name(s): Wang, Michael | Koay, Simon. Illustrator. Title: Liam, the brave / by Michael Wang ; illustrated by Simon Koay. Description: Singapore : Marshall Cavendish Children, [2016] Identifier: ISBN 981452626X (pbk.) 978-981-45-2626-2 Subject(s): LCSH: Courage--Juvenile fiction. | Fear--Juvenile fiction. | Perseverance (Ethics)--Juvenile fiction. | Self-acceptance--Juvenile fiction. | Boys--Juvenile fiction. Classification: LCC PZ7 | DDC 428.6--dc23 Printed by Times Offset (M) Sdn Bhd. Liam was a brave boy. He was not afraid to hold large, hairy spiders with his bare hands. He was not afraid of clowns, even when they jumped out of nowhere to try to scare him. He was not afraid of his four toothless grandparents. Liam was brave. But he wasn’t “The Bravest Boy in the World.” Liam was afraid of one thing. Butterflies! He was terrified of them. He did not like the ticklish feeling when they landed on his wrist. He did not like the way they fluttered by his ear. He did not like that some of them had two black dots on their wings that looked like a pair of beady eyes, watching his every move. About the Author Michael Wang is a writer, a filmmaker, a teacher and the father of Liam, the Brave. He enjoys writing, gardening, teaching, taking care of his pets and spending time with his children. He is very afraid of roller coaster rides; his daughter loves them; he has to face his fear every time they visit a theme park. He has accomplished a small part of his dream by writing this book for his son. About the Illustrator Simon Koay is an illustrator, an art director and a graphic designer. He studied design in New Zealand and has worked in the advertising industry for over 10 years. He enjoys illustrating in his spare time and has always had a reputation as a doodler. He’s drawn over his math exam, into sand at the beach, into his food, at client meetings, and is finally now putting those skills to use in children’s books.
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Phone (2) Sustainability Report Made with sustainable materials Phone (2) has 53 parts made with bio-based and recycled materials, including plastic, aluminium, steel, tin, and copper, which account for 20% of the phone’s weight. Lower carbon footprint Nothing Phone (2) has a lifecycle carbon footprint of 53.45 kg CO₂e. Despite being a more powerful device, this is 8.6% lower than Phone (1)¹ - thanks to our focus on renewable energy and sustainable materials. Low-environmental-impact packaging The packaging is plastic-free and FSC Mix certified, with over 60% of the fibres coming from recycled sources. Greener chemistry Phone (2) is free of harmful substances like PVC, brominated flame retardants (BFRs), polycyclic aromatic hydrocarbons (PAHs) and mineral oil². --- 1. Carbon footprint reduction claim based on third-party verified life cycle assessment. 2. PAH in cable jacket refers to Benzo[a]pyrene, Benzo[e]pyrene, Benzo[a]anthracene, Benzo[b]fluoranthene, Benzo[j]fluoranthene, Benzo[k]fluoranthene, Chrysene, Dibenz(a,h)anthracene, Benzo[g,h,i]perylene, Indeno[1,2,3-cd]pyrene, Phenanthrene, Pyrene, Anthracene, Fluoranthene and Naphthalene. Mineral oil in packaging refers to MOAH (comprising 1-7 aromatic rings) and MOSH (C16-C35). Phone (2) is built with sustainable materials from the inside-out 100% recycled aluminium midframe, power button and volume buttons 100% recycled copper foil used on the main circuit board 80% of plastic parts made with recycled and bio-based materials 100% recycled tin used on 9 circuit boards Over 90% recycled steel used for 28 stamping parts Over 60% recycled fibre packaging 1. The recycled plastics we use are post-consumer recycled plastics, with a recycling rate of 35% to 80%. 2. The bio-based plastics we use have a bio-based content of 25% to 40%. 3. The recycled steel we use has a recycling rate of 90% to 100%. Parts made with recycled and bio-based plastics Parts including recycled tin Parts made with recycled aluminium Parts including recycled copper and recycled tin Parts made with recycled steel Note: some sustainable parts are not illustrated in this graph as they are small in size. Packaging The packing for Phone (2) is entirely plastic-free.* Here are the advancements compared to Phone (1): 1. Laminating films for outer box, label and wire cards are eliminated 2. Protective film uses parchment paper instead of PLA plastic film 3. Paper tape is used to replace plastic tape for inner box bonding 4. Paper is used instead of PET for tear strips FSC Mix label means the packaging is made with a mixture of materials from FSC-certified responsibly managed forests, recycled materials, and/or FSC-controlled wood. *Plastic-free does not refer to inks, coatings, or adhesives as these formulas are proprietary and can be kept confidential by suppliers. The carbon footprint for Phone (2) is 53.45 kg CO₂e. We use carbon life-cycle assessments to identify ways to decrease our products’ greenhouse gas emissions, and to find renewable or recycled materials and sustainable energy sources. All with the goal of reducing our impact on the environment. We have always believed in staying ahead of regulations when it comes to managing restricted substances. We set the Nothing Restricted Substance Management Standards (QMBZ-0301) to meet the RoHS Directive, REACH regulation, POPs regulation, and other national regulations. We proactively ban the use of PVC and polycyclic aromatic hydrocarbons (PAHs) in cable jackets, mineral oil in packaging, and brominated flame retardants (BFRs). For more information about our environmental sustainability initiatives please visit nothing.tech/pages/sustainability
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Piezoelectric is the concept used in electric power generation here. In this farm, power will produce with the help of Piezo-trees. Leaves of these trees are made of special not fragile material with piezoelectric properties. Wind makes the leaves of these trees move such as any other trees in the world with the difference that collision of Piezo-leaves produce an amount of DC electric current. Energy produced by a leaf is small but if we collect total energy of all leaves then we have considerable electrical energy. The main advantage of Piezo-trees than wind turbines are: The Piezo-trees are more beautiful, no danger to birds, no need for generator or big equipment, less probability of failure. Raised Farm has been dug from the ground and has been raised. Roots of trees in this farm are visible. They are designed to a specific shape, the roots are really vertical and horizontal arms from suitable material. The roots have three applications: 1. bearing of trees weight, 2. energy transmission 3. A place for "TV-storages" installation. How the transmission system works? Energy of every Piezo-leaf moves through stem and trunk of tree to roots, energy then transfers through roots to underground where they join and attach to some electrical cables. Cables finally deliver energy to substation. Substation is a room with required equipment (e.g., converters) that convert DC electric current to AC and gives the final energy to Copenhagen's grid. But it's not all, "TV-storages" (Will be described in the next paragraph) may take or give energy to this network. Copenhagen Wind Direction over the Entire Year Over the course of the year, typical wind speeds vary from 4 mph to 21 mph (light breeze to fresh breeze), rarely exceeding 30 mph (strong breeze). The highest average wind speed of 14 mph (moderate breeze) occurs around January 3, at which time the average daily maximum wind speed is 21 mph (fresh breeze). The lowest average wind speed of 10 mph (gentle breeze) occurs around August 1, at which time the average daily maximum wind speed is 15 mph (moderate breeze). The wind is most often out of the west (24% of the time), south-west (17% of the time), south (15% of the time), and east (11% of the time). This report describes the typical weather at the Copenhagen Airport (Kastrup near Copenhagen, Denmark) weather station over the course of an average year. It is based on the historical records from 1974 to 2012. Earlier records are either unavailable or unreliable. Kastrup near Copenhagen has a humid continental climate with warm summers and no dry season. The area within 25 miles of this station is covered by oceans and seas (47%), croplands (41%), built-up areas (10%), and grasslands (3%).
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Think about each of the following situations, one at a time. How would you typically handle it? Would your approach be nonassertive (in other words, you wouldn’t do anything about it), aggressive, passive-aggressive, manipulative—or would you respond assertively? Note the style you’d use after each situation. If you have fewer than 25 out of 30 “assertive” responses, it would be useful for you to work on your assertiveness.* 1. You’re being kept on the phone by a salesperson who is trying to sell you something you don’t want. 2. You would like to break off a relationship that is no longer working for you. 3. You’re sitting in a movie and the people behind you are talking. 4. Your doctor keeps you waiting more than 20 minutes. 5. Your teenager has the stereo on too loud. 6. Your neighbor next door has the stereo on too loud. 7. You would like to return something to the store and get a refund. 8. You’re standing in line, and someone moves in front of you. 9. Your friend has owed you money for a long time—money you could use. 10. You receive a bill that seems unusually high for the service you received. 11. Your home repair person is demanding payment but has done unsatisfactory work. 12. You receive food at a restaurant that is over- or undercooked. 13. You would like to ask a major favor of your partner or spouse. 14. You would like to ask a major favor of your friend. 15. Your friend asks you a favor that you don’t feel like doing. 16. Your son/daughter/spouse/roommate is not doing their fair share of the work around the house. 17. You would like to ask a question, but are concerned that someone else might think it’s silly. 18. You’re in a group and would like to speak up, but you don’t know how your opinion will be received. 19. You would like to strike up a conversation at a gathering, but you don’t know anyone. 20. You’re sitting/standing next to someone smoking, and the smoke is beginning to bother you. 21. You find your partner/spouse’s behavior unacceptable. 22. You find your friend’s behavior unacceptable. 23. Your friend drops by unexpectedly, just before you were about to leave to run some errands. * The idea for this questionnaire was adapted from Shirley J. Mangini, Secrets of Self-Esteem. Canoga Park, California: N.O.V.A. Corp., 1986. 24. You’re talking to someone about something important, but he or she doesn’t seem to be listening. 25. Your friend stands you up for a lunch meeting. 26. You return an item you don’t want to the department store and request a refund. The clerk diverts your request and offers to exchange the item for another. 27. You’re speaking and someone interrupts you. 28. Your phone rings, but you don’t feel like getting it. 29. Your partner or spouse “talks down” to you as if you were a child. 30. You receive an unjust criticism from someone.
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BY THE GOVERNOR OF THE STATE OF GEORGIA A PROCLAMATION BELLS OF PEACE: A WORLD WAR I REMEMBRANCE WHEREAS: Approximately 70 million people worldwide and 5 million Americans were mobilized in support of military operations during World War I. Roughly 200,000 Americans were wounded, and more than 9 million military personnel and 7 million civilians lost their lives, including nearly 120,000 U.S. citizens; and WHEREAS: More than 100,000 of Georgia's best and brightest sons and daughters, including African-Americans and Native Americans, joined in the fight for freedom and over 3,700 Georgians died in uniform; and WHEREAS: Throughout World War I, Georgia stood as our nation's largest mobilization site. Today, we are proud to be home to the fifth largest military population in the nation, hosting the 82nd, 31st, and 28th Divisions, Coast Artillery, Aviation, and Officer Training Camps, including Fort Benning, now the Army's Maneuver Center for Armor and Infantry; and WHEREAS: Our state suffered a great tragedy when, following the sinking of the British troopship HMS Otranto on October 6, 1918, more than 130 Georgia natives lost their lives, nearly a third of whom were residents of Screven and Berrien counties; and WHEREAS: Today and every day, we honor Georgia's native son, Eugene Bullard, the first African-American fighter pilot, and Privates Willie Boston and Tom Powell of the 93rd Division, both recipients of the Distinguished Service Cross; and WHEREAS: Georgia is home to more than 1,500 World War I memorials, including a field of poppies along U.S. 78 in Walton County known as the Moina Michael Highway. An administrator and professor at the University of Georgia, Moina B. Michael, dedicated herself to designing paper poppies to fund the rehabilitation of wounded soldiers. Her efforts attracted national and international attention, and the sale of poppies helped to raise millions of dollars for rehabilitative care in the years that followed; and WHEREAS: This year marks the 100th anniversary of the signing of the Armistice, a formal agreement that came into force at 11 a.m. on November 11, 1918 - the eleventh hour of the eleventh day of the eleventh month - and brought to an end the hostilities of World War I; and WHEREAS: The tolling of bells is a traditional expression and a mark of respect for our fallen servicemen and women. Bells of Peace: A National World War I Remembrance is a national tolling of bells recognized in places of worship, schools, town halls, military installations, public pavilions, and cemeteries to commemorate those who served and sacrificed in World War I; and WHEREAS: The Bells of Peace afford us the opportunity to recall, with great pride and gratitude, the selfless military service, patriotism, battle courage, and personal sacrifice of those men and women who answered their country's call to duty, now THEREFORE: I, NATHAN DEAL, Governor of the State of Georgia, do hereby call upon all Georgians across our state to toll bells at 11:00 a.m. on November 11, 2018, 21 times at five-second intervals in remembrance of those who served in World War I, The Great War. When bells are not available, cannons, rifles, or sirens may be used to render the salute. In witness thereof, I have hereunto set my hand and caused the Seal of the Executive Department to be affixed this 9th day of November in the year of our Lord two thousand eighteen. Nathan Deal GOVERNOR ATTEST Chief of Staff
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FOMO or “Fear of Missing Out” is a fun social media term, but when it comes to pressures on the wallet during back-to-school time, FOMO looms large for both students and parents – but in a much different way. For students, it’s the fear of missing out on trips or activities with their friends. For parents, it’s making sure their children don’t miss out on making good decisions. So how are these interests balanced? “With back-to-school approaching, it is a good time for each party to have a conversation about needs versus wants,” says Mandy Mail, director of student banking at RBC Royal Bank. “FOMO has very real effects on student budgets, but setting priorities can mean smart choices and great results.” Mail offers the following tips to help students meet both the needs and wants: - **Make a list**– jot down all of your needs such as books, food, and transportation plus the associated costs. Separately, create a column for ‘wants’ like clothing, trips, or a new computer. Pick a few items on the wants list that fit into your budget and create a savings plan to tackle others. - **Evaluate your choices**– If you’re considering a trip over spring break that maybe doesn’t quite fit the budget, weigh both sides of the equation and make a decision that fits with your current and future needs. - **Shop smart**– If you’re on a budget, one way to avoid missing out is comparing prices. You may even be able to add in another want to your wish list. Shop responsibly and buy based on need, not just want. - **Get the most out of your credit card**– Find a credit card that suits your needs. For example, there are credit cards that offer cashback options which allow you to earn cash on your everyday purchases. There are also cards that let you earn and redeem points for gift cards and merchandise. More information on back-to-school finances is available at www.rbc.com/studentsolution, #RBCStudentAdvice on Twitter, or at any branch. More on the rewards program s can be found at www.rbcrewards.com. —www.newscanada.com A child's life is flashing before your eyes. Flashing red means stop! Obey all School Bus Warning Systems! If red lights are flashing, STOP! They show that children are getting on or off the bus and may be crossing the street. Christopher Crane Network and Systems Administrator 10 Mountainview Rd. S., Unit#9 Georgetown, Ontario Canada L7G 4J6 (905) 877-2300 E-Mail: email@example.com www.OdysseySolutions.com Tra-Scott Fire & Safety Inc. Complete Fire Protection Inspections • Repairs • Installations Sprinkler Systems • Fire Extinguishers • Exit & Emergency Lights • Fire Suppression Systems • Kitchen Systems • Fire Alarms PO Box 362 47 Main Street South Georgetown, On L7G 3G2 Email: firstname.lastname@example.org D. Scott Campbell United Fire Safety 55 Sinclair Ave., Unit #6 Georgetown, Ontario L7G 4X4 Telephone: (905) 877-0033 1-800-465-1575 Fax: (905) 877-2787 Email: email@example.com
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There are four counselors plus the Coordinator of the Deaf Unit, Division of Vocational Rehabilitation, Utah State Board of Education. These five individuals work exclusively with deaf clients. Three of the five responded to my invitation to make recommendations, and their comments are summarized in the following paragraphs: Proper parent counseling is necessary during the early stages of parental acceptance of the child's disability. At present, the ongoing counseling program is primarily educational in nature. This needs to be augmented to help parents understand and to accept the child's disability. Parents need accurate information in deafness, family counseling, etc. Social skills are vital to the success of every person, including the Deaf. A comprehensive social skills program would be extremely valuable. A concentrated, coordinated program for the multiple-handicapped students at the School is needed. An intensive training program in sign language is needed. Many young students have a very limited vocabulary and also have difficulty understanding finger-spelling. Graduates of the School who continue their education at Weber State College are very limited in reading and writing skills. A strong program in these areas is badly needed. As long as the policy of the Board requires a dual track educational program at the School, the administration cannot favor one side over the other. An unbiased administration is needed. The sign language proficiency of the educational staff concerned with those students who use it as part of their instructional media should be continually upgraded. There is also a need for consistency in the kind of sign language being used. At present, the emphasis appears to be on how the subject matter is presented rather than what subject matter is presented. Teachers should be required to have specific knowledge of subject matter which would enhance the teaching process and strengthen the program. In our educational system, very little trust is exhibited by educators in their products - the students. Deaf people -- graduates of the School -- are not trusted by parents and teachers to govern themselves. There are many deaf "children" between the ages of 21 and 30 who are still home with mother. It is incredible how educators and parents of deaf children discriminate against the Deaf. Educators refuse to listen to the adult deaf, who themselves were educated just a few years ago, and hearing parents of deaf children still promote and preach the idea that their deaf child is different and can marry a hearing person and doesn't need to socialize with other deaf people. The remedy is to put control of programs for the deaf in the hands of the deaf. Our deaf children's reading and writing levels are among the lowest in the country, and the school spirit is extremely low. Give the deaf children a deaf model to follow. Putting a deaf person in as superintendent of the Utah School for the Deaf would show proof of Utah's trust in their own system--permitting their deaf products to govern themselves. A multiple option, dual system of education encompassing the two major philosophies, is workable only if several conditions are met: a. There are two principals, each firm in his belief in his own system, each knowledgeable about deafness and education modalities within his philosophy. b. There are separate campuses, and a corps of teachers dedicated to their own system on these separate campuses. c. The State Education Agency set up an evaluation and monitoring team independent of either system, composed of various disciplines but specifically excluding special education and speech specialists. d. The State Education Agency establish a parent orientation team and program designed to give parents a fair exposure to deafness and to the philosophical problems. This would be for incoming parents, new to the system and deafness. e. Parents have the option of placing their children into either system only after proper orientation; and, after placing the child, they may switch into the other system only after full consultation with the evaluation and monitoring team. An Alumni Advisory Council should be established for the purpose of obtaining the viewpoint of the alumni.
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EARWAX - CERUMEN What is it? Earwax (cerumen) is produced by follicles and glands that line the ear canal. This yellow brown waxy oil material protects the ear by trapping dust, debris, bacteria, and foreign particles; preventing them from damaging the eardrum. The earwax is normal and is made of chemicals, which both moisten the ear canal and kill germs. Why is Earwax a problem? Earwax becomes a problem when it blocks the ear opening and causes a hearing loss. For some people, the ear canal produces more wax or thicker wax than the ear can naturally secrete. The aging process seems to thicken the earwax. Earwax blockage can cause hearing loss (temporary), noises in the ear (ringing or tinnitus), ear pain or a fullness or pressure sensation in the ear. Any wax buildup in the ear canal can predispose the canal to become infected. Patients that wear hearing aids often have more earwax impaction. Q-tips, bobby pins, keys or other instruments should never be placed in the ear. They can worsen the problem by pushing the wax further into the ear canal and even push it against the eardrum. They can also cause damage to the ear canal or put a hole in the eardrum. This can damage the bones of your ear or the inner ear itself resulting in permanent deafness, dizziness and ringing. How is Earwax treated? In many cases earwax blockage can be treated at home. Using ear drops (mineral oil/sweet oil/olive oil) can help to soften the wax and allow it to come out on its own. Over-the-counter products such as Debrox, Murine Eardrops or diluted hydrogen peroxide can be used as well, but they are chemicals, which must be thoroughly removed from the canal to prevent potential ear canal damage. If used repeatedly, these solutions may cause irritation of the ear canal skin. Home remedies such as “candling” maybe dangerous and cause damage to the ear drum. **Never place any non-prescribed eardrops into the ear if there’s a hole in the eardrum. If in doubt, you must have an examination by your physician first.** When is an office visit necessary? Call your physician when you are having symptoms and the above methods do not work or new symptoms such as drainage, ear pain, fever or persistent hearing loss occur. Your physician has the benefit of directly visualizing the ear canal and removing wax in a safe and gentle manner. To clean the ear canal, your physician may use a variety of instruments including suctioning, curettes, and irrigation. Prevention: Use mineral oil/sweet oil/olive oil – While lying on your left side, place 4 drops into the right ear, wait 5 minutes, sit up and wipe off the excess. Do the same for the left ear. Perform this once a day for 7 straight days. Perform this week of drops every other month (every 8 weeks). - If your attempts at home are unsuccessful, call your physician for an appointment - Do not use the oil if there’s a hole in the eardrum.
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