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THINK ABOUT . . .
Books and written products are important for helping children who are deaf or hard of hearing develop spoken language skills and expand their academic knowledge. This activity will help your child explore his or her familiar environment to find and discuss shapes and create an easy-to-make booklet that can be read again and again. This activity will focus on the concepts of shapes, but most importantly, can give parents opportunities to **expand and extend** their child’s language. Parents can be a great model to help their child use longer sentences and a variety of different words.
MATERIALS NEEDED:
- Shapes Experience Book PDF
- Scissors and Stapler
- Glue or tape
- Crayons/ markers
- Pictures
MAKING THE BOOK
1. Print the Shapes Experience Book PDF
2. Cut the pages in half
3. Staple the pages on the left side to create the booklet
VOCABULARY:
- Shape
- Square
- Circle
- Triangle
- Cube
- Cone
- Cylinder
- Sphere
ACTIVITY
1. Go around the house or neighborhood on a “Shape Hunt”. As you walk around your house, help your child spot all the different shapes you see. Take a picture of various objects that resemble shapes. For example, a plate can be a circle, or a can of food can be a cylinder.
2. Print and paste your pictures into the book and allow your child to decorate and color it any way they would like. Or, if you prefer, your child can draw objects directly onto the page. The more personal, the better.
3. As you are making the book ask your child questions about the pictures you are pasting or drawing. Take the answer your child gives and expand the response. For example, if your child says, “That’s a triangle,” you can say, “You are right! That is a triangle. It has three sides and is the color green. Do you see any other triangles?”
4. Keep the book in an easy to reach spot so your child can look at his or her creation often and practice identifying or talking about shapes around the house. The more you read it, the more opportunities for extending and expanding sentences!
HELPFUL TIPS:
- Be sure to frequently use and point out the shapes your child sees. Give them lots of opportunities to speak. To model an example or if your child is having a hard time recognizing shapes, try using an I SPY method. For example, “Over there, on the wall, I spy a cylinder that is small and grey.” Allow your child the opportunity to listen to your words, look and then connect.
- Try and get your child to help with as much of the process as possible, providing as many language opportunities as you can.
- As you are reading, practice using the vocabulary words.
Special thanks to graduate students in the Listening and Spoken Language Deaf Education graduate training program at Utah State University. These pages can be reproduced for educational purposes.
© Utah State University, Department of Communicative Disorders and Deaf Education
Shapes - Shapes - Shapes
By: _______________________
A square can be a ________________,
it has 4 sides that are all the same or equal.
A circle can be a ________________,
it is round and has no straight sides.
A triangle can be a ________________,
it has 3 sides.
A square can be a _________________,
it has 4 sides, 2 are short and 2 are long
A cube can be a ______________________.
A cone can be a ____________________.
A cylinder can be a ____________________.
A sphere can be a ________________.
It has no corners.
I can measure
So many things! | 1,514 | 767 | {
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The following is a list of the most common types of software that are used in the field of computer science:
1. **Operating Systems**: These are the programs that manage the hardware and software resources of a computer system, allowing other applications to run on top of them.
2. **Application Software**: This includes a wide range of programs designed to perform specific tasks for users, such as word processors, spreadsheets, and databases.
3. **Programming Languages**: These are the languages used to write software. They include high-level languages like Python and Java, which are easier for humans to read and write, and low-level languages like Assembly, which are closer to machine code and require more expertise to use.
4. **Database Management Systems (DBMS)**: These are software systems that store, retrieve, and manage data. Examples include MySQL, PostgreSQL, and Microsoft SQL Server.
5. **Web Development Tools**: These tools are used to create websites and web applications. They include HTML, CSS, JavaScript, and frameworks like React, Angular, and Vue.js.
6. **Graphics and Multimedia Software**: These tools are used to create and edit images, videos, and other multimedia content. Examples include Adobe Photoshop, Adobe Illustrator, and Final Cut Pro.
7. **Security Software**: These programs protect computers from malware, viruses, and other security threats. Examples include antivirus software and firewalls.
8. **Educational Software**: These programs are designed to help students learn and practice various subjects. Examples include educational games and interactive simulations.
9. **Productivity Software**: These tools help individuals and teams be more productive. Examples include project management software like Trello and Asana, and collaboration tools like Slack and Microsoft Teams.
10. **Simulation Software**: These programs allow users to simulate real-world scenarios and test different outcomes. Examples include flight simulators and medical simulation software.
11. **Automation Software**: These tools automate repetitive tasks, freeing up time for more complex work. Examples include robotic process automation (RPA) software and workflow automation tools.
12. **Data Analytics Software**: These programs help organizations analyze large amounts of data to make informed decisions. Examples include Tableau and Power BI.
13. **Artificial Intelligence (AI) and Machine Learning (ML) Software**: These tools enable computers to learn from data and make predictions or decisions without being explicitly programmed. Examples include TensorFlow and Scikit-learn.
14. **Robotics Software**: These programs control robots and enable them to perform tasks autonomously. Examples include ROS (Robot Operating System) and OpenCV.
15. **Virtual Reality (VR) and Augmented Reality (AR) Software**: These tools create immersive experiences by overlaying digital information onto the real world. Examples include Unity and Unreal Engine.
These are just a few examples of the many types of software used in computer science. The field is constantly evolving, with new technologies and applications emerging all the time. | 1,449 | 587 | {
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9.1 Random Variables
**Definition 9.1.** A random variable is a function that maps each outcome in the sample space to a real number.
**Example 9.2.** Here are some examples of random variables.
- Suppose you roll a die. Let $X$ be the number of the die.
- Flip a coin 10 times. Let $Y$ be the number of heads.
- Sample a random frog from the lake. Let $W$ be its weight.
- Pick a person at random. Let $G = 1$ if the person wears glasses, $G = 0$ otherwise.
In cases where a random variable is categorical as in the last example, we may call this a **dummy variable**. And for review, we repeat the following definitions:
**Definition 9.3.** If a sample space contains a finite number of possibilities or countably infinite, then it is called a **discrete sample space**. If the sample space is uncountably infinite, it is called **continuous**.
**Definition 9.4.** A random variable is a **discrete random variable** if its set of possible outcomes is countable. If a random variable can take any value on a continuous interval, it is a **continuous random variable**.
Typically a discrete random variable is something that is counted, while a continuous random variable is measured.
9.2 Discrete Probability Distributions
**Definition 9.5.** A function $f(x)$ is a **probability mass function (pmf)** of discrete random variable $X$ which takes values $x_1, x_2, \ldots$, provided for each value $x_i$:
- $f(x_i) \geq 0$
- $\sum_i f(x_i) = 1$
- $P(X = x_i) = f(x_i)$
A probability mass function can often be well defined by a table or a formula.
Example 9.6. An urn has 7 red balls and 4 blue balls. You reach in and grab 3. Let $X$ be the number of red balls in the selection. Find its pmf.
Example 9.7. You take a multiple choice quiz: 5 questions with 4 choices each. Let $X$ be the number of questions you get right. find its pmf.
It is often convenient rather than looking at $P(X = x)$ to look at $P(X \leq x)$.
Definition 9.8. The cumulative distribution function of discrete random variable $X$ is denoted $F(x)$, where
$$F(x) = P(X \leq x) = \sum_{t \leq x} f(t), \text{for } x \in \mathbb{R}.$$
The pmf may be well represented by a probability histogram, and the discrete cumulative distribution function may be graphically represented as well.
### 9.3 Continuous Probability Distributions
A continuous random variable has probability mass of 0 for any particular value the random variable can take. What is meaningful is the probability density for any particular value.
Definition 9.9. A function $f(x)$ is a probability density function (pdf) for a continuous random variable $X$ taking values over $\mathbb{R}$ provided:
- $f(x) \geq 0$ for all $x \in \mathbb{R}$
- $\int_{-\infty}^{\infty} f(x) dx = 1$
- $P(a < X < b) = \int_a^b f(x) dx$
Notice that
$$P(a \leq X \leq b) = P(a < X < b) + P(X = a) + P(X = b) = P(a < X < b) + 0 + 0.$$
Example 9.10. Show that the following is a valid pdf:
$$f(x) = \begin{cases}
\frac{x^2}{3} & -1 < x < 2 \\
0 & \text{elsewhere}
\end{cases}$$
And find $P(0 < X \leq 1)$.
Definition 9.11. The cumulative distribution function (cdf) of a continuous random variable $X$ is denoted $F(x)$ where
$$F(x) = P(X \leq x) = \int_{-\infty}^{x} f(t) dt, \text{ for } x \in \mathbb{R}.$$
By the Fundamental Theorem of Calculus, we may write
$$P(a < X < b) = F(b) - F(a) \text{ and } P(X > a) = 1 - F(a).$$
Example 9.12. Find the cdf of the previous example, and use it to evaluate $P(.4 < X < .9)$.
Example 9.13. Find the constant $c$ which makes the following a valid pdf, then find the cdf and evaluate $P(X > 4)$.
$$f(x) = \begin{cases}
ce^{-2x} & x > 0 \\
0 & \text{otherwise}
\end{cases}$$ | 1,959 | 1,105 | {
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Learning All Summer Long
CALL TODAY 214-577-4368
Amazing Science Adventure
SUMMER PROGRAM FOR ALL CHILDREN AGES 6 WEEKS TO 8 YRS.
JUNE 3 - AUG 16
STEM PROGRAM
Introducing young children to science through literature, music, art, dramatic play, gym games, reading, writing, spelling, math.
- Hours 6:30-6:00
- Includes Breakfast, Lunch, Snack and Dinner
- In School FUN days: Water slides, science programs, STEM, Computer class, Dance Class, Magic Shows, Live Entertainment, Science experiments and so much more....
NEW THIS SUMMER
K-3rd gr Academic Enrichment in reading, writing, spelling, math, science.
ALL DAY, ½ DAY, TUTORING
UNITS OF STUDY
1. June 3-14 Under the Sea
2. June 17-28 Creepy Crawlers
3. July 1-12 Outer Space
4. July 15-26 Life of Dinosaurs
5. July 29-Aug 9 Amazing Body
6. Aug 12 CP starts School
7. Aug 19 Mesquite ISD starts
ACCEPTING CCA
Learning All Summer Long
CALL TODAY 214-577-4368
Amazing Science Adventure
SUMMER PROGRAM FOR ALL CHILDREN AGES 6 WEEKS TO 8 YRS.
JUNE 3 - AUG 16
STEM PROGRAM
Introducing young children to science through literature, music, art, dramatic play, gym games, reading, writing, spelling, math.
- Hours 6:30-6:00
- Includes Breakfast, Lunch, Snack and Dinner
- In School FUN days: Water slides, science programs, STEM, Computer class, Dance Class, Magic Shows, Live Entertainment, Science experiments and so much more....
NEW THIS SUMMER K-3rd gr Academic Enrichment in reading, writing, spelling, math, science. ALL DAY, ½ DAY, TUTORING
UNITS OF STUDY
1. June 3-14 Under the Sea
2. June 17-28 Creepy Crawlers
3. July 1-12 Outer Space
4. July 15-26 Life of Dinosaurs
5. July 29-Aug 9 Amazing Body
6. Aug 12 CP starts School
7. Aug 19 Mesquite ISD starts
ACCEPTING CCA
Learning All Summer Long | 1,121 | 513 | {
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TScratch Basics
Coding with mBlock (Software)
Learning Objective
In this lesson you will learn:
TScratch (TSense Button)
- Include a physical input into your project!
- Coding an Digital input and output with mBlock
- Conditional coding
Conditional Coding
What are conditions?
- IF – ELSE
- Example
If the last school bell rings, what would you do?
a) Stay in class
b) Go home
Coding condition in mBlock
The script constantly checks for the conditions.
If the condition is met, the program executes the code within the second loop.
- In this program, we will have a button digital input (port 3) and LED digital output (port 12).
- Create the respective variables in the Data&Blocks tab, then define them in the scripting area:
- Within a forever loop, set your conditions. In this case, we want the LED light to be switched ON when the button is pressed.
- If button input is HIGH → LED output is HIGH
- If button input is LOW → LED output is LOW
- Button input is HIGH when button is pressed, meaning button = 1
- Button input is LOW when button is NOT pressed, meaning button = 0
- From the Operators tab, drag the:
- read digital pin Button
Note: Remember to drag the Button variable inside!
- Double-click and type the number 0 in the box.
- Click and drag the block over the white square you want it to go until it lights up to insert it.
- First condition: if the Button input is LOW (0), the LED output is LOW.
- Drag out an **if... else** control block and insert the condition:
```
if read digital pin Button = 0 then
set digital pin LED output as LOW
else
```
- Second condition: if the Button input is HIGH (1), the LED output is HIGH.
- Insert the condition in a NEW if block, then into the else part:
```plaintext
if read digital pin Button = 0 then
set digital pin LED output as LOW
else
if read digital pin Button = 1 then
set digital pin LED output as HIGH
```
Note: There are TWO if conditions, but only ONE if... else block! In the case that the first condition is not fulfilled, ONLY THEN will the program check for the second condition!
- We want the program to continuously check if the conditions are fulfilled, in case there is a change of state.
- Insert your conditions into a forever loop:
- Complete program:
- Additional scripting:
- mBlock comes with a default panda sprite when the software is loaded. To make the program more interesting, we can program the panda to state the condition of the LED light.
- LED light is switched on → “LED on”
- LED light is switched off → “LED off”
Drag the text block from the Looks tab and add the desired text: | 1,288 | 618 | {
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A Mother Looks At Reading
Joan Archambault*
A Mother Looks At Reading
Joan Archambault
Abstract
Every mother wants her child to read. In addition to providing a means of entertainment for him, easing his adjustment to school where reading is learning, enriching every personal experience, the reading skill is highly valued. It is very “In.”
A MOTHER LOOKS AT READING
Joan Archambault
Every mother wants her child to read. In addition to providing a means of entertainment for him, easing his adjustment to school where reading is learning, enriching every personal experience, the reading skill is highly valued. It is very "In."
Pick up a newspaper. See how often you find feature stories about reading . . . new reading . . . speed reading . . . "Johnny Can . . ." "Johnny Can't . . . Why?". See how many articles deal with the troubled reader, the slow reader, the reader who fails because of language disability, poor physical condition, or emotional immaturity. Notice the cover-story approach to good and bad reading in popular magazines. Switch on your radio and listen to a discussion about reading today, and reading tomorrow; someone might even mention reading yesterday. Now that TV logs have left westerns and quiz shows by the wayside, they have turned to the more intellectual concerns of "talk" shows. The subject of reading is among the most popular topics of conversation. And so . . . we are reading-conscious. At least, many of us are. We take time to be. Some others, too caught up with earning a living, fighting fears of financial or social deprivation, or battling real physical hardships, "could care less."
For those who do care, there is great concern with reading. Parents of all ages, with children of all ages, search today for a good reading "recipe." Those of us with children just entering school, kindergarten or first grade, feel the pressures of giving our children the "right start." We feel we must not make a mistake. There is one right way. We must find that way, or doom our little ones to life without written color, imagination, or learning; life without reading.
We have the answer in our own homes. Our children indicate the direction to take . . . and each child may choose a different path. Many parents may say they did not plan the arrival of their children . . . yet none would give them up. Therefore, parents love each child for the individual he is. If parents can show their feelings, the child is aware of this love. He takes it for granted. He spends time looking for new interests, because he has no reason to need constant reassurance of his personal security. As each new interest claims his attention, his mother observes. She sees what excites, what absorbs, what fascinates him. If Steve likes wires and tubes and sound, let him take a radio apart. If Wendy likes other children, let her seek them out. If Leslie loves bugs and worms and animals, take her to explore for herself. See that Joey, who lives for speed and wheels, gets a chance
to talk to the garage man and learn how things work! Sooner or later, when mothers and fathers can't provide the answers, children discover a reason for pictures and books.
The experts tell us the first child is handicapped, because he IS the first. They show us how tense we are with this beginning baby. They point out the "middle child" is often left to his own devices... so much so, he develops his own pattern of insecurity because the youngest in the family is so little, and so loved, (and so spoiled.) Well, the experts may point these things out, but there still has to be that first child, and very probably the second and then the youngest. So what can a mother do... but love and watch each as he comes along... discovering what kind of a person he appears to be... and encouraging him along his natural lines of inclination. A child, growing in this warmth of genuine interest, is more nearly ready, surely, for the "giant step" of reading, when he is asked to take it.
Perhaps a child from a happy, busy, household finds it easy to adjust to school, though his home may not have a book in it! Maybe Mama and Papa don't speak English easily; but Mama and Papa love son Juan, and he knows it. He learns early that being naughty means punishment. He sees every day how proud his Mama is of him. She doesn't spend her waking hours trying to get away from him. He never hears her complain the "kids drive me crazy"... because they don't. She likes them. Juan may spend part of each day in a nursery because his Mama has to work... but when she is with him SHE IS WITH HIM: and she LISTENS to him.
Could it be there is a feeling that comes before reading readiness? Could mothers actually provide the climate for it... by doing the best they can to be interested, active, MOTHERS to their children? Could this feeling be described as reading willingness?
I believe we are lucky to be reading-conscious. We are fortunate to have reading experts to help solve the very real reading problems that plague readers of all ages. Mothers aren't experts, and don't want to be. Who has the time? But if we do what we are supposed to do for our children, (and this comes naturally, doesn't it?) with our love, our guidance, and our real interest, perhaps we can set the wheels in motion. The teachers can take it from there.
Mrs. Joe Archambault is a graduate of Michigan State University and a mother of four children. She has specialized in speech and household economics. Her "reading family" are lovers of books. | 2,037 | 1,189 | {
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| Lagos | Walking to and from public transport | During the journey |
|-------|-------------------------------------|-------------------|
| | Drop off away from usual place | Payment |
| | Safety | Choosing a driver |
| | Strategies to keep safe | Alighting safely |
| | School children do not have access to buses | |
| | Information | |
| | Theft | |
**Problem description**
- **Working professional**
- When there is traffic, the buses often drop off the passengers before they get to their bus stop, whenever this happens it always causes additional inconveniences and stress especially when she’s with load or luggage.
- **Student**
- She uses a cross-bag and always carries it in front of her.
- **Stay at home Mum**
- She is composed and confident. Hangs her back on her shoulder but keeps it close to her body. She feels very safe within her neighbourhood at anytime of the day. Yes, she does use her phone for calls and messaging freely within her neighbourhood. However, when she’s outside she’s more careful and refrains from using her phone.
- **Informal trader**
- Meeting point on Lagos Island and children hang out there and do not go to school because they are waiting for buses – school buses are needed.
- **Expert**
- Information on bus visually and sound to announce bus stops regulated bus times so that they can plan their day better.
- **Problem description**
- **Strategies employed**
- **Working professional**
- Know the community and surrounding, where to go and not to go, who to interact with.
- **Student**
- For some, the ability to live in an estate is cited as a way to stay safe.
- **Stay at home Mum**
- A women shared that when she felt someone was following her and going to pick/rob her, she turned to him and said ‘would you steal from your mother?’
- **Informal trader**
- Ensuring that they get their change back.
- **Expert**
- She often keeps the correct fare for every trip to avoid or eliminate the risk/possibility of having to forget to collect her change.
- **Problem description**
- **Strategies employed**
- **Working professional**
- She is not comfortable on okada because the riders are often reckless. So she feels safer and more secure in keke.
- **Student**
- If she must use the bike, she makes sure to assess the rider very well.
- **Stay at home Mum**
- Before boarding or getting off the vehicle, she allows it to stop properly. | 1,261 | 550 | {
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Dear Parents/Carers,
I would like to take this opportunity to introduce myself as the Year 5 teacher. I’m really looking forward to teaching Year 5 and we have all been particularly impressed with how enthusiastic the children are in their approach to learning. It will be a pleasure to teach them. This term our topic will be Changes. Here is an overview of our learning.
In Maths, we will be securing our knowledge in place value and five digits numbers, practising written and mental methods of addition and subtraction and learning to multiply and divide numbers by 100 and 1000. We will also be focusing on the different properties of 2D and 3D shapes and sorting and classifying them into groups. There will also be a strong focus on fractions during this term and throughout the year.
During English, Children will be identifying persuasive features in letters and writing their own persuasive letter discussing the railway debate in Victorian Britain. They will analyse and write a persuasive speech and practise debating.
Year 5, will also be reading Street Child by Berlie Doherty and exploring characters, plot and themes using a range of dramatic and written techniques.
In ICT, pupils will be researching examples of art gallery architecture, before using Trimble SketchUp to create their own virtual gallery. Finally, they will use the gallery to exhibit their own artwork.
In PE, we will be focusing on Athletics and children will be attending Tiller Swimming Pool on a Tuesday afternoon.
As Musicians, the whole class will be learning how to play the African drums and some children will be continuing with the violin and cello.
As Historians we will be learning about the Victorians and Queen Victoria, Victoria’s beloved Albert & her family tree. Children look at what it was like to be a child during the Victorian time in the Victorian schoolroom – layout & contents and behaviour punishments – be seen & not heard! We will also consider poverty and poor laws and the workhouses during the Victorian times. We will also be learning all about how famous local Victorians changed our education systems and the children’s lives. We will be researching evidence of learning in a Victorian workhouse and we may even get to see some of the St. Saviour documents from the last century if Mrs Smith will let us.
As Geographers we will be using maps and photographs to distinguish changes in our local area, and the impact of Victorian creativity on our architecture and transport.
During Science, children will look at and describe the changes as humans develop to old age. Pupils will draw a timeline to indicate stages in the growth and development of humans and learn about the changes experienced in puberty.
To support your child’s home learning here are some possible ideas linked to our topic. You could welcome to be as creative as you would like. For project work Find out about a famous Victorian inventor, discover Victorian classroom rules and create a miniature Victorian classroom or dioramas, take photographs of famous Victorian landmarks.
Finally please don’t hesitate to arrange a meeting to talk to any of us to raise any further questions or queries. Teachers are in the playground at least 5 minutes before the bell in the morning, but if you would like a longer conversation then do come and see me at the end of the day or arrange an appointment.
Yours Sincerely, Miss Williams, Mr Ali and Mrs Wood. | 1,325 | 673 | {
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1 Complete the crossword.
| 1 | r | u | c | k |
|---|---|---|---|---|
| 2 | s | a | c | k |
| 3 | t | e | n | t |
| 4 | o | o |
| 5 | t | r | u | n | k | s |
| 6 | o |
| 7 | w | a | s | h | b | a | g |
| 8 | c | e |
| 9 | l |
2 Complete the sentences with the words.
penknife sleeping bag soap tent
toothpaste towel water bottle
On the camping holiday, there were six of us in our nice new ____________.
1 Remember to put your toothbrush and some ____________ in your washbag.
2 I’m very thirsty and I need a drink. Where is my ____________?
3 Be careful with your ____________. Don’t play with it.
4 I always wash my face with ____________ and water.
5 ‘Did Alex get up early today?’ ‘No, he didn’t. He’s in his ____________ over there.’
6 I want to go for a swim. I need my trunks and a ____________.
3 Read the clues and write the objects.
guidebook phrasebook sleeping bag
insect spray shampoo swimming costume
waterproofs sun cream toothbrush
You sleep in this when you are camping.
sleeping bag
1 This helps you to say words in a different language.
phrasebook
2 When you wash your hair, you need this.
shampoo
3 You read this when you want to learn more about a country.
guidebook
4 Girls wear this when they swim in the sea.
swimming costume
5 You use this when you brush your teeth.
toothbrush
6 Mosquitos don’t like this.
insect spray
7 These clothes are useful when it is raining.
waterproofs
8 When it’s hot, people put this on their face.
sun cream
4 Complete the sentences with some of the words from this page and your own ideas.
One of the nicest things for a camping holiday is
a good sleeping bag because you can sleep well in it.
1 The most useful thing for a camping holiday is
a tent because you can sleep in it and hide from the animals.
2 The best thing for a beach holiday is
an umbrella because it can protect you from the sun.
3 The most important thing for a visit to a different country is
a passport, because you have to show it at the border.
4 When people come to my country, they need
a good map, because there are many nice roads that take you to nice places.
5 When people visit the capital city of my country, they need
a guide because he can tell them interesting things about Ljubljana.
6 When I go on holiday, I always take
money because I like buying nice things.
1 Read the text and write C (Ciara), M (Martin) or B (Bethany).
This person ...
1 bought a guidebook last week. C
2 isn’t going to go away this summer. M
3 has got cousins in Cornwall. B
4 has got a new tent. M
5 can’t surf. B
6 is going to spend time in an expensive city. C
Page 84 Exercise 2
1 in July
2 324 metres
3 His parents want to do some jobs in the house.
4 It’s huge and it’s near the beach. | 1,195 | 749 | {
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1. (A) Choose the appropriate answer:
1×10=10
(a) Indirect taxes are ordinarily _______ (progressive / regressive ) in nature.
(b) Article _______ of the Constitution of India says that no tax shall be levied or collected except by authority of law. (265/370/389)
(c) Income tax is imposed on the _______ of previous year of a person.(Net income/ Total income/ Gross income)
(d) Tax deducted at source (TDS) is required to be paid to the credit of _______ (Central Government/ State Government/ Central Board of Direct Taxes)
(e) In case of income from a self occupied property, the annual value of one house is taken as______ (Nil/ standard rent).
(f) Wealth tax is charged for every assessment year in respect of _______ (Net asset / net wealth ) of an assessee.
(g) Any remuneration and interest on capital received by a partner from a firm engaged in agricultural operation is agricultural income. (True/ false).
(h) Holder of an impartible estate shall be (owner/ be deemed to be owner) of all the properties comprised in the estate under the Wealth Tax Act 1957.
(i) For not registering under CST Act where required to be registered is punishable with imprisonment upto _______ (6 months/ 9 months).
(j) The aim of Assam Shops and Establishment Act is to regulate _______. (the shops and commercial establishment/ conditions of employment).
1. (B) Answer the following: 2×5=10
(a) What is ‘canon of equity’?
(b) Who is an ‘assessee’ under the Income Tax Act, 1961?
(c) What is a ‘financial year’ and an ‘assessment year’?
(d) What is a ‘valuation date’?
(e) What are ‘goods’ under the Central Sales Tax Act, 1956?
2. What is tax and distinguish it from a fee? Distinguish between a direct and an indirect tax with suitable illustrations. 4+8=12
Or
“No tax shall be levied or collected except by the authority of law”—Explain this constitutional provision with the help of decided cases. 12
3. Explain the brief history of Income tax in India along with the scope of income tax in India. What are the different heads of income for chargeability to tax under the Income Tax Act 1961?
Or
What do you understand by the expression 'Residential Status of Assessee'? Discuss with suitable illustrations, the rules relating to the determination of residential status of an assessee under the Income Tax Act, 1961.
5. Differentiate between an 'inter-state sale' and an 'intra-state sale'. Discuss when a sale or purchase of goods is deemed to have taken place in the course of inter-state trade and commerce.
Or
What are 'declared goods'? What restrictions are imposed on the levy of tax on 'declared goods' under the Central Sales Tax Act, 1956?
6. What was the object and background of introduction of agricultural income tax in India? Who are the authorities to collect and levy agricultural income tax under the Assam Agricultural Income Tax Act, 1939?
Or
Discuss the concept of 'agricultural income' with illustrations? Explain provisions of the Assam Agricultural Income Tax Act, 1939 relating to the charge of agricultural income tax.
4. Discuss the following citing appropriate provisions of the Wealth Tax Act, 1957:
(a) Net Wealth
(b) Persons liable to pay wealth tax
(c) Exempted Assets
Or
Who are the authorities to collect and levy wealth tax in India? Discuss their power and functions. | 1,662 | 787 | {
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Maths
- Develop understanding of formal written methods for multiplication and division
- Identify multiples and factors, including finding all factor pairs of a number, and common factors of two numbers
- Multiply numbers up to 4 digits by a one- or two-digit number using a formal written method, including long multiplication for two-digit numbers
- Multiply and divide numbers mentally drawing upon known facts
- Divide numbers up to 4 digits by a one-digit number using the formal written method of short division and interpret remainders appropriately for the context
- Multiply and divide whole numbers and those involving decimals by 10, 100 and 1000
- Recognise and use square numbers and cube numbers, and the notation for squared (2) and cubed (3)
- Solve problems involving multiplication and division including using their knowledge of factors and multiples, squares and cubes
Art / Design Technology
- Pencil sketches in the style of Quentin Blake
- Water colour painting of scenes from Roald Dahl’s books
R.E - Hinduism
The children will learn about the key concepts of Hinduism. They will learn about the beliefs, practices and worships of Hindus.
Computing
Children will develop their understanding of algorithms and how they are used to write programs.
P.E
Indoor: Gymnastics
Outdoor: Quiksticks
Discover Dahl
Science
Children will continue to learn to:
- Compare and group together everyday materials on the basis of their properties, including their hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets
- Know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution
- Use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating
- Demonstrate that dissolving, mixing and changes of state are reversible changes
- Explain that some changes result in the formation of new materials, and that this kind of change is not usually reversible, including changes associated with burning and the action of acid on bicarbonate
- Work scientifically to plan, carry out and conclude a scientific investigation based upon materials.
English
Narrative – Boy, Danny Champion of the World and the BFG
- Children draw inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence.
- Writing composition – plan, draft, edit, improve and evaluate writing.
- Develop and deepen understanding of different tenses: progressive and perfect.
- Identify and use clauses and phrases with coordinating and subordinating clauses / conjunctions
Geography
Children will look at geographical similarities and differences between the UK and North
Special Events
Magpie Class Assembly – 6th February | 1,249 | 564 | {
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Assignments on John 5
Please read John 5 and answer the following questions:
1. Where did the events beginning in 5:1 occur (be specific)?
2. Why had people gathered at this pool – 5:2-4?
3. Describe the difficulty confronting the man Jesus met there – 5:5-7.
4. What did Jesus ask him?
5. Describe what Jesus did for the man – 5:8,9.
6. List 3 characteristics of this miracle that characterize all miraculous healings.
7. On what day did this healing occur? Why did some Jews object – 5:10?
8. What answer did the healed man give the Jews – 5:11?
9. Why could the man not identify Jesus to them – 5:12,13?
10. What did Jesus do that identified Him to the healed man – 5:14?
11. How did the Jews treat Jesus as a result – 5:15,16?
12. What should Jesus’ miracle have taught these men? (Think: What does this tell you about their intentions?)
13. Did Jesus ever violate God’s law? Give Scripture for your answer.
14. List other passages where Jews claimed Jesus violated the Sabbath.
15. **Special Assignment:** Study the passages in which Jesus was accused of violating the Sabbath. Did Jesus violate the Sabbath here? Explain and prove your answer.
16. What answer did Jesus give them – 5:17?
17. Explain what Jesus’ statement demonstrates about His Deity.
18. Note that open conflict had begun between Jesus and the Jewish leaders. What can we learn from this example about Christians’ involvement in conflict?
19. What did the Jews think of Jesus’ answer – 5:18?
20. Where did Jesus learn and get authority for His works – 5:19?
21. What would this prove regarding His miracles, including the miracle that began this discussion with the Jews?
22. What did Jesus promise they would see in the future – 5:20?
23. Name two specific works the Son has power to do – 5:21,22.
24. List other passages regarding those works.
25. Study the context and parallel passages and explain how and when Jesus does/will use these powers.
26. How should men honor Jesus? What happens if they refuse to do so – 5:23?
27. What does this teach about Jesus’ deity?
28. What blessings do believers in Jesus have – 5:24?
29. What power does Jesus have? Describe how He will use this power – 5:25-29.
30. Name two different destinies in the resurrection, and tell what determines the destiny each person receives.
31. **Case Study:** Premillennialists say there will be two separate resurrections, one for the righteous and another 1000 years later for the wicked. Is this correct, and how do you know?
32. Whose will did Jesus seek to accomplish – 5:30? What does this show?
33. Should Jesus’ claims be accepted as valid just because He made them – 5:31,32? Does He have other witnesses?
34. Who gave witness to Jesus, and to what did Jesus compare him (5:33-35)?
35. What witness did Jesus call in 5:36, and what does it prove?
36. To what works did Jesus refer, and how do they bear witness of Him?
37. Who else bore witness of Jesus – 5:37,38?
38. Explain how this Witness gave His testimony.
39. Why did the people not accept this testimony? What proved this to be true?
40. What witness testified to Jesus according to 5:39? How did this witness bear testimony for Jesus?
41. What consequences follow if we do not come to Jesus – 5:40?
42. What problem did the Jews have that explained why they rejected Jesus – 5:42?
43. In whose name did Jesus come, and how did the people react – 5:43?
44. What does it mean to act in the name of God? What lesson can we learn?
45. In 5:44, what other problem kept the Jews from believing in Jesus?
46. List other passages confirming that this was a problem the Jews had. (Think: How does v44 help explain the sense in which Jesus did not receive glory from men (v41)?)
47. Who would accuse the Jews of their errors, and what does this mean – 5:45-47?
48. **Special Assignment:** Explain the connection between believing (or not believing) in Moses and believing (or not believing) in Jesus. | 1,808 | 975 | {
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Get better at Math. Get better at everything.
Come experience the Cuemath methodology and ensure your child stays ahead at math this summer.
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1. Match the real life objects to similar shapes.
(a)
(b)
(c)
2. Which shape is formed if a rectangle is cut in half as.
a) Triangle
b) Rectangle
3. Choose the odd one out.
(a)
(b)
(c)
(d)
4. How many sides are there in a Triangle?
5. How many points are needed to form a rectangle?
6. Shade the shape which matches the following
7. Choose the odd one out from the following.
(a)
(b)
(c)
(d)
8. Which shape has four sides?
a) Triangle
b) Rectangle
9. Can a circle be formed by joining 1 point?
a) Yes b) No
10. Match the shapes to their names.
| (a) | i) Triangle |
| (b) | ii) Square |
| (c) | iii) Rectangle |
| (d) | iv) Circle |
When you learn math in an interesting way, you never forget.
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"I appreciate the effort that miss Nitya puts in to help my daughter understand the best methods and to explain why she got a problem incorrect. She is extremely patient and generous with Miranda."
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| | |
|---|---|
| 1. | a) - 2
b) - 3
c) - 1 |
| 2. | b. |
| 3. | b. |
| 4. | 3 Sides |
| 5. | 4 points |
| 6. |  |
| 7. | d. |
| 8. | b. |
| 9. | b. |
| 10. | a. - iv.
b. - ii.
c. - i.
d. - iii. |
1. Geometry is a branch in mathematics that deals with all forms of shapes and other construction.
2. Geometry (from the Ancient Greek: γεωμετρία; geo- "earth", -metron "measurement") is a branch of mathematics.
3. In geometry a circle is a shape that does not have any sides or corners. | 1,299 | 674 | {
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Meanings of terms you may come across in your research in the genetics world.
**Administrator:** Also known as a Project Administrator, Group Project a volunteer who establishes a DNA study with one or multiple commercial DNA testing companies.
**Ancestral state:** Refers to the state of a SNP that has mutated and is shared by the most people. Example: A negative result on a SNP means it is ancestral, a positive result means it is derived.
**Anthrogenealogy:** A term coined by Family Tree DNA combining the words *anthro* and *genealogy* in reference to utilizing DNA to trace one's heritage far beyond recorded documentation.
**Autosomal DNA:** The DNA of non-sex-determining chromosomes that mix or recombine. Also known as admixture DNA.
**Base pair:** A pair of nucleotide bases on complementary DNA or RNA strands organized in a double helix.
**Build:** The term used for the human genome reference standard (Build 38 is the most recent reference genome).
**Cambridge Reference Sequence (CRS):** The first mitochondrial DNA to be fully sequenced at Cambridge University in 1981.
**Chromosome:** A molecular "package" for carrying DNA in cells, organized as two double-helical DNA molecules that encode many genes. Some simple organisms have only one chromosome made of circular DNA, while most eukaryotes have multiple chromosomes made of linear DNA.
**Chromosome browser.** A tool on Gedmatch very useful allow you to do n 5cm level of match to another account number there.
**Chromosome mapping.** To place a person genetic in a pattern to determine which part of the family tree they are from
**Coalescence age:** The merging of genetic lineages backwards in time to the most recent common ancestor (MRCA).
**CODIS:** Acronym for Combined DNA Index System - the FBI's autosomal STR DNA database for profiles of criminal offenders
**Crossover:** See: Recombination.
**DNA signature** See haplotype.
**DNA replication:** The process by which the DNA double helix makes a copy of itself or of a fragment of itself. It uses the old DNA as a template for the synthesis of new DNA strands. In humans, replication occurs in the cell nucleus.
**DNA sequencing:** The process of determining the exact order of the nucleotide bases in a segment of DNA
**Double helix.** The twisted shape DNA forms when its two strands bond together. A double helix looks like a twisting or rotating ladder.
**DTC:** Direct to Consumer DNA test kits.
**Endogamy:** The practice of marrying within the same ethnic, cultural, social, religious or tribal group.
**Exact match:** Two individuals with exactly the same results for all markers or regions compared.
**Fixation index ($F_{ST}$):** A measure of genetic distances between populations. The closer to zero the less the distance. | 1,346 | 594 | {
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Get better at Math. Get better at everything.
Come experience the Cuemath methodology and ensure your child stays ahead at math this summer.
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For Grades 1 - 10
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1st Grade Geometry Worksheets
1. How many points are needed to form a line?
a. 2 Points
b. 1 Point
2. Match the shapes to their names?
a. [Image of a circle] 1. Square
b. [Image of a triangle] 2. Circle
c. [Image of a square] 3. Triangle
3. How many sides are there in this shape?
a. 2
b. 3
c. 4
d. 5
4. Choose the odd one out from the following.
a.
b.
c.
d.
5. Shade the shape which matches the following.
6. Which shape is formed if a rectangle is cut in half as.
a. Triangle
b. Rectangle
7. Match the real life objects to similar shapes.
a.
b.
c.
1.
2.
3.
8. Which shape has no sides?
a) Circle
b) Square
9. Choose the odd one out.
a.
b.
c.
10. Can a triangle be formed by joining 2 points?
a) Yes
b) No
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| | |
|---|---|
| 1 | a. |
| 2 | a. - 2.
b. - 3.
c. - 1. |
| 3 | b. |
| 4 | d. |
| 5 |  |
| 6 | a. |
| 7 | a. - 3.
b. - 1.
c. - 2. |
| 8 | a. |
| 9 | c. |
| 10 | b. |
1. Geometry is a branch in mathematics that deals with all forms of shapes and other construction.
2. Geometry (from the Ancient Greek: γεωμετρία; geo- "earth", -metron "measurement") is a branch of mathematics.
3. In geometry a circle is a shape that does not have any sides or corners. | 1,298 | 717 | {
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June 2018
Dear Rising 7th Grade Student:
In order to maintain and improve your reading skills, you will be required to read THREE (3) books over the summer and to respond to them in several different EASY ways. This summer you will have TWO REQUIRED books to read, plus another book OF YOUR CHOICE (on your reading level, please!). This assignment, plus the list of books you read, is due the first week of English class. This will be your first literature grade of the year! Happy summer! Happy reading!
The first required book is Goodbye, Vietnam by Gloria Whelan. I have a few copies, or you can get a copy from a bookstore, online, or the public library. If you choose to borrow one of my copies for the summer, you will be responsible for keeping it in good condition and for returning it to me when you return to school in the fall.
Goodbye, Vietnam is a fictional account of a modern Vietnamese family who is forced to flee their country due to political unrest. Mrs. Fischetti and I feel that this is an important book to read to get you thinking about the world around you. Unfortunately, today our world is filled with children like Mai, Anh, and Thant who are the innocent victims of the adult conflicts around them. As you read Goodbye, Vietnam, think about the similarities and differences between YOUR life and Mai’s life. Even though it is a relatively short book, you should read this book carefully. The work that you turn in for it will be graded. Most private high schools have a required book to read each summer, so this will be good practice for you in preparing for high school.
The second required book is The Lightning Thief by Rick Riordan. We will be studying Greek mythology in class this year, and this will be a great book to get you “into” the study! If you have already read this book, then read either another book in his Percy Jackson and the Olympians series or re-read this book! Either way, you can’t go wrong with his modern re-telling of the ageless classic tale! (As an extra perk, you can watch the movie, as well! Just be sure to read the book first because there are some differences!)
Writing Requirements:
1. Keep a list of ALL the books you read this summer, and turn this list in with your assignments. Put a * by any books you especially like and think I should read, too!
2. For Goodbye, Vietnam, please make a mindmap of Mai’s life, both before the family has to flee, and during their journey to freedom. Include people, places, and the culture (food, clothing, holidays, music, religion, superstitions, etc) that is presented. Make it colorful and use both words and images!
3. For *The Lightning Thief*, choose ONE of the following projects that you feel you can do the best job with creating:
a. On page 1 of the book it asks you to, “recognize yourself in these pages.” Write a 3 paragraph paper to show how you recognize yourself in this book. You may recognize yourself in Percy’s actions, the events of the book, or any other way possible. Make those connections and “see yourself” in the pages of the book!
b. Make a mindmap of The Underworld! Include pictures and descriptions for each part of the Underworld. Use evidence from the text, and you may add other pictures as well. Make sure that your mindmap of the Underworld goes in the correct order according to the findings in the book.
c. Imagine you have just discovered that **you** are a half-blood. What cabin do you think you will end up in at Camp Half Blood? What are the possibilities? Write THREE separate creative journal entries describing your arrival and discovery of your true parentage.
d. NOTE: You may ONLY choose this option IF YOU HAVE NEVER READ ANY OF THE BOOKS IN THIS SERIES!!! This book is the first in a series. Luke is still at large, Cronos is growing stronger, and Percy is about to step out into the world as the acknowledged son of Poseidon. What will happen next? Like the Oracle, make four predictions about the next book. What will happen in it? Share your predictions, the clues that support them, and create a chart showing what you think are the most likely upcoming events.
e. World War II is revealed in the book to actually have been triggered by an epic battle between the gods. How can a modern event be explained by the gods? Pick a current event — an earthquake, a battle, or even a surprising celebrity love affair — and explain how the gods were really behind it. You can present your explanations as a television newscast!
4. The BOOK OF YOUR CHOICE must be on your reading level (no skimping by with easy-reader books)! After reading the book of your choice, please write me a LETTER in which you explain WHY YOU CHOSE the book that you read, why you either loved or hated it, and whether you would recommend it to anyone else to read.
Happy Summer!! Happy Reading!!!
Mrs. W | 1,930 | 1,064 | {
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When the teacher asked me about his class I actually wanted to tell him the truth. But I had to bite my tongue as I didn’t want to make him angry.
‘Aneesh, you have done something wrong. You have not been doing your homework properly. You have not been studying hard. You have not been listening in class. You have not been behaving well.’
‘I understand,’ Aneesh said.
Keep mum
Keep your mouth shut
Hold your tongue
Shut up like a calm
Be quiet
fall silent
break off
keep silent about
When the bell rang I went back to the staff room. I, intentionally, stayed away from Aneesh. I didn’t want to say anything to Aneesh. So I kept mum. I had promised the students that I would keep my mouth shut.
But I couldn’t hold my tongue any longer. I opened my mouth. Fortunately, the class leader came to the staff room at the very moment. ‘Be quite’ he warned me. So I kept silent.
A man of few words is good. But do not be a man who does not speak at all. So try to be a man of few words.
Once upon a time, there lived a King who, despite his luxurious lifestyle, was neither happy nor content. One day, the King came upon a servant who was singing happily while he worked. This fascinated the King, why was he, the Supreme Ruler of the Land, unhappy and gloomy, while a lowly servant had so much joy. The King asked the servant, “Why are you so happy?”
The man replied, “Your Majesty, I am nothing but a servant, but my family and I don’t need too much, just a roof over our heads and warm food to fill our tummies.” The king was not satisfied with that reply.
Later in the day, he sought the advice of his most trusted advisor. After hearing the King’s woes and the servant’s story, the advisor said, “Your Majesty, I believe that the servant has not been made part of The 99 Club.”
“The 99 Club? And what exactly is that?” the King inquired. The advisor replied, “Your Majesty, to truly know what The 99 Club is, place 99 Gold coins in a bag and leave it at this servant’s doorstep.” So the King ordered to do it. When the servant saw the bag, he took it into his house. When he opened the bag, he let out a great shout of joy, So many gold coins! He began to count them. After several counts, he was at last convinced that there were 99 coins. He wondered, “What could’ve happened to that last gold coin? Surely, no one would leave 99 coins!”
He looked everywhere he could, but that final coin was
elusive. Finally, exhausted, he decided that he was going to have to work harder than ever to earn that gold coin and complete his collection. From that day, the servant’s life was changed. He was overworked, horribly grumpy, and castigated his family for not helping him make that 100th gold coin. He stopped singing while he worked. Witnessing this drastic transformation, the King was puzzled. When he sought his advisor’s help, the advisor said, “Your Majesty, the servant has now officially joined The 99 Club.”
He continued, “The 99 Club is a name given to those people who have enough to be happy but are never content, because they’re always yearning and striving for that extra 1 telling to themselves, ‘Let me get that one final thing and then I will be happy for life.’”
Moral: We can be happy, even with very little in our lives, but the minute we’re given something bigger and better, we want even more! We lose our sleep, our happiness, we hurt the people around us, all these as a price for our growing needs and desires. We must learn to maintain a balance of our need and desires to enjoy a happy life with what we already have. | 1,197 | 842 | {
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Every child has the right to optimal cognitive, social and emotional development. Notably, early childhood is more than a preparatory stage assisting the child’s transition to formal schooling; it has been recognized as the critical period for comprehensive development taking into account the child’s social, emotional, cognitive and physical needs, so as to establish a solid and broad foundation for lifelong learning and wellbeing. If the child is not given adequate support and stimulation to aid this development, he or she is at risk of being prejudiced in reaching their full potential. It is therefore crucial for a society, and a nation, to invest in this period of a person’s life – particularly for a country like India, where over 40% of the population is below the age of 20 (Census of India 2011, available at http://www.censusindia.gov.in/), and over 13% below the age of six (ibid). Thus, Early Childhood Care and Education (ECCE) refers to an integrated approach combining nutrition, health and education for the holistic development of a child below the age of six/eight years.
The Indian Child Abuse Neglect & Child Labour (ICANCL) group, Institute of Home Economics, Delhi University and BUDS as partner organization organized a one-day expert group consultation to bring together a convergence of stakeholders working on the issue of ECCE. The participants included doctors, including representatives of governmental ministries and Non-Government Organisations (NGOs) as well as academics and students.
**Recommendations**
To the Government:
- Comprehensive ECCE is possible if it includes the medical, health, developmental needs, education and early stimulation of the young child during infancy and preschool years. The approach has to be holistic.
- As for health, the facts are well known and it is distressing that those who cannot afford treatment, shy away from spending money on primary
health care. This has to be addressed on an urgent basis.
- The government is trying to reduce out-of-pocket expense on health care, and while this is necessary, it is necessary to make a push for the right to health for all children to be made a part of the government’s obligations.
- Budget for children is also being reduced. This is very worrisome as studies are indicating that for every Rs.1 spent on ECCE, there is a return of Rs. 25. Investing in early years is the foundation of any strong nation.
- Much information is available and this must be translated into practice. The *Anganwadi* centres must be transformed into genuine one-stop centres providing comprehensive health care and learning for children. Also, the centres have to be made inclusive across socio-economic strata as well as with respect to disabilities and other disadvantages.
- Strengthen the ECCE profession by working on the curriculum, training of early educators, access to quality preschools, and childhood free from violence and abuse.
- The government must come out with a policy to regulate play schools centres that provide ECCE.
- There is an opportunity at the Delhi level to look at a Delhi-centric mapping, assessment and outreach and this is practically feasible. We can look at gap areas and concerns that need to be addressed.
- There is a felt need for training across the board – from Anganwadi and ASHA workers to government doctors as well as those in policy-making positions, so as to ensure that they understand the parameters of good ECCE.
**To the medical community:**
- Paediatricians tend to worry more about physical health rather than overall early stimulation and this is missing from the paediatrics curriculum, and this needs to be addressed. To start, the IAP can form an advisory group to encourage paediatricians to provide anticipatory guidance to parents.
- IAP can also have an advocacy document on right to health and learning for early childhood.
- The IAP must also take the initiative to identify some innovators from other sectors and make first connections so as to foster convergence.
**To civil society:**
- More components of ECCE must be included in academic discourse.
- There is a case to be made for the need to look for convergence across issues, or instance to find connections between government policy which may even inadvertently lead to the exclusion of certain categories of persons, and tie these in with broad-based advocacy on ECCE. | 1,864 | 876 | {
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DEPENDING ON HORSES
By L.E. Buchholz
The writer of this article farms near Lehr, North Dakota. He tells about the importance of horses for the Dakota pioneers.
When winter came and a blanket of snow covered the ground, the use of sleds was put into common practice. Teams hitched to different driving and hauling sleds began to make their rounds, leading to school, town and church, as well as to friends and neighbors. All sleds always left a good trail behind them, and some of the destinations had barns.
It was a must for people to know how to bundle up to be comfortable so as to avoid freezing (which was very possible). Those teamsters also knew how to blanket and cover the horses in use.
All sleds had, and for that matter still have, one thing in common. They could easily freeze to the ground they were stationed on. If the mistake was made of hitching them up without first freeing them, the grave possibility could end up with the horses being crippled, the harness broken, or the sled wrecked!
It was very simple to free them before hitching.
The question may be asked if it were possible to get stuck, or bogged down, with horses?
Yes.
To break a really difficult trail, four or even six horses would be hitch-tied and then line-driven back and forth until a path was broken. Several empty runs would then be made before an attempt was made to haul a load in and out. At times, the lives of people and stock were at stake here.
After a prolonged cold, snow, or storm spell, and under a clear moonlit sky, if at supper time a dog began to bark, it was almost certain that company was coming.
We would light a lantern and wait on the porch. Talk could be heard floating above the distant snow. Horses would flare their nostrils, and sled runners would creak on the icy tracks.
When the team pulled up and called to a halt, hearty greetings would be exchanged. Steam from the perspiring horses sprayed skyward, and the horses would try to dislodge the icicles formed on their nostrils.
Help was offered to get the women and little ones into the house first. Then the men unhitched and stabled the horses.
Our town road was along the south side of the railroad tracks. About 60 years ago, while my parents were driving along, a snow plow chugged down the road, facing them and throwing snow up into the wind. It tossed a huge drift into the air, blocking everyone's vision. When the fog and snow blindness cleared, the sled box was filled to overflowing.
After my folks finally managed to get to town, they pulled near a grain elevator, borrowed a shovel, and dug themselves out. So you can see that all was not sure and carefree then. (Ever take a shovel along, say, lately?)
At one time in late spring, when melting was in progress, we were driving around a bend on a hillside that went over a lake. We had a close call as we and the horses could have drowned.
Picture our fear when one of the horses fell through and went under, barely managing to climb out! But just about then, the sled also fell in, filling up with ice water!
All of that was over with suddenly, but the fright and danger of it was over with maybe never.
Being overtaken by blizzards was common. We had an experience when I was a child which could have proven fatal.
The air was filled with blinding snow. The cold and storm were both intense.
Dad said we should stop in an attempt to clear our faces, and eyes, and maybe get our bearings as to our location.
All I could see was the white ankles of the horses.
In desperation, we gradually figured out we were on a railroad plank crossing, a mile from home.
We had just started to drive on again when a snowplow train thundered past, totally unaware of us! Had we started out only seconds earlier, we would have been hit. All that would have been left of us would have been hard-to-assemble pieces!
Towards the end of winter, snow-packed roads were the result of a long winter's use. They were packed so hard that the other snow always melted first. Those road tracks remained to the very last.
The sleds pulled easy on such icy paths, and horses learned to stay solid so as not to stumble into the softer sides.
There were always some runaways occurring each season. That was dangerous. But with
Dependable Horses (continued)
runaways or not, there were frequent spills and tipped-over sleds.
Once in a while during the dead of winter, people driving or hauling would walk alongside the sled to warm up when line-driving the team. Some would stop at our farm and be asked in to warm up.
Ever see people take their shoes off, pull a chair up to the oven door, and stick their feet in to warm frozen toes?
During those times, Mother served many a cup of steaming hot coffee, with fry sausage and warm homemade bread and butter.
It was quite possible to arrive at a country church, where the fire had been out for a week, only to learn that there would be no service this Sunday either! The church was colder than a polar bear's den!
Same was true of a country school. You could arrive alone, with the fire out, hang around a
while, and then go back home.
All I could add to this is colder than all outdoors.
One party once said he was so frozen out that the only way it would be possible for him to warm up again would be to take a mouth full of water—and then sit on the stove lid until the water came to a boil!
In those years, it was not uncommon for most people to have finger, toe, or face frostbites.
I still cannot see how it would have been possible to drive or haul without the use of sleds, pulled by dependable horses, during those long, cold winters. | 1,888 | 1,245 | {
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That candle in the front of the Church isn’t just really big, it’s also really special. Let’s take a look.
**THE FLAME**
symbolizes the light of Christ. “The light shines in the darkness, and the darkness did not overcome it.” (John 1:4-5) The lit candle also recalls the pillar of fire and cloud the Israelites followed in the desert.
**THE CANDLE FOLLOWER**
helps the candle burn evenly and prevents wax from dripping everywhere. This practical widget is used on many candles in the church and has no particular symbolism.
**THE CANDLE**
must be at least 51% beeswax. This is because beeswax is precious stuff (it takes a lot of bees’ work to make it) and the sacraments are precious, serious things. It also brings God’s creation into the celebration.
**DECORATIONS**
other than those mentioned below can be very elaborate, quite simple, or even nonexistent. The elements listed below can be presented in a variety of ways. The candle at left is one example.
**ALPHA & OMEGA**
are the first and last letters of the Greek alphabet and are used to symbolize Christ as the “beginning and the end.” (Revelation 22:13)
**THE CROSS**
of Christ, the symbol of Christianity. Signifies that this is the paschal candle, and it’s all about Jesus.
**THE YEAR**
reminds us that Jesus is king of all time, even this year! He’s with us, right here, right now.
**5 GRAINS OF INCENSE**
(often formed into wax nails) are inserted into the candle, symbolizing the 5 wounds of Christ.
**THE TYPICAL PASCHAL CANDLE**
is between 3-5 feet tall, weighing between 4-10 pounds. The cathedral in Salisbury, England is said to have had a candle measuring 36 feet tall in the Middle Ages.
The paschal candle is blessed and lit for the first time at the Easter Vigil. The deacon carries it into the dark church, stopping three times to sing “Christ be our light!” to which the people respond, “Thanks be to God!” It is the candle from which all others are lit that night, and it is also used to bless the baptismal font.
The paschal candle is lit for all liturgies during the Easter season as well as at baptisms and funerals all year round. The unused portions of paschal candles are often melted down to make new ones.
This Illustrated Guide to the Paschal Candle was created by Jonathan Teixeira, a former FOCUS missionary who writes about faith, culture, and articles and (check out more illustrated guides at focus.org/blog. Jonathan is currently working with the Archdiocese of Los Angeles to help students into lifelong Catholic mission. Learn more at focus.org. Jonathan lives in Los Angeles with his wife Amanda and their two kids. You can keep in touch with him and Amanda at tresgoodandbeautiful.net. | 1,147 | 621 | {
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Mad Science of Lehigh Valley
(610) 438-0232
www.madscience.org/lehighvalley
Please make check payable to:
Pleasant Valley Intermediate Student Activities Fund
and return to school
For more information, please call: Donna Petterson at (610) 438-0232
School: Pleasant Valley Intermediate School
Details: Thursdays 4:00 pm – 5:00 pm
Dates: 1/31, 2/07, 2/14, 2/21, 2/28, 3/07, 3/14, 3/21
8 week program, Cost: $95.00 per student
DON'T DELAY... ENROLL TODAY!
MAD SCIENCE®
Enrichment Program
COURSE REGISTRATION FORM
Bugs!
Engross yourself in entomology! Inspect authentic insect specimens. Update your insect anatomy know-how. Match-up insects with their habitats. Get bug-eyed with the Insect-A-Vision kit.
Detective Science
Help crack a case. Inspect fingerprints, mystery powders, ink samples, and teeth impressions. Create a composite from memory. Use the Personal Profile to build an identity kit.
Earthworks
Dig into Earth Science! Uncover rock samples and discover how they formed. Inspect fluorescing minerals. Model the moving plates that cause bends and breaks. See how sediment stacks with the Experi-tube.
Kitchen Chemistry
Cook up a chemical reaction! Blow up a balloon with yeast. Go on a nutrient hunt. Act out digestion from start to finish. Get a glimpse of your guts-in-action with the Digestor Inspector.
Mad Machines
See how simple machines lighten your load! Launch with levers, secure with screws, and work with wedges. Use pulleys to move heavy objects with ease. Make your own catapult to take home.
Movie Effects
Discover why science is the real star on the big screen. Create cool sound effects. Toy with 3-D technology. Make motion pictures come alive. Sketch a short feature in the Cartoon Creator flipbook.
Science of Toys
What makes toys work? Move out of the way for motorized toys. Take a spin with kinetic tops. Balance a bird to reveal its center of gravity. A twist of the wrist sets your Yo-yo spinning!
Walloping Weather
Get weather-wise. Uncover the reason for seasons. Create three-day weather forecasts. Stage a statically-charged indoor storm. Spot the sun's UV rays with the Sun Beads kit.
School: Pleasant Valley Intermediate School - 5th Grade
Child's Name: __________________________________________________________ Date of Birth: ____ / ____ / _______
Grade/Teacher: _________________________________________________________
Parent(s)/Guardian(s): ___________________________________________________
Home Phone: (____) _____ - _______ Emergency Phone: (____) _____ - _______ E-mail ______________________
Address: ________________________________________________________________________________________________________
Program Duration: 8 weeks Cost*: $95.00 per student Registration Deadline: January 22, 2019
I hereby give my child permission to remain after school for the Mad Science class.
[ ] My child will be picked up after class by: ________________________________________________________________
There will be a sign out sheet and Photo ID will be required
Health Concerns: ____________________________________________________________________________________________
Parent's Signature: __________________________________________________________________________________________ Date: ____ / ____ / _______
Please make checks payable to: PVI Student Activities and return to the Main Office before registration deadline – January 22, 2019 | 1,978 | 726 | {
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The RE Topic your child(ren) will be studying this term is LENT.
**RECEPTION**
The children will begin to recognise the season of Lent and the colours in the church that represent this season. They will begin to look at how they can prepare for Easter during the season.
**Help at Home**
- Decide on something that the child can do to help other people during Lent i.e. give up having something and putting the money in a pot to give to charity at the end of Lent.
- Make a daily calendar and get the children to plot the good deeds they have done each day during Lent i.e. tidying their room, going to bed without arguing.
- Draw a picture of a path leading with a tomb at the end and mark off 40 squares representing the 40 days of Lent. Read a different story from the Bible each night and draw a symbol of the story in the square. (Can be from old or new testament)
**YEAR 1**
The children will begin to have an understanding of the term Lent and its meaning. They will explore the story of the tax collector Zacchaeus.
**Help at Home**
- Ask your child to draw a picture of Zacchaeus watching Jesus.
- Discuss with your child how we pay taxes today and what they go towards paying.
- Discuss with your child the things that they can change about themselves like Zacchaeus did.
**YEAR 2**
This unit reinforces the understanding of Lent as being preparation for Easter, commencing with Ash Wednesday and being a time to pray more, to help others and to become better people. The children will also focus on the events of Holy Week and learn why the Stations of the Cross are important for Christians.
**Help at Home**
- Revisit the stories of ‘The Lost Sheep’ and ‘The Lost Son’. What do the stories tell us about forgiveness?
- Encourage your child to do a good turn for someone each day during Lent.
- Watch an animated version of the events of Holy Week (available on youtube).
**YEAR 3**
This unit further explores Lent as a time when we prepare for Easter. It allows the children to explore how this preparation involves change. During this unit the children will look at the traditions and symbols of Lent and will focus on the idea of forgiveness and penance and how it can be expressed in a various ways, more specifically through fasting, prayer and almsgiving. The children will explore how these and other forms of penance can be practiced in daily life, particularly during the time of Lent.
**Help at Home**
- Ask the children to explain what Lent means and the symbols we use in the Catholic faith during this season.
- Watch some of the animated versions on YouTube of some of the miracles of healing Jesus performed i.e. the healing of the leper.
The RE Topic your child(ren) will be studying this term is LENT.
**YEAR 4**
In this unit the children develop an understanding of how the season of Lent can be used as a time to try and put away the things that distract us from our relationship with God and each other. They will develop and explore how prayer and fasting help us prepare for Easter. There is a focus on the Temptation of Jesus and the children are invited to express what they learn from his example. They will make links with the temptations that they have experienced. As well as giving something up, the children are encouraged to think about what they could give to or do for someone else without seeking a reward.
**Help at Home**
- Ask your child to jot down all the things they would find really difficult to give up. Discuss the word temptation and how people are tempted to do things.
- Say a prayer of your child’s choice each day together.
- Create a Lent calendar, giving ideas of kind gestures or actions that could be performed each day in Lent eg. Write a card to someone far away.
**YEAR 5**
The children will recap on their understanding of the season of Lent. They will explore in depth the concept of repentance and how this involves making a change, using evidence from the Bible to support them. In particular, the letters of St Paul will be used as examples of teachings for Christians to live out their faith and we will consider how in order to inspire change in others, we first need to consider how we can change ourselves.
**Help at Home**
- Read the biblical events of Jesus’ time in the desert
- Research some examples of Jesus’ teaching that show Him challenging people to change - Zacchaeus is a good starting point
- Research the meaning of Lent for Christians
- Think about things that are particularly tempting for your child and what they can do to resist this temptation
**YEAR 6**
The children will recap on their understanding of the season of Lent, considering what Lent actually means to Christians and focussing particularly on the practice of ‘almsgiving’. The connection between the Beatitudes and Lent/journeys will be explored with particular focus on how Christians can live out the Beatitudes in today’s world.
**Help at Home**
- Research the meaning of Lent for Christians, focussing particularly on the practices of fasting, praying and almsgiving.
- Research the Beatitudes and discuss which ones are most relevant to your home life.
- Use the Beatitudes to create a list of good deeds that could be completed during the season of Lent.
- Give time or goods or money to those in need eg collect coins to donate to CAFOD or give food to the food bank or visit someone who lives on their own. | 2,025 | 1,147 | {
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Cherry eye in dogs
Overview
Dogs have a third eyelid that sits in the corner of their eye. It contains a gland that produces tears (this gland can’t normally be seen). ‘Cherry eye’ is a condition in which the gland pops out and sits in in the corner of the eye. It is called ‘cherry eye’ because it looks like a small cherry.
It’s important to get cherry eye treated as soon as possible. Most dogs need surgery to replace the gland.
Always contact your vet if you notice anything wrong with your dog’s eyes – they are too important to ignore.
What is cherry eye?
Dogs have an extra eyelid called the third eyelid. It’s a thin piece of skin that slides across the front of the eye to provide protection when necessary. It also contains a tear gland.
Cherry eye is when the tear gland inside the third eyelid ‘pops out’. Cherry eye is a painful condition because the gland quickly becomes red, angry and sore.
What causes cherry eye?
Cherry eye tends to occur without a particular cause. It can affect any breed of dog, but certain pedigree dogs are much more likely to develop the condition, including:
- British Bulldogs
- French Bulldogs
- Beagle
- Great Dane
- Cocker Spaniel
- Bull Mastiff
- Shar Pei
It is not a good idea to breed from dogs who have had cherry eye.
Symptoms
Cherry eye is easy to spot. It looks like a small cherry (pink – red, round lump) sitting in the corner of the eye (see picture above). It can happen to one or both eyes and it usually happens before 1 year of age.
When to contact your vet
Book an appointment with your vet if you suspect they may have cherry eye. Leaving the condition for too long can make it much harder to treat.
You know your dog best. If you are concerned it’s always best to contact your vet – eye are too important to leave to chance.
Treatment
Your vet may suggest the following treatment:
Surgery
- Surgery is nearly always necessary. The gland will need to be sewn back into a pocket inside the third eyelid.
- Unfortunately, it’s fairly common for the gland to pop back out after surgery and it can take a few attempts to cure it completely. Some dogs may need to visit a specialist eye hospital.
- In the past, surgery was performed to remove the gland. This is not advised anymore – the gland is important for producing tears and if it’s removed a condition called dry eye can develop.
Eye drops
- Lubricating drops (false tears) may be used to keep the eye moist before and after surgery.
- Antibiotic eye drops may be used to prevent bacterial infections developing in the eye before and after surgery. Your vet won’t always advise antibiotic eye drops - they aren’t always necessary. If your dog is given antibiotic eye drops, it’s very important to follow the instructions and complete the course to make sure the infection doesn’t come back.
- Anti-inflammatory eye drops may be used to settle inflammation (swelling) in the eye before and after surgery.
- View our short video “How to: give your dog eye drops” (www.pdsa.org.uk/phh/cherryeyeindogs)
Non-steroidal anti-inflammatory drugs
- Non-steroidal anti-inflammatory tablets or liquids are excellent for reducing pain and inflammation (swelling).
Care after surgery
It is fairly common for a cherry eye to pop out again after surgery. To reduce the chance of this happening take the following precautions:
- Ensure your dog wears a buster collar after surgery – it’s vitally important they don’t rub or scratch their eye. Don’t remove it until your vet says it’s ok to do so.
- Avoid any activities that will raise the pressure in your dog’s eyes, such as exercise and playing.
- Remove your dog’s normal collar and use a harness instead – pressure on their neck can raise the pressure inside their eyes.
Outlook
Most cases of cherry eye can be cured, even if it takes a few surgeries or a visit to a specialist eye hospital.
Important notes:
- If your dog has had cherry eye in one eye they are at risk of developing it in the other.
- Dogs that get cherry eye often get dry eye as well. For this reason, your vet may want to check your dog’s tear production from time to time.
Prevention
Cherry eye often runs in the family, so it’s not a good idea to breed from a dog that has suffered from the condition.
Cost
Treatment for cherry eye can cost hundreds of pounds. If the surgery needs to be repeated the cost will increase. Think about insuring your dog as soon as you get them, before any signs of illness start, so you have all the support you need to care for them.
It’s also very important to speak openly to your vet about your finances, the cost of treatment, as well as what you think is right for your dog. There are often several treatment options so if one doesn’t work for you and your pet then your vet may be able to offer another. | 1,896 | 1,052 | {
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Elementary & Middle School
CREATING EQUITABLE AND ACCESSIBLE OUTDOOR LEARNING OPPORTUNITIES FOR ALL STUDENTS
From the Teachers and Administrator in the Outdoor Educator Leadership Program
Areas of Focus
1. Creating Traditions and Change
2. Lessons Fostering: Accessibility, Belonging, Inclusion, Diversity, and Equity (A.B.I.D.E.)
3. Student/Teacher Growth in the Outdoors (Academically, Emotionally, Physically)
4. Student Voice
5. Cultural Connections
6. A Look Ahead: Designing Outdoor Spaces
Creating Traditions and Change In the Outdoors
Bringing in the School and Community by:
- Partnering with upper grade levels (Buddies/Mentors)
- Forming a school wide Outdoor Committee (parents/students/teachers)
- Incorporating learning into after school programs
- Organizing an environmental awareness clean up
- Creating an Outdoor Cookie Election: What is YOUR favorite cookie?
- School Clean up Day (a few every year)
- Recycling Campaign
- School-wide exploration activities
- School-wide Family Tradition Celebrations
Outdoor Lessons Centering:
Accessibility, Belonging, Inclusion, Diversity, and Equity
Bringing in A.B.I.D.E. principles to the lessons by:
- Students designing lessons centered around other peers accessibility needs (IE- re designing the playground)
- Reading together as a group: holistic reading
- Nature Journaling: Providing options/choice/connecting stories/connecting subjects into daily lessons
- Including STEAM projects to incorporate group work
- Developing Outdoor Exploration Activities
- Self expression lessons using nature art (objects in nature for art)
Lessons Centering:
Accessibility, Belonging, Inclusion, Diversity, and Equity
What are some struggles that are arising?
- language barriers
- extra planning for larger, school-wide impact and district participation
- some students felt excluded
- bringing or having enough supplies to support differentiated instruction to reflect all student needs and abilities
WE will continue to address these and other obstacles to find supporting solutions to meet all students.
Growing Comfort in the Outdoors (Academically, Emotionally, Physically)
Students and teachers are becoming more confident and comfortable in outdoor spaces! Students are...
- Increasing engagement and understanding of concepts
- Feeling more relaxed, confident, enthusiastic, and expressive
- Having reduced stress and more physical movement
- Connecting stories to what is around them
- Seeing abstract ideas as now tangible ideas
Teachers are...
- Improving effective lesson planning
- Increasing their confidence for lesson execution and safety boundaries
Cultural Backgrounds and Connections in the Outdoors
Big Take Aways:
• Students are bringing in family connections, stories, and traditions into the lessons
• Students are connecting through drawings and pictures
• Students are feeling valued and seen
• Students are bringing in their home language to use in the outdoors
• Students are beginning to share their traditional ecological practices in the outdoor spaces
Student Voice: What are students saying about using outdoor spaces for learning?
Big Take Aways for month three:
- Students are wanting to spend more time outdoors
- Students are wanting more hands-on activities and exploration time to be included in all lessons
- Students are enjoying using their senses and moving around more
- Students want more tools to learn outdoors for discovery and exploration
- Students crave unstructured time in the lesson
- Students feel stronger connections to their peers and the outdoor spaces around them
What’s Next???
Designing the Space: What are some ideas for outdoor spaces?
What does the space need….
• Bird Feeders, a garden space, different stations for different subject learning
• More seating, tables, and white boards
• Areas for more movement
• Shade structures and standing desks
• Safety instructions to use the spaces
It also needs LESS….
• Tumble weeds
• Trash
• Unclear/unmarked boundaries
-All ideas, information, and pictures shared are directly from the Educators and their students who are part of TOTAL NM’s Outdoor Educator Leadership Program. | 1,956 | 830 | {
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Logging in
There are 3 ways you can access Microsoft Teams:
1) Web page - https://teams.microsoft.com
2) Download Microsoft Teams onto your desktop - https://products.office.com/en-gb/microsoft-teams/download-app#desktopAppDownloadregion
3) Download Microsoft Teams app on your phone
1. Logging on using Web page
You must use Google Chrome as Internet Explorer doesn’t work – this can be accessed through the Start menu – (Microsoft Edge also works)
Type into Google ‘Microsoft Teams’
Click on ‘Sign in’ with Email address
You can access Teams on laptops at home using your email and password – or using the phones and downloading the App.
To log on you need to know your email address: firstname.lastname@example.org
2. Logging on using Desktop
Click on the Microsoft Teams App on the Desktop
Sign in with Email address
Once set up, Teams should boot up automatically when your laptop is switched on
Joining an online lesson
An email will be sent to you by each teacher to join a lesson so make sure you check your emails. You can also see what time the lesson is on the “post” section within each of your “Teams”.
Before the lesson is about to start, click on “Join Microsoft Teams” either from your email link or by clicking “join” from the post section (check last slide)
This screen will show up where you will need to turn your microphone ‘off’ before you click on ‘Join now’.”
Your teacher will appear on the screen and will be ready to start teaching you. Please ensure you follow all instructions set by your teacher.
Opening and submitting assignments
Once the lesson is over, your teacher may set you an assignment which you can view either directly from the ‘posts’
Or you can view it directly from the “Assignments” section for each subject area.
Once you have completed the work, “Add work” and then click on “Turn in”
Once you have completed the work, “Add work” and then click on “Turn in”
Your teacher will check the work and may give you feedback which you can check by selecting ‘Completed’ and clicking on the work you have submitted.
Zig Zag Paper 3A Set 1
Due tomorrow at 9:00 AM
Instructions
Complete Zig Zag Paper 3A Set 1
My work
Zig zag paper 3.docx
Feedback
Work on clarity of your explanation of practical set ups
Points
No points
If you have any feedback, it will appear up here!
Using Class notebook
If your teacher asks you to work in your class notebook, click on “Teams” during the call.
Then select the correct subject/class
Finally, click on “Class Notebook” where you will see the tasks you need to complete during or after the lesson.
Lesson 1 - Photosynthesis
Answer do now questions below:
1. State the word equation for photosynthesis
2. Where does photosynthesis take place?
3. Name the two stages of photosynthesis
4. Name 2 photosynthetic pigments
5. What wavelength of light is absorbed by photosystem I?
Challenge: Describe where redox reactions take place during photosynthesis
Now find your name and click on ‘Class Notes’ or ‘Handouts’ where you will find the work you need to complete. | 1,377 | 690 | {
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| Introduction | You might have heard grown-ups talking about racism. It has been in the news a lot recently because of something called Black Lives Matter, which is a movement to stop racism.
So what is racism? Racism is hurting someone, being mean to them or treating them unfairly because they belong to a different race, have a different skin colour or come from a different place.
This is a really, really, simple explanation for a really, really big and complex thing that causes lots of hurt and anger throughout the world.
God made all of his children in a variety of colours, shapes and sizes. He made different lands and tribes that we turned into countries and races with languages and cultures that are all different and interesting.
Even more, he sent his son Jesus Christ who told us to love our neighbour as ourselves and taught us that everyone was our neighbour! |
| Activity | Why are some people racist?
Think about a time that someone was mean to you, or perhaps a time that you were mean to someone else (be honest with yourself). What do you think was behind this? There are lots of reasons that people are mean to each other but it usually comes down to some of these feelings or states:
Anger
Sadness
Fear
Ignorance
Can you think of any more feelings that might make someone mean to someone else?
What are the opposite feelings or states?
Peace
Compassion
Understanding
Courage
Knowledge
Curiosity
Try these at home:
‘Everyone is a different flower’ |
Go for a walk with a grown up and look for as many different types of flowers as you can. Imagine how amazing a garden would look with all of these different flowers and how boring it would be with just one kind! Draw a picture of an amazing garden full of flowers, you could even make a collage by cutting out pictures from magazines.
Fight racism with your own monster! Monsters can be friendly too and we can make our own monster that embodies one of those good emotions we talked about:
Peace
Compassion
Understanding
Courage
Knowledge
Curiosity
Ask a grown up for a (clean! Not smelly!) odd sock. Give them some googley eyes, put your hand in and tah dah! You have a friendly monster. Decorate your monster to make them embody a good emotion. You could use clouds for peace or question marks for curiosity…
Celebrate what makes us different! Do you know someone who comes from a different country, culture or race? Then you are super lucky. Maybe your family comes from a different country? See how much you can find out about different countries, races and cultures (if you are polite and kind people will like talking about their cultures and traditions). The world is an amazing place filled with amazing interesting humans, find out about them!
**Closing Prayer**
In our community, we are many different people; we come from many different places, have many different cultures. Open our hearts that we may be bold in finding the riches of inclusion and the treasures of diversity among us. We pray in faith.
Amen
Dr. Martin Luther King Jr | 1,037 | 632 | {
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Learners Speak Out Against Child Abuse!
This information was made possible by the following organizations:
Speak Out: A handbook for learners on how to prevent sexual abuse in public schools: A Department of Basic Education, MiET and UNICEF collaboration
Centre for Applied Legal Studies, Lawyers Against Abuse and Section 27: Managing Sexual Abuse in Schools: A Guide for Children, Families and Communities Members
For more information contact:
012 357 3000
012 357 3357/ 3790
What is child abuse?
Any form of harm or ill-treatment deliberately inflicted on a child. These include assault, sexual abuse or bullying. Sexual abuse is very common in our schools and learners need to speak out against it.
Did you know?
A teacher is never allowed to have a sexual relationship with a learner under any circumstances, even if the learner is over the age of 16 and agrees to the relationship.
If someone tries to touch your private parts, scream NO!!!!!!!
Run away to another grown up that you know – it could be your teacher that you trust
Don’t keep secrets from your parents
Did you also know that?
Learners can sexually abuse each other or one another. It is still wrong and you need to report it.
Some examples of sexual abuse are:
Sexual Harassment:
- when someone sends you an sms saying they like your bum, unwanted sexual notes or pictures from a cellphone (called ‘sexting’)
- when someone presses or rubs their body against yours
- when someone offers you a reward for sexual favour e.g when they offer you marks in exchange for sex
- when someone makes a sexual joke that makes you feel uncomfortable
- when someone writes rude graffiti about you, or spreads sexual rumours about you
- when someone calls you rude names like ‘bitch’, ‘moffie’, ‘slut’ etc
Rape:
- when someone forces you to have a sexual intercourse or oral sex with him or her
- when someone puts an object such as a broom stick into your bum or vagina
Sexual Assault:
- when someone touches you in a way that makes you feel uncomfortable
- when someone forces you to look at pictures of naked people or people having sex
If you have been sexually abused, there are certain steps you need to follow (not in any order) to ensure you get help as soon as possible.
Go to the hospital to seek medical treatment. You have a right to this so as to stop pain, prevent pregnancy, prevent HIV and other STIs and treat injuries.
Report your abuse to the police. If possible, don’t go to the police station alone. Take someone you trust with to support you.
If the abuser is an educator, report the abuser to the Provincial Education Department @ 0800 202 933, can report the abuse to the South African Council of Educators (SACE) @ 086 1007 223
You can apply for a protection order at any magistrate court in the country.
You can request to be transferred to a new/nearby school. There are considerations with this option such as a need for transport, new uniform etc. It is important for your family to support and help you with this decision. | 1,257 | 661 | {
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Year 6 Summer 2 Home Learning
We would like you to complete as many of these home learning tasks as you can before the end of half term. When you bring in your home learning, your achievements will be celebrated. Please see the box near the bottom to see how we will do this.
| English | Maths | Other Subjects |
|------------------------------------------------------------------------|----------------------------------------------------------------------|--------------------------------------------------------------------------------|
| Write a play script based on a scene from ‘Goodnight Mr Tom’. Remember to include stage directions. | Select a question to ask people around you. Collect the information on a table and represent your findings using a pie chart. | Science: Create a video which explains how our eyes are able to see. |
| Create a character description to include all the things you now know about William. You can choose how to present this. | Select five 3D shapes and draw their nets. Think carefully about the shapes you can see and their positions. | Geography: Use Google Earth or other virtual tour websites to explore a location of your choice. |
| Using APFOREST devices, create a poem based on how William might feel about leaving Little Weirwold. | Find five acute, right, obtuse and reflex angles around your home and present them on a table. | History: Design a virtual museum presenting artefacts, photos and information about different aspects of WWII. |
| Write a speech to your future secondary English teacher, explaining what knowledge you’re most proud of in English. | Write out your 6, 9 and 12 times tables and known division facts and practise them daily until you know them. | PSHE: Create a poster for younger children, explaining what they could do if they feel upset (e.g. speaking about how they feel). |
| Research the use of tenses then create a poster to explain how to use them. Tip: There are 12 different types of tenses – not just past, present and future! | Create a poster to help others remember the total angles of different regular polygons (e.g. triangles = 180°). | Art: Create a sculpture to represent how you feel about going to secondary school. |
How we will celebrate your home learning achievements
Some of the ways in which we recognise home learning achievements are:
- Through classroom display
- Published in the newsletter
- By gaining home learning bingo stamps - a minute per line!
Websites to support pupils’ learning
MyOn for your reading
Times Tables Rockstars for your times tables
Sumdog for your Maths
Purple Mash for games and other subjects.
SATS Companion
Reminders
Children are expected to read every day for 15 mins.
Practise your weekly spellings on Spelling Shed.
Bring your AR reading book every day.
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Henri Caro-Delvaille, a Frenchman of Spanish origin, was an important painter in the social life of the early 20th century. His real name was Delvaille ("de la Vallée" in Spanish) but he signed Caro-Delvaille because his mother, with whom he had a close relationship, was called Caroline. From childhood, Henry Caro-Delvaille was curious about art, observed his surroundings and drew. His mother, a writer and poet, was his first guide.
After studying from 1895 to 1897 at the Bayonne School of Fine Arts, Henry Caro-Delvaille became a student of Léon Bonnat at the Paris School of Fine Arts. He exhibited for the first time at the Salon de la Société des artistes français in Paris in 1899. A member of the Société nationale des beaux-arts from 1903, he became its secretary in 1904. In 1905, he won the great gold medal at the Munich International Exhibition. The same year, his friend Edmond Rostand entrusted him with the decoration of his villa in Cambo. He then made a name for himself as a portrait painter and received numerous commissions. He was made a knight of the Legion of Honour in 1910. His painting can be compared to that of Carolus Duran (1837-1917), a famous painter of the belle époque.
Henri Caro-Delvaille emigrated to the United States in 1913 and settled in New York, moving towards a more Art Deco style. He was a central figure in artistic, literary and musical circles on both sides of the Atlantic, from Paris to New York. Much of his work can be found across the Atlantic today.
Our painting is an important work by Caro Delvaille. It is a very large format, probably commissioned to decorate a literary salon. The posture of the very elegant young woman is superb: the line of the body draws a diagonal which allows a perfect composition. It is also worth noting the care taken with the skin tone and the details of the hands and face. Finally, the transparencies of the clothes are much more...
accomplished than in Caro-Delvaille’s classical family portraits. This picture was painted by Henry Caro-Delvaille on the eve of his departure for the United States, most probably in Paris.
The provenance:
This painting decorated a mythical bar-restaurant, “Le Mathis”, run by Gérald Nanty. Along with Castel and Régine, Nanty was the third king of Parisian nights from the 1960s to 2010. He frequented the fashion designers Valentino, Saint-Laurent and Gaultier, writers like Sagan, artists like Bernard Buffet, and showbiz stars from Amanda Lear to Manouche or Thierry le Luron. Its fashionable clubs were the “Club 65”, the “Bronx”, the “Colony” and finally the “Mathis” on rue de Ponthieu where, until its closure in 2017, people, actors and the French audio-visual landscape met.
The ‘Mathis’ in the 90s | 1,142 | 673 | {
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The land that is present-day Southwest Idaho was once inhabited by Indigenous Peoples and the tribes of the Great Basin. Descendants of the Western Shoshone and the Northern Paiute occupy the Duck Valley Indian Reservation today, located on the border of Idaho and Nevada.
**THE OREGON TRAIL**
The Oregon Trail passed directly through Southwest Idaho, and in 1834, Fort Boise was established where Parma is today. Follow the dusty trail along the **Main Oregon Trail Backcountry Byway** from Three Island Crossing State Park to the **Old Fort Boise Replica and Museum**, or hike the wagon ruts in the **Oregon Trail Reserve**.
**DOWNTOWN HISTORY AND ART**
In downtown Boise, just off Capitol Boulevard, walk through the **Idaho Anne Frank Human Rights Memorial**, see the latest exhibit at the **Boise Art Museum**, and retrace much of the state’s history at the **Idaho Black History Museum** and the **Idaho State Museum**, which was entirely renovated in 2019.
**THE BOISE BASQUE BLOCK**
Boise is home to the largest community of Basque people outside of Spain. Visit the **Basque Block** in downtown Boise for a history lesson at the Basque Museum and Cultural Center, then indulge in traditional food and drink at Bar Gernika or The Basque Market. **Jaialdí**, a celebration of all things Basque, happens every five years on the Basque Block.
**HISTORIC GHOST TOWNS OF SOUTHWEST IDAHO**
Step back in time visiting the historic ghost towns of Southwest Idaho like Silver City, Atlanta, Idaho City and Roseberry. Idaho’s Gold Rush began in the early 1860s and was one of the largest since California’s rush. By 1864, Idaho City was the largest city in the Pacific Northwest — bigger than Portland, Oregon. Learn more about the Gem State at the **Idaho Museum of Mining and Geology** in Boise.
HISTORY TAKES FLIGHT
Learn about American flight history through personal accounts at the Warhawk Air Museum in Nampa. The museum is filled with personal memorabilia from WWI, WWII, Vietnam and Korea, as well as 11 historic and replica aircraft made famous by war. Several planes within the museum have flown in Hollywood films like Death Race, Pearl Harbor and Valkyrie.
A GROWING MUSIC SCENE
Catch a local live band most nights of the week or grab tickets to an annual festival, like Treefort Music Fest in downtown Boise, Yellow Pine Harmonica Festival, and the National Old Time Fiddler’s Contest & Festival in Weiser.
THEATER OUTDOORS
Idaho Shakespeare Festival is a beloved summer tradition in Boise. Pack a picnic and enjoy a live play in the festival’s world-class outdoor amphitheater, tucked in a stunning habitat reserve. In the mountains of Garden Valley is Starlight Mountain Theatre, an outdoor summer playhouse on the bank of the middle fork of the Payette River.
TO BROWSE MORE, VISIT
visitsouthwestidaho.org/travel-guides
VISIT SOUTHWEST IDAHO MEDIA KIT
visitsouthwestidaho.org/media
@southwestidaho
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Studies show, that:
1. Students, who participate in extracurricular activities have better grades, feel greater attachment to school, and reach higher levels of achievement in college.
2. Teens who don’t participate in after school programs are nearly three times more likely to skip classes than teens who do participate. They are also three times more likely to use marijuana or other drugs and they are more likely to drink alcohol and smoke cigarettes.
3. Students, who participate in after school programs are half as likely to drop out of high school and two and one half times more likely to go on to further education after high school than other students.
4. Developing leadership skills is another important result of children participating in after-school programs. The Boys and Girls Club study revealed that 82% of teens in the program took part in leadership roles such as student council, being in charge of different activities.
5. After school programs help children stay physically active and learn healthy habits.
How do we help our students to achieve their goals, grow up healthy, successful and happy?
1. We encourage their creativity through different projects, puppet theater and music.
2. We give our students once a week fruits and plan to increase it, providing them with a healthy snack in the afternoon.
3. We motivate them to learn – the more new concepts they are exposed to, the more confident and independent they grow up.
4. We remind them of the importance of being physically active and ask them to practice martial arts twice a week in the short recess.
5. We teach them to be nice, kind and positive.
You can help us improve and do better by giving us feedback and filling up the survey we sent to you per email.
Tai Chi is an ancient Chinese type of exercise program with its roots coming from martial arts. It emphasizes a mind body connection using slow, gentle movements, meditation and deep breathing.
Tai chi requires all the major muscle groups and joints to complete the slow, gentle movements. It has been shown to improve balance, agility, strength, flexibility, stamina, muscle tone, and coordination.
- Tai chi focuses on correct posture and balance. Our children are spending increasing periods of time sitting down. From classrooms to computer rooms, the seated position dominates and postural problems in young children are on the rise.
- Tai chi can improve a child’s ability to focus. Concentration has become a casualty of busy lifestyles with the ability to ‘stay in the moment’ becoming increasingly difficult. A child’s ability to focus and remember is a powerful learning tool. As the movements in Tai chi have to be memorized it plays a pivotal role in improving memory and focus.
- Our children are surrounded by noise: TV, videos, Ipads, music, cell phones - often occurring simultaneously. Relaxation is constantly compromised. Tai chi offers a mental break from extraneous influences because in order to participate successfully you have to shut out the external in order to master the moves.
- Tai chi is gentle. It is a combination of movement and meditation that has a calming effect. Tai chi promotes inner harmony and relaxation.
- Screens are part of everyday life, however they demand very little input from the child who then becomes a passive learner. An increase in movement based activities is one way of addressing the balance between passive and active activities.
Pick up Policy
If you come to pick up your child before 5.30pm please wait at the front desk area until we notify the teacher. In case you pick up early on regular basis let us know so the teachers can get your child prepared in time without to disturb the class.
After 6.30pm students will be lined up with their backpacks in the hallway and a late pick up fee will be applied to your next invoice. Omei teachers leave school at 6.30pm and your child will be left without supervision. In case you can not make it at 6.30pm please sign up for our extended program until 7pm.
Ask us how your child is doing at Omei! We are happy to make an appointment for you to talk to our teachers!
Please sign in your child if he/she doesn’t take the Omei bus and make sure you sign him/her the same way out.
Tests in Math, Chinese and English are coming up this month. Test results and students evaluations will follow.
Friday Folders
Please make sure to take students folders and projects back home on Friday and bring the empty folder to Omei on Monday.
Halloween Parade will take place on Tuesday, October 31st. Encourage your child to bring a costume! | 1,796 | 928 | {
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Beijing Huijia Private School: Pioneering Self-Directed Learning with Britannica
Trailblazing IB Education in China
Established in 1993, Beijing Huijia Private School has been preparing its students for success both in China and abroad for more than 30 years. The first International Baccalaureate (IB) World School in China, Huijia is known for its forward-thinking approach to education, integrating best practices from both Chinese and Western educational philosophies.
From Classroom to Published Paper
Self-led learning is a core principle of the International Baccalaureate (IB) philosophy, and at Huijia, students are actively encouraged to develop these independent learning skills. Since its adoption in 2018, Britannica School has been a key tool in helping Huijia students across all grade levels cultivate their research abilities and take ownership of their learning.
“One of the greatest benefits of using Britannica is how well it supports our students in becoming self-directed learners,” says Epifania Paclibar, Head Librarian at Huijia. “Students can use the platform to explore topics independently, in their own time and on their own terms.”
One student, in particular, excelled through their use of Britannica School, using it to help inform a research paper titled *A History in Architecture - The Medieval Mediterranean: Confluence of Cultures*, which was recently published by the highly regarded Pioneer Academics.
“It was inspiring to see the outcome of this research project, which the student took on entirely through his own initiative” says Epifania. “It clearly demonstrates the research and independent learning skills we’ve worked hard to develop in our students: from knowing how to select good academic resources – like Britannica – to effectively applying them in an academic paper.”
Empowering Bilingual Students with Britannica
“With Huijia’s predominantly bilingual student body, Britannica School has proven to be especially beneficial for students learning English as a second language ESLs. The platform’s differentiated content and reading scaffolds help students engage with material at their own level of English proficiency.”
“We have some students who lack confidence reading in English, so being able to choose different reading levels has been very helpful,” says Epifania. “Middle and high school students can access simplified versions if needed, and the read aloud and translation functions are really useful for younger students.”
Supporting the IB Curriculum with Trusted Content
Students at Huijia are not the only ones to benefit from Britannica School. Teachers have also found the platform useful for lesson planning and classroom instruction. Britannica School offers IB curriculum-aligned content and guides, allowing educators to incorporate Britannica resources into their unit plans.
“Teachers are empowered with multimedia content like videos and articles that they can easily incorporate into their unit plans” says Epifania, “and with Britannica we’re confident that the credibility of the materials is non-negotiable.”
Fostering Lifelong Learning Skills
As Huijia builds on its legacy as the first IB school in China, preparing students for the demands of higher education and their future careers remains a central focus for Epifania and her team of Librarians.
“We work hard to make sure that by the time our students graduate, they know how to do academic research and apply the skills they’ve learned throughout their school years. That way, the transition to university won’t be difficult for them, and these skills will serve them for life.”
Key Takeaways:
- Britannica School supports Huijia students in developing self-directed learning skills, empowering them to conduct independent research and explore topics on their own.
- For bilingual learners, Britannica School’s differentiated content and reading scaffolds provide valuable language support, helping students engage with material at the right level.
- Britannica School aligns with the IB curriculum, offering trusted multimedia content and resources that teachers can easily integrate into their unit plans. | 1,806 | 797 | {
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7.4 Present Value of an Annuity
Present Value of an Annuity: The amount of money (principal) that must be invested/borrowed NOW to provide a given series of equal payments at equal intervals of time.
Ex. 1 Next year, Jane is going back to university for a Ph.D. in psychology. She wants to know how much money to deposit now into an account that pays 6%/a, compounded annually, to provide a $5000 payment each year for 4 years, with the first payment due a year from now.
\[
\begin{align*}
5000(1.06)^{-1} & \quad \text{Now} \\
5000(1.06)^{-2} & \quad \text{After 1 year} \\
5000(1.06)^{-3} & \quad \text{After 2 years} \\
5000(1.06)^{-4} & \quad \text{After 3 years} \\
& \quad \text{After 4 years}
\end{align*}
\]
\[
\begin{align*}
4716.98 \\
4449.98 \\
4198.10 \\
3960.47
\end{align*}
\]
Present Value of an Annuity Formula:
\[
PV = R \left[ \frac{1 - (1 + i)^{-n}}{i} \right]
\]
\[
R = \frac{PVi}{\left[ 1 - (1 + i)^{-n} \right]}
\]
- Use this to find the present value.
- Use this to find the regular payment.
where
\( PV = \) Present Value
\( R = \) Regular payment (made at the end of the compounding period)
\( i = \) interest rate per compound pd.
\( n = \) # of compound periods/# of payments (must be equal to use formula)
Don’t worry we are going to give you all these formulas :)
Ex. 1 James wants to invest now so that he will receive $700 every month for 5 years. How much should he invest now at 4.3%/a compounded monthly to achieve this?
By Hand
**Givens**
$R = 700$
$i = \frac{0.043}{12}$
$n = 12 \times 5$
$= 60$
$PV = R \left[ \frac{1 - (1 + i)^{-n}}{i} \right]$
$= 700 \left[ \frac{1 - (1 + 0.043)^{-60}}{0.043/12} \right]$
$= 37731.35$
∴ The present value is
$37731.35
b) How much interest did he earn?
Final amount = $700 \times 60
= 42000
He only paid $37731.35
∴ Interest is $42000 - 37731.35
= 4268.65
Ex. 2 Charlie has won the lottery prize of a lump sum payment of $78,000. He has placed the money into an account at 6.3%/a compounded semi-annually and plans to withdraw an equal payment every 6 months for 10 years. How big will the payment be? ($5315.86)
By Hand
Given
\[ PV = 78000 \]
\[ i = 0.063 \]
\[ n = 2 \times 10 \]
\[ R = \frac{PV \cdot i}{1 - (1 + i)^{-n}} \]
\[ = \frac{78000 \left( \frac{0.063}{2} \right)}{1 - \left(1 + \frac{0.063}{2}\right)^{-20}} \]
\[ = 5315.80 \]
∴ The payment will be $5315.80
b) How much interest has he earned?
Final amount: \( 5315.80 \times 20 \)
\[ = 106316 \]
Only paid $78000
∴ Interest = 106316 - 78000
\[ = 28316 \]
Homework
Pg. 461
#C2, 3bc,
4, 6-9, 11, 12, 14
(Graphing Calculator
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Limestone Calcined Clay Cement (LC³) is a blended cement that replaces half of the carbon-intensive clinker found in Ordinary Portland Cement (OPC) with materials that emit little to no CO₂:
- Calcined clay
- Ground limestone
40% reduced CO₂ emission
Calcining clay and grinding limestone does not generate any process carbon emissions.
Near Zero CO₂
CO₂ from the decomposition of limestone (process emissions)
+
CO₂ from burning fuel to reach 1450°C
Near Zero CO₂
CO₂ from burning fuel to reach 850°C to calcine clay
CO₂ from the decomposition of limestone
+
CO₂ from burning fuel to reach 1450°C
LC³ is a low-carbon and affordable alternative for the cement industry.
LC³ can save up to 500 million tonnes of CO₂ per year by 2040.
LOW CARBON
LC³ reduces the carbon-intensive clinker content in a typical cement bag by half and reduces the CO₂ emissions by 40% compared to Ordinary Portland Cement (OPC).
LOW CAPITAL
Because calcining clay is cheaper than producing clinker, LC³ saves up to 25% of the production costs.
LC³ is a scalable, high-performance solution for cement production.
SCALABLE
The abundance of clay means LC³ can be produced in most cement plants worldwide.
Kaolinite clay, the most suitable clay for making LC³, is available in abundance all over the world.
HIGH PERFORMANCE
LC³ performs as well if not better than OPC with the advantage of greater resistance to the penetration of chloride ions – the main cause of corrosion.
LC³ across the world
LC³ is produced today in 9 major plants worldwide; +20 more by 2030.
- Permanent and trial production or feasibility studies conducted
- High interest in LC³
- Fruit contact or academic exchange
- No activities
Colombia: Building with LC³
LC³ is already produced industrially in major plants around the world and used in large-scale building and infrastructure projects: shopping malls, roads, tunnels, bridges, etc.
For example in Columbia, the Puente Cauca viaduct on the Pacifico 2 road is built with LC³ produced by Cementos Argos.
The Habitat for Humanity project aims to compare the performance of two types of cement by constructing two small family houses on a study site: one with conventional cement and the other with LC³.
The comparison will focus on CO₂ emissions, mechanical properties in both fresh and solid states, and durability.
This project is implemented by LC³ Project TRC-LATAM / CIDEM, with support from Holcim Mexico. | 1,173 | 545 | {
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The Des Moines River between Humboldt and Fort Dodge offers backwater (edaps, scenic bluffs, rock walls, and good fishing for smallmouth bass) and channel catfish. The stretch between Kalab and Dolive State Park is arguably the most scenic offering visitors views of its rugged sandstone cliffs and high wooded ridges deep within its narrow valley. Be sure to hike Woodman Hollow State Preserve’s Ivydale Trail.
As it meanders south toward Peck, County and Des Moines are reflected in the river’s surface. The region’s low-lying land is fringed with hardwoods, cattails, and reeds. The banks in Tipton and Boone Villages and channel catfish are also sought.
For those wanting to put their paddling skills to the test, Lizard Creek offers class II rapids after a rain. More like a small river, the Lizard has many riffles and rapids to keep you on your toes, but don’t forget to take in the beautiful surroundings. It flows through a narrow, winding valley and is lined with outcroppings, scenic bluffs, and private lands. Its last mile upstream of Highway 169 is the most challenging section of rapids—not for beginners.
The Des Moines River between Humboldt and Fort Dodge offers backwater (edaps, scenic bluffs, rock walls, and good fishing for smallmouth bass) and channel catfish. The stretch between Kalab and Dolive State Park is arguably the most scenic offering visitors views of its rugged sandstone cliffs and high wooded ridges deep within its narrow valley. Be sure to hike Woodman Hollow State Preserve’s Ivydale Trail.
As it meanders south toward Peck, County and Des Moines are reflected in the river’s surface. The region’s low-lying land is fringed with hardwoods, cattails, and reeds. The banks in Tipton and Boone Villages and channel catfish are also sought.
For those wanting to put their paddling skills to the test, Lizard Creek offers class II rapids after a rain. More like a small river, the Lizard has many riffles and rapids to keep you on your toes, but don’t forget to take in the beautiful surroundings. It flows through a narrow, winding valley and is lined with outcroppings, scenic bluffs, and private lands. Its last mile upstream of Highway 169 is the most challenging section of rapids—not for beginners.
The Boone River valley has natural beauty similar to that of the Des Moines River Valley in Webster County, but on a smaller scale. Above Webster City, infrequent access and the possibility of river-wide snags keep many off the river, but those who do visit will find heavily wooded banks and tranquil setting. The most popular section for paddlers, however, lies between Webster City and the confluence with the Des Moines River, where the river courses through a deep wooded valley and over fun riffles and a couple rock ledges. This stretch will also appeal to the historic minded because of the number of old mills which once lined its banks in the 1850s, and Vegors Cemetery where both Native Americans and early white settlers are buried.
Frequent riffle-pool areas provide excellent fishing for smallmouth bass, channel catfish and walleye.
Be safe out there!
Wear a life jacket!
They really do save lives. It won’t work if you don’t wear it.
Don’t boat under the influence
For your safety, don’t use alcohol or drugs on the water.
Watch for hazards
On rivers, hazards like dams, fences, snags, rocks, and bridge abutments may be present. Dams and snags in particular can be killers. Avoid them!
Plan to get wet!
You may capsize, so dress for the weather. When the water and/or weather get cold, warm-when-wet clothing and a wetsuit are needed.
Stay legal!
Camping on sandbars is allowed on the West Fork Des Moines River from Brushy Bayou Area to Humboldt, East Fork Des Moines River from Algona to Humboldt, and all of the Upper Des Moines River. Land along Lizard Creek, the Boone River, and areas upstream of Brushy Bayou and Algona is privately owned—these waters are navigable, but you must respect private property.
Littering is a crime – pack out everything you bring in. Report littering or dumping by calling 888-HOLITTR.
Resources
Water trails and recent listing of canoe/kayak liverys: www.iowadnr.gov/watertrails/
There are seven low-head dams along the West Fork Des Moines and Upper Des Moines River, indicated with the dam icon. Paddlers need to avoid these dams, landing well above and launching far below them. Dangers currently below these dams are capable of trapping and holding you underwater for extended periods of time. Orange bordered signs on Iowa’s rivers indicate the presence of a dangerous dam. However, signs are subject to high water events and may be absent.
West Fork Des Moines River, East Fork Des Moines River, Upper Des Moines River, Lizard Creek, Boone River
Expedition & Fishing Guide | 1,947 | 1,065 | {
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Invitational Math Competition (High School)
Saturday, April 2, 2022
Qualifying Round (High School)
1. How many positive integer second powers less than or equal to $10^6$ are also fourth powers?
2. A rectangular prism has integer dimensions $x$, $y$, and $z$, surface area 120, and volume 72. If $x^2 y + y^2 z + z^2 x = 312$, compute $x + y + z$.
3. How many permutations $(a_1, a_2, a_3, a_4, a_5)$ of $(1, 2, 3, 4, 5)$ have the property that $a_1 + a_2 + a_3$ and $a_3 + a_4 + a_5$ differ by at most 2?
4. Let $S(n)$ denote the sum of the digits of the integer $n$. Suppose that $S(a) = 5$, $S(b) = 7$, and $S(100a + b) \neq 12$. Compute the number of possible ordered pairs $(a, b)$ with $a, b \leq 1000$.
5. Square $ABCD$ has side length 2. Circle $O$ shares its center with that of $ABCD$ and has radius 1. Circles $O_1$, $O_2$, $O_3$, and $O_4$ are tangent to circle $O$ and the pairs $\overline{AB}$ and $\overline{AD}$, $\overline{AB}$ and $\overline{BC}$, $\overline{BC}$ and $\overline{CD}$, and $\overline{CD}$ and $\overline{DA}$ of side lengths of the square, respectively. Compute the area of the square whose vertices are the centers of $O_1$, $O_2$, $O_3$, and $O_4$. Express your answer in simplest radical form.
6. Triangle $ABC$ has $AB^2 = 37$, $BC^2 = 61$, and $CA^2 = 49$. Compute the area of $\triangle ABC$. Express your answer as a common fraction in simplest radical form.
7. For some positive integers $b$ and $c$, the polynomial $x^3 + 4x^2 - bx + c$ has three integer roots. Given that $|b - c| \leq 10$, compute the sum of all possible values of $|b - c|$.
8. Let $r$, $s$, and $t$ be the roots of the polynomial $4x^3 - 22x^2 + 36x - c$ for some positive integer $c$. If $r$, $s$, and $t$ are the side lengths of a triangle with positive area, the area of the circumcircle of the triangle can be written in the form $\frac{p}{q}\pi$, where $p$ and $q$ are relatively prime positive integers. Find $p + q$.
9. Triangle $ABC$ has $AB = 7$, $BC = 8$, and $CA = 9$. Points $D$ and $E$ lie on $\overline{AB}$ and $\overline{AC}$, respectively, with $AD = AE$. Given that the area of $\triangle ADE$ is 1, compute $DE^2$. Express your answer in simplest radical form.
10. Compute the sum of the coefficients of the monic polynomial of minimal degree with integer coefficients which has $3^{\frac{1}{3}} + 3^{\frac{1}{4}}$ as a root.
Live Round (High School)
1. What is the maximum value of $a \sin(x) + b \cos(x)$ over all real numbers $x$, in terms of positive real numbers $a$ and $b$?
2. Alpha and Beta each have $N$ dollars. They flip a fair coin together, and if it is heads, Alpha gives a dollar to Beta; if it is tails, Beta gives a dollar to Alpha. They stop flipping when one of them goes bankrupt and the other has $2N$ dollars. What is the expected number of times that they will end up flipping the coin?
3. For each positive integer $k$, define
$$S_k := \sum_{n=1}^{\infty} \frac{n^k}{n!}.$$
Prove that $S_k$ is $e$ times the $k^{th}$ Bell number $B(k)$, where $B(k)$ is the number of ways of placing $k$ labeled balls into $k$ indistinguishable bins. | 1,673 | 1,009 | {
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Amazing Rays
Rays are truly amazing animals. Watching one glide through water is a remarkable sight. Unlike other aquatic animals, they almost seem to fly through the water. They also look like no other animal on earth.
Ray Appearances
Rays are basically flattened fish. They have a mound in the middle that juts out a bit, but otherwise all rays are just large flat discs. These discs differ in size and shape from ray to ray. Most are circular, wedge-shaped, or triangular.
Rays also have tails. The tails differ in size for each ray species, and they differ in function too. In some rays, the tail is used as a stinger. These rays, called stingrays, use their tail to stun their prey. These rays then eat the animals that they sting.
Other rays use their tails for self-defense. Some rays' tails poison any predator that attacks them. Other rays have spikes in their tail. This type of ray will whip its tail at predators to scare them away.
For many other rays, the tail is able to detect dangerous predators. The manta ray, for instance uses the tail to protect its blind spot. Manta rays' tails function as a type of security system, then.
Really, though, most animals do not attack rays. Their shape makes them hard to eat. And most rays move much faster than other aquatic species can.
Rays and Sharks
Rays look practically nothing like sharks. But scientists actually say rays and sharks are very similar. Both are completely made of cartilage, for instance. Cartilage is a tough material, but it is softer than bone. Most aquatic species have bones, but rays and sharks do not. Rays and sharks also have both similar teeth and spine structures.
Rays may be very similar to sharks, but many behave more like fish. Unlike sharks, most species of rays are social. They live and hunt in groups. Rays also are unlike sharks in how they eat.
Most rays are bottom-feeders. Their mouths are on their bottom sides, and their eyes are above. These rays use their eyes to see what's ahead of them, while their mouths scrape the ocean floor for food. Other rays swim constantly and have mouths that open on their front side. These rays sweep food into their mouths as they swim.
Sharks, on the other hand, hunt in a more active way. They seek out prey and chase it down. Some sharks actually follow rays. When rays swim into an area, fish will often hide. When the rays leave, the fish return. When they return, a shark emerges from hiding to eat the fish.
Rays and sharks are both very smart animals. Rays have large brains for their body weight. The higher an animal's brain to body ratio, the smarter it is. By that measure, marine biologists say that it
2) According to the passage, which of the following is a true statement about rays' tails?
A. Some rays use their tails for defense, but some use them to attack.
B. Some rays use their tails to help them swim, but some use them to help them glide.
C. All rays use their tails for defense, but some use them to help them swim too.
D. All rays use their tails to help them swim, but some also use them to attack.
3) The author suggests that sharks
A. contain different teeth from rays
B. live and hunt in groups
C. contain more bones from rays
D. live and hunt alone
4) Based on its use in paragraph 10, it can be understood that the word active belongs to which of the following word groups?
A. involved, effortful, busy
B. usual, normal, common
C. uninterested, bored, uninvolved
D. friendly, kind, warm
5) The author mentions the experience of divers in paragraph 12 to
A. describe how rays eat food
B. argue that sharks are smarter than rays
C. prove that rays are curious
D. explain that rays are peaceful
6) According to the passage, eagle rays can be recognized by
A. the locations of their mouths
B. their spots
C. their large size
D. their flat noses
7) Most rays
A. are able to glide through water
B. are over two feet wide
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THE ASIAN SCHOOL, DEHRADUN
HOLIDAY HOMEWORK (2017-18)
(WINTER VACATION)
Class VII
ENGLISH
(1) Refer to the poem ‘Trees’. Compose a similar Poem about water or air. (2) Read the chapter ‘Tiger’ in The House (An. Alien Hand) (3) Homework to be done in English Homework Notebook.
हिन्दी:-
(१) गीलकोट पाठ का पढ़कर स्वरचित्र पृष्ठ दीर्घ प्रस्तुत कर। उसके साथ आपने हिन्दी गृह–कार्य पुस्तिका में लिखिए।
(२) वास्तविक परीक्षा हेतु विभिन्न श्रेणी शब्द भण्डार व मुद्रारें, लोकोक्तियाँ आपने हिन्दी गृहकार्य पुस्तिका में लिखिए।
MATHMATICS
1. Make a holiday homework notebook solve chapter Assessment given at chapters from composite Maths.
Chapter:-
Ch- Integers. Ch-Fractions and Decimals. Ch-Linear Equations. Ch-Ration and Proportion. Ch-Percentage and its Application. Ch-Lines and Angles Ch-The Triangle and its properties. Ch-Congruence of Triangle Ch-Perimeter and Area.
2. Measure the length and the breadth of ‘Drawing Room’ of your house. Calculate the area and perimeter of floor. Write this in your holiday H.W. notebook.
SCIENCE
Science Holiday Homework to be done in science Activity file.
+Prepare a project report on sewage treatment Plant in Dehradun.
Covering the following topic:
1) Setup Strategy (2) Advantages or benefits of the plant to Dehradun city. (3) Support your projects with relevant pictures
SOCIAL STUDIES
Make a project report on brands whose advertisement shows famous people. Include the following topics in your report:
1. Why celebrities are used in advertising such brands?
2. How do they influence consumers to buy the brands?
3. How often such advertisements are repeated?
4. Mention any 4 examples with relevant pictures.
COMPUTER
Q1. Represent through chart about “VIRUSES AND THEIR TYPES” in order to understand the danger of virus.
Q2. Write a short note to minimize the risk of computer viruses.
FRENCH
1. Make a collage on A – 3 size sheet which depicts the culture of France. You can draw or cut and paste the pictures. You may include the following in the culture of France.
संस्कृत:-
‘मानुष’ व ‘अस्मद्’ शब्द रूप सभी वचनों एवं विभक्तियों में रखा गया, व ‘भू’ शब्द के रूप सभी वचनों व पुरुषों में लिखिए। (संस्कृत पुस्तिका में चारों तकारों में)
SUPW
Get A – 4 size colored paper/scrape book paper. Draw scenery with mountain, river, hut/animal fill it with news paper collage as taught in the SUPW lesson.
Principal
HEAD MIDDLE SCHOOL | 1,143 | 694 | {
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How far back can we trace the history of the section of Bogue Banks we know as Pine Knoll Shores? We have evidence that Native Americans camped and fished here, but the earliest recorded history of a westerner visiting may be when the explorer Giovanni da Verrazzano arrived in the 16th century.
Giovanni da Verrazzano may or may not have made landfall in Pine Knoll Shores, but a letter he wrote to King Francis I of France, dated July 8, 1524, indicates that Verrazzano did sail along our coast. North Carolina Department of Cultural Resources (NCDCR) highway marker ID: C-59, on the corner of Highway 58 and Pine Knoll Boulevard, honors his passage.
Francis I, along with Italian merchants and French bankers, sponsored Verrazzano’s navigational venture to find a northwest passage to Asia. Several years earlier, Christopher Columbus and Ponce de Leon, both sailing in a similar search under the Spanish flag, had made famous landings in North America.
Verrazzano began his cross-Atlantic voyage with three vessels—the *Brittany*, the *Normandy* and the *Dauphine*—but only the *Dauphine* survived to make it to our shores. It’s believed he first came to the tip of Cape Fear and continued up the coast to the Pine Knoll Shores section of Bogue Banks.
In his letter to the French King, Verrazzano described campfires along the coast. When he and his crew first came ashore, he marveled at what he saw:
The seashore is completely covered with fine sand XV feet deep, which arises in the forms of small hills about fifty paces wide. After climbing farther, we found other streams and inlets from the sea, which come in by several mouths, and follow the ins and outs of the shoreline. Nearby we could see a stretch of country much higher than the sandy shore, with many beautiful fields and plains full of great forests, some sparse and some dense; and the trees have so many colors, and are so beautiful and delightful that they defy description.
Was he down by the mouth of the Cape Fear River or right here along the shores of Bogue Banks? Verrazzano also described a native population he and his crew encountered:
They go completely naked except that around their loins they wear skins of small animals like martens, with a narrow belt of grass around the body, to which they tie various tails of other animals, which hang down to the knees; the rest of the body is bare, and so is the head. Some of them wear garlands of birds’ feathers. They are dark in color, not unlike the Ethiopians, with thick black hair, not very long, tied back behind the head like a small tail. As for the physique of these men, they are well proportioned, of medium height, a little taller than we are. They have broad chests, strong arms, and the legs and other parts of the body are well composed. There is nothing else, except that they tend to be rather broad in the face: but not all, for we saw many with angular faces. They have big black eyes, and an attentive and open look.
Are these early residents of Pine Knoll Shores? The North Carolina Department of Cultural Resources does consider the possibility that Verrazzano could be describing a coastal area further south: “Cases can be made for Brunswick and Onslow Counties as well as Carteret County. In recent years, in fact, a real estate development in the Cape Fear region has taken the name ‘Landfall’ for the event.” But, in finally making the decision that Verrazzano was describing Bogue Banks, those working with the highway marker program relied heavily on one important detail—specifically, Verrazzano’s observation that after he and his crew made their first landing the coast “veered” eastward.
In the translation used to support the highway marker, Verrazzano is quoted as saying, “We departed this place still running along the coast, which we found to trend toward the east.” And NCDCR remarks, “In defense of the Pine Knoll Shores site in Carteret it is pointed out that the geographical landmass on Bogue Banks is the only spot along the explorer’s route where the land ‘trend[s]’ toward the east.”
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| This week in Year One… | This week we have been continuing our topic of ‘We Are Heroes’. We have spent some time learning about our class tree, labelling the different parts and describing them. The children have also been watching out for signs of Autumn (leaves going brown and the weather getting cooler). |
|------------------------|------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|
| Reminder | Skylarks will have Forest School on Tuesday next week. Please remember to bring your waterproof clothes and wellies in a bag ready for Forest School.
Please ensure the children are bringing their reading books into school every day. Although we do not change their books daily, the children will still read at school. |
| Maths | In Maths this week we have been concentrating on counting forwards and backwards on a number line up to 10. We have been using lots of manipulatives again this week in order to help us visualise the numbers. We have created number lines using the numicon, as well as creating numbers using counters on a tens frame. We have also been looking at one more and one less – where we add one each time or take one away each time. |
| English | In English this week we have been learning our new oral text ‘How to be a Superhero’. We created our own text map with pictures in order to make it more memorable for the children to remember. We used words such as First, Then, After that, and Finally in order to embed the language used for instructions. The children had great fun creating their own superhero puppet as well as giving instructions to a friend to follow. The children then had a go at sequencing their own set of instructions at the end of the week. |
| Phonics | This week in Phonics we have been recapping our Phase 3 graphemes. We have been applying these graphemes in our writing as well as our reading. As well as recapping our Phase 3 graphemes, we have also been looking at polysyllabic words such as ‘treetop’, ‘starlight’, and ‘floating’. |
This week’s spellings: Our spellings for this week are:
but, back, had, some, come
To support your child’s learning at home this week you could…
To support the learning at home this week you could create your own number line and practice counting forwards and backwards. There are many videos on Youtube which practice counting up to 10 (Alice the Camel).
You could take a trip out to find signs of Autumn. You might like to collect some seasonal treasure such as fallen leaves, conkers, twigs etc. You may even want to draw a picture of them.
You might also like to practice writing out your spellings using different coloured pencils to create your own Rainbow Spellings. | 1,306 | 567 | {
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Reviewed by Nehad Ismail
A 22 year old American girl's memoirs from Ramallah 1938/1939
In the autumn of 1938 Nancy Parker an American Quaker young woman was sent by the American Friends Service Committee to teach at the "Friends Girls School" in Ramallah for one year. She had met Khalil Totah, headmaster of the Friends Schools in Ramallah, at a Friends World Committee for Consultation conference and she applied for a position at the school.
Her letters and journals were collated, collected and published in a delightful book "Notes from Ramallah 1939" in 2002*. Her regular letters to family and friends in Indiana reveal fascinating glimpses of life in Ramallah in 1938/39 during the British Mandate in Palestine.
Nancy wrote on October 8, 1938 "It is unlawful for an Arab to carry arms. When caught they are hanged".
In a report to Homewood Meeting, Baltimore October 9, 1938 she wrote:
"People of the East they have beautiful manners and in the class room, more enthusiasm than America youngsters".
In other letters to her parents Nancy wrote about the collective punishments, administrative detention and house demolitions carried out by the British army. You will be forgiven for thinking she might be writing this in 2011. Nothing has changed except the name of the occupier. For instance, she describes one hundred and seventy houses demolished in one village as reprisal for a British death.
In one letter she observed that "The temperament of both Jews and Arabs is such that they cannot settle their issue peaceably".
This was written 73 years ago; one is tempted to ask has anything changed?
More examples of her observations
"November 1938, Ramallah men can't go to work in their orchards and fields".
"The British are going to search Ramallah. The whole town was in a panic".
"The Arabs have a right to their own land which they have cultivated since human beings came into that region".
"March, 20th 1939 Labeeb Nassir knew we were in Jerusalem. He took us out to dinner and the cinema?" Can you imagine there was a cinema in Jerusalem in 1938, it wasn't all backward and
She wrote about the Arab men being too attentive to Nancy and Gertrude her colleague and compatriot "I don't know why these Arab men are so nice to us".
Back to politics and other matters
March 17th 1939
Regarding the British Government White Paper, Nancy observed "as a result of the White Paper the Arabs stopped attacking the British, and the Jews started". The White Paper promised Palestine independence after ten years. "Whoever heard of Great Britain's keeping a promise for ten years?" She wondered. An astute remark by a non-political girl, don't you think?
April 23rd 1939
Nancy and her fellow teacher Gertrude travelled east of the River Jordan. This quote sums up what Jordan was like over 70 years ago. "Transjordan is a country of Bedouins. People stared at us because women hardly ever go on the street. Women in this country are not supposed to be intelligent enough to join in men's conversation". I wonder how Nancy would react if she visits cosmopolitan Amman or the resort of Aqaba on the shores of the red sea now.
Nancy wrote fondly of Arab teachers in the Friends Girls School. One was Wadia Shatarra "the most beloved of all teachers at the Friends Girls School. They teach us songs and stories about Joha the wise fool of Arabic folklore". Not forgetting Miss Hannush who was wise, firm and gentle, mothers us all.
Then she describes the funeral of Abu Shahlah, a famous Ramallah resident; a larger than life character loved and respected by all.
"The women walk the ten or more miles to town, carrying baskets of fresh apricots or cucumbers on their heads. The men ride donkeys". Yet, another subtle observation about the inconsiderate male species.
Unrequited Romance
Ken a British soldier who got to know Nancy and Gertrude "Ken squeezed my hand tiresomely". "Englishmen are too obvious, Arabs too subtle and the Americans too clumsy. What is a poor girl to do?"
I found the 116 page book of letters more enjoyable and fun to read than any authoritative book of history about the conflict in Palestine.
Nehad Ismail is a writer/broadcaster based in London
*Notes from Ramallah 1939 by Nancy Parker McDowell
Friends United Press
Richmond, Indiana
Ramallah: A 22 year old American girl’s memoirs - Defence Viewpoints from UK Defence Forum
Sunday, 01 May 2011 12:33 | 1,885 | 989 | {
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Within the first 2 months of life, infants will be able to hold their heads up briefly when they are supported in a sitting position. Soon after this, they will be able to prop themselves on their hands in sitting with some assistance from an adult. Between 4 and 6 months, babies begin to hold themselves upright in a sitting position with some support at the hips, gradually becoming more independent and stable.
Eventually, around 6 months, they will be able to turn their heads and upper bodies and reach outside their base of support without falling over. Finally, around 8 to 10 months, babies will learn to transition from sitting to all fours and back to sitting again.
Why is sitting important for development?
- In sitting, babies are able to explore toys using both hands, which is significant for fine motor development and for developing bilateral skills.
- Sitting helps babies learn to balance and perform small weight shifts to stay in an upright position.
- Sitting in an upright position allows babies to see their surroundings and their hands easily, which promotes visual tracking and visual motor integration.
- Sitting promotes core muscle strength, which is the foundation for the development of other motor skills. In sitting, babies are experiencing the activation and contraction of many muscles at once, which creates postural control.
How to encourage sitting:
It’s best to allow babies plenty of exposure to tummy time, rolling, and exploration of other positions before assisting and supporting them in a sitting position. Babies need lots of time on the floor to achieve these milestones on their own. When your baby appears ready to sit and can hold herself in this position independently, you can try:
- Carrying your baby as often as possible in an upright position to encourage head control.
- Sit your baby on your knees, supporting her at her hips. Bounce both of your knees at once or try lifting one of your heels at a time so baby bounces gently from side to side.
- With your baby sitting on the floor, offer toys to him so he has to reach for them outside of his base of support.
- Sing songs and fingerplays with your baby while she sits (e.g. The Itsy Bitsy Spider, 5 Little Monkeys).
- Babies love this cause and effect Bean Bag Balance game! With the baby positioned in sitting on the floor, place a bean bag or other soft toy on his head and wait for him to lean his head forward to dump the toy off into his lap. Repeat!
- Limit the amount of time your baby spends in a car seat, carrier, stroller, swing, or other supportive sitting device. | 949 | 526 | {
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1. Talking Cat Island
Your plane lands on-time at Talking Cat Island International Airport. Her Excellency the Prime Minister Mittens greets you with a warm muzzle, as is the custom here. Getting straight to business, she presents you with data regarding the milk supply crisis on Talking Cat Island. Experts estimate the current milk supply (in thousands of gallons) to be given by $f(t) = 350 \cdot .75^t$, where $t$ denotes the number of years from today.
a. How many gallons of milk are currently possessed by the residents of Talking Cat Island?
b. How many gallons will remain at this time next year?
c. How many years will it take before the milk levels drop to less than 10,000 gallons? (Trying values until you get it right will not earn you credit. You must use a more sophisticated method.)
2. Logarithmic and Trigonometric Identities
a. Contract as much as possible.
$$\frac{\frac{1}{2} \log w + \log x}{3 \log(y+1) - \log y}$$
b. Show that the following equation is an identity.
$$\frac{\sin^4 x + \sin^2 x \cos^2 x}{\cos^2 x} = \tan^2 x$$
c. Show that the following equation is an identity.
$$\frac{\cos(-x)}{1 - \sin x} = \frac{1 - \sin(-x)}{\cos x}$$
3. Graphs of Trigonometric Functions
a. Sketch one cycle of the graph of $-2\sin \left( x + \frac{\pi}{2} \right)$. Give the coordinates of one hill, one valley, and one x-intercept.
b. Sketch one cycle of the graph of $\tan(2x) + 1$. Give the equations of the two asymptotes closest to your cycle and give the coordinates of the y-intercept.
c. Give the equation of a cosine wave with period $\frac{\pi}{4}$, phase shift $\frac{\pi}{12}$, and range $[2, 12]$.
4. Logarithmic and Trigonometric Equations
a. Solve for $x$. Your answer should be exact.
\[
\log(10x + 9) - \log x = 2
\]
b. Solve for $x$. You may give either an exact or an approximate answer.
\[
5^{x+1} = 3^x
\]
c. Find $\sin(2\alpha)$ given that $\sin(x) = \frac{2}{5}$ and $\alpha$ is in quadrant II. Give an exact answer in radians.
d. Find all values of $x$ that satisfy. Give an exact answer in radians.
\[
\sin^2(3x) = \sin(3x)
\]
Extra Credit
There are seven ways to arrange four labeled balls in two unlabeled buckets so that neither bucket is empty. Show all seven of these arrangements.
Answer Sheet
Use the axes provided to graph your solution to problems 2a and 2b.
3a.
3b. | 1,242 | 686 | {
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El alfabeto/The Alphabet
Learn the sounds of the Spanish alphabet.
| La letra | Una palabra | El sonido de la letra |
|----------|-------------------|-----------------------|
| Aa | agua | a (hot) |
| Bb | bebé | be (boat) |
| Cc * | cepillo or coco | ce (silly) or (cola) |
| CHch ** | chocolate | che (chocolate) |
| Dd | dedo | de (day) |
| Ee | elefante | e (rake) |
| Ff | fuego | efe (fire) |
| Gg * | gato or gigante | ge (goat) or (hill) |
| Hh | hoja | hache (hour) |
| Ii | isla | i (meat) |
| Jj | jirafa | jota (him) |
| Kk | koala | ka (cat) |
| LI | limón | ele (lemon) |
| LLII ** | llanta | elle (yellow) |
| Mm | manzana | eme (map) |
| Nn | número | ene (nap) |
| Ññ | ñu | eñe (canyon) |
| Oo | ocho | oh (joke) |
| Pp | papalote | pe (pillow) |
| Qq | queso | cu (can) |
| Rr | rama | ere (rose) |
| rr *** | perro | erre (rolled r sound) |
| Ss | siete | ese (silly) |
| Tt | tigre | te (tiptoe) |
| Uu | uvas | u (balloon) |
| Vv | violin | ve (baby) |
| Ww | waffle (no native Spanish words) | doble ve (worm) |
| Xx | xilófono | equis (xylophone) |
| Yy | yate | i griega (yawn) |
| Zz | zorro | zeta (set) |
* The letters c and g are pronounced differently, depending on the vowel that follows. A c followed by a, o, or u would be pronounced “k.” A c followed by an i or e is pronounced like “s.” Similarly, a g followed by an a, o, or u would be pronounced like the g in “goat.” A g followed by an i or e is pronounced like the h in “hill.”
** The letter combinations ch and ll are traditionally considered unique letters in the Spanish alphabet.
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Anne Frank Questions
1. Why is Mr. Frank planning to leave Amsterdam? How does he describe himself?
2. What questions does Mr. Frank’s dialogue raise for the audience?
3. How does Mr. Frank feel toward Miep? Do you know why?
4. Why might Mr. Frank tell Miep to burn the papers she found?
5. Note the date of Anne’s diary entry in relationship to the time in which this scene is set. What might Anne’s diary explain?
6. Why do you think Miep and Mr. Kraler are helping the Frank’s and the Van Daan’s? What risks are they taking?
7. The hiding place has very limited space. Think about a time you might have spent in a crowded living arrangement. Do you think inviting the Van Daans was an easy decision for Mr. Frank to make?
8. Do you think Mr. Frank should have invited the Van Daan’s?
9. How does Anne’s life change after 1940? Why won’t her father tell her where the family is going?
10. Why does Anne have to wear as many clothes as possible?
11. What is the reason Mr. Frank invites the Van Daans? What does this decision reveal about his character?
12. What would be the first thing you would do in Anne’s situation?
13. In what ways are Peter and Anne the same or different?
14. Based on what you learn about the two characters, what do you think each will find most difficult about their living situation?
Anne Frank Questions Cont...
15. What does the choice of gift show about Mr. Frank’s relationship with Anne?
16. As Anne reads her diary entry aloud, what does she reveal about how the Nazi occupation affects her, Miep, and Mr. Kraler?
17. Imagine that they are staying with Anne and the others in the Annex. What they need will be brought in, but they can never go out the door. How would you feel?
18. How does Anne view Miep and Mr. Kraler? How do you think they influence her attitude?
19. What feelings do you think Peter is experiencing when his mother calls Anne his “little girl friend?” How would you feel?
20. In what way would you describe Mrs. Van Daan, based on her comments?
21. What feelings do you think Mrs. Frank has about the direction of the conversation? Why?
22. Why does Mr. Frank say “there’s nothing the matter with our Anne that a ride on her bike, or a visit with her friend…wouldn’t cure”?
23. If you were hiding, would you rather live with the Franks or the Van Daans?
24. In what way are the Franks different from the Van Daans? | 917 | 570 | {
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Four Mentone residents recall WWI
(Editor's note: The Milburn Historical Society is compiling a history book of Mentone for the upcoming Centennial. The following article was contributed by the chairman of that group, Mrs. Eula Smith. Different articles will be appearing periodically in the NEWS regarding this historical endeavor.)
by Eula Romayne Smith
It was sixty years ago on November 11, 1918, that bells ring out loudly in Mentone to celebrate the end of the war to end all wars, and at least four veterans of World War I still live in this community.
Roy Rush was a member of the 16th Engineering Regiment, whose job in France was to build railroads and bridges. Roy worked in the office paying the troops.
The United States government took over the railroads during World War I, and at first Ralph Arnsberger served his country as a fireman on the New York Central from Cleveland to Buffalo. A fireman's job was to scoop the coal that kept the steam engine running properly. Later he entered the service and was stationed at Camp Beauregard, Louisiana.
Earl Shinn was one that was not stricken when the influenza epidemic reached his unit. After he returned to Mentone, he went out with the doctor to help with flu cases here.
W. E. Fowler, a Mentone resident for twenty years, was born in Noble Township, Wabash County. He kept a diary during his service in World War I which began when he enlisted at Indianapolis on December, 1917, and was assigned to the Aviation Section of the Signal Corps.
He spent a few weeks at Fort Thomas, Kentucky; Kelly Field, San Antonio, Texas; and Camp McArthur, Waco, Texas. In March of 1918 he left Newport News, Virginia to go overseas.
For awhile he was in the 648th Aero Squadron, where the company was split into three sections. In France he was in the Headquarters Company of the First Pursuit Group, and later in the 94th Aero Squadron which was commanded for a time by Captain Eddie Rickenbacker. "He was a splendid fellow!" Mr. Fowler said.
He also remembers Capt. Cook from Anderson - Wier Cook Airport in Indianapolis was named for him - and Lt. Quentin Roosevelt, a member of the 95th who was killed. The First Pursuit Group was made up of the 27th, 94th, 95th, and 147th Aero Squadrons.
After the Armistice was signed, the 94th made their way, step by step, to Fort Alexander at Coblenz, Germany. The progress was slow because of the destroyed roads and bridges. They moved by truck, train, or convoy.
On the 12th of December, Fowler had a 24-hour pass and went to Paris with a truck driver to get supplies. He particularly remembers the two huge captured German guns, Big Berthas, that were on display near the Eiffel Tower. "It seems like they were one-half block long, although actually they weren't," he stated.
When queried about Paris night life, he replied that he didn't know, because this trip was made in daytime to pick up food.
At that time he was a cook and thinks they had proper food, so they "fared very well."
Christmas of 1918 was spent moving. That night they stayed in a private home in Luxembourg.
One day a boy he went to school with dropped in to visit. This young man, Albert Mattern, was a motor cycle dispatch rider. After delivering messages in the vicinity, he located Fowler, who, until that time, had no idea where Mattern was.
They were deloused at Coblenz to get ready to go home. Shortly before Memorial Day, 1919, the 94th Aero Squadron, under the command of Major Reed Chambers, left Brest, France and in about two weeks arrived in Long Island, New York. After a three-week delay, due to measles quarantine, they were divided into groups and sent to the camp nearest home to be discharged. W. E. Fowler was discharged from Camp Sherman, Chillicothe, Ohio with two other Wabash men and one from Indianapolis, On June 27, 1919.
World War I brought back memories to Mrs. Fowler, too. Three of her brothers were in the service. The oldest, a lieutenant, was in Argonne Forest, ready to go over the top when word came about the Armistice. He came home in March, but the next Armistice Day was killed, falling from a frosty roof that he was repairing.
The government sent a message to her family that her second brother was lost and presumed dead. Later they received a letter from him telling that he had become lost, and lived three days on raw red beets before he got back to the company in the 5th Division. He was gassed three times, which left him an invalid and later caused his death.
The third brother was injured when his truck hit a mine.
Some say sneezing on Saturday means you'll see your sweetheart on Sunday. | 1,829 | 1,056 | {
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Let’s Talk About Race with Nikesh Shukla
Get pupils talking about race and diversity in literature
This resource is great for:
Kick starting classroom discussions about race.
Summary:
Watch a filmed interview with author Nikesh Shukla and hear about his anthology, *The Good Immigrant*. Then use the discussion points to explore themes of race in publication and literature, as well as in society as a whole.
Introduction
Nikesh Shukla is an author and youth worker who also edits magazines and books. He is the editor of *The Good Immigrant*, an anthology bringing together the stories of 21 emerging British BAME (Black, Asian and Minority Ethnic) authors. During the 2017 Edinburgh International Book Festival, our young reporters Beth and Sheena
got the chance to speak to Nikesh. Watch the interview at the link below – then read on for our activities inspired by Nikesh’s book and thoughts: https://www.youtube.com/watch?v=sN1dj6aXmGg&t=14s
Activity – Discussion Points
Part One
Nikesh talks about the lack of diversity in British publishing:
*When people are just used to a single story they lack empathy, they lack the ability to see women and people of colour and people with disabilities and people who are trans and people who are working class. They only see themselves as the main character in any story, and that can’t be the case.*
List the books you’ve read in the last few months – you could expand this to articles, short stories etc. How many of those books are by BAME authors? What issues do you think there are if few BAME authors are being published? How many are by authors from other minority groups such as the LGBT community or people with disabilities?
What do you think are the problems with this ‘single story’ being told (especially if these stories are being told by heterosexual white men)? Do you think there might be a societal impact if the work of these communities is not being published?
Nikesh brings up the issue of empathy. Books are an important way that we can put ourselves in someone else’s shoes, to see from their point of view. Thinking about this, what issues might then arise from a lack of diversity in publishing?
Part Two
Nikesh quotes the Pulitzer Prize-winning author Junot Díaz:
*You guys know about vampires? ... You know, vampires have no reflections in a mirror? There’s this idea that monsters don’t have reflections in a mirror. And what I’ve always thought isn’t that monsters don’t have reflections in a mirror. It’s that if you want to make a human being into a monster, deny them, at the cultural level, any reflection of themselves. And growing up, I felt like a monster in some ways. I didn’t see myself reflected at all. I was like, “Yo, is something wrong with me? That the whole...*
society seems to think that people like me don’t exist?” And part of what inspired me, was this deep desire that before I died, I would make a couple of mirrors. That I would make some mirrors so that kids like me might see themselves reflected back and might not feel so monstrous for it.
How do you think you would feel if there were no characters who reflected you in the books you read? Or, potentially, if you only saw negative representations of your race or culture?
Talk about if and why you think it’s important that we hear more diverse voices in literature (and perhaps in other areas – film, art, television etc).
Part Three
We need your stories.
Have Nikesh’s words inspired you to tell your own story? Remember that your point of view is completely individual – only you can tell it! Why not write your own piece of writing about your family, your background or your life? It doesn’t need to be complicated or long – just use your own voice, it’s the only one you have.
Further information:
Nikesh mentions Rife Magazine, the magazine by and for young people which he edits. Take a look at some of the content on their website. Why not pitch something to them? www.rifemagazine.co.uk/about-rife-magazine/
Young reporters Beth and Sheena are part of What’s Your Story?, Scottish Book Trust’s development programme for teenage writers and illustrators. Find out more at www.thestoryis.co.uk | 1,706 | 902 | {
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Spring has sprung! Shorts, sunscreen and sandal weather hit us a little early this year. If you haven’t already, please bring in a sun hat for your child. We want to make sure everyone is protected! 😊
Last month was all about transportation and “Stop and Go” was our theme. During music time we danced to a fun song called, “Hurry, hurry drive the fire truck.” Garrett and Mason would pretend to climb the ladder and squirt the water to put out the pretend fire. We also sang, “The wheels on the bus”…this is a favorite! Scarlet liked singing about the babies. She would say, “The babies go waaaa, all through the town!” During art time we made muddy trucks. Noah and Hayden enjoyed getting their hands dirty with paint and mud! Speaking of trucks, Zaccai and Ida had a blast riding on the big trucks outside in the grass. Ida said, “Beep, beep!”
With all the sunshine and warm temperatures, we were able to play in the water table for a few days. Serena loved to splish and splash! She was soaked from head to toe! Zoe liked playing with the boats and fish. She would smile and giggle as she pushed them around.
This month our theme is “Fruits and Veggies.” During music time we will dance to the song, “Fruit salad.” Art time will include apple stamping, corn on the cob rolling and painting orange carrots. Circle time books are, “The big hungry bear”, “Lunch” and “The very hungry Caterpillar.” Songs are, “I like to eat apples and bananas”, “10 Little Carrots” and “Fruits and Vegetables are good for me.”
Thank you for coming to conferences. We enjoyed getting to sit down with you and talk about your amazing children! Thanks again!
Have a wonderful month of May!
Ms. Kelcy and Ms. Kristine
## Fruits & Veggies!
### PM Activities
| Monday | Tuesday | Wednesday | Thursday | Friday |
|--------------|-------------|------------|------------|-------------|
| **2** | **3** | **4** | **5** | **6** |
| Red Apples | Color a Carrot | Paper plate Watermelons | Pineapple | Apple Stamping |
| **9** | **10** | **11** | **12** | **13** |
| Bunch of Grapes | Lemon Press | Mother's Day Surprise | Big Oranges | Tissue paper Lettuce |
| **16** | **17** | **18** | **19** | **20** |
| Yellow Bananas | Corn on the Cob Rolling | Sweet Cherries | Pepper Stamping | Little Peas |
| **23** | **24** | **25** | **26** | **27** |
| Carrot Stamping | Blueberry smash | Green Beans | Raspberry Fingerprints | Lemon Trees |
| **30** | **31** | | | |
| Tangy Orange | Cucumber Painting | | | |
### This Month’s Books:
- Colorful Garden
- The Big, Hungry Bear
- The Very Hungry Caterpillar
### This Month’s Songs:
- Fruits & Vegetables are good for me
- I like to eat apples & bananas
- 10 Little Carrots
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¡El mejor chocolate caliente!
lesson plans, games, stories, and more!
Book 2
Chapter 3
Copyright ©2020
spanishschoolforkids.com
Please remember that this should be adjusted based on your kids. If they need to do less in a day or want to do more, please do not feel you need to follow this exactly. Go at the pace that works for you and your kids.
If your kids can’t read yet, read the stories to them for more great listening practice.
I have planned about 5 days for this chapter. Here is an approximate schedule:
Always begin each day with greetings (Buenos días o buenas tardes, ¿Cómo estás?) and calendar time.
**Day 1**
1. Follow the instructions and script for Total Physical Response (TPR).
2. Show this [video](#) for listening practice with the pictures.
3. Start PQA with one verb (corre, camina, or pone).
**Day 2**
1. Review vocabulary with TPR by saying the words (in a random order) and going through the list at least once.
2. Complete PQA. Can watch this [video](#) with some of the questions and the mini-situation.
Tip: PQA is an area that may need to be broken up over 2 or 3 days depending on your kids’ interest level and age. If you want to break it up, do PQA with one verb at a time. For instance, ask the questions for “camina” one day and then “pone” the next.
Day 3
1. Review vocabulary with TPR by saying the words (in a random order) and going through the list at least once OR have kids read the mini-story from the previous lesson. You can also check my website for a story that my kids and I have created.
2. Complete the Movie Talk if you have it.
3. Complete the listening activity and the first version of the story *Andrés y sus perros*. I recorded the story on this video. You can have kids listen to the beginning of the [video](#) and draw what they hear.
Day 4
1. Review the vocabulary that is most challenging to your kids with TPR saying the words a few times in random order OR play *Memoria* (Memory) or *Peces* (Go Fish).
2. Complete the second version of the story *Andrés y sus perros*.
3. Play the game.
Day 5
1. Review the vocabulary with TPR if needed OR play one of the games mentioned in #1 of Day 4.
2. If you have the workbook, read chapter 3 and complete any corresponding activities.
3. Complete the *Sobre de mí* activity.
TIPS:
Try to read for a few minutes each day. Reading is very important for language acquisition!
If you don’t have the workbook, definitely write the mini-story you and your kids create from the story outline in the PQA script for additional reading practice. The Mini-Story activity in this post is an example.
| Learning Targets | Activities | Assessment | Materials |
|------------------|-----------|------------|-----------|
| corre | 1. TPR | 1. Say word in Spanish, kids show actions without help | Copies of activities Vocabulary List |
| camina | 2. PQA | 2., 3., 4. Quick checks – have kids translate what you just said, check for logical answers to questions; have kids do gestures or act out what you're saying | Optional Movie Talk Workbook |
| pone | 3. Video with pictures for listening practice | 5. Kids should correctly translate the sentences | |
| rápido – fast | 4. Movie Talk, optional | 6., 7. Kids should answer questions logically and translate correctly | |
| despacio – slowly | 5. Game – Las carreras | 8. Kids should translate 1st section correctly, answer questions logically in 2nd section, and write logical, correct sentences. More assessment ideas offered with activities | |
| la mochila – the backpack | 6. Story – Andrés y sus perros | | |
| la mermelada – the jam | 7. Chapter 3 – optional, if you have workbook once it's available | | |
| el pan tostado – the toast | 8. Sobre de mí – reading and writing activity | | |
Vocabulary List
Optional Movie Talk Workbook | 1,736 | 946 | {
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Weather Lab #2 Rate at Which Surface Layers Heat or Freeze
Date: Sept 14 Name & Partners: whole class
Purpose: To test how different ground or water layers respond to temperature changes of heating or cooling.
Hypothesis: I predict that Sand’s temperature will take the longest to heat or cool and Water’s temperature will take the shortest amount of time to heat or cool.
Materials:
- thermometers
- pencil crayons
- samples: soil, water, gravel, and sand
- lab report
- plastic cups
- pencil
Procedure:
1. Gather samples in a plastic cup: soil, sand, water and gravel
2. Place a thermometer in each sample and record the temperature at room temperature
3. Record outside present temperature
4. Place samples outside in direct sunlight (ideally) for 10-60 minutes.
5. Observe the temperature of each sample and record and illustrate thermometers
6. Write observations and explain results
7. Refer to your original hypothesis, confirm or refute whether correct or not and why in your conclusion
Observations:
Document data on the table of each sample in degrees:
| Samples/Material | Degrees at room temperature | Degrees in direct sunlight or being outside |
|------------------|-----------------------------|--------------------------------------------|
| water | 21°C | 22°C Went up 1°C |
| sand | 21°C | 21°C No change |
| soil | 21°C | 22.5°C Went up 1.5°C |
| gravel | 21°C | 22°C Went up 1°C |
23°C day/4 hours
After 240 minutes of being exposed to the sun's rays or outside, this is the temperature of each sample:
| sand | soil | water | gravel |
|------|------|-------|--------|
| 100°C | 212°F | 100°C | 212°F |
| 90°C | 192°F | 90°C | 192°F |
| 80°C | 172°F | 80°C | 172°F |
| 70°C | 152°F | 70°C | 152°F |
| 60°C | 132°F | 60°C | 132°F |
| 50°C | 112°F | 50°C | 112°F |
| 40°C | 92°F | 40°C | 92°F |
| 30°C | 72°F | 30°C | 72°F |
| 20°C | 52°F | 20°C | 52°F |
| 10°C | 32°F | 10°C | 32°F |
| 0°C | 0°C | 0°C | 0°C |
- Sand: 21°C (69.8°F)
- Soil: 22.5°C (72.5°F)
- Water: 22°C (71.6°F)
- Gravel: 22°C (71.6°F)
Explain observations and results:
- **Sand**: Sand is really thick and the layers take longer to heat.
- **Soil**: Soil is a dark and loose. Top layers absorb heat because of colour.
- **Water**: Because it is clear, light can pass through and heat the surface, but if deep, the layers will take longer.
- **Gravel**: Because the rock sizes are larger, there was a lot more air and space to heat the surface.
Conclusion:
My prediction was partly correct. I predicted that water would heat the fastest, which was wrong. Soil heated up the fastest. I was correct about sand taking the longest to heat up. | 1,771 | 789 | {
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QAR Questions and Answers by Type
By Jennifer Knight, Ph.D.
This guide is for teachers to use when planning and teaching students the Question-Answer Relationship (QAR; Raphael, 1984, 1986). Using the table below, teachers can write down different questions that students will be asked about a text during a QAR-focused lesson. These questions and the possible answers will assist teachers in guiding students as they learn how to classify each question type and to find appropriate answers. Students should only be responsible for classifying the types of questions and locating the answers to those questions that they previously have learned.
Prior to reading with students, the teacher will:
1. Read the text.
2. Based on the text topic and content, formulate one or two questions of each type that students have learned.
3. Provide possible answers for each question to ensure that it will be feasible for students to respond to what you ask them.
Additional Resource
For more information on Question-Answer Relationship, read the Iowa Reading Research Center blog post “Guide Students to Answers According to Question Type: The Question-Answer Relationship” by Jennifer Knight, Ph.D.
References
Raphael, T. E. (1984). Teaching learners about sources of information for answering comprehension questions. *Journal of Reading, 27*, 303-311.
Raphael, T. E. (1986). Teaching question-answer relationships. *The Reading Teacher, 39*, 516-520.
| Question Type | Question You Could Ask Students | Your Answer |
|-------------------------------|---------------------------------|-------------|
| **Right There** | | |
| The answer is in the text in one place. Look for words used in the question. | 1. | 1. |
| | 2. | 2. |
| **Think and Search** | | |
| The answer is in the text in more than one place, so I need to put the information together. | 1. | 1. |
| | 2. | 2. |
| **Author and Me** | | |
| The answer is not entirely in the text. I need to think about what I already know, what the author tells me, and how it fits together. | 1. | 1. |
| | 2. | 2. |
| **On My Own* | | |
| The answer is not in the text at all. I need to use my own ideas and experiences to answer. | 1. | 1. |
| | 2. | 2. |
*Note: These question types are not text-dependent and, therefore, are not aligned with Core Standards for comprehension. Use sparingly.* | 1,484 | 569 | {
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## Section 1
### Test 12
#### A
| Question | Answer |
|----------|--------|
| 1 | $300 + 15 + 5000$ |
| 2 | 45 FIVES = £ |
| 3 | $\frac{27}{100}$ of 1 metre = cm |
| 4 | $200 - 0.45$ |
| 5 | The ninth month of the year is . |
| 6 | $709 \times 8$ |
| 7 | 3.7 = hundredths |
| 8 | $17p + 15p + 20p = £$ |
| 9 | $140g + g = 0.2kg$ |
| 10 | £$23.00 ÷ 5$ |
| 11 | 0.7 litres − $\frac{1}{2}$ litre = mℓ |
| 12 | $\frac{3}{10} + \frac{2}{5}$ |
#### B
| Question | Answer |
|----------|--------|
| 1 | What number is 32 greater than 290? |
| 2 | Write as a decimal: 5 tens plus 18 tenths. |
| 3 | How many FIVES must be taken from 3 FIFTIES to leave £1.15? |
| 4 | How many eighths are there in $7\frac{5}{8}$? |
| 5 | 29th June is on a Friday. On which day is the 4th July? |
| 6 | Share 75p equally among 8 children. Find (a) how much each (b) how many pennies are left. |
| 7 | What mass in kg is double 3 kg 750 g? |
| 8 | Which of these numbers will divide exactly by both 6 and 9 without a remainder? 24 36 48 63 |
| 9 | Find the area of a playground 30 m long and 18 m wide. |
| 10 | Find the cost of 400 g at 25p per kg. |
| 11 | From $1\frac{3}{8}$ subtract $\frac{1}{2} + \frac{3}{4}$. |
| 12 | How many degrees in (a) ∠ BDA (b) ∠ BAC? |
#### C
| Question | Answer |
|----------|--------|
| 1 | Approximate (a) 9.82 to the nearest whole one (b) £10.48 to the nearest £1 (c) 3.25 kg to the nearest kg. |
| 2 | The kilometre reading on the instrument in a car is 9946.2. What distance has the car to travel for it to read ten thousand kilometres? km |
| 3 | What fraction in its lowest terms is equal to (a) 8 out of 20 (b) 25 out of 40 (c) 70 out of 100? |
| 4 | 10 articles cost £2.40. Find the cost of 3. |
| 5 | Josh was born on 30.6.’03. Write his age in years and months on 1st September 2015. years months |
| 6 | Find the sum of the numbers between 60 and 80 which are divisible by 9. |
| 7 | Find (a) the perimeter of the shape (b) its area. |
| 8 | 1000 screws have a mass of 4.2 kg. Find the mass in g of (a) 100 screws (b) 1 screw. |
| 9 | A shopkeeper bought 6 balls for £1.32 and sold them to make a total profit of 48p. For how much did he sell each ball? p |
| 10 | A car uses 7 litres of petrol to travel 100 km. How many litres are required for 1600 km? ℓ |
| 11 | Three lines measure 0.04 m; 47 mm; 3.8 cm. Find the difference between the longest and shortest lines. mm |
| 12 | 48 centimetre cubes fit exactly into the bottom of this box. The box is 5 cm deep. How many cm cubes are needed to fill it? |
Next work Progress Test 1 on page 16.
Enter the result and the date on the chart. | 1,797 | 983 | {
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GOOD PURE WATER FOR EVERY FARM.
The climate of Wisconsin is a healthy, invigorating one, free from any complaints that are justly lodged against other sections advertising for new-comers. The winters have a clear, bracing atmosphere continually, and in summer the growth is rapid without excessive heat. The northern portion of the State is free from fever and ague, hay fever, and kindred diseases so frequent in other localities. While in winter the thermometer registers a lower degree than in points of northern Illinois and Indiana, the cold is never felt as much; the air is clear and dry, while strong winds never prevail; the blizzard is an unheard-of thing in Northern Wisconsin. That great index of the healthfulness of any section — the water — is particularly good in Wisconsin; in fact, Wisconsin supplies the world with water to a certain extent. The famous springs of Waukesha have a world-renowned reputation, and but little behind are those of Chippewa Falls, Bethania and others, which are in the heart of the country offered to settlers. Thousands of springs giving forth pure water are to be found all through the State; the northern portion is bounteously supplied with lakes and rivers. There is hardly a section of land that does not have a running brook through it. A few large rivers, thousands of pure-water lakes and innumerable small streams give an abundance of water, which is no small item in the making of a stock-raising country, which many undeveloped sections of Wisconsin are bound to become.
| Date | Name | Position |
|------------|--------|-------------------|
| 1900-01-01 | Smith | President |
| 1900-02-01 | Jones | Vice President |
| 1900-03-01 | Brown | Secretary |
| 1900-04-01 | Davis | Treasurer |
| 1900-05-01 | White | Board Member |
| 1900-06-01 | Green | Board Member |
| 1900-07-01 | Red | Board Member |
| 1900-08-01 | Blue | Board Member |
| 1900-09-01 | Yellow | Board Member |
| 1900-10-01 | Pink | Board Member |
| 1900-11-01 | Purple | Board Member |
| 1900-12-01 | Orange | Board Member |
*Note: The above table is a sample and does not represent actual data.*
NORTH CAROLINA
MAP
1870 | 1,123 | 554 | {
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Text:
In Britain, before the internet, people used to listen to the news on the radio as they got up. They would then read a newspaper in the morning, on the train while travelling to work. On the way home, they might even buy another newspaper – an evening newspaper, possibly or a local one. Then, they would watch the news on television at six o'clock before going to bed. At the weekend, they had the big Sunday papers. Yes, before the internet, there were easy, separate categories of time. Radio, newspapers and television all had a place.
Then things became a bit more complicated. First, 24 hour TV news arrived, and then the internet. Now people could get the news when they wanted rather than waiting for other people to decide what to tell them and when.
Adapted from: www.britishcouncil.org/algeria
PART ONE (14 pts)
A. Reading comprehension: (7pts)
Read the text and do the following activities:
Activity one : (2pts)
Choose a, b or c to complete the following sentences.
1. before the internet, the British used to:
a. practise sport b. listen to news c. play cards
2. they used to watch the news on TV:
a. twice a day b. once a day c. twice or three times a day
Activity two: (3pts)
Read the text and answer the following questions:
1. Where did people in Britain use to read the newspaper?
2. When did things become more complicated?
3. What do the underlined words refer to in the text?
- they →
- one →
Activity three: (2pts)
1. Find in the text words or phrases that are closest in meaning to:
a. probably = .................. b. different= ...................
2. Find in the text words or phrases that are opposite in meaning to:
a. hard ≠ ...................... b. less≠ .......................
B. Mastery of language: (7pts)
Activity one: (1pt)
Supply the punctuation and capitals where necessary
the most popular print newspaper in Britain is the "Sun"
Activity two: (3pts)
Rewrite the following passage and put the verbs in their correct form.
When the internet appeared, the national newspapers (begin) to claim that they would lose all their readers. Although, most of them who (not use to) love the internet (create) an online version of their paper.
Activity three: (2pts)
Complete the following table.
| ......................... | more complicated | the most complicated |
|-------------------------|------------------|----------------------|
| easy | ..................| .....................|
| big | bigger | .....................|
Activity four: (1pt)
Circle the silent letters in the following words.
Listen – would – while – work
PART TWO (6pts)
Written expression:
Today, many people in your country prefer to get the news online.
Write a paragraph of 8 lines in which you can use the following ideas:
- gain time
- different news
- almost free
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For full credit you must explain your reasoning (except in question 1). Clearly written partial answers will also receive partial credit. Answer the questions in any order.
1. Are the following statements true or false? No justification is needed for your answers to this question.
(a) If the index of coincidence of an encrypted text is 0.04116, then it was probably encrypted by a monoalphabetic cipher.
(b) The person receiving an RSA digital signature sets up the instance of RSA used.
(c) The entropy of the English language constrains the factor by which a cryptographic hash function can compress English text.
(d) AES does not use Feistel ciphers.
2. (a) Carefully define the three main attacks on general cryptosystems (depending on how much we know about the plaintext etc.). Explain how we might cryptanalyze a substitution cipher in each of those three cases.
(b) How many keys are there for the following cryptosystems, acting on the English alphabet? (i) Shift ciphers. (ii) Affine ciphers. (iii) Substitution ciphers. How many keys does DES have?
(c) If we do double encryption, so that $y = e_{k_2}(e_{k_1}(x))$ gives the ciphertext $y$ in terms of the plaintext $x$, how many keys are there in the case of affine ciphers? In the case of DES, why does double encryption also not greatly increase the security?
3. (a) In preparation for encryption, an English text containing 1000 letters is converted to blocks containing 5 bits each by $A \rightarrow 00000, B \rightarrow 00001, C \rightarrow 00010, ..., Z \rightarrow 11001, \text{space} \rightarrow 11010$. Explain how, with a little more cleverness, it can be converted into a lot fewer than 5000 bits. What is the approximate minimum number of bits into which it is possible to compress the text reversibly?
(b) A 7-letter text is then encrypted using the key stream from a 4-cell Linear Feedback Shift Register, yielding output 10000101000111000101011000101110100. If we happen to know that the input bits start 00001000, then find the start of the key stream, the LFSR, its period, and what the original message was (in letters).
(c) Explain Kasiski’s method. The output of a Vigenere encryption is KZEJAXKZSZUKJZEZCSJAXKZSYWEGKSZUK. What is the likely keyword length?
4. (a) Suppose that $a$ and $b$ are relatively prime positive integers. Explain how the extended Euclidean algorithm produces integers $u, v$ such that $ua + vb = 1$. Use this to compute the multiplicative inverse of 19 (mod 26).
(b) Alice and Bob set up RSA systems with the same modulus $N$, but different encryption exponents $a, b$ respectively. Suppose that $a$ and $b$ are relatively prime. Charles sends them each the same message $m$ ($1 < m < N$). Show that if Eve intercepts both of Charles’ transmissions, then she can compute $m$. [Hint: use part (a).]
(c) A Hill cipher encrypts blocks of letters of length 2 by multiplying them by the matrix $\begin{pmatrix} 5 & 1 \\ 1 & 4 \end{pmatrix}$ (mod 26). Find the decryption map.
5. (a) Describe in detail how Alice and Bob set up an elliptic curve Diffie-Hellman key exchange. Be careful to specify what is public and what private.
(b) Suppose Eve cannot only observe messages between Alice and Bob, but can also intercept them and replace them with messages of her own. Say Alice and Bob are setting up a Diffie-Hellman key exchange. Show that Eve can impersonate Alice to Bob and impersonate Bob to Alice, with neither of them suspecting. [This is not a hard question, but give details.]
(c) Alice and Bob wish to use the elliptic curve $y^2 = x^3 + x + k$ over $\mathbb{F}_{65537}$ for some choice of $k$. For simplicity, they decide to use $P = (0, 0)$ to set up the key exchange. What must $k$ be? Why is this choice of $P$ a bad one? What is $2P$? | 1,747 | 951 | {
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What's Right For Me?
Sammy the Squirrel lived in the Big Maple Tree with his Mom and Dad on a busy city street. One day, the Squirrel family decided to take a walk around their neighborhood.
They ran into their good friends the Otter family. The Otters were just packing their car to go for a swim.
Otters in a car.
Sammy noticed that the Otters had neat-looking seats for Baby Otter and Little Otter to sit on while in the car. Sammy became very curious about these seats, so he decided to do some exploring.
“Mr. and Mrs. Otter, may I please sit in your car?” asked Sammy.
“Of course you can, Sammy,” said Mr. Otter.
“Yippee!” Sammy said, and he jumped into the back seat of the Otter’s car.
He first tried sitting in Baby Otter’s seat. He felt squished and was very uncomfortable. In fact, he could not even get his arms through the harness straps. He thought, “This seat is too small for me.”
So, he decided to slide into the center seat where “grown-ups” ride.
But the grown-up safety belt was not comfortable at all. The safety belt rubbed against his neck and tummy. Worst of all, he could not see out the window! Sammy thought to himself, “This seat is too big.”
Finally, Sammy decided to try Little Otter’s booster seat. He hopped in the seat and put on the safety belt.
Always wear your seatbelt!
The booster seat felt very comfortable. And, Sammy could see his friends out the window! “Wow! This seat fits just right!” Sammy said. “This would be a fun way to ride with my Mom and Dad!”
“Mom and Dad, can I please have my own booster seat?” Sammy asked.
“Of course you can,” Mom said, “and you can come to the store and help pick it out!”
Hello! I'm a friendly bear. How can I help you today?
So, that is the story of how Sammy got his booster seat and how he decided, "What's right for me!"
Tips for Parents about Belt-Positioning Booster Seats
✔ Traffic crashes are the leading cause of death for children 14 years of age and younger. Only a small number of children who should be riding in booster seats are doing so.
✔ Belt-positioning booster seats play a critically important role in transitioning children from a child seat (with its own harness) to an adult lap and shoulder belt. A booster seat helps correctly position safety belts so that the lap belt rests on your child’s thighs below the hipbone, while the shoulder belt crosses the middle of your child’s chest and does not cut into his or her neck.
✔ Failure to use a booster seat, or not using one correctly, can be deadly. In the event of a crash, a young child wearing only an adult lap and safety belt can suffer a serious or fatal injury if the safety belt rides up and/or over his or her stomach or neck. A child can also slide out from under the safety belt and be thrown from the vehicle.
✔ Children should use booster seats once they have reached the manufacturer's recommended upper height or weight limit of their forward-facing seat with a harness. They should remain in a booster seat until they are at least 4’9” tall (generally 8-12 years old) and the safety belt fits properly with the lap belt snug across the hips – not the stomach – and the shoulder belt lies across the center of the shoulder and chest – not the neck and face. All children under 13 should sit in the back seat.
✔ Booster seats can only be used with a lap and shoulder safety belt combination. They are not designed to work with lap belts alone.
✔ A high-back booster seat should be used in vehicles that are not equipped with height-adjustable head-rests or high seat backs.
✔ Never use after-market products such as safety belt adjusters. These products have not been crash-tested and may compromise your child’s safety.
✔ Always read and follow the manufacturer’s directions for your child’s booster seat as well as the directions provided in your vehicle’s owner’s manual.
For copies of this book or more information about booster seat safety, please contact:
AAA Traffic Safety
1 Auto Club Drive
Dearborn, Michigan 48126
or email: firstname.lastname@example.org
Auto Club Group
Traffic Safety Foundation
1515 N. Westshore Blvd.
Tampa, Florida 33607
or email: email@example.com
International Center for Automotive Medicine
1150 W. Medical Center Drive
3328 Med Sci 1
Ann Arbor, MI 48109-5677 | 1,675 | 1,006 | {
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Night of the Twisters
The next hour or so
Define in your journal
1. Boomerang
2. Miraculously
3. Haphazardly
4. Barricaded
5. Partition
6. Hoist
7. Probing
8. Threshing
9. Wrenched
11. Wail
12. Rubble
13. Frantically
14. Hulking
15. Helter-‐skelter
16. Welt
17. Hypothermia
18. Clincher
19. Armory
10. Racked
Read pages 61-‐85
Answer the following questions in your journal.
1. How did Arthur describe the mess the tornado had made of the house?
2. Why did the boys know that they had to get out of the basement?
3. Who found the boys in the basement?
4. Why did Dan feel better when he learned that the whole neighborhood was gone?
5. How did Dan compare the neighborhood to a nightmare?
6. Where was Mrs. Hatch when the tornado hit?
7. Why did Mrs. Hatch let the three young people rescue Mrs. Smiley?
Prediction:
How will the young people rescue Mrs. Smiley?
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Parent Teacher Volume: Section II: Pitch Names and Finger Relationships Information and Introduction
Section II contains lessons introducing the music alphabet conceptually and in written letter form. The lessons help the student make the connection from finger numbers to alphabet names and the names of the sounds each finger can produce. This process of recognizing a visual symbol and then reacting to it helps to establish a basic process in sight-‐reading. We begin with alphabet symbols or letters they know as a first step to recognizing pitch and pitch relationships. This section is a vital part of reading preparation and transition to reading visual symbols.
Lesson 6a: Introduces the music alphabet.
Lesson 6b: Introduces the letter names in connection with fingers on the A string.
Lesson 6b Practice: Suggests games and exercises to affirm finger to alphabet sound knowledge for this section.
Lesson 6c: Contains a set of sequenced games to establish and reinforce finger with alphabet name of the sound produced in first position. It also contains rising vertical letter ladders for the A string for visual recognition and physical action games.
Lesson 7a: Introduces the letter names in connection with fingers on the D string. Letter ladders for the D string notes follow.
The pages | 546 | 987 | {
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Animal ABC Handwriting Pack
Our Animal ABC handwriting pages are great for children who are beginning to write on their own.
Children trace the letters, and then try out their own in the blank spaces provided. Each worksheet features upper and lower case lettering practice, as well as four early reader words with pictures.
Aardvark
A A A A
A A A A
A A
a a a a
a a a a
a a
Bear
B B B B
B B B
B B
b b b b
b b b
b b
Camel
Deer
D D D
D D
d d d
d d
d
Elephant
E E E
E E
E
E E E
E E
E
Fox
F F F
F F
F
F F F
F F
F
Giraffe
Hippo
Indian Rhinocerus
-2 → ____
1 ↓ 1 •
3 → ____
Jelly Fish
Kangaroo
K K K
K K
K
K K K
K K
K
Lion
Moose
M M M
M M
M
m m m
m m
m
Newt
N N N
N N
N
n n n
n n
n
Opossum
Porcupine
P P P
P P
P
P P P
P P
P
Racoon
R R R
R R
R
R R R
R R
R
Squirrel
S S S
S S
S
S S S
S S
S
Tiger
- 2 →
- 1
- 1
- 2
Urchin
U U U
U U
U
U U U
U U
U
Vulture
V V V
V V
V V V
V V
V
Wolf
W W W W
W W
W
W W W
W W
W
X-ray Fish
X X X
X X
X
X X X
X X
X
Yak
Y Y Y
Y Y
Y
Y Y Y
Y Y
Y
Zebra
Z Z Z
Z Z
Z
Z Z Z
Z Z
Z
Thanks again for Subscribing!
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Alphabet Printables
Early Reader Printables
Math Printables
Phonics Printables
Sight Word Printables
Spelling Printables | 987 | 592 | {
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Parent & Family Workshops
enACT We make a dramatic difference!
Each customized workshop encompasses the needs of parents, guardians and caregivers to address specific issues related to family communication.
Workshop Topics
For more than twenty years ENACT has been a pioneer in the development of social emotional skill-building with students. Guided by extensive research and evaluation of our signature technique, our teaching artists use role-play and interactive drama to teach social emotional learning to effect positive change and increase understanding and awareness in parent-child relationships.
Positive Parent-Child Relationships
Helping Your Child Succeed In School
Using reflective role-play, parents/caregivers will gain tools to model appropriate behavior and communication at home.
Being a Positive Role Model
Communication is the Key
Healthy and clear communication is essential to building positive relationships. Families will work experientially using role-play to identify effective methods for improving their speaking and listening skills.
Meeting Your Child Halfway
Using theater games and interactive role-play, this workshop helps participants recognize and understand their own feelings when dealing with an issue and teaches them how to successfully use negotiation and compromise.
Walking in Their Shoes: Understanding Your Child
Parents/caregivers will glimpse into the world from their child's perspective through specifically designed scene work. Our faciliation techniques are used to illustrate the importance of empathy in building strong, healthy relationships with children.
We Need to Talk: Addressing Difficult Issues
Parents/caregivers will practice healthy and effective ways to talk to their children about sensitive subjects.
Every Day Counts
Parents/caregivers will explore positive ways to encourage their children to want to be successful in school.
Following Through: Lowering Resistance to Commitment
Using interactive scene work, parents/caregivers will review successful ways to redirect students' resistance to commitment and encourage them to meet their obligations in and out of school.
Positive Parent-Teacher Communication
Parents/caregivers will use scene-work to illustrate the importance of parent-teacher collaboration in advancing student achievement.
630 Ninth Avenue, Suite 305 | New York, NY 10036 | 212-741-6591 | www.enact.org
enACT
Workshop Topics continued
Parenting 101
Parents/caregivers will learn that talking about their feelings concerning change and transition is the best way to get and give support.
Adjusting to Change: Coping with Transition
Becoming a Positive Member of Your School Community
Parents/caregivers will understand the importance of being involved in their child's school and education and discuss the obstacles that may prevent them from doing so.
Take a Step Back: Analyzing a Problem Efficiently
To analyze a problem and make decisions, parents/ caregivers will test new techniques through interactive role-play and discussion.
Ways to Manage Stress and Managing Anger
Combining interactive role-play, breathing, meditation and yoga principles, parents/caregivers will learn new ways to manage their own levels of stress, anger and frustration.
Managing Anger and Frustration
Parents/caregivers will use interactive role-play to learn healthy and constructive ways to deal with their own anger and frustration.
Hot Topics
Teaching artists will model and share techniques for building trust to help children openly discuss the pressures of joining a gang.
Establishing Trust: Talking about Gangs
Raising a Responsible Digital Citizen
Parents/caregivers will learn to better understand the technology their children are using and develop proactive methods for dealing with cyberbullying.
JOIN NOW!
Partner Project of Fund For the City of New York
Join our Parent Advisory Committee to share your opinions and impact the work of ENACT!
ENACT is a designated NYC Dept. of Education approved vendor of services to all NYC public schools under code FUN022000 using contracts QR898OW, QR920AB, and QR891DM. Our programs have been funded through, but not limited to, Title I, Title IV, Attendance Improvement/Dropout Prevention (AIDP), Tax Levy, Extended School Day/School Violence Prevention (ESD/SVP), and ARRA.
630 Ninth Avenue, Suite 305 | New York, NY 10036 | 212-741-6591 | www.enact.org | 2,002 | 848 | {
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Mga Talang Pangkultura mga Manlalakbay Travelers
Have you been to the Philippines? What were your impressions?
Today, travelers to the Philippines can use the internet and look up travel blogs that give reviews on the islands, tips on where and where not to go for travel, and advice on safety. For example in recent years, bloggers had been writing about ferry trips along the Pasig River, until the ferry service was discontinued in December 2010. At http:// www.ambot-ah.com/about/, the blogger writes:
Unfortunately, during the last decades of the 20th century, it (referring to Pasig river) has become Manila's dumping site for trash and raw sewage. If you ask Filipinos their impression of Pasig, they would tell you that it is "mabaho" (foul smelling) and "puno ng basura" (full of trash). I was surprised to find out how the Pasig River has changed these past few years. Although still relatively dirty, it did not give off foul odors as I have expected.
But what about foreigners who traveled to the Philippines during the Spanish and American colonial periods? Two interesting accounts are those of Paul P. de la Gironiere, (1797–1862) and Mary Fee, one of the first American public teachers to come to the Philippines. What was Pasig River like based on the accounts of Gironiere and Fee?
In Adventures of the Philippine Islands or Adventures in the Philippines, originally written in French in 1854, Gironiere writes: *
On a third side, the military town is separated from the trading town by the river Pasig, upon which are seen all the day boats laden with merchandise, and charming gondolas conveying idlers to different parts of the suburbs, or to visit the ships in the bay.
Gironieer also wrote about houses built along the river (33):
The newest and most elegant houses are built upon the banks of the river Pasig. Simple in exterior, they contain the most costly inventions of English and Indian luxury. Precious vases from China, Japan ware, gold, silver, and rich silks, dazzle the eyes on entering these unpretending habitations. Each house has a landing-place from the river, and little bamboo palaces, serving as bathing-houses, to which the residents resort several times daily, to relieve the fatigue caused by the intense heat of the climate.
Lesson 07_Culture Notes.indd 1
11/24/14 4:43 PM
More than five decades later, Mary Fee, in A Woman's Impressions on the Philippines (Chicago: A. C. McClurg & Co., 1910) wrote (45):
We were familiar with the magazine illustrations of the Pasig long before our pedagogic invasion of Manila, but we were unprepared for the additional charm lent to these familiar views by the play of color. The shipping was as we had imagined it—large black and gray coasters in the Hong-Kong and inter-island trade, a host of dirty little vapors (steamers) of light tonnage, and the innumerable cascos and bancas. The bancas are dug-out canoes, each paddled by a single oarsman. The casco is a lumbering hull covered over in the centre with a mat of plaited bamboo, which makes a cave-like cabin and a living room for the owner's family. Children are born, grow up, become engaged, marry, give birth to more children—in short, spend their lives on these boats with a dog, a goat, and ten or twelve lusty game-cocks for society.
Today, a century later, there is a campaign to relocate homes built along the river in an effort to clean up and rehabilitate the river. Gironiere and Fee's accounts, however, continue to remind us how the river was effectively used for transport in the past and the many possibilities the river could yet be.
Should you be interested in reading further on travelers' accounts of colonial Philippines, both books are available online through http://www.gutenberg.org.
Lesson 07_Culture Notes.indd 2
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Plant Nutrition
Question Paper 7
Time Allowed:
42 minutes
Score:
/35
Percentage:
/100
Save My Exams! – The Home of Revision
For more awesome GCSE and A level resources, visit us at www.savemyexams.co.uk/
1 Ahmed entered a very dark room. His irises responded by changing the pupil size and gradually he could see shapes of objects in the room. Dust in the air made him sneeze. Suddenly the door slammed shut, causing his heart beat to speed up. He switched on the light to find the door and he grabbed the door handle……
(a) Complete the table by stating two voluntary actions and two involuntary actions described in the text above.
[4]
[2]
[1]
(b) Actions are caused by the stimulation of effectors.
(i) Name the two different types of effector in the body.
1.
2.
(ii) State the type of neurone that stimulates effectors.
Save My Exams! – The Home of Revision
(c) Plants also respond to stimuli such as light.
(i) State the name of the response of plants to light.
[1]
Ahmed was provided with several young plant shoots and a sample of auxin.
(ii) Describe an experiment he could carry out to show that auxin causes bending of a shoot.
[4]
(iii) Explain the mechanism that results in a shoot bending towards light.
[3]
(d) Synthetic plant hormones behave in a similar way to auxins. Describe how synthetic plant hormones are effective as weedkillers.
[2]
Save My Exams! – The Home of Revision
2 Crop production in many areas of the world needs the application of large volumes of water. However, when the water evaporates from the soil, traces of salts are left behind. After several years, the soil becomes too salty for most plants to grow in it.
(a) (i) State three functions of water in plants.
1.
2.
3.
[3]
(ii) With reference to the water potential gradient, explain why plants may die when grown in salty soil.
[3]
(b) Some plants are able to pump salts out of their roots.
(i) Name the process plants could use to pump salts out of their roots.
[1]
(ii) Suggest how the process named in (i) could affect the rate of growth of the plants if the process was operating all the time.
[2]
(iii) Plants need mineral salts for normal, healthy growth. Complete the table by naming two minerals that plants need and stating their functions.
iner mineral
function
1
Save My Exams! – The Home of Revision
For more awesome GCSE and A level resources, visit us at www.savemyexams.co.uk/
(c) An article in a school science magazine stated, ‘Many plants contain genes which enable them to pump salts out of their roots. These genes can be made more active by genetic engineering, enabling the plants to remove salts before the plants are damaged.’
Explain whether you think that the process described in the article above is an example of genetic engineering.
[3]
(d) Some scientists believe that washing the salts out of the soil using even more water is a better alternative to genetic engineering.
State two problems that could be caused by washing the soil with extra water.
1.
2.
[2]
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BEST OF LUCK
START
Narrations
"I have read a new novel by R.K. Narayan", Said Monika
"Do you wish to open an account", The manager asked the customer
"He said, "Bravo! Well Done".
Articles
We buy ………. Oil by the litre.
……….. Great Shakespeare committed grammatical errors.
........... Rich should help the poor.
Modals
She expects that her son ……..return.
She advised that I ……… curtail expenditure.
She ……. Not have left alone as it was raining heavily.
Change the Voice
1. He encourages me.
2. Please come soon.
3. It is impossible to do.
Use the correct verb given in the bracket.
More men than one …… absent today. (be)
Neither of the two boys …….. Done it. (be)
What evidence …….. these acts? (be)
Questions are taken from March 2019 Sr. Sec Board Examinations. SET A
Created by Ajay Kumar Lecturer in English (GSSS KAIRU)
BEST OF LUCK
START
Narrations
1. "I have read a new novel by R.K
"Do you wish to open an account", The manager as
"He said, "Bravo! Well Done".
boy.
Articles
We buy ………. Oil by the litre
……….. Great Shakespeare commit
........... Rich should help th poor.
Modals
She expects that her son ……..return.
She advised that I ……… curtail expenditure.
She ……. Not have left alone as it was raining heavily.
Change the Voice
He encourages me.
1. me.
2. Please come soon.
3. It is impossible
Use the correct verb given in the bracket.
More men than one …… absent today. (be)
Neither of the two boys ……. Done it. (be)
What evidence …….. thes (be)
Questions are taken from March 2019 Sr. Sec Board Examinations. SET A
Created byAj Lecturer i Lecturer in English (GSSS KAIRU)
BEST OF LUCK
START
Narrations
"I have read a new novel by R. Narayan", Said M
2. “
a customer " The child asked.
3. "He said, "Bravo! Well Done".
Articles
tre
1 W li .
2. …
committed grammati cal errors.
……. Hospital.
........... Rich should help t
Modals
1. She expects that her s ……..return
2. S
expenditure. ……… get late. (will/should)
She ……. Not have left alon was raining heavily. (could/will)
Change the Voice
.
1 H There is nothing to lose.
.
2 P Shall I eat the fruit.
It is impossible to do.
Use the correct verb given in the bracket.
1. More men than one …… absent today.
2. N
Mone it. (be) …… recently taken place. (has/have)
What evidence …….. these acts? (be) (was/were)
Sr. Sec Board Examinations.
Questions are taken from March 2019 SET A Creat ar
Ajay Kum Le Ajay Kumar Lecturer in English (GSSS KAIRU)
BEST OF LUCK
START
Narrations
"I have read a new novel by R.K. Narayan", Said Monika
"Do you wish to open an accoun c by said.
t", The manager asked the ustomer
"He said, "Bravo! Well Done". water."
Articles
1. We buy ………. Oil by the litre .
……….. Great Shakespeare committed gra
........... Rich should help th poor.
Modals
She expects that her son ……..return. (can/might)
She advised that I ……… curta expenditure.
She ……. Not have left alo was raining hea
Change the Voice
1. He encourages me.
2. Please come
3. It is impossible to do.
Use the correct verb given in the bracket.
More men than one …… absent today.
Neither of the two boys Done it.
What evidence …….. these acts? (be)
Questions are taken from March 2019 Sr. Sec Board Examinations. SET A
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Gifted and Talented in Modern Foreign Languages
KS3
At Key Stage 3 pupils are encouraged to explore the world of languages as they develop linguistic skills and understanding of concepts that will be useful to them at key stage 4 and beyond.
Pupils learn either French or Spanish in Year 7 and are set according to ability for their lessons. In Year 8 our most talented linguists take on German as an additional language and they continue with both French/Spanish and German until the end of Year 9.
There is the opportunity for all pupils in Year 8 to participate in a languages trip and for pupils in Year 9 who learn German to take part in the German exchange. We highly recommend that all our Gifted & Talented linguists get involved with these activities in order to experience the foreign languages at first hand.
Gifted & Talented linguists in Year 8 are invited to participate in a termly G&T event which gives them the opportunity to further develop their knowledge of the French, German or Spanish language and also these countries cultures in an after school activity.
KS5
Pupils develop their language skills to a very high level when studying French or German at AS or A2. They are encouraged to think about complex global issues in the language of study and they are able to understand to a greater extent the nuances and subtleties of languages and communication.
All of our 6 th form linguists have the opportunity to interact with native speakers during their weekly sessions with our Foreign Language Assistants. They are also encouraged to assist the department by helping with Key Stage 3 lessons and any extra curricular activities, and in addition to this there are trips to Germany and France which they are encouraged to participate in.
KS4
At Key Stage 4 all pupils have the option to continue with either French or German. The large majority of our G&T pupils all do so and we also encourage them to consider continuing with both languages up to GCSE level.
G&T linguists are expected to achieve the highest grades in their speaking and writing coursework tasks as they are given the opportunity to show off their flare for languages. Alongside this, they are entered for the higher tier papers in their reading and listening exams.
Pupils studying a language in Year 10 are encouraged to take part in either the German exchange or the trip to Normandy to help further their linguistic skills.
Online resources:
www.lequipe.fr/ www.sport.de/
French/ German online sports newspaper www.allocine.fr/
www.filmstarts.de/
Latest film trailers in French/ German www.m6.fr/
www.surfmusik.de/
French/ German Music Channel www.linguascope.com/
Test your language ability at any level www.languagesonline.org.uk
Test your grammar ht
t
p://www.toondoo.com/
Write a comic strip and illustrate it www.bbc.co.uk/scotland/learning/bitesize/
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GCSE Foundation (5 – 1)
Mathematical Reasoning Questions
(Angles) – Set 1
The marks shown are for guidance purposes only [Total marks: 15 Marks]
1 Here is a diagram showing angles Q and R
Jessica says,
'Since angles Q and R are on a straight line, they must add up to 180°'. Comment on the accuracy of Jessica's statement.
2 Here is a diagram
[1Mark]
What is the relationship between angle A and angle B
b) Corresponding angles
a) Alternate angles
c) Co-interior angles
d) Vertically opposite angles
3 Answer True or False to the following statements
b) Corresponding angle are equal
a) Alternate angles add up to 180°
c) Vertically opposite angles add up 360°
d) Co – interior angles add up 180°
[1Mark]
[4Marks]
4 The diagram below shows three circles which touch at their circumferences. A, B and C are the centres of the circles The circles with centres at B and C have the same radii
Which of the statements below is true about triangle ABC?
a) It is Equilateral
Choose one answer
b) It is isosceles
d) It must be right angled
c) It is scalene
5 Here is a regular pentagon. Calculate the value of angle
Joanne's Answer
Since the shape is regular, all the angles will be equal.
What mistake did Joanne make?
Therefore, 𝑥𝑥= 360 ÷ 5 = 72
5𝑥𝑥= 360
𝑥𝑥
[1Mark]
[1Mark]
6 Calculate the size of anglexfrom thediagram b
el ow
8 Calculate the size of the largest angle in the diagram below
Choose one answer only
b) 140°
a) 185°
c) 144°
d) 192°
9 Calculate the value of m from the diagram below
Alfie's Answer 4𝑚𝑚−15 = 𝑚𝑚+ 75
[2Marks]
3𝑚𝑚= 90
𝑚𝑚= 30°
{Vertically opposite angles are equal}
Alfie is wrong. Explain why
[1Mark]
10 The diagram below shows two triangles joined at point D
Give the reasons why angle
𝑥𝑥= 29.5°
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Please look in your garden, street or on a local walk and see if you can find these plants and animals. What can you find out about them? If you want to know more click on the links!
Grape hyacinth
Information from our Expert, Senior Gardener Peter Wood:
Latin name: Muscari
armeniacum.
Woodlouse ✓
Where was it?
Blackbird
Scientific name:
Turdus merula
Rose
Where was it?
SILVER AWARD WELL DONE!
... Muscari providing spring colour in an old Rockery bed. These Grape hyacinths thrive on complete neglect and will rapidly naturalise in the right conditions. Often being planted around the edges of rich soiled garden borders, some may say they are too leafy and hang around for too long after the flowers finish. Poor, thin, nutrient-deficient soils are the perfect conditions for them. That dry, dusty patch under a deciduous tree that you struggle to grow the lawn under is probably perfect for a sea of deep blue flowers every spring. My recommendation;keep them out of your flower borders, the soil is probably way too good for them. Grow them in that strip of rubbish dusty soil by the path down to the shed...
Did you know?
* Woodlice have gills (like a sea creature!)
* Female woodlice have a pouch like a kangaroo
* They have lots of names including stinky pig!
* They are brilliant recyclers!
t
Find out more here: https://www.discoverwildlife.com/animal-facts/insectsinvertebrates/facts-about-common-rough-woodlouse/ and here: https://www.dkfindout.com/uk/animals-and-nature/crustaceans/woodlice/
There are many different types of rose. Some are named after people or special occasions. What's your favourite name?
https://
www.countrygardenroses.co.uk/
Find out more about the blackbird by clicking on the link below.
Did you know rose petals are edible? Here you can make crystallised rose petals or rose flavoured cupcakes. Enjoy!
https://www.bakingmad.com/ baking-tips/decoration/how-tomake-crystallised-rose-petals
Listen to the song here. See if you can hear it (or other common birds) in your garden.
i
ht ps://www.woodlandtrust.org.uk/ trees-woods-and-wildlife/animals/ birds/blackbird/
ht ps://www.woodlandtrust.org.uk/ blog/2019/04/ident fy-bird-song/
DRAW A FACE ON THE SUN! | 988 | 542 | {
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Johnston Community School District Standards & Benchmarks
Biotechnology High School
1.0 Understands and applies the skills of scientific inquiry.
1.1 Uses scientific inquiry to design, conduct, and analyze scientific investigations.
1.2 Identifies questions and concepts that guide scientific investigations.
1.3 Understands that different kinds of questions suggest different kinds of investigations.
1.4 Uses appropriate models when necessary.
1.5 Develops hypothesis.
1.6 Identifies controls and variables.
1.7 Designs and executes scientific investigations.
1.8 Selects and uses appropriate tools, technology and techniques to gather data.
1.9 Makes appropriate qualitative and quantitative observations.
1.10 Recognizes the importance of multiple trials with reproducible results.
1.11 Organizes data and observations efficiently, including creating appropriate tables and graphs.
1.12 Analyzes and evaluates the data and observations.
1.13 Integrates data and observations to draw appropriate conclusions.
1.14 Accounts for errors in investigations.
1.15 Uses evidence to infer possible applications or extensions for further inquiry.
1.16 Uses various methods to communicate experimental methods, observations, results, and interpretations.
1.17 Learns how to correctly debate ethical issues.
1.18 Learns to evaluate an ethical argument.
1.19 Uses proper documentation and citing of a lab notebook.
1.20 Uses appropriate safety procedures when conducting investigations.
1.21 Recognizes that safety concerns change with different procedures.
3.0 Understands and applies concepts, principles and theories pertaining to life and its interactions.
3.1 Understands and applies knowledge of the cell and its processes.
3.2 Identifies cell structures.
3.3 Describes protein synthesis.
3.4 Describes transformation.
3.5 Describes DNA replication.
3.6 Describes gene regulation and expression.
3.7 Understands and applies knowledge of the molecular basis.
3.8 Demonstrates restriction mapping in lab.
3.9 Describes the different types of mutations.
3.10 Explains evolution of antibiotic resistant bacteria.
3.11 Understands the identification and structure of living organisms.
3.12 Explains the role plasmids play in genetics.
3.13 Explains the role bacteria play in genetics.
4.0 Understands and applies concepts and theories pertaining to matter, its composition and the forces that govern it.
4.1 Understands and applies knowledge of chemical reactions.
4.2 Understands the difference between solute, solvent and solution.
4.3 Identifies factors that effect solubility (like dissolve likes).
4.4 Determines the concentration of a solution in molarity, ppm, and percent solution.
4.5 Determines the dilution of a solution.
5.0 Understands the nature of science.
5.1 Understands how science develops and changes over time.
5.2 Describes and demonstrates the use of NCIB site.
5.3 Understands the dynamic relationship between science and society.
5.4 Explains how genetic fiber printing has changed society.
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SS332O/ World History 1-2 Syllabus
Course Title------ World History 1-2
Course Number------ SS332O
Grades:------ 10-11
High School Credit Value:------ 0.5
Prerequisites:------
Successful completion of World History 1
(SOC 471).
Course Length:------ Regular courses: 17 weeks
CR: 9-17 weeks.
Course Time:------
Regular courses: 17 week schedule: 75 - 90 minutes per school day (6-7.5 hours per
week)
Credit Retrieval: 75 - 90 minutes per school day (6-7.5 hours per week) until course completion.
{ Course Description }
This course utilizes the Compass Learning Odyssey social studies program and emphasizes relating social studies concepts to the real world to give students perspective and understanding of the world they're about to enter as adults. This one-semester course is a study of the major cultures of the world. It traces the evolution of political, social, cultural, religious, technological, and economic institutions from 1750 to the present.
Key Features include:
* Presents history as a narrative, with components that intertwine
* Emphasizes thematic as well as chronological elements
* Ties social studies concepts to real-world examples to give students perspective and understanding
* Features a toolkit which includes a document set, atlas, glossary, biographies, and a timeline of significant events
Course Materials:
Computer and sound card with speakers and/or earphones are strongly recommended.
State Alignments
Washington State Standards guided the design of the course. Learning expectations are found within the course itself.
World History 2
GRADE(S)/LEVELS SUBJECT Power Standards
| PS 2 Understands and analyzes the organization and reorganization of human societies, 600 B.C.E. – 600 C.E. | Covered in World History 1 |
|---|---|
| PS 3 Understands and analyzes regional and trans- regional interactions, 600 C.E. – c. 1450. | Covered in World History 1 |
| PS 4 Analyzes and understands global interactions c. 1450 – c. 1750. | Covered in World History 1 |
| PS 5 Analyzes and understands industrialization and global integration c. 1750 – c. 1900. | Units 1 and 2 |
| PS 6 Analyzes and understands accelerating global change and realignment c. 1900 to the Present. | Units 3 through 6 |
appropriate arguments.
Course Outline
1750-1914
An Age of Revolution - 2 weeks
Parallel Revolutions -1 week
Industrialization and Imperialism -1 week
The Coming of War -1 week
1914-Present
Revolution in Mexico -1 week
World War I -2 weeks
Between the Wars -1 week
World in Upheaval -1 week
Coming of World War II -2 weeks
World War II -2 weeks
Postmodern Era -1 week
The New Century -2 weeks
Course Work
Course work consists of 4 types of assignments:
1. Study sections come just before each quiz. They are not worth points, BUT act as an interactive textbook for the course.
2 . Activity Quizzes (AQ)-which are worth a possible 5 points(can be retaken three times)
3 . Lesson Quizzes (LQ) - which are worth a possible 20 points (can only be retaken once!)
4 . Chapter Tests -which are worth a possible 40 points (can only be retaken once!).
Grading
Grades are based on successful completion of all assignments. Be sure to check the Online Gradebook weekly to see how you're progressing. The grading scale is listed above. Each assignment may be
revised/resubmitted (under the terms noted above under Course Work) in order to earn additional points.
A = 90 - 100%
B = 80 - 90%
C = 70 - 80%
F = 0 - 69.9%
Occupational Credit:
This course may qualify for *occupational credit. Please consult your school counselor for further clarification.
*Please note that FLA901 (Sign Language) does not qualify for occupational credit.
Copyright Internet Academy (iAcademy.org), Federal Way School District, WA | 2,004 | 916 | {
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By the 11th November you need to have completed the tasks set below— a starter, one main course, one dessert and one drink. All work must be handwritten, so make sure you pay attention to your presentation, particularly your spelling, punctuation and grammar—this is partly what your work will be marked on. All participants will receive 25 house points with the best entry from each class receiving a £5 Tesco voucher.
An acrostic poem is when you use the first letter of each line to spell something out. Write an acrostic poem using your first name— try to add adjectives and adverbs that describe you.
S is for someone who always plays football A is for astronaut, something I'd like to become M is for maths, my favourite subject at school. Who is this poem about?
Meat Opt on
i
Vegetarian Opt on
In Science we are studying the Earth and Space. Make a model of at least one of the planets and design a fact sheet to tell us a bit about it. You could list its size, how far away from Earth it is, which planets are near to it amongst other things.
Choice 1— Imagine you were chosen to accompany Tim Peak on his last mission to the International Space Station. Write a diary entry for the week leading up to your launch. How do you think he would feel—would he be nervous, excited worried?
Choice 2— In English you are reading Gangsta Granny. Think about how David Walliams describes granny and how this helps you picture her in your head. If he had written a book called Gangsta Grandpa what would this character have been like. Write a character description of grandpa that tells me everything I need to know about him.
i
In Art we are going to be looking at Still Life—this is when we draw items such as fruit, flowers and artefacts. Arrange some objects and then draw them. You could take a photograph of the items so that we can see what you were drawing or painting. Look at famous artists such as
Van Gogh and Cezanne for some ideas.
SMSC— Choice 1— Online Safety—What are the rules about staying safe online? What are the key facts that we need to remember? Create a poster explaining these rules—make it clear and colourful. We could use it in the IT room.
SMSC—Choice 2— Bonfire Night is coming up soon— what are the rules for staying safe at this time of the year? What are the key rules we need to remember? Think about creating a leaflet that we could use with Key Stage 1 to help them make the right choices on the 5th November. | 947 | 554 | {
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HELPING SOMEONE TO THE TOILET
This video in the AARP Home Alone Alliance SM series on managing incontinence (reduced control of urination or bowel movements) is in two parts. Rushing to the bathroom creates a serious risk of tripping and falling, so the first part talks about preventing falls in the home. The video reviews some basic steps to prevent incontinence and shows how to clean the perineal area after using the toilet.
The video also reviews some advice from the first video in the series. For example, remember that your family member should follow a regular schedule of going to the toilet after meals and every two hours in between. Also drinking 6–8 glasses of water or other noncaffeinated drinks per day keeps the person's fluid level stable.
Preventing Falls
Even if your family member has incontinence only once in a while, it's a good idea to make sure the home is as safe as possible to prevent falls. Two videos in the mobility series produced by the AARP Home Alone Alliance offer guidance on this topic. The first video, "Preparing Your Home for Safe Mobility," is available at http://videos.aarp.org/detail/video/533001 8190001/family-caregiving-series:-preparing-yourhome-for-safe-mobility---aarp. A resource guide is available at https://www.aarp.org/content/dam/ aarp/ppi/2017/10/preparing-your-home-for-safemobility.pdf.
These are the key steps to removing safety hazards:
> > Keep hallways and stairways clear of clutter.
> > Remove area rugs or attach them to the floor with double-sided tape.
> > Make sure all electrical cords are placed where no one can trip on them.
> > Clean up spills immediately.
> > Add handrails and grab bars.
> > If the person's home has stairs, make sure there are handrails on both sides of the stairs.
> > Grab bars in bathrooms are very important because wet surfaces can be dangerous.
The second video is called "What to Do When a Person Falls." It's available at http://videos.aarp.org/detail/ video/5327211325001/family-caregiving-series:what-to-do-when-someone-falls. A resource guide is available at https://www.aarp.org/content/dam/aarp/ ppi/2017/10/what-to-do-when-someone-falls.pdf.
Good Toileting Hygiene and Skin Care
The video uses a plastic model to show good toileting hygiene.
> > Set up the person's bedroom and bathroom so that everything is in within easy reach.
> > You'll need disposable gloves, cleaning wipes, and skin care products such as ointments or moisturizing lotions recommended by your health care provider. You may also want to have deodorizers.
> > Be gentle but thorough.
> > If the person is male, use a washcloth and warm water to gently clean the skin of the perineal area, moving from front to back. Do not move from back to front due to the risk of introducing germs from the anal area into the urethra, a primary source of urinary tract infection.
> > If the person is female, separate the labia (outer folds of the vagina) and clean front to back using downward strokes.
> > When you're finished washing, dry the area thoroughly to prevent skin from becoming chapped.
> > If there are sensitive spots or a rash, use protective ointment or cream that contains zinc oxide or petroleum jelly.
> > Dispose of gloves and wash hands thoroughly.
> > Help the person move to a comfortable position.
Handling Used Linens and Supplies
> > Never reuse linens used to clean the perineal area or any other part of the body. Use a clean washcloth to minimize the spread of germs.
> > Use a mattress protector on the bed.
> > If bed linens are soiled or become wet during the cleaning process, replace them as quickly as possible.
> > Place used linens in a special container.
> > Throw away all used incontinence products in a special waste container.
> > To maintain skin health, change soiled garments and products frequently and report new areas of redness or breakdown in the area to your health care provider.
After you have done this several times, is will become easier and more comfortable for you and your family member.
Other Resources
For more information about managing incontinence, visit the National Association for Continence at www.nafc.org. Remember to take care of yourself as you help your family member. Find someone to talk to about your own feelings about handling this care. Look for support groups and message boards where people in similar situations share their experiences and suggestions. You are not alone!
AARP Public Policy Institute Prepared by Carol Levine, United Hospital Fund | 1,916 | 1,004 | {
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STRANDED IN MALTA
Myriam Thyes, 2008, video DV Pal, 11:04, color, stereo.
The video connects three ways and times of stranding and living in Malta: St. Paul's believed shipwreck in Malta 2000 years ago (celebrated till today); the Knights Hospitaller's naval battles in the Mediterranean (15 th till 18 th century); today: immigrants from Africa reach Malta in small boats and live in refugee centres. A journey into Europe's (repressed) memories and collective unconscious ...
2000 years ago: St. Paul was shipwrecked on his way to Rome and stranded on a Mediterranean island. The Maltese are convinced it was Malta, where St. Paul immediately began to evangelize the Maltese population. Up tp now, every year in February they celebrate „St. Paul's Feast", a large religious holiday, which culminates with the statue of St. Paul being carried out of St. Paul's Shipwreck Church and through the streets of Valetta.
15 th to 18 th century: Installed in Malta, the Order of the Knights of St. John were Christian Europe's Mediterranean police, who, on behalf of their member kingdoms and the Pope, defended Christianity and the coasts of the western Mediterranean against the Ottoman Empire (Turks and Arabs) and Islam. This was the time of naval battles and galley-slaves – and whenever a galley sank, all chained rowing slaves drowned.
Today: Immigrants from Africa reach southern Europe (if they survive the journey in the Mediterranean in their small boats). Many of them strand in Malta, and those who are allowed to stay, have to remain in Malta, because the larger countries of „fortress Europe" don't allow them to immigrate. For years, they live in Malta in provisional refugee centres, sometimes tent villages. Since the times of the Knights Hospitaller, Malta has got many fortresses, but to the refugees it means staying outside the wall.
CREDITS
All video and sound recordings: Myriam Thyes, Malta and Gozo 2006 + 2007. Most photographs by Myriam Thyes, shot in Malta + Gozo
2006 + 2007, and at the Venice Naval History Museum, 2007. Thyes has used reproductions of drawings + paintings of ships from the magazine "Sacra Militia" (2002 + 2005) and the book "Navi Venete" (1983).
Script, graphics, animation, editing: Myriam Thyes, 2008.
Sound mix: Denis Rosen, Dusseldorf.
Use of 7 photos, courtesy of:
© José Palazun Osma / Asociacion pro derechos de la Infancia Prodein, Melilla (http://es.geocities.com/prodeinorg01)
© Chiara Tamburini, Brussels (www.flickr.com/photos/clarecita1)
© Dougald Hine, Sheffield (www.dougald.co.uk)
Thanks:
Norbert F. Attard + Marisa, Gozo Contemporary, Gharb, Gozo, Malta
Jesuit Refugee Service, Malta inhabitants of the refugee centre (tent village) in Hal Far, Malta, and centre manager Mick Quinn
inhabitants of the refugee centre Dar Il Kenn in Balzan, Malta, and centre manager Joe Cardona
Pro Asyl, Frankfurt, and Alessandra Sciurba, Venice
Swiss Federal Office of Culture (BAK), Bern www.thyes.com/video/stranded-in-malta | 1,458 | 743 | {
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Implementation Strategies
Southeast Fountain Elementary School, Southeast Fountain School Corporation
Veedersburg, IN
Grade(s): K − 6
Scenario: Computer Lab
Purpose: Enrichment/Gifted and Talented, After−School, At−Risk Students, Supplement
ALEKS Portion of Curriculum: 40%
Time Spent in ALEKS: 3 hours per week, 135 hours per term
ALEKS Course: Mathematics − LV 3 (with QuickTables), Mathematics − LV 4 (with QuickTables), Mathematics − LV 5 (with
QuickTables), Middle School Math Course 2, Middle School Math Course 3, Pre−Algebra, Algebra 1
Hope Conrad, Teacher
ALEKS has been wonderful for my students! It pushes the higher ability students and gives them the enrichment they need. It also helps the lower ability students feel successful; I have seen students who typically struggled in math score a lot higher on tests. The students are very excited to come back to the classroom and tell me what they have mastered. We had a couple of students who moved in to our district this year who were not having any success in math. Once they saw that they were mastering concepts on ALEKS, their confidence soared and their attitude has done a complete 180. We are lucky to have a 90−minute math block. Forty−five minutes are spent on classroom instruction and 45 minutes are in the ALEKS lab.
Scenario
What challenges did the class or school face in math prior to using ALEKS?
It was difficult to challenge all students and provide them with math at their level. Now it is a breeze.
How many days per week is class time dedicated to ALEKS?
4 days per week.
What is the average length of a class period when ALEKS is used?
45 minutes.
Implementation
How do you implement ALEKS?
We divide the blocks in half. Half have classroom instruction while the other half does ALEKS.
Do you cover ALEKS concepts in a particular order?
No.
How do you structure your class period with ALEKS?
My students are in three blocks. Within the blocks, they are divided into two groups. One group stays with me for class instruction, while the other group goes to lab. Then we switch in the middle of the block.
How did you modify your regular teaching approach as a result of ALEKS?
I would keep track of which pieces of the pie most were struggling with and really focus on those during the school year.
How often are students required or encouraged to work on ALEKS at home?
It is not required.
How do you cultivate parental involvement and support for ALEKS?
The parents receive a letter at the beginning of the school year with information about ALEKS. Then it is up to them if they want to push it at home.
Grading
Is ALEKS assigned to your students as all or part of their homework responsibilities? If so, what part of the total homework load is it?
No.
How do you incorporate ALEKS into your grading system?
ALEKS progress is 15 percent of their grade.
Do you require students to make regular amounts of progress in ALEKS?
Each nine weeks, they should complete 25 percent of the level they are on. Most complete a lot more. I'm lucky to have a teacher in the lab that keeps track of this for me.
Learning Outcomes
Since using ALEKS, please describe the learning outcomes or progress you have seen.
I have seen students who typically struggled in math score a lot higher on tests. The students are very excited to come back to the classroom and tell me what they have mastered.
Best Practices
Are there any best practices you would like to share with other teachers implementing ALEKS? ALEKS should not be your entire curriculum. Use it as a resource only. | 1,548 | 797 | {
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How are Special Education services obtained?
Students thought to have a disability are brought to the attention of the local school district, either through the school the student attends or directly through the Special Education department. Referral may come from parents, school personnel, physicians, or other persons and agencies who have contact with the student.
Once a referral is made, the district develops an evaluation plan to determine if the student is disabled and, if so, the nature and severity of the disability. (Written permission is necessary before the evaluation can begin).
For more information about county or special education services in general, call the Special Education at Lane Education Service District, 541-461-8308.
Do you know a child in Lane County who needs Special Education services and who is not receiving help?
Child Find
Produced by Lane Education Service District
1200 Highway 99N Eugene, Oregon 97402 541-461-8308 www.lesd.k12.or.us
What is Special Education?
It is educational instruction specially designed to meet the unique needs of the disabled student. It is provided at no cost to parents or guardians.
Special Education may include placement in a special classroom, instruction in a resource room, specially adapted physical education, or any related service that is necessary for the student to benefit from education services.
Related services may include transportation, speech and language therapy, audiology (hearing), psychological services, physical therapy, and occupational therapy.
Who qualifies for Special Education?
To qualify for Special Education services, a student must be individually evaluated by a team of professionals and found eligible. As a result of this assessment, a student may be found to have mental retardation, hearing impairments including deafness, speech and/or language impairments, visual impairments including blindness, emotional disturbance, orthopedic impairments, autism,
traumatic brain injury, other health impairments or specific learning disabilities.
All children with disabilities residing in the state, including children with disabilities attending private schools, regardless of the severity of their disabilities, and who are in need of special education and related services are identified, located, and evaluated and a practical method is developed to determine which children with disabilities are currently receiving needed special education and related services.
What happens if a student is eligible for Special Education?
If a student does have a disability and is in need of Special Education, an Individualized Family Service Program (IFSP) Individualized Education Program (IEP) for the student is prepared. The IEP is developed by a team including parents, professionals, and when appropriate, the student.
At least once a year the student's IEP or IFSP is reviewed and revised with parent participation. Placement of the student is also reviewed when the IEP is revised.
Placement decisions are made on an individual basis, with the most important consideration being the educational benefit of the student.
How do I find out about the services available to children with disabilities in my district?
Call the Special Education administrator in your local school district:
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New pterosaur species named after political cartoonist Gerald Scarfe
22 November 2011
(PhysOrg.com) -- A new species of pterosaur, discovered by a University of Portsmouth palaeontologist, has been named after the artist famous for his notorious and iconic caricatures of Margaret Thatcher.
The pterosaur is named Cuspicephalus scarfi after Gerald Scarfe, the political cartoonist whose pen demonised Mrs Thatcher as a pointy nosed 'torydactyl'. The new discovery was so-called because of its extremely long pointy head, which is most unusual for a pterosaur.
The species was found by fossil collector Steve Etches in Kimmeridge Bay, Dorset, and identified by palaeontologist Dr David Martill. The specimen is 155 million years old from the Late Jurassic period and is the most substantial pterosaur skull to be found in the UK for nearly 200 years. It is now on display in Dorset's Museum of Jurassic Marine Life.
Mr. Scarfe said: "I'm thrilled and flattered - I never thought Mrs. Thatcher would do anything for me even if it is to be immortalized as a 155 million year old fossil. I have spent many holidays in Kimmeridge and to think my namesake was buried beneath my feet is wonderfully bizarre."
The pterosaur skull was found compressed in a slab of dark grey mudstone and although some bones had been removed by marine erosion much of it is still intact. The specimen is the first significant remains of a pterosaur found in Kimmeridge Bay, despite the area being part of the Jurassic Coast World Heritage Site and renowned for its wide diversity of fossil vertebrates.
Dr. Martill from the School of Earth and Environmental Studies said: "This discovery is unique because pterosaur remains are so rare in the late Jurassic period in the UK and the skull is extraordinarily slender. It is also remarkable to find such a complete skull, allowing us to identify the species more easily.
"I've always been a fan of Gerald Scarfe because he's so cruelly funny. The pterodactyl, a type of pterosaur, is a trademark of his caricatures so I decided to name this specimen in his honour. I didn't seek his permission to use his name as he doesn't gain permission to depict the characters he has inked, but thankfully, I've since found out, he's absolutely thrilled.
"Although the new pterosaur discovery has a strong resemblance to his caricature of Margaret Thatcher , pterosaurs were never as divisive as Thatcher!"
Pterosaurs are flying reptiles that lived at the same time as dinosaurs, between 210 million and 65 million years ago. The skull of the new species Cuspicephalus scarfi is 326 mm long - similar in
1 / 2
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size to a stork or heron.
Dr. Martill said: "Although we've not yet carried out an analysis of the evolutionary relationships of Cuspicephalus scarfi, we believe this discovery is evolutionarily significant because it seems to be filling a gap between primitive, small, long-tailed pterosaurs evolving into more advanced shorttailed forms.
"Short-tailed pterosaurs differed hugely from their primitive long-tailed counterparts. Some were gigantic in size compared with the earlier forms and they had larger wings, enabling them to glide farther, faster and higher. Cuspicephalus scarfi appears to fill this large, tantalizing gap between the two forms."
The research is published in the journal Acta Palaeontologica Polonica.
Provided by University of Portsmouth
APA citation: New pterosaur species named after political cartoonist Gerald Scarfe (2011, November 22) retrieved 15 October 2019 from https://phys.org/news/2011-11-pterosaur-species-political-cartoonistgerald.html
This document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no part may be reproduced without the written permission. The content is provided for information purposes only.
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Name: __________________________
Period: _____
Quadrilaterals:
1) Fill in the blank. Choices:
RECTANGLE RHOMBUS SQUARE TRAPEZPOID
A quadrilateral with all congruent is a
__________________ or a _________________.
2) Name all the quadrilaterals that are parallelograms (opposite sides are parallel).
a) Parallelograms b)
c) d)
3) A square is also a ________________________
since all its angles are right angles.
A square is also a ________________________
since all its sides are congruent.
4) If a quadrilateral has only one pair of parallel sides then it is a _____________________.
5) The base angles in an ____________________
trapezoid are __________________.
6) If the quadrilateral is a parallelogram then…
a) The opposite angles are ________________.
b) The opposite sides are _________________.
c) The consecutive angles are _____________.
d) The diagonals _____________ each other.
7) If the quadrilateral is a _______________ then the diagonals are congruent.
8) If the quadrilateral is a ________________ or a
_______________ then diagonals are
perpendicular.
9) DEFG is a parallelogram. Find the the value of x and y.
10) Find the values of x and y that will make the quadrilateral be a parallelogram.
11) ABCD is a parallelogram. Find the value of x and y.
12) The figure shown is a rhombus. If 116 m C fill in the measure of all other angles.
13) Find the mesasure of the numbered angles and give the name of the quadrilateral.
14) The figure is an isosceles trapezpoid. Find the measure of the numbered angles.
15) Name each quadrilateral. Choose one unique name for each.
(a) (b) (c) (d) (e) (f) (g)
1
2
Similarity, Pythagorean Theorem and Special Right Triangles
16) Quad JKLM ~ Quad PQRS
a) Find the scale factor.
17) Determine if each pair of triangles are similar. Justify.
b) Find the value of z
c) Find m S , m L and m J
a) AB AC BD
b) BC DE AD
21) Find the value of x and y.
a) b)
19) RSQ ~ RTP. Write and solve a proportion to find the value of each variable.
22) I'm 6 feet tall and my shadow at noon today was 4 ft 6 inches. If the shadow of the goal post was 22 ft, how tall is the goal post?
24) Find the area of the triangle.
27) Find the value of each variable.
25) If the diagonal of a rectangle is 13 cm and one side is 5 cm, what is the perimeter of the rectangle. Draw the figure and label the given information
Exact Answers:
28) The height of an equilateral triangle is 18. Find the perimeter of the triangle.
29) The perimeter of an equilateral triangle is 24. Find the area.
30) The perimeter of a square is 24, find the length of the diagonal.
23) Use the Pythagorean Theorem to find the missing lengths. Exact answers. a) b)
26) Fill in the missing side length on each special right triangle.
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Outreach Education
Grade 4, Post-Field Trip Activity, Discover the Pinyon-Juniper Forest
Name___________________
Remember all the parts of a plant? Roots, stems, leaves, and flowers or seeds all have a function that helps the plant. Create a plant that has an adaptation (a tool) that helps it survive in the desert. Maybe it has unique roots for gathering water or maybe the leaves do something special to avoid the heat. Be creative. Imagine a plant that will thrive in the high desert of Colorado National Monument. Draw a picture of your plant and explain one adaptation it has.
Draw a line to match the plant with the adaptation clue.
I have hairy leaves which keep moisture inside. I give off a strong smell, which warns animals not to eat me.
Juniper Tree
Sagebrush
Prickly Pear Cactus
I have deep roots which break apart rocks as I search for water. My scale-like leaves keep moisture inside.
I have shallow roots that absorb water quickly after a storm. I store water in my stem (pads). My spines provide shade and direct rain water down to my roots.
Adaptation Clues
Outreach Education
Grade 4, Post-Field Trip Activity, Discover the Pinyon-Juniper Forest
Answer Key
Draw a line to match the plant with the adaptation clue.
Juniper Tree
Sagebrush
Prickly Pear Cactus
Adaptation Clues
I have hairy leaves which keep moisture inside. I give off a strong smell, which warns animals not to eat me.
I have deep roots which break apart rocks as I search for water. My scale-like leaves keep moisture inside.
I have shallow roots that absorb water quickly after a storm. I store water in my stem (pads). My spines provide shade and direct rain water down to my roots.
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Answers will vary. Encourage students to explain how and why their adaptation helps the plant survive. | 944 | 513 | {
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Live Your Life Free from Chemicals Harming Your Health and Nature
Advances in science and technology have improved our lives no end, giving us extensive choice as consumers. But with a free market economy and reduced government regulation, can you trust the products you're buying?
Some products that you might expect to be more natural contain ingredients that are unrecognizable to those found in nature. Looking at food, household cleaning products, and personal care products, how can you be sure businesses have your interests at heart as well as their own?
Chemicals in Your Food
Highly processed foods contain artificial preservatives, colorings, and flavorings to give them a long shelf life and addictive taste. The more extensive the ingredients list, the more removed the food is from nature. So while corn on the cob is sweetly delicious and good for you, your body doesn't need high-fructose corn syrup, maltodextrin, and all the other corn derivatives.
Unhealthy chemicals aren't just found in packaged foods. Our ancestors might have survived well enough eating meat, but the meat on our plate today is poisoning us. Processed meats that are salted, smoked, cured, and fermented have been classed as carcinogenic by the International Agency for Research on Cancer (IARC), the World Health Organization cancer agency.
As well as chemicals in our food, the packaging can also contain harmful substances, such as Bisphenol A (BPA) used to coat the lining of cans. BPA can leach into food contents, acidic foods like tomatoes in particular, and has been linked to cancer, infertility, and obesity. To reduce the risk of food contamination, look for glass or Tetra packaging.
Chemicals in Your Household Cleaning Products
There seems to be a cleaning product for any cleaning task you can think of, with a wide choice of brands helping you keep your home clean and hygienic. But while these products may leave mirrors gleaming and work surfaces germ-free, what about the impact of indoor pollution on your family's health?
The air in your home can be contaminated with chemical fumes and residues that can cause cancer, hormone disruption, mood changes, reproduction problems, and breathing-related illnesses.
While it's generally known that household cleaning products can trigger asthma, a new study suggests women who regularly clean at home or who work as cleaners inhale toxins that can cause lung damage over time on the same level as smoking 20 cigarettes a day.
Babies and children are especially vulnerable to the harmful effects of chemicals, including parabens, triclosan, and phthalates, on their brain and reproductive systems. Classified as a pesticide, triclosan is used in the U.S. as an antimicrobial agent in toothpaste, hand soap, and deodorant. Phthalates are used to make synthetic fragrances found in household as well as personal cleaning products.
Chemicals in Your Personal Care Products
Research suggests that our skin absorbs up to 60 percent of topical substances into the bloodstream? How much attention are we paying then to the ingredients of creams that marketers claim will treat skin dryness, rashes, and wrinkles, or shampoos to make hair tangle-free or make-up to last 24 hours?
The Environmental Working Group (EWG) scientists have set up a Cosmetics database to inform people about product safety. As well giving you a safety rating, EWG link to studies showing possible organ toxicity, reproductive issues or carcinogenic impacts for the ingredients in the product.
Buy Natural Products or Make Your Own
To protect your family's health, choose products that are eco-friendly and free from poisonous or corrosive substances. In contrast to fake fragrances, pure essential oils found in organic products are natural fragrances that won't disrupt your body's normal functions or cause allergic skin reactions.
Alternatively, make your own household cleaners and personal care products from natural ingredients like baking soda, vinegar, oats, lemon, and organic pure essential oils. And don't forget to open your windows daily to let stale air out and fresh air in! | 1,663 | 822 | {
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Starting your PExpo Project
Step 1: Brainstorm
CATEGORIES
Read the PExpo Categories for inspiration
Consider what sports you play or follow:
What do you want to know more about?
What issues do you or others face in the sport?
Look up sports issues in the news controversies, advancements etc.
Research sports people and their particular skills.
Check out previous winners (on the PExpo website) for ideas.
Page 1
Physical, Psychological and Tactical Demands of Performance 1.
Power of Sport- Culture, History and Inclusion 2.
Well-being- Physical, Mental and Social 3.
Technology and Media 4.
Nutrition and Diet 5.
Olympic Ideas and Values 6.
My favourite Olympian (First years only) 7.
pexpoireland.com
Starting your PExpo Project
Step 2: Research
Look up articles, studies, books and documentaries to check there is enough information available to make your project viable.
Gather your sources in a document or save them as bookmarks in your browser.
Consider what research methods you will implement e.g. interviewing classmates, using sports statistics or conducting scientific experiments.
SOURCES:
RESEARCH METHODS:
pexpoireland.com
Page 2
Starting your PExpo Project
Step 3: Organise
Make a list of all tasks needed to complete your project such as:
Creating a spreadsheet to record data.
Gathering and printing images.
Proof-reading.
If you're working with a team, divide the tasks. (Teams can have up to five students.)
Make the best use of particular skills e.g. assigning a classmate who is good at maths to analyse data or an artist to design the overall appearance of the project.
TASKS:
K
TEAM MEMBERS:
Page 3
pexpoireland.com
Starting your PExpo Project
Step 4: Timetable
Make a detailed timetable for completing your project.
Will you meet a few times a week or work on your tasks separately and meet up once a week?
Set intermediate deadlines for tasks.
Decide on a final deadline, ideally a week before PExpo!
Task Timetable
| | TASK | DUE DATE |
|---|---|---|
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| 3 | | |
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| 6 | | |
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Page 4
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In early childhood services that cater for multiple food allergies, having one low allergy menu is often the most practical choice. This means that the low allergy menu may not include cow's milk, soy, eggs, wheat and nuts, and as a result, many commercial food products will not be suitable.
The low allergy menu will need to be based on foods such as fresh fruit and vegetables, lean meat and alternatives, calcium fortified rice milk and rice and corn products.
It is not appropriate to combine a low allergy menu with a vegetarian menu, as this limits the types and variety of foods provided for both vegetarian children as well as children with food allergies.
Restricting certain foods or food groups unnecessarily can impact on children's growth and development.
For example, children with allergies benefit from the protein and other nutrients found in lean meats and alternatives. Similarly, vegetarian children benefit from the nutrients provided in milk, eggs and wheat in particular.
Low allergy menu
The following table summarises types of foods that may be suitable to include in a low allergy menu, as well as foods that are most likely to contain common allergens (which should be avoided in a low allergy menu).
| Category | Suitable items free from milk, soy, egg, wheat and nuts |
|---|---|
| Fruit and vegetables | Fresh, dried and canned fruits and vegetables Fruit and vegetable juices |
| Grain (cereal) products | Corn or rice-based breakfast cereals (e.g. Freedom Foods corn flakes and rice puffs |
| | Plain baby rice cereal |
| | Pure rye bread (if tolerated) Rice based breads |
| | Corn and rice based pasta and noodles Rice Oats (if tolerated) |
| | Rice flour, corn flour, potato flour, arrowroot, chickpea flour, buckwheat flour |
| Category | Suitable items free from milk, soy, egg, wheat and nuts |
|---|---|
| Milk, yoghurt, cheese and alternatives, and dairy desserts | Specialised infant formula Calcium fortified rice drink Coconut milk yoghurt |
| Meat, poultry, fish, eggs, legumes and nuts and alternatives | All fresh and frozen meat, chicken and fish Canned fish in brine, oil or spring water Canned or dried beans and legumes Tofu Plain baked beans |
| Cakes and biscuits | Homemade muffins, cakes, biscuits and pancakes using milk free margarine, wheat / soy free flour, rice milk and egg replacer Plain corn or rice based crackers and biscuits |
| Category | Suitable items free from milk, soy, egg, wheat and nuts |
|---|---|
| Salad dressings and sauces | Homemade soup without milk, soy, egg, wheat and nut products |
| Soups | All fresh and frozen meat, chicken and fish Canned fish in brine, oil or spring water Canned or dried beans and legumes Tofu Plain baked beans |
| Jams and spreads | Honey, jams, marmalade, golden syrup, Mighty Mite spread (avoid crumb contamination in jars and dairy free spreads) |
| Fats and oils | Sunflower, safflower, olive oil, canola oil Milk free margarines such as Nuttelex, Becel |
| Other | Tomato salsa dip Stock cubes Herbs and spices |
Shopping for allergy friendly products
Many allergy friendly products can be found in supermarket health food aisles. These products may also be available directly from the supplier. Allergy friendly products change regularly, but this list is a handy starting point.
Adapted with permission from Cow's milk, soy, egg, wheat and nut free diet, Department of Allergy and Immunology, Royal Children's Hospital Melbourne, November 2007. | 1,589 | 788 | {
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Storytelling is my super power what's yours? By Richard O'Neill
The author Ursula Leguin wrote 'there had been cultures without the wheel but none without storytelling.' And being brought up in a traditional nomadic family with a strong indigenous storytelling tradition I can identify with that.
Many of the older people I grew up with had little formal education, but were able to teach us about a number of quite complex issues including history, nature, community and our place within it. Whatever the subject they always made it entertaining and as such the information and the stories they were wrapped up, in stayed with us. Storytime was also an opportunity for all ages to get together and share their stories past and present, it truly was an intergenerational expereince.
So what can this ancient art of communication do for us in the 21st century?
Quite a lot is seems; although we are a sophisicated technological connected society we are also an increasingly diverse one; whether that be in the workplace where it's not uncommon to find three or even four generations working together, or in our communities where there is a growing number of people feeling isolated and suffering from loneliness through exclusion including that fuelled by ageism.
There is an increasing need to have positive interactions with the people around us, and storytelling is an excellent medium for doing that because it's so inclusive. It builds bridges between communities and individuals, it focuses on similarities rather than differences and anyone can do it regardless of age or background. Story allows us to connect to other people's joy, pain, and varied life experiences, which in turn helps to foster understanding.
Although stories are unscientific there is plenty of evidence to show the positive effects they have on our brains particularly in releasing the chemical dopamine, a hormone related to happiness. Storytelling allows you to communicate authentically as listeners can see and hear that you mean what you say, as the old people used to tell me 'story allows you to speak heart to heart.'
There's been a growing interest from professionals and community volunteers to learn storytelling skills, one such opportunity was created recently by the Reading Agency's 'Reading Friends' project at Bolton central library. Delegates from a variety of ages and backgrounds learned about the theory and practice of nomadic storytelling including how to use their voices, their bodies and their experiences to tell some of their old stories and also how to create new ones.
Richard storytelling with Oldham Dementia Group
Creating new empowering stories is a huge part of the nomadic style of storytelling as it shows us positive ways forward, this has many benefits for our communities. Stories can be therapeutic too as people feel really listened to, I know from family expereince and now with my work in dementia just how useful it can be at those times when people find it too difficult to reminicse, so instead of going over the past we create new stories together in the present. Sharing stories like this can be truly transformative for the teller and the listener.
As a manager or team leader storytelling allows you to communicate much more effectively than email, notes or powerpoint ever can as it speaks to head and heart and is much more memorable as a result. That's why people swap stories at work and down the pub and not powerpoint presentations!
There is so much to gain from using storytelling personally and professionally, it improves your confidence and the confidence of others it also makes you a better listener and it's by nature very inclusive.
We musn't forget that storytelling is also about having fun and being playful with words when this happens people of all ages connect and reconnect, there are few things more lovely than watching the generations laugh together. As one of my previous delegates, and now one of my colleagues, said after learning storytelling skills 'when I realised you could have fun my whole mindset changed for the better.'
I'll leave you with a comment from one of the attendees at our storytelling in the community event on what it had taught them to do; "have fun" "bring the people into the story - make connections" "Go with the flow" "Vocal dynamics"
Richard at Hay Festival
So go on do all of those things and share a story with someone today!
_
Richard O'Neill is a multi-award winning master storyteller and workshop leader, he delivers sessions in a wide range of settings across Europe. He has a particular interest in using storytelling to promote inclusion and social change.
Website www.richardthestoryteller.weebly.comTwitter @therroneill | 1,698 | 919 | {
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BRUNEAU RIVER
History - Prior to the construction of downstream dams in Idaho, the Bruneau River in Nevada was home to Chinook Salmon and Steelhead making their journey all the way from the Pacific Ocean. Today, Redband Trout and Mountain Whitefish are the only native salmonids present.
Pertinent Information - The Bruneau is roughly 50 miles in length, 29 miles of which are fishable. Gamefish include Redband Trout (a subspecies of Rainbow Trout) and Mountain Whitefish. Dace, shiners, suckers, and other native endemic fish are also found. Anglers generally catch an average of eight trout per day and the best times of year to fish are in July, following run-off, through October. Fish can easily be caught on flies, lures, and bait such as worms or salmon eggs primarily along the lower section between Copper Creek downstream to McDonald Creek. There is primitive camping opportunity on Forest Service land and at the Bruneau River Wildlife Management Area.
Stocking - Redband Trout and the Mountain Whitefish have self-sustaining populations, and no stocking occurs.
Regulations - Season is open year around any hour of the day or night. Limits are 10 trout and 10 mountain whitefish. The capture, possession, or use of fish as bait, whether dead or alive or parts thereof, including commercially prepared and preserved baitfish is prohibited other than preserved salmon eggs. Aquatic bait may be used only in the water from which it is taken.
Biologist Forecast for 2023 –The Bruneau River watershed is 105% of average near the end of the 2022-2023 winter. Above average stream flows and extended run-off could negatively impact angler opportunity early in the year. Fishing will likely be slower than historic averages, as the fishery was impacted from the prior two years of severe drought causing low flows and high-water temperatures above 70°F. It will likely take several good water years to restore the Bruneau River fishery to its former prominence. Fishing later in the spring through fall should remain fair for Redband Trout and Mountain Whitefish; with a large portion of fish being caught in the 5"-10" size class, and a few top end fish breaking the 12"-14" range.
Access - A dirt road parallels a majority of the Bruneau River from Charleston Reservoir downstream to the McDonald Creek confluence. The Bruneau River road can be accessed from a 24-mile-long road (Gold Creek Road) northeast of State Route 225 at Wildhorse Reservoir or by exiting State Route 225, 55 miles north of Elko at the Charleston-Deeth Road and driving east 21 miles on the maintained dirt road to Charleston Reservoir.
DO YOUR PART – Stop Aquatic Hitchhikers
Clean – Remove all mud, plants, and animals from every part of your boat, trailer, and equipment (waders, boots, landing nets, gloves, etc.).
Drain – Before you leave the recreation area, eliminate all water from your equipment and boat including live-wells, ballast, hull, and engine-cooling water.
Dry – Allow time for your equipment (waders, boots, landing nets, gloves, etc.) and boat to dry completely before you enter or launch in any other waters. | 1,331 | 691 | {
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MINISTRY OF EDUCATION, SCIENCE AND TECHNOLOGY AND VOCATIONA TRAINING THEMI HILL PRE AND PRIMARY SCHOOL HOLIDAY PACKAGE MAY 2020 SCIENCE GRD III
NAME:.................................................................DATE:............................ CLASS.................
TIME: 1:00HOURS
INSTRUCTIONS
- This paper consists of section A and B with a total of five(5) questions
- Answer all questions
- Answers must be written in the spaces provided
- Cellular phone and all materials concerning with this subject are not allowed in the examination room.
- Remember to write your name, stream and date.
SECTION A
1. Choose a letter of the correct answer from the choices given then write in the box provided.
i) Which of the following are security animals
b) Dogs and cats
a) Donkeys and camels
c) Lion and hyenas
d) Guards and police
ii) Which of the following is a source of most forms of energy on earth.
b) Potential energy
a) Kinetic energy
d) Gravitational energy
iii) Reflected sound is called
b) Noise
c) Solar energy
a) Music
c) Echo
d) Sound
iv) Energy stored by an object due to its position is called
b) Mechanical energy
a) Thermodynamic energy
c) Kinetic energy
d) Potential energy
v) How do living organism increase in number
b) By growing
d) By movement
a) By reproduction
c) By breathing
2. Matching the question in LIST A with the answer in LIST B write the letter of the
3. Fill in the blanks by using the words in the box
Vacuum, habital, mechanical energy, excretion, sound, potential energy i)
A process of all living thing to remove unwanted material from the body is known as ii)
.......................................................
....................................................
A form of energy which is produced when an object is made to vibrate is called
iii) The sum of both kinetic and potential energy possessed by an object is called
.....................................................
iv) A natural environment in which an animal or plants live is called ........................................
v) A place where sound do not pass through is called ....................................................................
4. Read the following passage and answer the question that follow
Sound is a form of energy produced by vibration. Vibration are produced by both natural and artificial sources. A vibration is a to and fro motion which is continually repeated. Sound can be produced by natural sources such as animals e.g cow and goats. Sound can also be produced by artificial sources such as guiter, drum etc.
Questions
i)
A form of energy produced by vibration is ..............................................................................
ii) Two sources of sound are natural source of sound and .....................................................
iii) To and fro motion which is continually repeated is called ................................................
iv) Natural source of sound comes from animals such as ...........................................and
v)
Sound waves can not travel through.............................................
................................................
5. Observe the following diagram
Prepared by E. A. KADOKADO | 1,969 | 636 | {
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Water-Saving Ideas to Use at Home
Make a commitment to do at least one thing a day to save water!
IN THE KITCHEN
u Limit dishwasher use to full loads. Let really dirty dishes/pans soak to speed washing. Soak dishes instead of letting the water run while you scrape them. Cut back on rinsing if your dishwasher is new because newer models clean more thoroughly than older ones.
u Use one glass each day for your drinking water thus cutting down on the number of times you use the dishwasher.
u Store drinking water in refrigerator to keep cold instead of allowing the tap to run when you want cool water.
u When washing by hand, fill one sink with wash water and the other with rinse water.
u Don't use running water to thaw food; defrost in refrigerator or microwave.
u When washing your hands, don't let the water run when you lather.
u Install an instant water heater near the kitchen sink to avoid running the water while it heats up thus reducing energy costs.
IN THE BATHROOM
u Take a five-minute (or less) shower instead of a bath.
u If you do take a bath, plug bathtub before turning water on, then adjust temperature as the tub fills up.
u Install a water-saving shower head.
u Fix all running toilets. Make sure toilet flappers do not stick open after flushing.
u Drop tissue in the trash instead of in the toilet to eliminate unnecessary flushing.
u Turn off the water while you shave and/or while you are brushing your teeth.
AROUND THE HOUSE
u Limit your laundry to full loads
u Make sure there are aerators on all of your faucets.
u Water plants thoroughly but less frequently.
u Only install a water-softening system when minerals in water will damage your pipes. Turn softener off when on vacation.
OUTSIDE ACTIVITIES
u Select plants and shrubs appropriate for the local climate.
u Check your sprinkler system frequently and adjust sprinklers so only your lawn is watered not the house, sidewalk or street. Check sprinkler valves for leaks and keep the heads in good shape.
u Minimize evaporation by watering during the early morning hours, when temperatures are cooler and winds, lighter. Only water when necessary. Avoid watering on windy days.
u Divide watering cycle into shorter periods to reduce runoff and allow for better absorption.
u Only use sprinkler on large areas. Water small patches by hand.
u Set a timer when watering your lawn or garden with a hose.
u Choose a water-efficient drip irrigation system for trees, shrubs and flowers. Watering at the roots is effective. Don't over water.
u Put down a layer of mulch to slow moisture evaporation and discourage weed growth.
u Weed regularly. Weeds compete with other plants for water, nutrients and light.
u Wash your car, bathe your pet or let your kids run under the sprinkler on the lawn in an area in need of water.
u Use a hose nozzle and turn off water while you wash your car.
u Check outdoor faucets, pipes, sprinklers and hoses for leaks. A leak check should be conducted at least twice a year on all faucets.
u Sweep sidewalk and driveway with broom instead of using a hose.
u Cover pools and spas to reduce water evaporation.
HOME MAINTENANCE
u Read your water meter before and after a two-hour period when no water is being used. There is a leak if the meter does not read the exact same each time.
u Install a rain shut-off device on your automatic sprinklers to eliminate unnecessary watering.
u Check your sprinkler system valves periodically for leaks to keep the heads in good shape.
u Know where the master shut-off valve is located which is necessary if the pipes burst.
u Winterize outdoor spigots when temperature dips below 20 degrees to prevent pipes from bursting or freezing.
u Insulate hot water pipes.
u Check your water meter and bill to track your water usage.
u Consider replacing old toilet(s) with a water efficient model.
And remember to contact a professional plumber for any expert advice and service.
For a list of specialists in your area, visit the "Find a Contractor" section at www.phccweb.org, or call (800)533-7694. | 1,650 | 881 | {
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ROAD SAFETY ORIENTATION AND ISSUES
1. SAFETY is the #1 issue when riding.
2. THE BRAIN: Your best piece of safety equipment.
1. Anticipate, think ahead, then react
3. BIKE ISSUES: MIRROR, bell, good tires, lights, rear flasher, check your bike before and after each ride (cuts in tires, frayed cables, brake pads). Keep tired properly inflated. Is anything loose? ON BIKE: extra tube, pump, water bottle
4. CLOTHING and HELMETS: Hi-Viz clothing (no black, dark blue/purple); gloves, glasses, make sure helmets "fit" properly (across the forehead, not covering the nape of the neck).
5. DMV LAWS: They apply to all cyclists, follow the 'rules of the road' and motorists are more likely to respect cyclists. There are 5 times more accidents for cyclists who do not follow the "rules of the road".
1. Hand signals – turns, slowing down
2. Unlicensed Cyclists: young riders who may not 'know the "Rules of the Road"
3. Ride a straight line (4-6" wide) – no weaving – be predictable!
4. RFL: No authority to stop / control traffic
6. GROUP RIDING:
1. Personal Comfort Zone (spacing) btwn bikes (front/back/side)
2. "Escape Route" – what is it and it will change moment to moment
3. Speed going downhill
4. Braking: increased distance with rain/gravel
a. "Tapping brakes" while riding in a group
5. Left Turns as a group:
7. MUSIC TO YOUR EARS:
DMV: One ear bud only! NOT allowed on RFL!
Cell-phones & GPS (Keep your eyes on the road)
Cellphones – take 'em, use 'em (when you're stopped)
8. CAR ISSUES:
1. Getting 'doored' (3' distance from cars)
2. If the wheels are moving, the vehicle is moving.
3. Cars making right hand turns in front of riders
4. Cars that "zoom" past and then brake to turn right. The bike often 'catches up' to the car before or as they turn.
5. Road Rage – get the license plate/description of the car and report to police.
6. Don't pass on the right hand side (if cars are stopped for lights).
7. Bikes will "lose" against a car!
8. Truck or car "wash" from being passed
9. ROAD ISSUES:
1. RR tracks (dew in NH, popping tires)
2. Gravel – potholes – glass – shoulder / broken pavement
3. "Taking the Lane" – Ride defensively, but assertively
4. Proper Gear to 'start up' at red lights or to "escape" a dangerous situation.
5. Avoid Blindspots for cars!
6. Ride Defensively, but Assertively
7. Scan the Road – see what's ahead and behind.
8. Rider Fatigue: Don't 'over-ride', rest stops – 100 miles
9. Know and always have an "Escape Route"
10. Communicate with other riders: "Car Back, On Your Left, Clear Back"
11. Dogs: stop pedaling and coast or 'out run em' if you can.
12. Scan the Road:
Scenarios:
1. Left turn from N. Meadow onto W. Buffalo @ Byrne Dairy / Joe's Restaurant: turn
right into Buffalo and turn around to cross Meadow.
2. Left turn from Taughannock Blvd by the Jewel Box: left lane to left lane (if going straight to Meadow) or right lane (if going to S. Fulton)
10. HYDRATE OR DIE:
1. Food and fluids – eat/drink before you're hungry or thirsty.
a. Keep some type of food "on the bike" – 6 ppl shared a Clif Bar
b. A 10% loss of fluids can be life threatening!
c. Cognitive and physical impairment – dehydration
d. Eating/drinking for a 100 mile ride is vastly different than a 25 or 50 mile ride.
e. Post-Ride Nutrition – Hydration = VIP
11. RIDE LIFE LIFE SPECIFIC ISSUES:
a. Motorcycles "Dudes and Dudettes" on route - Thumbs up (if OK) or down (if help is needed)
b. Bike Techs:
c. Seneca Falls: Road Marshalls
12. BE SAFE – HAVE FUN – SUPPORT OTHER RIDERS/VOLUNTEERS!
RIDE ROUTE OPTIONS:
42 Miles – Rider is bused to the Seneca Falls Community Center, you bicycle rides on a separate truck.
85 & 100 miles – begin at Stewart Park, follow route on the East lake side around to Cass Park
Indoor Cycling – new and growing in popularity! See | 1,929 | 1,041 | {
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Anxiety is something that everyone experiences to some extent in any stressful situation. For students, one of the most frequently stressful or anxiety-provoking experiences is test-taking. Many students will feel some form of anxiety when taking exams. Anxious feelings can occur before the test, while reviewing for the test, during the test, or after the test, and can range from nervousness sweating, to forgetfulness and blanking out, to actually becoming physically ill.
While all of these are symptoms of anxiety, most people don't experience anything worse than nervousness. In fact, a slight amount of anxiety often results in improved test performance. However, anxiety becomes a problem when it begins to adversely affect a person's performance on the exam.
There are three main areas students can work on to reduce test anxiety when it begins to interfere with test performance.
1. MENTAL PREPARATION
Before the exam the student can do several things:
Be thoroughly prepared. A confident know ledge of course materials is the first step in reducing test anxiety.
Review the material. Review is fine but trying to cover tw o months of material in two hours is not an effective way to prepare for an exam. Begin your review process early. This also reduces last minute anxiety.
Arrive at the exam location early . Tardiness only causes more stress! Relax and don’t talk about the test with friends or other students- frantic review is often more confusing than helpful. Also, do not sit near anyone who seems anxious, as it will only serve to make you more anxious.
In the exam a student should be test-wise and have a plan for taking a test:
Some initial tension is normal . Generally w hen you receive a test, stop for a moment, take several deep breaths, relax, and then start reviewing direc- tion and test items.
In a times test, make a schedule for answering questions . Allow more time for a higher point question. Pace yourself to get as many questions as pos- sible answered. Knowing how well you are progressing will eliminate anxiety over whether or not you will finish the exam.
Don’t speed too much time on any question . If you can’t come up with the answer, move on. You can always come back if you have time. Higher scores will usually result from trying all items.
If you get stumped on a question or series of questions, move onto questions you can answer . This w ill get your mental process and con- centration ready for more difficult questions.
This tool brought to you by The Learning Corner @ Oregon State University, This tool brought to you by The Learning Corner @ Oregon State University, success.oregonstate.edu/learning
success.oregonstate.edu/learning
I know I can do this. I practiced, explained, made connections...
I’m taking a deep breath. I feel my feet on the floor. I’m ready.
2. PHYSICAL PREPARATION
Before the exam students should develop good study habit and techniques. Adequate food and rest are important to any part of the study program, especially before an exam. When people are tired they become frustrated more easily and experience more anxiety.
During the exam find a place where you will have some privacy, one that is well lit and comfortable. Bring those supplies necessary for the exam such as a calculator, pens, etc. avoid sitting near the door or other high distraction places.
3. RELAXATION
In connection with mental and physical preparation, relaxation before and during the exam can aid in retention and improve test performance. When a person is anxious, his/her body becomes physically tense. Relaxation removes tension and thus reduces anxiety- the deeper the relaxation the greater the reduction in anxiety. There are several things you can do to achieve a state of relaxation prior to an exam.
Go for a walk. Allow adequate time prior to the exam to go for w alk. Clear your mind as you walk and enjoy the sense of relaxation.
Avoid discussing the test with anyone - especially fellow classmates as that only serves to fuel anxiety.
Take a series of 10 deep breaths, holding each breath for 10 seconds. Slowly release your breath.
While sitting or lying down, tense all the muscles in your body. Hold the tension for seconds. Release, let your muscles relax completely. Repeat, as needed until you feeling feel less anxious and deeper sense of relaxation.
Stretch. Stretching your muscles invigorates the body and is a great pick me up, especially if you are groggy.
success.oregonstate.edu/learning success.oregonstate.edu/learning | 1,797 | 971 | {
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SILVER SPRINGS EDIBLE GARDEN GROUP
"A garden requires patient labour and attention.
It thrives because someone expended effort on it." Liberty Hyde Bailey
At the time this article was written spring equinox had just passed and we were seeing changes occurring in the garden. Several plants seemed to be behaving differently. Growth had increased tremendously for many vining plants, shrubs, and perennials, while others, such as leafy greens, were suddenly going to seed! The technical term for this is called 'BOLTING'.
Bolting is a response to temperature and day length, or other root stress. It should not be confused with plants that simply become mature and bloom. Now all seeds have an inherent entitlement to make seeds, but they use different approaches as they react to changes in the seasons. As the days get longer and the average soil temperature increases, becoming quite hot at mid-day, some vegetables, mostly leafy salad greens such as spinach, lettuce and Asian greens (pac choi, arugula, mustard greens), as well as parsley and cilantro, are triggered by the longer warmer days to produce seed; they 'bolt'. It seems that almost overnight these plants send up a flower stem, go into bloom, and then produce seeds. Once this process starts, it is irreversible. Breaking off the stem only encourages more stems, not leaves, to form. As the energy then goes into flower production, the leaves may become unpleasantly bitter or spicy. Essentially, a bolted plant is no longer good for eating.
The experienced gardener learns to plant these seeds very early spring when the weather is cool, then remove them once bolted, and perhaps replant again early fall for a second crop as the weather again cools off. These plants all thrive in cool soil. The best advice for new gardeners is to plan on growing 'cool-season' plants in the cool season (April/May). Observe your plants every day. When they look their best, don't delay, harvest immediately at their peak freshness. [Above excerpt was condensed from an article from West Coast Seeds website: https://www.westcoastseeds.com/garden-resources/articles-instructions/bolting/ ]
June brought heat and rain to the garden and we saw increased growth in both edibles and perennials. The new shrubs are adapting well and show new growth. The recently rejuvenated strawberry beds look healthy and new growth is appearing on the plants.
The last Garden Speaker Series presentation on Trees, Shrubs and Perennials with Laurel and
Teresa on June 20 th proved to be very worthwhile; an informed guided tour of the gardens and tree groves areas. We couldn't have asked for a more beautiful evening for the walk and many people expressed their thanks and enjoyed the whole event complete with carrot cake and iced tea on the patio at the end.
The GARDEN SPEAKER SERIES has completed for this year. It was very successful with interesting topics and good attendance. Planning for next year's garden talks will soon begin. We welcome your ideas and suggestions on garden topics that would be of interest to you. Email: email@example.com Don't miss out next year! Look for the article in the SSCA 'Spirit' in early 2019 to see what exciting garden talks are being offered. | 1,239 | 681 | {
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RUSEKERE SECONDARY SCHOOL P.O BOX 52 FORT PORTAL, UGANDA SCHOOL PROFILE
LOCATION
Rusekere Secondary School is situated in Kabarole District, Western Uganda, East Africa. It is located North East of Fort Portal 25 kms on Fort Portal – Kijura Murrum Feeder road that links the area to the major commercial and administrative town of Fort Portal. It is found in Hakibaale Sub County, Burahya County, Kibasi LC II Kabarole District.
HISTORICAL BACKGROUND
Rusekere S.S was born 1982, named so by tracing the ancestral area of the location so called "Rusekere". The greater need for having an institution of higher learning in the locality prompted the initiators of the idea to start a senior secondary school with the least available local resources. Attaining secondary education was the monopoly of the privileged few who had to travel greater distances in urban centres where the schools were located. Schools like St. Leos College, Nyakasura School, Kyebambe Girls, Mpanga and others were all far away over 25 kms in Fort Portal. Not withstanding this fact is that these schools could not be afforded by the peasantry. Some influential politicians of the time including religious leaders and other community elders, decided to advance the idea of founding a secondary school which could enable the daughters and sons of the peasantry to also access secondary education. The first school site was established at the sub county Headquarters – Hakibaale where by the courtroom, the Community Development Hall acted as classrooms, Headteachers' office and staffroom. After, 1 year a semi-permanent mud & wattle grass thatched structure was put in place by the community to accommodate the ever increasing numbers of the students' population. The political instability of the time could not allow the school to hold a firm ground and not until 1986 when the school acquired a new site near Kyairumba Primary School. The Primary School which is Catholic Church founded and on whose land it stands apportioned a piece of land to the now Rusekere SS where the parents since 1986 continued adding structures for classrooms.
Todate, the enrollment stands as follows:-
| CLASS | BOYS | GIRLS |
|---|---|---|
| S.1 | 132 | 88 |
| S.2 | 136 | 78 |
| S.3 | 78 | 55 |
| S.4 | 50 | 31 |
| TOTAL | 396 | 252 |
N.B: S.I has 04 streams
S.2 has 03 streams
S.3 has 02 streams
S.4 has 02 streams
Rusekere S.S has a catchment area of a sub – county with a total population of about 70,000 people in Hakibaale sub county of Kabarole District. There are 9 government primary schools from where most of the students who enroll with the school do come from. A few students also come from the neighbouring district of Kyenjojo and neighbouring sub counties of Busoro and Kichwamba and a negligible number from Fort Portal Municipality.
THE SCHOOL'S LOCALITY
Based on its locality, the community from which the students do come from is a peasantry class living on land practicing subsistence agriculture with a minimal surplus left for sell. Many others pick tea in the Tea Plantations. As such, the income base of the people is quite poor. This goes to advance the cause for support of the poor parents to enable them obtain assistance in form of text books, scholastic materials for their children and personal effects for the very needy students.
CHALLENGES
The students and the school in general face several challenges some of which include:
1- There are child-headed families. Children loose both their parents and there are no close relatives willing to take on the responsibility of looking after them. The eldest takes over the duty. Naturally, the challenges met are grave.
3- There are categories of students who live alone in their family houses. Who drop out of school when the challenges over power them.
2- There are total orphans living with their ailing parent(s). Provision of necessities is difficult since the elderly grand parents do not have the energy to work.
4- Some poor parents prefer to have their children married at an early age to dodge the expenditures!
5- The school. Though established in 1982 is still backward in terms of infrastructure and other scholastic materials. | 1,908 | 941 | {
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BE A GOOD NEIGHBOR. BE BEAR SMART!
HELPING PEOPLE AND BEARS COEXIST
Quick Tips for Effective Electric Fencing for Bears
A properly constructed electric fence is safe for people and pets and has proven to be effective at deterring bears from chicken coops, beehives, fruit trees, gardens, livestock pens, compost and more. Proper design, construction and maintenance will determine the effectiveness of your fence.
Before you start: Is your need for an electric fencing system temporary (seasonal) or permanent (year round)? How big is the area you want to fence? Will you need a gate, on/off throw switch, etc?
Minimum Requirements for Bears
Minimum Joule Rating: 0.7 joules
Minimum Voltage: 6,000 volts
Minimum Number of Wires: 3
Minimum Fence Height: 4 feet
The primary electric fence components are: energizer, grounding system, wire, posts and fence tester.
ENERGIZERS: The joule rating is most important when choosing an energizer. Plug-in energizers are recommended over battery operated, where power is available. Pulse rates of modern energizers are so quick that they cannot generate enough heat to start vegetation on fire.
GROUNDING: Grounding is the second most important component. Hot-ground systems are best for dry, rocky soil. All-hot is best for damp, or often-watered, soil. You'll need one ground rod, (galvanized steel is recommended), for every joule of energizer output. Grounds rods should be driven 6 feet deep.
WIRE: Aluminum wire (14Ga or more) is easier to use and more conductive. Steel (12Ga or more) is more durable. (Note that 12 Ga is thicker than 14 Ga). Poly wire should be at least 9-stranded. Cattle or hog panel can be used in addition to, or instead of, traditional wire. Poly tape is not recommended for bears. Wire should be placed so bears cannot go under, through or over wires. A 3-wire system is recommended for existing structures and 5-wire for stand-alone perimeter fences.
POSTS: Treated wooden posts are preferred for permanent systems. Common post types available for electric fencing are wooden, T-posts, fiberglass and plastic.
MAINTENANCE IS KEY: Use an electric fence voltage meter, (fence tester), weekly to check the amount of current passing through wires, not just if voltage is passing through. Check that hot wires are not grounded out by tall vegetation, fallen branches, or broken insulators, etc. Check for poor wire connections in locations of spliced wire or where wire has become loose.
In addition:
* For protecting fruit trees, all fruit should fall within the electrical fence instead of outside it.
* Electric fences should be placed away from structures, so bears first encounter the fence.
* Place highly-visible electric fencing signs around the perimeter of your fence as a precaution.
* Bait an electric fence only for an individual bear that has previously accessed attractants.
Bear Smart Durango • 970-749-4262 • email@example.com • www.bearsmartdurango.org | 1,397 | 693 | {
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Brigance Inventory of Early Development III: Standardised
Author(s): Curriculum Associates
Date Available: 11 June 2014
ISBN:
978 1 76001 200 7
Code/SKU:
CA14288
RRP:
$200.00
Format/Page No.: A4, 242 pages
Age Group:
Early Learning–6
Topic:
Activities and Exercises;
Gifted & Support
Learning Area: Cross-curricular
Summary:
The BRIGANCE Inventory of Early Development III Standardised, or IED III Standardised, is a selection of 55 key assessments that span the critical domains of child development and learning. The valid, reliable and well-researched developmental assessments of the IED III Standardised have been standardised and validated on a normative sample of children from birth to seven years of age.
The IED III Standardised produces a complete range of information about a child's early developmental and academic skill mastery.
Results from administered assessments of the IED III Standardised produce a variety of scores, including standard scores, percentiles and age equivalents in the following domains:
* Physical development (gross motor and fine motor)
* Language development (receptive and expressive)
* Academic skills/cognitive development (literacy and mathematics)
* Adaptive behaviour (daily living)
* Social and emotional development (interpersonal and self-regulatory)
Because the skills within assessments are sequenced from the earliest mastered skills to more difficult ones, a child's present level of performance can be pinpointed along a skill continuum. Results from administered assessments allow professionals to identify a child's strengths and needs within and across these domains (skill areas). And because the IED III Standardised is norm-referenced, professionals can compare a child's mastery of skills to that of other children of the same age across these skill areas. Therefore, the IED III Standardised meets common assessment requirements and can be used as the educational and developmental portion of a battery that identifies children with potential developmental or learning delays, language impairment, advanced development and other exceptionalities.
Supporting Resources:
* Brigance Inventory of Early Development III: Standardised Record Book (CA14289)
* Brigance Inventory of Early Development III: Early Childhood Edition (CA14278)
* Brigance Inventory of Early Development III: Special Education Edition (CA14274)
* Brigance Inventory of Early Development III: Box of Materials (CA9562)
Tel: +61 3 8558 2444
Fax: +61 3 8558 2400
Web: www.hbe.com.au Email: email@example.com | 1,342 | 532 | {
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Wind Energy: STEM Road Map for Primary School
Editor(s): Carla C. Johnson, Janet B. Walton & Erin Peters-Burton
Date Available: January 2018
ISBN:
978 1 76056 597 8
Code/SKU:
NST5978
RRP:
$35.95
Format/Page No.: A4, 230 pages
Year Level:
F–4, Teachers and
Administrators
Focus Area:
Activities and Exercises,
Classroom Practice and
Direct Instruction
Key Learning
Area:
Cross-Curricular,
Mathematics, Science,
Technologies
Summary
What if you could challenge your primary school students to develop an economical, eco-friendly wind farm? With this volume in the STEM Road Map Curriculum Series, you can!
Wind Energy outlines a journey that will steer your students toward authentic problem-solving while grounding them in integrated STEM disciplines. The series is designed to meet the growing need to infuse real-world learning into F–12 classrooms.
This book is an interdisciplinary module that uses project- and problem-based learning to investigate the interactions of Earth's systems, including geography, weather and wind. Your students will do the following:
* Learn how Earth's spheres – including the lithosphere, hydrosphere, atmosphere and biosphere – interact and how to observe and measure them.
* Study US geography, weather patterns, the economics of wind energy and issues about the use of wind turbines as an energy source.
* Be challenged to develop a wind farm. Working in teams, students will analyse the wind energy potential of a possible location. Then, they will create a proposal that considers the wind farm's cost, energy production and environmental impact.
* Deliver their presentations to garner support from the wind farm's surrounding community and potential investors.
The STEM Road Map Curriculum Series is anchored in the Next Generation Science Standards, the Common Core State Standards and the Framework for 21st Century Learning. In-depth and flexible, Wind Energy can be used as a whole unit of in part to meet the needs of districts, schools and teachers who are charting a course toward an integrated STEM approach.
Other Resources
* Transportation in the Future: STEM Road Map for Primary School (NST5961)
* Harnessing Solar Energy: STEM Road Map for Primary School (NST5954)
* Amusement Park of the Future: STEM Road Map for The Middle Years (NST5923)
* Construction Materials: STEM Road Map for the High School (NST5938)
Moorabbin VIC 3189
Tel: +61 3 8558 2444 Fax: +61 3 8558 2400 | 1,228 | 535 | {
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Lions Facts: Past and Present Quiz
1. What year was the first convention of Lions Clubs International held?
a) 1912 b) 1917 c) 1922
2. Circle the statistic that comes closest to the current figures of Lions Clubs International.
b) 39,000 clubs with 1,200,000 members in over 165 countries and geographical areas.
a) 29,000 clubs with 1,100,000 members in over 130 countries and geographical areas.
c) 44,000 clubs with 1,300,000 members in over 195 countries and geographical areas.
3. The LION magazine, which first appeared in 1918, is now printed in how many
a) 11 b) 15 c) 22
languages?
4. A Lion may transfer to any club in the world providing the new club accepts him or her.
a) True b) False
5. Since a club follows the principles of the association and the international constitution, it may not adopt its own club constitution to suit its particular requirements.
a) True b) False
6. What is the major international service commitment of Lions?
a) Sight First b) Youth Exchange c) Lions-Quest
7. A majority of districts are composed of a minimum of 35 clubs with a total of
a) True b) False
1,250 members.
8. In which country was the first club formed outside of the United States?
a) Mexico b) Canada c) England
9. In which country was the first club formed outside of North America?
a) China b) England c) Brazil
Lions Facts: Past and Present Quiz
10. A multiple district is:
b) A district, which extends into several states or countries.
a) An unusually large district.
c) Made up of two or more sub-districts
11. Funds raised from the general public at a fund-raising activity can be used to fund a club member to the international convention.
a) True b) False
12. In what year did the international constitution eliminate the word "male" as a condition for membership, encouraging women to become Lions?
a) 1967 b) 1978 c) 1987
13. The basic concept of a Leo club is:
b) To support Lions clubs projects.
a) To develop youth as responsible citizens of both community and the world.
c) To provide a social and recreational outlet for youth.
14. The association's headquarters is located in
_________________________.
15. The official colors of Lions clubs international are _________ and ____________?
16. Symbolically the two lions on our emblem face both __________________.
17. Fill in the missing word from our slogan: “Liberty, _____________, Our Nation’s Safety.”
18. The association's motto is _____________.
ANSWERS
1b 2c 3c 4a 5b 6a 7a 8b 9b 10c 11b 12c 13a 14 Oak Brook, Illinois USA 15 gold and purple 16 past and future 17 intelligence 18 "We Serve" | 1,378 | 664 | {
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The value of water
The story of how village residents revive a well and nurture a tree.
The village is a small habitat of about 122 people and is off a National Highway by a kilometer in parched Kolar district of Karnataka. The water situation is difficult and the summer heat causes people to quarrel near the supply points as the volume is meager. The borewells have reached 1,000 ft. and the drinking water has to be pumped a kilometer to the village. An overhead water tank stands in mute testimony to an infrastructure designed for better times while the water has run out.
Inspired by Grama Vikas an NGO, Gunashekhar of the village of Doddaganahalli has taken up the de-silting of two old open wells. Overtime they had fallen into disuse with people throwing rubbish into it since the source for water had shifted to borewells. Now, in desperate times, the village was looking to its old friends for help. After the de-silting both the wells have started to yield water.
Cleaning process
About 5,000 liters a day, enough for the domestic needs of the population. The villagers are busy adding limestone to the waters to clean it, they say. It is an old practice around open wells forgotten but being revived.
Women gather and joke that they had forgotten the exercise of lifting water and anyway it was better than paying and joining a gym. Schoolgirls are washing clothes around the well using the water carefully and judiciously. It is vacation time from schools.
The clothes wash water drops from the well platform into a small pit near a tree trunk and collect in a pool. Here is old Narayanappa, all of 85 years, thin and bent with age scooping the water into two small containers. He then walks about 300 meters to a few saplings he has planted and pours the wash water carefully around the root zone. He has mulched some of the area to prevent evaporation loss. The saplings have green leaves and are surviving the summer heat thanks to a person who cares and does not allow any water to go waste.
The young girls washing the clothes seem oblivious to the work of the old man and he also does not talk much. By hauling water about 60 feet the young ones have learnt the value of it. As they observe the well seeping slowly and filling up gradually they are forced to use the water as it comes and becomes available.
Those who are privileged to get water when they open the tap unfortunately seem to lose all information on how scarce water actually is. How do we regain this communication? One small way seems to price water so as to capture its scarcity value. Are our institutions up to it? Unlikely when you see how subsidised water is and how wastefully it is used by those who can afford it.
Meanwhile, true water heroes like Narayanappa continue to use it carefully and nurture trees. His one wish is to get a coconut sapling so that he can take care of the Kalpavriksh. A humbling experience it is to meet such good people. We must learn from them for only then will we be able to cope with the great water crisis that is upon us. That would be water wisdom.
The above story was written by Vice-President of Grama Vikas Shri.S.Vishwanath which was published in THE HINDU news paper.
Doddaganahalli is ChildFundIndia sponsored village.
Mr.Gunasekhar is a parent of a Sponsored child called Pavithra. | 1,236 | 745 | {
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MOANA MOVIE REVIEW
BY ELLEN SINGER , C.A.S.E. SENIOR THERAPIST, LCSW-C
This latest Disney movie has received rave reviews by both fans and critics. I would suggest to all parents that they view sites like www.fandango.com and www.commonsensemedia.org for more information about this movie. I've written this brief movie review especially to warn parents about one particular
aspect of the movie that is potentially quite upsetting for foster and adopted children.
One of the lead characters, Maui, is a demi-god, who shares his life story with Moana. Paraphrasing some, he states that his "human parents took one look at me and decided they didn't want me and tossed me into the water (the sea) like I was nothing." Maui has tattoos all over his body and one picture shows a person tossing a baby into the sea. He was saved by "the gods" and given the power to be a demi-god. With that power, he strives to give humans wonderful gifts. Moana notes, "You did everything for them so they'd love you?" Maui replies: "It was never enough." Fortunately, Moana makes two important points in response to Maui's story: 1) The gods saved Maui because he was worthy – of being saved (that he was NOT nothing) – 2) The gods are not responsible for Maui's desire to do good things – he is – meaning he is good. However, the
movie also shows Maui's internal struggle with doing the right thing and helping Moana versus being disillusioned with himself and "others", and choosing to look out only for himself and run from danger. Of course, Maui does the right thing in the end and risks his life and his power to help Moana.
While Maui's back story is a very small part of the movie, it obviously can have big triggers for foster and adopted children. As I suggest in all of my movie reviews, parents will need to decide if they believe their child will be alarmed by some of the themes presented in the movie, or whether viewing the movie would provide a good opportunity for parent-child dialogue about adoption. At the very least, parents are urged to prepare any foster or adopted child or teen or adult! – no matter what age – about this aspect of the movie.
Copyright © 2016Center for Adoption Support and Education
. All rights reserved. No part of this fact sheet or series may be reproduced or utilized in any form or by any means, without permission in writing from the publisher. | 952 | 532 | {
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Mindscapes Volume # 3 Edition III November 2018
WHAT IS STRESS
'Stress is the body's reaction to a challenge. Though stress is often perceived as bad, it can actually be good in some respects. The right kind of stress can sharpen the mind and reflexes. It might be able to help the body perform better, or help you escape a dangerous situation.'
From:
ttps://www.learnpsychology.org/st udent-stress-anxiety-guide/
FOOD FOR THOUGHT
"When you are feeling anxious, remember you are still you. You are not your anxiety."
Deanne Repich
TYPES OF ANXIETY
Students can develop several types of anxiety. Some of them are;
1. Social anxiety
2. Seperation anxiety
3. Generalised anxiety
4. Selective mutism
ANXIETY
Dear Parents,
This edition of Mindscapes will focus on the factors that cause anxiety in students. We will also share some practical ways of managing stress and anxiety related issues. We hope this will help students and parents manage anxiety as well.
SIGNS AND SYMPTOMS ANXIETY
1. Inattention and Restlessness
One of the subtle signs of anxiety can be lack of focus and inability to remain on task. Students who may be unable to follow a disucssion or may feel the need to move frequently may be suffering from anxiety.
2. Clinginess or absence from school
Students suffering from seperation anxiety may find excuses of not going to school very frequently. They may also exhibit clingy behaviors as they don't want to separate from their caregiver and would like to talk to them several times in a day.
3. Disruptive behavior
Students who exhibit behaviors that are ususally related to negative feelings may also be suffering from anxiety of some sort. Kicking, biting, shouting or excessive repetetive questioning can be some of the expresssions of their uncertainity related with anxiety.
4. Avoidance in class/homework
Students suffering from anxiety may show resistance towards answering questions in class or doing their homework at home. They may even complain about not making any sense of certain concepts or subjects only while they excel in others.
5. Avoding social settings
Students with anxiety may avoid tasks and activities which may demand social mingling like going for shopping or movies with peers or relatives, giving out a presentation or working in a group.
2
TIPS FOR MANAGING ANXIETY
This section will provide some tips for students and parents to help manage anxiety.
1. Get enough sleep. As the body is undergoing stress it is important that students get plenty of sleep. This is specially important during exams when students strectch their revision hours compromising their sleep.
2. Positive self-talk. Talking to ones' self about the positives in a situation is very important. Highlight the strengths and previous accomplishments and don't focus on the challenge factors out of proportion.
3. Vent it out. Have a venting out system for maning anxiety. Quality dinner time as a family, walking or jogging in a park or playing some game with the kids can be ways of providing positive energy. Students should have access to a grown-up who can understand their emotions and guide them accordingly.
4. Enagage in relations. A bit of mindfulness or yoga can be an easy of calming oneself down. If arts and music is something that students enjoy then let them be enagaged in that to destress themselves.
Further Reading:
https://www.learnpsychology.org/student-stress-anxiety-guide/ https://childmind.org/article/classroom-anxiety-in-children/ | 1,478 | 742 | {
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Globe Lesson 2 - Distance - Grade 6+
Distance on a Globe
How far is it from Chicago, Illinois, to Moscow, Russia? The answer to this depends upon how far you travel to get there. Most long trips are now by airplane. While you might have to vary your route, most air travel moves in straight lines.
In this lesson we are interested in line straight-line distances. We will study the shortest distances between places and measure that distance in miles. Your globe and globe mounting can help us measure distance.
Below is a picture of a part of the scale that appears on the Horizon Ring Mounting. Look at your Horizon Ring globe mounting. The inner ring is yellow and shows miles. The red line is the starting point for this mileage scale. It is divided into 1,000 mile sections. Each section is further divided by 100-mile marks. There is a darker mark at 500 miles. The total amount of miles is shown in the lower right corner of each 1,000mile section.
This is called a graphic scale. You will use this graphic scale as you measure the straight-line distance between two locations on the globe. The example used to get started is to find the great circle route between Chicago and Moscow.
Circle Chicago, Illinois, and Moscow, Russia. Place one of your thumbs on Chicago and the other on Moscow. With your thumbs in this position, rotate the globe until both thumbs touch the Horizon Ring. Take your thumbs away. Be sure the two cities line up with the ring. This is called the great circle route.
Lesson 2 - Distance (continued)
Measuring the Distance
Turn the globe so Chicago is exactly over the red line on the Horizon Ring. Rotate the globe until the line is exactly along the Horizon Ring. Read the miles from the red line, around to your right until you reach the point where Moscow is located. Your answer should be about 5,000 miles. This is the approximate distance if you travel a straight line. Any figure between 4,800 and 5,200 is acceptable.
Using this method, find the distance between the following pairs of cities:
1. San Francisco, California to New York, New York
_________________________________
2. New York, New York to Honolulu, Hawaii
_________________________________
3. Denver, Colorado to London, United Kingdom
_________________________________
4. Seattle, Washington to Tokyo, Japan
_________________________________
5. Chicago, Illinois to New Delhi, India
_________________________________
© Copyrighted Property Of George F. Cram Company, provided by 1-World Globes & Maps: www.worldmapsonline.com | 1,245 | 552 | {
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Precise, personal and professional
Backpack Safety
Backpacks are a popular and practical way for children and teenagers to carry schoolbooks and supplies. When used correctly, backpacks can be a good way to carry the necessities of the school day. They are designed to distribute the weight of the load among some of the body's strongest muscles of the body.
Choose the right backpack. Look for the following:
Wide, padded shoulder straps. Narrow straps can dig into shoulders. This can cause pain and restrict circulation. Backpacks with one shoulder strap that runs across the body cannot distribute weight evenly. Try and have padded straps each at least 2 inches wide
Padded back. A padded back protects against sharp edges on objects inside the pack and increases comfort.
Waist strap. A waist strap can distribute the weight of a heavy load more evenly. This is especially for smaller children
Lightweight backpack. The backpack itself should not add much weight to the load.
Rolling backpack. This type of backpack may be a good choice for students who must tote a heavy load. Re member that rolling backpacks must be carried up stairs.
Always use both shoulder straps. Slinging a backpack over one shoulder can strain muscles.
Tighten the straps so that the pack is close to the body. The straps should hold the pack around two inches above the waist.
Pack lightly. The backpack should never weigh more than 15 percent of the student's total body weight.
Organize the backpack to use all of its compartments. Pack heavier items closest to the center of the back. There, your larger back and trunk muscles can manage the load easily.
Stop often at school lockers and remove items you don't need, if possible. Do not carry all of the books needed for the day.
Bend using both knees, when you bend down. Do not bend over at the waist when wearing or lifting a heavy backpack.
Learn back-strengthening exercises from your physiotherapist to build up the muscles used to carry a backpack.
Overloading also causes the muscles of the back to work so hard, that they become strained and fatigued. This makes the back more susceptible to injury and pain.
Putting The Backpack On
A student should be aware of using proper body mechanics when lifting the backpack and putting it on. They should face the backpack and bend at the knees to grab it, hold it close to them, and then lift it using their legs. One strap should be put on at a time.
Parents also can help in the following ways
Encourage your child or teenager to tell you about pain or discomfort that may be caused by a heavy backpack. Pain that is persistent is a warning that something is wrong. Seek assessment and advice from a physiotherapist. It is always easier to correct problems at an early stage than to be treating real injury later on. | 1,042 | 612 | {
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Year 7 – Summer term learning program
Depending on your current level of maths some students will need to review the KS2 lessons first.
More able students should complete additional lessons within each topic to extend themselves.
| Lesson Number | Subject - Algebra | Complete |
|---|---|---|
| | Topic - Introduction to Algebra | |
| 1 | Introduction to Basic Algebra Part 1 | |
| 2 | Introduction to Basic Algebra Part 2 | |
| | Topic - Simplifying Expressions | |
| 3 | Simplifying Expressions Part 1 | |
| 4 | Simplifying Expressions Part 2 | |
| 5 | Simplifying Expressions Part 3 | |
| | Topic - Simplifying Powers | |
| 6 | Multiplying Powers | |
| | Topic - Substituting Numbers into Formula | |
| 25 | Substituting numbers into formula, part 1 | |
| 26 | Substituting numbers into formula, part 2 | |
| 27 | Substituting numbers into formula, part 3 | |
| | Topic - Sequences | |
| 37 | Introduction to sequences | |
| 38 | Finding the Terms of a Sequence when you`re given the nth term rule - Part 1 | |
| 39 | Finding the Terms of a Sequence when you`re given the nth term rule - Part 2 | |
| 40 | Finding the nth term | |
| 41 | Finding a number in the sequence using the nth term rule | |
| | Topic - Solving Equations | |
| 50 | Solving equations, part 1 | |
| 51 | Solving equations, part 2 | |
| | Topic - Solving Equations Using Number Machines (Easier method) | |
| 56 | Solving equations, using number machines | |
| | Topic - Inequalities | |
| 63 | Introduction to inequalities | |
| | Subject - Geometry and measures | |
| | Topic - Angles | |
| 50 | Proving angles on a straight line add to 180 | |
| 51 | Angles on a straight line | |
| 52 | Angles on a straight line - Common Mistake | |
| 54 | Proving the angles around a point add up to 360 | |
| 55 | Angles around a point | |
| 57 | Finding angles in quadrilaterals | |
| 58 | Finding angles in a triangle | |
| 60 | Finding angles in Isosceles triangles |
|---|---|
| 62 | Introduction to Equilateral triangles |
| 63 | The 4 types of Triangles |
| 64 | Vertically opposite angles |
| | Topic - Angles on Parallel Lines |
| 67 | Alternate angles on parallel lines |
| 68 | Corresponding angles |
| | Topic - Measuring Angles |
| 71 | Introduction to the parts of a protractor |
| 72 | How to use a protractor |
| 73 | Exam tip for measuring difficult angles |
| | Topic - Polygons |
| 74 | Introduction to polygons | | 1,455 | 716 | {
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Pollinator Conservation
Conserve pollinator habitat with this specialized seed mix. Over two pounds of wildflowers per acre offer pollen and nectar sources while the native bunch grasses provide nesting habitat for bees and other beneficial insects.
#NP1 Mesic to Dry
Full Sun to Part Sun 5.00 PLS LBS/Acre 64.00 Seeds/ Sq. Ft
| | Wildflowers | Oz/Acre |
|---|---|---|
| Aquilegia canadensis Wild Columbine 1.50 | | |
| Asclepias tuberosa Butterfly Weed 4.00 | | |
| Aster laevis Smooth Blue Aster 1.50 | | |
| Aster novae-angliae New England Aster 1.00 | | |
| Chamaecrista fasciculata Partridge Pea 8.00 | | |
| Dalea candida White Prairie Clover 2.00 | | |
| Dalea purpurea Purple Prairie Clover 2.50 | | |
| Desmodium illinoense Illinois Tick Trefoil 1.00 | | |
| Eryngium yuccifolium Rattlesnake Master 1.50 | | |
| Liatris pycnostachya Prairie Blazing Star 2.00 | | |
| Penstemon digitalis Foxglove Beard Tongue 1.50 | | |
| Potentilla arguta Prairie Cinquefoil 0.50 | | |
| Ratibida pinnata Yellow Coneflower 1.50 | | |
| Rudbeckia hirta Black-Eyed Susan 2.00 | | |
| Solidago rigida Stiff Goldenrod 1.50 | | |
| Solidago speciosa Showy Goldenrod 1.00 | | |
| Tradescantia ohiensis Ohio Spiderwort 2.00 | | |
| Zizia aurea Golden Alexanders 1.00 | | |
| | Grasses, Sedges, & Rushes | Oz/Acre |
| Bouteloua curtipendula Side Oats Grama 16.00 | | |
| Koeleria cristata (macrantha) June Grass 4.00 | | |
| Schizachyrium scoparium Little Bluestem 16.00 | | |
| Sporobolus heterolepis Prairie Dropseed 8.00 | | |
Agrecol Native Seed & Plant Nursery
Page 29 | 1,039 | 571 | {
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Solution to Rubik's Cube in a few Seconds, using Group Theory
Abel Prize 2008
From time to time Rubik's cube has a popularity peak. Many people get more or less addicted and spend a lot of time trying to find a solution. Most of us give up after some frustrating attempts. It seems impossible to collect all the blue fields on one side at the same time as the reds and the yellows are not spread all over.
Having put the cube away, a young student ap pears on the Nine o'clock News, solving the problem in 20 seconds. "OK", we say, "students of today have bright minds", and we accept the situation without loosing our confidence. We might even accuse the student of spending too much time on this worthless activity instead of studying the curriculum. But the thought crosses our mind: How do they do it? Then a three-yearsold Chinese in his baby-chair shows us how to solve the cube with his tiny fingers and convinces us that there must be some sort of system.
legal symmetries of Rubik's cube. These sym metries form a group structure which we call Ru bik's group. As to the Classification of Finite Sim ple Groups, we mention that Rubik´s group is not simple; it is built up of the simple groups A12, A8, 7 copies of Z3 and 12 copies of Z2.
The solution is group theory.
Rubik's cube contains a kernel on which the rest of the subcubes can be moved around in layers. The only visual part of the kernel is the six outer fields in the middle of each face of the cube. Each of these outer fields is surrounded by 8 subcubes which simultaneously is rotated around, and with, the central field. The cube contains 3 x 3 x 3 = 27 subcubes, of which 7 belongs to the kernel and 20 can be moved. The 20 movable subcubes are divided in 8 corner cubes and 12 edge cubes. The corners have three visual faces, the edge cubes have two. A symmetry of the cube has to map corners to corners and edge cubes to edge cubes. There are 8! permutations of the corners and 12! permutations of the edge cubes. The corners have three visual faces, increasing the possibilities by a factor 28, similar for the three faces of the cor ners. It turns out that not all theoretical possibili ties are possible to perform, and we have to di vide by a factor of 12. Thus there are all together
```
1 12 8! 3 8 12!2 12 = 43 252 003 274 489 856 000
```
The key to a quick solution of Rubik's cube is knowledge of certain subgroups of Rubik´s group. One single rotation changes 20 out of the 48 mov able fields and fixes the other 28. Composing several rotations in a clever manner increases the number of fixed fields. This is precisely the skill of the cube experts. They know, and remember, sequences of rotations that fix a huge number of fields, and they use these sequences to change more and more fields into the right position, with out disturbing the ones they have already placed. From a group theoretic point of view this is not so complicated. To remember and to accomplish the sequences is quite another business. Rubik´s cube is not only a nice example of applied group theory, it is definitely an evidence of the fact that theory is one thing, to put it into practice is quite another. | 1,276 | 753 | {
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Get Ready to Teach Science!
Science in the Preschool Day
Each Early Science with Nico & Nor™ curriculum supplement is designed to take place over 3 weeks, with activities being done several days a week. However, the activities in each lesson can be completed in a time frame that works best for your classroom and schedule, whether all in one day or spread over several days. Each lesson organizes the activities by different times in the daily schedule.
Circle Time: Introduction
Circle Time (approximately 15 minutes) prepares and motivates children for upcoming activities. Circle Time activities include: whole group hands-on explorations and discussions, Shared Play with the digital game, read-aloud stories and related songs, and short video clips of other children doing related activities and sharing observations. The videos serve as springboards for your class to explore similar activities in the classroom and outdoors. Circle Time: Introduction is also a good time to introduce Learning Center materials.
Guided Small Group
We suggest that you organize your class into 4 groups for Guided Small Group work. During every lesson, you will meet with each group for about 15 minutes while the rest of the class engages with Learning Center activities. Each group will work together for the duration of each unit and document their explorations with the digital journal apps.
Get Ready to Teach Science!
Learning Centers
Learning Centers (15 minutes each) are designed to encourage children to explore materials independently (or with light guidance) and in an open-ended way. Introduce each center by discussing or demonstrating ways that children can use the materials. Then, allow children to explore at their own pace and in their own way. Take the opportunity (along with other educators or adults in the classroom) to circulate among the centers and engage children in conversation about what they are doing and what they notice. During these activities, children may explore how materials can be used in multiple ways. Follow children's interests as you encourage them to describe, compare, predict, and explain. Use Science Talk strategies to enrich and deepen children's hands-on learning experiences. These conversations also give you valuable information about the level of children's understanding and the specific things that capture their interest. More information and examples of Science Talk strategies can be found in the "Get Ready to Teach Science" section of the Teachers Guide as well as in each activity's directions.
Outdoors
Each curriculum includes several 15-20 minute activities to do outdoors. You will need to find a safe and convenient area for your children to explore, one without traffic, glass and litter, thorny plants, poison ivy and other plants that can cause rashes. Also consider what the weather might be like during the weeks you plan to implement these lessons. Going outdoors offers great opportunities to help children expand their awareness and understanding of the natural world around them. We encourage you to include these outdoor learning activities in your curriculum, modifying the activities as needed to fit your particular setting.
The world outside is filled with plants, large and small—even in small, paved areas you can find plants poking through cracks. In the Plants unit, lessons 4-6 include outdoor plant explorations.
In the Ramps unit, lessons 1, 3, and 8 include outdoor explorations of force, movement, and how different surfaces affect how far and how fast a rolling object travels.
The outdoors is a wonderful natural laboratory for exploring light and shadows with children. In the Shadows unit outdoor activities, children are often invited to document their observations and discoveries on the iPad in their digital Shadows Journal.
Snacks
Plants feed us! Each week (during the Plants unit only), Snacks with Seeds activities (5-10 minutes) encourage children to taste and examine various fruits and vegetables. Snack activities can be scheduled into any day that works for your schedule and classroom. You will want to check with parents and guardians in advance about children's food allergies and sensitivities.
Circle Time: Wrap-Up
In a closing Circle Time (approximately 15 minutes), the class reflects on questions and discoveries from the day. Photos and videos taken by children during the Guided Small Group and Outdoor activities can be projected or shared on an iPad to prompt discussion. The sessions also include read-aloud books, action songs, video viewing, and/or shared exploration of the digital games.
Nico & Nor™/© 2017 WGBH Educational Foundation. All Rights Reserved. | 1,872 | 888 | {
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